{"page": 1, "printed_page": null, "text": ""}
{"page": 2, "printed_page": null, "text": ""}
{"page": 3, "printed_page": null, "text": ""}
{"page": 4, "printed_page": null, "text": ""}
{"page": 5, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\nProceedings\nOF\n\nSIXTY-EIGHTH\n\nTHE\n\nANNUAL\nHELD\n\nAT\n\n* COLUMBUS,\nJUNE\n\nOHIO\n\n28'JULY 4, 1930\n\nVOLUME\n\nThe\n\nMEETING\n\nNational\n\n68\n\nEducation\n\nAssociation\n\n1201 Sixteenth Street N. W.\nWashington,\n\nD. C.\n\n"}
{"page": 6, "printed_page": null, "text": "THE\n\nMEMBERSHIP FEES AND PUBLICATIONS OF\nNATIONAL EDUCATION ASSOCIATION\nThe\n\nNational\n\n1. The\n\nEducation\n\n$2 membership\n\nto receive\n\nThe\n\nAssociation\n\nhas\n\nthree\n\nclasses\n\nentitles one to all the privileges\n\nJournal\n\nof the National\n\nEducation\n\nof membership:\nof membership\n\nAssociation\n\nand\n\nfor one\n\nyear.\n\nof membership\n\nand\n\n(9 issues.)\n2. The\n\n$5 membership\n\nto receive\n\nfor one year\n\nentitles one to all the privileges\n(a) The\n\nJournal\n\nof the National\n\nEducation\n\nAssocia¬\n\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\nleges of the $5 membership for life.\nSeveral\n\ndepartments\n\nmembership\n\nfees and\n\nof the National\nissue department\n\nto the publications\n\nEducation\n\nAssociation\n\npublications.\n\nand\n\nhave\n\nMembership\n\nprivi¬\n\nseparate\n\nin the Na¬\n\ntional Education Association is a prerequisite to membership in any Depart¬\nment of the Association. The payment of one of the membership fees of the\n\nNational Education A ssociation does not include membership in any depart¬\nment having membership fee. The membership of the departments which\nissue publications\n1. The\n\nfollows:\n\nDepartment\n\nof\n\nSuperintendence — $5\n\nmembership\n\nentitles one\n\nto\n\nreceive for one year (a) The Y earhook of the Department of Superin¬\ntendence, which includes a list of members; (b) the Official Report of\nthe Winter\n\nMeeting;\n\nand\n\n(c) the N.\n\nE. A.\n\nResearch\n\nBulletin\n\n(5 issues).\n\n2. The Department of Elementary School Principals — $3 membership en¬\ntitles one to participate in the work of the department, to receive its bulletins\nissued\n\nin October,\n\nJanuary,\n\nletin (5 issues). The\napproximately\n\nApril, and July, and\n\nApril number\n\nfive hundred\n\nthe N. E. A. Research\n\nof the Bulletin is a yearbook\n\nBul¬\n\ncontaining\n\npages.\n\n3. The Department of Secondary School Principals — $2 entitles one to\nactive membership and to receive its bulletins issued in January, March,\nApril, May,\nmeeting.\n\nand October.\n\nThe\n\nMarch\n\nnumber\n\n4. The Department of Supervisors and\nbership entitles one to active membership\n\nis the proceedings\n\nof the annual\n\nDirectors of Instruction — $4 mem¬\nand to the Journal of Educational\n\nMethod.\n5. The Department of Adult Education — $2 fee entitles one\nand the Adult Education Bulletin.\n\nto membership\n\n6. The Department of Social Studies — $2.25 entitles one to membership\nto the Historical Outlook.\nThe\n\nAmerican\n\na yearbook\n\nAssociation\n\nwhich\n\ngoes\n\nof Teachers\n\nColleges\n\nto institutions paying\n\nDepartment of Classroom Teachers, which\nlishes a yearbook which sells for $1.50.\n\nThe volume of Addresses\nmembers for $3.\nMembership\n\nand\n\na membership\n\nEducation\n\nmay\n\nbe\n\npublishes\n\nfee of $10. The\n\nhas no membership\n\nProceedings\n\nfees of the National\n\n(a department)\n\nfee, also pub¬\n\npurchased\n\nAssociation\n\nand\n\nand\n\nby\n\nnon¬\n\nits depart¬\n\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.\nWenonah Ave., Berwyn, Ill.\n\nThese\n\nshould\n\n[2]\n\ngo\n\nto Mr.\n\nH.\n\nV. Church,\n\n3129\n\n"}
{"page": 7, "printed_page": null, "text": "FOREWORD\n\nThis book records the 68th annual convention of the National Educa¬\n\ntion Association. It also includes the report of the Department of\nSuperintendence Convention held in Atlantic City last February and\nthat of the American Association of Teachers Colleges (a department) held\nat that time. A few of the other departments also hold their meetings at the\ntime of the winter convention.\nTh is volume contains the first record of two new departments — the\nAmerican Educational Research Association and the Department of Super¬\nvisors and Teachers of Home Economics. Both of these groups begin as de¬\npartments with a background of real accomplishment in their previous work\nas separate organizations.\nJuly 26 was an eventful day in the history of the National\n\nEducation\n\nAssociation for on that date the cornerstone of the new headquarters build¬\ning was laid. The addresses in connection with the occasion are printed in\nthe rear of this book. (See page 1100.)\nSuggestions from members\n\nrelative to the content or form of the Proceed¬\n\nings will be welcomed.\nJoy\n\nElmer\n\nDivision\n\nMorgan,\n\nDirector,\n\nLyle\n\nW.\n\nAshby,\n\nof Publications.\n\n[3]\n\nAssistant\n\nDivision\n\nDirector ,\n\nof Publications.\n\n"}
{"page": 8, "printed_page": null, "text": "Membership\n\nof the National\n\nEducation\n\nAssociation\n\nCount made December 31 each year\n\nAlabama .\n:. .\nArizona .\nArkansas .\nCalifornia .\nColorado .\nConnecticut .\nDelaware .\nDistrict of Columbia. .\nFlorida .\nGeorgia .\nIdaho .\nIllinois .\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 .\nRhode Island .\nSouth Carolina .\nSouth Dakota .\nTennessee .\nTexas .\nUtah .\nVermont .\nVirginia .\nWashington .\nWest Virginia .\nWisconsin .\nWyoming .\nAlaska .\nCanal Zone .\nHawaii .\nPorto Rico .\nPhilippine Islands .\nVirgin Islands .\nForeign .\n\n1907\n55\n\n1917\n\n64\n37\n33\n432\n\n20\n17\n249\n75\n58\n479\n\n140\n102\n13\n96\n33\n48\n74\n733\n207\n185\n195\n85\n\n16\n50\n21\n128\n93\n84\n£20\n60\n42\n32\n55\n\n54\n51\n94\n366\n251\n103\n\n332\n139\n145\n16\n\n38\n512\n60\n114\n\n216\n21\n71\n304\n\n19\n38\n280\n33\n\n198\n13\n948\n23\n42\n349\n23\n19\n\n1,230\n62\n83\n534\n95\n154\n\n325\n32\n22\n40\n\n535\n47\n31\n51\n60\n138\n66\n40\n88\n144\n\n31\n48\n30\n30\n40\n68\n24\n\n114\n277\n22\n\n160\n12\n\n• • •\n\n,, , ,\n•\n\n1922\n\n205\n\n4,982\n\n8,466\n\n1926\n\n-■ 1927\n810\n\n1,150\n2,186\n\n15,213\n\n1,142\n2,095\n765\n17,924\n\n4,284\n752\n1,770\n\n708\n327\n1,107\n9,592\n3,820\n343\n1,319\n595\n320\n231\n497\n7,475\n3,137\n5,944\n431\n1,399\n932\n529\n2,105\n10,696\n7,466\n156\n2,281\n\n1,016\n442\n1,669\n\n18,497\n\n4,450\n802\n1,986\n\n4,582\n756\n1,997\n\n1,949\n459\n621\n1,051\n\n721\n4,663\n2,051\n\n1,449\n671\n2,225\n950\n\n645\n1,432\n2,819\n\n8,961\n4,437\n3,536\n543\n1,890\n\n9,303\n6,439\n\n1,370\n2,651\n1,909\n11,197\n1,050\n\n4,620\n759\n1,893\n1,276\n2,490\n2,713\n988\n12,045\n\n1,026\n1,867\n1,567\n6,197\n8,977\n273\n2,704\n\n310\n2,651\n625\n\n562\n2,721\n557\n\n384\n3,427\n10,031\n323\n497\n\n319\n4,269\n\n1,089\n398\n2,879\n1,082\n3,413\n736\n3,316\n1,271\n933\n27\n1,168\n519\n\n1929\n1,635\n876\n2,524\n20,887\n\n333\n3,176\n\n8,383\n1,252\n1,041\n6,279\n215\n89\n785\n615\n\n1928\n1,331\n857\n2,262\n19,486\n\n337\n3,234\n\n430\n9,973\n584\n9,881\n1,477\n2,288\n10,423\n322\n484\n869\n1,066\n2,049\n1,678\n432\n1,480\n3,334\n1,810\n3,428\n1,198\n1052\n67\n1,827\n221\n\n140\n10\n\n123\n164\n\n118,032\n\n138,856\n\n• • •\n\n.\n\n1924\n\n3,313\n2,696\n906\n1,244\n1,782\n1,371\n10,311\n5,415\n312\n3,800\n313\n3,186\n\n11,253\n1,049\n5,315\n3,342\n2,789\n1,321\n770\n952\n1,643\n\n5,902\n3,342\n3,020\n636\n1,362\n882\n1,769\n\n11,256\n5,646\n\n12,230\n361\n6,340\n\n612\n5,773\n274\n\n2,602\n684\n460\n\n2,376\n778\n431\n\n7,518\n886\n3,219\n454\n753\n2,313\n\n286\n6,488\n\n354\n7,173\n716\n517\n8,666\n\n430\n7,678\n10,315\n854\n588\n\n2,973\n\n634\n9,278\n508\n14,587\n\n16,785\n\n1,565\n2,877\n17,650\n474\n614\n\n1,801\n2,816\n18,459\n319\n633\n\n1,188\n1,126\n3,726\n330\n2,093\n\n1,198\n1,115\n4,997\n417\n\n1,717\n5,465\n2,729\n3,826\n163\n95\n1,133\n64\n2,506\n59\n108\n\n2,562\n1,79.4\n6,399\n2,603\n4,062\n107\n161\n1,206\n\n168\n\n2,593\n83\n79\n105\n203\n\n170,053\n\n181,350\n\n19,490\n1,781\n2,794\n19,316\n\n6,457\n3,218\n807\n3,256\n1,428\n1,696\n1,592\n13,652\n5,191\n560\n5,805\n985\n3,287\n783\n337\n2,331\n536\n9,080\n10,522\n556\n23,850\n1,066\n1,880\n2,770\n21,206\n336\n\n371\n635\n1,288\n1,457\n3,469\n450\n2,842\n\n1,168\n1,269\n2,215\n3,440\n370\n2,994\n\n2,015\n5,625\n2,513\n4,228\n161\n1,146\n65\n\n2,010\n4,778\n\n86\n2,624\n110\n56\n223\n\n338\n2,573\n117\n\n193,145\n\n2,602\n4,368\n171\n1,100\n65\n\n199\n11\n205,681\n\nThe next official count will be made December 31, 1930. Will it be 215,000? We can reach that goal by a little extra\neffort.. Let every school, city and county already 100 percent maintain its record next year and let those which have not yet\nreached the 100 percent goal increase their membership by at least 10 percent.\n\n11\n\n"}
{"page": 9, "printed_page": null, "text": "How This Book is Built\n\nThe conventions of the National Education Association are great\n\ncongresses which bring together a wide variety of interests. This vol¬\nume reflects those interests. Persons who use it will save time by form¬\ning a picture of its contents and arrangement.\nThe opening pages cover the speeches before the General Sessions at the\n\nColumbus 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 and\ninformation pertaining to the Association since its organization in 1857. The\nvolume as a whole represents the efforts of hundreds of persons engaged in\nall branches of education activity.\nSummary\n\nAddresses Before the General\n\nof\n\nContents\n\nSessions.. .\n\n17\n\nReports of Committees .\nThe National Council of Education .\n\n169\n199\n\nThe\nThe\nThe\nThe\nThe\n\nDepartment\nDepartment\nDepartment\nDepartment\nDepartment\n\nof Adult Education .\nof Business Education .\nof Classroom Teachers .\nof Deans of Women .\nof Educational Research .\n\n249\n275\n293\n309\n331\n\nThe\n\nDepartment\n\nof Elementary\n\n333\n\nThe\nThe\nThe\n\nDepartment\nDepartment\nDepartment\n\nof Kindergarten-Primary Education\nof Lip Reading .\nof Rural Education .\n\nThe\nThe\n\nDepartment\nDepartment\n\nof School Health and Physical Education .\nof Science Instruction .\n\nThe\nThe\nThe\nThe\nThe\n\nDepartment\nDepartment\nDepartment\nDepartment\nDepartment\n\nSchool Principals .\n.\n\nof Secondary School Principals .\nof Social Studies .\nof Superintendence .\nof Supervisors and Teachers of Home Economics.\nof Supervisors and Directors of Instruction .\nThe Department of Teachers Colleges .\nThe Department of Visual Instruction .\nThe Department of Vocational Education .\nAssociational Records and Information .\n\n367\n391\n402\n501\n529\n\n543\n597\n607\n. 771\n773\n\n801\n911\n931\n955\n\n[5]\nx\n\n"}
{"page": 10, "printed_page": null, "text": "\\\n\n'\n\n,\n'\n\n- i/\n\n- 1\n\n.\n\n"}
{"page": 11, "printed_page": null, "text": "CONTENTS\nGENERAL\n\nSESSIONS\n\nCOLUMBUS\n\nADDRESSES\n\nIdeals\n\nin American\n\nEducation — Thompson .\n\nWhat\n\nthe Schools\n\nWhat\n\nthe Home\n\nCan\n\nDo\n\nin Character\n\nand\n\nWhat\n\nthe Church\n\nCan\n\nDo\n\nin Character\n\nand\n\nCan\n\nDo\n\nin Character\n\nand\n\nReligious\n\n17\n\nEducation — Sutton ... .\n\n24\n\nReligious\n\nEducation — Condon ... .\n\n32\n\nReligious\n\nEducation — McDowell . .\n\n37\n\nAddress\n\nof Welcome — Cooper .\n\n41\n\nWords\n\nof Greeting — Thomas .\n\n42\n\nWords\n\nof Greeting — Clifton .\n\n43\n\nWords\n\nof Greeting — Collicott .\n\n43\n\nVital\n\nValues\n\nEducation\n\nin Education — Pyrtlc .\n\nfor World\n\n44\n\nCommunity — Dengler .\n\n48\n\nGreetings — Wins hip .\n'.\nAlaska, Our Last Frontier — Karnes .\nThrough the Looking Glass — Reeve .\nInternational Goodwill, a Natural Outcome of the Social\nfor the Early\nLooking\n\nElementary\n\n54\n55\n58\n\nStudies\n\nCurriculum\n\nGrades — Rudy .\n\n64\n\nForward — Thomas .\n\n67\n\nThe Teacher’s Job — Callahan .\nThe Philippines in International Education — Osias .\nHow to Promote International Education — Soper .\nA\n\nRedefinition\n\nStray er\nThe\nThe\n\nof the\n\nConcept\n\nof Equality\n\nof\n\nOpportunity\n\n68\n71\n75\nin Education —\n\n.\n\n78\n\nInternational Point of View as a Vital Value\nwith Teachers — Allen .\nHandicaps\n\nin Education — Progress\n82\n\nof Limitation — Hall .\n\n87\n\nEducation for World Improvement — Siders .\nThe Schools of Hawaii — Aitken .\n\n91\n92\n\nThe Art of Living as a Vital Value in Education — Hall .\nThumb Prints — Clark .\n\n95\n97\n\nEducating Everybody for Living — Samuelson .\nThe Enrichment of Adult Life — McBrien .\n\n103\n108\n\nLaying\n\nthe Foundation\nYouth\n\nThe\nThe\n\nof\n\nfor the Enrichment\n\nof Adult\n\nLife among\n\nthe Problem\n\nChicago — Dolton .\n\nIll\n\nRevival of Personality — Lindley .\nGreat Adventure — Jones .\n\n115\n121\n\nGeorge Washington Bicentennial Celebration — Grant .\nEducation for Political Service — Owen .\n\n126\n130\n\nThe\n\n. .\n\n130\n\nThe Responsibility of the Public to the Schools — Bradford .\nSymbols or Experience — Sealock .\nThe Teacher and the Child — Barnard .\n\n133\n136\n141\n\nCreative\n\nProgram — Barbee .\n\n141\n\nof the Broadcaster — Robinson .\n\n145\n\nPorto\n\nRican\n\nActivity\n\nEducational\nThe\n\nUse\n\nPeople — Padin .\n\nVital to the School\n\nObligations\n\nof Radio\n\nLambert\n\nin the\n\nDevelopment\n\nof\n\nInternational\n\n150\n\nProgressive\n\nTeachers — Givens .\n\nRecognizing\n\nand\n\nPioneering\n\nAgain — Cooper\n\nThe\n\nof America — Finley .\n\nHeart\n\nUnderstanding —\n\n.\nDeveloping\n\nCreative\n\nAbility in the Individual\n\n.\n\n. m\n\n152\nChild — Hale.\n\n.\n\n155\n156\n163\n\n"}
{"page": 12, "printed_page": null, "text": "8\n\nNational\n\nEducation\n\nREPORTS\n\nOF\n\nAssociation\n\nCOMMITTEES\n\nof Committee on Appointment of Delegates and Kindred Questions —\nProposed Changes in Bylaws — Threlkeld .\nReport of the Committee to Cooperate with the National Association of\nTeachers in Colored Schools — Newbold .\n\n175\n\nReport\n\nof the Committee\n\nof the Teacher — Norton ... .\n\n179\n\nReport\n\nof the Committee\n\non Enrichment of Adult Life — Alderman .\nCommittee on Health Problems in Education of the\n\n181\n\nReport\n\nReport\n\non the Economic\n\nStatus\n\nof the Joint\nNational Education Association and\n.\ntion — Wood\n\nthe American\n\nMedical\n\n171\n\nAssocia¬\n184\n186\n\nReport\nReport\n\nof Committee on International Relations — Woodward .\nof the Legislative Commission — Finegan .\n\n188\n\nReport\n\nof the Committee\n\non Resolutions — Preble .\n\n191\n\nReport\n\nof Committee\n\nRetirement\n\n195\n\nReport\n\nof the Committee\n\non\n\nTHE\nHistorical\n\nNote\n\nSuggestions\n\nRelative\n\nBagley\nAn\n\nAnalysis\n\nof One\n\nAllowances — Force .\n\nHundred\n\nNATIONAL\n\non Tenure\n\nCOUNCIL\n\nOF\n\nProblems — Rowland.\n\n. . .\n\nEDUCATION\n\n.\nto the Functions\n\n200\n\nof the National\n\nCouncil\n\nof Education —\n\n.\n\nof the Qualities\n\nlike the United\n\n195\n\n201\n\nor Traits\n\nof a Desirable\n\nCitizen\n\nin a Democracy\n\nStates — Pearse .\n\n205\n\nEducation\n\nfor the American\n\nYouth — W oil .\n\n211\n\nEducation\n\nand\n\nPlan\n\n213\n\nThe\n\nthe Five\n\nYear\n\nof Soviet\n\nRussia — Counts .\n\nFuture\n\nof Education\n\nin America — Bagley .\n\n218\n\nFifty Years\n\nof American\n\nEducation,\n\n225\n\nStudy\n\nof Traits\n\nPearse\n\nDesirable\n\nin an\n\n1880-1930 — Anderson .\nAmerican\n\nCitizen — Preliminary\n\nReport —\n\n.\n\n226\n\nAn Appreciation of the Work of the National Council\nThe Spirit of the Old Guard — Carr .\n\nof Education — Pyrtle. .\n\n232\n232\n\nThe\n\nNational\n\nToday — Pearse .\n\n233\n\nThe\nThe\n\nPlace of the Council in the Business of Education — Finegan .\nCouncil in the Nineties — Kirk .\n\nSecretary’s\n\nCouncil\n\nMinutes\n\nof Education — Yesterday\n\n.\n\nDEPARTMENT\nHistorical\n\nNote\n\nand\n\nOF\n\n239\n\nADULT\n\nEDUCATION\n\n.\n\n250\n\nThe Research Program in Adult Education — Norton .\nResearch in Adult Education — Charters .\nSome\n\n251\n251\n\nof the Objective Values Resulting from a Program of Adult Elemen¬\ntary Education to the Adult Student, to the Day School Program, and\nto the\n\nThe\n\n235\n237\n\nLeisure\n\nReport\n\nPre-School\n\nChild — Morriss .\n\n257\n\nof Tomorrow — Morgan .\n\n269\n270\n\nof the Secretary .\nDEPARTMENT\n\nOF\n\nHistorical\n\nNote\n\n.\n\nPersonnel\n\nWork\n\nin the College\n\nState\n\nBUSINESS\n\nof Commerce\n\nEDUCATION\n276\n\nand\n\nAdministration\n\nof the Ohio\n\nUniversity — Reeder .\n\nStandardization:\n\nPreliminary\n\nSteps, Suggestions,\n\nand Recommendations — Hull. .\n\n277\n\n280\n\n"}
{"page": 13, "printed_page": null, "text": "9\n\nContents\n\nThe Necessity of Closer Relations Between Business and the Schools — Beck..\nEvaluating Business Education by Business — Kyker .\n\n281\n\nWill a Practical Office Training Department Ever Be Developed? — Ely .\nVital Values in Commercial Education — Garbutt .\n\n285\n288\n\nTypewriting — A Subject to be Taught — Reynolds .\nNew Trends in Commercial Teacher Training — Studebaker .\n\n289\n291\n\nSecretary’s\n\n292\n\nMinutes\n\n.\n\nDEPARTMENT\nHistorical\n\nAn\n\nNote\n\nOF\n\nCLASSROOM\n\n283\n\nTEACHERS\n\n.\n\n294\n\nAppraisal of Agencies for the Development of the High-School Teacher\nIn Service — Merits and Weaknesses of College Summer Schools and\nOther\n\nCultural\n\nSelfgovernment\n\nand\n\nSpecial Education\nNeeds\n\nin Rural\n\nProblems\n\nAgencies — Barnette .\nSelfmastery — Allen .\n\nas a New\n\nEducation\n\nof the Rural\n\nSecretary’s\n\nMinutes\n\nDepartment\n\nNote\n\nof Teachers\n\nHelp\n\nHigh-School\n\nin Human\n\nDeans\n\nInstitute: Necessary\n\nMay\n\nand\n\nEnglish\nThe\n\nEducation — Rankin .\n\nto College\n\nRecords\nOF\n\n319\n\nDeans — JV ells .\n\nfor the High-School\n\nEDUCATIONAL\n\n326\n\nDean — Hayes..\n\nOF\n\nin our\n\n332\n\nELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n334\n\nSchools — Scott. .\n\nof a Reading\n\nProgram\n\nto Our\n\nContributions\n\n335\n\nto the Schools — IV hit e .\n\n335\n\nSchools — Cassell .\nof Geography\n\n337\n\nin Education — Parkins .\n\n339\n\nVital Values\n\nin Elementary\n\nVital Values\n\nin Education — University\n\nVital Values\n\nin Elementary\n\nVital Values\nVital Values\n\nin Education — Superintendent’s Point of View — Borden .\nin Education — Thompson .\n\nSecretary’s\n\nMinutes\n\nWhat\n\nNote\n\nPoint\n\n340\n\nof View — McKoion .\n\n342\n\nLibraries — Lathrop .\n\n346\n\n.\n\nDEPARTMENT\nHistorical\n\nEducation — Pyrtle .\nSchool\n\nOF\n\nKINDERGARTEN-PRIMARY\n\nPrinciples\n\nWill\n\nGuide\n\nEDUCATION\n368\n\nTeachers\n\nto Appreciate\n\n“Vital\n\nValues” for Children in the Kindergarten-Primary — Bode .\nHelping Children Enrich and Gain Ideas — Wright .\nin Creative\n\n3 53\n358\n362\n\n.\n\nEducational\n\n329\n\nRESEARCH\n\n.\n\nIts Value\n\nDistinctive\n\nWOMEN\n\n.\n\nIts Value\n\nand\n\nOF\n\nAdjustment — Bagley .\n\nGive\n\nUsable\n\nDEPARTMENT\n\nImportance\n\n303\n\nDEANS\n\nfor Character\n\nDEPARTMENT\n\nThe\n\n298\n\n311\n\nTraining\n\nArithmetic:\n\n298\n\n310\n\nThe\n\nNote\n\nOF\n\n297\n\n.\nFactor\n\nHistorical\n\nAdministration — Doll....\n\n.\n\nEmotional\n\nNote\n\nof School\n\nTeacher — Bing .\n\nThe\n\nHistorical\n\n296\n\nToday — Syron .\n\nDEPARTMENT\nHistorical\n\n295\n\n369\n375\n\nVital\n\nValues\n\nWhat\n\nTechnics\n\nExpression — Mathias .\n\nand Improve Skills in Reading, Writing, and Arithmetic — Monks....\nVital Values Are Gained Through the Educational Insight of the School\n\n378\n\nHow\n\nArchitect — Hacker\n\n383\n\nin Teaching\n\nSuggest\n\nVital Values\n\n.\n\nin Helping\n\n376\nChildren\n\nGain\n\n"}
{"page": 14, "printed_page": null, "text": "10\n\nNational\n\nVital Values\n\nEducation\n\nin Kindergarten-Primary\n\nSystem\n\nand\n\nSteps Toward\n\nEducation\n\nTheir\n\nThe\n\nNote\n\nas Viewed\n\nin the Kalamazoo\n\nAccomplishment — Drake .\n\nDEPARTMENT\nHistorical\n\nAssociation\n\nOF\n\nLIP\n\n389\n\nREADING\n\n.\n\nImportance\n\nof Early\n\nHearing\n\nDiscovery\n\nHard\n\nOf\n\nChildren\n\nThe\n\nValue\n\nof Scientific Hearing\n\nThe\n\nHard\n\nOf\n\nHearing\n\n392\n\nof Impairment\n\nShould\n\nNot\n\nBe\n\nof Hearing — Means .\n\n393\n\nSegregated — Schulman .\n\n393\n\nTests — Royce .\n\n395\n\nAdolescent — Russell .\n\n396\n\nLip Reading of Vital Value to the Hard Of Hearing — Bryant .\nLip Reading — An Important Factor in the Rehabilitation of the Deafened —\n\n397\n\nKen field .\nSecretary’s\n\nMinutes\n\n.\n\nDEPARTMENT\nHistorical\n\nNote\n\nContributions\n\n398\n\nOF\n\n400\nRURAL\n\nEDUCATION\n\n.\n\nof Country\n\nto National\n\n402\nWelfare\n\nand\n\nCharacter — Taylor .\n\n403\n\nCritical Situations Confronting Country Life Today — Brunner .\nContributions of American Country Life and Rural Education to World\nAdvancement — Jones\nThe\n\nOrganization\n\n.\n\nof Farmers\n\nLeadership\n\nand\n\nA Research\n\nOffice and Rural\n\nAn\n\nEnriched\n\nStandard\n\nand\n\nAdult\n\nAdapted\n\nPreparation\n\nHeyl\nInherent\n\nRural\n\n405\n\nand\n\nand\n\n409\n\nRural-Urban\n\nCooperation — Landis .\n\n411\n\nEducation — Willard .\n\n414\n\nEducation — Cooper .\n\n416\n\nCurriculum — Hulsizer .\n\n420\n\nSupervision\n\nfor the Teachers\n\nof Farm\n\nChildren —\n\n.\n\nContributions\n\nFact-Finding\nLeadership\n\nof American\n\nas a Foundation\nin Improving\n\nThe\n\nRural\n\nHigh\n\n422\nFarm\n\nLife to the New\n\nfor State Leadership — Taylor .\n\nEducational\n\nOpportunities\n\nfor Country\n\nin Teacher\n\nTraining\n\nin Service — The\n\nCounty\n\nThe\n\nInstitute — Washburn .\n\nChildren —\n430\n\nInstitute — Swenson.\n\n.\n\nRural\nA\n\nin Normal\n\nand\n\nTeacher\n\nTraining\n\nRussell\n\n.\n\nTeachers\n\nin the Industrialized\n\nSurplus\n\nand\n\nthe Increasing\n\nfor the Preparation\nIs Progressive\n\nHarvey\nProgressive\n\nEducation\n\nProgressive\n\nA\n\nMore\n\nSchool\n\nIntegrated\n\nIntegration\nHealth\n\nCharacter\n\nExample —\n\n438\n\nResponsibility\n\nin the Agricultural\n\nMid¬\n440\n\nof State Teachers\n\nof Rural\n\nTeachers — Cook .\n\nProcedure\n\nPracticable\n\nin the Small\n\nColleges\n442\n\nRural\n\nSchool? —\n\nProgram\n\nUses\n\nType\n\nEducation\n\nCounty,\n\nMichigan — Anderson .\n\n452\n\nIts Environment — Howard .\n\nof Classroom\nwith\n\nOther\n\nin a One-Room\n\nEducation\n\n448\n\nin Washtenaw\n\nof Art Work\n\nProgressive\n\nConcrete\n\n437\n\n.\n\nPractises\n\nA\n\n434\n\nColleges — McGuffey .\n\nEast — A\n\nConcrete Example of Rural Teacher Preparation\nwest — Bieri .\n\nTeacher\n\nA\n\nSchools\n\nin Small\n\n433\n434\n\nPioneering in New Fields — Radio in Rural Schools — Harrison .\nIndustrialization and Its Influence in the Organization of Rural Teacher\nTraining\n\n423\n426\n\nSchool — Heffernan .\n\nLeadership\nCounty\n\nEducation — Finley . .\n\n454\n\nActivity — Cleverdon .\n\nSchool\n\n457\n\nSubjects — Stackhouse .\n\n460\n\nSchool — Kaufman .\n\nRural\n\n463\n\nSchools — Dunn .\n\n466\n\nProjects — Smit filing .\n\nThe Consolidated School’s Contribution to Progressive Education — Drummond\nSupervising Activity Programs in Rural Schools — Haver .\n\n475\n.\n\n479\n483\n\n"}
{"page": 15, "printed_page": null, "text": "11\n\nContents\n\nInstructional\nProvision\n\nAspects\n\nof the Consolidated\n\nfor an Activity\n\nSecretary’s\n\nMinutes\n\nOF\n\nSCHOOL\n\nHistorical\n\nNote\n\nHow\n\nto Administer\n\nation\nWhat\n\nWhat\nThe\n\nHEALTH\n\nthe School\n\nSchool\n\nPublic\n\nAND\n\nPHYSICAL\n\nEDUCATION\n502\n\nHealth,\n\nPhysical\n\nEducation,\n\nand\n\nRecre¬\n\nHealth\n\nProgram\n\nand\n\n503\n\nHow\n\nBest to Administer\n\nIt? —\n\nHealth\nSchool\n\nEducation\nPhysical\n\nand\n\n507\n\nTheir\n\nEducation\n\nSolution — Oberteuffer .\n\nProgram — Nash .\n\nRecreation\n\nEducational\n\nPhysical\n\nSafety\n\nEducation\n\nWhat\n\nShould\n\nSecretary’s\n\nfor the Use\nEducation\n\nin the Elementary\n\na School\n\nMinutes\n\nHealth\n\nWhat\n\nNote\n\nfor the Elementary\n\n518\n\nSchools — Yaw\n\nProgram\n\nService\n\npect of Leaders\n\n527\n\nSCIENCE\n\nINSTRUCTION\n\nDoes\n\nthe Elementary\n\nin Nature\n\nin Science\n\n530\n\nand\n\nTeacher\n\nScience\n\nHave\n\nthe Right\n\nValues\n\nTrends\n\nand Investigations in Teaching Procedures for High-School\nand Some Possible Values — Watkins .\nSECONDARY\n\nForgotten\n\nViewpoints\n\n.\n\nPlace of Technical\n\nThe\n\nMeaning\n\nSecondary\n\nfor\n\nCourses\n\nof Graduation\n\nCollege\n\nSCHOOL\n\n533\nSciences\n534\n\nPRINCIPALS\n\n.\n\nThe\n\nJunior\n\nOF\n\nCormack\n\nFinancing\n\n531\n\nTeaching — Gruenberg .\n\nDEPARTMENT\nNote\n\nto Ex¬\n\nEducation? — Palmer .\n\nVital\n\nSome\n\n523\n\n.\nOF\n\n544\n\nReorganizing\n\nthe\n\nSecondary\n\nSchool — Mc¬\n\n545\n\nin the Reorganized\n\nin the Reorganized\n\nSecondary\n\nSecondary\n\nSchool — Bogan.\n\n550\n\nSchool — Beatley . .\n\n553\n\nEducation — Mort .\n\nin the State’s Program\n\n555\n\nof Education — Jones .\n\n559\n\nThe Junior College in the State’s Program of Education — Zook .\nStandards and Freedom in the Schools — Holmes .\nThe\nSome\nThe\n\nCry, More Education for Less Money: One\nriculum — Connor .\nAspects\nJunior\n\nof Vitalized\n\nHigh\n\nArticulation\n\nSchool\n\nbetween\n\nTaylor\n\nReading\nand\n\nfor Junior\n\nthe Secondary\n\nthe Elementary\n\nAnswer,\n\nthe Cleveland\n\nSchool\nand\n\nSchools — Stratton .\n\n568\n\nCurriculum — Cox .\n\n571\n\nthe Junior\n\nHigh\n\nSchool —\n\n575\n\nArticulation\n\nbetween\n\nJunior\n\nHigh\n\nSchool\n\nand\n\nSenior\n\nArticulation\n\nbetween\n\nSenior\n\nHigh\n\nSchool\n\nand\n\nthe College — Kadesch .\n\nArticulation:\n\nSome\n\nIntegration\nTerminal\nThe\n\nin High-School\n\nCourses\n\nOrganization\n\nSexson\n\nCur¬\n567\n\nHigh\n\nSchool\n\n560\n564\n\n.\n\nFundamental\nin High\nand\n\nPurposes\n\nand Junior\nSchools\n\nand\n\nAdministration\n\nHigh\n\nSchool — Burton...\n\n578\n580\n\nIts Ideals — Briggs .\n\n581\n\nCurriculums — Newlon .\n\n587\n\nColleges — Oppenheimer .\n\n589\n\nCollege\n\nand Junior\n\n.\n\n519\n520\n\nBe? — Kerr .\n\n.\n\nImproved\n\nHistorical\n\n515\n517\n\nSchools — Stack .\n\nService\n\nDEPARTMENT\nHistorical\n\nPro¬\n\nof Leisure — Rogers .\n\nProgram\n\n509\n512\n\nPlace Should Girls’ Athletics Have in the Physical Education\ngram? — Rex .\nNeed for School Health Education — Patterson .\n\nEducational\nAn\n\n498\n\n.\n\nin School\n\nModern\n\n492\n\nProgram — Broome .\n\nWood\nA\n\nSchool — Mossman .\n\n.\n\nIs the Best\n\nProblems\n\nin a Rural\n\n487\n\n.\n\nDEPARTMENT\n\nBest\n\nProgram\n\nSchool — Williams .\n\nof the\n\nFour\n\nYear\n\nJunior\n\nCollege —\n\n591\n\n"}
{"page": 16, "printed_page": null, "text": "12\n\nNational\n\nDEPARTMENT\nHistorical\n\n593\n\nCollege — Bush .\nin Junior Colleges — Koos .\n\nOrganization\n\nCurriculum\n\nAssociation\n\nin the Junior\n\nLoad\n\nTeacher\n\nEducation\n\nOF\n\nNote .\n\nSOCIAL\n\nSTUDIES\n\n.\n\n598\n\nEducation Theory Versus the Integrity of the Social Studies — Kohl .\nThe Direct Versus the Indirect Approach to Social Objectives: History\nthe Social Studies\n\n594\n\nin the High\n\n599\nand\n\nSchool — Connor .\n\n601\n602\n\n. .\nof Social Judgments — Morgan .\nRacial Elements in American History Textbooks — Carter .\nA Basis for the Selection of Materials in Social Studies Teaching — Ellis .\n\n603\n604\n\nOur Continued Neglect of Health Values in the Social Studies — Shryock .\nMinutes of the Secretary .\n\n604\n605\n\nA\n\nStudy\n\nDEPARTMENT\nHistorical\n\nOF\n\nSUPERINTENDENCE\n\nNote .\n\n608\n\nThe\n\nOpening\n\nThe\n\nSpirit of Life — Niebuhr .\n\nGreetings\n\nof the Exhibits — Cody .\n\nfrom\n\nPresentation\nEducation\n\nNew\n\n609\n610\n\nJersey — Elliott .\n\n618\n\nof Gavel — Boyer .\n\n621\n\nin the Spirit of Life — Cody .\n\nFriendliness\n\nin Pupil-Teacher\n\nFriendliness\n\nin Teacher-Superintendent\n\nFriendliness\n\nin Relationships\n\n621\n\nRelationships — Joynes .\nbetween\n\n626\n\nRelationships — Dorsey .\n\nPublic\n\nand\n\nParochial\n\n629\n\nSchools — Ross....\n\n633\n\nFriendliness in School-Community Relationships — Stetson .\nModern Politics — Owen .\n\n639\n643\n\nModern\n\nEducation — Jewett .\n\n649\n\nEducation Moves Forward — Cooper .\nAchievements of American Education — Instruction — Judd .\n\n656\n664\n\nAchievements\nAchievements\n\nof American Education — Organization — Logan .\nof American Education — Administration — Edmonson .\n\n668\n672\n\nAchievements\nAchievements\n\nof American Education — The School Plant — Engelhardt .\nof American Education — Personnel — Glenn .\n\n678\n682\n\nAchievements\n\nof American\n\nEducation — Finance — Ballou .\n\n685\n\nAchievements\n\nof American\n\nEducation — Public\n\n690.\n\nBusiness\n\nLooks\n\nat Secondary\n\nRelations — Blair .\n\nSixty Years of Progress — 1870-1930 .\nThe Use of Leisure — Suzzallo .\n\n.\n\n694\n695\n\nThe Anticipation of Future Needs — fVilbur .\n.\nPresentation to Dr. Albert Edward Winship .\nPresentation to Cora Wilson Stewart .\n\n702\n709\n709\n\nEducational\n\nAdvance\n\n710\n\nSupervision\n\nand\n\nThe\nThe\n\nthrough\n\nResearch\n\nResearch — Stoddard .\n\n(Report\n\nof the 1930\n\nYearbook\n\nNewspaper Aids the School — Finley .\nHome Aids the School — De Valliere .\n\nSocial Agencies\n\nAid\n\nCommission) — Cook\n.\n\nthe School — West .\n\n716\n718\n724\n728\n\nThe School’s Debt to Its Friends — Jessup .\nEnriching Human Life through the Fine Arts — Damrosch .\nClosing Ceremonies .\n\n737\n741\n743\n\nConference of Superintendents of Schools — Glenn (presiding) .\nAims and Methods of Character Training in the Public Schools — Charters . . . .\n\n745\n\nThe\n\n751\n\nMeasurement\n\nof Results\n\nin Character\n\nEducation — Freeman .\n\nCharacter Education in the Regular Curriculum — Threlkeld .\nGeneral Discussion — Meek .\n\n759\n766\n\n"}
{"page": 17, "printed_page": null, "text": "13\nContents\n\nDEPARTMENT\nHistorical\n\nThe\n\nSUPERVISORS\n\nAND\n\nTEACHERS\n\nOF\n\nHOME\n\nECONOMICS\n\nNote .\n\nDEPARTMENT\nHistorical\n\nOF\n\nOF\n\nSUPERVISORS\n\n772\nAND\n\nDIRECTORS\n\nOF\n\nINSTRUCTION\n\nNote .\n\nObjectives of the Third\n\n774\n\nYearbook — Morrison .\n\n775\n\nSupervisory Problems from the Teacher’s Viewpoint — Simpson .\nSupervision from the Standpoint of the Supervisor — Bamesberg er .\nProbable Next Steps in the Progress of Supervison — Burton .\nTeaching as an Applied Science — Freeman .\nTeaching as a Fine Art — Bagley .\nElements Common to All Good Supervision — Bush .\nThe Organization of Supervision in Large City Systems — Dondineau .\nThe Supervision of Arithmetic — Caldwell .\nCoordination of the Work of the Principal and the Supervisor — Lake .\n\n778\n780\n781\n78+\n789\n791\n794\n796\n797\n\nThe Supervision of Secondary Education — Eikenberry .\nSupervising the Social Subjects — Fair .\nMinutes of the Secretary .\n\n797\n798\n799\n\nDEPARTMENT\nHistorical\n\nOF\n\nTEACHERS\n\nCOLLEGES\n\nNote .\n\n802\n\nMinutes of the Secretary .\nStandards for Accrediting Teachers Colleges .\n\n803\n807\n\nAmerican Association of Teachers Colleges — List of Accredited Institutions —\n1930-31\nHow Can We Regulate the Supply and at the Same Time Improve the Quality\nof Candidates Legally Available to Enter the Public School Service as\n“Novice Teachers”? .\nA. What Are the Basic Facts and Conditions\n\n820\nWhich\n\nHave\n\nSignificant Bear¬\n\ning upon the Solution of This Problem? — Suhrie .\nB. How Can We Induce a Satisfactory Percent of the Best Potential Teach¬\ners to Undertake Preparation for this Service? — Burk .\nC. How Can We Set Up Defensible Policies and Work Out Effective Pro¬\ngrams for the Selective Admission of Entrants to Teacher-Training\nInstitutions? — Myers .\nD. How Can We Effect the Early Identification and the Certain Elimination\nof Students Distinctly Unpromising as Prospective Teachers? — Adams\nE. How Can We Establish and Maintain Qualitative Standards for Gradua¬\ntion and for Provisional\n\n817\n\nCertification? — Sherrod .\n\nChanging Standards — Evenden .\nCorrespondence and Extension Work — Evenden .\nUniversity Extension — Bittner .\nThe Standardization of Health Service in Teachers Colleges and Normal\nSchools — DelVeese .\nThe Computation of Teaching Loads in Teachers Colleges — Donovan .\nHealth Service in Teachers Colleges — Dearborn .\nCredit Administration in Teachers Colleges — Linton\n.\nThe Status of Correspondence Courses — Mallory .\nUnit Costs in Teachers Colleges — Magee .\nSome Phases of the Training of Faculty Members of Teachers Colleges —\nPhelps .\n\nThe Commonwealth Teacher-Training Study and the Curriculum — Charters . .\nWhat Are the Most important Recent Contributions in the Field of Elementary\nEducation? — Horn .\nMembership last .\n\n820\n828\n\n835\n838\n845\n848\n852\n858\n\n860\n867\n871\n875\n878\n885\n889\n\n897\n\n904\n9Q8\n\n"}
{"page": 18, "printed_page": null, "text": "14\n\nNational\nDEPARTMENT\n\nHistorical Note\n\nEducation\n\nAssociation\n\nOF\n\nINSTRUCTION\n\nVISUAL\n\n.\n\n912\n\nReport of the Committee on Research and Guidance — Knowlton .\nProgress of Visual Instruction in the United States from 1923 to 1930 —\nMcClusky .\nThe National Academy of Visual Instruction — Dent .\nMinimum Standards for Creative Learning as a Vital Value in Visual In¬\nstruction — Sigman .\nTraining Teachers to Recognize Vital Values in Education — Spencer .\nAn Experimental Study of the Teaching of Spelling — Zyve .\nMuseu(m Service to Education — Toothaker .\nVisual Aids Helpful in the Wise Use of Leisure — Making Living a Real\nArt — McFarland . .\nMinutes of the Secretary .\nDEPARTMENT\nHistorical Note\n\nOF\n\nVOCATIONAL\n\n913\n914\n\n916\n\n919\n920\n923\n924\n\n926\n929\n\nEDUCATION\n\n.\n\n932\n\nPublic Education as Affecting the Adjustment of Youth to Life — A Discus¬\nsion of the Recent Publication of the National Industrial Conference\nBoard — Meredith\n\n.\n\n933\n\nMeeting the Educational Responsibilities in a Mining District — Davis .\nThe Spirit of the Master Craftsman — Dennis .\n\n934\n936\n\nVocational Training as a Part of a City Educational Program — Hartley....\nThe Shop Teacher as a Counselor — Lee .\nVocational Interests of Farm Boys — Stewart .\nHome Economics Interests of Home Economics Girls — Lunn .\nVital Values in Industrial Education — Miller .\n\n938\n939\n941\n943\n945\n\nWhat Home Economics Is Doing for the Employed Girl — Kauffman .\nSome Objectives in Vocational Education in Agriculture — Smith .\nCharacter Development through Vocational Education — Howard .\nVocational Training in Aeronautics — Spaulding .\n\n946\n949\n951\n953\n\nASSOCIATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\nAct of Incorporation .\nBylaws .\nCalendar of Meetings .\nOfficers for 1929-30 .\nOfficers for 1930-31 .\nCommittees for 1929-30 .\nMinutes of the Tenth Representative Assembly .\nMinutes of the Board of Directors .\nMinutes of the Executive Committee .\nMinutes of the Board of Trustees .\n\n957\n962\n973\n975\n980\n986\n999\n1025\n1036\n1044\n\nReport of the Auditors .\nReport of the Treasurer . . . . .\nReport of the Budget Committee .\n\n1062\n1077\n1080\n\nThe Secretary’s Report .\nSecond Life Membership Dinner .\nLaying the Cornerstone of the New Building .\n\n1090\n1099\n1100\n\nReport of the Necrology Committee .\nThe Tenth Representative Assembly .\nTable of Publications .\nIndex .\n\n1109\n1118\n1141\n1143\n\n"}
{"page": 19, "printed_page": null, "text": "General Sessions\n\n"}
{"page": 20, "printed_page": null, "text": "After the Atlanta Convention in 1929 it was\n\nthought that the next few cities to act as host\nto the Association would have an extremely\ndifficult task to equal or approach the entertainment\nand local plans worked out by Atlanta. But Columbus\ndid it— and so efficiently that to the casual observer it\nappeared easy. Courtesy luncheons and air rides, an\ninspiring and spectacular pageant, a reception by the\nGovernor of Ohio, and a magnificent flag drill partici¬\npated in by several thousand school children were\namong the many delightful features furnished by the\nteachers and citizens of Columbus and Ohio.\nThe general sessions were held in the Columbus\nauditorium. The educational exhibits were held in\nthe basement of the same building. The theme of the\nConvention was “Vital Values in Education.”\nIn addition to the general sessions and the depart¬\nment meetings, the following groups held meetings\nas scheduled in the program : American Association\nof Visiting Teachers, American Classical League,\nConference on Education by Radio, Conference of\nHigh School Teachers, National Conference on Stu¬\ndent Participation in School Government, National\nCouncil of Geography Teachers, National Council of\nTeachers of English, National Federation of Modern\nLanguage Teachers, National Congress of Parents\nand Teachers, National Geographic Society, National\nLeague of Teachers Associations, National Organiza¬\ntion of Supervisors and Teachers of Home Eco¬\nnomics, National Vocational Guidance Association,\nSchool Garden Association of America.\n\n"}
{"page": 21, "printed_page": null, "text": "IDEALS\nWILLIAM\n\nO. THOMPSON,\n\nIN\n\nAMERICAN\n\nPRESIDENT\n\nEDUCATION\n\nEMERITUS,\n\nCOLUMBUS,\n\nOHIO\n\nSTATE\n\nUNIVERSITY,\n\nOHIO\n\nTHE writer of the Book of Proverbs in the 29th chapter, the 18th\nverse, uses these words, “where there is no vision the people perish.”\nThe word translated “vision” in this proverb is one of several so trans¬\nlated. The particular word, however, in this text carries a rhetorical imagery\n\ntaken from the customs of kings who\n\nonly admitted to their presence those\n\nwhom they were ready to favor. The word was especially appropriate in\nconnection with the vision of the prophet who, as the word signifies, spoke\nfor another. In the case of the prophet, as an official, we are accustomed to\nsay he spoke for God. The proverb accordingly from every point of view sug¬\ngests the future as a determining factor in the program of life. We frequently\nsay that the north star determines the location and direction of the streets\nin our cities. For the moment we imagine that these directions are determined\nby some local landmark, while as a matter of fact it is the stars in thencourses which direct the surveyor’s compass. It seems not unreasonable,\ntherefore, to assume that some vision of the future or some mental picture of\na future may be a determining factor in the human program as it finds ex¬\npression in the dust and heat of a great city. The opinion may here be sug¬\ngested that near-sightedness is oftentimes a great hindrance in seeing things\nas they really are or in seeing them in true perspective. The vision aids us\nin both particulars. There is no greater fallacy than the one implied in the\ntendency to make a purely local issue of important human experiences.\nMany people these days are philosophizing on Einstein’s theory of relativity\nin a way Einstein never thought of but nevertheless quite valuable in re¬\nsults. The native provincialism of people everywhere fades away when they\ncontemplate themselves as human\n\nfactors, as part of a great world program.\n\nThis contemplation of our wider relationships aids us in the drudgery of life\nand puts a new color of hopefulness into much that we do.\nIf the human\n\nrace is ever to be liberated to enjoy the happiness of freedom,\n\nit will be when some great vision or series of visions illuminates its thinking\nand gives a new significance to human conduct. The writer of the Proverbs,\ncited above, seems to have felt that in the absence of a great and illuminating\nvision, life was reduced to such a monotonous treadmill as to rob it of all its\nfiner qualities. This is spiritual death. To think of the human family plodding\naround like beasts of the field or insects in the forest is to put us on a level\nof hopelessness and despair. It is the outward\n\nlook, the upward\n\nlook, the\n\nintellectual and spiritual vision that cheers us on the way and makes human\nachievement actually possible.\nHow, then, shall we express these American\nventure the following suggestions.\n[17]\n\nideals for our purpose? I\n\n"}
{"page": 22, "printed_page": null, "text": "18\n\nNational\n\nThe\n\nEducation\n\nAssociation\n\nPublic Welfare\n\nThe constitutional point of view in our American life has been an increas¬\ningly broad interpretation of what we speak of as the public welfare clause.\nIn a real way we carry in our minds the consent of the governed as a kind\nof limitation upon what might be excessive power in the government. We\nhave come steadily along in the belief that governments do not exist simply\nfor their own sakes or for the demonstration of great power. The pomp and\ndisplay so characteristic of kingdoms, empires, monarchies, and thrones all\nseem foreign to the American mind. We seem to find the justification of\ngovernment in the needs of the people, not in the convenience of kings.\nA constitutional government, quite properly, is one of simplicity. Golden\ncrowns, highly colored vestments, an elaborate array of expensive symbols\nof authority, either ecclesiastical or governmental, may on occasion serve for\nparade purposes but in the American mind all these are symbols of a faded\nauthority. It smiles as the parade goes by and inwardly remarks, “What\nfools these mortals be.” The makers of such a constitutional government\nview with a smile the memory of a divine right of kings. These parades of\na worn out authority are less effective than amusing.\nOn the other hand a constitutional government finds its highest justifica¬\ntion in that type of public welfare which guarantees both civil and religious\nliberty and puts its emphasis upon the sacredness of human life together\nwith those inalienable rights, life, liberty, and the pursuit of happiness. Our\ninspiration for education arises out of this conception of government and of\ncitizenship under it.\nThe\n\npatriotic point of view' — This conception\n\nleads one to say that the\n\ninspiration to education arises out of our patriotic point of view. This may be\nsuggested as a corollary from our theory of political science. A constitution\nis primarily a political document having to do with the fundamental princi¬\nples of political science. It inevitably follows, therefore, that the patriotic\npoint of view and the sound interpretation of political science puts educa¬\ntion primarily in the horizon of governmental appropriations. This funda¬\nmental conception of education lies at the basis of public welfare. The func¬\ntion of government is primarily that of public welfare. This is ample war¬\nrant to say that a constitutional political science makes education the funda¬\nmental issue of government. It is this conception of public education that has\nfired the imagination of American people from the very beginning. They\nhave steadily moved away from the conception that education is in any im¬\nportant sense a private affair. It is a great enterprise in the interest of the\npublic. Even here the efficiency of the individual is regarded as a contribution\nto the public welfare. The old theory of the police power of the state as\nexpressing the functions of government is a mere memory. The modern\ngeneration rarely, if ever, hears anything about the conception of the police\npower of the state ; only lawyers and courts become familiar with that\nfigure of speech. Even there the American mind insists that the police power\nof the state shall have the public welfare in full view.\n\n"}
{"page": 23, "printed_page": null, "text": "19\nGeneral\n\nSessions\n\nThis larger conception of education in no way interferes with the right\nof private initiative but will always insist that every process of education\nshall be free from the taint of treason or the teaching of principles or\nfallacies destructive of the inherent rights which government is set to pro¬\ntect and maintain. Our government, therefore, clearly envisions the idea\nof mass movements in great causes like education while not destroying the\nminor individual efforts of the private school or the private foundation.\nThe great tide, however, of American thought finds its expression in public\nwelfare rather than in private direction or control. A democracy such as\nours carries as its great ideal a government of the people, by the people, and\nfor the people. This puts every popular movement, whether in education\nor other fields, under the direct and final control of a government that\njustly represents the people. Here is where education finds the basis of its\npermanence. The ideal of American\ncation a public concern.\nThe\n\npolitical science inevitably makes edu¬\n\nlocal point of view — In 1859 when\n\nsentiment had passed what is now known\n\nCongress\n\nin obedience\n\nto public\n\nas The Land Grant Act providing\n\nfor at least one college in each state in the Union, President Buchanan inter¬\ncepted with a veto based on the theory that education was exclusively a\nstate problem. The debate around that principle was keen and decisive. The\nbill was again passed and signed during the Civil War by the great martyr\nof democracy. Men, then as now, seemed to think that certain great na¬\ntional issues could be diverted and referred to the states. The development\nof life under our constitution, the rapid changes in the organization of\nbusiness and the methods of transportation have all tended to emphasize the\ncommon interests of the American people regardless of their geography. No\nman today is able to measure the good or the ill that would come from an\nilliterate belt of any extent in our country. New England is quite sure of\nthe unmeasured and immeasurable benefits of her contribution to American\nlife because of superior intelligence and her devotion to higher education.\nThese things constitute part of the great vision that has carried the Ameri¬\ncan people on in the expression of American life. The federal government\ntoday enters every store in the remotest portion of our land. It touches the\nwelfare of the most obscure and least known citizen. This comprehensive\nattitude of the government toward its people renders impossible any theory\nof final control and of absolute authority upon the great issues of American\nlife as a local issue. The nation is not interested in developing a provincial\npoint of view. It is rather interested in developing an American point of view\nwith a neighborly conception of all our international relations.\n\nThe\n\nSocial Point of View\n\nAll of us are familiar with the frequent occurrence of this conception in\nsome form. The social order, the socialized schools, the socialized recitations,\nand a score of other phrases have arisen out of the conception of education\nas a great social force. This recognizes the fundamental principle that the\nhuman being is fundamentally social. He is a part of a social organization.\n\n"}
{"page": 24, "printed_page": null, "text": "20\n\nNational\n\nEducation\n\nAssociation\n\nHe is born into it and cannot escape from it. The most and the best that he\ncan do is to exert his energies for the protection and maintenance of what is\ngood, the elimination of what is evil, and the better adjustment of all forces\nfor the development of a social order where human rights and human liberties\nmay have free play. In the presence of this problem we recognize the anti¬\nsocial forces as expressed in all forms of selfishness, in the multiplied forms\nof crime, the spirit of lawlessness which is only a form of selfishness and in\nthe general tendency in limited circles for fashionable or wealthy people to\nprove themselves anti-social by making personal convenience and personal\npleasure the standards of conduct and citizenship. The persistent issue,\ntherefore, before any democracy is the development of a social order under\nsocial control. Education is here the central force unifying the people in\ntheir social and educational ideals. The school is always, therefore, the\norganized effort for the social control of the citizens under the inspiration\nof an intelligent conception of the functions of government, the duty of the\nindividual and the social advantages accruing to a society under such ideals.\nA democracy of necessity tolerates many things it cannot approve. There\nis always a minority, often vociferous beyond its importance, urging the\nprivate point of view as a substitute for the public or social welfare. One is\noften impressed with the way an individual point of view is substituted for\nthe social point of view. In a recent article in an American magazine one\ngets the impression that everybody who goes to Canada is possessed of an\ninsatiable thirst and a determination to deal with that thirst effectively. It is\npossible that such a point of view prevails in what may be termed the\nsporting circles, but for a hundred years thousands of our citizens have been\ngoing to Canada and would resent the idea that their transportation was\nguided by unpatriotic or even selfish motives. I recall that in the days of the\nCivil War people who went to Canada found it necessary to demonstrate\nthat they were not refugees from civic duty. It is not quite true to our\nperspective to carry the vision of thousands of travelers seeking a cooler\nclime with but one common motive ; namely, the legal gratification of a de¬\nsire which seems to be under social disfavor in the land of the free. This\nprotest, if protest it be, against a social order having the welfare of the mil¬\nlions at heart cannot fail to find a strong resentment in the minds of good\ncitizens who for sufficient reasons apart from the gratification of appetite\nmake their journeys to a friendly neighbor on the north, during the heated\nterm.\n\nThere is nothing essentially new in this struggle for a better social order.\nEducation, as every teacher knows, has had a continual combat with local\nprejudice, selfish points of view, and private ambition. These democratic\nvariations, oftentimes vices, are as thick as blackberries in a fruitful season.\nAbout the best thing that can be said of education is that it has never sur¬\nrendered its social point of view and that there always have been enough\nprophets in the land to sound the clarion call for education as the great\nunifying force for family and social life. Under the general description of\npolitics in education or the sectarian control of public schools and similar\n\n"}
{"page": 25, "printed_page": null, "text": "General\n\nSession's\n\n21\nphrases the public is continually warned against the malignant influence of\nany theory that substitutes private ambition for public social control. There\nis ample justification, therefore, for the social view of education as express¬\ning the complete conception of public education.\nThe\n\nPersonal\n\nView\n\nof Education\n\nAll education must, of course, find expression in the individual. A\npermanent democracy requires an intelligent, wellinformed, welldisposed\ncitizen as a unit of government. AH ' others may be classified as disturbers\nrather than supporters. Education is interested in developing citizens who\nwill function as supporters of government. It is idle to think of a social order\napart from government. Law is written in the very nature of things. The\nuniverse is filled with it. Human society cannot be divorced from it, even\nthough there may be many family rows and much social disturbance. The\nlaw remains long after the dishes have been broken, the furniture destroyed,\nand the riot quelled. These are not governments. They are the outbreaks\nagainst government calling for the police power of the state.\nThe importance of the individual in such a social order will be measured\nsubstantially by his intelligence, his patriotism, his courage, and his educa¬\ntion for efficiency as a citizen. In this matter it is well to remember that the\npoint of view current in America is, frankly, that of Main Street. America\nbelieves in the multitude. She has a profound respect for the exceptional\nleader. The patriotic admiration for such men from Washington to Hoover,\nfrom Fulton to Edison, from Cyrus H. McCormick to the Wright Brothers,\nfrom Alexander Hamilton to J. P. Morgan has found a grateful expression\nof appreciation on every hand.\nThis expression of appreciation of leadership and the interest in men who\nachieve this leadership is a cheering inspiration for all of us. It does not\ninterfere, however, with our concept that the average man living on Main\nStreet, either from choice or necessity, may still carry in his heart the most\ncherished ideals of American education and citizenship. He may not express\nthem as well as some ; he may not have a publicity agent : he may be content\nto mind his own business rather than that of his neighbor. In the last analysis,\nhowever, this same citizen on Main Street will be found the stabilizing\nforce against the eccentricities and vagaries of the segregated minorities liv¬\ning in fashionable clubs or in the more secluded circles of the intelligentsia.\nThis latter class are the people who advertise their own idealism and com¬\nment upon the commonplace thinking of the majority. We need not dispute\nany of these statements nor need we be controled by them. They are part of\nthe program of a free democracy.\nHowever, there are those who very seriously believe that education\nshould confine itself more to the development of leaders. This is a most tak¬\ning and captivating conception. Recently we have been subjected toa friendly\nbut adverse criticism to the effect that our -American educational processes\nare wasting disastrously the intangible resources of the potential brain power\nof the youth. The English system is set up as a contrast because it puts its\n\n"}
{"page": 26, "printed_page": null, "text": "22\n\nNational\n\nEducation\n\nAssociation\n\nemphasis on the importance of leaders rather than upon the importance of\nthe multitude. A system of competitive scholarships is the incentive held out\nbefore the English youth to attract them through competitive examinations\nto an intellectual leadership. This is the point of view quite natural to any\nsystem of government where the caste system prevails even in a modified or\nvery mild type. Some years ago in looking up the list of titles in England\nbeginning with the first citizen, the king, I followed down' through the\nvarious ranks until either the sixty-third or sixty-fourth when I found a\ngentleman. In those days he was a long way from the top. I cannot express\nmy happiness in the belief that in America he always has been at the top\nIt is interesting to note that in countries like India where the caste system\nhas gone to the limit there still remains a considerable class of favored men\nwhose education has been everything that the Orient or the Occident could\nprovide. Eastern and western civilization have met in the favored sons of\nIndia. Meantime the people have suffered under the contest between a non¬\nresident government and a resident idealism. The dictatorship of Italy has\nfound expression in a milder way of the same caste idea. The essence of the\nSoviet rule in Russia is the dictation of the central authority and the sub¬\nmission of the peasant. American ideals find no place in our social order or\nin our government policies for the type of education that insists on the educa¬\ntion of leaders to the neglect of the multitudes who from necessity may live\non Main Street. The sneers that come from certain intellectual circles dur¬\ning the commencement weeks of our high schools and colleges are unworthy\nof intelligent men educated in free institutions.\nIn support of this conception let it be said that no civilization ever perished\nfor lack of brains. They have perished because there was no vision. No\ncivilization will long endure that fails to get into its vision the conception\nof an educated and somewhat glorified humanity.\nIn summing up briefly the several points of view of this address let us\nmake clear the three principal issues. There is the first point of view of\npublic welfare which includes our governmental activities, involving all\nproblems of taxation, administration, standards of service, and other ad¬\nministrative conditions surrounding education. The basis of all this activity\nlies in the constitutional conception of public welfare. The government exists\nbecause public welfare is its greatest achievement. A government of mere\npolice power would in these days produce little short of anarchy and dis¬\norder. The helpful service of the government in practically every area of hu¬\nman life should be freely recognized as the best reason for its existence. The\nschool teacher represents more in government\n\nthan could possibly be con¬\n\nceived under the theory of a policeman’s club.\nThe second consideration is the social point of view. In this, education is\nidentified with the sum total of all the interests of organized society. Whereever social issues arise education should direct public sentiment so as to bring\nabout the social control of society as a whole. This social control is involved\nin our struggle with crime, lawlessness, disobedience, and the selfish activities\nof organized endeavor. We\n\nare now\n\nwitnessing a situation as to unemploy-\n\n"}
{"page": 27, "printed_page": null, "text": "23\nGeneral\n\nSessions\n\nment unparalleled in our history. The improvement of mechanical devices,\nthe enormous development of the productive powers of the country with no\ncorresponding increase in the science of distribution or consumption present\nan array of idleness disconcerting to every thoughtful mind. The truth, it\nmust be confessed, is that our education has not yet penetrated organized\nbusiness as it may be compelled to do later on. The fundamental economics\non which our present business structure has been erected is now seriously\nattacked as not being in conformity with the new developments, both of\nproduction and of business methods. The school is but one factor in this\nsocial situation. Every city has its local issue. The country at large must\nproceed with a propaganda of education in right thinking. The propaganda\nof special interest or supression will not meet the situation. When America\nknows all the facts involved her leaders will be rapidly developed. Already,\nbe it said with some enthusiasm, many of our best known leaders in manu¬\nfacturing, in commerce, and in banking are striving for a comprehensive view\nthat will enable the government of the United States to function more effec¬\ntively in the interests of public welfare. Our progress in inventions, in the\ndevelopment of machinery, and in the technical phases of science has been so\nrapid and farreaching that we have been unable to adjust modern business\nto these new features.\nWhile this process of adjustment is in progress there will be much suffer¬\ning and deprivation. The American ideal as to citizenship will not permit\nfor any length of time an indifference to these fundamental principles.\nEducation from the lowest to the highest range is challenged now to make a\ncontribution to our day and generation in the presence of issues of the\ngreatest magnitude ever presented to any people. The sensitive state of\nmind and conscience developed through education and the increasingly ethical\ninterpretation of Christianity have made it impossible for the American\npeople to neglect the issues arising out of poverty and unemployment. On\nthese matters statistical tables do not reveal the whole truth. These issues\nare even more acute in other parts of the world. They go to the heart of the\nsocial order and the aims of government. The threat of revolution that\nendangers the stability of organized society, as in Russia, may well lead us\nto ponder upon the obligation of educated people to develop a social order\nwhere public welfare for the millions will receive the most earnest con¬\nsideration. Nothing short of a free discussion among enlightened and sym¬\npathetic circles will approach the changes in demand due to the cyclonic\nchanges in the methods of modern business. The fact that we have immense\nwealth at the top is not a complete answer or proof that progress, such as it\nmay be, is headed in the right direction. If leadership has any such place in\nAmerican life, as we all believe it has, then the ethics of citizenship requires\nthis leadership to bring us toward the light.\nThis generation calls for an earnest and patriotic effort through what the\ngreat Apostle of liberty called the “renewing of our.minds” to meet the task\nof harmonizing the efficiency of machinery with the public welfare. Our\nAmerican\n\nideals developed and sustained in part by our education must come\n\n"}
{"page": 28, "printed_page": null, "text": "24\n\nNational\n\nEducation\n\nAssociation\n\nto grips with the practical situation of the masses. The supremacy of the\nConstitution as the basic law of the land, the importance of law as the\nexpression of the legislative will of the people, a citizenship that respects\nthe rights of both life and property are principles essential to the enjoyment\nof our most highly prized rights — life, liberty, the pursuit of happiness and\nthe blessings of civil and religious liberty among the free people.\nThe undergirding of this precious heritage will be found to be the happy\nunion of education and religion. These forces sustain the ethics of our\ncitizenship and reveal the vision without which the people perish.\n\nWHAT\n\nTHE\n\nSCHOOLS CAN DO IN CHARACTER\nRELIGIOUS EDUCATION\n\nWILLIS\n\nA. SUTTON,\n\nSUPERINTENDENT\n\nOF SCHOOLS,\n\nATLANTA,\n\nAND\nGA.\n\nI wish that for a little while we might think and see with our mind’s eye\nthe twenty-four million children to whom you and I and the teachers of\nthis nation minister. I wish that we might forget that we are assembled to\nthink about the technical problems of education, important as they may be,\nand think about the individual lives of the children of* this nation. Our\ngreatest trouble as teachers is that, in the maze of our machinery, we some¬\ntimes forget the object for which we are teaching. If I seem to make fun of\nsome things that seem very near and dear to our hearts as teachers, I hope\nyou will understand that it is not because I do not believe in the progressive\nthings in education, but because sometimes in our lives we need to come\nback to those things that are really and truly fundamental — and when\n\nI\n\nsay “fundamental” I do not mean reading, writing, and arithmetic, but the\nthings that go to make up the character of our people.\nAmerica was obliged to think of things first. The forests were to be con¬\nquered, the timber was to be cut out, the land was to be reclaimed, the In¬\ndians were to be driven back — everything in America made us think of the\nmaterial because it was there and we had to grapple with it. America has\nnow reached the point where her mind, for a period at least, should be taken\nfrom the material. A man\n\nwho is at the head of one of the greatest interna¬\n\ntional organizations in the country said to me one day, “Sutton, the thing\nthat is wrong with Georgia is that Georgia thinks in terms of things and\nnot in terms of people.” I carried that thought home with me and I said, “Is\nit true?” I considered what we think of — stocks and bonds, real estate,\nland, and all the things we have accumulated ; I thought of their value, and\nI went into my statistical reports and found that we had accumulated in the\n200 years of Georgia’s history only four and one-half billion dollars, a\npaltry sum ; that we had three and one-quarter million people ; that every\none of those three and one-quarter million people, even if you counted it in\nmoney, was worth at legist $20,000 during a period of twenty or forty work¬\ning years ; and that those people at $20,000 a piece w^ere worth in the\nneighborhood of seventy billion dollars. Yet we think more in terms of the\nfew paltry billions it has taken us 200 years to accumulate than we think\n\n"}
{"page": 29, "printed_page": null, "text": "General\n\nSessions\n25\n\nof seventy billion dollars worth of human life. For a moment\nthink with me in terms of the human soul, eternal values?\n\nwill you not\n\nI think of what we challenging people who are past forty are forever\nsaying to our young people, that they are too fast ; that they are immoral ;\nthat they do the things we think all wrong. It is my firm conviction that\nthe American youth of today between the ages of fifteen and twenty-five\nyears is better than any American youth has ever been in our 300 years of\nhistory. When you speak of character as being fortitude, courage, integrity,\nand uprightness, the generation that we have just trained and sent out into\nthe world was put to a test possibly as no other generation ever has been\nbefore. It went across the sea. When we called for courage, courage was\nthere ; when we asked for fortitude, it was there ; when we asked for integ¬\nrity, it was there; when we asked for life, they freely laid it down. In the\nbusiness of this 'world the schools have not failed.\nThe youth of this land, engaged in business, has done away with all cut¬\nthroat competition of the days gone by. There was a day when the purchaser\nnever expected to pay the marked price of an article, nor did the storekeeper\nexpect to receive it. He priced it high, and then dropped, getting as much\nas he could. The youth of the land today has established a condition in busi¬\nness that the world never reached in all its history before.\nI wish I could tell you what the schools have done already in the realm\nof attaining character in the churches. I make this statement about my home\ncity — and I believe you could make it about yours — that there are more\nyoung people between the ages of fifteen and twenty-five engaged in every\nline of church activity today in proportion to population than ever before in\nall history. So I would like to speak about what we have already done in the\nbuilding of the character of the young\nnation.\n\nmen\n\nand the young\n\nwomen\n\nof this\n\nIt is strange to me, and yet it is true, that the very things for which we\ncondemn youth the most are the things that make it most worthwhile to\nlive in this generation. We say youth is fast. But speed is the essence of this\ngeneration and unless youth is fast it cannot live in this generation. I would\nlike to see you going out to your great airport and standing there by one of\nyour air machines as they turn the propeller slowly around and say, “Don’t\nturn it very rapidly; be very cautious about how you turn this propeller ;\nlet us rise very gently and very slowly from the earth and be very cautious\nabout what we are doing in this flying business.” We would never rise!\nThe great, fast-running fruit express had brought to me from Florida\nand Georgia, from California and from the uttermost parts of the earth\nthe things that I ate for breakfast and dinner today. The essence of this\ngeneration is speed. Watch the stars and planets as they move in their spheres\nand ask them: “What is the essence of life out there?” It is speed.\nYet you mothers and fathers sit around when a boy or girl gets in an au¬\ntomobile and say, “Go very slowly, be very careful ; you may have an acci¬\ndent.” A few folks will get killed, of course. What of it? It amounts to\nbut little so far as the on-going of the world is concerned. Of course, I don’t\n\n"}
{"page": 30, "printed_page": null, "text": "26\n\nNational\n\nEducation\n\nAssociation\n\nwant to be one of them, but at the same time the question of speed is the\nthing that makes up the life of the youth of this generation. He must be\nspeedy to live in it.\nWe extol the great quality of freedom, and yet because we have freedom\nin the schools and freedom of action between the boys and girls ; because we\nhave freedom on the street ; and because we have frankness and openness\nwe challenge it and some of us say: “Let us go back to the good old days.'’\nI don’t want to go back to the good old days. I am glad I live in this day and\nthat this boyhood and this girlhood has freedom.\nWe talk about freedom of thinking and reasoning and yet we come to\nthat boy and that girl who is thinking and who is reasoning, put our hand\nupon him and say, “Halt!” The very thing that makes him worthwhile to\nlive in this generation is the very thing, for the most part, that you and I\ncondemn. I would love to talk about how this youth has learned in our\nschools the spirit of cooperation and these other great things. As a teacher\nmay I say this to you, don’t forget this one ideal — we are not here as a\ngroup to criticize one another, to find fault with what we say, but to gain a\nlittle bit of inspiration that out of this great assembly, with these continuous\nmeetings together, we may go back with our dynamos and our batteries all\ncharged and ready to make that further assault on the forces of evil and\nbring out of these boys and girls the things that are best in their lives.\nI never shall forget the night I decided to be a teacher. I wobbled\n\nabout\n\nuntil I was twenty-three years of age deciding what I was going to do and\nwhat I would be. My father was a letter writer. I wish more fathers were\nletter writers! I have a letter from my father 103 pages long. I treasure it\nas I do few things in my life. It was written in April, 1903. He wrote\nme this letter and in it he said, “Son, you have decided once to be a lawyer;\nanother time to be a preacher ; another time to be a farmer. You must decide\non what you are going to do. You cannot hesitate longer.” I read it over\nand he had an argument for every single profession I had thought of. I\nremembered how we had walked about in the cotton fields and I had seen\nhim reach down\n\nand pull cotton that was high as his head up to him and cut\n\nthe bolls and I thrilled and said, “Oh, I want to be a farmer.” Then I\nthought of what I could do to help clothe the people of the world. Then I\nwent to a country town and went across the bridges of what I thought were\nenormous creeks, and I determined to be an engineer and an architect.\nThen as he carried me to hear Bob Toombs and Alexander Stephens and\nthose men who are great in Georgia’s history, I said, “I must be an orator.”\nWe had a little library of some 500 books; I read them all; and I said, “I\nam going to be an author; I am going to write a book.” All through my\nlife I recounted the things I had desired to be and how I had hesitated. I\nhad never seen a great picture that I did not want\n\nto paint it; never in my\n\nlife had I seen a great building but I didn’t want\n\nto build it. There\n\nI was\n\nwith my father’s letter and I must decide what I was going to do. I laid\nthat letter down in a chair and knelt as I had been taught to kneel to pray.\n\n"}
{"page": 31, "printed_page": null, "text": "General\n\nSessions\n27\n\nLike a flash right out of Heaven, whether in answer\n\nto prayer I know\n\nnot,\n\nthere came this thought: “You can do every single one of those things; you\ncan be the lawyer, you can be the preacher, you can be the artist, you can\nbuild the bridge, you can span the great beams of the architect, you can do\nthese very things, every one of them.”\n\nHow\n\nshall I do it? “Just be a\n\nteacher. Just be a teacher.” I stand here tonight fifty-one years of age, and\nspeeding across the Atlantic is Bobby Jones, my boy, coming back to his\nhomeland as champion ; four of my boys are in Paris and have alreadv\nexhibited more than one hundred of their works of art; others have written\nbooks ; the inventor of television, or one of those inventors working with it\nnow is one of those same boys. I wish I could tell you about them tonight !\nWhat is this thing we call character? It is a very changeable thing. Good\ncharacter is not the same in all generations. What was good character a\nthousand years ago might make me a reprobate tonight, and what may be\ngood character today might make me an ingrate fifty years from now. What\nis character ? What is the thing you and I are trying to talk about ?\nCharacter is first of all an inherited thing. I am speaking tonight like my\nfather spoke. I am using my hands like he used his. I can see him in myself\nin a hundred things I do. Many of the things I think I never sat down and\nreasoned out. I inherited them. And we people in the south rather believe in\nblood you know. Character is not only force and power that we inherit. It\nis in this physical makeup of mind. If I had time I would go into the differ¬\nent processes that go to make character in what we call the correlation of\neating and feeling that impels me to action ; this thing that I call my emo¬\ntion, my working-out ; how that thing is affected by the food that I eat ; how\nit is affected by the health that I enjoy; and how it is affected by these\nglands that make up the core, the permanent sources of my personality and\nmy inspiration.\nWhat can the schools do? They can see that every child in America has\nat least a fair chance with a vigorous, healthy body, and that out of that\nhealthy body there may evolve as one of the great forces in making character,\na great, strong, likable life.\nWhat can the schools do? I think of youth in this auto-intoxicated age.\nThe schools can bring that steadying power to the youth. No youth is better\nthan the one we have and yet that is not as good as it ought to be. I say\nto every boy if he is not better than his daddy, he is criminal. The girl\nwho is not better than her mother, not gentler, sweeter, nobler, truer, is\nno less criminal. The world can only be better because one generation is\nbetter than the last, and our boyhood and our girlhood must be better than\nour mothers and fathers. So I am not content with the achievement we have\nbrought out.\nYouth is intoxicated — no doubt about it— auto-intoxicated. It is no\nwonder that it is so. Suppose I could have taken the finest man who\nlived in this city and put him to sleep forty years ago, or even twenty years\nago — had taken him out of his old buggy or his old carriage and then had\n\n"}
{"page": 32, "printed_page": null, "text": "28\n\nNational\n\nEducation\n\nAssociation\n\nlet him sleep for twenty years. Then suppose I lifted him into one of our\nautomobiles or flying machines. He may have been a judge, but he would\nhave jumped out. That is exactly what youth has done today.\nIn all the history of the world, not just five, ten, fifteen, or twenty thou¬\nsand years, but hundreds of thousands of years, and millions of years, we\nhave become accustomed to a certain pace in life and all of a sudden youth\nwas jerked up out of that pace and put into this great maelstrom of modern\nlife. It has unsteadied him. What we need to do in the schools is to give a\nsteadying power to life.\nI read David Copperfield when I was twelve years of age and waded\nthrough 1200 pages to get to that critical moment when David went down\non his knees, touched the fingers of Alice and told her he loved her and\nreceived her reply. Oh, how I exulted over that part! My boy goes to the\nmoving picture show and sees everything from the beginning of the world\nuntil today in forty-five minutes and sees it all wrought out. What a change !\nMy forefathers lived just above Augusta, Georgia, when the Declaration\nof Independence was signed on the Fourth of July, 1776, and on the 26th\nday of August they received that wonderful news. If it had been signed\nyesterday we would have heard of it before it happened. So here we are in\nthe midst of a world like that. We were brought into it so quickly that\nyouth needs adjustment.\nHow are we going to give him that adjustment? We are going to bring\nback those things that are primitive in his life. The Boy Scouts, the Girl\nScouts, the Campfire Girls, the Y. W. C. A., the Y. M. C. A. are going to\ndo it. So are the boys and girls who camp, hike, and go by the stars. If I had\nmy way every boy and girl in the whole of America would attend a camp,\nget between the ploughshares, and learn something of the primitive things\nof life. In the school we have to see that this thing is done. The schools must\ncounteract the influence in life that is disturbing the youth of our land.\nWhat can the school do? It can continue its activity program. Learning is\nnot stimulating activity but activity does stimulate learning. If we could\ngo into our schools, as many of us are already doing, and see that this child,\nwhether in the kindergarten or senior high, has, as a part of that work, the\ndoing of the thing we are studying about, that he has the initiative, that\nhe has the opportunity to plan and to work out the things that he studies, it\nwould mean much more rapid advancement toward the goal we seek to\naccomplish. My boy has become so enthusiastic about Egypt because he has\nlived out the life of Egypt in the sixth grade that he reads every book that\ntouches upon Egypt, every advertisement. He reads a thousand times more\nbecause he has made the tools, laid the stage, acted the play, and worked\nout the plan of the whole of Egyptian civilization. As he goes along in his\nactivity program, as he becomes interested, any idea of evil or wickedness\nstays out of his life and his interest centers in the thing he is doing.\nCharacter grows as a result of it. I believe in religion, I believe in the\nchurch, but one of the things that has been the greatest drawback in the\n\n"}
{"page": 33, "printed_page": null, "text": "General\n\nSessions\n29\n\nbuilding of character has been the fact that we have been content to say,\n“I believe, and, therefore, I am saved.” We may believe all we please but\nsalvation comes through a man’s own initiative and thinking and adaptation\nof his life into the doing of the thing that he believes and thinks. I believe\nin repeating the Lord’s Prayer, the Ten Commandments, the Sermon on\nthe Mount, and memorizing beautiful poems, but the average teacher thinks\nhe has taught character when he has done that. What that teacher needs to\ndo is to make the opportunity for the right kind of choices, and the right\nmental tests, and make the opportunity to let that boy and girl work out\nwith his own hands and in his own mind the thing that makes character on\nthe inside.\nI am not so much concerned about what the child learns. I am tremen¬\ndously concerned about how he learns it and the effect of that learning on\nthe inside of that boy or girl. That is the greatest thing, I think, in the\nbuilding of character. What can the school do ? The school can bring out of\nthis activity program one great idea. It can learn a great lesson — that schools\ncannot educate children by themselves. We only have them five and a half\nto six hours a day, we only have them some 800 hours in a year, we do not\nget them until they are ruined or made, and then we turn them loose in the\nmost formative period of their life. Still we think we can educate children!\nThe school can not do it alone. The home is educating the child, the church\nis educating the child, the community is educating the child.\nThe most amazing thing today in all America is that superintendents of\nschools will wait until a certain Monday in September and call together\nforty little children and put them under the care of a teacher who has never\nseen the mother, the grandmother, nor the great-grandmother, who has\nnever seen the house in which they live, does not even know whether it is an\napartment house or a dwelling, has never seen the backyard or anything of\ntheir environment, and say to that teacher, “Take these children and educate\nthem.” How in the name of common sense can they do it? It cannot be done!\nWhat that teacher can do is to say: “I am going to do my part,” and every\nteacher in the city of Atlanta, I am thankful I can say tonight, has not only\ncooperated, but one hundred percent will say, “I will visit one hundred per¬\ncent the children of my school and my class during what we call Normal\nWeek and learn the background of those children.”\nWhat can the school do to make character? It can put its hand in the\nhand of the father and mother and say: “I am going to work with you.” I\nsay to my teachers that if there are forty-five children and forty-five mothers\ncome to them, each one as mad as a wet hen, take courage, it is a great\nthing because they are at least interested.\nGet in touch with the home\n\nlife of the child. That\n\nis what you teachers\n\ncan do. See that each child has a job. See that he gets a job at the home, see\nthat he has a job in the school. Any teacher in America who has a child\nwithout a specific job in the classroom ought to close the door, resign, and\nquit. The child is not going to do anything unless he realizes there is some\n\n"}
{"page": 34, "printed_page": null, "text": "30\n\nNational\n\nEducation\n\nAssociation\n\nspecific thing to do in cooperation with his teacher, that “that is my job.”\nWhen I was six years of age I was assigned a job of separating the cows and\nthe calves at home. If I did it well I got sugar in my milk; if I didn’t do it\nI was denied sugar three days. It was an obvious situation. There were\nmany negroes, any of whom could have separated the cows and the calves\nbetter than I, but my father and mother knew I needed a job. When I was\nseven I was assigned the job of picking up chips ; when I was eight milking\nwas added to it ; when I was nine, feeding the hogs. I had responsibility.\nWhat the school can do is to encourage the child to have a job and to work.\nI have said very little about lying, swindling, and cheating. Why? I do\nnot believe in talking about them. If a man tells young folks how bad they\nare and what other folks are doing, some kid is going to be sitting out there\nand saying, “By George! Aren’t those young folks having a good time!\nHere I have been behaving myself but I am going to get out and do it!”\nIt is bad psychology, poor suggestion. Put him to work. Get his interest.\nGive him an activity program.\nThe school can teach the child character through the most beautiful thing\nthere is in all the world. Have you ever watched a little baby in a cradle at\nsix weeks old pick up his hands and commence to play with his clothes, or\nwatched him on the floor as he commenced to play? Have you ever watched\na colt gamboling on the green, or a kitten playing with its mother’s tail?\nHaven’t you learned that the greatest thing in the world in the making of\ncharacter is the free play life of the child? Teachers need to get on the\nfootball field, the baseball field, with the boys and girls, and in some par¬\nticular thing, not only show interest but take part, and they will always get\ncooperation.\nMay I tell you just one story? I know you will be interested because\neverybody is interested in Bobby. Bobby Jones came into my class the first\nday. I asked him to decline tuba. I was teaching Latin. He folded his arms\nand looked out the window. I said, “Decline tuba .” He didn’t say anything.\nI said, “Decline tuba.” He still folded his arms and looked out the window.\nWhen the class was over, I said before they went out: “I will not put a zero\ndown against Jones today. He is an intelligent looking chap; there must be\nsomething wrong that he didn’t know his lesson. I will give him another\nchance.” And as he went out I said to him, “Bob, I am not going to keep\nyou in but I would like for you to come back here and talk to me about your\nLatin this afternoon or some other afternoon this week.” He came back that\nafternoon. I said, “I am mighty glad to see you back here. What\ninterested in ?”\n\nare you\n\nHe said, “I am interested in golf.” We sat there and talked about golf\nfor fifteen or twenty minutes and his eyes just literally glowed. When we\ngot through talking I said, “Bob, why didn’t you say something about your\nLatin lesson ? I would not have asked you and embarrassed you if I had\nknown\n\nyou were not prepared.”\n\n"}
{"page": 35, "printed_page": null, "text": "General\n\nSessions\n31\n\nHe said, “To tell you the truth, I came here to your high school because\nI thought you didn’t have Latin, and then my father found out you did\nhave Latin. I said, ‘It’s all right, you can send me to class but I never shall\nopen my mouth,’ and I never shall.”\nI said, “Couldn’t I go by and ask your father if he wouldn’t let you drop\nLatin ?”\nHe said, “I will be mighty glad if you will.”\nI said, “I will go by and talk a little golf to him and then ask him to let\nyou drop your Latin. But then,” I said, “it is rather a shame about your\ndaddy. I don’t know whether he would let you drop it or not. He evidently\nhasn’t got much sense from what you said.”\n“Who said my daddy hasn’t got much sense?”\n“You did.”\n“How?”\n“Just a minute ago, you said you were fourteen years old and your father\nwas thirty-eight and you just told him you were not going to take Latin and\nyou wouldn’t do it, and of course a man thirty-eight years of age ought to\nhave more sense than a boy of fourteen years old. It is just too bad.”\nHe said, “I’ll take your Latin.”\nIt was his interest in golf — he was occupied in playing and it was the\ninterest that I was willing to show that accomplished the result. The teacher\nthat can enter into the play interests of the child always meets with response.\nMay I close with this last thought — what can the school do ? The school\ncan show the incarnation of character. That is the biggest thing in all this\nworld. I never have any trouble believing in incarnation. There are some\nthings in the Bible I can’t get along with very well, but I never have any\ntrouble about that because I never believed anything I didn’t see any\neconomy in. You can talk to me about the Ten Commandments and they\ndo not mean much, but when I see somebody live the Ten Commandments\nand when I see somebody who lives the Sermon on the Mount, it strikes\nhome.\nBe more\n\ncareful in selecting teachers. I have examined\n\nquestionnaires sent out by over one hundred\n\nover one hundred\n\ncities in America, and they give\n\nninety-two percent to the teacher’s training, to the teachers college, to the\nteacher’s experience, to the teacher’s summer studies, and eight percent is\ngiven to the teacher’s character. May I say this to you, that the school has\nthe greatest opportunity to build character it ever had in the history of the\nworld, if you as superintendents will select those men who have character\nand who live it, and who in their heart of hearts have implanted the thing\nthey want that boy or girl to have.\nThese are the things that the schools can do. Look out and lift up your\neyes to the twenty-four million children and let us say as teachers of this\nland that that boy or girl whom I have for forty-five minutes, even for half\na year, shall receive from me that inspiration of life and example that will\nflow out and be contagious and will live and be glorified in him.\n\n"}
{"page": 36, "printed_page": null, "text": "32\n\nNational\n\nWHAT\n\nTHE\n\nEducation\n\nAssociation\n\nHOME CAN DO IN CHARACTER\nRELIGIOUS EDUCATION\n\nRANDALL\n\nJ. CONDON,\n\nFRIENDSHIP,\n\nAND\n\nME.\n\nI come before you tonight without any preparation except a deep convic¬\ntion born of all the years since I can remember that the home is the most\nimportant educational institution in America or in any other land.\nI subscribe to all that Mr. Sutton has said about the importance of the\nschool, and I am grateful for the opportunity for these forty years and more\nto have been connected as a teacher and superintendent with the work of\nhelping develop character in young people. Beyond the work of the school\nlies that of the home, and if it is not well done, then the school shall do\nlittle to develop the right kind of character in the boys and girls who are\nsent to us from the homes that are weak and inefficient in their parents.\nA hundred\n\nyears ago Frederick Shafer said in his Education\n\n‘‘Only the quiet, secluded sanctuary of the home\n\nof Man ,\n\ncan give back to us the\n\nwelfare of mankind.’’ And a little earlier Thomas Jefferson said, “The\nwaters shall ever be what are the fountains from which they flow.” These\ntwo fundamental statements are as true today as they were a century ago.\nI come to you as the representative of the homes of America, representing\nthe great organization of a million and a half parents and teachers, to pledge\nto the schools the cooperation of the homes of America in the one common\ntask in looking after the welfare of the children, in making clear that edu¬\ncation must be based upon religion, and that morality and the development\nof fine character and worthy citizenship is the greatest piece of work, the\nmost necessary thing in which the schools and the homes can engage.\nLet me read you this letter from Thomas Jefferson to Martha, the older\nof his two children, after the mother had died. I visited his home at Monticello several years ago. I made a pilgrimage that I might see the home in\nwhich this great man lived, the home he had created as an expression of\nhimself, the home in which his children had been nurtured. He retired there\nfrom the Presidency, rich in the experiences of life, to play with these chil¬\ndren and grandchildren, to live with them in order that he might help teach\nand shape them for their part in a great American Democracy. Somehow I\nfelt the spirit of the great sage of Monticello, somehow I felt the benediction\nof the man who had lived and wrought there.\nWhen the mother had died and these two girls were left to him, this\nletter was written while he was the representative of America to the Court\nof France.\ni\n\nYou must assume the responsibility of a mother. When she arrives, she will\nbecome a precious charge in your hands. The difference is in your age and your\ncommon loss of a mother will put that responsibility off on you. Teach her above all\nthings to be good because without that we can neither be valued by others nor set\nany value on ourselves. Teach her to be always true. No vice is so mean as the want\nof truth, and at the same time so useless. Teach her never to be angry. Anger only\n\n"}
{"page": 37, "printed_page": null, "text": "General\n\nSessions\n\n33\nserves to torment ourselves, defeat our friends, and alienate their esteem. Teach\nher industry and occupation to useful pursuits. I will venture to assure you if you\ninculcate those in her mind you will make her a happy being in herself, a most\nestimable friend to you, and precious to all of earth. In teaching her these disposi¬\ntions of mind, you will be the more fixing them in yourself and render yourself\ndearer to all your acquaintances. Practise them then, my dear, without ceasing. If\never you find yourself in difficulty or doubt how to express yourself, do what is right\nand you will find it the easiest way out of the difficulty.\n\nI read the letters, hundreds of them, that Thomas Jefferson wrote to his\nchildren who were at Charlottesville while he was in Philadelphia and\nwhile he was in France, breathing the spirit of companionship,\n\nasking them\n\nto w’atch the coming of the birds, to report to him when a certain bird\narrived there, and he would let them know when that bird sang its note at\nPhiladelphia, asking them to inform him when the crocuses came up and the\ndaffodils, and he would tell them when he first saw them coming through\nthe earth at Philadelphia ; entering into their life in every way. I would say\nwhat the home can do is for the parents to live with their children ; to have\nfine ideals of service but to enter into their understanding\n\nthat the children\n\nand parents together may live their life.\nI believe the home is the greatest educational institution in America\nbecause it is a living institution. The school work even at its best must be\nsomewhat formal ; the church even at its best may somehow do some of the\npreaching, but formal teaching and preaching is never likely to result in\nthose fine qualities of character that come out of living, and living with\nolder people, making sacrifices. Oh, I am grateful that as a boy back in an\nhumble home in Maine it was necessary for me to undergo hardship,\nundergo something of sacrifice, to enter into the spirit of that family and\ndo it under a mother who loved her children so much that she reproved them\nwhen\n\nthey would go worng, and she called them back to their line of duty\n\nand of reverence and devotion to God. These things I remember with great¬\nest satisfaction, and now in the sunset of life it is one of the great joys of my\nlife that I can spend these years in that same home in which I was born, and\nthat I can still feel that mother love and that influence. As the sun shines\nin through the western window at eventide, I think of that mother love, and\nhow when the evening came the family would gather about the great family\nBible and as the mother read to us from the Word of God, we all knelt\nwhile she commended our souls to God, and never a day was so busy in that\nhome that first of all we did not kneel with that mother while she asked\nGod’s blessing and gave thanks for the day.\nIn the twenty-five million homes of America I wonder how many of\nthem are lacking the kind of life and teaching that will send their children\n\ninto the schools prepared for the instruction which the schools shall give and\nreceiving them back from the school to reinforce and unite with them in\ndoing those things which make for life and service. I rejoice that in the\ncountryside there are still these devoted homes which are assuming the\nresponsibility for the rearing of children.\n\n"}
{"page": 38, "printed_page": null, "text": "34\n\nNational\n\nEducation\n\nAssociation\n\nWhat can the home do? The home can assume its full responsibility and\nif it shirks that responsibility there is no other institution under our form of\nlife and government that can make up for its deficiency. The National Con¬\ngress of Parents and Teachers stands ready to unite with the teachers of\nAmerica, combining the home and the school, that together and with that\npartnership we may work out this problem of saving America, because\nparents and teachers are working together for the salvation of the children.\nI don’t know that I ever had any tribute or recognition which came to\nme in all my life that seemed more precious to me than a sentence that my\nlittle daughter dropped when she was leaving home after having graduated\nfrom college. She was going from Cincinnati to New York to engage in the\nstudent secretary work for the National Young Women’s Christian Asso¬\nciation. One of our directors said to her, “Well, Catherine, I expect your\nmother will miss you very much when you are gone.” She said this, “Yes,\nbut I think Father will miss me just as much for when we are together all\nour work becomes play.” That little daughter now has a home of her own\nand just a year ago there was born into it a little boy, and I received the\nmessage that Randall Condon Foster had come upon the 3rd of April. I had\nexpected him to be a girl. I had had no idea and I was so surprised when I\nsaw that name attached to him, for I had never thought that my daughter\nwould name her baby, if he came, for her father. I believe that we need to\nbegin very early with these children. They may not understand all we do\nbut as the years stretch on there will come something of our teachings and\nthe meaning of the things that we do to them and for them that will have a\ntremendous influence upon their lives.\nLast April 2nd, just the day before my grandson’s birthday, I left for the\nWest to take part in the state and national conventions of the parent-teacher\nassociations, and I took a half day in the morning and went up to their\nhome that I might celebrate with him and his mother and father, his first\nbirthday, a one-year-old boy, rosy-cheeked, smiling and happy, facing the\nfuture with all its possibilities. He had his first breakfast that morning\nsitting at the table with the grown folks. He sat in his high chair. I watched\nhim while his mother gave him his bath before breakfast. We had the same\nbreakfast, starting out with orange juice. I drank mine from a glass and he\nfrom a bottle — it took him a little longer to drink it than it did me, and that\nis about the only difference. Then we had the same cereal. And we had a\nhappy time together sitting there. After his breakfast he went back to his\nlittle crib and he was standing in it reaching up looking at me, and in the\nlapel of my coat was the life membership\n\nbutton of the National Education\n\nAssociation. He reached up to it, and wanted\nyou like to have one, little chap?” And\n\nto take it off. I said, “Would\n\nhe smiled back. I said, “I think it\n\nwould be a good thing for me to give you for your first birthday present.”\nI went on in the afternoon to Washington and the first thing I did was\nto go to Mr. Crabtree’s office and say, “I want to take out a life member¬\nship in the great National Education Association for my grandson, Randall\n\n"}
{"page": 39, "printed_page": null, "text": "35\nGeneral\n\nCondon\n\nFoster. You\n\nmay\n\nSessions\n\nsend him his certificate, but please give me\n\nan\n\nemblem of life membership for I want to wear his and I will give him mine.”\nThen I went upstairs one flight further to the office of the National Con¬\ngress of Parents and Teachers and said, “I want to make my grandson,\nRandall Condon Foster, a life member of the National Congress of Parents\nand Teachers. You may send to him his certificate of membership but give\nme his emblem of life membership, the key, that I may send mine to him and\nthat I may wear his, for I want the inspiration that comes from his youth,\nand I would like somehow to transmit to him, if I could, something of the\nexperience that goes with the emblem that I have worn.”\nNow his father told me that a little later he had received his first research\nbulletin from the National Education\n\nAssociation and he added this, “He\n\nhas already begun to devour it.” Bishop McDowell\nhim a questionnaire!\n\nsays I ought to send\n\nI am writing him a letter that 'his mother will read to him when he\nbecomes a little older when I have probably passed off the stage, saying to\nhim from my experience what it means to be connected with these two great\nnational organizations that have in their keeping through the school and the\nhome the welfare of America, and hoping that somehow this early act of\nhis grandfather’s will have an influence upon his life in the years to come.\nI am not particularly concerned whether he should be a teacher or not —\nthat is for him to decide. If he has the ability, the quality, and inclination I\nhope he will cast his life along the lines that I am sure will give the greatest\nsatisfaction, but in whatever field of work his future years may be cast I\nwant him to realize that in this Association are great opportunities for serv¬\nice, for citizens as well as for teachers, and that parents and teachers alike\nmust conserve the schools and homes.\nThese are some of the things that the homes can do for children, starting\nearly, loving them, for that is the most fundamental thing in school or in\nhome.\nIn my little hometown is the schoolhouse my mother taught in 79 years\nago, and she was a mother then. She left her little boy with a grandmother\nand she took the little girl, five years old, by the hand and led her for a mile\nand a half along that country road to teach in that little brick schoolhouse.\nThen I went to it to school and later while I was in college I taught there,\nand it has very precious memories. Meantime in the process of consolidation\nthe little school was abandoned and it looked very shabby. The bushes had\ngrown up about it, the windows were out, the roof was beginning to fall\nin — the brick walls alone were intact. They hadn’t changed in 79 years,\nfor they were built upon one of the Maine granite ledges. Somehow it\nseemed to me that this ought to be saved. So I asked the town one year at\nthe town meeting whether they would authorize the school committee to\nsell the schoolhouse and they voted to authorize the school committee to sell\nthe schoolhouse to the best advantage. Well, I offered the school committee\nwhat I thought was a fair and reasonable price for the building for the use\n\n"}
{"page": 40, "printed_page": null, "text": "36\n\nNational\n\nEducation\n\nAssociation\n\n1 wanted to put it to and then as long as I had seen there was some value\nin it, somebody else thought it would make a good garage and he offered\nquite a good deal more, and somebody else thought it would make a good oil\nfilling station and he offered still more, and somebody wanted a tearoom\nand she offered still more, and then the test of the school committee was\nthis. They said, “The town has authorized us to sell this to the best advan¬\ntage. If Randall Condon wants this as a memorial to his mother, a teacherparent, and to preserve it for our town as a community center, it shall be\nhis.” And so we restored it. We shingled it and had a fireplace built in the\nend of it, and my brother made fireside seats where people could gather and\nsit in comfort, and he and I together built one of the old-fashioned desks\njust as they used to be in the country school, as a memorial. Then we painted\nthe floor and Mrs. Condon made chintz curtains to hang in the window\nwith a view to prettiness, and then one day just before we were going to\ndedicate it for the community welfare, for the homes, for the parents and\nfor the children, because that was why I had bought it, I was painting the\nblackboard, the same blackboard upon which I had learned to subtract two\nfrom four, and probably found the answer to be three ; the same blackboard\nupon which, when a college lad, I had taught the children to spell c-a-t and\nthen discovered how foolish it was and rubbed it out and found it just as\neasy to teach them the word cat as it was to teach it c-a-t, cat — the same\nblackboard, and I was puttying up the holes there to make it look a little\nbit smoother, but I came to one place in it I didn’t putty up. Because as I was\nlooking through it I came to these words, or these letters, written by some\nchild who had come to that blackboard — “1-o-v-”, and no more. I am not\nsure whether the teacher caught him at that point and stopped him or\nwhether he thought that was all that was necessary to spell the word. Any¬\nway, I left “1-o-v” on that blackboard as the symbol of what every school\nand every home in America must have if they are to teach character and\nreligion in the light of life that shall function in terms of character and\ncitizenship.\nThen we gathered the children and parents together on one beautiful\nbright September day. The children sat about the floor, the grown people\nsat on the chairs, and the little girl five years old that my mother had taken\nwith her to school had braided an old-fashioned rug and it was on the floor\njust in front of the fireplace. There was one of the older boys, a year or two\nolder, who was there, and I gave him the privilege of lighting the fire on\nthe hearth of the fireplace, and we came away from the schoolhouse not only\nwith the embers burning in the fireplace and the hearth, but with a warm\nglowing in our own hearts, a feeling that somehow we had exalted life and\nservice, community welfare, parents and teachers, school and home, and\nthat out of it all should come a finer and better type of American citizens,\nwith kindness in their hearts and with gentleness in their lives.\nSometime ago, I wrote this tribute to my mother and if I may I will read\nit as a tribute to all mothers:\n\n"}
{"page": 41, "printed_page": null, "text": "General\n\nSessions\n\n37\nTo my mother, who taught her children the deep things of life — duty, honor,\ntruth, courage, faith, hope, love of home and of country, reverence for God, for\nevery country and for all His loyal creatures obedience and devotion, sincerity and\nsimplicity, patience and perseverence, selfdenial and selfreliance, kindness and help¬\nfulness, contentment while striving to attainment, joy in service and satisfaction in\nwork well done.\nWith a culture not learned in school, for her island home afforded but little in the\nway of schools, but with that richer culture that comes from companionship with a\nfew great books, from communion with God and Nature, and from a life well\nlived, to difficulties faced and to problems solved with unconquered and unconquer¬\nable spirit she taught us by what she did, to do, and inspired us by what she was,\nto become.\n\nAnd only so shall the parents or teachers of America develop character\nas they teach children to do by what they do, and inspire them to become\nby what they are.\n\nWHAT\n\nTHE\n\nREV. WILLIAM\n\nCHURCH CAN DO IN CHARACTER\nRELIGIOUS ED.U CATION\n\nF. MCDOWELL,\n\nBISHOP,\n\nMETHODIST\n\nWASHINGTON,\n\nEPISCOPAL\n\nAND\n\nCHURCH,\n\nD. C.\n\nI am rather vitally related to the school teaching business. My father\ntaught school in this state when he was fifteen years old and earned the\nmoney for the first pair of boots in our family. Prior to that we had gone\nbarefoot or worn brogans. He married an Ohio school teacher. For a limited\nnumber of years I was the nominal head of a university in Colorado.\nMy first word is going to be one of criticism. I do not like this audience.\nI do not think it is well made up for the discussion of these three topics —\nWhat can the School do? What can the Home do? What can the Church\ndo? I would have four topics, shorten each address, including my own, and I\nwould have had the audience made of four groups, all packed together so\nthat you couldn’t tell which was which, and I would have had one group\nmade of teachers, one group of distinguished parents who are not teachers,\nand one group made of ministers of all kinds of churches, and one group\nmade of editors of all kinds of papers. I would have raised, in addition to\nthe three questions we are speaking of, a fourth question — What can the\nPress of America do to help make the character of America?\nFirst of all I think the church can, and should contribute to this influence\nfor the making of character an amount of understanding which I fear they\nare not contributing. I do not believe, and I may now confess the sins of the\nbody for which I speak, that we have quite an adequate understanding of the\nproblem of character making in modern American life. I doubt if we quite\nunderstand the difficulties that attend public school teaching. We can con¬\ntribute if we will an amount of understanding that does not exist. That is\nmy statement to the church that is not primarily here but is onlyherebecause\nmany of you belong to it. In the contribution of this element of understand¬\ning on the part of the church you can make a large contribution.\n\n"}
{"page": 42, "printed_page": null, "text": "38\n\nNational\n\nEducation\n\nAssociation\n\nMy second suggestion is that the churches can make a large contribution\nin the way of appreciation. If I were asked to name the first quality that I\nwould require in a teacher it would be an accurate sense of the value of a\nchild, of every child, and especially of the young child. The churches can\nhelp in contributing that sense of appreciation of the value of childhood. A\nnew word has come into our modern speech. It is that term personality. My\njudgment is that one great revelation of religion that lies just ahead is the\nrevelation of the value of human personality — something of an understand¬\ning of human life as Jesus Christ thinks of it. I do not mean we are going\nto take an idealistic view. That is not it. Human nature is not precious\nbecause it is perfect. It is precious because of what it may become. It doth\nnot yet appear what we shall be, but we know that when He shall appear\nwe shall be like Him, for we shall see Him as He is. It is that sense of the\nvalue of personality which, speaking in terms of education, would mean a\ndrawing out of the personality, making all possible of it. The church must\nhelp to make that emphasis to an extent to which it has not done.\nThe church, in the next place, can make a very genuine contribution as to\nthe uses of truth. There are a good many uses of truth. There is the scientific\nuse ; there is the purely practical use that we witness in invention ; there is a\nvery real commercial use of truth. In that very characteristic American story,\n\nSilas Lapham , written by an Ohio man, the late William Dean Howells,\nthe hero of the story defined education as the training of a man in the power\nto exploit the community for his own benefit. That is to say, he taught man\nso that he could work the community. Everyone who has thought accurately,\nwhether he lias thought deeply or not, knows that that is not the highest use\nof truth. One who has thought seriously of truth, as it applies to human\nnature, knows that that Great Siren of the Soul, whom we call the Great\nTeacher, said, not for Himself alone, not for those alone who should be\nministers of His in pulpits, but for all of those who use truth in its applica¬\ntion to life, “Ye shall know the Truth, and the Truth shall make you free” —\nfree from fear, free from bondage, free from the things that destroy human\nlife, free from the things that keep human life from reaching its highest\nlevels. The church can contribute, please God it may, a new and keener\nsense of the significance and value of truth.\nThe churches also can contribute a real sense of the relative values in life.\nHonorable\n\nWilliam\n\nRussell, one time governor of Massachusetts, said a\nthing that the church ought never forget, and it is one of the things that the\nchurch can contribute to this process of making character. He said, “There\nis an everlasting difference between making a living and making a life.” In\nthese days when making a living is so stressed and emphasized and means so\nmuch to us, the church can contribute a sense of values that places emphasis\nupon life as better than living, as the thing for which living exists.\nI had an experience on this subject of values which perhaps, without im¬\npropriety, I may quote to you. I was located at the University of Denver\nwhen silver was demonetized and the bottom dropped out of Colorado\n\n"}
{"page": 43, "printed_page": null, "text": "General\n\nSessions\n39\n\nprosperity temporarily. I was in Chicago trying to see the World Fair. One\nFriday morning I received word from my wife that perhaps I had better\ncome home and then like an optimist she said, “Maybe we can go back again\na little bit later.” So I left Chicago on Friday night, and arrived in Denver\non Sunday morning with exactly seventy cents in my pocket, which indi¬\ncates that it was time for me to be home. I went out to my home in the\nsuburbs, greeted my family, and we had breakfast. We had prayers to¬\ngether. Then I began to inquire about conditions. It was a sorry recital.\nBank after bank had closed. Man after man had financially failed ; concern\nafter concern had gone to the wall. Then rather timidly I ventured to ask\nabout my own small savings, for I had saved a little bit, all the more preci¬\nous because there was so little of it, and I had invested it. My wife as kindly\nas possible explained to me what had happened, and I went upstairs alone\ninto the great bedroom with two windows opening toward the rising sun and\ntwo opening toward the eternal mountains, and I took down from the shelf\nin the closet a tin box that was locked — locked with a rubber band. I opened\nit and took out from the box certain securities and mortgages. They didn’t\nmean much in value or in aggregate I mean, but the more worthless they\nwere the more beautifully they were printed. I spread them out and looked\nat them and had the feeling that a man has when he drops from the fortieth\nstory of a building in an express elevator and is moved to ask the conductor\nto take him back to enable him to pick up what he has lost somewhere along\nthe way. I folded these certificates up and put them back in the box, locked\nit again with the rubber band, and laid it back on the shelf.\nThen I did what I had never done before, never have done since, and\nshall never need to do again, because I got that lesson once and for all. I\ntook down a roll that was done up in newspaper and tied with a string.\nI untied the string and unrolled the roll, and spread out on the bed three\ndiplomas that I had been permitted to get in two Christian institutions.\nThey were written in Latin, and I 'was a university chancellor and could\nnot read Latin anymore. Of course I understand why Latin is a dead lan¬\nguage. It has been studied to death, and I helped to do it. Though I could\nnot read these diplomas I could read the names that w*ere signed to them\nand. I knew what those names stood for. Presently I laid the diplomas back\non the shelf — and that is the last time I have seen them — and walked out of\nthat room like a lord. All my courage came back, all my hope was restored,\nall my sense of worth and personality quickened ; for it seemed to me that\nmorning, it seems to me tonight, that those diplomas represented the kind of\nvalue over which tumbling banks and failing concerns had absolutely no\neffect; that they were\n\nrich with the value that would\n\nlast “Till the sun\n\ngrows cold and the leaves of the Judgment Book unfold.\" I walked the\nstreets of that stricken city that week and man after man said, “Chancellor,\ndid you get caught in the storm?” And I said, “Not\noverboard but the storm never touched me.”\n\nI. I lost a few things\n\n"}
{"page": 44, "printed_page": null, "text": "40\n\nNational\n\nEducation\n\nAssociation\n\nI learned what that great Soul meant when He said, “A man’s life consisteth not in the abundance of the things he possesses.” It is for the church,\nin my judgment, among other things, to give back to the world in this day\nthat sense of value and to make it, with your cooperation, quick and signifi¬\ncant and vital in human life.\nIt is also within the province of the church to help the homes, the schools,\nand the press to keep the soul of the world alive in this materialistic day. It\ncan help it by making emphatic in this new generation and in every genera¬\ntion those magnificent words a great English schoolman made the basis of\nhis whole theory of education. 1 refer to Thomas Arnold, whose work at\nRugby College was based on the double principle of an inquiring love of\ntruth and a devoted love of goodness. The church can help prepare the\nhomes and the schools, if it will, for modern human life.\nThe church can offer to the world the living definition of what we mean\nby character ; for we get our great definitions not in terms of the dictionary,\nbut in terms of life. If I were asked to define certain words I could. If I\nwere asked to define the word “mother”\n\nI could, and if I should repeat what\n\nthe dictionary says, you would say, “That is all very well for the dictionary\nbut evidently the maker of that dictionary did not know my mother.” If\nDr. Condon could bring here that lovely mother of whom he has spoken,\nor if I could bring here a lovely young woman whom I have not seen for\nmore than threescore years now, every one of you would see a different\nfigure, but every one of you would understand if I should say that was a\nmother. Personality defines the term.\nIf I were asked to define the term “preacher” I could. If instead of defin¬\ning “preacher” I could bring here that plain country preacher that brought\nyou to Christ, or one of those simple great souls whose lives were touched\nas with a life of culture, such supermen as Phillips Brooks, Matthew Simp¬\nson, or others whose names leap to my lips, and you would be caught up in\nthe tidal rush of their speech into the third heaven and see things that it is\nnot lawful for me to utter, and I should say to you, “That\nyou would understand. Personality defines the term.\n\nis a preacher,”\n\nIf I were asked to define the word “doctor” I could, but if I should repeat\nwhat the dictionary says you would say, “That is all very well for a 'dic¬\ntionary, but evidently the maker of the dictionary did not know my family\nphysician.” If I could bring here the very finest character that the advance\nof forty years has brought to the surface, William McClure, a country\ndoctor of the old school, and you should see him battling all the night for\nthe life of Belle Saunders’ husband; and in the morning when the fever\nbroke, go out and throw his waistcoat one way and his coat the other and\ntry with his twisted legs to dance the Highland Fling just for sheer joy\nthat a man’s life had been saved, and could say to you, “Now that is a doc¬\ntor,” everyone of you would see a different figure. Personality defines the\nterm.\n\n"}
{"page": 45, "printed_page": null, "text": "General\n\nSessions\n41\n\nIf I were asked to define the word\n\n“character” I could, but if I should\n\nrecite what the dictionary says you would go out saying, “There must be a\nbetter definition.” But if I could bring here before you, as maybe I can by\nthe gift of your imagination and spiritual insight, a Teacher who wore\nsandals on His feet, a seamless robe upon His person, and taught the lowly\nthe way of life and spake as no man spake before, that went about doing\ngood ; if I should stand with Him here a moment and say to you, “He is the\ndefinition of what we mean by character,” you would all see the same figure\nand all understand and I trust would vow together, as I should want to vow\nwith you, that to the end of our lives we would work upon this priceless\nhuman material to present it at last without spot or wrinkle or blemish in\nthis likeness and image.\n\nADDRESS\nHON.\n\nMYERS\n\nOF WELCOME\n\nY. COOPER,\n\nGOVERNOR\n\nOF\n\nOHIO\n\nOhio esteems it a high privilege as well as a very great honor to entertain\nthe Sixty-eighth Convention of the National Education Association. As her\nChief Executive I bid you a most cordial welcome to our state and to our\ncapital city. Your annual gatherings rightfully attract national and inter¬\nnational attention since they give emphasis to educational advancement and\nprogress. While we wish fully to perform our duty as host, we are not un¬\nmindful that we will receive from this body far more than we possibly can\ngive. Our people believe in education. You are in the midst of friends. I\nextend to you in their name the fullest possible measure of hospitality during\nyour stay within our borders. We yield to no other commonwealth in appre¬\nciation of the benefits of universal education and of the idealism in education\nfor which this Association stands. We are proud to state to you that no child\nin Ohio, however remotely located, lives beyond the privilege of a thorough\nsecondary education, and that in our system of instruction equalization of\neducational opportunity is an accomplished fact. We have, however, the\ncharacteristic American attitude of advancement toward new goals of\nachievement, and we hail your coming and your deliberations among us as\ncalculated to more clearly define the educational objectives for the immediate\nfuture.\nWe\n\nare proud of our 41,000 teachers in Ohio. Our state does not regret\n\nthem one penny — indeed we wish we might make it more — of the teachers’\nsalary, approximating $54,000,000 annually, because we believe we make\nno finer investment than that which has to do with the preparation of our\nyouth for happy and useful lives. Hence\n\nit is that the taxpayers of our state\n\ndig deep in their pockets to the extent of $125,000,000 annually for elemen¬\ntary and secondary education alone.\nWe believe in education. Without education we would not survive the\nperils that beset our nation. It is our fixed conviction that education is the\nchief and essential means by which the permanency\nmay be assured. This is the day when\n\n“the man\n\nof a democratic society\n\nwho knows”\n\nis in demand,\n\n"}
{"page": 46, "printed_page": null, "text": "42\n\nNational\n\nEducation\n\nAssociation\n\nand so challenging are the responsibilities of the hour that the conservation\nof human value is paramount to every other consideration. Unpreparedness\nis the greatest tragedy of life. Its toll is taken in priceless time, its compensa¬\ntion in unrewarded effort.\nThe teachers of America hold the destiny of our youth and of our coun¬\ntry in their hands. More and more are they called upon to marshall their\nresources in the realm of ideas and thus develop and mold the character and\ntendencies of the youth.\nThe safety and security of our nation will be found in a mobilization of\nher resources in the realm of ideas and their utilization in defending our\nnational heritage, which represents the toils and sufferings, the tears and\nheroisms, the sacrifices and martyrdoms of other days. The need of America\ntoday is for this type of leadership as evidenced in the counsels of your great\norganization.\nAn outstanding characteristic of Ohio is that she produces more of every¬\nthing than she can use, even school teachers. No doubt there are many\nteachers in this presence who\n\nwere born in Ohio. To you, our native sons\n\nand daughters who have returned for this convention, we need not say that\nOhio is the best state in the Union. It would be hard to convince you other¬\nwise. To the thousands of others who are here, let me say that you will find\nour state at least not outranked\nfeel perfectly at home\n\nin hospitality and the desire to make you\n\nand have a thoroughly good time.\n\nOur people have been planning and working for this convention so as to\nmake you comfortable and happy while you are here. We want you to accept\nour courtesies in the same spirit in which they are extended.\nIt is our hope that when you leave Ohio you will carry away with you\nmany pleasant memories of a profitable convention and a disposition to\nreturn again at an early date when you can stay much\n\nWORDS\nJAMES\n\nJ. THOMAS,\n\nlonger.\n\nOF GREETING\nMAYOR,\n\nCOLUMBUS,\n\nOHIO\n\nI am very happy this morning on behalf of a warm-hearted community to\nextend to you our sincere greetings and welcome to the Capital City of this\ngreat Buckeye State. Columbus is just a little bit more than a capital city.\nIt is one of the leading educational centers of the middlewest, also growing\nin importance as an industrial and commercial\n\ncommunity.\n\nThe key is the symbol of hospitality, but the key of Columbus has already\nunlocked the hearts and hands of the whole community which bids you\nwelcome\n\nand hopes that you will enjoy to the fullest the freedom of our city.\n\nIf there is anything that we can do that will add to your comfort or to your\nhappiness, command\n\nus.\n\n"}
{"page": 47, "printed_page": null, "text": "43\nGeneral\n\nWORDS\nJ. L. CLIFTON,\n\nSTATE\n\nSessions\n\nOF GREETING\nDIRECTOR\n\nOF\n\nEDUCATION\n\nAs director of education of the State of Ohio\n\nFOR\n\nOHIO\n\nit gives me\n\npleasure to\n\nwelcome to our state, on behalf of the 42,000 teachers, the delegates and\nfriends of education to Columbus this week. We are anxious for you to\nknow us better ; we are anxious for you to know something of what Ohio\nis trying to do for the advancement of education and for the welfare of the\nhoys and girls of our state. We cannot help but remember that all our pro¬\ngram of education directs itself toward the welfare of our children, and in\nbehalf of the boys and girls we hope that you will bring to us something that\nwe can take in turn to them.\nI hope that the delegates and friends of education will visit us this week.\nI hope that they will come\n\nto the story that we have told by exhibition in\n\nthe Elks’ Home on East Broad Street. We have written our story there for\nyou to read, and we cordially invite you to come and see if it is well told.\nThe ladies of the convention are always welcome at the Elks’ Home. We\nhave opportunity for your entertainment there, and you will find a place\nto rest and recuperate. We hope you will come and enjoy our offered\nhospitality.\nWe are trying to do the best we can. You never gave us an opportunity\nbefore and so we are just doing it the way we find we can for the first time.\nWhen you come back again to a National Education Association Convention\nat Columbus we will know how to do it better.\nWe are glad to have you and we welcome\nto the City of Columbus.\n\nWORDS\nJ. G. COLLICOTT,\n\nyou to the State of Ohio and\n\nOF GREETING\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nCOLUMBUS,\n\nOHIO\n\nOn behalf of the teachers of Columbus, 1500 of them, on behalf of the\npupils of the schools of Columbus, 48,000, and on behalf of the parents and\ncitizens of Columbus, approximately 300,000, I am authorized and directed\nto say to you that for your delight we are all here. Our cordial welcome for\nyou we wish to express in the singing of our teacher choruses, in the singing\nof pupil choruses, in the elementary, junior and senior high schools. For\nyou our high-school bands are eager to play, for you our courtesy luncheons\narranged during the week, and we are delighted to have the opportunity of\nvisiting with you as you go as the guests of the 10,000 teachers of Ohio on\nWednesday at twelve oclock. We hope to take as our special guests of\nhonor each visiting teacher outside of Ohio. An Ohio teacher wishes to have\nthe honor of serving as individual host to each of the 8,000 visitors from\noutside of the state. For you we have planned the interesting trips about the\ncity and in certain interesting sections of our state ; for you we have planned\nthe great educational pageant this evening and we hope you will be on hand\n\n"}
{"page": 48, "printed_page": null, "text": "44\n\nNational\n\nEducation\n\nAssociation\n\nin good time at the stadium. There is plenty of room for everybody. You\nwill see someone representing Mr. McGuffy as he looked in his lifetime,\nalso Horace Mann, and those great educational characters from Ohio. You\nwill have an opportunity to appreciate what their contribution has been.\nWe also have planned to join with you on the Fourth of July in celebrat¬\ning our great Independence Day. Our flag drill will occupy the entire play¬\ning field of the stadium. We have capacity for 75,000 people, and a chorus\nof 3500 will sing patriotic songs.\nThis is our welcome to you. We hope in the future as you recount the\ncities that have honored themselves by attempting to the best of their ability\nto honor this great educational organization that you will be able to recall\nthe shout of victory that is always given by the boys and girls in our Ohio\ncolleges, and as you listen to the names of the cities and states that have\nentertained in proper fashion this great organization you will recall those\nthree great shouts of victory — “Yea, Ohio! Yea, Ohio! Yea, Ohio!”\n\nVITAL\nE. RUTH\n\nPYRTLE,\n\nVALUES\n\nPRESIDENT,\n\nPRINCIPAL,\n\nIN EDUCATION\n\nNATIONAL\n\nBANCROFT\n\nEDUCATION\n\nSCHOOL,\n\nASSOCIATION,\n\nLINCOLN,\n\nAND\n\nNEBR.\n\nThe challenge to the profession of teaching has never been stronger than •\nit is today. The problems for solution have never been more important nor\nmore numerous. The zeal of the profession to meet the challenge has never\nbeen greater. Teachers — individually and in organized groups — are devot¬\ning themselves vigorously and intelligently to the solution of the intricate\nproblems in education.\nThe privilege which you have given me\n\nthis year, as president of this\n\ngreat organization, to see the “field” in action — to get a “close-up” by visits\ninto the field — has been highly inspirational. I could wish nothing better\nfor all the children of America than to have them enjoy the opportunities\nand benefits that I have seen provided for children in some of our best\nschools where I have been privileged to visit.\nThe theme chosen for this sixty-eighth convention of the National Edu¬\ncation Association is “Vital Values in Education.” These values will be\ndiscussed by speakers of national and international achievement under the\nsubtopics :\n1. Wise use of leisure or the art of living as a vital value in education\n2. Creative learning as a vital value in education\n3. The international point of view as a vital value in education\n4. Character and religion as a vital value in education\n\nI shall briefly use three illustrations of vital values that need constant\nemphasis in our schools. Were there time, these few illustrations could be\nincreased to cover others such as health, citizenship, recreation, music, social\nstudies, and character growth.\n\nFirst , let us emphasize the need for freeing intelligence. Our much loved\neducational philosopher, Dr. John Dewey,\n\nwarns\n\nus against that type of\n\n"}
{"page": 49, "printed_page": null, "text": "General\n\n45\n\nSessions\n\nschool, that “has literally been dressed out, with hand-me-down garments —\nwith intellectual suits which other people have worn.” Dr. Dewey describes\nin this sentence the teacher who follows mechanically the course of study\nwaiting for a supervisor or a superintendent to tell him what to do next.\nThis traditional type of teacher is reducing the activity of the child’s mind\nto a docile and passive taking in of the material presented — in short to\nmemorizing with simply incidental use of judgment and of active search.\nIt is encouraging that more\n\nand more teachers are reversing this in practise\n\nand leading pupils to think, weigh, measure, reason, make judgments, and\nlet memory become the byproduct, rather than the main objective of the\nday’s program. Dr. Dewey says that in our schools wTe have freed individ¬\nuality in many modes of outer expression without freeing intelligence, which\nis the vital spring and guarantee of all these expressions. It does not take\nnew or different equipment from that which we now have in nearly all\nschools, but the use of the equipment or environment in a more profitable\nmanner. For example, he says, take the child outofdoors widening and\norganizing his experience with reference to the world in which he lives;\nlet him pursue nature study as a vital observation of forces working under\ntheir natural conditions; let him observe plants and animals growing in\ntheir own homes, instead of merely discussing dead specimens.\nWe believe it is fundamental that we have a sense of vital values in edu¬\ncation and put 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 to bless all who\nhave learned to love them. He says when we are wiser, we will run the\nbuses of the board of education not to bring rural children into city schools\nbut to take city children into the country that they may learn to know and\nlove God’s first revelation to man, and feel at home in the natural world\nbecause 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 almost prevents his chance for apprecia¬\ntion of the real values of life, or the child living in the rural school environ¬\nment — perhaps surrounded by the beauty of God’s great outofdoors — and\nyet not appreciating it because of having “eyes that see not and ears that\nhear not?”\nOnce I asked a twelve-year-old boy about the scarlet tanager, which was\nnesting within a stone’s throw of his school. This modern rural schoolhouse\nwas located in beautiful river woods, a locality w~ellknown to ornithologists\nas one of the best in the United States for making a large bird list. The boy\nknew\n\nnothing about the tanager. He said his teacher thought his class did\n\nnot have time to study birds; they had so much\n“to get.”\nBishop William\n\nA. Quavle once said he would like to add a beatitude to\n\nthe list, to read “Blessed are those who\nThe\n\narithmetic and geography\n\nbeatitude I would\n\nhave eyes to see and use them.\n\nadd is “Blessed are those who\n\nhelp others to see.”\n\n"}
{"page": 50, "printed_page": null, "text": "46\n\nNational\n\nEducation\n\nAssociation\n\nThese blessed surely include the classroom teachers of America who have\nthe vision of putting the emphasis on “first things first ” and put that into\npractise in everyday classroom instruction. Fortunate, indeed, is the child\nwho is associated with that type of teacher!\nOne of your favorite authors in his “God\nthis philosophy of vital values:\n\nof the Open Air” expresses\n\nThese are the things I prize\nAnd hold of dearest worth:\nLight of the sapphire skies,\nPeace of the silent hills,\nShelter of forests, comfort of the grass,\nMusic of birds, murmur of little rills,\nShadows of clouds that swiftly pass,\nAnd, after showers,\nThe smell of flowers\nAnd\nAnd\n\nof the good brown earth, —\nbest of all, along the way,\n\nFriendship\n\nand mirth.\n\nSecond , the entire teaching profession needs to be enlisted in training for\n\nthe wise use of leisure. Recognizing that this can be accomplished only\nthrough the enlistment of the entire profession, the Association has this\nyear appointed a National Commission on the Enrichment of Adult Life\nand forty-eight state commissions to stimulate and lead the movement; but\nthe real work will be effectively done only when each teacher catches the\nvision.\nTeachers, better than anyone else, can interpret -what was meant in the\nfollowing statement, which was sent to each member, setting forth the pur¬\npose and plan of the Association’s movement\nlife :\n\nfor the enrichment of adult\n\nThe purpose is for the teaching profession to promote plans for the wise use of\nleisure, or avocational efficiency, just as it has been promoting vocational efficiency.\nThe plan of organization is for the National Education Association to take the\ninitiative and assign to the Department of Adult Education the chief responsibility\nfor organizing and carrying the work forward; to seek the cooperation of the\n\nAmerican Federation of Labor, the United States Chamber\ncan Legion, the American Bar Association, the American\n\nof Commerce, the Ameri¬\nMedical Association, the\n\nNational Congress of Parents and Teachers, and other national agencies; to ap¬\npoint a committee in each state ; and to provide for contacts with all industrial, civic,\nfraternal, and religious organizations. The Executive Committee of the Adult De¬\npartment, together with twenty-five additional members, will constitute the National\nCommission on the Enrichment of Adult Life, and a group in each state of from\nfifteen to fifty members will constitute the state commission.\nThe work of the department and commissions is to conduct investigations; to de¬\ntermine the best plans for recreation and for work during extra hours for the enrich¬\nment of life; to outline problems for investigation for state commissions; to call on\ncolleges to conduct lines of research; to call on the best thinkers in the nation for\nsuggestions; to send out to the state commissions conclusions and recommendations;\nand to secure funds from individuals and organizations for the work of the com¬\nmission. The work of the state commission is to follow out the plans of the national\n\n"}
{"page": 51, "printed_page": null, "text": "General\n\nSessions\n\n47\ncommission,\n\nboth as to investigations and as to the distribution of information;\n\nto initiate plans for securing the cooperation\nmunity in the state.\n\nand\n\nof teachers and citizens in every com¬\n\nThe old theory, that people do not learn after twenty-five has been exploded by\nyears of research and experience. People can now see richer lives ahead of them.\nIn proportion as we spread the knowledge of actual facts, will we add new hope\nin the lives of men and women; and in proportion as we provide opportunities for\ngrowth, will we witness improvement and enrichment of home and community life.\nThis is a movement to meet a great national need. The people in industry and in\nthe professions are ready for it.\n\nA third vital value in education will be discussed under the theme, “The\ninternational point of view.” It is wellknown that much of the discord, un¬\nhappiness, and lack of harmony in the world is due to ignorance and mis¬\nunderstanding. Through false teaching, prejudices and hatred have been\nbuilt and fostered. It often takes decades, even centuries, to eliminate the\nbad effects of such teaching. We had far too much of that in the late World\nWar.\nOne 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 wrote\nthus to help America — he wrote lies for the sake of patriotism.\nIs genuine patriotism dependent on truth or falsehood ? “My country right\nor wrong?” No. “My country, may she always be right.”\nWe need, in our schools of America, textbooks in history and geography,\nnewspapers, and magazines that are written with the open-minded attitude\nof seeking the truth.\nThe World Federation of Education Associations, which met in 1929, in\nGeneva, Switzerland, set as one of its purposes the study of sound forms of\neducation by the giving of accurate and satisfying information in regard to\none another and by eliminating, so far as possible, the old-time prejudices and\nanimosities which have too long dominated the world.\nCan we not in the schools of America “set our own house in order” by\ndeveloping a sense of true values — by eliminating from our instruction that\nwhich is not built of truth.\nMost of us as teachers believe that the hope of the world is in the youth\nof the world. International goodwill, world understanding, will come when\na generation is taught and acts upon the principles of justice taught by the\ngreatest teacher of all time.\n\nMay I quote a paragraph written by the college youth who won the second\nprize in the National Oratorical Contest of the 1928 Intercollegiate Peace\nAssociation ? There is food for thought for the teachers of America in what\nthis 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\n\n"}
{"page": 52, "printed_page": null, "text": "National\n\n48\n\nEducation\n\nAssociation\n\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 cease\nto glorify militaristic campaigns and military heroes. Let us stress rather the study\nof peace efforts, international sports, world contests. Let us urge the wider study\nof foreign languages and foreign culture. Let us show the indebtedness of our\nland to other lands. Let the Atlantic and the Pacific be henceforth, not barriers sepa¬\nrating enemies, but links connecting friends. And finally, let the boy and girl seek\nout between themselves and other races, not points of difference but interests held in\ncommon bonds of friendship.\n\nThese vital values of freed intelligence, wisely used leisure and world\ngoodwill, open many doors to service. You will think of others. As you\nfollow these programs through the week, you will have a new appreciation\nof the glory of teaching. Your satisfaction in service will be deepened. You\nwill understand better the causes that underlie the rapid growth of the\nNational Education Association. You will feel a new dedication to its pro¬\ngram of service to childhood. You will appreciate more fully the vast work\nwhich remains to be done before the perfection of teaching, the improve¬\nment of salary schedules, the building up of retirement systems, and tenure\nregulations can be fully accomplished. Generations of the finest men and\nwomen of America have poured their lives into the National Education\nAssociation. They have laid foundations, but much remains to be done.\nProgress literally waits on able leaders and loyal folldwers. There is a part\nfor all. Our educational progress and the advance of our civilization will\ndepend upon us and it will be measured by our energy, our vision, and\nour loyalty.\n\nEDUCATION\nPAUL\n\nDENGLER,\n\nDIRECTOR,\n\nFOR\n\nWORLD\n\nAUSTRO-AMERICAN\nVIENNA,\n\nCOMMUNITY\nINSTITUTE\n\nOF\n\nEDUCATION,\n\nAUSTRIA\n\nA few months ago I came to your country for the third time on one of\nthose great and luxurious boats crossing the Mediterranean Sea and Atlantic\nOcean. What had been at the time of Columbus a great and unheard of\nadventure was just a plain trip to me, with dancing, music, and radio, a\nthrilling experience as long as you were not seasick.\nI went on in one of your marvelous transcontinental trains. There was\na club car and all conveniences and it was no more the adventure of\nyour great pioneers as they moved West — no danger, no difficulty, no ad¬\nventure. Then I came to San Francisco and to Berkeley where I was\nteaching “Comparative Education in Europe,” at the summer session and\nthere I had not at all the feeling of being far from home. I can send a tele¬\ngram home and have in a few hours a reply. I can even speak to my people\nat home. In old times wffien you took a boat you never knew whether you\nwould come back ; when you took a train you never knew whether you would\narrive. Just think of our great German poet, Goethe, when he went to\nItaly. It was a great adventure. It took him weeks and weeks to get there.\n\n"}
{"page": 53, "printed_page": null, "text": "General\n\nSessions\n\n49\nTo attend this meeting in Columbus I came by airplane. I left on Fri¬\nday night and I came to Los Angeles and left Los Angeles Saturday mornning, was here last night and here today, leaving tomorrow and teaching\non Thursday. Well, this airplane trip was not even an adventure, not even\ndangerous. However, I must confess to you that there are air pockets.\nThey first say there are not. Well, we found one quite vicious in Arizona,\nwhich dropped us a few hundred feet and our heads bumped the ceiling.\nNow boats, trains, airplanes, all that is my personal experience. It is as\nwell an experience of yours. Everybody can have such experiences today.\nAll of the boats going over from here to Europe are crowded, all of the\ntrains in Europe are packed, and so it is in Asia, in South America, in\nAfrica, all over the world. A continuous stream coming from one country\ngoing to the other — an interchange of people as it has never been before in\nthe world.\nBesides that we have the press, the radio, the mails. We read every day\nastounding new things about progress and accomplishment. Byrd is speaking\nto us from the South Pole ; Marconi is putting on the lights in Sidney,\nAustralia ; in the electrical convention in Berlin a hundred people from the\nfour corners of the world speak to one another, and millions all over\nthe world listen.\nWhat does that mean ? I believe mankind is facing an entirely new situa¬\ntion today, a situation which has never existed before, which could not\nexist because he had not the possibilities for it. It is a new rhythm which\nhas come into the world and we are just at the beginning of this new time.\nWe could divide the time into two parts — the time up to our arrival and\nfrom now on.\nHow\n\ndoes that new situation affect us. Both economically and culturally\n\nthere is a progressive attractivity and uniformity all over the world, as well\nas a growing interdependence. Look at the picture of old Europe. Every\nnation had its characteristics deeply written in the past. They had their\narts, their customs, and even their food was different. If you come to Eu¬\nrope today you will find a growing uniformity, and if you go to a\nhotel perhaps you will not know whether you are in Belgium, in Italy, in\nAustria, or in Germany. We are so interdependent that if something hap¬\npens in one corner of the world we feel it in other corners of the world.\nThis growing uniformity and interdependence of the world is one of the\ngreat characteristics of our time. In spite of that we see in our time just\nthe opposite of this movement in other fields. We find race nationalism all\nover the world ; we find that this integration of the world is opposed by\ndisintegration to the same extent. All over Europe today you find high walls\nof tariff, hatred, and suspicion. Look\n\nat Germany\n\nand France, France and\n\nItaly, Italy and Jugo-Slavia, Hungary and Rumania, Czecho-Slovakia and\nBelgrade, Poland and Lithuania; wherever you look you will find in spite\nof that great unifying movement\nfrom one another.\n\nthat the nations strive to break away\n\n"}
{"page": 54, "printed_page": null, "text": "50\n\nNational\n\nEducation\n\nAssociation\n\nWe had only one human culture up to the Renaissance, and later. Now\nwe have English culture, French, German, Italian, American, and so on.\nNot only are the nations building up high walls against one another, but\neven within nations, the political parties opposing each other are two differ¬\nent worlds.\nIn Europe, after we have an election we decide on the future of the\ncountry, whether it will be conservative or radical. It may be that after the\nelection a country runs reactionary or Bolshevistic, or that hatred goes down\nto the whole life — goes into the family, goes into the school. Our schools in\nEurope are full of politics. This wonderful youth movement in Germany\nwas already started before the war, and the boys and girls said,\n‘‘We want to be free; to have our own leaders; to go into the woods and\nbe good friends; to have our fires on the tops of the mountains, and shape\nour lives as we want ourselves and our own leaders.” Now this great\nyouth movement has split into different parts. You may come to a school\nin my country and you will find that the youngsters, perhaps, will not\nspeak to one another because one group belongs to the radical organiza¬\ntion and another group to the conservatives.\nSo you find growing disintegration in spite of this progress which throws\nus together from all corners of the world.\nThe slogans which are used for both movements, for that one economic\nand cultural union, and for that narrow nationalism which considers itself\nthe only thing in the world are international and national.\nVery often you find the belief that those two forces, international and\nnational, are opposed to each other. In Europe you cannot think interna¬\ntionally if you want to be a good patriot. I personally believe that there is\nno conflict at all between National and International. Suppose we replace\nthe word “international” with “supernational.” What does that mean,\n“supernational”? I do not think of some executive body controling na¬\ntional affairs. I am thinking of a mentality, of a state of mind which is this —\nfirst of all we must be good patriots ; we must be proud of being what we\nare. You are Americans and I am an Austrian, and I am as proud of being\nan Austrian as you are of being Americans, and we must realize the con¬\ntributions to humanity which come from each other. Based on that back¬\nground of a deep national conviction in the best sense of the word, being\nproud of our traditions, our customs, our kind of thinking, our conception\nof life, we can build up the supernational mind and we can think in terms\nof world community. There is no conflict as soon as we see supernationally.\n\nA countryman at home once said to me, “I hate the Englishmen.”\n“Why do you hate the English?” I said, “Do you know English people?”\n“I know some of them,” he said.\n“Now why do you hate them?”\n“Well,” he said, “I don’t hate them. They are nice people but you see I\nhate this idea.”\nThat is a typical attitude. We have our prejudices; we say what others\nhave said ; we repeat what we read in certain papers, which are written for\n\n"}
{"page": 55, "printed_page": null, "text": "General\n\nSessions\n\n51\nthe purpose of controling the public mind. We have personal experiences,\nbut we do not believe in them because it is printed otherwise.\nI go even further. I do not say we can think supernationally without\nbeing bad patriots. I even say we must think supernationally if we want to\nbe really good patriots. The explanation may be what I said at the begin¬\nning, this growing interdependence — we are interlinked, intertwined, all of\nus, throughout the world. We must think supernationally if we want to\nmaintain our own culture; if we want to serve the future of humanity. I\nhave gone through much hardship during the period after the war. I have\nseen so many countries, and I have lived in that atmosphere of suspicion, of\nnarrow-mindedness, of hatred, so that I know what the Europeans need so\nbadly — this idea that we must have our own nation, but at the same time\nwe must believe that above the nation there is something greater which is\nour continent, the continent of the world.\nEducation today also faces an entirely new situation. We need first of all\nthe cooperation of the nation in the nation , and then the cooperation of the\nnations. We must try to develop child communities, teacher communities,\nand parent communities. I believe that we need the parents more than any¬\nthing else if we want to avoid those conflicts for the children. The home\nmust go with us. I could give you many illustrations where teachers in my\ncountry did their best to create a broad-mindedness, an international mind¬\nedness, and the child came back home and father, with just a smile, with\njust a word, killed all the enthusiasm and confused the child.\nIt is a long way. Let us think of what\n\nhas been done on this side for\n\nbringing together not only the nation but the nations. Your National Edu¬\ncation Association has done a great deal for the teachers and parents, and\nabove all, for the children of your country. The fact that you have placed\non your program this year the “International Aspect of Education” proves\nthat you are aware of the situation as it is. You are at the beginning. It is\njust coming but it is going deeper and deeper, and within a generation it\nwill go to each individual child through the channels of school and home.\nThere are other organizations — the whole parent-teacher movement in\nyour country, the World Federation of Education Associations, which I\nattended last year in Geneva; the Progressive Education Association, and\nthen a fine international organization which is the International Education\nFellowship.\nThe International Education Fellowship has every two years a big con¬\nference, once at Locarno ; last year we had one in Elsinore, Denmark, at¬\ntended by thousands and thousands of teachers. There was an atmosphere of\nfriendliness, of understanding, of international mindedness. Every evening\neach nation gave a little entertainment. I remember with particular delight\nthe American entertainment where we made fun of the speakers of the Con¬\nference in a very nice way. At the Polish entertainment, a German student\naccepted and thanked the Poles for their invitation just at that time when\nthe commercial\n\nwar between\n\nPoland and Germany\n\nwas very acute.\n\n"}
{"page": 56, "printed_page": null, "text": "52\n\nNational\n\nEducation\n\nAssociation\n\nThere are international games of all kinds in European countries today\nwhich help create and promote international mindedness. Last year we had\nin London an international jamboree, with thousands and thousands of\ndelegates from all countries of the world.\nScholarly interchange throughout the world is growing apace. We\n\nhave\n\nin Europe institutions like the Austro-American Institute in Vienna; there\nis one in Paris, one in London, one in Berlin, another one in Rome; there\nwill be one in a few weeks in Italy, and one in Vladivostok and Budapest.\nThroughout the w~orld we have now such institutions as I am represent¬\ning. What does that mean? Ours is a center for international understand¬\ning, for that supernational mindedness. We organized summer courses at the\nUniversity of Vienna. We\n\norganized a student exchange. We\n\nare sending\n\nstudents from Europe to America. This last year I have sent thirty-five\nstudents to America and a similar number is coming to our country. They\nare staying in our best hotels in Vienna and in our best families. They do\nnot pay a cent for the whole year, free board, lodging, and tuition. In these\ninstitutions we try to develop friendly atmosphere. In the Austro-American\nInstitute we try to make personal contacts. We introduce these newcomers\nto students, to our professors. We take them out into the country where of\ncourse the American friends drink only soda water because we have that\nbad habit of drinking wine, but I think we are doing away with that. The\nYouth Movement, for instance, forbids this to its members, — and there are\nmore than three and one-half million boys and girls now registered in the\nYouth Movement — they never drink, they never smoke. That comes from\nthe inside. Do you know what the attitude of our boys and girls is now ? It\nis considered as smart not to smoke, not to drink. It is not sportsmanlike.\nIt is this new idea of youth which I think is very fine.\nNow\n\nthese institutes, like our Institute in Vienna, at the same time are\n\nconnected with other institutes, those of Paris, Berlin, and Rome, and all\nthe other institutes ; so that there is a network all over Europe today. This\nincreasing scholarly interchange is one of the characteristic postwar prod¬\nucts. There will be new institutes all over the world and there will be an\nincreasing interchange of scholars or students, and of parents and so on.\nBut what can be done still further in the future? One great thing which\nwe can achieve is international student correspondence. We are just in the\nbeginning. Wouldn’t\n\nit be fine to have an international teachers’ correspond¬\n\nence? Wouldn’t it be great to have international parent organizations’ cor¬\nrespondence? Nothing of that kind exists as yet except the student corre¬\nspondence, which is in its infancy. Then international educational films\ncould be shown\nover the world.\n\nall over the world showing that children are the same all\n\nIn a subway in New York there was a Japanese child and beside that\nchild a white child and two people came in, husband and wife, and were\nseated facing those two. And\n\nthe wife turned to her husband\n\nand said,\n\n"}
{"page": 57, "printed_page": null, "text": "53\n\nGeneral\n\nSessions\n\n“Now just look at those children. They look so different. They are so\nsmall. There is a world between them, the white and the Japanese.” And\nafter awhile the Japanese baby began to cry and the white baby joined in\nand then the husband turned to the wife and said, “Well, they look’ differ¬\nent but they speak the same language.”\nSo it is true. I see it every day. Your American children speak the same\nlanguage as our children do, and it is the same all the world over. If we\ncould have educational films showing child life in Russia, in Japan, in\nSouth America, and so on, they would bring us closer.\nBut it would\n\nbe still better if we could travel and have an international\n\nstudent exchange to the greatest extent. How fine it would be with the co¬\noperation of the states, of private organizations and contributions from\nyouth to make such an interchange. Send hundreds of boys from Germany\nto France, and hundreds of girls from Italy to England, and so on. Have\nthe youth of the world move during the summertime in hundreds of thou¬\nsands. That would make them know the others, and that would make them\nappreciate the countries of the world.\nWouldn’t it be splendid to have student delegations? Wouldn’t it be fine\nif some day Columbus would send some bright boys and girls, perhaps 16,\n17, or 18 years old, to Europe, bringing a message of goodwill from the\nboys and girls of Columbus to the boys and girls over there; take pictures,\ntake notes; come back and bring messages of that old world to American\nchildren. Well, those are just a few instances out of thousands which must\nbe carefully planned but which finally will bring the young generations\ntogether.\nWe are today more and more drawn together by the technic of inescap¬\nable progress. In spite of that, nationalism is trying to build up. These two\nconflicting tendencies can be overcome by a supernational mindedness. To\nbuild up such a supernational mindedness is up to you and to me and to\nthe thousands of teachers all over the world. I deeply believe that never\nhave the teachers had a greater responsibility than in our times, because we\nare facing an entirely new situation which needs a new kind of mind and a\nlooking-forward\n\ninto an unknown\n\nfuture.\n\nThe responsibility of the American teacher is greater almost than our re¬\nsponsibility in Europe. America is a young country, it is not so bound by\ntraditions. It can build up a new spirit easier than we can in our thousandyear-old countries over there. America has universal interest in education,\nwhich is not so true with us. But more than that, you have one great\nthing which we have lost over there — cooperation. That word cooperation\nis perhaps the most precious inheritance of pioneer times, and only being\nhere can one realize it. What we in Europe believe the Americans to be is\nvery often that everybody is a little Rockefeller who comes from over here ;\nthat they are hard-boiled business men ; that there is marvelous business or¬\nganization ; that you have jazz and skyscrapers but we do not know that your\ngreatest quality is cooperation.\n\n"}
{"page": 58, "printed_page": null, "text": "54\n\nNational\n\nNow\n\nwhen\n\nyou come\n\nmore\n\nEducation\n\nAssociation\n\nand more, when\n\nyou have that interchange\n\nthrough letters and maps of all kinds, in Sunday-school books, school dele¬\ngations, through school fairs and through a thousand means of this tech¬\nnical world, then I believe that you can teach us that cooperative spirit.\nYou can help us to fight that wrong nationalism which is threatening Old\nEurope and you can spread out the real conception of patriotism.\nThis new goal in American education as well as in universal education,\nthis education for supernational understanding which is in its infancy but\nwhich will grow and which must grow if we want to save the world, is as\nmuch for your sake as for ours. Let us be convinced that patriotism is a\ngreat thing, but patriotism is not enough, because above all else there is\nhumanity.\nThis is my deep personal belief. It is the message which I have brought\nyou from Europe, from my own country, Austria, a small country today\nbut still great in culture, and I believe that culture does not depend upon\nnavy, upon army, upon great territory. This is also the message which I\nbrought you from the other corner of your great American Continent,\nacross mountains, plains and deserts from California, that in spite of all\nthose things which separate us, teachers, parents, and children, throughout\nthe world, there is some greater thing which unites us, and this greater\nthing is the cooperation of the teachers throughout the world and the\nconviction of the new teachers throughout the world that above nations\nthere is humanity.\n\nGREETINGS\nA. E. WINSHIP,\n\nEDITOR,\n\nJournal\n\nof Education , BOSTON,\n\nMASS.\n\nI regard this meeting of delegates of the National Education Association\nthe most important meeting that has been held or is scheduled to be held in\n1930'. I am not unmindful of the revelations of science, devotion of philan¬\nthropists, wisdom of economists, and zeal of religionists.\nThis is the only delegate body of 1200, representing a paid membership\nof 205,000 persons, whose main purpose is the promotion of civilization by\nthe careful preparation of millions of boys, girls, and youths to be intelligent\nmen and women, equipped for worthy citizenship.\nThe delegates here assembled have created a commodious official head¬\nquarters in Washington with a staff of experienced, devoted experts of high\nefficiency and are maintaining it without one dollar of public money, or one\npenny from any private source, foundation, or philanthropist.\nConsidering the tendency of the times to tap the public treasury, serve\nthe business interests, and enjoy the generous luxuries of the benevolentminded, the record of the National Education Association to mind its own\nbusiness, and serve God and humanity with every penny of its two-dollar\nmembership is the wonder of the twentieth century.\n\n"}
{"page": 59, "printed_page": null, "text": "General\n\nSessions\n55\n\nThese delegates are solely responsible for an organization, never fettered\nby anemic traditions and never entangled with fanatical alliances.\nThese delegates are the mainspring or balance wheel of an organization\nof teachers and other educators who are consecrated to the service of the\nschool and the children for the highest good of civilization.\nIt is of inestimable service to teachers, not for the teachers personally,\nbut for their efficiency in the schools for the advantage of the young people\nwho are to be the America of tomorrow.\n\nA.\n\nE. KARNES,\n\nALASKA , OUR\n\nLAST\n\nSUPERINTENDENT\n\nOF\n\nFRONTIER\n\nSCHOOLS,\n\nKETCHIKAN,\n\nALASKA\n\nI would like to impress upon you that Alaska belongs to and is a part of\nthe United States of America, having been purchased from Russia in 1868\nfor the sum of $7,200,000. It should seem unnecessary that American edu¬\ncators be told this, but we Alaskans are continually coming into possession of\nfacts which prove that there are many people of the States, including not\nonly teachers, but business and professional men as well, who are not so\ninformed. Letters come addressed to Alaska, Canada, and to Alaska,\nBritish Columbia; and every year hundreds of parcel post and express pack¬\nages come to the territory from the states with customs declarations on them.\nWithin the past year a Rotary Club of the state of Wisconsin sent the\nRotary Club of Ketchikan an American Flag, with a statement that it was\nmaking a collection of flags of foreign countries and requested that the\nKetchikan Club send a flag of its country in return. Again within the past\nyear a member of another Rotary Club in the state of Texas, and another\nin Minnesota, wrote the Ketchikan Club that they had been appointed inter¬\nnational corresponding secretaries, the duties of whom were to correspond\nwith clubs in foreign countries with a view to creating a better international\nunderstanding.\nI could go on and give dozens of instances which have come to my per¬\nsonal attention, which show that far too many people in the states need to\nbe informed that Alaska is a part of the United States.\nI would also like to correct any false impressions as to the climate of\nAlaska. When the territory was purchased, it was often referred to as\n“Seward’s icebox,” and ever since writers of fiction and writers of fact, who\nhave wanted to add color to their writings have pictured Alaska as being\nperpetually covered with ice and snow, with its inhabitants living in ice and\nsnow houses, and many other such false ideas.\nThe coast line of the territory, from the Canadian\n\nborder around the Gulf\n\nof Alaska, to the Aleutian Islands, lies directly in the Japan Current, and\nthis part of the territory has a very mild climate during winter months as\ncompared with that of the northern states; the mean temperature of this\n\n"}
{"page": 60, "printed_page": null, "text": "56\n\nNational\n\nEducation\n\nAssociation\n\narea for \"winter is around twenty to thirty degrees above zero, and only for\nshort periods does the temperature fall as low as zero.\nI have lived in Ketchikan for the past three winters and eight degrees\nabove zero is the lowest temperature recorded in that time, and wdiile my\nfriends of the middlewestern and northern states have been writing of\ntwenty-five to thirty degrees below zero the people of southeastern Alaska\nhave enjoyed temperatures of but few degrees below freezing.\nOf course, the interior of Alaska is cold during the winter months, the\ntemperature running from ten to forty degrees below zero, with occasional\ntemperatures as low as sixty below, but these extreme low temperatures are\nnot at all common, while similar low temperatures are sometimes recorded\nin some northern states.\nOn account of this misunderstanding of climatic conditions, business\nhouses in the states often refuse to fill orders to be shipped during winter\nmonths ; they have the idea that the entire coastline is frozen up during this\ntime. This alone has caused business houses as \"well as individuals in the\nterritory serious inconveniences.\nAs a matter of fact, two steamship companies operate regular weekly\nsendee between Seattle and Seward, touching all the towns of southeastern\niUaska; and from Seward, trains run twice a week to Fairbanks, 475 miles\nto the interior. So instead of Alaska being isolated during the winter\nmonths, there is regular passenger, mail, and freight service to all the\nlarger centers of population, while the smaller settlements are served by\ndog-team\n\nor by airplane.\n\nAlaska has an area of more\n\nthan 590,000 square miles, or is about one-\n\nfifth the size of the forty-eight states ; it is larger than all of the New* Eng¬\nland states, New York, New Jersey, Pennsylvania, Maryland, Dela¬\nware, West Virginia, Porto Rico, Hawaiian Islands, Washington, Ore¬\ngon, and California combined. Its coastline is longer than that of the United\nStates proper. Yet, with all its largeness, its population is only a little over\n50,000, consisting of about sixty percent whites and about forty percent\nnatives. I wish I had time to tell you something of the serious problems fac¬\ning the natives of Alaska, and also something of the life and customs of\nthe Eskimos, but it would take too long.\nAt the present time, fishing is the most important industry and has been\nfor many years; over $75,000,000 is invested, and over $50,000,000 worth\nof fish are taken from the waters annually; this represents an annual pro¬\nduction of more than seven times what was originally paid for the territory.\nSalmon is the most important fish taken, while halibut, herring, codfish, and\nsome shellfish are also taken.\n\nAn industry not yet started, but for which surveys have been made and\ncontracts let with the government by two of the largest paper concerns of\nthe United States, is that of the paper-pulp industry, and this bids fair to\nrival that of the fishing industry within a few years. Due to the fact that\npaper pulp timber in the eastern states is being rapidly depleted, attention\n\n"}
{"page": 61, "printed_page": null, "text": "General\n\nSessions\n57\n\nhas been directed to Alaska, which has enough such timber to supply the\nneeds of the states perpetually.\nThe second industry in importance is mining; over $25,000,000 worth of\nprecious metals are taken annually, and since the territory was purchased\nmore than $570,000,000 worth, or more than eighty times the purchase price\nof the territory, has been taken. Gold is the most valuable metal taken, with\ncopper, silver, lead, and tin ranking next. There are also large deposits of a\nhigh-grade marble, as well as coal. With all that has been taken, geologists\ntell us that hardly a scratch has been made in the surface as compared with\nwhat may be expected. Mining\nAlaska.\n\nwill always be an important industry in\n\nMore than $15,000,000 worth of fur has been taken, and while the total\nannual value of fur from wild animals is slightly decreasing, fur farms\nare springing up rapidly; the climate is especially adapted to raising mink\nand blue and silver fox, and this industry is becoming more and more im¬\nportant.\nWhile agriculture is being conducted only on a small scale as compared\nwith that in the states, experiment stations were established many years ago\nby the government, and many people have been attracted to the interior be¬\ncause of its possibilities. Many do not realize that even as far north as the\nArctic Circle there are from eighty to one hundred growing days each sum¬\nmer, and that with the long days, the longest of which the sun shines nearly\ntwenty-four hours, about as much sunshine is available for growing purposes\nin that region as is available in the states.\nThe finest kind of vegetables are grown, as well as the small fruits, such\nas strawberries, raspberries, and blueberries, and the interior of Alaska teems\nwith wild cranberries, while the timbered regions abound in red and blue\nhuckleberries. Small grains, such as wheat, oats, and barley, are being grown,\nand it has been demonstrated that hogs, cattle, and sheep can be raised\nsuccessfully.\nThe principal live-stock industry is that of raising reindeer. Between the\nyears 1892 and 1902, 1280 reindeer were imported into the northwestern\npart of the territory, and distributed among the Eskimos under the direction\nof representatives of the United States Bureau of Education. There are now\nnearly one million reindeer, and last year more than 75,000 tons of frozen\nreindeer meat were shipped to the states. This industry has great possibilities,\nfor the territory will support many millions of reindeer, with very little\nexpense ; and in the not far distant future the states will depend on Alaska\nfor a good supply of its cheap but delicious meat.\nI wish I were able to picture to you, even in a small way, the beauties of\nthe scenery of Alaska, but our best writers have expressed a lack of words\nfor this purpose. Those who have visited all the other wonders of the world,\nand who have visited Alaska, claim that it is the richest spot on earth in point\n\nof scenery, with its forest-clad snow-capped mountains, its mountain-locked\nlakes, its long winding rivers, its dashing trout-filled streams, and its 20,000\nsquare miles of glaciers.\n\n"}
{"page": 62, "printed_page": null, "text": "58\n\nNational\n\nEducation\n\nAssociation\n\nThere are eight mountain peaks higher than Mt. Whitney, the highest\npeak in the states, Mt. McKinley being nearly 6000 feet higher. There are\na few active volcanic mountains and the “Yally of Ten Thousand Smokes”\nis considered one of the chief wonder spots of the world. The scenery of\nAlaska attracts thousands of tourists and scientists annually.\nAlaska, the last frontier, is also the last and greatest playground\n\nof\n\nAmerica, with its big game, consisting of bear, deer, moose, caribou, moun¬\ntain sheep, and mountain goat ; and its small game such as ducks, geese,\nptarmigan, grouse, and so forth. Its trout fishing is the best to be found any¬\nwhere, and a thing the game fisherman appreciates more than anything else,\nthere are no “Keep Out” signs facing him as he fishes along the lake shores\nand streams. There is no limit to the number of trout one may catch, and in\nfact, on some streams there is a bounty on trout, for they eat salmon eggs,\nthus destroying commercial\n\nfish.\n\nI hope that you will become more interested in this territory and its prob¬\nlems. I hope you will adopt the slogan, “See America\nnot seen America until you have seen Alaska.\n\nFirst,” and you have\n\nAt present you can reach Alaska only by boat or by airplane. But watch\nwith interest the development of the proposed Pacific-Yukon highway. Con¬\ngress has already appropriated money for its survey, and Canada is joining in\non the project, and will help build it.\nWe\n\nof Alaska hope that before many\n\nyears this highway, which already\n\nextends as far north as Hazelton, British Columbia, will be completed on to\nDawson,\n\nFairbanks, and to Nome,\n\nwith side roads to the coast towns\n\nof\n\nHyder, Ketchikan, Wrangell, Petersburg, and Juneau, and when it is com¬\npleted, the greatest recreation ground in the world will be accessible to every\nautomobile owner of North America, and at a cost that even school teachers\ncan afford.\n\nTHROUGH\nMRS.\n\nA. H. REEVE,\n\nTHE\n\nPRESIDENT,\nAND\n\nSCHOOL,\n\nLOOKING\n\nINTERNATIONAL\nPHILADELPHIA,\n\nGLASS\nFEDERATION\n\nOF\n\nHOME\n\nPA.\n\nWe look into a mirror and we see what is to us the most interesting sight\nin the world, namely, ourselves. We look eagerly, to see what manner of\nman or woman we may be, but we like best to view the picture under roseshaded electric light. We pose a little; we make the best of ourselves. Un¬\nless the pitiless glare of day shines upon us we do not see the shortcomings,\nthe peculiarities, the wrinkles, and having beside us no standard with which\nto compare ourselves, we go away, as a rule, well satisfied with what we have\nseen. Like the wicked queen in the old fairy tale, we cry:\n\n"}
{"page": 63, "printed_page": null, "text": "General\n\nSessions\n59\n\nMirror, mirror on the wall,\nWho is the fairest of us all?\n\nand we greedily accept the flattering assurance that we have no rivals.\nIn Lewis Carroll’s delicious nonsense story, as Alice looked at the great\nmirror over the fireplace, it melted into permeable mist, and she passed\nthrough it into a land in which all the values were changed. The harder\nshe strove to reach a goal, the more elusive did it become, and it wTas neces¬\nsary to run as fast as possible in order merely to stay at the point at which\nshe had arrived.\nIn moving\n\nout into the international field we have passed through the\n\nlooking glass, and we are now\n\nonly one square on the great world-checker¬\n\nboard. Like the baby which the Duchess thrust into Alice’s arms, the thing\nwe have been carrying so carefully sometimes turns out to be only a pig,\ninstead of a precious infant; and again, what over there has looked like a\nRed Queen, when we come back here and shake it, resolves into a kitten, and\na black one at that.\n“A sense of values is the best spiritual police against what is mean and\nshabby,” Henry Neumann has said. Here in this country we have perhaps\nno greater need than a true sense of values, and if this great convention\nmakes us pause in our busy lives to take stock and make honest appraisal, it\nwill have made a tremendous contribution to national advancement.\nWe\n\nare a very young\n\nvirtues of youth. We\n\nnation, and we have all the defects as well as the\nare cock-sure of ourselves ; we\n\nare inclined to be\n\n“bumptious” ; we love to “tell the world,” and we do it. We lay heavy em¬\nphasis on money and what money can do. We like things to be large and\nshowy ; size and cost bulk hugely in our conversation about our belongings\nand achievements. We like our high spots to be heavily gilded, so that people\nafar off may see them and be dazzled, and we do not feel ashamed\n\nthat they\n\nare so high and so “spotty,” and that between them lie barren deserts and\nswamps, “bad lands,” and vast stretches of dull mediocrity. We like to have\na reputation for knowing some thing about every thing, and we do not\nmind as much as we should that we do not, in the mass, know a great deal\nabout anything. We\nsurface polish.\nWe\n\nthink that our lack of culture is concealed by a high\n\nmake our boast that in our country every child may be prepared for\n\ncollege ; but we do not shout so loudly the fact that only a fraction of them\ntake advantage of that opportunity, and in educational circles we very often\ndo not even whisper about the effect upon those who cannot go of the domi¬\nnation of college entrance requirements which one hundred percent of our\nhigh-school students must meet. Vox populi is beginning to murmur, how¬\never, on this point and it will sooner or later have to be recognized as still\n\nvox Dei.\n\nWe talk much of the honor due to the teachers, and we glorify the pro¬\nfession in the educational press ; yet in more than one of our greatest states\n\n"}
{"page": 64, "printed_page": null, "text": "60\n\nNational\n\nEducation\n\nAssociation\n\nthe average salary paid the teachers is $700, in spite of the fact that social\nscientists have set from $18 to $20 a week as the lowest sum on which a\nsingle person can live decently and respectably, at a level of efficiency, upon\nhis or her earnings. We do not ask where or how they raise the other five\nor eight dollars to bring them within the safety zone.\nWe make eight}* percent of the world’s motion pictures. We are adver¬\ntised, not by our loving friends but by the world’s greatest amusement\nmoney-makers. What do our social values look like through the looking\nglass ? People over there say frankly : “Tell us of your new methods in educa¬\ntion, of your bringing together of home and school, of your splendid work\nfor mental and physical hygiene, but do not tell us of your homes. We have\nseen too much of them upon the screen. We find it hard to believe what you\nsay about them, in the pictures that you send us. Your young people drink\nin public to intoxication ; they ride about at night in cars with no chaperon ;\nthey go to cabarets and what you call roadhouses. Young men and women\ngrow affectionate upon slight acquaintance; and these are not the lowest\nof your lower classes. They come from homes which are veritable palaces\nand their parents seem to be men and women of social position. Tell us of\nyour schools, then; we do not want to hear about your homes!”\nThe first and greatest value of the international viewpoint is that it\n\nbrings us to see ourselves as others see us; and it will “frae mony\n\na blunder\n\nfree us, and foolish notion,” if we will not shut our eyes tightly to avoid the\nsight of what may be unpleasant to our national pride. It may help us to\nmeasure ourselves, not by money but by what we do with that money and\nwhat we secure of solid benefit in return for what seems — to Looking Glass\nHouse — the outpouring of wealth beyond the dreams of avarice. To us has\nmuch been given. What of our stewardship ? Are we better citizens and\nparents, better teachers, principals, and superintendents, to match our better\nschools ? What of our equality of educational opportunity, and how far may\nwe honestly lay claim to it, and what, exactly, does it mean? How do we\nstand in comparison with old world systems through the looking glass, as\nregards teacher training, preschool education, rural extension, and vocational\nguidance?\nTo\n\nestablish values, we must make comparison of standards. People are\n\ncoming to the Lnited States from all over the world; not. idle tourists such\nas we send abroad by hundreds of thousands every year, to spend millions of\ndollars and misrepresent our country, but thinking people, students of edu¬\ncation and economics. They have seen our glittering high spots from afar\nand they are coming for a closer view. They are finding those other levels,\nwhere the gilding has worn off or has never been applied. Now that we have\nstepped through the mirror and out upon the great checkerboard, we shall\nhave to run very fast indeed to stay where we are in their opinion ; and that\nis, after all, only in the ninth square in the educational field. Yet we go on\nmaking our high spots higher and brighter, instead of leveling up and doing\n\n"}
{"page": 65, "printed_page": null, "text": "General\n\nSessions\n\n61\na little painting down below. Our\ntypical of our American life.\n\nslums and our skyscrapers are rather\n\nOn the other hand, what are some of the virtues of this national youth¬\nfulness of ours? Much the same as those of the young people of our day, —\na splendid selfconfidence, enthusiasm, the courage of our convictions, the\nspirit of adventure, that same spirit which has led to the sweep of our empire\nfrom sea to sea and now, through glorious daring, to the carrying of our flag\nfrom pole to pole, and which in education leads us to try, to weigh, to risk,\nand so, ultimately, to achieve. Men and women are giving strength and\nbrain and life itself to educational advancement, some provided with all that\nthey could ask or desire for their task and some laboring in the desert places\nunder conditions which try men’s souls. It is this social and human waste\nwhich must be salvaged. Great hearts and keen minds must not be lost be¬\ncause we fail of the vision which will reach beyond our town or even our\nstate into the vast national field and through example and inspiration and the\neducation which comes through such meetings as these, will lead us to see\nthat until we have given all of the children that to which they are entitled,\nwe have failed in our citizenship.\nThe international viewpoint demands our re-orientation. We must see\nthis land of opportunity, not only as demonstrating education at its best but\nas offering a ground for experimentation, in which, because of our freedom\nand our local selfgovernment, new theories may be tried, weighed, and ac¬\ncepted or rejected as their value may be proven. We need, therefore, to\nrecognize frankly the constantly changing nature of our program, not as a\nliability to be concealed as far as possible from the public eye, but as what\nmay be considered an asset, if we are willing to admit that where we fail\nand confess to failure, we are but saying that we are wiser today than we\nwere yesterday. There is nothing so stultifying to progress as the fear of\nchange. Change is a vital value, not only in education but in all life. We\nchange when we grow, when we broaden and develop. We who are living\nin this age of miracles have reason to be thankful that the old walls of\ntraditions are crumbling before the trumpet blasts of the priests of the new\ndispensation and the new ideas in education are rushing in wThere formerly\nthey had striven in vain to climb over the barriers of prejudice and ultra¬\nconservatism and — dare we suggest it? — slothfulness. For it is so much\neasier to go on as we are!\nWhen we pass through the looking glass we find ourselves in a strange\nworld of centralized instruction, and we look around and, like the Pharisee\n\nof old, we thank God we are not as other men are, we who shy like colts\nwhen the shadow of federal influence falls across the field of our cherished\nstates’ rights. Yet, in Looking Glass House there are some things which we\nshould do well to observe. Over there the teachers must all measure up to\ncertain fixed standards. Politics and local patronage cannot enter into the\nrealm of public instruction. Our flexibility, so desirable in many instances,\nbecomes flabby weakness as we range from our superbly equipped education-\n\n"}
{"page": 66, "printed_page": null, "text": "62\n\nNational\n\nEducation\n\nAssociation\n\nists, down the long scale to the child sent out from high school to teach other\nchildren. Our vaunted equality is in danger of becoming known for the\nhollow mockery that it is, when we look back at it from the other side of the\nmirror.\nAnother vital value, a crying need of today, is working knowledge which\nwill function on all levels. The educational theories which have been worked\nout in the seats of the mighty must be adaptable, and adapted , to the use of\nthe man on the street or the country road, to the woman in her kitchen in\nthe flat or on the farm. We must lay more emphasis upon the principles\nwhich are applicable to all conditions, modified to meet local requirements.\nWe must level up as well as down. Local demands must be raised to their\nhighest power through the education of the people in the economic worth of\npractical wisdom. If the standards the teachers are trying to establish are\nto be those for all children, the public must be solidly behind the schools —\nand not too far behind. The support which can come from intelligent public\nopinion and from that alone is a vital value, a universal need which is being\nmet as yet in only the most elementary degree. Dr. Lewis Alderman has\nwell said : “Our motto has been that we must educate all of the children of\nall of the people. But we find that we have not succeeded in this because we\nhave diagnosed the case as one more simple than it is. We\n\nfind that we can¬\n\nnot educate all of the children without also educating all of the people.”\nA survey carried on in fifty countries by the International Bureau of\nEducation for the International Federation of Home and School has shown\nthat in thirty-three nations, definite and persistent effort is being made to\ndraw together those major factors in education, the home, the school, and\nthe community. For the child is not sent to school as a sheet of white paper\nupon which you may write ; nor is it even a palimpsest, on which you may\ncover the old lettering and begin a new story. It is a little human\n\ndocument,\n\nwhich often must be translated with much travail of spirit. The first chap¬\nters are complete; the character of the hero or heroine is clearly outlined,\nand that which follows can be only a development of the plot.\nIn the White House Conference two striking points which are already\nemerging from the mass of material which is accumulating are these: The\nappalling inequality of educational opportunity of which we have spoken ;\nand the fact, gathered from practically every one of its many committees,\nthat the life of the child is a unit and must be so treated, and that to this\nend, the home and the community\n\nmust be recognized as coequal educational\n\nfactors with the school, and as such, must be drawn into an ordered, work¬\ning partnership in which the duties and responsibilities of each member of\nthe firm shall be clearly defined and adhered to.\nNow what do we see in Looking Glass House? The nursery schools,\nwhich here are so few, so experimental still for special groups, in France\nare a part of the public school system, and the poorer the neighborhood, the\nmore wretched and squalid the surroundings, the more surely are these\nttcoles Maternelles , these Motherly\n\nSchools, to be found. The\n\nteacher is the\n\n"}
{"page": 67, "printed_page": null, "text": "General\n\nmother of all the neighborhood\n\nSessions\n\n63\n\nand every concern of the poorest household\n\nis vital to her who reigns as a veritable queen among her adoring subjects,\nthe parents of her little pupils. In France we see too the Ecole Menagere ,\nthe Housekeeping School. In grim old buildings, up three or four flights of\nwinding stone stairs, are rooms simple to austerity. Here are found no gleam¬\ning near-mahogany, no electric stoves and refrigerators preaching the gospel\nof the instalment plan, but simplicity and frugality to match the homes\nfrom which the pupils come and to which they must return. When a dress is\nworn out, they do not throw it away and buy another for $4.98; they dye\nit and one or two others in the same stage of dilapidation and out of the\nthree they make one good and useful garment.\nMove now to the white square where we see the windmills and the canal\nboats and look for a moment\n\nat parent education in Holland. There we see\n\nno orderly classes presided over by intelligent young women, college-trained,\nand with perhaps occasional contact with a real, live child in the regulated\natmosphere of a nursery school ; we hear no wise expositions of “motivation”\nand “controled environment” and “conditioned responses.” We see instead\na great rambling red brick schoolhouse, the Museum for Parents and Edu¬\ncators, presided over by three women who are mothers first and teachers by\nvocation. On the first floor are rooms filled with toys, bought and home¬\nmade, Montessori equipment and Froebelian playthings, picture and story¬\nbooks, and a parents’ library, and the director is ready to discuss books or to\ngive lessons in toymaking or the use of the apparatus. Baby clothes and\nclothes for children line the walls of the next room, and on the big tables\nmothers are busy cutting little garments out of new material or old clothes\nof their own, while a director stands ready with advice or instruction, as\nneed may arise. In a third room are casts and models of the human form in\nchildhood, a lifesized baby doll and a complete display of all that is needed\nfor the care and comfort of children on varied economic levels. Here a\nnurse talks on feeding, bathing, and clothing, and gives hourly demonstra¬\ntions as the mothers come and go. There are other rooms to meet other\nneeds, and on the second floor is a sunny kindergarten where mothers may\n“park” their babies while they themselves go to school. Helpful literature is\ndistributed, and if they are puzzled, nurse or director is ready to talk over\nspecial problems in friendly fashion in a quiet corner.\nHeroic little Belgium fills another square, in Looking Glass House. In\nits center stands the great state building which houses the Juvenile Court,\nwhere little boys shake in their shoes before the black-clad judges, three in a\nrow. Not our idea at all, you may say. True; but they have another idea\nwhich is not ours either. Scattered through the poorest districts we come\nupon little houses just such as those the children live in, only these are very,\nvery clean and neat. The door opens at a touch and we see a cheerful room\nwith plants and a bird or a cat, and among them a pleasant-faced woman,\nknitting. The backroom is a playroom for small people, and in the little\nyard are swings, a sandbox, and some other apparatus. Upstairs are rooms\n\n"}
{"page": 68, "printed_page": null, "text": "National\n\n64\n\nEducation\n\nAssociation\n\nfor study and for handwork, and there after school may come the children\nwhose parents are at work until seven oclock and who otherwise would roam\nthe streets and feed the Juvenile Court. There they may find help with\ntheir lessons, occupations if they want them, and a simple supper; and\njuvenile delinquency is going down in the scale since these little homes\nopened their friendly doors.\nThey are so poor, in Looking Glass House, so very poor sometimes, and\nthey can do only the simple, homely, human things; but when we look back\nthrough the misty mirror, our great institutions look a little bleak and over¬\nwhelming, and the real values become more apparent.\nHow our sense of those values changes and broadens as we look out as\nwell as in and recognize and appreciate those which may make for our\nmutual interest and advancement ! In our dealings with those in Looking\nGlass House, wdiether we go to them or they come to us, we see how vital\nare such things as tact and imagination, that magic power to put ourselves\nin the place of another, and sympathy in the true sense of the word, as feel¬\ning with, and not for, one another. Language and expression and the degree\nof national experience mean much ; they are the background out of which\nvalues and concepts are developed. Racial psychology brings differences in\nthinking. We must learn to avoid easy assumptions based upon our own\nlimited experience. To this new internationalism we must bring a desire to\nlearn, and not to instruct. When men and women can come together with\nnothing to sell or to teach or to preach, the way is open for the establishment\nof that friendship which shall bring the world together, to labor for the\nwelfare of the children, and the assurance of peace upon earth.\n\nINTERNATIONAL GOODWILL, A NATURAL OUTCOME OL\nTHE SOCIAL STUDIES CURRICULUM LOR THE EARLY\nELEMENTARY GRADES\nIDA\n\nODELLE\n\nRUDY,\n\nPRIMARY\n\nSUPERVISOR,\nDAYTON,\n\nDAYTON\n\nPUBLIC\n\nSCHOOLS,\n\nOHIO\n\nThat times have changed is evident. We\n\nsee traces of this wherever\n\nwe\n\nlook. A few years ago, we had small groups working out problems of inter¬\nnational understanding and international cooperation. These groups gathered\nhere and there and encouraged this type of thinking. But they were not very\npopular. People were hesitant about discussing these problems. Gradually\ngroups became larger, and in other organizations we saw evidences that\nthese ideals were permeating. The leaders who foresaw a federation of\nworld educators and who came together in San Francisco some years ago,\nare realizing their dreams now, and while they stood quite alone at that\ntime, they have gathered together thousands whose influence is felt and\nwho are now promoting friendly world relationships.\nAfter all we are world neighbors — Lindbergh, Eckener, Byrd, and others\nhave demonstrated that distance is not so great, and that we are becoming\n\n"}
{"page": 69, "printed_page": null, "text": "General\n\nSessions\n\n65\nclose neighbors, and that each nation is only a small part of a big, interesting\nworld.\nThis neighborly feeling has been felt in every organization and com¬\nmunity. It is quite the thing to speak in terms of international relations now.\nThose who are not entirely well versed on the subject are finding it neces¬\nsary to fall in line with this spirit of today and study international prob¬\nlems. Those who have been interested and have been students are having a\nchance to talk more freely about this.\nThe schools have a great part to play in this interesting world situation.\nOur great educative system — the factories that turn out thousands of\nboys and girls each year who take their places in life — is the greatest of all\nworld powers.\nWhat then are the most vital factors in the educative process? They are\nthe child on one hand and the adult civilization on the other. What is the\nchild? Rugg\n\nsays, “The\n\nchild is a jumble of needs and interests and of a\n\nwide range of potential abilities/' What is adult civilization? According to\nRugg, “Adult civilization is an intricate and wellnigh incomprehensible\ncomposite of economic, political, and social institutions/’\nWith these t^wo important factors our world of humanity\nLet us think of the child first.\n1. He must understand\nto be.\n2. He must have\n\nhimself and the world\n\nin which\n\nis developed.\n\nhe lives, and how\n\ndirect contact with things and people and the world\n\nit came\n\nabout him.\n\na. He is a member of a certain family, sex, and race. This gives him\nheritance, gifts, abilities, capacities, and traits.\nb. He is black because he is born black or vice versa.\n\nhis in¬\n\nc. He is plastic.\nd. He is susceptible to influence by the authority of older people around him.\n3. His moral habits are formed by the law of effect. Right is what is approved by\nhis elders and that which satisfies a desire.\n4. He is individualistic.\n5. He has certain tendencies.\n6. His environment, training, education, play their part in his life and are con¬\nditioned and limited by the nature which is being influenced. The environment\nacts not as a creative force but as a stimulating and selective force.\n\nKirkpatrick calls the age from three to six the period of individualism\nwhen children intelligently try to modify other people, their physical environ¬\nment, and their world of fancy to suit themselves, and through this selfassertion develop a personality more independent.\nTheir conscience is influenced by the authority of older people around\nthem, and their moral habits are formed bv the law of effect. Right is what\nis approved by their elders and that which satisfies a desire.\nAdult civilization is complex. It is filled with perplexing problems. It has\nstruggles and disappointments. It is a strong factor in the life of a child.\nIt must help the child to understand himself and his world about him, this\ncomplex\n\nlife in which\n\nhe exists. This\n\nunderstanding\n\nmust\n\ncome\n\nabout\n\n"}
{"page": 70, "printed_page": null, "text": "66\n\nNational\n\nEducation\n\nAssociation\n\nthrough direct contacts with things and people of this world in which he\nlives.\nWhat is the power that creates this atmosphere for right impressions,\nhabits, attitudes, and ideals?\nThe answer is our schools. The curriculum of our schools, especially that\nfor the early years which are so impressionable, must give opportunities for\nreal thinking along the lines of world interests today.\nThe child must be taught to know and appreciate :\nThat all people of the world\n1. Building homes\n2. Growing food\n3. Making clothing\n4. Engaging in wholesome\n5. Celebrating holidays.\n\nare occupied with the same\n\nsport\n\nThat all nations have similar problems\nsuch as:\n1. Conforming\n\nto some\n\nthings:\n\nand that all are striving for same\n\nthings\n\nreligion\n\n2. Creating and maintaining a stable government\n3. Extending educational opportunities to all\n4. Adjusting differences by means of laws and customs\n5. Promoting health and happiness\n6. Providing productive employment.\nThat other people and nations have achieved success and that credit should be\ngiven them for inventions, discoveries, and other contributions\ngress.\n\nto the world’s pro(\ns\n\nOur social studies, then, should form the nucleus around which our cur¬\nriculum should be built. These studies should be rich in material that will\nhelp our children to appreciate the value of labor and struggle, and should\npromote friendships among the children of the world. They should also\nstimulate curiosity about the lives of other people and nations. They should\ninstil a sympathetic understanding and respect for the customs, forms of\ngovernment,\n\nand religion of other peoples.\n\nIn the city of Dayton, Ohio, a fourth-grade class visited a foundry. As\nthe children observed the work of the men, one child of nine said to his\nteacher, “I never knew that men had to work so hard in a foundry. I never\nknew they had to work so long. I appreciate now what it means for a man\nto start out in the morning and work all day.”\nThis is just an example of what understanding and knowing through\ndirect contact with people and things, mean to children. Give to them a rich\nexperience through the social studies about other peoples and other coun¬\ntries, and they will unconsciously absorb right ideals of peace and goodwill\nfor all people and all countries.\nWith\n\nthe child on one hand and adult civilization on the other, the school\n\nis our opportunity and the teachers are the guiding stars. Our goal should\nbe peace and goodwill among all men and all nations. Then goodwill need\n\n"}
{"page": 71, "printed_page": null, "text": "General\n\n67\n\nSessions\n\nnot be celebrated only on May 18, but will become such an intricate part of\nour lives that we will influence all who come in contact.\nWe\nknow.\n\nmust know\n\nto understand, and we\n\nmust\n\nunderstand\n\nto be able to\n\nIf I knew you, and you knew me.\nIf both of us could clearly see,\nAnd with an inner sight divine\nThe meaning of your heart and mine,\nI’m sure that we should differ less,\nAnd clasp our hands in friendliness.\nOur thoughts would\nIf I knew\n\nLOOKING\nAUGUSTUS\n\nO. THOMAS,\n\npleasantly agree\n\nyou, and you knew\n\nme.\n\nFORWARD— ABSTRACT\n\nPRESIDENT,\n\nASSOCIATIONS,\n\nWORLD\n\nFEDERATION\n\nAUGUSTA,\n\nOF\n\n~\n\nEDUCATION\n\nME.\n\nA world civilization is being built up with startling rapidity. Commerce,\ntravel, communications, the press, religious and educational cooperation,\ntreaties and agreements, and worldwide charities must lead through imita¬\ntion to a civilization of universal character. The world is face to face either\nwith cooperation or catastrophe. Intellectual disarmament\n\nmust precede the\n\nphysical.\nOur country could well afford, on the precedence of the Boxer Indemnity,\nto set aside the $143,000,000 coming from Germany, as a payment of ex¬\npenses incident to the occupation of the Rhineland, the income to be used\nunder the direction of the government or such provisions as it may make for\neducational research, fellowships, exchange of students and teachers, lec¬\ntureships, to be applied to all countries. This, done for the development of\nthe spiritual values of a worldwide civilization, would prove a controling\ninfluence in the world’s progress and for international goodwill.\nA policy of isolation for a great country like ours is a dangerous policy.\nToday no nation can live unto itself alone. The material prosperity of the\nseveral countries is of great concern to us. With our development of mass\nproduction, the perfection of machinery and our high efficiency make it\nnecessary that the markets of the world be open to us. The future will de¬\nmand such international cooperation, rather than rivalry, as will raise the\nstandard of living of all peoples. This will require a more uniform level of\nwages and buying power. If the people of all countries could be raised in\nproductive capacity and purchasing power more nearly to our own level,\nthere would be less unemployment. Markets would expand. Capital would\nbe more constantly employed. National distrust, racial animosity, religious\nbigotry and intolerance would grow less, finally disappear, and a reign of\njustice would be ushered in.\n\n"}
{"page": 72, "printed_page": null, "text": "68\n\nNational\n\nEducation\n\nTHE\nJOHN\n\nCALLAHAN,\n\nSTATE\n\nAssociation\n\nTEACHER'S\n\nJOB\n\nSUPERINTENDENT\n\nOF\n\nMADISON,\n\nPUBLIC\n\nINSTRUCTION,\n\nWIS.\n\nA. little more than forty years ago I began work as a teacher in a little\nlog schoolhouse in northwestern Wisconsin. While most people have a notion\nthat vocational guidance is a modern invention, I wish to say that I was\nmade a school teacher by vocational guidance. I had taken the teacher’s ex¬\naminations for the county merely because they were held in the schoolhouse\nwhere I attended high school, and as the other members of my class were\nwriting, I decided to try it also ; but I had made up my mind to learn a\ntrade and had no intention of teaching school.\nThe high-school principal, under whose supervision I was for four years,\nspent quite a little time talking to me every once in a while about the joys\nof school teaching and finally convinced me that I ought to try it. However,\nat that time, and for at least ten years thereafter, I had a notion that teach¬\ning school was not an important enough job for a man to spend his life\nwith. I thought, of course, that as far as women were concerned, it was as\ngood a job as they could give their time to, as long as they cared to stay in\nany particular line of business. There were not as many things then that a\nwoman\n\ncould do as have developed in the years since that time. However,\n\nliked the work and in line with Mark Twain’s\nI found myself playing most of the time.\nA few years later when\n\n1\n\ndefinition of work and play,\n\nI became principal in a small town, it was my\n\nduty to convince the schoolboard and other members of the community that\ncertain improvements and additions to the work should be made. That made\nit necessary for me to begin studying the importance of school work. I have\nkept that up, and I have sometime ago come to the conclusion that there is\nno more important work that either a man or woman can devote a life to.\nThere are three very good reasons why the nation should spend #the\namount of money it is spending on the schools. First, if we go back to the\ntime this country was established, and our Constitution adopted, and look\ninto what was said by the various statesmen in regard to schools, you will\nfind that they all said something about like this: That if we made a success\nin the experiment of government that they were starting, it was going to be\nnecessary, for us to have an intelligent, educated electorate, an electorate\nthat could do some thinking on its own\n\naccount and not be at the mercy of\n\nevery demagogue who came along with a cure for all the ills, or supposed\nills, the country was heir to. Every statesman that has said anything on the\nsubject since that time has said about the same thing.\nWhen\n\none looks into what\n\nthey said about education at that time, he\n\nbegins to wonder why they left it out of the Constitution. Many people are\ninclined to tell us that they left it out because they were convinced that it\nwas a matter that should be left to the states ; but when\n\none digs into the\n\n"}
{"page": 73, "printed_page": null, "text": "General\n\nSessions\n\n69\n\nhistory of the time, he cannot help coming to the conclusion that that was\nnot the reason.\nThe reason was that there was such a wide difference of opinion between\nthe New England states and some of those farther south as to what should\nbe done in the way of education that they knew they never could come to an\nagreement on it ; so they left it to the states, hoping that the states would do\na good job.\nI have developed for myself a second reason for spending all of the money\nwe are spending even though the first is sufficient. There are still in the\nworld many\n\npeople who\n\nobject to paying taxes for the education of other\n\npeople’s children. When I meet one of these people, I like to sit down and\ntalk it out with him, because what I think they are doing is simply paying\ninsurance on stability for the future. Our school system is the only insurance\nfor stability worth having. If you doubt that, I suggest that you take a map\nof the world and pick the countries that have very little or nothing in the\nway of schools. Then go back into their history and note what happens\nevery time they decide that they need a change of any kind in government.\nIn almost every case they stage a revolution with all its loss of life and\nproperty, and property rights go overboard\nthat records them.\n\nand are not worth\n\nthe paper\n\nWhen you study the history of this country, you can find a great deal of\nevidence that we have been able to settle many things of that kind with the\nballot and without any trouble.\nThe third reason that I have developed to justify the cost of education\nin this country is one that is not used quite so often. I will admit it is not\nas high a type as the other two, but nevertheless, it has a great deal of weight\nin certain quarters, and that is the business promotional value of our schools.\nI believe that of all the business promoters, our school system is the best.\nFirst, if you could go back with me to the time I began teaching school and\ncome down over the years making a note of the number of things that were\nregarded as luxuries that have come to be looked upon as actual necessities\nat the present time, you would understand what one means when he speaks\nof the rise in the standard of living. Now if education or schooling has had\nanything to do with this rise in the standard of living that has gone on\nsteadily during the last fifty years, it has just that much to do with the\nincrease of business that has come during those years. Second, take a map\nof the world, select the countries where there is a school system that com¬\npares somewhat favorably with ours. You will note that countries with good\nschool systems are doing many\n\ntimes the amount\n\nof business that is done in\n\nthe countries where there is no school system. When\n\ntwo things of this kind\n\ngo together in every case where they exist, it certainly means that one has\nsome effect on the other. Consider the countries in which there is no such\nschool system as we have and then ask yourself, or any business man, this\nquestion: How\n\nwill a million of those people compare\n\nas an asset to any\n\n"}
{"page": 74, "printed_page": null, "text": "National\n\n70\n\nEducation\n\nAssociation\n\nbusiness, with a million people such as we find in the United States, or in\nother countries where there is a good school system? The answer will always\nbe that there is no comparison ; that as a business asset, they are very far\napart. Then, if this is true, business should be back of the schools at least to\nthe same extent that they are back of their advertising, for, without the\nschools, their advertising would bring very little business.\nSometimes\n\nwhen\n\nI present these arguments\n\nto business men, I am\n\ntold\n\nthat they would agree with it, if most of our education was vocational, aimed\nat preparing young people for lines of work out of which they might make\ntheir living. In that case, they assume that what is known as our academic\nschooling has no effect on business. But, when one looks over the situation\ncarefully, one is forced to a different conclusion. Take, for example the\nresult that has come in this country growing out of the fact that we have not\nonly taught the people of this country to read, but have made readers of\nthem. Go back thirty or forty years and get from our census the number of\nDeople who were making their living then out of the fact that the people\nof this country were reading; then take this coming census and get the num¬\nber of people that are now making their living out of that fact, and you will\nfind that while the increase in population of the country has not been one\nhundred percent, that the number of people who are making their living out\nof the fact that we have made readers of the people in this country is over\nthree thousand percent. This, as well as promoting new business, has had its\nbusiness adjustment value that has taken thousands of people out of com¬\npetition with other lines of work, and this type of adjustment has been\nextremely valuable in this country because every year labor-saving ma¬\nchinery ruins the work that many people have prepared themselves to do and\nthey find it necessary to adjust themselves to other lines of occupation. The\nsame thing that is said for reading may be said for music and art, in spite\nof the fact that many people are inclined to call them fads that are put into\nthe schools to the detriment of the fundamental subjects. This does not mean\nthat I am opposed to vocational training. I am very much in favor of it,\nbut I also want the young people of this country to have as much academic\neducation as they can be given before they start on a definite vocation.\nWhen\n\nI give these reasons to groups of teachers as a basis for my belief\n\nthat there is no occupation in this country more important than that of\nschool teaching, I am sometimes told by teachers who are spending their\nlife in grade work or in certain types of class work in high school, that it is\nall right for me to talk that way, that the position I hold has some impor¬\ntance; but that if the little job they hold has any such importance, they fail\nto see it. At times like that, I like to call their attention to the text which\nReverend\n\nTalmadge\n\nused for one of the best lectures he ever gave. It is\n\ntaken from the Old Testament\n\nand runs about as follows: “Even\n\nas is his\n\nreward that goeth down into battle, so shall his be that stayeth by the stuff.”\nThat was a regulation made long before the time of Christ by one of those\n\n"}
{"page": 75, "printed_page": null, "text": "General\n\nSessions\n\n71\nold generals when all the reward that soldiers received was the loot that\nthey captured in their campaigns. This loot was then divided among those\nengaged in the battles. As a result nobody wanted to stay by the stuff. In\nother words, nobody wanted to guard the baggage or supply trains, and,\njust as in that time it was as important to do that as it was to fight the\nbattles, so today in the teaching force of the country, the privates in the\nranks are just as important in the jobs they have to do from day to day as the\nprincipals or superintendents can possibly be. The colleges could do very\nlittle if the work that is done by the teachers before these young people reach\ncollege had not been done. I am perfectly willing to admit, of course, that\nthe rewards are not very great, at least in the financial line, but that is not\nthe only reward that comes from a work well done. When wTe consider the\nfact that many of the grade teachers and high-school teachers go on day\nafter day, year in and year out, doing the best piece of work for the young\npeople that they find themselves able to do, we realize the importance of\ntheir position. When I remember my own attitude during the first ten years\nof my school career, I cannot help but feel that it would have been better\nfor me and better for those with whom I came in contact had I had the\nappreciation of the importance of my job that I came to have later. I feel\nthat I am sometimes boresome in my desire to convert every school teacher\nto the same view that I have, as far as its importance is concerned. If we can\nonce get over to the people of this country this view of the importance of the\nschools, there will be no need for further worry as to their financial support\nMy own opinion is that we are making headway very rapidly as far as this\nis concerned.\nTHE\n\nPHILIPPINES\n\nCAMILO\n\nOSIAS,\n\nIN\n\nRESIDENT\n\nINTERNATIONAL\nCOMMISSIONER\n\nWASHINGTON,\n\nFROM\n\nTHE\n\nEDUCATION\nPHILIPPINES,\n\nD. C.\n\nI deem it an honor to appear on the program of the National Educa¬\ntion Association for the consideration of the international viewpoint in\neducation, I am particularly grateful for the recognition of the existence of\nthe Philippines on the educational map.\nI chose for my subject “The Philippines in International Education.\"\nWhile the country which I have the honor to represent has as yet no inter¬\nnational personality, the voice of a people like the Filipinos cannot be\nentirely ignored or disregarded in an adequate and complete determination\nof the international point of view in education and in defining the aim,\ncontent, and method of education for the modern world.\nThe Philippine Islands are inhabited by a people tremendously anxious\nto achieve their national emancipation and complete selfsovereignty at the\nearliest possible date. It is their conviction that the fulfilment of America's\npromise and the satisfaction of their national aspiration are essential and\nnecessary not alone for their political wellbeing and economic stability but\nfor their intellectual orientation and educational security.\n\n"}
{"page": 76, "printed_page": null, "text": "72\n\nNational\n\nEducation\n\nAssociation\n\nOurs are a people essentially of Malayan stock and Oriental traditions.\nMore than any other people of the Orient, and for a longer period, the\nFilipinos have come in intimate contact with the civilization of the Occi¬\ndent. Possessed of an alphabet, a system of writing, and a culture of their\nown long before the first group of Europeans\n\ntook possession of the Philip¬\n\npines in the name of Spain in 1521, for three hundred years 'and more, my\npeople received the impact of European culture. During the Spanish regime\nelementary and secondary schools and institutions of higher learning were\nestablished. The University of Santo Tomas in Manila, with royal and\npontifical sanction, wTas founded in 1611 or twenty-five years before Har¬\nvard University. Some colleges of the Islands have a history as old as some\nof the oldest institutions of learning in this country. In 1863, the King\nof Spain issued his famous royal educational decree which was responsible\nfor the establishment of a nationwide system of public schools. It resulted\nin the establishment of a school for boys and a school for girls in practically\nevery town of the Philippines.\nToward the third quarter of the nineteenth century, we already had\nsome 1,608 schools. In 1870 we had more than 1,779 schools. When thirtytwo years ago the Americans took possession of the Philippines there were\nover 2,160 schools in operation. These bare facts give an insight into the\nearly cultural background\n\nof the Filipino people and explain how\n\nit was\n\npossible to achieve under American-Filipino cooperation the educational\nprogress which impartial American educational authorities have pronounced\nas unparalleled during a similar period in the history of the world.\nThe early American administrators quickly noted the great passion of the\nFilipino people for education. It was seen that there were no sacrifices too\ngreat for Filipino parents to make in order to have their children educated.\nIn fact, this characteristic of our people was utilized by the American mili¬\ntary authorities as a means of winning the confidence of the Filipinos in\nAmerica’s purposes.\nAs you well know, the Filipinos fought an unequal struggle for nearly\nthree years against the superior force of this country. It was a continuation\nof the series of struggles waged against Spain to free ourselves from a\ndependent status and to bring about worthwhile social, political, and educa¬\ntional reforms. We lost in that war, but we made manifest our firm desire\nfor national selfexpression.\nPeace was restored upon assurances that America came to help us in our\nprogress. We were assured by no less a man than the revered President Mc¬\nKinley that America went to our shores not to conquer us but to liberate us,\nto train us, to educate us in the art and science of self government.\n\nWe\n\nac¬\n\ncepted in good faith America’s announced policy to assist us in the establish¬\nment of a selfgoverning democracy and eventually permit us, unhampered\nand untrammeled, to lead our own lives, and be masters of our own destiny.\nWhen the military authorities themselves devoted their time, energy, and\neffort to the reopening of the schools that were closed because of the SpanishAmerican war and later the American-Philippine war; when officers and\n\n"}
{"page": 77, "printed_page": null, "text": "General\n\nSessions\n\n73\nsoldiers laid down\n\ntheir arms\n\nand conducted\n\nschools and classes; when\n\nAmerican teachers came to the Philippines by the hundreds; when the\nPhilippine Commission passed Act 74 establishing the Bureau of Education\nin charge of the public school system of the Philippines below university\ngrade; when the civil government inaugurated by Taft as the first\ncivil governor showed clearly that American effort was directed toward\ninsuring our welfare, our advancement, and our happiness, the Filipinos\nearnestly gave their cooperation in order that the ends of a free and demo¬\ncratic government might be best solved.\nEducation has been truly the handmaiden of the democratic movement in\nthe Philippines. Our main objectives of educational endeavor have been to\noffer opportunity for free elementary education to every child of school age ;\nto conduct the necessary secondary schools maintained partly from taxes\nand from fees borne either directly or indirectly by those benefited; and to\nmaintain higher institutions of learning for the development of leadership\nin the various lines of activity in our national life. In order successfully to\ncarry out our educational program, laws were enacted for its adequate\nfinancing. The municipal governments set aside for schools at least twentyfive percent of the annual appropriations. The national or insular govern¬\nment devotes approximately thirty percent of its annual budget to the sup¬\nport and maintenance of education. The Philippine Legislature from its\norganization has always been liberal in appropriating money\ntion of the masses.\nLet me\n\nnow\n\nbriefly mention\n\nfor the educa¬\n\ncertain tangible evidences of educational\n\nprogress. There are today in the Islands over 8,000 schools both public and\nprivate, some 30,000 teachers all of whom are Filipinos with the exception\nof 293 Americans, with an enrolment of approximately 1,250,000. The\ntextbooks used are written in English and instruction is carried on in the\nEnglish language from the lowest grade. The record of literacy in the\nPhilippines today is better than that of Spain, Mexico, or any one of the\nSouth American\n\nrepublics or any one of the countries in the Orient except\n\none, and it is better than that of thirty-seven nations which are independent.\nThe curriculum of the Philippine public schools includes the academic\nfeatures of similar institutions elsewhere. Vocational education has been\n\nmade a part and parcel of our system of education. There are prevocational\nand strictly vocational courses offered. Physical education is given adequate\nattention, emphasis being placed upon general participation rather than\nthe specialization of selected groups. Commercialized athletics is unknown\nin the Philippine schools, colleges, and universities. Ninety-eight percent\nof the boys and girls enroled in our public schools take active part in a\nregular program of group games, calisthenics, exercises, and athletics the\nwhole year around. Opportunities are also provided for training students\nin good manners and right conduct, social activities, and selfgovernment.\nI shall now enumerate a few of what I deem to be Philippine contribu¬\ntions to education. Among these are:\n\n"}
{"page": 78, "printed_page": null, "text": "74\n\nNational\n\nEducation\n\nAssociation\n\n1. The evolution of textbooks adapted to Philippine conditions in English among a\npeople to whom this language is foreign.\n2. The successful demonstration of the efficacy of the direct method of language\nteaching as evidenced by the fact that all work is carried on in English and it is\nnow a common medium of communication in the Islands.\n3. The\nticipation\n4. The\nas a part\n\ndevelopment of a general physical education program enlisting the par¬\nof the greatest possible number instead of merely developing a few stars.\nincorporation of a graded system of vocational training for boys and girls\nof the school curriculum in the public schools.\n\n5. The development of teacher-training institutions and the preparation of a\nteaching, administrative, and supervisory staff of Filipinos in a language other than\ntheir own.\n6. The large proportion (about 30%) of the government finances devoted\nschools reflecting the universal passion of our people for education.\n\nto\n\nI sincerely believe that the record of the Philippine schools merits the\nstudy of educators interested in international education.\nAlthough notable educational progress has been made in the Philippines,\nthere is one great obstacle to our real national reawakening. I refer to the\nuncertainty of our political status. I am not now speaking of politics. In\nvery truth, I am discussing education. It is not generally known in this\ncountry that although the Filipinos are under the American flag, we cannot,\nby your laws, be American citizens. Neither are we citizens of a free Philip¬\npines. If education is for the purpose of training the youth for good, useful,\nand loyal citizenship, how can we train the Filipino boys and girls when we\ndo not know for what kind of citizenship to train them? You will appre¬\nciate the reason why as a schoolman I am exceedingly interested in the\ndefinite determination of our status as a people on the basis of America’s\nsacred promise and the Filipinos’ supreme desire.\nWhile it is true in a sense that education, like all science, transcends\nnational boundaries and should be the patrimony of the entire world,\nnevertheless, I maintain that developed nationalism is a stepping stone to\nsound internationalism. Our people crave a nationality of their own that\nthey may the better play their full part in international education. The true\ninternational point of view should be determined on the basis of the com¬\nmon denominator of mankind. In the crystallization of this common\ndenominator the Philippines and nations like it must not be disregarded.\nWe truly crave the opportunity to be permitted as a people to make our\nmodest contribution. Within the bounds of our own lights and limitations\nwe must no longer be denied the privilege to apply to our education our\nconception of education whose trinity of aims is defined in terms of efficiency,\nfreedom, and happiness. Will it be deemed unreasonable for me to expect\nof men and women in the field of education their genuine sympathy and\nactive support as thirteen million Filipinos desire to have a place in the\nconcert of free nations? The Philippines will then be a better laboratory for\ninternational education. We shall be in a better position to evolve a national\nsystem of education through the application of our own genius and talent,\nwhich shall embody the best of the Orient and of the Occident. The Filipino\n\n"}
{"page": 79, "printed_page": null, "text": "75\nGeneral\n\nSessions\n\npeople will be better able to contribute to the common\nheritage of mankind.\n\nHO TV TO PROMOTE\nCLARE\n\nSOPER,\n\nINTERNATIONAL\n\nINTERNATIONAL\n\nSECRETARY,\n\nLONDON,\n\nWhy\n\ndo we\n\nNEW\n\ncultural and spiritual\n\nEDUCATION\n\nEDUCATION\n\nFELLOWSHIP,\n\nENGLAND\n\nneed to discuss this problem of internationalism ? Because,\n\nas was said recently at Geneva, “The world has just become conscious of\nitself, not as a composite of nations, but as a world.” We can see that in¬\ndustry and commerce are being forced into practical internationalism by\nsheer necessity; they are welding the world into a material unit. It is urgent\nthat a parallel cooperation should take place within educational and cul¬\ntural spheres. The new world unit needs a new type of mind to function\nin it. It is for the teacher to seek ways of cultivating that new type of mind\nin the young who will have to live in this new world and face increasingly\ncomplex world problems. As H. G. Wells has said, we are witnessing today\na race between education and catastrophe.\nIt is my belief, however, that the international attitude cannot be taught,\nthat like other great experiences such as religion and love it can only be\nconveyed from one person to another; it is a matter of contagion, not a\nmatter of any statement of facts. Here we come to the problem of the\nteacher, for unless the teacher has some degree of world consciousness,\nnothing of permanent\ninternationalism.\n\nvalue can be conveyed\n\nto the school concerning\n\nInternationalism begins with the individual. The individual problem is\nthe world problem, for it is ultimately through the individual that the\nworld can be changed. It may be that the best point at which to arouse\nenthusiasm for internationalism in the teacher is through some subject in\nwhich he is naturally interested and through which the implications of\ninternationalism come most vitally.\nFor\n\ninstance, modern\n\nand philosophy all sound\n\ndevelopments\n\nin science, education, psychology,\n\nthe note of unity. Science has discovered the\n\n“unity of matter — the protoplasmic unity of life — and the pervasiveness\nof mind.” Psychology is occupying itself with the study of “wholeness” and\nin education are we not beginning to see the child — when we study him\nscientifically — as a “focus of relationships\"? Further, internationalism is\na practical application of the ancient (and modern) philosophy of the unity\nof life; it is an attempt to escape the “separation that is the root of sorrow.”\nThe great religious teachers have never preached brotherhood as an arti¬\nficial idea. It is an expression in human relations of the law of life.\nWhat can we as individuals do in order that internationalism may become\npart of the texture of our lives? First, it is important that we do some work\nupon our own intimate thinking. It is quite fundamental sometimes to draw\napart from the stress of daily life and try to reach a disinterested point of\n\n"}
{"page": 80, "printed_page": null, "text": "76\n\nNational\n\nEducation\n\nAssociation\n\nview, a disinterested standard of thought, that belongs to no country, no\nnationality, no religion, and no sect. It is almost impossible to gain this, but\nit is good to try to get away from the immediate and take a viewT of the\nwhole, of the future, of life as far as we can see it. We know, when we stop\nto think, that our lives are dependent upon the ends of the earth, but we\ndo not consistently act upon this knowledge. We have to make an effort to\nbring international thinking into line with international facts.\nWe have not only the mind to deal with ; there is the emotional factor.\nWe have to feel international and to strengthen our emotional discipline\nby definitely cultivating the art of liking our immediate\n\nneighbors. Emer¬\n\nson has said ‘ 'Alone we are whole but when we meet we become fractions.”\nWe have to learn the art of being fractions.\nA story is told in a pamphlet, published by the Friends Peace Committee,\nof a man who at a conference stood beside a stall displaying peace literature\nand shouted continuously “No More War” in order to attract attention to\nthe stall. Presently a little Serbian boy passed along and the man said to his\ncompanion,\n\n“Look\n\nat that little mucker, he’s a Serbian — the dirtiest lot of\n\npeople on the earth. Not one of them should be allowed in this country.”\nThe writer of the story goes on to say that “attitude” is obviously more\nimportant than “concept.” We must develop attitudes, and attitudes are\nthe result of experience.\nHere we come face to face wTith some of the fundamental changes that\nare permeating our conception of education. True internationalism must be\nthe development of an attitude, of a habit of approach; it must be intrinsic\nand of lasting value to the individual through his wThole life. Such funda¬\nmental effects can be produced only if the whole of our education is based\non principles the same as those implicit in internationalism.\nWhat are some of these principles? They are admirably\nProfessor D. A. Prescott’s recent book, Education\nlations. We\n\nare coming\n\noutlined in\n\nand International Re¬\n\nto regard the child and not subjectmatter\n\nas the\n\ncenter of the school. This conception is followed by important implications :\n1. The\n\nchild learns best through direct experience.\n\n2. The child is an active organism — there is a perpetual give and take between\nhim and his environment. The school, therefore, becomes a place of active research\nrather than of instruction poured in by the teacher. The child learns how to attack\nproblems, how to work upon their solution with his group. There is free scope for\nthe individual plus cooperation with the group. Children develop the habit of going\nto sources, of weighing facts, of estimating bias.\n3. Learning\n\ntakes place around\n\nchild’s life. There\naround him.\n\ncenters of interest that grow\n\nis an attempt to understand\n\nthe problems\n\nnaturally out of the\nof the immediate\n\nlife\n\nThen there is the growing attempt to consider the child as a whole, to\neducate him as a whole and not as a series of isolated faculties. There is an\nincreasing recognition of and respect for individual uniqueness, and an effort\nto develop this in harmonious relationship to the group.\n\n"}
{"page": 81, "printed_page": null, "text": "General\n\nSessions\n\n77\nThere are the problems of the integration of personality. All these ques¬\ntions are fundamental if we are to prepare the next generation to live in\nan integrated world. Our young people must be trained to make their\nown judgments, to weigh conflicting evidence, to see both sides of a ques¬\ntion, and not follow authority blindly. As Professor Prescott says: “The\nreplacement of the habit of accepting academic authority, by the habit of\nsearching actively for the truth is of fundamental importance for the future\nattitudes of the people towards international relations. '\nThere is an organized body of people with these new attitudes to educa¬\ntion and internationalism with which the teacher can associate and so\nreceive inspiration and practical assistance in the daily work. I will refer\nbriefly to the New Education Fellowship, an international organization of\nteachers who are seeking to adjust education to the needs of modern life,\nan organization that gives expression to a great search that is going on\nthroughout the world.\nThe Fellowship is worldwide with sections in twenty-eight countries\nand international headquarters in London. At its last conference held in\nDenmark\n\nover 2,000 teachers attended from forty-three countries. A report\n\nof this conference has been issued entitled “Towards a New Education''\nand prefaced by Sir Michael Sadler. What services does the Fellowship\noffer to members? It offers opportunity for the actual practise of interna¬\ntionalism. It offers personal contacts, information, international study.\nEvery two years a conference is held to which come teachers from all\nnations. Calais, Montreux, Heidelberg, Locarno, Elsinore have been the\nhosts of these conferences. They provide personal contact with the co¬\nworkers in other lands, and with wellknown leaders. The next conference\nwill be held in August, 1932, probably in the south of France.\nThe Fellowship circulates information on experiment and research in\nthe progressive field of education. There are eighteen magazines in seven¬\nteen languages associated with the Fellowship. Perhaps the best known in\nthe United States are the Xew Era magazine, an international monthly\npublished in London\ntion magazine\n\nand edited by Mrs. Ensor, and the Progressive Educa¬\n\npublished\n\nIt is useful to work\n\nin Washington.\n\ntogether internationally on specific problems. The\n\nFellowship has set up commissions to study some of the more pressing\nproblems that are facing educators in all countries. At present there are\neight commissions. These commissions consist of representatives of different\nnations who investigate, report, and direct action. To mention only three\nof these commissions: there is a Commission on Modern Psychology and\nIts Application to Education; another on the Training of Teachers, and\nanother on Examinations. This latter commission is already organized in\ntwenty-two\n\ncountries — countries presenting such varied problems as South\n\nAfrica, Scandinavia, Poland, Czecho-Slovakia.\nNow here is a stream of international thinking, working, and contacting\nof which\n\nindividuals can become\n\na part. The\n\nProgressive Education\n\nAs-\n\n"}
{"page": 82, "printed_page": null, "text": "78\n\nNational\n\nEducation\n\nAssociation\n\nsociation of America is affiliated with the Fellowship, and a joint member¬\nship has been arranged by which it is possible to become a member of both\norganizations.\nI have not dwelt upon the many international activities which may be\nundertaken by schools today, such as international camps, visits, corre¬\nspondence, League of Nations Assemblies, or upon the potent force for\ngood or ill that lies in our history textbooks and story books or upon the\nneed for study of contemporary history by the teacher because, although\nthese are all important they are matters that are only a part of the general\npermeation of the school with an international awareness. Many organiza¬\ntions are concerning themselves with these details, and the awakened teacher\ncan receive rich suggestions from them for classroom atcivities.\nThe first step in international education is the w'ork we must do upon\nourselves and developing with that should arise a basic reshaping of our con¬\nception of education. Then in order to strengthen and sustain our ideals\nwe can reach out into cooperation with an international band of coworkers\nand so align ourselves with some of the new forces that shall link the na¬\ntions inseparably and overcome the distances that still baffle understanding.\n\nA REDEFINITION OF THE\nOPPORTUNITY\nGEORGE\n\nD.\n\nDIVISION\n\nSTRAYER,\n\nPROFESSOR\n\nOF\n\nSTUDIES,\n\nFIELD\n\nTEACHERS\n\nCOLLEGE,\n\nCONCEPT OF EQUALITY\nIN EDUCATION\n\nOF\n\nEDUCATION\n\nINSTITUTE\n\nCOLUMBIA\n\nOF\n\nAND\n\nDIRECTOR\n\nEDUCATIONAL\n\nUNIVERSITY,\n\nNEW\n\nOF\n\nOF\nTHE\n\nRESEARCH,\n\nYORK,\n\nN. Y.\n\nThe most significant ideal of democracy is that of equality of opportunity.\nWe seek to develop a society in %vhich neither race, nor creed, nor economic\nstatus, nor class, nor caste shall interfere to deny to the individual the\nopportunity to achieve significantly and to live abundantly. We were con¬\ncerned in the early history of our democracy with the guaranteeing of\nequality of political rights for the individual. We soon became conscious of\nthe fact that the right to participate in government did not carry with\nit the realization of the ideal of equality of opportunity. As much as sixty\nyears ago we had come to accept in the United States the idea of free tax\nsupported public education as essential to the realization of the democratic\nideal.\nThe original concept of equality of educational opportunity was based\nprimarily upon the proposal that no one of superior intelligence should be\ndenied the opportunity to continue through elementary and secondary\nschools, through the college and the university. We had a one-track school\nsystem; the road for the capable from the elementary school led straight\nto the secondary school ; for those who could achieve success in the secondary\nschool, opportunity to continue their education wTas provided in the college\nand university. This school system of a generation or more ago was\ndemocratic in that it did not set up barriers that made it impossible for\n\n"}
{"page": 83, "printed_page": null, "text": "General\n\nSessions\n\n79\n\none to pass through the several stages of the school system. It provided,\nas well, in many cases, for free tuition throughout the whole school system.\nBut the scheme was essentially aristocratic in that opportunities were pro¬\nvided for the most part only for those of superior intelligence, and there\nwas a denial of opportunity to those boys and girls who were unfortunate\nenough to live in communities that were not financially able to develop the\ncomplete school system or in which, for other reasons, the provisions of\neducation did not go beyond the elementary school.\nPossibly the most significant factor limiting the opportunity for education\nto American boys and girls, even today, is the lack of financial ability in\nthe particular local area in wdiich they live. We still have children growing\nup in the United States who go to schools that are miserably equipped and\npoorly taught. In many cases the term is short, and the local school system\ndoes not carry them beyond the elementary school level.\nBut we are making progress in achieving our ideal with respect to the\nequalization of opportunity insofar as it is determined\n\nby support. Every¬\n\nwhere men accept the proposal 1 that the “state should insure equal educa¬\ntional facilities to every child within its borders at a uniform effort through¬\nout the state in terms of the burden of taxation ; the tax burden of educa¬\ntion should throughout the state be uniform in relation to tax-paying ability,\nand the provision for schools should be uniform in relation to the educable\npopulation desiring education. Most of the supporters of this proposition,\nhowever, would not preclude any particular community from offering at its\nown expense a particularly rich and costly educational program. They would\ninsist that there be an adequate minimum offered everywhere, the expense\nof which\n\nshould be considered a prior claim on the state’s economic\n\nre¬\n\nsources.”\nIn a number of the states within the period of the past ten years state\nsupport, based upon the measured need of the community for support for\nits school system in relation to the ability of the community to support a\nstate standard program, has been provided by law. This means that large\nsums of money are collected through state taxation on a statewide basis and\nthat these funds are redistributed to the locality in terms of their need and\nof their ability to pay. It may happen that in a given locality the state\nstandard program will require five times as much as will be produced by\nthe tax rate that has been used as a basis for equalizing the burden of sup¬\nport. In this case, the community raises one-fifth of the total amount of\nthe tax rate needed to support the standard program, and the state con¬\ntributes four-fifths of the total amount.\n\nIt is possible to carry out such a program without interfering with local\nselfgovernment. If the basis upon which state support is granted requires a\nlocal tax less than the maximum amount that the community may reason¬\nably or constitutionally levy; then, after support has been provided by\n* Strayd- and Haig.\nFinancing of Education\nmillan Company, New The\nYork, N. Y. 1923.\n\nin the State of New\n\nYork\n\np\n\n173\n\nMac¬\n\n"}
{"page": 84, "printed_page": null, "text": "National\n\n80\n\nEducation\n\nAssociation\n\nlocal contribution and by state support for the maintenance of the standard\nprogram, the community is free to add to this program or to improve it by\ntaxing itself for this expanded school system. It is desirable from the stand¬\npoint of the development of the state's standard program and with proper\nrecognition of the significance of local selfgovernment that communities be\nguaranteed this opportunity for expressing their ideals and for exercising\ntheir initiative.\nWe have, in the United States, an interesting history of national support\nfor education. Through grants of land and of money, the public school\nsystem of the United States west of the Ohio River was established. Free\nhigher education was originally developed upon the basis of national sup¬\nport. In more recent years, special aid for vocational education furnishes\nanother example of a movement to equalize opportunity and to stimulate\nthe states in the development of their programs of education. National sup¬\nport has, for the most part, been accomplished without interfering with the\nrights of the states to control, administer, and supervise their own schools.\nFurther equalization of the support of education in the United States waits\nupon still further support to the states from the national government, for\nin no other manner may we reasonably expect to provide comparable oppor¬\ntunities for education throughout the nation.\nThe\n\nconcept of equality of educational opportunity has grown\n\nthe past few years in another most important direction. We\n\nduring\n\nno longer be¬\n\nlieve that a single-track school system provides equality of educational op¬\nportunity. In our more progressive school systems, the traditional elementary\nschool and senior high school have been replaced by schools which seek\nto provide unique opportunities for boys and girls who vary greatly in their\nability to acquire skill or knowledge, in their power to undertake precise\nthinking, in their capacity for growth in power of appreciation, and in their\nability to do creative work. Instead of the old-fashioned elementary school\nwith a single course of study, we have provided schools in which individual\ninstruction is given, others in which groups are organized with respect to\ntheir general intelligence or special abilities, classes for those who are back¬\nward, delinquent, physically handicapped, and the like. For that part of the\nschool system which was once merely a repetition of the work done in the\nfirst six grades, we have established the junior high school with its broaden¬\ning and finding courses, with its earlier beginnings of mathematics beyond\narithmetic, foreign language, science, and a variety of opportunities in indus¬\ntrial and household arts. For the high school, which was available for only\nthe top ten percent in intelligence, we have provided the comprehensive\nhigh school with multiple curriculums, enroling more than fifty percent of\nall boys and girls of high-school age. We have added to the lower end of\nthe school system the nursery school and kindergarten. At the upper end\nwe have extended the program to include the junior college. We have\nparalleled the work of the high school with the continuation and voca¬\ntional schools. We are beginning to develop a program of adult education\n\n"}
{"page": 85, "printed_page": null, "text": "General\n\nSessions\n81\n\nwhich may prove to be the most significant of all changes in our school\norganization.\nThe recognition of individual differences has been the key to progress.\nWe have sought diligently to adjust our schools to the needs and capacities\nof those who are registered in them. City school systems, small and large,\nhave developed an organization for the study of the problems of curriculum.\nTeachers, supervisors, and superintendents, under\n\nthe direction of well-\n\nequipped specialists, have moved our schools beyond the stage that they oc¬\ncupied when the textbook was the only guide provided for the teacher.\nMore and more certainly courses of study are offering suggestions to\nteachers which will enable them to make significant adjustments to in¬\ndividual needs. Our curriculums are less traditional and more certainly re¬\nlated to the social demands which the schools are organized to meet. The\ninterests, enthusiasms, and creative abilities of children are given a larger\nplace in our modern courses of study.\nHowever, the realization of the ideal of equality of educational opportu¬\nnity will require a reorganization of our public school system in most of the\nstates. The district and township school organization now so commonly\nfound must give way to the larger unit. It is safe to propose that only\nwhen the local school system includes elementary schools and junior and\nsenior high schools is there any reasonable possibility of providing for the\nindividual needs of the pupils living within the area. This complete school\nsystem cannot be organized in a one-room school, nor can it be maintained\nin a township which provides a number of small and incomplete educational\nunits. The variety of opportunity throughout the school system necessary\nfor the significant education of all boys and girls is dependent upon the em¬\nployment of competent teachers working under the stimuli provided by ex¬\npert supervision in school systems organized and administered in such\nmanner as to make possible the adjustment of the school to the needs of\neach boy and girl. The realization of this ideal requires that relatively large\nnumbers of children be brought together in one organization. With the\ncoming\n\nof good roads and rapid transportation by automobile, it is as\n\nreasonable to propose that the country be considered the unit for the or¬\nganization of the school system today as it was to organize that school sys¬\ntem in a district or township fifty years ago.\nOur experiment in democratic education has important implications for\nthe rest of the world. In some regards other democracies have outdistanced\nus. The provision, for example, for support as well as for free tuition, is an\nimportant addition to the concept of equality of educational opportunity.\nThe peoples of other countries propose, without hesitation, that w~e are the\nonly country wealthy enough to seek to provide education for all boys and\ngirls at the secondary level regardless of the degree of intelligence which\nthey possess. They\n\nlook at our secondary school system critically because\n\nthey fear, as do many of our own group, that we will provide less signifi¬\ncant education for boys and girls of superior intellect. On the other hand,\n\n"}
{"page": 86, "printed_page": null, "text": "National\n\n82\n\nEducation\n\nAssociation\n\nthey acknowledge that essentially democratic ideal which would provide\ncontinued education for all along lines from which they may profit and at\nlevels indicated by the varying abilities and capacities of those who make\nup the whole population.\nThe concept of equality of educational opportunity is significant for hu¬\nmanity as well as for the citizens of one democracy. We have to our credit\nthe benefactions of a group of our citizens who have contributed to the de¬\nvelopment of education and to research throughout the 'world. The mis¬\nsionary enterprises supported by our people that have carried schools, col¬\nleges, and medical education throughout the backward countries of the\nworld are a significant contribution to the development of a world of mu¬\ntual goodwill and understanding.\nThere are today in other countries, particularly in Europe, experiments\nunder way which may contribute much to our understanding and apprecia¬\ntion of a democratic school system. We and they, working together, will,\nin the generation which lies ahead, learn more certainly to adjust our schools\nnot only to the capacities and abilities of our pupils, but also to the needs\nof democracy. Let us hope that we may cooperate in increasing measure with\nother peoples in the realization of the democratic ideal; for the welfare of\nhumanity is dependent upon the opportunities for education provided for\nthe people of the whole world.\n\nTHE\n\nINTERNATIONAL POINT OF VIEW AS A VITAL VALUE\nIN EDUCATION— PROGRESS WITH TEACHERS\nFLORENCE\n\nE. ALLEN,\n\nJUDGE\n\nOF THE\n\nCLEVELAND,\n\nSUPREME\n\nCOURT\n\nOF OHIO,\n\nOHIO\n\nSurely the transmutation of ideals into habits of thought and action is the\nmain task of the teacher. The obligation of the teacher through all ages has\nbeen to establish a behaviorism, as it were, for the individual and for the\nrace, and one of the colossal tasks which faces mankind Is the establishment\nof a wholesome behaviorism of some habits of thought and action in the\ngroup with reference to international matters. I am well aware and keenly\nin sympathy with that branch of the movement for world peace which con¬\nstantly stresses the fact that you and I must think peace thoughts ; that we\nmust develop habits of personal amity toward members of other nations.\nThe task of the teacher cannot be solved unless he faces squarely the fact\nthat ultimately wars are made by the acts of governments. The ultimatum .\nwhich was delivered to Serbia by Austria was an act of government. The\nmobilization of Russia was an act of government. When the Kaiser declared\nthe German Empire in a state of war, that was an act of government. When\nBelgium resisted the invasion, that was an act of government.\nOf the greatest value is the building of peace concepts in the individual,\nbut world peace can never be established unless those concepts are written\ninto governmental policy and law. And so I desire to direct the attention of\n\n"}
{"page": 87, "printed_page": null, "text": "General\n\n83\n\nSessions\n\nthis great body to the practical problem which faces the teachers of the\nworld. Here in this country our task should be, perhaps, a trifle easier than\nin other countries because of the fact that here the war power and, there¬\nfore, the peace power has long resided in the legislative branch of the\ngovernment.\nThe American Constitution was the first great written constitution. But\nconstitutions written after that time in Europe are still in force, such as\nthose of Belgium and Italy which give the absolute war power to the execu¬\ntive. Publicists now agree that the placing of the war power in the hands of\nthe representatives of the people instead of in the hands of kings does indeed,\nin the words of Mr. Mason, make for “clogging” instead of facilitating\nwar. This century, therefore, has seen the rise of the idea that the entire\nproblem of war and peace belongs not merely to old men who sit in offices\nand help create the hostilities out of which wars arise, not always deliberately\ndesiring war but too often blundering into war, but that it belongs in the\nfirst instance and always to the representatives of the people who\nburdens of war.\n\nbear the\n\nIn my judgment, the task of the teacher in establishing the international\npoint of view in this country must first be carried out from the standpoint\nthat the war and peace problem in the United States is the people’s problem.\nWhen once the growing boys and girls are taught that the people’s idea is\nto control in international matters, then a large part of the battle in this\ncountry will be won. It was a people’s idea that young people should not\nhave their right to live snuffed out at the will of some monarch; that old\nmen and women should not have their grey hairs sent down in sorrow to the\ngrave because of the ambition of some mighty king. The stressing of this\nAmerican concept, a concept deliberately written into the Constitution of\nthe United States, the change of which was refused upon a vote in the Con¬\nstitutional Convention, cannot too often be stressed in the schools of the\nUnited States.\nNow\n\nwhat is the next task of those whose obligation is to transmute ideals\n\ninto habits of thought and action? What\n\nis their next task with reference to\n\ninternational relations? It is nothing less than this, we have to change the\nentire governmental\n\nconception concerning the making\n\nof war, and that\n\nconception, the old conception, perhaps, never has been better expressed than\nin Machiavelli’s famous discussion of what a prince should be and do.\nA prince should have no care or thought but for war and should apply himself\nexclusively to this as his peculiar province. For war is the sole art looked for in one\nwrho rules and often enables a man to rise to eminence from private station. A\nprince, therefore, ought never to allow his attention to be diverted from warlike\npursuits and should occupy himself with them even more in peace than in war.\n\nThis, of course, is the old world’s conception of an executive and his\nfunction. Then again, Machiavelli says :\n\n"}
{"page": 88, "printed_page": null, "text": "84\n\nNational\n\nEducation\n\nAssociation\n\nHere comes another question, whether it is better to be loved rather than feared,\nor feared rather than loved. It might, perhaps, be answered that we should wish\nto be both, but since love and fear can hardly exist together, if we\ntween them, it is far safer to be feared than to be loved.\n\nmust\n\nchoose be¬\n\nThe old world conception was that the primary duty of government was\nembodied in the executive and that his primary duty was to make war, to\nstudy war, and furthermore, that it was far safer for the executive, that is\nto say the government, to be feared than to be loved.\nAs a matter of fact, the world does change by the force of ideas. Victor\nHugo once said, “The noise of history is caused by silken slippers passing\ndown and wooden sabots climbing up the staircase of time.”\nNo phrase could more succinctly describe the great movements of his¬\ntory. The rise and fall of dynasties, the fine progress of the race. Sometimes\nin our study of history, however, we lose the true music of the spheres by\nthe outward noise of the personal doings of people high in station. Only\nwhen we rise above the level of the earth and look from the standpoint of\nthe ego can we appreciate the great human\nNow,\n\nmovements\n\nat their true value.\n\ngrowing, I suppose, out of this old concept embodied\n\nin our own\n\nConstitution that the war power was a people’s power, there came that other\npeople’s idea that if individual crime can be repressed, if individual lust for\npower can be held in leash by the establishment of law based upon ethical\nconsideration, then the establishment of ethical standards into law between\nthe nations of the earth would be the first prerequisite toward the erection\nand maintenance of world peace. A new note was struck recently in this\nand every other great country by the Pact of Paris.\nOne of the immediate practical tasks of the teachers in transmuting ideals\ninto habits of thought and action is to implant those very ideals of the Paris\nPact solemnly entered into by our country by a vote of eighty-five to one.\nThe Pact of Paris will be found to be a power which makes it distinct from\nthe old-fashioned treaty, hatched in the darkness of the foreign relations’\noffices. It promises to gather about it the atmosphere w7hich has been taken\non by the Magna\n\nCarta and the Declaration of Independence.\n\nmerely the wTork of statesmen, filed in secret archives, known\nand diplomats, to be announced\n\nIt w7as not\n\nonly to rulers\n\n“after the event” to the confusion of the\n\nvery people involved. It is a people’s treaty and may truly be called the vox\n\npopuli , an open covenant,\n\nopenly arrived at.\n\nNow what was the achievement of the Pact of Paris? It is very little\nrecognized. It should be taught in every grade, high school, and college in\nthe United States. The Pact of Paris should hang upon our walls with the\nDeclaration of Independence, because it writes for the first time in history\nnew international law, and begins to declare independence against war itself.\nArticle I. The high contracting parties solemnly declare in the names of their\nrespective peoples that they condemn recourse to war for the solution of international\ncontroversies and renounce it as an instrument of national policy in their relations\nwith one another.\n\n"}
{"page": 89, "printed_page": null, "text": "General\n\nSessions\n85\n\nArticle II. The high contracting parties agree that the settlement or solution of\nall disputes 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.\n\nWithout\n\nadverting to the colossal and terrific burden of war, I desire for\n\na moment, from my standpoint as a lawyer, to indicate to you what, in my\njudgment, is the amazing achievement of the Pact of Paris.\nIt enacted a new law for each of the signatory powers. It cut away the\nright which nations have hitherto had under international law to resort to\nwar not in self-defense, only, by no means, but for any cause. I could bring\nyou quotations from twenty-five international law texts proving that the\nright to make war for any purpose has been since the up-growth\n\nof nations\n\nthe prerogative of the sovereign, either expressly admitted or tacitly recog¬\nnized by every writer on international law as it actually exists. Historians\nwill say that the multilateral treaty was epoch-making because it wrote\ninternational law in a field theretofore neglected by international law and\nin what surely is the most important field of international relations. The\nmultilateral treaty changes the status of the war power in every foreign\noffice of the signatory powers. It automatically changes every textbook on\ninternational law. Where the consensus of the authorities formerly was, as\nHall says, that “international law has consequently no alternative but to\naccept war, independently of the justice of its origin, as a relation which the\nparties to it may set up if they choose/' now all international law textbooks\nhave to add, “but the great powers have now, in the Pact of Paris, solemnly\nrenounced this right and covenanted to seek the solution of every contro¬\nversy of whatever kind or origin only by pacific means.\"\nWhy do I say that the task of our age is to implant and vitalize this\ntreaty? I say it because a great and distinguished representative of our de¬\nfense forces, coming back from England, stated that we had to have a certain\nnumber of vessels in order to make war upon Japan, because we would have\nto travel twice as far to attack Japan as she to attack us, thereby indicating\nthat that treaty was partially, at least, written with the idea that America\nhas not renounced her sovereign right to make war along with the other\nnations of the world, but that she intends to be armed so that she cannot\nonly defend but attack.\nIf once during the London Conference America had said, “We meant\nthe thing that we wrote in the Pact of Paris; we meant the things that\nPresident Hoover said when he said ‘No' to the National Congress; it is\nlaw for us ; when you, England, propose to abolish the battleship, we accept\nyour offer,\" is there any doubt but what\nhave been advanced one hundred years?\n\nthe cause of disarmament\n\nwould\n\nIn addition to emphasis upon the fact that in this country the war power\nlies with the people and that we nullify our obligation and fail to perform\nour civic duty unless we cooperate with the President in shaping our foreign\npolicies, in addition to the fact that we have to vitalize the Pact of Paris and\n\n"}
{"page": 90, "printed_page": null, "text": "National\n\n86\n\nEducation\n\nAssociation\n\nmake it the basis of all future negotiations, we have to bear in mind that\nwithout the support of the people, without the support of the electors, great\nmeasures in international law will fail in this or any other country.\nThe project No. 30 was submitted at the request of the Governing Board\nof the Pan-American Union to the International Commission of Jurists and\nwas meant to be submitted at the great Pan-American Conference at Havana.\nIt was drafted by a Commission headed by James Brown Scott, one of the\ngreatest thinkers on international law. This project No. 30 went very far in\nestablishing law with teeth in it for international relations. The law has\nalways been between you and me that if I steal your watch, I get no title to\nthat watch. If I sell your watch to John Jones for $30 and you find that\nJohn Jones has your watch, you can go and take your watch from him be¬\ncause a thief can have no title to property that he steals. The law has always\nbeen with reference to stealing between nations that the nation which con¬\nquers and subjugates another territory gets title to that territory. In this\ngreat Project No. 30 the thinkers on international law of this hemisphere\nproposed that we change that rule of international law to accord with sound\nethics in every other sphere. This was the project : The American Republics\nprovided that in the future territorial acquisitions obtained by means of war\nor under the menace of war, or in the presence of armed force, to the detri¬\nment of any American Republic, shall not be lawful, and that consequently\nterritorial acquisitions effected in the future by these means cannot be invoked\nas conferring title and that those obtained in the future by such means shall\nbe considered null in fact and in law.\nIt was a wonderful proposal. It was a proposal that deserved the support\nof the entire American nation. But somewhere on the way to Havana it was\nplaced in a pigeon hole and never presented, and when I asked one of the\nmost distinguished men who works in the Pan-American Union whether that\nproject would not have been presented at Havana if America had wanted it\npassed, he said, “Certainly it would have been because every Central and\nSouth American Republic, of course, would accede to that proposal.”\nThe lesson of that happening is that in this country progressive and sub¬\nstantial advance will not be made in establishing world peace upon the\nsound basis of the erection and maintenance of law by the governments\nunless the people of the country know what projects are proposed and put\ntheir strength behind them. So that when the thing comes into the Senate\nof the United States, or when the proposal is made that it be pigeon-holed,\nthe man who has it in charge will feel as one of our distinguished Senators\nfelt with reference to the Kellogg Pact, that while it was a foolish piece of\nbusiness, he dared not vote against it because if he did he would\n\nbe hanged\n\nin effigy on every street corner in Missouri.\nThis whole question is the serious task of the teachers of the world.\nWhen\n\nthe teachers of the world teach the practical relationships of the peace\n\nproblem and the meaning of the great progress made\n\nin international law,\n\n"}
{"page": 91, "printed_page": null, "text": "General\n\nSessions\n87\n\nthen the peoples of the countries will demand that their governments abide\nby the covenants into which we have entered. When that time comes, when\nwe abide by this covenant, then we shall begin to build a world community\nin which there shall be no situation in which the rules of right shall not\ngovern, in which there shall be no group so powerful that it shall be above\nthe moral law.\nTHE\nW.\n\nJ. HALE,\n\nHANDICAPS\n\nPRESIDENT,\n\nOF\n\nAGRICULTURAL\nNASHVILLE,\n\nLIMITATION\nAND\n\nINDUSTRIAL\n\nSTATE\n\nCOLLEGE,\n\nTENN.\n\nI am now engaged in what I call the third of man’s basic problems. I am\ntrying to live for somebody — my family, my race, my state, my country —\nhumanity.\nA man’s opinions are a reflex of his experiences. My personal experience\nmay have something to do with my interest in handicaps and limitations —\nand the belief that the world is growing better.\nMan’s first problem is to live; his next problem is to live with somebody;\nhis third problem is to live for somebody.\nCivilization is a matter of peaceful and mutually helpful contacts. Educa¬\ntion is promoting civilization. The\n\nbest thought of the past said “live and\n\nlet live” ; today we say “live and help others to live.”\nThe more clearly we think, the more wisely we\n\nact. Limited\n\nthought\n\nmeans handicapped action. Wise men have always known the value of wis¬\ndom and rich men have always known the power of wealth. The tragic and\nbloody revolutions of history have come because the rich had little wisdom\nand the wise had little wealth. But in our day we see wisdom\n\nand wealth\n\nuniting for human betterment. Leisure and learning are seeking each other’s\ncompany. Limitation no longer strangles endeavor.\nWealth is removing the handicaps of poverty, and wisdom is fixing the\nlimitations- of wealth. Carnegie and Rockefeller, Duke and Rosenwald are\nbut the harbingers of a glorious dawn. The limited vision of the past has\nhandicapped man’s progress towards that ideal of the ages — peace on earth\nand goodwill among men.\nLet us take stock of handicaps that are being removed.\nWork\n\nis no longer a penalty but a privilege, and aimless leisure is no\n\nlonger a privilege to be coveted but a danger to be avoided. Machinery\n\nis\n\nkilling drudgery. Electricity enables a person to command by his own ef¬\nforts, comforts and conveniences that ten thousand slaves could not bring\nto the tyrants of the past. Conditions of labor are improving. But we have\nthe problems of unemployment. The dispositions of men are growing kinder\nand more liberal though life is more complex and difficult. Education is our\nhope.\nThe National Industrial Conference Board has done well in setting for\nitself the task of inquiring into the nature and extent of the maladjustments\n\n"}
{"page": 92, "printed_page": null, "text": "88\n\nNational\n\nEducation\n\nAssociation\n\nbetween industry and the public school system. Not that preparation for\nindustry is to be the sole or even chief aim of public education, but that\ninsofar as all boys and girls are expected to have some part in the work of\nthe world, they should be looking toward the particular occupation in which\nthey are fitted to give their best.\nWith the growing complexity of industrial life, this becomes increasingly\ndifficult, especially when further complicated by the social factors which\nenter into every child’s future, not to mention\nwhich defy forecasting.\n\nthe effects of environment\n\nAs has been aptly said : “Wisdom lies in the masterful administration of\nthe unforeseen.’’ Happily, the researches of science have made it possible to\nknow more and more of the future that is in the child itself rather than in\nits stars. Vocational guidance to which increasing attention is now given by\nthe schools is a step in the direction of the adjustment which the National\nIndustrial Conference Board is seeking.\nEach man has a right to work. Lowell says: “No man is born into the\nworld whose work is not born with him.’’ Work is man’s greatest blessing,\nfor the worst material misfortune of life is to be out of work. We are living\nin a new age, the “machine age,” an age of science and discoveries. The\nindustrial revolution has affected our domestic, social, intellectual, political,\nand economic life. One man with a machine is now doing the work that less\nthan a quarter of a century ago required fifty men. These machines are and\nmust be operated by trained laborers. Are the nations’ citizens of today being\ntrained to meet the new demands? Are the twenty million young people\nhoused in our schools being properly prepared to meet the difficulties of our\nindustrial, social, and economic life?\nSociety today throws out this question for study: Is youth being trained\nto meet the needs of a changing civilization? This is a challenge to the far¬\nsighted statesmen and frontier thinkers of nations today. The school is the\nonly conscious agency employed by society to give the youth of a people ex¬\nperience in wholesome living of the most economical sort. Man must be\ntrained to meet the changes about him and adjust himself to changing con¬\nditions. The effectiveness of any nation rises or falls with the competency\nof its citizens, and no individual, race, or people, lacking proper training,\ncan hold its own in the battle of life.\nThe emergencies created by the World War of 1914, brought many\nnations face to face with the neglect of proper training in the mechanical\narts of its men and, as a result, they failed to meet the definite demands\nlife with efficiency. Again, education must answer.\nHealth — Modern\n\nmedicine\n\nhas placed about the humblest\n\nhomes\n\nof\n\ndefenses\n\nagainst disease and suffering that kings’ palaces knew not of a hundred years\nago. Yet we have diphtheria, smallpox, and typhoid. We have the knowl¬\nedge. Why do we not banish for all these preventable diseases?\nSince the germs of disease are dreadfully shy of intelligence, sanitation,\nthe public health physician and nurse, the hospital and the full dinner pail,\n\n"}
{"page": 93, "printed_page": null, "text": "General\n\n89\n\nSessions\n\nand, since the germs of disease are comfortably at home with ignorance and\nsuperstition, dark corners, unsanitary homes and communities, would it not\nbe good business to double, or even quadruple the amount being spent on\neducation, sanitation, and public health services, thereby saving millions\nannually from economic loss? Why limit this service to sections or groups?\nAgain, education must answer.\nEconomics — Economics\n\nis one of the oldest and most\n\ntroublesome\n\nprob¬\n\nlems of human contact. When everybody has enough to eat, and everybody\nis satisfied with enough, the ultimate goal of civilization will be reached.\nEconomics has become a college major but we still have millionaires and\npaupers. Why?\nThe knowledge that, regardless of one’s aptitudes, one’s achievement\nmust be made in certain restricted areas of human activity tends to deaden\none’s aspirations and to paralyze one’s initiative. Why should one with a\nnatural aptitude for mechanics aspire to be technically trained in mechanics,\nif he knows that the reward is to be a position as an unskilled laborer?\nThe\n\nchief handicap of limitation is the development\n\nof an attitude of\n\ncynicism, which results from denying man an opportunity to develop within\nthe range of his capacities.\nIntellectual advancement seems a positive fact, and yet intolerance and\nprejudice are active and dangerous factors of our religious and racial life.\nIt is said that the Sherman mob was led by college youths under twenty-five.\nWhy? Civilization must mark time till education answers!\nThe\n\ndeepest tragedy of civilization is the attitude of the average mind\n\ntowards new or unfamiliar truth. Ignorance scents danger in novelty. Edu¬\ncation is the only remedy. Education means widening horizons. The point\nof view is vital. The radii of our circles of interest grow longer and longer\nas the field nf our vision extends. Intercourse means interdependence. Psy¬\nchology breeds as many contagions as pathology. Thought is dynamic. Ideas\nare explosive. The brotherhood of man comprehends the sisterhood of\nwoman. International exploitation is no safer foundation for peace and pros¬\nperity than intranational oppression. There is but one species of man, only\none human family, and human welfare is the only legitimate goal of educa¬\ntion, the only safe foundation for human endeavor. Intelligence must guide\nour intentions and love of truth must warm our enthusiasm. Only then will\nman formulate a creed that will control conduct and establish a government\nthat will do justice. In the last analysis, the benefits of civilization are for\nall or for none. .\nHow long will men continue to defeat themselves by seeking to limit\nothers? How long will men continue to destroy their own ideals by seeking\nto deny opportunity to others?\nCrime and immorality are the great handicaps of our civilization. These\nhandicaps arise from the limitations we have set upon our ethical and eco¬\nnomic thinking. As long as men evade the Golden Rule so long will they\nmiss the pearl of great price.\n\n"}
{"page": 94, "printed_page": null, "text": "90\n\nNational\n\nEducation\n\nAssociation\n\nLimitation is a form of suppressing truth, and suppressed truth is always\ndangerous. It is firing a boiler without a safety valve. An explosion is always\nin the offing.\nOne of the great difficulties of the age is to be found in the narrowness of\nthe perspective of people. Our world is too small. Our provincialism limits\nour vision. Narrowness makes us mean. Breadth of opinion, world outlook,\nand internationalism break down prejudice, race barriers, and limited grasp.\nFor us to lay claims on education, there must be an international outlook\nwhich links men with men, country with country, and nation with nation.\nIn all of this there is a plan of culture which links men into a brotherhood.\nIn speaking of handicaps and limitations being modified, in no section of\nthe whole country is the matter being worked out in a greater degree than in\nthe south. The south is now passing through both an economic and an\nintellectual renaissance.\nPioneer voices have cried in the wilderness for fair play to avail, such men\nas the late Dr. Wallace Buttrick; Dr. J. H. Dillard of the Jeannes Fund;\nCommissioner of Education P. L. Harned and Superintendent R. L. Jones\nof Tennessee;\n\nMr.\n\nS. L. Smith of the Rosenwald\n\nPayne of George Peabody College; Dr. Edwin\nvancing\n\nFund;\n\nMims,\n\nDr. Bruce R.\n\nauthor of The Ad¬\n\nSouth ; and others.\n\nA new day is dawning in the south. Coming\nEdwin Mims in The Advancing South that\n\ntrue is the prophecy of Dr.\n\nIf to the sentiment, the chivalry, and the hospitality that have characterized the\nSouthern people shall be added the intellectual keenness, the spiritual sensitiveness,\nand the enlarged freedom of the modern world, the time is not far off when scholar¬\nship, literature, and art shall follow, and when all things that make for the intel¬\nlectual and spiritual emancipation of men shall find their home under Southern skies.\n\nBoth individual men and organizations are daring to think in world terms\nof social and civic wellbeing. Instead of being content with merely pano¬\nramic views of problems and principles, they have begun to get airplane\nviews of the situations and from above see the picture of humanity as a\nwhole. An ever increasing number of men and women representing the\ncommon herd and the finest blood of the artistocratic south is subscribing\nwholeheartedly to the philosophy that “no man is educated until the last\nman is educated; no man is free, until all men are free.”\nLet us, then, cultivate an enthusiasm for the attainable and be patient but\npersistent. The limitations of prejudice will surely yield to reason. The\nhandicaps of race, religion, and social position will disappear.\nThe world is growing better and the Golden Age is before us, not behind\nus. In the midst of world civilization is a little child. Take wise and loving\ncare of that child and all human interests are safe ; neglect that child and all\nhuman\n\ninterests are endangered.\n\n"}
{"page": 95, "printed_page": null, "text": "General\n\nSessions\n91\n\nEDUCATION\nWALTER\nTION\n\nR. SIDERS,\n\nFIELD\n\nASSOCIATIONS\n\nEDUCATION\n\nFOR\n\nWORLD\n\nREPRESENTATIVE,\n\nAND\n\nASSOCIATION,\n\nIMPROVEMENT\nWORLD\n\nCHAIRMAN,\n\nBOARD\n\nWASHINGTON,\n\nD. C.\n\nFEDERATION\nOF\n\nTRUSTEES,\n\nOF\n\nEDUCA¬\n\nNATIONAL\n\nWorld education rests upon the assumption that all peoples are intelligent\nand susceptible to education. Those who deny the universal distribution of\nintelligence must know that heredity contributes but 75 percent to 80 percent\nof our physical and psychical characteristics. This leaves a margin of from\n20 percent to 25 percent of improvement\nment.\nCareful experimentation\n\nof intelligence through environ¬\n\nhas established beyond doubt that intelligence\n\nis improved more rapidly under a favorable environment. We may confi¬\ndently hope to uplift the most backward people by the improvement of their\nsurroundings, by making the sciences and the arts of civilized life accessible\nto them.\nThe resources of the earth are sufficient to keep every creature in com¬\nfort. When we make the sciences and the arts of civilization the common\nproperty of all mankind, there will be throughout the whole earth such a\nconquest of environment as will provide food, clothing, shelter, and other\nfundamental necessities.\nA civilization may be measured in its attitude toward other people, in the\nservice it renders to humanity. In extending help to other peoples, we should\nnot attempt to make them patterns of ourselves. We should develop their\nown genius by helping them to help themselves. Compliance with external\nforms will not affect the desired result. Teaching a man to wear a straw\nhat in place of a turban does not change his heart, his mind, or his thinking.\nWe can increase the production capacity of all persons through education.\nThe vital wealth of the people of this country is five times the material\nwealth. Increase in education will increase that multiple. There are people\nin the world whose vital wealth is barely equal to their material wealth.\nThey consume as fast as they produce. People who can produce goods be¬\nyond their daily needs are increasing wealth. Two generations ago it took\nthree persons raising food to keep one man in the factory. Now\nof the population can raise more food than we need.\nWorld\n\neducation demands\n\none-third\n\nan altruistic attitude of equal rights to all men,\n\nof appreciation for all men, and such a disposition of wealth and social struc¬\nture as will create equality of opportunity for all men of the world.\nThe most immediate problem for world improvement\npeople in a collective capacity the same\n\nis to attain for the\n\nmoral, ethical, and spiritual plane\n\nas is required for the individual. Murder\n\nis wrong. War\n\nis permissable.\nThey should be equally condemned. It is wrong to steal, but apparently not\nwrong for a nation to acquire oil wells and desirable bits of territory through\nacquisition.\n\n"}
{"page": 96, "printed_page": null, "text": "92\n\nNational\n\nEducation\n\nAssociation\n\nDante wrote, “Give the people light and they will find the way.” There\nis a sufficiently large number of intelligent people in every race and clime\nto understand, to appreciate, and to lay hold of the work of modern civiliza¬\ntion. Witness the remarkable progress made by the Japanese. Witness what\nhas been accomplished in the Philippines in a generation. The more intelli¬\ngent persons in every race can grasp what the<world has to teach. They will\nact as leaven to those of their surroundings. Learning can be lifted up to\nbecome a beacon light for all the dark places of the earth. World\nment can be accomplished through universal education.\n\nVICTOR\n\nM.\n\nTHE\n\nSCHOOLS\n\nAITKEN,\n\nPUNAHOU\n\nimprove¬\n\nOF HAWAII\nSCHOOL,\n\nHONOLULU,\n\nT. H.\n\nI bring you greetings from twenty representatives from Hawaii to the\nNational Education Association. It is our pleasure to represent at this con¬\nvention 3000 teachers of the Territory of Hawaii.\nI have been asked to give a short talk on the schools of Hawaii. To better\nappreciate the educational system of this distant territory of the United\nStates, come with me for a brief visit to the “Paradise of the Pacific.”\nBoarding a passenger liner at Vancouver, British Columbia, Seattle,\nPortland, San Francisco or Los Angeles, we sail south and west 2200 miles.\nAfter six days at sea we sight stately Diamond Head, the extinct volcano\nwhich rises from the sea to guard the entrance to Honolulu Harbor.\nAs our ship enters the Harbor, we are first greeted by bronze-skinned\nHawaiian diving boys, who swim like fish and perform miraculous feats in\nthe water. Upon docking we are received by the Royal Hawaiian Band and\npretty flower girls who bedeck us with garlands of beautiful flowers.\nNow for just a bit of Hawaiian History. The Hawaiian Islands were\nfirst discovered by Captain Cook, famous British explorer and navigator, in\n1778. In 1820 the first American missionaries arrived from New England\nby sailing vessel. In the year 1891 the reigning Hawaiian Queen Liliuokalani was deposed in the bloodless revolution and the Republic of Hawaii\nestablished in 1894. Four years later American annexation was secured and\nH awaii thus became a full-fledged Territory of the United States.\nThe people of Hawaii, justly, we feel, resent being called a “Colony” or\n“Possession.” Some day, we hope Hawaii will take her place among the\nstates of the Union. I was interested in what the gentleman from Alaska\nhad to say yesterday about that very same topic. Now we are very touchy\non that subject and if you wish to remain in the good graces of the people\nfrom Hawaii do not insinuate that we are merely a possession. We are a fullfledged territory of these United States.\nThe native Hawaiians are distinctly Polynesian and are considered to\n\nhave been the highest type of the world’s primitive races. They are as a\nrule splendidly developed physically; tall, bronze-skinned, friendly and\n\n"}
{"page": 97, "printed_page": null, "text": "General\n\n93\n\nSessions\n\nhappy in their land of sunshine, flowers, tropical verdure, and a thousand\nrainbows.\nThere are six islands of importance in the group. Inasmuch as they are\nlocated entirely within the tropics, these islands are indebted to the trade\nwinds, which insure them a wonderful climate which never goes over 88\ndegrees and rarely below 56 degrees. They are also indebted to these trade\nwinds for rain. Inasmuch as the Islands rise from the sea, in some places\nquite abruptly, and the trade winds striking against the mountains cause the\nwinds to lose their moisture, we have plenty of rainfall for agricultural\npurposes.\nThe chief industries of Hawaii\ntrade. The\n\nare sugar cane, pineapple, and the tourist\n\nprincipal cities of the Territory are Honolulu,\n\nlocated on the\n\nIsland of Oahu, and having a population of 138,000, and the city of Hilo\non the big island, the Island of Hawaii, having approximately 15,000 people.\nYou would be interested to know that a day or so ago as I was coming along\nthe strefet wearing this lei, an educator stopped me and said, “O, so you are\nfrom Hay-waii ?”\nI said, “Yes, I am from Hawe^T\nHe said, “Now tell me, have you any automobiles in Hawaii?”\nI said, “Certainly. We have, I believe, in the city of Honolulu 35,000\nautomobiles on our last registration. So we really have motor cars on the\nIsland.”\nThere are approximately 360,000 people in the territory. Of this number\nabout 25,000 are Hawaiians, 40,000 Caucasians, 130,000 Japanese, 63,000\nFilipinos and 25,000 Chinese. Japanese and Filipino laborers are employed\nalmost exclusively on the extensive pineapple and sugar cane plantations.\nThe balance, to make up the total is composed of mixed races.\nLast year, Hawaii paid, I believe, more in federal taxes than fourteen\nof the states. This gives you some idea of the wealth of the territory.\nOn our sight-seeing trip, we would, of course, visit the sugar cane, pine¬\napple, and banana plantations. We would swim and surf at Waikiki and\nother beaches of Oahu. We would visit the largest extinct volcano in the\nworld, Haeakala on the Island of Maui. We would exclaim over the beauties\nof Waimea Canyon and the Barking Sands of Kauai. We would marvel at\nthe lava tubes and fern forests of the Hawaiian National Park on the\nIsland of Hawaii and stand in awe\non the Island of Hawaii.\n\nat the crater of Kilanea Volcano, also\n\nAnd now for the schools of Hawaii. With the exception of the cities of\nHonolulu and Hilo the people of the Islands live largely in small towns or\nvillages and children come to centrally located high schools and grammar\nschools in auto buses as the roads of the Territory are well developed.\nThe\n\nschools of Hawaii\n\nare well organized from the standpoint of cur¬\n\nriculum and teaching methods. Teachers are well trained and are all grad¬\nuates of a recognized normal school or hold the equivalent of an A. B.\ndegree from the University of Hawaii\n\nor some mainland\n\ncollege or univer-\n\n"}
{"page": 98, "printed_page": null, "text": "94\n\nNational\n\nsity. Teachers come\n\nEducation\n\nAssociation\n\nchiefly at the present time from the territorial Normal\n\nSchool and the University of Hawaii and they are, of course, representative\nof the racial groups that I mentioned a few moments ago. In the main they\nare progressive, keen, and alert. The many problems of education in the\nIslands are being worked out by practical, scientific methods in keeping with\nthe best ideals of progressive education.\nIndustrial and vocational education is well taken care of under the\nSmith-Hughes plan. A department of home economics supplies school lunch¬\neons in most of the schools with student help under skilful supervision of\nteachers.\nThe\n\nschools of Hawaii\n\nare very progressive in the matter\n\nof dental\n\nhygiene. Dental clinics have been established under the direction of twentyfive graduates of the dental course of the Territorial Teachers College.\nThirty-six thousand children were treated last year at the various dental\nclinics. School nurses guard the health of the children. Rest periods and the\nserving of milk and cod liver oil to underweight children are part of the\nprogram to promote better health in the territorial schools.\nAn experimental school has been set up in Honolulu to assist in curri¬\nculum construction, to carry on experimentation in materials and text¬\nbooks, and to serve as an observation school for teachers and principals.\nThere are few problems of Americanization in the schools of Hawaii.\nRegardless of racial descent, the children are American in the true sense of\nthe word. English is, of course, spoken in all of the schools. Patriotism,\nlove of our flag, and American ideals are everywhere evident. The young¬\nsters of Hawaii are proud of their American citizenship.\nIn addition to the 187 public schools of Hawaii, there are several private\nschools — three, St. Louis Preparatory School, Kamehameka\n\nSchool for Boys\n\nand Girls, and Punahou Academy are the best known. You will be inter¬\nested to know that in the early history of the Pacific Coast regions and\nbefore the establishment of good secondary schools in Oregon, Washington,\nand California, many children were sent to the private schools of Hawaii\nrather than have them make the long trip to eastern preparatory schools.\nPuanahou Academy has for over 80 years prepared boys and girls for main¬\nland colleges and universities.\nWe have been assured by Dr. Thomas, president of the World Federa¬\ntion of Education Associations, that the regional conference of the World\nFederation will be held in Honolulu during the summer of 1932. Let me\nextend to all of you a most cordial invitation to visit Hawaii during the\ntime of the convention. I assure you that you will be received with true\nHawaiian hospitality.\nMark Twain, returning in memory to Hawaii, the one land in all the\nworld that had an abiding heart appeal for him, wrote: “For me, its balmy\nairs are always blowing, its summer seas flashing in the sun ; the pulsing of\nits surf beats in my ear; I can see its garlanded crags; in my nostrils lives\nthe breath of flowers that perished twenty years ago ! Aloha ! Aloha ! Aloha\nnui, Nui!”\n\n"}
{"page": 99, "printed_page": null, "text": "General\n\nTHE\n\nART\n\nOF LIVING\n\nELIZABETH\n\nHALL,\n\nSessions\n\nAS A VITAL\n\nASSISTANT\n\nVALUE\n\nSUPERINTENDENT\n\nMINNEAPOLIS,\n\n95\n\nIN EDUCATION\nOF\n\nSCHOOLS,\n\nMINN.\n\nTraining in the art of living is not to be found among the required\ncourses in normal schools and colleges of education but those of us who\nhave been teaching for many years often wish it were. Certainly, acquiring\nskill in living is an art which a teacher should consider fundamental to his\npreparation for teaching. One may go further and say that those who have\nno aptitude for this art ought never to enter the teaching profession. The\nartist in teaching must first be an artist in living.\nAs one can only acquire the art of living by living, it is evident that the\nstudent who is preparing for teaching must have broad opportunities for\nparticipating in varied activities approximating, at least, life situations. The\nteacher must plan his life so that it will include wide and significant ex¬\nperiences. All too often, a teacher with rare capacities for living has allowed\na professional wall to cloister his life, both mental and material.\nI am sure that parents wish their children’s closest adult associates out¬\nside the home to be wise with the wisdom which cannot come from books\nalone. I am also sure that the teacher who leaves the most lasting impres¬\nsion upon individual pupils is a real person who has lived among them and\nbeen one of them.\nThe changing character of our schools as they are being molded by the\npressure of modern psychology and philosophy into truly socialized groups\nhas greatly multiplied the opportunities for wider and more complete living\nfor both teacher and pupil. And it is well that this is so for boys and girls\nof today who tomorrow must face grave and perplexing problems surely\nneed the steadying and strengthening companionship of men and women\nwho have experienced the joys and sorrows of our common lot; who have\nlearned how to make friends and how to be a friend ; who have made them¬\nselves adaptable enough to conform to changing social conditions and cus¬\ntoms without abandoning spiritual values ; who have had the courage to\nadventure forth among new people and new ideas and make them a part\nof themselves; who have developed a sane and serene philosophy of life\nby facing life’s problems with fortitude and faith ; and who have a deep\nrooted desire to invest their time and their abilities in an enterprise of\nservice.\nThe\n\nmother\n\nwho\n\ntakes her little child to the kindergarten for the first\n\ntime and the father who\n\nenters his son in college or university are both\n\nseeking those normal men and women teachers who enjoy the companion¬\nship of children and who respect the personality of each boy and each girl\nwho is brought by the law of the land into the various relationships of\nschool life.\n\nPerhaps the young teacher may think that I am describing an artist in\nliving who is as rare as great artists in other fields of human endeavor. I\n\n"}
{"page": 100, "printed_page": null, "text": "96\n\nNational\n\nEducation\n\nAssociation\n\ncan only say that I have known so many teachers who can justly be rated\nas artists that I am impelled to the belief that there is something dynami¬\ncally inherent in the relationship between teacher and pupil which comes out\nin terms of power in the teacher ; there are potentialities in the vital con¬\ntacts between youth and the adult with faith in youth which stimulates\ngrowth in both. Furthermore, in the organization of the presentday school,\nthe freedom of the individual to make his own contribution in his own way,\nand the attitude of respect and appreciation with which the contribution is\nreceived by the teacher, encourages the child to show his real self, to bring\nout his gifts. He becomes a real personality and, as such, he is an interest¬\ning companion in the all absorbing enterprise of trying to find a northwest\npassage to the intellectual world and the pot of gold at the end of the rain¬\nbow, both adventures worthy of their modern heroes Lindbergh and Byrd.\nBut I would leave these generalities, attractive as generalities always are,\nand come to the practical aspects of an attempt to discuss briefly the art of\nliving as a vital value in education.\nThe organization of a classroom into an effective cooperative group,\nworking and learning together under the direction and guidance of a\nteacher, requires technical skill of a high order. The teacher must have the\nability to diagnose the difficulties as well as the strength of each pupil and\nto set up a program of teaching which will meet these needs.\nThere must be a recognition of the relative importance of the teaching\nprocess and the learning process. The latter is the more important and\nshould be given full consideration. It is not only a vital factor in securing\nworthwhile results in school subjects but in the determination of conduct.\nThus teaching problems and behavior problems are often closely related.\nI would like to mention specifically a related group of skills and abilities\nwhich must be acquired by the teacher however skilful and well-trained\nin school procedures and technics he may be, that is, if he accepts, as I am\nconfident he will, the thesis that freedom of thought and of conviction are\nnecessary to the full development of the child.\n1. The open-mindedness which makes learning from others and from books a joy¬\nful experience and not a major operation.\n2. A willingness to face facts and definite situations even when\nadjustments\n\nthey make\n\ndifficult\n\nimperative.\n\n3. Freedom\n\nfrom the benumbing\n\nand belittling effects of stubborness, false pride,\n\nand prejudice.\n4. Tolerance\n\nwhich\n\nis not merely\n\nan intellectual accomplishment\n\nbut a practical\n\napplication to daily problems. Respect for the opinions of others, not a merely\ncourteous deference, but the ability to listen and to understand the opinions of others\neven when\n\nthey are opposed to one’s own.\n\n5. Honesty in evaluating one’s own conduct and, hardest of all, one’s motives; an\nexercise which will place one in the right attitude toward others, especially those\nwho are younger and less experienced.\n6. Imagination which enables one to get the other’s point of view, to understand\nhis urges. In short, to put one’s self in the place of another, not as a religious duty\nbut with the anticipation of the traveler in a new land.\n\n"}
{"page": 101, "printed_page": null, "text": "General\n\nSessions\n97\n\nThere is nothing mysterious in the method by which these skills, traits\nof character, if you will, are acquired. They come just as other skills come,\nby intelligent practise. As a personal possession, they are well worth attain¬\ning. They mark the discerning and judicial people of the earth who are\nleaders because they can influence the actions of others.\nAs a part of teaching equipment, they rank second to none, in my estima¬\ntion. To no other characteristics in a teacher do children respond more\nreadily and more positively than to these.\nIndeed, their greatest value lies in the fact that these are the traits which\nmust characterize the children of the coming years if they are to be able\nto face their problems squarely, think them through, make wise decisions,\nand think and act tolerantly in their dealings.\nWhat we wTish to have in the nation we must first have in the public\nschools. When boys and girls accept responsibility for school business and\nbehavior through their class and school organizations; when they are learn¬\ning, day after day, to work together in cooperative groups, to participate\ngoodnaturedly in free discussions, to evaluate one another’s work impar¬\ntially and impersonally, to test the accuracy and validity of statements made\nin class or found in books, to compete with themselves rather than always\nwith others, to appreciate and to esteem the heritage of the classmate born\nin some distant land, and to rejoice wholeheartedly in another’s success;\nthen they are becoming open-minded, honest, tolerant, freer from narrow¬\nness and prejudice. Through constant and purposeful practise they are estab¬\nlishing habits of thought and response which will surely serve them well\nin the days to come.\nIs not each child in America entitled to an efficient teacher who is an\nartist in living? One like the schoolmaster George William\nin Pme and I so long ago.\n\nCurtis described\n\nMy grandmother sent me to school but I looked at the master, and saw that he\nwas a smooth round ferule, or an improper noun, or a vulgar fraction, and refused\nto obey him. Or he was a piece of string, a- rag, a willow wand, and I had a con¬\ntemptuous pity. But one was a well of cool, deep water, and looking suddenly in,\none day, I saw the stars.\n\nTHUMB\nM.\n\nOne\n\nG. CLARK,\n\nSUPERINTENDENT\n\nPRINTS\nOF\n\nSCHOOLS,\n\nSIOUX\n\nCITY,\n\nIOWA\n\nof the most striking features of the recent education convention at\n\nAtlantic City w^as the scene in the spectacular pageant typifying the menace\nof our developing machine age. In the center of an immense stage stood a\ngigantic iron man who directed writh the clank of iron hands and the flash\nof fire-lit eyes the movements of some hundreds of small human machines.\nThe actors were costumed to represent parts of machinery. Their cog¬\nwheel helmets represented the machine control of mental abilities. The\nmechanized legs, arms, and bodies represented the control of physical hu¬\nman life. In their machine dance, in obedience to the direction of the iron\n\n"}
{"page": 102, "printed_page": null, "text": "National\n\n98\n\nEducation\n\nAssociation\n\ncommander, these small human machines all performed in rhythmic ma¬\nchine movements. The cog-helmeted heads moved up and down or sidewise\nat the dictation of the raised or lowered hand. The mass-controled arms\nand legs extended and contracted in obedience to the same controls. With it\nall there was to be heard the clatter and the. rumble of a mass of machinery\nin the factory setting that gave emphasis to the thought of the pageant.\nThe message of this part of the pageant, to the speaker, was a warning\nagainst the approaching dominance in education procedures of the demands\nof a machine-driven age. The efficiency of mass production, the economy of\nstandardized organization, the necessity for rapidity of output, tends to\nmechanize the mind and hand. Each human machine becomes but a small\npart in the greater machine. Each performs but one specialized act in the\nproduction of the completed whole. The individual dancer may have but a\nsmall conception of the completed product. He may not even understand\nthe ultimate function of the part he produces. The scene warns us that such\ncontrol must tend inevitably to cause the atrophy of the hand and mind\npowers of the individual. Personality, with all its possibilities for individual\ncontribution and for individual growth, is sacrificed to meet the standard of\nefficiency in part-production. If it is true that we are approaching the con¬\ntrol of a machine age as typified, then it is just as true that we are ap¬\nproaching an ultimate anti-racial development through anti-individuation.\nThe gift of individual difference stands out as a supreme control through\nthe evolution of the ages. Whatever the thought of the Creator, or whatever\nthe law of evolution may prove to be, at least this one fact stands, that no\ntwo personalities have ever been created or have ever evolved alike. No\ntwo blades of grass and no two leaves of the tree are identical. The law of\nvariety is so stupendous that it staggers the human\nin its magnitude.\n\nmind to comprehend\n\nit\n\nCriminologists have built up what they claim to be an exact science of\nthumb printing. If we can imagine this science to have been established in the\ndays of Adam\n\nand every individual to have been thumb printed from then\n\non until the end of time, each individual would stand out as a supreme\nsonality, different from any of his brothers.\n\nper¬\n\nIf this is true of thumbs, how manifestly is it true of human minds, of\nhuman souls, of human capacities for work, of abilities for the attacking\nand solving of problems, of abilities to contribute, through thought-power,\nto the solution of problems that have to do with the ultimate good of man¬\nkind. It was evidently the purpose of the Creator and the law of evolution,\nto individualize human activities and to give to each an opportunity to find\nhis place in the social and economic fabric and to contribute to the world’s\nprogress something that should be different, unique, as the expression of\nhis individuality.\n\nThere\n\ncan be but one answer to this multiple creative purpose. If we\nare to preserve the individuation which has been stamped by evolution\nthrough the centuries of human\n\nprogress upon all creation, then this mul-\n\n"}
{"page": 103, "printed_page": null, "text": "General\n\nSessions\n99\n\ntiple creative purpose is essentially fundamental to all education-thinking\nand to all education-methods. This law emphasizes the education recog¬\nnition of three principles:\n1. The principle of unfolding: The unfolding of that peculiar something within\neach personality which makes him unique, distinct, different from his brothers is\nessential to education. If, in the development of the education machine, we have a\ntendency to mold into a common image all children who pass through our schools,\nthen we are establishing something which represents anti-individuation. Just here\nwe need to think of the effect of our socalled medians and the tendency in our schools\nto medianize human activities.\n2. The principle of responsibility: The responsibility of each for his unique con¬\ntribution to the thinking and the acting of the group with whom he is connected\nand the generation with wrhom he lives must be recognized in education. If, in our\neducation processes or methods, we have a tendency to so mechanize our thinking\nthat individual responsibility is minimized, then again our schools will be establish¬\ning that which is anti-racial in its ultimate effect.\n3. The principle of creative activity: The development of personal uniqueness and\nthe responsibility which this uniqueness entails, carries with it a restatement of the\nprinciple of creative contribution. Creative education is one of our recent shibboleths,\nbut perhaps no shibboleth carries in its slogan more of education-truth. The thumb\nprint of each individual should be found upon the product of his mind and hand.\nWe need to emphasize in education that no man can do the work of another. Each\ncan do only his own work. His work will be his by the thumb print right of originality\nof product, of performance, and by the thumb print right of that creative something\nwhich resides in him and marks his output. This thumb print right is a challenge\nto the best that is in him to give of himself, of his thinking, of his planning, to the\nworking out, the concreting of his own creative thought.\n\nThe menace of the machine and the study of the principles of individual\ndevelopment lead the thinking educator to the analysis of our presentday\neducation methods and procedure. We need to check upon ourselves — find\nout to what extent we are forgetting the individual and thinking only of\nclasses, sections, schools, and systems. We need to analyze our reports and\nfind to what extent we are thinking in percentages, averages, mediums, and\ngraphs; and forgetting that these are but mass pictures. We must remember\nalways in the mass is to be found the small black dot that represents the\nindividual, and that this small black dot represents a human life, the real\ncenter of all education. To but very, very few of these small black dots\nis the average or the percent of the medium or the graph made to be at\nall helpful. In other words, individual problems are represented not by\nthe mass picture, but by the individual struggles to maintain or improve\nindividual place in the mass picture wThich appears in the report. These\nmass pictures are satisfying to the administrator and to the teacher if they\nshow his unit to be well above medium. They too often represent only a\nsystem smugness. They are of real value, however, only as their further\nanalysis reveals the individual and the needs of the individual and suggests\nmethods which may be helpful in the solution of his individual problem.\nMay we accept, then, as a general rule, that the most important factor\nin education is the discovery and proper educative treatment, not of the\n\n"}
{"page": 104, "printed_page": null, "text": "100\n\nNational\n\nEducation\n\nmass, but of the individual. The\n\nAssociation\n\nteacher must\n\nrecognize\n\nthat he has as\n\nmany problems as he has pupils. He must apply as many educative processes\nand remedies as there are needs in the development of the normal individual\nuniqueness of his class.\nThe general rule just discussed carries over into the development of\ncurriculums. The machine governed school provides a course of study to\nwhich all are supposed to conform. It provides tests and measures by which\nprogress in each curriculum may be shown, but it seldom provides the means\nwhereby the struggling individual may find a life rope whereby he may\npull himself up to a vantage of individual safety.\nAgain, the education processes must not forget that the efficiency of\nhuman life depends, largely, upon the ability of the individual to make\nsocial adjustments. We need to make a more definite study of the activities\nof our schools from their social standpoint. The responsibility of the school\nand the teacher for the socialization of the individual pupil stands out as a\nresponsibility that cannot be dismissed. At the same time it is perhaps the\nweakest link in the school chain. Every classroom knows the youngster who\nis not living up to his ability because of his timidities. We are prone to\ndismiss our responsibility by the mere statement that the child has an in¬\nferiority complex. We forget that it is as much our responsibility to aid the\nchild in this problem as it is to aid him in spelling or arithmetic, reading\nor Latin.\nThe certification of our teachers demands that they shall possess certain\nintellectual requirements, that they shall have passed certain examinations\nor have completed certain normal-school courses or have attained certain\ncollege degrees. It is far more important that the certification of such a\nteacher shall indicate his ability to analyze the social problems of the group\nwith whom he works, to understand those social problems and to know\nproper psychological and social procedures.\nEvery individual has the right to create. The curriculum that leaves out\nthis element is depriving the individual of one of his most sacred and in¬\nalienable rights. The creative instinct is emphasized in the work of the\nkindergarten. We give it something of its proper evaluation in the early\ngrades of the school, but as the years go on the truly creative in education\ndisappears. Even in our English, as well as our science, we have a tendency\nto substitute for that which is unique, individual, and truly creative, exer¬\ncises which only measure the application of rules. Our science and shop\nprocedures are held within the definite bounds of prescribed socalled experi¬\nmentation. As a result our pupils feel that much of our school routine is\nbut a mere matter of copy-cat educative process.\nThat which is creative must feel the inspiration of individual wings;\nit must feel the inspiration of the individual right to express that which the\n\nindividual thinks and to express it in his way of thinking. It must give op¬\nportunity for some experimentation along lines of individual interests\nand of individual desire “to find out.” Otherwise, it is not creative. Little\n\n"}
{"page": 105, "printed_page": null, "text": "General\n\nSessions\n\n101\n\nthat is really creative is found in our high-school activities, and practically\nnothing that is creative is found in our standard college courses.\nThe study of individuation cannot help but reveal to us that the sum\ntotal of personality is synonymous with character. We have so bound up\nthis character-thing with wrappings of semi-religious idealism that we\nhave failed to discover that character is but the sum total of daily experi¬\nences, built up little by little, week by week, month by month, and year\nby year, into grooves of thinking and ruts of acting. We speak glibly of\ncharacter training or character education as we would speak of training\nin arithmetic or education along any department of intellectual activity\nor of physical habit. We are experimenting with character training in our\nschools today. No one, however, even though he may have won a $20,000\nprize would dare to write a practical teaching rule which would guarantee\ncharacter results. Nevertheless, we have made progress. We know that\ncharacter is not a mere knowledge of right and wrong; it is not synonymous\nwith intellectual understanding. Yet, we must acknowledge that intellec¬\ntual understanding or knowledge is necessary to its development. Again,\nwe know that character is not synonymous with emotionalism, that form\nof frothy expression that wobbles with the temperamental ups and downs.\nYet, we must acknowledge likewise that character development cannot be\nseparated from those emotions that have stirred to the depths the life of\nthe individual.\nThis leads us to a beginning at least in our character thinking. The indi¬\nvidual must have an understanding or a knowledge of right action ; and\nsecond, he must in some way be so emotionalized concerning those knowl¬\nedges that he shall desire to establish them as controls in his life ; and third,\nthe establishment of these controls must be so deep and genuine as to be¬\ncome subconscious in the workings of his mind and hand.\nA problem of education, then, which is of vital interest to us all,\nis to discover how these three factors may be blended in school experiences,\nso that lasting social and creative character impression may be stabilized\ninto those personal idealisms that shall automatically control the child\nwhenever he faces a problem involving the right or the wrong as he has\nbeen led to understand the right and the wrong. So far as we have gone\nin character training, therefore, it seems that we can safely affirm that\nuntil the individual has been emotionalized by a truth to such an extent that\nhe loves that truth, whatever that truth may be, we have not affected him\nfrom a character standpoint. It probably may also be stated that until\nan individual has been brought to an understanding of the type of man or\nthe type of woman which he wishes to become and has some way visualized\nwithin himself that personality, he will lack real character motive. It can\nalso be stated that there is in the minds of all children at all ages an ideal¬\nized life. This idealization may be that of noble manhood, pure woman¬\nhood, or it may be an idealization of Jesse James or a Chicago gangster.\nAs long as that idealization exists it will control in the development of the\n\n"}
{"page": 106, "printed_page": null, "text": "102\n\nNational\n\ncharacter pattern which\n\nEducation\n\nAssociation\n\nis in process of stabilization. All this brings us\n\nagain to the conclusion of a former paragraph that “the greatest contribu¬\ntion a teacher can make is to discover the child within as well as to know\nthe child without.” He should, if possible, discover the character pattern\ntoward which the child within is moving and then do what he can to set\nup such counter-patterns as may be needed to make true the pattern the\nchild has accepted.\nI recall one afternoon in Paris that as I sat studying one of the great\nwindows\n\nof Notre\n\nDame,\n\nnoticing the harmony\n\nof its coloring, enjoying\n\nthe beauty of its design, attempting to understand the message of its de¬\nsigner, a thought passed through my mind that I have never forgotten.\nThis window was created by human hands, it was designed by an artist\nso many hundreds of years ago that his name is not now known. Yet,\nthrough the mind of this unknown artist and from his hand there came\nan ideal and a design that has conveyed his message to humanity through\nall succeeding ages. The window is composed of very small bits of glass,\neach with its individual coloring, its individual shape, harmonized in design\nand coloring to a perfect whole. The thousands of these bits of glass brought\ntogether convey to us a message that is inspiring, ennobling, and edifying as\na mosaic of artistic completeness. On the occasion of my visit, a small bit\nof glass had been dislodged and had fallen from its place. My eyes, again\nand again, strayed from the perfection of the window to the space from\nwhich this bit had been dislodged. The mosaic of harmony was marred,\nits design was imperfect, its message was incomplete. In imagination I\ncould hear this bit of glass telling its story. It was perhaps something like\nthis: “For hundreds of years I have occupied an infinitesimal place in this\nwindow. I have never been noticed, no one has ever spoken of me ; patiently,\ncontinuously, day after day, I have done my bit, sunlight has radiated\nthrough me to give to the world the message of my architect. I have not\nbeen appreciated. I see ho reason wThy for the hundreds of years that are\nto come, that I should continue to hold fast. I am weary. I want rest. I am\nso infinitesimal that no one will notice my absence.” And\nfell ; the mosaic of the window was marred.\n\nso the bit of glass\n\nI reason by analogy that the Creator has planned a great human mosaic\nwhich can only be completed wdth the end of time. This mosaic is made\nup of the millions and millions of humans who have each made individual\ncontributions to the mosaic of eternity. Each in some way is different from\nhis fellows. Each has his part in the divine window or in the evolutionary\nplan. From Adam to the last great day, generation after generation of indi¬\nviduals have and will continue to contribute each their part. The great\ncreative plan goes on. The mosaic of human progress is still in the building.\nTo those of us who teach, to those of us who have to do with the preser¬\nvation of the great plan of individual complexity, there is likewise a great\nresponsibility. The efficiency of the commercial world, the efficiency of the\nindustrial world, the efficiency of the political world, may depend to some\n\n"}
{"page": 107, "printed_page": null, "text": "General\n\n103\n\nSessions\n\nextent upon the establishment of masses of human machinery which shall\ncontribute their mass production through the automatic reaction of their\nbrains, their hearts, and their hands, but the mosaic of human progress will\nbe marred through the loss of the contributions of the thumb prints of the\nblack dots within those masses. The plan of human evolution, through the\ncontributions of human individuality, will be retarded. The great creative\nforce which resides in the creative abilities of the billions of living humans\nwill be sacrificed as they shall be made to dance the rhythmic dance of the\nautomatic machine.\nLet us in the schools of America\n\nbroadcast that truth that it is not the\n\nmass we educate through mass processes, but that it is the individual we edu¬\ncate, the individual to whom we shall give the opportunity of developing\nhis mind, his heart, his hand, his creative instinct to the best that is in him,\nthat he in his turn may give the thumb print of his uniqueness ; of his cre¬\native contribution, to the eternal mosaic.\nEDUCATING\nAGNES\n\nSAMUELSON,\n\nSTATE\n\nEVERYBODY\n\nFOR\n\nSUPERINTENDENT\n\nOF\n\nDES\n\nMOINES,\n\nLIVING\nPUBLIC\n\n.\n\nINSTRUCTION,\n\nIOWA\n\nWhat is it all about — the effort, funds, study, and devotion to public edu¬\ncation — if not training in living? To what end all the institutions of learn¬\ning if not development in learning to live happily and successfully with our¬\nselves and with others? Whatever our favorite definition of education, what¬\never our field of human endeavor, whether we look at life through the eyes\nof adventurous youth or those of sobered age, are wTe not seeking the kind\nof experiences, relationships, and thrills that will make our lives more ade¬\nquate? Are we not striving to achieve lives of rich significance? What is\nthe one concern of life but to live? What is the one concern of education but\nto point out the true values of life, to teach us to live ?\nFrom the Weary Willie beating his way along the railroad track to the\nunhappy intellectual who cannot adjust himself to life, are all kinds of ex¬\ntremes of people who are not at home with their environment, who have\nnot learned that the art of living is a vital value in education. Some are so\nbusy drafting the blueprints for others to use that they never get their own\nbearings. There are those who are obsessed with the idea that the world is\nagainst them; others are out of step with the world. Some carry their wild\npursuit of new thrills so far that society must take charge of them; they\nfail to learn that the way to freedom is through discipline. Others are so\ndominated by false values that they do not face the realities of life or assume\nits necessary responsibilities.\nThe conception of education throughout the ages has been to teach the\nart of living, but each epoch has hung up a different signboard to interpret\nits meaning. In these signboards may be read the whole story of civilization,\nthat reaching out of the human heart for something higher. Folklore trained\n\n"}
{"page": 108, "printed_page": null, "text": "104\n\nNational\n\nEducation\n\nAssociation\n\nthe primitive youth in the mores of the tribe. Along oriental routes were\nstones of tradition and tunnels for caste. Classical nations built roads for\nstatehood which even yet are strewn with the ruins of marvelous achieve¬\nments. Out of the medieval wilderness was blazed a path upon which only\nthe favored few, the scholars, could travel. The\n\npath widened\n\nto admit\n\nothers selected for religious, political, or professional leadership. Social effi¬\nciency signposts opened the roads to the masses as it turned their faces toward\na larger horizon. Universal education is the signboard now replacing the\nprevious ones of folklore, caste, statehood, culture, scholasticism, classical\neducation, and social efficiency. As each one reflected the dominant edu¬\ncational theory of its age and people, so universal education represents\nAmerica and today.\nThis principle of educating everybody dates back to colonial days when\nour forefathers came to these shores and founded this great free govern¬\nment. They soon discovered that such a government could not thrive\nexcept in an atmosphere of intelligence, so they laid the foundations for\nuniversal education by establishing common schools. That the school is the\nnation’s plan for meeting the need for the literate citizenship upon which\nour form of government depends has been recognized by all our great leaders\nfrom Washington’s admonition “to promote institutions for the general\ndiffusion of knowledge” to Hoover’s interest in the education of mountain\nchildren.\nIt has come to be thought of in terms of equalizing educational oppor¬\ntunities. That is the watchword before every state today and the reason\nfor the remarkable growth and development of the schools. The first battle\nwas to provide free schools and open them to the children of all the people,\ndaughters as well as sons. Then came the demand for the enlargement of\nthe offerings in order to make the school program more responsive to the\nchanging needs of life. Paralleling the expansion of the course of study\nto include normal training, vocational courses, trade and industrial educa¬\ntion, homemaking, commercial subjects, health, art, music, sciences, and the\nsocial sciences, and other work tending to a more balanced and complete\nprogram is the reorganization of elementary, junior, and senior high school\nand junior college levels; the establishment of evening schools, continuation\nand partime classes, special education for handicapped children ; and other\ndevelopments. All of these have been further attempts to educate everyone\nand better to equalize educational opportunity.\nThe schoolhouse has always been the service station for the procession of\nhumanity on the highway of life. Yesterday, to read, to write, and to cipher\nwere considered the essence of an education and the school could do it all.\nIf living an adequate life today means vocational efficiency, health, worthy\nhome membership, wise use of leisure, ethical character, mastery of the\nfundamental processes and faithful citizenship, as is often quoted in print\nand on the platform, the school must be the service station to a greater\n\n"}
{"page": 109, "printed_page": null, "text": "General\n\n105\n\nSessions\n\ndegree than ever. If that constitutes the program\n\nfor educating everybody\n\nto live, the school must continue to be the major institution in achieving\nthese cardinal objectives.\nNow we have come to see that education is more than a book-learning\nproposition, more than degrees and diplomas. It is a process continuous with\nlife. Out of the need of better continuity of educational experiences have\ncome not only the reorganizations within the school system, but also the\npreschool and adult educational movements. The present expansion of or¬\nganized education at each end is a further indication of the faith of the\npeople in education for living and their definition of it as a life-long process.\nImportant as the work of the school is, intrinsic as its values are, impos¬\n\nsible as it is to substitute anything else for its major program, it m'ust be\nreinforced and supplemented by other agencies, if education is to be a con¬\ntinuous process for everyone. There are two reasons why we do not have\nto quit learning the day we quit school. The first one is the discovery by\nDr. Edward L. Thorndike that adult education is entirely possible. The\nother fact is that there are educational agencies available to those who would\ncontinue to learn.1\nThe library is a close ally and instrument of education, so much so that\n“it has often been said that the two legs upon which a democracy stands\nare the public schools which lay the foundation of our education, and the\nlibraries, books, and other printed materials which are the means\n\nof continu¬\n\ning education throughout life” in the words of Dr. William S. Gray in\ncommenting upon the importance of reading in American life. This chal¬\nlenges the school to place in the child’s hands the key to the storehouse of\n3\nthe world’s knowledge — the mastery of the printed page — and to cultivate\npermanent interests in good literature through vicarious reading experi¬\nences. Since the library should serve as the playground of the mind and\nshare with the home and the school the responsibility for the intellectual\ndevelopment\n\nof children and for directing their reading activities, it must\n\nbe more than a show place of book collections. It should be a lifelong con¬\ntinuation school, welcoming all without age limits who have the price of\nadmission, the desire to read. In the continuous program\nThe\n\nimportance\n\nof the press in this work\n\nof educating every¬\n\nof educating everybody\n\nis\n\npointed out by some striking figures quoted by Dr. Gray relative to the in¬\ncrease in the number of newspapers and periodicals printed. He states that\nthere were seven magazines with a monthly circulation of over two million\neach and sixteen magazines having a circulation of over one million each in\n1927. With\n\nabout\n\nninety-seven percent of adults reporting that they\n\n1 Carroll, Mae, “Why be a Failure at Learning?” Condensed from the Independent Woman,\nJuly 1929, Edward L. Thorndike, as Interviewed by Mae Carroll, Readers Digest, p. 945,\nFebruary, 1930.\n3 Gray, Wm,\nState Teachers\n\nS., “The Importance of Reading in American Life,” School Progress Journal,\nCollege, Mankato, Minn., p. 2-9, January, 1929.\n\n"}
{"page": 110, "printed_page": null, "text": "106\n\nNational\n\nread newspapers\n\nEducation\n\nAssociation\n\nand seventy-five percent, magazines, the press is an educa¬\n\ntional agency of profound significance.1\n“The newspaper is the book of the day’s history, the story of mankind on\nthe move.” With these words John H. Finley, of the New York Times,\ndescribes the work of the newspaper. He used this poetic way of saying\nthat the best newspapers intelligently and accurately carry on the record of\nthe world :\nI think God\n\nkept on talking when\n\nhis Book\n\nhad gone to press, that he continues\n\ntalking to the listening sons of men.1\n\nThe use of the radio as an instrument of schoolroom\n\neducation is still in\n\nits pioneer stages. A recent pronouncement by Henry Turner Bailey, direc¬\ntor of the Cleveland School of Art, is to the effect that radio is the greatest\nasset to education since the printing press.\nThe poet Lowell in his beautiful description of June in The Vision of Sir\nLaunfal says in part:\nNo price is set on the lavish summer;\nJune may be had by the poorest comer.\n\nJust so cultural development is at the end of your fingers when\nin on the performances of great artists at the microphone.\n\nyou tune\n\nArt is penetrating design in architecture, homemaking, personal appear¬\nance, appreciation of masterpieces, and everywhere we see the university of\nart. Witness colorful kitchens, new skyscrapers, children’s literature, adver¬\ntising, and the like. Beauty appeals to everyone. Dr. Frederick G. Bonser\nsays that for the means of developing appreciation, we can go only to life\nitself and find its occasions, needs, and opportunities for art experiences.\nWe have the art problem and opportunities of contributing to the beauty\nof our surroundings by what we select, by the way we use what we select,\nand by what we can do to beautify the community in which we live. The\nneed is to cultivate the tastes and interests so that we shall be able to see\nthe beauty that is available to us, to appreciate it, and to add to it as much as\nwe can. It is being demonstrated that everyone has the capacity to achieve\nconsiderable success in artistic expression. Everyone has a right to the kind\nof art education that will enable him to learn to know, enjoy, and select\nbeautiful things and arrange them in good taste.2\nThe museum is becoming no small factor in acquainting us with the cul¬\nture of all people and times, the advances of science and art, and a knowl¬\nedge of ourselves and the universe. Man has always taken pleasure in col¬\nlecting things which are rare and valuable and thanks to this instinct we\nnow have institutions which have preserved for us the objects of interest\nand art of many\n\nages. In many\n\nof the present museums\n\nlearners are able to\n\nsee a wide range of subjects including exhibits of all the earth’s animals,\n1 Finley, John H., “The Newspaper Aids the School,”\ntendence, Washington, D. C., p. 121, 1930.\n2 Bonser, Frederick\np. 122, March, 1930.\n\nG., “Art\n\nEducation\n\nOfficial Report, Department\n\nfor all Children,”\n\nBaltimore\n\nBulletin\n\nof Superin¬\n\nof Education,\n\n"}
{"page": 111, "printed_page": null, "text": "General\n\nSessions\n\n107\n\ntools used by all races and representative of many ages, besides costumes,\ntextiles, precious documents, and many other curiosities.\nThat the great outofdoors is a powerful influence in the wholesome en¬\njoyment and wise use of leisure is being realized by more and more people.\nWitness the exodus to lakes, the increasing interest in landscaping and gar¬\ndening activities, wild life schools, mountain travel, hiking, camping, con¬\nservation activities, star, bird, tree, and flower clubs. Do you not covet for\nevery school child enriching vacation experiences from contact with nature\nsuch as come from camping, 4-H Club work, and other activities ? The core\nof this thought was stated in the words of President Hoover when he\nprefaced his recollections about his boyhood in Iowa with these words :\nI prefer to think of Iowa as I saw it through the eyes of a ten-year-old boy — and\nthe eyes of all ten-year-old Iowa boys are or should be filled with the wonders of\nIowa’s streams and woods, of the mysteries of growing crops. His days should be\nfilled with adventure and great undertakings, writh participation in great and com¬\nforting things.\n\nThese words appeal to me as thoroughly pedagogical and pertinent. Did\nhe not desire enriching experiences for every child and did he not also point\nout the way to achieve them? Perhaps the adventurous are not altogether\nthe same. Experimenting\n\nwith the radio, building model airplanes, caddying\n\nfor golfers, raising baby beeves, going on hiking trips, fishing and swimming\nat pleasure resorts, and enjoying mechanical amusements may take the place\nof some of the unsophisticated fun he enjoyed in trapping rabbits in cracker\nboxes, sliding down\n\nhill in homemade\n\nsleds, bringing down\n\npigeons or\n\nprairie chickens, swimming in the old swimming hole under the ’willows,\nor fishing for sun or cat fish. The principle is the same, adventuring and\nparticipating in good undertakings.1\nThese are not all the everyday agencies supplementing\n\nthe work\n\nof the\n\nfundamental institutions in educating everybody. The movies, lyceums,\nchautauquas, lectures, clubs, organizations, parks, and travel stimulate\nthinking, provide wholesome use of leisure time, and extend experience. All\nof these are not always highly educative. The movie may show the sensual\nas well as the sublime pictures, music may be jazz instead of great sym¬\nphonies, art may be ruined by splotching, chautauquas may imitate vaude¬\nville, the radio brings the amateur as well as the artist and the destructive\nas well as the constructive performance, bookstands exhibit the salacious\nas well as the wholesome\n\nreading materials. Part of the gigantic task of\n\neducating everybody for living is, therefore, that of cultivating discrimi¬\nnation and of recognizing true values. This is a challenging problem for\nthe home, the school, and the church to meet.\nTo evaluate life in terms of quality, to substitute true values for the false\nones that block every worthy human endeavor — that is the problem of liv¬\ning. Are we so busy chasing the things which seem to indicate material pros1 Hoover, Herbert, “Boyhood\nIowa, p. 269, July, 1928.\n\nin Iowa,”\n\nThe\n\nPalimpsest.\n\nThe\n\nState\n\nHistorical\n\nSociety\n\nof\n\n"}
{"page": 112, "printed_page": null, "text": "108\n\nNational\n\nEducation\n\nAssociation\n\nperity such as brick houses, expensive automobiles, trips abroad, permanent\nwaves, golf championships, fur coats, and new securities that we do not have\ntime to teach our children the ten commandments? To impress upon every¬\none the fact that the art of living means the best working program possible in\nhealth, home, learning, citizenship, vocation, leisure, and character is the\ntask in educating everybody for living. Life is more than a “scoop’’ story, a\nlaboratory experiment, a case at bar, a joy ride, twenty words in spelling,\nthe stock market\n\nticker, a permanent\n\nwave, a golf championship,\n\nvanced degree, baseball scores, medals and titles, more\n\nan ad¬\n\nprecious than “rai¬\n\nment or rubies,” though these may offer the kind of experiences, relation¬\nships, and thrills that help make their lives more adequate to some people.\nTwo significant movements have followed the acceptance of this sign¬\nboard of unusual education and the interpretation of education as a process\ncontinuous with life instead of merely the limits of the legal school age.\nThe one is the establishment and the expansion of the public school system\nin the effort to equalize educational opportunity for all children. The other\nis the bringing of educational possibilities to all the people by means of the\nvarious agencies of everyday life. The one dominant purpose leavening all\nthese developments is to educate everybody for living.\n\nJ. L. MC\n\nTHE\n\nENRICHMENT\n\nBRIEN,\n\nPROFESSOR\nTEACHERS\n\nOF\n\nOF ADULT\n\nRURAL\n\nCOLLEGE,\n\nEDUCATION,\n\nEDMOND,\n\nLIFE\nCENTRAL\n\nSTATE\n\nOKLA.\n\nAdult education is not a new problem. It is as old as civilization itself.\nThe enrichment of adult life through instruction by lectures is the oldest\nmethod of education. It was the method used by Socrates, Xenophon, Plato,\nand Aristotle in the education of the ancient Greeks, and by Cicero, Seneca,\nQuintilian, and Plutarch among the old Romans.\nThe great festivals of the Greeks exerted a wholesome\n\ninfluence on\n\nGrecian life. The great ideal in all of these festivals was to develop a beauti¬\nful body and a beautiful mind in every adult life.\nIn the early part of the nineteenth century the method of instruction by\nlectures attracted attention throughout England and was called by Lord\nBrougham the “march of intellect.” In America the name “lecture” was a\nhousehold word as early as 1630. According to Edward Everett Hale it\nwould hardly be an exaggeration to say that half of the people who crossed\nthe Atlantic to America that year came because they wanted to hear lectures.\nAfter their arrival a regular weekday lecture was just as much a matter of\ncourse as a regular Sunday service. In such books as Winthrop’s Journal\nthere are more references to weekday lectures than there are to public\nschools. The enrichment of adult life was a vital value in the education\nof that day..\n\nWhen\n\nVon\n\nHolst, the German\n\nhistorian of the United States, was asked\n\nwhat are the most characteristic American\n\nsights, he replied, “Go\n\nto Ni-\n\n"}
{"page": 113, "printed_page": null, "text": "General\n\nagara Falls and then around\n\n109\n\nSessions\n\na corner of New\n\nYork\n\nState to see Chau¬\n\ntauqua.”\nCollege halls and college facilities are not the only opportunities for\nsecuring an education. A college in home, shop, street, farm, market, for\nrich and poor, young and old, the curriculum of which runs through all life ;\na college which trains men and women everywhere to read and think, to talk\nand do — this is the Chautauqua idea. So declared Bishop John H. Vincent,\nthe father of this movement. Millions of men and women have been en¬\nlightened and given a broader vision of life through its influence. It was the\nforerunner of greater and better things in the enrichment of adult life.\nWe are now facing the greatest revival in adult education in the history\nof the world. Hundreds of universities, colleges, normal schools, boards of\neducation, parent-teacher associations, civic organizations, fraternal orders,\nfederated womens clubs, church societies, and other educational bodies are\ndoing worthwhile things in adult and parental education through their ex¬\ntension service, correspondence study, and lecture courses. It is conservative\nto say that millions of men and women are having their lives enriched today\nthrough all these agencies in ever-increasing numbers and efficiency.\nA concrete example of the great things being done in the enrichment of\nadult life is found in the story of the Denver Opportunity School, that has\nattracted not only national but international attention. It is the purpose of\nthis school to make it easy for the youth or adult who for any reason wants\nto learn anything to have an opportunity to learn that thing.\nI first met the unrivaled principal of this school, Miss Emily Griffith,\nin a conference on rural life and education at Denver in November, 1917.\nThe school was then in its second year of operation under the Board of\nEducation of that city. On our conference program were such stars as Jane\nAddams of Hull House fame and Dr. George E. Vincent of the Rockefeller\nFoundation. But the most inspiring story told by anyone on the program\nof that conference was the one told by Miss Griffith about her opportunity\nschool. I remember one incident in her story so well. When the Denver\nboys were leaving for the World War she was standing on the street watch¬\ning the parade when one of the soldier boys, a student from her opportunity\nschool, stepped from the ranks to the sidewalk wThere she was\ntouched her arm\n\nand said : “One\n\nstanding,\n\nof your soup boys, Miss Griffith, one of\n\nyour soup boys. Goodbye!” And then, with proud and manly step, he\nmarched on — over to the fields of glory, to do — and, if need be, to die for\nthe eternal right.\nBy her inspiring attitude, by her unfaltering hope, by her undying faith\nshe breathes the spirit of determination into every boy and every girl, into\nevery man and every woman who comes to her opportunity school to do\nhis best and her best to make the most out of life ; and to do all in his power\nand her power to make this nation so good that to be a private, humble\ncitizen here in this beloved land is greater than to be king or queen anywhere\nelse in the world.\n\n"}
{"page": 114, "printed_page": null, "text": "110\n\nNational\n\nEducation\n\nAssociation\n\nThere are four states that deserve special mention for their outstanding\nachievements in adult education. California through her county free public\nlibraries, Massachusetts, through her statewide system of extension educa¬\ntion, Louisiana and Georgia in their illiteracy crusade.\nThe\n\ntransportation of county library books is an interesting part of the\n\nservice in California as described by Mary Dexter Henshall, County Li¬\nbrary Organizer for the California State Department of Education. The\nlargest county libraries have one or more auto trucks traveling daily loaded\nwith books to replenish the shelves of the branch libraries and to return the\nbooks not being used ; numerous county libraries are furnished with an auto¬\nmobile by the county, and wherever practicable the bags of books are taken\nto or returned from the branch in the county car at the time the county\nlibrarian visits the branch. Books are transported by American Railway Ex¬\npress, parcel post, freight, boat, auto stage, horse stage, pack animals over\nmountain trails, aerial trams, and in a few instances a book has been sent\nto a snowbound mountain borrower by a mail carrier on skis.\nMassachusetts\n\nstands alone and unrivaled in her system of university\n\nextension activities under the management\n\nof her State Department\n\nof Edu¬\n\ncation. Three hundred and seventy-five thousand men and women have been\ngiven educational advantages by this extension service since its first student\nwas enroled for instruction January 16, 1916. Those who make up this\ngreat number\n\nof students vary in age from the teens to the seventies, and\n\nthe territory reached by the service has extended from the Philippine Islands\nto British India and from Panama\n\nto Newfoundland\n\nand Alaska, but the\n\nmajority have been men and women between twenty-three and thirty years\nof age, residing in Massachusetts, and representing practically every racial\nstock and every vocation found in the state, and every kind of educational\nbackground\n\nranging from the primary school to the university.\n\nIn its twenty-one radio extension courses students were enroled from\nevery state east af the Mississippi River and from every province in Canada.\nIt is safe to say that these have been the largest classes ever conducted\nAmerica.\nDr. A. E. Winship\n\nin the Journal of Education\n\nin\n\nfor June 2, 1930, says\n\nthat Dr. M. S. Robertson is officially responsible, under the State Superin¬\ntendent of Education, Dr. T. H. Harris, for the miraculous achievement\nin the illiteracy crusade in Louisiana. More than a hundred thousand illiter¬\nates in Louisiana and Georgia are learning to read and earn delightfully and\nprofitably, none of whom expected ever to read or write twelve months ago.\n\nTo use Doctor Winship’s own\nin Louisiana:\n\nwords on the signal success of this work\n\nAll of these have this attainment because of the skilful management of Dr.\nRobertson, who has thus rendered the greatest service to civilization that has ever\nbeen rendered in the same time by any agency or activity in the world.\n\n"}
{"page": 115, "printed_page": null, "text": "General\n\nSessions\n\n111\n\nIf there ever was a time when education was the chief defense of nations,\nthat time is now. If there ever was a time when education was better than\nforts and guns, arsenals and navies, that time is now. If there ever was a\ntime when the more a nation pays for the education of its people the richer\nand the more powerful it will become, that time is now. If there ever was\na time when we must educate or perish, that time is now.\n\nLAYING THE FOUNDATION FOR THE ENRICHMENT\nADULT LIFE AMONG THE PROBLEM YOUTH\nOF CHICAGO\nISABELLA\n\nDOLTON,\n\nASSISTANT\n\nSUPERINTENDENT\n\nSCHOOLS,\n\nCHICAGO,\n\nIN\n\nCHARGE\n\nOF\n\nOF\n\nSPECIAL\n\nILL.\n\nIt is a singular coincidence that a few months ago a man from Colum¬\nbus, a man not directly connected with educational circles but an engineer by\nvocation, published a thought-provoking\n\nchart called the “Shift of Civil¬\n\nization,”1 based as the author says on many\national reading.\nMuch\n\nyears of avocational and recre¬\n\nis being said and written about the increase of leisure and the\n\nnecessity of training for its use, but Samuel S. Wyer in the Manual accom¬\npanying his chart states the matter in a unique way, seeing it as he does\nfrom the engineer’s rather than the teacher’s viewpoint.\nOur machine civilization has supplied man’s ever increasing wants and has pro*\nvided him with leisure such as could hardly have been imagined a century ago. In\nthe hours of labor we do our duty. In the hours of leisure we have no duty, but\nabandon ourselves to impulse and inclination. How\npends on impulse and inclination. It requires much\nwisely than to merely work.\nwave and leisure.\n\nThere\n\nmay\n\nleisure is used, therefore, de¬\nmore character to use leisure\n\nbe a direct connection\n\nIt is certainly true that leisure has not yet become\n\nbetween\n\nour crime\n\nan art with us. It is like any\n\nnew gift. We do not know how to use it. The proper use of leisure has created every\ncivilization that has ever existed. The improper use has killed each one in turn. The\nresult of our unlimited, unorganized, unled, and uncontroled leisure is the gravest\ndanger to which any nation was ever exposed. For the first time in the history of the\nrace we\n\nare in condition to enjoy leisure and to have\n\nhappiness, and progress. We\n\nmust be prepared\n\nEducators agree with Mr. Wyer\nknow\n\nit contribute to our comfort,\n\nto possess our privilege.\n\non the need of training for leisure. They\n\nthat this preparation is necessary for the enrichment\n\nTeachers\n\naccept as their own\n\nthe duty of giving this training to the youth\n\nentrusted to their care. They will develop the knowledge\nart. The\n\nexpanded\n\nof adult life.\n\nand enriched curriculum\n\nthat leisure is an\n\nof all types of schools and\n\nespecially the exploratory courses of the junior high and extracurriculum\n1 Wyer,\n\nSamuel\n\nS. “Shift of Civilization,” Manual,\n\n11-29:8.\n\n"}
{"page": 116, "printed_page": null, "text": "112\n\nNational\n\nEducation\n\nAssociation\n\nactivities of both junior and senior high schools are planned to discover and\ndevelop in pupils talents and abilities which shall lead to worthy use of non¬\nworking hours so that our young people may become active participants in\navocational pursuits, suited to their desires. When we reach the stage where\na hobby has been cultivated in each and every boy and girl, there will no\nlonger be groups of idle youths after hours of work, standing on street cor¬\nners doing nothing, listening to unsavory stories, and becoming the tools of\nunscrupulous evildoers. To attain this ideal situation it is necessary to reach\nall of the children of the community. Fine though our schools may be, well\nprepared to care for the majority, there are individuals and groups for whom\nspecial types of education must he provided. There is the group of handi¬\ncapped, the crippled, the deaf, the blind, the mentally deficient, for whom\nprovision must be made. Then in every community, particularly in every\nlarge city, are found boys and girls who do not fit in, who are unadjusted\nin their school lives, and who are therefore truant and incorrigible and\noften well started on the road to delinquency. The importance of character\ntraining for these youths is selfevident. They must receive attention so that\nthough problem youths they may\n\nnot become problem adults.\n\nLike every other city, Chicago has been struggling with this problem of\nunadjustment\n\nand during the last year has tried two experiments which it\n\nis hoped will aid materially.\nThe first experiment is with the boys who are problems because mentally\nand socially below the normal level, but none the less valuable human ma¬\nterial, and the second with youth who are problems because above the normal\nlevel, whose talents and gifts should be conserved for the good of society.\nBefore talking of these experiments permit me to say that perhaps we are\ndoing nothing that you have not done. Similar work is carried on in many\nplaces, but until recently it had not been done in Chicago. Also, as perhaps\nyou have heard, the Chicago schools have been somewhat financially em¬\nbarrassed. No new workers could be employed. Consequently, the plan had\nto be carried out by reorganization and coordination of workers already in\nthe system.\nThe first experiment was started in an effort to improve conditions of at¬\ntendance. For twenty-nine\n\nyears Chicago\n\nhas had a Parental School, a\n\ntwenty-four hour institution to which boys are sent by the juvenile court.\nThe capacity of the school is three hundred. This capacity has never been\nincreased. As a result it has taken weeks or months to send a boy to the\nParental. Then in order to make room for others he has had to be paroled\nbefore old habits could be overcome or new ones formed.\nIn September, 1929, the Montefiore\n\nwas opened as a day school to care\n\nfor under-privileged and unadjusted boys of the north and west sections of\nChicago, about one half of the city’s area. Many things have happened in a\nboy’s life before he reaches the point at which he ftiust be taken away from\n\n"}
{"page": 117, "printed_page": null, "text": "General\n\n113\n\nSessions\n\nhis school for his own good and the relief of other pupils. In a large percent\nof cases the cause may be in the home ; it may be in the school ; it may be a\nclash of personalities ; it may be the development of a habit formed in pre¬\nschool years ; it may be a combination of several of these. Whatever it be,\nif the cause can be found, measures for correction can be taken, and malad¬\njustment overcome. Then, too, a study of causes and possible remedies should\naid in the prevention of other problem cases. It has been said that every insti¬\ntution of an atypical character should have in it the germ for its own\ntinction.\nThe\n\nMontefiore\n\nex¬\n\nwas established as a laboratory school for the study and\n\ntreatment of socalled problem boys. The idea of a day school for truants is\nnot at all new. As you know several other cities have similar schools. All\nschools of this type have certain features in common. To all, boys are sent\ndirectly, thus avoiding a court experience. In Chicago they are sent on the\nrecommendation of the principal, with the approval of the district superin¬\ntendent. Boys vary in age from ten to sixteen years. Since it is largely an\nadolescent group, the school is equipped with shops similar to those of a\njunior high school. In addition to this set up common to all the schools, the\nMontefiore\n\nhas a fulltime psychologist, recreation director, visiting teacher,\n\nand truant officer with a car, provided by the Board of Education. A full¬\ntime dentist, a fulltime doctor, a fulltime nurse, and a psychiatrist when\nneeded are given by the Board of Health.\nThe\n\nobjectives set up for the school were:\n\n1. Discovery\n\nand correction of physical defects\n\n2. Cleanliness\n\nof body, mind, and speech, all of which\n\n3. Courtesy, a training in the outward forms, based\nheart courtesy and the finer traits of character.\n4. Fundamentals\n\nof education. These\n\nwere\n\non\n\ngreatly needed.\n\na development\n\nof real\n\ntruants are retarded from one to four years,\n\nevery effort is made to advance them in academic work as rapidly as\npossible. The day is six hours long and the year twelve months. Pupils are\ngraduated and transferred in February, June, and August.\nand\n\nSince the most important factor in the success of this, as of any school, is\nits faculty, teachers were chosen beeause they had given evidence of liking\nand understanding the problem type of boy. The principal is the man who\nwas sent last year by the Juvenile Delinquency Committee of the Superin¬\ntendent’s Advisory Council to make a study of the treatment of juvenile\ndelinquency in twenty-eight cities.\nWith the school less than a year old you may say it is too soon to claim\nsuccess, and so it isl But already some\n\nthings have been accomplished\n\nthe boys themselves and for the schools from which\n\nthey came. The\n\nfor\nfirst\n\nobjective, the discovery and correction of physical defects, has been attained\nin a large number of cases. All dental defects are corrected in the school.\nOther physical corrections are made at clinics. In academic achievements\nentire rooms have gained much\n\nmore\n\nthan was\n\nexpected ; for example, a\n\n"}
{"page": 118, "printed_page": null, "text": "114\n\nNational\n\nEducation\n\nAssociation\n\nclass whose average time in school has been five or six months, has gained\nnine or ten months in its academic work.\nA visitor to the school is impressed by the interest of the boys in their work,\nby their courteous manners, by the cooperation between teachers and pupils,\nand by the happy atmosphere everywhere apparent. Pupils in schools now¬\nadays are generally happy but the happiness here seems to be of a different\nkind.\nOne boy expressed his liking for the school to a visitor who asked, “What\ndo you think of this school?” by replying, “It’s a knockout. Here’s where\nyou get a break.”\nSix hundred nineteen boys have been enroled since September. The per¬\ncent of attendance for the school is 87.35. Forty percent of the boys have\nnot missed a day since entering and are very proud of their records.\nIn addition to what it has done for the boys themselves, the Montefiore\nhas relieved schools of the district of six hundred problem boys, giving\nteachers, principals, visiting teachers, and attendance officers time to do\nmore efficient work with the remaining pupils.\nIntensive studies showing mental, physical, emotional, and social histories\nare forwarded with the boys when they are transferred to other schools. It\nis hoped that these studies will aid the teachers in continuing the work of\nrehabilitation begun in the Montefiore. Again it is the regular classroom\nteacher upon whom falls a vital part of the work. The boy has started in\nthe right direction to be sure but needs careful guidance lest old habits re¬\nappear and undo the good accomplished. Who is in a position to do this\nguidance work so well as the teacher to whom he is assigned ?\nLaying the foundation for the enrichment of adult life is as necessary\nfor pupils who are found at the other end of the range of abilities. Thus chil¬\ndren with extremely high intelligence and with superior social backgrounds\nmay be in need of special education as much as the under-privileged and\nhandicapped. To study this phase of the problem another experiment was\nput in operation. This was the establishment of a guidance clinic in the\nSullivan Junior High, a school located in a very good residence section.\nThe personnel of this unit consists of a fulltime psychologist, vocational\nadviser, visiting teacher, and secretary, provided by the Board of Educa¬\ntion ; a physician and nurse for physical examinations, and a psychiatrist\nwhen\n\nneeded, provided by the Board of Health.\n\nA teacher for speech cor¬\n\nrection reports regularly. The dean of boys, the dean of girls, and the at¬\ntendance officer present special cases for individual study and are guided\nby the recommendations of the center. All available resources of the city,\nscholarship associations, clinics, and social agencies are called upon for as¬\nsistance.\nThe center serves the whole junior high-school community, including the\ncontributing schools. Group tests have been given to all grades in one\nschool and in others at the end of grades 1-B and 3-A. All pupils at the\nclose of 6-A are given a battery of tests for the analysis of capacity and\n\n"}
{"page": 119, "printed_page": null, "text": "General\n\n115\n\nSessions\n\nachievements,, while data on personality characteristics, aptitudes, talents,\nphysical history and status, school history and status, and significant social\nsituations are collected and studied. These studies furnish valuable data for\nthe different types of work carried on. They aid in the selection of superior\nand gifted children as well as of those struggling against a handicap. They\ndisclose problems for the visiting teacher and the vocational adviser.\nGroup data are again collected in 7 -A for use in guiding pupils in their\nchoice of courses in 8-B ; and again in 9-B a battery of tests is given for the\nmeasurement of capacity and achievement and a study of interests and\naptitudes, all of which\n\ndata are summarized\n\nin 9-A. This information\n\nis\n\nused as a guide in planning senior high-school and college courses for those\nwho go on and as a basis for vocational guidance and placement for those\nwho go into industry. The data, the interpretation, and the plans worked\nout are forwarded to schools to which pupils transfer.\nThese\n\ntwo\n\nexperiments, one with the under-privileged and the other\n\nwith the over-privileged, seem to be succeeding. They are valuable to school\npeople because they are being tried out in the public schools under the di¬\nrection of workers who understand school situations and limitations and\nbecause they are being tried with large groups for the purpose of serving\nthe whole school membership.\nIf it be true that the public school is the first relay-station where unad¬\njustment may be recognized and treatment begun, then the classroom is the\nreal clinic of this relay-station. Special schools, guidance centers, clinics,\nvisiting teachers, psychologists, vocational advisers, and all other means em¬\nployed are but aids to the classroom teacher in his work. Who can estimate\nthe large number of adjustments made and unadjustments prevented daily\nin our classrooms? The teacher is the one who deals with groups and is the\nmost vital factor in the prevention of difficulties of all kinds.\nWhere his teachig load is small enough to give time and strength to\nstudy and understand pupils as individuals, the problems of unadjustment\nare materially reduced. The superintendent of the Chicago schools has pre¬\nsented to the Board of Education a plan whereby the teaching load shall be\nreduced gradually year by year. If this plan is put into effect and aids\nsuggested in this paper can be increased, many difficulties of problem pupils\nmay be prevented. The classroom teacher will be able to develop in his pupils\nabilities and interests such that they may enjoy an enriched adult life and add\nto the enrichment of life of their fellowbeings.\n\nTHE\nE. H.\n\nLINDLEY,\n\nREVIVAL\n\nCHANCELLOR,\n\nOF PERSONALITY\n\nUNIVERSITY\n\nOF\n\nKANSAS,\n\nLAWRENCE,\n\nI wish to take for my text a quotation from Ralph Waldo\n\nEmerson\n\nKANS.\n\nwho\n\nabout seventy-five years ago said, “Things are in the saddle, and they ride\nmankind.” And yet, within a very little while following that utterance he\ndeclared, “But the lightning which explodes and fashions planets is in him.\n\n"}
{"page": 120, "printed_page": null, "text": "116\n\nNational\n\nEducation\n\nAssociation\n\nOn the one side elemental order, sandstone and granite (and he might have\nadded, machines), and on the other part, thought, the spirit which composes\nand recomposes and decomposes nature. Here they are, side by side, God and\nDevil, king and conspirator,\n.\nriding peacefully together in the\neye and brain of every man.”\nA little while ago I rescued from the attic a book bearing a magical title.\nIt happened to be a holiday edition. It was bound in silk and when I saw it\nagain after the lapse of years I mourned the decadence and dilapidation of\nthat silk binding. And then when I recalled the title and the author of a\nbook who\n\ndominated\n\nthe thought of the men\n\nand women\n\nlike yourselves\n\nthirty-five or forty years ago, I said, “The binding is in better condition than\nthe book and the author.” The title of the book was Heroes and Hero Wor¬\n\nship, and the author was Thomas Carlyle.\n\nDo you know of any undergraduate nowadays making pious pilgrimages\nto Craigenputtock, that lonely farm in Scotland, the scene of some of the\nmost creative activities of one of the greatest spirits of his time?\nDo you know of anybody except specialists in the study of English liter¬\nature of that particular period wTo now, as we used to, go down to Chelsea,\nto sit by the old fireplace where Carlyle and Tennyson sat and talked?\nThe author of a great biography of a great poet said, “I am no hero wor¬\nshiper.” Today Carlyle and his poet, prophet, priest, and king — what of\nthem? — their mouths are stopped with dust. And in the opinion of some\nphilosophers, the machines have overtaken us and ground us into paste.\nAnd yet, the yearning for the freedom of the individual is inextinguishable.\nEven prior to the war, men\n\nwere making the machine the scapegoat. Our\n\nindustrial civilization was to blame for the “lost individual” and for “sub¬\nmerged personality.” And when the machine was not blamed, our philosophy\nof nature was the culprit. There was and is a philosophy of nature, of\nmechanism,\n\nbased on the rigid old atomistic physics that held if you cannot\n\ndivide an atom, then you have got something\n\npretty rigid, all the way\n\nthrough, even including the composition of men’s minds\nAccording to this view, laws of nature are rigid and immutable\nis merely a part of nature. And\n\nand man\n\nso the mechanistic physics dominated\n\nour\n\nthought and finally broke through into the realm of the mental and social\nsciences. And as a result, in psychology we have behaviorism — the reduction\nof everything that happens in a man, and to a man, and by a man, in terms\nof the secretions of his salivary glands, and the like. And a very important\ncontribution to the objective study of human\nMechanism\n\nlife it is.\n\neverywhere. A little while ago a friend remarked, “I have\njust read Jeans’ new book on The Universe About Us. Our universe is now\ndiscovered to be so vast that it takes 200,000,000 years for the light, travel¬\ning at the rate of 186,000 miles a second, to pass from one extremity of this\n\n"}
{"page": 121, "printed_page": null, "text": "General\n\n117\n\nSessions\n\nuniverse to the other. In a universe like that, what\namount\n\ndoes an individual\n\nto?”\n\nA man standing near said, “That is a very interesting calculation of Mr.\nJeans’. But I would like to inquire, who invented the yardstick?”\nIs there any evidence that men in the cosmic drift just float into some\nsort of ether that gives them calculus and the power to measure and to\ncreate machines that multiply their powers? Yet Bertrand Russell, a some¬\nwhat gloomy philosopher has said that there is conceivable, a perfectly valid\nsystem of measurement\nlarge as the earth.\n\nthat would prove that a man, a given man, was as\n\nOne man’s brain, Einstein’s for instance, does not bulk very large in terms\nof the earth — indeed it is some billions of times smaller than the earth —\nand yet, men like Einstein across the centuries, have modified the character\nof this old earth considerably.\nNapoleon, you remember,\n\nwhen\n\nthe general returned with a defeat in¬\n\nstead of a victory asked, “Why this defeat?” And the general answered,\n“The circumstances were against us.” You remember what Napoleon said.\n“Circumstances? Napoleon creates circumstances.”\nAnd in these utterances of Emerson, and of Napoleon, and of this yearn¬\ning of men for something else than a mere sharing in the life of animate and\ninanimate nature we have the most significant factor in our day, the revival\nof faith in the importance of individuals.\nWhen the Great War came, this irresistible instinctive, wishful think¬\ning of our race again asserted itself. You know how we all turned to the\ngreat man to lead us out of the wilderness, the man on horseback in that\nparticular case, and he, failing to appear promptly, we turned to the great\ninventor, Edison. We\n\nwould\n\nhave him invent some way by which he could\n\nwipe out the enemy over night. And\nthe great men\n\nacross those terrible years of war, when\n\ndid not come, and the visualization of these huge masses of\n\nmen, millions and millions, came to the consciousness, there was a hopeless¬\nness that any human mind could span and master and direct those armies to\nvictory.\nThat disappointment was acute. But note, there would not be disappoint¬\nment unless there was hope. Hope never springs out of what has already\nhappened. A\n\nmachine\n\nmay\n\ntreasure in itself the shocks and stresses and\n\nstrains. Steel has a molecular memory\n\nlike that, but no hope, no picture of\n\nanything better.\nAnd here was this inextinguishable hope of men\ncome ; that some dominant\n\npersonality would\n\nthat the great man\n\nlead us out. And\n\nwould\n\nwhen\n\nthe\n\ngreat military leader came, leading our forces to victory there was a revival\nof faith in men. But this was followed by the Versailles Conference, and\n\n"}
{"page": 122, "printed_page": null, "text": "118\n\nNational\n\nEducation\n\nAssociation\n\nthe Treaty. In view of the nature of that Treaty some\nspondent.\nMen\n\nlike Philip Gibbs said, “The\n\nmen\n\nbecame\n\nde¬\n\nidealism of the world is dead. We\n\nare\n\ncrushed by materialism on masses of men.” Stuart Chase said, referring to\nmachines, “We have a billion wild horses. Nobody has lassoed them; nobody\nhas trained them.”\nThen a marvelous thing happened. A young man flew alone across the\nAtlantic and arrived in Paris, and all over the world men threw back their\nshoulders and looked at the sky as though they had done it themselves.\nWhat was the miracle of the response to Lindbergh’s flight? Not mere\nsatisfaction in the achievement of youth, but a victory of a human spirit,\nof human personality and daring, over nature. It was celebrated around\nthe world as a victory for personality.\nLast summer I happened to be at a luncheon in a Paris hotel. A man who\nhappened to be president of the foreign unit of a great electric company was\nwith me and during the meal he pointed across the courtyard, and said, “In\nthat room is a place where the Reparations Conference was conducted for\nseventeen weeks. I saw Owen Young every day so deeply engaged in that\ntask of reparation that he turned over to others the negotiations for ninety\nmillions of dollars of participation in German enterprise, and another almost\nequally great in Russia, saying, “I have everything staked on the outcome\nof this conference.”\nAnd my friend continued, “That conference threatened to go on the\nrocks again and again, and in my judgment two men saved it. Above all,\nOwen D. Young, through his matchless gift of conciliation, through the\ncharm of his personality, through the confidence that all these nations had\nin his fairness, and Stresemann — he of the outcast nation. Those two men,\nin my judgment, are responsible for the Reparations Pact.”\nAnd there is Mussolini. Italy, desolated by the war, poverty-stricken,\ndrifting, responded to the call of a man who knew where he was going.\nDavid\n\nStarr Jordan once observed, “The\n\nworld gets out of the way\n\nof a\n\nman who knows where he is going.” And I am informed that Italy is a new\nItaly — clean, industrious, wealthy, proud of itself and of what it calls its\nmanifest destiny, because one masterful personality stepped into the breach.\nAnd over in Czechoslovakia\nof their president, Masaryk.\n\na little while ago they celebrated the birthday\nAnd\n\nthey think in Czechoslovakia\n\nthat their\n\nnew life as a nation today is due to one person, under the fire of whose in¬\nspiration their souls, conflicting and warring, have melted and flowed to¬\ngether into a unity of national life.\nThen at just this period came the flood of new biographies. Why\nested in biography if man does not count? Strachey led the way\n\nbe inter¬\nwith his\n\nQueen Victoria , a critical, realistic picture of a woman who ruled Britain\nfor sixty years. Critical ! He painted in the wrinkles where they were.\n\n"}
{"page": 123, "printed_page": null, "text": "General\n\nSessions\n\n119\n\nThen came the flood of less significant biographies, less critical, some of\nthem sensational, many fictional, many of them frankly debunking, and they\nhad a curious effect. First of all, people read them. And as a result, we have\na new hero worship. We have rediscovered our great men.\nGeorge Washington can stand scrutiny, but the trouble with the Wash¬\nington that you and I knew was that he was a steel engraving. Pastor\nWeems, and the early biographers, had embedded the hatchet story so\nthoroughly into the tradition of Washington that every little boy who\nwished to be like Washington read that story of the paragon who could not\ntell a lie — this little modern, wholesome\n\nboy, who wanted to be as good as he\n\ncould under all the circumstances, to whom\n\na lie might be “an abomination in\nthe sight of the Lord, but a very present help in trouble,” — this little boy\nwas in despair at Weem’s counsel of perfection. He could not worship a\nsteel engraving, an impossibly perfect boy. But here comes the biographers,\nstripping away all these encrustations of legend and letting us know what\nsort of man Washington actually was. And somehow he was flesh and blood\nand no harm\n\ndone to his essential greatness. Mr. Coolidge remarked\n\nwhen\n\na certain critical biography of Washington wTas called to his attention, as he\nlooked out of his window at the White House, toward the Washington\nMonument, “I see the Monument still stands.”\nGreat men can stand scrutiny, and there is a contagion through contact\nwith them if we can see them in the flesh. And therefore one of the great\nservices of these fictional biographies, some designed to belittle the great\nman, had precisely the effect of magnifying the leaders of our race. So today\nthere is a revival of personality and a new hope.\nSome personalities indeed are in Hollywood ; twelve million people a day\ngo to see certain of these socalled personalities on the film, on the level of a\ncertain kind of appeal which probably has not guaranteed any valuable kind\nof immortality. But it is personality. It is “it.”\nThere is today in business a tremendous emphasis on all of those back¬\nground qualities, personal qualities, a great premium now paid for distinc¬\ntion, not merely of intellect, not merely of executive ability, but distinction\nof individual excellence saturated with these magnetic qualities which make\nthe individual’s personality effective.\nThere never was a time in human history when so large a premium, per¬\nhaps, is being offered for personality in the workaday world as now.\nStuart Chase has spoken of leisure, and I do not need to remind you that\nforemost, the hours of leisure are the golden opportunity for the enrich¬\nment of personal life. That is true even of students. Outside the class room,\nwhat happens between five p. m. and eight oclock the next morning, is quite\nas important as anything that happens in the schoolroom.\nGreat personalities! Again we are beginning to see that not only history\nis the story of a few great men, but that science is the achievement chiefly of\na few great men, and fashions come and go with the domination of the per¬\nsonalities who lead. And even the new physics is as fluid as Niagara, and the\n\n"}
{"page": 124, "printed_page": null, "text": "120\n\nNational\n\nEducation\n\nAssociation\n\nmathematicians today and the physicists are the most poetic men one is likely\nto meet. They are certainly most akin to poets. They are feeling again their\nkinship with those great, deep, mystical sources of truth. In the great inner\nworld that is not always articulately conscious, that world that has fed the\nprophecies of the poet probably for the first time in human history the\ngreat scientists and the great poets feel a kinship. The common ground is\nthis mystic bond, this matrix of personality.\nWhat of the university in all this? Twenty-five years span the chief period\nof the attempt to measure human ability and human achievement, and\nmethods of teaching, and the like. This movement is of incalculable value\nto education. But no discriminating person has for a moment believed that\nthese measurements were mass measurements for the sake of mass judgments ;\nrather these measurements are to enable one to better understand the in¬\ndividual and deal with him more intensively and intelligently. Such studies\nreemphasize the transcendent importance of individuals.\nNow\n\nwhat of higher education ? Released from a good many\n\nbondages\n\nof the old physics, mechanistic and behavioristic trends, it is turning un¬\nmistakably to the intensive cultivation of the individual as never before.\nThe Oxford plan, the honor courses program, a host of other devices, and\nincluded, orientation, separate housing even where the Oxford plan in its\ncompleteness cannot be carried out — all of these are responses to the demo¬\ncratic conception, the new conception of leadership and of individuality.\nFurthermore, the old aristocratic theory of leadership was that we have a\nvery few voices and all the rest are echoes — just a few sulphides and all the\nrest of us bromides. A few universal geniuses — Caesar, Napoleon, Washing¬\nton — and all the rest of us, followers.\nToday we have the conception of specialized leadership. In the intricate\nlife, social, industrial, commercial, that with its specialization of fields of\nactivity, with more than 13,000 ways in which men may more or less\nhonestly earn a living, the opportunity for leadership is as multiple as, not\nmerely these vocations, but as the kinds of excellence that men may find\neffective within these various fields, for their own lives and for the lives\nof others.\nIn studies of leadership made years ago by Thurman he found that in a\ngroup of four or six children doing a certain sort of task would be one\nleader, and he would find leaders in other groups. He would shuffle those\nleaders and in the new circumstances and with the new task there was a\nnew leadership. Contagion of example. And out of it grew the view that\neverybody has influence in some respect, and that somehow everybody must\nfind an opportunity to lead and have unique success. And the qualities of\ngreat leadership carry with them the ability to follow faithfully and loyally\nthose who\n\nexcel in other lines. A great leader is always a great follower.\n\nThe university cannot define personality completely as yet. It is as elusive\nas the odor of grapes and yet we know through historic practise and the\nlike that under certain conditions individuality and personality flourish.\n\n"}
{"page": 125, "printed_page": null, "text": "General\nThere is no great development\n\nSessions\n\n121\n\nof personal life without rich personal life\n\nof teachers in the teaching — no other way but in the incarnation — person¬\nality as reflected in the schoolroom or in the extracurriculum contacts of\nthe student.\nToday, another great movement, that I must mention before closing, is\nthe comprehension, the attempt to weave into organic unity with the\ngreat scheme of higher education the socalled extracurriculum activities.\nJust in proportion as we see the meaning of adolescence, as of great bundles\nof instincts, hungers and thirsts, high and low, just as we recognize the\nlegitimacy of every one of those instincts in its place, and in due proportion,\nhas come the attempt to weave these trends and passions of youth, and lead\nthem into captivity by the great intellectual condition of our race, to hu¬\nmanize and to intellectualize this heritage of the natural man.\nAnd our youth of yesterday, and until today, fed on the current literature\nof the caveman, are turning unmistakably, of their own choice to that other\ngreat party in literature, the party of discipline, the party that recognizes\nthat not only lust and anger and fear reflect the voices of extinct but\ntriumphant generations that speak through youth, but also there is within\nus a regulative passion, a desire to put one’s life in order, which comes\ndown from a remote past. Man is the order-making creature. And this\nhunger for discipline is all about us, growing in intensity ever since the\nbackwash of the Great War.\nThis, then, represents the countermovement\n\nto the mechanization\n\nof life,\n\nand to the philosophy that grew out of it, and I cannot close without again\nquoting from that great representative thinker who represented the new\nfreedom of this new country, Mr. Emerson, who said, “We call these mil¬\nlions, men. They are not yet men, half engaged in the soil, pawing to\nget free. Man needs all the music that can be brought to disengage him. If\nlove read love with tears and joy, if war with its scourge, if war with its\ncannonade, if art with its portfolios, if science with her telegraphs through\nthe deeps of space and time can by loud taps on this tough chrysalis break\nits wall and let this new creature emerge erect and free, make wTay and sing\npaeans, the age of the quadruped is to go out, and age of the brain and of\nthe heart is to come in.”\n\nTHE\nR. G. JONES,\n\nGREAT\n\nSUPERINTENDENT\n\nThe chief end of mankind\nthe quest for human\n\nADVENTURE\nOF\n\nSCHOOLS,\n\nCLEVELAND,\n\nis power. The great adventure\n\ngifts, for human\n\nOHIO\n\namong\n\nmen is\n\ngifts spell power.\n\nWe And intellect, character, physical power, which represent the major\nplanets in the human system of mankind. The qualities that revolve about\nthese in the utmost\n\nvariety of combinations\n\nare so varied indeed that no\n\ntwo persons are more alike in behavior than in physical likeness.\n\n"}
{"page": 126, "printed_page": null, "text": "122\n\nNational\n\nEducation\n\nAssociation\n\nThe work of education is to treat these varied gifts and qualities — to\ncombine, improve, and discipline them. The earlier stages of education and\ntraining represent the period of the accumulation and understanding of\nfacts, and the crude practise in their use. Later on, we harmonize these\nqualities and powers, and the degree of harmony and precision of action\nrepresents the art manifest in one’s living. The art of one’s living springs\nfrom such a vast number of things that the beautiful combinations are rare\nas precious stones.\nIf we believe in the efficacy of nurture, not only as against inheritance but\nas a potent force to improve upon it, we believe in education and, if we be¬\nlieve in it to the extent that we strive not only for the science of living but\nfor the art of living — if you are in accord with the definition laid down —\nthis represents an approximation to the maximum of life.\nWe are all aware that the material rewards are so high in this year of\nour Lord, that the fine powers of mind and body have been and now are\ndrawn off to the upper levels of work in industry, commerce, the sciences,\nand the arts.\nIf we believe in the value of instruction and training in the earlier years,\nnot only in words but in performance, let us inquire why the standards for\ninstruction in elementary education are placed at a much lower level than\nthose for secondary and higher education. The solemn fact is that we do\nnot believe in the necessity for a carefully selected and highly trained per¬\nsonnel in elementary education, and we even tolerate a sizable degree of\nmediocrity in secondary education. We only chant the traditional phrasing:\n“Our best teachers should be in the first grade.”\nThere are three simple factors that make for effective teaching: intellect,\ndevelopment, and training. These may avail little without active driving\npower. These are simple factors indeed, but no one can deny that these are\nfundamental.\nThere\n\nare three reasons for low standards in elementary education :\n\n1. Tradition. The\n\nonly education\n\nwe\n\nrequired in this, our democracy,\n\nwas\n\na fact¬\n\nfinding education — the three R’s.\n2. We were a rural people and, in addition to the three R’s, we lived in the open\nand education was everywhere; that is, education in the solid things of nature\nfrom which we learn to reason and deduce laws of our own.\n3. It was\n\nthe only education\n\nA change has come\n\nwe\n\ncould finance.\n\nabout in our living. We\n\nare an urban population.\n\nScience now has the ruling power. We lead congested lives. Our social con¬\ndition is changed in our relations with our fellowmen, the work we do, the\nfoods we eat, the clothing we select. It is futile to attempt to enumerate the\nchanges. It is transcendantly significant, though, that many children know\nmore than their teachers about so many things. If you have lived in a home\nwith children going to school, you discover children respect competency in\nthe schoolroom and blush for mediocrity. It is a shouting fact that it is diffi-\n\n"}
{"page": 127, "printed_page": null, "text": "General\n\ncult to find teachers to manage\n\ngifted children. One\n\ndiscoveries is that it pays to place high-powered\nthe lower levels of mentality.\nIf it is the great adventure\n\n123\n\nSessions\n\nof our outstanding\n\nteachers in charge of even\n\nto discover gifted persons to manage\n\nthe\n\nworld’s work, it is no less adventure to discover and place gifted persons in\nelementary education. Surely the time is ripe, if you are calling for training\nthat leads to the fine art of living, to man elementary education with gifted\npersonnel who have paid the price that learning and the power to do exact.\nLet us look at this matter from an entirely different angle. It is no com¬\npliment to child or man to permit him to go through life as a bare existence,\nslipshod and desultory. A mind was given us from the seat of Might to\nimprove and use, whether it be teacher or taught. It is unfair and less than\nduty to permit teachers with impoverished powers to attempt to lead youth\nand suffer chagrin and loss of selfrespect, as well as loss of respect for the\nstate that licenses them to serve a divine cause unprepared and unordained.\nI agree that our present organization for elementary education cannot\nmeet the demand of these times:\nI beg that you indulge me in my fancy that the slogan, “Train for lead¬\nership,” is not quite sound. Let us try this alteration: “Find leadership and\ntrain it.” This distinction is fundamental if it is correct in assumption.\nScholarship is the reflection of training but, if scholarship is imposed or\nsuperimposed upon an introvert or one who lives within one’s self, there is\nslight expectation for leadership on the part of this individual. This is only\na more polite phrasing of the street jargon, “He knows a lot but can’t teach.”\nTeaching is regarded rather as a trade than a profession. We must face\nthat fact. It will so continue until we have changed our organization.\nThere is another corollary to this proposition — much colder, much more\nunpleasant; but let the probe be sent home in the hope of relief. It is cor¬\nroborating proof of our diseased body. The elementary teacher yearns for a\nplace in the high school ; the secondary teacher eyes with envy a place in\nadministration, and the administrator would be honored by a call to the\nuniversity. When the drudgery of elementary education has been exalted to\ndistinction through the quality of service rendered, elementary teachers\nwill remain in their field.\nThe\n\nrebuttal to this is quick and conclusive: This is not possible under\n\nour present salary schedules. The answer is equal pay for equal service. Not\nequal pay for equal training. This connotes pay for quality of service in\nsecondary education.\nThe cry is abroad, equal pay for equal training. Training does not imply\nservice by any means. Let us revert to our former statement, that scholar¬\nship does not imply teaching power. A flat salary schedule is a curse to the\npublic and a worse curse to the teacher. It means the strong teacher does\nhis work with the weak teacher, a millstone about his neck. A flat salary\nschedule is an economic waste beyond computation. Unless it is altered,\n\n"}
{"page": 128, "printed_page": null, "text": "124\n\nNational\n\nEducation\n\nAssociation\n\nbusiness will take over education to save taxes and will save them. At the\nsame time, education will be improved.\nLet us see how\n\nthis can be done. You\n\nwon’t accept this argument\n\nnow\n\nhut you will later, when you think it over. You won’t accept this argument\nbecause you have come to believe in the tradition that a teacher with two\nyears of training in certain forms and ceremonies regarded as educational\npractise amounts to an adequate teaching equipment.\nWhat are these socalled new roads to truth and action? Just this: Cer¬\ntain mechanical forms devised to enable uneducated persons to set in action\nan educational philosophy of which they are innocent. We have pinned our\nfaith to form. We have assumed to educate hundreds of thousands of teach¬\ners to act under their own direction. This has not been done in any other\nline of work in this country, from the making of plows to operation for\ngoiter. None of the world’s great men such as Plato, Haldane, and Ben¬\njamin Franklin were trained on Stuart’s dyspepsia tablets.\nAn equalized flat salary schedule is insurance for mediocrity. It makes an\nalmshouse out of many American schools. It degenerates the worker and\nimpoverishes the community. It thwarts the education of youth. But, as you\nsay, this is democracy and that reflects our public vote. Nothing of the\nkind. Such a doctrine is heresy.\nChanges in the operation or process in education are slow ; in fact,\nlittle is done in less than ten years. Such changes come with a new philosophy\nand not by means of edicts. During the past twenty years we have directed\nour attention to administration, both intensively and extensively. We have\naccomplished a great deal in measuring and checking and mechanizing edu¬\ncation in various ways. Administration has done considerable work in ap¬\npraisal. Very little has been done toward improving the quality of instruc¬\ntion or the quality of subjectmatter. Administration becomes involved in\nroutine, books, papers, in material things and the social adjustment of the\npersonnel. For one administrator who lifts the level of his personnel another\ntwenty-five will only check them.\nWe have employed general supervisors to maintain and improve elemen¬\ntary education. These in turn very quickly become administrators. Even\nsupervisors in such special subjects as music and art increasingly become\nadministrative officers. The quality of education will be improved by either\nlifting the level of all the teachers a small degree or lifting the level of the\nsupervisors and directors to a very high degree. In my judgment, the latter\nprogram is the only practical one, either financially or professionally.\nThere is not enough money to select the highest quality of personnel nor\npay it if found, nor is there enough skilled supervision to direct such serv¬\nices when employed. It is my judgment that the direction and supervision of\neducation must be placed in the hands of a personnel with scholarship equal\nto that of college professors. It is frequently urged that supervision meets\nwith the teachers’ antagonism. This has not been my experience. Quite the\ncontrary. Teachers warmly welcome the supervisors with sufficient scholar-\n\n"}
{"page": 129, "printed_page": null, "text": "General\n\nship to command\nsupervisor.\n\n125\n\nSessions\n\nrespect. They do not appreciate either a social or a political\n\nA courageous classification of the teaching staff with a superimposed pro¬\nfessional direction representing power, skill, and scholarship will raise the\nlevel of education materially, speedily, and with little, if any, increased cost,\nsave some\n\nvery close thinking and very great care in the selection of such\n\npersonnel. A competent person can readily improve the quality of instruc¬\ntion of any teacher from five to twenty-five percent in the matter of three\nmonths, with only rare exceptions to the contrary.\nI urge you to try this experiment. The results of a new organization will\nbe to do the standard type of instruction with greater dispatch and increased\nprofit. One reason why the prediction is made that this change will come\nabout is the fact that the community is constantly urging more and more of\nthe social program upon the schools and, on the other hand, the demands of\nhigher education and the business world are calling for at least the present\nstandards of results in the curriculum. There will not be enough time to\nsatisfy both conditions unless with improved methods. It is to be remem¬\nbered that the demands upon the school budget are being constantly eaten\ninto by building costs and the welfare costs in the city.\nThe summary of this paper indicates that we shall shorten our courses\nrather than attempt the socalled enrichment of them. We shall accomplish\nmore satisfactory results by teaching essentials supplemented by the newer\naids in education plus a better educated teaching force. If we are wise, we\nshall reduce building costs, for buildings are the shell of education. The\nquality of instruction is the kernel. The ideal art of living will only come\nwith real scholarship, whatever level of education is taken, and this in turn\nwill only come with high-powered\ncome quietly and unheralded.\n\nsupervision and direction. It will then\n\nIn conclusion, may I tell you a brief anecdote? Recently, two newspaper\npublishers sat together. The one asked the other to recommend a business\nmanager for one of his papers. They both wrote down five names, inde¬\npendently, of the most promising persons for the position. Four of these\nnames were the same. They wrote an additional list of names to the extent\nof one dozen. The gentleman who made the inquiry visited the first five men\nin their order and found the first one was receiving $75,000 per year with a\nlife contract. He found every other one of the men with a life contract and\na large salary until he came\n\nto Number\n\n10. He\n\nwas\n\nemployed\n\nand later\n\nproved ineffective. This story supports the old belief that there is always\nroom at the top. If education is going to accomplish its end as desired by the\npublic, the persons employed will have to be sent through a “step-up” trans¬\nformer. We are constantly urging more money for education. In my judg¬\nment, what we require is more thinking for education ; and if more money\nis needed after the thinking is done, I am\ngrant it and not before.\n\nsure the public will cheerfully\n\n"}
{"page": 130, "printed_page": null, "text": "126\n\nNational\n\nGEORGE\nLT.\n\nCOL.\n\nWASHINGTON\nU.\n\nS. GRANT,\n\nEducation\n\nBICENTENNIAL\n\nIII, DIRECTOR,\n\nPARKS,\n\nAssociation\n\nPUBLIC\n\nWASHINGTON,\n\nCELEBRATION\n\nBUILDINGS\n\nAND\n\nPUBLIC\n\nD. C.\n\nIt is a privilege for me to be allowed to speak to you on this subject.\nIt is a rather terrifying privilege for a mere Army officer who appreciates\nthat he has not been sufficiently educated in the art of public speaking.\nBut, on the other hand, it is a pleasure because it is the first chance that I\nhave ever had to talk back to even one teacher. I perhaps owe you an\n»\n\napology for using that oldtime word which was in use when I went to\nschool. I should have remembered that in these days when real estate men\nare realtors and undertakers are morticians that teachers have become edu¬\ncators. So I apologize for the use of an obsolete term.\nI ask you to look ahead two years and at the same time to look back two\ncenturies, for February 22, 1932, will be the Two-hundredth Anniversary\nof the birth of George Washington, who is associated in all our minds as\nthe only one who by Act of Congress was declared to have been “First in\nwar, first in peace, and first in the hearts of his countrymen.” He stands\nforth, not only in his official life but in his personal character as a citizen,\nthe outstanding international as well as national figure of his time, and an\nexample for posterity.\nHis example has been an inspiration to patriots and to the friends of\nliberty and equality of political opportunity throughout the world. The forth¬\ncoming bicentennial of his birth gives us in America an opportunity to show\nwhether we also have cherished the tradition of his achievements and have\nretained the respect for his high type of citizenship without which we cannot\nexpect our democracy to continue as he intended it should.\nThis opportunity is one which must not be lost or passed by. If there are\ndoubts as to our form of government and if there be any reason to the\nclaim that our institutions today are out of sympathy with the tradition and\nprinciples of the government he established, let us by a search of his writ¬\nings and the expression of his thought determine whether this be so or not.\nOf course, with the very much more complicated interrelation between in¬\ndividuals in society today and the enormous growth of population, much\nmore complicated governmental administration and legal restrictions are\nnecessary to solve our present problems than sufficed a century and a third\nago, but we can well consider whether political leadership today is inspired\nby the same wisdom, toleration, and patriotism as made possible the com¬\npromise between bitterly conflicting interests in the formation of the Con¬\nstitution of the United States.\nNo better way of dispelling discontent, of meeting the various ingenious\nbut unsound political panaceas that are daily offered as curealls for our\ntroubles, or of counteracting paid propaganda\n\nfor the subversion of our\n\ngovernment, can be found than to fill our hearts and minds with the in¬\nspiration that can be derived from the political principles and practises of\n\n"}
{"page": 131, "printed_page": null, "text": "General\n\nSessions\n\n127\n\nGeorge Washington and the few other strong men who collaborated with\nhim in his great work. It is, therefore, with the firm conviction that this\ncoming bicentennial year offers a special and rarely recurring occasion foi\nthe education of our nation in the sound political and civic principles which\nwill lift it to a higher moral plane and set it on its road safely for another\ntwo centuries, that I come\n\nto you on behalf of the United\n\nStates Com¬\n\nmission for the Celebration of the Two-hundredth Anniversary of the\nBirth of George Washington to ask your cooperation in making this cele¬\nbration mean the most possible to the American people and particularly to\ngive it the full educational value it can have for our young citizens.\nCongress has contributed generously to the commemoration of certain\nlocalities and events in Washington’s life, for instance, by adopting the\nrestoration of his birthplace at Wakefield as a national monument, by con¬\nstructing a great memorial highway from his home at Mount Vernon to\nthe national capital city which he founded and which bears his name, and\nby entering upon a project for a great memorial park along the banks of\nthe Potomac where he spent so much of his unofficial life. However, the\nkeynote of the educational and spiritual character of the celebration has\nbeen sounded by Congress adopting as one of its chief features the publi¬\ncation of the complete works and writings of George Washington. This\nwill make it possible to have in every library throughout the country and\nin every university the complete record of his wisdom and opinions for the\nhelp of all Americans in the future who will want to profit by what he\nlearned in the school of hard experience.\nWith the desire to be helpful to the various state commissions and to\nthe committees that will undoubtedly be established in all the cities and\ntowns of our country to do honor to George Washington in 1932, the Na¬\ntional Commission is assembling information which it will be ready to issue\nsoon. It is even going to the extent of arranging for the making of a mov¬\ning picture of George Washington’s life, which may be used to tell his\nstory and teach his examples throughout the country wherever wanted. It is\npreparing a pamphlet containing interesting sidelights and significant facts\nabout him, which, supplemental to the short histories readily available\neverywhere, will supply material for speeches and courses on his life. An\natlas is being prepared, not only to reproduce many of the maps which he\nhimself made when a young surveyor practising his profession, but also to\ninclude maps showing places he visited and the scenes of his almost incon¬\nceivably varied activities. The associate directors are engaged in an effort\nto produce the text and full instructions for a pageant which can be used\nwholly or in part, in any city or town or school in which such a visualization\nof Washington’s deeds and time will help to impress his personality upon\nthe American public and help our citizens today to do honor to the Father\nof our Country. The commission is also hoping to secure necessary legisla¬\ntive authority from congress at its next session to issue a medal particularly\nin honor of this bicentennial, a replica of which may be made available to\nthe various schools and colleges and other patriotic institutions for prizes\n\n"}
{"page": 132, "printed_page": null, "text": "/\n\n128\n\nNational\n\nEducation\n\nAssociation\n\nfor competitions of various kinds on the subject, “Washington, his times,\nand the character of country which he founded.”\nIt has been definitely decided that the character of this celebration should\nbe educational and spiritual, that it should be participated in by all the\npeople of the country in their own\n\nhome\n\nsurroundings\n\nand by their own\n\nefforts. It is not considered an appropriate occasion for an exposition show¬\ning the progress in inventions, industries, and commerce, nor for any other\nconcentrated effort in any one place which has commercial significance.\nIt is rather the occasion for an appreciation of what he did, of what he\ntried to do, of the greatness of heart and of mind which enabled him to do\nso much, and for deriving from these the inspiration and courage which\nwe need to carry on our daily tasks with equal steadiness of purpose.\nThe commission has indicated that it hopes the celebrations throughout\nthe country will be on February 22, 1932, and will continue on appropri¬\nate dates and occasions until Thanksgiving Day of that same year. We hope\nthat the educational and spiritual character of the celebration as opposed\nto mere superficial expressions of patriotism will be emphasized at the very\nstart by your deciding to hold your convention in 1932 at the Capital City\nof the Nation, which was founded by George Washington. I am sorry that\nI have no candidate to say this with, or other backers beside myself. But\nwe sincerely hope you will consider holding your convention there in that\nyear. We hope that you will try to put into your schools and colleges spe¬\ncial courses on George Washington and his time and that you will cooper¬\nate with us in making this year, 1932, a real year of renaissance for these\nUnited States.\nFor the children and young people there must be particular interest and\nhope in the ability of a man to rise by sheer strength of character, civic\nvirtue, consideration for the needs and views of others, and good commonsense to the leadership of his country and an exalted international recog¬\nnition ; and it would appear to me that there can be no better way of\npersuading the citizens of tomorrow of the general soundness of our insti¬\ntutions and of the possibilities before them for a useful life full of satis¬\nfactory achievement, than to bring them to visualize the full life and great\npersonality of George Washington, in all its phases, so that they may profit\nbv a sense of companionship\nacter and methods.\n\nwith him and instinctively emulate his char¬\n\nEvidently, this purpose cannot be achieved except through the collabora¬\ntion and active support of the schools and universities throughout the coun¬\ntry. And it is there we must humanize George Washington, we must think\nof him as the very human person illustrated by the few portraits made in\nearly manhood and before the misfortune of false teeth had stretched his\nupper lip into rigidity and unfortunately gave his mouth\n\nthat unsympathetic\n\nlook of inflexibility which we have come to know from the pictures in gen¬\neral circularization. A man of strong emotions, held under control by\nstronger mental powers, interested in all sorts of outdoor activities and in\n\n"}
{"page": 133, "printed_page": null, "text": "General\n\nSessions\n\n129\n\nsympathy with the obligations of his neighbors and community, he had a\nkeen sense of humor, generous affections, while always studying to be just\nto all and openminded to every suggestion. Such he was and such he re.mained at heart even after the reticence and dignity requisite of one in high\noffice forced him to restrain his natural impetuosity and enthusiasms. It is\nhard to feel on familiar terms with demagogs or think of Washington in\nthe Stuart paintings as a human being, beset with the same instincts and\ndifficulties which constitute our life of today. Only by the difficulties which\nhe had overcome, by the venomous and personal attacks made upon him, by\nthe chaotic political and economic conditions among which he did found\nand formulate a basis for sound government, by private interests which de¬\nmanded, and, of course, received his careful thought and attention, can we\nrealize how great a man\nourselves.\n\nhe really was and draw\n\nhope and inspiration for\n\nIf I may digress a moment to tell an anecdote from my own family that\nseems to have application here because we think so much of Washington\nas a great, calm, and always successful figure, who had no difficulty in over¬\ncoming obstacles and “who was first in the hearts of his countrymen,” but\nthat you remember was not passed by congress until after he died. On the\nevening of a fourth of March,\n\nI think the last one of his second administra¬\n\ntion, my grandfather was in the president’s rooms at the Capitol, as is the\nusual custom tp sign the last bills passed by congress at the session, and\nwhile they were waiting for the next engrossed bill to come out, Mr.\nChandler, the attorney-general, said something about its being a relief\nperhaps to have it all over and be rid of the abuse which had been heaped\nupon him and that it must have been very hard to keep from being em¬\nbittered by such abuse. And he said it was difficult to keep from feeling\npersonally bitter toward people who abused you and that he had come to\ntry to avoid the particularly abusive articles. And Mr. Chandler then took\na newspaper out of his pocket and began reading. He said, “Listen to this,\nGeneral.” And he began reading very seriously an abusive and vitupera¬\ntive article on the President’s private character. It was much harsher than\nusual and when he got through — it happened that it spoke of the Presi¬\ndent always — my grandfather said, “I did not realize that they said\nthings about me as bad as that.” Mr. Chandler said, “Well, General, that\nwas written about George Washington.” It was an old paper which he had\ndug out for the occasion.\nBy humanizing him I do not mean to drag in the disproved scandals as\ncertain of our recent fiction writers have done when they undertook to\nwrite history. Careful research shows how untrue these accusations are.\nThe\n\ntruth does honor to the great and the brighter the light that shines\n\non George Washington’s records the greater he appears. Teach your pupils\nto know and admire George Washington, to carry his example and com¬\npanionship in their hearts, and the country’s destinies will be safe in the\nhands of the next generation.\n\n"}
{"page": 134, "printed_page": null, "text": "130\n\nNational\n\nEDUCATION\nHON.\n\nRUTH\n\nBRYAN\n\nEducation\n\nFOR\n\nOWEN,\n\nPOLITICAL\n\nMEMBER\n\nCONGRESSIONAL\n\nAssociation\n\nOF\n\nDISTRICT\n\nSERVICE\n\nCONGRESS\nOF\n\nFROM\n\nTHE\n\nFOURTH\n\nFLORIDA\n\nEssentially the same address was delivered at the Department of Super¬\nintendence Convention in Atlantic City, February, 1930. The address is\nprinted in the section of this volume devoted to the Department of Super¬\nintendence. See table of contents or index for page on which it appears.\n\nTHE\nJOSE\n\nPADIN,\n\nPORTO\n\nCOMMISSIONER\n\nRICAN\nOF\n\nPEOPLE\n\nEDUCATION.,\n\nSAN\n\nJUAN,\n\nP. R.\n\nI bring you very cordial greetings from one of the outlying possessions\nthat America seems to have forgotten — from Porto Rico, the Cinderella of\nthe American family.\nAn eminent American jurist has described Porto Rico as “a piece of land\nsurrounded by water which belongs to the United States but does not form\na part thereof.” This legal definition, this outline map does not give a com¬\nplete description of the island. Porto Rico is more than a piece of real\nestate with aquatic boundaries. It is the home\nloyal American\n\nof a million and a half of\n\ncitizens. Limited in area, separated from the Mainland\n\nby\n\n1300 miles of sea, different in racial and cultural origins, Porto Rico re¬\nmains at the end of more than thirty years of association with the United\nStates a territory with a small “t,” organized but unincorporated.\nConstitution has not followed the flag.\n\nThe\n\n«\n\nThe\n\npeople of Porto Rico would\n\nchanged. The\n\nlike to have this anomalous\n\nnational interests are just as dear to the American\n\nborn in Porto Rico as they are to the American\nYork, or California. War\nWar\n\nsituation\n\ncitizen born in Ohio, New\n\nis the acid test of loyalty. During\n\nthe World\n\nPorto Rico gave ample proof of its allegiance to the United\n\nExcluded\n\ncitizen\n\nStates.\n\nfrom the provisions of the universal service law, it insisted on\n\nits right to share the common burdens and dangers in the hour of national\nstress. It refused to remain noncontiguous and unincorporated when the\nfate of the republic was to be decided on the battlefield. The\nRegiment, recruited to its full war strength, went to Panama\nthat important waterway.\nbonds, and when\n\nThe\n\nPorto Rico\n\nto help guard\n\nIsland oversubscribed its quotas of liberty\n\nthe Armistice was signed, it had the nucleus of a splen¬\n\ndid division ready for overseas service. It is only fair to add to the descrip¬\ntion of the eminent jurist this detail, that in the hour of national emer¬\ngency Porto Rico is a participating territory.\nThe\n\nPanama\n\nCanal is perhaps the juglar vein in our system of national\n\ndefences. Porto Rico is one of the principal outposts for the protection of this\n\n"}
{"page": 135, "printed_page": null, "text": "General\n\n131\n\nSessions\n\nvital artery. You can rest assured that if put to the test, the strength of that\nposition would depend largely on the loyalty of its million and a half of\nAmerican\n\ncitizens and only incidentally on its fortifications. Modern\n\nfare has become vastly complicated, but the human\ncisive factor.\n\nwar¬\n\nelement remains the de¬\n\nCommercially Porto Rico is far from insignificant. Its annual trade with\ncontinental United States has passed the $200,000,000 mark. As a market\nthe Island ranks ahead of all but six or seven of the largest Latin-American\ncountries. Viewed from a strictly selfish point of view, the prosperity of\nPorto Rico should be a matter of concern to the people of continental United\nStates whose own prosperity is depending more and more on overseas markets\nand on populations with a purchasing power\npriced American goods.\n\ngreat enough to pay for high-\n\nAlthough Porto Rico is important to the nation for military and com¬\nmercial reasons, its chief value is its instrumentality. Let me explain what I\nmean by that.\nIt is evident that our most important future foreign relations will be with\nthe nations beyond the Rio Grande, the socalled Latin-American republics.\nWe are becoming gradually aware of this fact and of the necessity of ground¬\ning those relations on mutual understanding and appreciation. During the\nlast hundred years we have had considerable friction with some of our\nAmerican neighbors, possibly because our contacts have been almost exclu¬\nsively commercial and industrial. The trader and the concession-hunter are\nnot the best agents of peace and understanding. Fortunately, sincere efforts\nare being made today on both sides of the Rio Grande to establish cultural\ncontacts between the two Americas. We\n\nare exchanging students and scien¬\n\ntists. We are sending south “merchants of light.” We have become aware\nthat Latin-Americans are interested in spiritual things. They are responding\nwell to our advances. A great deal of work remains to be done in the western\nhemisphere to increase human happiness, and all the Americans, the South\nAmericans as well as the North Americans, should undertake it coopera¬\ntively. The best way for men to get acquainted and to learn to respect one\nanother is to engage together in tasks that lift them above their narrow\nselfish interests. In education and social welfare much can be done coopera¬\ntively in America. To this task, North America can contribute its genius for\norganization, its technical skill, and its boundless human energy. South\nAmerica can supply the field of action and loyal, intelligent collaboration.\nTo the promotion of amicable inter-American relations, Porto Rico can\nrender inestimable service. Latin-Americans by blood and tradition and\nNorth Americans by political allegiance, the Porto Ricans are singuarly\nwell endowed\n\nto act as the interpreter of the two Americas. Aware\n\nof its\n\nunique opportunity, the Island is making an effort to prepare its youth for\nthis important work by developing its state university into a seat of learning\nwhere the two great cultures of the New World may meet upon a common\nground. The Panama Canal cut the continent asunder to speed up physical\n\n"}
{"page": 136, "printed_page": null, "text": "132\n\nNational\n\nEducation\n\nAssociation\n\ncommunication between North and South America. A great seat of PanAmerican learning would bridge the gap which separates the two cultures of\nthe western hemisphere and facilitate interchange in the realm of spiritual\nvalues. The Culebra Cut would then be the symbol of physical separation,\nthe Pan-American University the instrumentality of spiritual reunion. To\nthe realization of this dream, little Porto Rico is making a real contribution.\nIn collaboration with Columbia University, we have organized a graduate\nschool of tropical medicine whose research in tropical diseases and nutrition\nproblems is already attracting widespread interest. In cooperation with Bos¬\nton University, we are maintaining a College of Business Administration,\nan excellent training ground for those who wish to engage in inter-American\ntrade or enter the consular service. With Cornell University we are nego¬\ntiating the establishment of a graduate school of tropical agriculture. We\npropose to develop further this cooperative plan until the University of\nPorto Rico becomes de facto an inter-American seat of learning, drawing\nteachers and students from North, Central, and South America and spread¬\ning its beneficent influence over the New World.\nThis is no empty dream. Graduates of our College of Agriculture are\nright now doing excellent work in Colombia, Ecuador, Peru, Venezuela,\nand other South American republics. A graduate school of tropical agricul¬\nture will provide additional technical training, so much needed for the\ndevelopment of the vast agricultural possibilities of Latin America. The\ngraduates of our Colleges of Law and Business Administration are unusually\nwell equipped to represent North-American firms in the South-American\nmarkets, for they know the language, customs, traditions, and psychology\nof the Latin-American people, and they are familiar with the language and\nbusiness methods of the North-American people. In the College of Education\nwe are planning to offer facilities for research and a comparative study of\nthe doctrines and procedure of American education.\nI believe you will agree with me that Porto Rico is much more than\na piece of land surrounded by water. I have given you a few glimpses\nof its possibilities as the cultural isthmus of America. Whether Porto Rico\nremains a dependency, belonging only in a property sense, or becomes a\nsubstantial national asset, depends largely on a realization by the people\nof the mainland of the potential value of the island. You will have to realize\nfirst of all that Porto Rico exists, that it is not one of the Sandwich\nPhilippine Islands, and that its natives are citizens of the United\n\nor\n\nStates.\n\nThen you will have to decide whether it will pay you to develop the poten¬\ntial values of Porto Rico. You are keenly aware of the value of commercial\ngoodwill. You\n\nare always ready to pay cash for it. There\n\nis another type\n\nof goodwill, exultantly proclaimed in these words: “Glory to God in the\nhighest, and on earth goodwill towards men.” It is this brand of goodwill\nthat you shall have to promote, if you really desire friendly relations with\nour Latin-American\n\nneighbors. You can increase that goodwill by an intelli-\n\n"}
{"page": 137, "printed_page": null, "text": "133\nGeneral\n\nSessions\n\ngent use of the potential value of Porto Rico as the instrument of interAmerican cultural exchange and the promoter of accord and understanding.\nRight now Porto Rico faces serious social and economic problems. With\na density of 420 inhabitants to the square mile and agriculture as the chief\nmeans of support, the Island is beset by more than its fair share of unem¬\nployment, poverty, and disease. The development of our natural resources\nhas lagged behind the growth of our population. While we are readjusting\nthe situation, we shall need help. Treat Porto Rico generously. It will be\na good investment. After all, Porto Rico is a sort of show-window opened\ntowards South America. Help to keep it attractively dressed.\nA cynical critic of American life is responsible for the observation that\nhere in the United States the study of geography begins earlier, lasts longer,\nand is accompanied by a more formidable mobilization of apparatus and\ndevices than anywhere else in the civilized globe, and that, notwithstanding,\nthe American is, among the citizens of the civilized world, easily the most\ndeficient in geographical knowledge. However it may be, Porto Rico has\nsuffered a great deal of neglect because the ordinary continental American\nis never quite sure whether Porto Rico is a part of Cuba, Hawaii, or merely\nthe name of a five-cent cigar. You know a great deal better than that. You\ncan render our little island a great service. Put it on the map and teach your\nchildren that it is more than a blot of red or green ; that it is the home of\n600,000 children, of one million and a half American citizens who are\nanxious to occupy a position of responsibility and dignity in the great Ameri¬\ncan family.\n\nTHE\n\nRESPONSIBILITY\n\nMRS.\n\nHUGH\n\nD.\n\nBRADFORD,\nAND\n\nOF THE\n\nPUBLIC\n\nTO THE\n\nSCHOOLS\n\nPRESIDENT,\n\nNATIONAL\n\nCONGRESS\n\nOF\n\nTEACHERS,\n\nSACRAMENTO,\n\nPARENTS\n\nCALIF.\n\nRealizing the rate with which schools are progressing, we wonder how\nfar they could go if they were effectively supported by the realization on\nthe part of the public of its responsibility and its opportunity.\nIn considering schools, there has been a tendency to consider the public as\nthat section of a community which is composed of the non-professional\nschool people, but this division into lay and professional groups is artificial\nand unsafe, and the public in this discussion will be considered as the entire\nadult group to whom\n\nthe schools belong. We\n\ngroups only for a moment\n\nwill separate the public into\n\nin our consideration.\n\nThe public,' as a whole, needs awakening\n\nto a definite sense of its respon¬\n\nsibility. The average citizen is startled as he tries to answer, “What\n\ndo you\n\nthink is the responsibility of the public to the schools?” To some it presents a\nnew thought. Few have had definite ideas on the subject.\nThere are several reasons for this: the public has never clearly seen its\nresponsibilities because it has never stopped in its mad\n\nrush to analyze its\n\nrelationship to the school ; if it gives the school a passing thought, it is that\n\n"}
{"page": 138, "printed_page": null, "text": "134\n\nNational\n\nEducation\n\nAssociation\n\nhaving turned the schools over to the professional group, it is acquitted of\nall responsibility. The teachers, themselves, are many times indefinite as to\nwhat, if anything, is expected of the public. Parents have felt their obliga¬\ntion was discharged if the children were clean and neatly dressed. Fortu¬\nnately, however, there are many of the professional group who desire more\nthan the faith of the public, and there are on the other hand, many inter¬\nested citizens, non-teachers, who would willingly assist in a larger way if\ndefinite lines of cooperation were suggested.\nIn many instances the only definite thing the public as a whole knows\nis that it is expected to pay sufficient taxes with which to provide good\nschool buildings, and adequate teacher salaries. This being done, Mr. Citi¬\nzen points with pride to the new school as an evidence of duty well done,\nand while the average citizen may never attempt to vote for the personnel\nof the school board, nor voice himself in the selection of teachers, he is\nnevertheless most generally calmly complacent\nwith education and that his part is completed.\n\nin his faith that all is well\n\nIf, however, as an employer , he experiences what many\n\nemployers do in\n\nboth business and professional fields, finding that the graduate or near¬\ngraduate is unable to adjust his education of the school to that of his new\nwork, the employer becomes impatient with school education and demands\nto know what is wrong. Seldom does it occur to him that this may be a per¬\nsonal maladjustment, due to the youth himself; or that in some way he,\nas a business man, has failed to acquire the newer business method that the\nschool has offered ; or that having found what he believes to be efficiency,\nhe, in turn, has failed to tie his business experience to the school in such a\nway that the school may be more\n\nefficient. He blames the school, however,\n\nfor the failure. The school cannot give the same sense of responsibility that\nthe job does, and the employer must realize this. He must not expect the\nimpossible. In vocational fields, the industrial employer must be willing to\naccept and assist in training apprentice workers who are still carrying on\nschool work. Labor is sometimes reluctant to cooperate with the school,\nbecause labor is not in touch with school programs, and teachers are some¬\ntimes failing to tie up theory with practise in these vocational fields. This\nis true in business, professional, and industrial life.\nThere is a carelessness in judging our schools that is based on lack of\ninformation and misunderstanding. The lay public too frequently looks for\nperfection in the thing which is the individual’s own predominating interest,\nand his own idea of success, failing to take into account individual differ¬\nences, and maladjustments, and not realizing that education is a life process\nin which the school plays only one part in the educational development.\nUntil managers of large industries, employers in vocational fields actually\nwork out a definite program with teachers, there is bound to be lack of\ncoordination.\n1. There must be a newer and greater understanding of school educa¬\ntion. The teacher as a professional part of the public, must make clear this\n\n"}
{"page": 139, "printed_page": null, "text": "General\n\nSessions\n\n135\n\nideal, the methods by which it may be approached, and the responsibility\nof the public in carrying forward school programs.\n\n(a) The\n\nhealth of the community\n\nin which\n\nthe school is located, vitally affects\n\nschool attendance, and the child’s opportunities to receive school education. The\nteacher may find his responsibility in many instances by seeing that authorities pro¬\nvide sanitary health conditions.\n(b) The public as a community group is responsible for the amusement centers,\ntheir regulation, and their influence upon the social life of school children. However,\nexalted a school faculty may be in its ideals of social behavior, the community\n\nstandard is a direct influence in either hampering or assisting the school. Com¬\n2.\nThe public\nt realizeas tha\nmunities must\nhave mus\nstandards\nto twhat\nisate\nprovided\nin iro\namusements,\ntype of\nit cre\ns the env\nnment for what\nthe school.\nmagazines are displayed, what hours social activities should cease.\n(c) The public must recognize the school as a great socializing agency, preparing\nyouth for life. It must realize that in cooperation with the school it is responsible for\nthe adequacy of this social preparation. Crime and juvenile delinquency are vitally\neffected by the attitude of the public in its social relationships. A community that\ntolerates roadhouses and slums must cease to criticize the school child found there.\nThere\n\nis no characteristic of heredity that cannot be dealt with in terms of environ¬\n\nment. The “goodwill” activities of the school should be supported, not decried. These\nactivities are humanizing. The “sports” program must be considered a social activity\nmore than play or physical development. Upon the public rests the responsibility for\ndeveloping a normal social environment for the school that will enable it to fulfill\nits objectives in character education. The public must as a unit, help youth to choose\nits pleasures wisely.\n\n3. The public must be made to understand what is meant by “equal op¬\nportunities for children” in practise , as well as in theory. It must assume\nits responsibility in making such adjustments of taxes and school adminis¬\ntration as will accomplish the desired results. Teachers must present the\nfacts which show the lack of facilities for rural school opportunities.\n4. Our public must encourage\n\nadequate legislation such as will provide\n\nfor wellpaid teachers in active service and funds for retired teachers. Teach¬\ners who are financially harrassed, are dangerously hampered. We should\nseek to make clear that the progress of the school depends upon its teachers.\n5. The public in the home must assume responsibility for home education\nas a supplement to school education. If successfully carried out, the parentpublic gives to the school healthy, disciplined, happy children, ready for\nthe program\n\nof the school. Later, home education should promote and stimu¬\n\nlate loyalty, obedience, and respect for school discipline. It should also corre¬\nlate the activities of the school with the home, but it needs to be told how.\nThe teachers must bridge the gap between the school and home, and be¬\ntween the school and the community, with a clear understanding of what\ntype of cooperation the school needs. They must cultivate a willingness to\nrecognize the public as another channel for the education of the child. -The\nteacher-public should utilize every agency that may assist in enriching the\nschool education program. The only school education that is effective is that\nwhich\n\nis tied into the life of the community.\n\n"}
{"page": 140, "printed_page": null, "text": "136\n\nNational\n\nEducation\n\nAssociation\n\nThe teacher must take the public into his confidence. If legislation that\naffects teachers is needed, it may be more readily obtained if the lay public\nis not regarded as a separate bloc, but as a partner of the teacher. Many laws\nfor tenure and retirement fail, because teachers have not understood the\npublic mind. Great city groups have passed tenure laws for themselves, for¬\ngetting that in rural, one-room schools a teacher with life tenure is the only\ninfluence in school that the rural community may have. Happily our rural\nteachers are in most cases good influences, but rural parents protest the nar¬\nrowing influence of some teachers who may be professionally correct but not\nthe type that community desires.\nParents and teachers united are a force for school advancement that can¬\nnot be overestimated. The growth of the National Congress of Parents and\nTeachers in numbers and achievement is due to the fact that the public is\nawakening to many of its responsibilities to the schools.\nEducation will progress to the degree that the lay and professional public\nunderstand\n\nthe needs of the schools, cooperate with each other, and realize\n\nthat all education is a cooperative process.\nWe have theorized much. Let us be more definite; as parents and teachers\nmake clear to ourselves, what we think the school needs, ask for it, and the\npublic will respond.\nThe school of the future must provide health, effective living, happy,\nabundant\nof God\n\nlives with souls that shall “split the sky in two, and let the face\nshine through.”\nSYMBOLS\n\nW.\n\nE.\n\nSEALOCK,\n\nDEAN,\n\nOR\n\nTEACHERS\n\nEXPERIENCE\nCOLLEGE,\n\nLINCOLN,\n\nUNIVERSITY\n\nOF\n\nNEBRASKA,\n\nNEB.\n\nNumbers, handwriting, printed words, algebraic equations, formulas, all\nare symbols which the race has worked out through long years of experience.\nThe figure five is a symbol representing five objects of any kind. If we wish\nto multiply five apples by three we simply place three groups of five apples\neach before us and get as a result fifteen apples. But if we multiply five by\nthree we have as a result fifteen, a symbolic operation and result, but a far\nmore useful one than the former. The five in the last operation may be any¬\nthing from pennies to potatoes, from men to monkeys. The operation is sym¬\nbolic, not actual, but its application is of vast and varied extent. Symbols,\nwhether representing mathematical operations, suggesting loyalties, as for\nexample a party emblem, or spoken or written words, represent a stage in\nadvance of the actual and make possible progress in thinking from commonsense to science. Consequently, symbols are a sine qua non for intellectual\nadvancement. As long as mathematics was used merely for making specific\nmeasurements, little progress was made in the subject. Until adequate, easily\nused symbols were invented, mathematics\n\ncould not, and did not pass be-\n\n"}
{"page": 141, "printed_page": null, "text": "General\n\n137\n\nSessions\n\nyond a very elementary stage. Until symbols representing definite measure¬\nments as the ohm, volt, and ampere were devised, little development took\nplace either in theoretical discussions or in the practical applications of elec¬\ntricity. In every illustration given, symbols came as the result of a vast\namount of firsthand experience. They are needed, they are valuable ; we\nwould be helpless in presentday civilization without them. Symbols are\nsimply tools which can be used to advantage only after adequate experience\nwith the things represented by them.\nFormerly we taught children to read by methods which ignored meanings\nwith the result that little reading was done when those children became\nadults. Since 1880 the amount of reading done has increased at a very rapid\nrate, if the increase in the number of issues of newspapers and periodicals\nis in any sense a criterion. As a nation, we are today doing probably from\nsix to ten times as much reading per individual as was done in 1880. Just a\nlittle prior to 1880 we began to teach children to read by methods which\nstressed meaning. In brief, the amount of reading done by adults has in¬\ncreased as methods of teaching reading have recognized experience as neces¬\nsary on the part of the child with the materials upon which the reading is\nbased. Today in our progressive first grades, we give children an experience,\nor a series of experiences, and then make this the basis for the reading. To\nthese children the words and the sentences, the symbols, have real meaning,\nfor they have had experience with the things represented by the symbols.\nIn a certain first-grade room\n\nthere were many\n\nobjects that children had\n\nbrought in for nature study work. Among the living things w~ere two turtles.\nFor several days the children were interested in observing the color and out¬\nstanding characteristics, and in learning how\nOne\n\nto care for the turtles.\n\nday during the recreation period the children decided to let the\n\nturtles enjoy some\n\nrecreation, too. So the turtles were placed on the floor\n\nin the midst of the children. Soon the turtles began to crawl about on the\nfloor. The children became interested in which turtle would travel the\nfaster. One\n\nchild suggested a race between\n\nthe turtles. Both turtles were\n\nplaced on a starting line. At the stroke of the gong the turtles were off. The\nchildren watched anxiously the slow movements of the turtles, speculating\non the one that would win. At the close of the recreation period, the children\nmeasured\n\nthe distance traveled by each turtle, and could tell without hesi¬\n\ntation which won. When the teacher asked for the winner’s score in the\nexact number of inches, they were puzzled and could not give the correct\nanswer. A problem in subtraction had arisen. The\n\nteacher realized that it\n\nwas the psychological time to teach a subtraction fact even though her daily\nschedule did not call for number work at this particular time. Ten inches\nminus seven inches was the problem.\nHad one visited this classroom a few days later he would\nfollowing account of the race on a card :\n\nhave found the\n\n"}
{"page": 142, "printed_page": null, "text": "138\n\nNational\n\nEducation\n\nAssociation\n\nNip and Tuck live in our room.\nOne day we put them on the floor.\nWe wanted to see a race.\nWe started them on a line.\nNip went 7 inches in 10 minutes\nTuck went 10 inches in 10 minutes.\nNow\n\nNip and Tuck\n\nNip and Tuck\n\nrace every day.\nare two turtles.\n\nFor several days the children enjoyed turtle racing during their recreation\nperiod. The starting point was marked. The turtles were allowed eight\nminutes for the racing. This called for a timekeeper. Score cards were made.\nScores were kept for each turtle. The winner’s score was always announced\nin inches. While the interest in turtle racing was at its height, the teacher\nsuggested “a race in subtraction.” Under the guidance of this skilful\nteacher the “subtraction race” with boys and girls as contestants became as\npopular as the “turtle race” had been. This teacher had utilized pupil ex¬\nperience and the natural spontaneous activities of the children as a basis for\nteaching reading and arithmetic. He made it possible for the children to\nhave interesting and worthwhile experiences before they were introduced\nto the symbols representing these experiences. Teaching subtraction and\nreading were not wooden, mechanical processes ; the symbols came last.\nGeography, much if not all of it, has often been to many children little\nbut meaningless symbols. The story of the child who did not recognize the\nriver upon which his home was situated as the Mississippi River of his\ngeography has become classic. The assumption has been that the symbols, the\nwords of the textbook, in some magic way were translated into real experi¬\nence for the child the moment he read them. Teachers and parents often for¬\nget how the symbols with which they are familiar came to have meaning\nfor them and have neglected the first step in the learning process, firsthand\nexperience. Every child cannot be transported to Asia and South America.\nHow\n\nis he to gain a knowledge\n\nof the geography of these continents ? Or is\n\nhe simply to remain ignorant of most of the geography of the world? Neces¬\nsarily, we cannot secure firsthand experience of everything; we must learn\nmany things through vicarious experience. The hill, the valley, the prairie,\nthe lake, the village, or city, with which he is familiar may be used to give\nthe child firsthand experience which will make the otherwise meaningless\naccounts of his textbook meaningful. Pictures, films, and carefully collected\nmaterials will play a part. Lew Wallace who in Ben Hur wrote those in¬\nimitable descriptions of places in the Holy Land before he had ever visited\nit, tells us that after he had traveled there and visited the places he had\ndescribed, he had no desire to change a single description so accurate had\nbeen his mental pictures gained from vicarious experiences.\n\nThe writer remembers quite clearly a high-school girl in his own school\nsystem who had completed plane geometry and was attempting solid geome¬\ntry, but she was having considerable difficulty with the subject. An inter¬\nview by the superintendent with this high-school girl disclosed the fact that\n\n"}
{"page": 143, "printed_page": null, "text": "General\n\nSessions\n\n139\n\nwhile she had passed the work in plane geometry with a grade approximately\nthe average of the class, she had no conception of an angle. In fact, to her,\nan angle and a triangle were the same thing. To this student the symbols in\ngeometry had little, if any, meaning. To thousands of students geometry, so\nfar as its value is concerned, is a study in logic and not a study in spatial\nrelationships. If the work in geometry were based on the firsthand experi¬\nences of students, this would not be the case. As it is, we have a subject with\ngreat educational possibilities often becoming a study of symbols with little\nmeaning for the pupil.\nNumerous risible situations have occurred in history classes due to the fact\nthat to the student his ancient or medieval history was a mass of more or\nless meaningless statements, and the teacher made no effort either in the\nselection of the subjectmatter or through the method of presentation to give\nhim a basis for the material he was expected to master. Consequently, he\nmade with the Diet of Worms and the Papal Bull the only associations that\nhis background of experience rendered possible. As long as the subjectmatter\nof elementary and high-school history is selected on the basis of the import¬\nance of events at the time they transpire and without any attention to\nwhether or not they explain presentday events and movements, just so long\nwill history for many students have little meaning. The writer in his classes\nin the history of education and in the philosophy of education has often\nasked students to make an invoice of the extent to which their study of\nGreek, Roman, medieval, and even modern history helps them to understand\npresentday political, economic, and social situations. Reports from these stu¬\ndents indicate that little was gained by them. Wars, the downfall and rise\nof dynasties have been the pictures on the screen, some of which have been\ninteresting ; but little has been brought away that is valuable in enabling the\nstudent to appreciate and understand the world in which he lives. Historical\nsituations cannot be appreciated by students unless they have in some way an\nadequate basis for understanding them. In the main, there is no serious diffi¬\nculty in helping students to secure this basis, but teachers assume it with the\nresult that the educational value of the subject is largely lost.\nNo reference has been made to the study of foreign languages although it\nwill be admitted, I believe, that much of this work deals far too largely with\nsymbols. Some students get a great deal from the study of foreign languages\nbut to many it is a boresome grind with little to show in the way of worth¬\nwhile results. A study by Dr. O. H. Werner shows that for the student\nof average or below average ability, the study of a foreign language often\nactually hinders his learning English, and acts as an obstacle. However, we\nshould not be too critical of foreign language study, for science in the high\nschool, in spite of the fact that it is so rich in opportunities for contact with\nlife, often deals with symbols with as little meaning\nlanguage.\nThere\n\nas those in foreign\n\nare today in education tendencies to emphasize symbols at the ex¬\n\npense of the real experience necessary to understand and appreciate the sym-\n\n"}
{"page": 144, "printed_page": null, "text": "140\n\nNational\n\nEducation\n\nAssociation\n\nbol. Some standard achievement tests belong in this category. Many com¬\npletion tests demand practically a memorization of symbols. The student\n7?iay\n\nget\n\nmeaning\n\nand\n\nrelationships,\n\nbut\n\nso\n\nfar\n\nas\n\nthe\n\npassing\n\nof\n\nthe\n\ntest\n\nis\n\nconcerned, this is not necessary. True-false tests likewise may fall to this\nsame educational level. Students proceed to get the symbols regardless of\nmeanings and relationships. A group of graduate students were discussing\na test they had taken the day before. In answer to the question “How did\nyou get along with the examination?” one student replied, “The last quarter\nof the test was based upon a chapter in” — naming a certain book — “which I\nhad read but had not committed.” Comment certainly is unnecessary.\nAny examination may call for symbols and symbols only whether it be of\nthe objective type or of the essay type. The examination, however, which de¬\nmands not only facts, but also a reorganization of these facts goes a long\nway toward determining whether the symbols have meaning for the students\nor whether they have remained symbols only. No attack is here intended on\nobjective tests. They are useful but on the other hand they may be so used\nas to defeat their real purpose.\nSince we in our examinations are often prone to ask questions which can\nbe answered by students who have mastered symbols only, it follows quite\nnaturally that our objectives in any subject apparently may be realized by\nstudents without their gaining the appreciations, understandings, and rela¬\ntionships which we expect them to master. Educational objectives have been\nstated in various ways, and while they have helped us in our thinking, they\nhave not suggested either the curriculum materials or the procedures which\nwill give to the students those experiences necessary for the attainment of\nthe goals set forth. If education is to be the outcome of valuable experiences\nthrough which the child passes, what is to be the goal ? Can we suggest an\nobjective that will be either adequate or helpful? Knowledge comes as a\nresult of experience and looks toward the future, not toward the past.\nMastery of facts gained without adequate basic experience brings little ap¬\npreciation and meaning, and an almost total lack of knowledge of relation¬\nships. When subjectmatter ceases to be merely something to be learned and\nbecomes ways of behaving, materials for carrying on activities already under\nway, then opportunities for firsthand experiences on the part of the pupils\nwill be greater, and correspondingly greater will be the interest and the\nvalues which accrue. When children are solving problems of their own and\ndifficulties arise, they ask many and varied questions. The same children\ndealing with subjectmatter in the form of symbols ask very few questions,\nfor there is little that makes an appeal. Can this attitude on the part of the\npupils be set up as a measure\n\nof the achievements\n\nthey have made?\n\nIn any line of work in life in which progress is being made, two things are\nnecessary. As the work moves along more and more problems arise, but at\nthe same time those in charge are able to solve more and more of these prob¬\nlems. To merely raise the problem for somebody else to solve is not enough.\nThe successful man must be increasingly able to solve more and more of\n\n"}
{"page": 145, "printed_page": null, "text": "General\n\nSessions\n\n141\n\nthese problems, to secure satisfactory and reasonably adequate answers to the\nincreasing number of questions which come to him. In somewhat like manner\nmay we not set up a goal which will to a degree at least determine worth¬\nwhile school achievements ?\nOur problems, social, economic, and governmental, are becoming more\nnumerous and more difficult of solution. The forces let loose by our age of\nscientific developments must be controled. An education that makes for\ncareful, independent thinking is needed. Such education has its roots in per¬\nsonal experiences, and in the solution of problems in which the pupils have a\ngripping interest. Here the writer is indebted to that eminent thinker and\nteacher, Dr. Kilpatrick of Columbia University. If our pupils increase in\ntheir ability to ask questions, if they are increasingly able to ask more and\nbetter questions, and at the same time are increasingly able to answer satis¬\nfactorily more and more of their own questions, may we not consider this a\ncriterion by which to measure\n\nour success as teachers? Would\n\nnot the prob¬\n\nlem of making symbols meaningful largely disappear? This is probably an¬\nother way of saying that we shall aim at the growth and development of\nthe child, that what\n\nhe does in school must bring to him more meaning,\ngreater appreciation, and increased understanding of relationships ; all of\nwhich will tend to make his life richer and the services he can render greater.\nExperiences are the bases for knowledge, and knowledge\n\nused in furthering\n\nlegitimate social and individual ends means growth. Growth\n\nTHE\nH. E. BARNARD,\nAND\n\nTEACHER\n\nDIRECTOR,\n\nPROTECTION,\n\nWHITE\n\nAJSID THE\nHOUSE\n\nU. S. DEPARTMENT\n\nOF\n\nis our objective.\n\nCHILD\n\nCONFERENCE\nINTERIOR,\n\nON\n\nCHILD\n\nHEALTH\n\nWASHINGTON,\n\nD. C.\n\nMr. Barnard talked informally without notes. No manuscript was avail¬\nable for the volume of Proceedings.\n\nCREATIVE\nFREDERICK\n\nACTIVITY\nH.\n\nBARBEE,\n\nVITAL\n\nTO\n\nSUPERINTENDENT\n\nTHE\nOF\n\nSCHOOL\nSCHOOLS,\n\nPROGRAM\n\nST. JOSEPH,\n\nMO.\n\nThere is only one way to provide for adequate opportunity for creative\nactivities among students in public schools and that is to create within the\nmind of the teachers a desire for such activities. This can best be accom¬\nplished by a cooperative effort to incorporate it in the curriculum\n\nof the\n\nschool. Our\n\nbiggest task today is to establish such practises as guarantee\n\na wholesome\n\nparticipation by both pupils and teachers. If we want\n\nmore\n\ncreative work in the schools, we can have it. If we take the public into our\nconfidence, there will be created a wholesome desire for such activities as\nwill more nearly perpetuate an adequate progressive training of our boys\nand girls in such practises as have larger carry-over values.\n\n"}
{"page": 146, "printed_page": null, "text": "142\n\nNational\n\nEducation\n\nAssociation\n\nWe all recognize that we are living today under a new social order, and\nthat this new regime is making heavy demands upon our school program\nto meet the changing exigencies of commercial and industrial life. It is well\nthat the schools heed this demand since we are expected to produce a citizen\nwho is better able to function in this new society. This gives rise to the perti¬\nnent question as to what public education should mean. There is no question\nin our minds relative to meeting present needs, nor is there a question con¬\ncerning the preparation for complete living in a changing civilization. Our\nspecific question turns the glass inward and we continually ask ourselves how\nwe shall meet this new demand. The best long-range objective for public\nschools is better prepared citizens. This we know is reflected by a thinking\npublic, nor can we shift the responsibility of the school thereto. The best\neducational theories as substantiated by research and the science of education\ndemand in practise that we set up in schools processes of more certain values.\nOur task is largely one of clarification. We who administer public schools\nhave a twofold responsibility — namely, to set up within the school the best\npractises, and to sell these at par to the public. To do this we are forced\nto more clearly define objectives. We must produce better sorted and better\nconstructed curriculums. We must see to it that we have better teaching\nprocesses going on. It is patent, however, that our practise lags far behind\nour welldefined objectives of today. A thing that will vitalize the entire\nschool procedure is a reemphasis upon pupil activity. We must give oppor¬\ntunity for the development of real ability. We are probably under-teaching\nour pupils. That is, we are setting patterns of too adult a concept, and are\nholding the student to a practise that in itself tends to ignore spontaneous\nand free reactions of the individual.\nThere is no lack of agreement with the best teaching procedures when\nwe set out to deliver the youth from this handicap. It is lack of interpretation\nof those finer qualities, our desire to arrive at our goals by somewhat care¬\nfully constructed procedures too often meeting the adult concept that blocks\nour program of creative spontaneity. Modern psychology has placed the pupil\nin the foreground in our educational work. This is the fundamental life of\nthe school. The\n\nnew\n\nschool is discovering how\n\nto set up an environment\n\nwhich will draw out the creative capacities of youth. To know\n\nthe student\n\nand what he is capable of doing is as necessary as to know subjectmatter,\nand often of more vital concern. Our task is to provide more worthwhile\npossibilities in the classroom, and what we do here circumscribes the whole\nprocesses of education. The creative is linked with the past and is an effort\nto adapt the school to the needs and natures of children, to make their lives\nmore joyous and vital. Our philosophy must see the whole process, the rela¬\ntion of the child to the adult in order that it may contribute the greatest\namount of success over the individual’s whole life. Our whole philosophy\nis revised in terms of child interest. It is not a question of the whim or humor\nof childhood, but a question of the type of values we shall place in the line\n\n"}
{"page": 147, "printed_page": null, "text": "General\n\nof experiences which become\ninherent right of childhood.\n\nSessions\n\n143\n\nvitally interesting to the youth. This is the\n\nToday we are building our programs to provide for a freer spirit; we\nare seeking to bring the student to a higher sense of purpose ; we are trying\nto start him on a path of discovery — an open sesame ; books are his mine\nwherein he may discover the golden nuggets that may set him on the road to\ngreat riches. The curriculum becomes a guide, and if used wisely, tracks him\nthrough the unknown, and to him, the unexplored ; it releases him to work\nout the latent powers that are his inheritance. This new creative spirit asks to\nbe included in our working curriculum. It is asking for its full evaluation in\nthe life and activity of the school. It seeks to be recognized on its own merits.\nIt has a most prominent part in the development of educational practises\nand lays considerable claim to much intrinsic value. It must have more\nthan a passing consideration, and when it can be brought under proper\nscientific behavior, it will receive recognition as one of the more important\nfactors in learning now fundamental to the better ongoing of the public\nschools.\nIf, as it is claimed by those who\n\nhave thought it wise to make it a part\n\nof the curriculum, it is highly conducive to the development of better per¬\nsonal qualities, it is worth a place in our educational scheme. One does not\ndischarge his obligation by teaching children. He must eject into this teaching\nsuch things as will bring the student to a maturity along the lines of a finer\npersonality, and help develop a foundation which will enable the individual\nto “find his place and use that place to shape both himself and society toward\never nobler ends.”\nCharacter develops; confidence comes into the spirit and lives. New de¬\nsires, new hungers, new satisfactions arise, and these furnish us the key\nfor a new education. It will permeate the whole of life and function as\na stimulus to higher living. Often we thwart a developing spirit by our\nimpatience with the product; rather should we cultivate and foster that\nspirit or desire to create, and ever and ever assist its refining so that the\nindividual reaches to even greater power. A natural wholesome school¬\nroom atmosphere which is vital and life-giving will foster independence\nand stimulate originality in both thought and deed. This is the power of\nthe creative.\nOn every hand school practises are being molded to conform to this\nnewer type of classroom activity. The tendency is directly toward the creative\nin education, but we need disciplined initiative. As Mearns says “The\nsecret of our results lies in the environment we as teachers skilfully and\nknowingly set up day by day, and hour by hour.” A large degree of for¬\nmalism still persists, but hope is lodged in the security of a faculty to be\ntrained in the future, that believes in the cultivation of honest thinking and\ndoing among our pupils. The study of curriculums of leading school systems\ntoday evidences an active interest in the creative as a conscious type of\nactivity. New\n\ncurriculums\n\nare projects, units of work, creative work, ere-\n\n"}
{"page": 148, "printed_page": null, "text": "144\n\nNational\n\nEducation\n\nAssociation\n\native music, story hour, and activity hour. This is both psychologically and\neducationally sound. The creative tends to a better integration of materials,\nis more conducive to pupil growth, and far more conducive to better common\nunderstandings.\nThe public is demanding emphasis upon productivity, and this is vital\nto school values. The emphasis must change to pupil power. Through the\ncreative will certainly come greater initiative and drive, which in themselves\nbecome at once an American asset. The concept of education has been to\nprovide opportunity for creative expression out of which develops the ability\nto add to the social heritage. Our past has been largely concerned with the\ncreative efforts of those who have lived before. This is valuable and has\nits place in education, but we must make it possible for creative expression\nof the present student body. We should make it possible for each one to be\naroused to a greater sense of selfexpression. The creative sets pupils thinking\nabout what they can do. According to one writer society’s demands of the\npresent are relatively greater, and opportunities for learning in society are\nrelatively less. This is a challenge to the school, else education will suffer.\nWe must include in our school practises those things that have heavy poten¬\ntiality. We are changing our curriculums to a more specific program of\nindividual enrichment. Research is bringing to the teachers a splendid dis¬\ncovery of the individual. The task of the school administrator must be\nto free this individual from the bonds of formalism and to encourage his\nbest development. In so doing, he must free the teacher.\nPupils must learn the art of living but we must see that they are inducted\nproperly into its best practises through a wiser guidance. We accept as true\nthe opinion that there is little learning until the child can do the thing. We\nare obliged, therefore, to offer opportunity for selfrealizations. Opportunity\nfor pupil expression is of paramount significance and if wisely guided cre¬\native activity of pupils will have a most potent force. We must not let\nour procedures define our objectives but rather the reverse. If, then, we aim\nto encourage the development of individual personality, we must consciously\ndesign our patterns with this possibility. We can hardly expect a child to\nexperience an abundant life whose whole educational experience is tied up\nin lessons to be conned, formal reactions to be made, and formal standards\nto be easily met. There is an ever-increasing desire and tendency to reduce\nthe number of things to do in the classroom. We must refine our under¬\ntakings and to my mind, provisions for pure creative work by children is\none of the first steps.\nSomeone will urge that great dangers lie immediately ahead ; that the\npresent teaching force is not creative minded and cannot properly guide\nthe student. Likewise that the child sets up play idealism which will carry\ntoo far and unfit him for mature thinking. These may happen. Our need\nis for a better trained faculty to safeguard such mishaps. The danger lies in\nthe lack of scientific application and training. Rightly included and admin¬\nistered, it should assist in the right development of the individual. It is in\n\n"}
{"page": 149, "printed_page": null, "text": "145\nGeneral\n\nSessions\n\nmany schools now employing it not a fad but a fact. This is a challenge to\nthe American college in its preparation of teachers.\nAnother grave danger lies immediately ahead of our American schools in\nthe constantly crystallizing tendency to “get by,” and why not so long as\nwe perpetuate adult concepts as basic, and hold our pupils to a mimicry\nof form? We ask them to give us reactions of a predestined type. Rather\nshould we encourage the finer development of personality which allows a\ngreater expression of honest conviction wrought\n\nfrom a personal accomplish¬\n\nment. Values must be determined more largely in terms of personal achieve¬\nment. Our goal is to produce a higher type of citizen. We must help to\ncreate an antagonism against narrow selfishness. Creative learning has much\nto offer as embryonic of the higher type of thinking citizen. We cannot hand\nover an education. We can merely set up the conditions favoring real activity\nand guide the student wisely. We have indicated that we yield to the demand\nof our ever-increasing complex society and attempt to produce the type of\ncitizen who can meet these increasingly difficult situations.\nWe have another duty that lies in the direction of the fulfilment of the\nhigher obligations to boys and girls. It is not sufficient that we provide\ninteresting projects that attract and hold the best in the youth. There should\nbe an increasingly careful expansion of their powers so that they may come\nto maturity with a moral and social fiber of greater fineness. This in the\nfinal analysis will make it possible for a greater society that in turn will\nreflect a higher plane of living. From this society more will be expected.\nIf we believe, as I am sure we must, that the child has a right to develop\nhis personality in order the better to find his rightful place and bring himself\nand society to ever nobler ends, we must make it possible that the school\nprograms include such stimuli as set going these processes at an early age;\nand with the most delicate and wise guidance, further these developing\npowers throughout the education of the individual. In this machine age,\nless and less opportunity is afforded by society itself for the fuller expression\nof these creative instincts. It is our obligation. What then shall we say is\nour task ? Shall it not be largely in the effort to make possible a far happier\nenvironment for our boys and girls that real learning shall go on ; that\nwe shall endeavor to assist our teachers in a wiser guidance of the very\nactivities that make for nobler lives through a wholehearted productivity\nthat shall itself ennoble our society? Shall we not be participants in bringing\nto all a fuller realization that, indeed, “School is Life” ?\n\nEDUCATIONAL\nIRA\n\nE. ROBINSON,\n\nOBLIGATIONS\nFEDERAL\n\nRADIO\n\nOL THE\n\nCOMMISSION,\n\nBROADCASTER\nWASHINGTON,\n\nD. C.\n\nHow gratifying to speak to the leading teachers of America! They belong\nto the profession which lends greatest good to American life. My own career\nwas begun by teaching. It has been a matter of regret that I did not continue\nin that ministry. A better service would have been rendered by me, than has\n\n"}
{"page": 150, "printed_page": null, "text": "146\n\nNational\n\nEducation\n\nAssociation\n\nbeen rendered in all my public career. Let every teacher extol his opportunity\nfor good.\nHow fitting today, in this rampant commercial age, are the words of the\neminent Lyman Beecher, uttered years ago when commercialism was not so\nastounding and harmful! “We must educate! We must educate! or we must\nperish by our own prosperity.”\nThe use of that quotation reminds me that William H. McGuffey, the\nforemost educator of the age, from whose book I learned the quotation long\nago, produced his renowned textbooks in this great state of Ohio. No pub¬\nlished collection of English literature ever excelled the old McGuffey series\nof readers. No money could buy my set, including the speller, fortunately\nobtained by me recently. The books thereof are not reprints, but are of the\nvery same edition from which, to me as a boy in the latter seventies and early\neighties, inspiration and ambition came for useful life. Were I operating a\nradio broadcasting station I would give the public a selection from McGuffey\nat least once a day.\nIn this day new things have come into being in every line. Thereby greater\nobligation is upon us. Our forefathers in America were limited in facilities\nfor good, but they made the best use of all they had. Derelict, indeed, are\nwe, their children, if we misuse or fritter away the new facilities given us.\nOut of the faith of the fathers we must know that the eternal fitness of\nthings has bestowed them at the right time and for a right use.\nOne of those new things is radio. It is the greatest implement of democ¬\nracy yet given to mankind. It is the voice of the people, indeed the expression\nof the soul of the people, unto themselves, and unto the other nations of the\nearth. It fits the accepted doctrine of Lincoln that this shall be a government\nof the people, by the people, and for the people.\nWhat a power for good has radio, and yet what a power for ill. Let us\nnot think lightly of this great new talent. All expression over the radio\nshould be of inspiring and enlightening order. It should assuredly conform\nto the highest American ideal. The home and the school are the very founda¬\ntion of our government. Their sanctity should be preserved, indeed nur¬\ntured, by the use of the radio. In this connection what marked responsibility\nrests upon the licensed broadcaster. He indeed should be the one who thinks\nin the terms of the home and the school. This the public has a right to\ndemand. A determined opinion of the public in this particular will do much\nto control the service of the broadcaster. He must necessarily be responsive\nto them. The popularity of his station, its continuance, is at stake. He should\nat all times recognize that the public license granted him makes him a public\nservant, answerable to the public.\nCongress, by salutary law, has stamped radio as the people’s own. It is to\nbe regulated and used wholly in the public interest. By congressional man¬\ndate, it is so licensed. No licensee can have a property right in the air. The\nlicensee is merely a trustee for the public. He holds his license, indeed, with\nthe promise that he will return to the people in exchange therefor a general\n\n"}
{"page": 151, "printed_page": null, "text": "General\n\nSessions\n\n147\n\npublic use. No one has the right to devote a radio license to his exclusive\nprivate use. Rightly, this is the doctrine of the present radio law. Let every\ncitizen, particularly the educators, be alert to maintain that doctrine. It is\nin direct accord with true democracy. No one group must ever dominate\nradio. Its influence is too farreaching for that. It must be open to all. In\nthis connection, no one has greater foresight than President Hoover. In\n1925, before radio had developed so that its great public usefulness could\ngenerally be recognized as it is now, 'he, then the Secretary of Commerce,\ntestifying before the House Committee which had under consideration the\nmaking of the present Radio Act, said :\nThe\n\nquestion of monopoly\n\nin radio communication\n\nmust\n\nbe squarely met. It is\n\ninconceivable that the American people 'will allow this newborn system\nmunication to fall exclusively into the power of any individual, group,\nbination.\n\nof com¬\nor com¬\n\nRadio communication is not to be considered as merely a business carried on for\nprivate gain, for private advertisements, or for entertainment of the curious. It is a\npublic concern impressed with the public trust and to be considered primarily from\nthe standpoint of public interest to the same extent and upon the basis of the same\ngeneral principles as our other public utilities.\n\nNotwithstanding\n\nthis early and prophetic warning, it cannot be gainsaid\n\nthat a monopoly of radio is now' insistently claimed by a group, and that its\npower and influence is so subtle and effective as to portend the greatest\ndanger to the fundamentals of American republican government. No greater\nissue presents itself to the citizenry. A monopoly of mere property may not\nbe so bad, but a monopoly of the voice and expression of the people is quite\na different thing. The doctrine of free speech must be preserved. The use of\nthe air for all, not for the few', must be protected. Shall the big business\ninterests have the air, and thus the average man be denied it? It does not in\nreason suffice that he may hear w'hat others say to him. He also has the nat¬\nural right to speak. Your congressmen and senators are already fully advised\nof this issue. Do not delay in imparting to them of the American backbone\nof their constituencies.\nThat the radio has great educational w*orth goes w'ithout saying. For,\nradio is but the human voice at long range, and may be the voice of an\ninstructor, w'hether school teacher, preacher, or statesman. One good lesson\nfrom a single instructor may reach millions.\nIt is not my\n\npurpose to discuss the technical problems of education by\n\nradio. Proper use of the radio in education can best be devised by profes¬\nsional educators. They have already made marked progress on that line.\nThe report of the Advisory Committee on Education by Radio, appointed\nby Secretary Wilbur, is interesting and enlightening. The work now being\ndone on the subject, at the Office of Education in Washington, will un¬\ndoubtedly further advance the right use of the radio in education. It is also\nencouraging that school officials and universities in many of the states are\ndefinitely considering the subject by experiment and otherwise.\n\n"}
{"page": 152, "printed_page": null, "text": "148\n\nNational\n\nEducation\n\nAssociation\n\nBy no means will it be amiss here to recommend that all who have not\ndone so, read the forceful exposition on the subject of the use of the radio\nin education by Joy Elmer\ntional Education\n\nEducation”\n\nMorgan,\n\nAssociation.\n\nin a worthwhile\n\nthe editor of The Journal of the Na¬\n\nIt appears\n\nunder\n\nthe heading\n\n“Radio\n\nand\n\nbook recently appearing, entitled Radio and its\n\nFuture , edited by that brilliant and useful radio writer, Martin\n\nCodel.\n\nUnder our system of radio, which sprang into being before we could\ndiscern the real and higher uses for which radio is naturally intended, the\nbroadcasting stations are largely commercially owned and operated. The\nsmall minority owned and operated by educational institutions have not\nbeen able, because of the tardiness of public appropriations in comparison\nwith the leaps and bounds of private funds, to compete for high position in\nthe radio setup. The commercial ownership and operation of radio stations\npresents the major problem in the use of radio for re^l educational purposes.\nShall education by radio be left to the direction of commercial interests?\nConcededly educational programs over the radio should be devised and\ndirected by professional educators. How is this to be done in view of the\nexisting commercial\n\nownership and operation ? Will the legislatures provide\n\nappropriations of money\n\nwith which to buy time on the commercially owned\n\nand operated stations? Will those stations fairly allocate time for educa¬\ntional uses even when pay is tendered? These and many other questions\narise. They cannot be definitely answered now. An evolutionary process will\nnaturally aid in the solution. Radio is intended for a higher use than that\nnow made of it. The enlightened mind of thd public will eventually prevail.\nAlready the listeners are becoming sick of the overdose of commercial adver¬\ntising given them hourly. Auctioneering speeches, sales talks, price quoting,\nand the like have become so prevalent that the very excess of the same will\ndo good in reminding the people of radio’s real province and worth.\nMany broadcasting stations, though commercially owned and operated,\nhave been liberal in lending their facilities to the educators for the enlighten¬\nment and uplift of the people. Each of the great broadcasting chains have\ndone remarkable altruistic work in this line, particularly in giving to the\npublic the great events of the day. “The American\nthe Columbia System is an example of the worth\n\nSchool of the Air” over\nof radio in the schools.\n\nIt is significant that the same is to be continued, out of the approval of the\nlarge majority of the state school departments, and the disapproval of none.\nAnother fine example is “The Ohio School of the Air.” These experiments,\nif even they may be called that, are proving the better uses of radio. They\nhave shown that radio broadcasts may be made highly mentally creative.\nI am one who believes, from the experience of more than two years as a\ngovernment\n\nradio official, that the public generally appreciates the service\n\nthus rendered in return for the grant of the public license. They are satis¬\nfied that the licensee shall properly make money to support his station,\nwhen\n\nby his giving them some purely cultural programs\n\nthey observe that\n\n"}
{"page": 153, "printed_page": null, "text": "General\n\nSessions\n149\n\nhe is willing to return to them something for the license which they have\ngranted him.\nIt is remarkable to note that one prominently connected with broadcasting\nhas recently stated that “when education joins hands with radio it enters\nthe show business.” He stated further, “We have to cover our pills of educa¬\ntion with chocolate or licorice or peppermint if we are going to reach the\npeople to whom the information is going to be most welcome.” What sort of\nan indictment of the American public is this? It plainly implies that pure\neducational or cultural matter is hard for the American people to swallow.\nPersonally, I have not so far lost faith in the good taste of our public. At\nleast ninety percent of them need no showmanship or sugar coating to induce\nthem to appreciate that wdiich is educational. That ninety percent have\nalways believed in direct methods of education and believe yet in the same.\nAs children they took to lessons for useful life without persuasion ; and\nthey have given their children a birth and heritage which make the latter\nlikewise eager for knowledge. What is this sugar coating to be, in the mind\nof the gentleman quoted? Doubtless a phase of insidious advertising, clothed\nwith jazz music, so that after all a revenue may be exacted even in connec¬\ntion with educational broadcasts. What greater antidote to kill education\nby radio than a mixture of commercial advertising or jazz entertainment\nwith it? Here the educators must take a firm stand. It does not comport\nwith the history and growth of our American\nor even useless entertainment, to enter them.\n\nschools for commercialism,\n\nUnder the present law a license to use a valuable wave length for money¬\nmaking purposes is granted without license fee therefor. Should not the\nlicense by law, through an amendment of the Act, be required to give a con¬\nsideration for the license granted him? We need not so much care for a\nmoney consideration, though in view of the enormous cost of radio adminis¬\ntration, a licensee should be required to pay that. But assuredly the law\nshould be amended so as to require a direct return to the public, one stipu¬\nlated in the law, for the license which is granted by them. Such an amend¬\nment could well be that the licensee of a broadcasting station should give\ndaily a period of time on the air to a program sent out from the Office of\nEducation at Washington. The length and time of day of the period should\nbe stipulated in the judgment of Congress. We could depend on such a pro¬\ngram being informative, educational, uplifting, patriotic, and inspiring. The\nchief school officials in each state would, of course, be asked to cooperate.\nIt would be a program coming from the people themselves, through their\nrepresentatives. It would open the way for a program wholly independent\nof any selfish influence. Through it the history of our country, the funda¬\nmentals of our form of government could daily be reviewed in the hearts\nof the men, women,\n\nand children who are, and are to be, our citizens.\n\nThe details of the working out of such a radio program need not be con¬\nsidered here. All that would be in the hands of unselfish, loyal, patriotic\neducators, men\n\nand women\n\ndevoting their lives to the best interests of man-\n\n"}
{"page": 154, "printed_page": null, "text": "National\n\n150\n\nEducation\n\nAssociation\n\nkind, regardless of salary. To my mind, the continuance of our great gov¬\nernment rests largely in the hands of our educators. God grant that they\nmay never yield to the financial temptations of the day. By all means let us\nentrust them, under warrant of law, through the guidance of the Commis¬\nsioner of Education of the Federal Government, with an hour of uplifting\nradio program daily on every licensed broadcasting station, large and small.\nWe have the right, in the judgment of ourselves through Congress, to do\nthis. Let us reclaim at least this much of what we have given over unadvisedly\nfor merely commercial use. It will be a step toward devoting radio broad¬\ncasting to the higher use that will eventually come out of the sense and\njudgment of our people.\nThings in radio in the last few years have so evolved without prophetic\nguidance that now we should inaugurate at least one step toward what\nbelongs to the real public interest, convenience, and necessity. This is an\nunpopular doctrine. I have been woefully harassed because I advocate it.\nYou will observe that I still persist. Those of my ancestry who crossed the\nAlleghenies to make the land to be beautiful as it is today between those\nmountains and the Ohio, were likewise persistent.\nOne last word, a quotation, subtle in meaning, though it may be, since it\nis here applied to radio: “Unfortunate\ngetteth the memories of its fathers.”\n\nindeed is the generation that for-\n\nTHE USE OF RADIO IN THE DEVELOPMENT OF\nINTERNA TIONAL UNDERSTANDING— OUTLINE\nRICHARD\n\n1. The\n\nS. LAMBERT,\n\nEDITOR,\n\nThe\n\nListener J LONDON,\n\nENGLAND\n\nobstacles to international understanding\n\n(a) Ignorance — wrong ideas about foreign peoples\n(b) Narrow channels of communication between peoples through governments\nand diplomats\n(c) Barriers of language\n(d) Divergent material interests.\n\n2. The\n\ncharacteristics of radio\n\n(a) Its universality. Could\n\nthere again be a world\n\nwithout\n\nlisteners?\n\n(b) Its annihilation of distance. Like air-travel, it oversteps\nother national barriers.\n\nfrontiers and\n\n(c) Limitation of ether space — in position of selfcontrol upon the nations using\nradio. The International Broadcasting Union at Geneva.\n\n3. Radio an antidote to extreme nationalism. No such thing as exclusive\nbroadcasting. The habit of foreign listening cannot be eradicated. One¬\nsided propaganda on the air does not pay.\n4. What\n\nlistening to foreign programs\n\naccomplishes in Europe\n\n(a) Stimulates familiarity with foreign tongues and encourages learning of\nlanguages.\n(b) Widens the taste in music, drama, etc. Raises the standard of criticism\nand appreciation.\n(c) Causes the listener to feel that a foreign country is helping to provide\nhim with good entertainment.\n\n"}
{"page": 155, "printed_page": null, "text": "General\n\n151\n\nSessions\n\n5. International Program Developments in Radio. The listening to for¬\neign programs has stimulated the demand for more material of this\nsort on one’s own\n(a) Growing\n\nnational programs. Hence:\n\npractice of relaying international\n\ncountries at once, such as King\nference\n(b) The giving\ncountries.\n\n6. Where\n\nof\n\nnational\n\nGeorge’s\n\nprograms\n\nmusic programs\n\nspeech at opening\n\nsimultaneously\n\nby\n\nto several\nNaval\n\nCon¬\n\nall European\n\nlanguage difficulties are not a barrier, radio permits the leaders\n\nof thought in one country to speak direct to the peoples of other coun¬\ntries. The language of old-fashioned diplomacy is dropped, and famili¬\narity is developed.\n7. General educational influence of radio strongly shown in the promotion\nof international dnderstanding. In Britain we believe it is impossible\nto neglect the use of radio for even more specific educational purposes.\nIt is in our schools that the international mind has to be implanted in\nthe minds of our children. They must be accustomed to a real sense\nof familiarity and kinship with other peoples. This is the task of the\nteacher — but how\n\nunderstandi\n\nng.\n\nto be accomplished?\n\nIn British schools this is done by:\n\n(a) Travel talks by great explorers, travelers, anthropologists, etc.\n(b) Descriptions of foreign life by those experienced in it\n(c) Geography lessons.\n\nAll is supplementary to the classroom teacher and does not trench\nupon his ground direct.\n\nof what is going on in the world around. The dangers of specializ\nation\nin our hurried life. Radio the greatest of popularis\nof knowlege\ners\nand ideas, and the greatest of stimulato\nHumaniz\nthe knowledg\ning\nrs.\ne\nand thought and discovery of the expert, so as to bring them within the\nrange of the ordinary citizen. The intellige\nl\nm\ncome to\nnt istener ay\nlook on radio as his guide and adviser in the things of the mind. An\ninstance of its effect is the weekly comment\non foreign affairs,\nary\nacross the British radio.\n\ntionali\n\nsm.\n\nThe\n\ninterlo\n\ncking\n\nof materia\nl\n\ninteres\n\nts\n\nis not alone a safe¬\n\npolitica forces\nguard against war, religion, pacifism, and progressi\nl\nve\ns\no\nT\nt\nd\na\nt\nn\ns\nt\nh\na\nb\nh\nn\nhave ot een ble o tem he anger\nfeguard\nly\ne\nemselve\ns.\nfor all the nations, based upon a\nis a common spiritua foundati\nl\non\nwith one\nof ideas and a personal familiari\ninterch\ncontinu\nty\nange\nous\nCan any other force but radio perform\nanothers habits and problem\n8\nt\nRadio is the s.servant of youth, in its determi\nthis fun’ctio\nn?\nnation o\nRa.\ndio as a su\ncontribpplemeitnstasr\nhayre foto the making of a better world.\nute\nrce in the\nschools, ma\nking for i\nnternational\n\n"}
{"page": 156, "printed_page": null, "text": "152\n\nNational\n\nEducation\n\nPROGRESSIVE\nWILLARD\n\nE.\n\nGIVENS,\n\nAssociation\n\nTEACHERS\n\nSUPERINTENDENT\n\nOF\n\nProgressive teachers believe that what we\n\nSCHOOLS,\n\nOAKLAND,\n\nwant in our nation we\n\nCALIF.\n\nmust\n\nput into our schools. They believe in freedom rather than restraint, pupil\ninitiative rather than teacher domination, activity rather than passivity,\nchild interest rather than teacher demands, creative selfexpression and ex¬\nperience rather than conformity and adjustment, cooperative living rather\nthan autocratic control. Progressive teachers believe that education is a\ndrawing out process rather than a pouring in process.\nClassroom teachers are the most vital and important individuals in the\npublic schools of America. You are the ones who daily come in contact with\ngirls and boys, instruct and inspire them. All boards of education, superin¬\ntendents, principals, and supervisors have but one great function to perform\n— that of creating and maintaining school situations in which you classroom\nteachers can do your work with girls and boys most effectively.\nEarth is crammed\n\nwith Heaven\n\nAnd every common bush afire with God,\nYet only he who sees takes off his shoes.\n\nAre you living up each day to the responsibilities and opportunities which\nare yours? Your work is more than a job, and your pay is more than money.\nDo you realize that in your work with children that one single idea may\nhave greater weight than the labor of all the men, animals, and engines for\na century? You are working constantly with the minds and souls of children ;\ndo not underestimate your piece of work.\nAll work that goes on in the world can be classified into two groups —\nwork with human beings and work with material things. Your work is with\nhuman beings who create and give value to material things. You who are\nin the classrooms of America\nmolding them.\n\nare constantly working with human\n\nlives and\n\nDo you have a thorough preparation and a broad, rich background for\nyour work ? The best preparation which you can get is neither broad enough\nnor deep enough to enable you to meet and solve wisely all of the intricate\nproblems which come to you each day in the classroom.\nAre you justly proud of your profession? Are you glad for people to know\nthat you are a teacher? Why not? You are employed in the work of instruct¬\ning, inspiring, and guiding the girls and boys of this country. I am glad that\nwe cannot separate our teaching from our daily living — that our character\nis under the most searching scrutiny of critical eyes. Our lives are open\nbooks. Our work demands of us an exceptional standard of conduct. I am\nproud of the fact that in our profession of almost a million people in this\ncountry, seldom does any teacher bring disgrace upon himself or dishonor\nupon our profession. Our profession so uniformly meets its obligations, so\neffectively does its work, so decently conducts itself as to be almost incon-\n\n"}
{"page": 157, "printed_page": null, "text": "153\nGeneral\n\nSessions\n\nspicuous in this sensation loving age. This is due to the character and ideals\nof our teachers.\nWe are engaged in the most worthwhile work being done by any group\nof human beings. As we are gathered here at this great national convention\nwhich serves as the shrine of our profession, let us pledge ourselves anew\nto the best interests of the girls and boys of this country and be proud of our\nprofession or be honest and sincere enough to get out of the profession and\nget into a line of work with which we are proud to be associated.\nProgressive teachers are growing teachers. As you work in the classrooms\nwith human lives, if you are a growing teacher, your goal is never reached.\nYour ideals are constantly enlarged and elevated. No teacher is so unhappy\nas the one who has had his dreams come true. Ideals are like stars; you\nwill not succeed in touching them with your hands, but like the seafaring\nman on the desert of waters, you choose them as your guides, and following\nthem, you reach your destiny.\nYour real growth in the teaching profession depends upon a healthy dis¬\nsatisfaction with results and a keen realization that you as a classroom\nteacher have problems to be solved that are peculiarly your own. If you\nare a growing teacher, you constantly face 3mur problems, analyze them,\napply solutions, and determine results.\nThe wise administrators and supervisors are eager to help you, but if\nthey solve your problems for you they are hindering your growth.\nWe\n\nare blind until we\n\nThat\n\nin the human\n\nsee\n\nplan\n\nNothing is worth the making\nIf it does not make the man.\nWhy build these cities glorious\nIf man unbuilded goes?\nWe build the world in vain\nUnless the builder also grows.\n\nAs a growing classroom teacher, whether you are teaching in a little\nred schoolhouse in the lost woods district or in one of the most elegant\nchambers in the finest tabernacle of learning in any of our large cities,\nyou have problems enough to challenge a thorough preparation, an enthusi¬\nastic effort, and a devoted consecration. Every individual teacher determines\nthe size of his job by the manner in which he meets this challenge.\nProgressive classroom teachers are resourceful, flexible, and have initiative\nand creative ability. If you are a resourceful teacher, you do not confuse\nmuch talking with real teaching. Those of you who give genuine leadership\nto the girls and boys are frequently in the background. As a resourceful\nteacher, you shape situations so that growth and creative work are natural\noutcomes. You are much more interested in the growth of your children\nthan you are in the honor that is being bestowed upon you as a leader.\nYou are perfectly willing to miss the glamour and show so long as you\nare instrumental\n\nin building situations where\n\nthe best in each child is\n\ndeveloped and where each is growing and creating.\n\n"}
{"page": 158, "printed_page": null, "text": "154\n\nNational\n\nEducation\n\nAssociation\n\nAs a progressive classroom teacher, you have a deep philosophy of life\nand a sound philosophy of education. You do not confuse essentials with\nnon-essentials. You\n\nrealize that there is much more to be done than you\ncan do, but your philosophy does not let you become discouraged at this\nfact but helps you to select those activities most worthwhile and to pursue\n\nthem vigorously and cheerfully. You\n\ndo not allow yourself to worry, for\n\nyou realize that “the mass of people worry themselves into nameless graves,\nwhile here and there a great unselfish soul forgets itself into immortality.”\nYou have no time except the present. You use whatever is helpful from\nthe past. You instruct, inspire, and guide for the future, but you have no\ntime except today.\nToday\n\nis what you have. It is also what you are. And\n\nagain, today is what you\n\ndo. If you haven’t anything and aren’t anybody, and do nothing, why, then for you\nthere is no today. Today is joy. Today is work. Today is play. Today is love. Today\nis life. Yesterday is no problem for it is past. Tomorrow is no problem for it isn’t\nhere. Today is your opportunity. Crowd in upon it then. Take hold upon its faintest\nchance. Spread your smiles today. Be game today. Be glad and great today. Today\nyou may start out all anew. Today you may put to use what you learned yesterday.\nAbove all things do not fear today; do not worry about yesterday; do not fret\nabout tomorrow. Work, think, help, love, and live today.\n\nAs a progressive teacher, you are a learner, a student of education and\nof life. You know your subjectmatter thoroughly. You have mastered the\nbest methods of instruction in your field and you are above all a student of\neach boy or girl who\n\ncomes into daily contact with you. You\n\nknow\n\nthe\n\nworld and life as it is being lived today. You love books and use them con¬\nstantly, but you do not cloister yourself with them to the exclusion of the\njoys and problems of every-day life.\nYou are above all other things a fine type of human\n\nbeing. You\n\nhave\n\npersonality, health, poise, and freedom from worry. You are broad-minded,\nopen-minded, fair, sincere, just, and impersonal in your decisions.\nYou are internationally minded and free from race prejudice. You praise\nthe good qualities in all races and say nothing about their faults. You realize\nthat we are living in an age when the application of science to every-day life\nhas made all nations our neighbors.\nThis is an age of wonders, of whispers that carry across continents; of ships\nthat climb the clouds; of living pictures of people long dead; of mechanisms that\nspeak with the voices of men.\n\nYou are devoted to world peace because you know the folly and futility\nof war. You believe and teach that all problems can be settled without war\nif we are intelligent, broad-minded, fair, and tolerant enough to look at both\nsides of a question, and are willing to take the time and effort to get ac¬\nquainted and really know our neighbors. You are fully cognizant of the fact\nthat your attitude toward other peoples, toward peace and war, and toward\nall vital problems — if it is intelligent and tolerant — is a strong and impelling\nforce in molding the conduct and character of the girls and boys of America.\n\n"}
{"page": 159, "printed_page": null, "text": "General\n\n155\n\nSessions\n\nIf you believe, practise, and teach the law of love rather than the law of\nforce, most of your girls and boys will follow your example.\nThe mind has a thousand\nAnd the heart but one;\n\neyes,\n\nYet the light of a whole life dies\nWhen love is done.\n\nYou place character above everything else. You realize that the strongest\nelement in character development in your classroom is your own personal\ncharacter, that your personal ideals and conduct play a far more important\nrole in the lives of your children than anything you say or teach. You realize\nthat unless your private life and conduct square up with the ideals of our\nprofession that your influence does more harm than good and that you are\ndrawing your salary under false pretenses, because in our profession we are\npaid for what we are as well as for what we do.\nAre you a progressive teacher? If so, you are well prepared. You are proud\nof our profession. You are growing. You are resourceful, have initiative,\nand creative ability. You have a deep philosophy of life and a sound philoso¬\nphy of education. You are a learner, a student of both life and education.\nYou are a fine human being, internationally minded and free from race\nprejudice. You place character above everything else and believe that example\nspeaks louder than words. You practise the law of love and know that every\nteacher comes down to the end of his professional career bearing in his hands\nonly that which he has given away.\nIn keeping with the ideals of this great organization, let us consecrate\nourselves anew to the welfare of the girls and boys of America and pledge\nallegiance to America’s public schools and to the ideals for which they stand,\nthat we may prepare a generation that shall meet responsibility with courage,\nthat shall not shrink from labor nor have contempt for it, that shall know\nwhat to do with leisure and how to enjoy life without dissipation.\n\nRECOGNIZING AND DEVELOPING\nIN THE INDIVIDUAL\nFLORENCE\n\nM.\n\nHALE,\n\nSTATE\n\nSUPERVISOR\n\nOF\n\nCREATIVE\nCHILD\n\nRURAL\n\nSCHOOLS,\n\nABILITY\nAUGUSTA,\n\nMAINE\n\nIn the history of education, there has never been a time when the creative\nimpulse was so overpowering a factor in school procedure as it is today.\nThe requirements of this surprising new world in which we find ourselves\nmean indeed that a new heaven and a new earth have opened up before\nus in almost startling intensity. The generation of young people whom we\nare educating for their work in this new world are imbued with this spirit\nof creative desire to an almost painful extent. To fail to recognize its poten¬\ntial qualities in the boy or girl may result in tragedy in the case of the\nexceptionally brilliant mind and in dogged sullen idleness in the case of the\nless gifted pupil.\n\n"}
{"page": 160, "printed_page": null, "text": "156\n\nNational\n\nEspecially must\n\nEducation\n\nteachers who\n\nAssociation\n\nhave been in the profession several years\n\nbe very sure that they do not look only for their own time-honored ideas of\nwhat ability is. This new world of science, of moving pictures, of radio has\ncreated a need for new abilities, new creative objectives, that cannot be\nevaluated by old-time standards. Colonel Lindbergh, the indifferent college\nstudent, now becoming a wizard of the air; Rudy Vallee, the excellent college\nstudent, amassing fame and fortune as a radio hero ; Marion Talley, creating\na vivid ambition for fame in music in the young school girl’s mind and,\nperhaps with the same creative impulse, leaving it to come closer to growing\nthings on her western farm, are typical of what we may expect of the younger\ngeneration.\nWe may or may not approve of these new fields, this new sort of fame for\nour young people, but that will make no difference, for this new generation\nwill not be held back by our leading strings. We can, however, direct such\nimpulses, recognizing them and guiding them with the light of our experi¬\nence, until they shall become a real science like the achievement of Lindbergh\nor an artistic success like Vallee rather than a foolhardy or melodramatic\nexhibition of reckless youth.\nThe best public schools have already taken account of this creative impulse\nin their courses of study, featuring creative seat work, creative work\n\nin\n\nliterature as illustrated in Hugh Mearns’ Creative Youth, and creative\ninstead of imitative art. This is a right procedure in harmony with the\ndemands\n\nof the times. Today,\n\nteachers must be especially alert to detect\n\nunusual ability and a child’s individual bent towards certain achievements.\nIt is our task to capture these impulses at the right moment and lead them\nwisely to fruition. Perhaps all this means\n\na richer, bigger heart in our teach¬\n\ning -as well as keener eyes intellectually speaking.\n\nPIONEERING\nWILLIAM\n\nThe\n\nJOHN\n\nCOOPER,\n\nUNITED\n\nSTATES\n\nAGAIN\nCOMMISSIONER\n\neve of any great festal day is marked\n\nOF\n\nEDUCATION\n\nby a heightening of the emo¬\n\ntions and the eve of the nation’s birthday is no exception to the rule. The\nday and hour of this meeting compel the mind of a student of history to\ntake a backward look. This place of meeting also suggests an appeal to his¬\ntory. We\n\nare in a city named\n\nfor the discoverer of the continent — the capital\ncity of the first state carved out of the old northwest territory — and this\nstate is rich in historical events and is justly proud of its contributions to the\nlife of our nation. As one evidence of this feeling is a splendid group in the\ncapitol grounds representing seven sons of Ohio who bore the heat and bur¬\nden of four bloody years — Grant, Sherman, Sheridan, Chase, Stanton, Gar¬\nfield and Hayes. I need not remind you that Ohio is the mother state of\nseven presidents, including him who was the only man ever to hold both\nthe highest executive and the highest judicial office within the gift of\nour\n\n"}
{"page": 161, "printed_page": null, "text": "General\n\n157\n\nSessions\n\npeople. And finally for every teacher, the mention of “northwest territory\nbrings to mind those famous words of the fathers of the republic, “Religion,\nmorality, and knowledge being necessary to good government and happiness\nof mankind, schools and the means of education shall forever be encouraged.”\nOn such an occasion and in such a place the United States Commissioner\nof Education is invited to address the official representatives of some eight\nhundred thousand American teachers. It is difficult to decide just what to\nsay out of the chains of thought suggested by this coincidence. First of all I\ntake a backward look. To our Atlantic seaboard citizens this state even to¬\nday is known as the West. Your president, through whose kind invitation the\nCommissioner of Education is present, is from the Trans-Mississippi West,\nand the speaker is from the very far West. This combination of circum¬\nstances seems to indicate the appropriateness of a backward look with a view\nto summarizing some influences of the West on the development of the\nnation. I shall go back exactly one century and ask you to think of the United\nStates in 1830. At that date the territory south of the river had been suffi¬\nciently well settled to furnish the four states of Kentucky, Tennessee, Ala¬\nbama, and Mississippi. From territory north of the river the states Ohio,\nIndiana, and Illinois had been created, and the territory of Michigan was\nrapidly filling up. The\n\ncensus of 1830 showed\n\nmore\n\nthan twenty-five per¬\n\ncent of America’s thirteen million people living west of the Appalachian\nMountains. Ohio alone had more people than Massachusetts and Connecti¬\ncut combined and half as many as all historic New England. These seven\nstates were very much alike in the character of their population.\n\n“The\n\nWesterners\n\nof 1830,” we are told by the historian, Willis Mason\nWest, “were developing into an American type to remain the dominant one\nfor two generations, tall, gaunt men, adventurous and resolute, of masterful\ntemper daunted by no emergency.” This picture, I am sure, calls to the mind\nof everyone who reads it that true representative of the West, Abraham\nLincoln, born in Kentucky, reared in Indiana and Illinois. Crude men they\nappeared to such distinguished foreigners as Charles Dickens, who cari¬\ncatured the settlers of this very region in his Martin Chuzzlewit. “The\nWest was democratic and self-confident,” we are told. “It believed in the\nworth of the common man and in his capacity. Its chief habits of mind were\na rude and wholesome optimism and an impatience of the claims of author¬\nity. 1 Of our foreign visitors, M. de Tocqueville alone appreciated this spirit.\nHe has preserved an anecdote of a densely crowded assembly through which\ncertain dignitaries were trying to force their way. “Make way there,” they\ncued, Ave are the representatives of the people.’ “Alake way vourselves,”\ncame back the retort, “we are the people.”2\nEducation had little place in this early western life as all who know\nthe\nlife of Lincoln realize. But it must be remembered that those who\nsettled\nYork Sty ^1913 MaS°n'\n2 Ibid.? p. 475.’\n\nAmcrican\n\nHistory and Government , p. 473. Allvn and\n\nBacon, New\n\n"}
{"page": 162, "printed_page": null, "text": "158\n\nNational\n\nEducation\n\nAssociation\n\nthis great interior of our continent and pushed its frontiers ever westward\nwere the hardy survivors of bloody struggles with the Indians, since it was\nnot until the decade of the 1830 s that the frontier communities in this\nnorthwest territory were freed from the imminent\n\nthreat of the tomahawk.\n\nYet the representatives of this new country were making themselves felt\nin the councils of the nation. Speaking of the eastern indifference toward\nAmerican\n\nclaims on the Oregon\n\ncried: “It is time that western men\n\ncountry, Senator Benton, of Missouri,\nhad some share in the destinies of this\n\n1\nRepublic.”\nUnder the leadership of Clay of Kentucky, who sponsored “internal im¬\nprovements/’ there were developed thousands of miles of canals, and the\nnational pike was extended westward reaching this city about 1830. This\nnew West had its first representative in the White House, the rough and\nready warrior who followed that cultured and refined New Englander, John\nQuincy Adams. President Jackson shocked the sensibilities of many men of\nthe older sections but expressed the new\n\nnationalism of the pioneer when\n\nproposed in unequivocal terms the toast “Our\n\nhe\n\nFederal Union, it must be\n\npreserved.”\nDuring the next two decades this new West negotiated the compromises\nwhich settled most of the controversies between the old North and the old\nSouth, and it was to fall to the lot of the second generation of Westerners\nto decide momentous issues in our history. They were destined to answer\nthe question of free labor versus slave labor by wiping out slavery forever.\nThey were to settle the question of state rights as against federal authority\nby crushing those states which insisted that the handling of slavery was\ntheir own peculiar problem and nobody else’s business. For these men of\nthe West had made their homes under the federal flag and had received their\nhomesteads under acts of Congress before they had state flags and state legis¬\nlatures. In the minds of those who had lived in territories there was little\ndoubt about this issue, since the federal government had authorized the\ncreation of the state governments.\nAt the end of the hundred years much of this old Northwest finds itself\neast of the center of population and having more problems in common with\nthe Atlantic seaboard than with the Trans-Mississippi West. But it took the\nlead in making us a nation and in promoting movements which have ma¬\nterially changed our federal government. Ever since the victory of the fed¬\neral arms of 1865 people have come to look more and more to the national\ngovernment at Washington to solve their problems. Amendments 14 and 15,\nwhen enforced, Amendment 16, empowering Congress to collect taxes on\nincomes, and Amendment\n\n18 regarding prohibition, together with many\n\nstatutes growing out of “implied powers,” have changed our government\nfundamentally in that they bring national officers in direct contact with the\nindividual citizen.\n1 Ibid., p. 449.\n\n"}
{"page": 163, "printed_page": null, "text": "General\n\nSessions\n\n159\n\nThis tendency to place more power in the hands of the federal govern¬\nment, evident since the close of the civil war, has doubtless been due in part\nto improved transportation and communication which make geographical\nareas in fact smaller, and in part perhaps to the growth of great business\ncombinations. There are now powerful influences which recognize no state\nlines and for which state and local governments are no match. But curious\nresults have followed from the concentration of power in Washington.\nAmong these I name only a few.\nFirst, our federal government was one of limited authority and planned\nin a way to prevent the abuse of powers given it. Students of the Constitu¬\ntion have pointed with pride to the “checks and balances” provided. It was\nintended by the fathers that the two houses of Congress should be a check\non each other ; that the executive and legislative branches should check each\nother, and that the Supreme Court, through the interpretation of the Con¬\nstitution, might check the other two branches. This government of checks\nand balances still remains in a day of increased powers, frequently bringing\nconfusion and helplessness rather than business efficiency in the discharge\nof these powers. The machinery of government has not been revised to keep\npace with the changed functions of government.\nSecond, this increase in power has kept the citizen’s eyes on the government\nat Washington. Whereas he formerly did things for himself through per¬\nsonal effort or political activity in his local government, he now looks to the\nfederal government to solve his problems. In administration this tendency\nhas brought into being the Departments of Agriculture, Commerce, and\nLabor. It urges new departments for veterans’ affairs and for such interests\nas education and public health and welfare, heretofore regarded as strictly\nlocal interest.\nThird, effort to exercise power always follows the vesting of power. As\ngreat corporate interests have been accused of trying to control officers, so\nthe people will attempt to direct the actions of these officers. This movement\nhas been commonly known as the growth of democracy. Lincoln believed in\na government “of the people, by the people and for the people.” Yet, judging\nfrom the Declaration of Independence and the writings of the fathers, even\nof such democrats as Jefferson, one comes to the conclusion that these early\nstatesmen were not so much interested in a government by the people as in a\ngovernment of the people, or as they expressed it, in a government “by the\nconsent of the governed.” In the Constitution itself the method provided\nfor electing the president presumed the selection of groups of men whose\nvotes would be cast in such a way that the ablest man in the nation would be\nselected for president and the second ablest for vicepresident. But George\nWashington only was selected after this fashion. The Constitution was then\nchanged in response to popular demand and practise has further modified\nthe procedure until today the machinery is merely a matter of form. The\nvoters are called upon to select the president of the United States. And\ndo it except when\n\nthey\n\nthe antiquated machinery effects the election as chief ex^\n\n"}
{"page": 164, "printed_page": null, "text": "160\n\nNational\n\nEducation\n\nAssociation\n\necutive of a man receiving a minority of the popular vote. It is also obvious\nthat the original plan for the Senate was to allow the people of the states\nto elect legislatures each in its own way and for these legislators to send the\ntwo ablest men in that state to the United States Senate. In 1913 the Con¬\nstitution was amended, and each state was compelled to have its senators\nelected by direct vote of the people. Of course no one foresaw that this might\ncarry with it the temptation to expend tens and even hundreds of thousands\nof dollars in the larger states on the part of wealthy persons who were am¬\nbitious to sit in the United States Senate, or that it would tempt powerful\ninterests to spend money to elect their agents to that body.\nIt seems to me that not even today do our people realize the implication\nfor education in this basic change in our government and our relations ot it.\nIf the people are to elect the president directly, they need be acquainted not\nonly with the powers of his office and the limitations put on him, but they\nshould be able to formulate a policy of action on great economic and social\nquestions. If the people may select the senators who are to ratify treaties\nwith foreign nations, it is incumbent that the voters themselves know more\nabout our foreign relations. Any adviser of a candidate who was running\nfor the United States Senate today would tell him to oppose a World Court\nor a League of Nations or any other similar arrangement for the settlement\nof national disputes. He would do this knowing that the great majority of\nAmerican voters belong in one or the other of two classes — those recently\nnaturalized citizens who had come from Europe to get away from European\naffairs and who believe in American isolation ; and second, graduates of\nAmerican public schools who had been taught the views of Washington,\nJefferson, Monroe, and other early fathers of the republic, on this subject,\nbut who do not know that world conditions today, due to modern transpor¬\ntation and communication, are vastly different from world conditions pre¬\nvailing when those recommendations were made. Unless a person is reason¬\nably intelligent on how much the globe has shrunk and on the fact that the\nnext war will be one primarily of chemistry rather than physics, he is in no\nposition to say whether or not wTe should depend upon the former policy of\nsettling disputes by war when necessity arises or whether we should enter\nsome sort of a tribunal for the settlement of disputes by peaceful means.\nEducation for the proper discharge of civic duties is one of the problems\nfacing the pioneers of the 1930 decade. Some of the qualities of the older\npioneer are still assets, but new tools are also needed to perform new tasks.\nA strong body, an indomitable will, courage in physical peril, and simple\ntools were sufficient to wrest a continent from uncontroled vegetation, wild\nbeasts, and Indians. Some of this equipment, though desirable, is not required\nfor attacking the problems of 1930, but qualifications not required in 1830\nare essential today. I have already referred to the increased scope of actual\nknowledge which the citizen must possess to vote intelligently today. The\nnew nationalism of civil war days gave us the publicly controled college of\nagriculture and mechanic arts, and the generosity of such far-sighted busi-\n\n"}
{"page": 165, "printed_page": null, "text": "General\n\n161\n\nSessions\n\nness men as Lawrence and Sheffield placed the natural sciences on a parity\nwith the older classical studies in our conservative endowed colleges. Nearly\nfifty years ago one of our leading thinkers, Lester F. Ward,\nsystem of education which would\n\nextend “to all members\n\nadvocated\n\na\n\nof society such of\n\nthe extant knowledge of the world as may be deemed most important.’ 1\nRecent trends in legal, medical, dental, engineering, nursing, and teacher\neducation indicate a growing recognition of the need of applying extant\nknowledge to the problems faced by professional workers in these various\nfields. Technical institutes and schools of business, generally pioneered by\nphilanthropists, represent applications of the same principle. But institutes\nof human relations, euthenics courses, and institutes of politics or inter¬\nnational relations are still rare and are regarded in many quarters with\nsuspicion.\nWithin a century our industrial and business progress has amazed the\nworld and placed us in a position of unquestioned leadership. This progress\nhas been due primarily to two facts : the study of scientific processes and the\ninvention of machinery. Jove’s bolts and Thor’s hammer, which inspired awe\nand induced worship on the part of our ancestors and which had aroused the\ncuriosity and study of skeptical Benjamin Franklin, have come to be under¬\nstood through the work of Carnot, Faraday, Maxwell, and others. Through\nthe painstaking work of Edison and his colleagues they now light our homes,\nturn our spindles, move\n\nfreight and passengers, convey our thoughts to dis¬\n\ntant friends and business associates, and enable us to sit in “robe and slip¬\npers” listening to the world’s entertainers and thinkers. Quite rightly we\nhave only praise for those who have made possible this progress. “Railways,\ntelephones, telegraphs, and radio broadcasting,” writes Professor Pupin,\n“electric lights, automobiles, and laborsaving devices; electrical transmission\nof power for the purpose of lightening the burdens of man and beast: all\nthese things are today the honey of our modern civilization. They make\nhuman life sweeter and more enjoyable; by eliminating drudgery they af¬\nford more leisure for the spiritual, the esthetic, and intellectual activity of\nthe human soul.” 2\nWe seem to grasp at once the advantages of those things which relieve\nour muscles of toil and which bring comforts and luxuries into our everyday\nexistence. We appreciate, even if we do not understand, the basic sciences\nwhich make these goods possible. Consequently, we find little hesitation on\nthe part of state legislatures and of men of wealth to provide funds for\nbuildings and expensive equipment for physics and chemistry. Great engi¬\nneering and electrical laboratories appear upon the campuses of our institu¬\ntions of higher learning.\nThe coming of many of these comforts was predicated some seven hundred\nyears ago by Roger Bacon, who\n\npointed the way\n\nto securing them. Stop\n\nlooking back, give up studying books and study the world\n1 W ard, F .ester F. Dynamic Sociology , Vnl. IT, p. 568. I). Appleton\n2 Pupin, M. I., in Popular Research Narratives , Vol. TT, p. 5.\n\nand\n\naround you —\n\nCo., New\n\nYork,\n\nN.\n\nV.\n\n"}
{"page": 166, "printed_page": null, "text": "162\n\nNational\n\nEducation\n\nAssociation\n\nthis in brief was his message. Why should not the pioneers of 1930 try this\nplan in the field of the social sciences? There seem to be those who think\nthat all knowledge of economics is to be found in the work of Adam Smith ;\nwho look to the fathers of the republic for all political wisdom in the solu¬\ntion of twentieth century problems; who seek in the cultures of the past\nall materials necessary for presentday education ; who believe that all deep\ninsights into the souls of men were possessed by those saints long since in\nParadise. We are not making such remarkable progress in solving our inter¬\nnational relations, in achieving human brotherhood, in eliminating vice,\ncrime, and immorality, in understanding man’s appetites and habits, and in\nimproving his methods of thinking that we can feel satisfied with the old\nmethods. By following the paths blazed by the Clarks, Boone, and other\npathfinders, we have won a continent ; by accepting the painful path pointed\nout by Bacon, we have achieved a comfortable existence not enjoyed by\nkings or dreamed of as realized by even the celestial throng in Bacon’s day.\nPerhaps by following the path indicated by our leading economists, psycho¬\nlogists, and sociologists, the pioneers of 1930 may bring to pass the Kingdom\nof God on this continent. First we must get the facts. Our colleges need\nwell-equipped laboratories and well-paid staffs in economics, political science,\npsychology, education, and sociology. We need college trustees and presi¬\ndents who will encourage real research and courageous teaching in these\nfields. We need newspaper editors and other leaders of public opinion who\nwill rejoice as heartily in the discovery of new facts in these fields as they do\nwhen a new machine has been perfected or another human disease conquered.\nBut more than mere knowledge is required to insure progress. The prin¬\nciple of the electric magnet may remain a mere academic fact, or be utilized\nas a plaything, or be made to develop an electric era in the history of the\nworld. There is a vast difference between knowing the right thing to do and\ndoing it, as was pointed out many centuries ago by a Greek historian. There\nwas an old man, Plutarch tells us, who went to see the Olympic games.\nWhen he arrived there were no seats left and he wandered from section to\nsection hunting a possible vacant place. When he reached the section occu¬\npied by the Spartans, most of them rose at once and requested him to be\nseated, whereupon all the Greeks applauded. The old man, turning to the\naudience, shouted: “Alas, all the Greeks know what is right but only the\nLacedemonians practise it.” 1 Similar experiences with individuals are had\nevery day. One\n\nsuch is told by the British scientist, Haldane : “A medical\n\nfriend,” he writes, “recently had to deal with two women brought in dying\nof diabetes to the hospital where he worked. Both had been treated before\nand taught to inject themselves twice daily with insulin. But one had broken\nher syringe and had not troubled to replace it at once, while the other had\nneglected her injection for two days because she was coming to the hospital\nin any case for another complaint. Attitudes like this are so common that\n1 Ashlev, Roscoe\nN. Y., 1911.\n\nLews.\n\n<Atncrcait Federal State, p. 525.\n\nMacmillan\n\nCompany,\n\nNew\n\nYork,\n\n"}
{"page": 167, "printed_page": null, "text": "General\n\n163\n\nSessions\n\nthe discovery of insulin has made no appreciable difference to the mortality\nin England from diabetes.”1 Until we are ready not only to receive new truth\nin these fields from the Lynds2 and the Gluecks,3 but to apply it in our think¬\ning and acting, we cannot achieve the miracles that come from discoveries in\nthe natural sciences. Just as the men of 1830 were opening up the wilderness,\nwere clearing away the undergrowth of centuries and making new crops\ngrow where only wild animals had gone, so the century which lies ahead of\nus should be marked by the opening up of men’s minds, the sweeping away\nof ideas which have grown up more or less hit and miss through the cen¬\nturies, and of planting well-established fact where only undounded prejudice\nhas existed, and the careful nurture of the new crop until a new civilization\nblossoms.\nINTERDEPENDENCE\nJOHN\n\nH. FINLEY,\n\nASSOCIATE\nNEW\n\nEDITOR,\n\nYORK,\n\nThe\n\nNew\n\nYork\n\nTimes ,\n\nN. Y.\n\nThe last Fourth of July address made by me was during the War, out in\nJerusalem, where a few score American Red Cross workers celebrated the\nday. We had as guests, however, people more widely representative than\nwere those who were gathered in one place in that same city on Pentecost\nDay, when, as it is written in the Book of Acts, devout men from every\nnation under heaven were dwelling there; for there were Arabians and\nSyrians, Greeks and Armenians, Hebrews and Abyssinians, English and\nFrench, Italians and Americans, Jews and Gentiles, Moslems and Christians,\nsojourners from every part of the planet. Chief among them was the Commander-in-Chief of the British forces, Lord Allenby, the Deliverer of the\nHoly Land, with his staff. It was a rather delicate undertaking to celebrate\nour independence in the imposing presence of these distinguished military\nBritish guests. But I insisted that it was after all an /rc/erdependence Day —\ninterdependence implying a relationship between independent peoples. I was\ntold later that the doughty Major George Haven Putnam used the same\nword at the American celebration in London on the same day, but as I was\nfarther east and our celebration was in the morning, I have always claimed\npriority.\n\nSo on this Day of our Independence I would repeat in peace the word\nwhich was on our lips in war, interdependence, the dependence of all upon\n\neach and of each upon all, to make and keep this whole world — and not\npatches of it here and there — a fit place to which we may conscientiously\ninvite children to come and go to school. Selfdetermination is a brave word,\nbut it would be an ignoble word if it thought only of self. Interdependence\nis the law of the universe, from the atoms to the stars. As “conduct is,” in\nHerbert Spencer’s definition, an “aggregate of interdependent actions per¬\nformed by an organism,” so does man stand, whatever his state, “in inter¬\ndependent connection with everything that exists.” Our manifest destiny is\n1 Haldane,\n\nJ. B.\n\nS., and\n\nothers,\n\nThe\n\nDrift\n\nof\n\nCivilization,\n\n(A\n\nSymposium),\n\np. 81.\n\na Staughton, Robert, and I*ynd, H. Middletown; a Study in Contemporary American Culture.\nForeword by Clark Wissler; Harcourt, Brace and Company, New York, N. Y., 1929.\na Glueck, Sol Sheldon, 500 Criminal Careers. A. A. Knopf, New York, N. Y., 1930.\n\n"}
{"page": 168, "printed_page": null, "text": "164\n\nNational\n\nEducation\n\nAssociation\n\nincreasing m/^rdependence. It is only through recognition of this that we\nshall rise to a higher form of independence, where rights and duties hold\njoint sovereignty.\n\nJohn Fiske, the historian, in his famous lecture on “Manifest Destiny,’’\nused to tell, by way of illustrating the type of Fourth of July oratory then\nprevalent in America, a story of a dinner party of Americans in Paris dur¬\ning the Civil War, at which sundry toasts were proposed concerning the\nglories of the American nation. The first speaker said :\nHere’s to the United States, — bounded on the north by British America, on the\nsouth by the Gulf of Mexico, on the east by the Atlantic and on the west by the\nPacific Ocean.\n\nThe second speaker found this too limited a view of the subject, and insist¬\ning that we must “look to the great and glorious future which is prescribed\nfor us by the manifest destiny of the Anglo-Saxon race,” added :\nHere’s to the United States, — bounded on the north by the North Pole, on the\nsouth by the South Pole, on the east by the rising and on the west by the setting sun.\n\nThe\n\nthird speaker, who\n\nas Mr.\n\nFiske said in telling the story was a very\n\nserious gentleman from the far west, was not content even with these boun¬\ndaries and said :\nIf we are going to leave the historic past and present and take our manifest\ndestiny into account, why restrict ourselves within the narrow limits assigned by\nour fellow-countryman who has just sat down? I give you the United States, bounded\non the north by the Aurora Borealis, on the south by the precession of the equinoxes,\non the east by primeval chaos and on the west by the Day of Judgment.\n\nAt about the time, however, that John Fiske was repeating this story\nfrom London to Waukesha, Wisconsin, we children in a school out on the\ntreeless prairie a little farther west were singing a song the words of which\nwere written on the blackboard just beside the entrance to the little box\nof a schoolhouse.\nOnce a man in Androscoggin,\nOr in some outlandish place\nWith a wish to see this country\nTo the westward set his face;\nHe was weary at Chicago\nSo he sat him down to rest\nBut ’twas only there the center\nOf this fabled land out west;\n\nand the refrain ran:\n’Tis a way\n’Tis a way\n\nout in the west\nout in the west\n\nOh, I fear we ne’er shall find it\n’Tis so far out in the west.\n\n"}
{"page": 169, "printed_page": null, "text": "General\n\n165\n\nSessions\n\nHow near to the America, as bounded by the exuberant third speaker,\nhave we come in these fifty years ! Speaking at a reception to Admiral Byrd\nlast week and recalling John Fiske’s story, I said that he had done more than\nany one American to extend our boundaries in the direction at least of the\nAurora Borealis and the precession of the equinoxes. An Irishman present\nobjected to locating Primeval Chaos in the east, but according to the latest\nauthority Primeval Chaos is at least two thousand million years away, so\nthat it lies even beyond what we call the Far East. And as for the Day of\nJudgment, which seemed to me so near, when a boy, that more than once\nout on the quiet prairies I thought I heard Gabriel’s trumpet sounding in\nthe west, it is now, on the same authority, at least two thousand million\nyears in the direction of the other eternity. It is likely that he will not need\na trumpet, for the radio by that time will reach every human\nand the self-same moment,\n\nBoston to Bombay\n\nbeing at one\n\nand back again.\n\nWhat is independent America’s manifest destiny in a world with such\nboundaries and with such conveniences of communication? The Declara¬\ntion of Independence cited “the laws of nature and of nature’s God” as a\njustification for assuming not only a separate but an equal station among\nnations, and implied that not only Englishmen and colonists were created\nequal but “all men.” It is an “all men”\n\nconcern to which we are destinated\n\n(or I am disposed to say “predestinated” for that was a word with which I\nbecame familiar as a boy hearing the farmers discussing after service in the\nlittle prairie church “predestination” and “free moral agency”). There being\na divinity that shapes our ends (so we have virtually said in our declaration\nof the nation, as the poet has said of the individual), there must be a des¬\ntiny, and it is manifest not in what we may selfishly desire, but in what we\nin our “all men” faith aspire to. Bergson says that it is in the joy of activity\nin its full expansion that man is accomplishing his destiny. It tells him inci¬\ndentally in wTat direction his destiny lies. What is true of the individual\nis true for the nation. And what is true of the nation is true for the world.\nOur\n\nsupreme\n\nnational achievement\n\nhas been the demonstration\n\npracticability of federation on a large scale. Within\nFiske in the lecture to which\n\nof the\n\nthis principle, said John\n\nI have referred, are contained the “seed of\n\npermanent peace,” and he adds: “To this glorious end I believe it will come\n‘in the fulness of time.’ By the end of a century conditions will be such\nthat it will become desirable for the states of Europe to enter into a fed¬\neral union as it was for our states a century ago.” We are only a half century\non the way from the time when this prophecy was made, but Europe is\nalready astir with that vision. Fiske did not know that a world war must\nfirst come to clear our sight ; nor on the other hand did he dream of the con¬\nsolidating influence of the telegraph and telephone, the radio and the moving\npicture, the automobile and the airplane, but he saw that the process of the\nsuccessive union of groups of men into larger and more complex aggrega¬\ntions, in which America had set the example, would go on. Here is his\nprophecy:\n\n"}
{"page": 170, "printed_page": null, "text": "166\n\nNational\n\nEducation\n\nAssociation\n\nI believe that the time will come when such a state of things will exist upon earth,\nwhen it will be possible (with our friends of the Paris dinner party) to speak of the\nUnited States as stretching from pole to pole [he did not dare to go beyond this\nboundary, or, with Tennyson, to celebrate the “parliament of man and the federation\nof the world”]. Indeed, only when such a state of things has begun to be realized, can\ncivilization, as sharply demarcated from barbarism, to be said to have become truly\nChristian. Many ages of toil and doubt and perplexity will no doubt pass by before\nsuch a desideratum is reach. Meanwhile it is pleasant to feel that the dispassionate\ncontemplation of great masses of historical facts goes far towards confirming our\nfaith in this ultimate triumph of good over evil.\n\nIn attaining this state the peoples of the earth will become to a greater\ndegree interdependent. Even at the halfway mark our civilized tastes and\nwants have increased our interdependency.\nFirst, agriculturally : The condition of the crops in Argentine is reported\nby radio to the remotest farmer in Minnesota. This year ninety-seven per¬\ncent of the land surface of the earth, ninety-eight percent of the population,\nand ninety-nine percent of the total agricultural and livestock production\nof the world will be covered by a census undertaken by 170 countries. In\nthe divine economy no national area can satisfy its appetite from its own\ngarden, orchard, or fields. Nowhere does civilized man seem to be content\nwith the propinquitous. Desire is telephilic. The West might have left the\nFar East alone if it had not wanted its pepper and spices. The East might\nhave gotten on with its rice if it had not tasted the apples of the Hesperides.\nWhen in Columbus a few years ago I was interested to note how inter¬\nnational in name at least the foods or their dressings were in this inland city\nbearing the name of America’s discoverer. There were tomatoes “Suedoise”\n(Swedish), mushrooms “Victor Hugo,” consomme “Brunoise” (Malayan),\nminced chicken (Calcutta en cocotte), sweet bread “Argenteuil,” salad\n“Waldorf,” and then, as I added\nA Macedonian\n\nsweet\n\nBut not one thing to eat\nThat sounds indigenous\nOr aboriginous\nUnless one takes, as I,\nA piece of pumpkin\n\npie.\n\nSecond, miner alogically : Even the inorganic civilized necessities are scat¬\ntered. Manganese needed for the hardest steel is hidden away in the Cau¬\ncasus, in India, or Brazil. Nickel is confined to Canada, tungsten to China,\nand vanadium to Peru. It seems to be the design of the Creator that no one\npart should be made perfect even inorganically without the others.\nEsthetically : We\n\nawait the modes\n\nfrom\n\nParis or London.\n\nMr.\n\nJustice\n\nHolmes once said in a letter to a friend of mine: “A fashion in hats goes\nround the world in six months and is forgotten in a year ; we shall come to\nglory not in immortality but in illocality.”\nCulturally : We\n\nhad to import Einstein’s theory of relativity and so eager\n\nwere we to get it that his formulas were sent by cable, there being as yet\n\n"}
{"page": 171, "printed_page": null, "text": "General\n\nSessions\n\nno tariff on such international commerce\nand our own\n\nability to understand\n\nski’s playing, Madame\nBeauty , and\n\n167\n\nexcept the cable or wireless tolls\n\nwhat is sent. We\n\nalso import Paderew¬\n\nCurie’s radioactivity, Robert Bridges’ Testament\n\nexport Millikan’s\n\ncosmic\n\nrays, Michaelson’s\n\nlight’s mobility and our various machines\n\nfor promoting\n\nmeasurement\n\nof\nof\n\nmortal automo¬\n\nbility, Edison’s miltiple-genius products, Bobby Jones’ golf, and Compton’s\ntheory of the structure of the atom in competition with Neils Bohr’s and\nothers of foreign manufacture. How eagerly even Russia wishes to take\npart in that commerce is suggested by an experience of my own. When in\nReval seeking to get across the border into Russia several years ago, I met\na young teacher trying to get out of Russia. I asked whether it was because\nhe found living conditions so bad and he answered, “No, I want to get\napparatus and books. We do not know what has gone on in the scientific\nworld outside of Russia during the last four years.” And then he added: “I\ndo not know what Langmuir has been doing in Schenectady, New York.”\nTo be sure, now that man has learned how to make synthetic articles of\nall sorts, foods, dyes, medicines, perfumes, fertilizers, and gems, he no longer\nhas to send to India for indigo or to Peru for febrifuge, to the Congo for\nrubber, to Mandalay for rubies, or to Turkey for the attar-of-roses. While\nthe old courses of commerce may be disturbed, the new courses both of\ntangible and imponderable\nand air and land.\n\ncommerce\n\nare multiplied a thousandfold\n\nby sea\n\nThere is a higher law of interdependency in our common origin of which\nwe have had increasing proof in these fifty years. Each one of us has two\nbillion ancestors to go back only to the time when Leif Ericson and his men\ncame\n\nrowing up the Charles, past the site of Harvard\n\nUniversity, in their\n\n“sea-battered dragon ships” — more ancestors than there are people in the\nwhole world at the moment. Since as Epictetus said (and we in our Declara¬\ntion of Independence have acknowledged) from nature’s God have de¬\nscended all beings generated on the earth, why should we not say that we\nare members of the most comprehensive community which is composed of\nmen and of God — that we are physically, economically, spiritually, citizens\nof the world, as well as politically independent Americans. It was only our\npolitical bonds that were severed that we might become independent, equal\nparticipants in an interdependent world.\nPresident Hoover has sent me this special message that I might read it to\nyou. It relates to the children of America. I read it as my peroration :\nThe\nthem\n\nmost important\n\nwork of men and women is to care for boys and girls, to give\na happy childhood, and to equip them for a successful life. Our task is to give\n\nevery child the opportunity to grow up with a healthy body, a trained mind, a dis¬\nciplined character, a cheerful faith in himself, and a devotion to our form of govern¬\nment. The public school system is America’s\nhome in this most precious trust.\n\nHe above all other citizens of America\n\ndistinctive and magnificent\n\nally of the\n\nand of the world has expressed in\n\ndeeds our concern for the children of this Copernican planet — the “all men”\n\n"}
{"page": 172, "printed_page": null, "text": "168\n\nNational\n\nEducation\n\nAssociation\n\nobligation of our Declaration of Independence, whose corollary is the recog¬\nnition of an interdependent humanity.\nWhen I was graduated from a high school out in this valley which is still\nto me\n\nthe heart of America\n\nand so the heart of the world — the valley of\n\ndemocracy, to borrow Meredith Nicholson’s title which he borrowed, with\ndue credit, from me — I delivered an oration entitled “The Mists are Roll¬\ning Away” in which I contended that man had continuously progressed.\nI come back after nearly fifty years of journeying up and down the\nearth from this valley all the way back to the traditional site of the\nGarden of Eden, but with all the optimism of the youth and certainty of\nGalileo that the world “moves on nevertheless” and that the children of\nAmerica are to be the new leaders in an interdependent civilization. Through\nthem you will lead.\n\n"}
{"page": 173, "printed_page": null, "text": "Reports of Committees\n\n"}
{"page": 174, "printed_page": null, "text": "Much of the most significant work of the Asso¬\n\nciation is accomplished by committees. The\nscope of the work carried on by committees\nduring the past year is indicated by the following\npages devoted to their reports. Unless otherwise in¬\ndicated the reports were adopted by the Representa¬\ntive Assembly at Columbus. For discussion concern¬\ning reports see Minutes of the Representative As¬\nsembly in the latter part of this book. Complete lists\nof the membership of each committee are also given\nelsewhere in this volume.\n\n[ 170]\n\n"}
{"page": 175, "printed_page": null, "text": "REPORT\n\nOF COMMITTEE\nON APPOINTMENT\nGATES AND KINDRED QUESTIONS\nPROPOSED\n\nA. L. THRELKELD,\n\nCHANGES\n\nSUPERINTENDENT\n\nSubmitted\n\nOF\n\nOF\n\nDELE¬\n\nIN BYLAWS\n\nSCHOOLS,\n\nDENVER,\n\nCOLO.,\n\nChairman\n\nin 1930; to be voted upon in 1931.\n\nThe changes that the committee is recommending\nited entirely to Article II.\nARTICLE\n\nin the bylaws are lim¬\n\nII\n\n(No change in the following section from present Bylaws.)\nSection 1. The\n\nelection of officers and transaction of business at the\n\nannual business meeting shall be by a Representative Assembly composed of\ndelegates apportioned, elected, and governed as hereinafter provided.\n\n(Only change in the following section is the wording “eleven Vicepresidents\nSection 2. At the first business meeting of the Representative Assembly\non the second day of the annual meeting of the Association nominations for\nthe following officers shall be made; President, eleven Vicepresidents, and\nTreasurer. Candidates for said offices shall be nominated from the floor\nupon roll call of the states. On the first day of the annual meeting of the\nAssociation the delegates of each state, territory, and district of the United\nStates shall nominate one person for member of the Board of Directors and\nthe name of such person shall be reported to the Representative Assembly at\nthe first business meeting upon roll call of the states. On the fourth day of\nthe annual meeting officers shall be elected from the candidates by the dele¬\ngates to the Representative Assembly by ballot. Said ballots shall be printed\nand shall contain the names of all nominees as provided above. Polls for\nvoting shall be open from 8 a. m. to 6 p. m., at such place or places as the\nPresident of the Association shall designate. The candidates for President,\nTreasurer, member of Board of Directors from each state, territory, or\ndistrict, respectively, and the eleven candidates for the office of Vicepresi¬\ndent receiving the highest number of votes shall be declared elected. The\nPresident of the Association shall appoint tellers and complete all arrange¬\nments for carrying out the election. The results of the election herein pro¬\nvided shall be announced at the final business session of the Representative\nAssembly. The officers thus chosen shall continue in office until the close of\nthe annual meeting subsequent to their election, and until their successors\nare chosen, except as herein provided. The Secretary and the Treasurer shall\nenter upon their duties at a date which shall be determined by the Board\nof Trustees and which shall not be later than the first of October and shall\ncontinue 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,\n\n[171]\n\n"}
{"page": 176, "printed_page": null, "text": "172\n\nNational\n\nEducation\n\nAssociation\n\nsuch change shall be accompanied by an audit covering the transactions of\nbusiness and the holdings of these officers for the preceding year.\n{Beginning with Section 3 the present Article II of the Bylaws\nsively revised .)\n\nis exten¬\n\nSection 3. A State Teachers’ Association or Education Association of any\nstate may become affiliated with the National Education Association, and\nthereupon shall be designated an Affiliated State Association, and as such\nshall be entitled to elect to the Representative Assembly one delegate and\none alternate for the first fifty (50) of its members or major fraction thereof,\none delegate and one alternate for the second one hundred (100) members\nor major fraction thereof, and one delegate and one alternate for each addi¬\ntional three hundred (300) members or major fraction thereof, provided\nthat its members are active members of the National Education Associa¬\ntion and 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 to\nthe Representative Assembly of the National Education\n\nAssociation. In any\n\ncase a State Teachers’ Association or Education Association affiliated with\nthe National Education Association shall be entitled to elect not less than\nthree delegates and three alternates. It shall be entitled to elect as many in\nexcess of this number as the above stipulated apportionment may provide\nfor it. The annual dues of an Affiliated State Association shall be five dol¬\nlars ($5.00), which shall entitle said Association to receive without applica¬\ntion or other condition all regular publications of the National Education\nAssociation.\nSection 4. A local education association or teachers’ organization within\na state may affiliate with the National Education Association and thereupon\nshall be designated an Affiliated Local Association, and as such shall be\nentitled to elect one delegate and one alternate to the Representative As¬\nsembly for the first fifty (50) of its members or major fraction thereof,\none delegate and one alternate for the second one hundred\n\n(100) members\n\nor major fraction thereof, and one delegate and one alternate for each addi¬\ntional three hundred (300) members or major fraction thereof, provided\nthat its members are active members of the National Education Association.\nThe names of such delegates and alternates shall be certified by the Secre¬\ntary of the Affiliated Association to the Secretary of the State Association,\nwho shall in turn certify them, together with the complete list of delegates\nand alternates from the State, to the Secretary of the National Education\nAssociation. A copy of such certificate shall also be transmitted by the Sec¬\nretary of the Affiliated Local Association to the Secretary of the National\nEducation Association. The annual dues of the Affiliated Local Association\nshall be five dollars ($5.00), which shall entitle said Association to receive\nwithout application or other condition, all publications of the National\nEducation Association.\n\n"}
{"page": 177, "printed_page": null, "text": "Reports\n\nof\n\n173\n\nCommittees\n\nSection 5. Each Affiliated State Association shall, together with the Local\nAffiliated Association within the State, constitute a state unit and as such\nshall sit in the Representative Assembly.\nSection 6. The\n\nBoard\n\nof Directors may\n\nprovide an equitable plan for\n\npaying all or any part of the expenses of delegates to the annual meeting of\nthe Association.\n(Section 5 of the Bylaws\n\nas they now\n\nare becomes\n\nSection 7 and reads as\n\nfollows:)\n\nSection 7. Each Affiliated Association, both state and local, shall be fur¬\nnished a certificate of membership and shall be entitled to the active assist¬\nance and support of the National Education Association in promoting the\ninterests of such Affiliated Association and its members, in so far as such\ninterests come within the purposes and objects of the National Education.\nAssociation as set forth in its Charter (The Act of Incorporation). The\nSecretary of the National Education\napproval of the Executive\n\nAssociation shall, with the advice and\n\nCommittee,\n\nin harmony\n\nwith the policies ap¬\n\nproved by the Board of Directors, make such arrangements for mutual co¬\noperation between the National Education Association and the State and\nLocal Affiliated Associations as will promote\nthe interests of the teaching profession.\n(Sections 6 , 7 and 8 of the present Bylaws\n\nSection 8. The\n\nthe welfare of all and advance\n\nto be deleted.)\n\nPresident of the National Education\n\nAssociation shall be\n\nthe President of the Representative Assembly and shall preside at its meet¬\nings. In the absence of the President, the ranking Vicepresident who is\npresent, shall preside and in the absence of the President and all Vicepresi¬\ndents, the Assembly shall, under the direction of the Secretary, elect a Chair¬\nman pro tempore.\nSection 9. The\n\nPresident, the twelve Vicepresidents and the United\n\nStates Commissioner of Education shall be ex-officio delegates to the Repre¬\nsentative Assembly. The President of the Association shall preside at the\nannual meeting of the Representative Assembly, and the Secretary of the\nAssociation shall keep the records thereof. In case of a tie the President\nshall cast the deciding vote.\nThe officers of the National Education Association, as named in the char¬\nter and not included in the ex-officio membership of the Representative As¬\nsembly provided for in the above paragraph, may sit with the Representative\nAssembly with the right to participate in its discussions but not as accredited\ndelegates with the right to vote.\nSection 10. Delegates shall file their credentials with the Secretary of\nthe National Education Association on blanks furnished by him for that\npurpose, not later than twenty days before the beginning of the annual\nmeeting. The Secretary shall turn over such credentials to the Credentials\nCommittee with such information thereon as may be obtained from the\nrecords of the Association. The Representative Assembly shall be the final\n\n"}
{"page": 178, "printed_page": null, "text": "174\n\nNational\n\nEducation\n\nAssociation\n\njudge of the qualifications of delegates. The delegates shall have equal rights\nand each delegate shall have one vote. Meetings of the Representative As¬\nsembly shall be open to all members of the Association and any member of\nthe Association may address the Representative Assembly\ntion of the President or of a majority of the Assembly.\n\nupon the invita¬\n\nSection 11. The Representative Assembly shall be composed of the Presi¬\ndent, the twelve Vicepresidents of the National Education Association, the\nUnited States Commissioner of Education, and the delegates elected from\nthe various state and local associations as herein provided.\nThe Secretary of the National Education Association shall provide en¬\nrolment blanks with designated space for the name of the Affiliated Asso¬\nciation through which each active member wishes representation, and, in\ncomputing the number of delegates and alternates to which a state is entitled,\nno active member shall be counted in any Affiliated Association other than\nthe one so designated.\nThe\n\nSecretary of each Local Affiliated Association shall furnish to the\n\nSecretary of the National Education\n\nAssociation and to the Secretary of the\n\nState Association a list of its members, who are also members of the Na¬\ntional Education Association. The Secretary of the National Education\nAssociation shall compute annually, at the close of the membership year, the\ntotal number of active members of the National Education Association in\neach State and also the number of active members accredited to each Affili¬\nated State and Local Association within each State for that year, and shall\non or before the first of October of each year certify to the Secretary of each\nState Association the number of such active members from the State Asso¬\nciation and from each Local Association wfithin the State, together with\ntheir names and addresses. He shall also certify to the Secretary of each\nAffiliated Local Association a list of active members of the National Educa¬\ntion Association accredited to it who desire representation in the National\nEducation Association through such local association, together with the\nnumber of delegates and alternates it is entitled to elect on the above basis.\nAll delegates and alternates in the total quota accredited to any State\nwhich are not assigned to any Affiliated Local Association in that State,\nsuch delegates and alternates as are assigned to Affiliated Local Associations\nin that State and are not elected by them, and the minimum of three dele¬\ngates and alternates provided for in Section 3 shall be elected by the State\nAssociation.\nProvided, that any State upon a vote of the active members of the Na¬\ntional Education Association in that State, taken by its State Association,\nmay, subject to the approval of the Board of Directors, modify the details\nof the plan herein set forth for electing the delegates and alternates to the\nRepresentative Assembly assigned to that State. Such action when taken\nshall be certified by the Secretary of the State Association to the Secretary\nof the National Education Association and to the Secretaries of the Local\nAssociations within the State.\n\n"}
{"page": 179, "printed_page": null, "text": "Reports\n\nof\n\n175\n\nCommittees\n\n(Section 11 of the old Bylaws is deleted .)\nProposed\n\nAmendment to the Report of Committee on Appoint¬\nment of Delegates and Kindred Questions\nProposed\nTo\n\nChanges\n\nbe considered\n\nin Bylaws\n\nwith the preceding\n\nreport.\n\nI. For the first paragraph of Section 9 as proposed by the Committee,\nsubstitute the following:\nSection 9. The officers of the National Education Association as\nnamed\n\nin the Charter and the State Superintendent\n\nor Commissioner\n\nof Education of each state, territory, and district, shall be ex-officio\ndelegates to the Representative Assembly.\nStrike out from Section 9 as proposed by the Committee\n\nall of the second\n\nparagraph as follows:\n“The officers of the National Education Association, as named in\nthe charter and not included in the ex-officio membership of the\nRepresentative Assembly provided for in the above paragraph, may\nsit with the Representative Assembly with the right to participate\nin its discussions but not as accredited delegates -with the right to\nvote.”\nII. For\nthe first paragraph of Section 11 as proposed by the Committee,\nsubstitute the following:\nSection 11. The Representative Assembly shall be composed of the\nofficers of the Association as named in the Articles of Incorporation,\nthe State Superintendent\n\nor Commissioner\n\nof Education\n\nof each\n\nstate, territory, or district, and the delegates elected from the various\nstate and local associations as herein provided.\n\nREPORT OF THE\nTHE NATIONAL\nORED SCHOOLS\nN. C. NEWBOLD,\ndepartment\n\nCOMMITTEE\nASSOCIATION\n\ndirector,\nof\n\ndivision\n\neducation,\n\nTO COOPERATE WITH\nOF TEACHERS IN COL¬\n\nof\n\nnegro\n\nraleigh,\n\neducation,\n\nstate\n\nn. c.. Chairman\n\nThis committee was first authorized and made permanent by the Asso¬\nciation at the meeting in Philadelphia, July, 1926, under the presidency of\nMary McSkimmon. She appointed the first committee which included\nboth white and colored members of the National Education Association.\nIt was first designated “A Committee on Problems in Colored Schools.”\nAt the convention in Minneapolis in 1928 the committee was reorganized\nand\n\nrenamed\n\nby Cornelia\n\nS. Adair, who\n\nwas\n\nthen\n\nPresident\n\nof the\n\n"}
{"page": 180, "printed_page": null, "text": "176\n\nNational\n\nEducation\n\nAssociation\n\nAssociation. It has since been known as “The Committee to cooperate withthe National Association of Teachers in Colored Schools.” Beginning at\nMinneapolis the committee has had five meetings — the other four being held\nat Cleveland, February, 1929; Atlanta, July, 1929; Atlantic City, Febru¬\nary, 1930, and the fifth here in Columbus, July, 1930.\nThe present membership of the committee includes 19 persons whose edu¬\ncational interests and activities are varied, and who are fairly representa¬\ntive of the country as a whole.1\nIn the first report of the original committee presented to the N. E. A.\nin Philadelphia, two recommendations were made :\n1. That this committee be one of the permanent committees of the Association.\n2. That there be an annual exchange of fraternal greetings between the National\nEducation Association and the National Association of Teachers in Colored\nSchools.\n\nBoth of these recommendations\n\nwere adopted, and have been carried out\n\neach year beginning at Minneapolis\n\nin 1928.\n\nThe committee’s report to the Association at Minneapolis\ncluded five recommendations, which were adopted as follows:\n\nin 1928 in¬\n\n1. That studies or surveys be made by the committee or under its direction:\na. Collecting data on the status of Negro education in America.\nb. A basic study of the conditions affecting the health of the Negro school child\nas they exist at the present time.\n2. That in at least one program of the general sessions, there be included an\naddress by some leader in Negro education.\n3. That a Negro musical organization be invited to furnish the music for at\nleast one program of the general sessions.\n4. That the N. E. A. give its sympathetic interest and encouragement to the\npreparation of a motion picture which will describe on a factual basis the\n“History of Negroes in America,” their struggles, their accomplishments in\neducation, literature, art, music, and in the accumulation of wealth, their con¬\ntributions to America in industry, agriculture, in the arts and sciences, and\nin peace and war.\n5. That this committee be a permanent one, and that the budget include adequate\nappropriations for its activities.\n\nSince the adoption of these recommendations, your committee has done\nwhat it could to make them effective. Members have recently assisted the\nNational Advisory Committee on Education in its search for information\non Negro education. Also, several members of this committee are members\nof the White House Conference on Child Health and Protection. Thus,\nthe Minneapolis recommendations regarding studies in Negro education\nand health are being given serious study by organizations which give promise\nof some helpful results.\nRecommendations 2 and 3 were carried out in the Atlanta meeting a\nyear ago. Dr. Moton, Principal of Tuskegee Institute, gave an address\n1 The list including both white and colored representatives is printed in the section in the rear\nof this volume called Assoeiational Records and Information.\n\n"}
{"page": 181, "printed_page": null, "text": "Reports\n\nof\n\n177\n\nCommittees\n\nwhich was one of the outstanding events of the convention. Also, some of\nthe Negro musical organizations of Atlanta, aided by the Tuskegee and\nHampton quartettes, gave a musical entertainment at one of the evening\nsessions. This, too, w’as highly enjoyed and appreciated by an audience that\nfilled the large Atlanta auditorium.\nSome efforts have been made to secure money and talent to produce the\nmotion picture recommended in the Minneapolis report, but so far, without\ndefinite results. We shall try again.\nIn all the meetings of the committee since Minneapolis — in Cleveland,\nAtlanta, Atlantic City and here in Columbus, two subjects have claimed\nmost of our attention: (1) The present status of Negro education in\nAmerica and (2) the health of the Negro school child. As has been previ¬\nously shown, these are now being studied by two national organizations,\nthe National Advisory Committee on Education, and The White House\nConference on Child Health and Protection.\nOther\n\nmatters\n\nwhich\n\nhave been given considerable attention in these\n\nmeetings are the following:\nFirst, the question of soliciting aid from the Federal Government, through the\nproper channels, to lend its influence in behalf of Negro education, was first pro¬\nposed at the Cleveland meeting in February 1929. This matter has come up again\nand again in later meetings, at Atlanta and Atlantic City, and again here in Colum¬\nbus. A special subcommittee has been appointed to continue the study of the problems\nof “Equalization of Federal Aid for Negro Education.”\nIn this connection it has been suggested that graduate students could work out\na bibliography on Federal Aid which is sorely needed. Also, the graduate students\nmight select the subject of Federal Aid for Negro Education as doctorate theses.\nSecond, a subcommittee composed of six members has been appointed to select\nand compile a list of problems on Negro education, this list to be submitted to the\nvarious institutions in this country where graduate courses are offered, in the hope\nthat graduate students may be inclined to select from this list some of the topics\nwhich most need early study analysis.\nThis subcommittee is charged also with the responsibility of “finding out what\ninstitutions of higher learning in the South have done toward studying problems\nof the Negro race.”\nThird, a subcommittee\n\nwas\n\nappointed to aid the National\n\nAssociation\n\nof Teachers\n\nin Colored Schools in setting up objectives for the work of that organization, in\nany way that may be desired.\nFourth, a subcommittee was appointed to study health education for Negroes in\nTennessee, Virginia, and other states. The chairman of this subcommittee in his\nreport to the full committee at Atlantic City said: “there are a few serious attempts\nto promote health education among Negroes” but so far as he knew there had been\nno worthwhile general health education program put into operation. Continuing, he\nstates: “With all that has been said and done by the health agencies and officials\nwe are confronted with the fact that tuberculosis among Negroes has reached about\nthe same position as it had among whites a quarter of a century ago. Although the\ndeath rate has declined considerably, still the death rate among Negro children of\nthe South is almost six times that of whites of the same\n\nage.”\n\nThe chairman of this subcommittee further reported that a serious study\nof the problems of Negro health is now being undertaken in Tennessee,\n\n"}
{"page": 182, "printed_page": null, "text": "178\n\nNational\n\nEducation\n\nAssociation\n\nwhich promises to be the most helpful of such studies ever before projected.\nThis study is being made under the direction of the Health Commissioner of\nTennessee, and is being undertaken jointly by Fisk University, and the\nState Health Department. The United States Public Health Service, and\nvarious independent and philanthropic agencies are giving full Cooperation.\nThe study includes three phases:\n1. The first phase consists of a statistical study and includes the most complete\nstatistical analysis of racial differences in mortality, morbidity, and birth rates\nwhich it is possible to make from available data.\n2. The second phase includes a field epidemiological study as extensive as possible\nin an effort to make out the various differences discovered by the statistical study.\n3. The third phase is the most important, as it will be an inquiry into the methods\nand agencies necessary to correct the reasons for existing racial differences.\n\nThe\n\nstate boards of health in several of the states, such as Virginia,\n\nNorth\n\nCarolina, and others, have carried the message of disease prevention\n\nand good health to all the people of both races. Thousands of Negro chil¬\ndren have been given remedial treatment in dental clinics, as well as in\nclinics for removal of diseased tonsils and adenoids. The same wide¬\nspread interest in the health of Negroes is shown in the well-organised\nprograms for vaccination against smallpox, typhoid fever, and other such\npreventable diseases.\nWhile these programs are not strictly speaking health education, they are\nthe same as those carried out for white people. There is, therefore, some\nground for hopes of better things in the health of Negro school children\nin all the South.\nYour committee has cooperated with the National Association of Teach¬\ners in Colored Schools in another undertaking: The president of that or¬\nganization a little more than a year ago recommended that a Negro be\nselected in each state to gather data with regard to Negro education, and\nto work on some specific problem of research. A member of our committee\nhas consulted the leading sociologist at Fisk University on this matter, and\noffered any further aid our committee can give.\nHowever\n\nfar we have gone in our modern\n\neducational schemes and prac¬\n\ntises, it is still true that “as is the teacher, so is the school.” While con¬\nsiderable progress has been made in recent years, it is still true that in some\nstates of the South twenty-five percent of the Negro teachers have had only\nelementary school education, and that another twenty-five percent have had\nless than four years of high school. Also, if measured by standard require¬\nments, it is doubtless a fact that more than half the other fifty percent would\nfall short of high-school graduation.\nWhen it is understood, therefore, that approximately 10,000,000 Negroes\nlive in the southern states, that this number constitutes about one-third the\ntotal population, and that, in some sections, three-fourths of the teachers\n\nhave less than a standard high-school education, we shall be able to appreci¬\nate in some measure, the tremendous task, both educational and economic,\n\n"}
{"page": 183, "printed_page": null, "text": "Reports\n\n179\n\nof Committees\n\nwhich faces that section of our great common\nStates of America.\n\ncountry — our beloved United\n\nTo prevent the picture from presenting too gloomy an outlook it should\nbe stated that in other sections of the South the conditions are reversed. In\nthese sections more than seventy-five percent of the Negro teachers are gradu¬\nates of four-year high schools, t’wenty-five to forty percent have two to four\nyears of college education.\nIn this connection, it is extremely encouraging to note that the Congress\nof the United States recently appropriated $200,000 to be used in making a\nthorough study of teacher-training in this country. This study is to be made\nunder the direction of the United States Office of Education. Inasmuch as\nthe need for trained Negro teachers is so urgent — we recommend and urge\nthat a sufficient amount of the sum appropriated be used for a thorough and\ncomplete study of the teacher-training facilities and the needs for trained\nteachers in the Negro schools of America.\nIn concluding this report, your committee recognizes the fact that the\nstatements given above are only a very brief and imperfect outline of what\nhas been attempted so far, and planned for further action. In view of the\nfact that education and health are twin paramount needs of the Negro race\nin this country we recommend :\nThat the National Advisory Committee on Education now sitting in Washington,\nstudy the possibilities of securing the assistance of the Federal Government:\n1. In improving and increasing the facilities of the higher institutions for training\nNegro teachers.\n2. In establishing and developing in two or three centers in the South, higher\ninstitutions for training doctors, dentists, and nurses for the Negro race.\n\nTo this end we request and urge the National Advisory Committee on\nEducation to hold a series of conferences in the southern states, and invite\nto those conferences outstanding representatives of both races, where\nproblems involved may\nand understanding.\n\nbe faced frankly, and discussed with intelligence\n\nREPORT\n\nOF THE COMMITTEE ON THE\nSTATUS OF THE TEACHER\n\nJOHN\n\nNORTON,\n\nK.\n\nall\n\nDIRECTOR,\nEDUCATION\n\nDIVISION\n\nOF\n\nECONOMIC\n\nRESEARCH,\n\nNATIONAL\n\nASSOCIATION\n\nIn the absence in Europe of the chairman of the Committee on the Eco¬\nnomic Status of the Teacher, Dr. B. R. Buckingham, the following report is\npresented in his behalf.\nThe program of investigation and research of the Committee on the Eco¬\nnomic Status of Teachers is built around three major topics. The first of\nthese has to do with the scheduling of teachers’ salaries. In cooperation\nwith the Research Division the Committee biennially collects the facts as\nto the salaries paid teachers in cities of all sizes throughout\n\nthe United\n\nStates. This service has been gradually extended and will eventually com-\n\n"}
{"page": 184, "printed_page": null, "text": "180\n\nNational\n\nEducation\n\nAssociation\n\nprehend the facts not only as to compensation received, but also as to the\nconditions under which it is received, for every group engaged in educa¬\ntional work.\nThe\n\nCommittee\n\nis sponsoring a series of investigations bearing upon the\n\ntheory of salary scheduling, which should shed further light as to the prin¬\nciples which should guide the scheduling of teachers’ salaries.\nAs a result of the work of the Committee and other agencies, there is\nalready a body of factual and theoretical material to which those engaged\nin drafting teachers’ salary schedules may appeal, which is superior to that\nexisting for any other professional group. The important matter of salary\nscheduling is being lifted from the realm of political expediency to one in\nwhich scientific facts and the public welfare, as it is bound up in the lives\nof the nation’s children, are the basis of action. One\n\ncity after another has\n\nlifted the scheduling of teachers’ salaries to this new level of dignity by\nfinancing careful studies as a basis for determining the salaries to be paid\nteachers.\nIn furthering this movement the Committee is now engaged in an in¬\nvestigation concerning the cost of living of teachers, which will offer an\nimproved basis for determining the items which should enter into the liv¬\ning costs of a professional teacher.\nA second series of investigations is being conducted by the Committee\nrelating to teacher supply and demand. Many loose statements are being\nmade about the oversupply of teachers. At the present time no one knows\nhow many new teachers are being prepared annually or how many are\nneeded. The Committee is collecting the facts on both of these points. The\nfinal objective is to bring together the facts and to take the action which will\nresult in a balancing of teacher supply and demand. When there are either\ntoo many or too few teachers evil results are the outcome.\nThe investigation of teacher supply and demand is wTell under way. Co¬\noperation is being received from state departments of education and from\nteacher-training institutions throughout the nation.\nA third series of investigations sponsored by the Committee has to do\nwith the education of the teacher as to the husbanding of such income as\nhe may have. Teachers are notably poor business people, as are members of\nall professions. They too easily fall prey to the wiles of the blue-sky oper¬\nator. The Committee is, therefore, gathering material for dissemination\namong teachers which on the one hand will warn the teacher against cer¬\ntain dangerous practises relating to investment, and which, on the other\nhand, will suggest a positive program whereby a teacher, who receives a\nprofessional income, may build up an adequate financial competence by the\ntime old age is reached.\nThis is a comprehensive program which we have in view and under way,\nas you can see. The resources, however, are relatively limited. The Com¬\nmittee asks that this report of progress be accepted and that the Committee\nbe continued.\n\n"}
{"page": 185, "printed_page": null, "text": "Reports\n\nREPORT\n\nof\n\nCommittees\n\nCOMMITTEE ON\nADULT LIFE\n\nOF THE\n\n181\n\nOF\n\nENRICHMENT\n\n•\n\nL. R. ALDERMAN,\nCHIEF,\n\nSERVICE\n\nThe\n\nPRESIDENT,\n\nDIVISION,\n\nNational\n\nU.\n\nEducation\n\nthat the time has come\n\nwhen\n\nDEPARTMENT\n\nS. OFFICE\n\nOF\n\nOF\n\nADULT\n\nEDUCATION,\n\nAssociation, through\n\nEDUCATION;\n\nAND\n\nWASHINGTON,\n\nD. C.\n\nits officers, has decided\n\nthere should be a continuous, united effort to\n\nuse the increased leisure which has come through this industrial age for the\nenrichment of human life.\nAs teachers we have always had for our main objective the enrichment\nof human\n\nlife through the education of children and youth. We\n\nnow\n\nhave\n\ndiscovered that we cannot successfully segregate generations ; that adults in\nthe home and in the community\nmore\n\nare the molders of the young. We\n\nclearly that our educational program,\n\nnow\n\nsee\n\nto be effective, must include\n\nadults. This program is so comprehensive that no one department of this\ngreat organization can adequately deal with it. In a movement that has\nsignificance to so many people and is so important to the welfare and happi¬\nness of all our people, no one group of workers can rightly assume that they\nare the appointed ones to carry the torch.\n\nThere\n\nare thousands of people, not teachers, who\n\nare interested in this\n\ngreatest work of our age, the enrichment of human life. They are anxious\nto work if the work can be assigned in their particular fields of interest.\nReal gains can be made if objectives are stated in such clear terms that likeminded people can find one another so that group as well as individual ad¬\nvancement may be made.\nMuch\n\nof this work will be in the line of the development\n\nof skills as was\n\npointed out by Dr. L. P. Jacks of England — skills in gardening, land¬\nscaping, interior decorating, carving, painting, dancing, music, conversation,\nand in a hundred\n\nother fields. Hobbies\n\ncan be developed so that they can\n\nbecome contributions to the world’s advancement and the means of truest\nexpression of the individual. Skills in the art of appreciation can be mul¬\ntiplied a thousandfold — the world belongs to the man or woman who\nunderstands and appreciates it. Possession is a matter of the spirit and of\nthe mind. It is a sad, sad picture to see one who has so neglected his created\npowers that he is bored by his own\n\ncompany.\n\nThis great organization ought to put time and thought on the problem\nof how to lessen the number\n\nof individuals who die mentally and spiritually\n\njust at the time in their lives when\nthis great task we\n\nought to mobilize the genius and the strength of the\n\nnation for the enrichment\nbe made\n\nthey should be the most productive. In\n\nof the lives of individuals. The world is going to\n\nricher to the extent that middle life and old age will be a fitting\n\nclimax to youth.\n\n"}
{"page": 186, "printed_page": null, "text": "182\n\nNational\n\nEducation\n\nAssociation\n\nHere is an appeal to every member of this great organization of the teach¬\ning profession, to strive to become human engineers, to teach for the whole\nof life. This enlarged concept of teaching is necessary in order that any\npart of the teaching profession may be in harmony with the whole pattern,\nas any part of instruction may be that which may\ntion to the whole of life.\n\ngive purpose and direc¬\n\nThis effort to enrich human life through the schools will tend, as a natural\nconsequence, to magnify the most humble task of the most humble teacher\ninto that of the creative arts. It will make\n\nevident the necessity that every\n\nteacher have a welldefined plan in mind at every step of the teaching pro¬\ncess. This makes for the enrichment of the life of those who teach ; enrich¬\nment by reading, by travel, by noble living.\nTeachers, above all others, are interested in the enrichment of human life\nand must enrich their own lives that their enrichment may flow to others as\nnaturally as goodwill and right thinking flow from one to another.\nAt the very beginning of any study for the enrichment\n\nof human\n\nlife\n\nthrough the wiser use of leisure time, one is impressed with the larger num¬\nbers of our population who need instruction in the most elementary subjects.\nThe educational tests given to the army during the World War disclosed\nthe staggering information that fully one-fourth of the men examined could\nnot read a newspaper or write a letter. Since this testing was done in 1917\nconditions have improved, but it probably is true that today there are from\nfifteen to twenty million adults in this country who are functionally illiter¬\nate. This large part of our population has not the educational tools with\nwhich to succeed or enjoy life in any adequate way in our civilization.\nTheir greatest need is what the elementary schools have to offer. These neg¬\nlected men and women are the parents of more children than any other\nlike number of our population. They have the heaviest burden to bear as\nthey work unskilled in an age of skill. By enriching the lives of these millions\nof our fellow countrymen we also bring light and hope to millions of chil¬\ndren. We, as teachers, know how handicapped is a child of an illiterate\nhome. We realize that the most potent influence in the life of a child is the\ninfluence of parents and other adults in the home.\nA further study of the American people reveals that there are probably\ntwenty million of our population who are not functionally illiterate, but\nwho need sorely what the elementary schools can teach them that they\nmight get into step with our civilization. What a challenge the elementary\neducational needs of these millions make to the teaching profession! The\neducation of these neglected ones is our nation’s greatest problem for the\nsolution of every other national problem is dependent upon the understand¬\ning of these millions of our people.\nThe solution of this problem calls for evening schools in country dis¬\ntricts as well as in every village, hamlet, and city. Some localities have made\nthe evening school the means of developing the human resources of the\ncommunities in a way that is almost magical in its effects.\n\n"}
{"page": 187, "printed_page": null, "text": "Reports\n\nof\n\n183\n\nCommittees\n\nEvening schools call for teachers who have the spirit of adventure, who\nare resourceful and have the art of making learning attractive. Let this\ngreat organization take as a major project the problem of offering elementary\neducational opportunities to the needy millions of our adult population.\nThe American school teacher can bring educational opportunities so tact¬\nfully and so invitingly that they will be accepted by the millions who need\nthis chance to enrich their lives.\nWe\n\ndo not wish to make this merely another uplift movement\n\nwhere one\n\npart of the population tries passively to affect another part of the population,\nbut a real Horace Mann campaign to bring to the American people what\ntheir own public schools can give them in the way of opportunities to learn\nthrough their own efforts, with the aid of friendly, resourceful teachers.\nThis idea of establishing programs\n\nof adult education in the fields of ele¬\n\nmentary evening schools, secondary evening schools, day schools for em¬\nployed parents, trade extension classes and university extension courses, is\nsimply using the public school system to its maximum value for our adult\npopulation, under the leadership of understanding teachers.\nEducation of our adults is needed now as never before, for in this\nmachine, mass-production age, the life of the worker must be enriched or,\nin many cases, his spirit will die. We probably can hold the place we now\nhave by schooling children only, but to make real progress we must educate\nadults. In times past it was possible for a large part of our population to\nbe illiterate and unskilled and yet lead normal lives, and even prosper, but\ntoday these people are the first to be thrown out of employment by the im¬\nmutable march of progress, and the only way to habilitate them, as we now\nrehabilitate those injured by war or industry, is through education.\nLet us visualize, if we can, the gains to our population by bringing to all\nthe opportunities to get what the secondary schools and colleges have to\noffer. These schools bring to the race their richest inheritance of literature,\nscience, and history ; but for adults these must be given in line with the in¬\ndividuals’ needs and not for college degrees, unless the two run in parallel\nlines.\nIn a nationwide\n\nprogram\n\nfor evening schools that ought to occupy\n\nat\n\nleast one evening each week for most normal individuals’ lives, we have a\nprogram that is worthy of the best effort of this national organization of\nAmerican teachers. Here is a vital opportunity for educational pioneering\nwhich will appeal to venturesome teachers. Here is a field of research\nwhere the humble teacher with his group of adults can experiment with\nvarious methods and content material and bring advancement that comes\nin no other way.\nUntil recently leisure was a possession of the privileged classes. Now\nsome leisure is the lot of the common man. This leisure can be our greatest\nblessing if rightly used but, if wrongly used, it may destroy civilization.\nThe machine has given us leisure, and only the wise use of this leisure can\nmake men the master of the machine.\n\n"}
{"page": 188, "printed_page": null, "text": "184\n\nNational\n\nEducation\n\nAssociation\n\nIn this great program every teacher in America can find a vital place for\nevery bit of talent and imagination which he possesses in the process of\nenriching human life through a wiser use of leisure time, and to achieve\nthis end the Department\n\nof Adult Education\n\ninvites you to join in work¬\n\ning out plans and procedures that will w’eave new values into the warp\nwoof of human life.\n\nREPORT OF THE JOINT\nLEMS IN EDUCATION\nASSOCIATION\nTION.\n\nAND\n\nTHOMAS\n\nCOLUMBIA\n\nA\n\nD. WOOD,\n\nCommittee\n\nand\n\nCOMMITTEE\nON HEALTH PROB¬\nOF THE NATIONAL EDUCATION\n\nTHE\n\nAMERICAN\n\nUNIVERSITY,\n\nNEW\n\nMEDICAL\n\nYORK,\n\nASSOCIA¬\n\nN. Y., Chairman\n\non Health\n\nProblems in Education was created by the\nNational Council of Education during the annual meeting of this Council\nin San Francisco in July, 1911. This Committee was organized in response\nto a recommendation of the American Medical Association convening at\nthe same time in July, 1911, in Los Angeles. It was appointed by the\nlate Dr. Charles H. Keyes, President of the National Council of Educa¬\ntion at that time, with Dr. Thomas D. Wood as the Chairman of the\nCommittee. At the first meeting of the Committee, December 9, 1911,\nheld in the office of the Chairman, Dr. Thomas D. Wood, at Teachers\nCollege, Columbia\ncially adopted.\n\nUniversity, the above title for the Committee\n\nwas offi¬\n\nIn the same year, and in sympathy with the organization of the Health\nCommittee\n\nof the National Council of Education, the American\n\nAssociation appointed a committee\n\nof the Bureau\n\nof Health\n\nMedical\n\nand Public\n\nInstruction, of that Association, to study school health problems and to co¬\noperate with the Health Committee of the National Council. Characteristic\nof the cooperative spirit inherent in and manifested by both of these national\norganizations, the two committees\nHealth Problems in Education.\n\nsoon fused into the Joint Committee\n\non\n\nDuring the annual meeting of the National Education Association in Des\nMoines, July, 1921, the Committee was formally adopted by this organization\nand became the Joint Committee on Health Problems in Education of the\nNational Education Association and the American Medical Association.\nEducational\n\nand health officials, child welfare organizations, Red Cross\n\nmembers, and other individuals and organizations in our own\ncountries have turned to this committee\n\nand in other\n\nfor leadership and advice relating\n\nto standards and literature dealing with important matters of child health\nand protection.\nSince 1912 the following reports have been published:\n\n"}
{"page": 189, "printed_page": null, "text": "Reports\n\nof\n\n185\n\nCommittees\n\n1. Country Schoolhouses, prepared in 1912 by the late Dr. Fletcher B. Dresslar\nand distributed by the United States Bureau of Education.\n2. The\n\nHealth\n\nChart Set, prepared\n\nin 1917 by Dr. Thomas\n\n58 charts, each 22x28 inches. Nearly 100,000 individual\ntributed in our own and in foreign countries.\n\nD. Wood,\n\ncharts have\n\ncomprises\nbeen\n\ndis¬\n\n3. The Health Chart Report, prepared in 1917 is now in its third edition. This\npamphlet not only serves to illustrate and explain the health charts, but is used\nextensively for health instruction and also as a guide in making health posters and\nscrapbooks.\n4. Minimum Health Requirements for Rural Schools, prepared in 1915, revised\nin 1920, established standards which have had a farreaching effect in improving\nthe health conditions of rural schools. $3,000, required for the printing of the first\nedition of this report (750,000 copies), was provided in a special gift from the\nElizabeth McCormick Memorial Fund of Chicago.\n5. Health Essentials for Rural School Children, prepared in 1916, revised in 1921,\nhas served as a supplementary text in normal schools and as a practical handbook\nfor rural school teachers and supervisors.\n6. The Teacher’s Part in Social Hygiene, published in 1921, revised in 1926, was\nprepared through the cooperation of the American Social Hygiene Association.\nThe report, together with its splendid bibliography, has supplied excellent material\nfor many teachers.\n7. Daylight in the Schoolroom, prepared in 1921 by a subcommittee under the\nchairmanship of Dr. Edward Jackson, contains valuable material dealing with\nschool lighting.\n8. Health\n\nImprovement\n\nin Rural Schools, published in 1922, was in the process of\n\npreparation for several years. Following considerable painstaking w'ork by welltrained teachers and supervisors, the bulletin was revised and completed through\nthe substantial cooperation of the staff employed by the Elizabeth McCormick\nMemorial Fund.\n9. Health Service in City Schools of the United States, published in 1922, con¬\ntains the results of a survey conducted among 340 leading school superintendents\nthroughout the country.\n10. Ventilation of School Buildings, published in 1925 through the cooperation of\nthe Elizabeth McCormick Memorial Fund, and under the chairmanship of Mary E.\nMurphy, director of this Fund,\nportant health topic.\n\ncontains\n\nvaluable\n\nmaterial\n\ndealing with this im¬\n\n11. Conserving the Sight of School Children, published in 1925, revised in 1928,\nin cooperation with the National Society for the Prevention of Blindness, furnishes\nstandards for protecting the eyes and vision of school pupils.\n12. The Deafened School Child, published in 1928 in cooperation with the Ameri¬\ncan Federation of Organizations for the Hard of Hearing, has been used exten¬\nsively by teachers, supervisors, and health workers as a standard for providing\nimproved conditions for children with defective hearing.\n13. Health\n\nEducation. — The\n\ndirection of the Joint Health\n\nmost\n\nimportant\n\nreport prepared\n\nby and\n\nunder\n\nthe\n\nCommittee\n\nis entitled “Health Education — A Program\nfor Public Schools and Teacher-training Institutions.” The first edition of this re¬\nport was published in 1924 after two years of preparation, with the constructive\n\ncooperation of twenty-seven health specialists.\nIn the six years since this report first appeared, the increasing and continuing\ndemand for it has provided gratifying evidence of its recognition as the outstanding\nauthoritative\ncation.\n\nstatement\n\nof principles, aims, and general objectives in health edu¬\n\n"}
{"page": 190, "printed_page": null, "text": "186\n\nNational\n\nEducation\n\nAssociation\n\nSince the first edition of the Health Education Report was prepared and printed in\n1924, significant progress has been made in general education, in health education,\nand in the sciences from which subjectmatter of health education is drawn. It\nseemed appropriate, therefore, to the Joint Health Committee that this report should\nbe revised and brought uptodate. This decision was made at the annual meeting\nof the Joint Health Committee in February, 1929. Accordingly a Technical Ad¬\nvisory Committee of fifty specialists was appointed for the revision of the report.\nThe same general plan was followed which had been carried out in the preparation\nof the first edition, the subcommittees of the Technical Committee preparing or\nrevising special sections of the report. The whole revised and complete report was\nthen submitted to the entire Technical Committee and the Joint Health Committee\nfor approval.\n\nThis second edition of the Health Education Report, revised and en¬\nlarged by nearly 100 pages, is now presented to the National Education\nAssociation, and I move its adoption as an official report of the National\nEducation Association.\nThe Joint Committee on Health Problems in Education of the National\nEducation Association and the American Medical Association has become\nan institution. As such it will strive earnestly to be of service in setting\nstandards, clarifying procedures, disseminating knowledge, and conducting\nresearch for protecting and conserving the health of school children.\nThe National Education Association functions through the Department\nof School Health and Physical Education, in its relation to the work of\nthe Joint Committee on Health.\n\nREPORT\n\nANNIE\n\nCARLETON\n\nFEDERATION\n\nThe\n\nOF COMMITTEE\n\nOF\n\nWOODWARD,\nEDUCATION\n\nCommittee\n\nON INTERNATIONAL\nTIONS\n\nMEMBER\n\nOF\n\nASSOCIATIONS,\n\nBOARD\n\nOF\n\nSOMERVILLE,\n\nRELA¬\n\nDIRECTORS,\nMASS.,\n\nWORLD\n\nChairman\n\non International Relations desires to express to you its\n\nfeeling that no greater service can be rendered the people of our country\ntoday than that which emanates from the work for better understanding\namong mankind and genuine goodwill toward all.\nOur\n\ncommittee, we feel, has made progress during the past year. We\nhave today a larger measure of support for our cause than we have ever had.\nWho can estimate the amount of goodwill created by the recent visit to our\ncountry of Ramsay MacDonald? His visit was not for the favored few. His\nmessages and personality came to us all by means of the press, through the\nmoving pictures, and over the radio. Food for thought has also come from\nthe trip wThich our statesmen made to England during the London Naval\nConference.\n\nNot the least in importance are the values received by the educators of\nthe world who gathered in Geneva last summer for the Third Biennial\nConference of the World Federation of Education Associations, which was\n\n"}
{"page": 191, "printed_page": null, "text": "Reports\n\nof\n\n187\n\nCommittees\n\nprobably by far the most important meeting ever held by this organization.\nIt was the most truly international. The language problem showed us that.\nIt also made us, as delegates, realize that we must speak at least one foreign\nlanguage before our next meeting in a foreign country.\nTo appreciate the Geneva Conference and note its progress over the\nprevious meetings which we have attended, I refer you to the report of the\nsame in the Addresses and Proceedings of the National Education Associa¬\ntion of 1929. No words could be mentioned, no statement given better\nthan that which was quoted.\nYour Committee feels that we need to be better organized through our\nstate education associations for the good work which we should do. For\nthis reason we are encouraging and urging these associations to create in\nevery state organization an international relations committee. We suggest\nthat some of the members of the national committee in each state be among\nthe members of the state committee, thus giving the national committee the\nbenefit of the state’s educational work. The state committees would then be¬\ncome:\n1. Active throughout their state, pledging speakers for better international under¬\nstanding on various educational programs\na. study\nBy conducting roundtable conferences in connection with their universal\nb. By aiding the N. E. A. Committee\n\nin securing needed\n\nmaterial.\n\nYour\n\nCommittee has started to collect information for a bibliography to\nbe on file at the Association headquarters, showing the improvement of the\ncondition in the United States for the teaching of better world appreciation.\nThat can be shown : ( 1 ) by courses of study that have a world point of\nview; (2) by proposed changes in various curriculums; and (3) by im¬\nproved methods of teaching for better world understanding and goodwill.\nIt is surprising how much work is already being done along this line. It is\nour aim that with this development our members, through travel and\nstudy will gain useful ideas and have the opportunity of rendering a real\nservice through education to our country. As educators we must become the\nmessengers in action, if this Committee is to function as it should.\nNext summer the World Federation of Education Associations will meet\nin the United States. It will be meeting with us for the first time since its\norganization. We have learned a great deal by our experience during the\nthree great meetings which this organization has had, and we are becoming\nincreasingly better able to solve the problems that confront us.\n\nOur less aggressive helps, or too aggressive or destructive ones, will be\naided by the extra work of the constructive ones. Faultfinding seems less\nnoticeable and in its stead we receive suggestions of ideas, plans, and infor¬\nmation that have been collected. On the whole I believe that our keenest\ncritic would\n\nsay that we\n\nare improving.\n\nA great many of you now present will, I know, look forward with pleas¬\nure to our next summer’s meeting. Many happy contacts will be renewed\n\n"}
{"page": 192, "printed_page": null, "text": "188\n\nNational\n\nEducation\n\nAssociation\n\nwith old friends you have met several times. New\n\nfaces will come\n\nwith the\n\ngroup whom you have never seen and as each member would act as a host\nor hostess in his or her own home we should unite ourselves as a Committee\nand help our guests. A real responsibility is ours. Every ardent member\nwill want to cooperate. Foreign delegates should have the chance to know\nhow we in the United States are trying to meet our problems in the educa¬\ntional profession.\n\nREPORT\nTHOMAS\n\nOF THE\n\nE. FINEGAN,\n\nLEGISLATIVE\n\nPRESIDENT,\nN.\n\nMembers\nappointment\n\nEASTMAN\n\nCOMMISSION\n\nTEACHING\n\nFILMS,\n\nROCHESTER,\n\nY., Chairman\n\nof the Representative Assembly: This is the first time since the\nof the Legislative Commission\n\nthat Commission\n\nhas not made\n\nin 1917 that the Chairman\n\nits report. There\n\nof\n\nhave been but two chair¬\n\nmen. I am somewhat gratified this morning to have the privilege of present¬\ning this report.\nAt the outset, I wish to say, in behalf of the Commission, it is our opinion\nthat the educational workers of the nation owe a debt of gratitude to the\ntwo men who have served as chairmen of this Commission. The first Chair¬\nman was Dr. George D. Strayer of Teachers College, Columbia Univer¬\nsity. Dr. Strayer did a piece of pioneering work in directing the activities\nof the Commission that has resulted in informing the people of the country\nof the interest of the national government in education, and the need of the\nFederal Government rendering certain service in this field that cannot be\nwell provided by any other agency. When Dr. Strayer retired from the\nchairmanship of this Commission, Dr. Wm. M. Davidson was drafted and\nassumed its burdens. Dr. Davidson put the same zeal, energy, and intelligence\ninto the work of this Commission which is characteristic of his labor in every\nenterprise with which he became associated. Before accepting this position,\nDr. Davidson had the personal assurance from Dr. Strayer of his cordial\ncooperation. It is due in a large measure to this fine spirit of cooperation of\nthese two influential men, that there is bright prospect today that the great\nobjectives in education sought by this Commission for twelve years may be\nrealized.\nDr. Davidson is not here this morning because of his devotion to the work\nof this Commission. If Dr. Davidson had not attended a meeting of the\nPresident’s National Advisory Committee on Education, about two weeks\nago, when he was just recovering from an illness, he would undoubtedly be\nhere today. I am happy to announce that in talking with him this morning\nover the telephone, he assured me that he is rapidly recovering and will soon\nbe in the harness again. So I wish to preface the brief report which I shall\noffer with a word of appreciation to these two men which I am confident\nthis house of delegates desires to express for the great service which they\n\n"}
{"page": 193, "printed_page": null, "text": "Reports\n\nhave rendered American Education\ndiction of this Commission.\n\nof\n\nCommittees\n\n189\n\nby directing the affairs under the juris¬\n\nThe meeting of the Legislative Commission on Sunday afternoon was\none of the largest and most representative meetings which the Commission\nhas ever held, and I am briefly reporting to you the views which were unani¬\nmously expressed at that meeting.\nIt is the judgment\n\nof this Commission\n\nthat the objectives for which this\n\nAssociation has contended since 1917, when this Commission was ap¬\npointed, are more thoroughly understood by the public and are receiving\nmore enthusiastic support throughout the country today, than at any time\nduring these twelve years of the Commission’s existence. The press of the\ncountry, many of the great metropolitan journals which have been neutral\nupon many issues championed by this body, have, during the past year, ex¬\npressed views favorable to the policies which we have advocated. In this\nconnection it is important to note that the Congressional Records show that\nmore addresses on education have been made, and more bills have been\nintroduced in Congress on the subject of education than at any other session\nof Congress in the history of the country.\nThere is another person who is entitled to share in the credit of this\nhappy situation. The\n\ninformation which we have wanted\n\nto spread before\n\nthe public through a campaign of education, and the enlistment of the co¬\noperation of our own forces throughout the country, has been directed in\nour behalf under the intelligent, skilful, and devoted direction of Miss\nChari Williams, Field Secretary and Director of the Legislative Division\nof the Association at Washington. Full measure of credit is due her for\nthis fine service. Our appreciation should be expressed to her as well as to the\ntwo chairmen named, for the accomplishments obtained during these years\nwhich have been beset with discouragements as well as promising outlooks.\nIn my report I am unable to speak with the definiteness which I wish\nwas possible upon the subject under consideration. You know that a\nlittle over a year ago the President of the United States appointed a National\nAdvisory Committee on Education. This Committee consists of 52 men and\nwomen chosen from all parts of the nation, men and women who represent\nevery phase and division of educational interests in the Republic. The schools\nand colleges maintained by private foundations, the great tax-supported uni¬\nversities of the country, every division of public school work, the parochial\nschools of the nation, all these various interests in education have representa¬\ntion on this Committee. The work of the Hoover Advisory Committee\nrepresents the first thorough and intelligently conducted\n\neffort on the part\n\nof the Federal Government to ascertain what educational interests are sup¬\nported by federal funds, how these funds are expended, and how and by\nwhom these educational enterprises are conducted. It is also the first scien¬\ntific inquiry made by the Federal Government to ascertain what its relation\nto education is and what the government’s future policy on this subject\nshould be. All the effort which the National Education Association has ex-\n\n"}
{"page": 194, "printed_page": null, "text": "190\n\nNational\n\nEducation\n\nAssociation\n\npended through the work of this committee will prove to be a good invest¬\nment if the facts and conditions essential to a proper determination of these\nquestions are made available by the President’s Advisory Committee.\nA committee of 52, for obvious reasons, cannot give detailed direction\nto its own work. So the Committee has selected a steering committee, or an\nexecutive committee. This steering committee is made up of representatives\nfrom all these different phases of public, private, and parochial education.\nSo please visualize to yourself, and explain to those whom you represent here,\nthat in Washington there is a group of 52 men and women. The Chairman\nof this group is one of the wellknown educators of the country, Dr. Charles\nR. Mann of the American Council on Education ; the secretary is our own\ndevoted secretary of the National Education Association, Mr. J. W.\n\nCrab¬\n\ntree ; and the professional director of the Committee is one of the country’s\nleading philosophers and students of education, former President Henry\nSuzzallo of the University of Washington.\nIt should also be understood that one of the great public-spirited citizens\nof America was so interested in the work of this Committee, so interested\nin the future welfare of the country itself, that he has made available from\nhis private fortune a fund of $100,000, for the proper conduct of the work\nof the Committee. Mr. Julius Rosenwald of Chicago, the wellknown mer¬\nchant and philanthropist paid this fine tribute to the value of education. The\nCommittee, therefore, has the means which has enabled it to employ experts\nin every field of educational service which will make possible a thorough\nand scientific inquiry into every problem within its purview. Detailed re¬\nports and tables will, in due time, be made available to the public.\nUpon your return the Committee hopes that every delegate will explain\nto the group he represents all the information he is able to obtain on the\nwork of this Advisory Committee. This Committee is striving with all its\npower to work out a solution of your problems. The Committee needs your\nsupport. It merits and should have your confidence. It will, I believe, reach\na unanimous agreement on most of the issues under consideration during the\nyear.\nThe\n\nAdvisory\n\nCommittee\n\nhas its problems. You\n\nhave heard from this\n\nplatform this morning reports of several committees which go right into\nthe needs of many aspects of American education. These reports point out\nclearly some of the vital problems of education demanding immediate con¬\nsideration from the American people. Our outlying possessions present prob¬\nlems in the education of races other than our own. But there are also prob¬\nlems of racial character within the main boundaries of the Republic, which\ndemand careful and prompt treatment. The obligation of the Federal Gov¬\nernment to all of these important issues and problems should be determined.\nThis Advisory Committee is giving them thorough treatment.\nNaturally no member of the Commission can express the views of the\nAdvisory Committee. We can only say to you that we know that these men\nand women are working together in harmony, and that there is no division\n\n"}
{"page": 195, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n191\n\namong them, that they are using every effort possible to come to an\namicable\nand wise agreement upon every question involved in the issues\nwhich have\nbeen raised since this Legislative Commission of the National Educat\nion\nAssociation was appointed.\nIt is the judgment\n\nof the Legislative Commission that its report to you\nthis morning should indicate what some of the problems before the Adviso\nry\nCommittee are, and to recommend certain action thereon. The Legislative\nCommission on Sunday afternoon, therefore, approved a form of resolution,\nand that resolution has gone to the Committee on Resolutions, and will be\nreported to this body at a later session.\nThis resolution will briefly reaffirm the position taken by this body at each\nannual meeting for twelve consecutive years, on three points. The first\nof these is that education is not tobe controled nor interferred with in any\nway whatever by the Federal Government. Education is and shall ever re¬\nmain a subject to be dealt with by each individual state in the Union.\nI am happy to state that in all the discussions before the National Ad¬\nvisory Committee on Education and before all its subcommittees, there has\nbeen unanimous agreement upon this proposition. There has been no dis¬\nsension in any way whatsoever.\nThe second proposition in the resolution is that there shall be some central\nFederal authority which shall constitute a great clearinghouse and research\norganization to deal with these great problems of education and make avail¬\nable to you in your respective fields of labor the facts relating to them. I may\nsay that there is also unanimous agreement on the part of every member\nof the Committee. Not a dissenting voice has been raised to this proposition.\nThe third proposition to come before you in this resolution is one ap¬\nproved each year by this body since the Legislative Commission was first\nappointed in 1917, and this reaffirms our approval of the organization at\nWashington of a Federal Department of Education, with a Secretary of\nEducation at the head of it, who shall have cabinetorial rank.\n\nREPORT\n\nOF THE\nBLANCHE\n\nCOMMITTEE\nPREBLE,\n\nCHICAGO,\n\nON\n\nRESOLUTIONS\n\nILL., Chairman\n\nIn conformity with its platform of ideals and purposes the Representative\nAssembly of the National Education Association, assembled in its sixty-eighth\nannual convention at Columbus, Ohio, adopts the following resolutions:\n\nAppreciation of public support - — The National Education Association ap¬\npreciates the fine attitude of the public toward\n\nthe schools ; the confidence\n\nof citizens generally in the leadership of the teaching profession; and the\n\n"}
{"page": 196, "printed_page": null, "text": "192\n\nNational\n\nEducation\n\nAssociation\n\nreadiness of the people to provide for the continued improvement\n\nof edu¬\n\ncational opportunities for the nation’s children. The Association commends\nthe cooperation of newspapers, magazines, press associations, radio, and civic\norganizations in the interpretation of education.\nEqual\n\neducational\n\nopportunity — The\n\nNational\n\nEducation\n\nAssocation\n\nbe¬\n\nlieves in equal opportunity for every child regardless of residence, capacity,\nor handicap and that free education through elementary and high school\nshould be within the reach of every boy and girl.\nRural\n\neducation — The\n\nNational\n\nEducation\n\nAssociation, in view\n\nof the\n\nserious educational emergency that exists in rural areas, urges that the Con¬\ngress of the United States provide financial aid to the states with which to\nmeet this situation.\nFinancing\n\nthe schools — The\n\nAssociation\n\nbelieves that the adequate financ¬\n\ning of the schools is a first duty of locality, state, and nation and that tax\nsystems where necessary should be revised to meet this responsibility.\nAmerican\n\nEducation\n\nWeek — The\n\nNational\n\nthe continued observance of American\nFree public libraries — The\n\nEducation\n\nAssocation\n\nEducation\n\nWeek.\n\nEducation\n\nAssociation\n\nNational\n\nurges\n\nbelieves that\n\nfree public library service should be as general as free school service and\nurges adequate legislation and appropriations for the extension of library\nopportunities.\nKindergarten — The\n\nNational\n\nEducation\n\nAssociation\n\nbelieves that the\n\nkindergarten is a farreaching influence for good in the development of the\nchild and favors the extension of kindergarten opportunities to all children.\nHard\n\nof hearing children — The\n\nNational\n\nEducation\n\nAssociation\n\nbelieves\n\nthat hard of hearing children should receive the special care that their con¬\ndition requires, including medical treatment and instruction in lip reading.\nAthletics — The\n\nNational\n\nEducation\n\nAssociation\n\nbelieves that every child\n\nis entitled to an allround physical education. It deplores any commercializa¬\ntion of school and college athletics.\nThe\n\nEighteenth\n\nAmendment — The\n\nNational\n\nEducation\n\nAssociation\n\nre¬\n\naffirms its stand in favor of the Eighteenth Amendment and of the laws en¬\nacted thereunder. It urges their vigorous and impartial enforcement and\npledges its support to an active educational campaign in the schools in be¬\nhalf of habits of living for which the Eighteenth Amendment stands.\nHabit\n\nforming\n\ndrugs — The\n\nNational\n\nEducation\n\nAssociation\n\nurges\n\nall\n\nteachers to emphasize the evil effects of alcoholic drinks, tobacco, and other\nnarcotics upon the human organism. The Association condemns the fraudu¬\nlent advertising of certain manufacturers in their efforts to foster cigaret\nsmoking. It commends for use in the schools selected periodicals which do\nnot carry tobacco advertising.\nChild labor — The\n\nNational\n\nEducation\n\nAssociation\n\nbelieves that commer¬\n\ncialized child labor is economically unsound, unjust to the child, and in¬\njurious to the state. It favors an amendment to the federal constitution\nwhich will permit the enactment of a national child labor law.\n\n"}
{"page": 197, "printed_page": null, "text": "Reports\n\nRemoval\n\nof illiteracy — The\n\nof\n\n193\n\nCommittees\n\nNational\n\nEducation\n\nAssociation\n\nurges that\n\nthe campaign for the removal of illiteracy be continued until every adult pos¬\nsesses a knowledge of reading and writing equal to that required of a sixthgrade pupil.\nQualifications for American\n\ncitizenship — The\n\nNational\n\nEducation\n\nAsso¬\n\nciation urges that the ability to read and write English understanding^\nand a general knowledge of the history and principles of United States\ngovernment be made a qualification for citizenship. It urges that Congress\npass legislation requiring proof of this ability by means of a test to be de¬\nvised by the Commissioner of Education and administered under rules\nadopted by the Bureau of Naturalization ; and that a certificate be issued to\nany applicant who satisfactorily completes the examination or in lieu thereof\nproduces evidence of having completed a school course covering a period\nof eight years in the United States and evidence of a willingness to support\nand defend the Constitution of the United\nfend the nation at need.\nEnrichment\n\nmends\n\nof human\n\nthe work\n\nlife — The\n\nStates and to support and de¬\n\nNational\n\nof the National Commission\n\nEducation\n\nAssociation\n\non the Enrichment\n\nLife. It urges all schools to consider the contribution they can make\nenrichment of life and the wise use of leisure.\nBroadcasting\n\nchannels — The\n\nNational\n\nEducation\n\nAssociation\n\ncom¬\n\nof Adult\nto the\nbelieves\n\nthat legislation should be enacted which will safeguard for the uses of edu¬\ncation and government a reasonable share of the radio broadcasting chan¬\nnels of the United States.\nObscene\n\nliterature, pictures , and\n\ntokens — The\n\nNational\n\nEducation\n\nAs¬\n\nsociation recommends that the Congress of the United States enact legisla¬\ntion prohibiting the transportation in interstate commerce of all such litera¬\nture, pictures, and tokens as are now denied the privilege of the United\nStates mails.\nGeorge\n\nW ashington\n\nBicentennial — The\n\nNational\n\nEducation\n\nAssocia¬\n\ntion endorses the proposed nationwide observance of the two 'hundredth an¬\nniversary of the birth of George Washington to be held during 1932 and\nurges all teachers to cooperate with the George Washington Bicentennial\nCommission created by Congress.\nHorace\n\nMann\n\nCentennial — The\n\nNational\n\nEducation\n\nAssocation\n\nurges\n\nthat all schools begin now to make preparations for celebrations of the\nHorace Mann Centennial in 1937. The Association recommends that state\nand national organizations build their programs in 1937 around the theme\n“The Educational Achievements of . the Century.” It recommends that in\nthe naming of schools consideration be given the pioneer advocate of the\ncommon schools — Horace Mann.\nHigher\n\nstandards for teachers — The\n\nNational\n\nEducation\n\nAssociation\n\nrec¬\n\nommends that requirements for beginning teachers be immediately increased\nin all states. Trained teachers are now available in sufficient numbers to\noffer an unusual opportunity to reach the goal of four years training beyond\n\n"}
{"page": 198, "printed_page": null, "text": "194\n\nNational\n\nEducation\n\nthe four-year high school, the minimum\nsociation for all teachers.\nSurvey\n\nof teacher training — The\n\nAssociation\n\nstandard recommended\n\nNational\n\nEducation\n\nby the As¬\n\nAssociation\n\nurges\n\nCongress to appropriate funds for a nationwide survey of teacher training to\nbe made under the direction of the United States Office of Education.\nTeacher\n\ntenure\n\nand\n\nretirement— The\n\nNational\n\nEducation\n\nAssociation\n\nbelieves that teachers should hold their positions during good behavior and\ncompetent service. It urges the passage of tenure and retirement laws in each\nstate based on the principle of justice both to teachers and pupils. Such laws\nwould tend to protect teachers from injustice, to place teachers on a profes¬\nsional basis, to guarantee to competent teachers the benefits of retirement\nlaws, and to secure to teachers reasonable personal and academic freedom ;\nbut would not prevent the discharge of teachers for incompetency,\nmorality, or unprofessional conduct.\n\nim¬\n\nAssociation approves\n\nthe\n\nparticipation — The\n\nTeacher\n\nNational\n\nEducation\n\ngrowing practise of school authorities in making provisions for organiza¬\ntions of classroom teachers, officially recognized, through which the special\nof this group can be utilized for the improvement\n\nknowledge\nNational\n\nCongress\n\nAssociation commends\n\nof Parents\n\nand\n\nTeachers— The\n\nof the schools.\n\nNational\n\nEducation\n\nthe National Congress of Parents and Teachers\n\nfor\n\nthe many helpful services already rendered and assures that organization\nof its sympathetic cooperation in all efforts to promote a closer relationship\nbetween the home and the school.\nInternational\n\nunderstanding — The\n\nmends the activities of the World\n\nNational\n\nEducation\n\nAssociation\n\ncom¬\n\nFederation of Education Associations and\n\nheartily endorses its program for world understanding as outlined in the\nBiennial Conference at Geneva in 1929. The Association recommends that\nthe Pact of Paris be taught in the schools, and urges the universal ob¬\nservance of International Goodwill Day on May 18, the anniversary of the\nopening of The Hague Tribunal.\nThe London\n\nthe immediate\nTreaties.\nEducation\n\nNaval\n\nTreaties — The\n\nAssociation\n\nurges\n\nratification by the United States Senate of the London\n\nNaval\n\nand the Federal\n\nNational\n\nEducation\n\nGovernment— -The\n\nNational\n\nEducation\n\nAs¬\n\nsociation reaffirms its belief that the control and direction of education must\nbe maintained as an independent function of each state. It further believes\nthat public education is a matter of such vital national importance that it is\nentitled to the scientific leadership and factfinding which have been pro¬\nvided by the government in the fields of agriculture, commerce, and labor.\nThe Association therefore urges the establishment of a department\n\nof edu¬\n\ncation with a secretary in the President’s cabinet and the efficient integra¬\ntion of the educational activities of the Federal Government in this depart¬\nment.\nWhite\n\nHouse\n\nCommittees — -The\n\nNational\n\nciates the action of President Herbert Hoover\n\nEducation\n\nAssociation\n\nappre¬\n\nand of Secretary Ray Lyman\n\n"}
{"page": 199, "printed_page": null, "text": "Reports\n\nof\n\n195\n\nCommittees\n\nWilbur in the appointment of the Advisory Committee on the Relation of\nthe Federal Government to Education ; the Committee on the Removal of\nIlliteracy; and the White House Conference on Child Health and Protec¬\ntion. The Association pledges to these committees its hearty cooperation in\ntheir efforts to solve the problems submitted to them.\nTo\n\nColumbus — The\n\nNational\n\nEducation\n\nAssociation\n\nacknowledges\n\nthe\n\nmany courtesies and charming hospitality so generously extended by the\ncitizens of Ohio in their beautiful capital. It wishes to thank the good people\nof the Buckeye state for their cordial invitation for America to discover\nColumbus.\n\nThe\n\nAssociation appreciates the cooperation of city and state\n\nofficials, civic organizations, educational workers, teachers, and children. It\nwishes to thank the press and radio services of the city for their helpful co¬\noperation and support and to extend its appreciation to all others who have\ncontributed to the success of the sixty-eighth annual convention of the Na¬\ntional Education Association.\n\nREPORT\n\nLAURA\n\nANNA\n\nOF\n\nCOMMITTEE\nON\nANCES\n\nFORCE,\n\nPRINCIPAL,\nCOLO.,\n\nLAKE\n\nRETIREMENT\n\nJUNIOR\n\nHIGH\n\nALLOW¬\n\nSCHOOL,\n\nChairman\n\nThe report of this committee will be issued as the November,\nber of the Research Bulletin.\n\nREPORT\n\nALBERT\n\nLINDSAY\n\nOF\n\nTHE\n\nCOMMITTEE\n\nON\n\nTENURE\n\nROWLAND,\n\nOF\n\nSUPERINTENDENT\n\nthe President and Board\n\nONE\n\n1930, num¬\n\nHUNDRED\n\nPROBLEMS\n\nPA., Chairman\n\nTo\n\nDENVER,\n\nOF\n\nSCHOOLS,\n\nELKINS\n\nPARK,\n\n1\n\nof Directors of the National\n\nEducation\n\nAssociation : I beg leave to submit herewith a brief report of progress for the\nCommittee of One Hundred on Tenure Problems.\n\nDuring the past year the committee has continued along the lines already\nlaid down, endeavoring to develop objective and scientific studies of tenure\nas it now operates in various parts of the country in accordance with the\npolicy bequeathed to the committee by the former chairman, Dr. Fred M.\nHunter, now chancellor of the University of Denver, Colo. It will be re¬\nmembered that the Association has gone on record in support of indefinite\ntenure for teachers and that it has laid down twelve principles in a tenta1 In the absence of Mr. Rowland,\n\nSecretary Crabtree presented the report.\n\n"}
{"page": 200, "printed_page": null, "text": "196\n\nNational\n\nEducation\n\nAssociation\n\ntive statement which, perhaps, should control the framing and operation of\ntenure laws. These principles are:\n1. Tenure laws should be devised\ninstruction for children.\n\nand administered\n\nin the interest of better\n\nf•\n2. Tenure laws,\nshould be accompanied by proper legal regulations govern¬\ning training, certification, remuneration, and retirement allowances.\n3. Tenure laws should be devised and administered as a stimulus to better\n\npreparation and more efficient service on the part of teachers.\n4. Indefinite tenure should be granted only upon evidence of satisfactory\npreliminary training, successful experience, and professional growth.\n5. Indefinite tenure should be provided after successful experience during* a\nprobationary period of adequate length, usually two or three years.\n6. The right of dismissal should be in the hands of the appointing board.\n7. Laws establishing indefinite tenure should provide for the easy dismissal\nof unsatisfactory or incompetent teachers for clearly demonstrable causes,\nsuch as misconduct, incompetence, evident unfitness for teaching, per¬\nsistent violation or refusal to obey laws, insubordination, neglect of duty,\nor malfeasance.\n8. The proposed dismissal of a teacher on account of incomptence or neglect\nof duty should be preceded by a warning and specific statement in writing\nof defects.\n9. In cases of proposed\n\ndismissal, teachers should be granted right of hearing.\n\n10. Teachers who do not desire to continue in their positions should give rea¬\nsonable notice in writing of their intention.\n11. Suitable provision should be made for teachers already in service in put¬\nting tenure laws into operation.\n12. Indefinite tenure should be accorded to all classes of certificated school\nemployees\n\non status of teacher, at least.\n\nFollowing this formulation of principles, the teachers of several states\nhave moved forward in the matter of better security in office. The Indiana\nLaw passed in 1927 has been vigorously attacked but so far remains upon\nthe statute books and the longer it so remains undisturbed the less likely\nbecomes its repeal. In Pennsylvania a somewhat different type of tenure leg¬\nislation was passed by the 1929 General Assembly of that Commonwealth.\nThis legislation, although not strictly a tenure bill, provided a continuing\ncontract for all teachers in the public school service. In other words, a\ncontract automatically renews itself annually unless specifically terminated\nby the teacher through resignation or by the school board by formal dis¬\nmissal. It is the hope of the teachers of Pennsylvania that this legislation,\nby doing away with the casual omission of teachers’ names for the lists of\nteachers newly elected for the coming year, will produce an acceptance of\nthe principles of continuity of service by the boards of school directors and\nby the teachers themselves. This law has been in effect for just one year.\nThe automatic renewals of contracts under this law occur for the first time\nat the close of the present academic year. Your committee is awaiting with\nmuch interest the result of this experiment.\nThe Iowa State Teachers’ Association is embarked upon a careful study\nof teacher tenure laws and needs, with the avowed intention of sponsoring\n\n"}
{"page": 201, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n197\n\nsuch legislation as may be needed to provide Iowa teachers with adequate\nprotection in office.\nIn addition to the accumulation of facts relative to the operation of vari¬\nous tenure laws and tenure movements in the several parts of the country,\nyour committee again follows the suggestion of Doctor Hunter in endeavor¬\ning to have a series of intensive studies of tenure in typical areas of the\ncountry and to present such studies to the membership of the association.\nThree such studies are definitely in mind, one of which is now completed\nand will, the committee hopes, be available in printed form during the\ncoming year. This study is that of Dr. Raleigh W. Holrastedt of the Uni¬\nversity of Indiana. It is a careful analysis of the various factors condition¬\ning and conditioned by the tenure law in the state of New Jersey, the oldest\ntenure law in the United States; and as a check upon these findings, a simi¬\nlar analysis of conditions in the state of Connecticut where no tenure law\nexists, and yet where the factors of history, population, industrial develop¬\nments, educational leadership, etc., are closely comparable. Dr. Holmstedt’s study is not only accurate and highly informative, but strongly en¬\ncouraging to those who sincerely seek a better and stabler status for teachers\nand through this a finer service for the children of the schools.\nThe second study is one which, the committee has assurance, may be un¬\ndertaken through the School of Education of the University of California,\nsetting up a comparison of conditions relative to tenure in the states of Cali¬\nfornia and Washington, the former having a statewide tenure law, the\nlatter lacking such a law.\nThe third study, the committee hopes, may be projected through the\nSchool of Education of the University of Indiana and will provide a com¬\nparison of Indiana with another mid-western state where no tenure law is\non the statute books.\nIt is the belief of your committee\n\nthat these studies will do much\n\nto throw\n\nlight upon the real value of tenure to the teaching profession and will give\nsubstantial support to public recognition of the wisdom of providing adequate\nsecurity in office for the public school teacher. Your committee, therefore,\ndesires at this time, respectfully to report progress and to request that the\ncommittee be continued and, if possible, bring to a close the program here\nlaid down.\n\n"}
{"page": 202, "printed_page": null, "text": "'\n\n•\n\n.\n\n.\n\n■\n\n. •\n\nr>.\n\n"}
{"page": 203, "printed_page": null, "text": "National Council of Education\n\n"}
{"page": 204, "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 1930-31 are: President , Henry Lester Smith,\nDean, School of Education, Indiana University,\nBloomington, Ind. ; Vice-president , Mrs. Susan M.\nDorsey, 1506 Arapahoe St., Los Angeles, Calif.; Sec¬\nretary , Adelaide S. Baylor, Chief, Home Economics\nEducation Service, Federal Board for Vocational\nEducation, Washington, D. C. ; Executive Commit¬\ntee , M. G. Clark, Superintendent of Schools, Sioux\nCity, Iowa (Term expires 1931) ; David A. Ward,\nSuperintendent of Schools, Chester, Pa. (Term ex¬\npires 1932) ; Anna Laura Force, Principal, Lake\nJunior High School, Denver, Colo. (Term expires\n1933). Facts relating to the establishment of this\nDepartment and the record of meetings are found\nin earlier 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\n257-328\n253-321\n147-440\n\n1894:593-678\n1895:430-509\n1896 :393-470\n1897:317-583\n1898:489-588\n1899 :380-529\n1900:297-364\n1901 :349-499\n\n289-364\n275-378\n\n1902:306-408\n1903 :301-376\n1904 :333-377\n1905 :271-340\n1906:607-623\n1907:329-454\n1908:313-500\n1909:331-435\n1910:307-375\n1911:331-476\n\n[ 200 J\n\n1912:499-605\n1913:355-424\n1914:293-404\n1915:527-627\n1916:195-287\n1917:129-219\n1918:135-149\n1919:675-739\n1920:107-109\n1921 -.269-368\n\n1922\n1923\n\n349-574\n425-551\n\n1924\n1925 350-428\n266-336\n1926\n1927 280-327\n247-292\n1928\n221-262\n1929 229-276\n\n"}
{"page": 205, "printed_page": null, "text": "SUGGESTIONS RELATIVE TO THE FUNCTIONS\nNATIONAL COUNCIL OF EDUCATION\nWILLIAM\n\nC. BAG LEY,\n\nPROFESSOR\n\nCOLUMBIA\n\nOF\n\nUNIVERSITY,\n\nEDUCATION,\nNEW\n\nYORK,\n\nTEACHERS\n\nOF\n\nTHE\n\nCOLLEGE,\n\nN. Y.\n\nThe committee w’hich presents a preliminary report today was ap¬\n\npointed as the result of a paper read by the United States Commis¬\nsioner of Education, William John Cooper, at the Atlanta meeting of\n\nthe Council. It was Dr. Cooper’s suggestion that the Council undertake\nthe formulation of a set of objectives which might be put forth as express¬\ning the ideals of the teaching profession with regard to the ideals that\nAmerican education should seek to realize. Dr. Cooper recognized clearly\nthat the actual formulation of such objectives should be based upon a very\ncareful study of the complicated problems involved ; hence an important\npart of his proposal was that the Council regard the initial task as a re¬\nsearch project which should aim to isolate and interpret the many factors\ninvolved.\nA meeting of the committee was held in New York during the holidays.\nDr. Randall J. Condon, chairman of the committee, was in Europe at the\ntime, and the present writer was asked to serve as acting chairman. It is\nfor this reason that he introduces the present report.\nThe discussions of the committee led first to some provisional conclusions\nregarding the functions that the National Council might profitably dis¬\ncharge at the present juncture in the development of American education.\nHere there was general agreement with the implications of Dr. Cooper’s\nsuggestions. In the judgment of the committee, the National Council should\nconcern itself primarily with the larger aims, policies, and programs of\nAmerican education. It should be primarily a deliberative body, scrutinizing\nwith the utmost care the educational policies and programs proposed by other\norganizations, especially in the light of their probable influence upon public\neducation. Assuming that in the future such policies and programs will be\nbased increasingly upon the results of careful investigations, it should be\nthe function of the Council, not primarily to undertake specific investiga¬\ntions on its own account, but rather to evaluate critically the interpretations\nof the data that have been collected in the course of investigations made by\nindividuals or by other organizations, and to determine how far these inter¬\npretations are justified and to what degree they may be safely accepted by\nour profession as a basis for the formulation of policies affecting public\neducation.\nWe may dwell for a moment on the importance of having an organi¬\nzation officially representing our profession and specifically charged with\nthis function. During the past two decades American education has made\nremarkable progress in the objective or scientific study of its problems.\nActual, accurate, and dependable knowledge of the conditions under which\nwe do our work is very rapidly replacing generalized inferences based on\n\n[201]\n\n"}
{"page": 206, "printed_page": null, "text": "202\n\nNational\n\nEducation\n\nAssociation\n\ninsufficient data, to say nothing of the mere guesswork that has too often\nmasqueraded as actual fact. The area of proved fact is now fairly wide and\nis rapidly extending. But in our field, as in all fields in which the future wel¬\nfare of society is the primary consideration, even the most accurately estab¬\nlished and thoroughly authenticated facts will not alone solve our problems.\nThey form, it is true, an indispensable foundation, but it is only a founda¬\ntion upon which a superstructure must be erected. The building of the super¬\nstructure involves, first of all, an interpretation of the facts. We must know\nwhat they mean in terms of our purposes and ideals. Beyond such interpre¬\ntations, there must be the formulation of policies and programs.\nThe recent development of the scientific movement in education is re¬\nplete with illustrations of this need. We have,* for example, the mass of\nfactual evidence that has been assembled regarding individual differences in\nintelligence. Setting aside for the moment\n\ncertain inconsistencies in this evi¬\n\ndence, many of which are being resolved by further experimentation, un¬\ndoubtedly the most important question that has confronted education is what\nto do with the facts now that we have them. In what way should they\nmodify educational practise? A practical policy that seemed quite obviously\nto follow from the facts was that which goes under the name, “homogenous\ngrouping.” It was thought that, if the learners could be grouped in some\nmeasure on the basis of similarities in their intelligence scores, many of our\nproblems would be solved. On the whole, the results of such groupings have\nnot proved to be satisfactory. This has been due, in part, to certain misin¬\nterpretations of the facts, but one of the most competent students of the\nproblem — Dr. J. R. McGaughy, himself an educational scientist of proved\ncompetence — has assured me that the fundamental issue is not at basis a\nscientific issue, but rather one which involves primarily the fundamental\naims and objectives of education.\nAgain we may cite the very complicated problems growing out of certain\nfacts revealed by the socalled “transfer” experiments. For a quarter of a\ncentury, these facts have been used as a basis for discrediting the theory of\nformal or general discipline and for supporting a policy of specific training.\nHere we have a rather curious phenomenon. An outstanding ideal of Ameri¬\ncan education has been to have children progress just as far as possible\nthrough the elementary and high-school grades. The older doctrine of\nformal discipline stood squarely in the path of this ideal because the abstract\nand general training that the doctrine implied caused a heavy mortality in\nthe upper-grade and the high-school classes. Hence we seized upon the ap¬\nparent results of the transfer experiments as a weapon with which to de¬\nmolish the disciplinary theory. The demolition has been practically com¬\nplete, and the theory of specific discipline is now practically supreme in Amer¬\nican education. As a matter of fact, however, we seized only upon those find¬\nings of the transfer experiments that fitted in with our ideals, and the other\nfindings we quite neglected. As Pedro Grata has recently pointed out, only\nabout ten percent of the experiments show little or no transfer, while more\n\n"}
{"page": 207, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n203\n\nEducation\n\nthan thirty percent show considerable transfer and about fifty percent show\nappreciable and presumably significant transfer. Thus ten percent of nega¬\ntive evidence was permitted to overbalance eighty percent of positive evi¬\ndence. Here we have a striking and probably an unjustified dominance of\nideals over facts. But the phenomenon illustrates the point that I have em¬\nphasized ; namely, that in the last analysis it is the ideals that are both signifi¬\ncant and potential.\nAs a probable sequel to this interesting bit of educational history, 1 may\ncall attention to the need for another educational objective that is apparently\njust now\n\nlooming on the horizon. It is suggested by the rather alarming\n\nphenomenon that is called “technological unemployment,” — that is, the\nunemployment that has come about especially through the rapid develop¬\nment of automatically-controled and power-driven machinery, and through\nthe development of scientific management, the multiplication of mergers,\nand other factors and forces that enable relatively few workers to produce\nvastly more than a great many workers could produce a generation ago.\nThis new turn that the Industrial Revolution has taken has already thrown\nmore than two million men and women out of jobs on the routine levels of\nemployment, and it has even affected some of the higher occupational levels.\nQuite obviously, under these conditions, the theory of specific training needs\nserious scrutiny. It would seem that an important function of education in\nthe immediate future will be to make the individual as far as possible adapt¬\nable to new situations, and this apparently means a reconsideration of the\npossibilities of a general training. It is interesting to note that at least some\nof the educational psychologists are now turning their attention to the possi¬\nbilities of such training that are suggested by the eighty percent of transfer\nexperiments that we have been neglecting.\nIt would\n\nbe easy to multiply these illustrations with the very great im¬\n\nportance of the interpretation of factual findings in our field and the evalu¬\nation of these findings in terms of the larger aims and ideals of American\neducation. Such factual findings are not limited to the results of educational\ninvestigation as such. As I pointed out last year at the Cleveland meeting,\nour profession should not be blind to the facts regarding the prevalence of\nserious crime in our country, and the increase in crime over a period when\nserious crime has decreased markedly in practically all other countries with\nwhich we would wish to be compared. Then, too, there are the facts regard¬\ning the movement of the population toward the cities and away from the\nfarms. Here we have an illustration of an interpretation of factual data\nwhich was apparently quite erroneous, an interpretation that our educational\nleaders pretty generally accepted fifteen years ago. At that time, it seemed\nto be a general belief in our profession that this movement was largely due\nto the failure of the rural schools to so train the rural boys and girls that they\nwould remain on the farms. We see now that economic forces far beyond\nour control were\n\nreally governing this movement.\n\npened, indeed, if our “back-to-the-farm”\n\nWhat\n\nwould\n\nhave hap¬\n\neducators had had their full way?\n\n"}
{"page": 208, "printed_page": null, "text": "204\n\nNational\n\nEducation\n\nAssociation\n\nDespite the migration cityward there are still hundreds of thousandsof farm¬\ners who can make only the barest living from cultivating the soil. We could\nmention, also, the grave problems that are involved in our relation with and\nour attitude toward other nations, problems that education should consider\nare our serious domestic problems which cer¬\ntainly ought not to be omitted from consideration in the framing of edu¬\ncational policies. The really desperate situation regarding prohibition is a\nconspicuous example.\n\nwith the utmost care. There\n\nI should hasten to add that I have cited these specific illustrations on my\nown\n\nresponsibility and not as a part of the official report of the committee.\n\nThey bear witness, in my judgment, to the very real need for an organi¬\nzation charged with the functions that the committee has suggested for the\nNational Council, an organization devoted to the serious study of and de¬\nliberation upon the broader questions of educational policy that affect in a\nprofound way the efficiency and the progress of the nation’s schools. It is my\nidea, and I think it is the idea of the committee as a whole, that the Council\nwill act on these matters as the agent of the National Education Association.\nAs I conceive the duties of the Council, they would be twofold : In the\nfirst place, questions of policy would be referred to the Council by the Rep¬\nresentative Assembly and the Council would report to the Assembly its find¬\nings and recommendations for such action as the Assembly might decide to\ntake. In the second place, on its own initiative the Council would consider\neducational programs and policies, especially those set forth by other pro¬\nfessional and lay groups, and make recommendations to the Assembly with\nregard to the action, if any, that this body might well take regarding such\nprograms and policies. This would make the Council essentially an advisory\nbody, leaving to the Representative Assembly the full power and responsi¬\nbility to speak for the profession. All this, I think, is in thorough harmony\nwith the democratic tradition of the National Education Association.\nAs the first step in the discharge of the proposed functions, the committee\nrecommends that the Council undertake, on a provisional basis, the formu¬\nlation of fairly definite standards or ideals against which to measure such\nproposals and policies as come before it for consideration. This task will, in\nitself, involve work of a research character. The standards and ideals should\nbe acceptable to the profession as a whole, and there are available now\n\ncer¬\n\ntain fairly reliable technics through which representative judgments can be\ncollected and pooled. A start can well be made with a group of provisional\nstandards set up for discussion at the present meeting of the Council. If we\nfind something that we can agree upon, the machinery can be set in motion\nfor getting these before a representative sampling of the profession as a\nwhole for their judgment. With such modifications and refinements as are\ninevitable in a process of this sort, a fairly helpful formulation is quite pre¬\ndictable. This could then be referred to the Representative Assembly for\nconsideration.\n\n"}
{"page": 209, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n205\n\nWe found at our committee meeting that Dr. C. G. Pearse had been\ngiving more thought to this matter than any other of the members, and it\nwas the decision of the committee that he should present the results of his\nstudy and reflection at this meeting.\n\nAN\n\nANALYSIS OF THE QUALITIES OR TRAITS OF A\nDESIRABLE CITIZEN IN A DEMOCRACY LIKE\nTHE UNITED STATES— ABSTRACT\n\nCARROLL\n\nG. PEARSE,\n\nREPRESENTATIVE\nMILWAUKEE,\n\nOF\n\nF. E. COMPTON\n\nCO.,\n\nWIS.\n\nThis committee is asked only to set forth as it is able, “the physical and\nmental qualities, abilities, and knowledge, the social and civic attitudes and\nideals, and the personal accomplishments and tastes that should characterize\nthe citizen of this democratic Republic.”\nThese qualities may perhaps be considered under four heads:\n1. Physical qualities\n2. Mental knowledge and manual\n3. Vocational qualifications\n4. Social qualities.\n\nskills\n\nIt goes without saying that without good health the citizen lacks an es¬\nsential quality. To be the best citizen a man or woman must have good\nhealth. We Americans admit the value of strong bodies, but no one seems\nto do much about it. Our athletics tend generally to develop a few, especially\ngifted in certain directions. Some plan of physical development is needed\nthat shall, after diagnosis of each young person’s special needs, if there be\nsuch, build up in all young Americans good lungs, strong hearts and muscles,\nand steady nerves. The point is to establish a suitable system of exercises\nmuch more effective than any now in general use, and then get it into\naction. Begin to practise it as thoroughly as we now teach reading.\nA knowledge of the laws of health cannot be omitted. Somewhere along\nthe line, before the youth’s contact with the agreed upon educational\nagencies is ended, he should acquire a knowledge of the facts of sex and re¬\nproduction.\nEnough\n\nattention to practise and the formation\n\nof habits needs to be\n\ngiven in order that the knowledge given shall crystallize into habits. These\nhabits might very well include the practise of some chosen athletic sport and\nthe habit of care to avoid accident and injury — the “safety habit.”\nTurning from the physical side of the citizen’s education, the items of\ncommon knowledge, and the common accomplishments that the citizen\nshould have demand attention. Here a knowledge of, and the ability to use\nthe language of the country easily ranks first. So constant is the need to\nunderstand the oral or written speech of others, or to make them understand\nour thoughts and wishes, that the citizen who lacks this ability is not as\neffective as he should be. Full training in language will include the mastery\n\n"}
{"page": 210, "printed_page": null, "text": "206\n\nNational\n\nEducation\n\nAssociation\n\nof such a vocabulary as will make it unnecessary for a speaker to rely largely\nupon catch phrases and slang. It will give, too, some acquaintance with the\nfield of literature, so that the student may know resources of information\nand of enjoyment in this field.\nA knowledge of numbers and computations sufficient to meet the common\nneeds of life is required. The simpler applications of geometry seem desirable\nand perhaps the use of the equation and some of the simpler applications of\nalgebra. It seems most important that there be a thorough grounding for\naccuracy in fundamental processes and good judgment in the application of\nprocesses to varying conditions in concrete problems.\nThe field of geography is boundless. The number of those fundamental\nfacts that every modern\n\nperson should know\n\nand be expected to remember\n\nis, relatively, not large. No one can remember -all desirable geographical\nfacts, any more than the lawyer can know or remember all the points of\nlaw he may need in his practise; but the average person needs for his\ngeography the same habit of looking things up and the same skill in using\nreference sources and in finding the information he wishes that the lawyer\nfinds necessary.\nEach citizen needs a knowledge\n\nof the essential facts in the history of his\n\ncountry, of its plan of government, and of the manner in which the govern¬\nment operates. No one can live up to his duty as a citizen if he lacks this\nknowledge.\nScience has so entered into the routine of everyday life that a knowledge\nof the elements of several sciences may be considered indispensable. Some\nknowledge of physics and chemistry is involved in the understanding of so\nmany of the common natural phenomena and so many articles of common\ndaily use, and a knowledge of botany and zoology is so important, especially\nas these sciences relate to the laws of health, that the citizen can hardly be\nthought of as coming to years of maturity without it.\nThe universal desire for beauty in form, color, and tone indicates that\nsome steps to satisfy this craving will be included in the preparation of the\nfuture citizen. This will no doubt include instruction in art sufficient to\nground the youth in the underlying principles to an extent that shall give\na fair appreciation of beauty in line and proportion, in harmony of color,\nand in the concord of sweet sounds which we call music. Such education\nwill result in better types of architecture, interior decorations and furnish¬\nings, costumes, and music. It will, too, open up a line of activities that may\ngo far to help solve the question of desirable use of leisure time.\nOur citizen requires not only certain knowledge which it has been at¬\ntempted to sketch, but, to meet life fairly, he must have acquired certain\nabilities or accomplishments.\nOutside of his own observations, no source of information begins to com¬\npare in value with that available to him in books. The art of reading easily\nand understanding^ is fundamental.\nportant accomplishment.\n\nThe\n\nart of reading aloud is an im¬\n\n"}
{"page": 211, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n207\n\nEducation\n\nIt is constantly necessary in such a society as ours, to inform, to convince,\nto persuade, or to entertain one’s associates or acquaintances, and to do this\neffectively practise giving acquired ability in arranging and expressing one’s\nthoughts is necessary. Sometimes this expression is oral, the persons ad¬\ndressed are in the presence of the speaker ; but sometimes absent persons are\nto be addressed or records are to be made for preservation ; and so the art\nof setting down the information to be conveyed, or the arguments\nadvanced, or the facts to be recorded must be mastered.\nThe art of penmanship\n\nto be\n\nis something no intelligent person can be without.\n\nIn the training given for acquiring this art the chief aim is legibility* Great\nprogress has been made in the production of writing machines. The use of\nthe typewriter has become all but universal. The use of these machines so\ngreatly increases the ease, rapidity, and legibility of setting down thought on\npaper that the person who lacks the ability to use one is at a rather serious\ndisadvantage. The citizen with the most effective training for the work\nof life will be able to use the typewriter with reasonable facility.\nThe setting down\n\nof written or printed characters is not the only means\n\nof expressing thought or conveying information. The representative arts—\ndrawing, painting, sculpture, the handicrafts — form a most important\nmedium of expression. Perhaps not all can become skilled in these modes of\nexpression, but all can have an opportunity to develop such talent as each\nmay possess; and in a surprisingly large number of cases opportunity de¬\nvelops unsuspected creative capacity and a high degree of skill in execution.\nThe development of musical talent is equally desirable. The ability to sing\nor to play some musical instrument provides an admirable avenue of Selfexpression, and is often of the greatest value in affording agreeable and up¬\nlifting employment for leisure time. The development of this talent also\naffords a means of giving pleasure to others and of making the possessor\nsocially acceptable.\nThe competent citizen requires a fair degree of skill of the hands. In\nthis twentieth century the temptation is very great to neglect to acquire the\nskills or to practise the handicrafts which in the more simple organization\nof society and industry two generations ago, the citizen seldom lacked. Yet\ntoday there is as good reason, if a less compelling necessity for cultivating\nskill of the hand. The modern home is complex and with its equipment\noffers a wider range for handicrafts than did the simple home of the pioneer.\nTo keep all of this varied modern\n\nequipment\n\nin repair requires as sure and\n\neducated a touch, and a far wider range of both knowledge\n\nand skills than\n\nwere necessary to the grandfather or grandmother of the individual who\nlives in the modern residence. There is still the opportunity for dainty\nneedlework and the fashioning of many artistic creations for the home or\nfor personal use. The\n\npractise of these hand skills serves not only useful,\n\npractical ends, but exercises and strengthens the intelligence and judgment\nand serves to help in solving the constantly increasing leisure problem.\n\n"}
{"page": 212, "printed_page": null, "text": "National\n\n208\n\nEducation\n\nAssociation\n\nIn addition to the hand skills already referred to, each citizen should step\nout of the preparatory years with some practise in digging in the dirt, and\nin planting and cultivating the things that grow from it. This is advised\nfor a twofold reason. To work in the soil gives a pleasant and wholesome\nexercise, while at the same time it exerts a tranquilizing influence and de¬\nvelops an appreciation and liking for simple, natural, and beautiful things.\nMoreover, with the shortening of the working day and the improvements in\ntransportation, the family with even a modest income may find a home away\nfrom the crowded city. The family may thus enjoy wholesome living con¬\nditions, with light and air and some chance for the children to run and play,\nwhile all the members of the family may, to their great spiritual and finan¬\ncial advantage, help to plant and cultivate their plot of ground. Too, the\npaterfamilias may find himself interested not only to spend more of his early\nmorning\n\nhours in his garden, but his home\n\nacre may furnish a counter at¬\n\ntraction to the pool hall, or to the “club” presided over by the goddess of\nchance, on his evenings and his Sundays.\nOne of the great features of American life is the freedom with which the\nsocial or industrial “molecule” may move about in the social, the financial,\nand the industrial mass. The barefoot boy from the farm or the gamin from\nthe back streets of the town is tomorrow’s banker or railway president. It\nseems doubtful if any plan can or ought to be devised, which will invariably\nfit the coming citizen for the niche in life he is to fill. It does seem that far\nmore progress can be made\n\nin that direction than we have so far achieved.\n\nThe first requirement seems to be that the youth shall have a better chance\nto know about the various employments and kinds of work available. This\nwill put the youth in a far better position to judge. If, in addition, he can be\nhelped to understand how his personal characteristics and his abilities and\nperhaps his disabilities or weaknesses are likely to he'lp or to hinder him in\ndifferent lines of possible activity, he will be at a great advantage.\nAfter a choice has been made, and a vocation decided upon, the youth\nmust find opportunity to prepare for the occupation selected. Already there\nis offered adequate preparation for the old time professions, for certain lines\nof commercial\n\nemployment,\n\nand certain mechanical\n\ntrades and kinds of\n\nwork. But new occupations and lines of activity are constantly being de¬\nveloped and any adequate system of vocational training must be conducted\nwith an eye alert to perceive these new developments in vocations and quick\nto move in affording suitable preparation for them.\nAll that has gone before — adequate physique and habits of life, the funda¬\nmental and necessary knowledge and skills, and the selection and preparation\nfor a vocation — are relatively incidental and by the way; they may all be\nconsidered as tools through which the citizen is able to function as the most\nsatisfactory and useful unit in the society of his day and generation. For it\nis to equip the citizen as the best possible member of society that all the\nnecessary educational activities take place. To use aright these capacities in\nwhich he has been trained, the citizen must have become possessed of those\n\n"}
{"page": 213, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n209\n\nqualities which we designate as making up good character ; and he must\nperceive and acknowledge certain duties.\nThe writer would hardly venture the attempt to enumerate all the quali¬\nties that go to make up a sound character ; on the other hand it seems that\nsomething more\n\nspecific than glittering or philosophical generalities might\n\nbe attempted : Honesty — recognition of the property rights of others may\ncertainly be expected ; truthfulness — that quality which allows associates to\ndepend upon the citizen’s word ; courage to be able to undertake or to adhere\nto a right course of action under difficulties or against opposition ; industry —\nto pull his weight in the boat ; goodwill towards his associates in society and\ncooperativeness to enable him to get on comfortably with them ; poise — the\nability to look facts and conditions in the face and to consider them calmly\nin studying out the course of action, without becoming uneasy or “fussed” ;\nadaptability — the capacity to meet new conditions successfully. These at least\nwe may confidently expect to find characterizing the model citizen. Even\ngood character is only another tool to bring him better prepared to the per¬\nception, acceptance, and discharge of his duties.\nLooking at the citizen’s duties, and waiving here any discussion of the\nduties he may owe to the Creator, these duties divide themselves into two\ngroups, the duties which rest upon the citizen as a responsible member\n\nof a\n\nfamily, and those which include his obligations as a member of his com¬\nmunity and his state. As in the beginning, so now, the duties of the man and\nof the woman in the household differ : The man as the producing partner is\nto provide the home, the support, and sustenance for those within it ; to be\nin it, generally, at times when not required to be elsewhere in gaining its\nsupport ; to defend it if necessary and to help maintain its morale ; to bear\nhis share, a substantial one, in the nurture and training of the children. The\nwoman,\n\nthe buying partner, is to conserve and use wisely the resources\nbrought by the man ; to manage the home so as to conserve the health of the\nfamily; to preserve her own health and to bear children intelligently; to\ntrain the children wisely; to cooperate with her man in maintaining the\nmorale of the home. Both must understand the economics of the home, the\napportionment of the income to its various purposes, the necessity for thrift,\nand the establishment of savings as an anchor to windward.\nAll the qualities considered up to this point may be looked upon as\ncontributory. Continuing good health ; the common knowledge and the\nskills the citizen needs to make it more likely that he will be a person compe¬\ntent and self respecting in the society of his fellows ; the vocational prepara¬\ntion that makes him a potential economic asset to the state; the character\nthat will keep him in the practise of right conduct and in a right attitude to¬\nward fellow citizens ; the acquired knowledge and developed sense of duty\nthat makes him a desirable member and prop of a family ; all these add po¬\ntentially to his value as a citizen. All these, desirable and important as they\nare, do not alone suffice.\n\n"}
{"page": 214, "printed_page": null, "text": "210\n\nNational\n\nEducation\n\nAssociation\n\nNations whose governments are conceived and organized like that of the\nUnited States are endangered by the corruption, the ignorance, and the\nindifference of their citizens. Possession of the qualities previously itemized\nshould guarantee the state large immunity from corrupt citizenship, and be\na strong defense against ignorance. Intelligence in still another direction\nand a recognition of an additional list of duties are necessary to round out\nthe picture.\nA knowledge of the principles and the operation of his government, local,\nstate, and national, is necessary to the good citizen. There is the necessity,\ntoo, for a knowledge of public questions as these come on for discussion and\ndecision, and an understanding of the issues involved. Since this is so, the\ncitizen needs to feel it is his personal duty to inform himself in these matters\nand upon these issues. The duty lies, also, not only in informing himself\npersonally, but in helping to spread correct information by discussion in\nprivate, or, where desirable, in public, so that his neighbors and friends may\nbe as well informed as himself\nThis duty extends farther. In this land of universal suffrage, the right to\nvote and thus to share in the government of the state, carries an equal re¬\nsponsibility to exercise that right. The duty to vote cannot be too strongly\ndriven home in the education of the citizen. Too often in primary elections\nunsuitable candidates are nominated because citizens who are qualified to\nassist in making wise choices fail to go to the polls. Too\n\noften, on election\n\ndays, the otherwise “good citizen” allows the cares of life or the pursuit of\nriches or the beckonings of pleasure to keep him from the exercise of this\nhigh duty of the citizen.\nThere is a further duty of the citizen. Some one must attend to the public\nbusiness; some one must hold public office. Yet too often the otherwise “best\ncitizen\" refuses this duty, when called upon by his fellow citizens to become\na candidate for the schoolboard or the common council, or to fill a county\noffice or to go as a member of the legislature, or to a state office, or to Con¬\ngress. Too often the public has occasion to look with dissatisfaction or\nhumiliation upon the holders of some of these offices, who have come to fill\nthem because better qualified or more conscientious citizens have refused\nthe duty. Benjamin\n\nFranklin is reported to have stated as his policy in this\n\nmatter, “I will never seek, I will never refuse, and I will never resign an\noffice.” The state will be better served when in some way the education of\nthe future citizen induces in him the acceptance of this principle.\nNeed I add one more to the duties which the citizen we envision will\naccept as compeling upon him ; that, having accepted a public office, it be¬\ncomes\n\na public trust, and not, as one of our presidents has phrased it “a\n\nprivate snap.” Having once accepted office the citizen becomes the repre¬\nsentative, the servant of all the people, not the respresentative merely of his\nbusiness or social group ; not an advocate for the farmers, if he is a farmer,\nnor for the bankers, if he is a banker, nor for the labor unions, if he is a\nlabor union man, nor for the housewives, if she belongs to that honorable\n\n"}
{"page": 215, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n211\n\nprofession ; but the representative of all the people of his community,\nstate, or of the nation — his duty to see that, whether\n\nof his\n\nin his small or his\n\nlarge political unit, “the Republic shall suffer no wrong.”\n\nEDUCATION\nMATTHEW\n\nWOLL,\n\nFOR\n\nTHE\n\nVICEPRESIDENT,\n\nAMERICAN\nAMERICAN\n\nWASHINGTON,\n\nYOUTH\n\nFEDERATION\n\nOF\n\n1\nLABOR,\n\nD. C.\n\nThere is nothing that creates such a chasm between persons and groups\nas differences in educational opportunity. Realizing this fact labor has made\nequality of educational opportunity a cardinal principle in its program. We\nhave put our faith in a free public school system and have felt a continuing\nresponsibility for seeing to it that public school development squared with\nideals of democracy.\nWe realize that the purpose of our public school system is the educa¬\ntion of individuals, hence equal educational opportunity does not mean one\npattern for all. We realize that education does not consist simply of memoriz¬\ning, ability to follow a trade, ability to conform to fixed customs, but that\nof vastly greater importance is the capacity to find, face, and use facts, to\nadjust one’s self to different persons, situations, and social and economic\nprogress. We want education that helps to develop the dynamic forces of\npersonality and creative intelligence instead of insistence upon\ncuracies and conformities.\n\npetty ac¬\n\nBoys and girls go from school into the business of carrying on the duties\nand activities necessary to maintain and advance our social structure. They\nshould be prepared to do this work so that progress shall be continuous, and\nthis necessitates that they themselves keep on growing through daily work\nand experiences.\nTo prepare students properly, there must be a place in our curriculum\nfor the study and understanding of social forces and institutions. Not mere\nknowledge of what has been, but understanding of what may be ahead, is\nessential to this period of rapid change. We need reverence for facts, appre¬\nciation for specilization, and ability to master these things for service of\nhumanity, and for steadily making life richer for all with ever higher levels\nof living.\nWe believe that good workmanship and good living are inseparably\nassociated, and that the curriculum of our public schools should not only\nhelp us to become masters of the technics of economic and social life, but\nshould help individuals to develop those elements of character essential\nto higher intellectual and spiritual development.\nIn addition to considering the educational development of individuals,\nour schools should have in mind that boys and girls go out into the world\n1 In the absence of Mr. Woll this paper was read for him by Warren\nRepresentative of the Philadelphia Photo-Engraver’s Union No. 7.\n\nD. Curry, Business\n\n"}
{"page": 216, "printed_page": null, "text": "212\n\nNational\n\nEducation\n\nAssociation\n\nin which associated endeavor prevails in all undertakings. They must go\nwith some understanding of the principles of associated undertakings and\nhow to work with them. To meet life successfully men and women must\nknow how to live and work with other men and women to their mutual\nadvantage.\nAmerican labor has always put its faith in voluntary institutions, hence\nwe realize that education is essential to progress. We are keenly interested\nin the problems of our educational institutions and are willing and eager to\nshare in the responsibility of finding better methods.\nWe emphasize, of course, a phase of education which concerns us pri¬\nmarily — vocational education. Vocational education draws upon three fields\nof experience: the experience of the worker, who is doing the specific kind of\nwork to be taught, the needs of industry, which is to employ the students\nto be trained, and the skill of those who know how to teach truths and\nfacts, together with their relationships to related fields of information.\nThe fundamental purpose of vocational education is to enable each boy\nand girl to prepare for congenial work\n\nand to be able to live successfully\n\nand to keep on growing through the work that is his or her vocation. Voca¬\ntional education institutions have the responsibility of enabling the indi¬\nvidual to have the necessary training and attitude of mind to carry out\nthis purpose.\nUnless there is sustained cooperation from the fields of experience that\nconstitute the information by which instruction is guided, vocational educa¬\ntion loses its balanced development.\nThere\n\nseems to be a real need for impartial examination\n\nof trends in\n\nvocational education and an assay of the value of what we are emphasizing,\nin order that we may plan wisely. We\n\nhave to have our eyes on two objec¬\n\ntives — the development of human capacities and the world’s work which\nworkers are to do. We need to know what work is to be done or how it is to\nbe done in order to provide adequate training. The fact that change has been\nsuch an important industrial factor suggests that vocational education\nshould develop capacity for meeting new situations — that is, vocational\neducation should be concerned less with physical skills and more with ability\nto meet changing situations.\nOur experience with vocational education has shown\n\nus that the divisions\n\nbetween vocational and industrial education and the education not designed\nfor those going into industry, are artificial, and that we need to maintain\na greater unity in our whole educational program. It is difficult to discover\nwhat trade or calling a girl or boy is best fitted .for, so it is well to have\nvocational training developed with a cultural background in order that\nthere may be avenues of escape should the occupation prove uncongenial.\nThe popularity of our general continuation schools and our night schools\nindicate an appreciation of the need for coordinating the work life with\nsocial living.Those . with greater capacities are looking for new ways of\ndevelopment and opportunities to compensate for early deficiencies. Nor\n\n"}
{"page": 217, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n213\n\nis our vocational education performing its full function when it provides\ntraining for the individual. The individual must perform his work and live\nin the community and successful living implies associated activity.\nWe look to educational methods as the means through which progress\nshall come. It is of utmost importance that planning for the educational\nfuture shall rest with those whose vision, wisdom, and selflessness shall\nassure wise planning and decision. The American Federation of Labor\nstands ready to contribute what it can to this end.\n\nEDUCATION\n\nGEORGE\n\nS. COUNTS,\n\nTEACHERS\n\nAND\n\nTHE\n\nASSOCIATE\n\nCOLLEGE,\n\nFIVE YEAR\nRUSSIA\nDIRECTOR,\n\nCOLUMBIA\n\nPLAN\n\nOF SOVIET\n\nINTERNATIONAL\n\nUNIVERSITY,\n\nNEW\n\nINSTITUTE\n\nYORK,\n\nN.\n\nOF\n\nY.\n\nThere are certain institutions and relationships in the revolutionary\norder of Soviet Russia which have received altogether too little attention in\nthe American press. We have heard much about the Soviets, about the\nCommunist Party, about the professional unions, about the struggle with\nthe Church, and about the efforts to socialize the village. On the other\nhand, we have heard but little about the system of planning organs and\nthe relationship of that system to the institutions of public education. This\nsystem and this relationship are to my mind among the most distinctive\nfeatures of society in Russia today.\nThe system of planning organs, insofar as it has been reported in our\ncountry, is, I think, misunderstood. The common view seems to be that\nthis system is very simple in structure, and consists for the most part of a\nstate planning commission in Moscow composed of some fifteen or sixteen\neconomists. According to this view, moreover, these economists sit in their\nchairs and evolve from time to time elaborate plans with regard to the\neconomic development of the country. This picture is far from the truth.\nThe planning organs of the Soviet Union constitute a vast system which\nreaches from Moscow to the most remote corners of the Union. There is, to\nbe sure, an All-Union Planning Commission with offices 'in Moscow. But\nthere is also a Central Planning Commission in each of the republics com¬\nprising the Union, a planning commission in each of the great oblasts into\nwhich the republic is divided, a planning commission in each okrug, which\nis a division of the oblast, and even partial planning commissions in the\nyet smaller political and economic units. Moreover, these various planning\ncommissions sustain intimate relationships with the Soviets, with the cells of\nthe Communist Party, with the professional unions, and with the great\neconomic trusts. Thus it is apparent that the planning organs do constitute\na vast and complex system. In its functioning this system seems to work in\nall of its separate parts. In elaborating the Five Year Plan, moverover, con¬\nferences within the different political divisions of the country of representa¬\ntives of the various planning commissions are continually held. Thus in\n\n"}
{"page": 218, "printed_page": null, "text": "214\n\nthe development\n\nNational\n\nEducation\n\nAssociation\n\nof the Five Year Plan there were held in the year 1928\n\nsixteen All-Union conferences of the planning organs which dealt with\nvarious special phases of the plan. There were in addition, of course, in¬\nnumerable conferences of a less comprehensive character.\nThis system of planning organs has developed gradually since the\nOctober Revolution. The effort at planning the public economy which gave\nrise to this system has given to the Russian people a unique experience in\nthe field of planning. This experience represents one of the most significant\ncontributions of the Revolution. There are already appearing in Russia\nbibliographies on planning which include hundreds and hundreds of titles.\nAlthough the Soviet system is very different from ours, I am sure that\nwe can learn much from a study of this experience.\nIntimately related with the system of planning organs is a system of\neducation which differs radically from the other educational systems of the\nworld. The major point to be noted here is the breadth of the scope of this\neducational system. It embraces not only schools but also numerous other\ninstitutions. It includes the press, the theater, the moving picture, the radio,\nthe library, the bookstore, clubs, young people’s organizations, reading\nrooms, museums, art galleries, and even the army. Moreover, there are two\nsystems of schools embraced by the system: the one composed of nurseries,\nkindergartens, primary schools, secondary schools, and higher institutions\nand designed for the coming generation ; the other composed of points for\nthe liquidation of illiteracy, Soviet Party schools, Communist\n\nuniversities,\n\nand various kinds of short courses providing both special and general educa¬\ntion.\nIn building the new social order this relationship between the planning\norgans and the educational system is one of very great importance. On the\none hand, there are those organs through which the new social order is\nbeing planned ; on the other, is a vast array of educational institutions\nthrough which an effort is being made to realize the plans. What this rela¬\ntionship may mean to the future of Soviet Russia cannot be predicted. It\nwould seem, however, to place in the hands of the Soviet authorities a\nforce which has never existed in any other social order.\nThe importance of this relationship may be illustrated by the Five Year\nPlan which was launched in October, 1928. The fact should be observed,\nhowever, that this plan represents but one of the achievements of the\nplanning organs. Under the direct inspiration and leadership of Lenin,\nbeginning in 1920 there was developed a program for the electrification of\nthe country. In 1926 there appeared for the first time the socalled controled\nfigures of industry which were designed to guide the planning of the develop¬\nment of public economy during the succeeding year. The planning organs\nhave also worked out a plan for the re-regioning of the country on the\nbasis of the facts of geography, ethnology, and industry.\nThe Five Year Plan was developed during a period of two and one-half\nyears. In its original form it was stated in two variants. The one was\n\n"}
{"page": 219, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n215\ncalled the minimum variant, the other the optimum variant. They differed\nnot in purpose but rather in terms of the rate of development contemplated.\nThe optimum variant after much debate was approved by the Party and\nthe Government. Thus at the present time the Five Year Plan is identified\nwith this variant which provides for the more rapid industrialization and\nsocialistic reconstruction of the Union.\nThe provisions of the plan may be divided into three divisions : economic,\nsocial, and cultural.\nThe\n\neconomic\n\nprogram\n\nprovides for the expenditure, during the five\n\nyear period, of approximately sixty-five billions of rubles on construction.\nThis huge sum will be distributed over industry, electrification, transporta¬\ntion, agriculture, and certain minor fields. It calls particularly for the\ndevelopment of heavy industry, chemistry, and electrification. It also makes\nprovision for the reduction of the cost of production and the lowering of\nprices.\nAnother important provision of the economic program pertains to the\nregional distribution of the new enterprises. In the past the industries have\ncentered about Leningrad, Moscow, and the Don basin. Under the plan,\nthe Ural region will become a great center of industry, and the Kuznetsky\nbasin, famous for its enormous coal reserves, will be opened up. Moreover,\nin the case of agriculture the eastern regions will be greatly developed, and\nthe burden of supplying grain will gradually be shifted eastward.\nThe social program of the plan has to do with such matters as improve¬\nment of the housing conditions, the shortening of the hours of labor, and\nthe provision of social insurance. Perhaps most important of all is the\nprogram\n\nfor the socialistic reconstruction of the village. Under\n\nthe original\n\nplanning it was expected that some twenty-seven million hectares of land\nwould be brought under some form of collective management during the\nfive years. According to recent reports from Soviet Russia, this part of the\nprogram has gone forward so rapidly that the goal set for the five years\nhas already been passed. Now the expectation is that practically the whole\nof agriculture devoted to the raising of the grain will be socialized by 1932\nor 1933.\nThe\n\ncultural program\n\nhas also been worked\n\nout in great detail. Perhaps\n\nthe most fundamental element in this program is the provision for the aboli¬\ntion of illiteracy throughout the Union during the five years. The further\nand rapid extension of practically all forms of education is also contem¬\nplated. Particular attention is being given to the development of the press,\nthe moving picture, and the radio. Moreover, the vast program of construc¬\ntion outlined makes necessary the training of an enormous number of\nspecialists. This is regarded as one of the fundamental tasks of the cultural\nprogram. During the five years there will be expended for cultural pur¬\nposes approximately sixteen billion rubles.\nThe achievement of the plan, which certainly must be regarded as a\nprogram\n\nof great works, a phrase which\n\nthe Russians commonly\n\napply to\n\n"}
{"page": 220, "printed_page": null, "text": "216\n\nNational\n\nEducation\n\nAssociation\n\nit, is requiring and will continue to require the mobilization of human\nresources on a vast scale. This process of mobilization may be divided into\nthree divisions: the propagation of the idea, the training of specialists, and\nthe maintenance of the morale. The burden of all of these three tasks falls\nfor the most part upon the educational system. A brief reference to the\nmethods employed in the achievement of each of these tasks will reveal the\nintimacy of the relationship between the planning organs and the educa¬\ntional system.\nThe propagation of the idea of the plan and its provisions has been\nrecognized from the first as clearly conditioning the success of the plan.\nTo be sure in the development of the plan large numbers of persons become\nfamiliar with it. The planning organs which spread like a network over\nthe Union have from the first been an important agency in the propagating\nof the idea. In similar fashion the Communist Party, the system of Soviets,\nthe professional unions, and other active agents in the country have made\nthe population familiar with the plan. However, attention should be di¬\nrected to the efforts that have been made to popularize the plan among\nthe wide masses through the various arms of the educational system.\nIn the primary school, secondary school, technical school, and univer¬\nsity, provision is made everywhere for the study of the Five Year Plan. It\nis practically impossible for individuals to pass through any one of these\ninstitutions without becoming familiar with the provisions of the plan.\nNew textbooks are appearing which deal with the plan and lectures on the\nplan are being organized in these institutions. To an even greater extent\nthe schools for adults, particularly the Soviet Party Schools and Com¬\nmunist universities, are assuming responsibility for the propagation of the\nplan. Among the out of school agencies the work is likewise being carried\non. The press is issuing almost daily brochures and other publications deal¬\ning with the plan as a whole or with its different divisions. Books are ap¬\npearing to guide the specialists in construction, for the members of the\nworking class, for the parents, for the different nationalities, etc. The news¬\npaper, likewise, is simply filled with materials pertaining to it. Moving\npictures describing the plan and its various provisions and outlining its\nsignificance for the country are also beginning to appear. The radio is\nutilized daily in broadcasting facts regarding the plan. Placards in vast\nnumbers dealing with the plan are also appearing and are being distributed\nto schools, club houses, and other institutions throughout the Union. Spe¬\ncial lecturers are being trained and sent out into the more backward areas\nto propagate the plan. Moreover, the Pioneers, the Young Communists,\nand the members of the professional unions are all participating actively\nin this effort to acquaint the masses with the plan. Finally attention should\nbe directed to the Red Army which, as a powerful educational agency,\nis one of the most vital centers for the study of the provisions of the Five\nYear Plan. In this effort to acquaint the masses with the vast program of\nconstruction outlined, literally no stone is being left unturned. Every agency\nthat can be brought into the service is made to do its part.\n\n"}
{"page": 221, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n217\n\nThe second task pertaining to the mobilization of human resources is\nthat of training the specialists. This task is one of the most crucial, if not\nthe most crucial, of the tasks which must be performed if the Five .Year\nPlan is to be successful. According to the original outline of the plan, the\ncountry will require 45,000 new engineers, 1000 new technicians, and\n1,000,000 new skilled workers. Because of the rapidity wTith which the\nwork has gone forward all of these figures have been revised upwards.\nIn order to train these specialists a burden\n\nhas been placed upon\n\nthe\n\nvocational and professional schools of Soviet Russia which surpasses any¬\nthing of the kind in history. The heads of these institutions are literally\nlying awake nights wrestling with this problem. Old courses are being\nscrutinized with the greatest of care for the purpose of finding and elimi¬\nnating non-essentials. New institutions in great numbers are being organ¬\nized and special courses of many types are being arranged. If the educa¬\ntional institutions of Soviet Russia succeed in this task they will have ac¬\ncomplished one of the greatest educational feats of history.\nThe\n\ntask of maintaining morale, courage, and spirit during this period\n\nof construction is also a task of the very greatest importance. And in achiev¬\ning this task very little apparently has been overlooked. The entire pro¬\ngram of construction is dramatized and made to appear in the guise of a\ngigantic struggle with nature, the cultural backwardness of the country,\nand external and internal enemies of the new order. Military terms are\ncontinually used in reporting the progress of construction. The papers con¬\nstantly employ such phrases as “the war for specialists,” “the preparation of\nmillions of warriors for collectivization,” and “on the front of construction.”\nThrough the newspapers the progress of this struggle is reported from\nday to day. So great has become the interest in the program that the news¬\npaper is changing its character, items pertaining to the world revolution\nand labor troubles in foreign countries have been greatly reduced. At the\npresent time even the more important sections of the front page of “The\nPravda” are devoted to the tasks of the Five Year Plan. In these reports\nan effort seems to be made to report from day to day the progress that is\nbeing made. These reports, however, are by no means confined to successes.\nToday, it would seem, that the failures receive much more attention than\nthe successes. The pages of the newspaper are simply filled with reports to\nthe effect that in this factory or in that agricultural region the program\nlags. These reports must serve as a very important stimulus for the release\nof energy for construction.\nA word\n\nshould also be said about the Socialistic competition which\n\nhas\n\nswept the country. Apparently almost all institutions and enterprises have\nentered into contracts with each other for the purpose of increasing produc¬\ntion and eliminating waste. These contracts, which list various items by\nwhich the contests are to be judged, are extremely interesting documents.\nClosely related to the Socialistic competition are the shock brigades on the\nfront of construction. 1 hese brigades are composed of the more eager and\n\n"}
{"page": 222, "printed_page": null, "text": "218\n\nNational\n\nEducation\n\nAssociation\n\nenthusiastic workers who voluntarily assume unusual responsibilities for\nthe promotion of construction. The tasks which they undertake are most\nvaried in character. The brigade may be merely a group of workers in a\nparticular factory who endeavor to serve as examples of industry in the\nenterprise. Brigades, however, may engage in undertakings of a much more\nspectacular character. They may carry on the struggle for the collectiviza¬\ntion of agriculture in the villages. They may go into the forests with a\nview to promoting the lumber industry, or they may go to any point on\nthe structural front where the program is not going well.\nFinally, reference should be made to the part that Lenin continues to\nplay in this entire enterprise. He would seem to stand over the Five Year\nPlan and the other programs of construction that are being formulated as\na sort of guardian angel. In defending the plan or any of its provisions the\nappeal is always to Lenin. In his writings can always be found some quota¬\ntion which will lend support to any element in the program. And since he\nundoubtedly occupies a place of real affection in the hearts of the masses\nof the people, both workers and peasants, this appeal constitutes one of\nthe most powerful forces in enlisting the interests and the energies of the\nmasses.\nThis account may be closed by a reference to the importance of study¬\ning the Soviet experience. While it is altogether too early to pass judg¬\nment on the work of the Soviet Planning Organs, we cannot ignore that\nvast body of experience which the Soviet economists are gaining. If the\nFive Year Plan is successful and if it is then followed, as it will be, by\nother plans of a more grandiose character, it is altogether possible that we\nshall be forced to introduce into our social order some elements of the plan.\n\nTHE\nWILLIAM\n\nFUTURE\n\nC. BAGLEY,\n\nPROFESSOR\n\nCOLUMBIA\n\nOne\n\nwho\n\nOF EDUCATION\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nattempts to foretell what\n\nIN AMERICA\n\nNEW\n\nYORK,\n\nTEACHERS\n\nCOLLEGE,\n\nN. Y.\n\nour schools will be a half-century\n\nhence is very likely merely to give expression to one’s own ideals. Really\naccurate prediction in any field that touches human affairs is quite out of the\nquestion. Relative to the lack of certainty in the mental and social sciences\nJames Truslow Adams recently remarked that the astronomer can predict\nwith absolute certainty where\n\nevery star in the heavens will be at eleven\n\noclock tonight; but he cannot make the same prediction with any degree of\ncertainty regarding his own daughter. In spite of the progress that has been\nmade in the study of psychology during the past generation, the human mind\nseems to be about as much of a mystery as ever.\nAnd\n\nso, looking fifty years into the future, I should hesitate to prophesy\n\nthat the riddle will by that time have been solved. The teachers of that dis¬\ntant day will doubtless know much more than we now know about the way\nin which the processes of learning and thinking go on, but I have a suspicion\n\n"}
{"page": 223, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n219\n\nthat their superiority over us will lie not so much in additional knowledge\nof psychology as in the recognition that many of the alleged facts and as¬\nsumed laws which we have been taking for granted are really not so. At any\nrate it seems fairly certain that a sizable area of educational theory that has\nbeen based upon the prevailing mechanistic psychology will have to be\nscrapped.\nIn spite of this uncertainty, not to say confusion, in the field of psychology,\nthere is some evidence that we are now approaching one of the important\nturning points of social evolution. These turning points in the past have\nbeen closely correlated with the discovery or invention of new or improved\nmethods of communication. The invention of writing has been characterized,\nquite without exaggeration, as the greatest event in human history. What\nwe call modern civilization began with the development of the printing press\nin western Europe. The development of contemporary civilization has been\nclosely bound up with the approach to universal literacy that has been made\npossible by the universal school.\nFrom parallels so close and so consistent as these, one might justly infer\nthat the relationship between improved methods of communication and\nmarked turning points in human progress is not entirely accidental, and that\na fundamental law may here be revealed. If this be true, we should expect\na great many\n\nthings to happen within the next few decades, for methods of\n\ncommunication are not being developed that may mean as much to human¬\nkind as the invention of writing and the development of the printing press\nmeant in the past. Reference is here made to the movie and the talkie, to the\nradio and particularly to the possibility of combining the radio and television.\nWhether these factors will have a really profound influence upon educa¬\ntion remains to be seen. The educational possibilities in the moving picture,\nwhile not unimpressive, have been by no means so numerous or so significant\nas one might have expected in view of the popularity of the movies in the\nrecreational field. The development of the talkies, however, will very greatly\nincrease the educational usefulness of the movies. Within\n\na few years — per¬\n\nhaps in even a shorter time — we may expect a wide range of talking films\nfor school use. To the types of teaching that are essentially expository and\ndemonstrational\n\nin character, the talking film would\n\nseem to be especially\n\nwell adapted. The very best teachers in this way may reach millions of pupils\nand students.\nOf even richer promise to education is the combination of radio and tele¬\nvision. The radio alone has already proved to be a useful supplement to the\nregular school work, but like the silent movie its educational posibilities are\nlimited. With the addition of television, however, a much wider field of\nservice will be opened.\nIt is possible that developments\n\nin these fields will work some profound\n\nchanges in education. One may imagine how schools could conceivably be\nconducted in the future. At nine oclock, let us say, the teacher tunes in on\n\n"}
{"page": 224, "printed_page": null, "text": "220\n\nNational\n\nEducation\n\nAssociation\n\nopening exercises. On the silver screen across the front wall of the classroom\nappears the moving\n\npicture of someone\n\nwho\n\nhas specialized in organizing\n\nopening exercises for sixth-grade classes. Now he speaks, giving directions\nas to what the pupils are to do. On occasion there will be songs in which the\npupils will join. At other times it is quite likely that the broadcasting teacher\nwill himself have charge of a class, and that what the pupils of this class say\nand do will be projected upon the screen in thousands of classrooms. There\nare untold possibilities for the training of teachers in the educational talkie\nand in the television-radio.\nAs has been suggested, the great advantage that will come to the schools\nthrough these new inventions lies in the fact that the very ablest teachers\nwill be enabled to carry their work to millions of pupils. Unless we are mis¬\ntaken, some really great teachers will come into a kingdom that has long\nbeen denied them. They will be known more widely than individual teach¬\ners have ever been known before ; and it is fairly predictable that they will\nbe paid as teachers have never before been paid.\nWhat will happen to those who do not qualify as broadcasting teachers?\nShall we have in education a repetition of what happened in the theatrical\nprofession when development of the movietone threw thousands of actors\nand actresses out of work. This will probably not be the case, for children\nwill need someone to look after them even if a good part of the teaching is\ndone from a central station, and it seems incontestable that the basic pro¬\ncesses of education will always demand the intimate face-to-face contact of\nteacher and learner and the sympathetic knowledge of the learner’s needs\nwhich can be possible only under the condition of direct personal contact.\nIt is interesting to speculate as to the details of this development. In the\nfirst place, how will the various ventures be financed? The educational\n\ntalkies present no very serious problem here, for talking films can be pro¬\nduced and marketed on a commercial basis just as silent films are now pro¬\nduced and marketed. The radio and the television-radio, however, introduce\na more complicated problem. There are, of course, several possibilities.\nMunicipalities, states, or the Federal Government itself may provide the\nnecessary funds ; some of the foundations may decide that this is a good use to\nmake of their endowments; or private initiative may provide the broadcasts\nas practically all radio broadcasts are provided today, namely as vehicles\nfor conveying advertising to the public.\nThe few efforts that have been made to develop educational radio up to\nthe present time have been financed almost exclusively by private enterprise.\nThe Damrosch broadcasts, which revealed some of the possibilities of edu¬\ncational radio, were promoted by the Radio Corporation of America;\nthe\nprograms of the American School of the Air during the past year\nhave been\nfinanced jointly by the Grigsby-Grunow Company and the Columb\nia\nBroadcasting System ; a Chicago newspaper has furnished local\nbroadcasts\nfor the Chicago schools ; a radio manufacturing company\nhas financed the\nOhio School of the Air.\n\n"}
{"page": 225, "printed_page": null, "text": "National\n\nCouncil\n\nof Education\n221\n\nThere is an advantage in this method of developing educational radio in\nthat it permits competition to operate and competition is a powerful force\nin promoting progress. Competitive commercial enterprise in the publica¬\ntion of school textbooks has been in part responsible for the fact that the\nUnited States has the best textbooks in the world. In the same way, com¬\nmercial competition in providing school radio programs may conceivably be\nthe best method of refining the technic of educational broadcasting and of\notherwise developing the educational possibilities inherent in the radio and\nin television. It is hardly likely, however, that the development can be carried\nvery far in this way. Effective educational programs are very expensive, and\na commercial enterprise that wishes to keep its product before the public\ncan reach a much larger audience and an audience with greater purchasing\npower by addressing its program to the general public rather than to the\nschools. The educational radio broadcasts that have been financed by com¬\nmercial enterprise have been chiefly in the nature of experiments to ex¬\nplore the possibilities, and it is clear enough that, as advertising ventures,\nthe same investment would bring larger returns elsewhere. The GrigsbyGrunow Company, which has financed the American School of the Air,\nhas offered without price to turn over its privileges and its goodwill to the\nFederal Office of Education, to the National Education Association, or to\nany other non-commercial agency that will finance its programs. This offer\nhas been made repeatedly but so far with no takers. It seems, then, that\neducational radio for the present at least must look to commercial enter¬\nprise to make school programs financially possible, but how far commercial\nenterprise may be willing to carry the venture is another question.\nIt has been maintained by a few schoolmen that radio programs which\ncarry advertising announcements should not be admitted to the schools.\nThe federal law provides that all radio programs must include an announce¬\nment of the party or parties responsible for its financing; hence there is no\nescape from this feature as long as commercial enterprise foots the bills.\nI have often wondered what the schoolmen who protest against educational\nradio programs on this ground do with newspapers and magazines in the\nschools. Of course, the reading matter in newspapers and magazines is\nmade possible by the paid advertisements. It is possible, perhaps, to cut out\nthe advertisements before placing the newspapers and magazines in the\nschool libraries or the classrooms ; and similarly it would be possible to tune\nout the radio just before the advertising feature is announced; but in both\ncases the strict ethics of such a procedure might be seriously questioned.\nI am personally convinced that the serious danger in educational radio\nfinanced by commercial enterprises does not lie in the advertising which the\nprograms carry. This advertising is open and aboveboard, and has been so\nmuch a part of the development of radio that it is taken for granted. The\nreally serious danger lies not in the open advertising but in the possibilities\nof hidden propaganda. Schools and colleges are still fairly sensitive because\nso many of them were caught in the net of the Power Trust ; but the evil\n\n"}
{"page": 226, "printed_page": null, "text": "222\n\nNational\n\nEducation\n\nAssociation\n\nlay not in the fact that the activities of the Power\nfinanced by commercial\n\nTrust were directed and\n\nenterprise, but rather in the fact that materials and\n\nprograms intended to mold public opinion in a certain direction mas¬\nqueraded with apparent innocence in the garb of education. It was not\nonly propaganda but hidden propaganda.\nWhat the schools have a right to insist upon in educational broadcasts is\na most careful scrutiny of all continuities by committees that are responsible\nto the profession. These committees should be in a position to guarantee the\naccuracy and authenticity of all material sent out over the air and especially\nshould they be in a position to safeguard the schools against propaganda of\nany sort. If this precaution is taken — and no reputable broadcasting system\nwill undertake to send out programs without such a precaution — I can see\nno fundamental danger in encouraging such experimentation as private\nenterprise may be willing to finance, at least pending the assumption of the\nfinancial burden by the federal government, the National Education Asso¬\nciation, the endowed foundations, or other non-commercial agencies.\nThere are other possibilities in the immediate future of American educa¬\ntion that tempt one into the fields of prophecy and prediction. Beyond rea¬\nsonable doubt, a most important phase of our professional service in the\nfuture will be concerned with adult education. Here, too, the possibilities of\nthe radio are well worth considering. I have been surprised and not a little\ngratified by the letters written by adults that have come to the Columbia\nBroadcasting Company relative to the educational programs provided for\nthe schools. Here is one that is fairly typical :\nI am not a child or a teacher; but a new pupil of 89 years of age with eyesight\nalmost gone. By accident I tuned in my radio and heard you. I had said to a friend\nbut an hour previous that I was so tired of cooking schools, beauty parlors, and so\nmuch playing and singing, good, bad, and indifferent, that I didn’t see why some¬\nthing good and interesting could not come in on the radio, so I welcome your\nSchool of the Air.\n\nWith the development of television, the possibilities of educational pro¬\ngrams for adults will, of course, be greatly increased. I can see no reason\nwhy extension courses of various sorts, both cultural and technical, cannot\nbe provided of such quality and in such quantity that, in a quite real sense, a\nvery large proportion of the adult population will be able to continue their\neducation far beyond their school days, at a minimum of expense to them¬\nselves, and in almost any field that they may choose.\nOne cannot look into the future of American education without express¬\ning the hope, at least, that its quality may show constant improvement as its\nquantity expands both outward and upward. The American people are sup¬\nporting their schools and colleges with a generosity unprecedented in history\nand unparalleled elsewhere in the civilized world. Hitherto it has been\nparticularly upon the side of physical plant and equipment that this gen¬\nerosity has been most clearly in evidence. Beautiful buildings, well-fur-\n\n"}
{"page": 227, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n223\n\nnished libraries, laboratories, machine-shops, gymnasiums, swimming pools,\nand athletic fields are taken for granted today, not only in the larger cities,\nbut in the smaller communities and even in some cases in the consolidated\nschools of the open country.\nIn itself this generosity in providing for the material side of education is\nnot at all to be deplored. Even though it may seem to bring the material\nside into undue prominence, it is none the less a splendid expression of our\nAmerican faith in education — and if anything in our national life is ideal¬\nistic, it is this faith. On the other hand, it is undeniably easy to mistake the\nshell for the kernel and to conclude that because we have beautiful and\nwell-equipped school buildings, we have good schools.\nThe primary factor in making a good school is, of course, not the amount\nof money that goes into the construction of the building nor the provision\nthat is made for its material equipment. The primary factor in the making\nof a good school is the teacher and his equipment of knowledge and skill\nand ideal, his insight into the needs and capacities of those who come to\nhim for instruction, his ability to stimulate them to wholesome activity and\nto guide them aright.\nWe should not be blind to the fact that, in respect of this basic require¬\nment of a good school, American education still suffers in comparison with\nother countries. We can, of course, make the excuse that our schools have\ngrown so rapidly, especially on the upper levels, that it has been impossible\nto provide thoroughly competent teachers in the vast numbers needed. The\nexcuse, in many ways, is a valid one ; other countries have been able to de¬\nvelop on the whole a more effective teaching personnel in part because they\nhave not tried to do the educational job on the huge scale that we are\nattempting. It is obvious, however, that this does not justify us in taking a\ncomplacent attitude toward the situation. We cannot justify the upward\nexpansion of mass-education merely by pointing to the increased enrolments\nof our high schools and colleges. This great movement can be justified only\nby tangible and unequivocal improvements in the life of the people and in\nthe social order. In order to effect such improvements, it is not the shell of\neducation that is important, but the heart ; and the heart of the educative\nprocess is the direct and personal contact of the teacher’s mind with the\nmind of the learner. It is this basic fact that makes it altogether likely that\nthe developments in the means of communication, which we have been dis¬\ncussing, will affect education powerfully but not, after all, fundamentally.\nOne may perhaps venture a few suggestions as to what should happen in\nour country if our heavy investment in education is to be adjudged a success.\n1. Quite obviously now that we are sending more of our young people to\nhigh school and college than all other countries combined, we should soon\ncome to surpass all other countries in our contributions to human progress.\nWithin the coming generation, we should expect a greatly increased and a\ngreatly improved output in the fields of science, art, and literature. Wc\nshould expect an increasing proportion of Americans to merit and receive\n\n"}
{"page": 228, "printed_page": null, "text": "224\n\nNational\n\nEducation\n\nAssociation\n\nsuch recognitions, for example, as are reflected in the Nobel prize awards.\nBetween 1901 and 1928, of the 119 Nobel prizes awarded in the fields of\nchemistry, physics, literature, and medicine, five went to Americans as\nagainst thirty-one to Germans, seventeen to French scholars and writers,\nand sixteen to Englishmen and Scotchmen. Such discrepancies we may well\nhope will be reduced within the coming generation. We should expect, too,\nsuch cultural advances as may be measured in a rough way, at least, by an\nincrease in the publication of books per capita of the population. Here\nthere has been marked\n\nprogress within the past ten years, particularly in\nrespect to the more solid publications, but we are still far behind England\nand France on this count, and still further behind Germany and the\nScandinavian countries.\n\n2. We should expect a continuance and (may we suggest?) a humaniz¬\ning of our present world leadership in finance, commercial enterprise, and\nindustrial organization.\n3. We should expect a significant amelioration of social ills of various\nsorts. It will be unfortunate, indeed, if the most generously schooled people\nin the world continue to record death rates from accidents that are much\nhigher than those of any comparable nation, even when the automobile\ndeaths are deducted from our rates and the residue then compared with the\ntotal rates of other countries. Nor should the most generously schooled\npeople in the world tolerate a rate of infant mortality higher than that of\nalmost any comparable nation.\n4 There should be an unmistakable diminution of corruption in public\noffice, a diminution\nracial intolerance.\n\nof political hypocrisy, a diminution\n\nof religious and\n\n5. There should be a sharp reduction in our appalling and unparalleled\nratios of serious crime. Certainly the most generously schooled people in the\nworld should not continue to report increasing crime ratios when serious\ncrime has been declining in almost every other comparable nation.\n6. We should expect not only an increase in wealth but a more equitable\ndistribution of the comforts and amenities of life which\neconomic margin makes possible.\n\na fairly generous\n\nI am not suggesting that our educational system is in any way responsible\nfor whatever weaknesses and inadequacies our national life may reveal. I\nam not even suggesting that the way to correct these weaknesses is to have\nthe schools make a direct frontal attack upon them. I do contend, however,\nthat because the next generation of American citizens will be easily the\nmost generously schooled generation that the world has ever known, the\nfundamental worth and value of a generous schooling for the great masses\nof the people should be clearly revealed in ways such as I have suggested.\nIt is also clear enough that whatever influence our schools may have in\nbringing about these changes will depend far more upon the quality of the\nteaching and the character of the teachers than upon all other factors com¬\nbined. The progressive upgrading of the teaching personnel will be the\n\n"}
{"page": 229, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n225\n\nprimary problem of American education during the next few decades. If\nthe progress that has been made in this direction during the decade just\nending is an indication of what the near future will record, we need have\nno fear of the status of our schools and colleges when the centennial of this\nCouncil is celebrated fifty years hence.\n\nFIFTY\n\nYEARS\n\nL. F. ANDERSON,\n\nOF AMERICAN EDUCATION , 1880-19 30ABSTRACT\n\nPROFESSOR\n\nOF\n\nTHE\n\nUNIVERSITY,\n\nHISTORY\n\nCOLUMBUS,\n\nOF\n\nEDUCATION,\n\nOHIO\n\nSTATE\n\nOHIO\n\nDuring the first half-century of the existence of the National Council of\nEducation epoch-making changes have occurred. A great war unexampled\nin magnitude has changed the face of Europe. Most of the monarchies of\ncentral and western Europe have been overthrown.\nNotable steps have been taken in the direction of the federation of the\nnations of the world and the establishment of world peace.\nIn the field of science the discovery of X-rays and of radio-activity has\nopened a new world for exploration and research. In the understanding of\nthe nature of matter the advances made have been greater than the sum of\nthe advances in all time before.\nAt the opening of this period the Froebelian movement was well under\nway. It was essentially a development of the Pestalozzian movement which\noriginated in this country in the first decades of the nineteenth century, and\nit was itself supplemented by the Herbartian movement\nspread interest, even enthusiasm, in the nineties.\n\nwhich aroused wide¬\n\nThese movements supplemented by the activities of Colonel Parker,\nDewey, Thorndike, and others constitute the main feature of the educational\nhistory of the period. They have contributed notably to the enrichment of\nthe school program and to the better adjustment of school procedure to the\nnature of the child, also to the working out of scientific methods of dealing\nwith educational problems.\nThe period has been marked by an extraordinary extension of the oppor¬\ntunities for securing a liberal education, partly through the multiplication\nof free, public high schools and partly through marvelous inventions, the\nphonograph, the moving and talking picture, and the radio, which have\nenormously increased the range of the cultured influences within the reach\nof the ordinary individual.\nAnother important change has been the rapid growth of centers for edu¬\ncational study and research in colleges and universities.\nAccelerated progress during the period in the utilization of the forces of\nnature in the service of man has wrought changes in the aim and content of\nthe school program and has brought to the front the problem of the prepara¬\ntion of the rank and file of the people for the profitable employment of\nleisure.\n\n"}
{"page": 230, "printed_page": null, "text": "226\n\nNational\n\nSTUDY\n\nEducation\n\nAssociation\n\nOF TRAITS DESIRABLE IN AN AMERICAN\nCITIZEN— PRELIMINARY REPORT\n\nCARROLL\n\nG.\n\nPEARSE,\n\nREPRESENTATIVE\nMILWAUKEE,\n\nOF\n\nF.\n\nE.\n\nCOMPTON\n\nCO.,\n\nWIS.\n\nI. Background of study — At the Philadelphia meeting of the National\nCouncil of Education a preliminary report of the Committee on Objectives\nin Education was presented. At this time the writer, a member of the com¬\nmittee, was requested to continue the study of traits desirable in an Amer¬\nican citizen.\nII. Sources of information — In order to obtain current opinion as to the\ntraits and qualities most desirable in an American citizen, a checklist was\nprepared by the writer. The checklist requested the selecting and ranking\nof the three most desirable traits or qualities under these four heads:\n1. Physical qualities\n2. Knowledge and skills\n3. Vocational qualities\n4. Social qualities\n\nThe blank, reproduced at the end of this report, was sent to all members of\nthe National Council of Education June 9, 1930.\nReplies from 50 members were complete enough to be included either in\nwhole, or in part, in the tabulation of findings.\nIII. Summary of findings — The replies to the checklist were widely\nscattered. With only two exceptions, every trait or quality suggested was\nranked either first, second, or third by some respondent. Fourteen additional\ntraits and qualities were added.\nThe first part of the blank dealt with physical qualities. Table 1 presents\nin detail the replies to this part of the checklist.\nTABLE\n\n1.— PHYSICAL\n\nQUALITIES\nDESIRABLE\nICAN CITIZEN\nFrequency\n\nIN\n\nof:\n\nAN\n\nPercent\n\nQualities\n\nFirst\nrating\n\nrating\nSecond\n\nrating\nThird\n\nrating\nFirst\n\n1\n\n2\n\n3\n\n4\n\n5\n\nMentallv\n\nhvgipnic\n\nMuscular\n\ncontrol\n\nGnnrl\n\n19\n\n18\n2\n\nrating\nThird\n\n6\n\n7\n\nNo quality designated .\n\n8\n9\n\n8\n\n22\n2\n\n1\n\n4\n\n38\n18\n36\n\n10\n\n4\n\n36\n16\n2\n\n1\n\n3\n50\n\n2\n2\n\n3\n\n6\n\n50\n\n8\n2\n\n6\n100\n\n50\n\nTotals .\n\n44\n16\n4\n\n2\n\n1\n1\n1\n\n18\n\n2\n\n1\n\nin attitndp\n\nhprpHitv\n\n14\n18\n3\n\nof •\n\nrating\nSecond\n\n28\nStrong, vital organs: circulatory, respir¬\natory, digestive .\nStrong nervous system .\nHealth habits .\nKnowledge of health laws .\nSkill in and practice of some athletic\nsport .\nStrong muscles . . .\nAdditional qualities mentioned:\n\nAMER¬\n\n9'\n\n100\n\n100\n\n"}
{"page": 231, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n227\n\nAccording to the Table, “Strong vital organs: circulatory, respiratory,\ndigestive” was rated as the physical quality most desirable in an American\ncitizen by 19, or 38 percent of the 50 individuals replying; 14, or 28 percent\nmore rated this quality second; and 8, or 16 percent gave this quality third\nplace. “Strong vital organs,” therefore, was rated among the three most de¬\nsirable qualities by 41 persons, or 82 percent of those replying.\n\n“Health habits” was given first rating by 18, or 36 percent; second rating\nby 5, or 10 percent; and third rating by 22, or 44 percent of the replies.\nA total of 45 individuals, or 90 percent of those replying mentioned this\nquality among the three physical qualities most desirable in an American\ncitizen.\n“Strong nervous system” was rated first by 9, or 18 percent of individuals\nreplying; second by 18, or 36 percent; and third by 9, or 18 percent. A total\nof 36 individuals, or 72 percent mentioned this quality among\nphysical qualities most desirable in an American citizen.\n\nthe three\n\nThe composite judgment of the fifty Council members replying would\nname as the three physical qualities most desirable in an American citizen :\n1. Strong vital organs\n2. Strong\n\nnervous\n\n3. Health\n\nhabits\n\nsystem\n\nThe second part of the blank dealt with basic items of knowledge\nskill. Table 2 shows the replies on this section.\n\nand\n\nAccording to Table 2, “Knowledge of the language of the country; a suf¬\nficient vocabulary; the ability to listen understanding^” was rated first by\n31, or 62 percent, of the individuals replying. An additional 4 replies, or\n6 percent, rated this second ; 2, or 4 percent, rated this item third. This item\nof knowledge -was rated among the first three items of knowledge and skills\nmost desirable in an American citizen by 37 individuals, or 74 percent of\nthose replying.\n“Knowledge\n\nof the field of literature for utility, culture, recreation ; skill\n\nin the art of finding information sought in books” was given first rating\nby 4 replies, or 8 percent; second rating by 13, or 26 percent; and third by\n6, or 12 percent. This knowledge w~as rated among the three most desirable\nknowledges and skills by 23, or 46 percent of those replying.\n“Ability to speak effectively and\n\ncorrectly to others — individuals or\n\ngroups; to read aloud” was given first rating by 7, or 14 percent of those\nreplying; second rating by 6, or 12 percent; and third rating by 4, or 8 per¬\ncent. A total of 17 individuals, or 34 percent of those replying rated this\nskill among the three most desirable knowledges and skills in an American\ncitizen.\n\nthe replies summarized in Table 2, one may conclude that the three\nitems of knowledge and skill most desirable in an American citizen are rated\nas follows:\nFrom\n\n"}
{"page": 232, "printed_page": null, "text": "228\n\nNational\n\n1. Knowledge of the language\nto listen understandingly\n\nEducation\n\nAssociation\n\nof the country;\n\na sufficient vocabulary;\n\nthe ability\n\n2. Knowledge of the field of literature for utility, culture, recreation; skill in the\nart of finding information sought in books\n3. Ability to speak effectively and\nto read aloud well\n\ncorrectly to others — individuals\n\nor groups;\n\nTable 3 presents data concerning the third part of the inquiry, the selec¬\ntion and rating of vocational qualities most desirable in an American citizen.\n“Adequate preparation for the vocation chosen” is given first rating by\n27 persons, or 54 percent of those replying; second rating by 8, or 16 per¬\ncent; and third by 12, or 24 percent. A total of 47 individuals, or 94 percent\nof those replying, rated this among\nable in an American citizen.\nTABLE\n\nthe three vocational qualities most desir¬\n\n2.— KNOWLEDGE\nAND\nAMERICAN\n\nSKILLS\nCITIZEN\nFrequency\n\nItem\n\n1\nKnowledge of the language of the country; a sufficient vocabulary; the abil¬\nity to listen understandingly .\nKnowledge of the field of literature for\nutility, culture, recreation; skill in the\nart of finding information sought in\nbooks .\nAbility to speak effectively and correctly to others — individuals or\ngroups; to read aloud, well .\nKnowledge of numbers and computations sufficient for the ordinary uses\nof life .\nKnowledge of the elements of the useful\nsciences .\nSome acquired skill, as a means of selfexpression in the representative\narts — painting, modeling, drawing;\nor in singing or in playing some musi¬\ncal instrument .\nSome developed hand skill — work in\nwood, sheet-metal or other metal,\nelectric wiring, simple or temporary\nrepairs to heating- plant or plumbing;\nor in household arts — sewing or embroidery, cookery, laundry work,\nhousehold sanitation, home management and direction of household help . .\nAbility to write; legibility much more\nimportant than beautv or speed .\nSome acquaintance with the soil, and\nsome experience in planting and cul¬\nture of growing things .\nKnowledge of the principles of art, and\nsome judgment of the appropriate\nand beautiful in form, proportion and\ncolor .\nKnowledge of geography expected and\ncommon among intelligent people\nAcquaintance with good music, and\nsome appreciation of an ability to\nenjoy it .\nNo item designated .\nTotals .\n\nFirst\nrating\n\n2\n\nDESIRABLE\n\nof:\n\nIN\n\nPercent\n\nrating\nSecond\n\nrating\nThird\n\nrating\nFirst\n\n3\n\n4\n\n5\n\n4\n\n2\n\n31\n\nof\n\nAN\n\n:\n\nrating\nSecond\n\nrating\n\n6\n\n7\n\n8\n\n4\n\nThird\n\n62\n\n4\n\n13\n\n6\n\n8\n\n26\n\n12\n\n7\n\n6\n\n4\n\n14\n\n12\n\nS\n18\n\n5\n\n9\n\n4\n\n7\n\n2\n\n10\n4\n\n4\n\n1\n\n8\n\n14\n\n6\n\n8\n\n4\n\n6\n\n2\n\n3\n\n4\n\n1\n\n8\n\n2\n\n1\n\n3\n\n2\n\n6\n\n2\n\n3\n\n6\n\n1\n\n9\n\n2\n14\n\n1\n5\nSO\n\n7\n50\n\n7\n50\n\n10\n100\n\n100\n14\n\n100\n\n"}
{"page": 233, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n229\n\nEducation\n\n“Study of personal qualities as indicative of adaptability for certain voca¬\ntions” was rated first by 1 1 persons, or 22 percent of those replying ; second\nby 25, or 50 percent; and third by 7, or 14 percent. This quality was rated\namong the three most desirable vocational qualities by 43, or 86 percent of\nthose replying.\n“Information as to possible employments, vocations, or professions” was\nrated first by 6 persons, second by 12, and third by 24. A total of 42 indi¬\nviduals, or 84 percent of those replying rated this among the three most de¬\nsirable vocational qualities.\nFrom the replies summarized in Table 3, the following rating of voca¬\ntional qualities desirable in an American citizen may be made:\n1. Adequate preparation for the vocation chosen\n2. Study of personal qualities as indicative of adaptability for certain vocations\n3. Information as to possible employments, vocations or professions\n\nTable 4 gives the replies on the last section of the inquiry blank which\nwas concerned with selection and rating of the three social qualities most\ndesirable in an American citizen.\n\nThe replies show very little general agreement as to the three most desir¬\nable social qualities. However, after inspecting Table 4, the following rat¬\ning of the three social qualities most desirable in an American citizen are\nproposed: (1) Honesty; (2) Home membership; (3) Industry.\nHowever, the margin by which these three traits lead the others in the\nlist is small.\nTABLE\n\n3.— VOCATIONAL\nQUALITIES\nDESIRABLE\nAMERICAN\nCITIZEN\nFrequency\n\nof:\n\nPercent\n\nQualities\n\nFirst\nrating\n\nrating\nSe\ncond\n\nrating\nThird\n\nrating\nFirst\n\n1\n\n2\n\n3\n\n4\n\n5\n\nAdequate preparation for the vocation\nchosen .\nStudy of personal qualities as indicative\nof adaptability for certain vocations. .\nInformation as to possible employment, vocations, or professions .\nAdditional qualities mentioned:\nTryout opportunities in a variety\nof occupations .\nTemperament for cheerful labor. .\nCorrect economic attitudes — e. g.\n“capital,” “saving,” etc .\nPromptness, perseverance .\nAbility to think .\nAdaptable personality .\nAmbition to do good piece of\nwork .\nRight attitudes toward work and industry .\nExperience in sensing and attaining\nthe cultural through vocational\neffort — the satisfaction and stimulation of having done any job exceptionally well .\nNo qu ality designated .\nTotals .\n\nIN\n\nrating\nSecond\n6\n\nAN\n\nof\nrating\nThird\n7\n\n12\n16\n\n27\n\n8\n\n11\n\n25\n\n7\n\n54\n22\n\n6\n\n12\n\n24\n\n12\n\n14\n24\n24\n\n48\n\n50\n2\n\n1\n\ni\n\n2\n2\n\n1\n2\n\nl\n\n2\n2\n\n1\n1\n\n2\n\n1\n2\n\nl\n\n3\n\n3\n\n1\n3\n\n50\n\n50\n\n50\n\n2\n6\n\n6\n\n6\n\n100\n\n100\n\n100\n\n"}
{"page": 234, "printed_page": null, "text": "National\n\n230\n\nEducation\n\nAssociation\n\nIV. ‘ Conclusions — The findings in this study cannot be accepted as final.\nThey are presented as an illustration of a method of attack on the problem\nand of the type of results ordinarily secured from such an attack. The report\nof this study, together with those summarized in the printed leaflet, “A\nReview of Certain Studies of Activities, Abilities and Traits of Citizens,”\nwill give the National Council a basis for evaluating the present extent of\nour knowledge concerning those desirable traits in an American citizen\nwhich educators should keep in mind.\nTABLE\n\n4.— SOCIAL\n\nQUALITIES DESIRABLE\nCITIZEN\n\nFrequency\n\nIN AN\n\nof:\n\nAMERICAN\n\nPercent\n\nof :\n\nQualities\n\nrating\nFirst\n\nrating\nSecond\n\nrating\nThird\n\nrating\nFirst\n\nrating\nSecond\n\nrating\nThird\n\n1\n\n2\n\n3\n\n4\n\n5\n\n6\n\n7\n\nHonesty .\nTruthfulness .\nHonesty and truthfulness1 .\nHome membership. The man to pro¬\nvide the income; to be in the home\nwhen practicable and help in train¬\ning the children. The woman to buy\nwisely; to manage the home so as to\npreserve the family morale; to pre¬\nserve her owp health and bear chil¬\ndren intelligently; to train the chil¬\ndren wisely. Both to understand the\napportionment of income; the neces¬\nsity for thrift; the importance of sav¬\ning when possible .\nIndustry .\nCourage .\nPoise .\nTo study and be informed in public\nquestions, and help to inform others. .\nTo understand the principles of govern¬\nment and the plan of its operation. .\nGoodwill .\nTo vote at primaries and elections. .\nTo consider, when in office, that a pub¬\nlic office is a public trust\nAdditional qualities mentioned:\nWisdom .\nTemperance. .\nNo quality designated .\n\n16\n4\n7\n\n5\n2\n1\n\n1\n1\n\n8\n32\n14\n\n4\n102\n\n2\n2\n\n8\n1\n\n105\n11\n\n10\n20\n22\n\n20\n16\n\nTotals .\n\n1\n\n8\n10\n3\n4\n\n2\n16\n2\n\n6\n108\n\n5\n1\n\n2\n2\n1\n\n2\n2\n2\n\n22\n\n4\n4\n2\n\n2\n1\n\n11\n1\n11\n\n11\n50\n\n50\n\n50\n\n4\n4\n4\n\n2\n2\n22\n100\n\n100\n22\n\n100\n\n1 Some doubt was expressed as to the possibility of possessing honesty without truthfulness.\nThese cases are reported under the combined quality of honesty and truthfulness.\n\n"}
{"page": 235, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n231\n\nChecklist of Traits Desirable in an American\n\nCitizen\n\nPlease read and follow these instructions:\n1. Select and rate by numbering 1, 2, 3, in the space provided the three most desirable physical\nqualities in an American citizen as listed under Section I below. You need not carry your ratidg\nbeyond the three qualities which you deem most desirable.\n2. Select and rate in a similar manner the three most desirable items of knowledge and skill as given\nin Section II, the three most desirable vocational qualities as given in Section III, and the three\nmost desirable social qualities as given in Section IV.\n3. Add other important qualities or abilities which you think are desirable in an American Citizen.\nSpace for these additions is provided at the end of each section.\n4. Return this checklist at once to: Carroll G. Pearse, Care of National Education Association,\n1201 Sixteenth Street, N. W., Washington, D. C.\nSECTION\n\nI: Physical Qualities\n\nPlace rating\nnumbers below\nStrong muscles\nQualities\nStrong vital organs: circulatory, respiratory, digestive\nStrong nervous system\nKnowledge of health laws\nHealth habits\nSkill in and practise of some athletic sport\n\nSECTION\n\nII: Knowledge\n\nand Skills\n\nKnowledge of the language of the country; a sufficient vocabulary; the\nability to listen understandingly\nKnowledge of the field of literature for utility, culture, recreation; skill in\nthe art of finding information sought in books\nKnowledge of numbers and computations sufficient for the ordinary uses\nof life\nKnowledge of geography expected and common among intelligent people\nKnowledge of the elements of the useful sciences\nKnowledge of the principles of art, and some judgment of the appropriate\nand beautiful in form, proportion, and color\nAcquaintance with good music, and some appreciation of and ability to\nenjoy it\nAbility to speak effectively and correctly to others- — individuals or groups;\nto read aloud, well\nAbility to write; legibility much more important than beauty or speed\nAbility to use the typewriting machine\nSome acquired skill, as a means of self-expression, in the representative\narts — painting, modeling, drawing; or in singing or in playing some musical\ninstrument\nSome developed hand skill — work in wood, sheet-metal or other metal,\nelectrical wiring, simple or temporary repairs to heating-plant or plumbing;\nor in household arts — sewing or embroidery — cookery, laundry work ,\nhousehold sanitation, home management and direction of household help\nSome acquaintance with the soil, and some experience in planting and cul¬\nture of growing things\n\nSECTION\n\nIII: Vocational\n\nQualities\n\nInformation as to possible employments, vocations or professions\nStudy of personal qualities as indicative of adaptability for certain vocations\nAdequate preparation for the vocation chosen\n\nSECTION\n_\n_\n_\n_\n_\n_\n_\n\nIV: Social Qualities\n\nHonesty\nTruthfulness\nCourage\nIndustry\nGoodwill\nPoise\nHome membership. The man to provide the income; to be in the home when\npracticable and help to maintain the morale; to help in training the chil¬\ndren. The woman to buy wisely; to manage the home so as to preserve the\nfamily morale; to preserve her own health and bear children intelligently;\nto train the children wisely. Both to understand the apportionment of\nincome; the necessity for thrift; the importance of saving when possible.\n_\n. To understand the principles of government and the plan of its operation\n_\n_ To study and be informed in public questions, and help to inform others\n_\nTo vote at primaries and elections\n_\n. To accept public office when called to do so\n_ _\nTo consider, when in office, that a public office is a public trust\n\n"}
{"page": 236, "printed_page": null, "text": "IV)\n\n•—\n\nAN\n\nNational\n\nEducation\n\nAssociation\n\nAPPRECIATION OF THE WORK OF THE\nCOUNCIL OF EDUCATION\n\nE. RUTH\n\nPYRTLE,\n\nPRESIDENT\n\nOF\n\nTHE\n\nNATIONAL\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nI deem it an esteemed honor and privilege to bring to this distinguished\ngroup the greetings of the parent organization. May I congratulate you,\nMr. President, your officers, and this Council, upon the very able program,\nprepared for this Columbus convention. Your speakers have made a most\nvaluable contribution to our general theme of the convention, “Vital Values\nin Education.” What could be more vital than the type of discussions set up\ntoday by Dr. Condon, Dr. Bagley, and others?\nThe National Council of Education will continue to point the way for\nthinking educators. The National Education Association needs the help and\nguidance of this body. I am sure I speak for the Association when I say that\nthe teaching profession is deeply grateful for the achievements in education\naided by the Council in the past, and that we are expecting even greater\nhelp in the future. We believe that the Council will continue to emphasize\n“Vital Values in Education” and will thus feel a new\nprogram of service to humanity.\n\ndedication to its\n\nWe pay tribute on this Anniversary to scores of the finest men and women\nof America who have poured out their lives in the work of this Council.\nThey have laid the foundations well, but much remains to be done. Progress\nliterally waits on able leaders and loyal followers. There is a part for us all.\nOur educational progress and the advance of our civilization will depend\nupon you and me — it will be measured\nloyalty.\n\nJOHN\n\nW.\n\nTHE\n\nSPIRIT\n\nCARR,\n\nDEAN,\n\nby our energy, our vision, and our\n\nOF THE\n\nSTATE\n\nOLD\n\nNORMAL\n\nGUARD\n\nSCHOOL,\n\nMURRAY,\n\nKY.\n\nI have before me two lists of names — one list contains the names of the\nsixty active members of this Council in 1900; the other list contains the\nnames of the one hundred twenty activt members in 1930. There are but\nthree names appearing on both lists — William M. Davidson, Carroll G.\nPearse and John W. Carr. Such has been the change in membership during\nthe present century.\nDuring the thirty years that I have been a member of this body, I have\nhad the rare privilege of being associated with many of the leaders of\nAmerican education. When I first became a member, some of the founders\nof the National Council were still active members, notably, William T.\nHarris and Emerson E. White. From 1904 to 1911, I was Secretary of the\nCouncil and knew all of its members somewffiat intimately. These illustrious\nfriends of my\n\nyounger days, I affectionately designate the “Old\n\nGuard.”\n\n"}
{"page": 237, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n233\n\nAmong these were Charles W. Eliot, Francis W. Parker, William R. Har¬\nper, William H. Maxwell, F. Louis Soldan, Joseph Swain, James M.\nGreenwood, Oscar T. Corson, Lewis H. Jones, Nathan C. Schaeffer,\nCharles D. Mclver, James E. Russell, Elmer E. Brown, Nicholas Murray\nButler, and several others. Doctors Russell, Brown, and Butler and a few\nothers are still with us. The rest have entered upon the life immortal.\nI would pay a special tribute to the “Old Guard” — those living as well\nas those who have gone before. They were men of vision. They foresaw not\nonly the educational greatness of this day but still greater things which are\nto be. Theirs was a rising and not a setting sun.\nThey were not only dreamers, but doers. They spoke the language of\nachievement and their countrymen understood that language and poured\nout their treasures to make this the greatest educational era in the world’s\nhistory.\nThey were scholars and philosophers. They understood not only the\neducation of their own day but they were versed in the education and\nphilosophy of the past and looked to the future with confidence and hope.\n\nThey were apostles of democracy. Some of them had known Lincoln\npersonally and all had been imbued with his spirit. They believed in the\nfinal triumph of an enlightened democracy not only in their own land, but\nthroughout the whole world.\n“To\n\nus from\n\nfailing hands\n\nthey throw\n\nthe torch,\n\nBe ours to bear it high.”\n\nTHE\n\nNATIONAL\nCARROLL\n\nCOUNCIL\nAND\n\nG. PEARSE,\n\nOL EDUCATION— YESTERDAY\nTODAY\n\nREPRESENTATIVE\nMILWAUKEE,\n\nOF\n\nF. E. COMPTON\n\nCO.,\n\nWIS.\n\nI very well remember my first Council meeting. It was in 1884, the\nyear of the first great meeting of the National Education Association, at\nMadison, Wisconsin.\nI was a green boy, only a few months out of college, and I did not know\nthat only the elect were expected to attend the Council sessions. I had\nseen from the program that some of the sessions were scheduled a day or two\nahead of the main program and I wanted to get full benefit, so I was there\nwhen the doors opened. Somewhat to my chagrin I found I was an interloper ;\nbut the great ones were generous and allowed me to remain as a looker on.\nAt this session informal but very able and definitely pointed discussions\nwere the order of the day. I think Dr. E. E. White of Cincinnati, and\nWhite’s arithmetics, made the deepest impression on my mind, though there\nwere many others of the great educational figures of the day. As I remem¬\nber them, issue was joined in the discussions by J. B. Peaslee, Wm. H.\nPayne, Supt. Seaver of Boston, President Bicknell, of the National Educa¬\ntion Association, Francis W. Parker and John Hancock of Ohio, Andrew\n\n"}
{"page": 238, "printed_page": null, "text": "234\n\nNational\n\nEducation\n\nAssociation\n\nJ. Rickoff, Aaron Gove, Wm. T. Harris, and E. J. James. It is too long\nago for me to be certain, without referring to the record whether all these\nwere at that meeting or whether I saw them at later sessions, but I know\nthat nearly every one named was there — educational leaders of their day.\nIn those days the number of members was sixty and with few exceptions\nadmittedly the leaders in American education. And the members attended —\ncity and state superintendents, college presidents and professors, educational\nwriters and lecturers. I had occasion in looking up the record of Dr. W. O.\nThompson, who was to have been our toastmaster tonight, to review the pro¬\nceedings of the Detroit meeting in 1901. A committee of the Council was\nreporting a resolution favoring a National University to be located in the\nnational Capital. Dr. Butler of Columbia was opposing it in a very dextrous\nway, and President Baker of the University of Colorado defended the reso¬\nlution so well that the Council approved it. The resolution then went to\nthe annual meeting of active members of the National Education Associa¬\ntion. Here Dr. Butler again attempted, in a very suave and skillful way, to\nprevent favorable action on the resolution. Then came Dr. Thompson. In\na speech of a few minutes that went direct to the heart of the question he\nset the proposition before the Association so plainly that Dr. Butler’s move\nfor delay was overwhelmingly voted down, and the resolution adopted.\nIt was in looking up the record of this incident in which Dr. Thompson\nplayed so important a part, that I came upon the fact which I wish to em¬\nphasize here. Out of the sixty members of the Council at that time, fiftythree were in attendance at the meeting. It has been a long time since so\nlarge a percent of the membership\n\nhas been present and participating at a\n\nmeeting of the Council. It raises the question whether\n\nacceptance of mem¬\n\nbership in the Council should not imply recognition of the obligation to at¬\ntend the sessions and pull a helpful oar.\nIn the early days of the Council it was the forum in which practically\nall the leaders in American education presented and defended their theories\nand proposals. Of late years many other organizations have drawn away\nsmaller or larger groups, each of these usually carrying a number of leaders\nin the profession. Many of these, interested in these side or partial move¬\nments or special fields, have neglected or lost interest in the Council and its\nwork. If all these leaders among the thinkers and doers in American educa¬\ntion could not only interest themselves in their special line, but could re¬\nmember that the Council offers a forum in which all the movements and\ndivisions of American\n\neducation, both those of organization and those of in¬\n\nvestigation, may be headed up and kept in touch with the educational pub¬\nlic opinion in the nation, and with the membership of the National Educa¬\ntion Association, which exercises so large an influence in creating and mak¬\ning effective this public opinion, a far greater number of these educational\nleaders would, I believe, consider it worth their while, as did their predeces¬\nsors in the responsibilities of educational leadership in the 80’s and the 90’s,\nto take an active interest in the Council and its work.\n\n"}
{"page": 239, "printed_page": null, "text": "National\n\nTHE\n\nCouncil\n\nof\n\nEducation\n\nPLACE OF THE COUNCIL IN THE\nOF EDUCATION— ABSTRACT\n\nTHOMAS\n\nE.\n\nFINEGAN,\n\nPRESIDENT,\n\nEASTMAN\n\nROCHESTER,\n\nN.\n\n235\n\nBUSINESS\n\nTEACHING\n\nFILMS,\n\nY.\n\nWe\n\nare here tonight to commemorate the founding of this organization\nfifty years ago. This Council was established one year before I taught my\nfirst term in a rural school. This Council has, therefore, been one of the\nsources from which I have gained knowledge and inspiration that has been\nhelpful in whatever educational service it has been my privilege to carry\non. Every problem of education before the country during the past fifty\nyears has been under discussion in the meetings of this Council. These dis¬\ncussions have had an important bearing upon the disposition of such prob¬\nlems. It may truthfully be said that this Council has exercised a wise and\ndirecting influence upon\nlast half century.\n\nthe progress of American\n\nIts work is not finished. Many\n\neducation during the\n\nproblems in education, vital to the peace,\n\nprosperity, and progress of the country are in need of its consideration\nand helpfulness. It is impossible to consider many of these problems tonight.\nThere is one outstanding need in education at the present time in all parts\nof the country. I wish to consider it briefly for a few moments. This need\nis proper financial support. There is much criticism of expenditures for\neducation these days, and yet the progress of the future and the proper\nsolution of many of our social and economic questions depends upon the\ngenerous support given the schools and educational institutions of the\ncountry.\nOur plea for adequate financial support of these institutions must be\nbased upon the service which they render the public. It is the obligation\nof those who administer education to make clear to the public what this\nservice is. No better evidence of this service can be offered than that found\nin the Annual Yearbook for 1928, of the U. S. Department of Commerce,\nprepared under the direction of Herbert Hoover who was at the time\nSecretary of Commerce.\nThat report discusses the general prosperity of the country. These results,\nbriefly speaking, are attributed to “education and research.*’ The report\nspecifically states, “Instruction has become much better in quality and\nespecially more practical and conclusive to thinking power and to produc¬\ntive capacity.” It is our duty to get the public to see this value in edu¬\ncation as clearly as Mr. Hoover sees it.\nThere has been no decade in our history, in which the demands for\nand the developments in education are comparable with those of the\ndecade through which\n\nwe\n\nhave just passed. This is not peculiar to the\nbusiness of education. Just as unprecedented changes in the commercial and\nindustrial life of the nation have occurred.\n\n"}
{"page": 240, "printed_page": null, "text": "236\n\nNational\n\nEducation\n\nAssociation\n\nDuring the past decade the growth and developments in the business\ninterests of the nation have been equal to that of the entire previous century.\nThe increase in the production of such staple articles as coal, steel, petro¬\nleum, copper, and aluminum during the past decade has exceeded the in¬\ncrease in the output of these products for the entire nineteenth century. In\nthe great majority of the basic industries of the country, the increase of the\nvalue of their products for the decade 1915 to 1925 exceeds their growth\nin value for the century from 1800 to 1900. During this same marvelous\ndecade the increase in the wealth of the nation has exceeded that of its entire\nprevious history. In commerce,\n\ntransportation, communication,\n\nscientific\n\nknowledge, research, and in nearly every field of human endeavor\ndecade bears witness to the same striking progress over the century.\n\nthis\n\nIt is only logical that in a period of such constructive and scientific\ncreation there should be in a democracy a growing multitude among the\nmasses seeking greater opportunities and therefore demanding more general\nand advanced knowledge than was formerly provided or available. The\nstability of democratic institutions and the philosophy upon which they\nrest are dependent upon more general dissemination of scientific learning\nrelated to social and economic affairs. The schools and colleges are the\nagencies which may\n\nrender this vitally important service to the country.\n\nThe practical question, therefore, is how may boards of education meet\nthese modern demands upon the schools? How may they make the schools\nmore serviceable? School boards are to discharge this duty in the same man¬\nner that boards of directors of business corporations met a similar problem\nin the demands thrust upon them for increased service on the part of the\nbusiness enterprises which were under their management. Many members\nof school and college boards are also members of boards of directors of\nindustrial corporations. They know how these marvelous achievements of\nthe decade in business affairs w~ere attained.\nThe directors of business corporations in all their official activities never\nlose sight of the great objective of the corporation — the service which it\nis to render. The board is constantly seeking accurate and scientific knowl¬\nedge about its own business. It ascertains what its competitors are doing.\nIt employs the highest type of technical, professional, and administrative\nservice required by its business. It pays salaries to command this service.\nIt is constantly changing its practises and procedure and modifying its\npolicies and its relations to the public. The ultimate purpose of all these\nactivities and changes is to promote the great objective of the corporation —\nto render the best possible service in its field of operation, to enlarge and\nimprove its output, to create values, to increase dividends.\nIs it a matter of more concern or importance to the nation that her great\nindustrial and commercial enterprises shall be prepared to meet the future\nneeds and demands\n\nof the progress and prosperity of the country than it\n\nis that the nation shall prepare to meet the future necessities for the edu-\n\n"}
{"page": 241, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n237\n\ncation and training of her increased millions of children for service in\ncitizenship ?\nThe business of education is no different in this respect than the business\nof railroading or the business of steel operations. An educational plant may\nnot be paying the profitable dividends which the stockholders — the tax¬\npayers, desire. An additional expenditure increasing the overhead and\nthereby the tax burden of the community will in many cases improve the\nservice, justify the expenditure, increase the earning power, produce returns\nor dividends to the community, and satisfy and please the taxpayers.\n\nTHE\nJOHN\n\nR. KIRK,\n\nCOUNCIL\n\nPRESIDENT\n\nSTATE\n\nIN THE\n\nEMERITUS\n\nTEACHERS\n\nAND\n\nCOLLEGE,\n\nNINETIES\nPROFESSOR\n\nOF\n\nPSYCHOLOGY,\n\nKIRKSVILLE,\n\nMO.\n\nThe Council in the nineties was the clearinghouse of the National Educa¬\ntion Association. Its members were aggressive pioneers in an era of increas¬\ning complications and change. They were fearless thinkers and versatile\nscholars. They typified Herbert Spencer’s conception of coherent hetero¬\ngeneity. They dealt with education in all its phases then existing. They\nwere determiners of educational trends in formative stages. They unhesi¬\ntatingly took the initiative whenever and wherever their well considered\nideals pointed the way. No important educational transition occurred with¬\nout their approval.\nThe\n\nCouncil in the nineties was far less given to formalities than at\n\nthe present time. Its investigations were numerous, varied, practical, effec¬\ntive, and fruitful. Its programs had more of spontaneity, more of the volun¬\ntary, extemporaneous heart to heart exchange of personal productivities\nthan those of the present time.\nThe Council in those early years was a deliberative, judicially minded\nbody of men and women, mostly men. There was an attitude of readiness to\nhear and consider first hand confirmations of whatever the truth, new or\nold, appeared to be.\nOne trio most persistently and actively in evidence comprised Dr. William\nT. Harris, Commissioner of Education, Supt. James M. Greenwood of\nKansas City, and Frank A. Fitzpatrick of Leavenworth,\n\nOmaha\n\nDr. Emerson\n\nE. White\n\nFrancis W.\n\nParker of Quincy, Massachusetts, and Cook\n\nand Boston.\n\nof Ohio, Supt. Albert G. Lane of Chicago, and Col.\nCounty, Illinois,\n\nprobably came next in the frequency of their share in the discussions. In¬\nspector James L. Hughes of Toronto participated at least once. Dr. Soldan\nof St. Louis was in the Council a few times, and Supt. Aaron\nver voiced his views in brief comments many times.\nThere was more freedom\n\nGove of Den¬\n\nin expression of individual judgments\n\nthe present time. Hardly any member\n\nthan at\n\nof the Council leaned on anybody else\n\n"}
{"page": 242, "printed_page": null, "text": "238\n\nNational\n\nEducation\n\nAssociation\n\nor waited to hear from any person or group of persons before stating his own\nviews and attitudes.\nS\nThe period of the nineties was an era of individual activity, cooperation\nand frank expression of ideas. Creative and constructive ideality character¬\nized the members of the Council far more than at the present time.\nThere was recently a discussion in a convention at St. Louis between Dr.\nJudd on the one side and Messrs. Horn and Rugg on the other which in\nlarge measure repeated the alignments of the later nineties led by Dr. Harris\non the one hand and Col. Parker on the other, Horn and Rugg supporting\nwith variations what President Butler would no doubt regard an adaptation\nof animal husbandry to education. The St. Louis discussion brought to light\nnothing that old timers had not heard in the nineties when\nParker led the contentions.\nMuch\n\nDrs. Harris and\n\nof the formal idealizing of the current decade is repetition of the\n\nspontaneities of Council members in the nineties. History may not repeat\nitself, but educational activity does.\nMost of the Council members in the nineties were able to see value in\nLatin, Greek, and Belles-Lettres, as well as in the sciences. Dr. Harris and\nothers of his type were convinced that knowledge and thinking habits ac¬\nquired in the study of Latin contributed to the sharpening of insights for\nother studies. A later group of experimenters undertook to show the failure\nof studies to transfer. They told us a student succeeded in whatever study\nhe did succeed in regardless of success in any earlier study. It looks, how¬\never, as if current trends of thought begin to support again the conclusions\nof Dr. Harris and the leaders in the Council of the nineties.\nOutstanding activities of the Council in the nineties were sometimes led\n\nby Dr. B. A. Hinsdale of Michigan; President William R. Harper of\nChicago; Dr. Ella Flagg Young of the same city; Joseph Swain of Indiana,\nCalifornia and Pennsylvania; Dr. Nicholas Murray Butler, Professor of\nPhilosophy in Columbia University; President Eliot of Harvard; Andrew\n\nS. Draper of Illinois, Cleveland, and New York; Nathan C. Schaeffer of\nPennsylvania; J. H. Phillips of Alabama; John W. Cook of Illinois;\nHomer Seerley and Henry Sabin of Iowa ; Charles A. McMurray of Illinois\nand Tennessee, probably greatest of all illustrators of elementary teaching\nprocedures in our country ; Thomas W. Bicknell, founder of the Council and\nits first president, who lived a long time in the State of Rhode Island.\n\nBut the reviewer must refrain. He knew personally those already named,\nand some twenty-five or thirty others. At least, he listened eagerly and gave\nheed to what those constructive idealists and scholars were effectively or¬\nganizing into operative educational integrations.\nNearly one hundred leaders in American education at times shared in\nthe Council programs of the nineties, though not to exceed a dozen of them\nseemed to be attending the meetings consecutively during the years to wThich\nthese brief remarks apply.\n\n"}
{"page": 243, "printed_page": null, "text": "National\n\nCouncil\n\nSECRETARY’S\nAtlantic\n\nof\n\n239\n\nEducation\n\nMINUTES\n\nCity Meeting\n\n(Held in Philadelphia, Pa.)\nFirst Session, Saturday\n\nMorning,\n\nFebruary\n\n22, 1930\n\nThe meeting was called to order by the President at 9:30 a. m. in the Ball Room\nof the Benjamin Franklin Hotel in Philadelphia.\nThere was an unusually large attendance of the Council members from those\nrepresenting departments of the National Education Association, as well as others.\nAll scheduled on the program were present and participated. Papers were read\nas follows:\nMajor\ntion\n\nFunction\nand\n\nthe\n\nEducation,\nAn\n\nthe\n\nWork\n\nof\n\nthe\n\nUnited\n\nCouncil\n\nin the\n\nof Educational\n\nTeachers\n\nAnalysis\n\nLike\n\nof the\n\nStates,\n\nor Traits\n\nCarroll\n\nG.\n\nof Present\n\nOrganizations,\n\nCollege, Columbia\n\nQualities\n\nLight\n\nW.\n\nC. Bagley,\n\nUniversity, New\n\nYork, N. Y.\n\nof a Desirable\n\nPearse,\n\n315\n\nwas\n\nJ. Condon,\n\nChairman\n\nalso present, and supplemented\n\ning Chairman\n\nof the Committee\n\nof the Committee\nthe paper\n\nin the absence\n\nCitizen\n\nLudington\n\nWisconsin.\nDr. Randall\n\nConditions\n\nin Educa¬\nProfessor\n\nof\n\nin a Democracy\n\nAvenue,\n\nMilwaukee,\n\non Objectives in Education\n\nread by Dr. Bagley, who\nof Dr. Condon\n\nwas\n\nin Europe.\n\nclose of Dr. Bagley’s address, a motion was carried that the program\nhis paper be adopted for the future work of the Council.\n\nAct¬\n\nAt the\n\nproposed\n\nin\n\nIn supplementing these papers, Dr. Condon stated that Germany emphasized\nphilosophy as basic for education, while America emphasized facts as basic for\neducation, and in his opinion a midway course was needed. He expressed himself\nas in full accord with the plans set up for the future work of the Council.\nIn the general discussion that followed, A. Duncan Yocum, State University of\nPennsylvania, expressed himself as heartily in sympathy with the proposed work\nof the committee as set forth in Dr. Bagley’s paper, and emphasized the fact that\ncontinual readjustment was an outstanding activity of citizens in a democracy.\nOthers participating in the discussion emphasized the need of a unifying and\nintegrating\nteachers.\n\nagency\n\nto establish a common\n\nphilosophy\n\nof education\n\nfor American\n\nThere was some discussion on provision for publicity of the work of the Council,\nand also the need for special machinery for setting up the work of the Council. It\nwas the concensus of opinion that no special provision was needed for publicity as\nthe National Council of Education was a department of the National Education\nAssociation, and the Division of Publications connected writh the latter would take\ncare of the affairs of the Council. It was also generally conceded that the Con¬\nstitution of the Council set forth its relationships to the National Education Asso¬\nciation, in provisions so flexible that there would be no special machinery necessary\nto set up the plans that had been considered during the session.\nThe President of the Council stated that the Research Division of the National\nEducation Association and similar agencies would be invited to cooperate and\nasked the President of the National Education Association, who was in attendance,\nas to the cooperation of the Research Division of the National Education Association.\nShe said that the National Education Association, as she interpreted it, at least\nunder her administration, would be willing to cooperate with the Council and its\ncommittees in all possible ways. In fact, the Association was anxious to cooperate\n\n"}
{"page": 244, "printed_page": null, "text": "240\n\nNational\n\nEducation\n\nAssociation\n\nin and to use the research work of the Council. The President of the Council further\nstated that the Board of Directors of the National Education Association had\nguaranteed funds for the work of the Council.\nOne of the members suggested that it would be valuable to publish a Yearbook\nfor the Council. To this suggestion Dr. Bagley responded that he felt a Yearbook\nwould necessarily follow from the plans of work for the Council. It should be pre¬\npared beforehand and transmitted for study and discussion to the members of the\nCouncil, after it had been passed upon by the representative assembly.\nA motion was made and seconded that a committee be appointed to formulate\nquestions for discussion at the evening session, or set up a definite method of pro¬\ncedure. It was the concensus of opinion, however, that such action might hamper\nfreedom of discussion, as no committee would be able to formulate questions that\nmight arise from the group. The motion was therefore lost by a vote of 25 to 15.\nM. G. Clark of Sioux City, Iowa, emphasized the need of having in the hands of\nmembers of the Council for study before the meeting, papers which were to be\ndiscussed. This was accepted as a desirable policy to be carried out.\nA motion by Dr. Hosic that a committee, of which the President of the Council\nshould be a member, be appointed by the President to report on technical procedure\nin developing plans for the new work of the Council, was carried. The following\nwere appointed members of the committee: Randall J. Condon, W. C. Bagley, Lotus\nD. Coffman, Mrs. Susan M. Dorsey, and James F. Hosic. To these were added the\nPresident, as provided in the motion, and the Secretary. This committee was asked\nto meet at the close of the session for the purpose of determining some general pro¬\ncedure for the evening meeting and developing plans for future work.\nThe President of the Council called attention to the 1930 summer meeting of the\nCouncil where it was proposed to celebrate the fiftieth anniversary of its founding.\nHe presented certain suggestions from members with whom he had been in corre¬\nspondence as to the nature of the anniversary program. He asked that these be con¬\nsidered and some action taken at a later session.\n\nSecond\n\nSession, Saturday Afternoon,\n\nThe meeting was called to order by the President\nthe Benjamin Franklin Hotel.\n\nFebruary\n\n22, 1930\n\nat 2 p. m. in the Ball Room\n\nof\n\nPreliminary to the opening of the regularly scheduled program, the President of\nthe Council, on request of that body, reported briefly on the interesting personnel\nand events of the 1930 Geneva Conference. He also summarized the work of the\ncommittee\n\nof which\n\nhe was\n\nchairman,\n\non Education\n\nas an Instrument\n\nfor Creating\n\nWorld Fellowship. He presented the plan of committee work, in findings and con¬\nclusions, and stated that complete reports could be obtained by writing to the Re¬\nsearch Department of Indiana University, Bloomington, Indiana. Augustus O.\nThomas, President of the World Federation of Education Associations, supple¬\nmented the remarks of the President of the Council on the Geneva Conference.\nThe committee appointed to consider a plan of technic for the evening\nand the future work of the Council, decided on the following:\n\nmeeting\n\n1. In its future work, the Council should sit as a deliberative body to pass upon\neducational research carried on by other organizations reporting its findings and\nconclusions to the representative assembly.\n2. The Council should carry on sufficient research to establish certain standards\nagainst which to check the educational research of other organizations upon which\nit deliberates.\nThere would be a discussion of these points at the evening meeting, together with\nconsideration of the program to be observed at the celebration in June, 1930, of the\n\n"}
{"page": 245, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n241\n\nfiftieth anniversary of the organization of the Council. It was further decided by\nthe committee to request that Dr. Hosic, who could not attend the evening meeting,\ndraw up and present the plan of technic he had in mind in making a motion to have\nsuch a plan developed.\n\nThird Session, Saturday\nAt the evening\n\nmeeting\n\nthere was\n\nEvening, February\nvery little discussion\n\n22, 1930\nof the content\n\nof Dr.\n\nBagley’s paper since all were in agreement with the points brought out, i. e., that\nthe future work of the Council should be to judge research already carried out by\nother organizations\n\nand to set up standards\n\nagainst which\n\nto check such research.\n\nThere was also general agreement with the content of Dr. Pearse’s paper, except\nfor one point where he stated that the division of labor in the home, as between\nhusband and wife, should be clear-cut, the work of the former having to do with\nthe production of income, and the work of the latter with the careful consumption\n. of income.\nIn outlining the future work of the Council, R. C. Deming, Director of the Di¬\nvision of Adult Education, State Board of Education, Hartford, Connecticut, Wil\nLou Gray, State Department of Public Instruction, Columbia, South Carolina, and\nL. R. Alderman, Department of the Interior, Washington, D. C., made pleas for\nthe consideration of adult education in any plans to be developed. Mr. Deming\nspoke especially of the change that would come in a few years in the working time\nof adults, and the resulting increases in leisure time.\nMr. Alderman emphasized the influence of the parents and the home in the edu¬\ncation of children, and stated that we could not really educate children as we\nwould without the education of the parents.\nFlorence Hale spoke in behalf of the rural people and the movement cityward.\nShe said that their education was not sufficient to make them understand progressive,\nsocial movements in the city, and therefore they opposed them. She asked for special\nconsideration of the rural people in any contemplated program for education.\nMrs. Susan M. Dorsey stated that she would like to see a day when every man,\nwoman, boy, and girl might go to any public school to learn what they desired.\nMrs. Dorsey believes that there should be help through education for everyone who\nwants it and needs it. She referred to the work of the junior college and the period\nfollowing the completion of the high school, when youth needs further leadership.\nIn her opinion, the junior college should be rich in social studies and fill up the\ngap between the high school and college. She stated that it had been brought out in\nthe discussion that we needed to discover more new facts. In her opinion, there\nwas as great a need or even a greater one for a more tangible interpretation of the\nfacts we already have. She emphasized the necessity for the use of simple, concrete\nforms, rather than charts and graphs unintelligible to the people. In conclusion,\nMrs. Dorsey suggested that we should be doing more things and surveying fewer.\nDr. Condon spoke especially from the angle of the youth and their needs in edu¬\ncation, but stated that he did not want to be understood as eliminating the adults.\nDora Schulman, of the Lip-Reading Section, emphasized the need of recognizing\nthe child who is slightly hard of hearing in working out any scheme of education.\nIn closing the discussion, the following points were made:\n1. We must consider which of the various activities can best be taught or de¬\nveloped in the home, and what is left for the school to do.\n\n2. We\n\nneed an education that prepares more for social life and social contacts.\n\nTraining is needed for pleasant social relationships. Such\nfundamental to success in any undertaking.\n3. There is a big piece of work to do, and we\nplish it, but will make the attempt.\n\nmay\n\nrelationships are really\n\nor may\n\nnot be able to accom¬\n\n"}
{"page": 246, "printed_page": null, "text": "National\n\n242\n\nEducation\n\nAssociation\n\nThe President announced further that the next meeting of the Council, if agree¬\nable to that body, would be held in Columbus, Ohio, Saturday, June 28th, and that\na program would be arranged to celebrate the fiftieth anniversary of the origin of\nthe Council.\n\nColumbus\n\nMeeting\n\nFirst Session, Saturday Morning,\n\nJune 28, 1930\n\nRandall J. Condon, Chairman of the Committee on Objectives in Education, and\nformerly Superintendent of City Schools, Cincinnati, Ohio, gave an interesting\nresume of outstanding events in the development of the public school program of\nOhio.\nCarroll G. Pearse, a member of the Committee on Objectives in Education,\nto whom had been assigned the responsibility of securing reactions from members\nof the Council and others on a checking list of traits desirable in an American\nzen, presented a compilation of returns on the checking list.\n\nciti¬\n\nA paper was read by W. C. Bagley, Columbia University, on “The Future of\nEducation in the United States.”\nAmong those participting in the discussion that followed these papers were, W. O.\nThompson, former President of Ohio State University and an honorary member\nof the Council; Randall J. Condon; Frank M. Underwood; Augustus O. Thomas;\nR. C. Deming; Willis A. Sutton; and A. E. Winship. In this discussion a question\nwas raised as to the future of adult education and whether in the course of time\nyouth would\n\nbe so well educated\n\nconsensus of opinion appeared\ncation would not be needed.\n\nthat no further training would\n\nto be that a time would\n\nnever\n\nbe needed, but the\n\ncome\n\nwhen\n\nadult edu¬\n\nIt was frequently asked during this discussion, whether the school has a function\nin directing the social order as well as in training for participation in it. And if so,\nhow and to what extent? There were a few who seemed to feel that the school\nshould\n\nremain\n\ninviolate, but there were\n\nmany\n\nwho\n\nfelt that if a purpose\n\nof the\n\nschool was to extend knowledge, some note must be taken of changes and contro¬\nversial situations. Emphasis was placed on the teachers as the great agency in secur¬\ning desired ends in education, and doubt was expressed as to the fitness of young\nteachers, especially, to handle controversial situations and problems.\n\nSecond\n\nSession, Saturday Afternoon, June 28, 1930\n\nAt the request of the Committee on Objectives in Education, John Dewey, Colum¬\nbia University, had prepared a series of questions for the special use of the Council\nin its discussions. These questions had been printed and distributed to members of\nthe Council preliminary to the June meeting. At the request of the Council members,\nthe President read the entire list of questions, and interest was expressed in the dis¬\ncussion of the following:\nPoint 1, page 2 : “How far should the educational process be autonomous and how\ncan it be made such in fact? Is it the duty of the schools to give indoctrination in\nthe economic and political, including nationalistic principles that are current in con¬\ntemporary society? Should criticism of the existing social order be permitted? If so,\nin what ways? Can pupils really be educated to take an effective part in social life\nif all controverted\n\nquestions are excluded?”\n\nPoint 5, Page 3: “Can the power of independent and critical thinking, said to be\nan objective, be attained when the field of thought is restricted by exclusion of\nwhatever relates to controverted social questions? Can ‘transfer’ of thinking habits\nbe expected when thinking is restricted to technical questions such as arise when this\nsocial material is excluded?”\n\n"}
{"page": 247, "printed_page": null, "text": "National\n\nFrank\n\nM.\n\nUnderwood,\n\nCouncil\n\nAssistant\n\nof\n\nEducation\n\nSuperintendent\n\n243\n\nof City Schools, St. Louis, felt\n\nthat a fundamental distinction must be made between what is recognized as ac¬\ncepted and what is still in controversy — a distinction between scientific truth and\nplausible opinion. In his opinion, we do not want youth to question everything. They\nshould recognize a number of things that are worthwhile.\nA. W. Castle, State Department of Education, Harrisburg, Pennsylvania, thought\nit might be well for the Council to go on record as accepting that it was the duty\nand responsibility of the teacher to consider the weaknesses of the social order, as\nwrell as train for participation in it. But it was\naction to that effect should be taken at this time.\n\nthe opinion of the Council\n\nthat no\n\nAugustus O. Thomas defined progress to be that of man exerting control over his\nenvironment, and raised a question as to whether we shall hold students down to\nwhat we think is right, or give them a chance to build in with the new things. New\nreligion and new philosophy of living are constantly in the building process.\nW. O. Thompson stated that we conceive of education as an eternal protest against\nthe present status quo. The public school is a great protest and at the same time a\ngreat urge. He feels that freedom of discussion on mooted questions can be pro¬\nductive of good if properly conducted. He cited many changes that have taken place\nin our ideas of right and wrong, things to be desired and things to be eschewed.\nHe defended the teacher who has not been able to accomplish all the goals set for\nthe schools, by declaring that administrators and society set the environment of\nteachers, hedge them around, and they cannot help themselves.\nOthers participating in the discussion of this particular point were R. C. Deming,\nJ. C. Chandler, and John R. Kirk.\nOn motion of J. C. Chandler, it was voted to have a Committee of five appointed\nby the President to present a report at the next annual meeting, in w’hich the social\nfunction of the school (at the elementary and high school levels), is defined. In\nother words, to determine how far the school itself can go in the limiting or setting\nup of its social function.\nFrank M. Underwood raised a question as to the extent to which teachers have a\nvoice in setting up the objectives of education. In discussing the situation it was\nsuggested that more than the teachers were needed in determining the objectives of\neducation — the laymen\n\nshould have\n\nsomething\n\nalso to say.\n\nAdelaide S. Baylor asked for a discussion of point 4, page 3: “It has been stated\nfrom high quarters that the individuality and freedom of the classroom teacher\nare lessening; that ‘the teacher is becoming more and more of a cog in a vast im¬\npersonal machine.’ How far is this statement correct?” The opinion was divided\non this point, and Dr. Bagley suggested that a committee be appointed, or the Re¬\nsearch Division of the National Education Association be invited, to investigate the\nfreedom of teachers today.\n\nIn the opinion of Melvin\n\nG. Clark, Sioux City, Iowa ; J. H. Beveridge, Omaha,\nNebraska; David A. Ward, Chester, Pennsylvania; Mrs. Edith B. Joynes, Norfolk,\nVirginia, teachers are freer today than ever before. They are on committees for (1)\ncurriculum building, (2) selection of textbooks, (3) research. They also participate\nin many ways in the school administrative affairs.\nE. W. Butterfield was not so sure that teachers are as free as they were formerly.\nTopics of prohibition, evolution, and others are tabooed in school, and in divers\nways there appear to be limits on this freedom.\nFlorence Hale felt that if teachers were allowed too free a rein in introducing\nand dealing with controversial subjects, they would get away from the real ob¬\njectives of education and lose the confidence of the public. The young teacher is not\nable to discriminate between freedom and license. In Miss Hale’s opinion, a sensible\nfreedom should be maintained. But the members of the Council found it difficult to\ndefine “sensible” in this connection, and also “common\nwas made several times during the discussion.\n\nsense” to which\n\nreference\n\n"}
{"page": 248, "printed_page": null, "text": "National Education Association\n\n244\n\nThird Session, Saturday Evening, June 28, 1930\nThere were about 125 in attendance at the dinner meeting Saturday evening,\nmost of whom were either active or honorary members of the Council.\nDr. W. O. Thompson, scheduled to preside as toastmaster, found it impossible to\nremain, and after a brief greeting withdrew, and Henry L. Smith, President of the\nCouncil, introduced the speakers of the evening, whose names appear below: E.\nRuth Pyrtle, Principal, Bancroft School, Lincoln, Nebr. ; J. W. Carr, Murray State\nTeachers College, Murray, Ky. ; Thomas E. Finegan, Eastman Teaching Films,\nRochester, N. Y. ; John R. Kirk, Kirksville, Mo.; Carroll G. Pearse, Milwaukee,\nWis. ; Mrs. Josephine Corliss Preston, Burton, Vashon Island, Wash.\nBriefs of these addresses, with the exception of the one by Mrs. Preston, appear in\nthe preceding pages of this book.\n\nFourth Session, Monday\n\nAfternoon, June 30, 1930\n\nL. F. Anderson, Professor of History of Education, Ohio State University, pre¬\nsented a paper on “The History of Education in the United States During the Last\nFifty Years.”\nAt the request of the Executive\n\nCommittee,\n\nH. L. Smith, President\n\nof the Council,\n\npresented a paper on “Fifty Years of the National Council of Education,” which\nhe had been scheduled earlier to present, but had requested be omitted in order\nthat the time could be utilized in further discussion of the questions set up by Dr.\nDewey. Time permittted of both, however, so the Council had the privilege of hear¬\ning this paper, to which it was evident much care and attention had been given\nby the author. This paper is published in a separate pamphlet.\nIn continuing the discussion of Dr. Dewey’s questions, it was brought out that\nwhile application could readily be made of many of these questions to higher edu¬\ncation, the present consideration would apply for the most part to elementary and\nhigh-school education. Boyd H. Bode of Ohio State University was present at this\nsession and took part in the discussion. In his opinion, the theory of neutrality is a\nfiction. To make education effective, it must do something to the learner and to ac¬\ncomplish this, the teacher should go as far as the situation will warrant.\nPublic school administrators in the Council leaned to the side of conservatism in\ndealing with controversial questions, such as labor problems of the open shop and\norganized labor, for while the school can only progress through some friction, as do\nother institutions, there comes a point where progression ceases in the turmoil of\npronounced opposition. The need for properly informed and wise teachers, who can\ndiscuss these questions without partisanship, was stressed.\nW.\n\nCarson\n\nRyan,\n\nSwarthmore\n\nCollege, believed that while it was\n\nimpossible\n\nto\n\nkeep out controversial problems, that through them youth could be taught to respect\nthe opinion of others, and to realize that their own background was insufficient for\nmuch discussion or many conclusions.\nDr. Bagley called attention to the fact that situations giving rise to many contro¬\nversial questions, especially in politics and war, are still in the formative stage,\nand it may be a century or more before there is sufficient basis for intelligent discus¬\nsion. There should therefore be an evaluation of controversial questions on this\nbasis to determine what to consider.\n\nOthers participating in this discussion were\nHale, J. M. Gwinn, and Carroll G. Pearse.\n\nJoseph\n\nH. Saunders,\n\nFlorence\n\nM.\n\nThe President of the Council read a memorandum concerning the reorganization\nof the National Council of Education, prepared by Dr. Henry Suzzallo, in response\nto the question, “How Shall We Reconstruct?”\nOn motion of Carroll G. Pearse, the Secretary was requested to mail to each\nmember for consideration and discussion at a later meeting, a copy of Dr. Suzzallo’s\nproposed plan for reorganization.\n\n"}
{"page": 249, "printed_page": null, "text": "National\n\nThe\n\nreport of the Committee\n\nCouncil\n\nof\n\non membership\n\n245\n\nEducation\n\nto supply vacancies\n\nin office and\n\nmembership in the Council was then read by the Secretary of the Council, as Secre¬\ntary ex officio of the Committee on Membership. This report was unanimously\napproved and the following declared duly elected:\nI. Officers reelected with term expiring in 1933 :\nVicepresident: Mrs. Susan M. Dorsey, 1506 Arapahoe\nCalifornia.\nMember, Executive Committee: Anna\nHigh School, Denver, Colorado.\n\nLaura\n\nStreet, Los Angeles,\n\nForce, Principal, Lake\n\nJunior\n\nMember, Committee on Membership: Carroll G. Pearse, 315 Ludington Ave¬\nnue, Wauwatosa Branch, Milwaukee, Wisconsin.\nMember, Committee on Membership: Robert H. Wright, President, East\nCarolina Teachers College, Greenville, North Carolina.\nII. Membership\n1. Reelected with term expiring in 1936: Cornelia S. Adair, Richmond, Va.;\nAdelaide S. Baylor, Washington, D. C. ; John W. Carr, Murray, Ky. ;\nWill C. Crawford, Honolulu, Hawaii; Agnes Samuelson, Des Moines,\nIowa; John W. Abercrombie, Montgomery, Ala.; Wil Lou Gray, Colum¬\nbia, S. C. ; A. B. Meredith, New York City; Willis A. Sutton, Atlanta,\nGeorgia.\n2. Elected with term expiring in 1936: Frank N. Freeman, University of Chi¬\ncago, Chicago, Illinois, to succeed Edwin S. Monroe, Oakland City,\nIndiana, whose term expired and membership lapsed through absence.\n3. Elected with term expiring in 1935: Bess Bacon Goodrich, Assistant Su¬\nperintendent of City Schools, Des Moines, Iowa, to complete the unex¬\npired term of Frederick E. Farrington, whose membership lapsed\nthrough death.\n4. Elected with term expiring in 1932: J. C. Wright, Director, Federal Board\nfor Vocational Education, Washington, D. C., to complete the unexpired\nterm of Homer J. Seerley, who was transferred to the active honorary\nlist. E. P. Cubberley, Department of Education, Leland-Stanford Univer¬\nsity, Leland-Stanford, California, to complete the unexpired term of\nEdward Bushner, whose membership lapsed through death.\n\n"}
{"page": 250, "printed_page": null, "text": "•\n\n•\n\n.\n\n•\n\n;\n\n••\n\n\"\n\n' '\n\n■\n\n-\n\n1\n>\n\n.\n\n.\n\n.\n.\n\n■\n\n"}
{"page": 251, "printed_page": null, "text": "Departments\n\nof the Association\n\n"}
{"page": 252, "printed_page": null, "text": "he growth of departments in the Association\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.\nTwo new departments were received into the\nAssociation this year. They are the Departments of\nEducational Research and of Supervisors and\nTeachers of Home Economics.\nThere are now nineteen departments. Informa¬\ntion regarding their organization may be found in\nthe historical note at the beginning of the section\ndevoted to the department in question.\n1. Adult\n\nEducation\n\n_\n\n2. Business\n\nEducation\n\n3. Classroom\n\nTeachers\n\n4. Deans\n\nof Women\n\n5. American\n\n_\n\n1892\n\n_\n\n1914\n\n_\n\nEducational\n\n6. Elementary\n\n1921\n\nSchool\n\nResearch\n\nPrincipals\n\n7. Kindergarten-Primary\n\n1918\nAssociation\n\n_\n\n_\n\nEducation\n\n1930\n1921\n\n_\n\n1884\n\n8. Lip Reading _\n\n1926\n\n9. Rural\n\nEducation\n\n1907\n\n10. School\n\nHealth\n\n11. Science\n\n_\n\nand Physical\n\nInstruction\n\n12. Secondary\n\nSchool\n\n13. Social Studies\n\nEducation\n\n_\n\n_\n\nPrincipals\n\n_\n\nand Directors\n\nof Instruction\n\n16. Supervisors\n\nand Teachers\n\nof Home\n\n18. Visual\n\nAssociation\n\nInstruction\n\n19. Vocational\n\n1928\n1925\n\n_\n\n15. Supervisors\n17. American\n\n1894\n\n_\n\n14. Superintendence\n\nof Teachers\n\nEducation\n\n_\n\nColleges\n\n_\n\n[2481\n\n1870\n\nEconomics\n\n_\n\n1894\n\n1928\n\n_\n\n1930\n\n_\n\n1925\n1923\n1875\n\n"}
{"page": 253, "printed_page": null, "text": "Department\n\nof Adult Education\n\n"}
{"page": 254, "printed_page": null, "text": "The department of adult education was\n\nestablished by vote of the Representative As¬\nsembly, July 8, 1921, as the Department of Im¬\nmigrant Education. The first meeting was held in\n1922 in Boston. See Proceedings , 1922:905. In 1924\nthe name of the Department was changed to the De¬\npartment of Adult Education. See Proceedings ,\n1924:566.\nThe officers of the Department 1930-31 are : Presi¬\ndent , L. R. Alderman, Chief, Service Division, U. S.\nOffice of Education, Washington, D. C. ; Executive\nDirector , Mrs. Elizabeth C. Morriss, Director of\nAdult Elementary Education, County Court House,\nAsheville, North Carolina; Secretary , Alonzo G.\nGrace, Assistant Director of Extension Education,\nUniversity of Rochester, Rochester, New York;\nTreasurer , Agnes Winn, Director, N. E. A. Division\nof Classroom Service, Washington, D. C. ; Executive\nCommittee , Katherine Kohler, Director, Extension\nand Summer Schools, Minneapolis, Minnesota; Fred¬\nerick A. DeGalan, Director of Evening and Summer\nSchools, Detroit, Michigan; Robert C. Deming, Su¬\npervisor of Adult Education, State Board of Edu¬\ncation, Hartford, Connecticut.\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\n1923:669-703\n\n1924:565-582\n1925:337-353\n\n[250]\n\n1926:327-371\n1927:293-334\n\n1928:263-304\n1929:277-316\n\n"}
{"page": 255, "printed_page": null, "text": "THE\n\nJOHN\n\nRESEARCH\n\nK.\n\nNORTON,\n\nPROGRAM IN ADULT\nABSTRACT\n\nDIRECTOR,\n\nRESEARCH\n\nASSOCIATION,\n\nDIVISION,\n\nWASHINGTON,\n\nD.\n\nEDUCATIONNATIONAL\n\nEDUCATION\n\nC.\n\nOne of the reasons for which the Research Division exists is to\nThe\n\nassist committees and departments of the National Education As¬\nsociation in the conduct of investigations and programs of research.\nResearch Division at present is assisting a number of departments of\n\nthe Association in the preparation of yearbooks and the carrying forward of\nstudies of various types. The Division can assist in small projects without\nprevious notice. In the case of investigations of considerable scope, however,\nit is necessary either that an appropriate increase in the budget of the Re¬\nsearch Division be made, or else that the department be in a position to\nfinance the work involved.\nThe\n\nadult education movement\n\nis one of the most significant in the field\n\nof American education. It is not only of great importance in itself but its in¬\nfluence is likely to react upon the education of children in a vital and\nconstructive manner. Investigations in this field are, therefore, of prime\nimportance.\nIn view of the foregoing considerations the Research Division is ready and\nanxious to cooperate with the Department of Adult Education in the devel¬\nopment of a research program in this field. The development of work in this\nfield under the leadership of the Department would be of outstanding\nsignificance to American\n\neducation.\n\nRESEARCH\nW.\n\nW.\n\nCHARTERS,\n\nDIRECTOR,\nSTATE\n\nProblems\n\nIN ADULT\nBUREAU\n\nUNIVERSITY,\n\nOF\n\nEDUCATIONAL\n\nCOLUMBUS,\n\nfor investigation arise when\n\nstandards. The\n\nEDUCATION\nRESEARCH,\n\nOHIO\n\nOHIO\n\nactual practise fails to meet ideal\n\nideals of adult education will, in my judgment, be attained\n\nwhen we have schooling for everybody when\n\nhe needs it. This involves three\n\nelements : schooling, everybody, and need. This conception implies the pres¬\nence of educational agencies which will produce information upon demand.\nThe care of infants will not be studied in the university by young women\nwho have no children but hope to have: the subject will be discussed when\nthe children are born.\n\nHow\n\nto keep well will not be treated merely as a\n\nschool subject in which students who are entirely healthy now\n\nare cautioned\n\nabout practises which may cause ill health when they are older : health edu¬\ncation will be continuous. The high-school student who is going into a voca¬\ntion will not be crammed with the economics of industry before he under¬\nstands either economics or industry: these problems will be taken up when\n\n[251]\n\n"}
{"page": 256, "printed_page": null, "text": "252\n\nNational\n\nEducation\n\nAssociation\n\nhe is on the job and begins to see their bearing on the future of himself, his\nassociates, and his family.\nWhen this situation has arrived, it will then be true in a sense which is\nnow only epigrammatically valid that school is life, not a preparation for\nlife. So long as schooling is limited to the days of our youth, it will be loaded\nwith material that is useful, not now, but in prospect. All this load, which\nis wasteful of effort in carrying, will, under ideal conditions for adult\neducation, be carried over into the future, to be taught at the time when it\nis needed. If the need does not arise, the material is not taught. If it does\narise, instruction is given as needed.\nNot only, however, does the element of timely need enter. There is the\nproblem of schooling — the machinery by which this need is to be met for\neverybody. As soon as we set up the ideal of universal adult education the\nproblems begin to multiply, both in school organization and financial cost.\nScores of problems of administration and economics arise to be solved. At\nthe present time these problems are not faced by the elementary and highschool systems, because at present initiative in adult education is largely\na private matter. But it is only a question of time until the public school\nsystem, including the university, will be weighted with the major responsi¬\nbility of taking care of education on the adult levels, as it now cares for\nschool education on the lower levels. This is inevitable. The public school\nsystem has the technics, the materials, and the equipment. The school plant\nis used for only a small fraction of its time. It would be a mistake tc.\ndepend permanently upon parallel agencies, when the present plant of the\npublic school system is not used to anything like its capacity. It is inevitable,\ntherefore, I believe, that the public school system should increasingly take on\nthe problem of adult education. The history of public education in the last\nfew generations is one of expansion, development,\nsibilities.\n\nand increasing respon¬\n\nAs the public school takes on this responsibility, it will find a number of\nproblems that need investigation, and of these six may be selected as the most\nsignificant.\nIn my opinion, the problem of greatest significance in the whole field of\nadult education is a vocabulary problem. What the relation of vocabulary is\nto adult education can be made clear through the description of a situation\nwhich is constantly arising. This is the situation. Ordinarily, a group of\npeople announce to an adult education agency that they would like to have\na course on evolution, let us say. The agency looks up the matter, dis¬\ncovers that there are fifteen or twenty people who are willing to sign up\nfor a course and thereby insure its financial support. The agency then looks\nfor a man to teach the course. In this search it discovers the importance of\ntwo qualifications. The instructor must be a scholar, and he should be able\nto make his material simple enough for the class to understand. There is\ncomparatively little difficulty in discovering someone with the scholarship.\nThere are always plenty of people who know a good deal about a subject.\n\n"}
{"page": 257, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n253\n\nIt is fatal, in fact, to select someone who is not a scholar. The troubles\nbegin, however, when the scholar tries to state the valid facts of evolution\nin language which his audience will understand. He tries to be simple, and\nhe usually believes that he has achieved simplicity. The difficulty in many\ncases lies in the fact that he does not know how difficult his vocabulary is.\nHe has been using it all his life, and it therefore seems very familiar and\nsimple to him. Not so to the audience, however, in problem cases. The\naudience, let us say, has gone through the eighth grade in the public school\nand is now about thirty years of age. The members of the class begin the\ncourse with great enthusiasm — they want to know the facts about evolution.\nNow they are going to get them, because they have secured a scholar who\nknows all about evolution to be their teacher. When, however, the instruc¬\ntion begins they discover that they do not understand what he is talking\nabout, and shortly many of them begin to lose interest.\nIn nine cases out of ten the difficulty lies not in the complexity of the\nideas which are taught, complex as they are. The fundamental ideas of any\nimportant topic are simple in their essentials. Complexity arises when we\ndiscuss details. The difficulty rather is with the actual words in which the\nideas are expressed. Our scholar expresses his ideas in words which his\nthirty-year-old eighth grade graduates do not understand. The situation in\nthis case is closely analagous to a foreigner expressing ideas in a foreign\nlanguage. If he wishes to get the idea across to us he must meet us on our\nown ground by speaking our own language. So in the field of adult educa¬\ntion, it is becoming increasingly apparent that research studies are needed\nto discover just what vocabulary people with different characteristics possess.\nNot many adults understand the university dialect. It is quite important to\nknow the vocabulary of the thirty-year-old eighth grade graduate, the\ntwenty-five-year-old high-school graduate, the college graduate, and the like.\nNo such studies have been undertaken on the adult level, although the task\nis not at all a difficult one. This department, or any other agency interested\nin adult education, can perform no service quite as significant as such a\nvocabulary study is. It is possible to take, as a beginning, the Thorndike\nWord List and by a simple, although somewhat tedious, process of examina¬\ntion discover the words that are known by audiences possessing different\ntraits. The cost of such a study would be so small that it is difficult to\nunderstand wThy someone has not underwritten a program.\nWhen such lists are at hand, the problem of preparing material in adult\neducation becomes much simpler. We first discover the topics which are of\ninterest and of value to specific audiences. We then locate the scholar wTho\ncan give the information. We ask him to prepare his material, and when he\ndoes so we tell him in effect that he must do two things. First, he will select\nthose technical terms which he must teach in order that his audience will\nhave tools with which to think about his subject. These words he will look\nupon as new words which should be taught, and he should use the technics\nnecessary for teaching new\n\nwords. Second, we will provide him with a list\n\n"}
{"page": 258, "printed_page": null, "text": "254\n\nNational\n\nEducation\n\nAssociation\n\nof words with which his audience is likely to be familiar. We specify that\nhe is, in general, to use no words that are not in this list, and where he\ndoes he shall treat them as new words which the audience does not under¬\nstand. With these specifications the scholar can prepare material which will\nbe accurate and which will be understood by his audiences. Until these\nvocabulary studies are made, adult education will be groping in the dark.\nIt will have, on the one hand, many bright people interested in topics, and,\non the other hand, a mass of information wdiich cannot be understood by\nthese intelligent adults. With the vocabulary studies made, scientific knowl¬\nedge will be more nearly available to any intelligent person.\nThe second problem, which I have selected on the basis of importance,\nis the selection and training of teachers. It can be laid down as a general\nprinciple that the public school teacher is not a good salesman. He does\nnot possess the technics of salesmanship, because, in one sense, he does not\nneed them. His customers have to come to his store and buy. They are sent\nthere by their parents at nine oclock and are told to take whatever the\nteacher-salesman gives them. Consequently, the teacher is not so likely to\nbe an adept in teaching adults, who have to be handled in a quite different\nway. The adult does not have to come to classes if he does not want to,\nand he will not want to if he is not interested. Moreover, he is older than\nthe children in the grades and high school, and therefore learns more\nrapidly. Then, too, his point of view is different.\nTo my way of thinking, this is a very important area for exploration. The\nfundamental problem may be stated thus : What are the differences between\nthe technics of teaching in adult education and the technics of teaching\nchildren? The discussion method, for instance, is carried on in a quite dif¬\nferent way. The teacher in the elementary or high school uses the discussion\nmethod partly for quizzing and partly to develop immature ideas. In the\nadult education field questions are seldom used for quizzing. They are only\noccasionally used to develop an idea by the teacher. They are almost entirely\nused for debate and for elaboration of ideas by the students. This is one\nsimple difference; there are scores of them. And all need investigation.\nNot only is there a difference in technics, there are problems of teacher\npersonality. The successful teacher of adults must, in a very conspicuous\nsense, be more interested in his students than in his subjectmatter. He may\nbe able to drone his way through his subject in the high school and in the\ngrades, since the children have to study it, but in dealing with adults, as\nhe should with children, he has to realize that the adult has problems and\nhe has to know what those problems are. With adult groups the teacher is\nworking with the problems of the audience rather than with the principles\n\nof his subjectmatter. He is trying to discover what their questions are, why\nthey have asked the questions, and what the meaning of the question is in\nterms of their background. When he discovers these facts, he artistically\nuses his materials to help the audience answer its questions and solve its\nproblems.\n\n"}
{"page": 259, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n255\n\nThe technics by which this type of personality is developed have not been\ncollected nor measured. So the field is wide open for investigation. The tech¬\nnics to be used are not highly complicated at present, because the field is\nnew. The first task is that of the collection of technics, to be followed\nlater by evaluation of the methods. A pioneering problem of real benefit\nlies within this area for someone interested in adult education to undertake.\nA third area that needs investigation is related to the tastes and interests\nof adults. This is practically an unknown field at the present time. The\nusual method of announcing courses are these. The old standbys which\nprove popular from year to year are continued. Requests of groups for\nspecific courses are considered and tried experimentally. The programmakers in addition try out some of their own ideas to see whether they will\nwork. So from year to year we find the standard courses continued and a\nnumber of trial courses initiated. As time goes on courses become fairly well\nstandardized and stabilized.\nAll of these technics are good, but we need more of them. There are un¬\ndoubtedly many courses of great interest and value that are not thought of\nat present by the director of courses nor by other individuals. How to know\nabout these is the question. Interviews have been used and questionnaires\nhave been issued, yet directors of programs are very much disturbed by their\nlack of knowledge of what would be the most popular and useful courses\nthat could be offered in their communities. One is struck by the difficulty of\nthis problem in watching the efforts of the Cleveland group to make\nanalyses of the interests of adults in Cleveland. The technics which they\nare able to discover or invent are not yet adequate to the task, because the\ninformation sought for is baffling and obscure. Although they have been\nworking upon the problem for nearly two years, the project has hardly\nreached a production basis — it is still in the experimental stage. The difficul¬\nties which we encounter in Cleveland are symptomatic of the perplexing\ncharacter of the investigation in this field of discovering the tastes of adults.\nThe problems of advertising courses need investigation. Not enough\npeople study courses which are already prepared. Those of us who work in\nadult education are inclined to measure our efficiency by the increase in the\nnumber\n\nof people who become interested as the years go by. On such a basis\n\nthere is frequently room for gratification. But if we measure ou-r success by\nthe percentage of the total population who are carrying courses already\navailable — and presumably interesting — there is much less cause for satis¬\nfaction. Only a very small percentage of the adults of the United States\nare engaged in adult education, although probably one hundred percent\nof them would be benefited by one form of study or another. How, then,\nto get more people to use the facilities provided in scores of ways, in formal\nand informal adult education, is a pressing problem. The technics of ad¬\nvertising education are in a primitive condition. They also, like these other\nareas which I have mentioned, constitute virgin soil for investigation by any\none who is interested in securing a fruitful field of investigation for himself.\n\n"}
{"page": 260, "printed_page": null, "text": "256\n\nNational\n\nEducation\n\nAssociation\n\nAs a teacher, interested in the technics of teaching, I cannot fail to\nmention the large area of the mechanics of education. We do not know how\nlong class sessions should be. They run, without reason, from a half hour\nto two or two and a half hours in length. We do not even know the median\nor the interquartile range of periods. Then, in addition to this, we have the\nproblem of the number of sessions that a course should continue. Is it better\nto have courses of six periods, or eight, or ten, or thirty? What is the\ncorrelation between mortality and length, or between attendance and\nlength? The size of classes in their relationship to mortality, interest, and\nlearning is a problem that is of primary importance in this field. Is it better\nto have one class of one hundred or break it up into two sections of fifty or\nfour of twenty-five, if money is not an important question? Can classes\nbe too small ? Or is there virtue in having small classes and more intensive\nand intimate contacts? Such are a few of the typical problems within this\narea which show the fruitfulness and importance of the field.\nI shall conclude by mentioning a constellation of significant administra¬\ntive problems. I said a few moments ago that the public school system might\njust as well as not prepare itself for the shifting of much of the responsi¬\nbility for adult education to its shoulders. It might as well prepare for this,\nbecause it will inevitably come. When this happens, many types of prob¬\nlems will arise, but one of the most important of these is a psychological\nproblem. The public school system will have to change its attitude toward\neducation and students. At present the student is minor in importance and\nmust take what the system gives him. The system, therefore, feels that\npeople come to it. It does not have, as strongly as it should have, the spirit\nof service to the community. It is reasonably well satisfied with what it is\ndoing. There is a tendency toward self-satisfaction.\nThe causes for this attitude are not hard to discover. Children\n\ndo not\n\nknow very well what they need to know. The public school experts have\nbeen searching for generations for the best information to give students, and\nthe information that they deal with consists of fundamentals\nbody should learn.\n\nwhich every¬\n\nThe situation changes in adult education. The public school system can¬\nnot be so sure of itself. The adult is now as mature as is the official of the\npublic school system. The adult knows what he wants as well as or better\nthan the official knows. But the trouble is going to arise from the fact that\nthe official has been so used to telling children what they should study that\nhe will carry this habit over into adult education. He\n\nis likely to have an\n\nofficial, bureaucratic attitude of superiority, in which he thinks that because\nhe knows\n\nthe machinery\n\nbetter than the adult he is equally superior in\n\ndetermining the uses to which the machinery should be put.\nThe most serious danger of the future, in the days when\n\nthe schools\n\ntake over adult education, is the danger of institutionalizing it, of standard¬\nizing it, and of emasculating the interests of adults. Inevitably the time\nwill come when any person can get information upon any subject from\n\n"}
{"page": 261, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n257\n\ncentral agencies. The speed with which that time will come and the efficiency\nwith which the operations are carried on will depend upon the degree to\nwhich the public schools exhibit a scientific attitude toward the problem.\nIf the schools take the research attitude, try their best to overcome their\npresent paternalistic attitude toward children when they come to deal with\nadults, and will realize that they are faced with a new set of problems, the\ndevelopment of the machinery of adult education will proceed with great\nrapidity.\nIn conclusion, therefore, I may say that there are six major areas in which\nresearch needs to be carried on. The vocabularies that are understood by\nadults of different traits need to be known and used. The selection and\ntraining of teachers is an important factor in the program of adult educa¬\ntion. The percentage of our population that are carrying courses now open\nto them is altogether too small. The learning tastes of adults need to be\nlocated and classified. The mechanics of the classroom have to be studied.\nAnd the public school system needs to discover methods by which it can take\non the responsibilities of adult education without killing the interest and\nvitality which\nleadership.\n\nit now\n\npossesses under private sponsorship and enthusiastic\n\nSOME OF THE OBJECTIVE VALUES RESULTING FROM A\nPROGRAM OF ADULT ELEMENTARY EDUCATION TO THE\nADULT STUDENT , TO THE DAY SCHOOL PROGRAM AND\nTO THE PRE-SCHOOL CHILD— ABSTRACT1\nMRS.\n\nELIZABETH\n\nMORRISS,\n\nDIRECTOR,\n\nBUNCOMBE\n\nADULT\n\nCOUNTY,\n\nELEMENTARY\nN.\n\nEDUCATION,\n\nC.\n\nNeed for making the study — The goal of an assured and an unquestioned\nplace in the public school system with adequate support provided by legis¬\nlators has not yet been reached by the program of adult elementary educa¬\ntion. Experienced workers believe that this goal will be more quickly and\nmore surely attained when authentic data replace the vague, general claims\noften made as to the benefits resulting from this program to adult ele¬\nmentary students.\nVague, general, and, occasionally, absurd claims have resulted in criticisms\nfrom thoughtful educational officials. Business men and women have not\nbeen impressed by them.\nYet the problem itself is of real and increasing interest in all parts of the\ncountry. Inquirers, especially into the problems of native illiterate adults,\nfind a disconcerting scarcity of authentic reference material available.\nThere is an urgent need for making a beginning somewhere to enable\nworkers in this field to answer inquiries as to the authenticity of their claims\n1 A Service Study undertaken by the Director of Adult Elementary Education and the WholeTime Workers in Buncombe County, North Carolina, in the school year 1929-1930, as an ac¬\ncredited course of the State University Extension Department, Dr. R. W. Morrison, Instructor.\n\n"}
{"page": 262, "printed_page": null, "text": "258\n\nNational\n\nEducation\n\nAssociation\n\nwith the reply: “We know because we have the facts relative to the situa¬\ntion and have reached a solution of the problem through actual practical\nexperience in scientifically dealing with the facts.”\nThe point of beginning the collection of authentic data in Buncombe\nCounty, North Carolina, was determined by two practical needs:\n1. Additional information essential for the development\ncounty program of adult elementary education.\n\nof the new\n\nten-year\n\n2. Authentic material to use in legislative hearings on a bill for an adequate ap¬\npropriation for a statewide program of adult elementary education in North Caro¬\nlina.\n\nMethods,\n\nprocedures,\n\nand\n\ndifficulties — Since the amount\n\nof time avail¬\n\nable for professional study was limited and since there was need for use of\nthe results of the different phases of the study as they developed, it seemed\nmore\n\npractical to undertake\n\nIn becoming\n\na service study rather than a research study.\n\nfamiliar with the methods\n\nof attacking service problems, the\n\ngroup felt that they would have the key to the solution of all their prob¬\nlems, no matter how much they might differ in kind.\nIn planning the service study1 there are three major steps\n1. Define the actual problem\nto be collected).\n2. Determine\n\nwhere\n\nin terms of data that can be readily obtained\n\nthe data may\n\nbe found\n\n(things\n\n(reliable sources, close at hand).\n\n3. Write down the data desired, the sources selected, and the methods\nthe data can best be obtained from the sources.\n\nby which\n\nThe th ree major steps involve six different elements that are present in\nany service study, In this study they are as follows:\nI. Major\n\nproblejn\n\nTo collect some objective values resulting from a program of adult ele¬\nmentary education to the adult student, to the day school program, and to\nthe preschool child.\nA. Sub-problem:\n\n1. To develop a working technic for this investigation as no similar study\nhas been made in this field.\n\n2. To assemble reports of school surveys of social-educational-economic\nconditions and such other professional literature as may suggest methods\nof conducting the study or may contain findings applicable to the local\nsituation.\n\n3. To make an approved list of direct and of concomitant values, to the illite¬\nrate group, resulting from a program of adult elementary education.\n\na. To make a detailed list, based on observation, of probable\ndirect and concomitant, to the illiterate group.\n1 See \"Investigations\n\nin Teaching’’\n\nby Douglas\n\nWaples.\n\nvalues,\n\n"}
{"page": 263, "printed_page": null, "text": "Department\n\nb. To\n\ndecide which\n\nof Adult\n\nvalues are direct and which\n\nc. To decide how many of the values, under\nvestigated in the time available.\nd. To\n\nsubmit\n\n259\n\nEducation\n\nthe lists, for checking\n\nconcomitant.\n\neach grouping, can be in¬\n\nof the most\n\nvaluable\n\nunder\n\neach\n\ngrouping, to the county and city superintendents of education, mem¬\nbers of the county and city boards of education, chairman of county\nand city commissioners, six principals, six teachers, six night school\ngraduates, superintendent of public welfare, county health depart¬\nment, secretary of associated charities, secretary Red Cross chapter,\na doctor, a minister, a lawyer, a merchant, a banker, a senator, two\nrepresentatives of state legislature, four members of official volun¬\nteer department, presidents of representative local civic, social, and\npatriotic organizations; also to specialists in adult education of the\nU. S. Office of Education, president Department of Adult Education,\nN. E. A., president general and state federations of women’s clubs,\nchairman of national and state literacy committees, president of na¬\ntional and state literacy commissions, director extension department\nof state university and of North Carolina College for Women, presi¬\ndents of Eastern Carolina Teachers College, Western Carolina\nTeachers College, Appalachian Teachers College (Boone).\n4. To decide, according to the evaluations by officials, evaluations by super¬\nvisor of adult elementary education program, and by university extension\ninstructor, together with\njectively checked.\n\nthe time available, which\n\n5. To apportion the logical duties and\nthe investigating group.\n6. To select the schools and homes\n\nshall be ob¬\n\nresponsibilities of the members\n\nin which\n\n7. To make first-hand investigations\nof values on approved list.\n\nvalues\n\nof\n\ndata are to be collected.\n\nin homes,\n\nschools, and\n\ncommunities\n\n8. To organize the findings of the study with regard to the use to be made\nof them.\n\nII. Data desired\nA. A clearer knowledge\n\nof the background\n\nof the adult illiterate group.\n\nB. Extent to which the knowledge gained in reading, writing, and arithmetic\nfunctions in the everyday living of adult elementary students.\nC. Extent to which these students, through their new learnings, develop higher\nstandards in health, proper food, thrift, education, cooperation,\nship as shown objectively in their everyday living.\nD. Extent to which this development of higher standards\nment of their children and the day school program.\n\nand\n\ncitizen¬\n\naffects the home\n\nenviron¬\n\nIII. Assumptions\nA. That\n\ncertain definite values for the members\n\nof the illiterate group have been\n\nthe objectives of the program of adult elementary education throughout a tenyear program.\nB. That these objectives are valid as checked against the needs of the groups\nconcerned.\nC. That definite means for attaining the most immediately needed objectives\nhave been planned and used each year.\nD. That checks on the results have been planned for and observed each year but\nnot systematically recorded.\n\n"}
{"page": 264, "printed_page": null, "text": "260\n\nNational\n\nEducation\n\nAssociation\n\nE. That, based on these first-hand observations, a list of probable\nsystematic checking and recording may be made.\n\nvalues for\n\nF. That certain concomitant outcomes of value to the illiterate group have re¬\nsulted from working toward the specific objectives.\nG. That some of these benefits, direct and concomitant, can be objectively checked.\nH. That data collected in six standard day schools and in 100 homes will furnish\nan adequate basis of investigation.\nI. That the opinions of educational and health officials, welfare officer, cooper¬\nating organizations, members of official volunteer department, doctors, bankers,\nand interested neighbors will be helpful factors in evaluating the results.\nJ. That measuring these values in a group still illiterate will be a sufficient\ncheck on the operation of other factors independent of the adult elementary\nprogram\n\nin securing these benefits to that illiterate group.\n\nK. That authentic professional literature in other fields will be helpful in develop¬\ning a working technic for this study.\nL. That the records of day schools, welfare\nently accurate for our investigation.\n\nand health departments\n\nare suffici¬\n\nIV. Sources (Selection based on primacy, reliability and availability)\nA. 100 or more students in adult elementary schools.\nB. Experts in adult elementary education.\nC. County superintendent and supervisors, principals, teachers,\npatrons of six large day schools.\nD. Superintendent of public welfare.\nE. Representative individuals and organizations in the county.\n\npupils\n\nand\n\nF. School surveys of social-educational-economic conditions and such other pro¬\nfessional literature as may contain findings applicable to the local situation.\nG. Books, bulletins, magazines and newspapers containing claims made as to\nbenefits resulting from a program of adult elementary education.\n\nV. Methods\n\nof obtaining the data\n\nA. Collect the claims that have been made\nof adult elementary education.\nB. Analyze the claims.\n\nas to benefits resulting from a program\n\nC. Subject them to as objective checks as possible for validity.\nD. Interpret the findings.\n\nAs a beginning in collecting the claims, the twenty broadly stated values\nsought during the ten-year program\nused.\nOriginal List of Values\n\nSought\n\nof adult elementary\n\nin Ten-Year\nEducation :\n\nProgram\n\neducation were\n\nof Adult\n\nElementary\n\nI. Adult student\nA. Mastery\n\nof the tools of learning\n\nB. Increased functioning in everyday\nC. Better health habits\nD. Happier,\nE.\nF.\nG.\nH.\n\nmore\n\nnormal\n\nhome\n\nlife of knowledge\n\ngained\n\nenvironment\n\nIncreased initiative, and increased ability to express himself clearly\nIncreased cooperation in community activities\nIncreased participation in church activities\nIncreased thrift activities\n\nI. Individual\n\nlives made\n\nhappier\n\n"}
{"page": 265, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n261\n\nJ. More intelligent citizenship\nK. New interests\nL. Increased travel\nII. Day\n\nschool program\n\nA. Increased day school attendance\neducation\n\nthrough parents’ first-hand knowledge\n\nof\n\nB. Health programs made to function more effectively through the under¬\nstanding cooperation of parents\nC. Decrease in number of problem children\nD. Incentive to attend day school and to complete high school\nE. Improvement in home and school cooperation through membership in\nP. T. A. or Community Club of several representatives from each\nevening school and by their reports to the evening school groups.\nIII. Pre-school\n\nchild\n\nA. More normal, happy home environment\nB. More desirable attitudes, preferences, desires, health, and social habits.\nC. More successful administration of preventive and corrective health\nmeasures\n\nThen\n\nfifteen educational experts, local, state and national, and twenty\n\nrepresentative citizens of Buncombe County were asked to help in evalu¬\nating the list and in making it more comprehensive.\nFinally, after determining by experiment how best to conduct the inter¬\nviews the questions thus selected, together with an introduction, were com¬\nbined into a form of interview or questionnaire.\n\n/. Introduction:\n\nQuestionnaire\n\nWe are trying to get some information to help the Night Schools and are asking\na good many questions of the students. If there are any of you who do not want to\nanswer, it will be all right. But we hope you will want to tell us all we ask you, for\nthis will help the schools.\nMrs. Morriss and all of the teachers have been working with Dr. Morrison, of\nthe University of North Carolina, trying to get together information about the\nNight Schools which will show people that we ought to continue our schools, and\nthat other counties ought to have them.\nNow, we have got together all we know about Night School and we think the\nmost convincing information we can get is what the pupils feel that it has done\nfor them.\nA. What are some of the things you do in your daily life you could not do before\ngoing to Night School?\n1. Read?\nWhat do you read in newspapers?\nIn magazines?\nLike?\nDo you use the library?\nHow has it helped you in finding new\nences in Bible, etc. ?\n2. Write?\n\nwords,\n\nusing ’phone book, refer¬\n\nIn your work?\nFor yourself outside?\n3. Figure?\nIn connection\n\nwith your job?\n\n_\n\n'\n\n.\n\n"}
{"page": 266, "printed_page": null, "text": "National\n\n262\n\nEducation\n\nAssociation\n\nWhat do you figure that helps with home\nGet examples of budgets, etc.?\nIn connection with your housekeeping?\nCan you think of anything else?\n\nexpenses?\n\nB. How has your health and the health of your family improved since attending\nNight School?\n1. In what way do you try to keep your children from having contagious\ndiseases ?\n2. Name some of the better health habits.\n3. Has Night School made any difference in what your family eats and\nhow it is prepared?\n4. Do you attend health clinics?\n5. Has it made any difference in the cleanliness habits of your children or\nin the protection of their health?\nAny difference in taking care of the sick in your family?\nDo you see that your children have regular habits and what are they?\nDo you and your family take advantage of the services of the city or\ncounty health doctor and nurses?\nIs there any difference in the way you dispose of your waste now and\nbefore entering Night Schools?\nH as it made any difference in the exercise you take, or that you have\nyour children take, and in providing them with fresh air?\nC. What are some of the changes you have made in your home?\n1. What are some of the modern conveniences you have?\n2. What are some of the improvements you have made?\n3. What are some\nto buy?\n\nof the things you\n\n4. What\n\nof the things you have\n\nare some\n\neat every day which\nlearned\n\nyou don’t have\n\nin Cooking\n\nClass that\n\nyou practise at home?\nD. Initiative?\n1. Do you have any new\n2. What are they?\n\nideas?\n\n3. Do you see things by which you can help the Night Schools before some¬\none else suggests them ?\n4. Do you\n\nsee new\n\nways\n\nin which\n\nyou can help your\n\nemployees?\n\nE. Do you find that in talking to people, it is easier for you to make\nstand what you mean?\n1. How\n\nthem\n\nunder¬\n\nhas it helped you?\n\n2. Can you say exactly what you mean\n\nin talking to other people?\n\nF. What are some of the things you do in connection\nfare that you couldn’t and didn’t do before?\n1. Do you cooperate with the day schools?\nIn what way?\n\nwith your children’s wel¬\n\n2. What are some of the things you do in the community now which you\ncouldn’t and didn’t do before?\nDo you attend more different committee meetings?\n3. How often have you visited the schools?\nDo you do more yourself for community organizations?\nP- T. A.? Night School? Church? Farm & Garden Club?\n4. Do you encourage the children to respect the authority of the teachers\nand older people ?\n\n"}
{"page": 267, "printed_page": null, "text": "Department\n\nG. Do you make\n\nof Adult\n\nEducation\n\n263\n\na better living?\n\n1. To what do you attribute the reason?\n2. Do you save more money?\n3. Do you save more in cooking, sewing, etc.?\n4. Are you better off, and in what way?\nH. How\n\nhas Night School helped you in your church work?\n\n1. What are some of the things you do in church?\n2. In Sunday School?\nI. How\n\nhas Night School increased your happiness?\n\n1. Do you think your family is happier?\n2. In what ways?\nJ. What are some of the things you are interested in doing now\nbefore going to Night School?\n1. What are some\nnow ?\nK. Where\n\nare some\n\n1. What\n\nof the better things in life which\n\nof the places you go because you came\n\nare some\n\nof the forms\n\nof amusement\n\nyou\n\nyou\n\nthat you weren’t\nappreciate\n\nmore\n\nto Night School?\n\nand your family enjoy\n\nthat you didn’t before?\nL. Increased self-respect?\n1. Would you advise your friends to go to Night School?\nWhy?\n2. Does it give you a chance\nM. In what\n\nways\n\n1. Can\n\nto feel proud\n\ndo you think you are a better citizen?\n\nyou vote more\n\n2. Do you understand\nN. Leadership?\n\nintelligently?\nbetter how\n\nthe taxpayers’ money\n\n1. Do you feel freer to talk to strangers\nWhy?\n2. Do you think you\nWhy?\n\nsome\n\nis used?\n\nand to an audience?\n\nare a better parent?\n\n3. Do your friends come\nWhy?\n4. Name\n\nof things you do?\n\nto you for advice?\n\nof the things you do to help others.\n\nO. Do you have higher standards\n\nof living?\n\n1. Do you live better?\n2. In what ways?\n3. Have you learned the importance\nHow do you go about this?\n\nThe\n\nof keeping a clean home?\n\nlist of students in the selected group of twenty-five, to whom\n\nthe\n\nabove test was given, wTas checked to make sure that it was sufficiently rep¬\nresentative.\nThe remaining values constituted the final listing which was called “A\nChecklist of Life Activities.” Simple column checks were arranged for the\npurposes of securing the opinion of the students as to whether the activities\nchecked had benefited them in an economic way, in the use of leisure time,\nin selfrespect, in improved living conditions, or in improved citizenship.\nThe checklist was administered to forty-nine students on a random\n\nlist.\n\n"}
{"page": 268, "printed_page": null, "text": "264\n\nNational\n\nEducation\n\nCHECKLIST\n\nOF\n\nAssociation\n\nLIFE\n\nACTIVITIES\n\nTO THE PUPIL: Please read very carefully each item, decide whether it is a thing which\nyou have begun to do because of what you learned in night school, then check it in the proper\ncolumns, if it is. Notice that many of these items are things which you have not yet begun to do,\nsome of them are things which you intend to do, some of them are things which you did before\nyou started to night school, and some of them are things which you do, but not because of any¬\nthing you learned in night school. Mark only the things which you do because of what you\nlearned in night school.\nAfter you decide you ought to mark an item, look at the sentences at the top of each column\nand decide in which columns you ought to place your mark. The sentence at the top of each\ncolumn tells what a mark in that column means. For example you may decide that figuring\ngrocery bills ought to be marked in the first column only, but the next item ought to be marked\nin the first, the second, and the fifth column.\n\nEnables\nme to\nadd to\n\nEnables\nme to\nmake\nor to\nsave\nmo\nney\nmore\n\ncreases\nrespect\nmy selfIn¬\n\n1\n\n2\n\nthe hap¬\nof\nand\nmy\npiness\nfamily\nmyself\n\n3\n\nEnables\nme to\ntake a\nmore\nactive\nof my\nthe life\npart in\nmunity\n\nEnables\nme to\nimprove\nof my\nfamily\nditions\nthe liv¬\ning con¬\n\n4\n\n5\n\ncom¬\nI. Increased\n\nEconomic\n\nEfficiency\n\n1. Figuring grocery accounts .\n2. Looking up and taking down numbers in phone\nbook .\n3. Doubling recipes or cutting them down onehalf .\n4. Signing checks and all business papers .\n5. Starting savings account .\n6. Filling out money orders .\n7. Earning money by selling produce .\n8. Mending and darning clothes better .\n9. Knowing how to save food; not wasting .\n10. Making better gardens .\n11. Saving left-over food .\n12. Figuring and paying bills .\n13. Counting money .\n14. Writing receipts .\n15. Reading directions for making a garden .\n16. Writing down things to remember and direc¬\ntions to be followed .\n17. Signing delivery slips .\n18. Writing checks .\n19. Dividing the way money is to be spent .\n20. Reading advertisements for best prices .\n21 .\n22 .\nII. New\n\nInterests\n\n1. Enjoying, reading and hearing about new\nthings .\n2. Taking more interest in school work because\n1 see what it is worth .\n3. Making children more interested in their\nschool because I’m more interested .\n4. Going to night school until I finish .\n5. Visiting city hall and library .\n6. Going to court house and night school office. .\n7. Going on more trips .\n8. Visiting public buildings .\n9. Reading highway signs .\n10. Reading street car and bus names .\n11 .\n12 .\nIII. Wiser\n\nUse of Leisure\n\nTime\n\n1 . Reading more books and better books .\n2. Reading magazines for pleasure .\n3. Writing and reading more letters .\n4. Playing more games .\n\n.\n\n"}
{"page": 269, "printed_page": null, "text": "Department\n\nCHECKLIST\n\nOF\n\nof Adult\n\nLIFE\n\nEducation\n\nACTIVITIES\n\nEnables\nme to\nmake\nor to\nsave\nmo\nney\nmore\n\n265\n\n(Continued)\n\nEnables\nme to\nadd to\ncreases\nrespect\nmy self-\n\nthe hap¬\nandof my\npiness\nfamily\nmyself\n\nEnables\nme to\ntake a\nmore\nactive\nof my\nthe life\nmunity\npart in\n\nEnables\nme to\nof my\nimprove\nditions\nfamily\nthe\nliv¬\ning con¬\n\nIn¬\n\n1\n\nS.\n6.\n7.\n8.\n9.\n10.\n11.\n\nReading news items in paper .\nMaking more friends .\nMaking children and family happier .\nEnjoying Night School parties .\nListening to radio .\nListening to phonograph .\nSinging more and different songs besides\nhymns .\n12. Reading Bible and understanding it better. . .\n13. Reading Bible stories to children .\n14. Studying Sunday school lessons at home .\n15. Looking up Bible references .\n16. Going to church more and helping in Sunday\nschool and church activities .\n17. More encouraged to attend Sunday school\nbecause of being able to take part .\n18 .\n19 .\nIV. Increased\n\nSelfrespect\n\n1. Knowing and talking wj,th people who have\nhad better education than l .\n2. Going to public places without embarassment.\n3. Knowing better how to meet people .\n4. Carrying on conversations more easily .\n5. Reading and writing own letters .\n6. Writing before people without embarrassment .\n7.\n8.\nV. More\n\nEffective Citizenship\n\n1. Voting more often .\n2. Reading and marking my own ballot .\n3. Understanding more about what taxes are for.\n4. Protecting school and other public property. .\n5. Helping to plan and carry out community\nprojects .\n6. Acting as officer or member of committee in\nsocieties or lodges .\n7. Acting as member of committees in com¬\nmunity school council and officers in\nschool activity program .\n8. Belonging to P. T. A .\n9. Helping neighbors with food problems; shar¬\ning recipes; giving garden cuttings and\nhelping them plant their gardens .\n10. Getting friends to go to night school and help¬\ning them to go .\n11\n.\n“ .\n12 .\n\nVI. More Active Participation in Day School\nActivities\n1. Visiting day schools as often as possible .\n2' Going to school entertainments .\n3. Helping children with their lessons .\n4. Taking part in plays .\n5. Signing children’s report cards .\n6. Writing excuses for children's absences .\n7. Encouraging neighbors to keep children .\n\nin school .\n\n8.\n9.\n\n2\n\n3\n\n4\ncom¬\n\n5\n\n"}
{"page": 270, "printed_page": null, "text": "266\n\nNational\n\nCHECKLIST\n\nOF\n\nEducation\n\nLIFE\n\nAssociation\n\nACTIVITIES\n\n(Continued)\n\nEnables\nme to\n\nEnables\nme to\nmake\nor to\nsave\nmoney\nmore\n\nadd to\n\ns\n\ncrease\n\nthe hap¬\nof\nt\nand\nmy\nrespec\npiness\nfamily\nmyself\nf\nmy sel\n\nEnables\nme to\ntake\nmore a\nactive\nof my\nthe\nlife\nmunity\npart in\n\nEnables\nme to\nimprove\nof my\nditions\nfamily\nthe\nliv¬\ning con¬\n\nIn¬\n2\n\n1\n\n3\n\n4\ncom¬\n\nVII. Increased Ability to Gain New Ideas and to\nExpress Them More Effectively\n1 . Making more and better talks outside of night\nschool classes .\n2. Understanding better what other people read\nand being able to tell more about things I\nread .\n3. Giving directions for doing things and going\nplaces more accurately .\n4. Making explanations that are easier to under¬\nstand .\n5. Discussing something so that others under¬\nstand better. .\n6. . .\n7.\nVIII. Better Care of Health\n\nof Self and Family\n\n1. Taking children to health clinic .\n2. Planning better meals .\n3. Having children keep health rules .\n4. Looking after sick better .\n5. Reading health papers .\n6. Having foods that contain fruits and green\nvegetables .\n7. Drinking more water and milk .\n8. Planning and serving tray for sick person ....\n9. Brushing teeth oftener .\n10. Packing school lunches .\n11. Knowing importance of plenty of fresh air. . . .\n12. Being willing to have children vaccinated and\ninoculated .\n13. Screening windows and doors .\n14. Knowing importance of plenty of sleep .\n15. Making better biscuits .\n16. Having\n17. Having\n18. Having\nnoids\n\nchildren’s teeth treated .\nchildren’s eyes examined .\noperation to remove tonsils and ade¬\n.\n\n19. Reading doctor’s directions .\n20. Cleanliness in cooking — keeping kitchen and\ncooking vessels cleaner .\n21. Taking baths more frequently .\n22. Changing clothes more often .\n23 .\n. .\n24 .\nIX. More\n\nPleasant\n\nand Attractive Homes\n\n1. Cooking by recipes .\n2. Keeping house cleaner .\n3. Having more to eat and wear .\n4. Making better provisions for children to bathe\nmore frequently .\n\n5. Ventilating homes .\n\n6. Screening homes .\n7. Reading magazines that tell about home,\ncooking, gardening, recipes, farming, etc. .\n7. Using better table manners .\n8. Carrying on pleasant conversation at meals. .\n9. Buying more attractive furniture .\n10. Making home more attractive by:\n\n(a) Being well planned .\n(b) Being well painted .\n\n(c) Having\n\nwell kept back and front yards.\n\n•\n\n5\n\n"}
{"page": 271, "printed_page": null, "text": "Department\n\nCHECKLIST\n\nOF\n\nof Adult\n\nLIFE\n\n267\n\nEducation\n\nACTIVITIES\n\n(Continued)\n\nEnables\nme to\n\nEnables\nme to\nmake\nor to\n\ns\ncrease\n\nmo\nney\nsave\nmore\n\nt\nrespec\n\nadd to\n\nmy self-\n\nthe hap¬\nand my\npiness\nfamily\nmyself\nof\n\nEnables\nme to\nmore\ntake a\nactive\nof my\nthe life\nmunity\npart in\n\nEnables\nme to\nimprove\nof my\nthe\nliv¬\nfamily\nditions\ning con¬\n\nIn¬\n\n2\n\n1\n\n3\n\n4\n\n5\n\ncom¬\n(d) Having flowers, grass and trees .\n(e) Having a pretty approach .\n(f) Having a few good pictures on the wall\n11. Making house work easier and more effective\nby buying:\n(a) Fireless cooker .\n(b) Washing machine .\n(c) Electric systems (Delco, etc.) .\n(d) Percolator .\n(e) Toaster .\n(f) Kitchen sink .\n(g) Bread board .\n(h) Rolling pin .\n(i) Sieve .\n(j) Long-handled spoon .\n(k) Biscuit cutter .\n(l) Double boiler .\n(m) Knife sharpener .\n(n) Dish drainer .\n(o) Spatula .\n(p) Can opener .\n(q) Food chopper .\n(r) Egg beater .\n(s) Colander .\n(t) Potato masher .\n(u) Cake turner .\n(V) Long handled dust pan .\n(w) Paring knife .\n(x) Shears .\n(y) Proper height table (30 inches for aver¬\nage woman) .\n(z) Sewing machine and attachments .\n(1) Tape line .\n(2) Thimble .\n(3 ) Needles .\n12 .\n. .\n13 .\n\nVI. What we can see as results of the study — The responses were interesting\nand often surprising. They were carefully tabulated and the six values most\nfrequently checked under each major heading were listed.\n1. Signing delivery slips\n2. Signing checks and all business papers\n3. Figuring grocery accounts\n4. Writing checks\n5. Reading advertisements for best prices\n6. Dividing up the way money is to be spent\nII. New\n\ninterests (10 activities listed)\n\n1. Taking\n\nmore\n\ninterest in school work\n\nbecause\n\n2. Reading highway signs\n3. Going to night school until I finish\n4. Enjoying, reading, and hearing about new\n\nI see what\n\nthings\n\nit is worth\n\n"}
{"page": 272, "printed_page": null, "text": "268\n\nNational\n\nEducation\n\n5. Reading\n\nstreet car and bus names\n\n6. Making\n\nchildren more\n\nIII. Wiser\n\nAssociation\n\ninterested in their school because\n\nI’m more\n\ninterested.\n\nuse of leisure time (17 activities listed)\n\n1. Writing and reading more letters\n2. Making more friends\n3. Reading more books and better books\n4. Reading news items in paper\n5. Making children and family happier\n6. Enjoying night school parties\nIV. Increased\n\nselfrespect (6 activities listed)\n\n1. Knowing and talking with people who have had better education\n2. Carrying on conversations more easily\n3. Reading and writing own letters\n4. Knowing better how to meet people\n5. Writing before people without embarrassment\n6. Going to public places without embarrassment\n\nthan I have\n\n1. Protecting school and other public property\n2. Understanding more about what taxes are for\n3. Helping to plan and carry out community projects\n4. Reading and marking my own ballot\n5. Helping neighbors with food problems; sharing recipes; giving garden\ntings and helping them plant their gardens\n6. Voting more often\n\ncut¬\n\n1. Encouraging neighbors to keep children in school\n2. Going to school entertainments\n3. Signing children’s report cards\n4. Taking part in plays\n5. Helping children with their lessons.\n6. Writing\n\n.\nMore\n\nexcuses\n\nfor children’s absences\n\n(5 activities listed)\n1. Understanding better what other people read and being able to tell more\nabout things I read\neffec 2. Giving directions for doing things and going places more accurately\nt3.\niveDiscussing\nsomething so that others understand better\ncitiz\nenshi\np\n4. Making explanations\nthat are easier to understand\n(9 ac\nti it\nies ltalks outside of night school classes\n5. Making more and vbetter\nisted)\n\n1. Taking baths more frequently\n2. Reading health papers\n3. Looking after sick better\n4. Changing clothes more often\n5. Screening windows and doors\n6. Reading\n\ndoctor’s directions\n\n1. Using better table manners\n2. Carrying on pleasant conversation\n\nI\nMore ac\nt.\nive part\nici\n\nat meals\n\n"}
{"page": 273, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n269\n\n3. Ventilating homes\n4. Making\n\nbetter provisions for children to bathe more\n\n5. Reading magazines\ning, etc.\n\nfrequently\n\nthat tell about home, cooking, gardening,\n\nrecipes, farm¬\n\n6. Screening homes\n\nThe\n\nchecking by the evening school students of the one hundred\n\nand\n\nnine “life activities,” each one of which indicates helpful changes in the\nlives of most of the students, has a very real value and will probably prove\nhelpful in the legislative hearings. It cannot yet be considered conclusive,\nhowever, as the checklist has not been administered to the control group\nof adult illiterates, untaught because unwilling to try. This will be done in\nthe fall and the findings used in completing this part of the study.\nIn the present status, the study may best be considered as a description of\nthe construction of an instrument for securing authentic data on values\nresulting from a program of adult elementary education — a homely and\nfaulty instrument it may be, but at least it has been fashioned with care and\nwithout pattern, since no pattern could be found. Its value, as a practical\ntool, will be tested next year in working out the further problems which\nhave suggested themselves during the working out of this one.\nProblems\n\nindicated for further study — The\n\nmost\n\noutstanding\n\nof these\n\nnew problems are :\n1. Case studies of the social, economic, educational and informational\ngrounds and intellectual levels of the native illiterate adult.\n2. Case studies of results accomplished\nadult in Evening Schools.\n\nby the education\n\n3. What classroom activities and materials correspond\nactivities engaged in by native illiterate adults?\nA. What types of activities and materials\nof native adult beginners to textbooks?\n\nof the native illiterate\nmost\n\nin maste\n\nTHE\n\nLEISURE\n\nners\n\nJOY\n\nELMER\n\nMORGAN,\n\nthe work\n\nring\n\nEDITOR,\n\nOF\nTHE\n\nASSOCIATION,\n\nnearly\n\nshould precede\n\nB. What is the validity of standard and of recommended\nreading for native adult beginners?\nbegin\n\nback¬\n\nwith\n\nlife\n\nthe introduction\ninformal\n\ntests of\n\nof the first three grades\n.\n\nTOMORROW—\nJOURNAL\n\nOF THE\n\nWASHINGTON,\n\nABSTRACT\nNATIONAL\n\nEDUCATION\n\nD. C.\n\nThe four-hour working day has been predicted by the foremost thinkers\nin American industry. Most people have thought of it as something that\nwould come in some future magic world. It is quite possible that many\npeople who\n\nare now\n\nin the schools will live in an American\n\nsocial system\n\n"}
{"page": 274, "printed_page": null, "text": "270\n\nNational\n\nEducation\n\nAssociation\n\nwhere the four-hour day will be an accepted practise. Less than a century\nago when Horace Mann was leading a great movement for the improve¬\nment of the schools the one hundred-hour working week was common. We\nnow’ have a wmrking wreek of approximately fifty hours. In other wrnrds the\naverage reduction has been one half-hour per year.\nMachines and combinations are now replacing men at a much more rapid\nrate than ever before and the process is likely to go on for sometime. It is\nreasonable to assume that the working w7eek will be shortened an average\nof one hour per year. Starting with the fifty-hour week for 1930 we may\ntherefore reasonably expect a forty-hour w7eek, the equivalent of five eighthour days, by 1940; a thirty-hour week, or the equivalent of five six-hour\ndays, by 1950; and the twenty-hour wTeek, or the equivalent of five fourhour days, by 1960.\nThese are really conservative figures. They suggest a problem which will\nrequire the combined efforts of school, home, church, and community to\nmeet. This increase in leisure, this freedom from the restraints and disciplin¬\ning influences of work may mean dissipation and degradation or through\nthe processes of education it may mean the enrichment of life, the perfection\nof the creative arts, the building up of the home, and higher levels of civic\nachievement. It may mean a change of emphasis from mere money\nto the ideal of happiness and excellence as the basic aims of life.\n\ngetting\n\nIf the school is to give training in leisure, changes must be made in its\natmosphere and organization ; the teacher load must be lightened ; better\nlibrary service must be established ; playfields must be enlarged ; leaders in\nadult education must be added to the principal’s staff; school journeys and\nfield trips must be encouraged ; the art of gardening and homeplanning must\nreceive more attention.\nREPORT\n\nOF\n\nTHE\n\nSECRETARY\n\nFirst Session, Monday,\n\nJune 30, 1930\n\n1. Moved by Mr. Moyer of Massachusetts and seconded by Mr. Cavanaugh of\nIndiana University that the president appoint a nominating committee. Motion\npassed. Committee: Mr. Smith, New York; Mr. Castle, Pennsylvania; and Miss\nBurnett, Delaware.\n2. Report of the editorial board and membership committee by Mr. Smith of\nNew York. Motion by Mr. Deming, seconded by Mr. Hill of California that report\nbe accepted. Motion passed.\n3. Resolutions Committee report by Mr. Rejall of New York. Motion by Mr. Hill\nof California, seconded by Mr. Deming of Connecticut to accept. Motion passed,\nResolutions adopted follow. The\npriate persons.\n\nsecretary was instructed to send copies to all appro¬\n\nWHEREAS,\n\nPyrtle of the National\n\nPresident\n\nE. Ruth\n\n—\n\n■«\n\nResolutions\n\ndeemed it wTise to appoint a National\nThrough Schools; and,\n\nCommission\n\nEducation\n\nAssociation\n\non the Enrichment\n\nhas\n\nof Adult Life\n\nWHEREAS, The ever increasing complexity of our social order and the resulting\nintricate problems justify the appointment of such a body; therefore be it\n\n"}
{"page": 275, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n271\n\nRESOLVED, That the Department of Adult Education of the National Education\nAssociation urges that every board of education provide in their respective budgets\nfor the wider use of school buildings and that educational progress for parents,\ncitizens, taxpayers, property owners according to the needs, interests, and abilities\nof the community be regarded as a part of the ideal of equal education for all as\nwell as continuity in education; be it further\nRESOLVED,\n\nThat\n\nthe Department\n\nreaffirms its stand on illiteracy as shown\n\nin the\n\n.\n\nAtlanta proceedings to wit: “The reduction of illiteracy is a duty of federal and\nstate governments. This means that the federal government should grant aid to and\nin cooperation with the states on the basis of the federal census in 1930; and that\nsuch a program aims at fourth grade literacy. It is not to be entered into with the\nidea of its completion in a short time, but should be sustained through a period of\nyears, with adequately trained teachers and under state supervision, centering in\nthe state education departments. Urges cooperation of all educational and patriotic\norganizations with the educational authorities in an effort to provide adequate\nfinancial support locally for the program.”\nRESOLVED, That the ability to read and write English understandingly and a\ngeneral knowledge of the outstanding facts of American history and the principles\nof American government be made an additional qualification for citizenship in our\ncountry; and that Congress and the President be urged to pass legislation demand¬\ning proof of the above by means of a test to be devised by the Commissioner of\nEducation and administered under rules adapted by the Bureau of Naturalization;\nand that a certificate be issued to any applicant who satisfactorily completed the\nexamination or in lieu thereof produced evidence of having completed\ntary school covering a period of eight years in the United States.\n\nan elemen¬\n\nWHEREAS, The United States Office of Education has from time to time published\nthe results of studies and researches in the field of adult education; and\nWHEREAS,\nthis field ;\n\nThey\n\nhave\n\nbeen extremely\n\nhelpful to teachers and\n\nadministrators\n\nin\n\nWHEREAS, By its publications the United States Office of Education has given to\nthe entire country a workable program in the important field of education; and\nWHEREAS, The wide\nof Adult Education,\n\nscope of study and research\n\nhas embraced\n\nimportant\n\nfields\n\nBE IT RESOLVED, That the Department of Adult Education of the National Edu¬\ncation Association commends the United States Office of Education for this im¬\nportant service.\nMembers of the Resolutions Commitee:\nKatherine Kohler, Minnesota\nAlfred Rejall, New York, Chairman.\nR.\nb\nnN,e\nso\nEl\n\nDepartmental\n\nletter for Cornerstone of new N. E. A. building read\nby Mr. Deming of Connecticut, approved upon motion of Mrs. Morriss of North\nCarolina, and seconded by Mr. Cavanaugh of Indiana.\na\n\n5. Proposed\n\nsk\n\nra\n\n4. Committee on Naturalization and Immigration report by Miss Burnett of Dela¬\nware. Motion by Mr. Moyer of Massachusetts, second by Miss Aiton of Washington,\nD. C., to accept. Motion carried.\n\n6. President’s report to assembled delegates was\nprinted elsewhere in this book. See index.)\n7. Secretary ordered to secure\nmittal to office of publications.\n8. Dr. W.\n\nS. Gray of Chicago\n\nsub-committee\n\npresented\n\ncopies of all manuscripts\n\nand\n\nand\n\naccepted. (It is\n\nreports for trans¬\n\nUniversity at this time presented the findings of the\n\non technics of the National\n\nIlliteracy Commission.\n\n"}
{"page": 276, "printed_page": null, "text": "272\n\nNational\n\n9. Nominating\n\nCommittee\n\nEducation\n\nAssociation\n\nreported as follows:\n\nPresident — L. R. Alderman, Washington, D. C.\nSecretary — Alonzo G. Grace, University of Rochester, Rochester, N.Y.\nExecutive Director — Elizabeth Morriss, Buncombe County, N. C.\nTreasurer — Agnes Winn, Washington, D. C.\nExecutive\nThe following were nominated\ntute the executive committee.\n\nCommittee\n\nto serve with the officers and together will consti¬\n\nKatherine Kohler, Minneapolis\nFrederick S. De Galan, Detroit\nRobert Deming, Hartford\nOfficers and Executive\n\nCommittee\n\nunanimously\n\nelected.\n\n10. The Treasurer’s report, by Miss Agnes Winn, showed a balance on hand for\nJune 1, 1930, of $208.61. The report also showed a total of 909 members on the\nroll, June 30, 1930, 606 of whom\n11. Recommended\n\nhad dues paid for 1929-30.\n\nby Miss Winn:\n\n1. A small membership committee consisting of two members of the execu¬\ntive committee and the treasurer. Mr. Smith, Mr. Grace and Miss Winn\nwere appointed.\n2. Committee on a Departmental\nWinn appointed.\n\nfolder. Mr. Smith, Mr. Deming\n\nand Miss\n\nSecond Session, Tuesday, July 1, 1930\nApproximately\nThe\n\nResearch\n\na hundred\n\nProgram\n\nparticipated in the following\n\nin Adult\n\nprogram:\n\nEducation\n\nJohn K. Norton, Director, Research\nWashington, D. C.\n\nDivision, National\n\nEducation\n\nW. W. Charters, Director, Bureau of Educational Research\nEducation, Ohio State University, Columbus, Ohio\nCoordination\n\nHow\n\nof Adult\n\nto Determine\n\nMarguerite\nThe\n\nEducation\n\nPrograms\n\nthe Adult Education\n\nand\n\nNeeds\n\nCommunity\n\nAssociation,\n\nand Professor\n\nOrganization\n\nof a State\n\nBurnett, State Director of Adult Education, Wilmington,\n\nProblem\n\nof\n\nDel.\n\nof the South\n\nWil Lou Gray, Supervisor\nColumbia, S. C.\n\nof Adult\n\nSchools, State Department\n\nThird Session, Wednesday,\n\nof Education,\n\nJuly 2, 1930\n\nMeeting of Department and National Commission on the Enrichment of Adult Life.\n1. Alderman and Grace elected temporary president and secretary.\n2. A constitution was presented and adopted.\n3. The following officers were regularly elected:\nPresident — James A. Moyer, Boston, Mass.\nVicepresident — Mrs. A. H. Reeve, Philadelphia, Pa.\nJames E. Russell, New York, N. Y.\nSusan A. Dorsey, Los Angeles, Calif.\nSecretary-Treasurer — James\n\nE. Rogers, New\n\nYork, N. Y.\n\n4. Agenda for consideration of the National Commission on the Enrichment of\nAdult Life arranged by the executive committee was presented at this time and\nwith minor changes it was adopted for transmittal to state committees.\n\n"}
{"page": 277, "printed_page": null, "text": "Department\n\nFourth\nThe\n\nfollowing\n\nof\n\nAdult\n\nSession, Wednesday,\n\ndinner meeting\n\nprogram\n\nwas\n\n273\n\nEducation\n\nJuly 2, 1930\n\npresented:\n\nPresiding:\nL. R. Alderman,\n\nOffice of Education,\n\nWashington,\n\nD. C.\n\nAddresses:\nJoy Elmer Morgan, Editor, Journal of National Education Association, Wash¬\nington, D. C.\nJ. L. Clifton, State Director of Education, Columbus, Ohio\nE. Ruth Pyrtle, Principal, Bancroft School, Lincoln, Nebraska; President,\nNational Education Association.\n\nExecutive\n\nCommittee\n\nMeeting,\n\nTuesday,\n\nRevised Agenda for consideration of the National\nment of Adult Life. Following statements agreed to:\nSuggested\n\nJuly 1, 1930\n\nCommission\n\non the Enrich¬\n\nOutline for State Committees\n\n1. To assist the National Education Association and the Department\nof Adult Education of the N. E. A. to secure greater cooperation\n\ns\n\nive\n\nect\n\nObj\n\nA. General\n\nand coordination\nlic instruction.\n\nof adult education\n\n2. To enable schools through Boards\nquately for the education of adults.\n\nthrough\n\nthe agencies for pub¬\n\nof Education\n\nto provide\n\nade¬\n\nB. Specific\n1. To show the need for a coordinating agency where\ngrams operate jointly or separately in a community.\n2. To bring before the public facts concerning\nable and intelligent use of leisure.\n3. To show\nhood.\n\nthe need for parental education\n\n4. To show\n\nthat adult education\n\n6. To promote\n\nA. That\n\ntrained\n\na research program\n\nteachers\n\nand\n\nleaders\n\nadults, particularly elementary\n\nleisure and the profit¬\n\nand training for parent¬\n\nis a necessary\n\nprogram.\n5. To show the need for a program\nwell as formal courses.\n\nseveral pro¬\n\npart of the educational\n\nof informal\n\nadult education\n\nas\n\nfor adult education.\n\nare needed\n\nfor the instruction\n\nof\n\ngrades.\n\nB. That adult educational opportunities\nmunities as well as urban districts.\n\nshould\n\nbe provided\n\nin rural com¬\n\nA. To suggest that each state education association or section thereof in¬\nclude in its main program a discussion on the general theme of adult\neducation and the enrichment of adult life.\nB. Suggest to teacher-training\nadult education.\n\ninstitutions the inclusion of credit courses in\n\n"}
{"page": 278, "printed_page": null, "text": "274\n\nNational\n\nEducation\n\nAssociation\n\nC. Since “Adult Education” is the official organ of the Department of Adult\nEducation of the N. E. A., it should be adopted as the official publica¬\ntion in the states.\n\n"}
{"page": 279, "printed_page": null, "text": "Department\n\nof Business\n\nEducation\n\n"}
{"page": 280, "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,\n\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 193031 are: President , Helen Reynolds, Assistant Pro¬\nfessor of Secretarial Studies, School of Commerce,\nOhio University, Athens, Ohio; Vicepresident , B.\nFrank Kyker, Director, Department of Business,\nBerea College, Berea, Ky. ; Secretary , Katherine\nMunkhoff, Instructor in Commerce, Grant High\nSchool, Cedar Rapids, Iowa.\nThis Department meets once each year in July.\nFacts relating to the establishment of this Depart¬\nment and the record of the meetings are found in\nearlier Proceedings as follows :\n1893:787-807\n1894:957-990\n1895 :862-891\n1896:791-836\n1897:792-824\n1898:856-893\n1899:998-1031\n1900:542-582\n\n1901:721-758\n1902 :644-702\n1904:709-737\n1905:669-707\n1907:877-905\n\n1909:701-719\n1910:833-873\n1911:827-869\n1912:1031-1095\n1913:619-637\n1914:649-663\n\n1908:871-907\n\n1915:883-941\n\n1903:719-753\n\n[ 276 ]\n\n1916:361-397\n1917:315-345\n1918:235-249\n1919:259-271\n1920:263-271\n1921 :369-3 77\n1922:575-591\n\n1923 :553-568\n1924 :429-439\n1925:354-365\n1926:371-391\n1927:335-352\n1928:305-324\n1929 :31 7-334\n\n"}
{"page": 281, "printed_page": null, "text": "PERSONNEL WORK IN THE COLLEGE OF COMMERCE\nAND ADMINISTRATION OF THE OHIO STATE\nUNITERS I TY—A BSTRACT\nC. W.\n\nREEDER,\n\nJUNIOR\n\nDEAN,\n\nUNIVERSITY,\n\nCOLLEGE\n\nOF\n\nCOLUMBUS,\n\nCOMMERCE,\n\nOHIO\n\nSTATE\n\nOHIO\n\nThe personal contact with the in-coming students in the College of\n\nCommerce and Administration, as well as for the entire University,\nbegins with the freshman week exercises which precede the regular\nopening of the University. In the freshman week program, the students of\nthe College of Commerce, as well as of the other colleges, are segregated\ninto separate sections under direction of members of the faculty from their\nown colleges. This insures a college homogeneity\ntageous.\n\nwhich\n\nis quite advan¬\n\nOne of the projects in the freshman week is a personal interview between\nthe faculty adviser and the freshman. This interview is expected to consume\nat least one-half hour. In this contact the faculty adviser attempts, first of\nall, to let the new student know that the University is interested in him per¬\nsonally. Since such is the case, it is necessary to talk over a number of\nmatters which vitally affect his welfare as a university student. Topics for\ndiscussion are suggested to the faculty adviser in a Freshman Week Inter¬\nview Report, which he fills out for each student after the interview has\noccurred. The chief points for consultation are as follows :\nregister in this college, when their\nStudents frequentl\ncolleges in the Universit\ny.\ny\nis to ascertain\nplans are entirely different. The interview\ninterests and vocationa\nl\ner\nis in line with the\nif the course of study selected or the college of registrati\non\ninterests. If any more choices have\no v\np\nmajor intellectu\nal, rofessional, r ocational\nbeen made, the thought is that a transfer to another college will be effected imme¬\nwith a\ndiately, so the student will be getting the proper courses. In connectio\nn\ntries to discover the factors which have\ndiscussion of this problem, the interview\ner\ninfluenced the student’s choice. If he does not know what he wants, then efforts are\nmade to assist him in a vocational choice.\nfailure\nand find out their folly when academi\nof study and selfsupp\nprogram\nc\nort,\ns\nis fired by stories of students who have\nstares them in the face. The imagina\ntion\nBut what price glory! Where one suc¬\nworked their way through the Univers\nity.\nweek goes very carefull\nceeds, many fail. So the faculty adviser in freshma\ny\nn\nHe finds out if a\nand financia plans of the new students\ninto the employ\nment\nl\n.\nwhere;\nif a job has been secured\nstudent has to work for full or partial selfsupp\n;\nort;\nand the nature of the work. Many of these cases\nhow much time it will require\n;\nup by the junior dean at a later date.\nare followe\nd\n\nexamin\nupon entran\nto the Univer\nare\nation\nce\nsity. Reports upon such examinatio\nn\ns\navaila\nto Univer\nofficer\nble\ns. The faculty adviser in this interview is therefore\nsity\nnot makin\nhe is only inquir\nin a genera\nway into the\ng a medical examination\ning\nl\n,\nhealth of the studen and trying to disco\nver if he has any health worries, or obvious\nt\nphysic\nal defects, particularly deafness or speech difficulties.\n[ 277 ]\n\n"}
{"page": 282, "printed_page": null, "text": "278\n\nNational\n\nEducation\n\nAssociation\n\n(4) Living conditions — The environment in which the student lives contributes\nnot a little to his success or failure. There is a vast difference in the problems of\na dormitory and a private house, regular study hours and hit-or-miss preparation,\nprobation roommates, and senior honor students, etc. These factors are illuminating\nwhen interpreting the subsequent general record of a student.\n(5) Personal difficulties — Students may seem care-free, but many of them carry\nheavy burdens of worry. There is sickness at home, financial problems of the\nfamily, domestic difficulties, racial prejudices, emotional conflicts, and other troubles\nequally serious. The faculty adviser is not skilled in the technic of a clinical\npsychiatrist, but he can get at the obvious difficulties which may upset a student.\n(6) Major extra-curriculum interests — Many students look on “activities” as the\nmain issue of University life, rather than “studies.” Others recognize the proper\nrelation of the two, but still like to indulge in the frills. The interviewer in freshman\nweek can get a pretty fair line on the student’s interests, and thus determine\nmuch interference an activity program may have on a study program.\n\nhow\n\n(7) General estimate — After talking with a student for half an hour and after\ndiscussing these fundamental relationships with him, the faculty adviser is asked\nto give an impression of the prospective student, whether he is extremely promising,\nfairly promising, average, doubtful, or generally weak and ineffective.\n\nAfter the freshman week program is over, the interview report blanks\nare turned over to the junior dean. He reads each report critically, and if\na student needs a follow-up interview for any reason, he is called to the\noffice for conference. This is what is termed the “do something” stage. A\nstutterer is sent to the phonetic laboratory for treatment; a course is dropped\nfor a student carrying a heavy employment load ; a student deficient in pre¬\nvious preparation is sent to the remedial projects, etc. Every effort is made\nto bring the students as soon as possible into proper adjustment to their\nuniversity obligations so they can proceed to meet the requirements of their\ncourses. While the first month of the school year is devoted largely to this\nactivity, yet adjustments have to be made throughout the year.\nAnother large project under way in the personnel program in the College\nof Commerce is the “interview section.” This is so termed because the in¬\nstructor has agreed with the junior dean to interview each member of his\nsection at least once during the quarter. The interview will occupy at least\ntwenty minutes. In this interview the instructor has several very definite\nthings to do :\n1. He is to show\ninterested in him.\n\nhimself\n\nfriendly to the student\n\nand\n\nto let him\n\nknow\n\nhe is\n\n2. He is to lay out a program for the brilliant and mentally superior student\nwhereby he can get more out of the course by reading widely in the literature of\nthe field, or doing special projects. Excuse from class attendance and other special\nconcessions are part of th*e procedure.\n3. For the average student, the instructor tries to discover elements of interest\nthat may be used for better work. In case of any let down, toning-up measures\nare used.\n4. For the weak\ndies sought.\n\nstudents, analyses are made\n\nof the specific difficulties, and reme¬\n\nIn connection with this project, the junior dean’s office supplies to each\n\n"}
{"page": 283, "printed_page": null, "text": "Department\n\nof Business\n\nEducation\n\n279\n\ninterview instructor a “Personnel Data Sheet” for each student in hi;; class.\nThe facts for this record are taken from a rather comprehensive application\nform which the student fills out when\n\nadmitted to the University, and also\n\nfrom data in the office files and in the student’s personnel folder. Among the\nfacts noted are the following: Home community, high school, high-school\nrating, date of graduation, employment experience in high school, best sub¬\njects, poorest subjects, parentage, finances, health, vocational plans, intel¬\nlectual interests, and scores on intelligence examination. If the student has\nhad any university experience, a record is supplied of university grades,\ncampus activities, comments from other interview instructors, and such other\ndata as will assist the instructor to understand better his group of students.\nAt the close of each quarter, the instructor reports on each student inter¬\nviewed. In general the following topics are used: Course work difficulties,\nsocial and personality difficulties, major interests, major handicaps, general\nimpressions, recommendation to the junior dean. These reports become part\nof the personnel history of the student. They serve a variety of uses in un¬\nderstanding the students and in handling adjustments.\nDuring the year 1929-30, fourteen different instructors in the junior area\nparticipated in this program. They taught 43 sections with a registration\nof 1053 students. Several hundred commerce students were members of\nsuch interview sections in other colleges, inasmuch\nfollowed there, too.\n\nas the same\n\ntechnic is\n\nAs to the net utility of the interview sections, we are not positive. The\ninstructors are enthusiastic over the method. They accept the additional\ninterviewing load voluntarily and are glad of the opportunity to get a\nbetter understanding of their students. The students enjoy the conferences\nbecause they find out the instructors are human. But we have yet to find\nan “interview” section that surpasses a “non-interview” section when final\ngrades are concerned. However, we have found certain instructors that\nhave a genius for motivating the superior student, but failing with the weak\nstudent, while others seem to have a knack of pulling a flunker out of the\ngrave, but allowing a brilliant student to loaf along on an average grade.\nThe\n\nensuing year will see some very definite testing devices applied to the\n\nproject to determine objectively its usefulness. However, the personal equa¬\ntion is worth much, even if a grade is not changed by such contacts.\nWhile discussing the major-planned projects in the personnel program,\nattention must not be lost of the regular daily routine voluntary conferences\nwhich are conducted in the college offices. The utmost freedom exists be¬\ntween the college and its students. Literally, hundreds, if not thousands, of\ncontacts are made in a year’s time, so the personal relationships are part of\nthe college atmosphere and taken for granted. However, methods are being\nadopted to multiply such contacts, and we shall not be completely satisfied\nuntil every teacher becomes a personnel officer to the extent that he contacts\nhis students and becomes personally acquainted with them.\n\n"}
{"page": 284, "printed_page": null, "text": "National\n\n280\n\nEducation\n\nAssociation\n\nSTANDARDIZATION: PRELIMINARY STEPS, SUGGES¬\nTIONS, AND RECOMMENDATIONS— ABSTRACT\nE. M.\n\nHULL,\n\nPRESIDENT,\n\nBANKS\n\nCOLLEGE,\n\nPHILADELPHIA,\n\nPA.\n\nIf I were to set up criteria for the private business schools, with their\npresent day aims, they would be, in part, as follows:\n1. Fewer courses of study, each with a uniform nomenclature.\n2. The adoption of courses of study built around the needs of business.\n3. All courses of study should be based on the standard semester hour\nplan and should be approved for breadth of study, and for concentration,\nwith justifiable relations to the resources of the institution.\n4. All courses of study having the same uniform nomenclature should\nhave the same uniform content, with standards of measurement comparable\nwith those of institutions of higher learning doing a similar type of work.\n5. Classify schools that are already members of the Association on the\nbasis of equipment, facilities for teaching, qualification of teachers, etc.,\nbut not on reputation.\n6. On\n\nthe supposition that member\n\nschools are to be classified as junior\n\nmembers and senior members — then the enrolment of junior member schools\nshould be maintained on a minimum basis of fifty students, and that of the\nsenior member schools on a minimum basis of one hundred students.\n7. The requirement for admission of students to junior member schools\nshould be as follows: Fifty percent of the student body should have at least\n30 units from an accredited high school, and fifty percent of the student\nbody may be admitted as special students. The admission of students to the\nsenior member schools should be as follows: Seventy-five percent of the\nstudent body shall have satisfactorily completed a four year course of study\nin a secondary school approved by an accrediting agency recognized by the\nNational Association of Accredited Commercial Schools, and twenty-five\npercent of the student body may be admitted as special students.\n8. The employment of a faculty that will be approved by the accrediting\nagency of the National Association of Accredited Commercial Schools.\n9. Each school should have at least four qualified instructors, at least\nthree to be on fulltime.\n10. The work given should be equivalent in prerequisite scope and thor¬\noughness to the work done in a firstclass high school and the collegiate de¬\npartments of commerce.\n11. The course content and subject content should be worked out on the\nbasis of instruction hours and laboratory hours of work, i. e., minutes per\nperiod, periods per day, hours per day, days per week, and weeks per year,\nminimum time period for course, and a uniform marking system to express\nthe educational progress in grades.\n12. All graduation should be based on the satisfactory completion of\nthirty-year hours, or sixty-semester hours of work.\n\n"}
{"page": 285, "printed_page": null, "text": "Department\n\nof Business\n\nEducation\n\n281\n\n13. No school should be accredited or given a standing until it has been\ninspected and reported upon by a committee regularly appointed for the\npurpose by the accrediting organization.\n14. The scope of the committee appointed to examine or inspect each\nschool, in each classification, every year should include the members’ adver¬\ntising, printed circulars, catalogues, business methods, professional ethics,\nequipment, methods of instruction, the instruction material, and the content\nof such material.\n15. The equipment\ninspection committee.\n\nshould be adequate, as may be determined\n\nby the\n\n16. The building should conform to the standards set up for schools by\nthe authorities of the municipality in which the school is located.\n17. The school should have been in successful operation for a period of\not least three years before being admitted to membership.\n18. A reasonable financial responsibility should be required. An income\nsufficient to maintain good service.\n19. Each member school should be required to obtain a uniform charter\n— not as to the conduct of the school, but as to its educational aims and\npurposes.\n20. The appointment of a physician’s committee to diagnose the ills of\nschools and to prescribe the panacea needed to cure such ills as financial\ndifficulties, reorganizations, interior adjustments, combining of interests with\nthose of another school, changing managements,\n\nTHE\n\nand other welcome\n\nservices.\n\nNECESSITY OF CLOSER RELATIONS BETWEEN\nBUSINESS AND THE SCHOOLS— ABSTRACT\n\nCAMERON\n\nBECK,\n\nPERSONNEL\n\nDIRECTOR\n\nEXCHANGE,\n\nNEW\n\nOF\n\nYORK,\n\nTHE\nN.\n\nNEW\n\nYORK\n\nSTOCK\n\nY.\n\nWe have no fault to find, generally speaking, with the product of the\nmodern secondary or business school. It is our opinion that the lad who\ncomes to us with his high-school diploma or its equivalent is a young man\nwho is fairly well grounded in the fundamentals. That he lacks certain\nessential things is evident. It is about some of these things I would call to\nyour attention today.\nThe diploma of the high-school boy who comes to us tells us that he has\nsome knowledge of books ; it is easy to discover his interest in athletics, but\nthe one thing we are concerned about more than anything else is his character.\nHas the classroom instilled into his life the thought that the training he\nwas receiving was to be the foundation for substantial achievement in the\nfuture? H as he left the schoolroom with the idea firmly fixed in his mind\nthat society has a right to expect of him that he be a worthy citizen ?\nWhy is it that ninety of every hundred applicants at the close of an\ninterview ask the question: How much is there in it? What are the hours?\nIs it not possible to teach children that work can be something more than\n\n"}
{"page": 286, "printed_page": null, "text": "282\n\nNational\n\nEducation\n\nAssociation\n\na job and that wages can be something more than money? I would suggest\nthat in modern textbooks there be introduced the word WORK, and that\nmore thought be given to instilling into the minds of your students that work\nis a blessing and not a curse.\nTeach your students the value of integrity. Following a chapel meeting\nat Iowa State College, Dr. Hughes, the president, asked me into his office\nand put this question: “How do you handle a liar?” Several years ago\nnine lads lied to us on their application blanks. You will be interested in\nknowing that they were separated from our employment within nine months.\nThe ethics of modern business call for employees with integrity.\nTeach them the value of old fashioned, rugged honesty in dealing with\nthemselves and with others. Some time ago the dean of the School of Business\nof a great American university, and Channing R. Dooley of the Standard\nOil were lunching with me. The dean turned to Dooley and asked him\nwhat he should teach his students, and Dooley’s answer\n\nwas: “Teach\n\nthem\n\ncommon honesty. Teach them they will have to work with folks.”\nMany times I have seen a lad with intellectual rating kept out of a good\nposition simply because in the twelve years he had been in the hands of\nyou folks, he had failed to catch the idea that cleanliness is a valuable asset\nto a lad in the business world. It was not so long ago that I saw a highschool principal who “wore his food well.”\nCourtesy is the mark of a gentleman. In Wall Street, with all its speed,\ncourtesy is still one of the most valuable assets youth can have. It has been\nthe basis of many a promotion in the institution of which I am a part.\nTeach your students the importance of being punctual. Business expects\nyour graduates to come trained as punctual workmen. It might surprise\nyou to know\n\nsomething\n\nof the time consumed\n\nfundamental\n\nrequirement\n\nof the modern\n\nmodern business who leaves “punctuality”\nmentally or physically ill.\n\nin teaching employees this\n\nbusiness world. The\n\nyouth in\n\nout of his program\n\nis either\n\nThe three “Rs” are still vital to business. Illegible handwriting on the\npart of one of our junior employees cost a member $720 the other day.\nYet I am told that there is a movement to oust penmanship out of the\ncurriculum\n\nand introduce typewriting.\n\nThoroughness\n\nin a few subjects instead of a smattering of a lot would\n\nmeet the needs of business. Recently, in a western city, the vicepresident of\na large insurance company asked me this question: “Why do I have to\nteach a graduate of our local commercial high school how to change a rib¬\nbon on a typewriter and how to make erasures correctly?” It is just such\nexperiences that lead business men to ask for more thorough training in\nfundamentals.\nIt is necessary that students be prepared to meet the changing condition\nof a changing world. We\n\nare living at a time when pet theories need to be\n\njunked. The schools need to help students get the viewpoint that their minds\n\n"}
{"page": 287, "printed_page": null, "text": "Department\n\nof Business\n\n283\n\nEducation\n\nneed to be trained to meet changing conditions. “Changeless people in the\nmidst of changing times” are hard to deal with in school and in business.\nThe personnel managers in any American city would be willing to co¬\noperate with the schools in outlining the important points on “how to apply\nfor a position.” Everyone interested can profitably read and re-read the\npamphlet printed by Columbia University on “How to Get and Keep a\nJob,” by C. R. Dooley of the Standard Oil Company of New York. It\nhas real “meat” in it.\nAs a friendly outsider looking in today, may I suggest that you make\nmore of an effort to enlist the cooperation of the business men in your busi¬\nness education program. A banker in an eastern city told me a while ago\nthat, outside of himself, I was the only man from the business world who\nhad spoken to the students in four years. At a recent gathering somewhat\nsimilar to this I asked 150 commercial teachers how many of them during\nthe school term had made one call on the business men of their communities\nto ask for the job requirements of the vocations they offered, and not one\nwas willing to admit having made a call. Cooperate with the business men\nin your community by:\n1. Inviting them to speak to your students on the qualifications needed to succeed\nin the vocations they represent.\n2. Forming an advisory vocational council of business and professional men and\nwomen to give individual vocational interviews to students throughout the year.\n3. Having students visit the various business and industrial concerns who use\nthe school’s product.\n4. Making personal calls upon employers and personnel directors to secure first¬\nhand vocational and employment information.\n5. Making a constant effort to raise the standards of schools of business educa¬\ntion to the same standards of academic schools.\n\nWhen\n\nthis closer relation between business and the schools becomes more\n\nof a reality, there will be a deeper understanding of each other’s problems\nand a lessening of the gap which now exists between two important divisions\nof society which can ill-afford to attempt to get along without each other’s\nhelp.\n\nEVALUATING\n\nB. FRANK\n\nKYKER,\n\nBUSINESS EDUCATION\n—ABSTRACT\n\nDIRECTOR,\n\nDEPARTMENT\nBEREA,\n\nOF\n\nBY BUSINESS\n\nBUSINESS,\n\nBEREA\n\nCOLLEGE,\n\nKY.\n\nBusiness is unmistakably clear as to what subjects are not being thor¬\noughly taught in the general preparatory training of commercial workers.\nWith hardly an exception business reports deficiencies in the fundamentals\nof grammar, composition, English, and spelling; arithmetic with reference\nto the fundamental\n\nprocesses, speed and accuracy, and handwriting. These\n\ndeficiencies are found\n\nin the work\n\nof the stenographer\n\nand transcribing\n\n"}
{"page": 288, "printed_page": null, "text": "284\n\nNational\n\nEducation\n\nAssociation\n\nmachine operator, in mathematical computations not performed on special\nmachines, and in the multitude of written records that are made by one\nclerk and must be read by several clerks. In personal interviews, sales work,\ntelephone conversations, and written applications deficiencies in oral and\nwritten English are outstanding.\nAs my subject deals primarily with the evaluation of business education,\nI shall now consider the definitely specialized commercial training. As I\n\nclassified and analyzed the opinions of business, there are three conclusions\nwhich are warranted by the actual statements of business or their direct\nimplication.\nFirst: The socalled “short courses” in business are wholly inadequate to provide\nthe essential training for the senior office positions. Short courses are reported as\nmaking it difficult to obtain a position and greatly reducing the chances for promo¬\ntion.\nSecond: A combination of typewriting, shorthand, and a smattering of bookkeeping\ndoes not provide satisfactory training for the positions for which such a course\npurports to give training.\nThird: Relatively few high schools and private business colleges offer the kinds\nof differentiated business courses necessary to qualify for the positions in which\n80 to 90 percent of commercial employees are engaged. In other words, our high\nschools are offering training for 10 to 20 percent of the commercial positions.\n\nWhether\n\nthe school should provide training for these junior commercial\n\npositions and special machine operators may be a question in your mind, but\nI can assure you that business is convinced of the desirability of including\nin the commercial curriculum the training of such commercial employees.\nIn a comprehensive survey, which will soon be off the press, I found only\nthree exceptions to this statement. More office managers stated that the use\nof the check writer, switchboard, and special machines used by mail clerks\nshould be learned on the job than taught at school.\nWhile business in its evaluation of our product is fully convinced of\ncertain deficiencies and limitations of secondary commercial education, yet\nas I stated previously there were office managers who reported high schools\nand business colleges that were graduating excellently prepared commercial\nemployees. In many cases these employers were fully aware of the extent,\nscope, and nature of the commercial courses. An investigation of the schools\nfrom which these employees came revealed what seems to me an adequate\nexplanation of the satisfactory product of these schools.\nFirst: These high schools had an organization or personnel for educational and\nvocational guidance. The commercial courses were not the dumping ground for\nmentally weak students, nor were commercial graduates placed indifferently in\npositions for which they were obviously unfitted.\nSecond: In every instance except one these high schools offered four distinct\ncommercial majors; namely, stenography, bookkeeping, merchandising, and general\nclerical training.\nThird: It should be carefully noted that in these high schools there were research\nand curriculum organizations that in cooperation with business made surveys, job\nanalyses, and arrangements for cooperative employment.\n\n"}
{"page": 289, "printed_page": null, "text": "Department\n\nFourth:\nmen\n\nand\n\naggressive\n\nWhat\n\nof Business\n\n285\n\nEducation\n\nAs you would\n\nexpect, the responsible teachers in these schools represented\n\nwomen\n\nwere\n\nwho\n\ntrained\n\nprofessionally,\n\nexperienced\n\nin business,\n\nand\n\nin their leadership.\n\nare the traits and qualities so significant and vital in commercial\n\neducation? Business has been very generous in furnishing me with a list,\nbut frankly no general list of desirable traits and qualities would be valuable.\nOnly as qualities and traits are identified with a definite position and specific\nduty is the commercial educator able to develop specific habits with the\ndesired trait action.\nTo\n\nthe extent that the commercial\n\neducator can develop such specific\n\nhabits as neatness and accuracy of work, and neatness of person, develop an\nattitude of loyalty and a sense of responsibility, and devise exercises that\nwill develop poise and strengthen personality, to that extent will the com¬\nmercial educator make a significant contribution to the Vital Values of\nCommercial Education.\n\nWILL\n\nA PRACTICAL OFFICE TRAINING DEPARTMENT\nEVER BE DEVELOPED?— ABSTRACT\n\nMARGARET\n\nH.\n\nELY,\n\nINSTRUCTOR\n\nINSTITUTE\n\nOF\n\nIN\n\nSECRETARIAL\n\nTECHNOLOGY,\n\nA practical office training department\npart of any clerical training curriculum.\n\nSTUDIES,\n\nPITTSBURGH,\n\nis bound\n\nCARNEGIE\n\nPA.\n\nto form an important\n\nIt seems fairly certain that con¬\n\nsiderably more than half of our high-school commercial pupils go into posi¬\ntions which may be classed as clerical, approximately ten percent do steno¬\ngraphic work, and a slightly smaller percent are engaged in some form\nof bookkeeping. Figures like these are based on large numbers of office\nworkers, including pupils who did not graduate from high school. Follow-up\nstudies of high-school commercial graduates show a larger percent of pupils\nwhose positions require a knowledge of bookkeeping or stenography.\nThe list of traits demanded by the personnel managers of large financial\ninstitutions — willingness to learn, the habits of accuracy, thoroughness,\nreliability, of seeing a thing through, a certain degree of initiative, a high\nstandard of achievement — is certainly a challenge to teachers of business\nsubjects. The teaching of such traits is a difficult matter and one about\nwhich we know\n\nvery little as yet. Most\n\nof us are familiar with what\n\nDr.\n\nW. W. Charters has written in regard to teaching for ideals and char¬\nacter. In the November, 1929, issue of the Journal of Business Education,\nDr. E. G. Blackstone expresses the opinion that the next great movement\nin education is already upon us, and that the next generation will see atten¬\ntion turned in increasing measure and with progressively greater success\nto the active development of character traits and to the development and\nintegration of personality.\nI submit that the office training department offers peculiar possibilities\nfor this training. Furthermore, it is my belief that the success of such a\n\n"}
{"page": 290, "printed_page": null, "text": "286\n\nNational\n\nEducation\n\nAssociation\n\ndepartment may be measured to a large extent by the degree to which it\nprovides for the development of the necessary character traits. The work\nof this department must be so arranged that such traits as those mentioned\nby Dr. Tildsley will, of necessity, be developed as a natural outgrowth\nof the problems and tasks assigned.\nMr. Arthur H. Carver has given us a much needed reminder as to the\ntype of teacher who must handle such important work as this. He says:\nTeachers\n\ncannot\n\nacquaint\n\ntheir pupils with the true spirit and\n\nAmerican business unless they themselves\nway than by mere hearsay.\n\natmosphere\n\nhave b“ecome familiar with it in some\n\nBut let us take it for granted for the moment\n\nof\n\nother\n\nthat our teachers are\n\nexperienced in the ways of the business world, and that they do have the\ncooperation of the school administration to the extent of securing a few\nhundred dollars’ worth of machine equipment. What must they teach in\na practical office training department in order to develop the very necessary\ntraits which we have mentioned ?\nA few lists of duties have been prepared. We\n\nhave been seeing them in\n\nthe professional magazines for some years past. But have we seriously under¬\ntaken the task of teaching the necessary character traits while we teach the\nskills necessary to perform these duties? That is the challenge which I want\nto leave with this group of teachers today. We must find ways and means of\nteaching not only the duties, but also the traits or qualities.\nIn an office practice course a great deal can be done toward developing\ndependability and the trait so closely akin to it, “responsibleness,” as Char¬\nters calls it. Work assigned to be done outside the class, such as reports on\ncollateral reading, can be required at a certain definite time, with the under¬\nstanding that no excuses will be accepted. If the pupil realizes that these\nrequirements are made not arbitrarily, but with the definite purpose of\ndeveloping in him certain traits and habits that are absolutely essential for\nmaintaining employment and winning promotion, he will, in all probability,\nadapt himself to the situation and get the work in on time. The prospect\nof employment forms an incentive to the pupil in a commercial course which\nin the academic course can be supplied only by the highly artificial stimulus\nof requirements for college entrance, or perhaps the honor roll. A pupil\ntaking the commercial course can be told very plainly that recommendation\nfor a job will depend in large measure upon his willingness to make every\neffort toward the development of essential character traits, as well as\nreasonable proficiency in the necessary skills.\nNow to return to the list of duties which are to be the means of developing\nthese traits. The first consideration in connection with any duty is the ques¬\ntion of whether or not specific instruction must be given in it. In the com¬\nposite list which I have prepared, each duty is fairly comprehensive and\ngeneral in its wording, and each duty seems to require some specific training.\nThe next question is : Where shall this training be given, in school or\non the job? If the training is to be given in school, in what course may it\nproperly be taught ?\n\n"}
{"page": 291, "printed_page": null, "text": "Department\n\nof Business\n\n287\n\nEducation\n\nThe thirty-six duties which I have included in this list may be grouped\nroughly under three very general headings as follows :\nDuty\n\nCommunication,\n\nHandle\nin\nschool\n\nPersonal\n\nTraits\n\nS T OP\nS T OP\nBE\n\nAccuracy, speed\nIntelligent judgment\nAbility to follow directions\nAccuracy, judgment\nResponsibility\nAccuracy, following directions\nDependability\n\nService\n\nReporting and transcribing .\nEditing dictation .\nCorrespondence work .\nHandling incoming mail .\nHandling outgoing mail .\nFiling and related filing duties .\nTelegraph service .\nTelephone service .\nRemitting funds and securing receipts ....\nPlanning itineraries and securing transportation .\nMeeting the public .\nMaking appointments for executive and\nkeeping the records .\nReports in legible longhand, use of reference books .\nPreparing copy for the printer and reading proof .\nKeeping personal financial records and\nhandling other transactions with bank . .\nRecord\n\nCourses\n\nX\nX\nX\n?\n?\nX\nxth\nxth\nxth\nX\n?\n\nOP\nOP\nOP\nT OP\n\nTact, courtesy, self-control\nAccuracy, dependability\n\nOP\nOP\n\nPersistence, initiative\nCourtesy, tact, appearance,\n\nOP\n\nAccuracy,\n\np\nX\n\nOP\nPHEOP\n\npoise\n\ntact\n\nIndustriousness,\nAccuracy\n\nneatness\n\nxth\nOP\nB OP\n\nAccuracy\n\nxth\n\nX\n\nB OP\n\nAccuracy,\n\nneatness\n\nX\n\nB\n\nAccuracy,\n\nneatness, judgment\n\nxth\n\nCL\n\n?\n?\nX\nX\n?\n\nOP\nB\nB M\nB OP\n\nKeeping\n\nMaking statistical records .\nMaking bookkeeping, accounting or financial records .\nPersonnel and other routine records, involving knowledge of risks assumed by\nemployer as one responsible for acts of\nhis employees .\nKeeping stock records .\nInventory taking .\nCost figuring .\nFiguring discounts .\nRecording orders .\n.\nMaking out payrolls .\nChecking and verification .\nCashier work .\nRouting shipments .\nOffice Machine\n\nXxth\nX\nxth\n\nOP\n\nOP\nM OP\nOP\n\nAccuracy, judgment\nAccuracy, dependability\nAccuracy, dependability\nJudgment,\naccuracy\nAccuracy\nAccuracy\nJudgment, accuracy\nAccuracy, initiative\nAccuracy, tact, appearance\nResourcefulness\n\nOperation\n\nDictating machine .\nDecimal tabulator (key set) .\nLong carriage tabulating .\nMimeograph .\nGelatine duplicating .\nMultigraph .\nAddressograph .\nAdding and listing machine .\nCalculating machine .\nBilling machine .\nBookkeeping machine .\nCare of mechanical equipment .\nSlide rule .\n\nX\nX\nX\nX\nX\nX\nX\nX\nX\nX\nX\nX\nX\n\nOP\nOP\nOP T\nT OP\nT OP\nOP\nOP\nB OP\nOP\nOP\nOP\nOP\n\nAccuracy, speed, judgment\nAccuracy, speed\nAccuracy, speed\nNeatness, accuracy\nAccuracy, speed\nAccuracy, speed\nAccuracy, speed\nAccuracy, speed\nAccuracy, speed\nAccuracy, speed\nAccuracy, speed\nResponsibleness,\nAccuracy, speed\n\nresourcefulness\n\nlegend\nH History\nS Shorthand class\nE English\nT Typing\nB Bookkeeping\nOP Office Practice\nCL\nCommercial Law\nBE Business English\nM Mathematics\nP Penmanship\nx May be taught in classroom\nxth May be taught in theory but not in actual practice in most schools\n?iDifficult to handle in most schools; better taught on the job\n\nAfter all, the most difficult phase of developing a practical office training\ndepartment\n\nis probably the securing of a teacher who is equal to the under-\n\n"}
{"page": 292, "printed_page": null, "text": "288\n\nNational\n\nEducation\n\nAssociation\n\ntaking. I should like to end this paper with the final paragraph\n\nof the\n\narticle by Mrs. Cranna referred to above: “Get someone with enthusiasm,\ninitiative, ingenuity, and the ability to read and follow directions ; get her\nthe required machines, a manual for each machine, and a few lessons from\na skilled operator of each machine;\nmany\n\nthen see that she does not have too\n\nother classes to each, and she can successfully conduct your course\n\nin office practise.”\n\nVITAL\n\nIRVING\n\nVALUES\n\nR. GARBUTT,\n\nIN COMMERCIAL\n—ABSTRACT\n\nDIRECTOR,\n\nCOMMERCIAL\n\nCINCINNATI,\n\nEDUCATION\n\nEDUCATION,\n\nPUBLIC\n\nSCHOOLS,\n\nOHIO\n\nA curriculum of business education should include education for general\nefficiency, education for one’s specialized field of service, education for social\nrelationships, and education for citizenship. These, then, may be set up\nas being the vital values in education for business or for the business of\nliving.\nIn the development\n\nof the business curriculums, many\n\nplans and ideas\n\nhave been tried out, many have been discarded altogether, and many\n\nmore\n\nhave been modified to meet prevailing or growing\n\nneeds. This is due in\n\na large measure\n\nthis type of education\n\nto the changing ideas as to what\n\nshould do, and what it should stand for in the general scheme of education.\nIn its early stages it had little or no standing and no definite aims or stand¬\nards, its purpose being to train for certain vocational skills. Education for\nbusiness has now assumed sufficient importance among the other varieties\nof education to require definite aims. These aims may be set up as follows:\n1. To train the child in the general and vocational\nof living\n\nfundamentals\n\nfor the business\n\n2. To develop the personal attributes of the individual, by study and experience,\nto the end that his best destiny may be accomplished\n3. To create and develop constructive and organizing\nvidual may become an originator in the field of commerce\n\npower\n\nso that the indi¬\n\n4. To awaken a spirit by a combined general and commercial education that will\nmake the individual a desired leader and a real business force in the community\n5. To teach honesty\nin all human relations\n\nand\n\nfair dealing, because\n\nhonesty is a fundamental\n\n6. To show the need of good health, because good\nfirst essentials of efficiency, success, and happiness\n\nhealth and\n\nenergy\n\nneed\n\nare the\n\n7. To equip the normal youth with certain powers and skills in motor processes\nthat he will find useful in his immediate endeavor to earn a living in a recognized\nbusiness activity\n8. To impart in the process of study the qualities of right living, a sacred regard\nfor the rights of others, and a loyalty and devotion\n\nas a citizen to one’s country.\n\n"}
{"page": 293, "printed_page": null, "text": "Department\n\nof Business\n\nTYPEWRITING— A SUBJECT\nHELEN\n\nREYNOLDS,\n\nSCHOOL\n\n289\n\nEducation\n\nTO BE TAUGHT— ABSTRACT\n\nOF COMMERCE,\n\nOHIO\n\nUNIVERSITY,\n\nATHENS,\n\nOHIO\n\nMr. Barnhart of the Federal Bureau for Vocational Education at a meet¬\ning here in Columbus last fall defined three kinds of typewriting as follows :\n1. Personal typing, by which is meant the acquisition of a degree of proficiency\nsufficient to enable the typist to write personal letters, manuscripts, etc., accurately,\nat a rate superior to longhand — possibly twenty to twenty-five words a minute on\nstraight copy.\n2. General business typing, by which is meant the acquisition of a degree of\nproficiency sufficient to enable the typist to meet the ordinary demands of business\nfor typing as a tool in the performance of other work — possibly twenty-five to\nthirty-five words a minute on straight copy.\n3. Vocational typing, by which is meant the acquisition of a degree of pro¬\nficiency sufficient to enable the typist to utilize the skill as a major tool in the\nearning of a living, requiring a rate of not less than forty-five words\naccurately written.\n\na minute,\n\nThe students who take typing for personal use will need to know how\nto operate the typewriter as a mechanical device, how to clean and oil the\ntypewriter, how to change ribbons. They must master the whole keyboard.\nThey will want to know about manuscript forms, cover, tables of contents,\narrangement of bibliographies, how to make good looking note books. They\nwill need to know possibly two standard forms of letter arrangement and\nwhat is good style in addressing envelopes. They will need practise in com¬\nposition directly on the typewriter, since that is one *of the ways they wish\nto use their skill.\nIn addition to these things, the typist who expects to make general busi¬\nness use of his skill will probably need a wider acquaintance with letter\nforms. He should be familiar with typewriter duplication — the mimeograph\nand the hectograph processes. He will need to be skilled in filling in forms,\nin card writing, and in taking dictation to the machine. He will need to\nhave developed his skill to a higher degree than will the personal typist.\nThe professional typist, besides needing all the information required by\nthe general business typist, will require ability to transcribe from shorthand\nor phonograph to the typewriter all types of letters, business papers, minutes ;\nmust be skilled in making tabulations, in handling rough copy, etc.\nThe good personal typist can be developed in a semester ,* the good general\nbusiness typist, in a year ; and the good professional typist, in two years of\nhigh-school work. Personal typists, it would seem, could better be taught in\na course entirely by themselves. General business and professional typists\ncould be taught together with some variations in the second semester to suit\ntheir differing needs.\nAt least four things should characterize any good method\n\nof teaching\n\ntypewriting :\n1. The\n\ngood method\n\nshould provide\n\nadequate\n\ndirection of the student’s learning\n\n"}
{"page": 294, "printed_page": null, "text": "290\n\nNational\n\nEducation\n\nAssociation\n\n2. It should provide adequate checkup of the student’s progress at regular inter¬\nvals on comparable material, so as to measure the student’s progress and not the\ndifficulty of the material, and should provide objective demonstration to the student\nof that progress, together with\n3. Detailed analysis of the student’s accomplishment followed by remedial in¬\nstruction designed to solve each student’s particular difficulty\n4. It should provide that the student learn typing as nearly as possible in the\nway in which he will later use it.\n\nI am going to outline to you a method of teaching beginning typewriting\nwhich we are using at Ohio University, which we believe possesses these\nfour characteristics. I am not urging it as the method — I am only suggesting\nthat it is a method which we have tried here with seven beginning classes\nunder three different teachers, with results that seem to us to justify our\nusing it.\nThe beginning class is first given blank keyboard charts, similar to those\nused in the Wiese-Coover method, which are thumb-tacked to the desks.\nThe students are directed in placing their hands in correct typing position\non that chart. A wall chart of the keyboard is before the class in view of all.\nThe teacher instructs as to the location of keys, with what fingers struck, and\ndictates keyboard drills which the student taps out on the chart. This pro¬\nvides for muscular as well as for mental memorization of the keyboard, and\nprevents watching the keyboard as an aid to memory. The keyboard drills\nare designed to associate all the keys to be struck by one finger with that\nfinger, and are designed to return the student’s finger to home position —\nas frftfgfvfbf, dedcd, etc. — until the whole keyboard has been covered.\nThe students test the adequacy of their memorization of the keyboard by\ntapping the alphabet forward and back to dictation, reporting the letters\nnot accurately remembered. The teacher dictates some special practise on\nthese letters affording difficulty, then the alphabet is tried again. The class\nthen fills in from memory a blank keyboard chart, checks the errors, and\npractises, individually, to correct them. Next the class is transferred to the\ntypewriter keyboard, first tapping the keys without striking, then striking\nthe keys. The first of a list of alphabet sentences is dictated for this practise.\nThe use of the chart enables the student to concentrate on the mastery of\nthe keyboard without the interference of the machine as a mechanical device.\nIt enables him to go to the typewriter knowing something about it. It is,\nof course, necessary to give drills in position of hands and body, in insertion\nand removal of paper, setting margins and line space regulator, in carriage\nreturn, etc.\nThe students are now given copies of the first list of alphabet sentences\nwhich are written without indentation or capitals, and are told to watch\nthe copy and type as the teacher dictates. The dictation is done letter by\nletter clear through the sentence without comment. It is repeated and the class\nis asked if any have it without error — with one error. The sentence is dic¬\ntated a third time and the class asked to check errors to find out what is\n\n"}
{"page": 295, "printed_page": null, "text": "Department\n\nof Business\n\nEducation\n\n291\n\ncausing them and to practise in succession those words causing difficulty.\nThe teacher goes through the class to help students to recognize the cause\nof errors and to give remedial instruction. The sentence is again dictated\nwith the same error check. Toward the close of the period, students work\non the sentence list, copying in succession groups of three, as sentences 1,\n2, 3, then 2, 3, 4, then 3, 4, 5. They write each group three times, striving\nfor correct copy, but go on after the third effort whether correct or not.\nThis helps to prevent the sacrifice of correct method to correct copy and\ninsures adequate repetition for learning. Students are instructed to check\nerrors after each writing of a group of sentences, to practise to correct those\nerrors. After the first week, papers are collected daily. Students check the\nfirst writing of review copy and the first writing of new copy. These, only,\nare considered by the instructor for error, as the basis for remedial instuction.\n\nAfter the first week, timed copy is given once a week — three minutes at\nfirst and gradually increased to fifteen minutes by the end of the semester.\nInternational contest copy is used for this purpose to insure securing mate¬\nrial of even difficulty. This timed copy is analyzed according to Blackstone’s\nerror analysis chart, so that the student can see what things are causing his\ngreatest difficulty. Care is taken to note the type of error as analyzed by Dr.\nBook — whether faulty location, wrong finger movement, transposition,\nanticipation and omission, anticipation and addition, substitution, crowding\nand piling, etc., as these tend to indicate the level of control on which the\nstudent is operating.\nThe method\n\nis a particularly flexible one, making possible the adaptation\n\nof subjectmatter and rate of progress to the individual student’s need. It is\nalso adaptable to different teachers and to different groups of students, as\nour experience has shown'. It enables the teacher to direct the learning of\neach student so as to overcome the particular difficulties of that student as\nrevealed by his analyzed copy and by the direct observation of his method.\n\nNEW\n\nM.\n\nTRENDS\n\nIN COMMERCIAL TEACHER\n—ABSTRACT\n\nE. ST UDE BAKER,\n\nHEAD\n\nOF\n\nTEACHERS\n\nDEPARTMENT\nCOLLEGE,\n\nOF\n\nCOMMERCE,\n\nMUNCIE,\n\nTRAINING\n\nBALL\n\nSTATE\n\nIND.\n\nA most happy indication of trends in commercial teacher training is ap¬\nparent in the increased requirement for educational training and license of\ncommercial\n\nteachers. The\n\nunusually large demand\n\nin the face of an insuffi¬\n\ncient supply of commercial teachers has been a negative factor in the im¬\nprovement of commercial teacher training in the past. With the supply\ngradually reaching the demand, state departments are raising license re¬\nquirements from the old type state examination with two or three years of\ntraining to four years of training in an approved\n\ncollege or university.\n\n"}
{"page": 296, "printed_page": null, "text": "292\n\nNational\n\nEducation\n\nAssociation\n\nTeacher-training institutions are adapting their curriculums to meet these\nchanging conditions in license requirements.\nAn important factor in the improvement of commercial teacher training\nis the result of a new conception of the meaning of commercial education.\nWe are gradually departing from the traditional strictly vocational aims\nof commercial education to a realization that it should give the student a\nknowledge of the basic realities of life and relationships in addition to\npreparation for occupational activities.\nCommercial teacher-training institutions should recognize this new phi¬\nlosophy of commercial education in their teaching program. They should\nkeep in touch with the business world and teach their students to go out\nand meet the requirements set up by the business man.\nCooperation\n\non the part of the college of education and the college of\n\ncommerce in the commercial teacher-training program of our colleges and\nuniversities, improved student teaching, a demonstration school which serves\nas an educational laboratory for new\n\nideas' and theories, practical business\n\nexperience, training for leadership, research studies, and literature in com¬\nmercial education are indications of the trend of training for commercial\nteachers.\n\nSECRETARY’S\n\nMINUTES\n\nThe Department of Business Education with President J. L. Harmon presiding\nhad three session as scheduled in the official program. The Chamber of Commerce,\nhowever, was not represented at the luncheon conference. This luncheon at the\nFort Hayes Hotel was well attended. The speaker was C. W. Reeder, Junior Dean\nof the Ohio State University School of Commerce. His subject was “Personal Work\nin the College of Commerce at Ohio State University.” Mr. Cameron of Ford\nMotor Company was not present, telegraphing the day before that he could not\nget there.\nThe second session was featured by the address of Mr. Cameron Beck of the\nNew York Stock Exchange. Mr. Beck had also printed for distribution some very\nhelpful criticisms on the results of commercial education as viewed by 1500 per¬\nsonnel directors representing all sections of the country and many types of business.\nThe other numbers were speeches by Mr. Hull and Miss Margaret Ely as in the\nofficial program. Professor McKinsey did not come nor send his paper.\nThe third session was as scheduled in the official program.\nThe local chairman for this year who did much to contribute to the success of\nthe program was J. J. Priest of Central High School, Columbus, Ohio.\n\n"}
{"page": 297, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n"}
{"page": 298, "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 1930-31\nare: President , Miriam D. Eisner, 3098 California\nSt., San Francisco, Cal.; Vicepresident , Esther Helbig, 1033 Melrose Terrace, Dubuque, Iowa; Secre¬\ntary ', Florence M. Dickinson, 249 Windsor Ave.,\nHaddonfield, N. J. ; Regional Directors , Eastern Sec¬\ntion, Sara H. Fahey, 122 W. 75th St., New York,\nN. Y. (Term expires 1931) ; Middle Section, Frances\nE. Harden, .1543 Sherwin Ave., Chicago, Ill. (Term\nexpires 1932) ; Western Section, Faye Read, 1425\nVernon Ave., Pueblo, Colo. (Term expires 1933).\nThis Department meets at the time of the annual\nmeeting of the Association. Facts relating to the\nestablishment of this Department and record of\nmeetings are found in earlier Proceedings as fol¬\nlows:\n1914:909-916\n1915:1161-1177\n1916:637-652\n\n1917:615-622\n1918:381-389\n1919.:375-392\n\n1920:343-355\n1921:399-406\n1922:683-691\n\nr 294 ]\n\n1923:569-620\n1924:460-499\n1925:365-402\n\n1926:391-423\n1927:352-390\n1928:325-352\n1929 ;335-368\n\n"}
{"page": 299, "printed_page": null, "text": "I\n\nAN APPRAISAL OF AGENCIES FOR THE DEVELOPMENT\nOF THE HIGH-SCHOOL TEACHER IN SERVICE— MERITS\nAND WEAKNESSES OF COLLEGE SUMMER SCHOOLS\nAND OTHER CULTURAL AGENCIES— ABSTRACT\nMARY\n\nR. BARNETTE,\n\nTEACHER,\n\nHUGHES\n\nHIGH\n\nSCHOOL,\n\nCINCINNATI,\n\nOHIO\n\nTo retain the confidence of the sophisticated adolescent in this age of\ndynamic change, teachers must continually revise and supplement their\n\nstore of knowledge. Indeed the student’s lay environment today deter¬\nmines his intellectual climate possibly to a greater extent than do halls of\nlearning. And modern technology affords numerous devices for the dissem¬\nination of information. With these the schools must compete — hence, the\nnecessity of improving the high-school personnel and service.\nIn university summer schools pedagogs may enrich their scholarship, and\nreceive stimulation from groups likely to be cosmopolitan rather than pro¬\nvincial. Freed from home and school duties one may study in a more leis¬\nurely and scholarly manner. Carried to excess, however, vacation study is\ndetrimental to health and personality and may seriously impair teaching\nefficiency the ensuing winter. Again, some professors make their courses\nunnecessarily burdensome loading students with impossible reading assign¬\nments. What is more reprehensible, a teacher seeking light in his subject is\noften reduced to the status of unpaid research assistant. To any sort of ex¬\nploitation, busy, conscientious teachers are unalterably opposed ; if they\nmust drink, let it be from living waters, not stagnant pools.\nExtension courses taken while teaching are beneficial if administered\nintelligently. By means of these, the teacher may march with educational\nprogress, earn a degree not otherwise obtainable, save the summer for travel\nand recreation, and through interchange of ideas receive valuable help and\ninspiration. Such activities, however, in the opinion of a large majority of\nclassroom instructors, constitute a potential menace to the health. Further¬\nmore, they seriously question whether effective graduate study can be en¬\ngaged in while teaching. It is very likely to result in the loss of classroom\nefficiency because of surplus time and energy necessarily consumed. Many\nprogressive school systems now grant sabbatical leave for study, research,\nand travel.\nMembership\n\nin learned societies, a third agency for enlightening the\n\nteaching profession, is favored by all alert pedagogs because such bodies\nafford stimulating contacts and furnish opportunity for the teacher to con¬\ntribute something to the community. More specifically, contact with intelli¬\ngentsia outside the schoolroom provides a medium for learning current\nproblems from experts; makes one a world citizen and rids one of narrow¬\nness and provincialism ; creates an incentive for worthwhile reading ; holds\nmore inspiration than some college courses because of broader contacts and\ninterests; and, finally, affiliation with forward looking men and women\nenables one to share the experiences of leaders who have spent months secur¬\ning information which they give in condensed form.\n[ 295 J\n\n"}
{"page": 300, "printed_page": null, "text": "296\n\nNational\n\nEducation\n\nAssociation\n\nIn evaluating general cultural assets teachers believe that, after a certain\nlevel in academic training, travel has greater potentialities for improving\ninstruction than any other means. In teaching language, literature, history,\ngeology, botany, art, and many\n\nother studies travel is simply invaluable.\n\nFirst-hand contact with reality thus enables the instructor to vitalize his\nteaching in no other way possible. Travel should be recognized as an essen¬\ntial part of a teacher’s equipment and credited accordingly, as many pro¬\ngressive schools are doing.\nThe implications of the necessity of the continued training of teachers\nin service is almost too obvious to need comment. Such improvement is costly\nto the teacher. Beneficiaries of the public schools cannot reasonably expect\nthis extra outlay without continued adequate remuneration. From a purely\neconomic point of view, public education is the nation’s most productive\nenterprise. Without the trained product of the public schools the wheels of\ngreat corporate industry would cease to turn. Research chemists who receive\ntheir preliminary training in public high schools, by directing the utiliza¬\ntion of byproducts and improving processes, alone add millions to the coffers\nof big business. Patrons of public schools today have an inadequate apprecia¬\ntion not only of the enormous productivity of their public schools, but also\nof the years of arduous struggle and expenditure of money required to make\nteachers. One\n\ndislikes to be materially minded\n\nabout knowledge — an asset\n\nwhich has so many fine spiritual values, but education will have to be “sold”\nto the public just as other commodities and services are sold. High grade\nskilled instruction must be paid for, as Rolls Royce cars are paid for. We\nneed not less, but more money for this great enterprise. Too little is yet\nknown about the human mind. With more funds for research the product\nof the public schools could doubtless be improved a hundredfold. And the\nmind of the American public being essentially sound may be counted upon\nto vote public funds for whatever\n\nSELFGOVERNMENT\nFLORENCE\n\nE. ALLEN,\n\nit is convinced is a good “investment.”\n\nAND\n\nSELFMASTERY— ABSTRACT\n\nJUDGE\n\nOF\n\nCLEVELAND,\n\nSUPREME\n\nCOURT\n\nOF\n\nOHIO,\n\nOHIO\n\nMasaryk, the distinguished President of the Czecho-Slovakian Republic,\nrecently said that democracy means selfgovernment — and that means selfcontrol. In other words, the problem facing America is exactly the problem\nfacing the individual, that of mastering his own spirit. Now the first symp¬\ntom of lack of selfcontrol is the tendency to blame others for our misfor¬\ntunes. This tendency is manifest in America today. Instead of blaming\nourselves for the sordid and corrupt conditions which we see manifest in\npolitics, we blame the congress and the legislatures, the officials and the\ncourts. Nowhere is this tendency more manifest than in our remarks upon\nthe jury system. We constantly blame the jury for the miscarriage of justice.\nIt is true that now and then juries return preposterous verdicts. It is also\ntrue that every major defect in the jury system could be eliminated by the\n\n"}
{"page": 301, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nmobilization of public opinion toward\n\n297\n\nTeachers\n\nthe securing of better jury service.\n\nI his can be done in many instances without statutory change, and I com¬\nmend it to this great body as a subject peculiarly within its power. We could\nsecure infinitely wiser jury verdicts by ( 1 ) eliminating the unfit from the\njury; (2) inducing and compelling the attendance of the fit; (3) stimulating\npride in and understanding of the privilege of jury service.\nThe elimination of the unfit from the jury can usually be done by bring¬\ning pressure in that direction upon the jury commissioners or the officials\nimmediately in charge of the jury lists. Usually the mere adoption of rigid\nrules with respect to the use of persons who understand English, who are\ndeaf, epileptic, or in other physical or mental ways unfit to serve, results in\nimmediate raising of the standard.\nNowhere can the obligation and privilege of jury service be taught better\nthan in the schools. The mere change of attitude toward the jury and mere\ncomment from time to time by the teacher upon the fact that with the age\nof majority comes the right to help the state solve important judicial problems\nwould kindle in the growing child an interest in that service. That interest\nwill of itself tend to eliminate evasion of jury service and to stimulate pride\nin performing the function. In solving the problem of jury service America\nwill be learning to master herself.\n\nSPECIAL EDUCATION AS A NEW DEPARTMENT\nSCHOOL ADMINISTRATION— ABSTRACT\nEDGAR\n\nA. DOLL,\n\nDIRECTOR\n\nOF\n\nRESEARCH,\n\nTRAINING\n\nSCHOOL,\n\nOF\n\nVINELAND,\n\nN. J.\n\nCompulsory education requires that all children attend public school dur¬\ning certain years of their lives. The successful instruction of many children\nis handicapped\n\nby reason of various mental and physical defects, such as\n\ndefects of hearing, defects of vision, crippled condition, mental deficiency,\nemotional conflicts, behavior problems, and the like. Special education is\nthat field of school administration which deals with the adequate care and\ninstruction of such mentally, physically, and socially handicapped\nin classes especially adapted to their needs.\nSpecial education began with the blind and the deaf. With\n\nchildren\n\nthe advent of\n\nmedical inspection special education was extended to include other types of\nphysically handicapped\n\nchildren, such as the undernourished,\n\nthe physically\n\nenfeebled, and the tubercular. The largest development of special educa¬\ntion, however, came with the recognition of the mentally subnormal and\ntheir inability to profit from the ordinary course of study. Still later, in¬\ncorrigible and behavior problem children were segregated for special types\nof education. These were followed in turn by special classes for gifted chil¬\ndren and, still more recently, by special classes for the emotionally handi¬\ncapped, including children with speech defect.\n\n"}
{"page": 302, "printed_page": null, "text": "298\n\nNational\n\nSpecial education\n\nEducation\n\nAssociation\n\ntoday includes many\n\ndifferent types of handicapped\n\nchildren, and constitutes an important specialized field of school administra¬\ntion. The extension of suitable facilities, curriculums and methods of in¬\nstruction for different types of children is one of the most important move¬\nments in modern education. Surveys of the needs of exceptional children\nhave indicated at least sixteen different types of children requiring special¬\nized instruction outside of the regular classrooms, each type of specialized\ninstruction presenting problems of its own.\nEquality of educational opportunity as well as the demand for increased\nefficiency of instruction for both normal and exceptional children indicates\nthe need for further development\n\nof all types of special classes. The\n\nand extent of such needs call for specialized knowledge\ntion of many types of specialized educational technic.\n\nNEEDS\n\nIN RURAL\n\nCHARLES\n\nL. SYRON,\n\nEDUCATION\n\nVICEPRESIDENT,\nASSOCIATION,\n\nand the coordina¬\n\nTODAY— ABSTRACT\n\nDALLAS\n\nDALLAS,\n\nnature\n\nCLASSROOM\n\nTEACHERS\n\nTEXAS\n\n1. Better trained teachers to be provided by more careful selection, by\nmore rigid certification, and by making available to them special courses on\nrural education in the normal schools.\n2. Retention of rural children in the rural schools until they have grad¬\nuated from high school, by providing better educational facilities in the con¬\nsolidated schools in the country — thus discontinuing the sending of country\nchildren to the town schools and educating them away from the country.\n3. A richer social life for the country children to be provided by the\nschools, teachers, and parents to relieve the drabness of their environment —\nrealizing that boys and girls of the teen age are vastly more interested in\ntheir own social activities than they are in gainful occupation or scholastic\nattainments.\n\nPROBLEMS\nSIMEON\n\nOF THE\n\nH. BING,\n\nDIRECTOR,\n\nEXTENSION,\n\nOHIO\n\nRURAL\n\nTEACHER— ABSTRACT\n\nCORRESPONDENCE\nUNIVERSITY,\n\nSTUDY,\n\nATHENS,\n\nDIVISION\n\nOF\n\nOHIO\n\nThe one-room country school has been idealized among many people. It\nhas been glorified in the poetry and song of the nation. It has been referred\nto as the bulwark of American democracy. In these days it has ceased to hold\nthis high position. Dr. T. J. Coats in a circular letter from the U. S. Office\nof Education has given us a truism in regard to it. He says that “the average\nfarmer and the rural teacher think of the rural school as a little house on a\nlittle ground with a little equipment where a little teacher with a little\npreparation for a little salary for a little while teaches little children little\nthings.”\nIn this epigram we have listed the outstanding problems of the rural\nteacher. There is no need to draw for this group a picture of one of our\n\n"}
{"page": 303, "printed_page": null, "text": "Department\n\nof Classroom\n\n299\n\nTeachers\n\ninadequate one-teacher rural schools. Such schools are all too numerous in\nOhio, and I presume that some other states still have a few of them. In fact,\nalmost two-thirds of our nation’s country schools are still of this type.\nA short while ago, a small group of persons in Ohio prepared for the\nOhio State fair an exhibit of the equipment actually found in a one-teacher\nschool. It was arranged just as it is commonly found. The unjacketed Burn¬\nside stove (Burnside is the name of the make, but it is quite descriptive) in\nthe center of the floor, a coal scuttle near it, two rows of home-made\n\ndesks\n\nor seats. A bench, very much like the mourner’s bench in a country church\nof a century ago, was in front. It was called the recitation seat. The black¬\nboard was made of two wide, smooth, painted boards mounted on two up¬\nright slats. There were torn blinds for some of the windows; a sort of a\nmanikin\n\nwhich\n\nrevealed all the mysteries of the human\n\nanatomy\n\nand yet\n\nmost obscenely marked, and a small wash basin that had seen years of use.\nAlso the inevitable drinking pail with a common dipper. There was neither\nchair nor desk for the teacher. The room was completed with a few nails in\nthe wall for wraps and a shelf for the lunch baskets that the children brought\nfrom home. By the side of this exhibit, one of the school supply companies\nwas pleased to equip an uptodate school. An attendant was placed in charge\nof the exhibit, and fair visitors were anxiously awaited. The reaction was\nvery enlightening. Seventeen of the 88 counties in Ohio claimed the exhibit.\nSome of these were in wealthy sections of the state.\nOne\n\nday while the regular attendant was at lunch, the exhibit was left\n\nin charge of a young woman from our biggest city. A middle-aged woman\ncame by and for quite a while she gazed intently, and then, Carrie Nation\nstyle, she came up pointing her finger at the young woman and said, “Where\nyou from?” The young woman meekly said “Cleveland.” “I knew it, I\nknew it,” said the woman. “This is some more of you city people taking\nour poverty and holding it up to the ridicule of the wealthy city folks.’’\nLast year, one of our most progressive cities was re-seating its schools.\nThey proposed to give their equipment to any country school that would\naccept it. Real difficulty was met in finding any place that needed it.\nThe second problem of the rural teacher, perhaps first in importance, is\nthe teacher herself. It is not a feeling of sex superiority that induces the use\nof the feminine here. The Ohio Legislature calls its teacher members “old\nmaid school teachers.” As I see it, about three classes of persons are engaged\nin teaching the one-room rural schools. First, there is the young woman who\nhas barely reached the minimum age and preparation required by law. Sec¬\nond, the married woman who desires to earn a little pin money. Third, the\njolly old pedagog who is merely waiting for retirement age when he can\ndraw his pension. Occasionally we find a fourth class represented by that\nrare soul who is devoting all her life to advancement of rural teaching. She\n“lures to brighter worlds and leads the way.” Of the three classes, the first\nis most hopeful. In this group are almost one half of our rural teachers, and\none-third of all have not even graduated from high school.\n\n"}
{"page": 304, "printed_page": null, "text": "300\n\nNational\n\nEducation\n\nBut even at that, these young\n\nAssociation\n\npeople, although their training may he\n\nbarely the legal requirement do furnish the possibilities for the future ad¬\nvancement of rural schools. Their wholesome attitude toward life and their\nalmost automatic and accurate response to a difficult situation makes them\nextremely valuable. That they are accepted with so little preparation can¬\nnot be charged to them so much as to the inferiority complex that is common\namong country people and is suggested in the quotation above from Dr.\nCoats.\nThis same inferiority complex is responsible also for the transiency of\nthe rural teacher and for the low salaries paid to her in comparison with her\ncity contemporary. The teacher turnover in many counties is often more\nthan fifty percent each year. These are drawn away by the more attractive\noffers of the city. By actual count, six sparsely populated rural counties in\nsouthern Ohio have furnished more than one thousand teachers in ten years\nto good positions in the larger communities of this state alone.\nThe salary is little ! Some states have safeguarded the teacher against the\naction of the little community by passing minimum salary laws. The last\nword I have from Wisconsin puts their minimum at $60 per month. In\nWest Va., it is $75, $60, and $45 according to the grade certificate. In Ohio\nit is $100 a month for 8 months. Twelve percent of all rural teachers in the\nUnited States receive less than $500 per year, and the average for teachers\nof one-room schools is $755.\nPolitics also enters into this problem of satisfactory teachers for rural\nschools — not party politics so much as school politics. One county su¬\nperintendent elected a feeble-minded man on the board of education. An¬\nother requires his teachers to pay one percent of their salaries into a county\nfund. In many cases, “the old man” teacher and the “tramp” teacher do the\nwork of “ward heeler” and by such means hold their places. They are sup¬\nported by certain forces within the cities who continue to howl about the\nincreasing cost of education, such as the “Sanctified Squander” crowd of\nCleveland with Mr. John Walsh as the president and Miss Edna K.\nWooley of the Cleveland News as chief “last worder.”\nIn this little one-room country school, taught by this little teacher, there\nare more than ten million little children of America, or about one-third of\nour total school population including students of high school, college, and\nuniversity. These little children represent the third problem of the rural\nteacher. But this rural teacher has never descended to the scale of that col¬\nlege professor who said : “This college job would be all right if it were not\nfor the damned students.”\nThese rural children, in Ohio at least, show a larger percent of retarda¬\ntion as well as a larger percent of those who are under age than does either\nthe city or village group. And here is the greatest problem of all. Granted\nthat retardation is partly the fault of the inefficient schools, it may also be\nthe result of heredity. But we are not so much interested in causes as we are\nin conditions. The teacher must take the child where she finds him. The\n\n"}
{"page": 305, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n301\n\nMaster Teacher not only took them where he found them — he could also\nsee their possibilities.\nWhat shall this rural teacher do with Mary, who has an intelligence\nquotient of 130, hut whose companions in this rural school range from 60\nto 90? Her case is well presented in “County Schools — New Style,” a\ntimely article in the June issue of Survey Graphic hy Lorine Pruettc, psy¬\nchologist and educator. But there are many localities still that are not\nblessed with such a splendid organization as “The Southern Woman’s\nEducational Alliance.”\nMary is often the most neglected child in the rural school. She is left to\nshift for herself. She easily satisfies all the requirements of the meager cur¬\nriculum. Or if state-wide scholarship tests are maintained, as in Ohio, often\nall the rest of the children are put aside, and the teaching becomes a process\nof coaching Mary for the examination. She alone can bring honor to the\nschool, the county, and the cqunty superintendent. She is the queen bee and\nall the hive must do her honor ! And often with what sad social results.\nPerhaps the recognition of individual differences in children is the greatest\nadvancement that modern education has made. At the same time, it presents\nthe greatest problem of rural teaching. For the country school teacher finds\nherself in dire need of some cooperating social agency similar to those that\nmay be appealed to by her city coworkers.\nWhat shall she do with that “no-count Slocum kid”? Or with Fanny\nwho is “just contrary”? Or with “wild, dissolute Tim”? Or run-away\nBuster? Or with Clem, whose exploiter father believes that children should\nwork? Or Millie who is just queer? Or those Riley boys, Jake with\nhis blinking eye, and Slim with his projecting teeth, both of whom\nhate school ? 1\n\njust\n\nIf only all of our states were up to the lead of Alabama or North Caro¬\nlina in social legislation, then one cooperating social organization might be\nfound that would in a measure support the work attempted by the rural\nteacher. But, here is one of her biggest problems, for in a majority of cases\nthere is no such agency to which the rural teacher may appeal.\nDr. William Ogburn in his splendid volume on Social Change develops\nthe theory of “social lag.” He shows that public institutions are very much\ninclined to lag behind the world of invention and even behind the advance¬\nment of the business or economic world. Such an institution as a public\nschool does not go into bankruptcy if it lags ; a business man does. So true is\nthis that we are forced to an agreement with Dr. Cubberley who sometime\nago declared that the rural school of today is farther behind the city school\nof today than it was thirty years ago.\nNow I have finished the easiest part of my task. How very easy it is to\nfind the flaws, but how very difficult to discover a remedy. However, in\nthis connection I would like to make one or two proposals.\n1 The story of these and others is told in that charming\ndren\n\nat the Crossroads,\n\npublished\n\nby the Commonwealth\n\nences of rural vtsiting teachers in Huron\nCounty, N. J.\n\nlittle book by Agnes\nFund.\n\nCounty, Ohio, Boone\n\nThis\n\nbook\n\nBenedict, Chil¬\n\nrelates the experi¬\n\nCounty, Missouri, and Monmouth\n\n"}
{"page": 306, "printed_page": null, "text": "302\n\nNational\n\nEducation\n\nAssociation\n\nFirst, we might follow the lead of some who find the situation so very\neasy. Dr. M. P. Shawkey, President of Marshall College, Huntington,\nW. Va., would solve the problem by entirely eliminating the country school.\nAt a meeting of governing bodies of various schools and colleges he recently\nproposed that rather than establish better schools in the rural sections, the\nrural residents be encouraged to move to the cities and towns where better\nschools would be available. Four years ago, at the convention of the Na¬\ntional Education Association in Philadelphia, I heard the director of educa¬\ntion in New Jersey take a similar attitude when he refused to recognize\nthe fact that there is a rural problem at all. Miss Breckinridge of the\nGraduate School of Social Work at the University of Chicago, holds that\na person well trained in social work is well trained for any environment.\nWe know that this is the w~ay many problems are approached and this atti¬\ntude accounts for the social lag in many rural communities.\nThere are others who believe there are real problems and they are at¬\ntempting conscientiously to solve them in a practical manner.\nConsolidation is suggested as a cure-all. But we need some progress even\nhere. In Ohio, we started with the old centralization scheme in which the\nconsolidation was required to follow township lines. Later we gave it\nover to the control of the county board of education. They can create\ndistricts that have natural boundaries, even though the territory may lie in\ntwo or more townships. Now we need to follow the lead of a southern\nstate — North Carolina — and require that no part of any county may be con¬\nsolidated until the entire county is provided for, thus eliminating isolated\nareas that are doomed. Much speed is being made in Ohio in this matter, but\nour “young” gray-haired supervisor of rural education will have to live\nmore than fifteen years longer and maintain his record of the last twelve\nyears of eliminating one one-room\nsolidation of all rural Ohio.\n\nschool each day, if he secures the con¬\n\nEven now there is a considerable sentiment in favor of making the dis¬\ntricts larger and larger in the name of economy in school expense. I trust\nwe may reach the time when the importance of youth may rise to the level\nof the interest on our bonds.\nAnother\n\nsuggestion is seen in the recent activity in the state of Vermont\n\nwhere a campaign has been staged for the improvement of the one-room\nschool. What success has been reached, I am not informed, but at least the\nproposition sounds good. I have seen very few well-built one-room schools\nin Ohio. I know a man who claims to have visited 3900 one-room schools\nin a trip through more than twenty states. He told us that there were ash\npiles in front of more than 2000 of them. There is, in many\nlack of local interest. But neglect of one-room\n\nplaces, a serious\n\nschools may be due also to\n\ncertain ambitious superintendents wTho knowingly overlook this problem in\nthe hope that they may bring to themselves greater glory in a scheme for\nconsolidation. To such localities we have one suggestion — namely, “Try to\nget President Hoover to come fishing or hunting in your community some\n\n"}
{"page": 307, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n303\n\nweek-end,” At least, such a plan seems to have been the salvation of one\nsmall community in Virginia.\nOur last suggestion for the solution of our problem of rural teachers is as\nfollows : Supply to the rural teacher a minimum\n\nof cooperative social work\n\nin one of two ways. Provide a higher type of attendance officer — one who\nhas had training in social work and an educational training equal to the\nminimum requirements for certification as a teacher ; or provide that each\nrural community or supervision area shall have at least one visiting teacher\nwho may also act as attendance supervisor or director of child accounting\nfor the area. I know that the National Association of Visiting Teachers\nopposes the addition of attendance work to their duties, and I do not advocate\nit in the name\n\nof economy, but only in the spirit of compromise.\n\nIt will take\n\ntoo long to get any legislature to grant both.\nMy last suggestion is to require more thorough preparation on the part\nof those who would enter the profession of classroom teacher — such prep¬\naration as recognizes the reality of a distinct rural problem.\n\nSECRETARY’S\nFirst Session, Tuesday\n\nMINUTES\nAfternoon,\n\nJuly 1, 1930\n\nThe first session of the Department of Classroom Teachers was held at Memorial\nHall, Columbus, Ohio, on Tuesday afternoon, July 1, at 2 oclock. The meeting was\ncalled to order by the president, Eula F. Hunter. The following program\nsented, after which the assembly divided into four discussion groups:\nMusic — Junior High School Chorus of Columbus\nSpeed Our Republic .\nThe Home Road .\n\nSelfgovernment\n\nprograms\n\npre¬\n\nMathias Keller\nJohn Alden Carpenter\n\nand Selfmastery\n\nFlorence E. Allen, Judge of the Supreme\nThe group\n\nwas\n\nwere\n\nDiscussion\n\nCourt of Ohio, Cleveland, Ohio.\n\nas follows:\nGroup\n\nPresiding, Frances E. Harden,\nment, Chicago, Ill.\n\nA — Elementary\n\nMiddle\n\nEducation\n\nSection Regional\n\nDirector of the Depart¬\n\nAddress\nLaura Zirbes, Associate Professor\nUniversity, Columbus, Ohio\n\nof Principles of Education,\n\nOhio\n\nState\n\nDiscussion\nLeaders:\nChristine Jacobsen, Teacher, Los Angeles, Calif.\nAnise Slattery, Teacher, Chicago, Ill.\nDiscussion\n\nAn\n\nAppraisal\n\nGroup\n\nB — High School\n\nof Agencies for the Development\n\nPresiding, Sara H. Fahey, Eastern\nlyn, N. Y.\n\nRegional\n\nin Service of High-school\n\nTeachers\n\nDirector of the Department,\n\nBrook¬\n\n"}
{"page": 308, "printed_page": null, "text": "304\n\nNational\n\nEducation\n\nChairman, Kate V. Anthony,\nRichmond, Va.\nEducational\n\nValue\n\nTeacher\n\nof Recreational\n\nAssociation\n\nof English, Binford Junior High\n\nActivities\n\nfor\n\nHigh-school\n\nSchool,\n\nTeachers\n\nCornelia S. Adair, Teacher, Bainbridge Junior High School, Richmond,\nVa. ; Former President of the National Education Association\nMerits\n\nand\n\nWeaknesses\n\nof\n\nCollege\n\nSummer\n\nSchools,\n\nand\n\nother\n\nCultural\n\nAgencies\n\nMary R. Barnette, Teacher\nOhio\n\nof English, Hughes\n\nHigh\n\nSchool, Cincinnati,\n\nDiscussion\n\nLeader:\n\nFrank\n\nW.\n\nMayo,\n\nDiscussion\n\nPrincipal, Shelton High\nGroup\n\nC — Rural\n\nEducation\n\nPresiding , Faye Read, Secretary of the Department,\nProblems\n\nof the\n\nRural\n\nSchool, Shelton. Conn.\n\nPueblo, Colo.\n\nTeacher\n\nSimeon H. Bing, Director, Correspondence\nOhio University, Athens, Ohio\n\nStudy Division\n\nof Extension,\n\nDiscussion\n\nLeader: Charles L. Syron, Vicepresident, Dallas Classroom\nciation, Dallas, Texas\nDiscussion\n\nGroup\n\nEducation\n\nas a New\n\nDepartment\n\nEdgar A. Doll, Director, Department\nland, N. J.\nSection for Teachers\nTextbooks\nSecuring\n\nfor\n\nthe\n\nMentally\n\nEmployment\n\nfor\n\nthe\n\nof School\n\nof Research,\n\nof Adolescent\nChild\n\nMentally\n\nDeficient\n\nof Elementary\n\nfor\n\nSpecial\n\nthe\n\nElementary\n\nSpecial Class\n\nTeachers\n\nheld\n\nSchool, Vine-\n\nChild\n\nof Adjustment\n\nGroup,\n\nSchool Children\n\nClasses\n\nDiscussion led by Christine A. Ringle, Supervisor\nSchools, Cleveland, Ohio\nThe\n\nTraining\n\nChildren\n\nDeficient\n\nSection for Teachers\n\nAtlanta, Ca.\n\nAdministration\n\nDiscussion led by Mrs. Alice L. Bosch, Chairman\nCollinwood High School, Cleveland, Ohio\n\nTextbooks\n\nAsso¬\n\nD — Special Class Teachers\n\nPresiding , James P. Barron, Vicepresident of the Department,\nChairman, Annie Mary Fuller, Atlanta, Ga.\nSpecial\n\nTeachers\n\na breakfast\n\nof Special Classes, Public\n\nWednesday,\n\nJuly 2, 7:00\n\na.m., on the roof of the Broad-Lincoln Restaurant with C. A. Pollock, Director\nof Special Classes, Columbus, presiding. Sara Holbrook, Assistant Professor of\nEducation at the University of Vermont, Burlington, discussed “Allies in\nMaking Good Citizens — The Visiting Teacher and the Special Class Teacher.”\n\nEditorial Conference\nA conference for editors of publications of local classroom teachers’ organizations\nand others interested was held on Wednesday evening, July 2, at the Neil House.\nMiriam D. Eisner, Western Regional Director, acted as chairman and Mrs. Viola S.\nKelley, Editor, San Francisco Teachers Bulletin, led the discussion.\n\n"}
{"page": 309, "printed_page": null, "text": "Department\n\nSecond\n\nof\n\nClassroom\n\nSession, Thursday\n\n305\n\nTeachers\n\nAfternoon,\n\nJuly 3, 1930\n\nI he business meeting was called to order by the president, Eula F. Hunter, on\nThursday afternoon, July 3, at 2 oclock at Memorial Hall. Miss Hunter made brief\nannouncements regarding the dinner to be held that evening and the Fifth Year¬\nbook, copies of which were distributed at the end of the session.\nOla E. Boyles, president of the Amarillo, Texas, Teachers Club, presented Miss\nHunter with a gavel to show appreciation of the assistance she had given in organ¬\nizing the group and in helping them with their professional program. In accepting\nthe gavel Miss Hunter said in part: “I know of no organization which has accom¬\nplished so much in so brief a period of time as one year, and I especially appreciate\nthis gift because I cannot understand how they could afford to cut down a rare tree\nin western Texas to make a gavel.”\nThe first order of business was the reports of officers and regional directors,\nwhich were very brief inasmuch as detailed reports appear in the Fifth Yearbook.\nThe next order of business was the election of officers for the ensuing year 1930-31.\nThe president appointed Rush M. Caldwell of Dallas and Susan Scully of Chicago\nas tellers.\nMiriam D. Eisner, San\nunanimously elected.\n\nFrancisco,\n\nCalif., was\n\nnominated\n\nfor president\n\nNominations for vicepresident wrere: Esther Helbig, Dubuque,\nMarsh, Sioux City, Iowa. Miss Helbig was elected.\nFlorence M. Dickinson, Camden,\nmously elected.\nFaye Read, Pueblo, Colo., was\nunanimously elected.\n\nN. J., was\n\nnominated\n\nnominated\n\nfor western\n\nand\n\nIowa, and Lucille\n\nfor secretary and unani¬\nregional\n\ndirector\n\nand\n\nMrs. Edith B. Joynes past president of the Department, gave an informal report\nof the work of the National Advisory Committee on Education of which she is a\nmember.\nMiss Hunter called attention to her report in the Fifth Yearbook and discussed\nbriefly her recommendations to the Department which are as follows:\nRecommendations\n\nto the D epartment\n\nof Classroom\n\nTeachers\n\n1. Yearbook — (a) That a committee be appointed to plan each yearbook several\nyears in advance of the date of its publication, and (b) that the yearbook be given\nover to the report of specific studies which have been scientifically made.\n2. News Bulletin — That the News Bulletin be published four times during each\nschool year, the approximate dates of publication being October 1, December 1,\nFebruary 1, and May 1.\n3. Budget — That an effort be made to increase the budget of the Department\neither through added appropriation from the National Education Association, or by\na separate fee for Department membership.\n4. Research\n\nCommittee — (a) That\n\na research\n\ncommittee\n\nbe appointed\n\nto select\n\nproblems on which research should be made from the classroom teacher’s viewpoint, and (b) that this committee report its findings to the Department and to the\nResearch Division of the National Education Association.\n5. Regional Conferences — That the number of regional conferences held by the\nDepartment officers be increased by making use of that clause in the constitution\nwhich makes it possible for past officers to conduct such conferences.\n6. Programs of State Associations — That greater effort be made\nteachers on state programs.\n7. Finance\nthe members\n\nto have classroom\n\nCommittee — (a) That a finance committee be appointed from among\nof the Executive Committee to assist the president in budgeting the\n\nfunds of the Department, and (b) that the membership\nsist of officers and regional directors.\n\nof this committee\n\nshall con¬\n\n"}
{"page": 310, "printed_page": null, "text": "306\n\nNational\n\nFinancin'\nRecommended\n\nEducation\n\nNeeds\n\nof the Department\n\nby Eula\n\nProposed\n\nAssociation\n\nF. Hunter,\n\nBudget\n\nPresident\n\nfor 1930-31\n\n$850\n2,750\n2,750\n850\n2,800\n\n1. Partime for president .\n2. Regional conferences, including travel and hotel expenses .\n3. Convention expenses, including travel, hotel, etc .\n4. Office expense — supplies, clerical help, miscellaneous .\n5. Research .\n\n2,000\n\n6. Printing .\nBulletin .\nYearbook .\nMiscellaneous .\n\nTotal\n\n$600\n1,200\n200\n\n$12,000\n\n.\n\nIn the absence of Nell E. Lain of Chicago, chairman of the Resolutions Committee,\nthe report was given by Christine Jacobsen of Los Angeles. After discussion the\nfollowing resolutions were adopted:\nResolutions\nEntrance requirements : We re-affirm our support of higher requirements for\ncertification of teachers in order to raise the professional status of the classroom\nteacher and to improve the teaching service.\nTenure: We favor a sound tenure law which provides for an indefinite tenure\nfollowing a probationary period.\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 duplicate\ncopy of his rating sheet. We are opposed to the practise of rating as a basis for\nsalary.\nConvention 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 attending\nthe meetings of the National Education Association.\nEducation Bill: We endorse the establishment of a Department of Education with\na Secretary in the President’s Cabinet and the efficient integration of the educational\nactivities of the Federal Government in this department.\nProfessional\n\nimprovement:\n\nWe\n\napprove\n\nof the efforts to eliminate\n\nas nearly as\n\npossible the use of the time of a professionally trained teacher for making\n\nmechani¬\n\ncal tabulations that could be well done by a less highly trained worker and to em¬\nphasize the spending of more time on professional work. More recognition should\nbe allowed for achievement and more freedom given in the selection of work done\nfor professional self-improvement so that narrow college requirements leading to\ndegrees should not limit the training by requiring experienced teachers to study\nsubjects unrelated\n\nto their work\n\ncurtail the broadening\n\nand uninteresting to them. This\n\ninfluence of a wide\n\neducational\n\nis not meant\n\nto\n\ntraining.\n\nProfessional spirit: We support the development of a professional spirit encourag¬\ning greater participation by teachers in teacher organization work.\nLav: enforcement: We recommend that the classroom teachers of America make\na greater effort to inculcate respect for the law and order in the minds\nand that the spirit of law observance should be fostered in the schools.\n\nof our youth\n\n"}
{"page": 311, "printed_page": null, "text": "Department\n\nNews\n\nBulletin: We\n\napprove\n\nof Classroom\n\nof the News\n\n307\n\nTeachers\n\nBulletin as a means\n\nof conveying\n\nto\n\nclassroom teachers items of professional interest and problems requiring their atten¬\ntion. We suggest that the number of issues be increased and that an improved plan\nfor distribution be formulated.\nThe Journal of the N. E. A.: We express our appreciation to The Journal of the\nX. E. A. for the attention which it has given to the problems of classroom teachers.\nSalary schedule: We\nroom teachers.\n\napprove\n\nthe principle of single salary schedule for all class¬\n\nTeacher participation: We favor a plan of real teacher participation in which all\nteachers have equal opportunity to assist in formulating school policies.\nRetirement : We endorse legislation providing for a just and fair retirement of\nteachers, a retirement in which the state participates with the teacher.\nJV orld peace: We favor a definite program for the promotion of World Peace.\nSabbatical leave: We believe that the best interests of the pupils in our public\nschools will be served by granting teachers a leave of absence periodically for\nstudy and travel.\nCourtesy: We wish to express our heartiest appreciation to the teacher or¬\nganizations of Columbus, of Cincinnati, and of other communities, whose efforts\ncontributed so greatly to our comfort and pleasure during this most successful con¬\nvention. We wish to extend our thanks to Governor Myers Cooper and Mayor John\nThomas for their courtesies, the press for its splendid publicity, the hotels for their\nexcellent service, the Boy Scouts, the school children, and everyone\ntributed to the success of this convention.\n\nelse who\n\ncon¬\n\nPrinting of resolutions : We recommend that a number of copies of these resolu¬\ntions be sent to each affiliated organization, and we request that they be printed in\npublication of state teachers’ associations.\nAn announcement was made by Miss Winn and cards were passed out with\nreference to securing copies of the Fifth Yearbook at this session or having copies\nsent from the headquarters office. One hundred and fifty copies were distributed at\nthe meeting\nthem.\n\nand requests were\n\nfiled by seventy teachers for copies to be mailed\n\nto\n\nA motion made by Miss Fahey was seconded and carried to the effect that the\nDepartment record in the minutes its appreciation of the service that Miss Hunter\nhas rendered by her long service as a regional director and her most efficient service\nas president; also that we record appreciation of the service given by Mr. Barron\nas vicepresident and congratulate him on his new work as a principal.\nThe meeting adjourned.\n\nAnnual\n\nDinner, Thursday\n\nEvening,\n\nJuly 3, 1930\n\nThe annual dinner was held Thursday evening, July 3, at 6 oclock at the Neil\nHouse, with more than eight hundred in attendance. Miss Hunter introduced various\ndistinguished persons connected with the Classroom Department and other branches\nof the profession. After a short musical program the principal address was given\nby John G. Neihardt, literary editor of the St. Louis Post-Dispatch,\n\nand poet.\n\n"}
{"page": 312, "printed_page": null, "text": "• ’\n\n■\n\n■\n\n■\n\n.\n\n*\n\n"}
{"page": 313, "printed_page": null, "text": "Department\n\nof Deans\n\nof Women\n\n"}
{"page": 314, "printed_page": null, "text": "The department of deans of women (National\nAssociation of Deans of Women) associated\nitself with the National Education Association\n\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 , Jessie Gibson, Dean of Women,\nPomona College, Claremont, Calif.; Second Vicepresident, Dorothy Stimson, President, Goucher Col¬\nlege, Baltimore, Md. ; Secretary , Floy Elliot, Dean of\nGirls, Central High School, Tulsa, Okla. ; Treasurer ,\nLydia I. Jones, Dean of Women, Michigan State Nor¬\nmal College, Ypsilanti, Mich.; Headquarters Secre¬\ntary\nD. C.', Gwladys W. Jones, 1634 Eye St., Washington,\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 .1921:407-420\n1919:393-426\n1922:693-793\n1920:357-364\n1923:621-636\n\n1924:500-536\n1925:403-449\n1926 :423-457\n\n[310]\n\n1927:391-418\n1928:353-374\n1929 :369-390\n\n"}
{"page": 315, "printed_page": null, "text": "THE\nENGLISH\n\nEMOTIONAL\nBAGLEY,\n\nFACTOR\n\nASSOCIATE\nNORTH\n\nIN HUMAN\n\nPROFESSOR\n\nCAROLINA,\n\nOF\n\nCHAPEL\n\nADJUSTMENT\n\nPSYCHOLOGY,\nHILL,\n\nUNIVERSITY\n\nOF\n\nN. C.\n\nIT is easy to understand the quandary in which the average dean of women\nfinds herself in these troublesome\n\ntimes. With\n\nproblems of inadequate\n\nbehavior arising with each day’s work, she is forced into an essentially\nfutile search for guidance. On the one hand turning to the conventional\nacademic psychology, she finds a discussion of only a limited range of\npsychological phenomena. A great many of the most important types of\nmental processes cannot be successfully brought under observation under the\nhighly artificial conditions which necessarily prevail in a psychological\nlaboratory. For this reason, these matters do not receive more than pass¬\ning attention in a college textbook. On the other hand, when the dean turns\nto Freudianism and the other medical psychologies, she encounters a fantastic\npresentation of the grossly abnormal. It is really difficult to find a systematic\ndiscussion of the mild emotional disorders of normal young women.\nIt is interesting to note, however, that the deans of women are con¬\ntinuing their attack on their psychological problems in the face of discourage¬\nment. Having already given due consideration to intelligence as it relates to\nundergraduate adjustment, they are prepared to consider another of the\nprimary factors upon which the quality of undergraduate\nemotional reactions.\n\nbehavior depends —\n\nIn this brief series of lectures it is going to be necessary to limit somewhat\nthe field of discussion and, as a particular type of emotional process —\nworry — is the most common basis of maladjustment, this topic is selected for\nspecial emphasis.\n\nEncountering emotional situations — From time to time every active in¬\ndividual encounters situations which give rise to emotional tensions of\nfear, rage, and sex. Usually these situations are quite fleeting and involve no\nserious consequences for the future. Although a rather intense fear response\nmay be made to a near-accident in an automobile, no action need be taken.\nThe situation itself is fleeting and, after it has passed, the emotional state\nusually disappears quite promptly. Under such circumstances it cannot be\nsaid that the experience has any serious effect on the efficiency of the indi¬\nvidual. It is never from experiences of the sort just described that under¬\ngraduate maladjustment proceeds. Rather, there must be a problem and a\npersisting emotional process, or mood. To give definite meaning to this\nstatement it is necessary to resort to an illustrative case.\n\nAn emotional problem — A certain undergraduate student found that her\nfinancial situation was becoming so acute that she must interrupt her college\ncourse. Through influence she secure a very dignified secretarial position in\nher home town and undertook the support of her widowed mother. Un¬\nfortunately, at the end of the first month she was discharged without ex¬\nplanation. She immediately secured another similar position and, at the end\nof the second month, she was again discharged. Her second dismissal gave\n[311]\n\n"}
{"page": 316, "printed_page": null, "text": "312\n\nNational\n\nEducation\n\nAssociation\n\nrise to a typical mood of worry, or persisting state of fear. Promptly she\nreached the conclusion that she probably did not have the capacity to hold\na secretarial position hut must seek employment of a simpler sort. Such\naction, however, was blocked by her realization that her income would be\nreduced and that it would no longer be possible to support her mother. This,\nin turn, meant that her mother would have to go to the home of an unsym¬\npathetic and belligerent uncle.\nThe young lady thus found herself in a typical worry mood. There had\narisen in her life a problem for which she was unable to find a solution.\n\nThat is, she could think of no plan of action by which she could modify the\nfear-arousing situation which had developed in her life.\nSuch is a typical mood. A problem gives rise to an emotional tension and\nto thinking. The thinking, which relates to consequences and to inacceptable plans, serves to maintain and reinforce the tension. The tension, on its\npart, maintains the futile thinking. Thus, a problem may set into operation\na circular type of process through which a state of emotion is caused to\nfunction almost indefinitely. Also, it is from such persisting emotional pro¬\ncesses that most serious emotional maladjustments ensue.\nIt has been shown how the young lady, whose affairs are under discussion,\nhad developed a potentially serious mood of fear. It happened, however, that\nshe had two admirable traits of personality which determined that her prob¬\nlem should have nothing more than a temporarily disturbing effect on her\nefficiency. She had a fixed tendency of facing the problems of her life frankly\nand of seeking competent advice and assistance in emergencies. Consequently,\nshe did not rationalize to the effect that she had been unfairly treated bv\nher former employers. She simply accepted the fact that her work had been\nunsatisfactory. She then formulated the plan of asking the gentlemen who\nhad discharged her to give her constructive criticism. From these interviews\nshe learned that her chief defects were an untidy personal appearance and a\nsomewhat\n\ntoo terse and ungracious way of speaking to customers of the two\n\nfirms. With this information she went to a clinical psychologist and sub¬\nmitted to an intelligence test which revealed the fact that she had the\ncapacity to do secretarial work. She was advised to master her faults and get\na new position. Her professional work for the last six months has been ex¬\ntremely successful. So, a young woman threatened with maladjustment\nextricated herself from her difficulty.\nIn making a psychological analysis of this case, two general facts of\nprimary importance stand out. In the first place, serious emotional problems\nmay arise because of a defect in the behavior of an individual, the defect\nactually creating the problem and the resulting state of emotion. In the\nsecond place, the problem, or emotional emergency, which arises may be\nsolved if the individual thinks frankly about it and seeks such assistance as is\nindicated. In short , this is the obligation of the psychological adviser to wom¬\n\nen: — First, to train students to organize their conduct in such a way that\nfeiv emotional emergencies arise. And, secondly, to train students to face\n\n"}
{"page": 317, "printed_page": null, "text": "Department\n\ntheir emotional emergencies\npetent guidance.\nLocked-in\n\nof Deans\n\nwith frank thinking and\n\nwith emotion — At this point it becomes\n\nan instance of actual maladjustment.\n\n313\n\nof Women\n\nthe seeking of com¬\nnecessary\n\nto consider\n\nIt will be noticed that the under¬\n\ngraduate involved is “locked-in with emotion.” That is, she fails to take any\nsteps to secure a solution of her emotional problem. The result is the develop¬\nment of a persistent state of tension and a maladjustment.\nA certain young\n\nwoman\n\ncame from a Puritan home\n\nto attend a typical\n\nAmerican university. Because her parents were timid, they refused to per¬\nmit her to live in the dormitories but had her enter the home of a professor.\nIn a short time the relations within the household became rather intimate\nand the professor’s interest in the student became rather more than platonic.\nShe naively accepted his attentions. It was not the custom to lock the doors\nwithin the house and one evening an unfortunate experience came to the\ngirl. She did not protect herself from the man by screaming. If she screamed,\nit would be necessary for her to leave the home and then she would have to\ngive an explanation to her parents. They would certainly censure her for\nhaving permitted the intimacy to develop and she was afraid. It was not in\nher to lie.\nNaturally, the result of this episode was a very intense mood of worry.\nNot only was there the immediate consideration of a possible pregnancy but,\nalso, the future held disturbing consequences. Although she had a normal\ninterest in men and, from her childhood, had hoped for a home and children,\nshe did not see the possibility of marriage. She was unwilling to marry with¬\nout telling the man her pathetic story and she did not believe that any decent\nman\n\nwould\n\nmarry her under the circumstances. It occurred to her that she\n\nmight demand\n\nthat her betrayer secure his freedom by divorce but this idea\n\nwas rejected because of her pity for his wife. Thus, she was locked in with\na mood\n\nof worry\n\nand her only action was finally to secure a position in a\n\ncountry school for girls where\ncompanionship\n\nshe might control her inclination for the\n\nof men. This has not served to eliminate or seriously modify\n\nher problem. However,\n\nit is not accurate to say that her emotional tension is\n\ncontinuously in operation. Whenever\n\nshe becomes\n\nthoroughly absorbed in\n\nher teaching or some other duty, a period of relief from tension comes to her.\nBut so many\n\nof the situations of her daily life suggest to her her difficulty,\n\nthat the emotional state is constantly being rearoused. The greater part of\neach day she is exhibiting the characteristic effects of a profound\nmood.\nConsequences\n\nof persisting emotional\n\nprocesses — Any\n\nmood\n\nworry\n\nof long dura¬\n\ntion, whether\n\nthe basal emotion be fear, rage, or sex excitement, produces\nthe psychological phenomena presently to be described. It will be noticed that\nthese phenomena\n\nare of such a character as to interfere with any complex\n\nintellectual activity, including study. Therefore, when a conscientious stu¬\ndent of adequate intelligence begins to show a rapid deterioration in scholar-\n\n"}
{"page": 318, "printed_page": null, "text": "314\n\nNational\n\nEducation\n\nAssociation\n\nship, it is natural to suspect that some sort of emotional difficulty has arisen\nin her life. This may not prove to be the case, since illness or other special\nconditions may be the cause. The possibility of a mood will certainly have to\nbe considered, nevertheless.\nThe mental effects of moods may be listed with brief comments, as\nfollows :\n1. Restlessness — There is a tendency to be unable to remain at one’s task. Typi¬\ncally, the individual finds it necessary to stop work frequently — to go for water, to\nvisit a neighboring dormitory room on errands which could readily be postponed,\nand so forth.\n2. Inability to concentrate — It is difficult to keep the attention fixed on a textbook\nor on a subject of conversation. Sources of distraction, which might ordinarily be\nignored, have a very disquieting effect, and especially slight noises.\n3. Irritability — Although an individual may normally be quite even-tempered,\nunder the influence of any sufficiently intense emotional state, she is likely to exhibit\ntantrum reactions on slight provocation.\nThis particular effect is especially serious for the violence of rage is apt to create\nsocial difficulties which\ndividual.\n\ncomplicate\n\nstill further\n\nthe primary\n\nproblem\n\nof the in¬\n\n4. Digestive disorder — An invariable feature of every emotional reaction is at\nleast a partial inhibition of the glandular and muscular activities of digestion.\nFleeting states of excitement are, of course, of no real importance in this respect,\nbut a long continued interruption of digestion is disabling.\n5. Diffusion — Emotional\n\nstates are marked\n\nby almost ceaseless minor\n\nmovements\n\nof all the members of the body. Such random activity, commonly known as “nervous¬\nness,” often takes the form of tapping with the foot and fingernail-biting. Such dif¬\nfusion is not diagnostic of emotion for it is continuously present in some persons on\nan hereditary basis.\n\nThe five types of phenomena described above when occurring in combina¬\ntion constitute a fairly reliable indication of the existence of a disturbing\nmood. It is not unusual, however, to find one or more of them absent.\nThe\n\nproblejn of rapport — As a preliminary\n\nto treatment\n\nin any case of\n\nemotional disorder of the “mood” type, it is necessary to secure from the stu¬\ndent some statement of her problem and the various experiences and\nthoughts relating to it. To secure this information is by no means easy. In\nalmost every instance, the problem is a very intimate personal matter and\nthere is an inhibition about discussing it.\nThe young woman who had the disastrous experience with the professor\ndid not come to a consulting psychologist with the intention of revealing her\npitiful story. She came merely because she felt that she needed assistance in\nconnection with her college duties. Finding that she was having difficulty in\nconcentrating her attention upon the preparation of the school subjects which\nshe was teaching, she did not realize that this disorder of attention was func¬\ntionally related to her emotional problem. The psychologist, suspecting the\nexistence of some difficulty of the sort, promptly requested her to give some¬\nthing of her history. She experienced a difficulty in discussing some phases\nof her life story and penetrating questions finally brought out the facts. Even\nso, it is true that the student would not have made a complete statement,\n\n"}
{"page": 319, "printed_page": null, "text": "Department\n\nhad no thoroughgoing\nconversing.\nThere\n\nof Deans\n\n315\n\nof Women\n\nrapport existed between\n\nthe two persons who\n\nwere\n\nis always the greatest resistance to reporting facts which\n\nreflect\n\ndiscredit on the self. There is an inevitable necessity of developing a very\nspecial relationship between counselor and counselee so that inhibitions will\nnot arise to interfere with the program of guidance and training. The re¬\nsistance must be made to yield to rapport. Hence, it is obvious that any ad¬\nviser, to be effective in giving psychological guidance, must have the ability\nto establish and maintain very intimate and confidential relations. This is\nextremely difficult for a dean who is usually a disciplinarian and always the\ncustodian of the morals of the student body. It is essential then for the dean\nto cultivate the reputation of being able to distinguish between\n\ndisciplinary\n\nand “problem” cases. She must be known to have an attitude of ethical toler¬\nance toward girls in distress and such an attitude cannot be simulated. It is\nnecessary for the dean to be actively interested in all varieties of undergradu¬\nate affairs, to become a decidedly human being. She should become familiar\nwith undergraduate opinion through constant, unofficial contact with all\nsorts of undergraduates. Most important of all, she should never discuss a\nsingle problem case, in public or in private, even in relation to students who\nhave graduated in long years past.\nTo a degree the capacity to elicit confidences is a gift of personal appear¬\nance and manner. It can be acquired to only a certain extent but it can never\nbe acquired by a person who views the undergraduate\nrigid moral attitude of a matured, thoughtful adult.\nThe\n\nmodern\n\nundergraduate\n\nthese lectures entirely too much\n\nof today from the\n\nsex situation — It is entirely possible that in\n\nemphasis is being placed on moods\n\nof fear.\n\nSex moods, also, may be persistent and may produce all of the disabling\nmental and behavior traits which have been described as arising from states\nof worry. Some comment on sex emotion as a factor in undergraduate\nadjustment seems in order.\nIn recent years there has developed among\n\ncollege students a new\n\nmal¬\nset of\n\nmores relating to sex. The prevailing attitude has been described as “experi¬\nmental” and needs no further characterization. As is well recognized, there\nis a definite social problem which has its origin in the fact that members of\nthe human species arrive at sexual maturity many years before the age of\neconomic independence and marriage. That the Victorian practice of repres¬\nsion was a somewhat inadequate solution is unquestioned. Especially it has\nbeen contended that complete premarital repression has the effect of interfer¬\ning with the adequate sex adjustment of women in marriage. On the other\nhand, it is certain that the modern “experimental” method is equally unsat¬\nisfactory. There are three primary difficulties, which may be summarized\nas follows :\n1. There is a common variety of intimate behavior, known as flirtage, which\nserves to arouse a high degree of excitement. This practise, unlike normal sex\nbehavior, does not eliminate or seriously reduce the tensions to which it gives\n\n"}
{"page": 320, "printed_page": null, "text": "316\n\nNational\n\nEducation\n\nAssociation\n\nrise. Usually, indeed, it creates typical moods which involve an interference\nwith study and other routine tasks.\n2. In some young women the modern spirit has reached the point of removing\ninhibitions from definite relationships. In the majority of cases which have re¬\nceived psychological attention, this “freedom” serves merely to exchange a\nsex tension for a tension of fear. The girl tends to develop fears of pregnancy,\nan uncertainty as to her marriageability, and an inferiority reaction to social\ndisapproval.\nMuch is being said now of the sophistication of modern youth. If this implies\nnothing more than an ability to write a volume or two on special phases of sex,\nthe idea may be accepted. However sophisticated young women may be in\nthese times, few there are who are “emotionally emancipated.” Their freedom\nis purchased with a great price — of fear.\n3. For the few modern women who are emotionally emancipated the. present\nmores are not really satisfactory. Premarital sex relationships are of necessity\nmerely occasional, acting primarily to awaken the sex drives. A girl, under\nthe circumstances, has more of a problem of tension than if complete restraint\nhad prevailed. It has recently been pointed out by Havelock Ellis that an ade¬\nquate sex adjustment can only be achieved by two persons who are continuously\ntogether and have numerous bonds of common interests. It may be said that\nthis is hardly in the class of novel ideas.\n\nA complete case history — It is now\n\nappropriate to present a complete case\n\nhistory which will introduce the whole problem of the most common\n\nform\n\nof emotional maladjustment. The disorder must be seen in all of its com¬\nplexity and the technic of treatment must be described in detail. For the\npurpose the case of an undergraduate man is selected. The study of a man’s\nreaction is unfortunate in a way, since our interest is centered for the time\nin girls. However, the behavior and thinking processes displayed in this in¬\nstance are thoroughly typical of both sexes and lend themselves to especially\neasy exposition.\nA young man had been suffering from a compulsion to gnaw the surface\nof his right hand. At the time of seeking assistance, he displayed a large\ncallous area. Now, it must be pointed out that a consulting psychologist does\nnot undertake to treat an individual simply because he is exhibiting an un¬\ntypical trait. For this reason, it was important to discover whether the handbiting entailed serious consequences. This proved to be the case. The youth\nwas keeping his hand in his pocket whenever\n\nhe was with his frieqds. This\n\nwas likely to create a suspicion that he was pathological and he would find\nit necessary to face a difficult social attitude. In the second place, because\nof his embarrassment about his habit of hand-biting, he was beginning to\nrestrict his social contacts. This would mean an unfortunate reduction in\nhis necessary recreational activities.\nIt was, accordingly, decided to undertake treatment\n\nand the young\n\nman\n\nwas required to apply acid to his callous frequently during each day. Before\nthe end of the week he appeared at the laboratory to report that his habit\nhad completely disappeared. But, in the course of the conversation it de¬\nveloped that within the two preceding days he had begun to be disturbed\n\n"}
{"page": 321, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof Women\n\n317\n\nby what he described — accurately — as very silly moral problems. Of these\ntwo may profitably be considered.\nHe had been walking on a street in a certain college town and had noticed\nthat he was followed by a particular student acquaintance. Looking ahead,\nhe espied a singularly unattractive undergraduate whom he also knew. This\nthought came to him: “Should a young Christian man be a friend to dis¬\nliked persons or should he walk with attractive men in order through the\ncontact to develop his own personality and consequently his effectiveness in\nChristian work.” He hastened to walk with the outcast and was passed\nshortly by the other student, who did not extend a very cordial greeting.\nThe patient went to his room troubled and did not sleep at all during the\nfollowing night, being beset by the fear that his decision was not ethically\ncorrect.\nThe\n\nhand-biter was also troubled about his obligation in the matter of\n\nneckties: “Should he wear old somber ones which might bring comfort to\nhis poorer acquaintances or should he wear resplendent ties which would\nappeal to important men and cause them to seek his companionship? He\nmight so develop his personality and consequently his effectiveness in Chris¬\ntian work.”\nIt is important to pause now in the recital of this case to point out that if\nthis visit had been the patient’s first interview wTith the psychologist his\nsymptom would have been merely a disturbing mood. However, the pa¬\ntient’s explanation of his persisting emotional state was not at the moment\nin the focus of his attention. Ostensibly only wras he disturbed about neck¬\nties and such things. As will soon appear, he had another reason for un¬\neasiness. Such a displacement of emotion from a real problem to an apparent\none is known as “emotional transference.” The operation of a process of this\nsort is often a source of great difficulty to an adviser of women.\nThree days later the patient came again to see the psychologist and re¬\nported that his period of moral upset had passed and he displayed the back\nof his right hand, which was found to be rapidly healing. However, it was\nobserved that he had begun to gnaw his left hand.\nThe psychological phenomena which have been described are a clear indi¬\ncation that in some way hand-biting and the mood of worry were func¬\ntionally related. Clearly, when the mood is present, the hand-biting is not ;\nand when the hand-biting occurs, the mood passes. It is also clear that the\nacid technic is the treatment of a symptom and in no way reaches the real\nnucleus of the existing disorder. It, therefore, was considered necessary to\nundertake to unravel the details of the patient’s emotional history.\nAfter a period of systematic questioning it was found that the young man\nhad redeveloped the hand-biting compulsion after an interval of approxi¬\nmately seven years. The story of the earlier occurrence of the habit proved\ninteresting. The patient had been lying ill with measles and had begun to\nthink with considerable tension of some sexual misconduct which he had a\nshort time previously displayed. Ordinarily, he would\n\nhave sought relief\n\n"}
{"page": 322, "printed_page": null, "text": "318\n\nNational\n\nEducation\n\nAssociation\n\nfrom his disturbance through the distraction of reading or playing with his\nfriends. This was impossible because of his illness, but, as he reported: “I\nfound that if I bit my hand, I did not think about the sex matter.”\nThe process which has just been described is known as repression. Indi¬\nviduals who are locked in with emotion regularly develop some device, a\nrepression activity, which, though falling short of solving their problem,\ndoes serve to interrupt the thinking feature of the mood. This permits the\npassing of the high tension and affords occasional periods of relief.\nFrom the information which had already been secured it appeared likely\nthat the patient, having become an undergraduate, had confronted a new\nsex problem and, falling back on an old-established repression device, was\nwith this controlling a disturbing mood. Confronted with this opinion, he\nultimately revealed the central problem of his life. The\n\nhand-biter was en¬\n\ngaged to be married and, acting under the modern spirit, had become some¬\nwhat too intimate with his fiancee without establishing definite sex relations.\nFurthermore, he had lost interest in the young lady, but, believing her com¬\npromised in a sense, he found himself facing the very unpleasant necessity\nof marrying her. His thoughts about the matter and his mood\n\nwere\n\nregu¬\n\nlarly interrupted by the hand-biting habit. When this device became un¬\navailable, because of the acid, he substituted for it another method of re¬\npression — a preoccupation with moral problems of a very minor character.\nAfter the whole psychological situation had been made clear to the pa¬\ntient, he was urged to speak frankly to his fiancee. The young lady in the\ncase immediately expressed a similar disinclination to marry. The patient\nthen lost all of his symptoms and was prepared to discontinue his visits to the\npsychologist’s office.\nIt should be pointed out that in no sense was the hand-biter “cured.”\nMerely a single emotional episode had passed from his life. He had still in\nhis personality several very disabling traits. For one thing, it was not his\npractise to plan his conduct with intelligent foresight and it was this defect\nwhich had created not simply the one but many other emergencies. In the\nsecond place, he did not have the habit of meeting his emergencies with\nfrank thinking and the seeking of competent advice and assistance. Before\nbeing discharged as cured he needed a great deal of fundamental retraining.\nUnder the guidance of the consulting psychologist he was led to foresee\nmany potential difficulties in the future of his life and he was required to\nperfect plans of meeting them. It was also possible to discover many prob¬\nlems, mostly of a minor sort, to which he was not reacting in an effec¬\ntive way. He was persuaded to think his way through to a solution of all of\nthese. After this thorough course of retraining he was dismissed — another\nman, indeed.\n\n"}
{"page": 323, "printed_page": null, "text": "Department\n\nTHE\n\nTRAINING\n\nOF\n\nof Deans\n\nof Women\n\nTEACHERS\n\nFOR\n\n319\n\nCHARACTER\n\nEDUCATION\nPAUL\n\nT.\n\nRANKIN,\n\nSUPERVISING\n\nDETROIT\n\nPUBLIC\n\nDIRECTOR\n\nRESEARCH\n\nSCHOOLS,\n\nDETROIT,\n\nAND\n\nADJUSTMENT,\n\nMICH.\n\nI understand that you are all members of faculties of teacher-training\ninstitutions. Character education is not the least of the types of work for\nwhich your institutions are training teachers. Indeed, many would say that\ndevelopment of character is the highest and most fundamental purpose of\nthe schools. On account of your positions as deans of women, you have a\nparticular interest in matters relating to character, and you have an unusual\nopportunity to influence the conduct and the thinking of the students at\nyour institutions.\nI wish to propose four main points or generalizations regarding character\neducation. In addition, I want to suggest some of the implications of these\npoints for the training of teachers. The points are: (1) the magnitude —\nthe inclusiveness — of character education; (2) the specificness of character\ntraits under present conditions; (3) the significance of every contact of\nteacher and pupil; (4) the need for conscious, direct planning of the pro¬\ngram of character education.\nWhenever I think of character education I am impressed with the rapidly\nwidening range of the items included under character education. The ob¬\njectives of character education may be summed up in the phrase, right hu¬\nman relations, but the meaning of this phrase is being extended continually.\nSuch relations depend upon an understanding of the elements involved in\nall one’s relations to himself and to others, the power and the will to choose\nwisely in situations involving human relationships, and the unison of under¬\nstanding with power of choice in an integrated personality which is organ¬\nized consistently around a basic scheme of values.\nThe increasing diversity in the character qualities which are necessary in\nthe complex life of today may be illustrated by the contrast (Figure 1) be¬\ntween the farm community in Jackson County, Michigan, in 1860, when\nmy father was growing into young manhood and the city community in\nDetroit in 1930, where I am attempting to rear my children. In 1860, in\nthat particular community, everyone was white. In Detroit today, while\nwe have principally whites, we also have about one hundred thousand colored\nand an appreciable number of other races as well. The farm community\nwas made up almost entirely of Protestant Christians, most of them of the\nPresbyterian or Baptist faith. Detroit today has practically every faith\nrepresented within its boundaries. In my own block, we have Orthodox\nJews, Reformed Jews, Roman Catholics, Greek Orthodox Catholics, and\nrepresentatives of a variety of Protestant denominations. So it goes in every\nbasis of classification — politics, language, work, wealth, education, com¬\nmunication. The picture in 1860 is that of homogeneity, or like-mindedness.\nThe contrasting picture in 1930 is heterogeneity, or different-mindedness.\n\n"}
{"page": 324, "printed_page": null, "text": "320\n\nNational\n\nFigure\n\n1. Contrast\n\nBetween\nCity\n\nFarm\n\nEducation\n\nAssociation\n\na Farm\n\nCommunity\n\nCommunity\n\n1860\n\nand\n\na\n\nin 1930\n\nCommunity\n\nCity Community\nDetroit\n1930\n\nJackson County\n1860\n\nWhite\nProtestant\n\nRACE\nRELIGION\n\nMany\nMany\n\nraces\nfaiths\n\nMany\n\nnationalities\n\nLANGUAGE\n\nMany\nMany\n\nparties\nlanguages\n\nWORK\nWEALTH\nEDUCATION\n\nMany occupations\nWide range\nWide range\n\nNATIONALITY\nPOLITICS\n\nScotch-English\nRepublican\nEnglish\nFarming\nNarrow range\nDistrict school\nLittle\n\nin\n\nCOMMUNICATION\n\nMuch\nHeterogeneity\n\nHomogeneity\n\nThe\n\nvirtues that sufficed for life in a farming community in 1860 are\ninadequate for the demands of life in an urban industrial center in 1930.\nNot only are character traits such as honesty, industry, and reverence still\nvaluable and necessary, but a new series of virtues, including tolerance,\nopen-mindedness,\nFigure\n\nand large-group-mindedness\n\nalso is required.\n\n2. Relative\n\nSeriousness\n\nof\n\nBehavior\n\n511 Teachers\n\nand 30 Mental\n\nHygienists.\n\nOf\n\nOnly\nOf\nSlight\nConsiderable\nImportance\nImportance\n\n4.5\n\nUntruthfulness\n\nT 15.8\nMH 10.3\n\nImpertinence\n\nT 15.0\nMH\n7.1\n\nDisorderliness\nin Class\n\nT 11.7\nMH\n3.4\n\nResentfulness\n\nT 10.8\nMH 14.1\n\nFearfulness\n\nT\nMH\n\nUnsocialness\n\n12.5\n\nTraits.\n\nOf\n\nExtremely\nGreat\n\n20.5\n\nImportance\n\n9.7\n14.0\n\nT\n8.3\nMH 17.3\n\nThe need for considering the whole of character education may be dem¬\nonstrated in another way. Wickman 1 investigated the attitudes that selected\nteachers and psychiatrists had toward various types of children’s behavior.\nFive hundred eleven teachers and thirty mental hygienists were asked to\n1 Wickman,\n1928.\n247 p.\n\nE. K. Children’s Behavior\n\nand Teachers' Attitudes, p. 130. Commonwealth\n\nFund,\n\n"}
{"page": 325, "printed_page": null, "text": "Department\n\nrate as to seriousness a number\n\nof Deans\n\nof Women\n\n321\n\nof behavior traits. I have selected six of these\n\ntraits to show the differences in judgments as to seriousness. In Figure 2,\nthe length of the bar denotes the seriousness attached to the trait. In each\ncase, the outlined bar stands for the teachers’ judgment, and the solid bar\nfor the judgment of the hygienists. The first three traits — untruthfulness,\nimpertinence, and disorderliness in class — are rated as of considerable impor¬\ntance by teachers. They are rated as of much less importance by the mental\nhygienists. On the other hand, traits such as resentfulness, fearfulness, and\nunsocialness are rated as of only slight importance by the teachers, but of con¬\nsiderable or extremely great importance by the mental hygienists.\nThis chart illustrates what has been found to be true in a number of\nsuch investigations. In general, teachers consider most serious those types of\nbehavior which are annoying; they tend to minimize the importance and\nseriousness of traits which may be classified as withdrawals from the social\nsituation.\nFigure\n\n3. Seriousness\n\nof Types\n\nof Behavior\n\nTeachers Versus Mental\n\nProblems\n\nHygienists\n\n(Wickman)\nMore\nSerious\nThan\n511 Teachers\nImmoralities\n\n>\n\nDishonesties\n>\n\nTransgressions\nagainst\nauthority\n\n>\n\n30 Mental Hygienists:\nWithdrawing,\nrecessive\npersonality\nand behavior\ntraits\n\nMore\nSerious\nThan\n\nViolations\n\nof :\n\nOrderliness\nclassroom\n\nin\n\nrecessive\naggressive\npersonality\nand behavior\ntraits\n\nI mmoralities\nViolations\n\nTemper\n\nschool\n\ntantrums\nTruancy\n\nWithdrawing,\n\nExtravagant,\n\nApplication to\nschool work\n\nDishonesties\nCruelty\n\nMore\nSerious\nThan\n\n>\n\npersonality\nand behavior\ntraits\n\nTransgressions\nof\n\nwork\n\nrequirements\nExtravagant\nbehavior\ntraits\n\nauthority\nagainst\nViolations of\norderliness\nin class\n\nThe facts may be shown somewhat better perhaps by Figure 3.1 Wickman\nclassified the specific acts which were rated. He then arranged the resultant\ntypes in a descending sequence from more serious to less serious (from left\nto right on the diagram). The five hundred eleven teachers considered im¬\nmoralities, dishonesties, and transgressions against authority, to be more\nserious than violations of orderliness in classroom, application to school\nwork, and so on. They rated as the least serious the withdrawing, recessive\npersonality and behavior traits. The ratings by the mental hygienists are\nshown on the lower part of the diagram. There are a number of radical\ndifferences. The most significant one probably is the shift in placement of\nwithdrawing, recessive personality and behavior traits from the position of\n1 Wickman,\n1928.\n247 p.\n\nE- K., Children’s\n\nBehavior\n\nand\n\nTeachers'\n\nAttitudes,\n\np. 130. Commonwealth\n\nFund,\n\n"}
{"page": 326, "printed_page": null, "text": "National\n\n322\n\nEducation\n\nAssociation\n\nleast serious, as judged by teachers, to the position of most\n\nserious, as\n\njudged by mental hygienists.\nMy purpose in presenting these two figures is not to criticise either the\nteachers or the mental hygienists for their judgments. I am presenting this\n\nmaterial, rather, to suggest that teachers, at least, need to broaden their con¬\ncept of the term character. They need to recognize the wide variety of traits\nwhich are essential to a well-developed character. As teachers we must guard\nnot only against gross immoralities, against annoying traits, against the ex¬\ntremes of extroversion, but also against the dangers inherent in unsocialness,\nextreme shyness, and, in general, against the characteristics of extreme in¬\ntroverts. A wellrounded comprehensive view of character is essential to any\nadequate program of character development.\nThe contrast between the older and more restricted notion of character\nand the newer and broader concept may be illustrated perhaps by the dia¬\ngram shown in Figure 4. The child is born into an environment of human\ninstitutions which press in upon him, demanding the response of acceptance.\nThe family stresses duty. Social life demands the adoption of the standard\nconventions. The school offers training. The church provides beliefs which\nthe child is expected to accept. The shop is ever before the child as the place\nin which he must labor. The state is evident to the child mainly through the\nlaws which he must obey. The essential characteristic of the implied scheme\nof morals is “y°u must.” Its method is domination. Its purpose is to secure\nconformity with what is, and the preservation of what has been. The virtues\nwhich are stressed by this scheme are those which in general serve to main¬\ntain the existing order.\nFigure\n\n4. Contrasting\n\nYou must\nC\n0\nN\nF\n0\n\nIdeas\n\nof\n\nCharacter\n\nBuilding\n\nI will\n\nFamily\n\nG\n\nSociety\n\nR\n\nSchool\n\n0\n\nR\n\n1! Church\nI\n1 Shop\nY\nState\n\nV\n\nBeliefs\n\nT\n\nH\nDomination\n\nChoice\n\nThe schools generally are moving toward another philosophy of life, a\nphilosophy which emphasizes choice, a philosophy which stimulates the child\nto will to do the useful and the right thing. Such a philosophy operates to\nhelp the child, himself, to develop desirable habits, attitudes, ideals, and\npurposes which can be unified and integrated about a central scheme of\n\n"}
{"page": 327, "printed_page": null, "text": "Department\n\nof Deans\n\nof Women\n\n323\n\nvalues. The whole process is directed to secure growth as well as the preserva¬\ntion of those elements of value in the older order. Such a scheme necessarily\nstresses a whole new series of virtues in addition to those which have been\nrevered for centuries.\nThe specificness of character — A second point which\n\nI wish to suggest is\n\nthat character traits, under present conditions of life and education, are\nhighly specific. This conclusion has been arrived at both by those who have\ninformally observed child life and child development, and by those who have\nconducted careful experimental studies. The studies made by Hartshorne\nand May and reported in Studies in Deceit are especially relevant. One of\ntheir major conclusions is that a child’s behavior can rarely, if at all, be de¬\nscribed in terms of general character qualities. The all or none judgment\nseems very difficult to make. They found in deception situations, for ex¬\nample, that one could say neither that a child always cheated nor that he\nnever cheated, but rather that he did not cheat in certain situations but did\ncheat in certain other situations.\nWhat are the implications of this point for the training of teachers? The\nbasic implication, I believe, is that we need to do more to develop the ability\nto generalize and to transfer the desired character traits.\nIt seems to be true that, under present conditions of life and education ,\ncharacter traits are highly specific. This does not mean, however, that under\nother conditions of teaching it might not be possible to make these traits\nmuch\n\nmore generally applicable than they seem to be now. If teachers and\n\nteacher-training institutions will seek to teach children how to generalize\nand how to apply to new situations the desirable character traits, we may be\nable to obtain undreamed of educational values.\nIn the meantime, it is expedient that we teach the desired character traits\nin the particular situations which are believed to be most significant. For\nexample, suppose that we wish to develop the bond “other people’s money —\ndo not take it.” We might conceivably do this in any one of many situa¬\ntions, among them that of being overchanged, and that of finding money on\nthe street. I think that most people would admit that the former of these\ntwo situations is much more likely to occur under the conditions of modern\nlife than is the latter. Our time in school is limited. It is impossible to de¬\nvelop every trait in every possible situation. We must select, we must choose\nthose which seem more generally valuable. In this particular case, it would\nseem wise to teach the trait in the situation of receiving too much change.\nA third point to which I wish to call attention is the significance of every\ncontact of teacher and pupil. This applies in every subject but particularly\nin character education. We are much more aware nowadays than formerly\nof the emotional concomitants of all learning. We are more alert to the by¬\nproducts of every phase of the learning process.\nLet us note two cases where individual adults have attempted to explain\nthe background\n\nof particular prejudices. A girl who had a definite prejudice\n\nagainst the idea of landlord said, “Until very recent years I’ve never had a\n\n"}
{"page": 328, "printed_page": null, "text": "324\n\nNational\n\nEducation\n\nlandlord, so my reaction to the word\n\nAssociation\n\nis not due to personal experiences. As\n\na child so many of the stories I read were about poor people whose landlords\nwere always at the point of putting them on the street. My sympathies of\ncourse were with the heroine — therefore the reaction now.” Note the by¬\nproduct effect of early reading experiences. Unquestionably the teacher who\ntaught this girl reading had no intention of developing a strong prejudice\nagainst landlords. Nevertheless, such a prejudice was\npiece of teaching.\nAnother\n\ncase is that of a girl who\n\none result of that\n\nadmits a strong prejudice against\n\nJapanese. She says: “My aunt, who lives down East, told me about some\nJapanese that lived there. They did something to some of the white children\nand I have always remembered that. I have never heard anything pleasant\nor good about them.” See the farreaching effect of an incidental conversa¬\ntion of years ago. Note how that discussion closed the mind of that child\nto hear anything good about Japanese. This particular girl went through a\npublic school system, elementary, intermediate, and high, and had some\ncollege work. She did good work throughout as judged by the usual stand¬\nards of the school. Yet she says, “I never have heard anything pleasant or\ngood about Japanese.” What a condemnation of our teaching methods and\nteaching procedures !\nI give these cases to illustrate changes which occur in attitudes. These\nchanges may be summed up somewhat as follows : they are usually gradual ;\nthey are usually involuntary ; they are usually the result of many stimuli ;\noften, perhaps in most cases, the changes which come are unintended on the\npart of those who bring about the change ; they are affected only slightly by\nreasoning, except to bring out connections.\nSince people differ in the meaning which they attach to a particular term,\nit may be well to define attitude in the sense in which I am using it. By at¬\ntitude, I mean a feeling for or against some person, thing, or idea. Like a\nfo rce in physics, it has direction for or against, and magnitude or intensity.\nOur attitude toward X (any new item of experience) comes from our\nattitude toward other items of experience which we associate with it. The\ndirection and intensity of the attitude depend on the number\n\nand relative\n\nintensity of the associated attitudes for and against. For example, my at¬\ntitude toward the National Association of Deans of Women, which is a\nrelatively new item in my experience, is determined\n\nby a host of other atti¬\n\ntudes toward items which I associate with the phrase, “National Association\nof Deans of Women.” Thus, I believe in cooperation through national or¬\nganizations of people who have like interests and like activities. I associate\nthat idea with the National Association of Deans of Women and therefore\ntend to feel favorably toward\n\nthis organization. On\n\nthe other hand, the\n\nterm “Dean” recalls to my mind the dean of women in a certain normal\ncollege some years ago, and an annoying ten oclock rule which she was in¬\nstrumental in having adopted. One influence of this mental association is to\nmake me tend to disapprove mildly of the National Association of Deans\n\n"}
{"page": 329, "printed_page": null, "text": "Department\n\nof Deans\n\n325\n\nof Women\n\nof Women. Of course, these are only two of many, many associations which\nI, or other persons, have with the idea of the National Association of Deans\nof Women. My final attitude toward the organization is a kind of com¬\nposite of the attitudes which I now have toward all the items which are\nassociated in my mind with this organization.\nThere are two important types of transfer toward\n\na new\n\nattitude. One\n\nis the transfer from our attitude toward a person (or group) who has ex¬\npressed to us an attitude. A second is the transfer from our attitude toward\nthe group where we classify the new item of experience. The\n\nfirst type is\n\nvery wTell expressed by Walter Lippman in Public Opinion, “Symbols are\nmade congenial and important because they are introduced to us by con¬\ngenial and important people.” If I approve of Mr. A, I tend to approve of\nthose things of which Mr. A approves.\nThe other point may be illustrated by the explanation given by a person\nfor disliking the phrase “one hundred percent American.”\n\nHe said, “because\n\nthat is too much the Ku Klux Klan idea.” This individual evidently associ¬\nated the phrase “one hundred percent American” with the Ku Klux Klan\nand responded to it as he responds to the idea of Ku Klux Klan. In this case\nboth responses are unfavorable.\nWhat are the implications of this point for teacher training? As I see it,\nthe implications are that those who are preparing to be teachers should be\nmade to recognize the significance of every interaction between teacher and\npupil. Along with the products of teaching which were intended, we are\nalways securing others which were not sought. We need to be alert to the\nconcomitants of every piece of learning.\nDirect\n\nor indirect — It seems\n\nthat there can\n\nnever be any discussion of\n\ncharacter education without having the question come up as to whether it\nshould be direct or indirect. That question ordinarily relates to the situation\nas regards the pupil. Should he have a textbook on character? Should there\nbe a particular time of the day when character is to be studied and recited ?\nShould marks be given in character? Should character education have all\nof the rights and privileges appertaining to any subject in the curriculum as\nfar as the pupil is concerned? The answer to these questions is not at all\nclear. Opinions differ materially. There are eloquent speakers on both\nsides. The final word has not yet been said. The decision in the last analysis\ncannot be made until there is available much more experimental evidence\nthan at present.\n\nAs regards the teacher, however, the situation is much clearer and there\nis much better agreement. There seems to be no question but that character\neducation should be direct from the point of view of the teacher. By this is\nmeant\n\nthat the teacher needs to plan as definitely and as precisely for secur¬\n\ning growth in children’s character as he does for securing growth in arith¬\nmetic fundamentals or in the knowledge of the valence of chemical elements.\nNow, what can deans do about it all? I think that, in the first place,\nthey can encourage\n\nall sorts of activities which operate to broaden the con-\n\n"}
{"page": 330, "printed_page": null, "text": "326\n\nNational\n\nEducation\n\nAssociation\n\ncept of character which is held by the students in their institutions. In the\nsecond place, they can stress the need of developing the ability to generalize\nand to transfer to new situations the desired character qualities. This task is\nadmittedly difficult but one which promises great results from its completion.\nIn the third place, they can aid students to secure control over the ways of\nchanging people’s attitudes. Character education is largely a matter of atti¬\ntudes. It behooves all of us to learn from the advertising man, the propa¬\ngandist, and others who are expert in determining and in modifying people’s\nattitudes. In the fourth place, they can emphasize again and again the\nnecessity for planning the teaching of character.\nFinally, deans of women — and all the other faculty members in a teacher¬\ntraining institution — can, themselves, use these implied principles in dealing\nwith the students of their own institutions.\nHELP\n\nAGNES\n\nE.\n\nHIGH-SCHOOL\nDEATHS MAY\nCOLLEGE\nDEANS\nWELLS,\n\nDEAN\n\nOF\n\nWOMEN,\n\nBLOOMINGTON,\n\nINDIANA\n\nGIVE\n\nTO\n\nUNIVERSITY\n\nIND.\n\nInnumerable are the ways in which the high-school dean of girls can and\ndoes aid the college dean of women. Assuming that a girl has the ability to\ndo creditable college work, her success in college depends not only upon her\nscholastic preparation, necessary as that is, but perhaps even more upon her\ncharacter, her attitude toward work and play, and her ability to adapt her¬\nself to college life. The wise influence and guidance of the dean of girls,\nwhile it cannot work miracles, can help to lay the foundation necessary for\nsuccess. Whatever contributes to the success of the individual student con¬\nstitutes the greatest aid to the college dean.\nIn scholastic preparation the first step in the high-school dean’s work is\nthe guidance of the girl in the selection of her course, so that she may enter\ncollege without conditions. This means that the dean should know the col¬\nlege entrance requirements of all colleges usually chosen by the girls of her\nschool. The high-school course having been determined upon with the col¬\nlege in mind, she may be of service in helping the girl and her parents to\nunderstand the vocations open to students through work in the different\ncolleges of the universities. This implies an understanding of the intricacies\nof college catalogues, a difficult matter for those unacquainted with college\nwork. Necessary reviews in subjects to be continued in college such as mathe¬\nmatics and modern languages can be advised, so that the student may be\nprepared to go on with work discontinued for a year or more. Since many\ncolleges require an entrance examination, at least in English, it is well for\nthe girls to prepare themselves for it, by reviews or by further courses in the\nhigh school.\nToo much emphasis cannot be laid upon the necessity for correct habits of\nstudy and of industry. These habits, if not formed in the high school, are\nacquired later at the expense of sometimes bitter disappointments to the\n\n"}
{"page": 331, "printed_page": null, "text": "Department\n\nof Deans\n\n327\n\nof Women\n\ngirls and their parents. The high-school dean and her assistants can prevent\nperhaps ninety percent of these disappointments. Correct study habits, a\nproper appreciation of industry, the right attitude toward outside activities\nare so bound up with character that the dean who helps the girl in these re¬\nspects helps also to form her character. Honest school work and straight\nthinking help to develop good character.\nThere are agencies in every community ready and willing to aid a highschool dean in her work of preparing a girl for campus life. Local groups\nof the American Association of University Women frequently plan for\nillustrated talks on the different colleges, by graduates of these institu¬\ntions. Such talks given to the girls and their mothers often open up new\nfields of interest and investigation. They may be followed by information\ngiven by the dean on such subjects as the college home, methods of registra¬\ntion, ways of earning money while at college, with probable amounts to be\nearned. The\n\ntalks on housing may include the fundamentals\n\nof group liv¬\n\ning, where ninety-nine percent of the group are of the same age and\nengaged in the same pursuits. Girls and often parents do not grasp the\nfundamental differences between such a group and the ordinary family,\nnecessitating regulations which seem sometimes unnecessary but which may\nbe shown to be inherent in the group. Descriptions of life in dormitories, in\nsorority houses, in approved rooming houses, or in private houses where a\ngirl may exchange four hours of work daily for her room and board, will\nmake possible for students an easier and happier adjustment to their new\nenvironment. It also makes life happier and easier from the beginning for\nthe college dean who\n\neither lives in a dormitory or directs the work\n\nof a\n\ndormitory through a social head. Her time can be used at once for the de¬\nvelopment of constructive plans for the year, with willing freshmen eager\nto help.\nParents may be told about the necessary expenses of college life, advised\nto insure all possessions against fire and theft, and warned against too ex¬\npensive clothes. Many parents of moderate incomes struggle with unneces¬\nsary demands on the part of their children far beyond their means. Fortunate\nis the community whose high-school dean can create an atmosphere such\nthat the pupils learn unconsciously to distinguish between essentials and\nnonessentials, and to place the emphasis where it belongs.\nAs was stated at the outset, whatever helps the girl helps also the college\ndean. It does not take her long to size up schools and localities and to greet\nwith joy or meet with dread the appearance of their graduates. The officers\nof the Association of Women Students acquire the habit of expecting to\nrecruit their ranks from schools in which the high-school deans have taught\nselfcontrol, interest, and joy in contributing to the good of all.\n\nThere is another and very practical way in which the high-school dean\nmay give aid to the college dean. This aid is outlined in the following blank,\nsuggesting many items of information which the college can use in helping\nthe student in her orientation to the new environment.\n\n"}
{"page": 332, "printed_page": null, "text": "328\n\nNational\n\nEducation\n\nOutline\nHigh\nName\n\nAssociation\n\nfor Suggested Blank\n\nSchool\n\nPlace .\n\nDate\n\nGraduation\n\nof student\n\ndate\n\nCourse\n\ns\n\nnt\n\nre\n\nPa\n\nA. Parents’ Nationality\n1. Foreign\n2. American.\nB. Education\n1. Grade\n2. High school\n3. College.\nC. Both parents living — yes, no\nD. Parents separated — yes, no\nGirl living with father, mother, relatives.\nE. Parents gainfully occupied — father, mother\nF. Parents’ financial standing\n1. Afford luxuries\n2. Afford necessities\n3. Poor.\nG. Parents’ Cooperation\n1. No interest\n2. Expecting especial privileges\n3. Intelligently cooperative.\n\nII. Girls\nA. Outside Interests\n1. Athletics\n2. Dances\n3. Music or dramatics\n4. Night clubs\n5. Interest in high school clubs selfish — yes, no\n6. Church work or social work\n7. Gainfully occupied — yes, no.\nB. Trustworthiness\n1. In work — good, poor\n2. In actions — good, poor.\nC. Aptitude for college work\n1. Excellent\na. Brilliant\nb. Persevering.\n2. Medium\n3. Slow\n4. Dull\nD. Place in the Graduating\n1. Upper third\n2. Middle third\n3. Lower third\n4. Number in class\n5. Class average.\nE. Probable\n\ncourse desired\n\n1. Decided upon\n2. Undecided.\n\nClass\n\n"}
{"page": 333, "printed_page": null, "text": "Department\n\nof Deans\n\nof Women\n329\n\nF. Executive\n1. Real\n\nability\n\n2. Imagined\n3. None\n4. Good leader\n5. Good follower.\nG. Experience\n1. In selfgovernment association as\na. Officer\nb. Committee chairman\nc. Committee member.\n2. In other activities\na. Dramatics\nb. Debating\nc. Music\n\n•\n\nd. Blue Triangle, etc.\n\nAll of this demands\n\nprecious time, usually encroaching upon the high-\n\nschool dean’s leisure. The value, however, is untold and would mean the\npossibility of the girl’s being able to adapt herself more quickly to college\nlife, because the college dean could more quickly arrange for agencies to\nhelp her.\n\nINSTITUTE:\n\nNECESSARY\n\nAND\n\nUSABLE\n\nHIGH-SCHOOL\nHARRIET\n\nHAYES,\n\nTEACHERS\n\nCOLLEGE,\n\nRECORDS\n\nFOR\n\nTHE\n\nNEW\n\nYORK,\n\nDEAN 1\n\nCOLUMBIA\n\nUNIVERSITY,\n\nN. Y.j Leader\nRUTH\n\nSANDERSON,\n\nNOTTINGHAM\n\nHIGH\n\nSCHOOL,\n\nSYRACUSE,\n\nN.\n\nY., Scribe\n\nAll who attended agreed that records must be “human,” should not be an\nend in themselves, and must serve as a means for making facts readily avail¬\nable for use. We as deans should not become statistically minded, but should\nuse records as the physician uses fine instruments.\nRecords needed by a dean will necessarily vary:\n1. With\n2. With\n3. With\n4. With\nand system.\n\nthe size of the school\nthe work the dean does\nthe location of the dean’s office\nthe system of record keeping in the main\n\noffice of her particular school\n\nRecords should be kept in a way that will insure their most effective use :\n1. By the dean, her staff, and their successors\n2. By other authorized persons, such as members\nnon-confidential types of records)\n3. By research workers.\n\nof the faculty, and\n\n(in many\n\nby students\n\n1 The Institute on Necessary and Usable Records for a Dean of Girls in High School, at the\nAtlantic City Conference, was an insight into the “Laboratory of Practise.” It was led by Miss\nHarriet Hayes of Columbia University, assisted by Miss Lillian Bowie of Woodward High\nSchool, Cincinnati; Miss Mary E. Cook, Fifth Avenue High School, Pittsburgh, Pa.; Miss\nFannie S. Mitchell, Central High School, Greensboro, N. C. ; Mrs. Susan B. Nay, Muncie High\nSchool, Muncie, Indiana; Mrs. Mary F. Pilcher, High School, Montclair, N. J., and Miss\nJosephine R. Toomey, West Orange High School, New Jersey.\n\n"}
{"page": 334, "printed_page": null, "text": "National\n\n330\n\nEducation\n\nAssociation\n\nRecords may be classified as:\n1. Temporary\n\n(to be destroyed\n\nafter a brief period of usefulness)\n\n2. Semi-permanent (serving through a longer period, as throughout\nhigh-school career), and\n3. Permanent (filed for possible future reference, and research).\n\na student’s\n\nRecords should have the following qualities :\n1. Suitability for their essential purposes,\nhandling\n\nand\n\nconvenient\n\nsize, shape,\n\nfor\n\n2. Compactness (without extraneous or unnecessary items)\n3. Completeness (fitting their purpose adequately)\n4. Flexibility (with provision for protection of confidential items where cards\nare in general use)\n5. They should be devised with care for economy of time and labor for making\nout and keeping up.\n\nThe dean should have, either in her own\nthe following records for every girl :\n\noffice or immediately available,\n\n1. Name, age, I.Q., and results of other tests\n2. Social and economic background\n3. School history\n4. Present course of study\n5. Health record\n6. Interests and activities in and out of school\n7. Educational and vocational expectations\n8. Record of persons or organizations interested in the girl.\n\nThe dean, as director of the social program\nthe following records :\n\nof the school, should have\n\n1. The calendar of events (the keeping of which the principal will ordinarily\ndelegate to the dean)\n2. Records of clubs and their memberships\n3. Records in connection with the point system, especially as it concerns girls\n4. A record of all employed girls\n5. Records of loans and scholarships\n6. Records of honors\n7. Records\n\nof home\n\nroom\n\nand other social programs.\n\nIn keeping records the following devices have been found useful:\n1. Vertical files\n2. Varicolored cards\n3. Colored signal clips for cards\n4. Uniform cards and designations.\n\n"}
{"page": 335, "printed_page": null, "text": "Department\n\nof Educational\n\nResearch\n\n"}
{"page": 336, "printed_page": null, "text": "THE AMERICAN EDUCATIONAL RESEARCH ASSOCI¬\nATION\n\napplied in 1929 to become\n\nthe department\n\nof educational research in the Association. The\nproper notice was given at the Atlanta meeting in\n1929, and final action in creating the department was\ntaken at the Columbus, Ohio, meeting on July 3, 1930.\nThe research organization brings with it a history\nrich in achievements and places the National Educa¬\ntion Association in closer touch with colleges, univer¬\nsities, and research agencies.\nOfficers of the Department for the year 1930-31\nare: President , W. W. Charters, Director, Bureau\nof Educational Research, Ohio State University, Co¬\nlumbus, Ohio; Vicepresident, P. T. Rankin, Super¬\nvising Director, Research Adjustment, Board of\nEducation, Detroit, Mich. ; Secretary-Treasurer ,\nWilliam S. Gray, Dean, College of Education, Uni¬\nversity of Chicago, Chicago, Ill.\n\nf 332 ]\n\n"}
{"page": 337, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool Principals\n\n"}
{"page": 338, "printed_page": null, "text": "The department of elementary school prin¬\ncipals,\n\ntemporarily\n\norganized\n\nas the National\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 193031 are: President , Cassie F. Roys, 2609 Bristol St.,\nOmaha, Nebr. ; First Vicepresident , Herbert C. Han¬\nsen, 315 Plymouth Court, Chicago, Ill.; Second Vicepresident, Earl R. Laing, 20710 Pilgrim Ave., De¬\ntroit, Mich.; Third V.icepresident , Cora Rustling,\n4416 S. Normandie Ave., Los Angeles, Calif. ; Fourth\nVicepresident , George Taylor, Susan B. Anthony\nSchool No. 27, Rochester, N. Y. ; Fifth Vicepresident ,\nJulia Sheehan, Hunnewell School, Wellesley, Mass.;\nSecretary , F. H. Duffy, 1616 Ridge Ave., Steuben¬\nville, Ohio; Executive Committee , Elizabeth McCor¬\nmick, Howe School, Superior, Wis. (Term expires\n1931) ; James Floyd, 717 Garden St., Plainfield, N.\nJ. (Term expires 1932) ; M. Emma Brookes, Miles\nSchool, Cleveland, Ohio (Term expires 1933) ; Eva\nG. Pinkston, 5652 Belmont Ave., Dallas, Texas\n(Term expires 1934). This Department meets twice\neach year — in February and July. Facts relating to\nthe establishment of this Department and the record\nof meetings are found in earlier volumes of Proceed¬\nings as follows :\n1921 :453\n1922:851-886\n1923:653-666\n\n1924 :545-564\n1925:450-477\n\n[ 334 ]\n\n1926 :457-495\n1927:419-456\n\n1928 :375-409\n1929:391-424\n\n"}
{"page": 339, "printed_page": null, "text": "ARITHMETIC,\nBELLE\n\nITS VALUE\n\nTORREY\n\nSCOTT,\n\nIN OUR\n\nPRINCIPAL,\n\nFULTON\n\nSCHOOLS— ABSTRACT\nSCHOOL,\n\nCOLUMBUS,\n\nOHIO\n\nThat the subject of arithmetic is an es ential and integral part of the\ncurriculum\n\nof the modern\n\nschool needs no apology for its claim. The\n\nthree R’s have long since become taboo, as such, but those who are\nwilling to give serious and unbiased judgment in the matter must concede\nthat much sound psychology lay at the foundation of the early teaching.\nWe are living in an age of rapid changes, the technicalities of society are\nchanging, but the fundamental principles upon which society is constructed\nare not changing.\nIt is to meet this ever changing condition that the school must direct\nitself, being ever mindful of the fact that a deliberate and consistent adapta¬\ntion is far preferable to a sudden revolution.\nDifficulties in teaching of arithmetic have arisen because we as teachers\nhave violated every principle of psychology. We have not considered the\nchild with his interests and experiences but have thrust upon him our no¬\ntions.\nWhile\n\nwe\n\nmust\n\nobserve these basic principles, if we\n\nconsider only his\n\npresent skills, desires, strengths, and weaknesses, we fail to attain the objec¬\ntive toward which we are working. Tomorrow is still ahead of him and he\nmust be prepared to interpret the environment in which he finds himself to\nthe end that he may live his best self.\nThe ethical lessons to be learned through the study of arithmetic are\nvaluable and desirable — truth, accuracy, honesty, concentration are the\nvery warp and woof of an intelligent existence ; these qualities through a\nworking knowledge\ncome fixed habits.\n\nof numbers\n\nare stressed and, by patient observance, be¬\n\nTHE. IMPORTANCE OF A READING PROGRAM\nSCHO OLS—ABS TRA C T\nMARGARET\n\nL. WHITE,\n\nELEMENTARY\n\nSUPERVISOR,\n\nLAND,\n\nPUBLIC\n\nTO THE\n\nSCHOOLS,\n\nCLEVE¬\n\nOHIO\n\nThere is probably no school subject in the elementary grades that is more\nfundamental or important than that of reading. Every other school subject\nis dependent to some degree upon effective and intelligent reading.\nA statement that has often been made in regard to the reading program\nin the elementary grades says in effect, “The time of the children in the pri¬\nmary grades should be devoted to learning to read, while the time in the\nupper grades should be spent in reading to learn.” It seems to me that there\nis no reason why the twro objectives cannot be accomplished at the same\ntime, from the very beginning of the reading program. There are two ob¬\njectives that we are all working for in reading: First, that of getting a child\n[ 335 ]\n\n"}
{"page": 340, "printed_page": null, "text": "National\n\n336\n\nEducation\n\nAssociation\n\nto enjoy and want to read ; and second, teaching the child the mechanical\nskills necessary to be a good reader. One objective is useless without the\nother.\nToo often the work in the primary grades is confined to word recognition\nor, in other words, to building a reading vocabulary. This is quite impor¬\ntant and necessary, but it is only a part of the program, for we all recognize\nthe importance of establishing desirable habits from the beginning. It is es¬\nsential for the reading program to plan to develop good habits in attacking\nnews words, phrasing, eye-span, keeping one’s place, reading comprehendingly, as well as reading for many purposes, such as reading to follow direc¬\ntions, reading to get information, reading to answer questions, etc. Nor\nmust the reading program lose sight of the fact that worthwhile and genuine\ninterest must be developed and fostered.\nAnother principle that should be consciously adhered to and planned for\nis that of using simple material in order to attain fluency in reading and to\ndevelop one’s confidence in his reading ability.\nAs a result of experimentation, testing and observation in our reading\ncurriculum center in Cleveland, we have come to some rather definite con¬\nclusions as to some problems in primary reading. These are:\n1. All children do not learn to read in the same\n\nway or at the same age.\n2. There is not enough variety of methods to take care of individual differences.\n3. The vocabularies of experience charts and incidental reading are often too\nspecialized to be of great help in reading books of general interest.\n4. There is not enough repetition of the same vocabulary in different and new\nsituations.\n5. Lack of reading readiness, due to environment,\nences, training, etc.\n6. Lack of a variety of reading material.\n7. Lack of interest in reading.\n8. Lack of training in the mechanics of reading.\n\nlanguage\n\ndifficulties, experi¬\n\nThese problems are suggestive as to what should be taken care of in a\nreading program\n\nfor the primary grades.\n\nBy the time children have completed the third grade, most of them have\nmastered the mechanics of reading. There are, however, new types of read¬\ning needed for the upper grades. The added subjectmatter that the child\nneeds necessitates much\nanswer\n\nreading to get the main\n\nidea, to get details, to\n\nquestions, to form conclusions, and various other skills necessary\n\nin reference reading. Some of these skills require skimming, note-taking,\nand outlining. All of these are more or less new technics to be learned by the\nchild. More\n\nand more\n\nstress is put on the proper use of books, such as the\n\ntable of contents, chapter headings, encyclopedia, and dictionary. These\ngrades also present the opportunity for developing new interests and appre¬\nciations, as well as fostering old ones. Realizing the complexity of the child’s\nreading problem at this stage a reading program should plan the best or¬\nganization and procedures for meeting this problem.\n\n"}
{"page": 341, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n337\n\nPrincipals\n\nAs a result of reading tests and teachers’ judgment, certain children in\nCleveland were placed in special reading groups, regardless of their grades.\nIt was necessary to have nine reading groups. Two groups were composed\nof children who were excellent readers, but who needed development in ap¬\npreciation and taste. Two groups were organized to work on reference read¬\ning. One group was organized for reading interest and another one to work\non comprehension. Three groups were organized to work on the mechanics of\nreading. In order to organize these groups, all the grades had a reading pe¬\nriod for forty minutes at the same time each day. This made it possible\nfor a child to attend the particular group he needed. He could move from\none group to another as his skill improved.\nWe were amazed at the great number of children needing help in the\nmechanics of reading. It seemed to point to the fact that there are always\nin these grades children of low mentality, but not borderline material, how¬\never, who are unable to cope with the amount of reading essential to carry\non the work of these grades.\nThe organization has proved to be very valuable in making both teachers\nand children conscious of individual problems in reading, as well as the\nmany\n\nskills necessary for intelligent reading. Great improvement\n\nin reading ability. We\n\nwas shown\n\nfeel that another year the organization should in¬\n\nclude only the fifth and sixth grades, due to the fact that the range of abili¬\nties is too great to be handled effectively.\nNo reading program\n\nwould be complete without some provision for library\n\nreading. The elementary schools have a very definite responsibility for de¬\nveloping the library habit and for fostering an interest in worthwhile books.\n\nENGLISH\n\nAND\n\nGEORGE\n\nITS VALUE\n\nF. CASSELL,\n\nTO\n\nOUR\n\nPRINCIPAL,\n\nPENN\n\nSCHOOLS— ABSTRACT\nSCHOOL,\n\nCHICAGO,\n\nILL.\n\nHow heavy a task it is for a child to set down his thoughts in writing we\nteachers often underestimate. Creative composition, the writing of reasons\nand hopes and ideas that one holds, represents an effort which is taxing.\nHumbly,\n\ntherefore, and helpfully, realizing the hardships of the path\n\nalong which we ask him to come, so that we may not make the hardships a\nmatter of distaste but rather an invitation to worthy success, let us open up\nthe way of composition to the child for the sake of the values it presents. It is\na medium through which he learns to communicate in a more or less careful\nway with persons with whom other methods of communication are not\nreadily open. It is also a manner of making a record of what he has to say.\nBeyond this, moreover,\n\nare the benefits that come from the effort to reduce\n\nto visible and exact shape the ideas that are his, and the necessity of searching\nhimself as to the validity of those ideas and their logic; the worth\ninformation\n\nof his\n\nand thought; and the effectiveness and attractiveness of the\n\nform in which he has placed them.\n\n"}
{"page": 342, "printed_page": null, "text": "338\n\nWe\n\nNational\n\nEducation\n\nare composing orally much\n\nAssociation\n\nof our time, and since the transfer of our\n\nthoughts from one to another by word of mouth is so regular a phenomenon\nand one of the distinctions which set us apart from all other forms of\ncreated things, it should be a joy always and maintained on a plane of sheer\nhappiness. In unschooled and out-of-school childhood it is. Bad grammar,\nslurred enunciation, incomplete sentences, incorrect pronunciation stand not\nat all in the way of the four or five-year-old child who, with his fellows,\ncomposes and delivers his thoughts in glorious abandon and volubility. He\ndoes not know\n\nthat he is composing. Think\n\nof the difference an hour makes\n\nwith the children of the elementary schools! Unless we are wise, three\noclock may find a class in conscious fear before the number of the verb, while\nthe antecedent of its subject is being sought, or so worked\n\nupon in the effort\n\nto have the correct form of a pronoun as to forget the meaning of the sen¬\ntence. Four oclock finds groups of the same girls and boys exchanging with\nvividness and accuracy, with mirth or scorn or appreciation, their impres¬\nsions of that day’s assembly program, the inter-room game they mean\n\nto win,\n\nthe teacher’s vulnerable personality, or the relative prowess of national\nathletes. What a pity! We wanted them to speak freely in the classroom too,\nand they did not. Why did we want them to speak freely? Well, we wanted\nto correct their speech. But how can we expect anyone to want to speak if\nhe feels that he is urged to utterance in order that he may be corrected?\nHard as it is for a child to be silent, he prefers silence to talk that he feels\nwill be subjected to such treatment. How\n\nthen is he to be helped in oral\n\nEnglish? I should say, in general, by treating what he has to say as being of\nimportance, by encouraging him to impart his information to the very end,\nand by giving him the courtesy and apparently interested attention that is\nstimulating to the adult speaker. Then our suggestions and corrections as to\nchange in presentation and conformity to accepted standards may be offered\nand explained as altogether incidental and subordinate to the real purpose\nof his effort. Oral composition is talking. Children\n\ndelight in talking. Let\n\nus of the schools be careful not to kill the substance of the matter by a rigid\nclamping down\n\nupon it of the form. Let us not permit a preoccupation with\n\naccuracy to deprive the child of freedom\n\nof range, for in oral English the\n\nreally vital value lies in the satisfaction of having expressed aloud the\nthought one had.\nOf far greater possibility of service to the young\n\npeople of our schools,\n\nhowever, than composition, either written or oral, can ever be, is that part\nof their training in English that is broadly spoken of as literature. Among\nthe generally accepted aims of education are to be found, almost as articles in\na statement of religious faith : training for worthy citizenship, helping to a\nprofitable use of leisure, the producing of noble character, the beneficial\narticulation of the individual with his fellows of the home. All these depend\nupon the getting and the holding of ideals, and I am\n\nconvinced that it is\n\n"}
{"page": 343, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n339\n\nthrough the literature with which the child becomes acquainted that he gets\nand holds his ideals to a degree much greater than is commonly believed.\nWe wish to train the girls and boys for worthy home membership. We can\ndo very much toward this through the reading material we present and the\ninterpretation we give to it. Surely books of sincere purpose and stories in¬\nvolving unforced situations make an ideal medium through which to pass to\nthe child the conceptions of obedience to his parents, of unselfishness in his\ndealings with his brothers and sisters, of a justifiable pride in his family and\nin himself as a member of his family. The right sort of reading matter will\ndo more toward this end.\nWhat of profitable use of leisure? I am not suggesting that the child should\nfill with reading most of the spaces that may lie between his school work, his\nplay and his home tasks, nor am I prophesying that the average adult, even\nhe upon whom as child or adult the magic of the printed word has laid its\nspell, will so use the larger part of the time that may come to him as respite\nfrom his usual work. Nevertheless, it seems to me that attitudes of mind and\npurpose of thought, influencing the choice of activity in leisure hours, come\nvery directly from previous reading.\nTrain for citizenship! We have no more effective antidote against the\nundesirable impressions that may come to the child from the conversation and\nthe acts of cynical adults, against the false admiration for the prominence of\npeople whose unsocial conduct has given them temporary publicity, against\nthe lurid appeal of sordid lawlessness which unfortunately in the daily papers\nis often fitted out in heroic dress, than may be found in the record of the\nnoble people of history and the best characters of fiction. Here is one of the\nmost proper and effective means of training happily for citizenship.\nNo connotation associated with the word character is of more interesting\nand vigorous meaning than that suggested by the Greek verb from which it\nderives — the idea of engraving or marking permanently the material upon\nwhich one works. The public schools wish to excel in character training.\nWhat implements to use in cutting the lines of character is a delicate\nmatter for the teacher to determine. They must be many and varied, but\namong them must be found that of good reading. It is an instrument made\nto cut deep and clear, and one which makes possible the finer and more\ndelicate lines in the finished plate. For this purpose the schools have no better\ntool, and I should be at loss to name another as good.\n\nTHE\n\nA.\n\nDISTINCTIVE CONTRIBUTIONS OF GEOGRAPHY\nEDUCATION— ABSTRACT\n\nE. PARKINS,\n\nPROFESSOR\n\nOF\n\nGEOGRAPHY,\n\nTEACHERS,\n\nGEORGE\n\nNASHVILLE,\n\nPEABODY\n\nCOLLEGE\n\nIN\n\nFOR\n\nTENN.\n\nGeography is not what it was three decades or so ago, nor is it what the\nrank and file of Americans of today think it is ; even many school authorities\nknow little of its presentday aspects.\n\n"}
{"page": 344, "printed_page": null, "text": "National\n\n340\n\nEducation\n\nAssociation\n\nTo be assured that tremendous progress has been made in the quality of\nthe books in geography texts and supplementary reading, one has but to\ncompare the books that were used forty years ago with those of today ; and\nto realize that progress has been made in certain methods of teaching one has\nbut to recall the listless, deadening, memorative recitations of thirty years\nago with a busy geography hour in the classroom of a skilful teacher where\nthe children, surrounded by maps of many sorts, a school museum at hand,\nand a collection of pictures, are too absorbed with class discussions of the\nworking out of what seem to them weighty problems to break the unwritten\nlaw of class decorum.\nThe greatest progress in the science of geography has been in the higher\ninstitutions of learning. One will find geography departments with faculties\nnumbering from two to a dozen or more in nearly every state university\nand larger endowed university from Boston Bay to the Pacific coast. This\nrepresents a growth of only a little more than two decades. While I am to\ndiscuss the value of geography in the elementary school, I cite these facts\nconcerning its status in the higher institutions to show that I am not talking\nabout an old, decrepit subject or science that belongs to those ancient days\nwhen education was known as pedagogy and memorative recitations and\nformal discipline were in vogue.\nGeography is an old science. There are volumes in geography even older\nthan the New Testament; but it is only in recent decades, since America\nhas become a great industrial nation and a world power, and life in general\nhas reached a complexity wholly new to developing civilization, that geog¬\nraphy under a new and practical discipline has come into a new field of\nusefulness.\nPresentday geography acquaints the children with modern\n\nagriculture in\n\nits many phases — cereal growing, cotton culture, subtropical fruit produc¬\ntion, humid agriculture, dryland farming, irrigation, land and water trans¬\nportation, mining, and manufacturing. It is concerned with the busy world,\nwith man at work in every clime and in every land. It considers the social\nand political conditions under which he works that affect his work. It looks\nat things from the world viewpoint.\n\nVITAL\nE. RUTH\n\nVALUES\n\nPYRTLE,\n\nIN ELEMENTARY\n\nPRESIDENT\n\nOF\n\nTHE\n\nLINCOLN,\n\nNATIONAL\n\nEDUCATION\nEDUCATION\n\nASSOCIATION,\n\nNEBR.\n\nI appreciate the honor and privilege of bringing you greetings from your\nparent organization. I congratulate this Department upon the splendid\nprogram set up for your meeting. No group of educators have a finer oppor¬\ntunity than have those in the elementary field. Your splendidly planned pro¬\ngram which emphasizes essential values in the traditional subjectmatter\ntogether with proper emphasis on modern trends in education to fit modern\nneeds and demands will inspire and help not only the elementary but the\n\n"}
{"page": 345, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\n341\n\nwhole field of education. I could wish nothing better for all of the children\nof America than to have them enjoy the opportunities and benefits provided\nfor our best schools where I have been privileged to visit this year as Presi¬\ndent of the National Education Association. It is most encouraging that\nmore and more teachers are leading pupils to thinking, weighing, measuring,\nreasoning, making\n\njudgments,\n\nand letting memory\n\nbecome\n\nthe byproduct\n\nrather than the main objective in the day’s program.\nHaving a keen sense of vital values will cause us to put emphasis on “first\nthings first.” Dr. Dewey says that in our schools we have freed individuality\nin many modes of outer expression without freeing intelligence, which is the\nvital spring and guarantee of all these expressions. It does not take new or\ndifferent equipment than we now have in nearly all schools, but use of the\nequipment or environment in a more profitable manner. For example he\nsays, take the child out-of-doors widening and organizing his experience with\nreference to the world in which he lives ; nature study should be a\nvital observation of forces working under their natural conditions, plants\nand animals growing in their own homes, instead of mere discussion of dead\nspecimens.\nWe believe it is fundamental in our teaching that we have a sense of vital\nvalues in education and put emphasis on first things, first.\nHenry Turner B.ailey emphasizes that nature in 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 to bless all who\nhave learned to love them. He says when we are wiser, we will run the buses\nof the board of education not to bring rural children into city schools, but\nto take city children into the country that they may learn to know, and love\nGod’s first revelation to man, and feel at home in the natural world because\nthey are well acquainted with it.\nWhich\n\nis the greater tragedy, for a child to live in a crowded\n\ncity in a\n\nhome and school environment that almost prevents his chance for apprecia¬\ntion of the real values of life, or the child living in the rural school environ¬\nment — perhaps surrounded by the beauty of God’s great out-of-doors — and\nyet not appreciating it because of having “eyes that see not and ears that\nhear not?”\nOnce I asked a twelve year old boy about the scarlet tanager which was\nnesting within a stone’s throw of his school. This modern rural school house\nwas located in beautiful river woods, a locality well known to ornithologists\nas one of the best in the United States for making a long bird list. The boy\nknew nothing about the tanager; he said his teacher thought his class did not\nhave time to study birds, they had so much\n\nBishop William\nget.”\n\narithmetic and geography “to\n\nA. Quayle once said he would\n\nlike to add a beatitude to\n\nthe list, to read, “Blessed are those who have eyes to see and use them;\nBlessed are those who have ears to hear and hear with them.” The beatitude\nI would add is— “Blessed are those who help others to see.”\n\n"}
{"page": 346, "printed_page": null, "text": "National\n\n342\n\nEducation\n\nAssociation\n\nThese blessed surely include the classroom teachers of America\n\nwho have\n\nthe vision of putting the emphasis on “First things first ” and put that into\npractise in everyday classroom instruction. Fortunate indeed, is the child\nwho is associated -with that type of teacher !\nOne of your favorite \"writers in his: “God\nthis philosophy of vital values :\n\nof the Open-Air”\n\nexpresses\n\nThese are the things I prize,\nAnd hold of dearest worth\nLight of the sapphire skies,\nPeace of the silent hill.\nShelter of forest,\nComfort of grass,\nMusic of birds,\nMurmur of little rills,\nShadows of clouds that swiftly pass,\nAnd after showers,\nThe smell of flowers\nAnd\nAnd\n\nof the good brown earth,\nbest of all, along the way,\n\nFriendship\n\nVITAL\n\nHARRY\n\nVALUES\nPOINT\n\nC. MCKOWN,\n\nand mirth.\n\nIN EDUCATION— UNIVERSITY\nOF VIEW— ABSTRACT\n\nUNIVERSITY\n\nOF\n\nPITTSBURGH,\n\nPITTSBURGH,\n\nThe first vital value in education concerns useful knowledges\n\nPA.\n\nand skills.\n\nAll of us are familiar with the great array of futile and useless, and. fre¬\nquently silly, stunts which have been done and which are still being done in\nthe name of education, usually justified on the basis of formal discipline,\nbusy work, or tradition. All of us are familiar too with the ever increasing\ndemand for more useful and more easily justifiable material and values. The\nelementary school, because of its traditional and logical function as the pur¬\nveyor of the three R’s, the tool subjects, is probably rather free from the\ncommon criticism that education is more concerned with its subjects than\nwith its objects, and that it is too academic and bookish.\nA second perfectly evident vital value is healthy bodies. The boy or girl\nwho is physically unhappy has little business attempting to become mentally\nand spiritually happy. He lacks the very basis upon which spiritual and\nmental happiness is built. Here again the elementary school is rather free\nof the shackles which have hindered the development of healthy bodies in\nthe high school and shackles which are beginning to make their appearance\nin the junior high school — interscholastic athletics — in which, for purposes\nof developing school morale, advertising the school, and enlisting community\ninterest we build a program and forget our pupils. How many schools con¬\nfuse a program of interscholastic athletics with a program of physical edu¬\ncation! The typical interscholastic athletic program, in the typical high\n\n"}
{"page": 347, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\n343\n\nschool, is not and never can be, as at present organized, a program of phys¬\nical education, for the wellknown reasons that too few pupils participate,\nthose who need participation do not get it, those who get it do not need it,\nthe activities are too highly specialized and are those in which the adult will\nnot engage. May the elementary school develop a program\ncation and never a program of interscholastic athletics.\n\nof physical edu¬\n\nA third evident vital value in education is many-sidedness. The individual\nwith a single track attitude and experience is a narrow person, unhappily\nfitted to a civilization in which in one hour he must react intelligently to a\ndozen different phases of human\n\nexperience — radio, dramatics, music, auto¬\n\nmobile mechanism, food, clothing, pressing local and international prob¬\nlems, amateur and professional athletics and sports, recreational activities,\netc. We have somewhat reserved the development of this many-sidedness as\na function of the junior high school, but we are realizing more fully that it\nis increasingly possible of development in the elementary school. As the for¬\nmal subjects are being pushed farther and farther down in the elementary\nschool so are also the social or socalled extracurriculum activities. The ele¬\nmentary school, through a sensible use of the auditorium, the school club,\nsuch supplementary organizations as Boy and Girl Scouts, trips, music and\ndramatics, exhibitions, and the like, may at least help to start the develop¬\nment of this many-sidedness.\nA fourth vital value in education is desirable social responsiveness. All of\nus live in social and not individual environments and all of us must be\ntrained to live in these situations. The school has abigresponsibilityinsotraining the pupils that they may live lives socially successful. Here again the socalled extracurriculum activities offer opportunities. The pupil, through his\nparticipation in room organization, clubs, council or cabinet, service com¬\nmittees and squads, and his work in helping to promote the various activities\nabout the school is learning by doing, is accepting and discharging his re¬\nsponsibilities in the same way he will accept and discharge them as an adult.\nA fifth vital value is happy spirits. The child or adult who is unhappy is\na pitiable individual and how much unhappiness can be attributed to an in¬\nability to sense and be delightfully thrilled by the beautiful. Of course the\nchild must be educated from his appreciation of his childish pretties to those\nhe should enjoy as an adult. Naturally those of adulthood should not be\nthose of childhood. In many instances however the adult has not become an\nadult, he has not grown up and put away childish things. Let us think\ndefinitely of three fields of education in which we probably have the greatest\npossibilities for cultivating happy spirits. All of us as children and adults\nread literature, listen to music, and look at works of art.\nNote the usual standards in literature. What is popular in literature\n(and in the movies, which is the modern predigested form of literature) ?\nTry to get into a motion picture theater when such masterpieces as “Her\nFatal Error,” “Should a Woman Tell,” “Her Rosy Past,” or “The Sins of\nmy Grandmother” are being offered and you will find that you have to\nreserve your seats in advance. But if you want to attend a performance of\n\n"}
{"page": 348, "printed_page": null, "text": "344\n\nNational\n\nEducation\n\nAssociation\n\nwhat our teachers hold to be good literature, you will find that most of it\nhas not been sufficiently interesting to justify screening or staging, and if it\nhas been screened and staged you will have no trouble in getting seats at any\ntime. Why did we as youngsters love the dime novels and the nickel thrill¬\ners? — because we knew no better. We enjoyed them to be sure. Yet they\nwere all as alike as the typical movie stories today. And we lacked the ex¬\nperience upon which to make discrimihating judgments. Sad the individual\nwho never read one of these curdling tales ; sadder still the individual who\nread nothing but them ; and still sadder still the individual who since then\nhas read nothing but the same type of literature — the individual who is still\nin the swaddling clothes of literary appreciation.\nIn music witness the popularity of such classics as “Yes, We Have No\nBananas,” “Barney Google,” “Don’t Bring Lulu,” and others, or the de¬\nmand for the blue song crooner or mammy song singer. These show the size\nof the average individual’s standards of music appreciation. And I fear that\nmany of the socalled operettas as given in our schools, with their brigands,\npirates, outlaws, Indians, and what nots, are little higher up the scale in\nquality. But in any case most of us are childish in our musical tastes.\nOur childishness in art may be evidenced by the extent to which we\nclutter up our homes with cheap pictures, statuary, and gaudy household\nfurnishings and decorations. If you will pardon a personal illustration. It\nalways irritates me to attend a national or international exhibition of pic¬\ntures and to find that first prize has been awarded to some drab, colorless,\nunintelligible, and uninteresting painting of a pot and a pumpkin on a box.\nI can see in the exhibition many pictures which are much prettier and many\nwhich are much more interesting. This is because I have no esthetic nature\nor lack the education which would assist me in properly appreciating the\nartistry of these prize and honorable mention pictures.\nI am not boasting about my ignorance of art. I am rather bemoaning the\nfact that, as a pupil in the school, I, an individual with no special interest or\nability in drawing or art of any kind, was not given some suggestions which\nwould gradually raise my standards from the ten-cent store type of gaudy\ncolor and misty vista. When I was in school my teachers were so interested\nin attempting to make Michelangelos and Whistlers out of a half dozen of\nmy schoolmates that they had no time to do anything at all for twenty times\nas many of us who could never be producers, but all of whom would be con¬\nsumers all of our lives. I am trying now to learn some simple things about\nart, but it is a slow and painful process.\nWhat\n\nthen can we do with literature, music, and art to make for happier\nspirits? The boy or girl who has ability and interest will need little or no\nencouragement, but those who have little or no ability, who will be con¬\nsumers rather than producers, are discouraged from learning anything about\nliterature, art, or music because the)7 do not have the ability to meet the\nexacting requirements of passing courses, so they do not enter them.\n\nIn summary the pupil will consume literature, music, and art all of his\nlife and we owe it to him to so educate him that his consumption will be any-\n\n"}
{"page": 349, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\n345\n\nthing but barbaric. As yet we so frequently appear to think that our main\njob is only to educate producers, and we specialize in attempting to make\nwriters of literature, composers of music, and painters of pictures. We have\nhardly begun the more important job of educating for worthy consumption.\nAnd when we do we will begin to approach in intelligent fashion this all\nimportant task of developing happier spirits.\nA last vital value in education concerns sensible thrift practises. Nearly all\nof the elementary schools of the country have widely advertised programs\nof savings and very, very few of them have any program\n\nof thrift or make\n\nany attempt at all to teach thrift. Most of them confuse a program of sav¬\ning with a program of thrift. How many teachers have told me that they\nwere judged more by the extent of their pupils’ participation in saving than\nby their success in the usual school work. And the cause and result of this\ncoercion is to be found in the contests for the mystical one hundred percent\nin classroom and school savings. So interested are we in having our schools\nlisted as a hundred percent or as high a percent as possible in the advertising\npublications of the socalled school thrift companies that we usually allow or\nask other pupils to contribute pennies for some indigent pupil who forgot to\nbring his “savings.” And how frequently when such pupil help is not forth¬\ncoming the teacher himself must dig down into his not too full pocketbook\nand make the necessary contribution in order that the record of the class\nor group shall be good enough to attract the attention of the authorities and\nbe duly recorded in the advertising of the thrift company. And then we\nteachers talk about training for character!\nWhat we need in the schools is a real program on the teaching of thrift\nand this is not in any degree comprehended by a program of saving money.\nSaving money is important and basic and systematic saving is a proper and\nworthy educational objective, but other habits just as important are those of\nspending, giving, and investing. As yet we appear to have no time for teach¬\ning these.\nTake\n\nbuying for example?\n\nAll of us buy and will buy all of our lives,\n\nand yet where do we learn to buy? We learn from experience only and ex¬\nperience runs an expensive school. Think of the millions and millions\nof dollars that are wasted each year because we as buyers are the rankest of\namateurs while the seller is all too frequently the rankest of professionals.\nFor protection, we need to educate the buyer on buymanship\neducation of the seller on salesmanship.\n\nto match the\n\nIn addition to saving and buying, a third set of important habits in thrift\nconcerns giving. Giving is an important part of the financial, social, and\nservice life of all. We support charity, religious institutions, distressed local\nand foreign communities, and many\n\nother worthy causes. But how much\n\nof\n\nour giving is unintelligently done? Much of it is on the basis of an emotional\nrather than an intelligent reaction. A poor unfortunate on the street can\ndo wonders\n\nin making\n\nso we encourage\n\nus emphasize emotion and forget intelligence. And\n\npanhandling, mooching, tag days, and other forms of beg-\n\n"}
{"page": 350, "printed_page": null, "text": "34b\n\nNational\n\nEducation\n\nAssociation\n\nAns which intelligent giving would drive from our communities. There\nmight as well be a few pointers on Christmas giving, too.\nA fourth important wheel of the thrift chariot is investing. An invest¬\nment expert recently stated that the women of the country buy each year seven\nhundred million dollars worth of “insecurities.” If we grant that men buy\nhalf as much this would make a total of one billion dollars, half as much\nas our entire annual educational bill, wasted. We cannot do a great deal\nbut we can do something. I should be willing to trade the establishment and\nfunctioning of one little idea on thrift for any year or two of any subject\nin the school. This idea is simply “Do not buy a dollar’s worth of anything\nuntil you have talked to your banker. He is safe, he is conservative. He is\nmore interested in making five dollars this week than he is in making a mil¬\nlion dollars in the next ten minutes.” The establishment of such an idea\nshould assist in cutting down this enormous waste.\nAnother most important phase of investment concerns insurance. If I were\na ?irl I should not marrv the most wonderful man in the world unless\nI were properly protected by insurance. While the younger pupils would not\nbe able to appreciate many of the details of the various forms of insurance,\na general idea could be planted which would later result in happiness. Ma¬\nterial for the older pupils might concern the advantages of the various kinds\nof insurance, home ownership, and investments of other kinds.\nIt should be clear that because of the very nature of its function the ele¬\nmentary school, with perhaps the exception of the upper grades, has always\nbeen pretty free from the practise of disseminating useless knowledge, yet\nit has also not been particularly interested in emphasizing the social and re¬\nlational values of education, an emphasis which the junior high school, in\nparticular, is just now making. There appears to be no good reason why\nthis social phase should not be likewise emphasized more in the middle and\nlower grades. It is true that the elementary school to some extent is con¬\nstantly developing this program and it will doubtless continue to develop\na greater emphasis upon social objectives and activities. In conclusion the\nelementary school has the responsibility of at least beginning in good fashion\nthe development of these vital values, objectives, or procedures in educa¬\ntion, useful knowledges and skills, healthy bodies, many-sided interests, de¬\nsirable social responsiveness, happy spirits, and sensible thrift practises, and\nits responsibility is the greater because all children attend it and many will\nnot go far beyond it.\n\nVITAL\nEDITH\n\nVALUES\nA. LATHROP,\nOFFICE\n\nIN ELEMENTARY\nASSISTANT\nOF\n\nSPECIALIST\n\nEDUCATION,\n\nSCHOOL\nIN\n\nSCHOOL\n\nWASHINGTON,\n\nLIBRARIES\nLIBRARIES,\n\nU. S.\n\nD. C.\n\nIn its evolution the acceptance of libraries as integral parts of schools\nhas, like many educational developments, come from the top down. For a\nlong time universities and colleges have regarded libraries as essential equip¬\nment. Within the last quarter of a century libraries have found their places\n\n"}
{"page": 351, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n347\n\nPrincipals\n\nin most high schools, and more recently the best high schools are realizing\nthat if such libraries are to render their greatest service to the schools,\ntrained librarians must be in charge of them.\nNow,\n\nthe attention is on the elementary school library. This is evidenced\n\nby the consideration of standards for elementary school libraries on the part\nof leaders in national library and educational associations; by emphasis on\nthe elementary school library in courses of instruction in higher institutions\nof learning; and by an increase in the amount of bibliographical material\ndealing with the subject.\nA joint committee from the American Library Association and the Na¬\ntional Education Association prepared a set of library standards for elemen¬\ntary schools with enrolments of 500 to 2000. These standards were pub¬\nlished in 1925 by the American Library Association. The committee has\nbeen continued for the purpose of preparing standards for rural elementary\nschools of various types — small, medium, and large.\nThe School of Library Science in Columbia\ncourses designed to give superintendents\n\nUniversity\n\nadvertises\n\nand principals an understand¬\n\ning of the function of the library in elementary and secondary schools. Simi¬\nlar courses are given in other library schools.\nThe library courses for elementary school principals which were held in\nconnection with the summer meetings of the National Education Association\nat the University of Washington in Seattle in 1927, and at the University\nof Minneapolis in 1928 are significant of the interest of elementary school\nprincipals in the school library problem. The specific purpose of these courses\nwas to emphasize the need of better library facilities for elementary schools.\nThe amount of literature on any subject is an index to the interest in it.\nThe past few years has been marked by a considerable increase in the litera¬\nture dealing specifically with the problem of the elementary school library.\nThis literature is found chiefly in articles in library and educational jour¬\nnals ; in publications of state educational and library agencies, the American\nLibrary Association, and the United\n\nStates Office of Education.\n\nRecently\n\ntwo books have appeared on the subject. One of them, “The Elementary\nSchool Library,” by William A. King, was published in 1929. This book,\nas the title indicates, deals exclusively with the problem of the elementary\nschool library. The other, “The Library in the School,” by Lucile F. Fargo,\npublished in 1930, considers in one volume, library service for schools of\nboth elementary and high-school levels.\nThese trends indicate that the idea of the library as an integral part of\nthe elementary school is not only accepted but is gaining ground. It is the\nopinion of quite a number of writers on the subject that in the future the\nlibrary will be much more an integral part of the school than it is at present.\nDean Russell of Teachers College, Columbia University gives us something\nto think about along this line. He says:\nFor the education\n\nof children we\n\nlibraries. For the education\n\nhave\n\nschools. Into these we\n\nof adults we have\n\nhave\n\nlibraries. Into these we\n\nintroduced\nhave\n\nintro-\n\n"}
{"page": 352, "printed_page": null, "text": "348\n\nduced\n\nNational\n\nschools — the time may\n\nEducation\n\ncome\n\nnor schools in libraries, but a new\nbines the best features of both.1\n\nThe\n\nAssociation\n\nthere will be neither libraries in schools\neducational institution will emerge which com¬\n\nwhen\n\nintroduction of libraries into schools is the result of modern\n\neduca¬\n\ntional developments. In this progress is to be found the vital values in ele¬\nmentary school libraries. I shall now discuss the values of libraries in rela¬\ntion to four of the modern educational developments.\n\nChanges\n\nin School Curriculums\n\nThe modern philosophy of education is bringing about great changes in\nschool curriculums. These changes manifest themselves in a new type of\norganization, a reduction in the use of formal textbooks and a demand for\nschool activities that are in tune with life situations.\nThe old courses of study are organized about school subjects such as read¬\ning, arithmetic, history, etc. In the more progressive courses there has been\nconsiderable combination and rearrangement of subjectmatter resulting in\nthe organization of large units of content in English, art, geography, and\nother subjects. For example, a unit in one of these modern courses of study\non, “Introducing Greece through Olympic Games,” brought out such ques¬\ntions as these : What amusements had the Greeks ? What wars did they\nfight? What books and music had they? How did they dress? What did they\neat? How did they educate their children? What was their religion? What\noccupations did they have? In finding the source of materials for this unit,\nit was necessary for the children to make excursions into such fields as\nathletics, history, literature, art, clothing, food, education, mythology, reli¬\ngion, government, geography, and sociology.\nEach unit of organization in these progressive courses of study usually\ncontains many references to books and periodicals. Therefore, in order to\nput into execution such courses of study schools must have access to\nlibraries.\nGenerally, the more\n\nuse that elementary schools make\n\nof libraries the\n\nless use they make of formal textbooks. In a curriculum experiment con¬\nducted a few years ago in the elementary school of the School of Education\nat the University of Missouri, a library of 3000 volumes was largely a sub¬\nstitute for conventional textbooks. This experiment, says J. L. Meriam who\nconducted it, exhibited a school policy clearly in harmony with a present\ntendency in our public schools, namely, a greater use of the library and a\nrelatively less use of the traditional textbook.2\nThe more progressive courses of study emphasize current developments\nin home, community, and national life. For this reason no course of study\ncan be uptodate. It must constantly be adjusted to meet new\n1 Russell, William F. Educational Developments and the Library.\nNo. 2. American Library Association, Chicago, 1928. 49-53.\n- Meriam,\n\nJ. L. “Library\n\nand\n\nTextbook\n\nSchool Principals. National Education\n\nService.”\n\nBulletin\n\nAssociation. The Ninth\n\nsituations —\n\nSchool Library Yearbook\n\nof the Department\n\nof Elementary\n\nYearbook, p. 593-601. April, 1930.\n\n"}
{"page": 353, "printed_page": null, "text": "349\nDepartment\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\na Lindbergh crossing the Atlantic in an airplane, the advent of the “talkies,”\na Byrd expedition to the South Pole, a five-power naval conference, a new\nplanet swimming into our ken, the experiment of the American School of the\nAir. Textbooks do not contain information on situations that will develop\nnext week or on inventions that may be brought to light next month. Yet\nthese situations and inventions may vitally effect and even transform our\nmanner of living. Where else must the school go for published information\nrelative to current problems and developments but to libraries?\n\nNew\n\nTechnics\n\nin Teaching\n\nImproved courses of study with their realignment of subjectmatter, their\nreferences to many books and periodicals and emphasis on life situations\nhave brought about new\n\ntechnics in teaching. Today,\n\nelementary\n\nschool\n\nchildren, like high-school and university students are encouraged to read,\nobserve, experiment, investigate, and organize for class discussion the in¬\nformation thus acquired.\nThe practise of requiring children to memorize the contents of a few\npages of a textbook is being replaced in the more progressive schools by\nlaboratory methods that encourage children to make their own investiga¬\ntions through the medium of books, magazines, newspapers, pictures, mu¬\nseums, and personal interviews. A single textbook on a subject, no matter\nhow complete it may be, cannot supply all of the data necessary in solving\nthe many problems arising from a project. There must be access to books\nand other reading matter treating of many\nThe\n\ntendency towards\n\nsubjects.\n\nindividualization of instruction in our teaching\n\nprocedures makes many books on the various subjects taught in the schools\na necessity. This is particularly true in the teaching of children with superior\nmental abilities. To keep such children marking time while their classmates\ncatch up with them inculcates habits of laziness and indifference. Such chil¬\ndren should be given the opportunity to delve deeper, through reading, into\ntheir fields of special interests, than their classmates. It has been demon¬\nstrated that exceptionally bright children read on an average three or four\ntimes as many books as children of average intelligence.1\nModern teaching technics assume that the cultivation on the part of the\nchildren of selfreliance and initiative are as important as the accumulation\n\nof facts. Where else do children have a better opportunity to cultivate selfreliance and initiative than in the library searching for information for the\nsolution of their problems?\n\nChildren must be taught to acquire skill in handling both libraries and\nbooks if they are to make the best possible use of them. It is one of the objec¬\ntives of good teaching that these skills shall be acquired to some degree in the\n1 1 erman,\nN. Y. Lewis and Lima, Margaret,\nYork,\n\nChildren’ s Reading,\n\np. 56. D. Appleton and Co., New\n\n"}
{"page": 354, "printed_page": null, "text": "350\n\nNational\n\nEducation\n\nAssociation\n\nelementary school. To teach them effectively a new type of teacher is neces¬\nsary — a teacher technically trained in libraries and books. This brings us to\na discussion of the school librarian.\n\nThe School Librarian\nIt is impossible for the library to function as an integral part of the school\nwithout the school librarian ; and the influence of the school librarian is one\nof the most vital values of the elementary school library. It is the school\nlibrarian, in cooperation with the teacher, who helps the elementary school\nchild acquire the skills in the use of libraries and books that will help him\ncarry on his education alone if necessary, through libraries. In many of our\nlarge city school systems the school librarian learns to know the child and\nhis needs far better than his teachers for she is closely associated with him\nthrough his entire elementary school course while his teachers change every\nyear.\nProgressive movements in education have magnified the importance of the\nschool librarian. So few are the persons qualified for this position that it is\nimpossible for many schools to find adequately trained persons. Most of the\nfew that are available are being placed in high schools.\nA school librarian needs a training particularly fitted for a particular\nkind of job. That such a person should have educational qualifications equal\nto those of teachers and technical library training in addition, is universally\naccepted. Some schools require experience in teaching in addition. It is neces¬\nsary for a successful school librarian to have a knowledge of the school cur¬\nriculum and of the teaching methods of the various teachers in the school\nthat use the library over which she presides. And\nbrarian should understand and love children.\n\nabove all, a school li¬\n\nThe child depends upon the librarian for a knowledge of the use of the\nlibrary catalog. It is the librarian who stimulates the child to utilize the\nknowledge that the teacher has given him concerning the intelligent use of\ntables of contents and indexes in books rather than looking up information\nfor the child herself. And how important it is that such skills as these be\nacquired while in the elementary school. Who of us that has taught in high\nschools have not found children laboriously turning the pages of books try¬\ning to locate information on given topics, apparently ignorant of such things\nas indexes?\nIt is the librarian who introduces the child to such reference books as at¬\nlases, encyclopedias, The World Almanac, Readers’ Guide, etc., and\nteaches him how to use them. It is the librarian who cooperates with the\nteacher in stimulating the child to read and in developing within him dis¬\ncrimination in the selection of books. It is the librarian who introduces the\nteacher to the wealth of printed materials in the library which will aid him\nin the development of his school projects, and who informs him of new pub¬\nlications that come to the library. It is the librarian who frequently discovers\n\n"}
{"page": 355, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\n351\n\nthe peculiar interests of the child through his “browsing” in the library and\nwho because of this discovery is often able to aid the teacher in making an\nadjustment for the child in his school work that the teacher could not have\nmade alone. So, in many other ways, the librarian is constantly reinforcing\nthe work of the teacher. In fact, today the librarian is indispensable to the\nmodern school system.\n\nEnrichment\n\nof Life\n\nOne of the aims of elementary education is the enrichment of the life\nof the child. Nowhere can the child better acquire the characteristics that\nwill enrich his life than in his contacts with the library. Reading fosters\nambition, arouses new interests, widens the intellectual horizon, stimulates\nimagination, cultivates an inquiring mind, and gives one the tools for con¬\ntinuing education.\nA knowledge of the biographies of the world’s heroes and heroines fosters\nthe ambitions of youth. Boys and girls are naturally hero worshippers and it\nis during the elementary school period that they should be exposed to biog¬\nraphy. What boy in reading the life of Washington does not say to himself\n“I want\n\nto be like that man”?\n\nWhat\n\ngirl reading Louise Alcott’s “Little\n\nWomen” does not covet a personality like that of “Jo”? And in wishing to\nbecome like their heroes or heroines boys and girls become like them at least\nfor a moment.\nhe says :\n\nLowell expresses the idea in his poem called “Longing”\nThe thing we long for, that we\nFor one transcendent moment\n\nwhen\n\nare\n\nBefore the Present poor and bare\nCan make its sneering comment.\n\nIt is in the repetition of our desires to reach an ideal that we finally par¬\ntially accomplish it. We grow* like the things we think about. So boys and\ngirls continually wishing to become like the good men and women that they\nhave learned to know between the covers of books, finally acquire their\ncharacteristics. Lowell\nwith this couplet :\n\nexpresses this thought farther on in his “Longing”\n\nOur lives must climb from hope to hope\nAnd realize our longing.\n\nDaily practise on the part of the child in looking up material for his school\nprojects is sure to arouse newr interests. For example, the casual stumbling of\na child upon the Cornell Rural School Leaflet entitled, “A Travelog of\nBirds,” may kindle an interest in birds that had hitherto been dormant. And\nso it might be along many other lines. The illustrations can be multiplied\nindefinitely. The mechanically-minded boy’s interest is aroused by an article\non “How* to make an Airplane.”\nWhat teacher has not noticed the difference betw*een the child who comes\nfrom a home in which the contents of books and magazines are read and\n\n"}
{"page": 356, "printed_page": null, "text": "352\n\nNational\n\ntalked about and one who\n\nEducation\n\nAssociation\n\ncomes from a home\n\nwhere such a situation does\n\nnot exist. The child from the former home draws from a fountain of knowl¬\nedge that is not available for the latter. His intellectual horizon is wider.\nThis is one reason why youth should acquire the habit of using libraries while\nin school.\nIt has been said that to those small libraries in the little fishing villages\nof Norway we owe Rolvaag’s “Giants in the Earth,” that epic of the\nstruggle of the pioneers in subduing the plains of our great middlewest. It\nwas in the books that Rolvaag read in the libraries of the Norway fishing\nvillages that he learned to know the verities of life, and that his imagination\nwas stirred to create literature of his own. Another presentday author,\nFannie Hurst, says that to the public library in St. Louis, the city in which\nshe grew up, she owes the greatest mental stimulus of her life.\nA democracy, in order to realize its ideals, is dependent upon people who\nare capable of thinking for themselves — people who\n\nreason, people who\n\nask\n\n“why” and “wherefore,” people who have inquiring minds. May we not\nhope that as libraries become more and more integral parts of schools there\nwill be many more people who will think for themselves and a far less\nnumber who blindly follow ideas that are handed down to them.\nThe greatest value to the child in forming the library habit while in the\nelementary school is that he has acquired a habit of using books as tools\nwhich will be beneficial throughout life. If he continues his education\nthrough high school and college it can make of him a superior student.\nIf his schooling ends with the elementary school he has the tools for educat¬\ning himself. All education is, after all, self education. The person who\ndrops reading after leaving school is uneducated, even though that person\nmay have a string of college degrees after his name. The child who leaves\nschool with a taste for wholesome reading permanently established and who\nis given the opportunity* of gratifying that taste can hardly fail to make\nhappy, useful citizen.\n\na\n\nConclusion\nIn concluding it is well to ask ourselves how children react to an edu¬\ncational program that makes libraries such important factors in the schools.\nFrom the evidences at hand it appears that the right chord has been struck.\nThe supervisor of school libraries in Oakland, California, says, “The\nchildren are learning to choose books ; to use books ; to keep books in order ;\nto loan them unselfishly; and to make the library and the classroom better\nplaces to be lived in.”1\nThe following incident told by Marguerite\n\nKirk from an oral English\n\nclass in a Newark, New Jersey, school, with 95 percent of its pupils of for¬\neign parentage, illustrates how the children in that city use the library and\nmuseum as aids in vitalizing their school projects.\n^ 1 Madison, Elizabeth. “The Principal and the School Library.” Bulletin of the Department of\nLlementary School Principals. National Lducation Association. Ninth Yearbook, April 1930.\np. 579.\n\n"}
{"page": 357, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\n353\n\nPrincipals\n\nA small boy who had made a wearisome speech in the oral English class\nreceived this criticism from his mates as he sat down: “It wouldn’t hurt him\nto ha\\ e gone to the library and museum and got some pictures and things.”\nThis small boy was followed by a classmate who announced “China” ahis topic. The classmate, says Muss Kirk, was armed with an assortment\nof articles that would do credit to a returned missionary. A coolie hat, chop\nsticks, tiny shoes, dolls in costume, and colored pictures of Chinese scenes\nwere produced at the proper points in the narrative. The interest of the\nclass was held until the end and even continued after the dismissal when\nan opportunity was given to handle the articles.1\nOne has only to visit schools in counties with efficient county libraries to\nbe convinced of the vitalizing effect of libraries to schools that are located\nin places remote from public libraries.\nMiss Askew, the state librarian of New Jersey, says that she does not\nknow how children can see out of the sides of schoolhouses in which\nthere are no windows. But they do, she says, for the county librarians re¬\nport that when the book vans approach such school houses the children rush\nout exclaiming with joy, “The library’s come! The library’s come!”\nNot long ago I visited a one-teacher rural school in Allen County, Indiana,\nin company with the school librarian. As we approached the school house we\nnoticed a few children playing ball in the school yard. When we drove into\nthe school yard the children suddenly stopped playing and this conversation\nwas heard :\n\n“No, it isn’t.”\n“Well, it is— I guess I know.”\n“Anyway she isn’t there — Why She Is!”\nAnd with a shout the children gathered about the school librarian with a\nrequest for “Raggylug” the story that was promised on her last visit to the\nschool. Eagerly they asked their teacher to begin school immediately, and\nbefore she could ring the bell the children were in their seats breathlessly\nwaiting for those words which are magic to children — “Once\n\nVITAL\n\nVALUES IN\nPOINT\n\nWALTER\n\nB. BORDEN,\n\nupon a time.”\n\nEDUCATION— SUPERINTENDENTS\nOF VIEW— ABSTRACT\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nSOUTH\n\nBEND,\n\nIND.\n\nFor more than a century in our nation we have clung to the fundamental\nprinciple that, “religion, morality, and knowledge being necessary to good\ngovernment and the happiness of mankind, schools, and the means of edu¬\ncation shall ever be encouraged.”\nAt all times and in all places in our country, education has been held as\na necessity for the fullest development of every individual and for society\n1 Kirk, Marguerite. “Cooperation of Schools with the Library and Museum of Newark. N. J.”\nBulletin, Department of Elementary School Principals. National Education Association, October,\n1926. pp. 32-37.\n\n"}
{"page": 358, "printed_page": null, "text": "National\n\n354\n\nEducation\n\nAssociation\n\nas a whole. The question that confronts us as superintendents and leaders\nin education is not so much, “Shall we educate?” but “What shall we study\nand what and how shall we teach?”\nI. One of the most important “Values in Education” is to acquaint one\nwith what has been. The Egyptian, the Babylonian, the Roman, the Gre¬\ncian, the Hindu, the Jew, the German — each has endeavored in his own way\nto work out his individual problems and to hold fast to that which was good\nin his educational philosophy. Each one of these nations has produced its\ngreat leaders in education as well as in other lines, and they have left their\ninfluence and philosophy with us.\nThe principles of these leaders are records of history. We can make them\na part of our lives by the study of nations and biographies. Their record\n\nis history.\nEducational training and development should help one to interpret his¬\ntory. We do not study our history and kindred subjects today as we did\nwhen many of us were in school. Our educational experience has taught us\nbetter. History should not be a mere accumulation of facts about the past,\nbut the information gathered should be the means for developing a broad¬\nened view, a more tolerant spirit, and a fuller life.\nWe are what we are today largely because of the past, but we should be\nable to interpret the lessons of the past — social, intellectual, and moral —\nfor the betterment of the world as it exists today.\nNo other country has so devoutly believed in and so enthusiastically\npledged itself to free and universal education as has the United States. In\nthis respect she leads all nations of the world.\nThe maintenance of our complex civilization now depends upon the\ndeveloping of a real educational system. President Hoover recently said in\na speech on Education as a National Asset:\nFrom\n\ngeneration to generation we hand\n\non our vast equipment,\n\nour knowledge\n\nof\n\nhow to run it, and our stock of intellectual and spiritual ideals. If we were to sup¬\npress our educational system for a single generation, the equipment would decay,\nthe most of our people would die of starvation, and intellectually, and spiritually\nwe would slip back four thousand years in human progress.\n\nOne\n\nof the most important vital values of education, then, is that it fits\n\nus to understand and interpret the past.\nII. Another very essential “Value in Education” is the adjustment of\nthe individual to what is. Education should give to every individual the\nability xto adjust himself to his environment. The general public is not com¬\npetent to participate in a democracy. This has been attributed by several\nwriters to the fact that our citizenry is not trained. Each individual in a\ncommunity\n\nattains a different height of intelligence, and it is impossible for\n\nany community to rise above the intellectual level of the individuals com¬\nposing it. Most persons really do not have opinions of their own about\naffairs.\n\n"}
{"page": 359, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n355\n\nPrincipals\n\nOne of the vital values of education is to give an individual the back¬\nground so that he will become competent to meet situations that confront\nhim. There will be difficulties to be overcome.\nOne problem is that a great many persons are incompetent because of\nlack of time to devote to the affairs of the day. The average business man\nhardly has time to give to the problems of the day so that he will be able to\njudge them rightly. If the business man is not competent to pass on the\npublic matters of the day, how can we expect the less competent thousands\nof other citizens to do so.\nThere are the laboring men who know little and care less about the prob¬\nlems of democracy. After a day of monotonous labor in the factory, doing\nthe same thing in the same way, we can hardly expect them to come home to\nponder over the public affairs. They do not take the time even if they have\nthe ability.\nThere is a class whose members\n\nare competent but who lack the interest.\n\nThey have the ability to study situations but they are more interested in\ngolf, favorite clubs, and the like. Therefore they are disqualified because of\nlack of interest.\nAside from this large number of American citizens who are incompetent\nbecause of lack of time and interest, there is a vast group who lack the\nbackground for the demands made by society upon the average citizen today.\nThey need the training given by education. In them educators are especially\ninterested. The population of the United States is one of the most hetero¬\ngeneous of any nation in the world. To try to group the reactions of such\na heterogeneous mass is a problem and requires much\ncational training.\n\nin the way\n\nof edu¬\n\nAnother problem is that of emotionalism. Most people can see things only\nfrom their own\n\npoint of view. They\n\nare unable to look at a problem\n\nin\n\nwhich they have a part without prejudice. Education should help such peisons to be open-minded.\n.The emotional appeal is always resorted to when something vital is at\nstake, and it is always applied to the uneducated, the untrained in thinking.\nAn\n\nexample\n\nof this has been the campaign\n\nby certain business interests\n\nto defeat child labor bills. These interests have often said, “The\n\nstate is tak¬\n\ning away the right of the children from the parents.” The appeal to the\nemotion is a good sort of way to get action, especially by those who are\nuntrained and uneducated. In this connection propaganda plays a great\npart.\nThere are several objective difficulties that enter into adjustment. Edu¬\ncation will be of vital use in solving these difficulties.\nFirst: The character of modern life and the speed and disorder of the\n\nworld have a tendency to dull the power of discrimination. We need train¬\ning to meet these situations. The rush and noise that is continually going\non, the machinery of the factories, the scurrying mobs of the city, and the\n\n"}
{"page": 360, "printed_page": null, "text": "356\n\nNational\n\nEducation\n\nAssociation\n\nhundreds of things that crowd into the day’s life make thought a burden.\nUnder such conditions serious contemplation is nearly impossible.\nSecond : Time\n\nand space are not considered.\n\nMany\n\npeople do not take\n\n“time\" into consideration. They live by the old maxim, What was good\nenough for my grandfather is good enough for me.” They fail to take into\nconsideration that other things must change with the change in material\nconditions. Education will greatly help every individual to solve this\nproblem for himself.\nThird:\n\nThe\n\neclipse of the public by modern\n\nindustry. We\n\nare in the\n\nmachine age today. Our thinking therefore must be different. Common\ninterests have had much to do in the governing of behavior, but industry\nhas so changed everything, and so complicated all forms of society, that the\nsmall community has almost entirely gone. Today people must think in\nlarger terms. The entire country, even the whole world, is intercommunicable and interdependent both materially and commercially. Modern indus¬\ntry and invention have made this possible. In order to keep pace, education\nis absolutely vital and important.\nFourth:\n\nEducation\n\nshould\n\nenable us to discriminate\n\nbetween\n\ntruth and\n\npropaganda. Take “news” for example. A great number of people are de¬\npendent upon the modern newspaper for their knowledge of public affairs.\nIt is important, therefore, that the information thus obtained be correct in¬\nformation. Unfortunately this is not always the case. Many of the agencies\nof public opinion offer a big field for dishonest propaganda. Education should\nassist one to discriminate, but often even the best educated are deceived.\nThere are two kinds of propaganda — honest and dishonest. Honest pro¬\npaganda is not always valid, but people know it is propaganda — advertising\nfor instance. But dishonest propaganda does not carry the label at all; peo¬\nple accept it as the truth. This makes it doubly hard to fight. Propaganda\nis nearly always organized to appeal to the emotion and to develop sentiment\nand to create false impression by giving out misinformation. This may be\nillustrated by the terrible stories of German atrocities given out during the\nworld war.\nHeadlines play a big part in news. Many\n\npeople read the headlines and\n\nnothing else. During the late war Munsterberg said, “Let me write the head¬\nlines and I care not who writes the articles under the headlines.” Education\nshould be such that it will develop a people capable of discernment.\nIII. A third very “Vital Value in Education” is that it prepares one for\nwhat is to be. Learning is a lifelong process. William H. Kilpatrick says that\nsociety faces a problem today quite different from that of the education of\nformer times, and that “society” is meeting this problem.\nIn addition to the school there is now a host of these educational in¬\nfluences that are of great importance. These\n\ninclude magazines,\n\nradio,\n\nlibrary service, newspapers, women’s clubs, luncheon clubs like Rotary\nand Kiwanis, Boy Scouts, Camp Fire Girls. These are all agencies that\n\n"}
{"page": 361, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\n357\n\nhave come into existence for the purpose of continuing education in a\ncivilization that is undergoing a rapid change.\nOur education to be vital with respect to the preparation of what is to\nbe must teach the children in our schools how to really live ; how to organ¬\nize facts learned and knowledge obtained ; how to really think.\nEducation should be the means of inspiring in a person respect for him¬\nself. Next to the discovery of God, the greatest discovery any individual\never makes is the discovery of himself ; finding the particular qualities\nand characteristics which are manifested and reflected in his personality ;\nfinding his own particular mission in life.\nOur education to be vital must train people to know themselves ; to think\nfor themselves. This is developing individuality. If we could not and did not\ndevelop personalities different from the common mold, our society would\nnot advance. Through education these various types of personalities are\ndeveloped. This makes our civilization progress. In this lies our hope for\nthe future. It brings new developments in the field of science, literature,\nart, commerce,\n\nand government.\n\nEven' superintendent is interested in his school, in what he is doing to\ndevelop every child in his school system for a successful life. But what is a\nsuccessful life? What proportion of human beings are successful? The\nanswer is entirely a matter of standards.\nSuccess is not always a matter of entire life. The greatness of Gladstone\nand Lincoln was not a matter of single acts ; each grew by years. Not so\nwith Bismarck who outlived his historical self, or with Napoleon who, in\nall the annals of mankind\nAusterlitz.\n\nyields place to Caesar, saw\n\nWaterloo\n\nafter\n\nSuccess is not always a matter of general accomplishments. Washington\nwas successful alike as a soldier, as a legislator, as an executive, and as a\nman of affairs. Not so with Webster who had but one surpassing power,\nthat of persuasion of men to high thinking of the state.\nSuccess is not always a matter of recognition at the time. What Greek\nwould have dreamed that Aristotle would rule the intellectual world for\n2000 years?\nSuccess is seldom evidenced by the accumulation\n\nof property. Who\n\ncares\n\nwhether Copernicus or Columbus left fortunes? Jesus had not “where to\nrest his head.”\nBesides the development of individual personality, our whole life is cen¬\ntered around personal and social relationships so we must teach the child\nto live happily with others. Our civilization is essentially social. People\nonly can arouse our full responses. So children must develop a respect for the\npersonalities of others. Boys and girls must become social beings — physically,\nmentally, morally. They must learn to play with others; later to work\nharmoniously with others. Of course they should have their own ideas, but\nthey must learn to respect the ideas of others.\nEducation should make us deeply considerate of the personality of others.\nThere are many mechanically smooth-running households, many schools\n\n"}
{"page": 362, "printed_page": null, "text": "358\n\nNational\n\nEducation\n\nAssociation\n\nruled by iron hands, and some nations governed autocratically, (Italy at\npresent for instance) that are so because the rest concerned yield to some\nautocratic tyrant.\nReverence for personality of others is the greatest test and also the best\nstandard for friendships. Emerson had this in mind when he, in one of the\nbest things he ever uttered, said, “Our chief want in life is somebody who\nshall make us do what we can. This is the service of a friend.”\nEducation will create respect and reverence for spiritual things. After all\nthese are the only things of value.\nThere is a very general demand that our schools and colleges do more\nthan they have done for moral training and character building of our pupils.\nThe demand is as vague as it is general, but the hopeful feature is the evi¬\ndence that people do appreciate the need.\nSince the school is universal in its reach, more and more responsibility has\nbeen placed upon it the past few years. Practically all children come under\nits influence. We certainly must have some agency to train the youth to lives\nof virtue. Matthew Arnold often said, “Conduct is three-fourths of life.”\nThis is an understatement. The most vital value of education is to empha¬\nsize that “Conduct\n\nVITAL\nW.\n\nand Reverence\n\nVALUES\n\nO. THOMPSON,\n\nfor God”\n\nIN EDUCATION— ABSTRACT\n\nPRESIDENT\n\nEMERITUS,\n\nCOLUMBUS,\n\nThe\n\nis all of life.\n\nOHIO\n\nSTATE\n\nUNIVERSITY,\n\nOHIO\n\nsubject assigned for this evening has in it three important words.\n\nThere is, however, no desire to make any effort at a technical or profes¬\nsional definition of any one of these words. We shall proceed upon the ideas\nthese words carry over to the ordinary average person. As I see it we might\njust as well have expressed it as life values in education or values related to\nlife in education. The emphasis, therefore, will be that education does have\nsome appreciable values related to our every day living. The discovery of\nthese values and their application to life will constitute the everyday prob¬\nlem of the school.\n\nMy consideration of this theme leads me to say that the school is a more\nsystematic, more professional, and perhaps more technical way of securing\nthe same results sought in ordinary living. The child for the first five years\nof the preschool age has made an important contribution to his own future.\n1 his experience of early childhood is, of course, outside the jurisdiction of\nthe school. The school must take its pupils as they are at a given age and do\nthe best they can with whoever comes.\n\nAs a background for a discussion of these values may I direct your atten¬\ntion to radical changes that have occurred in the process of early education.\nThe teachers of two generations ago followed the traditional method which,\nfor convenience, we may call the ABC\nmethod. This was applied not only\nto the matter of spelling and reading but to other subjects. The detailed at-\n\n"}
{"page": 363, "printed_page": null, "text": "Department\n\ntention to minor\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\nthings developed a certain type of mind\n\n359\n\nand a certain\n\nmethod of approach. In these days we think in words rather than in the let*\nters of the alphabet. The child of today grasps a word almost as quicD.y as\nit does the idea for which the word stands. All this has been done without\nparticular loss of accuracy. Meantime the unit of thinking has passed from\nthe letter or the syllable to the word or phrase. This, as I see it, is little\nshort of a revolution in the methods\nation ago.\n\nof the school as compared\n\nto a gener¬\n\nA second rather radical change has been found in the development\n\nof the\n\nlaboratory method of education. This is based upon the value of experimen¬\ntation. The school is conceived of as a laboratory in which all educational\nprocesses are matters of observation, experimentation, and test. This practi¬\ncally means the introduction of the scientific method in elementary educa¬\ntion. In the subjects where this method is applied the older method of\neither oral or written examination has lost its prestige if not its place.\nThroughout the experience, even without a careful check on the actual re¬\nsults it had been shown that the long established method of examination\nhad failed to accomplish the ends sought. The criticism here was not against\neither teacher or pupil but practically against the system of trying by a\nformal examination to discover the life progress in the pupil. We have\npassed from these older types of examination\nable to the laboratory.\n\nto other methods\n\nmore\n\nsuit¬\n\nThere are three things that emerge in every well conducted laboratory.\nThe first is the cultivation of careful observation. The object here is to see\nthings clearly; to see them just as they are. This is regarded as essential\nto all progress in education.\nThe second is the development of the power of description. An accurate\nreport on what is clearly seen is equally essential in every laboratory exer¬\ncise. All elementary teachers will recognize that the stories of the younger\npupils and the descriptive exercises are designed to do two things for the\nchild, namely, to develop initiative and to demand a clear intellectual con¬\ncept at the outset. In the next place the pupil is required to develop an\nability to describe what has been seen with sufficient precision that it may\nbe universally recognized. This provides the basis for generalization.\nA third factor is that of comparison. This calls for a comparative judg¬\nment between competing objects. Two wellknown objects are compared\none with the other and a judgment offered. This ability to institute com¬\nparisons, to draw conclusions, and to render definite judgments is the re¬\nquirement of every scientific laboratory in the country. It is interesting to\nobserve that in the elementary school we are dealing with the same univer¬\nsal as the most advanced students of science are dealing. The elementary\nschool simply does the thing and says nothing. The more advanced school is\napt to emphasize the fact by directing attention to it. Are we not therefore\nwarranted in saying that the immediate product of the elementary school\nin its intellectual development involving these three factors is presenting\n\n"}
{"page": 364, "printed_page": null, "text": "360\n\nNational\n\nEducation\n\nAssociation\n\neducational values of the most vital character? We\n\nsay this because the\n\nmethods here used continue throughout life and have a very living connec¬\ntion with the development and progress of the individual. I should be dis¬\nposed to say that the development of modern science putting emphasis on\nthese three things has probably stimulated the methods of elementary edu¬\ncation to do the same thing and thus introduce at the beginning of the\npupil’s life certain values that like the multiplication table become part of\nthe permanent intellectual equipment of subsequent mature life. It is evi¬\ndent therefore that this change in elementary teaching has introduced the\nscientific method at the very outset of education.\nAssuming for the moment what I think we all believe, that this scientific\nmethod represents substantial progress in education, we may conclude that\nthere is a very intimate relation between the introduction of this method\nin the elementary schools and the wider range of the intellectual life of the\nstudents in the upper grades. My own personal observations will confirm\nthis judgment.\n\nThe test of values — When one considers the endless debate of the au¬\nthorities in economics on the doctrine of values there need be little surprise\nthat the use of such terms as a measure of educational experience would\nlead to some indefinite thinking. Education is so definitely and inevitably\nintellectual, social, and spiritual, dealing with the invisible that one cannot\nescape the feeling of uncertainty. The most that we can do, as it seems to\nme, is by the use of such comparisons as are available determine whether\nor not the methods used in education contribute generously to the develop¬\nment of intellectual power and of social efficiency.\nThe belief in heredity is so well nigh universal that all of us proceed\nupon the basis of a certain initiative as the equipment of the child. Our\nparents spoke of it as a gift of nature. Perhaps they called it common sense,\nmother wit, or such other evidence of intellectual activity as led them to\ndiscern intellectual alertness. They did this in such a way as to discriminate\nbetween the unusually gifted and the average child. In nearly every in¬\nstance people felt the importance of opening the way for the gifted child.\nThe appeal was instantaneous. More was expected of such a child than from\nthe ordinary average boy or girl. This conception in a way determines the\ngoal for all education ; namely, the development of the power of initiative,\nthe unfolding of the native ability of the child, the widening of the intel¬\nlectual horizon much after the fashion of the opening flower. I know of no\nvalues superior to these or more fundamentally related to the quality of life\nwe seek to develop.\n\nIn addition to this intellectual grasp there are other qualities which\nwould seem to be vital also. The man on the street describes these as sound\nmindedness, as intellectual balance, or perhaps as intellectual strength. By\nthese he undertakes to set up before us the ability to make appropriate use\nof whatever intellectual power the individual may achieve. One is constantly\nsurprised when he puts to the test the ability of the modern child to render\n\n"}
{"page": 365, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\n361\n\njudgments, to express conclusions, and to manifest a certain assurance in his\nintellectual processes that indicate strength and vigor of intellect. In a\nlimited way I have sought to discover these qualities in the minds of young\nchildren and have been surprised and pleased with the practical results. I\nregard these as life values. They give me courage to believe in the future\nachievements and in the intellectual balance of the rising generation.\n\nCurriculum values — Discussion of the values of the curriculum has been\ninevitable. We could not avoid comparison of the values of reading, arith¬\nmetic, history, mathematics, and science. This discussion has led to a con¬\nsideration of what we think of as the doctrine of transfer of values. The\ncurriculum was examined and advocated on the ground that certain recog¬\nnized values were possible by the use of this or that particular subject.\nThere has been some shift of opinion as to the relative values in these sub¬\njects. The personal equation is so dominating in certain pupils as to make\nit difficult to determine whether their intellectual progress was because of\ncertain subjects or in spite of them. Individual examples do not warrant\nuniversal conclusion. The curriculum discussion increases, as you come\nup the several grades. Certain university authorities have notified us that\nwithin five years there will be a complete revolution in the university curri¬\nculum. One might modestly say that this revolution began a generation ago\nand has never had a vacation. Meantime young men and young women\nhave shown a high order of ability in the particular callings of life to which\nthey have given themselves. This would seem to intimate that certain vital\nvalues in their early education have been definitely related to their life pro¬\ncesses. The curriculum has a very definite value as a means to the ends\nsought.\nAt this point it may be intimated that some criticism of education in the\nUnited States has been directed to the fact that it is adjusted to the average\nmind rather than to the superior mind. This criticism proceeds upon the\nassumption that this limitation tends to mediocrity and in a very direct way\ndiscourages the progress of the gifted. Doubtless that criticism will carry\nsome weight and may result in further consideration of educational values,\nof educational policies, and possibly of the reconstruction of the curriculum.\nAs intimated earlier in this address the difficulty of measuring accurately\nintellectual results is so great as to make it possible at every point to differ\nin judgment as to the results actually achieved.\nIn general we shall agree that the distributed curriculum of the modern\nschool covering some survey of language, science, history, and the like has\nproved a most efficient instrument of developing educational values. The\nrelation of these values to life is sufficiently intimate to warrant us in saying\nthat the modern school curriculum gives due consideration to the doctrine\nof vital values.\n\n"}
{"page": 366, "printed_page": null, "text": "362\n\nNational\n\nEducation\n\nSECRETARY'S\n\nAssociation\n\nMINUTES\n\nColumbus\n\nMeeting\n\nThe Department of Elementary School Pricipals held two general sessions; one\nMonday afternoon, June 30, and the other Tuesday afternoon, July 1, at the First\nCongregational Church. At both sessions the music was rendered by the pupils of\nthe public schools. The programs of both sessions were as follows:\n\nVital Values\n\nin Education\n\nFirst Session\nArithmetic\n\nand Its Value\n\nBelle Torrey\nReading\n\nand\n\nMargaret\nEnglish\n\nSchools\n\nScott, principal, Fulton School, Columbus,\nto Our\n\nSchools\n\nL. White,\n\ngeneral supervisor, Public Schools, Cleveland,\nto Our\n\nValues\n\nof Geography\n\nA. E. Parkins, George\n\nOhio.\n\nSchools\n\nF. Cassell, principal, Penn\n\nFunctional\n\nOhio.\n\nIts Value\n\nand Its Value\n\nGeorge\n\nto Our\n\nPeabody\n\nSchool, Chicago,\n\nIll.\n\nin the Curriculum\nCollege for Teachers,\n\nNashville, Tenn.\n\nSecond Session\nGreetings\nE. Ruth Pyrtle, principal, Bancroft\n\nSchool, Lincoln, Nebraska,\n\npresident, N. E. A.\n\nVital Values in Education — University Point of View\nH. C. McKown, University of Pittsburgh, Pittsburgh, Pa.\nVital\n\nValues\n\nin Elementary\n\nSchool\n\nLibraries\n\nEdith A. Lathrop, assistant specialist in school libraries, U. S. Office of Edu¬\ncation, Washington, D. C.\nVital Values in Education — Superintendent’s Point of View\nWalter B. Borden, superintendent of schools, South Bend, Ind.\nThe\n\nPurpose\n\nand Plan\n\nof the\n\n1931 Yearbook\n\nIsabel Tucker, principal, Shenandoah\ntorial Committee.\n\nSchool, St. Louis, Mo., chairman,\n\nEdi¬\n\nBusiness Session\nThe Report of the Nominating Committee was given, and accepted. Officers\nelected for the ensuing year are indicated on p. 334.\nAt the business session held on Tuesday afternoon the following resolutions\nwere adopted:\nResolved, That the\n1. Department\n\nof Elementary\n\nSchool Principals of the N. E. A. believes there\n\nshould be created\nCabinet.\n\na Department\n\nof Education,\n\nwith a Secretary in the President’s\n\n2. Department of Elementary School Principals of the N. E. A., believes that\nperiodicals that carry tobacco advertising should be excluded from the schools.\n3. Department of Elementary School principals of the N. E. A. requests all teach¬\ners to continue their efforts to keep before the children the harmful effects of alcohol\non health and reaffirms its support of the Eighteenth\npartial enforcement.\n\nAmendment\n\nand urges its im¬\n\n"}
{"page": 367, "printed_page": null, "text": "Department\n\n4. Department\n\nof\n\nof Elementary\n\nElementary\n\nSchool\n\nSchool\n\n363\n\nPrincipals\n\nPrincipals, realizing that reading\n\nmatter\n\nwhich portrays a degraded standard of home and community life has a deteriorat¬\ning influence upon the minds and morals of youth, exert every effort to banish this\ntype of readng from places where pupils congregate, and that we supply them with\nthe type of literature that makes for the highest type of citizenship.\n5. Department of Elementary School Principals of the N. E. A. believes that the\n“Elementary School” offers a splendid opportunity for a life of service and its duties\nrequire as high a degree of intelligence and qualification as do the duties of the\nschools where the older children are taught. Its teachers and principals should be\nas well educated and trained as are the teachers and principals of the other schools.\nThe Department also believes that the large elementary school will be found the\nmost satisfactory in the future. The large elementary school plants should be as\nlarge and as well built and as completely equipped as are the other plants. We are\nasking that the younger children be given an equal chance and a square deal in\ntheir educational opportunities.\n6. Department of Elementary School Principals of the N. E. A. believes that the\ntime is here when the Department should take a more\ncation and that a committee should be appointed.\n\nvital interest in Health\n\nEdu¬\n\nB. E. Koonce, Tulsa, Okla.\nH. G. Masters, Pittsburgh, Pa.\nW.\n\nT. Longshore,\n\nKansas\n\nCity, Mo., Chairman.\n\nOn Monday and Tuesday mornings breakfasts were held at the Deshler-Wallick\nHotel. These were very well attended. Such breakfasts afford splendid opportuni¬\nties for members of the Department to become better acquainted and to exchange\nideas. Officers and committee chairmen gave reports, outlining some of the activities\nof the Department. Mr. Frank Hubbard, director of research, gave a splendid re¬\nport of the work of research.\nThe Department closed its meeting in Columbus with a most enjoyable dinner at\nthe Deshler-Wallick Hotel on Tuesday night. Music was furnished by a group of\nboys and girls from the Junior High School, and community singing was directed\nand accompanied by Mr. and Mrs. Heinz. Dr. W. O. Thompson, president emeritus\nof Ohio\n\nState University\n\nspoke on “Vital Values\n\nin Education.”\nCassie\n\nExecutive\n\nCommittee\n\nMeeting,\n\nF. Roys,\n\nSecretary.\n\nJune 30, 1930\n\nThe meeting was called to order by the President, Herbert C. Hansen. The fol¬\nlowing members were present: Herbert C. Hansen, president; Jas. R. Floyd, second\nvicepresident; Mrs. Margaret M. Smith, fifth vicepresident; Cassie F. Roys, secre¬\ntary, Elizabeth McCormick, Earl Laing, and Emma Brookes, members of the Ex¬\necutive Committee, Frank Hubbard, director of Research, and Isabel Tucker, chair¬\nman of the Editorial Committee for the Yearbook of 1931.\nThe minutes of the meetings at Atlantic City were read and approved.\nMiss Tucker, chairman of the Editorial Committee, reported concerning the work\nof the committee on the 1931 Yearbook.\nMr. Hubbard,\nand personnel\nformally.\n\ndirector of Research, submitted\nof the research\n\ncommittee\n\nsuggestions concerning\n\nin the future. These\n\nwere\n\nthe activities\ndiscussed\n\nin¬\n\nIt was moved by Mrs. Smith and seconded by Miss Brookes that the new mem¬\nber of the editorial committee be appointed by the president early in the fall to sit\nwith the committee at the February meeting. Carried.\n\n"}
{"page": 368, "printed_page": null, "text": "364\n\nNational\n\nEducation\n\nAssociation\n\nIt was moved by Miss McCormick, seconded by Mr. Floyd, that the members\nof the Executive Committee of the Department of Elementary School Principals\ndeeply appreciate the untiring efforts of the Editorial Committee, Miss Tucker,\nMr. Gist, and Mr. Laing, in connection with the 1930 Yearbook; of the secretary,\nMiss Roys, in connection with the Bulletin; and recognizes the valuable services ot\nthe Research Director, Mr. Hubbard, in the preparation of both publications.\nCarried.\nA discussion of the financial statement followed. It was moved by Miss Brookes,\nseconded by Mrs. Smith that the President, Mr. Hansen, be authorized to put in an\nexpense account for 1928-29-30. Carried.\nIt was moved by Miss McCormick and\n\nseconded\n\nby Mr.\n\nLaing\n\nthat the policy\n\nadopted at the Atlanta meeting be continued and that Mr. Hansen become a mem¬\nber of the National Council of Education, his term expiring 1936. Carried.\nIt was moved by Miss McCormick and seconded by Miss Brookes that Mr. Hansen\nbe our official representative to the Iowa state meeting in November, 1930, includ¬\ning expenses. Carried.\nIt was moved by Mr. Laing, seconded by Miss Brookes that a committee on\nenrolment be appointed by the president, and that the Department look forward\nto the advisability of using our permanent fund for the purpose of defraying the\nexpense of research and field work\nment. Carried.\n\nwhich\n\nwould\n\nbe especially concerned\n\nwith enrol¬\n\nMoved by Mr. Floyd and seconded by Miss Brookes that a vote of thanks be ex¬\ntended to Mr. Ritow, chairman of National Enrolment Committee. Carried.\nMeeting\n\nadjourned.\nCassie\n\nExecutive\n\nCommittee\n\nMeeting,\n\nF. Roys,\n\nSecretary.\n\nJuly 2, 1930\n\nThose present were Herbert C. Hansen, President; James\nMcCormick, Frank Hubbard and Cassie F. Roys, Secretary.\n\nR. Floyd, Elizabeth\n\nThe President made some very helpful suggestions to the incoming officers con¬\ncerning the work of the Department in the future.\nIt was moved by Miss McCormick and seconded by Mr. Floyd that all necessary\nexpenses of the convention be met by the Department. Carried.\nA discussion concerning the sending of the Research Bulletins of the National\nEducation Association to the members of the Department followed. It was moved\nby Miss Roys, seconded by Miss McCormick that the policy of mailing these Re¬\nsearch Bulletins to the members of the Department be continued. Carried.\nThere was a general discussion concerning the transferring of certain moneys\nto the permanent fund of the National Education Association. It was moved by Miss\nMcCormick, seconded by Mr. Floyd that the retiring president be authorized to\ninvestigate the transfer of certain moneys to the permanent fund of the National\nEducation Association and if necessary take steps to secure the return of said funds\nto the surplus fund or our own department. Unanimously carried.\nThe method of making reservations for the dinners of the Department was dis¬\ncussed. It was moved by Mr. Floyd that the sale of tickets for these dinners be closed\nat noon on the day of the dinner and that the guarantee to the hotel be for the num¬\nber of tickets that were sold at noon. Carried. Mr. Floyd also moved that the price\nof tickets should be such that it will include all the necessary expenses of the dinner\nand that there shall be no expense to the Department.. Unanimously carried.\nA vote of thanks and hearty appreciation from the Executive Committee in be¬\nhalf of the Department was extended to the retiring President, Mr. Herbert C.\nHansen, for his splendid and efficient work during the past year.\nIt was moved and seconded that $100 be appropriated for the clerical expenses\nof the members of the Editorial Committee. Carried.\n\n"}
{"page": 369, "printed_page": null, "text": "Department\n\nThe\n\npresident\n\nexpressed\n\nof Elementary\n\nhis hearty\n\nSchool\n\nappreciation\n\n365\n\nPrincipals\n\nfor the cordial\n\nsupport\n\nand\n\nsplendid cooperation of all members of the Executive Committee, the Editorial Com¬\nmittee, the National Education Association, and Mr. Frank Hubbard, director of\nresearch.\nThe Secretary\nColumbus hosts.\nMeeting\n\nwas\n\nauthorized\n\nto express\n\nan appreciation\n\nof hospitality to the\n\nadjourned.\nCassie\n\nF. Roys,\n\nSecretary.\n\n"}
{"page": 370, "printed_page": null, "text": "*\n■\n\n*\n\n’\n\n'\n\n-\n\n"}
{"page": 371, "printed_page": null, "text": "Department\n\nof Kindergarten-Primary\n\nEducation\n\n"}
{"page": 372, "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 Association for\nChildhood Education, the National Council of Pri¬\nmary Education and the National Committee on\nNursery Schools. These three organizations cooperate\nin publishing a monthly magazine — Childhood Edu¬\ncation .\nThe officers of the Department for the year 193031 are: President , Caroline I. Townsend, Instructor\nin Education, University of California, Los Angeles,\nCalif.; Vice-president, Nelle Curtis, Instructor in\nEducation, Ojai Valley School, Ojai, Calif.; Secre¬\ntary, Mrs. Ruth Hackett, Instructor in Education,\nUniversity of California, Berkeley, Calif.\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\n1896 :471-514\n1897:584-614\n1898:589-620\n1899:530-575\n1900:365-403\n1901:500-540\n\n1902:409-430\n1903:377-407\n1904:415-437\n1905:341-373\n1906 :626-630\n1907:455-475\n1908:501-543\n1909 :437-457\n1910:377-417\n\nf 368 1\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\n1929 :425-448\n\n"}
{"page": 373, "printed_page": null, "text": "WHAT\n\nEDUCATIONAL\n\nPRINCIPLES\n\nWILL\n\nGUIDE\n\nTEACH¬\n\nERS TO APPRECIATE f( VITAL VALUES \" FOR CHIL¬\nDREN IN THE KINDERGARTEN -PRIM ARY\nBOYD\n\nH.\n\nBODE,\n\nPROFESSOR\n\nOF\n\nOHIO\n\nUNIVERSITY,\n\nSTATE\n\nPRINCIPLES\n\nAND\n\nPRACTISE\n\nCOLUMBUS,\n\nOF\n\nEDUCATION,\n\nOHIO\n\nJUSTwhat does this topic mean? To vitalize means to give increased life,\nI suppose, but this does not take us very far. We\n\nuse the word\n\n“vital¬\n\nize” in the sense of giving new interest and incentive, but we also use it\nto mean new and deeper significance. Very often the two meanings coincide.\nWith a new significance we ordinarily get a new interest. But the two do\nnot necessarily go together. Interest is no guarantee of worthwhileness. We\nmay arouse interest by means of things that are extraneous or trivial. When\nthis happens, we vitalize activity in the sense of stimulating interest, but we\ndo not vitalize it in the sense of giving a deeper signficance to it.\nThis distinction seems to me of sufficient importance to warrant further\ndiscourse. Taken\n\nby and large, progressive education has, I think, been\n\nstrikingly successful in organizing the work of the school so as to mak *.t\nappeal to children. A person visiting these schools is at once struck with the\nway in which the pupils go about their business. They are intent on what\nthey are doing; their activity is selfinitiated and selfdirected. They are too\nmuch\n\nengrossed in their work\n\nto take much\n\nnotice of visitors. The layman\nmay be pardoned if he concludes that the question of vitalizing the work\nin this sense is hardly a burning problem. Instead of sensing a problem, he is\nmore likely to be filled with admiration for the skill with which the appeal\nto interest is achieved.\n\nAt any rate, I have not the remotest intention of discussing this aspect of\nthe topic. I realize that I am in the presense of experts who are more in¬\ngenious and resourceful in the art of touching off the springs of interest in\nchildren than I can ever hope to become. My concern is rather with the\nquestion of how teaching may be vitalized in the sense of being conducted\nin accordance with an inclusive educational program, a program that will\nmake the work on the earliest levels genuinely continuous with the upper\ngrades, with the high school, and with the college.\nIn the past our effort in elementary education has been largely to escape\nfrom the mechanical procedures of conventional practise. The enrichment\nof the elementary curriculum was to a considerable extent incidental thereto.\nThis emphasis was natural and proper. It was necessary to recreate the at¬\nmosphere of the school if effective education was to be carried on. The out¬\nstanding need was to rescue defenseless childhood from dull and meaning¬\nless routine. In this direction notable results have been achieved. The school\nhas become a very different place from what it was a generation or two ago,\nand in our more progressive schools the change amounts to a complete trans¬\nformation. The schoolmasters of olden times would either not recognize it\n[3691\n\n"}
{"page": 374, "printed_page": null, "text": "370\n\nNational\n\nEducation\n\nas education at all, or they would\ntotal depravity of childhood.\n\nAssociation\n\nbe compelled to revise their belief in the\n\nAlong with this achievement, however, we are gradually becoming aware\nof a certain weakness or shortcoming. The saying that education is not\npreparation for life but a form of present living has the “catchiness” of a\nslogan. Like most slogans it lends itself to abuse. The emphasis on the idea\nthat education is a mode of present living was sorely needed, but the insidi¬\nous suggestion that the future may be left to take care of itself is hazard¬\nous. Our outstanding problem in progressive education at the present time\nis the problem of direction. Speaking by and large we may say that we have\nmade notable advances in vitalizing education, in the sense of making edu¬\ncation a form of present living, but that we are still confronted with the\nproblem of vitalizing education, in the sense of making education the em¬\nbodiment of a reasonably definite conception of what constitutes a good life.\nIt was suggested a moment ago that we have neglected this problem be¬\ncause of our preoccupation with the task of breaking away from the artificialties of traditional education. The literature on the subject frequently\nsuggests also that we are not yet wholly free from Rousseau’s notion con¬\ncerning the natural goodness of man. It is likely too that we have been un¬\nduly influenced by the psychological doctrine of instincts. All of these\ntendencies strengthen the disposition to look for a pattern of development\nwithin the pupil, .to take for granted that the matter of direction will take\ncare of itself. At any rate, we have found it much too easy to identify activity\nwith education. If the pupils were engaged wholeheartedly in activity of\nsome kind, then we were predisposed to believe that the ends of education\nwere being promoted.\nOur present emphasis on personal initiative, on resourcefulness, on cre¬\native activity, springs from the perception that the business of education\nis with the development of the individual, with the cultivation of capacity.\nIt is strongly reinforced by the realization that the social order is a chang¬\ning thing; or in Dr. Kilpatrick’s phrase, that we must educate for a chang¬\ning civilization. If we use the term intelligence to designate the ability to\nexploit the materials of our environment, to use things for our own ends,\nand to create new purposes, then the aim of education becomes the liberation\nof intelligence. This is, I think, the motif of presentday progressive educa¬\ntion. Insofar as it has come short of realizing its purpose, the failure may\nbe traced to a lack of sensitiveness to the conditions that must be met if the\nliberation of intelligence is to become an accomplished fact.\nHere then we have the whole problem of guidance or direction in edu¬\ncation. How may intelligence be liberated ? As a first step, it is necessary to\ncreate situations that will stimulate pupils to activity, that will give them\nopportunity to exercise such ingenuity or resourcefulness as they may have\nin the adaptation of means to ends. This is a primary condition. If we do not\nlook beyond this first condition, however, then we leave the door open to all\nkinds of extravagancies and sentimentalities. Children are permitted to go in\n\n"}
{"page": 375, "printed_page": null, "text": "Department\n\nof Kindergarten-Primary\n\nEducation\n\n* 371\n\npursuit of every passing whim, and restriction of any kind on the part of\nthe teacher becomes an impious interference with the will of Providence.\nHow an education program is to be secured on this basis is past finding out.\nThe conditions for the liberation of intelligence are determined by the en¬\nvironment to quite the same degree as they are determined by the nature of\nthe learner.\nWhat are these environmental conditions, if they may be so called, that\nmust be taken into account? In order to find an answer to this question,\nwe must direct our attention at some time or other to the upper end of\nthe educational scale, to the outcomes that we wish to secure by the time\nthe pupil graduates from high school or from college. In order to secure\nreal continuity of program, the work of the earlier grades must be conducted\nwith reference to such final outcomes. Our point of departure, as intimated\na moment ago, is in situations that stimulate young children to selfexpres¬\nsion, in the form of artistic endeavor or through undertakings of a more\npractical kind. Through such activities the pupils acquire a certain prelimi¬\nnary acquaintance with their capacities and interests and they secure an op¬\nportunity for the exercise of intelligence in the adaptation of means to ends.\nIt is on this level, I think, that our progressive schools have been most brillianty successful. They have demonstrated that it is possible to evoke from\nchildren the same whole-heartedness and concentration as that which they\nexhibit in spontaneous play. For this achievement I have nothing but ad¬\nmiration. It would be presumptuous for an outsider to attempt to give in¬\nstructions for the improvement of these methods. The point at which the\noutsider may legitimately enter into the picture is when the question is\nraised as to how the activities thus initiated may be developed in the proper\ndirection. In slang phrase, where do we go from here ?\nThis question is in order because we have a right to demand increasing\neffectiveness in the use of intelligence as the process of education is extended.\nTo some degree, indeed, increase in effectiveness is normal and presumably\ninevitable. The pupil grows older, and this fact alone, other things being\nequal, makes for greater intellectual power. Besides, the work of the school¬\nroom, whether wisely chosen or not, tends to afford some opportunity for\nthe exercise of intelligence, whether such opportunity be regarded as a\nmajor value or not. Pupils do tend to become more intelligent, even in the\nmost conventional and unimaginative type of school. But the good is the\nenemy of the best, even if we leave out of consideration the actual damage\nthat may be done by inferior forms of education. Our problem — the problem\nof how we may vitalize education on any level — is the problem of how we\nmay secure maximum effectiveness for the use of intelligence in the life\nof the pupil.\nPerhaps I am giving the impression of engaging in an unnecessary amount\nof preliminaries, like a timid person who wants to swim but is afraid of the\nwater. Let us plunge in now and have it over with. One condition for in¬\ncreased effectiveness in the use of intelligence is the accumulation of experi-\n\n"}
{"page": 376, "printed_page": null, "text": "372\n\nNational\n\nEducation\n\nAssociation\n\nence in such form as to give it maximum serviceableness in dealing with new\nsituations. In order to secure such maximum serviceableness, it is necessary\nto emphasize a distinctive procedure. This procedure has attained a certain\nstandardization and is known to us as science. There is all the difference in\nthe world between the organization of experience that is achieved by the\npractical man and the organization that is achieved by science, and this\ndifference, in the end, makes science more practical than the practical life,\nleft to itself, can ever hope to be.\n\nLet me try to illustrate. Farmers\n\nhave long known\n\nthat clover restores\n\nthe fertility of the soil. Science analyzes this fact, for the purpose of dis¬\ncovering what particular ingredients are contributed by clover, and on the\nbasis of this discovery it becomes possible to depart from the traditional rou¬\ntine of farming by supplying these ingredients from other sources. Dwellers\non the seacoast were long acquainted with the fact that seaweed has medi¬\ncinal properties; science proved that these properties were due to the pres¬\nence of iodine. Any person who goes in for drawing knows that children\nare not merely undersized men and women ; exact measurements show that\nthe pattern of the adult organism is specifically different from that of the\nchild. It is reasonably obvious that the procedure of science gives new scope\nto activity, opens up new possibilities of achievement. As Dewey says,\n“Abstraction deliberately selects from the subjectmatter of former experi¬\nences that which is thought helpful in dealing with the new. It signifies con¬\nscious transfer of a meaning embedded in past experience for use in a new\none. It is the very artery of intelligence, of the intentional rendering of one\nexperience available for guidance of another.”1\nWe may conclude, then, that scientific organization of subjectmatter is\nindispensable, if intelligence is to have proper scope in the affairs of life.\nThis proposition is particularly in need of emphasis because of the prevailing\ntendency to ignore its importance. In the reaction against formalized pro¬\ncedure, the teaching of scientifically organized subjectmatter has been in¬\ncluded in the general condemnation. Much of our science teaching has un¬\ndoubtedly been of a mechanical and verbal character. We have taught the\nresults of scientific investigation, with little relation to scientific method or\nto the bearing of science on everyday life. The time was when\n\nthe teaching\n\nof science was expected to cure all our major educational ills, but this expec¬\ntation has ended in disillusionment. At present we are in grave danger of\nunderestimating the significance of scientific organization. In order to make\npresent experiences as meaningful as possible for dealing with new situ¬\nations, it is necessary at times to go in quest of underlying principles, to\nabandon the practical attitude for a time and pursue knowledge for its own\nsake, to cultivate the scientific practise of utilizing generalizations for pur¬\nposes of explanation and prediction, which is what we call scientific think¬\ning. L nless we do this we may indeed promote a certain cleverness or in¬\ntellectual nimbleness, but we do not escape from routine habits of thinking\n1 Dewey, John. Democracy\n\nand Education. Macmillan\n\nCo., New\n\nYork, N. Y. p. 264.\n\n"}
{"page": 377, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nEducation\n\n373\n\nand acting, nor do we achieve the sense for evidence which is the mark of\nthe disciplined mind.\nIn the interests of pedagogic simplicity it would be fortunate if scientific\norganization of subjectmatter were the only requirement for providing an\nescape from routine and empirical habits of thinking. But life is more\ncomplex than that. There are habits of thinking and judging which enslave\nintelligence and from which scientific organization is no effective means of\ndeliverance. These habits relate especially to judgments of values. In mat¬\nters of conduct, for example, the disposition to form independent judgments\nsoon comes into collision with the standards and loyalties of the group. We\nencourage the experimental attitude in our relations to the material environ¬\nment, but with respect to the social environment the case is not so clear.\nWith\n\nregard to property rights, for example, or sex relations, or matters\n\nof ordinary decency, it seems more advisable to be guided by racial experi¬\nence than to rely on individual judgment.\nThis view is plausible and has a certain justification, but it also has its\nlimits. If we extend it too far, the individual is submerged in the group,\nintelligence is hobbled, and the door to progress is closed. But what is to\nbe done about it? If we carry over into the sphere of social relations the\nsame spirit of individual initiative and independent judgment which we\nstress so much in other spheres, we invite disaster and we are left without\nany means of determining whether a given departure from the established\norder is desirable or not. Social questions cannot, as a rule, be carried into\na laboratory and settled by a simple scientific test. There are two reasons\nwhy this is impracticable. In the first place, experiments in this field have\nto be carried out on a far larger scale, as, for example, the experiment in\nCommunism in Russia or the experiment in the dictatorship form of gov¬\nernment in Italy. In the second place, such experiments never prove anything\nin a scientific sense, no matter how elaborately they may be conducted. The\npurpose of the experiments just mentioned is not to show that these types\nof social organizations are possible — we knew that much beforehand. His¬\ntory shows that any kind of organization was possible in the past, and these\nkinds of organization are still possible if we are willing to pay the price.\nWhat we want to know is whether these innovations are desirable. Before\nwe can answer this question we must determine what is desirable and what\nis not. This is a very different question from a question of fact, and is a\nquestion on which there is no agreement.\nI trust that the dilemma is clear. On the one hand there is the danger\nof training children in the passive acceptance of social standards, which\nmakes for a static society, in which no departure from prevailing standards\nis tolerated. On the other hand there is the danger of encouraging the indi¬\nvidual to be a law unto himself, which leads toward maladjustment and\nultimate shipwreck. If intelligence is to be truly liberated, there are two\nconditions that must be met. In the first place, the pupil must be “social¬\nized,” in the sense that he must learn to cooperate with others by subordi-\n\n"}
{"page": 378, "printed_page": null, "text": "National\n\n374\n\nEducation\n\nAssociation\n\nnating his personal desires and preferences insofar as this may be necessary.\nIn the second place, he must acquire such an understanding of social usages\nand standards that he may be in a position to judge whether social prescrip¬\ntions derive their authority merely from custom or from solid human values.\nIn other words, he must be enlightened on the subject of standards for\nconduct. At this point modern education is conspicuously lacking. We have\nplaced much stress on the need of cooperation, on social attitude and spirit,\nbut what we should cooperate for has been left pretty largely to the imagi¬\nnation. The current agitation for moral education is evidence that things are\nnot as they should be.\nPerhaps the most effective way of setting intelligence free is to show how\nour present standards have originated. The whole history of the race bears\nwitness to the fact that we tend to regard the social organization and usages\nof the moment as ultimate and final. Under the pressure of circumstances\nwe\n\nmay\n\nmodify the organization and the usages, but when\n\nthis has once\n\ncome about we rationalize the result and oppose further changes. Mon¬\narchy claim to rule by divine right ; slavery is an institution ordained from\non high, or based on ineradicable differences in human nature ; woman’s\nsphere is strictly circumscribed, if she is to retain her femininity; and the\nright of the noble Nordic race to retain what it has acquired by despoiling\nother races is guaranteed by cranial measurements and the results of the\nmental tests.\nBeliefs of this kind are not automatically eliminated by emphasis on\nsocial values in education. It is more to the point to note how every impor¬\ntant advance in knowledge has been reflected in a new perception of social\nor moral values. With\n\nthe invention of the printing press we became saddled\n\nwith the responsibility for universal public education ; with the discovery\nof vaccination we became responsible for epidemics ; with modern\ntransportation we became\n\nmeans\n\nof\n\nresponsible for the threat of starvation in every\n\npart of the globe. We create and recreate our standards with changes in\nconditions. The whole history of the race is a record of a continuous struggle\nbetween the past and present.\nThis much is obvious. What is perhaps not too obvious is that this strug¬\ngle involves a challenge to the belief that moral standards are fixed and\nunchanging. Here we strike the deepest issue of our presentday civilization,\nan issue forced upon us by modern science. To see social evolution as a\nconflict between\n\nfixed versus relative or changing standards is to prepare\n\nthe way for a more intelligent way of dealing with new problems. More¬\nover, the conception of changing standards brings to the front the question\nof a guiding principle. It is possible to trace in these conflicts the emergence\nof a social ideal which is not merely a vague feeling of goodwill, but a guid¬\ning principle for the continuous reconstruction of the social organization.\nTo see the course of civilization in terms of a struggle between conflicting\npoints of view is to acquire a new insight into the nature of moral standards\n\n"}
{"page": 379, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nEducation\n\n375\nand a solid basis for social progress. It provides for a unified social outlook,\nfor a philosophy of life.\nI am aware that this emphasis on aims carries with it the danger of a\nreturn to formalism and mechanical instruction. But this is a danger that\nmust be faced, if the ends of education are to be attained. We must not sur¬\nrender the fruits of the victories that have already been won. Our problem\nis to enhance these fruits by achieving a more definite sense of direction,\nby unifying the entire educative process, from the bottom to the top, on the\nbasis of a continuous, integrating program. The problem is a problem for\nthe teacher of kindergarten and primary as well as for the teacher in high\nschool or college.\n\nBy recognizing the importance of individual initiative and selfexpression\nwe get a clue to methods of teaching. By recognizing the importance of the\nscientific organization of subjectmatter and of social standards as devices\nfor promoting a democratic organization of society we secure a clue to the\nselection of subjectmatter. Methods of teaching and the content of courses\nvary as we go up the scale, but the underlying principles are the same\nthroughout. The work of the kindergarten and of the primary grades\nshould be a foreshadowing of the outcomes that constitute a truly liberal\neducation. It goes without saying that the educational aims presented in\nthis paper cannot be carried very far on the earliest levels of school work.\nBut these aims provide both direction and continuity for the educative\nprocess, which is an outstanding educational need at the present time.\n\nHELPING\nLULU\n\nCHILDREN ENRICH\nABSTRACT\nWRIGHT,\nCOLUMBIA\n\nLINCOLN\n\nSCHOOL,\n\nUNIVERSITY,\n\nNEW\n\nAND\n\nGAIN\n\nTEACHERS\nYORK,\n\nIDEAS—\n\nCOLLEGE,\n\nN. Y.\n\nOur children (the healthy, unspoiled ones) come running to school, full\nof eagerness and curiosity in the world about them, filled with the joy of\nliving, ready for an adventure. They come with every avenue of approach\nto learning things at first hand wide open. Now modern science has been\nhelping us to see that the learning that functions in real life comes through\na social sharing and adventuring and that the sense and motor experiences\nresulting from this adventuring are the pathways which guided into con¬\ntinually widening fields lead to an interest in all the arts and sciences —\nto the related subjectmatter, which we call the curriculum — geography,\nhistory, all the fine and industrial arts, literature, number, and science.\nThe new school begins with the child’s natural interest in his immediate\nsurroundings. He is given a chance to explore and investigate his room, his\nbuilding and neighborhood, and later the sources contributory to them all\nand to his wellbeing, farms, markets, stations, docks, grocery store, postoffice and fire department.\n\n"}
{"page": 380, "printed_page": null, "text": "National\n\n376\n\nEducation\n\nAssociation\n\nThe children come back from their investigations, pool experiences and\nrelive and vivify them, relating them to their own lives through dramaticplay\nwith blocks and toys, paints, crayons, clay, wood, hammer, and nails, through\nmusic, reading, stories, and number. Second hand experiences or the knowl¬\nedge and skills that have been found to be useful in the history of the race\nare increasingly used as the tools to help in the accomplishment\n\nof the in¬\n\ndividual and the group experiences and to enrich these. The pupil’s mind is\non the doing, of which learning is the natural consequence. It is the teacher’s\njob so to cooperate and guide in the carrying on of the projects or centers of\ninterest that there is a gradual growth of mastery of the skills and an\norderly development of subjectmatter, which enrich the life of the child\nand lead him toward the knowledge, skills, and attitude that will help him\nin further living.\n\nVITAL\n\n*\n\nMARGARET\n\nVALUES\n\nE. MATHIAS,\n\nIN CREATIVE\nNEW\n\nUPPER\n\nJERSEY\n\nMONTCLAIR,\n\nEXPRESSION\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nN. J.\n\nThe general acceptance of materials for the use of young children gives\nrise to the question of what worthwhile growth may result from the use of\nmaterials.\nof the most obvious values of the use of materials is the provision\nfor wholesome physical activity. Materials are selected which will provide\nfor large quick work. If the child is allowed to use the proper material on\nOne\n\nhis own level the activity and satisfaction which\nmotes wholesome physical development.\n\nhe derives from it pro¬\n\nThe use of materials provides for mental development. The problems are\ntangible. The solutions can be tested. Knowledges and skills which are ac¬\nquired are sources of satisfaction because they help the child to more ade¬\nquate expression.\nThe use of materials provides for the development of desirable social\nhabits. Children learn to take turns when there is not enough equipment\nfor everyone. They learn to respect and protect the work of other children\nas well as their own. They learn to work together or to work alone con¬\ntentedly if it is necessary.\nThe benefits to be derived from the use of materials in physical, mental,\nand social growth are being widely recognized.\nNot so universally recognized is the value of the satisfaction which the\nindividual himself finds in his own work. In measuring values we are likely\nto think only of the benefits which the group receives from the contributions\nof the individual. Thus we find the picture worthwhile\n\nbecause it is enjoyed\n\nby other members of the group. A ‘Vital value” which we are inclined to\noverlook is the satisfaction which the child himself gains from his own\npainting.\n\n"}
{"page": 381, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nEducation\n\n377\n\nDrawing and painting may be thought of in two ways: First, it may be\ncommunication in which the primary aim is to make clear an idea or feeling\nto another person. Second, it may be selfexpression when the feeling is ex¬\npressed only for emotional release without regard as to whether or not it is\nunderstood by other people. Other people may understand it but that is not\nits first purpose for being.\nThis popular misconception of creative work is obvious in the criticism\nof children’s art work. In general practise we have progressed to the point\nof allowing the child to express himself, but we examine his paintings with\nthe idea of socalled improvement. The house is too small or the flowers are\ntoo large or the trees are the wrong color. It is true that these are mistakes\nin draftsmanship and that when the child arrives at the point of needing\naccurate drawing for lucid communication he may wish to make his draw¬\nings more nearly in accordance with appearance. However, appearance is\nonly an outward form and of much higher artistic value is the quality of\nfeeling which is present in the paintings of 5^oung children to a high degree.\nThis the adult is apt to miss entirely.\nThus a child unconsciously reveals his interests by the relative size of\nthe things he paints. The people are larger than the house, the flowers larg¬\nest of all in accordance with the places of various importance which people,\ntrees, and flowers occupy in the child’s mind.\nAgain the child does not limit his expression by painting in one picture\nonly what he can see from one point of view. He paints the sum total of an\nexperience. The automobile in the street, the baby in his crib, and the family\neating dinner are one experience to him and he shows all of them in one\npicture.\nChildren paint with remarkable brevity and directness. A few brush\nstrokes tell the story. This is a quality which we can appreciate when we\nlearn to approach a painting as something which has been done in response\nto a feeling about an experience and not as the result of opening the shutter\nof a camera and recording everything that falls within range of the lens.\nNeither is a child limited in his use of color. He paints with his “favorite”\ncolor or the “way he likes it” rather than according to the actual colors of\nthe things he paints. This also gives additional significance to his expression.\nIf one will approach a child’s painting “receptively” he begins to recog¬\nnize the remarkable closeness of feeling and expression which a child is\nable to attain when he is allowed to work unhampered.\nIn addition to the expression of feeling which is evident in the paintings\nof young children, there is remarkable composition. While emphasis is\nusually gained by making the object of greater size, yet there is no doubt\nas to what is important. Balance is keenly felt even though nothing has been\nsaid about balance. The simple directness in painting often carries remark¬\nable rhythm in line and mass.\nRecognition of these qualities of remarkable\n\nfeeling and unusual com¬\n\nposition will stimulate genuine respect for children's work.\n\n"}
{"page": 382, "printed_page": null, "text": "National\n\n378\n\nEducation\n\nAssociation\n\nThe major value then is the satisfaction which it affords the child him¬\nself. Technic is necessary only as it leads to freer expression. Since the child\nis contented with his work the adult can help most by enjoying his work\nwith him, respecting his sincerity, and sustaining his confidence in himself,\nand hoping to attain ability to appreciate his work.\n\nWHAT TECHNICS IN TEACHING SUGGEST VITAL VALUES\nIN HELPING CHILDREN GAIN AND IMPROVE SKILLS IN\nREADING , WRITING , AND ARITHMETIC f\nPEARL\n\nG. MONKS,\n\nPRINCIPAL,\n\nWADE\n\nPARK\n\nReading\n\nSCHOOL,\n\nCLEVELAND,\n\nOHIO\n\nSuccessful “teaching technics” are developed through careful diagnosis\nof the child learning situations which point to the needed help and instruc¬\ntion with emphasis on the needed help.\nHow can we help the child to gain and improve skills in reading? The\nchild should be ready for reading before we attempt to stress it with him.\nTo be ready for reading the child must usually be six years old mentally.\nHe must be physically fit. The sickly, undernourished child cannot do his\nbest work. He must be emotionally stable. The over fostered child lacking\nin selfcontrol must acquire habits of selfreliance, initiative, cooperation, and\njudgment before he is able to make the adjustments and effort needed to\nlearn to read. He must understand and speak some English before he can\ndo much with reading. He must be observant and discriminating; notice\nand talk about objects of interest in his environment. He should have ability\nto see and hear similarities and dissimilarities in sound and form. He must\nbe able to understand\n\nand carry out simple directions. He must be able to\n\ntell a simple idea, experience, or story clearly. He must be reading conscious\nand show a curiosity in a reading environment of signs, labels, and books.\nIf the child does not show reading readiness he should be helped until he\nis ready for it. This may take the form of conferences with parents as to\nthe child’s health. Most parents are more than willing to help when it is\npointed out to them that a certain physical defect or health habit is hinder¬\ning the child’s development to the extent that his school work suffers.\nParents are surprised and often a little dubious when they are told that\nthe fact that their child assumes no responsibility in the home, that he has\nbeen carefully guarded from contact with other children, affects his school\nwork disastrously. The foreign-born parent many times clings to his mother\ntongue and either discourages his child learning the new language or at\nleast fails to encourage it. But when their child’s problem is presented to\nthem tactfully and sympathetically, most of these parents are willing to\ncooperate.\n\nTn the classrooms we can help the child to this reading readiness by pro¬\nviding: (1) Equipment and activities that will promote physical develop¬\nment, (2) periods full of physical and mental activity, (3) periods of re-\n\n"}
{"page": 383, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nlaxation, (4) milk for the undernourished\n\nEducation\n\n379\n\nchild, (5) opportunities for the\n\nchild to assume responsibilities, in care of room, for example, (6) oppor¬\ntunities for the child to work and play with children, (7) opportunities for\nthe development of his selfrespect through frequently tasting success, (8)\nopportunities for a development of a keen interest in his own improvement.\nIf the child does not understand English he may be helped by securing\nthe cooperation of English speaking children both in and out of school, and\nby having many experiences of association of word with activities and ob¬\njects in natural situations. In extreme cases especially with older foreign\nchildren phonics may be used to facilitate proper pronunciation and enuncia¬\ntion particularly in affecting the proper use of the vocal organs.\nIn order to read the child must\n\nhave powers\n\nof observation and dis¬\n\ncrimination. These can be developed through wholehearted interests. Ex¬\ncursions, individual and group activities, and the free work period help\ngreatly in developing the needed powers\n\nof observation and discrimination.\n\nEvery kindergarten-primary child should have one free work period each\nsession where he is given opportunity to choose activities and materials.\nPowers of observation and discrimination are also developed through\nfrequent changes in room environment in the matter of bulletin board,\nflowers, pictures, etc. Ear training through music and verse is an excellent\npreparation for later phonic wTork. Consideration of size and forms is like¬\nwise helpful. Much emphasis must be placed on reading readiness because\nlittle can be accomplished without it.\nThe child learning to read needs many and varied reading experiences so\nthat he will feel the need for and appreciate the value and uses of reading.\nThese may include simple experience charts, signs, labels, dramatization\nprograms\n\nwith cast and scenes, simple booklets, bulletin boards, plans for\n\nday’s work, plans for construction work, questions to be answered\nexcursion, record of observation, and many simple attractive books.\n\nin an\n\nEfficient reading habits must be developed from the beginning. An inter¬\nest in books and a respect and proper care for books should be developed\nfrom the start.\nThe child is more intelligently working at reading when he is helped to\nknow what he has accomplished and what his next goal is to be. So tests\nand checks help the child realize his success and spur him on to his next step.\nIn every large group we have children who read exceedingly well with\nvery little teaching, children who will learn to read well with adequate\nteaching, and another group who do not read well even with special help\nand attention. In this last group of poor readers we may have.\n1. The\n\nmentally slow child\n\n2. The normally but obviously immature child\n3. The child with poor school attendance due to illness, etc.\n4. The foreign child who hears very little English at home\n5. The average foreign child new to the country\n6. The average foreign child with inadequate schooling\n7. A few cases where we are much in doubt as to the difficulty.\n\n"}
{"page": 384, "printed_page": null, "text": "380\n\nNational\n\nEducation\n\nAssociation\n\nAn intensive study of a group of 9 such children this year showed\n\nthese\n\n9 non-readers to be all boys with a grade range 2B to 5A, age range 8 to 11,\nI. Q. range 92 to 130. These children had their beginning reading in five\ndifferent schools. The wide variation in teaching methods used seems to\npoint to the fact that these disabilities are not the fruit of any one type of\nreading teaching but seem to belong to most group reading teaching.\nAll nine children were American born and had English speaking parents.\nEight of the nine attended kindergarten; in all nine cases the children were\nmost eager to go to school but in eight of the nine the parents hated to give\nthem up ; in eight cases the children are socially and emotionally immature ;\nin all nine cases there was a great deal of overfostering, some of this being\ndue to the early ill health of the child ; seven were definitely^ kept\nfrom other children ; five associate only with adults ; two play only with\nyounger children ; six participate largely in indoor activities ; none of the\nboys are of the boisterous type — all are well dressed and neat almost to the\npoint of being fastidious.\nIn all cases there was family pressure on the child because of his difficulty\nand in all cases the child was sensitive about it. The children all showed an\ninterest along mechanical lines, five were interested in music, seven in\ndrawing. They did fairly well in these subjects but were not outstanding\nso these interests may be compensatory. Only one had a good sense of rhythm\nand only two any sense of tone or pitch. Seven had normal vision though in\nevery case there was a family history of eye difficulties. Hearing was normal\nin six cases.\nDuring childhood four suffered a great deal of ill health : Eight were de¬\nscribed by parents and teachers as of a nervous type, four bit their nails,\none had nervous trouble, two suffered enuresis, one was very easily nause¬\nated, five were finicky about food, four show fatigue posture, four had dis¬\neased tonsils, one had convulsions in childhood, one suffered loss of con¬\nsciousness from a fall when a baby, one had goiter symptom, and six were\nunderweight.\n\nAll 9 children were given Binets and reading, spelling, and arithmetic\ntests. Six tested normal, one superior, two slow normal. All showed poor\nhabits of associations both in the Binet and reading tests.\nThis probably indicates that the use of the large units in the teaching of\nbeginning reading at the present time may be so confusing to some children\nthat they are prevented from making the necessary association of the thought\nand the visual (form), auditory (sound), and kinaesthetic (feel of word\nboth in speech and tracing).\nEven in cases where the smaller units have been used it seems that there\n\nmay not have been sufficient repetition to establish these connections. In our\nassociation of thought with form we may have been considering largely the\nvisually minded child. We may have neglected from the kindergarten on to\ngive opportunity for the establishment of the auditory and kinaesthetic con¬\nnections which are most important for the children who are visually minded.\n\n"}
{"page": 385, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nEducation\n\n381\n\nThe intensive study of this group has led us to have a reading question¬\nnaire filled out for all kindergarten and first-grade children. The reading\nquestionnaire gives us the following facts about each child.\nThrough this we hope to recognize these difficulties early and do preven¬\ntive work which will save the child unnecessary failure and discourage¬\nment, keep the parent’s confidence and goodwill — and save the school the\nexpense of failure.\nREADING\nName _\n\n_\n\nQUESTIONNAIRE\nTeacher _\n\nAge _\n\nM. A _\n\nGrade _\n\nI. Q. _\n\nHealth\n\n_\n\nInitiative _\nMaturity\n\n-\n\n--\n\nSocial Adjustment Outside\n\n-\n\nInterests _\n\nSpecial Ability _\n\nSpecial Weakness _\nChild’s Behavior\n\nFirst Week\n\nWhat\n\nHas\n\nWhat\n\nEvidence\n\nHome\n\nConditions\n\nof School _\n\nChild Accomplished\n\nof Reading\n\nin Reading?\n\nReadiness\n\nDoes\n\nSpelling? (if he has had it)\n\nChild Show?\n\n(Kdg.)\n\nWriting\nIt may be of interest to note at the beginning of a discussion of writing\nthat in the past three years in our building we have had no formal drill\nperiod. This does not mean that we have not had any drill in writing.\nWhen children first enter school many bring with them a desire to learn\nto write, an interest in the skill itself. Going to school has meant traditionally\nlearning to read and write. This skill interest if kept at that level does not\npersist long. In a 2B class free work period, the last month of school only\none child in a group of forty suggested writing to improve his writing while\nten were doing some form of writing such as a story, captions for original\npictures, etc. These 10 had the desire to do their work over, to improve\ntheir writing so that the captions and stories would look better. This has\nbeen the motive back of any drill in writing throughout the school.\n\n"}
{"page": 386, "printed_page": null, "text": "382\n\nNational\n\nEducation\n\nAssociation\n\nindividual difficulties are pointed out to the child and he works to\nimprove. Some time ago through a questionnaire we listed some of the writ¬\nd\ning opportunities presented through natural situations. When compile\nthere were three typewritten pages of them. I will not take space to list\nthem but they start in the kindergarten with making signs for a store and\nthe desire of some children to sign their pictures ; in the first grade, writing\nThe\n\nof invitations to plays and parties, the cast and scenes of a play, and library\nrules. As we go on through the grades there are enriched writing oppor¬\ntunities — short stories, plays, poems, programs, etc. The only limit is the\nchild’s ability.\nThe fact that our writing is not limited to fifteen minutes a day, that in¬\ndividual difficulties are noted and corrected in class discussions, and that\nthe desire to improve is so vital to their satisfaction in their work results in\nhigh standards set by the children themselves. These\nmensurate with the motor control at their level.\n\nstandards are com¬\n\nIn this work we have had the excellent cooperation of the writing super¬\nvisor. In the three years, the supervisor has been interested and has always\nheld herself ready to be of service. She has been openminded and not hasty\nin judgment as to the result of this procedure.\nThis spring a note was sent out from the principal’s office asking if any\nof the teachers would like suggestions or help. Seventeen responded citing\nthe help needed in their classes. The supervisor visited each class knowing\nproblems. The teachers were most enthusiastic about the help given.\n\nthe\n\nArithmetic\nHistory tells us that arithmetic was originally taught primarily because\nof its practical value. Later with the trend for mind training and mental\ndiscipline it was\n\nemphasized\n\nas excellent mental\n\ndiscipline for the child.\n\nNow we have swung back to its original purpose and are emphasizing\npractical and social values in natural situations.\nThe\nmuch\n\nactivities and interests of the kindergarten-primary\nin the way of number\n\nideas. A survey made\n\ngarten-primary grades astonished many\nnumber experiences the children were\n\nits\n\nchildren call for\n\nthis spring in the kinder¬\n\nof us by the amount and variety of\nmeeting in their work. They were\n\ngetting meanings through rhythm games, the series meaning, choosing a cer¬\ntain number of a group as the third child ; collection meanings — a certain\nnumber of children or a certain amount of material for a group ; ratio mean¬\nings as two being half of four ; the idea of number as a combination of other\nnumbers\n\nas five boys and three girls ; simple addition, subtraction, and divi¬\n\nsion in natural situations — keeping scores, making change, dividing materials,\netc. This survey showed a wide number vocabulary and a decided number\nconsciousness in the kindergarten-primary field. While we have no formal\narithmetic below the second grade it is just as vital that the number habits,\n\n"}
{"page": 387, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nEducation\n\n383\n\nattitudes, and skills of this early kindergarten-primary period be appreciated\nby the teacher as it is later when more formal work begins.\nThe number consciousness, the meanings built up through many experi¬\nences are the basis for the understanding of much of his work later. At this\nearly stage the child is also developing number attitudes intelligent or other¬\nwise depending upon the teachers appreciation of number possibilities at that\nstage.\nI have not dwelt on the materials which can be used most successfully in\nthe fields of reading, writing, and arithmetic but have tried to consider\nlearning situations. These learning situations which are an outgrowth of\nthe children’s own experiences and activities point to the field of social\nstudies for a large part of their subjectmatter.\n\nHOW VITAL VALUES ARE GAINED THROUGH THE EDU¬\nCATIONAL INSIGHT OF THE SCHOOL ARCHITECT\nMYRA\n\nC. HACKER,\n\nEDUCATIONAL\n\nARCHITECT,\n\nFORT\n\nLEE,\n\nN. J.\n\nI am aware of the opportunity afforded me here of interpreting to you the\nstudy and foresight with which the school architect prepares his plans to\ncooperate with the requirements of the educator in developing and stressing\nthe vital values of primary education. It is essential that the former have an\nunderstanding of the general trend and scope of the curriculum in the nur¬\nsery, kindergarten, and primary years, and a feeling and appreciation for\nthe aims and tendencies of modern pedagogy in order that he may place at\nthe disposal of the teacher an environment which will provide for the full¬\nest consummation of the educational and esthetic ideals of both educator\nand architect.\n\nSuch a plan necessitates a liberal amount of space, that all phases of child\nlife and activity may enjoy their proper importance. There is room for the\npupil to realize in one of many small groups his own natural aptitudes and\nthe part that he plays among his fellows. We must allow for the activity of\nmind and body that prompts the child to explore, to question and to con¬\nstruct. Stimuli are provided to promote an appreciation of art and literature,\nas well as of science and nature, which may be dormant. The pursuits in\nwhich a child may indulge in a well designed and proportioned room form\nthe basis for advancement in the enrichment and acquisition of ideas in the\nmost impressionable years of life with the subtle elimination of minor\ndefects.\n\nThe\n\nacquisition of knowledge\n\nis not neglected, but rather subordinated\n\nto the acquiring of the feeling of citizenship, the development\n\nof one’s self\n\nin one’s group and the development of the group according to the needs of\nthe individuals composing it. The school architect features this community\nidea in providing for the physical, emotional, rhythmic, and mental needs of\nthe children, singly and collectively. A glance at our ideal plan will enable\nus to understand the intricacy of detail, the deepness of forethought, the\n\n"}
{"page": 388, "printed_page": null, "text": "384\n\nNational\n\nEducation\n\nAssociation\n\nbroad understanding with which the architect offers myriad opportunities of\nlearning social, esthetic, and practical values of life.\nThe sketch is of a lower primary unit to be built in connection with a\npublic school, or as a separate unit.\nThe unit would consist of a nursery and its rest room, a kindergarten, two\nfirst-grade rooms and several accessory rooms, consisting of a library and\nmuseum, a large kitchen, a suite of offices for nurse, dentist, doctor, and\npsychologist, a lobby and waiting room useful for the nurse in the morning\nmedical inspection, a room for general supplies, and a combination play and\nphysical training room.\nThe nursery, kindergarten, and first-grade rooms are provided with vari¬\nous alcoves. The nursery and kindergarten have their doll alcove, while\nthe work alcove, the reading nook, the coat alcove, the supply and storage\nalcove are common to all.\nThe\n\nthree age levels are supplied with separate toilet facilities, in each\n\n"}
{"page": 389, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nEducation\n\n385\n\ninstance so situated as to offer the greatest possible accessibility to the child.\nThis has been particularly stressed in connection with the nursery. The bath¬\nroom is located between the rest room and the play room within easy reach\nof the outdoor playground.\nThe\n\nnursery and kindergarten have some\n\nspecial facilities. They\n\nhave a\n\nbalcony extending over the accessory rooms useful for eating, rest, educa¬\ntional play, and observation. We also find here deep bay windows with\nseats around them and a sunken pool.\nEach of the four rooms is provided with a fireplace. They all have entrance\nand exit facilities direct to the outside leading on to the terrace, which mean\neasy entrance and a great aid in minimizing fire and panic hazards. T his\nterrace enables the youngsters to be out-of-doors in damp weather without\ncoming in contact with wet ground.\nFrom\n\nthe terrace each group has access to separate playground and play\napparatus. In each room we may find the new type of locker, which may serve\nmany purposes : first, for the child’s own possession ; second, it is of sufficient\nwidth to be used for rest purposes ; and third, the top of it may be used for\nplants and objects of immediate interest.\nThe accessory rooms are convenient to the entire unit and all rooms\nreadily accessible to the corridor.\n\nare\n\nThe combination play and physical training room is so arranged as to be\nconvenient both to this unit and to other sections of the school.\nThis entire unit provides ideal facilities for 100 to 150 pupils.\nThe most recent views in educational circles consider sixty square feet of\nfloor space per child a desirable minimum standard. This space has made\nprovision for all activities of the child from rest,, play, and eating to the\npursuit of the three R’s. Sufficient space accessible to the child is a great\naid in relieving nervous strain, and such removal is considered essential to a\nwell balanced life by modern child educators. The orientation of the rooms\nis such as to flood the nursery, kindergarten, and grade rooms with sunlight\nat all times that they are in use. The extensive use of quartz glass permits\nthe elusive vitamin “D” to enter the rooms.\nIn order that sound health habits may be formed, certain factors must be\nconsidered. Space is available for adequate resting and sleeping at needed\nperiods during the day. The\nroom. There\n\nnursery in particular has its own\n\nspecial rest\n\nis provision for eating so that the casual enjoyment\n\nof the\n\nmeal not only brings physical stimulation but creates a feeling of repose.\nThe balconies in the rooms form an attractive place for the children’s\nluncheon, for rest, and for general sociability. Drinking fountains, placed\nat the right height, not only allow refreshment, but encourage the drinking\nof the necessary amount\n\nof water daily. Convenient\n\ntoilet facilities, of the\n\nproper size, likewise allow the Teaching of regular habits and prevent care¬\nlessness and neglect of the necessary functions. Each level of nursery, kinder¬\ngarten, and first grade is provided with these physiological necessities.\n\n"}
{"page": 390, "printed_page": null, "text": "386\n\nNational\n\nEducation\n\nAssociation\n\nobservation of the plan it is apparent that adequate floor space has\nbeen provided for large group activities and that there are small enclosures\nwhere individual and group activities may take place. This takes into ac¬\ncount a child’s social instinct. Dividing into small numbers allows not only\ndiversity of interest, but opportunity for each child to engage actively in\nsome endeavor where he learns his place and relative importance in the\nFrom\n\nhe is allowed, without repression, to follow his natural\nbend. The presence of others and their participation in games and educa¬\ntional play teaches the fundamentals of good citizenship, such as rights of\nothers, fair dealings, etc., and the enjoyment together of activities, such as\nluncheon and recreation, which fixes firm values of life in their minds and\ngroup but where\n\nenables them to meet the problems that confront them. The above men¬\ntioned alcoves may have various educational uses ; we use here the doll, the\nwork, the reading, the storage, and coat alcoves.\nThe all important doll alcove is where the family unit builds itself up in\nminiature. This association with inanimate families allows conversational\nexpression which results amazingly in expanding vocabularies and expressions\nto groups of other children. This gives, in addition, a great insight into the\npersonality and home life of the child. The teacher can easily see the carry¬\nover from the home into the doll play. ‘‘Putting Dollie to Sleep” is apt to\nbe a fairly good reproduction of how daughter or sonny go to bed.\nA quiet attractive reading nook invites the child to look at the pictures,\nlisten to the stories, and eventually read for himself. Others can easily come\nin and join the activity. Then, too, necessary quiet is provided which is a\ngreat aid to concentration. In the first grade actual reading lessons of the\nsmall group will take place here. The most recent method in reading divides\ninto small groups which have approximately the same mental age, achieve¬\nment, score, and interest. It has been found that children progress faster in\nreading under these conditions. The committee wmrk of the children on\nsome particular project is an important use of this alcove. If they are going\nto give a reading party, they can rehearse here the wmrk that is to take place.\nFor those who like to see things materialize under their manipulation,\nthere is the work alcove. Plentiful space allows the work to remain undis¬\nturbed over night, so that the pupil gets the satisfying reaction of building\nand building without disturbance. It is the sympathetic architect who pro¬\nvides the room in which one activity does not need to be scrapped to give\nway to another.\nHe allows space so that adequate supplies may always be kept on hand\nin the various storerooms. Where these storerooms are provided the class¬\nrooms have a tidier appearance; at the same time the material is accessible\nand in good condition. This enables the teacher to get material in larger\n\nquantities and have it on hand when the need arises for it. The children’s\naccess to this room gives them familiarity with a great many different ma¬\nterials and is an aid to the enrichment of their ideas. The house-wife and the\noffice man both know the necessity for sufficient supply room\nconvenience and inefficiency which result from the lack of it.\n\nand the in¬\n\n"}
{"page": 391, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nEducation\n\n387\n\nIn the coat alcove, the care with which each child’s belongings are kept\nentirely distinct and orderly instils habits of neatness and precision in addi¬\ntion to its great contribution to health. With the separate facilities there has\nbeen a noticeable decrease in disease and an increased security to the child.\nl lockers also give the child a respect for others’ property as well\nIndividua\nas\nhis own.\nAn allotment of ample space, both inside and out, allows for the natural\nexpression of rhythmic tendencies. An examination of the plan will reveal\nthat adequate floor space provides for a large group activity in rhythms and\nthat the play yards provide, with their accompanying terraces, a place both\nfor large apparatus and its housing, and for outdoor games. Noted on the\nplan are provisions in each age level, for merry-go-rounds, jumble-gyms,\nslides, and sand boxes.\nThe most pronounced characteristic of childhood is a ceaseless activity of\nmind and body. If we take all personality as an orchestration of rhythm, we\nsee that the original nature of the child demands freedom with rich oppor¬\ntunity for varied activities. In giving play space for toys and educational\napparatus, we make the schoolroom lit for living organism by supplying the\nobvious needs in the way of stimulus for a full active life. A richer and more\nstimulating equipment makes possible genuine play and wholehearted work\nof a varied character.\nRooms well planned and designed with artistry are a great aid to chil¬\ndren in the enrichment and acquisition of ideas. A child unconsciously views\nsome idea of esthetic color where beauty and harmony prevail in the color\nscheme. If a fireplace is designed so as to be charming as to the tile, mantel,\nand attractive hearth, it gives the child a standard to gauge other fireplaces\nby. Paintings by skilled artists .attract children and introduce them to liter¬\nature. Through the paintings, they become acquainted with charming and\nwhimsical “Mother Goose.” A well selected frieze on the wall may depict a\nmarvelous procession of animals, birds and human beings marching before\nthe children. This often supplies the children a background for becoming\nan intelligent and appreciative reader, for they will carry to their books\nclear ideas and a better basis for appreciation and will have fewer obstacles\nin attempting to master the complex art of the printed page. A room\n\nthat\n\nhas pictures which appeal to children and some objects of experience, fur¬\nnishes material for language usage and conversation. The more attractive\nmaterials and corners in the room, the richer will be the material for con¬\nversation. A multitude of experiences, meanings, and associations are built\nup in this way.\nSome reader may explain: “Why a pool in a class room?” The educator\nwill reply that the pool is a great aid to the enrichment of ideas. The child\ngets first-hand information concerning the different uses of water and its\nimportance in his environment. He sees some of the simple physical laws of\nnature in operation. He finds out what water will sustain, and why a stone\nsinks while a piece of wood floats. He notices the process of evaporation and\nits effect on wet clothes. The opportunity for water play and observation of\n\n"}
{"page": 392, "printed_page": null, "text": "388\n\nNational\n\nEducation\n\nAssociation\n\nfish life is beginning to be quite essential in this modern classroom of ours.\nAs the children gather around the fireplace, so essentially a center of\nsociability and one of the great aids to story-telling and language develop¬\nment, some fundamental principles of nature and woodcraft may be instilled\nin listening groups.\nThe burning wood, the curling smoke, the steam, the remaining charcoal,\nthe ultimate cold ashes, all give rise to a series of questions which are fol¬\nlowed by worthwhile experiments in order to solve them. This gives the\nwatchful teacher an opportunity to take children back into the era when\ncoal began and huge monsters walked the earth.\nIn our modern school other personnel besides teachers must be con¬\nsidered. Not only the school doctor, dentist and nurse, but the psychiatrist\nand psychologist must have offices where they can perform their tasks effi¬\nciently.\nThree additional facilities which are a great aid to the unit are : the aux¬\niliary playroom with its stage, the library, and the kitchen. A wise man pro¬\nvides for a rainy day. It is a wise architect who provides play space for a rainy\nday and so a progressive school has its play room which may be used during\nstormy weather. This room is also used for school activities of the higher\ngrades and by organizations in the community.\nIn the library we have an extra room in which books and magazines for\nboth teachers and children are kept in close proximity to the class and which\nrelieves the need of having books that are not in immediate use cluttering\nthe room. This room is also available for museum purposes. Science is be¬\ncoming such an important subject in the modern school that the school\narchitect is obliged to provide space for the specimen and other scientific\nmaterial.\nThe kitchen which functions doubly as a means\n\nof preparing food and as\n\na means of allowing an outlet for the children’s untold energy, is a remark¬\nable center of stimulation. It is important for children to see what food in\npreparation is like and to participate in its composition. The ready comrade\nof service is engendered as the little children make apple-sauce, corn-bread,\nbutter and milk products for themselves. The dignity of labor is emphasized\nin the washing and putting away of dishes. How valuable is the exactness\nwhich they acquire in measuring and computing. The arithmetic becomes,\nin the future, not a series of meaningless sums, but a means toward the ac¬\ncomplishment of a pleasant task. What an impression is created by a vivid\nexample of the natural, physical, and chemical laws in operation.\nThe kitchen is also a great help in socializing. Little parties can be given\nhere. They often complete an experience here which started with a raw\nproduct. Now they can see it put to its final use and completion. Children\nin a delicatessen world need this familiarity with raw and finished products.\nIt is quite apparent that the practical application of our modern theories\n\ndepends upon the architect’s comprehension of the needs of the curriculum\nand upon his ability to plan for the richest possible experience of the young\nchild.\n\n"}
{"page": 393, "printed_page": null, "text": "Department\n\nof\n\nEducation\n\nKindergarten-Primary\n\n389\n\nVITAL VALUES IN KINDERGARTEN -PRIM ARY EDUCA¬\nSYSTEM\nTION AS VIEWED IN THE KALAMAZOO\nTHEIR ACCOM¬\nAND STEPS TOWARD\nPLISHMENT-ABSTRACT\nE. H. DRAKE,\n\nOF\n\nSUPERINTENDENT\n\n2. The proper mental\nand emotional health\n\nKALAMAZOO,\n\nMICH.\n\neducation may be stated as follows :\n\nVital values in kindergarten-primary\n1. The proper bodily development\nnervous system\n\nSCHOOLS,\n\nof the child, including the development\n\nand emotional\n\ndevelopment\n\nof his\n\nof the child, including mental\n\n3. The development of definite purposes through the use of childlike materials\n4. Learning achieved by doing\n5. Development of the power to use knowledge attained\n6. The attainment of a liberal degree of true freedom through the removal of\nunnatural restraints and by the proper degree of selfrestraint, selfcontrol, and\nselfdirection\n7. The\n\ndevelopment\n\nof the creative powers\n\nof the child\n\n8. The development of group consciousness and social-mindedness\n9. The development in children of the spirit of inquiry, methods of research, and\nthe control of the tools of learning\n10. The development of character by means of the above and other life building\nprocesses of the school.\n\nThe general plan of procedure by which Kalamazoo\nplish these values is shown in these statements :\n1. The\n\nuse of the activities curriculum\n\nattempts to accom¬\n\nand plan of work\n\n2. The architectural construction of buildings, including shops for each early\nelementary room, supply of cupboards for material, floors built of linoleum or other\nappropriate material, wall equipment, light, heat, ventilation, etc.\n3. The equipment of rooms with light, movable tables and chairs, ample supply\nof books, construction materials, shops equipped with bench, tools, etc.\n4. Ample material for the working out of purposeful activities originated in the\nminds and lives of the children such as store, automobile, airship, train, circus and\nmovie experiences.\n5. Freedom\n\nof children accomplished\n\nthrough\n\ntheir own\n\nto communicate and work with their fellows, to move\nplish their conceived activities, etc.\n\nrestraint and selfcontrol\n\nabout in the room, to accom¬\n\n6. The supplying of abundant opportunity for selfexpression and creative activity.\n7. Considering the child as the true center of education and child growth as the\nmain objective, with the teacher acting as leader and guide in the activity curriculum\nand not as a taskmaster or authoritarian instructor.\n8. The\n\nselection of superior teachers\n\nwith inspiring personality, true sympathy\n\nfor and adaptability to the type of work\ntraining for it.\n\nbeing carried on and with ample\n\nspecial\n\n9. The holding of preschool clinics for all prospective kindergarten children.\nWe look forward with hope to the establishment of a regular child clinic for the\nstudy of mental\n\nand emotional\n\nnatures\n\nof children.\n\n10. The education of parents by mothers’\nobservations in the nursery school, etc.\n\nmeetings, demonstrations\n\nof the work,\n\n"}
{"page": 394, "printed_page": null, "text": "I\n\n.\n\n.\n\n.\n'\n\n.\n\n■\n\n■\n\n'\n\n■\n\n,-i ■\n\n.\n;\n\n. : :\n\nd\n\n1\n\n"}
{"page": 395, "printed_page": null, "text": "Department\n\nof Lip Reading\n\n"}
{"page": 396, "printed_page": null, "text": "The department of lip reading was established\n\nat the Philadelphia meeting of the National\nEducation Association, in July, 1926, following\nthe required successive meetings of the group, and\nafter a petition had been presented to the Associa¬\ntion.\nThe officers for the year 1930-31 are President ,\nMarion Spring Clark, Cambridge, Mass. ; Vicepresi¬\ndent , Coralie N. Kenfield, San Francisco, Calif. ; Sec¬\nretary-Treasurer, Alice I. Putnam, 3610 Milam St.,\nHouston, Texas. Meetings are held once each year\nin July. Facts relating to the establishment of this\nDepartment and the record of meetings are to be\nfound in earlier Proceedings as follows :\n1926:473-486\n\n1927:473-486\n\n[ 392 ]\n\n1928:435-449\n\n1929 :-449-462\n\n"}
{"page": 397, "printed_page": null, "text": "THE\n\nIMPORTANCE OF EARLY DISCOVERY OF\nMENT OF HEARING— ABSTRACT\n\nRUSSELL\n\nG.\n\nMEANS,\n\nGOLOGY,\n\nINSTRUCTOR\n\nCOLLEGE\n\nOF\n\nOF\n\nOPHTHALMOLOGY\n\nMEDICINE,\n\nOHIO\n\nCOLUMBUS,\n\nOHIO\n\nSTATE\n\nAND\n\nIMPAIR¬\nOTO-LARYN-\n\nUNIVERSITY,\n\nHearing tests in the Columbus schools begin with the third grade\n\npupils and go through the ninth grade. It has been found that over\n\n5.3 percent of these children show enough defect in hearing to handi¬\ncap them in their school work.\nIt is difficult to arrange tests for children of a younger age, but teachers\nand parents should be very alert to recognize early deafness and if found,\na competent specialist should be consulted. Treatment should be followed\nuntil the hearing is restored. The important part of recognizing deafness\nis to realize the underlying causes and attack these diseases early, or, more\nimportant still, prevent them if possible. Certain infections that constitute\na menace to good hearing should be recognized. They are : frequent colds,\nsore throat or tonsilitis, a chronic discharging nose, or sinusitis commonly\ncalled “sniffles.” The acute eruptive fevers or contagious diseases as measles,\nscarlet fever, occasionally chicken pox, and frequently diphtheria often\nseriously affect ears. Diphtheria can be eliminated by immunization with\ntoxin anti-toxin, and I want especially to make the plea for the use of scar¬\nlet fever anti-toxin in every case of the disease, as even- a light case may do\ngreat damage to the ears. Twelve percent of all deafness can be traced to\nscarlet fever as a cause. No child should be needlessly exposed to any of\nthese communicable diseases.\nIt has been stated that fifty percent of all adults suffer with more\ndeafness, and that sixty to eighty percent of this great economic\n\nor less\n\nhandicap\n\ncould have been avoided by early preventive measures, or by early recog¬\nnition and subsequent treatment. Hearing cannot be normal in the presence\nof an obstructed or a “runny” nose. This indicates disease of the tonsils\nand adenoids or infection in the sinuses. If allowed to go untreated, detri¬\nmental changes in the ears are sure to follow. Prevent childhood diseases,\ntreat all respiratory diseases seriously, never neglect an earache or a dis¬\ncharging ear. These are the “Stop and Look”\n\nHARD\nDORA\n\nOF HEARING CHILDREN SHOULD\nSEGREGATED— ABSTRACT\n\nSCHULMAN,\nOF\n\nTHE\n\nsigns that allow you to hear.\n\nSTATE\n\nINSTRUCTOR\nOF\n\nNEW\n\nIN\n\nYORK,\n\nHARD\n\nOF\n\nSUMMER\n\nNOT\n\nHEARING\n\nWORK,\n\nSESSION,\n\nBUFFALO,\n\nBE\n\nUNIVERSITY\nN.\n\nY.\n\nThe chairman has asked me to speak on the subject — The Hard of Hear¬\ning Child Should Not Be Segregated. It is my purpose however to show\nyou that it is not a question as to whether or not the hard of hearing child\nshould he segregated but that the hard of hearing child cannot he segre¬\ngated for selfevident reasons.\nf393 1\n\n"}
{"page": 398, "printed_page": null, "text": "394\n\nNational\n\nEducation\n\nAssociation\n\nDuring each term of my fifteen years of experience as a teacher I have\nalways found a few hard of hearing children that I could help. During the\npast nine years the supervisors and teachers of P. S. 20, Manhattan, have\nreferred to me children whose henring seemed impaired. I realized the neces¬\nsity of finding the child with incipient deafness, informing his class teacher\nand his parents of the condition, advising his parents to seek medical aid and\nimpressing upon them the necessity of the child mastering the art of lip\nreading. Thus I used P. S. 20, Manhattan, as an “Experimental Station.”\nSo intensely interested was I in the promising possibilities of the work\nthat 1 decided to apply for a sabbatical leave for the express purpose of de¬\nvoting one-half year to research along these lines. This permission was\ngranted by Dr. O’Shea, Superintendent of Schools of New York City, and\nthis report covers the work during this term (February to June, 1929).\nBy the term “Deafened Child\" I mean the child who, born with normal\nhearing, has lost some of his hearing through an accident or childhood illness\nafter he had acquired speech. This child not only presents an educational\nproblem but also offers an opportunity for service in health education. He\nneeds the lip reading teacher as well as the otologist.\nAs a result of this study it is concluded that the continuation of hearing\nsurveys in schools will discover children\n1. IV ho should be in hearing conservation classes or in schools for the\ndeaf — A\n\nhearing conservation\n\nclass is made\n\nup of a group\n\nof about\n\nten\n\nchildren with hearing so seriously impaired that even raised voice in the\nregular grade is difficult for them to hear. In this special class they take their\ngrade subjects through a group amplifier. In addition they receive lip read¬\ning instruction and residual hearing training. However, play is taken with\nchildren of normal hearing and the class is in the regular grade school.\nChildren born deaf or those who have lost their hearing before speech\nhas been established belong in the school for the deaf.\nNew York City has more than 100,000 school children with incipient\ndeafness. At this point it is only fitting to call your attention to the fact\nthat 100,000 or more in one large city indicates millions in the United\nStates. That the problem is decidedly one of numbers has been corroborated\nby the findings of Fowler and Fletcher of New York in their Three Million\nDeafened Children, by Bock of Rochester, and Newhardt of Minneapolis.\nTo segregate such numbers would necessitate the building of many special\nschools. It cost about $2,000,000 to build our School for the Deaf. We\nwould need 100 such schools in New York City alone, figuring 1000 chil¬\ndren in each school. So costly a program is not practical.\n2. Who\n\nare difficult speech correction problems because of an undiscov¬\n\nered impairment\n\nin hearing. — The\n\nhard of hearing child hears the difficult\n\narticulation and the distorted and artificial speech of the deaf children of\nhis class instead of pure true speech when educated with them. This type of\nsegregation means the penaltv of acquiring a second handicap.\n3. Who are costly retardation subjects. — From the educator’s point of\nview the hard of hearing child cannot be segregated. He is retarded in his\n\n"}
{"page": 399, "printed_page": null, "text": "Department\n\nof Lip\n\n395\n\nReading\n\nstudies in the school for the deaf. According to the Course of Study the\nSchool for the Deaf is allowed six years to cover the work mastered in the\nfirst three years in our regular schools. It is even more costly to educate\nthe hard of hearing child in the School for the Deaf because these schools\nare allowed eleven years to do eight years work.\nAgain, it costs approximately $400 to educate a child in a large city day\nschool for the deaf, while it costs $94 to teach this child in the regular school\nand possibly $6.53 more for lip reading instruction. Segregation means\ngreater retardation.\n4. Who\n\nare disciplinary or truancy cases because of their inability to ad¬\n\njust themselves\n\n5. Who\n\nas part of the class .\n\nare facing a bleak future because of lack of educational prepared¬\n\nness for a progressive handicap. — Periodic surveys will lead to development\n\nof methods to discover the hard of hearing children below the third year,\nwho are becoming behavior problems and showing warped reactions to life.\nThe simplest, cheapest, soundest, and most humane procedure is\n1. Periodic surveys to find the child.\n2. Otological clinics to prevent either deafness or progression.\n3. Lip reading instruction a few periods a week for the hard\n\nof hearing child.\n\nFrom the vocational counsellor’s point of view we must train the hard\nof hearing together with those whose hearing is normal for with them he\nmust work in adult life. The human waste that accompanies vocational\nrehabilitation will be avoided.\nFrom the psychologist’s point of view segregation of the hard of hearing\nchild is a spiritual crime. At no time must an individual be conscious or be¬\nlieve that his handicap is the whole of him. An environment that develops\npoise, control, belonging instinct, and assimilation is every child’s right.\nFrom the sociologist’s point of view segregation is antiquated procedure.\nWherever feasible, orphans are supported in their own homes or boarded\nin homes with families of good standing so as to give them family environ¬\nment. Thus we see that segregation of the hard of hearing child is a loss\nto the individual, community, city and state.\nThe hard of hearing child must and can be kept where he belongs, with\nhearing children.\nTHE\n\nVALUE\n\nK. P. ROYCE,1\n\nOF\n\nSCIENTIFIC\n\nRESEARCH\n\nHEARING\n\nPRODUCTS\n\nCOMPANY,\n\nNEW\n\nTESTS— ABSTRACT\n\nDEPARTMENT,\nYORK,\n\nN.\n\nGRAYBAR\n\nELECTRIC\n\nY.\n\nA scientific test means a test conducted by methods and apparatus of\nestablished accuracy and of sufficient delicacy to detect incipient as well\nas gross defects. The\nconditions.\n\ntest must be scientifically conducted\n\nunder favorable\n\n1 Mr. Royce was unable to be present. His paper was read by Mr. Dunning\nGraybar Electric Company.\n\nof the Columbus\n\n"}
{"page": 400, "printed_page": null, "text": "396\n\nNational\n\nEducation\n\nAssociation\n\nIf such a test is made in a noisy room or under other unfavorable con¬\nditions it is worse in some respects than a test that is frankly an approxi¬\nmation. Conclusions drawn from improperly conducted audiometer tests\nwill show such discrepancies as to cast a shadow of uncertainty on the whole\nprogram of deafness prevention.\nThe most obvious value and perhaps the greatest value of scientific tests\nis to the deafened school child whose handicap is discovered instead of ig¬\nnored. No one knows how many school children have been retarded and\naccused of being dull, when the dullness was in their ears, not in their brains.\nEar specialists are pretty well agreed that as many as eighty percent of\nthe cases of incipient deafness in children can be cured or arrested if treat¬\nment is instituted promptly and carried out faithfully.\nStatistics indicate that there is three times as much repetition of grades\namong slightly deafened children as among those who have normal hearing.\nEach repetition of a grade is an expense to the tax-payers ; if we discover\nthese children whose failure to hear perfectly is keeping them back we\ncan eliminate much of the expense due to retardation. It is conservatively\nestimated that if one-half of the repetitions due to deafness can be elimi¬\nnated the savings will run from $500 to $1500 per thousand children per\nyear.\nThe great majority of deafened adults are either definitely handicapped\nand unhappy in their social life, or have won happiness through their own\nstrenuous efforts. Eighty percent of them could have been spared their handi¬\ncap, had it been discovered and treated early enough.\nI plead, therefore, for tests made by such means, and under such con¬\nditions, that scientific accuracy results, and for an intensive program of\ntreatment of every case discovered.\n\nTHE\nG. OSCAR\n\nHARD\n\nOF HEARING\n\nADOLESCENT— ABSTRACT\n\nRUSSELL,\n\nDIRECTOR\n\nPHONETICS\n\nOF\n\nTHE\n\nUNIVERSITY,\n\nCOLUMBUS,\n\nLABORATORY,\n\nOHIO\n\nSTATE\n\nOHIO\n\nAs you look around among your friends and humanity in general, I am\nsure your general impression will be that the number of hard of hearing is\nmore noticeable among those who are older than among those who are quite\nyoung. In the first place, when we pass from the age of childhood into that\nof adolescence, we carry along all those who were congenitally deaf and\nthose who became deafened by reason of diseases of various types in the child¬\nhood period. But we add to these as the individuals in our adolescent group\ngrow older all those whose hearing is impaired by reason of diseases which\narise in the years which follow. Most of these are of course traceable to the\nfever diseases. There are measles, scarlet fever, spinal meningitis, and all\nof the innumerable running ears and other impairments of hearing resulting\nfrom colds, infections of the nose and throat passages.\n\n"}
{"page": 401, "printed_page": null, "text": "Department\n\nof Lip\n\nReading\n\n397\n\nWe know that with the onset of puberty and later adolescence the bodily\nresistance of the individual is considerably lowered. The wastes which have\nto be thrown off are excessive. Infections of all kinds are therefore common.\nThen, too, if we fix the upper limit of adolescence from 18 to 25, we know\nthat innumerable cases of congenital deafness fail to show very decidedly\nuntil the individual begins to grow into maturity. Hearing impairment in\nthe individual is therefore likely to make rapid progress in this age.\nWhat are we going to do about it? The individual is old enough in this\nperiod to take care of himself and realize that where infections arise which\nare likely to impair his hearing he should take precautions to reduce possible\nravages as much as he can. I am not concerned with this question. There are\nsome things which he cannot do for himself. One of those is test his own\nhearing regularly.\nIf the success of a student in school is so largely dependent upon his\nability to understand what is being said around him and what the teacher\nsays, it is quite essential that the school make provisions to aid the student\nin this respect as much as possible. The administration of a hearing test is\nnow no more difficult than the administration of a reading test. I believe it is\nthe duty of every school to administer the hearing test just as often as any\nother test is administered. The equipment of that school should be adequate\nfor such a purpose. The teacher should be trained in this held. My con¬\nviction on the subject is so earnest that we have made provision in the\nPhonetics Laboratories at the Ohio State University for such training of\nteachers. Then the school may, where desired, turn the testing over to the\nnurse. But I see no necessity for this. The nurse, where one is provided,\ncares for the general health of the group, but this is not a question of health.\nThis is a question of ability and the testing of ability, the improvement\n\nof\n\nability, the prevention of loss of ability — to hear and understand\nbeing said and what is being done.\n\nis\n\nLIP READING\nALICE\n\nOF VITAL VALUE TO THE\nHEARING— A BS TRA C T\n\nG. BRYANT,\n\nM.\n\nD., OTOLOGIST\nBOSTON,\n\nAND\n\nHARD\n\nwhat\n\nOF\n\nLARYNGOLOGIST,\n\nMASS.\n\nThe endowment of lip reading gives meaning to life. It is something\nmore than an aid to speech transference. It means health, happiness, progress\nand goodwill. Today lip reading is far ahead of any other method for speech\ntransference. Education is for the use, convenience, improvement and\nprogress of pupils. Then why propagate inefficient education by denying\nthe hard of hearing lip reading? Our education is for the hearing pupil,\nbut with 3,000,000 hard of hearing pupils in our public schools, we must\nsafeguard their development by providing lip reading. The hearing pupil\nhas been protected, encouraged, and developed by education ; meantime the\nhard of hearing pupil has been neglected, discouraged, and retarded. The\n\n"}
{"page": 402, "printed_page": null, "text": "398\n\nNational\n\nEducation\n\nAssociation\n\nlatter have struggled to obtain an education — a freedom of thought and\naction, an educational liberty. They have expended unjustified energy and\nstrength in the effort to hear. Keep ever in mind the curtailment of impres¬\nsions received by the hard of hearing ear. We need to render every aid for\nprevention and improvement of ear defects, direct or indirect. Many of the\nhard of hearing pupils without lip reading meet failure or they are peri¬\nlously near failure by class and grade repeatings. These conditions have led\nto many anomalies in their education. They have been the failures among\nthe many triumphs.\nThe\n\nphonographic\n\naudiometer\n\nhearing tests should be used for every\n\npupil. We need a broad and comprehensive survey — a national survey — of\nthe matter of the hard of hearing. Money should be rightfully spent to\nmeet the justified needs of the hard of hearing. The hard of hearing do not\nvoice grievances in mere wantonness, they have such grievances. We need\nto increase methods of production, to improve the quality of output with\nequal education and equal utility. The hard of hearing will do more than\nsurvive, he will progress today and in the years to come.\n\nLIP READING— AN IMPORTANT FACTOR IN THE RE¬\nHABILITATION OF THE DEAFENED— ABSTRACT\nCORALIE\n\nN.\n\nKENFIELD,\n\nTEACHER\n\nOF\n\nLIP\n\nREADING,\n\nSAN\n\nFRANCISCO,\n\nCALIF.\n\nTeachers of lip reading use the term “the untrained deafened.” To such\nteachers the term requires no explanation. To the layman some explanation\nis necessary. When progressive deafness besets the adult there is an accom¬\npanying weakening of certain mental qualities. We may say that there is\na tearing down instead of a building up of poise or balance. Concentration\ngives way to inattention. Dependence gradually displaces independence.\nWe advise lip reading — Why? To enable one to acquire the ability to\nunderstand the spoken word? Yes, but for other reasons. We know of its\n\nstabilizing effect. In other words we would train the untrained deafened.\nBy means of the study of lip reading we do away with inattention, depres¬\nsion, lack of poise, mannerisms and such detrimental traits. We restore poise,\nboth mental and physical.\nJust what do we offer when we teach lip reading? We\n\noffer an incentive\n\nor purpose. The mind is directed forward and outward. We demand con¬\ncentration. At first the mental effort required is almost superhuman. It is\njust this unsparing mental discipline that restores the balance and saves\nthe day.\n\nI think I can truthfully say that lack of concentration is the cause of the\ngreater part of the trouble. The roving eyes give outward evidence of this\nfact. Focus the eyes on one point in the effort to gain understanding and\nwe have won the first step in the effort at concentration. Let the hard of\nhearing child become accustomed to making this effort, difficult as it\nappears to be for a child to do so. Habits formed in childhood are quickly\n\n"}
{"page": 403, "printed_page": null, "text": "Department\n\nof Lip\n\nReading\n\n399\nacquired, and easily carried forward to the time of awakening to the fact\nof the limitations imposed because of hearing loss, the period of adolescence\nwhen the heart of the physically handicapped child cries “I am different.”\nYes, he is ‘‘different” but trained since childhood in the art of lip-reading,\nhe is able to adjust himself, and to go on toward adult life prepared to\nlive with others and with himself in a comparatively normal manner, in\nspite of the handicap.\nThe\n\nadult when\n\novertaken\n\nby progressive deafness has a far greater\n\nemotional readjustment to make. Adult life is mental life. It is intro¬\nspective and personal. It is restricted in its interests and purposes, it is a life\nof emotions. Ambition, faith, hope, joy, love, satisfaction, and contentment\nare its goal, and then — the sense of hearing become\n\nless keen. Slowly but\n\ninsistently the heart cries, “I cannot, I have not, I am not.” Life becomes\nnegative — until there is lip-reading. It is well to be definite. I would call\nthe study of lip reading “deafness therapy.” It offers as heretofore men¬\ntioned an incentive or purpose — that of understanding conversation.\nIt offers an intellectual pursuit. It affords the opportunity of a give and\ntake of mental ideas. It opens a closed door. It stimulates to mental effort\nthrough competition. It awakens ambition in a desire to learn, and to\nbroaden a mental horizon. It offers an opportunity for service.\nI am a firm believer in the superiority of class instruction. From the fore¬\ngoing one can easily understand that were the ability to read the lips all\nthat is to be gained, from the study of lip reading the private lesson might\noffer greater advantages.\nI have come\n\nto the conclusion that the teaching of lip reading is the least\n\npart of the teaching of lip reading. This seems paradoxical. Perhaps\n\nI\n\nshould say that the teaching of lip reading is the least part of the training\nto which the deafened is entitled and to which he must needs be subjected.\nIt is often stated that there are some who for one reason or another\ndo not become expert lip readers. This is true as it is true of all who would\nacquire an art. Some are born with the aptitude, but many acquire pro¬\nficiency. Students falling short of proficiency are benefited in that they have\nmade the effort and gained the goal of emotional rehabilitation.\nThe\n\nfollowing words\n\nof Pasteur were\n\nrecently brought to my\n\nnotice:\n\n“A physician can sometimes cure, he can often alleviate, and he can always\ncomfort.” So it is with the teacher of lip reading. No matter what may be\nthe result of lip-reading instruction, he can at least inspire.\n\n"}
{"page": 404, "printed_page": null, "text": "National\n\n400\n\nEducation\n\nSECRETARY'S\n\nMINUTES\n\nFirst Session, Monday,\nPresident\n\nCaroline\n\nF. Kimball,\n\nAssociation\n\nJune 30, 2 p. m.\n\npresiding.\nProgram\n\nImportance\n\nof Early\n\nDiscovery\n\nDr. Russell G. Means\nHard\n\nof Hearing\n\nDora\n\nSchulman,\n\nLip Reading\n\nof Impairment\n\nof Hearing\n\nof Ohio State University, Columbus,\n\nChildren\nNew\n\nShould\n\nYork,\n\nan Important\n\nOhio.\n\nNot Be Segregated\n\nN. Y.\n\nFactor\n\nin the Rehabilitation\n\nof the\n\nDeafened\n\nCoralie N. Kenfield, San Francisco, Calif.\nMr. Dunning of the Graybar Electric Co., Columbus, Ohio, explained the use of\nthe audiometer and made hearing tests. There was an attendance of forty-one\nattentive and interested persons.\n\nTuesday,\n\nJuly 1, 2 p. m.\nProgram\n\nThe\n\nHard\n\nof Hearing\n\nAdolescent\n\nG. Oscar Russell, Ohio State University, Columbus,\nLip Reading\n\nof Vital\n\nValue\n\nto the Hard\n\nOhio.\n\nof Hearing\n\nDr. Alice G. Bryant, Boston, Mass.\nValue\n\nof Scientific\n\nTests\n\nKnibloe P. Royce, New York, N. Y. Mr. Royce was unable to be present. His\npaper was read by Mr. R. P. Dunning of the Graybar Electric Co., Columbus, Ohio.\nMr. Dunning also gave an audiometer exhibition. A letter was read from Dr.\nBock of Rochester, N. Y., who was unable to attend because of illness. A telegram\nwas received from Mr. Royce regretting his inability to attend. Attendance was\nthirty-eight.\n\nBusiness\n\nMeeting,\n\nTuesday,\n\nJuly 2, 1930\n\nPresident Caroline F. Kimball presided. In the absence of the secretary, Marion\nSpring Clark was chosen secretary pro tem. Records of the last meeting were read\nand approved. Dora Schulman of New York, N. Y., was reelected to the National\nCouncil of Education for a term of six years. A vote of thanks to the local commit¬\ntee for valuable assistance in arranging for the Columbus meeting was taken.\n\n"}
{"page": 405, "printed_page": null, "text": "Department\n\nof Rural Education\n\n"}
{"page": 406, "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 1930-31 are: President , Helen Heffernan, Chief, Division of Rural Education, State\nDepartment of Education, Sacramento, Calif. ;Vicepresident , George Howard, Superintendent of Rowan\nCounty Schools, Salisbury, N. C. ; Secretary , Mrs.\nKatherine M. Cook, Consultant in Special Problems,\nU. S. Office of Education, Washington, D. C. ; Execu¬\ntive Committee , Agnes Samuelson, State Superin¬\ntendent of Public Instruction, Des Moines, Iowa\n(Term expires 1931) ; J. C. Muerman, Southeastern\nState Teachers College, Durant, Okla. (Term ex¬\npires 1932) ; C. H. Barnes, County Superintendent\nof Schools, Duluth, Minn. (Term expires 1933) ; M.\nS. Pittman, Director of Rural Education, State Nor¬\nmal College, Ypsilanti, Mich. (Term expires 1934) ;\nHelen Heyl, Assistant in Rural Education, State De¬\npartment of Education, Albany, N. Y. (Term expires\n1935).\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 1917: 599- 615\n1913: 801- 812 1918: 271- 295\n1914: 877- 909 1919: 281- 289\n1915:1131-1161 1920:271-278\n1916: 613- 637 1921: 523- 617\n\nf 4021\n\n1922-1099-1197 1926: 536- 600\n1923: 745- 841 1927: 497- 560\n1924: 651- 715 1928: 453- 543\n1925:522-563 1929:463-542\n\n"}
{"page": 407, "printed_page": null, "text": "CONTRIBUTIONS OF COUNTRY TO NATIONAL\nAND CHARACTER— ABSTRACT\nCARL\n\nC.\n\nTAYLOR,\n\nGRADUATE\n\nPROFESSOR\nSCHOOL,\n\nAGRICULTURE\n\nOF\n\nNORTH\nAND\n\nRURAL\n\nSOCIOLOGY\n\nCAROLINA\n\nENGINEERING,\n\nSTATE\n\nAND\n\nWELFARE\nDEAN\n\nCOLLEGE\n\nRALEIGH,\n\nOF\n\nTHE\n\nOF\n\nN. C.\n\nOur rural heritage is the chief heritage of America, even though\n\nmore than two-thirds of our people now live in towns and cities and\nless than one-third live on farms. First, because something like five\nmillions of persons now living in American cities have gone there from the\ncountry in the last fifteen years. They were born and reared in country\ndistricts. Millions of additional city people are the children of parents who\nwere country born and bred.\nSecond, because traditions and attitudes which arose in rural life during\na period of three hundred years of a dominantly\n\nagricultural existence in\n\nthis country, and thousand of years of open country living before America\nwas settled, have woven themselves too deeply into national thought and\nattitude to be uprooted by twenty-five to fifty years of domination\nliving and urban enterprises.\n\nof city\n\nThird, because there is yet a constant interplay between rural areas and\nurban areas. The stream of culture does not run all one way, from city to\ncountry, but also runs steadily, day after day and year after year, from\ncountry to city.\nThe contributions of rural population to city population and life, are so\ngreat that many persons believe that cities could not survive wTere it not for\nrural immigrants. These rural migrants carry a powerful biologic or vital\nand dynamic influence into city life. This is not because rural-born people\nare inherently biologically superior to city-born people. At least an elaborate\nand careful study of available data does not prove this oft repeated theory.1\nRather it is because the rural districts turn over to the cities hundreds of\nthousands of young men and women\nis running at flood tide.\nWhatever\n\nof just the ages when physical vitality\n\nthe exact contribution of the country to the city may be, it is\n\ntrue that 53.3 percent of the city’s people are between the ages of fifteen\nand forty-five. The rural districts furnish hundreds of thousands of this\nmost virile group and receive from the city practically none of these young\nand early middle-aged people.\nThe stream of population from country to city has been going on at an\naccelerated rate for a century and has been speeded up tremendously since\n1900, at about which date the great era of westward expansion came to an\nend. During all this time country persons have been carrying country tradi¬\ntions and attitudes into city life and national life. One-third of our nation’s\npopulation still resides on farms and at least an additional one-third, even\nthough they live in cities, are carrying in their minds and habits the tradi1 Sorokin and Zimmerman,\n\nPrinciples of Urban\n\nRural Sociology , Ch. 4.\n\n[403 I\n\n"}
{"page": 408, "printed_page": null, "text": "404\n\nNational\n\nEducation\n\nAssociation\n\ntions of rural life and the attitudes developed out of the enterprise of\nfarming. It would thus seem not to be violent to assume that we are yet\na rural-made nation. It is not easy to measure the influence of the fact\njust stated. It is safe, however, to say that we, and no other part of modern\ncivilization, know what either city life or national life would be if they\nwere wholly or chiefly city-made.\nThe character of rural civilization is the great constant in civilization.\nCity life and city processes are the variables. This is true not only because\nthe country furnishes the great staples of physical life, food and clothing,\nand native hardihood but because rural people are themselves stable, con¬\nservative, and tenacious. They possess those very characteristics the decay\nof which gives students of modern civilization concern.\nFarming places those who pursue it in contact with some great realities.\nIt may at times and in places lead to a philosophy of fatalism, but it also\nleads to a philosophy of trust and faith and to a spirit of creativeness which\nis quite the opposite of fatalism. The soil and the climate are more to be\ncounted on than the stock market. Even the seasons and the crops are not\nso fickle as are human relationships. Men lose their faith in life, and, there¬\nfore, lose their purposes, lose their interest, and even their way of life, not\nbecause of the precariousness of nature’s ways but because of the precarious¬\nness of the ways of their fellowmen.\nFarmers deal with living, growing, blooming, and bearing things. Eternal\ncreation is taking place in their midst. They are participators in the process.\nFarmers depend not upon bosses, noonday whistles, and mass machine pro¬\nduction, but upon a partnership between themselves and nature in the free\nenterprise of producing the fundamentals of all life — food, clothing, and\nshelter products. Modern farmers have even learned that to violate or wastefully exploit nature is sinful and to nurture it and conserve it is righteous.\nTo own and operate an enterprise of his own is the privilege of few others\nthan farmers. This fact, plus those just named, creates a type of personality\nwhich no city enterprise of which I know can or does create. Cities may\ncome and cities may go but the farmer must and will go on forever. His\nlife may lack some of the amenities of impressionistic city life. Dirt may soil\nhis clothes and fatigue and isolation dull his mind, but he is a part of “the\ngrowth of the soil.” The tree, the flower, the growing grain, are all his kin.\nHe is a part of nature because he springs, so to speak from nature’s loins.\nTo some few people, he yet may be “hick,” “hayseed,” “clodhopper,” and\n“reuben,” but he and his kind are an abiding part of the national landscape\nin both thought and deed. He who thinks otherwise is looking at the fringes\nand not the core of America.\nThe\n\nsafeguarding of our national character and welfare depends in no\n\nsmall part upon the preservation of our rural heritage. The nation’s concern\nfor rural life should be more than an interest in “farm relief,” although\nfarm relief is needed, particularly relief from injustices which have for a\nfull century been done by granting favors to city industries and enterprises\n\n"}
{"page": 409, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n405\n\nEducation\n\nin which the farm enterprise could not possibly participate. The nation’s\nconcern should be greater than that which is indexed by the establishing\nof a federal farm board or even by what might be accomplished if complete\ntariff equality were possible, although the establishing of a farm board\nis a constructive move and tariff equality is a just demand. The nation’s\nconcern should be for: First, the safeguarding of the generative force and\nvitality of its whole people (this force and vitality is contributed in great\npart by country life and country people) ; second, a solicitude for equal\ncultural opportunities for its country people (rural life now lags, not\nbecause it fails in its tasks, but because it lacks cultural opportunities and\nfacilities) ; third, a clear recognition of the abiding and constant virtues\nof rural civilization which grow out of contact with nature, independent\nworkmanship,\n\nwhich used to be known\n\nand an open-eyed, frank democracy\n\nby the name, “neighborliness.”\nI have but two concluding statements to make. First, I do not want\n\nto\n\nbe interpreted as claiming that rural life has a monopoly on virtue, service,\nand character, or that rural life should be contrasted insidiously with city\nlife. My topic bade me speak of the contributions of rural life. Second,\nI do, however, think that in an age gone mad on material values, prostituted\nby mercenary\n\nattitudes and wellnigh sold out to efficiency engineering, that\n\nthe elements and character of our rural heritage should not only be recog¬\nnized but cherished and safeguarded. This rural heritage is one whose\nstandards and criteria still measure a man’s worth by his skill in workman¬\nship, insist upon the inherent worth of every human individual, and believes\nin a democracy resting upon the solid opinion of separate men and women.\nIt is a heritage which human society fortunately has always had, which\nAmerica still has, and which it should with all intelligence and passion\nseek to preserve.\n\nCRITICAL\n\nSITUATIONS CONFRONTING\nTODAY— ABSTRACT\n\nCOUNTRY\n\nEDMUND\n\nS. BRUNNER,\n\nCOUNTRY\n\nDE\n\nINSTITUTE\nRURAL\n\nOF\n\nSOCIAL\n\nSOCIOLOGY,\n\nDIRECTOR\n\nAND\n\nOF\n\nRELIGIOUS\n\nTEACHERS\nNEW\n\nTOWN\n\nRESEARCH\n\nCOLLEGE,\nYORK,\n\nAND\n\n; AND\n\nCOLUMBIA\n\nLIFE\nSURVEYS,\n\nASSOCIATE\n\nIN\n\nUNIVERSITY,\n\nN. Y.\n\nThe rural heritage in America is precious in our sight ; all the more so\nbecause of the contributions that rural America has made to the nation and\nto the world. It is a heritage so precious that it is worthy of the most jealous\nguardianship, and few groups are more\nthe rural educators of the United\n\nconcerned with its protection than\n\nStates. But our conviction of the high\n\nimportance of our task, our certainty of the superlative value of the best\nin rural life, must not blind us to the implications for our profession, of the\nchanges that have taken place.\n\n"}
{"page": 410, "printed_page": null, "text": "National\n\n406\n\nEducation\n\nAssociation\n\nThink back ten years. The World War was just over. The American\nfarmer was never more prosperous and looked forward to the best year of\nmodern times. A high idealism gripped the nation and seemed to be mani¬\nfesting itself in many ways. The country church had at least officially\nespoused the social gospel. The social agencies had discovered rural America\nand appeared to be moving to meet its social deficits. The rural school was\nin the heyday of the consolidation movement and, supported by the surplus\nwealth of rural America,\nevery side.\n\nwas\n\nexpanding\n\nand improving\n\nits program\n\non\n\nWhat of today? Ten years have seen an unparalleled agricultural depres¬\nsion (approximately $23,000,000,000 have been lopped off the capital value\nof American farms since 1920), one of the greatest migrations of history\nin the rural exodus, a sharpening of the urban-rural conflict, a weakening\nof home, church, and school, a great forward surge in the process of urbani¬\nzation.\nThe marginal farmer who financed himself with profit on rising land\nvalues is doomed. In the future, profits in agriculture will come as profits\ncome in industry.\nThis means that social progress must be paid for out of earned, not un¬\nearned, surplus. This fact puts a new aspect to the question of financing\nschool budgets and especially school buildings. Never has there been a time\nwhen the question of what a given community could afford was more im¬\nportant than now. What it can afford must be assessed in terms of all social\nneeds not merely the needs of education.\nMy\n\nconcern is with critical situations and our reactions to them, not\n\nwith remedies, but if democracy means anything at all, it means that the\nstrengthening of rural education must become the concern and responsibility\nof the entire nation and hence of the federal government.\n\nThe\n\nexodus to the cities has been tremendous.\n\nThe\n\ndecade just ended\n\nsaw 15,000,000 people, nearly one-half of our farm population in 1920,\nleave their lands and turn cityward. It was a movement greater even than\nthe European immigration from 1904 to 1914 and surpassed in modern times\nonly by the surge of millions of Chinese into Manchuria.\n\nThe\n\nlarger farm due to a mechanized\n\nagriculture, the larger trade area\n\ndue to the automobile and the hard-surfaced road, are making it increas¬\ningly difficult to forecast school enrolments in the future, especially in the\nsmall districts. Other things being equal, economy in building may be better\nachieved over a period of years through consolidation than by building and\nmaintaining many small schools.\nAn important implication in the shift of population is the loss of leader¬\nship that rural America has suffered. We are used to supplying the city with\nits leaders. The studies of one rural sociologist in these last years seem to\nshow that it is the best and the poorest who leave the country for the city.\nWe\n\nhave placed vocational training in agriculture in our curriculums. We\n\n"}
{"page": 411, "printed_page": null, "text": "Department\n\nmust now\nteaching.\n\nshow\n\nof\n\nRural\n\nEducation\n\n407\n\nthe need and possibilities of rural leadership in all our\n\nOf most immediate\n\nimportance is the fact that the rural population has\nbecome a minority element in the total national population. Irt 1920 for the\nfirst time urban population slightly surpassed the rural. From 1920 to\n1930 the farm population dropped from thirty to twenty percent of the\nnational total. For 120 years of national life rural America, if united on\nanything, could achieve its ends by the power of its majority. This is still\ntrue in many states as the North Dakota and Minnesota farmers have shown\nseveral times in the last fifteen years.\nRural America, therefore, must use the methods of minority groups to\nachieve the ends it deems desirable. The importance of rural America must\nbe stressed in every possible way. The city must realize that farmers are\nbuying $7,000,000,000 worth of manufactured goods a year from urban\nindustry, that they are furnishing not only food but also an unceasing stream\nof young people to replenish the urban population ; that it is to the city’s\nadvantage to give to them that which will further its best development.\nTo do this calls for leadership with a greater skill than has been shown in\nthe past.\nLeadership has become increasingly important in recent years because\nof the growing conflict between rural and urban interests. It is possible\nthat this controversy may take its place with that between the north and\nsouth, and that between capital and labor, as one of the three great divisive\nissues that have disturbed the development of the United States. The Farm\nBloc originally represented a clearcut break between the west and east, with\nthe south as little more than a spectator. The battle has centered around\nthe socalled McNary-Haugen Bill.\nWe have seen the same thing in these last months in the vote on the tariff\nbill that has been before Congress since last April. Senators from the agra¬\nrian states without regard to party have been voting as a unit against the\nold Guard\nstates.\n\nRepublicans, who are almost exclusively from the strongly urban\n\nA minor cause in this rural-urban irritation, but one of major importance\nfrom the point of view of rural school specialists is the inequality of funds\nfor social service and educational purposes as between\n\ncity and country.\n\nSimilarly there is the problem of extending the newer and more special¬\nized educational services to rural boys and girls, for instance the problem of\nvocational guidance. Some\n\ntime ago The\n\nInstitute of Social and Religious\n\nResearch asked 5000 rural high-school boys and girls about their life work.\nThe replies showed no knowledge of the opportunities of the present day.\nPer capita health expenditures in cities are measured\n\nby dollars while\n\nin the country by cents and yet in these days of close interrelations rural\nhealth is a matter of vital concern to the city. One-tenth\nhave health units. Four-fifths should have them.\n\nof our counties\n\n"}
{"page": 412, "printed_page": null, "text": "408\n\nChairman\n\nNational\n\nEducation\n\nLegge of the Federal Farm\n\nAssociation\n\nBoard has stated that since 1921\n\nAmerican philanthropy has given away $17,000,000,000 of which only\n$1,000,000 has gone directly to the farmers. I question his figures somewhat.\nThe contributions of the Rosenwald and other funds to negro rural com¬\nmunities must alone nearly equal if not exceed this sum ; but the main point\nis correct. The city’s romantic creation of the machine with its myriad con¬\ntrasts of assets and liabilities has captured philanthropy’s imagination ; so\nhas the unusual archeology, anthropology in the South Seas, the cradle of\nman in the Gobi Desert or the Nile River Valley, the South Pole, the ocean\nbottom — all worthy, interesting items for research. But why not some to\ngrapple with the problems of the farmer? Why not amid all the founda¬\ntions one whose interest shall be the human side of agriculture?\nFinally, I believe that the process of urbanization is creating a series of\nsituations that have in them elements of danger to our rural heritage. I\nbelieve we will the sooner overcome these influences if we recognize them.\nThe mechanization of agriculture and of the housework of the rural\nhome is part of the process of urbanization. It neither can nor should be\nchecked. The radio links the farmer and villager, however distant, with the\nbest music of the world, popularizes subjects of national and world concern,\nand makes the voice of the nation’s chief executive as familiar to the country¬\nman as that of his grocer. But it also carries something of the spirit of the\njazz age, the glorification of speed and superficiality of the city. The moving\npictures do even more; it is their mediocrity that is their chief harm. It is a\ndistorted view of life that the average feature shows but the high-school boy\nand girl have not the experience and maturity to evaluate what they see.\nIt is not only the Asiatic and European who gain a distorted view of Ameri¬\ncan urban life from the moving pictures. So, too, the urban press is circulat¬\ning more and more in the countryside but it has not yet taken its rural con¬\nstituents much into account and its influence is not always wholly good.\nAll these things have intensified the restlessness of rural youth and too many\nof them, well over two-thirds of those interviewed by the Institute of Social\nand Religious Research, are planning to leave their home communities.\nInfluences such as these have undermined the influence of those basic\nsocial agencies, the home and school. A period of, transition such as this is\nalways critical. If the pendulum swings too far it takes humanity or the\nsocial group concerned a long, weary period to work back to what experi¬\nence proves to be of abiding value. To face the new age but to conserve the\nbest of the old, to follow truth wherever it leads and apply it, to be openmindedly critical of our methods but alert to our dangers and courageously\nloyal to our fundamental\neducator today.\n\npurposes — this is the high adventure of the rural\n\n"}
{"page": 413, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n409\n\nCONTRIBUTIONS OF AMERICAN COUNTRY LIFE\nRURAL EDUCATION TO WORLD ADVANCEMEN T—ABS TRA C T\n\nAND\n\nPHELPS-STOKES\n\nFUND,\n\nTHOMAS\n\nJESSE\n\nJONES,\n\nDIRECTOR,\nEDUCATIONAL\nNEW\nYORK, N. Y.\n\nInternational peace and world advancement are, eventually, more de¬\npendent upon the achievements and ideals of American rural life than upon\ndisarmament conferences, the World Court, or even the League of Nations.\nThis extraordinary observation is based on the conviction, first, that peace\nand progress must be rooted in the welfare of the masses of the people and,\nsecond, that American rural experience is destined to work out methods\nand ideals of life of vital meaning to the billion rural peoples of the world.\nInternationally, the most significant of all facts, and one too frequently\noverlooked, is that fully two-thirds of the earth’s population are living in\nvillages and in the open country. Until these millions have a chance to live\ndecently and justly,, there is little hope for permanent peace. Asia, Africa,\nand the Pacific Islands are ninety percent rural, and their people as a whole\nare far below the standards of decent living in such essentials as health,\nmaterial welfare, and the necessities of home and family life. Similar con¬\nditions prevail among the majority of the people of South America. Even\nEurope and North America must admit that some millions of their rural\npeoples are subjected to disgraceful economic and social conditions that are\nbreeding discontent and war.\nIn view of such ominous conditions it is most surprising that students of\ninternational affairs seem to be so completely unaware of the drastic need\nfor rural statesmanship to deal directly with the special problems of rural life.\nWith full appreciation of the League of Nations, the World Court, disarma¬\nment conferences, and such general principles as selfdetermination and\ndemocracy, there is a demand for a more intelligent and a more sincere\nunderstanding of the common essentials of community life and, above all,\nof the essentials of rural life. At present the methods and aims of educa¬\ntion, religion, philanthropy, and government are primarily concerned with\nurban rather than with rural peoples. Likewise the needs and demands\nof the industrial and commercial groups have with few exceptions monopo¬\nlized the minds of statesmen and filled the front pages of newspapers.\nIn all this depressing picture of rural peoples throughout the world, there\nare a few outstanding and significant exceptions. I refer to the rural herit¬\nage and rural achievements of the United States and Canada and North¬\nwestern Europe. However serious our rural problems in these United States\nmay be, we are far and away ahead of piost other countries. Rural education,\nfarm demonstration, home demonstration, health activities, 4-H Clubs, and\nmany other rural movements are examples and demonstrations of the modes\nof the American approach to rural life. All these practical movements and\ntheir enduring results are rooted in the pioneer heritage of America. Herein\n\n"}
{"page": 414, "printed_page": null, "text": "410\n\nNational\n\nEducation\n\nAssociation\n\nis the explanation of America’s devotion to the soil and to the people who\nlive on the soil. Herein is the basis of America’s determination to preserve\nindividuality and to combat present trends toward artificial standardization.\nHerein, too, is the fountain-head of America’s belief in all the people with¬\nout regard to class, color, or previous condition.\nWhat, then, is America doing to transmit the influence of both these\npractical methods and of this high idealism to the rural peoples of other\nparts of the world? By no means what we should have done. We are far\nfrom realizing the truth of the injunction that “to whom much is given, of\nthe same shall much be expected.” However, there are some significant be¬\nginnings which may be the harbingers of still greater services.\nStrange as it may seem to you, the most sincere carriers of American rural\nexperiences and idealism to other parts of the world are the Christian mis¬\nsionaries of every faith. While the direct purpose of missions has been\nreligious propaganda, a considerable number of them have been effective\ndemonstrators of the best attainments of American country life.\nAn increasing number of these religious workers are thoroughly equipped\nin agriculture and in the theory and practise of rural activities as presented\nin our best colleges and universities. They are men and women who per¬\nsonify the best American standards of education and life. In every continent\nof the earth they are pioneering in the effort to impart to the native people\nthe fullness of life — economic, social, and spiritual.\nThrough cooperation wTith the British Colonial Office, American methods\nand ideals of rural education are being adopted in British Colonies through¬\nout the world. Oversea Education, an educational journal published for the\nColonial Office by the Oxford University Press, reflects the practical ideal¬\nism so characteristic of the United States Department of Agriculture and\nrural education in our middlewest. The British Advisory Committee on Edu¬\ncation in the Colonies knows and believes in the methods and objectives of\nfarm demonstration, home demonstration, the traveling school, the visiting\nteacher, and similar practical arrangements\ntion.\nThe Director of Education\nwrites :\n\nfor village and rural educa¬\n\nfor Palestine reporting on village schools,\n\nMany schools already have gardens and small plantations, but insufficient at¬\ntention has been paid in the past to the agricultural and practical side of village\neducation, and the recent appointment by the Department of a supervisor of school\ngardens has already effected some improvement in this direction, and has given\ngreat satisfaction among the rural population.\n\nAmerican philanthropy in the Near East also offers some examples of\nrural ideals abroad. Among the definite expressions of this interest is the\nwork of the Salonica Farm School in Macedonia. The program of the in¬\nstitution includes farming, industry, health, general culture, and other\nelements of education for service to the Balkan villages. The Near East Re¬\nlief has from the beginning endeavored to train the orphans for selfsupport\n\n"}
{"page": 415, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n411\n\ncither in the villages or in the cities around the Aegean Sea. At present the\nConservation Committee of this organization is initiating plans for the wider\napplication of the methods of rural education throughout the countries where\nthe orphans are living. The successful operation of the plan will doubtless\nhave a profound influence on the welfare of the rural and village masses of\ncountries so perennially subjected to the havocs of poverty, disease, and\nignorance.\nAmerican pioneer and rural heritage is thus making some contribution to\ninternational welfare. No reference has been made to the important inter¬\nnational functions of commercial organizations such as the manufacturers\nof farm machinery\n\nnow\n\nused in every continent. Unfortunately,\n\nit is not\n\npossible to mention other American movements and activities of significance\nto the rural peoples of the world. The aim of this discussion has been, first,\nto show the importance of American rural ideals to humanity and, second,\nto urge that as a nation we are only at the beginning of the rural service\nwhich we owe to world peace and human progress.\n\nTHE\nBENSON\n\nORGANIZATION OF FARMERS AND RURAL-URBAN\nCOOPERATION— ABSTRACT\nY.\n\nLANDIS,\n\nSECRETARY,\nNEW\n\nAdvancement\n\nAMERICAN\n\nCOUNTRY\n\nYORK,\n\nY.\n\nN.\n\nLIFE\n\nASSOCIATION,\n\nin rural education and in social welfare generally is to a\n\nconsiderable degree dependent upon strong farmers’ organizations and real\ncooperation between rural and urban leaders. Progress in rural education\nis, I recognize, dependent upon other very important factors, but I wish to\nbring these two into the picture as definitely as I can.\nI was asked recently to meet with thirty representative leaders of Springfield, Ohio, and thirty representative farmers and farm women who lived\nin the nearby rural communities. They said, “We are here to consider the\nmost serious difficulties which have arisen between rural and city people\nand what things we can do together in order to improve the situation.”\nI suggested that we start talking things over by stating what the main diffi¬\nculties and conflicts had been. We soon had a great array. There were\nconflicts and misunderstandings over tuberculin testing, over taxation, over\nthe fact that the city had libraries and the country did not, over the absence\nof social work in the country, and particularly over the fact that country\nschools were by every recognized test less adequate than the city schools.\nFor what reasons are rural-urban difficulties so acute? Just a few simple\nfacts: (1) The farm population is now about twenty-three percent of our\ntotal population but it has had since 1921 only about ten percent of the total\nincome of the people of the United States; (2) Our tariff policy is a great\nsource of dissatisfaction. Other aspects of federal government policy are\nseverely criticized by farm leaders. That their complaints are largely justi-\n\n"}
{"page": 416, "printed_page": null, "text": "412\n\nNational\n\nEducation\n\nAssociation\n\nfled is the finding of Dr. John D. Black of the Economics Department of\nHarvard University, in a notable new book, Agricultural Reform in the\n\nUnited States.\nUndoubtedly\n\nthe American\n\nsystem of protective legislation has become\n\na\n\nmajor reason for serious differences. The drive for McNary-Haugenism,\nwith the controversial equalization fee, was during the years 1922-28 one\nof the most general manifestations of the opposing interests of urban and\nagrarian populations.\nThe increasing penetration of urbanization into the farm areas is making\nmany want to resist it and to develop a distinctly rural culture and civiliza¬\ntion. American Farming , in a recent editorial, pleads that small communi¬\nties should acquire more “backbone” and should organize along distinctly\nrural lines in order to rebuff the onslaughts of urbanization.\nClarence Poe, editor of The Progressive Farmer , and a leading agricul¬\ntural statesman of the south, echoes a somewhat similar view when he\nwrites: “Humanity . . . needs a vigorous rural civilization as the only\nantidote for the evils of excessive urbanization.” He goes on to say that\nthere is every danger now that “farmers shall be regarded merely as ‘food\nproducers,’ maintaining thereby a civilization whose art, drama, literature,\neducational policies, and general culture are dominated solely by our towns\nand cities.”\nJust as cities divide with rural groups on certain public issues, so difficul¬\nties arise between villagers and the surrounding countryside in spite of\nthe fact that nearly all villages are largely dependent for their resources\nupon farmers’ trade, and farmers and villagers are inseparably bound in\nmany rural communities.\nThere are those who believe that the conflict between country and city\nis irrepressible and cannot be solved. I disagree and see evidences of increas¬\ning cooperation and view the situation more hopefully. Whatever the ulti¬\nmate outcome, there are instances of cooperation which should be considered.\nKiwanis International has a national agricultural committee, recommends\nthat all local clubs should have one, and urges all clubs to have farmers\nadequately represented in the membership.\n\nThe president of Kiwanis\n\nInter¬\n\nnational recently declared that “agriculture is the most important social\nproblem of the hour.” The organization has recently published a book on\n\nUrban-Rural Relations.\n\nThe report of the Business Men’s Commission on Agriculture, appointed\njointly by the Chamber of Commerce of the United States and the National\nIndustrial Conference Board, is evidence of the concern of certain business\nleaders to do something worthwhile in relation to agriculture.\nA southern town contemplating the organization of an industrial com¬\nmittee first asked itself what its largest industry was. It was decided that\nthe business which the surrounding farmers brought was the most important\nfactor in its life. It therefore put a majority of farmers on the committee.\nTown-country\n\ncooperation was thus obtained for that community.\n\n"}
{"page": 417, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n413\n\nIt is now common for city organizations of various kinds to cooperate\nwith the work of the federal, state, and local agricultural extension service.\nThey have particularly encouraged farm hoys and girls to join the junior\nagricultural clubs.\nHere and there a city church is linked with one or more country churches\nfor the purpose of mutual aid. The Y. M. C. A. and Y. W. C. A. find a\nnumber of cities and their surrounding constituencies ready to work together\nupon programs. Among educators the necessity of rural-urban cooperation\nfor the purpose of achieving equality of opportunity for rural children is\nincreasingly recognized. I think it is generally recognized that we must\neducate the business leaders of Boston, New York, Chicago, St. Louis, etc.,\nin order to get federal aid for rural schools.\nBut all too little progress has been made in testing the rural-urban\napproach to major social problems. It is evident that a new kind of educa¬\ntional cooperation between these two groups is needed. Leaders who can\ngain the confidence of both sides are essential, and the farm group must be\ninterpreted to the city group and vice versa. The urban community and the\nfarm community do not now speak the same langauge. They must if the\nconflicts which have arisen between them are to be solved.\nIt is sometimes said that the farm group stands alone, unorganized, in\nan organized world. That is not an altogether accurate generalization.\nFor example, the great majority of city workers are not organized at all.\nIt is evident, however, that agriculture is certainly a poorly organized\nindustry when compared with the degree of integration which the corporate\nform of organization gives to urban industry. Organization proceeds very\nslowly among the farm group. That is discouraging to some of us, but we\nmust be patient. Agriculture is a peculiar industry. It takes much time to\nbuild strong agricultural organizations. They\nto build the strong Danish cooperatives.\n\nsay it took a generation\n\nWe have many types of farmers’ organizations, but we\nparticularly interested in:\n\nare, perhaps,\n\n( 1 ) The general educational types, of which the largest are the Amer¬\nican Farm Bureau Federation and the National Grange. These can do\nmuch\n\nmore to advance rural education than we have yet realized.\n\n(2) The cooperatives — mainly organized for marketing in the United\nStates. Farmers business organizations now have over 3,000,000 members.\nfor duplicates, i. e., farmers who belong to more than one organi¬\nzation, certainly 2,000,000 farm operators, or one-third of the total, belong\nto farmers business organizations, mainly cooperatives for marketing. The\n\nAllowing\n\nspread of cooperative marketing is certainly the largest single post-war\nmovement in rural America. It offers many benefits, in the form of lower¬\ning the costs of marketing, in more stabilized and higher price levels. But\nit takes much time to create a cooperative marketing machine that will bring\nsubstantial benefits. Here education plays a part. Cooperatives can only be\n\n"}
{"page": 418, "printed_page": null, "text": "414\n\nNational\n\nEducation\n\nAssociation\n\nheld together by sound educational procedures. And it must always he recog¬\nnized that the best cooperatives have definite economic limitations.\nRight here we must recognize that many farm leaders hold that voluntary\n\norganization among farmers will never be enough, and that more govern¬\nmental assistance is necessary. In July of last year the federal government\nset up the Federal Farm Board to supplement the activities of the volun¬\ntarily organized cooperatives. The Federal Farm Board is given certain\nfunctions in marketing. It does not buy or sell. It gives information and\nadvice and makes loans to cooperative marketing organizations or to stabili¬\nzation corporations which they may create. It is endeavoring vigorously\nto become a stabilizing factor in several commodity markets. Considerable\ntime must elapse before its influences may be definitely measured\ncussed. We must study it and watch it.\n\nand dis¬\n\nThe chief thing to recognize is that the trend is toward greater coopera¬\ntion and stronger organization. Also, we must recognize that strong organi¬\nzation is necessary for the protection of farmers and for the improvement\nof the economic position of the industry; that stronger farm organization\ncan do much for rural education ; and finally that when once we have\nstronger farm organizations and have better organized farmers dealing with\norganized city groups there will be more fairness than there is at present\nin rural-urban relations.\n\nLEADERSHIP\n\nTOHN\n\nD. WILLARD,\n\nAND\n\nRURAL ADULT\nABSTRACT\n\nAMERICAN\nNEW\n\nASSOCIATION\nYORK,\n\nEDUCATION-\n\nFOR\n\nADULT\n\nEDUCATION,\n\nN. Y.\n\nThree elements are involved here — rural heritage, rural leadership,\nand adult education ; the second and third of these being a part of the first.\nThe rural heritage is not easily defined or described because it is the\ncumulative total of surviving mores and possessions from three centuries\nof American experience. Its content ranges from priceless to worthless.\nWe are concerned today with the portion that has social and esthetic value\nfor the future ; and in this paper we are concerned chiefly with those intan¬\ngible values of character and custom which have been the strength of our\nrural life and which are, in our judgment,\ntinuance of our civilization.\n\nvital to the successful con¬\n\nThe American rural heritage shows great variety, the inevitable result\nof adaptation to different conditions. The older rural portions of the east\nhave a stabilized culture whose patterns were well fixed until the ruralurban interpenetration of the last decade began. The newer areas were in\nrapid change even before the automobile came to speed the process. Two\nmajor streams of culture have rolled across the continent, one from the\nnorthern seaboard, and one from the southern, intermingling and blending\nin many places. The northern stream received valuable additions from\n\n"}
{"page": 419, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n415\n\nGermanic and Scandinavian settlements. The southern stream felt some\ninfluence from the northward infiltration of the Latin culture from the\nGulf and Mexican\n\nregions. Adaptability is seen in all places, including even\nthe isolated areas of deficient economic possibility; although in the latter\nit has been manifest either by ability to move out of the area or by ability\nto reduce wants to a mere survival level. In all other areas the rural civiliza¬\ntion has developed because of the balance between tenacious holding of the\nsocial virtues that have proved valuable, and willingness to change quickly\nunder pressure of new conditions. Individual selfreliance and resourceful¬\nness have been balanced by a strong cooperative habit. Perhaps the most\ndistinctive characteristic has been the American genius for spontaneous\ninformal organization under whatever leadership was available wdthin the\ngroup, an ability which enabled rural communities to continue many\ninstitutional and professional functions even though professional leadership\nwas lacking.\nRural leadership has been both professional and lay. Both have been\neffective, and both are needed in the future. As the problems of rural life\nbecome more technical and more collective, the need for trained professional\nleadership increases. Better trained teachers in public school and extension\nservice are replacing those who drop out. Trained managers for cooperative\norganizations are replacing the lay managers under whom the cooperatives\nhad to make their start. The generalization is sound, I believe, that in\ntechnical matters the professional leader will replace the voluntary leader.\nException to this is in the use of voluntary leaders in the cooperative\nextension program in agriculture and home economics, which at present\nuses a quarter of a million men and women as local leaders under the pro¬\nfessional leadership of the county agent and the home demonstration agent.\nIn the field of social and intellectual life, however, I am convinced\nthat the lay leader will continue. In fact, I hope that the professional will\nnever displace the layman, or so direct social and intellectual activity that\nrural people yield their vigorous, active individualism for passive conform¬\nism. Richness of life is in part dependent on selfexpression. Rural voluntary\ngroups have given the best opportunity for selfexpression, and in these\ngroups the contest of ideas has developed and tested the leaders for com¬\nmunity life. The professional leader in recreation has an important place\nin the future as a source of information, stimulation, and counsel, but not\nas a director.\n\nIt is true, then, of all rural life that leaders have a more complex and\ndifficult task than did leaders in a simpler economy; that their problems are\nmore intricate ; that analytic ability must be greater and that a much wider\nrange of accurate information must be available. This means continual\neducation.\nRural adult education has always been informal as compared with urban.\nIt has been achieved for the most part by a sharing of the knowledge and\nwisdom of the people within a community. Its level has depended on the\n\n"}
{"page": 420, "printed_page": null, "text": "416\n\nNational\n\nEducation\n\nAssociation\n\ndegree of education and ability of its own community leaders. This level\nis constantly rising as more of the individuals in a community receive higher\neducation, and as the channels are improved by which information flows to\na community. It is my judgment that rural America will always depend on\nthe informal processes of adult education more than will urban America ;\nand furthermore that this is gain rather than loss, provided there is a reason¬\nable contact with educational leadership and with the materials of cultural\ngrowth. I look for better adult educational service from the rural school,\nthe library, and the extension service, but I hope that it will be on the basis\nof cooperation with the student-group, and will never become essentially\ninstruction of adult students by professionals. I look for the professional\ntraining of leaders in the technical phases of rural life, but I pray for the\ngreatest possible preservation of spontaneous adult educational activity of\nrural people in the non-technical phases of life. Only by this process will the\nessence of our rural heritage — the combination of ideals and dynamic forces\nwhich has enabled rural communities to make progressive adaptation to the\nopportunities of our constantly evolving economic\nserved.\n\nA RESEARCH\nWILLIAM\n\nJOHN\n\nOFFICE\nCOOPER,\n\nU.\n\nAND\n\nRURAL\n\nS. COMMISSIONER\n\nWASHINGTON,\n\nand social life — be pre¬\n\nEDUCATION\nOF\n\nEDUCATION,\n\nD. C.\n\nIt has been suggested that the Commissioner of Education say a few\nwords about what service those who work in rural schools should expect\nfrom the United States Office of Education. The Office of Education in¬\ncludes in its interests and plans for service each and every administrator,\nsupervisor, or teacher in the schools of the forty-eight commonwealths of\nthis nation. The Office of Education is charged by law for studying all\nphases of education and publishing the findings. The problems of education\nare certainly not primarily territorial in nature; rather are they functional.\nHowever, someone may well inquire: “Is an agricultural state as well\nprepared to support its schools as a commonwealth with highly developed\nindustrial and commercial activities?” My off-hand answer is, that very\nlikely it is not and for two reasons: First, a different ratio between number\nof children of school age and taxable wealth usually prevails in an industrial\narea from that which exists in an agricultural area. The second reason is that\nthe industrialized area is likely to have developed new systems of measuring\nits wealth and of obtaining therefrom revenue for the support of public\nundertakings. Another may ask: “Are there not problems in administration\nand supervision in rural areas which do not appear in urban areas?” For\npurposes of administration there is merit in considering schools as existing in\nurban areas and in rural areas. Yet there are in this country large union\nschool districts, consolidated districts, and township districts which are pri¬\nmarily rural and yet possess a large nucleus of strictly urban population. In\n\n"}
{"page": 421, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n417\n\nEducation\n\nsome of the New England towns I am told that there are several nuclei of\nurban character in a district still recognized legally as primarily rural in\nnature. There is at least one of the very largest city school districts in this\ncountry which finds itself confronted with many problems primarily rural in\ntype.\nLet us consider a general classification of the vital issues in education\nand how a research organization may attack them. I shall adopt here the\nlarge generalization of Professor Kilpatrick who uses three general cate¬\ngories: the theoretical, the practical or administrative, and the measurement\naspects of education.\nIn the first category fall those propositions in the purposes of education,\nits aims and objectives. Here we have pronouncements of philosophers and\nsociologists to consider. And here are reports of committees, the Committee\nof Ten, of Fifteen; of Seven in History; etc. In many of our teachers col¬\nleges and university schools of education, this field gets minor attention.\nYet these are problems in the solution of which philosophy, history, and\nsociology may make important contributions.\nIn the second category will be problems in the administration of educa¬\ntion, including certain aspects of it which now\n\nare put, improperly, I be¬\n\nlieve, under the heading “supervision.” It is concerned also with the very\nimportant problems of finance and with the equally important problems of\npersonnel. In many schools of education today professors who are concerned\nwith this phase of the subject are in the ascendency. In a business age striv¬\ning for the elimination of waste and speeding itself up to even higher levels\nof efficiency this field should be expected to assume great prominence. To it,\npolitical science, economics, and principles of business administration have\ncontributions to make.\nIn the third category we place all efforts to measure\n\nresults. Ever since\n\nJones made his investigation in spelling and Binet published his first experi¬\nments in measuring intelligence, progressive educators have focused their\nattention upon this aspect of the work and to it psychology, mathematics,\nand some of the sciences have made valuable contributions. Out of these\nefforts have come\nintelligence tests.\n\nthe multitudes of achievement\n\ntests and many\n\nsocalled\n\nIf we accept as a major premise that the proper function of the Federal\nOffice of Education\n\nis research, and attempt to coordinate it with the cate¬\n\ngories indicated by Professor Kilpatrick, we discover at once certain limita¬\ntions upon our activities. The Office of Education cannot concern itself very\nlargely with the first or theoretical field. We can record movements designed\nto put into language the objectives of education in a democracy. We can\ndescribe experiments and the results obtained. Moreover, the Commissioner\nand members of his staff may, in public addresses and in magazine articles,\nprovoke thought along these lines. Nor does the Office of Education have,\nexcept in the Territory of Alaska, any children under its direct control.\nTh erefore, our staff is prevented from conducting research of a fundamental\n\n"}
{"page": 422, "printed_page": null, "text": "National\n\n418\n\nEducation\n\ncharacter in the third or measurement\n\nAssociation\n\nheld. We\n\ncan ascertain what\n\nthe\n\nschools are doing and tell you about the results. We plan, however, to take\nfull advantage of our opportunities in Alaska and expect our new Division\nof Special Problems to give attention to this held. On the basis of real\ninvestigations we hope to develop courses of study and perfect teaching\ntechnics for use with indigenous peoples.\nObviously then, our major work must lie in the practical held concerned\nchiefly with administration in the larger sense. As now organized we have\ntwo plans for attacking these problems: First, with our regular staff; and\nsecond, with such special recruits as may be furnished us from time to time.\nLet me give you the organization of our regular shock troops. On the\nright wing is a staff called the “Division of Collegiate and Professional\nEducation.’’ It must contend with the problems of that group of boys and\ngirls whose mental capacities and hnancial abilities will enable them to pro¬\nceed through the colleges and professional schools. Although this group\nembraces not over ten or fifteen percent of our population, it will be in\nschool longer than the others and from it the leaders in a complex society\nmust be developed.\nThe center is held by a staff called the Division of American Schools.\nIts concern is with the education of the great numbers of children who will\nreceive general education through elementary and lower secondary schools at\nleast; with those who wish vocational training on secondary school level;\nand with the citizenship, health, and avocational education of all.\nOn\n\nthe left wing stands a highly specialized staff to meet the problems\n\nof the cripple, the partially-sighted, the hard-of-hearing, and otherwise\nphysically-handicapped, the mentally deficient, the socially delinquent, and\nthe underprivileged. There are also those whom I term “indigenous peoples. ’\nThey either have been unwilling or perhaps are unable to adapt themselves\nto a complex industrialized stage of society. All these persons constitute not\nover fifteen to twenty percent of the entire population of the country. They\nhave had few champions. They will now find earnest friends in the special¬\nists who constitute the Division of Special Problems. Its staff is now being\nbuilt slowly and carefully. I pass as not pertinent to this discussion the other\ndivisions in the Office that I may consider problems in which educators\nworking in rural areas may be interested.\nWere\n\nI to ask what some of the outstanding problems are, I believe that\n\nmost of you would call attention to poorly-prepared teachers, inadequate\nequipment, and obsolete schoolhouses as among the outstanding handicaps of\nthe rural child. It seems to me that these are all likely to prove, upon investi¬\ngation, to be manifestations of one thing, namely, inadequate financial sup¬\nport. But this only opens up the question. Is this inadequate financial support\ndue to insufficient wealth to support a good system of schools, or is it due\nto an obsolete system of school administration which retains school district\nunits adapted to an ox-cart stage of civilization ; or is it due to a system of\ntaxation which developed when wealth generally could be measured in\n\n"}
{"page": 423, "printed_page": null, "text": "419\nDepartment\n\nof\n\nRural\n\nEducation\n\nterms of land and improvements thereon; or to some other cause? In brief,\nthe situation manifests itself to us in terms of its effects rather than in terms\nof its fundamental causes. We now have in the Office of Education one\nspecialist devoting his entire time to the field of school finance. Insofar as\nthe problems of inadequate school support appear of concern to those who\nare living in rural areas to just that extent will this specialist give his time\nand attention to rural areas.\nSome may say that the most perplexing problems involved pertain to what\nstate and county school officials term “supervision;” that such present more\ndifficulties in rural areas than in urban areas. Supervision is an educational\nsubject concerned primarily with the improvement of the teaching act. Insofar\nas the Office of Education can assist state and local school officials in im¬\nproving the technics which supervisors will use with teachers, just that far\nis our Office prepared to go. It has on its staff specialists in school supervi¬\nsion and in school administration in each division. Suppose for the sake of\nargument that we discover problems far too complicated for this regular\nline to handle. For such a situation we expect to recruit our staff under\nspecial authority from Congress.\nCongress has recognized such a situation in authorizing a survey of the\nland-grant colleges, and in appropriating $117,000 for it. This study, under\nthe direction of Dr. Arthur J. Klein, is nearing completion. Likewise at the\nearnest request of the North Central Association of Colleges and Secondary\nSchools assisted by other professional organization groups, Congress was\ninduced to authorize a nationwide survey of secondary education. This\nstudy, which is to be completed within three years is now\nrected by the Commissioner of Education and Dr. Leonard\nUniversity of Chicago. You\n\nunder way, di¬\nV. Koos of the\n\nmay be interested in the formation\n\nof one of\n\nthese temporary battalions. On the Secondary Survey staff are nine expert\nconsultants called to Washington from time to time for general criticism\nand suggestion as to activities to be studied. There is an advisory committee\ncalled together at the time of the annual meeting of the Department of\nSuperintendence, representing all phases of the field concerned. For instance,\nthere are representatives of partime education, vocational education, guid¬\nance, extracurriculum activities, libraries, and the like; there are some who\nknow firsthand the large urban high school, the small urban school, the\nsmall rural high school, the three-year senior high school, the junior high\nschool, the four-year township high school, and other units peculiar to dif¬\nferent territories ; there are also those interested in articulation of secondary\nschools with the units below and above. It is the function of these people\nto bring to the attention of the survey staff all aspects of secondary educa¬\ntion. In addition we expect to have the advice and criticism of an equal num¬\nber of outstanding laymen. As the survey proceeds reports and tentative\nfindings will be submitted to each of them. In Cleveland last year the Amer¬\nican Association of Teachers Colleges initiated a request for an appropriation\nto study the preparation of teachers. This program\n\nmay meet with success.\n\n"}
{"page": 424, "printed_page": null, "text": "420\n\nNational\n\nEducation\n\nAssociation\n\nIt so, an organization similar in scope to that now engaged in studying\nsecondary education will be called into existence. It is conceivable that\nstudies in school finance and in other fields will follow as you show need.\nRequests for such studies should be made in terms of function and recogni¬\ntion of the fields of educational research rather than in terms of such sec¬\nondary characteristics as territorial areas, racial considerations, or units of\nadministration. No educator need feel that the staff of the Office of Educa¬\ntion will regard such a request as a reflection on their work. Your Commis¬\nsioner prefers a staff of special workers authorized by Congress to make an\nintensive study of a particular aspect of education or of a pressing problem\nin the field to a large permanent staff in the Washington Office.\nI can assure you that any problem brought to the attention of our staff\nwill receive the consideration of our present specialists. I invite your co¬\noperation in our efforts to meet problems of great importance to our country.\nWe have every confidence in your ability to administer the schools if you\nhave the basic data on which to formulate policies. We believe that we are\nnow organized to get this basic data for you.\n\nAN ENRICHED\n\nAND\n\nALLAN\n\nDIRECTOR,\n\nHULSIZER,\n\nADAPTED\n\nCURRICULUM— ABSTRACT\n\nDEMONSTRATION\n\nSCHOOL,\n\nGEORGETOWN,\n\nThe school should be an interpretive as well as a supplementary\n\nDEL.\n\nagency\n\nin education. On visiting backward peoples, illiterate and without school¬\ning, we are astonished to find considerable proficiency in arithmetic. What,\nproficient in arithmetic without schooling? Yes, and proficient also in oral\nlanguage, in story-telling. Perhaps, we\n\nshould give more\n\nheed to those\n\nprophets among us who find that a considerable part of children’s increased\nachievement is due to maturity. Just living a little longer is going to teach\nsome of the things about which we agonize ourselves and children. There¬\nfore in discussing enrichment and adaptation I am ignoring the tool sub¬\njects which are simply means to educational ends.\nMany administrators have said that there is no curriculum problem in the\ncountry school once cheap transportation and consolidation have put the\n\nchildren into a graded system. This assumption is based on that “old man\nof the sea” in American education, that learning comes entirely from books,\nthat it is a sum total of matter to be poured in. The consolidated school\ndoes not even solve the problem administratively unless there is conscious\neffort toward adaptation. Too often the children using the buses have prac¬\ntically no opportunity to engage in extracurriculum activities. Frequently\nthere is no consideration for the child who, having passed his early educa¬\ntional years in the small age group of the one-room school, finds himself at\na disadvantage in social achievement when put alongside his classmates in\nthe consolidated school who have had the advantage of large like-age groups.\nA third important factor in the situation is the traditional opposing attitude\nof some rural parents. This is a problem for adult education and practical\n\n"}
{"page": 425, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n421\n\ncompromise. The rural child should not be sacrificed to the convictions of\nparents or the unalterable ideals of curriculum makers.\nIgnoring the background of farm children whether they be in a one-room\nor in a consolidated school is a frequent practise in making curriculums\nfor country children. Several fallacious assumptions support this practise.\nWe have not yet learned that rich opportunity does not necessarily mean\nidentical opportunity. The study of agriculture as an industry may be the\nkey to the modern industrial world for the country child. But agriculture\nas a vocationalized study; agriculture as a major modern industry; and,\ncountry resources as educational means rather than ends have all three been\nconfused. Country teachers often meet the problem by ignoring all of them.\nPartly responsible for this attitude may be an apparently waning interest\nin nature study. Life, like chemistry, is organic and inorganic. As long as man\nhimself remains an organic entity the biological sciences will be an important\nelement in the curriculum. The mechanical side of life has captured the\nimaginations of many geniuses during the last fifty years until we hear it said\nthat man may fall victim to his own machines. Splendid leaders in industrial\narts education have fostered that element in the curriculum. Nature study\nespecially in country schools has tended to wilt and fade away as unjustifiable\nin a mechanical world.\nThose who have given industrial arts such a prominent place in our curri¬\nculum point to the change in the home which has taken most of the indus¬\ntries away from it. Few leaders seem to stress the fact that the home has\nmoved away from original sources of biological knowledge also. This is\ntrue in the country as well as the urban centers. Without depending unduly\non transfer of training there are undoubtedly enough identical elements in\nnature study and other human life situations to warrant retaining it in the\ncurriculum. Observation of plant and animal life should tend to promote\na better understanding of the laws which govern biological humanity and\nhence provide immunity from certain social ills.\nSurely the relation between biology and psychology is fundamental to our\nsocial problem of helping human beings manage themselves most profitably.\nThe relation between psychology and government is far-fetched only in\nreality, not in our hopes. Various forms of nature study and biology will\nneed to be emphasized in the curriculum of any school if the school is to\nprepare the individual to cope with the biological problems of civilization.\nPlant and animal evolution are unquestionably as significant to man as the\nevolution of transportation. The evolution of modern domestic plants and\nanimals has much more social value than is ordinarily recognized. The value\nof such knowledge to the citizen is not the sole justification for nature study.\nFor observation of nature is a sequential process akin to thought, and, in\nthis character is filling a lack in our schools. The school should dignify this\nknowledge by giving it organization and coherence in its relation to life.\nThe product of the modern school is too prone to feel conscientiously occu¬\npied only when speaking, writing, reading, or carrying on other overt ac¬\ntivity. There is a need for confidence in the respectability of steady leisured\n\n"}
{"page": 426, "printed_page": null, "text": "422\n\nNational\n\nEducation\n\nAssociation\n\nobservation of nature. Such activity offers rich possibilities for building up\nideas of cause and effect ; sequence ; and thought wholes. The fact that\nquiet observation and the organization of ideas must precede speech or writ¬\nten notation is of especial value. Country resources are important in their\nrelationship to intellectual development. They are important too, in stimu¬\nlating esthetic and recreational responses. In many country sections close to\nshore and river one needs an adding machine to total the number of rural\nboys who cannot swim, not to mention the girls. Yet, almost one-third of the\ndeaths of boys from five to fifteen are from drowning. Courses in swimming\nfor youngsters in city swimming pools will not solve this safety education\nproblem for the country child.\nThere are more personal problems which call for adaptation. It is neces¬\nsary to discard the picture of the old fashioned farm furnishing milk, but¬\nter, fruit, and vegetables to its robust children. Rural agricultural industry\nis undergoing great specialization. If one sojourns now in certain sections\nof the country it may be necessary to visit nearby towns or cities to get fruit,\nvegetables, and milk. A recent study shows that in a certain section the\nparents of one-third of the children own\n\ncows and but half of the children\n\nhave milk to drink. Country schools should make use of the wild and domes¬\ntic animals present in the community, to make visualization an aid in diet\nstudies. Greater cooperation between county farm agent, nutrition workers,\nand the school should help to get better reaction on the part of children to\ntheir diet problems.\nThe urban child needs to know\n\nthe importance of voting money\n\nto keep\n\nup an adequate water supply. The country child needs to know how to dis¬\ntinguish a good country water supply from a bad one. Some practical knowl¬\nedge of such factors is an important part of the safety education of each\nchild if it can be justified on no other score.\nThe curriculum of the country child needs study. Neither consolidation\nnor cheap transportation have solved his problem. Country communities are\nbecoming more sharply differentiated. During an increasing era of special¬\nization their differences will grow. As has been suggested by a national\ncommittee the problems of country children in districts being abandoned\nprobably merit special agencies to aid in their solution. Most important of\nall, rich opportunity for country children does not mean\ntunity.\n\nSTANDARD PREPARATION\nTEACHERS OF FARM\nHELEN\n\nHAY\n\nHEYL,\n\nASSISTANT\nOF\n\nThree\n\nhundred\n\nIN\n\nAND SUPERVISION FOR\nCHILDREN— ABSTRACT\nRURAL\n\nEDUCATION,\n\nor more\n\nidentical oppor¬\n\nEDUCATION,\n\nALBANY,\n\nSTATE\n\nTHE\n\nDEPARTMENT\n\nN. Y.\n\nproblems reported by a sampling of 157 rural\n\nteachers scattered through fifteen counties in New York State suggest the\nneed for a new program in rural teacher training and new procedures in\nrural supervision.\n\n"}
{"page": 427, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n423\n\nEducation\n\nFor a long time I have held the belief that we can develop teachers best\nby first helping them with what they feel to be their needs now. And so,\nsome months ago when the Department of Supervisors and Directors of\nInstruction began the study of supervisory problems which has resulted in\ntheir Third Yearbook, we requested permission for a cross section of New\nYork rural teachers to participate. It seemed probable that, if given oppor¬\ntunity, these teachers might suggest needed modifications in present pro¬\ncedures by pointing out the difficulties which they are facing.\nAccording to typical problems reported, the teacher-training program\nshould include not only special courses in rural education, as generally\nrecognized ; but at least two new courses, one in child development, the\nother in homemaking applied to school living. In addition, apparently there\nis need for reorganization and greater integration of courses in professional¬\nized subjectmatter as now offered.\n\nINHERENT CONTRIBUTIONS OF AMERICAN FARM\nTO THE NEW EDUCATION— ABSTRACT\nJOHN\n\nFINLEY,\n\nASSOCIATE\n\n“Inherent’’ means\n\nEDITOR,\n\nThe\n\nNew\n\nYork\n\nTimes , NEW\n\nYORK,\n\nLIFE\n\nN. Y.\n\nsomething\n\n“indwelling,” something “sticking to,”\nsomething permanently belonging. And we ask ourselves first of all: “What\nis there that is inherent in farm life, that sticks to the farm, that will not\nmove to town, with the urban trend, and that has a contribution to make\nto education.”\nThat which comes first to my thought is that on the farm one is in the\npresence of the Creator of all things. He is not patently inherent in the city,\nwhere\n\nman\n\nshuts away\n\nall sight and sound of Him\n\nsave in the narrow\n\nstretches of parks or riverfront, and even in these it is difficult to be con¬\nscious of else than the man-made environment. On the farm one has to\ndeal directly with the eternal forces, whereas in the city everything is of\nman’s planning and building. I shall never forget the day that a neighbor\nplough-boy was struck by lightning in a field nearby. The Almighty was\nthere as Zeus was to the Greeks. The seasons come with ceaseless change in\nthe country, and life ensuing death in nature is ever making its demonstra¬\ntion of the resurrection ; whereas in the city there are only changes in tem¬\nperature, mitigated by furnace heat and refrigerator cold, with lights that\neven put out the stars by night and buildings that shut out the sun by day.\nWe are now talking of getting on without the sun altogether in window¬\nless, sound-proof apartments.\nThere is also this inherent contribution in farm life — that the youth is\ntaught that he has a continuing part in creation. I have walked or ridden\nthrough every county of the great state in which I now live. I have seen\nthe vineyards of Chautauqua, the farms of the Mohawk, the pastures of\nthe St. Lawrence, the forests of the Adirondacks, the flowergardens of the\nHudson, the geranium window-boxes of Manhattan, the asparagus beds\nof Oyster Bay, and the seaweed shores of Suffolk. And seeing, I have\n\n"}
{"page": 428, "printed_page": null, "text": "424\n\nNational\n\nEducation\n\nAssociation\n\nmarveled at the varied productivity of a soil which, like a magician, brings\nforth now a turnip and now a peach, now an onion and now a rose, and in\nthe seasons’ round everything from a homely Irish potato to an exquisite\norchid. The fields are full of mystery and miracle.\nBut as I have ridden on the railroads or walked in the highways, with\nnarrow strips of waste ground on either side of the track, or road filled with\nweeds or wild flowers or stunted bushes, I have been made conscious that\nthe Almighty is dependent upon man for the working of these miracles of the\nfields. He can make, unaided of man, potatoes, but only small potatoes and\nof acrid taste. His wild grapes are sour and small. He had to make a primi¬\ntive man and even teach him to use a hoe before He, the Omnipotent One,\ncould grow a patch of potatoes or make an arbor of Concord grapevines.\nThen He had to teach boys and men chemistry (the uses of Paris Green\nand arsenate of lead), plant physiology, and soil physics before He could\nmake Early Rose potatoes or wheat that will grow up toward the Arctic\ncircle. My university classmate, John R. Commons, said that he did not see\nwhy there is not as much\n\nidealism in breeding a perfect animal or a Wiscon¬\n\nsin No. 7 ear of corn as there is in “chipping a Venus de Milo” or erecting\na Parthenon, which is to say that utilitarianism is “the democracy of ideal¬\nism.” Idealism is for the farm youth, working in partnership with the\nAlmighty in making the perfect product.\nThen there is also inherent in farm life the whole sequence of Genesis\nafter the first day of creation. The Paleozoic, the Mesozoic, the Cenozoic\nages are about the farm youth. The Devonian period shows itself in the\nminnows in the brooks ; the amphibian frogs are in his ponds ; the reptilian\nperiod crawls in the grass about his feet. He finds William James’s moral\nequivalent of war in fighting the insects of another period ; and a long\nmammalian procession of creatures comes before him, as it did before\nAdam, to be named. Even the trees march out from Paradise and attend him\non his way, along with the vision splendid. Who\ncannot say with Wordsworth:\n\nthat was born in the country\n\nThere was a time when meadow, grove and\nThe earth and every common sight\nDid seem apparelled in celestial light\nThe glory and the freshness of a dream?\n\nI am sorry for the city man\n\nstream\n\nwho has never had that experience. One who\n\nhas had it is better off, even if it is not for him “now as it hath been of yore.”\nAmong some lines I wrote long ago I found this soliloquy of a young man\nborn in the country facing death in a drear hundred-chambered house of\npain in a great city, when it was ploughing time out on the prairies:\nOn such a day I ploughed the stubbled land\nThat lay beyond the virgin field, unfenced,\nWhere larks were singing on its flowered knolls\nAnd frogs made lonesome music in its swales,\nAnd killdeers mourned o’er some\nRefusing to be comforted .\n\nlong loss\n\n"}
{"page": 429, "printed_page": null, "text": "Department\n\nThe\n\noat was\n\nof\n\nRural\n\nEducation\n\nspringing in the green-fringed\n\nThat soon would furnish pipes for summer’s\nThe solemn cranes went croaking overhead\n\n425\n\nfield\nwinds;\n\nThrough cloud-made aisles their glad processional,\nAnd I my Horace strapped upon the beam,\nTo read while resting at the furrow’s end,\nWas happiness and hope impersonate.\nIn that heav’n-circled amphitheatre\nI strove alone, while all about stood those\nWho’d come\nTo see what\n\nfrom out all time, from\nI would do with life.\n\nout all lands,\n\nThere is, too, the very practical side. Farm life is inherently the nourisher\nof individualism, in the sense that it tends to develop selfreliance, initiative,\nand independent judgment and action, along with neighborly respect and\nuncondescending charity. The greatest problem in our country that no\nlonger has geographical frontiers is to keep in their vigor the sturdy qualities\nof the frontiersmen, the pioneers, and early settlers. It is life with its roots\nin the ground that has given us our leaders.\nIn his chapter on Demosthenes, Plutarch quotes someone\n\nas saying that\n\n“to a man’s being happy it is in the first place requisite he should be born in\nsome famous city.” If that were true, then only about three percent of the\npopulation of America in the decade of the fifties had promise of happiness,\nfor only about twelve percent then lived in cities and certainly not more\nthan a half dozen of them could be reckoned as famous. It would be nearer\nthe truth to say that except for what those born in the country or in towns\nunrenowned brought to now famous cities, we should have no famous cities,\nexcept possibly Boston\nselfperpetuating.\nA vital human\n\nand Philadelphia, which\n\nuntil recently have been\n\nstatistic (and that is what each one of us is in the census\n\nreports) finding its cradle in a census table in some unfamed spot of Amer¬\nica seems to have had a better chance of coming into metropolitan or cosmic\nfame and so to a certain kind of happiness than the child born in a city that\neven Plutarch would have put among the most famous. I have taken fifty\nnames\n\nof leading men in New\n\nYork\n\nCity in various fields and inquired as\n\nto their place of nativity and have found that all but five of them were born\noutside of this famous city.\nOf the presidents of the United States, only one was born in a famous\ncity, unless we include Cincinnati of the late fifties among those that may\nbe so regarded. Cincinnati then had a population of only about a hundred\nthousand and was not aware that it then had in its midst an infant — a vital\nstatistic that had not yet been counted in a United States census — one who\nwas to have the unique fame of being both President of the United States\nand Chief Justice of the United States Supreme\n\nCourt and whose passing\n\nwe lament. Theodore Roosevelt was born in New York City but he didn’t\nstay long in his cradle. We have yet to learn the presidential potency of a\nman who was born in a famous city, nourished in an ordinary city home,\n\n"}
{"page": 430, "printed_page": null, "text": "426\n\nNational\n\nEducation\n\nAssociation\n\neducated in city streets, far from green pastures and brought up amid push¬\ncarts and trucks of commerce rather than in the furrows of the plough or in\nthe trails of the forest. More than fifty percent of the children of the new\ngenerations will be born in cities or in the suburbs of cities. Theirs will be\npredominantly an urban civilization and will have to show whether it can\nflourish under the city-born, as did the first Greek democracies, which were\ncities.\nBut these and other inherencies of farm life are not likely to develop\nthemselves or make their contribution to society except through the teacher\n— the trained, rural-minded\n\nteacher. I remember\n\none such, whom\n\nI found\n\non my journeys on foot among the one-room schools of New York. She re¬\nfused to go to the city. I recall her asking one of the pupils to tell me how\nmany varieties of trees there were in the neighborhood. The last time I saw\nher was at an exhibit at the state fair. But the exhibit that would have been\nof highest value to the state and of highest praise to her, would have been\nthe character which the exhibits of flowers and fruits, etc., had made in her\nboys and girls. I would rather be a pupil again in the mountain school which\nMr. Hoover has started than in the best city school.\nLet me approach the close of this address, which I have brought from the\ncity’s thrilling maelstrom, with a tribute to such a teacher, whom I had in a\nlittle box of a schoolhouse out on the prairies more than a half-century ago.\nShe brought in a flower from her garden one morning, an old-fashioned\npink, and wrote its name\n\nupon the board. She said, “There\n\nis no one here\n\nthat will remember it till tomorrow.” But that word, “caryophyllaceous,” is\nstill in my memory and the pink will ever be her memorial. I would make it\nthe national flower for the country-school teacher, for through her min¬\nistries the inherencies of farm life have the greatest chance of making their\ncontributions to education, new or old, and to society which is ever new.\nI end with a prayer to Demeter, the votive offering of a Greek\n\nfarmer,\n\nadapted to the use of an Illinois farm-boy:\nThese\n\nhandfuls\n\nof corn from the furrows of a prairie field, Demeter, lover of\nfarm children, I dedicate to thee, having reaped my harvest praying that I may\ncarry back my sickle blunted from shearing of stalks.\n\nFACT-FINDING\n\nAS A FOUNDATION\nFOR\nSHIP-ABSTRACT\n\nHENRY\n\nDIRECTOR,\n\nC. TAYLOR,\n\nVERMONT\n\nBURLINGTON,\n\nCOMMISSION\n\nSTATE\nON\n\nLEADER¬\n\nCOUNTRY\n\nLIFE,\n\nVT.\n\nThe Vermont Commission on Country Life is a voluntary organization\nof Vermont citizens including most of the high officials of the state. Viewed\nfrom the standpoint of its objectives, it is a planning commission because all\nthe work is done by or for committees of citizens looking to some phase of\na program for the future development of the life of the state. Viewed from\nthe standpoint of its scientific method\n\nit may be called a research organiza-\n\n"}
{"page": 431, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n427\n\nEducation\n\ntion because each committee is basing its conclusions upon carefully gathered\nfacts which throw new light upon problems. In other words, it is a scientific\nplanning commission. When it is brought to mind that 230 citizens have\ncome together to plan for themselves rather than having plans drawn for\nthem by experts, and when it is recognized that the major end product\nis not the written report but the state of mind of these 230 citizens who\nhave participated in the work and their influence upon the thought and\naction of the other citizens of the state, I think you will agree with me that\nthe Vermont Commission on Country Life is primarily an experiment in\nadult education.\nThe work of this commission differs from that of most other rural devel¬\nopment or planning commissions in that it gives more attention to the life\nof the people. Some development commissioners appear to see the land first\nof all. The Vermont Commission sees first of all the people and seeks ways\nand means of improving their wellbeing. It is interest in the economic\nresources and their better utilization, but this interest is avowedly subordin¬\nate to its interest in the quality of the life of the people.\nTo provide a full understanding of the physical basis of life in Vermont,\na reconnaissance soil survey of the state was commenced last June which it\nis hoped may be completed by this time next year. A relief model is being\nconstructed, and charts are being made which show climatic conditions in\nthe various parts of the state.\nRecognizing\n\nthat the land basis is only a potential factor and that the\n\nquality of the people determines the character of the civilization of a given\nregion, particular attention is being given to the study of the population\nof Vermont.\n\nThe\n\nquality of the residual elements of the native Yankee\n\nstock is being studied. The\n\nsubstitution of foreign race elements for the\n\nnative stock is being studied from the standpoint of its effect upon the quality\nof the life of the Vermont town and upon the ideals which have made the\nname\n\nof the Green\n\nMountain\n\nState respected and loved throughout\n\nnation. This subject includes a study of the ways and means\n\nthe\n\nof caring for\n\nthe handicapped people. The population studies include the Eugenics Sur¬\nvey which was in progress under the direction of Dr. Perkins for two years\nprior to the organization of the Vermont Commission. In fact, the compre¬\nhensive survey which is being conducted by the Vermont Commission grew\nout of the work of the Eugenics Survey. This doubtless explains why the\nhuman\n\nfactor and the life of the people are receiving unusual emphasis in\n\nour undertaking.\nThe\n\nCommittee\n\non Agriculture of the Vermont\n\nCommission\n\nis working\n\non a production program and a marketing program for Vermont farmers\nwith a view to better conditions of work and better incomes. The work of\nthis committee is carried on essentially as a part of the work of the State\nAgricultural College and the State Department of Agriculture and has\nthe cooperation of the U. S. Department of Agriculture.\n\n"}
{"page": 432, "printed_page": null, "text": "428\n\nThe\n\nNational\n\nCommittee\n\nEducation\n\nAssociation\n\non Forestry with the State Commissioner\n\nof Forestry\n\nas an active member is working on a forestry policy for the state. Atten¬\ntion is being given to the question of the extent to which national, state, and\ntown forests should be developed. Especial attention is being given to the\nways and means of encouraging good forestry practise on the part of owners\nof large areas of timber land held by private interests. The state policy with\nrespect to the taxation of forest land is being carefully considered. The\neffect of tourists and summer boarders upon the life of farm homes and\nrural communities is being studied at firsthand. An investigator has visited\nmore than five hundred rural homes accommodating tourists or summer\nboarders, and her reports give a fairly accurate picture of the extent of\nthis business, and its influence upon the equipment of the house, upon the\nfarming enterprises, upon the education of the family, and the general\neffect good or bad upon the life of the home and the community.\nA committee of interested citizens has been organized to study the prob¬\nlems and develop plans for the promotion of the good old sports of hunting\nand fishing and at the same time develop ways and means of preserving\nwild life in its various forms.\nIn addition to these committees which are dealing with agriculture,\nforestry, and summer residence, a committee on land utilization composed\nof representatives of these three groups has been formed. The purpose of\nthe Land Utilization Committee is to study conditions and formulate land\npolicies relating to land regarding the use of which there is much uncer¬\ntainty. It is believed that these surveys will prove valuable in formulating\nrational policies for the utilization of the land resources of the state in a\nmanner which will best promote the wellbeing of the people.\nThe Rural-Urban Relations Committee is undertaking the task of study¬\ning the community life, both economic and social, of the various trade\nareas in the state and pointing out the mutual benefits which arise from the\ninterrelation of urban and rural people and the means of developing more\nhelpful relations particularly in the common use of libraries, churches,\nschools, recreational facilities, and the various public utilities.\nThe living standards of rural people are being studied with a view to\ndeveloping methods of initiating improvements in home equipment, home\nenvironment, and in the community life which will bring the highest cul¬\ntural influence into rural life. Some of the major conditions of a high\nstandard of life are being considered by special committees on rural health,\neducation, religion, citizenship, and ideals, but there remains a question of\nthe home life and particularly the recreational aspects of community life\nto which this committee is giving especial attention.\nThe Committee on Rural Health is studying the extent to which physi¬\ncians, nurses, and hospital facilities are accessible to the people of rural\nVermont. The physicians are found largely in sixteen cities and larger\nvillages. Are these physicians able to meet the needs of rural people? Are\nrural towns in a position to support resident physicians? If not, how can\n\n"}
{"page": 433, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nthe rural health problem be solved? What\n\n429\n\nEducation\n\nis the place of the trained nurse\n\nin meeting the health needs of rural people? What is the place of hospitals\nor nursing centers in serving rural people ? Obviously, these questions\nshould not be answered without careful study.\nThe\n\noutstanding\n\nfactor in determining\n\nthe standards of culture and\n\nefficiency of rural people is education. A committee on Educational Facilities\nfor Rural People is studying the school system of Vermont from the rural\nschools to the universities, not forgetting the libraries and the clubs. The\ntown unit of organization in Vermont has resulted in a large number of\nsmall libraries. The serious problem is, how to bring the efficiency of the\nmodern librarian to these many libraries with their untrained, partime\nlibrarians. A study is being made of the various agencies which contribute\nto adult education in other fields with especial reference to cultural subjects.\nThe Grange, community clubs, music clubs, literary and discussion groups\nfostered by various agencies are being appraised and studied with a view\nto enhancing their effectiveness in rural life.\nIn order to deal with these varied topics the educational committee has\norganized a number\n\nof subcommittees\n\neach of which is making\n\na study of\n\nsome one phase of the educational work of the state. In all, seven subcom¬\nmittees have been organized, which are as follows :\n1. Elementary education in rural\n2. The service of secondary schools\n3. College and normal\n4. Adult education\n\nschool\n\nschools\n\nfacilities\n\n5. Library facilities\n6. Social agencies affecting education\n7. Financing education.\n\nAll told there are forty-five people working on these committees, and\nseveral experts have been engaged to gather facts to supplement the data\nalready available as a basis for committee action.\nReligion as an agency in rural civilization is recognized as having played\nan invaluable role. The Committee on Religious Forces is attempting to\nevaluate the work of the rural church of today and if possible find some\nmeans of restoring it to its former importance. While the physicians have\nmoved out of the rural districts, the minister has remained. The rural min¬\nister is ill paid and yet the rural people cannot afford to pay more. Is the\nlarger parish the solution ? Is some different organization with local Sunday\nschools and central churches for preaching a better suggestion ?\nThe relation of the state to the people is a matter of great importance.\nOur civic rights have been secured only after centuries of struggle for liberty\nand equality as citizens. Now that these rights have been secured without\neffort on the part of the present generation there is a tendency to take\ncitizenship lightly. Many rural people fail to exercise their privileges as\ncitizens, others shirk their obligations. The Committee on Citizenship of the\n\\ ermont\n\nCommission\n\nhas made\n\na careful canvass of two Vermont\n\ntown-\n\n"}
{"page": 434, "printed_page": null, "text": "430\n\nNational\n\nEducation\n\nAssociation\n\nships for the purpose of ascertaining the conditions which lead to neglect\nof civic activities and the conditions conducive to good citizenship.\nWhile the work of the Commission was being planned and after the fore¬\ngoing topics had been outlined, there was a feeling on the part of some that\nthere yet remained an intangible something which was needed to complete\nthe undertaking. It had been noted that while “Vermont Specials” are run\nto advertise marble and granite, slate and talc, machinery and cloth, sugar\nand syrup, lumber and wood novelties, the cow and her product, and the\nscenic attractions of mountains and lakes, that in fact no Vermonter is at\nhis very7 best when his thoughts are on this plane. It is when the Vermonter\nspeaks of the great characters in Vermont history and the contribution of\nVermont to the life of the nation that he rises to his full stature and shows\nthat exultation which enters not into the souls of men wffio deal only in\nmaterial things. Thus it has transpired that a committee has been organized\nto study Vermont traditions and ideals and to bring to the Commission\nthat undefined spiritual reality which has been so effective in the life of the\nstate and the nation, in order that it may have a definite part in shaping\nthe plans for the years to come.\nThe committees of the Vermont Commission are at work. The project\nwas organized on a three-vear basis beginning July 1, 1928. It is expected\nthat the report will be completed by June, 1931. The major product, how¬\never, will not be the report but the attitude of mind of the 230 participants\non the various questions which relate to rural progress in Vermont. The\nfinal reports of the committees will constitute a program, many-sided\nand for the long future, for rural Vermont. Even as the period of fact¬\ngathering goes on, the beginnings of such a program are gradually taking\nform, engaging the imaginations of the people and uniting them in common\neffort. The program will not wait for or be dependent upon the publication\nof a report or the passage of new laws by the legislature, important as\ngovernmental enactments will surely be. It will be a program made by the\npeople, for the people, and an integral part of the life of the state.\n\nLEADERSHIP IN IMPROVING EDUCATIONAL OPPORTUNI¬\nTIES FOR COUNTRY CHILDREN— THE RURAL\nHIGH SCHOOL— ABSTRACT\nHELEN\n\nHEFFERNAN,\n\nCHIEF,\n\nDEPARTMENT\n\nOF\n\nDIVISION\n\nEDUCATION,\n\nOF\n\nRURAL\n\nEDUCATION,\n\nSACRAMENTO,\n\nSTATE\n\nCALIF.\n\nThe\n\nconditions that have affected all secondary education in the past\ndecade have presented peculiarly difficult responsibilities to the small sec¬\nondary school. In 1918, the percent of secondary school enrolment from the\ntotal population of high-school age (15-18 years) was twenty-eight, and by\n1928 it had increased to fifty-five percent. The former homogeneity of pupil\npersonnel in secondary schools has disappeared. Compulsory education and\nthe democratic\n\nexpansion of opportunity for secondary education has re-\n\n"}
{"page": 435, "printed_page": null, "text": "Department\n\nsuited in tremendous\n\nof\n\nRural\n\ngrowth in enrolment\n\nEducation\n\n431\n\nand great diversity in ability of\n\npupils. These changes make former procedures obsolete and call for a scien¬\ntific approach to new problems.\nThe state’s first responsibility to the rural high school is to carry on care¬\nful factual studies of educational problems, to direct and encourage carefully\nplanned and controled experimentation, to determine new types of subjectmatter organization, new instructional methods, new adaptations of cur¬\nriculum to rural needs, new adaptations to the gifted, the slow, the average\npupils, and new provision for guidance placement and followup both for\nthose who enter occupations after completion of the high-school course and\nthat fifty to sixty percent who must leave high school before graduation.\nIn California, studies of articulation of elementary and secondary education,\nrural high-school curriculum, the rural high-school teacher, and the rural\nhigh-school principalship have revealed the basic data for a scientific state\nprogram. These studies are made available in printed reports to those con¬\ncerned with the problems.\nThe rural high school is effective or ineffective almost directly in relation\nto its supervisory officer’s professional ability. The second great function of\nthe state is to stimulate improved professional activity on the part of prin¬\ncipals. Instruction will improve and the institution will serve youth and the\ncommunity in direct proportion to the ability of the principal to quicken the\nteaching personnel to professional activity through scientific supervision and\ninspirational leadership.\nThrough\n\nstatewide and regional conferences of high-school principals\n\nthe state is sponsoring a program of group-thinking resulting in cooperative\nleadership. This utilization of collective thinking through the conference\nprocedure stimulates every member of the group to well-directed considera¬\ntion of problems and keeps every member effectively participating in the\ndiscussion, thereby arriving at conclusions in terms of which appropriate\naction may be planned. High-school principals from 164 rural high schools\nhave contributed valuable suggestions as to steps advisable for the state to\ntake in the improvement of rural high schools.\n\na singl ad¬\nunde\neduca\nand secon\nelem\nr\nenta\ne\ntion\ndary\nministration\nry\n\n70\n\n2. Increase state aid for rural high schools\n3. Supervision from state office\n4. Independence from university domination\n5. Provide for establishment of junior high schools\n\n31\n20\n12\n9\n\nThese results of cooperative planning make available to the state the con¬\nclusions resulting from experience and in addition guarantee a group alert\nand informed concerning progressive policies.\nThe rural high school with its academic traditions and its college pre¬\nparatory background is not preparing its students to fill the occupational\nopportunities offered by presentday industrial conditions.\n\n"}
{"page": 436, "printed_page": null, "text": "432\n\nNational\n\nWhile\n\nEducation\n\nAssociation\n\nonly a small percent can reasonably expect to find employment\n\nin\n\nthe professional pursuits, the programs of many rural high schools are con¬\nstructed entirely in the interests of this group. Occupational maladjustment\ninevitably follows the failure of the large percent to find employment for\nwhich they have prepared.\nOne\n\ngratifying responsibility of a state department\n\nof education is the\n\ndiscovery of effective programs of rural secondary education and the direc¬\ntion of attention of other institutions to these superior accomplishments. In\nCalifornia, the median average daily attendance in secondary schools is 179,\nbut more than one-fourth of the high schools have an average daily .attend¬\nance of 82. The program, then, of a progressive high school having an enrol¬\nment of a hundred students, less than 10 percent of whom go to college, and\na faculty of five is of interest to a large number of principals and teachers.\nCriticism is frequently made of the quality of instruction in rural high\nschools because it is formal and abstract, poorly adapted to local needs, fail¬\ning to utilize local educational resources, and providing little stimulation\nfor the development\n\nin pupils of originality of thought or expression. Fall\n\nBrook High School illustrates an educational program rendering a maxi¬\nmum of service to a small rural community. The vitality of professional\nleadership with which its problems have been attacked is responsible for its\nachievement in spite of the usual obstacles confronting the small rural high\nschool. Fall Brook High School is surrounded by an extensive botanical\ngarden containing the citrus and sub-tropical fruits adapted to that locality.\nThe grounds have been beautifully landscaped with suitable shrubbery to\ncreate a simple and natural background for happy community living.\nThe students have been responsible for creating this environment. Par¬\nticipation in meeting the problems inherent in the situation has been the\nagency for the development of character and group consciousness. Athletic\nfields, tennis courts, even a nine-hole golf course have been constructed by\nthe students. Boys’ and girls’ shower and locker rooms were needed and\nwere built under the direction of the shop instructor. Students’ social occa¬\nsions called for an out-door fireplace, tables, and benches. The construction\nof these constituted practical activities of the group.\nThe physical welfare of the pupils is assured through this accessible outof-doors program. Not only athletics, but shop, science, and art activities\nutilize the playgrounds and gardens.\nThe\n\ncurriculum\n\nemphasis is based upon the nature and needs of adoles¬\n\ncence. The community’s agricultural interests are the center around which\nthe science is organized. The sources of study are life activities as well as\nbooks.\nEvery child finds his place in this modern school. Achievement need not\nbe in terms of prowess in handling the academic subjects.\nIt is almost unnecessary to add that this school is in closest cooperation\nwith the home — that the lives of the children are integrated because of the\nreciprocally cooperative efforts of the facultv and the parents.\n\n"}
{"page": 437, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n433\n\nEducation\n\nThe activities of the school are shared by the adults. Community meetings\nare held in the school auditorium. A dozen looms have been constructed in\nthe shop and under the direction of the homemaking instructor, the interest¬\ning art of making handwoven fabrics is rapidly becoming a community\nenterprise.\nThe state department’s opportunity for making rural secondary education\nmore effective for youth and community development seems to come ( 1 )\nthrough careful scientific research to establish the facts; (2) through stimu¬\nlation of cooperative leadership in group conference procedures; (3) through\nattracting attention to situations in which progressive education is rendering\nefficient direction to rural boys and girls and to rural communities.\n\nLEADERSHIP\n.ANNA\n\nIX TEACHER TRAINING IX SERVICE— THE\nCO UXTY INSTITUTE— ABSTRACT\n\nSWENSON,\n\nASSISTANT\n\nSTATE\n\nDIRECTOR,\n\nDEPARTMENT\n\nOF\n\nUNGRADED\nEDUCATION,\n\nELEMENTARY\nST. PAUL,\n\nSCHOOLS,\n\nMINN.\n\nThe old type, traditional teachers institute, in which teachers were as¬\nsembled for several days and listened passively to addresses on various topics,\ndisappeared in Minnesota about the year 1918. Since that time the work\nhas been planned, directed, and financed by the state department of education.\nIn 1925 the Legislature passed a bill providing that a part of each week\nset aside for institute work in a county could be spent in visiting schools in\ncooperation with the county superintendent. Since that time three or four\ninstructors have been employed for the full school year, approximately 5000\nrural school teachers have been visited and helped in their schools, and each\nyear approximately 8000 teachers have been met in assembly as a part of the\ninstitute work.\nThe purposes of the work are to :\n1. Help individual teachers in their schools\n2. Interpret the state curriculum to the rural teachers and aid them\nin adapting and using it effectively\n3. Cooperate with county superintendents in planning and carrying out\na county program of supervision\n4. Carry out a state program for the general improvement\neducation in the state of Minnesota.\nThe\n\nadministrative work\n\ninvolved is done by a member\n\nof rural\n\nof the state\n\ndepartment of education. Teachers and count)* superintendents participate\nin planning and earn ing out the work. The state program is worked out in\nconference of the instructors and director, and in each session the time is\ndivided between the state and county program. A regular schedule of dates\nis made in the state department so that county superintendents know well\nin advance when the instructor is to be in the county.\nTo avoid duplication each year s program is an outgrowth of what has\nbeen done before. Some research work is done each vear to enable us to deal\n\n"}
{"page": 438, "printed_page": null, "text": "434\n\nNational\n\nEducation\n\nAssociation\n\nintelligently with our problems. The work is growing, county superin¬\ntendents are enthusiastic and teachers appreciative. With about 8500 teach¬\ners in 87 counties, there is need for a larger staff of workers. We believe this\nis coming.\n\nTHE\nJUSTIN\n\nCOUNTY\n\nWASHBURN,\n\nINSTITUTE— ABSTRACT\n\nSUPERINTENDENT\nROCK\n\nThe\n\nOF\n\nISLAND,\n\nROCK\n\nISLAND\n\nCOUNTY\n\nSCHOOLS,\n\nILL.\n\nteachers institute should be planned to meet specific needs of the\n\ncounty educational program. With this in mind the Rock Island County\nInstitute was planned for the purpose of improving the rural schools of the\ncounty. The teachers wanted to see in actual operation a school organized\nto take care of the individual needs of the pupils, carrying out a complete\nschool program, and planned to meet the needs of the schools of the county.\nA demonstration school with twenty-seven pupils in all grades from one to\neight, organized as a one-teacher school was planned as part of the institute\nprogram.\nThere were four periods in each half-day of the institute program; two\nof them were arranged for the teachers to observe the work carried on in\nthe demonstration school, and the other two were arranged for discussion\nof the work and for planning the daily program of the school.\nThe problem set for the institute was: How can a one-teacher school in\nwhich all grades are represented be organized and taught so that every pupil\nwill be interested in, and busy at profitable work sixty minutes out of every\nhour, willingly accepting the responsibility for planning and carrying out\nhis own program in harmony with the ideals of the school, and so that the\nteacher is free to give constant attention to the individual needs of the\npupils?\nThe plans worked\n\nout at the institute in answer\n\nto the above problem\n\nhave been carried by the teachers into the schools of the county. The in¬\nstitute also stimulated the teachers to try to discover for themselves new\nways of meeting the problem in their respective schools.\nThe result has been a great improvement in the rural school work of the\ncounty. Teachers, pupils, and parents are enthusiastic about the demonstra¬\ntion school.\n\nPIONEERING\nMARGARET\n\nIN NEW\n\nHARRISON,\n\nTEACHERS\n\nCOLLEGE,\n\nFIELDS— RADIO\n—ABSTRACT\n\nIN RURAL\n\nDIRECTOR,\n\nRURAL\n\nSCHOOL\n\nCOLUMBIA\n\nUNIVERSITY,\n\nRADIO\n\nNEW\n\nSCHOOLS\nRESEARCH,\n\nYORK,\n\nN. Y.\n\nIn the past few years there has been a great deal of discussion as to the\npossibility of using radio programs for instruction in elementary schools.\nEngland, Germany, Denmark, and other nations for several years have been\nusing radio lessons in their schools.\n\n"}
{"page": 439, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n435\n\nAmerica’s entry into this new field has followed a long period of hesitancy\nand discussion. There are still reasons for hesitating to advocate the use of\nradio as a part of our educational system. However, since in addition to\nmany local school broadcasts, there are also two national programs on the\nair — the Music Appreciation Hour, conducted by Walter Damrosch\nthrough the facilities of the National Broadcasting Company, and the\nAmerican School of the Air, recently inaugurated through the Columbia\nBroadcasting\n\nSystem — and since schools rapidly are being equipped with\n\nradio sets, my interest today is not “shall we have educational radio pro¬\ngrams,” but “how shall we use them” in rural schools, particularly in oneroom schools.\nEarly last summer, through funds provided by the Keith Fund, the\nRural Education Department of Teachers College set up a research bureau\nto study the use of radios in rural schools, with special reference to their\nvalue in the one-room school. At the time of the organization of our research\nprogram, an outline of the plan and the desired outcomes for the year was\nformulated.\nWe\n\ndecided to study ways of using the programs, rather than the problems\n\ninvolved in broadcasting. Naturally, the rural schools which agreed to coop¬\nerate with us in this study were not able to do much without advance\nknowledge of radio programs. This necessitated immediately an information\nservice as a part of our bureau. Each week we have sent to these schools\na listing of radio programs which might be utilized by them with our sug¬\ngestions for correlating the programs with classroom work. A second type\nof service has been the passing on of suggestions and comments from the7\nteachers as they develop interesting and successful technic for the use of\nthe programs.\nIt is through the help of these wideawake teachers, who are cooperating\nwith us, that we believe we are making a beginning in solving the problems\ninvolved in the use of radio receiving sets in rural schools. Of necessity,\nradio programs must be general and cannot fit the curriculum of any par¬\nticular school. To date, the wisest course has appeared to be for the schools\nto use only those programs which definitely contribute to the school curri¬\nculum, even though many worthwhile radio offerings may be overlooked.\nHowever, the same is true of the use of newspapers, magazines, or libraries,\nrs well as of available experiences in the local environment, and the same\nprocedure is wise in each case.\nBv their very nature, radio programs call for passive listeners, while the\nideal emphasizes the values of activity. If radio is to prove an educational\n\nagency in harmony with the modern philosophy of education, the develop¬\nment of appropriate technics is highly important. The teachers cooperat¬\ning with us realize this and they have worked to build up technics for pupil\nparticipation.\nM any of the teachers who have been studying this problem have found the\nradio a means of developing individual contributions to group interests.\n\n"}
{"page": 440, "printed_page": null, "text": "436\n\nNational\n\nEducation\n\nAssociation\n\nThey have assigned a program to one child for him to report to the rest\nof the class. In a school in New Jersey, the pupils take turns listening to\nten minutes of news notes broadcast through their local station every\nmorning.\nSometimes only one grade listens to a program which refers to its subjectmatter. Usually this is done without the supervision of the teacher while he\ncontinues his work with other grades. This is using the radio as a library\nbook and gives promise of developing into an important method. Every\nteacher w*ith whom I have talked and from whom I have heard on the\nsubject of current news, has told me that school children get far more\nfrom radio versions of news than they do from newspapers and that they\nare very likely to have their interest initiated through the radio and then\nfollow it up with newspaper reading. In one school where the children\nkeep notebooks of important news items clipped from papers, some of the\nchildren keep their notebooks in the form of “Radio News of Today,” or\n“News I Hear Over the Radio.” Instead of pasting in clippings, they\nwrite their version of the news as they got it from the radio, either at home\nor during a class period.\nIn spite of apparent difficulties, which fortunately can be partly over¬\ncome, radio offers to rural schools advantages which such schools, particu¬\nlarly of the one-room type, could not gain through any other medium.\nConsidered as a source of educational materials, to be selectively used, five\nsuch outstanding advantages may be suggested. In the first place, it offers\nmaterial which the average school could not get through any other source —\nsuch material as current happenings, orchestral music, dramatizations of\nstandard works of literature, and the broadcasting of leading authorities in\nvarious fields.\nAnother advantage the radio offers the one-room school, is the setting of\nstandards of speech, of pronunciation, of dramatization, and of selection\nof material. Perhaps not all standards set by radio are good, but on the\nwhole they are better than the standards one-room schools already have.\nThis is particularly true of standards of speech and diction.\nThe third value of radio is perhaps the most important to a one-room\nschool. Radio serves as a means of carrying over interests from the local\nenvironment\n\nto national and international interests. If from studying the\n\ngeography of their locality, rural school pupils go to the study of the\ngeography of other countries, radio gives them a personal association with\nthat country. It makes it real to them, rather than just a spot of red or\nyellow on a map.\nThe fourth advantage of radio is suggested by Dr. Dewey’s philosophy of\n“increasing the variety and intensity of interests within the group and\nbetween groups.” Radio can and does serve to increase interests.\nThe fifth advantage of radio lies in the varied points of view it gives.\nThe average child goes through school hearing only the points of view of\nhis teacher, the textbook, and his parents. Usually these viewpoints agree.\n\n"}
{"page": 441, "printed_page": null, "text": "Department\n\nof\n\nIn this respect, radio is comparable\n\nRural\n\n437\n\nEducation\n\nto reference books. Pupils should be\n\ntaught that not everything on the radio necessarily is true, just as they are\ntaught that not everything in books is true. They must learn that state¬\nments made by a speaker or a writer frequently represent individual inter¬\npretations even though their realization of differences in opinion does not\nmake the truth any clearer. At least they can learn to withhold judgment.\nI do not believe all radio programs on the air during the daytime are ap¬\nplicable to a schoolroom situation any more than I believe that all books and\nmagazines\n\nare worthwhile.\n\nA large amount\n\nof useful radio material can\n\nbe found by a clever teacher, and more will be provided as there is general\ndemand for it.\nMost\n\nof the present daytime programs\n\nare intended for housewives\n\nshutins. As the broadcasting companies become aware\n\nof the permanency\n\nand\nof\n\nthe school audience — a potential audience of twenty-seven million children —\nthey will give us the programs we want for our schools. We can get what\nwe want, but we first want\n\nto be sure that we want it ; and that we know\n\nhow to use it when we get it.\nIf radio is to continue as a tool of education, I believe it will take its place\nas a means\n\nof instruction along with teachers, printed materials, and visual\n\naids. It already has opened new fields for the blind, the deaf and partially\ndeaf, and the crippled. It is probable that educational groups will interest\nthemselves in developing its educational possibilities for these handicapped\nchildren. But in developing the use of radio, it is well to give every con¬\nsideration to those children who attend rural schools that their handicaps,\ntoo, may be overcome.\nIt is probable that within a few years, four or five national, and numerous\nlocal school programs, will be available to every school. The problems then\nwill be the problems we are trying to face now: Which of these programs\ncan we use successfully ? How can we use them to the best advantage of the\nrural child ? What\n\ntechnics for their use must we develop ?\n\nBy solving these and other problems now, we can lay a firm foundation\nfor the future schools of the air, and prove ourselves wise in our use of the\neducational tools contributed by this age of science.\n\nINDUSTRIALIZATION AND ITS INFLUENCE IN THE OR¬\nGANIZATION OF RURAL TEACHER TRAINING IN NOR¬\nMAL SCHOOLS AND TEACHERS COLLEGES— ABSTRACT\nVERNE\n\nMC\n\nGUFFEY,\n\nPROFESSOR\n\nTRAINING\n\nSCHOOL\n\nOF\n\nPSYCHOLOGY\n\nAND\n\nEDUCATION,\n\nFOR\n\nTEACHERS,\n\nJAMAICA,\n\nN.\n\nJAMAICA\n\nY.\n\nFifteen states, containing about half the entire population of the United\nStates, have more than half their inhabitants living in cities of over 2500\npopulation and more people engaged in industry than in agriculture. I his\n\n"}
{"page": 442, "printed_page": null, "text": "438\n\nNational\n\nEducation\n\nAssociation\n\nchange from an agricultural to an industral society has caused, or at least\nbeen accompanied by some important changes in the social and racial back¬\nground of normal school students and in the type of position to which\ngraduates of teacher-training institutions go after graduation.\nIn the agricultural states about three-fourths of the students in teachers\ncolleges are from the farms and villages and have attended rural schools and\nninety-five percent or more are children of American-born parents. In the\nhighly industrialized states less than ten percent of the students come from\nfarms. From\n\nseventy-five to ninety percent are children of factory laborers\n\nand almost half of them are children of foreign-born parents.\nYet in the industrialized states an ever increasing proportion of normal\nschool graduates do their first teaching in rural schools. About half of them\nnow\n\nspend two years or more in the open country or villages. Unless they\n\nhave special training they are poorly prepared for that work.\nIt is recommended that all students in the teacher-training institutions\nof the industrialized states be required to take courses in rural life and edu¬\ncation and that if there is any probability that they will teach in rural schools\nthat they do part of their practise teaching in a one-room\n\nRURAL\n\nschool.\n\nTEACHER TRAINING IN THE INDUSTRIALIZED\nEAST— A CONCRETE EX AMPLE— ABSTRACT\n\nCORA\n\nJ. RUSSELL,\n\nRURAL\n\nINSTRUCTOR,\n\nDANBURY,\n\nConnecticut is committed\n\nSTATE\n\nNORMAL\n\nSCHOOL,\n\nCONN.\n\nto the policy that the training of rural teachers\n\ninvolves all the training that is necessary for urban teachers and certain\nadditional training as well.\n\nThis additional training is believed to involve three objectives: first,\nbringing about in the students an understanding of the rural environment\nand of the organization of the one-teacher school ; second, the development\nof an interest in and a sympathetic attitude toward rural conditions; and,\nthird, some skill in meeting the managerial situation involved in teaching a\nschool of many grades.\nIt is my purpose to describe to you the way in which one of the normal\nschools at Danbury is striving to accomplish these objectives. Because of\nthe fact that Connecticut is an industrial state, rural work in the normal\nschool is very differently organized than it is at present in the agricultural\nwest or in the midwest. In Connecticut and in other states in the industrial\narea there is no question as to whether it would be best to allow future rural\nteachers to choose a highly differentiated course. Our students do not come\nfrom rural communities. Their interests are not rural, and if they were compeled to choose between the rural field and the urban field at the time they\nenter normal\ngible.\n\nschool, the number\n\nselecting rural training would\n\nbe negli¬\n\n"}
{"page": 443, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n439\n\nIn order to meet this situation and to provide trained teachers for the\nseveral hundred one-teacher schools which still exist in Connecticut, rural\ntraining is required of every student who enrols in the normal school. A sur¬\nvey of the student body of the normal school at Danbury reveals the fact\nthat not more\n\nthan twenty percent have attended a rural school as long as\n\none year, and that a great many know nothing whatever about a one-teacher\nschool and had never even seen the inside of one before entering normal\nschool. It is also estimated that for the past few years about forty percent\nof the graduating classes have gone into one-room schools to do their first\nteaching. When we consider the fact that the great majority want positions\nin city schools if they can be obtained and that there is no way of predicting\nuntil near the end of the senior year which of the graduating class will teach\nin rural schools and which in urban schools, the need for requiring all stu¬\ndents to be prepared to meet the rural situation is evident.\nThe\n\nentire student body is divided into two groups, one specializing in\n\nprimary grade work and one in intermediate grade work. As a part of their\nregular course all members\n\nof both groups are required to take the work\n\nnecessary to prepare them for rural teaching. This training consists of two\nrequired pieces of work — a course in rural education and a course in rural\npractise teaching. An additional opportunity, membership in the rural club,\nis taken advantage\n\nof hy those students who\n\nare especially interested in\n\nrural affairs, but this, of course, is not required.\nWhile\n\nrecognizing fully the advantages in administering rural teacher\n\ntraining in institutions which have a distinct group of students preparing\nfor the rural field, I should like to summarize the advantages of the other\norganization typified by the work done in the school at Danbury.\nFirst, every student graduating from the normal school is trained to meet\nthe rural situation. This avoids an unfortunate situation which often arises\nin communities\n\nwhere a distinct group is trained for rural service and an¬\n\nother group is trained for urban schools. It often happens in such commu¬\nnities that when a city-trained graduate fails to secure the kind of position\nfor which he is trained, he is employed by some country schoolboard with\nthe high hope that they are to have a good teacher because he has had two\nyears of training in a normal school and is a graduate of the school, only to\nfind to their sorrow and his that he knows nothing about the organization\nof the one-teacher school and that he is prepared for upper grade teaching\nonly, while their school is composed largely of primary children ; or that he\nis prepared for primary work while their school has few or no lower grade\nchildren and is composed\n\nlargely of seventh and eighth-grade pupils.\n\nA second advantage in the way the Connecticut plan functions is the broad¬\nened outlook of all members of the student body — both those who eventually\nteach rural schools and those who eventually teach in city grades. Rural\nteachers have the broadened outlook which develops from coming in con¬\ntact with all members of the normal school staff, and urban teachers gain a\n\n"}
{"page": 444, "printed_page": null, "text": "440\n\nNational\n\nEducation\n\nAssociation\n\nbetter understanding of rural problems about which they are often woefully\nignorant and gain a sympathetic attitude toward these same problems which\nordinarily they so greatly lack.\nThe third advantage is a high degree of interest in rural schools that ex¬\nists on the part of the faculty as a' whole because every student in their classes\nis a possible future rural teacher and the needs of rural teachers are con¬\nstantly brought to their attention.\n\nA CONCRETE EXAMPLE OF RURAL TEACHER PREPARA¬\nTION IN THE AGRICULTURAL MIDWEST— ABSTRACT\nMARGARET\n\nE. BIERI,\n\nDIRECTOR\n\nOF\n\nRURAL\n\nEDUCATION,\n\nCOLLEGE,\n\nMOORHEAD,\n\nSTATE\n\nTEACHERS\n\nMINN.\n\nIn order to understand what any institution is trying to do, it is quite\nessential to understand the field for which it is training. Minnesota has six\ncolleges which are administered by one teachers college board. Yet each\nschool is allowed to develop the needs of its particular field.\nThe state still has 6741 one-teacher schools and in the neighborhood of\n500 two-teacher or three-teacher schools. Except for St. Louis County,\nLake County, and a few large areas in some of the other northern counties,\nthe state is organized on the small district basis. Minnesota has never taken\nthe stand that consolidation should be pushed at the expense of children\nstill attending the one-teacher schools. Hence while there has been a healthy\nand quite regular growth in consolidation, we still have need to train for\nthe one-teacher as well as for the larger type of rural schools.\nIn recent years some rather significant legislation has had a marked effect\non the demand for better trained teachers. The legislature of 1923 enacted a\nlaw which reads in part:\n,\nFor stimulating progress and achievement in ungraded elementary schools, the\nState Board of Education shall adopt standards for a superior ungraded school.\nSuch standards shall be based upon the length of the school term, qualification of\nteachers, regular school attendance, and a curriculum adapted to presentday needs,\nincluding health work. School districts meeting these standards shall receive in\naddition to all other state aid, not to exceed one hundred\nfor each such school maintained.\n\nFrom\n\ntwenty-five dollars ($125)\n\na bulletin on standards issued by the State Department\n\nof Educa¬\n\ntion we get the following: “Superior ungraded schools are accredited, and\nthe work completed in them is given the same recognition as that done in\nthe elementary graded schools.” A very high standard has been set up by\nthe State Board of Education for these superior schools.\nAny teacher who teaches in superior ungraded schools must be a graduate\nof at least a two-year teachers college course. “Other ungraded elementary\nschools which meet the requirements for superior ungraded elementary\nschools under the heads of organization, records, equipment, pupils, teach¬\ners, curriculum, and administration may be placed on the accredited un-\n\n"}
{"page": 445, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n441\n\ngraded school list.” That is, they may have an old building and yet be on\nthe accredited list. This law and these rulings of the State Board of Educa¬\ntion are having a marked effect in increasing the demand for better trained\nteachers.\nWhile\n\nthere are still many\n\none-teacher schools in the state, between\n\nthree\n\nand four hundred of these demand the same length of term, good equip¬\nment, and teachers as welltrained as those of the graded schools. The call\nfor these teachers is coming to the teachers colleges of the state, and they\nmust supply this increasing demand, for our high-school training depart¬\nments furnish only one year of training beyond the four-year high-school\ncourse.\nMuch\n\nof the success of training for the rural teacher field depends upon\n\nthe spirit which prevails in a teacher-training institution. First, the presi¬\ndent must have vision and an intelligent understanding of the field, coupled\nwith an interest equal to that which he has in any other field for which his\nschool prepares teachers. Second, it is quite essential that there is a proper\nunderstanding of the problem by the different groups of instructors in both\nthe college and training school. All members of the faculty should be con¬\nversant with the work that is being done in rural education in order that\nthere may be intelligent cooperation.\nAll members of our faculty, whether they realize it or not, are regarded\nas members of the rural department staff by those of us who are set aside\nto attend to the rural interests. The president, head of the department of\neducation, director of rural training, and head supervisor are really the\ndirecting committee of all of the rural training undertakings. Each has his\nresponsibilities but is always in touch with the entire procedure.\nAll students who enter the rural teaching group are selected on the basis\nof previous scholarship records, intelligence, and achievement tests. They\nare not segregated in their college work from other groups except in the\ndifferentiating courses. These include a methods\n\ncourse preparatory to field\n\nwork, a course in rural sociology, management,\nlast two are given in the field.\n\nand practise teaching. The\n\nThose students who finish one year only receive from the state an ele¬\nmentary school limited certificate. In this course we offer six weeks of\nobservation and practise teaching. For those who finish the two-year course\nfor the two-year standard certificate we provide twelve weeks of observa¬\ntion and practise in the affiliated schools.\n\nThe student is inducted into teaching by gradual steps. First, the subjects\nwhich he is to teach are assigned about ten days before leaving the campus\nfor the practise teaching. He is set to work collecting materials and starting\nlarge unit plans for the subjects he is to teach. During the first days he\nobserves classes and works to finish his plans. He then takes over classes in\nwhich the simple drill types of lessons prevail, adding to the teaching load\ngradually until he can undertake to manage the entire group and teach a\nfull daily schedule.\n\n"}
{"page": 446, "printed_page": null, "text": "442\n\nNational\n\nEducation\n\nAssociation\n\nIn addition to the routine work of the day, time is devoted to professional\nreading. A professional library is provided in each school. L nits of reading\nconcerning the major problems in management and organization are laid\nout to guide the reading. Daily conferences are held after school with the\nsupervising teacher in charge, and weekly discussion groups are held with\nthe head supervisor on the occasion of his visits. These conferences include\nthe discussions of both teaching and management technics. The students live\nin the country during the entire period of their student teaching, participate\nin community activities, and assume responsibilities in community programs\nand other community projects.\nThe placement of rural teachers trained in a teachers college in states\nwhere some are also trained in high-school training departments seems tra¬\nditionally to have presented some difficulties. There are probably two out¬\nstanding reasons for this condition. The first of these is that until quite\nrecently few teachers colleges considered the job of training rural teachers\nas seriously as the high-school departments did, and hence probably did not\nalways produce the best trained teachers. That objection ought no longer\nobtain where the teachers college has the proper facilities for the work. The\nsecond reason is that the county or district superintendent had closer contacts\nwith the high-school trainees while they were in school and was thus better\nable to help them in the field.\nWe are trying to overcome this obstacle by holding rural school confer¬\nences at stated intervals. At these conferences the county superintendents\nmeet at the college for a two-dav session. Demonstration lessons are pre¬\nsented by our supervising teachers, opportunity is given for the county super¬\nintendents to see student teachers at work. Discussions are held after the\ndemonstrations.\n\nThe\n\ncollege learns from\n\nthe visitors ways in which\n\nthe\n\ntraining of their teachers should be improved. Exhibits showing pupil\nachievement are held at each school, and every possible effort is made to\nbring about a mutually helpful attitude between the college and those whom\nwe serve.\n\nTEACHER SURPLUS AND THE INCREASING RESPONSI¬\nBILITY OF STATE TEACHERS COLLEGES FOR THE\nPREPARATION OF RURAL TEACHERS— ABSTRACT\nKATHERINE\n\nM.\n\nCOOK,\nOF\n\nCHIEF,\n\nDIVISION\n\nEDUCATION,\n\nOF\n\nSPECIAL\n\nWASHINGTON,\n\nPROBLEMS,\n\nU. S. OFFICE\n\nD. C.\n\nThe importance of securing and retaining adequately prepared and ca¬\npable young men and women to teach in the rural schools of the United\nStates is too obvious to need elaboration. Our apparent inability to meet\nthis need is equally obvious. Rural schools neither get nor retain such teach¬\ners except in relatively small numbers in proportion to their needs.\nNot only have low salaries, uncertain tenure, isolation, poor living con¬\nditions, and the like, conspired to this end, but the condition is augmented\n\n"}
{"page": 447, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n443\n\nby the fact that rural schools are the accepted proving ground for inexperi¬\nenced teachers. Cities have set up higher protective standards. City superin¬\ntendents, demanding not only training but successful experience of entering\nteachers, have scanned the neighboring rural teaching staffs as a most favor¬\nable place for selection. Good teachers, having served a satisfactory appren¬\nticeship, move on to their accepted reward, a town or city position. Added to\nall these discouragements, there is apparent indifference on the part of rural\nto the need of professionally-trained teachers, especially for the\nsmall schools, and a mistaken idea that employment of undertrained, under¬\npaid teachers is an economical procedure.\nYet what goes on in the classroom between the teacher and the child\n\ncommunities\n\nadmittedly determines the quality of his education. All other provisions and\nactivities, administration, supervision, and the like, merely set the stage for\nefficiency in the classroom and are successful to the extent and only to the\nextent that they secure it. Not only are these age-old truisms, but as a result\nof recent scientific studies of education teaching has taken on a new signifi¬\ncance. More careful selection of persons to be trained, more intelligent\nelimination of the relatively unfit along the road to training in teacher¬\npreparing institutions, lengthened periods of training and of apprenticeship\nunder expert supervision are being demanded on an increasingly widening\nscale.\nFortunately this movement for better teaching has attained a measure of\nsuccess in rural communities. This is not the time nor the place to do more\nthan to refer to the efficacy of various administrative efforts which in many\nstates — indeed to some degree in all of them — have resulted in more liberal\nsupport through state equalizing or stimulating funds or both ; in many\nstates in increased amounts of and better quality of supervision, in longer\nteacher tenure, better salaries, and other important achievements.\nThe war rendered effective service in the attainment of better salaries,\nbut the apparent effort to avoid a teacher shortage at any cost, countrywide\nin extent but most acute in its after effects in rural schools, left us with\nlowered\n\nstandards at a critical period. Post-war\n\nstudies revealed the un¬\n\ndoubted situation that many teaching positions were held by untrained, in¬\nexperienced persons whose compensation was not less but more than the\nquality of their services justified. As a result, rural school officials have in\nall too many instances been forced on the defensive to retain the ground\ngained in salaries.\nJust as the war proved an opportunity, in spite of some drawbacks, to\nincrease salaries (and salary increases were at least partially responsible for\ndemanding higher qualifications and lengthening tenure in cities which\navailed themselves of the possibilities in the situation), so there are at present\ndiscernible certain unmistakable signs that this is an opportune time to work\nfor increased interest in qualified teachers for rural schools, particularly in\ntwo directions, first, through enlarged and improved rural teacher-training\nprograms on the part of standard teacher-training institutions, and second,\n\n"}
{"page": 448, "printed_page": null, "text": "444\n\nNational\n\nEducation\n\nAssociation\n\nthrough higher certification requirements. I shall discuss these in the order\nindicated.\nTeacher-training institutions have not in the past assumed the same re¬\nsponsibility for training rural teachers as they have assumed for training\nurban teachers. This is true both as to quality, measured, by numbers enter¬\ning service in rural schools, and as to quality — measured by number and\ntypes of specialized courses designed particularly for the preparation of\nrural teachers. While the farm population contributes and has contributed\nto the support of higher institutions of learning, including teacher-training\ninstitutions, in the same proportion as the urban population and is, there¬\nfore, entitled to the same service, the farmer has not demanded or in many\ncases appreciated and availed himself of this service as his urban neighbor\nhas. Consequently, when facilities for training rural teachers were estab¬\nlished and courses offered on a par with other courses in the institution,\nmaintenance was expensive and the service relatively unrecognized. Many\ninstitutions, even state institutions which are and should be primarily service\ninstitutions, were unable or unwilling to continue these courses solely or\nlargely on a service basis. In the meantime urban communities were clamor¬\ning for more and more trained teachers, and this demand in many cases taxed\nthe facilities of the institution to supply. Special courses for training rural\nteachers were expensive and unpatronized, and no great strain of conscience\nwas involved in relegating the responsibility to an obscure place in the in¬\nstitution’s program or avoiding it wholly. “Easy is the descent to Avernus.”\nNow a substantial change in the attitude of teacher-training institutions\ntoward the training of rural teachers has set in. This is apparent from recent\ndevelopments. Bunting and McGuffey showed in 1927, eighty-five percent\nof teacher-training institutions studied offering courses or maintaining de¬\npartments varying in length and quality but designed for the special prepara¬\ntion of teachers for rural schools. Indications of possibilities for further ex¬\ntension are apparent. Among these indications I will mention three: First,\nthere is a general upward trend of qualifications demanded by the public\nand by educators who\n\nare insistent in making teaching a profession which,\n\nlike a chain, is no stronger than its weakest link. Easy entrance to teaching\nthrough the examination route and local certification is untenable if it is to\nbe professionalized. Professional training to the extent of tw~o years of\nhigher grade is more and more accepted as a minimum essential.\nSecond, growth in enrolment in secondary and higher institutions, includ¬\ning teacher-training institutions, not only eliminates the necessity of drives\nfor students but raises the question of how to eliminate and select among\nmany applicants for admission to freshmen classes in higher institutions.\nHas it not also eliminated the situation of too few applicants for entrance to\ncourses designed to prepare rural teachers and too few candidates among\nthe graduates of teacher-preparing institutions for positions in rural com¬\nmunities? An instance in my own experience will serve to illustrate the\nchanged situation in respect to the point at issue: Two years ago I hap-\n\n"}
{"page": 449, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n445\n\npened to visit a state teachers college located in a large city. Its facilities\nhad been devoted almost entirely to training city teachers, particularly for\npositions in the city in which the school is located. Owing to a marked surplus\nof teachers in that state, at least a hundred of those graduated the preceding\nyear sought and obtained positions in country schools in the vicinity. Many\nof them were unable to meet satisfactorily the problems in the small rural\nschools in which they were placed, since their preservice training had been\nentirely intended for teaching in city positions. This fact had been called to\nthe attention of the institution early in the year by the state supervisor. The\nresult was that the institution has since established courses in rural educa¬\ntion with a field worker among the graduates in service helping them to\nsolve their problems and bringing back to the institution suggestions for\nstrengthening the preservice courses.\nIn at least two states, on the basis of recent teacher supply and demand\nstudies, selection of entering students and lengthening of courses in training\ninstitutions are being considered. In the State of Minnesota in which teach¬\ners are still trained in connection with secondary schools, entrance to the\nnormal\n\ntraining departments\n\nhas for some years been limited to students\n\nmaking standard grades in their high-school courses. These instances indi¬\ncate that the time has arrived when there is no dearth of applicants for ad¬\nmission to teacher-training institutions.\nThird, by no means least in importance, there is, I believe, a real, not an\nartificial surplus of teachers, which is now forcing teacher-preparing institu¬\ntions, even those who have hitherto been reluctant to do so, to prepare\nteachers for service in rural schools. Any effort to measure a teacher surplus\nbrings up the inevitable question of what is meant by “teacher” in this con¬\nnection. Some school officials who lament a surplus of applicants for posi¬\ntions lament at the same time an undersupply of qualified teachers.\nThere is some evidence that the surplus of teachers may be augmented by\nthe situation of more teachers in training than there are probable vacancies\nto be filled at the expiration of the training period. As an indication a resolu¬\ntion recently passed by the New England Association of School Superintend¬\nents appears significant. The resolution follows :\nWhereas\n\nthere is a surplus of candidates\n\nfor admission\n\nto the teaching profession,\n\nand whereas some of these prospective teachers are poorly fitted by nature or other¬\nwise for this important occupation, be it resolved that normal schools and colleges\nof education, in cooperation with superintendents of schools, be urged to establish\nhigher standards for admission and graduation, with special reference to the mental\nqualifications and teaching ability of students who intend to enter the teaching\nprofession.\n\nIn 1925-26 there were actually employed during the year in public and\nprivate schools approximately 890,000 teachers. There were enroled in\nregular sessions of training schools 304,000, or a total of 1,194,000 persons\nemployed in teaching or preparing to teach, probably representing the num¬\nber who were or could be certified for teaching by the end of the year.\n\n"}
{"page": 450, "printed_page": null, "text": "446\n\nNational\n\nEducation\n\nAssociation\n\n(This conclusion seems justifiable in view of the fact that at that time only\ntwo states required as a minimum for certification two full years beyond\nhigh-school graduation.) The same year there were 789,500 teaching posi¬\ntions in public and private schools. The difference between the number of\nteachers calculated as above and the number of teaching positions is 405,500\n— enough to supply a turnover of fifty-one and a half percent, provided that\nall those in training completed the course.\nIn order to check up as effectively as possible on the question of teacher\nsurplus at the present time, an inquiry was sent during the month to twentyone representative states distributed in such a way as to represent the coun¬\ntry as a whole, the rural population, and the different degrees of progress as\nto minimum certification requirements. It was recognized that any inquiry\nconcerning teacher supply and demand must set up some definition of the\nteacher. The question was, therefore, worded as follows: “Please describe\nthe situation in your state as to teacher surplus or shortage in terms of the\navailability of legally certificated applicants for positions as elementary\nschool teachers as of September, 1929.”\nFifteen of the twenty-one states report a surplus of teachers; three (Ar¬\nkansas, New York, and Michigan) that the supply is well balanced, neither\nsurplus nor shortage; three (Delaware, Minnesota, and Missouri) did not\nanswer the question. One of the three not answering the question reported\nin the summer of 1929 a large surplus of teachers.\nSince the study was concerned not only with teacher surplus, but also\nwith the responsibility of teacher-training institutions for the teaching situa¬\ntion, a few questions concerned this phase of the subject. Twelve states re¬\nported that facilities for training teachers in sufficient numbers to satisfy the\ndemand\n\nwere\n\navailable. Two\n\nreported that increased facilities were\n\nsary. Four did not express an opinion on the subject. Two\n\nneces¬\n\nof the states re¬\n\nporting are now considering the establishment of three-year courses as the\nminimum in teacher-training institutions, and corresponding minimum re¬\nquirement for teaching certificates. Statements from both these states show\ncareful study of supply and demand, so that it seems safe to conclude that\nthese increased requirements are made with the assurance that no shortage\nis probable.\nConditions as set forth in replies from these 21 states were examined also\nwith the idea of ascertaining what relationship, if any, might exist between\nhigher standards and teacher shortage. Of the 14 states reporting a surplus,\n\nfour require two years’ professional training above high school as the mini¬\nmum prerequisite for certification; three, one year; two, 12 semester hours;\none, six weeks ; one, high-school graduation only ; and five no fixed amount of\nacademic training above high-school graduation or even high-school gradua¬\ntion. States setting up the higher standards report about the same percent of\nsurplus — or adjustment of supply — as those with no professional training re¬\nquirements. This implication is borne out by replies of those reporting to\nthe questionnaire, “What are the obstacles to further increasing standards?”\nOf the nine states reporting which require one or two years above high\n\n"}
{"page": 451, "printed_page": null, "text": "447\nDepartment\n\nschool as a minimum,\n\nof\n\nRural\n\nEducation\n\ntwo reply that there are no obstacles ; standards will\n\nbe raised. One states that further increases (in this particular state the pres¬\nent minimum is two years beyond high school) might involve a shortage in\nrural communities. Other obstacles from these states are as follows: Too\nmany\n\nrural district boards do not feel the need of further increase and\n\nthere are too many county normal schools, one ; insufficient facilities in nor¬\nmal schools, one ; one fails to answer, and the ninth states that inability to\nsecure increased salaries seems to be an insurmountable obstacle at present.\nAmong the obstacles to increased standards most commonly cited by the\nwhole group of states are: Lack of appreciation on the part of the public;\nlack of appreciation on the part of schoolboards of the need of better trained\nteachers; too many certificating agencies; teachers and politicians object;\ninability to secure qualified teachers (this reply came from two states report¬\ning surpluses) ; legislation hard to get. Apparently fear of a teacher short¬\nage is not an obstacle to increasing the qualifications, or if it is, there is no\nevidence in the reports from these twenty-one states. It is interesting also\nthat all states but one (even those whose present minimum is two years\nabove high-school graduation) believe that the standards should be raised.\nMost of them expect to be able to raise standards in the near future.\nThe second opportunity which I see in the present situation, correlative\nto the first, is that of improving the teaching staff through continuation and\nexpansion of present progress in setting up prerequisites for the lowest grade\nof certificate issued. Progress in this direction presupposes centralization of\ncertification authority in state education officials. The importance of pre¬\nrequisites for the lowest grade of certificate issued should not be overlooked\nby those interested in raising the standard of rural teachers. While the effects\nof high qualifications for higher grades of certificates may eventually per¬\nmeate throughout the whole system, there is, as experience too well teaches,\nthe possibility of continuing the practise of using rural schools as a dump¬\ning ground for the less well qualified unable to attain higher certification.\nExperience shows\nthe fit.\n\nalso that there is grave danger of the unfit displacing\n\nIn order to check up on the belief that states in which the functions con¬\ncerned with teacher-training and certification should be coordinated, the\nquestionnaire form included an inquiry, the answers to which it was hoped\nwould throw some light on this question. Poor wording of the question is\nresponsible for the lack of expected results. Replies show, however, that\nstates in which the functions are coordinated under one board appear to\nbe finding the arrangement entirely satisfactory. There is also some evidence\nthat supply and demand are receiving careful and scientific study in these\nstates and are influencing intelligent action on both phases of the problem.\nThe question of securing adequately prepared teachers of understanding\nand ability for rural schools is many-sided and immediate. We will not\nsoon find a complete solution. I have tried to point out two possible and, I\nbelieve, significant signs of hope, provided we can capitalize fully on the\npresent situation.\n\n"}
{"page": 452, "printed_page": null, "text": "448\n\nNational\n\nEducation\n\nIS PROGRESSIVE EDUCATION\nIN THE SMALL RURAL\nMARIE\n\nTURNER\n\nHARVEY,\n\nNORTHEAST\n\nAssociation\n\nPROCEDURE PRACTICABLE\nSCHOOL?— ABSTRACT\nMISSOURI\n\nKIRKSVILLE,\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nMO.\n\nBefore attempting any discussion of how procedure in the small rural\nschool, meaning the one-teacher school, may be improved, it is necessary to\nreview the forces responsible for its being laggard, the difficulties that lay in\nthe way of a modernized program :\n1. The arbitrary district organization with its board of control of three members\nchosen usually for reasons other than improvement in school procedure.\n2. The financial limitations of the majority of such districts greatly increased in\nthe agricultural regions during the past ten years.\n3. The low salary schedule in consequence, attracting only the young inexperi¬\nenced teacher fresh from high school, or armed with a county certificate, having\nneither professional preparation for this most complex exacting task in the teaching\nfield nor concern other than in the immediate salary reward.\n4. A “course of study,” bulk)', but not adapted to this teacher’s needs.\n5. Limitations of textbooks too often selected and adopted for low price rather\nthan high quality.\n6. Failure of various teacher-training institutions to interest students in this\nvirgin field, and to offer such courses as will equip them for making intelligent use\nof the potential wealth of a rural district. There is no richer laboratory than the\nrural life within its boundaries.\n7. The traditional grading system evolved from urban needs but wholly unsuited\nto the rural situation is an outstanding obstacle in the way of real creative teaching.\n\nKeeping in mind these and other handicaps characteristic of these schools\neverywhere, I invite you to make an imaginary visit to such a school — the\nPorter rural school, three miles from Kirksville, the seat of the Northeast\nMissouri State Teachers College.\nWe will make a hasty survey of grounds, buildings, equipment, enrol¬\nment, and teacher. I will try to throw pictures of schoolroom procedure\nduring the year 1929 and 1930 on your mental screen that will fairly\ndemonstrate the atmosphere prevalent in that schoolroom, and leave it to your\njudgment whether the situation and procedure can be labeled “progressive”\nand is practicable in all such schools.\nHere we are. You see the box car building built some 45 years ago, located\nin the middle of an acre of level ground adjoining the public road. Only a few\nyears ago two dilapidated toilet buildings and a coal shed in the rear together\nwith a living well near the door completed the plant. The schoolroom was\nas bare of essentials as the yard, having but one modern touch in that deso¬\nlate room — a slate blackboard and it was out of the reach of the primary\nchildren.\nBelieving firmly that the school environment should make as close an ap¬\nproach as possible to a normal home environment that children may learn\n\n"}
{"page": 453, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\nthrough life situations, I wish to say here that the teacher keenly aware\n\n449\n\nof\n\nthe school’s needs for equipment that makes possible its best service in health\nprotection of the children, and in promoting their intellectual and moral\ngrowth through purposeful activities will exert his resourcefulness and\ninitiative to the limit in supplying equipment and materials. He will find\nmuch\n\nof this is in his district, and in doing so through pupil participation,\n\nthrough cooperation of individual patron and parent-teacher or farm club\norganization will arouse and give direction to a community consciousness\nabsolutely essential to the highest service of the school.\nToday as we walk through the small gate under the rose-covered arch,\nwe notice the ornamental wire fence, the large gate on our left leading to\nthe driveway\n\nencircling the building thus leaving the blue-grass yard\n\nsmooth for play; the flag floating from the 30-foot steel staff on the right;\nshade trees, shrubbery, vines, flower beds placed so as to leave all possible\nspace for the play-groups ; home-made teeter-totters, giant stride, horizontal\nbars, sand pile in a sheltered corner show provisions for the varied play needs\nof the school; a barn that shelters eight horses, toilet buildings screened,\ndoors and windows fly-screened, concrete walk and porch with shoe scraper\nand wire mat show concern in sanitation and health ; and trees under whose\nshade children of today picnic or rest after vigorous exercise bear evidence\nof tree planting by the boys and girls of earlier years whose creative instincts\nfound expression from the high motives of making their schoolyard a stand¬\nard for other districts, and as one boy expressed it, “We want to make this\nplace a paradise for the little children who will follow us.” Incidentally they\nwere doing the “requirements” in nature study and agriculture as well.\nThat the play apparatus and flagstaff are painted in harmony with the\nbuildings is worthy of note, for the need from the standpoint of preservation\nand appearance was suggested by the members of the “A” group in a\nluncheon conversation early in September and was quickly followed by a\nchorus “Let us paint them.” “But,” said teacher, “how can you afford the\ntime for your work is very heavy just now?” “We’ll do it at recess and noon\nintermission. Please let us.” So paint and brushes were secured. Two mem¬\nbers of the school board took down the flagstaff sections for Marie and\nPorter who worked faithfully for several days until the two coats were ap¬\nplied and the ball ornament gilded. The other two teams, Marvel and Ina,\nand Paul and Verlie handled the other “jobs” just as efficiently.\nThe varied experiences connected with this work voluntarily substituted\nfor play, watching the weather indications, protecting their admiring little\nfriends from paint contacts, learning and practising the proper care of paint\nand brushes, estimating the cost of material and labor, these, together with\nthe joy of achievement had values for those children not to be had in mere\ntextbook routine and are suggestive of how situations can be utilized.\nNow this bed of jonquils and daffodils so beautiful this spring recalls the\n\ncounseling last October with the members\n\nof the “A” and “B” groups about\n\n"}
{"page": 454, "printed_page": null, "text": "450\n\nNational\n\nEducation\n\nAssociation\n\nthe need of digging up the bed, remaking it for better draining, and replant¬\ning it. There followed much interest in flower catalogs, research in the vari¬\nous reference books, and great surprises on learning about the various mem¬\nbers of the bulb family. A large dishpan full of left-over bulbs was divided\nequally among the families represented in the school for home planting.\nProblems were constantly presenting themselves for solution. Their tulip\nbed on the south side of the yard, for example, was observed daily when\n\nbuds began to form and then came\n\na chorus of distress, for the rabbits,\n\nnumerous in our section, showed a decided liking for those buds which ex¬\nplains the wire fence, useful but not ornamental.\nDuring Arbor Day week, play was suspended in favor of yard work.\nTwo lawn mowers were brought to the school by parents who were stirred\nby their children’s reports and appeals. What followed was a moving picture\nof the energy, the initiative, and resourcefulness of children when allowed\nto work out problems of vital interest to them. The teacher learned much\nas he counseled here and there during the mowing,\nin which all of the children shared.\nTwo\n\nraking, and weed-pulling\n\nresults might be noted: The schoolboard decided to do the unusual\n\nthing of adding a lawn mower\nroom was never better.\nKnowing\n\nto the equipment, and the work in the school¬\n\nthe relation of physical comfort and hygienic surroundings\n\nto\n\nschool W’ork, socalled, let us view the building and equipment from the stand¬\npoint of health protection and health education of the children.\nAs we pass through the narrow\n\nvestibule extending across the front of the\n\nmain room, we see a stairway on the right, linoleum covered, as is the floor,\na built-in cupboard extending from floor to ceiling on the left, a floor regis¬\nter, and individual coat hangers on hooks bearing children’s names.\nGood ventilation and light control are noted in the main room, the latter\nmade possible, despite the six windows\n\nbeing opposite each other, by careful\n\nselection of wall paper and adjustable shades and the additional glass panels\nto the two doors in the rear.\n\nThere\n\nare also the oil floor, two thermometers,\n\ntables and chairs for the\n\nprimary children, with portable cupboards nearby serving for the\nstorage of their work materials ; scissors, rulers, pencils, tablets, letter and\nword boxes, etc., a supply for each child, all labeled and cared for by moni¬\ntors from their own groups. The lower part of the built-in cupboard in the\nrear of the room contains such general supplies as manila papers, oak tag,\ntheme paper, and art materials, easily accessible to the children; while\nabove, the bookcase with glass doors shows several encyclopedias of rural\nlife, a half dozen copies of Webster’s Elementary Dictionary, a secondary\ndictionary, and a liberal supply of supplementary and reference books for\ngeography, history, and agriculture. The circulating library with books for\nevery grade occupies a budt-in cupboard in the opposite corner of the room.\n\nA reading table, an eight-day clock, a telephone, a piano, a victrola, and\n\n"}
{"page": 455, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n451\n\ngood pictures on the walls give the room the home-like appearance we think\nso desirable. Stormy days are not dreaded here by either children or teacher\nfor in that cupboard near the piano is stored in an orderly way a generous\nvariety of play material for all ages represented. Dominoes, checkers, rook,\nflinch, authors, marbles, puzzles, soft balls, table croquet, blocks — these are\nhanded out by the elected custodians and returned to them when the bell\nrings. We\n\nmight pause to note the routine of that rainy day recess. Windows\n\nare opened ; there is a brief vigorous exercise to the rhythm\nvictrola ; then rain garments\n\nare donned\n\nof piano or\n\nquickly, for toilet duties before\n\nplay is a half-habit. Then follows the challenging, grouping, and locating for\ntheir chosen games, both main room and basement being at their disposal.\nHere is the teacher’s golden opportunity for getting his cues for character\ntraining.\nWe\n\nwill now\n\ndescend to the basement\n\nroom\n\nwhich extends through the\n\nlength and breadth of the main room having concrete walls and floor built\nthrough community\n\ncooperation. There\n\nis a furnace and fuel room ; here\n\nis a water system, a bubbler, a kitchen sink with a faucet and a hand pump\neasily managed by a twelve-year-old boy which insures a plentiful supply\nof water without exposure or loss of time ; near by hang the individual\ntowels, looking further we see a first aid cabinet, brooms, floor brush, dust\npan, sanitary dust cloths, mops, keg of sweeping compound, bag of “rags”\nfor various cleaning purposes, a step ladder, wash boiler, each having a\nplace and in place. The croquet and baseball sets are tucked away in this\nnook and easily reached. In the opposite section of the room is the kitchen\ndivision. Here are the three-burner oil stove, teakettle, oven, buckets, pans,\na cupboard, the lower part given over to cleaning materials, matches, ink\nsupply, the large jar of plasteline, etc., and the upper part to the dishes.\nConvenient to these is the kitchen table, its drawer supplied with tea towels\nand dish cloths. Glancing further, we see the work\n\nbench, the portable kit\n\nof tools, the long swinging table easily removed when more floor space is\nneeded, several gasoline lamps hanging in the extreme rear above a long\nnarrow truck made especially for the care of the six dozen folding chairs.\nThose lamps are useful in the classroom on the dark days as well as at\nnight gatherings. The\n\nslate blackboards in those two wall spaces complete\n\nthe equipment for this all-round useful room.\nThe teacher, a product of the Porter School experiment of earlier years,\nwith an excellent record was secured for the year 1929 and 1930, and will\ncontinue service there another year. My connection with the schools since\n1925 has been that of adviser to the schoolboard as in former years and\nhelping-teacher in the school.\nCan this departure from traditional procedure\n\nbe called progressive?\n\nIs it practicable in the small rural school? Shall there not be such official\nadjustments as will conserve the potential citizenship in these small schools\nwhile legislative effort is being made\norganization ?\n\nto bring about the better type of\n\n"}
{"page": 456, "printed_page": null, "text": "452\n\nNational\n\nPROGRESSIVE\n\nMRS.\n\nHELEN\n\nEducation\n\nAssociation\n\nPRACTISES IN WASHTENAW\nMI CHI G A N—A BS TRACT\n\nANDERSON,\n\nRURAL\n\nSCHOOL\n\nTEACHER,\n\nANN\n\nCOUNTY ,\n\nARBOR,\n\nMICH.\n\nNo doubt you all recall more or less vividly experiences in schools of this\ntype. Except for the few districts which have established the consolidated\nschools this remains the typical rural school.\nIt has been and still is a most difficult task for one teacher to efficiently\nteach an unlimited number of children in all the grades. In order to make\nteaching in the rural schools vital W ashtenaw County has introduced several\nprogressive measures in its schools.\nWashtenaw County is located in southeastern Michigan. Within the\ncounty are two great educational centers — at Ann Arbor the University of\nMichigan and at Ypsilanti the Michigan State Normal College. Under the\ndirection of the Rural Education Department of the Michigan State Nor¬\nmal College the first progressive measure was introduced. This was zone\nwork. It had its origin when eight schools were organized into one zone.\nAt present we have nine zones of 140 schools under the direction of three\nsupervisors. These supervisors visit the teacher in his school and assist him\nwith his problems. A zone meeting is held on one Saturday of each month.\nEach meeting is given over to work on and discussion of two subjects, one\nwhich was stressed the past month and one which is to be stressed the coming\nmonth. Occasionally a zone teacher will teach a lesson which the supervisor\non his last visit to the school has seen and particularly liked. After definite\nplans have been made\n\nfor work\n\nof the coming month\n\nteach a demonstration\n\nlesson in this subject. The children are always pleased\n\nto return for these Saturday demonstration\n\nthe supervisor will\n\nlessons. These meetings are an\n\ninspiration to the teacher. It gives him the feeling that he is a part of a\nlarger education unit. It also brings him in closer contact with his fellow\nworkers and gives him the opportunity to exchange ideas with them. This\nwe feel is the real value of zone work.\nThe second progressive measure introduced was 4H\n\nclub work. Sewing,\n\ncanning, cooking, and handicraft clubs are found in the leading schools.\nThese clubs are under the direction of the county club leader who organizes\nthe clubs in the various school districts. The work in the district is carried\non by some person in the community under the direction of the county\nleader. That our clubs are successful is shown by the fact that the amount\nof the prizes won\n\nby the Washtenaw\n\nCounty schools last year was $1000.\nAchievement day has come to be one day of the school year to which the\nchildren look forward. This is a school day when all the children of the\ncounty meet for recreation and awarding of honors for club work and\n\nother school work. During\n\nthe morning\n\nthe children play games under the\n\ndirection of a trained leader. This is an important factor in the socializa¬\ntion of the rural child whose social contacts are more limited than those\n\n"}
{"page": 457, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n453\n\nEducation\n\nof the city child. The afternoon is given over to the awarding\nfor the best work exhibited.\n\nof honors\n\nRealizing that music is a necessary part of every child’s education, it was\nintroduced into our schools. At present we have one supervisor who gives one\nhour each week to each school. At the close of the j^ear a program\npared in which several children of each school participate.\n\nis pre¬\n\nThe Ypsilanti Daily Press has given the rural schools the opportunity\nto report their news to the paper. Each school sends its news once a week.\nAt the end of the month a banner is awarded to the school which has the\nbest items. This banner is kept for a month.\n\nIn addition to this there is a\n\nspecial feature, it may be a book report, health topic, or making a forestry\nposter or any item of general interest to the children. A special reward is\noffered for the best work. The school winning the prize may have the\nprivilege of naming the prize they would like. Our schools have chosen\nsuch things as books, pictures, and Lincoln Logs. The object of this is to\ncultivate in the child the habit of reading the paper as well as an incentive\nfor work\nThe\n\nalong these lines.\n\nmost outstanding measure introduced has been the individualization\n\nof instruction. For a long time educators have felt there was a great waste\nof time and effort in the teaching of the fundamental\nThe\n\nWinnetka\n\nsubjects.\n\nsystem of individualized instruction provides for each\n\nchild to proceed at his own\n\nrate and to receive assistance in accordance to\n\nhis needs. The Winnetka\nto the rural school.\n\nreading material has proved to be well adapted\n\nWe\n\nhave also found that the Winnetka\n\nsystem of teaching arithmetic is\n\nequally well adapted to the rural schools. Each child has his own\ncovering a unit of work. When\nthe work\n\nwork book\n\nhe feels that he is thoroughly familiar with\n\nhe takes a practise test which\n\nhe corrects himself. The\n\ndiagnostic. If he fails to pass the test 100 percent he knows\n\ntest is\n\nwhat his weak\n\npoints are and on what page of the correction book he will find the help\nhe needs.\nAfter careful study and drill he takes another practise test. As soon as\nhe is able to pass the practise test 100 percent he asks the teacher for a\nteacher test. The teacher corrects this himself. After he passes this 100\npercent he is ready for another unit. The speed work is developed in the\nsame way. This method of teaching arithmetic develops independence,\ntrustworthiness, and selfappraisal.\nWinnetka\n\nsystem of spelling has worked\n\nout very satisfactorily. At the\n\nbeginning of the semester the teacher pronounces in a series of lessons the\nwords for the semester. The\n\nteacher corrects the paper and checks the mis¬\n\nspelled words in the child’s book. This list becomes his spelling words for\nthe semester. The children choose the partner with whom they would like\nto work. The partners pronounce the words to each other. Each child cor¬\nrects his own paper. At the end of the week the teacher corrects the test\n\n"}
{"page": 458, "printed_page": null, "text": "454\n\nNational\n\nEducation\n\nAssociation\n\npaper to find how the children are progressing. At the end of the semester\nthe teacher again pronounces the semester words and corrects the paper.\nNo child leaves a list of words until he has learned to spell them. The\nwords are very carefully selected to fit the child’s vocabulary.\nThe modern educational goal is an integrated personality by development\nof powers in selfcontrol, selfdirection, selfappraisal, and cooperation. All\nof these can be developed by the system of individualized instruction where\nsocialization plays a leading part.\nThe measures introduced in Washtenaw\nwork, Achievement\n\nCounty are: Zone work, 4H club\nDay, music, journalism and individualized instruction.\n\nBut whatever methods we use. teaching should have as its object the develop¬\nment of morals, trustworthiness, loyalty, spirit of cooperation, independ¬\nence, and happiness.\n\nA PROGRESSIVE\nHOMER\n\nH.\n\nHOWARD,\n\nSCHOOL USES ITS EN VI RON M EN T —\nABSTRACT\nROGERS\n\nCLARK\n\nLOUISVILLE,\n\nThe\n\nRogers Clark Ballard Memorial\n\nBALLARD\n\nMEMORIAL\n\nSCHOOL,\n\nKY.\n\nSchool is located some eight miles\n\neast of Louisville, and draws its pupils from the simple, rural country which\nlies just beyond it, and from the estates of the wealthy which surround it.\nMy business here is to show how Ballard School reached out to seize its\nspecial environmental opportunities, and how it put them to use in the daily\nlife about the school. Plans are on foot for an even wider and fuller use of\nour particular Kentucky\n\nrural environment\n\nfor the coming year. From\n\nour\n\nbeginnings this first year, I hope you may gather a few practical doings\nwhich you can translate into your own school procedure, and glimpse ways\nof turning your school’s individual environment\nworthwhile development of your children.\n\ninto real experiences for the\n\nOur first-grade program was a study of the farm. To all of these little\npeople the externals and the happenings of farm life are familiar. The\ngroup contains a large proportion of children from farmer families, and\nthose from the richer families are used to having farming carried on about\ntheir estates. A small, and then a large, model\n\ndairy, were\n\nvisited in the\n\nvicinity, and all the processes of handling milk were studied at firsthand ;\nbutter was made in the classroom ; experiments were made with various\ncereals grown in the vicinity. With a few simple tools the children con¬\nverted boxes into farm buildings, furniture for the houses, and wagons,\ntrucks, and the like for work on the farm and for transporting the farm\nproducts.\nThe second grade concerned\ntwo villages from which many\n\nitself with the village. The\nof the children come\n\npass on their way to school. Trips were made\n\ncommunity\n\nhas\n\nor through which they\n\nto both of them to note the\n\n"}
{"page": 459, "printed_page": null, "text": "Department\n\nfeatures common\n\nof\n\nRural\n\n455\n\nEducation\n\nto both, as well as the differences. From\n\nvery large\n\npacking cases, the children built a store, a bank, a postoffice, a school, a\nvillage house, a farm house, and a chicken coop. In this community,\n\nthe\n\nfamiliar life of the village was relived on the level of the seven-year age.\nSome of the older boys helped wire the buildings for electric light, and\ninstalled a doorbell. When\n\nthe good spring weather\n\narrived, the construc¬\n\ntions were moved out-of-doors. A roadway, a bridge, and a trolley track\nwith a wooden trolley car were added. Flower seed, flowers, and shrubs\ncame\n\nfrom home\n\nto ornament\n\nhad been built around\n\nthe village yards. In the fall, a new\n\nthe school building, and when\n\nroad\n\nthe children were\n\nbuilding their village road there was strong insistance upon all the details\nof proper road building being carried out. Ballard was particularly fortu¬\nnate in having the genuine village atmosphere upon which to build. Good\nhabits of work are easily established when the motive is strong enough.\nWe found the life of the village a very powerful motive in the activities\nof these youngsters. We\n\nbelieve that making\n\nuse of the environment\n\nis a\n\nsure stimulus to the child’s curiosity in reaching out into the unknown.\nFor the third grade we planned a reliving of the age of the caveman.\nHere again Kentucky favored us. In many places in the state are the\nremains of a civilization antedating that of the redmen. Private families and\nmuseums have relics believed to belong to that period. In the southern part\nof the state is the cave region with the father of caves, Mammoth\n\nCave.\n\nIn the ridge along the Ohio River are numerous small caves and rockledge\nshelters in which the children are used to playing. An abandoned stone\nquarry at one side of the school grounds made an ideal place for the life of\nthese little cave people. Nuts, acorns, grain for food are all plentiful in the\nvicinity. Shells from the nearby Ohio served as vessels and as the founda¬\ntion for bodily adornment. The tough fibre from the cat tail was woven\ninto mats and made into baskets. Pottery was made first from local clay\nand then from imported clay in order that it might be fired. Barter was the\nprimitive man’s business medium and in this are many connections for num¬\nber work. With the departure of the sun and the coming of winter, there\na natural study of the seasons, and also a study of fire. The curator\nof the Speed Museum in Louisville came to talk to the little folks about\nprehistoric man and his ways of living. We believe that facts, however\n\ncame\n\nacquired, mean little if isolated, and we base a far-awav-in-time program\nnot only on an active reliving of experiences of peoples of the past, but\nalso on a connection with the known, present environment of the child.\nOur fourth grade proposed to deal with early pioneer life in Kentucky,\n\nand the program resolved itself, through the vitality of the children s inter¬\nest, into a very active reliving of the experiences of the Boone family. Aside\nfrom the Kentuckv history and geography involved, the class had the experi¬\nence of redoing many of the pioneer processes — some of which still exist\nin the rural homes of the vicinity — and some which have their modem\n\n"}
{"page": 460, "printed_page": null, "text": "456\n\nNational\n\nEducation\n\nAssociation\n\ncounterpart in the commercialized activities of nearby cities. With the help\nof the caretaker of a neighboring estate, the children gathered different\nkinds of berries, tree leaves, bark, and nuts with which they experimented\nin dyeing. They made dipped candles. In the school shop they developed\ncrude pioneer furniture and tools. A visit to the restored fort at old\nHarrodsburg with its log cabins, stockade, and its pioneer furnishings of\nevery sort brought the interest in this phase of the activity to fever heat.\nThere vcas also a trip to a restored 135-year-old log cabin near the school.\nThere was a study of wool which took the group to a farm to see how sheep\nare cared for, and a later trip to a worsted yarn mill in Louisville. The chil¬\ndren shelled corn, ground it in pioneer as well as Indian fashion, and visited\nan old water mill which is still in operation. They did some simple cooking\nwith the corn meal. There was also a flax study which involved planting\nflax, and the doing of all the flax processes with tools made by the children\nthemselves in the shop, and later even to the making\n\nof it into thread\n\nand the weaving of cloth. There was some study of the germination of\nseeds and the difference in soils in their planting of both flax and corn.\nIn the early part of the year the children built a lean-to and relived the\nexperiences of the Boones in the trail through the wilderness by which they\nreached Kentucky.\nThe\n\nknowledge\n\nand experience of these children so filled them to overr\n\nflowing that they composed\n\na play about the Boones. They\n\npainted the scenery and used for state properties many\narticles which they had made in the shop.\nThe\n\nwork\n\nof the fifth grade shows a means\n\nin time and place through the medium\nnow. We\n\ndesigned and\n\nof the pioneer\n\nof approach to the distant\n\nof the environment\n\nof the here and\n\nlive near the Ohio River so that boats are in the experience of\n\nour children. A large proportion of the early settlers in Kentucky\nthere by way\nto make\n\nof the flat boat down\n\nhad come\n\nthe river from Pittsburgh. We\n\na study of pioneer transportation, but we\n\nelected\n\nbegan with a survey\n\nof modern transportation. The new bridge from Louisville to Jefferson¬\nville, Indiana, was just about ready for use. The newspapers were full of\nits importance as a factor in transportation and there was much tabletalk\nin the homes about it. By beginning with boats, and by constantly making\nuse in our activities of what the children knew about boats, their informa¬\ntion soon became a vital part of other types of experience. They not only\nspread their curiosity to other types of boats, but they began to inquire\ninto related transportation facilities, trains, trucks, steamships, and, of course,\naircraft. What followed from this environmental opening was quite logical\n— the presentday Ohio River boat became a good basic interest for a\nstudy of history and geography. Each child found out from what part of\nthe east his ancestors had come, and where in Kentucky they had first\nsettled. Then we made a map showing this information with probable travel\nroutes indicated. Someone has said that a person is trained by another, but\n\n"}
{"page": 461, "printed_page": null, "text": "Department\n\nthat he educates himself. The\nthat statement.\nThis past year we\n\nof\n\nRural\n\n457\n\nEducation\n\nfifth grade program\n\nhears out the justice of\n\ncarried the pupils through\n\nthe first year of high\n\nschool. The work of the older grades rather duplicated that of the younger\ngrades except that the handling of all the studies was longer, broader, and\ndeeper. But the use of local environment was everywhere in evidence.\nIn all of the Ballard programs it is evident that while there is something\nin common\nmany\n\ngoing on in each class, there are also going on at the same time as\n\nthings in particular as there are children in the group, so that every\n\nindividual has a chance to participate fully and personally in the activities.\nThe children are not dominated by separate subjectmatters. We try to have\nthem form good habits of firsthand research into the known in their own\nenvironment, to make\n\nuse of what they find in discovering relationships in\n\nconcrete matter. This knowledge of relationships should help establish rela¬\ntionships in abstract matters when they come to deal with them. We believe\nin their having actual, physical experience with the life of the world because\nthey themselves are motor creatures. They get and retain what they get\nthrough their bodily perceptions. The more they absorb of their immediate\nenvironment, the fuller and more satisfying will be their excursions into the\ndistant present and into the past.\n\nA MORE\nELSIE\n\nINTEGRATED\n\nL. CLEVERDON,\n\nTYPE OF CLASSROOM\nABSTRACT\n\nASSISTANT\n\nSUPERINTENDENT\n\nCOUNTY,\n\nA closer integration of work\nis to understand\n\nSCHOOLS,\n\nCUYAHOGA\n\nOHIO\n\nin the grades becomes necessary if the child\n\nvery early in his school experience, the importance to him\n\nof each subject taught. The\n\nwork\n\nmust be so presented that he realizes\n\nwhat contribution each subject is to make\nuseful life.\nUnder\n\nOF\n\nACTIVITY-\n\nthe old system of teaching, when\n\nin his chance of living a full,\neach subject was made\n\nto stand\n\nout as an isolated whole, the boy put his effort into the subject which made\ndirect appeal to his interests and neglected all others. He “worked” arith¬\nmetic and “studied” history, if he liked it, and came out of school wTith a\nfactual knowledge which was easily forgotten. In most cases he was not\nlanguage conscious at all, he glibly used double negatives, misplaced his\nadverbs and paid no attention whatever to the matter of pronouns. The\nactivities of his school had never brought to his notice that the use of correct\nEnglish, the careful selection of words, the pleasing modulation\n\nof the\n\nvoice, correct posture, good health, cleanliness, and poise had anything to\ndo with his ultimate success in life.\nWe\n\nhave come to realize that in the life of the child at school, situations\n\nmust be created which will make\n\nhim conscious of the importance\n\nof the\n\n"}
{"page": 462, "printed_page": null, "text": "458\n\nNational\n\nEducation\n\nAssociation\n\nthing which he is doing. In order to do this, an appeal must be made\n\nto his\n\ninterest and from that point of departure the other phases of the work must\nbe so integrated that he unconsciously gets the thing which he may dislike\nin other situations. The teaching must be of such a nature that the child,\nfrom the very beginning, must\n\ntake much\n\nof the responsibility. He\n\nmust\n\nbe guided, but not carried.\nHe must be taught to read “to find out” and where better can this be\ndone than when he is delving for information to give to his classmates?\nAfter the period of teaching the mechanics of reading is past, there is little\nuse in the day’s work for the socalled reading recitation. It has its use as\na means of practise in oral expression, voice modulation, posture, etc., and\nshould not be entirely eliminated. On\n\nthe other hand, could not all of this\n\nbe accomplished if pupils were required to read to the class certain infor¬\nmational matter which they were expected to get for use in other subjects?\nThe child should be introduced to a great field of information, and taught,\nas a definite part of the assignment, how to find what he wants to know\nand how to use it after it is found. Textbooks as such should be done away\nwith to a great degree and placed in the realm of reference material.\nEvery schoolroom\n\nabove the primary should have books of reference,\n\nvarious textbooks, magazines,\n\nand daily papers. Picture collections and\n\nscrapbooks should all be made\n\nby the pupils. However,\n\npicture collections\n\nare of little value if not properly indexed and some\nmatter accompanying each picture.\n\ntype of descriptive\n\nThere are various other types of material which are almost always availble if the board of education, superintendent, and teacher are alive on the\njob. Much\n\nof this material may be brought into the schoolroom\n\nas a result\n\nof making use of the natural instinct of the child to collect things. Maga¬\nzines and books in the home may be brought for a temporary library if the\npupils have been taught the proper care of books and other borrowed\nexhibits. In this particular phase of the work, a fine lesson in honesty,\npromptness in meeting obligations, proper care of possessions, and economy\nof the right type, may be driven home.\nThe question may arise, “What is to be done about the drill type of\nlesson? Where is there a place for technical grammar, geography, as such —\nform, size, motions of the earth, change of seasons?” Time must be taken\nfor this and it must not be neglected but when it is taught the pupil must\nbe shown, through his experience, that there is a use for it in Ids scheme\nof things, either as a means\n\nof preparing him to meet situations which may\n\narise in his struggle for a livelihood, or, as an aid to a better understanding\nof things about him in order that he may\nment of life.\n\nIf we\n\nexperience a fuller, richer enjoy¬\n\nare to teach the child the best way\n\nto live, he must, so far as\n\npossible, be given the power to think things through — to realize that an\nexisting condition is a result of something which came before and that what-\n\n"}
{"page": 463, "printed_page": null, "text": "r\n\nDepartment\n\never is done now\nfuture. One\n\nof\n\nRural\n\nEducation\n\nwill have its influence upon what\n\n459\n\nwill be done in the\n\nof the objectives of work planning on the part of the teacher\n\nis to so present the problem that the pupil must\n\nmake\n\nof facts. He must organize his material in a logical way\n\na careful selection\nand present it to\n\nthe class and to the teacher acceptably. Out of this should grow\n\na splendid\n\nexperience in the use of words selected to express just the meaning wanted,\npractise in sentence structure, paragraphing, punctuation, spelling, writing,\nand neatness. Art should play a big part in the integration of work\n\nin the\n\nelementary grades. Pupils delight to illustrate what they have learned.\nHome\n\nreading and a love for the finer things in literature should be a\n\nvery definite care of the school. What\n\nbetter time could be found to intro¬\n\nduce Whittier’s “Snowbound” to the class then when studying the climatic\nconditions of New England and where could they get a better understand¬\ning of the severity of the New England winter ? The children would delight\nto take the ride with Paul Revere and sing the Indian Lullaby with old\nNokomis. Situations that are made alive are always interesting to children.\nLists of books for the help of children in their use of the library should\nbe placed where they are available at all times. The\n\nchild should be given\n\nnothing but books suited to his particular needs and interests and these\nshould be carefully selected.\nThere\n\nshould be a reading table in every schoolroom\n\nalways be free to use it. This may\n\nand pupils should\n\nnot meet the ideas of the neighborhood\n\nconcerning discipline. It may look to the casual observer as if the organiza¬\ntion were rather loose but to the initiated it is the evidence of the best kind\nof discipline, a condition in which the pupil goes about the work of the day\nindependently and quietly, giving proper consideration to the rights of the\nrest of the class to be undisturbed. The troublesome boy soon realizes that\nin order to keep his place he must find his niche and fit himself into it.\nThis type of work\n\nmakes\n\nit possible for every pupil to find something\n\nthat he can do well and therefore helps to develop the “I can” spirit. It is\nnot difficult to see how easily in this sort of program the matter of elemen¬\ntary science, geography, history, reading, civics and social conduct may be\ncarried forward.\nIn arithmetic a great number\n\nof problems may be built up from the\n\nmaterial covered in a given unit of work — problems concerning distance,\ntime, land measurements, and values.\nA unit may cover several weeks of work and out of it should grow projects\nof various types. For example, a study of the early migration of the people\nof the eastern colonies into the Ohio country opens up to the pupils a vast\nfield of adventure\n\nand information.\n\nThe\n\nearly history of the Atlantic\n\ncoastal plain is the early history of the United States. After a study of the\neastern coastal colonies and an understanding of some of the difficulties\nbecause of surface irregularities, poor soil, etc., the question will arise,\n\n"}
{"page": 464, "printed_page": null, "text": "460\n\nNational\n\n“Why\n\nEducation\n\nAssociation\n\ndid they not go into the rich country to the west?” The next problem\n\nquestion, “What\n\ngeographical fact prevented\n\nthese people from\n\nmoving\n\nwestward?\" grows out of the former, and immediately the Appalachian\nMountain system becomes more than a shadow on a map. It becomes real\nin the sense that it had much to do with what man was able or not able to do.\nAn assignment of reading and map work covering the location, extent, and\nnature of this mountain\n\nbarrier should be given. After the completion of\n\nthis, the class is ready to delve into history and find out what qualities\nin the characters of our forefathers made it possible for the far-away lands\nto be settled. Some pupil in the class may have made the trip from Ohio\nto the Atlantic coast. He\n\nmay\n\ntell how\n\nfood and lodging were\n\nprocured.\n\nThe class , may contrast this with the conditions existing in the time of\nGeorge Rogers Clark and Daniel Boone, follow their routes of travel, find\nout what their difficulties were, use a modern road map and follow as\nnearly as possible the old trails from the east to the new west, discover what\nmodern cities are located on or near these routes and the reason for their\nparticular location.\nTime\n\nis too short to go into the details of this work but it may be readily\n\nseen that a most interesting and instructive basis for studying the Northwest\nterritory has been set up and the life histories of George\n(Mad) Anthony Wayne, and others of this type become\ninterest and romance to the pupil.\n\nRogers Clark,\nreal and full of\n\nThe very nature of this work makes it evident that the teacher must be\nvery much alive. He must plan carefully, read widely, and must know\nwhere to get materials for use of the class. His assignments must be definite\nand purposeful and he must be sympathetic with pupil difficulties. In other\nwords, he must be a splendid leader and not a taskmaster.\n\nINTEGRATION\n\nGLADYS\n\nOF ART WORK WITH OTHER\nSUBJ EC TS—A BS TRACT\n\nSTACKHOUSE,\n\nCHAIRMAN\nCOUNTY,\n\nOF\n\nART\n\nCOMMITTEE,\n\nSCHOOL\n\nCUYAHOGA\n\nOHIO\n\nArt should not be taught for art’s sake. It should be taught as an integral\npart of other subjects, or for practical purposes because, first, art cannot\nbe separated from life. When one sees a painting, he first asks himself the\nquestion, what is it about? Who are the people and what are they doing?\nWhen the informational background is understood then a growing appre¬\nciation of the quality of execution is felt. There is art in the clothing we\nwear, the food we eat, and the homes in which we live.\nArt should be correlated for practical purposes, second, because it makes\nlife fuller, richer, and happier. The quest of life is happiness which is pro¬\nduced by harmony and beauty. How much more can a person enjoy life who\nsees a beautiful color scheme in the meal which is served him with its yellow\n\n"}
{"page": 465, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n461\n\nEducation\n\nbutter, green colored salad, and orange colored carrots! How\n\nmuch\n\nmore\n\npoise one has when he knows he is correctly dressed for the occasion with a\nharmonious color scheme and becoming lines! There is pleasure in having\nthe articles of furniture about us, objects of beauty which do not constantly\nring an inharmonious note in our consciousness. “Art cannot be separated\nfrom life for it is life revealed,” says Kirby C. Valentine. The art course\nshould consider life needs and develop a knowledge of art principles which\nwill function in life situations. For example, why teach the different kinds\nof color schemes, if it is truly teaching, when one uses only paper examples,\nand then at the same time break the rules of art in the same schoolroom\nby placing an intense blue crepe paper on all the flower pots which contain\nlovely delicate pink geraniums? Theory is only a means to an end and not\nan end in itself. Art if not correlated loses its fundamental basis. Art must\nbe about something;\ncurriculum. We\n\ntherefore, let it be about the material found in the\n\ngrant the fact that art correlation is not a new\n\npractical methods\n\nidea but\n\nand organization for teaching art principles through\n\ncorrelation are comparatively new\n\nand in demand.\n\nArt may be taught through correlation in the following way : A confer¬\nence period is planned by the supervisor with each teacher to outline the\nensuing month’s work. During this conference the following things must\nbe considered. The subjectmatter to be covered must be determined. A list\nshould be made of the facts to be clinched. This is something for which the\nadministration should be thankful. Our courses of study are so arranged\nthat the units need not be taken up in sequence ; consequently, all the teach¬\ners in one grade are not on the same unit at the same time. This is one of\nthe reasons why monthly outlines are out of the question.\nThe next topic is what type of art unit wall serve best his purpose.\nFor instance, suppose the teacher is using the western movement in social\nscience. We then discuss whether this will be better illustrated by: Friezes\nand posters, notebooks, individual and group, construction problems\n\n(3\n\ndimensional), mounted collections of informational material (both illustra¬\ntive material from magazines and handmade drawings), individual sheets,\ncharts, production of show7s such as moving pictures, slides, and puppet\nshows. Now7 it is not always that this is a teacher decision and as the method\ngrows the more often do wTe get the children’s response asking to do a\ncertain thing a certain w7ay. That of course is ideal but my experience with\na system of schools has been different from the many articles written in\neducational magazines, which always begin “The children in Miss Brown’s\nroom were interested in China and one day they asked their teacher if they\nmight do so and so.” I have found that the children as wrell as the teachers\nmust be educated to the fact that things may he done and that wTe will\nhelp them carry out any project they initiate.\nWhen\nmedia\n\nthe art unit and the subjectmatter have been decided upon, the\n\nmust\n\nthen be discussed. It may\n\nbe a paint problem\n\nusing either\n\n"}
{"page": 466, "printed_page": null, "text": "462\n\nNational\n\nwater color, showcard\n\nEducation\n\nAssociation\n\ncolor, alabastine wall paint, or colored inks. It may\n\nbe a cut paper or tissue paper problem. It may be a chalk or crayon unit.\nOr it may be a construction project using clay, cardboard, beaver board,\nwood, or cloth. So far now we have decided the type of unit, the subject\nfacts, and the medium.\n\nFor example, w^e might have decided to make\n\na\n\ncut paper frieze on “The things the wind does” in social science. Then we\nmust decide which art essentials to stress. Our choice is one or more than\none of the following five: design, color, representation, lettering, appre¬\nciation. It is needless to say that a very fine project is one which includes\nseveral or all of the five essentials. This is not always possible nor is it\nnecessary, because if a unit is planned to stress figure drawing one time the\nnext unit may\n\nallow the children to profit from their experience and draw\n\nfigures undirected.\nThe supervisor can now see and list just wTich lessons must be taught\nto develop the unit. It is almost impossible to get further than this before\nthe teacher will say “How do you teach this particular lesson?” Then my\ngood friend the art course of study is an ever present friend in time of\ntrouble. This course is only tentative but it helps a very great deal just\nthe same. There can be found in it sample lessons which may be adapted to\nany grade. After the teacher has had time to absorb the expanse of the\nentire unit and decide which lesson from the month’s plan is the most\ndifficult, a request may be put in for the supervisor to teach that lesson.\nThen\n\nas the work\n\nprogresses and the teacher finds the need of criticism\n\nor gets into difficulty and cannot produce the results hoped for then Help\nDay arrives, at which time the supervisor is on call to “throw out the life\nline for the sinking one.”\nTime does not permit pointing out the use of many art principles in this\nand other problems. We are not teaching art for art’s sake. Stimulation\nof ideas, originality, clinching facts are more important and technic is a\nbyproduct and comes gradually. It is most gratifying to watch the children\nimprove\n\nfrom year to year when\n\nthey are given principles rather than\n\nproblems.\nValues through integration of the art work are the following: The\nchild profits, the subjectmatter is vitalized, the teacher profits, and the\nadministration gains.\n\nHow\n\ndoes the child profit? There proves to be more group work\n\nin this\n\nmethod — individual problems diminish. Consequently, there is great value\nfrom the standpoint of the child by his giving his services to a group project.\nIt requires personal selfdependence. The child realizes the sanctity of a\npromise. It increases his sense of responsibility of group welfare. It increases\nhis sensitiveness to group opinion. It provides opportunity for fair play.\nNext, the child benefits as anyone does who actually completes a beautifully\nfinished product. Also the child is enabled to more abundantly enjoy life.\nHe has learned to see beauty in everything about him.\n\n"}
{"page": 467, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n463\n\nOf what value is correlation of art with the other school subjects? First,\ninterest is aroused toward that subject for which the children are allowed to\ncreate a piece of art work. There is new interest on the part of the pupils who\ncan more easily work with their hands. There is interest on the part of the\npupils who care more for reading because they are stimulated to search\nfor more subjectmatter as a foundation for the art product.\nAs a result of the interest created, proper\n\nattitudes have developed.\n\nCreation of proper attitudes toward school subjects is the one big aim\nof education. Last but not least a correlation value from the subject\nstandpoint lies in the fact that since the children have worked\nfacts over and over again, those facts have become fixed.\nHow\n\ndoes the teacher benefit through correlating the art work?\n\nit simplifies the amount\nvitalizes that which\n\nof the subjectmatter which he must\n\nhe does stress. The\n\nupon an individual point the more\nHow\n\nwith subject\n\nmore\n\nFirst,\n\nstress and it\n\nthings he can bring to bear\n\napt are the pupils to retain that point.\n\ndoes the administration profit through correlation ? Correlating the\n\nart work with the other subjects requires the teacher to have an organiza¬\ntion of subjectmatter which he wishes to present. Many teachers teach piece¬\nmeal style and in the end are unable to say what big points they have devel¬\noped. Art correlation has done a very great deal for subjectmatter organiza¬\ntion on the part of the grade teacher. When he does not know what he is\ngoing to teach, I am unable to help him organize an art problem. When I\ngo to a teacher for discussion day and he says “I haven’t an idea in the\nworld” I say, “Where are your courses of study?” It has become a habit\nnow when they know I am coming to have them all out ready. Another\nthing that it does for the administration is to save time. How? The time\nfor stimulation of ideas and planning is all within the period for the regular\nsubject. The working out takes place in art time — the 75 or 90 minutes\nper week. Now that does not mean that it is wasting time of the regular\nsubject when the planning and organization are taking place, because that\nis when the children are actually gaining in interest and subject facts which\nthe teacher aims to clinch.\nThis course in art in Cuyahoga County has enabled the children to\nexpress themselves more adequately in terms of their real life experience.\n\nA HEALTH\n\nJENNIE\n\nThe\n\nPROGRAM IN A ONE-ROOM\nABSTRACT\n\nKAUFMAN,\n\nRURAL\n\nSCHOOL\n\nTEACHER,\n\nSCHOOL-\n\nMUSKEGON,\n\nMICH.\n\nfacts I am going to tell you about carrying on a health program\n\nhave been gained by a three-year project sponsored by the Progress Club of\nMuskegon, Michigan. The Progress Club is an organized group of young\nbusiness women. This club offered a silver trophy to the school that put on\nthe best all-round health program\n\nthroughout the school term. It was this\n\n"}
{"page": 468, "printed_page": null, "text": "464\n\nNational\n\nEducation\n\nAssociation\n\nplan that launched us into the health work. It was from this project that\nI gained my knowdedge of what can he done in a one-room school.\nAll parts of the project must he interesting. Nothing worthwhile can he\naccomplished unless the child’s interest is aroused. The simplest device\npresented in an interesting manner will arouse much more interest than the\nmost elaborate device presented in an ordinary manner. Then the teacher\nmust show much interest in the results, not alone of the group but of\nthe individuals.\nWe\n\nshould meet the needs of the group or locality we\n\nare working\n\nin.\n\nPerhaps the supply of drinking water is questionable, or the sanitation, type\nof school lunches, etc., need changing. These are the problems to consider.\nWe\n\nmade\n\na thorough study of whooping\n\ncough because we had it in our\n\nschool. In our citizenship work we talked about quarantine and our duty\nin obeying quarantine rules. Now why did we do it? We had one boy who\ndid not wish to break his perfect attendance record although he had a mild\ncase of chickenpox. He\n\nspread chickenpox\n\nto eleven others and of this\n\nnumber two boys had been in perfect attendance for five years. When\nhave concrete examples at hand we should use them.\nYou\n\nwe\n\nwill have no difficulty in presenting the rules of health for most\n\nchildren know them but they lack practise. Our plans and devices must\ncenter around the practise of the health rules.\nPosters are an effective method of teaching. They present an idea or rule\nas often as the child looks upon them. I think good posters, well displayed\naid more than words. After the child has seen some good posters let him\ncreate one with his own hands and with his own ideas. We held a Poster\nTriangle\nThe\n\nthis spring in which\n\nchildren were\n\nto make\n\nthree schools were\n\ninvited to take part.\n\ntheir posters with no help from the teacher.\n\nThere were two divisions, one for the upper grades and one for the lower\ngrades with cash prizes for the winners in each group. We had thirty-five\nposters.\nHand in hand with health work comes the use of first aid. By first aid\nI mean the actual application of the knowledge of what to do in an emer¬\ngency requiring first aid.\nA health bulletin board is one of the finest devices we have ever tried.\nWe\n\nreserved one of our bulletin boards for health clippings only. At first\n\nthe children will contribute very little but if the teacher supplies the\nmaterial they will soon learn what is wanted. It was easy enough to teach\nchildren that they needed long hours of sleep. We found a picture of Coach\nRockne of Notre Dame and the statement made by him, “I try to teach my\nfootball teams to sleep as one of the fundamentals of training. The man who\ngets the honest to goodness sleep by night is the man who is wide awake by\nday.” Before seeing this the children felt that only kiddies had to spend much\ntime in sleep. One morning a little fourth-grade child came in with her\nhands behind her and said, “Miss\n\nKaufman,\n\nI’ve got something\n\n1 know\n\n"}
{"page": 469, "printed_page": null, "text": "r\n\nDepartment\n\nof\n\nRural\n\nEducation\n\n465\n\nyou'll want.\" She proudly displayed a small picture of Miss Hall, our county\nnurse, clipped from the newspaper. She with a few others decided that it\nought to be put at the top of our bulletin board. There it remained the rest\nof the year.\nMany simple devices are at hand to teach the child cleanliness. If this\nis taught early in life the habits formed will be routine factors in his life.\nOne\n\nof the very important things and not so easily taught either is good\n\nclean play every day. We really find as we observe our children closely\nthat some cannot play. When we have taken a child of this type and taught\nhim to play and to enjoy it, we have placed his feet upon a solid founda¬\ntion along the road to health. I agree with Theodore\n\nRoosevelt, “When\n\nyou play, play hard, but when you work do not play at all.”\nA thing of utmost importance to a successful health program\nteacher be an example of what she teaches. We\nafter models. We\nWe\n\nis that the\n\nrealize that children pattern\n\ntoo must practise what we preach.\n\nso often give our boys and girls the idea that our heroes are chiefly\n\nfound in history in the midst of battle and bloodshed. True there are heroes\nthere. With just a little effort or research on our part as teachers, we\ncan show that there are other heroes in other battlefields that are not\nbattlefields of war. Here we would consider the men who have given of\ntheir time, effort, money,\n\nof their lives for the health and\nwould include such men as Pasteur\n\nand sometimes\n\nwellbeing of future generations. We\nand Jenner.\n\nAfter the children’s interest has been aroused you will find it easier to\nbring about a community interest. This can be done by holding a health\nrally or a patrons’ day, at which time the work and plans can be explained.\nIn order to make a success of a health program we must have the coopera¬\ntion of the home where most of this health work is carried on.\nSumming up the facts gained from a health program we learn that:\n1. All projects must be interesting\n2. Use simple rather than elaborate\n\ndevices\n3. An appeal to the younger children will carry over to the older ones\n4. Use the story element to develop ideas\n5. Meet the health needs of group or locality you are in\n6. Stress practise of the health rules\n7. Encourage a knowledge of first aid\n8. Foster the idea of good clean play every day\n9. The teacher must practise what he preaches\n\n"}
{"page": 470, "printed_page": null, "text": "466\n\nNational\n\nPROGRESSIVE\n\nEDUCATION\n\nFANNIE\n\nW.\n\nDUNN,\n\nEducation\n\nASSOCIATE\nUNIVERSITY,\n\nAssociation\n\nIN SMALL\n\nPROFESSOR\nNEW\n\nOF\n\nYORK,\n\nRURAL\n\nEDUCATION,\n\nSCHOOLS\nCOLUMBIA\n\nN. Y.\n\nTwo misconceptions are widely held and commonly expressed in pub¬\nlished articles, especially by writers with but superficial knowledge of the\nrural field. The first is that the small school is a sort of educational dodo,\npractically extinct or at least a museum\n\nspecimen. The\n\nsecond is that the\n\nsmall rural school is a hopeless situation for the expression of modern edu¬\ncational theory, and that only by combination or consolidation of several\nsmall schools to make one large one, is it possible to afford progressive\neducation to rural children.\nThe latest available statistics are for 1927-28. In that year there were\nin the United States 153,306 one-room schools. Illinois alone had over\n10,000, the largest number of any state in the Union. Iowa had only about\n500 fewer, or over 9,500. Kansas, Missouri, New York, and Pennsylvania\neach had over 7,000. Nearly four-fifths of the teachers of South Dakota\nwere in one-teacher schools. So were over 50 percent of the teachers of\nNorth Dakota; over 40 percent of the teachers of Iowa, Montana, Nebraska,\nand Vermont; over 30 percent of the teachers of Arkansas, Kansas, Ken¬\ntucky, Maine, West Virginia, Wisconsin, and Wyoming; over 20 percent\nof all the public school teachers in the United States; and about 4,000,000\nrural children or approximately one-third of the total rural school enrol¬\nment, and nearly half of all the farm children enroled in elementary and\nsecondary schools.\nTrue, we have every year fewer and fewer one-teacher schools. In 1917\nthe Federal Bureau of Education estimated their number to be 195,000.\nApparently 42,000 have been eliminated in eleven years. But at the rate of\napproximately 4000 a year, it would be close to forty years before the present\nassumption of dodoism would be true. Of course nobody knows whether\nwe shall maintain that rate. We may accelerate it with the increasing im¬\nprovement of roads and of airplane transportation; we may decrease it with\nthe increasing sparsity of farm population. What we do know, however, is\nthat we now have at least as many rural children in one-teacher as in con¬\nsolidated schools, and that so far as the vast majority of them are concerned,\nthe quality of their elementary education depends upon the quality of the\ninstruction given in small rural schools.\nIt would be a sad case indeed for these millions of children if the second\nassumption of the impossibility of progressive education in small schools\nwere a fact. On the basis of ten years of experimentation, I am glad to be\nable to say quite positively that I am sure it is not a fact. Given the kind of\nteacher who can do a progressive type of educational work anywhere ; given\nequal provision in length of term, educative equipment, and supervision;\nand given an enrolment of between twenty and forty pupils, or a few more\nor less, and a very fine type of progressive education may be had in these\n\n"}
{"page": 471, "printed_page": null, "text": "Department\n\nschools. Consolidation\n\nof\n\nRural\n\nEducation\n\n467\n\nis steadily to be promoted, because administratively\n\nconsolidation contributes to the provision of the essential conditions — good\nteachers, adequate supervision, terms, equipment, and a pupil group large\nenough for socialized activity. But where sparse population, topography, or\nclimate militate against consolidation, there is for those who could afford\nprogressive education to all children, another means at hand in improvement\nof the facilities in the one-teacher schools.\nProgressive education, indeed, reveals itself as the catalytic which enables\nthe characteristic elements of the small rural school to organize themselves\ninto a desirable whole. The great handicap of the traditional type of oneteacher school is the large number of “recitations” required for many sub¬\njects in many grades. The modern conception of education, however,\nreplaces verbal recitation with socialized activity. Integration of subjectmatter is effected through large units of work developed around genuine\nlife interests and experiences. Children are not classified in closely homo¬\ngeneous groups on a basis of achievements in skills or factual knowledge,\nbut work together, as people do in life outside the school, on enterprises of\ncommon interest in which each participates according to his ability. Some\nare clever with their fingers, others show peculiar ability in finding and\nbringing in interesting objects for group use, others contribute clippings or\npictures, others search the library and report what they have read. Some\npaint and draw, some contrive mechanical devices, some write poems or\nplays, and still others take the lead in the organization and conduct of school\nclubs or group games. The groups cut across one another, and the child who\nis the admired and respected leader in literary activities may become the\nhumble follower of an erstwhile school dullard when there is a sand table\nto be constructed or scenery to be painted for a school play.\nIndividual differences are • recognized in the progressive school, not by\ncrude attempts at classification in assumedly homogeneous groups, which\nprove, when organized, still to be composed of widely varying members;\nbut by replacing group with individual instruction in matters which each\nneeds to learn, but which each must learn at his own rate, and which each\ncan best learn in his own way. So in the new school there is equipment for\nindividual study, which any child may be guided to use just when he needs\nit, rather than be formally assigned, whether he has at the time any use for\nit at all, because his teacher or his supervisor believes that he will need it\none day. It is a reasonably safe assumption that if any knowledges\n\nor skills\n\nare genuinely minimal essentials, that is, are sure to be needed by every one,\nin the practical conduct of his life, they will prove necessary in the rich\nrange of activities which the modern school conceives to compose education.\nThat a checklist is desirable may be freely granted but its chief use should\nbe to make the teacher inquire of himself whether he is truly utilizing all the\npotentially educative opportunities of the child’s enriched environment,\nrather than to drive him back to the old subjectmatter — set-forth-to-bedrilled — upon conception of education.\n\n"}
{"page": 472, "printed_page": null, "text": "468\n\nThe\n\nNational\n\nEducation\n\nAssociation\n\nhardest lesson we have to learn, we who\n\nare stumblingly working\n\nout our technics in the new- mode of educating which wc believe in, but\nwhich we have not yet learned perfectly to employ, is to see the educative\nexperiences that lie in the child’s environment, and to realize from each\npotentiality the best that is in it. A group of rural teachers were reading\nwith their supervisor one of the charming reports of the country and city\nday school. They read of the interest of the children of that school in boats,\nand the range of activities, growing out of that interest, which led those\nchildren into far countries and into reading, writing, music, and a host of\nother worthwhile experiences. And they wailed : “If only we had such an\nenvironment as they, we too could have our children do interesting things.\n\nIV e have nothing but trees!”\n\nAs a matter of fact, the school they envied was set in a crowded city\nstreet near wharves which an unperceiving teacher might have seen as sordid\nand ugly, while she envied the trees and birds and lovely old colonial homes\nfull of suggestive relics of the past which the rural teachers aforementioned\nhad all about them and which they came in time to see and to use in excur¬\nsions and art, dramatization and verse.\nIt is no narrowing intensive acquaintance with a limited environment\nwhich progressive education in small rural schools seeks for its children. In\nthe end, for all our children, we desire the fullest and most complete appro¬\npriation of all the world’s goods, all the social heritage, that is desirable for\nthe best realization of each individual capacity. In the beginning, for each\nchild wherever\n\nhe may live, country or city, north, south, east, or west, the\n\nplace to begin is where he is. In each case we begin with the home life and\nsurroundings, and discover the child problems and needs that there arise;\nthen turn for solution or satisfaction to the experiences of the race, as\npreserved in history, geography, arithmetic, or language.\nThe country child, because he lives in the country, because his experiences\nhave been country experiences, will have somewhat different problems or\ninterests from those of the city child. His early lessons will be based on\ncountry conditions, and his thinking will be in country terms. But his needs\nand problems will sooner or later lead him to the same sources of informa¬\ntion and be satisfied by the same racial accumulations of which he and the\ncity child are coheritors. His problems of number\n\nmay arise out of familiar\n\nsituations with poultry, lumber, corn yields, or the work and play activities\nof his home and school, indeed, they should so arise, but they must be solved\nin the end by the fundamental\n\nprocesses, fractions or percentages. His need\n\nfor the powder of expression which language supplies, or for the interpretation\nof human experiences which is the poet’s gift to mankind, may be a natural\noutgrowth of his acquaintance with nature, but it can be satisfied only by\nthe same English language and literature which he shares with the city child.\nHis problems of sanitation and hygiene may be based upon the safety of the\nfarm well or the necessity of so caring for house and stable refuse as to\n\n"}
{"page": 473, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n469\n\nprevent the breeding of the typhoid fly, but they will find their answer in the\nsame biology, the same laws of health which apply to the city dweller.\nLike all other children, the child of the country craves companionship,\nlecreation, esthetic gratification. It is these longings and desires, which if\nunsatisfied, often drive him to the city streets in search of thronging crowds,\nmovies, glittering shop windows and glaring lights, museums, picture gal¬\nleries, theaters, music halls. But the country school may see in these natural\ndesires for companionship and recreation leads to a wide range of activi¬\nties — social organization, play fests, athletic meets, active sports, social cen¬\nters, bands or glee clubs, and the privilege of acquaintance with the master\nminds of literature. As for the craving for esthetic gratification, where is\nthere finer, more varied beauty than woods and fields afford? Where is\nthere greater pleasure than the nature lover finds in traversing the swamp\nand pasture with field glass or camera? Out of excursions like this there\ngrow in the country boys and girls perception of the beneficence and beauty\nof the world about them, and interests that all their lives they may find\npleasure in satisfying, so that for them there may be indeed “sermons in\nstones, books in the running brooks, and good in everything.” Henry Turner\nBailey once wrote :\nWhen\n\nwe\n\nknow\n\nenough, we\n\nwiseacres\n\nwho\n\nsuperintend\n\nand supervise measure¬\n\nments and tests and platoon systems, wre shall have the buses of the board of\neducation taking children out into the country, instead of bringing them into the\nmost congested parts of the city.\nIn that blessed time there will be observation areas, woods and meadows with\nbrooks and pools, pastures with cattle, and fields with men at work, where the\nchildren now starved in cities will be taken for nature study at first hand to lay\na foundation for an intelligent appreciation\nmusic, and all the fine arts.\n\nof folklore, history, literature, poetry,\n\nNor are the esthetic experiences of the nature environment all the poten¬\ntiality the rural school has to use. In the social and economic life about it\nare to be found, in simple and accessible form, examples of all the great\ninstitutions and occupations of the world. The home, the store, the village\npostoffice or rural route ; the roads and their makers, the vehicles of many\nkinds which travel them and the destinations to which they go ; the produc¬\ntion of food and its transformation in the home and perhaps in a local\ncreamery\n\nor mill, the milk hauled daily to the railroad station to be sent to\n\ncity homes far away; sheep shearing or cotton picking, old spinning wheels\nor looms in occasional attics, or some neighborhood grandmother who still\nquilts or weaves rag carpets ; the tax assessor, town meeting, state police, or\nfire warden ; the school with its local trustee, the county nurse, or the book\ntruck ; the county or state fair ; the local election, held perhaps in the schoolhouse itself — all these and many more may afford experiences educative in\nthemselves, and rich in leads to the wider and more remote environment\nbeyond the neighborhood bounds, to be increasingly experienced through\nbooks, pictures, and radio.\n\n"}
{"page": 474, "printed_page": null, "text": "470\n\nNational\n\nEducation\n\nAssociation\n\nProbably there are few of you but will agree that the range of genuine\nlife experiences which rural children may know firsthand, in which indeed,\nthey may actually participate, afford unrivalled materials for progressive\neducation. But many of you doubtless question the possibility of realizing\nthese potentialities in the small rural school. Let us admit at once that a\nschool with an unqualified teacher, meager equipment, a short term, and\nlittle or no supervision is not capable of the type of education we are en¬\nvisaging. For that matter, such a school is a travesty on the name, for neither\nis it capable of a good quality of formal or old type schooling. It is one of\nthe most cruel pretenses and shams in civilized society today. But a small\nschool need not have a poor teacher or niggardly supplies or a short term.\nIt is here that we have let ourselves be blinded by a confusion of issues. T.he\nsmall school does have certain intrinsic characteristics that make it a peculiar\neducational problem, but none of the aforementioned handicaps are intrinsic\nor essential. They could be removed by adequate legislation and financial\nexpenditure in a small school no less than in a large one, and their common\noccurrence in small schools is the result of a short sighted policy of frequently\ndeliberate neglect.\nThe two peculiar and inherent difficulties of the one, and to a slightly\nless extent, of the two-teacher school, are the wide range of age and ability\nlevels and of subjects to be simultaneously taught by one teacher; and the\nsmall size of a single grade, resulting in deficient social stimulation. But\nwhen subjects become integrated in units of study or activity, and when\nseveral grade levels participate in a common enterprise, both these difficulties\nare removed or lessened to the point of practicability. For ten years in our\nexperimental rural schools we have found it possible to organize our school\nin three groups, rather than in eight grades, thus giving the teacher time to\nbe a genuine guide and helper and making possible for each child a group\nwith which to work or play that is sufficiently large to be interesting, stimu¬\nlative, and productive of genuine social experiences of give and take, leader¬\nship and followership, cooperation and control.\nSuch an organization, it is important to note, requires a curriculum of\nthe same shape, and therefore is not possible in small schools as long as we\ncontinue to provide them only with courses of study made to fit the organ¬\nization which best meets the needs of the city schools, with their multitude\nof children on a fairly common level.\nBut there is no small rural school that cannot take some steps toward\nactivity and integration of experiences. And there is no small school that\ncannot begin to put its emphasis on the child’s needs and growth, rather than\non subjectmatter and formal learnings.\nIn a certain group of small rural schools which I know, the teachers this\nyear have consciously worked toward making their schools “child-centered,”\nand have set before them five aims harmonious with that main objective:\n1. An atmosphere of real friendliness, companionship, and cooperation\nthe teacher and the pupils and among the pupils themselves\n\nbetween\n\n"}
{"page": 475, "printed_page": null, "text": "Department\n\nof Rural\n\n2. An atmosphere of creative selfexpression through the medium\nmusic, drawing, modeling, and other types of handwork\n3. Enough freedom and informality to allow children to develop\nbe unaffected and unselfconscious\n4. An\nthrough\n\n471\n\nEducation\n\nof language,\nnaturally; to\n\natmosphere of orderliness and attractiveness of the building and grounds,\nthe sharing of responsibilities\n\n5. More careful consideration of the child’s physical, social, and moral\nment as well as his mental growth; the development of personality.\n\ndevelop¬\n\nAnother group of teachers of similar schools, with the same large aim in\nmind, suggested as goals for their forthcoming year’s work the following:\n1. A definite effort to foster pupil initiative\n2. Each class period a discussion period with children leading\n3. Encouragement of appreciation of the beautiful in nature, literature, and\n\nart\n\n4. A civics club in every room through which the children develop habits of good\ncitizenship and a feeling of responsibility for the welfare of the school\n5. Every room providing for and encouraging individual differences through a\nvariety of types of work\n6. Music in every school.\n\nI wish you could see those schools with their variety of educative activi¬\nties: A big farm is laid out on the floor of one, with last year’s dollhouse for\nthe farmhouse, and a model barn constructed from a disused doghouse. The\nday I saw it, the barnyard was spread with fresh alfalfa which the children\nhad brought to feed their cows.\nIn another school there is a growing museum ; native woods, cut and\npolished to show the grain ; stones of the neighborhood ; mounted insects ;\na collection of Indian relics; a cage which on the dav of my visit held a just\nbrought in mole, and two days later housed a rabbit one of the boys had\ncaught in the hay field ; a big chart mounted with drawings of birds the\nchildren had seen ; a collection of fungi. On the walls, too, were maps of\nthe individual woodland spots which each child claimed for his own, and in\nwhich he watched for new phenomena to report to his group. A series of\nlarge pictures, on wrapping paper, showed the adjacent field, in spring,\nsummer, autumn, and winter.\nThe primary groups in all these schools were studying life in other lands\nand other days. A fjord in Norway, the surrounding mountains built of\n\nrocks from the children’s own fields; the story of farm tools, from the early\ndays when ploughs were crooked boughs and hoes were clam shells fastened\nto a stout stick, to the present time of tractor drawn machinery; a neighbor¬\ning truck farm, carefully reproduced in every detail, even to the rich black\nearth the children had brought in pails to cover the ground — these were\nsome of the representative scenes built on sandtables or in a corner on the\nfloor. In every school there was something of the kind to be seen, but no two\nwere alike.\nOne little rural school drew a large part of its hygiene course from its\nvery well organized and conducted hot lunch ; another developed a school\ncitizenship club to an unusually effective degree ; a third organized a poetry\n\n"}
{"page": 476, "printed_page": null, "text": "472\n\nNational\n\nEducation\n\nAssociation\n\nclub and wrote such lovely verses that Hughes Mearns incorporated several\nof them in a talking moving picture which he recently made ; a fourth visited\nold homes and antique shops in its New England neighborhood and made a\ndelightful study of furniture and homes of colonial days; and still another\ndeveloped a charming primary band, the little leader of which was chiefly\ntrained by his fifth-grade brother, who had spent all his school days in a\nschool which was seeking progressive education.\nThe type of work I have described does not require a large amount of\nclass time or teacher direction. Children work on these various activities at\nall hours, whenever\n\nthey have time. Occasional periods with the teacher are\n\nused to report progress, to plan and initiate some new phase of the enter¬\nprise, or for individual help along a variety of lines. An industrial arts\nperiod, conducted mainly on an individual basis, will serve as an illustration\nof this type of class meeting:\nThe\n\nfifteen chifdren of the intermediate\n\ngroup\n\nwere\n\ndoing\n\nas many\n\ndifferent\nthings for they were in the midst of preparing the annual Christmas box for the\norphanage, and this was the period for the teacher to help them with whatever they\nwere planning to do in their later free periods. First Edna wanted to know how\nto start crocheting the edge of her handkerchief, then came Alfred saying that the\nboys in the hall needed help with the toy animals. There were too many boys in\ntoo small a space, and a conference then and there settled how many could work\ncomfortably at once, who would come next, and how long each could work. That\ndone, the teacher demonstrated to the entire group the method of making the\nstands and wheels and promised to help them paint the finished toys the next week.\nAll but those whose turns came next returned to the classroom with her and soon\nwere interested in some other Christmas present. The girls were ready for her.\nThey were making stuffed cloth animals; they had their transfer patterns pinned\nto the cloth, their irons hot, and were waiting for the teacher’s approval before\ngoing any further. The teacher saw that all was being done properly; she discussed\nwith them what should be done next, and left them to help each other until the\nend of the period. By this time a small group who had previously made patterns\nfor birch bark gifts had the bark cut and were ready for instruction in the next\nstep. The teacher secured needles and raffia and showed how to buttonhole-stitch\nthe pieces before they could be fastened together. She then worked individually\nwith them until she saw that all understood the process and were working care¬\nfully. In their seats the rest of the children were working on calendars, blotters,\nbook-bags, or other work\n\nwhich\n\nhad been started at a previous period.\n\nThe same general technic is applicable to arithmetic, English composition,\nsilent reading, or any other needed tool subject. The commercial individual\ninstruction material, or others made by the children themselves are useful\nin such supervised drill periods. One child who needs to master certain addi¬\ntion or multiplication combinations may test himself by means of a pack of\ncards; another may be filling blanks in an effort to master some language\nusage difficult for him ; several may be correcting compositions ; others using\nmap exercises to master certain location facts; still others engaged in silent\nreading with selfchecking tests, or outlining a history reference. The essen¬\ntial thing is that each child be doing what he needs at the time and wTants\n\n"}
{"page": 477, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n473\n\nteacher help in doing, or desires to have tested by the teacher before passing\nto another level of work. Since the needs are individual, it is no matter\nwhether the children thus engaged are all of one grade, or whether they are\nscattered through six or eight grades. Whether all work simultaneously in\none subject field is a minor matter conditioned by the nature and extent of\nthe children’s needs at any given time.\nThere is no question that the teacher who would successfully pursue a\nprogressive program in a rural school must be master of certain definite\ntechnics. It is generally recognized that technics are essential to any teacher.\nWhat has not been equally recognized is that certain special conditions of\nteaching require special technics, and that the small rural school is one such\nspecial condition. Technics appropriate for formal work in a graded school\nwill not fit it at all. Technics suitable for progressive work in a graded\nschool come nearer fitting, but certain adaptations even of these are desirable.\nOne of the most important technics required of the teacher for progres¬\nsive education in the small rural school, and indeed in any other, is that of\nparticipating in group discussions as a member\n\nof the group, taking the lead\n\nonly when or as the group’s need for guidance requires, but surely taking it\nthen. This technic most of us, wherever we teach, probably need to continue\nto perfect throughout all our teaching days.\nA second technic of especial importance to the teacher of the small rural\nschool is that of handling a heterogeneous group of children as one class.\nI have seen skillful rural teachers do this again and again, but the ordinary\ntraining in class teaching will never develop it. I recall a country teacher\nwhom I watched as he conducted a geography lesson with all grades from\nfourth through eighth participating. They had a common problem, but\npupils of differing advancement had different shares in its solution. The\nupper grade pupils had used advanced geographies in preparation for the\nclass discussion, the younger had used the first geography book. Some had\nread in supplementary geographical readers, others had found pictures in the\n'National Geographic Magazine or the pictured encyclopedia, still others\nhad referred to government bulletins. Sandtable work had been going on,\nalso outlining and the making of booklets. Every child was participating,\neven, and as a matter of fact, especially, a very dull and backward boy who\nhad been classified as fourth grade solely on account of his size. “Harold\nfound something for us in the agricultural atlas,” the teacher would say,\ncalling on his one eighth grade pupil for his contribution. Or, “Fourth grade,\nyou can tell us about this. You are helping to show it on your sandtable.”\nA third important technic consists in the subordination of the socalled\n“recitation” to the independent study of the pupils. In the country school,\nmuch of the pupils’ study must go on at times when the teacher’s attention\nis demanded for class work with another group. Under these circumstances,\nclass periods are too valuable to be wasted in mere recitation. Perhaps the\ncity teacher can afford to spend them in this way, but the country teacher\ncertainly cannot. There are too many other things needing to be done, if the\n\n"}
{"page": 478, "printed_page": null, "text": "474\n\nNational\n\nEducation\n\nAssociation\n\nstudy periods are to be profitably used. Selecting a group enterprise, formu¬\nlating the purpose or the problem clearly, setting up plans for work, criti¬\ncizing plans, distributing responsibilities, reporting progress; practise under\nteacher oversight of desired habits of work to be later pursued unsupervised ;\nguidance in the use of encyclopedia and dictionary, of indexes, tables of con¬\ntent, and card catalogs ; instruction in outlining and notebook work, or in\nuse of individual practise materials; introduction to tools and training in\ntheir use; discussion of school conduct and development by the pupils of\nplans and regulations for selfcontrol and group-control — these and many\nother similar matters must be given right of way in the precious periods\nwhen teacher and pupils meet.\nA fourth important technic is concerned with organization of the school\nmanagement in such a way as to make it definitely educative. In the care\nand beautification of school grounds, in the essential housekeeping duties and\nsanitary provisions for which the responsibility devolves upon teacher and\npupils of the small rural school, in organization of the play activities for all\ngroups, in the school lunch, the protective care of the smaller children, and\nin the government of the school, there are potentialities for genuinely pro¬\ngressive education, provided the teacher sees the opportunities and knows\nhow to use them.\nAnd a final technic involves recognition of times when individual instruc¬\ntion is more serviceable than class work on a common problem, and the\nprovision as needed of a period or periods when each child is engaged in the\nwork which is of most concern to him at the moment, while the teacher\npasses about the room, giving a word of advice here, a brief criticism there,\nsitting down by this child to help him over a difficult place, or calling these\ntwo or three to her for assistance on a point which is troubling them all.\nWith these technics, and with the ever dominating concept of the school\nas a place for helping each child to grow along his best lines and at his best\nrate, the small rural school becomes an organic agency of high type for\nwholesome child development. The chief essential is a teacher qualified for\nthe desired type of work, although space, library provision, handwork mate¬\nrials, an adjusted curriculum, and constructive supervision are all important.\nWith our present condition of an overcrowded teaching profession, we are\nmore favorably situated than ever we have been in the past to select the\npersons who shall be in the high calling of teaching, and to require educa¬\ntional preparation adequate to the task. With the advance of the progressive\neducational idea, and its concrete exemplification in hundreds of situations,\nsuggestions and materials are increasingly available. Have we not reached\nthe time when we are justified in expecting that every rural school, however\nsmall, shall be a place of genuine education of high quality?\n\n"}
{"page": 479, "printed_page": null, "text": "Department\n\nCHARACTER\nMARIAN\n\nof\n\nRural\n\nEDUCATION\n\nSMITHLING,\n\nHEAD\n\n475\n\nEducation\n\nPROJECTS— ABSTRACT\n\nTEACHER,\n\nMARTINSBURG,\n\nLEWIS\n\nCOUNTY\n\nSCHOOL,\n\nN. Y.\n\nWork in character education in our district started with a general con¬\nference of all the teachers in our supervisory district in charge of Miss\nHelen\n\nHay\n\nHeyl, state assistant in rural education in New\n\ngave an inspiring talk, which\n\nYork, who\n\nat once created interest in the experiment.\n\nAfter listing with her desirable traits in school children, the teachers\nselected honesty, courtesy, cooperation, and initiative as good habits which\nthey all wished to try to develop in their schools that year. Naturally any\nother characteristics, for which there seemed a special need in individual\nschools, were to be stressed also. For example in our school we worked\nneatness, perseverance,\ntraits mentioned.\n\non\n\nand appreciation of beauty as well as the other\n\nIt was\n\nsuggested that the teachers in the group\n\nread\n\n“The Teaching of Ideals” by Charters.\nWhile indirect teaching of good habits was perhaps the most efficiently\nused, we could have accomplished little without direct instruction to steer\nour thinking. Lessons were\nremedying. Success was\n\ntaught only as situations arose which\n\nmeasured\n\nin terms of improvement\n\nresult of these lessons. An illustration from my\nof the average direct instruction lesson.\n\nneeded\n\nnoticed as a\n\nschool is probably typical\n\nThe group work which we were just beginning was not going well\nbecause the children were taking advantage of the opportunity to waste time\nwhile making a pretense of working together. Others were forming the habit\nof giving half true excuses for unprepared work or tardiness.\nAfter reading a poem\n\nabout a real man, who\n\nseemed much\n\nlike Lincoln\n\nin his character, the children quite readily began telling familiar stories,\nwhich they thought proved that the author must have been thinking of him.\nThey were soon led to discover that it was Lincoln’s absolute honesty\nwhich always inspired the love and respect of his friends. A discussion of\nuntruthful attitudes followed and gradually some of the bad habits I had\nobserved were mentioned\n\nby the class. As the pupils seemed aware\n\nfaults and willing to try to improve, we\nwhere\n\nwe had noticed these weaknesses\n\nof their\n\nagreed to list school situations\n\nand to decide together how\n\nthey\n\ncould act truthfully on such occasions. I asked the children to watch for a\nweek and each be ready to tell how he or one of the others met the same\nor similar situations. A\n\ndiscrimination test the following day helped to\n\nkeep the assignment in mind.\nOn\n\nthe day set for reports I was not surprised to hear some encouraging\n\ncomments\n\nfrom the class, as there had been a noticeable improvement.\n\nhad observed the children reminding one another when\ntalking was hindering their group work. The\n\nI\n\nsilliness or aimless\n\nquality of the -work accom-\n\n"}
{"page": 480, "printed_page": null, "text": "476\n\nNational\n\nAssociation\n\nEducation\n\nplished was better. They had shown throughout the week a greater sense\nof responsibility in performing all school duties promptly. This showed\nthat there had been no good reason for the tardiness, also that half true\nexcuses were no longer popular.\nAs the year went on much originality was shown in the use of poems\nand stories as a means of direct teaching. Multiple choice tests which\nrequired the children to select the right way to act in a given situation were\nused successfully. The\n\nboys and girls learned lessons of industry and per¬\n\nseverance from studying the picture “The Gleaners.” They collected pic¬\ntures showing how they could practise these habits. Suitable slogans often\nselected by the children were kept on the blackboards. The best conduct\nassignments always made clear to the pupils how they could apply the\nlessons to their own everyday lives. Perhaps some of us have in the past said\nto the children, “Be honest,” or “You should be more courteous.” We failed\nto get results because we did not definitely teach them how to be honest or\ncourteous. Short talks with the pupils, the use of memory gems and debating\nwere also helpful methods of carrying on the work.\nOur best indirect instruction in character education was accomplished\nthrough clubs especially in the grammar grades. We organized a club in\nour school but did not know how to proceed with the work at first. The\npresident appointed various committees\n\nto care for the room\n\neach week.\n\nOur superintendent wisely suggested my reading “Four Years in a Country\nSchool” by Dunn and Everett, especially the chapter giving an account of a\nvery successful club in a genuine country school.\nWhile I noticed a decided improvement in the club, still the children\nhad little initiative. They were willing but lacked ideas and politely waited\nfor my directions. Feeling that their apparent lack of originality might be\ndue to selfconsciousness in my\n\npresence, I left them\n\nto hold a meeting\n\nalone one morning. Before going I turned over to the treasurer some money\nwhich we had received for prize projects at the county fair, and said to\nthe president, “I have work\n\nto do in the primary room\n\nfor about fifteen\n\nminutes. Find out how the club would like to spend this money.” I thought,\n“Probably they will decide to spend it for ice cream or candy but it will be\nmoney well spent if they will only talk and plan something themselves.”\nAt the end of fifteen minutes, I was surprised and pleased to find them\ndeep in a discussion of some sort, and quietly withdrew again. On return¬\ning a little later I was told that they had not had time to talk about\nspending the money. Instead they had discussed two cases of dishonesty.\nI had suspected these cases but I had not had sufficient proof of them to\njustify interference. The club’s decision was that one offender was to be\nput back to card I in the Courtis Tests. Another was to have his answer\nbook taken away\n\nuntil he showed\n\nhe was\n\ncapable of using it in the right\n\nway. The best part of all was that the guilty parties took their punish¬\nment agreeably. If I had set the penalties, I am almost sure that one would\n\n"}
{"page": 481, "printed_page": null, "text": "r\n\nDepartment\n\nof\n\nRural\n\nhave sulked all day and that the other would\ncheated.\nAs initiative grew\n\n477\n\nEducation\n\nhave denied that he had\n\nin our club the children began writing plays and\n\nmaking posters to correct bad habits which they had observed among them¬\nselves. Miss Johnston visited our room when they were working on better\nattention in class. A poster which they were making advertised good man¬\nners. ‘‘Keep your feet still” was the contribution of a little boy, whose feet\nhardly touched the floor and were in perpetual motion. A play had been\nwritten about a group of children who decided, with the teacher’s per¬\nmission, that on a certain day they would all act as rudely as the worst\nboy in class. Of course the worst boy was properly ashamed\n\nof himself and\n\ndecided to turn over a new leaf right away. After they had given the play\nfor Miss Johnston she asked theln if they thought their own manners had\nimproved\n\nsince they wrote it. The\n\nmost difficult child turned quickly to\n\nher and said, “I don’t think I’m quite as rude as I was.”\nLessons in courtesy were thoroughly enjoyed by the children in every\nschool. Energy\n\nwhich\n\nin the past might have gone toward\n\nannoying\n\nthe\n\nteacher while company was in the room was used instead in properly receiv¬\ning the guests and making them comfortable. In our school the children\nenjoyed learning table manners\nplaying host and\n\nin little parties where\n\nthey took turns at\n\nhostess.\n\nBy the middle of the year the children had become fairly skilful in\nmanaging their group undertakings and in writing plays. A few had\nattempted\n\nwriting poetry. Helping\n\nthem\n\nto gain initiative had been so\n\ninteresting to me that- 1 began to wonder if I had been having too large a\nshare of the fun. We had talked of inviting the parents and friends to a\nparty in honor of Washington’s birthday. We decided that the children\nwould plan a program all alone, write plays, stories and poems, write invi¬\ntations, plan room decorations, refreshments, and take charge of the\npractising. It was to be entirely their own. They wisely, without any sug¬\ngestion from me, chose the most original girl as chairman. Besides the\ncreative ability which that program developed, the lessons in cooperation\nwere valuable. A few days before the entertainment the chairman reported\nto me that the practising was not going very well. I asked the pupils to sit\ndown, think for a few minutes, then try to give some good rules for prac¬\ntising a program. I shall mention just a few which they wrote.\n1. Know when your part comes and be ready\n2. Help the others to put on their costumes\n3. Don’t be silly\n4. Do not walk around\n\nwhen\n\nit is not necessary.\n\nThese are only simple directions which you have probably given children\nmany times. But how much\n\nmore they meant when\n\nthe pupils thought them\n\n"}
{"page": 482, "printed_page": null, "text": "478\n\nNational\n\nEducation\n\nAssociation\n\nout because of needs they personally felt when\nOn\n\nthe afternoon of the party I sat among\n\nfor the afternoon received the visitors. When\ntainment to begin the chairman\nown\n\npreparing their program.\nthe guests. The\nit was\n\nhostesses\n\ntime for the enter¬\n\nexplained that the program\n\nwas\n\nall their\n\nwork. Besides the original plays, poems, and stories the club had also\n\nprepared tableaux. In one scene we saw George Washington with a wig,\na trifle too small and slightly awry, praising Betsy Ross for the flag which\nshe had made. Later we saw Washington\n\nagain at Valley Forge with his\n\nvery ragged soldiers.\nAfter the program the club girls served the refreshments. Earlier in the\nyear I should not have thought it possible that my boys and girls could\nentertain me\n\nso pleasantly.\n\nAfter we had progressed somewhat\n\nin our experiment we tried making a\n\n“Book of Golden Deeds.” Whenever a child noticed an especially kind or\ncourteous act done by one of his classmates, he wrote an account of the\ndeed for the book.\n\nThis helped to do away\n\nwith quarreling and unkind\n\ncriticisms by encouraging a friendly spirit among\n\nthe children.\n\nThe reminder board which w*as mentioned in the beginning was not\nsuccessful in my school but in a nearby school it proved unusually helpful.\nIf a child felt he had a bad habit, which he wished to conquer, he wrote\nit on the reminder board and signed his name. It was understood\n\nthat no\n\none was to do so unless he sincerely felt he needed to conquer that particular\nfault. Here are a few statements taken from the reminder board in that\nschool.\nI must\n\nstop cheating — Gerald\n\nWakefield\n\nI must\nI must\nI must\nI have\nI must\n\nstop attending to other people’s business — Eleanor Wakefield\nbe more polite — Freda Campany\nstop crying so much — Doris Domser\ngot to work harder — Jeanette Cuff\nstop hollering and running in the school room — Doris Domser.\n\nNo child was allowed to erase his name\n\nfrom the reminder board until\n\nthe club decided he had shown sufficient progress in conquering his fault to\njustify its removal.\nVj Ci -*■ -r /•> r~\n\nOne\n\nof the older girls in the same school told about watching from the\n\nnext room her little six-year-old brother climb up and take a penny from\nthe clock shelf at home. Then\n\nhe put it back and said to himself, “If I took\n\nit I’d just have to put my name on that reminder board.”\nWe have now finished the second year of our work in character training.\nA course in child development has led us to find out more about conditions\n\nin the homes of our children. Equipped with this knowledge, we are able\nto deal more understandingly with the problems we meet every day.\nMany\n\nof my children come from homes which are unattractive. We\n\ntried to make\n\nour schoolroom\n\nhave\n\nas lovely a place as possible. It is an old\n\n"}
{"page": 483, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n479\n\nEducation\n\nfashioned room with double seats fastened to the floor and incorrect lighting.\nA bookcase, tables, and chairs, some of which were made\nbeen painted a pale green. White\ngreen. An\n\nold arm\n\nby the boys, have\n\ncurtains at the windows\n\nare ruffled with\n\nchair covered with gay cretonne, new\n\npictures in old\n\nframes and blossoming plants have all helped to create an atmosphere tend¬\ning to encourage\n\ncreative ability. The\n\npupils are expressing their ideas\n\nthrough poetry, plays, and movies. The\nfun for the pupils and has made\n\nmaking\n\nof movies has furnished\n\nextensive reading on their part necessary.\n\nConstructing the frame for the movie and doing the printing have developed\nskill in handwork. My fifth-grade history class worked on group projects\nwhen studying explorers. While an art critic would rightly have called their\ndrawings crude, the children were very proud of their movie showing the\nadventures of Champlain.\nIn addition to the books I have already mentioned\n\nwe\n\ngained many\n\nhelpful suggestions from the Los Angeles and Buffalo bulletins on character\neducation, also from articles on the subject, which we frequently found in\nthe current\n\nmagazines.\n\nIn conclusion I can say that the children and I have thoroughly enjoyed\nthe projects. I am\n\nsure also that we have obtained the following results\n\nfrom the experiments in character education and child development.\n1. Initiative on the part of both pupils and teacher\n2. A greater sense of cooperation among pupils\n3. A better knowledge and understanding of pupils by the teacher\n4. A better understanding between the teachers and their superintendent\n5. Increased ability on the part of the pupils\n6. Increased respect for the opinions of others\n7. A real desire on the part of the children for the traits toward which we worked\n8. Improvement in the behavior of school children outside of school hours noticed\nby parents and friends\n9. Greater consideration for the feelings of others on the part of the children.\n\nTHE\nGLENN\n\nCONSOLIDATED SCHOOL'S CONTRIBUTION\nPROGRESSIVE EDUCATION— ABSTRACT\nDRUMMOND,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nLOGAN\n\nCOUNTY,\n\nTO\nOHIO\n\nIn this paper, when we speak of the consolidated school, we shall have in\nmind any school in rural territory which has brought its children together\nby transportation in sufficient numbers\ntwelve years of training.\nWe\n\nrecognize that many\n\nto maintain\n\na grade unit offering\n\ngood things could be said about the possibilities\n\nof the one-room school in a progressive educational program. However,\nwherever the topography of the country permits, we think such a program\nshould be discouraged. We find an ever increasing, shifting population in\nrural territory and the one-room\n\nschool which has sufficient children to oper-\n\n"}
{"page": 484, "printed_page": null, "text": "480\n\nNational\n\nEducation\n\nAssociation\n\nate this year, next year may dwindle to a bare half-dozen children. To arouse\ninterest among rural people to support a program which would justify the\none-room\n\nprogram\n\nrather than the consolidated one surely would\n\nrequire\n\ngreater effort and leadership with less hope of returned benefits to the chil¬\ndren and to the community.\nModern machinery is bringing larger farm units with a lessened popu¬\nlation in rural area and fewer and fewer children within walking distance\nof the one-room school. Transportation facilities are making the community\nan increasingly larger one.\nWe believe a warning should be given by leaders in rural education to\nthose counties and states in which not much consolidation has been done\nnot to make the mistake made in so many places in Ohio of consolidating\nin too small units. A perusal of the study made by our own state director,\nDr. J. L. Clifton, shows the serious mistake made by Ohio in building and\nchartering so many small high schools. In our own county (Logan) two\nsmall consolidated elementary units have abandoned their buildings to be\nannexed to larger units. The buildings of these abandoned units stand idle\ntoday.\nDuring the last decade we have seen the rapid consolidation of our oneroom schools. We have seen the consolidated schools at first adopt the\ncollege preparatory\ndemocratize it.\nAnyone\n\nwho\n\nLatin-type curriculum\n\nand\n\nthen make\n\nattempts\n\nhas ever gone through a consolidation program\n\nto\n\ncarrying\n\nalong with it a bond issue will readily grant that seldom does any proposi¬\ntion face rural people which arouses the thinking and stirs up the discussion\nsuch as this school problem. Such a program, if successful, necessarily be¬\ncomes an educational one ; people who probably would never have given the\nchild problem a serious thought under other conditions begin thinking of\nchild welfare and child growth and agencies contributing to that develop¬\nment and growth. They form new contacts, they forget their small localisms\nunder this new broadening influence. Leadership develops rapidly and carries\nover into the larger community activity after consolidation. In our experi¬\nence during the last few years we can cite two instances where those radic¬\nally opposed to the consolidated program were placed in power by the\nelectorate to direct the consolidated program soon after the consolidation\nof the new building unit. In each case these boards of education within a\nshort time were directing a more progressive and more expensive program\nthan those in power at the time of the consolidation. The men placed in a\nposition of responsibility, a real learning situation for them, caught a new\nvision and then did their best to attain for their children and community\nthe advantages which were envisaged.\n\nThe one-room school of pioneer age in its setting of virgin timber must\nhave been a beauty spot, and so is the modern consolidated school giving\nattention to its architecture, its landscaping, and to its interior decoration.\nI he rural child of today is finding that he is living, both at home and at\n\n"}
{"page": 485, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n481\n\nschool, in an environment of beauty or of opportunity for beauty that\nthe city cannot possibly offer without sacrificing space needed for outdoor\nrecreation.\nHe enters the school bus which holds its part in the child’s opportunity\nfor development, he passes into a school building that he is gradually learn¬\ning is his, he enters his workshop, whether first grade or twelfth, and finds\nattractive, well-lighted, well-ventilated surroundings. He need no longer\nrecite from textbook to teacher in a class of one or two, but instead he finds\nhe is with a group of children of near his own age and interests, a group\nwhere ideas are exchanged and where he, as well as his classmates, can delve\ninto a library which is bringing him the experience and literature of the\nages and in a language he can understand. He finds difference of opinion in\nbooks and in the classroom and a teacher who sometimes is not so cramped\nby tradition but that he allows for this free statement of opinion.\nAlthough the consolidated school is now measuring well with the city\nschools as to its training of teachers, and is equipped with libraries and the\nusual teaching aids, in addition it still has some of the advantages of the\npioneer school.\nHere again are children of all ages associated in buses and in school.\nPupil responsibility and consideration of others is forced upon them. They\nlive together. The rural home still has its individual responsibility impressed\nupon its home membership, offering learning situations which, we believe,\nthe city never will be able to afford.\nAlthough the schools may try to provide an activity program for the de¬\nvelopment of certain ideals, attitudes, habits, and skills, yet only as this is\ncarried into the home and community life, does it function. In other words,\nexcept as the community is closely tied with the school in its aims, can the\nlevel of culture be raised ? The rural community as compared with the city\nunit is made up of people with closely allied interests. The adults are easily\ndrawn in close contact to the school program. The consolidated school has\nits laboratories as does the city unit, but, in addition the whole community\nbecomes the laboratory to the rural child.\nLiving in close contact with the earth and growing things, both plants\nand animals, his varied interests on the farm throw the rural child into\nconstant thinking and testing situations on questions brought up in school.\nThe ordinary home and farm management also give plenty of opportunities\nto practise the skills.\nWhen we speak of the consolidated unit contributing to progressive edu¬\ncation, we are not thinking of that bare unit built in the open country where\nteachers daily drive in from the outside. We do think of that school whose\nteachers become a part of the community\nvitally interested in its problems.\n\nin which they work\n\nand become\n\nWe mentioned before that the rural community had closely allied inter¬\nests. The cities favored communities are made up of people of diversified\ninterests whose business may be in another section of the city or state. A\n\n"}
{"page": 486, "printed_page": null, "text": "182\n\nNational\n\nEducation\n\nAssociation\n\nthe residents of his side of the street in the same square.\nThere are no ties of interest. We live in a small city and we know this to be\ntrue from personal experience. Yet in the rural community we find those\n\ncitizen cannot name\n\nwho know practically every adult living in the entire consolidated com¬\nmunity. In the school program that is alive we find the teacher generally\nknown and recognized by the parents, often being invited into their homes.\nThe organizations within the community such as the Grange, farm bu¬\nreau and parent-teacher association for the most part are closely allied with\nthe school program. Live home and community problems in which children,\nteacher, and parents are interested can be brought to the classroom. The con¬\nsolidated school is becoming the community center as did the church and\none-room rural school in a former period.\nWe can think of no one item of our presentday curriculum\n\ncontributing\n\nmore to the worthy use of leisure time and happy home membership,\nas contributing to a happy community\n\nlife than music. We\n\nalmost as soon as consolidation takes place, the demand\n\nas well\n\nhave found,\n\nfor musical instruc¬\n\ntion. With consolidation come the musical activities from toy band to highschool orchestra; choruses of primary grades to operettas in high school.\nSoon comes a union with other consolidated units to form the county highschool chorus and county high-school orchestra. With what pride and\npleasure do these rural communities listen to and look upon these new\naccomplishments\n\nof their children!\n\nIn our observation we are wondering\n\nalso if the presentday consolidated\n\nschool is not affording the best type for the improvement\n\nof teaching. In\n\nthe school we mention, frequent “talk shop” meetings were held. These\nmeetings were partly social, yet at some time of the year each teacher of\nthe group brought into one of these meetings a problem which w^as his own.\nHe presented it, giving his thought and the solution as he had thus’ far\nworked it out. Other teachers were free with questions, criticisms, and dis¬\ncussion, democratic in the extreme. There was no fear of dictatorial super¬\nvision.\nWe\n\ncan think of no better way for the development\n\nof initiative. We\n\nrecognize that this is possible in a city system but hardly in the homey way\nwith the viewpoints of teachers of twelve grades. In addition there is always\nthe danger of too close supervision killing initiative as well as holding to a\ntraditional level.\nIf classroom situations are to be developed which will bring about “felt\nneeds,” the classroom teachers must be encouraged in their attempts at\noriginality. We fear we have but few trained supervisors today who are\nwilling for their teachers to vary far from the beaten track. Young leader¬\nship in our consolidated schools, along with teachers who have caught the\nvision of the philosophy which\n\nmay\n\nmean\n\n“the passing of the recitation”\n\nseems to me our best hope for the realization of a “Dewey\n\nphilosophy.”\n\n"}
{"page": 487, "printed_page": null, "text": "SUPERVISING\n\nDepartment\n\nof\n\nRural\n\nACTIVITY\n\nPROGRAMS\n\n483\n\nEducation\n\nIN RURAL\n\nSCHOOLS\n\n—ABSTRACT\nJENNIE\n\nM.\n\nHAVER,\n\nHELPING\n\nTEACHER,\n\nHUNTERDON\n\nCOUNTY,\n\nN. J.\n\nRural supervision during the past decade has been generally concerned\nwith the training of untrained teachers. With the advancement in the\ncertification required in many\n\nstates today, rural supervision must\n\nnow\n\nrecognize the various types of teachers, take into consideration their training\nand experience, and after careful study determine methods\n\nof supervision\n\nsuited to each. We,\n\nas supervisors, need to apply sound\n\npsychological\n\nprinciples in our work\n\nwith teachers. Individual differences, interest, self¬\n\nactivity, satisfaction in accomplishment on the part of teachers — all have\ntheir effect on the final value of the supervisory program. Our work is to\nrecognize these principles, mix our supervisory technics with a large measure\nof human understanding, and study with the teachers the best methods\nof securing steady progress of school children each at his best rate and under\nthe conditions that are most favorable to him.\nToday\n\nthe best current thinking seems to agree that that teaching is\n\nmost valuable which secures the greatest amount\n\nof desirable learning on\n\nthe part of each pupil. Pupils learn by doing. Hence, activities should form\na large part of the curriculum. In their efforts to work, the children meet\nimportant problems requiring solution, questions which must be answered,\ndifficulties which must be removed, and outstanding needs which must be\nsatisfied. Solving their problems, answering their questions, removing\n\ntheir\n\ndifficulties and obstacles, and satisfying their needs necessitate all sorts of\nefforts on their part. The old time formal recitation does not meet all these\nneeds. The pupils must read in textbooks, consult libraries, interview people,\ngo on excursions to see things, make things, drill themselves to improve their\nskills, experiment — in other words, they must live a complete, rich, wellrounded life in the schoolroom to attain those desirable habits, skills, and\nattitudes which are now\n\nconsidered important goals of instruction.\n\n* Picture if you will for a moment the proverbial rural school and then\ncome with me to visit a schoolroom that has an interesting activity program\nin sixth-grade history. Early one snowy\n\nmorning I stepped into the entry of\n\nthe schoolhouse and found four sixth-grade boys sitting on a sled with an\nold skunk skin suspended in front of them. They were removing the hair\nwith pliers. I laughed and then asked them what in the world they were\ndoing.\n“We are preparing a skin for Indian writing,” one gravely answered,\nand then when the boys found that I was not a bit shocked by the perfume\nthat pervaded the little hallway they warmed\nwith much interest to their comments.\n\nto the subject and I listened\n\n"}
{"page": 488, "printed_page": null, "text": "484\n\nNational\n\nEducation\n\nAssociation\n\n\"Gee, this way takes too long to get the hair off. We’d\n\nsave time if we\n\ntook it to the barbers and got it shaved,” said one.\n\"Why do the white hairs come out easier than the black ones? Do you\nsuppose the action of the sun on the black and white colors has anything\nto do with it?” asked Philip.\nFrank turned to me and said, \"Miss Haver, how did the Indians get the\nhair off the skins?”\n\"I don’t know, Frank,” I answered, \"but I think I can find out.”\nStanley piped up, \"I think I can find a book that will tell us about the\nway Indians did things.”\nA few days later I stopped at the school a little better informed\n\nabout\n\nIndian tanning processes than I had been on the previous visit. My\n\ninfor¬\n\nmation was not needed. I found a gallon paint can filled with an evil¬\nlooking solution of wood ashes and water and the boys informed me that\npart of the skunk skin was soaking in it.\n\"The lye in the wood ashes is what\nwhispered to me as I passed his seat.\nWe\n\ndoes the trick,” one of the boys\n\nneed to challenge boys and girls to become\n\naware\n\nof problems.\n\nRemoving\n\nhair from a skin was a direct problem which those boys solved\n\nwith much\n\nsatisfaction to themselves. This problem led to other problems\n\nin primitive record keeping. The\ncords ; they made\n\nchildren made notched sticks and knotted\n\npicture writing on rocks, skins, bark, and bones. Later\n\nthey studied records of early civilization and made inscriptions on minia¬\nture monuments, clay tablets, wax tablets, scrolls of papyrus, and scrolls\nof parchment. They studied the evolution of the written language — picture\nwriting, ideograms, phonograms, the rebus, and the alphabet — making each\nform as they studied about it. They journeyed with the alphabet from\nEgypt to Phoenicia, from Phoenicia to Greece, from Greece to Rome\n\nand\n\nour presentday alphabet. They were fascinated with their study of the evolu¬\ntion of the book. They made vertical scrolls, horizontal scrolls, and scrolls\nwith writing arranged\n\nin page sections. Finally with the folded scroll\n\nthey began to see the beginning of our books of today. They\n\ncopied pages\n\nof old manuscripts and lived in imagination in the days when\n\nthe art of\n\nilluminating reached its greatest glory. They collected pictures of the early\nprinters — Gutenberg,\n\nCaxton, and Franklin. They\n\nstudied pictures of old\n\nprinting presses and experimented with block-printing themselves. They\nmade New England hornbooks and began to sense the simplicity of those\nearly colonial school days. Finally, they studied modern methods\ning, the linotype, the monotype, and the electrotype processes.\nThe\n\nteacher who\n\nof print¬\n\nguided this project had caught the spirit of the new\n\neducation. His zest for his work\n\ninspired his fortunate pupils to greater\n\nand greater efforts. In the first place, history was\n\nmade\n\nreal to them.\n\n"}
{"page": 489, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nIn making the past live they had worthwhile\nmeaning\n\nand interest to them. They\n\n485\n\nEducation\n\nexperiences that were full of\n\nexperimented\n\nfreely with different\n\nmediums, clay, wood, paper, skin, crayon, paint, and ink. All had an oppor¬\ntunity to take part, but as each problem was carried on by volunteer\nworkers, each child was at liberty to follow the line of his greatest interest.\nLess gifted children in regular school work were very successful. Several\nproblem children became\nments\n\nof Hartshorne\n\nless troublesome\n\nand May\n\nwhich\n\ncorroborates the experi¬\n\nin their “Studies in Deceit.” One\n\nof the\n\nconclusions reached in their studies is stated as follows: “The progressive\nschools tested do not cheat as much as most of the conventional schools\ntested. This seems to be due to the factors of school or classroom morale,\nfor which\n\nthe teacher is largely responsible, but which\n\nalso characterizes\n\nthe whole school or class group from year to year.” Careful checking by\nmeans of standard tests showed a steady growth in the regular school\nsubjects.\nThe\n\nhelping teachers in the rural sections of New\n\nJersey are working\n\nwith their teachers on a three-year rotation plan for social science in the\nfirst three grades. The basic plan calls for a study of home life, the con¬\nsumption phase, for the first year ; farm life, the production phase for the\nsecond year; and community\nThe\n\nlife, the distribution phase for the third year.\n\nlarge units developed last year were : Our\n\nown\n\nhomes, pioneer homes,\n\nIndian homes, tropical homes, Eskimo homes, and primitive life.\nThis year a study of farm life formed the basis for much thoughtful\nactivity work\n\non the part of the children. The\n\nfirst unit consisted of the\n\nstudy of a typical farm in the neighborhood. This was followed by the study\nof milk, then by the study of bread. In early December\nHebrew\n\nthe children studied\n\nshepherd life and at Christmas time found that they had a beautiful\n\nsetting for the Christmas\n\nstory. Then\n\ncame\n\nthe study of desert life and\n\nduring the spring months the mountain farms of Switzerland or Scandina¬\nvia, the lowlands of Holland and the farms of China were studied in turn.\nAlthough\n\nour major interest this year has been in developing a sound\n\nactivity program\n\nin social science we\n\nhave not neglected it in the other\n\nschool subjects. English lends itself to many\n\nforms of activity. Creative\n\nexpression in verse is a very natural result of progressive work in a rural\nschool. Teachers interested in this form of expression are securing very\nhappy results from country boys and girls. Often interest in seasonal changes\nstimulates this natural impulse to rhyme. Here are two such rhymes:\nThe\nI have\n\nFlower\n\na little flower\n\nIt lives in the garden\nI watch it day by day,\nT feel pity for it,\nFor the north winds\n\nwill\n\nSoon be here and take it away.\n\n"}
{"page": 490, "printed_page": null, "text": "486\n\nNational\n\nEducation\n\nAssociation\n\nA Fairy Screen\nI am glad when I hear\nThe tinkling bells that go\nTinkle, tinkle, tinkle, you know\nJust why I like it, for\nI see beyond the meadow\n\ngreen,\n\nA silver, gauzy, fairy screen.\n\nDo you wonder\n\nthat a supervisor looks forward eagerly to the day when\n\nshe visits certain progressive rural schools? A shy country boy or girl may\noffer a poem\n\nthat is an exquisite picture of the sincerity and joyousness\n\nof a child’s imagination.\nThere are children who\n\nhear no rhythm\n\nin words, but see rhvthm\n\nin\n\nline and color. These children create the pictures of their imagination with\npaint and paper, with clay and wood. Their hands translate the beauty of\ntheir minds into a concrete loveliness that adds color and enrichment to all\ntheir experience. English, the social studies, nature study, in fact, any subject\nin the traditional school curriculum may be enriched by this form of expres¬\nsion.\nOne\n\nof our chief desires in fostering an activity program\n\nin our rural\n\nschools is that each teacher and each child should be offered ample oppor¬\ntunity to express creatively the ideas which come to him during his work.\nPresident Hoover\n\nhas recently referred to the delight one feels in creating\n\nanything as perhaps our greatest happiness. The\n\nimpulse to create is strong\n\nfrom early childhood. To ignore this instinct through the school period of a\nchild is wrong; to ignore it in the members of our teaching force is a Grime\nagainst their professional growth. Our problem as supervisors is to discover\nthe means whereby this instinct may find its greatest expression in progres¬\nsive teaching. All teachers, as well as all children, are not equally able\nto think and act creatively, but our aim is to develop everv bit of the\npower\n\nwhich\n\neach one possesses. According\n\nto individual differences the\n\nability to create may manifest itself for some through work with the hands,\nfor others through intellectual achievement, for still others through social\norganization.\nCreative activity in the school makes work a joy to both teacher and\npupil. Each is giving expression to the best that is in him. When we as rural\nsupervisors give adequate attention to promoting\nactivity programs\n\nwe shall be amazed\n\ncreative work\n\nin our\n\nnot only in the improvement\n\nof the\n\nregular classroom instruction but also in the development\n\nof those intan¬\n\ngible spiritual values which constitute the durable satisfaction in our teach¬\ning profession. Creative work should be the natural expression of a full, rich\nexperience in the stimulating atmosphere of a modern rural school.\nWhatever\n\nour technic of supervision in achieving an activity program\n\nin our rural schools we must add at the end that quality of enthusiasm — a\n\n"}
{"page": 491, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n487\n\nEducation\n\nword which in its derivative sense means an inward god. The work of trans¬\nlating modern school work into human conduct is indeed a godlike one.\nIf we\n\nfully realize the significance of our work\n\npupils we\n\nshall not fail.\n\nINSTRUCTIONAL\n\nR. C. WILLIAMS,\n\nASPECTS OF THE CONSOLIDATED\nSCHOOL— ABSTRACT\n\nSTATE\n\nDEPARTMENT\nDES\n\nWe\n\nwith our teachers and\n\nMOINES,\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nIOWA\n\nthink of the consolidated school as a comparatively recent institution\n\nwhose creation is one means of bringing the standard of educational oppor¬\ntunity for the farm population up to that of those living in towns and cities.\nThis expansion has enriched the educational offerings of these rural com¬\nmunities in many ways and has awTakened a keener interest in the wTork of\nthe public school. In all phases of school activity, the kind of instruction\nwThich is provided should be given first consideration.\nEqualizing educational opportunity for the rural boy or girl involves a\nnumber of steps. Bringing together into a centralized school children from\nseveral smaller schools in most cases will not only make possible an increase\nin the number of years of work offered but should result in strengthening\nthe type of instruction which had previously been given in the small rural\nschools.\nSuch new schools have invariably called for a new building and many\ncommunities have in this manner made possible the maintenance of a center\nfor community life. In districts where transportation has been provided the\nattendance of children from farm homes has increased. The availability of a\nhigh school near home has stimulated many to continue their education.\nExtracurriculum activities, with their fostering of group school spirit and\nopportunities for selfdevelopment and selfdiscovery, have rallied large num¬\nbers of people to the support of the school’s program. But more significant\nthan any of these worthy and desirable features is the provision for better\ninstruction which ought to come from such a change and which ought to be\nthe predominating\n\nfeature of the consolidated school. Too often these other\n\nmatters with their popular appeal cover up the importance of the teaching\nand learning process. In many places a splendid school plant or a successful\nbasketball team is the embodiment of a successful school. It is taken for\ngranted that everything else is of an equally high type.\nIn a certain county in IowTa, the Stanford Achievement Test was given to\nall pupils in the eighth grade of the one-teacher, consolidated, and other\ngrade schools. The results showed that a consolidated school scored as much\nas twenty percent lower than the one-teacher rural schools of the county on\nthe same test, that this school was below the level of the one-teacher schools\nin every subject except one, and its composite score was about ten percent\n\n"}
{"page": 492, "printed_page": null, "text": "488\n\nNational\n\nEducation\n\nAssociation\n\nbelow the average of the other rural eighth-grade pupils. The creation of a\nconsolidated school does not inherently assure an improved type of teaching.\nIt merely means that certain conditions which have limited the possibilities\nof the small one-teacher school have been removed. To those in charge of the\nschool comes a challenge to raise the quality of teaching. No school is any\nbetter than the efficiency of its instruction.\nIt is almost impossible to separate the instructional aspects of a school\nfrom other phases of school operation. Ideally, all should mesh together in a\nunified effort. Using this point of view it is our purpose to suggest some of\nthe factors in the teaching program of the consolidated school which seem to\ninfluence or limit its efficiency in a selfevident, but none the less considerable\nfashion.\nIn the establishment of any school the number of pupils to be brought\ntogether should not be overlooked. A school with 250 pupils has greater\nresources and possibilities than one of 100 pupils. More pupils generally\nmeans that more teachers need to be employed. More teachers means teachers\nspecially trained for particular subjectmatter fields. More\n\npupils means\n\nthat the scope of a high-school program of studies may be expanded to\nacquaint pupils with various fields of usefulness.\nThis possibility of expanding the school curriculum must not be detached\nfrom the ability of the district to maintain such a school. There are certain\nreasonable limits beyond which boards of education ought not go in planning\nfor schools. Patterning after city schools should not be practised. A recent\nstudy of Iowa shows, for example, that there are some districts employing\ntwice as many teachers as other districts, for the same number of pupils.\nConversely, teachers in some schools are teaching twice as many pupils as\nthe same number of instructors are doing in others. Undoubtedly there are\nmany instances in which communities are maintaining a four-year high\nschool when they have neither pupils enough nor property enough to sup¬\nport twelve years of education. It is natural for all such districts to desire\nthe best for their children who are worthy of every such opportunity and\nshould have it. These matters should be given consideration in the establish¬\nment of consolidated schools, whether it be for secondary-school purposes\nor to include both elementary and secondary fields.\nThe curriculum of the consolidated school should reflect the best of\nmodern\n\nthought and study. It should be scientifically planned to meet the\n\nneeds of the children and community served by the school. If there be an ac¬\nceptable state course of study, its fundamentals should be embodied in the\ncurriculum of the consolidated school. It should recognize that rural boys\nand girls are living in a different home environment\n\nand industrial life than\n\nthose of the city. Standards of accomplishment, based upon the curriculum,\ntextbooks, and other materials of instruction, and with definite objectives\nshould be set up. Because of the possibilities this type of school offers, its\ncurriculum should be broader and richer than that of the one-teacher school\nwith its limitations of time, materials, and teachers.\n\n"}
{"page": 493, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n489\n\nBut perhaps the more commonly accepted advantages which these cen¬\ntralized schools are bringing to rural communities are in the high-school\nprivileges made available. Not only in those subjects which are commonly\nfound in the high-school program of studies, but also in those subjects which\nmay directly relate to the experiences and activities of their homes, those who\nattend rural high schools find a new and better understanding of the environ¬\nment in which they live and its implications. Such subjects as economic agri¬\nculture, home hygiene, related art, social problems, farm management, and\nothers have untold value in assisting youths to find their place in the world.\nOne of the glaring inequalities in rural education, as contrasted with\nurban, has been the vast difference in opportunities for young folks to find\ntheir places in life. The city youth have had the benefit of a great variety of\ncurriculums and subjects, whereas the majority of rural youth have had\n(and this applies today) very little chance in their small schools to discover,\nthrough varied contacts, their aptitudes and interests. Among our consoli¬\ndated schools are a large number whose high-school program of studies is\nlimited to one curriculum with provision for no elective subject. There\nshould be available at least a few vocational courses in charge of well-pre¬\npared teachers.\nA bulletin of the Federal Board for Vocational Education points out that\nsixty to seventy-five percent of those taking courses in vocational agriculture\nare now in agricultural work, thus suggesting the effect of well-organized\ninstruction to a selected group reared on the farm. On the contrary, the\nprogram of studies of the consolidated school may equally well serve its\npurpose by helping students to learn that they are not interested in farming,\nsecretarial work, or any other vocation. In some quarters there are those who\nfeel that vocational subjects based upon rural life should not be emphasized\nin the consolidated school. These high-school boys and girls should have an\nopportunity to discover their vocational interests whether they lie in agri¬\ncultural pursuits or elsewhere. However, there is fully as much justification\nfor including strong agricultural courses in the consolidated school as there\nis for omitting these same curriculums from city schools.\nIn considering the problem of rural education and the curriculum\n\nof the\n\nconsolidated school, the possibilities in health education promise a real con¬\ntribution. The condition of the human machine among our rural population\nis below that of people living in cities. Furthermore, sanitary conditions in\nrural homes are in too many cases below par. A recent survey in Iowa\nshowed that seventy-five percent of the teachers of small rural schools came\nfrom a farm environment. Under such conditions it is difficult to attract\nteachers who have experience, knowledge, and vision in hygienic and health\nmatters to inspire children. Daily contacts with sanitary plumbing and clean,\nwell-planned buildings combined with systematic health inspection and\ninstruction will do much toward an improvement of rural health.\nThe major factor in the operatipn of any school is the teacher. Point out\na school that has a good teaching staff and invariably you will find a good\n\n"}
{"page": 494, "printed_page": null, "text": "490\n\nNational\n\nEducation\n\nAssociation\n\nschool. Splendid buildings, modern equipment, and financial economy of\noperation may make efficient instruction easier, but they do not make up for\na lack of it. This is common ground for all types of schools, irrespective of\ntype, size, or location.\nThe ability to attract strong teachers and retain them during the time\ntheir work is satisfactory is one of the most critical elements in the instruc¬\ntional program of a school. To the degree that the consolidated school is able\nto remedy this deficiency of the rural school, does it largely justify its ex¬\nistence. It is probably true that these schools do receive a fair share of inex¬\nperienced, but potentially good teachers, as they seek out candidates whose\nprofessional training equals or approximates the standards of the city schools.\nBut the difficulty comes when these teachers have proved their worth and\nare seeking the material awards that should rightfully be received.\nMore attractive living conditions and a salary that will encourage a\nteacher to seek further training and make possible, as well as justify, the ex¬\npenditure of money to secure continued preparation, prove alluring. Admin¬\nistrators who can offer these inducements will naturally seek out those in\nservice who have demonstrated their abilities, and judicious superintendents\nand principals will not stand in the way of their advancement. To retain\nstrong teachers the consolidated schools must meet this condition. They\nshould not serve as proving grounds for teachers of city systems. Special curriculums to prepare teachers for rural and consolidated schools will never\nbecome popular as such until those who are interested in such courses may\nbe attracted to and retained in these schools.\nA number\n\nof other conditions relate to the instructional work of the con¬\n\nsolidated school. The\n\ntotal enrolment\n\nin such schools usually gives more\n\npupils per teacher than the one-room school, and less than the average for\nthe city schools. This situation should avoid the difficulties of the ungraded\nschool and also the impersonal teaching of the classroom with a large enrol¬\nment. Homogeneous grouping here is impractical, but perhaps the difficulty\nwith which the teaching staff is able to differentiate methods according to\nthe ability of the group does not make a handicap out of this situation.\nTeachers with special training for primary, intermediate, and grammar\ngrade children are made possible. Departmental teaching can be arranged\nbelow the high school, and many unite the upper grades with the high school\ninto a single junior-senior unit for administrative and instructional purposes.\nIn the average consolidated school, and more especially those offering less\nthan a twelve-year course, teachers must teach in two or more subjectmatter\nfields. Seventy percent of those who completed one, two, or three-year curriculums at Iowa State Teachers College in 1928 and secured positions in\nhigh schools taught in three or more subjectmatter fields. Most of this group\ncompleted training courses in vocational subjects and taught in small schools\nwhere they were required to teach academic subjects. Of those who received\ndegrees from this institution during the year named, thirty-seven percent\ntaught in three or more subjectmatter fields. While this may not be a repre-\n\n"}
{"page": 495, "printed_page": null, "text": "r\n\nDepartment\n\nof\n\nRural\n\nEducation\n\n491\n\nsentative group, it does indicate a problem of organization from which the\nsmaller high school cannot be divorced. We have no reason to assume that\nthose individuals who are best qualified in personality and adaptability spe¬\ncialize in and teach but one subject, but it does seem that those who have\nmade particular preparation for teaching a subject should give a better\nquality of service than the one who may be in charge of classes in two or\nmore subjects outside his major field.\nAgain we face an instructional problem in the teaching of vocational\nsubjects in consolidated schools. Teachers of these branches and especially\nthose who have not qualified for a degree, have had a limited opportunity\nto equip themselves for teaching other subjects which will be expected of\nthem. This naturally results in poor instruction in the academic subjects.\nThe Smith-Hughes plan does not reach a significant proportion of\nschools. Conversely, many of our schools assign to those who have made\nready to teach social science, mathematics, or physical sciences, classes in vo¬\ncational subjects for which they are inadequately prepared. The apparent\nsolution of this handicap is to organize a school of such size as to make\npossible the employment\n\nof competent\n\nteachers, discontinue the teaching of\n\nthese subjects, or resign ourselves to a condition which can only be apolo¬\ngized for.\nThe introduction of socalled extracurriculum activities into the consoli¬\ndated school program creates a situation that has a tendency to hamper the\nefficiency of instruction. Such activities call for the time and attention of\nteachers and the size of these schools places such duties upon instructors\nthat their attention is detracted from instruction duties. Recently I learned\nof a consolidated school where one of the elementary grade teachers, in\ncharge of two grades in one room, also was director of the school band and\ncoach of the girls’ basketball team. No doubt similar inconsistencies can be\nfound in many places. This problem is made more difficult by the fact that\nif these activities are not provided for at the time rural children are at the\nschoolhouse during the day they cannot participate in them. Either the sched¬\nule for the school day should be lengthened to make provision for them, or\nthe scope of the extracurriculum program\nable.\n\nmust be confined to the time avail¬\n\nSetting up a supervisory program for the consolidated school involves no\nprinciples which are different from other schools. The application of general\nprinciples will be modified by conditions in the school and I shall merely\nmention some of these conditions.\nReference has been previously made to a study of educational achievement\nin one of our counties in which a consolidated school was found to be below\nthe standard of the rural schools. One of the most plausible explanations of\nthis situation is the failure of the people of the community to give serious\nthought to the qualifications of their teachers and supervisors. Teachers\nwith the minimum of training and certification have been employed and at\nsalaries which all but exclude candidates for positions whose homes are not\n\n"}
{"page": 496, "printed_page": null, "text": "49 2\n\nNational\n\nEducation\n\nAssociation\n\nin the district. All but one of the eight teachers in this school were teaching\ntheir first year there. The superintendent was the only other teacher who had\nheld a position for more than one year, and he, together with a majority of\nhis staff, is now leaving for other fields. As long as the qualifications and\ntenure of teachers in this district or any other, are kept at the minimum,\nsupervision of instruction will be an almost futile process.\nAnother instance represents one of our problems. The superintendent of\na consolidated school spent one-half the school day in teaching, but observed\nhis teachers at work not more than twice during the year. Ample time for\nclassroom supervision was available but other matters of lesser value were\nallowed to absorb all his time, so that in practise these teachers received\nscarcely any assistance in the many\n\nclassroom difficulties that came to them.\n\nThe supervisor of the smaller school has less time for such duties -than one\nin a larger school but he also has fewer teachers to assist. He must be ad¬\nministrator, supervisor, and teacher. The judicious principal or superinten¬\ndent will rightly divide his time. Furthermore, concentration upon one or\ntwo needs which have become evident through a careful analysis of pupil\nprogress will, if rightly followed from year to year, produce commendable\nresults. Methods of teaching, materials of instruction used, pupil classifica¬\ntion, grade norms, and standards of accomplishment should be carefully\nscrutinized. These projects should be sufficiently definite and tangible that\nthey can be grasped and absorbed by the teachers in service.\nThe consolidated school has possibilities whose fulfillment depends upon\nthe process of refinement and coordination following its establishment. To\nadministrators and supervisors of rural education it is a challenge to turn\nout a product which is educationally fit.\n\nPROVISION\nLOIS\n\nCOFFEY\n\nFOR\n\nMOSSMAN,\n\nCOLLEGE,\n\nAN ACTIVITY PROGRAM\nSCHOOL\nASSISTANT\n\nCOLUMBIA\n\nPROFESSOR\n\nUNIVERSITY,\n\nIn a sense our title is a misnomer.\n\nOF\n\nNEW\n\nWherever\n\nIN A RURAL\n\nEDUCATION,\nYORK,\n\nN.\n\nTEACHERS\n\nY.\n\nthere are children there is\n\nactivity. Every situation where there is group living is a situation where\nactivity is going on and learning of some sort is taking place. Living means\nactivity. Activity means learning. Why, then, discuss such a topic ?\nIn the traditional school the teacher’s effort was directed toward inhibit¬\ning as many of the children’s activities as he could. As a matter of caution,\nor for the sake of keeping a semblance of peace, enterprises, especially of the\nolder boys, retreated behind the geography texts. The teacher did not stop\nthem. He did somewhat modify their outward manifestation. And he often\ncaused a division of forces and a conflict of effort on the part of the children\nand himself.\nThe new school is a place which openly avows that it believes in children\nand their activities, that these activities are closely related to worthy learn-\n\n"}
{"page": 497, "printed_page": null, "text": "Department\n\nings, and that the new\n\nof\n\nRural\n\nEducation\n\n493\n\nschool will ally its efforts with those of the chil¬\n\ndren. By giving the children’s efforts proper guidance it believes better\nlearnings will result in terms of knowledges, skills, habits, meanings, atti¬\ntudes, and appreciations that relate to a life that is full and worthy. The\nnew* school attempts, thus, to make\ngenuine educational program.\n\nchildren’s activities contributory to a\n\nWhat are the conditions which make for such a program of learning\nthrough living? Does this theory mean a peculiar kind of equipment? Does\nit mean expensive equipment and a wealth of supplies ? Does it prescribe that\ndesks be movable? Does it mean that there is never to be found quiet study\nbut instead a state of continuous excitement and commotion ?\nThere is nothing innately wrong in a child's working at a desk that is\nfastened to the floor, providing that is the arrangement which best furthers\nwhat he should be doing ; but, if a room is filled with such equipment there\nis obviously a limit to the kinds of activities children can carry on in that\nroom. Is the new school’s point of view a condemnation of fixed furniture\nor is it a plea for freedom and possibility of doing?\nAs one thinks of the rural schools scattered over these United States, as\none recalls the factors that inevitably condition such schools in California,\nKansas, New\nwork\n\nJersey and Texas, one cannot sponsor a theory of activity\n\nthat is prescriptive as to kinds of buildings, desks, equipment, school\n\ngrounds, and supplies.\nThe activity theory, itself, eliminates such a pronouncement of prescrip¬\ntion. This theory maintains that the child learns something whenever he\ndoes anything. He learns what he does. Doing involves responding to situa¬\ntions that stimulate the doing. This responding brings with it an increased\nor decreased tendency to do likewise in a similar situation. This increase\nor decrease in the tendency to do constitutes the learning or change that\ntakes place in the child.\nThese\n\nchanges in tendency to do will obviously vary according to the\n\nthings one does. And\n\nwhat\n\none does varies, to some degree, according to\n\nwhat his environment\n\npermits and suggests. There\n\nis not much\n\ntendency,\n\ntherefore, toward learning to skate on ice in Arizona or Texas.\nFurthermore,\n\nwe\n\nmust\n\nremember\n\nthat the psychologists are telling us\n\nthat what a child tends to do at a given time is not wholly dependent upon\nwhat the environment\n\nsuggests, for his nature is .selective in its response to\n\nthe things about it. This selective factor is due, in part, to what the child\nhas previously done. Children’s tendencies to do are, in other words, de¬\nrived from what they have done, and what they have done is conditioned by\nthe places where they have been. If we wish, then, to contemplate an activity\nprogram\n\npossible for all rural schools we cannot make provision for it by\n\nmaking lists of equipment and supplies or by drawing plans for the specific\nkind of a building needed.\n\n"}
{"page": 498, "printed_page": null, "text": "494\n\nNational\n\nEducation\n\nAssociation\n\nWhat, then, shall guide us in the attempt to make provision for an ac¬\ntivity program? What conditions are essential in all rural schools if we\nwould attempt to guide children's learning through what they do?\nSuch an activity program really means setting up a method of living and\n* doing things together. If such living and doing together be worthy there\nmust be some recognized and accepted objectives. No group action is of\nmuch worth which lacks purpose recognized by those participating. In order\nto do together the members must all try to accomplish the same ends. This\nmeans that there must be a definite effort on the part of the school to\nrecognize and define what it is trying to accomplish.\nIn this matter many schools at present fail. Sometimes teachers state to\nthe children what is to be done, but such statements are not in terms of\nchildren's living. And there are varying degrees of acceptance of these state¬\nments. They do not come out of the children’s experiences. They do not\nnecessarily fit into what the children see as really worth doing.\nSuch recognition and statement by the school, as he're proposed, of the\nthings it is seeking to do does not come instantly. Not the first day of\nschool, perhaps, not the first week can a group of children come to a recogni¬\ntion of some of the things they all really want to accomplish. Such recog¬\nnition is gradual. The aim gradually emerges. As they do some things to¬\ngether and find worth in so doing, they glimpse possibilities of other more\nworthwhile things. Success in one undertaking gives courage and daring in\nattempting more difficult ones. In .fact, it seems evident that so long as a\ngroup lives and works together its objectives are never completely stated.\nNew possibilities are continually appearing.\nThe teacher of a school should keep in mind this first essential — the con¬\n\ntinuous process of the group's recognizing and attempting to state its objec¬\ntives. No school can be successful in its attempt to carry on an activity pro¬\ngram if it fails to develop this particular essential in group doing and learn¬\ning.\nA method\n\nof group learning through living and doing together involves a\n\nsecond very significant element essential in the progress of the work — the\n\ndevelopment and use of group consciousness. A degree of group conscious¬\nness has been present in every school where a number\n\nof children have been.\n\nSuch consciousness inevitably develops. The point is that teachers have as¬\nsumed that it was to be combated, that it was the foe of learning. Some of\nus can remember going to school where communication with one's neighbor\nwas condemned. To write a note or to whisper was a sin. The good boy or\ngirl was one who never by word, look, or gesture indicated that he knew\nthere was another child in the room. And yet, this same school asserted that\nit was teaching children to write, to speak, and to read.\nAs children do things together they learn to know their combined strength,\ntheir abilities, their individual likes and dislikes, their ambitions. Such group\nconsciousness can, if capitalized, become a tremendous force in carrying\nthrough attempted enterprises and in seeking possibilities for new, more\n\n"}
{"page": 499, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n495\n\nworthy, more challenging undertakings. Group consciousness can be a source\nof dissipation of energy or, if rightly guided, may be the source of genuine\neffort in most commendable group action.\nWe, then, conclude that no teacher who would work by an activity pro¬\ngram can dare neglect this second essential factor — the development and use\nof group consciousness.\nThis implies the third essential factor in successful group living and\nlearning. This is leadership. No group can work together successfully with¬\nout it. Unity of action implies it. Achievement and progress demand it.\nThere must be one to lead the way.\nThis one is obviously the teacher. He is the one whom society entrusts\nwith the education of its children. He is the one who is delegated by society\nto carry this responsibility. He is, if competent, one whom the children trust\nand respect because of his ability to lead them.\nAll this means that the teacher must have vision. He must see the mean¬\ning of what the children are doing in terms of the learnings that are taking\nplace. The difficulty in many places where the activity program is being\nattempted is that the teachers themselves lack the vision. They do not see\nthe significance of children’s interests and tendencies. They do not see the\nrelation between the things children tend to do and what is accepted as\nworthy learning. They do not understand that learning is linked up with\ndoing. They do not see the subjectmatter of the school as an integral part\nof living richly and fully.\nOne reason for this state of affairs is that many teachers do not know\nrichness and fullness of living. The obvious, the commonplace is but obvious\nand commonplace to them. It has little or no meaning. The limestone cliff\nis but so much limestone fraught with the possibility of becoming, if crushed,\na troublesome white dust or capable, if in contact with running water, of\nmaking that water disagreeably hard. The flower by the roadside, the strata\nof sandstone, the magazine delivered by the postman, the fresh loaf of bread\nfrom the oven, convey no message about the wonder of their becoming.\nThese are teachers who\n\ncannot read “the books in running brooks” nor do\n\nthey understand anything of what the “flower in the crannied wall” is tell¬\ning them. Such people are obviously unable to lead children in their tend¬\nencies to wade in the brooks, pick the flowers, and dig in the sand so that\nsuch activities may be but the beginnings of genuine adventures into the\nworld of ideas and meanings.\nA Teacher of long ago said, “I came that ye might have life and that ye\nmight have it more abundantly.” Abundant life involves meanings, signifi¬\ncance, understandings in everything one does. Every teacher who comes into\nchildren’s lives should be so filled with the meaning involved in the details\nof daily living that he can lead boys and girls into fullness of life. President\nButler in his recent commencement address challenged his hearers in his\ninitial sentence by asserting that “there are comparatively few men and\nwomen alive in the world although there are hundreds of millions of living\n\n"}
{"page": 500, "printed_page": null, "text": "4%\n\nNational\n\nEducation\n\nAssociation\n\nhuman beings.’’ A teacher with vision sees this distinction and looks upon\nhis work as an opportunity to bring boys and girls into this fullness of life\nthrough helping them to develop the things that, at the time, attract and\nsatisfy into things of far greater challenge and meaning.\nThis leadership implies a teacher who knows the ordinary tendencies of\nboys and girls, who sees the relation of these tendencies to worthy ideas and\nmeanings, who knows the wonders of the commonplace world where the\nboys and girls live, who can translate commonplaces over into adventures in\nlearning, one who himself, lives much and deeply and can show others the\nways into such living and understanding — in fact, one who has vision of the\npossibilities for boys and girls to enter into life and can lead the way. Such\nleadership, with vision, is the third essential in attempting an activity\nprogram.\nA fourth essential in such a program is a working base or group home.\nYou say schools have always had this. Yes, there have been the schoolroom,\nthe schoolhouse. But it has not always been a home, a working, living place.\nThe “Penates” of childhood have not always been set up there.\nSuch a home does not necessarily need to be expensive or elaborate. In\nfact, there are many reasons why it were better not so. To anticipate and\nprovide in advance for all the possible needs and comforts of children robs\nthem of the adventure involved in being confronted with a genuine need\nand meeting it by their own efforts.\nA member of a schoolboard this spring visited a classroom where he found\nthe children using orange-box chairs they had made for their library corner.\nWhen talking with the supervisor later he mentioned these chairs and added\nthat they would order some “nice” chairs, that they had plenty of money,\nand did not want their children sitting on orange boxes.\nThe far more important thing is to see that this home base is the children’s\nto use, a place where they can live and do. We need, then, as a fourth es¬\nsential, schoolrooms that are truly places where children can live and learn.\nThis, at once, suggests a fifth essential- — freedom to live and do. This\nmeans freedom to use the schoolroom for activities that are challenging. A\nschoolroom has been known when children would not be permitted to move\nthe pieces of furniture from the fixed stations and where to suggest using\nIndia ink to draw a floor map of the world which could be used in the study\nof the group, would be regarded as a desecration of property.\nIt also means freedom to deviate from the established routine if such de¬\nviation gives promise of better returns in children’s learnings. Not so think\nsome makers of school programs. It means freedom to bring in and use books\nand material other than the “adopted texts.” It means possibility of devia¬\ntion from any prescribed sequence in work. It means freedom to go out from\nthe home base to the place where first-hand data can be secured if such data\nare really valuable. A school was recently found where the children were\nnever free from dictated regime from morning to night. The recess con¬\nsisted of a period in which the children “played” dictated games in the class-\n\n"}
{"page": 501, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n497\n\nEducation\n\nroom. This was the rule although the school grounds were\nthe neighboring mountains\n\nattractive and\n\nand valleys were full of legend, history, and\n\nphysiographic stories. It was in this school that a geography lesson was heard\nwhere only the textbook material on glaciers was “recited” although the\nenvironment had many evidences of the visit of the glacier and a splendid\nglacial boulder was to be seen on the school ground.\nWe\n\ncannot talk of an activity program\n\nschool work\nEuropean\n\nand at the same time shape the\n\nto fit a series of prescriptions and prohibitions. Some\n\nof the\n\ncountries have realized this better than we have and are now in¬\n\ncluding school excursions as a fundamental part of learning. Learning im¬\nplies developing habits, meanings, attitudes, knowledges, and appreciations\nrelative to the things that make up life’s experiences. Such learning involves\nliving and doing in the midst of life’s elements. And this implies the necessity\nof freedom to do as a fifth essential in an activity program.\nAll these five essentials imply and involve the sixth inclusive one. A n ac¬\ntivity program means a program of living and doing worthwhile and chal¬\nlenging things which are so because they, in turn, call for more worthy living\nand doing. The space allotted to this discussion does not permit the elabora¬\ntion of what these worthy activities may be. They are of life and they be¬\nlong to childhood. They are related to the valuable learnings whiclr inter¬\npret life and give it effectiveness.\nProvision for an activity program\n\nmay then be summarized\n\nin this sixth\n\nessential — see that you make it possible for boys and girls to live and learn\nin a group life where they may carry through to greater significance the\nthings that, at the time, seem challenging and that give promise of greater\nworth.\n\nBut why, someone may ask, should the title read “Provision for an activ¬\nity program in a rural school f The obvious answer is that the group here\npresent is a group interested in rural schools.\nThere is, however, a matter of greater significance in the title. The\nschool has in it greater possibilities for such work. The environment\nmore varied and, therefore, richer for school purposes. The\n\nrural\n\nis much\n\nenvironment\n\nis\n\nsimpler in that its processes are less complicated with numbers. Social pro¬\ncesses of the community are possible of comprehension because they can be\ncontemplated as a whole. Family life still exists. Domestic\n\nactivities are still\n\ncarried on as a part of the child’s experience. The physical environment\n\nhas\n\nnot, as a rule, been despoiled by man’s steam shovels and concreting tend¬\nencies. Brooks still may be found. Fruit trees yet produce fruit. Pastures,\nmeadows, and fields have existence. Then, too, heroes and history tales have\nlocal significance. The past may be cherished.\nThe teachers of rural schools, it would seem, have the finest opportunity\nto develop a worthy activity program because the child’s world in a rural\ncommunity can have a unity of setting which makes possible the development\n\n"}
{"page": 502, "printed_page": null, "text": "National\n\n498\n\nEducation\n\nAssociation\n\nof real learning through living. Provision for such work calls for (1) the\ndevelopment by the group of recognized and accepted objectives, (2) the de¬\nvelopment and use of a fine group consciousness, (3) wise leadership guided\nby a vision of possibilities in teaching boys and girls, (4) a home base for\nliving and learning together, (5) freedom to live and learn, and (6) a\ngenuine program of living and doing worthwhile and challenging things.\n\nSECRETARY'S\n\nMINUTES\n\nAtlantic City, N. J., Feb. 23, 1930\nA meeting\n\nof the Executive\n\nCommittee\n\nto which\n\nseveral leaders in rural educa¬\n\ntion were invited was called by the President, Miss Mabel Carney, Sunday after¬\nnoon, February 23, 1930. Miss Carney presented to the meeting for discussion the\nneed of increased attention to the social and economic aspects of rural life and\nrural education in the United States. In view of the present situation in a number\nof important education movements, President Carney presented her plan to appoint\na number of committees to study important aspects of rural education during the\ncoming year. After considerable discussion the Executive Committee expressed\napproval of the appointment of the following committees in addition to the regular\ncommittees on nominations and resolutions: Committee on Publications; Committee\non Cooperation with the National Education Association; Committee on Rural Sec¬\nondary Education; Committee on Rural Child Welfare; Committee on Government\nReorganization; Committee on Rural Teacher Training; Committee on Radio in\nRural Schools; Committee on Rural Adult Education.\nIt was\n\nthe sense of the Executive\n\nCommittee\n\nand others in the group\n\nthat special\n\nattention should be given by the committees to the study now being made on gov¬\nernment reorganization as concerned with education, to the prospective study on\nteacher training in the United\n\nStates, and to the study now\n\nbeing carried on of\n\nsecondary education. The committees are expected to follow the progress of these\nvarious committees and studies in order to promote as far as possible the interests\nof rural education in each field represented.\n\nAtlantic City, N. J., Feb. 25, 1930\nThe\n\nregular annual\n\nbusiness meeting of the Department\n\nof Rural Education\n\nheld at Atlantic City, Tuesday, February 25, 1930, at 4 p. m. The\nmittees were read and formally accepted by the Department.\n\nwas\n\nreports of com¬\n\nThe retiring president, Miss Mabel Carney, asked for an expression of opinion\non the part of the business meeting concerning the future of the various committees\nwhich she had appointed and reports from which had just been received. After con¬\nsiderable discussion it was moved and seconded that the committees be continued\nto work throughout the year\nMotion was carried.\nThe\n\nCommittee\n\nto the enforced\n\non Publications\n\nabsence\n\nHowe\n\nreport at the 1931 meeting\nwas\n\nof the Department.\n\nable to give only a tentative report owing\n\nof the chairman,\n\nThe report of the Committee\nsissippi and adopted.\nThe\n\nand\n\nDr. J. E. Butterworth.\n\non Resolutions\n\nwas\n\noffered by Mr. Calhoun\n\nreport of the Committee on Nominations was presented by Miss\nof Detroit, Michigan. The following officers were nominated:\n\nof Mis¬\nMary\n\nE.\n\n"}
{"page": 503, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n499\n\nPresident, Miss Helen Heffernan, California. • ,\nVicepresident, Mr. George Howard, North Carolina.\nFor member of Executive Committee to fill the term beginning 1930 and ending\n1935, Miss Helen Hay Heyl, New York.\nThe Department accepted the report of the committee and the officers proposed\nwere declared elected.\nThe\n\nmeeting\n\nadjourned.\n\n"}
{"page": 504, "printed_page": null, "text": "\\\n\n"}
{"page": 505, "printed_page": null, "text": "Department\n\nof School Health and Physical\nEducation\n\n"}
{"page": 506, "printed_page": null, "text": "The department of school health and physi¬\ncal\n\neducation\n\nwas\n\nknown\n\nas the\n\nDepartment\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 193031 are: President , Jay B. Nash, Professor of Physi¬\ncal Education, School of Education, New York Uni¬\nversity, New York, N. Y. ; Vicepresident , Mary E.\nMurphy, Director, Elizabeth McCormick Memorial\nFund, 848 N. Dearborn St., Chicago, Ill.; SecretaryTreasurer, James E. Rogers, Director, National\nPhysical Education Service, 315 Fourth Ave., New\nYork, N. Y. ; Executive Committee, William E. Bur¬\ndick, State Director of Physical Education, 7 E. Mul¬\nberry St., Baltimore, Md. (Term expires 1931) ;\nEthel Perrin, American Child Health Association,\n370 Seventh Ave., New York, N. Y., (Term expires\n1932) ; F. W. Maroney, Director, Department of\nHealth Education, Atlantic City, N. J. (Term ex¬\npires 1933) ; N. P. Neilson, State Supervisor of Phy¬\nsical Education, Sacramento, Calif. (Term expires\n1934). The Department meets once each year, in\nJune. Facts relating to the establishment of this De¬\npartment and the record of meetings are found in\nearlier volumes of Proceedings as follows :\n1893: 615-678 1902:737-759 1909: 745-789 1916:681-699\n1895: 944-950 1903:817-847 1910: 921-949 1917:521-535\n1896: 893-937 1904:803-843 1911: 905-939 1918:339-359\n1897: 870-916 1905755-781 1912:1141-1153 1919:315-323\n1898:929-959 1906:711-713 1913:667-695 1920:311-323\n1899:1064-1097 1907:925-951 1914: 683-721 1921:517-523\n1901: 758-771 1908:999-1947 1915: 971-995 1922:1085-1099\n\nI 5021\n\n1923: 744-842\n1924: 637-651\n1925: 577-598\n1926: 600-624\n1927:561-581\n1928: 545-567\n1929: 543-559\n\n"}
{"page": 507, "printed_page": null, "text": "HOW BEST TO ADMINISTER THE SCHOOL HEALTH,\nPHYSICAL EDUCATION } AND RECREATION PROGRAM\nEDWIN\n\nC. BROOME,\n\nSUPERINTENDENT\n\nOF SCHOOLS,\n\nPHILADELPHIA,\n\nPA.\n\nMy approach to the subject will naturally be that of a superin¬\ntendent of schools in a large city. In a large city every human\n\nand\n\nprofessional aspect of the problem is present. There is also the\nadvantage of an administrative and supervisory staff of sufficient extent to\ninsure that every item of the problem shall receive attention by qualified\nexperts following a unified and thoroughly coordinated program. The fact\nthat this ideal state of affairs exists in few, if any, large cities, makes it a\nmore attractive center around which to group our arguments.\nAny plan of health and physical education should properly be directed\ntowards four objectives: (1) Correct information, frankly but tactfully\nconveyed; (2) proper health habits, firmly fixed by appropriate practises;\n(3) sane and wholesome attitudes, sedulously cultivated through proper\ninstruction, good example, and abundant practise; (4) properly developed\nphysiques.\n\n1. Organization\n\nof the System\n\nWhat form of organization is best calculated to realize these results? On\nthis point the experts are not in entire agreement. A complete organization\nof physical and health education for a large city embraces six fields:\n\nSome\n\nexperts advocate the inclusion of all these activities in one depart¬\n\nment under a single director. Others would organize them under two co¬\nordinate departments, as follows: Numbers 1, 2, and possibly 3, under a de¬\npartment of physical and health education ; and numbers 4, 5, 6, and pos¬\nsibly 3, under a department of medical and nursing service. Local condi¬\ntions and size of school may control the policy in some measure, as well.\nBoth plans are working well in large cities, but it would seem logical that\nall enterprises that contribute to the health of the children should be united\nin one department, under a single director responsible to the superintendent\nof schools.\nOne argument against the single department plan is that neither a physical\ntrainer nor a physician can possess sufficient knowledge of the entire field to\ngive it adequate supervision. That\n\nis true in the case of directors whose\n\ntraining has been confined to the narrow\n\nfield of their major interest. If a\n\ndirector can be secured who\n\nhas been broadly trained in the philosophy of\n\neducation, child psychology,\ning\nall and\nath corr\ne\nlet\nics ctive\nwor\nk\nene\nand\nphy\nsio\nl\n\neconomics, sociology, educational administration\nr 5031\n\n"}
{"page": 508, "printed_page": null, "text": "504\n\nNational\n\nEducation\n\nAssociation\n\nand supervision, physical education and public health, and has common\nsense and qualities of leardership, it would not matter materially whether\nhe held a degree in medicine or in physical education. Such a leader can\nintelligently direct the work of school physicans and nurses, as well as that\nof supervisors of physical training. It is essential that the director be an edu¬\ncator who can administer his department with the point of view of an edu¬\ncator.\nThis is the major consideration in the organization of health service.\nThere are some minor considerations which deserve brief attention. One is\nthe question of the fulltime or the partime school physician. There are ad¬\nvocates of both plans. The problem of cost enters at this point. It is difficult\nto secure competent and experienced physicians on fulltime for the salaries\nusually available ; and it is more difficult to secure a sufficient appropriation\nto pay experienced physicians salaries that will compensate for the surrender\nof private practise. The difficulty is partially met in some large cities by the\nemployment\n\nof several fulltime medical\n\nsupervisors on\n\nrelatively large\n\nsalaries to direct the work of the other partime school physicians. Usually\nnurses are on fulltime service as they should be.\nThe term of employment is another subject to be considered. Probably\nthe most approved practise is to employ doctors and nurses for twelve\nmonths, with a month’s vacation. This plan provides health service for sum¬\nmer schools and vacation playgrounds, affords time for a sanitary survey of\nschools, for clinical service, and for service to children of preschool age so\nthat their physical handicaps may be removed\n\nbefore they enter school.\n\nThe next item may or may not come logically under the heading of or¬\nganization, but it is important. The entire recreational program, also all\nathletics, intra- and interschool, should be under the supervision of the de¬\npartment of physical and health education. The coaches should be staff men\nand women on staff salaries. This is one effective means of curbing athletic\nhysteria and of providing that athletics will assume their proportionate place\nas a part of the school program. Another\n\nmeans is that of having a program\n\nof supervised games for all pupils, in grades above the sixth at any rate, as a\nrequired part of the school work. Two\n\nhours a week\n\nthrough the school\nyear for each pupil would be a reasonable requirement. This work should be\nsupervised by the regular instructors in physical education, and should be\nevaluated, as arithmetic and language are evaluated, and credited for gradu¬\nation. It is quite as important in the general education of the child.\nNo organization for health education is complete without adequate eye,\near, nose and throat, and dental clinics. These are costly, and, where neces¬\nsary, the expense might be shared by the board of health with the board of\neducation, provided a workable plan of cooperation for their control can be\ndevised. This plan i9 justifiable on the ground that such facilities should be\nat the service of all children who require it, whether in public school or not.\nA recent development has appeared in the form of a plan of periodic\n\n"}
{"page": 509, "printed_page": null, "text": "Department\n\nof School\n\nhealth examinations\n\nHealth\n\nfor teachers. The\n\nand\n\nPhysical\n\nEducation\n\n505\n\neffectiveness of a system of physical\n\nand health education will be greatly furthered if the teachers in the schools\nare examples of good health, practise sound health habits, and exercise the\ncommendable practise of a periodic inventory of their own physical systems.\nThis is a good way of making the teachers sensitive to the value of health as\nan educational'and life problem. In our city we have had a plan of periodical\nhealth examinations for teachers for four years. The examinations are re¬\nquired of all from clerk to superintendent. They are made by men and\nwomen physicians on our medical ,staff.\nSome progressive cities have provided for a mental hygienist or psychia¬\ntrist in the organization. Not being a specialist, I am unable to express a\nvaluable opinion on the desirability of this addition. We all consider the\npsychological examination as necessary for the examination and classification\nof a typical child. The field of psychiatry or mental hygiene is so uncertain\nthat we are not yet ready to condemn a schoolboard as unprogressive which\nhas not added a psychiatrist to its staff. In fact, it is practically hopeless to\nexpect to secure an appropriation sufficient to employ a first-class psychiatrist\nfrom public funds. Moreover, in the larger cities there are mental clinics\nin hospitals where mental cases can be handled at little or no cost, and re¬\nceive much better treatment than could be received from a second-rate psy¬\nchiatrist employed by the board of education. Perhaps the establishment of\nmental hygiene service will be the next step forward.\n\n2. Administration\n\nof a Program\n\nof Physical and Health\n\nEducation\n\nThe experts again are not entirely in agreement as to what is the best plan\nof administration of a program of physical and health education. It would\nbe difficult to prove how much of this lack of agreement is due to hitherto\nunsurmountable factors in local situations, some traditional and some po¬\nlitical, and how much is born of sincere conviction. There is rather general\nagreement, however, that the entire program of health, physical education,\nand recreation for school children should be financed and controlled by the\nboard of education, and directed by the superintendent of schools; and not\npartly by the board of education, partly by the board of health, and partly\nby welfare and other well-intentioned, but precariously supported organiza¬\ntions. The latter plan, which is so prevalent in the cities of the country,\ncauses conflict of authority, duplication of effort and expense, entrusts the\nvital responsibility of the health of children to many whose appointment is\ndue more to influence than to merit, and results in a total cost to the commu¬\nnity considerably in excess of the expense of the same service under single\ncontrol.\n\nWe\n\nare aware\n\nof the fact that in certain cities where\n\ndual control of\n\nschool health service, or triple control of health service, physical education,\nand recreation exists, there is effective cooperation between the board of\n\n"}
{"page": 510, "printed_page": null, "text": "506\n\nNational\n\nEducation\n\nAssociation\n\neducation and the other departments of the city. In several states, notably\nin Pennsylvania, the plan of dual control of the health service is fixed by\nstatute. But we are expected to be advocates of plans which we believe to\nbe correct in principle, and not apologists for plans which may work toler¬\nably well under tactful administration, but which are basically un¬\nsound, and owe their persistency to statutory mandate or to the influence\nof local tradition.\nOne\n\nof the most important, but difficult problems in the administration\n\nof a program\n\nof physical and health education is that of convincing all the\n\nteachers that the physical and health program is a vital part of the educa¬\ntional plan, and not an appendage; that it is not only as important as any\nother subject of the curriculum, but is more important than any other sub¬\nject of the curriculum, and should receive more time, and as skilful treat¬\nment. If it should ever become my good fortune to build a curriculum for a\nschool system of a newly organized community, a systematic program of\nphysical and health education would be the center of the curriculum around\nwhich the rest would be built. The health program would commence before\nschool age with preschool clinics and health advising in the homes. It would\nproceed by carefully graded stages throughout the school course. It would\nembrace physical exercises, including corrective work, health service, health\neducation, recreation, and organized games and athletics, each feature vary¬\ning from time to time in its proportion of attention according to the age of\nthe children. Success in physical exercise, improvement in physique, knowl¬\nedge of the facts and principles of hygiene, and the practise of good health\nhabits, would be definite determinants in promotion from grade to grade.\nUnder such a plan it is conceivable that a boy might fail of promotion for\ncigarette smoking, neglecting to clean his teeth, or other practises detri¬\nmental to his health.\nPerhaps even some\n\nof the older established communities\n\nwill soon be\n\ncourageous enough to strike out boldly on such a course, and give health its\nproper place in the plan of public education.\n\nSuch a program will cost money — much more than the American people\nhave yet seen fit to expend in the interest of the health of their children. A\nschoolboard that has been willing for years to spend $25 a pupil for instruc¬\ntion in Latin has as yet been unable to find more than $5 a year per pupil\non the health program of its high-school students. To carry forth such a pro¬\ngram also will require a change in our plan of teacher training, providing\nfor the thorough preparation of the intending teacher in physical and health\neducation.\n\n"}
{"page": 511, "printed_page": null, "text": "Department\n\nWHAT\nTHOMAS\n\nof School\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\nIS THE BEST SCHOOL HEALTH PROGRAM\nHOW BEST TO ADMINISTER IT?\nD. WOOD,\nCOLLEGE,\n\nM. Dv PROFESSOR\nCOLUMBIA\n\nOF\n\nHEALTH\n\nUNIVERSITY,\n\nNEW\n\nEDUCATION,\nYORK,\n\n507\n\nANT\nTEACHERS\n\nN. Y.\n\nThe best school health program will depend upon, and secure the follow¬\ning phases of opportunity, service, instruction, and administration :\n\n1. “The Summer Roundup,” or its effective equivalent in a community\ncampaign for the discovery and correction of the remediable health defects\nof children of preschool age, so that they may begin school life ready and\nfit for the best that the school can give them; so that they may be free to\nlive, free to grow, free to develop, and free to make the best use of and\nachieve the best possible results from their educational opportunities.\n2. Periodic health examinations should be made of all school children\nannually, if possible. This examination should be made by physicians. This\nshould be considered primarily the privilege and function of the family\nphysician, if the home can pay for this service.\nIf the home cannot secure the health examination by the family physician,\nthen the best possible health examination or inspection should be made by\nthe school physician, and if sufficient medical service is not available teachers\nshould make the best possible health inspection.\n3. The program of measures for the correction of the remediable health\ndefects and handicaps should follow closely upon the health examinations and\ninspections. The responsibility for the correction of these health defects\nwhich are discovered, and which are capable of being corrected wholly, or\nin part, is not primarily a responsibility of the school, but this falls upon the\nhomes and the parents, and depends upon the cooperative services of the\nfamily physician, health officials, health centers, clinics, hospitals, and the\navailable health and social organizations of the community.\n4. In the next place, there should be daily health inspection of pupils\nat school (1 ) for the prevention and control of communicable diseases, and\n(2) to prevent the attendance at school and participation in school activities\nof pupils who for any reason are at the time not fit in health and condition\nto undertake the school tasks.\n5. Of very great importance in the list of essentials for a satisfactory\nschool health program is the school plant, with all the factors in the sur¬\nroundings. An uptodate school provides a healthful environment. The\nschoolhouse with its surroundings should be sanitary and attractive. It\nshould be healthful not only when built, but also in its maintenance and use.\n6. The school which is or should be a house of health maintains conditions\nin school administration and programs which are in the highest degree favor¬\nable to child welfare. This hygiene of instruction will provide, then, health¬\nful procedures in methods and materials of instruction; in arrangement of\nprograms ; length of school days ; forms of examinations\nof grading and promotion ; arrangement\n\nand tests ; methods\n\nand supervision of recesses ; re-\n\n"}
{"page": 512, "printed_page": null, "text": "508\n\nNational\n\nEducation\n\nAssociation\n\nquirements of home study; frequency and length of vacations ; and in health,\npersonality, and influence of teachers.\n7. Abundant and complete contribution to health of body, mind, per¬\nsonality, and character should be made by a rational, educationally sound\nprogram of physical education in the school. This requires (a) well equip¬\nped playgrounds, athletic fields, and emergency spaces called gymnasiums,\nwith full utilization of all available natural outdoor facilities; and (b) well\nqualified, wise teachers and supervisors, who know\n\nhow, by skilful guidance,\n\nto help children and youth to find the maximum of satisfying and construc¬\ntively beneficial experiences with the minimum of restrictive control.\n8. Health education, if successful, will be embodied in and result from a\ncontinuous, carefully planned, and supervised program of educationally\nsound influences which encourage and stimulate children to practise and\nestablish the skills and habits of healthful living under conditions reasonably\nfavoring health behavior in the school, the home, and the community.\nConscious provision for health education should be made each year, each\nmonth, each week, and each day, in the school life of the child. But this plan\nof instruction is not successful unless the child grows naturally into habits,\nattitudes, and knowledge of physical, mental, emotional, and character\nhealth without much direct consciousness of personal health, and without spe¬\ncial prominence of health teaching in the program of the school.\nWhile health teaching, then, is given a definite place in the program of\nthe school, it is increasingly apparent that health cannot be successfully\ntaught in two or three periods assigned to this subject during the week. If\nsuch special periods are devoted to health instruction, and they are still\nnecessary in most schools, this time is given profitably to the discussion of\nand emphasis upon ideas and applications in the field of health which have\nbeen brought to the interest and attention of children at other times during\nthe day and week.\n9. The school health program is best administered by:\n1. A principal or superintendent who has full and clear understanding\na firstclass school health program involves.\n\nof what\n\n2. A well unified and coordinated program of health conducted and admin¬\nistered by the school authorities , so as to secure educational values and results to\nthe fullest extent, always, of course, with health procedures\nstituted health authorities.\n\napproved\n\n3. Teachers, primarily and definitely, but under the sympathetic\nefficient adviser or supervisor of health education.\n4. An administration which is interdepartmental.\n\nby the con¬\n\nguidance\n\nof an\n\n10. Essential to a complete school health program contributing success¬\nfully to the wholeness of the daily life experiences of the school child is the\nintegration and coordination of the program of experiences in the school\nwith those in the home and the rest of the community. All of the experiences\nof the school child should be favorable to health and education ; they should\nall be considered as belonging to the curriculum.\n\n"}
{"page": 513, "printed_page": null, "text": "Department\n\nof School\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n509\n\n1 1. The school health program in a city or state department of education,\nif administered in a department or division with physical education, and this\nseems desirable and expedient in most school systems, should be guided by a\ndirector who has the best available combination of elements of understanding\nand practical judgment regarding the three phases of the comprehensive pro¬\ngram. He should be either :\n1. A physician with a year or more of training in educational theory and practise,\nand in the principles and technics of health service, health education, and physical\neducation in the schools, or\n2. An experienced school executive, with at least a year of special training in the\nvarious phases of health and physical education, or\n3. A person with a Ph. D. degree who has majored in health and physical educa¬\ntion and who has had thorough preparation in the principles and practises of gen¬\neral education.\n\n12. Finally, the best school health program with best administration re¬\nquires adequate fractions of school funds applied to the various phases of\nhealth service, instruction, and administration. The money for the various\nphases of school health work mentioned in this analysis should approximate,\nif it does not reach, ten percent of the entire educational budget.\n\nPROBLEMS\n\nIN SCHOOL HEALTH EDUCATION\nTHEIR SOLUTION— ABSTRACT\n\nD. oberteuffer,\n\nstate\n\nsupervisor\nCOLUMBUS,\n\nProblems\n\nof\n\nphysical\n\nAND\n\neducation,\n\nOHIO\n\nwithin the field of health education are manifold. Called the\n\nmost inexact of the biological sciences, it presents problems of amazing com¬\nplexity. It will be the purpose of this paper to discuss two of them.\nFirst: should definite and specific health instruction be given within the\ncurriculum?\n\nThis problem\n\nis a vital one and quite fundamental\n\nand yet\n\nthere is no unanimity of opinion on it. Even the relatively small body of pro¬\nfessional health educators are uncertain as to its answer.\nMany have thought and are still thinking in terms of correlation. They\nwant health correlated with other subjects rather than taught as a specific\nentity. There is little doubt but what health should ramify throughout the\nentire curriculum. All teachers should feel a responsibility for teaching\nhealth wherever it can gracefully be done. Such a philosophy and such\nefforts toward correlation are commendable. There is a wealth of health\nmaterial that can be taught in science, home economics, civics, and biology.\n\nH owever, correlation is not enough. Health instruction needs to be spe¬\ncific and particular, relying little on the generalities of other subjectmatter\nareas to solve health problems.\nThe issue is clear. Shall there or shall there not be an establishment of a\nspecific and definite course in health instruction ? The\n\naffirmative answer\n\n"}
{"page": 514, "printed_page": null, "text": "510\n\nNational\n\nEducation\n\nAssociation\n\nwas given more solid backing in June, 1930, at a conference of health edu~\ncators meeting at Sayville, Long Island. The minutes of that conference,\npublished at a later date, will show the principle of teaching health through\ncorrelation plus a specific course to be the recommended plan.\nThe second problem is: What are the desirable relationships between\nhealth education and physical education ? It is quite apparent that their rela¬\ntions are not yet fully decided. Some believe quite firmly, that for public\nschool purposes, the alliance is natural and wholly desirable. There are many\nothers, however, who refuse to accept such a combination. Several years have\npassed since the present terminology of health and physical education first\nappeared in connection with schools, college departments, and convention\nsections and yet a fair question may be raised as to whether or not the setup\nis quite largely a paper one. We have tacitly agreed that the broad and\nenormously important work of health education in the public schools should\nbe done along with, and, in many instances, by the same person who is re¬\nsponsible for physical education. By complacently setting up a name uniting\nhealth education and physical education does not mean that both will go\nforward to the best interests of each. There are many persons in each of the\ntwo fields who look with disdain bordering on contempt at the other, and\nwould with the greatest reluctance admit a relationship.\nNow it has been proposed that, for public school purposes, the physical\neducator, being already on the job, is the most logical teacher of the health\ninstruction. This position implies that the physical educator is, if the union\nof health and physical education is to be taken seriously, to be given the health\nteaching in addition to his other duties. It is around this point that the whole\nquestion of the alliance of the two fields revolves. Not everyone believes that\nthis arrangement is a desirable one. Many, however, agree to its fundamental\nsoundness and advance many reasons why health instruction should be, gen¬\nerally, in the hands of the physical education teacher.\n\nThe parade has started in favor of the alliance and it will be hard to stop.\nThe important thing now is to perfect the program. One hears comments\nfrom those interested primarily in health education that the general run of\nphysical education teachers or coaches are not qualified to teach health, that\nthey have no time for it if they were qualified, and that wherever it has been\nattempted it has had to play second fiddle to athletics and other recreative\nactivities. From some interested primarily in physical education come re¬\nmarks to the effect that health education is yet too intangible, that nothing\nmuch is known about how to teach health, and that most health work should\nbe done by medically trained people anyway. There are many objections to\novercome and much work to be done before all concerned can be convinced\nthat the union is a feasible one.\n\nSeveral opportunities for change present themselves in this connection.\n\n1. Physical education teacher-training institutions must incorporate a\nsolid substantial training in health education. A cursory course in hygiene\n\n"}
{"page": 515, "printed_page": null, "text": "Department\n\nof School\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n51 1\n\nwill not do. There must be given to physical education students a thorough\ntraining in hygiene, public health, child care, materials of health education,\nimmunology7, nutrition, administration of health education, and the teaching\nof health.\n2. Physical educators now in the field must study, learn about, and take\nan active interest in health education. The\n\nlarge body of physicians, public\n\nhealth officers, sanitarians, nutritionists, and others vitally interested in see¬\ning the school health program developed to its fullest are now pressing and\nwill continue to press the physical educator until the latter takes an active\ninterest. Directors of physical education who have heretofore been devoting\nnine-tenths of their time to the promotion of athletics must balance their\ntime and budget so that health education receives its share of attention.\n3. The same may be said for health education. There is as much lack of\nunderstanding and indifference among the health educators toward physical\neducation as there is in the other camp. Enroled among physicians, nurses,\nbiologists, and specialists in health education are many whose whole concep¬\ntion of physical education is a football game or perhaps a gymnastic exercise.\n4. Physical education programs in the public schools need to be revised to\npermit definite time for health instruction. The writer saw a very simple\nand very fine alliance during the past year in a small city system where boys\n\nhad physical education on Monday\n\nand Wednesday,\n\ngirls on Tuesday\n\nand\n\nThursday, and all joined in various classrooms under the same activity in¬\nstructors on Friday for their health instruction.\n5. There is no need for the health education people who are now special¬\nists in that field alone to gain the idea that the affiliation with physical edu¬\ncation will drive them out of business. There will always be a need for spe¬\ncialists. There will always be places where health education will be de¬\nveloped unrelated to physical education and there will always be places\nwhere administrators will hire health educators first and physical educators\nsecond. But because the public school superintendents in small cities cannot\nhire two people for similar jobs, the large share of health education in schools\nmust be done by physical educators if it is done at all.\n6. Summer schools and extension divisions of colleges and universities\nshould make available courses in health and physical education which will\nbe inviting to teachers, coaches, nurses, principals, and superintendents now\nin the field. Pity the superintendent with the enthusiasm for the combined\nprogram\n\nwho does not know\n\nhow to administer or supervise it.\n\n7. Wherever the alliance of health education and physical education has\nbeen taken seriously, a more scientific piece of work has been done in the\narea of correctives. Physical education without the benefit of medical and\nnursing assistance has made a farce of corrective and restrictive work.\nPhysical education needs an understanding of the health service principles\nin health education and a happy cooperation between the medical interests\nis needed over a larger area than merely the annual health examination or\nthe treatment of athletic injuries.\n\n"}
{"page": 516, "printed_page": null, "text": "National\n\n512\n\nEducation\n\nAssociation\n\nare undoubtedly other things which need to be done. First of all,\nhowever, we must be assured that the union is a wise one, economically and\neducationally sound, and physically possible. Once possessed with a convic¬\ntion that the alliance is the best solution to the public school health problem,\nthen all hands ought to mutually cooperate for the sake of the health and\nThere\n\nphysical education of the children of the nation.\n\nA MODERN\n\nJAY\n\nB. NASH,\n\nPUBLIC SCHOOL PHYSICAL\nPR O GRAM—ABS TRA C T\n\nPROFESSOR\n\nOF PHYSICAL EDUCATION,\nNEW YORK, N. Y.\n\nNEW\n\nEDUCATION\n\nYORK\n\nUNIVERSITY,\n\nWhat is physical education? What are its objectives? Upon the basis of\nthese answers it will be possible to outline a modern public school physical\neducation program.\nBriefly, physical education is the administrative or teaching division of\neducation that is concerned with the vigorous total body activities as dis¬\ntinct from the manual, musical, or scientific activities and from the “tool\nsubjects.” The phrase, “total body,” is used because in the activities of physi¬\ncal education, more than in any other activities the total body is function¬\ning; that is, the muscular mechanisms\neffective mechanisms.\n\nare functioning as well as the neuro¬\n\nPhysical education illustrated — A conception of presentday physical edu¬\ncation may be gained by visualizing the activities on the playground together\nwith the aims of a trained leader directing these activities. The word “play¬\nground” must not be used in a narrow sense. It must be used to symbolize all\nof the places where total body activities may be organized. It must symbolize\nthe schoolyard, the gymnasium,\n\nthe swimming\n\npools, the vacant lot, the\n\ncamp, the playroom, the backyard, the roof garden, the garden court, or any\nspace indoors or out-of-doors in which activities such as dancing, swimming,\nselftesting activities, athletics, or plays and games may be carried on. The\ngymnasium\n\nand the indoor playroom should never be considered as anything\n\nmore than bad weather institutions. In connection with the gymnasium\n\nwe\n\nshould realize the importance of adequate showers, dressing rooms, adminis¬\ntrative offices, examination rooms, conference and classroom units. It is\nhighly important also that the conception of the physical education plant be\nenlarged to include not only these facilities of the gymnasium,\n\nbut all of the\n\noutdoor space which is available for physical activity.\n\nTotal body activity — In order to visualize physical education activities\nand in order to gain a conception of the possible values in them, it is neces¬\nsary that we have a clear conception of what is meant\n\nby the term, “total\n\nbody activity.” “Total body” carries wTith it all of the implications which\nhave formerly been listed under physical activities and mental activities.\n\n"}
{"page": 517, "printed_page": null, "text": "Department\n\nof School\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n513\n\nThe term, “total body activity,” is used in an effort to sound the death\nknell to the distinction which is so often made between these activities.\nThus, it is seen that physical education differs very little from other types\nof education except that, because of the peculiar type of activities involved,\ncertain specific objectives are stressed. What\n\nare these specific objectives? •\n\nOrganic power — The basis of all education, of all life, in fact, rests upon\npower in the physical organism. Life, as we know\n\nit, cannot exist apart from\n\nthis organism, and a badly functioning human organism is very definitely\na drawback to the fullness of life. Organic development might be thought\nof by some as a synonym with the word, health, or physical fitness, or the\nability of the human body to perform tasks.\nOrganic power rests upon three things, all of which have to do with the\nobjectives of physical education and, therefore, have a vital relationship to a\nmodern program of physical education.\n1. It is one of the basic biological laws that use or exercise, up to a certain de¬\ngree, strengthens the human organs; whereas in a machine use wears out the\nvarious parts. Hence we see that the human body gains power through exercise.\nThe human organism begins to build this power in early years, and it is built well up\nto the period of late adolescence.\nIt is through physical education activities — big-muscle activities — that the indi¬\nvidual with his hereditary possibilities can gain power to resist fatigue, to sustain\neffort, to endure.\n2. Another element in connection with building power, or what we might call\n“health,” is in connection with removing strains and drains from the individual.\nBy drains we mean physiological drains which may poison the body and hence set\nup an abnormality which interferes with the organic processes. The remedy for these\nstrains, however, has to do with the medical profession.\nThere are types of emotional drains, such as worry, fear, anger, which likewise\ninterfere with the body processes. We know, for example, that fear stops the flow\nof the digestive secretions and hence stops digestion.\nPhysical education has a place in relieving the individual from these strains by\ngiving him interest-driven activities which monopolize his attention. The conditions\nof joy, happiness, or intense interest are ways in which we can combat worry,\nfear, anger.\nBecause\n\nof the intense interest of the child in properly selected physical education\n\nactivities, this phase of the school curriculum may become very important in con¬\nnection with the removal of strain that has proved to be a real handicap to health.\n3. Not only must the individual gain power through activity and by relieving\nstrains and drains, but the individual must maintain reasonable health habits. These\nhabits must be centered around a balanced program of eating, sleeping, exercising,\nand the various other phases of nutrition and cleanliness. The small child will\ncarry out these health habits only when he sees in them a direct contribution to some\nform of personal achievement. The small child is interested in achieving in physical\neducation in his group and hence can be made to see the importance of health habits.\nA modern program of physical education selects activities to make up its cur¬\nriculum based upon its contribution to organic development, that is, activities must\ninvolve the large muscles. Hence\nclimbing, etc., will dominate\n\nactivities which\n\nthe program.\n\nschool the small child needs big-muscle\n\nhave to do with running, jumping,\n\nIn the early years\n\nactivity from\n\nof the elementary\n\nfive to seven hours daily if he\n\n"}
{"page": 518, "printed_page": null, "text": "514\n\nNational\n\nEducation\n\nAssociation\n\nis to lay down an organic base which will stand the wear and tear of life. There¬\nfore, it is necessary that activities taught in the school be practised outside of the\nschool. Activities will be practised only when the child is interested in them. Hence,\nthe old program of calisthenics must be discarded\ngram must be substituted.\n\nand the new\n\ninterest driven pro¬\n\nIt is upon the basis of research in the above phase of health that a vigorous fight\nagainst long hours of home study has been made. The child is inactive from four\nto five hours a day in the schoolroom. Many school systems have called upon chil¬\ndren to do from one to two hours of home study. This home study puts a particular\nstrain upon the eye and others of the small muscle groups. These home hours should\nbe primarily devoted to big-muscle\nof physical education.\n\nactivity as a carry-over\n\nof a modern\n\nprogram\n\nIn this modern school program, health or the building of organic capacity\ncannot be considered the main objective of education or of life. The question\nis not what degree of health do you possess, but, what are you doing with it ?\nThis involves mipulsive development , or in other words, the will to do this\nthing or that. Physical education activities from the early years are highly\ncooperative activities. In the team games of the preschool child there is an\ninterrelationship of individuals. There are certain rules and regulations to\nbe followed. Some members play fair — others do not. Some\ngood team workers — others are not.\n\nmembers\n\nare\n\nThese social interrelationships which exist in children’s games are largely\nof the same type of social relationships which exist in the business or the\npolitical world of today. Therefore, a modern public school physical educa¬\ntion program should involve group activities which give a large latitude for\ncooperative action. They should, in addition to this, be charged with the\nelements of interest. If charged with the elements of interest, they will be\ncharged with the elements of joy.\nThe solution of the crime problem today rests upon the ability of the com¬\nmunity to provide stimulating situations in which children may act. Every\none of the children’s games has an “it,” an “it” which catches you or poisons\nyou, or puts you out of the game. Biologically, the human race has always\nbeen playing with “its.” In the early day, to be caught by the “it” meant\n“death,” and to catch the “it” meant a “feast.”\nThe city of today has, in many instances, removed the legitimate thrills\nfrom the child’s life and the child has invented his own “its.” The “it” is\nrepresented by the corner grocery man whom the child teases, or too often\nthe police. Many of the child’s criminal activities are entered into for the\nthrill which comes from pitting his ingenuity against the representative of\norganized society represented by the police. Goodness must be made interest¬\ning and this has not always been the case in the past. One of the very im¬\nportant ways of giving a child a thrill for which he is biologically hungry\nis to provide him with athletic games which at a certain age become the heart\nof the physical education program.\nIn summary, then, a modern physical education program should center\naround activities which build in the individual organic power. This involves\n\n"}
{"page": 519, "printed_page": null, "text": "Department\n\nof School\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n515\n\nvigorous physical activities conducted under a condition where there are no\norganic strains or drains which may cause an injury to the individual. This\norganic development must be made the basis for the teaching of health habits\nin order to maintain organic efficiency. Topping this building of organic\ncapacity comes the building of impulsive power, in order that this organic\ncapacity may be used to provide the individual with a larger quantity of\nthe “fulness of life.”\n\nWHAT PLACE SHOULD GIRLS' ATHLETICS HAVE IN THE\nPHYSICAL EDUCATION PROGRAM?— ABSTRACT\nHAZEL\n\nREX,\n\nASSISTANT\n\nDIRECTOR\nSCHOOLS,\n\nOF\n\nPHYSICAL\n\nTOLEDO,\n\nEDUCATION,\n\nPUBLIC\n\nOHIO\n\nHistory is a factor in the public attitude held toward\nAthletics have passed through three periods :\n\nathletics today.\n\n1. The period of opposition — The school authorities opposed athletics. Students\nplayed but with such disregard of regulations that the school was forced to recognize\nathletics.\n2. The period of toleration — The school attempted to protect its good name\nout assuming authority or interest. Assistance of the alumni was enlisted.\n\nwith¬\n\n3. The period of cooperation — The school assumed control by hiring outside\ncoaches and assembling star teams. Keen competition, huge stadiums, and crowds\nof spectators characterized this period.\n\nLet us hope that we have entered upon a fourth epoch which\ncalled, The Period of Educational Aministration of Athletics.\n\nmay be\n\nAs the prejudices against activities for girls were gradually overcome,\nwomen entered the field of athletics. What has the girl of today inherited\nfrom athletics? The answer divides itself into positive and negative results.\nThrough\n\nthe leadership of many\n\ncolleges, universities, and educators in the\n\nfield, the positive results have been conserved and emphasized, so that the\ngirl of today inherits:\n1. The joy of play and her inherent right to participate in play\n2. The value in the development of skills and team play\n3. The\nneeds\n\nopportunity\n\nto participate in activities, particularly\n\n4. The\n\nsocial and carry-over\n\nvalues of a diversified program\n\nadapted\n\nto her\n\nof activities.\n\nAs a result of the opposition and toleration periods of athletics in schools,\ncoupled with the tendency of commercial agencies to capitalize athletics, the\nnegative results are still strong. The girl today then also inherits:\n1. The public idea of “win at any cost5’\n2. Intense training for skill to win causing over-exertion\n3. The encouragement to participate in games unsuited to her ability\n4. The lack of public interest in carry-over\nwholesome publicity and notoriety\n5. The\n\nanti-social tendencies\n\nsports, commercialism,\n\nfostered by the above\n\nitems.\n\nincluding un¬\n\n"}
{"page": 520, "printed_page": null, "text": "516\n\nWhat\n\nNational\n\nEducation\n\nAssociation\n\nshall be done with this condition ? Most\n\nof the educational values\n\nfound in the positive values could be completely destroyed by influences of\nthe negative results. On the other hand, conscientious elimination of playing\nto win, training for skill, keen competition, and recognition of ability may\nleave the athletic program so spineless that it becomes almost valueless.\nThe two greatest obstacles interfering with educational programs of ath¬\nletics are the antiquated, formalized systems, and usurping of privileges by\none varsity team. The correction of the first problem lies in the hands of the\nschool authorities; the second problem\n\ninvolves the community\n\nand the\n\nschool. Athletic teams are largely controled by the town, and the principal\ngains publicity, cooperation, and community\nawareness\n\napproval through them. An\n\non the part of administrators of the place of athletics in educa¬\n\ntion and a judicious conversion of the community to this view will not seri¬\nously jeopardize the prestige of the school. In the last analysis the parent is\nmore concerned with the benefits his individual child receives from the\nschool than with community advertising through school teams. A fond par¬\nent beams upon his child as a team member, and justly. When participation\nhas been extended to all, through a physical education program of athletics,\nthat beam of satisfaction will be multiplied by the added number of pupils\ntaking part. It is logical to educate the community to a sane, well-adminis¬\ntered program of athletics.\nDuring the above discussion, the use of an intramural program has been\nrecommended. Some serious mistakes have been made in an endeavor to en¬\ncourage an intramural program\n\nas a panacea for the evils of misdirected\n\nathletics. There is no magic in the word, “intramurals” which will suddenly\neliminate overexertion, unwholesome rivalry, games unfitted to girls, ex¬\nploitation for spectators, and sensational publicity. Intramurals must be\nmeasured by the same educational principles employed for all athletics.\nThey should be the outgrowth\nof physical education.\n\nof athletics taught in the regular program\n\nIt is well to remember that one picked varsity team usurping all the privi¬\nleges, and a heterogeneous mixture of girls playing with no regard for degree\nof skill or progress are two extremes to be avoided. As programs in junior\nand senior high schools improve, the college senior will be completing her\ntenth year of athletic experience. Shall we keep her on the fundamentals of\nthe program — the A, B, C’s, — or shall we expect achievement consistent\nwith time and experience? There is a difference between potato or peanut\nraces at a picnic and serious skilled participation in a team game. The\n\nun¬\n\nbridled acceptance of “play days” needs careful experimentation. Play days\nmay be educationally constructive and fruitful or they may be hopelessly\nmaudlin and ineffectual as a means of helping girls to live fully. Again, there\nis no magic in a name ; a “play day” means nothing unless it is planned, exe¬\ncuted, and judged by educational standards. Many methods must be used\nto overcome the effects of community owned teams with the policy of win\n\n"}
{"page": 521, "printed_page": null, "text": "Department\n\nof School\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n517\n\nat any cost. Extra safeguards are necessary to tide the period of infection,\nbut when the fever of public excitement has subsided, perhaps we may look\nforward to competition for girls such as the Englishman enjoys — a matching\nof abilities, not a matching of scores.\nThere is a wide field of study open to women in analyzing games and indi¬\nvidual sports into skills, arranging tests, and providing suitable means of\nclassifying girls into homogeneous groups. This type of program takes plan¬\nning, organization, and careful guidance, but it is so great an improvement\nover the old formal regime, or the “throw a ball out and let them play” type\nof activity that it is worth the effort. Suppose each class of high-school and\ncollege seniors were asked the question, “What game will you enjoy playing\nten years from now?” Would the answer be hockey or basketball? Do you\nplay team games for your recreation? Great care should be taken to allow\ntime for learning individual sports so that each girl may take into adult life\nthe capacity to enjoy play.\nCan we as leaders choose a middle ground? Is there justification in keep¬\ning teams intact for the sake of skill in team play? What degree of compe¬\ntition is advisable for teams and individuals? Is interschool competition on\nany basis always to be condemned for girls? These questions and many\nothers need to be answered\n\nTHE\nROBERT\n\nNEED\n\nFOR\n\nG. PATTERSON,\n\nas a result of scientific study.\n\nSCHOOL HEALTH\nABSTRACT\nEXECUTIVE\n\nASSOCIATION,\n\nSECRETARY,\n\nCOLUMBUS,\n\nEDU CATIONOHIO\n\nPUBLIC\n\nHEALTH\n\nOHIO\n\nThere are two health education processes at work in any community —\nthe school and the community. Each one is indispensable to the other. An\nattempt on the part of one to ignore the other will end in failure. Maximum\nresults can only be obtained by both working together.\nOur schools are undergoing great changes in the method and content of\nhealth education programs. These\n\nchanges are affecting teacher training,\n\nelementary grades, high schools, and colleges. Such changes will ultimately\naffect the community in a profound way.\nInterest in health on the part of the community has increased enormously.\n\nThis is seen in activities of diverse kinds — the public press, public organiza¬\ntions, and the government. The school health program will play a large\npart in directing this interest along sound lines.\n\n•Much confusion in the whole field exists concerning objectives because of\nthe lack of a clearly recognized leadership. Such leadership will be required\nto possess a grasp of both aspects of the problem — the school and the com¬\nmunity. When this leadership becomes recognized many of our present prob¬\nlems will have been solved through the team-work developed between the\nphysician, the nurse, the dentist, the psychiatrist, the nutrition worker, the\ndirector of physical education, the public health administrator, and the\nsocial worker.\n\n"}
{"page": 522, "printed_page": null, "text": "National\n\n518\n\nEducation\n\nAssociation\n\nPhysical education has in it the possibilities for such leadership. With\nadjustments in emphasis in terminology and possession of the intimate\nknowledge of the entire field it should be able to assume such leadership.\n\nEDUCATIONAL\nJAMES\n\nEDWARD\n\nSERVICE,\n\nRECREATION FOR THE\nABSTRACT\nROGERS,\n\nPLAYGROUND\n\nAND\n\nDIRECTOR,\n\nNATIONAL\n\nRECREATION\n\nTo train for the wise and wholesome\n\nUSE OE LEISUREEDUCATION\n\nPHYSICAL\n\nASSOCIATION,\n\nNEW\n\nYORK,\n\nN. Y.\n\nuse of leisure is one of the seven\n\naims of education. The leisure time problem becomes more acute with mod¬\nern industrialism, with the shorter working day involving speed and strain.\nTherefore the public schools are providing indoor and outdoor facilities\nsuch as gymnasiums, playfields, sportfields, and recreation centers under\ntrained leadership for the education of the child, youth, and adult in avocational activities.\nMunicipal recreation systems are also cooperating in training our children\nin wholesome play habits for the wise use of leisure and in giving opportuni¬\nties to adults through outdoor and indoor recreation facilities for the con¬\nstructive use of their free time.\nMiss E. Ruth Pyrtle, president of the National Education Association,\nhas recognized the importance of adult education that will take care of this\nimportant phase of modern education. She writes, “Increasing leisure has\ncreated challenging problems and opportunities. The hours wisely used may\nprove one of the greatest blessings of our times, yield a large dividend in\nbuoyant health, happier homes, more generous education, more effective citi¬\nzenship, increasing economic effectiveness, and nobler characters. Unwisely\nused this leisure may have consequences of the utmost seriousness.”\nRecognizing the need for the enrichment of adult life, the National Edu¬\ncation Association is taking the initiative and President Pyrtle h'as appointed\na national commission and state commissions to promote plans for avocational\neducation.\n\nJoy Elmer\n\nMorgan,\n\neditor of The Journal of the National\n\nEducation\n\nAssociation , has written some splendid articles on this subject. In that power¬\nful, stimulating editorial entitled the “Leisure of Tomorrow,” January,\n1930, he well states the need for education, considering seriously the prob¬\nlem of the wise use of leisure.\n*\n\n"}
{"page": 523, "printed_page": null, "text": "Department\n\nHealth\n\nof School\n\nand\n\nPhysical\n\nEducation\n\n519\n\nAN EDUCATIONAL PHYSICAL EDUCATION PROGRAM\nFOR THE ELEMENTARY SCHOOLS— ABSTRACT\nRACHAEL\n\nSUPERVISOR\n\nO. YAW,\n\nSCHOOLS,\n\nOF\n\nEAST\n\nELEMENTARY\nCLEVELAND,\n\nEDUCATION,\n\nPUBLIC\n\nOHIO\n\nIn the true sense of the term “physical education program” there are four\nphases of the subject to be considered: First, a program in physical-training\nactivities or the developmental program in big-muscle activities ; second, a\nprogram in the training for character, morals, and manners; third, a pro¬\ngram in teaching health or hygiene; fourth, a program in the control of\nmost important of these phases is the first, the de¬\nvelopmental program in the training through big-muscle activity. This last\nobjective is the source of all the educational objectives in the whole program.\nThe ideal type of physical education program, as sometimes seen in the\nbetter school systems, is one that has a definitely planned course of study\nhealth conditions. The\n\ncomposed of suitable activities from the kindergarten through the elemen¬\ntary school, that is adapted to the social and educational needs of the chil¬\ndren, that is allotted ample time and space in wdiich to function, that is\nproperly integrated with other subjects, that has the sympathetic endorse¬\nment of the superintendent and principal, that has expert leadership in the\nperson of a skilled supervisor, and one that has a classroom teacher welltrained for the performance of the task at hand.\nIn order to bring about success in the inauguration of this program, the\nadministrator must plan an organization of the school curriculum which\nwill assure him a realization of worthwhile\n\neducational values through the\n\nformulation and function of a series of definite, well-selected activities. The\neducational values to the children, gained through the experiences of this\nphysical education program, together with those educational values accruing\nfrom other subjects in the school curriculum, must comprise the total aim\nof all the educational objectives for that system. Both the administrative\nand teaching procedures in a particular school system must be based on this\nplan if the desired results are to be accomplished. Naturally, the organi¬\nzation of the program will vary in the several types of schools owing to such\ndifferences as children’s needs, social needs, financial possibilities, size of the\nsystem, buildings, playgrounds, equipment, etc., but the fundamental prin¬\nciples governing the function of any program wall be essentially the same.\nThere\n\nare many\n\nimportant factors to be considered in determining\n\nthe\n\ntype of program to be selected. The large or small city system and the vil¬\nlage school system can provide every item in the model program, but, for\nvarious reasons, the county superintendent will have to modify his program\nin many\n\nways. A county school unit in Ohio will show different stages of\n\nschool progress according to its geographical location. A\ncounty schools may be composed\n\ntypical unit in\n\nof several and varied types of school dis¬\n\ntricts, necessitating different organizations, such as village, centralized, con-\n\n"}
{"page": 524, "printed_page": null, "text": "520\n\nNational\n\nEducation\n\nAssociation\n\nsolidated, partial and wholly rural, i. e., consisting all or part of one-room\nschools.\nThe success of any program in physical education will depend largely on\nthe respective attitudes of the professional leaders within the school toward\nits organization. The superintendent should be thoroughly in accord with\nthe program. He should support the idea to his board or boards, as the case\nmay be ; he should employ a competent supervisor ; organize the course of\nstudy ; classify and grade the children ; allot ample time and space for both\ninside and outside school activities ; provide and care for the equipment ;\nand encourage his classroom teachers to prepare themselves professionally\nfor the work.\nThe county supervisor of physical education should be a good leader, a\nperson of excellent scholastic ability, welltrained in the skill and technic\nof his subject and he should show a fair degree of administrative ability.\nThe program of activities he offers should follow the professional thought\nof the day. He should advise the superintendent and his assistants as well\nas the special teachers under his jurisdiction in matters of contact as well as\nin those of skill and technic. The\n\nclassroom teacher is the pivotal person\n\nin the whole organization. He should set about to prepare himself profes¬\nsionally for the task at hand because when all is said and done the actual\nresponsibility for the work rests on him. He is responsible for the program\nof instruction. He will have help, of course, from the supervisor or from the\nspecial teacher but any plan that takes the children apart from the regular\nteacher is very likely to become impersonal and uncorrelated with the re¬\nmainder of the work. The teacher’s attitude toward the program\na vital part in its success.\n\nSAFETY\nHERBERT\n\nEDUCATION\nJ. STACK,\n\nIN THE ELEMENTARY\nABSTRACT\n\nSUPERVISOR,\n\nLECTURER\n\nIN\n\nCHILD\n\nSAFETY\n\nUNIVERSITY,\n\nSAFETY\n\nYORK,\n\nSCHOOLS—\n\nDEMONSTRATION,\n\nEDUCATION,\n\nNEW\n\nwill play\n\nAND\n\nCOLUMBIA\n\nN. Y.\n\nIf we had discovered that during the last year there had been an increase\nof thirteen percent in the mortality from diphtheria or tuberculosis, we\nwould be very much alarmed. Fortunately this has not been true but recent\nstudies indicate that this is precisely what has happened with motor vehicle\nfatalities. In a single year they have grown thirteen percent and in the last\nthree years twenty-five percent.1\nHowever, in the mounting toll of street and highway accidents in the\ncountry one gleam of comfort may be derived. In the last three years while\n\nadult fatalities frorn motor vehicle accidents have increased twenty-five per¬\ncent, those of preschool children ten percent — the deaths of children of\nschool age have actually shown a ten percent decrease.2\n12 Nation\nIbid. al Safety Council.\n\nAccident Facts, 1930.\n\n"}
{"page": 525, "printed_page": null, "text": "/\n\nDepartment\n\nof School\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n521\n\nThese facts are unmistakable. Lives of children of school age are being\nsaved. School children are learning to avoid accidents. Moreover, if we ex¬\namine the accident situation during the last seven years and fit a line by the\nmethod of least squares to the accident curve, we find that if accidents to\nschool children had increased as rapidly as they have for adults, over 6000\nmore children would have been killed this year than was actually the case.\nHow can we account for this apparently successful campaign that is being\nwaged against child accidents? A large number of factors have been opera¬\ntive in the field of child safety. The work of police departments in improv¬\ning traffic conditions, improved fire regulations and fire fighting, the expan¬\nsion of the playground and camping movement — all of these and many\nothers have made marked contributions. But it has been the program of\nsafety education in the schools that has had the most significant part to play.\nIn spite of the many safeguards we can provide to protect children on streets,\nin homes, in public places, we are dependent in many ways upon the schools\nto cultivate good safety habits and attitudes among the children.\nHow can we organize a safety program for the elementary schools? In\ngeneral the program may be divided into two parts, both of them overlap¬\nping, first, the protection or safeguarding activities and, second, the educa¬\ntion activities. Under the first we might include the following activities:\n(1) The protection of children on their way to school; (2) the protection\nof children in or about school buildings.\nSafety education as a part of health education is basic in the curriculum\nof the elementary schools. For after all of what avail are the other funda¬\nmental tools of learning if an individual is killed, unhealthy, or seriously\ninjured in childhood. It is therefore important that a series of safety lessons\nsuitable to the grade level be given in all elementary schools. Our studies\nhave tended to show that the following methods are to be preferred in the\nkindergarten or elementary school.\n1. Actual practise exercises in performing some activity in a safe way such as\ncrossing the street, sharpening a pencil, using sharp shears.\n2. Mild experiences and adventures with certain dangers.\n3. Demonstrations of the effects of wrongdoing or wrong action. Studies have\ntended to show that when we can demonstrate to pupils the serious effect of wrong¬\ndoing and the satisfaction that comes from right action, this method is far more\neffective than other positive or negative suggestions.\n4. Dramatizing\n\nand using safety stories. These\n\nappear\n\nto be singularly effective\n\nin teaching good safety habits. Little plays or stories on such subjects as “How We\nHelp the Policeman,” “A Narrow Escape,” “The Playground,” “Winter Fun,” or\n“Learning to Swim,” appear to be very interesting and useful to children.\n5. Safety projects. These have been unusually good methods of teaching safety.\nMany of these typical projects were reported in the Twenty-fifth Yearbook\nNational Society for the Study of Education, in publications of the National\nCouncil, and in state and city courses of study.\n\nof the\nSafety\n\n6. Safety games. These also seem to be effective methods of teaching safety.\nCity and state directors of physical education can do much by sending out descrip¬\ntions of some of the good safety games that have been organized.\n\n"}
{"page": 526, "printed_page": null, "text": "522\n\nNational\n\nEducation\n\nAssociation\n\n7. Poster lessons. A large number of interesting posters may be secured from\nautomobile clubs, safety councils, and insurance organizations that are helpful as a\nbasis for teaching safety lessons. Of course, it is always best to have the children\nmake their own posters, but these posters from agencies outside the schools are some¬\ntimes useful in planning safety lessons.\n8. Motion pictures and slides. These are also valuable in stressing certain sub¬\njects in safety. Several very good films are now available and may be secured at a\nminimum cost from various national 'and local safety organizations. Films on fire\nprevention rotated through elementary schools in a city system have been found to\nbe very useful.\n\nIn general we could say that classroom teachings should try to stress these\neight types of lessons and place less emphasis on other types of lessons which\nappear to be less valuable. We must remember that safety education is\nserious business. The dangers that surround children are real dangers, and\nnot those of a make-believe world. A single failure to act in the safe way in\na dangerous life situation so often is followed by an unfortunate accident.\nIn the elementary schools, safety can also be taught through extracurric¬\nulum activities. School clubs such as boy scouts, girl scouts, first aid, life sav¬\ning, and junior safety councils may have many desirable safety activities in\ntheir programs. The school assembly may feature safety several times during\nthe school year. Many\n\ninteresting assembly programs\n\nin the form of plays,\n\ndemonstrations, and pageants have been written for the use of elementary\nschools. In addition there are many new motion pictures available on fire\nprevention, accident prevention, and other safety subjects. Three of the best\nof these suited particularly to elementary schools are “Why\n\nBe a Goose?”\n\n“How Jim Won the Game,” and “The Verdict” which may be secured from\nlocal safety councils. In addition to these extracurriculum activities, schools\nshould cooperate with local and national agencies in fire prevention cam¬\npaigns, clean-up weeks, and other activities featuring safety because there is\nevery evidence to show that many of these campaigns are effective in reduc¬\ning fires, accidents, and other wastes and losses which cost our country so\nmuch each year.\nIn organizing the safety program\n\nin a school system, it is recommended\n\nthat the supervision of the work in the community\n\nbe placed in the hands of\n\none of the administrative officers such as the director of health and physical\neducation. Thus supervision in time should have a safety committee consist¬\ning of members of the teaching staff and safety experts in the community,\nsuch as the chiefs of police and fire departments and the local safety director.\nIn each school it seems desirable to have one person, either a principal or\nteacher, as the safety representative for the school. This safety adviser takes\ncharge of patrols and councils, assists teachers in securing material, and\nsupervises other safety activities of the school. Safety posters and lesson\nplans, which will be helpful to teachers in stressing certain phases of the\nsafety and conservation movement, may be secured from local safety coun¬\ncils, automobile clubs, and other safety agencies.\n\n"}
{"page": 527, "printed_page": null, "text": "/\n\nDepartment\n\nof School\n\nI have been asked many\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\ntimes whether or not this work\n\n523\n\nin safety educa¬\n\ntion tends to produce fears. When safety is taught in the right wTay it tends\nto banish fears rather than cause them. Knowledge and good safety habits\ndrive fears away and make us feel safer. A child who learns to swim and\nthereby increases his safety, loses his fear of the water. Children should be\ntaught to face the realities of life, and the dangers of their environment\nfairly and squarely.\nDoes safety education restrict the adventures of childhood?\nother hand, it tends to do away\n\nNo, on the\n\nwith the dull, stupid adventures of life,\n\nand gives us opportunities for greater adventures. Admiral Byrd is perhaps\none of the best examples of safety in great adventures. When Governor\nRoosevelt was presenting Byrd with the medal of the State of New\n\nYork,\n\nhe said in effect: “Dick Byrd, it isn’t so much because of the land you have\ndiscovered and your memorable conquest of the Pole that we honor you here\ntoday. It is rather because you have demonstrated through your careful prepa¬\nrations, your provisions for safeguarding your men. You have achieved a\nglorious adventure, brought all your men back safely to us again.” In just\nthis same way we must protect children from the stupid adventures of life,\nso that they may live for the greater adventures.\n\nALLEN\n\nDo\n\nWHAT\n\nSHOULD\n\nA SCHOOL HEALTH\nPROGRAM BE?\n\nM. KERR,\n\nMEDICAL\n\nSUPERVISOR,\n\nPUBLIC\n\nSCHOOLS,\n\nSERVICE\nPITTSBURGH,\n\nwe have a clear-cut conception of the ideal toward\n\nwhich\n\nwe\n\nPA.\n\nare\n\nconstantly striving? Our department of hygiene, of which the medical serv¬\nice is a division, has been in existence for almost twenty years and has gradu¬\nally and painfully evolved from a simply organized bureau with a small\npersonnel to a large, wellrounded, and earnest group whose activities reach\ninto and influence every nook and corner of the city school system ; and it\nhas learned much from experience.\nIt might be well to outline briefly the basic conceptions of our activities.\nThe first and fundamental statement is this: Any school procedure harmful\nto the health of pupil or teacher is educationally unsound. The school system\nto which the state and the parent entrust the custody of the child for onefifth of his waking hours is under a moral obligation to return the child in at\nleast as good a physical and emotional condition as he was received. It be¬\ncomes the duty of the medical service to discover and seek to remedy any\nfeature of school routine which fails to meet this requirement. The school\nmust do the child no harm ; the child must be made and kept as physically\nfit as possible so that he may make normal school progress ; the handicaps\nwith which he enters school must be removed or mitigated and new diffi¬\nculties must be prevented from developing during his school life.\nThis statement is so in accord with our modern ideas of the functions of\nthe school that it now\n\nneeds neither enlargement nor argument. Yet it opens\n\n"}
{"page": 528, "printed_page": null, "text": "524\n\nNational\n\nEducation\n\nAssociation\n\nthe door to far greater responsibilities and opportunities than had hereto¬\nfore been visioned, since it places upon the medical service the burden of dis¬\ncovering and eliminating anything in the educational field which can be\nshown to have possibilities of harm to the child. We have not always had\nthis wide perspective; rather it has been forced upon us by the resistless\n* march of events.\nWhen we began with what at first was simply school medical inspection\nwe had the rather naive idea that parents, once acquainted with the knowl¬\nedge that there existed in their children defects which threatened their physi¬\ncal wellbeing and retarded their school progress, would rush en masse for\nthe nearest doctor or clinic to procure the speediest possible correction of the\ndire misfortune. So for two or three years we blithely piled statistics upon\nstatistics and earnestly counted the tonsils which should come out and the\nteeth which should be taken care of, until suddenly we discovered that\nwhile our statistics were interesting and instructive, our results in terms\nof corrections were negligible. Putting aside our preconceptions, we massed\nour corps of nurses for the fray and set out once again to procure the re¬\nsults which w*ere the only excuse for our being.\nWe did get results; tonsils were taken out by the hundreds and teeth\nwere extracted by the bushel, and yet to our surprise, our statistics showed\nthat more new defects turned up every year than the number of old defects\ncorrected. We found ourselves gradually being swamped\nmounting avalanche of children below normalcy.\n\nunder this steadily\n\nThen we entered upon the third phase of our work, the first phase having\nbeen to find the defects, the second phase to get them removed, and the third\nphase to prevent their occurrence and to minimize their consequences. It was\nsoon found that even a cursory examination showed in most of the old school\nbuildings and in far too many of the newer ones, conditions which militated\nconsiderably against the physical welfare of the children who must live\nwithin their walls. It was soon found that architects can comply with every\nstate law as to lighting, floor area, and air space and yet succeed in creating\nclassrooms which seem especially designed to produce physical defects in a\nchild. These rooms are often so constructed that the only way effectually to\nimprove conditions is to tear down and replace them. From this experience\ngrew our second fundamental proposition: the public school system is re¬\nsponsible for ascertaining so far as is possible the causes that lie back of the\nfailure of any child to make normal school progress and for remedying or\nremoving so far as possible these causes.\nThen the actual employment of special classes and corrective clinics was\nin pursuance of a third basic principle of our educational philosophy ; namely,\nit is the business of the public school to make of every handicapped child as\nsmall a liability and as large an asset as possible to the community.\nThere was something incongruous and futile in spending time and money\nattempting to undo evils which were to some extent at least the result of\nerrors in building design. While, for instance, sight-saving classes for chil-\n\n"}
{"page": 529, "printed_page": null, "text": "Department\n\nof School\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n525\n\ndren with eye deficiencies were urgently needed, beyond our ability to pro¬\nvide them, it seemed the height of foolishness to permit faultily designed\nbuildings to be an important factor in producing these very conditions, and\nso perpetuating the evil we were striving to do away with, for we found to\nour surprise not merely in our own city but elsewhere, that newly erected\nbuildings showed only too often the same harmful conditions experience had\ndiscovered in the old.\nWe\n\nbegan to understand that a beautiful blueprint is not the only criterion\n\nof a useful school, and that beauty of location and grandeur of structure are\nutterly insufficient to atone for inner details which detract seriously from\nthe efficiency of the teaching process. It seemed wiser, therefore, that instead\nof pointing out the mistakes in our new schools after they had been erected,\nwhen correction was usually impossible, the department of hygiene should\nbe called in consultation upon the plans before ever a clod of dirt was turned\nup. Thus in the light of our knowledge of the child’s needs and of our ex¬\nperiences with the defects of previous similar structures, we were in a posi¬\ntion to detect anything which would fail to meet the criterion of the child’s\nwellbeing. A health service which does not thus protect the child from ex¬\nposure to unfavorable conditions in the new schools constantly being planned\nis failing to realize on all its opportunities for service.\nThe same reasoning applies to proposed changes in the curriculum. Almost\nall such changes have a health angle, which should have the careful con¬\nsideration of the medical service division before being put into actual prac¬\ntise. The length of session, the length of each period, the time and length of\nthe lunch period, its relation to swimming,\n\ngymnasium,\n\nor other physical\n\nactivity periods are examples of conditions having a possible marked influ¬\nence upon pupil health. For instance, among the reasons influencing the\nPittsburgh school system to adopt the platoon school as the preferred ele¬\nmentary type, its marked advantages from the health standpoint were not\nthe least prominent.\nAnother factor which is markedly influential in modifying the pupil’s\nhealth, especially his emotional health, is the teacher-pupil relation. It is\neasily possible for a teacher’s attitude toward a pupil to modify seriously his\nwhole afterlife. A recent writer on this subject of teachers’ attitudes and\nchildren’s behavior advocates that teachers should be so trained that their\nattitudes may be more intelligent and hygienic in effect. We believe that\nbefore a prospective teacher is permitted to begin training a careful physical\nand mental examination should be given by the school authorities, and that,\nonce having actually entered the teaching profession, a yearly examination\nby the teacher’s own physician shall be evidence of his continuing ability to\ngive satisfactory service. We also demand of every teacher who wishes to\nre-enter the service after a leave of absence because of physical disability an\nexamination to prove that the disability no longer exists.\n\n"}
{"page": 530, "printed_page": null, "text": "526\n\nNational\n\nEducation\n\nAssociation\n\nThe relationships between the divisions of physical education and medical\nservice are of necessity extremely close. An ultimate objective of physical edu¬\ncation is through the proper training of the body and of certain of the emo¬\ntions to prevent the occurrence of many of the defects which we now spend\nour time attempting to have corrected. For example, effective training in\nproper posture and breathing lessens markedly the likelihood of tuberculosis\nof the chest and of some types of malnutrition. The athletic program with\nits insistence upon sportsmanship, fair play, winning without boasting and\nlosing without resentment, and kindred mental attitudes, is doing much to\nprevent the development of emotional maladjustments in later life.\nOn the other hand medical service feels it should scrutinize from a health\nstandpoint the types of exercise and the manner in which they are per¬\nformed, and should guard the pools and the gymnasiums from factors which\nmight lead to possible infection or physical impairment of the participants.\nIt assumes the duty of aiding in determining what types of, how much, and\nwhen physical exercise shall be undertaken by pupils having heart, ortho¬\npedic, or other physical ills. It assumes also the duty of examining all pupils\nwho wish to take part in competitive athletics, and gives the final decision\nas to the physical fitness so to participate. It is often a terrible blow to a\ncoach’s hopes to lose thus unexpectedly the services of a star athlete around\nwhom he may have hoped to build a winning team ; this occurs fairly often\nin our system, but our teachers have learned to take it philosophically, as\none of the breaks of the game.\nSchool health service has passed beyond its older ideal of merely finding\n\nand recording defects; beyond even the more modern effort to have such\ndefects corrected, and to provide special clinics and special types of schools\nto alleviate the misfortunes of handicapped children. It seeks to do even\nmore than merely to find in school buildings, curriculums and equipment,\nthe specific features which may react unfavorably on the health of the child,\nand to have them removed.\n\nIt seeks rather to have its opinions received with respect and attention\nwhen after careful scrutiny of the plans for new buildings, or the details\nof changes in the curriculums or other features of school administration, it\nwell¬\ncondemns or approves them from the standpoint of the school child’s\nbeing, physical, mental, or emotional.\nOnly with such a viewpoint and with such powers can it attain its de¬\nsired objective — to raise the health standards of the child and of his environ¬\nn,\nment so as to decrease constantly the necessity for merely medical attentio\n\nwork con¬\nand so ultimately to reduce to the vanishing point that part of its\ncan it center its\ncerned with discovering and correcting defects. Only then\nof all school\nwhole activity upon its true reason for existing— the prevention\nendea\\or it\nconditions of whatever type detrimental to the child; in this\nbrother in serv¬\nmust have and expects the wholehearted cooperation of its\nice — physical education.\n\n"}
{"page": 531, "printed_page": null, "text": "Department\n\nof School\n\nHealth\n\nSECRETARY'S\nColumbus\nThe\n\nfirst meeting\n\nof the Department\n\nand\n\nPhysical\n\nEducation\n\n527\n\nMINUTES\nMeeting\n\nwas\n\ncalled to order\n\nMonday,\n\nJune\n\n30, at\n\n2 oclock by the President, J. E. Rogers, who was the presiding officer for the meet¬\ning. He appointed a nominating committee as follows: William Burdick, chairman,\nEthel Perrin, and Darwin A. Hindman.\nDr. Burdick made a motion that the constitution be amended to read that the\nterm of office for the secretary-treasurer shall be for four years rather than for one\nyear, and that the secretary-treasurer be elected for a four-year term. The motion\nwas seconded and unanimously carried.\nThe president announced the two outstanding pieces of work done by the two\ncommittees of the department, namely: (1) the revision and publication of Health\nEducation, a Program for Public Schools and Teacher-training Institutions, (2) the\nreport and the work of the joint committee with the Metropolitan Life Insurance\nCompany on the Study of the Relationship between the Size of the Classroom and\nthe Health of those Children.\nThe attendance at this meeting was estimated to be about 1100.\nThe meeting on Tuesday July 1st was called to order by the President J. E.\nRogers who introduced the presiding officer, Mary E. Murphy. The attendance at\nthis meeting was computed to be about 1400.\nThe business meeting was called to order at 3:45 by the president. Mr. Rogers\nput before the business meeting the amendment which was unanimously carried at\nthe previous meeting on Monday according to the procedure prescribed in the\nconstitution. The\n\namendment\n\nthat the secretary-treasurer\n\nhold office for four years\n\ninstead of one year was made, seconded, and unanimously carried. The nominat¬\ning committee reported as nominees the officers indicated on page 502.\nA motion was made, seconded, and carried that the secretary cast a ballot for the\nofficers named. There were no nominations from the floor. The motion was unani¬\nmously carried. The president made a report on the work of the Department for the\npast year.\n\n"}
{"page": 532, "printed_page": null, "text": "■\n\n.\n■\n,\n\n.\n\nV\n\nl\n\n>\n\n•\n\n"}
{"page": 533, "printed_page": null, "text": "Department\n\nof Science Instruction\n\n"}
{"page": 534, "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 193031 are: President , Ralph K. Watkins, Associate Pro¬\nfessor of Education, University of Missouri, Colum¬\nbia, Mo. ; Secretary , Charles F. Edwards, Supervisor\nof Nature Study, Public Schools, Los Angeles, 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 :\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\n\n1916:699-751\n1917:535-557\n1918:295\n\n1913: 695-717\n1914: 721-773\n1915: 995-1029\n\n1920:305-309\n\n[ 530 ]\n\n1919:289\n1921 :663-667\n1922:1239-1267\n\n1923:\n1924:\n1925:\n1926:\n1927:\n1928:\n1929:\n\n843-861\n753-775\n598-609\n624-636\n583-597\n569-589\n559-579\n\n"}
{"page": 535, "printed_page": null, "text": "/\n\nWHAT IMPROVED SERVICE DOES THE ELEMENTARY\nTEACHER HAVE THE RIGHT TO EXPECT OF LEADERS\nIN NATURE AND SCIENCE EDUCATION f\nE. LAURENCE\n\nPhe\n\nPALMER, PROFESSOR OF RURAL EDUCATION,\nUNIVERSITY, ITHACA, N. Y.\n\nCORNELL\n\nelementary teacher has the right to expect improved service from the\n\nprofessional leadership of science education in the direction of better train¬\ning in teachers colleges, better supervision and help for those in service,\ngreater freedom from politics, from the domineering influence of secondary\nschool leaders, greater freedom\n\nfrom the influence of standardization\n\nthat\n\nlimits teaching as an art, and a greater right to rely upon as authentic the\ncontributions of many\ncation.\n\nwho hold places of great influence in the field of edu¬\n\nTraining in leadership in the nature and science field should be improved\nin the direction of more generous course offerings. In New\n\nYork\n\nState an\n\nelementary teacher may be called upon to teach science though she may have\nhad not to exceed fifty-five lessons covering the content and methods of\nscience. This is obviously inadequate. We have a right to expect that those\ninstitutions that train elementary teachers recognize the importance of their\nobligation and not aim to become junior colleges and offer courses in science\ninappropriate for use by any stretch of the imagination at elementary school\nlevels. We have the right to expect that the financial and professional sup¬\nport given the courses for elementary teachers be at least in proportion\nto the number\n\nof elementary\n\nteachers being trained by the institution.\n\nWe have the right to expect that expansion in courses be in the direc¬\ntion of proving faith over a few things before expecting to become a master\nover many. The fact, for example, that one teacher-training college in Ohio\noffers over thirty courses in the department of biological science with a staff\nof four members and that most of these courses seem, according to the cata¬\nlogue, to be aimed at making science specialists is not encouraging to those\nwho may attend the institution hoping to get help for work in the elemen¬\ntary field. Science teachers preparing elementary teachers should recognize\nthe importance of their jobs and should receive appropriate recognition by\nthose in authority.\nPart of the responsibility for the present situation rests upon the univer¬\nsities that have trained the teachers college staffs. Many\n\ninfluential universi¬\n\nties such as Harvard, Washington, Michigan, California and Leland Stan¬\nford are not training individuals to work with science in the elementary\nfield. This is hardly true of Chicago, Cornell, Columbia, and Western\nserve.\n\nRe¬\n\nTeachers colleges also are suffering from the influence of teachers college\nassociations whose standards are influenced by the members’ ambitions to\nbecome liberal arts colleges. This situation does not improve the offerings in\nscience suitable for elementary school use available in these institutions.\n[531]\n\n"}
{"page": 536, "printed_page": null, "text": "532\n\nNational\n\nElementary\n\nEducation\n\nAssociation\n\nteachers in service have the right to expect supervision and\n\nhelps comparable\n\nto that available in other subjects. In Nebraska, for ex¬\n\nample, there are over twenty special music supervisors and not a single sci¬\nence supervisor. One city’s elementary school system in Nebraska supports\nthree music supervisors and not a single nature or science supervisor.\nElementary teachers have the right to freedom from the influence of poli¬\ntics. Such a situation is now existing in the wrangling over which is proper,\nnature study or elementary science. Much of the good nature study is better\nscience than that parading under the banner of science. We need someone\nwho can do for elementary science what Wiley did for pure foods — some¬\nthing that will produce honesty in advertising.\nElementary\n\nteachers of science need to be freed from the burden of help¬\n\ning others earn doctor’s degrees, from the undue standardization brought\nabout by poorly planned and poorly executed tests. They need freedom to\nuse local materials in preference to materials selected by courses of study out¬\nlined by others, and freedom to use to advantage the opportunities offered\nby the moment. They need freedom from the necessity of joining too many\norganizations and paying too many dues with no assurance that their inter¬\nests will be represented in the councils of the influential or in the printed\npages of the periodicals.\nThe\n\nelementary teacher has a right to expect that some\n\nreliance can be\n\nplaced on the stamp of approval placed on contributions by those in high\npositions. The approval of a very prominent leader of Columbia of the\nBaltimore course of study that states among many similar things that the\nearth is the center of the solar system should be taken as evidence that he\ndid not read the course critically before giving it his approval. This be¬\ncomes more evident when the course is read with any care. Elementary\nteachers have the right to expect that approval by men in positions such as\nhis is based upon critical examination. This same criticism holds when\nplied to tests approved by leaders from Chicago and Washington.\n\nap¬\n\nIn addition, elementary teachers have the right to expect that studies pre¬\ntending to be made carefully have avoided every possible chance of error. I\nbelieve that Curtis of Michigan erred in this respect in accepting as authen¬\ntic and reliable the study of interests made by Pollock in Columbus. By so\naccepting Pollock’s study he stated that the children of Columbus, and by\nassumption all children, were more interested in Mars than in anything per¬\ntaining to human beings or to other animals, for that matter. Such a con¬\nclusion seems silly and unreasonable.\nIt is only when\n\nall leaders in nature and science education are willing to\n\nbe perfectly honest — willing to abandon\n\na great. amount\n\nof work when\n\nit is\n\nshown to have lead to futile conclusions — only then that elementary teachers\nand others can be assured that those in high positions are really entitled to\nthe following which they claim to have.\n\n"}
{"page": 537, "printed_page": null, "text": "/\n\nDepartment\n\nVITAL\nBENJAMIN\n\nVALUES\n\nC. GRUENBERG,\n\nof Science\n\nInstruction\n\nIN SCIENCE\nTHE\n\nVIKING\n\n533\n\nTEACHING\n\nPRESS,\n\nNEW\n\nYORK,\n\nN. Y.\n\nThe vital values that science can contribute may be summarized\n\nas :\n\n1. Useful knowledge — This is always subject to revision because not only\nis knowledge itself changing, but values in knowledge are changing. Very\nfew today need to know how to manage a horse. Everybody must know how\nto push a button, but very few need to know how to restore a salammoniac\ncell.\n2. Leisure pursuits — This should be left entirely to individual choice,\nwithout prejudice. Whether individual hobbies remain merely harmless\nforms of pastime or rise to the level of serious art or science is not of great\nimportance. It is important only that avenues to wholesome recreation be\nopened in all directions, including the directions that lead to playing with\nstars and ions and splendid bursts of imagination. Let us consider, in this\nconnection, the curious conflict between our nominal wmrship of individuality\nand independence of judgment, on the one hand, and our systematic co¬\noperation in the mechanization and standardization of life, on the other —\nstandardization toward which both science and education make substantial\ncontributions.\n3. A technic of inquiry — This should be taught, if at all, so as to be as¬\nsimilated, so as to permeate all thinking, if indeed our socalled scientific\nmethod\n\nhas any validity outside the management\n\nof restricted types of prob¬\n\nlems. To hear a critic say that this or that book, this or that person, is “too\nscientific” must give us pause.\n4. Scientific attitude — This attitude is characterized by some of these\nfeatures: objectivity, open-mindedness, suspension of judgment while await¬\ning facts, freedom from dogma, and readiness to revise conclusions. Under¬\nlying all, however, is perhaps the most difficult feature of all, namely, some\nskill and some habituation in the scrutiny of our basic assumptions.\n5. Tolerance — This is not usually put down\n\nin our schedules of specific\n\naims, either in science courses or in other courses. It is something quite dif¬\nferent from the open-mindedness on which science teachers pride themselves ;\nnor is it the same as indifference to what others think. From the repeated\nexperience of finding ourselves mistaken, we should learn at last to entertain\na lurking suspicion of the possibility that we may be mistaken today. Science,\nproperly taught, might help toward a suitable humility as to the things we\nare sure about and perhaps toward a corresponding sympathy for the obvi¬\nous errors of others. An appreciation of the human factors in the attain¬\nment of error as well as in the attainment of truth, may make for a broader\nsympathy, not to say compassion, that the humanists seem to miss among\nscientists.\n\nthe\n\n"}
{"page": 538, "printed_page": null, "text": "534\n\nNational\n\nEducation\n\nAssociation\n\nMan is the only animal that has more brain than he knows what to do\nwith, enough to get him into serious mischief. It is this surplus which is, at\nleast in part, responsible for the arts and sciences, the religions and phil¬\nosophies, the governments and commerce. It is also responsible for the dis¬\ntinctive material manifestations of man’s efforts, including wars and hos¬\npitals, racketeering and drives for famine relief. Science is from one point\nof view a certain manner of using the superfluous cortical matter of the brain.\nThis scientific manner is in turn an elaboration of earlier, in some respects\nmore fundamental, modes, and it is supposed to yield special values as indi¬\ncated. We may not expect introductory courses in general science or in the\nspecialized sciences to introduce young students to the philosophical problems\nthat underlie the scientific way of dealing with life. It is reasonable, how¬\never, to expect of teachers of science, and especially of the leaders in science\nteaching, the makers of syllabuses and tests and textbooks, some acquaint¬\nance with these underlying problems. Confronted with many such books,\nreports, and documents, one is impressed by a certain provincialism in out¬\nlook. A certain identification of many of the writers with their own locali¬\nties, their own periods, their own social classes, their own familiar thoughts,\nthe materials of their daily lives.\nAs teachers we would seem to need, in addition to knowledge of subjectmatter, in addition to a technic of teaching, something to make us reach\nout constantly for broader contacts with human efforts in other lines ; but\nespecially do we seem to need a clearer philosophical and social orientation\nand a better historical perspective on the stuff we teach.\n\nTRENDS AND\nCEDURES\nRALPH\n\nK. WATKINS,\n\nINVESTIGATIONS IN TEACHING PRO¬\nFOR HIGH-SCHOOL SCIENCES AND\nSOME POSSIBLE VALUES\nASSOCIATE\n\nPROFESSOR\n\nMISSOURI,\n\nTwo\n\nOF\n\nCOLUMBIA,\n\nEDUCATION,\n\nUNIVERSITY\n\nOF\n\nMO.\n\nyears ago a paper similar to this was presented at the meeting of the\n\nCentral Association of Science and Mathematics Teachers1. That paper\nwas limited to the field of general .science and presented a general impression\nof recent movements in teaching procedures. The present paper is intended\nto cover a wider range, that of the various high-school sciences and is based\nupon the records of recently published material, chiefly that found in peri¬\nodicals. There is the additional intent of bringing the previous summary\nof trends in science teaching procedures uptodate. The impressions are based\nupon a summarization\n\nof reports published in School Science and Mathe¬\n\nand Science Education\n\nfrom November\n\nmatics from January, 1927, to date and in the General Science Quarterly\n1926 to date. To\n\nthis has been\n\nadded other reports of large scale investigations completed during this period\n1 Watkins,\nR. K.,March,\n“Some 1929,\nTendencies\nScience\nQuarterly,\np. 140. in Teaching\n\nProcedures\n\nfor General\n\nScience.” General\n\n"}
{"page": 539, "printed_page": null, "text": "Department\n\nof Science\n\nInstruction\n\n535\nor now in progress. There is no pretense that all of the studies in teaching\nprocedure in high-school science during this period have been covered. The\namount of material used is considered to be sufficient to give a representative\npicture of what is now\n\ngoing on.\n\nThe material gathered has been grouped according to a definite number\nof major trends or significant movements. Twelve of these have been selected\nfor this paper as being of greatest importance. These are as follows:\n1. A critical review\ncedures.\n\nand\n\nanalysis of the earlier investigations of teaching pro¬\n\n2. An attempt at refinement, better description and definition of science demon¬\nstrations as teaching devices.\n3. An attempt at redefinition, better limitation and description of laboratory in¬\nstruction with attempts at evaluation of laboratory instruction as a means of pro¬\nducing certain definite outcomes in pupils.\n4. A marked swing toward unit organization of subjectmatter and instructional\ntechnics in all high-school sciences.\n5. A critical review of existing science tests, accompanied by attempts to select\nand build tests to meet particular instructional needs.\n6. A beginning movement for diagnosis of pupil difficulties in the learning of\nscience materials.\n7. A frank facing of the laboratory instruction issue upon\napparatus and equipment now found in high schools.\n\nthe basis of available\n\n8. A revival of interest in simple, homely, and home-made laboratory and demon¬\nstration apparatus.\n9. A beginning experimental attack upon the value of visual aids to instruction,\nespecially moving pictures.\n10. A continued development\ntion in the science field.\n\nof the use of extensive reading for general instruc¬\n\n11. A continued interest in the possibilities of science clubs.\n12. A general spreading interest in the use of free and inexpensive\nmaterial drawn into the school from outside commercial sources.\n\nsupplementary\n\nThe first noticeable tendency in the present period is the attempt to take\nstock of recent investigations in science teaching, consolidate the findings and\nform a base for future operations in the way of research in science teaching.\nThis has been accompanied by constructive criticisms of the limitation and\ndefinition of problems, of research technics employed, and questioning of in¬\nterpretations and conclusions drawn from studies. Summaries of this kind\nhave been published by Curtis, Croxton,\n\nDowning,\n\nKlopp, Riedel, and\n\nWatkins.1\np\n*>j\nIt is not within the province of this paper to repeat these summaries. Most\nof the discussion has centered about the group of investigations which have\nhad to do with the relative merits of lecture-demonstration and individual\nlaboratory instruction. The issue has been strongly emphasized by attempts\nto build actual instructional practise upon the findings of these studies. The\ntitles of papers in the Croxton-Downing\nLaboratory\n\nWork\n\ndiscussion are illustrative, Shall\n\nin the Public Schools be Curtailed?\n\n1 See references in first group of appended bibliography.\n\n"}
{"page": 540, "printed_page": null, "text": "536\n\nNational\n\nEducation\n\nAssociation\n\nThis group of summaries has presented no further research but has\npointed to the need for other investigations. Certain limitations or criteria\nto be met stand out clearly as a result of these criticisms. ( 1 ) Procedures to\nbe investigated must be clearly described in detail. What is laboratory in¬\nstruction? How are lecture demonstrations done? (2) Investigations need\nto be repeated in the same way, with similar controls and with the same\ntests. (3) Investigations must be repeated under normal public school con¬\nditions. (4) Smaller areas need to be selected for investigation. (5) Simpler\ninvestigational technics need to be established. (6) Instructional procedures\nfor producing definite types of results in pupils need to be built up and\nexperimentally evaluated.\nOut of the attack upon the older type of laboratory instruction there have\ndeveloped attempts at improvement in demonstration and a new interest\nin demonstration. This new interest is evidenced By people who are con¬\ncerned with the training of teachers, by the manufacturers and designers\nof apparatus, and by the teachers themselves. Work on the improvement of\ndemonstrations has been described by N. H. Black, Colwell and Holmes,\nDuff, Haut, Jared, Lunt, and Klopsteg.1 Progress has been made in general\nscience, physics, and chemistry. Almost no work in the experimental evalu¬\nation of demonstration technics for producing particular outcomes has been\ndone. Here lies an open field for new experimentation. The criteria for\njudging demonstrations\n\nsuggested by Duff in School Science and Mathe¬\n\nmatics and the possible instructional uses for demonstrations\n\nlisted by Jared\n\noffer points of departure.\nAlthough little progress has been made in the experimental evaluation of\naccurately described demonstration technics, some progress has been made in\nthe attempt to determine the outcomes of laboratory instruction and the\nrelative merits of certain smaller laboratory technics. For the first type the\nwork of Dyer, Horton, and Knox is outstanding.2 Moore, Dykehouse, and\nCurtis carried on a study of the relative merits of methods of reporting\nlaboratory exercises. Utterback and Walter 3 have also contributed to this\nmovement although their studies lack in one case careful description and in\nthe other adequate measurement.\nThe net results of this trend to date, in general terms, would\n\nseem to be\n\nthese: (1) It is possible to set up laboratory teaching procedures which will\nproduce certain outcomes in pupils. In some cases the laboratory produces\nthese outcomes better than a demonstration technic. Whether these out¬\ncomes are worth producing might be questioned sometimes. Further work\nof this kind must depend upon further refinement of measurement devices.\n(2) Quite gradually we shall learn the relative merits of the smaller tech¬\nnics which make up the complex of the thing which wTe have called labora¬\ntory instruction.\n1 See references in second group of appended bibliography.\n3 See references in third group of appended bibliography.\n3 See references in third group of appended bibliography.\n\n"}
{"page": 541, "printed_page": null, "text": "/\n\nDepartment\n\nof Science\n\nInstruction\n\n537\n\nUnit organization as the basis for planning instruction is apparently here.\nHow far this movement has reached into the actual practise of the rank and\nfile of science teachers, it is extremely difficult to determine. Curriculum\nmakers, professional educators, trainers of teachers, curriculum committees,\nand textbook writers seem to have adopted this basis of organization almost\nuniversally. Those who have been interested in physics teaching have done\nconsiderable recent work upon this problem. Other work has been done in\nthe field of elementary science and in high-school biology. Decided progress\nhas been shown by the work of Miss Billig, Downing, Hurd, Hughes\n\nand Hurd, Muthersbaugh, Persing, Peters, Weber, and Whitman. 1\n.5\n6\nThe North\nCentral Association is definitely committed to unit organi¬\nzation in its curriculum construction program. The work of Downing with\nthe high-school biology course and of Hurd\n\nwith the course in high-school\n\nphysics are excellent illustrations. Hurd’s work in the experimental try-out\nof new units in high-school physics with measured results in terms of prog¬\nress of pupils is to be especially marked.\nIt would seem that given the time to re-train a portion of teachers now\nin service and time to train the coming generation of new science teachers\nand large unit organizations will become practically universal.\nThere is a considerable body of literature that has to do with science tests.\nSome of this is concerned with critical review and evaluation of existing\nmaterial. Cunningham, Haskell and Hudelson, and Lohr2 have done work\nof this type. With this there is a growing consciousness of the need for se¬\nlecting tests for particular service uses. Other 3 studies have had to do with\ntest forms and the technicalities of test construction. The work of Webb\nand Beauchamp and Webb 4 in the measurement of laboratory resourceful¬\nness suggests a new line of departure in the field of science testing. Unit\ntests in physics and chemistry have been constructed and are now available to\nA\n\nfew recent studies have been concerned\n\nwith difficulties inherent in\n\nthe nature of high-school sciences or with diagnosis of pupil difficulties or\nwfith remedial treatment of pupil difficulties. Recent workers in this field\nare Bedell, Cramer, Lohr, and Stewart.0 These studies, in general, have\nbeen in general science, physics, and chemistry. Cramer has shown that pupils\nhaving had general science are more successful in later special sciences than\npupils who had not had general science.\n\nOne group of investigations which do not bear directly upon instructional\nprocedures is included here because of the implications wffiich set very definite\n1 See references\n\nin fourth group\n\nof appended\n\nbibliography.\n\n2 See references\n3 Ibid.\n\nin fifth group\n\nof appended\n\nbibliography.\n\ni Ibid.\n8 Glenn-Obourn, Instruction Tests in Physics.\nGlenn-Welton, Instructional Tests in Chemistry.\nPeters- Watkins, Objective Tests in High School\n6 See references\n\nin group\n\nsix of appended\n\nPhysics.\n\nbibliography.\n\n"}
{"page": 542, "printed_page": null, "text": "538\n\nNational\n\nEducation\n\nAssociation\n\nlimits upon the instructional procedures which may be undertaken by teach¬\ners actually at work in the field. This group of studies is concerned with the\nequipment available for work in high-school science courses. These investi¬\ngations include those of Miss Thompson, Jensen and Glenn, and Watkins.\nMiss Thompson\n\nstates that seventy-one percent of junior high schools in-\n\nvest’gated had no laboratory facilities.\nWith this gloomy picture of available equipment it is not strange that\nthere is some interest in simple and homemade apparatus. There is almost\nno work here that might be classified as serious research. The work of\nHaupt, Obourn, and Underhill 1 is worthy of note. Haupt’s collection and\nannotation of home-made physics apparatus from the files of School Science\nand Mathematics\n\nis the most helpful of recent studies in this field.\n\nProbably the extensive contribution to the available procedures in science\nteaching has been made by workers who have been concerned with the value\nof visual aids, especially with the value of moving pictures as aids to science\ninstruction. The work in this field extends from the large scale development\nof teaching films done by the Eastman\nlearning studies of Freeman\n\nand Wood\n\nCompany\n\nthrough the extensive\n\nto the evaluation of particular de¬\n\nvices for special teaching such as Miss Huebner’s study. Much work has been\ndone by Brown, Finegan, Freeman, Freeman and Wood, Miss Huebner,\nShriner, and Wilbur.2\nPractically all of the investigation shows positive results in favor of\nvisual aids. Work with moving pictures has been favorable to their use. In\nsome\n\nstudies instruction by means\n\nof moving\n\npictures produced results as\n\ngood as those secured by other means of instruction. Brown found strip\nfilm superior to moving pictures for some types of biological illustration.\nThere is yet difficulty in obtaining films which have high instructional value\nand not too high a percentage of advertising material and superficial enter¬\ntainment features. Expense is yet a decided factor limiting the use of films\nand most other visual equipment. No investigations have recommended the\nsubstitution of moving\n\npicture instruction for other means\n\nof teaching.\n\nBiology teachers are evidencing great interest in various means for projecting\nillustrative material on the screen in lieu of much detailed microscopic\nwork and some dissection on the part of beginning students. Most\nhave not made\n\nteachers\n\neven a good beginning in canvassing the possibilities of the\n\nvisual aids to teaching which are now on the market.\nThere\n\ncontinues to be some interest in the encouragement\n\nof extensive\n\nreading in the field of natural science. H. A. Webb 3 is continuing his\nannual review of new science books suitable for high-school libraries. Gere\nand Hildebrand\n1 See references\n\n4 have contributed\n\nin group\n\neight of appended\n\nreports upon\n\nthe values of reading.\n\nbibliography.\n2 See references included in group nine of the appended bibliography.\nSee group ten in the accompanying bibliography.\n43 Ib\nid.\n\n"}
{"page": 543, "printed_page": null, "text": "Department\n\nof Science\n\nInstruction\n\n539\n\nAlmost no research has been done in this field since the pioneer investiga¬\ntion of F. D. Curtis. Caldwell, Slosson, and Kellogg have compiled a list\nof recent science books for lay readers for the Women’s Division of the\nNational Civic Federation. This should be in the hands of every science\nteacher and on the bulletin board in every science classroom.\nScience clubs continue to flourish. No major evaluations of their products\nseem to have been done since the work of Morris Meister. Webb 1 has\ncollected a large body of very practical data upon current practises in the\nmanagement of science clubs. Miller 2 has gathered outlines for the guidance\nof clubs. These collections should be of major value to the teacher who\nadministers a science club in connection with his program\n\nof science teaching.\n\nTeachers, as well as other folk, have always been interested in getting\nsomething for nothing. For a long time many\n\nteachers have used advertising\n\npamphlets, models, and charts as supplementary teaching aids. Several peo¬\nple have arranged and classified lists to guide teachers in securing and using\nsuch material. The best of such lists are those of Dunbar, Persing, Roller,\nand Woodring.3 To date there seem to be no experimental data to prove the\nvalues of such material or to distinguish between the merits of different\ntypes of such material.\nSome final general impressions of our present status may not be out of\nplace. For the modern teacher of science there seems to be little excuse for\ndrifting along with the monotonous daily grind of what has always been\ndone. These dozen movements in science instruction should offer a pos¬\nsibility of a well rounded kit of tools for science instruction. Some of the\nsuggestions for improved instruction have been well enough proved to offer\nlittle danger of malpractise. On the other hand, if after weeks of reading\nthere are gleaned only a handful of experimentally evaluated procedures, it\nwould seem that we are only entering the era of making more scientific our\nscience teaching and that what remains to be done offers a clamorous\nlenge to every member of our guild.\n\nA Classified Bibliography\n1. Review\n\nchal¬\n\nof Illustrative Studies and Reports\n\nand analysis of earlier investigations:\n\nCurtis. F. D. “Some\nTeaching\n\nReactions\n\nRegarding\n\nthe Published\n\nof Science.” School Science and Mathematics\n\nLaboratory Work\nW. C. “Shall\nCroxton,\nand Mathematics 29:79.\nSchool Science\n\nInvestigations\n\nin the\n\n27 : 634.\n\nin the Public Schools be Curtailed?”\n\nCroxton, W. C. “Shall Laboratory Work in the Public Schools be Curtailed? —\nA Reply to a Criticism.” School Science and Mathematics 29:730.\n1 See group\n\neleven\n\n3 See\n\ntwelve\n\n2 Ibid.\n\ngroup\n\nin the attached\n\nbibliography.\n\nin appended\n\nbibliography.\n\n"}
{"page": 544, "printed_page": null, "text": "540\n\nNational\n\nEducation\n\nAssociation\n\nDowning, E. R. “Individual Laboratory Work\nGeneral Science Quarterly, p. 96; Jan., 1927.\n\nvs. Teacher\n\nDemonstration.”\n\nDowning, E. R. “Shall Laboratory Work in the Public Schools be Curtailed?”\nSchool Science and Mathematics 29:411.\nKlopp, W. J. “Laboratory\nJan., 1929.\n\nvs. Demonstration.”\n\nGeneral\n\nScience Quarterly, p. 98;\n\nRiedel, F. A. “Relative Effectiveness of Demonstration and Laboratory\nin Science.” School Science and Mathematics 27:512.\nRiedel, F. A. “Present Status of the Controversy, Demonstration\nGeneral Science Quarterly, p. 246; May, 1927.\n\nMethods\n\nvs Laboratory.”\n\nWatkins, R. K. “What Price Laboratory Science Instruction in the High School.”\nGeneral Science Quarterly, p. 70; Jan., 1929.\n2. Improvement\n\nof demonstrations:\n\nBlack, N. H. “Better Demonstrations\nmatics 30:366.\n\nin Physics.” School Science and Mathe¬\n\nColwell, R. C. and Holmes, M. C. “Demonstrations\nand Mathematics 28:835.\nDuff, A. W. “Demonstration Experiments,\nScience and Mathematics 28: 857.\nHaut, A. “Oxidation-Reduction\nmatics 30: 361.\n\nin Electricity.” School Science\n\nDesirable\n\nDemonstrations.”\n\nQualities\n\nSchool\n\nScience\n\nin.” School\nand\n\nMathe¬\n\nJared, R. R. “What Constitutes Efficient Demonstration Work in General\nChemistry?” School Science and Mathematics 28:43.\nKeyes, F. G. “The Growth of General Science in Boston.” General Science\nQuarterly, p. 82; Jan., 1929.\nKlopsteg, P. E. “A Lecture Demonstration\nand Mathematics 30: 570.\n3. Redefinition\n\nand evaluation\n\nof New\n\nApparatus.”\n\nSchool Science\n\nof laboratory instruction:\n\nFranklin, G. T. “Chemistry Experiment as the Basis for Study for Funda¬\nmentals.” School Science and Mathematics 30:415.\nDyer, J. H. “An Analysis of Certain Outcomes in the Teaching\nPublic High Schools.” University of Pennsylvania, 1927.\n\nof Physics in\n\nHorton, R. E. “Measurable Outcomes of Individual Laboratory Work in High\nSchool Chemistry.” Teachers College Contributions to Education No. 303,\n1928.\nKnox, W. W. “The Demonstration Method vs. the Laboratory Method\nTeaching High School Chemistry.” School Review, p. 376; May, 1927.\n\nof\n\nMoore, F. W., Dykehouse, C. J., and Curtis, F. D. “A Study of the Relative\nEffectiveness of Two Methods of Reporting Laboratory Exercises in General\nScience.” Science Education,\n\np. 229; May, 1929.\nUtterback, C. P. “A Laboratory Method in Physics.” School Science and Mathe¬\nmatics 28 : 634.\nWalter, C. H. “The Individual Laboratory Method of Teaching When\nPrinted Directions Are Used.” School Science and Mathematics 30:429.\n4. Unit organization of science instruction:\n\nNo\n\nBillig, Florence. “A Technique for Developing Content for a Professional Course\nin Science for Teachers in Elementary Schools.” Teachers College Contribu¬\ntions to Education No. 397 , 1929.\nDowning, E. R. “Report of Sub-Committee\ntion Quarterly 1 ; April, 1927.\nDowning, E. R. “The Biology Course\nScience and Mathematics 28:497.\n\non Biology.” North\n\nOutlined\n\nin Major\n\nCentral Associa¬\n\nObjectives.” School\n\n"}
{"page": 545, "printed_page": null, "text": "Department\n\nof Science\n\nInstruction\n\n541\n\nHurd, A. W. “Present Inadequacies and Suggested Remedies in the Teaching\nof Physics.” School Science and Mathematics 30: 539.\nMuthersbaugh, G. C. “Objectives of a Proposed Course of Study in Physics\nfor Senior High Schools.” School Science and Mathematics 29:943.\nPersing, E. C. “A Unit for Junior High School Science.” General Science\nQuarterly, p. 79; Jan., 1929.\nPeters, C. J. “An Evaluation of a Re-Organization of the Present Core of\nSubjectmatter in High School Physics.” School Science and Mathematics\n27: 172.\nWeber, Lynda. “The Use of the Unit-Contract\nSchool Science and Mathematics 28:399.\n\nSystem\n\nin Teaching\n\nBiology.”\n\nWhitman, W. G. “Form of Outline for Science Units in a Teacher’s Manual —\nElementary Science or Nature Study.” Science Education, p. 258 ; May, 1929\n5. Tendencies in science tests:\nBeauchamp, R. O., and Webb, H. A. “Resourcefulness,\nSchool Science and Mathematics 27:457.\n\nAn Unmeasured\n\nAbility.”\n\nBroom, E. M. “A Study of the Van Wagenen\nSchool Science and Mathematics 28:849.\n\nScales General\n\nScience.”\n\nCooprider, J. L. “A Standardized\nmatics 30:638.\n\nReading\n\nTest in Biology.” School Science and Mathe¬\n\nC.unningham, H. A. “Character and Value of Existing Tests for Pupils and\nTeachers of General Science.” General Science Quarterly, p. 61; Jan., 1929.\nGordon, H. C. “Some New-Type Test Forms\nScience and Mathematics 27:721.\nHaskell, M. E., and Hudelson,\nand Mathematics 29:841.\nHurd, A. W. “Achievements\nJan., 1930.\n\nE. “What\n\nin High\n•\n\nSchool Physics.” School\n\nTest Should\n\nI Use.” School Science\n\nof Students in Physics.” Science Education,\n\np. 437 ;\n\nJennison, H. M. “Improvement in Examination Technique for Teachers of\nBotany.” School Science and Mathematics 27: 832.\nLohr, V. C. “A Comparison of Some Tests Given in High School Physics.”\nSchool Science and Mathematics 27:74.\nMcClusky, H. Y., and Curtis, F. D. “A Modified\nSchool Science and Mathematics 27: 362.\nPruitt, C. M. “Objective Measurement\nQuarterly, p. 517; May, 1928.\n\nForm\n\nin General\n\nStack, H. J. “Standardized Tests in Seventh\nScience and Mathematics 27:854.\n\nof the True-False\n\nTest.”\n\nScience.” General\n\nScience\n\nand Eighth Grade\n\nWebb, H. A. “Variety, the Spice of Testing.” General\nJan., 1929.\n6. Diagnosis\n\nScience.” School\n\nScience Quarterly, p. 93;\n\nof pupil difficulties:\n\nBedell, R. C. “A Method of Diagnosis and Remedial\nScience.” Science Education, p. 260; May, 1929.\n\nTreatment\n\nin General\n\nCramer, W. F. “A Study of Some Achievements of Pupils in Special Sciences —\nGeneral Science vs. Non-General Science Groups.” Science Education, p. 518;\nMarch, 1930.\nLohr, V. C. “Some\nmatics 28:389.\n\nFactors of Success in Physics.” School Science and Mathe¬\n\nStewart, A. R. “A Study of Difficulties in Chemistry.”\nmatics 28 : 838.\n\n7. Limitation\n\nof Teaching\n\nSchool Science and Mathe¬\n\ndue to limited equipment:\n\nJensen, J. H. and Glenn, E. R. “An Investigation of Types of Classrooms for\nChemistry and Other Sciences in Small High Schools.” Journal of Chemical\nEducation 6: 634-64. April, 1929.\n\n"}
{"page": 546, "printed_page": null, "text": "542\n\nNational\n\nEducation\n\nAssociation\n\nThompson, Emma O. “An Investigation of the Teaching of Science in the Junior\nHigh School.” School Science and Mathematics 27:941.\nWatkins, R. K. “Equipment for Teaching Physics in Northeast Missouri High\nSchools.” School Education . p. 199; May, 1929.\n8. Use of simple and home-made apparatus:\nHaupt, G. W. “An Annotated Bibliography of Contributions to School Science\nand Mathematics Describing Ingenius and Home Made Physics Apparatus.”\nSchool Science aJid Mathematics 29:763.\nObourn, E. S. “The Effective Use of Practical Equipment\nSchool Science and Mathematics 28:275.\n\nin a Physics Course.”\n\nUnderhill, O. E. “Home-Made Apparatus.” General Science Quarterly, p. 147 ;\nMarch, 1929.\n9. Investigation of the values of visual aids to instruction:\nBrown, H. E. “Motion\nmatics 28:517.\n\nPictures or Film\n\nSlides?” School\n\nScience and\n\nMathe¬\n\nFinegan, T. E. “An Experiment in the Development of Classroom Films.”\nGeneral Science Quarterly, p. 391; Jan., 1928.\nFreeman, F. N., et. al. Visual Education. University of Chicago Press, 1924.\nFreeman, F. N., and Wood, Ben. Motion Pictures in the Classroom. Houghton\nMifflin Co., Boston, 1929.\nHuebner, Dorothy E. “A Comparative Study of the Effectiveness of Models,\nCharts, and Teacher’s Drawings in Teaching Plant Structures.” School\nScience and Mathematics 29:65.\nMiller, L. P. “The Contribution of Slides and\nGeneral Science Quarterly, p. 13; Nov., 1926.\n\nFilms\n\nMurphy, E. A. C. “Aids\nMathematics 27:481.\n\nScience.” School\n\nin Teaching\n\nGeneral\n\nto Science Teaching.”\nScience\n\nand\n\nShriner, J. T. “Motion Pictures in the Teaching of Junior High School Science.”\nGeneral Science Quarterly, p. 40; Nov., 1926.\nWilbur, H. “An Experiment in the Use of Visual\nGeneral Science Quarterly, p. 480; March, 1928.\n10. Use of extensive reading in science teaching:\n\nMethods\n\nGere, M. C., Guenther, J. J., and Hendricks, C. B. “The\nLibrary.” School Science and Mathematics 29:859.\nHildebrand, L. E. “Outside Reading\nScience and Mathematics 28:61.\nWebb, H. A. The\n11. Science Clubs :\n\nHigh\n\nof Instruction.”\n\nHigh School Chemistry\n\nin Science in Secondary\n\nSchools.” School\n\nSchool Science Library. H. A. Webb,\n\nNashville, 1929.\n\nDunbar, R. E. “Chemistry for Fun.” Science Education, p. 547; March, 1930.\nMiller, D. W. “Suggested Programs for Science Clubs.” Science Education.\np. 331; Nov., 1929.\nWebb, H. A. “Some First Hand Information\nScience and Mathematics 29:273.\n12. Use of supplementary\n\nConcerning\n\nScience Clubs.” School\n\nmaterials:\n\nDunbar, R. E. “Sources of Free Material\nScience Quarterly, p. 551; May, 1928.\nPersing, E. C. “Supplementary Aids\nScience and Mathematics 29: 145.\n\nfor Science Instruction.”\n\nin Teaching\n\nGeneral\n\nGeneral\n\nScience.” School\n\nRoller, D. E. Sources of Free Material for Use in the Teaching of Natural\nScience. University of Oklahoma, 1925.\nWoodring, Maxie, et al. Enriched Teaching of Science in the High School.\nNew York; Bureau of Publications, Teachers College, Columbia University,\n1928.\n\n"}
{"page": 547, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool Principal\n\n"}
{"page": 548, "printed_page": null, "text": "The department of secondary school princi¬\npals\n\nwas\n\norganized\n\nin Topeka,\n\nKansas,\n\nin 1886,\n\nunder the name of the Department of Secondary\nInstruction. See Proceedings , 1887 :396. Anticipating\nthe proposed merger of the National Association of\nSecondary Principals with the National Education\nAssociation, the name of the Department was\nchanged to the Department of Secondary School\nPrincipals.\nThe officers for the year 1930-31 are: President ,\nLouis E. Plummer, Principal, Fullerton Union High\nSchool and Fullerton District Junior College, Fuller¬\nton, Calif.; First Vice-president, C. H. Threlkeld,\nPrincipal, Columbia High School, South Orange, N.\nJ. ; Second Vicepresident, John A. Larson, Principal,\nSenior High School, Little Rock, Ark.; SecretaryTreasurer, H. V. Church, Superintendent of Morton\nSecondary Schools, Cicero, Ill. ; Executive Committee,\nF. R. Born, Principal, Junior High School, Ardmore,\nOkla. ; W. C. Giese, Principal, Washington Park High\nSchool, Racine, Wis. ; Milo H. Stuart, Principal, Ar¬\nsenal Technical High School, Indianapolis, Ind. Facts\nrelating to the establishment of this Department and\nthe record of meetings are found in earlier volumes\nof Proceedings as follows :\n1887:395-442\n1888 :403-433\n1889 :499-533\n1890:615-655\n1891 :617-68 7\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\n1913:469-499\n\n[ 544 J\n\n1914:445-488\n1915:723-753\n1916:517-574\n1917:253-284\n1918:177-189\n1919:195-204\n1920:209-230\n1921 -.667-678\n\n1922:1267-1293\n1923: 861-880\n1924: 775-802\n1925: 450-477\n1926: 636-652\n1927: 599-677\n1928: 591-650\n1929: 579-632\n\n"}
{"page": 549, "printed_page": null, "text": "SOME\n\nFORGOTTEN VIEWPOINTS FOR REORGANIZING\nTHE SECONDARY SCHOOL— ABSTRACT\n\nTHOMAS\n\nJ. MC\n\nCOR MACK,\n\nSHIP\n\nHIGH\n\nSUPERINTENDENT\n\nSCHOOL\n\nOGLESBY\n\nOF THE\n\nLA SALLE-PERU\n\nAND\n\nDIRECTOR\n\nOF THE\n\nJUNIOR\n\nCOLLEGE,\n\nLA SALLE,\n\nTOWN¬\n\nLA SALLE-PERU\nILL.\n\nIntroduction — Tohu vet bohu — When I was a young man I w’ent to\nschool in Germany. One of the requirements for juniorcollegegraduation\nwas Hebrew. I take it that this ancient and honored tongue was then\n\nconsidered in the nature of an “exploratory course” for the future life, and\nthat it occupied the same functional importance in the integrated curriculum\nof that distant epoch as does community civics or some such other rigorous\nstudy in the salvational schemes of our secondary school systems of today.\nMy general recollection is one of extreme chagrin at my ignorance of the\nlanguage, but also one of intense delight at having retained a lapidary\nphrase of its great literature which to my mind expresses admirably the state\nof current belief and theory concerning secondary education. The phrase\nis Tohu va bohu , and means “without form and void.”\nMy contribution to this program, therefore, will be not so much a\npresentation of new points of view as a critical scrutiny of the anarchy of\nideas that lies at the basis of much of our educational thought and practise,\nand which is simply the reflection of the ethical and logical fallacies implicit\nin the reigning popular philosophies of the goals and objectives of life. My\nanimadversions are to be taken as directed in no wise tothemanyenduringand\nsignal achievements of secondary schoolmen and schoolw7omen in the neverending battle for the salvation of adolescent humanity. These achievements,\nwThich some day will rank as veritable epics in the annals of human progress,\nwill be recounted by the speakers that are to follow me in the sessions of\nthe next three days. And, in order to clear the way for the discussion of\nfundamental points, let me say at the outset that the major part of the\ntopics or movements assigned by the progranumakers and the president of\nthis section for discussion has assumed almost the status of educational\ndogmas. Few\n\nwould\n\nnow\n\nhave the hardihood\n\nto say that the junior high\n\nschool and the junior college under the auspices of secondary school admin¬\nistrators have not come to stay. The Brahmins and the Mandarins of the\nhigher culture have emitted their final ululations on this last subject. Ter¬\nminal courses in the senior high school and the junior college for those not\ngoing beyond for their education are admitted. Rational economy in educa¬\ntional administration is an axiom. The transformation of the high school\nfrom an elimination institution to one that embraces the welfare of all, is\nconceded. The transfer of the center of emphasis in teaching from subjectmatter attainment to the arousing and the consolidating of the interest of\nthe pupil in all the heritages of the race, in everything that is human, until\nthat interest remains a permanent possession for life and the ceaseless source\n[ 545 ]\n\n"}
{"page": 550, "printed_page": null, "text": "546\n\nNational\n\nEducation\n\nAssociation\n\nof educational transfiguration for every individual — all this is basic, all this\nis necessary assumption.\nBut back of these grandiose practical movements and conceptions, which\nare all in a fair way of being realized, lowers and lurks a pernicious popular\nphilosophy of values — a philosophy based on materialistic and sensualistic\ntheories of life, and on zoological conceptions of the worth of life. This\nshallow and fallacious philosophy, under the cover of popular approval, has\nsubtly informed much of our educational practise. If unchecked, it bids fair\nto dehumanize all our educational ideals. The destruction of it is, I take it,\none of the major tasks of educational leadership today. And I am now\ngoing to address myself to that task.\nThe zoological conception of education — One of the chief forms this\nphilosophy has taken is what I term the zoological conception of education.\nIt is not formally taught by schools of education. It is a latent theory con¬\ncealed deep back in the fogs of popular opinion. This theory conceives man\nas essentially an animal. It places the ultimate emphasis on animal health\nas the objective of life. Health is not conceived as means to an end. It is\nconceived as an end per se. Its corollaries are that diversion and recreation\nare the goals of human existence. It has elevated “sport” and the cult of the\nbody to the dignity almost of a popular religion. Every nation of history\nthat has dedicated itself to the exclusive cult of the body has perished. No\nsurveys, no statistical researches are necessary for the establishment of this\ntruth.\nThe gastronomic conception of education — Another form the doctrine\nhas taken is what may be termed the economic, or perhaps better, the gas¬\ntronomic theory of education. This theory conceives man not as a human\nbeing, as a person, with human objectives, not as an intellectual, an esthetic\nor a civic animal, but essentially as a producing and a consuming animal.\nHomo sapiens here becomes homo consumens. His characteristic organs are\nthe belly and the back. The struggle of life in this theory is the struggle\nfor the trough. The holy ark of its covenant is salesmanship. It is the sire\nof the commercial philosophy of education, which has moved one modernist\neducator to recommend that the mysteries of the installment plan be taught\nin our schools as an integral part of the equipment of American youth for\nthe higher life. It has given us night football as an instrument for the ethical\nuplift of adolescence, and in many towns has put the three balls of the\npawnbroker in the place of the escutcheon of Minerva.\nThe theory of values — What recourse have we for the refutation of\nthese fallacious and pernicious conceptions? I have intimated that our\nrecourse lies in a critical scrutiny of fundamental ideas. And the upshot of\nthis scrutiny will be clarity as to our ideas of value.\nThe theory of values is the result of some twenty-five hundred years of\nclose human thinking, and acquaintance with it is a duty of both the curric¬\nulum-maker and the curriculum-executioner. This theory affirms that of\n\n"}
{"page": 551, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n547\nthe many things desired by human beings, of the many things sought to be\nincorporated in their persons, some are instrumental and some are final.\nIt asserts that some are simply means to ends and should never be cultivated\nas ends; that some have intrinsic and permanent\nonly temporary\n\nworth\n\nand others have\n\nand contributory worth. It maintains, for example, that\n\nhealth and wealth, while fundamental and absolutely necessary, are instru¬\nments only for the realization of the complete human life, and that no\nspecies of them, whether sport, recreation, diversion, leisure, or the con¬\nsumption of material goods, should ever be made the exclusive goals of\nhuman existence. They are the substructure and not the superstructure of\nhumanity.\nPut differently, this philosophy maintains that man is more than an ani¬\nmal; that he is an animal plus his humanity; that he is more than an eco¬\nnomic man ; that he is more than an efficient tool to be used for the exclusive\npurposes either of society or of industry ; that he is also an end in himself\nand not an agency to be used for the ends of other men ; in fine, that he is\nan ethical person.\nGoing\n\nto the ignorant for knowledge — It is my\n\nbelief that a thorough\n\ngrasp of these fundamental points of view is necessary not only for re¬\nsearch but also for the formation in every community of that background of\nsound public opinion which is the basis of successful conduct of the schools.\nWe have too long been meekly accepting the shallow philosophies of the\nunthinking. It is time for the assertion of intellectual leadership. Too\nlong have we sought the opinions of those who do not know. Too long\nhave we been the slaves of the sad philosophy of the questionnaire, which\nassumes that when we do not know a thing we shall be enlightened if we go\nthose who know less, and which believes that out of the addition of in¬\nnumerable ignorances, knowledge will have miraculous birth. We must\ncease going to the ignorant for knowledge. We must not ask the ignorant\nwhat they think ; we must tell the ignorant what they think. Never in the\nhistory of the world has ignorance shown its present aggressiveness. Igno¬\nrance formerly was passive and dumb. Through superficial education, it\nhas now grown articulate. The real danger is not ignorance per se. The\nreal danger is ignorance in motion.\n1Norms and standards — Furthermore, I would have some attention given\nto the laying down of a body of principles by which norms and standards are\nto be determined. For example, in determining what artithmetic or what\nspelling should be taught in the schools, I would not inquire what arithmetic\nthose who are ignorant of arithmetic know, or what words the illiterate, or\nthe half or quarter-educated misspell. I should rather seek to determine\nwhat arithmetic the ignorant ought to know and what words the illiterate\nought to spell in order to participate according to their powers\n\nin the heri¬\n\ntages of the race. In other words, I would reject the philosophy that what¬\never is is right and would seek to establish the philosophy of the things that\n“ought to be.”\n\n"}
{"page": 552, "printed_page": null, "text": "548\n\nThe\n\nNational\n\nencyclopedic\n\nEducation\n\nAssociation\n\ntheory of education — Another\n\nfallacious theory which\n\naggressive minorities ignorant of educational problems have forced upon us\nis what has been termed the encyclopedic theory of education. The encyclo¬\npedic theory of education was shattered a century and a half ago, yet it is\nborn again and again in multitudinous forms. It is the theory that if in\nlater life we are to be everything and to know everything, then every¬\nthing should be taught in the schools. And so nearly every branch of\nknowledge invented and developed since Aristotle has been thrust into the\nbag of the curriculum-makers. The result has been plethora, anarchy, and\nindigestion — again Tohu va bohu.\nThe solution once more lies in the examination of fundamental ideas.\nNearly all human science, nearly all distinctively human achievement arise\nout of the need of saving physical and mental labor. Science is essentially\neconomy of thought. Mastery of any field involves economy of effort. It\nshould be our aim therefore to set up this fundamental principle of economy\nin all schemes for curriculum reconstruction. It is not necessary to know\neverything — it is necessary to know only significant things, only meaningful\nthings. If we know significant things, if we know meaningful things, knowl¬\nedge of other things will follow automatically. The desideratum is typethings, and education should concern itself mainly with the construction and\ninculcation of /y^e-studies and /y/»f-activities. Before many\n\nyears the corpse\n\nof “transfer of training” will be reanimated and borne back in triumph to its\nold state of prestige. No transfer of training, no humanistic education.\nThe\n\nschool an ethical or civic laboratory — It will be seen that I conceive\n\nthe end of education to be primarily the construction of the human\n\nperson.\n\nMan is not only a physical animal, a vocational animal — he is also an in¬\ntellectual animal, an esthetic animal, and above all he is an ethical animal.\nThe theory takes full account of “individual differences.” It is the com¬\nmonest fact of observation that few people are highly gifted vocationally, or\nintellectually, or esthetically. But it is also a fact of common observation that\nevery normal individual possesses tolerable ethical, civic, or social capacities.\nFew of us become Rockefellers or Carnegies; few of us become Newtons or\nEinsteins; few of us become Michelangelos or Raphaels. But we can all\nbehave. The\n\nethical, the social, the civic scene, is the playground\n\non which\n\neach human being can act a royal role and in which he can achieve reason¬\nable fulfillment of the human life. The school, like the family, must be con¬\nceived as an ethical laboratory, as a civic laboratory, in which the human\nperson, the civic or the social person, can be created and shaped ; and the\nbetter part of the elaborate machinery of the school is to be conceived as\nengines for ethical and social gymnastics. In the Utopia of the future, the\nethical gymnasium will take its place by the side of the physical gymnasium.\nThe\n\neducation\n\nof the emotions:\n\nmental\n\nhygiene — But perhaps the greater\n\nproblem of educational reconstruction still remains. It is involved in the\ntheory last advanced. If the main task of the school and the family is the\nformation of character, the construction of the human being or the human\n\n"}
{"page": 553, "printed_page": null, "text": "/\n\nDepartment\n\nof Secondary\n\nSchool\n\nPrincipals\n\n549\n\nperson, then the stability, the vocational and ethical efficiency, the peace\nand the rational happiness of that human being must constitute preliminary\nobjectives to be realized. But these objectives cannot be realized without\naccording a high place to a factor that has often been emphasized by thinkers\nof the past, but has never been organically incorporated into our curriculums\nor into our formal technic of educational control. This factor is the emotional\nfactor.\nIt is now a commonplace of psychology that in most instances our con¬\nduct and our beliefs are determined primarily by our interests and by our\nemotions; that we act first and reason afterwards; that the major part of\nour intellectual processes are employed to justify what we have done rather\nthan to initiate what we ought to do; that the intellect is the slave rather\nthan the master of human passions and desires.\nUnder the pressure of this new knowledge, character education is assum¬\ning new aspects. It is being conceived under the aspect of mental health.\nThe greatest need of today for peace, happiness, civic and ethical efficiency\nis the education of the emotions , rather than the education of the intellect or\nthe education of the hand. Mental hygiene is now taking its place by the\nside of physical hygiene as an indispensable instrument of education.\nEducational\n\nguidance — The\n\nconcept of mental\n\nhygiene thus contains the\n\npromise of fruitful educational transformations. Much of its literature is\nstill uncritical, but common sense will separate the wheat from the chaff.\nFrom this point of view, which aims at successful and rational behavior in\nevery field of life, all forms of organized guidance will be integrated under\nthe single concept of ethical or humanistic guidance. Unity and dignity will\nbe given to the numerous uncoordinated devices that educators have in¬\nvented for leading pupils to success. The causes of failure will now be\ntreated and not the symptoms. Hitherto, nearly all devices, such as super¬\nvised study, have attacked resultant states and not initial causes, and have\nblissfully ignored the deeper-lying emotional obstacles that paralyze the\nmechanism of attention, poison the springs of interest, and banish intellectual\nrepose. Pure vocational guidance, which rests upon a false conception of\nthe ends of human life, will be absorbed in the larger function of character\nguidance, which will find for every normal child, whatever his talents\nor purposes, the conditions favorable for his growth to his maximum and\nto his optimum capacities. This concept will also involve a system of per¬\nsonal and character ratings supplementary to scholarship, records by which\nevery child will be better understood and better conducted to the realization\nof his hereditary capacities. In other words, education will become human¬\nistic and supply some justification for any of us being alive on earth.\n\n"}
{"page": 554, "printed_page": null, "text": "550\n\nNational\n\nTHE\n\nPLACE\n\nOF\n\nEducation\n\nTECHNICAL\n\nREORGANIZED\nWILLIAM\n\nJ. BOGAN,\n\nAssociation\n\nCOURSES\n\nSECONDARY\n\nSUPERINTENDENT\n\nOF\n\nIN\n\nTHE\n\nSCHOOL\n\nSCHOOLS,\n\nCHICAGO,\n\nILL.\n\nTo the educator of today who has inherited classical ideals and traditions,\nthe coming of the machine civilization has been a shock. He deplores and\nregrets this and will never be comforted until he hears fate shouting, “Be\nyour age.” With the passing of the years the slang expression, “Be Your\nAge” has lost some of its tang but none of its philosophy of education. “Be\nYour Age” is a prescription which, if followed carefully, will build up some\nof the weak places in modern education. It suggests such profound truths\nthat it might well be adopted as a slogan by curriculum builders. It tends\nto draw the schools from their everlasting contemplation of the past to\nthought and action for the present and the future. Educational systems are\ndistinctly conservative and doubtless will always be conservative, for every\ngeneration reveres its own type of schooling. Every man is an example to\nhimself of the efficiency of the educational program which he followed in\nhis youth with more or less regularity. Hence, educational systems lag be¬\nhind other types of social agencies, thereby tending to perpetuate the status\nquo. True, conservatism\n\nmay be a virtue, but over-indulgence\n\nto vice. To illustrate: For many\n\nin it may lead\n\nyears the schools have proclaimed the glory\n\nthat was Greece and the grandeur that was Rome, while ignoring the ma¬\nchinery and the technology that were modern Europe and America as they\nstudy the ages of stone and bronze and the civilizations of Egypt, Baby¬\nlonia, Assyria, Greece, and Rome, the schools hardly noticed the suction\nfrom the onward rush of the machine civilization guided by science and\ntechnology. Reverence for the past should not hide the facts of the present\nnor the possibilities of the future. Unfortunately many educators have been\nslow to realize the value of experiment. Theories picked from the air have\nserved many purposes when facts were irritations.\nAccording to John Dewey\n\nin The Quest for Certainty :\n\nThe whole classic tradition down\nview of experience as such.\n\nto our day has continued\n\nto hold a slighting\n\nAgain he says :\nThe depreciation of action, of doing and making, has been cultivated by philoso¬\nphers. But while philosophers have perpetuated the derogation by formulating and\njustifying it, they did not originate it. They glorified their own office without doubt\nin placing theory so much above practise. But independently of their attitude, many\nthings conspired to the same effect. Work has been onerous, toilsome, associated\nwith a primeval curse. It has been done under compulsion and the pressure of ne¬\ncessity, while intellectual activity is associated with leisure. On account of the un¬\npleasantness of practical activity, as much of it as possible has been put upon\nslaves and serfs. Thus the social dishonor in which this class was held was extended\nto the work they do. There is also the age-long association of knowing and think¬\ning with immaterial and spiritual principles, and of the arts, of all practical activity\n\n"}
{"page": 555, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n551\nin doing and making, with matter. For work is done with the body, by means of\nmechanical appliances and is directed upon material things. The disrepute which\nhas attended the thought of material things in comparison with immaterial thought\nhas been transferred to everything associated with practise.\n\nIn the face of theory appeared the facts of Copernicus, Galileo, Newton,\nand Watt. The fact of the steam engine, important as it was, was long\nignored but now it is so generally appreciated that a modern Chinese philos¬\nopher proposes to divide history into two periods separated by the milestone\nlabeled 1769. In that year Watt performed a feat which had thwarted the\nmighty Atlas. He lifted the world on his shoulders as he stood in the muck\nand mire of an outworn civilization and showTed the star of economic hope\nto all mankind. The steam engine abolished human slavery and placed at\nthe service of every man, woman, and child a score of mechanical slaves to\nprovide necessities and luxuries that even kings could not command. Like all\nother forces steam may be used for evil or for good. Man is free to decide\nwhether Muscle Shoals shall make nitrates for war explosives or nitrates\nfor agricultural fertilizers. The industrial revolution was execrated for its\nevils but apparently the cure for the evils of machinery is more machinery.\nNow overproduction, on account of new and improved machinery, is so\nserious that if consumption is to keep pace it will be necessary to shorten\ndays and weeks, increase wages, and extend the period of school life to elimi¬\nnate the competition of minors with adults. With the lengthening of school\nlife schools will be forced to provide an education for modern needs. Ma¬\nchinery, science, technology will be emphasized in the new system. What a\nglorious prospect this program unfolds for the secondary schools. Will they\nrise to the occasion and give an education suited to the needs of the coming\ngenerations? Or will they continue to follow the prescription of the dead\nhand of antiquity? Will they ignore the teachings of science and machinery?\nWill the working man be satisfied with a choice between: (1) A narrow\neducation for leisure; and (2) a narrow training for wmrk? The signs seem\nto indicate that the selfrespecting, selfsupporting man will wish his children\nto have a third choice, a judicious mixture of science, technology, machinery,\nand academic subjects.\nIt is a constant source of wonder that this nation, the home of mass pro¬\nduction, the destroyer of the obsolete, should be so slow to utilize the\nmodern. The contrast between the old order and the new is well expressed\nby Charles Beard in Whither Mankind:\nThough machine civilization has been here treated as if it were an order, it in\nfact differs from all others in that it is highly dynamic, containing within itself the\nseeds of constant reconstruction. Everywhere agricultural civilizations of the pre¬\nmachine age have changed only slowly with the fluctuations of markets, the fortunes\nof government, and the vicissitudes of knowledge, keeping their basic institutions\nintact from century to century. Pre-machine urban civilizations have likewise re¬\ntained their essential characteristics through long lapses of time. But machine civili¬\nzation based on technology, science, invention, and expanding markets must of neces¬\nsity change — and rapidly. The order of steam is hardly established before electricity\ninvades it; the electricity hardly gains a fair start before the internal combustion\n\n"}
{"page": 556, "printed_page": null, "text": "552\n\nNational\n\nEducation\n\nAssociation\n\nengine overtakes it. There has never been anywhere in the world any order\ncomparable with it and all analogies drawn from the middle ages, classical\nantiquity, and the Orient are\nno revelations as to its future.\n\nutterly inapplicable\n\nto its potentialities offering\n\nWhy should the secondary schools be concerned with these rapid changes\nin the economic world? Have these schools a special function to perform\nin this new civilization ? Is there a legitimate demand which the schools\nshould fill? All recent investigations seem to show that there is such a\ndemand and that the schools are not filling it. In nearly every phase of in¬\ndustry there seems to be a serious shortage of technically trained men and\nwomen. In the past this demand was met by promotion from the ranks\nof men with skill but little education. They glorified their lack of education\nand by making mysterious the socalled secrets of the trade they retarded\ntechnical education. The college trained technician and the more practical\ntechnician from the high school were derided and made to appear as inter¬\nlopers. Today industry is becoming so specialized that mere training will\nnot suffice to provide competent supervisors and technicians. Reduction in\nthe number of immigrants means reduction in the number of skilled workers,\nbut fortunately it means an increase in the number of educated American\nworkers, provided the schools accept this opportunity to serve industry\nthrough the expansion of technical education. Technological colleges are\nmeeting in a very efficient manner the demand for men of the highest en¬\ngineering skill, but there is a great demand for technicians on a lower and\nmore practical level. The supervision of production demands a great num¬\nber of graduates from technical courses and technical high schools, as well as\nfrom technical institutes that include the first or second year of college. A\nreport by President William E. Wickenden of the Case School of Applied\nScience emphasizes this need for technical education.\nGreater efficiency demands that technical education should be diversified to meet\na wider variety of individual and industrial needs. To maintain but one type of\nschool is to invite blurring of aims and compromise of standards. Progress is in\nthe direction of schools having more definite purposes and more clearly visualized\naims.\n\nPlainly, the new type of course or school must meet specific needs. Europe\nis dotted with technical schools of all types necessary to meet the demands\nof industry for technically trained men, and as manufacturing in this coun¬\ntry increases in extent and variety many more technical schools will be\nneeded. Already there are ten or fifteen technical schools of secondary grade\nthat have very high rank in scholarship and practical training for industry.\nThese schools were the pioneers in technical education that blazed the way\nfor the forward\n\nmove\n\nwhich industry now\n\nseems ready to take. At a time\n\nwhen faith and hope were their greatest assets they set standards of achieve¬\nment that force a tribute of admiration today. At a time when narrow trade\neducation was the cry throughout the land they maintained\n\nhigh academic\n\n"}
{"page": 557, "printed_page": null, "text": "/\n\nDepartment\n\nof Secondary\n\nSchool\n\nPrincipals\n\n553\n\nand technical standards, for they realized that the trades themselves would\nin time demand these higher standards, and that fathers and mothers would\nobject to circumscribing the ambitions of their children by a narrow edu¬\ncation. But this small number cannot meet the demand created by the rapid\ngrowth of industry. In every large industrial city there will soon be need\nfor several polytechnical schools of secondary grade of the type which pro¬\nvides training in the production and distribution phases of many industries,\nand in a few of the very large cities there will doubtless be a demand for\nseveral mono-technical schools of secondary grade which provide training in\nall phases of a single industry as production, distribution, testing, applied art,\nand applied science. In New York City, the center of style in clothing, are\nmore than 700,000 employes in the textile trades. Surely in that city is a\ndemand for a monortechnical high school that will provide technical edu¬\ncation for textile workers. Other industries are making similar demands.\nThis demand can not be met by a mere readjustment of courses in the tra¬\nditional secondary school, for these schools lack industrial and technical\natmosphere. The high schools that provide the training and education neces¬\nsary for “non-commissioned officers of industry” and at the same time leave\na real opening at the top for entrance to technological or other colleges are\ndoing a real service to the coming generations. There should be terminal\ncourses for all who are limited by nature to terminal courses but there should\nalways be the outlet to higher education for all who have the desire and the\naptitude for higher education.\nTHE\n\nMEANING\n\nOE\n\nGRADUATION\n\nSECONDARY\nBANCROFT\n\nThe\n\nBEAT\n\npresent\n\nLEY,\n\nIN\n\nTHE\n\nSCHOOL— ABSTRACT\n\nASSOCIATE\n\nPROFESSOR\n\nOF\n\nUNIVERSITY,\n\nCAMBRIDGE,\n\nMASS.\n\nconception\n\nREORGANIZED\n\nof secondary-school\n\nEDUCATION,\n\nHARVARD\n\ngraduation — If second¬\n\nary-school graduation no longer means competence in work of a narrowly\nacademic type, what does it mean ? Anything or nothing. It means a different\nthing in the cases of different schools and of different pupils within the same\nschool. The confusion of meaning is most pronounced in those schools which\nhave attempted to provide diversified types of education for youngsters of\nvarying abilities, interests, and needs. It is these schools that Learned had in\nmind when he wrote that “the pains taken to guard the border-line, not to\nkeep the unfit out, but to keep the tottering pupil in, is one of the anomalies\nof American education.” The\nbe readily granted.\n\ntruth of Learned’s contention will, perhaps,\n\nThe conclusion cannot be escaped that secondary-school graduation means\nmerely that the pupil has served time. It is necessary to mention only in pass¬\ning the wellknown facts overlapping in achievement between grades in the\nhigh school, the variability in requirements of work in various curriculums\nand courses, and the absence of agreement among teachers on standards for\n\n"}
{"page": 558, "printed_page": null, "text": "554\n\nNational\n\nEducation\n\nAssociation\n\ndetermining credits. Failure still eliminates a few of the less competent. For\nthe group as a whole, however, the diploma is not a certificate of compe¬\ntence, but an indication that incompetence has not been proved.\nProposals\n\nfor making\n\ngraduation\n\nmeaningful — In the attempt\n\nto make\n\ngraduation meaningful two obvious alternatives are open to us. First, we\nmight attempt to reestablish the theory that secondary education is a high\nprivilege to which only the superior pupils should aspire. We might maintain\nrigid objective standards for admission, promotion, and graduation. This\nproposal is essentially the program\n\nof the Reform\n\nMovement\n\nof 1924 in the\n\nGerman Republic. It is not likely to recommend itself to any large propor¬\ntion of American educators. Second, we might attempt to establish more\ncompletely the theory that secondary education should be freely available\nto all of appropriate age. This alternative would involve conscious recog¬\nnition that graduation means only that the pupil has attended the secondary\nschool for four or six years. We should have to abandon all idea of failure.\nDiversity in ability and achievement within a given grade or class would\nnecessarily be even greater than at present. Everyone who persisted would\nbe graduated. This alternative, implied by Counts in his “Selective Char¬\nacter of American Secondary Education,” appears to be the logical end¬\npoint of our present tendencies.\nLess obvious proposals involve an attempt to gain such advantages as\ninhere in each of the theories without bringing the theories into conflict in\nthe case of any individual or group. We might, as Learned suggests, segre¬\ngate the superior pupils as a separate school or as a distinct group within a\nschool, and adopt rigid objective standards for admission, promotion, and\ngraduation in this group. A diploma earned in such a group would have\nsignificance.\nClosely allied to this proposal for segregation is the suggestion that we\ncreate honors groups in secondary schools paralleling those established on\nthe college level at Swarthmore. We could abandon the system of credits\nfor this group. Pupils could be admitted and graduated on the basis of ob¬\njective evidence of ability, achievement, and social development. Students\ncompleting the honors course would be graduated. The other pupils would\nreceive a certificate evidencing the fact that they had served time.\nAnother proposal is that we adopt the plan of making graduation depend\nupon the passing of a school-learning examination such as is provided in the\nEuropean secondary schools. Such an examination might consist of a general\nexamination of the objective type on the social core of the curriculum and\nan objective examination in the field of the pupil’s specialization. To make\ngraduation meaningful, such examinations would need to be formulated by\nsome central agency. Pupils might be permitted to take these examinations\nwhenever they felt competent to do so. In view of the current attitude to¬\nward examinations, this proposal is not likely to prove popular, yet there is\nmuch to recommend it.\n\n"}
{"page": 559, "printed_page": null, "text": "Department\n\nThe\n\nof Secondary\n\nSchool\n\nPrincipals\n\n555\n\nfinal proposal is that we eliminate from the secondary school those\n\npupils for whom we are unable, in view of our present knowledge, to pro¬\nvide a type of education which will be worth the time spent either from the\npoint of view of the individual or of the state. Failure would come to mean\nthat the school had failed to provide worthwhile education for the pupil\nconcerned. A failure mark would be a danger signal raising the question\nof the wisdom\n\nof the pupils further continuance in school. Pupils would not\n\nbe graduated on the basis of the time spent. The diploma would indicate the\nfields of study undertaken by the pupil and the testimony of the school that,\nin its judgment, the expenditure of time and money on the part of the pupil\nand of the state was justified.\nBefore we come to conclusions with respect to the merit of these or other\nproposals for making graduation meaningful we must evaluate them in the\nlight of a theory of American secondary education. I favor the point of view\nwhich would open the secondary school theoretically to all — practically to\nall who have likelihood of profiting by the experience. Such a theory implies\ngreat diversity in the types of education provided and corresponding diver¬\nsity in pupil achievement. If this theory of secondary education is sound,\nany attempt to develop a standardized meaning for graduation from the\nsecondary school is doomed to failure. The diploma must necessarily repre¬\nsent a different achievement, both qualitatively and quantitatively, in the\ncase of every pupil graduated. The only common ground of meaning for\ngraduation in the secondary school organized in accordance with this theory\nis the school’s belief that secondary education has done something for the\npupil which in terms of his abilities, interests, and needs, was worth doing.\n\nFINANCING\nPAUL\n\nR. MORT,\n\nSECONDARY\nDIRECTOR\n\nCOLLEGE,\n\nOF\n\nCOLUMBIA\n\nTHE\n\nEDUCATION— ABSTRACT\nSCHOOL\n\nUNIVERSITY,\n\nOF\n\nEDUCATION,\n\nNEW\n\nYORK,\n\nTEACHERS\n\nN. Y.\n\nThe whole problem of financing high schools is tied up in two situations —\nthe inability of some communities to support a fair type of program, taking\nall of their ability to pay into consideration, and the discriminatory nature\nof the system of financing schools in those states which are financing govern¬\nment by an outworn tax system. If we were to review the development of\ntax supported schools we would expect no other situation than that which we\nfind ourselves facing today. The schools in all of our states developed largely\nas local affairs. They represent more the desire of the individual citizen to\ngive his boy and girl and the children of his neighbor an opportunity for\nabundant living than for any theoretical service to society itself. Legislation\nin most of our states on educational matters has been more a response of the\nstate to the urgings of localities than any telic attitude of the state itself. So\nlong as education was not expensive, and so long as our ability to pay was\nfairly well represented by the amount of property we owned, the system of\n\n"}
{"page": 560, "printed_page": null, "text": "556\n\nNational\n\nEducation\n\nAssociation\n\nlocal support for schools was not bad. With the development of more expen¬\nsive education, however, radical reorganization is necessary.\nWhat is the answer to the situation which we are facing? In the first\nplace, the answer for the financing of secondary education is the same answer\nas that for the financing of elementary education. Some workers in this\nfield impressed by the development of independent organizations for financ¬\ning high schools locally suggest that the answer is in a different type of local\norganization than that used for elementary schools, or in a different type of\nstate responsibility than that which is recognized for elementary schools.\nMy own thinking in this field recognizes the importance of proper local\norganization to the welfare of the school organization, but it denies that\nthe answer to the situation in general can come through a different type of\nlocal organization. The answer to the financing of high schools is found in\nthe answer that has been developed for the financing of all public schools.\nThe state has the responsibility for setting up a minimum program of edu¬\ncation which will recognize the whole span of education that is fairly uni¬\nversally accepted throughout the state. This we may say, for all of our fortyeight states, takes us from the first grade through the high-school period.\nThe state should make a decent minimum program of education on both the\nelementary and high-school level available to every boy and girl in the state\nregardless of where he lives, regardless of whether or not he is of college\nentrance calibre. Further, the state should so provide that the burden of\nsupporting this program\n\nof education should fall upon the people in all\n\nlocalities in the state according to their taxpaying ability?'. By this means, and\nby this means only, can high-school opportunities be carried into the poorer\nsections of the state.\nIn this aspect of the problem it is necessary for the state, to recognize the\nfact that in actual practise we have found smaller classes and more expensive\nteachers necessary in high school. Many states at the present time fail to\nrecognize these two facts in their method of participating in the financing\nof public schools. A measure must be used wffiich is as fair to the high school\nas to the elementary school, which is as fair to the small high school as to\nthe large high school, which is as fair to the rural school as to the city school.\nSuch measures are now available, based upon data which cannot be tam¬\npered with by local communities and which require no interpretation of a\njudgment kind from state department officials. These measures take into\nconsideration the fact that high-school education is more expensive than\nelementary-school education, that a small high school is more expensive than\na large high school, and that a rural school must transport pupils. I refer\nto such measures as are now in operation in the system of financing public\nschools in the state of New York.\n\nThe program which the state shoul4 make available to every boy and\ngirl in the state should be the type of program which communities of aver¬\nage wealth are finding it possible to offer. Based upon the analyses that\nhave been made to date, this represents about $2400 per high-school teacher\n\n"}
{"page": 561, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n557\nfor all current expenses in such states as New\n\nYork\n\nand Pennsylvania. It\n\nrepresents in the neighborhood of $2000 per high-school teacher in such\nstates as Missouri, Nebraska, Kansas, Florida, and Colorado.\nFrom this you may judge the significance of the present movement\ntowards a thoroughgoing refinancing of public schools as it affects high\nschools. It means that in a state similar to Missouri, Kansas, Nebraska, or\nColorado, a high school should pay on an average a salary of not less than\n$1500, and in states such as New York and Pennsylvania, a high school\noffering the minimum program only should pay teachers an average salary\nof approximately $2000. These are not standards based upon the practise\nof outstanding communities which have ability to pay. They are based on\npractises in those communities which are neither handicapped nor unduly\nfavored by the present inadequate financing system. In other words, they\nare communities with average ability to pay.\nFunds should be available for high schools on this level and comparable\nfunds should be available for elementary schools without exhausting the\ntaxpaying power of any locality. Technics are now\n\nreadily available to make\n\nthis an easy task regardless of whether high-school and elementary organi¬\nzation are the same, or whether high-school organization is separate as in\nIllinois or as in the case of county high schools in many western states.\nIn no case does an adequate financing system demand that a district pay its\nall before participating in state funds, and in no case does it give a state\nthe right to limit the budget of any district receiving state aid as is now\npractised in Ohio and Indiana for example.\nThe difficulty that is faced in all states which do not have an adequate\nsystem of taxation and the necessary remedies may be easily described. In\nmost of our states public schools use approximately half of all state and\nlocal tax money. Since the public schools in most states are still largely\nfinanced through local taxation, this means that the very method of ad¬\nministering taxes demands that the schools shall be supported by property\ntaxpayers.\nIf we\n\nmay depend upon the statements of economists to the effect that\n\nproperty is overtaxed in most of our states, it naturally follows that the\nschools — the most expensive single item of state and local government —\nnot only are handicapped by having to depend upon unfairly taxed indi¬\nviduals, but also must unjustly bear the brunt of the blame for unfair tax¬\nation. Naturally the objections which arise strike first at the newer aspects\nof our educational organization, and the result is that high schools tend to\nbe placed under fire. The solution to this problem can only come from a\nreorganization of the taxing system such that property taxpayers will no\nlonger carry an unfair share of the total burden of government.\nWhile this at first thought would seem to be merely a matter of tax re¬\nform, there are certain aspects of tax reform itself which throw the solution\nof the difficulty back upon the system of financing the public schools. In\nthe development of tax reform it has been found that no new tax source of\n\n"}
{"page": 562, "printed_page": null, "text": "558\n\nNational\n\nEducation\n\nAssociation\n\nany importance lends itself to local administration. All new tax sources\nof any consequence must be tapped on a state-wide basis. The result is that\ntax reform brings about a situation where the state has large sums of money\navailable and the localities have no additional money available.\nThe only way the property tax can be relieved through tax reform is\nthrough the assumption by the state of governmental activities formerly\ncarried on by the communities or by a system of distributing returns from\nstate tax sources back to the localities according to some index of the neces¬\nsary cost of local government. To these two, of course, may be added the\nlowering of state-wide property tax, a source of relief which is minor com¬\npared with the other two mentioned.\nThere is objection to any great assumption on the part of the state of\nactivities formerly controlled by the communities. There is always the cry\nof the loss of local selfgovernment, accompanied by the fear that officials\nfar removed from the public hand will develop expensive types of govern¬\nment which will, in the long run, increase rather than decrease taxes. The\nmost outstanding example of assumption of state responsibility for activities\nformerly considered local is the building of highways by the state. While\nvast sums are being put into highways from state sources, the amount of\nrelief involved is not as significant as one would\n\nat first believe. The reason\n\nis that the greater part of such funds are being expended\n\nfor new\n\ncapital\n\noutlays rather than for the relief of taxes already being paid by the localities.\nIn other words, this movement relieves the localities of desirable new ex¬\npenditures, but does not, to any great degree, relieve the localities of the\nactual tax burdens from which they are now suffering.\nThere is no single branch of government in which the way is clear for\nstate assumption of responsibility to a sufficient degree to result in real tax\nrelief except public education. In the case of public education, we now\n\ncan\n\npropose means by which the state may take over the financing of any desired\nshare of the cost of the state’s minimum program without unduly increas¬\ning state control and without the unfairness that has been experienced from\nthe rule-of-thumb methods used for the distribution of state moneys both\nto education in the past and to other branches of government. Today we\nhave measures of the needs of communities\n\nfor that part of local government\n\nwhich is by far greater than all other local government combined — measures\nwhich are not subject to local manipulation or to bureaucratic domination.\nWe find, then, in the system developed for financing the public school sys¬\ntem, the most feasible vehicle for bringing about a readjustment of the\nburden of taxation upon various tax sources.\nA\n\nrecent statement by the Kansas\n\nTax\n\nCode\n\nCommission\n\nbrings out\n\nthis point in an excellent manner. Referring to a scientific plan of financ¬\ning the public schools that was developed by a legislative commission known\nas the School Code Commission,\n\nthe Tax\n\nCommission\n\nsays:\n\n"}
{"page": 563, "printed_page": null, "text": "/\n\nDepartment\n\nThe plan proposed\n\nof Secondary\n\nSchool\n\nto the state by the School Code\n\nPrincipals\n\nCommission\n\n559\n\nhas been carefully\n\nstudied by our own commission in its relation to the subject of taxes. We are satis¬\nfied that the plan the Commission has prepared supplies the right place for the\nallocation of whatever revenue is obtained from new sources, up to eight million\ndollars, the amount that meets the need of an equalized educational program. . . .\nAn allocation of the revenue from the proposed new sources of revenue — the\ngross production tax, income tax, and sales tax if adopted — to the school code plan\naccomplishes two objects: It will finance the code plan to whatever extent revenue\nis produced;\nthat the new\n\nand it assures, what in the Commission’s judgment\nrevenues will not be an added tax burden.\n\nis a vital matter,\n\nThis matter of the allocation of new revenue is difficult without the code plan.\nThe only other use that the commission sees for the proposed new revenue is to\nallocate it to the general fund of the state, and this does not offer any guaranty\nthat it will not be an added tax upon the people.\nIt should be kept in mind that new sources are not desired merely to obtain larger\nfunds from taxpayers. The new sources are recommended entirely on other grounds;\nnamely, that they distribute the tax burden more widely, bring in new taxpayers,\nand so relieve present taxpayers who are carrying the support of the government.\nIt is essential that for every dollar raised by new sources a dollar should be saved\nto present tax bearers. . . .\nFor the above reasons the Commission\nfrom new taxpayers and new and now\ncode plan.\n\nstrongly recommends allocation of revenues\nuntaxed ability to pay taxes, to the school\n\nIn short, through a scientific revision of our system of financing public\nschools we can bring about relief of the major difficulties facing the financ¬\ning of high schools in American states. One of these difficulties is the in¬\nability of the poorer areas of a state to finance an adequate high-school\nprogram even with prohibitive tax rates, and the other is the unfair criti¬\ncism that comes to high schools as the most obvious target for the property\ntaxpayer who is carrying an unfair share of the burden of state and local\ngovernment.\nJUNIOR\n\nTHOMAS\n\nCOLLEGE\nIN THE STATE'S PROGRAM\nED UCA TION—ABS\nTRACT\n\nLLOYD\n\nJONES,\n\nPROFESSOR\n\nWISCONSIN,\n\nI favor, as a means\n\nOF\n\nEDUCATION,\n\nMADISON,\n\nOF\n\nUNIVERSITY\n\nOF\n\nWIS.\n\nof extending the opportunities and the influences of\n\nour great state universities, wherever conditions warrant, the organization\nof one or more junior colleges to be operated and controlled by the state\nuniversity; each junior college to be under the direction of a dean or a\ndirector, to be appointed by the president with the approval of the board\nof regents. The junior college fees shall be the same as those charged fresh¬\nmen and sophomores at the mother institution. The teachers assigned to a\njunior college will be members\n\nof the faculty of the university and with\n\nequal privileges as to rank and salary and tenure. This will insure con¬\ntinuity and quality and range of work, for the faculty of any real university\nconstitute the living force. The young men and young women who would\nbe enroled in these junior colleges would\n\nhave the advantages of the uni-\n\n"}
{"page": 564, "printed_page": null, "text": "560\n\nNational\n\nEducation\n\nAssociation\n\nversity with a varied program of studies and with connections ahead. The\ndormitory system of the university would be duplicated for each junior\ncollege. The cost of living for the first two years of university life would be\nless at the junior college than at the mother institution and this without a\nlowering of efficiency. In fact, there are reasons for believing that the net\nresults might even be raised.\nI do not believe all the charges made against our high schools nor against\nour colleges and universities. Idealism still exists in abundance, as evi¬\ndenced by the general attitude maintained by our state universities, our col¬\nleges and by this organization. We now have in practically all our state\nuniversities at least a three-fold duty. Productive scholarship is emphasized\nand as a result, the field of knowledge is enlarged ; education, of the highest\ntype possible with the facilities at hand, is offered ; and by extension work\nof broad type, education is carried to the state. The state really becomes\na campus.\nThe establishment of junior colleges connected with our state universities\nwould give to a greater number of young men and young women the ad¬\nvantage of a university, provide better preparation for the advanced work\nof the senior college, and at the same time reduce the cost in money and in\nnervous energy of the first two years of university work. Existing colleges\nneed not be disturbed. There is more work to be done than we can do. If\nwe keep our eyes on the needs of young people, forms of organization will\nbe evolved.\n\nTHE\n\nJUNIOR\n\nGEORGE\n\nCOLLEGE\nIN THE STATE'S\nED UCA TION—A\nBS TRACT\n\nF. ZOOK,\n\nPRESIDENT\n\nOF\n\nAKRON\n\nPROGRAM\n\nUNIVERSITY,\n\nAKRON,\n\nOF\n\nOHIO\n\nSome of our friends in the field of elementary and secondary education\nare a bit alarmed at the establishment of junior colleges in local centers\nfor fear that it may have an adverse effect on the amount of money avail¬\nable for elementary and secondary education. I presume there are possible\nexamples of this situation. I don’t believe I have ever seen any of them.\nI think that I would be entirely willing to agree, however, that a local school\nsystem should not establish a junior college until its system of elementary\nand high-school education is fully standard in all respects.\nHowever, the benefits of education to the public, whether elementary,\nsecondary or higher are so patent and the success of the three so interde¬\npendent that I scarcely see how one can be restricted without affecting the\nothers vitally. Of course we must have elementary and secondary schools\nas the basis for all our development in higher education but we know now\nbetter than ever before that not only are the schools dependent on the higher\ninstitutions for trained teachers and administrators but that other public\nand private agencies are leaning more heavily on the colleges and univer¬\nsities for trained men and women than in former years. All forms of edu-\n\n"}
{"page": 565, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\ncation are, therefore, equally a wise public investment. Wherever\n\n561\nthere is\n\na probable attendance of 250 or more students I believe that a com'\nmunity is under the same solemn obligation to offer junior college work\nto its young people as it is to offer them the earlier years of their education.\nTherefore, my system of junior-college education would be established\nin the closest possible correlation with the local high schools of every com¬\nmunity in which the demand justified this work. The administration, teach¬\ning personnel, and physical facilities of the two would be knit together in\na close correlation which would do away with the duplication of subjectmatter and the consequent misunderstanding now existing between the high\nschools and the colleges. If the local public school system was a county unit\nit would obviously be all the better. I would not, of course, abate one whit\nfrom the high standard of freshman and sophomore work which the present\n\\\n\nfour-year colleges assert, not always convincingly, that they perform.\nWhat about the standards for these junior colleges? Our large cities are\nnow generally in advance of the minimum standards of the state relative tc\nthe secondary schools. So, too, they would be with respect to most junio:\ncolleges. On the other hand, the state department of education would of\ncourse be under the same solemn obligation to require a standard grade of\nwork in the junior colleges as in the high schools. Indeed, this would be one\nof the main aspects of an acceptable state system of junior colleges. Our\nfriends in California are perhaps more active through their state department\nof education than is true of any other state in the union. The state univer¬\nsities also exert a powerful influence in the same direction. Finally, the\nregional accrediting agencies are very helpful in raising the standards\nof junior college performance.\nHow shall this system of public junior colleges be supported? After all,\nis not the cost of a junior college which does work comparable with that of\nthe present good four-year colleges, prohibitive? There can be no question\nbut that the community should bear the entire expense of buildings and\nother capital expenditures. The property must belong to the educational\nunit with which the junior college is identified. Nothing else in my opinion\nis feasible.\nTo what extent the local school unit should also be responsible for cur¬\nrent expenses is another question. So long as the state as such accepts the\nresponsibility for the expense of junior college education in its own state\ninstitutions, so long can a very good case be made out for an equal measure\nof state support in the local public junior colleges.\nWhat\n\nshould junior college education cost per student? Professor Reeves\n\nthinks that “a thoroughly effective junior college of 250 or more\n\nstudents\n\nshould expect to have a cost per student of approximately $340 per year.\"\nMr. H. F. Clark found in 1927 that the median cost per student of 38\njunior colleges was $208. Professor Proctor states that the per capita costs\nin the California junior colleges range from $200 to $450. Professor Koos\nrecently found that among the 30 junior colleges in California the median\n\n"}
{"page": 566, "printed_page": null, "text": "562\n\nNational\n\nEducation\n\nAssociation\n\nteaching cost, which was about two-thirds of the total cost, was approxi¬\nmately $200 per capita. From these illustrations it seems clear that a junior\ncollege of 200 or more students should not expect to conduct itself on less\nthan $300 per capita.\n\nWhere will this money be secured from? I have already stated my con¬\nviction that the state should subsidize the local junior colleges. California\nis now of course the outstanding example of such state subsidies. There are\nseveral plans in vogue there which vary according to the type of junior\ncollege. Nevertheless, in that state subsidies not to exceed $100 per student\nin addition to an initial allowance of $2000 per junior college are made to\ndistricts which conduct junior colleges. In 1927-28 the total amount of\nstate funds allotted to junior colleges in California was $308,800. The\njunior colleges of Michigan and Minnesota share in state funds which are\ndistributed for secondary education. Bills providing state subsidies of $100\nper student for local junior colleges have failed in recent years in Kansas\nand Colorado.\nThis statement is, however,\n\nno measure\n\nof the support of the several\n\nstates for other forms of higher education carried on by municipal authori¬\nties. For example, the three municipal teacher-training institutions located in\nSt. Louis, Kansas City, and St. Joseph received from the state of Mis¬\nsouri $405,000 for the last biennium. The city teacher-training institutions\nin New York, Rochester, and Syracuse receive $317,000 for the current\nyear from the state of New York. Similar bills have been introduced into\nthe Ohio legislature providing state subsidies to the three municipal univer¬\nsities of Akron, Toledo, and Cincinnati in support of their teacher-training\nwork.\nThere is, therefore, the strongest argument\n\nboth from logic and precedent\n\nfor state subsidies to local junior colleges. At the time I carried on the sur¬\nvey of higher education in Massachusetts it seemed to me that it ought not\nto be less than ninety percent of the current cost. Certainly it should be as\nmuch as one-half the current cost or not less than $150 per student.\nThere is another source of revenue which public junior colleges have\nalmost overlooked, namely student fees. The fees charged by local junior\ncolleges in almost all instances are so low as to be negligible. With this\npractise I do not altogether agree. State universities and colleges now quite\ngenerally charge student fees varying in amount from $50 to $100 per stu¬\ndent, sometimes higher. It has already been said that students who live at\nhome while attending college can do so for at least $200 less than those who\ngo away from home not including the differences in the fees payable at a\nstate university as against a local junior college. The total difference in\ncost will, therefore, easily amount to $300 per year.\nA student attending a local junior college can, therefore, pay a substantial\nsum toward the cost of his education at a local junior college and yet secure\nhis education at a considerable reduction in cost over those wTho go away\nfrom home to college.\n\n"}
{"page": 567, "printed_page": null, "text": "/\n\nDepartment\n\nof Secondary\n\nSchool\n\nPrincipals\n\n563\n\nIt should be remembered, too, that the junior college student has arrived\nat an age when during the summer and at odd hours in the afternoon or\nevening he can easily earn all or substantially all of his expenses while at¬\ntending a local junior college. If in these expenses there is included a sub¬\nstantial amount for fees, he may appreciate more fully the value of an\neducation.\nFinally, it may be pointed out that the municipal universities in most\ncases have long ago followed the example of the state institution in charg¬\ning substantial fees. The University of Cincinnati charges both residents and\nnon-residents of the city a substantial tuition fee for engineering and com¬\nmerce. The City College of Detroit and the Universities of Wichita, Louis¬\nville, Akron, and Cincinnati, impose fees ranging from $60 to $75 on all\nstudents enroled in Liberal Arts. At the University of Toledo the main¬\ntenance fee is still low. Only at the City College of New York is there\npractically no cost to the student.\nI see no reason, therefore, why the local junior colleges should not levy\na substantial fee on all students enroled in the institution. Fifty dollars per\nannum would certainly not be too much.\nIt goes without saying, I take it, that in addition to the regular main¬\ntenance fee students living outside the junior college district should pay\ntuition. This tuition less the per capita state subsidy should ultimately fall\non the school district from which the student comes. Inasmuch\n\nas non-resi¬\n\ndents may easily comprise from 15 to 40 percent of the total enrolment\n\nthe\n\ntuition of this group may easily become an important item in the budget. In\n1927-28 Professor Whitney found that in 47 public junior colleges located\nin seven states the average percent of students living outside the junior\ncollege district was\n\napproximately\n\n24 percent. Professor Holy\n\nat about\n\nthe same time found in 40 public junior colleges that the average percent\nof students non-resident in the junior college district was slightly over 30\npercent.\nThere is also no reason why the local junior college may not be the\nrecipient of such splendid gifts as recently came to the junior college at\nLittle Rock, Arkansas.\nFinally, there is the community\n\nitself from which junior colleges have\n\nso far received the most of their support. On\na local institution the community\n\naccount of the advantages of\n\nmay well in addition to the capital outlay\n\nbear a portion of the current expense. In a junior college having a per capita\ncost of $300 I have suggested a state subsidy of $150 with $50 per capita\nfrom the student himself. This leaves $100 per capita for the community\nto bear except in the case of non-residents paying tuition. Such a division\nof expense would seem to have advantages for all parties concerned. The\nstate would be paying only about one-third or one-fourth of what it would\ncost to have the student attend a state institution. The student is at far\nless expense than if he went\n\naway from home\n\nto college. The\n\nfamily has\n\n"}
{"page": 568, "printed_page": null, "text": "564\n\nNational\n\nEducation\n\nAssociation\n\nthe satisfaction of close contact with the student during two critical and\nimpressionable years of his life. The community has a local institution in\nwhich it may take pride and in which it may expect its citizens to secure\ngeneral and technical training for the development of local industry and\ncivic life.\nMay\n\nI conclude then by saying that a state system of junior colleges will\n\nmake .junior-college education, the same as elementary and secondary edu¬\ncation, accessible to as large a proportion of the population as can be done\neconomically. It is essential that these junior colleges should become an in¬\ntegral, part of a local secondary school system. Hence all capital outlay\nshould be made by the local public schools. Current expenses should be met\nthrough local taxation, student fees, and a state subsidy which should be\nnot less than 50 percent of the total expense. There should be a central state\nagency, perhaps the state department of education, with both the authority\nand the disposition to require proper standards of performance.\nIf this is a true analysis of the situation, it is evident that much\n\nremains\n\nto be done in almost every state in the union, even those which have estab¬\nlished junior colleges, before we shall secure the results we hope for. Only\nCalifornia seems to be near the proper solution. Let those, therefore, who\nare interested in the fortunes of this new unit in education which seems to\npromise so much do what they can to secure the establishment of state sys¬\ntems of junior colleges on bases that are both economical and pedagogically\nsound.\n\nSTANDARDS\n\nHENRY\n\nw.\n\nholmes,\n\nAND\n\ndean,\n\nFREEDOM\nIN\nABSTRACT\n\nTHE\n\ngraduate\n\nof\n\nUNIVERSITY,\n\nschool\n\nCAMBRIDGE,\n\nSCHOOLS—\n\neducation,\n\nharvard\n\nMASS.\n\nA conflict has arisen in our high schools that is momentous for the welfare\nof the nation. The issue is simple but fundamental. It is likely to divide not\nonly school men but the public, for it involves taxation, economy in public\nexpenditure, and a definition of the duty of the state in education. In its\nfurthest reaches the battle will be waged not only in the councils of the\nteachers but in the assemblies of the people and their representatives; yet\nat the heart of it the fight concerns a question that is obviously technical —\nto wit: What standards shall our high schools set and hold, even to the\nultimate exclusion of those who cannot or who will not meet them ?\nThose who think of education first of all as a service to the individual,\nwho want the school to fit the child not only in the elementary grades,\nwhen children are unfolding and developing, but all along the line, who\nwould make of the high school mainly a gateway of opportunity for the\nbetterment of social and vocational status in the individual case — all these\nwill answer\n\nthat standards have no final place in education anyway,\n\nthat\n\n"}
{"page": 569, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\nnone should ever be excluded, that our democratic faith demands\n\n565\nthe free\n\npublic education of every child and youth as long as he will stay in school.\nThe party of the other part will make the most of standards. It may\nadmit that educational opportunity should be various and rich, that many\nroads should be open to the student in the secondary school and in the col¬\nlege, and that no clear case of grit and power should go unrewarded by some\nform of scholastic approval. But it will argue for curriculums that are defi¬\nnite, consistent, and directed toward clear and valuable objectives, from\nwhich unquestioned standards may be drawn. It will be concerned to guar¬\nantee accomplishment. Merely to retain a child in school is not, to those of\nthis persuasion, an important matter; for it may\n\nmean\n\nwaste\n\nof public\n\nmoney, -waste of the child’s time, and the fostering of low ideals and wrong\nhabits of work. For the sake of standards this party would accept the loss\nentailed in forcing the child out of school or out of one curriculum into an¬\nother. The schools, this group insists, are a selective agency ; they fail in their\nmission unless they redistribute human talent, not only on the basis of inter¬\nest and ambition, but also on the basis of achievement.\nThe issue may be stated fairly in these terms, and undoubtedly it is upon\nus. How to meet it is a much less simple matter. I am urging in this article\na halt in the present trend toward freedom. Our practise, I believe, has run\nbeyond our power to serve the individual without the sacrifice of public\ninterest. It is time to insist upon the importance of standards and to see\nclearly the harm\n\nthat we are doing and the greater harm\n\nif we ignore this aspect of our problem. Our\nquestionably low.\n\nwe yet may do,\n\npresent standards are un¬\n\nI am not here concerned to ask what should be done to change the situ¬\nation. Perhaps our programs should be greatly simplified, our curriculums\ndefined with greater exactness and begun at an earlier time, our guidance in\nthe choice of courses based on accurate knowledge of the pupil’s powers, our\nteachers better prepared for their work. It seems to me that we must first\nmake sure in our own minds that standards matter more than all the partial\ngoods that may accrue from crowded schools, smatterings of this subject and\nof that, extra-curriculum\n\nactivities, and complicated educational machinery.\n\n\"When the half-gods go, the gods arrive.”\nA false view of democracy is now at work, it seems to me, throughout\nour schools. It calls upon us to accept three postulates, closely related to\neach other and all inimical to standards. The first is that the individual has\na right to education as long as he is willing to remain in school, quite irre¬\nspective of his own accomplishment. The second is that schools may be\nrated as to their success in proportion to the number of pupils they retain\nupon their rolls. The third is that we should equalize opportunity in educa¬\ntion by letting any pupil undertake the study of any subject, giving him\ncredit toward graduation if he does a little in some part of it, and making it\neasy in general for pupils to match together small units of credit for a re¬\nquired numerical total.\n\n"}
{"page": 570, "printed_page": null, "text": "566\n\nNational\n\nEducation\n\nAssociation\n\nfirst of these postulates has intimate relation to the doctrine of the\nnatural rights of man. It is good public policy to offer extended education at\nthe public cost ; but has any pupil the right to go on in school unless he is doing\nThe\n\nwell enough to assure the public that the cost is justified? Lowering stand¬\nards to let the least competent get by is not the way to justify increases in\nthe public funds available for schooling. The thing to do first is to decide on\nobjects, aims, and ends, and then define the means by which they may be\nattained and the standards that witness their attainment. The objects may\nbe cultural, vocational, or civic; standards may vary; and educational ma¬\nterials may be infinitely different. But the whole thing ought not to slump\ndown into an admission that there is nothing to be done in school except\nto let a pupil stay by right, no matter what he is accomplishing.\nThe second postulate might properly be called the doctrine of success\nby quantity. It implies the theory of mass production. The more children\nthe better, and education means keeping them in school. It is true that if\nwe seek to measure\n\nthe success of a school system we must ask how\n\nmany\n\npupils it retains ; but that in itself is only a fact in the premises, not a meas¬\nure of the success of the system. It is conceivable that a system of schools\nmight be held to fail of full success for the very reason that it had not elimi¬\nnated a larger number of pupils. We may be proud to keep children eagerly\nand profitably at work in school beyond the period of compulsion ; but can\nwe say that even a majority within the secondary schools are working, as\nthings stand, with eagerness and profit ; I think we have yielded to a snob¬\nbishness that runs deep in American life and have refused to set up voca¬\ntional curriculums because we have confused equality of opportunity with\nthe idea that everybody should be “as good” as everybody else and, therefore,\nentitled to study the same subjects. Vocational curriculums are not absent\nfrom our schools, to be sure; but are they solid enough, direct enough in\ntheir reference to vocational efficiency, broad enough in their basis and back¬\nground, and generally so dignified and well regarded, that we may be sure\nthat pupils may rightly be urged or even compelled to choose them when\nthey are not doing well in academic courses or when they are obviously\nbetter fitted for work of a vocational intent? If we want to use retention\nin school as a measure of school success we must see to it that retention\nmeans\n\nretention with resulting profit.\n\nThe third postulate is the doctrine of flexibility based on the demand\n\nfor\n\nequality of opportunity. In a competitive economic system — that is, in a\ndemocratic economic system, as contrasted with a socialistic system — we\nmust reckon with differences in wealth as a permanent feature of the social\nsituation, and free public education beyond the compulsory limit is one means\nof minimizing inequalities of fortune and opening careers to talent. We\n\nwill\n\nnot let the poor boy suffer total loss of opportunity, because we have no\nfaith in the fairness with which our wealth is spread among us: we refuse\nto credit the notion that wealth means\n\nmerit, or ability, or social purpose,\n\n"}
{"page": 571, "printed_page": null, "text": "/\n\nDepartment\n\nand that those who\n\nof Secondary\n\nSchool\n\nPrincipals\n\nhave it not should not be educated. We\n\n567\n\nalso refuse, of\n\ncourse, to interfere with the private possession of property or to make any\ndrastic attempt to equalize incomes. The schools we view as an arrangement\nfor achieving a kind of rough justice, an equity that is not otherwise guaran¬\nteed by our social arrangements and our economic system. If wealth does not\nflow toward merit, education shall at least give merit its due chance.\nIt must be obvious that such a view of things involves the clearest recog¬\nnition of differences in power and achievement. Democracy refuses to accept\nthe task of making everybody equal. It is only socialism that would make our\nincomes equal — if it could. It is only science and the great humanity that\nlies behind it that would try to make us equal — or more nearly equal — in our\nnative powers. Those who want the school to achieve equality of opportunity\nby ignoring differences, letting everybody have the name of being as capable\nas anybody else, lowering standards to let the least able graduate from the\nmost “acceptable” curriculum, maintaining flexibility at the expense of con¬\ntinuity and well-defined achievement — these are not democrats in education,\nbut either socialists or sentimentalists.\n\nTHE CRY , MORE EDUCATION FOR LESS MONEY: ONE\nANSWER , THE CLEVELAND CURRICULUM— ABSTRACT\nWILLIAM\n\nL. CONNOR,\n\nCHIEF,\n\nBUREAU\n\nCLEVELAND,\n\nWhen\n\nOF\n\nEDUCATIONAL\n\nRESEARCH,\n\nOHIO\n\nthe first junior high schools were formed in Cleveland, pupils from\n\ngrades seven and eight in the elementary schools and grade nine in the senior\nhigh schools were collected together in one building or department of a\nbuilding. The curriculum and the teachers of the older schools were brought\nalong with the pupils. Teaching, however, was departmentalized. Also, cur¬\nriculum changes began to be made at once. At first these changes were\nlimited to the addition of new subjects and new elements to old subjects, or\nthe pushing of old subjects into grades where they were new.\nForeign languages, social problems, general science, manual art, mechani¬\ncal drawing, home economics, printing, commercial work, and vocational\ninformation came “in” or “down.”\nMusic, art, physical education, hygiene, and even\ngiven a new turn.\n\nmathematics,\n\nwere\n\nThe average junior high-school pupil came to recite 31 periods a week,\nand many recited 40 periods.\nDuring the fifteen years since the junior high schools of Cleveland first\ngot under way, the needs of children, the needs of the entire city, and the\npossibilities of supplying these needs through old subjects or new, or new\ncombinations\nachievement\n\nof subjects, were\n\nstudied along with the intelligence and\n\nof pupils.\n\nThese studies eventuated in the spring of 1929 in a new curriculum which\nsubtracts many\n\ntitles and one and two-period-a-week\n\ncourses from\n\nthe\n\n"}
{"page": 572, "printed_page": null, "text": "568\n\nNational\n\nEducation\n\nAssociation\n\ncurriculum. It also subtracts, on tht average, three recitation periods a week\nfrom each pupil’s program.\nOne example of the process of collecting scattered courses under one head\nis the new social studies course in which history, geography, civics, occupa¬\ntional information, and current events are reorganized as one unified course\ntaught to all pupils one period every day or five times a week.\nTests and measurements reveal the fact that achievements are higher ;\nand financial accounting, that expenditures for teaching are lower.\nThe full effect of the improvements in instruction and savings may not\nbe felt for some years to come. However,\n\nresults to date are encouraging,\n\nand administrative persistence is bringing the reward : a little more\ntion for a little less money.\n\nSOME\n\nASPECTS OF VITALIZED READING FOR\nHIGH SCHOOLS— ABSTRACT\n\nCLARENCE\n\nSTRATTON,\n\nDIRECTOR\n\nOF\n\nCLEVELAND,\n\nA friend of mine, whose\n\nENGLISH\n\nIN\n\nHIGH\n\neduca¬\n\nJUNIOR\n\nSCHOOLS,\n\nOHIO\n\ndaughter, nine years old, is now\n\nreading the\n\nPickwick Papers because she has seen her father enjoying the volume and\nfound it lying in a comfortable chair, assures me that many\n\nhabits of good\n\nreading are the result — like love and marriage — of propinquity. This indi¬\ncates the first aspect of vitalized reading in junior high schools. This ele¬\nment of propinquity should be introduced for the pupils. Books should be\nmade easily available so that every pupil will virtually burst forth as did\nthis one in a 7-B class.\nI want to tell you how happy we were a few weeks ago to see books, books, and\nstill more books being brought into our room. Even before our teacher told us we\nknew that they were supplementary readers and we are anticipating great pleasure\nin reading and discussing them.\n\nThe first endeavor should be to induce among pupils that kind of familiar¬\nity with books which produces content — not contempt. When pupils may\nstretch out and easily touch, handle, and use books, they will be matters of\nso much delight and information to them that it should be easy to obtain\nfrom them the same kind of discriminating response that we expect from\nadults.\nBalloting on everything is, of course, the great American\n\npastime. Schools\n\nreflect this practise or can be made to reflect it very easily. Answering ques¬\ntionnaires and casting ballots will help to vitalize the reading of the most\nusual kind. These are the choices in one large cosmopolitan city’s high school\nof pupils in the 9-B section — mainly boys.\nThe 9-B’s voted on the four books they were assigned for outside reading\nthis last term. Out of the votes cast, Treasure Island came first, having 84\nvotes. Captains Courageous came next with 83. Kidnapped was third with\n36 votes. Typee came in last with 9 votes.\n\n"}
{"page": 573, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n569\n\nFor second choice Treasure Island led again, having 73 votes, Kidnapped,\nsecond with 51 votes, Captains Courageous, third with 34 votes, Typee\nagain was last, having 13 votes.\nThird choice is altogether different. Typee with 23 votes led. Kidnapped\ncame in second with 13 votes; Treasure\nCaptains Courageous\n\nIsland, third with 7 votes, and\n\nwas last with one.\n\nCaptains Courageous\n\nand Typee\n\nwere\n\nprobably accounts for a lower number\n\nnot read by all the classes, so that\n\nof votes on these books.\n\nNotice the choices; stories of active adventure, lives of suspense, produc¬\ning bated breath by making everything come out right for the heroes in the\nlast chapters. Or look at the choices in another school, quite different from\nthe one just cited.\n\nOut of three books read in all 9-B English classes, 234 pupils chose Lady\nof the Lake as first choice and Midsummer Night's Dream and\nhood of a Naturalist nip and tuck with 54 and 53 respectively.\n\nThe\n\nBoy¬\n\nNotice here that even after having taught The Lady of the Lake, these\npupils gave it first choice ! Of course, it is hardly necessary to recall to this\naudience that Lady of the Lake is not taught now as it was in our\nschool days. You and I very likely had to parse something in nearly every\nline. Teachers know better than to mangle a stirring story in that manner\nnow. Yet even with all this sophistication and rapidity of modern youths\nteachers must at times move slowly in order to know that pupils understand\nwhat they are reading.\nLet us turn aside from the schoolroom for a minute to contemplate the\nadult reading habits of the American\n\npeople. One of the things that disturbs\n\nme most is to hear a middle-aged or elderly person complain that no longer\ndo Americans read as persons did when he was young. Such a person will\nlament that no longer do people revel in Charles Dickens. This person is\nmerely neglecting or blinding himself to the actual facts. To settle the\nDickens matter once and for all, may I say that there are from 180,000 to\n200,000 novels by Dickens sold every year. Remember,\n\ntoo, that this sale\n\nhas been going on for some three-quarters of a centurjL Or if you feel that\nthe weight of classic choice is behind the story by Dickens, let me cite another\ntitle. I do not know the latest figures, but some time ago the publishers in¬\nformed me that more than 600,000 copies of Main Street had been sold.\nThat sale means more than $1,000,000 worth of business in that single title\nalone. Perhaps a dozen books sell from 100,000 to 200,000 copies every year.\nYou must not think that only works of fiction sell in such great numbers.\n\nAmericans have spent more than $20,000,000 for sets of books. 1 hey may\nnot have read more than two or three volumes of the set, but whatever they\nread in that collection was of extremely high quality. A ou are all aware\nof the amazing vogue for biography during the last several years. In 1928\nmore biographies were published in the United States than books of any\nother kind. True, in 1929, the pendulum swung back and fiction led, but\n\n"}
{"page": 574, "printed_page": null, "text": "570\n\nNational\n\nEducation\n\nAssociation\n\nbiography and another class of informative material, popular science, were\nnot very far below. Librarians’ figures will support our belief in the reading\nhabits of the general public. One librarian reported that he had to buy 49\ncopies of The Outline of History by Wells; 41 copies of Arrowsmith by\nLewis; and at the same time he had to buy 90 copies of Poems by Tennyson.\nOf course, too, we know of the recent marvel of book selling with the\nenormous success of Will Durant’s Story of Philosophy. A few months\nafter it had appeared, I sat in the office of the two young publishers\nwho told me they were almost holding their breath — they could not believe\nit was true. This same firm has had almost as phenomenal a sale with The\nArt of Thinking\n\nby the Abbe\n\nDimnet.\n\nTo illustrate further the enormous amount of reading material purchased\nby the American public, I might cite the circulation figures of the magazines.\nOne instance will suffice. Just a few days ago in the editorial offices of the\nLiterary Digest\n\n000 copies. Think\n\nI was\n\ninformed\n\nthat each weekly\n\nwhat that means in a month!\n\nrun is at least 1,600,-\n\nIt is no unusual thing for\n\nan American book firm to put into circulation more than three-quarters of\na million volumes in a year. I sometimes tell pupils in the high schools that\nthere are only about twelve thousand different books published in the United\nStates in a year, so all they have to do in order to keep up is to read a thou. sand books a month.\nIf adult reading is so alert, so active, so continuous, is it reflected in the\nschools of the country? Every fact indicates that it is.\nPupil choices are not very far removed from the choices of adults. One\nquestionnaire answered by hundreds of pupils showed that 226 would choose\nfirst mystery and detective stories; only 124 school and college stories; but,\nhere is an amazing fact — a fact that now, well known\n\nto publishers, is occa¬\n\nsioning a great deal of concern to their juvenile departments — only 102 pre¬\nferred books designed deliberately for boys and girls. Publishers tell me that\nthey will devote in their juvenile departments most of their attention to the\nbooks for the younger children, feeling that school influence is leading pupils\nin their ’teens to stretch upwards towards books designed primarily for\nadults. Is this not an encouraging sign if the boy of fourteen wants to read,\nis able to read, is led to read the books designed for the person of twenty?\nIn schools of my own jurisdiction there are pupils who insist on reading the\nstronger plays of Eugene O’Neill and even the intricate novels of Marcel\nProust. To return to the questionnaire, the most encouraging thing about\nit was that a grand total of 346 boys and girls chose first history, biography,\npoetry, and travel.\nIt appears to me that all the varied activity of reading in the junior high\nschools falls naturally into three main classifications: First, we consider\nthe kind of reading for gathering the author’s full thought. This is some¬\ntimes called intensive reading. There are some great books worthy of being\nstudied, worth being known, packed with information, full of emotional\nexperiences. These justify the time and attention put upon them. Of course,\n\n"}
{"page": 575, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n571\nthe trouble is that the old-fashioned teacher may wony them as a dog\nworries a bone. They can serve, however, to increase the reach of pupils,\nto extend their horizons, to widen their interests, to deepen their emotions,\nto develop their lives.\nThe second kind of reading I like to call research reading. It is a difficult\nkind for the young pupil to exercise, but it is extremely valuable, not only\nin English but in other subjects as well. It is peculiarly valuable in later\nlife. It means reading by topics, by sections, by selections ; it means develop¬\ning the ability to get to the heart of the article; it means being able to\nrecognize what is of value, what not; it means reading and comparing; it\nis the kind of reading we ask now in junior high schools for reports, for\ninvestigations, for committees.\nThe third kind of reading is rapid reading. It serves all the purposes of\nwork and leisure. It begins in school, it continues in school, it continues\nthrough all life. I like to group all kinds of reading in two other ways.\nThe first is the learning how to read ; a slow and difficult process. The\nsecond is exercise in the practise of reading, and once the art has been ac¬\nquired for any level of the pupil’s development, schools should provide both\nkinds of reading.\n\nTHE\nPHILIP\n\nJUNIOR HIGH SCHOOL AND THE SECONDARY\nSCHOOL CURRICULUM— ABSTRACT\nW.\n\nL. COX,\n\nSCHOOL\n\nOF\n\nNEW\n\nEDUCATION,\nYORK,\n\nNEW\n\nYORK\n\nUNIVERSITY,\n\nN. Y.\n\nThe junior high school expresses a changing conception of education.\nThis new type of school is characterized by tolerant, friendly, and spon¬\ntaneous relationships among pupils and teachers and parents and other mem¬\nbers of the school communities. It offers opportunities and encouragement\nto the creative aspirations of all the adventurous spirits of the school com¬\nmunity. It exemplifies those aspects of democracy and Americanism which\npromise most for the present and for the future. It is an adventure in common purposes and in their fulfillment through individual endeavor.\nNaturally, not all junior high schools are successful in taking advantage\nof the opportunities which their newness offers. Before they can modify\ntheir philosophy of education and develop behavior-patterns adequate for\nthis new American institution, teachers and administrators find themselves\nfaced with practical problems of organization and instruction. To meet\nthese immediate needs, curriculum practises are often borrowed from the\nconventional elementary and high schools with which teachers and parents\nare familiar and feel secure. As a result, there is a danger that traditional\npractises may become intrenched in the curriculum. In this case, old wine is\nbeing poured into new bottles.\nToo frequently there is thus lost much of the psychological advantage\nwhich might accrue from the newness and experimental nature of the junior\n\n"}
{"page": 576, "printed_page": null, "text": "572\n\nNational\n\nEducation\n\nAssociation\n\nhigh school. If, however, pioneering principals and faculties are resourceful,\nthey will find that the internal organization of the new institution offers a\nfavorable situation for seriously conceived plans closely related to a clear\neducational philosophy of administration. Here we can “shunt our educa¬\ntional machinery during this particular three year period into the field of\ndiagnosing and consciously exercising . . . the individualities of pupils.” 1\nThe impulse and desire of children at the dawn of adolescence to live\ntheir own lives, to be themselves, to be emancipated from mothering and\nmeticulous instruction, will, if thwarted by rigid curriculum practises, result\nin distorted personalities and unfortunate behavior difficulties. The success¬\nful curriculum will provide opportunities for each pupil to have a share in\nselecting his own work, to follow and develop his worthy individualistic,\navocational interests, and to complete these self-accepted tasks for the sense\nof mastery, the joy of accomplishment, and the approval of his fellows.\nIn a world of ever accelerating change, defenders of things as they\nhave been are unhappy. But no less miserable are those who long for a happy\nday when problems will be no more. Not by desire or argument or precept\nor jeremiad can the world be made to our liking. Rather is there needed\na resolute sustained effort to understand the interplay of institutions and\nsocial forces.\nIn the light of such a sympathetic appreciation of the difficulties that\nbeset schools of every grade — and many collateral institutions as well —\nwe shall be loath to assess blame on any one of them. We shall find that\nmany of the same problems face schools of all levels, as well as the church,\nscouts, playground commissions, settlements, and parents. We shall discover\nthat earnest and resourceful leaders in all social institutions are urging and\nactually making similar adjustments.\nDisappointment at the results attained by high schools, political govern¬\nment and the church is widespread. Skepticism, even cynicism, is rampant.\nPublic confidence is weakening. The maintenance of the generous appro¬\npriations for secondary education and for all other governmental instru¬\nments of social welfare is increasingly difficult.\n\nNevertheless, education is “the only survivor of the whole chest of hopes\nman used to have, religious and political.” “It belongs,” continues William\nBolitho, “to us more distinctively even than to the Renaissance of the\nGreeks.” Continued support for secondary education will be forthcoming\nif we do not disgust the public with our internal bickering. This is no time\nfor divided camps. Success can come only through earnest cooperation.\nLet us, then seek positive articulation, correlation, and reenforcement\nwith the positive programs of each of these institutions. Only so can our\nwork possibly be done — even at best and with the heartiest and most intelli¬\ngent cooperation, failure is not improbable.\n\nTwelve major opportunities for such positive cooperative effort among\neducational institutions may be stated :\n1 Johnston,\n\nC. H.,\n\nNewlon,\n\nScribner’s Sons, 1922.\n\nJ., and\n\nPickell,\n\nF. «G.\n\nJunior-Senior\n\nHigh\n\nSchool\n\nAdministration.\n\n"}
{"page": 577, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n573\n\n1. The attention of schoolmen at every level and in every type of institution\nshould be directed to the similarities of their problems and their attempted solutions\nof these problems. Thus, progressive colleges, senior high schools, junior high\nschools, vocational, continuation, and evening schools, and private secondary schools\nare all striving earnestly to build up student morale and student participation in\nthe approved social activities of the institutions. Articulations on this plane should\nbe easy to make. Too often, nevertheless, little knowledge or sympathetic interest\nis shown by the faculties of one institution in the social programs of the others.\n2. Each of the institutions named above has already established or is now estab¬\nlishing, a system of advisement and guidance. Unfortunately, however, the counsel¬\nling procedures and results of one institution are seldom exploited by others. Pupils\nwho have selected art or music or commercial subjects as a result of careful guid¬\nance in the junior high school are encouraged to change their elections when they\nenter senior high school “because they will need Latin to get to college.” Such advice\nis both false and disruptive.\n3. The\n\nflexibility and enrichment\n\nof the curriculums\n\nof each unit have\n\nincreased\n\namazingly. The recognition of individual needs, individual enthusiasms, and indi¬\nvidual capacities has in every case led to such reforms. With depressing regularity\nmany teachers at each level vociferously disapprove of the tendencies in the lower\nlevels, and many teachers of the lower levels are seemingly unaware of the new\nliberality of the higher institutions.\n4. Many high-school principals and prominent college graduates seldom think of\neducation in any broad sense of the term. College entrance certificates and exami¬\nnations in academic subjects, intercollegiate and interscholastic athletics, and “social\nbehaviors” of boys and girls seem to absorb all of their capacity to think education¬\nally.\n5. Honors, other than the conventional and extrinsic ones — marks, promotions,\ngraduations and certificates — are being bestowed by schools and colleges. School\ninsignia, character ratings, health certificates, and honor society memberships gained\nby pupils in the lower school should be formally recognized by colleges and senior\nhigh schools.\n6. Outside the school and college, life goes on apace — modifying, for good or for\nill, the attitudes, aspirations, and conduct of youths and adults. Seldom has the\njunior or senior high school more than a selective or corrective effect on the social\nbehaviors of pupils. A positive, constructive program must reenforce, guide, and\ndirect the activities of children in their out-of-school lives as well as their scholastic\nbehaviors.\n7. Specific mal-articulations occur between junior and senior high schools fre¬\nquently in three subjects: Latin, mathematics, and English grammar. Frank discus¬\nsions by representatives of junior-high and senior-high-school teachers of each sub¬\nject together with the superintendent of schools and the principals of the schools\nconcerned might quickly decrease the misunderstandings and conflicts.\n8. Adequate cumulative records should be universal and should be understood\nand used by the officers of senior high schools and colleges. Such records should\nshow, in addition to scholarship marks:\na. Pupils’ abilities and needs and their improvements\nb. Participation in clubs, student government, service squads, home room or¬\nganization, athletic teams, musical organizations, journalistic enterprises,\nand other student activities sponsored by the school\nc. Active participation and leadership\nmusical, and dramatic organizations\n\nin extra-school\n\norganizations — scouts,\n\nd. Partime jobs, including home occupations\ne. Vacations and other leisure time interests and occupations\nf. Emotional characteristics.\n\n"}
{"page": 578, "printed_page": null, "text": "574\n\nNational\n\nEducation\n\nAssociation\n\n9. Wide and insistent publicity is needed regarding actual college entrance re¬\nquirements. Much, perhaps most, of the socalled difficulties involved in college ad¬\nmissions exist only in the minds of overcautious, ignorant, or inert high-school prin¬\ncipals and advisers.\nProfessional, parental, and college alumni protests should be focused on three\nevils which undoubtedly do exist:\na. Some colleges refuse to recognize bona-fide subjects, such as general science,\ncommunity civics, and general language.\nb. Colleges base their selection on such abstract subjects as mathematics, for¬\neign languages, and English grammar which many capable adolescents are\nunwilling to exert themselves to master.\nc. Some colleges will not grant advanced credit for subjects carried beyond\nthe elementary stages in secondary schools.\n10. Unsympathetic\n\nteachers are too often assigned to the classes which\n\nstudents\n\nenter from the lower institutions ; viz., freshman classes in college, tenth-grade\nclasses in senior high schools. Such placement of teachers is viciously stupid. Senior\nhigh-school principals and college administrators should be warned\nable disharmonies and injustices which follow this practise.\n\nof the inevit¬\n\n11. “Dull” pupils who have succeeded in junior high schools because of homo¬\ngeneous grouping are often unsuccessful in heterogeneous classes in senior high\nschool.\nPublicity and propaganda\n\nshould be promoted\n\nfor the rights of the socalled dull\n\npupil {dull only, perhaps, in the sense that he has little abstract verbalistic intelli¬\ngence).\n12. Superintendents and boards of education which have approved the establish¬\nment of junior high schools and special type schools must be encouraged to define\nclearly their functions. Misunderstandings frequently arise because such a definition\nis lacking or is not known\ncerned.\n\nto the faculties and\n\nadministrators\n\nof the schools con¬\n\nConclusion — Let us frankly face the bitter truth. No school at any time\nhas ever taught the majority of its pupils the scholastic skills and informa¬\ntions of which our academicians boast. A few youths who were peculiarly\nfitted by original nature, by interests, or by social pressures have learned\nthese things. The rest bluffed their way through, crammed up and passed\nexaminations, or dropped the subjects. Connor and Ashbaugh have shown\nthis to be true for written English. Brown for Latin, Funk for social science.\nAlmost regardless of time spent in study, years of instruction, special meth¬\nods, quality of teaching, some youths know and do what their subjects are\nset up to teach — and some do not.\n\nTo depend on the assumed inherent values of academic subjects for the\neducation of children is to lean on a broken reed. Most pupils never attain\na mastery of an academic subject, and nearly all soon lose such degree of\nmastery as they may have attained. To them, subject mastery belongs to the\nartificial category of “things which belong to Caesar” — a tax to be paid to\ngain the right to remain in school.\n\nOnly as the curriculum, at the levels both of junior and of senior high\nschools, consists of meaningful activities through which facts, habits, and\nattitudes may develop is there much hope of permanency of learning.\n\n"}
{"page": 579, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n575\n\nSlowly, but inevitably, there is emerging from our experiences with youths\nand with life, from our truly scientific researchers, from our pioneering ex¬\nperimental schools, and from our unshackled philosophy of education, a\nglorious new conception and evaluation of the functions and products of the\nschool. We are coming to realize that attitudes and desires of children are\nof much more significance than are present knowledges and skills. The spon¬\nsors of this emerging curriculum would teach some subjects; they would be\nguided by social analyses; and they would decidedly depend on purposeful\nactivities.\nWith Emerson, however, they would recognize that: “Books are good\nonly so far as a boy is ready for them. . . . Archery, cricket, gun and fish¬\ning-rod, horse and boat, are all educators, literalizers ; and so are dancing,\ndress, and the street talk.”1 . . .\nIn the curriculum-emergent there is little fear that children will not learn\nenough. Its practises are based on the assumptions that if they are enlivened\nfirst, if they enjoy learning, if the adventure of discovery has an appeal, then\nwill they spend their lives learning and investigating and reflecting and\nexperimenting. In a word, the curriculum-emergent, at all school levels,\ninvolves present satisfying practises of the social objectives themselves —\nhome-membership, citizenship, leisure-time activities, health practises, and,\nin a somewhat less conscious way, the attributes uderlying vocational suc¬\ncess and ethical character.\nBecause the pupils are thus enthusiastically and successfully engaging in\nthe dynamic experiences of community life, they themselves develop emerg¬\ning personalities. By the practise of active adaptations in a life that is diverse\nand constantly changing, they develop the abilities and readinesses necessary\nfor a lifelong voyage of discovery, exploration, and positive adjustment.\nTo the degree that the junior high school can so convincingly transfigure\nthe school processes that abundant living and integrated personality through\nsome form of creative expression may be understood and appreciated by senior\nhigh-school teachers and by community leaders, it will make its positive con¬\ntribution to our changing secondary schools.\n\nARTICULATION BETWEEN THE ELEMENTARY SCHOOL\nAND THE JUNIOR HIGH SCHOOL— ABSTRACT\nBARNETT\n\nW.\n\nTAYLOR,\n\nPRINCIPAL,\n\nPATRICK\n\nCLEVELAND,\n\nHENRY\n\nJUNIOR\n\nHIGH\n\nSCHOOL,\n\nOHIO\n\nInstead of presenting a theoretical discussion of the subject assigned, I\npropose to describe what we are doing in Cleveland to solve the articulation\nproblems that arise at the transition from the elementary to the junior high\nschool.\nAn attempt has been made to familiarize sixth-grade pupils with the\njunior high school while they are still in the elementary school as follows:\n1 Emerson’s\n\nWorks,\n\nIII. 92, 93. National Library Edition.\n\n"}
{"page": 580, "printed_page": null, "text": "576\n\nNational\n\nEducation\n\nAssociation\n\n1. Parents’ organizations of the elementary schools make use of our\nauditorium when they give a program for parents. This provides the parents,\nas well as the prospective pupils, an opportunity to become acquainted with\nthe new building.\n\n2. The seven B’s prepare a program\n\nto which all six A pupils in the dis¬\n\ntrict are invited. This program benefits the seven B’s as much\nsix A pupils.\n\nas it does the\n\n3. As a part of the English assignment the pupils in this group derive\nconsiderable pleasure from writing personal letters to friends who are in\nthe sixth grade.\n\n4. Two years ago four junior high schools pooled their interests and\nprepared sixteen hundred feet of film which portrayed the many activities\nin these schools, including all subjects from mathematics to eurythmic\ndancing. This picture is shown as part of a program for the six A’s.\n5. The band and orchestra give concerts in the elementary schools which\nserve both as entertainment and as a guidance factor.\nThere is a continuity of direction and'supervision of the boys and girls\nfrom the time they enter our school until they leave. These pupils are under\nthe immediate direction of a home-room teacher who teaches the group in his\nspecial subject and who progresses with his pupils from seven B through\nnine A. He is responsible for:\n1. Making class schedules\n2. Keeping a record with regard to attendance and punctuality\n3. Educational guidance\n4. Providing vocational information\n5. Health guidance\n6. Making home visits\n7. Keeping the parents informed as to the progress of the child.\n\nThe\n\nclerical responsibilities are the least important aspects of the home¬\n\nroom teacher’s work. It is his duty as counselor to bring his group to an\nharmonious understanding of the ideals of the school. The ideal home-room\nteacher is one to whom the pupil naturally resorts when in trouble. He be¬\ncomes particularly aware of the problems of the individual child and does for\nthe pupil much of what the grade teacher did in the elementary school, and\nwho assumes, in addition, the peculiar function of counselor, friend, and\nfinal arbiter.\nA teacher is assigned to each grade as adviser. It is his duty to interview\npupils and class teachers, to discover the cause of failure, to encourage the\nweak, and to inspire all to greater diligence.\nArticulation is aided when :\n1. The\n\nsixth grade\n\nteachers\n\ncome\n\nto the junior high school to meet\n\nwith\n\nthe\n\nseventh grade teachers where questions bearing upon articulation are freely dis¬\ncussed. The friendships developed at these meetings are well worth while as an\nagency for articulation. Frequently the assistant superintendent in charge of junior\nhigh schools acts as chairman.\n\n"}
{"page": 581, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n577\ncipals in his district at various times during the school year. These meetings are\nregarded as positive and effective forces in securing articulation. It has been planned\nin our district to hold one meeting each semester, the program to be given with the\ncooperation of all principals concerned, with specific assignments to individual\nmembers.\n\nare articu¬\nhightheschool\n2. The\nand junior\nEachcourses\nthe elementary\njunior of\nstudyoolin principal\nhigh-sch\nholds a conferen\nce with\nelementary prin¬\n\nlated in an especially fine way; there is no break as the junior high courses\nwere built upon the elementary foundation. The committees who con¬\nstructed these courses made an analysis of the lower courses before proceed¬\ning with the higher. Overlapping or unnecessary duplication of work that\nhas been done in the sixth grade is avoided, as every teacher and department\nhead may know what has gone before and what is to follow. 1. he way is\npaved for the direct transfer from the lower to the higher school by the\ncounselor who makes occasional visits to the elementary schools where he\ntalks to the pupils about the activities and ideals of the junior high school.\nAt the same time he secures information concerning individual boys and\ngirls. A short time before the end of the semester a final visit is made\n\nat\n\nwhich time he holds conferences with the boys and girls concerning the trans¬\nfer to the new school and gives information as to :\n1. Home-room assignment\n2. Procedure to be followed the first day in the new school\n3. Location of bookstores, books to be purchased, etc.\n\nThe\n\ncounselor takes records of achievement\n\nback\n\nto the elementary\n\nschool from which the pupils came, to be analyzed by teachers and prin¬\ncipal. It does not follow that all responsibility for accomplishment or lack\nof accomplishment belongs to the elementary school. Too many times the\nhigher school tries to accept all credit for the success of its pupils while at\nthe same time it attributes the lack of success to poor preparation.\nWith home-room teachers, grade advisers, and the school counselor advis¬\ning and directing the pupils, I think you will agree that pupils in Cleveland\njunior high schools are not thrown entirely on their own responsibility.\nThe elementary school aids in placing pupils in proper groups on entering\nthe junior high school, by transmitting records to the junior high school\nwhich contain :\n1. Probable learning rate\n2. Scholastic accomplishment\n3. Teachers’ estimate of ability\n4. Information concerning health\n5. Notations of special interest and special abilities\n6. Description of character traits\n7. Facts concerning home conditions.\n\nThis information\n\naids the teacher in becoming better acquainted with\nhis pupils, thus making possible early individual adjustments and the best\npossible individual development of the pupils. The home-room teacher and\nthe grade adviser make use of this record in dealing with individual cases,\n\n"}
{"page": 582, "printed_page": null, "text": "578\n\nNational\n\nEducation\n\nAssociation\n\nin arranging schedules to care for the particular needs of the pupil due to\nhealth, special interest, or special abilities.\n\nARTICULATION BETWEEN JUNIOR HIGH SCHOOL\nSENIOR HIGH SCHOOL— ABSTRACT\nA. J. BURTON,\n\nPRINCIPAL,\n\nEAST\n\nHIGH\n\nSCHOOL,\n\nDES\n\nMOINES.\n\nAND\n\nIOWA\n\n1 wish to present some specific plans for bridging the gap between junior\nand senior high schools and also call attention to some facts which make\ngood plans difficult to put into operation. When a pupil moves from one\nbuilding to another certain records and information\n\nconcerning the pupil\n\nmust necessarily be moved along with the pupil. To meet this need the fol¬\nlowing records should be transferred from the junior to the senior high\nschool : ( 1 ) A personal record card which gives the senior high-school teach¬\ners useful information concerning the pupil such as, address, special talents,\nspecial characteristics and personality, furnished by the junior high-school\nhome-room teachers, boys’ adviser or girls’ adviser (if any problem tenden¬\ncies have been shown, they should also be recorded) ; (2) a health card,\ngiving general facts concerning the health of the pupil and his physical edu¬\ncation classification; (3) an educational guidance record which shows the\nchoice of subjects selected for at least the first semester in the senior high\nschool and in many\n\ncases for the fulltime in the senior high school; (4)\n\na transcript of the junior high-school record which\n\nshows\n\nall subjects\n\nstudied in the junior high school with the teachers' estimates of the achieve¬\nment; (5) an assignment card, which gives the choice of subjects for the\nfirst semester and is used as a time saving device in program making.\nA guidance program is necessary throughout the junior high school and\nis just as important in the senior high school. The essential factors of a\nguidance program\n\nare:\n\nI. A required course in vocations in the last semester in junior high\nschool. This course can best be taught by the girls’ adviser and\nboys’ adviser. Here each student makes a career book. This book is\nfilled wTith all the information that the student can get concerning\nthe vocation of his choice. These books furnish the basis for class\ndiscussion and are open for inspection by other students who might\nbecome interested in some other vocation than the one on which\nthey have prepared their booklets. The\n\npreparation of this book\n\ncalls the students’ attention to the necessity of a choice for some\nvocation and for further education as a preparation for the voca¬\ntion. In these classes the high-school program should be planned.\nThe following things should be taken into consideration in the\nplanning of the programs:\nA. The ability of the pupil as shown by the teachers’ marks\npast year or two in the junior high school\n\nduring the\n\n"}
{"page": 583, "printed_page": null, "text": "/\n\nDepartment\n\nof Secondary\n\nSchool\n\nPrincipals\n\n579\nB. Aptitudes and interests of pupils as indicated by their junior high\nschool curriculum and extra-curriculum work\nC. The life work chosen by the pupil and the possibility of the pupil\nattending college or some professional school after completing his\nsenior high-school work.\n\neach student to help him select the work\n\nhe should take in the\n\nsenior high school, and he should be encouraged to discuss his prob¬\nlems with his parents who should finally approve his choice of sub¬\njects before the record is sent on to the senior high school.\n\nIII. A few weeks before the close of the semester the boys’ adviser and\ngirls’ adviser from the senior high school should go to the contribut¬\ning junior high schools for a general conference with the 9A stu¬\ndents and their junior high-school advisers, and while there they\nshould meet each individual student to check his proposed program\nII.\nThe teacher of vocati\nshould haconcerning\nof work and answeronsquestions\nhigh school.\nve an indivithe\ndualsenior\nconference with\nThis visit will serve two main purposes: (1) The pupil feels bet¬\nter acquainted with a member of the senior high-school staff; and\n(2) the program of studies selected is discussed with a senior\nteacher which avoids any mistakes which might arise due to a lack\nof familiarity with the senior high-school program on the part of\nthe junior high-school staff. This plan will prevent many program\nchanges after the pupil has reached the senior high school. Changes\nmade at the beginning in a new school are likely to cause the student\nto be discouraged.\nIV. Sometime before the close of each semester all 9A students should\nmeet in the senior high school to which they will go on completion\nof their ninth grade work. At the meeting the administrative staff\nof the senior high school should be introduced, the president of the\nstudent council should welcome the students, and they should be\ntaken on a trip through the building in small groups with senior\nstudents acting as guides. At the close of this trip a party given by\nthe student council is a help in making the students feel that they\nare really a part of the senior high school and will be missed if\nthey do not come.\nbetwee\nt\nj\na\ns\nh\ns\nis a very valuab\na\nle rticu¬\nn he unior nd enior igh chool\nlation factor. Both groups are benefi\na\nf\nm\nclosely con¬\nted nd eel ore\nnected\n.\n\njunior high school and sent to the senior high school advise\ni a\n,\nrs s\nvery import\nmeans to help adjust studen\ni t\nn\nwork.\nts n heir ew\nant\nas often as twice each mont\nh.\nmeeti\n\nngs\n\ninclu\n\nding\n\nIn additi\nt\ns\nb o\non here hould e ther\ngirls’ advise\nb\na\nrs, oys’ dvisers, and teachers of\n\n"}
{"page": 584, "printed_page": null, "text": "580\n\nNational\n\nEducation\n\nAssociation\n\nboth schools where problems of the field of secondary education\nare discussed. Articulation problems will find a prominent place in\nsuch meetings. The better the members of these groups know one\nanother and their interpretation of educational problems the more\neasily can students be moved from one school to another without\nstumbling over administrative technicalities.\n\nARTICULATION\n\nJ. STEVENS\n\nBETWEEN SENIOR HIGH\nTHE COLLEGE— ABSTRACT\n\nKADESCH,\n\nHEADMASTER,\nMEDFORD,\n\nMEDFORD\n\nSCHOOL\n\nHIGH\n\nAND\n\nSCHOOL,\n\nMASS.\n\nW e would say that an executive of a business would be grossly inefficient\nif he were not thoroughly familiar with the business ethics and practises of\nthe concerns that absorb his product. The full success of his business venture\nis based upon his intimate knowledge of the industrial and economic con¬\nditions that govern the marketing of his product. He places little reliance\nupon catalogs and hearsay evidence ; he personally investigates, makes human\ncontacts, and formulates his judgments thereon. Shall we not say: Let us\nprincipals of high schools go and do likewise ! On the other hand, the college\nin its guidance program for freshmen is faced with a battery of peculiar\nproblems. The problem of the adjustment of freshmen to college life should\nbe the immediate concern of the college. The fledgling, shall we say, re¬\nleased from the careful supervision of the secondary school, finds a freedom\nin which he loses all sense of proportion and coordination and falls down.\nThe number and diversity of the claims upon the interest and attention of\nthe young student confuse him. He gives a disproportionate amount\nto athletics ; he rambles down\n\nof time\n\nthe pleasant paths of social dalliance ; he per¬\n\nmits the extra-curriculum activities, worthwhile as they are, to assume a\ndangerous disproportionate importance. Then, too, the impersonal relation¬\nships existing between students and faculty members in college in contrast\nwith those same relationships in high school, he fails to comprehend. The\ncomplete independence that is thrust upon the freshman in absolute con¬\ntrast to the careful guidance upon which he leaned possibly too much in the\nhigh school demoralizes him.\nColleges must recognize and accept their responsibilities and organize,\naccordingly, personnel work that will orientate the freshman to his social\nand scholastic environment. Sporadic or periodic efforts at orientation, such\nas freshmen registration days, pilgrimages over the plant of the college and\nfreshmen weeks, all worthwhile attempts at conventional introductions, can\nscarcely take the place of permanent educational courses in orientation,\nsuch as “The\nChicago.\n\nWorld\n\nof Nature and of Man,”\n\noffered at the University of\n\nFinally, and to me the most important of all, the high school, through\nits educational guidance program and through the agency of the regular\n\n"}
{"page": 585, "printed_page": null, "text": "/\n\nDepartment\n\nof Secondary\n\nSchool\n\nPrincipals\n\nroutine class procedure, must lay emphasis on the development\n\n581\n\nof habits\n\nand techniques of study, making for independent effort on the part of the\nstudents. After all, the inculcation of the habit of study which will result in\ngood thinking, and which, in turn, will create a respect for sustained, eager\neffort, a desire for mental percentage, is, in my judgment, the most im¬\nportant contributing factor in the solution of the articulation problem. If\nthe thinking powers of the student have been taxed to capacity ; if the prob¬\nlems set for his solution have been interesting and diverse enough to intrigue\nhis originality and develop in him a spirit of initiative in the organization\nof his materials, and independence in the performance of his intellectual\ntasks, there will be no floundering when he must face the perplexing\nproblem of his first year in college, and when he must adjust himself to the\nnew methods of procedure that inevitably follow.\n\nARTICULATION:\n\nSOME FUNDAMENTAL\nAND ITS IDEALS\n\nPURPOSES\n\nTHOMAS\n\nTEACHERS\n\nUNIVERSITY,\n\nH.\n\nBRIGGS,\n\nNEW\n\nCOLLEGE,\n\nYORK,\n\nCOLUMBIA\n\nN. Y.\n\nThis program and the work of recent committees on articulation adver¬\ntise a fundamental defect in American education. We are proud, and\nproperly so, of the universal provision of elementary schools and of their\nmarvelous achievements in imparting skills in the use of the tools of learn¬\ning; we have established secondary schools in every district of the nation\nand enrolled a larger proportion of adolescents than any other people ever\ndreamed of doing; and we have seen our colleges crowded to overflowing.\nBut with all this we recognize that in the United States we have congeries\nof schools rather than systems. Junior high schools are too remote from the\nelementary; senior high schools have too frequently ignored the programs\nof the lower grades; and the colleges are notoriously independent of the\nsecondary institutions.\nSeparate units such as we have are, of course, illogical. Historically they\ncame from conditions very different from those that are supposed to pre¬\nvail in a democracy, and in their development they lost the authoritative\ncontrol which gave and still gives in foreign countries a system. They may\nbe explained in part by the American belief that organization is of supreme\nimportance. In the eighteenth century there was dissatisfaction with the\nLatin grammar schools, and the academy was organized. But the organi¬\nzation was not sufficient, and it soon slipped away even from the ideals\nthat Franklin so clearly proposed. In the early nineteenth century dissatis¬\nfaction brought the organization of the public high school, which from\nthe beginning succeeded more because of its form than because of its\ncontribution to life needs of any kind. Nearly a hundred years later there\nwas further dissatisfaction and the junior high school was organized, but\nso many administrators were content with the organization that they made\n\n"}
{"page": 586, "printed_page": null, "text": "582\n\nNational\n\nEducation\n\nAssociation\n\nentirely inadequate efforts to insure that the new institution remedy the\ndeficiencies that brought it into being. The academy and the junior high\nschool alone of all our educational units came into being with clearly stated\nand practical programs. Their failure to accomplish the objectives for which\nthey were organized is the outstanding tragedy in our history.\nOrganization is of course important, but it is not sufficient. A school is\norganized that it may be administered; it is administered that it may be\ninstructed. Despite our devotion to organization and administration, in\n\nwhich we have developed high degrees of skill, we must on a moment’s re¬\nflection realize that they are merely to facilitate education, that in them¬\nselves they have no importance and, in fact, no meaning. Instead of ancillary\nwe have often in practise made them supreme.\nAny effective organization must begin with the whole, all the parts\narticulating into an effective system. But inheriting separate units and\nfrom time to time inventing new ones, we have tended to develop each\nmore or less as if it were independent, demanding that any others shall\narticulate with it. The famous Committee of Ten ruthlessly demanded\ntwo years of the time then devoted to elementary education, apparently\nnever realizing that secondary education must be built on wffiat has pre¬\nceded and manifesting in their reports no concern with whether or not the\nelementary schools could achieve their objectives in the abbreviated period\nthat was proposed. Fortunately, as these schools had no definite objectives\nand as their skills and the conditions under which they worked rapidly\nimproved about this time, the concession could be made without serious loss.\nThe program of this association today, laudable and excellent as it is, is\ndeficient in that apart from representatives of the elementary schools and the\ncolleges we are discussing articulation. The very term implies the adjust¬\nment of all parts so that the whole may work harmoniously and effectively.\nThe suggestions that have been made here and many of those mtheSeventh\nYearbook\n\nof the Department\n\nof Superintendence\n\nare admirable.\n\nThere\n\nis\n\nurgently needed a better understanding by teachers in each unit' of what is\nbeing attempted and accomplished below and above, and this will be in¬\ncreased by conferences, exchanges of visits or of teachers, supervision, and\nthe like. But all of such proposed means may still fail to get at the heart of\nthe matter. What is primarily needed is a philosophy that not only gives a\nclear and directive conception of what education is but also sets up definite\nobjectives that each of the school units must achieve in order that there may\nresult an articulated system.\n\nPhilosophies of education are announced in catalogs of all universities\nand normal schools, but especially as they affect secondary and higher schools\nthey are taken seriously by few students beyond examination time. Some of\nthe philosophies are still concerned with mediaeval dialectics; some are so\nabstract as to have little meaning to the practical school man ; some are lack¬\ning in comprehensiveness; and some neglect important factors of modern\n\n"}
{"page": 587, "printed_page": null, "text": "/\n\nDepartment\n\nlife or elements of common\n\nof Secondary\n\nSchool\n\nPrincipals\n\npractises. It is not too much\n\n583\n\nto charge that the\n\nmost significant lack in modern education is a philosophy that is compre¬\nhensive, clear, sound, and directive of what education should attempt to\ncontribute to the betterment of modern life. For this lack the public at\nlarge as well as educators must share the blame, for neither they nor we\nhave been sufficiently conscious of the need to make insistent demands that\nwould at least initiate a program leading to workable formulations.\nNo wonder that our educational units are inarticulated when we have\nagreed on no such philosophy as is clearly needed. No wonder that each\nunit imitates rather than invents when administrators fail to hold a philo¬\nsophy that would give direction. No wonder that the units themselves lack\ndefinite statements of the objectives which each should contribute to a uni¬\nfied and effective whole. One can search in vain the literature of education\nfor any satisfactory statement of what large objectives the elementary school,\nwhether of six years or of eight, is expected to accomplish, and naturally its\nachievements are variable. Bonser’s statement is the best that we have, and\nat least half of that has had no effect on practise. For the junior high school\nthere is a statement which would be salutary if it were as much used to di¬\nrect practise as it is widely quoted. On senior high school and collegiate\nobjectives there is no agreement, and little concern that there shall be. And\nfor specialized trade schools, whether for industry, commerce, or teaching,\nthe stated objectives are conspicuously lacking in comprehensiveness. So long\nas these statements are even measurably true, we of necessity will have inarticulated congeries of schools and not articulated systems.\nIt might be ventured that we lack faith in education. In light of the\nvast appropriations, the numerous and excellent plants, the army of teach¬\ners, and the nation of pupils, this statement may sound strange and extreme.\nBut if we had faith in education, we should expect it to do definite things\nfor the good of society; we should clearly announce what those things are;\nand we should measure all success in terms of them. Perhaps we believe in\nschools rather than in education. We have provided them, and we have\nbecome a profession of expert administrators. Everywhere we know more\nof how to design buildings, how to use fans, window shades, and floor oil,\nhow to make schedules, how to organize classes, how to keep records, and\nhow to measure mechanical learnings than we know of how to educate. And,\nwhat is worse, we are more concerned about the former than about the latter.\nThat we may have faith in education we need to realize its importance,\nits necessity, for society as well as for the individual. There is only one\nsound justification for the provision of free education at public expense,\nand this is that it may make each individual better able and better disposed\nto contribute to the betterment of the supporting society. It is on such\nprinciples as this that articulated unity of schools can be built. When every\nschool formulates a program that will aim primarily at making each pupil,\nwhatever his native abilities, his interests, and his aptitudes, better in such\nways that he is a more effective citizen, then the problems of articulation\n\n"}
{"page": 588, "printed_page": null, "text": "584\n\nNational\n\nEducation\n\nAssociation\n\nwill be simplified, for all will be working at various maturity levels toward\ncommon objectives, and each will recognize the wisdom and the necessity\nof building on what the preceding unit has achieved.\nWhen one examines the curriculums of most schools or the major part\nof the curriculums of all, especially of those on the secondary level, he must\nbe convinced that education is not nor is it intended to be taken seriously.\nIf it were, its program would obviously manifest its intention of affecting\nlife and affecting it materially for better living — culturally, socially, or\nvocationally. Let us freely admit and even justifiably boast that there have\nbeen great improvements in this matter, that there is much in the curri¬\nculum of even the poorest modern school contributing directly and effect¬\nively to the betterment of life; but when we have done this we find that\nthere is a residue so large and so manifestly useless to the pupils to whom\nit is administered as to prove the contention that as a people we do not\nrealize the importance of education.\nPerhaps we may be more sympathetic with this contention if for a\nmoment we consider the program of another educational institution, the\nProtestant Sunday\n\nSchool. Ordinarily it is an amateur\n\nproject: the super¬\n\nintendent is an amateur, the teachers are amateurs. The “lessons” are pre¬\npared by a remote committee with no knowledge of local and individual\nneeds and consequently no provisions for them. There is little preparatory\nstudy by the pupils, and such as there is lacks direction and seriousness. The\nteaching by and large would not be tolerated in any secular school, and there\nis no supervision. Why are such practises permitted? For the simple reason\nthat parents do not really expect any important results that manifest them¬\nselves in conduct and in character. If they did expect such results and if they\nwere evident, for better or for worse, parents would\n\ninsist on better con¬\n\nditions and they would provide for them with the same generous expendi¬\ntures that they make for the purchase and care of their motor cars.\nThe public evidently has more expectation from secular than from re¬\nligious education, for it makes more generous appropriation to it. But\ndespite the usual complaints at high taxes it is far less than would be forth¬\ncoming if there were obviously manifest greater contributions to societal\nwelfare. The only sure foundation for free public education is the formu¬\nlation and popularization of a philosophy that directs all school activities\nto some definite and justifiable goods. When we have that, agreement on the\nspecial functions of existing or newly invented school units will inevitably\nfollow. Then, and not till then, will our efforts toward articulation, how¬\never intelligently and industriously we work, be more than piddling and\npatching.\nWhat is proposed will be difficult to get. We may as well recognize that\nin the beginning. The difficulty arises primarily from the fact that we have\nso far gone along without a commonly accepted clear and comprehensive\nphilosophy and from our failure to face and consequently to agree on the\nprinciples that should control and direct our efforts. It is very comfortable\nto continue a traditional program, improving it in details here and there,\n\n"}
{"page": 589, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n585\n\nwithout really meeting the challenges that a changed and changing civili¬\nzation brings, and so far it has satisfied the great majority of the public, or at\nleast has not sufficiently offended them to cause any material reduction of\nsupport. But you leaders of secondary education have more knowledge than\nthe public and a larger vision. You know the vagueness of the stated aims,\nthe indefiniteness of effort, and the smallness of contribution to the really\nvital challenges of life. You know that secondary schools, especially the\ngreat majority that are small in size and least varied in offerings, justify\ntheir efforts with only a fraction of the adolescent population. And as leaders\nyou must initiate and carry through reforms from within before attacks\n%from without weaken\nbe wise or desirable.\n\nsupport or force changes that may not in a large sense\n\nAny really important reform in secondary education is, of course, danger¬\nous, for it will affect the opinions, the prejudices, and the actions of citi¬\nzens. It is not dangerous to change the methods of teaching a foreign lan¬\nguage, to add to or to subtract from the course of study in geometry, to\nemphasize physics rather than chemistry, or to substitute mediaeval for\nancient history, for the effects of any or all of such changes are remote and\nuncertain. The instructor in mathematics is never attacked because of what\nhe teaches; the instructor in sociology, on the other hand, is in constant\ndanger. So is any teacher who attempts to affect the opinions, the prejudices,\nand the actions of youth in matters that the public considers important.\nWhile admitting cultural values, in the too infrequent instances wThen they\nare achieved, we know that those are the greatest and most immediate values\nin education which affect directly and indirectly the ways people act in\nsociety, the ways that determine happy and successful living. All articulation\nis ultimately concerned with this important and essential matter.\nFor many and complex reasons there has developed in the United\nStates a fetish of secondary education, a widespread\nin it regardless of what\n\nand powerful belief\n\nit is. This popular fetish has multiplied schools,\n\ncrowded them with youth, and made possible the development of our pro¬\nfession. If the leaders in the profession betray the faith of the people, the\nhopes of the parents, and the ambitions of the youth, they will have done\nworse than waste money and time; they will have weakened the whole\nstructure of supporting society; they will have retarded rather than have\nmaterially advanced\n\ncivilization. It is with a realization of responsibility\n\nnot merely for doing the job well under present conditions but also of pre¬\nparing a program that leads to more important and vital results that it is\nnecessary to introduce a critical note into our deliberations. We want to\nsubstitute a philosophy for a fetish.\nThis we cannot do merely by perfecting technics of organization, of ad¬\nministration, of methods in teaching, or of measurement of academic learn¬\ning and retension. This we cannot do merely by assembling facts about the\nschools and the pupils. It is important that we have facts, but we have\nalready accumulated far more than we have used. We already know for\nmany groups the number of schools, the organization, the cost per pupil hour\n\n"}
{"page": 590, "printed_page": null, "text": "586\n\nNational\n\nEducation\n\nAssociation\n\nin the several subjects, the number of teachers, their sex, preparation, and\nexperience, the number of pupils distributed by sex, age, advancement, and\nintelligence quotients, their participation in extracurriculum activities, and\nso on. But what we need is a philosophy that makes all these data mean¬\ningful. We already have scientific evidence of selection, general and special\nabilities, the effects of class size, the frequency of this or that. But lacking\na philosophy that gives significance to the whole activity of education, we\nhave been slow to use what has been discovered.\nIt is the curriculum that first will be affected by philosophy. During the\npast few years a wave of curriculum reform has gone across the country.\nThe laity as well as the profession has been convinced of its necessity.\nCommittees have been appointed and appropriations, generous in education\nbut niggardly and totally insufficient when measured by the need, have been'\nmade. The results have been pitifully small and tragically inadequate. Why ?\nPartly because the challenge is too great to be met by any local group,\nusually working in the interstices of regular duties, but chiefly because there\nis no clear and generally accepted philosophy of education and no conse¬\nquent definition of the special functions of the several administrative units.\nSo long as we lack these the efforts at curriculum\n\nreform will be sporadic\n\nand the results of relatively small importance. So long as we make no seri¬\nous and major effort to formulate the philosophy and to define the func¬\ntions, you will be lacking in the leadership which your elected positions\nimply and which the public confidently expects from you.\nI cannot conclude without an expression of appreciation for the fine pro¬\nfessional spirit of this body, for the loyalty and intelligent industry with\nwhich you conduct your schools, and for the patient and skilled research\nthat is going on both in laboratories and in the field. It is these things which\nwarrant the faith that the larger and fundamental need will be supplied\nwhen it is understood, when its importance, its essentiality is appreciated.\nThe task is great. It cannot be satisfactorily performed by individuals\nhampered by other duties, — if, indeed, it can be performed at all by indi¬\nviduals working alone. It cannot be satisfactorily performed by commit¬\ntees meeting at odd moments during conventions, the members hurried and\nharassed by other obligations. It will need appropriations such as industry\nalone, which realizes the importance of dividends, now makes, and it will\nneed long continued effort by the most competent in our profession assisted\nby experts from all related fields. But I have faith that the challenge will\nbe accepted soon, for it must be accepted soon to insure the continued sup¬\nport of the public and the real promotion of societal good, which is possible\nonly by means\n\nof education.\n\nPending results, we shall all carry on, doing the job as best we can, mak¬\ning such improvements as we can invent, imitate, or achieve by the appli¬\ncation of scientifically found facts or experimentally discovered methods.\nArticulation between the several administrative units will be improved by\nthe excellent suggestions that have been made, now that attention is focused\n\n"}
{"page": 591, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n587\n\non the neglected need. But fundamental to articulation as to every other im¬\nportant element in education is an agreement on what it is all about, what\nends we are seeking for society by means\n\nof the schools.\n\nINTEGRATION\n\nIN HIGH-SCHOOL AND JUNIOR\nC URRICUL U MS— A BS TRA C T\n\nCOLLEGE\n\nJESSE\n\nPROFESSOR\n\nOF\n\nLINCOLN\n\nYORK,\n\nN. Y.\n\nH.\n\nSCHOOL,\n\nNEWLON,\nTEACHERS\n\nCOLLEGE,\n\nOF\n\nEDUCATION\n\nCOLUMBIA\n\nAND\n\nDIRECTOR\n\nUNIVERSITY,\n\nNEW\n\nWhat conditions must be set up before we can work out an integrated\nand socially effective program of education in our secondary schools?\n1. It would seem entirely obvious that the entire period of secondary\neducation should be treated as a unit, and that the secondary school should\nbe most closely articulated with the elementary school. This would mean\nthe inclusion of the junior college grades as a permanent feature of the\nAmerican program of secondary education. Integration will be next to im¬\npossible as long as secondary education is administered in part by the public\nschools and in part by the colleges and universities.\n2. Each administrative unit should embrace as many grades as possible.\nThe best unit in our system of schools is probably the six grade elementary\nschool, which with its kindergarten embraces seven years, and sometimes\neight. The three year junior and senior high schools are in the judgment of\nmany, entirely too short, and the two year junior college is even more open\nto the same criticism. Such short units break education into too many seg¬\nments and limit the view and contacts of the teacher. The renewed interest\nin experimentation wTith the six year secondary school grows out of the\nrealization of this weakness in the shorter units. On the other hand, there is\na wide difference in the social, intellectual and physical maturity of twelve\nyear olds and eighteen year olds.\nOne of the most interesting and important experiments that has appeared\nis that being conducted in Pasadena, where the secondary schools have been\nreorganized into two units of four years each; one embracing the 7th, 8th,\n9th and 10th grades, and the other the 11th and 12th and the two junior\ncollege grades. Under this arrangement,\nbe made between administrative units.\n\nthere are only two transitions to\n\n3. Every barrier that prevents the adaptation of a program of education\nto the needs of the individual should be torn away. The college and univer¬\nsity must eventually face the fact that they are utterly without justification\nin setting up for entrance subjectmatter and other requirements that can,\nin themselves, have no bearing on the ability of a student to do work on the\ncollege level, or that, by buttressing the prevailing system of credits and\nsubjects, make it difficult for the secondary school to modify its practises on\npurely educational considerations. Within, the secondary school teachers and\nadministrators must rid themselves of every fetish that makes against inte¬\ngration. Only one question should be asked in administering the educational\n\n"}
{"page": 592, "printed_page": null, "text": "588\n\nNational\n\nEducation\n\nAssociation\n\nprogram for an individual, and that is: What are his needs? We must get\nrid of the absurd practise of requiring a boy or girl to study a subject merely\nto meet some arbitrary requirement.\n4. The fourth condition pertains to the problem of the curriculum. If all\narbitrary requirements were swept away we would be left free to take up a\nthoroughgoing reconstruction of the secondary school curriculum. This will\ninvolve a reexamination and reevaluation of the subjectmatter which is now\nincluded, and a constant and most thoroughgoing\n\nstudy of modern\n\nlife in\n\norder to determine what new subjectmatter and activities should be in¬\ncluded. This process involves not merely elimination and addition. If the\ncurriculum of the school is not attuned to the beat of modern life all dis¬\ncussion of the problems of articulation and integration are beside the point.\n5. From the standpoint of method, the resjmthesis of subjectmatter for\npurposes of teaching assumes a role of major importance. As stated earlier,\nsubjects will undoubtedly hold a place in the secondary curriculum of the\nfuture. But the subjects of the future may well be very different from those\nof today. The teaching of a systematic body of knowledge as a subject will\nbe maintained only where such a procedure has demonstrated itself to be\nthe most effective. We shall unhesitatingly follow the psychological rather\nthan the logical method of teaching, and the logical order will be adopted\nonly when it meets the requirements of a sound pedagogy.\n6. Guidance must assume an ever-increasing importance in the new sec¬\nondary school. After all, the elaborate machinery of units and credits,\nmajors and minors, college entrance requirements, and the like are instru¬\nments of guidance. We have heard much discussion of guidance in recent\nyears, but have really only begun a consideration of the subject. The school\nwhich I am advocating must keep growth records for each individual, not\nfor the purpose of recording what examinations he has taken, what credits\nhe has received, but for the purpose of depicting his development intellec¬\ntually, socially, physically, his growth in interests, attitudes, appreciations.\nObviously such a record should be used only by the scientifically trained\nteacher, capable of maintaining an objective but at the same time a most\nhuman attitude toward the learner. The utmost of skill will be required in\nassisting the student and the home in making wise decisions as he continues\nthrough the schools. If such records 'were kept they would form the basis\nnot only for the most intelligent possible report to the college or the univer¬\nsity but for the purposes of vocational and social counsel.\n7. Finally, the most important condition of educational reconstruction\nin the secondary school — the condition that involves all the others — is that\nthe policy for the secondary school should be made by students of secondary\neducation. As things stand now the policies of the high school are made very\nlargely by the colleges and universities. Tradition plays an important part.\nThe teachers and executives in the high schools have been too little alert to\ntheir larger responsibilities. They have not come forward with constructive\nproposals for reform. Too\n\nmany\n\nprofessors of education are likewise con-\n\n"}
{"page": 593, "printed_page": null, "text": "/\n\nDepartment\n\nof Secondary\n\nSchool\n\nPrincipals\n\n589\n\nventionally minded, concerned only with refining the practises of the exist¬\ning school rather than in fundamental reconstruction. But making all allow¬\nances for the forces of tradition and convention and the inertia of the\nworkers in the field the fact remains that policies in secondary education are\nstill too largely made by college professors and administrative officers who\nare not students of the problem of secondary education. They may be great\neconomists or physicists, or linguists or astronomers, or executives, but such\naccomplishments do not qualify them to set up policies in a most important\neducational and social field in which they are scarcely students at all.\n\nTERMINAL\n\nCOURSES IN HIGH SCHOOLS\nCOLLEGES— ABSTRACT\n\nJ. J. OPPENHEIMER,\n\nSTEPHENS\n\nJUNIOR\n\nCOLLEGE,\n\nAND\n\nJUNIOR\n\nCOLUMBIA,\n\nMO.\n\nI wish to list six significant trends that bear upon the terminal function\nof secondary education :\n1. The growth of the democratic conception of education\n2. The demand of great masses of people for more schooling\n3. The requirements for a higher grade personnel in industry\n4. Further extension of the comfort standard of living to greater numbers\n5. Increase of leisure time\n6. A need for rational basis of conduct.\n\nNeeds for Terminal\n\nCourses\n\nThe need for terminal courses can be indicated by listing the number\nconditions existing in our presentday society:\n\nof\n\n1. The tremendous growth of cities which means taking up of some type of nonagricultural work\n2. The tremendous growth of commercial and industrial organizations\n3. The entrance of women into industry in increasing numbers\n4. The great numbers of secondary students do not go on to college\n5. The great mortality in the freshman and sophomore years of our standard\ncolleges and universities\n6. The increasing demands for better qualified personnel in business and in\nindustry is due to application of science to technic and managerial processes\n7. The inadequacy of trade education for semi-professional\n8. The possible filling up of the traditional professions.\n\noccupations\n\nAn example of building terminal curriculums on local needs — The\ngreat need in construction of terminal curriculums\n\nin the junior college is\n\nto base them upon careful analyses of local or regional economic require¬\nments. The common error that a junior college makes is that of thinking\nthat it has set up a terminal curriculum when it has combined a number of\nformal academic courses especially those of a pre-professional requirement\ntype. Athenaeum and Mechanics Institute of Rochester, New York, fur¬\nnishes a noteworthy example of building curriculums upon the present voca-\n\n"}
{"page": 594, "printed_page": null, "text": "590\n\nNational\n\nEducation\n\ntional requirements of the community.\n\nAssociation\n\nThis institution has set up separate\n\ncurriculums in four major fields: industrial arts, food administration, ap¬\nplied arts, and retail distribution. The steps taken in determining the needs\nare:\n1. A survey of the jobs now held by all graduates of the institute and of the paths\nby which these graduates have come to these present positions\n2. A search of current literature to see whether or not additional jobs were\ntioned which were not found in the listing of jobs held by graduates\n\nmen¬\n\n3. A survey of plants and commercial establishments in the Rochester and West¬\nern New York area by the faculty members to find out the number of jobs and the\ndesirability of each of these jobs for graduates of Mechanics Institute\n4. The opinion of experts regarding the desirability of training individuals within\nthese specified fields. In many cases these experts are nationally known, while in\nother cases they are local management authorities.\n\nIn making the tentative decision regarding the basic terminal job the\nfollowing factors are kept in mind :\n1. Are there enough\n\nof these jobs to supply the majority of graduates?\n\n2. Will it be possible for the graduates\nyear period after graduation?\n\nto obtain these jobs with a four- to eight-\n\n3. Are these jobs sufficiently well paid to be attractive to graduates?\n4. Are\n\nthese jobs low\n\nenough\n\nto be within\n\nthe abilities of the majority\n\nof\n\ngraduates ?\n\nThe\n\nadvantage\n\nor functions — The\n\nof the four year junior college in its terminal\nneed for terminal\n\naspects\n\ncourses in the junior-college level is\n\nbased upon two significant reasons, the demands of business and industry\nand the democratic urge for more education. I believe that the presentday\ntwo-year junior college if well articulated wdth the senior high school can\ncontribute to the solution of the two above mentioned needs, but I am more\nfirmly convinced that the four year junior college is a better solution for\nthese problems.\n1. The four year junior college — the union of the last two years of the senior high\nschool and the first two years of college — affords a longer period to spread out voca¬\ntional training and provides greater opportunity to introduce cultural subjects along¬\nside of technical courses.\n2. It gives greater opportunity to professionalize — which\nor to socialize — technical skills and processes.\n\nis in essence to liberalize\n\n3. It provides for ample opportunities for vocational guidance at the age when\nskills, judgments, and needs are more apparent. Surely a boy or girl in the junior\nyear of high school needs vocational and educational guidance as much as they do\nin the eighth or ninth grades.\n4. The later adolescent period offers a far better opportunity for vocational\ncation on a cooperative plan than does the ordinary senior high-school period.\n\nedu¬\n\n5. It enables the grouping of youth of greater intellectual maturity' than does the\nsenior high school, and thereby enables the school to challenge the ability of pupils.\n6. Undoubtedly, it offers greater opportunity for closer articulation, economy\ntime, economy in administration and in plant equipment.\n\nof\n\n"}
{"page": 595, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n591\n\n7. It provides for closer integration between trade education — which is generally\naccepted as the legitimate field for the senior high school — -and semi-professional\neducation.\n\nTHE\n\nORGANIZATION AND ADMINISTRATION OF THE\nFOUR-YEAR JUNIOR COLLEGE— ABSTRACT\n\nJOHN\n\nThe\n\nA. SEXSON,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\norganization of a system on the 6—4-4\n\nPASADENA,\n\nCALIF.\n\nbasis involves more\n\nthan a\n\nhousing problem. Some very significant educational possibilities are attain¬\nable through this form of organization. The following is a list of some of\nthe important educational implications involved in the 6 --4— 4 plan.\n1. It carries with it a recognition of the fact that the junior college\nyears — grades thirteen and fourteen — are a part of a wellrounded system of\nsecondary education and should be articulated with the public school system\nin the most efficient manner. This is contrary to the popular conception of\nthe matter. The difficulty with a two-year junior college up to the present\ntime has been that the advocates and administrators have regarded it not\nas an educational entity in itself, with character and individuality of its\nown, but rather as a fractional part of some other institution of larger\nlength, to be specific, a fractional part of the college of liberal arts. The\njunior college, however, cannot justify itself on such grounds. It cannot\ncontinue to live on borrowed light. If the junior college makes and main¬\ntains for itself a place in the educational system of the country, it will be\nbecause it has intrinsic value of its own and because it, as an institution per se,\nhas a real contribution to make to the development of young America. The\nsolution of the problem must inevitably be that if the junior college is to\nenjoy any degree of permanency, it must develop as a unique institution\nwith character, individuality and intrinsic merit of its own, and this can\nbest be accomplished by the joining of the freshman and sophomore college\nyears with the upper years of the secondary school as the topmost unit of\nthe public secondary school system.\n2. If the four-year junior college is to develop as a distinct institution,\nthe thirteenth and fourteenth years must not copy the life and practises of\nthe standard college and university. One difficulty of the junior college up\nto this time has been that it has endeavored to ape the standard college and\nuniversity. If this is to be the policy of the junior college, it has a slight\ncontribution indeed to make to the development of the public school system.\nUnited, however, with the eleventh and twelfth grades, the four years com¬\nbined as one institution can develop a spirit and unity with a distinct con¬\ntribution which will be neither high school nor university but the topmost\nunit of a well-balanced system of public education, with standards adaptable\nto students of these years and offering the conditions for the maximum\ngrowth and development of the upper adolescent student unhampered and\nunbiased either by high school or the usual baccalaureate college traditions.\n\n"}
{"page": 596, "printed_page": null, "text": "592\n\nNational\n\nEducation\n\nAssociation\n\n3. The 6-4-4 plan carries with it the possibilities of a continuous and\nflexible curriculum. The hard and fast boundary line between the twelfth\nand thirteenth years must disappear. There must develop such flexibility of\ncurriculum as will make possible a continuously developing educational ex¬\nperience for the student from the eleventh through the fourteenth years\nwithout duplication or overlapping of subjectmatter. This would mean that\nstudents in the eleventh and twelfth grades and those of the thirteenth and\nfourteenth grades must be permitted to take work, each in the other’s divi¬\nsion up to a reasonable percentage of the student load.\n4. Moreover, the 6—4—4 plan implies that the thirteenth or fourteenth\nyear student must be permitted to to take a reasonable percent of his work\nfrom the twelfth grade. This would make it unnecessary to duplicate be¬\nginning courses of the twelfth grade with similar beginning courses in the\nthirteenth or fourteenth. In no other way will it be possible to organize a\nunified institution covering grades eleven to fourteen inclusive without the\nduplication of subjectmatter.\n5. For the same reason, twelfth-grade students who have met the subjectmatter requirements for the completion of that grade must be permitted to\ntake thirteenth year work for credit, up to a reasonable percent of the student\nload.\n6. Twelfth grade graduation must ultimately disappear. Fender the\n6-4—4 plan, the twelfth grade cannot be recognized as a legitimate stopping\nplace. In other words, to use the language of Woodrow Wilson, while\npresident of Princeton, “Nobody ever heard of graduating a sophomore.”\n7. If education is to be democratized through the fourteenth year, an\nincreasing number of terminal courses must become available to the students.\nWith the larger numbers who are attending the junior college, an increas¬\ning percent will not find it possible to go on through the university. The\nneeds of such students cannot be met by the college preparatory curriculum.\nIt must become necessary through an adequate guidance program to study\nthe needs of the individual and, while giving him a well-rounded general\neducation, at the same time to prepare him for a life of usefulness on gradua¬\ntion from the junior college.\n8; There should be a better defined articulation of the four-year junior\ncollege with the upper division of the standard college or university. This\narticulation should make it possible for all graduates of the junior college\nwho have met the subjectmatter prerequisites for continuation in the univer¬\nsity, to be admitted to the junior year of the standard college or the pro¬\nfessional school of the university. In other words, the only prerequisites\nthat should be required for admission into the upper division of the standard\ncollege or university should be such as are imposed by the subject in which\nthe. student desires to specialize. It is an unjust and arbitrary use of power\nfor any group of university administrators to set up conditions which keep\nout of the university students who have the subjectmatter prerequisites for\n\n"}
{"page": 597, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n593\n\nthe advanced studies which they expect to pursue at the university and\nwho have demonstrated their ability as college students.\n\nTEACHER\nRALPH\n\nLOAD\nH. BUSH,\n\nIN THE\n\nJUNIOR\n\nCOLLEGE— ABSTRACT\n\nDIRECTOR,\n\nSANTA\n\nMONICA\n\nSANTA\n\nMONICA,\n\nCALIF.\n\nJUNIOR\n\nCOLLEGE,\n\nSchool expenditures have been increasing at a rapid rate along with other\nexpenses. The school administrator must be in a position to justify his annual\nbudget. As instructional costs represent the greatest item of the budget, any\nchange in class size, or number of classes per teacher would have a very\ndirect effect upon the financial situation.\nIn the light of all available evidence class size is a minor factor in deter¬\nmining educational achievement. “Caution in accepting innovations is cer¬\ntainly commendable, but the burden of proof is rapidly being shifted from\ndefenders of large classes to defenders of small classes. The public is faced\nwith the problem of financing schools which must provide for an unprece¬\ndentedly large pupil population. Experiments have shown that in some\nsmall classes pupils apparently become too dependent on teacher while in\nlarge classes independence is more likely to be cultivated.” 1 If students in\nlarge classes achieve results equal to the achievements of those in small units,\nthere can be no justification for the retention of the more expensive program.\nWe see from the data reported by 87 public junior colleges that we have\na median junior college offering the following:\n\nRecommended by\nAdministrator\nDepartment\n\nNumber of\nClasses per\nTeacher\n\nNumber of\nPreparations\nper Teacher\n\nNumber of\nSemester\nHours\n\nSemester\nHours\n\nper Teacher\n\nper Teacher\n\nMaximum\nNumber of\nPupils per\nClass\n\nArt\n\n6\n\n5\n\n18\n\nCommercial\n\n5\n\n5\n\n15\n\nEnglish\n\n5\n\n3\n\nForeign Language\n\n4\n\n3\n\n15\n\nHome\n\n0\n\n0\n\n18\n0\n\nMathematics\n\n5\n\n3\n\nMechanic\n\n0\n\n0\n\n16\n0\n\n15\n\nMusic\n\n0\n\n0\n\n0\n\n18\n\n30\n\nPhysical Education\n\n5\n\n1\n\n18\n15\n\n18\n\n50\n30\n\nScience (Biological)\n\n3\n\n2\n\n15\n15\n\nScience (Physics-Chem.)\n\n4\n\n3\n\n15\n\nSocial Studies\n\n5\n\n3\n\nEconomics\n\nArts\n\n1 School Review; Editorial Comment, Vol. XXXVI,\n\n15\n15\n\np. 734, December, 1929.\n\n30\n18\n15\n15\n\n30\n35\n\n18\n15\n\n30\n\n18\n\n30\n\n30\n35\n\n"}
{"page": 598, "printed_page": null, "text": "National\n\n594\n\nEducation\n\nAssociation\n\nPressure is always brought to bear to have small classes and a light load\nsuch as ten or twelve hours. These data have simply told you present prac¬\ntise. No attempt has been made to justify the findings. We need many ex¬\nperimental studies similar to those of the University of Minnesota.\nThe\n\nspeaker thinks it is safe to say that it is impossible to make\n\na per¬\n\nfectly balanced program. “Not all hours of teaching represent equal effort,\nnor do all subjects require the same amount of outside preparation. English\nteachers protest that they have a peculiarly heavy burden in theme reading,\nalgebra teachers make similar claims regarding the correction of exercises,\nphysics teachers call attention to the preparation of apparatus, botany teach¬\ners remind us of extended field trips, history teachers complain of note books.\nTeachers having different work to teach for every hour complain of heavy\ndemands in lesson preparation, and those teaching several parallel sections\nof the same subject are burdened by the monotony of their work.” 1 So the\njunior-college administrator will have to remember the words of the old\nsong: “You\n\ncan’t be a friend to everybody, for you’ll have lots of trouble\nif you try.” He will have to make out his teaching program in the light of\ninstructional cost, plus current practise, plus local conditions, plus a good\nback bone.\n\nCURRICULUM\n\nLEONARD\n\nORGANIZATION IN JUNIOR\nABSTRACT\n\nV. KOOS,\n\nUNIVERSITY\n\nOF\n\nCHICAGO,\n\nCOLLEGES—\n\nCHICAGO,\n\nILL.\n\nOn the positive side we may say for the junior colleges of California that\ncertain of them are mapping out a broad and rich program not restricted\nto the narrow range of work often characteristic of the program in the first\ntwo years of four-year colleges and universities. Second, there has been a\nbeginning toward setting up differentiated opportunities for students of\ndiffering competence. While one may not hold a brief for the particular\ntypes of differentiation described, some sort of adjustment for students of\nwidely differing abilities or of differing lengths of stay in educational in¬\nstitutions is imperative. The “C” and “D”\nprovide at least a starting point.\n\ndivisions, imposed from without,\n\nOn the negative side we may deplore chiefly the prevalent (but not quite\nuniversal) lack of differentiation in the liberal or cultural elements of the\ntraining program. Such differentiation as is provided is prevalently in the\npractical or industrial arts, as if the interests and training of the less com¬\npetent students and others who will not remain in school through the full\ncollege period should be solely or largely of an occupational character. Cer¬\ntainly there is no tenable dichotomy of junior-college students that would\n1 Foster, Herbert\n\nH. High\n\nSchool\n\nAdministration.\n\nCentury\n\nCo. 1928, p. 99.\n\n"}
{"page": 599, "printed_page": null, "text": "/\n\nDepartment\n\nof Secondary\n\ntrain a portion of them by means\n\nSchool\n\nPrincipals\n\nof strictly academic programs\n\n595\n\nand the\n\nremainder by practical-arts programs to the exclusion of liberalizing aca¬\ndemic elements. Junior colleges have an important responsibility here, one\nthat will require extended experimental development of cultural courses for\nstudents who will not or should not continue beyond the junior-college level.\nEven the relatively large proportion of the offering in the field designated\nas “practical and industrial arts” cannot be accepted as a guarantee that\nadequate facilities for vocational training on the semi-professional level are\nat hand in these junior colleges. In large part this offering has been taken\nover from the high-school courses below, many of which are not strictly\nvocational and not well adapted to the junior-college level. The basic studies\nthat will identify the semi-professions are still to be made, and following\ntheir identification must come the investigations upon which the courses\nand curriculums in preparation for them must be based.\nAssuming that liberalizing and occupational programs can be mapped out\nfor this group of students, there is still the problem of inducing them to\navail themselves of these offerings. The traditions are opposed to aspiring\nto less than the complete college or full professional curriculum extending\nfour or more years above the level of high-school graduation. This is wThere\nthe function of guidance in the junior college, referred to above in listing\nthe services of the junior college, must come into play.\nIf time were available it would\nof curriculum\n\nbe interesting to speculate over the type\n\norganization that should be instituted following the integra¬\n\ntion of junior-college years with the last year or two of the senior high\nschool. In the early stages of the process of integration the problem would\nbe more\n\ncomplex than that in either of the two units when\n\nseparately ad¬\n\nministered. Offhand, however, it does not appear that, after thorough inte¬\ngration has been effected, the organization should differ widely from the\nbest practises in senior high schools, although, because of the length of the\nnew school unit, it would be somewhat more complicated.\n\n"}
{"page": 600, "printed_page": null, "text": "'\n\n-\n\n.\n\n*\n\n■\n\n.\n\n"}
{"page": 601, "printed_page": null, "text": "Department\n\nof Social Studies\n\n"}
{"page": 602, "printed_page": null, "text": "I\n\nThe 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 1930-31 are: President , Edgar Dawson,\nProfessor of Political Science and History, Hunter\nCollege, New York, N. Y. ; First Vicepresident , R. M.\nTryon, Professor of Teaching of History, University\nof Chicago, Chicago, Ill. ; Second Vicepresident , D. S.\nMorgan, Head of Social Studies Department, Arsenal\nTechnical High School, Indianapolis, Ind. ; SecretaryTreasurer, Bessie L. Pierce, Associate Professor of\nHistory, University of Chicago, Chicago, Ill. ; Board\nof Directors , J. M. Gambrill, Professor of History,\nTeachers College, Columbia University, New York,\nN. Y. ; A. C. Krey, Professor, University of Minne¬\nsota, Minneapolis, Minn. Facts relating to the estab¬\nlishment of this Department and the record of meet¬\nings are found in earlier Proceedings as follows :\n1926 :652-663\n\n1927 :679-695\n\n[ 598 ]\n\n1928 :651-654\n\n1929 :633-642\n\n"}
{"page": 603, "printed_page": null, "text": "EDUCATION\n\nCLAYTON\n\nTHEORY VERSUS THE INTEGRITY\nSOCIAL STUDIES— ABSTRACT\n\nC. KOHL,\n\nPROFESSOR\nBOWLING\n\nOF\n\nHISTORY,\nGREEN,\n\nSTATE\n\nNORMAL\n\nOF THE\n\nCOLLEGE,\n\nOHIO\n\nThe basic question at issue in the social studies curriculum re¬\n\nsolves itself in the last analysis to this: Shall the courses consist of\nspecial disciplines dictated by the needs of modern democratic society,\n\nor shall they consist of well-integrated studies of principles dictated by the\ndemands of the logic necessary for elementary, reflective thought with refer¬\nence to these needs? The latter can be as truly consonant with modern edu¬\ncational theories as the former. On the psychological side, it seems far\nmore so.\nModern\n\neducational theories, moreover, have affected the methods\n\nof\n\nteaching the social studies quite as much as they have the curriculum. The\nold memorization methods have passed and in their places have come the\nproject, the problem, supervised study, socialized recitation, field visits,\nsyllabi, pictures, motion pictures, reference reading, workbooks, map port¬\nfolios, diagrams, charts, encyclopedias, notebooks, notecards, current-events\nmagazines, lesson plans, and scores of others. In some cases, the work is put\nto the practical test ; school classes run city governments for a day ; the con¬\ntrol of the school is often placed in a student council ; and student clubs are\nformed to pursue certain socialized objectives. Wholehearted, purposeful\nactivity in lifelike situations has replaced the traditional recitation.\nThe\n\nfundamental\n\nelement of newness\n\nin all these methods\n\nand devices\n\nresides in the extent to which they stimulate and employ independent pupil\nactivity directed toward worthy objectives. Wherever\n\nthis element is found\n\nin its bona-fide form, it deserves nothing but commendation. The aim or the\nobjective in every case is the matter of supreme importance. One of the\npeculiar merits of the project, problem, and unit methods is that they keep\nthe purpose in the forefront of attention. It is likewise one of their peculiar\ndifficulties in practise, also. Every type of method that emphasizes pupil par¬\nticipation meets with this same difficulty. As a consequence, the tendency\nis to mechanize methods so that pupils cannot go wrong. Projects, problems,\nunits, notebooks, wrork-books, map\n\nexercises, special reports, readings, and\n\neven current events have become “canned,” to use a slang phrase. They are\nall worked out in texts, syllabi, or special publications. Even initiative and\noriginality have become “canned,” since wTe often find in the plans the\nexact place where pupils are to make suggestions. Pupils go through the\nexercises, color their maps, construct their graphs, write up their notes, copy\nthe outline of their “units,” and every semblance of full participation is\npresent. That many good teachers do not get caught in the machinery, there\ncan be no question; but that the tendency is general, there can likewise be\nno question.\n\n[ 599 ]\n\n"}
{"page": 604, "printed_page": null, "text": "600\n\nNational\n\nEducation\n\nAssociation\n\nAll of this has a vital bearing upon the question of the integrity of the\nsocial studies. The newer courses of study that employ large units of history\nin the pursuit of an objective, or use complex and often vague current social\nand political problems for lesson units, magnify the dangers of pointless\npupil participation, on the one hand, or the necessity of mechanizing pro¬\ncedure, on the other. A principles course forces the use of smaller or more\ndefinite units of thought. The teacher can grant freedom in the radiation\nof the principle out into life and still keep a tether on the pupil. Freedom\nfor originality is restrained, to be sure; but it is not choked, on the one\nhand, or given license, on the other.\nWith reference to the modern scientific measurement movement in edu¬\ncation in its relation to the social studies, only a word need be said here.\nThe objectives of the social studies have been widened tremendously under\nthe influences of the social conception of education. Right along with this\nwidening of objectives has come the standard test movement, which has\nnarrowed down the criteria for the measurement of achievement to the\nmost insignificant of matters. Dates, names, words, terms, choosing of alter¬\nnative phrases and sentences, completion of sentences, and the like have\nbeen worked into scales for the measurement of class work. School systems\nhave used them for promotion purposes, and states have employed them as a\nbasis for granting honors and privileges. They may serve certain narrow\npurposes; but, on the whole, they are menaces to the social studies, since\nthey belie the very fundamental aims of these studies.\nThe teacher of the social studies is in a very difficult position today.\nWhen he reads the founders of modern educational theory seriously, he\nmeets with very little that is not a wholesome and inspiring challenge. When\nhe reads the best of the scholarship in his special studies, he has a deepened\nfaith in its great worth. When he turns to his classroom to meet the boys\nand girls whom he would like to see become effective, creative, and happy\ncitizens, then he finds a mechanism of short courses, truncated units of\nthought, notebooks, workbooks, tests, grade cards, and a vast set of develop¬\ning professional folkways and ritual that seem to stand between him and\nhis goal. If he is somewhat mature and independent, he may remember the\ncharming picture of old Socrates of Athens and resolve to hasten through\nverbiage and form and dwell with his pupils among eternal verities as long\nas he is permitted to do so.\n\n"}
{"page": 605, "printed_page": null, "text": "Department\n\nof Social\n\nStudies\n\n601\n\nTHE DIRECT VERSUS THE INDIRECT APPROACH\nSOCIAL OBJECTIVES: HISTORY AND THE SOCIAL\nSTUDIES IN THE HIGH SCHOOL— ABSTRACT\nW.\n\nL. CONNER,\n\nCHIEF,\n\nBUREAU\n\nOF\n\nRESEARCH,\n\nCLEVELAND,\n\nBOARD\n\nOF\n\nTO\n\nEDUCATION,\n\nOHIO\n\nThere are two groups opposing each other with respect to the future of\nthe social studies in the secondary school. One group believes that in the\nlong run the greatest service to the individual and to society is to be accom¬\nplished by carrying the academic methods, materials, and organization of the\nhigher institution into the secondary and lower schools. They probably\nbelieve that, insofar as social security and social change can be brought\nabout, and insofar as they should be brought about through the agency of\nthe school, they should be a byproduct of systematic instruction in the\nspecialized disciplines of the separate social studies.\nThe other group seems to believe that we should decide as best as we can\nas to what social values we now possess need to be presented, and as to what\nsocial deficiencies we need to make up, and that we should select from the\nfield of the social studies for use in the secondary schools those materials\nwhich tend to bear directly upon the preservation of the first set of values\nand the creation or spread of the second. They do not believe in disorganiza¬\ntion. They believe in reorganization around pressing social needs.\nThe academic teacher of history, for example, might say that the sys¬\ntematic study of chronological history should make us tolerant and con¬\nsiderate of others, and give us foresight because we have cultivated hindsight.\nThe advocate of the new social studies replies, “Yes, that is all very well;\nbut if we are keen to have people tolerant in their social relationships why\nnot have them study systematically the social effects of tolerance and in¬\ntolerance in the fields where they operate most vigorously and try, by this\ndirect study, to arrive at the tolerant social attitudes and behavior commonly\nbelieved to be of value to the individual and the state of today and tomorrow.\nThe social problem created by religious intolerance is an example of one\nof several which have been settled legally and intellectually long ago, yet\nmust be settled anew in the minds and hearts of each generation if they are\nnot to aggravate the happiness of that generation. Temperate men in educa¬\ntion and the social studies can probably agree on more social needs which\nmight be met by instruction in the social studies than the time available, or\nlikely soon to be available, would permit the schools to undertake to meet.\nNeeds apparent to some and denied by others might be neglected until such\na time as agreement among reasonable men is possible.\nThe educationists might even say that the prejudice and ill feeling likely\nto be present in almost any school group is ample to furnish the best start¬\ning point for the systematic study of the whole program of religious tolera¬\ntion and intolerance. There is considerable evidence that this is true. Com¬\nplete stenographic reports of the progress of junior high-school classes\n\n"}
{"page": 606, "printed_page": null, "text": "National\n\n602\n\nEducation\n\nAssociation\n\nmaking a beginning at the study of toleration, tests of the results in knowl¬\nedge and skill, and careful observation of the results in terms of changes in\nsocial behavior would bear out the contention of the ultra-moderns for their\ndependence upon group and individual interest in current problems to fur¬\nnish drives for study.\nThe battle is on! The highly specialized teacher of subjectmatter is likely\nto take sides in increasing numbers with the first group. Educational phi¬\nlosophers and practical educators in the field, together with social-minded\npublicists of pulpit and press are likely to take the other view. As the differ¬\nences become more clearly apparent a frank compromise will be possible. In\nsuch a compromise enough emphasis may be placed upon the determination\nof social needs and their use as criteria in the selection of subjectmatter to\nbe taught in the schools that the educationalist may feel that his work is not\nin vain. In such a compromise\n\nenough use may be made\n\nof the findings of\n\nresearch in the special fields which make up the social studies that the aca¬\ndemic professor may be satisfied that he is finding his place in the sun.\nSociety and the state probably need the work of both the subjectmatter\nspecialist and the educationist. The careful scientific study of geography,\ngovernment, history, economics, and sociology must be cultivated in order to\nsupply the necessary facts and principles for courses in the social studies.\nCareful reorganization of such of the facts of these subjects as can be\nbrought to bear directly upon such social problems the probable solutions to\nwhich are clearly recognized must be cultivated in order that public educa¬\ntion supported by the state shall be conducted in the service of the individual\nand the state. What is probably needed even more just now are a few men\nfrom each group who will sit down together and try to work out a program\nin social studies which will embrace in combination more of the viewpoint\nof the scholar and more of the viewpoint of the educational philosopher and\npractical school administrator than have ever before been put together in one\ncourse.\nMany of us are hopeful that the present Commission of the American His¬\ntorical Association on Direction of the Investigation of the Social Studies is\nmade'up in such a way as to bring about temporarily satisfying compromises\non the issues which are not solved by the analytical studies their cooperat¬\ning groups are making.\n\nA STUDY\nD. S. MORGAN^\n\nOF SOCIAL\nHEAD\n\nOF\n\nTECHNICAL\n\nJUDGMENTS— ABSTRACT\n\nDEPARTMENT\nSCHOOLS;\n\nOF\n\nSOCIAL\n\nINDIANAPOLIS;\n\nSTUDIES;\n\nARSENAL\n\nIND.\n\nIn the last analysis, instruction which has for its purpose the development\nof an intelligent citizenship must be directed toward improving soundness\nof judgment upon social questions. With the air full of twisted phrases the\nessential duty which the citizen has to perform is to detect the false from\nthe true. To develop a sound citizenship means to develop a body of citizens\n\n"}
{"page": 607, "printed_page": null, "text": "/\n\nDepartment\n\nof Social\n\n603\n\nStudies\n\neach one of whom can pass a critical judgment upon men and issues and\nprinciples, and when the time comes to do so give an unequivocal yes or no\nto whatever issue presents itself.\nIt is quite generally recognized that the difference between\n\nfailure and\n\nsuccess in business is very largely the difference between good and bad judg¬\nment. This may hold equally true for government which is directed and con¬\ntrolled by the people. It is not sufficient that we merely give our pupils a\nbody of facts about social life. They must be given problems in which they\ncan use these facts in arriving at judgments. If we believe that we are in\nthe classroom to make some desirable changes in the mode of thinking of\nour pupils it is necessary for us to take stock of the kind of judgments they\nare making and the basis upon which they are made. All of this demands\nmethods of procedure in teaching which call for continuous and regular\npractise in the exercise of judgment. It also demands development of meas¬\nures of good judgment upon social issues in order that we may know\nwhether our teaching is achieving a worthwhile purpose.\n\nRACIAL\nTHYRA\n\nELEMENTS\n\nCARTER,\n\nIN AMERICAN HISTORY\n—ABSTRACT\n\nUNIVERSITY\n\nHIGH\nIOWA\n\nSince the World\n\nWar\n\nSCHOOL,\nCITY,\n\nSTATE\n\nTEXTBOOKS\n\nUNIVERSITY\n\nOF\n\nIOWA,\n\nIOWA\n\nvarious racial and other partisan groups have held\n\nthat American histories are distorted by a pro-British bias and that they have\nnot given appropriate attention to the contributions of other groups that\nhave gone to make up the American nation. It has, therefore, been the pur¬\npose of a study made by the writer to discover to what extent nationalities\nother than the English have been treated in the histories commonly used in\nour schools and how the treatment of these people compared with that of\nthe English.\nTen senior high-school textbooks, taken from the list compiled through\nthe cooperation of publishers, were examined to determine the amount of\nspace and the content given to different nationalities, including the British,\nGermans, Irish, Italians, and Poles. These people received very little space\nas compared with the socalled American group, and the space varied in\namount from three to eight percent of the total space in different textbooks.\nThe most space given to the Germans in any textbook was only two and\nnine tenths percent while two writers gave less than one percent to them.\nThe Irish, Italians, and Poles received less than one percent in all the text¬\nbooks examined. In general, the British received unfavorable treatment in\nthe textbooks to the time of the Spanish-American War, while the Germans\nwere presented in a friendly manner until after the Civil War and then the\ntextbooks by their treatment tended to bring about an attitude of unfriend¬\nliness toward the Germans. The amount of space given to the Irish and\nScotch-Irish, Italians, and Poles was too small to leave any definite impres¬\nsion of friendship or dislike for these peoples.\n\n"}
{"page": 608, "printed_page": null, "text": "604\n\nNational\n\nA BASIS FOR\nELMER\n\nELLIS,\n\nEducation\n\nTHE SELECTION OF MATERIALS\nSTUDIES TEACHING— ABSTRACT\n\nASSISTANT\n\nPROFESSOR\n\nOF\n\nCOLUMBIA,\n\nThere\n\nAssociation\n\nis a great fundamental\n\nHISTORY,\n\nUNIVERSITY\n\nIN SOCIAL\nOF\n\nMISSOURI,\n\nMO.\n\nproblem\n\nbefore the teaching profession\n\nregarding the basis of the selection of materials for social studies teaching.\nThe dominant\n\nideal among\n\nsocial studies teachers is to equip each citizen\n\nwith as good an understanding of modern civilization as he is able to mas¬\nter, and with such ideals and attitudes as normally grow out of such an\nunderstanding.\nAnother theory, supported by an important group of curriculum build¬\ners, is that the future citizen should be directly indoctrinated with those\nattitudes and ideals that a “good citizen” possesses, and that this process of\nindoctrination should be the basis of selecting materials for the social\nstudies courses.\nThis last theory is weak in that the concept of the “good citizen” possessed\nby its advocates is too narrow. The duties of future citizenship are so numer¬\nous and indeterminate that the best preparations for them is an objective\nunderstanding of the society in which the citizen now lives, and with those\nideals and attitudes that normally grow\n\nout of such an understanding. To\n\nconceive of citizenship training as indoctrination with attitudes for specific\nsituations, no matter how broadly considered, is essentially to desire to train\ncitizens to live in a static society and to hamper\n\nfuture adjustment\n\nin a\n\nchanging civilization. In a democracy such a training would result in handi¬\ncapping the national society in its attempt to meet the problems that the\nfuture has in store.\n\nOUR\n\nCONTINUED NEGLECT OF HEALTH VALUES\nSOCIAL STUDIES— ABSTRACT\n\nR. H. SHRYOCIC,\n\nASSOCIATE\n\nPROFESSOR\n\nOF\n\nHISTORY,\n\nDURHAM,\n\nN.\n\nC.\n\nDUKE\n\nIN THE\n\nUNIVERSITY,\n\nAuthorities have overlooked the fact that there is a public as well as a\npersonal phase of hygienic science. Medical\nthe eighteenth century, but many\n\nmen\n\nbegan to discover this in\n\neducators have failed to fully appreciate\n\nit to this day. Health is most certainly a social as well as a personal prob¬\nlem, and the social phase is certainly pertinent to the social studies. To say\nthis is not to suggest health as a new objective in the teaching of such studies.\nIt is simply to call attention to the importance of a contemporary\n\npublic\n\nproblem — often neglected — that of the public health; and the explanation\nof such problems has ever been one of the primary objectives most of us have\nhad in mind as history and civics teachers.\n\n"}
{"page": 609, "printed_page": null, "text": "Department\n\nof\n\nSocial\n\n605\n\nStudies\n\nTo what extent are we now studying the problem of the public health\nin our social studies? To what extent do we introduce children to its history,\nand to what\n\nextent do we\n\nanalyze the present situation? So far as the\n\ncontent of our history courses are concerned, the school child will never\nsuspect that the scientific public health movement was one of the truly sig¬\nnificant social phenomena of the nineteenth century. This is largely because\nthe professional historians themselves are in many\n\ncases not familiar with\n\nthis story and naturally do not include it in their texts. As soon as we have\nthe historical material necessary to an understanding\n\nof the health crusade,\n\nwe should include it in our history content just as we do that relating to the\nanti-slavery crusade. The skeptic may still inquire how\n\nall this will possess\n\nhealth-concerning values. Yet the reply has already been anticipated. The\nhistory of the public health movement, even as only one element among\nmany\n\nin our historical content, will serve to some\n\nextent to introduce the\n\nstudent to the present problem. In a word, it is reasonable to hope that it\nwill begin to make\n\nhim health-conscious in a social sense, somewhat\n\ncourse in personal hygiene should make\nvidual.\nOnce\n\nintroduced\n\nas a\n\nhim health-conscious as an indi¬\n\nto the history of his problem\n\nthe student should get\n\ncloser to grips with the present situation in his courses in civics or problems\nof democracy. If the police department\n\nis to be studied, so too should the\n\ndepartment of public health. If the citizens’ obligation to observe the crimi¬\nnal and civil codes is discussed, so too should his obligation to observe both\nthe letter and the spirit of the public health code. It is true, of course, that\nthis is done in some of our modern\ninadequate treatment.\n\ntexts, but many\n\nstill give an obviously\n\nThe most important point I wish to raise, however, is whether\n\nthere are\n\nnot certain eminently practical and specific things we might do in treating\nsuch a social phenomenon\n\nas quackery. Can we not teach our children the\n\ndefinite ear marks of the quack, such as his habit of advertising, and warn\nthem against him? Such a training would\nfuture citizen.\n\nMINUTES\nThe\n\nDepartment\n\nOF THE\n\nalone be of great value to the\n\nSECRETARY\n\nof Social Studies held its meetings\n\non June 30 and July 1. The\n\nprograms were presented before a group of approximately 300 interested listeners.\nThe Monday afternoon speakers were introduced by Professor Edgar Dawson of\nHunter College, New York, president of the Department. The Tuesday afternoon\nspeakers were presented by Professor Edwin W. Pahlow of Ohio State University.\n\nFirst Session, Monday,\nRacial\n\nElements\n\nin American\n\nHistory\n\nJune 30, 2 p. m.\n\nTextbooks\n\nMiss Thyra Carter, Acting Head of the Department\nof Iowa High School, Iowa City\n\nof Social Studies, University\n\n"}
{"page": 610, "printed_page": null, "text": "National\n\n606\n\nCertain\n\nConceptions\n\nEducation\n\nAssociation\n\nof History\n\nR. M. Tryon, Professor of the Teaching of History, University of Chicago\nA Basis for the Selection of Materials in the Teaching of the Social Studies\nElmer Ellis, Assistant\nMissouri\nOur\n\nContinued\n\nProfessor\n\nNeglect\n\nof\n\nof History, University\n\nHealth\n\nEducation\n\nin\n\nthe\n\nof Missouri,\nTeaching\n\nof\n\nColumbia,\nthe\n\nSocial\n\nUniversity, Durham,\n\nNorth\n\nStudies\n\nR. H. Shryock, Associate\nCarolina\n\nSecond\nEducational\n\nTheory\n\nProfessor\n\nof History, Duke\n\nSession, Tuesday, July 1, 2:00 p. m.\n\nvs. the\n\nIntegrity\n\nof\n\nthe\n\nSocial\n\nClayton C. Kohl, Professor of History, State Normal\nThe\n\nDirect\nSocial\n\nvs. the\nStudies\n\nIndirect\n\nin the\n\nAttack\n\nHigh\n\non\n\nSocial\n\nStudies\n\nCollege, Bowling\nObjectives:\n\nGreen, Ohio\n\nHistory\n\nand\n\nthe\n\nSchool\n\nW. L. Conner, Chief, Bureau, of Research, Board of Education, Cleveland, Ohio\nA Study of Social Judgments\nD. S. Morgan, Head of Department of Social Studies, Arsenal Technical High\nSchool, Indianapolis, Indiana\nSome\n\nProblems\n\nFaced\n\nby\n\nA. C. Krey, Professor\n\nthe\n\nInvestigation\n\nof\n\nof History, University\n\nthe\n\nSocial\n\nStudies\n\nof Minnesota\n\nin the\n\nSchools\n\nand chairman\n\nof the\n\nCommission on History and other Social Studies in the Schools, American\ntorical Association.\nThe officers elected for 1930-31 may be found in the historical note which\nat the beginning of this section of the volume of Proceedings.\n\nHis¬\n\nappears\n\n"}
{"page": 611, "printed_page": null, "text": "Department\n\nof Superintendence\n\n"}
{"page": 612, "printed_page": null, "text": "HE DEPARTMENT\n\nOF 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 of their own. Final action was taken in Wash¬\nington, D. C., in February, 1866. The new organiza¬\ntion was called the National Association of School\nSuperintendents.\nIn 1870, the National Association of School Super¬\nintendents merged into the National Education As¬\nsociation as a Department. In 1921, the Department\nwas reorganized and a fulltime secretary employed.\nIt publishes a report of its annual meeting and a year¬\nbook which are sent only to members.\nThe officers of the Department for the year 1930-31\nare: President , Norman R. Crozier, Superintendent\nof Schools, Dallas, Texas; First Vice-president, Frank\nCody, Superintendent of Schools, Detroit, Mich. ; Sec¬\nond Vicepresident , Daniel S. Kealey, Superintendent\nof Schools, Hoboken, N. J. ; Executive Secretary,\nSherwood D. Shankland, 1201 16th St., N. W., Wash¬\nington, D. C. ; Executive Committee, Frank M.\nUnderwood, District Superintendent of Schools, St.\nLouis, Mo. (Term expires 1931) ; Paul C. Stetson,\nSuperintendent of Schools, Indianapolis, Ind. (Term\nexpires 1932) ; David E. Weglein, Superintendent of\nSchools, Baltimore, Md. (Term expires 1933) ; C. B.\nGlenn, Superintendent of Schools, Birmingham, Ala.\n(Term expires 1934).\nFacts relating to the establishment of this Depart¬\nment and the record of meetings are found in earlier\nvolumes of Proceedings as follows :\n1873:244-271\n1874:297\n1875:291\n1877:253-261\n1879:2^3\n1880:235-237\n1881:252\n1882: 7-112\n1883:131\n1884:281-292\n1885:160-192\n\n1886:335-353\n1887:511-538\n1888:515-547\n1889:613-617\n1890:367-545\n1891:379-527\n1892:559-745\n1894:252-59 2\n1895:213-429\n1896:231-391\n1897:195-317\n\n1898:303-489\n1899:251-380\n1900T83-297\n1901:189-349\n1902:151-306\n1903:139-301\n1904 = 173-333\n1905:155-271\n1906: 29-215\n1907:145-329\n1908:129-329\n\n[ 608 ]\n\n1909:159-232\n1910:143-307\n1911:161-331\n1912:329-499\n1913 = 99-355\n1914:133-293\n1915:253-527\n1916:895-1099\n1917:661-853\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\n1929: 643-802\n\n"}
{"page": 613, "printed_page": null, "text": "THE\nFRANK\n\nCODY,\n\nOPENING\n\nSUPERINTENDENT\n\nDENT,\n\nTHE\n\nOF THE\nOF\n\nSCHOOLS,\n\nDEPARTMENT\n\nOF\n\nEXHIBITS\nDETROIT,\n\nMICH.,\n\nAND\n\nPRESI¬\n\nSUPERINTENDENCE\n\nFRANK BRUCE, presiding: As the Atlantic City High School band\nwas leading us through this magnificent hall just now\nthat Frank\n\nCody was\n\na good marcher\n\nI discovered\n\nbut that he could not turn a\n\ncorner and keep in step. We are opening this meeting this afternoon in this\nway because we want you all to be settled in the shortest possible time.\nThis exhibit is a wonderful\nmanufacturer\n\nwho\n\nmonument\n\nis trying to make\n\nto the ingenuity of the American\n\na contribution to education. Industry\n\nis making a contribution ; industry is realizing that there are great changes\ngoing on in the school today. Unfortunately, some manufacturers do not\nrealize this fact, with the result that they are marking time.\nMay I ask you school men as you go about visiting these exhibits to note\nparticularly how the manufacturer is attempting to serve you. Again and\nagain a manufacturer\n\nis quite as unselfish in the brains and the ability he is\n\nputting into his product as the school man is unselfish in trying to put him¬\nself into his product.\nThis afternoon the meeting will be formally opened by Frank Cody. Su¬\nperintendent Cody stands as an excellent interpreter of the things that the\nmanufacturer is thinking about and the things that the school man is think¬\ning about. Dynamic Detroit is a great city. Mr. Cody has that wonderful\nability to receive a manufacturer, find the best that is in his product, and\nthen interpret that product to the taxpayers of his community.\nIt is with great pleasure, therefore, that we present President Frank Cody\nwho will formally open this meeting as one of the finest interpreters of edu¬\ncation in the United States.\n\nPresident Cody: I wish you to know that I consider it a great honor to\nformally open this educational exhibit in this sun-kissed and some-kissed\ncity by the sea.\nI wish to pay my respects to the exhibitors because they are making a very\ndefinite contribution to our program. They are good fellows and I respect\nthem because they don’t always keep in step. I don’t care much for the per¬\nson who always keeps in step. So, Mr. Chairman, I am glad to be associated\nwith this particular group. I wish to congratulate you upon the fact that\nyou have this fine showing, and to assure you that we consider it a very im¬\nportant part of the Atlantic City meeting. This exhibit is now formally\nopened by the President of the Department\n\n[ 609 ]\n\nof Superintendence. I thank you.\n\n"}
{"page": 614, "printed_page": null, "text": "610\n\nNational\n\nTHE\nDR. REINHOLD\n\nNIEBUHR,\n\nEducation\n\nSPIRIT\n\nUNION\n\nAssociation\n\nOF LIFE\n\nTHEOLOGICAL\n\nSEMINARY,\n\nNEW\n\nYORK,\n\nN. Y.\n\nPRESIDENT CODY : It is with personal pleasure that I present the\n\nspeaker of the afternoon. For a long time he was pastor of one of the\nchurches in my home city and he gave to the city a fine administration\nof church life and made a contribution to its spiritual and civic development\n\nwhich will not be forgotten for a long time in the City of Detroit. It is a\nprivilege and a pleasure at this time to present the speaker of the afternoon,\nDr. Reinhold Niebuhr, of the Union Theological Seminary.\n\nReinhold Niebuhr: I appreciate Mr. Cody’s confidence in me, but I\n\nmust confess that it has overreached itself this time in the topic which\n\nhe\n\nhas assigned me, “The Spirit of Life.” It reminds me of a story that Pro¬\nfessor William James used to tell of a student who came to him with a topic\nfor his Ph. D. thesis. He said, “I have thought of all kinds of topics but\nfinally decided to write on the subject, ‘The universe and wThat is in it.’ ”\nI feel, therefore, that I will have to limit my topic, and I will do so as you\nwill see later on.\nThe\n\nspirit of life is energy, plus reason, plus something which is neither\n\nenergy nor reason, but related to both, out of wdiich springs poetry, man’s\nimaginative life and religion — you may call it imagination. Life in its lowei\nlevels is crude impulse, impulse seeking immediate ends, finding immediate\nsatisfaction ; but when idea is added to impulse, man becomes conscious of\nhimself, becomes conscious of the wmrld, becomes conscious of the world\nas he becomes conscious of himself, and becomes conscious of himself as he\nbecomes conscious of the w7orld. Intelligence is added to impulse, and it regu¬\nlates and chooses between the various impulses. Man begins to make choices\nbetween the ends which he desires. He satisfies his hunger, he propagates\nhis kind, he relates himself to others, he expresses his feeling in art. In all\nthis there is the satisfaction of impulse, and by his reason he begins to com¬\npare, evaluate, choose. Intelligence makes his life selective; not only that,\nit puts him in touch with a larger and larger environment.\nThe animal is immediately and automatically related to its environment.\nMan is never so related for the reason that he builds himself a new environ¬\nment in each generation. His intelligence reaches out ; he finds larger and\nlarger worlds; his intelligence increases the capacity of his eye and of his\near. He comes in contact with the universes and with the stellar spaces, and\nrelates himself to other peoples. Intelligence, in other words, directs impulse\non the one hand and on the other hand creates a larger world in which im¬\npulse can express itself and find its satisfaction.\nWhat I would like you to deal with particularly this afternoon is the\ntragic character of man’s spiritual life coming out of the peculiar fact that\nhis intelligence seems always to create more problems than his reason can\nsolve. Man’s reason is a problem-solving device, but it is also a problemcreating device. Man, by reaching self-consciousness and wDrld-consciousness\nraises himself out of the simple harmony of impulsive life in which the ani-\n\n"}
{"page": 615, "printed_page": null, "text": "Department\n\nmal and primitive man\n\nof\n\nSuperintendence\n\n611\n\nlives ; he builds himself a world too great and too\n\ncomplex to live in very easily. That is the tragedy which has overcome mod¬\nern man particularly. Our intelligence has first of all created a world too\nlarge for our imagination and for our social sympathy.\nIt is a significant fact that the technological achievements of modern\nman — those which have expressed themselves in the steamboat, the railroad,\nthe telegraph, the cable, and finally the airplane and the radio — came to\nbirth, or shall we say were heralded, by a great world of art. Man, dream¬\ning of unity, believing that he could achieve unity automatically as his in¬\ntelligence increased his horizon and broadened his outlook, was carried into\na universal conflict. We are living in a world in which a higher degree of\ntechnological achievement, and to a certain degree a higher intelligence,\nbrings us in closer and closer contact with all the world, but we haven’t the\nintelligence, and there is no immediate prospect of achieving the intelligence\nby which we may make our common life sufferable.\nAll education which sharpens men’s wit and which makes the experience\nof the past available for the present has not sufficed to solve this tragic prob¬\nlem of man’s modern life. We are related on terms of intimacy with all the\nworlds as our fathers were not related to this world which has suddenly\nbecome a neighborhood. We carry in all the tribal prejudices, all the natural\nbigotries, all the inevitable parochialism of the common man. I don’t know\nanything about how geography is taught. I imagine it is taught with much\nmore imagination than in the days when I went to school ; but no matter\nhowT much imagination we put into our teaching of geography or history, it\nremains a fact that today we have a generation upon our hands which is try¬\ning to solve man’s commonest interest in this united world with undeveloped\nimagination, lack of social sympathy. Our education has not yet given us\nthe capacity to put ourselves into other people’s places, to regard virtues\nwhich are not our virtues as real virtues, to appreciate standards as being\nhigh standards even if they are not our standards, to regard people with\ndifferent complexions, outlooks upon life, and historical backgrounds\ning as worthy as we are.\n\nas be¬\n\nParochialism is the inevitable vice of the ordinary uncultured and un¬\ndisciplined mind. One would imagine that with a tremendous educational\nadvance we would have disciplined the mind sufficiently so that people would\nno longer live in their little tribal prejudices which makes conflict between\nraces and classes in nations inevitable in our modern world. But our educa¬\ntional advance seems to have done not very much more for us than to en¬\nlarge our units of conflict. Our fathers fought clan with clan, race with race,\ntribe with tribe, and group with group, and now we fight nation with na¬\ntion ; moreover there is some prospect that instead of looking forward to uni¬\nversal peace we may have to look forward to an intercontinental warfare\nwhere continents will be united in the unit of conflict.\nSince it is a matter of both imagination and intelligence, all the resources\nof religion and education, it seems to me, have to unite for the task of creat¬\ning enough social imagination and intelligence to make it possible for people\n\n"}
{"page": 616, "printed_page": null, "text": "612\n\nNational\n\nEducation\n\nAssociation\n\nreally to live together without covering each other with mud and blood, to\nmake it possible for them to suffer the intitmacy into which we have been\nthrown in the modern world without making our common life a source ol\nmisery. To create this social imagination and intelligence is the challenge\nthat comes to everyone who is guiding the education and the mental, re¬\nligious, and moral discipline of our generation.\nIt seems tragic that wTe should have given ourselves so completely to the\ntechnological task of uniting this world mechanically and should have been\nso remiss in giving ourselves to the spiritual, moral, and intellectual task of\nuniting this world intellectually and spiritually.\nAs one sees people add rational discipline, graduate year upon graduate\nyear in our schools, and coming out with very few prejudices disarranged,\none wonders sometimes whether or not we educators are in a sorry business\nnot of giving people better opinions but only better reasons for their indif¬\nferent opinions.\nTo create a world in which man will understand his brother, in which he\nwill try to put himself in his brother’s place (which is the basis of all decent\nsocial life), to create a world in wdiich differences of social, rational, and\ncultural background will not lead inevitably to conflict — this is the task\nwhich confronts our generation, and if it remains unsolved, it will lead in¬\nevitably to tragedy. We have created not only a larger world than we can\ndecently live in, we have created a more complex world than we can de¬\ncently live in.\nYour modern city, your modern factory, and your greaf machines which\ncreated the city are indeed great achievements. Modern man may well be\nproud of this achievement, but it has given us a complexity of social life\nfor which we have not yet found the key. In the complex interdependence\nof our modern life, where every man’s w^eal and woe depends upon every\nother man’s action, we do not yet know how to live with each other.\nWhen we think that at this very moment while we are enjoying the privi¬\nleges of this great resort, there should be something like four million people\nwalking the wintry streets of America, throwm out of employment by the\nvery same machine that makes life so comfortable and sufferable for you\nand for me ; when we realize that we have not begun to solve the social prob¬\nlem which has been created by our tremendous industrial advance ; when we\nremember that the same machine vchich gives us such great privileges in our\nmodern life makes it almost inevitable that the man who has nothing to sell\nbut his hands will be thrown out of employment by the time he reaches fifty\nor fifty-five, and that he is living in a civilization which hasn’t enough social\nimagination to feel any sense of responsibility for his old age ; when we think\nthat this civilization problem, with its technological achievements, hasn't\nbegun to think of this human task, we see how technological intelligence is\ncontinually outrunning social intelligence, how we are enlarging the instru¬\nments of our power, of our privilege, and of our conquest of nature, but that\nwe have not yet learned how to make of them instruments of the common\nweal.\n\n"}
{"page": 617, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n613\n\nIsn’t it an interesting thing that whenever we sublimate our body, (and\nthat is practically what all modern invention has done,) enlarge our ha- ids\nso we can reach to the ends of the earth, enlarge our limbs so that we \\.an\npass o’er land and ocean without rest, enlarge our ears so that we can hear\nfrom the ends of the earth, we have not yet solved any question as to what\nuse this new power will be put to. In fact, it seems that every time man\nsublimates his flesh by a new invention, he has to conquer that flesh anew.\nAfter ages we may have brought some physical impulse under the domin¬\nion of intelligence and conscience, but just as soon as we increase the power\nof that impulse we have to go through the whole task again of bringing it\nunder the dominion of conscience.\nIf I remember\n\ncorrectly, that great invention, the moving picture machine,\n\nwas first of all used for pornographic purposes, but gradually it was brought\nto be an instrument of education. I think that is significant because it shows\nthe history of almost every one of man’s modern machines. Each new en¬\nlargement of his powers seems to be first of all appropriated by the lowest\npossible impulse, and only by great planning and by tortuous discipline does\nman finally bring his tremendous power under discipline of reason and of\nconscience. I am not sure that the radio and other similar instruments of\nour own\n\ngeneration were\n\nmisappropriated\n\nfirst of all, but I do remember\n\nthat even the enlargement of the human voice on the radio was not imme¬\ndiately used for the highest cultural purpose that it is today. There is a\nstory told about the Washington Disarmament Conference in 1921, which,\nas you remember, was about contemporaneous with the coming of the radio.\nOne of our diplomats, with a Japanese diplomat, stepped reverently before\nthis new machine. The American diplomat was enlarging upon the tre¬\nmendous achievement that had made this radio possible, and as he turned\nthe dial, the first thing they heard were the words of that immortal song\n“Yes, sir, she’s my baby.”\nEvery enlargement of man’s physical capacity seems to be appropriated\nfirst of all by some low impulse, or else it simply leads to some kind of new\nconfusion.\nTo bring order out of this confusion, to make this new\n\nsocial complexity\n\nsufferable for man — that is a problem which invites the application of the\nhighest intelligence to the greatest degree of social imagination. Isn’t it prob¬\nably true that we are conducting the affairs of this highly complex industrial\ncivilization of ours today by the traditions of our fathers whose experience\nis not at all relevant to our life? Isn’t it the business of education not only\nto transmit the experience of the fathers to their children but to be selective\nabout it?\nThere is always something in the past that belongs to us, and education\nis always making available the experience of the fathers for the experience\nof the children, but there is always something in the past which is not rele¬\nvant to our life and to our experience. One of the tragic circumstances of\nman’s life is that each generation tries to solve its problems by the traditions\nof another generation, the experiences of which are not quite relevant. Will\n\n"}
{"page": 618, "printed_page": null, "text": "614\n\nNational\n\nEducation\n\nAssociation\n\nwe ever have a generation, will we ever have an educational process flexible\nenough to make it possible to have a generation, which will solve its own\nproblems by traditions or new insights which are altogether relevant to its\nown experience? Isn’t it true that the traditions of our fathers (I am think¬\ning now of our American fathers) were largely individualistic? They con¬\nquered these vast prairies of ours, a nation of pioneers, always a nation of\nindividualists.\nA great deal of spiritual, moral, and social good came out of the individ¬\nualistic tradition of freedom. We are in a different kind of a world today.\nThe prairies are conquered and we are herding together in vast cities where\nthe life and the social policy of every leader is of tremendous importance to\nmillions of followers. How can we run this kind of a civilization with in¬\ndividualistic traditions? This is not a civilization which is going to be guided\nby ideals of independence but by ideals of interdependence. Until we learn\nhow dependent we are upon each other in the complexities of our industrial\nand social life, we will continue to bring misery upon millions of our fellowmen, even while we enjoy the benefits of this civilization.\nIt seems to me a tremendously challenging thing for anyone who deals\nwith the transmission of the experience of the past and the adjustment, per¬\nfection, and amendment of that experience to the modern day. It seems to\nme a tremendously challenging thing for anyone who is dealing with this\ntask to look carefully and reverently at the past so that nothing which has\nemerged out of the experience of the fathers that is worthwhile may be lost,\nand to look also experimentally, adventurously, and openmindedly into our\nown days so that we may amend, reject, and perfect what comes out of the\npast. Then what was virtue for our fathers may not become a vice for us.\nIn the complexities of our modern life, we have had not only the task of\ncontroling the machine so that it will bring good to all men, but we have\nhad the task of solving the curious divorce between man’s work and his life.\nThere was a time when all the creative satisfaction men needed was gained\nin their toil. The hand-craftsman was something of an artist, and so was\nthe cobbler who made the shoe, but today in the complexity of our life we\nhave divorced toil from life. A man who stands at the automatic machine\nis progressively less interested in his work and cannot help but be. He is\nbound to regard his work as a necessary evil and to set up as a standard of\nsocial life the reducing of the hours of his work to an irreducible minimum.\nL. P. Jacks, the great philosopher of England, some time ago lectured the\nworking people for having set up the dogma that work was an evil and had\nto be reduced to an irreducible minimum. There is something rather ter¬\nrible about this new doctrine that work is an evil and that if we can reduce\nit to six hours or four hours we will be happier. There is something terrible\nabout that, but it ill behooves professional people, teachers, preachers, artists,\nand what not, to lecture people who stand before an automatic machine and\ncan find no creative satisfaction in their toil.\nWe have a task today to give man new creative satisfactions. Our intelli¬\ngence has created this divorce between work and life. Our intelligence must\n\n"}
{"page": 619, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n615\n\nbe equal to the task of relating work to life again and if this cannot be done,\nthen to find some satisfaction in life itself.\nWe are emphasizing in our schools with a finer insight than ever before\nthe cultural values which must come out of education, the refinements of\nimagination which will make it possible for people to appropriate the great\nart of the ages. We still have a long way to go when we realize how many\npeople go from hectic work to hectic pleasure, finding satisfaction in neither.\nWe recognize that we have a generation upon our hands which will not\nbe saved to a certain degree until it is saved in its leisure, until it knows how\nto make creative use of its leisure, until it can by the use of leisure hours de¬\nvelop profound insights and emotions, and give satisfaction to, and articula¬\ntion of high aspirations. There is a tragedy about this generation that works\nso hard for its leisure and then when it comes, doesn’t know what to do with\nit except to follow the crooning of a Rudy Vallee as art.\nWe have not only divorced work from life but we have divorced the life\nof the individual, particularly of the most eminent, successful, and masterly\nindividual from his society. The more complex life becomes, the more spe¬\ncialists it needs to guide its various destinies. We have become specialists. We\nare dividing each specialty to a higher and higher degree. We are becoming,\nas someone said, specialists whose function in society may be defined as a\npeople who know more and more about less and less.\nThese specialists are necessary for the guidance of our life and the com¬\nplexities of the modern world* but they are paying a high price for their\nspecialization. One of the reasons, it seems to me, why our big cities are in\nsuch great difficulty is because each citizen of a large city is no longer a citi¬\nzen as men once were in the primitive community. He is a specialist. He has\nno sense of social obligation to this large social mass in which he lives. He\nperhaps moves out to the suburbs where he creates a little paradise in order\nto escape the more infernal characteristics of the city’s life. His life is bound\nby his family interests and sometimes he doesn’t give himself to those. He is\na specialist.\nWe are to a certain degree becoming a nation of undereducated experts\nwho know some little area of life but have no sense of responsibility for the\nwhole of life, who are giving themselves diligently to some social task in\ntheir society but who have no intelligent understanding for the whole of\ntheir society. To create enough political imagination, political intelligence,\nand sense of social responsibility to make life in our great aggregate commu¬\nnities sufferable is a task which must be solved by modern intelligence. Intel¬\nligence has created this problem, but intelligence has not yet solved it.\nIntelligence destroys inner unities more quickly than it creates them.\nPrimitive man lived a simple life in his primitive community, his tasks were\nall set for him, his loyalties were all made for him. He had a simple rela¬\ntionship to his family and the family had a simple relationship to the com¬\nmunity. He probably inherited his job from his father. He knew nothing of\nthat conflict of loyalties in which the modern man lives, nothing of that con¬\nflict of interest, nothing of those distracting and diffusing forces of life which\n\n"}
{"page": 620, "printed_page": null, "text": "616\n\nNational\n\nEducation\n\nAssociation\n\nare destroying the inner unity of mankind. It is not surprising that the in¬\nsanity rate is increasing continually in modern civilization ; it is rather sur¬\nprising that the ratio of increase is not greater. It is not surprising that we\nare needing more and more\nsands than we have.\nWalter\n\nLippmann,\n\npsychiatrists. We\n\nmore\n\nshall need many\n\nin his interesting book A Preface to Morahj\n\nthou¬\n\nspeaking\n\nof man’s simple unity of life for the complexities of the modern day says\nthat we imagined for a time that freedom would solve all of our difficulties —\nfreedom from ancient loyalties, freedom from ancient traditions. We have\ndiscovered that man’s problem only begins when he has freedom. The best\nproof of it, Mr. Lippmann goes on to say, is by the generation of modern\npeople who have learned how to defy a fundamentalist god but don’t seem to\nbe altogether happy; by the nation of modern women (I think Mr. Lipp¬\nmann isn’t quite just to modern women; I am quoting him and not myself)\nwho have been emancipated from loyalties to father, husband, or brother ;\nlearned how to endure freedom with the intermittent and expensive aid of\npsychiatrists, while they continue their tasks as interior decorators; a world\nin which life’s simple impulses have been frustrated to a great degree, in\nwhich we have not learned how we may sublimate the impulses correctly, in\nwhich loyalties and traditions are in conflict with one another, in which the\nsimple unities where the peasant lives his life have been destroyed by a high\ndegree of self-analysis and world-analysis.\nThis world needs a new kind of intelligence, a high kind of introspective\nimagination. We have been at this task of helping people to find themselves.\nWe see such evidences of it as the emphasis upon sex education in the schools,\nupon vocational guidance on the other hand, and another effort, psychology —\nthe last of the sciences to reach popular education — but think how far we\nmust still go until we help this confused and perplexed modern man, living\nin a society which he does not understand, propelled by impulses which he\ncannot fathom, to find some new unity of life, to achieve some great passion\nor conviction, or some loyalty to a great tradition, or to give himself to a\nvocational task and program, or so to analyze himself that he can bring the\nvarious and multifarious forces of his life under the dominion of a central\npassion. To do these things requires a kind of intelligence and a kind of an\neducational process more difficult than simply to present the new facts and\nthe new world to him.\nWe\n\nhave in modern\n\neducation, in the development\n\nof modern\n\nintelligence,\n\ndestroyed energy to a greater degree than we have been able to recreate it.\nLife, you remember we began by saying, is impulse plus ideal, energy plus\nreason, plus something more which seems to go beyond inner imagination.\nBut now we encounter the rational forces of life which bring impulse under\ncontrol, the rational intellectual forces of life which order and discipline the\ntumult of energy which is at the basis of life. These same\n\nrational forces\n\nwhich bring infrarational forces under control seem also to destroy the ultrarational forces of life, man’s imagination, his poetry, the dreams that he has\nof a better world, the energy by which he gives himself to this better world,\n\n"}
{"page": 621, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n617\n\nthe irrational and ultrarational dynamic which is the basis of his life. It is\nso necessary to bring man’s prejudices, bigotries, and impulses under the\ncontrol of reason, and there are so many people who suffer from the miseries\ncreated by unreason that there are not very many people who are willing to\nadmit that anything evil can come out of the cultivation of intelligence or\nthe rational approach to life. But look at the facts in our modern day. Isn't\nit true that life is itself unreasonable and that any person who gives himself\nwith any degree of energy to any task is not altogether reasonable ? How can\n1 rationalize my life? How can I prove that I have a right to be here or that\nthe goal that I have set for myself is reasonable in any exact meaning of\nthat term ? Isn’t it true that the more rational we become, if we do not also\nsupport our reason by poetry, imagination, and religion, the more life’s en¬\nergies are enervated ?\nIsn’t there something tragic about the fact that after we take our children\nthrough the schools and high schools and colleges, giving all of this devotion\nto them, to the cultivation of their minds and the discipline of their insights,\nthat they should so frequently, and as is particularly true of America\nthere is a good deal of sophomoric\n\nintellectualism, come\n\nwhere\n\nout writh no other\n\ninsight than the conviction that life isn’t worth living?\nThe very reason w’hich cultivates and disciplines life may easily destroy\nthe energies and the impulses by which life moves on. I dare say that there\nisn’t a single one of you, however devoted you may be to your particular\nvocational task, who could rationalize that task in terms of some ultimate ir¬\nrefutable goal. You have a goal, w~e all have goals, but they are religious;\nthey are not reasonable goals. Here is a man, for instance, who believes that\nall education ought to be for the purpose of cultivating a more democratic\nway of life. I wouldn’t know myself how to put it better than to say that\nall education ought to individualize people on the one hand, socialize them\non the other, and make it possible for them to have mutual relationships for\ntheir fellowmen. But the idea that democracy\nself an irrational prejudice.\n\nis a rational goal of life is it¬\n\nHere is a man like Clyde Bell, for example, who is very sure that democ¬\nracy isn’t the goal of life at all but that aristocracy is, that you will never\nhave the highest kind of life until the multitudes are made to feed the genius\nof the few, that you will never have any great art or literature until you de¬\nstroy democracy and have a new aristocracy. Now as between the goal of a\nJohn Dewey and the goal of a Clyde Bell, how are you going to rationalize\na thing? I maintain that the faith in democracy which moves the great ra¬\ntional people is an irrational faith. That is their religion, at least a part of\ntheir religion, and as long as they can hold to it, they can be effective people.\nIf they reason too much about it, perhaps then that last remnant of their\nreligion will be gone.\nThere are a great many young people in our colleges today who, reading\nMr. Joseph Wood Krutch’s The Modern Temper — and that book, by the\nway, is the complete symbol of the sophistication which befalls a modern\nintellectual — have come\n\nto the conclusion that nothing can be done about\n\n"}
{"page": 622, "printed_page": null, "text": "618\n\nNational\n\nEducation\n\nAssociation\n\nthis civilization, that you can’t save it, that we can’t save ourselves, that the\nbest we can do now, to use Mr. Krutch’s phrase, is to wait for the influx of\na simpler people whose minds are not yet ripe for despair.\nHappily whenever we reach bottom in a spirit of intellectual sophistica¬\ntion which destroys all goals and enervates all energies, there is usually a\nnew influx of feeling, energy, irrational goals, and higher religious purpose.\nThere appeared in America’s greatest literary magazine the other day a\nlittle poem. I suppose it isn’t a poem, but it seems to me to point to the fact\nthat the tide has begun to come in, or at least that there is a new tendency\nin modern life. We are tired of pure rationalism and pure intellectualism\nand we realize that life in its ultimate basis is irrational, that it has an ir¬\nrational energy and an irrational goal. The verse runs like this :\nIt’s quite the thing now to write verses, like curses,\nSophisticated bards, from their noses and roses,\nAnd sing that inconstancy vexes the sexes,\nThat life’s a swindle and that dryads don’t thrive.\nBut to me while they are posing and frowning,\nOld Browning bursts heartily with his cheering, unfearing,\nWith a blast from his shoulder like Roland and Woden,\nAnd blows them away to Gehenna.\nNo sinner makes accurate the wine that he pours us,\nHe bores us at times by his boast and robusto\nBut gusto is better at least than combining with whining,\nThe wise cracks of Main Street Manhattan.\nRoll that in your cigarette papers,\nYou sneerers and cheerers.\n\nTo discipline life without destroying its energies, to refine the impulses of\nlife without enervating them, to create the union between life’s highest ra¬\ntional and its highest ultrarational forces — that seems to me the most chal¬\nlenging of all the problems which face those of us who are guiding each new\ngeneration.\n\nGREETINGS\nCHARLES\n\nH. ELLIOTT,\n\nSTATE\n\nFROM\n\nNEW\n\nCOMMISSIONER\n\nOF\n\nJERSEY\nEDUCATION,\n\nTRENTON,\n\nN. J.\n\nI consider it an honor to be invited by this great Association to present for\nthe state government the greetings of New Jersey in welcoming the delegates\nand their friends of the Department of Superintendence to our state. We\nwelcome you to a state that is proud of its history and traditions. We believe\nthat you will be interested in our rural schools, in our system of supervision\nby help of the teachers, in our vocational schools, and in the extent and\nrange of school work offered in our boroughs and cities.\nYou will be welcome in any of the schools of the state. The capital city of\nTrenton, and Camden, just across the river from Philadelphia, are each only\ntwo hours distant by motor. Newark, Jersey City, Paterson, Elizabeth,\nBayonne, and the other cities of the northern industrial area are only about\n\n"}
{"page": 623, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n619\n\nthree hours distant from Atlantic City by train, and near at hand, all about\nus, is rural New Jersey.\nYou will be welcome in the State Department of Public Instruction in\nTrenton, in which offices we shall be glad to arrange with you to visit any\nof the schools in which you may be interested.\nNew Jersey is a state which although small in area presents in very com¬\npact form tremendous variations. More than fifty percent of the population\nof the state live in communities of 25,000 or more inhabitants, and 80 per¬\ncent in communities of 2,500 or more. The population density varies from\nfewer than 50 to the square mile in Ocean County, a distinctly rural county,\nto 18,000 per square mile in Hudson County. With the towering skyscrapers\nof New York in our plain vision, they remind us that we are part of the com¬\nmercial and industrial life which they typify, and it may be worthwhile to\nremind you that the interstate tubes, exclusive of the vehicular and railroad\ntunnels, annually transport a number\nlation of the United States.\nWedged\n\nbetween\n\nthe western\n\nof persons equal possibly to the popu¬\n\nworlds\n\ngreat metropolis, New\n\nYork, on\n\nthe one hand, and Philadelphia, one of the great cities of the country on\nthe other, one finds that in thirteen of the twenty-one counties in the state,\nagriculture continues to be a substantial industry. In contrast to this, forty\npercent of the population is engaged in manufacturing and mechanical in¬\ndustries, about twenty percent in trade and transportation, and some twelve\npercent in clerical occupations. In a state which has seventy-two percent of\nits population thus employed, it is evident that a school system that can meet\npresentday conditions must be adjusted to this throbbing industrial and\ncommercial life.\nIn the past thirty-five years the state has shifted very decidedly from an\nagricultural and manufacturing state to a state whose main interests are\nmanufacturing and commerce. Very recently there has been submitted to\nthe legislature the report of the Educational Survey Commission created by\nthe legislature of 1928. This report brings education into bold relief upon\nthe background which I have been describing. In constructive terms it points\nout to us those lines of development which must be undertaken if education\nin our state would serve all the people effectively, for New Jersey epitomizes\nthe conditions which one meets in other parts of the country, but we have\nin more definite form than in many other places most of the ills and the\ncomplicated problems that confront states in the development of presentday education.\nIndustrialism as it affects education in this state emphasizes among other\nthings the need for changes in the field of secondary education. It also em¬\nphasizes the decided need for an extensive system of vocational education.\nAlthough we are very proud of our rank in the sisterhood of states as\nmeasured in the various indexes that have been proposed, we appreciate that\n\nNew Jersey is now entering upon a new era in educational development. The\ncoming into our midst at this particular time of this great Association is to us\nan inspiration and a professional stimulus that will have far-reaching in¬\nfluence.\n\n"}
{"page": 624, "printed_page": null, "text": "620\n\nNational\n\nEducation\n\nAssociation\n\nI would have you know that whereas we recognize the need for develop¬\nment in certain fields of administration and in the great fields of practical\nand general education, nevertheless our profession in this state has for a\nlong time been interested in the movements that have to do with more com¬\nplete development of the individual. For many years the study of individual\ndifferences of children has been a routine part of public school administra¬\ntion. Out of this have emerged well conceived and workable plans to serve\nretarded children, those capable of acceleration, and those who can be\ngrouped in terms of similar interests and aptitudes. More recently, the edu¬\ncational procedures, variously denominated in new education, progressive\neducation, or creative education, have received marked attention. There is\na merger in Jersey, as I see it, a philosophy of education which takes its\npoint of departure from the individual child and the use of his interests and\ncreative abilities to the end of developing a complete and resourceful per¬\nsonality.\nI have been much interested in the theme of this convention, and particu¬\nlarly in the analysis of education in terms of the spirit of life. I have touched\nbriefly upon the practical, the ideal, and the progressive. We probably need\nmore than any other state, however, to develop the recreative side of life,\nbecause New York will not permit us to sleep, and our matchless resorts like\nthe one in which we meet would seem to make a recreative program super¬\nfluous. That life is cooperative is no better demonstrated than by the co¬\noperative endeavor of legislators, laymen, and school men in conducting our\neducational survey. This attitude is again evident of the cooperative spirit\nof boards of education and professional school men\nislature on the other.\n\non one hand and the leg¬\n\nThrough the cooperation of our cities, but best of all through the team¬\nwork of our high-school boys and girls, New Jersey presents this evening to\nthe educators of the country a musical program by the New Jersey All-State\nHigh-School Orchestra, an organization in which we take much pride.\nAs a further contribution to the cooperative phase of living and doing,\nNew Jersey, through its State Teachers’ Association, its Council of Educa¬\ntion, its Schoolmasters’ Club, the City of Atlantic City, and the State De¬\npartment of Education, has developed a great pageant as its contribution to\nyour program. New Jersey has been honored thus to serve.\nThe experience of many persons engaged in the work of the school sys¬\ntem and their acquaintance with the rich and colorful pageantry that has\nbeen developed from time to time to depict for our own people the glorious\nhistory of one of the original states has been integrated and made available\nfor our contribution to education in the spirit of life.\nThat life is friendly we trust to demonstrate in the hours during which\nthis convention meets. We welcome you into our midst and I do this as the\nrepresentative of the state government, with the hope that we may be able\nto demonstrate a friendliness in interstate relationships and in intergroup\nrelationships. We\n\nwish to be of some help in developing a social spirit in this\n\nconvention that shall be productive of lasting friendships in this great com-\n\n"}
{"page": 625, "printed_page": null, "text": "/\n\nDepartment\n\nof\n\nSuperintendence\n\n621\n\nmon cause of American public education which is at once the most extensive\nundertaking the world has ever seen and the most important responsibility\nof local and state government.\n\nPRESENTATION\nCHARLES\n\n13. BOYER,\n\nSUPERINTENDENT\n\nOF GAVEL\nOF\n\nSCHOOLS,\n\nATLANTIC\n\nCITY,\n\nN.\n\nJ.\n\nDr. Cody, realizing that you have to have the proper implements of war¬\nfare to preside over a gathering of this type, it is my pleasure this morning\non behalf of the boys of our workshop department of the public schools of\nthis city to present to you the implements necessary to preside over a gather¬\ning of this kind. I trust that you will use them to good advantage during\nthis week and that you will take them with you to your home and that you\nwill keep these as a remembrance of the boys and girls, and the teachers of\nAtlantic City who have done so much for the success of the meeting this\nyear, 1930, of the Department of Superintendence.\n\nPresident Cody: Dr. Boyer, to you who for forty years have been su¬\nperintendent of schools of this city, I extend my “thank you.” I also extend\nto the State of New Jersey the thanks of the Department for the splendid\npart they have played in making this convention a success, and to you, my\ndear sir, we hope for many years of pleasant work in the schools of Atlantic\nCity. I thank you and I shall use this gavel to preserve order and as an\nanesthetic for overtime speakers.\nFellow Teachers, it is my pleasure at this time to welcome you to this\ncity by the sea. I have the great pleasure to announce to you this morning\nthat the Secretary of Navy, through the President of this Department, now\nconfers upon you the “freedom of the sees.”\nIt is now my pleasure to declare the sixtieth meeting of the Department\nof Superintendence officially in session.\n\nEDUCATION\nFRANK\n\nCODY,\n\nIN THE\n\nSUPERINTENDENT\n\nSPIRIT\nOF\n\nOF LIFE\n\nSCHOOLS,\n\nDETROIT,\n\nMICH.\n\nEducation in the spirit of life is education that is the embodiment of our\npresent civilization ; education that gives to youth only those experiences of\nthe race that have a direct meaning and use in the world today. The religious\nphilosophy of the ancient Hebrew, the art and culture of classic Athens, the\nbody of law of the old Roman state are all of value to us only insofar as they\nare transferable to our modern age. The Roman tribune in and of himself\nhas no particular interest for us, but as the predecessor of the representative\nof the people in modern democratic government he makes a definite contri¬\nbution.\nMathematics, a finely sharpened tool, forged with long effort from primi¬\ntive number systems for the intricate calculations of astronomy and the other\nsciences, has little value save as a tool. Abstract generalizations are for the\n\n"}
{"page": 626, "printed_page": null, "text": "622\n\nNational\n\nEducation\n\nAssociation\n\nscientist in his laboratory. Arithmetic of the everyday business world, and\nnot the binomial theorem, is necessary for the average citizen.\nThe long story of history is for us an account of the evolution of civiliza¬\ntion up to the present time. Wars and the exploits of famous generals fade\nin importance before the great contributions of statesmen, of men of letters,\nand of scientists whose achievements have shaped our present social order.\nCaesar’s conquest of Gaul no longer concerns anyone except second-year\nLatin students, but his organization of provincial governments centralized\nin Rome is still of vital interest. Aristotle, more than Alexander; Newton,\nmore than Napoleon, should be glorified. History should be not a mere ac¬\ncumulation of facts about the past, but a means for cultivating breadth of\nview, tolerance, and wisdom. Arid and useless chronicles must give way to\na vitalized history that seeks to replace archaic ideals, fears, and supersti¬\ntions by truths that conform to the actual situations of today. We are what\nwe are today because of the past. Our languages, laws, customs, religions,\nall prove this. We cannot escape the inevitable hold of the past. To under¬\nstand it is to understand ourselves. It behooves us, then, to become more\nhistorically-minded, to seek to interpret the lessons of the race, social, moral,\nand intellectual for the betterment of the world today.\nEducation in the spirit of life must recognize and use the great motive\nforces that control living. Life is progressive. It is continually advancing.\nEducation must discard the outgrown categories of thought of a bygone age,\nand acquire a scientific attitude in order to understand and carry forward\nthe amazing discoveries of our age. Scientific achievement has upset the old\nsocial order. Education must be open-minded, flexible, and ready to cope\nwith new situations, mental, social, and physical. We cannot sit in our class¬\nrooms and prate on mid-Victorian virtues to sophisticated young people who\nsmile at old fogies. We must make their sophistication scientific and intelli¬\ngent, and a new social order will result that is sure and firm, based not on\nan obnoxious Mrs. Grundy, but on reason.\nThis does not mean that we will discard all our timeworn conventions.\nIn spite of the intoxicating newmess\n\nof our rapidly changing order, we must\n\nhold steadfastly to the race’s great spiritual truths in terms of modern life,\nand adjust the machinery of our educational organization to the new situa¬\ntion. Education may be the same at heart, but she must not wear hoop skirts\nin the days of bobbed hair.\nLife is practical. Education must be usable. We aie no longer training for\na leisure class. The laws of our land compel the young people to remain in\nschool long beyond childhood. We must give them skill in some line of re¬\nmunerative work. We must turn out a product that is not only good, but\ngood for something. Every path through our schools should lead to some\ndefinite goal, whether it comes at the end of a professional course in the\nuniversity, or a partime continuation school. We\n\nmust know\n\nthe profes¬\n\nsional and industrial world for which wTe are training the workers of tomor¬\nrow. It is no longer enough for a teacher to have a theoretical knowledge\nof his subject. He must know how to use it in a practical field of endeavor.\n\n"}
{"page": 627, "printed_page": null, "text": "Department\n\nof\n\n623\n\nSuperintendence\n\nVocational knowledge should be a part of the equipment of every teacher,\nand vocational experts should be continually active in bringing into our\nschools the results of investigations of industrial conditions. We might amend\nthe Ordinance of 1787 to read, “Religion, morality, good government, and\nthe ability to fill a useful place in the world being necessary to the happiness\nof mankind, schools and the means of education shall forever be encouraged.”\nLife is dynamic. Education must be vital, alive, active. It is deeply con¬\ncerned with the social and industrial problems of the age. Since the war our\nAmerican life has become intensely restless. We are all caught in a veritable\nwhirlpool of change and discovery. Our educational institutions cannot re¬\nsist the tide. Education can no longer be conservative and academic. It cannot\nsit back and be content to observe and reflect. It must act. Research and in¬\nvestigations of all sorts should terminate in a definite course of action for\nthe betterment of society. The progressive scientific attitude should carry\non into accomplishment. It is useless to send out questionnaires only to file\naway the results. They must be used to direct instruction along the main\ntendencies of our time. Let “Skill is wisdom in action” be the slogan of our\ndynamic education.\nLife is recreative. We must train for leisure. Here again the changes in\nour physical environment have upset the old order. Machinery has given\nthe workman more leisure and hence more temptations. Increased leisure\nbrings with it a possibility of social disintegration. Education\n\nneeds a con¬\n\nstructive program in true recreation — both in a spiritual and physical sense.\nA comprehensive health education teaching the joy of physical exercise and\nclean athletics should form a large part of every7 child’s training. Games of\nphysical prowess, the sheer joy of exercise, “The cool silver shock of a plunge\nin the pool’s living water,” have had recognized educational value since the\ndays of Plato.\nTrue education is based not on a pragmatic philosophy alone, but it must\nwiden the scope and deepen the meaning of our esthetic experience as well.\nEducation for leisure will stress a training for the appreciation of all that\nis fine in music, art, and literature. Music is coming rapidly to the front in\nour schools today. School bands, orchestras, and choruses are bringing joy\nand beauty into what has been too often a drab dreary day. Literature that\nis fine and uplifting and at the same time interesting and understandable\nshould be read for enjoyment, not scanned and analyzed. Art in every form —\nindustrial, domestic, commercial, interior decorating, painting, or sculpture,\nor any art that teaches appreciation of beauty — should be welcome\nschools.\n\nin our\n\nLife is friendly. Education is not a cold austere duty, but a journey down\na friendly road. Such education has no traffic with race prejudices or dog¬\nmatic differences in creed. It strives always to maintain a proper balance be¬\ntween individual freedom and the welfare of the group. The teacher is not\na severe taskmaster in a dreary round of discipline, but a kind companion¬\nable leader in a congenial and inspiring place.\n\n"}
{"page": 628, "printed_page": null, "text": "624\n\nNational\n\nEducation\n\nAssociation\n\nLife is cooperative. Education has a twofold duty to the community. It\nmust reflect the will of the people, and at the same time strive to raise the\nstandards of life of the community. Our schools are what the people want\nthem to be. If they are good, it is because we have had the trust and loyal\nsupport of the public. It is the earnest wish of every parent’s heart to give\nhis child the best opportunity that life affords. The public school stands for\nthat opportunity. It is the most American institution in our land. It has\ngrown up in our soil, the very essence of American ideals of democracy and\nequal opportunity for all. Schools have demanded the largest portion of our\ntaxes and the people have gladly given it. It rests with us to be sure that\n“For value received we promise to pay.” Our schools cannot be aloof from\nthe community. They must be a part of it. Their doors should always be\nopen to the people who own them. Teachers\ngether for the betterment of our children.\n\nand parents must\n\nstrive to¬\n\nSociety has always put definite rewards upon certain lines of achievement,\nand the young people have striven for the best of these rewards. In our early\ncolonial history, the ministry claimed the highest approval of the social or¬\nder, and most educated young men aspired to that calling. Another period\nstressed the value of legal training, and the law schools were the most active\nfields of competition. Today engineering and business are claiming the at¬\ntention of our youth because the social order so ordains. Should our people\nsuddenly revere music and art above everything else, we would turn out\ngreat musicians and artists. Our schools are but the reflection of the ideals\nand desires of the community.\n\nThe bringing together of all the peoples of the earth so that the daily news\ncircles the globe will undoubtedly bring about unprecedented cooperation.\nThis is already evident in the present movement for world peace. The very\nexistence of this organization, the Department of Superintendence, indicates\na desire on the part of the various states for cooperation in education. Co¬\noperation on a large scale is characteristic of modern enterprises. Business\nand science have learned to appreciate the advantages which come from\nunited effort. There is evidence on every hand that American schools are\nincreasingly seeking opportunities to exchange experiences and to gain from\ncontacts with one another.\nFor more\n\nthan a century the federal government\n\nhas actively supported\n\nand influenced education through grants of land, through special appropria¬\ntions, through the conduct of certain training institutions, and through the\norganization of divisions within the federal departments, notably the Office\nof Education and the Children’s Bureau. These manifold educational ac¬\ntivities of the government have been inaugurated from time to time by en¬\nthusiastic supporters who apparently held the most diverse views with re¬\ngard to the fundamental relation of the federal government to states and\nlocal communities. Every conceivable type of grant and of organization can\nbe found in operation at the present time, some with control, others with¬\nout, some having the purpose of stimulating, some the purpose of equaliz¬\ning, some for special groups of citizens, some for the whole nation.\n\n"}
{"page": 629, "printed_page": null, "text": "Department\n\nof\n\n625\n\nSuperintendence\n\nPresident Hoover, finding this conflicting and confused practise, has\ncalled into counsel, through Secretary Wilbur, fifty representative leaders in\neducation in a National Advisory Committee on Education and has asked\nthem to chart for the government a consistent course of action. The Presi¬\ndent has also organized advisory committees to develop plans for promoting\nchild health and welfare and to find methods of reducing illiteracy. The\npolicy of the President in thus providing for a fundamental study of edu¬\ncational policies deserves the most enthusiastic approval of all members of\nour profession. Never before in our national history has such an opportunity\nbeen presented to educators to exhibit broad statesmanship. It is clear that\nall should unite in marshaling through the President’s committees the high¬\nest wisdom that our profession can command to the end that education may\nnow secure that recognition which it deserves and that form of national co¬\noperation which shall contribute most fully to its successful operation.\nOne agency which is active in bringing about educational cooperation is\nthe American Council on Education, a national organization of which this\nDepartment is a constituent member. The Council has sponsored a number\nof important enterprises of national scope, the most recent of which was\nthe study of modern language teaching. Within the last ten months it has\norganized ten of the large school systems of the country into a group ac¬\ntively engaged in preparing, through the school systems, reading materials\nwhich shall supplement the present curriculum by introducing material\nwhich emphasizes the social import of all teaching. The cooperating school\nsystems have held a highly productive conference, and active work is under\nway which it is confidently expected will facilitate the development of the\nsocial program of the schools.\nThere remains one last division of our theme. Life is idealistic; education\nmust aim high. The ultimate ideal of true education is to develop character,\nto guide young people to the highest and strongest spiritual grounds, to keep\never before them the loftiest, most challenging conceptions of human worth,\nand above all to elevate their own estimate of their individual worth and\npossibilities. Education\n\nthat has failed to do this has lost its own\n\nsoul. As\n\nwe would have life, so must our education be.\nOur government\nWhether\n\nis the greatest experiment of democracy\n\nin all history.\n\nit shall stand or fall depends upon the education of its future citi¬\n\nzens. President Hoover, who continually stresses the responsibility of educa¬\ntion for future growth, says, “With the growth of ideals through education,\nwith the higher realization of freedom, of justice, of humanity, of service,\nthe selfish impulses become less and less dominant.”\nSurely the teacher of today stands in a very responsible position. In the\nlast analysis, our education rests on the classroom teacher. Buildings, equip¬\nment, organizations are but bulwarks to strengthen him. The seven outlooks\nof life that I have mentioned are the outlooks of the real teacher. If he is\nprogressive, practical, dynamic, recreative, friendly, cooperative, and ideal¬\nistic, our schools will be likewise, and we may\n\nmore\n\nnearly reach the idea'\n\n"}
{"page": 630, "printed_page": null, "text": "626\n\nNational\n\nof the great Teacher\n\nEducation\n\nwho came that “We\n\nAssociation\n\nmight have life and have it more\n\nabundantly.”\n\nFRIENDLINESS\nMRS.\n\nIN PUPIL-TEACHER\nEDITH\n\nB. JOYNES,\n\nNORFOLK,\n\nRELATIONSHIPS\nVA.\n\nEducation is a failure if it does not stimulate wholesome desires and atti¬\ntudes. The development of wholesome attitudes is the result of friendships\nformed between pupils and teacher. The teacher must know his children as\nmembers\n\nof the home\n\ncircle. He\n\nmust know\n\npersonally the family group\n\nfrom which each child comes, because sound psychology and pedagogy re¬\nquire that teaching be done in the terms of the lives of the pupils, in the\nterms of the environment with which they are familiar. The surest way\nfor the teacher to learn to understand the background upon which the work\nof the school must be projected is to visit the homes of the pupils.\nIf the parents understand the school policies and educational principles,\nthe teacher will succeed in his work. The attitude of the home is often\nreflected by the attitude of the children in the schoolroom.\n\nYou\n\nmay\n\nsay\n\nthat the teacher hasn’t time to make these contacts with the home. But if\nany teacher will analyze his own experience he will admit that many evenings\nhe has loafed, while a profitable and happy evening might have been spent\nby the fireside of some pupil’s home. This friendship with pupils often begins\nby making friends with the entire home.\nWhen\n\nthese human\n\ncontacts are made, you no longer see schools con¬\n\nducted on the principle made immortal by Mr. Dooley — “It doesn’t matter\nwhat you teach a boy so long as he doesn’t like it.” You know how many\ntimes a subject has been rammed down a child’s throat. In such cases you\nsucceed in teaching the facts but wrong attitudes have been developed. You\nknow that the subjectmatter is forgotten in a short time. The important part\nof your education is the impression teachers have made on your life. The\nrelationship between Helen Keller and Miss Sullivan is a fine example of\nthe impression that teacher makes on pupil.\nHelen Keller says, “It was my teacher’s genius, her quick sympathy, her\nloving tact which made the first years of my education so beautiful. I feel\nthat her being is inseparable from my own and that the footsteps of my life\nare in hers. All the best of me belongs to her. There is not a talent, or an\ninspiration, or a joy in me that has not been awakened by her loving touch.”\nIt is especially true today that this individual contact is most necessary,\nbecause to a certain extent it is abandoned in society where all action is done\nby collective interests. The complexities of modern economic, social, and\npolitical life have necessitated cooperative action among individuals and\ngroups. Only through education can organized society successfully assume\nthe task of balancing individualism with the new forms of cooperation and\nif possible advance both. So through this friendship, not only mental abilities\nare trained, but also the broader qualities of conduct and character.\nEvery student develops a sense of appreciation if he likes the teacher.\nAnd the teacher who in turn loves his boys and girU is bound to succeed.\n\n"}
{"page": 631, "printed_page": null, "text": "/\n\nDepartment\n\nof\n\nSuperintendence\n\n627\n\nHe realizes it is not subjectmatter that he is teaching but boys and girls.\nHe must sacrifice himself because it means the inspiration to boys and girls.\nIn order to be friendly with his pupils, he must be happy, he must smile.\nRegardless of his salary, he can afford it ; smiles cost nothing. But no invest¬\nment pays more in winning a pupil for a friend, than a smile. Impress on\nyour mind that your success depends on winning your students as friends.\nCourtesy and cheerfulness are legal tender in any clime. When a cheerful\nteacher comes into the room his arrival has the same effect as the lighting\nof another candle around the hospitable board. He brings a burst of sun¬\nshiny weather into the room regardless of the weather outside. The students\nat once feel the invigorating ozone of cheerfulness in the air. Cheerfulness\nis contagious. No one can look a good natured teacher in the face and hang\non to a fit of bad humor.\nCheerfulness is a habit and like all habits can be acquired. Get the habit,\nbut this is not possible if you let petty troubles worry you.\nThe smile that wins, that is felt, and has a real effect in helping you\nalong in the world is based upon an optimistic and philosophical outlook upon\nlife which rests on love for your fellowman.\nTo develop friendship we teachers must have patience and sympathy,\nmake the student feel that we are interested in his joys and his sorrows, be\nready at all times to listen to him relate incidents of his loved ones at home.\nWe soon gain his confidence. He knows we care about him if we show our\ninterest in what he tells. Once we establish a human contact with a pupil,\nwe have laid a firm foundation upon which to build, because we have es¬\ntablished in him a readiness to attend to what we try to teach him in books\nand a willingness to work untiringly over even the hardest tasks.\nThe pupil studies best, recites best, and learns best under the teacher he\nlikes. To make friends with our pupils we must remember that each pupil\nhas a personality, that each one is different from every other child in the\ncommunity. Be careful not to scold a pupil when he makes a mistake, but\nguide him and help him to correct his mistakes. Help him toward success,\nbecause nothing succeeds in life like success, and no child is lazy who\nceeds ; therefore, we must see that the task assigned is not too hard.\n\nsuc¬\n\nSee the amusing incidents as they occur and enjoy them with your chil¬\ndren. There is no trait that makes a greater appeal to older children than a\nsense of humor — cultivate it.\n\nRead the funny page in your newspaper, make it a practise to tell about\nthe funny incidents of the day. Urge your children to tell the funny things\nthat have happened. Make collections of funny stories. Learn to tell a funny\nstory yourself. Practise on a few until you have developed confidence. Do\nnot tell a funny story merely to distract the children, but to stimulate and\ninterest them in their work.\nOftentimes children laugh too much in the classroom. It is then time to\ncheck up, for children often laugh at mistakes. If you remark how stupid a\nchild is when he makes a mistake, you are practically saying “Children laugh,\nlaugh, laugh.” But what about the child that is being laughed at? What\n\n"}
{"page": 632, "printed_page": null, "text": "628\n\nNational\n\nEducation\n\nAssociation\n\nabout his confidence and comfort the next time he attempts a recitation ? He\nat once feels that he is inferior. This child is really tortured. At all times\nguard against allowing amusement at a child’s mistakes. Remember the\nGolden Rule, “As ye would that men should do to you.”\nHumor must be good humor. Imperial courts of the Old World, where\nfates of Empires were determined, had their well-paid jesters who per¬\nformed a service just as essential as the advice of judges and diplomats. No\ncircus intended to portray the spectacular in life can be made sufficiently\nelaborate to be a complete success unless it carries a full quota of excellent\nclowns. The very stress of life demands occasional selfforgetfulness in order\nthat we may return to our common selves and problems with fresh views\nand new visions. Thus the teacher whose sense of humor rests on broad\nfoundations will never be laughed at unkindly by his pupils, but will in¬\ncrease his authority and dignity, by recognizing this wholesome element of a\nwell-rounded character.\nA sense of humor\n\nmust be regarded as a savoring in life, a characteristic\n\nsignifying richness of personality, a force casting a benign influence over\nthe lives of the boys and girls we teach.\nA teacher who truly loves his pupils, is interesting and sympathetic, is\nalways cheerful, will develop an everlasting friendship which will bring out\nthe best in the child. He will have the ability to get the pupil’s point of view\nand will find time for personal participation in his interests and life. Each\npupil has his personal problems, ambitions, and needs. Personal interest wins\nconfidence. It bridges the gulf between the “you” and the “I” with the\n“we.” The best moral results are attained through companionship. This is\nwhere the most impressive moral lessons are taught. The vision of the\nteacher is caught, rather than taught. It is what the teacher is that fashions\nthe lives, shapes the character, and determines the ideals of the children. A\nreal teacher, like the Great Teacher, by precept and example strives to guide\nthe children so that they “may have life and have it more abundantly.” In\nthe end this teacher truly loses himself.\nA teacher asked his pupils to prepare a poem or thought on friendship.\nIn closing I would like to tell you the result just to show you how the child\ncaught his vision.\nThere are many kinds of friendship\nAs many kinds of light,\nAnd every kind of friendship\nIs a glory in the night.\nThere is a friendship that stirs the heart,\nThere is a friendship that gives us rest,\nBut the friendship that leads life upward\nIs the noblest and the best.\n\n"}
{"page": 633, "printed_page": null, "text": "Department\n\nFRIENDLINESS\nMRS.\n\nSUSAN\n\nM. DORSEY,\n\nof\n\nSuperintendence\n\n629\n\nIN TEACHER-SUPERINTENDENT\nRELA TI ON SHIPS\nSUPERINTENDENT\n\nEMERITUS,\n\nLOS ANGELES,\n\nCALIF.\n\nThe recent growth of the social concept in public education indicates an\nawakening to the real significance of the schools in a land such as ours and\nto what should be the first function of education in any land, namely, the\nincreasing of the wellbeing of all.\nNot for themselves alone are youth in this day equipped with the tools of\nlearning and enriched with the choice offerings of curriculums that are\nweighted with the knowledge of the ages, but each for the betterment of\nall is made the recipient of the best yet evolved. The world is friendly — if\nnot yet altogether friendly, has its face firmly set in that direction ; the only\neducation worthy to be fostered in such a world is one that contributes to\nliving well the cooperative life, whatever other result may come from\ninstruction.\nThe schools are adjusting their offerings more perfectly than ever before\nto this new interpretation of their function. They have expressed themselves\nin what amounts to a creed, saying, “We must educate for health, the health\nof the group and the individual ; we must educate for the business and indus¬\ntry of life, so that a living may be had by all and existence be robbed of the\npains of uncertainty; we must educate for the larger life of the community,\nso that youth shall know their part in the civic program and be ready for\nsocial service ; we must educate for the home, so that it, too, may become a\nschool of the humanities ; we must educate for the highest issues of life, those\nthat enlarge human\n\nnature by allying it to the great principles of noble living\n\nthat have brought us thus far in civilization and will still lead us on.\" You\nmay call this last “ethics” or what you will; at any rate, it is good citizen¬\nship. In all these objectives which the schools have adopted as their creed,\nthere is nothing selfish or futile, but a frank recognition of their responsibility\nso to educate youth that they shall be equipped to live successfully as social\nbeings.\nTo attain such an ideal, that which is taught must have a social content\nand be taught through activities and under procedures that constitute a\nsocial environment and include the entire personnel of the system, even the\nsuperintendent and board of education.\nI still linger on this general aspect of my subject, education for social liv¬\ning, because I am sure we do not ourselves see clearly the possibilities for a\nlarger reach in the subjects taught, and their attendant activities; we do\nnot see their actual and possible contributions to the cooperative, friendly\nlife. Let me give just one illustration. The very general introduction of\nthe hot lunch into the public schools has a social bearing, or may have, not\noften followed to its ultimate issues. As a safety measure, it lessens the\nrisks of school children, inasmuch as it relieves the day of two exposures to\ntraffic dangers by cutting out two street trips; as a health measure, it per-\n\n"}
{"page": 634, "printed_page": null, "text": "630\n\nNational\n\nEducation\n\nAssociation\n\nmits the guidance of diet in a wholesome way ; as a social service measure,\nit relieves the overburdened mother, who is perhaps forced to earn the living\nfor the family outside of the home ; as an educational measure, quite apart\nfrom the practical experience it affords girls in the home economics classes,\nit makes possible the inculcation of habits of good breeding and gentility. I\nknow of one school in a foreign district where the simple details of mannerly\nbehavior are covered in the period of the school lunch in so kindly, so educa¬\ntive a way, with no unseemly word ever uttered, as to affect the mannerly\nliving of the whole community.\nWork out for yourselves the social implications of a single subject as now\ntaught, or of the school playground, the school clinic, or of the varied clubs\nso prevalent, especially in the junior high school, and you will find that the\ntendencies are to recognize the function of public education as primarily\nthat of promoting and interpreting experiences that prepare for the coopera¬\ntive, friendly group-life. Surely the superintendent, who is to engineer this\ngreat project of education, must be himself the finest exemplar of the friendly\nspirit.\nMy part on this program is to interpret the friendly aspect of the rela¬\ntionships between superintendent and teachers. These relationships are, first\nof all, professional , for without the school there would be neither teacher\nnor superintendent and no profession of teaching. The friendliness between\nteachers and superintendent will therefore have its legitimate basis in a com¬\nmon interest in their professional work, which is their particular type of\ncooperative undertaking.\nA factitious attempt at friendliness that does not grow naturally out of\nthe normal professional relationship will be found insincere and shallow,\nand will soon become embarrassing, ending in disillusion and unhappiness.\nAn attempt at friendliness that has in the mind of either teacher or super¬\nintendent any ulterior motive, a pretense of interest on the part of a teacher\nbecause he expects to profit thereby in ease of assignment or in early pro¬\nmotion ; a pretense of friendship for his teachers on the part of a superin¬\ntendent who hopes to use their solidarity as a backing for some pet project\nor for his own advancement — all this is an ugly sham, hateful to those who\nrecognize that the relationships between superintendent and teachers should\ngrow out of a common professional interest, and that the only appropriate\nfriendship is that which contributes to the success of their common enter¬\nprise.\nIn passing, it may not be amiss to call attention to the fact that for a su¬\nperintendent to be anything but cooperative and friendly with teachers is\nincongruous, because the teacher long antedated the superintendent ; that in\nfact the superintendent was ordained for the one purpose of aiding the teacher\nby relieving him of various details not of an instructional character, so that\nhe might the more completely devote himself to the real business of teaching.\nBy what right, then, may any superintendent fail in his specific task of\nhelpfulness to the teacher? How can he perform that task if his attitude to¬\nward those he is set to help is one of indifference or that of the autocrat —\n\n"}
{"page": 635, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n631\nattitudes which are bound to create on the part of the teacher reciprocal\nindifference, dislike, passive resistance, or active opposition?\nHow may a superintendent show a friendly spirit? Knowing that it is his\nbusiness to clear the way for the teachers’ work, he should take a genuine\ninterest in seeing that no teacher’s assignment is in itself too taxing, making\ndemands on him that are impossible.\nHe should secure an environment for the teacher that will in itself con¬\nduce to the success of his work ; light and air, and a fair degree of quiet and\nfreedom from interruptions are essential. The cruel jabbing of the senses in\nour cities, with indescribable noises, with blinding glare, and with vicious\nodors, is as harmful to teachers as to children. I have known a teacher to\nface the light constantly from a slit of a window\n\nperched at the rear of the\n\nroom. Care had been taken to secure proper lighting for the children’s desks,\nbut the teacher did not count. It is a friendly thing for a superintendent to\nobserve conditions as he moves about from school to school, to note whether\nteachers are comfortably environed. I have known essential supplies to be\ndelivered two weeks after the teacher’s stock was exhausted. There is no\nfiner evidence of friendship for teachers than the correction by a superintend¬\nent of such abuses. In a word, a sincere and friendly interest on the part of\na superintendent in his teachers may be shown in efforts to mitigate all\nmanner of disturbing nuisances that prevent accomplishment and harry the\nspirit.\nA second indication of the right sort of friendship is evidenced in the\nhelp given to teachers in their efforts to improve their understanding of the\nsubjects to be taught and to master new and better ways of teaching. In\ntowns and the smaller cities the superintendent himself must be in large\nmeasure the inspiration, the interpreter, and the instructor of his own teach¬\ners ; in larger cities the superintendent has, of course, the assistance of super¬\nvisors; but he also has the problem of guiding the work of supervisors, so\nthat it shall not become a perfunctory performance, a mere critic-teacher\nexercise, a cold, heartless evaluation of instruction with small effort made\ntoward the illumination of a subject to be taught and the best ways of teach¬\ning. Whether the superintendent himself must bring to teachers the help\nthey need in learning how to enliven instruction, adapt education to the\ncommunity, and supplement instruction with appropriate activities or\nwhether he must direct the work of supervisors to that end, there is no\nfiner opportunity for the cultivation of friendly relations between superin¬\ntendent and teachers than in the giving by the superintendent of actual help\nalong the lines of immediate work.\nA friendly superintendent will encourage his teachers to improve them¬\nselves, to enlarge their personality through further study. Never was there\nmore need for teachers to extend the bounds of their own scholarly attain¬\nments, for the great accessions of knowledge in the last few years exceed in\nvolume anything the world has ever experienced ; it is a time when the solid\nearth is found to be electrical energy and when infinity itself encircling the\nheavens seems to have been discovered by man; when applied science\n\n"}
{"page": 636, "printed_page": null, "text": "632\n\nNational\n\nEducation\n\nAssociation\n\nresuscitates human life ; when economics devises a world bank ; and when\nthe voice of a king, even while he speaks, encircles the globe. Teachers must\nknow, and superintendents in a spirit of friendly interest should magnih\ntheir responsibility for seeing that no teacher with aspirations to learn is left\nwithout the means for improvement so far as guidance can be proffered and\nthe resources of the system permit. Teachers would many times avail them¬\nselves of extension courses, lectures, and varied .cultural opportunities if a\nlittle effort were taken to secure these helps for them, or if they knew what\nwas surely worthwhile. Sometimes the reading of a single book on the sug¬\ngestion of the superintendent may serve to enlarge the outlook and vivify\nschool experiences, and integrate the whole system.\nA convincing evidence of a friendly spirit based on the recognition of\nteacher-ability is some kind of an arrangement by which representatives\nfrom all the teacher-groups meet with the superintendent at stated times to\ndiscuss school problems. The idea that teachers are inadequate to advise on\nmatters even of administration is, or ought to be, antiquated. It overlooks\nthe fact that once the teacher constituted the entire staff, teacher, administra¬\ntor, and all. Nothing conduces to the cooperative spirit more surely than\nan implied demand on the part of the superintendent that all school prob¬\nlems should be solved in the light of contributions from the entire school\ngroup as they counsel together. These contacts in the superintendent’s ad¬\nvisory council are of all I know the most conducive to general understand¬\ning and a spirit of goodwill.\nA friendly spirit will lead the superintendent to open the way, when pos¬\nsible, for teachers to attend great meetings, the national gatherings of their\nown groups and such conferences as that held in Geneva during the last\nsummer; a friendly spirit will lead the superintendent to stay at home him¬\nself on occasion and suggest to the board of education the sending of an\nother when transportation funds are difficult to acquire.\nIt is an evidence of a friendly spirit for the superintendent to show an\ninterest in questions of salary, tenure, and retirement, and all those matters\nthat make\n\nfor the betterment\n\nof teacher-service. These\n\nare delicate ques¬\n\ntions. A superintendent must not be expected to array himself in contro¬\nversial contests against the board of education ; the aggressive attitude of\nsome teacher-groups who count as their enemy that superintendent who does\nnot harry his board constantly for teacher-benefits is most certainly to be\ndeprecated. After all, the superintendent does not make contracts with\nteachers : that is the responsibility of the board, and those who employ must\nin the last analysis determine the question of possible compensation ; the su¬\nperintendent may help greatly, however, through emphasizing the increasing\ndemands\n\non teachers, which require more\n\nyears of preparation and conse¬\n\nquently involve more expense. He may in various ways, without even seem¬\ning to do so, magnify teacher-service, which of itself suggests adequate com¬\npensation. Superintendents are constantly beset with experiences which tend\nto make them sensitive to costs, and no single item of cost mounts so rapidly\nas teacher-salaries, which always bulk large in the total of school expendi-\n\n"}
{"page": 637, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n633\n\ntures. In any event, a sincere interest in all these matters that seriously affect\nthe wellbeing and power of accomplishment of teachers will lead the super¬\nintendent to keep informed and have an opinion of conditions based on\nknowledge in case his opinion is needed in the determining of issues of salary,\ntenure, retirement, sabbatical year, sick leave, and the like. To hold himself\naloof from matters that vitally affect the health, happiness, and success of\nteachers is not an indication of a friendly attitude.\nIn a large teacher-group there are many occurrences of joy, of sorrow,\nthat call for some notice on the part of the superintendent ; there are excep¬\ntional cases of endeavor and achievement. A teacher’s poem or article is\naccepted by a magazine of reputation, a prize won for the best development\nof some\n\nsubject, for a work\n\nof art or a musical composition — all these are\n\nopportunities for a friendly recognition by the superintendent of a teacher’s\ncontribution to the good reputation of the system. They afford admirable\nopportunities for the evincing on the part of a superintendent of a human\ninterest and for the enlarging of the circle of his friendly acquaintance.\nThese are occasions when the solidarity of the group may be strengthened\nin a delightful way.\nThe most kindly-disposed superintendent cannot of himself achieve the\nfriendly spirit in school relationships; teachers must do their part; they need\nto adopt approvingly the social concept of education and stand ready to\nmake their contribution in reciprocal helpfulness toward the common under¬\ntaking, even though it require an occasional change of attitude and constant\nreadjustments of instruction, activities, and school relationships. Inflexibility\nand growth cannot coexist ; education is expanding ; teachers and superin¬\ntendents alike will do well to be observant, flexible of mind, and ready to\nmake adaptations in order to meet the needs of a growing civilization that\nmust have a friendly world for its ultimate realization.\nPerhaps it is not too much to say that on public education rests the supreme\nresponsibility of making and keeping the world friendly. To accomplish\nthat, education must provide instruction and varied experiences in social\nliving to a far greater degree than at present, and a friendly spirit must per¬\nvade all school relationships.\n\nFRIENDLINESS\n\nIN\nAND\n\nRELATIONSHIPS BETWEEN\nPAROCHIAL SCHOOLS\n\nPUBLIC\n\nFATHER J. ELLIOT ROSS, CATHOLIC PROFESSOR AND ASSOCIATE ADMINISTRA¬\nTIVE DIRECTOR, SCHOOL OF RELIGION, STATE UNIVERSITY OF IOWA,\nIOWA\n\nCITY, IOWA\n\nIt is a great privilege to address the Department of Superintendence of\nthe National Education Association, and to address you on this particular\ntopic — friendly relations between public and parochial schools. The very\nfact that you have selected such a subject is in itself a happy omen of increas¬\ning friendly relations between these two great systems of education. I\n\n"}
{"page": 638, "printed_page": null, "text": "634\n\nNational\n\nEducation\n\nAssociation\n\napproach the question, therefore, with optimism, even though that opti¬\nmism be mixed with some diffidence as to my ability to suggest anything\nworthwhile to men of such wide experience in the actual work.\nSince you have asked me to speak, I shall do my best. If I merely voice\nideas and conclusions already familiar to you, there may be some good\naccomplished by collecting these vocally in this meeting. Also, if I speak\nonly of what superintendents of public schools can do to increase friendly\nrelations between their own and the parochial schools, it is not because I\nthink this a purely one-sided affair, but only because I am\nrather than representatives of the parochial schools.\n\naddressing you\n\nWhile what I say may have special reference to Catholic schools, it will\napply in large measure to Lutheran, Episcopalian, Jewish parochial schools,\nand in fact to all private schools. It is a mistake to divide schools in this\ncountry merely into Catholic and public. Indeed, private schools that are\nnot Catholic, while not as compact a system as the Catholic parochial\nschools, are in the aggregate a more important factor in the educational\nsituation.\nWith these preliminary considerations in mind, I should say that the\nfirst thing for anyone to do, who wishes to bring about friendlier relations\nbetween public and parochial schools, is to know the background from\nwhich the schools of today grew. He ought to know something, too, of\nwhat is happening educationally in other countries. Knowledge and under¬\nstanding are the fundamental bases of sympathy, and sympathy is necessary\nfor friendliness. History and travel — even travel by proxy — are the most\neffective enemies of narrowness. Provincial cocksureness vanishes under\ntheir broadening influence.\nFrom the historical side, all schools in the original British colonies taught\nreligion. It was not until the eighteen thirties that a strong movement was\nunder way to eliminate the teaching of religion from the state schools.\nConsequently, the men who fought the Revolution, who formed this coun¬\ntry, and guided it through its critical years were all educated in schools\nwhere religious teaching was an integral part of the curriculum. One must\nbe very lacking in historical perspective, therefore, to speak of religious\nschools as being un-American.\nFurthermore, the fundamental\ngovernment\n\nmonopolies. We\n\nAmerican\n\nwant\n\nattitude is to be suspicious of\n\nto keep open the avenues\n\nof private\n\ninitiative. Human nature being what it is, we realize that competition is\nnecessary for efficiency. When men do not have to exert themselves because\nthere is a monopoly, they tend to rest on their oars. This is true in the edu¬\ncational world as well as in the commercial. Of course, I do not say that\nit is un-American\n\nfor the state to enter the educational field. I do maintain\n\nthat it would be un-American for the state by its supreme legislative\nauthority to crush out all other schools, to eliminate competition, to create\nfor itself an educational monopoly. The result would be as disastrous and\ninefficient as our flyer in government\n\nownership of railroads and ships.\n\n"}
{"page": 639, "printed_page": null, "text": "Department\n\nMoreover,\n\nof\n\nSuperintendence\n\n635\n\nthe United States and France are the only great powers where\n\nreligion is completely banished from state-supported schools. Canada, Eng¬\nland, Belgium, Holland, Germany, Denmark, Norway, Sweden, all pro¬\nvide in some way for the teaching of religion in schools completely state or\nreceiving grants from public taxes.\nSo far from the complete elimination of religion from state schools com¬\nmending itself to the wisdom of the modern world, I should say that just\nthe opposite is the case. Holland tried something very similar to our present\nsystem of nonreligious public schools, and recently abandoned it to go back\nto public schools that are also religious. And while in this country we shall\nprobably never have the Ontario, or English, or German system, the trend\nseems to me to be distinctively in the direction of finding some way by\nwhich children attending public schools may receive some religious instruc¬\ntion. Just as we passed out of the first phase of education in this country,\nwhen all schools taught religion, into a second phase when religion was\ncompletely eliminated from state schools, so now we are passing into a\nthird phase when religion and education will once more in some way be\nunited.\nWith\n\nthis historical and worldwide\n\nperspective, one can approach with\n\nmore sympathy and understanding the existence of a great parochial (or\nprivate) school system. Catholics have paid their taxes to support public\nschools. The states where Catholics are strongest are among the foremost\nin generous expenditure for public education. But because Catholics look\nupon religion as the most valuable thing in life, and look upon education\nas one of the most important formative factors for all phases of life, includ¬\ning the religious, they are not satisfied with the complete elimination of\nreligion from the week-day school. To Catholics (and to many other re¬\nligious folk) education is a unit, and religion should permeate the whole.\nIt is like the leaven that was hidden in three measures of meal — which we\nmay take to symbolize the three R’s — that leavened the whole mass.\nThere is an indirect teaching as well as direct, and sometimes the in¬\ndirect results are more important than the direct. Atmosphere counts for a\ngreat deal. If religion is to be lived seven days a week, then religious edution should not be put in a thought-tight compartment for six days, and only\nbrought out for half an hour with Sunday clothes. Religious pictures, sym¬\nbols, and worship are all part of a well-rounded education. A class in arith¬\nmetic with a crucifix on the wall is subtly different from a class in an abso¬\nlutely bare room.\nAs a consequence of this attitude towards education and towards eternal\nverities, Catholics have not only paid their state taxes, but at enormous\nexpense they have built and are supporting schools of their own accommodat¬\ning over two million children. These Catholic schools are saving the state\nat least a hundred million dollars a year in running expenses, to say nothing\nof the interest on the cost of land, building, and equipment. So far from\nbeing a danger to the public schools, they are a decided advantage, ou\nsuperintendents find it difficult enough to meet the needs of education for\n\n"}
{"page": 640, "printed_page": null, "text": "636\n\nNational\n\nEducation\n\nAssociation\n\nthe children you have. Some of you in strongly Catholic cities would be\ncrippled if next September all Catholic schools closed and you had to make\nprovision for all the Catholic children. You would either have to get addi¬\ntional funds — difficult enough from your experience — or spread the funds\nyou have thinner.\nBut the fact that Catholics are thus generously taxing themselves for the\neducation of about half their children, should not make anyone lose sight\nof the fundamental fact that the public schools belong to Catholics just as\nthey belong to all other citizens. Half of our children are in the public\nschools, but these schools would belong to us if none of our children were\nin them. An understanding of that point is essential for friendly relations\nbetween public and parochial schools. And one of the first gestures a su¬\nperintendent of public schools should make is to show that as far as he is\nconcerned the schools under him are really public schools, belonging to the\nwhole public.\nYou will pardon me, I hope, if I advert to three ways in which a different\nimpression is sometimes given. One is by reading a Protestant translation\nof the Bible, or by reading portions that are not accepted by Jews. There\nhave been numerous controversies between Catholic teachers and superin¬\ntendents, or schoolboards, when the Catholic used a Catholic translation. If\nthe schools are public, rather than Protestant, why should there be an in¬\nsistence upon reading an official Protestant translation?\nSecond, to hold commencement exercises in a Protestant church does not\nsit well with Catholics. Some of you may think that Catholics are hyper¬\nsensitive in this, but when you are trying to cultivate friendly relations\nwith parochial schools, you must take this sensitiveness into consideration.\nAkin to this practise of having commencements of public schools, or bacca¬\nlaureate sermons, in Protestant churches, is always having Protestants to\nspeak at the school assemblies. It gives the impression of Protestant pro¬\nprietorship.\nA third way, more important than the other two, in which the tax-sup¬\nported schools sometimes cease to be public schools is by restricting the\nteachers to a particular religious group. Our Catholic young people have\nthe same right to teach in the public schools that our children have to attend\nthem. Or rather, properly qualified Catholics have the same right to teach\nin the public schools that any citizens have. No Catholic should be refused\nappointment in a public school because he is a Catholic.\nOf course I know that the stories of rejected teachers have to be dis¬\ncounted. Some candidates who are refused appointment for perfectly legiti¬\nmate reasons find it easier for their self-love to pose as religious martyrs\nthan to face their own shortcomings. But we all know that making due\nallowance for mistakes and exaggerations, there are some places where a\nCatholic cannot be elected as a teacher.\nNow, it seems to me that the preliminary step to friendly relations be¬\ntween parochial (or private) and public schools is that the superintendents\nshould indicate as clearly as possible that they are straight shooters. Justice\n\n"}
{"page": 641, "printed_page": null, "text": "/\n\nDepartment\n\nof\n\nfirst, then charity. I do not know\n\nSuperintendence\n\n637\n\nany more important point for absolute\n\njustice than this question of teacher appointments. Like Caesar’s wife, you\nmust be above suspicion. Do not think that I am being officious when I say\nthat one thing which causes suspicion is to ask the applicant to state\nhis religion. I am inclined to think that it would be best to eliminate this\nquestion from your forms.\nAs an illustration of the sort of attitude no superintendent should have,\nI shall read you a letter that was sent out by the National Catholic Wel¬\nfare Conference News Service, and published widely in Catholic papers.\nIt is supposed to have been written by the principal of a public school.\nYou did not answer one of my questions satisfactorily. I was anxious to know\nwhether you were a Protestant or a Catholic. If you belong to the Protestant\nreligion, report immediately and send me a wire letting me know when you will\narrive so that I can make arrangements accordingly. If you are a Catholic, please\nwire me at my expense. A contract will be awarded you upon your arrival under\nthe first condition only.\n\nHowever,\n\nwhat is sauce for the goose is sauce for the gander. There are a\n\nfew places — not nearly as many as on the other side — where only a Catho¬\nlic will be employed in the public schools. If I were addressing a Catholic\naudience I should emphasize this fact. As long as Protestants can point to\nsuch conduct on the part of Catholics, a certain color of excuse is given for\ntheir more widespread discrimination. Merely as a question of expediency,\nCatholics are penny wise and pound foolish. For taking the country as a\nwhole, they lose much more than they gain.\nHaving done what you can to establish a reputation for absolute fairness,\ntry to cultivate personal relations with the priest or priests concerned with\nthe parochial schools. In a small town, you can know all the priests; in a\nbig city meet the key men. If you have a mutual friend who will invite you\nboth to dinner at his house or his club, that is a fine way to get acquainted.\nOften a man who has been well fed and is relaxing in an easy chair smoking\nwill receive sympathetically a proposition he would have turned down at\neleven in the morning or four in the afternoon. I am a great believer in per¬\nsonal contacts, and in choosing one’s own terrain for a campaign.\nBenjamin Franklin said that one of the best ways to win over a somewhat\nantagonistic man is to ask him to do you a favor. The advice is probably\nbased on the idea that it is more blessed to give than to receive. The giver\nfeels a certain superiority to the recipient, and a gentle glow of satisfaction\nsuffuses him. If you can choose the favor to ask with all the tact of Franklin,\nand carry it through with the same graciousness, this is no doubt a good\nway to win over a somewhat antagonistic priest.\nCarrying out further the idea that the public schools belong to the whole\npeople, arrangements have been made in some places for children from the\nparochial schools to get their manual training, domestic science, or some\nother neutral subjects in the public schools. Contacts, naturally, are immediately established in this way.\n\n"}
{"page": 642, "printed_page": null, "text": "638\n\nNational\n\nEducation\n\nAssociation\n\nIn some places, too, the same health service provided for the public schools\nis extended to the parochial schools. These Catholic families are paying taxes\nto support the health service and their children belong to the state, and it is\nto the state’s interest that they should be healthy just as well as the public\nschool children. The strongest objection to this extension of the health\nservice is the expense. That only goes to prove very concretely how difficult\nit would be for the State to supply the place of the parochial schools. If it is a\nburden to furnish just one portion of the educational services to parochial\nschool children, how\nthing.\n\nmuch\n\nmore\n\nof a burden it would\n\nbe to supply every¬\n\nAnything that looks at all children as being equally important, and the\npublic and parochial schools as both serving the whole state by educating\ncitizens, makes for friendly relations. If a Rotary Club, for instance, gives\na loving cup for the best basketball team, let the parochial schools be in the\nleague. If the chamber of commerce offers a prize for the best essay on the\nbeauties of Tompkinville, let the parochial school children participate, and\nperhaps ask the priest to be one of the judges.\nWhen there is a parade on George Washington’s birthday, or a common\nmeeting Thanksgiving Day, try to get the parochial school children to take\npart. Don’t be discouraged at one or two failures. Sometimes for one reason\nor another a priest is somewhat standoffish. Perhaps his attitude is a rather\nwidespread human weakness to generalize the particular. A priest knows of\na bigoted superintendent, or has heard of one, and he concludes that all su¬\nperintendents are like that. It is the converse of Protestants knowing one\nunworthy\n\npriest and attributing these qualities to all. Patience, tact, prud¬\n\nence will be required to overcome\n\nprevious prejudices. Maybe\n\nif you knew’\n\nall the priest’s experiences you w’ould understand his present state of mind.\nAnyhow, it is part of your job in bringing about friendly relations to show\nthat you are square and above board.\nThere have been priests wffio served on public schoolboards, even though\nthey had parochial schools of their own. It may be possible to multiply such\ninstances. In many places the priest would be a very valuable member. Not\nonly would his presence eliminate friction and suspicion on the part of\nCatholics, but he would bring wise counsel to the problems of the board.\nTo have a Catholic priest on the board would\nthat the public schools belong to all.\n\nbe another gesture showing\n\nFor the board of trustees of the School of Religion at the University of\nIowa, full equality was recognized between the three great religious groups,\nCatholic, Jewish, Protestant. This equality created a confidence in the\nSchool that nothing else could have done. It was a splendid move. While I\ndo not advocate a similar equal division of schoolboards between Catholics\nJews, and Protestants, I do think it would make towards better feelings\nif minorities were not forced to feel hopelessly out of it. One of the best\nways to bring about friendly relations between any two groups is to have\nthem perform a common task. If you get Catholics into the actual running\nof the public schools, they will understand you better and you will under-\n\n"}
{"page": 643, "printed_page": null, "text": "Department\n\nstand them better. Then\nchial schools.\n\nof\n\n639\n\nSuperintendence\n\nthey will react upon the Catholics conducting paro¬\n\nYears ago in his speech at the Cotton Exposition in Georgia, one of the\ngreatest educators this country has ever produced, Booker T. Washington,\nused such a graphic illustration of the relations between white and colored\nthat I may be pardoned for taking it over to express the relations between\npublic and private or parochial schools. In all things religious we can be as\nseparate as the fingers of a man’s outstretched hand ; but there are many\nother ways, some of which I have indicated, where we can be as united as a\nman’s clenched fist. It is for all of us, according to our opportunities, to seek\nout and cultivate these ways of union. Christian charity, American patriot¬\nism demand that there should be understanding, sympathy, and good fellow¬\nship between public and parochial schools.\n\nFRIENDLINESS\n\nPAUL\n\nThe\n\nC. STETSON,\n\nIN SCHOOL-COMMUNITY\nSHIPS\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nfriendliness which should exist between\n\nRELATION¬\n\nDAYTON,\n\nOHIO\n\nthe public schools and the\n\ncommunity which they serve comes, in general, from three sources: First,\nfrom the type of contacts which the public has with the schools; second,\nfrom the confidence which the public has in the integrity and efficiency of\nthe officials; and third, from the kind of information about the system which\nthe public receives.\nIn general the contacts which the patrons have with their system are\nmade with the teachers whom they visit relative to the progress of their\nchildren, with the principals of the buildings whom they interview, from\nattendance at parent-teacher meetings, and from visits to the central office.\nThe necessity of providing that, insofar as is possible, the patrons shall find\nthese contacts pleasant and satisfactory cannot be overemphasized.\nIndustry and business long ago discovered that it was very profitable for\nthem to have pleasant relationships with their public. Our large depart¬\nment stores have sensed the commercial advantages to be gained through a\ncloser contact with customers. The great public utilities have abandoned\nthe aloof and contemptuous attitude so characteristic of such concerns\ntwenty-five years ago, and are now among our most active bidders for pub¬\nlic support and confidence. Even banks, the last stronghold of conservatism,\nhave inaugurated publicity policies which would have been unthinkable\nyears ago. The public is no longer regarded by industrial and commercial\nconcerns as a necessary evil to be endured, but rather as a group which must\nbe flattered and pleased. “The customer is always right” has become a na¬\ntional slogan. Nearly all of our great industrial and commercial organiza¬\ntions have extensive personnel departments, which take great pains to teach\ntheir employees the necessity and the advantages of courteous and friendly\nrelationships with their public.\n\n"}
{"page": 644, "printed_page": null, "text": "640\n\nNational\n\nEducation\n\nAssociation\n\nOne of the best examples of this is found in the training given to tele¬\nphone operators. A great deal of money is spent by the officers of the telephone\ncompanies in training in courtesy, no matter how great the provocation, not\nonly of their operators, but of all employees who have contacts with the\npublic. They have turned to commercial advantage the injunction that “a\nsoft answer turneth away wrath.”\nIf our great industrial concerns have adopted this attitude, it is even more\nimportant that our public schools, which owe their very existence to the\npublic, shall do so. This means that we shall give all requests courteous con¬\nsideration, that we shall use tact in handling difficult situations, and that\nwe shall have consideration for the natural interests and concern of parents\nin the welfare of their children.\nInvestments of time, ingenuity, and money on the part of the superin¬\ntendent and his staff in making it easy and pleasant for the patrons to have\ncontacts with the schools, will bring a rich return in friendliness and co¬\noperation.\nAnother means of effecting friendliness is in so conducting the schools\nthat the community will have confidence in the officers in charge. The\ngreatest source of confidence in a school system comes from a belief in its\nefficiency. Nothing can be substituted for this. The schools must do the\nwork for which they are organized in a thorough, conscientious, and reliable\nmanner. No amount of personal publicity, of “feature” stories, or of strange\nand unusual experiments can take the place of hard, effective, and welldirected work on the part of each member of the school organization. The\nday of the promoter in education, if it were ever here, has gone. Educational\n“get-rich-quick Wallingfords” merit and receive no more of public con¬\nfidence than did the likable rogue of the story. Recently the president of\nthe largest concern of its kind in the world was asked, “What do you think\nbrings to your company the confidence of the public?” He replied, “A thor¬\noughly reliable and efficient organization. That is first always.”\nConfidence comes from a public which is convinced that the officials deal\nfairly with it. Nothing destroys confidence more quickly than the feeling\nthat special privileges are granted because of political pressure, or for social\nrecognition, or upon some other basis than merit. No one thing arouses more\nresentment than the knowledge that requests which are denied some are\ngranted others. All of us have had experience which shows that the public re¬\nsponds quickly to decisions if they have been carefully and fairly made. Fair\ndealing is not only good ethics — it is good business and sound school ad¬\nministration.\nAnother\n\nsource of confidence in a school system, paradoxical as it may\n\nseem, arises from the knowledge that decisions on policies of major impor¬\ntance which have been given careful, thoughtful, and scientific consideration\nwill be adhered to.\nBelief in the efficiency of a school system is never impaired, strange as it\nmay seem, when the officers insist on carrying out policies which may be op¬\nposed by small, but very articulate minorities.\n\n"}
{"page": 645, "printed_page": null, "text": "Department\n\nWe\n\ncould give many\n\nmembers\n\nof\n\nSuperintendence\n\n641\n\nexamples of school officials and board of education\n\nwho have announced\n\nunpopular policies, and who have steadfastly\n\nrefused to change their decisions although subjected to much abuse and un¬\nfavorable publicity. Occasions arise frequently which demand an aggressive\nand firm stand against what, on the surface, may seem to be considerable\noppostion. Such a stand, when\n\nbased on a sound and scientific investigation,\n\ninevitably results in reliance on the part of the people in the judgment\nintegrity of the school officers.\nTemporizing,\n\nand\n\nindecisiveness, and changing established policies for political\n\nreasons or because of temporary\nconfidence of the people.\n\nopposition are the surest ways to lose the\n\nA third source of friendliness between the public and its schools is a de¬\npartment of public relations. No system is too small, nor is any too large, to\nhave such a department whose primary function is to supply reliable, un¬\nbiased, impersonal, and factual information about the schools.\nA recent and as yet unpublished study by H. S. Ganders, made\n\nfor the\n\nCommittee on School Publicity of the Cincinnati Schoolmasters’ Club, indi¬\ncates that many cities of the country are alive to the possibilities inherent in\na department of public relations.\nOf the cities studied, Mr. Ganders found that eleven have definitely es¬\ntablished a policy of delegating to some member of the staff the duty of\nsupplying proper information\n\nconcerning the activities of the schools. In\n\nmany instances, particularly in the smaller cities, this person gives only part\ntime to this work. In addition to his function as contact man\npapers, such an officer has charge, in many\nreports and monographs.\n\nMr.\n\nGanders\n\nwith the news¬\n\ncities, of the issuing of annual\n\nfurther found that sixteen of the\n\ncities studied issue “house organs” which give a type of information con¬\ncerning the schools the newspapers ordinarily do not use. In the majority\nof cases such “house organs” are issued monthly\nby the board of education.\n\nand are paid for entirely\n\nOf the cities reporting, eleven felt that it was good policy to have a con¬\ntinuous rather than an intermittent program\n\nof school publicity. This ques¬\n\ntionnaire, necessarily limited in scope, shows clearly that the policy of es¬\ntablishing a department of public relations is one which is receiving critical\nattention.\nThe details of the relations between such a department and the newspa¬\npers are too many to be given here. Suffice it to say that it makes it possible\nfor the superintendent to have invaluable contacts with the newspapers\nhis city.\n\nof\n\nAccording to Elizabeth Kennedy, of Dayton, in a report entitled The Re¬\n\nlation of the Principal to the School Publicity Pro grain, prepared for Teach¬\ners College, Columbia\n\nUniversity, there are four simple but important rules\n\n"}
{"page": 646, "printed_page": null, "text": "642\n\nNational\n\nEducation\n\nAssociation\n\nwhich, if followed, insure the cooperation of the newspapers\n\nof any city.\n\nThey are —\nFirst, the department\n\nshall never, under any circumstances,\n\npersonal ends of any member\ncation.\nSecond, news\nther comment.\n\nof the school staff or of members\n\nbe used to further the\nof the board\n\nshall never be censored. This is so fundamental\n\nof edu¬\n\nas to need no fur¬\n\nThird, the department must be impartial in its dealings with the newspapers.\nFourth, this department furnishes only unusual items of news which may or may\nnot be of current interest. The reporters still continue their practise of interviewing\nthe superintendent or members of his staff in regard to news of current interest.\n\nIn addition to cooperating with the newspapers\n\nthe department\n\nof public\n\nrelations has charge of the issuing of all reports. These reports are too tech¬\nnical to be of value to the average reader of a newspaper. This department\nmakes these reports readable and interesting.\nThe ordinary report of the superintendent of schools, showing the busi¬\nness of the board of education during any particular year, is usually such\ndull reading that it is seldom looked over even by members of his own staff.\nIn the words of Professor Briggs, it is carefully read only by the proof¬\nreader, and not always by him.\nIn a very interesting book entitled Public School Relations , Professor A.\nB. Moehlman says that the annual report serves two purposes: First, to re¬\ncord certain important events for historical purposes, and second, to inform\nthe public and the members of the board of education what has been accom¬\nplished by the schools during the year just closed.\nThe first purpose of the superintendent’s report has been, as a rule, cred¬\nitably performed. The information is usually accurate and accessible. As a\nmeans of informing the public of the progress of the schools, however, it\nleaves much to be desired.\nAn examination of the publications which come from many of our com¬\nmercial houses shows that they have sensed the importance of having attrac¬\ntive, readable, and well-illustrated booklets. It is worthy of more than pass¬\ning notice to observe that any one of a half-dozen systems which have adopted\na plan of giving the public graphic and well-illustrated descriptions of their\nwork have very cordial and helpful relations with the public. Buffalo, De¬\ntroit, Rochester, Denver, and Cleveland are cases in point.\nSmaller systems than these can and do make intelligent and successful ef¬\nforts to supply the public with interesting and accurate information. A school\nscandal, like a church fight, will always gain headlines. It is news of the\nfirst water. Probably no system can hope always to escape it. But the effect\nof such stories on public opinion is to some extent offset if they have had and\ncontinue to receive accurate and readable accounts of legitimate school ac¬\ntivities.\nA department of public relations, whether it be in a system so small that\nthe superintendent is the department, or in a city large enough to have its\nown organization, is, a certain, sure, legitimate, and necessary source of\n\n"}
{"page": 647, "printed_page": null, "text": "/\n\nDepartment\n\nof\n\n643\n\nSuperintendence\n\nfriendliness. Accurate, well-edited, reliable, and continuous information\nabout a school system is a bulwark in time of need and a staunch friend in\ntime of trouble.\nThese, then, are some of the sources of friendliness between a school sys¬\ntem and the public : Courteous, tactful, and considerate relationships ; con¬\nfidence of the community in the efficiency of the schools, in the impartiality\nof its officials, and in the policies of the board of education ; and a depart¬\nment of public relations which furnishes a constant and reliable supply of\nimpersonal, accurate, worthwhile, and interesting information about the\nschools.\n\nMODERN\nHONORABLE\n\nRUTH\n\nBRYAN\n\nOWEN,\n\nCONGRESSIONAL\n\nPOLITICS\n\nMEMBER\n\nOF CONGRESS\n\nDISTRICT\n\nOF\n\nFROM\n\nTHE\n\nFOURTH\n\nFLORIDA\n\nI wish that there was a way in which I could express my appreciation for\nthat gracious welcome and the appreciation I feel for the privilege of ad¬\ndressing you this evening. I wish that there was some formal gesture by\nwhich I could express all that I feel in my heart. I heard not long ago the\nstory of an earthquake which occurred in a California city during a meeting\nof the civic commissioners. It was recorded that wh m the earthquake shook\nthe building, the commissioners had to rush out for safety. They were puz¬\nzled about the way to record it in the minutes. They hesitated to record that\nthey had stopped their meeting because of an earthquake. Finally the secre¬\ntary devised a solution. He recorded the incident in this way: “On motion\nof the city hall, the meeting adjourned.”\nI wish there was a formal motion by which I could express the sense of\nthe privilege which I feel it to be to speak for a few moments this evening on\na subject which is very near to my heart.\nA few years ago when\n\nI was asked to speak to a group of high-school chil¬\n\ndren on Washington’s birthday, I suddenly realized what a difficult thing\nit is to carry the mind of modern young people understanding^ back across\nthe years. I realized that if I was to speak to these students in any way that\nwould be memorable about the father of our country, I would have to por¬\ntray the time of the founding of our Republic in some way that would seem\nclose and personal to them, and I think it is a difficult thing to look under¬\nstanding^ back across a number of years. As I puzzled over the way in\nwhich I could translate the founding of our government into terms which\nwould seem intimate to modern youth, I found myself realizing how difficult\nit might be to carry the imagination of modern young people back even as\nfar as my own college days. I found myself remembering just how we used\nto look when I sang in the glee club in my university. I remember that my\nhatband and my waistband were just the same size at the time. I used one\nband interchangeably, and I was proud of it. Then I remember how inter¬\nestingly we did our hair at the time. I remember we wore rats and we had\nthe hair all brushed up over these rats and then we wore a sailor hat on top\nof the hair. The sailor hat had to be anchored down\n\nwith long hat pins.\n\n"}
{"page": 648, "printed_page": null, "text": "644\n\nNational\n\nEducation\n\nAssociation\n\nI realized that a picture of that group would be very difficult for modern\nstudents to view sympathetically, and yet if they could only look past those\nGibson girl shirtwaists, they would see exactly the same joys and sorrows and\nexactly the same hopes and fears that they know, but it is so difficult for\nthem to realize it.\nI knew\n\nif I asked them to look back still another generation farther it\n\nwould be even more difficult. A few years ago I saw a photograph of the de¬\nbating society on which my father served when he was in college. You could\ntell when you looked at that photograph that those boys would be statesmen\nwhen they grew up. They were dressed like statesmen. They all wore long\nfrock coats and they had their hands thrust in between the second and third\nbutton of their coats. There were only two girls in the group. One of them\nwas Jane Addams of Hull House. I was so interested in the clothes those\ngirls wore. You know I have thought sometimes our modern girls have\nmissed the very best defense they have when their clothes are criticized. They\nonly need to get out the old family album. Anyone who can look at the\nclothes of two generations ago and then be critical about the clothes today\nhas lost his sense of humor completely.\nI think the fact that we see the portrait of Washington so often on the\npostage stamps and in steel engravings has made him seem like a character\nwho is compressed between the leaves of a history book. A few years ago\nwhen D. W. Griffith had made his film, “America,” in which he tried to re¬\ncreate some of the scenes of the Revolution, I talked to him about it. He\ntold me how difficult it had been to find a man who looked enough like Wash¬\nington to play that part. When he finally found this actor and gave him the\npart to play, he told me the man was so impressed with the fact that he was\nto play the part of the father of our country that he not only studied the\nhistories, but he studied the old letters and the manuscripts, trying to live\nagain the period.\nThey took this motion picture company into a snowstorm to make the\nscenes at Valley Forge. They had the American army with torn uniforms,\nsome of the men with rags wrapped around their feet instead of shoes. They\nhad to drag the cannon over the rough roads, and as the men struggled along,\nthere was the trace of blood where they had trod. After the picture was\nfilmed of the men at Valley Forge where Washington .had to go amongst\nthe soldiers to encourage them, to help them as they struggled through the\nstorm, the director said, “It is time for Washington to kneel and pray for\nthe success of his army.” This actor knelt in the snow, but Mr. Griffith told\nme they had to stop the cameras and wait because his eyes were full of tears\nas he knelt there.\n\nI have wished that modern students might have just that moment of in¬\nsight which this motion picture actor had as he knelt in the snow, because\nhe wasn’t seeing then a chapter in history. He was living a time of human\nsuffering and human sacrifice and was bridging the years with his imagina¬\n\ntion.\n\n"}
{"page": 649, "printed_page": null, "text": "/\n\nDepartment\n\nof\n\nSuperintendence\n\n645\n\nI think if the time of war is difficult to recreate with sympathetic under¬\nstanding, perhaps the years just after are quite as difficult. I have always\nwished that there was a way in which we could see history with a bird’s-eye\nview. 1 have always longed to look out over our continent and see just how\nthe pioneers crossed it. I remember when I was a girl I was so sorry I was\nborn too late to be a pioneer. I used to stand on the one spot outside Lincoln\nwhich never had been cut by a plow and I would try as I stood there to\nimagine how the covered wagons had wound out to the west. I tried to see\nthe pioneers cutting their way through the forests to the north, and another\nline of pioneers crossing the desert to that lawless frontier on the southwest.\nA few years ago in a book I had a sense of that bird’s-eye view for which I\nhad always longed. I think those of you who read Giants in the Earth\nshared it with me. Do you remember when the four covered wagons were\njust starting out to the west and each wagon had a family in it and a cow\ntied behind it? They were ready to start for North Dakota and then one\nwagon had to stop for repairs. So the three began the journey. The last cov¬\nered wagon was to start as soon as the repairs were completed. When the\nlast family started on the journey, they could follow the tracks of the wagon\nwheels in the sod of the plains and the ashes of the camp fires and then there\ncame a time when they couldn’t see the trace of the wagon wheels, but they\nfollowed on, and then the food supply began to run low and fear settled\ndown over the hearts of the parents. One night when they had made camp\nand the children were sleeping under the wagon and the mother lying be¬\nside them, the father started out to hunt by moonlight for the wagon tracks.\nAs he went away from the wagon it seemed to grow smaller and smaller in\nthat great open circle of the plains. When he had reached a little hill, he\nnot only saw there the trace of a wagon wheel, but he saw a piece of dried\nmeat which the other pioneers had dropped when they passed. He picked up\nthe meat. There was food for his children. There was the track he could\nfollow. I think I never in all literature enjoyed a meal as much as I enjoyed\nthat meat. I was so relieved when they found it.\nBut there was that other scene which was less happy. When each of the\nfamilies had built a sod house and tilled the first field, then they saw another\ncovered wagon coming toward them across the plains. They came out to\nwonder who it could be. When the wagon neared the little settlement, they\nsaw a man leading the horses. The children in the wagon looked hungry,\nand there was a woman tied with ropes to the wagon seat. Perhance asked\nthe newcomer, “Where did you cross the Sioux River?”\nHe replied, “How should I know where we crossed the river? We had to\nhunt for days before we could find a place that was shallow enough to cross.”\nPerhance said, “You have had a hard time, haven’t you?”\nThe man answered, “Yes, life is hard, and it has been harder since we lost\nour boy.”\nThen he told how\n\none of the children had become\n\nill. They tried to get\n\nhelp in the last village, but because they were Norwegian, the doctor couldn’t\nunderstand them and they had to go on without much help. The father said,\n\n"}
{"page": 650, "printed_page": null, "text": "646\n\nNational\n\nEducation\n\nAssociation\n\n“One day the boy’s life went out like a candle that is blown out by the\nwind.”\nPerhance said, “Have you brought him with you in the wagon?”\nHe said, “No, we had to leave him behind. His mother and I dug a grave\nfor him in the shade of a rock and we have come on, but there are times when\nhis mother tries to go back. It is hard to leave a child behind you that way.”\nI realized that wasn’t the story of one covered wagon ; it wasn’t the story\nof one group of pioneers ; it was a glimpse into the sacrifice of every frontier\nwhen a great continent is being broken to the use of man. It is difficult to\nlook back understandingly. I think it is difficult for modern youth to bridge\nthose years. One reason is the fact that now it all seems so finished. We are\nnot very far now from any part of our country. We have our highways like\nribbons of cement crossing and recrossing the continent. When we want\nmusic, we can turn on the radio. When we want light, we press a button.\nI think sometimes the very type of patriotic speeches which the young\npeople hear make it a little bit difficult to realize the place the citizen\nshould occupy in his government. You know the type of patriotic speech\nthat hangs the flag up, boasts about it a little bit, and doesn’t suggest that\nthere is anything left to do. Whenever I hear that sort of complacent patriot¬\nism, I think of the story I once heard of a school entertainment when the\nschoolboard were to be the guests. The children had learned their recita¬\ntions. The teachers had decorated the schoolrooms and the great day ar¬\nrived. One of the visitors was talking to the children. He said, “Children,\nwhy did your teacher hang this big flag on the wall of your schoolroom ?”\nOne of the children said, “Please, sir, it’s to hide the cracks we have in\nour plaster.”\nYou know I think there is a certain sort of patriotism which finds it far\neasier to hang up the flag than to examine the plaster and see just where it\nneeds reenforcing. I am glad there is a more intelligent patriotism and I am\nglad it is expressed in one of the songs our children sing —\n“America ! America ! God mend thine every flaw,\nConfirm thy soul in self-control, thy liberty in law!”\n\nI remember once when in one phrase I saw the place which the individual\nshould occupy in our own government, and that phrase was in a speech\nwhich Walter Hines Page delivered when he first came to London as our\nambassador at the beginning of the war. He spoke to the Royal Scientific\nSociety and used this expression: “If you are going to understand the govern¬\nment of my country, you will have to see it as my forefathers saw it; you\nwill have to see the power of government placed equally in the hands of\nevery citizen. Then if you see the government placed in the hands of every\ncitizen, you see why in America we dare not let our public remain ignorant,\nand we dare not let any group become embittered because we have begun by\ngiving them the power.”\nThen I realized that the work of building the Republic is not yet com¬\npleted, for if our government is one in which power rests in the hands of\n\n"}
{"page": 651, "printed_page": null, "text": "Department\n\nevery citizen, then we\n\nof\n\nSuperintendence\n\n647\n\nwill not have completed our Republic until every\n\ncitizen is bearing his share in government. If only fifty or sixty percent reg¬\nister and vote, we have only finished fifty or sixty percent of the Republic,\nand there is plenty of work left to do.\nI believe that the youth of our country today, if it is only made plain that\nthe very building of our Republic depends on the degree of patriotism shown\nby that generation, are ready to respond to that appeal. I am always read¬\ning something in the press about our young people, some article about the\nway the girls wear their hair, or the way they wear their eyebrows, or some¬\nthing else that disturbs the press. It seems so difficult for young people to\nplease the newspapers. It probably always has been so, but I think it is well\nfor us to remember that it was a young American who proved to be the best\nambassador this country ever sent abroad, and I think Lindbergh is more\ncharacteristic of our youth today than the types that the newspapers\ncize.\n\ncriti¬\n\nI so firmly believe that there is a service which youth can render to gov¬\nernment that I am trying to bring to the young of my own district a sense\nof this vision that I see. We so often talk about public opinion as if it was\na static thing, something that always remained the same, when every year\nthousands and thousands of young citizens are pouring into public opinion,\nand thousands and thousands every year are facing the sunrise of living. It\nhas occurred to me that when the schools give a diploma which marks the\nclose of school life for these young people, it would be appropriate to have\nthe government make a gesture of welcome to these new citizens. I have had\nthe “American’s Creed,” in which William Tyler Page has so finely de¬\nscribed the attitude of the patriot, engraved on parchment, making some¬\nthing that looks a good deal like a diploma, and on this I have not only placed\nthe “American’s Creed,” but the statement that “This is presented by your\nrepresentative in Congress in recognition of your graduation and to welcome\nyou to participation in the affairs of government.” Every high-school gradu¬\nate and every college graduate in my district is going to be welcomed into\ncitizenship by the presentation of the “American’s Creed.”\nThen I have been planning some citizenship contests in my eighteen coun¬\nties. In every one of these counties in the high schools the boys and girls are\nto select by their vote the three boys and three girls in each school who have\nbeen the best young citizens, not the best scholars necessarily, but the most\nunselfish citizens, and then in each county the faculty or the schoolboard are\nto select from that number one boy and one girl to represent the county.\nAt Easter I am taking these thirty-six young people to Washington\n\nfor a\n\nweek’s study of government. They will have shown that they know what it\nis to be a citizen of a school, and we will study together what it is to be a\ncitizen of the Republic.\nI remember\n\nthe first time I ever saw a king drive along the streets of a\n\nEuropean city in a gold coach. I thought, “How easy it is to understand this\nform of government. You can stand by the road and watch it go by. You\ncan see it with your eyes, but a government\n\nwhich rests on your own\n\nshoul-\n\n"}
{"page": 652, "printed_page": null, "text": "National\n\n648\n\nEducation\n\nAssociation\n\nders, you have to see with your mind and your heart, and that is more diffi¬\n”\ncult\nI want\n\nto take these thirty-six young\n\npeople to make\n\nthis pilgrimage to\n\nour nation’s capital. I want to begin at the Congressional Library where the\nDeclaration of Independence hangs in the original. Then we will walk in\nthe footsteps of Washington at Mount Vernon. We will stand in front of\nthe capital where the dome rises against the sky and we will see where in\nthe one wing the Senate is in session and in the other, the House\nsentatives.\n\nof Repre¬\n\nWe will go to the Supreme Court, because no one can fail to respect the\ndignity of law when they have seen our Supreme Court in session. We will\ngo and meet the President, because I want these children to know that even\nthe President of the United States has a word of welcome for the best young\ncitizens in these counties. Then we will end our pilgrimage where I have\nended the pilgrimage of more than a hundred Florida boys and girls this\npast year. We will go to Arlington and lay a wreath on the Tomb of the\nUnknown Soldier. I remember when I stood there this spring with fortyseven boys from Orlando, we could look past the marble tomb and see the\ncity of Washington\n\nin the distance. We\n\ncould just see the dome of the Capi¬\n\ntol and the white shaft of Washington’s Monument. I said to the boys,\n“This represents more to us than the Tomb of the Unknown Soldier, the\nsoldiers in the Revolution who died so that we could have the city of Wash¬\nington and all it stands for, and all the soldiers through the years who were\nready to lay down their lives so that we could keep it.”\nThe boy who had the wreath stepped out and laid it on the Tomb and\nthen he spoke from his own heart words which were unrehearsed but which\nwere echoed in the hearts of all of us. He said, “In memory of those who\ngave their lives that we could live in peace.”\nOh, there is so much that speaks to the heart of youth in our government.\nWe hear a great deal about the need of defense in our country. I think any\npatriotic American wants us to have ships enough to defend our shores from\nenemies outside, but there are two ships we need inside the country. One is\ncitiz enship and one is statesmans/^'/), and we can build those ourselves.\nI have an ambition which is so personal that I almost hesitate to state it,\nbut I would like to have a time come when it would be said, “The best young\ncitizens in the country come from the Fourth Congressional District in the\nState of Florida.”\nYou know I think there is something a little touching about the way very\nyoung students feel that they can put everything right. Have you ever no¬\nticed if you give a boy a high-school diploma he can tell you just how to run\nthe family? He can tell you just how to conduct the city government. He\ncan point out the flaws in the federal government, and usually he is right.\nI would rather have the high-school students count the votes in some of\nour big cities than the men who count them. If you gave them the task of\ncounting votes, you know how hard they would try to bring the right an¬\nswer back to you. They would never be influenced by political considerations.\n\n"}
{"page": 653, "printed_page": null, "text": "Department\n\nThey\n\nof\n\n649\n\nSuperintendence\n\nhave two qualities, energy and idealism. Those\n\nare qualities we\n\nneed in government, but have you noticed w’hen some of these young people\nhave big ideas about setting the world in order, how their elders usually\ntalk to them? Why I have heard their grownups say, “If you tried those\nideas of yours they wouldn’t work. Things have always been done this way ;\nthey always will be.”\nYou know I would rather say, “We haven’t made things perfect yet. You\ncome and try to make them better and we will stand behind you while you\ndo it, because we need your help.”\nI believe that if we can bring a sense of responsibility for government to\nour youth, we are not only giving them a wonderful interest, but I think\nwe are doing a service to government. I think right there lies the answer to\nsome of our great problems. If instead of chasing the adult malefactor\naround to punish him, we took good care that the next generation had the\nview we want them to have, I think we would save ourselves a lot of time\nand a lot of money. In the attitude of our youth lies the answer to a great\nmany grave problems.\nI believe we can show to youth that building a republic now is almost\nlike building a cathedral was in the Middle Ages. One generation put in a\nfoundation and then because it was so vast, years would pass as the walls\nrose, but those who\n\nbegan the cathedral were not the ones who\n\nsaw it fin¬\n\nished ; it was their children or their children’s children who would see the\nfinished towers against the sky.\nIn the time of our forefathers a foundation of government was laid, and\nduring the years the pioneers were building the walls higher, but it won’t\nbe until every citizen bears his share in the responsibility of government that\nthe Republic will be completed, and now it is the privilege of those who see\nthis vision to say to modern youth, “Godspeed in your task of helping to\ncomplete the Republic which our forefathers began for us in sacrifice.”\n\nMODERN\n\nBUSINESS\n\nLOOKS\n\nAT SECONDARY\n\nEDUCATION\n\nTELE¬\nAND\nTELEPHONE\nB. JEWETT, VICEPRESIDENT, AMERICAN\nFRANK\nGRAPH COMPANY,\nPRESIDENT, BELL TELEPHONE\nLABORATORIES,\nNEW\n\nYORK,\n\nN. Y.\n\nIn presuming to address you on such a topic as “Modern Business Looks\nat Secondary Education,” I realize, as you must, that no one man, however\nwise or however broad of experience, can possibly hope to summarize the at¬\ntitude or feelings of business toward secondary education. Modern business\nis so vast, so varied, and so varying that there is obviously no simple point of\nview which could with safety be taken and used as a guide to assist you in\nthe equally intricate maze of problems which inhere in the giving of sec¬\nondary education.\nAdded to the other factors is the fact that at any given instant the point\nof view of even a single clearly defined portion of business is a composite\nthing likely to shift materially, at least in detail, within a relatively short\n\n"}
{"page": 654, "printed_page": null, "text": "650\n\nNational\n\nEducation\n\nAssociation\n\ntime. Even if such a unit of business is sufficiently developed, coherent and\neducation-conscious, as to have a point of view, that point of view will of\nnecessity be the resultant of the points of view of the individuals who make\nup the unit, or at least it will be the resultant of the points of view of the\nleaders of those who make up the unit. It will be compounded in part of an\nelement of selfinterest in the advancement of the unit insofar as advance¬\nment is thought to be affected by schemes of education. Tempering and modi¬\nfying this element of selfinterest will be the individual points of view of\nthose who make up that particular business concerning what is desirable in\neducation. These points of view, themselves, are necessarily variable things,\nsince they must embody human conclusions that result from personal edu¬\ncation, personal experience, and the interest or lack of interest which each\nindividual may have, as a citizen, in education generally as affecting the well¬\nbeing of the community. In many cases the interest of the individual, as a\ncitizen, in education may be quite different from his interest as a prospective\nemployer of the human products of education, for they are likely to affect\nhis particular business interests.\nIf, however, our discussion here is to be something more than an academic\nconsideration of a kaleidoscopic play of innumerable factors, which all who\nconsider the matter at all deeply must recognize as existing, then we must\nnarrow the field of our discussion in an endeavor to see whether there are\nany points of view likely to be possessed by business in general. In attempting\nto act as a spokesman for business on this occasion, and in order that you may\nappraise what I have to say, you should know something of my own back¬\nground of training and experience.\nTo begin with, I am a product of the public school system as it existed in\nCalifornia thirty or forty years ago. Added to this is a college education ob¬\ntained in the coeducational environment of California and the middlewest\nof that time, supplemented by an advanced scientific and technical education\nand a teaching experience in New England. Practically all of my mature\nlife has, however, been spent on the engineering and scientific side of an in¬\ndustry, which was one of the earliest of our presentday organizations to rec¬\nognize that its future welfare was vitally involved in an increasingly effi¬\ncient scheme of secondary and university education. Throughout this entire\nperiod of my business life I have continued to be actively interested in edu¬\ncation itself. In part this interest has found an outlet through service on\nboards of trustees of some of the great national institutions, and in part\nthrough twenty years of service as a member of a board of education here in\nNew Jersey.\nWith this background painted in, I should like to point out to you what\nseem to me to be the major changes in the industrial point of view as it re¬\nlates to conscious interest in secondary education during the past two or\nthree decades. While there were doubtless exceptions here and there, I think\nit is safe to say that twenty-five years ago most of the units which made up\nindustry were very little, if at all, conscious as regards their interest in the\nproblems and programs of secondary education. The college graduate was\n\n"}
{"page": 655, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n651\n\nonly just beginning to be recognized as a valuable potential asset in the\nmarch of industrial progress. To a considerable extent he was even still in\nthe position of having to force his way into industry against a long standing\nconception that college training led primarily to the learned professions and\nwas likely to produce little of value in the socalled more practical affairs of\nlife. Secondary education, insofar as it culminated in graduation from a high\nschool, was probably looked upon with somewhat more tolerance than was\ncollege and university education. Graduation from a high-school course was\ndoubtless considered somewhat of an asset as indicating a certain degree of\nability. I surmise, however, that except in rare instances very little, if any,\nthought was given to the content and character of the high-school course it¬\nself.\nAbout twenty-five or thirty years ago some of the larger industries, and\nparticularly those which were grounded in applied science, began to realize\nthat if they were to succeed and prosper, they must insure to themselves an\nadequate supply of properly trained college men who, in addition to their\ntraining, were possessed of those characteristics which appear to distinguish\nsomewhat the man of business from the man of the individualistic profes¬\nsions. This need was first recognized on the more purely technical side. On\nthis side the specifications desired were easier to formulate and likewise\neasier to fill, since the then existing technical schools were following closely\nin their curriculums the advances in pure science and the trend of practical\napplication.\nStarting without very much\n\nin the way of organized effort, these leaders\n\nof industry soon began to develop a technic in the selection of technical grad¬\nuates. With experience they began also to influence, through concrete sug¬\ngestion, the form and scope of technical education. So successful were the\nresults of these early efforts on the purely technical side, that many indus¬\ntries began to extend their conscious wholesale selection of college-trained\nmen to the arts courses and to induct into the non-technical phases of the\nbusiness, men trained in the institutions of higher learning. As in the case of\nthe technical schools, this increasing demand for arts-course graduates de¬\nveloped many helpful suggestions from industry to the faculties of the col¬\nleges and universities. With possibly a few minor exceptions I think that in\nboth the technical and non-technical fields the influence of industry on the\nform and character of the educational machinery has been confined pretty\nlargely to consideration of what seems to be required to better the human\nproduct turned out by that machinery. In the main we of industry recognize\nclearly that the form and character of the educational machinery is a matter\nfor school men to handle ; and that even though we may have definite ideas\nas to what we should like to see accomplished, we are not experts in the\nmethods\n\napplicable for its accomplishment.\n\nAt first, both on the technical and non-technical sides, the interest of the\nmore highly developed industrial units in the products of college, technical\nschool, and university education was confined to organizing to stimulate and\nget a sufficient supply of trained men. This accomplished, the men were for\n\n"}
{"page": 656, "printed_page": null, "text": "652\n\nNational\n\nEducation\n\nAssociation\n\nthe most part left to make their own way with the industry they had en¬\ntered. Instances of occasional and sporadic efforts of training within the in¬\ndustry itself did not negative this proposition. With the passage of time and\nthe increase in size and intricacy of the industrial units, however, it finally\nbecame clear that if the trained individuals who had been taken into the\nbusiness were to be assured maximum\n\nopportunity to develop for their own\n\nand the industry’s good, a certain amount of coordinated, planned, indus¬\ntrial education within the industry itself was desirable. As a result, and\nwhile each industry handles the problem in its own way and to fit its own\nneeds, we find today an almost universal post-graduate schooling for college,\nuniversity, and technical school graduates carried on within industry itself\nduring the first few years after a man’s employment.\nAlmost every great modern industry, and frequently almost every major\ndepartment of an industry, has a staff of trained school men who devote their\nentire time to the further education of employees. In part the time and ef¬\nfort of these school systems within industry are devoted to specialized train¬\ning within the industry itself, and in part to making contact for, and super¬\nvising the work of employees desiring to avail themselves of the general pub¬\nlic and private educational facilities which surround them. Although their\nindustrial school faculties started largely as a result of the recognized need\nfor further training college men, they have expanded far beyond that con¬\ncept; so that at the present time their main effort, I suspect, is devoted to\nhelping in the advancement of those who have entered industry directly from\nthe primary and secondary schools.\nThis brings us more particularly to the topic of the evening, “Modern\nBusiness Looks at Secondary Education.”\nSince both modern business and modern education are vertical structures\nwith avenues of egress and ingress at every level, and since the great bulk of\nthose engaged in industry are not college trained, it seems clear that busi¬\nness should take a lively interest in both primary and, more particularly,\nsecondary education. Anything which is done or can be done to enhance the\nefficiency of secondary education has an immediate beneficial influence on\nbusiness which each year consumes a very large part of the human output\nfrom secondary schools. Conversely, anything which\nefficiency of that output has an immediate\nof business.\n\ntends to degrade the\n\ndebasing effect on the efficiency\n\nIf we grant, as I think we must, that business should have a vital inter¬\nest in secondary education, the question at once arises as to whether it does\nin fact evince that interest. My\n\nanswer\n\nto that question is that I think the\n\nlast ten years have seen a rapidly growing direct interest of business in sec¬\nondary education and a rapidly growing desire to contact more intimately\nwith secondary schools and secondary school men. Further, I am strongly\nof the opinion that in the years just ahead of us business, as exemplified by\nits more progressive units, will find many ways to be helpful to school men\nin the better doing of the work\n\nthey are engaged upon\n\nand in the better\n\n"}
{"page": 657, "printed_page": null, "text": "Department\n\nof\n\nhandling of the boys and girls who\nsuits.\n\nSuperintendence\n\n653\n\nleave their care and enter gainful pur¬\n\nMy reason for this attitude is because I have seen, and been part of, the\nprocess which has evolved the present relationship between business and\nhigher education ; and because I am firmly convinced that the same processes\ncan and should be applied in even larger measure, within the limits of sec¬\nondary education, to the advantage not only of secondary education and the\nbusiness which it feeds, but also to the very great advantage of the individ¬\nuals who pass through the secondary schools and of the society of which they\nbecome members. As in the case of higher education, the help which we of\nbusiness can give to you of education is not to advise you regarding the de¬\ntails of your profession, nor to tell you too specifically what we think about\nthe substance of your curriculums, but rather to tell you, out of our ex¬\nperience with your past product, the characteristics which we think should\nbe present in the product of the years to come.\nThere was a time, not so many years ago, when many in business had\nmore or less the idea that business would be best served, and men would\nmake the greatest progress in it, if their courses of formal training led pretty\ndirectly to the processes then in vogue in business. Such ideas still doubtless\nprevail in many directions, but increasing numbers of the more thoughtful\nleaders of business have come to appreciate that since business is not a stag¬\nnant thing but is evolving and developing day by day, no scheme of educa¬\ntion of the individuals who must form the living cells of the structure is ef¬\nficient if it does not give to the individual a training which permits him to\nexercise every inherent capacity to meet changed and changing conditions.\nCarried to an extreme of absurdity, a scheme of education which brought\ninto any business a boy or girl perfectly trained in the technic of the moment\nbut without capacity of adaptation to changing conditions, would leave that\nboy or girl substantially a worthless addition to the force within a few weeks\nor months.\nIn our general consideration, as citizens, of the progress of secondary edu¬\ncation, we hear great clamor and argument about the introduction or non¬\nintroduction into the curriculum of this, that, or the other thing, or the mak¬\ning of revolutionary changes in established courses of training. The faddists\nare with us and, so far as I can see, will always be with us. In some cases\nthey would add this, that, or the other thought-to-be-desirable thing to the\nalready overburdened curriculum, or they would make sweeping revolution¬\nary changes in the whole scheme of things. Many of us, as citizens and par¬\nents, think that in some directions we have already gone much too far both\nin the direction of diffusion of effort on the part of the youth, and in re¬\nlieving the pressure which insists on real mastery of whatever subject is un¬\ndertaken. More and more I think that we of business who have given thought\nto the problem have fortified these opinions gained as citizens and parents.\nFor whatever such an intangible thing as the opinion of business is worth, I\nshould say that we would unite in the advice, “Do even less in the number\nof things you are now doing if by such a process you can do the remainder\n\n"}
{"page": 658, "printed_page": null, "text": "654\n\nNational\n\nEducation\n\nAssociation\n\nbetter.” To this I think we would add, “Above everything, avoid those proc¬\nesses or things which tend to make of education merely a pleasant superficial\ngame and so deprive the child of the opportunity to acquire capacity for hard\nintellectual work on what are frequently dry and disagreeable tasks.”\nFrom what I have just said I trust that you will not gain the impression\nthat we of business would have you make of secondary education merely a\ncogwheel in a machine to produce efficient human tools for business. We\nshould like of course to have those we employ out of the secondary schools\nas efficient in the details of our several businesses as we can. At the same time\nwe have relatively little use for detail technic acquired at the expense of more\nfundamental mind-training. Business itself is quite competent in the main to\nprovide the details of training in the technic of its operations. True, it may\nbe of some help to us in some directions to have boys and girls enter our ranks\nwith a rudimentary knowledge of certain kinds of technic. Further, w’e have\nno quarrel with you concerning education in matters of this kind if you be¬\nlieve that the things you do have a sound pedagogical basis. We do quarrel\nwith you if you carry this kind of training too far in amount or diversity,\nand so deprive your product of the capacity to advance in afterlife for lack\nof suitable training of mind, which you of the secondary schools alone have\nthe opportunity to give.\nBy way of emphasis on this last point of view, I feel safe in saying that we\nof business, in our consideration of secondary education, are coming more\nand more to believe that that secondary education is best, not only for us\nbut for our employees as well, which, in addition to training the mind to\nconcentrated intense application on the task at hand, develops in the indi¬\nvidual maximum capacity for thoughtful consideration of any problem he\nor she may be called upon to consider, and indoctrinates in every boy and\ngirl a desire to seek enjoyment and contentment in the more substantial\nthings of life. As a group, we are finding now, if we did not know it before,\nthat the man or woman who is a good citizen, with capacity through train¬\ning to lead a happy life without complete dependence on artificial stimula¬\ntion, and to approach every problem thoughtfully is the finest asset which\nany organization can have. We have learned that those who are trivial and\nincapable of thoughtful consideration in their general lives are inevitably\ntrivial and unthoughtful in their industrial environment, and so are a drag\nnot only on their own progress but on the organization of which they are a\npart.\nI think you may be sure that we of business in the years ahead are bound\nto take a more concretely active interest in secondary education than we have\nin the past and that both you and we will profit by the enlarged contacts\nwhich this increased interest brings about.\nIn closing, I would like to say that if you derive from what I have said\nany impression that I was talking merely from the standpoint of the large\nindustrial units, I hope you will disabuse your minds of it. It is true, as I\nsee it, that the bigger industrial units are those most likely to be interested\nconcretely and intelligently in the problem of secondary education, to be\n\n"}
{"page": 659, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n655\n\nthose who come most closely in contact with youth. It is quite clear that\neven the smaller units of business through their various associations and\nthrough the example of their large brethren are more and more coming to\ntake a real concrete interest in the education of those who are to be their em¬\nployees.\nMy own\n\nopinion is that in the years just ahead business, which in the past\n\nhas paid great attention to the getting of college-trained men, is going to pay\na very much greater attention to the selection and further training of boys\nand girls who have been deprived for one reason or another of the opportu¬\nnity to go to college, and this for two reasons. In the first place the supply is\nvery much greater, and consequently the number of inherently able people is\nprobably very much greater, and also because we who have had twenty-five\nor thirty years of intensive search for, and use of, college-trained men, have\ncome to appreciate what a horrible thing we have done in taking certain\ncollege-trained men into industry, of stimulating men to go to college and\nstruggle through to a degree and go out into life when they would be far\nbetter fitted for the struggle of existence had they never gone. I know of no\nmore pathetic individual in life than a man with a college degree who at the\nage of forty or fifty finds himself far behind the procession of his fellows. He\nwould give everything there was in the world if he could get rid of that de¬\ngree. He would have been a far happier person had he never struggled to\nthat point.\nI think we are going to try in the years to come to make a more intelligent\nselection of our people. It is true we are going to continue to use collegetrained men in great numbers, but we are going to try to use an even greater\nnumber of people who have not had the opportunity to go to college, and\nwe are going to try to supplement what you do for them with a better scheme\nof industrial education after they have come with us. Throughout this whole\nprocess the game will have to be a cooperative one between you of the school\nworld and we of industry.\nI don’t know that I can illustrate any better what kind of cooperation I\nhave in mind than by telling a story of the kind of cooperation which might\nexist between us. It is a story of a traffic officer and an accident at the corner\nof Thirty-Fourth Street and Fifth Avenue. Those of you who have traveled\nup and down Fifth Avenue realize that when the signals are set for the north\nand south traffic to move, it moves quite rapidly, and when the signals are\nset for it to stop, it stops quite rapidly. According to this tale, the traffic had\nbeen moving north and south on Fifth Avenue. The signals changed just as\na big Packard limousine came up to the south side of Thirty-Fourth Street.\nIt stopped very promptly, so promptly that a small Ford car immediately\nbehind bumped into it. Immediately the traffic officer on duty went over to\nthis man driving the Ford, pulled out his little book, and said, “Hey, you,\nwhat do you mean by running into this fellow ahead? Can’t you see where\nvou are going and stop when the signals come to stop? What’s your name?”\n“Casey.”\n“First name ?”\n\n"}
{"page": 660, "printed_page": null, "text": "656\n\nNational\n\nEducation\n\nAssociation\n\n“Michael.”\n“Where were you born, Michael Casey?”\n“County Claire.”\n“Are you one of those Michael Casey’s from County Claire?”\n“Yes.”\n“You just wait right here until I go up forward\nboob meant by backing down\n\ninto you.”\n\nEDUCATION\nWILLIAM\n\nJOHN\n\nCOOPER,\n\nand see what that big\n\nMOVES\n\nFORWARD\n\nUNITED STATES COMMISSIONER\nWASHINGTON, D. C.\n\nOF\n\nEDUCATION,\n\nWhen President Cody informed me that the theme for this evening’s meet¬\ning was “Life Is Dynamic” and that I was to speak for education, there\ncame at once to my mind a favorite theme of H. G. Wells. Shortly after the\nclose of the Great War and the failure of the treaty-makers to put into ef¬\nfect any plan at all adequate to make real the idealism so ably voiced during\nthe conflict by President Wilson, Mr. Wells by tongue and pen endeavored\nto convince the thinkers of the world that our presentday civilization pre¬\nsented a race between disaster and education. “The present system,” said he,\n\n“ unless it can develop a better intelligence and a better heart , is manifestly\ndestined to foster fresh wars and to continue wasting what is left of the sub¬\nstance of mankind, until absolute social disaster overtakes us.”1\nA decade has passed. Many of the influential men who sat at Versailles\nhave joined those hapless millions who paid the high price on Flanders fields,\nor, who, broken in fortune, in body, in mind, or in spirit, have now passed\nfrom their sufferings. In spite of tremendous war costs and accumulated\ndebts, the decade has been one of the most significant in the history of the\nworld. Certainly none has been more dynamic. Religious concepts established\nfor centuries have been challenged. Social institutions considered basic to\nmodern society have been undermined. Economic structures considered es¬\nsential to civilization itself show signs of decay. Governments have been rev¬\nolutionized and properly constituted law openly defied. Painstaking labora¬\ntory research into the nature of the atom, the photo-electric cell, and the\nbasic cell of living tissue have made great progress, and discoveries any day\nmay force radical changes in our thinking and in our ways of living. Where\nis education? Is it also dynamic or is it lagging? Is the race to end in disas¬\nter or can education develop “a better intelligence and a better heart?”\nLet us look first at Asia, cradle of mankind, forbear of civilization, home\nof more than half the population of the globe. The India Act of 1919, which\nbecame effective in 1921, set up for the Government of India a dyarchy\nwith division of powers between the central government and some fifteen\nprovincial governments. One of the functions of the latter is education which\ntook high rank in the light of His Majesty’s announcement that Parliament\nwould encourage India to become a selfgoverning dominion of the Empire.\n1 Wells, H. G. The Salvaging of Civilization. The Macmillan Company, New York, 1921.\np. 198.\n\n"}
{"page": 661, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n657\n\nHere face to face with the difficulties of democratic government is a popula¬\ntion more than double that of the United States, occupying about sixty per¬\ncent as much territory with poorly developed transportation facilities. It is\nbound by tradition, cursed by a caste system, and over ninety-two percent\nilliterate. Surely India presents the greatest challenge to education ! And yet\nI can report promising progress. The last official report, issued by the India\nOffice in January, 1929, says:\nDuring 1925-26 there was an exceptionally large increase in the number of\nscholars under instruction throughout India. The number of recognized institutions\nincreased by over 9300 during that year, and the number of scholars by over 690,000. There was also a rise in the number of scholars reading in professional col¬\nleges. The percentage of males under instruction in recognized institutions to the\ntotal population was 6.5 as against 6.0 in 1924-25, and the percentage of females was\n1.3 as against 1.2 in the previous year. The rise of 0.5 percent in the percentage for\nmales was the largest increase recorded in any one year during the last ten years,\nand though this percentage is still far from satisfactory, it compares very favor¬\nably with the figure for ten years ago which was only 4.7. Unfortunately the per¬\ncentage for females is rising very slowly. It was 0.9 in 1916 and after ten years it\nhas risen to only I.3.1\n\nIf, however, we keep in mind the centuries-old prejudice against female\neducation, we can rejoice that the enrolment gains reported for the last fiveyear period have nearly equaled those of the previous ten, and that the num¬\nber of women preparing to teach is increasing rapidly. Although the total\nexpenditures for education, measured in terms of American money, seems\nsmall — about seventy-five million dollars (for 1926-27) — we must remem¬\nber that this is approximately double the annual expenditure of some five\nyears earlier. Even on this most difficult battle line we can report that edu¬\ncation moves forward.\nTo the north and east of India lies that other ancient civilization, China.\nHere live approximately one-fourth of the entire population of the world\nand a decade ago eighty percent of these people were illiterate. Education\nhas won two major battles on this front. I speak first of the socalled “lit¬\nerary revolution,” under the leadership of Professor Hu Shih, whose slogan\nwas “No dead language can produce living literature.” As a result of this\nrevolution China is developing a great literature in Pei-hua, the language\nspoken by over three-fourths of the Chinese people. Today the newspapers\nand periodicals, together with many books in the vernacular, constitute a\ngreat unifying force. The older language, known as TVen-li, in which the\ngreat classics are written and in which the examinations for government\nservice have been held, required a lifetime for its mastery. This resulted in\nthe development of a scholarly class which is held in high regard by the\nChinese people and an inevitably high percent of illiteracy.\nThe second movement seems to have had its origin behind the lines in\nFrance where nearly 200,000 Chinese laborers were employed. A Chinese\nscholar, fresh from his courses in Yale University, was assigned to work with\n1 East India\n\n(Progress\n\nand\n\nCondition).\n\nStatement\n\nexhibiting\n\nthe moral\n\nand condition of India during the year 1927-28. Sixty-third number.\nOffice, 1929. p. 369.\n\nand\n\nmaterial\n\nprogress\n\nHis Majesty’s Stationery\n\n"}
{"page": 662, "printed_page": null, "text": "658\n\nNational\n\nEducation\n\nAssociation\n\nhis fellow countrymen in an effort to keep them better satisfied and to re¬\nduce, if possible, the terrible homesickness which was afflicting them. This\nAmerican-educated Chinese, Mr. Y. C. James Yen,1 and his associates, un¬\ndertook to make literate this mass of coolies. From their experiments has de¬\nveloped “the foundation characters,’’ a list of some 1,000 of the most commonly used elements in Pei-luia. A series of four textbooks based upon this\nvocabulary has been prepared. In each book are found twenty-four lessons\ninvolving ten or eleven characters each. Each lesson has three parts : A pic¬\nture to arouse the interest, a reading exercise in the character based upon\nthe picture, and new characters for advance study. And out of this effort has\ndeveloped the “mass education movement” 2 with a method of teaching il¬\nliterates in classes of from one hundred to two hundred persons. Approxi¬\nmately six million students, between the ages of sixteen and thirty are now\nenroled under 120,000 volunteer teachers. The goal set by these altruists is\nto make literate at least one hundred million people. In China, too, educa¬\ntion moves forward and in big strides.\nTo the north lies the land of “the bear that walks like a man,” known to\nAmerican school children as the Russian Empire, embracing in 1914 onesixth of the area of the earth and a population of over one hundred and\neighty million. Today approximately one hundred and forty millions of these\npeople are banded together in a federation known as “The Union of Social¬\nist Soviet Republics,” claiming for 1926-27 nearly 11,000,000 pupils in all\nschools of elementary and secondary grade as against some 7,000,000 in the\nschools of the larger imperial state. But in addition to these, more than eight\nmillion adults were reported as attending school in the same year and over a\nmillion more were enroled in 27,000 societies for home studies. The census\nof 1920 showed an average of 465 literates in each 1,000 of population. Six\nyears later the ratio \"was 567 per 1,000, a gain of nearly twenty-five percent.\nIn spite of our feeling that it is a grievous error to use the schools to make\nof each pupil “a stalwart and healthy proletarian, a class and a revolutionary\nfighter, a scientifically conscious and organized builder of the new socialist\nstate,”3 yet we must count the opening of school doors to children of all\nclasses, the wide introduction of laboratory methods, and greater pupil par¬\nticipation in the government of the schools as all gains for democracy in the\nlong run. Therefore, education moves forward in Russia.\nAlthough other nations have made almost unbelievable progress in leaven¬\ning the mass, the real educational miracle has been performed in Turkey.\nAn Oriental people, which had occupied the very cradle of European culture\nfor over four centuries, found itself at the close of the Great War with a\npopulation of approximately fourteen million, some seventy-five percent of\nwhich were illiterate. Presently it, too, threw off the monarchial yoke and\nconfronted its new leaders with the situation so ably phrased over a century\n1 Yen, Y. C. James. “How to Educate China’s Illiterate Millions for Democracy in a Decade.’’\nChinese National Association for the Advancement of Education, 1923, Bulletin 15, Vol. II,\nPeking. China.\n2 Ibid. The\n1925.\n\nmass\n\neducation\n\n3 Harper, Samuel Northrup.\nChicago, Ill., 1929. p. 268.\n\nmovement\n\nin China.\n\nCivic Training\n\nThe\n\nCommercial\n\nin Soviet Russia.\n\nThe\n\nPress, Ltd., Shanghai,\n\nChina,\n\nUniversity\n\nPress.\n\nof Chicago\n\n"}
{"page": 663, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n659\n\nago by Jefferson, who wrote to his friend, Colonel Yancey: “If a nation ex¬\npects to be ignorant and free in a state of civilization, it expects what, never\nKemal Pasha, realized that illiteracy in Turkey presented an exceptionally\ndifficult problem due to the fact that the Turkish language was recorded in\nan Arabic alphabet of 482 characters. The small percent of the population\nwhich could afford schooling spent far more time in learning Turkish than\n\nchildren of equal ability spent in learning any of the western languages. For¬\neigners who had lived for years in Turkey and spoke Turkish fluently were\nunable\nlearn to 2\nread and write the language. Educated young Turks also\nbe.”1\nwas\nand tonever\nwill\nPresident\nfound it difficult to learn The\nlanguages\nwritten\nin the\nRoman alphabet.\nof the\ninfant\nrepublic, Mustapha\nThe progressive President appointed a commission which, in 1928, re¬\nported to him a plan for writing Turkish in a Latinized alphabet of only\ntwenty-nine characters. Kemal Pasha first mastered the new writing himself\nand then grasped every occasion to make speeches about it. During a speech\nhe frequently called illiterate peasants to the lecture platform where he\ntaught them to read and write their own names often within ten or fifteen\nminutes. On November 1, 1928, the Grand National Assembly met and\npassed a lawT adopting the new alphabet. It became effective for newspapers\nwithin thirty days and for documents and records of other types on different\nlater dates. But on and after June 1, 1930, all records and documents in\nTurkey must be kept according to the new system if one is to avoid penal¬\nties. After seven years of hard work, a new Latinized-Turanian alphabet\nwill replace Arabic for some thirty million Asiatic peoples belonging to the\nSoviet Union. But in no other place has an effort to change a fundamental\nhabit of the educated class of a nation within a period of a few months met\nwith such success as has this movement in Turkey.\nIn addition rapid progress has been made in the elimination of illiteracy\non a nationwide scale. To promote these ends the government aids financially\ntwo courses for adults : first, a two-months course for those who know how\nto read and write the old Turkish, or a foreign language; and second, a\nfour-months course for those who are entirely illiterate. These classes meet\ntwice a week, those for women in the afternoon and those for men in the\nevening. All Turkish citizens, male and female, between the ages of sixteen\nand forty who have not already passed an examination in the new alphabet\nmust attend these classes or be subjected to penalty. In the city of Constan¬\ntinople alone more than 200,000 persons were reported in attendance in\nthese classes in 1929. Truly, education moves — even vaults forward here! 3\nIt is obvious that I may not take time to examine in detail the progress\nof education in all the nations of the earth. The continent of Africa, with a\npopulation about equal to that of the United States, represents the shadow\nin the educational picture. We\n\nhave literacy statistics for only about one-\n\n1 Quoted in Public Education in the United\nNew York, N. Y., 1919. p. 57.\n\nStates, by E. P. Cubberley.\n\nHoughton\n\nMifflin Co.,\n\n2 Wood, Margaret M. “Latinizing the Turkish Alphabet: A study in the introduction of a cul¬\ntural change.” The American Journal of Sociology, September 1929, Vol. XXV, No. 2, p. 194-203.\nWilliams, Maynard Owen, “Turkey Goes to School.” The National Geographic Magazine,\nJanuary 1929, Vol. LV, No. 1, p. 95-108.\n\n"}
{"page": 664, "printed_page": null, "text": "660\n\nNational\n\nEducation\n\nAssociation\n\nsixth of the population, that of Egypt over ninety percent illiterate, and\nthat of the Union of South Africa with a large native (Bantu) population\nalso over ninety percent illiterate. The present policy of Britain toward its\ncolonies and mandates is not to attempt to model black men after the fash¬\nion of civilized Britons. English teachers going to African colonies must\nfirst master the native language. Slowly are changes made in the savage\ncults, and very slowly, indeed, are tribal habits and customs changed. But\na consistent policy of fitting these tribes into a place in the world economy\nis gradually developing.\nIn Latin- America, too, the picture reveals fewer high lights than one\nmight like to see. Nevertheless, expenditures for education are taking high\nrank in the national budgets of Argentina, Chile, and Uraguay. Brazil re¬\nports increased enrolment in primary schools and a promising beginning in\nadult education. A delegation of Brazilian educators is visiting us at the\npresent time, studying our schools.\nIn our neighbor, Mexico, the outlook is much brighter. The Secretariat\nof Public Instruction, reestablished in 1921, has a department of rural\nschools and indigenous culture. Under the leadership of Dr. Moises Saenz\nrural schools and cultural missions have been established in eleven states at\nthe expense of the federal government. Within the three-year period, 192427, there was a threefold increase in number of schools, teachers, and\npupils, and a hundred percent increase in expenditure for them. For each\ncultural mission there is a principal teacher who handles the formal school\nwork, a teacher of physical education and games, a teacher of agriculture\nand animal husbandry, a teacher of minor industries, and a social worker\nwho teaches homemaking, child care, and assists the community to organize\nand attack its local problems. In the last three years of the primary school\ncourse each pupil enroled is expected to teach one illiterate child to read and\nwrite ! Certainly education moves forward in Mexico !\nBut in western Europe whence have come the ancestors of our own peo¬\nple and also most of our own educational program, marvelous changes are\ncoming to pass. The general trend toward republican institutions has\nbrought these countries face to face with the incongruity of school systems\nwhich educate for positions of leadership a small percentage of the popula¬\ntion selected on the basis of birth and wealth and put the rest of them\nthrough an entirely different system. In Germany, where the aristocratic\ntype of educational program was most highly perfected, there has been rapid\ngrowth of the socalled einheit-schule since the close of the war.\nThe constitutions of the new republics safeguard the rights of women\nand children. Compulsory\nenforcement\n\neducation laws have been enacted generally and\n\nof them improved. There\n\nis great interest in the socalled “ac¬\n\ntivity school.” France by decrees in 1923 revised its elementary curriculum,\neliminating much memory work. Italy, in the same year, made kindergartens\nan essential part of elementary education, began experiments with a unified\nkindergarten-primary\nin these schools.\n\nunit, and authorized a three-year course for teachers\n\n"}
{"page": 665, "printed_page": null, "text": "J\n\nDepartment\n\nof\n\nSuperintendence\n\n661\n\nThe progress of adult education of a cultural type, especially in Great\nBritain, is too wellknown in America to merit space here ; yet I pause to\ncall attention to the splendid success of the radio in this field, both in Eng¬\nland, where a journal containing outlines of the lectures broadcast accom¬\npanied by diagrams and other illustrations enjoys a large newsstand sale,\nand in Austria where a similar publication, Wien , is a good seller. Even\nin torn and bleeding Europe education moves forward!\nBut I hope that you will feel a sense of responsibility for the final out¬\ncome. Recently I was told that a leading authority on comparative educa¬\ntion said that the outstanding movement in the educational world during\nthe next generation would be the effort on the part of other nations of the\nworld to remake their school systems after the American model. Should\nthis prophecy become reality, whether education moves forward or not, de¬\npends very largely upon what we do in this country. It is pertinent then for\nus to give particular attention to whither we are headed. I shall try to sum¬\nmarize trends briefly. The trend most discussed in lay circles is the in¬\ncreased expenditure for education. Measured in terms of dollars this item\nhas increased from $1,036,151,209 in 1920 to $2,184,847,200 in 1928. We\nhave not always done our full duty in explaining to the few who would\nfind fault with this sum and who resent the growing percent which it con¬\nstitutes of the total public revenues that school taxes must cover not only\nthe shrinking of the dollar and increased school services in common with\nother public revenues, but they must include markedly increased school at¬\ntendance and improved teaching service.\nThis rapid increase in enrolment in our secondary schools and in our\ncollegiate institutions must challenge the attention of the world. In 1920,\n28.4 percent of the fourteen, fifteen, sixteen, and seventeen-year-old group\nwas in school. By 1928 the figures reported to the Federal Office of Edu¬\ncation indicated that more than fifty-three percent of this eligible age group\nwas in school. It is, therefore, safe for us to say that the figures tor the\nclose of school this year will reveal that within one decade the number\n\nof\n\nadolescents in American secondary schools has doubled. In colleges the situ¬\nation is similar. In the college year, 1920, more than 462,000 students were\nenroled; in 1928 there were some 400,000 more, making it safe to predict\nthat when the figures for 1930 are received, we shall discover that enrol¬\nment in our colleges has doubled within a decade. These figures do not\ninclude some 40,000 students in nearly 400 junior colleges, most of which\nare less than ten years old.\n\nCollegiate and professional education is rapidly shifting from old world\ntradition to new world conditions. Experiments are under way in the old¬\nest and heretofore most conservative institutions. Some college faculties are\nprocedures, all are studying their teaching\ntechnics and many are challenging the very foundations of their curriculums. Professional education is under careful scrutiny. Normal schools, bor¬\nrowed from the old world to inculcate a vocational skill, are giving way\n\ncritically examining\n\ntheir own\n\nbefore a professionalized institution known\n\nas the American\n\nteachers col-\n\n"}
{"page": 666, "printed_page": null, "text": "662\n\nNational\n\nEducation\n\nAssociation\n\nlege. Short cuts to the practise of most of the other professions are disap¬\npearing. Medical education has attained high standing; legal education is\nstriving to approach it; engineering education manifests much unrest and\nsome dissatisfaction with the lack of liberal culture in the old course ; nurs¬\ning, pharmacy, and other professions more or less related to medicine are\nconstructively studying their problems.\nThe public school system itself manifests an activity which presages\nrapid changes within the near future. In administration there is a marked\ntrend toward formulating policies in council which involves all groups in¬\ncluding classroom teachers. Principals generally have shown a professional\nactivity not witnessed in any other period of educational history, and Amer¬\nican elementary school principals have formed a strong, compact organiza^\ntion for research into their own problems which has accomplished one of the\nmost significant educational transformations of the decade. Supervision is\nnow recognized as a proper field for expert study, as witnessed by this De¬\npartment giving over its Eighth Yearbook to a survey of this aspect of\neducation.\nMore significant in view of the increased enrolment and the longer school\nyear are the studies in the curriculum in all parts of our country. This work\nis reflected in your yearbooks, in teachers’ institute programs, university\ncatalogs, in texts coming from the presses of our schoolbook-makers, and in\nthe work of the experimental schools.\nThe junior high school, constituting the one distinctly American unit in\nour educational system, has also spread with great rapidity during this decade\nand now enrols almost fifty percent of the entire eligible group. Its curric¬\nulum, especially adapted to early adolescents, is rapidly taking shape and a\nprogram of activities unknown in the old elementary school promises better\npreparation for adult citizenship.\nThere is widespread interest in a program of extracurriculum activities in\nall schools but especially in those on the secondary level. This is evidenced\nby a rapidly developing literature on the subject. Many educators welcome\nthe new program as rich in possibilities for civic and avocational education ;\nothers fear “fads,” “frills,” and “soft pedagogy.” All in all the attitude is\nfavorable, and this field offers ample opportunity for types of experimenta¬\ntion closed to the regular curriculum.\nThe adult education program is rapidly expanding in every section of our\ncountry. One of the states reported more adults enroled in a recent year in\nafternoon and evening classes than there were adolescents enroled in all\nfour high-school grades. This movement is marked by a renewed earnest¬\nness on the part of those who would banish illiteracy forever from our coun¬\ntry and by pioneers who see the need of enriching life if it is to stand success¬\nfully the strains of increasing leisure time.\nNot least noteworthy among these evidences that American education\nmoves ahead are efforts of schoolmen to adopt new tools to their use. Time\npermits notice of only a few of these. Heroic efforts are being made to\nrecover the motion picture after its long Hollywood debauch. Yale Univer-\n\n"}
{"page": 667, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n663\n\nsity has expended large sums of money in filming “The Chronicles of Amer¬\nica.” Professors Knowlton and Tilton 1 have carefully checked against other\nmethods of instruction the results of using such films. In seventh-grade his¬\ntory teaching they discovered decided advantages of the visual method over\nthe older plan of book teaching alone.\nYou are well aware of the experiments of Finegan and his associates,\nfinanced by George Eastman, and of the advantages of the use of these films\nin geography and elementary general science found by Professors Frank\nFreeman and Ben Wood.\nIn the meantime there arises an entirely new instrument — the talking pic¬\nture. Already its possibilities in recording the operations of great surgeons\nhave been demonstrated. Men like the Mayos, who cannot be had for the\nfaculties of our medical schools, may perform their operations under the\ncamera, explain them in detail, and send them not only into the medical\nschools but into every city and hamlet of the land to keep the medical pro¬\nfession uptodate and alert. At this very convention there is displayed a film\nmade as an experiment to ascertain how effective this new tool may be in\nteaching to junior high-school students the heretofore bookish and formal\nsubject called “civics.”\nWe note the renewed\n\ninterest of educators in the use of radio, a tool\n\nof tremendous power which appeared to be degenerating into an instrument\nof cheap entertainment, blating out advertising and propaganda. The City\nof Cleveland reports unexpected results in subjects considered most bookbound. The State of Ohio has a well-established program now receiving\ncritical evaluation. Both of the great broadcasting companies are undertak¬\ning experiments on a nationwide scale, one in music particularly, and the\nother in history, literature, art and music appreciation. Committees are at\nwork studying the possibilities of recording on discs for local broadcast at\nany time great lectures by eminent scholars in various fields. When we con¬\ntemplate what such a record or a talking picture of the Gettysburg Address\nwould mean to us today, our minds can comprehend the importance of the\nefforts of these experimenters.\nAmerican educators are studying in scientific and professional spirit the\nproblems of our time. They are shaking off the fetters of tradition. No longer\ndo schoolboards send delegations abroad to bring back ideas for our democ¬\nracy. No longer do we send our foremost scholars abroad to become au¬\nthorities in Locke, Rousseau, Hegel, Froebel, and Herbart. Our rapid\nadvance in the sciences basic to education and our supremacy in mechanical\nlines open for us the road to world leadership in education.\nI like the quiet dignity and moving power of a statement issued by the\nBetter Schools League. It is:\nI AM\nEDUCATION.\nI bear the torch that enlightens the world, fires the\nimagination of man, feeds the flame of genius. I give wings to dreams and might\nto hand and brain.\n1 Knowlton, Daniel C. and Tilton, J. Warren. Motion Pictures in History Teaching.\npartment of Education, Yale University, YaJe University Press, .1929. Section XIV.\n\nDe\n\n"}
{"page": 668, "printed_page": null, "text": "664\n\nNational\n\nEducation\n\nAssociation\n\nFrom out the deep shadows of the past I come, wearing the scars of struggle\nand the stripes of toil, but bearing in triumph the wisdom of all ages. Man, because\nof me, holds dominion over earth, air, and sea; it is for him I leash the lightning,\nplumb the deep, and shackle the ether.\nI am the parent of progress, creator of culture, molder of destiny. Philosophy,\nscience, and art are the works of my hand. I banish ignorance, discourage vice,\ndisarm anarchy.\n\nThus have I become freedom’s citadel, the arm of democracy, the hope of youth,\nthe pride of adolescence, the joy of age. Fortunate the nations and happy the homes\nthat welcome me.\nThe school is my workshop; here I stir ambitions, stimulate ideals, forge the keys\nthat open the door to opportunity. I am the source of inspiration; the aid of aspira¬\ntion. I am irresistible power.\n\nWith\n\nsuch determination and under the leadership of the men\n\nand women\n\nwho sit in this convention, be they professors in our schools of education who\nconstitute our board of strategy, or be they actual administrators in state,\ncounty, and city superintendencies who constitute the officers of the great\narmy of 800,000 American educators, American education moves forward.\n\nACHIEVEMENTS\n\nCHARLES\n\nH.\n\nJUDD,\n\nOF AMERICAN\nINSTRUCTION\n\nDIRECTOR,\n\nSCHOOL\n\nCHICAGO,\n\nOF\n\nEDUCATION-\n\nEDUCATION,\n\nCHICAGO,\n\nUNIVERSITY\n\nOF\n\nILL.\n\nSome years. ago shortly after the war, I participated in a survey of the\nrural schools of New York State. An inadequate supply of teachers and eco¬\nnomic necessity in many of the rural homes of the state had conspired to\nsend back into the schools as teachers a number of matrons who fifteen or\ntwenty years before had left the teaching profession because of the allure¬\nments of matrimony. These people sometimes brought back into the schools\nthe methods and pedagogical attitudes of their earlier years.\nNever have I had a more vivid demonstration of the movements which\nhave carried American\n\neducation forward\n\nthan I saw in those schools of\n\n1922 which were being conducted in the spirit and by the methods of 1905.\nI am not sure that I can convey to you at this time the impression of contrast\nwhich a direct observation of the type which I have described made on my\nmind. To put that contrast into words, I must make at least three detailed\nstatements with respect to the particulars in which our schools differ from\nthose of a generation ago.\nFirst , the curriculum\n\nis broader\n\nSecond,\n\nmethods\n\ncontemporary\n\nand\naim\n\nricher.\nto develop\n\nual rather than to cultivate in a routine way\nThird,\n\nschools\n\nare\n\nnot directed\n\nas much\n\nthe highest powers\n\nmere\n\nof the individ¬\n\nimitative memory.\n\nas they\n\nwere\n\nat an\n\nearlier\n\nguesses as to what children need. Schools are guided today in an\nmeasure by definitely, scientifically determined principles.\n\ndate\n\nby\n\nencouraging\n\n"}
{"page": 669, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n665\n\nLet us turn to the evidence in support of these three statements. It is\nvery easy to show that the curriculum has been enlarged. Enlargement has\ncome not merely through the addition of new subjects, though many new\nsubjects have been introduced into schools of all grades. The curriculum has\nexpanded in the important sense that vastly more comes into the experiences\nof pupils than was provided even by the best schools of earlier days.\nIn the year 1890, President Charles W. Eliot, describing a typical school\nof elementary grade in Massachusetts, made the following statement: “I\nprocured two careful estimates of the time it would take a graduate of a\nhigh school to read aloud consecutively all the books which are read in the\nelementary school during six years, including the history, the reading lesson\nin geography, and the rest. The estimates were made by two persons read¬\ning aloud at a moderate rate and reading everything that the children in\nmost of the rooms of that school have been supposed to read during their\nentire course of six years. The time occupied in doing this reading was\nforty-six hours.”\nYou will recall that President Eliot was talking about a school in Massa¬\nchusetts. If the children of that enlightened commonwealth suffered from\nsuch a limited program of reading, what must have been the conditions\nsurrounding the pupils in such centers as Chicago and the less favored parts\nof the country.\nThe offerings of 1890 were meager. The experiences of the individual\npupils were meager. The Commissioner of Education tells us that at the\ndate at which President Eliot made his investigations, the average American\ncitizen went to school only 770 days. This is about as long as the presentday pupil who reaches the middle of the fifth grade attends.\nIt is pertinent to ask, therefore, what the average fifth-grader reads in\nthe schools of 1930. I have called to my aid a number of intelligent fifthgrade teachers. They tell me that the pupils read at least eight or nine times\nas much as President Eliot reports for pupils in 1890. Many\neven more than is implied in these figures.\n\npupils read\n\nOur limited time dictates that I forego the presentation of further de¬\ntailed evidence of the expansion of the curriculum. New courses in art and\ntechnical subjects, new\n\nmaterials in history and geography are parts of the\n\nenlarged curriculum, but these new\nindividual pupils were\n\ncourses would\n\nbe of little avail unless\n\ninterested in their contact with the accumulated\n\nexperience of the race as that experience appears in written records.\nThe\n\nexpansion of the curriculum\n\nexpanding demands\n\nof modern\n\nis the reflection in the school of the\n\nlife. It is a commonplace\n\nthat our mechanical\n\nindustry has broadened the relations of individuals. Transportation and de¬\nvices of communication have made the individual part of a greatly extended\ncommunity.\n\nIndustrial organization and international commerce\n\nprovincialism increasingly dangerous. The\n\nhave made\n\nschools of today are preparing\n\nfor a broad life. They must be broad in their contents of instruction. They\nare broad. They have progressed with the progress of the world.\n\n"}
{"page": 670, "printed_page": null, "text": "666\n\nNational\n\nEducation\n\nAssociation\n\nThe second statement made regarding the progress of schools is that they\nhave adopted new methods. One hardly realizes how greatly methods have\nchanged, because schools are even now moving forward in this respect at a\nrapid pace. The older idea that all pupils are alike has given place to the\ndemonstrated fact that individuals are so different that they require a very\nlarge measure of specific training. Furthermore, the modern school is by no\nmeans content to put individuals through series of rudimentary and routine\nprocesses. The\ntivated.\n\nhighest powers\n\nof the pupils must be stimulated and cul¬\n\nThe effort to bring out the best that is possible in the personality of each\npupil has led teachers to undertake experiments in . method, which were\nnever thought of a generation ago. The result is sometimes a certain con¬\nfusion in the minds of people. Parents sometimes complain that teachers are\ndeparting from established practises; even school officers are sometimes dis¬\nturbed by the conflicting suggestions which come from different quarters.\nFull well can many of us remember, for example, when the first suggestions\nwere made that pupils should be taught to read not by a single oral method.\nThe schools had implied oral methods of teaching reading from time im¬\nmemorial. To change and develop a new method required the courage and\nenergy which are always necessary to accomplish an innovation. The im¬\npressive fact is that in less than a decade the principle, that reading shall be\ntaught by a new method, secured universal acceptance. The history of edu¬\ncation shows that formerly educational innovations have been effected only\nafter protracted delays. The characteristic fact about the present period is\nnot alone a willingness to experiment with new methods, but an almost\nfeverish anxiety to find new possibilities with which to experiment.\nWe must not overlook the hazards which arise from this willingness to\nintroduce change. If some enthusiastic advocate of a new method appears,\nhe can usually attract a following. Hardly a day passes when we are not\ntold that pictures are to supersede textbooks and that a new form of writing\nis about to be imported from England, or that recitations are antiquated and\nlecturing to classes is a cardinal sin. The center of the school is shifted from\npoint to point until one wonders whether the school is not a complex figure\nwith several foci.\nThere are times when one almost wishes that some educational authority\nmight be set up competent to choose between the various ways suggested for\nbringing up children. But there is no one who can dictate, experimental en¬\ndeavor is recognized as characteristic of our times. However disturbing and\nshocking to pedagogical complaisance the movements of our day, they are\nhere and constitute a part of the educational history of our period. There\ncan be no doubt that there is a net gain in this restless experimentation. We\nknow today much more about the stages of maturity than was ever known\nbefore. We have skilful workers who are discovering ways of dealing with\nremedial cases. The keen watchfulness with which we are detecting the\npoints in learning where children have difficulty and the energy which we\nmanifest in overcoming difficulties, these and many other details might be\n\n"}
{"page": 671, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n667\n\nadduced in support of the statement that modern schools are engaged in de¬\nvising new methods and have already succeeded in commendable measure\nin discovering and adopting more effective ways of helping pupils to mature\nproperly.\nThe expansion in the curriculum and the changes in methods of teaching\nwould never have come to pass if American schools had not been led to adopt\nan attitude of* frank objective criticism of the results which they were\nsecuring.\nOur American habit of open criticism of one another and of our public\ninstitutions has made this country the home of a unique creation, namely, the\nscience of education. In Europe, schools are official. They cannot be recon¬\nstructed except with the consent of the ruling classes. In America, there is\nsuch universal membership in the ruling classes that no institution escapes\ncritical examination. This is fortunate because it compels us to accept the\ndictates of scientific studies since we are unsatisfied with one another’s\nopinions.\nIn the last decade and a half of the nineteenth century, a number of\nleaders directed the attention of school people to the possibility of substitut¬\ning scientifically established principles for the trial and error method which\nhad up to that time been employed in directing school practises. The names\nof these pioneers are known to all of us. We criticise the relatively crude\nand inexact methods which they employed, but like all who initiated great\nmovements, they deserve to be revered even though their methods have\nbeen superceded by more highly evolved technics. G. Stanley Hall, J. M.\nRice, and above all, John Dewey started America on a career of scientific\nstudy of education. These labors have resulted in a spirit of experimenta¬\ntion to which reference was made a moment ago.\nThe new spirit of scientific inquiry and evaluation of results has reached\nand inspired many teachers even in the remotest and most isolated school\ndistricts of our land. We see that progress of instruction has not been alone\nin concrete additions to the curriculum and changes in methods as impor¬\ntant as these are. The chief change in American schools is in the temper in\nwhich they organize their teaching. That temper is one of candid devotion\nto continual improvement. The most significant fact about the improvement\nof teaching in our schools is that it has just begun. We have not only had\nexpansion in the curriculum and improvement in methods which provide\nfor adjustment of the individual but we have had a spirit of further expan¬\nsion instilled into our minds by our leaders and this further expansion and\ncritical examination is the most promising feature of the American educa¬\ntional system. It is this spirit of constant improvement which supplies the\nsafe answer to our critics and a sound basis for unbounded optimism. If our\nnew methods are inappropriate, we shall revise them. He who deems the\nchanges which we\n\nare making\n\nto be inappropriate, can contribute to our\n\nfuture practise if he will supply us with well-substantiated reasons for the\nposition which he takes. There is no limit to the progress v/hich we can\nmake through the adoption of the formula, that all our ways must be\n\n"}
{"page": 672, "printed_page": null, "text": "668\n\nNational\n\nEducation\n\nAssociation\n\nvalidated by definite, explicit reasons. The highest achievement of American\nschools in the field of instruction is in the adoption, then, of a program of\nscientific study which will lead to further enlargements of the curriculum\nand further improvements of the methods of administering contents of\ninstruction.\n\nACHIEVEMENTS\nJOHN\n\nH.\n\nLOGAN.,\n\nOF AMERICAN\nORGANIZATION\n\nSUPERINTENDENT\n\nOF\n\nEDUCATION-\n\nSCHOOLS,\n\nNEWARK,\n\nN.\n\nJ.\n\nAmerican school superintendents, as executive heads of citizen boards,\nprovided these boards have direct access to public revenues and are free from\npolitical entanglements, possess the greatest educational opportunities of\nany official group in history.\nThis development has come about through a combination of circum¬\nstances, the discussion of which is the purpose of this program. It is my re¬\nsponsibility to speak of the part that organization has played in this achieve¬\nment.\nOrganization insofar as it can be separated from instruction, administra¬\ntion, and facilities may be considered in its relation to :\n1. Systems of grading and grouping\n2. Types of schools and special agencies\n3. Means of adjustment and coordination.\n\n1. Grading and Grouping — The eight-four system of grading is peculiarly\nAmerican, but this does not guarantee merit. Its origin was an accident and\nits results have not been satisfactory. It has never been fully accepted in this\ncountry, because many districts of the southern states still use the sevenfour system and many schools in New England use the seven-five or the\nnine-three plan. The adjustments arising from placing the American second¬\nary school between the elementary school and the university are chiefly re¬\nsponsible for the peculiar grading of our public schools.\nOur graded school system did not come into existence by the adoption of a\nEuropean model, although Sturm’s plan at Strassburg may have had some\ninfluence, nor did it originate in the educational theories promoted by\nHorace Mann. It followed inevitably from the Colonial three-group plan,\nbecause of the increased size of the schools. I am saying this to emphasize\nthe fact that there is nothing sacred in our plan of grading or grouping.\nFrom that day in 1848, when John Philbrick of Boston opened the first\ngraded school in America, to the present moment, his scheme of organization\nhas been the hope and the despair of schoolmen. The need for system pro¬\nduced graded schools and the same need will perpetuate them. The problem\nof how to use them and not become enslaved by them is still with us. Mr\nShearer in his little book, The Grading of Schools, expresses this tendency\nwhen he says, “Gradually the Philbrick plan was adopted and by 1860 the\nschools of most of the large cities and towns were graded. By 1870, in less\n\n"}
{"page": 673, "printed_page": null, "text": "Department\n\nof\n\n669\n\nSuperintendence\n\nthan a quarter of a century, the pendulum\n\nhad swung\n\nfrom no system to\n\nnothing but system.”\nThe sins of the traditional graded system, and they are sins, because they\nviolate law, originate from the premises underlying the plan. These erro¬\nneous assumptions are that all children should learn the same things in the\nsame way in the same time. Their application produced the curses retarda¬\n\ntion and elimination.\n\nThe discovery of the great differences in the abilities of school children\nand the persistence of such differences have given rise to the conclusion that\nthe operation of our grading system must be greatly modified if not entirely\nsupplanted. Already several important modifications are being extensively\ntested, which leads us to the consideration of the recent practise of grouping.\nThe attempts to modify the school’s organization to meet the needs of\nvarious types of pupils and individuals are responsible for the presence of\nsuch groups as Montessori, kindergarten, sub-primary or reception, sub¬\nnormal, opportunity, parental, prevocational, slow progress, rapid progress,\nmixed grades, and homogeneous groups which will be understood without\ndefinitions.\nThe presence of the preliminary or nursery groups has tended to delay\nthe operation of the graded grind and these groups might be extended a\nyear or so longer to advantage. Conceivably, children generally would\nprogress quite as well on a minimum curriculum of tool subjects if un¬\ngraded until seven or eight years of age.\nIf the subnormal group is confined strictly to the mentally retarded and\nthe feeble-minded, these pupils will naturally be freed from the grading\nsystem. The dull normals, however, must still be reckoned with. This class\nnow represented by opportunity, mixed grade, parental, slow progress, and\nprevocational groups must not be denied normal progress. The organization\nof these groups will remain a mere gesture unless the teaching and the cur¬\nriculum provided insure such progress. To continue to use, as the standard\nfor grading all pupils, the traditional academic curriculum, designed for a\nhighly selected group, is to court disaster. The danger is that we shall let\nmere machinery and system control our program of education.\n2. Schools and Special Agencies — The influences exerted by educational\nphilosophy and psychology, the rapid extension of economic opportunities,\nand the general desire for an improved social status are responsible for the\norganization of a group of schools and special agencies such as the alternat¬\ning plan, the platoon plan, the all-year school, the vocational school, the\ncontinuation school, the occupational school, the art school, the technical\nschool, the junior high school, and the junior college. Most\n\nof these agen¬\n\ncies, as parts of a public school system, are peculiarly American achieve¬\nments. This is especially true of the cosmopolitan high school, the junior\nhigh school, and the junior college.\nAll of these schools and agencies imply departmental and specialized work\nrequiring distinctive organizations for their operation. No doubt each has\n\n"}
{"page": 674, "printed_page": null, "text": "670\n\nNational\n\nEducation\n\nAssociation\n\na place somewhere in our educational system, but to find that place and to\nkeep the organization in its place present real problems.\nThe alternating school, for example, is better adapted to an industrial\ncommunity or to the industrial section of a community than to a residential\ndistrict, while the platoon school is equally well adapted to both types of\ncommunities. From another point of view the platoon organization has its\nlimitations ; this type is fifty percent departmental ; therefore, it has no place\nin the lower primary grades, and since it is essentially inflexible, it is in¬\ncompatible with the exploratory functions of the junior high school. Thus,\nthe platoon organization, after twenty years of experimentation and much\nlaudation, has found its level and may be appraised as a workable plan for\ndepartmentalizing grades four to six. In Newark where sixteen plants enroling 16,000 pupils operate on this plan, there has resulted an enrichment\nof the curriculum, a better distribution of activities among\n\nspecially-trained\n\nteachers, and some saving over the traditional type of school in pupil-hous¬\ning. If we extend this system, it will not be for the purpose of economy —\nthat would reduce its value — but we shall adapt some of its features to our\ntraditional schools.\nThe all-year school has not yet rendered great service to education, and\nits growth has been slow. However, there have been recent indications of\nrenewed interest in this organization and further experimentation may be\nexpected. Newark has nine elementary schools of this type and one senior\nhigh school with a total enrolment of approximately 12,000 pupils. The\npurpose of the all-year school is the same as its prototype, the vacation\nschool which originated in New England as a private enterprise fifty years\nago. In 1885 the vacation school was started in Newark. This is said to be\nthe first venture of a municipal board of education into this field, although,\nof course, the idea was not new. The first all-year school in Newark was\norganized in 1912 from which time until the present this type of school and\nthe vacation or summer school have flourished side by side. The all-year\nschool may have some advantages over the summer school, but until a scheme\nis devised by which the terms of the all-year school become coterminous with\nthose of the ten-month variety, school administration will be in difficulty.\nI shall dismiss the vocational, technical, occupational, continuation,- and\nart schools with one observation, namely, that these organizations should\nform an integral part of the local school systems. Any county or state con¬\ntrol which separates them from the local systems tends to deprive these sys¬\ntems of means for educational diversification necessary in cosmopolitan com¬\nmunities.\nThe junior high school was the result of several educational influences,\namong them, the desire to enrich the curriculum advocated by President\nCharles Eliot in 1888, the conviction that adolescent youth requires a pe¬\nculiar type of school urged by the Committee on Articulation, 1911, and the\nattempt to shorten the road to college proposed by the Committee on the\nEconomy of Time, 1913. The great junior high-school movement, begin¬\nning at Berkeley and Los Angeles twenty years ago, has justified itself; for\n\n"}
{"page": 675, "printed_page": null, "text": "/\n\nDepartment\n\nof Superintendence\n\n671\n\nit has improved the content of the curriculum and it has applied modern\npsychology to its program. It has not provided a short cut to college, nor\nis this regrettable. Although many pretentions of the junior high school\nhave evaporated and the superiority of a 6-3-3 grade grouping over a 6-6\nplan or a 6-4-2 plan has become doubtful, nevertheless in two decades this\ntype of organization has accumulated six hundred thousand pupils in thir¬\nteen thousand schools serving four hundred and twenty-five districts. This\ninstitution will continue to thrive if we refrain from worshiping it as a\ndistinctive mechanism. The value of any grade organization is dependent\nlargely upon the facilities it furnishes in relation to appiopriateness, va¬\nriety, convenience, and cost.\nIn recent years attention has been directed to higher education eventuat¬\ning in the proposal for a 6-4-4 plan in public school organization. This con¬\ntemplates the completion of two years of what is now classed as college\nwork in socalled junior college grades. Whatever be the ultimate group¬\ning of grades and regardless of the opposition of the private-foundation\ncolleges, the tendency is toward universal education at public expense,\nat least through the preprofessional education, on a common basis, so that\nthe cost of education really becomes an investment by the state. The ex¬\ntension of free public education through college grade is inevitable.\n3. Coordination and Adjustment — Organization must extend beyond the\nclasses, departments, and schools which make up a school system. There\nmust be a controling organization to insure coordination of parts, unity of\neffort, and economy of operation.\nIn order to secure harmony and efficiency there must be unity of control.\nThe problem we face in Newark is to get unified effort in the field of in¬\nstruction — a means of focusing departments, bureaus, and agencies upon\nthe teaching process. The line-and-staff organization, even under its best\nmodification, does not secure the desirable coordination of these various\nagencies. However effective each division may be, it tends to glorify its\nown work and importance to the detriment- of other departments. It tends\nto become a control instead of a service factor in the administration. One\nsolution of this problem, the one on which we are experimenting, is the op¬\neration of a coordinating committee. This committee or council is composed\nof the superintendent, his deputy, and the assistant superintendents. The\nheads of departments and service divisions continue to exercise vertical su¬\npervision of instruction in a line-and-staff organization, but the committee\nexercises horizontal supervision in its function of adjusting the work of dif¬\nferent instructional departments and bureaus to one another. Briefly, this\nplan is designed to realize the following purposes:\n1. To focus the control of all instruction in the hands of the superintendent’s im¬\nmediate assistants through whom as a committee he may exercise all of his dele¬\ngated powers and attain his purposes. This does not, however, prevent any of¬\nficer from appealing direct to the superintendent.\n2. To ally all collateral agencies of instruction with the general supervisory\nagency, delegating their control to the assistant superintendents who are mem¬\nbers of the council. Department heads, directors, supervisors, and principals are\n\n"}
{"page": 676, "printed_page": null, "text": "672\n\nNational\n\nEducation\n\nAssociation\n\ninvited to participate in the meetings of the committee\nare concerned are discussed.\n\nwhen\n\nmatters in which\n\nthey\n\n3. To set up a line-and-staff organization for supervision of instruction, namely,\nsuperintendent, assistant superintendent, principal, director, supervisor, teacher, which\nmay operate independently of departmental rank. Thus, the directors and super¬\nvisors will determine the quality of instruction of the special teachers assigned to a\ngiven school, but the principal will control the program as authorized by the super¬\nintendent and will supervise all the activities in his school as they relate to one\nanother and to the program. Modifications sought by the directors and supervisors\nare to be referred to the assistant superintendents in charge of the department.\nThe differences between the principal and the directors will be adjusted through\nthe council.\n4. To\n\nprovide\n\nfor horizontal\n\nas well as vertical supervision\n\nby retaining the\n\nline-and-staff sequence within the departments and bureaus and by adapting the\nseveral departments and bureaus to a single citywide program. The directors and\nsupervisors will have initiative and do creative work within their departments, but\nthey will need to keep in close contact with the council. Since the council is respon¬\nsible for the instructional program, the directors and supervisors will function\nlargely as instructional experts or special technicians for the whole system.\n5. To insure stability to the instructional program so that it will not become\noverbalanced by some rapid expansion of a single interest, and at the same time\nto leave sufficient flexibility to enable the program to absorb such new features as\nexperimentation may prove valuable.\n\nIn relation to the question proposed for today’s discussion, namely, what\nare the distinctive achievements in American school organization, it would\nbe difficult to say that our great city school systems are superior or wholly\ndifferent from those of other countries, but certainly they are more highly\ndeveloped on the cooperative principle than foreign systems. Ours may be\nmore costly and operate with less precision, but they are more democratic\nin spirit, encourage initiative on the part of the officers and teachers, are\nmore responsive to changing conditions, and are closer to community needs.\n\nACHIEVEMENTS OF AMERICAN EDUCATION—\nAD MIN 1ST RA TION\nJ. B. EDMONSON,\n\nDEAN,\n\nSCHOOL\nANN\n\nOF EDUCATION,\nARBOR,\n\nUNIVERSITY\n\nOF MICHIGAN,\n\nMICH.\n\nIn discussing the topic, “Achievements in Administration,” I will men¬\ntion briefly twelve ways in which notable progress has been made in admin¬\nistration. There will be no sensational statements, however, in this paper.\nMy task calls for an appraisal of progress, and I must, therefore, stay close\nto the facts.\nA view of the development in school administration over a twenty-fiveyear period discloses a gradual evolution from a status of uncertain leader¬\nship to the present achievement of rather highly professionalized direction.\nWith the passing years administration of public education has been growfing\nin favor, and the powers and responsibilities delegated to administrative of¬\nficers have been increasing in scope. This development has been due in large\npart to the fact that public interest in education is so great that state and\n\n"}
{"page": 677, "printed_page": null, "text": "/\n\nDepartment\n\nof\n\nSuperintendence\n\nlocal authorities are determined to have competent\ntion of schools.\nAs the first achievement\n\n673\n\nand effective administra¬\n\nin administration I will cite the fact that the\n\nposition of the school executive has been gaining steadily in social favor and\nhas been continually acquiring enlarged responsibilities. On the question of\nthe growth of functions Haggerty1 says:\nWith the passing years the position of school executive grows in social favor and\nits delegated powers increase in scope and in stability. The accretion of function\nis constant, tenure tends to become indeterminate, and economic status ever more\nadequate and secure. It is a matter of deep significance to American life that in\nhundreds and thousands of communities throughout the land the school executive,\nas university president or superintendent of schools, is the most highly salaried\npublic official either in state or local unit; his tenure, although loosely protected by\nlaw, tends to remain secure through changing political control and his influence\nexcels in potency that of any other public servant. A tangible expression of this\ncondition is the fact that for few, if any, other positions has the public been will¬\ning to accord a salary equal to that of the nation’s vicepresident; and commonly\nthroughout the country American society pays more for its school executives than\nit does for any other publicly employed servants whether professional or political\nin character.\n\nA second achievement in administration may be defined as the commend¬\nable tendency to define higher requirements for candidates for superintend¬\nencies. Special programs have been set up in our schools of education to\nprepare superintendents to meet their responsibilities. Efforts are being made\nalso to insure professional preparation on the part of persons appointed to\nsuperintendencies. Some years ago the North Central Association of Col¬\nleges and Secondary Schools did not attempt to enforce any professional\nstandards for the office of superintendent of schools. It is only within the\nlast ten years that the standards of the Association have been revised in\nsuch a way as to require both college training and professional training.\nSome of the states have set up special requirements for superintendents’ li¬\ncenses. The old assertion, “As is the teacher so is the school,” may w’ell be\nreplaced by the new truth, “As is the superintendent so is the school sys¬\ntem.” This latter pronouncement implies that the superintendent is a pow¬\nerful agent in setting the standards for school systems. It is my own per¬\nsonal opinion that, because of the responsibilities which are entrusted to the\nsuperintendent, standardizing agencies and certificating agencies should give\nmore attention to defining the requirements for the office.\nAs a third achievement in administration I wish to mention the signifi¬\ncant changes now taking place in the legal status of school administration.\nState legislatures are showing a marked tendency to delegate specific duties\nto the superintendent of schools. Morrison\n\n2 recently declared that :\n\nOne of the most significant changes now taking place in the legal status of the\ncity school superintendent is the tendency of legislatures to assign certain specific\nduties directly to the superintendent of schools.\n1 Haggerty, M. E. Training the Superintendent of Schools. Bulletin of University of Minne¬\nsota, No. 17, 1925, p. 3.\n2 Morrison, J. C. “The City School Superintendent,” The Nation's Schools, Vol. II, No. 4.\np. 57-8.\n\n"}
{"page": 678, "printed_page": null, "text": "674\n\nNational\n\nEducation\n\nAssociation\n\nLegislatures are inclined to delegate to city superintendents sole responsibility\nfor the performance of certain administrative acts that are not likely to involve\ncontroversial issues. This tendency is illustrated by the fact that twenty-six states\nhave delegated to the superintendent responsibility for granting working papers.\nIn thirteen states he is held responsible for making reports to the state education\nauthorities.\n\nIt is my opinion that legal guarantees of the power of the superintendent\ntend to emphasize the professional character of the office and tend to mag¬\nnify the importance of the office of superintendent of schools.\nA fourth achievement in administration may be stated as follows: There\nhas developed a clearer understanding of the difference between legislative\nand executive functions in public education with the result that boards of\neducation have tended to limit their activities to the formulating and ap¬\npraising of policies. This recognition has come about partly as a result of\nthe increased professionalization of the school superintendent. Boards of\neducation are quite willing to delegate executive functions to competent\nand well-trained persons. Some school districts have gone so far as to place\nin writing a statement of the executive functions and the legislative functions together with an explanation of the responsibilities of the different\nagencies in connection with these functions.\nAs a fifth achievement I wish to direct attention to the increasing evi¬\ndence that the public recognizes the validity of the contention of educators\nthat school systems should be independent of the municipal government.\nDeffenbaugh reports that there has been a tendency to consolidate depart¬\nments of municipal government in an effort to bring about greater efficiency.\nHe states that authorities on municipal government seem to favor plac¬\ning the budgets of boards of education under the same municipal body as\nthat which handles the budgets of other departments of local government.\nDeffenbaugh\n\n1 expresses the opinion, however, that :\n\nAs long as education is considered a state and not a municipal function the\nschools will not become more subordinate to municipal government than they now\nare. The principle that school officials are state and not municipal officials have been\nso well established by law and court decisions that any efforts to make the schools\na part of the municipal government would be considered by authorities on school\nadministration as a step in the wrong direction.\n\nIt is very encouraging to school administrators to find that our states are\nquite determined that school issues shall be separated from other issues of\noolitics and government. For the progress that has been made in assuring\nthis separation, much credit is due to those school administrators who have\nconstantly emphasized education as a state rather than as a local function,\nand have insisted upon such a type of local organization as would insure a\nmaximum amount of independence of the schools.\nAs a sixth achievement\n\nin administration I desire to call attention to the\n\nincrease in the effectiveness of the organization of boards of education. Def1 Deffenbaugh, W. S. Significant Movements\nFederal Bureau of Education, p. 4.\n\nin City School Systems. Bulletin, 1929, No. 16.\n\n"}
{"page": 679, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n675\n\nfenbaugh1 finds a steady reduction in the number of standing committees\nof boards of education. He attributes this tendency to the reduction in the\nsize of boards of education and to a clearer conception of the functions of\nboards. With the employment of more competent executives in our school\nsystems, there has developed a tendency to make these officers the agents of\nthe board in performing all of the chief functions except those of legislation.\nOne of the problems that has caused much discussion in recent years has\narisen from the practise of making the superintendent responsible for the\neducational management of the schools and the business manager respon¬\nsible for financial affairs. In some school systems these two officers occupy\nindependent positions, and both are directly responsible to the board of edu¬\ncation. School administrators are in substantial agreement on the principle\nthat the business manager should be appointed on the recommendation of\nthe superintendent of schools. This principle is based on the conviction that\nthe person who is responsible for the educational management of the school\nshould have responsibility for all work affecting instruction. It also appears\nthat there is a dominant tendency toward the unit system of administration\nwith the superintendent of schools as the chief officer and an assistant su¬\nperintendent to have charge of business affairs. This plan certainly offers a\nlogical solution of a problem which has caused much trouble in certain\nschool systems.\nThe seventh achievement in administration may be defined as the em¬\nployment in school systems of a larger number of technically trained spe¬\ncialists. The number of experts found in school systems has increased during\nthe last few years because of a desire to bring expert service to bear on cer¬\ntain problems in education. Many of our school systems now have depart¬\nments of psychology, of vocational guidance, of health, of curriculum build¬\ning, and of special education, and there are other departments for new or\ntechnical types of work. As a result of this development, the school admin¬\nistrator has the assistance of highly trained specialists in solving certain\nproblems in the field of education.\nAs an eighth achievement I want to call attention to the practise of fram¬\ning policies in terms of the facts. A factual basis has been made possible\nthrough the work of bureaus of research in city school systems. It is no\nlonger considered good practise for a school administrator to make snap\njudgments\n\non important matters of policy. It has become an accepted policy\n\nfor school administrators to require facts before making judgments. Thou¬\nsands of dollars are being expended for the maintenance of research divi¬\nsions. A recent inquiry 2 showed that bureaus of research are maintained in\n108 of the cities of more than 30,000 population and in forty-six cities be¬\ntween 10,000 and 30,000 population. These research divisions have made\npossible a continuous selfsurvey. Frequently the selfsurveys are carried on\nwith the counsel and advice of outside experts. In any case, it is no longer\n1 Deffenbaugh, W. S. Significant Movements in City School Systems. Bulletin, 1929, No. 16.\nFederal Bureau of Education, p. 2.\n2 Facts furnished by Research Division of the National Education Association.\n\n"}
{"page": 680, "printed_page": null, "text": "676\n\nNational\n\nEducation\n\nAssociation\n\nconsidered good practise to operate a school system without such analyses\nof operations as will give a factual basis for administration. The continu¬\nous selfsurvey of the school system has gained recognition as a necessary ac¬\ntivity of the progressive school system.\nAs a ninth achievement in administration I want to direct your attention\nto the increasing tendency of progressive school systems to define school\nprograms in terms that will be clear and understandable to the public. The\nmost efficient school administration has a definite program of objectives for\nthe guidance of pupils, teachers, and the public. The importance of a clear\ndefinition of the program of a school system has created increased confi¬\ndence, on the part of the public, in school administrators. A well-trained\nadministrator does not attempt to administer the schools in terms of an in¬\ndefinite and unorganized program.\nAs a tenth achievement in administration I point to the success with\nwhich administrators have met the demands placed upon the schools by the\nfar-reaching economic and social changes since 1920. In the six years fol¬\nlowing 1920 public school enrolments increased by 3,000,000. More than\nhalf of this increase was in the high school. This great increase has called\nfor the erection of many new buildings as well as a large increase in operat¬\ning expenses. From 1920 to 1926 the value of school property increased\nfrom $2,400,000,000 to $4,675,000,000. The raising oi the millions of dol¬\nlars required by this tremendous capital outlay, as well as the expenditures\nof this vast sum, reflect great credit upon school administrators.\nThe remarkable extension of the opportunities of secondary education in\nthe United States furnishes further evidence of the success of school admin¬\nistration. In 1920 only twenty-six percent of the total population of sec¬\nondary-school age was to be found in the secondary schools. In 1926 this\nhad increased to thirty-eight percent. In California, reports indicate that\nabout seventy-five percent of the children of high school age are in school.\nEducational opportunities have been extended within the past few years by\nthe establishment of new types of secondary schools. According to the last\nreport of the U. S. Office of Education, 250 cities reported that they main¬\ntained partime and continuation schools, with approximately 300,000 pupils\nenroled ; and 77 cities reported fulltime vocational schools, enroling some\n45,000 pupils. The school administrators of America are in charge of one\nof the country’s largest businesses when account is taken of capital outlay,\nexpenditures for operation, and number of employees. This development\nconstitutes a real achievement.\nAn eleventh achievement in administration may be defined as an increas¬\ning tendency upon the part of the public to look to school administrators\nfor leadership in the solution of community problems. Communities are\nnow looking to the superintendent of schools and to other administrative\nofficers for help in solving local problems, especially those relating to the\nmoral, social, and recreational life of the community. This development is\nin part the result of the wonderful opportunity created by luncheon clubs\nand other organizations for school administrators to participate in commu-\n\n"}
{"page": 681, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n677\n\nnity affairs. I have sometimes wondered whether school administrators fully\nappreciate the splendid support they have been gaining for public education\nthrough the work of the luncheon clubs. Many a school administrator can\ntestify that his connection with the luncheon club has enabled him to ac¬\nquire a place of leadership in community affairs that otherwise would have\nbeen denied him.\nAs a twelfth achievement I would call your attention to the success with\nwhich school administrators have built strong and aggressive professional\norganizations. These organizations have been developed in most of the\nstates. In the Department of Superintendence, school administrators have\nan organization that is exercising a powerful influence on American edu¬\ncation and which offers an opportunity for a professional affiliation com¬\nparable to that enjoyed by the lawyer in the American Bar Association or\nthe physician in the American Medical Association. A few years ago the\nNational Education Association adopted the ideal, “a stabilized all-inclusive\nmembership and the entire profession at work on its problems.” Real prog¬\nress has been made in putting this ideal into effect and much of the success\nmust be attributed to the splendid leadership of school administrators. The\nDepartment of Superintendence is entitled to much praise for the wTork that\nit has done in stimulating studies in the field of the curriculum, supervision,\nschool finance, articulation, and numerous other educational problems. It\nmust be conceded that school administrators have in the last decade de¬\nparted from the marked individualism of the earlier day and developed a\nsplendid cooperative organization. As Joy Elmer Morgan said in a recent\nissue of the Journal of the National Education Association , “The superin¬\ntendent holds a mighty responsibility. American life needs unity. The school\nsystem supplies that unity. The\n\nschool system itself needs unity. The\n\nsu¬\n\nperintendent takes the lead in seeing that unity is achieved.” I do not know\nof any achievement that is likely to mean more to American education in\nthe future than the recognition by school administrators of their responsi¬\nbility for furnishing real leadership in the teaching professions.\nThe twelve achievements mentioned in this paper do not cover all of the\nachievements in educational administration, but enough have been men¬\ntioned to give administrators a feeling of great pride in the profession. It\nis my prediction that if the next ten years show as marked progress in im¬\nprovements in administration as these, a thoroughgoing modification will\nhave been effected in many of the conditions as well as in many of the ob¬\njectives of the American school system. I congratulate school administra¬\ntors on the splendid achievements in their field.\n\n"}
{"page": 682, "printed_page": null, "text": "678\n\nNational\n\nACHIEVEMENTS\n\nN.\n\nEducation\n\nAssociation\n\nOF AMERICAN EDUCATION— THE\nSCHOOL PLANT\n\nL. ENGELHARDT, PROFESSOR OF EDUCATION, TEACHERS\nLUMBIA UNIVERSITY., NEW YORK; N. Y.\n\nDuring\n\nCOLLEGE,\n\nCO¬\n\na period of seventeen years, the annual expenditures of capital\n\noutlay made by the school administrators of the country have increased ten¬\nfold — from $50,000,000 in 1913 to $500,000,000 in 1930. Something of\nthe significance of this growth may be realized from the fact that at least\none city may spend for school buildings in the year, 1930, twice as many\ndollars as all our communities combined appropriated for new buildings\nseventeen years ago. Constantly increasing enrolments, the expansion of cur¬\nriculum offerings, and the extension of educational opportunities will tend\nto force even higher this annual expenditure for buildings. The congrega¬\ntion of population in urban centers bids fair to continue the demand for\nnew schoolhouses. The recognition on the part of the public of the im¬\nprovement in teaching and of the value of training will send children to\nschool earlier and will keep them in school longer. The widespread accept¬\nance of health and play programs as essential phases of the educative proc¬\ness will require more building facilities and equipment. The space demands\nof an awakened program of adult education are imminent. The junior col¬\nlege and the vocational education requirements must be met. Building\nfunds for these purposes will become available. The American people have\nfaith in education.\nAugmenting the large sums spent to meet new educational requirements\nwill be the amounts spent annually for replacement and rehabilitation of\nobsolescent and outworn buildings. The theory of equal opportunity has\nfar-reaching consequences on plant development and expenditure. The su¬\nperior facilities available to fortunate children in our best buildings are\nnow sought by the parents of every child. Thus, of the construction of new\nschool buildings, there will be no end. The school superintendent will spend\nmore and more time on the school plant. His service will be measured by\nthe adaptability of the buildings to future as well as present educational\nneeds, by the service life of the structures, the possible degree of utiliza¬\ntion, the reasonableness of unit costs, and the desirability and permanence\nof the buildings as community assets.\nSchool administrators confronted with the problem of wisely expending\nmillions of school building dollars annually have resorted to research and\nsurvey for evidence and assistance. The educational research agencies of\nthe nation have furnished the principles, the technics, and the standards\nwfith which they have been able to meet the ever-growing responsibilities\narising out of new plant needs. The result has been a most comprehensive\nchange in the methods of planning and developing the school plant. Per¬\nsonal or political maneuvering in site selection has been supplanted by fac¬\ntual and statistical procedure. Uncontroled competitive architectural plan-\n\n"}
{"page": 683, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n679\n\nning has given way to acceptable business practises. Financing new con¬\nstruction has advanced from questionable sinking fund and refunding poli¬\ncies to limited serial bonding or pay-as-you-go programs which assure com¬\nplete payment by the proper generation.\nIn the progressive school system, no sum of money is expended today for\ncapital outlay except as its expenditure is recognized as a part of a compre¬\nhensive school building program. Such a program plans in terms of future\nas well as present needs. Child and adult population growth, residential\ntrends, transportation changes, traffic flow, industrial tendencies, zoning\nprograms, and other important community developments are analyzed and\nreduced to statistical and graphic form. Standards of travel distance are set\nup in terms of local geography and climate. The optimum sizes of buildings\nfor each part of the educational organization are determined. Standards of\nsite size are fixed. Site selection is made without the bestowal of favor and\nwith due reference to cost, environment, and acceptability for educational\npurposes. A building program has as its basis a comprehensive educational\npolicy which has been approved by the board of education and accepted by\nthe community. In many school systems the preparation and publication of\nthe major steps in such a program have established public confidence in the\nadministration.\nThe\n\nschool executive has become\n\nincreasingly alert to the necessity of\n\nraising the percent of the annual budget which may be devoted to the pro¬\nductive aspects of the enterprise which he supervises. Such non-productive\ncosts as are incurred in the maintenance and operation of the plant should\nconstantly be scrutinized. The small, antiquated school building, with its\nminimum of educational facilities, has proved to be costly to maintain and\noperate where any acceptable unit is the basis of calculation. The large\nschool building has proved to be educationally more satisfactory; thus the\nbuilding accommodating eight hundred to twelve hundred or more for ele¬\nmentary schools and even larger numbers for junior and senior high schools,\nhas been widely accepted. Even where present conditions do not warrant\nthe large structure, the building constructed is planned as a unit of what\nwill be ultimately the large school.\nA large building, or even the first unit of any school building, requires a\nlarge site. Five to six acres for elementary schools, ten to twelve acres for\njunior high schools, and twenty acres or more for senior high schools have\nbecome commonly acknowledged as the minimum standards for school site\nplanning. Large sites are necessitated today by the increasing dangers of our\nstreets, the constantly growing congestion of our cities, the absence of the\n“sand lot,” and the recognition that play is an essential phase of the edu¬\ncational and social program. Statistics show that many cities represented in\nthis audience have adopted these standards or have exceeded them. The\nschool plant cannot be developed properly except as sites are selected in ad¬\nvance of utilization needs, when purchase costs are low. This would be the\npractical outlook in any other field of business and should become\ncepted policy of the school administrator.\n\nthe ac¬\n\n"}
{"page": 684, "printed_page": null, "text": "680\n\nNational\n\nEducation\n\nAssociation\n\nThe building of a schoolhouse is a cooperative enterprise. Many people\nparticipate. It is no longer possible to turn the task over to an architect with\nthe instructions to plan an eight, ten, or twelve-room building. Schoolboard\nand school superintendent must analyze and debate the planning and finan¬\ncial features. Superintendent, supervisors, and teachers must definitely pro¬\nject the educational need and reduce their desires to the typewritten state¬\nment. Architects and engineers must express this educational need in a de¬\nsign of beauty, of permanence, and of high utilization. Contractors and\ncraftsmen must, with their skilled workmanship and devotion to their call¬\nings, weave together the specifications into a harmonious, weatherproof, and\npermanent structure. In many cities of the United States attractive schoolhouses, adequately planned to meet educational needs and paid for within\nthe limitations of a financial program, are material evidences of the signifi¬\ncant advance in school building planning which has resulted from these co¬\noperative and professional relationships. Many of our school buildings of\ncollegiate gothic, colonial, georgian, and mission design furnish adequate\nproof that schoolhouses may be beautiful and dignified as wTell as economi¬\ncal, useful, and practical. Notable and distinctive contributions have been\nmade to the beauty of our cities through the architectural creation of the\ntwentieth century American schoolhouse. Architectural beauty has been\nachieved in the face of rigid standards legally established.\nA sacrifice of the lives of 173 children and two teachers in 1908 aroused\nour citizens to demand\n\nmore\n\nadequate materials of construction for school\n\nbuildings. These materials are no longer those which permit of rapid-burn¬\ning nor tend toward flimsiness and high maintenance costs. Brick and stone,\nconcrete and steel, terrazzo and tile now constitute the major materials out\nof which schoolhouses are constructed. The first emphasis today is upon\nsafety. It is recognized that the parent who sends his child to school under\nstate regulation is entitled to freedom from fear for the life of the child.\nSafety and sanitation, health and physical requirements have played sig¬\nnificant roles in altering the interior of schoolhouses. Safety has demanded\nthat auditoriums be taken out of our attics and be placed on ground levels\nwith a maximum number of exits. An enlightened theory of sanitation has\ndrawm the pupil service facilities out of dark basements and provided them\nwith improved equipment. New theories of health and play have brought\nthe gymnasium out of the cellar so that children using it might have sun¬\nlight and fresh air. The industrial arts, household arts, and other special\nrooms have been given preferred locations instead of dimly lighted unsani¬\ntary basement quarters. Classrooms have been built in terms of standards\nof natural and artificial lighting, and of decoration and equipment which\nreduce to a minimum environmental interference wfith the educative proc¬\ness. Equipment standardization has resulted in a superior utilization of space\nand a better adaptability to educational need.\nCommerce and industry have cooperated with the educator in providing\nhigh grade artificial lighting, have produced more effective and attractive\nequipment, and have made superior mechanical service systems available.\n\n"}
{"page": 685, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n681\n\nHygiene, sanitation, economy and safety of operation have dictated the\nstandards which have been developed successfully for the welfare of chil¬\ndren into stone and glass, chromium and brass.\n\nIn today’s buildings, the corridors and stairways conform to definite\nstandards making possible ready exit and rapid circulation through the\nbuilding. Waste spaces have been eliminated, dark unusable corners are no\nlonger found, and every need of administration has been carefully provided\nfor. The architect, in planning a schoolhouse, recognizes that the adminis¬\ntrator may be confronted in the near future with the need for change in\nthe space allocations, in the size of classes taught or in the methods of in¬\nstruction which are employed.\nHe who plans a school building today must take full cognizance of the\nprogress of science and the influence which new inventions or new vehicles\nof instruction may have upon future building utilization. The modern class¬\nroom is equipped, to be sure, with a loud speaker making contact possible\nwith the outer world or the administrative center. The auditorium and as¬\nsembly room provisions acknowledge the possibility of the sound, picture as\na medium of instruction, and the superintendent is on the alert to discover\nwhat changes television may necessitate. The school building is, therefore,\nplanned as a changeable and elastic structure and is never approved except\nas significant additions may be made to the building itself and its major\ndepartments.\nThe school superintendent is also conscious of the fact that the nature of\nthe purchase which a school community makes when it buys a school build¬\ning is dependent upon the character of the plans drawn by the architect, the\nnature of the contracts set up for the business relationships established, and\nthe accuracy and detail with which specifications are written. The superin¬\ntendent of schools is no longer content with a caveat emptor method of pur¬\nchasing school plans. This body of superintendents is interested in collab¬\norating with the professional body of architects in defining clearly what a\nstipulated fee may be expected to produce with reference to the number and\ncharacter of plans. The membership of this organization is also vitally in¬\nterested in the character and legal form of the contracts which are necessi¬\ntated by building operations. Superintendents of schools are anxious to set\nup safeguards which will eliminate in the plans and specifications for a\nbuilding any need for guesswork\ntors who are bidding.\n\nor bulk estimates on the part of contrac¬\n\nThe extensive school building literature of the past two decades is evi¬\ndence of the earnest effort of the school administrator to render the most\neffective service possible to his community\n\nin the development\n\nof its school\n\nbuilding program and in the construction and planning of its school build¬\nings. The school superintendent will not be content until there are available\nin the field of school building planning that research, that document, and\nthat technic which will assist in the total elimination of any unnecessary\ncost in school buildings or any cost which does not bid fair to bring an ade¬\nquate educational return.\n\n"}
{"page": 686, "printed_page": null, "text": "682\n\nNational\n\nACHIEVEMENTS\nC. B. GLENN,\n\nEducation\n\nAssociation\n\nOF AMERICAN\nPERSONNEL\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nEDUCATIONBIRMINGHAM,\n\nALA.\n\n“Truly the eye cannot say unto the hand, I have no need of thee; nor\nagain the head to the feet, I have no need of thee.” 1 Good buildings, equip¬\nment, and teachers are in a way interdependent and each necessary if the\nbest results are to be had in a school system, but of these the teacher is clearly\nof first importance. Given the finest of school buildings, the best of equip¬\nment, and a poor teacher, we have a poor school ; whereas, it is altogether\npossible to have a good school in a barn where there is a good teacher. “Not\nall the books on all the shelves, but what the teachers are themselves,” said\nMark Hopkins.\nIt would, therefore, seem that whatever success has been achieved in the\nimprovement of the personnel of our teaching corps may be taken as a some¬\nwhat accurate measure of “Achievements in American Education.”\nThe contributing factors in selecting and maintaining an efficient teach¬\ning personnel are, first, scientific selection; second, careful placing; and\nthird, conserving the teaching force by providing opportunities for growth\ninservice and by a sympathetic consideration of the teacher’s happiness and\nwelfare. The personnel of the teaching force of our public schools today\nnumbers 927, 000.2\nThe members of this Department of the National Education Association\nare in an increasing measure responsible for the selection and employment\nof this army of practically 1,000,000 teachers. How well the job has been\ndone; what measurable improvements, if any, have been made; to what ex¬\ntent the problem has been approached in a practical, common-sense, yet\nscientific way, and what actually has been achieved are matters which we\nhave for consideration at this time.\nBusiness and industry have long faced the difficult problem of securing\ncompetent employees. They have felt the necessity of organizing and es¬\ntablishing personnel departments to recruit and wisely conserve their work¬\nmen. If this is expedient in industry where employees work with material\nproducts, how much more important in the public schools where employees\nare working with human beings — the men and women of tomorrow.\nThat appreciable progress has been made in improving the teacher per¬\nsonnel in American schools is evidenced by the fact that there is a more\nscientific selection of teachers today than formerly. Evidence of this is seen\nin the following: First, the certificating power is now quite generally\nvested in the state,3 scholastic requirements for eligibility have been steadily\nraised, the minimum age increased,4 and specialization made more exten¬\nsive.3 Second, in an increasing number of schools the responsibility of select1 1 Corinthians. 12:21.\n2 National Education Association. Journal, March 1929, p. 88.\n3 United States Bureau of Education. Bulletin, 1927, No. 19. p. 11-9.\n4 United States Bureau of Education. Bulletin, 1911, No. 18, p. 226.\nUnited States Bureau of Education. Bulletin , 1927, No. 19, p. 278.\n\n"}
{"page": 687, "printed_page": null, "text": "Department\n\nof Superintendence\n\n683\n\nmg the teaching force has been placed upon the superintendent, presumably\nthe one best fitted to perform this task.1 Standards are being raised by re¬\nquiring each year a greater degree of professional training and by giving\nconsideration to experience as well as to the health, personality, and gen¬\neral culture of the applicant.\nThe public school teachers of a hundred years ago were chosen by the\ntown council or by politicians, a custom, we regret to admit, still followed\nin some localities today. The guiding motives in the choice of teachers were :\n*\nexpedience, an occupation for poor widows or dependents ; economy, the\ngrave diggers and sextons had ample time for other occupations.2 Unfitness\nfor any occupation was at least one qualification of the public school teacher,\nor as Bernard Shaw puts it, “Those who can, do; those who cannot, teach/\nPersonnel selection has traveled far since the misfits of society taught the\nyouth of the land. Today, the state in most instances has the first word in\nthe selection of our teachers. This in itself is an improvement, for thirty\nyears ago only three states granted certificates ; today certificates are issued\nby thirty-six states.3 In 1921 only four states required any professional\ntraining in addition to high-school graduation as a minimum for eligibility.\nToday more than half the states of the Union, twenty-seven in number,\nRequirements in cities are higher still. For newly appointed teachers for\nthe elementary schools in 1500 cities of America\n77% now\n10% now\n1.1% now\n\nMost\nwork\n\nrequire 2 years beyond\nrequire 3 years beyond\nrequire 4 years beyond\n\nhigh school\nhigh school\nhigh school.\n\nhigh-school teachers now\n\nare required to have four years of college\nwith professional training. The movement in the direction of requir¬\n\ning a master’s degree for academic high-school teachers is pronounced. In\n1928 there w^ere forty-eight cities requiring five years training beyond high\nschool for teachers in the senior high schools/\n\nExperience is another factor which is increasingly being demanded\n\nof the\n\napplicant for a teaching position.6 Certificates of health are required in\nabout half of the institutions for teacher training.7 In 1927 fifteen states\ndemanded proof of good health as one of the prerequisites for issuance of a\ncertificate to teach.8\n1 Lewis, E. E. Personnel Problems of the Teaching Staff. Century Co. New York City.\n2 Cubberley, E. P. History of Education. Houghton Mifflin Co. Boston, 1920, p. 446.\nWilliams, R. H. “Teacher of Other Days” in Education , Vol. 23, p. 252.\nCaldwell and Courtis, Then and Now in Education. World Book Co. Yonkers-on-Hudson,\n1924, p. 23.\n3 United States Bureau of Education.\nUnited States Bureau of Education.\n\nBulletin, 1929, No. 17, p. 16.\nBulletin, 1927, No. 19, p. 19, table 2.\n\n4 United\n\nBulletin, 1927, No.\n\nStates Bureau\n\n6 National\ntable 2.\n\nEducation\n\nof Education.\nAssociation.\n\nResearch\n\nBulletin,\n\n19, p. 16, table 1.\n\nSept.\n\n1928,\n\nVol.\n\nVI,\n\n8 United States Bureau of Education. Bulletin, 1927, No. 19, p. 280, table 10.\nUnited States Bureau of Education. Bulletin, 1929, No. 16, p. 6.\n7 United States Bureau of Education. Bulletin, 1929, No. 17, p. 18.\ns United States Bureau of Education. Bulletin, 1927, No. 19, p. 278, tabic 9.\n\nNo.\n\n4, p. 216,\n\n"}
{"page": 688, "printed_page": null, "text": "684\n\nNational\n\nExaminations\n\nEducation\n\nAssociation\n\nfor certificates are being replaced by records from normal\n\nschools and teachers colleges.1 Increasing specialization for both grade and\nhigh-school subjects marks a step forward.2\nGreater stress than ever is being placed on personality, personal appear¬\nance, background, and culture.\nThere is evidence that much progress has been made in properly placing\nthe teacher in the position best suited to his capabilities, and which will stimu¬\nlate his interest and give greatest opportunity for growth inservice. This\nclearly is your job and mine.\nIncreased opportunities for growth inservice have been provided. Many\nforward steps have been taken in conserving and promoting the teacher,\nthus encouraging growth in professional spirit and a feeling of security and\nhappiness. A large proportion of teachers are constantly adding to their\nknowledge through extension courses, by attendance at summer schools and\nconferences, and by membership in educational associations. Increased pro¬\nvision for leaves of absence for travel and study also offer unmistakable evi¬\ndence of definite progress. In 1928 there wTere 282,068 or 31 percent of our\nteachers enroled in summer schools.3 A large number of school systems now\nber of teachers are taking advantage of extension courses, thus adding to\ntheir credits toward college degrees. More than seventy percent of our\nteachers are now enroled as members of their state education associations;\nwhereas, the membership\n\nof the National Education\n\nAssociation now\n\nhas\n\npassed the 200,000 mark.6\nMore than half the city schools (54 percent of 1532 cities) grant leave\nof absence for professional improvement and a small percent pay part of\nteacher’s salary during leave.6 All of these things increase the professional\nspirit and tend to lengthen the tenure of office which has now reached an\naverage of eight or nine years.7\nIf in teacher personnel, as in shoes and clothing, one as a rule “gets what\nhe pays for,” the increase in salaries now paid teachers is further evidence of\nthe improvement in the personnel of the teaching force. The average teach¬\n\ner’s salary has more than doubled during the past decade ; the increase ranges\nfrom slightly over $600 in 1918 to $1300 in 1928. 8 Even when the de¬\ncreased purchasing power of the dollar is considered, cultural and pro¬\nfessional improvement are now more nearly within the means of the\nteacher.\nendance.4\n*\ngrant\n\nsalary1 National Education Association. Research Bulletin, Sept. 1928, Vol. VI, No. 4, p. 222.\nincrease\n3 United\nStates Bureau of Education, Bulletin , 1929, No. 17, p. 17.\nfor summer\n3 National Education\nAssociation. Research Bulletin, Sept. 1928, Vol. VI, No. 4, p. 229.\nschool\n* National Education\nAssociation.\n\ntable 8.\n\nResearch\n\nBulletin,\n\nSept.\n\n1928,\n\nVol.\n\nAn increasing\n1930, p. 98.\n\nVI,\n\nB National\n\nEducation\n\nAssociation.\n\nJournal,\n\nMarch,\n\n6 National\n\nEducation\n\nAssociation.\n\nResearch\n\nBulletin, Sept. 1928, Vol. VI, No.\n\n7 Bagley, Wm. C. “Profession\n29, p. 104. January 26, 1929.\n\nof Teaching\n\nin the United\n\nStates.”\n\nnum¬\n\nSchool\n\ni United States Bureau of Education. Bulletin, 1929, No. 17, p. 4.\nNational Education Association. Journal, April, 1928, chart p. 115.\n\nNo.\n\nand\n\n4, p. 230,\n\n4, p. 225.\nSociety, Vol.\n\n"}
{"page": 689, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n685\n\nStatewide pension systems are now in operation in approximately one-half\nof the states, and pension laws applicable to certain cities are found in nearly\na dozen other states.1\nBy the improvement of personnel the schools have been able to render\nmore efficient service for which the public has shown its appreciation by\ngreatly increasing the revenue provided for operating the schools. In 1903\nthe total expended for public education in the United States was a quarter of\na billion dollars ; in ten years this amount had doubled to a half billion ;\nseven years later it had doubled again to one billion; by 1926 it had doubled\nthe third time to two billion dollars.2 In 1928 the last figure available was\n$2,120,000,000, which was more than eight times the amount expended a\nquarter of a century earlier.3 The enormously increased support for public\neducation is an outstanding tendency which has a twofold meaning ; it is the\nrecognition by society of value received, and it affords abundant proof of\nthe fundamental faith of humanity in its own progressive evolution. In¬\ncreased support of education demands greater service in return by teachers\nand school administrators.\nThe\n\nbest means\n\nof improving a school system, we\n\nrepeat, is to improve\n\nthe teachers. The acceptance of this truth, not only by an increasing num¬\nber of school officials but by the public as well, is doing much to improve\nthe teaching personnel in the schools of America. More and more teachers\nare being called upon to assume the leadership in the social and civic life of\nthe community, the state, and the nation. It would be interesting to know\nhow many of this group have served as presidents of Rotary, Kiwanis, or\nother similar organizations in their several communities.\nCalvin Coolidge has said, “The earnest, conscientious men and women,\nrunning from the head of the great university down to the kindergarten,\nrepresent a force which is immeasurable. The influence w’hich they create\nfor better things, the inspiration which they give for higher ideals are the\nchief contributing force to the stability of society and the march of progress.\nThey point the way to the dawn, they lead toward the morning, toward\nlight, toward truth.”\n\nACHIEVEMENTS\nFRANK\n\nW.\n\nBALLOU.,\n\nOF\n\nAMERICAN\n\nSUPERINTENDENT\n\nOF\n\nEDUCATION— FINANCE\nSCHOOLS,\n\nWASHINGTON,\n\nD.\n\nC.\n\nThe past quarter of a century has been an unusual period in financing\nAmerican education. This period witnessed the Great War, and the regular\nschool program, both of instruction and construction, was materially dis¬\nturbed. Moreover, the results of the examination of our youth for the de¬\nfense of country strikingly revealed the necessity for improving the physical\nwelfare and the elimination of illiteracy among the young people of America.\nSince the Great War the increased cost of public education has been one\n\nof the chief subjects for attack on the public schools. The most vigorous and\n1 United States Bureau of Education. Bulletin, 1929, No. 27, p. IS.\n2 Department of Interior. Annual Report of the Commissioner of Education,\n2 Department of Interior. Annual Report of the Commissioner of Education,\n\nJune, 1928, p. 2.\nJune, 1929, p. 2.\n\n"}
{"page": 690, "printed_page": null, "text": "686\n\nNational\n\nEducation\n\nAssociation\n\nmost active organizations concerned with increased cost of schools are those\nespecially organized to bring about tax reductions and retrenchment in\npublic expenditures.\nAltogether too frequently these organizations charge up the increased\ncost of public education to the extravagance of school officials and boards of\neducation. In my judgment, the increased cost of public education was\nlargely inevitable, and hence beyond the power of school officials or boards\nof education to prevent. To prevent it, they would have had to possess the\nauthority to maintain the purchasing power of the dollar at its prewar\nvalue ; to persuade children to remain away from, rather than to enter, the\npublic schools ; to get along without any new school buildings ; and to con¬\nvince the patrons of the public schools that the 1910 model of our educa¬\ntional product was satisfactory to meet the demands of the year 1930.\nThe increased cost of public education has resulted from an extraordinary\nincrease in school attendance and an unusual increase in the amount of\nschoolhouse construction, due to the cessation of construction during the\nperiod of the war, and a necessary and long-deferred increase in teachers’\nsalaries, and to some extent an expansion of the educational program in the\npublic schools. Underlying all of these is the fundamental economic fact of\nthe reduced purchasing power of the dollar.\n\nReduced Value of the Dollar — The reduction in the purchasing power\nof a dollar has not only increased the gross cost of public education, but has\nlikewise increased the cost of everything else that enters into the cost of\nliving. Practically all indices of the value of a dollar agree that following\n1890 the purchasing power of a dollar, disregarding the minor fluctuations,\nsteadily depreciated. In 1920 it reached the lowest value in economic his¬\ntory. After 1920 the dollar regained a fraction of its purchasing power, but\nsince 1921 has, except for minor fluctuations, remained practically on a level.\n\nIncreased Attendance — One of the most significant and most important\nreasons for the increased cost of public education lies in the extraordinary\nincrease in attendance of pupils in the public schools. Between 1913 and 1927\nthe number of pupils in average daily attendance in elementary and second¬\nary schools increased from 13,613,656 in 1913 to 20,200,000 (estimated) in\n1927, an increase of 6,586,344 pupils, or 48.4 percent in fourteen years.\nThe significance of this increase is further emphasized by consideration\nof the fact that the total population in the United States increased during\nthat period only 19,811,531 people, or an increase of 20.5 percent. In other\nwords the increase in school attendance is more than twice as rapid as the\nincrease in total population.\nThere is another striking and significant fact in connection with the\nmatter of increased cost of public education and increased school attendance.\nThe figures show that a large part of this increase in school attendance is to\nbe found in the high schools. School attendance laws require pupils to attend\nthe elementary schools, which group of pupils is increasing gradually, as is\nthe population. The significant fact is that pupils are voluntarily continuing\ntheir education through the high schools.\n\n"}
{"page": 691, "printed_page": null, "text": "/\n\nDepartment\n\nof\n\nSuperintendence\n687\n\nThis situation is significant for two reasons. First, it indicates public ap¬\nproval of the diversified educational program offered in the high schools of\nthe nation, which in recent years is being substantially reorganized to meet\nthe varying needs, capacities, and interests of boys and girls of secondary\nschool age. This is a fine tribute to the wisdom of boards of education,\nschool officials, and the parents of secondary school pupils.\nThe second significant fact is that high-school education is more expen¬\nsive than elementary school education, and hence there is a correspondingly\nhigher increase in the cost of public education than there would be if these\npupils were enroled in our elementary schools.\n\nSchoolhouse Construction — During the period of the war, permanent\nschoolhouse construction had to be deferred. Following the period of the\nwar, many cities found themselves with a striking shortage of schoolhouse\naccommodations. Through bond issues or an increase in the tax rate, com¬\nmunities have undertaken to meet the shortage of schoolhouse accommoda¬\ntions through extensive building programs.\nIt has cost far more to construct school buildings since the war than it\ncost in the preceding generation, because labor, building materials, and\nequipment, in short everything that goes into a school building, have in¬\ncreased in cost during the past decade.\nAccording to the United States Office of Education, “Capital outlays were\ncosting about $7 per pupil in average daily attendance annually from 1916\nto 1918. After that period these costs gradually increased to $21.86 in 1925\nand then decreased in 1926 to $20.47, only $.17 above the 1924 level. Fac¬\ntors which may be expected to decrease capital outlays materially from year\nto year are : ( 1 ) the completion of building programs\n\nwhich had been de¬\n\nlayed because of higher building costs, and (2) the reduction in the in¬\ncrease in the number\n\nof pupils in average daily attendance.”\n\nTeachers' Salaries — The largest item in most school budgets is for the\n\nsalaries of teachers. Hence\n\nthose who desire to reduce the cost of the schools\n\nusually begin with undertaking to show that teachers are paid too gen¬\nerously, in view of the conditions under which they work; namely, a short\nschool day, only five days of the week, and not more than ten months of the\ncalendar year. Such critics usually fail to consider the actual cash invest¬\nment that teachers have made in their preparation for teaching, and the\nadditional financial investments that they must make in further professional\nstudy if they are to keep abreast of the progress of the profession in the study\nof its problems.\nThe increase in compensation of teachers can be satisfactorily understood\nonly in connection with consideration of the depreciation of the dollar. To\n\nmake the purchasing power of teachers’ salaries in 1927 equal to the purchas¬\ning power of their salaries in 1900 would have required salary increases of\nconsiderably more than 100 percent. For example, a teacher who was re¬\nceiving a salary of $2000 in 1900 should have received a salary of $4481 in\n1927 if the salary in 1927 was to have the same purchasing power as the\n$2000 salary in 1900. A superintendent of schools who was receiving\n\n"}
{"page": 692, "printed_page": null, "text": "688\n\nNational\n\nEducation\n\nAssociation\n\n$10,000 in 1900 should have received $22,403 in 1927 if his salary was to\nrepresent the equivalent purchasing power. In the face of such evidence it\ncannot be argued that teachers’ salaries have been increased too much, or\nthat there is any reasonable possibility of reducing the budget for teachers’\nsalaries.\nA comparison of teachers’ salaries with earnings and incomes of various\ngroups of persons gainfully occupied in 1926 shows that the average salary\nof teachers, principals, and superintendents in the public schools of the\ncountry was $1275, which is only $75 more than the average salary of the\nlowest group of routine clerical employees working under supervision. The\nincome of all persons gainfully employed averages $2010, showing that de¬\nspite the increase in salaries of teachers, their average salaries are $735 less\nthan the salaries of other gainfully occupied people.\nThe matter of teachers’ salaries should not be considered wholly from the\nstandpoint of their purchasing power. The public must recognize that an\nimproved educational product from our schools is contingent upon provid¬\ning better teachers ; that better teachers will be provided only as the result\nof better training, and finally better training will necessitate higher compensation. The public has a right to as good teaching as it is willing to pay\nfor. Boards of education and superintendents of schools cannot compel su¬\nperior teachers to continue to teach for inferior salaries ; neither can boards\nof education require extended professional training on the part of teachers\nunless the salary is sufficient to justify such training.\nNot only are adequate salaries necessary to pay better-trained teachers,\nbut they are necessary in order to prompt young men and young women of\nreal natural ability to enter upon a course of professional training looking\ntoward teaching as a life work.\n\nExtensions and Developments — Because of public demand for an im¬\nproved educational product, the public school systems of America\npanding and intensifying their educational programs.\n\nare ex¬\n\nCompulsory attendance laws — Today every state in the union is not only pro¬\nviding free public education, but is requiring young people to secure the funda¬\nmentals of an education. Massachusetts passed the first compulsory attendance law\nin 1852, and Mississippi, the last of the forty-eight states to pass such a law, did\nlikewise in 1918. Compulsory attendance laws have been extended downward to\nthe age of seven rather than eight, and have been extended upward most frequently\nto sixteen years and occasionally even to seventeen and eighteen years. This ex¬\npansion of compulsory attendance of children has increased enormously the num¬\nber of children to be cared for in the public schools.\nIncreased schooling — In 1900 the public schools of the nation were in session an\naverage of one hundred forty-four days of the school year; whereas in 1928 the\naverage number of days the schools were in session had been increased to one hun¬\ndred seventy-two days, or an increase of nineteen percent.\nFrom the standpoint of the amount of education the children received, the in¬\ncrease is still more striking. In 1900 each pupil enroled in the public schools of the\nUnited States attended school only approximately ninety-nine days of the school\nyear, whereas in 1928 this attendance had increased to an average of one hundred\nforty school days, or an increase of forty-one percent.\n\n•\n\n"}
{"page": 693, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n689\n\nHealth — Because of the revelations of physical defects in the youth of America\nas shown in the physical examinations of recruits for the army in the Great War,\npublic opinion has demanded an intensified program of physical education in the\npublic schools. In addition to the previous limited instruction in physiology and\nhygiene and the former calisthenic exercises, medical inspection, dental clinics, and\nvarious forms of athletic contests for the purpose of developing healthy, vigorous\nbodies of the boys and girls have been introduced\n\ninto the public schools.\n\nVocational arts — To manual training for boys and elementary cooking and sew¬\ning for girls have been added various prevocational and vocational courses in\npainting, printing, sheet metal work, automobile mechanics, electricity, and other\nsubjects. Likewise the courses in stenography and typewriting have been supple¬\nmented by courses in salesmanship, in filing, in office practise, and in general sec¬\nretarial work.\nFine arts — Similarly in the fine arts, the former limited work in vocal music has\nbeen extended to include formal instruction in instrumental music, which in turn\nleads to organized orchestral work. Freehand and mechanical drawing have been\nextended to include poster work, advertising, and other forms of the applications of\nart in the field of business.\nCharacter training — Every thoughtful person realizes that the mere acquisition of\nknowledge is not so important as right habits of conduct and personal ideals, which\nform the basis of right action. Realizing this, the public schools in the last decade\nhave given increasing attention to character training. Courses in citizenship and\ncivics have been intensified, as well as elaborated, to the end that the public schools\nmay\n\nmore\n\nfully serve their fundamental\n\nquate training for the individual\n\npurpose in a democracy,\n\nof providing\n\nade¬\n\nresponsibilities in a democratic\n\nsocial order.\n\n•\n\nAll these extensions have been made to meet a public demand\nproved educational product.\n\nfor an im¬\n\nAchievements in Finance — Among the achievements in financing educa¬\ntion during the past twenty-five years may be enumerated\naccomplishments or well-defined tendencies.\n\ncertain definite\n\n1. A growing recognition of the state’s responsibility for education and the estab¬\nlishment of larger units of financial support. This development has taken place in\norder that the wealth of the state, wherever located, may be drawn upon to pro¬\nvide equal educational opportunities for all the children in the state, wherever\nthey reside.\n2. A more adequate child accounting system and financial accounting system in\nlocal and state school systems. While much yet remains to be accomplished in the\ndirection of uniform accounting in school matters, nevertheless substantial progress\nhas been made looking toward that very desirable end.\n3. Increase of financial authority of boards of education, independent of municipal\nand state authorities. This development is discussed by Dr. W. S. Deffenbaugh as\nfollows:\n\nAuthorities\n\non city school administration are of the opinion that the city\nschools of the country should be managed by a board of education in no way\ndependent upon the city officials for funds, but by a board with large powers\nand with power to levy its school taxes or to prepare a budget within statutory\nlimits, the amount of which must be appropriated from the city funds, and to\nexpend the funds appropriated without consulting any other body.\n4. A constantly increasing amount of professional attention to the problem of\nfinancing public education. Systematic studies of methods of financing education in\nstates and municipalities have been made, as well as studies of the methods of dis¬\ntributing school funds.\n\n"}
{"page": 694, "printed_page": null, "text": "690\n\nNational\n\nEducation\n\nAssociation\n\nWhat of the Future? — As the electric car succeeded the horse car, so the\nautomobile and the auto bus are fast succeeding the electric car as a means\nof transportation. In time each may be succeeded by the airplane.\nFor the same reason and in the same manner, sloyd was succeeded by\nmanual training, and manual training in turn is being succeeded in our\nschools by a great variety of practical trade subjects drawn directly from\nindustrial and commercial activities.\nIn the evolution of the school system from an organization serving a spe¬\ncial or limited group to an institution serving all classes of human society,\nthe program of the public schools must inevitably expand as the activities of\nhuman life have expanded. The public school is a. service station set up to\nadminister to boys and girls in their progress from childhood through youth\nand into manhood and womanhood. The schools will render their full serv¬\nice only in case they are organized and conducted with a view of the vary¬\ning needs of little children, boys and girls, and young men and women on\ntheir way to citizenship in a great country.\nThe public schools of America are organized and conducted by boards of\neducation responsible to the people of their respective communities. Public\nopinion can effectively eliminate forthwith anything from the curriculum\nof the public schools of America that the people do not approve. It may, I\nthink, be confidently asserted that the courses of study now offered in the\npublic schools of the country are serving a worthy educational purpose, have\nthe endorsement of the great body of the American people, and are not likely\nto be eliminated or greatly modified if fairly and squarely considered by the\npatrons of the schools.\nThe\n\nagitation about the high cost of public education is as inevitable as\n\nwas the increased cost of education itself. The public believes in public edu¬\ncation, not primarily for the special advantage of the few, but for all the\nchildren of all the people. The public schools today are the most potent,\nmost powerful, and most promising single agency making for the unification,\nstability, and progress of our American institutions. Efforts to reduce the\nappropriations for public education are likely to fail, because efficient public\neducation costs more money than formerly, because the people insist on in¬\ncreasingly efficient schools, and because the American people think more of\ntheir children and their proper education than they do of the amount of\ntheir bank accounts.\n\nACHIEVEMENTS\nFRANCIS\n\nG. BLAIR,,\n\nOF\nSTATE\n\nAMERICAN EDUCATION— PUBLIC\nREE A TIONS\nSUPERINTENDENT\nSPRINGFIELD,\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nILL.\n\nFrank Ballou just said to me that by the time he was through I would\nhave no audience. I told him that I knew that at the conclusion of his\nspeech and at the end of mine, there would be a fine, small, select audience\nof friends and relatives to take part in the ceremonial obsequies which we\n\n"}
{"page": 695, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n691\n\nare to perform over the remains of the past presidents of this department\nwho are sitting behind me in a comatose state at the present time.\n“You must not destroy the goose that lays the golden egg.” That was the\nstatement of a gentleman of national reputation to a group of school people\nin a midwestern state. Fortunately, some men in education have become\nstudents of economics as well of pedagogy and the question was immediately\nraised, How much does education do? How much has it done to hatch and\nfeed and keep alive the goose that lays the golden egg of taxation in order\nto maintain the schools?\nI think that the average business man, although he seems to be broad¬\nminded in his attitude toward education, when it comes to the relationship\nof public education to the great institution of property, of wealth, usually\nseems to think that education makes its contribution to the wealth of the\ncountry by training artisans or workers\n\nor artists who\n\nare to go out and\n\ncreate wealth. To be sure, public school education is rendering an everincreasingly greater contribution to the development of this Republic in the\ntype of workmen that it turns out; but they overlook the fact that where\nwe create one efficient workman, where we develop one artist, we create\nthousands and hundreds of thousands of pupils in the schools who go out\nwith a basis of appreciation, with a desire to have certain things that the\nsavage did not have, with a desire to understand the things that are made oi\nbeauty, of loveliness ; that we are creating in the public school the greatest\ndemand for the things that industry is making that was ever seen.\nMuch of the millions that are being expended in our papers in advertising\nis simply following in the wake of what the public school system has done\nthroughout the great Republic, to create in the hearts and minds of the\nchildren of this Republic a demand for the things that are in the show\nwindow and on the shelves.\nSo I think it is time that we actively attempt, not in a dogmatic way, to\nshow how much education has contributed to the hatching out of this goose,\nhow much it is doing to feed that goose, how much it is doing toward pre¬\nserving the life of that goose.\nOut in the great midwest where most of our taxable wealth is in land,\nwhere really the villages and the towns are only in a relative way concerned\nwith taxation as compared with the land, we have gone before our legis¬\nlatures and said to these farmers, these land owners who speak as if they\nthought wealth was inherent in the soil, “What\n\nwas this land worth when\n\nthe Indian roamed over it and the buffalo galloped over it? It wasn’t worth\nfive cents a township. Whence came this value?” It may be purely imagina¬\ntive, it would not square with the yardstick of the economist, but it came\nsomewhat like this : Columbus with his three caravans crossed the unknown\nseas and planted upon the outposts of this great continent the cross of a\ngreat religion, and when that time came, every acre of land within the whole\ncontinent got a new value, not because the constituent elements of the soil\nhad changed, not because the sunshine had varied, not because the rainfall\nor the elevation had changed, but because a symbol of a great ideal had come\n\n"}
{"page": 696, "printed_page": null, "text": "692\n\nNational\n\nEducation\n\nAssociation\n\nto open the door of this new continent to civilized men and women who\nwould come and bring their families to this soil.\nWhen in later years after the colonization the government extended its\nflag across the Alleghenies and the great arm of the government out over the\nMississippi valley and the west, new stability came and new values came\ninto the soil. When after the Revolutionary War the Revolutionary soldier\nwended his way down the Ohio River and out upon those great plains and\nsaid, “Here would be a good place to bring my wife, to rear my family, to\nwork out a fortune for myself.” When he drove down a stake and vowed\nthat he would come and there build his home, his church, and his schoolhouse, every acre of ground within a radius of a thousand miles got a new\nvalue. There was no change in the constituent humus of the soil, no change\nin the sunshine, no change in the elevation or the rainfall, but a man with\neducation, with his elemental desires transformed from that of a savage,\nhad said that that would be his home. The savage was retreating, and the\ncivilized man, who had the rod of science to strike the soils and make them\nlift up tons and tons of wheat and oats and corn toward the sky, and to\ncreate a market for the diversified products of the soil had come, and land\nhad acquired a value because of civilization. Education had come to create\nthe rod of science to make the elemental things of the land productive and\nto create a desire for the products that should come.\nWhen the savage roamed over the country, there was no value in the\nraw things that go into building materials. They were here in vast extent\nfrom one ocean to the other, but the Indian, the savage, was sufficiently\nhoused in his wigwam and when the filth became so great that he could no\nlonger endure it, he picked up his wigwam and went to some other place.\nHe created no market for the vast elemental stores of building materials\nhere in the North American continent. When the civilized man, the edu¬\ncated man wanted a home with a spare bedroom and a bathroom ; when he\nwanted that church with a spire piercing the sky; when he wanted school\nbuildings; when he wanted great public buildings sanitary, well-lighted,\nwell-built out of good materials; when civilized man, educated man, made\nthis demand, then every running foot of lumber in the forest that had been\nthere during the occupancy of the red men got a new value. Every ton of\niron caught up within the mighty embrace of nature that had been there for\neons got a new value. Every cubic yard of stone in the quarry got a\nnew value. Why? Not because the chemical elements within them had\nchanged, but because education had transformed the savage elemental emo¬\ntions and reactions into civilized desires to create the market.\nTake the matter of clothing. In every one of our states one source of our\nrevenue is upon the elements that go into clothing, the raw material and\nthe finished product. Savagery never created any market for clothing. Mr.\nRoosevelt in his African trails tells how once down on the Congo he took\nout of his trunk some various articles of clothing and threw them out to the\nblack men, and he noted with a great deal of humor how they would take\nthe most expensive things and make no sort of appropriate use out of them.\n\n"}
{"page": 697, "printed_page": null, "text": "Department\n\nThe\n\nsavage never made\n\nof\n\na market\n\nSuperintendence\n\n693\n\nfor the kind of things that go into\n\nclothing; but when man, through education, got a desire not only to clothe\nhis body to keep out the cold and protect it from the heat but to express\nsome fancy, some emotional desire on his part, every acre of hemp stretching\nout under the sun got a new value, every sheep roaming the hillside got a\nnew value in its fleece, every bale of cotton in the southern cotton fields got\na new value. Why ? Not because changes had come in these things themselves,\nbut because through education man had come to demand and desire a new\nkind of clothing, a new expression of his inner fancy, a new satisfaction of\nthese growing needs and desires which are the creatures of education.\nThe savage with his untutored mind could not live in large groups. It\ntook education to build our great cities, to build our concrete streets, to lift\nour great skyscrapers up into the sky ; and education had to tell the man in\nthe large city where the orange and the lemon grew, where all the vast\nvarieties of things to eat and to wear were to be found. It w^as education that\ntunnelled the mountains and bridged the streams and knit together the\nAtlantic and the Pacific and the uttermost borders of this Nation; for men\nhad come to be educated so that they could live together. Whenever educa¬\ntion proves to us that men are being educated into a situation such that they\ncannot live together, then I am ready to change a large part of this talk.\nAnother thing must be taken into consideration as a practical outcome of\neducation. When we create a demand for things of beauty and of usefulness\nwhich must be made out of raw materials, we create a demand for muscles\nand nerves and brains to go out and transform raw materials into finished\nproducts. The cheapest thing in all God’s w’orld is a mere mass of flesh and\nbone and cartilaginous tissue, but -when you transform nerve cells, when you\ntransform muscles, when you transform emotions, when you train brains —\nthen you create a valuable thing. A man, an educated man, who is just a\nlittle lower than the angels, has the power to think and the power to create\nraw materials into new forms, but perhaps the greatest thing that educa¬\ntion has done in a practical way to take care of this institution of property is\nthe safeguards that we have thrown about it.\nSome fifteen years ago I had some investment in a copper mine down in\nOld Mexico. I went down into that territory. I went down because when I\ninvested it cost something like $17 on the $100 stock, and in two years when\nI started down there, it was $3.50. I went down to find out what had be¬\ncome of the other dollars and what was likely to become of the remainder. I\nfound out that only one child out of every 500 is educated, that bands of\nrobbers ran over the mountains, and that what was property today was junk\ntomorrow.\nYou cannot create an institution of wealth and maintain it with an un¬\neducated citizenry. Look at Russia, that nation of elemental genius, with a\ngreat dark substrata, and when the crisis came, the great pyramid turned\nover with a terrible turn.\nIf we are to have this institution of property secure, we must throw about\nit certain safeguards. What safeguards property? The laws at Washington,\n\n"}
{"page": 698, "printed_page": null, "text": "694\n\nNational\n\nEducation\n\nAssociation\n\nthe laws at. our state capitals do their part, but what safeguards property is\nthe law that you as teachers are writing in the hearts and minds of the\nyouth of this great Republic, in the hearts of the 24,000,000 boys and girls —\nthat this is mine and this belongs to another, and if you would have this\nother person respect what is yours, you must respect what belongs to him.\nIn conclusion, I think as one of the practical relationships of public edu¬\ncation we have to go out to our various legislatures and other groups and\nshow them that as teachers we are not unmindful of the value of the goose\nthat lays the golden egg, that we appreciate what that goose is doing, but we\nare not unmindful of the fact that education has done a vast deed to hatch\nher out, is doing a great deal to feed and safeguard her so that she may lay\nlarger and better golden eggs to support public education.\n\nSIXTY\n\nYEARS\n\nPresentation\n\nOF PROGRESS— 1870-1930\nof Past Presidents’\n\nKeys\n\nPresident Cody: Coming from a family of showmen inspired the presi¬\ndent to put the next act on the program. After looking at our past presi¬\ndents and thinking of myself, I am persuaded that evolution is ever upward.\nWe have long sought this opportunity to honor the men who for sixty\nyears have been leaders in American education, and as I call their names, I\nam going to ask them to step forward and receive the honors which they\nhave justly earned.\nI shall first introduce John W. Carr, president, 1905-06. (Applause)\nStratton D. Brooks 1909-10. (Applause)\nWilliam M. Davidson, 1910-11. (Applause)\nM. P. Shawkey, 1915-16. (Applause)\nErnest C. Hartwell, 1918-19. (Applause)\nE. U. Graff, 1919-20 (Applause)\nR. G. Jones, 1921-22. (Applause)\nJohn H. Beveridge, 1922-23. (Applause)\nPayson Smith, 1923-24. (Applause)\nFrank W. Ballou, 1925-26. (Applause)\nRandall J. Condon, 1926-27. (Applause)\nJoseph M. Gwinn, 1927-28. (Applause)\nFrank D. Boynton, 1928-29. (Applause)\nWe\n\nwant you to notice what a perfect line.\n\n. . . The\n\nkeys were distributed by Secretary Shankland.\n\n. . .\n\n"}
{"page": 699, "printed_page": null, "text": "Department\n\nTHE\nHENRY\n\nSUZZALLO,\n\nUSE\n\nDIRECTOR,\nEDUCATION,\n\nWe\n\nAmericans\n\nof\n\nSuperintendence\n\n695\n\nOF LEISURE\nNATIONAL\n\nADVISORY\n\nWASHINGTON,\n\nlive in a work-driven\n\nD.\n\nworld. The\n\nCOMMITTEE\n\nON\n\nC.\n\nrest of the world has\n\nnoticed it; and we are beginning to take note of it ourselves. We do not\nknow just why we have gloried in this lopsided life. Our common talk seems\nto show that we have. We talk unduly about the day’s work when the day’s\nwork is supposed to be over. Shop rules our minds.\nWe business men and others go to conventions, ostensibly on a serious\nerrand which justifies us among our neighbors; but down in our own re¬\nbellious souls we know that we are really seeking change and recreation.\nWe take a socially respectable half-vacation when our psychological need is\nfor a whole and wholesome vacation that has no pretense of responsibility\nin it. Thus we veil our real motives to keep our social standing and our per¬\nsonal selfrespect.\n\nEvery American\n\nwho\n\nis not yet a social rebel is afraid to be a man of\nleisure. It sounds too much like being an idler. It is associated with laziness\nand economic parasitism.\nI wonder how we came to feel and act this way? Few of us know! And\nmany do not care. Yet I think it will help to give us a new openness of mind\ntoward our problem if we recognize how much the values of another day\nare ruling us.\nLet me repeat that we often make no use of leisure, or a very poor use of\nit, because we are living up to the code of some dead ancestor, near or remote,\nwho worked out a philosophy of life of his own, while we do not take the\nsame liberty of fitting our working and living values to our own particular\nneeds.\nWe need a code of our own for a life of our own. Hence it is necessary for\nus to look sharply at some traditional attitudes which have trickled down to\nus through many generations, handed on by father to son.\nFirst, there is still among us that lingering touch of ascetism which filtered\ndown from the Middle Ages. It makes us look a bit disdainfully on our\nbodies as though they were not worth serious attention as are our minds\nand souls. There is the thought, too, that a thrill of physical wellbeing is not\naltogether consistent with the good of our souls, and that to be happy in\ncommon human ways may not be completely conducive to goodness. More\nof us are caught in these tenacious attitudes than would dare to defend them\nby any rational argument.\nThen, there are some conventions among highly respectable people, cul¬\nturally and socially speaking, which are said to be mid-Victorian. Disre¬\ngardful of the instincts and impulses of human kind, they are both repres¬\nsive and narrowly selective in determining how people shall be permitted to\nenjoy themselves. The pleasures of the parlor are to them more respectable\nthan those closer to earth and human nature. Worthy leisure is, by this pale\n\n"}
{"page": 700, "printed_page": null, "text": "696\n\nNational\n\nEducation\n\nAssociation\n\nhighbrowism, to be confined to the upper stories of man’s very human in¬\nheritance, to the polite and more or less subdued activities of mind and\nfeeling.\nBut more influential with us are the attitudes of our own American social\nancestors which pour over from the last generation or two into this one. The\nPuritan undervalued the recreational side of life and disdained it. Many\nmerely playful activities were thought to be harmful. Later, we conceded\nthey were harmless. Now, we know they could be positively helpful to men¬\ntal wholesomeness. In addition, the Pioneer, by the unconscious pressure of\nfrontier necessity, overvalued work and responsibility, and gave too exclu¬\nsive attention to them. One disdained and the other forsook playful leisure\nas .in important part of life. Both alike damaged the free spirit and omitted\nfrom the American living tradition a sanction for recreative playfulness.\nBoth alike suffered somewhat from selfdeprivation. Their conditions of life,\nhowever, did not make the deprivation tragic. Our own life and time is so\ndifferent that a taboo on leisure and the playful life is a definitely tragic\nthing, alike for the common man and the pillar of society. Of this we shall\nsay more later.\nIt might be well to ask ourselves how life has changed for us from the\nday o;i- our grandparents — not in its mere externals but in its impacts, re¬\npressions, and releases of the human instincts.\nWe were once largely an agricultural people. It was a life of hard, phys¬\nical work — that is admitted. But it had its compensations. The work varied\nfrom season to season, if not from day to day. There was winter slackening\nif there was summer overworking. Many skills, judgments, and emotional re¬\nactions were called for in infinite variety. But man-at-work was still the mas¬\nter of his tools. And time had flexibility. Often it was a lonesome life. Man,\nthe gregarious, suffered some. Woman suffered more. The country dweller\nwas deprived of the best cultural institutions, which flowered most richly in\ngreat cities, but he had Nature which his city cousin had lost — skies, the\nblue hills, the countryside. Trying to command her in all her moods and\nfancies, his work was changeful and versatile. Life was not standardized or\nmechanical.\nSince then, his children, in countless numbers, have gone to the cities to\nbecome urban dwellers, workers in shops and factories in an industrial,\nmechanized, and standardized age. Flexibility has gone from working\ntime. The tasks are painfully alike from month to month, day to day, and\nhour to hour. Life lacks variety; monotony and boredom fill its place. More\nthan half the nation’s population is thus engaged.\nMost of what invention and industrial organization has done for the\nfarmer is, in human terms, clear gain. He and his family gain good roads,\nthe automobile, the advantages of a nearer town. They have the telephone,\nthe phonograph, and the radio. Some but not too many machines relieve\nhim of sheer animal toil.\nMuch\n\nthat has happened to increase the efficiency of urban industry is a\n\nclear psychological loss so far as human work is concerned. The machine gov-\n\n"}
{"page": 701, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n697\nerns the worker. He has become a machine-tender ; he has ceased to be its\nmaster. The regular turning of a wheel times his reaction. Time for him has\nno flexibility, no variety. He does the same thing over and over again with a\npart of his wits. The rest of his powers are uncalled for and unemployed !\nFrom this approximate description, you will realize that something has\nhappened to man industrialized. It will explain why he was the first to get\nthe short working day. The farmer’s day has scarcely been shortened at all.\nThe contrast has a psychological significance. The work of the factory\nwhich is easier on his body is less endurable to his mind, while the hard,\nphysical toil of the pioneer farmer’s life is more genial to mentality. Thus, to\nthe city dweller and worker, garden and gentleman farming are leisure\noccupations.\nAll that man has and is by human nature is meant to be used. If a single\ncapacity of man is overused, it is abused. If it is not used, underused, or\nunderexpressed, it is also abused. The first leads to fatigue or monotony, the\nsecond to boredom or restlessness. Work under such conditions does not\nsatisfy; man\n\ncraves to stop and seek compensatory\n\nsatisfaction. His wish to\n\nstop has given him a short working day — and incidentally the longest known\ndaily leisure or freedom from work.\nWhat then do we behold in great industrial cities ? Bored, underexpressed,\nmonotonized, restless men and women pour out of factories, office buildings,\nand shops at the end of the shortest working day, moving into the longest\ndaily freetime the worker has ever known. He craves activity, engrossment\nof mind, enjoyment! He wants to play, which is the desire to let himself act\ndirectly or vicariously in genial, interesting, nonirritating ways.\nHere is the problem of modern leisure!\nA bored man will play! With normal, harmless, and even helpful expres¬\nsion repressed ; without interest, capacity or training in the finer, stabler,\njoyous activities of life, he plays with the only feelingful things he has to\nplay with — with instincts, appetites, passions. Commercialized sensuality,\nsensuousness, or sensationalism beckon him. Thus emerges the problem of\nthe use of leisure.\nAt the other end from the workers are the pillars of society — the managers\nof the world’s affairs or large units of it. They carry larger loads than be¬\nfore. They carry them on soft, sensitive nerves, not on hard muscles. Their\ndecisions touch thousands of men. Theirs is a life of anxiety or apprehension.\nThey\n\nbreak down\n\nwith the load. Or\n\nthey grow\n\ncalloused of heart and\n\nimagination, a merciful defense-mechanism for the man himself; but for\nmankind whose destiny such leaders affect, it is an unpromising trait to have\nin high places. The work of these does not lack either variety or interest ;\nbut it carries an overload of strain. Such men need recreation and leisure to\nrest and refresh them. But the world hurries and pursues them with more\nwork and gives them no free time. This, also, is the problem of leisure !\nCommon folk in between these two extremes also carry more loads upon\ntheir feeling life now. The king’s responsibility and strain now fall upon the\ncommon man. In democracy we are all kings, responsible for the govern-\n\n"}
{"page": 702, "printed_page": null, "text": "698\n\nNational\n\nEducation\n\nAssociation\n\nment and the commonwealth, for order, stability, and progress. This wears\non the conscientious citizen. He has an increased sense of failure and defeat,\nless of a sense of effectiveness. Political interest wearies many and they drop\ntheir burdens. A new political indifference is the calloused defense-mechan¬\nism of less able men, in small but still responsible places. The loads fall more\nheavily on a few, who continue to bear them. Duty now frowns doubly on\nthe morally able but wdth it comes a heavier anxiety to the sensitive and the\nresponsive. Both types need rest, recreation, leisure, mental reconstruction.\nWithout it, they cannot arise in the morning with a new thrill to slay the\npolitical dragons. Knightliness does not arise in fagged, discouraged men.\nRecreation is exactly what it means — recreation! Restored power! New\npower !\nOur world beats on the humble citizen as never before. He lives in the\nwhole big world, not in his little neighborhood\ntelephone, the cable, the radio, the newspaper,\n\nalone. The\n\ntelegraph, the\n\nthe magazine, the wide dis¬\n\ntribution of books, fill his mind with everybody’s troubles. All these are\nadded to his own. Such a mind certainly needs free time away from a re¬\nsponsible vocation, a responsible citizenship, a responsible humanness. He is\nentitled to a leisure, full of happy activities which spontaneously interest\nhim and leave him refreshed. It does not matter so much how much we wear\ndown in eight hours of responsible wage earning work, and two more\nof responsible active citizenship if only we can rebuild in four of leisure and\neight of sleep. But what if we are not given time to rebuild, to re-create?\nWhat then ? What kind of a world shall we have if only tired, bored,\ndiscouraged men are in it? For society to grant a man leisure is not to\nconfer a personal favor on the individual ; it is to give safety, hopefulness,\nand progressive power to society.\nCould we solve the problem of leisure, we should surely have the begin¬\nnings of a new kind of world, a more effective and happy one !\nSome guiding principles may be suggested to bring it about.\nFirst, let us give leisure, recreation, or free time for the individual as re¬\nspectable a place in our scheme of life valuations as we give to work. They\nare supplements. As sleep and rest are to physical restoration, so recreation\nis to mental, emotional, and spiritual restoration.\n\nSecond, let the time conventions of life be arranged to protect the privacy\nof free time. The gogetters of American life should be warned off during\nour late afternoons, our evening hours, our Saturdays, our halfholidays, and\nour Holy days. Let us have the courage to snub these relentless men. Let us\nget over the shame of being caught idling or working in our gardens, listen¬\ning to music, going fishing, or reading a good book. These matters are press¬\ning human needs and while we are at them, we should put up a “busy sign” !\nPrivacy needs to be restored as a human institution for many reasons, of\nwhich one is the need to restore our minds to wholesomeness\n\nthrough a leis¬\n\nurely pursuit of the things of heart’s desire.\nThird, let us not permit supplementary and coordinate aspects of whole-\n\n"}
{"page": 703, "printed_page": null, "text": "Department\n\nsome human living to become\nthe other out.\nWellused\n\nof\n\n699\n\nSuperintendence\n\nrivals or competitors, each seeking to crowd\n\nleisure is not a competitor of productive work. Its presence in\n\nlife will outlaw the pathological slogans that “work is a curse” and “the\nless the better.” Leisure is the humane life-partner of work. In the last anal¬\nysis, it heightens the pleasure of doing something that needs to be done. It\nis the good recess that breaks into labor too long pursued, as work itself is\nanother recess to play too long indulged. It is only our false traditions and\nour psychological ignorance which make us act as though these statements\nwere not true. An unbalanced psychological ration is as bad for the mind\nas an unbalanced diet is for the body.\nThat\n\nbit of old wisdom\n\nwhich\n\nsays that “all work\n\nand no play makes\n\nJack a dull boy” is in terms of our new psychological wisdom, absolutely\ntrue. To begin with, it makes him a duller workman! Also, if he steals his\npleasures, and they are likely to be the most forbidden ones, Jack becomes\na poorer man and citizen, and somewhat of a social liability.\nA true use of leisure never destroys the other important values of life;\nsanely perceived play or recreation should heighten all other values and\nprocesses. Right use of leisure makes us constructive, not destructive. It\nmakes us more moral, not less so, more refined, not more gross ; more eager\nworkers, not less willing workmen.\nFourth, let us provide opportunity to train for a good use of leisure every¬\nwhere we can in life — at home, in the neighborhood, on the playground, in\nthe school, in every institution that has an interest in wholesomeness. A\nboy or girl, a man or woman needs a broad exposure to know what fits his\nnature and his circumstance. Then he makes a wiser choice, one that is\nlikely to endure for him.\nWe have only to observe those who have rebelled against the unnatural\ndistortions of life and have let mere feeling guide them to pleasure, to know\nhow fatally narrow an accidental choice may be. Our observations teach us\nthat they are more likely to be wrecked than saved. What actually happens\ndepends upon how natively intuitive or refined people are. Too often they\nshortchange themselves with sensuality, sensuousness, or mere sensation¬\nalism, the thrills of which do not endure, and which, like drugs, require\nlarger dosages to bring renewed satisfaction. Such unfortunates have no\nsense of the higher types of play which delight without sad cost to the very\nlast day of life. They had no chance to know. Society did not provide them\nopportunity to play with the more\ntions of life.\n\nsoftspoken but more\n\nenduring satisfac¬\n\nFifth, let play opportunities be of every good kind. We need only to rec¬\nognize that we are all that we are — body, mind, and soul. We cannot wise¬\nly leave any of them out of our work. Neither can we leave any of them\nout of our play.\nBody, mind, and soul are inseparable partners for life. This is merely a\nway of saying that in our plan for the use of leisure and in the educational\nprogram\n\nwhich\n\ntrains for leisure, we\n\nmust be all-inclusive and quite tol-\n\n"}
{"page": 704, "printed_page": null, "text": "700\n\nNational\n\nerant of every wholesome,\n\nEducation\n\nAssociation\n\nnatural demand,\n\nwhatever\n\nits emphasis. Each\n\nway of change, rest, play, or recreation has its place — walking, dancing,\ngames of skill, the sports of the countryside, workmanship in the shop, lec¬\ntures, sociability, drama, music, the movies and the talkies, the radio, read¬\ning good books, drawing, painting, singing, conversation, comradeship. Yes,\neven what other men call work may be my play. The great organ of life\nhas many keys and many stops.\nThe things that may occupy our leisure spread from the one extreme of\nfull, lusty, attention-engrossed, and active participation or expression, to the\nopposite one of a vicarious, imaginative appreciation which is almost passive\nand receptive. The great organ of life may be played from pianissimo to\nfortissimo.\nSixth, in whatever program we set up, let us educators profit by our\nrather long and somewhat sad experience in the intellectual field. Let us\nnot repeat in the new field of recreation that tragic error of assuming that\nmen and women, boys and girls, are all alike in their emotional and ex¬\npressive needs. They were not in the field of cultural and practical training.\nI fancy people are far more unlike emotionally than they are intellectual¬\nly. Intellectuality has one long dimension, from idiocy to genius. Emotion¬\nality has fifty or a hundred dimensions running from almost-not-having-it\nto having-more-than-any-one-else. And it is largely with man’s exciting, in¬\nciting, wearing emotions that the biggest jobs of our offtime life are to be\nfound. Let the individual begin to solve the problem of his own use of\nleisure by fitting free time to himself and to the conditions of life as he is\nlargely compelled to bear them. Leisure must be individualized.\nTwo almost inescapable factors make our needs different: the kind of a\nhuman nature we carry around with us and the particular kind of life we\nare compelled to lead.\n\nOther questions will suggest more specific and suggestive clues. How do\nwe have to live and work? Where do we get joys in these operations? Where\nare we bored? Overexcited?\n\nWorn?\n\nWhen\n\ndo we feel the thrill of achieve¬\n\nment or success? When the sense of bafflement or failure? Is there some en¬\nchanting activity outside our life which beckons us? Or two, or three of\nthem? These are some of the questions that must be asked and answered\nin individualizing the program of leisure. Let the individual find his own\nenjoyment, remembering that the kind or kinds are best which satisfy the\nindividual most and hurt his fellowman least. And no fellowman need\nhave his feelings hurt by a difference of choice.\nThen\n\nlet me sympathetically warn\n\nteachers against their favorite habit of\n\ngrading things. There is a kind of dignified* disease we have ; a kind of dig¬\nnified highbrowism which suggests that a worthy leisure must be confined\nto the upper and the rarer stories of human endeavor. The errors of this\npale highbrowism may be as pathetic in their unwholesomeness as the op¬\nposite primitivism of a lowbrowism engaged exclusively with the appetites\nand the senses. Both fail.\n\n"}
{"page": 705, "printed_page": null, "text": "/\n\nDepartment\n\nof\n\nSuperintendence\n\n701\n\nThe gross error of the lowbrow is easier to correct for it is perceived with\nshock. The traditions of all civilization are against it. The less suspected\nerror of the highbrow is encased in respectability. It afflicts the sensitive and\nthe discriminating who are always trying to live up to what prestige-people\ndeclare to be the best. The sedentary mind worker may most require plain,\nprimitive, physical romping. It will probably do him more good than some\nof the more anaemic entertainments, which merely again over-exercise, in a\nnew way, what is already overworked, instead of exercising or expressing\nthose natural impulses of the human organism which too long neglected\nfoster a mysterious restlessness that is like a mental toxin loose in the soul.\nThere is another kind of tyranny in recreation which is caught rather\nthan imposed. Too often we take our pleasures in the way that “everyone\nis doing it.” This prescription is good for a trial or experimental taste but\nit seldom rests on a good personal diagnosis. Our leisure activities are al¬\nready too faddistic and fashionable. Just when we grow to like something\nimmensely and begin to get a great deal of fun out of it, the style changes\nand leaves us bereft of our joy. Our leisure, unlike our clothes, cannot be\nsubjected to the constant changes of fashion and the crowd’s whims. Once\nmore we must be reminded that the most buoyant and useful recreations\nare highly individualized. The fact of a mob-companionship or a wide cur¬\nrent prestige will not compensate for the secondrate appeal to us of a\ntransiently dominant game or activity. We have to have our fun for our¬\nselves. The joy that others are getting in our presence is not so contagious\nas we would like to think. Let us find our own joys and keep them regard¬\nless of what other folk are doing. There is no wiser injunction.\nI have said that facilities should abound everywhere. This means that\nrecreation should be in the program of adult education as in that of schools\nfor youth. The chance to learn to play or to change one’s kind of play at\ndifferent levels of life is important. Most children play. Most men in mid¬\ndle life do not. And the man who is retired in old age is the most pathetic¬\nally playless object I know.\nBeing old is not being old in years but it truly is leaving behind or los¬\ning the spirit of youth. The spirit of youth is eventually one of venture¬\nsomeness and success, curiosity and playfulness, wholeheartedness in doing\nthings and freedom from too much responsibility, anxiety, and strain. A\ngood recreative life provides the opportunity through which each of these\nqualities may be invoked and heightened. Middle age, the most active and\nresponsible period of life, needs the repairs these leisure states of mind bring\nand the energy releases they provide. Even old age, with its weakened body,\nmay take on new happiness and usefulness if empty time can be filled inter¬\nestingly so as to restore color and quality to the life of the mind.\n\n"}
{"page": 706, "printed_page": null, "text": "702\n\nNational\n\nTHE\nHONORABLE\n\nEducation\n\nAssociation\n\nANTICIPATION\n\nOF FUTURE\n\nRAY\n\nSECRETARY\n\nLYMAN\n\nWILBUR,\n\nWASHINGTON,\n\nNEEDS\n\nOF THE\n\nINTERIOR,\n\nD. C.\n\nJ. Cayce Morrison , presiding: Some months ago at the beginning of\na new\n\nadministration when\n\nthe public press carried the word\n\nthe land that the President of Stanford University would\n\nthroughout\n\naccept a port¬\n\nfolio in the President’s Cabinet, there was a thrill of satisfaction running\nthrough the mind of every school man and woman in this land. Today,\nafter a very brief period, we feel a debt of gratitude to the Secretary of\nthe Interior for lifting the office of the Commissioner of Education to a\nhigher status than it has ever held before. We are even more grateful to\nhim for helping center the attention of the nation upon the question of child\nwelfare, because as Phillips Brooks once said so ably and effectively, if you\nwant to do a man a good turn, do it to him while he is a boy, for he has so\nmuch longer to profit therefrom.\nSo today we welcome the Secretary of the Interior in his own right and\nas a personal friend and lifelong friend of the President of the United\nStates, welcome him not alone for what he has contributed to our profes¬\nsion through his life work as student, teacher, dean, and president, and\nthrough his more immediate effectiveness as Secretary of the Interior, we\nwelcome him as a man intimate in the profession, a leader among us.\n\nSecretary Wilbur: If we think of looking into the future, we can per¬\nhaps best see some of the prospects before us by taking a look back. We\nneed not go far, say fifty years. If we try to encompass all that has been\naccomplished through the training of man, through study and research, in\nthe last fifty years, and if we try to add to that the discoveries that have\nbeen brought into service in our civilization, we are almost conscious of a\nsense of shock as we look ahead wondering what the next fifty years will\nbring.\n\nI need not enumerate the changes that have taken place. You, in your\nown lifetime, have been conscious of most of them. There is a tendency on\nthe part of all to consider things as somewhat finished at the point where\nwe are today. I know that when I studied history as a boy, I was greatly\nsurprised to find a picture of the President of the United States then in office\nin my history book. History seemed to be something that had gone be¬\nfore, and to realize that history was in the making and that mankind was\non the move was a new conception to me as a boy. But we must think of\nour advance and progress as that of a steady-flowing stream. There is one\nunit carried forward on that stream that has comparatively little chance\nfor change. That unit is the human being. We can change his environment,\nas we have done it, but how much can we change him? Think for a minute\nof our great athletic program, of all that we do in America for the youth\nfor the land in that direction, and yet no one could say that we have de-\n\n"}
{"page": 707, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n703\n\nveloped any stronger man than Sampson, any greater runners than those\nof the Marathon. We have not pushed the human body forward to any\ngreat degree ; and when we consider the mind of man, certainly we cannot\nclaim that we have any very great advantage over Solomon in the matter\nof wisdom, or that any greater philosophers have developed than came up\namong the Greeks, or that any greater moral leaders have appeared than\nthose of ages gone by.\nChrist developed in an atmosphere that we w;ould consider almost ab¬\nhorrent in our modern sanitary civilization, and yet he brought out a method\nof living, a philosophy, a moral code, that has never been exceeded and\nthat is still the best guide we have.\nWe must face the fact that we ourselves have molded our environment\nbut that as individuals we are not capable of changing ourselves so very\nmuch in our capacities or in our abilities. The only thing we have done, it\nappears, is in the nature of mass action. We have given much wider scope\nand training to great masses of men in all parts of the world. Instead of\nthe favored few, we now have in such a democracy as ours the favored\nmany. We offer them all whatever opportunities they need to go forward\nin selfadvancement. The limits of our universe are set by the limits of the\nhuman mind. We break down the barriers that surround us constantly\nwith new ideas and new truths. With the microscope, the telescope, the test\ntube, and all the other appurtenances of the laboratory we have opened up\nnew zones in which the human mind can entertain itself and in which it\ncan bring about advancement.\nDid you ever stop to think that it would have been just as easy for Caesar\nto have provided the opportunity for his army surgeons to see the broken\nbones of his soldiers as we have provided it for our army today. The only\nthing that he lacked was a man like Roentgen who could bring together\nthe proper contrivances of glass, steel, wire, and chemicals of vacuum to\nmake the X-ray possible, for it has always been in the world ; the X-ray\nwas always here. He simply made it useful and usable.\nSo we could treat all of these inventions. We could show that Solomon\ncould have had his temple lighted with electricity if Edison had come be¬\nfore Solomon’s time. The universal laws that control us all, that are here\nabout us, do not change. We discover them and our success in handling our\nenvironment depends entirely upon our capacity to use these laws and to\nget in harmony with them. We can in no way defy them with success.\nWe have stumbled along in the history of the race, multiplying in num¬\nbers, gradually covering this great globe upon which we are living, until\nthere are more of us today than ever before, and more are coming, largely\nbecause of our capacity to develop and increase our food supply.\nAlong with this increase in numbers and in knowledge there has been the\ndevelopment of certain kinds of governmental procedures. The king is pass¬\ning off the stage. The democracy, with its leadership of various sorts, is tak¬\ning his place. At the present time there are three great groups of conti¬\nnental peoples struggling forward with somewhat different ideals and ideas.\n\n"}
{"page": 708, "printed_page": null, "text": "704\n\nNational\n\nEducation\n\nAssociation\n\nWe represent — combined with Canada — a continent more or less unified\nwith certain ideals, standards, methods, and wealth, going forward trying\nto work out democracy along one line. Russia, with its control of a great\ncontinental area involving large parts of both Asia and Europe, is another.\nThere they are trying to work out a program on somewhat different lines.\nIn fact, one of the great contests in the world today is to determine which\nmethod works the best with human beings, ours or theirs. Another great\ngroup is watching that contest. This is China, with its hundreds of millions\nof people just coming out from under the clouds of superstition, with shift¬\ning standards in every direction, and wondering which is the method, that\nof the United States and Canada or that of Russia, for the development of\nthese great masses of human\n\nbeings as they seek for more power, more hap¬\n\npiness.\nWe must think in large terms as we view these questions. We must be\nconscious of our own individual limitations, conscious of the universal laws\nthat control us, and critical and careful of the things that we do, for we\nare now in the age of science and democracy. Science! Think what science\nhas brought to us in the domain of public health, personality, and welfare,\nin the domain of industry, and in the whole series of service that it renders.\nThen think of democracy and its spread over the world at the present\ntime. The great question for the educators is, can we harmonize science and\ndemocracy?\n\nDemocracy\n\ngoes by majority rule in one form or in another. It\n\nmakes decisions through individuals and at the ballot box. A majority de¬\ncides that one course or another should be carried out, but the decisions of\na majority in democracy have no weight in science. Science has no majority\nrule. Science has only one rule — the truth and the universal laws controling\nthis universe.\nHow can we harmonize these two? Sometimes we get rather grotesque\nattempts to bring harmony about. I remember a law which was presented\nto one of our state legislatures. In fact it passed one of the branches of the\nlegislature. It told in fine legal terms just what symptoms a tubercular cow\nshould have. There was the law ready for the governor to sign telling just\nwhat the cow should do when infected by the bacillus of tuberculosis. It\nwas a splendid law in appearance, but it had two defects. First, it was dif¬\nficult to get its import over to the cow. Second, it was even more difficult\nto get it over to the tubercle bacillus. Yet, those living forces, the cow and\nthe tubercle bacillus, determine the symptoms regardless of any legislature\nor governor or majority decision. You can legislate your heads off but you\ncannot change the laws of physics in regard to a single little drop of water.\nYou can legislate that a drop of water put on a red hot stove shall stay\nround. It doesn’t ; it goes into steam and there is nothing that can be done\nabout it by any human being. That is the problem we face. How can we\nharmonize science in use everywhere with democracy spreading over the\nworld? I look at it as the greatest question before the educators. There is\na place for political decisions. We\n\nare watching right now in our own\n\ncoun¬\n\ntry the attempt to settle great series of problems by majority vote and leg-\n\n"}
{"page": 709, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n705\n\nislation that cannot be settled that way. They can only be settled by the ex¬\npert, not by the voter, not by the representatives, if they are to be settled\nright.\nThere is a zone in which we can operate our democracy but there are\nmany zones in which democracy cannot operate except through the expert\nand the problem of the educator is to take the expert in with democracy.\nOut of that combination will come success, and a failure to bring about that\ncombination means failure for us all, because we. are so large in the mass\nthat if we make mistakes, they are mass mistakes, and as such they can be\nmore damaging than ever before in the history of man, at least in volume.\nThe expert is trained by the experimental method. The experimental\nmethod is to try to find out, knowing that if the truth is touched, anyone\nelse going through the process can touch it again. It always acts the same\nway. Electricity does not change its rules with the changes in political ad¬\nministration. It goes on just the same. Nor can the experts that control\nelectricity change their methods in handling electricity because of a change\nin political administration, and yet electricity, steam, and all these various\nthings are the forces under which and through which we are building up\nour civilization.\nAt the same time we are learning through science more and more about\nourselves. I need not review here the great advances that have been made\nin public and personal health for you know how one by one, through the\nskill, patience, and curiosity of specially trained men, we have been able to\ndrive out certain diseases. We know more about nutrition, and about the\ncare of our young, but in this process of developing all of these procedures\nwe are at the same time developing a new shell for ourselves. That shell is\nmade up of steel, concrete, pavement, wires, artificial ventilation, and artifi¬\ncial lighting that keeps us up at night — a whole series of new things in our\nenvironment. In fact, we are in danger of becoming mere menagerie ani¬\nmals, caged, captured by ourselves, if we are not careful ; for we drive out\nof this environment the trees, the flowers, the birds, the grass, the open\nspaces, the things that have always made life and happiness for the human\nbeing; and if we make ourselves mere menagerie animals, no matter how\nwell we may understand nutrition, no matter how well we may handle our¬\nselves under such conditions, trouble follows. You know what happens to\nthe menagerie animal. It does not breed well, it has little vigor, it has too\nmuch leisure, it loafs, it wastes time, it gets fat, it is no good in the long\nrun, in biological processes, and that is the thing we face. Are we going to\nbecome useless through the very environment we build up ? Are we going\nto be crushed by our own machine ? Are these concrete walls and these steel\ngirders coming down on us ? That is the question that we must face as edu¬\ncators. What are we going to do to meet these issues? Personality is the\ngreatest thing we have, but in the mass, with democracy, with the controls\nof science, personality has a more difficult time to bring itself forward.\nIn the mass as we educate these great groups, taking in everybody, per¬\nsonality is pushed down in the picture more and more, and yet we must seek\n\n.\n\n"}
{"page": 710, "printed_page": null, "text": "706\n\nNational\n\nEducation\n\nAssociation\n\nfor personality; we must seek for genius, or the leadership from the expert\nthat I spoke of a fevr moments ago may fail us.\nWe must segregate from these rising tides of masses going to our high\nschools those capable of going further to good advantage. Democracy does\nnot mean that everybody has an equal brain and equal body. They only have\nan equal chance, and so we have to think in terms of selection, of segrega¬\ntion, if you please, of human qualities, as we go forward in this process, or\nwe may lose the whole thing in the mass.\nHow are we going to find, control, and develop these personalities ? What\nis personality? We hardly know. We know it when we see it, and we also\nknow that it is getting more difficult for personality to express itself except\nin the old ways of a beautiful piece of sculpture, a picture, a poem, a song,\nor a piece of literature. It is more difficult to have personality inject itself\ninto our political life. The facts, the rules that we have discovered have be¬\ncome so predominant that personality must often mold itself to these condi¬\ntions. So we must struggle all of the time to see what we can do for the\ndignity of the human being as such for his betterment.\nOne of the most interesting experiments in the American school system\nsince its very inception has been to determine how to keep religion out and\nget character development in. We have kept religion out on the political\nbasis. Our substitutes, though, some think, have not been satisfactory. There\nis a great deal of discussion about just what religion is and all of that, but\nwhen there are the opportunities to follow great moral leaders, and because\nwhat those moral leaders have presented comes to us in the form of re¬\nligion, it is kept out of the schools. We have to get some substitutes. Are\nwe succeeding with it? Is not that one of the big questions before us in this\nage of science and democracy? Are we keeping personality and character de¬\nvelopment in as we go on with the training of our youth ?\nWe have to be very careful not to become the prey of superstition, sav¬\nagery, and prejudice. The easiest thing we turn on is prejudice. You can\nturn it on when somebody of a different race or city comes along. Prejudice\nis turned on like a flash of electricity in the presence of other things. It is\nso easy to turn prejudice on, and yet when you turn it on, you join the\ncrowd; you are no longer thinking; you are simply an emotional being;\nyour intellect has stopped. Yet in the world this turning on of prejudices\ncontrols great elections and the relationships of nations.\nWhat are we going to do about such matters? What are we going to do\nabout superstition? It is around us everywhere. I think we need to take\nthe attitude of the colored mule driver who said, “When I has anything to\nsay to a mule, I says it to his face.” We need to look this thing in the face\nand realize that these superstitions and prejudices play a large part in the\nthings that we do. They are inculcated in our lives in subtle ways. You can\nvisit, as I have, the home of a university president. As you ride along in the\nautomobile to his home, something is said about new tires, and his wife says,\n“We haven’t had a puncture for six months,” and looks around to find wood\nto knock on. She could just as well have put her hand up to her head.\n\n"}
{"page": 711, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n707\n\nIt is in our thinking; it is an undercurrent, and it is very important for\nus to cut that out of the child’s development as a personality. We cannot\nwisely, in this age, determine what we do through superstition or through\nprejudice if we are to have safety in our relationship to the great universal\nlaws that control us.\nWhat about the future of education in such a democracy as this? I won¬\nder if we ever have looked ourselves and education squarely in the face to\nfind out whether our methods are all that they might be. At any rate, when\nwe tried our methods of education upon the American Indian, I think we\nmade a colossal fizzle of it. We have been at it for fifty years, and if the\nIndian has improved under educational procedures, it is hard for a new Sec¬\nretary of the Interior to find out.\nWe failed to adapt what we had. What did we do in the Philippines?\nWe took our kind of education, gave it a little Spanish flavor, a little ta¬\nbasco sauce, and put it into the mind of the Filipino. It has made a fine poli¬\ntician out of him, but how good a prospective citizen of the Philippine Is¬\nlands ?\nIf these things are true, and I think they are in a certain measure, how\nare we succeeding in the things that we are doing with the American boy\nand girl? How much have we analyzed our job? How much time are we\nwasting? You know, as well as I, that you pace the American schools at\nthe left of the lower half, instead of pacing them in the upper twenty-five\npercent at least, and then taking those who cannot maintain this pace and\nputting them where they can do work such as is given them and be happy.\nWe keep in our schools and universities a large percent of students who\nare unhappy, unsatisfied, unproductive, and not doing their work because\nit is not in tune with their mental capacities. We know this, but there is\nsome absurd superstition that democracy\nthing.\n\nmeans\n\nthey must all do the same\n\nSegregation of ability is one of our responsibilities. Then\n\nwhat shall our\n\nmethod be? Shall it be the same as we have had in the past? We are mak¬\ning a little attempt now to see whether we are as smart as the Chinese. The\nChinese have set up a mass education program to cure illiteracy in China.\nThey have worked out a simple system whereby for a comparatively few\ncents they can teach an illiterate adult to read a simple newspaper that prob¬\nably has more in it than anyone needs to read. Can we do the same thing\nhere if we want to for our adult illiterates? That is one of the things we\nare trying to see, whether perhaps there are not methods we can apply that\ncan stimulate ambition and desire so that, with just a little light, more will\nbe sought.\n\nI think there are methods that can be discovered that will help us there\nand that some of them can well go into the school system. Our trouble is\nthai- when we once build a machine we like to operate it. We build the\nschool machine and then we like to operate it. When I went in as a young\nuniversity president and suggested some change in a machine that was only\ntwenty-odd\n\nyears old, some of the older members\n\nof the faculty looked on\n\n"}
{"page": 712, "printed_page": null, "text": "708\n\nNational\n\nEducation\n\nAssociation\n\nme more as a curse or blight than as a. help. I was going to change some¬\nthing that they had built up. Most of us as we grow older become fearful\nof change.\nWalter Camp, a great coach, once said to me, “The other day I was\nstanding on the sidelines where my son was playing in the same position\nthat I used to play in the football team. I saw him come charging down\ntoward me with the ball under his arm and three great big fellows running\nout to grab him. I just shivered. Then I realized that that boy was having\nthe time of his life such as I did at his age. He was crashing forward. He\nwanted to strike these people and get just as much distance forward as he\ncould, and I knew that my bones were old. That is why I was fearful.”\nIn our educational system we put in the struts and the supports, and then\nmany\n\npeople spend all their time watching them to see that no one takes\n\nthem out or substitutes any others. The educational machine isn’t really a\nmachine. It is a flow of forces constantly changing, new people, new chil¬\ndren, new ideas, always on the move. The one thing that it must not do is\ncrystallize ; for if it crystallizes, then democracy with its education gets out\nof tune with science.\nHave we enough in the way of knowledge and understanding and elas¬\nticity so that we can go forward into the future with comfort and safety?\nOne of our great aims in education has been to groove the mind of the\nyouth so that the old currents would flow along through that mind, perco¬\nlating out perhaps more or less from those main currents. Tradition is the\nthing we have talked about and insisted on, and the college undergraduate\ncatches it from us until he is worse about it than we are, and yet we don’t\nknow what is coming in the next fifty years. We look back at the last fifty.\nWe see that the boys and girls of today must have the most elastic minds\nimaginable if they are to meet with safety the problems of the world.\nWe should seek for an educational training, not specific things so much,\nbut an adaptable training, adaptable to the individual for the development\nof his personality, and we should protect his mind so that it will not become\ngrooved but will remain plastic; put out of it the superstition and the preju¬\ndice that is such a blighting force and bring in the opportunity for growth\nso that growth will go forward as long as is possible in the development\nthe individual.\n\nof\n\nNature, with its processes of developing changes in the blood vessels, will\ndevelop senility soon enough. We have to do what we can to prevent pre¬\nsenility by the educational procedures that we adopt. The basis of our ad¬\nvance in research, new things, new ideas, the degree of achievement that we\nmake, will depend upon how many minds are turned loose to bring us new\ninformation.\nI say to you that if we, with this combination of democracy and science,\nare to win, the educator must be ever alert to see that those whom he trains\nkeep personality, develop character, keep openminded, avoid superstitions.\nOnly in that way can we go forward with this political machine of ours,\n\n"}
{"page": 713, "printed_page": null, "text": "/\n\nDepartment\n\nof\n\nSuperintendence\n\n709\n\nnow creaking and grinding, trying to solve things politically that cannot be\ndetermined in that way. This great machine of ours may go down with a\ncrash without that kind of leadership.\n\nChairman Morrison: Secretary Wilbur, in the early part of his ad¬\ndress, pointed out the difficulty of getting a certain scientific principle across\nto the cow and to the bacillus. I thought he was going to add the third\nparty, the legislature.\nOn behalf of the two organizations here, the thousands of you assembled\nand the thousands of others who have listened in, Secretary Wilbur, we\nthank you for taking this time out of your busy days to give us this proof\nof your interest and this vision of our future.\n\nPRESENTATION\n\nTO DR. ALBERT\n\nEDWARD\n\nWIN SHIP\n\nChairman Morrison: It is now my privilege to turn the meeting over\nfor a moment to my chief, the President of the Department of Superin¬\ntendence, who has a very genuine surprise in store for you. Mr. Cody.\n\nPresident Cody: It is a rare privilege at this time to perform a very\npleasant duty. For sixty-five years one of our best known men has labored\nin the cause of education. He is your friend; he is my friend. For fifty-eight\nyears he has attended meetings of this Department. So by order of the ex¬\necutive committee of this Association, and I know by your unanimous wish,\nit is my pleasure at this time to confer upon Dr. Winship an honorary life\nmembership in the Department of Superintendence. Dr. Winship! (The\naudience arose and applauded).\n\nDr. Winship: The most popular man in the new world today is popu¬\nlar for what he does not say. Thank\n\nPRESENTATION\n\nyou.\n\nTO CORA\n\nWILSON\n\nSTEWART\n\nPresident Cody: At this time it is my pleasure to present Miss McSkimmon, former president of the National Education Association. She will\nspeak for herself.\n\nMiss McSkimmon:\n\nThrough the courtesy of the President of this De¬\n\npartment, I am enabled to do a piece of work assigned to me by one of the\norganizations of this Department, the Administrative Women in Education,\nof which Miss Olive Jones is the president. It is my duty at this time to\nrecognize the nationwide service that has been performed and is continuing\nto be performed by the lady to whom her association is awarding the Ella\nFlagg Young medal for distinguished service in education, Mrs. Cora Wil¬\nson Stewart. At this time, Mrs. Stewart is the executive secretary of the\nIlliteracy Commission appointed both by the President of the United States\nand by Secretary Wilbur.\nIt has not been unknown to everyone in this organization that the real\nspirit underlying our educational growth in the dark quarters of our land\nwas led years ago by Mrs. Stewart, who taught us all that the people may\nbe reached if we get after our problem in the way that meets their need. I\n\n"}
{"page": 714, "printed_page": null, "text": "710\n\nNational\n\nEducation\n\nAssociation\n\nam sure that no one who heard Mrs. Stewart years ago in the old Lowell\nBuilding in the city of Boston has ever forgotten the picture of those people,\nold and worn in the battle of life, many of them, coming with lantern in\nhand over the rough paths at night to the little schoolhouse where they\nmight learn the blessed gift of reading.\nMrs. Stewart’s spirit and example are living and will live in this land to¬\nday. It was one of our own poets who said to us in words so simple that\nthey come back to us from our childhood —\nWhene’er a noble deed is wrought,\nWhene’er is spoken a noble thought,\nOur hearts in glad surprise\nTo\n\nhigher levels rise.\n\nThe lady with a lamp shall stand\nIn all the annals of our land,\nAnd noble hope of good,\nHeroic wromanhood.\n\nI have the honor, Mrs. Stewart, to present to you, in the name\nganization, this medal. (Applause)\n\nof my or¬\n\nMrs. Cora Wilson Stewart: I can think of nothing that would\nstrengthen the heart more\n\nor give more\n\ncomfort than to have the approval\n\nof the members of one’s own profession, and to have this testimonial of ap¬\nproval from the women leaders of one’s profession is to a woman a pecul¬\niarly sacred and satisfying thing.\nIn making this award, the National Council of Administrative Women\nin Education was not influenced by any merit of my own, I am sure, and\nthey had no thought of the personality. This is a recognition of a great\ncause. I have been chosen this morning as the symbol of that cause and as\nthe representative of thousands of educators and citizens who have rendered\nvaliant service in the fight to rid our nation of illiteracy. In behalf of that\ncause and of my comrades and myself, I humbly thank the National Coun¬\ncil of Administrative Women. We shall take this not as an award only,\nbut as a commission, as a mandate to carry on, for we have made only a\nbeginning. We take this as a mandate from the National Council of Ad¬\nministrative Women to carry on in this fight against illiteracy to the finish\nuntil the victory is won. I thank you.\n\nEDUCATIONAL\nA. J. STODDARD,\n\nADVANCE\n\nSUPERINTENDENT\n\nTHROUGH\nOF\n\nSCHOOLS,\n\nRESEARCH\nPROVIDENCE,\n\nR. I.\n\nIn an address before the Walter Hines Page School of International Re¬\nlations at Johns Hopkins University in 1925, Mr. Owen D. Young said:\nWe desire to outlaw war. Not so long ago we desired to outlaw the yellow fever.\nWe desired to outlaw typhoid. We desired to outlaw diphtheria. We desired to\nshake off the enervating shackles of the hookworm. . . . How was it accomplished?\nYou all know the dramatic story. The patient research worker in his laboratory,\n\n"}
{"page": 715, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n711\n\nseeking facts, building theories and testing them by experiments, showing not only\ndevotion to his work, but frequently a selfsacrifice which led to his death, came\nthrough victor. ... So with war. It is not enough to have government departments of\nadministration. It is not enough to have an industry of foreign relations. We must\nsupply a science, a systematic body of things known, if we desire to make our as¬\npirations for peace effective. But again, someone will inquire whether research or\nscience, in the sense in which I am using them, can be advantageously applied to\nthis field. My answer is that facts can be applied in any field. Our curse is igno¬\nrance. Facts are our scarcest raw material. This is shown by the economy with\nwhich we use them. One has to dig deep for them, because they are as difficult to\nget as they are precious to have.\n\nOne line of work after another has yielded to the scientific method of\ntreatment, but education, being one of the most difficult to measure and\nappraise, was slow in adopting research. Many educational policies and pro¬\ncedures are still determined by intuition and rule-of-thumb methods. But\nthere has been a very rapid tendency in recent years toward supplanting\nguesswork and opinion, as the basis of judgment, with the accurate and\nthorough collection, organization, and interpretation of facts. Approximate¬\nly one-third of all our cities between fifty thousand and one hundred thou¬\nsand in population now maintain research departments in their public school\norganizations, while this proportion increases to seventy percent in the larger\ncities. When it is considered that the first city school research departments\nwere established less than twenty years ago, the trend becomes very sig¬\nnificant. The development of the use of educational research has been cor¬\nrespondingly great in the colleges and universities. The whole movement\nhas received effective encouragement and support from several great founda¬\ntions, voluntary organizations, potent publications, and the National Edu¬\ncation Association.\nDespite the enormous progress that has been made, in recent years, in the\napplication of research to the problems of education, the movement is but\nin its infancy as compared with the use made of research in commerce, busi¬\nness, and industry. During the present school year the cities in the United\nStates with populations in excess of fifty thousand will spend approximately\na million dollars for all phases of public school research, or about onesixth of one percent of their total budgets. During the same period two of\nour great industries will together spend more than forty times as much for\nresearch as the total of the 133 largest city school systems.\nBrokerage firms advise their clients to make sure that an institution is\nkeenly alive to the importance of scientific research before investing in its\nsecurities. Banks will not lend as readily to an institution if there is no at¬\ntempt to keep up with the developments of science, or a little in advance of\nthem. Therefore, it is but natural that, as the amount expended for educa¬\ntion increases, the investing public should demand not only that the exist¬\ning methods and procedures be carefully appraised, but also that plans for\nfurther progress be based on the results of research. Inefficiency and waste\nin the business world are gradually eliminated through competition and the\nnecessity for producing material dividends. As competition is eliminated in\n\n"}
{"page": 716, "printed_page": null, "text": "712\n\nNational\n\nEducation\n\nAssociation\n\nany field, whether it be by a great telephone company or in public educa¬\ntion, the responsibility for the application of research is definitely increased.\nInefficiency and waste in education affect a dividend that is spiritual rather\nthan material and result in an irreparable loss to the individual and to so¬\nciety in general. It is not likely that the American people will refuse ade¬\nquate support for public education if they are convinced that the money is\nefficiently expended for objectives that have been proved scientifically sound.\nThere is still much confusion as to the meaning associated with the term\n“educational research.” The School Review\neditorial comment :\nWould\n\nit not be well for those who\n\nhave\n\nof September, 1926, makes this\n\nundertaken\n\nto foster research to begin\n\ndrawing a distinction between different types of contributions to educational litera¬\nture? There are good articles on the content of courses; there are good articles on\nadministrative devices. Should these not be listed as articles worth reading but con¬\ntaining no research? Would it not promote true, scientific work to reserve the title\n“research” for publications which\nprinciples ?\n\nThe editor of The\nNorth Daokta says:\n\ncontribute to the understanding\n\nSchool of Education\n\nRecord\n\nof fundamental\n\nof the University of\n\nThe work of some men is genuine research ; but, where you find one such piece\nof work, you will find thousands and thousands of mediocre students who are kept\nbusy collecting and collating, in small puttering ways\nsors, work\n\nthat is passed off and palmed\n\nand sometimes\n\noff in ponderous\n\nwith the scis¬\n\ntheses as “research.”\n\nSomeone else has said that “research is trying to find out for the hun¬\ndredth time what every one knows and then expressing it in language which\nnobody understands.” These opinions are not offered for acceptance, but as\nan indication of the protest against the looseness with which research is re¬\ngarded by some writers and administrators. The dictionary definition of the\nword stresses a diligent investigation or search for facts or principles — an\nintensive, purposeful search for truth. Dr. Walter S. Monroe, in the Uni¬\nversity of Illinois Bulletin No. 42, defines research as “the process of con¬\nscious, premeditated inquiry for the purpose of making additions to our\nstock of present knowledge or of discovering new bases of knowledge.” He\nfurther refines the concept of educational research by stating that it should\nbe “carried on by the process of critical, reflective thinking.”\nSuch research thinking naturally involves five requirements : ( 1 ) that\nthere be a well-defined problem; (2) that there be one or more hypotheses\nconcerning the solution of this problem; (3) the collection, organization,\nand evaluation of data called for by the problem; (4) the drawing of con¬\nclusions, the result of critically applying the data; (5) the application of\nthe conclusions to the hypotheses. The more practical viewpoint is that the\ndata in educational research need not be objective or quantitative, but that\nthey should be adequate for the problem and as accurate as possible.\nDr. Monroe describes the four prevailing attitudes toward educational\nresearch. The first is that held by many school administrators who consider\n“educational research as high-grade accounting and publicity.” Very fre-\n\n"}
{"page": 717, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n713\n\nquently one of the major functions of such research is to show to the local\ncommunity that school costs in city X are below the median of a selected\ngroup or to show that the educational results in city X are above the median\nin the same selected group !\nA second view regards the essential characteristic of educational research\nas the employment\n\nof objective methods\n\nand excludes any consideration of\n\ndata that are not the result of objective measurement. This conception in¬\nvolves a far wider application of statistical measurement than is yet possible\nin the field of education. Existing measures must be refined and additional\ntests created to measure such imponderables as appreciations and attitudes.\nAs the research movement progresses, this view will become increasingly\npracticable.\nThe third point of view is that which considers “educational research as\na means of arriving at final answers to questions about education.” While\nthis viewpoint involves the ideal and is closely related to the objective\nmethod, it probably would rule out most educational research efforts of the\npresent time. Nevertheless, it is the conception of research that most people\nhave in mind in speaking or writing about it, even though but a small pro¬\nportion of the studies that have been and are being made would really\nqualify as “arriving at final answers to questions about education.”\nThe fourth viewpoint regards educational research as critical, reflective\nthinking about problems of education. Objective methods are considered de¬\nsirable but not necessary. Thinking must be critical at all points. “The data\nmay be subjective or faulty in other respects, but they must be the best ob¬\ntainable, and more important, they must be used with full recognition of\ntheir limitations. The conclusion is expected to be dependable, but not nec¬\nessarily final.” This last viewpoint is not at the present time the most uni¬\nversally accepted one. Even though possibly not so applicable in other fields,\nit probably will be recognized eventually as the generally accepted attitude\ntoward educational research.\nThat city school systems even now in reality accept this broader view¬\npoint of educational research is indicated by the names that are given to\nthe departments and the functions that are assigned to them. The most\ncommon name, of course, is “research department” ; but many cities, in des¬\nignating their departments involving research, use such expressions as : child\nclinic and testing ; reference and research ; research and publicity ; tests and\nresearch, guidance, and child accounting; bureau of the cur¬\nriculum ; curriculum study ; educational measurement and research ; re¬\nsearch and student personnel ; psychological examinations ; research and re¬\nsults; research and auxiliary agencies; research and attendance.\n\nmeasurements;\n\nThe duties assigned to these departments are varied and often but re¬\nmotely, if at all, related to real research. There is a tendency to make any\nnew department in the school organization a “catch-all” for functions that\nhad formerly been neglected, or to use it to relieve the superintendent and\nothers from some of their overburdening duties. Undoubtedly research is\n\n"}
{"page": 718, "printed_page": null, "text": "714\n\nNational\n\nEducation\n\nAssociation\n\nin that stage in many school systems at the present time. The pressure of\nimmediate practical problems that must be solved pushes the solution of\nfundamental and more general problems into the background. It is easier\nto substitute the solution of the small practical problems for the development\nof scientific technics and the long laborious experimentation sometimes nec¬\nessary in the solution of the problems that are really more fundamental to\nthe progress of the schools.\nPractically all school systems include the following as functions of their\nresearch departments: measurement of pupil achievement, group and indi¬\nvidual psychological testing, curriculum revision, appraisal of classroom\nmethods, and experiments in creating new instructional methods and pro¬\ncedures. Many cities combine with research the following: guidance clinic\nfor problem children, educational and vocational guidance, studies of school\ncosts, building and site programs. Others add counseling and placement in\nemployment, editing and directing publicity, evaluating textbooks, and keep¬\ning teacher-personnel records. Some even include teacher-rating and ap¬\npraisal of supervisory procedure.\nEducational research in which the classroom teachers participate offers\na most effective means for promoting growth inservice. No conclusions\nreached through research will ever be more effective in the classroom than\nthe teachers are able to make them. The teacher has a right to the inspira¬\ntion that comes from contact with the search for the new. Dr. Buckingham\nsays, “In the movement to democratize education let us reflect how unwise\nit is to jam our nostrums down the throats of teachers, and how advanta¬\ngeous it is to give them that vital part in determining policies and pro¬\ncedures which research permits. ... If teaching children is to include study¬\ning them, the job of teaching takes on a new meaning. Its scope is broad¬\nened. Its meaning is enriched. No other calling may then be compared with\nit. It is the great adventure.”\nRecently the following question was\n\nsubmitted\n\nto superintendents and\n\nheads of research departments in our largest cities: “Which phase of re¬\nsearch work in the schools do you consider the more important — appraisal\nof the existent or creation of new methods and procedures?” A majority of\nthe responses indicated the former as the more important, while almost an\nequal number contended that the two could not be separated. The\ning quotations are typical of the latter viewpoint :\nThe\n\nfollow¬\n\nfirst forced us into the second.\n\nAppraisal first — creation of new methods follows very soon.\nI consider the appraisal of the existent to be the function of the department of\nresearch, although I believe the creation of new methods and procedures is a\nmore important task. It is so bound up with the appraisal of the existent that I\ndoubt if the dichotomy may be fairly made.\nFirst must take precedence\nation of the old.\n\nas foundation\n\nDespite the fact that much\nlast twenty years, many\n\nfor second. Can’t change without evalu¬\n\nhas been done in educational research in the\n\nof the most fundamental\n\nproblems are still un-\n\n"}
{"page": 719, "printed_page": null, "text": "/\n\nDepartment\n\nof\n\nSuperintendence\n\n715\n\nsolved. A list of but a few of the problems leaves but little doubt as to the\ngreat need for expanding and intensifying research work in education. No\none knows how much of children’s time and energy is dissipated in dealing\nwith a curriculum historically evolved rather than scientifically constructed.\nIneffective methods of teaching are undoubtedly the cause of greater waste\nthan is generally realized. The movement to adjust school work to meet\nindividual needs and help children attain their natural endowments has only\nbegun, and much research is needed to indicate how and to what extent\nthese objectives are practicable. While there has been some experimenting\non the question of the proper sizes of classes for instructional purposes, no\nreliable conclusions have yet been reached. Many school accounting sys¬\ntems are poorly organized and administered. In some sections too many\nteachers are trained to meet the demand, and adequate bases for the selec¬\ntion of proper candidates for training have not been devised. The problem\nof a proper curriculum for backward children has not been solved. Further\ninvestigation and study are needed as a basis for final judgment\n\nupon the\n\nefficacy of the socalled “child-centered schools.” The consideration of scien¬\ntific and economic construction of school buildings is evidently a continuous\nproblem. That research is needed is evidenced by the statement made in a\n“Report on Schoolhouse Planning” by the National Education Association\nin 1925 that “some buildings yield only two-thirds of the returns in edu¬\ncational efficiency which they should yield.” Much progress has been made\ntoward the scientific distribution of state funds for the support of education,\nbut much\n\nmore\n\nstudy and data are essential before the present methods\n\nof\n\nstate aid will' accomplish all they should in the equalization of educational\nopportunities.\nThere is much that can be done to strengthen local research departments.\nThey should be relieved of some of the many and varied functions of an\nadministrative nature that are assigned to them, and given sufficient time\nand help to concentrate upon real research. The expenditure of one-sixth of\none percent of the budget for research is entirely inadequate if the proper\nestimate is placed on the contribution that research can make to the effi¬\ncient expenditure of the entire budget. The universal acceptance of the\nvalue of research in the business field encourages us to believe that more\nsupport could be gained for educational research.\nBut the greatest need that confronts educational research at the present\ntime is the establishment of agencies, national in scope, adequately financed,\nand with staffs sufficiently large and properly trained to make comprehensive\nstudies of the fundamental problems that are not local, but common to all\nthe schools. It is unwise to expect that these fundamental problems can be\nsolved by local research departments, no matter how adequate their support\nmay be. However, these national organizations might coordinate the work\nof the local research departments and to some extent eliminate the present\nwaste that is due to duplication of effort and the localization of the problem\nstudied.\n\n"}
{"page": 720, "printed_page": null, "text": "716\n\nNational\n\nThe movement\n\nEducation\n\nAssociation\n\nto establish an endowment\n\nNational Education\n\nfor the research work of the\n\nAssociation is one of the two most important projects\n\nconfronting our profession. The successful consummation of this attempt\nwill go far toward meeting the need for adequate support for research.\nAnd yet more must be done. The help of the national government must be\nenlisted. It has facilities at its command that cannot be equalled by any\nother agency. Nothing would do as much to meet the situation as to make\nit possible for the Federal Government to participate more effectively in\nthe field of educational research. Our national government charts the seas,\nmakes maps of the land, and explores its resources. Is it asking too much\nthat this government be enabled to make any local discovery the heritage of\nall and to offer to the education of children the advantages of research\nthat have been so evident in the fields of agriculture, commerce, labor, and\nthe other departments of government ?\nThe\n\nestablishment of such agencies is prerequisite to the effective appli¬\n\ncation of adequate research to education. An ever-changing civilization is\nconstantly adding to the accumulated inheritance of the race, and the\nschools must equip boys and girls to claim their share of this inheritance\nand to make their contributions to it. A static program of education will\nnot suffice. “Science,” said Pasteur, “is the soul of the prosperity of nations\nand the living source of all progress.” The extent to which the schools will\nsurvive and continue to be the institutions maintained by democracy to pre¬\npare its children for participation in citizenship will depend upon the ability\nof those schools to meet the problems of the new day.\n\nSUPERVISION\n\nAND\n\nRESEARCH\n\nReport of the 1930 Yearbook Commission\nALBERT\n\nS. COOK,\n\nSTATE\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nBALTIMORE,\n\nMD.\n\nIt was unanimously agreed at the first meeting of the Commission that\nthe Yearbook should deal with those phases of supervision that are of chief\nconcern to superintendents of schools. It was agreed that the carrying out\nof detailed technics and particular methods is the concern of specialists —\nhence special phases of supervision should be left to the consideration of\nthose who are actively at work in these fields.\nIt was also unanimously agreed that the 1930 Yearbook, which was to\nbe a survey of supervision from the superintendents’ point of view, should\nbe a unified report, representing the judgment and work of the entire Com¬\nmission on Supervision.\nThe Commission is grateful to all those who so generously responded\nwhen asked for contributions; to our Secretary, Mr. S. D. Shankland, for\narranging our meetings ; and to the Research Division of the N. E. A., and\nits Director, Dr. John K. Norton. Dr. Margaret Alltucker Norton, Asso¬\nciate Director of the Research Division, acted as Secretary of the Commis¬\nsion throughout all its deliberations, carried on the correspondence with co-\n\n"}
{"page": 721, "printed_page": null, "text": "/\n\nDepartment\n\nof\n\nSuperintendence\n\n717\n\noperating school systems, and edited the entire Yearbook ; without her most\nvaluable assistance, the Commission could not have functioned.\nAs defined by the Commission, supervision is a creative enterprise.\nCreative supervision provides an opportunity for each teacher and each child\nin a school system to grow through the exercise of his talents and abilities under\nexpert professional encouragement and guidance. The ideals of instructional su¬\npervision are realized to the extent that the superintendent is able to organize a\ncooperative professional program based on a mutual recognition of interests which\nwill intelligently utilize the results of scientific research and which will reach the\ngoal for creative supervision set up in the first chapter of this Yearbook; namely,\nthe development of a group of professional workers who, free from the control\nof tradition and actuated by the spirit of inquiry, attack their problems scientifical¬\nly in an environment in which men and women of high professional ideals may\nlive a vigorous, intelligent, creative life.\n\nThe\n\nfour functions of supervision as defined by the Commission\n\nare:\n\ninspection, research, training, and guidance. All of these are carefully de¬\nfined ; for example,\nResearch\n\nis a systematic\n\ncritical investigation\n\nseeking facts or principles. Its\n\npurpose is to discover, clarify, and isolate problems; to collect, organize, and inter¬\npret facts; to formulate hypotheses, and to test them and appraise their value.\nResearch is a creative function. If it may be assumed that true progress must come\nthrough a knowledge of facts scientifically obtained, then all curriculum construc¬\ntion and revision, and all improvement in materials, technics, and methods of in¬\nstruction must be the outcome of research. Only through this means can we evaluate\nthe instructional process, keep it responsive to social needs, and in harmony with\nthe growth of scientific knowledge.\nThe agent who carries on creative supervision should be at all times an expert,\nshould know his field thoroughly, and should be able to stimulate others to con¬\nstructive effort. It is his province to discover opportunities for improvement in ma¬\nterials and methods of instruction; to collect, digest, consolidate, and publish valu¬\nable data; to experiment with methods and materials of instruction which appear\nto be better than those in use; to measure results; to set up tentative standards and\nobjectives; and to formulate the results of his investigations in such definite and\npractical terms that administrators and directors of instruction can use them.\n\nThere are superintendents who, with their boards of education, are at\nthe present time trying to develop an adequate program of supervision in\ntheir local school systems. For these the Yearbook supplies the best thought\nand most progressive practises concerning the organization of the personnel ;\nit discusses the relative advantages of the dualistic system, the line and staff\nsystem, and the coordinate system. It also supplies summaries of the re¬\nsearches that have been made to analyze and define the scope of the activities\nof different kinds of supervisory officers, with illustrations of definite, wellorganized supervisory plans or programs of professional activity setting\nforth the objectives for the year’s work and indicating the means by which\nthese objectives are to be attained and evaluated.\nThere are superintendents who are engaged in an effort to justify the re¬\ntention of instructional supervision in a community skeptical of its value and\nimpatient of its cost. For these the Yearbook\n\nsupplies significant studies that\n\n"}
{"page": 722, "printed_page": null, "text": "718\n\nNational\n\nEducation\n\nAssociation\n\ngive evidence of the value of supervision in terms of (1) measured changes\nin the achievement of pupils, (2) measured changes in teaching procedures,\n(3) observed changes in the teaching or learning situation and in the com¬\nmunity, and (4) judgments of individuals.\nThere are superintendents who are constantly concerned with improving\nthe instruction of children, and with promoting the growth of teachers and\nsupervisors. For these the Yearbook supplies many examples of supervision\nat its best — scientific, democratic, creative. There are specific case studies in\nthe kindergarten-primary school, the intermediate school, the one-teacher\nrural school, the junior high school, the senior high school. There are illus¬\ntrative teachers’ meetings. There are outlines of procedures in course of\nstudy making which resulted in the improvement of supervision, in the\ngrowth of the supervisor, in the development of the creative talents of teach¬\ners, and in the better classification and teaching of children. One chapter of\nthe \\ earbook is concerned in answering two important questions : ( 1 ) What\nconstitutes adequate and desirable training for supervisors? (2) What\nshould superintendents be doing in the matter of training supervisors in\nservice. Another\n\nchapter forecasts the future by way\n\nof suggesting experi¬\n\nmental studies in the field of supervision. It is the superintendent’s job to\nmake creative supervision possible, and it was the purpose of the Commission\nto help him to do it.\nSupervision is creative when objective standards, built upon the findings of re¬\nsearch and the best in educational theory and practise, are applied subjectively with\nthe human element in mind. It is creative when teacher and supervisor accept the\nsame professional aims and impersonal standards; when the results of scientific\nresearch are applied with intelligent discrimination; when there is a common\nunderstanding as to the needs of the pupils and of the school ; when teacher and\nsupervisor are working together upon the specific problem of an individual teacher;\nwhen the teacher expects, receives, and welcomes the frank and constructive\ncriticism of the supervisor; when teachers are permitted and encouraged to de¬\nvelop sound teaching methods in accordance with individual talents and without\nbeing restricted by a superimposed pattern; when a degree of enthusiasm, a fine\nattitude, and a healthy morale prevail among pupils, teachers, and supervisors.\nWhen such conditions prevail supervision will be creative.\n\nTHE\nJOHN\n\nH. FINLEY,\n\nNEWSPAPER\nASSOCIATE\n\nAIDS\n\nEDITOR,\n\nTHE\n\nTHE\nNEW\n\nSCHOOL\nYORK\n\nTIMES,\n\nNEW\n\nYORK,\n\nN. Y.\n\nChairman E. C. Hartwell: I know that all of us would like to express\nonce more, and as frequently as we find it possible to express, our tremendous\ndelight in this magnificent orchestra that has favored us again this morning.\nIt seems to me that we owe a large debt of gratitude to the young people\nthemselves and to all of those who have directly or indirectly had any re¬\nsponsibilities for their meeting here.\nI think there is some significance in the fact that we have on one of our\ngeneral sessions such a topic as that \"which is the subject of the morning's\nprogram. Probably there is no man or woman here who hasn’t some time or\n\n"}
{"page": 723, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n719\n\nother, perhaps frequently, pointed with considerable pride to some fine man\nwho\n\nhas claimed the distinction and success in life and said, “Ah, that is\n\none of my boys.” We take great pride and the proper pride, of course, in\nthe success of boys and girls whom we have had in our schools, but I don’t\nfind myself, and I suspect that you don’t find yourselves speaking quite so\npromptly about some of the youngsters that we have had who haven’t been\nso successful. We let someone else take the responsibility for them.\nDuring the past year it has been my privilege to hear a number of people\npublicly make a statement, and to see in print a number of times, which I\nthink cannot be too frequently made or too strongly emphasized, and that is\nthat while we are entitled to a proper share of the credit for the success of\nthe children whom we have in our charge, other agencies are also entitled\nto their share, and we have had no disposition to claim an undue share of\nthe credit.\nAlong with that goes an equally important corollary which I think can¬\nnot be emphasized too frequently that we are not disposed here to take all\nof the blame for all of the things that are wrong. There is, then, some\nsignificance in a program such as we are privileged to hear this morning.\nI have an unusual personal pleasure in presenting the first speaker. We\nare going to deviate a bit from the order of the program. He comes to us as\nan old friend. You have heard him in years gone by, and you will regard\nhim as a personal friend, and while he is not now actively connected with\nschool work, I think he is just as actively interested in it as he ever was, and\nso it is with a rather peculiar personal pleasure that I have the honor to pre¬\nsent our cherished and esteemed friend, Mr. John Finley of the New York\n\nTimes.\nMr. John H. Finley: I must say an added word about the orchestra.\n\nYesterday morning\n\nI sat in the rear of the hall and I overheard a man\n\nsay\n\nafter the orchestra had finished playing, “I wish they would play through\nthe entire program and omit the speeches.” I think he said “cut out the\nspeeches.” I wish that could be done this morning.\nJames Lane Allen in his “Choir Celestial” likened certain nations and\ngreat figures in history to the voices of musical instruments. Greece was a\npipe and then a lire. Rome wTas the sound of the trumpet. Luther was the\ncathedral organ, and Plato was the music of the spheres. It occurred to me\nthis morning, hearing these children, that America is an orchestra, the voices\nof many\n\ninstruments plaj^ed together in rhythm\n\nworthwhile coming here whether\namount to anything or not.\n\nand harmony.\n\nthe speeches — I mean\n\nIt is quite\n\nthe first of them —\n\nI appreciate the honor you have shown me, a sometime educator, for in\nother days I was of your noble guild. In the words of Omar Khayyam, but\nslightly altered :\nMyself when young did eagerly frequent\nThe Ph. D.s and heard great argument\nAbout\nCame\n\nit and about, yet evermore\nout in doubt, yet wiser than I went.\n\n"}
{"page": 724, "printed_page": null, "text": "7 20\n\nNational\n\nEducation\n\nTo you, no doubt, as to many\n\nAssociation\n\nothers, I seem, like Lucifer, to have fallen\n\nfrom a high estate, but I insist that I am still an “educator” (much as I dis¬\nlike the word itself) and proud of my association with those Lucifers, light¬\nbearing journalists, whose occupation has now mounted to the dignity of a\nprofession. (May I say in passing that the name Lucifer has been lately re¬\ndeemed from its Miltonian association by a Princeton professor, who has\ngiven it to a certain little crustacean, which, though it seems a bit of fallen\nstardust, is a creature that gives the utmost light with the least heat — a name\nwhich will some day, perhaps, be appropriate for the entire press as an\nagency which only the “lucifugous,” those who love darkness rather than\nlight, because their deeds are evil, will shun.) I would call them the light¬\nbearing journalists, scattered over the world from darkest Africa to lumi¬\nnous Boston, and from Greenland’s icy mountains, where Professor Hobbes\nhas established a weather service base, to the snowstrands of Antarctica,\nwhence one of the world’s greatest reporters has been sending his daily mes¬\nsages. I would call them the writers and teachers of history in the present\ntense.\nIn the Pageant of Time, presented night before last before this group,\nThe Voice of Time said sonorously: “The present passes; the future comes\nand passes; the past is forever gone.” But the future never comes, for when\nit comes it is the present and the past is never gone for it resides in the pres¬\nent. As the poet-laureate of England, Robert Bridges, has written in his\nglorious T estament of Beauty:\nWhatever\n\nhas been, evil or good,\n\nThough we can think not of it and remember\nNothing can perish.\n\nnot,\n\nTwo or three days ago there appeared in a New York paper, which shall be\nnameless, an account of the unearthing of the walls of Jericho which fell,\naccording to the Scripture story, at the blowing of the ram’s horns by the\ninvaders four thousand years ago ; but which rose again in the news of that\nday, along with the news of the signing of a treaty of arbitration between\ntwo Arab kings on the other side of the Jordan, where Elijah, one of the\nearliest aviators, disappeared in the skies and was never found. We thought\nthe ancient Jericho a perished fact but here Herod the Great walks again\nin his palace where ruins “bright with the red so dear to Roman eyes” re¬\nmember him and his fate, while in neighboring columns prime ministers\ndebate disarmament. Here the Good Samaritan brings his guest who had\nfallen among thieves, an example for ages ; here the blind beggar Bartimaeus\nhas his sight restored ; here Zacchaeus, the chief tax collector, of little\nstature, climbs again a tree “the Master for to see,” and here the Master\ndines with him as if it were yesterday.\nIn a neighboring column there is an account of the uncovering of utensils\nof a people in Ur of the Chaldees before the flood, bringing back into the\nnews an incident whose Noah’s Ark has touched the imagination and play\nof all children, and whose rainbow put the prismatic hues of promise\n\n"}
{"page": 725, "printed_page": null, "text": "/\n\nDepartment\n\nof Superintendence\n\n721\n\ninto the skies of all people that have wandered westward from Ararat.\nI take these as illustrations of how the history of the long past may be\nmade to live again in the present by the help of this news of the day. I would\n\nagree with Superintendent Bogan that we should “be our own age” and be\nable to see the glory of the new as well as that ancient glory that was Greece\nand the grandeur that was Rome ; but we should also be able to see the past\nthat lives in every present event, and in this the newspaper should be of\nspecial aid to the school. Incidentally, there are some things that Jericho\nmight have to say to Chicago and other cities. Moreover, Zaccheus was a\nmodel tax gatherer.\nThe newspapers might aid the school, then, by bringing its history down\nto date, giving the teacher of history, geography, and literature incidents\nfrom which to lead the pupil back through time ; and so by vitalizing the\npast, and by enriching the background of his life, help him to realize that\nhistory is not a tale that has been already told to the end.\nSecretary Wilbur in his admirable address of yesterday spoke of his sur¬\nprise as a boy in finding a portrait of the then President of the United States\nin his history book. History had seemed to him a finished thing. So it did to\nme. The first book that I bought with my own money was a history of the\nUnited States (I already had a Bible), but it did not occur to me that his¬\ntory was being made and was going on. When I later went to the university\nto prepare myself for journalism, I found this motto on the walls of the\nseminar room : “History is past politics and politics is present history.” In\nthat definition of a great English historian, the newspaper is the book of the\nday’s history, the story of “mankind on the move,” to quote the Secretary’s\nphrase. It is ever in the making. It is the continuing revelation of the Al¬\nmighty’s dealings with the sons of men and the record of His continuing\nrevision of the earth (which is not complete as the report of an earthquake\nday before yesterday near Mt. Olympus testifies).\nIn making up the editorial page one night, not long ago, I found on the\ngalleys a poem which says this better than I can say it in prose. It began :\nI think God kept on talking when his Book had gone to press,\nThat He continues talking to the listening sons of men.\n\nI do not claim for the newspapers that they are inspired and written by\nholy men of old but merely that the best of them intelligently and accurately\ncarry on the record, though I think no reporters have been found quite com¬\nparable with the men who reported the Creation and the Sermon on the\nMount.\nThe generic newspaper, which is coming to be pre-eminently what its name\nimplies, a paper that furnishes and interprets the news rather than an organ\nfor the expression of opinion, aids the school by giving due prominence and\nspace to school news and to competent comment on educational matters. But\nit should especially aid the school by bringing to its doors, for the use of the\nteacher and the pupil, the very latest word in the present history not only of\ntheir own locality and country but of the world. Balzac speaks of journalism\n\n"}
{"page": 726, "printed_page": null, "text": "722\n\nNational\n\nEducation\n\nAssociation\n\nas the religion of democracy. Just what he meant I do not know, but it cer¬\ntainly is democracy’s religion in the sense that it is, for the highest function¬\ning of democracy, as essential as religion is for the highest life of the in¬\ndividual. If journalism is the religion of democracy, the journalists are its\npriests — and if priests, then priests after the order of Melchisedek, that is,\nwithout beginning of years or end of days ; for they live ever in the eternal\nEinsteinian present, in the moment\ntense.\n\nin which all tenses become merged in one\n\nThis is as I have often said the “televictorian age” — the age of the victory\nof the distant — the age of the telegraph, of telephone (wired and wireless),\nof television and “teletravel,” and of “teleradio.” But it is above all the age\nof the “telenewspaper,” the far-gathering, the far-reaching, into which\n\nall\n\nthese tele-instruments carry their word and picture of the day’s journey of\nmankind toward its unseen goal in infinity. Its daily reminder is that we are\nall, whether we live in China or Peru, in Boston, Tokio, or Timbuctu, in\nthe same boat out on a sea of space which has no friendly shores.\nWe have come into what someone has called planetary geographical con¬\nsciousness. There is no wholly unknown land this side of the moon. I have\nin my pocket at the moment a radiogram from Admiral Byrd returning\nfrom the South Pole, and I have in my office a flag which he carried over the\nNorth Pole. We\n\nare now prepared to think and to act planetarily. This does\n\nnot mean merely to think internationally, but to think of the relation of the\nindividual to the rest of the world. The generic newspaper has, above all\nother functions, this for the school: to prepare youth for world citizenship\nand to promote world unity. It has to be done largely with words and in cold\ntype; but in the beginning was the word , and it will be with men\n\ntill the\n\nlast reporter has turned in his last copy, the editor written his last leader,\nand Gabriel’s trumpet is heard by radio around the earth.\nWhen a teacher of a district school out on the prairies, as a youth of only\nnineteen, shut away from the world of the present tense, I had a dream\n\nof\n\na newspaper especially for children and youth of school age that would lead\nthem toward that citizenship. That dream has become a gleam, which I\nhave turned aside from formal education work to follow. What I see now\nis a paper, not especially for youth, but one which is fit for youth as well as\nage, fit to be carried into any schoolhouse, and there used as a textbook, a\nhistory in the present tense — a history which will bring the past into the\npresent, which will help the present to see where the next day’s march should\nlead, which will make democracy acquainted with the latest word of the\nexpert in every field of knowledge, and so help to bring about the reconcilia¬\ntion of democracy and science, our greatest problem, as Mr. Wilbur said,\nbetween the majority and the man\nthat he knows.\n\nwho knows\n\nAs an “educator” I was accustomed\nnot tell the truth into three classes :\n\nand wishes to tell the truth\n\nto divide those who could not or did\n\n"}
{"page": 727, "printed_page": null, "text": "Department\n\n1. Those who do not know\naccident\n\nof\n\n723\n\nSuperintendence\n\nthe truth ; and so if they tell it, tell it only by\n\n2. Those who know it but are not willing to tell it\n3. Those who know and wish to tell it but do not know\n\nhow.\n\nSince I have become an editor, I find that not even a research professor is\nmore eager to know the truth or more eager to tell it than a journalist. I\nfind, too, that the journalist is usually much better able to tell the truth than\nthe research professor because he knows how to speak to the ordinary mind.\nAn American historian has recently spoken of those who do productive,\nscholarly, historical work as sheep. I suppose that he would put journalists\nwith the goats when they come up for judgment. I noticed one morning at\nDelphi in Greece that the shepherd when taking his flock up past the ruins\nof the Temple of Apollo to pasture on the slopes of Parnassus, had put a\ngoat to lead the sheep. I learned upon inquiry that this was the practise. I\ndare to hope that the goat among writers, the journalist, may yet lead the\nscholarly sheep in that he will furnish the data, the pasturage, for their own\neternal fame and himself not be cast into the utter darkness of oblivion.\nIf I were to make a plea to the colleges and universities on behalf of the\npress, it would be to prepare a few all-round men and women — the best —\nwho should be competent to perform a planetary service, not only geographi¬\ncally but intellectually; to be in this democratic age what Democritus was\nin his day to his little world ; men such, as one of my acquaintances, who was\nprepared when the tomb of Tut-ankh-amen was opened to enter intelligently\nwith the archaeologist ; who when Einstein propounded his theory had some\nnotion of what he was talking about ; whom I found one day trying to find\ngeometrically the area of a triangle in the terms of its sides ; and’ yet who\ncould tell you the baseball champions for the last ten years or the presiden¬\ntial returns for the last twenty — recorders and interpreters of what is added\nday by day to the “continuum,” in the service of a super-university in which\nthe professors are not as the Ancient of Days but as the Renewers of the\nForemost Files of Time, carrying the contributions of events in their inter¬\npretations to the enrichment of the human continuum — the race mind,\nwhich, in turn, will inform the individual mind of its wisdom, so that each\nmay have the best that anywhere comes to be.\nAs to the medium by which this continuing is day by day recorded, as a\nrecent historian of the newspapers has said, “With all its inaccuracies, its\nlack of proportions, its many temptations — not always resisted — to throw\nprismatic colors instead of the white light of truth on its accounts of the day,\nthe periodical press still remains the most important single source that the\nhistorian has at his command for the reconstruction of the life of the last\nthree centuries.” If for the last three centuries why not for the passing day?\nMr. Justice Holmes once said that we no longer look to the past for our\nsanctions. A fashion in hats goes around the earth in six months and is for¬\ngotten in a year. “We shall come to glory,” he added, “not in immortality\nbut in illocality,” and the press is the chief agency of illocality, assisted\n\n"}
{"page": 728, "printed_page": null, "text": "724\n\nNational\n\nby those swift, marvelous\n\nEducation\n\nmessengers\n\nAssociation\n\nof automobility and telepublicity.\n\nAt the end of every examination paper in what we called “The Regents,”\nthe pupil was required to sign a statement to the effect that he had neither\nreceived nor given help during the examination. The story is told that in a\ncertain school a rather dull boy lingered after the others. When asked what\nthe trouble was, he said that he did not know whether he could conscien¬\ntiously sign the statement. The teacher asked why and the pupil said that\nhe had prayed' to the Lord to help him in the examination, and that he didn’t\nknow whether He had done so or not. The teacher looked over the paper\nand said, “I think you can conscientiously sign it.”\nThere are indications in this paper that 1 have had some help from Secre¬\ntary Wilbur, Superintendent Bogan, the author of the Testament of Beauty ,\nand the author of the Pageant of Time. I have also been helped by a score\nor more of nameless teachers, as well as by the Author of the Universe.\nTherefore, I cannot conscientiously say this is my very own, but I submit it\nas an unsigned anonymous editorial of one who believes that the newspaper\nshould be of greater aid to the school — especially to carry on the education\nof youth into manhood and womanhood and on to the end of life — and who\nhas dedicated himself to that service.\nTHE\nMRS.\n\nLOUIS\n\nT. DE\n\nHOME\n\nVALLIERE,\n\nPARENTS\n\nAND\n\nAIDS\n\nTHE\n\nVICEPRESIDENT,\nTEACHERS,\n\nSCHOOL\nNATIONAL\n\nTRENTON,\n\nCONGRESS\n\nOF\n\nN. J.\n\nThere was a time within the memory of most of us, when the home and\nschool seemed as widely separated as the poles ; when the home resented any\nattempt on the part of the school to inquire into its affairs in relation to the\nhealth, behavior, or lack of progress of the child. He was sent to school to\nbe educated, and it was the business of the teacher to educate him, regard¬\nless of his physical fitness or home conditions. Parents and teachers seldom\nmet, except on graduation day when the time for mutual understanding had\npassed, or when the parent was summoned because of some act of insubor¬\ndination on the part of the child, and both parties were in anything but a\ncooperative frame of mind.\nOn the part of the school, the child was its property from the time he\nentered the schools grounds until he left them. If he could keep up with the\nothers he did, and if not he was left behind until some one pushed him ahead\nto get rid of him. Only his school subjects were the responsibility of the\nschool, and his health, his habits, his character were the business of the\nhome. Fortunately in those days the home accepted its responsibility, and I\ncan recall one home where a family of nine children were taught, among\nother things, respect for authority. The school could always count on that\nhome to uphold its discipline, right or wrong, and it was not always right.\nWhen I was a very young teacher, a situation arose which had much to\ndo with my choice of a welfare activity in later years. The children in the\nclass were\n\nwhispering about the conduct of a very beautiful little seven-\n\n"}
{"page": 729, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n725\n\nyear-old girl with whom they had been forbidden to associate, but from\nwhom they were getting very unwholesome information. The stories seemed\nincredible, but on gaining the confidence of the child they were found to be\nonly too true.\nMy principal was a dear old lady who had long since passed the period\nof usefulness as an educator, but held her position through sentiment. I told\nher the story and suggested that we send for the mother, or call at the\nhome, inform the parents of the situation, and work with them to save the\nchild from the evil influence which was such a menace to her. To my sur¬\nprise she replied that since the offence had not taken place during school\nhours or on school property, it was not our affair. If we informed the parents\nit might cause a scandal, or unpleasant notoriety for the school, and might\neven result in the loss of our positions. In vain I argued for the future of\nthe child, but in the end nothing was done about it. Ten years later I read\nin a newspaper that the girl had been committed to a state institution.\nHaving children of my own, I realized fully that this particular girl, and\nperhaps many others, might have been made an asset instead of a liability to\nthe community, had the home and school been able to meet on a common\nground, where the welfare of the child was the first consideration.\nWhat a change has taken place since that time, not only in the methods\nof education, but in the attitude of the home and school toward each other.\nNo longer is the young child thrust out of 'the home at the beginning of\nschool life into an entirely new environment, and frightened and be¬\nwildered, left to adjust himself to new conditions as best he can. Today, his\nmother enters his school life with him, having prepared him in advance,\nmentally and physically, for this new phase of his education.\nShe investigates school conditions as to their effect on his health and\nsafety ; she finds out something about his new companions ; and best of all,\nshe becomes acquainted with the teacher who is to play such an important\npart in the life of her child, and at once establishes friendly relations be¬\ntween the home and school, based on a mutual interest in the child. The\nproblem of discipline is made easy for both, and the child has at the very\nbeginning of his school life a sense of security because of this attitude of\nparent and teacher toward each other.\nSomeone has spoken of the parent, the teacher, and the child as the great\ntriple alliance. Therefore each must work in closest harmony for the best\ninterest of all concerned. Miss McSkimmon once said in an address, “I have\nspent my entire life in school, and never have I known of a case of moral\nfailure, where the home and school worked together.”\nWhat the individual parent wants for his own child, the community as a\nwhole wants for all its children, so today in hundreds of communities all\nover our country, we find the home and school banded together in a great\ndemocratic organization known as the National Congress of Parents and\nTeachers. Organized thirty-three years ago, it now has a membership of\none and a half million. It has held steadfastly to its original purpose, child\nwelfare in relation to home, school, and community, and has developed into\n\n"}
{"page": 730, "printed_page": null, "text": "726\n\nNational\n\nEducation\n\nAssociation\n\na great school for parents who are earnestly seeking to improve conditions,\nand solve problems in connection with rearing their children.\nSometimes we become very critical of parents, and lose sight of the fact\nthat it takes years of special study before a teacher is fitted for her profession,\nwhile most parents are plunged into the business of rearing children with\nnothing but instinct as a guide, and have to learn by experience, often\ncostly to all concerned. Many times I am astonished at what parents can\naccomplish in spite of this handicap.\nThe home of today has come to a realization of the fact that sound health\nis the first essential in the life of the child ; and so by means of the Congress\nactivity known as the Summer Roundup, it is trying to aid the school by\nsending to it at the beginning of school life, children in perfect health and\nfree from remediable defects, thus having them ready to go forward with\nthe school program without loss of time through illness. The movement is\nonly in its infancy, but already thousands of children have been benefited\nby it. The Congress does not claim that the idea was an original one, but it\ndoes claim “to have stimulated parent pride to put parent power to work,\nthat the children of Congress members and others may be a credit to the\nhomes from which they come.”\nAnother of the recent developments in the program of work of the Con¬\ngress is the Bureau of Parent Education, which is planning study courses for\ngroup meetings, and reading courses for parents unable to attend study\nclasses. It is most encouraging to note the eagerness with which parents are\navailing themselves of these opportunities to study their problems in rela¬\ntion to the physical and mental health of their children, and in addition,\nstriving to bring about a satisfactory adjustment of their own lives, and a\nharmonious relationship in the home. Children are taught more by example,\nthan by precept.\nLet us hope that the day is not far distant when\n\nno boy or girl will have\n\ncompleted even a high-school course, without a definite preparation for the\nmost important business of the future, that of parenthood.\nThe parent-teacher association is the most constructive force in the world\ntoday, working toward the education of the public to the needs of the presentday school. It stands strongly behind every reasonable school building\nprogram and has been a great factor in the development of playgrounds in\nconnection with the schools. Rarely now do we hear a parent say that the\nschool that was good enough for him will do for his children. The home of\ntoday must be modern in its appointments, and the same should be true of\nthe school. When conditions are rightly understood, parents are usually\nwilling to pay for the best kind of school and equipment.\nPerhaps nowhere has the home been of greater service through the medium\nof the parent-teacher association, than in the rural districts. Hundreds of\nold dilapidated buildings have been discarded or completely renovated, and\nnew buildings have replaced many of the old ones. With the advent of au¬\ntomobiles and good roads, the modern consolidated schools have become\nsocial centers for the community for miles around. I have in mind two\n\n"}
{"page": 731, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n727\n\nrural schools where I organized parent-teacher associations a few years\nago. The first was an antiquated building which was the despair of the\nyoung supervisor who had done his best to get the parents together that\nthey might know conditions. However there was no response until some¬\nthing unpleasant happened in connection with a school social, and the parents\ndecided to have a meeting and discuss the matter. At the request of the su¬\npervisor, I attended, and after music and one or two speeches I suggested\nthat the parents inspect the school while refreshments were being prepared.\nThe result was an active parent-teacher association, and within two years\na new and modern school.\nThe\n\nsecond was\n\na comparatively\n\nnew\n\nschool in a community\n\nwhere\n\na\n\nsocial center was badly needed. Some one got the idea of starting an asso¬\nciation. After all the plans were made for a big evening meeting, it dawned\non them that there was no lighting system in the school, as the men had not\nthought it necessary. Several lamps were procured, and men and women of\nall sizes squeezed into the small seats or sat on top of the desks during the\nmeeting. Needless to say, lights and removable desks and chairs were soon\nin place, and the building was used for the benefit of the whole community.\nMost of the men had never before been inside the building and of course\nthe outside looked fine.\nFor a number of years parents who took a keen interest in the work while\ntheir children were in the grade school, dropped out when they reached the\nhigh school. Today, however, we realize that it is most important for parents\nto keep in close touch with the school life of the adolescent, and that during\nthis period of his development, perhaps more than any other, there should\nbe a sympathetic understanding of the experiences of youth, on the part of\nthe parent and teacher.\nMany\n\nof the problems of social activities, home\n\nstudy, athletics, dress,\n\nspending money, automobiles, could be solved if parents and teachers would\npull together for definite standards, while it is impossible for one or two\nparents to get results. The high-school age presents different problems in\neach class, therefore the plan for parent-teacher organization must differ\nfrom that of the grade school.\nParent-teacher groups develop teamwork between the home and school,\nand while the constant raising of money is discouraged, the social life of the\ncommunity is often promoted by working together for some material benefit\nto the school, which otherwise might not be supplied. At times it is neces¬\nsary to demonstrate a special need such as equipping a lunchroom, supplying\na radio, or a lantern for educational slides, or playground apparatus may be\nnecessary for the safety of the children, by keeping them from playing in\nthe road.\nThen, the home of today feels its responsibility to the rural teacher as\nnever before. She has now a reasonable assurance of a comfortable home,\nample opportunity for social diversion, and less narrow criticism, for the\nrural home of today has wider contacts and a broader outlook on life. The\nhome\n\nis also concerned with adequate compensation\n\nfor teachers, and pro-\n\n"}
{"page": 732, "printed_page": null, "text": "728\n\nNational\n\nEducation\n\nAssociation\n\nvision for the future. With this in mind parent-teacher associations all over\nthe country have endorsed legislation which would bring about these things,\nfor the wise parent realizes that freedom from worry makes better teachers.\nNo one claims that parent-teacher associations are perfect, and mistakes\nhave been made by well-meaning people who failed to live up to the policy\nof the organization, “cooperation, never interference” with the school man¬\nagement. However, the same is true of school systems, and progressive edu¬\ncators everywhere rejoice in the existence of this great movement which so\nclosely links the home and school.\nRecently I heard of an educator who, on being asked if there was\n\nan\n\nassociation in his school, replied, “No, and so long as I am at the head of\nthis school there will never be one ; I propose to run my school to suit my¬\nself.” I did not realize that there were any like that still in the school sys¬\ntem. I would like to suggest to such an educator that he start one himself\nwith the aid of the state and national Congress, select a good leader, enlist\nthe interest of the teachers, help direct the program of activities for the\nfirst year, and at the end of that time he will laugh at his fears.\nNo\n\nbetter reasons can be given for a close tie between\n\nhome\n\nand school\n\nthan those written into a Parent-Teacher Creed by Benjamin\npresident of the Territorial Normal School, Hawaii:\n\nO. Wist,\n\nWe believe in the home as the most significant institution developed\nkind for the maintenance and development of social welfare.\n\nby man¬\n\nWe\n\nbelieve in the school as the best agency yet created to serve the home, sup¬\nplementing it and cooperating with it in the noblest work of the world, the building\nof human character.\n\nWe believe in the parent whose unselfish love for, and\nmakes possible the fulfillment of an ideal.\n\ninterest in, the child\n\nWe believe in the teacher whose faith in the future never dies; who places serv¬\nice to youth above all things material; whose love of the child transcends all save\nthat of his mother.\n\nbelieve in the child, the inspiration of today, the hope of tomorrow, the bind¬\ning of parents, the soul of teaching; and so we believe in the parent-teacher Asso¬\nciation; not as an organization of parents created to supplement the school in a\ntask beyond it; not as an organization of teachers created to lessen their load; but\nas an organization of parents and teachers created by these, in the interest of their\nmost priceless possession, the child.\nWe\n\nAGENCIES\n\nSOCIAL\nJAMES\n\nE. WEST,\n\nCHIEF\n\nSCOUT\nOF\n\nEducation\n\nis not wholly\n\nEXECUTIVE,\n\nAMERICA,\n\nDr. James E. Russell, when\n\nAID\nNEW\n\nTHE\n\nSCHOOL\n\nNATIONAL\nYORK,\n\nCOUNCIL,\n\nBOY\n\nSCOUTS\n\nN. Y.\n\nDean of Teachers College, said:\n\na matter\n\nof schools and\n\nschool training. Indeed, if it\n\nwere, we should come off badly. Consider for a moment the time problem. Our chil¬\ndren are in school at most five hours a day, five days in the week, for forty weeks\nin the year — a total of 1000 hours. The average child of school age is awake fifteen\nhours a day for 365 days in the year — a total of 5475 hours. Any way you reckon\n\n"}
{"page": 733, "printed_page": null, "text": "Department\n\nof\n\n729\n\nSuperintendence\n\nit, the normal child is receptive, getting impressions, using ideals, reaching conclu¬\nsions, fixing habits, organizing his modes of behavior which, Prof. James said, is\neducation, four hours outside of school for every hour spent in school. Let the school\nbe administered by directors of the widest vision and the highest ideals; let it be\nequipped with the best appliances and staffed by teachers with the ripest scholar¬\nship, the finest training, and the clearest pedagogical insight, and you still have to\nreckon with forces inherent in the nature of the child and incident to his life in\na society, that are overwhelmingly and persistently directing his personal develop¬\nment. Public safety, therefore, calls for more than the schools are officially en¬\ncouraged to give.\n\nAgain in the same address, Dr. Russell said :\nFortunately, education is more than schooling. The development of character for\ngood or ill goes on, whether the child is in school or out of school. His impulse to\nimitate what he sees and adopt what he likes in the real world about him is more\npowerful, because more natural, than the tendency to identify himself with the arti¬\nficial life of the schoolroom. Hence the commanding importance of the playground\nand the educational significance of games that enlist a boy’s best self in active co¬\noperation with his fellows. If nothing better offers, he will take to the streets and\nfind his place in a gang\n\nof kindred\n\nspirits, tearing down\n\nor building up his neigh¬\n\nbor’s property and his own character at one and the same time. The real world of\nthe public school boys, “the world in which things of vital importance happen,” as\nKipling puts it, is the world outside the classroom — the world of the home or the\nstreet, of the church or the saloon, of the library or the poolroom, of the club or\nthe gang, of the world of brooks and trees and God’s out-of-doors, or the world of\nalleys and backyards and Hell’s Kitchen.\nTeachers who are concerned with the education, as distinguished from mere in¬\nstruction, of their pupils are earnestly seeking to merge their work with the best\ninfluences in the home,\n\nin the church\n\nand\n\nin society. They\n\nwelcome\n\nall supple¬\n\nmentary means of arousing a boy’s ambition, of quickening his emotions, of attract¬\ning his interests, and of fixing his habits. They like to see him give himself whole¬\nheartedly to something worth doing, whether it be work or play, and to stick to the\njob until it is done. They know that selfreliance, selfdirection, and selfcontrol come\nin no other way, and that preaching about the finest ideals of life leaves the boy\nuntouched, unless he himself builds them into his own character.\n\nWhat are the agencies and to what extent are they cooperating with the\nschool? I must confess that in preparing for this presentation I myself was\nastonished to find the extent to which presentday conditions have brought\ninto existence all kinds of agencies involving cooperative relationships with\nthe public schools throughout our country. I find, for instance, listed in the\nAnnual Bulletin of the National Information Bureau, an organization\nendorsing creditably operated organizations, forty-eight different national\norganizations, supported by voluntary contributions, devoting themselves to\npurposes and activities involving cooperative relationships with the public\nschools at some places in America. I find in a typical city, the city of Cleve¬\nland, that in the recent appeal on behalf of the community fund for\n$4,650,000 for the support of 110 welfare agencies, forty-five of these agen¬\ncies involved cooperative relationships with the public school system at some\npoint, some of them very definitely and extensively, others incidentally.\n\n"}
{"page": 734, "printed_page": null, "text": "730\n\nNational\n\nEducation\n\nAssociation\n\nMany of these, it is true, involve activities within the school, but on the\nother hand there are many conducting programs for the child outside of the\nschoolrooms.\nI have not been chosen as the representative of these agencies or any par\nticular group of these agencies, but I am sure, based upon my experience\nover many years, involving cooperative relationships with public schools in\nmany parts of the country, I can say on behalf of all that the social and edu¬\ncational agencies outside of the school are greatly indebted to the representa¬\ntives of the public schools all along the line for practical, sympathetic, and\neffective cooperation.\nIt is the exception when\n\na school official does not readily respond to an\nopportunity presented to it by a social agency that may be of value to the\nchild. After all, whose child is he? The home has him first, last, and most\nof the time, that is, for the great majority of our children. Recent studies\ntend to show that the influence of the home outreaches all other influences\nin the outcome of child conduct and behavior. The church usually has a con¬\ntact with the child before the public school. The church has a little span of\nservice that reaches beyond the school age, but we must remember that only\na portion of our boys and girls have these contacts.\nThe various social agencies are working with and for school children.\nTherefore, the school will recognize the partnership relation to the child’s\nall-around education. The common objective of home, church, and school in\nsocial agencies is to produce worthy citizens who are able and willing to do\nfor themselves and to contribute to the common good. The best training for\ncitizenship is gained from successful practises in doing with satisfaction the\nthings which good citizens ordinarily do. The more nearly the life of a child\nis tied up with and adjusted to the life of the community, both in and out¬\nside of the school, the less occasion and need there will be for transfer of\ntraining.\nThe schools are dealing with human problems more vital than mere subjectmatter. In this the teachers of the maladjusted child are going even to\nevaluate his home environment. The school has learned that what happens\noutside of the school hours has a very definite bearing on the quality of work\ndone in the school. Society no longer permits the school to cover its failures\nby expelling the difficult child from the school. The successful social adjust¬\nment of the child is the supreme and joint responsibility of the school, the\nhome, the church, and the social agencies of the community. Schools that\nare awake to their responsibilities recognize their limitation and draw freely\nupon every agency in the community for whatever contribution each can\nmake to the common objective.\nSchool men are well acquainted with the special lay service of visiting\nnurses, probation officers, charity, and relief organizations. School officials\nare also familiar with the various social agencies which carry on a special\nservice with boys and girls of school age, such as the 4-H Clubs for farm\nboys and girls, with a membership close on to 800,000, a special building\nand equipment program,\n\nsuch as the Y. M. C. A., the Y. W.\n\nC. A., boys’\n\n"}
{"page": 735, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n731\n\nclubs and similar organizations for girls, individual personal service of the\nBig Brothers and Big Sisters to problem boys and girls, the Playground and\nRecreation Association and its service to large groups throughout the country.\nYesterday, we had brought to our attention, in a splendid way, the im¬\nportance of reckoning with the leisure time of boys and girls. Indeed, the\nother night we were privileged to see a marvelous pageant in which this was\ndramatically made clear. I could not help wondering why the author of that\npageant did not see fit to bring into the picture the part which these leisure¬\ntime movements and social agencies have in the scheme of things. We know\nthat organized society has found of practical value these agencies which deal\nprimarily with the leisure time of boys and girls, closely cooperating with\nthe school, the home, and the church. There are many such agencies for both\nboys and girls, and it is rather heartening to realize the extent of coopera¬\ntion that exists between these agencies and the public schools, the church\nagencies, and parents throughout the country.\nTime will not permit me to review even briefly the good work of all of\nthese'and other worthy social agencies, but I can briefly point out the values\nand the scheme which is peculiar to the Boy Scouts of America which I am\nhonored to represent. We have just been celebrating the twentieth anniver¬\nsary of the Boy Scouts of America. It seems as if it were but yesterday that\nin February, 1910, this movement was incorporated under the laws of the\nDistrict of Columbia. In the twenty years that have passed, the challenging\nfigure of 4,879,000 is revealed as the accumulated membership of that great\norganization. In the year 1929, 1,181,227 different individuals were defi¬\nnitely enroled as members. Many of these, I am happy to record, are adults,\nmen giving personal service. Indeed, the year closed with a membership of\n843,000 men and boys, of which 227,000 are men giving personal service\nbecause of their interest in the problems affecting America and because of\ntheir interest in boy work.\nIn the promotion of the scheme of Scouting every effort has been made\npurposely to reduce organization to a minimum. Emphasis has been placed\nupon making the program available as a movement for existing organiza¬\ntions to use to supplement their primary responsibilities in dealing with boys.\nYes, very deliberately, we have avoided establishing independent facilities\nfor troop meetings or for Scouting activities at any point. We have sought\nto encourage the use of existing equipment and facilities. The one exception\nto this has been in the development of facilities for camping.\nAgain, the organization policy has been developed on a sound, democratic\nbasis. The institution seeking a charter for the privilege of carrying on\nScouting is entitled, and is urged, to avail itself of the opportunity of having\nrepresentation in the overhead organization, that is the local council. There\nare some 27,000 troops, the great proportion of which are connected with\nsome existing institution. In special cases and in small communities where\ncommunity troops are organized, an effort is made to have the troop com¬\nmittee representative of the interests of the community. All of these troops\nhave the privilege, and are urged to have representation, in the overhead\n\n"}
{"page": 736, "printed_page": null, "text": "732\n\nNational\n\norganization known\n\nEducation\n\nAssociation\n\nas the local council. There are 632 such local councils\n\ncovering almost entirely the whole of our country. The large city has gen¬\nerously assumed the responsibility for the adjacent rural area and a unique\norganization procedure in social and educational work is in operation. The\nlocal council is entitled, and is urged to elect at least one representative to\nthe National Council and an additional representative for each one thousand\nboys enroled. The National Council, therefore, is essentially a democrati¬\ncally organized group, a majority of whose members represent local council\nactivities. The National Council meets annually and operates through an\nexecutive board of not to exceed forty-five members\n\nelected by the National\n\nCouncil. The executive board operates through an executive staff with head¬\nquarters in New York City. The National Council is affiliated with the\ninternational organization, in which there are some forty-four different\nnations actively participating.\nScouting has for its purpose character building and citizenship training.\nIt aims to utilize the leisure time of the boy, to carry out a program peculiar\nto the Boy Scouts of America. It undertakes to deal with boys as individuals,\nas members of the patrols, as troops. It gives them a uniform. It brings them\nin contact with selected leadership-men, clean, wholesome-minded, virile, and\npossessing qualities of leadership. These men are known as Scoutmasters.\nThey serve without pay. They are for the most part permitted to serve only\nafter they subject themselves to a special course of training.\nLast year over 14,000 men received certificates for an accredited course\nof training qualifying them to serve as Scoutmasters. This group of men\nundertake to carry out a program of activity. All boys’ organizations have\nactivities, but in the Scout movement the scheme provides for recognizing\nachievement. We have our Tenderfoot, Second Class, First Class ranks, and\nwe make it possible for the boy to qualify for various merit badges, but we\ndo more than that, we have a code. We have a Scout oath. We have twelve\nScout laws. Then we have a very profoundly sound educational procedure\nbased upon service for others. The daily good turn of the boys as individuals,\nthe service of the patrol, of the troop, the service to the community is not\nmerely for the purpose of doing things worthwhile. It is definitely the inten¬\ntion of those who are promoting Scouting, and it was definitely the intention\nof the genius from whom we received Scouting, to have this serve as a sound\neducational process to overcome the human tendency to be selfish and to\ndevelop in boys a habit of thinking about others, a habit of looking for oppor¬\ntunities to be of service with the hope that it would help in the development\nof the boy’s character, in making him more disposed to do his share as a\nparticipating citizen.\nI am happy to record that in carrying out this program there is an unusual\ndegree of cooperation on the part of the public schools everywhere. A study\nshows that in 27 1 cities we have been given the use of the buildings without\ncharge. In 291 cities there are definite programs for promoting the member¬\nship by cooperation and making available the names of boys who will become\ntwelve years of age. In 298 cases schoolmen are active on local councils.\n\n"}
{"page": 737, "printed_page": null, "text": "/\n\nDepartment\n\nof\n\nSuperintendence\n\n733\n\nIndeed, in many of our cities the superintendents of schools are active in\nservice as members of our executive committees, and in many cases these\nmen are the leaders of our training school work. It is almost the exception\nwhen a school man declines to render cooperation.\nPerhaps the most outstanding example of cooperation on the part of the\nschools is in the city of Detroit, where under the leadership of your dis¬\ntinguished President, Dr. Frank Cody, the building program for the city of\nDetroit has been developed on a basis of making available what would have\nbeen waste space in the attic, facilities equipped especially for the meeting of\nScout troops. This has not interfered with our fundamental principle of\nhaving troops organize under the auspices of churches and other institutions\ndealing with boys, but it has made it possible to furnish better equipped\nmeeting-places. More than this, Detroit has seen fit to add to its staff at the\nexpense of the budget of the school system, two men who work exclusively\nin the development of such troops, and in the supervision of such troops\nwhich use school property. These men\n\nwork\n\nin close cooperation with the\n\nlocal council. In fact they hold a position under the Scout executive on the\nsame basis as do the other assistant Scout executives in the city of Detroit.\nThere are other cities that are doing similar work; others that are doing\nit in a modified way.\nLet us look, for a minute, at some of the things that the Scout program\ndoes to aid the schools. It provides a program for their leisure time. It re¬\nbuilds the boy for the school through a health program of outdoor life in\nsummer and winter camping, and hiking. It provides Scouts with special\nskills as well as training for service in the school community. It gives daily\npractise in voluntary cooperation and unselfish service through the troop or\nindividual good turns. It recognizes the boy as a participating citizen and\ndevelops his resourcefulness and selfreliance and service to others through\nthe exercise of these traits. It engages fathers of boys in service to their own\nsons, who need the man’s example and friendship.\nThrough all the program of Scouting, there is constant emphasis on those\nactivities and influences which relate to character development\n\nand citizen¬\n\nship training. Specific service that Boy Scouts perform in the school com¬\nmunity can be listed as follows :\n1. Handling crowd at school functions\n2. Serving as usher\n3. Distributing literature and posters\n4. Arranging chairs for the stage\n5. Keeping school grounds free of paper\n6. Protecting school property\n7. Assisting traffic officers\n8. Serving as safety patrols\n9. Taking charge of lunchrooms\n10. Promoting thrift and savings\n11. Handling school library and bookrooms\n12. Doing hall duty\n\n"}
{"page": 738, "printed_page": null, "text": "734\n\nNational\n\nEducation\n\nAssociation\n\n13. Serving as “runner” at annual school field day\n14. Serving as fire guards\n15. Directing activities of playground\n16. Having charge of flag raisings\n17. Other duties involving special honor\n\nand trust\n\nIt is interesting to record that in my travels about the country, it is not\nthe exception but almost the rule that the president of the students’ organiza¬\ntion of the school itself is a high-ranking Scout. Indeed, we have the record\nfrom some cities to the effect that these boys who have had Scout training\nshow qualities of leadership which make them a source of great joy and great\nhelp to the school authorities.\nMay I again quote from Dean\nScouting?\nBut the most\n\nsignificant contribution\n\nRussell, this time specifically speaking of\nof the Boy Scout Movement\n\nto education\n\nis\n\nits pedagogical methods. As a teacher, I take my hat off to Sir Robert BadenPovrell, the genius who in a bare decade has done more to vitalize the methods of\ncharacter training than all the school men in this country have done since the Pil¬\ngrims landed on the New England coast. We have preached the virtues of a gov¬\nernment of the people, by the people, and for the people; have sought for the best\nmeans of perpetuating a nation conceived\ntion that all men are created equal.\n\nin liberty and dedicated\n\nto the proposi¬\n\nThere have been times when -we doubted whether a nation so conceived and so\ndedicated can long endure. We know full well that the experiment must eventually\nfail, if our citizens grow up accustomed to the evils of selfishness and greed and\nindifferent to the ravages of privilege and plunder. And failure is just as certain,\neven if a little longer deferred, if our citizens are not trained to participate ac¬\ntively and constructively in upholding the virtues on which both personal charac¬\nter and good citizenship are based.\nThe Scout program, therefore, is essentially moral training for the sake of effi¬\ncient democratic citizenship. It gives definite embodiment to the ideals of the school,\nand supplements the efforts* of home and church. It works adroitly, by a thousand\nspecific habits, to anchor a boy to modes of right living, as securely as if held by\nchains of steel; but best of all, it exhibits positive genius in devising situations\nthat test a boy’s selfreliance and give full scope to his talent for originality and\nleadership. These two aspects of the Scout program are so evenly balanced and so\nnicely adjusted as to make them well nigh pedagogically .perfect. The entire organi¬\nzation is a machine capable of working wonders, not only in the moral regenera¬\ntion of the American boy, but also in fitting him to assume the duties of an Ameri¬\ncan citizen.\n\nYesterday we heard a most challenging address by that leader in modern\nthought who has done so much as public servant and is now so closely asso¬\nciated with President Hoover, serving as the Secretary of the Interior. He\nhas said that it is necessary for us to look the facts squarely in the face.\nWhat would be the picture if we looked the facts squarely in the face con¬\ncerning America today? How would we feel if we should see this picture\nas it really is? Of the world’s land, the United States possesses six percent;\nof the world’s population our people make up seven percent; of the world’s\nwheat we grow twenty-seven percent ; of the world’s coal we dig forty per¬\ncent; of the world’s telephones we use sixty-three percent; of the world’s\ncorn we grow seventy-five percent; of the world’s automobiles we have\n\n"}
{"page": 739, "printed_page": null, "text": "Department\n\nof\n\n735\n\nSuperintendence\n\napproximately eighty-five percent. And so I might go on picturing other\nsignificant facts showing how America occupies commercially a most im¬\nportant and strategic position in the affairs of the world as we look at this\npicture.\nBut what about the conduct of the people who\n\nmake\n\nup America?\n\nWe\n\nstill need to concern ourselves with fact-finding, surveys, research, and ap¬\npraisal, and no matter how we may differ as to the causes of conditions as\nthey exist, certainly we cannot dispute that there is much to give us grave\nconcern. We know, for instance, that notwithstanding the energy and the\ngreat expense to arouse people to a sense of civic responsibility, relatively few\nof our people the land over participate in civic affairs. In our national elec¬\ntions, notwithstanding all that patriotic and civic organizations do, it is\ndifficult to bring out fifty percent of those who are responsible, of those who\nare qualified, who are interested enough to register and vote;* and in our\nlocal governmental affairs and in our state affairs, sometimes this percent is\nmuch less. There is a great deal to give us concern as to what the effect of\nthe cooperative relationship of all of these agencies has been uptodate in the\neffect it has had upon presentday citizenship.\nI do not know\n\nhow you feel, but personally I must confess to some grave\n\n•concern because of the conditions that do exist revealing the behavior of the\npeople of America. We are told by the American Bankers Association that\nthe cost of crime and wrongdoing for the year 1928 involved a cost in\nexcess of $16,000,000,000. We are told that at the present time, 184,000\nmen, women, and children are in jails, penitentiaries, and reformatories at\npublic expense. We are told that close on to 1,000,000 people are arrested\nannually because of some charge of crime or wrongdoing.\nHappily from my point of view, I do not find from the sources of informa¬\ntion at my command that this distressing picture involving misbehavior is a\nreflection upon youth of today. In my judgment, they are more wholesomeminded and in larger proportion more earnestly striving to do right than\never before. They are tremendously handicapped, however, because of the\nexample of those who are thinking loosely and acting in defiance of law, as\nwell as by presentday civilization and the many forms of commercial rec¬\nreation available to youth in all parts of the country.\nThe cause of these things I say requires research study beyond what has\nyet been attempted. We do know, however, from the facts that are available,\nthat for the most part these people who are the cause of this great expense\nand great anxiety, reveal lack of certain fundamental things. We know that\nthe studies that have been made of reformatories in certain parts of the coun¬\ntry, of jails, and prisons such as Sing Sing in New York State, reveal that\nthree-fourths of those who are there reflect a lack of home\ntunity for normal character development.\n\nlife, of oppor¬\n\nYes, friends, we have a joint responsibility. Those of us engaged in these\nsocial agencies, together with those of you representing the great public\nschool systems of America, have the problem of giving to America a citizen¬\nship which will, because of earnest and honest conviction, participate in its\n\n"}
{"page": 740, "printed_page": null, "text": "736\n\nNational\n\nEducation\n\nAssociation\n\naffairs, because of fundamental character will obey its laws, will not assume\nany right to determine which laws it can obey and which it can evade. We\nhave a big job, if we are to do the things which Secretary Wilbur’s challenge\npresented to us as a great opportunity.\nWe in Scouting are definitely trying to help in every way in our power.\nWe are trying first to develop the boy physically in order that he may have\na basis of help to be an efficient citizen. We are trying to do all we can to\nencourage him to take full advantage of his educational opportunity. The\nScout movement stands squarely behind the public school system and it will\nnot at any point allow its program to interfere with that of the schools.\nIndeed, it encourages its boys, its members, to take full opportunity not only\nof the graded school, but it encourages them to go on to high schools, and\nthere are many boys in schools and colleges today because of the helpful\ninfluence of a wise Scoutmaster.\nMore than that, it stresses the importance of vocational skill. It urges\nupon boys the need of discovering something that they can do well and then\nequipping themselves, so as to be efficient in that thing.\nThen, last, it stresses the fourth point, of character building. Scouting\ndoes that through providing life situations wherein under the example of a\npicked leader, and with group approval, the boy can practise its ideals, its\nScout oath, and its Scout law in his daily affairs. It contributes to that\nthrough its twelfth Scout law :\nA Scout is reverent — He is reverent toward God. He is faithful in his religious\nduties, and respects the convictions of others in matters of custom and religion.\n\nThis gives the basis for cooperation with the churches of America\n\nto the end\n\nthat they and we may help you in promoting and bringing about the develop¬\nment of a boy equipped personally with a power within himself, a desire to\nknow what is right and some motives for doing it; equipped personally to\nhave right attitudes toward life. Yes, equipped within himself to have power\nof selfcontrol, and the desire so that he can do the thing that is right because\nhis judgment tells him it is right and that he will refrain from doing the\nthing that is wrong because it is wrong.\nIn Scouting, we believe that attitude of mind is an important element\naffecting conduct. We believe that a general cultural education and the ex¬\nperience which a boy has as a member of a patrol and troop in group activi¬\nties under properly trained leadership, as well as the high ideals as developed\nin seeking to live by the Scout oath and law and the “good turn” require¬\nment, definitely contribute to giving the boy right attitudes.\nAttention is invited to the fact that the boy becomes a Scout voluntarily\nand he remains a Scout because he wants to. His attitude is that of playing\na game and he as a matter of course accepts the rules of the game. The\nfundamental responsibility, of the Boy Scouts of America as an organization\nin all of its relationships is, therefore, to create and maintain conditions so\nthat the boy intensely desires to be a Scout. Because of this fundamental\nfactor we find in Scouting that boys accept that ideal of Scouting as con-\n\n"}
{"page": 741, "printed_page": null, "text": "Department\n\nof\n\n737\n\nSuperintendence\n\ntained in its Scout oath and law without argument, without preachment, but\nsimply as a matter of course because it is expected of them as a part of the\nrules of the game.\nWe further believe that his experience as a Scout in doing the things\nwhich the program of Scouting inspires and stimulates, definitely forms de¬\nsirable habits of conduct reflecting a wholesome attitude toward life and\nrespect for others and for the community ; and that when\n\nthese acts and atti¬\n\ntudes are “worked-at,” they result in habits of conduct, and moral fibre,\ncharacter and a degree of selfcontrol which insure a better prepared citizen¬\nship — men of character, trained for the responsibilities of citizenship.\nWe have between us a great job in rendering an account of our steward¬\nship to the American people, and please let us help in every way within our\npower.\n\nTHE\nWALTER\n\nSCHOOL'S\n\nA. JESSUP,\n\nPRESIDENT,\n\nDEBT\n\nTO ITS FRIENDS\n\nUNIVERSITY\n\nOF\n\nIOWA,\n\nIOWA\n\nCITY,\n\nIOWA\n\nIt is fitting that, at the close of this great convention, we should rededicate\nourselves to the task of education itself. We should reaffirm our convictions\nas to the value of education. We should pledge ourselves to a reestablishment\nof our connections with the agencies that have brought schools into existence,\nthe agencies that maintain the schools, the agencies that depend upon schools.\nIt should never be forgotten that the schools are not ends, but means to the\nattainment of a citizenry of “free men” in all that this term implies.\nThe American public school has captivated the imagination of the nation\nand, indeed, of the whole world, for we have taken the public school to our\nhearts in a very distinctive way. Henry Barnard and Horace Mann could\nhave scarcely dreamed of the extent to which education has “prospered ’\nwithin the past hundred years. Even William T. Harris, perhaps our great¬\nest educational philosopher, could have scarcely expected such a thorough\ncommitment to public education as is apparent in this year of grace, 1930.\nThe statistician never tires of showing the growth in interest in public\neducation as measured by increase in the number of days in schooling, in¬\ncrease in the years in schooling, increase in the number of persons receiving\nschooling, increase in the number of school buildings, increase in the cost\nof the buildings, the enrichment of the curriculum, increase in the training\nand preparation of teachers, and increase in the compensation of teachers.\nHorace\n\nMann\n\ncentered his fight on the problem of general taxation as\n\nthe basis for public school support. Not until during the ’70’s was the matter\nof the legal right of the community to tax itself for secondary education\nsettled by the courts, and now we are told that upwards of 4,000,000 students\nare attending high schools daily. Nearly a million students are in college.\nMillions of students are carrying forward some form of adult education.\nIndeed, roughly, one out of every four of all the people of America, from\nbabes in arms to octogenarians, is enroled in some program of education. It\n\n"}
{"page": 742, "printed_page": null, "text": "738\n\nNational\n\nEducation\n\nAssociation\n\nis hard for us to realize that just a few years ago we were waging a campaign\nto insure compulsory education, and many of us find it difficult to appreciate\nthe fact that such a campaign is now being conducted in England.\nAfter the victory for compulsory education had been won came the neces¬\nsity for better methods and devices for teaching the heterogeneous mass of\nchildren thus assembled. Most of the younger superintendents recall the\ncriticism of yesterday implied in the words “retardation” and “elimination.”\nBut with improved methods of instruction, the enriched curriculum, and\nbetter teaching skills, we have in recent .years heard much less of “elimina¬\ntion” and “retardation.” It is the fashion now to view with alarm lest people\nare being educated out of their class, lest there be too many\npersons.”\nWe all remember\n\n“educated\n\nthe agitation of a decade ago against college domination\n\nof the secondary schools, together with the agitation for the diversified cur¬\nriculum which would provide for training for the industrial arts, home eco¬\nnomics, and agriculture. We hear less of that today.\nThe National Society for the Study of Education has put most of its\nenergy in the past two or three years on studies relative to the improvement\nin the teaching of the three R’s. The\narithmetic.\nThus, leadership in the programs\n\ncurrent yearbook is centered around\n\nof public education has always expressed\n\nits fears and hopes in these great gatherings of the Department of Superin¬\ntendence. A review of the programs of this department, since its establish¬\nment, furnishes a cross section of the shifting interpretation of the task of the\nschool. A comparison of the topics of discussion by decades reveals the fact\nthat the schools have come to have an ever larger task in carrying forward\nthe program of society. The .earlier struggles centered around the theory of\npublic taxation for the support of schools, around the theory of community\nresponsibility for education. After this battle was won came the problem of\nguaranteeing that all children would be reached by the schools. Then came\nproblems of adapting education to the heterogeneous group thus assembled.\nThen came problems of finance to meet the growing cost of mass education\nwith an enriched curriculum, and through it all has been the recognition of\nthe American school as an essential feature of American life.\nWith the passing of the decades, the parents have come to trust the schools\nmore and more with details formerly carried forward in the home. Industry\nand business have expected more and more of the schools. The state has\nrelied upon the school for training its citizens, and even the church has\nfound new uses for the school in carrying forward its program of religious\neducation and the molding of character. Thus, in no period in our history\nhave the schools held such a place of command. At no time have they been\nso fully depended upon. It is imperative that school boards, executives, and\nsupervisors have an ever clearer understanding of the world at large, to the\nend that right choices may be made in the selection of material for instruc¬\ntion, and that the right objectives may be set up toward which the program\nof education should proceed. There are many people who lament the fact\n\n"}
{"page": 743, "printed_page": null, "text": "/\n\nDepartment\n\nthat the home\n\nhas surrendered\n\nof\n\nSuperintendence\n\nso many\n\n739\n\nof its prerogatives to the school.\n\nThere always have been people who believed the school’s function was to\ngive the tools of knowledge only, leaving to the other institutions the task\nof interpretation, so as to insure attitudes and special skills.\nWhether we like it or not, these changes are here, these obligations have\nbeen assumed by the schools, and the school owes it to society either to dis¬\ncharge seriously the obligations set by its friends, or to repudiate them.\n\nThe subject of this address is “The School’s Debt to Its Friends,” and\none might ask, who are its friends? Does a school have any enemies? I can\nthink of none. Society, as it is organized today, has brought about the most\nelaborate scheme of division of labor that can well be imagined. Our effec¬\ntiveness and happiness depends upon each of us doing the part assigned to us.\nWith this widespread division of labor that is apparent on all sides, it\nbecomes imperative that each agent that undertakes a job must complete it\nin all seriousness. It might well be said that the best thing a school can do to\n\npay its debts to its friends is to do its job well.\nAs the home\n\nrelinquishes its hold on the child, it comes to place added\n\nresponsibility on the school. As industry abandons the apprentice system, a\nnew responsibility is placed upon the school. With the expansion of suffrage,\nthe state adds a burden upon the school. With the growth in leisure is added\na new responsibility for the school. These added responsibilities, coupled\nwith the facts involving universal mass education, present problems to the\nschool that challenge all of its leadership.\nThe logical and immediate solution for these problems has been in the\ndirection of standardization — standardization of hours, equipment, curricu¬\nlum, and teaching. It is true that standardization has cheapened the cost of\nmaterial things, and it must be admitted that it has increased the distribution\nof worthwhile things. But standardization is deadly to the spirit, and it is\nof the utmost importance that the schools resist the complacency that comes\nwith the standardized product. Leaders in our present industrial world are\nrecognizing this, and are spending vast sums of money in the attempt to\nbring about constant improvement. One great industrial leader is recently\nquoted as having said that industry’s only hope consisted in making people\ndissatisfied with the things that they have. For example, automobile produc¬\ntion is dependent upon the ability of industry to make dissatisfied customers.\nThe schools can learn much\n\nfrom this philosophy. Our great developments\n\nin the telephone and the radio, for example, have been enormously aug¬\nmented by the fact that these industries have maintained effective research\norganizations whose business it has been to challenge every existing thing,\nwith the hope of bringing about widespread improvement.\nIf ways could be found to carry forward experimental work in the fields\nof education, there is little doubt that our present educational customers\nwould become dissatisfied. Certainly there are better ways of teaching than\nthose now in general operation. Certainly there are better materials than\nare now in general use. Surely the last word has not been spoken as to schools.\n\n"}
{"page": 744, "printed_page": null, "text": "740\n\nNational\n\nEducation\n\nAssociation\n\nFor twenty years it has been said in high places that it is possible to tele¬\nscope the elementary and secondary school systems so as to save a year.\nMany people are suggesting that the secondary school and the junior col¬\nlege can be combined with a saving of two years. What steps have been taken\nto find out whether it is possible to telescope our present educational pro¬\ngram? The experimental evidence is almost nil. The experimental interest\nis by no means widespread. Unfortunately, we have been willing to rest our\ncase by descriptions of what has existed, by descriptions of what does exist,\nbut there have been all too few serious attempts to find out what might exist.\nA great industrial leader is reported to have said that the experts in his\nindustry have been chiefly of value in advising as to certain things that were\nimpossible, “but,” said he, “after listening to the statements of experts that\nthings were impossible, through our experimental laboratories we have been\nable to demonstrate their possibility, and have thus made all of our great\ncontributions to the industry.” You will recall the fact that the physicists\nagreed a few years ago that it would be impossible to make a flying machine.\nAs a matter of fact, the most interesting thing in this modern industrial\nworld, dominated as it is by machinery, is the fact that the dreamers back of\nthese great developments\n\nhave challenged everything, they have dared any¬\n\nthing, to the end that they have transformed industry, transportation, dis¬\ntribution, and communication. With it all they have released literally years\nof leisure for us all. Witness the short day and the five-day week.\nWho is there in this room who would dare to say that our present schools\nrepresent the last word\n\nin choice of material, in technic of instruction, or,\n\nindeed, in educational objetcives? Who knows whether or not we can tele¬\nscope the school course and save expense and time? Who kows whether or\nnot we are making the right selection of material in history, in English, in\nliterature, in geography, and what not to provide a clear understanding on\nthe part of the students of this complex world ? Who is certain of the work\nwhich we are offering in the school in the arts, in music, in painting, in\ndramatics ? Who is satisfied with the school’s emphasis upon the vague thing\nknown as values? With a short day, a short week, a short month, and a short\nyear of industry, how are we to spend these leisure hours sa as to insure\nsocial security, economic independence, and individual happiness?\nThe schools have expanded, and the schoolmaster is abroad in the land.\nHe is everywhere. His services are sought after by young and old, by rich\nand poor, by high and low. We need new knowledge, we need new wisdom,\nelse the thing which we give in response to this universal demand will be\ninadequate. If we fail, other agencies will take our place.\nThe National Education Association is interested in research and a little\n\nmoney\n\nis being expended. There\n\nare a few educational experiments, but\nabsurdly few; and almost none of them are carried with any degree of deter¬\nmination to see to it that the experiments function in generally accepted\nconclusions. Large sums of money are being expended in the fields of medi¬\ncine. New facts are recognized, new technics are accepted, and certainly in\n\n"}
{"page": 745, "printed_page": null, "text": "Department\n\nof\n\n741\n\nSuperintendence\n\nthe leading centers of training physicians, the research spirit abounds. Chem¬\nistry and physics have revolutionized industry. Botany and biology have\nchanged agriculture. Education should catch step with the world and ex¬\nperimental projects should be carried on in many places. The centers for the\ntraining of educational leadership should abound in experimental projects\nthat would lead to experimental attitudes that would lead to improved\npractises.\nIn conclusion may I say that the school’s debt to its friends can only be\npaid by the school’s doing the job to which it is committed, and in the carry¬\ning out of this program, we need the cooperation of the home, the church,\nthe state, and industry, to the end that we may be able to utilize the sciences\nnow available in the direction of experimental projects in improving the\neffectiveness of the schools, which may come about in the form of a shortened\ncourse, a reorganized curriculum, the introduction of modern devices in\nteaching school. The product of tomorrow’s school will need to live a richer\nlife, utilizing the margins of interest, if our civilization is to justify itself\nin being the home of “free men.”\nSociety depends upon us. When\na stone.\n\nENRICHING\n\nHUMAN\n\nthey ask for bread, we dare not give them\n\nLIFE THROUGH\nWALTER\n\nHow\n\nTHE\n\nFINE\n\nARTS\n\nDAMROSCH\n\ncan I thank you enough for this hearty reception except by turning\n\nit properly where it belongs, to this young, enthusiastic, and talented orches¬\ntra and to its creator and man who has watched over it and developed it to\nwhat it is today, Mr. Maddy.\nIt is a great honor to appear before the educators of our country, for you\nhold in your hands the entire future of our people. That you have proved\nyourselves more than able the past has demonstrated. You hold this greatest\nblessing of civilization, the education of man, the education of our youth, in\nyour strong and flexible hands, strong because they administer those great\nlaws of the proper development of the mind which the past, with its many\nthousand geniuses, students, and lovers of mankind, has evolved ; and flexible\nbecause you have kept an open mind for new ideas that may come up and\nthat can fittingly link themselves to that which you have given us through\nand because of the past.\nThat I personally am particularly grateful that your hands are not only\nstrong but also flexible can readily be understood, because I, as a musician,\nam grateful to you for having taken into your hands the great thought that\nmusic, its cultivation, the love for it is an absolute essential for mankind if\nit is to demonstrate a fitting culture. It is because of that that I now venture\nto call myself one of your youngest colleagues.\nGod has given us emotions, feelings, which we demand utterance for. It\nis for us, for you and me, to see that this utterance shall be noble, though\ndeeply felt, and that it shall connect us with the esthetic in nature, in art,\n\n"}
{"page": 746, "printed_page": null, "text": "742\n\nNational\n\nEducation\n\nAssociation\n\nand that is the cultivation of the beautiful. What\n\nthen can more fittingly,\n\nmore nobly develop those feelings in the young than a study of music and\nthe perception that a knowledge of it, a love for it is as much a part of our\nlife as those necessary studies which will fit us for the socalled practical side\nof maintaining our physical life.\nThat is now an old truism, and we, you and I, understand this, we are as\none about it, and the only marvel to me is, considering the youth of music\nin this country, how quickly this contest or battle, whatever you choose to\ncall it, has been won, and how unanimous now through all the United States\nof America this feeling is among our great educators, that music shall be\na part of the curriculum.\nI may say that what little I have been able to do in this direction was more\nor less local, as all of us who are placed within a certain limited circle. I gave\nmy concerts for forty years principally in New York City; I traveled with\nmy orchestra a great deal. Every other year usually I went to the coast. I\ngave hundreds, thousands of concerts, but they were for an audience of at\nthe utmost 3000 people, and they were for an audience that could afford\nliberally to pay for their tickets. In other words, music which should belong\nto the people has, until four years ago, so to speak, never been able to touch\nthose from whom we may expect the great geniuses of the future to come, and\nthat is the people at large, for in our country music has not gone the same\ncourse as in Europe. In Europe it sprang from the socalled common people\nthrough the folk songs, which were developed here and there among the\npeople, sung and passed from one mouth to another. This was the lovely\nheritage of the past, out of which the great masters not only sprung, but\nfrom which they drew their inspiration.\nIn America, the musical education began among the well-to-do classes who\ncould afford to engage professors to teach their children piano, singing, and\nperhaps a few of the orchestral instruments. The people at large had no op¬\nportunity of hearing music, and after all, the ear has to be educated in order\nto perceive the finer possibilities of music, the exquisite beauty of a symphonic\npiece played by a hundred, or as today by three hundred\n\ninstruments, each\n\ntelling its own story, playing its own melody at the same time that its neigh¬\nbor is playing a different melody; yet the two together making exquisite,\ntantalizing, sweet, and beautiful harmony.\nAll this has, and I am personally deeply grateful for it, been accomplished\nthrough the greatest scientific invention of modern\n\ntime, the radio, for\n\nthrough it not only have I been able for four years to give weekly symphonic\nconcerts to an audience which now numbers between eight and ten million\npeople every Saturday, but last year I was able to begin a series of music\nappreciation concerts for the children and the young people of our schools,\npublic schools, high schools, and colleges. I hoped that through this I would\nbe able not only to help such efforts as Mr. Maddy’s in developing highschool orchestras, but that I would create in general a knowledge among the\nyoung people that music is a language just as the English or the German\n\nor\n\n"}
{"page": 747, "printed_page": null, "text": "/\n\nDepartment\n\nof\n\nSuperintendence\n\n743\n\nthe French is. It is a language which especially and above all others expresses\nour feelings, feelings which the child has just as much as the grownup,\nfeelings of happiness, of sorrow, of joy, of misery, of reverence, of search for\nGod, of patriotism, of all those things that make up the sum and total of\nour inner life which is, after all, the relative.\nIn this we have been wonderfully successful. I think I perceived from the\nvery start what the possibilities and what the limitations of such concerts as\nI give should be, and that is that they are intended to supplement the real\nwork of teaching, singing, and of teaching the laws of music, because they\nshould especially develop a love for music in the children. After a child once\nloves something, to teach it further along the same road is easy.\nIn no sense would it be possible for me to supplant such teaching. On the\ncontrary, it should act as an encouragement, and through the love for music\nwhich we may hope to engender through our concerts, the local schoolboard,\nthe local supervisors of music, and the local teachers will be able, and are\nable, to evoke a greater interest among their pupils and to teach them that\nwhich every human being should know and that is to sing together, and, if\npossible, to play together. Therefore, if I may be considered as a kind of\nhenchman to such workers in this field as Mr. Maddy and others, I am more\nthan repaid.\nWe have this year in my concert over five million people. We began last\nyear with perhaps a million and a half of school children. The enthusiasm\nwith which this idea of mine was received all over the country is truly re¬\nmarkable. Radios have been placed in the schools as if by magic. Whole cities\nhave supplied themselves with radios; some of them bought by the schoolboards, others by the parents, others by music clubs, others by the children\nthemselves bringing their pennies and their five-cent pieces so that they, too,\nmight have their Friday morning concerts. So you see I am happy and grate¬\nful because at a titne of life when I thought I had pretty well done all I\ncould and I could not do more than repeat myself, thanks for the radio, I am\nagain brought into contact with what I love best of all, the youth of\nAmerica.\n\nCLOSING\n\nCEREMONIES\n\nPresident Cody: Mr. Tremaine, Director of the National Society for\nthe Advancement\n\nof Music.\n\nMr. Tremaine: As Director of the National Bureau for the Advance¬\nment of Music, it is my privilege to present to the boys and girls of the Na¬\ntional High School Orchestra a gold pin as a souvenir of this great occasion.\nIt is an emblem of the honor of being selected from all over the United States\nto demonstrate to the public school superintendents of America the great\nadvance which has been made in public school music within a very few years.\nWhile I cannot pay too much tribute to the members of the Orchestra and\nto those who have trained them for this outstanding event, perhaps the great¬\nest tribute should go to our public schools, which have had the foresight to\n\n"}
{"page": 748, "printed_page": null, "text": "744\n\nNational\n\nEducation\n\nAssociation\n\nsupply the demand for the fullest education, and which have proved this by\nproducing such an orchestra as the one to which we have just listened.\nPresident Cody: I want\n\nto say to the National\n\nHigh School Orchestra\n\n“thank you” for the boys and girls of America.\nThis is not a benediction but it is a “thank you” to the members of the\nDepartment of Superintendence for your loyalty and cooperation. At this\ntime I wish to present my successor in office, Superintendent Norman R.\nCrozier, of Dallas. He hails from Dixie. Superintendent Crozier.\nPresident-Elect Crozier: Mr. President, and Members of the Depart¬\nment, and Friends: There is a time and a place for everything, and this\nis not the time for a speech. I just want to say that I thank you from the\nbottom of my heart for the confidence that you have in me. I hope that you\nwill not regret it. I shall promise to work unselfishly, not for the north, the\nsouth, the east, nor the west, not for the Department of Superintendence,\nnot for the National Education Association, but wholeheartedly\nterest of the children of America.\n\nin the in¬\n\nAs my first pre-official act, I have the privilege to present to the prince of\npresidents the key which belonged to all the Past Presidents, but I warn\nSuperintendent Cody not to wear this until tonight after midnight.\nPresident Cody: Now a final word, and this is the last, let us go home\nand make education the spirit of life. I thank you.\n\n"}
{"page": 749, "printed_page": null, "text": "Department\n\nCONFERENCE\n\nOF\n\nof Superintendence\n\nSUPERINTENDENTS\n\n745\n\nOF\n\nSCHOOLS\n\nState House, Senate Chamber\n\nColumbus, Ohio\nMonday,\nC. B. GLENN,\n\nJune 30, 1930, 2:00 P. M.\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nBIRMINGHAM,\n\nALABAMA,\n\nPRESIDING\n\nMembers of the National Education Association and the Department\n\nof Superintendence: This is a conference for superintendents of\nschools scheduled to meet at two oclock this afternoon, and you will\nnote that we are beginning on time. We have missed from this gathering\nsome familiar faces among the superintendents. Someone has said that Frank\nCody is in the audience. I haven’t seen him but if he is here I want to give\nFrank five or ten minutes to tell us what he has in store for us in Detroit\nin February.\n(A talking motion picture was thereupon projected on the screen includ¬\ning a five minute talk as recorded by Mr. Cody in connection with the\npicture.)\nThe Chair: My friends, I am sure you join me in expressing thanks from\nthis group to the company who very kindly presented Superintendent Cody\nto us this afternoon ; the next best thing to having him here in person. Thank\nyou very much.\nAs you no doubt know, the one who should be presiding at this time is\nSuperintendent Norman R. Crozier of Dallas, Texas, the President of the\nDepartment of Superintendence. Some two months ago Mr. Crozier said to\nme that he expected to be abroad this summer and asked if I would take\ncharge of this meeting. He said that I would have nothing to do except pre¬\nside, that Mr. Shankland would prepare the program. Shortly thereafter I\nreceived a letter from Mr. Shankland telling me he was in a hurry for my\nprogram ; he wished I would send it right up, that the printer was waiting\nfor it. Over the wire we got busy with the men whose names appear here\nand very promptly they consented to give this discussion this afternoon.\nSo the program is here. As soon as it was in shape Mr. Shankland sent\nmimeograph copies throughout the land to the superintendents of schools and\nas a result I have had innumerable letters ; some expressing regret that they\ncould not be here to hear this program, some asking for printed copies of the\npapers, some asking if we would\n\nnot provide a court stenographer to report\n\nthe addresses. I take this to mean\n\nthat in selecting the subject — Character\n\nEducation — for discussion we have hit upon a thing that is of first impor¬\ntance to the school men and school women of America.\n\n"}
{"page": 750, "printed_page": null, "text": "746\n\nNational\n\nEducation\n\nAssociation\n\nIt is my pleasure at this time to present Dr. W. W. Charters, Director\nof the Bureau of Educational Research, Ohio State University, Columbus,\nOhio, who will speak on “Aims and Methods of Character Training in\nPublic Schools.”\n\nAIMS\n\nAND\n\nW.\n\nCHARTERS,\n\nW.\n\nMETHODS\n\nOF CHARACTER\nPUBLIC SCHOOLS\n\nDIRECTOR,\nSTATE\n\nBUREAU\n\nUNIVERSITY,\n\nOF\n\nTRAINING\n\nEDUCATIONAL\n\nCOLUMBUS,\n\nIN THE\n\nRESEARCH,\n\nOHIO\n\nOHIO\n\nThe belief that our civilization is changing rapidly has led inevitably to a\nquest for certainty. In the midst of perplexing problems we need to have\nsomething substantial to which to tie. The automobile, the radio and the air¬\nplane, symptomatic of radical changes, introduce new situations in which\nwe do not know exactly what to do. Whether the perplexities of this genera¬\ntion are more pronounced than those of any other generation we do not\nknow. Each generation feels that its social problems are a little more com¬\nplicated than were any of those that preceded them. But whether more or\nless, every person who is thoughtfully thinking his way through the world\nin which he lives needs to have, for the good of his soul, some fundamentals\n:>f which he can be certain.\nThis provides a setting for a consideration of the aims of character train¬\ning. The one major value that character contributes to the happiness and\nusefulness of individuals is a battery of moral traits and social ideals which\nhave been tested by the centuries. New situations may arise, novel perplexi¬\nties may emerge, and conventions may disintegrate, but the fundamental\ntraits of honesty, courage, and kindness are still as substantial as they were\nat the time of their first discovery and formulation. These are the anchors\nthat hold us solid. Situations may change, trait actions may be modified, be¬\nhavior may be altered, but these traits of character maintain their strength\nand solidity throughout the centuries. Superficial forms may be eliminated,\nbut we still believe that the essences of these traits are right.\nOne of the aims, therefore, of character training, is the development of\nthese traits which orient us in carrying through our purposes and in help¬\ning us to cooperate with other people. Our character traits are of two types.\nIn order that we may control our environment and develop our own pro¬\ngrams of living, we use the hard traits of honesty, forcefulness, courage, in¬\ndustry, and ambition. But in order that we may live happily in a social situa¬\ntion we make use of the gentle traits of kindliness, cooperation, and tact.\nThese two batteries of traits, the hard and the gentle, constitute in one re¬\nspect at least the equipment with which we provide ourselves and our chil¬\ndren in our preparation for life and our participation in its activities. With¬\nout these traits well developed and skillfully handled the child will, both\nduring his school days and in adult situations after graduation, be unable to\n\n"}
{"page": 751, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n747\n\ncope successfully and efficiently with the experiences which concern him.\nThe major function of the school is to develop these fundamental traits of\ncharacter.\nThere is a variety of ways in which traits of personality may be de¬\nveloped. One of them is so essential and so important that it becomes a\nmajor aim of character training. I refer to the ability to think one’s way\nthrough moral and social situations. In some forms and in some stages of\ncivilization the fundamental traits of character are impressed upon the\nyoung mechanically. Courage in such cases is learned through imitation, by\nthe use of scorn, ridicule, and pain. Courtesy is impressed through example\nand imitation, by suggestion, force, and punishment. While moral qualities\nunquestionably become deeply impressed in the tissues of character by meth¬\nods such as these, the learner does not have complete use of them in his quest\nfor certainty, because he sees them as ends of life rather than as tools of liv¬\ning. He has unreasoned use of them, and therefore an exaggerated opinion\nof their uses. His hold upon them is formal and rigid. They are fabricated\nfrom cast-iron rather than from pliable and tempered steel.\nIn order, therefore, that these traits of character be given their maximum\nusefulness, the school essays to develop them through the use of reason and\ndiscussion. Armed with the ability to think his way through situations which\ninvolve these traits, the child possesses more than ordinary power, he is in a\nposition to make new applications of old and tested standards in modified\nsurroundings, he becomes the master of these dependable instruments of liv¬\ning and uses them with intelligence and efficiency.\nThe third aim of character training in the public schools rounds out the\npicture. It is important that the child develop fundamental\n\ntraits of char¬\n\nacter; it is essential that his powers of reasoning in moral situations be de¬\nveloped ; but in addition to these aims, it is important that he have strong\nemotional convictions of the worth of these qualities of character. If he is to\nsecure his maximum solidity of life and purpose he must love and utilize the\nqualities that have been developed for exactly the purpose of giving him\nsolidity and power. This regard must be of the heart as well as of the\nhead. Feeling must supplement intellect in many perplexing situations in\nwhich a person is not sure of himself and his actions. Then he needs to love\nhonesty and sincerity, to admire courage and kindliness, and revere coopera¬\ntion and ambition. Without this strong conviction of the worth of these\nqualities of character — so strong that he is resentful when he discovers them\nbadly treated — he will not push through to the end of action and persistently\ncarry through his programs.\nIt would appear, therefore, that three aims of character training stand out\nas of major importance in directing the efforts of the public schools. These\nare, first, to develop established traits of character and personality; second,\nto teach children to think their way through situations which involve these\ntraits ; and third, to generate in children an emotional conviction concerning\n\n"}
{"page": 752, "printed_page": null, "text": "748\n\nNational\n\nEducation\n\nAssociation\n\nthe importance of certain qualities of character to them and to their gen¬\neration.\nTurning now to the second phase of our theme, we are ready to discuss\nthe important methods by which these aims may be accomplished.\nIn this case, as in others, methods are implied in aims. When we know\nwhat we want to do we have one cue to the method by which to accomplish\nit. In this way we have within the statement of aims a collection of methods,\nof which I shall mention the most important.\nFirst among the methods to be mentioned is the establishment of a cur¬\nriculum. If we wish to develop traits of character and help the students to\nuse them in coping with situations, it follows that we must first of all de¬\ncide upon the fundamental traits which we shall teach. In spite of the shy¬\nness of certain people in the presence of analyses of traits of character, it is\nnevertheless true that we all believe that some traits are extremely impor¬\ntant and that others are of lesser value. If this is the case, one should be quite\nwilling to state as definitely as he can just what traits he is going to empha¬\nsize because of their importance. Such lists of traits appear as codes of ethics\nor as programs which interested faculties and individuals draw up for their\nown direction. In order that the child may develop competency in handling\nselected traits the most common, important, and difficult situations in which\nhe finds himself are listed for purposes of discussion at appropriate times.\nFrom the application of appropriate traits to situations, behavior and con¬\nduct in the form of traits and actions develop in the teaching situation. In\nachieving the ends of character training it is important that the school know\nwith great definiteness the fundamental traits that they hope to achieve in\ntheir children, the most significant and typical situations in which the chil¬\ndren are likely to find themselves, and the appropriate lines of action to be\nfollowed in those situations.\nIn achieving the designated aims of education it must not be forgotten\nthat pleasure and pain are essential stimuli to action. It is a psychological\ntruism that action that is pleasurable is likely to be repeated, while the be¬\nhavior that is unsatisfactory tends to disappear. Similarly, it is a pedagogical\ntruism that good behavior should be reinforced by rewards and bad be¬\nhavior should be accompanied by penalties. The rewards are, of course,\nof many kinds and embrace both the lowly and the exalted. The pain may be\ncoarse or subtle. The schools will use both pleasure and pain. They will\nteach children that in fact to be good is to be happy. The school will regard\nthe elder brother much more highly than the prodigal son. It will praise ;\nit will prefer good action on the one hand ; and it will censure bad behavior\non the other.\nStrange as it may seem, the principle of praise of good behavior has never\nbeen fully and warmly accepted by school people. Censure we have. Criti¬\ncism we use. And both of them with freedom. Praise we use sparingly, for\nvarious reasons. We are afraid that it will make the children egotistical. We\n\n"}
{"page": 753, "printed_page": null, "text": "749\nDepartment\n\nof Superintendence\n\nprotect ourselves against the possibility of overpraise. We fear that tomor¬\nrow we may have to revoke the words that we used today. We are still\nvividly bearing upon us the marks of our Puritan ancestry. This is unfortu¬\nnate, because it deprives us of the instruments of reward and pleasure and\npraise in our efforts to develop the fundamental traits of character. But,\nfortunately, as artistic technics develop, we are coming to use a well-bal¬\nanced program of pleasure over the good and pain resulting from the bad\nin our public schools.\n\nIn our development of character we are coming to lay a great deal of\nstress upon extracurriculum activities. We are beginning to realize fully\nthat regular classroom situations do not constitute an area sufficiently broad\nto cover all the problem. Believing as we do that the child must be taught\nspecific forms of action in a variety of situations, we are forced to the posi¬\ntion that extracurriculum activities are indispensable in a program of char¬\nacter education. It is indispensable because in these activities, outside of the\nregular classroom procedures, are found a multitude of situations which\nprobably lie closer, and certainly do lie as close, to life as the regular class¬\nroom situation. If these situations lie close to the extra-school life of the\nchild, while still within teaching radius, it is essential that we should help\nthe children to develop the right forms of action in these situations which\ncome within our field of action in the schools. Thus we reveal a tendency\nto integrate the socalled extracurriculum activities into the curriculum. We\nsee football, baseball, dances, clubs, and hikes as opportunities for develop¬\ning honesty, courtesy, courage, kindliness, and industry. Thus we are able\nto double the area within which we can develop traits of character. And\nsome people have claimed that we can more than double the efficiency of\ncharacter development because these extracurriculum activities lie closer to\nlife than many of the formal exercises and situations of the classroom. The\nextracurriculum program of the school requires searching and intelligent\nattention by administrators and teachers so that, while, on the one hand,\nspontaneity is not squeezed out of extracurriculum\nwill become the standard of action.\nMany\n\nother methods\n\nlife, well-bred behavior\n\nmight be mentioned, but I shall close our discussion\n\nby calling attention to one of the most significant, and one of the least well\ndeveloped methods of developing the aims of character training. I refer to\nthe measurement of achievement. It is a fact of learning that children learn\nbetter if they can know how well they are achieving results through their\nefforts. It is an axiom of growth that one does not improve his technics un¬\nless he realizes their weakness. It is a matter of common knowledge that\nevidences of success encourage action. For all these reasons and others it is\nessential that the measurement of traits and qualities should be achieved.\nUnfortunately, however, not many of the fundamental traits can be ac¬\ncurately measured. It is difficult to demonstrate an increase in courtesy, un¬\nselfishness, industry, or honesty after a program of training has been carried\n\n"}
{"page": 754, "printed_page": null, "text": "750\n\nNational\n\nEducation\n\nAssociation\n\nthrough. A few of the less important traits, such as speed and accuracy, are\nmeasured\n\nin some type situations ; but, on the whole, the fundamental\n\ntraits\n\nhave not yielded to attention, except partially, as in recent studies in con¬\nnection with honesty. Yet it is important that measures should be devised,\nand, being important, it becomes the obligation of the school, through its re¬\nsearch agencies, to develop technics that can be used for measurement. The\ntask is difficult, but it is not insurmountable, and we may hope within a short\ntime, as history is judged, to have effective methods of measuring\nsults of effort in connection with training for character.\n\nthe re¬\n\nIt appears to me personally that the foregoingare the essential considerations\nin connection with the development of aims and methods of character training.\nCharacter training is given in the schools because fundamental\n\ntraits of char¬\n\nacter and personality are essential in this world of change. In the develop¬\nment of these traits it is important that the method be that of reasoning\nand thought and that the goal should be emotional convictions concerning\nthe value of traits. In achieving these aims a curriculum must be established,\nand particularly the era of extracurriculum\n\nactivities should be utilized.\n\nPleasure and pain in the form of rewards and punishments should be fully\nused in balanced form in developing right conduct and action. Persistent\nattention should be given to the development\nefficiency of teaching. With\n\na program\n\nof measurements\n\nof traits and\n\nwell-considered, systematically de¬\n\nveloped, and persistently followed — a program which contains the foregoing\nelements as essential factors in its structure and procedures — it is inevitable\nthat the aims of character training will be secured with increasing efficiency\nand intelligence throughout the years.\nSuperintendent\n\nGlenn:\n\nIn the opening address before the National\n\nCoun¬\n\ncil of Education on Saturday morning Superintendent Randall Condon\npointed out that this matter of Character Education was no new problem ;\nthat not only throughout\n\nthe history of our own\n\npublic school system in\n\nAmerica, but throughout\n\nthe history of all education it has been held up\n\nas the chief aim and goal.\nPerhaps the most important question that faces us today is the measure¬\nment of results. As each of us in our several fields are making attempts\nto do this job, perhaps it is worthwhile to have someone\nof testing results. The members of the Department\nknow\n\nthat the 1932 Yearbook\n\nof our Department\n\nsubject of Character Education. A Commission\n\nanalyze for us ways\nof Superintendence\n\nis to be devoted to the\n\nhas already been appointed\n\nand is at work. Superintendent Threlkeld is a member of that Commission,\nas is also the next speaker who is to appear on our program. It is my pleasure\nat this time to present Dr. Frank N. Freeman, Professor of Educational\nPsychology, University of Chicago, who\nCharacter Education.”\n\nwill speak on “Testing Results of\n\n"}
{"page": 755, "printed_page": null, "text": "Department\n\nTHE\nFRANK\n\nMEASUREMENT OF RESULTS\nEDUCATION\nN. FREEMAN,\n\nPROFESSOR\n\nUNIVERSITY\n\nOF\n\n751\n\nof Superintendence\n\nOF\n\nCHICAGO,\n\nIn many branches of education we now\n\nIN CHARACTER\n\nEDUCATIONAL\nCHICAGO,\n\nPSYCHOLOGY,\n\nILL.\n\nturn to scientific measurement\n\nas\n\na means of evaluating the theories and practices which prevail. The pro¬\nponents of new theories or new methods of instruction are asked to submit\ntheir theories and methods to scientific evaluation before they are accepted\nby the educational profession. While most students of the science of educa¬\ntion do not yet assert that all our procedures have been subjected to accurate\nscientific evaluation, they incline to the opinion that such evaluation is\ntheoretically possible and that it is simply a matter of time until we shall be\nable to make it.\nThe question with which this paper is concerned is whether this expecta¬\ntion is likely to be realized in the field of character education. Character edu¬\ncation swarms with diverse theories and methods of procedure. One person\nbelieves in the direct method, another is equally convinced that the only\nsuccessful procedure is the indirect method. One believes in the stimula¬\ntion of the emotions, another in the development of adequate understanding\nof social situations. One places reliance upon giving children responsibility\nfor their own conduct through the plan of selfgovernment or some other\nsimilar device. Another believes that control and discipline is essential. One\nbelieves that virtue should be rewarded, another that virtue is its own\nreward. One believes in the efficacy of selfanalysis, another that the child’s\nattention should be directed outward and away from himself. Shall we be\ncompelled to let the choice between theories and methods depend on which\nis pushed the most vigorously, or will it be possible to guide our choice by\nscientific evaluation ?\nBefore trying to answer the question whether it is possible to evaluate\ncharacter education scientifically, we should consider briefly what we mean\nby character and by character education. The meaning of character educa¬\ntion, of course, depends upon the meaning of character itself. We cannot\narrive at a complete definition of character education until we have defined\nwhat it is that we are trying to affect by character education.\nThere are some things that can be said about character education, how¬\never, which are independent of our definition of character itself, and which\nare not affected by the breadth or the narrowness of our definition of char¬\nacter. With the intensification of interest in character education, attempts\nare being made, and will be made\n\neven more frequently in the future, to\n\nidentify character education with some specific device or method. In oppo¬\nsition to any such attempts by the advocates of specific devices to appropriate\ncharacter education we should make it perfectly clear that character educa¬\ntion includes any means which may be available to promote the development\n\n"}
{"page": 756, "printed_page": null, "text": "752\n\nNational\n\nEducation\n\nAssociation\n\nor the improvement of character. It includes all suitable methods and\nall effective forms of control or direction. It includes prevention as well as\ncure. It includes general as well as specific measures, provided both can be\nshown to be effective. The measurement of character education, therefore,\nmust include the measurement of the results of all of these measures and not\nonly of specific devices.\nWe come to the heart of our problem when\n\nwe ask ourselves what the\n\nnature of character is. The term “character” may be used in three senses.\nAccording to the first use it merely designates the sum total of the char¬\nacteristics of the individual. It is a purely descriptive as distinguished from\na normative term. To indicate a person’s character in this sense would be\nto say whether he is rapid or slow in his reactions, whether he is energetic\nor feeble, whether he is aggressive or meek, whether he is persistent or\nvacillating, and so on. The sum total of such characteristics makes up what\nwe call the individual’s personality. The descriptive account of one’s per¬\nsonality involves in the first instance no judgment as to whether the various\ncharacteristics are desirable or undesirable. This purely descriptive account\nof the individual’s characteristics may be followed up by later judgment\nconcerning them ; and the discovery of methods of analyzing character in\nthis descriptive sense may contribute toward the evaluation of character in\nthe normative sense. But description may be carried on independently of\nevaluation.\nCharacter may be looked on, in the second place, as made up of the\ncharacteristics of an individual evaluated as desirable or undesirable with\nreference to the individual’s own welfare or success. In this sense one may\nbe spoken of as having a strong character or a weak character. These terms\nare used in something more than a descriptive sense, but they have reference\nchiefly to the individual as an individual rather than as a member of a\ngroup. Thus, one my have a strong character and carry out his purposes\nwith energy and persistence, although those purposes are inimical to the\ninterest of the community. The individual may have his impulses and desires\nunder firm control and may be able to subordinate his momentary impulses\ntoward distant ends. These characteristics might be considered as desirable\nfrom the point of view of the organization of the individual’s personality,\nbut they would not warrant us saying that the person’s character was good\nfrom the point of view of the group, because the purposes which were thus\ncarried out might be of a narrowly selfish order. If the individual saw far\nenough, of course, he would realize that the ultimate satisfaction ot his own\ninterest is to be attained only by working for the interest of the group.\nMany individuals, however, do not recognize this, and the result is that\ncharacter defined from the individual point of view often takes on a different\ncomplexion from character looked on from the point of view of society.\nFinally, then, we must define character in terms of behavior considered\nin its social setting and its bearing on the welfare of the group as a whole.\n\n"}
{"page": 757, "printed_page": null, "text": "Department\n\nof Superintendence\n\n753\n\nFrom\n\nthis point of view the development and organization of the traits of\nthe individual are important, but they are only important because they make\nthe individual more or less effective in his relations with his fellow men.\nThe individual is a unit in a great social organism. We can only evaluate\nthis unit as we know how it plays its part in the organism as a whole. If it is\na destructive agency and if it exercises its power toward sinister ends its\ncharacter must be judged as bad even though it possesses great strength.\nIt is this social conception of character which education must keep steadily\nbefore it as the goal of character education.\nOne more comment on the meaning of character. We may think of char¬\nacter as made up of behavior or of overt actions, on the one hand, or we\nmay think of it as made up of the traits or characteristics which manifest\nthemselves in overt behavior, on the other hand. Action is the final test of\ncharacter, but it is sometimes more convenient to describe the traits and\ncharacteristics which commonly express themselves in given types of be¬\nhavior than it is to describe the behavior by which these traits are expressed.\nWhenever we describe traits or characteristics, we should always keep in\nmind the fact that they are significant only as they find expression in be¬\nhavior. Among these traits or characteristics should be included all which\nmay have an influence on behavior. If intelligence or other intellectual char¬\nacteristics influence behavior they should be taken into account. If attitudes,\neither those which have been built up through experience or those which ex¬\npress the inherent nature of the individual, affect behavior they should be\nstudied. If behavior is influenced by emotions they should be taken into\naccount. Our view of character and of character education must be broad\nenough to include all the factors which influence behavior.\nLet us examine these different elements in character somewhat\n\nfurther.\n\nAn incomplete view of character will result in an incomplete conception of\ncharacter education and also an incomplete measurement of character.\nThe part which intelligence or understanding plays in character is not\nalways clearly recognized. If, however, we judge character in terms of\nsocially constructive behavior, it must be evident that understanding has\na large part to play in it. Benevolent intentions alone do not make conduct\nwholesome in its effect. Good intentions frequently shoot wide of the mark\nbecause of the failure of the individual to conceive the situation correctly.\nOne may intend one thing and achieve another because one is not able to\nforesee the consequences of one’s act. The way one conceives the situation\nmay also determine the feelings which are aroused by it, and thus influence\nthe response indirectly as well as directly.\nIt is hardly necessary to stress the fact that the emotions are important\nfactors in conduct. Our\n\neveryday observation that anger or fear may be¬\n\ncloud a person’s judgment is confirmed by the analysis of the conduct of\nboth children and adults which is made by the psychologist and the psychi¬\natrist. Emotions, on the other hand, may energize and promote desirable\n\n"}
{"page": 758, "printed_page": null, "text": "754\n\nNational\n\nEducation\n\nAssociation\n\nconduct. The problem lies in the control of the emotions and in their attach¬\nment to the right object.\nSomewhat like emotions in their bearing on conduct are attitudes. Our\nattitude toward\n\nan object is made\n\nup partly of our ideas about it and our\n\nfeelings toward it. Attitudes might almost be called incipient actions or pre¬\ndispositions toward action. Attitudes as determiners of conduct must also\nbe included in our notion of character.\nFinally, we must take notice of habits. Habits represent an element of\ninertia in conduct. This inertia may be good or bad according to the original\ncharacter of the habits and their relation to the demands of particular situa¬\ntions. Habits are sometimes regarded as the sum and substance of character.\nBecause they do determine behavior to a large extent they must be given an\nimportant place in the description of character. Because habits can be modi¬\nfied, however, and because the individual is frequently unable to make the\nnecessary modification of his habits in order to secure a better adjustment to\nthe world in which he lives, habits must not be regarded as the whole of\ncharacter.\nIf we accept this account of what character is we must now turn to the\nquestion as to what education can do about it. If education can affect these\ncharacteristics of the individual, it can affect character, and the methods\n\nby\n\nwhich they can be changed are the methods of character education. The\nmeasurement of the effects which are produced by such education, moreover,\nwill be the measurement of character education.\nIt is clear that one of the aims of education from time immemorial\n\nis to\n\ndirect the development of the child’s understanding. In recent years we\nhave become aware of the fact that the understanding of the world about\nhim which the child can attain is limited to some\n\nextent by his native -ca¬\n\npacity or by his intelligence. It may seem a far call from the use of intelli¬\ngence tests to character education but there is after all a rather important\nand direct connection between\ncapable of understanding\n\nthe two. If the child, for example, is not\n\nthe complex\n\nand political life of a modern\n\nrelations which make\n\nup the social\n\ncity, he will not be able to grasp the sinister\n\nsignificance of the prevalence of graft in municipal government. The scope\nand methods of character education will then be determined in some meas¬\nure by the determination\nintellectual maturity.\nAssuming\n\nof the child’s intelligence and the level of his\n\nthe necessary intelligence, the education of character on the\n\nintellectual side would seem to take two forms. The first is the develop¬\nment of correct basic conceptions of social life, and of the world in which\none lives, and second, the development\n\nof the ability to solve problems. An\n\nunderstanding of society and of the principles which govern the organiza¬\ntion of persons into groups furnishes the background for the solution of\nthose particular problems which confront the individual. Social science,\n\n"}
{"page": 759, "printed_page": null, "text": "Department\n\nof Superintendence\n\n755\n\ntreated both as a body of facts and as an exercise in thinking, is the sub¬\nstance of character education on its intellectual side.\nWhen\n\nwe consider the emotions we\n\nare confronted with the same\n\ncom¬\n\nbination of inborn dispositions and of the effects of experience and train¬\ning. The violence or the placidity of one’s emotions and perhaps the pre¬\ndisposition to emotions of one sort or another, such, for example, as elation\nor depression, may be constitutional. Persons of one constitutional tempera¬\nment may then require different treatment from those of quite a different\ntemperament ; but whether they are treated differently or not the emotional\nexpression of all persons is influenced to a large degree by environment and\ntraining. As has already been remarked, one’s emotional expression will de¬\npend to a considerable extent on one’s ideas. If one, for example, believes\nthat an apparent affront is a deliberate insult, one’s emotions will be quite\ndifferent from that which will be aroused if one interprets the action as an\nunintentional blunder. Beyond this it is possible by training to develop gen¬\neral emotional control.\nHabits also are chiefly learned and, therefore, due to education broadly\nconceived. Human beings doubtless possess certain general impulses or\nurges which are the common sources of the motivation of conduct. The\npoint is that the same general impulses, such as the desire for recognition,\nmay find its expression in a variety of ways. We need to understand how\nthe child’s acts go back to these fundamental urges, but we need also to\nrecognize that the particular expression which they take and the habits\ninto which they become crystallized can very largely be determined by the\ntreatment the child receives.\nWe now come, after this lengthy running start, to the problem of measure¬\nment itself. The purpose of the preceding discussion has been to indicate\nwhat it is we should attempt to measure. We shall now inquire how these\nelements of character may be measured and what success has been attained\nin devising measures for them.\nThe fact that some of the features of behavior, or factors in behavior,\nwhich have been mentioned, include some innate elements might suggest\nthat these should be measured separately and taken into account in evalu¬\nating education, and predicting its possibilities. It might be desirable, if\nwe could do so, to thus separate the innate elements from those which are\nacquired. Some attempts have been made to do this in the case of intelli¬\ngence and of will temperament or emotional temperament. The effort has,\nperhaps, been most successful in the case of intelligence; but even here we\nmust admit that we are measuring the combination of capacity and the\neffects of education. Without attempting strictly to isolate the innate fac¬\ntors it still seems likely that tests which are designed so far as possible to\nreveal the child’s native constitution will serve as a rough guide in differ¬\nentiating the methods to be pursued in influencing the behavior of indi¬\nvidual children.\n\n"}
{"page": 760, "printed_page": null, "text": "756\n\nNational\n\nEducation\n\nAssociation\n\nFor this purpose we now possess reasonably satisfactory tests of intelli¬\ngence. In the field of will temperament and emotional temperament, how¬\never, the attempt to devise appropriate tests has thus far not been highly\nsuccessful. The differences which these tests measure may be significant, but\nwe have not yet discovered what their significance is. Certain tests have\nbeen devised for the purpose of measuring neurotic disposition. The best\nknown example is the Woodworth-Mathews Questionnaire. Since nervous\nstability or instability is unquestionably a factor in conduct, the measure¬\nment of neurotic tendencies should be of some value in enabling us to deal\nwith the individuals who possess them. Such tests, therefore, give promise\nof usefulness, although they are not yet far enough developed for general\nuse in dealing with the individual child.\nThe tests which have been mentioned are not so much designed for the\nmeasurement of the effect of character education as for the measurement\nof certain factors which have to be taken into account in character edu¬\ncation. There is a type of measurement of emotion, however, which may\nbe used somewhat more directly. This consists of the emotional changes\nwhich take place upon having certain experiences. Take, for example, the\ncase of erotic emotions. Parents and educators are much interested in the\nquestion whether\n\ncertain types of motion pictures produce an undue\n\nde¬\n\nvelopment of such erotic emotions. If we can measure these 'emotions by\nthe socalled psycho-galvanic reflex method, or by other methods, we can\nthen determine whether emotions wdiich are aroused by the motion picture\nin question increase or decrease upon repeated viewings of this type of pic¬\nture. This determination of whether the emotion increases or decreases\nin intensity would not give a complete answer to the question whether\nthe effect is good or bad. But it would at least provide us with some solid\nfacts which would contribute toward the solution of the problem.\nWe approach somewhat more closely to the direct measure of the re¬\nsults of character education in the use of tests to measure the understand¬\ning of moral issues. A number of tests have been devised requiring the\nchild to rank offences in the order of their seriousness, or in some way to\nevaluate their gravity. Somewhat similar tests have been worked out to\nmeasure the child’s understanding of social usages. The relation between\ngood manners or conformity to social usage and good behavior in the\nethical sense is probably much closer than we commonly suppose. Such\ninformation tests or tests of understanding are not yet sufficiently compre¬\nhensive to enable us to measure the child thoroughly, but they enable us to\ntrace some\n\nof the relations existing between\n\nunderstanding\n\nand other fac¬\n\ntors such as intelligence and character of the child’s home.\nIt may be objected that when we measure understanding\n\nwe\n\nare not\n\nmeasuring behavior and that there is no guaranty that conduct will accord\nwith knowledge. It is true that conduct is affected by other ’factors, such\nas the emotional factor, as has already been said, but it is probable that the\n\n"}
{"page": 761, "printed_page": null, "text": "Department\n\nof Superintendence\n\n757\n\ndisharmony, which sometimes seems to exist between knowledge and con¬\nduct, is due not to a real contradiction between the two, but to the fact\nthat apparent knowledge\n\nis not real understanding.\n\nIt may\n\nimitative repetition of the opinion of others. Furthermore,\n\nonly be an\nwhile under¬\n\nstanding may not guarantee conduct corresponding to it, a failure to cor¬\nrectly comprehend the situation is pretty likely to produce conduct which\nis inappropriate to it. If education which is directed toward the improve¬\nment of conduct, then, can be shown to produce a substantial improve¬\nment in the comprehension of social situations by children, we have good\nreason to expect that it will produce an improvement in their conduct.\nAttitudes have been described as potential or incipient forms of con¬\nduct. If changes in attitude are produced by education, then, there is good\nreason to think that important changes in conduct will accompany them.\nVarious types of tests and scales for the measurement of attitude have\nbeen devised and these scales have shown that there are characteristic dif¬\nferences in the attitudes of different people, and that definite changes in\nattitude may be produced by means of instruction. This has been shown\nto be true of specific attitudes toward particular objects or persons. Whether\nit is also true of more generalized attitudes has not yet been demonstrated.\nIf the object of instruction is to produce definite attitudes, it now seems\nquite possible to devise scales which will enable us to measure the success\nof education in accomplishing this object.\n\nThe argument thus far has been that understanding, emotion, and atti¬\ntude underlie conduct, that education directed toward the modification\nof these factors is character education and that the measurement of changes\nin understanding,\n\nemotion, or attitude is a measurement\n\nof the result of\n\ncharacter education. We need not rest content, however, with the measure¬\nment of underlying factors but may undertake a direct measurement of\nbehavior itself. This has been attempted with a number of forms of behavior.\nThose\n\nwhich\n\nmeasures\n\nhave the most direct bearing upon\n\nsocial adjustment\n\nare\n\nof trustworthiness, truthfulness, and honesty. It will be seen\n\nthat these forms of behavior are very closely alike and might even be con¬\nsidered as different manifestations of the same underlying form.\nThe\n\nmost extensive experiments in the direct measurement\n\nare the studies of truthfulness and honesty by Hartshorne\n\nof behavior\n\nand May. These\n\nstudies deal only with a small section of behavior and the authors them¬\nselves regard their extensive tests as constituting still only a very incom¬\nplete measure of these forms of behavior. They are extensive enough, how¬\never, to make it possible to work out certain correlations and to compare\nthe behavior of groups of children who\n\nhave been given different forms\n\nof treatment. A single illustration will suffice, since the method has only\nbeen carried far enough thus far to indicate the possible uses of the technic\nand has not yet been applied widely enough to enable us to make\n\nany gen-\n\n"}
{"page": 762, "printed_page": null, "text": "758\n\nNational\n\nEducation\n\nAssociation\n\neral evaluation of prevailing methods of character education.\nin question, however, is striking.\n\nThe example\n\nIn a certain school, in which the tests of deception were given, an organi¬\nzation existed for the purpose of interesting school children in the achieve¬\nment of virtues through practise. “When we encountered this scheme,”\nthe authors report, “each child was expected to keep a daily record of\ncertain good deeds (among which were truth telling) ; and, to stimulate\nhim in his efforts and so make sure that each virtue was properly practised,\nhe was rewarded for a good record by being advanced in the organization\nfrom rank to rank. Obviously a premium was placed on making a good\nshowing.” When the boys that belonged to this organization were compared\non five tests with those who did not belong, the boys who had been sub¬\njected to this method of character education cheated much more than the\nothers in four out of five tests. Several other comparisons were made, such\nas between children who receive religious instruction and those who do not,\nor between children of different degrees of intelligence, different social\neconomic status, different occupational level of parents, different religious\naffiliations, and so on. Two small and, therefore, inconclusive experiments\non the effect of teaching honesty are reported. Since it is not the purpose\nof this paper to summarize the results of measurements in the field of\ncharacter education, this investigation is referred to only to illustrate the\npossibilities of such measurement.\nThe foregoing discussion has shown that it is possible to evaluate or to\nmeasure certain factors which underlie the practise of character education\nand that in a few specific instances it is possible to evaluate the results of\ncharacter education. The technics which are now available, however, cover\nsuch a small portion of the entire field that they serve simply to illustrate\nthe possibility of applying the technic of scientific measurement\nto other fields of education.\n\nto this as\n\nBefore attempting to sum up the entire question some notice should\nbe given to a quite radically different form of procedure. The method which\nhas been described falls under the general head of the technic of standardized\ntests. Such tests are used commonly to measure rather narrow and specific\nfunctions with a high degree of accuracy in the case of a large number\n\nof\n\nindividuals. The other method consists in applying a large number of meth¬\nods of measurement or a large number of observations in the study of one\nindividual at a time. This is sometimes called the case study method. In its\nmost highly developed form this intensive study of an individual is con¬\ntinued throughout a considerable period of time. The method is illustrated\nby Healy’s study of delinquents. This method of study is capable of yield¬\ning convincing evidence concerning the causes of good or bad behavior\non the part of the individual, and concerning the effect of methods of treat¬\nment which may be applied to him. It is complementary to the method of\nthe standardized test. It makes use of standardized tests and increases in\n\n"}
{"page": 763, "printed_page": null, "text": "f\n\nDepartment\n\n759\n\nof Superintendence\n\naccuracy and completeness as more and more standardized tests are de¬\nveloped.\nWe have now reviewed a number of methods which have been applied\nto the study of behavior and which may be applied with greater or less\nsuccess to the measurement of the results of character education. Do these\nmethods taken singly or together constitute an adequate means at the present\ntime to evaluate scientifically the general program of character education?\nProbably not. The many features of such a program would at present have\nto be evaluated in large part on other grounds. Recourse might be had, for\nexample, to general educational theories, general psychology, psychology of\nlearning and individual differences, and observation of the results of instruc¬\ntion. We may, however, even now, evaluate provisionally certain particular\nprocedures which may be used. The unfavorable result of one of the rather\nwidely used methods, which has already been cited, should warn us to be\ncritical of mushroom systems of character education. We can afford to wait\nwith some patience the development of further scientific methods of evalu¬\nation rather than introduce into the school too hastily a host of untried\nand dubious methods.\n\nCHARACTER\nA. L. THRELKELD,\n\nEDUCATION IN THE\nCURRICULUM\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nREGULAR\nDENVER,\n\nCOLO.\n\nI have not prepared a paper for this afternoon for many reasons. Per¬\nhaps one of them was suggested to me by a remark that Mark Twain made\nonce. When somebody asked him if he always wrote exactly what he\nthought, he said, “Yes, I always do but I am very careful to modify it\nbefore I send it to the printer.” So I felt I wanted to say some things rather\ndirectly about the situation in the curriculum of our schools, and that if I\nthought about it too long I might not say exactly what I thought. Then\nupon getting here I find there is a stenographer present, that what one says\nis likely to be reported anyhow, and that scared me again.\nI feel we have some matters to consider with regard to what we attempt\nto teach in our schools that require a great deal of character, if I may put\nit that way, on our part. Dr. Charters has spoken about certain traits that\nhe believes constitute good character. Among them he mentioned the trait\nof courage. I wonder if, in dealing with, let us say, out high-school program\nof studies and presenting it to the young people who enrol in our high schools\ntoday, we have the courage to present to them in that program that which\nwe think ought to be presented. And if we do not have the courage to do\nwhat we think ought to be done in the way of reorganizing our program\nof studies at any point, are we in a very good position to attempt to teach\ncourage to boys and girls?\nFrom another point of view it might be pointed out that one of the\ncharacteristics of character, if I may use that terminology, is the disposition\n\n"}
{"page": 764, "printed_page": null, "text": "760\n\nNational\n\nEducation\n\nAssociation\n\nto face realities. The strong person has a tendency to face realities without\nflinching, to face them directly, to be forthright and all which that implies.\nI am told by psychiatrists that one of the outstanding symptoms of a certain\nmental disorder is the tendency to shrink from reality, simply to flee from\nit and refuse to face it. I get the suggestion once in awhile, after I consider\nwhat we have insisted upon teaching in our traditional courses of study, that\nin education we have been guilty of some mental disorder of this kind : that\nwe have shrunk from realities and have gone ahead presenting to our boys\nand girls courses of study which evolved in a situation no longer with us,\nand that we are leaving out of our program of studies many problems that\nwe could take up which are obviously pertinent to the present situation.\nWe need, then, to practise the courage which we preach to these young\npeople.\nI am one of those who believe, and I realize the force of the statement\nthat every generation has felt it faced problems far more difficult than\nany preceding, that somehow as a result of this industrial revolution and\nall of our mechanical inventions we are facing problems today of a social\ncharacter that are much more acute than any people have had to face in any\nperiod of which we have any record ; that in education there is a tremendous\nlag behind of the change that has been made in society in general ; and that\nwe have in the main a program of studies which is far behind the actual\nneeds of life.\nIn Dr. George Albert Coe’s recent book “What Is Christian Education?”\nI believe he makes a statement that a young man in the early nineteenth\ncentury was much closer in all the life that he touched to the year one than\nhe was to the year 1930.\nIn discussing the need of a program of new humanities in education, Dr.\nRoss L. Finney, in his book “The Sociological Philosophy of Education”\nmakes the statement that “for putting our young democracies to death with¬\nout bloodletting or commotion, Latin, mathematics, rhetoric, and foreign\nlanguages would have proved the most effective brand of chloroform that\ncould have been devised.”\nThis may be an extreme statement. I want to make it clear that I believe\nthe teaching of those subjects has a place at certain points in our educational\nscheme. In fairness to the author just quoted I want to say that he does not\nrule these subjects out of a place in the curriculum. But I think you will\nagree that to the extent that we have worshipped at the shrine of teaching\nthe mere forms by which we express ourselves, we have anesthetized our¬\nselves concerning the more vital things for which we need expression, that\nwe have taken up a great deal of time in the typical high-school student’s\ncurriculum with certain training which is not directly related to any of\nthe social problems which he will face and which he cannot face unless he\nhas developed the proper intelligence and character for facing them.\nIn this there is a great responsibility for us. It is pointed out by the same\n\n"}
{"page": 765, "printed_page": null, "text": "Department\n\n761\n\nof Superintendence\n\nauthor that “excessive attention to the forms of language may be quite\nproperly suspected as a symptom either of social degeneracy or else of a seri¬\nous educational lag. Certain episodes in the history of education would seem\nto indicate that when civilization is growing sterile or becoming moribund\nthe forms of language tend to dominate the curriculum, to the detriment of\nactual subject matter.” Is it not true that we have dealt more in education\nwith the forms by which we are to express ourselves than we have in the\ndevelopment of that sensitivity toward the needs of life which is necessary\nas a basis for an urge to say and do ?\nIt has always seemed to me that most of the boys and girls I have known\nwill go a good distance themselves toward finding the ways by which things\nare to be said and done if a real desire to say and do something is developed\nwithin them. We have been placing the emphasis, I believe, too much in\nthe wrong place so far as the traditional curriculum is concerned. Should\nwe not become thoroughly aroused to this fact? There has been some\nawakening, to be sure, but there is still much slumbering while democracy\nmay be burning or dying for want of intelligent study.\nNow to get more concretely to what I have in mind, I just wrote down\nhere a list of questions that came to my mind in trying to evaluate the tra¬\nditional program of studies from the point of view of its addressing itself to\nthe big problems that all people are concerned about today who do any\nthinking at all on life as it is.\nWhat are the social implications, for example, of the concentration of\neconomic power in the hands of the few?\nI know it is dangerous to raise a question like that, for immediately some¬\none wonders whether the person raising it is an anarchist, a bolshevist, or\nsomething of that kind, yet I claim I am not any of these. I am not even\na Socialist ; I believe in the institution of private property. I am merely\nraising a question here which is getting much attention outside of school.\nIs it not interesting to consider that we have gone through a period in the\nevolution of civilization in which we did trust political autocracy so we no\nlonger need fear discussing political democracy in our schools? We long\nsince came to distrust political autocracy. We even came to hate it, and we\nset up a form of government\n\nin this country presumably\n\nmaking a political\n\nautocracy impossible. We have listened to the argument that a good auto¬\ncrat is the best governor and under a good autocracy perhaps we could\nhave the very best form of government, but we have learned we cannot al¬\nways have a good autocrat in office and we would rather trust to the bungling\nways of a democracy than to depend upon having a good autocrat in political\noffice all the time. Of course there are other considerations that bear on\nthis issue too. But have we\n\nevolved the same degree of intelligence with\n\nregard to another method of control which is exercised over people, a con¬\ntrol that certainly is as vital as any control that was ever exercised through\npolitical channels, namely, economic\n\ncontrol ? It is of tremendous\n\nsignifi-\n\n"}
{"page": 766, "printed_page": null, "text": "762\n\nNational\n\nEducation\n\nAssociation\n\ncance that there are a few individuals controlling enough of the economic\ngoods of this country to have the welfare of hundreds\n\nof thousands, even\n\nmillions, of people in their hands with relatively little enforceable responsi¬\nbility to anybody except themselves concerning what they do with that\npower. Perhaps this is the best that can be done about it. I realize that many\nof them through their own goodness have evolved a sense of social responsi¬\nbility. I am not among those who think that as a class those who possess\nthis power are bad. But we were not willing to leave political power in that\nstatus and I wonder if in the future we will be willing to leave economic\npower in that status when it affects large numbers of people. We see begin¬\nnings now along the line of government regulation of industry at certain\npoints. There is a tremendous issue here about which our young people need\nto develop their intelligence. They will be able to meet the issue only to\nthe extent that they develop proper character to face it courageously and\nthe necessary intelligence to be constructive about it.\nWhy distrust then a political autocracy and trust an economic one ? Is the\nlatter any safer than the former, even as economics ? Can we conclude that\nas political autocracy has had its day, so economic autocracy will some day\nhave passed into history?\nThis is just a little comment by way of illustration which I picked out\nof the Journal of the National Education Association some issues ago. It\nappeared in an editorial in which it was revealed that there are eleven thou¬\nsand people in the United States at this time who, on the basis of net in¬\ncomes reported to the United States Government for taxation — incomes re¬\nported after every deduction presumably had been made that could be made\nunder the law — eleven thousand people who could pay the entire bill of\neducation in this country from the kindergarten through the university.\nThis is presented not as something necessarily wrong but merely as an illus¬\ntration of a condition and possibly to show that there are, notwithstanding\nthe hue and cry about the cost of education, at least some people in the\ncountry who have not been bankrupted by school taxes or any other kind.\nAnother problem: Does our taxation system need reform and how much\nconsciousness of that problem does the typical high-school graduate have?\nHas his school life developed in him a sensitivity toward that problem? Has\nhis desire to do something good for society in connection with it been de¬\nveloped by anything which we have given him in our schools?\nDo we not need to consider the changed character of wealth, whether\nthere have arisen new sources of wealth which need to be taxed and old\nsources that should be taxed less in the interest of fairness ? Do we not need\nto consider that certain centers of wealth in this country may be hundreds\nof miles from the territories from which they draw their wealth, and that\nany equitable and fair system of taxation will tax that wealth where it is\nand invest it where it will do the most good for the country as a whole?\nHow equalization of economic and other types of opportunity is involved in\n\n"}
{"page": 767, "printed_page": null, "text": "/\n\nDepartment\n\nof Superintendence\n\n763\n\nthis one issue alone, it seems to me, is something we need to study. Are not\nthese questions involved in the development of character?\nWhat is the meaning of unemployment in this country or any other\ncountry? Is it a necessary social fact?\nOne of the most outstanding of business men in the United States is\nrecently reported by the press to have said in a public address that unem¬\nployment is not necessary ; that it is merely a symptom of our stupidity con¬\ncerning our social problems.\nWhat is the meaning of this talk about overproduction of the world’s\ngoods when we have millions of people starving for the want of those goods ?\nIs it a fact that we have specialized throughout the machine age up to date\nin production and have not sufficiently studied technics of distribution and\nconsumption of the world’s goods?\nIs it not on this latter side that we have our great opportunity to serve\nthe welfare of humanity?\n\nProduction\n\nis a wonderful\n\nthing for civilization\n\nif we solve the problem of distribution and elevate the standards and ca¬\npacities of consumption on the part of the masses of people.\nHow do elevating the standards of living, the facts of income possibilities,\nand the like, affect the home? Is it presumptuous to raise a question like\nthis with young people today? I have cause to believe that they are raising\nit themselves, whether we raise it with them or not.\nWhat are we going to do about sex education ? Most of us, I know, prefer\nthat it be cared for in the home by parents ; but if the home does not do it,\nthen what ? Does not the history of education clearly show that out of sheer\nsocial necessity the school comes to assume those vital educational functions\nwhich are not carried out by other institutions? Certainly there is a need\nhere which has to be met ; and, if I may be pardoned this personal illustra¬\ntion, it has not been long since a young man just out of one of our high\nschools came to me personally, having heard me talk to a group of boys at a\ndinner in which I merely made reference to the question, did not discuss it,\nand told me that it was a common thing for the boys and girls in the high\nschool he had attended — and this was a splendid young man, a very respon¬\nsible young citizen — to discuss this matter among themselves, even at the\ncafeteria table. And yet we are afraid, perhaps properly so, at this time — I\ndo not know — to give that subject any attention, or much attention.\nIs there any substitute for the home as the basic group unit of society?\nI have a feeling that in all that has been said to the young people of this\ncountry concerning the home, in all of our tirade against some extreme\nmeasures that have been suggested, such as companionate marriage and\nthe like, we have not presented to our young people in our high schools —\nand I believe they are old enough there to understand it— the scientific neces¬\nsity of the home as an institution in our civilization and the fact that no\nsociologist has been able to suggest any substitute for the home as the basic\ngroup unit of our society. We have just preached to them on that and we\n\n"}
{"page": 768, "printed_page": null, "text": "764\n\nNational\n\nEducation\n\nAssociation\n\nhave never analyzed the situation with them in order to see why it is that\nthis monogamous home in which we believe is so essential to the develop¬\nment of everything that we consider right in character.\nIs there any substitute for personality in civilization? Is anything worth\nas much in any civilization as the development of personality? Many have\nraised the question whether our tremendous development in industrial tech¬\nnic in this western civilization has not tended to smother personality, to\nsubordinate the individual and make him only a means to an end, which\nidea is never respectful of personality. They ask if we could not so engineer\nthis new order that its virtues, which are surely many and great, could be\nhad without the sacrifice of the greatest life value of all, namely, person¬\nality? Anyway, without this latter value, can any of the other values be\nmaintained ?\nOther questions that easily come to mind but for which time will not\nhere be taken for discussion are: What adjustments need to be made in\nmethods of farming? What new considerations concerning the tariff policies\nof our federal government are suggested by present worldwide, as well as\ndomestic, economic facts? What is the war phenomenon in the light of\nmodern conditions and what might be done about it? What are the facts\ninvolved in race prejudice?\nShould not the social sciences deal directly with these and other issues\nand in so doing perhaps become the core of the curriculum? Would this not\nrepresent a fundamental in character education which we should effect as a\nfirst consideration ? Rightly interpreted, it would bring into proper relation¬\nship to character development all vocational and technical education, with\nwhich I certainly do not attempt to find any fault ; that is all very essential.\nIt would properly relate the teaching of esthetics to the whole purpose of\nlife by developing the individual’s appreciation of beauty as a personality\nvalue. All these considerations would center around the question : How can\nwe best live together? And\nbe found.\n\nin the answer\n\nto this question character is to\n\nIn the social science field today, as many\n\npeople have pointed out, we are\nof the same obstacles that were met by the physical scientists\n\nfacing many\nin the time of Gallileo. He, you know, was called to task and on penalty\nof death made to retract his theory concerning the shape and movements\nof the earth. But the physical scientist has established himself and today we\nare willing to accept anything that comes out of a physical science labora¬\ntory. Regardless of the trouble sometimes caused over the discussion of evo¬\nlution, the physical scientist is accepted; he is respectable. In other words,\nhe has, if you will pardon this expression, “put over” his ideas. But the\nsocial scientist is meeting with the same closed-mindedness, the same intoler¬\nance, and in some cases even with the same persecution that was first given\nto the physical scientists when they began to talk about ideas that were con-\n\n"}
{"page": 769, "printed_page": null, "text": "Department\n\nof Superintendence\n\n765\n\ntrary to Aristotle and contrary to the accepted systems of theology and\nphilosophy.\n\nThere is something very interesting again in Dr. Coe’s statement that\nthe state schools as a whole have been much more progressive in dealing\nwith issues in the physical sciences than the schools of religious education.\nBut when it comes to reshaping courses of study and programs of study so\nas to address them to social problems, he claims — I do not know whether\nit is right or not ; I am merely quoting him — that the schools of religious\neducation have been much freer and have gone much further than the state\nschools; and the implication of it is that those of us who work in state\nschools are afraid when we take up any of these social questions that some¬\nbody will attack us and probably it will be somebody in authority and we\nhad better look out.\nIs it dangerously radical merely to raise these questions and suggest that\nthey merit study in our schools at those ages where it is pedagogically proper\nto take them up? I want to emphasize the word “study” in the connection\nin which it is here used. To me this does not mean that we shall indoctri¬\nnate ; that we shall approach these issues with preconceived notions that we\nwant to “put over” on the pupils. It means just what it says, that we “study”\nthese matters, teacher and class together, with open minds. If these are\nquestions which have to be met, they will be met in some way; and the\nperson who is most responsible for the production of the rabid, thoughtless,\ndestructive, radical in connection with all of these issues is the ultra-conser¬\nvative who will not allow these things to be discussed and always tries to\nsit on the lid and hold everything back until those who are trying to push\nthings forward are desperate, and something in the way of an upheaval or\nrevolution occurs as a natural consequence. If we could just be open-minded\nabout these things and approach them with “character,” there would be no\ncause for alarm. Progress in education as well as in the business world and\nin other phases of our life would be a steady, consistent process that need\nnot alarm anybody and yet would cause our educational program and the\nwhole of life to become more unified and constructive.\n\nRather than to approach the problem of character education by special¬\nized courses and departments dealing in the abstract with traits and atti¬\ntudes and the like, should we not as a fundamental first step address our\nschool programs of study to the realities of life? Is it not in dealing with\nthese realities that character is developed ? Can they be escaped in life at\nlarge outside of school? If it is not proper for the schools to deal with these\nrealities, then is it possible for the schools to do anything that is very far\nreaching in the development of character?\n\nI believe much progress has been made in recent years in adjusting our\ncourses of study and curriculums to the real problems of life. I also believe\nthat formal education as a whole still lags behind life as it is outside of school\nby at least a generation. The point that I have attempted to make here\n\n"}
{"page": 770, "printed_page": null, "text": "766\n\nNational\n\nEducation\n\nAssociation\n\nis that we should not be led astray in our present consideration of character\neducation, which now is getting so much of our attention, by considerations\nof narrow specific schemes, while overlooking the real challenge to our pro¬\nfessional character contained in the discrepancy between the realities of life\nat large and the things we teach in school. With regard to the realities let\nus not as a profession drift into a state of dementia praecox, whose first symp¬\ntom, we are told by the psychiatrist, is a tendency to shrink from realities.\n\nGENERAL\nCHARLES\n\nS. MEEK,\n\nDISCUSSION\n\nSUPERINTENDENT\n\nOF SCHOOLS,\n\nTOLEDO,\n\nOHIO\n\nThe advantage of being asked to lead a discussion is that no one expects\nmuch of the one who leads the discussion, since the audience is sufficiently\ninspired and fatigued already. I am very glad in this discussion that not\none of these papers has made any suggestion or referred to the erroneous\nmethods of measuring character development. We have all heard of an\nappalling number of pupils in the schools who cheat in examination and\nregard that as a measure in character. Dr. Freeman has spoken about the\ncultivation of attitudes. The ordinary examination in the college and school\nis now a trial of wit between the pupil and teacher; the teacher trying to\nfind out something that the student does not know, and the student trying\nto prevent the professor from discovering that which he does not know.\nConsequently it is a game and the students, if this enormous cheating is\ntrue, have simply shown more ingenuity in the game than the professor has,\nand it has nothing to do with the problem of the measure of character, ac¬\ncording to my conception of it.\nThen there is a certain society that has conducted very extensively in\nthis country a test to try individual pupils. The teachers in many schools\nwere asked to make previous arrangements with a nearby drugstore for the\nproject. Then the child was given thirty cents and told to go to the\ndrug store, get a certain toilet article, pay thirty cents for it, and bring it\nback to the teacher. The child took the thirty cents and according to previous\narrangement, was told by the salesman that the article was on sale, and\navailable at twenty-five cents. The problem was to measure honesty by de¬\ntermining how many would return the five cents and report to the teacher\nthat the article was cheaper than he thought. Of course the great majority\nof them did not report the five cents. Again the presumption is that the\ngreat majority of them were dishonest.\nThis has to do with a general situation and the problem of attitude. I\nhave little confidence in the great number of these historical methods of\nmeasuring the honesty of problems in this day. Yet we all know\nbe measured.\n\nthat it may\n\nNearly twenty years ago, before the Department of Superintendence, the\nproblem then in its infancy was arousing a great deal of discussion. One of\n\n"}
{"page": 771, "printed_page": null, "text": "Department\n\n767\n\nof Superintendence\n\nthe old-timers said, “Can you measure the art of a Shakespearian play?\nCan you measure the beauty of an Italian sunset ? Then it is a formal chal¬\nlenge. Can you measure the mother’s love?” And the man who replied said,\n“Yes, you can measure a mother’s love by the determining how well she\ninduces her children to behave, how neatly she dresses them, and how cleanly\nshe keeps them.”\nIn the schools there are many\n\nways in which character is being measured\n\nby challenges that it did not have in the old days ; for instance, the problem\nof putting the accountability on the students, they themselves assuming the\nmanagement of the whole situation. May I present an example?\nIn a certain school system a publicity enterprise was conducted by hav¬\ning ten schools in a circuit furnish a page of news on a certain day to the\nafternoon paper. Two editors were selected from each school. The editor\nfrom one school took charge of the page one Thursday and then they went\nthe circuit of the ten schools to get the news and arrange it. The next week\nanother school would be responsible. When the children of a poor school\nwent to a school where the parents were more fortunately endowed, the two\nlocal reporters took the visiting reporters into a room and someone said\naloud, “Why, who are the rubes you have with you?” An embarrassed\nsilence followed and immediately after the visitors went out of the room\nthe children themselves went into a committee as a whole to determine what\nthey should do about that matter.\n\nThey decided that a committee\n\nown number should take that boy over into the homeroom\nand have him apologize for that discourtesy.\n\nof their\n\nof their guests\n\nThat is just one illustration of hundreds of challenges that have to do\nwith a better and more direct moral education. As far as I am concerned I\nam decidedly hopeful. I am not at all impressed by pessimistic reports. I am\nsure from this discussion this afternoon that objectives will be formulated\npresently. We know, too, that methods of measuring our achievements will\nbe improved and developed as they are in other educational enterprises.\nIn the meantime, however, I feel that the attitude of the pupils toward all\nstandards of the schools is being improved now immeasurably above what\nit was before, and I have no anxiety about these historical reports which\ncome to us showing the low moral standard of the pupils of this generation.\nI believe, however, that the best type of moral instruction, until a better\nis formulated, is the indirect, that which builds conduct out of the challenge\nto the pupils themselves to develop their own atmosphere, to improve their\nown attitude, and to take pride in their own achievements. I think at this\ntime there are better ways of developing character education and better\nmethods of measuring achievement than there have ever been before.\nMr.\n\nGlenn:\n\nThank\n\nyou, Superintendent\n\nence there are those who would\n\nMeek.\n\nI wonder\n\nif in this audi¬\n\nchallenge the statement that the amount of\ncheating in the school is not a measure of honesty or dishonesty of the group\n\n"}
{"page": 772, "printed_page": null, "text": "768\n\nNational\n\nEducation\n\nAssociation\n\nand that the fact that these children did not bring back the nickel in change\ndoes or does not indicate their honesty? It is open for your discussion, or\nany other subject that you wish to inquire about, or statement you wish\nto make.\nDr. Hulfish\n\n(Ohia State University) : I am\n\ncurious about one thing that\n\nappeared in the last two papers with reference to the social sciences. I am\ncertainly willing to go with the speakers in lending whatever emphasis one\nmay to the social sciences as an effective area for the training of character, but\nI am wondering if it is not desirable, perhaps, to emphasize all of the area?\nThat is to say, if I understand Mr. Freeman at all, he certainly is placing\na tremendous emphasis upon, shall I say training in thinking, and if that is\ntrue as a road to character, then all subjects become, perhaps, as effective as\nthe social sciences? I am raising it as a question, simply because the social\nscience area was the one area that was emphasized in the last two speeches.\nDr. Freeman:\n\nI think I can say very briefly why\n\nI consider the social\n\nsciences as particularly valuable for that purpose. It seems to me that all\nthe subjects, that is at least a considerable number of the subjects, are valu¬\nable as a means of training the child to think, but in the case of other sub¬\njects, like mathematics for example, it is the form which is of value. That is,\nit does give the child training in thinking but the content of the subjectmatter with which he is thinking is of neutral value so far as conduct is con¬\ncerned. The child learns to think about mathematical questions and that\nmay carry over to a certain extent to his thinking about other questions, but\nthe mathematical question is not directly going to affect his conduct to any\nsubstantial degree. However, in the case of social sciences he is learning to\nthink but he is learning also to think about problems which are problems\nof conduct. That is they underlie problems of conduct. It seems to me, there¬\nfore, in the social sciences you have peculiar value because that value relates\nnot only to the form of training and thinking but also to a better under¬\nstanding of the situation, the social situation, the reaction to which consti¬\ntutes one’s conduct.\nDr. Jones (Clark\n\nUniversity) : This matter\n\nof Character\n\nEducation\n\nal¬\n\nways assumes that the teacher will know the right choice. I wish to connect\nthat particular thing with something Superintendent Meek mentioned and\nI would like to conduct a brief experiment right here. Superintendent Meek\nmentioned the experiment of the boy and the drugstore. I wish to know\nwhether you think that experimental proposition in every school system is\nreally excusable or is it wrong? I wish to know to what extent we can ex¬\nperiment in the public schools in this matter without doing damage to the\nchildren? If you would be willing to vote on that I should like to have a\nshowing of hands on how many think, in a public school system, an experi¬\nment of that sort with 500 children would be justifiable? How many think\nit would be all right? Would you be willing to raise your hands on that?\n(A few hands were raised.)\n\n"}
{"page": 773, "printed_page": null, "text": "Department\n\nof Superintendence\n\n769\n\nSuperintendent Glenn: I think we may say if conducted with proper\nsafeguard it would\n\nbe all right.\n\nDr. Hulfish : The problem is whether this experiment is justified or not.\nHow many would say that is a right experiment ? (Some hands were raised.)\nHow many would say such an experiment would be wrong? (A greater\nnumber of hands were raised than before.)\nThe points there are obviously two. First, we disagree very greatly among\nourselves as to what is right and what is wrong. The second point is that in\nattempting this matter in the school systems, in experimenting on it, we\noften run against the problem of definite ideas as to whether or not the\nproposal or the experiment, if carried out, will itself be a damaging\nment.\n\nexperi¬\n\nMr. Moore (Franklin High School , Los Angeles , Calif.) : I believe that\nmuch of our development of character in the school should begin with our¬\nselves because of the fact that we have all, in the main, come from more\nfavored homes, because of the fact that we have certainly been favored in\nthe matter of opportunities, and we oftentimes do not realize, even working\nin districts where there are favored homes, and more often we do not when\nworking in districts where the homes are not favored, whether the children\nwith whom we come in contact are familiar with certain ideals that are\ntaken for granted by us.\nWe\n\nhad a case where our viceprincipal could not get a girl to see, with\n\nthe background that she had had, that there was anything wrong in things\nthat seemed to her perfectly simple and natural. I should like to use one\nother illustration. I have never yet found a case of what we thought was\nserious plagiarism, of a pupil’s using an oration or an outline of a debate or\nstory, in which it did not turn out that the pupil either had no idea, or a\nvery hazy idea, as to what constituted honor in that respect. In our ordi¬\nnary class exercises we pass over a recitation and exercise that involves\nalmost -word for word a repetition of another’s ideas and think nothing of it,\nbut let it come to a contest where there is a prize involved, and then the\nfurther the contest goes, the more searching the scrutiny of that oration, or\nof that paper, or that reading of the story. Then there is a great shock\nwhen we find a prize winner has copied almost word for word someone\nelse’s writing. It seems to me those schools that have gotten out a little book\noutlining certain fundamental principles of honesty and ethics and pro¬\ncedure have gone a long way toward making a proper contribution to char¬\nacter training.\n\nDr. Miller (University of Pennsylvania) : I would like to direct atten¬\ntion to one aspect of this problem for a moment.\n\nI think it suffuses the whole\n\nquestion of school efficiency in dealing with the problem. I will illustrate\nfirst by concrete cases, then draw the general conclusion.\n\nIn a certain institution the social science teachers presumably were teach-\n\n"}
{"page": 774, "printed_page": null, "text": "770\n\nNational\n\nEducation\n\nAssociation\n\nt¬\ning the precepts and suggested duty, the principles of conduct and illustra\ning them, exemplifying them in their own actions in everyday life as well\nas in professional actions. It so happened that this institution was sending\nan artcraft exhibit to a great fair. They took the first prize. Traveling on\nthe train after the fair was over, in a conversation with the director of art,\nhe inadvertently told some of us that he was very proud of the exhibit, but\nhe said, “Do you know, fellows, I had to put the finishing touches on every\none of those drawings myself!” Now the students knew he had put the\nfinishing touches on the drawings himself, and they knew they were repre¬\nsented to the people who saw them as the work of pupils.\nThose of us who are intimately associated with character education of\nthe boyhood and girlhood of this country must realize the influence such\nacts must have upon boys and girls. I need but to refer to the situation re¬\nsulting from punishments administered to children for offenses which the\nparents themselves commit and which the children are aware of and know.\nWhat we need more than anything else in our relation to the boy and girl\nis frankness and consistency between our conduct and precepts.\nA striking illustration of this came under my observation, which I used\none time in talking to a chamber of commerce in a city of a half million\npeople, and at a time when the employer in question was in the group. It\nwas during the war. A very splendid, upstanding, upright young man had\nsecured employment with this employer and was so dependable and efficient\nhe got increasingly important assignments from time to time. He was sent\nto the national government in order to secure contracts for this particular\nemployer for the manufacture of munitions. The time came when the em¬\nployer had his full allowance of contracts, but he wanted more. He sent\nthe young man down to the government to get them. The young man re¬\nported that they could not be secured legally and according to government\nregulation. So the employer suggested to the young man: “We will form\na dummy company and we will ask you to be president of the company, but,\nof course,” he said, “our plant will do the manufacturing and we will get\nthe profits and you will get a liberal share of them.” Now this upright young\nfellow said, “You will have to get somebody else to do that for you. I will\nnot do it.”\nI say to you today, as educators, what I said to this group of business men :\n“If you want the schools, elementary, secondary, and university, to get the\nresults that are most desirable in character education, we, whether educators\nor employers — will have to stand in practise as well as in teaching for the\nthings we want our boys and girls to attain in character qualities.”\nSuperintendent\n\nGlenn:\n\nThank\n\nyou, Mr.\n\nMiller.\n\nI would\n\nremind\n\nthe\n\ngroup that the meeting this afternoon has illustrated its high character. It\nbegan on time. Each man met his responsibility. The Governor’s reception\nis scheduled in the corridor below at four oclock. It is now four oclock.\nYou may pass down\n\nto that reception.\n\n"}
{"page": 775, "printed_page": null, "text": "Department\n\nof Supervisors and Teachers\nEconomics\n\nof Home\n\n"}
{"page": 776, "printed_page": null, "text": "At the Atlanta meeting of the Association in 1929\nthe necessary petition for the formulation of a\nDepartment of Supervisors and Teachers of\nHome Economics was presented to the Representative\nAssembly and to the Executive Committee. This peti¬\ntion was presented by the National Conference of\nSupervisors and Teachers of Home Economics. In\n1930 at the Columbus, Ohio, meeting the Department\nwas created by formal vote. The former home eco¬\nnomics organization has had a history rich in accom¬\nplishments. Their good work will continue as a de¬\npartment of the Association.\nThe officers for the year 1930-31 are: President ,\nEmma S. Jacobs, Director of Domestic Science, Pub¬\nlic Schools, Washington, D. C. ; Vicepresident , Helen\nC. Goodspeed, Special Assistant to Director of Home\nEconomics, Public Schools, Philadelphia, Pa. ; Secre¬\ntary-Treasurer , Mary Buckley, Director of Home\nEconomics, Public Schools, Paterson, N. J.\n\n[ 772 ]\n\n"}
{"page": 777, "printed_page": null, "text": "Department\n\nof Supervisors and Directors of Instruction\n\n"}
{"page": 778, "printed_page": null, "text": "The department of supervisors and directors\nof\n\ninstruction\n\nwas\n\ncreated\n\nby the Board\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.\nThe officers for the year 1930-31 are: President ,\nElizabeth Hall, Assistant Superintendent of Schools,\nMinneapolis, Minn.; First Vicepresident , J. Cayce\nMorrison, Assistant State Commissioner for Ele¬\nmentary Education, Albany, N. Y. ; Second Vicepresi¬\n\ndent, Julia Hahn, Director of Kindergarten-Primary\nEducation, Public Schools, San Francisco, Calif. ; Sec¬\n\nretary-Treasurer, James F. Hosic, Professor of Edu¬\n\ncation, Teachers College, Columbia University, New\nYork, N. Y. ; Executive Committee, the officers of the\nConference, ex officio ; W. H. Burton, Associate Pro¬\nfessor of Education, University of Chicago, Chicago,\nIll.; Worth McClure, Superintendent of Schools,\nSeattle, Wash.; Elma A. Neal, Director of Elemen¬\ntary Education, Public Schools, San Antonio, Texas.\nFacts relating to the establishment of this Depart¬\nment and the record of its meetings may be found in\nearlier volumes of Proceedings as follows :\n1928: 831-832\n\n1929: 803-826\n\n[ 774 ]\n\n"}
{"page": 779, "printed_page": null, "text": "THE\n\nOBJECTIVES\n\nJ. CAYCE\n\nMORRISON,\nTION,\n\nSTATE\n\nOF\n\nTHE\n\nASSISTANT\n\nTHIRD\n\nYEARBOOK— ABSTRACT\n\nCOMMISSIONER\n\nDEPARTMENT\n\nFOR\n\nOF EDUCATION,\n\nELEMENTARY\nALBANY,\n\nEDUCA¬\n\nN. Y.\n\nOUR first objective was to reevaluate the problems of supervision , to\nset up if possible a picture of the problems of supervision that every\nteacher and every supervisor would distinctly recognize as common\n\nto their own experience, and by so doing to give to the theorist and the scien¬\ntist among us the raw materials needed for building a newer and a better\ntheory and science of supervision.\nOur second purpose was to draw the Department of Supervisors and the\nDirectors of Instruction together in a cooperative enterprise. This goal is\nessential if this department is to render any great and lasting contribution\nto the cause of education. Our committee believed it worthwhile to draw\nthe membership of this newly reorganized department together into a com¬\nmon effort looking toward the improvement of their individual and collec¬\ntive service. Could we but lay the foundation for a cooperative effort that\nwould grow through the years until all workers in education would\n\nlook to\n\nthis department for vision and understanding as to ways and means\nproving the fine art of supervision ? So much for our purpose.\n\nof im¬\n\nToday it is generally assumed that supervision is synonymous with lead¬\nership. We have come to expect that wherever leadership is found, there we\nshall find what Rugg has so happily termed “the frontier thinkers.” This\ncommittee does not assume of course to have an accurate conception of all the\nelements that might enter into the picture evolved by frontier thinkers. But\nthere are certain trends in the educational development of today that seem to\nbe marked and generally accepted as signs of progress. I refer especially to sci¬\nentific measurement, to cooperative curriculum revision, to that general move¬\nment known as creative teaching, and to the more commonly accepted theory\nof the individualization of instruction. The extent to which supervisors are\nfurthering these movements\n\nis an index to their powers of leadership. There¬\n\nfore, our third objective was to discover the extent to which modern educa¬\ntional movements are affecting educational practises.\nThe key to the success of any movement is its influence at the point of\ncontact between teacher and pupil ; and it follows that the supervisor’s in¬\nfluence toward furthering the movement is the effect that he has upon this\npupil-teacher contact.\nFrom the findings of the investigation it is evident that we have a long\nway to go before we can be finally assured that supervisors are the leaders\nin furthering the newer movements of education. This objective commends\nitself not alone as a basis for further study but more particularly as a goal\nto be attained individually and collectively by the members\nment.\n\nof this depart¬\n\nAssuming that supervisors are leading the way toward a better future, are\nclassroom teachers cognizant of the direction in which they are striving?\n\n[ 775 ]\n\n"}
{"page": 780, "printed_page": null, "text": "776\n\nNational\n\nEducation\n\nAssociation\n\nIn other words, assuming leadership on the part of supervisors we were\ninterested to discover the extent to which supervision has won the confident\nfollowing of classroom teachers. Are teachers fearful and suspicious of the\nmotives of supervisors? Are teachers seeking leadership through an under¬\nstanding of the broader, basic, more significant principles of education; or\nare they chiefly concerned in the working materials of the teaching pro¬\nfession ? Are teachers seeking an understanding of methods in harmony with\naccepted principles or are they happy only to secure the mastery of devices ?\nThis objective was formulated in the confident belief “that a picture of what\nteachers want today is an acid test as to the value of supervision as it is and\nit has been.” In the beginning of the study we also recorded our belief “that\nwhatever supervision may attain in the future, it must begin with helping\nteachers as they are.”\nIn some respects this objective led to one of our most important conclu¬\nsions; namely, that when left to their own resources teachers are apt to be¬\ncome lost in the mass of petty detail, routine, and tradition ; but that under\nthe stimulus of farseeing leadership, they tend to cast these minor matters\ninto the discard and to grapple with the larger issues of education.\nMoreover, this objective led to a second conclusion which every common\nsense observer has formulated for himself but which is reinforced by the\nevidence at hand, namely, that supervisors are continually confronted with\ncompromising\n\nbetween the things they would like to do and the more routine¬\n\nlike problems which press for attention. The essence of supervision we be¬\nlieve to be the ability to generate in teachers the power to solve their routine\nproblems, thereby leaving the supervisor free for the larger responsibilities\nof leadership.\nIn the literature of supervision are to be found many attempts to classify\nthe different types of supervisory service. We wanted to find, if we could,\nwhat types of supervisory services are most helpful to classroom teachers.\nOur evidence on this point is not conclusive nor did we expect it to be.\nWhen teachers are asked to report on the most helpful service they received\nduring the year, they are limited to the services they have received ; and if\nthey have not been accustomed to the highest type of service, it is natural\nthat such service should not occur to them in rendering their report. This\nobjective led to significant observations. When we went to some seven cities\nwhich over a period of years had been noted for their effective supervision\nand asked teachers in their more progressive schools to report the various\ntypes of supervisory services which they had found most helpful, we found\nthat they put at the top of their list : constructive teachers’ meetings, the\ninterpretation of aims and objectives, and the encouragement of experimen¬\ntation. When we turned to the data received from the rank and file of su¬\npervisors, we found that these three services ranked at the lower end of the\nscale so far as frequency of mention was concerned. The data disclosed that\nwith the average supervisor the emphasis was still on classroom observation\nfollowed by discussion ; and that not more than one percent of teachers\nlooked to this method for any real help.\n\n"}
{"page": 781, "printed_page": null, "text": "Department\n\nWhile\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n777\n\nwe had no thought of undertaking a study of the coordination of\n\nthe work of the various supervisory positions, we thought it might be worth¬\nwhile to find what problems were being attacked through each type of\nposition.\nWe undertook this study in the belief “that all progress has its beginning\nin a clear understanding of conditions as they are.” We understood that\nAmerica still employs thousands of teachers who possess little or no academic\npreparation, who have obtained no insight into the field of professional\nstudy except through the occasional institute or reading circle book. What\nassistance do these teachers want ? What are supervisors doing to help them ?\nHow may they be guided to a broader vision of the problems of their daily\nlabor and to a desire for a richer understanding of the teaching process?\nAt the other extreme we find teachers possessing initiative, originality,\ncharm, exercising the genius of an artist and the powers of a scientist in their\ndaily work with children. What are supervisors doing to Ireep these teachers\ngrowing, to capitalize the genius that is theirs? In beginning the study we\nstated an objective that in the light of the evidence seems to have been\nstated vaguely, to have indicated rather a reaching into the dark than a\nclear vision as to what should be sought. For better or for worse it was\nworded to point the way to a better supervisory service.\nExamination of the evidence submitted disclosed a very considerable gap\nbetween the theory of supervision as it is being evolved in the university\nclassroom and laboratory and the practise of supervision as measured by\nthe daily work of the average supervisor. Moreover, there was another gap,\nthough a lesser one, between the work of the average supervisor and the\nthinking of the average classroom teacher.\nOn the other hand the evidence disclosed that here and there individuals\nare bridging these gaps, that we already have within our membership super¬\nvisors who possess the vision and the skill not only to bridge but to materially\nlessen the gap beween the theory evolved in the university and the practise\nof the classroom teacher. Moreover, this report contains evidence that should\nenable the university teachers of supervision to more adequately revise their\ntheory in the light of the problems which supervisors meet. Such revision\nwill tend to decrease the gaps.\nYour committee from the beginning set for itself the task of determining\nthe problems of supervision concerning which we need more information,\nto determine something of the problems which defy the understanding of a\nsingle investigator based upon his personal experience, to clarify the issues\nthat promise fruitful returns to cooperative investigation, in brief, to lay\nthe foundation for more effective research in supervision.\nWhether\n\nthe objectives set up were the most pertinent that could have\n\nbeen set for attainment is for you to decide. Whether the principles formu¬\nlated for evaluating the data secured, accord with the cumulative experience\nof men, we leave for your consideration. Whatever the Third Yearbook\nmay have of strength or weakness, it has grown\n\nout of the experience of\n\n"}
{"page": 782, "printed_page": null, "text": "778\n\nNational\n\nEducation\n\nAssociation\n\nour membership. It contains raw material for the use of those who would\ncontribute to the improvement of supervision. It opens the door to the\nlarger cooperative endeavor of this department in the future.\n\nSUPERVISORY\n\nMABEL\n\nE. SIMPSON,\n\nPROBLEMS\nFROM\nTHE\nVIEWPOINT— ABSTRACT\n\nDIRECTOR,\n\nELEMENTARY\n\nROCHESTER,\n\nGRADES\n\nTEACHER’S\n\nAND\n\nKINDERGARTENS,\n\nN. Y.\n\nThe following analysis is drawn from facts secured ( 1 ) from studies\nmade prior to the publication of the Third Yearbook of this department of\nthe problems reported by two hundred thirty teachers, and (2) from per¬\nsonal experience extending over a period of years. The results of the analysis\nshow certain trends which are presented under four classifications as fol¬\nlows:\nAims and methods — In the elementary school the importance of method\nhas long been recognized. However, it has not yet become firmly established\nin current educational procedures everywhere.\nThe\n\nforegoing statement may be applied with increased emphasis to the\n\nproblem of aims and objectives. Rapidly this fundamental principle in mod¬\nern educational procedure is receiving serious consideration. At present,\nhowever, the movement is sporadic. Because of the limitation of time it has\nnot been productive of sufficient evidence to make it possible to satisfactorily\nestimate its worth. Both of these statements are supported by the reports\nsubmitted by teachers.\nApproximately half of the requests for supervisory help belongs to the\nfield of method. An analysis of these data as they have any direct bearing\nupon goals or objectives shows that few teachers are conscious of the im¬\nportance of this problem. Less than half of one percent make any reference\nto the aims or objectives toward which they are working. In the light of\nthese data we find a verdant field for carefully organized programs of super¬\nvision that will assist teachers to make an intensive study of the problem.\nThrough such programs definite provision must be made for growth on the\npart of the child in terms of habits, attitudes, ideals, and appreciation, as\nwell as in the knowledge values. It is a generally recognized fact that where\nteachers are at all conscious of this problem, it is largely in relation to the\nknowledge values only.\nWhile the nature and use of desirable methods rank high, the data again\nreveal that fundamental principles of teaching are little recognized. This\nshould not be interpreted as being a serious criticism of teachers but rather\na challenge to principals and all concerned with supervision. It indicates\nthat our programs of supervision must take account of this fundamental\nweakness and endeavor to overcome\n\nit. Teachers\n\nrespond to the educational\n\nstandard that is set for them. If our teacher-training centers and our super-\n\n"}
{"page": 783, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n779\n\nvisory programs face this issue squarely we shall make headway in this di¬\nrection as we have in so many other directions that have been severely chal¬\nlenged in the past.\nInstructional materials — One naturally infers that teachers make many\nrequests for help in securing materials of instruction, such as books, supplies,\nand equipment, courses of study, outlines, and handbooks. Through our ex¬\nperience in supervision we are encountering these problems continuously.\nThe data contributed by teachers, however, do not fall to any marked de¬\ngree within this classification. Only six percent of the replies pertain to\nproblems of this type. The needs mentioned are minor in character. Teachers\nconcerned with the problem apparently are not making use of many sources\nof information in their teaching program. This may mean that they have so\nlong been accustomed to work with inadequate materials both in amount\nand quality that they accept the situation without complaint as being im¬\npossible of improvement. Here again neither the teacher nor the super¬\nvisory procedure necessarily is solely responsible for existing conditions.\nAs long as school finance continues to be such an acute problem the instru¬\nments employed in teaching will be ineffective and many times highly un¬\ndesirable. It is safe to say that were we to make an inventory of all books\nand supplies now a part of even the best among our leading school systems,\nwe would discover a large percent of this material to be obsolete or poorly\nfitted to meet\n\nmodern\n\nneeds. We\n\nall recognize the necessity of adequate\n\nlibrary facilities, modern visual aids, ample supplies of other equipment,\nbut few of us are working under even favorable conditions. Until those\nresponsible for the educational program of a school system face this issue\nand organize a campaign for improvement, we cannot expect the level of\nteaching to be materially improved.\nClassroom organization and pupil control — The time element is a vital\nfactor in successful teaching. Teachers everywhere complain that there is\nnot enough time for their work. Either the courses of study are too detailed\nfor the time allotted, or the children are so slow and backward that more\ntime is needed. In many respects teachers are justified in their complaints.\nThe difficulties that they encounter are inevitable as long as the undesirable\nfeatures of former policies maintain. We know the serious limitations of our\nformer administrative scheme of grade organization. Combined with it is\nanother ineffective practise. Our elementary school curriculum is still com¬\nposed of as many as thirteen separate, unrelated subjects. They are served\nto children in piecemeal fashion, on a time schedule of three, seven, twelve,\nor nineteen minutes as the case may be. These procedures no longer meet\npresentday needs. Here also is a complex problem. It demands the modifi¬\ncation of many existing practises. Administrators and supervisors who have\nthe courage to work upon this problem need the teacher’s judgment\nthrough experience.\n\ngained\n\nWhile many teachers are conscious of the problems connected with indi¬\nvidual instruction and pupil grouping, apparently they do not generally\n\n"}
{"page": 784, "printed_page": null, "text": "780\n\nNational\n\nEducation\n\nAssociation\n\nregard these problems as vital factors in teaching. Mass instruction through\nteacher direction and control has so firmly established the practise of teach¬\ning all children by means of the same general procedure, that it is difficult\nfor teachers to find ways and means of providing for individual needs.\nProfessional growth inservice — Progressive minded boards of education,\nsuperintendents, principals, and teachers are working to provide well-organ¬\nized supervisory programs as a direct means of bringing about professional\ngrowth inservice. The present attitude is not toward less supervision but\ntoward improvement in the former standards of supervision. The open\nminded alert teacher interested in improving his technics of teaching wel¬\ncomes supervision if it is cooperative, constructive, and impersonal.\nHe is willing to contribute toward the success of such a program\n\nthrough\n\nactive participation as member of a committee charged with the responsi¬\nbility of studying certain aspects of the problem. He seeks opportunities for\nimproving his work through attending group conferences and general meet¬\nings where teaching problems are considered. He extends his experience\nthrough summer school courses, professional reading, and extension courses\nif available. He welcomes the opportunity to have his teaching observed and\nhis work evaluated in terms of accomplishment elsewhere. He studies plans\nfor judging the outcomes of his teaching in terms of changes brought about\nin each child. He is not satisfied merely to teach the course. He endeavors\ninstead to apply the principles set forth in the curriculum with sufficient\nmodification to make them function in his particular teaching situation.\nHe recognizes that efforts along these lines will be strengthened if he makes\nuse of all the supervisory agencies at his command.\nSuccessful teachers today recognize the need of supervision. The inefficient\nteacher must be taught through supervision how to make improvement.\nSupervisors in turn cannot afford to overlook the teacher’s point of view.\nSuccessful supervisory procedures demand a close coordination of all lines\nof responsibility in order that the best conditions for learning may be\nestablished.\n\nSUPERVISION\n\nFROM\n\nTHE\n\nSTANDPOINT\n\nOF\n\nTHE\n\nSUPERVISOR— ABSTRACT\nVELDA\n\nC. BAMESBERGER,\n\nDIRECTOR\n\nOF ELEMENTARY\n\nTOLEDO,\n\nOHIO\n\nEDUCATION,\n\nIn most school systems there is a need for the development\nsupervisory programs\n\nbased upon\n\ncooperative endeavor\n\nof constructive\n\nof all supervisory\n\nofficers, in which the peculiar contributions of each may be used to supple¬\nment and enrich the contributions of others. Moreover, if we are to have\neffective programs of supervision dealing with such important matters as:\nthe coordination of various school subjects, the development of curriculum\nmaterials, the selection and preparation of materials of instruction, no in-\n\n"}
{"page": 785, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n781\n\ndividual in the organization can arbitrarily determine policies without con¬\nsidering the offerings of other supervisory officers and teachers as well.\nSupervision is absorbed too much with the individual teacher’s problem,\nand with the routine procedures which always must be met in a school sys¬\ntem, rather than with definite programs for the improvement of instruction.\nIn spite of the fact that teachers seem to be more interested in obtaining\npatterns for teaching and insist upon immediate help of a concrete nature,\nthe supervisory officers should not neglect to interest them in the funda¬\nmental and basic principles underlying teaching; and, by means of systematic\nprograms for the improvement of instructions, help teachers — through ex¬\nample as well as precept — modify their procedures in the light of modern\neducational theory and research.\nWith the elevation of the principalship to a supervisory office, the general\nsupervisor, the special supervisor, and the principal are concerned jointly\nwith the improvement of teaching, but there is far too little evidence that\nsystematic plans are being developed by which these supervisory officers are\nengaging in a common study of their problems. Only through the coopera¬\ntive efforts of all those engaged directly or indirectly with the teaching\nprocess can supervisory practise be effective in raising the level of instruction.\nPROBABLE\n\nWILLIAM\n\nH.\n\nNEXT\n\nSTEPS\n\nS UPER\n\nVISION— A BS TRA\n\nBURTON,\n\nPROFESSOR\n\nOF\n\nIN\n\nEDUCATION,\n\nCHICAGO,\n\nThe\n\nallowance\n\nof more\n\nTHE\n\nPROGRESS\n\nOF\n\nC T\nUNIVERSITY\n\nOF\n\nCHICAGO,\n\nILL.\n\ntime in supervision for genuine research on the\n\nactual problems of a given situation is one of the next steps. This is said\nand insisted upon with full realization of the press of other duties confront¬\ning supervisors. In situations where a research bureau is operating, working\nrelations between the supervisory staff and the bureau can doubtless be\nworked out, but in any event a larger place must be given in supervision\nto scientific attack upon these problems if there is to be progress in the\nfield.\nThe three other suggestions which I wish to present grow naturally out\nof the first one. It may be asked, what particular problems in supervision\nmay be subjected to scientific attack? There is space to mention only two or\nthree out of the very large number available.\nAttention will be called first to a problem dealt with at greater length\nin Chapters III and IV of the 1930 Department of Superintendence Year¬\nbook, namely, the administrative organization of city systems with special\nreference to the provision made for supervision. It is obvious that many,\nif not most, of the towns and cities in this country developed their central\norganization as they went along. Their administrative structure developed\nout of the work of successive administrations, out of various public demands\nfrom time to time, and out of the effort to meet acute and pressing emer¬\ngencies as they arose. Divisions, departments and services were added from\n\n"}
{"page": 786, "printed_page": null, "text": "782\n\nNational\n\nEducation\n\nAssociation\n\ntime to time, and not always with due regard for coherent organization.\nThe very large growth of supervision in recent years has further compli¬\ncated the problem. The result in many places is friction and inefficiency in\nvarying degrees. What is needed is a clarification of the situation, involv¬\ning definition of function and allocation of duty. The situation has become\npressing in many places and is already engaging the attention of adminis¬\ntrators and supervisors.\nTurning now to a totally different aspect of supervision, I would sug¬\ngest that the problem of estimating or evaluating the worth of a given\nteacher’s classroom technic may well be attacked more vigorously. This is\na central and crucial problem in administration and has been so recognized\nsince early days. Two general attacks have been made upon it: first, by\nmeans of the experimental comparison of various methods, and second, by\nestimating the general level of the teacher’s efficiency through rating cards\nor semi-objective descriptions. The experimental attack is clearly under¬\nstood by competent workers, and all we need say is that a larger place for\nit should be provided. A large number of excellent studies are available\nin the literature, and these may be studied for suggestions. The rating card\nmovement was the answer of our prescientific days, and while rating cards\nundoubtedly serve a purpose in the hands of competent people, it is desirable\nand rapidly becoming\n\npossible to have more\n\nobjectively determined\n\nitems\n\nby means of which to evaluate the teacher’s procedure. Among the more\nrecent attacks upon the problem, I would mention those of Leo J. Brueckner,\nW. S. Gray, and A. S. Barr. Brueckner selected and defined what he desig¬\nnates as four methods of teaching. For each of the methods he prepared a\nlarger number of detailed descriptions of teacher procedure. By accepted sta¬\ntistical methods, these were arranged in an ascending scale of value from\npoorest to best for each of the four general types. The principle that judg¬\nments of skill tend to be distributed in accordance with the normal surface of\nfrequency was adopted as the basis for determining the scale values of the\nsteps. The percent of times one description of a lesson was adjudged to be bet¬\nter than another was then transmuted into fractional units of P. E. differ¬\nences on the base line of the normal frequency surface. The lesson in each set\nthat was rated by the group as poorest was arbitrarily assigned a value of five\nP. E., on the assumption that there might be a lesson which would be rated\nas inferior to this one by 100 percent of the judges. A pamphlet issued by\nthe University of Minnesota contains a statistical table of values for all the\ntypes and also a shorter table for ordinary use. The lesson descriptions are\nconfined to a certain type of geography in fifth and sixth grades. However,\ndespite the limitations, the scale and the methods are unique and practically\nthe only new\n\nthing in the field of rating in many\n\nyears. It is conceivable\n\nthat a scale of this nature could become very effective as a means\n\nof evaluat¬\n\ning teacher growth brought about through supervision. Trained and com¬\npetent judges (supervisors) show an astonishing amount of agreement in\nevaluating teacher efficiency by means of this scale.\n\n"}
{"page": 787, "printed_page": null, "text": "/\n\nDepartment\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n783\n\nA very similar technic has been suggested by W. S. Gray through the\ndescription of eight levels of activity in teaching reading. His descriptions\nhave never been made into a scale, nor has any extensive survey yet been\nmade utilizing his technic.\nBarr’s recent study of “The Characteristics of Good and Poor Teachers\nin the Social Sciences” is extremely suggestive and lends itself more readily\nto development in everyday situations than the technic just mentioned.\nIn this case, ten very good and ten very poor teachers were observed for\nmany consecutive hours. An analysis was made of their actual statements,\nquestions and activities while teaching. A number of very interesting and\nstriking differences were found between good and poor teachers, and further\ndevelopment of this technic should enable us to derive quite reliable in¬\ndices of good, bad and indifferent teaching.\nThe\n\nlast suggestion I wish to offer may\n\nseem to some to be far-fetched\n\nand an indirect and very round-about way to achieve improvement in super¬\nvision. I am, however, convinced that it is distinctly not far-fetched, and\nwhile indirect, it is nevertheless a vital matter. I suggest that supervisors\ncan bring about an enormous improvement in their own procedures if they\ncan, by pressure upon the teacher-training institutions, progressively better\nthe type of prospective teacher turned out by these institutions. Stated an¬\nother way, I mean that we can make possible great progress in supervision\nand in training teachers inservice if we can change materially the nature\nof the preservice training which teachers receive. The Yearbook of this\nDepartment\n\npresents what is literally a mountain\n\nof evidence showing the\n\nexact nature of the demands made by teachers upon supervisors. This sur¬\nvey corroborates a half-dozen similar surveys made in recent years showing\nthat the teachers present to supervisors an enormous volume of little, minute,\nspecific demands.\n\nThey\n\nwish devices, books, materials, suggestions, little\n\nways to meet little problems, which they should be able to answer\nselves, or else know how to go about finding the answer.\nThe fault lies, I think, in our theory of teacher training. On\n\nthem¬\n\nthe element¬\n\nary school level, we have turned out young people with two years’ training\nin the devices and technics of teaching, plus a review in subjectmatter.\nOn the secondary school level we have trusted to preparation in a subject,\nplus a few courses in education. In both cases, whether we have meant to or\nnot, we have implied that this constituted the training of a teacher. Not\nonly have teachers come to look upon this as complete preparation, but they\nhave also been trained to look upon teaching as something which is carried\non through the application of devices and formulas. Problems are things to\nbe met by asking either an older teacher or a supervisor for devices with\nwhich to meet the situation. Now the truth of the matter is that the nature\nof preservice training should be such as to turn out a body of people trained,\nto be sure, in routine devices and technics, but possessing the attitude that\nthe work of teaching presents problems which are to be met, not by asking\nsomeone\n\nfor a formula, but by careful, persistent, intellectual attack. Peo-\n\n"}
{"page": 788, "printed_page": null, "text": "784\n\nNational\n\nEducation\n\nAssociation\n\npie of natural intellectual vigor have this attitude in part anyway, but those\nof average ability must be led to achieve the point of view if possible. It is\nnot implied at all that we do not have many teachers of this highly desir¬\nable type already. Here and there some excellent preservice training is being\ndone by various institutions. The reference here is to the average.\nTEACHING\nFRANK\n\nAS\n\nAN\n\nN. FREEMAN,\n\nAPPLIED\n\nPROFESSOR\n\nUNIVERSITY\n\nOF\n\nOF\n\nSCIENCE— ABSTRACT\nEDUCATIONAL\n\nCHICAGO,\n\nCHICAGO,\n\nPSYCHOLOGY,\n\nILL.\n\nIn order that this discussion may be as concrete as possible, I shall begin\nby laying out a number of typical problems in teaching. With these prob¬\nlems before us we may then consider the various methods which the teacher\nmay pursue in the attempt to solve the problems.\nI shall consider especially three types of problems. These may be called\nproblems in special methods, problems in general methods, and problems in\nmanagement and control. By problems in special methods I mean those\nproblems in teaching which are peculiar to particular subjects, including\nreading, writing, and arithmetic, as well as the more highly specialized\nsubjects, such as music and drawing. Under general methods I include\nthose issues in teaching procedure which are common to a variety of sub¬\njects. Under management and control, of course, are included those fea¬\ntures of the general management of the individual or the group which affect\nprimarily his general conduct or behavior as contrasted with his progress in\nthe field of learning. Learning and conduct are closely interrelated, but\neach presents somewhat distinct problems.\nDisagreement as to method may be found in the teaching of all of the\nschool subjects. In spite of all the study, scientific and otherwise, which\nhas been given to the other fundamental subjects of reading, arithmetic, and\nspelling, there are still differences of opinion regarding the best procedure\nto follow in various details of the teaching of these subjects. To take an\nexample from the field of reading, there is still some question regarding the\nprecise relations between rapid silent reading and more careful reading or\nstudy. Rapid silent reading acquired prominence largely as a result of the\nexperimental analysis of reading in the laboratory. There is ground for\nsuspicion that some teachers may have misinterpreted the significance of\nthis emphasis and have neglected other important types of reading.\nBesides the determination of the procedure which is best suited to chil¬\ndren in general, one of our pressing problems is to determine how to deal\nwith those children who deviate sharply from the mass in some special form\nof learning, the socalled problem cases. Such problem cases are illustrated\nby the children who are afflicted by word\n\nblindness in reading, by children\n\nwho appear to be left-handed in writing, and by children who appear to be\nspelling morons. We are too familiar with the contributions which scientific\ninvestigation has made to the treatment of these problem children to make\nit necessary to refer more specifically to this type of contribution which\nscience makes to teaching.\n\n"}
{"page": 789, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n785\n\nWe may now consider a few examples from the field of general methods.\nThe issues in this field are as pressing as in the other and are probably as\nsusceptible of ultimate solution by the scientific method. Science has already\nmade large contributions to the solution of these problems, though the con¬\ntribution is in some cases less direct and the answers to some of the problems\nare perhaps thus far less conclusive than in the cases which have just been\ndiscussed.\nThe past generation has, of course, witnessed enormous development in\nthe field of tests, both tests of general intelligence or of special aptitude and\ntests of achievement in the various subjects of instruction. The development\nof these tests and their standardization or validation may very properly be\ncalled scientific work. Their use in education, therefore, is an example of\nthe application of science to educational problems; and the use of these\nstandard tests in teaching makes of teaching an applied science. While views\nmay differ, and do differ, concerning the extent to which it is useful to em¬\nploy these standard tests, and concerning the possible limitations or dangers\nin their use, it can hardly be questioned that standard tests have become an\naccepted part of our permanent educational equipment.\nThe very difference of opinion which has just been referred to constitutes\na clear opportunity and demand for scientific study. We already have rather\nconclusive studies dealing with the relative value of the different types of\nstandard tests. We also have studies of the relative reliability of the usual\nforms of standard tests, on the one hand, and of the older types of exami¬\nnation, on the other hand. We need still other studies which will analyze\nmore accurately than has yet been done, the types of abilities which are\nmeasured by, for example, the true-false test and the essay type of exami¬\nnation. Such studies will undoubtedly be made in due time.\nA broader question and one which is perhaps still more\nthese relates to the function of tests or examinations\nmay be. General\n\nimportant than\n\nof whatever\n\nsort they\n\nstudies of the psychology of learning have thrown\n\nsome\n\nlight upon this problem and more specific studies under the actual conditions\nof teaching might easily be made. Actual scientific investigation is clearly\nthe only satisfactory means to answer this old dispute concerning the value\nof examinations or of tests. Tradition gives us no answer, and speculation\ngives us no answer\n\nwhich is worthy of respect in an age in which we\n\nupon facts for the guidance of our conduct whenever\n\nrely\n\nfacts are to be found.\n\nAnother issue in the field of general methods is the long-standing issue\nbetween the incidental method and the method of direct practise, some¬\ntimes called the drill method. We now commonly call the incidental method\nthe project method. There has been much disputing on this problem and a\nlittle experimentation. The experimentation has not thus far been extensive\nenough to enable us to say how far specific types of skill may be left to\nincidental learning and how far they must be isolated for special attention\nand drill. It is safe to say, however, that the question must be answered by\nscientific study rather than by speculative discussion.\n\n"}
{"page": 790, "printed_page": null, "text": "786\n\nNational\n\nEducation\n\nAssociation\n\nSimilar issues appear when\n\nwe examine\n\nthat aspect of teaching which is\n\nordinarily designated by the term “management” or “control.” Much pro¬\ngress has been made in methods of management of individuals or of groups\nthrough the gradual adoption of a humane attitude and of humane methods\nof treating human beings in society at large as well as in the school. Such\nchanges may be considered as the result of that type of general, unsystematic,\nsocial experimentation on a large scale, which was illustrated in the case\nof handwriting. Such social experimentation has brought about the abandon¬\nment of the harsher methods of punishment and has led us to think of dis¬\ncipline not as constituting a distinct set of operations, but as simply one\naspect of the guidance which the school exercises over the pupil’s conduct\nand learning.\nThere still remain questions and divergences in point of view, however,\non which this social experimentation has not given a conclusive answer.\nTwo courses are open to us in this contingency. The one is to continue the\nrather clumsy and wasteful method of general social experimentation, the\nother is to sharpen our issues, draw up hypotheses concerning them, and\nthen seek by careful experimental investigation to determine those methods\nof procedure which produce the most wholesome development in the life of\nthe child.\nThe\n\nforegoing examples have served to illustrate some\n\nof the ways in\n\nwhich science may be applied to teaching, and have pointed out the con¬\ntrast between the methods of science and other possible methods of determin¬\ning our procedure. We may now examine more closely the relations between\nthese different methods. It is probably fair to say that there are, broadly\nspeaking, three methods of attacking educational problems, the philosophical,\nthe traditional, and the scientific. The first two may be briefly considered\nbecause they may be so employed\nscientific method.\n\nas to set limits to the application of the\n\nThe term “philosophy” in relation to education is used in such a variety\nof senses that it seems desirable to distinguish between them and evaluate\nthem separately. In the first place, it is apparently often used as synonomous\nwith common sense. When we have not adequate data upon which to gen¬\neralize, we then call upon the general experience of the race and of the\nindividual and arrive at a rule of conduct.\nIn its more common usage, philosophy represents speculation. This is\nclearly the chief sense in which the term is used by Professor Dewey as set\nforth clearly in his recent book, “The Quest for Certainty.”\nFinally, philosophy is sometimes interpreted as feeling. To quote a paper\nby Professor Courtis i1\nThe validity of a philosophy is not a matter to be determined by reason, but by\nfeeling. Each one of us feels that the philosophy he holds is right. Now the dictates\nof feeling are absolute and primary. The sources of convictions are hidden deep in\nthe inner nature of man and are beyond control. No matter how reasonable a\nphilosophy may\n\nbe, one may\n\nfeel intuitively that it is wrong,\n\nand reject it utterly.\n\n^ 1 Courtis, S. A., “Significant Criteria for the Appraisal of the Validity of Contemporary\nEducational Philosophy.” Educational Method, November, 1929, p. 66-72,\n\n"}
{"page": 791, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n787\n\nA comment\n\non this view is that science may study feelings as well as\nanything else. The science of esthetics, for example, is a systematic study of\nthe feelings which people have in the presence of works of art.\nTradition represents one of the chief factors in what we call common\nsense. It is accumulated experience. It is not to be despised as is the fashion\nwith some\n\nultra-radicals, but on the other hand it should not serve as a\nstumbling block to the establishment of more scientific and rational formu¬\nlations of the basis of action. I shall have more to say on this in the discus¬\nsion of the relation between science and art.\nThe third method\n\nand the only one that can furnish the basis for the most\n\neconomical and rapid progress is science. Examples of the applications of\nscience to education have already been given. Exceptions to the value of\nscience in education, however, rest not so much\n\non the denial of the useful¬\n\nness of specific applications such as these as upon certain general miscon¬\nceptions of the nature of science. For example, science is sometimes described\nas though it consisted merely in the collection of raw data or meaningless\nfacts. It is contrasted with interpretation or evaluation. It is thought that\nscience is confined to the study of highly abstract and impractical problems.\nAll of these conceptions of science are false. The conception of a scientist as\nmerely heaping together in a mass a great number\n\nof facts is probably based\n\nupon Sir Francis Bacon’s description of induction, but the method of science\nas described by Bacon has never been the method employed by the actual\nscientist. Bacon was not a scientist himself and scientists have never fol¬\nlowed the formula which he laid down. There is no such thing as a mere\nraw fact. A fact always has some meaning or other. Furthermore, the scien¬\ntist does not go about collecting facts in a random fashion. He sets up\nhypotheses, selects facts, makes interpretations, sets up more hypotheses,\ncollects more facts, and so on. Interpretation is just as intimate a part of\nthe scientific method as is the collection of facts.\nAgain the problems with which the scientist deals are not necessarily ab¬\nstract or remote from practical applications. In some cases the practical ap¬\nplication is not envisaged by the scientist and in other cases it is, but in the\nlong run science is the most practical kind of activity that mankind\nlearned how to perform.\nPart of our difficulty in properly evaluating the relation between\n\nhas\n\nscience\n\nand education is that we do not think of it as an applied science, but think\nonly of the abstract sciences which\n\nmay\n\nmake\n\na contribution to it. The\n\nabstract sciences, because of their highly analytical character, may not always\nyield immediate and direct practical applications of the general conclusions\nwhich they reach. Such are the sciences of physics, chemistry, physiology,\nand psychology. The applied sciences, on the other hand, deal directly with\npractical problems. Such sciences are medicine, engineering, and education.\nThese sciences are synthetic as well as analytic. They do not merely break\na situation up into its elements and arrive at abstract generalization, but\n\n"}
{"page": 792, "printed_page": null, "text": "788\n\nNational\n\nEducation\n\nAssociation\n\nthem\nthey take data from many fields and bring them together so as to focus\nwhat¬\nupon practical problems. They deal with complex situations and use\ng\ndealin\nof\never method may be serviceable to indicate the proper method\nwith these situations. They use the results from any abstract science which\nmay be available and which may contribute toward the solution of their\nproblems. If one thinks of a science as presenting a distinct type of data\nand involving a distinct type of technic, these applied sciences are not sciences\nof the same sense as are physics, chemistry, physiology, or psychology ; but if\nwe distinguish applied sciences as those sciences which deal with distinct sets\nof practical problems, then education is an applied science. Teaching is an\napplied science, then, just so far as scientific research can provide infor¬\nmation for its guidance. There can be no question that it has already pro¬\nvided a large amount of such information and that it is continually pro¬\nviding more. Just as fast as science can supply this information, it must sup¬\nplant other sources of guidance for teachers.\nJust a word in closing on the relation between the applied science of edu¬\ncation and the art of education. I can think of art as meaning any one off\nseveral things, assuming that we have in mind a practical art rather than\na fine art. This is not to imply that there may not be an esthetic element in\nteaching, but merely that we judge it to be primarily a useful as distinguished\nfrom an esthetic activity.\nIf we mean by an art something which is practised and in which we\nacquire skill as a result of practise, then it is clear that teaching is an art\nin this sense. One requires practise to be a first-class teacher. Knowledge of\nthe scientific basis of instruction is not alone sufficient. The same is true of\nmedicine and engineering. One would not willingly entrust the diagnosis of\na very difficult case to a student just out of medical school. Neither would\none entrust the construction of a large bridge to a student just graduated\nfrom an engineering college. This, however, does not mean that practise\ncan be substituted for science. It means only that a certain amount of prac¬\ntise is necesssary in order that one may be able skillfully to apply the science\nwhich he knows, and the amount of practise necessary for an intelligent\nteacher with good scientific training is rather small.\nArt is sometimes interpreted in the sense of native aptitude for a certain\n\ncalling. Thus\n\nwe say an artist is born and not made. Like many proverbs\nthis saying exaggerates the case, especially for the practical arts as distin¬\nguished from the fine arts. Some aptitude for teaching is doubtless neces¬\nsary and the first-rate teacher is one, in large measure, because of his native\nequipment, but good teachers are to a large extent made, and a large pro¬\nportion of the making consists in giving them an equipment of applied\nscience.\nAgain we may perhaps designate as art that skill which enables the\nteacher to make successfully those moment by moment adjustments which\nare required in every complex calling. No formula or set of formulas can\never tell us just what to do in each contingency as it arises. We must assume\n\n"}
{"page": 793, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n789\n\nthat the individual is able to exercise tact and judgment in dealing with\nemergencies. His equipment will be partly a matter of native wit and partly\nof experience. This does not distinguish an art from a science, but it char¬\nacterizes all human endeavor.\nObviously, art and science are not necessarily opposed to each other.\nThey are only opposed when tradition is set over against the application of\nscience in either of two ways, hirst, we may cling to some particular tra¬\nditional piactise because it is traditional in spite of the weight of scientific\nevidence in favor of the contrary practise. No one would consciously and\ndeliberately do this, but the preference for traditional procedure often\nclouds one’s judgment and prevents one from weighing justly the evidence\nin the case. In the second place, a general preference for traditional be¬\nhavior may lead one to discourage scientific study and to rely unduly upon\nthe practise which has been received from the fathers. One may not actually\nresist scientific evidence when it is thrust upon him, but one may offer pas¬\nsive resistance until one is forceably shaken out of one’s inertia. To think of\nteaching as an art as opposed to teaching as an applied science, will neces¬\nsarily produce this attitude of mind. To think of art as supplementary to\nrather than as a substitute for applied science is simply to recognize that\npractise, aptitude, and judgment are necessary in teaching as they are in\nmedicine or engineering. The fundamental direction of behavior in all these\nfields lies in science.\n\nTEACHING\nwilliam\n\nc. bagley,\n\nAS\n\nA\n\nprofessor\n\nCOLUMBIA\n\nFINE\nof\n\nUNIVERSITY,\n\nART— ABSTRACT\n\neducation,\nNEW\n\nYORK,\n\nteachers\n\ncollege,\n\nN. Y.\n\nI suggest that the scientific attitude may well be regarded as a most\ndesirable part of the equipment of the artist-teacher. It is in no sense in¬\nconsistent with other essential items in this equipment. Among the latter I\nwould list : ( 1 ) a thoroughgoing mastery of the materials that one teaches ;\n(2) a keen appreciation of the significance of these materials to human life;\n(3) an ardent desire to have others know and appreciate these materials;\n(4) a sympathetic understanding of the difficulties which the learner will\nencounter in mastering the materials; and (5) a command of the technics by\nwhich these difficulties may best be overcome.\nRegarding the last-named desideratum, it is reasonable to believe that\nmany if not most of these technics will be gained in part from the obser¬\nvation of master-teachers and in part from the discipline of experience. The\ntechnology of education will, I think, help the teacher somewhat here although\nit will not alone solve the problem. An acquaintance with the general pat¬\nterns or methods of teaching should be helpful, but this help is supplemen¬\ntary rather than central. I am inclined to think that the technology of edu¬\ncation will be of largest service in what may be called the extra-teaching\nactivities, as caring for the health of the learners and measuring their prog-\n\n"}
{"page": 794, "printed_page": null, "text": "790\n\nNational\n\nEducation\n\nAssociation\n\nress, and such duties as may devolve upon the teacher in determining what\nsubjectmatter to teach.\nFar more significant to the artist-teacher than the technics, however, are\nthe qualities of appreciation and sympathy and devotion which come pri¬\nmarily neither from his instruction in the materials and technologies of his\nart nor from his specific training during the apprenticeship stage of his\ncareer, but rather from the forces, no less real but far more subtle, that we\nrefer to as insights and intuitions and inspirations. Like all true artists, the\nartist-teacher is a sensitive soul, — sensitive to the finer and more humanly\nsignificant elements in the subjectmatter that he teaches, sensitive as well to\nthe finer and nobler elements in those who come to him for instruction and\ninspiration and guidance. All of the fundamental analogies here hark back\nto the fine arts and to the attitudes and responses of the creative artists in\nthese fields. In a beautiful tribute to one of his teachers, George E. Woodberry, a recent writer1 in The Nation sums up the essential factors:\nMr. Woodberry’s magic was sui generis. He was a great teacher . . . because\nhe was an authentic poet . . . [But] had Mr. Woodberry never written a line of\nverse, he would be proved poet by his teaching. The proof lay not only in his ten¬\nderness and his rare understanding of the raw boys before him, but in the way in\nwhich he poured out himself and the best that was in him without stint or limit.\nWithin his scope Mr. Woodberry\ngiven with such lavishness.\n\nhad\n\nmuch\n\nto give, and\n\nonly a poet could have\n\nIt is the germinal roots of these qualities that we who train teachers must\ntry to discover and to develop in our students. Our technologies and our ex¬\nperiments, I am sure, will help us here ; but we must not be led astray by\na premature solution ; and, what is even more important, we must not infer\nthat, because our scientific methods may not as yet suggest a solution, we are\njustified in neglecting the problem or in assuming that the problem does\nnot exist.\nIt has come to me with increasing force in the past few months\nourselves have not been fully cognizant of the magnitude\n\nthat we\n\nand intricacy of\n\nthe task that we have assumed. We envy the physical sciences and the tech¬\nnologies based upon them ; we envy almost as much the biological sciences\nand their technologies. What we have not sufficiently recognized is that\ntheir data are vastly simpler than ours, and that advancement with them is\nfar easier than with us. It was with no small measure of consolation and\nencouragement that I read the following pronouncement\nfield Osborn, one of the most distinguished of American\nbiological field :\n\nby Henry Fairscientists in the\n\nMarvelous as are (the) recent discoveries in astronomy, they are becoming com¬\nprehensible because of the uniformity of the laws and principles revealed to man\nthrough centuries of research. In brief, physics, astronomy, and chemistry are alike\ncoming within the field of exact science capable of measurement,\ntion, and prophecy.\n\ncalculation, predic¬\n\n1 Kellock, H. : “Woodberry — A Great Teacher,” The Nation, January 29, 1930.\n\n"}
{"page": 795, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n791\n\nWhat a contrast is presented in the biological sciences, ancient and modern! With\na wide circle of astronomic friends and with the most intense admiration for the\nachievements of astronomy and pure mathematics, I yet believe that their problems\nare not nearly so difficult or so baffling as our problem. In anatomy, in physiology,\nin pathology, in heredity we have not yet reached even the threshold of exactitude.\nWith increasing energy, refinement, and ingenuity, we know all the organs revealed\nin comparative and human anatomy, in both their grosser and their finer structure.\nWe know also the history of the rise of many of these organs in the course of past\ntime and what their functions and relations are, but there is always the Great\nBeyond of the unknown, and perhaps unknowable, which is summed up in the\nword life.\nOf all incomprehensible things in the universe Man stands in the front rank,\nand of all incomprehensible things in Man the supreme difficulty centers in human\nintelligence, human memory, human aspirations, human\nsearch, and conquest of obstacles. .. A\n\nIt is literally true that we\n\nhave today more\n\npowers\n\nof discovery, re¬\n\ndefinite and dependable\n\nknowledge about stars that are thousands of light years distant, and about\natoms that no human eye can ever see, than we have about the human mind\nthat has made these discoveries and given us this knowledge.\nWhat Dr. Osborn says, in effect, is that the task of the physical scientist\nis a simpler task than that of the biologist, and that the task of the biologist,\ndifficult as it is, is a simpler task than that of the psychologist. The same\ncomparisons hold, I maintain, with reference to the technologies based upon\nthese three groups of sciences. Insofar as dependable guidance from funda¬\nmental laws and principles is available, the task of the engineer is a simpler\ntask than that of the physician, and the task of the physician, difficult as it\nis, is a simpler task than that of the teacher.\nFortunately, under the conception of teaching as a fine art, we can still\ncarry on, encouraging in every possible way the objective study of our prob¬\nlems, grateful for every positive gain that our technology can record, and\nyet firm in the faith that a mastery of our materials combined with sym¬\npathy and insight and a sincere devotion both to our ideals and to the best\ninterests of those who come to us for instruction and guidance may carry us\nforward, even though we are dealing with the most intricate of human\nproblems and even though the human mind, which it is our particular task\nto feed and form, is still the “most incomprehensible\nELEMENTS\n\nMAYBELL\n\nCOMMON\n\nG. BUSH,\n\nTO ALL GOOD\nABSTRACT\n\nSUPERVISOR\n\nDEPARTMENT\n\nthing in the universe.”\n\nOF\n\nOF\n\nSUPERVISION-\n\nELEMENTARY\n\nEDUCATION,\n\nEDUCATION,\n\nMADISON,\n\nSTATE\n\nWIS.\n\nSupervisions is now generally accepted to comprise those agencies and\nactivities which affect instruction directly. This definition does not exclude\nthe administrative elements involved in supervision, but it does help us to dis1 Henry Fairfield Osborn’s Foreword to The Brain from Ape\nPaul B. Hoebner.\nInc., New York, , 1928.\n•\n....\n:' \\\n\nto Man,\n\nby Frederick Tilney;\n\n"}
{"page": 796, "printed_page": null, "text": "792\n\nNational\n\nEducation\n\nAssociation\n\ntinguish between supervision and administration. What,\nthe essential elements common to all good supervision?\n\nthen, are some\n\nof\n\n1. De??iocracy — Supervision should be based upon a cooperatively deter¬\nmined program, and must be guided directly by plans which those to be\nsupervised have had an active part in formulating. Both the ultimate and\nimmediate objectives in the program\nall concerned.\n\nshould be thoroughly understood\n\nby\n\n2. Coherence — Supervision must assume responsibility for the coordina¬\ntion, integration, and capitalization of all of the resources within the vari¬\nous parts of a school system for such stimulating activities leading to teacher\ngrowth as special case studies, experimental teaching, curriculum\ntion, certain types of research, or group leadership.\n\nconstruc¬\n\n3. Resourcefulness — Supervision must secure to teachers, at the time\nthey require it, adequate assistance in meeting situations beyond the levels\nof accomplishment for which their training, experience, or native ability\nhave equipped them.\nThe\n\nbeginning teachers should receive special help from\n\nsupervisors.\n\nDoubtless upon the skill of their first supervisors depends, to a large degree,\nthe future success of many teachers. Emergency cases arise in which teachers\nmay do the wrong\n\nthing, or misunderstandings\n\nmay\n\noccur which cause sor¬\n\nrow, and thus diminish the teacher’s desirable results. Prompt, decisive\naction on the part of the supervisor in direct charge is imperative. Such\naction is an element in skilful leadership when assistance is given in the\nspirit of true, sympathetic helpfulness, and when it is administered in such\na way that it does not lower the teachers’ professional status either with the\npupils or with their coworkers.\n4. Validity — Supervision should be the functioning of a thorough knowl¬\nedge of the most scientific theory available, including the application of this\ntheory in the organization and the technic of supervisory activities. In ad¬\ndition, supervision should be conditioned by that attitude of open-mindedness\nand tolerance which grows out of breadth and clarity of vision acquired\nthrough training and experience outside of the vocational demands of the\nwork.\n5. Reliability — Supervision requires the cooperative services of general\nsupervisors, special supervisors, and often of subjectmatter experts, since\nthorough knowledge of both the subjectmatter to be taught and the special\ntechnics for presenting it are essential for carrying on many\nsupervisory activities.\n\nof the technical\n\n6. Unity — Supervision is the agency through which educational philoso¬\nphy, as conceived by the superintendent and his staff, functions in classroom\nactivities, in subjectmatter offered, and in outcomes realized.\nIt is the privilege of the supervisor to lead the teacher to an understand¬\ning of educational philosophy through the teacher’s own teaching problems.\nThe skilful supervisor analyzes a specific teaching situation with the teacher,\n\n"}
{"page": 797, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n793\n\nand gradually helps the teacher to see and appreciate the great continuing\ntruths that lie back of many of the simplest teaching acts. When this con¬\ntact has been made in the mind of the teacher, the most common-place duties\ntake on new meanings and values. Soon the teacher has a philosophy of\neducation. He has really entered the teaching profession, and sees the dif¬\nference between principle and device, between unity of purpose and uni¬\nformity of practise, and what appeared before as contradiction now is seen\nto be only variety.\n7. Significance — Supervision must justify its own existence both in\nterms of objective data and of subjective appraisal.\nIt is admitted today that many of the desirable outcomes of teaching can\nbe measured by the objective means now existing. The same is true of\nseveral of the direct results of supervision. In spite of the fact that a few\nindividuals may have in some cases been misjudged, because of the present\ninadequacy of the tools of objective measurement, their greatly increased\nuse, and the rapid gain in the wisdom displayed in their interpretation, more\nthan justifies insistence upon objective measurement as an element in deter¬\nmining the real significance of supervision. Here lies a fruitful field for fur¬\nther study and creative work in which not only research groups but super¬\nvisors themselves should participate.\n8. Guidance — Supervision must contribute to the civic, social, and spirit¬\nual growth of the teaching staff.\nHitherto, because so little was known regarding the effects of emotional\nconditions and social attitudes upon the work of a teacher, the services of\nthe supervisor were considered unnecessary in the respects just mentioned.\nToday we know that a teacher’s success or failure may be due quite as much\nto emotional state and to attitude toward others as to the intellectual\npreparation for the task. Physical buoyancy, selfrespect, contentment,\nsocial understanding\n\nand\n\nare absolute essentials of happiness. Surely supervision\n\ncould perform no greater service for the teacher as an individual than to in¬\ncrease his happiness.\nJust as the Alpine horn-blower’s notes come back to him again and again,\nmay there constantly come to those of us who supervise others, the warning\nagainst autocracy. May we at all times hear and heed the clear call to that\ncooperative service which demands the best one has to give, but which yields\nin return immeasurable results in happiness, and in achievement for both\nteachers and children.\n\n"}
{"page": 798, "printed_page": null, "text": "794\n\nNational\n\nTHE\n\nEducation\n\nORGANIZATION\n\nOF\n\nAssociation\n\nSUPERVISION\n\nIN\n\nLARGE\n\nCITY\n\nSYSTEMS— ABSTRACT\nARTHUR\n\nDONDINEAU,\n\nSUPERVISING\n\nPUBLIC\n\nSCHOOLS,\n\nDIRECTOR\n\nDETROIT,\n\nOF\n\nINSTRUCTION,\n\nMICH.\n\nThere are four ways by which supervision may be led to function effi¬\nciently. The first is a coordinated, workable scheme of organization. In any\nsystem where teaching service is continuous and relatively permanent, a\nconsciously directed effort must be put forth to stimulate teachers, principals,\nsupervisors, and administrators to a richer professional growth and mental\nalertness. Detroit has a definitely organized program which aims to do just\nthis thing. Our system is based on the 6—3—3 plan. In addition, the college\nunits embrace an arts college, teachers college, school of medicine, and col¬\nleges of law, engineering, and pharmacy.\nTo keep all units operating harmoniously there is close coordination\nbetween the administrative staff, the supervisory division, and the college\nunits. The deputy superintendent who is the nominal head of all instruction\nis directly responsible for a group of district principals, each of whom in\nturn is in charge of from fifteen to twenty elementary school buildings and\ntheir respective principals. A supervising director heads the intermediate\nschools and their individual principals, while an assistant superintendent has\nbeen assigned to coordinate the work in both intermediate and high schools.\nThe general supervisory program\n\nand the work of the special supervisors\n\nare unified by the supervising director of instruction. This plan of organiza¬\ntion provides for a flexible integration of the groups upon whom the superin¬\ntendent depends for the carrying out of broad policies outlined for the\neducation of our community.\nWhile\n\nprimarily administrators, these officials, from the superintendent\n\nto the individual school principal, in keeping with modern practise, have also\ndefinite permanent supervisory functions. The department head in the inter¬\nmediate or high school is a supervisor as well as a teacher. He devotes a\nminimum of twenty-five percent of his time to the organization and super¬\nvision of instructional activities in his department. He is responsible to his\nprincipal for the success of these phases of work\n\nand for the instructional\n\nresults. It follows that his qualifications should be those which have been\nalready outlined as essential to supervisory leadership.\nTo\n\nfurther integrate the work\n\nand stimulate professional alertness, all\n\ninstructional material prepared by supervisors for teachers and principals is\nrouted through the administrative heads of the various units, who, in turn,\ninterpret it to the principals of the schools within their jurisdiction. Each\nprincipal of a building is responsible for carrying through the program with\nhis own staff of teachers. Thus every principal and administrative officer is\nconcerned with supervision and feels himself a recognized factor in the\nprogram\n\nfor the improvement\n\nof instruction — an organization that makes\n\n"}
{"page": 799, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n795\n\nfor unity, intelligence, and sympathy of purpose. With the growth of large\ncities we have come to recognize that the cooperation and organization of\nall available supervisory agencies are essential if we hope to influence the\neducational products of 7500 to 10,000 teachers working with some 300,000\nchildren, who are distributed in about three hundred buildings, and who\nrepresent all types of social, racial, economic, and mental levels.\nThis brings us to our second means\n\nof improving our instructional pro¬\n\ngram. I refer to the in-service courses offered by the professional college.\nEvery supervisor in Detroit is considered a member of the college staff, and,\nas such, he gives at least one in-service course for those teachers and princi¬\npals in the field who wish to continue their professional study. The broad\ninfluence and practical leadership which\nchannel have proved very effective.\n\nmay be radiated through such a\n\nA third approach to instructional development is made through demon¬\nstration lessons and discussions held under the leadership of the special super¬\nvisor for the principals of each of the units under which we operate. Every\nyear sees such a series of lessons carried on under normal conditions, as far\nas possible, with regular classroom teachers, for the benefit of school princi¬\npals and teachers. These lessons form the bases for discussions to establish\na common philosophy of education, to review the principles of psychology, to\nagree upon the objectives of education, and so to bring about an intelligently\nunited effort to improve the technic of teaching in every school in the city.\nFinally, the supervisors prepare bulletins reporting studies and research\nwhich cover specific phases of their subjects. These bulletins are routed\nthrough the regular channels, that is, they are first presented to the general\nadministrative groups who then discuss them with their principals and teach¬\ners. The more detailed and technical aspects may be presented later to the\nteachers by the supervisors themselves, thus providing for direct contact\nbetween the classroom teacher and the subject specialist.\nIn a modern\n\nprogram\n\nof supervision principals, supervisors, and teachers\n\nmake practical use of the research tests and surveys which are given periodi¬\ncally. Both formal and informal tests furnish objective measures of teaching\nprocedures. By their means we may discover intelligent diagnoses of educa¬\ntional ills and prescribe remedial measures — a process which is the common\nconcern of teacher, principal, and supervisor. Such tests, if they are suffi¬\nciently comprehensive and if they are used to measure pupil growth, are in\nthemselves, to a large degree, excellent substitutes for direct supervision.\nThe general survey tests are the newest and one of the very effective\nagents in our scheme of supervision. The right kind of survey test offers an\nappraisal of the whole program in a particular field. It aids the administrator\nto analyze the effectiveness of instruction, diagnoses existing conditions, and\npoints the way to future goals. Survey tests should be given far enough apart\nto enable supervisors, administrators, and teachers to make adjustments in\nteaching procedures before the test is repeated. They should be given close\nenough together to permit a child to make contact with two or three tests\nin any one subject before he completes his work in the public schools.\n\n"}
{"page": 800, "printed_page": null, "text": "796\n\nNational\n\nTHE\nALMA\n\nB.\n\nEducation\n\nSUPERVISION\nCALDWELL,\n\nCENERAL\n\nPUBLIC\n\nAssociation\n\nOF ARITHMETIC— ABSTRACT\nSUPERVISOR\n\nSCHOOLS,\n\nOF\n\nCLEVELAND,\n\nGRADES\n\n1-6, CLEVELAND\n\nOHIO\n\nFrom earliest days to the end of life human beings evidence in their liv¬\ning a need for skill in powers developed only through arithmetical training.\nThe physical being is subject from the beginning to measurements as to\nsize, weight, and growth. As the child progresses from infancy toward\nschool days he needs number concepts and skill in the use of number facts\nin his relationships, his games, projects, and activities.\nThe kindergarten goes far in developing the number ideas of its clientele\nin vocabulary building, counting, grouping, estimating distance and values,\nbut no formal work is attempted.\nIn the first grade this work continues into more formal number work\nand deals w'ith increasing difficulties. Counting, measuring, estimating, and\nconstruction as needed in the activities of the class develop a basic principle\nfor arithmetical development.\nAs pupils progress, the need of skills in counting demands that pupils\nacquire the fact combinations of numbers. To meet this growing need, the\nnumber facts should be grouped according to difficulty. Then teach them,\nand arrange for necessary drills. Pupils should be grouped and regrouped,\nbasing the organization on common difficulties. Later, individual pupils\nshould study cards for their own difficulties.\nThe combinations should be well mastered by the end of 2A work, and\npupils should be allowed to progress at their own speed.\nThrough activity work, logical and meaningful connections or arith¬\nmetical skills with life situations are attempted. Children find it fascinating\nto solve both personal and social problems, and they take joy in acquiring\nany arithmetical skill when the need of it is apparent.\nOften extra effort is necessary to provide a workable background, as the\nlife of the child has not yet provided the necessary experiences. Child-experi¬\nence is the basis for an activity program.\nThe more varied and numerous the experiences provided, the better the\ntransfer to new situations. As soon as the real problem in a situation is met,\nit is wise to pass on to another one embodying different experiences and re¬\nquiring new skills.\nThe problem-solving type of learning motivates desires for original ex¬\npression in the form of problems. The data drawn from activities and experi¬\nences or even sought out with a definite goal in mind form an excellent back¬\nground for original expression in problematic form. Children enjoy making\nproblems to give information, or to enlist aid in the successful solution of a\nsituation, or to give a clearer realization of their goals. They like to express\nindividually their personal deductions and estimations for the benefit of\nothers.\n\n"}
{"page": 801, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n797\n\nCOORDINATION OF THE WORK OF THE PRINCIPAL\nAND THE SUPERVISOR— ABSTRACT\nC. H. LAKE,\n\nFIRST\n\nASSISTANT\n\nSUPERINTENDENT\n\nCLEVELAND,\n\nOF SCHOOLS,\n\nOHIO\n\nThe principal of a school is an executive-supervisory officer. It is his re¬\nsponsibility to devise plans for putting into operation the educational policies\nof the school system and for making them effective. His value depends\nlargely on what he is able to get others to do. He is responsible for the per¬\nsonnel of his school and for all the activities in it.\nThe supervisor is an expert in a particular field or department of instruc¬\ntion. He is an advisory, and not a directing officer, except where specific tasks\nhave been delegated to him. The line of authority is from the superintend¬\nent of schools through his assistants to the principal and to the teacher.\nSupervisors will develop plans in their fields of specialization for making\nthe instructional policies of the school system effective. However, the re¬\nsponsibility for instruction in the school must be placed definitely with the\nprincipal and along with it the responsibility for utilizing the services of the\nspecial supervisor.\nThe administrative officer of the school system determines broad educa¬\ntional policies. To the supervisors will be delegated the responsibility for\ndevising and proposing plans for executing these policies within the scope of\ntheir special subject.\nSupervisors are supposed to earn their salaries. They cannot earn them\nunless they have something worthwhile to do. The principal will not be\nserving the interests of the school if he exhibits any tendency to depreciate\nthe responsibility of supervisors for plans and programs of action within\ntheir particular fields.\n\nTHE\nD. H.\n\nSUPERVISION\n\nEIKENBERRY,\n\nOF SECONDARY\nABSTRACT\n\nPROFESSOR\n\nOF\n\nUNIVERSITY,\n\nSCHOOL\n\nEDUCATION-\n\nADMINISTRATION,\n\nCOLUMBUS,\n\nOHIO\n\nSTATE\n\nOHIO\n\nIn days gone by the high-school principal w’as largely a preserver of cul¬\ntures of past ages. How different the situation is today is clear to anyone\nwho contrasts a progressive high school of 1930 with the typical classical\nsecondary school of fifty years ago. Today the high-school principal stands\nin the position of a social engineer. He is the administrative and supervisory\nhead of the institution that has been called the most purely American\ntution thus far developed.\n\ninsti¬\n\nA rather small proportion of presentday teachers is made up largely of\nthose more recently trained plus the more progressive of the older teachers\n\n"}
{"page": 802, "printed_page": null, "text": "798\n\nNational\n\nEducation\n\nAssociation\n\nwho have accepted a modern point of view with respect to secondary educa¬\ntion. A second group is composed of those who are still dominated by the old\ntraditional point of view. In between these two extreme groups are the re¬\nmainder of our teachers. Many of this last group have never thought seri¬\nously about our present high schools and their purposes. They are drifting\nalong in the teaching profession just as many workers drift along in other\noccupations.\nIn almost every school these three groups of teachers will be found. One\nof the first tasks of supervision is that of leading all teachers to the accept¬\nance of a modern philosophy of education. The principal, then, as a super¬\nvisor has the responsibility of holding our schools true to our educational\nideals. This he will do through leading his teaching staff, his pupil popula¬\ntion, and his community to see what our secondary schools should accom¬\nplish for the individual and for society in this fourth decade of the twentieth\ncentury.\nIt is important that the principal work in these eight important areas or\nfields of supervision :\n1. The selection and assignment of teachers\n2. The education of the teaching staff to a modern conception of education\n3. The selection of subjectmatter\n4. The selection of textbooks and instructional material\n5. The securing of desirable educational products\n6. The improvement of study\n7. The extracurriculum activities program\n8. The guidance program.\n\nThe following are four different means\neight fields mentioned above:\n\nor methods\n\nfor supervising the\n\n1. Teachers’ meetings\n2. Individual conferences\n3. Selfsurvey of the high school\n4. Curriculum reconstruction.\n\nSUPERVISING\nJESSIE\n\nF. FAIR,\n\nTHE\n\nDIRECTOR\nPUBLIC\n\nIn a recent book by Mark\n\nSOCIAL\n\nSUBJECTS— ABSTRACT\n\nOF\n\nELEMENTARY\n\nUPPER\n\nSCHOOLS,\n\nDAYTON,\n\nGRADES,\n\nDAYTON\n\nOHIO\n\nStarr, entitled Lies and Hate in Education , the\n\nauthor makes this statement: “There is little doubt that international hatred\nis fostered both in Europe and America by the teaching of history in the\npublic schools.” The editor of the New Republic , commenting upon this\nstatement, asks: “And what about the United States? Our country as it\nhappens, is not included in the book ; but it is not for any lack of damaging\nevidence.”\nWhat about the United\n\nStates? Are we\n\nnot as teachers of the social\n\nstudies obligated to face this question squarely? Are we teaching, even un-\n\n"}
{"page": 803, "printed_page": null, "text": "/\n\nDepartment\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n799\n\nconsciously teaching the A. B. C. of hate? If not, what is our objective in\nthe teaching of the social studies? Can we make any just claim at all that\nour objective in the teaching of the social studies is the A. B. C. of love?\nFrom a response to a questionnaire, which I sent out two years ago to\neighty-eight cities in the United States, I learned that about one-half of the\nelementary teachers, one-half of the junior high teachers, but only onefourth of the senior high teachers acknowledge, even in theory, that the\ngreatest objective in the social studies has anything whatever\n\nto do with\n\nimproving human relationships.\nThese results are born out by Mr. Earl Rugg’s analysis of 56,000 examina¬\ntion papers of 1125 teachers through which he arrived at the conclusion that\n“the aims implied in the analysis clearly reflect even today the emphasis on\nthe learning of facts.”\nWith what high hopes we read the introduction to many\n\ncourses of study\n\nin this matter of objectives but with what a chill of disappointment we pur¬\nsue the content of the course to find that the real objective is subjectmatter\nset out to be learned.\nWe have not begun to realize what power there is in organized thinking\nin relation to a particular objective. There are eight hundred thousand\nteachers teaching twenty-four million children. If we were to determine\nthat the A. B. C. of love were to be the great objective in the teaching of\nthe social studies, we could help to bring in a new social order, and the\npress would publicly announce : “There is no doubt that international love\nis fostered both in Europe and America by the teaching of the social studies\nin the schools.”\n\nMINUTES\n\nOF THE\n\nSECRETARY\n\nAtlantic City, February\n\n25 and 26, 1930\n\nIn point of numbers and enthusiasm, the tenth winter meeting far surpassed its\npredecessors. Over five hundred attended the meeting on Tuesday morning and\nabout eight hundred and fifty the meeting on Wednesday. A quick shift of meeting\nplaces was necessary in the latter case and the management of Haddon Hall deserves\ngreat credit for its readiness to meet the situation. Praise is also due to the Hotel\nMorton for providing luncheon for more than twice as many as were expected\nTuesday noon. The committees were very well provided with meeting rooms by\nthis hotel and the meals were uniformly good.\nThe program was carried out as announced, except that Mr. Giles, state highschool inspector in Wisconsin, appeared in place of Miss Bush on Wednesday and\nread the paper she had prepared. The four members of the Third Yearbook Com¬\nmittee summarized their findings on Tuesday. On Wednesday Messrs. Freeman and\nBagley presented two somewhat opposing views of the nature of teaching, the for¬\nmer arguing for the concept of applied science, the latter for that of fine art. Both\ndiscussions were followed closely by a large audience. Miss Bush, through Mr. Giles,\nwho assisted in their formulation, presented an admirable statement of foundational\nprinciples of supervision. At the close she identified her philosophy of supervision\nwith the concept of the Project Method. In closing the session, Mr. Dondineau\ndescribed in an interpretative way the organization of supervision in Detroit as an\nexample of how this problem may be met in a large city.\n\n"}
{"page": 804, "printed_page": null, "text": "800\nAt the luncheon\n\nNational\n\non Tuesday,\n\nEducation\n\nDr. Woods\n\nAssociation\n\nof Los Angeles\n\ndiscussed\n\nthe place of\n\nsupervisory technics in the program of instruction, and Miss Cutright of Minne¬\napolis outlined a program for the redirection of supervisory activities. These topics\nwere commented upon by Dr. Cook of Baltimore, who was this year the chairman\nof the Yearbook Committee of the Department of Superintendence. Among other\nthings he said that it was his opinion that the Department of Supervisors has no\nsuperior as a professional organization.\nThe Board of Directors — Nine members of the board were present when Chair¬\nman Underwood called the meeting to order. The minutes of the previous meeting\nas printed in Educational Method for April, 1929, were approved. The Treasurer’s\nReport was accepted. An auditing committee was authorized and a budget estimate\nof $13,300 was accepted.\nThe work of the Membership Committee was voted worthy of praise, and the\npolicy of inviting educators generally but urging supervisory officers other than\nthe superintendents and principals particularly to become members of the Depart¬\nment was set up.\nThe Executive Committee reported the Fourth Yearbook well under way and\nproposed that several additional topics for investigation be assigned. Three topics\ngrowing out of the work of Dr. Morrison’s committee were selected, as follows:\nHow to Capitalize the Creative Energies of Teachers; Differentiating and Unify¬\ning Supervisory Services ; Applications of Scientific Method in Supervisory Programs.\nRegional committees will be appointed so that all parts of the country may ade¬\nquately be represented in the work of the Department. It is proposed to follow\nthese three additional yearbooks with a series of five to cover the supervision of\nthe major aspects of the curriculum. A definite procedure for the selection of the\nmembers of yearbook committees was adopted.\nPreliminary steps were taken toward making provision for affiliation of state\ngroups with the national organization and the consequent democratization of the\nmethod of control of the organization through representation on the board. Notice\nis given of an amendment to the constitution to be proposed to provide for branches.\nThe Nominating Committee reported the names of officers and directors as\nfollows: to succeed themselves on the board for a three-year term, directors Horn,\nHosic, Kilpatrick, McLean, and Morrison. These persons were reelected directors\nat the business meeting of the Department on Wednesday. For president, Elizabeth\nHall, first vicepresident, J. Cayce Morrison; second vicepresident, Julia Hahn;\nsecretary-treasurer for three years, James F. Hoosic; member of the Executive\nCommittee for three years to succeed Mabel E. Simpson, Elma A. Neal. The terms\nof office of these persons will begin at the close of the summer meeting of the N. E. A.\nA breakfast for the Membership Committee and another for the Executive\nmittee rounded out the activities of the tenth annual convention.\n\nCom¬\n\n"}
{"page": 805, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n"}
{"page": 806, "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 193031 are : President , George Willard Frasier, President,\nColorado State Teachers College, Greeley, Colo.;\nFirst Vice-president, E. L. Hendricks, President,\n\nCentral Missouri State Teachers College, Warrensburg, Mo.; Second Vicepresident , Francis B. Haas,\nPresident, State Normal College, Bloomsburg, Pa.;\nThird Vicepresident, Bruce\n\nR. Payne, President,\n\nGeorge Peabody College for Teachers, Nashville,\nTenn. ; Secretary-Treasurer, Charles W. Hunt, Dean,\nSchool of Education, Western Reserve University,\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\n1897709-736\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[ 802 ]\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:\n1927:\n1928:\n1929:\n\n838-947\n873-950\n833-948\n827-937\n\n"}
{"page": 807, "printed_page": null, "text": "MINUTES OF THE MEETING OF THE AMERICAN ASSO¬\nCIATION OF TEACHERS COLLEGES AT ATLANTIC\nCITY, N. J., FEBRUARY 21 AND 22, 1930\n\nThe American Association of Teachers Colleges convened at Atlantic\nCity on February 21, 1930, at 9 a. m. in the Haddon\n\nHall Hotel,\n\nthe Vernon Room. President H. W. Rockwell was the presiding offi¬\ncer. The meeting opened promptly at 9 oclock. The general topic for the\nmorning was “How Can We Regulate the Supply and at the Same Time\nImprove the Professional Quality of the Candidates Legally Available to\nEnter the Public School Service as ‘Novice’ Teachers?” The following\npapers were read and may be found in other parts of the Yearbook:\n\ning Upon\n\nthe Solution\n\nAmbrose\n\nof this Problem\n\nL. Suhrie, New\n\ners to Undertake\n\nYork\n\nPreparation\n\n?\n\nUniversity, New\n\nYork, N. Y.\n\nfor this Service?\n\nJoseph E. Burk, State Teachers\n\nCollege, Denton,\n\nTex.\n\ngrams for the Selective Admission of Entrants to Teacher-T\nraining\nInstitution\ns?\nAlonzo F. Myers, State Director of Teacher Preparation, Hartford, Conn.\n\nEdwin\n\nW.\n\nTeachers?\nas Prospecti\nUnpromisi\nve\ny\nng\nDirector of Normal and Practice Schools, Philadel¬\n\nDistinctl\n\ntion of Students\n\nAdams,\n\nphia, Pa.\n\nCertific\nnal\nation?\nCharles C. Sherrod, President, State Teachers\n\ntion and\n\nfor Provisio\n\nPresident Rockwell\n\nCollege, Johnson\n\nCity, Tenn.\n\nappointed the following committees :\n\nA\nW\n.\nhTellers:\nat are President\nthe BasicLord,\nMunson, President Riggs.\nFactsPresident\nand Conditions\nWhich President\nNominating: President Morgan, President Lamkin,\nHave SignLinscheid.\nificant Bear¬\nAudit: President Pitman, President Aspinall.\n\nPresident McKenny reported that the Committee on Accrediting and\nClassification had been in session for two days and outlined the policies\nB\nHoand\n.\nw Ca\nn We Inof\nmethods\nprocedure\nof the Committee.\nduce\na\nSatisfactory\n\nPe\n\nenta\nge of the Be\nOn Friday afternoon at 2 oclock rc\nthe\nAssociation\nmet\nthe Vernon\nst again\nPotentiain\nl Teach¬\n\nRoom, President Rockwell presiding, to consider the topic, “General Con¬\nsideration of Standards — With Studies on Some Controversial Issues.” The\nC following papers were presented and appear in full in the Yearbook:\nHo\n.\nw Can W\nSet Up\nChanging e Standards\nThe\n\nDefensible\nPolicies a\nnd Work University, New York, N. Y.\nE. S. Evenden, Teachers College,\nColumbia\nOut Effec\ntive Pro¬\nComputation of Teaching Loads in Teachers Colleges\nH.\n\nL.' Donovan,\nRichmond, Ky.\n\nD\nHo.\nw Can\nWe Effe\nct the\n\nPresident, Eastern\n\nKentucky\n\nState Teachers\n\n[ 803 ]\n\nEarly\n\nIdentific\n\nation\n\nand\n\nthe\n\nCertain\n\nElim\n\nCollege,\n\n"}
{"page": 808, "printed_page": null, "text": "804\n\nNational\n\nHealth\n\nService\n\nin\n\nTeachers\n\nEducation\n\nAssociation\n\nColleges\n\nN. H. Dearborn, Director, Institute of Education,\nNew York, N. Y.\nCredit\n\nAdministration\n\nClarence\nThe\n\nStatus\n\nin Teachers\n\nLinton, Teachers\n\nof Correspondence\n\nNew\n\nYork\n\nUniversity,\n\nUniversity, New\n\nYork, N. Y.\n\nColleges\n\nCollege, Columbia\n\nCourses\n\nH. F. Mallory, University of Chicago, Chicago, Ill.\nUnit\n\nCosts\n\nin\n\nTeachers\n\nH. J. Magee,\nThe\n\nPreparation\n\nof\n\nShelton D.\nTenn.\n\nColleges\n\nState Director of Teacher\nStaff\n\nMembers\n\nPhelps, George\n\nfor\n\nTraining,\n\nTeachers\n\nPeabody\n\nAlbany,\n\nN. Y.\n\nColleges\n\nCollege\n\nfor Teachers,\n\nNashville,\n\nThe Committee on Standards and Surveys presented for consideration\nchanges which would be voted on at the Saturday morning session.\nIn accordance with the vote the previous year, the ballot for president\ntook place Friday afternoon.\nOn Friday evening the Association met for its annual dinner at the Hotel\nMadison. It had for its guests Professor W. W. Charters of Ohio State\nUniversity, who spoke on “Using the Commonwealth Teacher-Training\nStudy as a Basis for the Reorganization of the Curriculum” ; Professor\nErnest Horn of the State University of Iowa, who spoke on the subject,\n“What\n\nare the Most\n\nImportant\n\nRecent\n\nContributions\n\nin the Field of\n\nElementary Education?”; and Dr. William J. Cooper, U. S. Commissioner\nof Education, w7ho spoke on “The Content of a Four Year Course for\nElementary Teachers.” The dinner was attended by nearly 250 people,\nalmost 50 more than attended the dinner at any previous time.\nSaturday morning, February 22, the Association convened promptly at\n9 oclock, President Rockwell presiding. Dean Withers had been delayed\nand the Association proceeded to hear the report of the nominating com¬\nmittee, which was presented by President Morgan. The report recom¬\nmended that the Committee on Standards and Surveys be increased to five\nand nominated Dean Thomas C. McCracken of Ohio University to serve\nfive years ; President Conrad L. Kjerstad, Dickinson, N. Dak., to serve\nfour years ; and Dr. E. S. Evenden to serve for three years. The committee\nnominated President Eugene Fair, Kirksville, Mo., to fill the vacancy caused\nby the retirement of President Butcher on the Committee on Accrediting\nand Classification. The committee nominated President J. L. Jarman, Farmville, Va., to serve as delegate to the American Council on Education in\nplace of Noble L. Garrison. The report was adopted unanimously.\nA motion was made\n\nand adopted unanimously\n\nthat a committee\n\nof three\n\nbe appointed by the president to study the problem of adopting standards\nfor other institutions for teacher training than those now defined as teach¬\ners colleges in the present standards.\nIt was moved and carried unanimously that suitable resolutions be drawm\nup by the secretary and sent to the family of President David\n\nFelmley.\n\n"}
{"page": 809, "printed_page": null, "text": "Department\n\nThe\n\nof Teachers\n\nColleges\n\n805\n\nfollowing resolution was prepared and sent :\n\nWhereas, President David Felmley has spent a long life of devoted\nguished service to the cause of teacher training, and,\n\nand\n\ndistin¬\n\nWhereas, President Felmley was from its earliest days an active member of the\nAmerican Association of Teachers Colleges, contributing to its discussions, assisting\nwisely in its development, serving as its president in 1921, and,\nWhereas, we had known him as valued friend and trusted comrade in the work\nof our profession,\nTherefore, we do hereby extend to Mrs. Felmley and to the family of President\nFelmley our heartfelt sympathy, and express to them our sense of deep loss and our\nfeeling of pride in him as a leader in educational work.\n\nThe American Association\nof Teachers Colleges\nCharles\n\nIt was moved\n\nW.\n\nHunt,\n\nSecretary.\n\nand seconded that the Association send cordial greetings to\n\nPresident Seerley and President Kirk.\nThe report of the Committee on Standards was made and changes were\nmade as appear in the report of the chairman on page 128.\nThe Association then proceeded to consider the papers which had been\nplanned as follows:\nUnsolved\n\nProblems\n\nCall\n\nfor\n\nin Teachers\n\nCooperative\n\nCollege\n\nAdministration\n\nOrganization,\n\nScope,\n\nFrederick\nThe\n\nProposed\n\nDwight\nPlacement\n\nCost\n\nSubsidy\n\nB. Waldo,\n\nService\n\nWhit\n\nand\n\nL. Whitney,\n\nFederal\nin\n\nBrogan,\n\nof\n\na Department\n\nColorado\nfor\n\nState Teachers\n\nTeacher\n\nWhat\n\nI am\n\nof Instruction\n\nPaul G. Chandler,\nFive\n\nDoing\n\nTraining:\n\npresiding. The\n\nin Teachers\nInstruction\n\nPresentations\n\nA. B. Moehlman,\nArbor, Mich.\n\nA\n\nSchool\n\nFrank\n\nOur\n\nSolution\n\nW.\n\nPre-View\n\nand\n\nReport.\n\nCollege, Kalamazoo,\n\nThomas,\n\nin the Viking Room\n\npapers presented were\n\nInstitution\n\nUniversity\n\nof Michigan,\n\nIsland College of Education,\nKentucky\n\nState Teachers\n\nPresident, State Teachers\n\nRussell, Principal, State Normal\n\nof the\n\nH. DeW.\n\nStudent\n\nDeGroat,\n\nas\n\nCollege, Millersville, Pa.\nin My\n\nHousing\n\nCollege, Rich¬\n\nCollege, Fresno, Calif.\n\nSchool, Westfield, Mass.\n\nProblexM\n\nPrincipal, State Normal\n\nAnn\n\nProvidence,\n\nExperiment\n\nCharles\n\nMich.\n\nColleges\n\nof Education,\n\nHomer E. Cooper, Dean, Eastern\nmond, Ky.\nWestfield\n\nCollege, Greeley, Colo.\n\nby:\n\nJ. L. Alger, President, Rhode\nR. I.\n\nThe\n\nUniversity, New\n\nColleges.\n\nState Teachers\n\nto Improve\n\nMinute\n\nYork\n\nPrincipal, Scarsdale, N. Y.\n\nat 2 oclock, President Rockwell\nfollows :\nQuality\n\nWhich\n\nof Research.\n\nPresident, State Teachers\n\nTeachers\n\nNew\n\nSaturday afternoon the Association again convened\n\nThe\n\nSupervision\n\nResearch.\n\nJohn W. Withers, Dean, School of Education,\nYork, N. Y.\nThe\n\nand\n\nSchool, Cortland, N. Y.\n\n"}
{"page": 810, "printed_page": null, "text": "806\n\nNational\n\nEducation\n\nAssociation\n\nThe report on the reclassification of institutions was presented bv Presi¬\ndent McKenny as chairman of the Committee. The new institutions in¬\ncluded in the accredited list were as follows :\n\nTeachers\nState Teachers\nNew\n\nCollege,\n\nJersey State Normal\n\nColleges — Class A\n\nFresno,\n\nCalif.\n\nSchool, Trenton,\n\nState Normal\n\nSchool, California, Pa.\n\nState Teachers\n\nCollege, Edinboro,\n\nPa.\n\nState Teachers\n\nCollege, Kutztown,\n\nPa.\n\nState Teachers\n\nCollege, Lock Haven,\n\nState Teachers\n\nCollege, Millersville, Pa.\n\nConcord\n\nState Normal\n\nPa.\n\nSchool, Athens, W.\n\nVa.\n\nJunior Teachers\n\nColleges — Class A\n\nState Normal\n\nSchool, Fredonia,\n\nN. Y.\n\nState Normal\n\nSchool, Geneseo,\n\nN. Y.\n\nState Normal,\n\nSchool, New\n\nState Normal\n\nSchool, Oswego,\n\nThe\n\nN. J.\n\nPaltz, N. Y.\nN. Y.\n\nreport was adopted.\n\nThe complete list of accredited institutions is found on page 19.\nThe Committee on Audit reported the accounts of the treasurer to have\nbeen duly examined by a firm of certified accountants, in accordance with\ninstructions given by the Association last year.\nThe following resolution in regard to oversupply of teachers was pre¬\nsented and unanimously adopted :\nBelieving that the apparent\n\npresent oversupply\n\nof teachers caused\n\nby an actual\n\nsurplus of those duly certified to teach presents both a challenge to and an oppor¬\ntunity for constructive educational action, I move as follows:\n(1) Adoption\n\nby this body\n\nof a minute\n\nrequesting\n\nstate superintendents\n\nand\n\nlegislatures to capitalize this condition by effecting progressively advanced require¬\nments for entrance into the teaching profession, and by establishing parity of re¬\nquirements as between rural and all other teachers.\n(2) Appointment by the president of this body of a committee to confer with\nthe association of state superintendents during their session at Atlantic City next\nweek in the interest of such a policy.\n\nThe following resolution in regard to the formation of an international\nteachers college association was presented and adopted :\nResolved,\n\nthat the American\n\ntive officers or a committee\n\nAssociation\n\nwhich\n\nthey may\n\nof Teachers\n\nColleges\n\ninstruct\n\nthe execu¬\n\nselect to inquire into the feasibility and\n\n"}
{"page": 811, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n807\nadvisability of establishing contacts with teacher-training institutions in foreign\nlands with a view to bringing about international cooperation among teacher-train¬\ning schools of the world.\n\nThe Association voted $1600 for clerical service for the secretary of the\nAssociation. The Association also voted $1000 compensation\ntreasurer.\nPresident Riggs of the committee\nfollowing officers elected :\n\nto the secretary-\n\nto canvass the election reported the\n\nPresident .\n\nGeorge\n\nW.\n\nFrasier, Greeley, Colo.\n\nFirst Vicepresident .\n\nE. L. Hendricks,\n\nWarrensburg,\n\nMo.\nPa.\n\nSecond\n\nVicepresident .\n\nFrancis B. Haas, Bloomsburg,\n\nThird\n\nVicepresident .\n\nBruce\n\nSTANDARDS\nADOPTED\nTEXAS,\n\nAT\n\nFOR\n\nACCREDITING\n\nWASHINGTON,\n\nFEBRUARY\n\nD. C., FEBRUARY\n\n26, 1927,\n\nCLEVELAND,\n\nOHIO,\n\nFEBRUARY\n\n22, 1930\n\nFEBRUARY\n\nI. Definition\nA.\n\nAT\n\nBOSTON,\n23, 1929,\n\nR. Payne,\n\nNashville, Tenn.\n\nTEACHERS\n26, 1926.\nMASS.,\nAND\n\nof a Teachers\n\nCOLLEGES\n\nREVISED\n\nFEBRUARY\n\nAT\n\nATLANTIC\n\nAT\n\nDALLAS,\n\n25, 1928,\nCITY,\n\nN.\n\nAT\nJ.,\n\nCollege\n\nTeachers College (Four Year Institution Granting Degrees). A teach¬\ners college, within the meaning of these standards, is a state, municipal\nor incorporated private institution, or an independent unit of a recog¬\nnized college or university which has at least one four-year unified cur¬\nriculum ; which is devoted exclusively to the preparation of teachers ;\nwhich has legal authority to grant a standard bachelor’s degree ; which\nhas granted and continues to grant such degree ; and which requires for\nadmission the completion of a standard four-year secondary school cur¬\nriculum, or equivalent training approved by this Association.\n\nB.\n\nNormal School. A similar institution devoted exclusively to the prepara¬\ntion of teachers, which requires for admission the completion of a stand¬\nard four-year secondary school curriculum, or equivalent training ap¬\nproved by this Association ; which has a curriculum less than four years\nin length and does not have legal authority to grant a standard bache¬\nlor’s degree ; or which has a curriculum four years in length but has\nnot granted and does not grant a bachelor’s degree, shall be designated\nas a normal school or a junior teachers college.\nNormal schools shall conform to the same standards as teachers colleges\nexcept as hereinafter specifically indicated.\n\nC.\n\nNo 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\n"}
{"page": 812, "printed_page": null, "text": "SOS\n\nNational\n\nEducation\n\nII. Requirements\nA.\n\nAssociation\n\nfor Admission\n\nThe quantitative requirements of admission to a teachers college or\nnormal school accredited by this Association shall be at least 15 units\nof secondary school work, or the equivalent. These units must repre¬\nsent work done in a secondary school approved by the state department of\npublic instruction of the state in which the college is located, and must\nconform to the definitions of the various units as recommended by the\nstate department of public instruction, or must be evidenced by the\nresult of examinations.\nExperienced teachers over 21 years of age may be admitted to a teachers\ncollege or normal school for such work as they are qualified to take, but\nbefore receiving a diploma or a degree, they shall meet the full entrance\nrequirement.\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.\n\nB.\n\nEquivalence for entrance or secondary school work shall be determined\nonly by regularly scheduled written examinations, which shall be of such\ncharacter as to satisfy the Committee on Admissions of the college that\nthe applicant is fully prepared to do college work as hereinafter defined.\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\nA.\n\nfor Graduation\n\nThe quantitative requirement for graduation shall be the completion\nof at least 120 semester hours of credit, or the equivalent in term\nhours, quarter hours, points, majors or courses.\n\nB.\n\nThe requirement for graduation for a normal school with a two-year\ncurriculum shall be at least 60 semester hours or the equivalent; and\nfor a normal school with a three-year curriculum, at least 90 semester\nhours or the equivalent.\n\nC.\n\nNot more than one-fourth Qq) of any curriculum leading to a degree\nor a certificate or a diploma in a teachers college or normal school\nshall be taken in extension classes or by correspondence. (Not more\nthan one-half (3A) of this shall be done by correspondence.) These\nclasses shall be conducted by regularly appointed teachers who meet\nall the qualifications of Standard V, Preparation of the Faculty. If\nextension teachers are regularly employed on a part-time basis and\nhold educational administrative or supervisory positions, they shall\nnot be permitted to offer courses enrolling individuals who are under\ntheir administrative or supervisory jurisdiction. No courses shall be\noffered for credit either in extension or by correspondence which are\n\n"}
{"page": 813, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n809\n\nnot also offered as part of the regular residence work. These courses\nshould likewise meet the standards of sequence, prerequisites, etc. set\nforth 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\nD.\n\nhas\n\nNo degree or certificate or diploma shall be issued by a teachers college\nor normal\n\nschool to a student who\n\nhas not spent a minimum\n\nof one\n\nyear in regular residence work in the institution issuing the degree,\ncertificate or diploma. One year of residence work shall be understood\nto mean one year of full time study, or two half years or its equiva¬\nlent in summer sessions.\n\nIV. Size of Faculty\nA.\n\nThere\n\nshall be a reasonable ratio of students to faculty in the college\n\ndepartment, which shall be subjected to investigation to determine the\nB.\n\nproper ratio.\nIn the training school there shall be at least one full time training\nschool teacher for every 18 college students each of whom does during\nthe year a total of 90 clock hours of student teaching. If more than\n90 hours of student teaching is required of each student the number\nof student teachers for each training school teacher shall be decreased\n\nC.\n\nso as not to increase the total annual supervisory load for each train¬\ning school teacher.\nNo teacher in the training school, who is also responsible for a regular\namount of supervision of student teaching, shall be required to have\ncharge of more than 40 children at any one time.\n\nD.\n\nIn the case of use of affiliated urban or rural schools for student teaching\npurposes, when the degree of affiliation and control is restricted to\nsuch an extent that a teaching force of more limited training than is\ncontemplated by these standards must be used, and which is not capable\nof effective supervision of student teaching, or which by the terms of\nthe affiliation is not expected to do supervision of student teaching,\nthere shall be one full-time supervisor of student teaching for even,'\n50 student teachers, each of whom does during a year 90 hours of\nstudent teaching. Such supervisors must possess the scholastic qualifi¬\ncations required of members of the faculty of the college department.\nIf more than 90 hours of student teaching is required of each student\nthe number of student teachers per supervisor should be decreased so\nas not to increase the total annual supervisory load for each supen'isor.\n\nV. Preparation\nA.\n\nThe\n\nminimum\n\nof Faculty\n\nscholastic requirement\n\nfor teachers in the training\n\nschool shall be graduation from a college of recognized standing, pre¬\nsumably evidenced by possession of a bachelor’s degree or equivalent\n\n"}
{"page": 814, "printed_page": null, "text": "810\n\nNational\n\nEducation\n\nAssociation\n\ntraining. Six years after the date on which these standards take effect,\nthe minimum scholastic requirement for all new training-school teach¬\ners shall be the same as for teachers in the college department.\nTeachers who have been members of the faculty of the training school\nfor not less than five years, and whose training is not equivalent to this\nrequirement, may be considered to have equivalent training for six\nyears after the date on which these standards take effect, provided that\nthe president of the college submits a statement of their training and\nexperience and files with the Committee on Accrediting and Classi¬\nfication a declaration that such members of the faculty are rendering\nservice in their own teaching and in the supervision of student teach¬\ning which is of a superior quality as judged by the standards of the\nbest public school systems in the state in which the teachers college is\nlocated.\nDuring this period of six years this declaration must be made\nB.\n\nannually\n\nand shall be based upon actual inspection of the teacher’s work.\nThe minimum scholastic requirement for members of the faculty who\ngive instruction in the college department shall be graduation from a\ncollege of recognized standing and additional training which shall\ninclude at least one year of study in their respective fields of teach¬\ning in a recognized graduate school, or equivalent, and presumably\npossession of the master’s degree. Members of the faculty who have\nserved in their respective positions for not less than five years, and\nwho do not meet this requirement, may be regarded as having done so\nfor six years after the date on which these standards take effect, pro¬\nvided that the president of the college submits a statement of their\ntraining and experience and files a declaration that such members of\nthe faculty are giving satisfactory instruction of college grade.\nDuring this period of six years this declaration must be made annually\nuntil each such member of the faculty has secured the required train¬\ning and shall be based upon actual inspection of the work of such\nmembers of the faculty.\n\nC.\n\nA teachers college or normal school may be considered to have met the\nrequirements of this standard if not over ten per cent (10%) of the\nregularly appointed members\n\nof the faculty (college and\n\nschool) shall fail to meet the standards set forth in V-A\n\ntraining\n\n& B, provided\n\nthat for all teachers in this group who do not hold a master’s degree\nthe president shall file annually with the Secretary of the Association\na statement of the special or technical training which in his judgment\nis a desirable substitute for the degree requirements. In computing the\npercentage of the faculty with less than the standard training the\nfollowing exceptions shall be allowed :\n1. In those cases in which regular public schools not under the con¬\ntrol or supervision of the college are used for practice teaching pur¬\nposes the room teachers shall not be considered as part of the\n\n"}
{"page": 815, "printed_page": null, "text": "/\n\nDepartment\n\nof Teachers\n\nColleges\n\n811\nfaculty unless they are appointed through the college and in all\nrespects are considered as regular members of the faculty; or unless\nthey supervise the practice work of 6 or more student teachers\nwithin an academic year.\n2. In teachers colleges offering four year curricula for the preparation\nof special teachers or supervisors in two or more of the fields of\ncommerce, fine arts, industrial arts, music, household arts, or phys¬\nical education, study by an individual in his special field may be\ntaken as a substitute for the degree requirement in Standard V-A\nand B provided that the total exceptions made in these departments\nshall not be more than ten per cent (10%) of the entire faculty\nand shall not increase the total per cent of those with less than\nstandard\nD.\n\nE.\n\ntraining for the college to more\n\nthan fifteen per cent\n\n(15%).\nIt is recommended that as far as possible in new appointments to the\nstaffs of teachers colleges or normal schools the minimum standard of\ntraining set forth in Section A & B should be met.\nIt is recommended that new teachers appointed to the staffs of teachers\ncolleges or normal schools should have at least 30 semester hours of\nundergraduate and/or graduate work in the field in which they are\nto teach including professional courses in the subject matter of this\nfield.\n\nF.\n\nIt is desirable that members\n\nof the faculty of a teachers college or\n\nnormal school should possess training of a distinctly professional qual¬\nity, which represents at least three years of study beyond the bachelor’s\ndegree, in a recognized graduate school, or corresponding professional\nor technological training. The effort of a teachers college to main¬\ntain a faculty of higher scholarly equipment than is required by the\nminimum standard, shall be held to constitute a strong presumption\nthat superior work is being done. The proportion of members of the\nfaculty which should be on the different levels of training above the\nfirst degree shall be subjected to immediate investigation.\n\nVI. Teaching\n\nLoad\n\nof Faculty\n\nThe following teaching loads shall be the maximum for a teachers\ncollege or normal school faculty: 16 recitation periods of at least 50\nminutes each per week or its equivalent. Equivalence shall be based\nupon the ratio of one class period to one and one-half class periods in\nshop, laboratory work and physical education.\n\nVII. Training\nA.\n\nSchool\n\nand Student\n\nTeaching\n\nEach teachers college or normal school shall maintain a training school\nunder its own control as a part of its organization, as a laboratory\nschool, for purposes\n\nof observation, demonstration,\n\nand\n\nsupervised\n\n"}
{"page": 816, "printed_page": null, "text": "812\n\nNational\n\nEducation\n\nteaching on the part of students. The\n\nB.\n\nC.\n\nAssociation\n\nuse of an urban or rural school\n\nsystem, under sufficient control and supervision of the college to per¬\nmit carrying out the educational policy of the college to a sufficient\ndegree for the conduct of effective student teaching, will satisfy this\nrequirement.\nStudent teaching shall be so organized as to lead to a proper initial\nmastery of the technique of teaching and, at the same time, protect the\ninterest of the children in the training school.\nThe minimum amount of student teaching required of every graduate\nof a teachers college or normal school shall be 90 hours of supervised\nteaching.\n\nD.\n\nFor every 18 college students to be given 90 hours of student teach¬\ning, there shall be a minimum group of 30 children, either in the\ncampus training school or in affiliated urban or rural schools under\nthe supervision of the teachers college or normal school.\n\nE.\n\nIt 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\nor by other members of the faculty.\n\nVIII. Organization\nA.\n\nof the Curriculum\n\nThe curriculum of the teachers college must recognize definite require¬\nments as regards sequences of courses. Senior college courses must not\nbe open to freshmen who have not taken the prerequisites for these\ncourses. Programs consisting mainly of freshm,an 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\ncurricula which will provide in its junior and senior years courses\nwhich require prerequisite courses in the freshman and sophomore\nyears or courses which are open only to juniors or seniors. The num¬\nber of such courses taken by a student in the junior and senior years\nmust total at least one-third of the requirements for the completion of\na four-year college curriculum. It is recommended that teachers col¬\nleges adopt a system of numbering courses or of catalog description\nwhich will indicate the year in which the course should be taken.\n\nB.\n\nIn a normal school with a three-year curriculum, two-thirds of the\nwork of students in the last year shall consist of advanced courses to\nwhich freshmen are not admitted.\n\nIX. Student\nA.\n\nHealth\n\nService and Living Conditions\n\n1. Health Protection: Provision shall be made, by means of suitable\norganization, for the following phases of student health service :\n(a) physical examinations, (b) consultations on health matters and\n\n"}
{"page": 817, "printed_page": null, "text": "Department\n\nof Teachers\n\n813\n\nColleges\n\ndispensary treatments, (c) correction of remediable\n\ndefects, and\n\n(d) hospitalization or infirmary care. (This type of service, (d),\nmay be provided through cooperative arrangements\nent hospitals.)\n\nwith independ¬\n\nThe student health protection services shall be rendered by specially\nqualified physicians, nurses, dental hygienists, psychiatrists, and\nothers on such basis and in such manner as local conditions require.\nOffices and rooms of the health protection (or service) department\nor organization shall be equipped with modern scientific apparatus\nand provision shall be made for essential clerical services.\n2. Health Education : Student health service logically includes health\neducation (teaching health habits), hence, suitable courses in health\neducation shall be offered and provisions made in the training school\ndepartment\ntion.\n\nfor observation and practice teaching in health educa¬\n\nB.\n\n3. Physical Recreation: Facilities shall be provided for indoor and\noutdoor recreation involving desirable physical activities.\nEach teachers college or normal school shall make definite provisions\n\nC.\n\nto insure for its students living conditions which provide proper safe¬\nguards for health, morals, and mental efficiency and shall promote a\nresponsible type of citizenship and leadership on the part of individuals.\nWhen dormitories are maintained these shall be of safe construction,\nshall be kept in wholesome,\nsponsible supervision.\n\nsanitary condition, and shall be under re¬\n\nX. Library, Laboratory\nA.\n\nand Shop\n\nEquipment\n\nLibrary\n1. Books\n\nand Periodicals: Each\n\nteachers college shall have at least\n\n15,000 volumes, exclusive of public documents and bound period¬\nicals. For normal schools offering only two and three year curricula\nthe minimum shall be 10,000 volumes. It is recommended that by\n1940 these minima shall be increased to 25,000 and 17,000 respec¬\ntively. In computing the number of volumes in a library not over\n15% shall be allowed for duplicates. The books should be dis¬\ntributed among the various classifications in approximately the\nfollowing order:\nPercent\n000-099.9\n100-199.9\n200-299.9\n300-399.9\n400-499.9\n500-599.9\n600-699-9\n700-799.9\n\nGeneral, Library Economy Bound Periodicals 7.5\nPhilosophy and Psychology .\n5.0\nReligion and Bible Stories .\n2.5\nSociology and Education .\n20.0\nLanguage and Philology .\n2.5\nSciences .\n7.5\nUseful Arts .\n7.5\nFine Arts .\n5.0\n\n800-899.9\n\nLiterature\n\n900-999.9\n\nHistory\n\nand\n\n.\nGeography .\n\n20.0\n20.0\n\n"}
{"page": 818, "printed_page": null, "text": "814\n\nNational\n\nEducation\n\nAssociation\n\n(These proportions should be revised from time to time in order\nthat they may be adjusted to changing emphases in the work of\nteachers colleges.)\nEach teachers college library shall provide not less than 150 period¬\nicals appropriate to the academic, cultural and professional needs\nof the institution.\n\nParts 2, 3j 4 and 5 of Section A of Standard X are to be considered\nonly as recommendations.\n2. Training\n\nSchool Library: Each\n\nteachers college or normal\n\nschool\n\nshould also provide at least one (if elementary and secondary train*\ning schools are separately housed, separate libraries are desirable)\ntraining school library which will be administered by the teachers\ncollege library and which will serve the needs of the training school\nstudents and serve also as a model and practice unit for the teachers\ncollege students. The books in the training school library may be\ncounted in the minimum total but not to exceed 20% of the total.\n3. Staff: Each teachers college or normal school with an enrollment*\nof less than 1000 “full time” students should employ at least two\nfull-time librarians in addition to the librarian or librarians in\ncharge of the training school libraries. An additional full-time li¬\nbrarian should be employed for each additional 500 full-time stu¬\ndents or major fraction thereof above 1000. These librarians should\nhave academic qualifications equal to those prescribed for regular\nfaculty members\n\nin Standard V-B. This training should include at\n\nleast one year’s work in an approved library school. These librarians\nshould be accorded the same privileges as any other members of\nthe instructional staff. Assistants should be employed as needed to\ncare for necessary clerical and routine work in the library. Addi¬\ntional assistance should be provided as needed in colleges offering\na definitely organized curriculum\nlibrarians.\n4. Budget:\n\nEach\n\nfor the training of special teacher-\n\nteachers college or normal\n\nschool with an enroll¬\n\nment of less than 1000 “full-time” students should apportion an¬\nnually to the library not less than 7% of the entire college budget\nfor current expenses exclusive of capital outlay and such supple¬\nmentary business operations as dormitories, cafeterias and book\nstores. For enrollments more than 1000 and less than 1500 the per\ncent should not be less than 6 and for enrollments over 1500 the\nper cent should not be less than 5. This amount should be appor¬\ntioned to salaries, books and other items in approximately the follow¬\ning proportions:\nPercent\n1. Salaries and Wages .\n2. Library supplies .\n\n55\n2\n\n* (In computing enrollment for library standards the “average annual enrollment on a 36\nweek\nas used\ntheused.)\nU. S. Bureau of Education in its report on Teachers Colleges and\nNormalbasis’’\nSchools\nshouldby be\n\n"}
{"page": 819, "printed_page": null, "text": "/\n\nDepartment\n\n3. Travel\n\nof Teachers\n\nColleges\n\n.\n\n1\n\n4. Printing and Publications .\n5. Binding and Repairs .\n6. Books .\n7. Periodicals .\n\n2\n5\n25\n5\n\n8. New Equipment .\n9. All other .\n\n3\n2\n\n815\n\n5. Physical Equipment: The library should be housed so as to pro¬\nvide reasonable safety from fire for the stacks ; adequate provision\nfor reading, reference work, and use of periodicals ; accessions, cata¬\nloging and work rooms ; librarians’ offices ; reserve book and loan desk\nservice ; library methods classroom ; and the equipment necessary\nfor efficient service in all departments of the library.\n\nB.\n\nEach teachers college or normal school shall be provided with labora¬\ntory equipment\noffered.\n\nC.\n\nsufficient for instructional purposes for each course\n\nEach teachers college or normal school must be provided with suitable\nshops and shop equipment for instructional purposes for each course\noffered, including gymnasiums\n\nfor physical education ; commercial\n\nequipment for courses in commerce ; suitable kitchens, dining-rooms\nand laboratories for household arts; and adequate farm buildings and\ndemonstration farms for work 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,\nshall be such as to insure hygienic conditions for students and teachers.\n\nA.\n\nNo teachers college shall be placed on the accredited list, or continued\non such list for more than one year, unless it has a regular registra¬\ntion of at least 200 students of college grade.\n\nB.\n\nA notably small proportion of students of college grade registered in\nthe third and fourth years, continued over a period of several years,\nshall constitute ground for dropping a teachers college from the\naccredited list. 15 per cent of the enrollment of a teachers college\nshould be in the junior and senior years.\n\nC.\n\nA normal school with a two-year curriculum must have an enroll¬\nment of at least 150 students of college grade, one-third of whom\nmust be in the second year.\n\nA.\n\nEach state or municipal teachers college or normal school must have\nan annual appropriation sufficient to provide a faculty of the size,\n\nFi\n\nn\nna\n\nI\nLocation,\nC\n\n"}
{"page": 820, "printed_page": null, "text": "816\n\nNational\n\nEducation\n\nAssociation\n\nquality, and attainments hereinbefore prescribed ; the required library,\nlaboratory and shop equipment with proper repairs and replacements ;\nsufficient supplies and material in all departments for educational and\ninstructional purposes ; repairs and replacements in the physical plant\nadequate to maintain the plant in good working condition ; and suit¬\nable staffs, supplies and material for the effective operation of the\nphysical plant. A marked inferiority or insufficiency in material re¬\nsources shall be accepted as a strong presumption of unsatisfactory\neducational conditions.\nB.\n\nIf the teachers college or normal school is a private incorporated in¬\nstitution, it must have a minimum annual income of $50,000 for its\nteachers college program, one-half of which shall be from sources other\nthan payments by students; and an additional annual income of $10,000 for each 100 students above 200, one-half of which shall be from\nsources other than payments by students. If such teachers college or\nnormal school is not tax-supported, it shall possess a productive endow¬\nment of $500,000, and an additional endowment of $50,000 for each\nadditional 100 students above 200.\n\nXIV.\nA.\n\nTeachers\n\nClassification of Colleges\n\nColleges.\n\n(1)\nAny teachers college which completely meets these requirements shall\nbe designated as a Class A College, provided that until September 1929\nit may fail to meet three of these standards; until September 1930 it\nmay fail to meet two of them and until September 1931 it may fail to\nmeet one of them, and nevertheless be given the rating of a Class A\nCollege provided however that it shall always meet the definition set\nup for a teachers college in I of these standards.\n\n(2)\nAny teachers college which fails to meet not more than two of these\nstandards shall be designated as a Class B College, provided that until\nSeptember 1929 it may fail to meet five of these standards, until Sep¬\ntember 1930 it may fail to meet four of them and until September\n1931 it may fail to meet three of them and nevertheless be given the\nrating of a Class B College.\n(3)\nAny teachers college which fails to meet more than two of these stand¬\nards shall be designated as a Class C College, provided that until Sep¬\ntember 1929 it shall not be classed as a Class C College unless it fails\nto meet more than five of these standards, until 1930 more than four\nand until 1931 more than three.\n\n"}
{"page": 821, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n817\n\nThe same standards shall apply to normal schools as listed in Section\nA, thereby providing for Class A normal schools, Class B normal\nschools and Class C normal schools.\n\n.\nNor\n\nmal\n\nA.\n\nXV. SchAccrediting\no\nols.\n\nand Classification of Teachers\n\nColleges\n\nFor the purpose of administering these standards, a committee of five\nmembers, know as the Committee on Accrediting and Classification,\nis hereby created, one member of which shall be elected annually by\nthe Association for a term of five years. (In 1926 five members shall\nbe elected for terms of one, two, three, four and five years, respec¬\ntively.)\n\nB.\n\nThe\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.\n\nThe Secretary of the Association, or the executive secretary, when¬\never authorized and appointed by the Association, shall be the secre¬\ntary and the executive officer of the Committee on Accrediting and\nClassification.\n\nD.\n\nEach 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.\nThese standards shall go into effect on September 1, 1927. Not later\nthan the date of the annual meeting of the Association in 1928, the\n\nE.\n\nCommitttee\n\non Accrediting\n\nand Classification shall prepare\n\nan ac¬\n\nF.\n\ncredited and classified list of teachers colleges on the basis of informa¬\ntion contained in the reports submitted to the committee by the colleges.\nThe Committee on Accrediting and Classification may inspect or cause\nto be inspected any teachers college when it deems such inspection\nnecessary.\n\nG.\n\nThe Committee\n\non Standards and Surveys shall have power to appoint\n\nany commission for investigation of any problems concerning stand¬\nards which it deems necessary and desirable.\n\nAMERICAN ASSOCIATION OF TEACHERS COLLEGES—\nLIST OF ACCREDITED INSTITUTIONS— 1930-31\nTeachers\nLocation\nArizona\nFlagstaff .\nTempe .\nArkansas\nConway .\nCalifornia\nFresno .\nSan Diego .\n\nSanta Barbara\n\nColleges — Class A\n\nInstitution\n\nPresident\n\nArizona\nArizona\n\nState Teachers\nState Teachers\n\nCollege .\nCollege .\n\nGrady Gammage\nA. j. Matthews\n\nArkansas\n\nState Teachers\n\nCollege .\n\nB. W.\n\nTorreyson\n\nState Teachers\nState Teachers\n\nCollege\nCollege\n\nFrank W. Thomas\nEdward L. Hardy\n\n....State Teachers\n\nCollege\n\n.\n\nC. L. Phelps\n\n"}
{"page": 822, "printed_page": null, "text": "818\n\nNational\n\nEducation\n\nAssociation\n\nColorado\n\nGreeley .\nGunnison .\n\n..G. W. Frasier\nRichard Aspinall\n\nColorado State Teachers College .\nWestern State College of Colorado....'..,\n\nGeorgia\n\nAthens .\nMilledgeville .\n\nGeorgia State Teachers College .\nGeorgia State College for Women .\n\n. .Jere M. Pound\n. . . . J. L. Beeson\n\nSouthern Illinois State Normal University\nEastern Illinois State Teachers College...\nNorthern Illinois State Teachers College.\nWestern Illinois State Teachers College..\nIllinois State Normal University.\n\n. .H. W. Shryock\n.\nL. C. Lord\n.Karl L. Adams\n..W. P. Morgan\n\nIllinois\n\nCarbondale .\nCharleston .\nDeKalb .\nMacomb\n.\nNormal .\nIndiana\n\nMuncie .\nTerre Haute .\n\nBall State Teachers College .\nIndiana State Teachers College .\n\n.\n.\n\nL. A. Pittenger\nL. N. Hines\n\nIowa\n\n.\n\nO. R. Latham\n\nIowa\n\nCedar\n\nFalls\n\n.\n\nState Teachers\n\nCollege .\n\nKansas\n\nEmporia .\nHays .\nPittsburg .\n\nKansas\nKansas\nKansas\n\n..Thomas W. Butcher\n.\nW. A. Lewis\n. ..W. A. Brandenburg\n\nState Teachers College .\nState Teachers College .\nState Teachers College .\n\nKentucky\n\nBowling Green ....Western Kentucky Teachers College .\nMurray .\nMurray State Teachers College .\n.\nRichmond .\nEastern Kentucky State Teachers College\n\n.\nH. H. Cherry\n. .\nRainey T. Wells\n.\nH. L. Donovan\n\nLouisiana\n\nNatchitoches\n\n.\n\nLouisiana\n\nState Normal\n\nCollege .\n\n.\n\n.\n\nW.\n\nW.\n\nTison\n\nMichigan\n\nDetroit .\nKalamazoo .\nMarquette .\nMt. Pleasant .\nYpsilanti .\n\nDetroit Teachers College .\nWestern State Teachers College .\nNorthern State Teachers College .\nCentral State Teachers College .\nMichigan State Normal College .\n\nWarren E. Bow, Dean\n.\nD. B. Waldo\n.\nJ. M. Munson\n.\nE. C. Warriner\n.\nCharles McKenny\n\nMinnesota\n\nBemidfi .\nDuluth .\nMankato .\nMoorhead .\nSt. Cloud .\nWinona .\n\nState\nState\nState\nState\nState\nState\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. Mac Lean\nGeo. A. Selke\nG. E. Maxwell\n\nMississippi\n\nCleveland .\nHattiesburg .\n\nMississippi Delta State Teachers College .\nState Teachers College .\n\nW. M.\nClaude\n\nKethley\nBennett\n\nMissouri\n\nCape Girardeau ...Southeast Missouri State Teachers College .\nJoseph A. Serena\nKirksville .\nNortheast Missouri State Teachers College .\nEugene Fair\nMaryville .\nNorthwest Missouri State Teachers College .\nUel W. Lamkin\nSt. Louis .\nHarris Teachers College .\nJ. L. Purdon, Princinal\nSpringfield .\nSouthwest Missouri State Teachers College .\nRoy Ellis\nWarrensburg .\nCentral Missouri State Teachers College .\nE- L. Hendricks\nNebraska\n\nChadron .\nKearney .\nPeru .\nWayne\n.\nNew\n\nNebraska State Normal College .\nRobert I. Elliott\nNebraska State Normal School and Teachers College ... George E. Martin\nState Normal School and Teachers College .\nW. R. Pate\nState Normal School and Teachers College .\nU. S. Conn\n\nHampshire\n\nKeene .\nPlymouth\nNew\n\nJersey\n\nNew\n\nYork\n\nTrenton\n\n.\n\nAlbany .\nBuffalo .\nNorth\n\nNew\n\nSchool .\nSchool .\n\nJersey State Normal\n\nSchool .\n\nNew York State Teachers College .\nState Teachers College .\n\nWallace E. Mason\nErnest L. Silver\n.....Don\n\nC. Bliss\n\nA. R. Brubacher\nHarry W. Rockwell\n\nCarolina\n\nGreenville\nNorth\n\nState Normal\nState Normal\n\n. . . .\n\nEast\n\nCarolina\n\nState Teachers\n\nCollege .\n\nRobert\n\nH.\n\nWright\n\nDakota\n\nMavville .\nMinot .\nValley City . . .\n\n.State Teachers College .\n.State Teachers College .\nState Teachers College .\n\nGeo.\n\nC. C. Swain\nMcFarland\nC. E. Allen\n\nOhio\n\nAthens .\n....College of Education, Ohio University .\nThomas C. McCracken. Dean\nBowling Green ....State Normal College .\nH. B. Williams\nCleveland . . . . . . . .School of Education, Western Reserve University. .Charles W. Hunt, Dean\nKent .\n....Kent State College .\nJ. O. Engleman\nOxford\n. ... School of Education, Miami University.\n.A. J. Ashbaugh, Dean\n\n"}
{"page": 823, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n819\n\nOklahoma\n\nAda .\nAlva .\nDurant .\nEdmond\n.\n\nEast Central State Teachers College .\nNorthwestern State Teachers College .\nSoutheastern State Teachers College .\nCentral State Teachers College .\n\n'iahlequah .\nWeatherford .\n\nNortheastern State 'teachers College .\nSouthwestern State Teachers College .\n\n.\nA. Linscheid\n.\nW. W. Parker\n....Eugene S. Briggs\n.\nJohn G. Mitchell\n.\nM. P. Hammond\n.\nE. E. Brown\n\nPennsylvania\n\nBloomsburg .\nState\nCalifornia .\nState\nEast Stroudsburg ..State\nEdinboro .\nState\nIndiana .\nState\nKutztown .\nState\nLock Haven .\nState\nMansfield .\nState\nMillersville .\nState\nShippensburg .\nState\nSlippery Rock .\nState\nWest Chester .\nState\nSouth\n\nTeachers College .\nNormal School .\nTeachers College .\nTeachers College .\nTeachers College .\nleachers College .\nleachers College .\nTeachers College .\nleachers College .\nTeachers College .\nTeachers College .\nTeachers College .\n\n.\nFrancis B. Haas\n.\nRobert M. Steele\n.\nT. T. Allen\n.\nC. C. Crawford\n. .\nC. R. Foster\n.\nA. C. Rothermel\nDallas W. Armstrong\n.\nW. R. Straughn\n.\nLandis Tanger\n\n. .\n\n.\nEzra Lehman\n.\nJ. L. Eisenberg\nNorman W. Cameron\n\nDakota\n\nAberdeen .\nMadison .\nSpearfish .\nSpringfield .\n\nNorthern Normal and Industrial School..\nEastern State Normal School .\nState Normal School .\n. .\n.\nSouthern State Normal School .\n\n, David\n\nEast Tennessee State Teachers College..\nWest Tennessee State Teachers College. .\nGeorge Peabody College for Teachers...\n\n.\n\nC. C. Sherrod\n\n.\n.\n\nJ. W. Brister\nBruce Payne\n\nAlpine .\nSul Ross State Teachers College .\nCanyon .\nWest Texas State Teachers College .\nCommerce .\n..East Texas State Teachers College .\nDenton .\nNorth Texas State Teachers College .\nHuntsville .\nSam Houston State Teachers College....\nNacogdoches .\nStephen F. Austin State Teachers College\nSan Marcos .\nSouthwest Texas State Teachers College.\n\n. .\n\nAllen\n\nAnderson\n\n.\nE. C. Higbie\n.\nE. C. Woodburn\n.\nC. G. Lawrence\n\nTennessee\n\nJohnson City .\nMemphis .\nNashville .\nTexas\n\nH.\n\nW.\n\nMorelock\n\n.\nJ. A. Hill\n.\nS. H. Whitley\n.\nR. L. Marquis\n.\nH. F. Estill\n.\nA. W. Birdwell\n.\nC. E. Evans\n\nUtah\n\nSalt Lake\nVirginia\n\nCity....\n\nSchool\n\nEast Radford .\nState\nFarmville .\nState\nFredericksburg ...State\nHarrisonburg .\nState\nWest\n\nof Education,\n\nUniversity\n\nMilton\n\nof Utah\n\nBennion,\n\nDean\n\n.\n\nTeachers\nTeachers\nTeachers\nTeachers\n\nCollege .\nCollege .\nCollege .\nCollege .\n\n.\nJ. P. McConnell\n.\nJ. L. Jarman\n.\nM. L. Combs\n.\nSamuel P. Duke\n\nVirginia\n\nAthens .\nFairmont .\nHuntington .\n\nConcord State Normal School .\nFairmont State Normal School .\nMarshall College .\n\n.\nJ. F. Marsh\n.\nJoseph\nRosier\n.\nM. P. Shawkey\n\nWisconsin\n\nEau Claire .\nLa Crosse .\nMenomonie .\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.\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\nJunior Colleges — Class A\nAlabama\n\nFlorence . .\nJacksonville\nLivingston .\nTroy .\n\nState\nState\nState\nState\n\nNormal\nNormal\nNormal\nNormal\n\nSchool .\nSchool .\nSchool .\nSchool .\n\nSouth\n\nGeorgia\n\nTeachers\n\n.H. J. Willingham\n. . C. W. Daugette\n.\nG. W. Brock\nE. M. Shackelford\n\nGeorgia\n\nCollegeboro\n\nCollege.\n\nG. H. Wells\n\nMissouri\n\nKansas\nNew\n\nCity\n\nTeachers\n\nCollege of Kansas\n\nCity\n\n.\n\nG. W.\n\nDiemer\n\nYork\n\nFredonia . .\nGeneseo . . .\nNew Paltz .\nOswego . . .\n\nState\nState\nState\nState\n\nNormal\nNormal\nNormal\nNormal\n\nSchool .\nSchool .\nSchool .\nSchool .\n\n...Hermann Cooper, Principal\n....W. A. Holcomb, Principal\nL. H. van den Berg, Principal\n.\nJ. G. Riggs, Principal\n\n"}
{"page": 824, "printed_page": null, "text": "820\nNorth\n\nNational\n\n.\n\nWestern\n\nCarolina\n\nTeachers\n\nCollege .\n\nH.\n\nT. Hunter\n\nDakota\n\nDickinson\nWest\n\nAssociation\n\nCarolina\n\nCullowhee\nNorth\n\nEducation\n\n.\n\nState Normal\n\nSchool .\n\nConrad\n\nL. Kjerstad\n\nW.\n\nH. S. White\n\nVirginia\n\nShepherdstown\n\n...Shepherd\n\nCollege State Normal\n\nJunior\n\nSchool .\n\nColleges — Class B\n\nMaine\n\nGorham\nNorth\n\n.\n\nState Normal\n\nSchool .\n\nState Normal\n\nand\n\nWalter\n\n15. Russell, Principal\n\nDakota\n\nEllendale\n\n.\n\nIndustrial\n\nSchool .\n\nR. M.\n\nBlack\n\nHOW CAN WE REGULATE THE SUPPLY AND AT THE\nSAME TIME IMPROVE THE QUALITY OF CANDIDATES\nLEGALLY AVAILABLE TO ENTER THE PUBLIC SCHOOL\nSERVICE\n\nAS ((NOVICE\n\nTEACHERS ”?\n\nFive addresses were built about this general theme. They\npage and continue through page 848.\n\nA.\n\nbegin on this\n\nWHAT ARE THE BASIC FACTS AND CONDITIONS\nWHICH HAVE SIGNIFICANT BEARING UPON THE\nSOLUTION OF THIS PROBLEM?\n\nAMBROSE\nSCHOOL\n\nL. SUHRIE,\n\nPROFESSOR\n\nEDUCATION,\n\nNEW\n\nOF\n\nYORK\n\nTEACHERS-COLLEGE\n\nAND\n\nUNIVERSITY,\n\nYORK,\n\nNEW\n\nNORMALN.\n\nY.\n\nThe major topic assigned for this morning’s discussion has purposely\nbeen set up in question form, as have also the sub-topics, not only to provide\na definite challenge to those who are to speak by assignment on this program\nbut more particularly to stimulate general participation in the open discus¬\nsion which is to follow the presentation of these short papers.\nThe purpose of this symposium is not to make a final report of signifi¬\ncance on this important topic but rather to prompt the members of this\nnational conference to undertake together, or in some other way, to pro¬\nmote effectively a serious study of this very difficult problem until we have\narrived at a satisfactory working solution.\nNothing which the first speaker, with the limited resources at his com¬\nmand, can present will be more than a bit of preliminary diagnosis of\ncertain maladjustments in current policies and practises which have to do\nwith the preservice professional education of teachers and with their pre¬\nliminary or provisional certification. And as a consequence his associates\nmay have to content themselves with the treatment of symptoms rather than\nof true pathological conditions.\nAs a pedagogue, I like to make the attempt at the beginning of each class\nperiod to motivate individual and group response before taking up in\ndetail the problem or topic of the hour. Perhaps I can do so in this case\nby relating an incident and by making an application. It is said that on\n\n"}
{"page": 825, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n821\n\none occasion Colonel Francis Parker gathered together a group of his\nadolescent boys and girls and told them that the school of which he was\nprincipal wasn’t his at all, but that it was theirs — their very own — and\nthat in the long run it would be just as good as they should make it.\nThey were fired by this challenge as by every other challenge he had ever\ngiven them. In a few days they came back with a motto which they had\ndevised and which they insisted should be inscribed on the walls of the\ncorridor of their building. And it was so ordered by the principal. This\nmotto read as follows: “Not what we take from this school but what we\nbring to it makes it a good school and helps us.” I should like to para¬\nphrase their motto in this setting by saying: “Not what you may gain\nfrom these speakers this morning, but what you bring to the open forum\nwhich is to follow will make this a good conference and will help you and\nothers after we have all gone to our homes.” I hope you will get ready\nnow to correct and to supplement the diagnosis which the first speaker\nwill make and to confirm or to amend the plans for treatment which may\nbe proposed by the subsequent speakers.\nLet me now direct your attention specifically to the text of the major\nquestion which is to be discussed. “ How can we regulate the supply and\nat the same time improve the professional quality of candidates legally\navailable to enter the public school service as ‘ novice * teachers V*\nWell, first of all, we must know something about the demand and the\nsupply, not only in the gross for the United States as a whole, but for\neach well-defined regional unit of the country, for each state and for\neach city of significant size. We must by some proper method of scientific\ninquiry or survey of the facts find out what is the actual need for teachers\nof the various kinds (to provide for replacements and for the growth of\nschool population) ; then we must ascertain with equal care and precision\njust what the available supply of each kind actually is and the institutional\nand other sources from which each constituent major element in the total\nsupply is or may be obtainable. Such information is not now available,\ngenerally speaking.\nWe do not actually know, except in vague and general terms, whether\nwe have a surplus or a shortage of teachers, because we have no welldefined and generally accepted standard of what constitutes satisfactory\nminimum education and training antecedent to appointment in this, that,\nor the other kind of position as a “novice” or “beginning” teacher. The\nlayman says we have a great surplus of teachers. The professional educator\nsays that except in restricted areas and for certain types of service in the\ncountry as a whole we have a considerable shortage. Both are correct,\nbecause each has a different concept from the other of what constitutes a\nteacher of acceptable education and training.\nThe layman is accustomed to include in the available supply all who\nhave been certified under the laws of the state as qualified for appointment\nto positions in the public schools. (And let me whisper it in parenthesis\n\n"}
{"page": 826, "printed_page": null, "text": "822\nthat many\n\nNational\n\nEducation\n\nAssociation\n\nof the laws under which such certification takes place have been\n\non the statute books for 25 years or more and are “in this year of disgrace,”\n1930, administered by laymen elected by popular vote on partisan ballots.)\nThe professional educator's concept of available teachers is much less\ninclusive. To him a person is not available for appointment as a “novice”\nteacher until he has met the general requirements for graduation from a\nproperly accredited teacher-training institution and the special requirements\nfor certification set up and administered by an educational office profession¬\nally staffed. It sometimes happens that in a given state school system (it\nisn’t the state of Osceola) the records show that there are available for the\nteaching service two or even three times as many legally qualified teachers\nas there are teaching positions in the public schools of the same jurisdiction.\nOn the face of it this looks like an uncomfortably large surplus. When\na professional educator surveys the qualifications of the availables and finds\nthat less than a third of them have credentials equivalent to the minimum\nrequirements which are generally regarded among professional school su¬\nperintendents and supervisors as acceptable, the uncomfortable surplus\nsuddenly shrinks into a still more uncomfortable shortage.\nIf I were to depart for a moment in this case from the task of diagnosis\nto prescribe the treatment, I should say that the “swelling” could be quickly\nreduced by a “hot application” of standards.\nTake an illustration of another sense in which the term surplus is used.\nThe president of a teachers college or the director of his appointment\nbureau is likely to associate the idea of surplus with a list of unplaced\ngraduates. Due to a maladjustment of the curriculums offered in his\ninstitution, to the replacement needs of the geographical area which it\nprincipally serves, or due to the lack of an adequate program of guidance,\nthere may have been a considerable number of candidates prepared for a\ncertain type of high-school service in which very few vacancies actually\noccur. If you were to ask him while the pressure for jobs is coming daily\nand hourly to his office what he knows about demand for and supply of\nteachers in his area or in his state, he would be likely to say there is a\nhuge surplus. At the same time the employing authorities in the same\nservice area may be much disturbed by a serious shortage of well-trained\nteachers of the kind actually needed, namely, grade teachers in elementary\nschools.\nI might say in this connection that there is increasing evidence in some\nsections that the precipitate conversion\nfour-year teachers colleges has greatly\nwhose college training is ill-adjusted\nservice in which they seek employment\nable vacancies if they had been trained\n\nof two-year\n\nnormal\n\nschools into\n\nincreased the number of graduates\nto the needs of the public school\nand in which they would find suit¬\nto fill them.\n\nIt is freely predicted that there is sure to be a reckoning in the legis¬\nlatures of many of our states in the near future, unless we soon begin to\ntrain a higher ratio of the graduates of our state supported teacher-training\n\n"}
{"page": 827, "printed_page": null, "text": "Department\n\nof Teachers\n\ninstitutions for service in the elementary\nbeen doing.\n\nColleges\n\ngrades than we\n\n823\nhave recently\n\nI would not place chief responsibility for this maladjustment upon the\nadministration of the state teachers college. I have used this illustration\nto emphasize the wisdom of provisions for a continuous study, by state\ncentral agencies, of the specific replacement needs in the teaching force of\nthe state and of the supply available from both public and private institu¬\ntions within and without the state to meet these needs. If such surveys,\nas are now being made in a few of our states and cities, were generally\nmade in all of the states and larger cities, the presidents of teacher-training\ninstitutions would find little difficulty in adjusting their programs to the\nneeds which should actually be found to exist. Under present conditions\nin most states and cities teacher-training institutions can do little better\nthan to prepare a product for an unknown market.\nLet me describe a situation that is more satisfactory in every essential\nrespect. Here is a state in which the number of teaching positions in\nelementary schools not filled by persons who\n\nhave had at least two years\n\nof post high-school training of an acceptable sort is negligible. Inasmuch\nas forty percent of the graduates of its normal schools in last June’s classes\nwere unplaced in September, these schools added another year to the\ncurriculum and enforced more rigid requirements in the selection of\nentrants. The enrolment has been limited and a maximum quota has\nbeen assigned to each school and in each curriculum. The continuous\nsurvey of replacement needs which has been made in this state over a\nperiod of years indicates plainly that these advances can now safely be\nmade and without imperiling the state’s available supply of “novice”\nteachers for elementary grades. The directing authorities in this state are\nwasting nobody’s time in preparing for positions that do not exist, and\nthey are concentrating the resources of the teacher-preparing institutions\nupon the better training of that picked group which is actually going to be\nappointed when it has finished the required preservice training.\nNext let me turn to the “tale of two cities.” The first is one of our\ngroup of largest cities. In it no thoroughgoing or continuous study is\nmade of replacement needs in the elementary schools. A few years ago\nhurry-up calls went out from the superintendent’s office to the head of\nthe municipal teachers college requesting him to graduate forthwith 100\nadvanced students without reference to the complete fulfilment of the\nrequirements of the curriculum because forsooth there were found to be\na hundred vacancies in the elementary schools of the city. As a result of\nthe introduction of a better salary schedule and from other causes as well,\nthe city now has a surplus of 15 “novice” teachers for every 100 regularly\nemployed teachers in the elementary grades. It is reported that in order\nto prevent the further unseemly scramble for appointment the certificating\nauthorities in this city are adopting standards so rigid as to prevent even\nthe most meritorious from having more than one chance in five to get on\n\n"}
{"page": 828, "printed_page": null, "text": "National\n\n824\n\nEducation\n\nthe approved list, and remember\n\nAssociation\n\nthis is after they have spent three or four\n\nyears in making specific preparation for teaching in the grades of this city.\nThese sudden changes of policy are breaking the morale of the faculty\nof the teachers college as well as that of the prospective teachers.\nThe\n\nsituation is aggravated by the experience of those who\n\nwaiting list to remain for two or more years. Many\n\nare on the\n\nof them accept day-\n\nto-day substitute service in the public schools as occasion offers. What\nmore effective method could have been devised for breaking down their\nprofessional morale and their ethical standards before they have had a\nchance to enter upon the professional service for which most of them have\nin good faith prepared themselves? The word has gone out to their\nbrothers and sisters who are now in high school with the result that it is\nnow freely predicted by competent authorities that in another three-year\nperiod there will again be an actual shortage of teachers.\nNow then for a glance at the brighter picture — that of the other city,\nthis one of medium size. The superintendent of schools has been making\na continuous study for a number of years of the replacement needs of his\nschools. He has long ago given up the administration of his school system\non the basis of a series of crude guesses. He knows how to make figures\nprophesy. For a long while this city has had an effective program of\nguidance in its high schools. Its teachers college has been conspicuously\nsuccessful in attracting a high percent of the most promising high-school\ngraduates as applicants for admission. At the last registration period one\nout of every seven seeking admission was accepted.\n\nThis teachers college\n\nis clearly and definitely recognized as a service agency with the one specific\nfunction of making and remaking the professional teaching staff for the\ncity’s schools. Its officers and faculty are not required or expected to\nprovide three or four years of free education for those who do not\ncontemplate\n\nteaching or for those well-meaning\n\nbut incompetent\n\nyoung\n\npeople who would like to teach if they could be relieved of all responsi¬\nbility in the matter.\nThe policy of creating an unnecessary surplus of teachers to go on a\nwaiting list with the attendant risk of their becoming seriously disgruntled\nby the prolonged delay in securing appointment does not have the sanction\nof the school authorities in this city. They know that anything more than\na nominal\n\nsurplus will, in due time, result in salary reductions, or what\n\namounts to the same thing — the assignment of superstandard teaching\nloads. They want the highest quality, and they know that the teachers\ncollege has a selective as well as an educative function. They know, too,\nthat when the waiting list is long the longest waiters, that is to say, gener¬\nally speaking, those who have least initiative, will ultimately fill their\nschools. Many of the more energetic will have been well-placed in other\nemployment before they can be reached on the school appointment list\nand their services will be lost to the school system and to the profession.\n\n"}
{"page": 829, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n825\n\nEffective guidance in high school, selective admission, adequate and\nintensive training, and early appointment of those who have made a\nsuperior record — these they have found to be the means of creating a\ncompetent teaching staff.\nIn city school systems it is easier, for obvious reasons, than in state school\nsystems to predict the number of teachers of each kind that will be needed\neach year. In those large cities which maintain their own teacher-training\ninstitutions it is easier to prepare approximately the right number for each\nbranch of the service for which the institution affords preparation than\nit is in state systems of teachers colleges to render a similar service. Since\nteachers of good training in non-urban territory tend to move in the\ndirection of urban centers, these cities find it easy to recruit by examination\nor otherwise the teachers necessary to fill the special types of positions for\nwhich their own municipal teachers colleges do not provide appropriate\ninitial training.\nIn the smaller and more populous states in the east the situation is\nclosely analogous to that of the large urban centers. They have long\nmaintained excellent high schools easily accessible in all parts of the\nstate. Their public teacher-training institutions are adequate in number\nand likewise are well distributed. Every remote section of the common¬\nwealth is near enough to some one or more of these schools to send its\nquota to be prepared for teaching. This is true in New England generally\nexcept possibly in the upper tier of counties in Maine, New Hampshire,\nand Vermont.\nIn Massachusetts the normal schools and teachers colleges are so close\ntogether that a public official may visit or inspect three or four of them\nin a day. Some years ago they adopted the plan of differentiating functions\nand so there is no unnecessary duplication or expense in training the\nvarious kinds of specialists. Their output supplies the needs of the schools\nfor all types of positions. With the development of better plans for\nselective admission and the lengthening of curriculums we may expect in\nthe near future that this state will have an all but perfect balance of supply\nand demand. This is equally true of Connecticut.\nStudents in the Rhode Island State College of Education commute daily\nfrom the remotest parts of the state and on commutation tickets furnished\nby the state. President Alger’s quota plan of admission has been in\neffective operation for some years past and has given that little state a\nmore perfect distribution of available “novice” teachers than is to be\nfound in any other state or in most of our large cities.\nIn New Jersey the normal schools, most of them established compara¬\ntively recently, are easily accessible to their several constituencies. The\ncontinuous survey of replacement needs, which has been made in recent\nyears, together with the differentiation of function in some of the schools,\nthe limitation of enrolment, and the assignment of quotas to be admitted\nto the several schools and curriculums, will soon give us equilibrium\n\n"}
{"page": 830, "printed_page": null, "text": "826\n\nNational\n\nEducation\n\nAssociation\n\nbetween supply and demand. In Delaware and Maryland the teacher¬\ntraining facilities have been brought nearer home to all the young people\nof the state by the grant of general maintenance scholarships. As a result\nof such favoring conditions as I have mentioned\n\nwe have, generally speak¬\n\ning, an excellent distribution of available “novice” or “beginning” teachers\nthroughout the northeastern section of the United States.\nIn the newer and larger states the problem of distance presents some\ninsuperable difficulties in connection with the matter of getting a fair\ngeographical distribution of those who are prepared for teaching. We\nhave somewhat accentuated this particular difficulty in a few of these\nstates by concentrating the teacher-training program in one or in a few\nvery large institutions. This policy has undoubtedly contributed to the\nstranglehold the high-school training class has gotten in some of the larger\nagricultural states.\nThe arts and science college as a factor in teacher supply is increasingly\ndifficult to reckon with. It was once the chief source from which “novice”\nhigh-school teachers were drawn. It still is in many states. When the\ntwo-year public normal schools expanded their programs to four years and\nbegan granting degrees and training high-school teachers, as well as ele¬\nmentary-school teachers, the arts and science college in many instances\nredoubled its efforts to hold its position of relative importance. Whatever\nmay be the ultimate outcome of the contest for supremacy in this field, the\nimmediate effect has been to unduly increase the relative number of newly\ncertificated high-school teachers as against the number of newly certificated\nelementary school teachers. It is pretty clear that a survey would show\nthat in states where private colleges (including denominational colleges)\nexist in large numbers and are accredited for certification purposes, a\ndisproportionately large percent of new licenses to teach have been granted\nfor the secondary school service.\nIt must be evident, from the brief and necessarily inadequate and in¬\ncomplete survey I have thus far made of prevailing conditions, that the\nproblem is at best a complicated and baffling one.\nThe state educational authorities and the authorities of both public\nand accredited private teacher-training institutions have\nsponsibility for its solution.\n\na divided\n\nre¬\n\nIt must be at once apparent that unless there is set up in some form a\nunified control of the state agencies, which prepare and certificate teachers\nwith trained experts to make comprehensive and continuous studies of\ndemand and supply and with financial resources to give adequate publicity\nto the facts, individual institutions, both public and private, will continue\nto blunder on as best they can without rendering collectively their best\nservices and will often unwittingly be at cross purposes with one another.\nIt must be apparent also that even the public teacher-training institutions\nare almost sure to lack fundamental coordination with one another unless\nexpert direction is given from a central office of control. Such direction\n\n"}
{"page": 831, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n827\n\nat its best could promote rather than destroy institutional autonomy within\nits proper sphere of usefulness. It could support all individual institutions\nwhose legitimate function is teacher training in their efforts to win larger\nrecognition of the importance of this service and more adequate support\nfor it. It could lead in the movement :\n1. To cut off all forms of short-term training and provisional or “emergency”\ncertification which are no longer necessary to provide an adequate number\nof “novice” teachers.\n2. To determine on a rational basis the special functions of the individual public\nteacher-training institutions of the state and\nthe total service load.\n\nto allocate to each its share of\n\n3. To provide a proper sphere of influence to such private teacher-training in¬\nstitutions as are prepared and willing to render acceptable service to the state.\n4. To cut off promptly the privilege of accreditation from such as do not come\nup to satisfactory standards of service.\n5. To develop through state conferences and otherwise a fine spirit of coopera¬\ntion among the institutions, public and private, within the state which have to\ndo with educating and reeducating the public school teaching staff.\n\nThere is no doubt whatever that state departments of education could\neffect a better adjustment in some of these matters without the exercise\nof force, if they were\n\nable to supply the definite and reliable information\n\nneeded alike by public and priv'.te teacher-training institutions.\nThese things having been well done, the duty and responsibility of the\nindividual teacher-training institution, it would\n\nseem, is clearly:\n\n1. To interpret more fully and adequately to parents and to the more promising\npotential teachers than has ordinarily been done the social significance of the\nmission and ministry of the teacher, the increasingly adequate remuneration\noffered in recent years, and the large returns in personal satisfaction which\nhave been the just rewrard of capable, industrious, and devoted teachers\nthroughout our history in every section of our country.\n2. To accept responsibility for the selection of a proper quota of the most\npromising potential teachers who apply for admission.\n3. To defend the rights of the children in our public schools by rigorously\neliminating all admittees who have failed to demonstrate a reasonable\nmeasure of competency as apprentice teachers, or have proved themselves\nunworthy of an opportunity to enter the calling after a fair trial.\n\nBy doing these things faithfully and well the standards of admission to\nteaching may be made dynamic standards rather than merely formularistic\nstandards and may be kept on as high a plane always and everywhere as\ncircumstances will permit.\n\n"}
{"page": 832, "printed_page": null, "text": "828\n\nB.\n\nNational\n\nHOW\nOF\n\nCAN\nTHE\n\nTAKE\nJOSEPH\n\nWE\n\nEducation\n\nINDUCE\n\nBEST\n\nDEAN\n\nSATISFACTORY\n\nPOTENTIAL\n\nPREPARATION\n\nE. BURK,\n\nA\n\nOF MEN,\n\nAssociation\n\nTEACHERS\n\nFOR\n\nTHIS\n\nSTATE\n\nTEACHERS\n\nPERCENT\n\nTO\n\nUNDER¬\n\nSERVICE f1\nCOLLEGE,\n\nDENTON,\n\nTEXAS\n\nWe must assume (1) that we are not getting a satisfactory percent of\nthe best potential teaching material; (2) that we already know what\nconstitutes a good potential teacher (or that the speaker next following\nwill tell us how he may be discovered) ; and (3) that a satisfactory percent\nmeans an equal ratio to those who choose other professions.\nWhy discuss a topic of this sort? Are not our teachers colleges over¬\nflowing with students? Do not the applicants for admission far exceed\nthe number we can accept?\nDespite such a situation, there is ample warrant\n\nfor a vigorous campaign\n\nto attract students — not more students, but better potential teachers, in\nfact, the best potential teachers. Shall we be satisfied with quantity? Are\nwe complacently assuming that because teacher-preparation agencies already\nhave more applicants than can be accepted we have no problem of supply?\nWhat assurance have we that this throng is the one we want — or ought to\nhave ? Do we believe that it consists of the best potential teacher material\nin our respective areas?\nA quotation from a doctor’s thesis not yet completed will serve to give\nemphasis to what is meant. The author of the dissertation quotes a\nprincipal of a middle Atlantic states teacher-training school as follows:\nThe\n\nnormal\n\nschool does not issue many\n\npublications. . . . Our\n\nmore students are making application for admission\ndate. ... If the school were more widely known\nwould be increased.\n\ndifficulty is that\n\nthan we are able to accommo¬\nour difficulties in this respect\n\nThis gentleman has voiced the common sentiment in regard to student\nsupply. There is no recognition of a problem in this direction. Contrast\nhis statement, however, with one from President Rockwell:\nHaving\n\na larger number\n\nof applicants than we\n\ncan\n\npossibly accommodate,\n\nwe\n\nhave not made special efforts to emphasize the opportunities we offer to highschool graduates. This is undoubtedly poor policy because, while we have an\nover-supply\n\nof candidates,\n\nwe\n\nhave\n\nnot made\n\nsufficient efforts to improve\n\nthe\n\nquality.2\n\nThe\n\ncontrast lies, of course, in the circumstance\n\nthat the second man\n\ndoes recognize the fact that teacher-preparation agencies have a problem\nin improving the quality of those who present themselves as candidates\nfor admission. We must accustom ourselves to the idea that mere numbers\nof applicants are no guarantee in themselves\npotentialities are proportionately present.\n\nthat high-grade\n\nteaching\n\n1 This is one of five addresses built around the general theme as indicated on page 820.\n2 Questionnaire reply.\n\n"}
{"page": 833, "printed_page": null, "text": "Department\n\nof Teachers\n\n829\n\nColleges\n\nThe importance of education in a democracy is axiomatic. The prog¬\nress of civilization depends on the processes of education. It follows,\nthen, that every effort to induce the best qualified to enter our teacherpreparation institutions is justifiable. The avowed purpose of teachers\ncolleges is to prepare teachers who shall make more effective the educative\nprocess. Can there be any doubt that the first step in improving the\nquality of instruction in our public schools is to improve the quality of\nthose who present themselves as candidates for preparation to teach?\nA study of current efforts to secure the best potential material — as\nrevealed in answers many of you have made to a recent questionnaire and\nas discovered from other sources — indicates four lines of action.\n\nI. Activities Looking Toward Cooperation from Public\nSchool Superintendents, Principals, Supervisors, and\nHigh-School Teachers\nThe first of these means of increasing the supply of more highly de¬\nsirable applicants can best be realized through visits by superintendents,\nprincipals, supervisors, and high-school teachers to such institutions. A\nknowledge of the program, a first-hand acquaintance with the actual work\ndone, and an opportunity to watch the school in operation will go far\ntoward creating a sympathetic attitude on the part of these men and\nwomen who are expected to employ later the graduates of the institution.\nIt is suggested that the visitors — guests of the college for the day — should\nsee not a special program of activities but the everyday procedures.\nStudents, either singly or in clubs, should be allowed to act as guides ;\nvisitors with special interests should be allowed as much time as they\ndesire to observe certain phases of the work which have a particular\nattraction for them. Demonstrations should be arranged so that all activi¬\nties from kindergarten to the highest classes taught are available for\nobservation.\nObservation\nbe made\n\nonly, however,\n\nis not sufficient. Arrangements\n\nfor a final gathering of these guests at which\n\nshould\n\na round-table dis¬\n\ncussion under the guidance of the institution’s professional leader — the\npresident, dean, or director of teacher training — would summarize and\ninterpret the activities observed. At such a conference those responsible\nfor the institution’s welfare could obtain suggestions for betterment of\nthe procedure ; but the great value of such a program of observation and\ndiscussion lies in the possibility of gaining a sympathetic understanding of\nthe superintendents, principals, supervisors, and high-school teachers who\nare present.\nYour indulgence is asked while a little more is said on this matter of\nmaking contacts between normal school and public school. There should\nbe visitation from the teacher-preparation agency to the public school.\nYour attention is directed to several instances of one type of visitation or\nthe other.\n\n"}
{"page": 834, "printed_page": null, "text": "National\n\n830\n\nEducation\n\nAssociation\n\nThe Kalamazoo, Michigan, plan was presented to you last year by\nProfessor C. H. Judd. You will remember that he reported as follows:\nThe teachers college at Kalamazoo, Michigan, organized a month ago a\nconference of superintendents and other school officials for the purpose of dis¬\ncussing problems of school organization and administration, with special reference\nto the needs of southwestern Michigan. Such conferences are known in other\nparts of the country.\nin a few\n\nThey\n\nhave\n\nfrequently\n\ninstances, in teacher-training\n\nbeen held in state universities, and,\n\ninstitutions.\n\nA second illustration is particularly significant because it shows how\nthe students of the normal school may be employed in this connection.\nMiss Pearl Dustin, a member of the class of 1923, Cleveland School of\nEducation, reported to the 1927 Spring Conference conducted\nNormal School and Teachers College Section of the New York\nfor The Experimental Study of Education as follows:\n\nby the\nSociety\n\nThese student committeemen proceeded to “educate” their former principals,\nand to invite them to spend a certain day at the college as guests of the faculty\nand of their former students.\nThe principals arrived at nine oclock in the morning. They were greeted in\nthe office by the head of the institution. The student committeemen then took\ncharge,\n\npresenting\n\nthem\n\nin the assembly,\n\nwhere\n\nthey heard\n\nsix three-minute\n\nspeeches interpreting the school’s program of service, ushering them into class¬\nrooms, conducting them through the demonstration school, and entertaining them\nat luncheon. After the lunch period, each principal was given an opportunity\nto meet with his own alumnse in a separate room; to discuss with them their\nwork, their particular interests in the college, and their outlook on teaching.\nThen followed a meeting with the Admissions Committee (a joint student-faculty\ncommittee), where suggestions were made as to the best way of interpreting to\nthe high-school students the teachers college program of service. As a result,\nthe principals requested that the president of the college send us all back on a\nday agreed upon, to our respective high schools to give programs\nin the several assemblies.\n\nof interpretation\n\nIn passing, the action of the California, Pennsylvania,\n\nState Teachers\n\nCollege should be noted. President R. M. Steele, reporting at the\nconference of the same organization in 1929, expresses himself in un¬\nequivocal terms :\nTo be understood and appreciated the teachers college must interpret its aims\nand purposes to the public it serves. It is dependent on public support. It\nserves the public need. To create intelligent and sympathetic support it must go\nmore than half way to establish contact with school superintendents, high-school\nprincipals and teachers, parents, and high-school pupils. To serve the public need\nthe teachers college staff must go out into the field and become personally and\nintimately acquainted with these needs and with actual school conditions. It\ncannot depend on chance or on its graduates to interpret its advancing standards\nto school people. The movement has been so rapid that the graduate of five\nyears or even two years ago fails almost utterly to appreciate the ideals and the\nadvancing standards of today.\nThe teachers college must bring school people to its halls and must send its\nfaculty and students out to high\ncontact with the field,\n\nschools, thus maintaining\n\nclose and\n\nconstant\n\n"}
{"page": 835, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n831\nWe\n\nhave\n\nfound\n\nthat small group\n\nconferences\n\nheld at the college are especially\n\nhelpful in developing in the minds of superintendents and high-school principals\nan appreciation of advancing college requirements and standards. We have been\ncareful to invite to the same conferences groups whose professional problems\nare quite similar and have arranged for round-table discussions at which each\nvisitor has the opportunity to ask questions and present his views. These con¬\nferences are called on days when the college is in regular session and one part\nof the day is occupied in visiting classes, in visiting the demonstration school,\nand in inspecting the plant in general. The round-table discussion\nabout an hour in the forenoon and a similar period in the afternoon.\n\noccupies\nTo this\n\nconference are invited those members of the staff who are free and usually\nsome member of the staff presents briefly some phase of the teachers college\nprogram and attempts to make clear to the visitors the new standards as they\ndevelop and to tell how the college functions in working out these advancing\nstandards. Such questions as admission requirements, selection of students,\ncourses required, contact of subjectmatter courses with demonstration school,\norganization\n\nand\n\noperation\n\nof practise teaching\n\nare taken\n\nup.\n\nThe\n\nvisitors ask\n\nquestions and make suggestions and a mutual understanding results, helpful\nalike to college and public school official.\nOne feature of the conference is a dinner served to the visitors and members\nof the staff followed\n\nby a social hour.\n\nThis\n\nsocial hour\n\nadds\n\nto the conference\n\nthe “lobby” feature which has become so popular and so helpful at national and\nstate conventions. Visitors discuss with each other and with members of the\nstaff their own\n\npeculiar problems\n\nin an informal\n\nway.\n\nConferences\n\nof county\n\nsuperintendents, district superintendents, supervising principals, and high-school\nprincipals have been held at the California State Teachers College.\nA practise we have found mutually helpful is to have members of the college\nstaff consult\n\nwith\n\nhigh-school\n\nseniors\n\nand\n\ngive\n\ninformation\n\nabout\n\nthe\n\nstate\n\nteacher-training programs and assistance in selecting teacher-training curriculums.\nHigh-school students are intensely interested in college life and we have found\nthat college students seem able to interpret college life better to high-school\nstudents than do members of the staff. College seniors were excused from\nclasses a day earlier at Easter\n\nvacation\n\nhigh\n\nfor these\n\nschools.\n\ninform\n\nIn preparation\n\nthemselves\n\nfully on\n\ntime and were\n\nasked\n\nvisits seniors\n\nto visit their own\n\nmade\n\nall points of the state program\n\nevery\n\neffort to\n\nof teacher-training\n\nso as to answer questions put to them by high-school students in their own home\ntowns. Conferences on their return to school gave much useful information as\nto the desirability of certain students from their home vicinities.\nA most satisfactory arrangement in this respect is in operation at the State\nNormal School, Frostburg, Maryland, where members of the staff accompany\nnormal\n\nschool students when\n\nthey go on speaking\n\nhigh-school seniors, and informing\nits courses, and its campus life.\n\nThe\n\nnormal\n\nschools of New\n\nthem\n\nYork\n\nregarding\n\nvisits to high schools, meeting\nthe work\n\nof the normal\n\nschool,\n\nState a year ago carried through a\n\nsimilar program on state-wide lines. The state office suggested to super¬\nintendents of the state that they invite representatives of teacher-training\ninstitutions to spend two days in their respective school systems. The\nnormal schools in their turn reciprocated. Dr. Ned H. Dearborn, former\nState Director\n\nof Teacher\n\nTraining, states that the plan worked\n\nhighly satisfactory manner for a beginning\nbetter results at a second trial.\n\nand gave\n\nin a\n\npromise of even\n\n"}
{"page": 836, "printed_page": null, "text": "National\n\n832\n\nEducation\n\nAssociation\n\nThe writer is indebted to Miss Bertha Kain, viceprincipal of the Newark,\nNew\n\nJersey, Normal\n\nSchool, for the following statement:\n\nIt is the custom of the New Jersey State Normal School at Newark to invite,\nfrom time to time, groups of superintendents, supervising principals, and training\nteachers to spend a day at the Normal School in conference on problems common\nto both the normal school and the elementary schools. The guests are invited\nto visit classes and to attend a regular assembly of the school at which time\na brief program is usually arranged by the students which illustrates somewhat\nthe student activities. Very often the program includes a speaker of educational\nrepute. Following the auditorium period is a period of open conference at which\ntime problems pertaining to teacher training are discussed. In this way, the\nnormal school and those in charge of the elementary schools in which the normal\nschool assigns students to practise become better acquainted with each other and\ncome to a fuller understanding of the ways and means of serving each other.\nA social aspect is given to these conferences. The guests are always requested\nto remain for an informal luncheon.\n\nThe plans suggested for your consideration may be objected to on the\nground that they are only effective in densely populated areas. That objec¬\ntion, of course, is valid but it is hoped that the suggested plans can be modi¬\nfied to suit local conditions. The normal schools and teachers colleges must\nsell themselves to public school officials. To use the forceful language of a\nmiddle western normal college president :\nSuperintendents\n\nand\n\nprincipals must\n\ncome\n\nto appreciate\n\nmore\n\nfully that the\n\nteacher-preparing institutions can not turn out good teachers unless they have good\nmaterial to work with.\n\nThe point is that a closer, more intimate acquaintance is the first step in\nthis direction.\n\nII. Publicity through\n\nthe Printed\n\nWord\n\nLittle need be said in this company concerning the second line of action :\nPublicity through the printed word. Unless directed, printed material will\ndo little to “induce a satisfactory percent of the best potential teachers to\nundertake preparation for this service.” The replies to the questionnaire\nmentioned earlier indicate that many institutions are directing their printed\nmaterial in the channels where it will do the most good. A few illustrations\nshould serve our purpose.\nThe\n\nEastern State Teachers\n\nCollege, Madison,\n\nSouth\n\nDakota,\n\nsends\n\n“sales letters” to high-school seniors and to high-school superintendents.\nThe Sam Houston State Teachers College, Huntsville, Texas, sends a\n“letter to every superintendent represented by a student in the college re¬\nquesting his best students.”\nThe Western Illinois State Teachers College devotes the December, 1928,\nnumber of its quarterly to The Opportunities in Public School Teaching in\nIllinois. Chapters\n\nwith titles significant for this paper: School\n\nthe State , Salaries for Teachers,\n\nPositions in\n\nTraits or Qualities of a Successful Teacher.\n\n"}
{"page": 837, "printed_page": null, "text": "Department\n\nof Teachers\n\n833\n\nColleges\n\nThe Arizona State Teachers College, Tempe, Arizona, suggests “publicity\nthrough the press in high-school papers and annuals. . . . Follow-up corre¬\nspondence with promising high-school students and their parents.”\nCentral State Teachers College, Stevens Point, Wisconsin:\nOur chief effort has been in the direction of enlisting the interests of high-school\nprincipals and superintendents in encouraging the most promising high-school people\nto come to this institution. Each fall in November we write a letter emphasizing the\nimportance of their sending us superior young people if they wish to have us send\nthem superior teachers. Upon receipt of senior lists from these principals we write\nletters to those who are checked as being especially promising and put a challenge\n^p rather definitely to them.\n\nOne might multiply instances, but these five from widely separated in¬\nstitutions are enough to indicate that teachers colleges over the country are\nusing the printed word as a means of attracting prospective teaching mate¬\nrial. The point here is that efforts to attract the best potential teachers should\nbe directed to the superintendents, the prospective teachers, and their parents.\nGeneral advertising is necessary ; but carefully directed appeals to the best\nprospective teachers are indispensable. To have more applicants from whom\nto choose is gratifying, but to have among\nbest potential teachers is satisfying.\nOne\n\nmore\n\nthem a satisfactory percent of the\n\nsuggestion must be given. The\n\nprinted word\n\nshould be not\n\nonly directed effectively but written on the level of intelligence — in the case\nof high-school students, for instance — of the individuals to whom the appeal\nis made. We waste printer’s ink when we write above the heads of our read¬\ners. “Sales letters” should be written to a specific high-school group by the\nperson of your faculty who best understands high-school psychology and\nknows how to appeal to it.\n\nIII. The High-School\n\nAdviser\n\nand Vocational\n\nGuidance\n\nDoes the normal school or teachers college have any responsibility in this\nconnection ? Is not the guidance program in the public school the exclusive\nbusiness of the public school? By no means! Miss Olive Jones, former presi¬\ndent of the National Education Association, states, regarding one report\nwhich she had occasion to study:\nOne such report contains detailed information, advantages attractively stated,\ndisadvantages frankly given, of six or seven different occupations, teaching not even\nmentioned. No report found which does give such data.\n\nAlthough one instance is not sufficient basis for a generalization, it is sub¬\nmitted that the situation revealed by Miss Jones is general. Is that our busi¬\nness? We should see that teaching is presented to public school children. To\nquote Miss Jones again:\nCounselors are teachers. Why forget and belittle their own work and omit it\nfrom choice of girls? What respect for their opinions and advice when girls see\nbefore them as counselor someone who follows an occupation she does not advise\nthem to follow ?\n\n"}
{"page": 838, "printed_page": null, "text": "National\n\n834\n\nEducation\n\nAssociation\n\nThe teacher-preparation agencies have a duty to themselves in this con¬\nnection. It is possible that we have been unaware of the situation. A brief\nexcerpt from a report of Professor Steven Clement of the State Teachers\nCollege, Buffalo, New York, may make conditions in 1926 vivid. He states:\nIt is clear that the teacher-training institutions of the cities are not doing a great\ndeal toward recruitment or selection of a high grade of candidates. . . . They\nare considering those who present themselves and are cutting down the number\nby purely mechanical\n\nmeans.\n\nDoes this situation have any significance for those of us who\n\nare associ¬\n\nated with state institutions? If the “tie up” between public school and city\ntraining school has been no closer than stated by Professor Clement, what of\nthe relation of state institutions to the public schools of their much more\nwidely separated service areas ?\nThose responsible for our state institutions can learn something from a\nstudy of procedures in our city training schools. Mrs. Minnie Carson Kelsey,\ncoordinating counselor for Bridgeport, Connecticut, reported in 1927 to the\nSpring Conference\n\non Problems\n\nin Teacher-Training,\n\nNew\n\nYork City:\n\nIn order to get the best potential teachers for training in our normal schools, we\nfeel that we must go back into the high schools and set up a definite program of\nguidance and selection.\n\nTime\n\nwill not permit an adequate discussion of the details, but one more\n\nquotation from Mrs. Kelsey is significant at this point:\nTo obtain the best possible potential teachers for Bridgeport, it seemed neces¬\nsary to find some way whereby the coldly mechanical factors of scholastic grades\nand intelligence ratings could be supplemented by something from the human nature\nside of high-school life. We\nneed.\n\nare using individual\n\nand group\n\nconferences\n\nto meet this\n\nThe plea here is: state institutions must realize that, to improve the qual¬\nity of the applicants for admission, they must see to it that teaching as a pro¬\nfession calling for the best of our high-school graduates be presented to\nthem.\n\nIV. Organized Effort by Faculties of Teacher-Training Institu¬\ntions to Interest the Best Potential Teachers in Preparation for\nthe Service\nA study of the questionnaire replies indicates that many teachers colleges\nare making a definite and organized effort through visitation of faculty\nmembers to high schools. Chosen almost at random, the following schools,\namong others, report favorably:\nShippensburg, Pennsylvania:\nUnder this system the type of students coming to us has been greatly improved.\nStatistics show that twenty percent of our student body ranked in the upper third\nof their class, scholastically.\n\n"}
{"page": 839, "printed_page": null, "text": "Department\n\nThe Eastern Kentucky\n\nof Teachers\n\nState Teachers\n\n835\n\nColleges\n\nCollege :\n\nThis school maintains a speaker’s bureau to send members of the faculty to the\nvarious high schools of the state to make contact with those who are graduating.\n\nThe\n\nUniversity of Akron\n\nThe Southern Oregon\n\nState Normal\n\nSchool\n\nNorth Adams,\n\nMassachusetts, State Normal\n\nBerkshire\n\nhas done\n\nCounty\n\na very unique and\n\n’School :\nexcellent thing in what\n\nis called\n\nthe College Conference for High-School Students. Each year higher institutions are\ninvited to send representatives for two days to the Berkshire high schools. Short ad¬\ndresses are made to the student bodies in as many high schools as time will permit\nfrom 9 oclock to the closing hour. Two evenings are given in all the larger schools\nat which representatives of all the schools meet pupils and parents who are inter¬\nested. The normal school is always included in these college meets and has been\nrepresented by the principal himself for the last three years.\nIn addition to the above, individual visits are made to other high schools and\nvarious members of the normal school faculty present the matter at different times\nduring the year.\n\nCentral State Teachers\nWarriner writes:\n\nCollege, Mount\n\nPleasant, Michigan.\n\nPresident\n\nIt is our practise from time to time during the school year to have members of\nour faculty visit the high schools of this area and speak to the entire school or to\nthe junior and senior students on the satisfactions and opportunities of teaching as a\ncareer.\n\nAgain instances might be multiplied ; the suggestion is offered that repre¬\nsentatives of the teachers colleges stress not only the satisfactions and oppor¬\ntunities but also the fact that we want only the best potential teachers.\nAs this writer sees the problem of “inducing a satisfactory percent of\nthe best potential teachers to undertake preparation for this service,” there\nare four main lines of attack : closer contact with school officials ; directed\npublicity ; a fair presentation by guidance people of teaching as a profession ;\nand organized faculty effort to make contact with the best potential teachers.\n\nC. HOW CAN WE SET UP DEFENSIBLE POLICIES AND\nWORK OUT EFFECTIVE PROGRAMS FOR THE SELEC¬\nTIVE ADMISSION OF ENTRANTS TO TEACHER-TRAIN¬\nING INSTITUTIONS 1\nALONZO\n\nF. MYERS,\n\nDIRECTOR,\n\nBOARD\n\nOF\n\nTEACHER\n\nPREPARATION,\n\nEDUCATION,\n\nHARTFORD,\n\nCONNECTICUT\n\nSTATE\n\nCONN.\n\nAny serious discussion of selective admission of candidates for admission\nto teacher-training institutions must carry with it the recognition of the\nright and the duty of these institutions to limit the number of candidates\nthey will admit. Furthermore, it should be recognized that selection can be\nmade only where more candidates apply than should be admitted. Only\n1 This is one of five addresses built around the general theme as indicated on page 820.\n\n"}
{"page": 840, "printed_page": null, "text": "836\n\nNational\n\nAssociation\n\nEducation\n\nrecently has the country been confronted with a serious over-supply of can¬\ndidates for teaching positions, and with many more candidates for admission\nto teacher-training institutions than should be admitted.\nConsidered as a wThole, the teacher-training institutions of the country are\nwholly unprepared\n\nfor meeting the problem\n\npresented by a serious over¬\n\nsupply of teachers. The only’exceptions to this statement are the city teacher¬\ntraining institutions. State normal schools and teachers colleges have grown\naccustomed to measure their success by the growth in their enrolments, and\nto justify their budgetary requests by predicting further growth. Our gradu¬\nate schools of education have set the pace in measuring greatness by num¬\nbers. In general this was quite satisfactory until recently. The alarming\naspect is that we may be failing to recognize the changed situation.\nThe\n\nteacher-training institution which\n\nwill graduate\n\nover five per¬\n\ncent more candidates for teaching next June than can be placed next Sep¬\ntember is contributing to the aggravation of one of the most serious prob¬\nlems now confronting American education.\nThe Connecticut State Board of Education recognizes its obligation to\nprepare only as many elementary teachers annually as are needed by the\nstate. Furthermore, we know how many\ndict our needs for the near future.\n\nare needed and we are able to pre¬\n\nApostles of growth will derive little nourishment\nConnecticut :\n\nfrom these figures for\n\nTotal No.\nof teachers\nemployed\n\nTotal No.\nof new\nteachers\n\nTotal No.\nof elementary\nteachers\nin state\n\n1924-25 .\n\n9143\n\n1032\n\n6544\n\n1925-26 .\n\n9629\n\n923\n\n6728\n\n1926-27 .\n\n9891\n\n1927-28 .\n1928-29 .\n\nTotal No.\nelementary\nof new\nteachers\n693\n\n....\n\n603\n586\n\n10186\n\n927\n913\n\n6833\n\n599\n\n10528\n\n864\n\n7057\n\n512\n\nThe number of graduates of Connecticut State Normal Schools in 1929\nwas fewer than in 1924. The number will be reduced still further in 1930.\nIn September, 1929, there were employed in Connecticut a total of 512\nelementary teachers who were new to teaching in Connecticut that year.\nOf these, 91 were experienced in other states, and 69 were inexperienced\ngraduates of out-of-state normal schools. The contribution of Connecticut\nnormal schools was 352. Connecticut state normal schools graduated 412\nstudents in June, 1929.\nThe Connecticut State Board of Education recognizes that admission to a\nstate normal school is a privilege and not a right. Accordingly it recognizes\n\n"}
{"page": 841, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n837\nthe responsibility of the normal schools for selecting candidates for admission\nto the end that the best qualified candidates may be admitted. The number to\nbe admitted each year is determined in the light of the probable demand.\nIn the past our plan for selecting candidates has been faulty due to the\nfact that insufficient information was available on which to base selection.\nWe are endeavoring to correct that difficulty through a new plan for selec¬\ntive admissions, which has been recommended to the State Board of Educa¬\ntion, to become effective with the classes to be admitted in September, 1931.\nIn the past we had only the secondary record with certain requirements as\nto subjects and marks, plus a certificate of moral character by the highschool principal, and a physical examination. The new plan provides for the\nfollowing :\n1. High-school graduation with certain requirements as to subjects\n2. A statement from the high-school principal giving the comparative\nstanding of the student in the class\n3. Certificate of moral character\n4. A recommendation by the high-school principal and the superintendent\nthat the candidate be admitted to the normal school\n5. A rating on a five point scale by the high-school principal or by the\nadviser of girls on the following points :\nA\n\nB\n\nC\nr\n\nStudious habits .\n\nfD\n\nPunctuality .\nNeatness .\nPerseverance .\nInitiative .\n\nfE\n\nCooperation .\nLeadership .\nPopularity .\nCheerfulness .\nHealth .\nNote. — A — Excellent,\n\nB — Very\n\nGood,\n\nC — Good,\n\nD — Fair, E — Poor.\n\n6. A declaration by the candidate of intention to teach in Connecticut.\n7. Candidates for admission will be required to spend an entire day at the\nnormal school on the second Saturday in June for the following: general\ninformation test, mental alertness test, interview.\n8. Physical examination\nBoard of Education.\n\nby a physician selected and paid by the State\n\nBased upon the information indicated above, the normal school principal\nwith the advice of his faculty will endeavor to select the best qualified can-\n\n"}
{"page": 842, "printed_page": null, "text": "838\n\nNational\n\nEducation\n\nAssociation\n\ndidates for admission. He must keep the number\n\nselected within the number\n\nprovided for in his quota.\nThe pertinent facts which we must recognize relative to this situation are:\n1. Fundamental\n\nconditions relative to supply of and demand\n\nfor teachers\n\nhave changed completely during the past ten years.\n2. The city teacher-training institutions were confronted with the neces¬\nsity for limiting their enrolments and for selecting candidates for admission\nseveral years ago. They have made great progress in the solution of this\nproblem.\n3. The state teacher-training institutions are now confronted with the\nproblem and they are not prepared to meet it. They have much to learn\nfrom the city normal schools and teachers colleges.\n4. We must educate ourselves and the public to the realization that ( 1 )\nadmission to a state teachers college is a privilege and not a right; (2) the\nbest interests of the public, of the children, and of the teaching profession\nwill be served through the adoption of a policy of restricting the output of\nteacher-training institutions in the light of the demand for teachers, of\nselecting very carefully the candidates for admission, and of progressively\nelevating the standards for certification for teaching.\nIf we do not adopt such a policy we shall be confronted very soon with\nan enormous surplus of candidates for teaching positions, with a consequent\nlowering of salaries, and inevitably with a demoralized\ning staff in our public schools.\n\nand inferior teach¬\n\nD. HOW CA.N WE EFFECT THE EARLY IDENTIFICATION ,\nAND THE CERTAIN ELIMINATION OF STUDENTS DIS¬\nTINCTLY UNPROMISING AS PROSPECTIVE TEACHERS 1\nEDWIN\n\nW.\n\nADAM S, DIRECTOR\n\nOF\n\nNORMAL\n\nPHILADELPHIA,\n\nAND\n\nPRACTICE\n\nSCHOOLS,\n\nPA.\n\nThe solution of the problem of early identification and certain elimina¬\ntion of students distinctly unpromising as prospective teachers is closely tied\nup with the effectiveness with which we work out programs for selective\nadmission. Theoretically an effective program of selective admission would\neliminate entirely distinctly unpromising material. Practically, even a good\nprogram strictly enforced will admit some who are distinctly unpromising.\nThe problem before us falls into two parts ; first, identification ; second,\nelimination.\nBefore attempting to work out any scheme for the identification of stu¬\ndents distinctly unpromising as prospective teachers, let us consider briefly\nwhat constitutes distinctly unpromising teacher material. There will prob¬\nably be little objection to including in such a description the following\nitems : a degree of intelligence so low as to make for inability to do with rea¬\nsonable success the required academic work of the school, and to insure an\n1 This is one of five addresses built around the general theme as indicated on page 820.\n\n"}
{"page": 843, "printed_page": null, "text": "Department\n\nadequate knowledge\n\nof Teachers\n\nColleges\n\n839\n\nof the subjectmatter of instruction of the grades for\n\nwhich preparation is being made; ill health or other physical disability;\nspeech defects including foreign accent ; faulty English ; nervous instability\nor other mental disorder ; immoral\n\nconduct or behavior of an un-social or\n\nanti-social nature. The introduction of the term personality into the above\nlist would probably not be so generally acceptable even though we might\nagree that from many angles it vitally affects the question of desirability.\nIf we should agree on the above list it might be possible to work out some\nplan for the early identification of the distinctly unpromising students. For\npurposes of discussion I shall interpret the word “early” as referring to some\ntime within or not later than the close of the student’s first full year in the\ninstitution. I should like to lay down the proposition that the problem of\nidentification is a whole faculty problem, and not that of the president alone\nor of some small group or committee of the faculty.\nFor the purpose of provoking discussion and with the hope that your\ncriticisms may assist us, I shall take the liberty of outlining briefly a plan\nwith which we are experimenting in part in the Philadelphia Normal School.\nEach section of an entering freshman class has assigned to it a faculty\nadviser. These advisers are named from among the members of the instruc¬\ntional staff who are responsible for teaching some subject to the members of\nthe section to which they are assigned. The faculty adviser serves as record\nkeeper for the section and also has some extracurriculum contact with the\nstudents. The advisers of the several sections of the freshman class constitute\na committee whose functions include a study of the personnel with a view\nto determine which students, if any, are lacking in those qualities which we\nbelieve are essential to teaching success.\nThe committee has placed at its disposal all records relating to the stu¬\ndents in the freshman class. These records include those of high-school work,\nmedical inspectors’ records, results of speech examinations, reports of the\npersonality examining committee, reports of results in subjectmatter tests,\nreports of work done in academic classes in the school, reports of the find¬\nings and recommendations of the English cooperative committee, results of\ngroup and individual psychological examinations, reports of the morale com¬\nmittee, and any other material which from time to time may become avail¬\nable.\nEvery candidate who has qualified for admission to the school is given a\npersonality examination. This is a part of our plan for selective admission,\nand results in some applicants being refused admission even after all other\nadmission requirements have been satisfied. In another sense, however, this\nis our first step toward the identification of the unfit since the students being\ngiven this personality examination have met all the legal requirements for\nadmission. Marked personality deficiencies are noted. Conditions of personal\ncleanliness, neatness of dress, poise, mannerisms,\n\nevidences of culture, crude¬\n\nness, and quality of voice are among the factors considered. If the examin¬\ning committee believes the candidate to be unsatisfactory teacher material,\n\n"}
{"page": 844, "printed_page": null, "text": "840\n\nNational\n\nEducation\n\nAssociation\n\nit sends him together with a written statement of its decisions to the review¬\ning committee. If in the judgment of this committee the candidate is un¬\nsatisfactory, he may be admitted only after appeal to the associate superin¬\ntendent of schools in charge of the normal school. The records of the personal¬\nity examinations of all students are filed and constitute the basis for the initial\nstudy of the committee in charge of identification and elimination.\nAs soon as conveniently possible after admission all students are given a\nthorough medical examination by one of the physicians assigned by the board\nof education to the normal school. On the basis of these examinations the\nmedical inspectors, the school nurse, and the principal of the school begin an\nactive campaign. Students requiring medical or surgical treatment are so\ninformed and the parents notified. Students who are underweight are re¬\nquired to attend a nutrition class. Students who are overweight are sent into\nspecial classes for instruction in diet and for special exercise. Proper cor¬\nrection of visual defects and the securing and use of glasses are enforced.\nThe proper relation between the medical and the administrative forces does\nmuch to make for the success of such a campaign. When, however, in the\njudgment of the medical authorities the student’s health is such as to inter¬\nfere with the proper performance of duty, or will make it impossible for the\nphysician to approve the student’s health record for graduation and certifica¬\ntion, the parents are notified and steps are taken to bring about the with¬\ndrawal of the student from the school. In serious cases students may be\ndropped from the school upon the recommendation\n\nof the medical authorities.\n\nStudents having speech defects which are remediable within one year are\nadmitted with the understanding that they must attend the speech clinic\nregularly. Failure to make such improvement as will permit the supervisor\nto make satisfactory report of the student’s progress by the end of the year\nis followed by request for withdrawal. Students who have completed success¬\nfully all requirements for graduation and who have failed to secure the final\napproval of the speech improvement department are refused graduation until\nsuch speech defects have been corrected.\nEvery student is given a psychological test shortly after his admission to\nthe school. Students about whose intelligence question is raised are given\nindividual psychological examinations. We have in some instances discovered\nstudents whose psychological rating seemed to indicate that they would be\nunable to do work of college grade. We have never used this as a basis for\ndismissal but have made a careful study of each such student’s classroom\nwork and required fortnightly reports from all teachers instructing the stu¬\ndent. In last analysis the real test of a student’s intelligence is his ability to\ndo the required work of the school. In almost every instance where such a\nstudent has seemed to be succeeding it has been with barely passing grades.\nThese sometimes reflect the unwillingness of teachers to take the responsi¬\nbility for failing a student. In such instances the fortnightly report and the\nrequirement that all written papers be examined by the faculty committee\nact as a check on misplaced sympathy.\n\n"}
{"page": 845, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n841\n\nIn the development\n\nof our curriculum\n\nwe have presupposed an adequate\n\nknowledge on the part of every student of the subjectmatter of the grades\nfor which preparation is being made and have planned our professionalized\nsubjectmatter courses with this thought in mind. In spite of the fact that\nsuch courses as English, American\n\nhistory, and mathematics\n\nhave occupied\n\nmuch of the student’s attention in the high school, it is a matter of common\nknowledge that they are frequently woefully weak when confronted with\nthe task of demonstrating even reasonable mastery of these subjects. In order\nto correct this difficulty we give to all students entering the Philadelphia\nNormal School a series of tests in the subjects they will be called upon to\nteach. Failure successfully to pass any of these examinations\n\nresults in the\n\nstudent being conditioned in the subject. Student and parents are immedi¬\nately notified of the failure, informed that it will be necessary for the stu¬\ndent to make preparation on his own initiative for examination in the fields\nin which failure has occurred, and that failure on the part of the student to\npass in a re-examination\n\nwill result in his being dropped from the school.\n\nWe have found a rather close relationship between failure in the subjectmatter tests, low ranking in intelligence tests, and grades in normal school\nsubjects.\nOne of the surest means of early identification is to be found in the\nsuccess or failure of the student in the regular subjects of instruction. The\nwork of students who are failing is analyzed by the committee. This analysis\nmakes for closer scrutiny of the work of such students and tends to place on\nthe defensive the faculty members who are giving passing grades. Monthly\nreviews of the rolls of the entire class are effective in turning light on pos¬\nsible unpromising material.\nLack of ability to use with fair degree of fluency reasonably accurate\nEnglish is one of the conditions frequently found as a direct or contributing\ncause for teacher failure. Here we have in measurable form material which\naffords insight into background,\n\nculture, experience, intelligence. A student\n\nmay have one kind of English for his English professor and an entirely dif¬\nferent kind for all other contacts. The English which he habitually uses in\ngeneral situations is likely to be the English he will use when facing a class.\nTo meet this situation we have organized an English Cooperative Commit¬\ntee. To it are referred all cases of poor English that have come to the atten¬\ntion of members of the faculty in every department. When a student has\nbeen reported to the committee a flyer is sent to all members of the faculty\ncalling for additional information as to the student’s oral and written\nEnglish. At the request of the committee all written papers of the student in\nquestion must be submitted. Written\n\nreports are also required on the stu¬\n\ndent’s oral English. Students are given to understand that ratings in English\nare dependent upon all work done and that failure to maintain a reasonable\nstandard of good English in other subjects will result in a failing rating in\nEnglish and possible request for withdrawal.\n\n"}
{"page": 846, "printed_page": null, "text": "842\n\nThere\n\nNational\n\nare two\n\nEducation\n\nother methods\n\nidentification of unpromising\nparticipation.\n\nAssociation\n\nthat may be used to assist in the early\n\nmaterial ; the prognostic test, and preliminary\n\n1 feel that we have not advanced sufficiently in our testing program to\nenable us, on the basis of the prognostic tests, to predict with any degree of\ncertainty probability of teaching success. The solution of this problem lies in\nthe future. The results of such tests are valuable when used to enable us to\ninterpret other data. We should hesitate long before pressing for withdrawal\nof a student on the basis of such tests unsupported by other facts.\nPreliminary participation in teaching under proper direction may serve to\nreveal to the student and the responsible members of the teacher-training\nstaff elements of strength or weakness in the prospective teacher. Certain\ndefects, or deficiencies in fundamentals may be revealed such as English,\nspeech defects, nervousness, lack of interest in children and in teaching. Some\nof these may be so marked as to make it fairly easy to convince the student that\nhe has made a mistake in choosing teaching as a vocation. We should not,\nhowever, lose sight of the fact that our teacher-preparation institutions exist\nfor the purpose of providing training. Occasionally students who in teaching\ncontacts during the first year in college seem to lack desirable teaching traits\ndevelop these to a marked degree after longer contact with the college and\npractise school faculties. The principal value of preliminary teaching con¬\ntacts seems to lie in the opportunities they afford for vitalizing the instruc¬\ntional work in the foundational and professional courses in the college.\nThe effective functioning of the faculty as a whole in the attempt to dis¬\ncover early unpromising teacher material may not overlook the problem of\nconduct. Young men and young women in teacher-preparation institutions\nshould be impressed from the outset with the seriousness of the task that lies\nbefore them ; with the idea that the school is a professional school ; that they\nare by virtue of their presence in the school considered members of the teach¬\ning profession ; and that nothing short of the highest type of professional\nattitude and conduct will be accepted. Students who are socially too imma¬\nture to measure up to these standards or who are unable or unwilling to do\nso may rather easily be discovered during the first year.\nI have intentionally omitted from this presentation the element of prac¬\ntise teaching. Next to failure in courses, failure here is probably most easily\nrecognized, even though it may not be so easy to demonstrate to interested\nparents and friends. I have omitted it because our problem calls for “the\nearly identification of distinctly unpromising students.”\nWith the exception of definitely proved cases of dishonesty or immoral\nconduct we find that no single deficiency can stand by itself. Lack of in¬\ntelligence may be manifest in the failures in subjectmatter tests, general\nscholarship, preliminary teaching contacts, and practise teaching. Poor health\nmay be revealed in attendance, scholarship, lack of nervous stability, teach¬\ning contacts, and practise teaching. One of the most embarrassing situations\n\n"}
{"page": 847, "printed_page": null, "text": "/\n\nDepartment\n\nof Teachers\n\nColleges\n\n843\n\nthat can arise is to discover after we have built up a good case against a stu¬\ndent on the grounds of failure in intelligence tests, use of English, or other\nweakness, that this same student has been passed in allied and difficult sub¬\njects by members of our own faculty. It is certainly true as we attempt to\nbring about the elimination of the distinctively unpromising that “United\nwe stand, divided we fall.”\nThe replies to a recent questionnaire indicate that thirty-five normal\nschools and teachers colleges drop students even though they make passing\ngrades, if they give no clear indication that they will succeed in classroom\nteaching ; forty-two schools answered this question in the negative ; four\nschools qualified their answers indicating that under certain conditions they\ndrop unpromising teachers. I am not so sure after studying the results of this\nquestionnaire that had it been differently worded there would have been so\nmany replies in the affirmative. It is likely that the element of failure in\npractise teaching was responsible for the number of the affirmative replies.\nNineteen schools stated that there were no practical difficulties in the way\nof eliminating the unpromising, the unfit, and the unworthy;\n\nsix reported\n\nvery little difficulty; five, no serious difficulty; and two, no difficulty of im¬\nportance. Among the practical difficulties indicated by the remaining colleges\nthe following seem to be most prominent:\n\nlack of definite standards with\n\nwhich to measure the evidence of unfitness; some state teachers colleges be¬\nlieve that a student who has made a passing grade in the subjects may not be\ndropped ; public sentiment ; influence of family, social, and political pressure ;\nmisplaced sympathy or failure to recognize social responsibility for the\nproduct of the teachers college on the part of some members of the faculty ;\nlack of moral courage. Seventy-five schools reported that they had never\nbeen prevented by legal process from dropping an unpromising teaching\nprospect. One school stated that it had been prevented by legal action from\ndropping a student, but that since that time the law has been changed and\nthat the president of the institution now has the right to eliminate a student\nif he believes the student to be incapable of becoming a successful teacher.\nThere are certain conditions which must be present if we are to bring\nabout an effective program for the elimination of students distinctly unprom¬\nising as prospective teachers.\nAll admissions to teacher-preparation institutions should be on probation.\nIn the case of city or state supported institutions this provision should be\nwritten definitely into the regulations governing the conduct of the school ;\nin the case of private institutions it should be set up as a regulation ap¬\nproved by the governing board. Practise regarding the period of probation\nvaries. Theoretically the ideal probationary period should be coextensive\nwith the student’s stay in the school ; practically it may be necessary to limit\nit. In no case should it be for a period of less than one year. This condition\nof admission should be brought to the attention of prospective students and\ntheir parents or guardians, and the blank of application for admission to the\ninstitution should contain a statement to the effect that students and parents\n\n"}
{"page": 848, "printed_page": null, "text": "National\n\n844\n\nEducation\n\nAssociation\n\nare cognizant of the regulation and agree to abide by the decision of the\nfaculty in the event of the student being considered unsatisfactory teacher\nmaterial.\nDefinite provision should be made in the rules and regulations governing\nthe school to provide the proper officers of the institution with the necessary\nauthority for bringing about the elimination of undesirable material. These\nfirst two points have been covered for the Philadelphia Normal School in\nArticle XIV, Section 1, Clause (E) of the rules of the Board of Public\nEducation which states “that their admission shall be for a probationary\nperiod not to exceed one year, during which time, on recommendation of\nthe principal of the normal school and approval of the superintendent of\nschools, the names of students who have shown themselves unqualified by\nreason of temperament, personality, or other causes for the profession of\nteaching shall be dropped from the roll of the school.”\nRecognition by the faculty as a whole of its responsibility both for the identifica¬\ntion of unpromising students and the need for concerted action when after full con¬\nsideration the need for elimination has become evident.\nThe development of a system of record keeping and filing that will ensure the\ncollection, care, and availability of all records and materials having bearing on\npossible elimination cases.\nThe\n\norganization\n\nto collect and\n\nwithin the faculty of such committees\n\nstudy data\n\nbearing\n\non\n\nevidence\n\nas will serve effectively\n\nof student\n\nunfitness. These\n\ncom¬\n\nmittees should meet regularly and report their findings to the faculty at the begin¬\nning of each school month.\nA courageous\nfaculty.\n\nand\n\nconscientious\n\nattitude on the part of every\n\nmember\n\nof the\n\nThe student should be given opportunity to appear before the committees con¬\nsidering his case.\nProvision should be made for official notification of the student and his parents\nof the findings of the committees. Carbon copies of all such communications should\nbe kept on file.\nWhen the decision has been made that the student is distinctly unpromising teacher\nmaterial notify the student and his parents of this decision and request withdrawal.\nIf student refuses to withdraw, present final report of the several committees to\nthe entire faculty with the recommendation that the necessary steps be taken to\ndrop the student.\n\nWe\n\nhave taken the position in Philadelphia that the Normal\n\nto prepare young men\n\nand young women\n\nSchool exists\n\nfor the profession of teaching. We\n\nbelieve that we have the responsibility for seeing that the interests of the chil¬\ndren of our city are protected ; that the schools exist for the children and not\nfor the purpose of providing employment\nNormal\n\nSchool as a place where\n\nto teachers. We\n\nyoung\n\nmen\n\nfurther education at the cost of the community.\n\ndo not regard the\n\nand women\nAdmission\n\nmay\n\nsecure\n\nto the Normal\n\nSchool is understood to imply a real interest in teaching and a desire to make\nadequate preparation for it. Failure on the part of any student to evidence\nthe qualities we believe necessary to insure teaching success is considered as\nsufficient to warrant the request for withdrawal or for dismissal.\n\n"}
{"page": 849, "printed_page": null, "text": "/\n\nDepartment\n\nof Teachers\n\nColleges\n\nE. HOW CAN WE ESTABLISH AND MAINTAIN\nTIVE STANDARDS FOR GRADUATION AND\nVISIONAL CERTIFICATION 1\nCHARLES\n\nC. SHERROD,\n\nPRESIDENT,\n\nCOLLEGE,\n\nEAST\n\nJOHNSON\n\nTENNESSEE\nCITY,\n\nSTATE\n\n845\n\nQUALITA¬\nFOR PRO¬\nTEACHERS\n\nTENN.\n\nIt is only in recent years that the two ideas suggested in this question have\nbeen considered as having any vital connections and relationships. For\ndecades the two paths leading to the service of teaching have seldom crossed.\nThey have, however, had much in common, and especially has this been true\nin connection with the standards prevailing for graduation from teacher¬\ntraining institutions, of whatever kind, and for certification through a sys¬\ntem of examination. There has been a decided parallelism or correlation be¬\ntween the requirements demanded in these supposedly distinct and separate\ninstruments of teacher control. In either case it has been possible for pros¬\npective teachers to gain legal qualifications to teach on the lowest level, and\nthis persistency has brought the whole question of educational development\nto the present exigency. Our social progress will not endure with anything\nless than a well-trained teacher in each classroom. The problem is one of\npointing the way out .and of suggesting that the time is at hand when a\ndecided step should be taken to place the status of teacher-training on a much\nhigher level and, in so doing, eliminate the instruments of control that have\ntended to maintain low standards as the chief stumbling block, namely, low\nrequirements for graduation\nvisional certification.\n\nfrom our training institutions and for pro¬\n\nThis suggests that two important aspects of the problem must be con¬\nsidered and met : ( 1 ) As it applies to those teachers entering the profession\nthrough the vestibule of institutional training the whole question of pre*\npreparation and guidance, selection of students, efficiency of teacher-train¬\ning curriculums, organization and staff, as well as proper placement of\ngraduates, all enter into the maintaining of standards. These standards can¬\nnot be artificial, inanimate, selfadministering factors, but must be a part of\nthe life blood and vitality of the whole institutional program of service. (2)\nThe second phase of our problem is no less serious. Short local training\ncourses and the formal examination, with little or no prerequisite training,\nand administered by county superintendents who are really laymen, are yet\ntoo widespread and numerous to escape our challenge. There seems to be no\nterritorial limit to their existence, but they are found north, east, south,\nand west. Biologists tell us that some of the most virulent human ailments\ncome in organs whose usefulness has ceased. May it not be suggested that\nsome causes of poorly trained teachers today lie in the instruments of cer¬\ntification whose usefulness has ceased to exist? Resort to the surgeon’s knife\nwould cut off a great part, and in many states an unneeded portion, of our\nlow qualified teachers and thus automatically raise standards and make\nteaching a reputable profession.\n1 This is one of five addresses built around the general theme as indicated on page 820.\n\n"}
{"page": 850, "printed_page": null, "text": "846\n\nNational\n\nEducation\n\nAssociation\n\nThese conditions have not been mere accidents but they are an outgrowth\nof the natural order of things. When public teacher-training institutions\nwere first established, the immediate problem was to secure the largest num¬\nber of students. Teachers were wanted and also numbers seemed to add\nprestige, and this was needed in the new institutions. They were public, and\npeople felt that as such the doors should be open to all on a socalled “demo¬\ncratic basis” and to serve any purpose that should be desired irrespective of\nthe original conception of institutional function or the ultimate goal of the\nindividual. Thus many of these institutions became not only teacher-train¬\ning but also college preparatory schools and girls’ “finishing schools” as well.\nThe element of competition entered and in seeking superiority in size, stand¬\nards for entrance requirements and course requirements for graduation were\ngreatly sacrificed.\nThe growth of high schools tended to eliminate the college preparatory\ndemand. State support grew in proportion to needs ; service areas were estab¬\nlished ; better cooperation developed between institutions and as a result the\nelement of appealing for numbers was greatly reduced. Quality standards\nslowly entered and the distinct function of training a select group for the\ndefinite profession of teaching is gradually becoming the sole purpose of the\ninstitution. Quality is dependent to a great extent on the source of supply.\nTeacher-training institutions located in metropolitan areas and in states\nwhere the high school is most highly developed and the greatest surplus of\nteachers is found can more effectively use a higher degree of selectivity. It\nwill naturally be in those centers that the greatest results can be attained in\nestablishing and maintaining qualitative standards. It will be necessary for\nthe institutions thus located to blaze the trail and those of us otherwise situ¬\nated to follow just as rapidly as circumstances will permit.\nThe administering of quality standards has always carried with it some\ndoubt as to what should be included. Generally we think of it as referring\nto what a student knows and how well this knowledge will function in\nactual apprentice teaching. Any system by which the student will know more\nis at once sound. Knowledge of subjectmatter is ever basic in a teacher. The\nmatter of obtaining this in amount is the problem. Many institutions are\nattempting grading and classification schemes by which premium is placed\nupon superior work and by which the privilege of graduation is withheld if a\nlow grade of work is done. The quality-point system by which students are\ngiven certain extra points for superior work is helping to maintain higher\nstandards and will eliminate, if properly administered, those of lower\nachievement. In individual instances injustices may be done, but some\nsystem must be maintained by which the too low portion of those in our\ninstitutions will be eliminated if qualitative standards are to be maintained.\nIt remains for us to refine the method.\nAlthough the first and great task lies in the “What is to be taught?”, it\nwould seem that the real test of a student’s probability for teaching lies in\nthe apprentice teaching performance. This is the factor that will count in\n\n"}
{"page": 851, "printed_page": null, "text": "/\n\nDepartment\n\nof Teachers\n\nactual teaching service. Doubtless many\n\nColleges\n\nof you know\n\n847\n\nof instances in which\n\nstudents of relatively low rank in scholarship were able, through other socalled “personality qualities,” to do a satisfactory and sometimes a superior\ntype of apprentice teaching. Scholarship counts only insofar as it contributes\nto good classroom teaching. If teaching has a technic of its own, both as to\norganization of subjectmatter and the way in which it is presented to chil¬\ndren of the various grade levels, scholarship is of little avail, unless there are\nthose “other teaching qualities” to enable the beginning teacher to meet\neffectively real classroom situations.\nMany difficulties stand in the way of administering this phase of teacher¬\ntraining. Too many institutions are poorly equipped both in physical plant\nand in staff to give adequate apprentice teaching opportunity. Institutions are\nin some instances too far away from an adequate supply of children. The train¬\ning program lacks integration. We are slowly developing certain technics for\nmeasuring professional classroom performance of apprentice teachers, but\nthese will be of very little value unless the teaching situations present real\nlife classroom opportunities. Still more difficult than the physical equipment\nof the laboratory school is the problem of a professionalized staff for such a\nschool and the whole teacher-training program. For too many years the\ntraining institutions have depended upon the products of the graduate school\nof arts and sciences for this staff. Too often these folks have not had the\nprofessional viewpoint and have beeen unable to connect subjectmatter with\nthe lives of children.\nOur\n\nsecond problem, that of low standard provisional certification, is a\n\n“hold over” from the day when teaching was considered a layman’s occupa¬\ntion. This condition has continued because legislatures are conservative ; and\nsince they are composed of laymen, the professional aspect of education is\nunknown’ to them. In too many states, educational leadership in the state\neducational office has been in the hands of non-expert, politically elected, or\nappointed individuals whose outlook on this whole matter has not been con¬\nstructive. The pressure for this low type of certification has been augmented\nby the influence of local, short-course, poorly equipped high school and\ncounty training classes which in a former day, under different conditions,\nserved a noble purpose. These persist in this new day simply because through\na long period of service, a strong, loyal, local clientele has developed, whose\npolitical strength has had to be reckoned with.\nWith teachers legally certified on a low level of training, our educa¬\ntional progress is seriously handicapped. To make bad conditions worse, in\nthe past teaching tenure has, on the average, been short. But many factors\nare at work that would indicate an extension of the period of teaching serv¬\nice, and the issuance of all kinds of certificates on the basis of professional\ntraining alone. This training should of course be on a high level. In those\nstates where short-course institutions prevail, such training should come at\nonce under the direct control of the state teachers college or normal school in\nwhose service area they exist, and should be maintained only so long as the\nurgent need for their services may continue.\n\n"}
{"page": 852, "printed_page": null, "text": "848\n\nNational\n\nEducation\n\nAssociation\n\nAt this point let us look at the situation more in detail in order to dis¬\ncover whether or not our views are practical and consistent. The following\nquestion was sent to the state superintendents: “Do you have in your state\na great over-supply of available teachers certificated for any particular kind\nof teaching service? If so, how would you explain the fact?” Twenty-three\nout of the thirty-four replying say “Yes.” Some of the outstanding condi¬\ntions are: in South Carolina 2^4 teachers for each position; in Kentucky\n30 percent of certified teachers are unemployed; in New Jersey 40 percent\nof last year’s graduates of training institutions located in northern part of\nthe state are without positions; in Kansas 10 percent surplus; in California\na graduate of a teacher-training institution has one chance in four of secur¬\ning a position. The explanations of this condition, except in places such as\nNew Jersey and California, where location and economic forces are deter¬\nmining factors, have invariably been low forms of certification with little or\nno preservice training. Only one state, Vermont, reports a general shortage of\nteachers. The only significant shortage reported in other states has been in\nspecial fields, such as agriculture, home economics, commercial, industrial\narts, and teachers for sub-normals. The shortage reported in the above is.\nwhen considered on a percentage basis, negligible.\nAnswers from 57 out of 90 teacher-training institutions replying say that\nan attempt is being made in their states to cut off the issuance of all forms\nof temporary and provisional certificates not actually necessary to keep up a\n*ull quota of teachers in the public schools. Thirty-two say that local highschool training classes and county normal schools are actually operating in\nsuch a way as to interfere with the high standards of preliminary training\nwhich\n\nthe state teacher-training institutions might\n\notherwise\n\nmaintain.\n\nSixty-five out of ninety of these same institutions say that the standards of\nadmission to the teaching profession could be materially raised without re¬\nducing the supply below the minimum replacement needs.\nI feel that it is not overdrawing the facts when we say that these conditions\ndo present a challenge. The only question that remains is: Has the challenge\nbecome so vitalized that those interested in establishing and maintaining\nqualitative standards for graduation and for provisional certification will\nbecome militant in at once setting the machinery in action to tear down\nthe instruments of control that have heretofore held teaching on its humble\nplane, namely, low forms of certification and short types of training?\n\nCHANGING\nE. S. EVENDEN,\n\nTEACHERS\nNEW\n\nSTANDARDS\nCOLLEGE,\nYORK,\n\nCOLUMBIA\n\nUNIVERSITY,\n\nN. Y.\n\nA combination of elements has caused an unprecedented interest in the\neducation of teachers for all divisions of American schools. This interest is\nquite naturally attaching itself to the standards set up by such organizations\nas the American\n\nAssociation of Teachers\n\nColleges, since their standards\n\n"}
{"page": 853, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n849\n\nshould represent at any time the best of current practise in the preparation\nof teachers.\nMention\n\nof some of the elements which have resulted in this interest in\n\nstandards for the preparation of teachers may assist thinking upon the pro¬\nposed changes which are to be brought before the Association at this meet¬\ning.\nIn the first place there is the effect of the American method of mass pro¬\nduction upon standardization. There is, of course, some difference of opinion\nas to how valuable a contribution to civilization the development of this\nmethod has been, but regardless of how one may feel about that issue the\nmethod is here to stay. Some educators are afraid that our teachers colleges\nwill fail to apply the efficiency elements of this method to the work of pre¬\nparing teachers, while others are equally afraid that they will apply them.\nOne group fears mounting costs and the other the production of standard¬\nized teachers who will tend to teach standardized pupils in a standardized\nmanner in standardized schools supported by a standardized society. In this\ncase, as in so many involving sharp differences of opinion, the wise course is\nprobably a compromise which will attempt to save the good in both and to\navoid the dangers.\nAnother element which has produced this new interest in the preparation\nof teachers is a result of raising the level of general education to such a\npoint that a “common school education” now in many cases means the com¬\npletion of a high-school course. More children attend school for more years.\nMore money is spent for schools. Greater efficiency is expected of them,\nwhich obviously demands better prepared teachers.\nA third element in this list is the unprecedented increase in the number\nof students attending institutions of higher education since the World War\nand the • resultant increased supply of college-trained men and women for\nwork in the professional and semi-professional fields. This oversupply has\nincreased competition by placing larger numbers of these college graduates\n•\ninto teaching positions.\nA fourth element arousing interest in standards of teachers colleges is the\nresult of the increased salaries now paid to teachers. With better salaries\nmore people are not only willing but eager to teach and those who are teach¬\ning are less willing to stop. As a result there is a distinct oversupply of teach¬\ners in many of our states with no promise of improvement in the near future.\nThe increased supply and the increased competition make this the most\nlogical time imaginable either to lower salaries or to increase standards.\nSince one or the other of these courses is inevitable it seems fitting that this\nAssociation should concern itself with the important problem of seeing that\nour public school system shall not lose any of its gains and that boards of\neducation facing the alternatives just mentioned will be able to secure for\nthe salaries now being paid teachers with more and better training than ever\nbefore.\nWith this situation facing the teachers colleges, new importance is attached\n\n"}
{"page": 854, "printed_page": null, "text": "850\n\nNational\n\nEducation\n\nAssociation\n\nto the standards of this Association. These standards, expressing the best\npractises of the normal schools and teachers colleges of the country, should\nhe raised whenever there is satisfactory evidence to justify a change or when¬\never there is enough agreement among the members upon the desirability of a\nchange to warrant it. If standards are changed only under such conditions\nthere is relatively little danger that standards will be prematurely adopted\nor that any serious injustice will be done to member institutions. The other\nmost common danger of standardization is that standards will be set and that\nthey will remain set beyond the time when they should be changed. When¬\never this happens it is easy to see that standards are hindrances to progress\nrather than aids. Fortunately this danger is not a very real one for the Ameri¬\ncan Association of Teachers Colleges since it has from the beginning adopted\nthe attitude toward its standards that they should be thought of as dynamic\nand developing instead of static and final.\nYour Committee on Standards and Surveys has consistently held that it\nis best not to formulate a standard unless it can be based upon either the\nresults of a careful study or a general agreement of the members.\n\nThis policy\n\nhas left some standards unwritten but it has avoided the disturbing differ¬\nences of opinion which would certainly have arisen over the application of\nstandards, unsupported either by evidence or practise, to some of these con¬\ntroversial issues.\nConsidering the fact, referred to at other meetings, that the investigatory\nwork of this Association and of its Committee on Standards and Surveys is\ndone solely on a voluntary basis it would seem that a commendable number\nof investigations have been made and that the standards of the Association\nhave been very definitely refined and improved in the four years since their\ntentative adoption in Washington. Furthermore, these standards, during\nthe short period of their existence, have exerted a tremendous\n\nuplifting and\n\nstimulating influence upon every normal school and teachers college in the\ncountry as well as upon an increasing number of colleges and universities,\nmany’of whose graduates enter teaching.\nWhile there is justification for satisfaction over the accomplishments of\nthe last few years the real work of standardization remains to be done. The\nstandards of this Association may be said to have just finished their proba¬\ntionary period. Opportunities have been afforded for “trying them out”\nupon faculties, boards of trustees, state legislatures, and in the building\nof a list of accredited colleges. Inadequacies have been discovered and while\nsome of them have been remedied others certainly remain.\nThis year seems to be one of very great significance in the history of this\nAssociation ; and the widespread interest which has been manifested in the\nstandards is merely an evidence that the presidents and faculties of the nor¬\nmal schools and teachers colleges of the country realize that such factors as\nthe oversupply of teachers, the increasing standards of certification in many\nstates, the reduction in the number of high-school training classes and county\nnormal schools, the better salaries for teachers and the greatly increased\n\n"}
{"page": 855, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n851\nteacher-training activities of colleges and universities are all very directly re¬\nlated to the standards of this Association and to their application. Further¬\nmore, the date for the first “tightening up” of the standards given in Stand¬\nard XIV has been reached, which is another evidence that the probationary\nperiod is over.\nIn the light of all of these factors the Committee\n\non Standards and Sur¬\n\nveys has decided this year to confine its recommendations almost entirely to\nthose parts of the standards which were referred to it from the meeting last\nyear. The results of several carefully organized studies bearing directly or\nindirectly upon the standards are to be presented briefly to you on the several\nprograms but their results have not been formulated for any action by the\nAssociation at this meeting.\nAt the Cleveland meeting last year there were six matters affecting the\nstandards either referred to this committee or left with it for additional\nstudy. These questions had to do with the following points :\n1. The amount of credit to be allowed for correspondence and extension work\n2. The professional preparation of the faculty\n3. The method of computing the teaching load of faculty members\n4. The proposed changes for the library standards\n5. The proposal of standards for health service as a result of cooperative work\nwith the Committee on Standards of the American Association of College\nPhysicians\n6. The consideration of possible additions to the standards on admissions in the\nlight of the findings of the Interstate Conference on Common Problems of\nTeacher Education.\n\nFive of these are to be discussed in the reports on this afternoon’s program\nand will be open for further discussion during the latter part of the after¬\nnoon. The only report not directly affecting the present standards, but which\nundoubtedly will after its completion, is the study on Unit Costs in Teachers\nColleges which is being made by H. J. Magee, director of Teacher\ning of the New York State Education Department.\nTwo\n\nTrain¬\n\nother items have been called to the attention of this Committee\n\ning the year, which\n\nthe Committee\n\ndur¬\n\nbelieves should be brought before the\n\nmembers of the Association. No recommendations for changes in the Stand¬\nards have been prepared but the Committee is presenting them at this time\nin order to know the wishes of the Association with respect to them.\nThe first of these is the suggestion that the standards should include a\ndefinite item to the effect that formal statements of standards should not\nprevent any normal school or teachers college from experimentation or from\nadaptation to the local needs of the areas served. If there is any danger that\nsuch a result will come from the refinement of the standards it is the opinion\nof the Committee that such an item should be included. However, there\nseems to be small danger at present that such results will follow, since the\nstandards are in almost all cases expressed in terms of desirable minima\ninstead of restricting maxima\n\nand since the Committee\n\non Accrediting and\n\n"}
{"page": 856, "printed_page": null, "text": "852\n\nNational\n\nEducation\n\nAssociation\n\nClassification has from the beginning adopted the policy of interpreting the\nseveral standards in terms of the conditions and needs peculiar to any insti¬\ntution.\nThe second of these items has come to the attention of the officers of the\nAssociation and the members of this Committee from a number of sources.\nIt has been contended that this Association is the one standardizing organi¬\nzation of the country that is distinctly concerned with the preparation of\nteachers and that it should therefore accredit all institutions which train\nteachers. These\n\ninquiries and requests for inspection and accrediting have\n\ncome from colleges with strong departments of education, many of whose\ngraduates are entering the field of teaching, particularly in secondary schools.\nWhile the members of the Committee on Standards and Surveys realize\nthat most of the colleges of the country are sending some of their graduates\ninto teaching and some are sending more into that field than into all others\ncombined, yet they do not feel that recommendations on a matter of such\nimportance and with such far-reaching results should be presented for action\nwithout, first, a preliminary consideration of the question by the Association\nand, second, a thorough investigation of the probable results of such a\nchange in policy and membership.\nWe are, therefore, calling to your attention these two important matters\nso that you may express your wishes with regard to them when the standards\ncome up for action.\nThe detailed recommendations for changes in the standards were pre¬\nsented at the first meeting according to the regulations. Except for those\ninvolving the questions referred to the Committee at the last meeting, the\nproposals are nearly all changes in wording for the sake of clearness and do\nnot represent any change in practise or standard.\nThe Committee on Standards and Surveys wishes at this time to express\nits appreciation to the presidents of the member-institutions\n\nand to the sev¬\n\neral individuals who have cooperated so constructively in the Committee’s\nattempt to secure accurate information which will assist the Association in\nthe solution of some of its professional problems.\n\nCORRESPONDENCE\nA REPORT\n\nTO\n\nTHE\n\nMEMBERS\n\nCOLLEGES\n\nON\n\nTHE\n\nQUESTIONS\n\nARDS\n\nAND\n\nSURVEYS\n\nBY\n\nE.\n\nOF\n\nAND\nTHE\n\nAMERICAN\n\nSUBMITTED\nS. EVENDEN,\n\nUNIVERSITY^\n\nEXTENSION\n\nNEW\n\nFOR\n\nASSOCIATION\nTHE\n\nOF\n\nCOMMITTEE\n\nTEACHERS\nYORK;\n\nWORK\n\nCOLLEGE,\n\nTEACHERS\nON\n\nSTAND¬\n\nCOLUMBIA\n\nN. Y.\n\nIn order to guide the Committee on Standards and Surveys of the Amer¬\nican Association of Teachers Colleges in its consideration of Standard III-C,\nwhich deals with the amount of credit toward a degree or a diploma which\nmay be secured by correspondence or extension work, a brief set of questions\nwas sent to the members of the Association during the early part of January.\nThese questions asked for certain facts concerning present practises with\nrespect to correspondence and extension courses and also asked for the opin-\n\n"}
{"page": 857, "printed_page": null, "text": "Department\n\nof Teachers\n\n853\n\nColleges\n\nions of the presidents on some of the controversial issues involved in this\nquestion.\nReplies were received from 154 institutions in 41 states. One hundred\nthirty-three of these were received in time to be included in the tabulations.\nFive others answered promptly, but said that as their institutions gave\nneither correspondence nor extension courses they did not consider their\nanswers would be helpful.\nFor the purpose of discovering any sectional differences in practises and\npoints of view on the questions asked, the states were divided into four\ngroups :\n1. Eastern — Maine, New Hampshire, Massachusetts, Rhode Island, Connecticut,\nNew York, New Jersey, Pennsylvania.\n2. Southern — Alabama, Arkansas, Georgia, Kentucky, Louisiana, Maryland, Mis¬\nsissippi, North Carolina, Tennessee, Texas, Virginia, West Virginia.\n3. Central — Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri,\nNebraska, North Dakota, Ohio, Oklahoma, South Dakota, Wisconsin.\n4. IV estern — Arizona, California, Colorado, New Mexico, Oregon, Utah, Wash¬\nington.\nThe questions asked and the tabulated answers by sections 1 are given\nwithout comment except where necessary to explain some of the answers.\nStandard III-C as it is now worded in the standards of the Association\nis as follows:\nNot more than one-fourth (%) of any curriculum leading to a degree or a cer¬\ntificate or a diploma in a teachers college or normal school shall be taken in ex¬\ntension classes or by correspondence. (Not more than one-half (Y) of this shall\nbe done by correspondence.) These classes shall be conducted by regularly ap¬\npointed teachers who meet all the qualifications of Standard V, Preparation of the\nFaculty. No courses shall be offered for credit either in extension or by correspond¬\nence which are not also offered as part of the regular residence work. These\ncourses should likewise meet the standards of sequence, prerequisites, etc., set forth\nin Standard VIII, Organization of the Curriculum.\n1. Are you entirely satisfied with the standard as it now\n\nstands? (Even\n\nif your answer is “yes” please answer the other questions.)\nYes .\nE— 9\nS— 19\nC— 29\nW— 7\nNo .\nE— 13\nS— 18\nC— 29\nW— 7\n2. If the total amount\n\nof work credited by correspondence\n\nT— 64\nT— 64\n\nand extension\n\nwere changed -would you want it increased or diminished ? By what\nproportion ?\nIncreased .\nE— 0\nS— 7\nC — 13\nW— 4\nT — 24\nDecreased .\nE— 17\nS— 20\nC— 31\nW— 5\nT— 73\nNote: Forty-eight of the 67 who answered question one by “no” an¬\nswered question two. These 48 answers were distributer! as follows:\nIncreased .\nDecreased .\n\nE— 0\nE — 10\n\nS— 4\nS— 9\n\nC— 6\nC — 14\n\nW— 2\nW— 3\n\nT — 12\nT — 36\n\n1Note: The initials E), S, C, W,\nand the Total.\n\nand T will be used to represent the four groups of states\n\n"}
{"page": 858, "printed_page": null, "text": "854\n\nNational\n\nEducation\n\nBy what proportion increased ?\n20% .\n1\n33 1/3% .\n50% .\n\n12\n7\n\n100% .\n\n2\n\nAssociation\n\nBy what proportion decreased?\n15% .\n20% .\n33 1/3% .\n50% .\n66 2/3% .\n100% .\n\n22\n\n1\n5\n6\n20(a)\n7(b)\n5\n44\n\n(a) In six cases the answer was given “ 1/8”\n(b) In five cases the answer was given “ 1/12”\n\n3. If in your answer to question two, you recommend any change in the\namount of credit allowed, would you want the present maximum\namount allowable for correspondence work (34$ of any curriculum)\ncreased, unchanged, or diminished? By wdiat proportion?\nIncreased .\n\nS— 7\nS— 11\nS— 12\n\n. . . E— 0\n. . . E— 2\n. . . E— 15\nBy what proportion increased?\n33 1/3% .\n.\n.\n2\n50% .\n.\n9\n100% .\n\nUnchanged .\nDiminished .\n\n400%\n\nT— 21\nT— 41\nT— 49\n\nW— 3\nW— 4\nW— 5\n\nBy what proportion di, minishedi\n25% .\n33 1/3% .\n\n.\n.\n\n4\n5\n\n1\n\n50% .\n66 2/3% .\n\n16\n\n100%\n\n.\n.\n.\n\n11\n1\n16\n\n.\n\n.\n\nC— 11\nC— 24\nC— 17\n\nin¬\n\n.\n\n4. If in your answer to question two, you recommend any change in the\ntotal amount of credit allowed, would you want the present maximum\namount\n\nallowable for extension work (l/\\. of any curriculum)\n\nunchanged,\n\nincreased,\n\nor diminished?\n\nBy what proportion ?\nIncreased\nUnchanged\nDiminished\n\n.\n.\n.\n\nBy what\n\nproportion\n\n20% .\n25% .\n33 1/3% .\n50% .\n100% .\n\n. E—\n\n0\n\nS— 7\nS— 14\nS— 10\n\n. E— 8\n. E— 10\nincreased?\n\n.\n.\n.\n.\n.\n\n1\n5\n3\n2\n4\n15\n\nC— 12\nC— 17\nC— 15\n\n2\n4\n\nT— 21\nT— 43\n\n4\n\nT— 39\n\ndiminished?\n\nBy what proportion\n.\n16 2/3%.. .\n20% .\nW—.\n25% .\nW—.\n.\n33 1/3%. . .\n—\nw.\n50% .\n.\n66 2/3%.. .\n87!^% .\n.\n100% .\n.\n\n3\n1\n3\n6\n12\n1\n1\n1\n28\n\n5. In general, do you consider correspondence work to be more, equally,\nor less desirable for teachers than resident class work?\nMore\n\nDesirable .\n\nEqually Desirable .\nLess Desirable .\n\nE—\n\n0\n\nE— 0\nE— 23\n\nS—\n\n0\n\nS— 5\nS— 31\n\nC—\n\n0\n\nC— 6\nC— 51\n\nW —\n\n2\n\nW — 2\nW— 10\n\nT— -\n\n2\n\nT — 13\nT— 115\n\n"}
{"page": 859, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n855\n\n6. In general, do you consider correspondence work to be more, equally,\nor less desirable for teachers than extension work?\nMore\n\nDesirable .\n\nE—\n\nEqually Desirable .\nLess Desirable .\n\n1\n\nS—\n\nE— 1\nE— 22\n\n1\n\nS— 9\nS— 22\n\nC—\n\n2\n\nW — 3\n\nT—\n\n7\n\nC — 15\nC— 38\n\nW — 3\nW— 8\n\nT — 28\nT— 94\n\n7. Which of the following groups of subjects can be as satisfactorily\nhandled for teachers by correspondence as by regular resident class\nwork?\n8. (Same\n\nquestion for extension.)\n\nCorrespondence\n\nNone .\nArt .\nCommerce .\nEducation .\nEnglish .\nHome Economics .\nLanguage .\nManual Arts .\nMathematics .\nMusic .\nPhysical Education.. . .\nPractise Teaching .\nPsychology .\nScience .\nSocial Science .\n\nE\n\n5\n20\n\n0\n0\n1\n1\n0\n0\n0\n1\n0\n0\n0\n1\n0\n1\n\n29 4\n2 3 0 725\n1 7 4 12\n15\n10\n6\n15 10 32\n11\n37\n3 0 0 3\n6 10 2 18\n0 0 0 0\n7 14 9\n0 1 0 311\n1 0 0 1\n0 0 0 290\n9 14 5\n1 2 0 3\n37\n17\n11\n8\n\n19\n\nC\n\nW\n\nExtension\n\nT\n\nNone .\nArt .\nCommerce .\nEducation .\n\n6\n3\n3\n10\n11\nEnglish .\n2\nHome Economics .\n6\nLanguage .\n1\nManual Arts .\n12\nMathematics .\n3\nMusic .\n1\nPhysical Education. . .\n2\nPractise Teaching. . . .\n10\nPsychology .\n4\nScience .\n13\nSocial Science .\n\n9. (a) Does your institution offer correspondence\nYes .\nNo .\n\nE— 0\nE— 23\n\nE\n\nS— 24\nS— 13\n\n16\n5\n\nC\n\n13\n13\n8 22\n7 26\n18 25\n18\n156 15\n152\n3\n3\n3\n18\n5\n18\n\n4\n19\n9\n7\n5\n22\n217\n\ncourses?\n\nC— 39\nC— 21\n\nW— 11\nW—\n3\n\nW 48T\n1 4D\n25 2259\n\n88 66l2\n\n6 42\n9 155 8\n6 21\n0 1 1012\n8 58\n09 61\n16\n\nT— 74\nT— 60\n\n(b) Are correspondence courses offered by regular teachers in the vari¬\nous fields, by special teachers in the extension and correspondence\ndepartment or by both?\nT— 58\nBy regular teacher ....\nBy special teacher . . . . .\n.\nBy both .\n\n.\n\nE—\nE—\nE—\n\n0\n0\n0\n\nS— 18\nS— 2\nS—\n\n2\n\nC— 31\nC— 1\nC— 6\n\n9\n0\n0\n\nT—\n\n3\n\nT—\n\n8\n\n(c) If correspondence courses are offered by regular faculty members,\nare such courses considered part of their regular teaching load?\nYes .\nNo .\n\nE—\nE—\n\n0\n0\n\nS— 14\nS— 7\n\nC— 19\nC— 19\n\nW—\n2\nW—\nW—\n7\n\nT— 35\nT— 33\n\nE—\nE—\n\n0\n0\n\nS— 10\nS— 11\n\nC— 25\nC— 10\n\nW—\nW—\n\n8\n1\n\nT— 43\nT— 22\n\nW— 11\nW—\n3\n\nT— 102\nT— 31\n\nW—\nAre they paid an additional salary or honorarium forw—\nteaching such\n\ncourses ?\nYes .\nNo .\n\n10. (a) Does your institution offer extension courses?\nYes .\nNo .\n\nE— 17\nE— 7\n\nS— 28\nS— 8\n\nC— 46\nC— 13\n\n(b) Are extension courses offered by regular teachers college teachers\nin the various fields?\nYes .\nNo .\n\nE— 15\nE— 1\n\nS— 26\nS— 1\n\nC— 39\nC— 1\n\nYV— 11\nW—\n0\n\nT— 91\nT— 3\n\n"}
{"page": 860, "printed_page": null, "text": "856\n\nNational\n\nEducation\n\nAssociation\n\nBy special fulltime teachers in the extension department?\nYes .\nNo .\n\nE—\nE—\n\n2\n7\n\nS— 2\nS— 10\n\nC—\nC—\n\n6\n2\n\nBy partime teachers not otherwise employed\nlege?\nYes .\nNo .\n\nE—\nE—\n\n3\n6\n\nS— 1\nS— 13\n\nC—\nC—\n\n4\n2\n\nW—\nW—\n\n2\n0\n\nT— 12\nT— 19\n\nby the teachers col¬\nW—\nW—\n\n3\n0\n\nT— 11\nT— 21\n\n(c) If extension courses are offered by regular faculty members,\nsuch courses considered part of their regular teaching load?\nYes .\nNo .\n\nE— 11 ' S— 17\nE— 5\nS— 9\n\nC— 24\nC— 16\n\nW—\nW—\n\n6\n6\n\nare\n\nT— 58\nT— 36\n%\n\nIf “yes” are they weighted more than, equal to, or less than regular\ncourses carrying the same amount of credit?\nMore than .\n\nE—\n\n5\n\nS—\n\nEqual to .\n\nE—\n\n4\n\nLess than .\n\nE—\n\n2\n\n0\n\n0\n\nW—\n\n2\n\nT—\n\nS— 15\n\nC— 19\n\nW—\n\n5\n\nT— 43\n\nS—\n\nC—\n\nW —\n\n0\n\nT—\n\n1\n\nC—\n\n0\n\n7\n3\n\nAre regular faculty members paid additional salary or honorarium\nfor extension courses offered in excess of their normal teaching\nload ?\nYes .\nNo .\n\nE—\nE—\n\n8\n6\n\nS— 16\nS— 3\n\nC— 22\nC— 10\n\nW—\nW—\n\n8\n1\n\nT— 54\nT— 20\n\nDo you have any regulation regarding the amount of extension\nwork which may be offered by a regular faculty member in excess\nof his normal teaching load?\nYes .\nNo .\n\nE—\nE—\n\n8\n5\n\nS— 20\nS— 3\n•\n\nC— 27\nC— 6\n\nW—\nW—\n\n5\n5\n\nT— 60\nT— 19\n\n1\n\n11. (a) If a course is offered by a regular member of your faculty in his\nregular classroom, but given on Saturday morning in order that\nlocal teachers may attend, would you classify the course as “exten¬\nsion” ?\nYes .\nNo .\n\n(b) If it were\n\nE— 7\nE— 15\n\nS— 10\nS— 25\n\nC— 30\nC— 19\n\nW—\nW—\n\n5\n8\n\nT— 52\nT— 67\n\ngiven in the late afternoon or evening for the same\n\nreason, would you classify it as “extension”?\nYes .\nNo .\n\nE— 8\nE— 13\n\nS— 10\nS— 25\n\nC— 29\nC— 19\n\nW—\nW—\n\n5\n8\n\nT— 52\nT— 65\n\n(c) If it were given by the same instructor but in a room in a public\nschool building in the city not officially connected with your insti¬\ntution (as a practise or demonstration school) in order that it\nmight be more convenient to a group of city teachers, would you\nclassify it as “extension”?\nYes .\nNo .\n\nE— 19\nE— 3\n\nS— 27\nS— 6\n\nC— 39\nC— 8\n\nW—\nW—\n\n7\n3\n\nT— 92\nT— 20\n\n"}
{"page": 861, "printed_page": null, "text": "r\n\nDepartment\n\nof Teachers\n\nColleges\n\n857\n\n(d) If it were given in a city other than the one in which your institu\ntion is located, would you classify it as “extension” even if the\ncourse were a regular course and the instructor the same person\nwho teaches the course to resident students?\nYes .\nNo .\n\nE— 22\nE— 0\n\nS— 34\nS— 1\n\nC— 47\nC— 2\n\nW— 11\nW— 1\n\nT— 114\nT—\n4\n\n12. Do you have any restrictions upon the courses which may be offered in\nextension work?\nYes .\nNo. .\n\nE— 16\nE— 4\n\nS— 26\nS— 1\n\nC— 39\nC— 7\n\nT— 91\nT— 17\n\nW— 10\nW— 5\n\nAre such courses restricted to elective subjects?\nYes .\nNo. .\n\nE— 0\nE— 14\n\nS— 2\nS— 23\n\nC— 1\nC— 37\n\nT— 3\nT— 86\n\nW— 0\nW— 12\n\nAre they restricted to non-laboratory courses?\nYes ..\nNo. .\n\nE— 10\nE— 2\n\nS— 24\nS— 1\n\nC— 37\nC— 3\n\nW—\n\nthan, 1\nW—\n\nequal to, or\n\n13. Are fees charged for correspondence courses more\nless than for the same courses when given in residence ?\nMore than .\nEqual to .\nLess than .\n\n.\n.\n.\n\nE—\nE—\nE—\n\n0\n0\n0\n\nS— 15\nS— 2\nS— 0\n\nC— 32\nC— 3\nC—\n\n2\n\nT— 79\nT— 7\n\n8\n\nW—\n\n6\n\nW—\nW—\n\n1\n0\n\nT— 53\nT— 6\nT—\n\n2\n\nAre your correspondence courses maintained at a loss. , no loss, or a profit\nLoss .\nNo loss .\nProfit .\n\n.\n..\n.\n\nAre correspondence\n\nE—\nE—\nE—\n\nC—\n\n8\n\nC— 20\nC— 5\n\nW—\nW—\n\n0\n6\n\nW—\n\n1\n\nT— 14\nT— 38\nT— 8\n\ncourses charged with a proportional share of the\n\ncollege’s general overhead\nYes .\nNo .\n\n1\n0\n0\n\nS— 5\nS— 12\nS— 2\n\nexpenses?\n\nE— 1\n£—0\n\nS— 10\nS— 8\n\nC— 9\nC— 24\n\nW—\nW—\n\n1\n6\n\nT— 21\nT— 38\n\n14. Are fees charged for extension courses more than, equal to, or less than\nfor the same courses when given in residence?\nMore than .\nEqual to .\nLess than .\n\nAre your extension\nLoss .\nNo loss .\nProfit .\n\n. . E—\n. . E—\n. . E—\n\n6\n6\n0\n\nS— 18\nS— 4\nS— 1\n\ncourses maintained\n. . E—\n. . E—\n. . E—\n\n3\n6\n1\n\nS— 7\nS— 15\nS—\n\n1\n\nC— 29\nC— 7\nC— 2\n\nat a loss,\nC— 14\nC— 19\nC— 3\n\nW—\nW—\nW—\n\n9\n1\n0\n\nT— 62\nT— 18\nT— 3\n\nno loss,\nW—\nW—\nW—\n\n2\n7\n1\n\nor aT—profit?\n26\nT— 47\nT— 6\n\nAre extension courses charged with a proportional share of\nthe college’s\ngeneral overhead expenses?\nYes .\nNo .\n\n. . E—\n. . E—\n\n7\n6\n\nS— 7\nS— 14\n\nC— 9\nC— 25\n\nW—\n\n3\n\nW—\n\n5\n\nT— 26\nT— 55\n\n"}
{"page": 862, "printed_page": null, "text": "858\n\nNational\n\nEducation\n\nAssociation\n\n15. Does the state university or agricultural college in your state offer cor¬\nrespondence courses especially designed for teachers?\nYes .\nNo .\n\nWhat\n\nE—\nE—\n\nis the maximum\n\n6\n9\n\nS— 26\nS— 7\n\nC— 42\nC— 9\n\nW— 12\nW— 0\n\nT— 98\nT— 25\n\ncredit which these institutions allow toward\n\ndegree for correspondence\n\na\n\nwork?\n\n1/20 or 6 semester hours .\n1/8 or 15 semester hours .\n1/4 or 30 semester hours .\n\n2\n3\n10\n\n3/8 or 45 semester hours .\n1/2 or 60 semester hours .\n\n1\n18\n\n1/3 or 40 semester hours .\n\n4\n\nDon’t know .\n\n25\n\n16. Does the state university or agricultural college in your state offer ex¬\ntension courses especially designed for teachers?\nYes .\nNo .\n\nWhat\n\nE— 10\nE— 0\n\nis the maximum\n\nS— 26\nS— 3\n\nC— 43\nC— 6\n\nW— 14\nW— 1\n\nT— 93\nT— 10\n\ncredit which these institutions allow toward\n\na\n\ndegree for extension work?\n1/20 or 6 semester hours .\n1/4 or 30 semester hours .\n\n1\n16\n\n1/3 or 40 semester hours .\n4\nUNIVERSITY\nTHE\n\nAMERICAN\n\nASSOCIATION\nOF\n\nOF\n\n1\n15\n\nDon’t know .\nEXTENSION\n\nTEACHERS\n\nCOLLEGES\n\nIS INDEBTED\n\nTO\n\nW.\n\nS.\n\nUNIVERSITY\n\nEXTENSION\n\nASSOCIA¬\n\nSECRETARY\n\nTION,\n\nFOR\n\nTHE\n\nSTANDARDS\n\nOF\n\nTHAT\n\nASSOCIATION\n\nON\n\nEXTENSION\n\nCOURSES\n\nAND\n\nFOR\n\nTHE\n\nSTATEMENT\n\nOF\n\nTHE\n\nLIMITATIONS\n\nON\n\nEXTENSION\n\nCREDITS\n\nStandards,\n\nTHE\n\nNational\n\nNATIONAL\n\n25\n\nBITTNER,\n\nIN\n\nTHE\n\n3/8 or 45 semester hours .\n1/2 or 60 semester hours .\n\nLISTED\n\nUNIVERSITIES.\n\nUniversity\n\nExtension\n\nAssociation\n\nThe following rules relative to Extension Credit Courses wTere adopted\nat the Lawrence, Kansas, meeting of the National University Extension\nAssociation, April 27, 1928:\n1. Character and Content of Extension Credit Courses: Whether or not\nsuch courses have counterparts in residence, they shall be equivalent to\nresidence courses of the same level. They shall be approved by the head of\nthe department directly concerned, or such other authorities as are provided\nfor by the rules of the institution. The titles, if any, and numbers of these\ncourses shall appear in the proper place in the general announcement or\nother official bulletin of the University.\n2. Admission to Extension Credit Courses: Students may be admitted to\nsuch courses, provided they satisfy the proper official that they are prepared\nto pursue the course with profit, and provided they pay the prescribed fee.\n3. Teaching Hours in Extension Class Courses: In such courses there\nshall be the same number of clock hours of class instruction as in similar\ncourses in residence.\n\n4. Examinations : No student shall be given credit for an extension credit\ncourse until he has passed a supervised examination or other appropriate\ntest on the ground covered.\n\n"}
{"page": 863, "printed_page": null, "text": "Department\n\nof Teachers\n\n859\n\nColleges\n\n5. Extension Instructors : Instructors in extension credit courses shall be\nmembers of the regular University faculty, or shall be appointed as non¬\nresident members of the faculty in accordance with the rules governing\nsuch appointments in the various institutions concerned, their names to\nappear in the appropriate university announcement.\n6. Credit Students: Those who pursue extension credit courses and who\nmeet all the requirements\ncredit as they would\ndence.\n\nlaid down\n\nshall be given the same\n\nreceive for corresponding\n\namount\n\ncourses conducted\n\nof\n\nin resi¬\n\n7. Recording and Reporting of Credit: In recording and transferring\ncredits earned through extension, the records should show that such courses\nwere taken by extension. It should be specified also whether such credits\nwere earned through class instruction or correspondence study.\nLimitations\n\non Extension\n\nCredits\n\nCompiled from replies of 19 members of the National University Exten¬\nsion Association December, 1929. Most of the remaining (23) members of\nthe Association have had a limitation rule of one-fourth the total or have\nhad no definite numerical limitation. Restrictions such as the following\napply in nearly all cases : Senior residence, prerequisites, departmental regu¬\nlations, limited offerings. Arbitrary numerical limitations are perhaps in\nthe main unnecessary because of the fact that the great majority of corre¬\nspondence students earn only three or four units of credit, that very few\nstudents complete as much as one-fourth or more of the curriculum by home\nstudy, and that exceptional cases are usually mature students of peculiar\nmerit in special circumstances.\nAmount\n\nof Extension\n\nWork\n\nAccepted\n\nToward\n\na Degree\n\nUniversity of Arizona — 60 units.\nUniversity of Arkansas — The only limit to amount of correspondence\ncourses taken to count toward a degree was that the work of the senior\nyear has to be done in residence. Now limited to one-fourth.\nUniversity of California — Special limitations, prerequisites, senior residence.\nUniversity of Chicago — One-half of work required for degree.\nIndiana University — 60 hours.\nUniversity of Iowa — 60 hours.\nUniversity of Kansas — The College of Liberal Arts accepted extension\ncredits to the amount of one-half of the work required for the Bachelor’s\ndegree; no other schools of the University had allowed more than 30\nhours of extension credit to count toward\nhours.\n\na degree. Nowt limited to 30\n\nUniversity of Missouri — 40 hours.\nUniversity of Kentucky — 60 hours.\nUniversity of Minnesota — 60 of 124.\nUniversity of Nebraska — One-half of work\nUniversity of North Carolina — 45 hours.\nUniversity of Oklahoma — 40 hours.\n\nrequired for degree.\n\n"}
{"page": 864, "printed_page": null, "text": "860\n\nNational\n\nEducation\n\nAssociation\n\nUniversity of Oregon — 62 hours.\nUniversity of Texas — 60 hours.\nUniversity of Utah — One-half of total.\nUniversity of Washington — One-half of work required for degree.\nWashington State College — One-half of total.\nUniversity of Wisconsin — Two years.\nTHE\n\nSTANDARDIZATION\n\nTEACHERS\n\nCOLLEGES\n\nA. O. DEWEESE,\n\nM.\n\nD., KENT\n\nOF\n\nHEALTH\n\nSERVICE\n\nAND\n\nNORMAL\n\nSCHOOLS\n\nSTATE\n\nCOLLEGE,\n\nKENT,\n\nHealth service in educational institutions is just now\n\nIN\n\nOHIO\n\nemerging from the\n\nexperimental stage. In this stage each unit has experimented with the prob¬\nlem in its own way and in accordance with its own peculiar limitations and\nenvironment. This, of course, has been most fortunate. It meant that hun¬\ndreds of experimental units were located throughout the country — all of\nwhich discovered and proved the educational value or fallacy of various\ntheories and tendencies in health service. The wholesale activity of practical\nexperimentation of these many units is one of the factors making possible\nthe rapid progress of the work.\nInsofar as the general plan and major objectives are concerned, health\nservice has passed through its experimental stage. Like all other educational\nmovements and human service activities, it must now meet the problem of\nstandardization. One of the most important services that the American\nAssociation of Teachers Colleges can render the cause is to direct now a\npart of its energy and resources toward this problem. It needs careful study\nand direction.\nMany teacher-training institutions with limited resources and student\nbody are just now introducing health service; others are attempting to\norganize it upon a more efficient basis. Those who are connected with such\ninstitutions know that most every mail brings questionnaires and requests\nfor information from those who are at sea as to just what methods to follow\nin the installation or organization of their health service.\nCommon practise, research, and general publication have given to this\ngroup two definite ideas of standards to be attained: First, that it should\nconsist of medical and physical examination of the student body; second,\nthat student health service should consist of (1) health instruction, (2) per¬\nsonal service, including medical and physical examination, care of the sick,\nand medical and health consultation, (3) direction of health-protecting and\nhealth-giving conditions in the school-society, including sanitation, recrea¬\ntional, and corrective physical activities and the community hygiene of\ncollege life. This has been the simplest and most practical suggestion of the\nmajority of the work and publications finding their way to the desk of\nthe college administrators. Forsythe and Sundwall, University of Mich¬\nigan, Wood of Columbia, Report of the Joint Committee on Health Prob¬\nlems in Education, Health Trends in Secondary Education, the American\n\n"}
{"page": 865, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n861\nChild Hygiene Association, with many other reports and journal publica¬\ntions, have made up this fund of information.\nA\n\nstudy of the present status of student\n\nhealth service — What\n\nthe col¬\n\nleges have done with this general ideal of student health service is indi¬\ncated in a recent study. One hundred teachers colleges were selected at\nrandom from the United States Educational Directory as representative of\nvarious sections of the United States. From this selection it was possible to\nmake a fairly reliable study of sixty-five different schools in thirty-five differ¬\nent states.\nHealth\n\nexaminations — It was\n\nfound\n\nthat seventy-six percent of these in¬\n\nstitutions require a complete health examination\n\non entrance. Only twelve\n\ndo not require it, but six percent of the institutions give a partial examina¬\ntion, that is, only nine fail to give a complete or partial examination. A\nreport by Mock, et al.} in 1924 on 131 colleges and universities shows a\ncomplete examination in 64 percent plus of the schools studied.\nIt is obvious that the value of the health examination depends in a meas¬\nure upon follow-up and subsequent examinations. Eighty-two percent of\nthe institutions follow up the entrance examinations with such subsequent\nexaminations as may be indicated.\nTraining\ntion — The\n\nand equipment\n\nof the individual who\n\ngives the health examina¬\n\npersonal value to be derived by the student from\n\nsuch a health\n\nexamination is obviously the same as it would be for any other individual.\nIn addition, however, this health examination of the student has an added\neducational value. He must be informed and interested in the value of\nsuch an examination from a public health service standpoint. In his case,\nthen, it is essential that the examination be done by one who makes a\nspecialty of this work and understands its educational background. That\nthe institutions are meeting this problem is shown by the fact that in sixtvtwo percent of the cases the examination is given by the college physician ;\nby local physicians in twelve percent; by the family physician in two per¬\ncent; and by the physical education department in four percent of the cases\nstudied.\nHealth\n\nadvice and medical\n\nconsultation — Competent\n\nmedical\n\nand health\n\nadvice for students in college training is an important educational factor,\nand one that deserves more attention on the part of our medical societies\nand organizations. Numerous reports of absurdities have been produced,\nsuch as Christian Scientists in charge of health supervision, chiropractors in\nphysical education departments, and cultists in charge of hygiene instruction.\nIn the study of sixty-five representative institutions, eighteen percent\nmade no provision for medical and health advice ; in thirty percent some\nadvice was given by the college physician ; in twenty-four percent some advice\nwas given by the college physician and school nurse ; in eight percent none\nexcept by the nurse ; in eight percent some advice was given by the examining\nphysician and physical education teacher ; in six percent by the physical\neducation teacher and local physicians ; and in two percent by the nutrition\ndepartment.\n\n"}
{"page": 866, "printed_page": null, "text": "862\n\nRegular\n\nNational\n\nEducation\n\nhours needed for medical\n\nAssociation\n\nconsultation\n\nand advice -■ — Two\n\nthings\n\nare obvious. First, the casual medical and health advice given as indicated\nin most cases above would be very inefficient. Second, if this service is to\nbe worthwhile, regular hours must be provided for consultation with the\nstudent. Colleges have not as yet met this condition. Only fifty-three percent\nof the institutions studied have regular hours for consultation. The number\nof hours given to such service in the schools providing it ranges from one\nhour to forty hours per week with an average of eight and one-half hours\nper week.\nThe most unsatisfactory arrangement from the standpoint of those re¬\nsponsible for its administration seem to be those cases in which students\ncalled at the regular office of some local physician. The service in such cases\nwas little used and was farthest from a helpful educational program.\nA partime physician having regular hours at the college office was fairly\nsatisfactory only in those cases in which a nurse or other director had charge\nof the office fulltime. The students apparently grew to consider the service\nas a part of the educational program and a part of the campus activities.\nThe most satisfactory arrangement was in those cases in which the physi¬\ncian gave all of his time to the college. In most cases such a physician did\nsome teaching and became the director of all health activities.\nIn all cases the value of the service appeared to depend upon the training\nand aptitude of the physician for health education activities. There is, after\nall, quite a difference between a medical examination and a health examina¬\ntion. Although the findings and the technic are the same, the standpoint from\nwhich they are presented, used, and studied with young\nmaterially different.\nOffice equipment — The\n\npeople must be\n\ninability of college administrators\n\nthe necessity of scientific equipment\n\nto recognize\n\nfor their student health service would\n\nbe humorous if it were not so pathetic. In this study it appeared that they\ndid not realize that the physician could not feel the pulse and look at the\ntongue of the student and get an accurate picture of his physical condition.\nCollege administrators, of course, know that the standards and rating of\ntheir biology, physics, and chemistry departments\n\nare determined\n\nby their\n\nequipment and laboratory facilities as much as by the training and efficiency\nof their instructors. On the whole they have yet to learn that the efficiency\nand educational value of their health service, like any other science, depends\nupon scientific apparatus.\nCorrections\n\nof remediable\n\nhealth defects — It is generally assumed\n\nthat\n\nthe responsibility for correction of remediable defects rests with the student.\nIn the study made, no provisions for the correction of remediable defects\nwere made by forty-two percent of the schools ; none except through physical\neducation in thirty-two percent; none except what could be done by the\ncollege physician in twelve percent. Two schools were associated with a\nmedical and dental department so that they had clinical services and one\nschool charged a health fee to cover the corrections. These corrections were\n\n"}
{"page": 867, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n863\n\nmade outside the school. Such a procedure as the last would seem to be\nunfair to the student who had paid for his correction before entering school.\nThe tendency\n\nto exclude students from\n\ndiable defects are made — It is obvious\n\ncollege until corrections of reme¬\n\nthat the student health service will\n\nfall short of giving its best service in promoting a healthier and more physi¬\ncally fit body of teacher-training graduates unless some provisions are made\nto stimulate the student to improve his physical condition. That our colleges\nare attacking this problem is shown in this study. Students are excluded\nfrom college or denied diplomas until corrections of remediable defects are\nmade in seventy percent of the cases; in six percent, students are not ad¬\nmitted with defects, so that in seventy-six percent of cases students are not\npermitted to pursue college training until remediable defects are removed.\nThis tendency is one of the most hopeful signs found in this study. Mock, in\nhis study of 1924, reports fifty-five percent of the schools rejecting students\nuntil physical defects are corrected.\nHealth\n\ncondition\n\nand\n\nhealth attitude a factor in college records — If\n\nteacher-training graduates are to be efficient leaders in public health and\nhealth education, they must be health minded. That they are health minded\nwill be shown throughout their training career in their attitude and in their\nconduct toward scientific health factors. It is evident that the health condi¬\ntion and health attitude of the student is a most vital factor in his efficiency\nand service rendered the public. This factor then should be shown in his\nfinal grades and school records. This is done in only thirty-six percent of\nthe schools studied.\nRequired\n\ncourse in science — One\n\nof the most discouraging\n\nthings brought,\n\nout in this study was the dearth of the basic sciences as required courses.\nIt is hard to see how a college graduate could have a scientific attitude\ntoward health and health education, or toward anything else unless he has\nsome knowledge\n\nof the basic sciences. The\n\nquired ranged from\nsemester hours.\nOrganization,\n\nnumber\n\nof semester hours re¬\n\nthree to thirty-two hours with\n\nadministration,\n\nand finance — The\n\nan average\n\norganization\n\nof ten\n\nand\n\nform\n\nof administration varies widely. This is attributable to various local condi¬\ntions and the interest of various pre-existing departments in student health\nwork. In some cases, the deans of men and women were interested in\nsecuring the help of a nurse or physician in the administration\n\nof their\n\nwork. In others the needs of the physical education department brought\nabout the help and aid of outside physicians. In others it developed as an\nextension of the departments of physiology and hygiene or biology, or nutri¬\ntion work in the department of home economics. In other schools a school\nphysician and nurse have been added for the care of student illness leaving\nthe work of formal instruction a responsibility of one or more teaching de- •\npartments. This has made inevitable a lack of uniformity and coordination\nof student health activities, resulting in many cases in duplication and\ninefficiency.\n\n"}
{"page": 868, "printed_page": null, "text": "864\n\nNational\n\nEducation\n\nAssociation\n\nSome schools have attempted to rectify this by forming a committee or\nboard of the various departments interested to control or administer the\nstudent health activities. This as a rule has not been satisfactory. As in the\nhistory of most organizations administered by boards or committees, soon\nit is found necessary to select individual directors to carry out the details\nand to be responsible to the governing head.\nForsythe, in Bulletin 11, University of Michigan,\nAmerican Colleges and Universities, 1926, observes:\n\nHealth\n\nService in\n\nWithout attempting to discuss all of the variations in organization to fit local and\nparticular situations, a statement of the policy which seems to be gaining, and to\nme seems most logical, will be discussed. Storey, in directing the work of the\nInterdepartmental\n\nSocial Hygiene\n\nBoard,\n\nwas\n\nexperienced\n\nin student work,\n\nand\n\nvery properly promoted coordination, cooperation, and often combinations of\nseveral allied activities. In waiting on this phase of student health work, Storey\nand Raycroft express the ideas which have guided recent organizations by emphasis\nupon the necessity of coordination of physical education, instruction in hygiene and\nclinical work of medical examination, and the care of the sick. Sundwall early\nexpressed the need for a pooling of efforts by a number of college agencies in mak¬\ning the most of student health work.\nWhatever the local conditions, and the established positions or department which\nmight lose identity, the best interest of student health will generally be served by a\nbroad, inclusive, and generally independent organization of the work. The discus¬\nsion of the problem previously designates three objectives which can be attained best\nby unified or cooperative administration of the forces which affect the physical wel¬\nfare, health information, and living habits of future citizens. The same unified con¬\ntrol can best determine the many things which can be learned from such work.\n\nThe value of having at least a portion of the staff identified with student\nhealth work on a fulltime basis has been generally recognized.\nThe director should devote his entire time to the general problem, and\nthe physician should be on fulltime, or employed upon\ninsure regular, dependable, and interested service.\nThe\n\na basis which will\n\nprofessorial status of the head of the first department\n\nof physical\n\neducation and hygiene, established at Amherst in 1859, has been generally\nfollowed for those in similar work, particularly when instruction is included\nin his duties. It seems desirable to organize the staff on faculty lines, and\nregard its work as educational, even though quite confined to clinical care of\nstudents.\nAdministration — Obviously,\n\nif the student health service is to function,\n\nthere must be efficient administration of (1) health instruction; (2) per¬\nsonal service, including medical examinations, care of the sick, and medical\nand health consultation; (3) direction of health-protecting and health-giving\n• conditions in the school society. This includes sanitation, recreational physi¬\ncal activities, and community hygiene of the college life. To function effec¬\ntively over any period of time, these must be administered by one director\nresponsible to the president as the head of any other department.\n\n"}
{"page": 869, "printed_page": null, "text": "Department\n\nof Teachers\n\nInfirmary and hospital care — The\n\nColleges\n\n865\n\nvalue of early hospitalization in student\n\nhealth care is obvious. It is a most important unit in a complete health\nservice program. Not only is it essential from a public health standpoint in\norder to provide isolation in disease prevention and from a medical stand¬\npoint to safeguard the interest of the patient, but it is more essential be¬\ncause of the facilities it offers in health education and training for prospective\ncitizens.\nThe teacher-training institutions are cognizant of this fact. With the\nexception of some of the small colleges located in cities whose student body\nmainly lives at home, and those in close relations with other hospital service,\nthe majority of the schools maintain infirmary service. This ranges from a\nseparate hospital building on the campus to a section of a dormitory. A few\ninfirmary beds in an isolated section of a dormitory comprise the facilities\noffered by most schools. Ten beds per thousand students is the average,\nalthough it is generally conceded that 14 beds per thousand students is\nneeded. Generally the infirmary is for medical cases only, and free service\nranges between three days to two weeks with a charge for longer service.\nThere is much to be said for the incorporation of the infirmary in the wing\nof a dormitory in the small colleges provided it is properly arranged and\nproperly equipped. It greatly reduces the overhead expense. The heating,\njanitor and maid service, kitchen and food supply is in most cases more\neconomically administered.\nRejections\n\nfrom\n\nphysical and\n\nhealth examination — As\n\nhas been shown,\n\nstudents are either not allowed to enter with defects or are excluded from\nteacher-training courses or denied teacher-training diplomas until correc¬\ntions of remediable defects are made in 76 percent of the schools studied.\nWe w~ere unable to find any school with definitely set-up criteria for re¬\njection. One reported as its standard that set by reputable insurance com¬\npanies for an “A” grade rating. The judgment of the school physician\nweighing and studying each case as an individual case seems to be the\nprevailing custom, and this perhaps is as it should be.\nThe Connecticut State Board of Education set up a detailed standard\nof entrance for its state normal schools some years ago. From reports it\nseems to work very successfully.\nConclusions\n\nand\n\nRecommendations\n\nA review of the present status of student health service in teacher-training\ninstitutions leads us to believe that standardization is now a major problem\nwhich must be carefully and scientifically studied. The superior accomplish¬\nment and results of individual experimentation of various units should be\norganized for the guidance and measurements of the educational activities\nin student health service.\nThere is grave danger of over-standardization. An applied science as new\nas student health service has many detail problems yet to solve and much\nexperimentation and research must yet be done. However, we should be\n\n"}
{"page": 870, "printed_page": null, "text": "866\n\nNational\n\nEducation\n\nAssociation\n\nable by now to determine the efficiency and educational merit of the gen¬\neral principles underlying student health service. It will perhaps be years\nbefore there can be any general agreements upon many details and by that\ntime other details will have arisen upon which there can be no general\nagreement.\nBasis of organization — The\n\nstudent\n\nhealth service of any\n\neducational\n\ninstitution should be organized upon the three following assumptions:\n1. That educationally it is now generally recognized that health is a\nfundamental factor in training and preparation for citizenship since health\nmaterially determines endurance, disposition, and attitude which vitally\naffect happiness and efficiency.\n2. That in training and preparation for citizenship the school is as\nmuch responsible for the preservation and protection of the student’s health\nand the development of his physical efficiency and wellbeing as it is for\nthe guidance and training of his mental and cultural attainments.\n3. That as a potential leader of society, it is of importance that the\nstudent be health minded and have a scientific attitude and equipment to\naid him in meeting the problems of personal, community, and public health.\nBasis of recommendations — In considering\n\nstandards\n\nin student\n\nhealth\n\nservice in teachers colleges, we should keep in mind the following factors :\n1. The majority of the smaller colleges in America are limited in both\nfinances and enrolment.\n2. The present status of student health service in these institutions.\n3. The needs and demands of the service as viewed from modern scien¬\ntific thought and educational tendencies.\n4. The supreme importance of an efficient plan of administration. A poor\nstudejit health service with\n\nan\n\nefficient plan of administration\n\ndevelop into a?i efficient service. An\nimpossible plan of administration\nRecommendations — With\n\ncan\n\nsoon\n\nexcellent student health service with an\n\nmust\n\nsoon deteriorate.\n\nthese factors in mind, we\n\nrecommend\n\nthe fol¬\n\nlowing points as a basis for standardization:\n1. That student health service be administered by a director responsible\nto the president and on the same status with the heads or directors of other\ndepartments and that it include: (1) instruction in health education; (2)\npersonal service, including medical and physical examination, care of the\nsick, and medical and health consultation; (3) direction of health-protecting\nand health-giving conditions in the school society, including sanitation, recre¬\national and corrective physical activities, and the community hygiene of the\ncollege life.\n2. That the faculty list include at least one fulltime physician, specially\ntrained for his work and paid from the same budget and in the same\nmanner as other members of the college staff.\n3. That the office of the college physician and other departments of\nstudent health service be provided with modern, scientific equipment, and\nclerical and professional assistance comparable with other administrative\nand scientific departments of the college.\n\n"}
{"page": 871, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n867\n\n4. That the services of fulltime or partime specialists in mental hygiene,\ndental hygiene, et cetera, he determined by the resources in enrolment and\nfinances.\n5. That adequate provision be made\ncare of the sick.\n\nfor the hospitalization or infirmary\n\n6. That regular clinic hours be provided by the student health service\nfor health advice, dispensary treatment, and consultation with the students.\n7. That along with the subjectmatter and general ability entrance tests\nadministered, a complete medical and health examination administered or\nsupervised by some qualified member\n\nof the institution be required, the de¬\n\ntailed findings of this examination to become a part of the student’s en¬\ntrance records and considered in the action upon his application.\n8. That\n\nstudents with correctable or remediable\n\ndefects either be ex¬\n\ncluded from entrance or teacher-training diplomas until such corrections are\nmade.\n9. That since a scientific attitude toward life in general and health in\nparticular cannot be developed without some scientific background, the basic\nsciences should be included in the general subjectmatter required.\n10. That at least nine semester hours be required in health education to\ninclude three semester hours of a combination of applied anatomy, physiol¬\nogy, bacteriology, three term hours of school health problems, and three term\nhours of methods in child hygiene and health education.\n11. That proper facilities for practise teaching and observation in health\neducation be provided in a training school or in a public school system.\n\nTHE\n\nH.\n\nCOMPUTATION\n\nL. DONOVAN,\n\nOF TEACHING\nCOLLEGES\n\nPRESIDENT,\nCOLLEGE,\n\nEASTERN\n\nLOADS\n\nKENTUCKY\n\nRICHMOND,\n\nIN TEACHERS\n\nSTATE\n\nTEACHERS\n\nKY.\n\nThe purpose of this study is to picture practise relative to the teaching\nload in the institutions which hold membership in our Association. No\nattempt has been made\n\nto find out scientifically what should be the service\n\nload of a teacher. The theoretical aspects of this problem have not inter¬\nested us in the investigation which we have made at this time. We have\nsimply been seeking information that we might present to you the facts re¬\ngarding present practise.\nThose who\n\nare interested in obtaining further information on this prob¬\n\nlem will find it in McMullen’s\n\n“The\n\nService Load\n\nin Teacher-Training\n\nInstitutions of the United States.” This is by far the most profound in¬\nvestigation of the problem which has been made in this country. We com¬\nmend it to you for your consideration in dealing with the teacher’s load.\nThe questionnaire which each member of this Association received elicited\ncomment\n\nranging from scorn that expressed mild contempt for such a survey\n\nto praise that amounted\n\nto laudation. For example, one president com-\n\n"}
{"page": 872, "printed_page": null, "text": "868\n\nNational\n\nEducation\n\nAssociation\n\nmerited: “Now, for my own thoughts about this, I don’t think there is\nenough value to be gained from it (the present study) to justify the work\nyou have to do on it. If we could get the Association to assign topics that do\nhave value — fundamental\n\nones — of which there are many, instead of super¬\n\nficial ones such as this, we might hope to get somewhere.” From another\npresident, we received this encouragement: “Power to your good right arm\nin this and other things. This interpretation (sixteen clock hours per week\nor the equivalent means 16x60 divided by the length of the class period em¬\nployed) seems impossible. The liberal arts colleges would not think of such\nan interpretation. It is this kind of thing that makes teachers colleges\nqueer .\nThe questionnaire, which is to be found on the last page, was sent to 173\nteacher-training institutions who\n\nhold membership\n\nin our Association. One\n\nhundred thirty-four, or 77 percent, replied in time to have the responses\ntabulated. Eleven others came in after the tabulation was made, but a cur¬\nsory review of these replies shows that they would not change materially the\nresults presented in this paper. At the same time, we sent a similar question¬\nnaire to 75 liberal arts colleges holding membership in the Association of\nColleges and Secondary Schools of the Southern States. That Association\nhas a standard relative to the teaching load somewhat similar to, but not\nexactly like, the one adopted by this Association. Fifty-one institutions of\nthe Southern Association or 68 percent replied to the questionnaire. These\ndata were gathered for the purpose of having comparative information from\nthe two groups of colleges.\nFrom\n\nthese data it is apparent that Standard\n\nVI — Teaching\n\nLoad\n\nof\n\nFaculty — admits of several interpretations. There is probably as great a\nvariation in practise among the teachers colleges with respect to this prob¬\nlem as there would be if we did not have any standard at all. The Commit¬\ntee has, therefore, attempted to prepare a standard which can be more easily\ninterpreted. It is as follows:\nThe following teaching loads shall be the maximum for a teachers college faculty:\nsixteen recitation hours per week, or the equivalent. Equivalence shall be based\nupon the ratio of one class period to one and one-half class periods in shop, labora¬\ntory work, and physical education.\nINFORMATION\nON\n\nRELATIVE\n\nTO\n\nSTANDARD\n\nSTANDARDS\n\nAND\n\nSURVEYS\n\nASSOCIATION\n\nVI FOR\n\nOF THE\n\nOF TEACHERS\n\nTHE\n\nCOMMITTEE\n\nAMERICAN\n\nCOLLEGES\n\nThe standard reads as follows:\nVI. Teaching Load of Faculty\nThe following teaching loads shall be the maximum for a teachers college faculty:\n16 clock hours per week, or the equivalent. Equivalence shall be based upon the\nratio of one class period to one and one-half class periods in shop and laboratory\nwork, one to one and one-quarter in physical education, and one to three-quarters\nin English composition.\n\n"}
{"page": 873, "printed_page": null, "text": "TABULATION\nOF\nDATA\nFROM\nTEACHERS COLLEGES\n\n/\n\nDepartment\nof Teachers\nColleges\n\n869\n\n"}
{"page": 874, "printed_page": null, "text": "870\n\nNational\n\nEducation\n\nAssociation\n\n"}
{"page": 875, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n871\n1. What is the length of the class period in your institution? (Give the actual\nteaching time excluding the intermission period between classes.)\nUnderscore answer: 40 — 50 — 55 — 60 Minutes\n2. How many such periods do you assign instructors who teach subjects where no\nlaboratory work is involved?\n(a) Normal or average load\n(\n)\nGive (b) Minimum load for fulltime staff member (\n)\n(c) Maximum load for fulltime staff member (\n)\n3. Check the statements below to indicate the practise in your institution with\nrespect to ratio of a regular class period to shop and laboratory work, physical\neducation, and English composition:\nA. Ratio of regular period to shop and laboratory period\n( ) a. One to one ( ) b. One to one and one-half ( ) c. One to two\nB. Ratio of regular period to physical education period\n( ) a. One to one ( ) b. One to one and one-quarter ( ) c. One to one\nand one-half\nC. Ratio of regular period to English composition period\n( ) a. One to three-fourths ( ) b. One to one\n4. Check the statement below that most nearly corresponds to the practise in your\ninstitution with respect to this standard:\n( ) a. “Sixteen clock hours per week, or the equivalent” means 16 periods or\nrecitations per week of 45, 50, or more minutes.\n( ) b. “Sixteen clock hours per week, or the equivalent” means 16x60 divided\nby the length of the class period employed. Example 16 x 60 = 960\nminutes. 960 -4- 50 = 19. If this interpretation is placed on the standard,\nan instructor may be assigned 19 periods or recitations where the class\nperiod is 50 minutes in length.\n5. If you have a different interpretation of this standard, please turn over the\npage and write it.\n\nHEALTH\nNED\n\nSERVICE IN TEACHERS\n\nH. DEARBORN,\nNEW\n\nYORK\n\nDIRECTOR,\nUNIVERSITY,\n\nINSTITUTE\nNEW\n\nYORK,\n\nCOLLEGES\nOF\n\nEDUCATION,\n\nN. Y.\n\nHealth has long been recognized as a major objective in education. This\ntheory gradually found expression in actual practise in public schools and in\nschools of teacher preparation. Good practise is by no means universal in\neither case but the health education movement has gained enough momen¬\ntum to justify positive action by the American Association of Teachers\nColleges in connection with its development of standards.\nMembers and representatives of our Committee on Accrediting and Clas¬\nsification in applying present standards during the inspectional work of the\nlast two years have felt that a serious shortage exists in our standards with\nrespect to health service. This Committee voted at the Boston meeting in\n\n1928 to refer the matter to the Committee on Standards and Surveys. This\nlatter Committee brought the question to the attention of the Association at\nthe Cleveland meeting in 1929 and was instructed to study the problem and\nmake recommendations regarding desirable standards at the 1930 meeting.\nThe American Association of College Physicians has given this matter\nconsiderable attention. Dr. A. O. DeWeese of the Kent State College at\n\n"}
{"page": 876, "printed_page": null, "text": "872\n\nNational\n\nEducation\n\nAssociation\n\nKent, Ohio, has made a study of the problem for that organization. We are\nindebted to him and the American Association of College Physicians for the\nreport which is in your hands. His report has enabled your Committee on\nStandards and Surveys to formulate proposed standards for student health\nservice. These proposals are incorporated in the Committee’s report on sug¬\ngested changes in present standards.\nTo focus attention on the points involved in the proposed standards on\nstudent health service I shall read them at this time.\nStudent Health Service and Living Conditions\nA. Student Health Service\n1. Health Protection\nProvision shall be made, by means of suitable organization, for the follow¬\ning phases of student health service: (a) physical examinations, (b) consulta¬\ntions on health matters and dispensary treatments, (c) correction of remedi¬\nable defects, and (d) hospitalization or infirmary care. (This type of service\n(d) may be provided through cooperative arrangements with independent\nhospitals.)\nThe student health protection services shall be rendered by specially quali¬\nfied physicians, nurses, dental hygienists, psychiatrists, and others on such\nbasis and in such manner as local conditions require. Offices and rooms of the\nhealth protection (or service) department or organization shall be equipped\nwith modern scientific apparatus and provision shall be made for essential\nclerical services.\n\n2. Health Education\nStudent health service logically includes health education\n\n(teaching health\n\nhabits), hence, suitable courses in health education shall be offered and pro¬\nvisions made in the training school department for observation and practise\nteaching in health education.\n3. Physical Recreation\nFacilities shall be provided\ndesirable physical activities.\n\nfor in-door and out-door\n\nrecreation involving\n\n\\ our Committee on Standards and Surveys makes these comparatively\ninnocuous proposals for two reasons: (1) it seems to be the policy of the\nAssociation to incorporate new standards in such form that they will be\nacceptable to a majority of institutions concerned and (2) there is not suffi¬\ncient evidence available to justify more definite standards than these pro¬\nposed.\nIn connection with the first reason it should be stated that the Committee\nbelieves it is better to call attention in the standards to the important points\nin student health service than to avoid the issue entirely. (There is ample\nprecedent for this position in many sections of the present standards.) Fur¬\nthermore, local conditions vary so greatly from school to school that it is\ndangerous to hazard a guess in relation to more definite standards thav\nthese proposed that would be feasible (or acceptable at present).\nWith reference to the second reason it should be remembered that the\nCommittee on Standards and Surveys is essentially a service committee and\nis therefore under obligation to the Association to make only those recom-\n\n"}
{"page": 877, "printed_page": null, "text": "/\n\nDepartment\n\nmendations\n\nof Teachers\n\nColleges\n\nthat seem justified in the light of known\n\n873\n\nfacts. The\n\nCommittee\n\nmembers have no right to impose their unsupported opinion on the Associa¬\ntion in their proposals. Each member of the Committee, it may be said safely,\nhas his ideals for an adequate student health service, and these ideals prob¬\nably are very similar to those held by all health enthusiasts. In contrast with\nour individual sets of standards these proposals leave much to be desired. It\nis hoped, however, that the Committee will be authorized to make further\nstudies looking to a revision of the standards from time to time. Such action\nwould be consonant with the history of the development of our present\nstandards.\n\nOn good authority the proposed standards recognize a three-fold classifi¬\ncation of student health service — health protection, health education, and\nphysical recreation. No one will deny that the success of a program of stu¬\ndent health service depends upon leadership. Some one in the teachers college\nshould be responsible for organizing and administering the programs. The\nhealth teacher, the physical education teacher, the college physician, the col¬\nlege nurse, the dental hygienist, the psychiatrist, the counsellor, the athletic\ncoach — all these and others are interested in the program. Who can say now\nwhich one shall be held administratively responsible for the whole program ?\nOr who can say what particular form of organization is best for the conduct\nof the various activities in the program? It seems, in view of our present in¬\nformation, that conditions in individual colleges will determine who shall be\nheld responsible and what form of organization shall be adopted.\nWhat is possible in one college may be quite impossible in another. It is\nimportant, however, to recognize the need of a responsible officer to head the\nwork and of some organization to carry out definite plans.\nIt is believed by many\n\nthat physical fitness should be a part of admission\n\n•requirements. What is physical fitness? Right now, it is difficult, if not im¬\npossible, to find two authorities (if there be such) to agree on a definition of\nthe term, to say nothing of the difficulty of formulating a generally accept¬\nable definition. Could such a requirement, assuming definition of physical\nfitness as possible, be administered?\n\nHow\n\nlong would\n\nphysician to examine an entering class of four hundred\n\nit take a college\n\nstudents? Could this\n\nbe done during the registration period ? Obviously, no. Could it be done by\nthe college physician prior to the registration period? It is very doubtful.\nCould it be done by family physicians and reported in some regular form\nto the college? Possibly, but experience does not arouse any enthusiasm for\nthis plan. How can physical fitness in any definite medical sense be incor¬\nporated in admission requirements? Frankly, no one knows now a plan that\ncan be applied to all teachers colleges. The best that can be done at present\nis to call attention to the importance of physical examinations and suggest\nthat they be given by competent medical examiners and their assistants as\nearly as possible in the college career of students and as often as possible dur¬\ning their college life so that the unfit may be eliminated as students or as\nteachers after graduation.\n\n"}
{"page": 878, "printed_page": null, "text": "874\n\nNational\n\nEducation\n\nAssociation\n\nPhysical examination is a precursor of the next two points — consultation\non health matters and dispensary treatments, and correction of remediable\ndefects.\nThat there should be available at stated times medical service for individ¬\nual students we may easily agree. Is it necessary that private advice be given\nby a fulltime college physician> or can this service be rendered by partime\nservice ? The number of students in a given college will determine the extent\nof the need and the available financial resources will determine the feasibility\nof any plan. Can the college nurse function in this phase of student health\nservice? Undoubtedly, yes, in many cases. To what extent, then, can the\ncollege nurse supplement the services of a physician? There is no evi¬\ndence at hand to justify a positive answer. Hence, the proposed standard be¬\ngins and ends by requiring some plan on the part of the teachers college au¬\nthorities to meet the needs of individual students for medical advice and\ntreatment.\nMany\n\nphysical defects lend themselves to remedial treatment. Candidates\n\nfor admission or graduation who\n\nare mentally competent\n\nand otherwise\n\nsatisfactory as prospective teachers should not be barred from the profession\nbecause of bodily defects that are correctable. Your Committee recognizes\nthese points but is not prepared this year to suggest definite standards regard¬\ning personnel organization or equipment to provide this type of student\nhealth service. It is being well done no doubt in some teachers colleges but a\ndetailed investigation of the practises related to this problem is needed before\nfurther recommendations can be made.\nHospitalization or infirmary care is essential but the exact extent of this\nservice is a moot question. Again local conditions affect the solution of the\nproblem. In one college it is much more economical to utilize the resources\nof a nearby hospital than it would\n\nbe to maintain its own\n\nhospital or infir¬\n\nmary unit ; in another college philanthropic friends provide free hospital serv¬\nice. Should we require each college to provide its own facilities for this type\nof service when there are fully acceptable or even superior facilities available\nelsewhere? Your committee thought not and therefore specified in the pro¬\nposed standards only that some provision be made for hospitalization and\ninfirmary care and even suggests that cooperative arrangements\n\nwith inde¬\n\npendent hospitals should be acceptable. It may be discovered during the ensu¬\ning year or later what is both desirable and practicable in connection with\nthis item of the proposed standards.\nSeveral special staff members\nsuggested earlier. What\n\nfor a student health service unit have been\n\nones shall be selected and whether their services shall\n\nbe partime or fulltime is at present a matter of opinion. The proposals, there¬\nfore, do not embody any rigid requirements. Again the needs and finances of\na given teachers college will determine the nature and size of the health\nservice staff and the minimum time limits on these services.\n\n"}
{"page": 879, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n875\n\nOffice space and equipment, examination rooms, clinical equipment, and\nclerical services are essential but specific standards on these points rest on\nfuture investigations. It seems useless at present to attempt to guess at stand¬\nards which would serve as exact measurements in respect to these matters.\nThere is so much uncertainty regarding the content and organization of\nhealth courses that your Committee felt compelled to stop at merely calling\nattention to the matter of health education and to insist in the proposed\nstandards on some provision for instruction in health education and for ob¬\nservation and practise teaching in the training school department. Doubtless\nthis work will deal with certain large aspects of health education such as\npersonal hygiene, community hygiene, nutrition, and socalled physical educa¬\ntion. Clarification in this field is needed before more exact requirements\ncan be proposed.\nLastly, there is one phase of student health service that is based primarily\non physical recreation. Recreational activities should of course be educational.\nMuscular activity is desirable in different form and degree for different in¬\ndividuals. It seems reasonable to expect each college to provide for these\nindividual differences and for varying conditions of weather and kinds of\nrecreation. Hence your Committee makes a general proposal for indoor and\noutdoor facilities to meet physical recreational needs.\nThe proposed standards clearly raise the age-old issue between idealism\nand expediency, and expediency seems to have the better of the argument in\nthis case at present. It is equally clear on the other hand that the proposals\nregarding student health service provide an opportunity for launching a\nmovement that is sorely needed in our teachers colleges and normal schools\nand it is sincerely hoped that the American Association of Teachers Colleges\nwill go on record in favor of student health service, by incorporating these\nproposals of the Committee on Standards and Surveys, or some modification\nof them, as a part of their standards effective as of September, 1930, and\nthat further studies looking to a refinement of the accepted standards will\nbe encouraged and authorized.\n\nCREDIT\n\nADMINISTRATION\n\nCLARENCE\n\nLINTON.,\n\nSECRETARY;\n\nUNIVERSITY;\n\nIN TEACHERS\nTEACHERS\n\nNEW\n\nYORK;\n\nCOLLEGE;\n\nCOLLEGES\nCOLUMBIA\n\nN. Y.\n\nThis association has given much attention to the development of stand¬\nards for teachers colleges. These standards properly take into account finan¬\ncial support, enrolment, training of faculty members, curriculums, build¬\nings and equipment, library facilities, training school facilities, and other\nimportant factors. You have considered the factors usually taken into ac¬\ncount by standardizing agencies. Such agencies have not attempted to\nstandardize procedures, or policies, or the work of an office. It is desirable\nthat a maximum of freedom be left to the individual institution in working\nout its own policies governing admissions and curriculums.\n\n"}
{"page": 880, "printed_page": null, "text": "876\n\nNational\n\nEducation\n\nAssociation\n\nCredit administration is a process by which the policies of the institution\nregarding admissions and requirements for degrees are enforced. A low stand¬\nard of credit administration may vitiate in large measure the standards which\nyou have set up. Each institution is a law unto itself in matters affecting\ncredits. There are few principles or rules of procedure in this field which are\ncommonly agreed on, or generally applied. For example, what answers\nwould you give to the following problems:\n1. What\n\ncredit may\n\nproperly be allowed toward\n\na curriculum\n\nleading to the bache¬\n\nlor’s degree for secondary school work completed in excess of the fifteen units re¬\nquired for graduation from an accredited high school?\n2. What credit may properly be allowed toward a curriculum leading to the\nbachelor’s degree for private work completed under the guidance\nnot connected with any institution of higher learning?\n3. What\n\ncredit may\n\nproperly be allowed toward\n\na curriculum\n\nof a tutor who\n\nis\n\nleading to the bache¬\n\nlor’s degree for a life certificate based on examinations without normal school at¬\ntendance? Would you allow any credit? If so, on what basis would you deter¬\nmine the amount of credit to be allowed?\n4. What\n\ncredit may\n\nproperly\n\nbe allowed\n\ntoward\n\na curriculum\n\nleading to the\n\nbachelor’s degree for a two-year normal school course completed in 1900?\nIn 1915? In 1925? Would you allow the same amount of credit in each case? If not,\nwhat should determine the amount of credit allowed?\n5. What\n\ncredit may\n\nproperly be allowed\n\ntoward\n\na curriculum\n\nleading to the bache¬\n\nlor’s degree for a specialized two-year course in physical education when the\nstudent wishes to prepare for the teaching of English in the high schools? What\nprinciples should guide your committee on credits, or your admission\ntermining the amount of credit that should be allowed?\n\nofficial in de¬\n\n6. What recognition should the graduate schools of education give your graduates\nwho apply for admission? Should they be admitted to full graduate standing,\nwhether or not their undergraduate work meets the standards set up by the graduate\nschool ?\n\nThese are a few of the many\n\nperplexing problems which must be solved\n\nby admission officials. At present each institution must rely on precedent or\non the experience of other institutions. In a few instances there have been\nlocal agreements on certain points, but for the most part, there are no com¬\nmonly accepted principles or rules of procedure.\nThe problems of credit administration are especially acute in the teacher¬\ntraining field today. Several factors contribute to this difficulty : (1) a very\nlarge proportion of teachers in the United States have not obtained a bache¬\nlor’s degree; (2) there is an increasing demand on the part of employing\nagencies that these teachers take further work which will eventually lead to\nthe bachelor’s degree; (3) salary schedules are often based on the amount\nof college work which a teacher has completed ; (4) large numbers of teach¬\ners have completed work in several institutions; and (5) many teachers are\nseeking a degree mainly for the recognition it will give.\nIt is not uncommon for students to send copies of their accumulated\ncredits from many sources, with much apparent overlapping in level and\ncontent of work, to several institutions in order to determine where they\nwill receive the most credit.\n\n"}
{"page": 881, "printed_page": null, "text": "/\n\nDepartment\n\nAmerican\n\nof Teachers\n\nColleges\n\nsecondary and higher education is measured\n\n877\n\nquantitatively in\n\nterms of credits, units, semester-hours, quarter-hours, term-hours, or points.\nProgress through the school and college toward a degree or a diploma is in¬\ndicated by the number of credits completed with satisfactory scholarship.\nIt is a process of accumulating credits until the minimum quantity is reached\nwhich will warrant the award of a degree or diploma. Whether or not we\nare in full sympathy with this process of getting an education by piling up\ncredits, it is the system we are called upon to administer. It is the prevailing\nAmerican system.\nIt is exceedingly difficult to establish principles and rules of procedure in\nthis field. However, credit administration is so vital a factor in higher edu¬\ncation that it should receive the most careful attention of the faculties of our\ninstitutions. It should not be delegated to clerical assistants who have little\nor no knowledge of the principles involved. Difficult as the problem is, there\nare some principles which should be clearly recognized and applied, and\nother principles and rules of procedure which should be developed.\nProfessor Evenden told you last year at Cleveland of the work of an un¬\nofficial group which has been studying these problems for the past four years.\nA short time after the Cleveland meeting you received a list of tentative\nstatements. Your criticisms and suggestions were sought and have been care¬\nfully considered by this group. Within a few weeks a revised list of state¬\nments will be sent to you with the request for further criticism and sugges¬\ntions. These statements deal with many problems affecting admissions and\ncredit administration. An attempt is being made this year to include in the\nstatements suggestions relative to the administration of curriculums and\nprinciples affecting certification. It is hoped that these statements will assist\nin bringing about a closer cooperation between\n\ncertifying agencies and the\n\nadministration of credits in teacher-training institutions.\nIt has been the feeling of the representatives of some thirty institutions par¬\nticipating in the discussions which have led to these statements of principles\nand rules of procedure, that they should be considered tentative and un¬\nofficial, and not binding on any institution. They will be helpful, however,\nto the degree that they stimulate discussion and study and result in more\ndesirable practise in credit administration.\n\nIt is my purpose in appearing on this program to emphasize the impor¬\ntance of credit administration as one of the basic factors in the standards of\nteacher-training institutions and to invite your cooperation in the further\ndevelopment of principles and rules of procedure which should prove to be of\nmutual help.\n\n"}
{"page": 882, "printed_page": null, "text": "878\n\nNational\n\nTHE\nH.\n\nSTATUS\n\nF. MALLORY,\n\nEducation\n\nAssociation\n\nOF CORRESPONDENCE\n\nSECRETARY,\n\nHOME-STUDY\n\nCHICAGO,\n\nCOURSES\n\nDEPARTMENT,\n\nCHICAGO,\n\nUNIVERSITY\n\nOF\n\nILL.\n\nForty years ago such a topic as this would not have entered the mind of a\nprogram\n\ncommittee. Indeed, not until 1892 when\n\nPresident William\n\nRainey\n\nHarper made the startling announcement that the new University of Chi¬\ncago would teach by correspondence and give full credit for work done in\nthis way, had any college or university in this country espoused the method.\nToday, scores of universities, teachers colleges, and normal schools in prac¬\ntically every state of the union, not to speak of 350 and more proprietary\nenterprises, offer home-study courses in innumerable subjects. Almost every\nfield of knowledge is now opened up to those debarred from classroom privi¬\nleges.\nThirty-three of the forty-two universities and colleges united in the Na¬\ntional University Extension Association are giving instruction by mail. It\nis about their credit home-study courses and particularly about those given\nby the institution with which I am connected of which I shall speak. I hope\nyou will pardon frequent reference to the University of Chicago.\nTwenty-five of these thirty-three member institutions report that during\n1928-29 upwards of 48,000 men and women were pursuing courses of a\nhigh-school, college, or graduate character, in 297 subjects ranging from\nagriculture to aviation, from economics to religious education, from chem¬\nistry to Semitic languages.\nThe student body, in a single institution, in 1928-29, included representa¬\ntives of more than three hundred vocations, living in all the states of the\nunion and in twenty-one foreign countries, and ranging in age from 17 to\n71. Five-ninths of the 6225 students there were between twenty and thirty\nyears of age. The majority of them were in the ranks of education and com¬\nprised college presidents, deans, and other administrative officers, even trus¬\ntees, but in the group there were also religious leaders, judges, lawyers, bank¬\ners, merchants, authors, artists, homemakers at one end of the line, and\nfrom the humbler vocations, bricklayers, chauffeurs, cigar-makers, farmers,\nminers, letter-carriers, waiters, and house-servants.\nIt may surprise you to learn that 103 members of the present faculty and\nadministrative body of the University of Chicago have, at some time, been\nenroled in its Home-Study Department ; that some individuals have earned\nmore than two years of credit through these courses, (and are still enroling,\neven though it will avail them nothing from the point of view of credit) ;\nthat last year alone, 155 men and women were enroled who previously had\nearned thirty semester-hours or more of credit or who, on completing the\ncourse then started, would have this amount.\nStudies conducted\nIndiana, Kentucky,\n\nrecently at the Universities of Minnesota,\nand Chicago showed\n\nTexas,\n\nthat, on the whole, the grades\n\nearned hy a student in home-study courses were higher than those earned by\n\n"}
{"page": 883, "printed_page": null, "text": "Department\n\nof Teachers\n\n879\n\nColleges\n\nhim in residence courses. Perhaps this was because, in studying by corre¬\nspondence, he had time for all the. prescribed and collateral reading, for\nassimilating the results of his study, and for expressing himself in well-con¬\nsidered phrases; whereas, on the campus, he was obliged, sick or well, pre¬\npared or unprepared, to go on record in three or more subjects at fixed hours\nevery day of the week.\nAs a rule, the constituency of a given institution lives within a relatively\nshort distance of it. Naturally, citizens of a state look to its university for\neducational guidance, but some institutions are reaching out the helping\nhand to individuals as widely separated as Alaska is from South Africa, and\nPoland from China. One cannot but admire the courage and passion for selfimprovement which lead a gold-miner’s wife above the Arctic Circle, a young\nBelgian medical missionary on the Congo, a teacher in Warsaw, and a young\nChinese banker in Shanghai to seize the opportunity for advancement which\neducators of vision have created. Their kind exists by thousands much nearer\nhome. One cannot contemplate calmly, therefore, indications of a tendency\nto curtail these privileges. When higher institutions shun the leadership\nwhich properly belongs to them, those with less altruistic ideals will seize\nthe opening.\nNot the least of the benefits which sponsoring of the home-study method\nby colleges and universities has brought about, has been to lead commercial\nenterprises to raise their standards and correct their practises. The organiza¬\ntion of the National Home-Study Council, with its code of ethics, to which\nmore than thirty proprietary enterprises adhere, bears eloquent witness to\nthis.\nAt this point, I want to read the standards for extension teaching adopted\nby the National University Extension Association.\n1. Character and content of extension credit courses — Whether or not such courses\nhave counterparts in residence, they shall be equivalent to residence courses on the\nsame level. They shall be approved by the head of the department directly con¬\ncerned or such other authorities as are provided for by the rule of the institution.\nThe titles, if any, and numbers of these courses shall appear in the proper\nthe general announcement or other official bulletin of the University.\n\nplace in\n\n2. Admission to extension credit courses — Students may be admitted to such\ncourses provided they satisfy the proper official that they are prepared to pursue the\ncourse with profit and provided they pay the prescribed fee.\n3. Teaching hours in extension class courses — In such courses there shall be the\nsame number of clock hours of class instruction as in similar courses in residence.\n4. Examinations — No student shall be given credit for an extension credit course\nuntil he has passed a supervised examination or other appropriate test on the\nground covered.\n5. Extension Instructors — Instructors in extension credit courses shall be members\nof the regular university faculty or shall be appointed\n\nas nonresident\n\nmembers\n\nof\n\nthe faculty in accordance with the rules governing such appointments in the vari¬\nous institutions concerned, their names to appear in the appropriate university\nannouncement.\n6. Credit — Students\n\nwho\n\npursue\n\nextension\n\ncredit courses\n\nand\n\nwho\n\nmeet\n\nall re-\n\n"}
{"page": 884, "printed_page": null, "text": "880\n\nNational\n\nEducation\n\nAssociation\n\nquirements laid down shall be given the same amount of credit as they would\nreceive for corresponding courses conducted in residence.\n7. Recording and reporting of credit — In recording and transferring credits\nearned through extension, the records should show that such courses were taken by\nextension. It should be specified, also, whether such credits were earned through\nclass instruction or correspondence study.\n\nThe enunciation of these standards did much to stabilize home-study and\nextension teaching and to gain supporters for it, both on and off the campus.\nWhile differences in institutional machinery and other conditions necessitate\nslight modification of these rules in certain instances, there is whole-hearted\nallegiance to the spirit of them throughout the Association.\nThere are four essential elements of a home-study lesson :\n1. Definite assignments,\nthe course is based.\n\nby pages, in the book or books upon\n\nwhich\n\ninstruction in\n\n2. References, sufficiently clear, to the books recommended for collateral reading.\n3. Directions for the study of this particular assignment, including hints as to\nsalient points, cues for the solution of especially knotty problems, remarks on the\nrelation of the topic under consideration to preceding and future topics, etc. In a\nword, the gist of what would be given over the desk. Sometimes this takes the form\nof a summary of the lecture.\n4. Questions that will test both a student’s understanding\nand how to apply it.\n\nof what\n\nhe has learned\n\nIn proportion as the lessons are well organized, the instructional element\nin them is adequate and the questions are clear and carefully phrased, will\nthe time and effort involved in correcting papers be reduced to the mini¬\nmum ?\nThose who are charged with the administration of home-study courses\nare increasingly concerned about the quality rather than the number of ap¬\nplicants. More and more carefully are applications scrutinized to determine\nin advance, if possible, whether the outcome of the student’s venture will be\na success. During the first six months of this year, we have returned nearly\n$1500 to persons whose qualifications were deemed inadequate or who chose\nunsuitable courses. At least three times as many persons as were involved in\nthese refunds were advised either not to enrol or to make further prepara¬\ntion through local agencies for the courses desired. Resulting from these pre¬\ncautionary measures, the level of competency in the enrolment is steadily\nrising. During 1928-29, approximately 1075 Bachelors, 300 Masters, and\n30 holding the Ph. D. degree availed themselves of the facilities of the HomeStudy Department of the University of Chicago.\nAs soon as an application is accepted, the first lessons are mailed to the\nstudent with a word of welcome, either by the office or the instructor. If the\ninstructor forwards them, it makes for a feeling of personal interest which\nis of fundamental importance in a long distance connection. As each report\ncomes in, it is read, graded, and returned to the writer by the man who is\nannounced to give the course. Often, the wide margin which a student is\ndirected to leave on each sheet of his report is sufficient for the comments and\n\n"}
{"page": 885, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n881\ncorrections, but now and then the commentary bulks into a lengthy letter.\nWhen all the lessons of the course are finished, the student who wants credit\nundergoes a final examination, either at the home\nunder supervision approved by the office.\nThose\n\noffice, or, if elsewhere,\n\nregularly accepted as supervisors are: University or college regis¬\n\ntrars, superintendents of public instruction, and high-school principals.\nHowever, exceptions are made in favor of other educational officials and\nrepresentatives of the government when the student lives in a small, isolated\ncommunity and insistence on the regular type of supervision would entail\nextreme hardship. Who would have had the heart to ask the farmer in\nSaskatchewan\n\nto leave his harvest field and travel 250 miles to get to the\n\nnearest high-school principal ? He was allowed to write under the watchful\neye of the local minister.\nIn order to make sure that a student deserves credit, the final examina¬\ntion is safe-guarded in every way possible. The tests are so constructed that\ncheating is difficult. Those who fool the supervisor are generally caught by\ninternal evidence such as disparity between character of the examination\npaper and previous lesson papers, diction, style, handwriting, etc. Further¬\nmore, the proctor is asked to fill out a certificate of supervision in which he\naffirms that the student did not see the questions before the examination pe¬\nriod, that he answered them in his presence without aid of any kind, and\nthat he was reasonably sure of his identity. Need it be made more air tight?\nMany problems face the director of an extension division, but I shall dwell\nonly on the three which the majority of directors reporting to me said give\nthem the greatest concern. These are :\nFidelity of the instructor\nAdequate laboratory and library facilities for the student\nThe revision of courses.\n\nIn teaching by mail, no one factor is more vital than the fidelity of the\ninstructor to his job. If he is perfunctory, procrastinating, or pugnacious, he\nis worse than useless, regardless of his erudition, because he not onty creates\nill feeling toward himself, but also toward the institution he represents and\ntoward the method. He must be chosen with care. When one considers that\nthe men\n\nand women\n\nto be drafted are specialists, that their time is heavily\n\nmortgaged to the campus routine, to research, and to outside demands in¬\nseparable from their position, the task of the extension director in finding\neligible instructors is seen to be arduous. An arrangement that would go far\nto dissolve difficulties would be to designate a suitable member\n\nof the faculty\n\nof each department to take care of extra-mural instruction in his field. His\nresidence teaching load and his compensation should be properly adjusted.\nIf a new man be appointed for home-study work, he should have full faculty\nstanding and recognition and an adequate salary. He should participate on\nequal terms in all departmental faculty meetings, so as to be perfectly fa¬\nmiliar with the standards, aims, and trends in his department. Pending the\n\n"}
{"page": 886, "printed_page": null, "text": "882\n\nNational\n\nEducation\n\nday when home-study work consumes\n\nAssociation\n\nall his time, he can bear a share of the\n\nresidence load. Out of contact with off-campus students, both the designated\nfaculty member and the new appointee can contribute to the solution of cer¬\ntain campus problems.\nUntil the ideal arrangement is realized, we shall have to rely on the fee\nbasis of remuneration (for which, after all, a good deal can be said) and on\nthe personal idealism and conscientiousness of faculty members. That these\nqualities permeate our faculties is attested by the number and rank of those\non the home-study teaching staffs. The list runs over a hundred names in\nsome catalogues and includes scores of professors and associate professors of\nnational reputation.\nSome extension divisions are more autonomous than others. As a result,\nthe method of appointing the non-faculty instructor differs. The procedure\nin most cases is as follows: He is nominated or endorsed by the head of the\ndepartment in which his courses fall, approved by the director of the exten¬\nsion division, and, by him, recommended to the president for appointment.\nHis courses are organized in accordance with residence standards to yield a\ncertain amount of credit. More and moje, the necessity of training men\nwomen to teach by correspondence becomes pressing.\n\nand\n\nNext in importance to the difficulty of finding able and conscientious in¬\nstructors is the problem of providing the books and apparatus for study. The\nincreasing number of public libraries, their liberal policies, and the efforts\nmade to keep books circulating, both locally and throughout even state-wide\nareas, are reducing the handicaps of isolated study. Most libraries in the\nlarge centers maintain advisers who are eager to aid earnest students. In\nmany states, the student can borrow books from the state library or through\nthe library commission, or, with the help of the local librarian, from a neigh¬\nboring library. Some institutions lend sets of books to their home-study stu¬\ndents for a given period and a few lend sets of apparatus for courses requir¬\ning laboratory work, but far more help of this kind should be given. Experi¬\nence shows that funds that can be spared for increasing the means of study\nare sourfdly invested, because losses from loans are practically negligible and\nare more than covered by the rental fee. The facts warrant a very liberal\npolicy as to loans.\nThe task of keeping courses uptodate is troublesome. An extension director\nwakes up some morning to find that a department has radically changed its\nprogram. For example: The department of history announces that the three\nintroductory courses on European history, wffiich for years have afforded the\nbasic preparation for specialized study in this field, are to be supplanted by a\nseries of courses on the history of civilization. The idea is capital, but it\nmeans scrapping reams of outlines and organizing new sets developed from a\ndifferent point of view and employing new texts. Fortunately for the direc¬\ntor, changes of this magnitude are infrequent.\nThe substitution of improved lessons in a course is a matter of everyday\noccurrence. When the correspondence teaching staff is made up exclusively\n\n"}
{"page": 887, "printed_page": null, "text": "Department\n\nof Teachers\n\n883\n\nColleges\n\nor mainly of those who also teach resident students, it is not so hard to\nascertain when a course or parts of it should be altered. A different status\ncalls for special machinery. It is at this point that an extension board, mainly\nadvisory in character, made up of a small body of men, each of whom\nsents a group of closely related departments, functions helpfully.\n\nrepre¬\n\nA home-study department, well articulated with the residence department\nof the university, serves many valuable purposes. It enables a student to pre¬\npare for entrance, to advance during periods of enforced absence, to carry on\nthe program best suited to himself, in spite of conflicts in class hours, or the\nunfortunate, for him, scheduling of sequential courses, and to round out un¬\nfinished residence courses according to a regulated procedure that unques¬\ntionably entitles him to credit. As an illustration of these services, so far this\nyear the different deans at the University of Chicago, for good and suffi¬\ncient reasons, have given 203 students permission to pursue home-study\ncourses concurrently with residence work. During 1928-29, 248, who were\nobliged to drop out of their residence courses before the end of the quarter,\nfinished them under the auspices of our Home-Study\n\nDepartment.\n\nHome-study courses furnish opportunity also for determining quite defi¬\nnitely whether a given student has the initiative, perseverance, mental caliber,\naccuracy, and other qualities which are requisite for success in intellectual\nendeavor. The propriety of requiring certain types of students to do a part\nof their work by correspondence more than once has been suggested.\nNow and then the remark has been dropped that an instructor could im¬\nprove his classroom procedure by presenting his material in the systematic\nway in which home-study\n\ncourses are organized.\n\nWithin the past month the twenty-five members of the National Uni¬\nversity Extension Association, which give credit home-study courses, have\nreported a gradual, but steady increase in enrolment up to 1928-29. During\nthat year, registrations, especially in the larger schools, dropped slightly.\nVarious reasons are given for this. Chief among them is an increasing con¬\nservatism on the part of certain state boards of education and voluntary\neducational associations regarding the amount\n\nof extension credit which may\n\nbe offered for teachers’ certificates and degrees. Other\nare:\n\nreasons mentioned\n\n1. That a person, whose main concern is to gain credit, is quick to realize it is\nmore easily obtained in extension or summer school classes where much less of\naccurate individual\n\nresponse is demanded,\n\n2. That the promotion\nof classroom courses.\n3. That\n\nof home-study\n\nthan in a home-study\n\ncourse.\n\ncourses has not been as intensive as that\n\nthe supply of teachers in recent years is greater than the demand\n\nthem (witness the difficulty certain teachers’ agencies are having\nexistence).\n\nfor\n\nin maintaining\n\nA portentous reason for the falling off is a seeming shift in emphasis from\nthe objective of teaching to live to that of teaching to make a living. Traces\n\n"}
{"page": 888, "printed_page": null, "text": "884\n\nNational\n\nEducation\n\nAssociation\n\nof this change of emphasis are discernible in the curriculums of institutions\non every level and there is quite clear evidence of it (to quote a statement\nmade\n\nin January by the Executive Secretary of the National Home-Study\n\nCouncil) “in a gratifying growth in the last two years of interest in the\nhome-study courses offered by the proprietary schools.” According to public\nprints of last week, the outstanding captain of industry in the middle west\nproposes to devote $100,000,000 of his fortune to vocational schools. That\nthis will cause curriculum makers to become more responsive to the bread\nand butter type of program is scarcely to be doubted. Should not the cham¬\npions of liberal education unite in supporting home-study courses, along with\nother agencies, for intellectual improvement, so that individuals here and\nthere who wish broader knowledge in order to interpret and direct con¬\ntemporary life can get it. Those who, like Professor Bobbitt, believe that\n“education must elevate the quality of current human living; i. e., every¬\nthing both subjective and objective a person does,” will surely assent. Some\nof you may have heard President Frank of the University of Wisconsin\nprophesy that civilization and the educational system it has produced might\nbreak down\n\nas a result of what he trenchantly calls the “Fordizing of learn¬\n\nThe files of every extension director contain numerous letters from stu¬\ning.”\ndents and instructors alike expressing satisfaction with the results obtainable\nby this method. Without doubt, you will consider some of them extravagant\nendorsements, but they come unsolicited and from unquestionably competent\njudges.\nTeaching\n\nby correspondence\n\nis a new\n\neducational tool, which has been\n\nforged, developed to a high degree, and widely adopted within a generation.\nAlready, it has produced remarkable results. It can be tempered and molded\nfor new uses, whether in the realm of adult education, alumni needs, pro¬\nfessional and vocational interests, or in the process of training the youthful\nmind. In any scheme of education, prescribed, elective, or the emerging in¬\ndividualized program, which in differing ways is being tried out at Swarthmore, Rollins, Mount Holyoke, Harvard, and other centers, this tool can\nbe used effectively. Without it, no educational shop is completely equipped.\nBy home study, upwards of three million people each year are improving\nthemselves. No one can guess what the number will be when home study\nand radio are coordinated in a university of the air. Extension directors are\nexperimenting with the combination.\nThis rapid survey of the inauguration, growth, conduct, and results of\nteaching by correspondence on the academic level wdll give you some con¬\nception of its value and potentialities. During the past twelve months, sev¬\neral colleges and universities, among them one of the largest in the Missis¬\nsippi Valley, have appointed committees to report on the advisability of\noffering credit courses by correspondence. Do you wonder?\n\n"}
{"page": 889, "printed_page": null, "text": "/\n\nDepartment\n\nUNIT\nH. J. MAGEE,\n\nCOSTS\nDIRECTOR\n\nof Teachers\n\nIN TEACHERS\nOF TEACHER\n\nDEPARTMENT,\n\nColleges\n\nCOLLEGES\n\nTRAINING,\n\nALBANY,\n\n885\n\nSTATE\n\nEDUCATION\n\nN. Y.\n\nCost studies are not held in the best of repute by the administrators of\nsome of our normal schools and teachers colleges. Such studies are frequently\ncriticised as inaccurate, as suggesting incorrect conclusions, and as entailing\nmuch more labor than their value justifies. There is no need to deny that\npresent technics of cost analyses have many limitations or that results are\nfrequently misinterpreted. But this condition should not prevent considera¬\ntion of the values of a cost analysis and careful comparison of advantages\nand disadvantages.\nPerhaps no little of the existing unfavorable attitude toward costs is due\nto the sins committed by those who have conducted such studies. (In making\nsuch a charge I feel compelled to class myself as one of the worst trans¬\ngressors.) It is altogether possible that a great deal of time, money, and\ntrained service can be utilized in collecting a mass of statistical information\nfor the preparation of attractive charts and graphs. When such procedures\nare followed cost studies become an end, not a means. Accountants, too, are\ninclined to be painstakingly accurate over minute items even though these\nitems may have resulted from a procedure involving assumptions the accur¬\nacy of which is unknown. Then, too, those who have interpreted the results\nof studies have not infrequently given the impression that the principal pur¬\npose of a cost analysis is to find where costs may be reduced. I presume that\neven in institutions of higher education conditions are sufficiently competitive\nto demand that in general costs should be reduced where such reduction will\nnot ultimately decrease efficiency or jeopardize quality. But certainly we\nwould not wish to suggest such a purpose as the sole or even the principal\nfunction of cost accounting.\nFrom the point of view of an institution, the function of a cost study is\ntwo-fold. First, it should give the administrator necessary facts and informa¬\ntion for determining most pertinent needs and for convincing others of these\nneeds. Second, it should aid the administrator in utilizing most advan¬\ntageously the funds he obtains in the administration of his institution. From\nthe point of view of the state, or those who are in part responsible for state\nteacher-training programs, cost findings should supplement other data in\nthe determination of relative business efficiency of the institution involved,\nthe urgency of certain requests, the immediate and ultimate cost effects re¬\nsulting from the adoption of certain policies, etc. Where cost and other\nessential data can be utilized to supplant personal opinion and prejudice,\nmore equitable distribution of funds will result. The danger, of course, lies in\nprejudicing state officials in favor of cost data to the exclusion of other per¬\ntinent facts.\nJust how can cost figures be utilized in securing appropriations? I am not\nat all convinced that unit costs are of much assistance, either in showing the\n\n"}
{"page": 890, "printed_page": null, "text": "886\n\nNational\n\nEducation\n\nAssociation\n\nneed or in securing appropriations for capital expenses. Expenditures\n\nfor\n\nland, buildings, and even permanent equipment, are frequently so condi¬\ntioned by the location of the institution and the time of purchase that com¬\nparable cost figures are almost impossible to obtain. Under present condi¬\ntions, the amount to be requested for this type of expenditure frequently de¬\npends upon the estimate of the state architect or some other official ; the need\nof the request depends upon means and information other than cost figures ;\nand the actual obtaining of the appropriation hinges more upon the political\ninfluence exerted than upon any other factor. In the case of current opera¬\ntion expenses the same situation does not exist. Let me assume that you de¬\nfend such requests before a budgetary officer or a finance committee of the\nlegislature. This officer or committee receives a multitude of requests from\ndifferent sources. The acceptance or rejection of a request may depend upon\nthe adequacy of the information presented, personal favoritism, or the\namount of confidence the committee has in the individual who is presenting\nthe budget. During a brief period some individuals may gain for their in¬\nstitutions more through personal favoritism than through any other method,\nbut over a period of years appropriations will depend more upon the con¬\nfidence placed in the individual than upon this factor. This confidence de¬\npends not only upon the personal characteristics of the individual submitting\nthe budget, his willingness to be fair in his requests and keep faith in his\npromises, but also more and more upon the ability of the individual to pre¬\nsent data that make clear both his needs and honesty of purpose. When re¬\nquests for operation items are based upon certain standards recognized by\nthe budgetary officer, he has definite material to guide him in determining\nthe reasonableness of the requests. Comparative cost figures have already\nbeen used to quite good advantage in New York State and we hope to develop\na cost technic that will enable us to determine the relative urgency of re¬\nquests from different institutions and present these to the budgetary officer\nin a satisfactory manner. I am confident that our own situation and the situa¬\ntion in many other states would be improved if cost technics became suffi¬\nciently general in adoption and uniform in method to warrant the estab¬\nlishment of standards which could be utilized in presenting our requests.\nIn what way can cost analyses aid in efficient administration ? A few days\nago a president of one of the teachers colleges remarked in my presence :\n“What difference does it make if chemistry costs more than English or\nbiology? We are engaged in the training of teachers and chemistry is an\nessential part of the curriculum. It must be offered regardless of cost.’’\nThere is truth in the statement but its limitations must be recognized. Peel 1\npoints out that the postmaster general of the United States may just as\ntruthfully assert that the duty of the postal department\n\nis to collect, carry,\n\nand deliver mail regardless of what it costs. If, however, the postoffice de¬\npartment did not keep an account of its costs it might still be operating its\n1 Peel, Arthur J. American School Board Journal, June, 1927.\n\n"}
{"page": 891, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n887\n\nown airplane service involving an expenditure considerably in excess of what\nit now pays private concerns performing that service for the government. It\nmay be true that chemistry must be taught regardless of the cost but if there\nis evident a wide range of costs for a certain subject in chemistry, good ad¬\nministration dictates that the difference in costs be justified. A low cost in\nchemistry may indicate a heavy teaching load and result in an inferior qual¬\nity of teaching. A high cost in chemistry may be due to the method of teach¬\ning utilized. If the quality of instruction that results from the methods used\nis such as to warrant the higher expenditure, well and good, but the in¬\nstructor who advocates the method should be able to justify the cost in¬\nvolved. Certainly comparisons between procedures of administration and in¬\nstruction that result in different costs should serve as a stimulus to experi¬\nmentation, and more critical evaluation of objectives and methods, all of\nwhich should result in more efficient institutions.\nSixteen teacher-training institutions have very kindly cooperated in a unit\ncost study. Costs have been computed for each institution by subject, subject\ndepartment, years, and curriculums. In order to permit comparisons between\ninstitutions, these unit costs were then expressed in terms of a common unit.\nThough the study is not yet complete, some of the results that are now avail¬\nable raise some questions and suggest some values which I would like to pre¬\nsent for your consideration. The salary of each member of the staff was dis¬\ntributed according to the activity performed and then charged to the students\nconcerned. For all the institutions included in the study, the mean percent\nof total salaries expended for general overhead, (including library, admin¬\nistration, secretarial service, etc.) is 20 with a range from 15 to 25 percent;\nthe mean percent expended for elementary and secondary instruction, after\ndeductions were made for practise teaching activities, is 18 with a range from\n7 to 28 percent ; the mean percent of total salaries expended for college in¬\nstruction, including practise teaching and observation, is 62 with a range\nfrom 51 to 76 percent.\nIn two of the institutions reporting, both of which are located in the same\nstate and both interested primarily in the training of elementary teachers,\none devotes 28 percent of its entire salary appropriation to elementary school\ninstruction and the other 7 percent. One spends $63.30 per college student\nper year for elementary school instruction; the other spends only $13.50.\nThe state in the first instance provides the faculty for all the schools utilized\nas training schools; in the second, the community bears the major propor¬\ntion of the expense. I do not know which institution graduates the best\nqualified teachers. I do not know which plan is the most effective. But I be¬\nlieve that the administrators of each institution should compare the results\nobtained and attempt to discover the relative merits of the two plans. Per¬\nhaps the second institution will find more money should be obtained or more\nof the present available funds utilized for training school purposes. In such\nan event, the low cost should become a substantial argument in favor of such\nan increase. But it may happen that comparison of results will indicate to\n\n"}
{"page": 892, "printed_page": null, "text": "888\n\nNational\n\nEducation\n\nAssociation\n\nthe administrator of the school having the higher costs that part of these\nfunds can be utilized in other ways to better advantage. The point should\nbe emphasized that the administrator should know costs and be able to justify\nthem. Funds for teacher training are far too scarce to neglect careful con¬\nsideration of costs in the determination of policies and programs.\nThe mean annual cost for one student carrying the normal credit load is\n$56.70 for general overhead, $176.40 for college instruction, and $271.80\nfor total salaries. In one institution, the annual per student cost for general\noverhead was found to be $95.70, for college instruction $376.00 and for\ntotal salaries $489.30. In another institution reporting almost the same enrol¬\nment but offering a smaller number of curriculums the annual per student\ncost for general overhead is $55.80, for college instruction $159.60 and for\ntotal salaries $238.50. These figures represent a difference of $39.90 per\nstudent per year for general overhead, $38 per student per year for college\ninstruction and $172.90 per student (college student) per year for elemen¬\ntary and secondary instruction. The difference in the annual per student cost\nfor all salaries is $250.80, a difference that would amount to $1003.20 per\nstudent during four years of study. Both of these institutions are members\n\nof\n\nthis Association and receive the same honorable rating. What is the explana¬\ntion of and justification for these differences? Is one more efficient than the\nother? Is the quality of training afforded by one so much better than that\nafforded by the other? Or is the difference due to other conditions?\nSimilar questions are suggested by difference in costs of curriculums. The\nper student cost for college instruction for a three-year course in physical\neducation in one institution is $1147.20. For another institution in the same\nstate, having approximately three times as great an enrolment in the cur¬\nriculum, the cost for the three years is $461.46. The difference is $685.74.\nThe per student cost for a three-vear commercial course in one institution is\n$394.50. For another institution in the same state, having almost three\ntimes as many\n\nstudents enroled in this curriculum, the cost for the three\n\nyears is $646.50. In another institution in another state, the cost for four\nyears of commercial\n\ntraining is $597.50. Numerous\n\nother instances could\n\nbe cited that illustrate the necessity of comparing costs and methods and\nconditions of administration and instruction that account for the differences\nthat exist.\nIn attempting to suggest some of the values of unit costs, I do not wish to\ndeny the many limitations of unit cost studies. The fact can not be over¬\nemphasized that cost figures should constitute only a fraction of the data\nessential to the determination of policies and programs. Then, too, cost com¬\nparisons are at present frequently quite unfair and worthless because a stand¬\nard unit and procedure has not been agreed upon. The value of cost studies\nwould be increased in no small measure if standard methods and units could\nhe adopted. I have the temerity to recommend to this Association that a com¬\nmittee be appointed to consider the standardization of unit cost procedure\n\n"}
{"page": 893, "printed_page": null, "text": "/\n\nDepartment\n\nof Teachers\n\nColleges\n\n889\n\nand to cooperate with the Federal Bureau in the determination of a suitable\nplan whereby\n\nSOME\n\ncomparable\n\nPHASES\n\nSHELTON\n\ncost figures may be obtained.\n\nOF THE TRAINING OF FACULTY\nOF TEACHERS COLLEGES\nPHELPS,\n\nGEORGE\n\nPEABODY\n\nNASHVILLE,\n\nCOLLEGE\n\nFOR\n\nMEMBERS\n\nTEACHERS,\n\nTENN.\n\nAt the Dallas meeting of the American Association of Teachers Colleges,\n1927, a subcommittee of the Committee on Standards was requested to study\nthe training of faculty members in the teachers colleges. The invitation was\naccepted, one condition only being imposed, that the sources in the study be\ntranscripts of official records. Previous studies of training have usually been\nmade on questionnaire data. These studies have always been open to the\nattack that their ultimate sources were not such that merited full respect,\nand no matter what treatment should be accorded their data they would\nalways be open to criticism. The sources of this study are transcripts of the\ntype submitted to graduate schools for entrance, or to certificate divisions of\nstate departments of education as bases for certification. If not infallible as\nsources, they are at least much less open to question than are records of the\nquestionnaire type.\nDifficulties were encountered in collecting these transcripts. Whatever\nmay be acceptable theory, presidents do not in practise keep a file of tran¬\nscripts, one for each faculty member. If this same transcript ever functioned\nin the selection of a faculty member it had long since been “misplaced.”\nSome presidents misunderstood, a few resented, and many questioned why a\ntranscript that an “American Collegiate Registrar” would accept was neces¬\nsary to the study. By patience and perseverance an appreciable number of\ntranscripts were brought together. Of these, 1427 were found usable and\nconstitute the sample studied. This sample has been checked against its\nuniverse both by probable error, and by a spot map, the latter device being\nused to answer in a non-mathematical way the question of reliability. It\nseems quite reasonable that the transcripts received represent the best side\nof the situation studied. Instead of being an exactly true picture of its uni¬\nverse, it is believed the sample gives a picture quite a little better than the\nwhole would show. This, in spite of favorable P. E. and a very reassuring\nspot map, is pointed out that the status of the study may be kept in mind\nwhen weighing the report.\nThe data were tabulated and interpreted by Professor Harris Cook of the\nState Teachers College at Canyon, Texas. The report here presented is a\nbrief of the dissertation by Professor Cook on the same subject which will\nsoon be off the press. Only the main issues may be treated here.\nPerhaps the first question to be asked of a group of teachers, such as the\nfaculty members\n\nof teachers colleges, is, do they meet in quantity the stand-\n\n"}
{"page": 894, "printed_page": null, "text": "890\n\nNational\n\nEducation\n\nAssociation\n\nards imposed by the group itself as shown by standard V-B ‘‘Presumably\nthe Possession of a Master’s Degree.” Do the teachers college faculty mem¬\nbers meet\n\nthis quantity standard ?\n\nThe answer is that almost 3 out of 5 (58.9 percent) do not when\n\ncritic\n\nteachers are included (“six years from date of adoption of standards, etc.”)\nand slightly more than one half (53 percent) when excluded. This answer\nis in rather close agreement\n\nwith recent previous studies such as the one re¬\n\nported by Hendricks in 1928. 1\nPerhaps the most significant feature of Table I is, however, the variation\namong\n\nthe different subjects in meeting this standard. In art, commerce,\n\nhealth, industrial arts, library science, music, and physical education\nthan four out of five of the teachers considered fail to meet\n\nmore\n\nthis standard.\n\nThe table follows :\nTABLE\n\nI— CLASSIFICATION OF HIGHEST DEGREES\nTEACHERS IN TEACHERS COLLEGES\n\nOF\n\nTeaching Groups: (A) Agriculture, (B) Art, (C) Biology, (D) Chemistry, (E) Commerce, (F)\nCritic teachers, (G) Education, (H) English, (I) Geography, (J) Health, (K) History, (L) Home\nEconomics, (M) Industrial Arts, (N) Languages, (O) Latin, (P) Library Science, (Q) Mathe¬\nmatics, (R) Music, (S) Physical Education, (T) Physics, (U) Public Speaking, (V) Science, and\n(W) Social Science.\nDoctors\nG\n\nN\n\nPG\n\nA\nB\nC\nD\nE\nF\nG\nH\nI\nJ\nK\nL\n\n0\n0\n3\n3\n0\n0\n\n0\n0\n9.4\n11 . 1\n0\n0\n11.5\n\nMasters\n\nPT\n\nN\n\nPT\n\nN\n\n50.0\n18.6\n68.7\n51.8\n12.5\n19.3\n\n0.97\n0.71\n1.95\n\n55.8\n70.9\n\n7.74\n8.45\n1.78\n0.17\n4.00\n2.40\n\n11\n21\n6\n9\n30\n193\n42\n15\n32\n\nPG\n\nBachelors\n\nNo Degree\n\nPG\n\nPG\nN\nPT\n\nM\n\nN\nO\nP\nQ\nR\nS\nT\nU\nV\n\nw\nTotal..\n\n18\n5\n1\n0\n2\n0\n0\n3\n1\n0\n0\n0\n2\n2\n0\n6\n7\n53\n\n3.7\n2.8\n0\n3.1\n0\n0\n6.1\n6.6\n0\n0\n0\n1.9\n13.3\n0\n18.2\n18.4\n\n0\n0\n0.26\n0.26\n0\n1.60\n0.44\n0.08\n0\n0.17\n0\n0\n0.26\n0.08\n0\n0\n0\n0.17\n0.17\n0\n0.53\n0.62\n3.71\n\n118\n22\n6\n14\n59\n87\n95\n20\n452\n274\n25\n8\n4\n30\n153\n10\n3\n14\n22\n534\n\n55.5\n11.8\n69.2\n41.5\n8.3\n\n1.24\n0.53\n\n0.35\n2.22\n\n51.0\n53.3\n15.4\n\n0.71\n0.35\n\n51.8\n3.7\n14.6\n66.6\n25.0\n\n2.67\n0.26\n1.33\n0.89\n\n42.4\n57.9\n\n0.26\n1.24\n1.95\n37.39\n\n13\n\n50.0\n48.8\n18.7\n33.3\n62.5\n63.3\n26.9\n23.9\n41.7\n76.5\n26.1\n\n33\n17\n21\n28\n455\n18\n26\n74\n3\n7\n13\n7\n669\n\n50.8\n58.3\n42.8\n33.3\n69.2\n44.8\n55.5\n71.8\n20.0\n58.3\n39.4\n18.4\n\nPT\n0.97\n1.86\n0.53\n0.80\n2.67\n3.73\n2.84\n1.33\n1.15\n1.51\n2.93\n2.49\n1.86\n0.44\n1.60\n2.31\n4.00\n6.58\n0.26\n1.15\n0.62\n0.62\n46.85\n\n0\n1\n141\n12\n9\n2\n0\n532\n1\n5\n0\n161\n4\n2\n33\n0\n12\n0\n2\n\n0\n32.5\n3.1\n25.0\n3.7\n1.5\n17.4\n5.8\n0\n11.8\n7.7\n0.6\n33.3\n0\n6.6\n15.4\n3.4\n40.7\n11.6\n0\n16.7\n0\n5.3\n\n172\n\n0\n1.24\n0.08\n0.08\n1.06\n0.80\n0.17\n0\n0.17\n0.08\n0.44\n1.42\n0\n0.08\n0.35\n0.17\n2.93\n1.00\n0\n00.17\n0.17\n12.04\n\nG — Teaching groups listed by the key letters.\nN — Number of teachers in each group holding this degree.\nPG — Percentages calculated on basis of the number of teachers in the teaching group.\nPT — Percentages calculated on the basis of the total number of teachers who give instruction\nin the college.\n\n1 E. L. Hendricks, “Twenty Years of Progress in the Qualifications and Salaries of Teachers\nof Normal Schools and Teachers Colleges.’’ Proceedings, National Education Association. Vol.\n66, p 920-28. 1928.\n\n"}
{"page": 895, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n891\n\nThe next table presented is one showing the specific subject preparation of\nteachers-college faculty members. It is in answer to such questions as: Is the\nEnglish professor trained in English for the work he is doing?\nThe twenty-three groups are the groups used by Professor Cook and were\nto a large extent determined by the data used. In some instances, as in the\ncase of critic teachers, the- subject of specialization is not so obvious as in\nhistory. In the case of the critic teachers the subjectmatter of education was\nassigned as the subject of specialization. A subsequent tabulation which\nshows the association between the courses taken by the two groups “educa¬\ntion and critic teachers,” justifies in part at least this definition. The train¬\ning of the median teachers of the different subject groups is found in the\nright-hand column. The\n\ntable follows :\n\nTABLE II1— SHOWING\nPREPARATION\n(UNDERGRADUATE\n&\nGRADUATE) IN SUBJECT TAUGHT, IN SEMESTER HOURS, OF\n1427 TEACHERS COLLEGE TEACHERS\n1\n0\n\nAgri .\nArt .\nBiol .\nChem .\nCom .\nCritic .\nEduc .\nEng .\nGeog .\nHealth .\nHist .\nHome Ec .\nInd. A .\nLang .\nLatin .\nLib. Sc .\nMath .\nMusic .\nPhys. Ed.. . .\nPhysics .\nPub. Sp .\nScience .\nSoc. Sc .\n\nto\n12\n\ndef.\nIn1\n\n4\n1\n1\n\n11\n1\n3\n\n1\n3\n3\n7\n11\n7\n4\n5\n\n2\n\n2\n4\n3\n5\n8\n62\n12\n135\n4\n\n4\n2\n3\n1\n\n2\n3\n\n10\n\n7\n\n5\n9\n1\n1\n\n4\n28\n3\n\n164\n7\n3\n3\n2\n\n5\n2\n1\n1\n\nto\n\n48\nto\n37\n\n49\n60\nto\n\n73\nto\n72\n\n36\n\n3\n1\n1\n\n13\nto\n24\n\n5\n\n21\n168\n3\n10\n11\n10\n4\n6\n5\n15\n\n18\n47\n3\n345\n14\n164\n9\n\n2\n7\n158\n\n3\n\n4\n3\n4\n\n8\n\n5\n\n2\n2\n3\n\n2\n6\n6\n3\n4\n\n22\n18\n\n2\n\n3\n2\n\n2\n\n177\n14\n\n1\n6\n5\n6\n9\n89\n\n85\n\n61\n\n25\n\n4\n102\n1\n4\n23\n42\n22\n6\n\n3\n6\n6\n4\n21\n28\n\n8\n9\n8\n\n84\nto\n\n96\n\n4\n5\n1\n2\n\n5\n\n1\n2\n9\n4\n\n5\n1\n\n252\n1\n9\n3\n\n4\n3\n1\n11\n\n26\n11\n4\n1\n2\n2\n4\n7\n7\n\n3\n13\n18\n7\n3\n11\n\nto\n\n2\n1\n10\n1\n3\n2\n5\n\n1\n6\n\n3\n\nTotal\n43\n\n31\n22\n\n1\n1\n\n1\n1\n\n3\n9\n3\n\n3\n3\n1\n1\n\n3\n1\n\n3\n\n27\n48\n\n1\n1\n\n305\n156\n65\n36\n65\n18\n134\n48\n\n1\n1\n1\n1\n\n2\n\n1\n\n1\n\n1\n11\n\n4\n\n55\n15\n15\n81\n26\n51\n\n1\n103\n\n3\n8\n6\n\n181\n109 121 133\nto to to to 157\n97 120\n192\n144\n108\n132\n168\nto to\n\n1\n1\n\n1\n3\n1\n\n1\n1\n\n12\n33\n30\n\n2\n\n1\n\n1 Adapted from table presented by Harris Cook in “The Training of Teachers College Faculty\nMembers.” Peabody Contribution, 1930.\nRead table thus: there was one teacher of agriculture among the 22 transcripts of agricultural\nteachers considered whose training was “indefinite in quantity,” there were two of this group\nwith training in quantity between 13 and 24 hours of agriculture; two with training between 37\nand 48 hours; four between 49 and 60, etc.\n\nHave the teachers-college faculty members\nsubject each is teaching f\n\nhad sufficient training in the\n\nIn the subjects in Table I in two of the twenty-three subjects shown half\nthe teachers college faculty members in those subjects whose transcripts were\nused had less training in the subject than was required in a recent study,1\n1 State Department of Education High School Division.\nSchool Conditions. Columbia, S. C. 1930. 119 pages.\n\nA\n\nStudy\n\nof South\n\nCarolina\n\nHigh\n\n"}
{"page": 896, "printed_page": null, "text": "892\n\nNational\n\nEducation\n\nAssociation\n\nas adequate preparation to teach the subject in high school. Twenty\n\nsemester\n\nhours in the subject taught were defined in this study as adequate prepara¬\ntion for high-school teaching.\nIn nine of the twenty-three subjects, one-half the teachers whose tran¬\nscripts were considered had less work in the subject they were teaching than\ncould be obtained by studying the subject three hours per week for the four\nyears of undergraduate work.\nIn only 10 of the 23 subject groups did half the teachers whose transcripts\nwere studied have as many hours in the subject each was teaching as is re¬\nquired in Tennessee of a Smith-Hughes high-school teacher of agricul¬\nture.\nCook in this dissertation 1 set up as standard amounts of training for these\nteachers college faculty members 24 semester hours of undergraduate work\nand 15 hours of graduate work or a total of 49 hours in the subject taught.\nThis assumption had its basis in: the acceptance of the master’s degree as\nconstituting minimum training for a teachers-college faculty member, and in\nthe interpretation of undergraduate prerequisites in the major subject plus\ngraduate requirements in the same graduate subject among the members of\nthe American Association of Universities. The following table shows the\npercent of each of the twenty-three groups meeting these standards:\nTABLE\n\nIII— THE\n\nPERCENT\n\nOF\n\nTEACHERS\n\nIN EACH\n\nGROUP THAT MEET THE ASSUMED\nSTANDARDS\nAMOUNT\nAND TOTAL\nGRADUATE,\nGRADUATE,\nIN SPECIFIC SUBJECT TRAINING\n\nTeaching groups\n\nAgriculture .\nArt .\nBiology .\nChemistry .\nCommerce .\nCritic Teachers .\nEducation .\nEnglish .\nGeography .\nHealth .\nHistory .\nHome Economics .\nIndustrial Arts .\nLanguages .\nLatin .\nLibrary Science .\nMathematics .\nMusic .\nPhysical Education .\nPhysics .\nPublic Speaking .\nScience .\n. .\nSocial Science .\n\n“The\n\nTraining\n\nFOR\nOF\n\nUNDER¬\nCREDIT\n\nPercent\nmeeting\n\nmeeting\nPercent\n\nmeeting\nPercent\n\nundergraduate\nstandard\n\nstandard\ngraduate\n\ntotal\nstandard\n\n77.27\n86.04\n46.87\n44.44\n\n.\n\n35.41\n68.85\n66.02\n60.44\n27.77\n47.05\n36.92\n89.23\n77.08\n89.79\n66.66\n19.23\n43.10\n76.66\n43.69\n20.00\n50.00\n84.84\n28.94\n60.29\n\nTotal .\n\n1 Cook, Harris.\n\nTEACHING\n\nof Teachers\n\nCollege Faculties,”\n\n31.81\n18.60\n59.37\n55.55\n10.40\n15.08\n67.30\n56.71\n47.22\n17.64\n55.38\n30.77\n0\n47.00\n33.33\n3.85\n29.20\n2.46\n8.73\n66.66\n8.33\n33.33\n57.89\n32.84\n\nPeabody\n\n72.72\n60.44\n34.37\n37.03\n16.66\n30.82\n64.10\n43.29\n30.55\n11.76\n30.76\n36.92\n47.91\n59.18\n20.00\n3.85\n24.13\n48.14\n12.62\n20.00\n25.00\n63.63\n36.84\n39.00\n\nContribution.\n\n1930.\n\n"}
{"page": 897, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n893\n\nMust a teachers college president exercise greater care as to training in\nthe selection of teachers of some subjects than in others f\nVariation of the percents of the teaching groups is the most striking fea¬\nture of this second table.\nThe chances are approximately eighteen times as great that an agriculture\nteacher in the teachers college will meet this standard of training as the\nchances of a teacher of library science meeting it. The chances are twice as\ngreat that a teacher of education will meet this standard as that a mathe¬\nmatics teacher will meet it. On the whole, the probability of a teacher\nmeeting the undergraduate standard is twice as great as that of meeting the\ngraduate standard. •\nIn the six socalled special subjects such as commerce, library science, in¬\ndustrial arts, music, physical education, and public education the chances\nrange from nine to ten to certainty that a teacher will not meet the graduate\nstandard.\nThe\n\nchances are less than one in six that a critic teacher can meet the\n\ngraduate standard. One\n\nof the two divisions in education is in the care of\n\nundergraduates .\nDoes it mean anything like a standardized training when it is found that\na group of teachers have had the same number of hours training in (t sub¬\nject ? Crabb,1 Jarrett,2 and others have found a wide range of variation\namong\nTABLE\n\ntitles and contents of courses. Cook similarly finds:\nIV— SPECIFIC COURSES IN CHEMISTRY\nIN THE\nING OF THE 27 TEACHERS\nOF CHEMISTRY\n\nTRAIN¬\n\nCourses\n\nU\n\nG\n\nCourses\n\nU\n\nG\n\nAgricultural chemistry .\nAnalysis .\nBio-chemistry .\nChemical engine design .\nChemical literature .\nChemical machinery .\nColloid chemistry .\n. . . .\nDairy chemistry .\nDescriptive chemistry of the\nrarer elements .\nElectro-chemistry .\nElectrolytic methods .\nElectron theory .\nFood chemistry .\nGas analysis .\nHistorical chemistry .\nHistory of chemistry .\nIndustrial chemistry .\nInorganic chemistry .\nInorganic preparations .\nLaboratory assistant .\n\n2\n1\n0\n1\no\n1\n0\n0\n\n1\n2\n1\n1\n1\n0\n1\n1\n\n9\n3\n0\n0\n5\n2\n0\n10\n7\n\n11\n7\n2\n1\n8\n1\n1\n6\n2\n\n0\n3\n1\n0\n4\n0\n1\n2\n3\n6\n\n1\n1\n0\n1\n4\n1\n0\n0\n1\n6\n3\n0\n\nOrganic chemistry .\nOrganic preparations .\nPeriodic systems .\nPhase rule and applications ....\nPhysical chemistry .\nPhysiological chemistry .\nProblems in chemistry .\nQualitative analysis .\nQualitative chemistry .\nQuantitative and qualitative\nanalysis .\nRadio-activi ty .\nResearch in chemistry .\nSeminar .\nSpecial topics .\nSystematic inorganic chemistry .\nTechnical analysis .\nThesis .\nValence .\nWater analysis .\nUnspecified .\n\n0\n0\n0\n1\n0\n0\n1\n0\n0\n1\n17\n\n1\n1\n8\n3\n4\n1\n0\n3\n1\n2\n3\n\n1\n1\n\nIn the specific subject training of these teachers of chemistry, there were 40 specific courses,\nListed in order of highest frequency, the eleven highest courses are: (1) organic chemistry, (2)\nqualitative analysis, (3) physical chemistry, (4) inorganic chemistry, (5) organic preparations,\n(6) quantitative analysis, (7) food chemistry, (8) research, (9) electro-chemistry, (10) industrial\nchemistry, and (11) inorganic preparations.\nRead table thus: Two teachers of chemistry had agricultural chemistry as undergraduates,\nand one as a graduate, etc.\n\nj\n\n1 Crabb, Alfred Leland. “A Study in the Nomenclature and Mechanics Employed in Cata¬\nlogue Presentation.” Peabody Contribution No. 21.\n2 Jarrett, Albert Patton. “Status of Courses in Psychology in the State Teachers Colleges in\nthe United States.” Peabody Contribution No 47.\n\n"}
{"page": 898, "printed_page": null, "text": "894\n\nNational\n\nEducation\n\nAssociation\n\nTABLE V — SPECIFIC COURSES\nIN EDUCATION\nOGY IN THE TRAINING\nOF THE 305 CRITIC\nOF THE 156 TEACHERS\nOF EDUCATION\n\nAND PSYCHOL¬\nTEACHERS\nAND\n\nTeachers of\neducation\n\nCritic\nteachers\n\nCourses\n\nAdministrative management of pupils .\nAdministration of higher education .\nArt in education .\nBiological aspects of education .\nCharacter education .\nChild study .\nCivic and moral education .\n.\nClassroom management .\nComparative education .\nConduct of the recitation .\nConference .\nCritic teaching .\nCurrent problems in education .\nCurriculum .\nDemonstration school .\nDramatic arts in education .\nEducational diagnosis .\nEducational movements .\nEducation for women .\nEducational problems .\nEducational sociology .\nEducational systems .\nEducational values .\nEducation and nationalism .\nElementary education .\nElementary education: administration .\nElementary education: curriculum .\nElementary education: methods .\nElementary education: supervision .\nExtracurriculum activities .\nExperimental education .\nEducational theories .\nExperimental teaching .\nField course for superintendents .\nForeign education .\nFoundation of method .\nGeneral lectures .\nHistory of education .\nHow to study .\nImmigrant education .\n.\nImprovement of teaching .\nImprovement of the written examination .\nIndividual differences .\nIndividual problems .\nIntroduction to education .\nInvestigation of teaching .\nKindergarten education .\nKindergarten curriculum .\nKindergarten methods .\nKindergarten supervision .\nKindergarten-primary unified .\nMaterials .\nMental deficiencies .\nMental hygiene .\nMethods .\nMethods of research .\nMethods of teaching:\nArithmetic .\nCivics .\nDrawing .\nEnglish .\nFine arts .\nGeography .\nHealth .\nHistory .\nIdeals .\nIndustrial arts .\nLiterature .\nMusic .\nPenmanship .\nPhysical education .\n\nU\n\nG\n\nU\n\nG\n\n0\n0\n3\n1\n0\n9\n\n0\n3\n0\n0\n0\n9\n3\n3\n4\n4\n0\n6\n2\n\n1\n0\n0\n0\n0\n24\n3\n\n1\n1\n0\n0\n1\n3\n1\n4\n0\n3\n()\n\n1\n331\n2\n5\n10\n8\n221\nS\n0\n1\n0\n6\n111\n0\n9\n5\n16\n162\n5\n0\n182\n0\n3\n2\n2\n0\n881\n5\n0\n0\n0\n6\n0\n9\n0\n5\n0\n3\n5\n1\n0\n52\n0\n101\n120\n0\n7\n2\n10\n0\n2\n4\n1\n0\n1\n\n6\n340\n7\n1\n1\n2\n13\n5\n2\n4\n11\n7\n9\n5\n22\n20\n2.\n211\n1\n0\n0\n11\n0\n0\n323\n105\n1\n4\n2\n1\n2\n1\n0\n0\n3\n2\n1\n7\n5\n2\n0\n0\n2\n2\n2\n0\n0\n0\n6\n3\n0\n0\n0\n\n1\n683\n4\n23\n5\n31\n8\n0\n2\n0\n5\n1\n5\n311\n0\n5\n32\n30\n21\n1\n278\n6\n1\n0\n1\n5\n177\n12\n2\n2\n6\n0\n1\n0\n22\n0\n27\n7\n11\n295\n9\n1\n3\n1\n98\n5\n5\n54\n681\n41\n40\n1\n2\n17\n10\n16\n5\n8\n\n5\n13\n14\n11\n0\n2\n0\n0\n0\n5\n0\n0\n2\n9\n3\n7\n3\n10\n1\n6\n1\n1\n0\n1\n9\n1\n14\n0\n0\n7\n1\n1\n0\n0\n1\n0\n1\n1\n1\n4\n0\n2\n1\n2\n5\n0\n2\n0\n2\n0\n()\n0\n0\n6\n3\n0\n0\n0\n\n"}
{"page": 899, "printed_page": null, "text": "Department\n\nof Teachers\n\n895\n\nColleges\n\nTABLE V— SPECIFIC COURSES\nIN EDUCATION\nAND PSYCHOL¬\nOGY IN THE TRAINING\nOF THE 305 CRITIC TEACHERS\nAND\nOF THE 156 TEACHERS\nOF EDUCATION— Continued\nTeachers of\neducation\nCourses\nG\n\nU\n\nReading .\nScience .\nSocial science .\nSpelling .\nThrift .\nMotivation .\nNormal school education .\nNursery school .\nObservational studies .\nOrganization courses for teachers .\nPartime schools .\nPhilosophy of education .\nPlays and games .\nPractise teaching .\nPracticum in education .\nPrimary education .\nPrimary curriculum .\nPrimary manuscript writing .\nPrimary methods .\nPrimary supervision .\nPrinciples of education .\nPrinciples of teaching .\nProblems of advisors .\nProblems of teaching .\nProject teaching .\nPsychology .\nPsychology of childhood .\nPsychology of education .\nPsychology — educational .\nPsychology — experimental .\nPsychology of learning .\nPsychology of school subjects .\nPsychology — social .\nResearch in education .\nRural education .\nRural administration .\nRural community activities .\nRural curriculum .\nPural education — field course .\nRural education — fundamentals .\nPural education — methods .\nPural education — preparation of teachers .\nP u ra 1 ed nca t inn — si i pervi si on .\nSchool administration .\nSchool community .\nSchool buildings .\nSchool festivals .\nSchool finance .\nSchool hygiene .\nSchool law .\nSchool population .\nSchool publicity .\nSchool surveys .\nScientific study of education .\nSecondary education .\nSecondary administration .\nSecondary curriculum .\nSecondary education — junior hiph school .\nSecondary education — junior high materials .\nSecondary school methods .\nSecondary education — principles .\nSecondary education — problems .\n.\nSecondary school supervision .\nSeminar and thesis .\nSocial education .\nSpecialized education .\nStatistics .\nSupervision .\nSupervised study .\nTeacher training .\n\n2\n140\n1\n0\n1\n2\n0\n2\n0\n2\n22\n6\n63\n2\n5\n2\n0\n25\n3\n23\n14\n2\n1\n2\n\n. .\n\nU\n\n7\n0\n0\n1\n300\n0\n0\n2\n3\n1\n3\n301\n4\n5\n1\n0\n4\n1\n6\n3\n3\n252\n210\n\n126\n6\n18\n8\n504\n5\n10\n5\n9\n3\n3\n3\n1\n1\n2\n5\n4\n\n51\n6\n13\n219\n\n2\n1\n512\n2\n8\n9\n0\n0\n1\n2\n7\n13\n5\n106\n0\n\n2\n8\n0\n57\n13\n4\n1\n0\n3\n31\n1\n\n4\n3\n4\n3\n3\n359\n9\n1\n4\n\nCritic\nteachers\n\n9\n174\n136\n3\n0\n2\n2\n4\n7\n\n21\n128\n0\n14\n9\n126\n8\n10\n453\n52\n34\n4\n7\n\n9\n585\n3\n1\n0\n11\n1\n11\n0\n0\n26\n25\n28\n1904\n11\n0\n37\n10\n583\n624\n63\n208\n10\n114\n9\n9\n21\n17\n15\n0\n18\n0\n3\n2\n0\n0\n4\n1\n3\n60\n0\n0\n1\n0\n25\n6\n1\n0\n3\n5\n22\n6\n14\n15\n30\n5\n6\n5\n3\n2\n3\n22\n5\n50\n1\n7\n\nG\n\n15\n0\n• 02\n2\n0\n0\n5\n4\n0\n1\n11\n9\n4\n1\n3\n0\n1\n2\n4\n4\n1\n2\n4\n4\n13\n7\n4\n0\n0\n121\n123\n1\n2\n0\n1\n0\n0\n0\n152\n0\n0\n1\n0\n5\n0\n0\n0\n0\n3\n0\n6\n5\n3\n9\n0\n5\n1\n4\n4\n23\n111\n1\n2\n172\n\n"}
{"page": 900, "printed_page": null, "text": "896\n\nNational\n\nEducation\n\nAssociation\n\nTABLE V— SPECIFIC COURSES IN EDUCATION\nAND PSYCHOL¬\nOGY IN THE TRAINING OF THE 305 CRITIC TEACHERS AND\nOF THE 156 TEACHERS OF EDUCATION— Continued\n\nCourses\n\nTeaching college subjects .\nTeaching experience .\nTeaching the high-school subjects .\nTeaching high school:\nAgriculture .\nArt .\nBiology .\nCivics .\nCommerce .\nEnglish .\nFrench .\n.\nGeography .\nGerman .\nHistory .\nHome economics .\nHygiene .\nIndustrial arts .\nLatin .\nLiterature .\nMathematics .\nModern languages .\nMusic .\nPhysics .\nPhysical education .\nScience .\nSpanish .\nSpeech .\nSocial science .\nTeaching staff .\nTechnic of teaching .\nTests and measurements .\nT extbook selection . . . .\nTheory- of teaching .\nTypes of teaching .\nVisual education .\nVocational guidance .\nUnspecified .\n\nTeachers of\neducation\nU\n\nG\n\n0\n\n1\n0\n8\n\n6\n17\n5\n0\n0\n0\n0\n7\n0\n0\n2\n6\n0\n1\n4\n3\n5\n/\n0\n1\n1\n0\n1\n100\n0\n0\n1\n36\n11\n0\n73\n0\n1\n4\n\n0\n0\n0\n0\n0\n5\n0\n0\n0\n2\n6\n0\n0\n0\n0\n0\n0\n0\n0\n0\n0\n0\n0\no\n3\n4\n0\n571\n0\n160\n8\n\nCritic\nteachers\nU\n13\n0\n1\n2\n4\n1\n351\n1\n1\n0\n0\nIS\n9\n0\n1\n6\n14\n161\n3\n1\n1\n9\n3\n1\n1\n714\n18\n31\n0\n91\n2\n1\n7\n\nG\n5\n0\n0\n1\n0\n0\n2\n0\n8\n0\n1\n0\n8\n1\n0\n0\n2\n2\n1\n2\n6\n0\n0\n1\n0\n0\n5\n0\n2\n34\n121\n1\n0\n2\n3\n\nAn analysis of the preceding table shows that, entering into the training of critic teachers and\nteachers of education, there were 175 courses in psychology and education. There were 150\ncourses in the case of teachers of education, 162 courses in the case of critic teachers, and 137\ncourses in common to both groups. This shows that there was a wide variation in the training\nof these two groups of teachers.\nListed in order of highest frequency, the ten highest courses in the case of the teachers of\neducation are: (1) psychology, (2) history of education. (3) school administration, (4) educational\npsychology, (5) specific methods courses in the teaching of elementary school subjects (i. e..\nthe teaching of history-, the teaching of arithmetic, and so on), (6) tests and measurements, (7)\nsupervision, (8) practise teaching, (9) specific method courses in the teaching of the high-school\nsubjects (i. e., the teaching of history, the teaching of home economics, and so on), and (10)\nmethods.\nListed in order of highest frequency, the ten highest courses in the case of the critic teachers\nare: (1) specific methods courses in the teaching of the elementary school subjects, (2) psychology(3) practise teaching, (4) history- of education, (5) specific methods courses in the teaching of\nthe high-school subjects, (6) educational psy-chology, (7) tests and measurements, (8) methods,\n(9) school administration, and (10) classroom management.\nRead table thus: three teachers had art work as undergraduates, none as graduates, etc.\n\nIn the subjectmatter of education there are many\n\nhighly specialized\n\ncourses in education. These have developed in part from the ‘‘selling educa¬\ntion'’ idea.\nIf the “functional” is substituted for the “departmental” idea of organiza¬\ntion the 175 courses offered are regrouped in one fifth the number. The fre-\n\n"}
{"page": 901, "printed_page": null, "text": "/\n\nDepartment\n\nof Teachers\n\nColleges\n\n897\n\nquency of the election of these special courses offers an index for this re¬\ngrouping.\n\nSummary — Less than half the faculty members in state teachers colleges,\nso far as this study indicates, meet the quantity standard of a master’s de¬\ngree. In nearly one-third of the subject groups studied, (7 out of 23), four\nout of five of the faculty members do not meet the master’s degree standard.\nThese seven are the commonly called “special subjects,” art, commerce,\nhealth, industrial arts, library science, music, and physical education.\nIn more than one-third (9 out of 23) of the teaching group the teacherscollege faculty members had less training in the subject taught than would\nbe obtained by taking the subject three times a week for the four years of\nundergraduate study.\nThere is twice the probability of a teachers-college faculty member meet¬\ning a standard of 24 semester hours of undergraduate training in the subject\ntaught as of meeting a standard of 15 hours of graduate training in the same\nsubject.\nSpecial subject teachers and critic teachers fall far short of meeting the\nAmerican Association of Teachers College Standards.\nThere is very wide variation in the naming of courses for the professional\npreparation of teachers, which results in what at least seems to be a very\nwide offering in the subjectmatter of education.\n\nSuggested remedy — It has been suggested that standards be changed,\neven lowered, to fit the situation described. This, it is believed, would\n\nbe a\n\nvery grave mistake and one which wrould materially hurt the standing of\nteachers colleges. It is suggested that the remedy lies in :\n1. Enforcing the quantity standard literally in regard to all new teachers em¬\nployed. If this is done strictly for five years, it is believed that the condition will\nhave been improved to a great degree.\n2. Create a standard calling for a specified number of hours preparation in the\nsubject taught and\nemployed.\n\nenforce this standard\n\nliterally in regard\n\nto all new\n\nteachers\n\n3. Require yearly statements of all members as to all new teachers employed,\nwhich statement will show the extent to which these standards have been observed.\n4. Create a commission which will work for a period of years toward\nterminology and definition of content for courses for teachers.\n\nTHE\nW. W.\n\nCOMMONWEALTH\nAND THE\nCHARTERS,\nCATION,\n\nBUREAU\n\nOF\n\nOHIO\n\nSTATE\n\nTEACHER-TRAINING\nCURRICULUM\n\nEDUCATIONAL\nUNIVERSITY,\n\na standard\n\nSTUDY\n\nRESEARCH,\n\nCOLLEGE\n\nCOLUMBUS,\n\nOHIO\n\nOF\n\nEDU¬\n\nThe best method of describing the use that may be made of the technics of\ncurriculum construction described in the Commomvealth Teacher-Train¬\ning Study is to tell the story of how that investigation is now being used in\nthe reorganization of the curriculums of the College of Education of Ohio\nState University. The study began last spring, and although it is still under\n\n"}
{"page": 902, "printed_page": null, "text": "898\n\nNational\n\nEducation\n\nAssociation\n\nway, it has gone far enough for us to be able to indicate the administrative\nset-up and the orderly procession of steps which must be made in making a\ncomplete reorganization.\nThe first administrative step was the request by the faculty of the College\nof Education that a committee be appointed to study the reorganization of\nthe courses of study in the college. This committee when appointed con¬\nsisted of representatives of all the departments of the college engaged in the\ntraining of teachers — the departments of principles of education, school ad¬\nministration, vocational education, history of education, and educational\npsychology.\nIn carrying out the project of reorganization the first step to be taken by\nthe committee, and the second step in order was a demand and supply study\nmade for the purpose of indicating the types of position for which the college\nshould prepare. Obviously the college will train high-school teachers, prin¬\ncipals of large and small high schools, and superintendents of large and small\ncity school systems. But in addition to these fields there are others which\nshould be canvassed. We have been concerned with the question of whether\nor not we should train supervisors of elementary schools, college teachers,\nadministrators of higher education, elementary school teachers, and the\nlike. Questions like these can be answered only by a demand and supply\nstudy on the one hand and a plant study on the other. It is necessary to\nassess the demand and the supply of trained officials in the school system to\ndiscover whether there is a need for training for this position or that, and\nsimilarly whether the institution is equipped or should be equipped to train\nfor positions for which there is a demonstrated demand.\nIt is a mistake for any state institution, or for that matter for any private\ninstitution, to proceed with casualness to the training of types of school offi¬\ncials without a careful study of the whole question. The oversupply of highschool teachers and the shortage of well-trained elementary school teachers\nwith which we are faced throughout the nation at the present time would\nnot have occurred, had the teacher-training institutions carefully studied\nthe demand and been governed by the data so collected.\nAt the present time this study is under way. In the meantime, however,\nit is unnecessary to wait for it to be completed. We know that we shall\ntrain high-school teachers, even though there is a huge oversupply in the\nmiddle west, and particularly in certain subjects. It would seem to be\nfoolish to discard our plant, which has been built up primarily for the turn¬\ning out of the high-school teacher product, and we believe that we can assist\nin the solution of the oversupply of high-school teachers by a better distribu¬\ntion of students among the subjects to be taught in the high school and by\na shifting to other types of teaching position. When\nshould train high-school teachers a demand\nfield was necessary.\n\nwe decided that we\n\nstudy in the high-school teaching\n\nSuch a study should be continuous, year by year, so that eventually we\nshould be able four years ahead to forecast the number of teachers that will\n\n"}
{"page": 903, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\nbe needed in each of the subjects to meet the demands\n\n899\n\nof the state. In the\n\nperiod during which these data are collected, it is important that the teacher¬\ntraining institutions should become conscious of the problem and seek by\nvarious methods to adjust the supply of high-school teachers to the demand\nfor them.\nIn our study of supply and demand in Ohio, we have discovered a\nnumber of facts which have a direct influence upon our courses of study.\nTwo of these will serve as an illustration. We discovered that the inexpe¬\nrienced teacher in Ohio has little chance for employment if he is trained\nto teach less than three subjects. If he is trained to teach only one, it is\npractically impossible for him\n\nto secure a position. It is also apparent\n\nthat a student’s course of study should include an extracurriculum activity,\nsince 75 percent of our graduates have at least one of these in each teaching\nprogram. Very often the ability to conduct an extracurriculum activity\nis the deciding factor in the selection of inexperienced teachers. Many other\nfacts of this sort are revealed in a demand study.\nParenthetically it should be said that as this information is collected it\nshould be made available to students and to advisers of students. Such\na bulletin has been prepared by Dean Morrill and Professor Anderson at\nOhio State University to be distributed wddely among our students and\nprospective teachers in the high schools. These guidance bulletins will con¬\ntain ‘only information that has been secured uptodate and they will be\nrevised as rapidly as the collection of new facts change the situation with\nregard to essentials and important details.\nWhen\n\nfacts such as these have been revealed in the demand\n\nand supply\n\nstudy to be used in making the courses of study practical, the investigation\nmay proceed to a consideration of several projects. The\n\nfirst of these which\n\nwe were interested in was a study of the required non-professional courses.\nThese are a group of courses which are required of all students in vocational\nschools, in accordance with the principle that every professional man\n\nhas\n\ninterests outside of his profession and should be given assistance in developing\nthose interests. At present the usual procedure is to require a student to\ncarry one course in each of the great fields of knowledge — one biological\nscience, one foreign language, and the like. The theory underlying this se¬\nlection is that each student, in order to be cultured and cultivated, should\nhave an acquaintance with several of the great fields of knowledge.\n\nThe\n\nmethod of securing such acquaintance is to require him to take one in¬\ntroductory course in some one department within all the major fields.\nWhen\n\nour committee\n\nconsidered this question, they set up the following\n\nobjectives for the non-professional courses:\nThe committee believes that these objectives may best be approached through a\nseries of orientation courses developed (1) to show the contributions of various\nlarge fields of human\nproblems;\n\nactivity to the solution of presentday\n\nsuch fields as science, arts, mathematics,\n\nindividual\n\nliterature, and\n\nand\n\nsocial\n\nphilosophy;\n\n"}
{"page": 904, "printed_page": null, "text": "900\n\nNational\n\nEducation\n\nAssociation\n\n(2) to make clear something of the way in which results in one field influence\nother fields; how the Darwinian doctrine of biological evolution has affected all\nwork in history, for example, and established the historical attitude in practically\nevery field of study. This means that the teacher Should see man’s social endeavors\nas a whole, and not as isolated and piecemeal efforts of individuals; and (3) to\nstimulate intellectual, esthetic, and practical interests, which may be followed in\nlater specialization.\nBefore the modern era of scientific discovery and invention, and its resultant\nspecialization, it was comparatively easy for the student to get this unified view\nof man’s social relationships. Now it has become relatively difficult; but the com¬\nmittee believes that much may be done in this direction by providing such synthetic,\ninterpretational, and exploratory\n\ncourses\n\nas have\n\nbeen described.\n\nIt will be noted from the foregoing statement of objectives that the\ncommittee favors the orientation courses, and, as a matter of fact, it has\nsuggested the following courses as fields for exploration : the natural\nsciences, the social sciences, the arts, mathematics, the languages, and\nphilosophy-ethics. About the identity of the fields and their content, the\ncommittee is at present concerned. Obviously, it is not an easy matter to\ndecide which should be the fields of study for students. A number of ques¬\ntions arise. Can the biological and the physical sciences be treated together?\nIs there a real place for the study of the contributions of mathematics to\nthe solution of presentday problems? Is it advisable to have a course in\nwhich the student seeks to work out his own philosophy of life? Shpuld\nliterature be included with music and painting in the arts course? These\nare questions which must be settled by the committee, reviewed by the execu¬\ntive committee of the college, and later passed upon by the faculty. When\nthe decision of the faculty has been made, the departments concerned in the\noffering of the potential orientation courses are called together, with a view\nto securing their cooperation in preparing the kinds of courses which will\nmeet the objectives of the college.\nIt should be pointed out in passing that if such required non-professional\ncourses are set up for teachers they should also be adequate as the non¬\nprofessional courses in every profession, since they deal entirely with the\nextra-vocational interests and problems of men\nvocational interests.\n\nand women,\n\nirrespective of\n\nOnce the required non-professional courses have been cared for, it would\nappear that it is necessary to determine the objectives of the college of\neducation wfith regard to the training of high-school teachers which we\nhave agreed was to be done by the college. This step is divided into two\nsubordinate steps. In the first place, it is necessary to determine the objectives\nof high-school education. Since we are training teachers to teach in the\nhigh school, we must take into account the objectives of the job for which\nthey are being trained. In the second place, it is necessary to determine the\nobjectives of the college of education, insofar as they lie outside of the\nobjectives of the high school. Our\n\ncommittee\n\nhas arrived at the following\n\nstatement of the objectives of secondary education:\n\n"}
{"page": 905, "printed_page": null, "text": "/\n\nDepartment\n\nof Teachers\n\nCollege\n\n901\nTo foster and encourage the development of an ever-expanding social outlook\non life, by means of an environment which provides constant opportunity for\nintelligent response to a widening area of vitally-shared interests. In connection\nwith this active participation in social living, the school should, to a degree and\nin a manner appropriate to the present needs and abilities of the student, provide\nfor the following:\nA. Social Program. — The development of a sensitivity to the major problems\nof presentday social living, which grow out of the conflicts between fixed and\nflexible standards of conduct, and a disposition to solve these problems upon\nthe basis of a positive, reflectively determined social program. The social\nheritage in its various forms should be used as a means for the securing of\ndeeper social insight and not as the source of ready-made\nsocial problems.\n\nsolutions to present\n\nB. Intellectual and Esthetic Interests. — The discovery of personal intellec¬\ntual and esthetic interests and the development of these interests in the direc¬\ntion of scientifically organized knowledge and standards of judgment with\nreference to truth and value.\nC. Practical Interests. — The exploration and development of worthy prac¬\ntical interests, aptitudes, and needs, such as health and physical fitness, prevocational and vocational, designed primarily to meet the practical problems\nof life.\n\nThis statement has still to be submitted to the executive committee\n\nand\n\nto the faculty of the college. The statement of the objectives of the college\nof education, which likewise must be submitted to the faculty, is now in\nprocess of preparation.\nWith the objectives determined, the next logical step to follow is the\ninvestigation of the professional courses — first, the required professional\ncourses, and second, the elective professional courses.\nThe required professional courses will be secured through a study of the\nimportant, difficult, and frequent duties of high-school teachers in Ohio.\nThis data will be secured through such modification of the findings of the\nCommonwealth Teacher-Training Study as to make the list apply to highschool teachers of this state. This is done by having the lists checked by the\nproper number of teachers within the area. The underlying principle to be\nfollowed is this : The whole list of activities should somewhere be dealt with\nin the required courses — or, at least, the most important of these activities\nshould be covered. Naturally, too, in connection with the courses, the qual¬\nities and traits of high-school teachers must be constantly considered.\nThe required courses will be of two types: the master courses, which deal\nwith the practical technics of teaching, such as, methods of teaching, pupil\npersonnel, and the like; and the service courses, wffiich give background to\nthe master courses — courses such as history of education, educational soci¬\nology, etc. In covering the master courses the activities of the Common¬\nwealth List are obviously of direct value. It is necessary, as has just been\nsaid, to cover all of the activities from the point of view of methods of\nperformance.\nIt is interesting to note what has happened in a study of practise teach¬\ning. In this course the students who were completing it were asked to check\n\n"}
{"page": 906, "printed_page": null, "text": "902\n\nNational\n\nEducation\n\nAssociation\n\nall of the duties in which they participated while carrying on their prac¬\ntise teaching. It became at once apparent that they secured no practise in\nthose divisions of the list which deal with contacts with the community\nand only a very slight amount of participation in the duties connected with\nthe school plant and school supplies. Whether greater participation should\nbe provided in these areas or not is not settled by these data, but they do\nopen up the problem as to whether or not training should be given in\npractise teaching or in some other course.\nWhen the master courses have been formulated the service courses are\ndetermined. The reason for this sequence lies in the fact that the function\nof the service courses is to make more intelligent the use of the methods\ntaught in the master courses. This derivation is not a difficult task, once\nthe content of the master courses has been formulated.\nWhen the required professional courses have been cared for, there still\nremains the problem of the elective courses. These need to be handled as a\nseparate project. In our own case we have secured a detailed syllabus of\neach of the elective courses. The syllabi indicate the amount of time that\nis devoted to each topic, the references that are used, and the assignments\nthat are made. The courses are collected into groups which are similar in\nsubjectmatter. The instructors are asked to consider the courses as a unit,\nwith a view to organizing the total mass of material to be taught in such\na way as to avoid duplication between courses and to provide for a proper\nsequence. While some duplication is necessary and advisable, it is certain\nthat the duplication in major items, about which students complain so\nmuch, can be avoided if the instructors allocate to the proper courses those\ntopics to which major treatment should be given. It would then be under¬\nstood that wherever the topics are referred to in other courses they should\nbe given minor treatment. By this we mean that the instructor would assume\nthat the topic had been given major treatment elsewhere in the past or\nwould be given major treatment in the future.\nThe procedure can be illustrated in connection with the courses in the\nfield of the curriculum. We now offer five major courses — two of these are\noffered in the elementary school curriculum ; one by the department of\nprinciples and the other by the department of school administration. There*\nare two parallel courses in the secondary school curriculum. Of the five\ncourses, one in the technic of curriculum construction is offered to graduate\nstudents who have secured their master’s degree. The instructors offering\nthese courses hold a conference to organize the material in the curriculum\nfield for the purposes indicated above. It is entirely possible that when the\nmaterial has been viewed as a whole there might be an introductory course\nwhich would be a prerequisite for other courses. The two courses in the\nelementary school curriculum might be made a cooperative course between\nthe two departments. The courses in the secondary school curriculum could\nbe handled in the same way. The advanced credit course would still be\noffered. It is believed that by such a study the group of courses would be\n\n"}
{"page": 907, "printed_page": null, "text": "Department\n\nof Teachers\n\nCollege\n\n903\n\nvery definitely strengthened. Duplications would be omitted and gaps would\nbe closed up, and the sequential arrangement would make for more efficient\ntreatment of the advanced courses.\nIn each of the eight or ten areas which have clusters of courses such as\nthe foregoing, it is possible to carry on a similar procedure. We have several\ncourses in vocational guidance, a number in testing, and a large group in\nspecial methods. In such cases duplication inevitably arises unless consulta¬\ntion and group action is frequently resorted to.\nWe shall now review the steps which have been described up to the\npresent point. We\n\nindicated, for the reasons given, that there must\n\nbe,\n\nfirst, a demand and supply study. Then the non-professional courses will\nbe studied. When it is decided that we shall train high-school teachers, it\nis necessary to determine the objectives of secondary education and the\naims of the college of education. Once these have been cared for, it is nec¬\nessary to determine the required professional courses, both master courses\nand service courses. Consideration\nfessional courses.\n\nmust\n\nalso be given to the elective pro¬\n\nThere still remains to be discussed the preparation of the student to teach\nhigh-school subjects. This project divides itself into two steps. The first\nstep is to determine the objectives of the different subjects in the high school\nin such a way that they shall be in harmony with the objectives of secondary\neducation which have already been formulated by the committee. When\nthese objectives have been agreed upon, it is then necessary to determine\nthe optimum content of the high-school courses. This will involve a study\nof the courses wffiich are actually taught in the high schools of Ohio, and\nwill certainly involve those modifications of the courses which the faculty\nof the college of education feel should be made in order to make them best\ncourses. The differences between the optimum courses and the common\ncourses cannot be so great that the student will be lost when\n\nhe begins\n\nteaching the courses that he finds in the high school. Modifications must be\nevolutionary rather than revolutionary.\nOnce this optimum content has been determined, it becomes necessary\nto secure the cooperation of the subjectmatter department within the uni¬\nversity. This is needed in order to secure a small group of required courses\nin each subjectmatter field. The content of these courses should be prepared\ndefinitely to provide the students with the knowledge\n\nand background\n\nwhich\n\nthey need in order to teach the high-school courses effectively. In addition\nto these required subjectmatter courses, the student will, of course, be in a\nposition to carry certain elective courses within the subject. These he will\ntake, partly because of his own interest in the field, and partly because of\nthe more remote bearing of the courses on the subject which he expects\nto teach.\nThere remains, as a final step, a number of problems having to do with\ncourses of study, as distinguished from content of courses. We note, for\ninstance, that only 37 percent of those who graduate from the college of\n\n"}
{"page": 908, "printed_page": null, "text": "904\n\nNational\n\nEducation\n\nAssociation\n\neducation entered this college as freshmen, and that 84 percent of those\nwho graduate entered in the third year. This fact would have some bearing\non the placing of courses in the course of study. Many other facts, of which\nthis is one illustration, will have to be considered in setting up the highschool training program.\nFrom the foregoing statements it is evident that the use of the Common¬\nwealth Teacher-Training Study is merely intended to make the content\nof the courses as definite as possible by securing facts as objective as can\nbe obtained. Job analysis is both a formula and an attitude. It stresses\nthe necessity for the thoroughgoing and comprehensive analysis of all the\nfacts about the curriculum that have a bearing upon the content. There\nwas a time when the content of courses of study could be settled to the\nsatisfaction of faculties by pooling opinions around a conference table. That\ntime is now past. Curriculum construction is becoming more and more a\nmatter of educational engineering. The Commonwealth Teacher-Training\nStudy describes certain technics which are necessary in order that the task\nmay be efficiently performed. By a careful study of the activities and condi¬\ntions of a profession it is possible to so define the content of required courses\nthat they will not need to be changed materially until the objectives of the\nactivities of the profession change. This is a relatively leisurely matter and\nif one might hazard an opinion, it would be to the effect that the required\ncourses in a course of study for high-school teachers would not need to be\noverhauled completely more often than once in a decade, if provision for\nminor modifications is made from year to year.\n\nWHAT ARE THE MOST IMPORTANT RECENT CONTRIBU¬\nTIONS IN THE FIELD OF ELEMENTARY EDUCATION?\nERNEST\n\nHORN,\n\nSTATE\n\nUNIVERSITY\n\nOF IOWA,\n\nI0W7A\n\nCITY,\n\nIOWA\n\nBoth the philosophy and the science of education have made more\n\nexten¬\n\nsive contributions to elementary teaching than to either high-school or\ncollege teaching. In the ferment of the last thirty years there has been\nmuch of a deservedly transient nature. On the other hand these thirty\nyears have brought many unmistakable contributions. Since there is not\ntime to discuss all of these contributions in fifteen minutes, I shall limit what\nI have to say to contributions towards the solution of three closely related\nproblems: First, how to focus attention skillfully and sympathetically on the\nindividual child ; second, how to relate tests more closely to the immediate\npurposes to be accomplished ; and third, how to do diagnostic and remedial\nteaching. The second and third problems are subordinate to the first one.\nI heir solutions are essential to its solution. Perhaps all three problems can\nbe best illustrated in the three R’s, since in teaching these subjects there are,\non the one hand, the greatest opportunities for solving these problems, and\non the other, the greatest temptations to neglect them.\n\n"}
{"page": 909, "printed_page": null, "text": "Department\n\nof Teachers\n\nCollege\n\n905\nThe greatest joy and inspiration in teaching comes from the disposition\nto focus on the individual child as a person and from skillful technic in\nmaking this focus effective. This does not mean that instruction is to be\nbased on the child’s whims or transient purposes. Neither a sound philosophy\nof education nor an adequate science of education is possible on such a\nbasis. What\n\nis meant by this focus on the individual may be brought out by\n\nanswering the question, “What does the individual child have a right to\nexpect when he comes to school?”\nFirst, he has a right to expect that his course of study will contain what\nis most useful and enriching for his present and future life. There should\nbe no time wasted in studying useless subjectmatter ; there should be no\nopportunity lost through neglect of substantial values. In order that there\nbe no time wasted either through the study of useless materials or through the\nneglect of the essentials, the child has a right to expect that the curriculum\nbe constructed under the guidance of the most mature philosophy and by\nmeans of the most careful research. Perhaps none of the child's rightful\nexpectations have been faced more squarely than this one in modern educa¬\ntional research.\nSecond, the individual child has a right to expect that he will not be\nlost sight of in lock-step or formal instruction. This does not mean that\ngroup teaching is necessarily bad or that every individual child must have\nhis own peculiar method. On the contrary, group morale and group drive\nare distinct aids to the individual. The individual child has a right to expect,\nhowever, that methods used in any group work are those which have been\nproved to be good for most students.\nThird, he has a right to expect also that a reasonable amount of freedom\nwill be given him to progress at his own rate. The facts of individual differ¬\nences in rates of progress have been proved experimentally beyond any\npossible doubt. Even\n\nwhen\n\ngroups of children have been segregated by\n\nmeans of the most elaborate batten* of tests, there are still wide differences\nin progress between the best and the poorest students in the group. More¬\nover, the rate of progress of any given child is not constant or even. He has his\ngood days and his bad days, and even his good months\n\nand his bad months.\n\nHe has heights as well as plateaus of interests and inspirations. He\n\nhas a\n\nright to expect that these heights of inspiration will be utilized and that\nhis plateaus will be reduced to the minimum. Research in elementary edu¬\ncation has given us the technics of adjusting to individual differences in\nthe cases of spelling, arithmetic, handwriting, and reading. The\n\nmain prin¬\n\nciples of these technics are: (a) to test the child’s ability to do something\nwhich is of unmistakable present and future value to him, (b) to discover\nfor him through this test what his deficiencies are, and (c) to provide him\nwith exercises and methods\n\nof learning which\n\nin most\n\ncases will remove\n\nhis difficulties. Such procedures are possible in classes of forty or more\n\nand\n\nare therefore practicable in public schools. The time saved in such procedures\n\n"}
{"page": 910, "printed_page": null, "text": "906\n\nNational\n\nEducation\n\nAssociation\n\nis very great and the increase in rational interest on the part of the child is\nsubstantial.\nFourth, the individual child has a right to expect that when he needs\nadditional individual help, it will be given skillfully and sympathetically.\nSuppose for example that although he has had pointed out to him through\na preliminary test the words which he cannot spell in a given assignment,\nand has used methods of study which in most cases are effective, he still is\nunable to learn to spell the words of the lesson. He has a right to expect that\nthis fact will be immediately noticed by his teacher rather than to have to\nwait until the end of the term for a mere accounting and a low grade. His\nteacher should ask, “What\n\nis the cause of this difficulty? Why\n\ncan he\n\nnot learn to spell?\" He has a right to expect that this question will be\nattacked sympathetically and with professional skill. Suppose that the child\nhas had pointed out to him his shortcomings in his handwriting and has been\ngiven for each shortcoming an exercise which will usually bring improve¬\nment. Suppose that in spite of this fact he makes very little improvement.\nHe has a right to expect that his teacher will discover the fact soon and, as\nin the case of spelling, will work sympathetically and skillfully with him to\ndiscover the cause and help him to remove it. Similar illustrations could be\ndrawn from arithmetic and reading.\nThe importance of the early discovery and remedy of shortcomings in\nfundamental tools in learning can scarcely be overemphasized. In the\nfreshman class of every college and university there are students who read\nso poorly that it would be impossible for them to prepare their assignment\neven if they did not need time to eat or sleep. In the case of most of these\nstudents no teacher seems to have ever asked what their shortcomings in\nreading were, or how they could be removed. Such a condition is a disgrace\nto the public school. Most of the difficulties were undoubtedly present in the\nprimary grades and should have been discovered and remedied there. Cer¬\ntainly it is not too much for a pupil to expect that he will learn to read\neffectively by the end of the elementary school period. As a result of the\nresearch which has been conducted in the three R’s we are provided with the\nmeans of insuring to the great majority of students an adequate control of\nall these subjects before the end of the junior high-school period. There is,\ntherefore, no excuse for such a condition as now exists. There are a few\nextreme and difficult cases with which we do not yet fully know how to\ndeal. Such a case, however, is but one in a thousand rather than one in ten,\nand even in the treatment\nbeing made.\n\nof these rare cases, encouraging\n\nprogress is\n\nAll this implies that teachers should regularly invoice the abilities of\ntheir pupils in each of the elementary school subjects in order that they may\nguide each child in his attack on the removal of his individual difficulties.\nTeachers need to ask not only what each child needs to learn but why some\nchildren do not learn by methods which in general bring success. Why does\nMary have difficulty in spelling? Why does John read inaccurately? Why\n\n"}
{"page": 911, "printed_page": null, "text": "Department\n\nof Teachers\n\nCollege\n\n907\ndoes he fail to respond to remedial handwriting exercises which in general\nbring satisfactory results? There is not time to discuss even the major causes\nfor such failure. The commonest cause is to be found in the child’s attitude\nand it is here that expert skill and human sympathy is most necessary. I once\nheard a thoughtful old gentleman make this statement: “There have always\nbeen great teachers and their methods have never been superseded.” It is\nprobable that the chief element of greatness in teachers is to be found in\nthe sympathy and skill with which they develop abiding interest and right\nattitudes toward learning and toward life.\nIt is easy to see that skillful testing plays an important part in making\nadjustments to the individual child. We need especially more tests which\nare directly related to specific units of instruction. Such tests should be\nlimited not only to those items which are most essential in education but\nalso to the work of the grade in which the test is to be used. Few of our\nstandard tests are of much use for this purpose. Moreover, as standard tests\nare commonly administered, they are more likely to call attention to grade\naverages rather than to individual cases, and to mystify the teacher rather\nthan to direct his attention to the specific needs of the individual child. The\ncommon use of spelling tests is an illustration. Less than one-half of the\nwords in one well-known test are words which should be taught in any\ngrade in the elementary school. In the common method of giving, as a test,\na sampling from a column in some spelling scale, it is not unusual to find\nthat three-fourths of words used to test a given grade are not in the course\nof study which the teacher of that grade has contracted to teach or his pupils\nhave contracted to learn. Such testing is unjust and futile for purposes of\nguiding instruction. The child has a right to expect that upon the supposed\ncompletion of a given contract his test will be closely related to that con¬\ntract. He has a right to expect that a test at the beginning of his attack on\nthe contract will disclose to him what he needs to do in the performance of\nthat contract. This means that the test must be valid not only as a measure\nof the most useful items to be learned but also as a measure of the specific\ncontract which is accepted by a given grade. Without\n\nsuch validity a test may\n\nbe reliable in the sense that it is consistently bad.\nIn addition to tests which\n\nare given to whole groups of children, we\n\nbadly need diagnostic tests for case studies of individual children. The group\ntests may give a list of deficiencies, but they usually do not show why these\ndeficiencies exist. We need tests, therefore, that will discover why any\ngiven child cannot learn any given material. Very important beginnings\nhave been made in such diagnostic testing in spelling and in reading. Work\nis also under way in handwriting and arithmetic. The ground has been broken\nfor the diagnostic testing of problem cases even in conduct. When\ndiagnostic tests have been perfected and when\n\nadequate\n\nteachers have been taught to\n\nuse them skillfully and sympathetically, teaching in the elementary schools\nwill have become both a science and an art.\n\n"}
{"page": 912, "printed_page": null, "text": "908\n\nNational\n\nAMERICAN\nLocation\nAlabama\nFlorence .\nJacksonville .\nLivingston .\nTroy .\nArizona\nFlagstaff .\nTempe .\nArkansas\n\nEducation\n\nASSOCIATION\nMembership\n\nAssociation\n\nOF TEACHERS\nList, 1929-30\n\nCOLLEGES\nPresident\n\nInstitution\nState Normal School .\nState Normal School .\nState Normal School .\nState Normal School .\n\n.H. J. Willingham\n. . C. W. Daugette\n.\nG. W. Brock\nE. M. Shackelford\n\nArizona State Teachers College .\nArizona State Teachers College .\n\n. . . Grady Gammage\n... .A. J. Matthews\n\nArkadelphia .\nHenderson State Teachers College....\nConway .\nArkansas State Teachers College .\nCalifornia\nAreata .\nHumboldt State Teachers College .\n.\nFresno .\nState Teachers College .\nSan Diego .\n- State Teachers College .\nSan Francisco ....State Teachers College .\nSan Jose .\nSan Jose State Teachers College .\nSanta Barbara ....State Teachers College .\nColorado\nAlamosa .\nAdams State Teachers College .\nGreeley .\nColorado State Teachers College .\nGunnison .\nWestern State College of Colorado .\nConnecticut\nBridgeport .\nBridgeport Normal School .\nDanbury .\nState Normal School .\nNew Haven .\nState Normal School .\nWillimantic .\nState Normal School .\nGeorgia\nAthens .\nCollegeboro .\nMilledgeville .\nValdosta .\nHawaii\nHonolulu .\nIdaho\nLewiston .\nIllinois\nCarbondale .\nCharleston .\nChicago .\nChicago .\nDeKalb .\nMacomb .\nNormal .\nIndiana\nIndianapolis .\nMuncie .\nTerre Haute .\n\nGeorgia State Teachers College .\nSouth Georgia Teachers College .\nGeorgia State College for Women .\nGeorgia\n\nState Woman’s\n\nTerritorial\nLewiston\n\nNormal\n\nRalph W. Swetman\n.Frank W. Thomas\n..Edward L. Hardy\n.\nA. C. Roberts\n. T. W. MacQuarrie\n.\nC. L. Phelps\n.\n.\n.\n\nJere M. Pound\n..G. H. Wells\n\n.\n\n..J. L. Beeson\n. .R. H. Powell\nB. O. Wist\n\nSchool\n\nSchool .\n\n.\n\nSouthern Illinois State Normal University .\nEastern Illinois State Teachers College .\nChicago Normal College .\nCollege of Education, University of Chicago .\nNorthern Illinois State Teachers College .\nWestern Illinois State Teachers College .\nIllinois State Normal\n\nIra Richardson\nG. W. Frasier\nRichard Aspinall\n\n..Margaret Kiely, Principal\n...L. D. Higgins, Principal\n...Lester K. Ade, Principal\nGeorge H. Shafer, Principal\n\nCollege .\n\nand Training\n\nState Normal\n\n.\nJ. P. Womack\n. ..B. W. Torreyson\n\nUniversity .\n\nJ. E. Turner\nII. W. Shryock\nL. C. Lord\nButler Laughlin\nW. S. Gray, Dean\nKarl L. Adams\nW. P. Morgan\nDavid\n\nTeachers College of Indianapolis .\nBall State Teachers College .\nIndiana State Teachers College .\n\nFelmley*\n\nAlice C. Sies\nL. A. Pittenger\nL. N. Hines\n\nIowa\nCedar\nKansas\n\nFalls ....\n\n.Iowa\n\nState Teachers\n\nCollege .\n\nO. R. Latham\n\nEmporia .\nKansas State Teachers College .\nThomas W. Butcher\nHays .\nKansas State Teachers College .\nW. A. Lewis\nPittsburg .\nKansas State Teachers College .\nW. A. Brandenburg\nWichita .\nCollege of Education, University of Wichita .\nLeslie B. Sipple, Dean\nKentucky\nBowling Green ....Western Kentucky State Teachers College .\nH. H. Cherry\nLouisville .\nLouisville Normal School .\nElizabeth Breckinridge, Principal\nMorehead .\nMorehead State Normal School and Teachers College. .. .J. Howard Payne\nMurray .\nMurray State Teachers College .\nRainey T. Wells\nRichmond .\nEastern Kentucky State Teachers College .\nH. L. Donovan\nLouisiana\nLafayette .\nNatchitoches .\nMaine\n\nCollege of Education, Southwestern Louisiana Institute. . J. M. Smith, Dean\nLouisiana State Normal College .\nW. W. Tison\n\nFarmington .\nGorham .\nMaryland\nFrostburg .\nTowson .\n\nState Normal\nState Normal\n\n* Deceased.\n\nMaryland\nMaryland\n\nSchool .\nSchool .\n\nState Normal\nState Normal\n\nSchool .\nSchool .\n\nW. G. Mallett, Principal\nWalter E. Russell, Principal\nJ. L. Dunkle\nLida Lee Tall, Principal\n\n"}
{"page": 913, "printed_page": null, "text": "Department\n\nof Teachers\n\nCollege\n\n909\n’ ' r*rT'^’\nMassachusetts\nBoston .\nTeachers College of the City of Boston. .. ,Wm. H. J. Kennedy, Principal\nBridgewater .\nState Normal School .\n......Arthur Boyden, Principal\nSalem .\nState Normal School .\nJ. A. Pitman, Principal\nMichigan\nDetroit .\nDetroit Teachers College .\nWarren E. Bow, Dean\nKalamazoo .\nWestern State Teachers College .\nD. B. Waldo\nMarquette .\nNorthern State Teachers College .\nJ. M. Munson\nMt. Pleasant .\nCentral State Teachers College .\nE. C. Warriner\nYpsilanti .\nMichigan State Normal College .\nCharles McKenny\nMinnesota\nBemidji\nDuluth\n\n.\n.\n\nState Teachers\nState Teachers\n\nCollege .\nCollege .\n\nM. W. Deputy\nE. W. Bohannon\n\nTeachers College .\nTeachers College .\nTeachers College .\nTeachers College .\n\nC. H. Cooper\nR. B. MacLean\nGeo. A. Selke\nG. E. Maxwell\n\nMankato . . .'.\nMoorhead .\nSt. Cloud .\nWinona .\nMississippi\n\nState\nState\nState\nState\n\nCleveland .\nHattiesburg .\nMissouri\n\nMississippi Delta State Teachers College .\nState Teachers College .\n\nW. M.\nClaude\n\nKethley\nBennett\n\nCape Girardeau ...Southeast Missouri State Teachers College .\nJoseph A. Serena\nKansas City .\nTeachers College of Kansas City .\nG. W. Diemer\nKirksville .\nNortheast 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 Missouri State Teachers College .\nRoy Ellis\nWarrensburg .\nCentral Missouri State Teachers College .\nE. L. Hendricks\nMontana\nDillon\nState Normal College .\nSheldon E. Davis\nNebraska\nChadron .\nNebraska State Normal College .\nRobert I. Elliott\nKearney .\nNebraska State Normal School and Teachers College. .. .George E. Martin\nPeru .\nState Normal School and Teachers College .\n. ...W. R. Pate\nWayne\n.\nState Normal School and Teachers College .\nU. S. Conn\nNew Hampshire\nKeene .\nState Normal School .\nWallace E. Mason\nState Normal School .\nErnest L. Silver\nPlymouth .\nNew Jersey\nNewark .\nNew Jersey State Normal School .\nM. Ernest Townsend\nTrenton .\nNew Jersey State Normal School .\nDon C. Bliss\nUpper Montclair ..State Teachers College .\nr....H. A. Sprague\nNew Mexico\nLas Vegas .\nNew Mexico Normal University .\nFrank Carroon\nSilver City .\nNew Mexico State Teachers College .\nA. O. Bowden\nNew York\nAlbany .\n.New York State Teachers College .\nA. R. Brubacker\nBrockport .\n.State Normal School .\nA. C. Thompson, Principal\nBuffalo .\n.State Teachers College .\nHarry W. Rockwell\nFredonia .\n, State Normal School .\nHermann Cooper, Principal\nGeneseo .\n.State Normal School .\nW. A. Holcomb, Principal\nNew Paltz .\n.State Normal School .\nL. H. van den Berg, Principal\nNew York City . .Teachers College, Columbia University .\nWm. F. Russell, Dean\nNew York City . .School of Education, New York University .\nJohn W. Withers, Dean\nOswego .\n.State Normal School .\n.\nJ. G. Riggs, Principal\nNorth Carolina\nBoone .\n.Appalachian State Normal School .\nB. B. Daugherty\nCullowhee .\n.Western Carolina Teachers College .\nH. T. Hunter\nGreenville .\n.East Carolina State Teachers College .\nRobert H. Wright\nWinston-Salem\n.Winston-Salem Teachers College .\nS. G. Atkins\nNorth Dakota\nDickinson .\n.State Normal School .\nConrad L. Kjerstad\n.State Normal and Industrial School .\nR. M. Black\nEllendale .\nMayville .\n.State Teachers College .\nC. C. Swain\nMinot . .\n.State Teachers College .\nGeo. McFarland\nValley City ....\n.State Teachers College .\nC. E. Allen\nOhio\nAda .\n.College of Education, Ohio Northern University .\nFrank L. Loy, Dean\nAkron .\n.Teachers College, University of Akron .\nW. J. Bankes, Dean\nAthens .\n.College of Education, Ohio University .\nThomas C. McCracken, Dean\nBowling Green . .\nState Normal College .\nH. B. Williams\nCincinnati .\n.College of Education, University of Cincinnati. .. .L. A. Pechstein, Dean\nCleveland .\n, School of Education, Western Reserve University. .Charles W. Hunt, Dean\nColumbus .\n.Columbus Normal School .\nVance M. Smith, Principal\nDayton .\n. Dayton Junior Teachers College .\nMaude J. Slaght, Principal\nKent .\n.Kent State College .\n. .\nJ. O. Engleman\nOberlin .\n.Oberlin Kindergarten-Primary Training School .\nClara May, Principal\nOxford .\n, School of Education, Miami University .\nE. J. Ashbaugh, Dean\n\n"}
{"page": 914, "printed_page": null, "text": "910\n\nNational\n\nEducation\n\nAssociation\n\nOklahoma\nAda .\nEast Central State Teachers College .\nAlva .\nNorthwestern State Teachers College .\nDurant .\nSoutheastern State Teachers College .\n.\nEdmond\n.\nCentral State Teachers College .\nTahlequah .\nNortheastern State Teachers College .\nWeatherford .\nSouthwestern State Teachers College .\nOregon\nMonmouth .\nOregon Normal School .\nPennsylvania\nBloomsburg .\nState Teachers College .\nCalifornia .\nState Normal School .\nClarion .\nClarion State Normal School .\nEast Stroudsburg. . State Teachers College .\nEdinboro .\nState Teachers College .\nIndiana .\nState Teachers College .\nKutztown .\nState Teachers College .\nLock Haven .\nState Teachers College .\nMansfield .\nState Teachers College .\nMillersville .\nState Teachers College .\nPittsburgh .\nSchool of Education, Duquesne University\nShippensburg .\nState Teachers College .\nSlippery Rock .\nState Teachers College .\nWest Chester .\nState Teachers College .\nRhode Island\nProvidence .\nRhode Island College of Education .\nSouth Carolina\nRock Hill .\nWinthrop College .\nSouth Dakota\nAberdeen .\nNorthern Normal and Industrial School. . . .\nMadison .\nEastern State Normal School .\nSpearfish .\nState Normal School .\nSpringfield .\nSouthern State Normal School .\nTennessee\nJohnson City .\nMemphis .\nMurfreesboro .\nNashville .\nTexas\n\nEast Tennessee State Teachers College....\nWest Tennessee State Teachers College...\nMiddle Tennessee State Teachers College..\nGeorge Peabody College for Teachers .\n\nAlpine .\nSul Ross State Teachers College .\nCanyon .\n.-..West Texas State Teachers College .\nCommerce .\nEast Texas State Teachers College .\nDenton .\nNorth Texas State Teachers College .\nHuntsville .\nSam Houston State Teachers College .\nKingsville .\nTexas College of Arts & Industries .\nNacogdoches .\nStephen F. Austin State Teachers College\nSan Marcos .\nSouthwest Texas State Teachers College..\nUtah\nSalt Lake\n\nCity ....School\n\nof Education,\n\nUniversity\n\n.\nA. Linscheid\n.\nW. W. Parker\n.\nEugene S. Briggs\n.\n.\n\nJohn G. Mitchell\nM. P. Hammond\n\n.\n\nE. E. Brown\n\n.\n\nJ. S. Landers\n\n.\n.\n\nFrancis B. Haas\nRobert M. Steele\n\n.\nG. C. L. Riemer\n.\nT. T. Allen\n.\nC. C. Crawford\n.\nC. R. Foster\n.\nA. C. Rothermel\n..Dallas W. Armstrong\n.\nW. R. Straughn\n.\nLandis Tanger\nRaymond V. Kirk, Dean\n.\nEzra Lehman\n.\nJ. L. Eisenberg\n...Norman W. Cameron\n.\n\nJ. L. Alger\n\n.\n\nJames\n\n. . . David\n\nAllen Anderson\n\n.\n.\n.\n\nE. C. Higbie\nE. C. Woodburn\nC. G. Lawrence\n\n.\n\nC. C. Sherrod\n\n.\n. .\n.\n\nJ. W. Brister\nP. A. Lyon\nBruce Payne\n\n.\n\nII. W.\n\n.\n.\n. .\n.\n.\n.\n.\n\nJ. A. Hill\nS. H. Whitley\nR. L. Marquis\nH. F. Estill\nR. B. Cousins\nA. W. Birdwell\nC. E. Evans\n\n...Milton\n\nof Utah..\n\nP. Kinard\n\nMorelock\n\nBennion,\n\nDean\n\nVirginia\nEast Radford .\nState Teachers College .\nFarmville .\nState Teachers College .\nFredericksburg ....State Teachers College .\nHarrisonburg .\nState Teachers College .\n\nJ. P. McConnell\n. ..J. L. Jarman\n, ..M. L. Combs\nSamuel P. Duke\n\nWashington\nBellingham .\nClieney .\nEllensburg .\n\n. . . . C. H. Fisher\nR. T. Hargreaves\n.George H. Black\n\nWashington\nWashington\nWashington\n\nState Normal\nState Normal\nState Normal\n\nSchool .\nSchool .\nSchool .\n\nWest Virginia\nAthens .\nConcord State Normal School .\nFairmont .\nFairmont State Normal School .\nHuntington .\nMarshall College .\nShepherdstown ....Shepherd College State Normal School...\nWest Liberty .\nWest Liberty State Normal School .\nWisconsin\nEau Claire .\nLa Crosse .\nMenomonie .\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. .\nJ. F. Marsh\n. . . .Joseph Rosier\n. .M. P. Shawkev\n.W. H. S. White\n.\n\n,\n.\n\nJ. S. Bonar\n\n.H. A. Schofield\nG. M. Snodgrass\n. ..B. E. Nelson\n.Frank E. Baker\n. ..H. A. Brown\n. . . . A. M. Royce\n. . . .J. H. Ames\n. .R. D. Baldwin\n.A. D. S. Gillett\n.\nF. S. Hyer\n\n"}
{"page": 915, "printed_page": null, "text": "Department\n\nof Visual Instruction\n\n"}
{"page": 916, "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 193031 are: President , W. W. Whittinghill, Director,\nVisual Education Department, Public Schools, 9345\nLawton Avenue, Detroit, Mich. ; Vicepresident ,\nCharles Roach, Director, Visual Education Depart¬\nment, Public Schools, 615 Braun Building, Los Ange¬\nles, Calif. ; Secretary-Treasurer , Grace Fisher Ram¬\nsey, Associate Curator, Department of Public Edu¬\ncation, American Museum of Natural History, New\nYork, N. Y. ; Executive Committee , Anna V. Dorris,\nDirector of Visual Instruction, State Teachers Col¬\nlege, San Francisco , Calif. ; B. A. Aughinbaugh,\nState Supervisor of Visual Instruction, Columbus,\nOhio; H. W. Norman, Chief, Bureau of Visual In¬\nstruction, Extension Division, University of Indiana,\nBloomington, Ind. 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 volumes of Proceedings as fol¬\nlows :\n1923:85-A\n1924 :963-985\n\n1925:864-871\n1926 :947-963\n\n1927:951-970\n1928 :949-970\n\nr 912 i\n\n1929:937-944\n\n"}
{"page": 917, "printed_page": null, "text": "/\n\nREPORT\n\nDANIEL\n\nG.\n\nOF THE COMMITTEE\nAND GUIDANCE\n\nKNOWLTON,\n\nFIELDSTON\n\nSCHOOL,\n\nON\n\nNEW\n\nRESEARCH\n\nYORK,\n\nN.\n\nY., Chairman\n\nWhen this Department made arrangements for this Committee two\n\nyears ago it was felt that the greatest need throughout the countryin the field of visual instruction was a comprehensive program\nframed on the basis of results already accomplished and formulated so as to\nserve as a guide for further achievement. It has been clear for some time that\nunless such an appraisal is made, properly sponsored, and given wide pub¬\nlicity, much confusion and much wasted effort will be likely to accompany\nthe launching of new visual programs and the extension of those already\nin operation. It is very clear that there has been much of this in the past.\nMuch of the work has been in the dark — as is so often true of much of the\n\npioneering in any field — and the second step has too often been taken before\nthe first. The actual testing of visual aids and visual methods has not kept\npace with the appearance of new forms and the perfection of the older visual\naids. Curious misapprehensions\n\nhave arisen in the very quarter where\n\nthe\n\nsuccess of instruction really hinges — namely, with the teachers themselves —\nas to certain aids having bec6me antiquated and replaced by newer forms.\nVisual education just now is conceived altogether in many quarters in terms\nof the motion picture ; and if the leaders are not careful it will speedily be\nenvisaged as a talkie program. There is much hesitation on the part of those\nintrusted with the expenditure of school funds as to where to make their\ninvestments. Their hesitancy is reflected often in the materials which com¬\nmercial companies offer as a part of the school equipment. It is a vicious\ncircle which results in retardation of a movement which is full of meaning\nfor the instructional practises of the school. Influenced by the launching of\nthe Eastman experiment with the motion picture and the serious effort made\nunder the auspices of Yale University to evaluate the educational motion\npicture as applied to history, the Committee on Research and Guidance\ncame into being at the Minneapolis meeting. This committee was not only\nexpected to appraise the situation in terms of further research needed, but\nin terms of actual practises which looked toward changing methods and an\nenlarged program of visual activities. The two are more or less interrelated.\nIt will always be true that the research work will be confined to the few,\nbut the very fact that the few investigations already brought to completion\nhave pointed to such great possibilities in the field is indicative of the close\nrelationship between investigation and school practise. If administrators\nare waiting on evidence for the launching of effective programs they are no\nlonger lacking evidence of a certain kind. But, as has already been noted,\nthis evidence has not kept pace with the materials available. It is hoped and\nexpected that with the revelation of increasing interest in visual instruction\nalready accomplished, there will be added incentive for re¬\nsearch workers to carry their investigations back into aspects of visual in¬\nstruction which are almost fundamental to the greatest success of visual\nand the work\n\n[ 913 ]\n\n"}
{"page": 918, "printed_page": null, "text": "914\n\nNational\n\nEducation\n\nAssociation\n\nmaterials and visual methods. It is hoped that the work of this Committee\nwill prove such a stimulus and will go far toward clarifying many of the\nproblems w’hich confront the worker. So much on the research side.\nIt was expected by this time that the Committee would be ready to report.\nHowever, certain conditions arose at the same time as the appointment of\nthis committee, and others have developed since, which have made it seem\nwise to defer action. A representative committee has been appointed con¬\nsisting of outstanding leaders from all parts of the country. This Committee\nas a whole has not, however, been asked to formulate a method of procedure\nto satisfy the objetcives sought by the committee. The\n\nreason for this will\n\nappear presently. At the Cleveland meeting of the Department of Superin¬\ntendence Dr. F. Dean McClusky reported the results of an extensive survery made of the field a few years before which had never been given pub¬\nlicity. This proved of such value and significance that it was proposed to\nbring this to date as far as possible and to make it available to those inter¬\nested. It seemed a wise economy of time and effort to gather up the loose\nends of this report of six years before in view of the pertinence of much of\nthe data covered. Dr. McClusky, who is also a member of the Committee\non Research, arranged to do this with the backing of the National Academy\nand this Department. The results of his work will soon be before you. The\nchairman of the present Committee also learned of the survey being made\nby the Department of Commerce for the benefit of those engaged in the\nproduction of motion pictures for educational use. It seemed advisable to\nstep aside for the time being until these surveys were completed in order\nthat we might not duplicate effort but might instead have the benefit of\nwhatever results these two surveys might reveal. The survey once under¬\ntaken can be completed quickly if the necessary funds are forthcoming as\nthere is every reason to expect that they will be. The officers of the National\nEducation Association have expressed their interest and promised support.\nEven though final arrangements have not been made with them to take hold\nvigorously in the matter of collecting the necessary statistics this has been\ndue rather to a failure to press the point on account of the postponement\nof the enterprise as indicated earlier. It is the hope and expectation that,\nwith this work properly projected, a bulletin will be published by the\nNational Education Association which will go far toward conserving what\nis best in present practise and provide the necessary vision for further attain¬\nments. Such in brief are the plans of the Committee and its activities to\ndate*\n\nPROGRESS\nFREDERICK\n\nOF\nDEAN\n\nVISUAL\n\nINSTRUCTION\n\nSTATES\n\nFROM\n\nMCCLUSKY,\n\nIN\n\n1923 TO 1930\n\nDIRECTOR\n\nOF\n\nTHE\n\nSCARBOROUGH,\n\nN.\n\nY.\n\nTHE\n\nUNITED\n\n'\n\nSCARBOROUGH\n\nSCHOOL,\n\nTeaching with pictures has come to be an accepted procedure in the mod¬\nern school. In the larger cities visual instruction has become so important\nthat it has been necessary for public school officials to organize and to equip\n\n"}
{"page": 919, "printed_page": null, "text": "Department\n\nof Visual\n\n915\n\nInstruction\n\nseparate bureaus with the paraphernalia necessary ( 1 ) to house the visual\nmaterials, (2) to catalog them as is done in a wellorganized library, and\n(3) to provide a means of transporting these effective instructional aids to\nand from the schools of the city. These bureaus or departments of visual\ninstruction have recently been the object of a survey conducted under the\nauspices of the National Academy of Visual Instruction.\nThe study has disclosed the fact that over three million dollars have been\nspent for visual education during the past seven years by the public school\nbureaus in fourteen of the largest cities in the United States. During the\nschool year 1922-23 the annual expenditure in these fourteen cities was\nthree hundred seventy thousand dollars. This sum has increased annually\nso that over six hundred thousand dollars had been expended when the school\nyear 1929-30 came to a close. The cities included in the study wTere New\nYork, Chicago, Philadelphia, Detroit, Pittsburgh, St. Louis, Cleveland,\nKansas City, Buffalo, Atlanta, Newark, Oakland, Reading, and Berkeley.\nThe survey also included the visual instruction activities in twenty smaller\ncities where the work is not so highly organized. The public schools in the\ntwenty cities have spent a half million dollars during the past seven years\nand will have expended one hundred twenty-two thousand dollars during\nthe current school year. It was also found that twenty-three state bureaus\nof visual instruction, located for the most part in the state universities,\nhave made an investment of one million five hundred\ning the seven year period. The\n\nthousand dollars dur¬\n\nstate bureaus have spent from one hundred\n\nninety thousand to two hundred seventy thousand dollars annually.\nThe sum total of expenditures for visual instruction in the public schools\nof thirty-four cities and twenty-three states during the period from 1923\nto 1930 was over five million dollars. Since this figure includes only the\nwork\n\nof organized bureaus or departments\n\nof visual instruction and does\n\nnot include the expenditures of many state and city museums which con¬\nduct school service departments of individual schools, wdthin the large city\nschool system, and of schools in the thousands of smaller towns and rural\ndistricts which have invested in visual instruction equipment, one cannot\nfail to be impressed with the sound progress which has been made\n\nin visual\n\neducation during the past seven years.\nThe way in which this money is being spent in the large cities is of inter¬\nest. The salaries of those employed in the bureaus account for fifty-one per¬\ncent. Another\n\nthirty-eight percent goes to the purchase of new\n\nmaterials\n\nsuch as motion pictures, stereoptican slides, projection apparatus, stereo¬\ngraphs, and exhibits. Operating expenses take the remainder. The bureaus\nin the larger cities have accumulated equipment valued at one million four\nhundred thousand dollars. In the smaller cities the collections are valued at\nthree hundred\n\nthousand dollars. The\n\nstate bureaus own\n\nsix hundred\n\nthou¬\n\nsand dollars worth of materials and equipment. While much of this ma¬\nterial is semi-permanent — films wear out, slides break, stuffed birds become\n\n"}
{"page": 920, "printed_page": null, "text": "916\n\nNational\n\nAssociation\n\nEducation\n\nmoth-eaten — the point is that the bureaus are fast becoming vast museums\nof great value and of educational importance.\nPittsburgh, Los Angeles, Detroit, and St. Louis are outstanding in the\nwork of visual education. Their budgets this year called for expenditures\nranging from sixty thousand to one hundred ten thousand dollars. In Pitts¬\nburgh, Los Angeles, and Kansas City the teacher-training institutions re¬\nquire all students to take courses and to pass examinations in visual instruc¬\ntion before graduation. Courses in visual education are now offered in\nseventy-one state normal schools, colleges, and universities.\nIn view of the interest in these new instructional materials, a number\n\nof\n\nstudies have been made since 1922 for the purpose of testing the effective¬\nness of visual lessons. Weber, Freeman, McClusky, Knowlton, Tilton, and\nWood have conducted extensive investigations. These studies show that\nvisual materials are of distinct value in laying a foundation of concrete ex¬\nperience as a basis for thinking. Some studies demonstrated the fallacy of the\nassumption that pictures alone teach without correlative material. Other\nstudies showed gains for the visually aided lesson of from fifteen to nineteen\npercent over the unaided lesson. Motion pictures have been shown to be effec¬\ntive in teaching science, geography, history, surgery, and athletics. The\nstereopticon slide is particularly adapted to analytical study by the class,\nwhile the stereograph and the photograph permit the individual to make\ndetailed examination and analyses.\nNo one can predict what effect sound pictures will have on the future of\nvisual instruction. Many attempts are being made to introduce the sound\npicture into the educational field. The important thing is to produce good\ninstructional pictures. When this is done the schools will want them. But\nin the meantime our schools will use illustrated books, photographs, lantern\nslides, stereographs, models, and the other cheaper forms of visualization\nwith increasing effectiveness and in large amounts. The facts show that the\nmovement to visualize instruction is coming into its own.\n\nTHE\n\nNATIONAL\n\nELLSWORTH\n\nC. DENT,\n\nUNIVERSITY\n\nACADEMY\nSECRETARY\n\nEXTENSION\n\nOF\n\nOF VISUAL\nTHE\n\nBUREAU\n\nDIVISION,\n\nLAWRENCE,\n\nOF\n\nINSTRUCTION\nVISUAL\n\nUNIVERSITY\n\nOF\n\nINSTRUCTION,\nKANSAS,\n\nKANS.\n\nNot long ago, those who were working in the rather new field of visual\ninstruction were concerned largely with excursions, exhibits, flat pictures,\nstereographs, and glass slides. Then the motion picture came along, heralded\nas a panacea for all instructional weaknesses and as a probable successor to\nhonest study of the printed page. The predictions proved to be slightly in\nerror, so a few of the more levelheaded users of visual materials began to\nexperiment with various methods of presentation. We are still experiment¬\ning. We have learned certain things, but one very pleasant aspect of our\nwork is that we are continually faced with new problems and new develop¬\nments. Our field is becoming more and more complicated. The colored\n\n"}
{"page": 921, "printed_page": null, "text": "/\n\nDepartment\n\nof Visual\n\nInstruction\n\n917\n\nmotion picture, the 16-mm. motion picture, the film slide, the “Stillfilm,''\nthe synchronized disc, the motion picture with sound-on-film, the colored,\nstereoscopic motion picture with synchronized sound, and possibly television\nhave commanded attention and bid fair to require careful consideration in\nthe future. The radio and the phonograph, which would hardly seem to be\nclassified as visual aids, may become important attributes to teaching with\npictures.\nThese complications in the field cause us to realize that it is becoming\nexceedingly difficult, if not impossible, for any one person to know all there\nis to know about the various types of visual aids and their uses. This means\nthat we must call upon others for reports, suggestions, opinions, and recom¬\nmendations. We can do this individually and independently, of course, if\ntime and expense are of no concern. However, the American method for\nsecuring this assistance is to do so through appropriate organizations, where\nthose who have common\npare notes.\n\ninterests and varied experiences may meet to com¬\n\nAt present, there are two\n\nnational organizations which\n\nare providing\n\nopportunity for discussion and comparison of common problems : the De¬\npartment of Visual Instruction of the National Education Association and\nthe National Academy of Visual Instruction. You have been or will be told\nof the work of the former and it becomes my privilege to tell you something\nof the Academy.\n\nHistory — The Academy had its beginning in a conference of forty to\nfifty educators at Cleveland, Ohio, in February, 1920, at the time of the\nannual meeting of the Department of Superintendence of the National Edu¬\ncation Association. An enthusiastic and deliberate conference resulted in the\nappointment\n\nof a committee\n\nof nine, which\n\nwas\n\nempowered\n\nto take the\n\nnecessary preliminary steps in organizing a national association. This com¬\nmittee met at the University of Michigan in April of 1920, drew up a\nconstitution and bylaws, and completed an organization which was named\nthe National Academy of Visual Instruction. A meeting of the Academy\nhas been held each year since. The present plan is that it shall be held con¬\ncurrently with the annual meeting of the Department of Superintendence\nof the National Education Association.\nMembership\n\nin the Academy\n\nhas varied from year to year, ranging all the\n\nway from two hundred to three hundred. At present, there are approxi¬\nmately 150 active, 30 associate, 4 contributing, and 10 institutional mem¬\nbers, representing in all about 270 visual instruction workers.\nThere\n\nare five types or groups or classifications of members:\n\n1. Active membership includes those who are engaged in educational, semi-edu¬\ncational, or welfare work, and who are actual users or who may be directing the\nuse of visual aids. This includes teachers, school executives, directors of visual in¬\nstruction in state departments of visual instruction, extension divisions, private or\npublic school systems, museum workers, ministers, and those in the educational\ndepartments or divisions of industrial organizations.\n2. Associate\nmembers\n\nmembership\n\nbut who\n\nmay\n\nis open to those who\n\nwish to become\n\nare not eligible to become\n\naffiliated with the Academy.\n\nAssociate\n\nactive\nmem-\n\n"}
{"page": 922, "printed_page": null, "text": "918\n\nNational\n\nEducation\n\nAssociation\n\nbers may attend the regular meetings of the Academy, with the exception of execu¬\ntive sessions, and shall be accorded the usual privileges of such membership. They\nshall receive copies of all printed bulletins, announcements, or other publications\nof the Academy which shall be available for general distribution.\n3. Institutional membership\n\nis offered to university extension\n\ndivisions; univer¬\n\nsity, college, state, city, or county bureaus or departments of visual instruction; col¬\nleges; libraries; museums; and other welfare organizations which are in sympathy\nwith the plans and ideals of the Academy. They shall receive copies of all publi¬\ncations of the Academy and such clearinghouse service as may be developed and\nmaintained. Problems submitted by such members will be given consideration and\nevery possible assistance in their solution will be rendered. Those employed on the\nstaff of such members will be eligible to attend all regular meetings of the Academy.\n4. Contributing membership is provided for those organizations which or indi¬\nviduals who are engaged in the production and distribution or sale of materials and\nequipment for visual instruction, and who may be in sympathy with the aims and\npurposes of the Academy. Those who may be on the educational staff of a contribut¬\ning member shall have the privilege of attending and participating in the regular\nmeetings of the Academy. Contributing members shall receive copies of all printed\nbulletins and announcements of general interest which may be published by the\nAcademy. Perhaps the chief service to contributing members will be the directory\nservice, which has been resumed and which will be continued from year to year.\n5. Life membership is open to all those who would be eligible to become active\nmembers. This type of membership is offered for the purpose of developing a trust\nfund or endowment, the income from which may\ning research and publishing reports.\n\nbe used for the purpose\n\nof prosecut¬\n\nSchedule of fees — The schedule of fees which governs the various types\nof membership\n\nis as follows:\n\nActive Membership .\nAssociate Membership .\nInstitutional Membership .\nContributing Membership .\nLife Membership .\n\nThe\n\n$3.00\n2.50\n15.00\n25.00\n50.00\n\ndues are annual, with the exception of the fee for life membership,\n\nwhich may be paid in five annual instalments of $10 each. Active, associ¬\nate, and institutional members\nEducational Screen.”\n\nreceive, without charge, subscription to “The\n\nGeneral aims — The Academy is not engaged in promoting visual in¬\nstruction commercially. Although the control of the Academy is vested\nlargely in the active membership, there are opportunities afforded for the\naffiliation and participation of those who may be interested chiefly in the\ncommercial aspects of the field.\nAs stated in the Constitution of the Academy\n“the purpose of the association is to establish and maintain an organization through\nwhich schools and other educational institutions, churches, parent-teacher associa¬\ntions, clubs, welfare organizations, and societies engaged in educational or semieducational work may cooperate in furthering better production and a more sys¬\ntematic and intelligent use of visual aids, such as lantern slides, motion pictures,\ncharts, art collections, exhibits, etc.; to prosecute research in visual instruction\nmethods; to investigate sources of supply; to establish a clearinghouse of informa¬\ntion; to work out standards of method and practise; and to promote the knowledge\n\n"}
{"page": 923, "printed_page": null, "text": "Department\n\nof Visual\n\nInstruction\n\nand use of existing visual aids as •well as those which\n\nmay\n\n919\nbe developed\n\nin the\n\nfuture.”\n\nFuture plans — The general aims mentioned above comprise a rather large\norder. It is hardly necessary to state that the Academy has not achieved all\nthese ; it is not expected that all shall be accomplished at any time in the\nfuture. It is expected that the Academy shall continue to work toward these\naims and ideals. Past accomplishments and future achievements may be\nattributed almost entirely to those who have or who shall support the work\nof the Academy by becoming members\nments in the use of visual aids.\n\nand by reporting the results of experi¬\n\nA central office has been established and it is hoped that this office will be\nable to give prompt attention to all inquiries which may be directed to the\nAcademy. This office shall handle the publication of reports and studies\nwhich may be available for distribution. A visual instruction directory,\nwhich is not entirely complete but which includes the names and addresses\nof approximately 1000 leading workers in the field, was published about a\nmonth ago. It is expected that this directory will be issued annually and\nthat it shall be enlarged and corrected from year to year.\nThe Academy needs a regular publication. The Educational Screen has\nbeen quite generous in giving us the use of space for such announcements as\nhave been of general interest and it has published a number of the papers\nwhich were read at the annual meetings. However, the Academy needs to\nestablish more and more permanent connections than it has at present and\nit would seem that this could be accomplished more effectively through a\nregular publication than by any other method.\nIt is hoped that the National Academy of Visual Instruction may become\nas important to the user or director of visual aids as the American Medical\nAssociation is to the physician ; as inclusive in its membership as the Na¬\ntional Education Association — for all modern teachers are using visual aids\nin some form — and so active that an entire office building will be needed to\nprovide adequate working space.\n\nMINIMUM STANDARDS FOR CREATIVE LEARNING AS A\nVITAL VALUE IN VISUAL INSTRUCTION— ABSTRACT\nJAMES\n\nG.\n\nSIGMAN,\n\nDIRECTOR\n\nOF\n\nVISUAL\n\nPHILADELPHIA,\n\nINSTRUCTION,\n\nPUBLIC\n\nSCHOOLS,\n\nPA.\n\nIn discussing this topic Mr. Sigman presented the following outline of\nStandards of the Division of Visual Education of the Philadelphia public\nschools :\n\nRevised\n\nStandard\n\nI. Senior High and Normal\n\nEquipment\n\nfor Visual Education\n\nSchools\n\nA. Projectors and screens\n1. One\n\nstandard\n\nequipment\n\n35 mm.\n\nmotion\n\npicture machine,\n\nwith\n\nand Superlite screen 12' x 16' for auditorium\n\nstandard\nuse.\n\nbooth\n\n"}
{"page": 924, "printed_page": null, "text": "920\n\nNational\n\nEducation\n\nAssociation\n\n2. One classroom (16 mm.) projector with metal table, and 6' x 6' portable\nclassroom screen for general school use.\n3. Three opaque projectors with fan and slide attachments, and three\ntranslucent screens, as follows: Art department,\neral school use.\n\nscience department,\n\n4. One balopticon lantern, model BTD, for departmental\n5. One film lantern for departmental use.\nB. Draperies and dark shades\n1. Draperies for auditorium windows and doors.\n2. Dark shades for classroom\nplied in addition to any\nschool).\nC. Outlets\n\ngen¬\n\nuse.\n\nprojection (one room in each department sup¬\nspecially equipped visual laboratory in any\n\n1. Two outlets in each room in the new schools (front and rear walls).\n2. One outlet in each room having dark shades in the older schools (and\nalso in any designated visual laboratory in any school).\n3. Outlets placed in auditorium part way down center aisle and in orchestra\npit.\n\nII. Junior High and Vocational\n\nSchools — Same as Senior High and Normal\n\nSchools (except item 3) which is changed to read: One opaque\nwith fan and slide attachment, and one translucent screen.\n\nIII. Elementary\n\nprojector\n\nSchools\n\nA. Projectors and screens\n1. One classroom (16 mm.) projector with portable classroom screen 6' x 6'.\n2. One balopticon lantern, model BTD, with stillfilm attachment.\n3. Canvas roller screen 9' x 12' (List B — Line Number 6137) for small audi¬\ntorium, recreation room, or combination of classrooms.\nB. Dark shades or draperies\n1. For auditorium, recreation room, or combination of classrooms for mass\nassembly.\n2. Dark shades supplied for two classrooms on each floor, and the special\nvisual room when fitted out in basement or elsewhere.\nC. Outlets\n1. Two\n\noutlets in each room\n\n(front and rear walls) for new\n\nbuildings.\n\n2. Two outlets to every floor in older buildings, preferable in rooms\nped with dark shades.\n3. Outlets in special visual room\nwhere.\n\nwhenever\n\nequipped\n\nin basement\n\nequip¬\nor else¬\n\n4. Outlets in recreation room or auditorium (wherever building contains\nsame) part way down center aisle and at left of stage.\n\nTRAINING\n\nHERBERT\n\nTEACHERS TO RECOGNIZE VITAL\nED UCA TION—A BS TRACT\n\nL. SPENCER,\n\nPRINCIPAL,\n\nFOR\n\nTEACHERS,\n\nHENRY\n\nCLAY\n\nPITTSBURGH,\n\nFRICK\n\nVALUES\n\nTRAINING\n\nIN\n\nSCHOOL\n\nPA.\n\nFactual content — A very complete outline of the factual content for a\ncourse in visual education is found in a monograph titled “A Summary of\nthe Technics of Visual and Other Sensory Aids for Teachers in Service and\nTeachers in Training.” This report was prepared by Dr. Hoban, Director\n\n"}
{"page": 925, "printed_page": null, "text": "/\n\nDepartment\n\nof Visual\n\nof Visual Education, Commonwealth\n\nInstruction\n\n921\n\nof Pennsylvania, Harrisburg, Penn¬\n\nsylvania. A summary of these facts obtained from Dr. Hoban’s monograph\nand from other sources is used as the basis of a course given at the Henry\nClay Frick Training School for Teachers in Pittsburgh, and is considered\nthe minimum essentials which nearly all elementary teachers should know.\nThese are as follows:\n1. Visual education is not a separate subject, but an effective means or\nmethod of instruction which can be successfully applied to nearly all sub¬\njects whether it be reading, writing, arithmetic, or some other subject.\nWhile the training of teachers in visual and other sensory aids will be ac¬\ncomplished by a special methods course in the use of these technics, it is\nhighly desirable that these technics be included as part of the special methods\ncourses; i. e., methods in teaching reading, history, science, and nature study,\netc. Teachers must recognize that visual and other sensory aids are vital to\nthe successful teaching of practically every subject in the curriculum be¬\ncause they furnish the concrete elements necessary to a complete under¬\nstanding and recognition of vital values in the material composing the school\ncurriculum.\nThe progressive teacher of mathematics today uses graphs, slides, objects,\nand models to demonstrate and explain many of the mathematical concepts.\nThe whole field of intuitive geometry is developed by use of models, speci¬\nmens, and diagrams. The geography teacher makes great use of maps,\nglobes, charts, and specimens. He also uses slides and motion pictures to\nbring far away phenomena to his pupils. Great use of many of the new films\nand slides on geography, nature study, and history is being made in our\nschools today. Reading, spelling, and other academic subjects are motivated\nby the use of slides and other sensory material. Surely it is the duty of our\nteacher-training institutions to include in their program\nmethods courses in the use of visual material.\n\nof studies special\n\n2. Teachers should recognize that visual and other sensory aids have\nplayed a major part in the successful educational systems of the past. The\nuse of pictures by the early Indians, the Greeks, the early Egyptians, and\neven by the cavemen in primitive times are examples.\n3. Teachers should know that sensory experience is the foundation of\nintellectual activity and that from fifty percent to eighty percent of these\nexperiences come through the eyes. Very few teachers are gifted with the\nability of making word pictures realistic. And yet, it is the realistic and\nconcrete that children are interested in, and not the abstract and symbolic.\nIt is necessary that the oral, written, or printed page be translated into a\nmental image before it means much to the child. Comenius made use of\nillustrations in the seventeenth century to visualize subjectmatter in his\nOrbis Pictus. Pestalozzi used the school journey or field trip for observation,\nand Froebel stressed sensory instruction, particularly through sight and\ntouch. Today, great use is made of the stereograph, the glass and film slide,\nand the motion pictures. In the future, we will probably see the colored\n\n"}
{"page": 926, "printed_page": null, "text": "922\n\nNational\n\nEducation\n\nAssociation\n\nmovies, the sound movy, and the stereograph movies used as a common\nmethod of classroom instruction.\n4. Teachers must also recognize that verbalism is probably the major\nweakness in most classroom situations. This weakness in teaching can be\nremedied by proper use of visual material.\n5. Teachers should recognize the values of visual aids not only in teach¬\ning but in their services to other agencies. Henry Ford realized the value of\nmotion pictures as means of developing better automobile repairmen. When\nthe new Ford A was placed on the market, all dealers and their shop fore¬\nmen were required to attend a special showing of films which pictured the\nmanufacturing and assembling of the new cars. The United States Govern¬\nment uses visual aids extensively in extending its immigration, Americaniza¬\ntion, health, and other work. In the medical profession there are now used\nmany films for the teaching of various technics common to the operating\nroom. Dr. Wholey, Psychiatrist at the University of Pittsburgh, has recently\ndeveloped an extremely interesting film on multiple personality. Slow motion\npictures, stop motion pictures, and animated drawings have been given a\npermanent place by scientists.\n6. Teachers should also recognize that the effective use of visual aids will\nresult in these definite outcomes:\n1. That\n2. That\n\nthe use of visual aids effects an economy in time in teaching.\nthe use of visual aids enriches and clarifies instruction.\n\n3. That\n\nthe use of visual aids develops correct initial impressions.\n\n7. Teachers should know the various types of visual aids and the values\nof each. They should be acquainted with the results of scientific research,\n(meager as it is) which show the way to a better understanding of technics\napplicable to the different types, such as :\n1. The school journey or field trip\n2. Objects, specimens, models\n3. Various types of equipment\n4. Pictorial material\n5. The exhibit\n6. The sand table\n7. The pageant\n\nAttitudes — What\n\nare the attitudes which\n\na teacher should\n\ndevelop\n\nin\n\norder to recognize vital values in education ? Briefly, the teacher should ac¬\nquire a scientific attitude toward sensory materials and technics in order\nthat he may determine for himself the relative values of these materials and\ntechnics. He must also recognize that while the fundamental principles in\nteaching change very little, that better and newer methods of presenting the\nmaterials of the curriculum are being constantly devised, and he should be\never alert to accept and try these new devices.\nSkills\n\nWhat\n\nskills are necessary for the teacher to acquire in order to\n\neffectively use the different types of visual material ? The progress in the use\nof visual material is largely dependent upon the supply of teachers trained\n\n"}
{"page": 927, "printed_page": null, "text": "Department\n\nof Visual\n\n923\n\nInstruction\n\nin the use of visual material. I believe it is the duty of every teacher-training\ninstitution to include in its program of studies a course in visual education,\nin which not only the factual material and attitudes recently discussed are\nstudied, but should include a very practical laboratory course in the actual\ncare and operation of the various devices common to visual education.\nEach student teacher should be required to conduct a school journey, to\ndemonstrate with objects, specimens, and models, and to make extensive use\nof various exhibits. He should have practise in the care and operation of\nglass slides, film strip, and opaque projectors. He should know how to correct\nsuch troubles as clouded screen illumination, too small or too large a pic¬\nture, failure of lamps to light, poor focus, optical system out of alignment,\nand spectrum colors on margin of screen. He should also know how to oper¬\nate especially the sixteen millemeter motion picture projector, and in many\nschool systems, it would be advisable for the teacher to be proficient with\nthe thirty-five millemeter projector.\nThe course should also include the making of lantern slides, especially\nthose on plain and etched glass, and with cellophane. It is also desirable\nthat the teacher know how to take, develop, and finish good pictures and to\nmake photographic lantern slides.\n\nAN EXPERIMENTAL STUDY OF THE TEACHING\nSPELLING— ABSTRACT\nCLARE\n\nThere\n\nZYVE,\n\nPRINCIPAL,\n\nFOX\n\nMEADOW\n\nSCHOOL,\n\nSCARSDALE,\n\nare four factors of about equal importance\n\nOF\n\nN. Y.\n\nin the method\n\nby\n\nwhich spelling words are learned most effectively. The teacher must present\nthem rather than leave the child to study by himself ; the words should be\nused in written context as well as be studied in isolation ; there must be\nteacher directed review instead of homework study or individual review;\nand the words must be presented by lantern projection rather than on the\nblackboard by the teacher. Each of these elements is of about equal impor¬\ntance in gaining maximum efficiency in results and when all four are com¬\nbined there is only about one chance in 180,000 that equally good results\nwill be obtained by the use of a method in which the child studies by him¬\nself in entire isolation from context only the words he misses in the initial\ntest.\nThis\n\nmethod\n\nis one which\n\nimproves\n\nresults approximately\n\nthe same\n\namount with good, poor, and average spellers ; each of these groups of chil¬\ndren missed on a final test about thirty-two percent of the words they had\nstudied over a five week period, and an average of ten percent of the words\nwhen they studied them for the same length of time by the method which\nincluded the factors given above. With the present tendency to limit the\nnumber of words to be taught in the elementary school to the vocabulary\nneeds of children, it seems unwise to consider that this gain through im¬\nprovement in method means an increase in the number or in the difficulty\n\n"}
{"page": 928, "printed_page": null, "text": "924\n\nNational\n\nEducation\n\nAssociation\n\nof the words to be taught. It seems better to consider that it may mean a\nresult from the teaching of words nearer to perfect learning than schools\nordinarily attain at present by making possible a reallotment of time to\nallow for more adequate and systematic reviews.\n\nMUSEUM\nCHARLES\n\nSERVICE\n\nR. TOOTH\n\nAKER,\n\nThere was a time when\n\nTO EDUCATION— ABSTRACT\n\nCURATOR, COMMERCIAL\nPHIA, PA.\n\nmuseums\n\nMUSEUM,\n\nPHILADEL¬\n\nfelt that their function in education, as\n\nfar as it applied to children, was to supplement, amplify, or enrich the school\ncourse. In other words, to offer to schools or to children what the museum\nthought best to give them in the way of knowledge or culture, whether the\nfacts presented or the knowledge imparted did or did not correlate with the\nschool work. There is really much to be said in favor of that point of view.\nNo course of study outlined by any board of education is ever believed to\nbe perfect by the men and women who plan it. Boys and girls of any age\nmay frequently be interested in subjects which are not at that time taught\nin the school which they attend. To visit a museum of art, history, or science\nmay wake interests in a boy or a girl which will be in no way detrimental\nto formal and systematic education but which strongly induences the trend\nof his or her life and happiness.\nWe find in the museums of America two separate tendencies in elemen¬\ntary education. One is to correlate strictly with the courses of study in all\nsubjects that the museums\n\ntouch and in these lines to give all the help that\n\ncan be given by the aid of specimens and with the knowledge of the spe¬\ncialists on the museum force. The other tendency is to enrich the interests\nthat the children have in life and to help them in the knowledge of subjects\nwhich at that particular time are not a part of their own class work. Some\nmuseums\n\ndo both these things but restrict their work entirely to the museum\n\nbuilding. Many museums lend specimens or collections of specimens of one\nkind or another to the schools. A very few museums give illustrative material\nof some kind to the elementary schools in their city and their state. Still\nfewer museums sell objects of some kind to the schools or furnish material at\ncost. A very fair number of museums send lecturers to the schools to teach\ncertain things better than it is thought the same knowledge can be presented\nby the regular teachers who spend all their time in the schools and are less\nfamiliar with museum subjects. Quite a number of museums throughout the\ncountry present lectures and lessons, through the agency of teachers, fur¬\nnished by the board of education but assigned permanently to the museum,\nworking with the rest of the museum force, knowing museum collections\nand museum material by constant study and daily association and, therefore,\nbeing able to give the lessons in the museum\nwork is so successful in a number\n\nas other teachers cannot. This\n\nof cities that it has been growing rapidly\n\n"}
{"page": 929, "printed_page": null, "text": "Department\n\nof Visual\n\nInstruction\n\n925\n\nand it seems probable that more and more, special teachers will be employed\nin museums in this way until the plan becomes widespread throughout the\nUnited States.\nThere is a very general belief that it is best for the museum and best\nfor the schools to lend specimens for a short period and not to give the things\nto the school permanently. The Philadelphia Commercial Museum is the one\nstriking exception to this rule. More than six thousand collections of com¬\nmercial products, many of these sets containing several hundred specimens\neach, accompanied by photographs and other printed matter, have been given\nfree of cost to schools in Pennsylvania by the Commercial Museum and\nremain permanently in the schools to which they have been sent. The ma¬\nterial which the Commercial Museum has furnished is such as truly finds\nalmost daily use in one class or another and the museum has felt forced to\nleave the collections permanently\n\nin the schools because of this constant need\n\nand constant use. Probably no other reason could justify the giving of ma¬\nterial rather than the lending. While a great deal can be said for the visits\nof classes to museums and the systematic help on the part of the museum in\nthe actual class work, whether in the classroom or in the museum itself, there\nare many who believe that individual work with children, not in large\ngroups but singly or with two or three children together, is possibly more\nimportant than the handling of pupils of any age in large numbers. It is\nespecially for that reason that many museums employ what are called “do¬\ncents,” (persons who might be termed guides or helpers) for those who wish\nto know something and visit the museum with the desire to learn, not be¬\ncause the children are brought by their teachers or are sent but because of\ntheir own heartfelt interest. It is to such children and to grown people too\nthat many museums give really very wonderful service in education.\nA great many museums give systematic courses of lectures to school chil- »\ndren on the subjects covered by the exhibits in that particular museum.\nOften these lectures are during school hours to classes that come with their\nteachers. This may be said to be characteristic of the Buffalo Society of\nNatural Sciences, the Philadelphia Commercial Museum, and many of the\nclasses that visit the American Museum of Natural History. Perhaps even\nmore of the lecture work for schools is presented by museums outside of\nschool hours as is done chiefly by the Children’s Museum of the United\nStates. Some of the best educational work carried on by museums is given\nin the shape of actual courses of instruction and may be called “lessons” in¬\nstead of lectures. Frequently these lessons are presented as a series so that\nan individual gets not only one lesson but many lessons, systematically pre¬\nsented in the development of one subject. It is in this way that art museums\nare doing a great deal in teaching art and science museums in teaching\nnatural history. Some museums present these lessons, correlating with the\ndaily class work of the pupils who attend. The Commercial Museum, for\nexample, gives lessons on geographic and industrial subjects, to classes com¬\ning with their teachers, the subjects being always those that are at the very\n\n"}
{"page": 930, "printed_page": null, "text": "926\n\nNational\n\nEducation\n\nAssociation\n\ntime being studied by those pupils in school. More and more museums are\nfeeling that instruction can be given most successfully with the help not only\nof museum objects or specimens which may be seen but which may also be\ntouched and handled. Practically all the museums carrying on educational\nwork place more and more material in the hands of the students so that their\neducational work is carried on not only by verbal teaching and by seeing\nobjects in a museum but the pupils own activity is an important factor in\nthe teaching process, and the close examination of specimens is a much more\nimportant factor in education today than it ever was in the past.\nAll these tendencies are pointing to a time when\n\neducators will feel that\n\nevery school must possess its own school museum for teaching purposes\njust as it possesses its own school library. These school museums will be of\na general nature and will do no more in the end than stimulate the younger\ngeneration to a proper appreciation of museums\nlation to the life of every community.\n\nVISUAL\nBLANCHE\n\nin general and their re¬\n\nAIDS HELPFUL IN THE WISE USE OF LEISUREMAKING LIVING A REAL ART— ABSTRACT\nMCFARLAND,\n\nPRINCIPAL\n\nAND\n\nSUPERVISOR,\n\nROCKY\n\nFORD,\n\nCOLO.\n\nThe old listening type of school is in the discard ; in its place is coming a\n\nseeing , doing , type of school, and visual education fits into every phase of\nsuch a type of school just as it fits into every phase of life. From the very\nnature of visual education, it must become one of the chief means in the\nbringing about of these seeing, doing schools.\nLeisure is with us. It has come to stay. If one dares to predict anything it\nwould be that there will be still fewer working hours of still fewer working\n. days for more and more people, and with a more highly mechanized routine\nof life. And so we have a new freedom to which to adjust ourselves. The\nfulfillment of an age-old longing is ours.\nWhat shall we do with this freedom, this leisure ? What shall it mean to\nthe children who are still in the formative stage? How can we meet this\nchallenge so as to build into this period of reconstruction the things that will\nenable these future citizens whom you and I are helping to mold make their\nliving more nearly a real art ?\nTo enjoy and profit by anything we must learn to use it. How shall we\nuse and profit by our leisure? Leisure recreates. It opens up the way for a\nnew and different expression of one’s self. As Charles Lamb said, “The time\na man may call his own, that is his life.”\nAs a nation, our first reaction has been a mad rush after amusement. We\nseem to be more gregarious in our playtime than we are in our worktime,\nand business America, always alert, has seized upon this, capitalized it, and\ngiven to us commercialized leisure. By actual estimate, more money is being\nspent in commercialized leisure than for any other one thing, except food.\nt\n\nSome of the more thoughtful are seeing in the prevalence of crime, the let-\n\n"}
{"page": 931, "printed_page": null, "text": "Department\n\ndown\n\nof Visual\n\nInstruction\n\n927\n\nstandards, the lawlessness, a result of this misuse of leisure time.\n\nThere are those who are coming to realize that the enemy\n\nwhich most seri¬\n\nously threatens our America the Beautiful is this “uneducated, untrained\nleisure.” There is no pessimism in this — it is merely to get the problem\nbefore us. Instead, there are optimism and faith, and there is gladness that\n\nwe can help to solve this problem.\nLeisure was meant\n\nto be a reciprocal part of life, a compensation, a time\n\nof adjustment in which one might re-distribute his powers and do with\neagerness and intelligence some thing or things the other hours of his life\ncould not include. It is in such leisure that the best in the individual flowers.\nCarried over into the work period the fruits of such leisure smooth off the\nrough edges. One may then dream dreams in his leisure hours, or the vision\nwhich his work hours bring may become the reality of his leisure hours.\nThe ancient Jews, regardless of wealth or station, insisted that every man\nhave a trade. We Americans of today need to make sure that everyone has\nsome definite avocation. Is it too much to ask that, now that the vocational\nis being given consideration we should turn our attention to the avocational\nalso, not only in our schools, but by establishing special avocational schools\nwhere the young and the adult may learn constructive play, creative expres¬\nsion, and selfdevelopment.\nSocially the problem is a vital one, and though so large and difficult of\napproach, it is one that can be dealt with by means of attacking some par¬\nticular phase within our scope. In many communities, the school, working\nwith the local newspapers, with the service and educational and cultural\nclubs, with the business men, and through their parent-teacher groups are\ndoing splendid things in the way of popularizing. the best from a visual\nstandpoint, and creating a demand for this best.\nOne small city specializes in window displays. A feature exhibit shows\nattractive and worthwhile pages of local and the larger daily newspapers,\nwhile another feature displays magazines in such a way as to call attention\nto certain visual phases. Students from the home economics department\narrange the display windows of the furniture stores, the grocery stores, and\nthe dry goods stores. Seed and implement stores have boys from the agricul¬\ntural department arrange certain exhibits. From time to time other exhibits\nare worked out cooperatively. As this goes on from year to year it is impos¬\nsible to estimate the uplift of the public taste and the gain in the lives of the\nyoung people wrho do the work.\nIn a certain city of only a few thousand, the woman’s club and the nature\nstudy department, with the consent and help of the park board of directors,\nare building up an abiding interest in trees and shrubs, and in the acquiring\nof beautiful and rare specimens. Every year certain trees and shrubs are\nstudied by the sixth-grade classes of the city. In the spring, the club and\nthe children have a joint outofdoor program, to which the general public is\ninvited, for the working of the trees studied. The chairman of the park\nboard reports to the supervisor of nature study any new specimen obtained\n\n"}
{"page": 932, "printed_page": null, "text": "928\n\nNational\n\nEducation\n\nAssociation\n\nwith great pride, and the supervisor is sure of an attentive audience when\nshe goes to talk with him. Through this simple procedure both the adult and\nthe juvenile population of the city are cultivating a love of the outofdoors,\nand a knowledge of and pride in the arboreal life of their city which ties up\ndirectly with a higher type of leisure and of life, and a sensitivity to beauty.\nSimilar points of attack are the highways, the vacant lots, the windows of\nvacant store buildings, and many others which an alert eye may single out\nand use.\n\nA certain state parent-teacher association has for one of its slogans “A\nbetter films chairman in every local unit.” These chairmen work through\nthe local papers, the various clubs, and other agencies to disseminate knowl¬\nedge of good motion pictures and to cultivate a discriminating taste. They\nwork with the managers of the picture houses rather than against them as\nfar as they possibly can, and they work directly for visual education in the\nschools, and with whoever is directing this work.\nTruly the social phases of our problem open up a vast and varied line of\nendeavor, one of such importance that visual instructors and other edu¬\ncators will do well to place more emphasis upon it.\nBut it is on the spiritual standpoint that I wish to urge that we concen¬\ntrate as an approach to the answer to our problem. After all, here is the\nleaven that leaveneth the whole lump, for once our teachers truly catch\nthe vision they can be depended upon to make ways and means for incorpo¬\nrating visual instruction in their work in such a way as to secure the desired\nresults.\nFirst of all, we shall need to remember that the “treasure of each life\nlies buried in each self, and the finding of that is happiness.” But the gate¬\nways to the soul are the senses, and of all the senses the one which is more\nnearly all-embracing is the sense of sight. So our visual aids must be so made,\nso selected, and so used as to insure the seeing eye.\nSeeing, children must be led to understand, to interpret, to relate, to\nevaluate, to feel. They must come into a realization that they themselves\nare a part of this great universe, and they must have sculptured in their\nbeings the great pageant of nature, of life, life forces, life expression. They\nmust be given an awareness of the spirit of life which has been character¬\nized as progressive, practical, dynamic, recreative, friendly, cooperative,\nidealistic.\nTo accomplish this, the teacher must master the wide range of visual\naids, know the value and possibilities of each. He must use them naturally,\nthe particular thing at the specific time and place. He must leave room for\nthe individuality of the child to select from this or that aid the thing that\nis vital to him, as an individual, as well as the getting of the particular point\nthe teacher may have had in mind. He must provide opportunity for recipro¬\ncal effort on the part of the child. Many times the particular aid used will\nserve as a challenge to the children to do something, make something, “show\nyou in another way,” as I have often heard them say. This is one of the most\n\n"}
{"page": 933, "printed_page": null, "text": "Department\n\nof Visual\n\nvaluable responses to be striven for. He\n\n929\n\nInstruction\n\nmust keep an open mind\n\nand an\n\nalert eye to the many uses of visual aids all about him, and give to his stu¬\ndents an awareness of this — in business of all kinds, advertising, insurance,\netc., in the professions, in civic life, and so on through the long list of life\napplications. He must teach his students to note the type of visual aid used,\nits efficiency or the lack of it, and cause the student to think of values and\npractical features. In the vocational, the teacher has a definite responsibility\nand a great opportunity — and this is not confined to classes in vocational\nguidance. Through visual instruction, we can see to it that there are fewer\nmisfits in the vocational world, which will be a great advantage to the in¬\ndividual and to society. He must so direct his efforts that the students have\npractise in doing for pleasure, in their out-of-school time as well as their in¬\nschool time, things growing out of the interests suggested, fostered, exempli¬\nfied by the use of this or that visual aid.\nThus, we may plant fertile seeds of information in the storehouse of the\nmind, cultivate these seeds and help them on to fruition. Thus each indi¬\nvidual may have stored up in his being a working capital of interests which\nwill develop into ideas and ideals, as well as in practise.\nWe may lighten every material thing visualized with hope — hope that is a\nhandmaiden to the dreams we make come true, that is able to beget and\nnurture faith, that finds expression in activity and sustained effort.\n\nMINUTES\n\nOF THE\n\nSECRETARY\n\nThe Department of Visual Instruction held its meetings in the auditorium\nCentral High School. The programs presented were as follows:\n\nFirst Session, Monday,\nCreative\n\nLearning\n\nReport of the Committee\nChairman:\n\nDaniel\n\nG. Knowlton,\n\nProgress of Visual Instruction\nF. Dean\n\nMcClusky,\n\nFieldston\n\nSchool, New\n\nYork, N. Y.\n\nin the United\n\nStates from\n\n1923 to 1929\n\nThe National\n\nAcademy\n\nJames\n\nPa.\n\nG. Sigman,\n\nPublic\n\nSchools, St. Louis,\n\nCleveland\n\nSchool of Edu¬\n\nof Visual Instruction\n\nInstruction, State Department\n\nof Public In¬\n\nof Visual Instruction\n\nEllsworth C. Dent, Secretary, Bureau\nKansas, Lawrence, Kans.\n\nMinimum Standards\nInstruction\n\nMuseum,\n\non State Administration\n\nC. F. Hoban, Director of Visual\nstruction, Harrisburg, Pa.\n\nN. Y.\n\nRelations\n\nAsst. Superintendent,\n\nW. M. Gregory, Director of Educational\ncation, Cleveland, Ohio\n\nReport of Committee\n\nSchool, Scarborough,\n\non School Museum\n\nC. G. Rathmann,\n\nin Education\n\nand Guidance\n\nDirector of Scarborough\n\nReport of the Committee\nChairman:\nMo.\n\nJune 30, 2 p. m.\n\nas a Vital Value\n\non Research\n\nof the\n\nfor Creative\n\nof Visual\n\nLearning\n\nInstruction, University\n\nas a Vital\n\nValue\n\nof\n\nin Visual\n\nDirector of Visual Instruction, Public Schools, Philadelphia,\n\n"}
{"page": 934, "printed_page": null, "text": "930\n\nNational\n\nSecond\nThe\nVisual\n\nAids\n\nTraining\n\nSession, Tuesday,\n\nAssociation\n\nJuly 1, 2 p. m.\n\nArt of Living as a Vital Value\n\nHelpful\n\nMrs. Blanche\n\nEducation\n\nin\n\nthe\n\nWise\n\nB. McFarland,\n\nTeachers\n\nto Recognize\n\nUse\n\nof\n\nin Education\n\nLeisure — Making\n\nRocky\n\nFord, Colo.\n\nVital\n\nValues\n\nLiving\n\na Real\n\nArt\n\nin Education\n\nHerbert L. Spencer, Principal, H. C. Frick Training School for Teachers,\nPittsburgh, Pa.\nAn\n\nExperimental\n\nStudy\n\nof the\n\nTeaching\n\nof Spelling\n\nMrs. Clare Zyve, Principal, Fox Meadow\nMuseum\n\nService\n\nSchool, Scarsdale, N. Y.\n\nto Education\n\nCharles R. Toothaker, Curator Commercial Museum, Philadelphia, Pa.\nDiscussion\nBusiness\nDemonstrations\n\nGeorge\nGeorge\n\nof Recent\n\nDevelopments:\n\nW. Hoke, Eastman Classroom Films, Rochester, N. Y.\nE. Hamilton, Keystone View Company, Meadville, Pa.\n\nA dinner was\n\nheld on Monday,\n\nJune 30, at 6:30 p. m. Addresses\n\nwere\n\nmade\n\nby\n\nWilliam M. Davidson, superintendent of schools, Pittsburgh, Pa.; William H. Dud¬\nley, Chicago, Ill.; B. A. Aughinbaugh, state director, visual instruction, Columbus,\nOhio.\nA breakfast meeting was held on Tuesday,\n\nJuly 1, at 7 a. m., at which\n\na discussion\n\nof the topic, “The Enrichment of the School Curriculum and of Adult Life by the\nProper Use of Visual Aids,” was carried on by leaders in visual education.\nOfficers elected may be found on page 910.\n\n"}
{"page": 935, "printed_page": null, "text": "Department\n\nof Vocational\n\nEducation\n\n"}
{"page": 936, "printed_page": null, "text": "HE DEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\nwas\n\norganized as the industrial section at Minneapolis, Minn., 1875. See Proceedings , 1875:100.\nThe name was changed in 1890 to the Department\nof Industrial and Manual Training. 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 193031 are: President , Z. M. Smith, State Director of\nVocational Education, Indianapolis, Ind.; Vicepresi¬\ndent , Ruth Freegard, State Supervisor of Vocational\nHome Economics, Lansing, Mich. ; Secretary , O. B.\nAdams, State Director of Vocational Education,\nSalem, Oregon. Facts relating to the establishment\nof this Department and the record of meetings are\nto be found in earlier volumes of Proceedings as fol¬\nlows :\n1914:565-625\n1915:815-847\n1916:461-517\n1917:431-473\n\n1918:249-271\n1919:271-281\n1920:269\n\n1921:851-858\n1922-1465-1483\n1923:1025-1043\n\n[ 932 ]\n\n1924:987-1015\n1925:872-913\n1926:963-996\n\n1927:971-1006\n1928:971-1003\n1929:945-972\n\n"}
{"page": 937, "printed_page": null, "text": "/\n\nPUBLIC EDUCATION AS AFFECTING THE ADJUSTMENT\nOF YOUTH TO LIFE— A DISCUSSION OF THE RECENT\nPUBLICATION OF THE NATIONAL INDUSTRIAL\nCONFERENCE BO ARD— ABSTRACT\nA. R. MEREDITH,\n\nNEW\n\nYORK\n\nUNIVERSITY,\n\nNEW\n\nYORK,\n\nN. Y.\n\nIN summarizing the is ues of public education it is dif icult to distinguish\n\nbetween the essential and the more or less incidental and local. It is the\n\naim of this study to define these issues in a way which will assist in the\n\nmore perfect analysis of conditions and results that will lead to better meth¬\nods of scientific research. From this point of view the more basic issues upon\nwhich the development of public education in the modern democracy seems\nto depend may be stated as follows:\n\npolicies?\n\nin terms that are capable of translation into attainable educational\n\nbe devised, and can established standards of testing results be more widely used\nthus progressively harmonizing advancing standards of accomplishme\nwith aims\nnt\ndetermined upon ?\n\nthe rate of individual progress may be accelerated and made more dependent upon\nrate of progress of classes or\nindividual ability rather than upon a standardize\nd\ngrades ?\ndefectives, and the backward children\nwhom our future leadership depends?\n\nor to the bright, ambitious\n\ntype be broadened\n\nand developed?\n\ntoday is the broad\n\ngeneral question of vocational\n\nteachers\n\nand\n\nadministr\n\nIt has been shown\n\nators\n\nto conduct\n\nchildren\n\nupon\n\nguidance.\n\nthe schools.\n\nthat the vital issues of education arise largely from\n\n1\nopinion as to its purposes, objectives and requirements.\nofle public\nthe\n.\nIs state\nit possib\nto deline the es\nsential aims pa\nrticin\nularthe\nly of\nThese issues find a concrete expression\nfirst\nsystems\nofnt political\ncon¬\nadolesce\neducation\n\ntrol and economic support of public schools ; second, in the systems of their\n2administration and supervision; third, in the subjectmatter of the courses of\n.\nCan more ex\nact method\nof me\nasuring thof\nstudy ; and fourth, ins the\nmeasuring\nresults.\ne ac\ncomplishment\nof public educ\nation\nIf, therefore, we are to have a valuable and comprehensive\nsurvey\nof\npublic education we must direct our studies of the methods of political con¬\ntrol and support, the system of administration and supervision as well as the\n\nsubjectmatter taught, the teaching technics and methods, and the measure¬\n3ment of results obtained. Only so may we assist in building up a more sound\nC.\nan there be\nan arrangem\npublic\nopinion.\nent of curr\niculum and\nmethwhich\nUnquestionably a huge public problem\nexists\nconcerns\nods ofimmediately\nteachi\nng so that\n\none-fourth of the whole population, which involves expenditures of approxi¬\nmately one-third of the public income from all sources, and which rightly\naffects the wTellbeing and possibilities of future progress in the entire country.\n\n1 933 ]\n4\nSho.\nuld greater\nattention be\npaid to the\ntraining of\nth\n\ne less favore\nd, the ment\nal\n\n"}
{"page": 938, "printed_page": null, "text": "934\n\nNational\n\nWhether\n\nEducation\n\nAssociation\n\nthe vital issues are as they have herein been defined or present\n\nthemselves with different emphasis to others, the fact remains that the ex¬\nistence of doubt and skepticism in regard'to our public educational system is\nseriously retarding our progress as a nation. Areas of public education now\nmost needing research are:\nI. General\n\nfields of educational\n\nA. Measures\n\nresearch\n\nof accomplishment\n\n1. The methods of measuring results may not be those hereinafter suggested,\nbut wherever sound bases can be found for the measuring of results,\nthey ought to be applied\nB. The\n\neducational\n\nrequirements\n\nof occupational\n\nfields\n\n1. A study of the essential educational requirements of the major vocations\nof today in terms of both their academic and technical content.\n2. A\n\nstudy of the qualities of character and traits of personality required\nby the major groups of occupations.\n\nC. Types\n\nof political control and financial support\n\n1. What types of control can best supervise and administer our public sys¬\ntems of education, and how and in what measure can its financial\nsupport best be obtained and distributed?\nII. Special fields of educational\n\nresearch\n\nA. The reappraisal of the values and methods\n\nand fields for vocational education\n\nB. The adjustment of handicapped children: This should cover a study of the\noutstanding and prevalent difficulties of economic adjustment encountered\nby these young persons from fourteen to twenty years of age, who are of\nless than average ability and who at the same time are practically under\nthe necessity of becoming\ning these years.\n\nin large part, if not entirely, selfsupporting\n\ndur¬\n\nC. The training of teachers: A study to determine the minimum requirements\nto be established for the training of teachers of various grades.\nD. Subjectmatter : What is the proper subjectmatter of public education today?\nWhat are those mental disciplines and studies that come most vitally within\nour experience and assist us in adjusting ourselves to life?\n\nMEETING\n\nTHE EDUCATIONAL RESPONSIBILITIES\nMINING DISTRICT— ABSTRACT\n\nC. K. DAVIS,\n\nThe\n\ntown\n\nSUPERINTENDENT\n\nof Miami,\n\nOF\n\nSCHOOLS,\n\nMIAMI,\n\nIN A\n\nARIZ.\n\nArizona, has about twelve thousand\n\ninhabitants,\n\nmost of whom are Mexicans, and many cannot speak English. Land is scarce\nin Miami, and the town is crowded into the bottom and sides of a small\ncanyon. The major industry, activity, and interest is the production of cop¬\nper. This industry employs more than ninety percent of the employed popu¬\nlation ; therefore it is evident that any vocational program must be built\naround this industry and if it is to be successful, must have the support and\ncooperation of the copper companies.\n\n"}
{"page": 939, "printed_page": null, "text": "/\n\nDepartment\n\nof Vocational\n\nEducation\n\n935\n\nIn general, the educational problem is to train the boys advantageously\nto enter these companies, to train the girls and women to become successful\nand efficient homemakers, and to train the men already employed. Specifi¬\ncally, the problem consists in developing an educational cooperation between\nindustry and the public schools. The public schools were willing to cooper¬\nate and did not know how; industry was busy with copper, and although\ninterested, did not see how it could be done.\nThe first step to be made in the district was to make a brief survey. The\nfacts and conditions from industry wTere obtained by personal interviews\nwith about thirty responsible men in the employ of the companies. Con¬\nditions in the public schools were determined by interviews with school\nofficials and by inspection of classes. General town conditions were deter¬\nmined by visits to various stores, garages, and other places of business.\nThe results showed almost no apprentice system in the service trades of\nthe industry, no organized shop training, and very little systematic schedule\nof advancement, a history of very casual but highly efficient conference work\nin improving foremanship, and very little study or attention being given the\ntraining of semi-skilled operators in the mines. In the public schools there\nwere two home economics instructors giving approved work to high-school\ngirls, no vocational work of any sort being given to boys, although there\nwere excellent courses offered in non-vocational auto mechanics and wood¬\nworking. In the night high-school program, vocational classes were given\nin the regular technical related subjects to men working in the district.\nThe interesting and unique part of the Miami plan was to neglect the\npublic school courses for two or three years and concentrate on arousing\ninterest in industry within the industry itself. The local director of voca¬\ntional education was delegated to study the immediate needs of industry,\nmeet these needs, and later show them the possibilities for vocational train¬\ning within their own organization.\nThis plan of action was decided upon after seeing the futile efforts made\nby some schools in deciding for themselves what courses to offer to prepare\nboys for employment, only to find out after spending much\nthat they had done the wrong thing.\n\ntime and money\n\nThe night school program in the technical related subjects was strength¬\nened by adding new courses and revamping old ones. Shop courses were\nstarted in the various organizations for men that were interested and needed\nthe work. Men who entered these classes were picked by the shop foreman\nand master mechanics as men the company wanted to hold or advance. In¬\nstruction was given on production work as far as possible. Because of the\nsuccessful attempts in the past in the foremanship conference work, it was\ndecided to start this work and push it aggressively. It is better that the\nindividual conference groups contain men from the same strata of the or¬\nganization except when the group is working out better or more efficient\nmethods of doing the work, in which case the presence of one or two\nsuperiors tends to be stimulating. The subjects chosen for the first series of\n\n"}
{"page": 940, "printed_page": null, "text": "936\n\nNational\n\nEducation\n\nAssociation\n\nmeeting were of the personnel type and included the following: careless¬\nness on the job, accidents and accident prevention, giving and handling\norders, efficient methods of handling men, training men, cooperation, discip¬\nline. These meetings should be held on company time to insure the attend¬\nance of the men that most need this training.\nWithin industry a method of production tryout is being developed. Men\nnewly employed are placed on a certain standard job, requiring little or no\nexperience. The tonnage production records of these men will be watched\ncarefully. From previous study, figures have been obtained that indicate\nthe probable ultimate production ability of the men in relation to their\ninitial records. This is a scientific method of choosing men for jobs and\neliminates the waste by the old trial method.\nAn assistant in home economics was employed to handle girls’ and\nwomen’s classes. One-half day is spent in teaching home economics subjects\nand the other half is used to act as coordinator for employed girls.\nYou will recall that we planned to start our program from industry, and\nfor the present to make no change in the classes in the public schools. To\nsecure data that would make these classes alive we set up a guidance pro¬\ngram. The local director interviews every student in the entire high school,\nnot to tell the student what the director thinks he should take, but to find\nout what the student expects to follow to earn a living. It is helping rather\nthan steering. While the student is being interviewed the director, by dis¬\ncreet questioning, finds where the older brother or sister is employed and\nwhat schooling they have had. In order to stimulate interest in the future\nthe high school has a class in “occupations.”\nThe copper companies are accustomed to hiring mechanics already trained\nelsewhere. Such positions require men with wide experience. The youth\nthat might be trained in the home shops would probably get a diversified\ntraining, but he will not be a production mechanic. The critical and most\nimportant factor in the development of the school program is the building\nof an effective industrial apprentice program. Slow progress is being made\nin the solution of this problem. About twenty apprentices are employed at\npresent.\nOur final plan will be to continue the present manual training courses\nto act as a feeder-course to day trade classes that may be set up in the high\nschool, (these day trade classes will be used in turn as a feeder to a partime\napprentice group employed by the companies and attending high school on\na turn about basis) and to continue and expand the present program for\nthose already in employment.\n\nTHE\nL. H.\n\nSPIRIT\nDENNIS,\n\nOF\n\nDEPUTY\n\nTHE\n\nMASTER\n\nSUPERINTENDENT,\n\nINSTRUCTION,\n\nCRAFTSMAN— ABSTRACT\nSTATE\n\nHARRISBURG,\n\nDEPARTMENT\n\nOF\n\nPUBLIC\n\nPA.\n\nThe man of industry of a half century ago worked through a variety of\nprocesses. Frequently he began and finished the object to which his skill\nwas applied. One of the outstanding assets of this type of craftsmanship,\n\n"}
{"page": 941, "printed_page": null, "text": "/\n\nDepartment\n\nof Vocational\n\nEducation\n\n937\n\nnow almost a memory, was the sense of pride that came with the completion\nof a hard task well done. The craftsman looked with satisfaction upon the\nwork of his own hands, the work upon which he had spent so many\nand to which he had given so much thought.\n\nhours\n\nGradually but irresistibly the engineering skill and ingenuity of man has\nharnessed the forces of nature and applied the laws of science in an effort\nto more\n\nthoroughly, more\n\nperfectly, and more\n\nquickly perform the labor\n\nwhich for years man has been wont or compelled to do by hand. The de¬\nvelopment of the machine age has been accompanied by economic changes\nwhich have come too rapidly for society to make easy adjustments to the\nsame. The craftsman of yesterday is a machine tender or operator today.\nThe worker no longer sees the individual parts of the raw product con¬\nverted under his own manipulation into the beautiful finished product. He\nis somewhere along the line performing one or a limited number of oper¬\nations in the chain of operations that goes to make up the assembled whole.\nMuch has been written and even more said about the loss of pride in\nworkmanship due to the feeding of machines. Criticisms of the modern ma¬\nchine age are plentiful and severe ; but when we come to understand better\nthe full effects of the economic and social changes made possible by the\nmachine age, we will probably rejoice rather than grumble.\nIt is true that thousands have been made idle by the introduction of\nmassive and intricate power driven machinery. While these modern creations\nof mankind have made unnecessary the work of thousands of hands, other\nsimilar inventions have created thousands of new and varied occupational\nopportunities available to the man who catches the spirit of the new day\nand who is willing to prepare himself for a new task and a new job.\nIt should be understood that the machine age has brought luxuries to\n\nthe average home that were not in the homes of wealth fifty years ago. Silk\nstockings have already entered the class of necessity. Automobiles, radios,\nare\ntelephones, and hundreds of other conveniences of the machine age\nalready possessions of the average home.\nGradually but surely the machine age is bringing us a shorter working\n\nday and a shorter working week. More hours per day, per week, per year\nare increasingly available for recreation, travel, and other forms of enjoy¬\nment and selfimprovement. There should be less howling in glittering gen¬\neralities against presentday machine methods. It is better to be thankful\nthat man can make mere iron, steel, steam, and electricity carry some of\nthe burdens that formerly made man prematurely old and broken.\nWith a better understanding of the conditions of the new day there will\ngradually but very definitely come the realization that craftsmanship must\ncontinue. It will have a new meaning. Perhaps it will be called by a dif¬\nferent name. But honest and skillful labor dominated by a desire to do some\ndifficult work well will always be essential and always will we find many\nmen eager and willing to measure up to the opportunities of the day.\nThorough knowledge of occupations coupled with necessary skills will\nalwavs be needed and will alwavs be provided. The new craftsman like the\n\n"}
{"page": 942, "printed_page": null, "text": "938\n\nNational\n\nEducation\n\nAssociation\n\nold involves this knowledge and skill even though the process of application\nmay be vastly different.\nMere money making has never been and never will be the chief aim of\nvocational training. To learn to do one’s work so well that there may be the\npossibility and even the probability of larger financial returns wherewith\nto meet the many demands for the necessities and luxuries of life for one’s\nself and for those dependent upon one, is an objective not to be condemned.\nVocational education to be effective must make one better able to meet\nlife’s needs, but the true spirit and purpose of vocational training is the\nstimulation of the craftsman to be master craftsman. Vocational training\nis specific. It is direct. It is purposeful. It aims to help those whom it serves\nto meet more satisfactorily the exigencies of occupational adjustment, but\nabove and beyond all this, vocational training strives to inculcate in the\nmind and in the heart of the would be craftsman that spirit which eventually\nproduces the master craftsman.\nIt is entirely within the province and possibilities of vocational training\nto assist the rank and file to set up definite and specific occupational object¬\nives, to create a vision of greater possibilities of service, and to stimulate an\nenthusiasm for a finer conception and quality of craftsmanship. Vocational\ntraining is dedicated to the craftsmanship of today and to the preservation\nand development of the spirit of the master craftsman.\n\nVOCATIONAL TRAINING AS A PART OF A CITY\nEDUCA TIONAL PROGRAM— ABSTRACT\nB. W.\n\nHARTLEY,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nSAN\n\nANTONIO,\n\nTEXAS\n\nAlthough vocational training has secured its place as a major function\nin public education, the opposition has not been silenced. The management\nstill has many questions to answer and many difficult problems to solve.\nThe defenders of liberal education are still holding thumbs down, while\nthe evangelists of vocational training retort with their thumbs in a less clas¬\nsical gesture.\nThe quarrel is idle, for liberal education and vocational training are in¬\ndispensable and inseparable. They are fundamental to good citizenship,\nwhich is the State’s reason for establishing public education — “to secure the\nrights and liberties of the people.” Men will support their government when\nthey have jobs and opportunities for recreation. Deny these opportunities\nand a national catastrophe will be the harvest. Earning makes better citi¬\nzens than yearning. The curse of Adam clings to us, while the memory of\nEden lingers on. The eternal rhythm of life is toil and leisure, work and\nplay, pain and pleasure. A balanced educational program improves man’s\nwants and his ability to earn them ; gives him a liberal education and a\npractical one ; develops his individual culture and makes him socially efficient.\nLife is practical ; education must be efficient. Life is recreational, and edu¬\ncation must train for leisure and for ever nobler living.\n\n"}
{"page": 943, "printed_page": null, "text": "Department\n\nof Vocational\n\nEducation\n\n939\n\nVocational training must furnish equal opportunity by keeping the door\nopen to all occupations ; this is American. Graduation into each vocation\nmust be competitive ; this is equally American ! The demand must not be\noversupplied and the unfit must not be chosen. Any other policy means\ngigantic national waste. Secondary education is wasteful because its curri¬\nculum leads to professional careers for which only a few of our students\nwill qualify. The white collar as a symbol of leisure and respectability is\na cultural lag. It no longer insures leisure and has no right to represent\nrespectability. Students who fail to perform in the upper five percent needed\nfor the learned professions must be gently but firmly guided into other\ncurriculums to avoid further waste of their time and the state’s money.\nVocational training must study the shifting demand for workers. We have\npassed through fifty years of tremendous readjustment in occupational\ngroupings. Agricultural workers shrank from forty-four percent to twentysix percent of all persons gainfully employed. Manufacturing and mechani¬\ncal pursuits recruited 9,000,000 workers, a gain of 300 percent, and took\nfirst place from agriculture. Trade and transportation increased in identical\nproportions. Only the professions maintained a stationary ratio. Vocational\neducation can help reduce unemployment by not over-supplying, and by\nretraining workers whom the iron man fires.\nThe change in distribution of workers is slowing up. Probably in a few\nmore decades the proportion of workers in the general divisions and the\nmajor sub-divisions will become practically fixed, and there will be jobs for\nall. There is ample evidence that scientific management can solve unemploy¬\nment — general and technological — and it must.\nThen education will be relieved of the worry over an uncertain market\nand will settle down to the more definite task of sorting for comparatively\nstandardized demands, and of developing vocational efficiency.\n\nTHE\nEDWIN\n\nA.\n\nSHOP\nLEE,\n\nTEACHER\nPROFESSOR\n\nVOCATIONAL\n\nOF\n\nAS A COUNSELOR— ABSTRACT\nEDUCATION\n\nEDUCATION,\n\nUNIVERSITY\n\nBERKELEY,\n\nThe\n\nAND\n\nDIRECTOR\nOF\n\nOF\n\nDIVISION\n\nOF\n\nCALIFORNIA,\n\nCALIF.\n\nfirst essential to an effective program\n\nof vocational education is a\n\ngroup of trainees who have intelligently chosen to prepare themselves for the\noccupation for which they are in training. Likewise the first essential for a\nguidance program is that it shall be linked with the reality which resides in\nthe total problem of vocational adjustment. The\ndependent and interwoven.\n\ntwo programs\n\nare inter¬\n\nFrom this point of view we are just beginning to discover the strategic\nimportance of the shop teacher as a counselor. The guidance function\nwhich the shop teacher is by training and experience best qualified to dis¬\ncharge is that of giving advice concerning his own occupation. Presumably\nhe is an outstanding craftsman in his community. Certainly he knows more\nabout the trade he represents than any other member of the teaching staff.\n\n"}
{"page": 944, "printed_page": null, "text": "940\n\nNational\n\nEducation\n\nAssociation\n\nA second function of the shop teacher may be designated as cooperation.\nThere are at least three ways in which such cooperation may take place.\nIn the first place, although he is the expert concerning his own trade and\nought to do the final counseling with boys interested in his trade, there is\ngreat need for the whole counseling staff to know as much as possible about\nthe occupation he represents. He is the logical person to furnish that infor¬\nmation. Closely related is the opportunity presented to the shop teacher to\ncooperate in the preparation of printed material dealing with his trade. A\npamphlet setting forth in simple, concise form the essential facts concerning\nthe painter’s trade is planned by the counseling division. Who better than\nthe instructor in painting can give the essential material needed for such a\npamphlet, or who can better smooth the way to the inner councils of the\npainter’s union and the master painter’s association if the investigators need\ninformation he does not possess? Out of this grows the third cooperative\nfunction, that of participating in occupational surveys for vocational guid¬\nance purposes. If the shop teacher be trained in the technic of such investi¬\ngation, he becomes an invaluable factor in the assembling of adequate and\naccurate information concerning his own and related occupations.\nThe third function is that of placement and followup. Ideally the shop\nteacher should be the placement officer for every student he has trained, and\nhe ought to be the person to whom the boy or man returns for counsel con¬\ncerning up-grading and promotion. Placement is the acid test of a guidance\nprogram as well as of a vocational education program. If well done, the boy\nis inducted into the vocation for which he has been trained on the level of\nproficiency to which he has attained. No one is in a position to know bet¬\nter the subtle relationship between the requirements of a given job and the\npower of a given boy to make good on that job than the shop man\ntaught him.\nThe\n\nwho has\n\nfourth function is the personal analyses of trainees. That\n\nshop\n\nteacher who is simply giving to his pupil certain skills and is failing to study\neach of his boys as an individual is falling far short both as a teacher and\na counsellor. All his contacts ought to be giving him more and more accurate\ninsights concerning each boy’s potentialities. As a trained observer he can\ngain understanding of the boy’s character, his strong points, his shortcom¬\nings. Through studying results of tests of all kinds — achievement, intelli¬\ngence, aptitude, emotional — he can supplement and make more accurate the\nanalyses he has made through personal observation. By carefully devised\nschemes of record keeping he can picture to himself the totality of his in¬\nformation and seeing it whole he can interpret wisely. Every shop teacher\nshould have a case record of every boy who has come under his influence.\nRecords, thus kept, increasingly become a source of information which when\nstudied points out the way to proceed in handling new cases. That it not\nonly increases his ability as a shop teacher but makes him of inestimable\nvalue to the guidance program is inescapable. Fortunate the guidance di¬\nrector whose personnel includes the shop teachers and wise the counsellor\nwho taps this source of cooperation to its full capacity.\n\n"}
{"page": 945, "printed_page": null, "text": "Department\n\nof Vocational\n\nEducation\n\n941\n\nVOCATIONAL\nW.\n\nF. STEWART,\n\nINTERESTS\nPROFESSOR\n\nOF\n\nOE FARM\n\nAGRICULTURAL\n\nUNIVERSITY,\n\nCOLUMBUS,\n\nBOYS— ABSTRACT\nEDUCATION,\n\nOHIO\n\nSTATE\n\nOHIO\n\n“To keep the boys on the farm’’ as an objective of vocational agriculture\nsmacks of an austerity that has no part in a school that attempts to recog¬\nnize the interests of the pupil since it predetermines wholesale the vocation\nof each farm boy to the complete disregard of the boy’s personal aptitudes\nand desires.\nFrom\n\nthe point of view of agricultural economics there is further evidence\n\nthat this aim discussion is unsound, for the very conclusive reason that there\nare not enough appropriate places for all the farm boys to remain on the\nfarms. According to our most reliable data there is an average of nearly\none-half more boys on the farm than there are farms. Thus there would be\na place for all of these to remain only as farms would be made con¬\ntinuously more numerous through repeated sub-division. Studies in agricul¬\ntural economics and farm management support the conclusion that with\nincreased efficiency in man power due to the improvements in farm ma¬\nchinery and in managerial ability, the efficient farm is one that is somewhat\nlarger rather than smaller than the present average farm. Thus both edu¬\ncational theory and agricultural statistics support the contention that it is\na grave mistake to attempt to keep all boys on the farms.\nWhat are the vocational interests of farm boys? More specifically, what\nare the boys doing who have pursued courses in vocational agriculture ?\nFortunately the leaders in agricultural education have concerned themselves\nwith this important inquiry which may be interpreted as one measure of the\nsuccess of the instruction in vocational agriculture.\nAt the close of each five-year period since the passage of the Smith-Hughes\nAct, namely 1922 and 1927, studies were made in a large majority of the\nstates to ascertain, insofar as possible, just what each boy was doing who\nhad completed one or more years of instruction in vocational agriculture and\nhad left school. The first study, in 1922, was based upon reports from as\nmany departments as would cooperate and included, as I recall, over 97\npercent of the departments in Ohio and 62 percent of the departments in all\nof the states cooperating. At that time it was found that a random\n\nsampling\n\nof eight percent of the departments gave results within five percent of the\nresults of the data from all the departments. Consequently, in the second\nstudy projected in 1927, a sampling of each twelfth department was used\nand constitutes the basis for data here used.\nIn this study Ohio data were reported from 96 percent of the pupils in\nthe departments\n\nsurveyed who\n\nhad studied vocational agriculture and left\n\nschool. For the five year period ending in 1927, 57 percent of the agricul¬\ntural pupils leaving high school were graduates, which is an increase of\nseven percent over the number graduating during the period ending in 1922,\nand which in turn contrasts with 41 percent of graduates for the entire\n\n"}
{"page": 946, "printed_page": null, "text": "942\n\nNational\n\nEducation\n\nAssociation\n\nhigh-school enrolment as reported by the United States Bureau of Educa¬\ntion in 1920. These data, it would seem, may be interpreted as the reflection\nin part upon the holding power in vocational agriculture.\nFollowing the students after leaving high school we find that 56 percent\nwere engaged in farming, four percent were in the college of agriculture,\nand six percent were engaged in occupations related to farm such as herds¬\nmen, bee keeper, entomologist, concrete worker, manager of greenhouses\nor cream stations. Thus those farming, those in the college of agriculture,\nand those in occupations related to farming total 66 percent of the former\nstudents for whom their education may be said to be functioning vocation¬\nally. For 44 states the percents were 55 percent farming, three percent in\nagricultural colleges, and nine percent in related fields — a total of 67 per¬\ncent in the United States as a whole for whom vocational education may be\nsaid to be functioning vocationally. I leave it to your judgment\nwhether or not this is a commendable showing?\n\nas to\n\nThose who are not farming are engaged in 40 other occupations including\nlaborers, students, clerks, factory workers, mechanics, truck drivers, sailors\nand storekeepers, to mention those with highest frequency.\nIn noting what difference, if any, exists in the percent of farmers who\nhave completed two years or less of vocational instruction in contrast with\nthose who have completed more than two years, data disclose a higher num¬\nber of students with the less amount of agriculture engaged in farming, the\npercents being 56 percent of those with two years or less of study in agri¬\nculture and 50 percent of those with more than two years. This is quite to\nbe expected since all of the college entrance groups come from among those\nwho have graduated from high school and who therefore probably have\nstudied agriculture the longer period.\nFrom these data we learn that vocational agriculture as an elective sub¬\nject in high school would seem to be holding the students in school longer\nand making a reasonable if not highly commendable showing of the num¬\nbers who engage in farming upon leaving high school and even more com¬\nmendable results when measured by the number for whom the instruction\nis functioning vocationally, that is those farming, those attending the college\nof agriculture, and those engaged in occupations related to agriculture.\nThese results have been obtained through instruction, which, so far as the\nsupervisor and teacher-training agencies are concerned, has been presented\non the basis of pupil needs accompanied by guidance in as large a measure\nas possible.\nVocational interests of farm boys deserve recognition and development\nin keeping with the best educational theory and practise. Instruction given\nto them on a vocational basis appears to be functional as measured by life\nwork of a large majority. Unguided selection of vocations is all too common\namong farm boys. The needs of farm as a vocation should be met by trained\nyouth, very largely farm youth, but in no sense should we be concerned\nmerely with keeping boys on the farm.\n\n"}
{"page": 947, "printed_page": null, "text": "/\n\nDepartment\n\nHOME\nENID\n\nW.\n\nECONOMICS\nLUNN,\n\nNumerous\n\nSTATE\n\nof Vocational\n\nEducation\n\nINTERESTS OF HOME\nGIRLS— ABSTRACT\n\nSUPERVISOR\n\nOF\n\nHOME\n\ntimes requests are made\n\nvocational and non-vocational\n\nhome\n\nECONOMICS,\n\n943\n\nECONOMICS\nCOLUMBUS,\n\nOHIO\n\nregarding the difference between\n\neconomics\n\ncourses. When\n\nit is ex¬\n\nplained that a vocational home economics course offers the high-school girl\nopportunity to prepare for homemaking activities of immediate as well as\nof future interest and safeguards this training with experience in actual home\npractise, the questioner invariably wonders\nested in such work.\n\nif all girls would\n\nnot be inter¬\n\nThrough a questionnaire, which was answered by high-school girls, both\nthose who were and those who were not studying home economics, an op¬\nportunity was given the girls to express their wishes and interests with re¬\ngard to the subjectmatter which is included in home economics courses.\nThe girls who helped with the study were located in city, village, and\ncentralized schools. City and exempted village schools, both vocational and\nnon-vocational, were selected so as to include industrial cities and cities de¬\npending mainly upon surrounding farm country for their support.\nArranged according to the various divisions or units into which home\neconomics is usually organized, the order of girls’ desire for them measured\nby frequency of occurrence is as follows:\n1. Personal\n2. Clothing\n3. Home\n4. Foods\n\nand social relationships\n\nplanning\n\nand furnishing\n\n5. Home management\n6. Health\n7. Child care and training\n\nThe order of these same units determined by the frequency of their hav¬\ning been studied presents a rearrangement approaching reversal. The latter\norder follows:\n1. Health\n2. Foods\n3. Clothing\n4. Personal and social relationships\n5. Home management\n6. Home planning and furnishing\n7. Child care and training\n\nThe interests which the girls have expressed indicate that they are con¬\ncerned with problems of a broader nature than cooking and garment con¬\nstruction.\n\nEvery opportunity that the girl has in the home economics course to\nfoster personal development adds to her capacity to make of herself the type\nof girl she wants to be. But the development of self is at every turn associ¬\nated with another desire which affects personal and group relationships.\n\n"}
{"page": 948, "printed_page": null, "text": "944\n\nNational\n\nEducation\n\nAssociation\n\ndesire for selfimprovement so as to make more worthwhile contribu¬\ntions to the family and to society show how inseparable the contacts are be¬\ntween the girl and others. The training which home economics can give the\ngirl for this phase of democratic living is one of its largest contributions to\neducation.\nThe\n\nCharm\n\nin manners\n\nceases to be attractive if a purely selfish attitude is\n\ntaken. Human sympathies and interests beyond self are necessary if a pleas¬\ning personality is really to be developed. These attributes may be acquired\nonly through experience in social contacts. Besides discussions on this sub¬\nject, girls in home economics classes have put their knowledge into practise\nthrough courtesies exchanged in the classrooms, in the corridors, in clubs,\nand at home. Each experience has strengthened and enriched the life of the\ngirl.\nThe felt need of the girls for cooperating with their families offers an\nexcellent example of the democratic theory that opportunity for individual\ndevelopment leads to responsibility for others. The girls want to know how\nto provide recreation for the family. There are two points involved in this.\nFirst the girls could gain in selfdevelopment, which in this instance would\ninclude learning the types of recreation which might be suitable for her\nfamily ; she would also develop in selfexpression and in assuming responsibility. In the second place, a fine spirit of interest in the family is involved.\nAdults today are anxious about the lack of entertainment within the family.\nWhen high-school girls see the need for developing the ability to take part\nin providing for the leisure time of the family, it seems fair to assume that\nthis sense of responsibility will carry over into their own homes later on.\nOur assurance depends upon the point of view which the teacher is able\nto develop in leading the girls to think of ways in which to solve the prob¬\nlems that they meet. As opportunities are provided throughout the course\nof study for satisfying the present needs of the girl, the ability and initiative\nof each one is given occasion for expression. As every opportunity carries\nwith it responsibility for social welfare, the problems of the home lead to\nways in which desirable social changes can be brought about. No course in\nclothing would be complete without securing the interest of the class in the\n\ntextile industry, especially from the standpoint of the condition of the work¬\ners who provide our clothing for us; nor would a course in foods be finished\nwithout a consideration of the reason for pure food regulations ; likewise\nhealth courses must go beyond immediate personal health to consider pub¬\nlic health ; and child care courses when taught so as to include a broad\nsocial viewpoint will engage the interest of the girls in the benefits derived\nfrom child labor laws.\nThe content in which the girls have expressed a desire to study indicates\nthe variety of training which teachers will need. Teachers\n\nwho\n\nhave pre¬\n\npared themselves in one field, nutritionists for instance, will not be success¬\nful in leading the girls in the well-rounded training that they want. First of\nall, teachers must have studied a comprehensive home economics program.\n\n"}
{"page": 949, "printed_page": null, "text": "Department\n\nof Vocational\n\nEducation\n\n945\n\nIn the second place, they must be imbued with belief in the aims of home eco¬\nnomics education. Otherwise it is likely that there will not be a proper bal¬\nance between practical interests on the one hand and, on the other, those\nfactors which make for a home that is a richer sort of social institution.\nThe present insistent demand as regards teacher training in the home eco¬\nnomics field is that due attention shall be given to liberalizing as well as\nspecializing content. Especial need seems to exist for stress upon the eco¬\nnomic, esthetic, or strictly humanistic aspects of natural and social science.\nThe teacher must possess the traits of personality which will enlist the con¬\nfidence of pupils and parents. In addition a knowledge of teaching method\nwill need be acquired. Such a welltrained teacher can make of home eco¬\nnomics a program of study which will be as vital, as stimulating and as\nliberalizing as any subject in the curriculum.\nThe teacher must have the support of an administration which is de¬\ntermined through a modern order of thinking. A revised point of view\nregarding home\n\neconomics\n\nis perhaps the most important change that is\n\nneeded. When a richer program is offered the public, and when superinten¬\ndents come to realize its greater educational value, it may perhaps be as¬\nsumed that a larger place for it in the programs of studies will be made.\nThen, perhaps, capable pupils will be advised to include it among their\nstudies, schedule adjustments will be arranged, satisfactory equipment facili¬\nties will be more general, and teachers with the necessary training will be\nemployed.\n\nVITAL\n\nVALUES\n\nC. M. MILLER,\n\nIN INDUSTRIAL\n\nSTATE\n\nDIRECTOR\n\nOF\n\nEDUCATION— ABSTRACT\n\nVOCATIONAL\n\nEDUCATION,\n\nTOPEKA,\n\nKANS.\n\nThe vital values in industrial education are the same as those which accrue\nto any other type of education ; namely, the human\n\nvalues.\n\nIndustrial education is different from general education in that it is spe¬\ncifically vocational, and its major objective is the improvement of workers\nin their respective jobs to the end that their immediate earning power is\nincreased.\nAssuming that being able to earn one’s livelihood is one of the require¬\nments for good citizenship, anything that will help a person to earn a better\nlivelihood will make him a better citizen. After all, it is only to the end\nthat individuals become better citizens that society is justified in making\nany investment whatever in their educational advancement.\nWhat are some of the things that make men better citizens? What are\nsome of the vital values in industrial education ? Not long ago a furnace man\n\ncame\n\nto my home\n\nto clean the furnace. He did not appear to be different\n\nfrom other chimney sweeps I have known but for some reason I made con¬\nversation with him. I learned that he was at that time taking correspon¬\ndence training in heating and ventilation, and that he had hopes of advanc¬\ning from a furnace cleaner to a heating and ventilation engineer. What was\nthe thing that impelled this man to use a considerable portion of his leisure\n\n"}
{"page": 950, "printed_page": null, "text": "946\n\nNational\n\nEducation\n\nAssociation\n\ntime and expend some of his truly hard earned money to improve himself?\nIt was the hope of something better than furnace cleaning. Certainly the\nfact that trade and industrial education keeps alive that spark of hope in\nmany a human heart is one of its vital values. Industrial education supplied\nthrough a correspondence school contributed one of the vital values of in¬\ndustrial education. Should not such service be supplied by the local public\nschools?\nThe whole tendency is toward shorter working hours and shorter work¬\ning weeks, thus giving workers more leisure time. Unless this additional\nleisure time is profitably used it may become a liability rather than an asset.\nUnless workers use a part of this leisure time for selfimprovement either in\ntheir trade or some cultural way, they will have lost rather than gained.\nIf this time is used only to attend the dog races, the picture show, the pool\nhall, or the ball game, nothing will have been gained. Helping workers to\nprofitably invest their leisure time is probably one of the most vital values\nindustrial education can supply.\nOne of the most vital values that industrial education will ever develop\nwill come in the way of a byproduct. It will be a better understanding be¬\ntween employees and employers. Neither will need sacrifice any principle\nor any ground gained, but both will come to realize more and more the ab¬\nsolute necessity of harmonious relationships between labor and capital ; be¬\ntween leaders and followers; between artists and artisans; between dream¬\ners and doers.\nThe most vital values of industrial education are those which tend to\nmake men better home builders, better community builders, and more use¬\nful citizens. Mr. Milton Prince Higgins says that the philosophy of learning\na trade is:\nTo make a good living; to have a happy family; to make preparation for hard\ntimes; to wear overalls in the shop with the same dignity as good clothes are worn\non Sunday; to be confident you are laying a sure foundation for any future success;\nand that you share the creative spirit; to feel you are master of your work. This is\nthe wholesome philosophy of learning a trade.\n\nI might add that it is the wholesome philosophy of industrial education.\n\nWHAT\nTREVA\n\nHOME ECONOMICS IS DOING FOR\nEMPLOYED GIRL— ABSTRACT\n\nE. KAUFFMAN,\n\nSUPERVISOR\n\nDEPARTMENT\n\nOF\n\nOF\n\nHOME\n\nEDUCATION,\n\nECONOMICS\nALBANY,\n\nTHE\n\nEDUCATION,\n\nSTATE\n\nN. Y.\n\nIt is generally concluded by educators and investigators in these modern\ntimes that the majority of girls and women at some period in their life will\nspend some time in employment and some in homemaking. Dr. Edwin A.\nLee in a recent address on this subject says, “If it be accepted that every\nadult woman, married or single, makes of her habitation a home, it is prob¬\nably true that the vocation of homemaking commands the attention in some\nmeasure of over a quarter of a hundred million individuals; that women\nmust be trained not for one vocation but for at least two. Of these, home-\n\n"}
{"page": 951, "printed_page": null, "text": "Department\n\nmaking is the permanent\n\nof Vocational\n\nEducation\n\n947\n\nvocation, the other in the overwhelming\n\nmajority\n\nof cases must be considered temporary.” As second consideration he says,\n“The modern home is ceasing to be the place in which a girl may learn the\nart and science of homemaking.”\nMany girls enter upon employment during their junior or senior highschool years. The twenty-eight states making some provisions for attendance\nupon partime or continuation schools, according to Chart No. 1, Childrens\nBureau, United States Government, January 1, 1930, have the opportunity\nto further help these girls through home economics instruction, and this is\nwhere home economics must function in the life of the girl or she considers\nit a waste of her time and money.\nHome economics educators are teaching students how to select proper\nclothing according to individual types and how to care for it afterwards.\nThe clothing budget based on the girl’s wage is studied with points on eco¬\nnomics of buying, study of art principles, and durability of clothes as re¬\nlated to it. The upkeep and care of the wardrobe of any working girl is\nconsidered of such importance now that every girl is willing to learn efficient\nways of caring for this problem. The personal grooming of any girl has\nalso become a science and an art. Good health depends more or less on the\nselection of three nutritious meals a day, proper health habits, wholesome\nrecreation, and freedom from mental worry. It is necessary for every girl,\nwhether she eats at home or outside, to know how to properly select three\nnutritious meals a day, having the food well-prepared, and giving some\nthought to the amount of money involved. Knowledge of the above items\nusually helps to keep the girl at work without loss for illness which means\ncontinuous pay. They are all taught in a practical way.\nMany\n\nteachers are teaching how\n\nto make\n\nattractive homes\n\nthrough re¬\n\nmodeling projects at school, by setting up a girl’s bedroom, furnishing a\nliving-dining room, rearranging a convenient kitchen, furnishing a small\napartment or home on $500 to $1000. Efficient methods of caring for the\nhome and the use of labor saving appliances are demonstrated. Thus the girl\ncan improve her present environment.\n\nFamily relationships with entertain¬\n\ning in the home and thinking of the rest of the family’s recreation often bring\neasier adjustments to the girl in her home life.\nMuch\n\ntime in the home economics instruction is given to helping the girl\n\nto proper recreation, since in a survey in several communities about four hours\na day are given over by this girl to recreation and pleasure. To make this\nwholesome and beneficial has been the aim and result of this teaching.\nIn the remaining states where no provision is made\n\nfor attendance upon\n\npartime or continuation schools and in the twenty-eight states with provision\nfor maintaining these schools, large numbers of employed girls and women\nattend classes voluntarily in the afternoon or evening for instruction in\nhome economics. Much of the work given meets personal living needs as to\nproper food, clothing, housing, entertaining, hospitality, budgets, buying\nand consuming, labor saving appliances, while many\n\nare preparing for mar-\n\n"}
{"page": 952, "printed_page": null, "text": "948\n\nNational\n\nEducation\n\nAssociation\n\nriage, and some are carrying on the dual role of marriage and work ; their\ninterest, of course, goes further into the family and home life and more\nstudy along this line is taken up.\nIt is always an open question in the mind of the teacher as to just what\nshould be the points of emphasis in the teaching of these various subjects.\nPerhaps it would be of some interest to you to know what we expect the\ndesired outcomes in each course to be. I shall list them for you in outline\nform :\nClothing\n1. Ability to use the machine\n2. Habit of applying common principles of sewing\n3. Ability to use commercial patterns and make simple garments\n4. Ability to select materials for garments made at home\n5. Ability to compare\nhome.\n\nthe ready-to-wear\n\ngarment\n\nwith the garment\n\nmade\n\nat\n\nApplied art\n1. Ability to apply art principles to clothes and furnishings\n2. Development of a desire for beauty\n3. Development of standards of beauty\n4. Development of an art vocabulary.\nFoods\n1. Ability to operate heating appliances\n2. Ability to choose and use utensils wisely\n3. Ability to interpret recipes accurately and measure ingredients carefully\n4. Ability to work systematically in the preparation of food\n5. Knowledge and habits of correct table manners and table service\n6. Ability to properly arrange a table\n7. Ability to select foods wisely considering cost, food value, and healthfulness.\nHome Hygiene\n1. Causes and prevention of sickness\n2. Cleanliness\n3. Proper selection of clothing according to weather and seasons\n4. Proper selection of foods\n5. Use of proper health terms.\nHome Management\n1. Ability to intelligently share the responsibilities of the home\n2. Home appreciation\n3. Ability and desire to promote home happiness\n4. Ability to maintain an orderly home\n5. Ability to budget the family income.\nAims of course in child care and training\n1. To teach how to care for children\n2. To recognize that the care of children is a normal home problem\n3. To develop proper attitudes toward children\n4. To interest girls in the need for intelligent care of children\n5. To make a detailed study of the child at different age levels; namely,\ninfant, toddler, runabout, and school age.\n\nThe\n\nwriter believes that this education, from results shown, is essential\n\nto modern civilization. It is helping the employed girl and woman to a richer\nlife as a citizen, giving industry and business a more satisfactory employee\nand the nation a stronger home\n\nlife.\n\n"}
{"page": 953, "printed_page": null, "text": "Department\n\nSOME\n\nof Vocational\n\n949\n\nEducation\n\nOBJECTIVES IN VOCATIONAL EDUCATION\nAGRICULTURE— ABSTRACT\n\nZ. M.\n\nSMITH,\n\nSTATE\n\nDIRECTOR\n\nOF\n\nINDIANAPOLIS,\n\nVOCATIONAL\n\nIN\n\nEDUCATION,\n\nIND.\n\nAmong the objectives that are basic in the program\ntion in agriculture are:\n\nof vocational educa¬\n\n1. To supply mankind with clothing, food, and shelter in full-satisfying measure\nwith the greatest economy of time, money, and energy.\n2. To add to these necessities the additional things that enrich life and bring\ninto fruitage the deep and abiding satisfactions for which mankind is striving\nconstantly.\n3. To achieve these two objectives in such a manner as to enlarge the social\nvision and the sympathetic understanding of these contributors to human welfare,\nthereby imbuing their souls with altruistic ideals and yet concurrently increasing\ntheir technical efficiency.\n\nThe\n\nbasic physical necessities of human\n\nbeings cannot be supplied ade¬\n\nquately at a just cost by inefficient farming. The farmer is confronted con¬\nstantly with the problem of supplying these necessities with a fair profit\nfrom his business and yet at a price the consumer can be expected to pay.\nA satisfactory solution of the problems of the farmer will not have been\nreached until such time as the farmers of the world succeed in organizing\nand conducting a world-community program of production and marketing\nof farm products, supplemented with a program of purchasing. Farmers\nmust organize and conduct their own program of production, marketing,\nand purchasing. Their information and experience program of training must\ndeal with and prepare them for responsibilities in this three-fold task.\nThese three phases of this task are interrelated and interwoven to the degree\nthat one cannot be carried on successfully without successful development\nand execution of the other.\nFarmers\n\nmust\n\norganize and conduct their own\n\nprogram\n\nof marketing.\n\nThis cannot be done with profit independently of their production pro¬\ngram nor their purchasing program. If the production or buying program is\noverdone, underdone, or poorly done, a profitable marketing program is an\nimpossibility.\n\nThe production program must be organized and conducted on a worldcommunity basis, reduced in final analysis to national, state, regional, dis¬\ntrict, and local units. The population of the world is known. The needs of\nindividuals for the maintenance of life, health, and general satisfaction are\nknown. The areas in which and the conditions under which different kinds\nof agricultural products can be produced with the least expenditure of\ntime, money, and energy are known for practical purposes.\nThe problem is one, therefore, of laying out definitely through local, dis¬\ntrict, regional, state, national, and international agencies, working co¬\noperatively, a production\n\nprogram\n\nto meet\n\nw’orld needs — production re-\n\n"}
{"page": 954, "printed_page": null, "text": "950\n\nNational\n\nEducation\n\nAssociation\n\nsponsibilities to be met by different areas in conformity with their suitable¬\nness to economic production of designated products, and of laying out a\ncorrelative program of marketing that will give reasonable assurance that\nagricultural products will be distributed on a world-community\nthe greatest possible economy of time, money, and energy.\n\nbasis with\n\nThe problem of supplying the food, clothing, and shelter needs of man¬\nkind may be analyzed somewhat as follows:\n1. Marketing farm products is an outstanding responsibility with which the\nfarmer is confronted constantly.\n2. Cooperative marketing holds an exceedingly important place in the whole\nprogram of marketing farm products.\n3. Farmers cannot market their products intelligently, if they are not informed\non marketing conditions to be met.\n4. Farmers must organize and conduct their own marketing program.\n5. Profitable farming is dependent in large measure on the success with which\nfarm products are marketed.\n6. The farmer cannot produce and sell with profit either the kinds or amounts\nof products that consumers cannot or will not buy.\n7. Marketing farm products cannot be successful except as production is kept in\nharmony with the needs of consumers in kind and scope.\n8. Marketing farm products cannot be organized and conducted profitably with¬\nout direct relation to the production program. Neither can a production program be\norganized and conducted profitably without direct relation to the marketing program.\n9. Buying is a basic factor in a successful business of any kind.\n10. Cooperative activities of farmers include, therefore, production, marketing,\nand buying.\n11. This unified program must be organized\na community acting in cooperation.\n12. A\n\nand conducted\n\nby all the farmers\n\nof\n\ncommunity\n\nas here interpreted is (1) local, (2) county or district-wide,\n(3) regional, (4) state-wide, (5) national, (6) international or world-wide in scope\nand significance.\n\nWe must not breed a race of mercenary farmers. Farming must be done\non a basis that will bring economic returns commensurate with economically\nexpended time, money, and energy. This can and must be done without\ndwarfing the soul-stature of the tiller of the soil. Training for profitable\nfarming must be based on the comprehensive and universal needs of man¬\nkind and not on the partial and sectional needs. The responsibilities of the\nfarmer must encompass the whole man and the whole world. The com¬\nprehensive and universal needs of man find their genesis in both the tangible\nand the intangible aspects of human life.\nVocational training for medical professions, for teaching professions, for\nlaw, for the ministry, for the fine arts is no more important than vocational\ntraining for service in transportation, commerce, manufacturing, trades,\nhome making, or agricultural pursuits. The farmer of today and the future\nmust be trained to recognize and understand this broad and deep conception\nof his business and citizenship responsibilities.\nThis broader and deeper conception of his obligations will impose more\nheavily upon him the necessity of being a business man. He must be schooled\n\n"}
{"page": 955, "printed_page": null, "text": "Department\n\nof Vocational\n\nEducation\n\n951\nin both the art and the science of establishing and maintaining a balanced\nfarm business. The man, the horse, and machinery power on his farm must\nbe used to maximum advantage ; the land must be utilized efficiently ; risks\nmust be kept at a minimum ; soil fertility must be maintained ; building and\nfencing costs must be kept as low as is consistent with sound business prac¬\ntise ; overhead expenses must be kept at a minimum level ; marketing must\nbe done in the manner demonstrated to be the most profitable to both the\nproducer and the consumer.\nWe\n\ncovet for the farmer the kind of vocational training that will enable\n\nhim to expand his conception of a community from that of local or pro¬\nvincial significance to world-wide significance. We want him to know how\nscience can and will eliminate for him the barriers of distance and thus make\npossible world solidarity so far as time and space are concerned. Coupled\nwith his knowledge and mastery of science in the physical realm must be his\nknowledge and mastery of the forces in the realm of the social sciences that\nwill enable him, in concerted effort with his fellowmen, to bring to full\nfruition a type of social service and sincere brotherliness which will make\nmankind one family in interest, aspirations, and ideals.\n\nCHARACTER\n\nC. A. HOWARD,\n\nDEVELOPMENT THROUGH\nED UCA TION—ABS TRA CT\nSTATE\n\nSUPERINTENDENT\nSALEM,\n\nOF\n\nPUBLIC\n\nVOCATIONAL\n\nINSTRUCTION,\n\nORE.\n\nCharacter education as a former generation conceived of it was a com¬\nparatively simple thing. It consisted in urging the acquisition of certain\nenumerated virtues and the avoidance of certain enumerated vices. The\nyoung man who neither “smoked, drank, nor played cards” was presumed\nto be a model youth. While modern educational philosophy recognizes the\nimportance of cultivating certain desirable habits of conduct, it conceives\nof character as something much more fundamental than the items of conduct\nthrough which it may display itself.\nThe Committee on Character Education of the National Education Asso¬\nciation in its report published in 1926 defined character development as\n“the emerging and strengthening of those elements in the child’s volitional\nflow which promise to be fruitful in the human order in which he is to\nlive.” The committee pointed out that this development can be “fostered\nand nourished by the conscious and deliberate intervention of the educative\nprocess” ,* in other words, that there is such a thing as character education.\nNothing so vitalizes the education of the individual as the choice of a\n\nworthy vocation. “The\n\ndesire to be something other than we are is the only\nthing that makes education possible,” says Charles E. Rugh. When that\n“something” is so definite as to amount to a vocational choice, the entire edu¬\ncational procedure becomes motivated.\n\n"}
{"page": 956, "printed_page": null, "text": "952\n\nThe\n\nNational\n\nEducation\n\nAssociation\n\nvocational student comes to his instructor with a desire frequently\n\namounting to eagerness to acquire the intellectual training and the manual\nskill that will make him effective in the vocation he has chosen. Of equal\nimportance with training and skill, so far as vocational success is concerned,\nis the development of those elements of character that are sound and de¬\npendable. The student can readily recognize this if it is pointed out to him.\nThe vocational instructor must not overlook this part of his job.\nWhat are some of the specific things which the vocational instructor may\ndo in the way of character education? First, he should help the student to\nrecognize his vocation as something far greater and finer than the material\nproduct of his skill. Appreciation of sound workmanship and satisfaction in\nproducing it are of much greater importance than the thing produced.\nSecond, the instructor should attempt to develop in the student a pride in\nhis vocation as an opportunity to serve a social need. It is through a recogni¬\ntion of the social importance of his vocation that the man who follows the\nhumblest calling can maintain his selfrespect and can be prevented from\nsuffering from that wound to the personality which we call an inferiority\ncomplex.\nThird, the instructor should attempt to develop in his student high stand¬\nards of workmanship and of service. The student should be made familiar\nwith the code of ethics of his craft. If a particular craft has no code of\nethics, students who are planning to enter it should be put to work pre¬\nparing one.\nFourth, the instructor should bring his students to recognize the fact that\nevery worthy vocation depends for its success upon the stability of the social\nstructure in which it is to be practised. No man with the slightest wisdom\nwould spend his working hours building the superstructure of the home in\nwhich he expects to live, and then occupy his leisure hours chipping pieces\nof concrete out of the foundation ; nor would he permit others to thus\nendanger his future safety and happiness if he could prevent it. The man who\nis to succeed in his vocation must assume some responsibility for maintaining\nthe honesty, decency, and integrity of the community in which that vocation\nis to be carried on.\nFifth, the instructor should respect the religious convictions of his students\nand their families. However widely individuals may differ in their religious\nviews and in their opinions as to the efficacy of religion in the promotion of\nright conduct, the fact remains that the church does stand forth as an avowed\nagency of righteousness and as a bulwark against those influences that would\ndisintegrate the moral life of our people. That man is assuming a tremendous\nresponsibility who turns a youth away from his church.\nThe\n\nvocational instructor has an opportunity possessed by few other\n\nteachers to shape the character of the student wTho comes under his hands.\nRecognition of this opportunity and consciousness of this responsibility on\nthe part of the vocational group should become a part of the general move¬\nment toward a more definite and specific type of character education.\n\n"}
{"page": 957, "printed_page": null, "text": "Department\n\nVOCATIONAL\nROLAND\n\nH.\n\nof Vocational\n\nTRAINING\n\nSPAULDING,\n\nINSTRUCTORS,\n\nNEW\n\nIN AERONAUTICS— ABSTRACT\n\nDIRECTOR,\nYORK\n\n953\n\nEducation\n\nGROUND\n\nUNIVERSITY,\n\nSCHOOL\nNEW\n\nCOURSES\n\nYORK,\n\nFOR\n\nN. Y.\n\nWhen considering with school executives the advisability of giving voca¬\ntional training in aeronautics, I have noticed considerable apprehension con¬\ncerning the future status of air transportation. I take it to be worthwhile,\ntherefore, to introduce the discussion of my subject today with a resume of\nthe results of several studies that have been made of the aviation industry.\nOne\n\nof the conclusions reached by research experts of the Curtis Pub¬\n\nlishing Company, who recently published an outstanding report, “The\nAviation Industry” concurred in by the major executives in the economic\nand financial world, was to the effect that the aviation industry will develop\ninto a large and sound industry. Confidence\nupon two facts:\n\nin this conclusion was based\n\n1. The idea of air travel is sound. Air travel is certainly the quickest, can be\nmade the most comfortable, and ultimately will be the least expensive method of\nlong distance travel. .\n2. The industry in all its phases is manned\nwith faith in the future of the industry.\n\nThe\n\nby young\n\nmen\n\nwith enthusiasm\n\nand\n\nreport continues:\n\nWe believe a day will come wrhen over the main airways connecting large cities,\nfrequent planes with capacity for twenty or more passengers will pass on regular\nschedules well loaded with passengers, mail, and express; that from minor cities\nalong these routes will come smaller planes also well patronized, acting as feeders\nfor the trunk lines; that neighboring major cities will have intercommunication by\nair approaching street-ar frequency, so that if one plane is crowded, no matter —\nanother will start very soon; that neighboring minor cities will have intercom¬\nmunication by smaller planes which in many cases may be able to secure sufficient\npatronage for hourly service; that planes from minor cities to major ones for shop¬\nping, for afternoon matinees, for evening entertainments, will become a wellpatronized commuting service; that many business men with pilot chauffeurs will\ncommute by plane from estates to their city offices; that air service twice weekly or\nmore frequently will carry passengers, mail, and express to Europe and to the\nOrient; that frequent air service will connect the United States with Hawaii, Philip¬\npine Islands, and all of its possessions; that the greater part of first-class mail, both\nover land and over water, will be carried in the air, and that air express will be\none of the most profitable parts of the air service.\n\nHow long it will take for the consummation\nupon three factors:\n\nof the program\n\nwill depend\n\n1. The support given by government agencies; by the federal government in\nmail contracts, extension of weather bureau service, radio and route lighting; by\nlocal governments in developing suitable airports and providing rapid communica¬\ntion to and from the airports.\nSince any future war is likely to be fought primarily in the air, the government\nhas abundant reason to foster the aviation industry in the interest of national\ndefense. The\n\nexistence of large and well-equipped\n\nfactories for the production\n\nof\n\nautomotive equipment was one of the major factors in America’s contribution to the\nWorld War. If the United States ever becomes involved in another war, American\nairplane factories may\n\nbe the determining\n\nfactor.\n\n"}
{"page": 958, "printed_page": null, "text": "954\n\nNational\n\nEducation\n\nAssociation\n\n2. The consummation of this program will depend upon the willingness of\ncapital to make consequential investments in the industry, foregoing immediate profits\nin a belief that future returns will justify immediate sacrifice.\n3. The consummation of this program will also depend upon the amount and\ncharacter of advertising put behind the industry. This, in a sense, is the basic\nfactor, for advertising which will educate the public to use aviation facilities will\nat the same time do much to crystallize sentiment favorable to governmental suppoit of the industry and will be helpful in maintaining confidence of capital during\na period of small dividends.\n\nAli evidence points to the fact that the aviation industry is destined to\nbecome a large and sound industry requiring the utilization of trained men\nin many trades. The requirements of the aviation industry are so high that\nanyone becoming sufficiently competent to work in this field, may readily\nfind employment in allied activities in other industries should the field be¬\ncome over-crowded. The leaders in vocational education, therefore, may\nsponsor trade education in the field of aeronautics with a minimum of ap¬\nprehension concerning an over-supply of trained men.\nH owever, the introduction to this work should be based upon four prin¬\nciples :\n1. A survey or consideration of the trade activities of the community, (a) to ascer¬\ntain the labor needs in the various trades, both in the aviation industries there\nrepresented and in allied industries, and (b) to obtain the cooperation\ntion manufacturing executives and the airport officials.\n2. The building of the course of study by a joint committee\ntion enterprises and the public school system.\n3. A guarantee of adequate equipment.\n4. The acquisition of a qualified teaching personnel.\n\nof the avia¬\n\nrepresenting the avia¬\n\nFor the realization of these principles in actual vocational training, equip¬\nment and aids to instruction are rapidly becoming available.\nAny high school in a community\n\nwhere trade education has its place can,\n\nI believe, with profit, inaugurate courses on the trade level which will con¬\ntribute to the pupils’ later success in the field of aeronautics. This is no idle\nprophecy, for already some 300 public school systems in the United States\nare giving training in one form or another in aeronautical education. Thirty\nof these schools are giving one or more courses upon the vocational or trade\neducation level. Our committee has in the press at the present time a\npamphlet describing in considerable detail the work of these schools. We\nshall be glad to send you a copy of this pamphlet upon request.\nI have no doubt whatsoever that, within the next five years, we shall find\nthe present number of thirty school systems giving vocational training in\naeronautics multiplied many times over in the various cities of the United\nStates. My hope is that our achievement in this field may surpass greatly\nour record in automotive vocational education.\n\n"}
{"page": 959, "printed_page": null, "text": "Associational\n\nRecords\n\nand Information\n\n"}
{"page": 960, "printed_page": null, "text": ".\n\n1 *. '\n\n"}
{"page": 961, "printed_page": null, "text": "Associational Records and Information\n1857 — 1870\nThe\n\nNational\n\nTeachers\n\nOrganized\n\nAugust\n\nPurpose —\n\nTo\n\nAssociation\n\n26, 1857, at Philadelphia, Pennsylvania.\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\nUnited 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,\n1886, under the name, “National\nchanged to “National\nNovember 6, 1886.\n\nNational\n\nEducation\n\nEducation\n\nEducational\n\n24,\n\nAssociation,’’ which\n\nwas\n\nAssociation,\" by certificate filed\n\n1907-\n\nAssociation\n\nFebruary\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 :\n\nSection 1. That\n\npersons, who\n\nEducational\n\nASSOCIATION\n\nSTATES\n\nof Representatives\n\nthe following-named\n\ntors and trustees of the National\n\nEDUCATION\n\nof the United\n\nare now\n\nStates of\n\nofficers and direc¬\n\nAssociation, a 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\nList of\n*Nathan C. Schaeffer, *Eliphalet Oram Lyte, *John W. Lansinger, of Pennsylvania; Isaac W. Hill, of Alabama; Arthur Incorporators\nJ. Matthews, of Arizona; John H. Hinemon, *George B. Cook,\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 N. Wilkinson, *A. V. Jewett,\n*Luther D. Whittemore, of Kansas; William Henry Bartholomew, of Kentucky;\n*Warren Easton, of Louisiana; *John S. Locke, of Maine; *M. Bates Stephens, of\n• Deceased.\n\n[ 957 ]\n\n"}
{"page": 962, "printed_page": null, "text": "958\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, ot\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 Utah; *Henry\nVirginia; Edward\n\nof Tennessee;\n\nLloyd E. Wolf, of Texas;\n\nDavid\n\nO. Wheeler, Isaac Thomas, of Vermont;\nT. Mathes, of Washington; *T. Marcellus\n\nH. Christensen,\n\nJoseph L. Jarman, of\nMarshall, Lucy Robin¬\n\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 incorpc/ated and declared to be a body corporate\nof the District of Columbia by the name of the “National Education Association\nof the United States,” and by that name shall be known and have perpetual succes¬\nsion with the powers, limitations, and restrictions herein contained.\nSec.\n\n2. That\n\nthe purpose\n\nand\n\nobject\n\nof the\n\nsaid\n\ncorporation\n\nshall\n\nbe\n\nto 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\nments, 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; seventeenth, of Indian Education; the powers and duties\nand the numbers and names of these departments and of the National Council\nof Education may be changed\nprovided in its bylaws.\nSec.\n\n3. That\n\nthe\n\nsaid\n\nor abolished\n\ncorporation\n\nshall\n\nat the pleasure of the corporation,\n\nfurther\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\nowers 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\nreal or personal\n\nestate, and\n\nto hold, grant, convey,\n\nhire or\n\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* Peceasgd,\n\n"}
{"page": 963, "printed_page": null, "text": "Associational\n\nSec. +. 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\n959\n\nthe District of Columbia\n\nof the\n\nor other purposes\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\nTax-Exempt\nincome to be used for such purposes, shall be exempt from\ntaxation; provided, however, that this exemption shall not\napply to any\n\nproperty\n\nof the corporation\n\nwhich\n\nshall not be used\n\nfor, or the\n\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 the\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 officers of the said\n\ncorporation\n\nshall be\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\nDirectors\npresidents of the said Association now living, and all future\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 Executive Committee shall consist of five members,\n\nas follows: the President\n\nof the Association, the First Vice-President, the Treasurer, the Chairman\nBoard of Trustees, and a member of the Association, to be\nchosen annually by the Board of Directors, to serve one year.\nThe said committee shall have authority to represent, and to\nact for the Board of Directors in the intervals between the\n\nof the\n\nExecutive\nCommittee\n\nmeetings of that body, to the extent of carrying out the legislation adopted by the\nBoard of Directors under general directions as may be given by said board.\nThe Board of Trustees shall consist of four members elected by the Board of\nDirectors for the term of four years, and the President of the Association, who\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\nTrustees\ntrustee for the term of four years. All vacancies occurring in\nsaid Board of Trustees, whether by resignation or otherwise,\nshall be filled by the Board of Directors for the unexpired term;\nof a trustee from two successive annual meetings of the board\nmembership.\n\nand the absence\nshall forfeit his\n\n"}
{"page": 964, "printed_page": null, "text": "%0\n\nSec.\n\nNational\n\n7. That\n\nthe\n\ninvested\n\nEducation\n\ntund\n\nnow\n\nAssociation\n\nknown\n\nas\n\nthe\n\n“Permanent\n\nFund\n\nof\n\nthe\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\n\nPermanent\nFund\n\nsafekeeping and investment of such fund, and of all other\nfunds which the corporation may receive by donation, bequest,\n\nor its accretions\n\nor devise. No part of the principal of such Permanent Fund\nshall be expended, except by a two thirds vote of the active\n\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.\nThe Board of Trustees shall elect the Secretary of the Asso¬\nciation, who shall be Secretary of the Executive Committee,\nand shall fix the compensation and the term of his office for a\nperiod not to exceed four years.\n\nElection of\nSecretary\n\nSec.\n\n8. That\n\nLocation\nOffice\n\nof\n\nbe determined\n\nthe principal\n\noffice of the\n\nsaid\n\ncorporation\n\nshall\n\nbe\n\nin the\n\ncity of\n\nWashington, D. C. ; provided, That the meeting of the corpora¬\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.\n\n9. That\n\nthe\n\ncharter,\n\nconstitution,\n\nand\n\nbylaws\n\nof the\n\nNational\n\nEducational\n\nAssociation shall continue in full force and effect until the charter granted by\nthis act shall be accepted by such Association at the next annual meeting of the\nAssociation, and until new bylaws shall be adopted; and\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\n\nduties as such until the expiration of terms for which they\nwere severally elected or appointed, and until their successors are elected. That at\nsuch annual meeting the active members of the National Educational Association,\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": 965, "printed_page": null, "text": "Information\n\n961\n\nfunds, books or property thereof, real or personal, shall on demand\n\ndeliver the same\n\nAssociation ai. Records\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.\nSec.\n\n11. The\n\nCongress\n\nmay\n\nfrom\n\ntime\n\nto time\n\nalter, repeal,\n\nAmendments\n\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 of\nRepresentative\nAssembly\n\nby the President, June 30,\n\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\n\nAssociation of the L’nited States by the active members\nSalt Lake City, Utah, July 9, 1920.\n\nthereof in annual\n\nsession at\n\n"}
{"page": 966, "printed_page": null, "text": "962\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\nSec. 2. Active\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.\nmembers\n\nof the Association\n\nthe profession of teaching or other educational\n\nshall be those actively engaged\n\nin\n\nwork.\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\nshall be the approximate cost. By the payment of annual dues\nObligations\n\nand\nPrivileges\nincluding reports\nwhen issued.\n\nLife Members\nand\nLife Directors\nSec. 5. Associate\n\nof $5 an active member shall receive in addition to The Jour¬\nnal, 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\n\nshall have\n\nall\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.\n\nAssociate\n\nmembers of the Association shall be persons who are not ac¬\ntively engaged in the profession of teaching or other educational work, but who are otherwise interested in the promotion\n\nMembers\n\nof education.\nbe the same\n\nThe\n\nannual dues of an associate member\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.\nSec. 6. Eminent\n\nCorresponding\nMembers\n\nSec. 7. The\n\nof\n\nnot residing in America\n\nmay\n\nbe\n\nshall pay\n\nmembership\n\nno dues\n\nyear\n\nand\n\nmay\n\nshall be from\n\nreceive free\n\nSeptember\n\n1\n\nto August 31. All membership dues paid during the mem¬\nbership year shall be credited to that year unless otherwise\nrequested.\nSec. 8. The\n\nPayment\nDues\n\nas a delegate\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\nMembership\nYear\n\neducators\n\nshall\n\nannual\n\ndues\n\nof members\n\nshall be sent to 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.\n\n"}
{"page": 967, "printed_page": null, "text": "Association al\n\nSec. 9. The\n\nSecretary\n\nRecords\n\nof the Association\n\nand\n\n963\n\nInformation\n\nshall furnish\n\neach\n\nmember of the Association a Membership Card, declaring him\nMembership\nto be a member of the National Education Association for the\nCard\nyear for which\n\nhis dues are paid, and\n\nthe rights and privileges granted\nSec.\n\n10. The\n\nas such entitled to all\n\nby the charter\n\nright to vote, to serve\n\nas\n\nand\n\na delegate\n\nbylaws\n\nof the Association.\n\nin the Representative\n\nAs¬\n\nsembly and to hold office in the Association or in any depart¬\nment thereof, shall be limited to active members whose dues\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\n^ °*e\n\nARTICLE II— ELECTION\nOF OFFICERS, REPRESENTATIVE\nASSEMBLY, AND AFFILIATED ASSOCIATIONS\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 President,\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\n\nState Teachers\n\nAssociation\n\nor Educational\n\nAssociation\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\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\n"}
{"page": 968, "printed_page": null, "text": "964\n\nNational\n\nSec. 4. A\n\nlocal educational\n\nterritory, or district, may\n\nEducation\n\nAssociation\n\nassociation\n\nor teachers\n\norganization\n\naffiliate with\n\nthe National\n\nEducation\n\nwithin\n\na state,\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, 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 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. 6. Each\n\nand\n\none\n\nmembers,\n\nAffiliated\n\nState\n\nAssociation\n\nalternate to the Representative\n\nshall be entitled\n\nAssembly\n\nto elect one\n\nfor each\n\none\n\ndelegate\n\nhundred\n\nof its\n\nor major fraction thereof, who are active members of the National Edu¬\ncation Association, up to five hundred such active members, and\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\none\n\nAssociation\n\nalternate\n\nshall\n\nbe\n\n8. Only\n\nto elect one\n\nto the Representative\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 the\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 of the\n\nNational\n\ncharter and the State Superintendent\n\nEducation\n\nand that one of these shall\n\nAssociation\n\nor Commisisoner\n\nas\n\nof Education\n\nnamed\n\nin the\n\nof each state,\n\nterritory, and district, shall be ex officio delegates to the Rep-\n\nEx Officio\nDelegates\nthereof.\nSec.\n\nresentative Assembly. The President of the Association shall\npreside at the annual meeting of the Representative Assembly,\n\nand the Secretary of the Association shall keep the records\nIn case of a tie the President shall cast the deciding vote.\n\n10. Delegates\n\nshall file their credentials\n\nciation on blanks furnished\n\nby him\n\nwith\n\nfor that purpose\n\nthe\n\nSecretary\n\nof the Asso¬\n\nnot later than ten days be-\n\n"}
{"page": 969, "printed_page": null, "text": "/\n\nAssociation al\n\nRecords\n\nand\n\n965\n\nInformation\n\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\n;\nof the Association. The Representative Assembly shall be the\nfinal judge of the qualifications of delegates. The delegates\n\nFreedom of\nFloor\n\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\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.\n\n11. The\n\nness purposes\n\nofficers shall be permitted\n\nand expenses\n\nARTICLE\nSection\n\n1. The\n\nPresident\n\nto hold\n\nmeetings\n\nother\n\nthan\n\nfor busi¬\n\ntherefor shall be provided.\nIII— DUTIES\n\nshall preside\n\nOF\n\nOFFICERS\n\nat all meetings\n\nof the Association\n\nand\n\nshall perform the duties prescribed by the Act of Incorporation and these Bylaws,\nand in addition such duties as usually devolve upon the Chief Executive of such\nan Association. 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.\nSec. 2. The\n\nSecretary\n\nshall keep\n\na full and\n\naccurate\n\nrecord\n\nof 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,\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\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\n\n"}
{"page": 970, "printed_page": null, "text": "966\n\nNational\n\nof the Association,\n\nwhich\n\nEducation\n\nAssociation\n\nreport shall be transmitted\n\nto the Board\n\nof Directors\n\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\nExecutive\ntors.\nSec.\n\nCommittee\n\n3. The\n\ncorporation\n\nwithout\n\nacting under\n\nTreasurer\n\nand\n\nthe approval\n\nof Directors or of the\n\nthe general instruction of the Board\n\nshall perform\n\nthese Bylaws.\n\nof the Board\n\nHe\n\nthe duties\n\nprescribed\n\nshall receive from\n\nof Direc¬\n\nby the Act\n\nthe Secretary\n\nof In¬\n\nand, under\n\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\n\nwith the annual\n\nmeeting\n\nof the Association\n\nand a copy\n\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\nSec. 4. The\n\nBoard\n\nas are prescribed\ncorresponding\n\nof Directors\n\nto the Association.\n\nshall have\n\nby the Act of Incorporation\n\nand\n\nand perform\n\nsuch\n\nby these Bylaws,\n\nduties\n\nshall elect\n\nmembers as prescribed in Section 6 of Article I of these Bylaws;\nshall elect members of the National Council of Education as\n\nDuties of the\nBoard of\nDirectors\n\nprovided in Section 3 of Article IV of these Bylaws; shall\nfill all vacancies in its own body and in the Board of Trustees.\nThe Board of Directors shall approve all bills incurred by itself\nor by the Executive\n\nacting under\n\nsuch powers\n\nCommittee,\n\nthe authority of the Board\n\nor the President or the Secretary\n\nof Directors; shall appropriate\n\nfrom\n\nthe\n\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\n\nBoard\n\nof Directors shall appoint at its annual\n\nmeeting\n\na budget committee\n\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\nThe\n\nBoard\n\nof Directors\n\nshall meet\n\nin connection\n\nin preparing\n\nwith the annual\n\nthis budget.\nmeeting\n\nof\n\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.\n\n"}
{"page": 971, "printed_page": null, "text": "Associations.\n\nRecords\n\nand\n\nInformation\n\n967\nSec.\n\n5. The\n\nExecutive\n\nCommittee\n\nmay\n\nrecommend\n\nto the\n\nRepresentative\n\nAs¬\n\nsembly at the annual business meeting the appointment of special committees for\ninvestigation or research, the subjects for which may have been suggested by the\nNational Council or by the active members of the National\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 perform\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\n1. The\n\nIV— THE\nNational\n\ntions of public and\nfrom\n\nNATIONAL\nCouncil\n\nprofessional\n\nCOUNCIL\n\nof Education\n\nOF\n\nEDUCATION\n\nshall discuss\n\ninterest; propose\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\n\nthe cause\n\nSec. 2. The\n\nof education\n\nNational\n\nCouncil\n\nin general.\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\n\nbe\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 each body shall fill all vacancies in its quota of members.\nElection of\nNo state, territory, nor district in the United States shall have\nCommittee\nat one time more than seven regular members in the\nMembers\nCouncil.\n\n"}
{"page": 972, "printed_page": null, "text": "%8\n\nNational\n\nSec. 4. The annual meeting of the Council shall be held during the week of the annual meeting of the Association.\n\nTime of\nMeeting\nSec. 5. The\n\nabsence\n\nLoss\n\nmember\n\nof a regular\n\ntwo\n\nfrom\n\nequivalent\n\nshall be considered\n\nof the Council\n\nmeetings\n\nannual\n\nsuccessive\n\nof membership.\n\nto his resignation\n\nregular membership in the Council has expired shall be denomi¬\nnated honorary members of the Council during the time of\ntheir active membership in the Association with the privilege\n\nwhose\n\nPersons\n\nAssociation\n\nEducation\n\nof\n\nof attending the regular sessions of the Council and partici¬\npating in its discussions. A member who discontinues or for¬\nfeits his active membership in the Association forfeits his membership in the\nCouncil.\nMembership\n\nSec. 6. The\n\nofficers of the Council\n\na Vicepresident,\n\nshall consist of a President,\n\na Secretary, and such standing committees as may be prescribed by its bylaws, all\nof whom shall be regular members of the Council. The Secre-\n\nthe duties\n\nCouncil\n\ntary of the Council shall, in addition to performing\n\nOfficers\n\npertaining to his office, furnish the Secretary of the Association\na copy of the proceedings of the Council for publication.\n\nNational\n\nSec. 7. The\n\nBylaws and\nPowers of\nCouncil\nSec. 8. The\n\nabolished\n\nupon\n\nCouncil\n\nof Education\n\nis hereby\n\nto adopt\n\nauthorized\n\nby¬\n\nlaws for its government not inconsistent with the act of incor¬\nporation or the bylaws of the Association; provided, That such\nbylaws be submitted to, and approved by, the Board of directors\nGf the Association before they shall become operative.\n\npowers\n\nand\n\na two\n\nduties\n\nthirds vote\n\nof the Council\n\nmay\n\nbe changed\n\nof the Representative\n\nor the Council\n\nAssembly\n\ntaken\n\nat the\n\nannual meeting of the Association; provided, That notice of the proposed action\nhas been given at the preceding annual business meeting of the Association.\nARTICLE\n\nV— DEPARTMENTS\n\nSection 1. The following departments are now\n\n(1927) in existence, to wit: The\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\n\nof Women;\n\nsixth, of Elementary\n\nSchool Principals;\n\nseventh, of Kinder¬\n\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\ntional Council of Education.\nSec.\n\n2. Each\n\nmembers\n\ndepartment\n\nfor the purpose\n\nMembers of\nDepartments\nSec. 3. Each\n\nDepartment\nMeetings\nSec. 4. The\n\nshall\n\nhave\n\nof electing\n\nthe\n\nEducation.\n\nThere\n\nis also the Na¬\n\nright to fix the qualifications\n\nofficers and\n\ntransacting\n\nthe other\n\nof its\n\nbusiness\n\nof the department; provided, Active members of the Associa¬\ntion, and no others, shall be eligible to such department mem¬\nbership, and provided also that all active members of the\nAssociation shall be permitted to attend the professional pro¬\ngrams and discussions of any department,\ndepartment shall hold an annual meeting at the time and place\nof the meeting of the Association except as otherwise provided\nin these bylaws or as directed by the Board of Directors, or\nby the Executive Committee acting under\ntions of the Board of Directors.\n\nobject of the meetings of the departments\n\nof questions pertaining\n\nthe general instruc¬\n\nshall be the discussion\n\nto their respective fields of educational\n\nwork.\n\nThe\n\npro-\n\n"}
{"page": 973, "printed_page": null, "text": "Associational\n\ngrams\n\nRecords\n\nand\n\nInformation\n\n%9\n\nof these meetings\n\nshall be prepared by the respective\npresidents in conference with, and under the general direction\nof, the President of the Association. Each department shall be\nlimited to two sessions, with formal programs, unless otherwise\nordered by the President of the Association, except that a third\nsession of business or informal round-table conference may be\nheld at the discretion of the department officers.\nSec.\n\n5. The\n\nofficers of each\n\nDepartment\n\nshall consist\n\nObject\n\nof\n\nDepartment\nMeetings\n\nof a President,\n\na Vice-\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 members of the Association. Each department shall provide for\nthe creation of an Executive Committee, and assign to it any\n\nOfficers of\nDepartments\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. 6. 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 without the conHeadquarters\nsent of the Board of Directors.\nSec.\n\n7. All\n\ndepartments\n\nshall have\n\nequal\n\nrights\n\nand\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\ndropped\n\nfrom\n\nthe list when\n\ndiscontinued.\n\nEach\n\nthe recommendation\n\nof the Board\n\ndepartment\n\nof Directors\n\nthe\n\nex¬\n\nin Section 1 of\n\nmay be governed by its own regulations in so far as they are\nnot inconsistent with the act of incorporation or these bylaws.\nSec. 8. Upon\n\nwith\n\nRights\n\nof\n\nDepartments\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\n\nDepartment\n\nalready established may\n\nof the Representative\n\nAssembly\n\nment\n\nto discontinue\n\nof the purpose\n\nness meeting. The Board\nsembly the discontinuance\nBoard\n\nof Directors\n\nbe discontinued\n\nat any business meeting\nhas been made\n\nupon\n\na two-thirds\n\nprovided\n\nvote\n\nthat announce¬\n\nat the preceding\n\nannual\n\nbusi¬\n\nof Directors may recommend to the Representative As¬\nof any Department. Upon the recommendation of the\n\na department\n\nwhich\n\nhas failed to hold a regular meeting\n\nfor\n\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. 9. Any\n\nbusiness\n\ndepartment,\n\nby a two\n\nthirds\n\nmeeting,\n\nmay\n\nlevy a membership\n\nthe Association.\n\nSuch\n\nmembership\n\nvote\n\nof those\n\nvoting\n\nfee to supplement\n\nat any\n\nregular\n\nits allowance\n\nfrom\n\nfees shall be paid to the Secretary of the de-\n\n"}
{"page": 974, "printed_page": null, "text": "970\n\nNational\n\npartment\n\nFees\n\nfor\n\nEducation\n\nAssociation\n\nshall transmit\n\nthem\n\nwho\n\nmonthly\n\nto the Secretary of\n\nthe Association. Such funds shall be added to the department’s\nallowance from the Association and shall be used for the work\n\nDepartment\nMembers\n\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\n\nVI— COMMITTEES\n\nSection’ 1. Not later than five months before the end of the fiscal year, the Presi¬\ndent shall appoint an auditing committee, consisting of three active members of\nthe Association, no one of whom shall be either a Trustee or a Director; to this\nCommittee shall be referred the report and audit of the expert\nAuditing\nCommittee\nBoard\n\naccountant or accountants, together with the communication of\nthe President transmitting the same as provided in Section 5 of\nthis Article; and the Committee shall report its findings to the\n\nof Directors.\n\nSec. 2. On\n\nthe first day\n\nof the annual\n\nmeeting\n\nof the Association,\n\nat such\n\ntime\n\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\nDelegates Meet\nby States\n\nmembers of the Association for each of the following committees, to serve for the ensuing year: Credentials, Resolutions, and\nNecrology. The Committee on Credentials shall receive the\n\nofficial list of delegates from\ntive Assembly.\nSec. 3. The\n\nCommittee\n\nthe Secretary\n\non Resolutions\n\nand\n\nreport thereon\n\nshall report\n\nto the Representa¬\n\nat the annual\n\nbusiness\n\nmeeting\n\nof Representative Assembly, and except by unanimous consent, all resolutions shall\nbe referred to said committee without discussion. This committee shall receive and\nResolutions\n\nconsider all resolutions proposed by active members, or referred\nto it by the President; some time during the second day of the\nannual meeting of the Association the committee shall 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\nSec. 5. Within\n\n4. The\n\nCommittee\n\non\n\nNecrology\n\npublished Proceedings brief memorial\nhave died during the year.\nthirty (30) days\n\nprior to the time\n\nmay\n\nprepare\n\nfor the\n\ntributes to members\n\nof the annual\n\nmeeting\n\nwho\n\nof the\n\nAssociation, the President shall appoint a competent person, firm or corporation,\nlicensed to do business as expert accountants; the accountant or accountants so\nappointed shall examine the accounts, papers, and vouchers of\nExamination\nthe Secretary, the Treasurer, and the Board of Trustees and\nOf Accounts\ncompare the same, shall also examine the securities of the\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 think proper.\nARTICLE\nSection\n\nVII— MEETINGS\n\n1. Stated\n\nmeeting\n\nof the Association,\n\nof the\n\nCoun-\n\nMeetings to be\nHeld\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\nAnnually\n\ndetermined by the Board of Directors or by the Executive Com¬\nmittee acting under the instructions of the Board of Directors.\n\n"}
{"page": 975, "printed_page": null, "text": "Associational\nSec. 2. The\n\nRecords\n\nand\n\nInformation\n\n971\n\nannual business meeting of the Representative Assembly\n\nshall begin\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\nAssembly,of\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 first regular meeting of the new Board of Directors shall\n\nDirectors, and\nTrustees\n\nbe held as soon as practicable and within twenty-four hours after the close of\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\n\nVIII— PROCEEDINGS\n\nSection 1. The proceedings of the Association, of the Council, of the Depart¬\nments, and of all commissions and committees, shall be published\nat the discretion of and under the direction of the Executive\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\n\nof the Board\n\nIX— QUORUM\n\nof Directors.\n\nA majority of all\n\nFormation\n\nthe accredited delegates, representatives of not less than twentyfive states, shall constitute a quorum of the Representative Assembly.\nARTICLE\n\nof\n\nAuthor\n\nof the Execu¬\n\nSection 1. Elected directors from twenty-five states shall con¬\nstitute a quorum\n\nAbsence\n\nof\n\nQuorum\n\nX— AMENDMENTS\n\nSection 1. These bylaws may be altered or amended\n\nat the annual meeting of 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\nbeen proposed\n\nin writing\n\nat the annual\n\nbusiness meeting\n\nnext\n\npreceding the one at which action is taken, and due announcement of the proposed action shall have been made in the official\npublication of the Association.\n\nAmendments\nto Bylaws\n\n"}
{"page": 976, "printed_page": null, "text": "972\n\nNational\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\napproved June 30, 1906.\n\nand\n\nAdoption\n\nof Bylaws\n\nunder\n\nthe Act\n\nof Congress\n\nWe, the undersigned, Nathan C. Schaeffer, the presiding officer, and Irwin\nShepard, the Secretary of the meeting of the National Educational Association\nheld at Los Angeles, California, on the 10th day of July, 1907, said meeting being\nthe annual meeting of the Association held next after the passage of an act of\nCongress entitled “An\nthe United States,”\n\nAct to Incorporate\n\nthe National\n\nEducation\n\nAssociation\n\nof\n\nDo hereby certify, that at said meeting held pursuant to due notice, a quorum\nbeing present, the said Association adopted resolutions of which true copies are\nhereto attached, and accepted the charter of the National Education Association\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\nlaws, and is the lawful successor to the National Educational Association.\nIn witness whereof, we have hereunto\n1907.\n\nsigned our names\n\nNathan\n\nC.\n\nIrwin\n\nShepard,\n\nby¬\n\nthis 20th day of August,\n\nSchaeffer,\n\nPresiding\n\nOfficer.\n\nSecretary.\n\nVERIFICATION\n\nRESOLUTIONS\n\nADOPTED\n\nBY\n\nTHE\n\nACTIVE\n\nMEMBERS,\n\nJULY\n\n10, 1907\n\nt\n\n1. Resolved, That\n\nthe National\n\nEducational\n\nAssociation\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\n\nthe acceptance\n\nby the Association\n\nof the charter granted\n\nby said act.\n\n2. Resolved, That the proposed bylaws of which notice was given at the annual\nmeeting of the Association held on July 6, 1905, which are printed in full in the\nJournal of said meeting, be and\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 to or¬\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\nSeptem¬\n\n"}
{"page": 977, "printed_page": null, "text": "—\n\nAssociation al\n\nRecords\n\nand\n\n973\n\nInformation\n\n1\n\nCALENDAR\n\n8\n\nOF\n\nMEETINGS\n\n6\n5\nNATIONAL\n\n8\n8\n8\n\nTEACHERS\n\nASSOCIATION,\n\n—\n6\nTames L. Enos, Chairman.\n6 W. E. Sheldon, Secretary.\n6\n6\n\n8\n\nS. S. Greene, President.\nW. E. Shelton, Secretary.\nZ. Richards, Treasurer.\n\nZ. Richards, President.\n—\nJ.8\nW. Buckley,\nSecretary.\n9\nA. J. Rickoff, Treasurer.\n\n7\n\nHA\n\nRR\n\nO,\n\n67 IN\nNo DIAN T. M. Gregory, President.\nL.P Van BokkelEn, Secretary.\nses A\nOL\nsio James\nISCruickshank, Treasurer.\n,\nn.\nIND\n.\nL. Van BokkelEn, President.\nNA\nW. E. Crosby, Secretary.\nSH\nVI\nA. L. Barber, Treasurer.\nLL\nE,\nTR\nTE\nDaniel\nB. Hagar, President.\nN\nEN\nA. P. N.Marble, Secretary.\nTO\nN, W. E. Crosby, Treasurer.\nN.\nJ.\n\nD.\n\nSecretary.\n\nTreasurer.\n\nCL\n\nEDUCATIONALEV ASSOCIATION,\n\nNATIONAL\n\nEL\n\nC.\n\nJohn\n\nD,\nOH\n\nIE.\nO T. Tappan, President.\nW. E. Sheldon, Secretary.\nN. A. Calkins, Treasurer.\n\nHancock,\n\nTreasurer.\n\nE. E. White, President.\nS. II. White, Secretary.\nJohn Hancock, Treasurer.\n—\n\nThomas W. Bicknei.l, President.\nH. S. Tarbell, Secretary.\n\nN. A. Calkins, 'Treasurer.\n\nB. G. NorThrup, President.\nS. H. White, Secretary.\nHancock,\n\nTreasurer.\n\nSA\n\nRA\n\nGA\n\nWilson,\n\nGA\nSP\n\nTreasurer.\n\nFR\n\n. .F. OT,.\nN,N NNIN\nOTN\nLEULM,IR\nA,LO\nLT\nOOC\nVI .PA STC\nSH ST CI\nNA\nAN\n\nN\n\nJ. Ormond Wilson, President.\nW. D. Henkle, Secretary.\n\nJames\n\nH.\n\nTreasurer.\n\nSmart,\n\nPresident.\n\nW. D. Henkle. Secretary.\nE. T. Tappan, Treasurer.\nG. J. Orr,\n\nPresident.\n\n,\nLLO.\nAIG\n\nIC\n\nCH\n\nW. E. Sheldon, Secretary.\nH. S. Tarbell, Treasurer.\n\nAaron\n\nGove,\n\nPresident.\n\nP. Marble,\n\nPresident.\n\nJ. H. Canfield. Secretary.\nE. C. Hewett, Treasurer.\n\nNG\n\nS,\nN.\n\nY.\n\nAlbert\n\nRI\n\nJohn Hancock, President.\nW. D. IIenkle, Secretary.\nJ. Ormond Wilson, Treasurer.\n\nE. T. Tappan,\n\nS.\n\nJ. Ormond\n\nSecretary.\n\nN.\n\nJ. Ii. Canfield, Secretary.\nE. C. Hewett, Treasurer.\n\nL.\n,\nIOL\nAG\n\nD. HenklE,\n\nS,\n\nN\nK,A\nKA\n\nW.\n\nTO\n\nPresident.\n\nRI\n\nIC\n\nA. Newall,\n\nW. E. Sheldon, President.\nL. H. Canfield, Secretary.\nE. C. Hewett, Treasurer.\n\nSP\n\nPE\n\nM.\n\nCH\n\nPresident.\nW. D. IIenklE, Secretary.\nSA\nA. P. Marble, Treasurer. RA\n\nSA\n\n—\n\nF.' Phelps,\n\nNG\n\nTO\n\nTreasurer.\n\nW. T. Harris, President.\nM. R. Abbott, Secretary.\nA. P. Marble, Treasurer.\nW.\n\nN. A. Calkins, President.\nW. E. Sheldon, Secretary.\nE. C. Hewett, Treasurer.\n\nIS\nNW,\n\nHancock,\n\n.\n\nSO\n\nS. H. White. President.\nA. P. Marble, Secretary.\nTohn\n\nF. Louis Soldan, President.\nW. E. Sheldon, Secretary.\nN. A. Calkins, Treasurer.\n\nDI\n\nTohn\n\n1871-1907\n\nAN\n\nMA\n\nY.\n\nCamp,\n\nTO\n\n—\n\nN.\n\nN.\n\nJ. L. Pickard, President.\n—\nW. E. Crosby, Secretary.\n\n—\n—\n—\n—\n\n0\n\nNG\nTO\n3\nN,\n\nN.\n5Y.\n\n—\n—\n—\n\n4\n7\n6\n\nDavid\n\nZ. Richards,\n\nIJ.\nS P. Wickersham, President.\nS.BU\nH.RGWhite, Secretary.\n,\nPA. Treasurer.\nS. P. Bates,\n\n18\n\nJ. W. Buckley, President.\nZ. Richards, Secretary.\n—\n85\nO. C. Wight,\nTreasurer.\n7\nPHI\n—\n1861,\n1862—\nsession.\nL\nADELNo\nPHIA,\nPA.\n—\nrganized\nJohn D. Philbrick, (OPresident.\nCI\n)\nNC\nJames Cruickshank, Secretary.\nIN\nNA\nTI O. C. Wight, Treasurer.\n,\nOH\nO Wells, President.\nW. IH.\n\n3\n1\n\n8\n\n9\n\n9\n9\n\n8\n8\n8\n\nA. J. Rickoff,\nPresident.\n—\nJ. W. Buckley,\nSecretary.\n—\n0\nC. S. Pennell, Treasurer.\n\n—\nWA\nSH\nI\n\n1857-1870\n\nY.\n\nJ. H. Canfield, President.\nW. R. Garrett, Secretary.\nE. C. Hewett, Treasurer.\nW. R. Garrett, President.\nE. II. Cook, Secretary.\nJ. M. Greenwood, Treasurer.\nE. H. Cook, President.\nR. W. Stevenson, Secretary.\nI. M. Greenwood, Treasurer.\n(International Congress\nEducation.)\n\nof\n\nAlbert G. Lane, President.\nIrwin Shf.pard, Secretary.\n\nJ. M.\n\nGreenwood,\n\nTreasurer\n\nT\n\nRA\n\nSA\n\n"}
{"page": 978, "printed_page": null, "text": "Josephine\n\nM\n\nI\n\nL\n\nCA\nLI\nF.\n—\n\nA\n\nU\n\nJames Y. Joyner, President.\nIrwin Shepard, Secretary.\nArthur\nH. Chamberlain, Treas.\n\nCorliss\n\nPreston,\n\nPres.\n\nJ. W. Crabtree, Secretary.\nA. J. Matthews, Treasurer.\n\nW\n\nK\n\nE\n\nE\n\n,\nWI\nS\n\nFred\n\nM.\n\nJ. W.\n\nCrabtree,\n\nHunter,\n\nCornelia\n\nPresident.\n\nSecretary.\n\nS. Adair,\n\nTreasurer.\n\n.\nCharl\n\nOrmond\n\nWilliams,\n\nPres.\n\nJ. W. Crabtree, Secretary.\nCornelia S. Adair, Treasurer.\n\nDT\nE'\nSL\nWilliam\nB. Owen, President.\nM AK\nCarroll G. Pearse, President.\nO E\nI C\nJ. W. Crabtree, Secretary.\nIrwin Shepard, Secretary.\nN I\nCornelia S. Adair, Treasurer.\nE T\nKatherine\nD. Blake, Treasurer.\nS Y,\n,I\nO UT\nW\nA AH Olive M. Jones, President.\nEdward\nT. Fairchild, President.\n.\n. J. W. Crabtree, Secretary.\n\n.\n\nSS\n,A\nNM\n\nO\n\nT\n\nS\n\nO\n\n—\n\nElla Flagg Young, President.\nIrwin Shepard, Secretary.\nSA\nDurand\nW. Springer, Treasurer.\nL\n\nB\n\n—\n\nS,\n\n—\n\nLE\n\nIrwin Shepard, Secretary.\nArthur\nH. Chamberlain, Treas.\n\n—\n\nGE\n\n—\n—\n—\n—\n\nAN\n\n9\n\nS\n\n7\n\n4\n5\n6\n0\n\n8\n\nLO\n\n2\n\n2\n\n2\n\n2\n\n2\n\n—\n1\n1\n974\nNational Education Association\n9\n9\n1\n0\n1\n0 0\n—\n19\n1\nAlbert G. Lane. President.\nOscar T. Corson, President.\n9\nIrwin Shepard, Secretary.\nIrwin Shepard,\nSecretary.\n—\n9\n0\nCHACarroll G. Pearse, Treasurer.\nJ. M. Greenwood, Treasurer.\nRLE\nSTO\n0\nN,\n0\nS. C President.\nJames M. Green,\n.\n3Murray Butler, Pres.\nNicholas\n8\n2\nIrwin Shepard, Secretary.\nIrwin Shepard, Secretary.\n9\n4\nDET L. C. Greenlee, Treasurer.\n—\nI. C. McNeil,\nTreasurer.\nROI\n—\nASB 4 —\nT,\nURY\nWilliam\nMICM. Beardshear, President.\nPARK\nH.\nNewton\nC.\nDougherty,\nPresident.\n, N\n5\nIrwin Shepard,\nSecretary.\n. J.\nIrwin C. —\nShepard, Secretary.\n—\nCharles H. Keyes, Treasurer.\nI. C. McNei.l, Treasurer.\n9\nDE\nCharles W. Eliot, President.\nMI\nNV\nNN Irwin Shepard, Secretary.\nER Charles R. Skinner, President.\nE\nA\n,\n61\nW.POL\nM.\nIrwin\nShepard, Secretary.\nCO\n0\nIS Davidson, Treasurer.\nLO\n,\nBO\nI. C.. McNeill, Treasurer.\n—\nMIN\nST John W. Cook,\nN. President.\nON\n,\nIrwin\nShepard, Secretary.\n5\nMA\nJ. M. Greenwood, President.\nBU\nMcHenry\nRhodes, Treasurer.\nSS\n2\n.\nFF\nIrwin Shepard, Secretary.\n9\nAL\nST\nGROVE,\nN. J.\nI. C. McNeil, Treasurer.\nO,\n.\n—\nL\nN.\nOU William H. Maxwell, President.\nISIrwin Shepard, Secretary.\nY.\n,\nE.\nOram\nLyte,\nPresident.\nMO W. Crabtree, Treasurer.\n—\n2\nJames\n.\nIrwin Shepard, Secretary.\ner.\nTreasur\n—\n1\nC. McNeill,\nI.\n19\nMI\n1907— LOS ANGELES,\n06 CALIF.\nLW\nNathan\nC.\nSchaeeeer,\nPresident.\nAU\nN\nIrwin Shepard, o Secretary.\nKE\nse\n0E,\nAS\ns\nJ. N. Wilkinson,\nBU sTreasurer.\nWI\ni\nS.\nRY on.\n—\nNATIONAL\nEDUCATION\nASSOCIATION\nOF THE\nPA\n—\nRK\nUNITED\nSTATES, 1908 —an\nWA\nd\nSH\nOC\n1 90S\n— CLEVELAND,\nOHIO\n—\nIN\nE\nEdwin\nG.\nCooley,\nPresident.\nGeorge\nD. A\nStrayer,\nPresident.\nN\nGT\nON\nIrwin Shepard, Secretary.\nJ. W. Crabtree, Secretary.\n,\nArthur\nH. Chamberlain, Treas.\nD.\nA. J. Matthews, Treasurer.\nC.\n3\nLorenzo D. Harvey, President.\n\nDurand\nW. Springer, Secretary.\nGrace M. Shepherd, Treasurer.\n\nJoseph Swain, President.\nDurand\nW.\nSpringer, Secretary.\nGrace M. Shepherd,, Treasurer.\n\nA\n\nC.\n,\n,\n.,\n.,\nN\nH.\nS.\n.A\nGTAA\nOD\nS\nI\nIND\nT\nPAA,\nH\nE\nAN\nLI\nW\nL\nL\nP\nG\nO\nL\nP\nN\nAT\nTT\n,.\nE\nI\nA\nS\nI\nD\nNSN\nN\nEA\nOUH\nH\nA\nS\nA\nS\nMI\nL\nMB\nL\nI\nI\nLU\nPO\nCO\nEA\n\nA\n\nN\n\nI\n\nD\nDavid Starr Jordan, President,\nS\nDurand\nW.\nSpringer, Secretary.\nA\nGrace M. Shepherd, Treasurer. FNR\nD\n\nN\n\nA\n\nH\n\nP\n\nDavid B. Johnson, President.\nDurand\nW.\nSpringer, Secretary.\nGrace M. Shepherd, Treasurer.\nRobert\nDurand\nThomas\n\nC. C. Bradford,\n\nNN\nMI\n\nMary\n\nJ. Aley, President.\nW.\nSpringer, Secretary.\nE. Finegan, Treasurer.\nPresident.\n\nJ. W. Crabtree, Secretary.\nA. J. Matthews, Treasurer.\n\nS. Adair,\n\nTreasurer.\n\nJesse\n\nH.\n\nNewlon,\n\nPresident.\n\nJ\n\nCrabtrEE,\n\nW.\n\nCornelia\n\nW\n\n(International\nEducation.)\n\nO\nA\nK\nCongress of\nL\n\nCornelia\n\nN\n\nC\n\nI\n\nS\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\nO\n\n.\n\nBlair,\n\nCrabtrEE,\n\nHenry\n\nLester\n\nHenry\n\nLester\n\nW.\n\nSecretary.\n\nS. Adair,\n\nCrabtrEE,\n\nTreasurer.\n\nPresident.\n\nSmith,\n\nJ. W.\n\nUel\n\nSecretary.\n\nSmith,\n\nJ. W.\n\nCornelia\n\nC\n\nSecretary.\n\nTreasurer.\n\nPresident.\n\nSecretary.\nSmith,\n\nTreasurer.\n\nLamkin,\n\nPresident.\n\nJ. W.\n\nCrabtree,\n\nSecretary.\n\nHenry\n\nLester\n\nSmith,\n\nTreasurer.\n\nE. Ruth PyrtlE, President.\nJ. W. Crabtree, Secretary.\nHenry\n\nLester\n\nSmith,\n\nTreasurer.\n\n"}
{"page": 979, "printed_page": null, "text": "Associational\n\nNATIONAL\n\nRecords\n\nEDUCATION\n\nand\n\n975\n\nInformation\n\nASSOCIATION\n\nOFFICERS\n\nFOR\n\n1929-30\nE. Ruth PyrtlE .\nJ. W. Crabtree .\n\nPresident .\nSecretary .\n\nHenry\n\nTreasurer .\n\nTester\n\nSmith .\n\nExecutive\nE.\n\nRuth\n\nPyrtee .\n\nUel\n\nW.\n\nEamkin .\n\nWalter R. Siders....\nHenry\nLester Smith\nFrank E. Reynolds..\n\nLincoln, Nebr.\nWashington, D. C.\nBloomington,\n\nInd.\n\nCommittee\n\n.President .\nVicepresident .\n.Chairman, Board of Trustees....\n.Treasurer .\n.Member by Election .\n\n....Lincoln, Nebr.\n....Maryville, Mo.\nWashington, D. C.\n.Bloomington, Ind.\n...Columbus, Ohio\n\nBoard of Trustees\nWalter\n\nR.\n\nE. Ruth\n\nSiders .\n\nPyrtlE .\n\nJ. M. Gwinn .\nKate Wofford .\nJoseph H. Saunders .\n\nChairman,\n\nField\n\nRepresentative,\n\nWorld\n\nFederation\n\nEducation Associations .\nPrincipal, Bancroft School .\nSuperintendent of Schools .\nCounty Superintendent of Schools .\nSuperintendent of Schools .\n\nof\n\nWashington, D. C.\nLincoln, Nebr.\nSan\n\nFrancisco, Calif.\nLaurens, S. C.\nNewport News, Va.\n\nVicepresidents\nW.\n\nF. Bond,\n\nState Superintendent\n\nof Education .\n\nJackson,\n\nJohn E. Bryan, Superintendent of Schools .\nFlorence M. Hale, State Agent for Rural Education .\n\nW.\n\nH. Holmes,\n\nSuperintendent\n\nof Schools .\n\nWilliam Alonzo James, 2327 Avenue M .\nEugenia West Jones, 318 South Benton Way .\nElizabeth McCormick,\nPrincipal, Timothy O. Howe School .\n\nS. L. Ragsdale,\n\n659\n\nNorth\n\nManassas\n\nStreet .\n\nMiss.\n\nBessemer, Ala.\nAugusta, Maine\n\nMount\n\nVernon,\n\nN. Y.\n\nGalveston, Texas\nLos Angeles, Calif.\nSuperior, Wis.\n\nMemphis,\n\nTenn.\n\nJean L. Soules, South 109 Wall Street .\nWillis A. Sutton, Superintendent of Schools .\n\nSpokane Wash.\nAtlanta, Ga.\n\nE. H.\n\nPortland,\n\nWhitney,\n\nAssistant\n\nSuperintendent\n\nof Schools .\n\nOre.\n\nBoard of Directors\nDirectors\n\nEx\n\nOfficio\n\nE. Ruth PyrtlE, President .\nUEL W. Lamkin, Vicepresident .\nHenry\nWalter\n\nJ. W.\n\nLester Smith, Treasurer .\nR. Siders, Chairman, Board of Trustees .\n\nCrabtree,\n\nSecretary .\n\nLincoln, Nebr.\nMaryville, Mo.\nBloomington, Ind.\nWashington, D. C.\n\nWashington,\n\nD. C.\n\nLife Directors\nCornelia S. Adair, 2121 Park Avenue .\nRichmond, Va.\nRobert J. AlEy, President, Butler College .\nIndianapolis, Ind.\nFrancis G. Blair, State Superintendent of Public Instruction .\nSpringfield, Ill.\nBoard of Education .\nNashville, Tenn.\nMrs. Mary C. C. Bradford, 1481 South Grant Street .\nDenver, Colo.\nElmer Ellsworth Brown, Chancellor, New York University .\nNew York, N. Y.\nNicholas Murray ButlER, President, Columbia University .\nNew York, N. Y.\nP. P. Claxton, 1901 Lake Avenue .\nKnoxville, Tenn.\nH. A. Graham, East Broadway .\nMt. Pleasant, Mich.\nFrederick M. HunTER, Chancellor, Denver University .\nDenver, Colo.\nOlive M. Jones, Director, Calvary House, 61 Gramercv Park, North .\nNew York, N. Y.\nDavid Starr Jordan, Chancellor Emeritus, Stanford University .... Stanford University, Calif.\nJames Y. Joyner, Assistant Manager, Prudential Insurance Company,\n304 East Jones Street .\nRaleigh, N. C.\nUel W. Lamkin, President, Northwest Missouri State Teachers College .\nMaryville, Mo.\nMary McSkimmon, Principal, Pierce School .\n..\n.Brookline, Mass.\nJESSE H. Newlon, Director, Lincoln School, Teachers College, Columbia Univer¬\nsity .\nNew York, N. Y.\nCarroll G. PearsE, 315 Ludington Avenue, (Wauwatosa Branch) .\nMilwaukee, Wis.\nMrs. Josephine Corliss Preston, King County .\nBurton, Vashon Island, Wash.\nState Teachers Association of Illinois, Robert C. Moore, Secretary .\nCarlinville, Ill.\nGeorge D. Strayer, Teachers College, Columbia University .\nNew York, N. Y.\nA. R. Taylor, 225 North Fairview Street .\n.Decatur, Ill.\nGainesville, Fla.\nJohn J. TigerT, President, University of Florida .\nCharles G. White, President, Isbell Missionary College... .\n.\n..Martin, Tenn.\nCharl O. Williams, Director Field and Legislative Division, National Education\nAssociation .\nWashington, D. C.\n\n"}
{"page": 980, "printed_page": null, "text": "976\n\nNational\n\nEducation\n\nAssociation\n\nState Directors\nAlabama .\nAlaska .\nArizona .\nArkansas .\nCalifornia .\nColorado .\nConnecticut .\nDelaware .\nDistrict of Columbia\nFlorida\n\n.\n\nGeorgia .\nHawaii .\nIdaho .\nIllinois .\nIndiana .\nIowa .\nKansas .\nKentucky .\nLouisiana .\nMaine .\nMaryland .\nMassachusetts .\nMichigan .\nMinnesota .\nMississippi .\nMissouri .\nMontana .\nNebraska .\nNevada .\nNew Hampshire....\nNew Jersey .\nNew Mexico .\nNew York .\nNor^h Carolina .\nNorth Dakota .\nOhio .\nOklahoma .\nOregon .\nPennsylvania .\n\nPhilippine Islands..\nPorto Rico .\nRhode Island .\nSouth Carolina .\nSouth Dakota .\nTennessee .\nT exas .\nUtah\n\n.\n\nVermont\n\n.\n\nVirgin Islands .\nVirginia .\nWashington\n\n.\n\nWest Virginia .\nWisconsin .\nWyoming\n\n.\n\n.Zebulon Judd, Alabama Polytechnic Institute .\nAuburn\n.William K. Kei.ler, Superintendent of Schools .\nTuneau\n.E. W. Montgomery, President, Junior College .\nPhoenix\nJ. P. Womack, President, Henderson State Teachers\nCollege .\nArkadelphia\n.W. E. Givens, Superintendent of Schools .\nOakland\n,W. B. Mooney, Secretary, Colorado Education Association,\n530 Commonwealth Building .\nDenver\nGordon C. Swiet, Superintendent of Schools .\nWatertown\n.Harry V. Holloway, State Superintendent of Public\nInstruction .\nDover\nHarry English, Chief, Board of Examiners, Public\nSchools, Franklin School Building .\nWashington\nJames S. Rickards, Secretary, Florida Education\nAssociation .\nTallahassee\n,M. L. Duggan, State Superintendent of Schools .\nAtlanta\nFrank E. Howard, Principal, Hilo School .\nHilo\nC. F. DiEnst, Superintendent of Schools .\nBoise\nA. L. Whittenberg, Secretary, State Examining Board\nfor Teachers Certificates .\nSpringfield\n.Charles F. Milter, 5766 Central Avenue .\nIndianapolis\n.Mary A. Lord, Woodrow Wilson Junior High School .. Sioux City\nM. E. Pearson, Superintendent of Schools .\nKansas City\n.R. E. Williams. Secretary, Kentucky Education Associ¬\nation, 1317-1318 Heyburn Building .\nLouisville\nAnnie T. Bell, Louisiana State University .\nBaton Rouge\nWilliam B. Jack, Superintendent of Schools .\nPortland\n.William Burdick, State Supervisor of Physical Education,\n7 East Mulberry Street .\nBaltimore\nAnnie C. Woodward, 144 School Street .\nSomerville\nWebster H. Pearce, State Director of Public Instruc¬\ntion .\nLansing\nAlice Sullivan, 208 East 6th Street .\nDuluth\nH. V. Cooper, Superintendent of Schools .\nKosciusko\nThomas J. Walker, Editor, School and Community .... Columbia\nR. J. Cunningham, Executive Secretary, Montana Edu¬\ncation Association, 9 Kohrs Block .\nHelena\nM. C. LeflER, Superintendent of Schools .\nLincoln\nJennie A. Curieux .\nTonopah\nDana S. Jordan, Superintendent, Supervisory Union 34.... Lisbon\nAlexander J. Glennie, Principal, Miller Street School .... Newark\nMrs. H. F. Brock, Superintendent, McKinley County\nSchool .\nGallup\nHarry W. Langworthy, Superintendent of Schools ... Gloversville\nT. Wingate Andrews, Superintendent of Schools .... Hi<?h Point\n.Minnie J. Nielson, 901 Fifth Ave .\nValley Citv\n.A. C. Eldredge, Assistant Sunerintendent of Schools .. Cleveland\nJohn G. Mitchell, President, Central State Teachers College\nEdmond\nF. C. Fitzpatrick, Superintendent of Schools .\nEcho\nJ. Herbert Kelley, Executive Secretary, Pennsylvania\nState Education Association, 400 North Third\nStreet .\nHarrisburg\nAbdon Javier, Superintendent of Schools .\nCalapan, Mindoro\nFrancisco Vizcarrondo, Assistant Commissioner of Edu¬\ncation .\nSan Juan\nAgnes M. Bacon, 121 State House .\nProvidence\nGeorge W. WannamakEr, Superintendent of Schools St. Matthews\nN. E. STEELE, Secretary, South Dakota Education Associa¬\ntion, Room 3, Perry Building .\nSioux Falls\nP. L. Harned. Commissioner of Education .\nNashville\n,L. W. Rogers, First Assistant State Superintendent of\nSchools .\nAustin\nArch M. Thurman, President, Utah Education Associa¬\ntion, 1042 Ramona Avenue .\nSalt Lake City\nClarence H. Dempsey, State Commissioner of Educa¬\ntion .\nMontpelier\nArthur E. Lindborg. Director of Education .\nSt. Thomas\nRobert W. House, President, Virginia State Education\nAssociation .\nSalem\n.Arthur L. Marsh, Executive Secretary, Washington Edu¬\ncation Association, 707 Lowman Building .\nSeattle\n.Joseph Rosier. President, State Normal School .\nFairmont\n.Edgar G. Doudna, Secretary, Board of Normal School\nRegents .\nMadison\nSheridan\nJ. J. Early, Superintendent of Schools .\n\n"}
{"page": 981, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nHEADQUARTERS\n\nSTAFF\n\n1201 Sixteenth Street Northwest,\nJ. W.\n\nCrabtree,\n\n977\n\nInformation\n\nWashington,\n\nD. C.\n\nSecretary\n\nDirectors of Divisions\nHei.Kn\n\nT.\n\nand\n\nHixson,\n\nAssistant\n\nDirector\n\nof\n\nAccounts\n\nJohn\n\nJoy Elmer Morgan, Publications.\nAgnes Winn, Classroom Service.\nHarriett\n\nM.\n\nChase,\n\nSecretary’s\n\nService\n\nand\n\nNATIONAL\n.\n\nO. Williams, Field and Legislative.\nMartin, Records and Membership.\n\nShankland\n\nSecretary\n\nof the Department\n\nOF\n\nof Superintendence\n\nEDUCATION\n\nCommittee ... .Ann a Laura Force, Principal, Lake Junior High School,\n(Term expires 1930) .\nDenver, Colo.\nM. G. Clark, Superintendent of Schools (Term expires\n1931) .\nSioux City, Iowa\nA.\n\nWard,\n\n1932)\n\n.\n\nOFFICERS\n\n.\n\nVicepresident\n\nOF\n\nWhipple,\n\n.\n\nVicepresident\n\n.\n\nof\n\nSchools,\n\n(Term\n\nexpires\n\nChester,\n\nPa.\n\nDEPARTMENTS\n\nof Adult\n\nEducation\n\nL. R. Alderman, Chief Service Division, U. S. Office of Educa¬\ntion .\nWashington,\nIn charge of Division of Adult Immigrant Education, Caroline\n\n.\n\nVicepresident\n\nSuperintendent\n\n.\n\nDepartment\n\nSupervisor,\n\nBureau\n\nof\n\nAdult\n\nEducation,\n\nD. C.\n\nState\n\nDepartment of Education .\nAlbany, N. Y.\nIn charge of Division of Education of the Native Born, Wil\nLou Gray, Supervisor of Adult Schools, State Department\nof Education .\nColumbia, S. C.\nIn charge of Division of Adult Secondary Education, W. H.\nWelsh,\n\nDirector\n\n17th & Pine\nSecretary\n\n.\n\nAlonzo\n\nT reasurer\n\n.\n\nAgnes\n\nExecutive\n\nDirector\n\nMrs.\n\nG. Grace,\n\nSchools\n\nDirector\n\nDirector\n\nSchool\n\nExtension,\n\nGrant\n\nof Division\n\nof Division\n\nC.\n\nMorriss,\n\nCounty\n\nCourt\n\nBuilding,\n\nPhiladelphia,\nof Adult\n\nEducation,\nService,\n\nof\n\nAdult\n\nHouse .\n\nAssociation\n\nof Teachers\n\n(A Department\n\nof the N. E. A.)\n\nOhio\n\n1201\n\nWashington,\nDirector\n\nPa.\n\nPublic\n\nCleveland,\nof Classroom\n\nSt .\n\nElizabeth\n\nEducation,\n\nAmerican\n\nof\n\nSts .\n\n.\n\nWinn,\n\n16th\n\nPresident\n\nBusiness.\n\nCharl\nT. D.\n\nCOUNCIL\n\nDavid\n\nPresident\n\nResearch.\n\nA. Allan,\n\nHenry Lester Smith, Dean, School of Education, Indi¬\nana University .\nBloomington, Ind.\nMrs. Susan M. Dorsey, 1506 Arapahoe St .\nLos Angeles, Calif.\nAdelaide Steele Baylor, Chief, Home Economics Education\nService, Federal Board for Vocational Education .\nWashington, D. C.\n\nVicepresident .\nSecretary .\nExecutive\n\nK.\n\nOffice.\nS. D.\n\nAdministrative\n\nPresident\n\nNorton,\n\nHarold\n\nTreasurer.\n\nD.\n\nC.\n\nElementary\n\nAsheville, N. C.\n\nColleges\n\nGeorge Willard Frasier, President, Colorado State Teachers\nCollege .\nGreeley, Colo.\nFirst Vicepresident .\nE. L. Hendricks, President, Central Missouri State Teachers\nCollege .\nWarrensburg, Mo.\nSecond Vicepresident . .. .Francis B. Haas, President, State Normal College .\nBloomsburg, Pa.\nThird\n\n.\n\nVicepresident .\n\nSecretary-Treasurer\n\nPresident\n\n.\n\nVicepresident\nSecretary\n\n.\n\n.\n\n.\n\nBruce R. Payne, President, George Peabody College for\nTeachers .\nNashville, Tenn.\nCharles W. Hunt, Dean, School of Education, Western\nReserve University .\nCleveland, Ohio\n\nDepartment\n\nof Business\n\nJ. L. Harman,\n\nPresident,\n\nEducation\n\nBowling\n\nGreen\n\nBusiness University.\nBowling Green,\n\nKy.\n\n..L. A. Rice, Assistant in Secondary Education, State Depart¬\nment of Public Instruction .\nTrenton, N. J.\nPattiE L. Sinclair, Commercial High School .\nAtlanta, Ga.\n\n"}
{"page": 982, "printed_page": null, "text": "978\n\nNational\n\nEducation\n\nDepartment\nPresident .\nVicepresident . . .\nSecretary .\nRegional Director\n\nof Classroom\n\nTeachers\n\n.Lula F. Hunter, 928 College Ave .\n.James P. Barron, 973 Los Angeles Ave. N.\n.Faye Read, 1425 Vernon Ave .\n\nFort\nE .\n\nWorth, Texas\nAtlanta, Ga.\nPueblo, Colo.\n\n.Western Section, Miriam D. Eisner, 3098 California St.\n(Term expires 1930) .\nSan Francisco, Calif.\nEastern Section, Sara H. Fahey, 405 Coram Ave (Term\nexpires 1931) .\nShelton, Conn.\nMiddle Section, Frances E. Harden, 1543 Sherwin Avenue\n(Term expires 1932) .\nChicago, Ill.\n\nDepartment\nPresident\n\nAssociation\n\n.\n\nThyrsa\n\nPresident\n\nAmos,\n\nDean\n\nof Women\n\nof Pittsburgh..\nPittsburgh. Pa.\nFirst Vicepresident .\nJessie Gibson, Dean of Women, Pomona College. .. .Claremont, Calif.\nSecond Vicepresident ... .Dorothy Stimson, President, Goucher College .\nBaltimore, Md.\nTulsa, Okla.\nFloy Eeliott, Dean of Girls, Central High School .\nSecretary .\nTreasurer .\nLydia 1. Jones, Dean of Women, Michigan State Normal\nCollege .\nYpsilanti, Mich.\nHeadquarters Secretary . .Gwladys W. Jones, 1634 Eye St .\nWashington, D. C.\n\nDepartment\n\nW.\n\nof Deans\n\nof Women,\n\nof Elementary\n\nUniversity\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 Vicepresi dent ... .James R. Floyd, 717 Garden St .\nPlainfield, N. J.\nThird Vicepresident .\nMrs. Genevieve L. Stone, Principal, Whittier School .\nMinneapolis, Minn.\nFourth Vicepresident ... .N. H. Price, Principal, Hemphill School .\nBirmingham, Ala.\nFifth Vicepresident .\nMrs. 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) .\nLos Angeles, Calif.\nElizabeth\nJohn\n\nM.\n\n.\n\nVicepresident\n\n.\n\nSecretary-Treasurer\n\n.\n\nMerrill,\n\nPrincipal,\n\nLingemann\n\nSchool\n\nSchool\n\nSchool\n\n(Term\n\nex¬\n\nSuperior,\n\n(Term\n\nexpires\n\nWis.\n\nDetroit, Mich.\nexpires\nCleveland, Ohio\n\n(Term\n\nEducation\n\nMary Education,\nReed, Assistant\nProfessor\nof Columbia\n\"Kindergarten-First\nGrade\nTeachers\nCollege,\nUniversity,\nNew\nYork, N. Y.\nClara Wilson, Chairman, Department of Kindergarten-Primary\nEducation, University of Nebraska .\nLincoln, Nebr.\nElEanorE Bogan, Director, New Orleans Nursery School, 1308\nAudubon St .\nNew Orleans, La.\n\nof Lip Reading\n\nCaroline F. Kimball, 39 Jackson St .\nCoralie N. Kenfiei.d, 617 Shreve Building .\n....Alice I. Putnam, 3610 Milam St .\n\nDepartment\nPresident\n\nHowe\n\nof Kindergarten-Primary\n\nDepartment\nPresident .\nVicepresident .\nSecretary-Treasurer\n\nPrincipal,\n\n_.\n\n1932) .\nEmma Brookes, Principal, Miles\n1933) .\n\nDepartment\nPresident\n\nMcCormick,\n\npires 1931) .\n\nof Rural\n\nSan\n\nEast Lynn, Mass.\nFrancisco, Calif.\nHouston, Texas\n\nEducation\n\n.\n\nHelen Heefernan, Chief, Divisoin of Rural Education, State\nDepartment of Education, P. O. Box 615 .\nSacramento, Calif.\nVicepresident .\nGeorge Flo ward. Superintendent of Rowan County Schools _\nSalisbury, North Carolina\nSecretary .\nKatherine M. Cook, Consultant in Special Problems, United\nStates Office of Education .\nWashington, D. C.\nExecutive Committee . .. .Agnes Samuelson, State Superintendent of Public Instruction\n(Term expires 1931) .\nDes Moines, Iowa\nJ. C.\n\nMuerman,\n\nSoutheastern\n\nState\n\nTeachers\n\nexpires 1932) .\nC. H. Barnes, County Superintendent\npires 1933) .\n.\nM.\n\nS.\n\nPittman,\n\nCollege\nHelen\n\n(Term\n\nHeyl,\n\nDirector\n\nexpires\n\nAssistant\n\nof\n\nRural\n\nCollege\n\nof Schools\n\nEducation,\n\nState\n\n1934) .\n\nin Rural\n\nof Education .\n\nEducation,\n\n(Term\n\nDurant, Okla.\n(Term ex¬\nDuluth, Minn.\nNormal\n\nYpsilanti, Mich.\nState\n\nDepartment\n\n.....Albany\n\nN. Y.\n\n"}
{"page": 983, "printed_page": null, "text": "Associational\n\nDepartment\nPresident\n\nRecords\n\nof School\n\nand\n\nHealth\n\n979\n\nInformation\n\nand Physical\n\nEducation\n\n.\n\nJames E. Rogers. Director, National Physical Education Service,\n315 Fourth Ave .\n_.\n.\nNew York, N. Y.\nVicepresident .\nJay B. Nash, Professor of Physical Education, School of Educa¬\ntion, New York University .\nNew York, N. Y.\nSecretary-Treasurer .\nMary E. Murphy, Director, Elizabeth McCormick Memorial\nFund, 848 N. Dearborn St .\nChicago, Ill.\nExecutive Committee ... .N. P. Neilson, State Supervisor of Physical Education (Term\nexpires 1930) .\nSacramento, Calif.\nWilliam\n\nE.\n\nBurdick,\n\nE. Mulberry\nEthel\n\nState\n\nDirector\n\nof Physical\n\nSt. (Term\n\nexpires 1931) .\n\nAmerican\n\nChild\n\nPerrin,\n\nHealth\n\nEducation,\n\n7\n\nBaltimore,\n\nAssociation,\n\nMd.\n\n370\n\nSeventh Ave. (Term expires 1932) .\nNew York, N. Y.\nF. W. Maroney, Director, Department of Health Education,\nPublic Schools (Term expires 1933) .\nAtlantic City, N. J.\n\nDepartment\nPresident\n\n.\n\nSecretary\n\n.\n\nFirst\n\nInstruction\n\nE. Laurence Palmer, Professor of Natural Science, Cornell\nUniversity .\n.\nIthaca, N. Y.\nRalph K. Watkins, Associate Professor of Education, Univer¬\nsity of Missouri .\nColumbia, Mo.\n\nDepartment\nPresident\n\nof Science\n\n.\n\nVicepresident .\n\nof Secondary\n\nSchool\n\nPrincipals\n\nLouis E. Plummer, Principal, Fullerton Union High School\nand Fullerton District Junior College .\nFullerton, Calif.\nC. H. Threlkeld, Principal, Columbia High School .\nSouth Orange, N. J.\n\nSecond Vicepresident ... .John A. Larson, Principal, Senior High School ... .Little Rock, Ark.\nSecretary-Treasurer .\nH. V. Church, Superintendent of Morton Secondary Schools..\nCicero, HI.\nExecutive Committee ... .F . R. Born, Principal, Junior High School .\nArdmore, Okla.\nW. C. GiESE, Principal, Washington Park High School ... Racine, Wis.\nMilo\n\nH.\n\nStuart,\n\nPrincipal,\n\nArsenal\n\nTechnical\n\nHigh\n\nSchool..\n\nIndianapolis,\n\nDepartment\nPresident .\nVicepresident .\nSecretary-Treasurer\nBoard\n\n.\n\nof Directors .\n\nInd.\n\nof Social Studies\n\nEdgar Dawson, Professor of Political Science. Hunter College..\n.R. M. Tryon, Professor of Teaching of History, University\nof Chicago .\n..Chicago, Ill.\nBessie L. Pierce, Associate Professor of History, University\nof Chicago .\nChicago, Ill.\nA. E. McKinley, Professor of History, University of Penn¬\nsylvania .\nPhiladelphia, Pa.\nJ. M. Gambrill, Professor of History, Teachers College,\nColumbia University .\nNew York, N. Y.\n\nDepartment\n\nof Superintendence\n\nPresident .\nNorman R. Crozier, Superintendent of Schools .\nDallas, Texas\nDetroit, Mich.\nFrank Cody, Superintendent of Schools, .\nFirst Vicepresident .\nSecond Vicepresident. .. . Dantel S. KealEy, Superintendent of Schools .\nHoboken, N. J.\nWashington, D. C.\nSherwood D. Shankland, 1201 16th St .\nExecutive Secretary .\nExecutive Committee.... Frank M. Underwood. District Superintendent of Schools\n(Term expires 1931) .\nSt. Louis, Mo.\nPaul\n\nC.\n\n1932)\nDavid\n\nStetson,\n\nSuperintendent\n\nof\n\nSchools\n\n(Term\n\nexpires\n\nof Schools\n\n(Term\n\nexpires\n\n.\n\nE. WeglEin,\n\nSuperintendent\n\nDayton,\n\n1933) .\nC. B. Glenn, Superintendent of Schools\n\nDepartment\n\nof Supervisors\n\nand Directors\n\n(Term\n\nOhio\n\nBaltimore, Md.\nexpires 1934).\nBirmingham, Ala.\n\nof Instruction\n\nof Schools....\nSt. Louis, Mo.\n;.\nElizabeth Hale, Assistant Superintendent of Schools .\nFirst Vicepresident .\nMinneapolis, Minn.\nSecond Vicepresident .. . Jessie McLean, Teacher, Central States Teachers College Mt. Pleasant, Mich.\nJames F. Hosic, Professor of Education, Teachers College. Co¬\nSecretary-Treasurer .\nNew York, N. Y.\nlumbia University .\nPresident\n\n.\n\nFrank\n\nM.\n\nUnderwood,\n\nDistrict Superintendent\n\n"}
{"page": 984, "printed_page": null, "text": "980\n\nNational\n\nExecutive\n\nEducation\n\nAssociation\n\nCommittee. . . .William H. Burton, Associate Professor of Education, Uni¬\nversity of Chicago .\nChicago, Ill.\nWorth McClure, Professor of Elementary School Adminis¬\ntration, State Teachers College .\nBuffalo, N. Y.\nMabel E. Simpson, Director of Elementary Grades and Kinder¬\ngartens .\nRochester, N. Y.\n\nDepartment\nPresident\n\n.\n\nVicepresident\n\n.\n\nW.\n\nW.\n\nWhittinghill,\n\nSchools\n\nExecutive\n\nInstruction\n\nJohn A. HollinGER, Director of Nature Study and Visualiza¬\ntion, Public Schools .\nPittsburgh. Pa.\nF. Dean McClusky, Director, Scarborough School, Scarborough, N. Y.\n\n.\n\nSecretary-Treasurer\n\nof Visual\n\nDirector of Visual Instruction, Public\n\n.\n\nCommittee ... .B. A. Aughinbaugh,\n\nDetroit, Mich.\n\nState Director of Visual Instruction....\n\nColumbus,\n\nOhio\n\nDudley Grant Hays, Director of Visual Instruction, Public\nSchools .\nChicago, Ill.\nMrs. Anna V. Dorris, Director of Visual Instruction, State\nTeachers College .\nSan Francisco, Calif.\n\nDepartment\nPresident\n\n. .\n\nPaul\n\nVicepresident\n\nW.\n\nof Vocational\n\nChapman,\n\nEducation\n\nState Director\n\nof Vocational\n\nEducation..\nAthens,\n\nAnna L. Burdick, Special Agent for Girls and Women,\nTrade and Industrial Education Service, Federal Board\nfor Vocational Education .\nWashington,\nRay Fife, State Supervisor of Agricultural Education\n\nGa.\n\nMrs.\n\nSecretary . . . .\n\nD. C.\n\nColumbus,\n\nnational\n\neducation\n\nOhio\n\nassociation\n\nOFFICERS— 1930-31\nWillis A. Sutton .\nJ. W. Crabtree .\nHenry Lester Smith .\n\nPresident .\nSuperintendent of Schools, Atlanta, Ga.\nSecretary .\n1201 Sixteenth Street N. W., Washington, D. C.\nTreasurer. ... Dean, School of Education, Indiana University,\nBloomington, Ind.\n\nExecutive Committee\nWillis\n\nA.\n\nSutton .\n\nPresident .\n\nE. Ruth\n\nPyrTle .\n\nVicepresident .\n\nWalter\n\nR.\n\nChairman,\n\nSiders .\n\nBoard\n\nWashington,\nHenry\n\nLester\n\nSmith\n\n.\n\nTreasurer.\n\nof Trustees,\n\nRosier\n\n.\n\nMember\n\n.. .Dean,\n\nby\n\nmont,\n\n1201\n\nSchool,\n\nSixteenth\n\nAtlanta,\n\nLincoln,\n\nStreet\n\nN.\n\nGa.\n\nNebr.\n\nW.,\n\nSchool\n\nof Education,\n\nIndiana\n\nUniversity,\n\nInd.\n\nElection,\n\nW.\n\nof Schools,\n\nBancroft\n\nD. C.\n\nBloomington,\nJoseph\n\nSuperintendent\n\nPrincipal,\n\nPresident,\n\nState\n\nNormal\n\nSchool,\n\nFair¬\n\nVa.\n\nBoard of Trustees\nWalter\n\nR.\n\nSiders .\n\nChairman .\n\nWillis\n\nA.\n\nSutton .\n\nPresident .\n\nT. M.\n\nGwinn .\n\nKate V. WoEEord .\nJoseph H. Saunders .\n\n1201\n\nMember by Election,\ncisco, Calif.\n\nSixteenth\n\nStreet N. W.,\n\nSuperintendent\n\nSuperintendent\n\nWashington,\n\nof Schools,\n\nof Schools,\n\nCounty Superintendent of Schools .\nSuperintendent of Schools .\n\nD. C.\n\nAtlanta,\n\nSan\n\nGa.\n\nFran¬\n\nLaurens, S. C.\nNewport News, Va.\n\nVicepresidents\nJohn W. Abercrombie .\nAssistant State Superintendent of Education, Montgomery, Ala.\nGeorge C. Baker .\nSuperintendent of Schools .\nMoorestown, N. J.\nErnest W. Butterfield. ... Commissioner of Education .\nHartford, Conn.\nJessie Gray .\nPhiladelphia Normal School for Girls, 13th & Spring Garden\n\nSts., Philadelphia,\nFlorence M. Hale .\nAmy\nH. Hinrichs .\n\nW.\n\nH. Holmes .\n\nMrs. Eugenia West Jones..\nElizabeth McCormick .\nFrancisco Vizcarrondo .\nEdgar H. Whitney .\n\nState Agent\n7336 Hurst\n\nPa.\n\nfor Rural Education .\nStreet .\n\nSuperintendent\n\nof Schools .\n\n318 South Benton Way .\nPrincipal Timothy O. Howe School .\nAssistant Commissioner of Education .\nAssistant Superintendent of Schools .\n\nNew\n\nAugusta, Me.\nOrleans, La.\n\nMt. Vernon,\nLos\n\nN. Y.\n\nAngeles, Calif.\nSuperior, Wis.\nSan Juan, P. R.\nPortland, Ore.\n\n"}
{"page": 985, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n981\n\nBoard of Directors\nWillis\n\nA.\n\nE. Ruth\nHenry\n\nLester\n\nWalter\nJ. W.\n\nSutton .\n\nPyrtlE .\nSmith\n\n.\n\nR. SidERS .\nCrabtree .\n\nPresident .\n\nSuperintendent\n\nVicepresident .\n\nPrincipal, Bancroft\n\nTreasurer.\n\n.. .Dean,\n\nSchool\n\nof Education,\n\nof\n\nSchools,\n\nAtlanta,\n\nGa.\n\nSchool, Lincoln, Nebr.\n\nIndiana\n\nUniversity,\n\nBloomington, Ind.\nChairman, Board of Trustees, 1201 Sixteenth Street, N. W.,\nWashington, D. C.\nSecretary .\n1201 Sixteenth Street N. W., Washington, D. C.\n\nLife Directors\nCornelia\n\nS. Adair .\nRobert J. AlEy .\nFrancis G. Blair .\n\n2121 Park Avenue .\nRichmond, Va.\nIndianapolis, Ind.\nPresident, Butler College .\nState Superintendent of Public Instruc¬\nSpringfield, Ill.\ntion .\nBoard oe Education .\nNashville, Tenn.\nMrs. Mary C. C. Bradford .\n1481 South Grant Street .\nDenver, Colo.\nPresident, New York University . .New York, N. Y.\nElmer Ellsworth Brown .\nPresident, Columbia University .. .New York, N. Y.\nNicholas Murray Butler .\nKnoxville, Tenn.\n1901 Lake Avenue .\nP. P. Claxton .\n\nWilliam John Cooper! .................\nH. A. Graham .\nFrederick M. Hunter .\nOlive M. Jones .\n•\nDavid Starr Jordan .\nJames Y. Joyner .\nUel W. Lamkin .\nMary McSkimmon .\nJesse H. Newlon .\nCarroll G. PearsE .\nMrs. Josephine Corliss Preston .\nE. Ruth PyrtlE .\nState Teachers Association of Illinois.\nGeorge D. Strayer .\nTeachers Institute .\nJohn J. Tigert .\nCharles G. White .\nCharl\n\nO. Williams .\n\nCommissioner of Edu¬\nStates\niUnited\nWashington, D. C.\n.\ncation\nEast Broadway .\nMt. Pleasant, Mich.\nChancellor, Denver University .\nDenver, Colo.\nCalvary House, 61 Gramercy Park\nNorth .\nNew York, N. Y.\nPresident Emeritus, Stanford University, Calif.\nAssistant Manager, Prudential Insurance Co.,\n304 E. Jones St .\nRaleigh, N. C.\nPresident, State Teachers College ... Maryville, Mo.\nPrincipal, Pierce School .\nBrookline, Mass.\nLincoln School, Teachers College.. New York, N. Y.\n315 Ludington Avenue (Wauwatosa Branch), Mil¬\nwaukee, Wis.\nBurton, Vashon Island, King County, Wash.\nPrincipal, Bancroft School .\nLincoln, Nebr.\n. Robert C. Moore, Sec .\nCarlinville, Ill.\nTeachers College, Columbia\nUniversity .\nNew York, N. Y.\nPhiladelphia, Pa.\nPresident, University of Florida, Gainesville, Fla.\nPresident, Isbell Missionary\nCollege .\nMartin, Tenn.\nDirector, Field and Legislative Division,\nNational Education Association, 1201 Six¬\nteenth Street N. W .\nWashington, D. C.\n\nState Directors\nAlabama .\nAlaska .\nArizona .\nArkansas .\nCalifornia .\nConnecticut .\nColorado .\n\n. ...J. D. Williams, Principal, Avondale School .\nBirmingham\n....A. E- Karnes, Superintendent of Schools .\nKetchikan\n....Dan Jantzen, Superintendent of Schools .\nPeoria\n. ...J. P. Womack, Pres. Henderson State Teachers College, Arkadelphia\n....Willard E- Givens, Superintendent of Schools .\nOakland\n....Gordon C. Swift, Superintendent of Schools .\nWatertown\n. ...W. B. Mooney, Secretary, Colorado Education Association,\n530 Commonwealth Building .\nDenver\nDelaware .\n. . . . H. V. Holloway, State Superintendent of Public Instruction, Dover\nDistrict of Columbia ....Edith Louise Grosvenor, Apt. 73, The Iowa .\nWashington\nFlorida .\n. . . . . . F. S. Hartsfield, County Superintendent of Schools .\nTallahassee\n. . . . M. L- Duggan, State Superintendent of Schools .\nAtlanta\nGeorgia .\nHawaii .\n. . . . OrEn E. Long, Deputy Superintendent of Public Instruction, Honolulu\nIdaho .\n....Raymond H. Snyder, Superintendent of Schools .\nIdaho Falls\nIllinois .\n....A. L- Whittenberg, Secretary, State Examining Board for\nIndiana\n\n.\n\nIowa .\nKansas .\nKentucky .\nLouisiana .\nMaine .\nMaryland .\nMassachusetts .\nMichigan .\nMinnesota .\nMississippi .\nMissouri .\n\nTeachers’ Certificates .\nSpringfield\n....Charles O. Williams, Secretary, Indiana State Teachers’ As¬\nsociation, Room 205, Hotel Lincoln .\nIndianapolis\n. . . .Mary A. Lord, Woodrow Wilson Junior High School .\nSioux City\n. . . . M. E. Pearson, Superintendent of Schools .\nKansas City\n. ...R. E. Williams, Secretary, Kentucky Education Association,\n1317 Heyburn Building .\nLouisville\n....Annie T. Bell, Louisiana State University .\nBaton Rouge\n....William B. Jack, Superintendent of Schools .\nPortland\n....William Burdick, State Supervisor of Physical Education,\n7 East Mulberry Street .\nBaltimore\n....Annie C. Woodward, 144 School Street .\nSomerville\n. . . . Webster H. Pearce, State Superintendent of Public Instruc¬\ntion .\nLansing\n....Alice Sullivan, Spalding Hotel .\nDuluth\n. . . . H. V. Cooper, Superintendent of Schools .\nKosciusko\n....Thomas J. Walker, Editor, School and Community . .\nColumbia\n\n"}
{"page": 986, "printed_page": null, "text": "982\n\nNational\n\nMontana\n\n.\n\nIslands\n\nPorto\n\n.\n\nRico\n\nJ Cunningham, Secretary, Montana Education Associa¬\ntion, 9 Kohrs Block .\nHelena\n..Dwight EC- Porter, P incipal, Technical High School .\nOmaha\n..Ai«s. Jennie A Curieux .\nTonopah\n..Dana S. Jordan, Superintendent, Supervisory Union No. 34.... Lisbon\n..Alexander J. Glennie, Principal, Miller Street School .\nNewark\n..Mrs. H. F. Brock, Superintendent, McKinley County Schools. .Gallup\n..Harry W. Langworthy, Superintendent of Schools .\nGloversville\n. T. Wingate Andrews, Superintendent of Schools .\nHigh Point\n. . L. A. White, Superintendent of Schools .\nMinot\n..A. C. Eldredge, Assistant Superintendent of Schools .\nCleveland\n. .M. E. Hurst, 631 Fond du Lac .\nMuskogee\n. . F. C. Fitzpatrick, Superintendent of Schools .\nEcho\n..J. Herbert Kelley, Executive Secretary, Pennsylvania State\nEducation Association, 400 North Third St .\nHarrisburg\n..Camilo Osias, Resident Commissioner from the Philippines,\nHouse of Representatives .\nWashington, D. C.\n..Francisco Vizcarrondo, Assistant Commissioner\nof Education .\nSan J uan\n. . AIrs. Agnes M. Bacon, 121 State House .\nProvidence\n..George W\nWannamaker, Superintendent of Schools. ... St. Matthews\n. . S. B. Nissen, Editor, South Dakota Educational Association\nJournal, 3 Perry Building .\nSioux Falls\n. P. L. Harned, Commissioner of Education .\nNashville\n. . L- W. Rogers, First Asst. State Superintendent of Schools .\nAustin\n..Arch M. Thurman, 1042 Ramona Avenue .\nSalt Lake City\n..Clarence H. Dempsey, State Commissioner of Education. . Montpelier\n..Arthur E. Lindborg, Director of Education .\n,*.\nSt. Thomas\n..Mrs. Edith B. Joynes, Principal, George Washington and\n('ate wood School .\nNorfolk\n..Mabel Wilson. Principal, Laurelhurst School .\nSeattle\n. Wi i.iam C. Cook. State Superintendent of Free Schools. . . Cha leston\n• E. G. Doudna. Secretary, Board of Normal School Regents. .. Madison\nA H Dixon Superintendent Centralized Public Schools,\nDistrict No. 3, Goshen County .\nTorrington\n\nRhode Island ....\nSouth Carolina...\nSouth Dakota ....\nTennessee .\nTexas .\nUtah .\nVermont .\nVirgin Islands...\nVirginia .\nWashington .\nWest Virginia...\nWisconsin .\nWyoming\n.\n\nNATIONAL\nPresident\n\n.\n\nVicepresident .\nSecretary .\nExecutive\n\nCommittee .\n\nCOUNCIL\n\nLaura\n\n.\n\nOF\n\nEDUCATION\n\nHenry Lester Smith, Dean, School of Education, Indiana\nUniversity .\nBloomington, Ind.\nMrs. Susan M. Dorsey. 1506 Arapahoe St .\nLos Angeles, Calif.\nAdelaide Steele Baylor, Chief, Home Economics Education\nService, Federal Board for Vocational Education, Washington, D. C.\nM. G. Clark, Superintendent of Schools, Sioux City, Iowa\n(Term expires 1931); David A. Ward, Supe-intendent\nof Sctiools, Chester, Pa. (Term expires 1932); Anna\nForce,\n\nver, Colo.\n\nPresident\n\nAssociation\n\n. . R.\n\nNebraska .\nNevada .\nNew Hampshire..\nNew Jersey .\nNew Mexico .\nNew York .\nNorth Carolina. . .\nNorth Dakota ....\nOhio .\nOklahoma .\nOregon .\nPennsylvania\nPhilippine\n\nEducation\n\nPrincipal,\n\n(Term\n\nexpires\n\nLake\n\nJunior\n\nHigh\n\nSchool,\n\nDen¬\n\n1933).\n\nOFFICERS\n\nOF\n\nDEPARTMENTS\n\nDepartment\n\nof Adult Education\n\nL.\n\nR- Alderman, Chief, Service Division, U. S. Office of\nEducation .\nWashington, D. C.\nSecretary .\nAlonzo G. Grace, Assistant Director of Extension Educa¬\ntion, University of Rochester .\nRochester, N. Y.\nTreasurer .\nAgnes Winn, Director, N. E- A. Division of Classroom Serv¬\nice .\nWashington, D. C.\nExecutive Director .\nMrs. Elizabeth C. Morriss. Director of Adult Elementary\nEducation, County Court House .\nAsheville, N. C.\nExecutive Committee. .. .Katherine Kohler, Director, Extension and Summer Schools,\nMinneapolis, Minn.; Frederick A. DeGai.an, Director\nof Evening and Summer Schools, Detroit, Mich. ; Robert\nC. Deming, Supervisor of Adult Education, State Board\nof Education, Hartford, Conn.\n\nAmerican\nPresident\n\nAssociation\n\nof Teachers\n\n(A Department\n\nof the N. E. A.)\n\nColleges\n\n.\n\nGeorge Willard Frasier, President, Colorado State Teachers\nCollege\n.\nGreeley, Colo.\nFirst Vicepresidcnt .\nE L. Hendricks, President, Central Missouri State Teachers\nCollege .\nWarrensburg, Mo.\nSecond Vicepresident. ... Francis B. Haas. President, State Normal College, Bloomsburg, Pa.\nThird Vicepresident .\nBruce R. Payne, President, George Peabody College for\nTeachers .\n^.....Nashville, Tenn.\nSecretary-Treasurer\n\n.\n\nCharles W. Hunt, Dean, School of Education,\nserve University .\n. .\n\nWestern Re¬\nCleveland,\n\nOhio\n\n"}
{"page": 987, "printed_page": null, "text": "Associational\n\nRecords\n\nDepartment\nPresident\n\n.\n\nVicepresident\n\nSecretary\n\nof Business\n\n983\n\nInformation\n\nEducation\n\nHelen Reynolds. Assistant Professor of Secretarial Studies.\nSchool of Comme-ce, Ohio University .\nAthens, Ohio\nB. Frank Kyker, Director, Department of Business, Berea\nCollege .\nBerea, Ky.\nKatherine Munkhoff, Instructor in Commerce, Grant High\nSchool .\nCedar Rapids, Iowa\n\n.\n\n.\n\nDepartment\nPresident .\nVicepresident\nSecretary .\nRegional Directors\n\nof Classroom\n\nTeachers\n\nMiriam D. Eisner, 3098 California St .\nSan Francisco, Calif.\nEsther Helbig, 1033 Melrose Terrace .\nDubuque, Iowa\nFiorence M. Dickinson, 249 Windsor Ave .\nHaddonfield, N. J.\nEastern Section, Sara H. Fahey, 122 W. 75th St., New\nYork City (Term expires 1931); Middle Section, Fran¬\nces E- Harden, 1543 Sherwin Ave., Chicago, Ill. (Term\nexpires 1932); Western Section, Faye Read, 1425 Ver¬\nnon Ave., Pueblo, Colo. (Term expires 1933)\n\nDepartment\nPresident\n\nand\n\nof Deans\n\nof Women\n\n.\n\nThyrsa W. Amos, Dean of Women, University of Pitts¬\nburgh .\nPittsburgh, Pa.\nFirst Vicrpresident .\nJessie Gibson, Dean of Women, Pomona College, Claremont, Calif.\nSecond Vicepresident ... .Dorothy Stimson, President, Goucber College .\nBaltimo-e. Md.\nSecretary .\nFloy Elliott, Dean of Girls, Central Fligh School .\nTulsa, Okla.\nTreasurer .\nLydia T. Jones, Dean of Women, Michigan State Normal\nCollege .\nYpsilanti, Mich.\nHeadquarters Secretary . . Gwladys W. Jones, 1634 I St. N. W .\nWashington, D. C.\n\nAmerican\n\nEducational\n\n(A\nPresident\n\n.\n\nVicepresident\n\nDepartment\n\nResearch\nof the\n\nN.\n\nAssociation\n\nE.\n\nA.)\n\nW.\n\n.\n\nSecretary-Treasurer\n\n.\n\nW. Charters. Director, Bureau of Educational Research,\nOhio State University .\nColumbus, Ohio\nP. T. Rankin, Supervising Director, Research Adjustment,\nBoard of Education .\n. Detroit, Mich.\nWilliam S. Gray, Dean, College of Education, University\nof Chicago .\nChicago, Ill.\n\nDepartment\nPresident .\nFirst Vicepresident .\n\nof Elementary\n\nCa^sie F. Ro s. 2609\nHerbert C. Hansen.\n\nSchool\n\nPrincipals\n\nBristol St .\n315 Plymouth Court .\n\nOmaha, Nebr.\nChicago, 111.\n\nSecond Vicepresident. . . . Earl Laing, 20710 Pilg-im Ave .\nDetroit. Mich.\nThird Vicepresident .\nCora Rustling, 4416 S. Normandie Ave .\nLos Angeles, Calif.\nFourth Vicepresident.... George Taylor, Principal, Susan B. Anthony School No.\n27 .\nRochester, N. Y.\nFifth Vicepresidcnt .\nJulia Sheehan. Principal, Hunnewell School .\nWellesley, Mass.\nSecretary .\nF. H. Dufey, 1616 Ridge Ave .\nSteubenville, Ohio\nExecutive Committee ... .E iz'BETh McCormick. Principal, Howe School, Superior,\nWis. (Term expires 1911): James R. Floyd, Principal,\nJefferson School, Plainfield, N. J. (Te-m expires 1932);\nM. Emma Brookes, Principal, Miles School, Cleveland,\nOhio (Term expires 1933); Eva G. Pinkston, 5652 Bel¬\nmont Ave., Dallas, Texas (Term expires 1934)\n\nDepartment\nPresident\n\n.\n\nVicepresident\nSecretary\n\n.\n\n.\n\nof Kindergarten-Primary\n\nCapomne T. Townsend, Instructor in Education, University\nof California .\n. .\n....Los Angeles, Calif.\nNeele Curtis, Instructor in Education, Ojai Valley\nSchool .\n. .\n. .\n........ .Ojai, Calif.\nMrs Ruth Hockett, Instructor in Education, University of\nCalifornia .\nBerkeley, Calif.\n\nDepartment\nPresident\n\n. . ,\n\nEducation\n\nMarion\n\nSpring\n\nof Lip Reading\n\nClark,\n\nTeacher\n\nof Lip\n\nReading,\n\n75\n\nMunroe\n\nVicepresident\n\nSt .\nSomme ville. Mass.\nCc R.v > e \\T Kenfield, Teacher of Lip Reading, 617 Schreve\nBuilding .\nSan Francisco, Calif.\n\nSecretary\n\nAlice\n\n. . .\n\n1. Putnam,\n\nTeacher\n\nof Lip\n\nAve .\n\nReading,\n\n3610\n\nMilam\n\nHouston,\n\nTexas\n\n"}
{"page": 988, "printed_page": null, "text": "984\n\nNational\n\nEducation\n\nDepartment\nPresident\n\nAssociation\n\nof Rural\n\nEducation\n\n.\n\nHelen Heffernan, Chief, Division of Rural Education, State\nDepartment of Education, P. O. Box 615 .\nSacramento, Calif.\nVicepresident .\nGeorge Howard, Superintendent of Rowan County\nSchools .\nSalisbury, N. C.\nSecretary .\nKatherine M. Cook, Consultant in Special Problems, U. S.\nOffice of Education .\n.\nWashington, D. C.\nExecutive Committee ... .Agnes Samuelson, State Superintendent of Public Instruc¬\ntion, Des Moines, Iowa (Term expires 1931); J. C.\nMuerman,\n\nSoutheastern\n\nState\n\nTeachers\n\nCollege,\n\nDurant,\n\nOkla. (Term expires 1932); C. H. Barnes, County Su¬\nperintendent of Schools, Duluth, Minn. (Term expires\nState\n\nNormal\n\nCollege,\n\nYpsilanti,\n\nMich.\n\nDepar\n\nof Educa\nt\n\nAlban\n\nN.\n\nof School\n\nHealth\n\nand Physical\n\ntment\n\nDepartment\nPresident\n\n.\n\nion,\n\ny,\n\n(Term\n\nexpires\n\nY.\n\nEducation\n\nB. Nash, Professor of Physical Education, School of\nEducation, New York University .\nNew York, N. Y.\nVicepresident .\nMary E. Murphy, Director, Elizabeth McCormick Memorial\nFund, 848 N. Dearborn St .\nChicago, Ill.\nSecretary-Treasurer\n....James\nE.\nRogers,\nDirector,\nNational\nPhysical\nEducation\nServ¬\n9\nice, 315 Fourth Ave .\nNew York, N. Y.\n3\n3\nExecutive Committee.... William E. Burdick, State Director of Physical Education,\n)\n7 E. Mulberry St., Baltimore, Md. (Term expires 1931);\n9\nEthel Perrin, American Child Health Association, 370\n;\n3\nSeventh\n4\nM. S Ave., New York City (Term expires 1932); F.\n. Pit Director, Department of Health Education,\nW. Maroney,\n)\ntman,\nDirec\nPublic Schools, Atlantic\nCity,\nN. J. (Term expires 1933);\ntor o\n;\nf Rof\nN. P. Neilson, Chief, Division\nuraHealth\nl Edu and Physical\nHelen\ncati\nEducation,\nState Department of Education,\nSacramento,\non,\nHeyl,\nCalif. (Term\nexpires\n1934).\nAssis\ntant\nin Ru\nral\nEduca\ntion,\nDepartment of Science Instruction\nState\nPresident\n\n.\n\nSecretary\n\n.\n\nJay\n\n.\n\nRalph K. Watkins, Associate Professor of Education, Uni¬\nversity of Missouri .\nColumbia, Mo.\nCharles F. Edwards, Supervisor of Nature Study, Public\nSchools .\nLos Angeles, Calif.\n\nDepartment\nPresident\n\nof Secondary\n\nSchool\n\nPrincipals\n\n.\n\nLouis E. Plummer. Principal, Fullerton Union High School,\nand Fullerton District Junior College .\nFullerton, Calif.\nFirst Vicepresident .\nC. H. Threlkeld, Principal, Columbia High\nSchool .\nSouth Orange, N. J.\nSecond Vicepresident ... . John A. Larson, Principal, Senior High School .\nLittle Rock, Ark.\nSecretary-Treasurer .\nH. V. Church, Superintendent, of Morton Secondary\nSchools .\nCicero, 111.\nExecutive Committee .\nF. R. Born, Principal, Junior High School, Ardmore, Okla.;\nW. C. Giese, Principal, Washington Park High School,\nRacine, Wis. ; Milo H. Stuart, Principal, Arsenal Tech¬\nnical High School, Indianapolis, Ind.\n\nDepartment\nPresident\n\n.\n\nof Social Studies\n\nEdgar Dawson, Professor of Political Science and History,\nHunter College .\n. .\nNew York, N. Y.\nFirst Vicepresident .\nR. M. Tryon, Professor of Teaching of History, University of\n_\n,\nChicago .\nChicago, Ill.\nSecond Vicepresident . . . . D. S. Morgan, Head of Social Studies Department, Arsenal Technical High School .\nIndianapolis, Ind.\nSecretary-Treasurer .\nBessie E. Pierce, Associate Professor of History, University of\nChicago .\n. .\nChicago, Ill.\nBoard of Directors .\nJ. M. Gambrill, Professor of History, Teachers College, Co¬\nlumbia University, New York City; A. C. Krey, Professor\nof History, University of Minnesota .\nMinneapolis, Minn.\n\n"}
{"page": 989, "printed_page": null, "text": "/\n\nAssociational\n\nRecords\n\nDepartment\n\nand\n\nInformation\n\n985\n\nof Superintendence\n\nPresident .\nNorman R. Crozier, Superintendent of Schools, .\nDallas, Texas\nFirst Vicepresident .\nFrank Cody, Superintendent of Schools .\nDetroit, Mich.\nSecond Vicepresident.... Daniel S. KealEY, Superintendent of Schools .\nHoboken, N. J.\nExecutive Secretary .\nSherwood D. Shankland, 1201 16th St .\nWashington, D. C.\nExecutive Committee. .. . Frank M. Underwood, District Superintendent of Schools, St.\nLouis, Mo. (Term expires 1931); Paue C. Stetson, Super¬\nintendent of Schools, Indianapolis, Ind. (Term expires 1932);\nDavid\n\nE.\n\nWeglein,\n\nSuperintendent\n\nof\n\nSchools,\n\nMd. (Term expires 1933); C. B. Glenn,\nof Schools, Birmingham, Ala. (Term expires\n\nDepartment\nPresident\nFirst\n\n.\n\nof Supervisors\nElizabeth\n\nHale,\n\nand Directors\nAssistant\n\nBaltimore,\n\nSuperintendent\n1934).\n\nof Instruction\n\nSuperintendent\n\nof Schools\nMinneapolis, Minn.\n\nVicepresident .\n\nJ. Cayce Morrison, Assistant State Commissioner for Elemen¬\ntary Education .\nAlbany, N. Y.\nSecond Vicepresident ... .Julia Hahn, Director of Kindergarten-Primary Education, Public\nSchools .\nSan Francisco, Calif.\nSecretary-Treasurer .\nJames F. Hosic, Professor of Education, Teachers College,\nColumbia University .\nNew York, N. Y.\nExecutive Committee ... .The officers of the conference, exofficio: W. H. Burton, Asso¬\nciate Professor of Education, University of Chicago, Chi¬\ncago, Ill.; Worth\nMcClure, Superintendent of Schools,\nSeattle, Wash.; Elma A. Neal, Director of Elementary Edu¬\ncation, Public Schools, San Antonio, Texas.\n\nDepartment\nPresident\n\n.\n\nVicepresident\n\n.\n\nSecretary-Treasurer\n\nof Supervisors\nEmma\n\nS. Jacobs,\n\n.\n\nDirector\n\nof Home\n\nof Domestic\n\nEconomics\n\nScience,\n\nPublic Schools,\nWashington, D. C.\n\nHelen C. GoodspEEd, Special Assistant to Director of Home\nEconomics, Public Schools .\nPhiladelphia, Pa.\nPaterson,\n....Mary Buckley, Director of Home Economics, Public\nSchools,N. J.\n\nDepartment\nPresident\n\nand Teachers\n\nof Visual\n\nInstruction\n\nW.\n\nW. Whittinghill, Director, Visual Education Department,\nPublic Schools, 9345 Lawton Ave .\nDetroit, Mich.\nVicepresident .\nCharles Roach, Director, Visual Education Department, Public\nSchools, 615 Braun Building .\nLos Angeles, Calif.\nSecretary-Treasurer .\nGrace Fisher Ramsey, Associate Curator, Department of Public\nEducation, American Museum of Natural History. .New York, N. Y.\nExecutive Committee .... Ann a V. Dorris, Director of Visual Instruction, State Teachers\nCollege, San Francisco, Calif.; B. A. Aughinbaugh, State\nSupervisor of Visual Instruction, Columbus, Ohio; H. W.\nNorman, Chief, Bureau of Visual Instruction, Extension Di¬\nvision, University of Indiana, Bloomington, Ind.\n\nDepartment\n\nI\n\nof Vocational\n\nEducation\n\nPresident .\nVicepresident .\n\nZ. M. Smith, State Director of Vocational Education, Indianapolis, Ind.\nRuth Freegard, State Supervisor of Vocational Home Economics,\n\nSecretary\n\nO. D. Adams,\n\n.\n\nState Director\n\nof Vocational\n\nLansing, Mich.\nEducation .... Salem, Ore.\n\n"}
{"page": 990, "printed_page": null, "text": "986\n\nNational\n\nCOMMITTEES\n\nOF\n\nEducation\n\nTHE\n\nAssociation\n\nNATIONAL\n\nASSOCIATION,\nCOMMITTEE\n\nON\n\n1929-30\n\nAPPOINTMENT\nKINDRED\n\n(Authorized\n\nby\n\nL. Threlkeld, Chairman, Superintendent\nof Schools, Denver, Colorado\nP. P. Claxton, 1901 Lake Avenue, Knoxville,\nTennessee.\n\nFlorence Deneen, 457 West 61st Place, Chi¬\ncago, Illinois.\nAnna Graeme Fraser, Woodrow\nWilson\nJunior High School, Oakland, California.\nEthel M. Gardner, 356 16th Avenue, Mil¬\nwaukee, Wisconsin.\nHerbert C. Hansen, 315 Plymouth Court,\nChicago, Illinois.\nEula F. Hunter, 1324 East Morphy Street,\nFort Worth Texas.\n\nTHE\n\nBUDGET\n\no Educa¬\nW. B. Mooney, Secretary, Colorad\ntion Association, Denver Colorado.\nJoseph Rosier, President, State Normal\nSchool, Fairmont, West Virginia.\nGeo. W. Wannamaker, Superintendent of\nSchools, St. Matthews, South Carolina.\n\nOF\n\nDELEGATES\n\nAND\n\nQUESTIONS\n\nRepresentative\n\nA.\n\nEDUCATION\n\nAssembly)\n\nMrs. Edith B. Joynes, Principal, The Berk¬\nley School, Norfolk, Virginia.\nM. C. Lefler, Superintendent of Schools,\nLincoln. Nebraska.\nJesse H. Newlon, 425\nNew York, N. Y.\n\nWest\n\nJoseph\n\nSuperintendent\n\nF.\n\nNoonan,\n\n123rd\n\nStreet,\nof\n\n‘ Schools, Mahanoy City, Pennsylvania.\nHelen B. Shove, 3116 Clinton Avenue, Min¬\nneapolis, Minnesota\nThomas J. Walker, Editor, School\nCommunity, Columbia, Missouri.\n\nand\n\nCOMMITTEE\nA.\n\nL. Whittenberg,\n\nSecretary\n\nState\n\nExam¬\n\nining Board, Springfield, Illinois.\nL. W. Rogers, Chairman, First Assistant\nState Superintendent, Austin, Texas.\n\nTHE NATIONAL\nWITH\nTO COOPERATE\nCOMMITTEE\nIN\nOF TEACHERS\nASSOCIATION\nSCHOOLS\nCOLORED\n(Authorized\n\nby\n\nRepresentative\n\nN. C. Newbold, Chairman, State Director of\nNegro Education, State Department of\nEducation, Raleigh, N. C.\nS. G. Atkins, President, Winston-Salem\nTeachers College, Winston-Salem. N. C.\nFrancis G. Blair, Superintendent of Public\nInstruction, Springfield, Ill.\nMabel Carney, Teachers College, Colum¬\nbia University, New York, N. Y.\nJackson Davis, Assistant Director of Educa¬\ntion, General Education Board. 804 GraceAmerican Building, Richmond, Va.\nLeo M. Favrot, General Field Agent, Gen¬\neral Education Board, Baton Rouge, La.\nR. S. Grossley, President State College for\nColored Students, Dover, Del.\nTennessee Agri¬\nW. J. Hale, President,\ncultural and Industrial State College,\n.\n,\nNashville, Tenn.\nFlorence Holbrook, Principal, Phillips Junior\nHigh School, Chicago, Ill. .\nof\nJames H. Hope, State Superintendent\nEducation, Columbia, S. C.\n\nCOMMITTEE\n\nON\n\nECONOMIC\n\nAssembly)\n\nArthur J. Klein, Professor of Higher Educa¬\ntion, School of Administration, Teachers\nCollege, Ohio State University, Columbus,\nOhio\nFlorence M. Read, President, Spelman Col¬\nlege, Atlanta, Ga.\nW. W. Sanders, Secretary, National Asso¬\nciation of Teachers in Colored Schools,\nBox 752, Charleston, W. Va.\nS. L. Smith, Director for Rural Schools,\nJulius Rosenwald Fund, Chamber of Com¬\nmerce Building, Nashville Tenn.\nWillis E. Sutton, Superintendent of Schools,\nAtlanta, Ga.\nFannie C. Williams, 1922 Louisiana Avenue,\nNew Orleans, La.\nW. T. B. Williams, Field Director, John F.\nSlater Fund, Tuskegee Institute, Ala.\nJ. P. Womack, President, Henderson State\nTeachers College, Arkadelphia, Ark.\nArthur D. Wrignt, Department of Educa¬\ntion, Dartmouth College, Hanover, N. H.\n\nSTATUS\n\nOF\n\nTHE\n\nTEACHER\n\nRepresentative Assembly)\nE. C. Hartwell, Superintendent of Schools,\nB. R. Buckingham, Chairman, 15 Ashburton\nBuffalo. N. Y.\n,\nPlace, Boston\nMass.\nR. McGaughy, Professor of Education,\nJ.\nFlorence Barnard, 1674 Beacon Street,\nTeachers College, Columbia University,\nBrookline, Mass.\nNew York, N. Y.\nFrederick L. Whitney, Director, Depart¬\nW. W. Coxe, Chief, Education Measure¬\nment of Educational Research, Colorado\nments Bureau, State Department of Edu¬\ncation, Albany, N- Y.\nState Teacher? College, Greeley, Col*-*\n(Authorized\n\nby\n\n"}
{"page": 991, "printed_page": null, "text": "Associational\n\nCOMMITTEE\n\nON\n\nRecords\n\nand\n\n987\n\nInformation\n\nINTERNATIONAL\n\nRELATIONS\n\n(Authorized by Representative Assembly)\nAnnie Carleton Woodward, Chairman, 144\nSchool Street, Somerville, Mass.\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.\nLewis R. Alderman, Service Division, Office\nof Education, Washington, D. C.\nThomas Alexander, Teachers College, Co¬\nlumbia University, New York, N. Y.\nJ. Edward Allen, Superintendent of Schools,\nWarrenton, N. C.\nMrs. Fannie Fern Andrews, 295 Common¬\nwealth Avenue, Boston, Mass.\nMyra Angus, Pohukaina School, Honolulu,\nHawaii.\nMrs. Bertha S. Armbruster, Tilton School,\nRiver Forest. Ill.\nWilliam Chandler Bagley, Teachers College,\nColumbia University, New York, N. Y.\nMrs. Mary G. Barnum, 535 Ladera Street,\nPasadena. Calif.\nJ. R. Barton, Superintendent of Schools,\nOklahoma City, Okla.\nMillicent Baum, Principal, The Andrew S.\nDraper School. Public School 101, Man¬\nhattan, 11th Street and Lexington Avenue,\nNew York, N. Y.\nAnna J. Beiswenger, Washington State\nNormal School, Bellingham. Wash.\nMaude R. Bell. 4147 Starr Street, Lincoln,\nNebr.\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, N. Y.\nDorothy M. Blatter. Principal, Kensington\nSchool, Grand Rapids, Mich.\nCharles H. Boehm, Principal, Junior-Senior\nHigh School. Morrisville, Pa.\nMarion Bonniwell Harborton. Va.\n*Frank D. Boynton, Superintendent of\nSchools, Ithaca. N. Y.\nMrs. Frank E. Boynton. 819 Oaklawn Street,\nN. E.. Grand Rapids, Mich.\nMrs. Mary C. C. Bradford, 1481 South Grant\nStreet. Denver, Colo.\n\nCal\nOa\nSc\nho\nkl\nif.\nan\nEmma ol,M. Brown,\nPrincipal,\nSkinner Junior\nd,\nHigh School, Denver, Colo.\nWilliam Burdick, State Supervisor of Phy¬\nsical Education, 7 East Mulberry St.,\nBaltimore. Md.\nWilliam V. Casey, High School Building,\nBoulder, Colo.\nArthur H. Chamberlain, Secretary, Califor¬\nnia Association for Education on Thrift\nand Conservation, 1024 Phelan Building,\nSan Francisco, Calif.\nJ. A\nC. 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, 1901 Lake Avenue, Knoxville,\nTenn.\nFrank\n\nCody, Superintendent of Schools, De¬\ntroit, Mich. •\nAnnie M. T. Cogil, Principal, Hayward\nSchool, Lincoln, Nebr.\n\n*Deceased.\n\nJessie B. Colburn. Principal, Junior High\nSchool 96. Manhattan. 1532 Avenue A at\n81st Street, New York, N. Y.\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 Schools,\nKosciusko, Miss.\nWilliam J. Cooper, U. S. Commissioner of\nEducation, Office of Education, Wash¬\nington, D. C.\nJ. W.\nCrabtree, 1201 Sixteenth Street,\nWashington, D. C.\nR. B. Daniel, Superintendent of Schools,\nColumbus, Ga.\nHelen M. Davidson,\nPittsburgh. Pa.\n\n6814 Thomas\n\nBoulevard,\n\n*William M. Davidson, Superintendent of\nSchools, Pittsburgh, Pa.\nJesse B. Davis, Boston University, Bos¬\nton, Mass.\nElizabeth R. Dessez, Fox Case Corporation,\nCommercial Division, 1776 Broadway, New\nYork, N. Y.\nMary Dever, The Women’s Club, 3535 Eu¬\nclid Avenue, Cleveland, Ohio.\nW. G. Dillon, Department of Public Schools,\nJefferson City, Mo.\nZoe Dobbs. Dean of Women, Alabama Poly¬\ntechnic Institute, Auburn, Ala.\nE. Wisconsin.\nG. Doudna, 2017 Monroe Street, Madison,\nEvaline Dowling, Jefferson High School,\nLos Angeles, Calif.\nWilliam J. Drew, Principal, Mission High\nSchool, San Francisco, Calif.\nFlorence E. Duke, 2224 W. Grace Street,\nRichmond, Va.\nMildred A. F. Dunn, Washington Irving\nHigh School, Clarksburg, W. Va.\nI. Newton Earle, 76 Fairview Avenue,\nJersey City, N. J.\nMrs. Anna\nEgan, Principal, Franklin\nSchool, Kansas City. Mo.\nMiriam D. Eisner, 3098 California Street,\nSan Francisco, Calif.\nJ.\n\nD. Elliff, University of Missouri, Co¬\nlumbia, Mo.\nRose Erdman, 108 East North Avenue,\nBaltimore, Md.\n\nEva L.\nNebr.\n\nErickson,\n\nSara\n\nFahey,\n\nH.\n\n1423\n\n191\n\nG\n\nStreet,\n\nLincoln\n\nPlace,\n\nLincoln,\nBrook¬\n\nlyn, N. Y.\nJessie F. Fair, Office of Upper Elemen¬\ntary Department, Board of Education,\nDayton, Ohio.\nMariana Farseth, 4024 Elliott Avenue,\nMinneapolis, Minn.\nPauline Farseth, North High School, Min¬\nneapolis, Minn.\nRalph E. Files, Principal, East Orange\nHigh School, East Orange, N. J.\nMrs. Jessie M. Fink, Principal, Buchanan\nSchool, Grand Rapids, Mich.\nJohn H. Finley, Associate Editor, New York\nTimes, New York, N. Y.\nClara B. Fishpaugh, Box 42, Falls Station,\nBaltimore, Md.\nL. S. Fowler. Georgia State College for\nWomen, Milledgeville, Ga.\nGeorge D. Full, President, Dudley Lock\nCorporation, 26 North Franklin Street,\nChicago, Ill.\n\n"}
{"page": 992, "printed_page": null, "text": "988\n\nNational\n\nEducation\n\nEthel M. Gardner, Room 150, Hotel Wis¬\nconsin, Milwaukee, Wis.\nSuperintendent of\nGaumer,\nF.\nClay\nSchools, Howard, Ohio.\nMrs. Sarah R. Gill, 11328 Euclid Avenue,\nSuite 506, Cleveland, Ohio.\nC. B. Glenn, Superintendent of Schools,\nBirmingham, Ala.\nBessie Bacon Goodrich, Assistant Super¬\nintendent, Des Moines Public Schools,\nGarfield Building, Des Moines, Iowa.\nGoodrich, Principal, Everett\nMrs. Emma\nJunior High School, Lincoln, Nebr.\nGorrell, Superintendent of\nR.\nHarry\nSchools, Massillon, Ohio.\nGosling, Superintendent of\nW.\nThomas\nSchools, Akron, Ohio.\nErna Grassmuck, State Teachers College,\nIndiana, Pa.\nClifton D. Gray, President, Bates College,\nLewistown, Maine.\nCora Gray, Catawba College, Salisbury,\nN. C.\nJ. M. Gwinn, Superintendent of Schools,\nSan Francisco, Calif.\nJohn T. Gyger, R. F. D. 4, Portland,\nMaine.\nLulu M. Hale, Ary, Kentucky.\nNellie G. Hanlon, 728 West Main Street,\nMonongahela, Pa.\nFrances Harden, 1543 Sherwin Avenue, Chi¬\ncago, Ill.\nP. L. Harned, State Commissioner of Ed¬\nucation, Nashville, Tenn.\nC. J. Heatwole, Room\n1, State Capitol,\nRichmond, Va.\nJ. L. Henderson, University of Texas,\nAustin, Texas.\nIda M. Higley, Towers School, Clarks¬\nburg, W. Va.\nMary L. Hinsdale, Grand Rapids Junior\nCollege, Grand Rapids, Mich.\nLouise B. Hobson, 116 Wentworth Ave¬\nnue, Edgewood\nStation, Providence,\nR. I.\nGeorge E. Hoffman, Box 1494, University\nof Alabama, University, Ala.\nEdna E. Hood, Administration Building,\nKenosha, Wis.\nElizabeth Hood, 1715 Park Avenue, Ra¬\ncine, Wis.\nDaniel Howard, Superintendent of Schools,\nWindsor, Conn.\nMargarette E. Howard, Principal, Lincoln\nSchool, Summit, N. J.\nAdele Humphrey,\nVice-Principal, Poly¬\ntechnic High School, 400 West Wash¬\nington St., Los Angeles, Calif.\nFred M. Hunter, Chancellor, University of\nDenver, Denver, Colo.\nChristine A. Jacobsen, 1320 West\n41st\nPlace, Los Angeles, Calif.\nWilliam Alonzo James, Principal, Ball\nHigh School, Galveston, Texas.\nSally Lucas Jean, 200 Fifth Avenue, New\nYork, N. Y.\nM. Irene Johnson, 703 College Avenue,\nNorth Manchester, Ind.\nOlive M. Jones. 61 Gramercy Park North,\nNew York, N. Y.\nR. G. Jones, Superintendent of Schools,\nCleveland, Ohio.\nMrs. Edith B. Joynes, Principal, The\nBerkley School, Norfolk, Va.\nAlice Keith, Radio Victor Corporation*\nof America, 233 Broadway, New York,\nN. Y.\nJ. H. Kelley, 400 North Third Street,\nHarrisburg, Pa.\nW.\nF. Kennedy, Associate Superintend¬\nent, Administration Building, Pitts¬\nburgh, Pa.\n\nAssociation\n\nBertha C. Knemeyer, Principal, Elko\nCounty High School, Elko, Nevada.\nAlbert Kuhn,\nUniversity of\nOmaha,\nOmaha, Nebr.\nEarl R. Laing, 16265 Westmoreland Road,\nDetroit, Mich.\nUel W.\nLamkin, President, Northwest\nMissouri\nState\nTeachers\nCollege,\nMaryville, Mo.\nC. H. Lane, 200 New\nJersey Avenue,\nWashington, D. C.\nMrs. Inez Johnson Lewis, Superintendent,\nEl\nPaso\nCounty\nSchools, Colorado\nSprings, Colo.\nW.\nA. Lewis, President, Kansas State\nTeachers College, Hays, Kansas.\nHarriet J. Link, Principal, John Paul Jones\nJunior High School, Tulip and Ann\nStreets, Philadelphia, Pa.\nGeorgina Lommen,\nDirector, Training\nSchool, State Teachers College, Moorhead,\nMinn.\nW.\nT. Longshore, Principal, Greenwood\nSchool, Kansas City, Mo.\nWilbur E. Lynch, Superintendent of Schools,\nAmsterdam, N. Y.\nJohn H. MacCracken, 9 East 83rd Street,\nNew York, N. Y.\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.\nMrs. Mary M. McCoy, President, Athens\nCollege, Athens, Ala.\nMrs. S. McCrystal, 455 Cole Street, Apart¬\nment 10, San Francisco, Calif.\nW.\nG. Mallett, Principal, State Normal\nSchool, Farmington, Maine.\nMrs. Kathryn Mansfield, Principal, Cedar\nSchool, Canton, Ohio.\nDaniel L. Marsh, President, Boston Univer¬\nsity, 688 Boylston Street, Boston, Mass.\nLulu U. Martin, 4122 North Cheyenne, Ta¬\ncoma, Wash.\nA.\n\nJ. Matthews, President, State Teachers\nCollege, Tempe. Ariz.\nAlbert B. Meredith, New York University,\nNew York, N. Y.\n\nSophia C. Meyer, Lewis and Clark High\nSchool, Spokane, Wash.\nCharles F.\nMiller, Superintendent of\nSchools, Indianapolis. Ind.\nR. B. Miller, Ohio Wesleyan University,\nDelaware, Ohio,\nPaul Monroe, Teachers College, Columbia\nUniversity. New York, N. Y.\nMrs. Laura Montank, Marshall High School,\n14th Avenue and 5th Street, S. E., Min¬\nneapolis, Minn.\nE. W. Montgomery, Superintendent, Phoenix\nUnion High School and Junior College,\nPhoenix, Ariz.\nWard C. Moon, Superintendent of Schools,\nPoughkeepsie, N. Y.\nCora E. Mull, 5543 Kimbark Avenue, Chi¬\ncago, Ill.\nMrs. Jessie Ward\nNance, Westmoreland\nCollege, San Antonio. Texas.\nMinnie J. Nielson, 901 Fifth Avenue, Valley\nCity, N. D.\nMary Leila Nisbett, 821 Melba Street, Dal¬\nlas, Texas.\nMary E. O’Connor, Supervisor of Elemen¬\ntary Schools, Natick. Mass.\nEmma B. Page, Central High School, Evans¬\nville, Ind.\nMrs. Edith McClure Patterson, Saw Mill\nRoad, Dayton, Ohio.\nE. M. Phillips, Director of High Schools,\nDepartment of Education, St. Paul, Min¬\nnesota.\n\n"}
{"page": 993, "printed_page": null, "text": "/\n\nAssociational\n\nRecords\n\nJ. Asbury Pitman, Principal, Salem Normal\nSchool, Salem, Mass.\nCaroline J. Porter, 430 W. 116th Street, New\nYork, N. Y.\nBirde Posthuma, 116 South Spring Avenue,\nSioux; Falls, S. D.\nJ. E. Purks, Superintendent of Schools,\nCedartown, Ga.\nE. Ruth Pyrtle, Principal, Bancroft School,\nLincoln, Nebr.\nMary Ralls, 6529 Jefferson Street, Kansas\nCity, Mo.\nMrs. William DeHait Reeder, 2340 West\nMonroe Street, Chicago, Ill.\nMrs. A. H. Reeve, 124 West Highland\nAvenue, Chestnut Hill, Philadelphia. Pa.\nAurelia Henry Reinhardt, President, Mills\nCollege, Mills College, Calif.\nMrs. Charles H. Remington, 212 Water¬\nman Avenue, East Providence, R. I.\nMcHenry Rhoads, State University, Lexing¬\nton, Ky.\nAnna E. Richardson, 617 Mills Building,\nWashington, D. C.\nLeila Richter, Breckenridge High School,\nSan Antonio, Texas.\nAnna Riddle, 219^4 North 12th Street, St.\nJoseph, Mo.\nWilliam McKinley Robinson, Western State\nTeachers College, Kalamazoo, Mich.\nIda O. Rudy, Director of Primary Educa¬\ntion, Public Schools, Dayton, Ohio.\nWilliam F. Russell, Teachers College, Co¬\nlumbia University, New York, N. Y.\nW.\nCarson Ryan, Swarthmore College,\nSwarthmore, Pa.\nJoseph H. Saunders, Superintendent of\nSchools, Newport News, Va.\nKatherine K. Scott, 2800 Park Avenue, Rich¬\nmond, Va.\nJoseph A. Serena, President, State Teach¬\ners College, Cape Girardeau, Mo.\nJ. W. Sexton, Superintendent of Schools,\nLansing, Mich.\nGrace M. Shepherd, State Teachers College,\nMaryville, Mo.\nWalter R. Siders, Apartment 44 South, 73\nGrove Street, Montclair. N. J.\nRufus B. von Klein Smid. President, Uni¬\nversity of Southern California, Los Ange¬\nles, Calif.\nHenry Lester Smith, Dean, School of Edu¬\ncation, Indiana University, Bloomington,\nInd.\nAlberta Spaulding, District Superintendent\nof Schools, Burdett, N. Y.\nF. R. Spaulding, Hillsboro High School,\nTampa, Fla.\nN. E. Steele, Secretary, South Dakota Edu¬\ncation Association, Room 3, Perry Build¬\ning, Sioux Falls, S. D.\nE. L. Stephens, President, Southwestern\nLouisiana Institute, Lafayette, La.\nMiss Willie Stephens, Music Supervisor,\nAustin Public Schools, Austin, Texas.\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, Co¬\nlumbia University, New York, N. Y.\nAugustus O. Thomas, 44 Green Street,\nAugusta, Maine.\n\nand\n\nInformation\n\n989\n\nAnna M. Thompson, Carlton Hotel, Kansas\nCity, Mo.\nEdna E. Thompson, 1038 South 14th Street,\nLincoln, Nebr.\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.\nC. E. Turner, Massachusets Institute of\nTechnology, Cambridge, Mass.\nChester C. Tuttle, Superintendent of Schools,\nKennebunk, Maine.\nM. B. Vaughn, Superintendent of Schools,\nMontgomery City, Mo.\nSarah Vickery,\nville, Ind.\n\nCentral\n\nHigh\n\nSchool,\n\nEvans¬\n\nFrancisco Vizcarrondo, Assistant Commis¬\nsioner of Education, San Juan, P. R.\nThomas J. Walker. Editor, School and\nCommunity. Columbia, Mo.\nGeorge A. Walton, George School, George\nSchool, Pa.\nDavid A. Ward,\nChester, Pa.\n\nSuperintendent\n\nof Schools,\n\nGeorge Harris Webber. Georgia State Col¬\nlege for Women, Milledgeville, Ga.\nJ. F. Wellemever, Principal. Wyandotte\nHigh School, Kansas City. Kans.\nE. B. Wetherow, Superintendent of Schools,\nLaporte, Ind.\nZada\nWhite. Princinal. Lake\nHarriet\nSchool. 170 West 52nd Street, Minne¬\napolis. Minn.\nLucy Whitney. Principal, Gladstone School,\nKansas City. Mo.\nIrma C. Wieand. Catham Court. Sec. 1,\n241 South 49th Street, Philadelphia. Pa.\nGeorge Wiley. State Department of Educa¬\ntion. Albanv. New York.\nCharles H. Williams. University of Mis¬\nsouri, Columbia. Mo.\nCharles O. Williams, Secretary, State\nTeachers Association. Room 205, Hotel\nLincoln. Indianapolis. Ind.\nMrs. Alice Wilson. Room 529, Phelan Build¬\ning. San Francisco. Calif.\nH. B. Wilson. American Red Cross, Wash¬\nington. D. C.\nAgnes Winn. 1201 Sixteenth Street, N. W.,\nWashington, D. C.\nLula Wirt, State Teachers College, Kearney,\nNebr.\nJohn W. Withers. Dean, School of Educa¬\ntion. New York University, New York,\nN. Y.\nKate V. Wofford, Superintendent, Laurens\nCountv Schools, Laurens, S. C.\nStella Wood, Principal, Kindergarten and\nPrimary Training School. 2017 Bryant\nAvenue, South, Minneapolis. Minn.\nCaroline S. Woodruff, Principal, State Nor¬\nmal School, Castleton, Vt.\nOlive Woodward, Shaw High School, East\nCleveland, Ohio.\nRobert H. Wright, President, East Carolina\nTeachers College, Greenville, N. C.\nW. T. Wynn, Georgia State College for\nWomen, Milledgeville, Ga.\n\n"}
{"page": 994, "printed_page": null, "text": "990\n\nNational\n\nJOINT\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nEducation\n\nHEALTH\n\nAssociation\n\nPROBLEMS\n\nby Representative\n\nThomas D. Wood, Chairman, Teachers Col¬\nlege, Columbia University, New\nYork,\nN. Y.\nA. K. Aldinger, Director of Health Educa¬\ntion, Board of Education, New York, N. Y.\nEdna W. Bailey, University of California,\nBerkeley, Calif.\nMabel C. Bragg, Assistant Superintendent\nof Schools, Newton, Mass.\nC. L. Brownell, Professor of Physical Edu¬\ncation, Teachers College, Columbia Uni¬\nversity, New York, N. Y.\nWilliam D. Burdick, State Supervisor of\nPhysical Education, 7 East Mulberry\nStreet, Baltimore, Md.\nWilliam H. Burnham, Clark University,\nWorcester, Mass.\nL. W. Childs, Supervisor of Health Serv¬\nice, Board of Education, Cleveland, Ohio.\nRandall J. Condon, Friendship, Maine.\nJohn F. Keating, 1627 Carteret Avenue,\nPueblo, Colo.\n\nIN\n\nEDUCATION\n\nAssembly)\n\nMarion O. Lerrigo, 17 Addison Avenue,\nApartment 5F, Larchmont, N. Y.\nMrs. S. M. N. Marrs, Capitol Station,\nAustin, Texas.\nA. B. Meredith, New\nYork University.\nNew York, N. Y.\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, Ala.\nLida Lee Tall, Principal, State Normal\nSchool, Towson, Md.\nAnne Whitney, American Child Health As¬\nsociation, 370 Seventh Avenue, New York,\nN. Y.\nAlbert E. Winship, Editor, Journal of Edu¬\ncation, 6 Beacon Street, Boston, Mass.\n\nJOINT COMMITTEE\nON RELATIONS\nBETWEEN\nTHE\nNATIONAL\nEDUCATION\nASSOCIATION\nAND\nNATIONAL\nCONGRESS\nOF PARENTS\nAND TEACHERS\n(Authorized\n\nby\n\nRepresentative\n\nMrs. Hugh Bradford, Chairman, 1215 39th\nStreet, Sacramento, Calif.\nMrs. Bertha Armbruster, 214 Gale Avenue,\nRiver Forest, Ill.\nMrs. Mary C. C. Bradford, 1481 South Grant\nStreet, Denver, Colo.\nMrs. W. W. Day, 1634 M Street, Lincoln,\nNebr.\n\nLEGISLATIVE\n(Authorized\n\nby\n\nWalter S. Athearn, Dean, School of Reli¬\ngious Education and Social Service, Bos¬\nton University, Boston, Mass.\nNina Baker, Principal, Sheridan School,\nLincoln, Nebr.\nR. W. Bardwell, Superintendent of Schools,\nMadison, Wis.\nC. H. Barnes, Superintendent of Schools.\nDuluth, Minn.\nCarrye M. Barnhart, Shanghai, W. Va.\nNora Barron, 847 Plymouth, Minneapolis,\nMinn.\nMerle M.\nNebr.\n\nBeattie,\n\n421\n\nSouth\n\n15th, Lincoln,\n\nWilliam M. Bennett, Principal, West High\nSchool, Rochester, N. Y.\nW. F. Bond, State Superintendent of Edu¬\ncation, Jackson, Miss.\nFrank D.\nBoynton, Superintendent of\nSchools, Ithaca, N. Y.\n\n♦Deceased.\n\nR. G. Jones, Superintendent\nCleveland, Ohio.\n\nof\n\nSchools,\n\nJoy E. Morgan, 1201\nWashington, D. C.\n\n16th\n\nStreet,\n\nN.\n\nMrs. G. H. Wentz,\nLincoln, Nebr.\n\n46th\n\nand\n\nStreets,\n\nO\n\nW.,\n\nCOMMISSION\n\nRepresentative\n\n♦William M. Davidson, Chairman, Superin¬\ntendent of Schools, Pittsburgh, Pa.\nA. T. Allen, State Superintendent of Public\nInstruction, Raleigh, N. C.\nGeorge A. Allen, Jr., State Superintendent\nof Public Instruction, Topeka, Kansas.\nH. B. Allman, Superintendent of Schools,\nRushville, Ind.\nMrs. Bertha Armbruster, Tilton School,\nRiver Forest, Ill.\n\nAssembly)\n\nAssembly)\n\nMrs. Mary C. C. Bradford, 1481 South Grant\nStreet, Denver, Colo.\nJ. W. Brister, President, West Tennessee\nState Teachers College, Memphis, Tenn.\nL. W.\nBrooks, Principal, High School,\nWichita, Kans.\nD. S. Burleson, Dean, East Tennessee State\nTeachers College, Johnson City, Tenn.\nJohn C. Callahan, State Superintendent of\nPublic Instruction, Madison, Wis.\nS. P. Capen, Chancellor, University of Buf¬\nfalo, Buffalo, N. Y.\nJ. A. C. Chandler, President, College of\nWilliam and Mary, Williamsburg, Va.\nM. G. Clark, Superintendent of Schools,\nSioux City, Iowa.\nMaude Compton, 204 South 25th Avenue,\nApartment 22, Omaha, Nebr.\nRandall J. Condon, Friendship, Maine.\nWilliam L. Connor, Chief, Bureau of Edu¬\ncational Research, Board of Education.\nCleveland, Ohio.\nJohn H. Cook, Dean, School of Education,\nNorth Carolina College for Women,\nGreensboro, N. C.\nC. D.\n\nCooper,\n\nState\n\nNormal\n\nSchool,\n\nBrock-\n\nport, N. Y.\nFred D. Cram, Extension Professor of Edu¬\ncation, Iowa State Teachers College,\nCedar Falls, Iowa.\nC. W. Crandell, Superintendent of Schools,\nMonroe, Mich.\nH. D. Crowell, Assistant Superintendent of\nSchools, Stamford, Conn.\n\n"}
{"page": 995, "printed_page": null, "text": ".\n\nRecords\n\nLloy Galpin, 2354\nggjgg Calif.\n\nAddison\n\nWay,\n\nSup\nSch\neri\no\nJudithol,Greguson,\nor\n\nWis\n.\n4720 6th\n\nAvenue,\n\nttl P\n\n111 o eVi\n\n,\n\nLos\n\nN.\n\nAn-\n\nE.,\n\nAnnie\nArk. G.’ Griffey, 2110 Battery, Little Rock,\nJ. J. Hagan, Superintendent of Schools,\nRock Island, Ill.\nJohn B. Heffelfinger, Superintendent of\nSchools, Newton, Kans.\nA. B. Hill, Executive Secretary, Arkansas\nTax-Payers Association, 112 Scott Street,\nLittle Rock, Ark.\nCarl A. Hoffman, 5830 North Artesian Ave¬\nnue, Chicago, Ill.\nEverett M. Hosman, Secretary. Nebraska\nState Teachers Association, 511 Richards\nBlock, 11th and O Streets, Lincoln, Nebr.\nC- M. Howell, Secretary, Oklahoma Educa¬\ntion Association, 708 Continental Build¬\ning, Oklahoma City, Okla.\nGeorge W. Hug, Superintendent of Schools,\nSalem, Oregon.\nH. M. Ivy, Superintendent of Schools,\nMeridian, Miss.\nClara L. Jahnke, 1930 Eighth Avenue, Spo¬\nkane, Wash.\nD. C. Jensen, Superintendent, Jordan Dis¬\ntrict Schools, R. F. D. 2, Sandy, Utah.\nOlive M. Jones, Director of Calvary House,\n61 Gramercy Park, North, New\nYork,\nN. Y.\nR. G. Jones, Superintendent of Schools,\nCleveland, Ohio.\nMrs. Edith B. Joynes, Principal, The Berk¬\nley Schools, Norfolk, Va.\nCharles R. Judd. Director, School of Edu¬\ncation. University of Chicago, Chicago,\n\n111.\n\nSta\n\nte\n\nNo\n\nrm\n\na\n\nInformation\n\n991\n\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.\nKimball, Principal, Washington\nState Normal School, Machias, Maine.\nLee\nKirkpatrick,\nSuperintendent of Schools,\nParis,\nKy.\nUel W.\nLamkin, President, Northwest\nMissouri State Teachers College, Mary¬\nville, Mo.\nW.\nT. Longshore, Principal, Greenwood\nSchool, Kansas City, Mo.\nJohn D. Loper, Superintendent of Schools,\nPhoenix, Ariz.\nEffie MacGregor, Principal, John Burroughs\nSchool, 2003 Aldrich Avenue, South, Min¬\nneapolis, Minn.\nJ. L. McBrien, Central State Teachers Col¬\nlege, Edmond, Okla.\nA. A. McDonald, Superintendent of Schools,\nSioux Falls, S. D.\nJ. M. McDonald, Superintendent of Schools,\nPocatello, Idaho.\nB. H. McIntosh, 220 West First Avenue,\nCheyenne, Wyo.\nUry McKenzie, Batesville, Arkansas.\nHugh S. Magill, General Secretary, Inter¬\nnational Council of Religious Education,\n5 South Wabash Avenue, Chicago, Ill.\nC. R. Mann, Director, American Council on\nEducation, 26 Jackson Place, Washington,\n\nHarold C. Mardis, Principal, Lincoln High\nSchool, Lincoln, Nebr.\nJohn Milne, Secretary, New Mexico Educa¬\ntional Association, Albuquerque, N. M.\nJ. G. Moore, Superintendent of Schools,\nFargo, N. D.\nFrank F. Nalder, State College of Wash¬\nington, Pullman, Wash.\nM. A. Nash, President, Oklahoma College\nfor Women, Chickasha, Okla.\n\nC.\n\nFrank W. Cyr, Superintendent of Schools,\nChappell, Nebr.\nMrs. Cora E. Darling, Superintendent, Pow¬\ners County Schools, American Falls, Idaho.\nCharles S. Davis, Superintendent of Schools,\nSteelton, Pa.\nPearle Davis, Deputy State Superintendent\nof Public Instruction, Little Rock, Ark.\nClarence H. Dempsey, Commissioner of Ed¬\nucation, Montpelier, Vt.\nFlorence Deneen, 457 West 61st Street,\nChicago, Ill.\nL. H. Dennis, Deputy Superintendent, De¬\npartment of Public Instruction, Harris¬\nburg, Pa.\nCharles F.\nDienst, Superintendent of\nSchools, Boise, Idaho.\nJ. J. Doster, Dean, College of Education,\nUniversity of Alabama, University, Ala.\nIsabel L. Eckles, Superintendent of Schools,\nSanta Fe, N. M.\nHarriett Elliott, Professor of Political\nScience, North Carolina College for\nWomen, Greensboro, N. C.\nSelden M. Ely, Supervising Principal, Fifth\nDivision, Emery\nSchool, Washington,\nD C.\nLawton B. Evans, Superintendent of Schools,\nAugusta, Ga.\nH. G. Faust, Superintendent of Schools,\nShawnee, Okla.\nThomas\nE. Finegan, President, Eastman\nTeaching Films, Inc., 343 State Street,\nRochester, N. Y.\nCharles M. Fisher, Superintendent, Dade\nCounty Schools, Miami, Fla.\nAnna G. Fraser, Vice-Principal, Oakland\nHigh School, 822 Alma Avenue, Oakland,\nCalif.\nJ. D. Fulp, Superintendent, Bailey Military\nInstitute, Box 532, Greenwood, S. C.\n\nand\n\nD\n\nnt,\n\nAssociation al\n\nMary\nO’Connor,\nLincoln,\nNebr.\n\nPrincipal,\n\nPark\n\nSchool,\n\nHarlan B. Peabody, 7 Villa Avenue, Provi¬\ndence, R. I.\nWebster H. Pearce, State Superintendent of\nPublic Instruction, Lansing, Mich.\nMrs. B. C. Peixotto, 55 John Street, New\nYork, N. Y.\nRose Pesta, Assistant Superintendent of\nSchools, 460 South State Street, Chicago,\n\nm.\n\nCaroline S. Pfaff, District Superintendent of\nSchools, Municipal Office Building, New\nOrleans, La.\nD. Walter Potts, Superintendent of Schools,\nEast St. Louis, Ill.\nSue Powers, Superintendent, Shelby County\nSchools, Memphis, Tenn.\nCharles H. Priest, Superintendent of Schools,\nCarson City, Nev.\nMerle Prunty, Superintendent of Schools,\nTulsa, Okla.\nJohn J. Rae, Superintendent of Schools,\nCoeur D’Alene, Idaho.\nLois Randolph, Santa Fe, N. M.\nAnna E. Riddle, 219% 12th Street, St.\nJoseph, Mo.\nE. Roderick, Superintendent of Schools,\nBelfast, Maine.\nJoseph Rosier, President, Fairmont Normal\nSchool, Fairmont, W. Va.\nE. L. Rouse, Nebraska State Normal Col¬\nlege, Chadron, Nebr.\nCharlotte Russell, 448 West 62nd Street,\nE.\n\nChicago, Ill.\nJoseph H. Saunders,\nSchools, Newport News.\n\nSuperintendent\nVa.\n\nof\n\n"}
{"page": 996, "printed_page": null, "text": "N\n\n992\n\nNational\n\nEducation\n\nAssociation\n\nM\n\n.\n\nCo\n\nun\n\nty\n\nSch\n\nool\n\ns,\n\nDan\n\nNATIONAL\n\nvil\n\nle,\n\nIll.\n\nSpecial\n\nL.\n\nR. Alderman, Chairman, Specialist in\nAdult Education, Office of Education,\nWashington, D. C.\nGrace Abbott, The Ontario, Washington,\nD. C.\nWilliam C. Bagley, Teachers College, Co¬\nlumbia University, New York, N. Y.\nWilliam J. Bickett, Superintendent of\nSchools, Trenton, N. J.\nArthur Capper, Senator, Senate Office Build¬\ning, Washington, D. C.\nP. P. Claxton, 1515 W. Clinch Avenue,\nKnoxville, Tenn.\nFrank Cody, Superintendent of Schools,\nDetroit, Mich.\nWilliam J. Cooper, U. S. Commissioner of\nEducation, Washington, D. C.\nGeorge Barton Cutten, President, Colgate\nUniversity, Hamilton, N. Y.\nMrs. Susan M. Dorsey, 1506 Arapahoe\nStreet, Los Angeles, Calif.\nA. Lincoln Filene, Treasurer and General\n\nle\n\n,\n\nSu\n\nManager, William Filene’s Sons Com¬\npany, 426 Washington Street, Boston,\nMass.\n\npe\n\nri\n\nnt\n\nJohn H. Finley, Associate Editor, New York\nde Times, New York, N. Y.\nnt\n, V Folsom, 1407 O Street, Lincoln, Nebr.\nE. C.\nerm\nHarry E.iliFosdick,\nUnion Theological Sem¬\non\ninary, 3041 Broadway, New York, N. Y.\nGlenn Frank, 130 North Prospect Avenue,\nMadison, Wis.\n\nen\n\nPearl Williamson, Superintendent of Schools,\nDeQueen, Ark.\nS. C. Wilson, Sam Houston State Teachers\nCollege, Huntsville, Texas.\nBenjamin Wist, President, Normal School,\nHonolulu, Hawaii.\nJohn W. Withers, Dean, School of Educa¬\ntion, New York University, New York,\nKate V. Wofford, Superintendent, Laurens\nCounty Schools, Laurens, S. C.\nAnnie C. Woodward, 144 School Street,\nSomerville, Mass.\nRobert H. Wright, President, East Carolina\nTeachers College, Greenville, N. C.\nAda\nYork, County Superintendent of\nSchools, Room 2, Court House, San Diego,\nCalif.\n\nCOMMISSION\nON THE\nADULT\nLIFE\n(A\n\ngg\n\nSchools\nBuhl, Idaho.\n,\nWilbur D. Vincent, State Commissioner of\nEducation, Boise, Idaho.\nD. B.\nPresident, Western State Nor¬\nM Waldo,\nVan\nmal . School,\nKalamazoo,\nMich.\nP\natten,\nSuperi\nDavid A. Ward, Superintendent\nSchools,\nnteof\nndent\nChester, Pa.\nof\nFrank Weld, Editor, School Executives\nMagazine, 1126 Q Street, Lincoln, Nebr.\nF. L. West, Utah Agricultural College,\nLogan, Utah.\nL. A. White, Superintendent of Schools,\nMinot, N. Dak.\nChari Ormond Williams, Field Secretary,\nNational Education Association, 1201\nSixteenth Street, N. W., Washington,\nD. C.\n\nY.\n\nJohn F. Scully, Superintendent of Schools,\n.\nBrockton, Mass.\nGeorge E. Shattuck, Vice-Principal, High\nSchool, Darien, Conn.\nW. P. Shawkey, President, Marshall Col¬\nlege, Huntington, W. Va.\nRose Shonka, Supervisor, Household Arts,\nDepartment of Education, Lincoln, Nebr.\nFred Sickles, Superintendent of Schools,\nNew Brunswick, N. J.\nJessie Skinner, 984 Thurman Street, Port¬\nland, Ore.\nHarry P. Smith, Professor of Education,\nSyracuse University, Syracuse, N. Y.\nJ. W. Smith, T. C. Station, Denton, Texas.\nH. E. Stahl, Superintendent of Schools,\nClaymont, Del.\nB. F. Stanton, Superintendent of Schools,\nAlliance, Ohio.\nGeorge D. Strayer, Teachers Colege, Colum¬\nbia University, New York, N. Y.\nW. A. Sutton, Superintendent of Schools,\nAtlanta, Ga.\nAnnie Kate Taylor, 4807 Gaston Avenue,\nDallas, Texas.\nJames F. Taylor, Superintendent of Schools,\nNiagara Falls, N. Y.\nW.\nS. Taylor, University of Kentucky,\nLexington, Ky.\nJ. W.\nThomas, Director of Extension,\nNorthern State Teachers Colege, Aber¬\ndeen, S. Dak.\nMay Trumper, Head, Department of Rural\nEducation, State Normal School, Geneseo,\nN. Y.\n\nENRICHMENT\n\nOF\n\nCommittee)\nFred M. Hunter, Chancellor, University of\nColorado, Denver, Colo.\nOtto T. Mallery, 225 South 15th Street,\nPhiladelphia, Pa.\nMrs. S. M. N. Marrs, Capitol Station, Aus¬\ntin, Texas.\nHenry Morgenthau, 1133 Fifth Avenue, New\nYork, N. Y.\nHugh M. Morris, U. S. District Judge, 1506\nBroome Street, Wilmington, Del.\nMrs. Maud Wood\nPark, 532 17th Street,\nN. W., Washington, D. C.\n,\nMrs. Edith McClure Patterson, Saw Mill\nRoad, Dayton, Ohio.\nMrs. A. H. Reeve, 124 West Highland Ave¬\nnue, Chestnut Hill, Philadelphia, Pa.\nAurelia H. Reinhardt, President, Mills Col¬\nlege, Mills College, Calif.\nJames E. Rogers, President, Department of\nSchool Health & Physical Education of\nthe N. E. A., 315 Fourth Avenue, New\nYork, N. Y.\nJames E. Russell, R. D. 4, Trenton, N. J.\nMrs. John F. Sippel, President, General\nFederation of Women’s Clubs, 1734 N\nStreet, N. W., Washington, D. C.\nLida Lee Tall, Principal, State Normal\nSchool, Towson, Maryland.\nAlbert E. Winship, 6 Beacon Street, Bos¬\nton, Mass.\nCator Woolford, 90 Fairlie Street, Atlanta,\nGa.\n\n"}
{"page": 997, "printed_page": null, "text": "/\n\nAssociational\n\nRecords\n\nCOMMITTEE\n\nON\n\n(Authorized\nMrs. Mary D. Bradford, Chairman, Dayton\nHotel, Kenosha, Wis.\nKate V. Anthony, 1903 Hanover Avenue,\nRichmond, Va.\nC. A. Arganbright, County Superintendent of\nSchools, Kenton, Ohio.\nAgnes Bacon, State Supervisor of American¬\nization, Providence. R. I.\nMrs. Annie Laurie Bird, Route Number 1,\nNampa, Idaho.\nEmma\nL. Boyer, Southern Illinois State\nNormal University, Carbondale, Ill.\nMarion L. Brittain, President, Georgia\nSchool of Technology, Atlanta, Ga.\nW. H. Cassels, 508 North Walker Street,\nPlant City, Fla.\nEdward O. Clark, Milton Bradley Company,\nSpringfield, Mass.\nD. C. Clarke, Superintendent of Schools,\nBonner Springs, Kans.\nMrs. Grace Corrigan, Superintendent, Grant\nCounty Schools, Silver City, N. M.\nAdele Cox, 15 Virginia Avenue, Jersey City,\nN. J.\nE.\n\nP. Crain, Certification Department, De¬\npartment of Education, Bismarck, N. D.\nPearle Davis, State Department of Educa¬\ntion, Little Rock, Ark.\nWalter H. Davis, Principal, Havre de Grace\nHigh School, Havre de Grace, Md.\nCharles H. Derby, 209 East 28th Street,\nErie, Pa.\nPreston F. Doughton, 628 Oak Street, Dal¬\nlas, Ore.\nMrs. Rachel Ferguson, High School, Oak\nHill, W. Va.\nRoy Funderburk, County Superintendent of\nSchools, Fayetteville, N. C.\nA O. Garrett, 791 Ninth Avenue, Salt Lake\nCity, Utah.\nArnold Gloor, Superintendent of Schools,\nCrookston, Minn.\nCaroline M. Griswold, 2 Mather Terrace,\nMontpelier, Vt.\nEsther Helbig, 1033 Melrose Terrace, Du¬\nbuque, Iowa.\nPerley L. Horne, Principal, Pinkerton\nAcademy, Derry, N. H.\nHelen Huffman, 343 Coffeen Avenue, Sheri¬\ndan, Wyo.\nW. A. James, Principal, Ball High School,\nGalveston, Texas.\nAbdon Javier, Division Superintendent of\nSchools, Calapan, Mindoro, P. I.\n\nCOMMITTEE\n\nand\n\nON\n\n(Authorized\n\nInformation\n\n993\n\nNECROLOGY\n\nby Bylaws)\nRoy B. Kelley, Superintendent\nLockport, N. Y.\n\nof Schools,\n\nA.\n\nL. Kelly, Superintendent, District Num¬\nber 1, Clark County, Overton, Nev.\nAnna Lindass, 1624 South L Street, Tacoma,\nWash.\nLolia M. Littlehales, 66 Lenox Place, New\nBritain, Conn.\nB. E. McCormick, Secretary, Wisconsin\nTeachers Association, 716 Beaver Build¬\ning, Madison, Wis.\nMrs. A. J. McFarland, Hotel Best, Rocky\nFord, Colo.\nE. T. Mackey, Superintendent of Schools,\nWilliamsburg, Ky.\nW. H. Miller, Supervisor, Lafourche Parish\nSchools, Thibodaux, La.\nMrs. M. L. Neill, Louisville, Miss.\n\nIrene O’Brien, State Department of Edu¬\ncation, Gallatin, Mo.\nE. Benjamin Oliver, Lincoln School, St.\nThomas, Virgin Islands.\nMrs. Georgia Parsons, 1332 South Hope\nStreet, Los Angeles, Calif.\nShelton Phelps, Department of Adminis¬\ntration, Peabody College, Nashville, Tenn.\nAxel Rasmussen, Superintendent of Public\nSchools, Wrangell, Alaska.\nCarl Rieterman, Superintendent of Schools,\nSuperior, Ariz.\nFrancisco Rodriquez-Lopez, Rio Piedras,\nP. R.\nElsie Rokahr, 1743 South 24th Street, Lin¬\ncoln, Nebr.\nF. O. Seymore, Central State Teachers Col¬\nlege, Edmond, Okla.\nRobert E.\nShilling, Superintendent of\nSchools, Milford, Del.\nE. E. Smith, 1412 North 30th Street, Ensley,\nAla.\nCora Squire, Bryant Building, Helena, Mont.\nHomer D. Strong, 13508 Stoepel, Detroit,\nMich.\nFaye M. Taylor, Dead River, Maine.\nJ. Anna Tennyson, 1938 Biltmore Street,\nN. W., Washington, D. C.\nJ. W. Thomson, Professor of Education,\nWinthrop College, Rock Hill, S. C.\nMrs. Bertha Titmarsh, 516 West 12th Street,\nSioux Falls, S. D.\nCharles O. Williams, Secretary, Indiana\nState Teachers Association, Room 205,\nHotel Lincoln, Indianapolis, Ind.\nGeorge A. Young, Principal, Salvation\nArmy School, Honolulu, Hawaii.\n\nRESOLUTIONS\nby Bylaws)\n\n\\\n\nMrs. F.\nVernon\n\nBlanche\nAvenue,\n\nPreble, Chairman,\nChicago, Ill.\n\n10855\n\nJ. W. Abercrombie, Assistant Superintend¬\nent of Education, Montgomery, Ala.\nA. T. Allen, Jr., Superintendent of Public\nInstruction, Raleigh, N. C.\nErdice Baumgardner, 3218 Webster Street,\nOmaha, Nebr.\nR. M. Caldwell, 2527 Ross Avenue, Dallas,\nTexas.\nThomas\nConn.\n\nCarberry,\n\nBrown\n\nSchool,\n\nIn\nPh\nAr\niz\ns\noe\n.\nni\nR. R.truChase,\nPrincipal,\nBalboa\nct\nx\n,\nSan Francisco,\nCalif.\nio\nn,\n\nHartford,\n\nHigh\n\nSchool,\n\nRuth Clark,\nKans.\n\n1507\n\nA\n\nBenton,\n\nKansas\n\nCity,\n\nJ. D. Clay, Central High School, Muskogee,\nOkla.\nJ. P. Coates, 1218 Senate Street, Columbia,\nS. C.\nSerapio Cruz, Teresa Rizal, P. I.\nDorothy Dakin, University of North Dakota,\nGrand Forks, N. D.\nMyrtle Romey Davis, State Superintendent\nof Public Instruction, Room 538, State\nHouse, Boise, Idaho.\nC. E. Dudley, Superintendent of Schools,\nHenderson, Ky.\nDonald Du Shane,\nColumbus, Ind.\n\nSuperintendent\n\nof Schools,\n\n"}
{"page": 998, "printed_page": null, "text": "994\n\nNational\n\nEducation\n\nMary Fellows, Principal, Nichols School,\nEverett, Mass.\nFannie T. Fogler, Browning, Mont.\nE. Clarke Fontaine, 114 Water Street,\nChestertown, Md.\nE. D. Fowler, Principal, High School, La\nGrande, Ore.\nE. C. Giffon, State Superintendent of Pub¬\nlic Instruction, Pierre, S. D.\nBon G. Graham, Administrative Building,\nPittsburgh, Pa.\nEdith L. Grosvenor, Apartment 73, The\nIowa, Washington, D. C.\nRaymond B. Gurley, Principal, Cleveland\nJunior High School, Newark, N. J.\nW. F. Hall, State Department of Educa¬\ntion, Little Rock, Ark.\nO. W. Herr, Superintendent of Schools,\nNorthfield, Minn.\nJ. H. Hickman, Secretary, West Virginia\nState Teachers Association, 1816 Wash¬\nington Street, Charleston, W. Va.\nWalter B. Hill, State Capitol, Atlanta, Ga.\nF. A. Hinckley, Principal, Brigham City\nHigh School, Brigham, Utah.\nJohn L. Hooper, Principal, Junior High\nSchool, Auburn, Maine.\nWalter J. Hunting, Superintendent of\nSchools, Lovelock, Nev.\nThomas Johnson, No. 9 Adel Gade, St.\nThomas, Virgin Islands.\nR. J. Longstreet, Peninsula Station, Day¬\ntona Beach, Fla.\nMinnie McAdams, 366 Louchs Street, Sher¬\nidan, Wyo.\nElizabeth R. McCormick, Principal, Tim¬\nothy O. Howe School, Superior. Wis.\nBlanche Mann, 1217 Calvin Avenue, S. E.,\nGrand Rapids, Mich.\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nAssociation\n\nWalter M. May, Deputy Commissioner of\nEducation. Concord, N. H.\nMildred Morse, 329 Vallette Street, New\nOrleans, La.\nSue Powers, County Superintendent\nSchools. Memphis. Tenn.\n\nL. E._ Robinson, Superintendent. Seward\nPeninsula District, Nome, Alaska.\n\nEda M. Round,\ndence. R. I.\n\nGeorge M. Strong,\nColumbus, Ohio.\n\nSuperior\n\nStreet, Provi¬\n\n73\n\nGlenmont\n\nAvenue,\n\nGeorge D. Taylor, Principal, School Num¬\nber 27. Rochester, N. Y.\nMrs. A. E. Thomas, County Superintendent\nof Schools, Alamogordo, N. M.\nThomas\nB. Vance, Principal, Kalakava\nSchool, Honolulu, Hawaii.\nHector I. Vincenty, Department of Educa¬\ntion, San Juan, P. R.\nM.\nChanning Wagner, Principal, High\nSchool, Wilmington, Del.\nBertha H. Whitman, 1626 11th Avenue,\nGreeley, Colo.\nCaroline S. Woodruff, Principal, Normal\nTraining School, Castleton, Vt.\nWilliam Zeigel, Delta State Teachers Col¬\nlege, Cleveland, Miss.\n\nRepresentative\n\nAnna Laura Force, Chairman, Principal,\nLake Junior High School, Denver, Colo.\nMary . M. Abbe, 6619 Lafayette Avenue,\nChicago, Ill.\nAnnette Abbott, Principal, Saratoga School,\nLincoln, Nebr.\nCharlotte Alexander, County Superintendent\nof Schools, Lincoln, Nebr.\nFred Alexander, Principal, High School,\nNewport News, Va.\nMabel Lee Alvarez, 15 North Reed Ave¬\nnue, Mobile, Ala.\nA. J. Ashman, Superintendent of Schools,\nSevier District, Richfield, Utah.\nF. P. Austin, Superintendent of Schools.\nChandler, Ariz.\nA. H. Bachelor, Lovelock, Nev,\nBertie Backus, Powell Junior High School,\nWashington, D. C.\nDallas C. Bailey, Principal, Shinnston, W.\nVa.\nH. H. Baish, Secretary, School Employees\nRetirement Board, South Office Building,\n711 West 2nd Street, Harrisburg, Pa.\nMary R. Barnette, Hughes High School,\nCincinnati, Ohio.\nMamie Bastian, 812 Bell Avenue, Houston,\nTexas.\nMamie\nG. Beal, Principal, Hawthorne\nSchool. Omaha. Nebr.\nP. S. Berg, Secretary, Teachers Insurance\nand Retirement Fund, Dickinson, N. D.\nFlora Berry, 99 Falmouth Street, Portland,\nMaine.\nW. J. Bickett. Superintendent of Schools,\nTrenton, N. J.\nO H. Bimson. Assistant Superintendent of\nSchools, Lincoln, Nebr.\n\n139\n\nAgnes Samuelson, State Superintendent of\nPublic Instruction, Des Moines. Iowa.\nJoseph H. Saunders, Superintendent of\nSchools, Newport News, Va.\nJean L. Soules, South 109 Wall Street,\nSpokane, Wash.\nKathryn E. Spangler, County Superintend¬\nent of Schools, Clinton, Mo.\n\nRETIREMENT\nby\n\nof\n\nALLOWANCES\nAssembly)\n\nC. Louise Boehringer, Editor, Arizona\nTeacher, Phoenix, Ariz.\nW. J. Bogan, Superintendent of Schools,\nChicago, Ill.\nEarl E. Bovee, 4315 Orleans Avenue, Sioux\nCity, Francis\nIowa.\nMrs.\nBoyd, Principal, Grammar\nSchool, Fort Fairfield, Maine.\nP. O. Briggs, Principal, Lakeside Junior\nHigh School, Pittsburg, Kans.\nIra J. Bright, Superintendent of Schools,\nLeavenworth, Kans.\nPauline E. Brooker, 1429 Laurel Street,\nColumbia, S. C.\nM. Emma Brookes, Principal, Miles School,\nCleveland, Ohio.\nE, W. Broome, Superintendent of County\nSchools, Rockville, Md.\nDaisy Brown, 407 South 6th Street, Still¬\nwater, Minn.\nE. A. Brown, Principal, Kuhio School,\nHonolulu, Hawaii.\nRaymond\nC. Burdick, Superintendent of\nSchools, Watertown, N. Y.\nRosa Burmaster, 219 South Jefferson Street.\nMuncie, Ind.\nE. A. Burnett, Chancellor, University of\nNebraska, Lincoln, Nebr.\nE. W. Butterfield. State Ccmmissioner of\nEducation, Hartford, Conn.\nR. M. Caldwell, 2527 Ross Avenue, Dallas,\nTexas.\nNettie Carey, Cheyenne High\nSchool,\nCheyenne, Wyo.\nPhilip E. Carlson. Principal, Roosevelt High\nSchool, Minneapolis. Minn.\nAllen L. Carman. Principal, Mineral County\nHigh School, Hawthorne, Nev.\n\n"}
{"page": 999, "printed_page": null, "text": "Associational\n\nRecords\n\nCharles Carroll, Deputy Director, Rhode\nIsland State Board for Vocational Edu¬\ncation, 119 State House, Providence, R. I.\nE. M. Carter, Secretary, Missouri State\nTeachers Association, Columbia, Mo.\nMrs. H. E. Carter, High School, Tallahas¬\nsee, Fla\nCharles H. Cheney, Superintendent of\nSchools, White Plains, N. Y.\nH. V. Church, Superintendent, Morton Sec¬\nondary Schools, Cicero, Ill.\nR. O. Clarida, Secretary, Teachers Pension\nand Retirement Fund, 405 Centennial\nBuilding, Springfield, Ill.\nF. B. Clark, Head, Department of Eco¬\nnomics, Agricultural and Mechanical Col¬\nlege, College Station, Texas.\nAnnie M. T. Cogil, Principal, Hayward\nSchool, Lincoln, Nebr.\nGertrude Colemen, 416 McCallie Avenue,\nChattanooga, Tenn.\nBlanche Collins, Cramer Junior High School,\nCamden, N. J.\nF. E. Converse, Superintendent of Schools,\nBeloit, Wis.\nOliver P. Cornman, Associate Superintend¬\nent of Schools, 422 Church Lane, Phila¬\ndelphia, Pa.\nR. W. Cowart, Director of Teacher Place¬\nment, University of Alabama, University,\nAlabama.\nA. G. Crane, President, University of\nWyoming, Laramie, Wyo.\nMary E. Crane, Principal, 1267 Ransom\nStreet, Muskegon, Mich.\nElizabeth Cross, 214 West 15th Avenue,\nPine Bluff, Ark.\nLelia Deans, 45 Dinwiddie Street, Ports¬\nmouth, Va.\nE. C. Deering, Superintendent of Schools,\nMarshall, Texas.\nClarence H. Dempsey, Commissioner of Edu¬\ncation, Montpelier, Vt.\nAgnes Doherty, 2075 Summit Avenue, St.\nPaul, Minn.\nJ. A. Doremus, Superintendent of Schools,\nAurora, Nebr.\nHugh B. Dorman, Principal, Fernwood\nSchool, Portland, Ore.\nM. L. Duggan, State Superintendent of Pub¬\nlic Instruction, Atlanta, Ga.\nFannie Eaton, 701 Clement Avenue, Char¬\nlotte, N. C.\nIsabel L. Eckels, Superintendent of Schools,\nSanta Fe, N. M.\nJ. B. Edmonson, University of Michigan,\nAnn Arbor, Mich\nMrs. Eva Ehrenfeld, Box 144, Congress,\nAriz.\nVirginia Ellett, 4814 Webster Street, Omaha,\nNebr.\nR. I. Elliott, President, Teachers College,\nChadron, Nebr.\nJ. F. Elton, High School of Commerce,\nPortland, Ore.\nBessie Evans, 1005 McGowan Street, Little\nRock, Ark.\nJohn P. Everett, Western State Normal,\nKalamazoo, Mich.\nRalph W. Everett, President, Northern Sec¬\ntion, California Teachers Association,\n2740 Portola Way, Sacramento, Calif.\nH. D. Fillers, Superintendent of Schools,\nCorsicana, Texas.\nE. C. Folsom, 1407 O Street, Lincoln, Nebr.\nJ Carlisle Foster, Superintendent of Schools,\nBethune, S. C.\nMary Foster, Principal, West Side School,\nOmaha, Nebr.\n\nand\n\nInformation\n\n995\n\nMrs. Jennie M. French, Principal, Washing¬\nton School, Tacoma, Wash.\nJ. D. Fulp, Superintendent, Bailey Mili¬\ntary Institution, Greenwood, S. C.\nMark B. Furman, District Superintendent of\nSchools, East Rochester, N. Y.\nRaymond C. George, 805 Comstock Avenue,\nSyracuse, N. Y.\nArmand J. Gerson, Associate Superintendent\nof Schools, Keystone Building, Philadel¬\nphia, Pa.\nTheda Gildemeister, Winona State Teachers\nCollege, Winona, Minn.\nCarrie B. Gilmore, 1123 Franklin, Keokuk,\nIowa.\nWilson Greer, Superintendent of Schools,\nWethersfield, Conn.\nO.Ind.\nH. Griest, 224 State House, Indianapolis,\nP. H. Griffith, Secretary, Louisiana\ners\nLa. Association, Box 541, Baton\n\nTeach¬\nRouge,\n\nCaroline Grote, Dean of Women, West Illi¬\nnois State Teachers College, Macomb, Ill.\nHarvey S. Gruver, Superintendent of\nSchools, Lynn, Mass.\nMrs. C. H. Hamill, 104 Henry Avenue, El¬\nkins, W. Va.\nEsther Helbig, President, Iowa State Teach¬\ners Association, 1033 Melrose Terrace,\nDubuque, Iowa.\nMrs. Merle K. Henry, Deputy Superintend¬\nent, Department of Education, Carson\nCity, Nev.\nA. B. Hill, Executive Secretary, Arkansas\nTax-Payers Association, 112 Scott Street,\nLittle Rock, Ark.\nAmy Hinrichs, 7336 Hurst Street, New Or¬\nleans, La.\n\nLucy Hobbs, Central High School, Sioux\nCity, Iowa.\nE. M. Hosman, Executive Secretary, Ne¬\nbraska State Teachers Association, 511\nRichards Block, 11th and O Streets, Lin¬\ncoln, Nebr.\nIda E. Housman, A. J. Demarest High\nSchool, Hoboken, N. J.\nG. O. Houston, Caddo Parish School Board,\nShreveport, La.\nGeorge Howard, Jr., Superintendent, Rowan\nCounty Schools, Salisbury, N. C.\nT. C. Howe, 1512 North Meridian Street,\nIndianapolis, Ind.\nC. M. Howell, Secretary, Oklahoma State\nTeachers Association, 708 Continental\nBuilding, Oklahoma City, Okla.\nEula F. Hunter, 928 College Avenue, Fort\nWorth, Texas.\nH. Reid Hunter, Superintendent in Charge\nof High Schools, Atlanta, Ga.\nMarjorie Shay Ismael, 774 East 26th Street,\nSouth, Portland, Ore.\nH. M. Ivy, Superintendent of Schools,\nMeridian, Miss.\nW. B. Jack, Superintendent of Schools,\nPortland, Maine\nC. N. Jensen, State Superintendent of Pub¬\nlic Instruction, Salt Lake City, Utah.\nJohn C. Johnson, Head, Science Department,\nState Teachers College, West Chester, Pa.\nMae E. Kelley, 301 West 2nd Avenue,\nMitchell, S. Dak.\nD. J. Kelly, Superintendent of Schools,\nBinghamton, N. Y.\nA. F. Kemp, Superintendent, Berks County\nSchools, Reading, Pa.\nNeva Kennon, c/o County Superintendent of\nSchools, Wewoka, Okla.\n\n"}
{"page": 1000, "printed_page": null, "text": "996\n\nNational\n\nEducation\n\nW. E. Kershner, Secretary, Ohio State\nTeachers Retirement System, Ohio State\nSavings Building, Gay and 3rd Streets,\nColumbus, Ohio.\nMrs. Marion H. Ketcham, Box 615, Sacra¬\nmento, Calif.\nAnnabel Wyman\nKirkland, 737 Amherst\nStreet, Manchester, N. H.\nMrs. Irene Kirkpatrick, 217 K. C. Street,\nRapid City, S. Dak.\nC. W. Kline, Superintendent of Schools, East\nWaterloo, Iowa.\nK. J. Knutson, 843 Central Building, Seattle,\nWash.\nG. C. Koffman, Principal, C. E. Byrd High\nSchool, Shreveport, La.\nAlma Krusen, 1345 South Lafayette Street,\nDenver, Colo.\nEdgar G. Lantman, National Council of\nTeachers Retirement Systems. Home Sav¬\nings Bank Building, Albany, N. Y.\nRobert E. Laramy, Superintendent of Schools,\nAltoona, Pa.\nJohn A. Larson, Principal, Little Rock High\nSchool, Little Rock, Ark.\nMrs. Louise Lewers, 426 Lake Street, Reno,\nNev.\nJosephine D. Lockard, 635 Rio Grande Ave¬\nnue, Raton, N. M.\nIsidore Loeb, Washington University, St.\nLouis, Mo.\nIrma Lord, Model School, Willimantic,\nConn.\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. Hovye School, Superior, Wis.\nMrs. Nettie W. McCoy, Principal, Woodsville, N. H.\nA. A. McDonald, Superintendent of Schools,\nSioux Falls, S. Dak.\nD. R. McDonald, Webb City, Mo.\nMarguerite McDonald, Principal, Blaine\nSchool, Butte, Mont.\nGeorge A. McFarland, President, State\nTeachers College, Minot, N. Dak.\nJennie McGown, Principal, Union School,\nWheeling, W. Va.\nH. C. McKinley, Superintendent, Adkin Dis¬\ntrict Schools, Gary, W. Va.\nMrs. B. N. Mann, Principal, Lakewood\nJunior High School, Durham, N. C.\nA. L. Marsh, Secretary. Washington Educa¬\ntion Association, 707 Lowman Building,\nSeattle, Wash.\nA. C. Matheson, Assistant Superintendent of\nPublic Instruction, Salt Lake City, Utah.\nZillah May Meighan, Sands Hotel, Tacoma,\nWash.\nCaroline E. Miller, 106 Oglethorpe Avenue,\nWest Savannah, Ga.\nJohn G. Mitchell, President, Central State\nTeachers College, Edmond, Okla.\nMary Mooney, Director, Texts and Libraries,\nCity Hall, San Francisco, Calif.\nW. B. Mooney. Secretary, Colorado Educa¬\ntion Association, 530 Commonwealth Build¬\ning, Denver, Colo.\nGertrude E. Morgan, Centerville, Md.\nMrs. Alberta H. Morse, 901 Upson Avenue,\nEl Paso, Texas.\n\nMiss Willie D. O’Kelley, Logansville, Ga.\nMary\nO’Rourke\nIdaho., 421 East Main Street,\nWeiser,\n\nClara Belle Ortman,\nLouis, Mo.\n\n922 Catalpa\n\nStreet, St.\n\nM.\n\nAssociation\n\nMarian\nColo.\n\nPark, 1518 Pine Street, Boulder,\n\nMabel G. Peirce, 301 Fourth Street, Fari¬\nbault, Minn.\nJohn O. Peterson, Supervisor of Penmanship,\nSchool Administration Building, Tacoma,\nWash.\nShelton Phelps, Peabody College, Nashville,\nTenn.\nGeorge M. Pogue, Superintendent, Belmont\nCounty Schools, St. Clairsville, Ohio.\nMargaret I. Poore, Principal, McChesney\nSchool, Oakland, Calif.\nMrs. Caroline W. Porter, Principal, Lincoln\nSchool, Parsons, Kans.\nEdith\nPost, 1548 15th Avenue, North, Seattle,\nWash.\nSue E. Powers, Superintendent, Shelby\nCounty Schools, Memphis, Tenn.\nE. D. Price, Superintendent of Schools, Enid,\nOkla.\nN. H. Price, Principal, Hemphill School,\nBirmingham, Ala.\nCharles F. Pye, Secretary, Iowa State Teach¬\ners Association, 415 Shops Building, Des\nMoines, Iowa.\nGeorge\nT. Ragsdale,\n408 Kensington Court,\nLouisville,\nKy.\nS. L. Ragsdale, Principal, Humes High\nSchool, Memphis, Tenn.\nJoseph J. Rappel, 928 South 22nd Street,\nManitowoc, Wis.\nA. A. Reed, University of Nebraska, Lincoln,\nNebr.\nMrs. Harriett Reiter, 524 Franklin Street,\nPiqua, Ohio.\nGertrude Robey, Principal, Belmont School,\nLincoln, Nebr.\nMrs. K. W. Robison, Jr., Concord Park\nSchool, Orlando, Fla.\nJennie Roch, Secretary-Treasurer, Board of\nTrustees, Teachers Retirement Fund, Mu¬\nnicipal Building, New Orleans, La.\nLida\nRogers, Holland High School, Holland,\nMich.\nP. C. Rogers, Jr., Principal, High School,\nHomer, La.\nBelle M. Ryan, Assistant Superintendent of\nSchools, Omaha, Nebr.\nMary P. Saunders, Central Falls Teachers\nAssociation, Central Falls, R. I.\nF. L. Schlagle, Assistant Superintendent of\nSchools, Kansas City, Kans.\nC. G. Schulz, Secretary, Minnesota Educa¬\ntion Association, 162 North College Ave¬\nnue, St. Paul, Minn.\nJohn F. Scully, Superintendent of Schools,\nBrockton, Mass.\nWilliam E. Sealock, Dean, University of\nNebraska, Lincoln, Nebr.\nH. A. Senter, Dean of the Faculty, Central\nHigh School, Omaha, Nebr.\nDorothy M. Shanley, Secretary, State Teach¬\ners Retirement Board, Hartford, Conn.\nAlbert M. Shaw, President, High School\nTeachers Association, 305 Trinity Audi¬\ntorium, 847 South Grand Avenue, Los\nAngeles, Calif.\nLulu Shelton, Woodrow Wilson Junior\nHigh School, Oakland, Calif.\nH. P. Shepherd, Superintendent of Schools,\nKnoxville, Tenn.\nJohn Shilling, Assistant Superintendent of\nPublic Instruction, Dover, Del.\nJohn C. Shreve, Superintendent of Schools,\nMoundsville, W. Va.\nH. B. Simon, Superintendent of Schools,\nNorfolk, Nebr.\nClara M. Slade, School Psychologist, Board\nof Education Offices, Lincoln, Nebr.\nHarry Smalley, Principal, John H. Mc¬\nDonough School, 611 June Street, Fall\nRiver, Mass.\n\n"}
{"page": 1001, "printed_page": null, "text": "Associational\n\nAlice\n\nLouise\n\nSmith,\n\nBox\n\nRecords\n\n958, Monroe,\n\nLeon O. Smith, Assistant\nSchools, Omaha, Nebr.\n\nLa.\n\nSuperintendent\n\nof\n\nGeorge R. Staley, Superintendent of Schools,\nRome, N. Y.\nKate Stratton, 1908 North 14th Street,\nKansas City, Kans.\nOrmond B. Strong, Superintendent of Schools,\nSavannah, Ga.\nGrace C. Swan, Director, Primary Instruc¬\ntion and Elementary Practice Teaching,\nBellefield School, Pittsburgh, Pa.\n\n.\n\nLida Lee Tall, Principal,\nSchool, Towson, Md.\n\nState\n\nNormal\n\nC. W. Taylor, State Superintendent of Public\nInstruction, Lincoln, Nebr.\nW. N. Taylor, Secretary, Mississippi Edu¬\ncation Association, Box 56, West Jackson\nStation, Jackson. Miss.\nPayne Templeton, Principal, Flathead County\nHigh School, Kalispell, Mont.\nJohn A. Thackston, Dean, School of Edu¬\ncation, University of Tennessee, Knox¬\nville, Tenn.\nMiss Burke Thompson, 1101A West Avenue,\nRichmond, Va.\nR. E. Tidwell, Teachers College, Columbia\nUniversity, New York, N. Y.\nB. W. Torreyson, President, Arkansas State\nTeachers College. Conway, Ark.\nClifton A. Towle, Superintendent of Schools,\nExeter, N. H.\nHarriett Towne, 1322 E Street, Lincoln,\nNebr.\nMiss Clyde Trevathon, 1591 Peabody Ave¬\nnue, Memphis, Tenn.\nGenevieve Turk, Principal, Scarritt School,\n310 Askew Street, Kansas City, Mo.\nM. S. H. Unger, Superintendent of Carroll\nCounty Schools, Westminster, Md.\nMary Walby, 119 East Maxwell Street,\nLexington, Ky.\n\nCOMMITTEE\n(Authorized\n\nand\n\nSadie A. Walker, 730 9th Street, No-rth,\nFargo, N. Dak.\nAnne R. Waney, Soldan High School, St.\nLouis, Mo.\nWilliam R. Ward, Director, Industrial Fine\nand Home Arts, Administration Building,\n9 South Stockton Street, Trenton, N. J.\nPatterson Wardlaw,\ncation, University\nlumbia, S. C.\n\nMabel A. White, 504 North Noyes Boule¬\nvard, St. Joseph, Mo.\nR. T. Whittenhill, Superintendent of Schools,\nHazard, Ky.\nJ. D. Williams, Principal,\nBirmingham, Ala.\nL.\n\nA. Williams,\nCaldwell, Idaho.\n\nM.\n\nSchool,\n\nHigh\n\nSchool,\n\nRoad,\n\nCleve¬\n\nE. Williams, 934 Dresden\nland Heights, Ohio.\n\nMae Winter, Principal, Park School, Casper,\nWyo.\nO. A. Wirsig, Superintendent of Schools,\nKearney, Nebr.\nH. D. Wolff, Principal, Petersburg High\nSchool, Petersburg, Va.\nN. J.\nJohn\nA. Wood, P. O. Box 840, Trenton,\nBlanche Young, Bryant Junior High\nSalt Lake City, Utah.\nF. M. Young, Principal, Benson\nLogan, Utah.\n\nOF\n\nby\n\nRepresentative\n\nAssembly)\n\nFrank Cody, Superintendent of Schools, De¬\ntroit, Mich.\nHelen Louise Cohen, Head, English De¬\npartment, Washington Irving High School,\nNew York, N. Y.\nMaude Compton, 204 South 25th Avenue,\nOmaha, Nebr.\nH. R. Cornish, School Number 4, Paterson,\n\nAvondale\n\nPrincipal,\n\nPROBLEMS\n\nE. T. Cameron, Secretary, Michigan Teach¬\ners Association, 935 North Washington\nAvenue, Lansing, Mich.\nNorman\nW.\nCameron, President, State\nTeachers College, West Chester, Pa.\nA. T. Carr, Principal, Wilson Junior High\nSchool, Cleveland, Ohio\n\nDean, School of Edu¬\nof South Carolina, Co¬\n\nE. C. Warriner, President, Central State\nTeachers College, Mount Pleasant, Mich.\nMay Watson, Milford, Del.\nG. H. Webling, President, Hawaii Education\nAssociation, Honolulu, Hawaii.\nCharles C. Weidemann, Teachers College,\nUniversity of Nebraska, Lincoln, Nebr.\nFlorence M. Wellman, Superintendent of\nSchools, Brattleboro, Vt.\n\nON\n\nA. L. Rowland, Chairman, Superintendent of\nSchools, Elkins Park, Pa.\nRuby Bacon, 380 West Works Street, Sheri¬\ndan, Wyo.\nMary H. Bailey, Principal, Public School,\nNorth Craftsbury, Vt.\nCaroline W. Barbour, State Teachers Col¬\nlege, Superior, Wis.\nJ. M. Bennett, Superintendent of County\nSchools, Salisbury. Md.\nW. D. Blaine, Superintendent of Schools,\nGlenwood Springs, Colo.\nA. O. Bowden, President, State Teachers\nCollege, Silver City, N. M.\nMrs. Mary D. Bradford, Dayton Hotel,\nKenosha, Wis.\nSallie Burns, Grant High School, Portland,\nOre.\n\n997\n\nInformation\n\nSchool,\nSchool,\n\nTENURE\n\nGeorge J. Dann, Superintendent\nOneonta, N. Y.\n\nof Schools,\n\nJohn A. DeCamp, Superintendent of Schools,\nUtica, N. Y.\nIsabella Dolton, Assistant Superintendent of\nSchools, 460 South State Street, Chicago,\nIll.\nFlora Drake, 2230 Brookside Avenue,\nIndianapolis, Ind.\nF. H. Duffy, Principal, Harding Junior High\nSchool, Steubenville, Ohio.\nStephen Dwan, Broadway High School,\nSeattle, Wash.\nC. Ray Evans, Principal, North Summit\nHigh School, Coalville, Utah.\nMaude Frazier, Superintendent of Schools,\n415-417 South 4th Street, Las Vegas,\nNevada.\n\nJ.\n\nWilliam C. Greenwalt, Superintendent of\nSchools, Olean, N. Y.\nMildred M. Hartwell, 50 Union Street,\nGreenfield, Mass.\nMrs. Dora S. Herron, Montlake School, 22nd\nAvenue, North and East McGraw Street,\nSeattle, Wash.\nHarriett L. Hinman, Board of Education,\nToledo, Ohio\nHimena Hoffman, 524 West Gould Street,\nPocatello, Idaho.\nMyrtle Hooper, 438 Linden Hills Boulevard,\nMinneapolis, Minn.\nClara Jacobs, Principal, Irving School, 19th\nand Hooper, Pueblo, Colo.\n\n"}
{"page": 1002, "printed_page": null, "text": "998\n\nNational\n\nEducation\n\nW. W. Kemp, Dean, School of Education,\nUniversity of California, Berkeley, Calif.\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.\nHerbert W. Lull, Superintendent of Schools,\nNewport, R. I.\nJ. H. McConnel, President, State Teachers\nCollege, East Radford, Va.\nC. W. Maddocks, Superintendent of Schools,\nMilford, Conn.\nH. G. Masters, Principal, Allen School, 1420\nBeachview Avenue, Pittsburgh, Pa.\nMargaret Murphy, Principal, High School,\n823 South Locust Street, Carlinville,\nIll.\nMiss E. Moore Neave, Park Street School,\nHood River, Ore.\nMrs. Alice R. Norton, Principal, San Miguel\nSchool, San Francisco, Calif.\nMary Elizabeth O’Connor, Elementary Su¬\npervisor of Schools, Natick, Mass.\nGertrude Pitts, Principal, Oakhurst School,\nLittle Rock, Ark.\nWarren A. Roe, Principal, Belmont Avenue\nSchool, Newark, N. J.\n\nCOMMITTEE\n\nON\n\nClarence W. Bosworth, Principal, Cranston\nHigh School, Auburn, R. I.\nGertrude Burke, Syracuse, N. Y.\nEdwin D. Clauss, Allentown, Pa.\nW. C. Cook, State Superintendent of Schools,\nCharleston, W. Va.\nNina Cox, Superintendent, Turner County\nSchools, Ashburn, Ga.\nMrs. Jennie A. Curieux, Tonopah, Nev.\nMrs. Jane Davis, Tampa, Fla.\nWalter H. Davis, Secretary, Maryland State\nTeachers Association, Havre de Grace,\nMd.\nC. E. Dudley, Superintendent of Schools,\nHenderson, Ky.\nElizabeth Edwards, Principal, Public School,\nMaywood, N. J.\nGrady Gammage, President, Arizona State\nTeachers College, Flagstaff, Ariz.\nMrs. Elizabeth Geneau, Omaha. Nebr.\nLoren H. Gerrish, Superintendent of Schools,\nSouth Portland, Me.\nFrank L. Grove, Secretary, Alabama Educa¬\ntion Association, Montgomery, Ala.\nHarry E. Hansell, Principal, Partime High\nSchool, San Francisco, Calif.\nFrances Harden, Middle Section Regional\nDirector, Department of Classroom Teach¬\ners, Chicago, Ill.\nArthur Harris, Kealakekua, T. H.\nC. J. Heatwole, Editor, Virginia Journal of\nEducation, Richmond, Va.\nSarah Holbrook, Burlington, Vt.\nGabriel Houston, Clarksdale, Miss.\nMrs. Martha Hummel,\nPrincipal, Ward\nSchool, St. Anthony, Idaho.\nDana S. Jordan, Superintendent of Schools,\nLisbon, N. H.\nV. C. Kays, President, State Agricultural\nand Mechanical College, Jonesboro, Ark.\nJohn G. KeUey, Superintendent gf Sghool§,\nBennettsville, S. C.\n\nAssociation\n\nSallie Reid Shaw, 812 W. 9th Street. Wil¬\nmington, Del.\nM. P. Shawkey. President, Marshall College,\nHuntington, W. Va.\nC. O. Smith. Superintendent of Schools,\nBeloit, Kans.\nMrs. Jessie Dean Smith,\nnue, Gadsden, Ala.\n\n435 Turrentine\n\nAve¬\n\nGeorge St. Thomas, Director, Junior Voca¬\ntional\nGuidance Continuation School,\nHackensack,\nN. J.\nA. H. Staley, Superintendent of Schools,\nHastings, Nebr.\nFred G. Stevenson, Board of Education,\nDubuque, Iowa.\nJoseph L. Thalman, Principal, Anderson\nSenior High School, Anderson, Ind.\nMrs. Grace G. Truax, 711 West 12th Street,\nSioux Falls, S. Dak.\nMrs. Julia M. White,\nSchool, Denver, Colo.\n\nPrincipal,\n\nSteele\n\nFlorence E. Wolaver, 1734 Orrington Ave¬\nnue, Evanston, Ill.\nR. B. Woodworth, Principal, Roosevelt\nJunior High School, Fond du Lac, Wis.\nO. R. Zoll, Superintendent of District\nSchools, Matoaka, W. Va.\n\nCREDENTIALS\nE. E. Lee, Brigham City, Utah.\nFreida Libbee, President, Seattle Grade\nTeachers Association, Seattle, Wash.\nAlma Loabs, Visiting Teacher, Sioux Falls,\nS. D.\nM. Grant Lucas, Washington, D. C.\nN. D. McCombs, Superintendent of Schools,\nCherokee, Iowa.\nW. H. Martin, District Superintendent of\nSchools, Kansas City, Mo.\nIda Murray, San Antonio, Texas.\nN. C. Newbold, State Director of Negro\nEducation, Raleigh, N. C.\nR. E. Offenhauer, Superintendent of Schools,\nLima, Ohio.\nM. C. Palmer, Principal, Rural Normal\nSchool, Columbus, Wis.\nThomas H. Patterson, District Superintend¬\nent of Schools, Bristol, Conn.\nC. V. Peterson, County Superintendent of\nSchools, Lafayette, Ind.\nArthur H. Rice, Managing Editor, Michigan\nEducation Journal, Lansing, Mich.\nC. E. Rogers, Superintendent of Schools,\nJohnson City, Tenn.\nMrs. Edna Rousseau, State Rural Super¬\nvisor, Santa Fe, N. M.\nS. M. Shows, County Superintendent of\nSchools, Mansfield, La.\nHarry Smalley, Fall River. Mass.\nH. E. Stahl. Superintendent of Schools,\nClaymont, Del.\nMrs. W. L. Steyer, Muskegon, Okla.\nAnnis R. Telfer, Pueblo, Colo.\nCrema C. Thompson, Topeka, Kans.\nL. W. Turnbull. Superintendent of Schools,\nNorth Bend, Ore.\nFrancisco Vizcarrondo, Assistant Commis¬\nsioner of Education, San Juan, P. R.\nLawrence A. Walker, Whitehall, Mont.\nMrs. Sadie Walker, Principal, Central\ngchopl,\n\nFargo,\n\nN. D.\n\n"}
{"page": 1003, "printed_page": null, "text": "/\n\nAssociational\n\nMINUTES\n\nOF THE\n\nRecords\n\nTENTH\n\nColumbus,\n\nand\n\nInformation\n\nREPRESENTATIVE\n\n999\n\nASSEMBLY\n\nOhio, June 28 to July 4, 1930\n\nFirst Business Session, Tuesday, July 1, 1930\nThe first business session of the Representative Assembly\nby Miss E. Ruth Pyrtle, president, at 9 a. m. at the Columbus\nmusical program was\nfollowing numbers:\n\nrendered\n\nPrayer of Thanksgiving\n\nTo Thee\n\nO Country\n\nby the High-School\n\nChorus\n\n.\n\nwas called to order\nAuditorium. A short\n\nof Columbus,\n\ngiving the\n\nNetherland\n\nFolk Tune\n\n.\n\nIowa presented an Iowa\n\nEichberg\n\nState song, bringing out a replica of a small brown\n\nwith the picture of President\n\nHoover\n\non it called “Iowa\n\nhouse\n\nProducts.”\n\n(Song: “That’s Where the Tall Corn Grows.”)\nFollowing the Iowa State songs, the delegates of Kansas and Wisconsin rendered\nsongs on behalf of their states. The audience was greatly pleased with these stunts.\nThe President: The Invocation at the First Business Session will be given this\n\nmorning by the Rev. IV. C. Hart ing er of Columbus.\nward and gave the invocation.)\n\n{Dr. Harting er stepped for¬\n\nThe President: Let us call at this time for the report of the Committee\ndentials. The Chairman, Thomas H. Patterson of Connecticut.\n\non Cre¬\n\nMr. Thomas H. Patterson: (Chairman) : The Committee on Credentials of the\nNational Education Association has discharged its duties in conformity with the\nbylaws of the Association.\nIt held its meeting yesterday afternoon in the office of the Secretary at 2 p. m.\nand organized, by the election of a Chairman and Clerk, the meeting. The report\nfrom the Secretary’s office indicated that there were nearly 900 delegates who had\nalready registered. Peace and harmony seems to prevail not only in the states but\nin the local associations as well. There are no contested delegations.\nA subcommittee of three members was appointed to take care of those who might\nregister subsequent to the meeting of the Committee. It was the unanimous vote of\nthe members\n\nof the Committee\n\nthat all delegates who\n\nhad\n\nregistered in the Secre¬\n\ntary’s office up to the hour of the meeting, together with those who might register\nlater and whose credentials would be passed upon favorably by the subcommittee of\nthe Committee on Credentials, be admitted and be seated as delegates in this, our\nRepresentative Assembly. I desire to move the acceptance of this report and the\nadoption of the recommendation.\nThe motion was duly seconded by J. IV. Cooper of Lucas County, Ohio. There\nbeing no discussion, the motion was put and carried.\nThe President : I shall ask our Parliamentarian, Superintendent Pearson, Kansas\nCity, Kansas,\nconvention.\n\nat this moment\n\nSuperintendent\n\nPearson\n\nto give us a statement\n\n(Kansas)\n\n: We\n\nconcerning\n\nthe rules of the\n\nshall adhere very strictly to the Constitu¬\n\ntion and bylaws governing this body. We shall be governed by Robert’s Rules of\nOrder. We shall endeavor not to be so technical as to impede business. We hope\nthat fine courtesy which has always characterized these assemblies will obtain\nthroughout the convention.\nThe President: Adoption of the order of business. I will ask the Secretary, Mr.\nCrabtree, to make a statement.\nSecretary Crabtree:\n\nThe\n\nAssociation\n\nis in the habit of adopting the program as\nprepared by the President as the order of business for the convention. It would be\nin order to move that this program be the order of business for this convention.\nDr. JV ill is A. Sutton (Georgia): I so move.\n\n"}
{"page": 1004, "printed_page": null, "text": "National\n\n1000\n\nSeconded\n\nby Mr. Abercrombie\n\nEducation\n\nof Alabama.\n\nAssociation\n\nThere\n\nbeing no discussion, the motion\n\nwas put and carried.\nThe President: As we have gone about in this great country in convention\nas hospitality has been shown\n\nto us in such marvelous\n\nways, we\n\nwonder\n\nplaces,\n\nwhat\n\nthe\n\nnext convention can do to equal it. I am almost feeling sorry for the next city that\nhas to match or surpass this hospitality. All Columbus and all Ohio is responsible,\nbut it heads up in the Superintendent\nto you at this moment.\n{Superintendent\n\nof Schools, Dr. Collicott. I am presenting him\n\n(Applause.)\n\nCollicott then made\n\nseveral announcements\n\nrespecting the cour¬\n\ntesy programs and entertainment that had been planned for the members and dele¬\ngates. He expressed pride in having the opportunity of helping.)\nThe President: We will now listen to the reading of the minutes of the last\nAnnual\n\nSession. Secretary Crabtree.\n\nSecretary\nyou have\n\nCrabtree:\n\nthem\n\nPerhaps\n\nin printed form\n\nadoption of the minutes\n\nyou will not wish\nin the Manual\n\nto have\n\nthe minutes\n\nbefore you. I therefore\n\nread since\nmove\n\nthe\n\nas printed in the Manual.\n\nThe motion was seconded by Willis A. Sutton, (Georgia) and there being no\ndiscussion it was put and carried, and the minutes declared adopted.\nThe President: This great convention is again honored as it has been many\ntimes in the past by a return of the leading educator of the nation — the teacher’s\nbest friend through all the years. I know of no greater friend to education, .to the\nteacher, to the parent, to the child, than our friend, Dr. A. E. Winship.\ntinct privilege to present him to you this morning.\n\nIt is a dis¬\n\n(The audience rose in greetings to Dr. Winship. The address is published else¬\nwhere in this volume. See index.)\nThe President: We thank you, Dr. Winship, for this inspiring message. On the\nprogram you will notice that there are representatives, not of all the far-away\nplaces, but of a few of them. At this time I have the privilege of presenting A. E.\nKarnes, a superintendent of schools in Alaska.\n(The address is printed elsewhere in this volume. See index.)\nThe President: At this time I would like to announce the appointment of the\nCommittee on Elections. Chairman, Mr. W. T. Longshore, Missouri; Vice-Chair¬\nman, W. T. Ragsdale, Tennessee; other members, David A. Ward, Pennsylvania;\nAnnie C. Woodward, Massachusetts; Annie Porter Leland, New York. If they will\ncome to the platform they will find Mr. Allan at the right, whose service is avail¬\nable for caring for the election. Mr Longshore, are you ready to make an announce¬\nment at this time ?\nMr. W. T. Longshore: We are to have an election and we must have machinery\nset up for it. The bylaws provide that an election shall be held on the fourth day\nof the convention and that the balloting shall be on printed ballots. The committee\nhas arranged to hold the election at the registration headquarters in the Exhibition\nHall, which is in this building on the floor directly below. A ballot box will be\nplaced there. The election will take place on the fourth day of the convention,\nwhich will be Thursday, the polls being open from 8 in the morning until 6 in the\nevening.\nThe procedure of voting has been made as simply as possible. Each of you have\na coupon which you will present at headquarters desk on Thursday, sign the coupon\nand exchange it for a ballot. The ballot will be filled out simply by making an X\nopposite the candidate’s name. Then you will place the ballot in the ballot box.\nMembers of the committee will be present throughout the day and the committee will\nmeet at that place at 6 p. m. to begin the counting of the ballots. The committee\ndesires that all or as many of you as possible and are interested be present at that\ntime and place that all may see what is being done.\n\n"}
{"page": 1005, "printed_page": null, "text": "/\n\nAssociation al\n\nThe\n\nPresident:\n\nIt seems\n\nRecords\n\nto me\n\nand\n\nInformation\n\nnothing is more\n\nencouraging\n\n1001\n\nthan the way\n\nthe\n\nteachers are studying their problems at this time and in previous years. The\nchairman of the Committee on Retirement Allowances will make a report. Miss\nAnna Laura Force of Denver.\nMiss Force (After presenting report) : And\nthis report be adopted.\nIt was\n\nmoved\n\nby Mr.\n\nAbercrombie\n\nnow, Madam\n\nof Alabama,\n\nChairman,\n\nseconded\n\nI urge that\n\nby Dr.\n\nSutton\n\nGeorgia, that the report be accepted, and there being no discussion the motion\nput and carried.\n(The report is to be printed as the November,\nBulletin.)\nThe President:\n\nAnother\n\ncommittee\n\nand the children of America\n\nmost important\n\nhas been working\n\nof\n\nwas\n\n1930, issue of the Research\nto the welfare\n\nfor seven years. The\n\nof the teachers\nchairman\n\ngave\n\nyou an excellent report last year, a report of progress. I am glad to present to you\nDr. A. L. Threlkeld, chairman of the Committee on Appointment of Delegates and\nKindred Questions.\n(After presenting the report, Mr.\nis printed elsewhere\nThe President:\nhear a second?\n\nin this volume.\n\nYou\n\nhave\n\nheard\n\nThrelkeld\n\nmoved\n\nthat it be accepted. The\n\nreport\n\nSee index.)\nthe report and the motion\n\nfor adoption. Do\n\nI\n\nMr. Holmes (New York) : As a representative of New York which for two years\nhas consistently opposed the recommendations of this committee as to a matter of\nrepresentation in the delegate assembly, I take great pleasure in seconding the\nreport as it now stands.\nThe President: You have heard the motion and the second. Are there any\nfurther remarks?\nMr. IV ard (New Jersey) : I am one of the delegation from\nThe President: I recognize Mr. Ward from New Jersey.\n\nNew\n\nMr. Ward: The New Jersey delegation would like to ask whether\nof the report means the adoption of the amendment.\nThe President:\nMr. Threlkeld.\n\nI will refer that, if I may,\n\nto the Chairman\n\nJersey.\nthe adoption\n\nof the Committee,\n\nMr. Threlkeld : I am not the Parliamentarian of this meeting but it is my under¬\nstanding that the adoption of this report would include the amendments which I\nhave just reported to you. They are incorporated in the report which is now before\nyou and they constitute what might be called amendments to the amendments that\nwere submitted to you at Atlanta.\nMr. Ward: I rise to a point of order that the adoption of a report of this kind\ncannot, in the nature of parliamentary procedure, be the adoption of amendments to\nthe Constitution. We may adopt the report and it becomes a part of our proceed¬\nings. The Constitution says a proposed amendment of the Constitution shall lie over\nfor one year. I raise that point of order for decision.\nThe President: I referred the first question to the Chairman because I thought\nhe worked on this last year and the explanation could be made by him very easily.\nBefore asking our Parliamentarian for the decision I will recognize Mr. Threlkeld.\nMr. Ward: May I add the statement that the report of the committee has not\nbeen in the hands of the delegates that I know of. I see two or three around here.\nI think in the main we are in agreement with the amendments.\nVoice: Come to the microphone.\nThe President: I recognize Mr. Ward of New Jersey.\nMr. Ward: I would like to say to the delegate body through your President that\nI think in the main the New Jersey delegation will be in favor of these amendments,\nbut I think it is entirely out of order and not in accordance with good procedure\n\n"}
{"page": 1006, "printed_page": null, "text": "1002\n\nNational\n\nto adopt these amendments\n\nEducation\n\nbefore\n\nwe\n\nhave\n\nAssociation\n\nhad\n\na chance\n\nto study them. I say\n\nfurther that I cannot see any harm to come from our procedure or to the Asso¬\nciation in general if the amendments lie ovei for one year for us to study.\nThe President: May Mr. T hrelkeld, the chairman, make a further explanation?\nMr. T hrelkeld: I am not attempting to pass upon the parliamentary point that\nhas been raised. I expected that point to come up. But I am told the same point came\nup a few years ago in connection with the report presented to this convention and\nit was ruled at that time that a change in the amendment, which amendment has\nlaid before the body for one year, does not itself have to lie before the body for\nanother year. Whether that is correct is for our Parliamentarian to decide.\nMr. Joseph H. Saunders (Virginia) : Madam President.\nThe President: I recognize Mr. Saunders of Virginia.\nMr. Saunders (After explanation) : I move that we strike out the first line and\nsubstitute the officers as named in the Charter, and the United States Commissioner\nof Education, and so forth, and strike out paragraph No. 2.\nThe President: You have heard Mr. Saunders ’ amendment. Do\nMiss Grosvenor (District of Columbia) : Second the motion.\nMr. Pearsc: I would like to understand just what\nhere just now. The motion has been made to adopt.\n\nI hear a second?\n\nthe parliamentary\n\nsituation is\n\nMr. Pearse (Having proceeded to the microphone on the platform) : I seek light.\nAs I understand it this report is before the delegate assembly. It has been moved and\nseconded that this report lie over for one year. Am I right about that?\nThe President: No, a point of order was made.\nMr. Pearse: Has the point of order been decided?\nThe President: I am asking our Parliamentarian\nPearson of Kansas City, Kansas.\n\nto give you his decision. Mr.\n\nMr. Pearson: A number of years ago at a meeting held in Milwaukee, at -which\nthe late IF. B. Owen was president, exactly the same situation presented itself rela¬\ntive to the formation of the bylaws following a committee report. It was ruled at\nthat meeting that that report could be amended. And I would therefore, rule accord¬\ningly; namely, that this report can be amended.\nMr. Ward: And voted on this year?\nMr. Pearse: Then I understand Mr. Saunders has made a motion that a certain\namendment be made to this report and that that motion has been seconded\nnow before the house. I wish to make a further amendment to the amendment.\n\nand is\nI wish\n\nto move that in Section 9 the Section be changed so as to provide that the representa¬\ntion of exofficio members be retained as it is at present, and that the first paragraph\nof Section 11 be modified to correspond and that the second paragraph of Section 9 be\nstricken from the report.\nMr. Saunders: I will accept that in lieu of the amendment offered by me.\nMr. Pearse: I second your amendment.\nThe President: I recognize our first Vicepresident.\nMr. U el W. Lamkin (Missouri) : I rise to suggest that amendments which are to\nbe considered by this representative assembly shall be submitted in writing, with\nenough duplicate copies to furnish all members of the delegate assembly, and I move\nthat further consideration of this report be postponed until unfinished business on\ntomorrow morning when printed copies can be distributed.\nVoices: Second the motion!\nThe President: You have heard the motion\nmarks ?\nMiss Frances Harden: Madam Chairman.\n\nand the second. Are\n\nThe President: I recognize Miss Harden of California.\nVoice: No, Chicago, Illinois.\nThe President: I beg pardon. Miss Harden of Chicago.\n\nthere any\n\nre¬\n\n"}
{"page": 1007, "printed_page": null, "text": "/\n\nAssociational\n\nMiss\nminutes\n\nFrances\nago\n\nHarden\n\n(Illinois) : Mr.\n\nof seconding\n\nthe motion\n\nAppointment\n\nof Delegates. He\n\nwas\n\nwho\n\nthe man\n\nRecords\n\nwas\n\nand\n\nHolmes\n\nInformation\n\nwas\n\ngiven the privilege a few\n\nof the chairman\n\ngranted\n\npermission\n\n1003\n\nof the Committee\nbecause\n\nprotested against the report in Atlanta\n\nwhich\n\nfor one\n\non the\n\nreason\n\nprovided\n\nhe\n\nthat 100\n\nmembers, or major fraction thereof, should be the smallest number for the selec¬\ntion of delegates. As the one who protested against the other point, the question of\nexofficio representation in the delegate body, I wish the same privilege that Mr.\nHolmes\n\nhad, the privilege of seconding the motion of the chairman\n\nand hoping that the Committee’s\n\nreport will be adopted\n\nof the Committee\n\nas presented.\n\nThe President: You have before you Mr. Lamkin’s motion. Are you ready for the\nquestion? You have heard the motion that the further discussion of this question\nbe postponed, until tomorrow morning when typewritten copies will be distributed.\nIf the motion passes the question will again be taken up under unfinished business.\nThe motion was thereupon put, and the President being uncertain of the result,\n\na rising vote was\n\ncalled for and the motion declared carried.\n\nThe President: I am going to ask Superintendent T hrelkeld, the Chairman of\nthis Committee, to make a statement about this printed report because I am not sure\nyou all have it in your hands.\nMr. T hrelkeld: It has been printed in sufficient quantities for all of you and I am\ngoing to ask the Boy Scouts to get in touch with Mr. Allan — here is a quantity of\nthem, and see that they are distributed so that everybody has a copy of this report.\nI recognize Miss Annette Abbott, who has come to the platform.\nMiss Annette Abbott (Nebraska): I am bringing greetintgs to Miss Pyrtle from\nour Lincoln Forum in this basket of flowers.\n(She presented Miss Pyrtle with a beautiful basket of flowers.)\nThe President: May I thank the Lincoln, Nebraska, School Forum and Miss\nAbbott, and all other members through you, for this floral tribute to this convention.\nWe are now ready to go on and hear the report of the Joint Committee on Health\nProblems in Education. I am pleased to present its Chairman, Dr. James Edward\nRogers of New York. Mr. Rogers.\nMr. Rogers\n\n(After presenting report) : I move\n\nThe President:\nmittee on Health\n\nYou have heard\nEducation.\n\nthe adoption of this report.\n\nthe motion to adopt the report of the Joint Com¬\n\nMr. Givens (California) : Second the motion.\nThere being no discussion, the motion was put and carried.\n(The report is presented elsewhere in this volume. See index.)\nThe President: Mr. Eberhart.\nMr. Eberhart: I would like to suggest, in view of the extensive business yet to be\ntaken care of by the Assembly, that we proceed to the nominations of officers and have\nthe next item postponed until tomorrow morning.\nThe President: May I state for the benefit of the gentleman that the next report,\nthe Report on Tenure, has been made to you in printed form in the absence of the\nChairman because of illness. I was just about to ask the Secretary to make\nment. Did you make a motion?\nMr. Eberhart: No.\n\nthat state¬\n\nThe President: That was a suggestion. Then at this time I will ask the Secretary\nto make that explanation and a few necessary announcements and I assure you\nthat we are going to hurry along to that very important item of business, the nomina¬\ntion of officers.\nSecretary Crabtree:\n\nThe\n\nChairman\n\nof the Committee\n\non Tenure\n\nhas presented a\n\nbrief report which is in your hands. It is simply a report of progress. The Com¬\nmittee asks leave to go on and complete its report next year. I am moving for the\nChairman that this tentative report be accepted and placed on file.\n\n"}
{"page": 1008, "printed_page": null, "text": "1004\n\nThe motion was\n\nNational\n\nseconded\n\nEducation\n\nAssociation\n\nand, there being no discussion, was\n\nput and carried.\n\n(Secretary Crabtree thereupon made sundry announcements which are not in¬\ncorporated in the record.)\nSecretary Crabtree: A year ago at Atlanta there was a petition presented by the\nEconomics people requesting the creation of a Department of Home Economics, the\npetition being signed by more than the requisite number of names and all require¬\nments having been complied with; the Board of Directors recommend that the De¬\npartment be created. Those interested in the matter wish to have us vote upon the\nquestion at once. The members of the Home Economics Association are to hold a\nbig reception tonight and would like to have action taken on their request at this\ntime. So a motion would be in order.\nMr. Glennie (New Jersey) : Madam President.\nThe President : Mr. Glennie of New Jersey.\nMr. Glennie: Because this group is well organized, because it has met all the\nformal requirements of the petitioning organization for membership as a department,\nand because there is no doubt that it is a field of activity that is within the life of\neducational power and the practise of education today, I take pleasure in moving\nthat the Department of Supervisors and Teachers of Home Economics be created as\na department of the National Education Association.\nThe President: You have heard Mr. Glennie’s motion.\nMiss Grosvenor (District of Columbia) : Knowing what I do about this Depart¬\nment, I take great pleasure in seconding the motion just made.\nMr. Holmes: I take pleasure also in seconding the motion.\nThe question being called for, the motion was put and carried.\nThe President: We are now ready to proceed with the nominations of officers of\nthe Association for the next year. Nominations for President are in order. The\nSecretary will call the roll by states.\n(iSecretary Crabtree thereupon called the roll of states.)\nSecretary Crabtree: Alabama.\nThe President: I recognize Mr. Judd of Alabama.\nMr. Judd: Last April at the annual meeting of the Alabama Educational Associa¬\ntion the delegates to this assembly were instructed to present at this time for the\nconsideration of this body for the Presidency of the National Education Association,\nAlabama’s favorite and distinguished son, Dr. John IV. Abercrombie. At that time\nwe did not know of the candidacy of Georgia’s favorite son. At the request of Dr.\nAbercrombie no campaign has been made in his interest. Since the meeting of the\nAlabama Educational Association, and particularly after coming here and learning\nthe seriousness with which Georgia is courting the hand of this body, Alabama\nrecognizing Georgia’s nearness and friendliness, has decided to withdraw Dr. Aber¬\ncrombie’s name in favor of the one Georgia will later nominate. But it gives notice,\nmy friends, that at a later and more appropriate time Alabama will again present\nthe name of Dr. Abercrombie for your consideration for this high honor.\nThe President: Continue the roll call.\nArizona: Arizona yields to West Virginia.\nThe President: Mr. Cook of West Virginia.\nMr. Cook: I first desire to express our appreciation\n\nof the courtesy of Arizona\n\nin yielding to West Virginia. And in this vital moment, latent with tremendous pos¬\nsibilities, with a limitation of three minutes for nominating speeches, West Virginia\npauses to pay tribute to the favorite sons of other states whose names have been\nor may hereafter be presented to this Convention.\nWest Virginia recognizes that splendid professional spirit which promotes edu¬\ncational leaders in every American commonwealth. She attests her admiration for\nthe unwavering loyalty prompting such devotion and assures this greatest assembly\nthat she too has a favorite son in whom she has special pride. Since West Virginia\nextends further north than Pittsburgh, she has been called the most northern of the\n\n"}
{"page": 1009, "printed_page": null, "text": "/\n\nAssociational\n\nRecords\n\nand\n\nInformation\n\n1005\n\nSouthern States; as her limits reach eastward to the national capital, she is said\nto be the most eastern of the western states; her southern border is south of Rich¬\nmond, Virginia, making her the most southern of the northern states; toward the\nsetting sun the state lies far out beyond Cleveland, Ohio, which indicates that she is\nthe most western of the eastern states. On account of this geographical relationship,\nthese outside contacts and associations with other states, she appreciates the prob¬\nlems affecting education generally throughout the nation.\nTherefore, ladies and gentlemen, whether you as delegates come from the north,\nthe south, the east, or the west, you have the assurance that West Virginia is of you\nand for you. West Virginia has in the past and is now making a real and vital con¬\ntribution to the educational advancement which has been due in large measure to\nthe vision, the devotion, and enterprise of her educational leaders. Among these is\na man who has stood in the front ranks of educational progress in the state and\nnation for a third of a century, for more than two decades. Through active partici¬\npation on important committees of the National Education Association and as one\nof its officers, he has acquired that intimate\njectives, and the issues of the organization\npresidency.\n\nknowledge of the problems, the ob¬\nwhich preeminently fit him for the\n\nHe has been a teacher in a one-room school, principal of graded schools, county\nsuperintendent, city superintendent, classroom teacher in college, and for many\nyears has given expert instruction and advice to the high-school and teacher train¬\ning groups. Ripe in experience, broad in vision, strong in convictions, and full of\nwisdom in administrative affairs, West Virginia’s candidate possesses the poise, the\ndynamic personality, and the executive force which this Association needs and has\na right to demand of its President.\nTherefore, ladies and gentlemen, in this wonderful city of the central west, in\nthe land that gave civilization its great public school system, and to you, the greatest\ndelegate convention in all the world, West Virginia presents for the presidency of\nthe National Education Association a man who has not missed a meeting, winter or\nsummer, for twenty years, the head of the Fairmont State Teachers’ College,\nJoseph Rosier.\nArkansas: Arkansas yields to California.\nThe President: Superintendent Gwinn of San Francisco, California.\nCalifornia (Superintendent G^ijin) : California is deeply indebted to Arkansas\nfor the privilege and honor of presenting a name that we all will delight to honor\nand to see as the next President of the Association. California is also appreciative\nof the courtesy of Alabama in withdrawing the name of her native son, her favorite\nson, in order that the south might have a united support of the candidate that I am\nto name.\n\nI will not hold you in suspense. The man that I am to name for California and\nfor the National Education Association is that fearless executive and leader of the\npublic schools of Atlanta, Georgia — Superintendent Willis A. Sutton.\nBy practice and by common consent, the next President of the National Education\nAssociation is to be a man. Dr. Sutton is a man in all the fine meanings that go with\n\nthat term. He is red-blooded, two-fisted, courageous. He is cultivated, courteous,\nand human. He is a great executive. Also, Dr. Sutton is a superintendent of schools.\nThis year we have a principal as a president. Last year we had the president of a\nteachers’ college as president. The preceding year we had a classroom teacher as\npresident. A year before that we had a state superintendent of public instruction\nas president. It is time now to make a superintendent of a city school system the\npresident of the National Education Association. Dr. Sutton has had a large part in\nthe work of the National Education Association and especially the Department of\nSuperintendence, where for many years he was Chairman of the Committee on\nHealth. He has during the past year been Vicepresident, having received the largest\nvote. And last year we all remember the wonderful management that made the\nmeeting at Atlanta such a successful convention.\n\n"}
{"page": 1010, "printed_page": null, "text": "1006\n\nNational\n\nEducation\n\nAssociation\n\nTherefore, on behalf of California, it gives me a very great deal of pleasure to\nnominate for the presidency of the National Education Association Superintendent\nWillis A. Sutton of Atlanta, Georgia.\nThe President: The Secretary will continue the roll call.\nDelaware: Delaware desires to second the nomination of Willis A. Sutton.\nFlorida: Florida has no delegate. We are pleased to second and support our\nnextdoor neighbor, Willis A. Sutton.\nIdaho: Idaho seconds the nomination of Willis A. Sutton of Georgia.\nLouisiana: Louisiana is proud to second the nomination of one of the outstanding\neducators in the south, Dr. Sutton.\nMontana: Montana supports Georgia's candidate.\nNew Jersey: New Jersey wishes to second the nomination\nof Georgia.\n\nof Dr. Willis A. Sutton\n\nNew Mexico: New Mexico supports the candidate of Georgia.\nNew York: New York seconds the nomination of Mr. Rosier.\nNorth Carolina: North Carolina seconds the nomination of Dr. Sutton.\nOhio: Ohio seconds the nomination of Dr. Sutton.\nOklahoma: Oklahoma seconds the nomination of Dr. Sutton.\nPorto Rico: Porto Rico seconds the nomination of Dr. Sutton.\nVirginia: Virginia seconds the nomination of Joseph Rosier.\nThe President: Mr. Alfriend of Georgia.\nMr. Alfriend (Georgia) : In behalf of other Americans, Georgia desires to second\nthe nomination of California in presenting to you a leader who knows every phase\nof public education from the one-room rural school to the efficient city high school in\none of the greatest cities in the south. We do not offer his name because he was born\nin Georgia, and yet is a son of whom any state may be proud. We do not offer his\nname because he lives in the South, and yet we would remind you that the Father of\nour country, George Washington, was born in Virginia, and that the hallowed land\nof this great state of Ohio, which is so hospitably receiving us, and these other four\ngreat states here in the Northwest, were won for the flag of this nation by a son of\nVirginia who led the soldiers here and who planted the Stars and Stripes yonder on\nthe Mississippi. Two great principles were declared in the Ordinance of 1787 ; that\nthese great states carved from the Northwest Territory should forever be free and\nnot slave, and that the sixteenth parcel of land allotted in all that land should be\nheld for education. This was signed by Thomas Jefferson, a son of the South.\nWe offer him to you because he has a brain as great as his splendid body. We\noffer him to you because he has a vision of educational progress as broad as this\ngreat universe. We offer him to you as a man that has a heart that beats in such\nstrong throbs for the boyhood and the girlhood of America that even those in the\nchoir of the invisible may keep tune with his rhythmic quality. Willis A. Sutton\nof Atlanta lives to win victories for humanity. Make him your president and he will\nlead this great Association to greater victory of equal opportunity and rights.\nThe President: We will now proceed with the nomination of Vicepresidents.\nSecretary Crabtree: We\ndent and for Treasurer.\n\nare now\n\ncalling the roll for nominations\n\nfor Vicepresi¬\n\n(As the roll call proceeded the following nominations were made.)\nAlabama: Alabama has the honor to present to you for consideration\n\nfor the\n\noffice of Vicepresident a man who has a long and distinguished record of educa¬\ntional service, who needs no extolling here, Dr. John W. Abercrombie of Alabama.\nArizona: Arizona — may we say the land of sunshine and flowers — has the pleasure\nof presenting the name of E. W. Montgomery, Principal of the great Union High\nSchool of Phoenix and Dean of the Junior College.\nCalifornia: California presents for Vicepresident Mrs. Eugenia West Jones.\nConnecticut: Connecticut presents the name of Dr. Ernest W. Butterfield, formerly\nCommissioner of Education for New Hampshire, now coming into Connecticut.\n\n"}
{"page": 1011, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1007\n\nInformation\n\nDistrict of Columbia : The District of Columbia nominates Dr. J. Orin Powers,\npresident of the District of Columbia Education Association, for Vicepresident.\nLouisiana: Louisiana takes pleasure in submitting the name of Miss Amy Hinrichs\nof New Orleans, Louisiana, for Vicepresident of the National Education Association.\nMaine: Maine takes great delight in nominating Miss Florence M. Hale.\nNew Hampshire: New Hampshire wishes to second the Nomination of Dr. Ernest\nJV. Butterfield.\nNew Jersey: New Jersey appears before you at this moment not in a spirit of\ncombatancy and militancy but in an appealing mode. We appeal to you for your\nsupport of Mr.\n\nGeorge\n\nC. Baker\n\nas Vicepresident\n\nof the National\n\nEducation\n\nAsso¬\n\nciation, now president of the teachers’ association of our state, a progressive edu¬\ncator, and a Christian gentleman.\nNew York: New York as usual has the habit of having a candidate for office.\nThe Empire State takes pride and pleasure in renominating Dr. Holmes, Superin¬\ntendent of Schools of Mt. Vernon, for the office of Vicepresident of this organiza¬\ntion.\nOregon: I come before you to speak not only for the state of Oregon as it now\nstands but for that great area in the northwest that formerly constituted the old\nOregon and now constitutes many states, and in behalf of our great northwest I am\nhappy to present a man of outstanding educational ability in our section of the coun¬\ntry, Mr. Edgar H. Whitney, Assistant Superintendent of Schools at Portland, Oregon.\nPennsylvania: The Keystone State, ever in its conspicuous place, comes before\nyou to place in nomination for Vicepresident of this great organization Miss Jessie\nGray of Philadelphia. Miss Gray is President of the Philadelphia Teachers’ Asso¬\nciation, a woman who has worked long and efficiently in the National Education\nAssociation. She is safe, sane, consistent, sympathetic, and untiring in her efforts.\nWe bespeak from this great Association your support.\nThe President: I recognize Miss Harden of Illinois.\nMiss Frances Harden (Illinois) : I just want to second the nomination of Miss\nGray of Pennsylvania. Miss Gray is not only an outstanding classroom teacher\nbut she has served Pennsylvania in many ways. At one time she was president of\nthe state teachers’ association and the only woman who ever served in that capacity.\nPorto Rico: Porto Rico takes great pleasure in presenting to you the name of\nDr. Francisco Vizcarrondo, for Vicepresident. Mr. Vizcarrondo is the gentleman\nwho stands for education in Porto Rico more than any other gentleman.\nMr. Saunders: I desire to place in nomination at this time a gentleman who has\nserved this Association faithfully and well, has served it in such a manner that he\ndeserves credit and your consideration. I take great pleasure in presenting to you\nfor reelection Henry\ntion.\nWisconsin:\n\nLester Smith for the office of Treasurer\n\nWisconsin\n\nplaces in nomination\n\nMiss Elizabeth\n\nof this great Associa¬\nMcCormick\n\npresident. She is a former president of the Wisconsin Teachers’\nnow principal of a ward school at Superior, Wisconsin.\n\nfor Vice-\n\nAssociation, and\n\nThe President: You have heard the nominations that will be placed upon the bal¬\nlot for Vicepresident and Treasurer. I heard only one nomination for Treasurer.\nSecretary Crabtree: The Directors of the Association have been nominated by\nthe meeting of delegates of the states and I hold a list of the names in my hand.\nIf no objection we shall place these names on the ballot without reading them now.\n(There were no objections.)\nThe President: Mr. Tyree of Indiana is on the platform to make a nomination.\nWe seem to hurry a little bit fast. I didn’t want\nto do the business.\n\nto do that. We\n\nwant\n\nplenty of time\n\nMr. Tyree (Indiana) : We are very happy that our friend from Virginia has\nnominated our favorite son of Indiana. This happened last year. His state appre¬\nciates the honors that the Association has extended to him and that which is about\nto be extended\n\nto him again. Dr. Smith has handled\n\nthe funds of the N. E. A. for\n\n"}
{"page": 1012, "printed_page": null, "text": "1008\n\nNational\n\nEducation\n\nAssociation\n\nfive years and has accounted for every cent. He is a gentleman, a great leader, a\ngreat educator, courteous, kindly and known internationally as one of the great\noutstanding administrators of education.\nThe President: Is there further business to come before this convention this morn¬\ning? If not, with your permission we will stand adjourned\nrow morning at nine oclock. The session is adjourned.\n\nuntil our session tomor¬\n\nJ. W. Crabtree, Secretary.\nE. Ruth Pyrtle, President.\n\nSecond\n\nBusiness\n\nSession, Wednesday,\n\nJuly 2, 1930\n\n'I'he meeting opened at nine a. m. with a short musical program rendered by the\nElementary School Chorus of Columbus, consisting of the following numbers:\nMy Own United States\nFlag of Our Native Land\nBlue Birds\n\nA group\n\nfrom\n\nthe Oregon\n\ndelegation came\n\non the stage. One\n\nof their number\n\nacted as spokesman and after making a short address said: “I am going to ask\nPresident Pyrtle to come to the stage for just a few moments if she will kindly do\nso. (Miss Pyrtle came to the stage.) At this time it gives me great pleasure on\nbehalf of the educational forces of Oregon to present to you, President Pyrtle , this\ntoken of our love and esteem.”\n(President Pyrtle was presented with a very beautiful green silk parasol trimmed\nwith wreaths of fresh roses.)\n\nOregon then sang a song, “Sweethearts.”\nMaine followed with state songs.\nNebraska followed with a song and also rolled out on the stage what appeared\nto be a huge ear of corn. After the huskers accompanying it had stripped down\nthe husks it opened up and out stepped a beautiful woman holding aloft the banner\nof Nebraska.\nIllinois sang a song for Illinois and showed\nNational Education Association in 1933.\n\na large beautiful banner\n\ninviting the\n\nIllinois: Chicago and Illinois claim to be the pioneer in this 1933 business. We\nhave not said anything about 1934 but we claim 1933 was original with us. The\nrest of the world is coming to Chicago in 1933. Why not you?\nColorado sang a song of Colorado, carrying a banner inviting the National Educa¬\ntion Association to meet in Denver, 1931. The audience was requested to join in the\nchorus of the song “Colorado,” copy of which had been distributed to each delegate\npresent.\nThe President: I am sure that I represent all of you in expressing appreciation\nfor the delightful music furnished us from time to time, and especially that pro¬\nvided by the children this morning and at other times.\nIt was your express wish yesterday that we take up the report which was under\ndiscussion, of which Committee Sxipcrintcndent Threlkeld of Denver is Chairman,\nthe Committee on the Appointment of Delegates and Kindred Questions. I will\nask the Chairman, Superintendent Threlkeld, to bring the matter before us at this\ntime.\n\nMr. Threlkeld: Now considering\nin stating my motion as follows:\n\nall these matters has caused\n\nme to feel justified\n\nI move\n\nthe acceptance of the report, the amendment to the bylaws to proceed in\nthe regular order, which I understand to be that we would vote on those changes\nnext year. My motion is to accept the report.\nVoices: Second the motion.\n\nThe President: You have heard the motion of the Chairman for the acceptance\nof the report, the revision of the bylaws to go in the regular manner.\nMr. Holmes (New York) : Madam Chairman.\n\n"}
{"page": 1013, "printed_page": null, "text": "Associational\n\nThe President:\n\nRecords\n\nI recognize Mr. Holmes\n\nand\n\nof New\n\nInformation\n\n1009\n\nYork.\n\nMr. Holmes: Yesterday I seconded this motion. We all believe in democracy and\nthe object of the opposition to the first report of this Committee was to get more\ndemocracy. They have modified that report so that we are bound to be more demo¬\ncratic if their report is accepted in this great assembly so that a group of teachers\nin a village as small as four or five thousand can be directly represented here each\nyear. Now if we are going to be more democratic we should be willing that this\nreport should be given enough consideration so that everybody will be satisfied\nthat he has had full time to consider it. Therefore, in seconding the motion to\naccept this report, I move, if necessary, that it be laid over — laid on the table\nfor one year further consideration with the idea it shall be printed and sent to the\ndelegate assembly members.\nThe President: I take it that was in Mr. T hrelkeld’ s original motion, that it\nimplied that. Am I right, Mr. Chairman?\nMr. T hrelkeld: Yes, except that that does not involve laying the report on the\ntable.\nMr. Holmes: For one year.\nMr. Threlkeld: If the report is laid on the table for one year, then it is not accepted\nhere as I understand. That is, I believe, Mr. Holmes really means we will not\nvote upon the changes for one year. Is that your idea? If we lay the report on\nthe table at this time, then the report is not accepted at this meeting.\nMr. Holmes: I don’t see how you can accept the report until you have deliberated\non it, as you seem to wish to do, and I think it should be laid on the table for\nfurther consideration with the idea of accepting it next year if we approve it, and\nmaking modifications if we so desire, and I so move it be laid on the table for one\nyear. The Chairman of the Committee states that that means that these bylaws\ncannot be voted on for two years. I haven’t studied that thing through, so I don’t\nknow whether there is any way of speeding it up or not. If there is I approve of\nit. If there isn’t I don’t approve having this report accepted until we have had suffi¬\ncient time to deliberate on all its points. We are not suffering at all at the present\ntime with the Delegate Assembly as large as it is. All I want is more democracy and\nlet us get at it. Let us take time to get it.\nThe President: I am anxious that you have a clear understanding of what the\nChairman is trying to give us and also of this solution to it that Mr. Holmes is\nanxious to cooperate with, so I am hesitating that we may all understand one another.\nThis motion was not seconded.\n\nRhode\n\nIsland: Madam\n\nPresident , I seconded\n\nthe motion.\n\nThe President: I had not heard the second over here until I recognized Mr.\nPearse. If you will permit me I will allow that to stand.\nMr. Pearse: My only purpose in coming to the platform was to see if we could\nnot get this thing disposed of and get to the other business. I think if you will allow\nme to make a motion that the report be received, that would simply mean it would\nlie on the table without the formal statement to lie on the table; that the report be\nreceived in accordance with the rules, be considered fairly and acted upon next\nyear. I, therefore, move that the report be received.\nThe President: I recognize our Chairman.\n\nMr.\n\nThrelkeld:\n\nI want\n\nto second the motion, that being exactly the motion\n\nthat\n\nI made. I don’t see any difference between a report being received and a report\nbeing accepted. Therefore, I am glad to second that motion, my understanding\nbeing it leaves the Representative Assembly free to vote upon these changes next\nyear, vote them up or down as it sees fit.\n(The entire Assembly called for the question.)\nThe President: All right. The chairman appreciates that you are anxious to\nexpedite business. If the motion passes, the amendments to the bylaws can be voted\nupon in 1931.\n\n"}
{"page": 1014, "printed_page": null, "text": "1010\n\nNational\n\nEducation\n\nAssociation\n\nThe motion being called for, the same was put and carried.\nThe President: We will proceed to the next item of business. I am going at this\ntime to ask our local chairman, Dr. Collicott, to make a statement.\n(Dr. Collicott thereupon made announcements relative to the courtesy program\nfor entertaining the respective delegates.)\nThe President: I am sure that each person present will appreciate not being late\nfor luncheon today. We are anxious to accept this wonderful hospitality, and to\naccept it on time, and to that end I am expecting that the program now will go on so\nthat we will get through early. The speakers have been invited to be brief and\nI am sure that you will appreciate that they are going to give you a great mes¬\nsage in the very short time allowed them.\nOur first speaker this morning, as printed on the program, is the Chairman of the\nBoard of Trustees, Dr. Walter R. Siders. (The address is printed elsewhere in the\nvolume. See index.)\nThe President : I am sure this educational body feels that there is nothing more\nimportant than the emphasis, the stressing, the working out of the solution of inter¬\nnational relations. Hence the emphasis on this program. I am sure you are grate¬\nful to Dr. Siders for his fine address.\nThis association is indeed fortunate to have as its Chairman of International\nRelations a woman who is worldminded. I have the pleasure of presenting to you\nthe Chairman of the Committee on International Relations to give us her report.\nMiss Annie Carleton Woodward, Somerville, Massachusetts.\nMiss W oodward (After presenting report which is printed elsewhere — see\nindex) : I offer this report as a report of progress. Therefore, I recommend that it\nbe accepted.\nThe President: You have heard the Chairman’s able presentation of this report\nand she moves its acceptance. I recognize Mrs. Bradford here to second the\nmotion and Dr. Thomas also.\nThe motion\nadopted.\n\nwas\n\nthereupon\n\nput, unanimously\n\ncarried, and\n\nthe report declared\n\nThe President: Yesterday we heard from our far away neighbor in Alaska. This\nmorning we are going to hear from Hawaii. Mr. Victor M. Aitken of Honolulu,\nwill represent Hawaii, instead of Mr. W. C. Crawford, as printed in the program.\nMr. Aitken.\n(The address is printed elsewhere in the volume. See index.)\nThe President: I am sure I voice your feelings when I commend that address\nand when I say we all love Hawaii.\nI am complying with a request and I know it will please you, to present at this\ntime a citizen who\n\nlives in Youngstown,\n\nMr. Van Kirk of Youngstown,\nfrom him.\n\nOhio.\n\nI am\n\nOhio, but who\n\nis really a world\n\ncitizen —\n\nsorry there isn’t time to have an address\n\nMr. Van Kirk (Waving a large flag of original design) : The\nfederated world brotherhood.\n\nstandard\n\nof a\n\nThe President: We will next listen to the report of the Committee to Cooperate\nwith the National Association of Teachers in Colored Schools. I have the pleasure\nof presenting its Chairman, Mr. N. C. Newbold, who\nDivision of Negro Education, Raleigh, North Carolina.\n\nis Director\n\nfor the State\n\nThe report was presented. (It is printed elsewhere in the volume. See index).\nMr. Newbold: Madam President, if it is in order, I move the adoption of this\nreport.\nMr. Lucas (D. C.) : Second the motion.\nThe motion was put, carried, and the report declared\nThe\n\nPresident:\n\nOne\n\nof the very important\n\nnew\n\nadopted\n\ncommittees,\n\nas given.\n\nor one very im¬\nportant new commitee of the Association this year authorized by the Delegate As¬\nsembly in your session at Atlanta last summer was a Joint Committee of the Na-\n\n"}
{"page": 1015, "printed_page": null, "text": "Associational\n\ntional Education\n\nAssociation\n\nRecords\n\nand\n\nand the National\n\n1011\n\nInformation\n\nCongress\n\nof Parents\n\nand Teachers.\n\nBy some error the report has been omitted from the program. I want to suggest\nthat it be called for tomorrow morning. Mr. Hugh D. Bradford of California is the\nChairman of this Committee.\nWe\n\nregret to say that Dr. Davidson,\n\nthe chairman\n\nof the committee\n\nscheduled\n\nto present the next item printed in your program, is not with us today because of\nillness. His interest is here. His colleague and friend is here, Dr. Finegan, a long\ntime worker and helper to this efficient Chairman, who will give the report for\nthe committee. I take pleasure in presenting Dr. Finegan.\n(The report was presented. It is printed elsewhere\nMr.\n\nFinegan:\n\nI am\n\nsubmitting\n\nin the volume.\n\nthis report covering\n\nSee index.)\n\nthese three points by unani¬\n\nmous consent of the Legislative Commission. Madam President, I move the accept¬\nance of the report.\nThe President: You have heard this fine report and the motion that we accept\nthe report. I await a second.\nMrs. Bradford: Second the motion.\nThe motion was thereupon put, carried, and the report declared adopted as given.\nThe President: It seems that the need of a nationwide study on the enrichment\nof human life was pertinent at this time and last fall a national committee was\nappointed and also state commissions. I need not explain to you. We are indeed\nfortunate to have as the chairman of that work Dr. Alderman, President of the\nDepartment of Adult Education, and Chief of the Service Division of the United\nStates Office of Education at Washington. I am pleased to call upon that Chairman\nnow for a report progress.\nDr. Alderman presented the report. (It is printed elsewhere in the volume.\nSee index.)\nThe President: You have listened to this valuable\nChairman that it be accepted. Do I hear a second?\nMaryland: Second the motion.\n\nreport and the motion\n\nby the\n\nThe motion being put, was unanimously carried, and the report declared ac¬\ncepted as made.\n(Some announcements by Mr. Collicott followed, and the meeting adjourned, the\ndelegates going to the courtesy luncheons.)\nJ. W. Crabtree, Secretary\nE. Ruth Pyrtle, President\n\nThird\nA short musical\nColumbus:\n\nBusiness\nprogram\n\nSession, Thursday,\n\nwas\n\nrendered\n\nJuly 3, 1930\n\nby the Junior High\n\nOn, O Thou Soul .\nThanksgiving Chorale .\n\nSchool\n\nChorus\n\nof\n\nTschaikowsky\nCruger\n\nCalifornia, represented by a large delegation, the men and women dressed in\nSpanish costume, sang a song of California, inviting the N. E. A. to Los Angeles\nfor 1931.\nThe meeting was formally called to order at 9:45 a. m. by the President.\nThe President: Will the audience please come to order. We are presenting the\nReverend Doctor A. R. Brovm, who will lead us in prayer.\n{Dr. Proven gave the invocation.)\nThe President: I am sure I voice your appreciation when I again state how\ngrateful we are for the lovely entertainment which we have had from time to\ntime. I know how much you appreciate the beautiful program which preceded the\nregular opening this morning.\nI am pleased to announce what is in this little note here from our efficient\n\n"}
{"page": 1016, "printed_page": null, "text": "1012\n\nNational\n\nEducation\n\nAssociation\n\nMiss Chase. She says, that the delegates registered up to this time number 1210 —\nthe largest enrolment of delegates in the history of the Association.\nI was so pleased a moment ago to receive this telegram that I am going to pass\nit on to you. It was meant for you anyway. It is signed “Dengler.” It is from\nCalifornia. As you know, it is from Dr. Paul Dengler, who flew back to his work\nin the summer school at Berkeley, California. The telegram reads:\n“Safely returned Berkeley. Appreciate deeply the honor of having\ndressed the National Education Association convention. Convey heartiest\nwishes for further success of Columbus meeting.\n\nad¬\n\nDengler.\n\nI voice and echo the sentiments of all citizens in central Nebraska, particularly in\nDawson County, when I say that the city superintendent there for so many years,\nand the one who was there when I finished high school, has left his impression on\nthe lives of the people of that state. He is now a distinguished citizen of Ohio,\nretired because of age and living in Manchester. I am honored, and this conven¬\ntion is honored by his being on the platform. I take pleasure in presenting to you\nDr. J. K. Stapleton, educator, writer, and outstanding citizen. {Dr. Stapleton\nbowed in recognition of the honor shown him.)\nWe have with us again this morning a Nebraska song bird. We are proud of\nour birds in Nebraska. Ours is an agricultural state. Our prosperity depends on\nthe crops but our happiness comes from our Nebraska song birds. Your happiness\nthis morning will be increased, I am sure, because my friend, Mrs. M. C. Lefler,\nLincoln, Nebraska has consented\ncompanist, Airs. Showfut.\n\nto sing. She will be accompanied\n\nby a local ac¬\n\nMrs. Lefler: I am going to sing three songs for you this morning, “Mr. Robin,”\n“Sonny of Mine,” and “Birthday.”\nThe President: I am most pleased to present to this audience Jose Padin, Com¬\nmissioner of Education of San Juan, Porto Rico, who will speak to us briefly of one\nof our family, “The Porto Rican People,” Commissioner Padin.\n(The address is printed elsewhere in the volume. See index.)\nThe President: May I say to you that we have, up until within a few days, expected\nthe presence of the President of the United States for the Fourth of July and it is his\ndeep regret that conditions in Washington are such as to make it impossible for\nhim to come. How fortunate to have Dr. John Finley, Associate Editor of the New\nYork Times, for the Fourth of July address since the President could not come. The\npageant will be a citizenship and a. patriotic demonstration. Let all be at the\nstadium tomorrow.\nI have the extreme pleasure this morning of presenting to you the chairman\nof an important committee, who is going to make to you a report of progress,\nour friend, Mrs. Hugh D. Bradford, of California.\nMrs. Hugh D. Bradford: I am sure that under the circumstances you will pardon\nthe informality of the report this morning.\nA Joint Committee\n\nappointed\n\nby President\n\nE. Ruth\n\nPyrtle and Mrs.\n\nS. M.\n\nN.\n\nMarrs, former President of the National Congress of Parents and Teachers, was ap¬\npointed to consider the field of cooperation between the two organizations. The com¬\nmittee was composed of seven members from each organization. The committee is as\nfollows: Mrs. Mary C. C. Bradford of Colorado, Mrs. W. W. Day of Nebraska,\nMrs. Bertha Armbruster of Illinois, Mr. R. G. Jones of Ohio, Mr. Joy Elmer\nMorgan of the District of Columbia, Mr. C. E. Teach of California, Mrs. G. H.\nWentz of Nebraska, Newell Edson of New York, Mrs. E. C. Mason of Massachu¬\nsetts, E. W. Frost of Arkansas, Mrs. Jessie Charters of Ohio, Miss Agnes Harris\nof Alabama, Dr. Ada Hart Arlitt of Ohio and Mrs. Ruth Bradford of California.\n{Mrs. Bradford gave an oral report of progress.)\n\n"}
{"page": 1017, "printed_page": null, "text": "/\n\nAssociation al\n\nThe President:\n\nRecords\n\nDr. Buckingham,\n\nStatus of the Teacher,\n\nis abroad.\n\nand\n\nthe Chairman\nHe\n\nInformation\n\nof the Committee\n\n1013\n\non the Economic\n\nhas not yet returned, so Dr. J. K. Norton\n\nof\n\nthe Research Division of the N. E. A., will present the report.\n(The report is printed elsewhere in the volume. See index).\nThe\n\nPresident:\n\nYou\n\nhave heard the report and the motion\n\nthat the committee\n\nbe\n\ncontinued. The motion being duly seconded, it was voted upon and carried, the\nreport declared accepted and the committee continued.\nI am presenting Mrs. Mary D. Bradford of Kenosha, Wisconsin, Chairman of\nthe Committee on Necrology, for a report.\nMrs. Mary D. Bradford: At the meeting of the National Education Association\nat Asbury Park twenty-five years ago, Theodore Roosevelt, then President of the\nUnited States, in an address before the Assembly, paid a memorable tribute to\nteachers. (Read the tribute.)\nThese are the words of the great statesman-soldier, Theodore Roosevelt, spoken\nin 1905. Such an estimate as this of the importance of the teacher to national wel¬\nfare and progress must inspire in the living renewed devotion to the great work\nthey are doing. It also suggests the first reason for the existence of the National\nCommittee, which I represent. It is to take note of those whom death has removed\nfrom the great social service army, which, according to the words just quoted,\nconstitutes the first line of defense for our nation, and to do them the honor of\nhaving their names placed in the permanent necrology records of this organization.\nThe lists contain the names of upwards of one thousand men and women who\nhave passed away since our last convention. Since preparing this report, word has\ncome of the tragic death in an auto accident of Dr. Frank Boynton, Superintendent\nof Schools of Ithaca, New York, and a. recent President of the Department of\nSuperintendence.\nBesides the purpose of honoring teachers for their important service, there is\nanother reason for such a report as this. It is a tacit recognition of a great truth,\nnamely, the universality of the desire in human beings to be remembered. This\ndesire is not confined to the great and illustrious who “by storied urn or animated\nbust” have their memories perpetuated where “pealing anthems swell the note of\npraise,” but manifests itself in inscriptions on the lowly tombstones, which “the\nplace of fame and elegy” supplies. This desire is common among human beings. The\npoet Gray calls it “the voice of nature.” My gratitude grows with the years toward\nthat eighth grade teacher who taught me with other children of a large class Gray’s\nElegy and fixed in our memories its eight stanzas. Two stanzas come to mind to\nserve here my need:\nFor who\n\nto dumb\n\nforgetfulness a prey,\n\nThis pleasing anxious being e’er resigned,\nLeft the warm precincts of the cheerful day,\nNor\n\ncast one longing, ling’ring look behind?\n\nOn\n\nsome\n\nSome\n\nfond breast the parting soul relies,\n\npious drops the closing eye requires;\n\nE’en from the tomb the voice of Nature cries,\nE’en in our ashes live their wonted fires.\nIn reverent\n\nmemory\n\nof our departed\n\nfellow workers\n\nand\n\nin gratitude to them\n\nall for the “lives made better by their presence,” we will close with a few words\nthat seem to be appropriate for this occasion — sentences selected from a revered\nsource, filled with the enduring wisdom of the ages. I ask the audience to rise\nwhile I read them:\n(The audience\ning lines) :\n\narose\n\nand\n\nremained\n\nstanding\n\nduring the reading\n\nof the follow¬\n\n"}
{"page": 1018, "printed_page": null, "text": "1014\n\nNational\n\nThere\nAnd\n\nEducation\n\nAssociation\n\nare those who have left a name behind them\nremembrance is sweet.\nthere are some who have no memorial,\n\nand their\n\nBut their righteousness has not been forgotten, and the glory\nof their work cannot be blotted out.\nTheir bodies are buried in peace, but their name liveth\nforever more.\n\nThe\n\npeople will tell of their wisdom\nwill show forth their praise.\n\nThough a good life hath but few\nendureth forever,\nWhen\n\nit is present men\n\nand the congregation\n\ndays, yet a good\n\ntake example\n\ngone they earnestly desire it,\nFor the memorial of virtue is immortal,\nwith God and men.\n\nof it, and\nbecause\n\nname\n\nwhen\n\nit is\n\nit is known\n\n(The list of names reported may be found elsewhere in this volume. See index.)\nThe President: Shall we pass to the report of the Committee on Resolutions?\nMrs. F. Blanche Preble of Chicago, Illinois, Chairman.\nMrs. F. Blanche Preble (Chairman) : In presenting this report permit me to say\nthat between three oclock on Saturday and noon on Monday your Committee on\nResolutions spent a total of sixteen hours in the most thoughtful and earnest discus¬\nsion. Every resolution has been most carefully considered and it is the earnest hope of\nyour committee that we have succeeded in expressing the ideals and principles of\nthe Representative Assembly of the National Education Association. You have the\nreport in your hands. Is it your desire that I shall read it?\nDr. DuShane (Indiana) : Madam Chairman, I move the resolutions be read.\nThe President: A motion has been made by Mr. DuShane of Indiana that the res¬\nolutions be read.\nMr. Saunders (Virginia) : Madam Chairman, I second the motion that the Chair¬\nman read the resolutions. We sit here and adopt resolutions that are never read.\nWe\n\ndid it at Atlanta\n\nand had\n\nsome\n\nvery foolish resolutions. We\n\neven\n\nasked\n\nthe\n\nGovernment to appoint teachers to take the last census, and did other such silly\nthings as that. These resolutions ought to be read and ought to be understood.\nThe President: The motion has been made and seconded that the resolutions be\nread.\nMr. Carroll (Rhode Island) : I want to move an amendment, that the resolutions\nbe considered one by one as read.\nMiss Grosvejior (Washington, D. C.) : Second the motion.\nThe amendment to the motion was thereupon voted upon and the amendment lost.\nMr. Judd (Alabama) : I move that the resolutions be read all together and then\nallow the discussion to come on such resolutions as may challenge discussion. I am\nsure the great majority of these resolutions will call for no debate. That will save\ntime, it seems to me.\nVoice: Second the motion.\nThe President:\n\nThe\n\nquestion being called for, the original motion\n\nthe result seeming uncertain, Mr. Saunders\nsion was had and the motion carried.\n\nwas\n\nput, and\n\nof Virginia called for a division. A divi¬\n\nMr. IV annamaker (South Carolina) : Madam Chairman.\nThe President: I recognize Mr. George fV annamaker of South Carolina.\nMr. IV annamaker: The resolution that always attracts great attention and de¬\nmands the best interest of the National Education Association in convention\nassembled is the third to the last resolution and I, therefore, move you, Madam\nChairman, after having heard the motion not to require all of the resolutions to be\n\n"}
{"page": 1019, "printed_page": null, "text": "1015\nAssociational\n\nread, that we\n\nnow\n\nRecords\n\nrequest our chairman\n\nand\n\nInformation\n\nto read the resolutions headed\n\n“Education\n\nand the Federal Government.” I move you that that section be\nread.\nMr. Saunders (Virginia): Madam President, the motion was passed to\nread all\nof the resolutions.\n\nThe President: The Chairman\nresolutions be read. Am I right?\n\nThe President:\nMrs. Preble:\n\nThe\n\nChairman\n\nIn conformity\n\nunderstood\n\nthat the motion\n\nwill proceed\n\nwith the reading\n\nwith its platform\n\nwas\n\npassed that the\n\nof the resolutions.\n\nof ideals and purposes\n\nthe Repre¬\nsentative Assembly of the National Education Association,\nassembled in its Sixtyeighth Annual Convention at Columbus, Ohio, adopts the\nfollowing resolutions:\n(She then read the resolutions.)\nShe closed by reading the following:\nTO\nCOLUMBUS — The National Education Association acknowledges the\nmany courtesies and charming hospitality so generously extended by the citizens of\nOhio in their beautiful capital. It wishes to thank the good people of the Buckeye\nState for their cordial invitation for America to discover Columbus.\nThe Association appreciates the cooperation of city and state officials, civic organ¬\nizations, educational workers, teachers, and children. It wishes to thank the press\nand radio services of the city for their helpful cooperation and support and to extend\nits appreciation to all others who have contributed to the success of the Sixtyeighth Annual Convention of the National Education Association.\nMadam Chairman, I move the adoption of the report.\nVoice: Second the motion.\nThe\nwhich\nMr.\nThe\nMr.\n\nPresident: You have heard the motion by the Chairman\nyou have heard read, and the second.\nWannamaker: Madam President.\nPresident: Mr. Wannamaker of South Carolina.\n\nto adopt this report\n\nGeorge\n\nWannamaker (South Carolina): I ask your indulgence for just a\nvery brief period of time. It has been my pleasure and my privilege of attending\nthe meetings of the National Education Association for many years. I want to give\nyou just a brief sketch in order that you may properly appreciate what I am about\nto say.\nI am tremendously interested in the welfare of the National Education Associa¬\ntion as testified by the fact I am a life member of the organization and have the\nhonor of representing my state on the Board of Directors. I feel that the interest of\nthe great National Education Association is best served when the presidents of this\norganization follow the plan that the presidents for the last few years have followed,\nof giving to one who seems to voice the sentiments of a very, very small minority\nthe same rights that would be given to anyone if he represented the ninety and\nnine others. And may I say to you as school teachers of America, if we in our class¬\nrooms expect to develop the citizenship outlined last evening by the daughter of the\ngreat commoner, we must so conduct ourselves in our great National Education\nAssociation that we would give to the delegates here the same rights and privileges\nwe expect to have in the classrooms that we represent. I realize when I take the\nfloor there is always in the convention\n\nsome\n\nwho\n\nwill say, “There\n\nagain voicing the sentiments of a very small minority.”\nI spoke against this particular resolution at the meeting\n\nis Wannamaker\n\nin Philadelphia\n\nin 1926,\n\nand while I have had the pleasure of attending other national conventions represent¬\ning other interests, I have never anywhere, in the American Legion national conven¬\ntion, in any other national convention, been accorded the same courtesy or any\ncourtesy as great when\n\nrepresenting\n\na minority report as was\n\naccorded\n\nto me\n\nby\n\nMiss Mary McSkimmon, the president who so graciously presided in Philadelphia,\nand I have found that the presidents succeeding her, knowing that I have opposition\nto offer, have accorded me the same privilege.\n\n"}
{"page": 1020, "printed_page": null, "text": "1016\n\nYou\n\nNational\n\nwant\n\nEducation\n\nto find out what is best. We\n\nAssociation\n\nhave been affirming year after year that we\n\nmust have a Department of Education, with a Secretary in the President’s Cabinet.\nVarious arguments have been presented for that. I am at variance with a great\nmany of these, but I am not going to ask your indulgence to hear my personal views.\nI simply ask you to think carefully with me when I make this one statement — there\nis no organization in America that has been so honored by the President, in my\nhumble judgment, as has been the National Education Association. When the Secre¬\ntary of the Interior, Dr. Wilbur, wanted to make a study of the mooted question, he\nlooked over the field of education and from our own great National Association\npicked a great many leaders and formed what is commonly known as the Wilbur\nCommittee. Let us say we await with interest and confidence the report of this great\ncommittee appointed by the Secretary of the Interior to male a study of the problem,\ninstead of saying over again, that even though he has picked our leaders to form\nthis committee, we say again we must have a Secretary of Education in the Presi¬\ndent’s Cabinet?\nTherefore, Madam Chairman, without further indulgence I simply say, let us\namend the resolution by saying: “The Association, therefore, awaits with interest\nand confidence the report of the Wilbur Committee.” Thank you.\nMr. Ward (New Jersey) : Madam Chairman I wish to second the motion to\namend.\nThe question being called for the motion was\nber of “ayes” responded. At\ninquire what the motion was.\n\nthis point Mr.\n\nput affirmatively, and a large num¬\nAbercrombie\n\nof Alabama\n\narose\n\nto\n\nThe President: Mr. W annamaker9 s amendment to the resolution is before us.\nMr. Abercrombie : I move that the motion to amend be tabled.\nVoice: Second the motion.\nMr. Abercrombie: Every year since the bill was first introduced to establish a\nDepartment of Education this Association has gone on record favoring it. Now his\nmotion is one that would take a backward step. I move the motion to amend the\nresolution be tabled.\nV oice: Second the motion.\nMr. Pearse (Wisconsin) : Madam Chairman, I rise to a point of order. May I\ninquire if the passage of the motion to lay on the table will carry the whole report\nwith it?\nThe President: It will carry the motion affected, the Chair believes. I am going\nto ask Mr. Pearson, our Parliamentarian, to come to the platform.\nMr. Abercrombie: Madam Chairman, if my motion would result in taking the\nwhole resolution with it, I would not want it.\nThe President: As I see it, there is an amendment before you. Mr. W annamaker\nhas offered an amendment and it has been seconded. Am I right? Are you ready to\nvote upon this amendment?\nMr.\n\nW annamaker:\n\nI simply offered a very brief amendment\n\nto the resolution.\n\nWith your indulgence I will read it. It is just one sentence: “The Association, there¬\nfore, awaits with interest and confidence the report of the Wilbur Commission.”\nAs I understand it, Dr. Abercrombie offered a motion to table my amendment.\nMr. Moore (Illinois): I would like to call the attention of this body to the fact\nI think Mr. W annamaker s statement may lead to some confusion. He says he offers\nonly the brief addition to the resolution. This is a substitution for that part of the\nresolution beginning with the words “The establishment of a Department . . ;\ntherefore that part will be eliminated if Mr. W annamaker* s motion is passed.\nThe President: I am sure the Assembly wishes to be clear on all this, so these\nexplanations are in order.\nMr. W annamaker: I am very certain there has been no more appropriate remark\nmade this morning than the remark of Mr. Moore of Illinois. There isno desireonthe\n\n"}
{"page": 1021, "printed_page": null, "text": "/\n\nAssociation al Records\n\nand\n\nInformation\n\n1017\n\npart of Mr. W annamaker from South Carolina or any other member of the National\nEducation Association to confuse, embarrass, or change anything at all. I very\nsincerely thank Mr. Moore\n\nfor acquainting\n\nyou with the fact. I am\n\nstriking out the\n\nwords “urge the establishment of a Department of Education with a Secretary in\nthe President’s Cabinet and the efficient integration of the educational activities of\nthe Federal Government in this Department,” and I am asking you in view of\nthe fact that the Secretary of the Interior, Dr. Wilbur , has gone to our own Associa¬\ntion and picked its leaders, simply not to continue to say what you did and tell them\nhow much you want it. We have been saying for seven or nine odd years that we\nmust have a Federal Department of Education. I am asking you as a group simply\nthis time to say: “We await with interest and confidence the report of the Wilbur\nCommission.”\nThe President: I recognize Mr. Saunders of Virginia. I had already recognized\nhim.\nMr. Saunders (Virginia) : I simply want to say, in response to the motion of Mr.\nW annamaker of South Carolina, and his arguments therefor, that this Association\nhas a Commission on Legislation, composed of representatives in every state and\nterritory of the nation, and on that Commission are members of the Wilbur Com¬\nmittee. The\n\nCommission\n\nmet\n\nhere on Sunday\n\nafternoon\n\nat the Deshler-Wallick\n\nHotel and after deliberation, very careful deliberation, that Commission represent¬\ning every state in the Union, with members of the Wilbur Committee on it, by\nunanimous vote approved exactly the language of this resolution which you now\nhave before you. I am, therefore, of the opinion that we should not change one\nsyllable, one sentence, one punctuation mark in the resolution as it comes with the\nunanimous\n\nendorsement\n\nof the Commission\n\nwhich\n\nwas\n\nappointed by the President of\n\nthe Association, and which has been working upon this problem for years. I hope\nthat you will not vote to table the amendment offered by Mr. Wannamaker but that\nyou will defeat his motion as offered.\nMr. Abercrombie (Alabama) : I ask unanimous consent to be allowed to withdraw\nmy motion to table, in order that we may vote on the motion direct.\nThe President: Mr. Abercrombie , who made the motion to table, asks unanimous\nconsent to withdraw it in order that Mr. W annamaker’ s amendment may be voted\nupon. If there is no opposition, I will take it we have unanimous consent. Are w'e\nready f&r the question?\nThe question being called for the motion to amend as offered by Mr. Wannamaker\nwas voted upon and the amendment lost.\nThe President: I recognize Mr. Dienst of Idaho.\nMr. Dienst: I want to refer to the resolution on the Eighteenth Amendment. I\nknow that as teachers we are all in sympathy with the enforcement of the law, but\nwe also have a larger responsibility than to be merely in favor of the enforcement\nof the law. I think that we as teachers have taken to ourselves the credit for this\nlaw, and if it is to be effective we must keep up and carry on with that campaign\nof education that shall make it effective in the lives and habits of the boys and girls\nin the schools. I, therefore, offer as an addition to the resolution on the Eighteenth\nAmendment, the words “and pledge its support to an active educational campaign\nin the schools in behalf of habits of living for which the Eighteenth Amendment\nstands.”\nCalifornia: Second the motion.\nThe question being called for, and there being no discussion the motion\nand carried.\nThe\nMr.\n\nPresident: I recognize Mr. Pearse of Wisconsin.\nPearse: I have read over with quite a little care\n\nwas\n\nput\n\nthis item on page\n\n2\n\nabout the middle of the page, “Qualifications for American Citizenship.” I think we\nneed to be a little careful about this just at this time. I remember that within a\nshort time those persons applying for citizenship were denied citizenship because\n\n"}
{"page": 1022, "printed_page": null, "text": "1018\n\nN ational\n\nEducation\n\nAssociation\n\nthey said they would not, in the event their citizenship was granted, agree to defend\nthe republic unless they happened to feel like it. They were denied citizenship. One\nof our courts has just reversed the lower court and decided they were entitled to\ncitizenship. It seems to me that we need to be careful here. This says, and I agree\nwith all the earlier part of it, “ — that the certificate shall be issued to any applicant\nwho satisfactorily completes the examination, or in lieu thereof produces evidence\nof having completed a school course covering a period of eight years in the United\nStates.” It leaves out entirely his attitude toward the government anil toward his\nduty in defense thereof. Now I don’t suppose for a moment the framer of this reso¬\nlution intended to have that omitted, but it seems to commit this Association to the\nprinciple that a man\n\nor woman\n\nwho\n\ncan comply\n\nwith the literary tests set forth\n\nshould have a naturalization certificate, regardless of his attitude toward the gov¬\nernment and toward the defense of it. 1 wish, therefore, to move as follows, that\nat the end of this section or paragraph of the resolutions, there be added: “•— and\na willingness to support and defend the Constitution of the United States and de¬\nfend the nation at need.” Madam Chairman , 1 move\nNeve Mexico: Second the motion.\nNevada:\n\nNevada\n\nalso wishes\n\nto second\n\nthe adoption\n\nthe motion.\n\nThe question being called for, the motion to adopt the amendment\nPearsc was voted upon and carried.\nMr. Howard\n\n(Oregon):\n\nof that addition.\n\noffered by Mr.\n\nI call for a division on that vote.\n\nA division being called for on the announcement of the President that the amend¬\nment was carried, the motion was again put and voted upon by a rising vote and\nthe Secretary announced the amendment as carried.\nThe President: What is your further pleasure? The original motion\nyou, made by the Chairman, to adopt the report now as amended.\n\nis before\n\nMr. F. M. V nderveood (Missouri) : I would like to make a motion with respect\nto the paragraph on Habit Forming Drugs, page 2. Mv sentence reads as follows:\n“It commends\n\nfor use in the schools selected periodicals which\n\ndo not carry tobacco\n\nadvertising.” I move the elimination of that section. The use of periodicals in the\nschools depends upon the articles that are in it. If a good article is there, it is use¬\nful. The question whether or not it carries a tobacco advertisement is a minor mat¬\nter. It is beneath the dignity of this organization to make such a statement to the\nteachers of America. I move the elimination of the last sentence.\nSeconded\n\nby Mr.\n\nMr. Shephard\n\nWard\n\n(Minnesota)\n\nof New\n\nJersey.\n\n: The question being called for, a viva voce vote was\n\ntaken, and the President being in doubt of the result, again put the motion\nfor a rising vote, and the Secretary declared the motion to amend lost.\nMr.\n\nWard:\n\nI do not want\n\nto infer that New\n\ncalling\n\nJersey questions the judgment\n\n<»i\n\nthe secretary in that count. But it seems to me it is so close, and that the implica¬\ntions of this sentence in this paragraph, if adopted, are going to bring to us so\nmany\n\ncriticisms, and as one of the greatest educators\n\ntoday, “The\n\nof the country just said to me\n\ninclusion of this sentence in these resolutions is ridiculous.” I feel that\n\nwe could consider this so, seriously. I am afraid it wasn’t so considered. Therefore.\n1 am going to ask for a roll call of the states on the question.\nThe President: I recognize Dr. Davidson of New York.\nDr. Davidson:\nor indirectly.\nThe President:\n\nI hope the N. E. A. will not go into the tobacco business, directly\nI recognize Dr. Thompson.\n\nMr. Thompson: Madam President , this motion has been voted on and the Chair\nhas rendered a decision. It is out of order further to discuss it. Nothing here is in\norder except a reconsideration.\n\n"}
{"page": 1023, "printed_page": null, "text": "/\n\nAssociational\n\nThe President;\n\nThe\n\nThe President:\n\nIf I am wrong,\n\nRecords\n\nand\n\nInformation\n\n1019\n\nChair\n\nis glad to be advised. Dr. Thompson reminds us this\nhas already been voted upon and decided and nothing is in order excepting recon¬\nsideration. Shall we pass to the next order of business? What is your pleasure? The\noriginal motion then is before you made by the Chairman, with the amendments.\nThe President: I recognize Mr. Saunders of Virginia.\nMr. Saunders: I wish to know if the motion is to adopt the report or the motion\nis to pass the resolutions?\nThe President : The motion, Mr. Saunders, as I see it is to adopt the report as\nit has been presented and amended.\nMr. Saunders (Virginia): Does that mean we have approved the resolutions? If\nnot, I want to make the motion so that it includes the resolutions.\nThe President: The Chair thinks it does include the resolutions.\nMr. Saunders: If it does, I am satisfied.\nI shall be glad to be corrected.\n\nMr. Ward (New Jersey) : Madam Chairman, that is the ruling exactly as you\nmade it the other day which the chairman of the committee the next morning with¬\ndrew. This ought to be a motion to adopt the report, and then afterwards a motion\nto adopt the resolutions. They ought not to be combined.\nThe President: The Chair, with your permission, will recognize the Chairman of\nthe Resolutions Committee, Mrs. Preble.\nMrs. Preble: The Parliamentarian was not on the platform until within the last\nfew minutes. I would like to tell him what I have done and ask him what I shall\ndo now. Mr. Parliamentarian, after I finished reading the complete report, I moved\nthe adoption of the report as read. The motion was seconded. Since then the report\nhas been amended. What I wish to ask you now is, what is the proper procedure for\nme in order to get before the house the motion to adopt this report as amended?\n(The Parliamentarian consulted the President.)\nThe President: The report is before you on the motion of the Chairman to adopt\nthe resolutions as amended.\n(The question being called for, the motion was put, carried, and the resolutions\nas amended declared adopted as the report of the committee and the resolutions of\nthe Association. The resolutions are printed elsewhere. See index.)\nThe President: Now I am most pleased again to present to this Assembly our\nlocal host, Dr. Collicott, who will make some announcements.\nDr. Collicott: Many of you have heard and have used the address in the dedica¬\ntion and rededication of the schools of one of the Columbus elementary schools. I\nhave great pleasure, and also on behalf of the teachers of Ohio I have the highest\npossible honor, in presenting to you the man who is the author of that Gettysburg\neducational address, Dr. IV. H. Scott, who was president of Ohio State University\nfrom 1883 to 1895. Dr. Scott.\nDr. Scott: I never was an extemporaneous speaker. I am afraid I haven’t any¬\nthing to say except thank you for your kind greeting.\nDr. Collicott: Dr. Thompson, who has been helping us with this convention as\nyou know, must leave before our program of tomorrow noon. I am asking Dr.\nThompson to say a word of explanation to you concerning his acquaintance and his\nwork and association with Dr. Scott. Dr. Thompson.\nDr. Thompson: I could not have a greater privilege than to bear testimony to\nthis beloved citizen, now retired, like myself, from the educational service. Dr.\nWilliam\n\nHenry\n\nScott has given his life to education — more\n\nthan forty years of it.\n\nHe wras President of Ohio University at Athens and was also a professor. He came\nto the Ohio State University, as was said, in 1883, and was president until 1895. At\nthat time he retired to the Chair he had always occupied, the Chair of Psychology\nand Philosophy, and served as a professor in the Ohio State University, head of the\nDepartment of Psychology, until 1910. At that time he retired. He is just a little\nolder than I am, but not enough older to be an old man. No man is an old man until\n\n"}
{"page": 1024, "printed_page": null, "text": "1020\n\nNational\n\nEducation\n\nAssociation\n\nhe is twenty years older than I am. So Dr. Scott is not an\nold man. But he is the\nApostle John in Education in the state of Ohio, and I think\nyou ought to know that\nfact.\n(Dr. Collicott thereupon\ndelegates.)\n\nmade\n\nannouncements\n\nrespecting courtesy features\n\nfor\n\nDr. Collicott: Now, if I may have your attention, I will undertake, within\none\nminute, to give you this matchless dedicatory address, called the Gettysburg Dedica¬\ntory Address. (He then recited the noted address.)\nThe President: I am sure I am voicing your feelings when I say that this Associa¬\ntion and this Delegate Assembly is honored by the presence of these distinguished\nOhio educators on the platform and about us this morning.\nI am calling at this moment, a little bit out of order, for the report of the Budget\nCommittee from the Chairman, Mr. Rogers, of Texas.\nMr. Rogers: I take it for granted you have the printed report in your hands, so\nI am not going to detain you by making any statement in regard to the budget\nexcept this, that this report which you have represents months of study on the part\nof the committee ; that the committee has had open house, given to everybody an op¬\nportunity to come before the committee and present his or her view in regard to\nappropriations. It has been an open proposition. The report as it is submitted to you\nwas laid before the board of directors, and after its submission and consideration\nwas adopted to be reported here to you for your consideration and approval. I,\ntherefore, move the adoption of the report.\n(For report in full see printed report elsewhere in the volume. See index.)\nThe question being called for, the motion having been duly seconded, a vote was\ntaken and the motion to adopt unanimously carried and the report declared adopted\nas printed.\nThe President: We will now have the Annual Report of the Secretary — the big\nman, it seems to me, of this Association, J. W. Crabtree.\nMr. Crabtree: It seems to me that the biggest thing for me to do is to be brief in\npresenting the report. It has been placed in your hands and, of course, you have all\nread it. I therefore move that it be received and placed on file.\nThe motion being duly seconded, was put to a vote, and carried.\nMr. Crabtree: I have the report of the Auditing Committee. The Chairman of\nthe Committee, President A. J. Matthews\nfor him, which is as follows:\n\nof Arizona,\n\nsent me\n\nthe report to read\n\nYour Committee has examined a copy of the report of the Auditors, Peat, Mar¬\nwick, Mitchell & Company of New York City, and finds that the report is true and\naccurate in every particular insofar as your committee can ascertain.\nWe, therefore, advise the acceptance of the report of the auditors as printed and\nsubmitted in the pamphlet which has been placed in your hands.\nRespectfully submitted,\nA. J. Matthews, Ariz.\nE. E. Church, W. Va.\nA. M. Royce, Wis.\nI move\n\nthe adoption of this report of the Auditing\n\nAuditing\nCommittee.\n\nCommittee.\n\nThe motion being duly seconded, was voted upon, carried, and the report of the\nAuditing Committee declared adopted as read.\n\nSecretary Crabtree (continuing) : The American Educational Research Associa¬\ntion has made application to be admitted as a Department of the National Educa¬\ntion Association. The required number of signatures are on file. The proper notice\nwas given at the Atlanta meeting. All conditions have been complied with. This\ndepartment would make a more vital connection with colleges and universities\nthan we now have. Believing that the members of the Association are in favor of it,\nand in order to expedite business, I move\n\nthat the department\n\nbe created.\n\n"}
{"page": 1025, "printed_page": null, "text": "/\n\nAssociation al Records\n\nand\n\nInformation\n\nThe motion being duly seconded by a delegate from\ncarried, and the department declared created.\n\n1021\n\nMississippi, the motion\n\nSecretary Crabtree (continuing) : Application was made a year ago for a De¬\npartment of Special Education. The petitions contain more than 250 names. The\nrequired number of meetings have been held. Proper notice was given at the Atlanta\nConvention. All conditions have been complied with. The Executive Committee and\nthe Board of Trustees have recommended that the department\nfore, move that this department be created.\nThe motion having been duly seconded, was\nment declared created.\n\nbe created. I, there¬\n\nvoted upon, carried, and the depart¬\n\nSecretary Crabtree (continuing) : I am presenting here a petition for reestablish¬\ning a Department of Secondary Education. There are on the petition more than\n1500 signatures. These are on file at the present time, representing forty states.\nThis request according to the bylaws\nquest reads as follows:\n\nwill lay over to be voted on in 1931. The\n\nre¬\n\n“We herewith present the signatures of approximately fifteen hundred secondary\nschool teachers and other members of the National Education Association from\nforty different states. We petition you to authorize\npartment of Secondary Education.\n\nthe reestablishment\n\nof the De¬\n\n“We have effected an organization with the requisite officers and committees for\nproviding effective work throughout the year and a program for the next conven¬\ntion. As this department formerly existed, the necessary number of meetings have\nbeen held.\n“In addition to this, from 691 secondary school teachers who do not now attend\nthe annual conventions and most of whom are not members of the N. E. A., we have\nwritten statements that they will be likely to attend the annual conventions if the\nDepartment of Secondary Education is reestablished.\nRespectfully submitted,\n\nCharles M. Stebbins.\nCarl E. Bash.\nSo I take it I am simply to give this notice and include it in the minutes, and it\nwill be taken up for action next year.\nThe President: The Secretary has a further notice to read.\nSecretary Crabtree: The new Board of Directors will meet tomorrow morning at\n7:30 at breakfast at the Neil House, the French Room. See that your Director\nknows of this meeting.\nThe President: We are now ready for the report of the Treasurer, Dr. Smith.\nDr. Smith: The Treasurer’s report is printed in this little pamphlet entitled\n“Finances and Building,” a pamphlet in the folder given to the delegates. It is a\nreport made by the official auditors of the account of the treasurer.\nI, therefore, move the adoption of this report.\nThe motion being duly seconded, was voted upon, carried, and the report declared\nadopted as printed.\nThe President: We are ready now for the Report of the Board of Trustees. Dr.\nSiders.\n\nMr. Saunders (Virginia): Dr. Siders is in an important conference and can’t be\nhere, but the report has been printed, has been distributed, and as a member of\nthat committee I move the adoption of the report.\nThe\n\nmotion\n\nbeing duly seconded, was voted upon, and carried.\nThe President : We will be honored to have the benediction at this important meet¬\ning now given us by Dr. Scott.\n(The benediction\n\nwas\n\npronounced\n\nby Dr. Scott.)\n\n"}
{"page": 1026, "printed_page": null, "text": "National\n\n1022\nFourth\n\nBusiness\n\nEducation\n\nAssociation\n\nSession, Thursday,\n\nJuly 4, 1930\n\nThis session was opened at ten a. ra., at the Ohio State University Stadium, Co¬\nlumbus, Ohio, by a musical program rendered by the Columbus High School bands\nand orchestras, and a very wonderful flag drill participated in by 10,000 Columbus\nschool children, including the raising of the flag conducted by a detail from the\nregular United States Army.\n\nPresident Pyrtle: The Rev. Dr. H. M. MeLightner, Pastor of the First Congrega¬\ntional Church of Columbus, Ohio, will invoke the divine blessing.\n(The Invocation by Dr. MeLightner.)\nThe President: May I voice your appreciation of this moment and our apprecia¬\ntion in this administration for the wonderfully fine entertainment and inspiration\nthat has come to us through the local arrangements because of these fine young\npeople, the hope of the world, giving us the music, giving us the flag drill this morn¬\ning, giving us all these other many, many forms of entertainment and profit which\nthe teachers have enjoyed so very much.\nAt this moment I would like to call for the report of the Elections Committee,\nMr. Longshore, Chairman.\nMr. W. T. Longshore (Missouri) : Madam President > Members of the National\nEducation Association, and the Public in General at Columbus, Ohio, July 4, 1930:\nYour Elections 'Committee has canvassed the votes cast by it and turned them over\nto the Chairman. We hereby certify the following is a correct statement of the votes\ncast by the Delegate Assembly.\n\nCandidates\nJoseph Rosier\nWillis A. Sutton\n\n.\n.\n\nWest Virginia\nGeorgia\n\nCandidates\n\nAlabama\n\n448\n604\n896\n\n.\n\nNew Jersey .\nConnecticut .\n. . .\n\n825\n789\n921\n929\n\nPennsylvania .\nMaine . . .\n. . . .\nLouisiana .\n\nJessie Gray .\nFlorence M. Hale\nAmy Hinrichs .\nW. FI. Holmes .\n\n720\n753\n\nNew York .\n. .\nCalifornia .\nWisconsin * . . . t . . .\nArizona .\n\nVirginia West Jones . .\nElizabeth McCormick .\nE. W. Montgomery . . .\nJ. Orin Powers .\nFrancisco Vizcarrondo\n\nThe\n\n.\n.\n\nfor Vicepresident\n\nJohn W. Abercrombie .\nGeorge C. Baker .\nErnest W. Butterfield .\n\nEdgar\n\nfor President\n\n800\n861\n673\n688\n\nDistrict of Columbia\nPorto Rico .\n\nH. Whitney...\n\nOregon\n\neleven highest of this number\n\n.\n\n881\n835\n.\n\nare the elected ones. Thirteen\n\nwere\n\nvoted upon.\n\nFor Treasurer it was a very close race. Dr. Smith was running against himself —\nHenry Lester Smith, 982 votes.\nThe total number of delegates voting, 1059, showing well for our membership.\nWe further certify that the 54 candidates for membership to the Board of Directors\nas printed on the official ballot were duly elected.\nRespectfully submitted by the committee,\nAnnie\n\nC.\n\nWoodward\n\nMiss\n\nL. Ragsdale\n\nD.wid\n\nA.\n\nWard\n\nIt is respectfully submitted, Madam\n\nEmma\nW.\n\nPorter\n\nRyland\n\nT. Longshore,\n\nChairman\n\nChairman.\n\nThe President: What is your pleasure? I recognize Mr. Rosier of West Virginia.\nMr. Joseph Rosier (West Virginia) : On behalf of the minority that participated\nin the little contest within this Association yesterday, I wish to make it clear to all\n\n"}
{"page": 1027, "printed_page": null, "text": "/\n\nASSOCIATIONAL\n\neducational\n\nRECORDS\n\nforces of this country that when\n\nAND\n\nINFORMATION\n\nit comes\n\n1023\n\nto the great aims and purposes\n\nof our organization that we stand together as a unit for the promotion of educa¬\ntional progress in this country. We are confronted by many grave educational\nsituations and among the agencies set up to deal with those situations there are none\nmore efficient nor more effective than the great National Education Association.\nTherefore, on behalf of my friends and on behalf of myself I wish to pledge our\nloyalty and our support to the incoming President, Dr. Willis A. Sutton , in the pro¬\nmotion of all projects that may be put on by this Association in the coming year\nand on my behalf and that of my friends I extend to him our congratulations, and\nI move, therefore, that the election of Dr. Willis A. Sutton of Georgia\nunanimous.\nThe President:\nhear it seconded.\n\nYou\n\nhave\n\nheard\n\nthis magnanimous\n\nbe made\n\nmotion. Is there a second?\n\nI\n\nThe motion, having been duly seconded, was put and unanimously carried.\nThe President: I have the distinct honor of presenting to this Convention your\nnew President, Dr. Willis A. Sutton.\nWillis A. Sutton (President-elect) : It is exceedingly difficult for me to say even in\na word or two my deep appreciation of the honor which you have conferred upon\nme; and then for my good friend, Joseph Rosier, to come with such a magnanimous\nspirit, makes me feel as though American teachers and American educators are able\nto use all their emotional powers and yet at the same time think clearly and well.\nI am delighted this morning to express to you my very thorough, deep appreciation\nof this very great honor. To be president of the greatest association of teachers in\nthe world is indeed an honor that any man\n\nmight covet. All that I can say this morn¬\n\ning is simply to express to those who have thus honored me, my very, very deep ap¬\npreciation and ask that you will give me this year your most earnest and enthusiastic\nsupport; and if I may add just this one word to the great state of Ohio and to the\ngreat city of Columbus and all of the cities within the borders of this state, that never\nin my history has the Association been so royally entertained, so wonderfully sup¬\nported as this Association has been at Columbus, Ohio. Out of the depths of our\nhearts I wish to express as your new President our gratitude, and may God’s blessing\nrest upon us as we work together this year.\nThe President:\n\nAll during this convention\n\nI have\n\ntried my best several times to\n\nget your local host to the platform and haven’t always succeeded. Since my authority\nis slipping from me rapidly, before it is all gone I want to ask Superintendent\nCollicott, our jovial, efficient, local host to stand.\nMr. Collicott: On behalf of the great state of Ohio and its Capital City, we\ndeeply appreciate the expressions of approval of our modest efforts to entertain\nthis great convention. We thank you and we hope you will want some time to\nreturn to Ohio and we pledge you a real courtesy program the next time.\nSecretary Crabtree: The following request was presented at the last meeting of\nthe Board of Directors and by them referred to the Representative Assembly to be\nmade a part of the record and to serve as a notice that a Department of School\nOrganization would be voted upon at the next annual convention. There are more\nthan 250 names attached to this petition. The required number of meetings have\nbeen held.\nPresident Pyrtle: So many expressions have been made of the very fine music that\nI want to ask Director Roberts to stand and bow to the audience.\n\nMany expressions of appreciation of the fine program of addresses have been\nmade. We are to close this morning with this fine patriotic celebration. I rejoice with\nyou in it. I think we are indeed fortunate that we have this auspicious weather, that\nwe have these wonderful speakers, these children, this music, all Ohio making us\ncelebrate in this real way, and it is a great privilege and a distinct honor to this\nAssociation this morning to have His Excellency, the Governor of Ohio, to present\n\n"}
{"page": 1028, "printed_page": null, "text": "1024\n\nNational\n\nour distinguished\n\nEducation\n\nAssociation\n\nspeaker, one of the most distinguished\n\neducators\n\nof the world.\n\nI\n\nhave the happy privilege of presenting His Excellency Governor Cooper of Ohio,\nwho will present the speaker.\nGovernor Myers Y. Cooper: I am sure there is not one in this presence today who\nhas not been very much thrilled with the patriotic exhibition which we have wit¬\nnessed in this flag drill. It was simply fine and I want to take this opportunity of\ncongratulating you, Dr. Collicott, and your able corps of teachers of Columbus in\nthe presentation of this flag drill.\nI had the privilege and pleasure of listening to the new president of the National\nEducation Association the other day at Rotary. I heard him tell of all the boys who\nhad come\n\nunder his influence while superintendent\n\nof schools of that great southern\n\ncity of Atlanta, and I came to the conclusion when he got through that about every\nman that had amounted to anything in the world had been in his school sometime or\nanother. He\n\ncounted\n\namong\n\nothers, Bobby\n\nJones, who\n\nreceived\n\nan education\n\nunder\n\nhis direction, and I am not sure but what Ty Cobb, the Georgia Peach, also got his\neducation there. In any event, I am constrained to believe, after hearing his speech,\nthat the National Education Association has a Georgia Peach as its President.\nI want to say this further word, observing as I have the fine leadership of Miss\nPyrtle, he has got to be a “Peach”\ntor.\n\nif he approaches\n\nher excellence as an administra¬\n\nSome 438 years ago Columbus discovered America, but in 1930 the teachers of\nthe United States and her territories discovered Columbus. We are glad that you\nhave discovered it, but we are especially happy that we might discover you and\nlearn of your fine idealism and high purpose in the sacred responsibility which is in\nyour care.\nThis is the last day of your convention. We hope that you have had a good time in\nOhio. We hope you take away with you something of the inspiration that you have\nleft with us. Somehow on the Fourth of July, which we are celebrating in connec¬\ntion with this final session, our patriotism is quickened and deepened and we feel\nto our very depths the glory and honor of being an American citizen.\nDaniel Webster said, “Thank God I also am an American. One country, one\nConstitution, one destiny.”\nThe best adaptation that I can think of as to the value of our country is the devo¬\ntion and love of country which we see manifested by the people on this memorable\nday. It has been truly said that no government is safe unless it is protected by the\ngoodwill of the people, and it is a good omen that there is a manifestation on the\npart of millions of loyal hearts today of that goodwill, giving assurance of the\nperpetuation of idealism on which our country is founded.\nPride of ancestry is one of the oldest emotions. It animates the state life and\naspirations of all peoples. This pride of ancestry and race traces its origin into the\nvery fountain-head of the race itself. The Spartan mother sent her son into battle\nwith the command to fight and if need be to die like a Spartan, and so did the\nmothers of Persia and of Britain. During the ascendancy of the Roman Empire the\nproudest boast of a citizen of that empire was, “I am a Roman citizen.” And I may\nsay to you on this occasion that our proudest boast is that we are Ohioans, that we\nare citizens of the greatest, freest, noblest country on the face of the earth, the\nUnited States of America.\nWhile pride of ancestry is with us all, it is founded upon the accident of birth.\nNo one has yet devised a means of selecting his own ancestors. Pride of ancestry is\na noble sentiment, but nobler still is love of country. Here we find combined the\nintelligence of pure reason and the fervid passion that springs from the heart; here\nwe find attainment of the object of our dreams. It is a rare, a superb, a beautiful\nsentiment. To each one of us here present, whether born on these or far distant\nshores, there has come that supreme moment of sweet joy and gladness when first\nwe\n\nsaw\n\nthat Star Spangled\n\nBanner,\n\nour\n\nFlag, and\n\ncomprehended\n\nit within\n\nour\n\n"}
{"page": 1029, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nhearts as well as our eyes, for in that moment\nfolds embraced our hopes, our\nbeloved country.\n\ncame\n\naspirations, our\n\n1025\n\nInformation\n\nthe realization that its silken\n\nwellbeing, our lives, in this, our\n\nWe are greatly honored today in having with us to deliver the patriotic address\na man who has come to voice for the people of America the ideals of the nation\nand to emphasize that in their keeping is the future safety and security of the\nideals for which the fathers so clearly lived and so gloriously died. Dr. Finley is\nrecognized throughout the civilized world not only as a great scholar and publicist\nbut as one representative of all that is best in American ideals, one whose voice\nand pen have ever been used in the cause of human welfare. He stands not only for\nAmerica but for America’s service to the rest of the world. He is a messenger of\ngoodwill for all people. A native of Illinois, he knows the great heart of America.\nA graduate, and later president of Knox College, located in a sister state, professor\nof political science at Princeton, state commissioner of education of New York,\npresident of the State University of New\n\nYork, president of New\n\nYork\n\nCity College,\n\nassociate editor of The New York Times for the last nine years — despite all these\nexperiences he is decidedly human, and after long association with Grover Cleve¬\nland and Woodrow Wilson he still remains a Republican. What more of him can\nwe ask than that? But on this day the people of America have but one political\ncreed — love of country, loyalty, and devotion to the flag which floats over a united\npeople.\nIt is with great pleasure I have the honor of presenting to you at this time the\nHonorable John H. Finley, associate editor of the New York Times.\n(Dr. Finley’s address is printed elsewhere in the volume. See index.)\nAfter the address the president declared the annual convention adjourned.\nJ. W. Crabtree,\nE. Ruth Pyrtle,\n\nMINUTES\n\nOF THE\n\nMEETINGS OF THE\nDIRECTORS\n\nAtlantic City, Wednesday,\n\nFebruary\n\nSecretary.\nPresident.\n\nBOARD\n\nOF\n\n26, 1930\n\nA meeting of the Board of Directors was held in Committee Room Number Two\nof the Auditorium, Atlantic City, New Jersey, February 26, 1930, and was called to\norder at 11:15 by the President, E. Ruth Pyrtle. She stated as follows:\n“This special meeting of the Board of Directors has been duly called for the\npurpose of attending to matters connected with the construction of the new head¬\nquarters building and for considering such other matters as may properly come\nbefore\n\nthe Board.”\n\nShe called upon the Chairman of the Board of Trustees to explain the prog¬\nress which has been made on the arrangements for the new building and to\nindicate the action which should be taken by the Board of Directors in order to\nenable the Association to secure the loan or loans that have been tentatively ar¬\nranged. On the suggestion of Director George IV. W annamaker of South Carolina\nthe Chairman ordered the Secretary to call the roll of state directors. It was found\nthat a quorum had not yet arrived, hence the Chairman called upon Mr. Reynolds\nof Ohio who informed the meeting of the local arrangements for the convention to\nbe held in Columbus next summer.\n\nThe Secretary then announced\nswered to roll call:\nIV. E. Givens, California\nJ. S. Rickards, Florida\nC. F. Dienst, Idaho\nA. L. IV hittcnberg, Illinois\n\nthat a quorum\n\nwas\n\npresent. The\n\nfollowing\n\nCharles F. Miller, Indiana\nIV. B. Jack, Maine\nJVilliam Burdick, Maryland\nAnnie C. Woodward, Massachusetts\n\nan¬\n\n"}
{"page": 1030, "printed_page": null, "text": "1026\n\nNational\n\nEducation\n\nAssociation\n\nMinnie J. Nielson, North Dakota\nA. C. Eldredge, Ohio\nJ. II. Kelley, Pennsylvania\n\nIV. II. Pearce, Michigan\nAlice Sullivan, Minnesota\nH. V. Cooper, Mississippi\nT. J. W alker, Missouri\n\nAgnes M. Bacon, Rhode Island\nG. IV. IV annamaker, South Carolina\nC. H. Dempsey, Vermont\nJoseph Rosier, West Virginia\nE. G. Doudna, Wisconsin\n\nM. C. Lefler, Nebraska\nA. J. Glennie, New Jersey\nII. IP. Langworthy, New York\nT. IV. Andrews, North Carolina\nJ. J. Early, Wyoming\nAmong the life members who were\nthe quorum were the following:\n\npresent but not counted\n\nF. G. Blair, Illinois\nOlive M. Jones, New York\nC. G. Pearse, Wisconsin\n\nin the number\n\nmaking\n\nMary McSkimmon, Massachusetts\nR. C. Moore, Illinois\nUel IV. Lamkin,\n\nMissouri\n\nCornelia S. Adair, Virginia\nThe\n\nfollowing\n\nex-officio directors were\n\nIV. R. Siders, Chairman, Board\nTrustees, New Jersey\nII. L. Smith, Treasurer, Indiana\n\npresent:\n\nJ. IV. Crabtree, Secretary, District\nof Columbia\n\nof\n\nE. Ruth\n\nPyrtle, President, Nebraska\n\nThe Chairman stated that a quorum was present. She then called upon Chair¬\nman Siders, of the Board of Trustees, to make all necessary explanations. After\ncarefully outlining plans and explaining the steps to be taken, he read resolutions\nincorporated below and stated that the Board of Trustees recommended their\nadoption by the Board of Directors. Director George IV. IV annamaker then made\nthe following motion: “I move that the Board of Directors adopt the following\nresolution authorizing a loan of $125,000 and the officers of the Association are au¬\nthorized to carry out its provisions.”\nResolved,\n\nthat E. Ruth\n\nPyrtle, President, and J. IV. Crabtree, Secretary, be\n\nauthorized to negotiate a loan of $125,000 or as much thereof as may be neces¬\nsary from the Commercial National Bank of Washington upon terms and con¬\nditions to be mutually agreed upon and the said E. Ruth Pyrtle and J. W.\nCrabtree are further authorized and directed to do all acts and things and\nexecute any and all papers in their judgment necessary or desirable to con¬\nsummate the loan and to pledge as collateral security for the repayment of the\nsaid loan any of the investments now owned by the Association and held in its\nfund known\nand\n\nas the “Permanent\n\nFund\n\nIt was further resolved and ordered\n\nof the National\n\nEducation\n\nby the said Board\n\nAssociation”;\n\nof Directors that the\n\nincome from the “Permanent Fund of the National Education Association,” to¬\ngether with all dues paid by the members of the Association, after provision\nhas been made for the annual budgets of the Association, be pledged also for\nthe repayment of the aforesaid loan and the interest thereon until said loan,\nwith interest has been liquidated.\nThe\n\nmotion was\n\nseconded\n\nby M. C. Lefler of Nebraska.\n\nAfter discussion and fur¬\n\nther explanation a vote was taken. Thirty-two members voted “Yes.” One member\nvoted “No.”\nThe question was raised as to whether life directors were entitled to vote. The\nChairman explained that all directors could vote but that a quorum was deter¬\nmined bv counting only the elected or state directors. She announced that the reso¬\nlution was dulj’ adopted\ncers «if the Association.\n\nand that its provisions would\n\nhr carried out by the offi¬\n\n"}
{"page": 1031, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1027\n\nInformation\n\nThe second resolution pertaining to the loan of $200,000 was read by Chairman\nSiders of the Board of Trustees. Charles F. Dienst of Idaho, after making a few\nremarks,\nauthorized\n\nstated: “I move\n\nthat the following\n\nresolution be adopted\n\nand the officers\n\nto carry out its provisions:”\n\nResolved, that for the purpose of the erection and completion of a building\nfor the accommodation of offices of this Association and for rental purposes, a\nloan of two hundred thousand dollars ($200,000) be obtained, and in\nthe negotiation of said loan, such notes for such amounts payable at such\ntime or times and with such rate of interest and upon such terms and\nconditions as may be agreed upon, shall be issued by and in the name of this\ncorporation, under signature of its President, attested by its Secretary and\nits corporate seal ; and to secure the payment of the principal of and the interest\non said notes, the said President is hereby authorized to execute and deliver\nin the name of this corporation, a deed of trust in the usual form upon the\nfollowing described property owned by this corporation and situated in the\nCity of Washington, D. C., namely, Lots “A” and “B” in Susan M. Watson’s\nsubdivision of lots in square one hundred and ninety-six (196), as per plat\nrecorded in Liber R. W. folio 65 of the Records of the Office of the Surveyor of\nthe District of Columbia. Also lot twenty-five (25) in the subdivision made\nby the National Safe Deposit Savings and Trust Company, of lots in square\none hundred\n\nand ninety-six (196), as per plat recorded\n\nin Liber No. 31 folio\n\n108 of the aforesaid Surveyor’s Office Records. Also parts of original lots\nfive (5) and six (6) in square one hundred and ninety-six (196), described\nas follows: Beginning for the same on M Street at a point distant 42 feet west\nfrom the southeast corner of lot 5, and running thence west along said street,\n30 feet; thence north 106 feet 10 inches to the rear line of said lots; thence\neast along said rear line, 30 feet; thence south 106 feet 10 inches to the place\nof beginning.\nAnd the said President and Secretary of this corporation are also hereby\nauthorized and directed to do and perform\npose of this resolution.\n\nall acts necessary\n\nWilliam B. Jack of Maine seconded the motion. The\ntwo voted “Yes.” Two voted “No.” Carried.\n\nvote was\n\nto effect the pur¬\n\nthen taken. Thirty-\n\nDirector Langworthy of New York explained that he had voted “No” because he\nhad not been fully informed concerning the matter. Francis G. Blair explained that\nhe had not been personally in favor of constructing a headquarters building until\nfunds covering the cost were actually in the hands of the Association. The Chairman\nthen announced that the resolution had been duly passed and that the officers of the\nAssociation would carry out the wishes of the Board of Directors.\nOn motion the meeting adjourned.\nJ. W. Crabtree, Secretary.\nE.\n\nColumbus,\nThe\n\nmeeting\n\nwas\n\nRuth\n\nPyrtle,\n\nPresident.\n\nOhio, June 28- July 4, 1930\n\ncalled to order promptly\n\nat 2 p. m. Saturday, June 28, 1930, in\n\nthe Stage Assembly Room of the Columbus Auditorium, Columbus, Ohio, by Presi¬\ndent E. Ruth Pyrtle, who asked the Secretary to call the roll by states.\nThe following were present: Arizona — E. W. Montgomery, Colorado — W. B.\nMooney, Connecticut — Gordon C. Swift, District of Columbia — Edith Louise Grosvenor, Delaware — Harry V. Holloway, Georgia — M. L. Duggan, Idaho — C. F.\nDienst, Illinois — A. L. W hittenherg , Indiana — Charles F. Miller, Iowa — Mary A.\nLord, Kansas — M. E. Pearson, Kentucky — R. E. Williams, Louisiana — Annie T.\nBell, Maryland — William Burdick, Massachusetts — Annie C. Woodward, Michigan\n\n"}
{"page": 1032, "printed_page": null, "text": "1028\n\nNational\n\nEducation\n\nAssociation\n\n— Webster H. Pearce , Minnesota — Alice Sullivan , Mississippi — H. V. Cooper , Mis¬\nsouri — Thomas JL Walker, Montana — R. J. Cunningham, Nebraska — M. C. Lefler,\nNevada — Jennie A. Curieux, New Hampshire — Dana S. Jordan, New Jersey —\nAlexander J. Glennie, New Mexico — Mrs. H. F. Brock, North Carolina — T. Win¬\ngate Andrews, North Dakota — Minnie J. Nielson, Ohio — A. C. Eldredge, Oregon —\nF. C. Fitzpatrick, Pennsylvania — J. Herbert Kelley, Porto Rico — Francisco Vizcarrondo, South Carolina — George W. W annamaker, South Dakota — Mrs. Mabel K.\nTrooien, Texas — L. W. Rogers, Vermont — Clarence H. Dempsey, Virginia — Robert\nW. House, Washington — Arthur L. Marsh, West Virginia — Joseph Rosier, Wis¬\nconsin — Edgar G. Doudna, Wyoming — J. J. Early, Colorado — Mary C. C. Bradford,\nIllinois — R. C. Moore, Missouri — U el W. Lamkin, New York — George D. Strayer,\nVirginia — Cornelia S. Adair, Washington — Mrs.\nWisconsin — Carroll G. Pearse.\n\nJosephine\n\nCorliss Preston,\n\nand\n\nForty-seven were present.\nThe President: We will proceed with the business of the Association, there being\nmore than a quorum present.\nMr. C. F. Dienst of Idaho read a letter of resignation from Director Steele of\nSouth Dakota and moved that his resignation be accepted and that Mrs. Mabel K.\nTrooien of Aberdeen, South Dakota, State Department of Education, be elected to\nfill the vacancy. Director Pearson of Kansas seconded the motion. Carried.\nMr. C. G. Pearse of Wisconsin moved that Miss Edith Grosvenor of Washington\nbe elected to fill the vacancy caused by the resignation of Mr. English who was ab¬\nsent on account of severe illness. The motion was duly seconded and carried.\nMr. A. L. Whittenberg of Illinois called attention to the fact that A. R. Taylor of\nDecatur, Illinois, a life member of the Association had passed away during the year.\nMiss Cornelia S. Adair of Virginia moved that the Secretary write and express\nto Director Harry English of the District of Columbia hope for his rapid recovery.\nThe motion was seconded by numerous persons, and carried by a unanimous vote.\nThis was the first meeting he had failed to attend since the Representative Assembly\nwas created.\nMiss Grosvenor of the District of Columbia told of Mr. English’s great interest\nin the Association and of his regrets because he could not attend this meeting.\nMr. Harry V. Holloway of Delaware moved the adoption of the minutes of the\nAtlanta meeting as printed in the volume. The motion was duly seconded.\nThe Secretary read the following items passed by the Executive Committee and\nsubmitted for the approval of the Board of Directors:\n1. That a time limit be set at which time all resolutions affecting the policies of\nthe Association shall be presented in writing to the Resolutions Committee;\n2. Suggest to the Resolutions Committee that hereafter resolutions of the Associa¬\ntion be confined to new policies or the reaffirmation of old policies which are of\nparticular importance at that time; and,\n3. We insist that the Resolutions Committee write the resolutions in the fewest\npossible number of words;\n4. That the Association publish in pamphlet form for general distribution to its\nmembers statements of policies previously approved by the Association, or copies\nof resolutions.\nA motion was made by Mr. Pearse to take the report item by item. Seconded\nby Mr. Fitzpatrick. Carried.\nA motion was made by Mr. Pearse, and seconded by Mr. W annamaker that the\nSecretary be authorized to set a date as a limit for presenting resolutions in harmony\nwith the requirement in Point No. 1. Carried.\nIt was moved by Mrs. Bradford, and seconded\nmendations contained in No. 2 be adopted. t\nExplanations\n\nwere\n\nmade\n\nby Mr.\n\nLamkin\n\nby the Secretary and by Mr. Lamkin.\n\nparticipated in the discussion were:\nmaker.\n\nMrs. Bradford,\n\nthat the recom¬\n\nAmong\n\nthose who\n\nMr. Pearse, and Mr.\n\nW anna¬\n\n"}
{"page": 1033, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1029\n\nInformation\n\nThe question being called for on the motion to adopt Point No. 2, the motion was\nput and carried.\nA motion was duly made and seconded to adopt Point No. 3. Carried.\nAfter further discussion it was moved by Mr. Pearse, seconded by Miss Grosvenor that Point No. 4 be adopted. Carried.\nMr. W annamaker moved that the Board of Directors go on record as requesting\nthat the resolutions be presented to the General Assembly not later than the third\ngeneral meeting of the Representative Assembly. Seconded by Mrs. Bradford. After\ndiscussion the motion was put and carried.\nThe President called on the chairman of the Budget Committee for a report\nwhereupon Mr. Rogers stated that the completed report would be ready for the\nTuesday rrfeeting of the Board of Directors which had been set apart for hearing\nthe Budget Committee report. He could only report progress at this time.\nThe chairman, Miss Pyrtle, called attention to work of the President’s Advisory\nCommittee on Education and requested Mr. Lamkin, a member of the Committee,\nto make a report to the Board of Directors. Mr. Lamkin explained the purpose of\nthe Committee and the progress which has been made. He stated that a report\nwould be made in October or November. He said that he never knew of a more\nopenminded and thorough investigation than this one. He asked for suggestions on\nvarious points in the agenda.\n(Thereupon followed further discussion of the work of the Advisory Commission,\nand Mr. Lamkin, Mr. Crabtree, and Mr. Siders responded to sundry questions.\nAll were pleased with the work of the Committee as outlined by Mr. Lamkin.)\nThe next order of business being the reports of the Treasurer and Board of Trus¬\ntees, Mr. Pearse suggested that Mr. Siders give a summary of the different reports\nwithout attempting to go into details. This suggestion being accepted, Mr. Siders\ncalled the attention of the directors to items in the printed report explaining as\nnecessary and answering questions.\nMr. Pearse then moved to accept the report of the Auditors and the Treasurer.\nThe motion was seconded by Miss Adair. Carried.\nMr. Siders then explained in detail the report of the Board of Trustees on the\nnew building showing how all problems had been met and the care that had been\nexercised in borrowing funds and in making contracts. As he explained, Directors\nheld in their hands the complete printed report giving all details.\nIt was moved by Mr. IV annamaker and seconded by Mr. Lamkin that the report\nbe adopted as printed.\nMr. Pearse suggested the addition of a word of appreciation to the members of\n\nthe Board\n\nof Trustees\n\n“for the seemingly\n\ncareful and lucid way\n\nin which\n\nthey have\n\nprepared this report for the members.” The mover of the motion accepted the sug¬\ngestion. The question being called for, the motion was put and carried, and the\nreport declared adopted.\n\nMr. Siders then said: “A rose to the living is more than a wreath to the dead.”\nIt was moved by Mr. Strayer, seconded by Mr. Duggan, that the vote taken by\nmail on the reclassification of headquarters staff be ratified. Question called for,\nthe motion was put and unanimously carried. (See the minutes of the Executive\nCommittee for the statement which was adopted.)\n\nOwing to the noise from the street a motion was passed directing the Secretary\nto find another meeting place for the Tuesday meeting of the Board of Directors.\nA motion was made that the President appoint a committee to nominate members\nto fill vacancies in the National Council and to report at the next meeting of the\nBoard of Directors. Carried. The President stated she would appoint the Com¬\nmittee at the close of the meeting.\n\nIt was moved\njourn. Carried.\n\nby Mr.\n\nLamkin\n\n,\n\nand seconded\n\nby Mr. Pearse\n\n’\n\nE. Ruth\n\nJ. W.\n\nthat the meeting\n\nCrabtree,\n\nPyrtle,\n\nad¬\n\nSecretary.\n\nPresident.\n\n"}
{"page": 1034, "printed_page": null, "text": "1030\n\nNational\n\nColumbus,\nThe\n\nEducation\n\nOhio, Tuesday\n\nsecond meeting of the Board\n\nAssociation\n\nAfternoon,\n\nof Directors was\n\nJuly 1, 1930\n\ncalled to order at 3:10 p. m..\n\nJuly 1, 1930, in the Colonial Room, Neil House, Columbus, Ohio, by President Pyrtle.\nA motion was made by Mr. Dempsey to appropriate the sum of $10,000 to pay\nthe delegates’ expenses and $8500 for the expenses of the Board of Directors.\nThe motion was seconded by Mr. Givens of California. Carried.\nThe Secretary asked whether the rule to allow expenses to only those directors\nwho attended every meeting was to be enforced. Whereupon Mr. Wannamaker moved\nto excuse Mr. Jack of Maine from attending the first meeting, his absence having\nbeen unavoidable. Others then requested excuses for unavoidable absence. The motion\nwas amended to include the names of Mr. Womack, Mr. Harried, Mr. Givens, and\nothers unavoidably absent.\nThe motion was seconded by Mr. Strayer. Carried.\nThe President then called for a report of the Budget\nman, Mr. Rogers reported as follows:\nIn compliance\n\nCommittee,\n\nwith your instructions, the Committee\n\nand the chair¬\n\nhas made\n\nas thorough\n\nand complete a study of the financial atfairs of the Association as the circum¬\nstances and the limitation of time would permit. A number of open meetings\nof the Committee were held and opportunity given to all concerned to appear\nbefore the Committee and to present their requests for appropriations. You\nwill doubtless recall that the total of the budget for the year was $475,344.4S, in¬\ncluding an emergency fund of $7500. And I think you will be pleased to learn\nthat the total expenditures for the year were $3918.64 less than the total appro¬\npriation. Only in a few instances — and in a measure, unavoidably, it seems —\nwere the respective maximum appropriations for the divisions of the head¬\nquarters staff and for the various departments and special committees exceeded.\nIn line with the now well settled policy of the Board of Directors the amount\nof the revenue of the past year was adopted by the Committee as the maximum\namount to be budgeted for the ensuing year. That amount, as shown by the\nauditor’s report, is $512,444.19, an increase of $34,948.23 over the income of the\npreceding year. At the same time, the Committee was presented with various and\nsundry requests for appropriations aggregating $555,701.74, an amount $43,259.55 in excess of the anticipated revenue. It became necessary, therefore, for\nthe Committee to pare that excess from the proposed budget and at the same\ntime to make ample provision for all of the worthy activities of the Association.\nMoreover, it occurred to the Committee that in view of the present grave eco¬\nnomic situation it would be well for us, if possible, without serious loss of\nefficiency in any department or division, to stop at a point well within the\nanticipated income of the ensuing year.\nConcluding\ntions:\n\nits report, the Committee\n\nwishes to make\n\nthe following\n\nrecommenda¬\n\nFirst, that the respective total amounts finally budgeted for the divisions of\nthe headquarters staff and the various departments and special committees, be\nin each case the maximum amounts that may be expended, except that on the\nwritten recommendation of the Secretary of the Association and with the formal\napproval of the Executive Committee the Emergency Fund may be drawn upon\nto provide for the unforeseen needs of a division, department, or committee.\nSecond, that all appropriations for special committees be made on the basis\nof a committee, or subcommittee, of not to exceed five members.\nThird,\n\nthat each department\n\nappropriation\n\nand\n\nspecial committee\n\nfor which\n\na lump\n\nsum\n\nis made, shall, as soon as practicable and before any expenditures\n\n"}
{"page": 1035, "printed_page": null, "text": "Association al Records\n\nare approved,\n\nand\n\nInformation\n\ndie with the Secretary of the Association\n\n1031\n\na detailed budget of its\n\nappropriation.\nFourth, that in line with the policy adopted by the Board of Directors last\nyear of making all current appropriations as soon as possible from available\ncash instead of anticipated revenues, the sum of $50,000 of the cash balance of\n$75,053.47 as shown on the auditor’s report for the year 1929-30, be appro¬\npriated to apply on the budget for 1930-31, thereby making the net appropria¬\ntion from anticipated revenue $451,717.79.\nRespectfully submitted,\nW.\n\nB. Mooney,\n\nJoseph Rosier,\nGeorge W. Wannamaker,\n\nA. L. Whitten\n\nberg,\n\nL. W.\n\nChairman\n\nRogers,\n\nMr. Royers moved the adoption of the report Seconded by Mr. Strayer. Discussion\nfollowed. Treasurer Smith called attention to the small allowance for the use of the\nCouncil. Mr. Eldredge thought the Department of Classroom Teachers should have\nlarger appropriations. Other items seemed low. In answer to each Mr. Royers gave\na satisfactory explanation. He explained that the $6500 in the emergency fund was\nto meet situations such as mentioned by Mr. Smith. Mr. Kelley , Mr. Jack, Mr.\nSaunders, and others participating in the discussions.\nThe question then being called for, the motion was put and carried and the report\nof the Budget Committee as given and printed was adopted. (The report is pub¬\nlished elsewhere in the volume. See index.)\nA motion was made by Mr. Strayer to express the appreciation of the Board of\nDirectors to the Budget Committee for its careful report. It was seconded by Mr.\nThomas J. Walker, and unanimously carried.\nThe President requested the members of the Budget Committee to stand.\nAfter discussion as to the number of days for which expenses would be allowed,\na motion was made by Mr. Cunningham to allow seven days. Seconded. Carried.\nRoll call showed the following members present: Alabama — Zebulon Judd, Ari¬\nzona — E. IV. Montgomery, Arkansas — J. P. Womack, California — Willard E. Giv¬\nens, Colorado — W. B. Mooney, Connecticut — Gordon C. Swift, Delaware — Harry\nV. Holloway, District of Columbia — Edith L. Grosvenor , Georgia — M. L. Duggan,\nIdaho — C. F. Dienst, Illinois — A. L. Whittenberg, Indiana — Charles F. Miller,\nIowa — Mary A. Lord, Kansas — M. E. Pearson, Kentucky — R. E. Williams, Louisiana\n— Annie T. Bell, Maine — William B. Jack, Maryland — William Burdick, Michigan\n— Webster II. Pearce, Minnesota — Alice Sullivan, Mississippi — II. V. Cooper, Mis¬\nsouri — Thomas J. Walker, Montana — R, J. Cunningham, Nebraska — M. C. I.efirr,\nNevada — Jennie A. Curieux, New Hampshire — Dana S. Iordan , New Jersey—\nAlexander J. Glennie, New Mexico — Mrs. H. F. Brock, New York — Harry W.\nLangworthy, North Carolina — T. Wingate Andrews, North Dakota — Minnie J.\nNielson, Ohio — A. C. Eldredge, Oregon — F. C. Fitzpatrick, Pennsylvania — J. Herbert\nKelley, Porto Rico — Francisco Vizcarrondo, South Carolina — George W. Wanna¬\nmaker, South Dakota — Mabel K. Trooien, Tennessee — P. L. Harned, Texas —\nL. W. Rogers, Vermont — Clarence II . Dempsey, Washington — Arthur L. Marsh,\nWest Virginia — Joseph Rosier, and Wisconsin — Edgar G. Doudna.\nLife directors present were R. C. Moore, Carroll G. Pearse, Mary C. C. Bradford,\nGeorge D. Strayer, Uel W. Lamkin, Chari O. Williams.\nThe following report was made by Mr. Lamkin, Chairman of the Committee on\nNomination for the Council:\nMay I just make this explanation, Madam Chairman, in behalf of your\nCommittee, Mrs. Nielson of South Dakota, Miss Lord «»f Iowa, and the Chan\n\n"}
{"page": 1036, "printed_page": null, "text": "1032\n\nNational\n\nman,\n\nunderstanding\n\nEducation\n\nthat the Council\n\nAssociation\n\nmembers\n\nare chosen\n\nfor a period of six\n\nyears time, to be named by the Council itself, then by the Board of Directors\nof this institution. There is a proviso in the regulations of the Council to the\neffect that there shall not be more than seven members from any one state.\nThat rule has been observed in the breach rather than in the observance here¬\ntofore. Your Committee thinks as long as there is a rule we should live up to it.\nThere are ten members whose terms expire this year. They are as follows:\nC. M. Beach , Superintendent of Schools, Enumclaw, Wash.\nFrancis G. Blair , State Superintendent of Public Instruction, Springfield, 111.\nM. C. Brittain, President, Georgia Institute of Technology, Atlanta, Ga.\nE. If. Butterfield, State Commissioner of Education, Hartford, Conn.\nR. IF. Foght , President, University of Wichita, Wichita, Kans.\nL. N. Hines, President, State Normal School, Terre Haute, Ind.\nCharles S. Meek, Superintendent of Schools, Toledo, Ohio.\nJoseph H. Saunders, Superintendent of Schools, Newport News, Va.\nR. E. Tidwell , accredited by the National Council to the Teachers College,\nColumbia University, New York, N. Y.\nJohn Dewey, Columbia University, New\n\nYork, N. Y.\n\nThe Committee recommends Mr. Tidwell be correctly assigned to the Uni¬\nversity of Alabama where he would have room to serve, and instead of drop¬\nping John Dewey, Columbia University, New York, he be made an honorary\nmember, which is another classification which the Council has established, and\nthat all of them, therefore, be reelected for a term of six years.\nThere are three vacancies, therefore, one caused by the death of David B.\nFclmley, one caused by the fact that IF alter R. Siders became an ex-officio mem¬\nber of the Council, and one caused by the change in classification of John Dewey\nfrom an active member to an honorary-active member.\nLast year M. G. Neale , Dean of the School of Education of the University\nof Missouri, was elected a member of the Council, 1 think by this body. When\nhis name was certified, it was found there was no room in the Council for him.\nThere\n\nbeing no room, he was left out. It was\n\nsuggested by the Council members\n\non that account that this group should give Dr. Neale the first one of these vacan¬\ncies. We recommend, therefore, that he be elected for the term which he\nwould have served had there been room for him last year. We further recom¬\nmend that to fill the vacancy caused bv the death of David Fclmley, Miss Kate\nB. JFofford, County Superintendent of Schools, Laurens County, South Caro¬\nlina, be elected for the term expiring 1932; and because of the vacancy caused\nby the transfer of Walter Siders to the ex-officio list, that J. B. Edmonson,\nSchool of Education, University of Michigan, Ann Arbor, Michigan, be named.\nOur Committee report, therefore, Madam Chairman, is that the following\npersons be named\n\non the Council:\n\nJohn Dewey, Columbia University, New York, N. Y., honorary-active mem¬\nber; for the term expiring 1932, Kate B. Wofford, County Superintendent of\nSchools, Laurens County, South Carolina; for the term expiring 1933, J. B.\nEdmonson ; for the terms expiring 1936: C. M. Beach, Superintendent of Schools,\nEnumclaw,\n\nWashington;\n\nFrancis\n\nG. Blair, State Superintendent\n\nSpringfield, Illinois; M. C. Brittain, President, Georgia\nAtlanta, Georgia;\n\nE. W.\n\nof Schools,\n\nInstitute of Technology,\n\nButterfield, State Commissioner\n\nof Education,\n\nHart¬\n\nford, Connecticut; R. It'. Foght, President, University of Wichita, Wichita,\nKansas; L. N. Hines, President, State Normal School, Terre Haute, Indiana;\nCharles S. J^Jeek, Superintendent of Schools, Toledo, Ohio; and\nSaunders, Superintendent of Schools, Newport News, Virginia.\nMr. Lamkin\n\nthen moved\n\nthe adoption of the report. Seconded.\n\nCarried.\n\nJoseph\n\nH.\n\n"}
{"page": 1037, "printed_page": null, "text": "Associational\n\nMr. Lamkin\n\nmoved\n\nRecords\n\nthe election of Eugene\n\nand\n\nInformation\n\nFair to the place now\n\n1033\n\nheld by Dr. John\n\nR. Kirk and to place John R. Kirk on the honorary-active roll.\nThe motion being seconded by Mr. Saunders , was put and carried.\nThe President, Miss Pyrtle, expressed appreciation for the help received during\nthe year from directors. Mr. T. W ingate Andrews moved a vote of commendation\nfor Miss Pyrtle’s administration. The Directors stood in hearty applause.\nThe President thereupon announced that the session stood adjourned.\nJ. W.\n\nCrabtree,\n\nE. Ruth\n\nColumbus,\n\nPyrtle,\n\nSecretary ,\nPresident.\n\nOhio, Friday, July 4, 1930\n\n(New\n\nBoard\n\nof Directors)\n\nConcluding a breakfast at 7 :30 a. m. July +, 1930, at the Neil House, retiring\nPresident E. Ruth Pyrtle called the Board of Directors to order and after referring\nto the fine support which she had received from them, she promised the same sup¬\nport to her successor. She then praised Dr. Sutton for faithful, efficient service and\nintroduced him as the new president and as the one to preside at this meeting.\nAs he arose to speak the applause was general over the room. After compli¬\nmenting the administration of Miss Pyrtle, and after asking for patience on the\npart of the directors as well as support he called on the Secretary to call the roll.\nHe distributed blanks to be filled out. In the meantime the resignation of each of\nthe following\n\nwas\n\npresented:\n\nH. V. Cooper of Mississippi in favor of IV. M. Taylor of Mississippi; Dwight\nPorter of Nebraska in favor of Mrs. Elizabeth Geneau; E. G. Doudna of Wisconsin\nin favor of William T. Darling; Frank E. Howard of Hawaii in favor of V. M.\nAitken; and Clarence H. Dempsey of Vermont in favor of Caroline fVoodruff.\nMr. Rogers moved to accept the resignations\nmended for the vacancies. Seconded.. Carried.\n\nand\n\nto elect the persons\n\nThe roll call showed the following present: Alabama — Zcbulon\nDaniel F. Jantzen, Arkansas — J. P. IVomack, California — Willard\n\nrecom¬\n\nJudd, Arizona —\nE. Givens, Colo¬\n\nrado — IV. B. Mooney, Connecticut — Gordon C. Swift, Delaware — Harry V. Hollo¬\nway, District of Columbia — Edith Louise Grosvcnor , Georgia — M. L. Duggan,\nHavraii — Victor M. Aitken, Idaho — C. F. Dienst, Illinois — A. L. W hittenberg ,\nIndiana — Charles F. Miller, Iowa — Mary A. Lord, Kansas — M. E. Pearson, Ken¬\ntucky — R. E. Williams, Louisiana — Annie T. Bell, Maine — William B. Jack, Mary*\nland — William Burdick, Massachusetts — Annie C. Woodward, Michigan — Webster\nH. Pearce, Minnesota — Alice Sullivan, Mississippi — II. V. Cooper, Missouri — Thomas\nJ. Walker, Montana — R. J. Cunningham, Nebraska — Mrs. Elizabeth Geneau, Nevada\n— Jennie A. Curieux, New Hampshire — Dana S. Jordan, New Jersey — Alexander\nJ. Glennie, New Mexico — Mrs. H. F. Brock, New York — Harry W. Langworthy,\nNorth Carolina — T. Wingate Andrews, North Dakota — Minnie J. Nielson, Ohio —\nA. C. Eldredg e , Oregon — F. C. Fitzpatrick, Pennsylvania — J. Herbert Kelley, Porto\nRico — Francisco Vizcarrondo, South Carolina — George W. W annamaker , South\nDakota — Mrs. Mabel\nUtah — Arch\n\nM.\n\nL. Marsh,\n\nWest\n\nK. Trooien, Tennessee — P. L. Harned,\n\nThurman,\n\nVermont — Clarence\n\nVirginia — William\n\nC. Cook,\n\nWyoming — A. H. Dixon, Colorado — Mrs. Mary\nLamkin, Wisconsin — Carroll G.\nColumbia — Chari 0. Williams.\n\nTexas — L. W. Rogers,\n\nH. Dempsey,\n\nWashington — Arthur\n\nWisconsin — William\nC. C. Bradford,\n\nPcarsc, 'Illinois — Robert\n\nT. Darling,\n\nMissouri — U el W.\n\nC. Moore,\n\nDistrict of\n\nThe following were also present: Georgia — Willis A. Sutton, President-elect,\nIndiana — Henry L. Smith, Indiana — Charles 0. Williams, New Jersey — Walter R.\nSiders, Nebraska — E. Ruth\n\nPyrtle, Mississippi — Wm.\n\nM.\n\nTaylor, Virginia — Mrs.\n\n"}
{"page": 1038, "printed_page": null, "text": "1034\n\nNational\n\nEducation\n\nAssociation\n\nEdith B. Joynes, Virginia — Joseph H. Saunders, Washington — Mrs. Josephine Corliss\nPreston, West Virginia — Joseph Rosier.\nThe President then called on Mr. Rogers, Chairman of the Budget Committee,\nwho stated that the report had been accepted by the Representative Assembly\nas prepared by the Committee and recommended by the Board of Directors. He\nthen moved that the appropriations be made as designated in the formal report.\nThe motion was seconded by Miss Sullivan of Minnesota. Carried.\nThe next business being the election of a member of the Executive Committee,\nMrs. Bradford nominated Miss Eula F. Hunter and Mr. Holloway nominated Mr.\nJoseph Rosier.\nMiss Bell of Louisiana seconded the nomination of Miss Hunter. There were\nforty-one votes cast for Mr. Rosier and sixteen for Miss Hunter whereupon Mr.\nRosier was declared elected. Mrs. Joynes and Mr. Holloway served as tellers.\nMr. W annamaker nominated Miss Kate V. Wofford of South Carolina to succeed\nherself as a member\n\nof the Board\n\nof Trustees.\n\nMr. Pearse\n\nmoved\n\nthat the Secretary\n\nbe authorized to cast the ballot for Miss Wofford. Seconded. Carried. The Secre¬\ntary cast the ballot as directed and the Chairman announced the election of Miss\nWofford to succeed herself as a member of the Board of Trustees.\nAfter discussion as to the proper procedure in electing members of the Budget\nCommittee, Mr. Glennie of New Jersey moved that the five present members be\nre-elected. The\nMissouri.\n\nmotion\n\nwas\n\nseconded\n\nby Miss\n\nSullivan\n\nand\n\nby Mr.\n\nWalker\n\nof\n\nThe Secretary explained that the vote would only apply to four members of the\nCommittee since Mr. Rosier was not to be Director for 1930-31. He then on the\nrequest of Mr. Langworthy of New York gave the names of the Budget Commit¬\ntee as Mr. Rogers, Chairman; Mr. George W annamaker , Mr. Joseph Rosier, Mr.\nW. B. Mooney, and Mr. A. L. W hittenberg.\nMr. Lamkin then moved to amend the motion by substituting the name of Mr.\nJ. Herbert Kelley of Pennsylvania for that of Mr. Rosier.\nAfter discussion the motion was seconded by Mrs. Joynes and carried.\nThe next item of business being that of a preferential vote for the next conven¬\ntion, Mr. W annamaker called attention to the need of limiting the time of speakers\nextending invitations. Then Mr. Duggan of Georgia moved to limit the speaker to\nthree minutes. Seconded. Carried.\nThe President called for invitations.\nMr. Givens of California then took the floor to extend the invitation for Los\nAngeles. He\n\nsaid in part:\n\nIt is a pleasure for me this morning\n\nto present the invitation from California\n\nfor the National Education Association to hold its Convention in our largest\ncity, Los Angeles.\nI want to invite you to this, the fifth city in size in the United States,\nwhich has at the present time I am told more members in the National Educa¬\ntion Association than any other city in the United States regardless of size.\nI have letters here from the Governor, the Mayor, superintendents of\nschools, and from all the educational organizations and universities in the\nstate. May I read you just briefly from two or three of these letters. (He then\nread a letter from the Governor, one from the Mayor, and called attention\nto the unanimous desire in the st£te for this convention.)\nSo far as the accommodations are concerned, Mr. Allan of the N. E. A. has\nbeen there already\nauditorium\nof two\n\nand he has made\n\nfacilities and we\n\nhave\n\nan investigation. We\n\nin Los Angeles\n\nor three N. E. A. conventions\n\nat the same\n\nhave reasonable, very reasonable, and good hotels.\n\nhave\n\nall sorts of\n\nhotel facilities to take care\ntime. Along\n\nwith that we\n\n"}
{"page": 1039, "printed_page": null, "text": "/\n\nAssociational\n\nWe\n\nare inviting you\n\nRecords\n\nand\n\nsincerely because\n\nwe\n\nInformation\n\n1035\n\nbelieve the teacher should have\n\nthe opportunity of seeing our country and becoming acquainted with it through¬\nout. We assure you of every facility and all the welcome that California has\nto offer when you arrive.\nThe President, Mr. Sutton, then recognized Mr. Threlkeld\nextended the invitation from Denver. He said in part:\n\nof Colorado\n\nwho\n\nI assure you it is a pleasure for me to extend the invitation to hold your\nmeeting at Denver. In extending that invitation I want to assure you that I\nrepresent all of the interests of Colorado.\nI might call your attention to one or two of our peculiarities with respect\nto our physical set-up. One is that all of our equipment, including the city\nauditorium, numerous meeting places for departments, including the state\ncapitol and all the buildings that we can use, are centrally located within\nconvenient walking distance of any of the hotels in which\nlocated for this meeting. Furthermore, Denver is just about\ncity as Columbus,\n\nand\n\npersonally\n\nI think it has\n\nsome\n\nyou might be\nthe same size\n\nadvantages.\n\nWe\n\nare\n\nneither a small nor a large city. The 19*30 census puts us within about 2000\npeople of the size of Columbus. It is just about the size of city to receive a\nconvention of this kind with a great deal of enthusiasm and to give extensive\nnotice in the press.\nDenver\n\nis well located for the holding\n\nof a meeting\n\nin the west. I have\n\nbeen told that the financial saving in Denver as compared with a meeting\nfarther away is considerable. We are a summer vacation center, placed where\nwe believe large numbers of classroom teachers would be glad to come and\nhave a vacation trip out of it and attend the meetings\ntion Association.\n\nof the National\n\nEduca¬\n\nIn conclusion, I want to call your attention to the fact the last meeting of the\nN. E. A. held in Denver was in 1909. Since that time the meeting has been\nheld seven times in the west, all those seven times being farther west than\nDenver, five of those meetings having been held on the Pacific Coast, three of\nthem in California. Under all these circumstances we beg you to give serious\nconsideration to our invitation to hold your 1931 meeting in Denver and if you\ncome I can assure you the whole Rocky Mountain region will do everything\nin its power to have you leave feeling you have had the greatest convention in\nthe history of the N. E. A.\nThe Secretary held in his hands invitations from Milwaukee and Wisconsin for\na later meeting if that could be considered. The President asked Mrs. Joynes and\nMr. Holloway to serve as tellers the vote being taken\nfor a report of the tellers Mr. Fitzpatrick of Oregon\napplication for a Department\nRepresentative\nMr.\n\nPearse\n\ndepartment\n\nAssembly\n\nof Platoon\n\nSystems be received and passed on to the\n\nto be laid over and voted upon in 1931.\n\nof Wisconsin\n\nand\n\ngiven but they would\n\nexplained that the Board\nRepresentative Assembly\n\nby ballot. While waiting\nmade a motion that the\n\nothers were\n\nwilling to have\n\nquestion the wisdom\n\nthe notice for this\n\nof creating it. The\n\nSecretary\n\nof Directors- would need to make the request before the\nwould consider it. But the notice could be given now\n\nhe thought and the recommendation could be made next year, at the first meeting\nof the Board of Directors. The notice was allowed to stand but no vote was taken.\nA motion\nCommittee\n\nwas\n\nmade\n\nby Mr.\n\nin the personnel\n\nGwinn\n\nto adopt the changes\n\nmade\n\nby the Executive\n\nclassification of the Headquarters\n\nStaff. Seconded.\n\nCarried. (Printed in the minutes of the Executive Committee. See index.)\nAir. Rosier asked for the floor and on being recognized, said:\n\n"}
{"page": 1040, "printed_page": null, "text": "1036\n\nNational\n\nEducation\n\nAssociation\n\nOn behalf of my friends and representing the minority on yesterday’s little\naffair, I want to say that we are loyal to the great aims and purposes of\nthis Association. We don’t want the outside world to have any thought that\nthere is any division on any lack of unity among the educational forces of this\ncountry in carrying forward the movements for progress. We are coming to\na crucial period in many states and in many parts of the country when all\nthe educational forces of this country ought to stand together in preserving\nwhat we have gained in the last ten or fifteen years, and in pushing forward\nwherever we can movements for progress. So in order that there may be no\nmisunderstanding about the unity of this organization, I want to congratulate\nDr. Sutton and pledge him the loyal cooperation of myself and my friends.\nWhereupon\n\nPresident\n\nSutton spoke as follows:\n\nThank you very much. I am sure that the applause speaks for itself as to the\nappreciation from this splendid body and I want to express my own very, very\ngreat appreciation for that wonderful talk and for the pledging of support.\nAs I have said all the week that I was sure if Mr. Rosier was elected he would\nhave no heartier support than I would give. I thank you. I feel sure we\nhave a pleasant year working together for a great cause.\n\nshall\n\nThe tellers reported fifty-seven ballots cast, thirty-six being for Los Angeles,\ntwenty for Denver and one blank.\nA motion was made to make the vote for Los Angeles a unanimous vote.\nSeconded. Carried.\nMr. Pearse moved that the vote of preference be referred to the Executive\nmittee with power to act. Seconded by Mr. Givens. Carried.\n\nCom¬\n\nThe following then offered their resignations in favor of members regularly\nelected but not in attendance at this meeting.\nMiss Woodruff in favor of Mr. Dempsey of Vermont; Miss Ncilson in favor of\nL. E. White of North Dakota; Mrs. Elizabeth Geneau in favor of Dwight L. Porter\nof Nebraska; Mr. Aitken in favor of Mr. Owen Long of Hawaii; Mr. Darling in\nfavor of Mr. Doudna of Wisconsin; Mr. W. M. Taylor in favor of H. V. Cooper\nof Mississippi; and Miss Croydon in favor of S. B. Nisssen of South Dakota.\nIt was then moved by Miss Williams, seconded by Mr. Gwinn that the resigna¬\ntions just given be accepted and the people named in giving the resignation be\nelected as Directors for the respective states. Carried.\nMr. Givens again thanked the Directors for arranging to meet in California in\n1931. He expressed his grateful appreciation to Mr. Mooney in particular.\nThere being no further business, President Sutton declared the session adjourned.\nJ. W. Crabtree, Secretary,\n\nWillis A. Sutton, President.\n\nMINUTES\n\nOF THE\n\nMEETINGS OF THE\nCOMMITTEE\n\nWashington,\nA\nwas\n\nmeeting\nheld\n\nJanuary\n\nof the Executive\n\nat the Association\n\n13, with all members\n\nCommittee\n\nof the National\n\nAssociation\n\nMonday\n\nafternoon,\n\nof the committee\n\npresent: U el W.\n\nLamkin,\n\nWalter\n\nThe\n\ncalled the meeting\n\nHenry\n\nLester Smith, and\n\nE. Ruth\n\nto order at 3:45 oclock and\n\nof the meeting, as stated in the call, was\n\nthat might be presented\n\nEducation\n\nin Washington,\n\nE. Reynolds,\n\npurpose\n\n13, 1930\n\nheadquarters\n\nSiders, Frank\nChairman\n\nD. C., January\n\nEXECUTIVE\n\nR.\n\nPyrtle, Chairman.\nexplained\n\nthat the\n\nto attend to all emergency\n\nmatters\n\nand to participate with the Board\n\nof Trustees\n\nin consid-\n\n"}
{"page": 1041, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1037\n\nInformation\n\nering questions pertaining to the new building. Mr. Saunders,\nTrustees, on invitation, participated in the discussions.\n\nof the Board\n\nof\n\nThe Chairman then presented a program plan for the Columbus meeting and\nasked for suggestions. A few points were discussed and members were requested\nto send in advice and suggestions at their convenience.\nA motion was made by Mr. Reynolds and seconded by Mr. Smith “to advance\nnot to exceed $1000 to meet expenditures at World Federation headquarters as\nordered by the president and field agent in carrying forward their work for raising\nfunds for their organization, such expenditures to be limited to stationery, stamps,\nclerical help, printing, multigraphing,\n\nmailing, etc., and to hereby appropriate\n\nthat purpose $1000 out of the emergency\n\nappropriation.”\n\nMembers\n\nfor\n\nvoted as follows:\n\nMr. Lamkin, “yes”; Mr. Reynolds, “yes”; Mr. Smith, “yes”; and Miss Pyrtlc,\nChairman, “yes”; Mr. Siders did not vote. The Chairman stated that the vote\ncarried and that the appropriation was duly made.\nThe Secretary explained that the officers of the Indiana State Association were\nabout ready to arrange for an all-inclusive plan of membership with the National\nEducation Association. He outlined a proposal for a combined membership fee of\n$3.50 of which $2 would go to the N. E. A. and $1.50 to Indiana, the plan providing\n16 pages to be added to the Journal as the Indiana supplement.\nA motion was made by Mr. Siders and seconded by Mr. Lamkin to authorize\nthe Secretary to work out the details of the above plan with the state association\nand to prepare a contract for the signature of the officers of the Indiana and\nnational associations, the President\nfor the N. E. A. Carried.\n\nand\n\nSecretary\n\nbeing duly authorized\n\nto sign\n\nThe Secretary presented information concerning the help given to the law\nenforcement commission in arranging for a study of the effect of prohibition on\nyouth since 1920, and concerning the help given to the Department of Commerce\nin its efforts to speed up the construction of necessary school buildings throughout\nthe United States. Approval was expressed but no action was taken.\nA\n\nbrief report on life membership\n\nwas\n\npresented\n\nand\n\napproved.\n\nThere\n\nwas\n\nsatisfaction with the gain of 12,500 active members for the year 1928-29. In view\nof the need for funds for the new building, it was understood that the Secretary\nwould push the drive for active and life members during the remainder of the year.\nA motion was made by Mr. Siders and seconded by Mr. Reynolds, to ratify the\naction of the Secretary in accepting the resignations of Geneva Stiffler, Margaret\nStimson, and Selden Carlyle Adams. Carried. The Secretary explained that these\npositions had not been filled, but that he had provided the necessary temporary\nhelp for the divisions.\nA motion was made by Mr. Lamkin and seconded by Mr. Smith to authorize the\nSecretary to prepare through the Division of Publications, during the next two\nyears, a volume of not to exceed 600 pages of the famous reports of Horace Mann.\nCarried. The Secretary stated that he would ask Mr. Morgan to edit the volume.\n\nA motion was passed to postpone the request for additional funds for the Depart¬\nment of Adult Education until the meeting of the Committee in February. The\nSecretary was advised to ascertain from the Budget Committee whether the request\nhad received the attention of that Committee in June.\nThe Secretary presented in due form the report on salaries of members of the\nstaff. No action was required on this report. He promised to investigate to see\nwhether a savings could not be made in expenditures in the divisions, particularly\nin telegrams and postage.\nA motion was then made to adjourn subject to the call of the President, E. Ruth\nPyrtle. Carried.\nJ. W. Crabtree, Secretary,\nE. Ruth Pyrtle, President.\n\n"}
{"page": 1042, "printed_page": null, "text": "1038\n\nNational\n\nEducation\n\nAssociation\n\nAtlantic City, N. J., February\nThursday\n\nMorning,\n\nFebruary\n\n27, 1930\n27, 1930\n\nA meeting of the Executive Committee of the National Education Association\nwas held Thursday forenoon at 10:30 in room 300 of the Shelburne Hotel, Atlantic\nCity, New Jersey. Members present were: U el W. Lamkin, F. E. Reynolds and\nE. Ruth Pyrtle, President Mr. Saunders of the Board of Trustees was present by\ninvitation. H. L. Smith and W. R. Siders were delayed owing to attendance at\nother meetings.\nAfter an explanation of the need of additional room during the construction of\nthe new headquarters building and the statement that a building had been rented\ntentatively, Mr. Reynolds moved that the Secretary be authorized to rent the build¬\ning described at $275 a month to begin as of February 15, 1930 for a year or until\nthe new headquarters building is completed. Seconded by Mr. Lamkin. Carried.\nMr. Allan recommended that the contract with Judd and Detiveiler for printing\nthe Proceedings be continued. He explained that owing to the larger edition, there\nwould be a decrease in the printing cost for each Proceedings of about\ncents. Mr.\nLamkin moved that the contract be approved. Seconded by Mr. Reynolds. Carried.\nA motion was made by Mr. Reynolds and seconded by Mr. Lamkin to authorize\nthe Secretary to provide all necessary space at headquarters for the use of the\nWorld Federation of Education Associations and for conferences. Carried.\nMoved\nCarried.\n\nby Mr. Reynolds\n\nand seconded\n\nThursday\n\nby Mr. Lamkin\n\nAfternoon,\n\nAt 2 oclock in the afternoon\n\nFebruary\n\nthe meeting\n\nwas\n\nto recess until two\n\noclock.\n\n27, 1930\n\nagain called to order\n\nwith the\n\nfollowing present: W. R. Siders, F. E. Reynolds, H. L. Smith, and E. Ruth Pyrtle,\nthe Chairman. Miss Wofford of the Board of Trustees was present on invitation.\nMr. Lamkin moved to add enough to the unexpended balance of the appropria¬\ntion of the Committee on Appointment of Delegates and Kindred Questions to make\n$1000 but not to exceed that amount. Seconded by Mr. Siders. Carried.\nMr. Lamkin made a motion to adopt item 1 of the recommendations of the\nSecretary on salaries. Seconded by Mr. Reynolds. Carried. The item is as follows:\n1. To ratify the vote by mail accepting the resignation of the following:\nGeneva Stiffler, Field Division, place filled by temporary help.\nMargaret Stimson, Research Librarian, filled by temporary help.\nS. Carlyle Adams, Publications, filled by Belmont Farley.\nMr. Lamkin moved\nItem 2 is as follows:\n\nto approve\n\nof item 2. Seconded\n\n2. The following changes from the temporary\nbegin June 1 on the minimum salary:\n\nDivision\n\nName\n\nMembership\nPublications\nResearch\nResearch\nResearch\nResearch\nResearch\n\nDorothea Cutting\nHelen Campbell\nMargaret Lane\nBeatrice Goodman\nLulu Wallace\nMargaret Bruffey\nFrances Waldron\n\nYears in\nService\n\nby Mr.\n\nSiders. Carried.\n\nroll to the permanent\n\nroll to\n\nSalary to\nClass\n\nBegin June\n\n1\n\n3B\n3B\n3B\n\n1200\n$1200\n1200\n1200\n\n3B\n3B\n3B\n3AA\n\n1200\n1200\n1400 (now $25\n\n5 years\n\n2\n\n“\n\n2\n2\n\n“\n“\n\n2\n\n“\n\n2\n1\n\n“\n\n“\n\nper week)\n\n"}
{"page": 1043, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1039\n\nInformation\n\nMr. Smith moved to place the first two names in item 3 on the permanent roll,\nClass 3A, at a salary of $1550. Seconded by Mr. Siders . Carried. The following\nis item 3 :\n3. The\n\nfollowing\n\nchanges\n\nin classification:\n\nDivision\n\nName\n\nYears in\nService\n\nPublications\nPublications\nPublications\nResearch\n\nHazel Arrington\nVera Stafford\n\n2 years\n\nSalary\nClass\nTemp,\n\nLyle fV. Ashby\nAlline McBride\n\nto 3A\n\ntemp, to 3A\n2A to IB\n3B to 3A\n\n$1500 to $1550\n1500 to 1550\n2040 to 2500\n1260 to 1360\n\n“\n2\nbe given\nthe normal increase. Seconded by\n“\n4\nMr. Reynolds. Carried. A motion was then made\nto place Miss McBride’s salary\n“\n4\nat $1360 without change of classification. Second by Mr. Lamkin. Carried.\n\nMr.\n\nSiders moved\n\nthat Mr.\n\nAshby\n\nAfter considering\n\nitem 5 Mr.\n\nLamkin\n\nmoved\n\nthat the Association\n\npay two-thirds\n\nof $4100 as its part of Mr. Hubbard’s salary leaving the Elementary Principals to\nadd $1600 or as much as the Department may wish. Seconded by Mr. Siders.\nCarried. Item 5 is as follows:\n5. That Mr. Frank JV. Hubbard’s salary for two thirds of his time be fixed at\n$3200 and that he be privileged to work for the Department for one-third his\ntime at not to exceed $1600.\nMr. Smith moved\nis as follows:\n\nto adopt item 4. Seconded\n\nby Mr.\n\nReynolds.\n\nCarried.\n\nItem 4\n\n4. The authorization to employ a librarian to take the place of Mrs. Margaret\nStimson (resigned) at a salary not to exceed $2000. Mrs. Stimson would have\nreceived $1900 next year. There is need for a first class librarian and one who\ncan render assistance to those working on research problems.\nMr. Lamkin moved\nItem 6 is as follows:\n\nto approve\n\nof item 6. Seconded\n\nby Mr.\n\nSiders. Carried.\n\n6. A double increase in salary for Mr. IV. G. Carr owing to his efficiency and\nalso owing\n\nto the heavier duties involving on him during Mr. Norton’s absence.\n\nIn reference to item 8 Mr. Siders moved that Mrs. Norton’s resignation be\naccepted to take effect August 1. Seconded by Mr. Lamkin. Carried. A motion was\nthen made by Mr. Reynolds to authorize the Secretary to employ Mrs. Norton at\none-third her present salary for a period of three months\nSeconded by Mr. Lamkin. Item 8 is as follows:\n\nbeginning\n\nAugust\n\n1.\n\n8. That the Secretary be authorized to arrange with Mrs. Norton to do\npartime work after August in completing the work that she is now doing on\nyearbooks. She is willing to give one-third time for a few months in order to\ncomplete the work which committees think can be done by no one else.\nA vote was taken to ratify vote by mail to permit Mr. Norton to work for the Asso¬\nciation next year on one-fourth time. Carried. The following is the action ratified:\n1. That\n\nwe\n\npermit Mr.\n\nNorton\n\nto accept the position of Visiting Professor\n\nat Columbia University for 1930-31 beginning August 1.\n2. That we arrange for him to give one-fourth time to the Association on\na salary of $166.67 a month plus the necessary traveling expenses in order to\nspend time at Washington.\n\n"}
{"page": 1044, "printed_page": null, "text": "1040\n\nNational\n\nEducation\n\nAssociation\n\nIt was moved by Mr. Larrikin that the Secretary be directed to prepare a sub¬\nstitute classification for the July meeting for classes 1A and IB providing for\nassistants or associates in Divisions. Seconded by Mr. Smithy Carried.\nMr. Siders moved the adoption of item 7. Seconded by Mr. Lamkin. Carried.\nIt was thought that the position should not be filled until near the time of Mrs.\nNorton’s\n\nleaving. Item 7 is as follows:\n\n7. That the Secretary be authorized to secure as soon as possible, an assist¬\nant in research at a salary not to exceed $4000 to take the place soon to become\nvacant on the resignation of Mrs. Norton.\nMr. Siders moved that the Secretary direct the Director of Field Service to take\nas her work the whole field of school legislation and that her time and activities be\ndirected as the Secretary considers pertinent to the issues in hand. Seconded by Mr.\nSmith. Carried.\nOn motion\n\nthe meeting\n\nadjourned.\nJ. W.\n\nCrabtree,\n\nE. Ruth\n\nColumbus,\nFriday\nThe\n\nmeeting\n\nwas\n\nPyrtle,\n\nSecretary,\nPresident .\n\nOhio, June 27-July 4, 1930\nEvening,\n\nJune 27, 1930\n\ncalled to order at eight oclock, Friday evening, June 27, 1930,\n\nin the President’s Suite, Deshler-Wallick Hotel, Columbus, Ohio, by the President.\nThere were present: U el IV. Lamkin, IV alter R. Siders, Henry Lester Smith, Frank\nE. Reynolds, and E. Ruth Pyrtle, President.\nThe first order of business was the adoption of the minutes of January 13, and\nFebruary 27, 1930. It was moved by Mr. Siders, and seconded by Mr. Reynolds,\nthat the minutes be approved as prepared. There being no discussion, the motion\nwas put and unanimously carried, and the minutes declared adopted as printed.\nThe Secretary presented the following report:\nIn compliance with the authorization of the Executive Committee to pre¬\npare a substitute classification for classes 1A and IB in the personnel classifi¬\ncation making due provision for associates and assistants, I make the following\nrecommendations :\nThat 1A which reads as follows:\n1A\n\nAssociate Director in Research\nBasic .\nMaximum .\nAnnual Increase .\n\nbe changed\n1A\n\nThat\n\nDivision\n\nper\n. year\n\n7000\n250\n\nto read:\n\nAssociate Directors of Major Creative\nBasic .\nMaximum .\nAnnual Increase .\nthe IB which\n\nDivisions\nper year $4250\nper year\n.\n\n6750\n250\n\nreads as follows:\n\nIB Directors of other Divisions\nBasic .\nMaximum .\nAnnual Increase .\nbe changed\n\nper year $4500\n\nto read:\n\nper year $2500\n\n.\nper year\n\n4500\n200\n\n"}
{"page": 1045, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1041\n\nInformation\n\nIB Directors of other Divisions and Assistants of Major\n\nCreative Divisions\n\nBasic .\nMaximum .\nAnnual Increase .\n\nper year $2500\nper year 4500\n200\n\nNotice that I am recommending that the class 1A formed previously for one\nassistant be broadened to accommodate others having similar qualifications,\nand the IB likewise broadened to accommodate those next to the Associate\nDirectors\n\nin Major\n\nfully accomplish\n\nDivisions. While\n\nwhat\n\nthese changes\n\nare simple they seem\n\nto\n\nis desired.\n\nAfter some discussion, it was moved by Mr. Lamkin, seconded by Mr. Reynolds,\nthat should this classification be adopted, it is the sense of the Executive Committee\nthat the “Creative Divisions” are understood to be at present the Divisions of\nResearch and Publications. The motion being put, was unanimously carried.\nIt was suggested by Mr. Lamkin and concurred in by the respective members of\nthe Executive Committee that the Classification IB be changed to read Assistant\nDirectors of Major Creative Divisions.\nThere being no further discussion it was moved by Mr. Siders, seconded by\nMr. Reynolds, that the Classification Plan modified by motions be adopted and\npresented for the approval of the Board of Directors. Carried.\nIt was moved by Mr. Lamkin, seconded by Mr. Siders, that the Committee ratify\nthe appointment of Miss Anna Haddow, class 2A, salary $2000; and that of\nRichard R. Foster, class IB, salary $4000. (Both in the Research Division.) There\nbeing no discussion, the motion was put and carried.\nThe next item presented for the consideration of the Executive Committee was\na recommendation that Mrs. Margaret A. Norton be retained at one-third her\nannual salary as long as needed by the Department of Superintendence. It was\nstated that the Department of Superintendence has specially requested that the\nperiod of her employment be continued for the rest of the year or as much longer\nas necessary in order to complete the work now under way.\nAfter discussion it was moved by Mr. Lamkin, seconded by Mr. Smith that the\nSecretary's recommendation\napproved. Motion carried.\n\nto retain Mrs.\n\nNorton\n\nto finish work\n\nunder\n\nway\n\nbe\n\nIt was stated by the Secretary that he concurred in the recommendation of\nMr. Shankland that Miss Made Templeman, who is now on the temporary roll be\nplaced on the permanent roll in Class 3B, at a beginning salary of $1200. It was\nmoved by Mr. Smith, seconded by Mr. Reynolds, that the recommendation be\nadopted. Motion carried.\nIt was brought to the attention of the Committee that the Secretary had been\ninstructed to take up with Miss Williams, the Director of Field Service, the matter\nof assisting the various states of the Union with legislative work. He reported that\nthe action of the Committee had been complied with and that some work had\nalready been done.\nMr. Lamkin made a report of the proceedings of the Advisory Committee\nappointed by Secretary Wilbur. He expected a report to be made soon which would\nbe most satisfactory to all leaders in the profession.\nIt was moved by Mr. Lamkin and seconded by Mr. Siders that the following\nresolutions be adopted:\nThe employees of this Association shall be governed in their public announce¬\nments and procedure by the policies adopted by the duly constituted authorities\nof this Association. If no policy is in existence, they shall consult the Secretary\nfor determination of procedure. The employees are urged to make through\nproper channels from time to time suggestions for the improvement of the\n\n"}
{"page": 1046, "printed_page": null, "text": "1042\n\nNational\n\nAssociation.\ncarried.\n\nEducation\n\nAssociation\n\nSuch suggestions will be welcome\n\nand are expected. Unanimously\n\nOn the suggestion of Trustee Saunders it was moved\nby Mr. Siders, that the Executive Committee recommend\n\nby Mr. Lamkin, seconded\nto the Board of Directors\n\nfor their consideration, the following: (1) Set a dead line at which time all resolu¬\ntions affecting the policies of the Association shall be presented in writing to the\nResolutions Committee; (2) suggest to the Resolutions Committee that hereafter\nresolutions of the Association be confined to new policies or a reaffirmation of old\npolicies which are of particular importance at that time, or a reversal of the\npresent policy on any subject that might be desired at that time; (3) that the\nResolutions Committee shall write the resolutions in the fewest possible number of\nwords; (4) that the Association shall publish in pamphlet form for general distri¬\nbution to its members a statement of policies approved by the Association, or copies\nof resolutions. There being no further discussion, the motion was voted upon and\ncarried.\nIt was moved by Mr. Siders, seconded by Mr. Reynolds, that the meeting adjourn\nsubject to .the call of the Chair. Motion carried.\n\nJ. W.\n\nCrabtree, Secretary,\n\nE. Ruth\n\nNew\n\nExecutive\n\nCommittee,\n\nPyrtle,\n\nPresident.\n\nJuly 4, 1930\n\nA meeting of the Executive Committee was called to order by the President\nat 1:50 p. m., July 4, 1930. There were present, Willis A. Sutton, President, Henry\nLester Smith, E. Ruth Pyrtle, Joseph Rosier, Walter R. Siders, and, on invitation,\nKate Wofford and Joseph H. Saunders of the Board of Trustees.\nMiss Williams of the headquarters staff came before the committee to ask for\na two months vacation period, one month being due foj* this year and one month\nfor last year which she had not used. After giving an outline of the work in\nwhich she had been engaged during the past year, particularly the work which she\nhad done in connection with the National Congress of Parents and Teachers, she\npointed out the advantage of the two months trip abroad which she had in mind.\nThe point was raised whether the Association should recognize the principle of\nvacations being permitted to carry over and become cumulative, and whether it\nwas wise to permit a precedent to be set in that regard. Members of the Committee\nexpressed approval but wished to avoid setting a precedent.\nIt was\n\nmoved\n\nand inasmuch\n\nby Mr.\n\nRosier, inasmuch\n\nas the request seemed\n\nto be reasonable\n\nas a report is to be presented by the Secretary at the February\n\ncovering the general situation in the office of the N. E. A. headquarters\n\nmeeting\n\nas to vaca¬\n\ntion periods that the matter of Miss Williams’ vacation be left in the hands of\nSecretary Crabtree with power to act. The motion was duly seconded by Mr. Smith,\nand there being no further discussion, was carried, with one dissenting vote. The\nSecretary asked whether\n\nhe could consider this action as approving\n\nof Miss\n\nWill¬\n\niams’ request. Mr. Siders specifically objected unless the motion should include\nthat in voting affirmatively on this particular motion it be understood that in so\ndoing the Committee was considering this as a special matter and was not setting\na precedent. Mr. Rosier stated he would be very glad to accept Mr. Siders\ntion and to incorporate it in his motion, whereupon Mr. Siders also voted\nmotion. Miss Williams thanked the board for its action and thereupon\nfrom the meeting.\nThe next matter for the consideration of the Executive Committee was\nthe location of the next convention. Mr. Allan outlined the conditions that\nfound\n\nin both Denver\n\nand\n\nLos Angeles\n\nand\n\nthe advantages\n\nand\n\nsugges¬\nfor the\nretired\nthat of\nhe had\n\ndisadvantages\n\nof each place, stating, however, that either city would be able to properly care for\nthe convention. It was suggested by Mr. Allan that the Executive Committee enter\n\n"}
{"page": 1047, "printed_page": null, "text": "Associational\n\ninto a contract\n\nRecords\n\nand\n\n1043\n\nInformation\n\nwith the people representing\n\nthe Chamber of Commerce and the\nschool authorities of Los Angeles submitting to them a contract covering the\nconditions that the N. E. A. required and which it was known the city of Los\nAngeles was in a position to offer.\nIt was moved by Mr. Smith that Mr. Allan’s suggestion be followed and that\nsuch a contract be made with Los Angeles. Seconded by Mr. Siders. Carried.\nIt was stated by the Secretary that in the meeting of the old Committee Mr.\nLamkin had expressed a very strong desire for a more vigorous effort for retire¬\nment allowances for state associations. He had promised Mr. Lamkin to personally\npromote the plan. He desired to know whether it would be agreeable and satis¬\nfactory to the new Executive Committee for him to go ahead and do the best that\nhe and the headquarters staff could do. The Committee indicated its approval.\nIt was stated that the laying of the cornerstone would take place July 25th and it\nwas desirable that as many as possible of the Executive Committee and Board\nof Trustees attend.\nMiss IV offord stated she had a report to make to the Committee on the matter\nof electing a member of the staff to serve as an Interpreter of Rural Information\nand Data.\nAfter hearing the report it was moved by Miss Pyrtle that Secretary Crabtree\nbe authorized to consult with the Advisory Committee which had been appointed\nby the Rural Department and ascertain their needs and plans and that he bring\nthis data to the Executive Committee at the February meeting for consideration.\nThe motion was seconded by Mr. Smith and carried.\nThe Secretary stated that Mr. W annamaker had felt very much hurt over the\nreport that a staff member had forbidden the press to mention his address favorably.\nHe had asked Mr. W annamaker to come to the meeting and explain matters to\nthe Executive Committee. Mr. IV annamaker was then presented and explained what\nhad come to him. The Secretary stated that he would consider it a serious matter\nfor a staff member to prejudice the press against any member of the association.\nHe had a denial from Mr. Farley but he would investigate further. After having\nheard Mr. IV annamaker, the Executive Committee assured him they felt there\nmust be some error. It was not the desire of the Executive Committee to have any\nsuch condition exist. The Chairman thanked him for bringing the matter to the\nattention of the Committee.\nMr.\nCouncil\n\nSmith\n\nbrought\n\nof Education\n\nbefore the Executive\n\nCommittee\n\nthe fact that the National\n\nhad requested $1500 of available funds for three committees,\n\nand stated that he did not have an opportunity to appear before the Budget Com¬\nmittee in time to present that matter to them, but that he had taken the matter up\nwith the Board of Directors and that it was his understanding that both the Board\nof Directors and the Executive Committee in a previous meeting had agreed that\non the recommendation of the Secretary the Executive Committee would be\nauthorized to take that amount of money from the Contingent Fund.\nIt was moved by Mr. Siders , after considerable discussion and after the Secretary\nstated he wished to recommend the allowance that the sum of $1500 be set aside\nfrom the Contingent\n\nFund\n\nfor the use of the Council if, when, and as needed, which\n\nmotion was seconded by Miss Pyrtle, and upon a vote duly carried.\nThere being no further business, President Sutton took a few minutes\n\nto speak\n\nof the year’s work. He spoke highly of the program and of the convention. He\nwas sure he would have the hearty cooperation of the members of the Executive\nCommittee and the Board of Trustees.\nThere being no further\nthe meeting adjourned.\n\nbusiness\n\nto come\n\nbefore\n\nthe Committee\nJ. W.\n\nCrabtree,\n\nWillis\n\nA.\n\nat this time,\nSecretary,\n\nSutton,\n\nPresident.\n\n"}
{"page": 1048, "printed_page": null, "text": "1044\n\nNational\n\nMINUTES\n\nOF\n\nTHE\n\nEducation\n\nMEETINGS\n\nAssociation\n\nOF BOARD\n\nOF TRUSTEES\n\nAtlanta, Georgia, June 28-July 4, 1929\nFriday, June 28, 1929\nThe Board of Trustees met in the President’s Suite, Ansley Hotel at 10:45, June\n28, 1929 with the following members present: U el IV. Lamkin, J. II. Saunders,\nKate V. IVofford , and Chairman W. R. Siders.\nThe first question under discussion was the relation of the Association funds,\ninvestments and trust officers, and the Board of Trustees. The Chairman stated\nthat this question had been submitted\nwas given as follows:\n\nto the Association’s\n\nC. ALBERT\n\nattorney and his opinion\n\nWHITE\n\nAttorney at Law\nWashington Loan and Trust Bldg.\nWashington, D. C.\n.\n\nWashington,\n\nD. C.\n\nJune 15, 1929.\nJ. W.\n\nCrabtree, Esq.,\nSecretary, National Education\nWashington, D. C.\nDear Sir:\n\nAssociation,\n\nI received your communication of recent date in which you ask my opinion\nwhether certain plans of procedure on the part of the Association are in harmony\nwith the Charter and Bylaws of the Association.\nAs your query is in the form\n\nof questions, I shall answer\n\nthem\n\nseriatim.\n\nQuestion I: The present practise is for the Board of Trustees to elect the\nSecretary and for the Board of Directors and the Executive Committee to direct\nhis work. Is it in accordance with the Charter and Bylaws for the Executive\nCommittee to control the work of the Secretary or should he work under the\ndirection of the Board of Trustees?\nAnswer, Question 1: Section seven (7) of the Charter of the Association\nprovides for the election of the Secretary by the Board of Trustees, who shall\nfix his compensation and his term of office.\nIn article three (3), section two\n\n(2) of the Bylaws\n\nof the Association\n\nwe\n\nfind the following: “The Secretary shall keep a full and accurate record of\nthe proceedings of the general meetings of the Association and all meetings of\nthe Board of Directors and Executive Committee, shall conduct the business of\nthe Association as provided in the Act of Incorporation and these Bylaws, and\nin all matters not definitely prescribed therein shall be under the direction of the\nBoard of Directors or of the Executive Committee acting for the Board of\nDirectors, and in the absence of instructions from the Board of Directors or the\nExecutive\n\nCommittee,\n\nshall be under the direction of the President.”\n\nIn article four (4), section (4) of the Bylaws, we find the following: “The\nBoard of Directors shall approve all bills incurred by itself or by the Executive\nCommittee or the President or the Secretary acting under the authority of the\nBoard of Directors; shall appropriate from the current funds of the year the\namounts of money\nso forth.\n\nordered\n\nto be paid by the Representative\n\nAssembly;”\n\nand\n\nI am, therefore, of the opinion, from the foregoing extracts from the Charter\nand Bylaws, that the Secretary is (except where otherwise specifically pre¬\nscribed in the Bylaws) under the control and direction of the Board of Di-\n\n"}
{"page": 1049, "printed_page": null, "text": "/\n\nAssociational\n\nrectors or the Executive\n\nRecords\n\nCommittee\n\nand\n\nInformation\n\nacting for the Board\n\nof Directors\n\nabsence of instructions from the Board of Directors or the Executive\nunder the direction and control of the President of the Association.\n\n1045\n\nand in\n\nCommittee,\n\nQuestion 2: The present practise is for the Executive Committee, under the\ndirection of the Board of Directors, to elect all members of the headquarters\nstaff. Is this procedure in harmony with the Bylaws?\nAnswer, Question 2: Under the Charter and Bylaws, the Board of Directors\nhave, as in all corporations, the general control of the work of the Association,\nand the Executive Committee of the Association, under the Bylaws, represents\nand acts for the Board of Directors in the interval between its meetings, and I\nam of the opinion, therefore, that it is in consonance with the laws of the Asso¬\nciation, for the Executive Committee to elect all members of the headquarters\nstaff.\nQuestion 3: The Board of Trustees are clearly responsible under the Charter\nand Bylaws for the care of the permanent fund. How far does this responsibility\ngo over into the custody of the current funds? The Board of Trustees have\ndecided on the trust company to invest and care for the permanent fund. Is it\nthe right of the Board of Trustees to choose the bank or trust company for the\nhandling of the current funds or is that the responsibility of the Executive\nCommittee and the Board of Directors? There is now common agreement on\nmatters of this kind but we wish to know just who has the legal responsibility.\nAnswer, Question 3: The current funds of the Association are, I take it, all\nfunds except the “Permanent Fund” and these current funds, until such part\nof them are converted into the “Permanent Fund,” are, under provision of Sec¬\ntion seven (7) of the Charter, in the hands of the Treasurer of the Association,\nand to be paid out, under Article, three (3) of the Bylaws, only upon the order\nof the Board of Trustees, and I am, therefore, of the opinion that the responsi¬\nbility for the handling of the current funds of the Association rests also with\nthe Board of Trustees and not with the Board of Directors or Executive Com¬\nmittee.\nQuestion 4: The\n\npresent headquarters\n\nbuilding was\n\npurchased\n\nby the Board\n\nof Trustees and paid for out of the permanent fund, looking upon the transac¬\ntion as an investment of the permanent fund. The Association pays rent for\nthe use of the building and these payments in rent are treated as income from\nthe amount invested. Now we are arranging to construct an addition to the\nbuilding and to look upon this again as an investment of the permanent fund.\nThe Association would pay a rental which, like the other, would be con¬\nsidered as income in the permanent fund. We have paid out for the present\nbuilding and grounds about $153,000. The new costs would add about $250,000.\nIs this procedure in full harmony with the Charter and Bylaws?\nAnswer,\n\nQuestion 4: I am\n\nof the opinion that the expenditure\n\nfrom the “Per¬\n\nmanent Fund” for the acquisition of additional property for the expanding\nactivities of the Association, the latter to pay a reasonable rental therefor,\nwould be in the nature of a quasi investment and impliedly, if not directly,\nauthorized by the provisions of Section seven (7) of the Charter.\nQuestion 5: Of course, whether necessary or not, the question of the invest¬\nment and building will be submitted to the Representative Assembly, but we\nwould\n\nlike to know\n\nwhether\n\nthe Bylaws\n\nwould\n\ntake action on their own responsibility. What\nrations similarly organized on such matters?\n\npermit the Board\n\nof Trustees\n\nto\n\nis the general practise of corpo¬\n\n"}
{"page": 1050, "printed_page": null, "text": "1046\n\nNational\n\nEducation\n\nAssociation\n\nAnswer, Question 5: The National Education Association is what is de¬\nnominated in the law as an eleemosynary institution, whose purpose and object\nis something other than profit or gain, and the powers of such a corporation\nare, as a general rule, limited strictly by its Charter and Bylaws. Section seven\n(7) of the Charter points out the manner and means by which any part of\nthe “Permanent Fund” of the Association is to be expended and does thereby\npreclude any other made than that therein specified, but viewing the proposed\npurchase of additional property for the headquarters of the Association as an\ninvestment on which the Association would receive a fair return, I am of the\nopinion that the Trustees could, on their own responsibility, proceed in the\nmatter of the said proposed acquisition of property.\nQuestion 6: Observe\n\nthe provision in the Charter\n\nfor turning current funds\n\nabove a certain figure into the “Permanent Fund.” May we, under these provi¬\nsions, take into account the reasonable expenditures for next year and deduct\nthat from the annual balance in getting at the amount to be turned into the\n“Permanent Fund”? Is this balance which is to apply on next year’s expendi¬\ntures, in the custody of the Executive Committee and Board of Directors or is it\nto be in the custody of the Board of Trustees? We have put this balance on\ninterest at four percent for three or six months at a time. Is that in harmony\nwith the Bylaws? Is there any reason why such an investment, provided it\nrepresents the balance on hand and provided it does not exceed the probable\nexpenditures of the following year, cannot be made for an entire year? Could\nwe designate this as a “Saving Fund” or any such name as we wish?\nAnswer, Question 6: From a careful consideration of Section seven (7) of\nthe Charter, I am of the opinion that an affirmative answer can be given to the\nqueries to the foregoing question provided the said current funds or the “Sav¬\nings Fund” should you desire so to designate it, be invested in liquid securities,\nthat is, readily convertible into cash. I would say further that in my opinion\nthe custody of the current funds would be vested in the Board of Trustees and\nnot in the Board of Directors or the Executive Committee.\nQuestion 7 : Is the Budget Committee which is provided for in the Bylaws in¬\ndependent of the Board of Trustees? Is it independent of the Executive Com¬\nmittee, that is, is this committee exclusively under the authority of the Board\nof Directors?\nAnswer,\n\nQuestion 7: The\n\nBylaws,\n\nArticle three (3), Section four (4), pro¬\n\nvide for the appointment by the Board of Directors at its annual meeting of “a\nBudget Committee for the ensuing year whose duty it shall be to prepare and\npresent a budget to the Board of Directors at its next meeting.” I am of the\nopinion that the Budget Committee being the creature, if I may use the expres¬\nsion, of the Board of Directors and apparently accountable to it alone, is inde¬\npendent of the Board of Trustees and also the Executive Committee — the power\nto appoint the Budget Committee being, in my opinion, properly vested in the\nBoard of Directors as the general controlling body of the Association\nnance with general principles of corporation law.\n\nin conso¬\n\nQuestion 8: After an appropriation has been made to a department, does the\nExecutive Committee of the department have the right to order payment of\nbills, and is it necessary for the officers of the Association to honor these orders?\nIf the Association makes an appropriation to a department for specific purposes,\ncan such funds be used legally for other purposes?\nAnswer, Question 8: The departments of the Association were created by\nthe Charter itself in Section two (2) and it was the evident intent of the original\n\n"}
{"page": 1051, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1047\n\nincorporators that they should constitute an active factor contributing to the\nsuccess of the Association. Section five (5), Article five (5) of the Bylaws\nstates that the officers of each department shall consist of a President, a Vicepresident, a Secretary, and such other officers as may be deemed necessary by\nthe department. From the foregoing, I am of the opinion that it is the intent\nand meaning of the Charter and Bylaws of the Association that the depart¬\nments be vested with sufficient authority to properly perform their functions\nas an integral part of the Association, and that, therefore, in view of the fore¬\ngoing that when an appropriation has been made to a department the Executive\nCommittee of such department has the right to order payment of bills, and\nthat it is necessary for the Officers of the Association to honor the orders. And,\nI am further of the opinion, that if the Association, makes an appropriation to\na department for a specific purpose, such funds cannot be legally used for other\npurposes, applying the maxim of law that expressio unius est exclusio alterius,\nthat is, the expression of one thing is the exclusion of all others.\nRespectfully submitted,\nC. Albert White.\nThe\n\nreport of the trust officer was\n\nthen read as follows:\n\n“We hand you herewith annual account of Continental Trust Company,\nTrustee of the National Education Association, due May 31, 1929. You will note\nthat we have transferred from the Income Account, Permanent Fund, an over¬\nbalance of $3372.12 to the regular account of the National Education Associa¬\ntion. You will also note that there is a balance of cash in the principal sum of\n$28,544.04.\n“Will you kindly advise us how you wish this money\nThe\n\nChair then gave\n\na record of the investments\n\ninvested?”\n\nof $31,916.36 as follows:\n\nState of Arkansas 5% due serially 1931-1945, AAA bonds, net earnings 4.75,\nand the action was approved upon the motion of Mr. Saunders. Seconded by\nMiss Wofford.\n\nThe next matter as suggested by the Chair was the building option.\nMr. Saunders then moved and Miss Wofford seconded the motion that the Board\nof Trustees purchase the two lots under option of purchase, adjoining the present\nadministration building on the basis of the offer made, or $40,000, or as much there¬\nunder as the Committee could buy them for. Motion carried.\nMr. Lamkin then moved and it was seconded by Mr. Saunders that the architect\n\nbe instructed to proceed with the plans for a seven-story building, each floor to be\non the same floor level with the present building. Mr. Saunders asTced to whom he\nshould report the work of the committee on a president’s jewel and after discussion,\nit was decided that he should take the matter up with the Board of Directors.\n\nOn motion of Mr. Lamkin, seconded by Mr. Saunders, the meeting adjourned to\nmeet at the conclusion of the meeting of the Board\n\nof Directors.\n\nWalter R. Siders, Chairman\nKate V. Wofford, Secretary\nFriday, June 28, 1929 — Adjourned\nAn\n\nadjourned\n\nmeeting of the Board\n\nof Trustees\n\nwas\n\nMeeting\ncalled to order by Chairman\n\nSiders in the President’s Suite, Ansley Hotel, at 5:30 p. m., following the conclusion\nof the meeting of the Board of Directors. There were present: Walter R. Siders,\nChairman, and U el W. Lamkin and Kate V. W offord.\n\n"}
{"page": 1052, "printed_page": null, "text": "1048\n\nNational\n\nEducation\n\nAssociation\n\nThe Chair announced that since the matter of proceeding with the building had\nnow been approved by the Board of Directors, the Board of Trustees may now take\nfinal action and enter into a contract with Mr. Cooper and complete negotiations.\nIt was moved by Mr. Lam kin, seconded by Miss Wofford, that the Board of\nTrustees proceed with arriving at a contract with the Frank Irving Cooper Corpora¬\ntion of Boston, Massachusetts, as architect for the new building. Motion carried.\nHere followed discussion of the printed form of architect’s agreement, to which\nthe Chair raised numerous objections as to certain clauses contained in the printed\nform.\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 Trustees\nenter into a contract in conformity with the points raised and decided upon in the\ndiscussion, with the Frank Irving Cooper Corporation for the erection of the new\nbuilding. Motion carried.\nThe Chair announced he was wiring an offer of $35,000 for the two lots, being\n$5,000 less than the price asked.\nIt was moved by Mr. Lamkin, seconded by Miss Wofford, that the minutes of\nthe Minneapolis\n\nand Cleveland\n\nmeetings be approved.\n\nMotion\n\ncarried.\n\nThen followed a general discussion of the blue prints and plans as tentatively sub¬\nmitted by the architect.\n\nUpon motion duly made and seconded, the meeting\nthe conclusion of the General Session of the evening.\nAdjourned\n\nadjourned\n\nmeeting, evening, June 28, 1929, informal\n\ndiscussion. No\n\nWalter\n«\n\nKate\n\nThursday,\nThe\n\nBoard\n\nof Trustees\n\nto meet following\n\nR. Siders,\n\nV.\n\naction taken.\nChairman\n\nWofford,\n\nSecretary\n\nJuly 4, 1929\n\nmet immediately\n\nfollowing the last meeting of the Board\n\nof Directors and reorganized by electing W. R. Siders, Chairman and Kate V . W offord, Secretary. Upon motion of Mr. Saunders, seconded by Miss Wofford, the meet¬\ning was adjourned.\nWalter\nKate\n\nWashington,\n\nD. C., Tuesday,\n\nV.\n\nAugust\n\nR. Siders,\n\nChairman\n\nWofford,\n\nSecretary\n\n27, 1929\n\nThe Board of Trustees met at Association headquarters,* Washington, D. C., at\n9 a. m., August 27, 1929. The following members were present: Walter R. Siders,\nChairman, U el W. Lamkin, Joseph H. Saunders, and Kate V. Wofford.\nThe matter of the new heating plant was discussed and explained by the Heating\nEngineer, Mr. Daniels. After a full discussion of the Engineer’s report, Mr. Lam¬\nkin moved that the Engineer rewrite the specifications asking for bids on two or\nmore boilers, burners, etc. The motion was seconded by Miss Wofford. Carried.\nMr. Daniels agreed to call for bids by Saturday noon, September 1. The following\nresolution was adopted:\n“The\n\nPermanent\n\nFund\n\nshall be invested in City, State, County,\n\nSchool and\n\nUnited States Bonds.”\nIt was moved by Mr. Lamkin that the Board of Trustees instruct the Secretary\nof the Association to take fifteen consecutive days away from the office before the\nfirst day of January, during which time he is not to combine his vacation with\nbusiness. Any failure of the Secretary to carry out this instruction of the Board\nwill result in the forfeiture of one-half of a month’s salary. The motion was sec¬\nonded by Miss Wofford. Carried.\n\n"}
{"page": 1053, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1049\n\nInformation\n\nThe question of the painting of the corridors in the Administration Building\nwas then considered and after a full discussion, it was moved by Mr. Saunders\nand seconded by Mr. Lamkin that the corridors be painted, the cost not to exceed\n$250; that the portico, the sign, and the woodwork of four windows on second\nfloor also be painted, the work not to exceed $150. The question of the basement\nwas also discussed and Mr. Lamkin made the following motion:\n“That it is the opinion of the Board of Trustees that the basement should be\nmade usable for the mimeograph department, if the new heating plant permits.”\nSeconded by Mr. Saunders. Carried.\nThe Board then inspected the lots at the back of the property, at 1201 Sixteenth\nStreet. After inspection, Mr. Lamkin moved that Mr. Allan be instructed to get\nthe opinion of architects in regard to the Sixteenth Street entrance, to investigate\nbuilding restrictions of all kinds, and to report to the trustees by letter.\nBills were then approved for the remodeling of fourth floor of the building and\nwere ordered paid:\nSummary\n\nTounis\n\nof Expenses\n\nfor\n\nF. Collier .\n\nWashington\n\nWoodworking\n\nRemodeling\n\nLumber,\nlabor\n\nCompany .\n\nH. L. Gordon .\nThomas Electric Company .\nW. B. Moses & Sons .\n\nfor\n\nRepair\n\nFloor\n\nHardware, Skylight and\nfor carpenters, roofers,\n\nplasterers, plumbers and for\nhauling .\nCabinet work for partition, stock\ncabinet, and fan bracket .\nPainting .\nElectrical work .\nLinoleum .\nTotal\n\nExpenses\n\nof Fourth\n\nof\n\nWashington Woodworking Company .\nH. L. Gordon .\n\nDoors\n\n.\n\nand\n\n$611.13\n343.50\n295.00\n77.63\n326.39\n$1653.65\n\nVestibule\n\nRepair of doors .\nCleaning and Painting .\n\n$171.00\n35.00\n\nTotal\n\nThe\n\nBoard\n\nrecessed to meet\n\n.\nat the call of the Chairman.\nWalter\nKate\n\nWashington,\nThe\n\nBoard\n\nof Trustees\n\nV.\n\n$206.00\n\nR. Siders,\n\nChairman\n\nWofford,\n\nSecretary\n\nD. C., Saturday, September\n\n7, 1929\n\nmet\n\nWashington,\n\nat Association\n\nheadquarters,\n\nD. C.,\n\non September 7, 1929 at 9 a. m., with the following present: W alter R. Siders,\nChairman, Joseph H. Saunders, Kate V. Wofford, Trustees and Mr. Crabtree,\nSecretary. Mr. Cooper, architect for the proposed new building was present and\npresented the blue prints, prepared to date. The following decisions were reached\nin regard to the blue prints and Mr. Cooper was asked to abide by them.\nBasement\n\nFloor\n\nUtilize all ground area possible extending rear\nallowed in the building code. Two additional toilets.\n\nwall\n\nwestward\n\nto the limit\n\nFirst Floor\nRemove all partitions possible on all floors. Clear hall of stairway, move\nvators making freight and passenger elevators near each other.\n\nele¬\n\n"}
{"page": 1054, "printed_page": null, "text": "1050\n\nNational\n\nEducation\n\nSecond\nMore\n\nelevation\n\nas on\n\nAssociation\n\nFloor\n\nfirst floor.\nThird Floor\n\nRemove partitions in Division of Publications. Use linoleum on all floors through¬\nout including auditorium, except first floor corridor. Steel sash to be used in the\nrear. Stairs of steel with linoleum tread materials to be used in new building,\nsimilar to those in present building. Conduits for telephone system. Automatic\nsprinkler in basement where there is fire hazard. One Western Union clock and\na system of gongs for each floor.\nMr. Crabtree was asked to investigate the possibility of broadcasting and if such\narrangements can be made that the architect be asked to build the proper room.\nThe Board authorized Mr. Allan to take steps to unite our lots into one lot on\nthe district plat. The following resolution was introduced and unanimously adopted:\n“Mr. Saunders moved that all resolutions for borrowing money be rescinded\nand that Walter R. Siders, Chairman of the Board of Trustees, and J. W.\nCrabtree, Secretary, N. E. A., be authorized to borrow for uses and purposes\nof the said Association from the Continental Trust Company, of Washington,\nD. C., the sum of $20,000 or as much thereof as may be needed, and execute\nand deliver to the Trust Company the necessary papers.”\nA bill for professional services by Mr. White, local attorney, was\nand ordered paid.\n\nStatement\n\nof\n\nSettlement\n\non\n\nPurchase\n\nof Tuckerman\n\nPrice of Property .\nExpenses of Purchase:\nCertificate of Title\nTax Certificate. . . .\n\napproved\n\nProperty\n\n$37,500.00\n\n1.00\n$63.00\n10.00\n\nPreparing Deed...\nRecording Deed...\nSettlement Fee .\n\n1.10\n\n18.50\n93.60\n\nGross\n\nPrice .\n\nLess taxes paid by Tuckerman\n\nfrom\n\n$37,593.60\n7/1/29 to 9/3/29 @\n\n$430. 621 .\n\n75.60\n$37,518.00\n\nBy check of Continental\nBy\n\nTrust Company .\ndeposit 7/6/29 .\n\nCheck\n\nto balance\n\nfrom Title Co .\n\n$36,600.00\n1,000.00\n\n$37,600.00\n82.00\n\n.\n\n$37,518.00\n150.00\n\nA. Albert White, Attorney Fees .\n\n1 Amount of taxes paid by Tuckerman\nColumbia by N. L. A.\n\nin property\n\n$37,668.00\nsettlement\n\nis later payable\n\nWalter\nKate\n\nV.\n\nR. Siders,\nWofford,\n\nto District of\nChairman\nSecretary\n\n"}
{"page": 1055, "printed_page": null, "text": "Associational\n\nWashington,\nThe\n\nBoard\n\nHigh\n\nSchool\n\nRecords\n\nand\n\nD. C., Monday,\n\n1051\n\nInformation\n\nOctober\n\n14, 1929\n\nof Trustees met at the Association headquarters, Washington, D. C.,\non October 14 at 9 a. m. with the following members present: W alter R. Siders,\nChairman, E. Ruth Pyrtle, Joseph H. Saunders , and Kate V. Wofford. Mr. Frank\nI. Cooper, Architect, was also present to present the final plans of the building.\nThe first matter considered was a letter from Mr. Davidson of the Technical\nof Cincinnati\n\ncriticizing the plans for the proposed\n\nbuilding of the\n\nN. E. A. and suggesting changes in order that the building might be more har¬\nmonious and beautiful. After a full discussion of the criticisms Mr. Saunders\nmoved and Miss Pyrtle seconded the motion that the Secretary be instructed to\nwrite to Mr. Davidson and explain to him the practical reasons why his suggested\nimprovements could not be carried out.\nMr. Cooper, architect, then presented his plans floor by floor, and discussion\nresulted in a motion by Mr. Saunders, seconded by Miss Wofford, that plans\nfor pipes be included tentatively in the blue prints and that a toilet be put on\nthe second floor. Mr. Urdahl then presented plans for the heating plant of the\nproposed new building.\nMr. Saunders moved, seconded by Miss Pyrtle, that the Board of Trustees\napprove the blue prints as submitted by Mr. Cooper as of October 14 with two\nchanges, that of a toilet on the second floor, and risers for basins on each floor.\nCarried.\nMiss Wofford moved, seconded by Miss Pyrtle, that a building committee, com¬\nposed of Mr. Siders, Mr. Crabtree, and Mr. Saunders be appointed, the committee\nto be authorized to work out specifications with the architect and to obtain bids\non the same. Carried.\nMr. Siders made a report on finances, informing the Board that he had taken\nup the matter of a loan with the different life insurance companies and that the\nMetropolitan Life Insurance Company was the only company that had given him\n-any encouragement on a building financed\nthat their loan would not exceed $275,000.\n\nas the proposed\n\nbuilding will be and\n\nMiss Pyrtle moved, seconded by Miss Wofford, that the World Federation of\nEducation Associations be invited to maintain headquarters at 1201 Sixteenth Street,\nthe headquarters of the N. E. A., and that the N. E. A. provide space for said\norganization, and also such immediate assistance as it needs to get work started.\nMr. Siders also reported on a voucher form that he had ordered to be prepared\nfor the permanent fund. This action was approved by the Board.\nThere being no further business the Board adjourned to meet at the call of\nthe Chairman.\nWalter\nKate\n\nWashington,\n\nD. C., Saturday,\n\nR. Siders,\n\nV.\n\nDecember\n\nChairman\n\nWofford,\n\nSecretary\n\n7, 1929\n\nThe Building Committee of the Board of Trustees met Saturday, December 7,\n1929, at the headquarters building, Washington, D. C.\nThose present were: Walter R. Siders, chairman, Joseph H. Saunders, J. W.\nCrabtree, Frank Irving Cooper, architect, and Thomas H. Urdahl, assistant architect.\nThe Chairman of the committee after making a few general remarks requested\nMr. Watson, of the Haggeman & Harris Company of New York, who was also\npresent, to mention his proposition to the committee. Mr. W atson then discussed\nthe merits of the plan to build on a percentage basis rather than to let the contract\non bids. He stated that his company would apply for the contract if that plan were\nadopted.\nAfter Mr. Watson had explained fully and after answering questions, he took\nhis leave. The committee then gave further consideration to the question. It was\n\n"}
{"page": 1056, "printed_page": null, "text": "1052\n\nNational\n\nEducation\n\nAssociation\n\nthe consensus of opinion that it would be wiser as a policy to submit the plans\nfor bids and to award the contract on that basis of bids taking into account the\nability of the contractor to make good.\nThe committee then discussed in a general way, the question of the date on\nwhich the bids should be opened, who should be present to open them, the methods\nof deciding on bids, whether the building committee or the board of trustees should\nmake the decision, and much time was given to these questions.\nA motion was then made to adjourn for lunch. Carried.\nThe meeting was again called to order at 2 p. m. The discussion on the opening\nof bids was continued.\nA\n\nmotion was made and seconded to arrange for opening bids at 11:30 oclock\non January 11, all bids to be submitted by 4:30 p. m., January 10, 1930. Carried.\nThe Chairman stated that the Secretary would open the bids and list them in the\npresence of members of the building committee or as many as could be present\nand in the presence of any bidders who might desire to be present.\nAfter discussing the question of a date for the meeting of the Board of Trustees,\nthe Secretary was instructed to ask members as to the dates they would prefer\nbetween January 10 and January 18, 1930. After receiving replies the Chairman\nwould issue the call for the meeting.\nThe architect was authorized to prepare a form of contract based on the plan\nof the National Building Exchange, adapting the same to the conditions in Wash¬\nington and to the needs of the Association. He was requested to include in the\nstatement to bidders the right to reject any or all bids.\nThe Secretary was authorized to look up available places for rent and report\nat the meeting on January 11.\nThe discussion then turned to the matter of financing the building. It was stated\nthat there would be no difficulty in securing funds by mortgaging the building and\ngrounds. The Chairman thought no decision could be reached until after bids\nare received. A number of firms were mentioned that were willing to make loans..\nThe names of about twenty firms asking for the opportunity of bidding were\nturned over to the architect. He was directed to correspond with them, and to\nsupply those who had met conditions with plans and complete information and to\ngive all time for getting in their bids by January 11, 1930.\nOn motion the committee adjourned to meet at N. E. A. headquarters January 11.\nWalter\nKate\n\nWashington,\n\nD. C., Monday,\nCall\n\nTo\n\nfor\n\nV.\n\nJanuary\n\nR. Siders,\nWofford,\n\nChairman\nSecretary\n\n13, 1930\n\nMeeting\n\nthe Members of the Board of Trustees\nNational Education Association of the United\n\nStates:\n\nYou are hereby notified that there will be a meeting of the Board of Trustees\nof the National Education Association of the United States at 1201 Sixteenth Street,\nN. W., Washington, D. C., at 9 a. m., January 13, 1930, for the transaction of\nany and all business consistent with the following purposes:\n1. To consider bids for the erection and completion of the addition to the present\nbuilding in accordance with the plans and specifications of the Frank I. Cooper\nCorporation of Boston, Massachusetts, said present building being located at 16th\nand M Streets, N. W., Washington, D. C.\n2. To award and to enter into a contract for the erection of the aforesaid\naddition, or to reject all bids and call for new bids with plans and specifications\neither modified or unmodified, or to postpone definitely or indefinitely the building\nof the aforesaid addition.\n\n"}
{"page": 1057, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n3. To determine what amount of the Permanent\nbe invested in the proposed addition.\n\n1053\n\nInformation\n\nFund\n\nof the Association\n\nshall\n\n4. To arrange for such loan or loans as may be necessary to finance the building\nof the aforesaid addition including the furnishing of the same, and to take any\nand all action which may be necessary for the transaction of that business.\n5. Pay the Frank I. Cooper Corporation such amount for services as will then\nbe due under their contract for services rendered to date of above called meeting;\nalso, to pay or dispose of any other claims in connection with the above named\naddition.\n6. To transact any other business in connection with the investment of the Perma¬\nnent Fund, or pertaining to the insurance, repair or alteration of properties in\nwhich said fund is now invested.\nWalter\n\nR. Siders,\n\nChairman\n\nof the Board\n\nof Trustees\n\nof the National Education\nation of the United States.\n\nAssoci¬\n\n• At a regular called meeting of the Board of Trustees of the National Education\nAssociation of the United States held at the headquarters of the said Association\non January 13, 1930, at 9:30 a. m., the following members were present: E. Ruth\nPyrtle, Joseph Ii. Saunders and IV. R. Siders, Chairman of the Board. Joseph M.\nGnvinn and Kate V. IV offord were unavoidably absent. All members of the Execu¬\ntive Committee were present on invitation and participated in the deliberations.\nArchitects Stebbins and Urdahl were also present.\nThe Chairman, Mr. Siders, explained that the meeting had been called to con¬\nsider all questions connected with the arrangements for constructing the new head¬\nquarters building. He outlined the work which had been done by the Building\nCommittee under the instruction of the Board of Trustees. He presented a list of\nthe bids which had been opened by the Building Committee, Saturday, January 11,\n1930, at 11 a. m.\nOn motion of Miss Pyrtle, seconded by Mr. Saunders, the Board of Trustees\nwere authorized and directed to negotiate for and to obtain a loan not exceeding\n$200,000 for three years at six percent per annum on all the real estate of the\ncorporation in the city of Washington, D. C., for the purpose of the erection and\ncompletion of the new building for the corporation, and the said trustees of the\nAssociation were further authorized to sign and to execute the necessary promissory\nnote or notes for the before mentioned sum and the President of the Association\nwas authorized and directed to sign on behalf of the corporation the deed of trust\non the said real estate of the corporation for the purpose of securing the payment\nof the said promissory note or notes and to authorize an attorney in fact to acknowl¬\nedge the said deed of trust as the act and deed of the corporation and to do all\nother things necessary in the premises to erect and to complete the said building.\nThis action was taken in harmony with the authority granted by the active\nmembers at Milwaukee, Wisconsin, July 4, 1919, who passed by unanimous vote\nthe following resolution: “The Board of Trustees is authorized to invest of the\nPermanent Fund in Washington property to be used for rental purposes and for\nthe national headquarters of the Association.” Before this resolution was presented\nto the active membership, the resolution was unanimously adopted by the Executive\nCommittee on June 29, and by the Board of Directors on June 30, 1919.\nA letter was read from the Underwriters Association concerning openings be¬\ntween the old building and the proposed new building. A motion was passed\ninstructing Mr. Stebbins to see the officers of the Underwriters Association and\ndetermine what changes if any, would need to be made in the plans.\nA recess was taken at 10:45 a. m. for those attending the meeting to call on\nPresident Hoover with Miss Pyrtle who extended to the President an invitation\n\n"}
{"page": 1058, "printed_page": null, "text": "1054\n\nNational\n\nEducation\n\nAssociation\n\nto deliver the Fourth of July address at the Columbus convention. The meeting\nreconvened at 11:30 a. m. The Chairman explained his efforts to arrange for\nsecuring the loan for the new building. After discussing the question in general\na recess was taken at 12:30 p. m. for lunch.\nThe session reconvened at 1:30 p. m. with the same members attending as during\nthe forenoon session.\nA motion was then made by Mr. Saunders, seconded by Miss Pyrtle, that the\nbids of all bidders listed by the building committee be considered by the Board\nof Trustees in selecting the builder and in awarding the contract. Carried.\nContractor\nArthur L. Smith Company .\n\nComplete Building\n$305,600.00\n\nCharles H. Tompkins Company...* .\nJohn W. Duff, Boston .\nGeorge E. Wyne .\n\n313,950.00\n387,800.00\n303,000.00\n\nDe Sibour Construction Company .\nSchneider-Spleidt .\nSkinker & Garrett .\n\n310,000.00\n304,900.00\n317,000.00\n\nM. A. Long\n\n334,000.00\n\nCompany .\n\nAfter comparing the bids it was found that George E. Wyne’s bid was the lowest.\nA motion was made bv Mr. Saunders, seconded by Miss Pyrtle, to award Mr.\nGeorge E. Wyne the contract on the basis of the bid, subject to a satisfactory\nadjustment between himself, the architect, and building committee, of all items\nin the bid and other necessary changes. The bids were to include items C. and J.\nCarried by a unanimous vote.\nItem C: Remove all the valves on the cast iron radiators in the present\nbuilding and have installed direct control valves the same as in the new\nbuilding, $1,200.00\nAlternate Proposal J : If water is encountered when excavations are being\nmade, and in such quantity as to require waterproofing, the contractor agrees\non notice from the architect to perform such waterproofing by the membrane\nmethod, using three thicknesses of 15 lb. asphalt saturated waterproofing felt, of\naccepted make, all felt shall be thoroughly mopped under, between, and over lay¬\ners with a heavy coating of hot asphalt, all surfaces being dry before membrane\nis applied. The waterproofing shall extend up to eighteen inches above water line\nand extend unbroken under all interior walls and columns; waterproofing shall\nbe done by parties expert in this line of work. Contractor shall put down over\nthe waterproofing and extend up on the walls, a sufficient body of concrete or\nbrickwork necessary to hold the waterproofing against water pressure. Con¬\ntractor to give a special bond of five thousand ($5000.00) dollars that his water¬\nproofing shall remain tight for a period of five years.\nIf above waterproofing and weighting against water pressure is required the\nundersigned will perform the same for the sum of $3000.00.\nA motion was made by Mr. Saunders, seconded by Miss Pyrtle, to return all\ncertified checks immediately, except those of George E. Wyne, Schneider-Spleidt\nCompany, and C. H. Tompkins, and the others except that of the successful bidder\nas soon as the contract is signed. Carried.\n\nA motion was passed to require the contractor to give a surety bond satisfactory\nto the building committee covering fifty percent of the contract price for the\nbuilding.\nA motion was passed authorizing the payment of Architect Cooper’s bill as pro¬\nvided in his contract. It was explained that the Chairman and Secretary of the\nTrustees had the authority to sign the orders for pavment.\nThe Chairman stated that the building committee had been authorized to rent\n\nthe extra space for work\n\nand\n\noffices made\n\nnecessary\n\nwhile\n\nthe new\n\nbuilding is\n\n"}
{"page": 1059, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1055\n\nInformation\n\nbeing constructed. A motion was passed authorizing the building committee to\nact on the recommendations of the Secretary.\nA motion was made by Mr. Saunders, seconded by Miss Pyrtle, thanking the\nmembers of the Executive Committee for accepting the invitation to attend the\nmeeting and for their part in the consideration of the important questions connected\nwith the new building. Carried.\nA motion was passed authorizing Miss Pyrtle, the president, to arrange for\nexercises in connection with the laying of the corner stone, at whatever time she\nsees fit.\nKate V. IV offord, a member of the Board of Trustees, was absent due to a\npainful accident as a result of a fall. Trustee Gwinn sent his proxy.\nA motion was made to adjourn subject to the call of the Chairman. Seconded.\nCarried.\nWalter\nJ. W.\n\nBoard\n\nSiders,\n\nChairman\n\nCrabtree,\n\nSecretary\n\nAtlantic City, N. J., February\n\n24, 1930\n\nMonday,\nThe\n\nR.\n\nof Trustees\n\nmet\n\nFebruary\n\nPro\n\nTempore.\n\n24, 1930\n\nat the Shelburne\n\nHotel, Atlantic City, on February\n\n24, 1930, at 2 p. m., with the following members present: Walter R. Siders, Chair¬\nman, E. Ruth Pyrtle, J. M. Gwinn, Kate V. Wofford, and Joseph H. Saunders.\nThe following members of the Executive Committee\ntion: H. L. Smith, J. W. Crabtree, Secretary.\nFinancing\n\nthe\n\nNew\n\nwere\n\nalso present by invita¬\n\nBuilding\n\nMr. Crabtree reported that on February 11, 1930, there were 3320 life members\nmaking a building fund of cash and notes receivable of $295,665.\nChairman Siders reported: Cash and securities available, $186,000.00; contract\nwith George E. Wyne demands\nestimated cost $325,000.00.\nThe\n\nChairman\n\n$200,000.\n\nsuggested\n\n$305,700.00;\n\nthat we\n\narchitect’s fee and\n\nuse $125,000 of our own\n\nAfter extended discussion the Board\n25, 1930, at 2 p. m., at the same place.\n\nadjourned\n\nto meet\n\nWalter\nKate\n\nTuesday,\n\nFebruary\n\nR.\n\nincidentals make\n\nfunds, and\n\nto vote\n\nborrow\n\non February\n\nSiders,\n\nChairman\n\nV. Wofford,\n\nSecretary.\n\n25, 1930\n\nA meeting of the Board of Trustees of the N. E. A. was held at 2 p. m. in Room\n300, Shelburne Hotel, Atlantic City, N. J., with the following members present:\nWalter R. Siders, Chairman, E. Ruth Pyrtle, J. M. Gwinn, Kate V. Wofford, and\nJoseph H. Saunders. The following members of the Executive Committee were also\npresent: Mr. Reynolds, Mr. Smith, and Mr. Lamkin. Mr. Cooper, architect, and\nSecretary Crabtree were also present.\nChairman Siders gave a resume of proceedings of the meeting of the Board\nof Trustees on February 24 regarding the erection of the new building. After full\ndiscussion of proper procedure of financing the new building, the following resolu¬\ntion was unanimously adopted to be reported to the Board of Directors for their\naction :\nResolution\n\nto\n\nBorrow\n\n$200,000\n\n“RESOLVED , that for the purpose of the erection and completion of a building\nfor the accommodation of offices of this Association and for rental purpoies,\na loan of two hundred thousand dollars ($200,000) be obtained, and in the\n\n"}
{"page": 1060, "printed_page": null, "text": "1056\n\nNational\n\nEducation\n\nAssociation\n\nnegotiation of said loan, such notes for such amounts payable at such time\nor times and with such rate of interest and upon such terms and conditions as\nmay be agreed upon, shall be issued by and in the name of this corporation,\nunder signature of its President, attested by its Secretary and its corporate seal;\nand to secure the payment of the principal of and the interest on said notes,\nthe said President is hereby authorized to execute and deliver in the name of\nthis corporation a Deed of Trust in the usual form upon the following described\nproperty owned by this corporation and situated in the City of Washington,\nD. C., namely: Lots “A” and “B” in Susan M. Watson’s subdivision of lots\nin square one hundred and ninety-six (196) as per plat recorded in Liber\nR. W. folio 65 of the Records of the Office of the Surveyor of the District of\nColumbia. Also lot twenty-five (25) in the subdivision made by the National\nSafe Deposit Savings and Trust Company, of lots in square one hundred and\nninety-six (196), as per plat recorded\n\nin Liber No. 31, folio 108 of the afore¬\n\nsaid Surveyor’s Office Records. Also parts of original lots five (5) and six\n(6) in square one hundred and ninety-six (196), described as follows: Begin¬\nning for the same on M Street at a point distant 42 feet west from the southeast\ncorner of lot 5, and running thence west along said street, 30 feet; thence north\n106 feet 10 inches to the rear line of said lots; thence east along said rear line,\n30 feet; thence south 106 feet 10 inches to the place of beginning.\n“And the said President and Secretary of this corporation are also hereby\nauthorized and directed to do and perform all acts necessary to effect the purpose\nof this resolution.”\nThe following resolution was\nof Directors for their action:\n\nunanimously\n\nResolution\n\nadopted\n\nto Pledge\n\nto be reported to the Board\n\nSecurities\n\n“RESOLVED, that E. Ruth Pyrtle, President, and J. IV. Crabtree, Secretary,\nbe authorized to negotiate a loan of one hundred twenty-five thousand ($125,000)\ndollars or as much thereof as may be necessary from the Commercial National\nBank of Washington upon terms and conditions to be mutually agreed upon;\nand the said E. Ruth Pyrtle and J. IV. Crabtree were further authorized and\ndirected to do all acts and things and execute any and all papers in their judg¬\nment necessary or desirable to consummate the loan and to pledge as collateral\nsecurity for the repayment of the said loan any of the investments now owned\nby the Association and held in its fund known as the “Permanent Fund of the\nNational Education Association”; and\nIT tV AS FURTHER\nRESOLVED and ordered by the said Board of Directors\nthat the income\n\nfrom\n\nthe “Permanent\n\nFund\n\nof the National\n\nEducation\n\nAssoci¬\n\nation,” together with all dues paid by the members of the Association, after\nprovision has been made for the annual budgets of the Association, be pledged\nalso for the repayment of the aforesaid loan and the interest thereon until said\nloan, with interest has been liquidated.”\nThe Chairman reported for the Building Committee that the best terms obtainable\nfor a building loan are those of the Penn Mutual Life Insurance Company of\nPhiladelphia, Pennsylvania, which are as follows:\nWill lend $200,000 at 6% for three years with $10,000 annually to be paid\nby us upon principal and with the privilege of paying $1,000 or multiple thereof\nat interest dates, provided that not more than $25,000 additional is paid in any\none calendar year, the loan to be secured by a first trust upon the property\nat 16th and M Streets, Washington, D. C. The Trustees shall give the Penn\nMutual Life Insurance Company a corporation bond of $300,000 guaranteeing\n\n"}
{"page": 1061, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1057\n\nInformation\n\nthe completion of the building within the specified period, free of mechanics liens.\nInterest to be paid only upon money advanced us.\nFebruary 11, 1930. The Penn Mutual Life Insurance Company will accept\nthe 50% construction bond to be given by contractor in lieu of a former demand\nof 100% construction bond provided the N. E. A. will first invest its $125,000\nin the building. After which the said company will advance the amount of the\nloan monthly in multiples of $500 upon the architect’s certificate certifying that\nthe amount to be advanced by the contractor is fully represented by labor, and\nmaterial in position.\nOn a motion by Mr. Gwinn, seconded by Miss Pyrtle, and by a unanimous vote\nthe loan from the Penn Mutual Life Insurance Company was authorized.\nThe Chairman reported that the Continental Trust Company had been bought\nby the Commercial National Bank. Mr. Gwinn moved, seconded by Miss Wofford,\nthat the Chairman of the Board and Secretary Crabtree, be authorized to enter\ninto agreements with the Commercial National Bank. There\nness the Board adjourned subject to call of the Chairman.\nWalter\nKate\n\nbeing no further busi¬\nR.\n\nSiders,\n\nChairman\n\nV. Wofford,\n\nSecretary.\n\nMiss E. Ruth Pyrtle, Principal\nBancroft School\n\nApril 7, 1930\n\nLincoln, Nebraska\nDear\n\nMiss\n\nPyrtle:\n\nWill you please give me your vote on the following questions:\n1. We have been charging the N. E. A. $15,000 per year rental on the property\noccupied at Sixteenth and M Streets. Now, that we have torn down part of those\nbuildings and they are required to pay $2+5 per month rent, is it not reasonable\nthat we should authorize the deduction of $245 per month from the amount they\nhave been paying?\n2. The payment to E. Quincy Smith, Inc., Washington, D. C. as Commission for\nobtaining the $200,000 loan from the Penn Mutual Life Insurance Company of\nPhiladelphia, Pennsylvania, the commission being 2% on the first $100,000 and\nl/2% on the second $100,000, making a total of $3500 to him.\n3. Expenses in connection with certificates of title, transfer necessitated by is¬\nsuing a mortgage to the Penn Mutual Life Insurance Company for the $200,000\nloan, the bill being as follows:\nCertificate of Title .\nTax Certificate .\nPreparing Trust .\nRecording Trust .\nNotary Fee .\nTotal\n\n$232.50\n1.00\n5.00\n5.45\n1.00\n\n.\n\n$244.95\n\na bill for $1500 to which I objected He reduced the bill to $1000 which I think\n.\nis more than he should charge us, but I do not know how we can bring him to\nreduce the same.\nThe fee is not unusual in the commercial field for Mr. White did give us much\nof his time. I think he might make some further concessions to our being an\neducational institution. If he will not, what is your attitude towards the pay¬\nment of this bill?\nSince these bills are pending\nyour vote soon.\nSincerely yours,\n\nand creditors are urging payment,\n\nWalter\n\nR. Siders,\n\nChairman\n\nBoard\n\nI hope to have\n\nof Trustees.\n\n"}
{"page": 1062, "printed_page": null, "text": "1058\n\nNational\n\nEducation\n\nVote\n\nof the\n\nTrustees:\n\nThe Trustees voted unanimously in favor\nthe Chairman for adjustment.\nMr. White accepted $500 in full payment.\n\nWashington,\n\nAssociation\n\nof Items\n\nD. C., Monday,\n\n1, 2, 3. Item 4 was\n\nMay\n\nleft to\n\n5, 1930\n\nThe Building Committee, Dr. Walter R. Siders, Mr. J. W. Crabtree , and Mr.\nJoseph H. Saunders, met in conference with Mr. George E. Wyne, Mr. T. H.\nUrdahl, Mr. Shrider, and Mr. Frank Irving Cooper, architect.\nIt was agreed that both interior elevators be Otis and as per specifications and\nthat the sidewalk elevator be changed to electric drive with credit to the Board\nof Trustees of not less than one thousand dollars ($1000), elevator and credit\nto be approved by the architect.\nIt was agreed that Mr. Cooper, the architect, is authorized to order the builder\nto proceed when changes are demanded by the District Inspectors in plans pro¬\nvided the sum total of such changes does not exceed in cost the sum of three\nthousand dollars ($3000).\nJoseph\n\nH.\n\nSaunders,\n\nSecretary, Pro\n\nColumbus,\n\nTem.\n\nOhio, June 28-July 1, 1930\n\nSaturday, June 28, 1930\nThe\n\nmeeting\n\nof the Board\n\nof Trustees\n\nwas\n\ncalled to order by Walter\n\nR. Siders,\n\nChairman of the Board, at 8 p. m., in the President’s Suite, Deshler-Wallick Hotel,\nColumbus, Ohio. Trustees present: Walter R. Siders, Chairman, Kate V. Wofford,\nJoseph H. Saunders, J. M. Gvoinn and President E. Ruth Pyrtle. Mr. Uel W. Lamkin\nof the Executive Committee and Secretary J. W. Crabtree were also present.\nThe Chair: I would like to make a statement to the Trustees in regard to two\nmatters.\nThere is extant a Minute Book, printed by Irvoin Shephard, and it goes back to\n189+ when Dr. Butler was Secretary. You may remember we had copies made that\nwe might have a record. We have another Minute Book that begins with 1917,\nwhen Mr. Crabtree became Secretary and we moved down here. I have collected\nall the minutes and I am getting the recent ones written into a new book. The entire\nfile will be in the hands of your Secretary, Mr. Crabtree, for anyone’s inspection.\nThe Chair made a detailed statement to the Board, touching on the resolution\nadopted at the Atlantic City meeting that the Board was to finance the new building\nby borrowing $200,000 and by using $125,000 of the Association’s money; that in\nview of the bond market, it had been deemed wiser to borrow certain moneys than\nto part with the bulk of the securities owned by the Association at a loss, and\npay the difference in interest necessary on such borrowings between six percent and\nfour, four and a half, or five percent which the securities were earning.\nThe Chairman asked for a resolution stating specifically who is authorized to\nsell the securities of the Permanent Fund to realize the money for the building.\nIt was moved by Mr. Gvuinn that the Chairman of the Board of Trustees, to¬\ngether with Trustee Saunders, and Secretary Crabtree of the National Education\nAssociation be authorized to sell such bonds as they deemed advisable to sell, not\nto exceed the sum of $125,000, for the purpose of securing funds to apply on the\nerection of the new addition to the headquarters building. Seconded by Miss\nW offord. The motion was put to a vote and carried.\nMr. Saunders : Mr. Crabtree, is there going to be any surplus to be transferred\nto us this year?\n\n"}
{"page": 1063, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1059\n\nInformation\n\nSecretary Crabtree: There is a surplus, but the motion was passed to hold that\nsurplus in the current funds. You have in mind turning over of funds. If the Budget\nCommittee’s report goes through, the only funds turned over will be the Life Mem¬\nbership funds, and there will be a considerable amount from that source to turn\nover.\nIt was\n\nsuggested\n\nby Mr. Saunders\n\nthat it would\n\nseem\n\nthe wise procedure\n\nto turn\n\nover such surplus as was indicated in the Auditor’s report to the Permanent Fund,\nto be applied toward the $125,000 obviating the necessity of borrowing at six percent,\non securities already owned, or at least reducing the amount necessary to be bor¬\nrowed by the amount of surplus available.\nSecretary Crabtree: Now may I say that the plan of the Budget Committee,\nand it was intended to be adopted last year, is to add one-tenth of the amount\nreceived each year to the surplus. That is, they take this surplus and they add it.\nThey get this cumulative effect, and in the course of time they would have $500,000\nahead, and then they would deal in cash after that. After ten years they would\nnot base it on past income at all but use the cash that they had on hand. Now\nthat question will come up in the Board of Directors and I can say this, that the\nBudget Committee is not agreed on that fully.\nConsiderable discussion followed as to the correct interpretation to be placed\nupon the language\n\nof Section 7 (7) of the Charter, and as to whether\n\nfor determining wThether a surplus existed should\nor the Board of Trustees.\n\nlie with the Board\n\nthe authority\nof Directors\n\nIt was moved by Mr. G<vjlnn, seconded by Mr. Saunders, that the Chairman of\nthe Board of Trustees be directed and authorized to secure from an attorney an\ninterpretation of the meaning of the language from Section 7 (7) of the Charter\nreading as follows: “When practicable, the Board of Trustees shall invest, as a\npart of the Permanent Fund, all surplus funds exceeding $500 that shall remain\nin the hands of the Treasurer, after paying the expenses of the Association for the\nprevious year, and providing for the fixed expenses and for all appropriations\nmade by the Board of Directors for the ensuing year.” On vote, the motion carried.\nIt was moved by Miss JVofford, seconded by Mr. Gwinn, that the Board of\nTrustees accept the Financial Report of the auditors and record it in the minutes\nof the Board and make it a part of their record. Carried.\nThe Chair then presented the matter of the report of the Trustees, calling atten¬\ntion to the various items therein contained. It was moved by Mr. Gwinn, seconded\nby Mr. Saunders, that the report as submitted be accepted and be made the report\nof the Board of Trustees. Motion carried.\n\nAfter considerable informal discussion, there being no further business to come\nbefore the Board of Trustees, it was moved by Mr. Gwinn, seconded by Mr.\nSaunders, that the meeting adjourn subject to the call of the Chair. Motion carried,\nand the meeting adjourned at 10:35 p. m.\n\nColumbus,\nOn\n\ncall of Mr.\n\nOhio, Tuesday,\n\nSiders, Chairman\n\nof the Board\n\nWalter\n\nR.\n\nSiders,\n\nChairman\n\nKate\n\nWofford,\n\nSecretary.\n\nV.\n\nJuly 1, 1930\n\nof Trustees, the second meeting\nof the Board was called to order at 11:45 p. m., July 1, 1930, at the President’s\nSuite, Deshler-Wallick Hotel, Columbus, Ohio.\nThe Chair reported the legal advice obtained by him pursuant to the direction\nof the Board of Trustees on the matters on which the Board desired an interpreta¬\ntion of the provision of the Charter and Bylaws, reading the opinion secured.\nIt was moved by Mr. Saunders, seconded by Mr. Gwinn, that the legal opinion\nreceived be made a part of the records of the Association and the Chairman be\n\n"}
{"page": 1064, "printed_page": null, "text": "1060\n\nNational\n\nEducation\n\nAssociation\n\ninstructed to settle the account with the attorney to the best possible advantage\nthe Association. Motion carried.\nThe\n\nto\n\nopinion is as follows:\nEAGLESON\n\n& LAYLIN\n\nCOLUMBUS,\n\nOHIO\n\nDr. Walter R. Siders,\nChairman, Board of Trustees,\nNational Educational Association,\nColumbus, Ohio\nDear\n\nJuly 1, 1930.\n\nSir:\n\nYou ask us to answer the following two questions, interpreting the last sen¬\ntence of Section 7 of the Charter of the National Education Association:\n1. On\n\nMay\n\n31, 1930, the end of the fiscal year, there existed a cash balance\n\nof $103,056.09, of which amount there is budgeted for next year’s expenses\n$50,000. Current bills amount to $18,940.79 which leaves a net cash balance of\n$34,114.30. Is this last named sum available for the Permanent Fund under the\nprovisions of this Charter and Bylaws?\n2. Does the last sentence of Section 7 of the Charter require that there shall\nbe built up a cash reserve sufficient to provide for the fixed expenses and all\nappropriations made by the Board of Directors for the ensuing year, or does\nthe language of this above mentioned sentence make possible providing for\nthe fixed expenses and all appropriations by using part cash on hand\npated income based on experience of past revenues?\n\nand antici¬\n\nThe part of Section 7, to which you refer, is as follows:\n“When practicable, the Board of Trustees shall invest, as part of the Perma¬\nnent Fund, all surplus funds exceeding $500 that shall remain in the hands\nof the Treasurer after paying the expenses of the Association for the previous\nyear, and providing for the fixed expenses and for all appropriations made\nby the Board\n\nof Directors for the ensuing year.”\n\nFrom your first question it appears that from the cash balance or surplus of\n$103,056.09 there will be appropriated $50,000 to be used, if necessary, to meet\nbudget requirements during the current year; also that amount will be further\nreduced $16,940.79 in payment of current bills, leaving a net cash balance of\n$34,114.30. The question then is, under the language quoted, may this net cash\nbalance be made part of the Permanent Fund or must it be held as a cash\nreserve, to be treated as operating income, to meet fixed expenses and operating\ncosts of the Association during the current year or thereafter.\nThe provision that the Trustees shall invest, as part of the Permanent Fund,\nall surplus funds exceeding $500 that shall remain in the hands of the Treasurer,\netc., indicates rather clearly that the Association may anticipate income to meet\nbudget requirements. That anticipation, of course, is to be based upon experience\nand a careful survey of the prospective year. The fact that said $50,000 is to be\nmade available for operating expenses of the Association for the current year\nindicates that there may be some doubt in the minds of the Budget Committee\nas to whether the income for the current year will be sufficient to meet all\nexpenses; all of which indicates a rather clear conception of good accounting\nand management.\nWe think the language above quoted fully justifies the transfer to the Perma¬\nnent Fund of said sum of $34,114.30.\nAssuming that the provision that a minimum of not less than $500 shall be\nkept as surplus fund or cash balance was written some years ago and before\nthe Association assumed the magnificent proportions which it now enjoys, the\n\n"}
{"page": 1065, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1061\n\nquestion of establishing a practise of carrying a somewhat larger amount as a\ncash balance suggests itself in passing.\nWhile the Bylaws of an association such as this do not rise to the degree of\ncontrolling corresponding charter provisions, they and official conduct pursuant\nthereto may be quite persuasive in the interpretation of the charter provisions.\nWe think that is the case here. Section 4 of the Bylaws provides, among other\nmings, that the Board of Directors\n“Shall appropriate from the current funds of the year the amounts of money\nordered by the Representative Assembly at the annual business meeting of\nthe same for the work of all special committees of research, etc. . . . The\nBoard of Directors shall appoint at its annual meeting, a budget committee for\nthe ensuing year, whose duty it shall be to prepare and present a budget to the\nBoard\n\nof Directors\n\nat its next meeting.”\n\nAgain, there is the provision in Section 3 that the Treasurer\n“Shall receive from the Secretary and, under the direction of the Board of\nTrustees, shall hold in safe keeping all moneys paid to the Association; shall\npay the same only upon the order of the Board of Trustees, shall notify the\nPresident of the Association and Chairman of the Board of Trustees whenever\nthe surplus funds in his possession exceed $500, etc.”\nThese\n\nprovisions all indicate and harmonize\n\nwith what\n\nwe\n\nstate as the correct\n\ninterpretation of said Charter, Section 7. We find no provision elsewhere in¬\ndicating the contrary.\nWhat we have already said amounts to an answer to your second inquiry.\nFrom all of which we may but restate the conclusion that the language under\nconsideration makes possible providing for the fixed expenses and all appro¬\npriations by using, if necessary, part cash on hand and the anticipated income\nfor the payment of such expenses as they may be incurred and become due from\ntime to time during the year. The experience of the Association as to the amount\nof revenues received in past years naturally influences in making up the budget\nfor the ensuing year, and rightly so. We think it is but natural and in accord\nwith good practise that an Association of this character and standing anticipate\nincome to meet budget requirements, etc.\nVery truly yours,\nEagleson\n\n&\n\nLaylin.\n\nIt was moved by Mr. Gwinn, seconded by Mr. Saunders, that the surplus amount\nof $34,114.30 be placed in the Permanent Fund. Upon vote, motion carried.\nThere being no further business to come before the meeting at this time, upon\nmotion duly made and seconded, the meeting adjourned at 12:10 a. m.\nWalter\nKate\n\nColumbus,\n\nR.\n\nSiders,\n\nChairman\n\nV. Wofford,\n\nSecretary\n\nOhio, Friday, July 4, 1930\n\nA regular meeting was called for the purpose of organization.\nwere: Trustees, J. H. Saunders, W. A. Sutton, and W. R. Siders.\n\nThose\n\nWalter R. Siders was elected Chairman\ntary for the ensuing year.\n\nwas\n\nelected Secre¬\n\nSiders,\n\nChairman\n\nV. Wofford,\n\nSecretary.\n\nand Kate\n\nV. Wofford\nWalter\nKate\n\nR.\n\npresent\n\n"}
{"page": 1066, "printed_page": null, "text": "1062\n\nNational\n\nEducation\n\nAssociation\n\nREPORT\n\nOF THE\n\nAUDITORS\n\nJune 1, 1930\nSecretary s Letter of Transmittal\n\nWe are printing the auditor’s report in ful because: (1) It sets\nforth the transactions of the Association in complete form; and\n\n(2) the auditing company requires that any changes in the wording\nof reports, or any rearrangement of tables, or any explanations thrown into\nthe text be submitted 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:\n(1 ) The statement on income and expenses takes into account unpaid bills,\netc., as well as cash transactions. The surplus for the year is the excess in\nincome over expenses. (2) The statement of the Assets and Liabilities\nshows that the Association is doing more than a half million dollar business.\n(3) Note that the treasurer’s report covers only cash transactions.\nThe auditors, while making suggestions for improvement in handling ac¬\ncounts, express satisfaction with the way in which the Association handles\nits business.\nFollowing the report of the auditors comes the report of the Board of\nTrustees prepared by Chairman Walter R. Siders. He gives in detail the\nsteps taken in arranging for the new building and in its construction.\nThe report presented herewith shows another year of growth and pros¬\nperity in which members of the Association may well take honest pride.\nJ. W.\n\nCrabtree,\n\nSecretary.\n\n"}
{"page": 1067, "printed_page": null, "text": "Associational\n\nPeat,\n\nRecords\n\nand\n\n1063\n\nInformation\n\nMarwick,\n\nMitchell\n\n&\n\nAccountants\n\nand Auditors\n40 Exchange\n\nCo.\n\nPlace, New\n\nYork, N. Y.\n\nJune 18, 1930.\nMiss E. Ruth Pyrtle, President,\nNational Education Association of the United States,\nWashington, D. C.\nDear\n\nMadam\n\n:\n\nIn accordance with your instructions, we have made an examination of\nthe accounts of the National Education Association of the United States for\nthe year ended May 31, 1930, and now submit our report thereon.\nOur work embraced the examination, as hereinafter described, of the\naccounts relating to the assets and liabilities of the Association as at May 31,\n1930, and a review of the income and expenses for the year then ended. In\nthat connection and in order to satisfy ourselves regarding the general ac¬\ncuracy of the accounts, we made a series of tests relating to cash receipts\nand disbursements, and other matters of detail.\n\nIncome\nThe\n\nand Expenses\n\nexcess of income over expenses for the year ended May\n\n31, 1930,\n\namounted to $39,497.36. The following is a condensed comparative state¬\nment of the income and expenses for the two years ended May 31, 1930\nand 1929:\n\nCondensed\n\nComparative\n\nStatement\n\nand Expenses\n\nYear ended May 31\n1929\n1930\n\nIncome\nMemberships\n\nN.\n\nof Income\n\nfrom\n\n$184,545.59 $175,898.83\n\nSecretary’s Office .\n\nE. A. Journal — Subscriptions and\n\nAd-\n\nvertising, Etc .\nSales of Proceedings .\nSales of Special Reports .\nCommercial Exhibits .\nResearch\n\nBulletins\n\n.\n\nHonorariums .\nRentals .\nInterest and Discount\nCash\n\nSales — Reports, Pamphlets,\n\nSundry\n\nIncome\n\nEtc .\n\n.\n\nFund Investments\n\n.\n\n$8,646.76\n252,322.18\n793.20\n\n245,182.21\n\n3,438.22\n32,080.25\n10,980.38\n984.90\n\n3,004.77\n23,468.89\n\n591.03\n\n8,700.59\n\n7,139.97\n202.17\n433.45\n8,611.36\n2,279.79\n\n2,327.32\n2,070.00\n\n1,342.42\n117.50\n\n1,555.95\n820.20\n\n822.11\n978.45\n\n13,308.81\n563.14\n4.22\n\n463.10\n7,526.41\n\n477,495.96\n\n34,948.23\n\n2,187.50\n\nEarned .\n\nNet Income from Permanent\n\nIncrease\nDecrease\n\n2,378.06\n1,798.65\n20,835.22\n100.04\n\nSales of Dr. Harris’ Book .\n512,444.19\n\n4.22\n\n"}
{"page": 1068, "printed_page": null, "text": "1064\n\nNational\n\nEducation\n\nExpenses:\nBoard of Trustees .\nBoard of Directors. . . .\nExecutive Committee .\n\n$798.51\n8,347.00\n5,092.98\n\nGeneral Secretary’s Office .\nGeneral Headquarters Expenses .\nInstitutional Expenses:\nAnnual Conventions .\nPromotion\n\nand\n\nMaintenance\n\nof Member¬\n\nships .\nN. E. A. Journal (Printing\ntion) .\n\nand\n\nPublications and Reports (Printing and Dis¬\ntribution) .\n\nDivision\nDivision\nDivision\nDivision\nDivision\nDivision\n\n27,587.30\n34,813.95\n\n$613.69\n7,821.49\n3,753.08\n26,361.71\n34,002.06\n\n7,764.33\n\n5,917.34\n\n35,852.19\n\n35,003.46\n\n108,538.69\n\n105,055.54\n\n13,378.96\n\n11,314.86\n\nDivision of Records and Membership .\nBad Debts Written Off .\n\n1,214.40\n\n1,388.63\n\n1,846.99\n848.73\n\n3,483.15\n\n174.23\n12.28\n\n9,990.00\n32,295.44\n\n10,002.28\n42,533.82\n\n8,326.45\n17,209.93\n\n8,108.76\n18,138.66\n\n17,594.63\n40,120.21\n53,866.02\n\n16,606.35\n31,660.20\n\n7,751.15\n8,447.02\n33,752.90\n204.77\n\n7,523.75\n\n8,460.01\n227.40\n5,332.72\n322.60\n\n8,124.42\n33,492.67\n836.45\n\n260.23\n631.68\n\n456,792.52\n20,703.44\n\n16,154.31\n18,793.92\n\n48,533.30\n\n472,946.83\nfor Year\n\n1,339.90\n1,225.59\n811.89\n\n2,064.10\n\nDistribu¬\n\nof Legislation .\nof Business .\nof Publications .\nof Research .\nof Classroom Service .\nof Administrative Service .\n\nSurplus\n\n525.51\n$184.82\n\nDistribu¬\n\nVolume of Proceedings (Printing and Dis¬\ntribution) .\n\nResearch Bulletins (Printing and\ntion) .\nSpecial Appropriations .\nDivision of Accounts .\n\nAssociation\n\n$39,497.36\n\nAs in former years, prepaid subscriptions, memberships,\ntreated as income of the current year.\n\n10,238.38\n217.69\n928.73\n988.28\n\netc., have been\n\nFurther particulars of the income and expenses for the year ended May\n31, 1930, are submitted in Exhibit “A,” appended hereto.\nIt will be noted that during the year under review there was an increase\nin the total income of $34,948.23 and an increase in the total expenses of\n$16,154.31 over the corresponding totals for the previous year. The expenses\nwere approximately 92% of the income in the year just ended, as compared\nwith 96% in the preceding year.\nThe following is a transcript of the Surplus Account\nMay 31, 1930:\nSurplus as at May 31, 1929 .\nAdd Surplus for Year ended May 31, 1930, as per Income\nStatement .\nSurplus as at May\n\n31, 1930\n\nfor the year ended\n\n$ 66,884.63\nand Expense\n39,497.36\n$106,381.99\n\n"}
{"page": 1069, "printed_page": null, "text": "Associational\n\nReceipts\nThe following is a summary\n\nRecords\n\nand\n\n1065\n\nInformation\n\nand Disbursements\nof the cash receipts and disbursements as per\n\nthe Treasurer’s Report for the year:\nCash Balance as at May 31, 1929 .\nAdd Receipts .\n\n$ 75,053.47\n510,096.93\n\nDeduct\n\n585,150.40\n482,094.31\n\nCash\n\nDisbursements .\n\nBalance\n\nAccounted\n\nas at May\n\n31, 1930 .\n\n$103,056.09\n\nfor as follows:\n\nRevolving\n\nFund .\n\nLess Expenditures\n\n$ 30,000.00\n\nnot reimbursed .\n\n23,101.96\n\n* 6,898.04\n\nRegular Account — The Commercial National Bank .\nSpecial Deposit Account — The Commercial National Bank .\nCertificate of Deposit — The Commercial National Bank .\nTotal\n\n.\n\n35,553.57\n604.48\n60,000.00\n$103,056.09\n\nNote:\n*The Commercial National Bank — Special Account....\nPetty Cash . . . . .\n\n$\n\n6,890.95\n7.09\n\n$\n\n6,898.04\n\nThe total income for the year may be reconciled with the cash receipts\nas follows :\nIncome as per Income\nDeduct:\n\nand Expense\n\nStatement, Page 2 .\n\n$512,444.19\n\nNet Increase in Accounts Receivable, after taking into ac¬\ncount Bad Debts written off .\n$1,299.09\nAccrued Interest on Certificate of Deposit .\n1,170.41\n\n2,469.50\n509,974.69\n\nAdd:\n\n22.24\n100.00\n- _\n\nDecrease in Time Checks .\nDecrease in Notes Receivable .\nCash\n\n122.24\n\n$510,096.93\n\nReceipts for Year .\n\nThe total expenses for the year may be reconciled with the cash disburse¬\nments as follows :\nExpenses\nAdd :\n\nas per Income\n\nand Expense\n\nExcess of Disbursements\nfollows:\n\n$472,946.83\n\nStatement, page 2 .\n\nover Receipts of Departments\n\nSuperintendence .\nElementary School Principals .\n\nas\n\n$8,210.48\n719.03\n\n"}
{"page": 1070, "printed_page": null, "text": "1066\n\nNational\n\nRural\n\nEducation\n\nEducation\n\nAssociation\n\n.\n\n$575.97\n\nLip Reading .\nAdult Education .\n\n35.52\n266.39\n\nSecondary\n\n97.00\n\nSchool\n\nPrincipals .\n\n7,049.35\nBills of Previous Year paid during Current Year .\n22,407.67\nExpenditures for Furniture, Fixtures, Etc .\n4,000.95\nIncrease in Inventory of Stationery and Office Supplies... 304.27\n\n$506,709.07\n\nDeduct:\nBad Debts written off .\nBills Unpaid\n\nas at May\n\n204.77\n\n31, 1930 .\n\n18,940.79\n\nDepreciation — Office Furniture, Fixtures, Etc .\nCash\n\nDisbursements\n\n$33,762.24\n\n5,469.20\n\nfor Year .\n\n24,614.76\n\n$482,094.31\n\nIn support of the cash receipts we made a series of tests to satisfy our¬\nselves that all of the income derived from memberships, subscriptions to the\nN. E. A. Journal,\nfor.\n\nadvertising and other sources, was properly accounted\n\nAll vouchers supporting the cash disbursements were examined\nin order.\n\nand found\n\nAssets and Liabilities\nThe following is a statement of the assets and liabilities as at May\n1930 as shown by the books:\n\n31,\n\nAssets\nCash:\n\nSecretary’s Fund .\nLess Expenditures not reimbursed .\nBalance in Bank .\nOn Hand .\n\n$30,000.00\n23,101.96\n$6,890.95\n\nRegular Account — in Bank .\nSpecial Deposit Account .\nCertificate of Deposit .\nPermanent Fund — in Bank:\nGeneral .\nElementary School Principals .\nEducational Research .\n\nAccrued Interest on Certificate of Deposit .\nAccounts Receivable .\nLess Reserve for Doubtful Accounts .\n\n7.09\n\n6,898.04\n35,553.57\n604.48\n60,000.00\n\n7,804.07\n4,641.84\n327.38\n\n12,773.29\n115,829.38\n1,170.41\n\n14,674.20\n1,000.00\n\n13,674.20\n\n"}
{"page": 1071, "printed_page": null, "text": "/\n\nAssociational\n\nTime\n\nChecks\n\nRecords\n\nand\n\nInformation\n\nReceivable .\n\n1067\n\n1 258.01\n\nNotes Receivable — Life Members .\nStationery, Supplies, Stamped Envelopes, Etc .\nOld Volumes of Proceedings and Other Publications .\nSecurities at Book Value (Schedule “1”) :\nGeneral ($24,550.00 pledged on Note Payable) .\nEducational Research Fund .\n\n176,496.00\n1,702.25\n500.00\n178,315.9 7\n\n6,982.29\n\n185,298.26\n\nReal Estate:\nPurchase\n\nPrice\n\n.\n\nImprovements and Alterations\nNew Property:\nAdditional Land Purchased.\nBuilding\n\nConstruction\n\n.\n\n.\n\n153,000.00\n\n.\n\n24,629.06\n\n38,062.83\n35,599.59\n\n73,662.42\n\n251,291.48\n\n58,692.96\n31,341.56\n\n27,351.40\n\nOffice Furniture, Fixtures and Equipment .\nLess Reserve for Depreciation .\n\n$774,571.39\n\nLiabilities\nAccounts\n\nPayable\n\n.\n\n18,940.79\n\nNote Payable — Commercial National Bank (Secured) .\nDepartment of Superintendence .\nDepartment of Elementary School Principals .\nDepartment of Adult Education .\nDepartment of Rural Education .\n\n20,000.00\n13,706.43\n8,259.10\n208.61\n937.79\n\nDepartment of Lip Reading .\nDepartment of Secondary School Principals .\nPermanent Fund .\nSurplus .\n\n60.65\n217.00\n605,859.03\n106,381.99\n\n$774,571.39\n\nWe verified the Secretary’s Fund by counting the cash on hand and by\nobtaining a certificate as to the amount in bank from The Commercial\nNational Bank, which certificate also confirmed the Regular Account and\nthe Certificate of Deposit. We examined the pass book to confirm the Spe¬\ncial Deposit Account and received a certified report of The Commercial\nNational Bank, as Trustee, confirming the cash in the Permanent Fund.\nWe examined the accounts receivable and found them to be in agreement\nwith the General Ledger control account. We analyzed the accounts as to\nage and condition, and from our examination, supplemented by information\nobtained from the business manager, we are of the opinion that the reserve\nof $1,000.00 is adequate.\nThe life members’ notes receivable were examined by us. These are pay¬\nable in installments, and at the date of our examination payments on notes\naggregating $24,764.00 were in arrears.\n\n"}
{"page": 1072, "printed_page": null, "text": "1068\n\nNational\n\nEducation\n\nAssociation\n\nStationery, supplies, stamped envelopes, etc. on hand are stated at book\nfigures. We inspected the physical inventories supporting this item. The\nvalues are stated at cost and we obtained a certificate from the business man¬\nager as to the 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 a conservative\nvaluation. This asset as at May 31, 1930, comprised the following:\nCopies\n6,258\n205\n\nVolumes of Proceedings .\nHealth Education .\nSchool House Planning .\nDrama of American Independence .\n\n4,480\n132\n\nHarris’ Book .\nResearch Bulletins .\n\n564\n40,225\n\nTotal\n\n.\n\n51,864\n\nDuring the year under review land adjacent to the Association’s property\nwas acquired for $38,062.83, including expenses incident to the purchase,\nand a total of $35,599.59 was expended in connection with the construction\nof a new building, for which properly approved vouchers and other docu¬\nments were submitted.\nAdditions to the furniture, fixtures and equipment during the year\namounted to $4,000.95. We inspected vouchers for the major portion of\nthis expenditure, which we found to be properly capitalized.\nIn connection with our examination of the liabilities, we found that\nvouchers aggregating approximately $1,180.00 applicable to the period prior\nto May 31, 1930, w^ere not recorded on the books until after that date.\nConversely, cash received in May, 1930, approximately $610.00 was entered\nin June, 1930. We obtained a certificate from the business manager that all\nknown liabilities are shown on the books, except as noted above.\nIn connection with our examination of the liabilities, we communicated\nwith The Commercial National Bank, Washington, D. C., and the reply\nreceived did not disclose any notes outstanding at May 31, 1930, beyond\nthe amount ($20,000.00) included in the liabilities. This represents a de¬\nmand note dated May 16, 1930, bearing 6% interest, and is secured by the\nfollowing collateral :\n$10,000.00 Par Value\ndue 1956.\n\nChicago, Indiana\n\n& Southern\n\nRy. Co. 4%\n\n$15,000.00 Par Value Terminal Railroad Associations\nGeneral Refunding Sinking Fund 4 % Bonds due 1953.\n\nBonds\n\nof St. Louis\n\nThe accounts of the Department of Elementary School Principals wTere\nexamined by us and found to be correct. The balance of $13,706.43 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\n"}
{"page": 1073, "printed_page": null, "text": "Associational\n\nRecords\n\nPermanent\n\nand\n\n1069\n\nInformation\n\nFund\n\nThe following is a comparative summary\nFund as at May 31, 1930 and 1929:\n\nof the assets of the Permanent\nAs at May 31\n1930\n1929\n\nCash — General\n\n.\n\nCash — Elementary School Principals .\nCash — Educational Research Fund .\nNotes Receivable — Life Members .\nSecurities — General .\nSecurities — Educational Research Fund .\nReal Estate .\nImprovements\nNew\n\n.\n\nProperty — Land\n\nNote Payable\n\nto The\n\nTotal\n\nWe\n\nand Building Construction\n\nCommercial\n\nNational\n\n.\n\nBank\n\nIncrease\n\nDecrease\n20,739.97\n\n$7,804.07\n4,641.84\n327.38\n\n28,544.04\n\n176,496.00\n\n116,162.00\n168,552.35\n\n178,315.97\n\n4,641.84\n327.38\n60,334.00\n\n6,982.29\n153,000.00\n\n153,000.00\n\n9,763.62\n6,982.29\n\n24,629.06\n73,662.42\n\n24,012.57\n\n616.49\n\n625,859.03\n\n490,270.96\n\n73,662.42\n135,588.07\n\n20,000.00\n$605,859.03\n\n20,000.00\n490,270.96\n\nhave checked the record of receipts and disbursements\n\n115,588.07\n\nof the Per¬\n\nmanent Fund for the year against vouchers and certified statements ob¬\ntained from the Trustee. Vouchers were produced to us covering the\nexpenditures on the construction of the new building adjoining the present\nproperty. We attended at The Commercial National Bank, Trustee, where\nwe inspected the securities, a detailed list of which, showing par and book\nvalues, is attached hereto as Schedule “1”.\nIn connection with the financing of the new building, arrangements have\nbeen made with the Penn Mutual Life Insurance Company for a loan of\n$200,000.00, with interest at 6%, to be available in payments as needed.\nThe Association must expend $125,000.00 on construction before any part\nof the loan is available.\nThe changes in the securities during the year are as follows:\nSecurities as at May 31, 1929 .\nSold or Matured during Year:\n\nPar Value\n\nBook Value\n\n$170,250.00\n\n168,552.35\n\nSalt Lake City, Utah, Water Bonds 4 l/i% due 1934 .\n10,000.00 10,000.00\nSeattle, Washington, School Bonds 4\ndue 1931 .\n10,000.00 10,266.30\nBorough of North Arlington, N. J., 5% Bonds due 1932\n5,000.00 5,159.27\nNewport News Library Bonds 4 l/i% due 1929 .\nOregon Short Line R. R. Co. Ref. Gold Bonds 4 % due 1929\nState of Arkansas 5% Bonds due 1944 .\n\nPurchased or Acquired during Year:\nState of Arkansas 5% Bonds due 1944 .\nState of Louisiana, Port of New Orleans 5% Bonds due\n1934 .\nPort Commission, New Orleans 5% Bonds due 1934 .\nCity of New Orleans 4^2% Bonds due 1931 .\n\n1,500.00 1,500.00\n10,000.00 8,895.00\n3,000.00 3,072.90\n39,500.00 38,893.47\n130,750.00\n\n129,658.88\n\n26,000.00\n\n26,631.80\n\n4,000.00\n\n4,048.53\n\n5,000.00\n\n5,060.66\n\n1,000.00\n\n998.23\n\n"}
{"page": 1074, "printed_page": null, "text": "1070\n\nNational\n\nEducation\n\nAssociation\n\nCity of New Orleans 4 J4% Bonds due 1931 .\nCity of New Orleans 4J4% Bonds due 1932 .\n\n$3,000.00 $2,994.71\n6,000.00 5,984.06\n\nCity of New\nCity of New\n\n5,000.00 4,963.86\n5,000.00 4,957.53\n55,000.00 55,639.38\n\nOrleans 4*4%\nOrleans 4*4%\n\nSecurities as at May\n\nBonds\nBonds\n\ndue 1938 .\ndue 1940 .\n\n31, 1930 .\n\n$185,750.00\n\n185,298.26\n\nThe following statement shows the changes in the Permanent\ning the year:\n\nFund\n\ndur¬\n\nBalance as at May 31, 1929 .\nAdded during Year:\n\n$490,270.96\n\nCash received from Life Members’ Fees .\n$43,917.20\nNotes for Life Members’ Fees .\n60,334.00\nAmount transferred from Department of Elementary\nSchool Principals .\n4,188.34\nAmount transferred from Educational Research Fund....\n7,309.67\n115,749.21\n161.14\n\nNet Loss on Securities Sold .\nBalance\n\nas at May\n\n31, 1930 .\n\nThe following is a summary\nnent Fund for the Year:\n\n115,588.07\n$605,859.03\n\nof the income and expenses of the Perma¬\n\nIncome :\nIncome from Securities Owned (Schedule “1”) .\nIncome from Securities Sold or Called during Year .\nRent charged to General Headquarters .\nInterest on Cash Balances .\n\nExpenses;\nInsurance\n\n$6,818.58\n997.77\n14,265.00\n144.79\n\n22,226.14\n.\n\n$487.97\n\nTrustee’s Commission .\nMiscellaneous .\nNet Income\n\ntransferred\n\nto the Association\n\n846.00\n56.95\n.\n\n$20,835.22\n\nAll income from investments was properly accounted\nwere produced in support of the expenses.\nYours truly,\nPeat, Marwick,\n\n1,390.92\n\nfor and vouchers\n\nMitchell\n\n& Co.\n\n"}
{"page": 1075, "printed_page": null, "text": "/\n\nAssociational\n\nRecords\n\nand\n\nInformation\n\n1071\n\nSTATEMENTS\n\nINCOME Exhibit\nAND\nFor the Year\n\n“A”\n\nended\n\nEXPENSES\nMay\n\n31, 1930.\n\nIncome :\n\nMemberships from Secretary’s Office .\nN. E. A. Journal :\nSubscriptions (Part of Membership Dues) .\nAdvertising .\nSales .\n\n$184,545.59\n\n$168,895.00\n83,251.63\n175.55\n\nSales of Proceedings. . . .\nSales of Special Reports\nCommercial Exhibits .\nResearch Bulletins:\nSubscriptions .\nSales .\nSpecial Investigations .\n\n3,438.22\n32,080.25\n*\n\n4,588.50\n5,770.09\n621.79\n\n2,187.50\n2,378.06\n1,798.65\n20,835.22\n100.04\n\nCash Sales — Reports, Pamphlets, Etc .\nNet Income from Permanent Fund Investments\n.\n\nTotal Income\n\n.\n\n512,444.19\n\nExpenses:\nBoard of Trustees .\nBoard of Directors .\nExecutive Committee:\n\n798.51\n8,347.00\n\nPresident (Miss Pyrtle) 1929-30 .\n$1,354.14\nPresident’s Traveling and Clerical Services 955.45\nPresident (Mr. Lamkin) 1928-29 .\n747.37\nFirst Vice President (Mr. Lamkin — 1929-30) 229.47\nFirst Vice President (Miss Adair — 1928-29) 164.14\nTreasurer (Dr. Smith) .\n337.62\nChairman, Board of Trustees (Mr. Siders) 1,056.44\n248.3 5\nMember by Election (Mr. Reynolds) .\nGeneral Secretary’s Office:\nSalary of Secretary .\nClerical Services .\nTraveling Expenses .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams, Etc .\nCarried\n\nForward .\n\nTotal Income, Brought Forward\n\n10,980.38\n984.90\n\nHonorariums .\nRentals .\nInterest and Discount Earned .\n\nSundry Income\n\n252,322.18\n793.20\n\n12,000.00\n12,294.30\n1,091.01\n565.42\n1,433.26\n203.31\n\n5,092.98\n\n27,587.30\n$41,825.79\n\n$512,444.19\n$512,444.19\n\n"}
{"page": 1076, "printed_page": null, "text": "1072\n\nNational\n\nINCOME\n\nEducation\n\nAND\n\nAssociation\n\nEXPENSES,\n\nContinued\n\nExpenses, Continued:\nBrought\n\nForward\n\n$41,825.79\n\nHeadquarters Expenses:\nGeneral Expenses .\nPurchase of Books (General Use) .\nRefunds — Miscellaneous .\nExpress and Freight .\n\n$150.50\n12.00\n6.34\n745.92\n\nPostage — Miscellaneous Reports and\nphlets .\nTelephone and Telegrams .\n\n211.42\n2,359.55\n\nPam¬\n\nRepairs — Office Furniture and Fixtures.... 385.68\nDepreciation — Office Furniture and Fixtures 5,469.20\nInterest and Discounts Allowed .\n1,469.32\nSurety Bonds .\n227.50\nInsurance .\n527.50\nAudit Fee, Etc .\n•.\nPhysical Plant Expenses:\n\n850.10\n\nRent— 1201 16th St., N.W....\nRent— 1521-27 M St .\nLight and Power .\nHeat .\nJanitor Service .\nMaintenance .\n\n$14,265.00\n825.00\n1,381.17\n597.33\n2,652.59 •\n2,677.83 22,398.92\n\n34,813.95\n\nInstitutional Expenses:\nAnnual Conventions:\nDepartment Expenses .\nRegistration Bureau .\n\n201.29\n529.16\n\nStenographers and Typing .\nPublicity .\nPrinting .\nExpress and Freight .\nTelephone and Telegrams .\nPrograms .\nBadges .\nRepresentative Assembly Expense .\n\n644.45\n352.81\n1,930.30\n565.47\n17.37\n2,154.78\n87.43\n1,281.27\n\nof Membership\n\n7,764.33\n35,852.19\n\nN. E. A. Journal (Printing — Distribution) . .\nVolume of Proceedings (Printing — Distribu¬\ntion) .\n\n108,538.69\n\nPromotion\n\nand Maintenance\n\n13,378.96\n\nPublications and Reports (Printing and Dis¬\ntribution) .\n\n1,214.40\n\nResearch Bulletin (Printing\ntion) .\n\n9,990.00\n\nCarried\n\nForward\n\nand\n\nDistribu¬\n\n.\n\nTotal Income, Brought\n\nForward\n\n176,738.57\n\n$253,378.31 $512,444.19\n.\n\n$512,444.19\n\n"}
{"page": 1077, "printed_page": null, "text": "Associational\n\nINCOME\n\nAND\n\nRecords\n\nand\n\nInformation\n\nEXPENSES,\n\nExpenses, Continued : Brought Forward .\nSpecial Appropriations for the Year:\nWorld Federation .\nCommittee on Health Education .\nLife Annuities and Insurance .\n\nContinued\n$253,378.31\n\n$1,043.75\n1,016.10\n6,865.08\n\nLegislative Commission .\nNational Council of Education .\nCommittee on Tenure .\n\n1,988.73\n320.22\n22.74\n\nDepartment of Classroom Teachers .\nFinancing of Delegates .\nAmerican Education Week .\n\n7,737.82\n8,484.05\n200.00\n\nDepartment\n\n1,000.00\n\nof Elementary\n\nSchool Principals\n\nMembership — World Conference on Educa¬\ntion .\nCommittee on Appointmentof Delegates and\nKindred Questions .\n\n1,000.00\n608.66\n\nMembership — American Council on Educa¬\ntion .\nCommittee of One Hundred on Retirement. .\nCommittee on Professional Ethics .\n\n100.00\n240.29\n296.05\n\nCommittee on Investigation of Propaganda\nin Schools .\nCommittee on Visual Education .\n\n353.38\n18.57\n\nDepartment\n\nof Adult\n\nEducation .\n\n1073\n\n1,000.00\n\n32,295.44\n\nDivision of Accounts:\nSalaries and Clerical Services .\n\n7,639.79\n\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\n\n185.04\n236.25\n257.56\n\nTelegrams\n\n.\n\n7.81\n\nDivision of Legislation:\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nCarried\n\nForward\n\n.\n\nTotal Income, Brought\n\n. .\nForward\n\n8,326.45\n\n14,230.52\n2,379.06\n219.67\n298.83\n81.85\n\n17,209.93\n\n$311,210.13 $512,444.19\n.\n\n$512,444.19\n\n"}
{"page": 1078, "printed_page": null, "text": "1074\n\nNational\n\nINCOME\n\nAND\n\nEducation\n\nAssociation\n\nEXPENSES,\n\nContinued\n\nExpenses, Continued:\nBrought\n\nForward .\n\n$311,210.13\n\nDivision of Business:\n\n,\n\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nAdvertising Expense .\nTyping Section .\nMailing Section .\nMultigraph Section .\n\n$14,556.50\n1,219.83\n278.79\n485.28\n101.05\n691.96\n17.79\n229.63\n13.80\n\n17,594.63\n\nDivision of Publications:\nSalaries and Clerical Services .\n\n33,979.44\n\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nReprints .\n\n1,814.04\n905.49\n1,528.33\n160.86\n730.52\n\nPhotographs\n\n1,001.53\n\n40,120.21\n\n47,067.48\n1,513.42\n803.60\n1,464.92\n121.16\n1,960.08\n935.36\n\n53,866.02\n\n7,112.43\n399.23\n69.68\n162.31\n7.50\n\n7,751.15\n\nand\n\nPrints .\n\nDivision of Research:\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nSpecial Charts, Tables, Etc .\nBooks and Pamphlets .\n\nDivision of Classroom\n\nService:\n\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\n\nDivision of Administrative\n\nService:\n\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nCarried\n\nForward\n\nTotal Income, Brought\n\n8,169.13\n142.79\n118.39\n16.71\n\n8,447.02\n\n$438,989.16 $512,444.19\nForward\n\n$512,444.19\n\n"}
{"page": 1079, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1075\n\nExpenses, Continued:\nBrought Forward .\n$438,989.16\nDivision of Records and Membership:\nSalaries and Clerical Services .\n$30,929.94\nTraveling Expense .\n539.77\nStationery and Office Supplies .\n465.13\nPostage and Stamped Envelopes .\n549.11\nTelegrams .\n18.06\nAddressograph Expense .\n1,250.89 33,752.90\nBad\n\nDebts Written\n\nOff .\n\nTotal Expenses\nSurplus\n\n204.77\n\n.\n\n472,946.83\n\nfor the Year .\n\n$39,497.36\n\nSchedule ON“1”HAND\nSECURITIES\nAs at May 31, 1930.\nPar\nMunicipal\n\nIncome\nBook\n\nReceived\n\nBonds:\n\nClearwater, Kansas, Water Works\n1930— No. 18 .\n1931— Nos. 19-20 .\n1932— Nos. 21-23 .\n\n5%\n\nBonds\n\nCounty of Aiken, S. C. Highway Bonds 4^4%\ndue 1939— Nos. 346-350 .\nCounty of Columbus, S. C. Highway Bonds\n5%\n\nV alu e\n\ndue 1954— Nos. 216-220 .\n\nCity of Monessen, Pa. 4 *4% Bonds\nNos. 66-70 .\n\ndue\n\n*City of New Orleans 4^4% Bonds\nNo. 1 .\n\ndue 1931 —\n\nCity of New Orleans 4J4% Bonds\nNos. M2-4 .\n\ndue 1931 —\n\n*City of New Orleans 4^4% Bonds\nNos. M32-7 .\n\ndue 1932 —\n\nCity of New Orleans 4 J4% Bonds\nNos. M168-172 .\n\ndue 1938 —\n\nCity of New Orleans 4 }4% Bonds\nNos. M220-4 .\n\ndue 1940 —\n\n* Educational\n\nResearch\n\nBonds, Carried\nFund.\n\n1,000.00\n2,000.00\n\n3,000.00\n\n3,000.00\n\n5,000.00\n\n225.00\n250.00\n\n5,000.00\n\n5,470.75\n\n5,000.00\n\n5,206.39\n\n43,500.00\n\n43,500.00\n\n5,166.51\n\n23,000.00\n\n23,558.90\n\n5,000.00\n\n2,025.00\n\n5,060.66 J\n\n778.47\n\n21.25\n\n048.53 '\n4,998.23\n\n1,000.00\n3,000.00\n\n2,994.71\n173.86\n\n6,000.00\n\n5,984.06\n\n5,000.00\n\n4,963.86\n\n5,000.00\n\nForward\n\n225.00\n\n250.00\n\n5,000.00\n\n4,000.00\n\n100.00\n150.00\n\n5,064.38\n\n1950 — Nos.\n\nState of Arkansas 5% Bonds due 1944 — Nos.\n2104-26 .\nState of Louisiana, Port of New Orleans 5%\nBonds due 1934 — Nos. A3784-7 .\nPort Commission, New Orleans 5% Bonds due\n1934 — Nos. 2476-80 .\n\nTotal Municipal\n\n50.00\n\n$1,000.00\n2,000.00\n\ndue 1951 —\n\nNewport News Library Bonds 4*4%\n1930-48— Nos. 4-90 .\nState of Arkansas 5% Bonds due\n3714-3718 .\n\ndue:\n\n$121,500.00\n\n4,957.53\n122,974.51\n\n4,248.58\n\n"}
{"page": 1080, "printed_page": null, "text": "1076\n\nNational\n\nEducation\n\nAssociation\n\nValue\nPar\nBook\nMunicipal Bonds, Brought\nRailroad Bonds:\n\nForward .\n\n$121,500.00\n\n122.974.51\n\nIncome\nReceived\n4,248.58\n\nAtlantic Coast Line R. R. Co. 1st Cons. Mtge.\nBonds 4 % due 1952— Nos. 5130, 6494, 11638,\n11639, 14335, 14339, 17579, 24601, 37565 and\n50251 .\nBaltimore and Ohio R. R. Co. (Pittsburgh,\nLake Erie, & West Virginia System) Ref.\nGold\n13500\n\nBonds 4% due 1941 — Nos.\nand 21236-21250 .\n\n400.00\n$10,000.00\n\n9,600.00\n\n20,000.00\n\n19,942.50\n\n10,000.00\n\n9,500.00\n\n13496-\n\n**Chicago, Indiana & Southern Ry. Co. 4%\ndue 1956— Nos. 11386-11394 and 13786..\nManhattan Railway Co. Cons. Mtge. 4 %\nGold Bonds due 1990— Nos. 2843, 6522,\n16083 and 16087 .\nSt. Louis and San Francisco R. R. Co. Prior\n\n800.00\n400.00\n\n160.00\n4,000.00\n\n3,900.00\n\n5,250.00\n\n4,331.25\n\n15,000.00\n64,250.00\n\n15,050.00\n62,323.75\n\n$185,750.00\n\n185,298.26\n\nLien Mtge. Bonds 4% due 1950 — Nos.\nM56051-M56055 and Y1527 .\n\n210.00\n\n**Terminal R. R. Association of St. Louis\nGen. Ref. S. F. Gold Bonds 4% due\n1953— Nos. 16311-16325 .\n\n600.00\n2,570.00\n6,818.58\n\n** Pledged\n\nas Collateral\n\nfor Demand\n\nNote\n\nof $20,000.00.\n\n"}
{"page": 1081, "printed_page": null, "text": "/\n\nAssociational\n\nREPORT\nFrom\n\nRecords\n\nand\n\nOF THE\n\nInformation\n\nTREASURER\n\nJune 1, 1929, to May\n\nBalance brought forward from Treasurer’s\nMay 31, 1929 .\n\n1077\n\n31, 1930\n\nReport for the Years\n\nended\n\n$75,053.47\n\nReceipts:\n\nMay 31,\n1929\n\nFor Account:\n\nMay 31,\n1930\n\nDepartment of Superintendence (Net) .\n$21,916.91 $13,706.43\nDepartment of Elementary School Principals\n(Net) .\n7,540.07 8,259.10\nDepartment of Adult Education (Net) .\n475.00\n208.61\nDepartment of Rural Education (Net) .\n361.82\n937.79\nDepartment of Lip Reading (Net) .\n25.13\n60.65\nDepartment of Secondary School Principals\n(Net) .\n120.00\n217.00\n$30,43.8.93 $23,389.58\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 .\nCash Sales of Reports and Pamphlets .\n\n$7,049.3 5\n\n$184,545.59\n168,895.00\n4,588.50\n793.20\n3,438.22\n5,770.09\n621.79\n175.55\n1,798.65\n$370,626.59\n\nFrom\nFrom\n\nIncome on Permanent Fund .\nCommercial Exhibits (Net) .\n\nFrom Advertising — N. E. A. Journal .\nFrom Interest and Discounts Earned .\nFrom Rentals Received .\nFrom Honorariums (Field Work) .\nFrom\n\nSundry\n\nIncome — Exchange,\n\netc .\n\n20,835.22\n32,080.25\n83,251.63\n1,207.65\n2,187.50\n984.90\n\n- 100.04\n\n511,273.78\n\n$504,224.43\nDisbursements:\nBoard of Trustees — Expenses .\nBoard of Directors — Expenses .\nExecutive Committee:\n\n$798.51\n8,347.00\n\nPresident (Miss Pyrtle) .\nPresident (Mr. Lamkin) .\n\n$1,354.14\n747.37\n\nPresident’s Contingent Fund .\nFirst Vice President (Miss Adair) .\nFirst Vice President (Mr. Lamkin) .\nTreasurer (Dr. Simth) .\nChairman, Board of Trustees (Mr. Siders) .\nMember by Election (Mr. Reynolds) .\n\n955.45\n164.14\n229.47\n337.62\n1,056.44\n248.35\n5,092.98\n\n"}
{"page": 1082, "printed_page": null, "text": "1078\n\nNational\n\nEducation\n\nAssociation\n\nDisbursements, Continued:\nOffice of General Secretary:\nGeneral Expense (Salaries, Stationery, etc.)\nGeneral Expense — Headquarters:\nGeneral Expense .\nExpress, Freight and Parcel Post .\nTelephone Service .\nRepairs — Office Furniture and Fixtures .\nInterest and Discounts Allowed .\nSurety Bonds .\nInsurance .\nAuditing Accounts of Association .\n\n$168.84\n957.34\n2,359.55\n385.68\n1,469.32\n227.50\n527.50\n850.10\n\nPhysical Plant — Rents, Light, Heat, Power\n\n22,398.92\n\nand Janitor\n\n$27,587.30\n\n29,344.75\n\nInstitutional Expense:\nAnnual Conventions:\nDepartment Expenses .\nRegistration Bureau .\nStenographic Service .\nPublicity .\nPrinting v .\n.’ .\nExpress and Freight .\nTelephones and Telegrams .\nPrograms (Speakers, etc.) .\nBadges .\nRepresentative Assembly Expense .\nPromotion and Maintenance of Membership .\nMembership — World Conference in Education .\nMembership — American Council on Education .\nN. E. A. Journal (Printing and Distribution) .\nVolume of Proceedings (1929) .\nResearch Bulletin (Printing and Distribution) .\nPublications and Reports for General Sale .\n\n201.29\n529.16\n644.45\n352.81\n1,930.30\n565.47\n17.37\n2,154.78\n87.43\n1,281.27\n35,852.19\n1,000.00\n100.00\n108,538.69\n13,378.96\n9,990.00\n1,214.40\n\n7,764.33\n\n177,838.57\nSpecial Appropriations for the Year 1929-30:\nWorld Federation .\nCommittee on Health Education .\nLife Annuities and Insurance .\nLegislative Commission .\nNational Council in Education .\nCommittee on Tenure .\nDepartment of Classroom Teachers .\nFinancing of Delegates .\nAmerican Education Week .\nDepartment of Elementary School Principals .\nCommittee on Delegate Representation and Kindred\nQuestions .\nCommittee of 100 on Retirement Allowances .\nCommittee on Professional Ethics .\n\n1,043.75\n1,016.10\n6,865.08\n1,988.73\n320.22\n22.74\n7,737.82\n8,484.05\n200.00\n1,000.00\n608.66\n240.29\n296.05\n\nCommittee on Investigation of Propaganda in the Schools 353.38\nCommittee on Visual Education .\n18.57\nDepartment of Adult Education .\n1,000.00\n31,195.44\n\n"}
{"page": 1083, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1079\n\nDivision of Accounts:\n(Salaries, Stationery, etc.) .\nDivision of Field (Legislative) :\n(Salaries, Stationery, etc.) .\nDivision of Business:\n\n$8,326.45\n\n(Salaries, Stationery, etc.) .\nDivision of Publications:\n\n17,594.63\n\n(Salaries, Stationery, etc.) .\nDivision of Research:\n\n40,120.21\n\n(Salaries, Stationery, etc.) .\nDivision of Classroom Service:\n\n53,866.02\n\n(Salaries, Stationery, etc.) .\nDivision of Administrative Service:\n\n7,751.15\n\n(Salaries, Stationery, etc.) .\nDivision of Records and Membership:\n(Salaries, Stationery, etc.) .\nPurchase of Office Stationery, Postage and Supplies .\nPurchase of Office Furniture and Fixtures .\n\n8,447.02\n\n17,209.93\n\n23,752.90\n304.27\n4,000.95\n\n$471,578.08\n\nCash Summary\nBalance as per Treasurer’s Report, May 31, 1929 .\nReceipts for the Year ended May 31, 1930:\nTotal as per page 17 .\nDeduct:\nBad debts written off .\n$204.77\nIncrease in Accounts Receivable .\n1,094.32\n-\n\nReceipts\n\nDisbursements\nTotal\nAdd:\n\n122.24\n\n.\n\n510,096.93\n\n$585,150.40\n\nfor the Year:\n\nin balances\n\ndue the various\n\n$471,578.08\ndepartments....\n\n7,049.35\n\n$478,627.43\n\nDeduct:\nUnpaid\n\n1,299.09\n\n100.00\n22.24\n-\n\nas per above .\n\nDecrease\n\n$511,273.78\n\n$509,974.69\n\nAdd:\nDecrease in Notes Receivable .\nDecrease in Time Checks .\nTotal\n\n$75,053.47\n\nVouchers\n\nat May\n\n31, 1930 .\n\n18,940.79\n$459,686.64\n\nAdd:\nUnpaid\n\nVouchers\n\nBalance\n\nat May\n\nin Treasury,\n\n31, 1929 .\n\nMay\n\n31, 1930\n\n22,407.67\n482,094.31\n$103,056.09\n\n"}
{"page": 1084, "printed_page": null, "text": "1080\n\nNational\n\nOF THE\n\nAssociation\n\nBUDGET\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\nDirectors shall have in hand and shall have considered all requests for\nappropriations for the year, and shall also have in hand an estimate from\nthe Secretary and the Board of Trustees of the probable income for the\nyear. Appropriations shall not be made in excess of this estimate.\n\nThe Limit of Appropriations\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, 1930-1931. This amount, as shown by the report of\nthe Auditors, is $512,444.19.\nThe amount recommended for the budget is $501,717.79, including an\n\n-\n\n9\n7\n5\n6\n8\n\n2\n2\n2\n2\n2\n\n9\n9\n9\n9\n9\n\nREPORT\n\nEducation\n\nitem of $6,500.00, to provide an Emergency Fund — a fund to be used\nonly in a real emergency and to provide a service which could not be post¬\nponed without serious loss to the Association.\n\nBudget Recommendations\nApproved\n\nby the Board\n\nfor 1930-31\n\nof Directors, July 1, 1930\nAppropriated\n1930-31\n\nActual\n\n0\n8\n6\n9\n7\n\ns:\n\nee\n\n3\n2\n2\n2\n2\n\nAmount\n\nActual\n\nAmount\n\nActual\n\nexpenses\n\nfor last five years:\n\nrecommended\n\nexpenses\n\nfor 1930-31 .\n\n.\n.\n\nAmount\n\n800.00\n\nfor last five years:\n\nrecommended\n\nfor 1930-31 .\n\n$ 3,250.00\n\nexpenses for last five years:\n\n6\n\n.\n.\n.\n\n$\n\nrecommended\n\nfor 1930-31\n\n6,117.93\n7,829.08\n7,821.49\n8,347.00\n$ 8,500.00\n\n$\n\n76\n\n41\n\n8.\n\n2.\n\n53\n\n79\n\n"}
{"page": 1085, "printed_page": null, "text": "Associational\n\n4. Contingent\n\nRecords\n\nand\n\nAppropriated\n1930-31\n\nfund for President:\n\n5\n6\n7\n8\n95\n9\n7\n8\n6\n\nActual\n\nexpenses\n\nAmount\n\nrecommended\n\n1081\n\nInformation\n\nfor last five years:\n\n2\n7\n\n5\n\n$ 1,000.00\n\n.\n\n-\n\n5. 2\nGeneral\n6\n\nSecretary’s\n\n-\n\n28\n\n-\n\n2\n\n9\n\n-\n\n-\n\n7\n8\n6\n0\n9\n8\n6\n0\n9\n7\n2\n2\n2\n3\n2\n2\n2\n3\n2\n2\n\n-\n\nOffice:\n\n.\nActual expenses for last five years:\n\n27\n\n-\n\nfor 1930-31 .\n\n$ .\n\n28\n.\n\n29\n.\n\nAmount recommended for 1930-311,5:17.97\n3.\n0\nSalaries and Clerical Services\n440.\n.47\nTraveling Expense .\n955..\nStationery and Office Supplies\n45\nPostage and Stamped Envelopes .\nTelegrams .\n\n$23,600.00\n1,000.00\n500.00\n1,200.00\n200.00\n\nTotal\n$26,500.00\n\n6. Field Division\n\n(Legislative) :\n\nActual expenses for last five years:\n2\n.\n6\n2\n$16,532.55\n.\n15,393.50\n7\n$\n2\n19,8\n17,823.82\n.\n45.1\n8\n5\n18,138.66\n2\n23,5\n.\n17,209.93\n1\n3.29\n9\nAmount\nrecommended\nfor\n1930-31\n:\n3\n23,2 Services\n.\nSalaries and Clerical\n27.8\n0\n3\nTraveling Expense\n26,3 .\n61.7 Supplies..\nStationery and Office\n1\n27,5\nPostage and Stamped\nEnvelopes\n87.3\n0\nTelegrams .\n\n$14,375.00\n400.00\n2,000.00\n600.00\n125.00\n\nTotal\n$17,500.00\n\n7. Division\n\nof Business\n\nand Accounts:\n\nA. Business:\nActual\n\nexpenses for last five years:\n\n$20,058.64\n14,231.97\n14,805.73\n16,606.35\n17,594.63\nAmount recommended for 1930-31:\nSalaries and Clerical Services\nTraveling Expense .\nStationery and Office Supplies.\nPostage and Stamped Envelopes\n\n$15,229.00\n1,500.00\n300.00\n425.00\n\n"}
{"page": 1086, "printed_page": null, "text": "1082\n\nNational\n\nEducation\n\nAssociation\n\nAppropriated\nTelegrams .\nTyping Section .\nMailing Section .\nMultigraph Section .\nAdvertising Service .\nTotal\nB. Accounts:\nActual\n\n-\n\n6\n\n-\n\n7\n\n-\n\n8\n\n.\n\n$18,644.00\n\nexpenses for last five years:\n\nAmount recommended for 1930-31:\nSalaries and Clerical Service .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\n\n5\n\n-\n\n-\n\n2\n\nTotal\n\n6\n.\nTOTAL\nfor Division .\n7\n.\n2\n8. Division of Publications:\n8\n$ 5,\n.\n64 .8\n2\n7\nActual expenses for last five 3years:\n9\n.\n7,43\n3\n4.53\n0\n.\n7,82\n2.72\n8,10\n8.76\n8,32\nAmount recommended for6.41930-31:\n5\nSalaries and Clerical Service .\n$37,024.00\nTraveling Expense .\n1,800.00\nStationery and Office Supplies .\n1,000.00\nPostage and Stamped Envelopes .\n1,600.00\nTelegrams .\n160.00\nReprints .\n850.00\nPhotographs, Prints, Mats and Electros.... 1,000.00\n\nTotal\n\n9. Division\n\n.\n9\n.\n0\n\n.\n\n$ 8,000.00\n250.00\n275.00\n300.00\n\n2\n\n2\n2\n2 6\n.\n7\n.\n8\n\n1930-31\n\n$95.00\n20.00\n500.00\n75.00\n500.00\n\n.\n\nof Classroom\n\n.\n\n$ 8,825.00\n27,469.00\n\n$43,434.00\n\nService:\n\nActual expenses for last five years:\n\nAmount recommended for 1930-31:\nSalaries\nand Clerical Services .\n$17\n,\nTraveling\nExpense .\n170\n.45\n23,\nStationery\nand Office Supplies .\n366\n.27 and Stamped Envelopes .\n2Postage\n7,3\n86.\nTelegrams\n.\n40\n31,\n660\n.20\nTotal\n40,\n120\n.21\n\n$ 7,500.00\n400.00\n90.00\n170.00\n10.00\n\n$ 8,170.00\n\n"}
{"page": 1087, "printed_page": null, "text": "Records\n\nand\n\n1083\n\nInformation\n\nAppropriated\n1930-31\n\n6\n7\n8\n9\n0\n2\n2\n2\n2\n3\n\n5\n6\n7\n8\n9\n2\n2\n2\n2\n2\n\nAssociational\n\nActual expenses for last five years:\n\n0\n\n.D\nivis\n\n$22,454.53\n29,476.60\n38,073.80\n48,533.30\n53,866.02\n\n8\n5\n7\n6\n9\n\nion\n\nof Rrecommended\nAmount\nfor 1930-31 :\nesear\nch:\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$52,000.00\n1,600.00\n750.00\n1,500.00\n200.00\n2,050.00\n900.00\n\nTotal\n\nActu\n\nal\n\nexpe\n\n$59,000.00\n\nnses\n\nfor last five year\ns:\n\n9\n6\n8\n7\n0\n2\n2\n2\n2\n3\n\nAmount recommended for 1930-31 :\nSalaries and Clerical Service .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\n\n$ 8,600.00\n250.00\n125.00\n25.00\n\nTotal\n$ 9,000.00\n\nA. Rec\nord\ns:\nActual expenses for last five years:\n\n.\n2\nio\n.\nn\n2 of6\nA\n. dminis\nt\n\n27\n.\n2\n.\n8\n3 9\n.\n0\n\n$20,519.06\n31,311.87\n31,388.43\n33,492.67\n33,752.90\n\nrati recommended\nAmount\nve\n\nfor 1930-31 :\n\nServ Clerical Services .\nSalaries and\nice:\n$ 2\n\nTraveling\n,99 Expense .\n4.5\n5 Office Supplies .\nStationery\nand\n4,5\n5\n5.8 Stamped Envelopes .\nPostage and\n9\nTelegrams\n.\n6,7\n60.\nStock,\nand Machine Upkeep\n35\n8,1 Supplies\n24.\ndressograph\nSection)\n.\n42\n8,4\n47.\n02\nTotal\n\n$32,100.00\n700.00\n350.00\n300.00\n50.00\n(Ad1,500.00\n$35,000.00\n\n"}
{"page": 1088, "printed_page": null, "text": "5\n6\n7\n8\n9\n5\n7\n8\n6\n9\n2\n2\n2\n2\n2\n2\n2\n2\n2\n2\n9\n9\n9\n9\n9\n9\n9\n9\n\n1084\n\nNational\n\nAssociation\n\nAppropriated\n1930-31\n\nB. Membership:\n\n6\n7\n8\n9\n0\n2\n2\n2\n2\n3\n\nActual expenses for last five years:\n$25,921.42\n37,832.95\n38,691.16\n35,003.46\n35,852.19\n\nAmount\n\nrecommended\n\nTotal\nTOTAL\n\n13. Physical\nActual\n\nfor 1930-31:\n\n.\n\n$36,000.00\n\nfor Division .\n\n71,000.00\n\nPlant:\nexpenses for last five years:\n\n6\n7\n8\n9\n0\n\n2\n2\n2\n2\n3\n\nAmount recommended for 1930-31:\nRent .\nLights and Power .\nHeat .\nJanitor Service .\nMaintenance .\n\n$17,150\n2,500\n1,400\n4,150\n4,800\n\nTotal\n\n$30,000.00\n\n14. General\n2\n\nEducation\n\nOffice Expenses:\n\nActual expenses for last five years:\n2 6\n.\n\n2 7\n.\n2 8\n.\n3 9\n.\n0\n.\n\n$20\n\n,73\n\n$ 6,496.32\n7,421.35\n8,002.24\n6,814.32\n6,945.83\n\n6.0\n2\n20,\n837\n.69 for 1930-31:\nAmount recommended\n21,\n204\nTelephone Service\n$ 2,635.00\n.94 .\n2\n2\n,21 Furniture and Equipment.. 300.00\nRepairs — Office\n1.8\nInsurance .\n310.67\n4\n22,\n3\nGeneral Expense\n.\n200.00\n98.\n92\nRefunds of Overpayments\n.\n50.00\nPurchase of Back Volumes .\n30.00\nExpress and Freight .\n900.00\nInterest and Discount Allowed .\n1,075.00\nSurety Bonds .\n235.00\nAuditing Accounts of Association .\n850.00\nMailing — Reports\n\nand Pamphlets\n\n350.00\n\nTotal\n$ 6,935.67\n\n"}
{"page": 1089, "printed_page": null, "text": "6\n7\n8\n9\n0\n2\n2\n6\n7\n6\n9\n8\n0\n8\n0\n2\n7\n9\n2\n3\n2\n2\n2\n2\n2\n3\n3\n2\n2\n2\n5\n6\n7\n8\n9\n2\n5\n6\n7\n8\n9\n9\n5\n7\n6\n8\n2\n2\n2\n2\n2\n9\n2\n2\n2\n2\n2\n2\n2\n2\n2\n9\n9\n9\n\nAssociational\n\n15. Annual\n\nRecords\n\nand\n\n1085\n\nInformation\n\nAppropriated\n1930-31\n\nConventions:\n\nActual\n\nAmount\n\nexpenses for last five years:\n\nrecommended\n\nfor 1930-31:\n\n$ 8,502.45\n7,475.97\n5,761.26\n5,917.34\n7,764.33\n\nDepartment Expenses .\nRegistration .\nStenographers and Typing .\nPublicity .\nPrinting .\nExpress and Freight .\nGeneral Expense (Program) .\nBadges .\nRepresentative Assembly Expense .\n\n$\n\n200.00\n500.00\n600.00\n200.00\n1,900.00\n500.00\n2,469.33\n85.00\n1,310.00\n\nTotal\n\n16. Journal\n\n$ 7,764.33\n\nof the National\n\nEducation\n\nAssociation:\n\nActual expenses for last five years:\n\nAmount\n\n17. Research\n\nrecommended\n\nfor 1930-31 .\n\n$108,538.69\n\nBulletin:\n\nActual expenses for last five years:\n\nAmount\n\n18. Volume\n\nrecommended\n\nfor 1930-31\n\n$ 6,867.12\n7,493.03\n7,432.20\n10,002.28\n9,990.00\n$ 9,990.00\n\nof Proceedings:\n\nActual expenses for last five years:\n\n.\n.\n.\n.\n\n$ 8,458.22\n2\n9,191.81\n.\n9,850.57\n2 6\n11,314.86\n.\n2\n7\n13,378.96\n.\n2\nAmount\nrecommended\nfor\n1930-31:\n8\n$ 9\n2,6\n.\n3\n87.\n9\n6\n. 19. Publications\n96, and 6 reports for General Sale:\n769\n0\n.44\n01,\nActual 1expenses\nfor last five years:\n374\n.69\n105\n,05\n5.5\n108\n864.50\n4\n2,637.31\n,53\n8.6\n9\n1,388.63\n1,214.40\nAmount recommended for 1930-31\n\n$13,250.00\n\n$\n\n100.00\n\n"}
{"page": 1090, "printed_page": null, "text": "National\n\n20. Financing\n\nEducation\n\nAssociation\n\nAppropriated\n1930-31\n\nDelegates:\n\n6\n7\n8\n9\n0\n6\n7\n8\n9\n0\n2\n2\n2\n2\n3\n2\n2\n2\n2\n3\n\nActual expenses for last five years:\n79.00\n$ 9,3\n12,977.50\n17,178.83\n7,862.50\n8,484.05\n\nAmount\n\nrecommended\n\n21. Special Cofnmittee\n\nfor 1930-31\n\n$10,000.00\n\nAppropriations:\n\nActual expenses for last five years:\n$15,279.75\n16,946.24\n17,358.59\n26,052.31\n15,846.31\n\nAmount\n\nrecommended\n\nfor 1930-31:\n\nForeign Relations (Publicity) .\n$ 300.00\nHealth Education .\n500.00\nLegislative Commission .\n1,000.00\nTenure .\n200.00\nDept. Classroom Teachers .\n10,000.00\nAmerican Education Week .\n500.00\nDept. Elementary School Principals .\n1,000.00\nOne Hundred on Retirement Allowances... 500.00\n\n6\n7\n0\n9\n7\n6\n0\n9\n8\n8\n\n2\n2\n2\n3\n2\n3\n2\n2\n2\n2\n\n5\n6\n7\n8\n9\n5\n6\n7\n8\n9\n5\n8\n9\n6\n9\n5\n6\n7\n8\n7\n2\n2\n2\n2\n2\n2\n2\n2\n2\n2\n2\n2\n2\n2\n2\n2\n2\n2\n2\n2\n9\n9\n9\n9\n9\n9\n9\n9\n\n1086\n\nDept. Adult Education .\nAppointment of Delegates and Kindred\nQuestions .\nNational Council of Education .\n\n1,000.00\n\nEconomic Status of Teachers .\nJoint Committee on Colored Schools .\nAmerican Research Dept .\n\n1,000.00\n350.00\n1,000.00\n\n500.00\n500.00\n\nTotal\n$18,350.00\n\n22. Office Furniture\n\nand Fixtures:\n\nActual expenses for last five years:\n$ 3,614.07\n9,465.82\n5,568.26\n4,932.97\n4,000.95\n\nAmount\n\nrecommended\n\nfor 1930-31\n$ 4,200.00\n\n23. Association\n\nMembership\n\nFees:\n\nActual expenses for last five years:\n\n$ 1,100.00\n\n1,100.00\n1,100.00\n1,100.00\n1,100.00\n\nAmount\n\nrecommended\n\nfor 1930-31 .\n$\n\n100.00\n\n"}
{"page": 1091, "printed_page": null, "text": "/\n\nAssociational\n\nRecords\n\nand\n\nInformation\n\n1087\n\nAppropriated\n1930-31\n\n24. Retirement\n\nAnnuities\n\nand Insurance:\n\nActual expenses for last five years:\n\n2\n7\nAmount\n\nrecommended\n\n.\n- 25. Emergency Fund:\n2\n6\n.\nAmount\nrecommended\n\nfor 1930-31 .\n\n$10,366.10\n\nfor 1930-31.*. .\n\n$ 6,500.00\n\n5\n\nGRAND\n\n27\n\n28\n\n-\n\n-\n\nTOTAL\n\n28\n.\n\n.\n\n$ .\n\n$501,717.79\nRespectfully\n\nsubmitted,\n\nBUDGET\nCOMMITTEE.\n2.\n9\n3,627.\n25\nW. B. 3\nMooney,\nSecretary,\nColorado\nEducation Association, Denver, Colorado\n.\n0\n7,519. School, Fairmont, West Virginia\nJoseph Rosier, President, State Normal\n01\nGeo. W. Wannamaker, Superintendent of Schools, St. Matthews, South Carolina\n6,865.\n08\nA. L. Whittenberg, Secretary State Examining\nBoard, Springfield, Illinois\n\n9\n\nL. W.\n\nRogers, Chairmany\n\nFirst Assistant\n\nState Superintendent,\n\nAustin, Texas.\n\n"}
{"page": 1092, "printed_page": null, "text": "1088\n\nNational\n\nEducation\n\nvn\n\nAssociation\n\nvn\n\nVO\no\no\n\nVO\nVO\n\nto\n\no\no\n\nC «\n\ncm\n^H\n\nCM\n\nOH\n\n^H\n\no\nvn\nVO\no\n\nvn\nO\no\n\no\no\n\no\no\n\nO\nO\n\no\no\n\no\no\n\no\no\n\noi + oo\nvo to\no\n\nO\nO\n\no\no\no\nt*H\n\no\no\n\nH-\n\nv-h\n\nto\" <X\n\nCM\n\no\n\no\no\n\n<0\n\nO\n\nON\n\n(TJ\n\n»-H\nO\n\nrH\n\nH\n\no\no\nO\nO vn\nvo\n\nH\nCM\n\nH-\n\nvn\n\n99-\n\no\nO\no\n\nO to O\nOOSN\n\n^H\n\nto\n\nfH\n\no\n\nvo\n\nto\no\n\nHr\n\n4-»\n\n99ON\nVJ-\n\nvn\n\n«-*H\n\no\nvn\nO\n\ncd\n°\nC/\n• pH D <U<g*HQ\ng ,g n (A r*\n\no\no\nO\n\nO\nOn\n\no\n\no>\n\nbD\na>\nIh\n\nrt\n\ntH\n3\n\n+■»\n\nw0)\n\no\n\n• H\n\nvn\no\no\n\nO\no\no\n<«•\n1-H\n\n■tH\nO\no CM\no\nO o\n\nOn\n\nVO\n\no\n\no\n\nS\n\nc\n\no\n\no\n\n3\n\no o o o\no o o o\nm • ©• o • o•\n\no ^9CM\n\n©\n©\no\n\no\n©\n©\no\n\nMONO\n\no\n\nG\nO\n\n©\n\n03\nrt\n-*->\nin\n\na<o\nO\n\ntH\n\nU1\n\nVW\n\n«2\no\n\n3\n\nC-oW\n•h\n■M *» 01\nO\nw\nCO us\nO\n+-> «5\n\no\no\n\n©\n\no\n©\nvn\n\no\n\n© 99-\n\n©\n\no\n©\n\nvn\n\nO\n\no\n©\n\nO\n\no\no\n\no\n©\n\no\n\no\n\no\n\no\n©\n©\n\nO\n\n©\n©\n\ntH\na>\n\nc\n\nCM\nvn\n\nO On\n\nto\n\nt'*\nin\n\nvn\n\n- ■\n\nvn\n\nCc S\n°_ «\n3 o\n6\n\nbo ca\n\nH\n\nC\n\nto\n\n©\n©\nc\n\nO\n\nH\n\nl-H\n\n(0 O.H\n\n3\n\no\n\nO\n\n3 3 2 «\n3\n\n©\n\nvn\n\no\n—\n41\n3\n£5 HC*2 4>\n\n«\no 5\n\nU\n\nOOt\n\nH-\n\nW\n\nu rt\n\n99-\n\nON\n\no\n\n•H\n\n»a\n\ns».s« Og\nC«§2\nO tifliMo\nh O -* t-1\n«\n\npH\nO.\n\nvn\n\n•O to\n\n•H\n<U\n\no\nCM\n\nvn\n\nS £\n\nX\n\ntn\n\nN'OHV)\n\nvo\n\nvn\n\n99-\n\nCM\n©\n©\n\nVO\n\nIh\nVi\nRJ\nT3\n0)\n-4->\n\nvn\n\no\n\n©\n\n•H\n>\n\nQ\n\nO\nOn\no\n\nVO\n\nCtf\n<U\n\noo\n\n+■>\n\nC*\nO c\n\no\no\n\no\n\n•H\n\n• H\n\n-4-*\n\nto\nvn\n\no\nOt\n\nI\n4->\n-Q\nU\n\no\no\n\nrt\n\n•H\nCO\n\n+■*\n\n99\n\nv\nM\nto\n\ne\n\nCO\n\nto\n\nNO\n\n3\n\nc\n\no\no\n\nH\na>\n\nT3\n03\n\nT3\n\nPQ\n\no\n\nON\n\nCM\nT\"H\n\ncr\n\n(L>\nPA\n\nO\nO\n\nto\ntC\n\nvn\nO\no\n\no\noM\nco\nCM\n\nin\n\nI\nCO\n\no\no\n\nCM\n\no\no\n\nCO\ncd\n£\n\no\no\n\n»-H\n\n<u\nin\n\nvn\n\noo\nvn\n\nCJ ‘H **H\no.> >\n\nCO\n\nvn\n\nr— I\n\no\no\nevj\n\n©\n©\no\n\no\no\n\nON\nO\n\nCM\n\nvn\n\na1\n\nvn\n\n99-\n\nvn\n\n• C/J\ni— i\n\ncu\n\nQ\n\no\n\n©\n\nC/3\n\no\no 99o\ntH\n\no\n©\no\no\no\n\no\n\n>\n\n+-»\n\nnl\nM\nH\n\nO\n\nO\n\nO\n\no\n©\n©\n\nO\n\no • o• o • o•\no o\nvn\n© o\n© o\n©\n\n©\n©\n©\no\n\nc\no\n\n©\n©\no\n\n«4H\n\no\n\nn)\n\nVT3\no\no\n\no O\no o\nCM\nCM\nCM\nON H-\n\nu. 'V\nco\n\nO\n\n<D\n\npH\n\nhov 3\n\n99•-pH\n\n•\n•\n\n. \"3\n\n•\n\no\n\nd\n\noo\n03\n\n; c\n\nO•4H o - —\n\nCM\n\noo\n\nPQ\nD\n\nvn\n\n•\n•\n•\n\ns\n\nVh\nCJ. •-c\no V)\n\"\nto w\n<u\n•\ncd “ c\n• pH\no\n•\nSjs 2\nC/3\n■ “\n*H\n2 (U8.\n\n•\n•\n•\n\nCM\nvn\nV-H tO_\n\n99v-n H\"\n\n99-\n\no\n*-H\no\nc\nc\nC/3\nwa>\n\nvn\n\noo\n\no\no\n\no\no\n•\n\nIh\n\n3\n\nC/3\n\nu\n”\n\nMh\n\na,\n\ntH\n\n•\n\n> J>\n\n>.a\n\n• pH • pH • pH\n\n• pH ^\n\nOQ On O\n\n»-l\n\nQ\nCM\n\nC\n\n99-\n\n•\n•\n•\n•\n\nPh\n\ncj\nX\nW\n\nH\nO\n\n«\n\n<s O\n\n99-\n\n«\n\nCJ\n\nw-1\nto\n\nT3\n\nH\" O T~l\n*)\nvn cj.\n\n•\n•\n\nO\n\n»r< Sh j3\na»\no >■ O\nw\n\n3\n\nQ\n\n<\n\n99-\n\nC3\n\n•\nto\n\nIh\na>\n\nO\nO\n\n<u rj.\n*'\n\nON•\n\nV)\nCJ\n\nf0 N Oh\nC\n\nI®QQQ\n®\na>\n\nr! ►\n\n00\nvn\n\nCO\nO a>\n\na>\n\n99-\n\ncn\n\nT3\n\na\n• cd\npH\n\n(U\n\nvo\n\noo\nCM\nw\n•\n•\n•\n\n<u\n\n«\n\ne O\n\nO >»\no\n\no\n©\noC\n©\n\noo\n\nCJ\n\n•\nZJ\n\nCO fe\n\nto\ntH\n\ns\n: >\n\n\"H\nJJ 2\nO\n\nO\nO\nOO\n\ns\n\n©\n©\n©\nCM\n\njr a.'O\n\nO\nO\nO\nCM\nO\n\n1\n\ntn• >\nu\n\nC\n• CJ\n\nI\n•\nC/3\n\no\nvn\no\no\no\n\n<u\no\no\n*o a>\no\n\nto tvT\n• • pH\nrC o\n\n:.s\n\n•.\n\n:\n^ ►Ja\n\n-a\n\n•£\n\n•\n•\n•\n\n1\n\no\nvn\no\no\no\n\ntX\nCM\n\nCO\n\nCM\n\n«n g«\n3\nis\no\"\n\nOO H\" NO\nH-\n\n<u\nO\no\no\no 99-\n\n1^ »PH\n\n•4-*\nu\nC/3\n\nCM\n\nCM VO_\n\n•5-r; c\n\n• pH\n\nO\n\nvn\n\n• PH\n\nC\n\nC\n\nc\" °\n■£\nOn\nc <\nIh\n\nv\n«\n\n3\n3\nC\n\n«\n\nS i;\n•r. e\n\nc\n3\n\nH\nC\nu\n—\nHHtE\n^\nI 3\n\nX\n\n4)\n\nPnOfa\ntH\n\ntH\n\nCM\n\nCM\n\n4> 3\nto H- CM H\"\n0J\n\nIh 93\n\n<\nH\nO\nH\n\n4^-\n\n"}
{"page": 1093, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1089\n\nInformation\nSO\ncm\nUS\n\n•o _\nre £\n\no\n\ns^T ©\n©\n\nto\nV\n\nc re\nu\n\nso\n\nO\n\nOs\n\nu-s\no\no t\"-\n\nOH\n\nO\no\no\no\nO\n\no\no\n•\n\nOO\n\no\n\nH\n\no\no\n•\n\n•\n\no\nso\n\no\nO\n\nN\nto\n\nUS\noo\n\n©\n©\n\nto\nto\n\nOs\nSO\n\no\nO\n\no\n©\n\n©\nO\nO\n\nfa oo\nso to\nN Ui\n\n©\nOs\na\\\n\n©\nso\nN\n\nh\n\nn\n\nOs\n\nto\n\nce\nO\n\no\n\no\n\n©\n\nO\no\nl-H O\no o\no\no\ntq\n•\n•\n•\nO\n\nO\n\no\n\nO\n\nO\n\nso\n\n*-l\n\n©\n\no\no\n\nso' fa\"\n\nT-H\n\n<&■\n■•-i s\np a t-.2\n\noo*1\n\no'\n\n©\n©\n©\n©\n\nO 1/1 4)2\n<« O^o •<u „ ^ «\nbO\nS3 J3 «\n\n[£, ST\n<u C\n\no\n\no\n•H\nrd\n•H\n\n©\n©\n©\n©\n\n11\n\nso\nCO\n•C\nH\no\nCD\n03\n4-*\n.\n\nU\nxn\nO\nCO\n*-H\n<\n\n*9-\n\no\no\n\nc\n<L>\n\n©\nCM\n\n,s\n\no\n\no\n\n©\n\no\n\n©\n\n©\n©\n\n©\ncsf\n©\n\nsq\n\n(fl\n\n1-4\na\nO\n\no\n(U\nC/5\n•H\n•H\n• H>\n4-»\n\n<\n\n99-\n\n©\n©\n©\n\nC\no>\no\n\na)\ne\n\noo\n\nO\n\nw\na>\n\nc\n\n, 1 12\no 3\nO w C\n^\nc h\n«P\n\ncn p\n\np\n\n*>\n\nH\n\no\n\n\"-e\n\nc\n\n'\n\n«\n\n©\n©\n©\n\nco\n\n©\n\nso\n\nto\n\nfa\n\nc’s s 5\n\no\n99Os\n\n©\n\n©\n\nso ©\n\n*9\nO-s\n\nso\nCO\n\n©\n\n© oo © ©\nOs\nOn\n\nCM\nSO\n\no\n\nu\n\ni— I OO^ On\n\ntfa\n\nPH\n\n©\n\nl-H\n\nso\nso\n■3\n\nto\n*3 so\n\n©\n©\n\n©\n©\n\n©\n©\n\n©\n©\n\n©\n©\n\n©\nso\n\n©\nO\n\n©\n\nOO\n\nCM\n\nso\n\n©\n©\n©\n\n\"3\n\n©\n\nH\n\nCM\nto~ oo\"• h-HI\n\nbfl Op\n\n+H\n\nfa\n\n99-\n\np\no\n\ns\n\nE\n\ns.\n3\n\nC\n3\nfa\n\nH->\n\nad\no\n\n•\n\n>\n\nO\n*+-,\n\nco\n\n•\n\n. «\nV\n•• U\n£ AO\n‘ r2 HH\n\n. C\n\no\nz\n\n-P\n\n(ij 03\n\nP 4-*\nO\no3 d\n\n3\n\n\"3\n\nO!\nC\n\no x o\n\nD\n\nc\nbflC *3\nd : -3\nG -C\n\nC\n\nP\nre\n\nD\nV\nu\n\nWWW\n\n<\n\nt-h CM to V\n\nUS\n\no\np\n\nC\nre\n\nfa •2\nCO\nfa\ne\n-M\n-tp\n\nMH 3Sf “3\n\"3\n\n3\n\nre\na>\n\nd\n_\n\nre\no\n_\n\n<U O\n3\n3 -r\nto •— i J3\nfa>fa\n\nNO\n\nc\nob/l\np\no\n6\nw\n\n©\n©\n©\n©\n\n©\n©\n©\n©\n\n\"\n\nso\n\nCL)\n\n• C fa\n.\n\n>»\no\n\nfa\n\nfa\n.5 fa\nD\n\nfa\nd\n0)\n\n09\nd\nPi\nD\n\n• O\n\n99^\n\nV*\n\nCO\nPi\n\nC/D\n\nC/3■\n\n•\n\nto\nOS\nSO\n\no\n©\n\n<u\n\no\nC/3\n\n\"3\n\nP\n\n\"\n\ncm\n\n©\n©\n©\n©\n\n©\n\na\n\n>\n\n• H\n\ncq so\n\n©\n\n(4\n\n<u\n\nfa\n\nC\n\no\n•H\n\nina>\n\nto\nSO\nto\n\ni— T so\n\nbfl\n\nc\n\no\n3\n\nso\n\n<U\nP\n\nfa\nbfl\n\noo\n\ns\no\n\na\nO\n\n*9-\n\n©\n©\n©\n\nto\n\nCL)\np\n\no\n\nso\n\nV\nQ<u\n<u\n\nC/3\nC\n•o\nH\n\nC\n3\nT5\n>*\n\nSO\n\na\n\nN\n\nOO\n\n'\n\nO Pi\nbJ\nCO pO N—^c\n<D v-i •“\nfa _\n\noo\n\nC\n>N\n3\n\no\n\nfa\n\n*o \"3\nW>\n<.2.2\nQ\nE\nre 3\n\n<\n\n0)\n\nh\nO\n\nC\n\nco\nD\nD\n\nHP\n\nfa\n\nc.2u\nfa C\n\no o\n\" fa\nSre\na 3\n\nf\n\n«\n\nh\n\nfa\na\na\nD\n\nso\n\np\nCM\nD\n\nfa\n\n<\n\nh\n\no\n\nH\n\nE\n\nfa\n\n<\n\n<«■\n\n\"\n\ncm\n\nOs\n\nCM\nCMo CMW\nOnto\n\nCD\n\n1/3\n\n*\n\nso\n\n"}
{"page": 1094, "printed_page": null, "text": "1090\n\nNational\n\nTHE\n1918\n\nAssociation\n\nSECRETARY’S\n\nThe New\nTn\n\nEducation\n\nthe Association\n\nEmergency\n\nappointed\n\nREPORT\nin Education\n\nthe National\n\nCommission\n\non the Emer¬\n\ngency in Education. Not only members of the Commission, but scores\nof other men and women put their best thought and effort into the problems\nof reconstruction month after month and year after\n.\n\nthe3 wartmentS a^ter year. Thousands of teachers gave time and sacrificed\ndollars in order to help. It was largely those sacri¬\nfices and the fine teamwork in the profession that saved the day for the\nschools of the nation.\nWe\n\nare now confronted with readjustment problems more serious and\nmore formidable than those that followed the world war. These problems\nhave grown out of the recent rapid changes in industry, in finance, in labor,\nand in social conditions. The need for a study of the present situation as\ncareful and thorough as that made following the world war is as urgent now\nas the former study was at that time. How can we secure the degree of\ncooperation that was secured in the more easily underThe\n\nnew\n\nemergency\n\nstood period of a decade ago?\n\nFirst, do you realize\n\nthat we are actually confronted by an alarming situa¬\ntion? History warns us of the certain breakdown that follows war. It\ndoes not warn us of similar dangers that develop in times of peace. We do\nnot remain on guard long after a storm has passed. Having\n\nmet a recent\n\nemergency, we make the mistake of failing to see what is developing all\nabout us. Facts will bear out the statement that no such consequential\nchanges as we are now\n\nfacing have ever before taken place in time of war\n\nor peace.\nNo war could disrupt conditions more ruthlessly than is being done by\ninvention and machinery. No war could put factories into disuse or into\npart time use more rapidly than is being done by changes in social demands\nand by consolidation. Machinery has shifted and displaced labor at an\nappalling rate during the last two or three years. We have here an illustra¬\ntion at our own national headquarters. Our Membership Division has just\ninstalled a piece of apparatus which enables two girls to do the work that\nfive did last year. New telephone appliances were\nChanges that\nrecently installed in Washington enabling fewer\nmake adjustments\n,\n,\n, , . ,\n, ,\n,\n, . ,\nwas\nwhich\nwork\nthe\ndo\nto\ngirls\nthan one hundred\nnecessary\n\nformerly done by four hundred. The talking pic¬\ntures and the radio have displaced, in hotels and theatres, thousands of\nmusicians. Chain stores are rapidly taking the place of independent stores,\nand while decreasing overhead expenses, greatly decreasing the number of\nworkers. Banks are merging with like results. Utilities are combining.\nManufacturing\n\ncorporations are swallowing\n\nup their lesser competitors.\n\nFarms are drained of their small profits in various ways. It is becom¬\ning increasingly difficult to finance education. This is most noticeable in\nrural areas.\n\n"}
{"page": 1095, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1091\n\nThese changes may be for the better in the long run. It all depends on\nthe intelligence and speed with which readjustments can be made. Peace\ntime developments in the past have been gradual and have been made\nwithout conscious effort. As machinery took the place of labor, other\nlines of human enterprise opened up new opportunities. A balance was\neasily maintained.\n\nBut\n\nconditions have\n\nrecently\n\nbeen thrown out of balance. Industry and finance Certain companies\nhave run ahead of everything else in organization far ahead of the\nand power. Things are no longer moving along in mam army\norderly fashion. It means more to social progress\nand to the happiness of people to maintain a reasonable balance than to\nhave wide extremes and sudden fluctuations. The present lack of balance\nmay be due to speeding up industry and finance while permitting other lines\nof progress to lag behind. Our work is laid out for us. It is to speed up\neducational adjustments.\nYou can readily see the need of group thinking in every activity. Is our\nown\n\norganization ready to do its part?\n\nto hold their own\n\nThe\n\nfarmers are too badly crushed\n\nin competition with giant industry. Their organization\n\nlacks ia force. The\n\nrural school suffers as the farming interests suffer.\n\nUnless our profession is strong enough to see that the needs of the rural child\nget the attention of the public and lawmaking bodies, who is going to do it ?\nThe controlling powers in industry and finance do\nnot want labor to suffer. They do not want farmers\nto go out ot business. 1 hey do not want education\n\n®ach\n\nto ?o\n\nto be neglected. But their duties to their own interests come first. They do\nnot take time to do reliable thinking for labor, for the farm, or for education.\nWho expects them to ? They may at times think they know best, but on\ndeeper thought they realize that labor, agriculture, and education must each\nbe responsible for setting forth its own needs and for formulating plans for\npromoting its own\n\nwelfare.\n\nDo you think that the gains of recent years in\n\nthe improvement of school conditions could have been made, had the responsi¬\nbility for them been left in the hands of business or finance or in the hands\nof any other well meaning outside agency?\nThe recent improvement in school conditions did not just happen. It\ncame as a direct result of interest, effort, and organization. The National\nEducation Association, in cooperation with other agencies, met the emergency\n\nof a decade ago in a remarkably effective manner. The organized profession\nprevented a breakdown in education. It merited and secured the confidence\nand goodwill of the people. It has the fullest respect of the public at the\npresent time. That is what makes it strong. That\n\ntogether with its wise purposes and policies is what\ngives it standing with other professions. That is why\n\nThat is what makes\nthe Association\n\nits voice is heard in legislative bodies. That is why,\nwith an enlarged membership, it can confidently plan\n\nstrong\n\nto meet the present emergency.\n\nTeachers receive better salaries, have better\n\n"}
{"page": 1096, "printed_page": null, "text": "1092\n\nNational\n\nEducation\n\nAssociation\n\ntenure regulations, retirement allowances, and general teaching conditions,\nand the public has better schools because of the strength of state and national\neducation associations.\nThe fact that the Association gave the classroom teacher the same recogni¬\ntion that it gave to teachers on other levels of the profession, gave her added\nSame recognition\nto each group in\nthe profession\n\nprestige in the community and resulted in much bet¬\nter work in the school. The fact that the Associa¬\ntion held to democratic principles in its pronounce¬\nments and in its own organization and work during\n\nmore\n\nthe period of reconstruction, has aided in popularizing\npermanent the American ideals of democracy. These\n\nand making\n\nprinciples should now be upheld not only by 200,000 but by 500,000 mem¬\nbers of the profession.\nIt is not for us to say how business and industry shall be organized. We\ncannot afford to waste our energies in fighting mergers, combinations, and the\nlike after society has actually accepted and installed the new system. It be¬\ncomes our duty to fit education into these changed conditions and to see that\nit meets the new needs. How shall we attempt to\nwe\nso ‘that\nus answer —of bytheorganizing\nLet advantage\ndo this?\ncan\nhave the\nbest thought\nof our\neducational economists, sociologists, and other great thinkers ; by providing\nport ant ° ^ ^n ^\n\na plan whereby every teacher and every state and local association can focus\neffort on the problems of the profession ; and by providing ways of giving\ninformation to the public and ways for carrying out workable plans.\nShall we ask the National Council of Education to devote itself to the\nproblems involved or shall we create another Emergency Commission?\nShould not each state have a similar council or commission ? Should not\nthese commissions\n\narrange for the closest possible cooperation with the\nOffice of Education and with the state departments?\n\nShould not the help of the American Council on Edu¬\ncation and of other outside agencies be solicited ? Are\nwe not ready to back the findings of the commission by a membership of half\na million? In order to lose the least amount of time in organizing for this\nr^c^Hnniend^dons\n\nimportant work, it is recommended that the Representative Assembly au¬\nthorize the Board of Directors, through its Executive Committee, to formu¬\nlate plans and to put the same in operation. We are submitting this item\nin the report for the reaction of the National Council of Education.\nThis new group of workers will have a still more difficult task than that\nof 1918. Its problems are more complicated. It must be made up of the\nbest minds in the profession. Remember that in this new emergency we are\nnot to deal with problems of method so much as with\nrelationships\n\nlarge relationships and with questions fundamental\n\nin establishing ideals and factors that will make\n\nquality in citizenship just ahead.\n\nfor\n\n"}
{"page": 1097, "printed_page": null, "text": "/\n\nAssociational\n\nRecords\n\nand\n\nDouble the Membership\n\n1093\n\nInformation\n\nin 1931\n\nDue to economic conditions there is all at once an oversupply of teachers,\nan over-supply of lawyers, bank cashiers, plumbers, carpenters, and of all\nother labor. Under this situation it is only possible to keep salaries on\nhigher levels by the stabilizing force of organization.\n\nOf course there will be a readjustment to meet the stabilizing °force\nnew situation. In this readjustment\norganization is\nwhat counts. Salaries in your state are much better because of your efficient\nstate association and because of the strength which comes to it from a power¬\nful national association.\nWe must not sound an alarm, yet we cannot deny that it will require all\nthe strength that can be mustered to prevent setbacks in the schools. We\nhad an enrolment of 205,000 members in the N. E. A. last year which\nrepresents about 20 percent of the teachers of the nation. We are proud of\nthe professional spirit which gives this remarkably\n\nlarge enrolment. But if we needed 205,000 last year f^p^ent ^setbacks’ 5\nand the year before, we need the power of double\nthat enrolment now that we are in the stream of a new set of conditions and\nmovements.\nA few members say that owing to conditions they are not renewing their\nmemberships this year. They cannot spare the membership fee. That is\na short-sighted policy. These members do not realize that now\never before is the time when the $2 fee gives results.\n\nmore\n\nthan\n\nEvery one in the profession will lose unless we give 193 i^he* slogan **\nthe greatest possible strength to the arm of the\norganized profession at the present moment. In the case of life membership\nthere was a fifty percent growth in a year. That gives the association a new\nhome. It adds strength to the organization. How would you like to join\nin an effort to more than double the active membership and to let the slogan\nbe 500,000 members by July 4, 1931?\n\nRetirement Allowances\nThe\n\nAssociation felt that if it were\n\nto advocate retirement allowances\n\nfor teachers, it should show its good faith by providing a plan for its own\nheadquarters staff. Four years ago it adopted an uptodate plan and one\nwhich has been accepted as a model by colleges and by other organizations.\nIt does for the members of the staff just what a\n\ngood retirement plan does for teachers in a system ^lowantfe'\nfor staff\nof schools. It makes them contented and happy. It\nmeans that they do more work and better work. It does away with the\nfear that in old age, in sickness, or in permanent disability one may become\na burden on friends or on society. One member is now on the permanent\ndisability list and receives $81 a month.\nciation for the plan.\n\nThe staff is grateful to the Asso¬\n\n"}
{"page": 1098, "printed_page": null, "text": "1094\n\nThe\n\nNational\n\nEducation\n\nAssociation\n\nteachers of the nation are grateful for this example\n\nAssociation’s work\nThousands\nretirement\nallowance\n\nand for the\n\nfor retirement plans for colleges, city school systems,\nand for the states. There are still thousands of\n\nwithout\n\nteachers leaving the profession because of old age or\ndisability with no means of their own and with no\nretirement allowances within their reach. Could\n\nyou read the letters which we receive from these\nfinest of teachers whose forty or fifty years work have ended and who\nare in charitable places, cared for by friends, or doing housework to\npay their board, you could not keep back the tears. Is it possible that\nthere are superintendents and teachers who are opposed to retirement\nallowances? If so, let us beg them to, at least, cease their opposition and\nlet the rest of us push the plan with all our might to the end that within\na few years, all members of the profession may have the advantages of re¬\ntirement allowances, no less generous than those which are provided for\nofficers retiring from the army, the navy, or other forms of public service.\nWhen a railroad or a factory all at once lets out a large block of its\nemployees; when a bank merges and drops out twenty-five percent of its\nemployees without notice; and when a school system because of the whim\nof a new board member, economizes by dismissing on short notice a number\nof its faithful teachers, the public shrugs its shoulders\nIt should not be so\n\nand says, “It should not be so.”\n\nand retirement allowances\n\nTenure\n\nregulations\n\nin business and in the\n\nschools are lessening that outrage to faithful workers and are perhaps point¬\ning the way to a more complete solution of such problems.\n\nThe Advisory Committee\nThere\n\nis no department\n\nof education but there are numerous\n\ndivisions\n\nand bureaus in the various departments that administer the educational proj¬\nects of the Government. The activities and authority of divisions overlap\nand create confusion in the states. In order to find a remedy for the situation\nand to determine a wise plan of procedure for the Government in the adminstration of education, an advisory committee has been appointed by\nSecretary Wilbur\nAn advanced\nstep in education\n\nof the Department\n\nof the Interior\nThe committee\n\non t^ie advice of President Hoover.\nof fifty-two includes some of the best thinkers and\nexperts in the nation. It is now making a very careful\nstudy of all questions involved. When its report is\n\nmade it will be backed up by a body of facts which will give the nation con¬\nfidence in its recommendations. This is one of the studies being made under\nthe authorization of President Hoover to aid Congress and the President in\ndeciding on policies of procedure in handling the larger issues before the\npeople and the Government. The appointment of the Advisory Committee\nis the most important step in education since the time of Horace Mann.\n\n"}
{"page": 1099, "printed_page": null, "text": "Associational\n\nRecords\n\nChild Health\n\nand\n\nInformation\n\n1095\n\nand Protection\n\nIn the White House Conference on Child Health and Protection, Presi¬\ndent Hoover has drawn together representatives of diverse groups which\nare concerned with every phase of child welfare. This undertaking is of\nthe utmost importance to teachers in the schools.\nFor the first time in history outside of war there Conference °USe\nhave been brought into working cooperation on a\ngigantic scale powerful and influential forces for the achievement of a\ncommon end. As the work of the White House Conference develops, its\nfindings will furnish the basis for many improvements in education. The\nNational Education Association may well be proud of the part which its\nleaders are taking in this great movement on behalf of the child.\n#\n\nThe\n\nProtective\n\nAmendment\n\nHorace Mann saw the devastating effects of drinking. He saw the\nchildren of drunken fathers hungry and in rags. Throughout his life he\nnever missed an opportunity to fight this weakness of the human race. The\nNational Education Association has, through its resolutions and through\nthe efforts of its great leaders, continued the plea for the rights of the child\nrather than to encourage “personal liberty” habits for adults. The teachers\nof the nation have it in their power to lift this question, at the present time,\nfrom the sordid, petty, and irritating atmosphere, into which it has been\ndragged by selfish interests, to a new plane of kind¬\nliness and consideration for the rights of children\nwho\n\nhave most at stake.\n\nDo\n\nnot forget the acci-\n\ndents on the railroads before the companies laid\noff drinking engineers. Think of free drinking for\ntoday in its relation to auto traffic and air traffic.\nThere\n\nare a few citizens of this country who\n\nConserving the\nchildhood of\nAmerica\n\nadvocate that the United\n\nStates Government should go into the liquor business. Have they for¬\ngotten the corrupting influence of liquor on government from time\nimmemorial? Do they wish this great government\nto form an alliance between the forces of selfishness Wishful thinking\nand the underworld?\n\nAre they unwilling that the\n\noutlawry of alcohol shall have a fair trial of twenty-five years? Are they\nnot engaged in wishful thinking from which they hope to reap some special\nadvantage or notoriety?\n\nThe\n\nEnrichment\n\nof Adult\n\nLife\n\nThe following letter was sent out June 2 by the Secretary to members\nof the national and state commissions on the Enrichment of Adult Life:\n“At the request of Miss E. Ruth Pyrtle, president of the Association, I\nam writing you concerning the work of the national and state commis¬\nsions on the Enrichment of Adult Life under the direction of the Depart-\n\n"}
{"page": 1100, "printed_page": null, "text": "1096\n\nNational\n\nEducation\n\nAssociation\n\nment of Adult Education. The work ahead is fundamental and far-reach¬\ning in its value on the lives of people. It calls for the best thought of our\nmembership. As one observes the mass movements of our people, he cannot\nfail to be impressed with the great need of concerted action in laying founda¬\ntions for the enrichment of life. Enriched human lives should be the fruits\nof civilization. There has been some delay but a beEnriched\n\nlives the\n\nginning has been made.\n\nThe\n\ncommissions\n\ncan meet\n\nduring the early tall months and organize for effec¬\ntive work. There are large numbers of our people interested in promot¬\ning the movement and still greater numbers interested in receiving the\nhelp which is promised. Have you investigated to determine whether the\nthought of using the extra or leisure hours for the improvement of life\nwould appeal to those who now have the shorter hours of labor and the\nshorter week ?\n•\n“Not long ago I sought the reaction of a plumber. I let him know that\nwe would investigate to learn the wholesome forms of recreation of mem¬\nbers of his order, the types of entertainment that mean most to them, the\nliterature they like, the gardening that is done, etc. I said we would try\nto find the best ways for the improvement and enrichment of life actually\nin use. I explained that we hoped to work out sugYou can do this\ngestions to reach all members through the officers of\norganizations and in other ways. This man showed\ninterest in the movement. Later he called to see what had been worked\nout. He had as fine a wife as ever lived, he said, and they were proud of\ntheir children but they had formed the habit of going, after work, where\nthe best time could be had. His boy of eight had recently in anger swore\na streak and used vulgar language. That incident together with my sug¬\ngestions had set him and his wife to thinking. They were beginning to\nattend better entertainments, to go out to see birds and flowers, to read\ngood books. Their children enjoyed all of this. Some of his associates\nwere interested. Of course this family is safe whether we provide sug¬\ngestions or not. It will influence a score of other families. After all, that\nis the biggest part of this work for the enrichment of adult life. Try it out\nand let me knowT the results of your experiments. I am looking ahead\nwith great interest to what we can do in the year\n\nWhat an improvement in social condi¬\n1. follow.\n1930-3will\ntions\nThink of its effect on citizen¬\nship. Think of the help it will afford in the ethical, moral, and religious\ntraining of children. The next time I write I shall be able to provide you\nwith outlines and plans.”\nrender service\n\nMore\n\nor Less\n\nProfessional\n\nThere are more than twice as many college professors who are members\nof the Association as in 1920, but the Association is not getting the help\nfrom college faculties which it should have, and professors are not getting\n\n"}
{"page": 1101, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1097\n\nInformation\n\nthe inspiration and help from the Association that they are entitled to.\nIt is suggested that the Executive Committee and\n0\nr\nBetter\n3.ClS college\nthe National Council give particular attention to C01T.l\nthe matter of bringing this high type of thinkers into\ncloser touch with the work and activities of the Association and\n\narrangements be made\ncollege associations.\n\nfor a still more\n\nthat\n\neffective cooperation with\n\nall\n\nThe Association has the goodwill and the hearty cooperation of all lead¬\ning educational and welfare organizations. The development of these\ncooperative relationships has reached the point where\n\nthe secretary and the staff can no longer make the\ncontacts that the importan\nce of the work demands.\n\no the regencies1111\n\nMuch of the work can still be done by the headquarters staff. But, in\norder to get the best results, it would seem to be advisable to also call on\nleaders in the field for help. Would\n\nit not be well for the president and\n\nsecretary to be directed to work out plans and to proceed in the improve¬\nment of cooperative relations with other organizations?\nThe Association is for all schools and colleges, public and private. Are\nyou surprised when you are told that there are three times as many N. E. A.\nmembers\npartment\n\namong the private schools as in 1920? The question of a De¬\nof Teachers of Private Schools has been considered but each time\n\nthe view has been expressed that such an arrange¬\nment\n\nwould\n\nnot be satisfactory to private schools.\n\nBut the fact that some\n\nAttention to needs\n\nstill have the feeling that the\n\nAssociation is not for them, means\n\nthat we\n\nshould look into the matter,\n\nand see that the needs of private schools are cared for properly. This ques¬\ntion might well come before the National Council of Education.\nThere\n\nis a near breakdown\n\nin the rural schools in many\n\nplaces because\n\nof the continual flow of wealth from the farm, the village, and the state\nto a few centers. The rapid increase of this stream\nof profits has, during the last year, caused greater The rural situation\napprehension than ever before. What we say does\nnot apply to rural schools alone but to all schools in large rural areas\ncovering states and entire regions.\nThe Association has not been actively supporting the policy of govern¬\nment subsidies but how are you going to get a portion of the taxes on this\nwealth back to the source unless it is done by means of federal subsidies?\nThe best minds of this nation have, after careful study, reached the con¬\nclusion that subsidies are necessary in order to meet the new conditions.\nIn the past, wealth was more evenly distributed and\nprofits were, as a rule, used for local improvement.\nSubsidies to equalize\nIs it not time in the light of facts for the Association\neducational\nto advocate subsidies by the federal government for\nopportunity\nthe same reason that the state is forced to vote sub¬\nsidies, that is, for the purpose of equalizing educational opportunity?\n\n"}
{"page": 1102, "printed_page": null, "text": "1098\n\nThe\n\nNational\n\nAssociation\n\nrelations between the state associations and the N. E. A. are much\n\nthe same\nStates.\n\nEducation\n\nas between\nNaturally\n\nthe state governments\n\nand\n\nthat of the United\n\nsomewhat similar problems develop. The stronger\nthe state associations the stronger the N. E. A.\n\nThe stronger the\nstate — the stronger\nthe nation\n\nand\n\nthe stronger\n\nthe N.\n\nstate associations. The\n\nE. A.\n\nthe stronger\n\nthe\n\ninterests of each are woven\n\ninto the interests of the other. While there are un¬\nsolved and untouched problems that at times appear to be serious, with the\nmore perfect understanding between the leaders in the state and nation a\nway out of present difficulties will soon be found. In the meantime, with\neach helping the other, both types of organization are growing more power¬\nful in handling the problems of the profession and of education.\nWe recall that at the time when Commissioner Harris, Nicholas Murray\nButler, J. M. Greenwood, Aaron Gove, Nathan Sheaffer, Charles W.\nEliot, and David Starr Jordan were active in the work of the National\nEducation Association, of hearing outstanding men express regret that we\ndid not have the great leaders that we had had twenty years earlier. We\noften now hear an expression of regret that we do not have the big men\nand women in the profession that we had in 1900. In other words we have\njust begun to realize that some of the leaders of twenty-five years ago were\ngiants. Shall we not likewise in 1950 point back with pride to the big men\nand women\n\nof 1925-30? But shall we not again hear that “there are no\nlonger real leaders in the profession ?” Who would\neven yet want to say that at the time of Harris we\nWho are the big\nmen and women\nhad anybody equal to Henry Barnard or Horace\nof today?\nMann, or at the present time who would be able to\npick out a W. T. Harris? But whether we have\nleaders whose names are to stand out in history or not, we do have men and\nwomen of energy, ability, and vision who are guiding in laying exceedingly\nimportant foundations for education and for the profession in the years im¬\nmediately ahead. Perhaps some of these may later be rated high for out¬\nstanding service and achievements.\n\nThe\n\nGiant Redwood\n\nTree\n\nA few years ago the Department of the Interior received a section of the\ngiant Redwood tree from the Sequoia forest. Since it was too large and\ntoo heavy to be installed in the Department building, Secretary Work was\nkind enough to lend it to the Association. It has been placed in a beauti¬\nful setting in front of the Sixteenth Street entrance to the headquarters\nbuilding, mounted at an angle for the accommodation of Washington\ncitizens and visitors who pass along Sixteenth Street,\nGiant Redwood\n\ntree\n\nwhere\n\nit is of\n\ninterest\n\nto hundreds\n\nof people\n\nevery day. This section, ten feet in diameter, was\ncut seventy feet above the base. At the base the tree was 18 feet in diame¬\nter. Its age, 1995 years, was\n\neasily gotten by counting the rings of growth\n\n"}
{"page": 1103, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1099\n\nunder a magnifying glass. On either side of the huge section is a seedling\nof the same kind of tree. They withstood last winter and both are growing\nrapidly this summer.\nVisitors are sometimes informed that, if they will return 2000 years\nlater, they will see here two giant redwood trees, each eighteen feet in\ndiameter. The hedge surrounding the tree, the other evergreens, and the\nflowers add to the approach. Many visitors write\ndown the history of the tree as provided for their Pleases visitors\ninformation. The angle of the section leads the eyes\nup to the “National Education Association” just over the entrance to the\nbuilding. It is of particular interest to the thousands of high-school stu¬\ndents that visit Washington each year.\n\nHeadquarters\n\nEfficiency\n\nJust as each of the nine directors takes pride in the fine spirit in his\ndivision staff, the secretary takes pride in referring to the remarkably fine\nspirit of the staff as a whole. A few years ago at a meeting of efficiency experts\nin New York City the fact was brought out that the\nLove of work and\ntwo chief elements for success in any association or\nsuccess\nestablishment\n\nwere\n\nefficiency in organization\n\nand\n\ngroup spirit or love of work. The National Education Association was given\nas one of the best known examples of group understanding and cooperation.\nIt was stated that our organization rated high in efficiency, and that the\nspirit which counted for most in success was not excelled elsewhere. Trying\nto live up to that reputation helps to keep the work on a high plane.\n\nSECOND\n\nLIFE\n\nMEMBERSHIP\n\nDINNER\n\nThis occasion was a highlight of the convention. The ballroom at the\nNeil House was filled to capacity. Dr. Walter R. Siders made a brief\nexplanation of the new headquarters building made possible through the\nfunds received from life memberships. He illustrated his talk with the\nprinted leaflet which was in the hand of each person present.\nSecretary Crabtree acted as toastmaster and aside from calling the roll\nof states for a report of progress he called upon numerous other persons for\nimpromptu remarks. Forty-seven persons were presented with life mem¬\nberships during the course of the roll call.\nThe delegation from Hawaii sang several of their melodies in their own\ninimitable manner at the close of the dinner.\nThe following quotation from the booklet containing a list of life mem¬\nbers and presented to each person present reflects the general attitude con¬\ncerning what the life membership dinner will come to mean :\nThe first life membership dinner was held last year at the Atlanta Convention\nand it added much to the fine program of that meeting. As a result, life members\nhave looked forward to this dinner with eager anticipation. The program for this\noccasion, the menu, the picture of the new building, together with a list of life mem¬\nbers are contained within these covers. We predict that the life membership dinner\nwill hereafter be looked upon as one of the leading features of the annual convention.\n\n"}
{"page": 1104, "printed_page": null, "text": "1100\n\nNational\n\nLAYING\n\nTHE\n\nEducation\n\nCORNERSTONE\nNews\n\nAssociation\n\nOF THE\n\nNEW\n\nBUILDING\n\nStory\n\nThe cornerstone of the National Education Association’s new head¬\nquarters office building, now being erected at Sixteenth and M Streets,\nNorthwest, Washington, D. C., was laid on July 25. The ceremonies\nwere conducted under the auspices of the Grand Lodge of Free and\nAccepted Masons of the District of Columbia with Fred C. Cook, Deputy\nGrand Master, officiating for the Grand Lodge. President Joseph Rosier,\nState Teachers College, Fairmont, West Virginia, presided. Addresses\nwere made by Dr. Walter R. Siders, chairman of the Board of Trustees of\nthe National Education Association ; Miss E. Ruth Pyrtle, first vicepresi¬\ndent of the National Education Association; Superintendent Joseph H.\nSaunders, Newport News, Virginia, a member of the Board of Trustees;\nand United States Commissioner of Education, William John Cooper.\nThe rapid completion of the plans for the new headquarters building is\nlargely due to the painstaking efforts of Dr. Walter R. Siders, chairman of\nthe Board of Trustees, and Superintendent Joseph H. Saunders, Newport\nNews, Virginia, who\nmittee.\n\nrepresent the Board of Trustees on the building com¬\n\nDr. Walter R. Siders, who is field secretary for the World Federation\nof Education Associations, has devoted much of his time during 1930 to\nthe problems of financing the new building. His long experience as a\nsuperintendent of schools in carrying out building programs has been very\nvaluable to the Association in planning an office building which is within\nthe means\n\nof the organization and which affords effective space for carry¬\n\ning on the Association’s activities. Dr. Siders has spent weeks at a time\nduring the year at headquarters advising with architects and supervising\nbuilding plans. Superintendent Saunders has made many trips to Wash¬\nington for the same purpose.\nA trowel used by George Washington in laying the cornerstone of the\nNational Capitol in 1793 was used by Deputy Grand Master Cook in\ncarrying out the cornerstone laying ritual of the Masonic Lodge.\nThe\n\nnew\n\nbuilding, to be completed next February, will make\n\npossible\n\nthe expansion of the headquarters staff of the National Education Associa¬\ntion which the rapid growth of the organization has made necessary.\nMembership in the organization has now passed the 200,000 mark. It is\nthe largest professional organization in the world. Its publications are\nfound in every college of education and important library.\n\nMaterials Placed in Cornerstone\nIn the cornerstone were placed the Holy Bible, United States Flag, signature\ncards of life members prepared for the cornerstone, list of officers of N. E. A. for\n1930-31, list of members of headquarters staff and pictures; pictures of the Executive\nCommittee, Board of Trustees, State Directors, State Superintendents, Department\n\n"}
{"page": 1105, "printed_page": null, "text": "I\n/\n\nAssociational\n\nRecords\n\nand\n\nInformation\n\nPresidents, Budget Committee, Fulltime Secretaries of State Education\nStaff of United States Office of Education.\n\n1101\n\nAssociations,\n\nThe following publications were also included: Who’s Who in the Profession,\nThe Secretary’s Report — 1930, Official Manual for Delegates — 1930, Report of the\nBudget Committee — 1930-31, Finances and Building — 1930, Annual Volume of Pro¬\nceedings for 1929-30, Journals of the National Education Association for May and\nJune — 1930, Research Bulletins — 1930, Yearbook of the Department of Superintend¬\nence — 1930, Yearbook of the Department of Elementary School Principals — 1930,\nYearbook of the Department of Classroom Teachers — 1930, Program and Addresses\nat laying of cornerstone, Proceedings of the World Federation of Education Asso¬\nciations — 1927, Childhood Education — Journal of the International Kindergarten\nUnion, A Bill to Create a Department of Education, Hearings of the Education\nBill — 1924, Bylaws and Information, Proceedings of National Congress of Parents\nand Teachers, Official Programs of National Education Association Convention,\nColumbus, Ohio, June 29-July 4, 1930, and Department of Superintendence Conven¬\ntion, Atlantic City, N. J., February 22-27, 1930; United States Daily, July 25, 1930;\nThe Washington Post, July 25, 1930; The Washington Herald, July 25, 1930; The\nEvening Star, July 24, 1930.\nSpecial reports of state superintendents of public instruction, secretaries of state\nteachers associations, presidents of departments, and chairmen of committees were\nincluded; and Masonic material as follows: Proceedings of Grand Lodge F. & A. M.\nof District of Columbia, 1929; Masonic Calendar of District of Columbia, 1929;\nMasonic Code of 1929.\n\nLIFE MEMBERSHIP\nJOSEPH\n\nH. SAUNDERS,\n\nDuring\n\nthe World\n\nAND\n\nSUPERINTENDENT\n\nWar\n\nTHE\n\nNEW\n\nBUILDING\n\nOF\n\nSCHOOLS,\n\nNEWPORT\n\nNEWS,\n\nVA.\n\nwe learned that an address need not be more\n\nthan four minutes long if the speaker confined himself to the essential ele¬\nments of his theme. I have endeavored to profit by that lesson and what¬\never may be the defects of my speech it will have the merit of brevity.\nOn this inspiring and auspicious occasion it seems to me that I can add\nnothing of value to the ideas and sentiments so well and so beautifully\nexpressed by those who have preceded me on this program, and yet as one\nwho has had some small part in this great undertaking and achievement I\nam proud to add my voice in commendation of those wdio have made possi¬\nble this splendid building, the connerstone of which we are now laying.\nThe National Education Association has a membership in excess of\n200,000. The majority of these are classroom teachers representing every\ncity, town, village, hamlet, and rural district in each of the several states\nand territories that compose our national union. They form the very\nbackbone of our nation and on their courage and their selfsacrifice depends\nthe future stability of our government and the future prosperity, happiness,\nand welfare of our people.\nMany of these teachers labor for a wage that is insufficient to provide\nthe bare necessities of life and must eke out an existence through partime\nemployment in other occupations. Yet so great is their love for the wel¬\nfare of the childhood of America and their appreciation of the service\nwhich this organization renders in promoting that welfare they freely and\n\n"}
{"page": 1106, "printed_page": null, "text": "1102\n\nNational\n\nEducation\n\nAssociation\n\nvoluntarily contribute of their slender means to its support. “Greater love\nhath no man than this that he lay down his life for his fellow man.”\nIn 1921, the Association adopted the plan for life membership in the\nAssociation, and in the following year, 1922, elected its first life members.\nNow, 3754 of its more than 200,000 members have become life members\nof the Association. This group also represents each state and territory in\nthe Union from two in Alaska, the territory with the smallest life mem¬\nbership, eight in the Virgin Isles, eighteen in Porto Rico, nineteen in the\nPhilippines, one hundred and thirty-four in Hawaii to three hundred\ntwenty-nine in Ohio, the state with the largest membership. The teachers\nof foreign countries are becoming interested and Canada, Japan, Panama,\nand Syria each have one life member.\nThis building is being constructed with the fees paid by the life mem¬\nbers. Each life member pays into the permanent fund of the Association\nthe sum of one hundred dollars. In many cases this represents a great\nsacrifice on the part of the teacher securing the life membership. Said one\nteacher at the Second Life Membership Dinner held at Columbus, Ohio,\non June 30, “I did not know where I was going to get the money to pay\nfor my life membership, but I had faith that it would come and so I sent\nin my application.” It is this faith in the organization and its purposes\nthat makes possible this building and gives to our Association its power\nand prestige. Of the total of $375,400 due from life members more than\nhalf has been paid, and no difficulty has thus far been experienced in col¬\nlecting any part of it.\nThe teachers of the United States who are life members of the National\nEducation Association realize that teaching autocratically directed could\nprobably change our national ideals within a generation. They are a\npatriotic group and desire only to create in the minds of their pupils a\npublic opinion that is intelligent, honest, selfcontrolled, and responsive to\ndemocracy’s highest ideals. They also realize that only through group\naction can they achieve this desired result as well as achieve their own\npersonal desires for professional growth and the material welfare of those\nengaged in the occupation of teaching.\nGroup action must be organized and directed, officials and trained ex¬\nperts are essential to devise and execute plans, selected information must\nbe broadcast to those in the field, equipment is required, adequate head¬\nquarters must be provided and maintained, and advantage must be taken\nof every contributing social factor.\nFully understanding those things the life members rejoice in supplying\nfrom their slender store the means to secure this headquarters building, the\nnext essential step in our program of a unified profession at work upon its\nproblems. To the life membership is largely due this miracle, now being\nwrought in steel and stone, this consummation devoutly to be wished and\ngloriously being realized.\nIn a city founded by and dedicated to our first great President, it is emi-\n\n"}
{"page": 1107, "printed_page": null, "text": "/\n\nAssociational\n\nRecords\n\nand\n\nInformation\n\n1103\n\nnently fitting that we should follow the advice given us in his Farewell\nAddress when he said :\n“Promote, then, as an object of primary importance institutions for the\ngeneral diffusion of knowledge. In proportion as the structure of a gov¬\nernment gives force to public opinion, it is essential that public opinion\nshould be enlightened.”\nThis building is constructed primarily for the purpose of enlightening\npublic opinion in order that we may, in the words of Webster, preserve\nand perpetuate our free institutions. We dedicate this building as a light¬\nhouse of knowledge founded upon the rock of unselfish patriotic service\nand may its beneficent beams dispel from the borders of our land the\nbaleful shadows of ignorance, superstition, fear, intolerance, and hate. To\nthe life membership! All Hail!\n\nTHE\nE. RUTH\n\nCORNERSTONE\nPYRTLE,\n\nFIRST\n\nTHE\n\nVICEPRESIDENT,\n\nASSOCIATION,\n\nOur\n\nAND\n\nLINCOLN,\n\nMEMBERSHIP\nNATIONAL\n\nEDUCATION\n\nNEBR.\n\nPresident, Dr. Willis A. Sutton of Atlanta, Georgia, regrets that\n\nimportant engagements prevent his being present on this great occasion.\nHe requests me to represent him, and to speak from the standpoint of the\nmembership of the Association. First, I wish to express my personal regret\nthat Dr. Sutton could not be here himself to participate in these exercises,\nto meet the members and officers of the Grand Lodge of the District of\nColumbia, and to greet our distinguished guests who are on the platform\nand in the audience. He is not only President of the National Education\nAssociation, but he is one of the most outstanding educational leaders in\nthe nation.\nIt is with pride that I speak for the membership\n\nof this organization,\n\nfor after all the development\n\nof the profession is not due to the efforts of na¬\ntional leaders so much as it is to' the teachers, principals, and superin¬\ntendents who are laying the foundations in every community in the nation.\nIt is this community work and leadership that within a decade has resulted\nin a growth in membership from 10,000 to 205,000. It is this work at\nhome that gives the honor roll of 100 percent schools which stabilizes the\nAssociation and which places the teaching profession on a more permanent\nbasis and which gives it a place with other recognized professions.\nGentlemen of the Grand Lodge, you are laying the cornerstone of a\n\nbuilding dedicated to the service of education and welfare — a building\nwhich marks an epoch in education in the United States. It marks the\ntime when democracy in education has taken the place of theories of for¬\neign origin. Up to this time plans and policies from European nations\nhave been in vogue — adapted, of course, as nearly as possible to meet\nAmerican needs. But gradually certain American ideals have taken\ndefinite form.\n\nA great system of education has been evolved.\n\nEuropean\n\n"}
{"page": 1108, "printed_page": null, "text": "1104\n\nNational\n\nEducation\n\nnations are already beginning to borrow\nfrom them.\n\nAssociation\n\nfrom us as we formerly borrowed\n\nThe date of laying this cornerstone marks an important achievement.\nFor years the National Education Association has urged that education\nhave the same\n\nrecognition that has been given to commerce\n\nand to agri¬\n\nculture through federal departments with secretaries in the President’s\ncabinet. The Association has also urged that our system of state and\nfederal aid should be readjusted to meet the requirements of the new\neconomic and social conditions of today. These are ideals for which you\ntoo have stood. The pressing need on the part of the nation’s children\nhas found a sympathetic response in your hearts. After the most thorough\nstudy the best minds in the nation are coming to agree upon this view.\nConditions in education are no less grave and difficult than conditions in\nindustry and' business. The gravity of the situation should lead the\nCongress and the President of the United States to hasten the creation of\na Department of Education and thus to place the government squarely\nbehind a movement fundamental to the general welfare and to the highest\ntype of citizenship.\nThe Federal Government should help to work out the great American\nideal of equality of opportunity. It should strive for a high level of intelli¬\ngence rather than to follow the aristocratic plan of centering On the train¬\ning of potential leaders. A high level of intelligence among our people\nmeans much more than a lower level could mean, even though it might have\nhigh peaks of leadership here and there.\nLet every brick, let every piece of iron and steel in this building, let the\nvery mortar in which this cornerstone is set, be charged with the spirit of\ndemocracy and with the principle of equality of opportunity for all youth.\nMay not the use in the ceremonies today of the famous gavel which\nGeorge Washington himself used, which has helped to lay the cornerstones\nof the United States Capitol, of the Washington Monument, and of the\nLincoln Memorial, lend significance to this occasion. May not the use\nof this George Washington trowel in spreading the mortar about this\nfoundation stone, serve to dedicate this building to the ideals of education\nadvocated by Washington, Jefferson, and Lincoln — ideals now held sacred\nby the membership of the National Education Association and by the\nother organizations represented in this audience. As this building is dedi¬\ncated to these American ideals, may the lives of the headquarters staff\nand the lives of teachers everywhere, be consecrated anew to the greatest\nof human services — the education and inspiration of youth to live for the\ncause of democracy and human wellbeing.\n\n"}
{"page": 1109, "printed_page": null, "text": "/\n\nAssociational\n\nRecords\n\nand\n\nInformation\n\n1105\n\nCORNERSTONES\nWILLIAM\n\nJOHN\n\nCOOPER,\n\nUNITED\n\nSTATES\n\nWASHINGTON,\n\nCOMMISSIONER\n\nOF\n\nEDUCATION,\n\nD. C.\n\nIn this vast universe man is the only creature, so far as we know,\nwhich takes cognizance of the passage of time or makes any effort to\nfathom the meaning of the world and to interpret the significance of events.\nThis thought has come to me on more than one occasion when in an audi¬\nence listening to some eminent lecturer on astronomy I have heard someone\nin my vicinity remark in an aside to his neighbor, “It makes one feel very\ninsignificant, doesn’t it?” I am frank to confess that when I consider the\nvastness of the universe and reflect on the marvelous order of creation,\nI also would join the psalmist in exclaiming, “What is man that Thou\nart mindful of him or the son of man that Thou regardest him!”\nShortly, however, I find myself trying to understand it all, endeavoring to\nfollow the theories of Eddington, who would\n\nhave us believe that the uni¬\n\nverse, like an eight-day clock in the middle of the week, is inevitably running\ndown ; or grappling with Millikan’s hypothesis that out in inter-stellar\nspace atoms are being reborn. Then my wonder shifts from the universe\nabout me to that peculiar capacity of man contrasted with other creatures\nfor whom\n\nall is void and without meaning.\n\nWhat\n\nis after all that some¬\n\nthing in man which we term “mind” — curious, investigative, and reflexive —\nthe one thing in the whole order of created things which seems capable\nof giving meaning to the rest ? Psychologists dispute the methods of its\nfunctioning, philosophers speculate as to its nature, and theologians believe\nthey find in it the spark of divinity. In common with electricity, however,\nit defies exact definition or scientific analysis. And like electricity also it\ncertifies its presence by its works.\nJust as our present comforts and luxuries are due in large part to the\nharnessing and directing of that force which we call electricity, so those\ncultural elements which we considered the choicest flowers of civilization\nhave come\n\nfrom disciplining and directing those forces in man\n\nwhich we\n\nvaguely term the mind. In each case progress has been due primarily to\nthose who have done the harnessing or disciplining and the directing. In the\none instance we term them engineers, in the other we call them teachers.\nBoth have ample reason for pride in their work; both are entitled to popu¬\nlar esteem, and to adequate financial return for their service.\nEngineers and teachers find themselves confronted with quite similar\nproblems ; both desire to advance the cause for which they work ; both\nneed to maintain the professional contacts w7hich will enable them to meet\nand receive inspiration from their colleagues who have rendered outstand¬\ning service; and both must consider their relations to other groups. To\nachieve these ends, both have found conventions profitable and permanent\norganization essential. The teacher, however, has more to gain from\norganization than have members of the engineering and other professions.\n\n"}
{"page": 1110, "printed_page": null, "text": "1106\n\nNational\n\nEducation\n\nAssociation\n\nThe teacher in his daily routine works with children or adolescents, re¬\nceiving the enthusiasm of youth, but missing the mental stimulation of\ncontact with colleagues at work on a common problem and with other\nadults who carry on the work of the world. In rural areas, especially, the\nteacher works in an isolation mentally deadening. For these disadvantages\nthe organization with its conventions and its journals are partial relief.\nMoreover, the teacher more than any other professional practitioner,\nworks in a type of service, which, to the casual onlooker, does not produce\na marketable commodity. When the electrical engineer produces an appli¬\nance which has a wide sale his right to a reasonable percent of the proceeds\nis universally recognized. When he improves a device by increasing its\nefficiency or reducing the cost of manufacture, this service is likewise meas¬\nured in terms of dollars and cents. And his employer, who is usually an\nindividual fully conversant with the merchandising of products, records\nthis service in the paycheck. For the teacher, however, who may make an\nindividual capable of serving at all, or who may improve the quality of\nservice which the individual renders, there is no recognized cash reward.\nNo method of cost accounting distinguishes between the mental equip¬\nment which makes his service possible and such personal qualities as per¬\nsistence, energy, and loyalty, which also enter into the accomplishment of\nthe workers.\nMoreover, the teacher’s employer is the public and the people collectively\nusually take action under emotional stress. When a President is assassi¬\nnated by a disappointed office seeker, the public will act to eliminate politi¬\ncal spoils. Should a loyal teacher actually starve to death, doubtless salaries\nof colleagues would be promptly raised. Price fluctuations, which influence\nthe cost of living, investment in professional education, political interfer¬\nence with service and tenure, periods of disability, including old age retire¬\nment, are insistent factors in the life of a teacher. The solution of all these\nproblems consists in fair conditions of tenure and reasonable reward for\nservice rendered. None of them have any appeal to the emotion of the\ngeneral public. Yet it is possible in every case to enlighten the people. But\nwhat is everybody’s business is nobody’s concern and a single individual\ncannot raise such issues for he would possess neither the time nor the\nfacts. Should he even attempt it, he would appear to some a selfseeker and\nto others a mendicant.\n\nPublic sentiment must be expressed through lay agents, called schoolboards, trustees, or committees, consisting of individuals who serve without\npay and are necessarily engrossed in their own personal affairs. These\nagents are ready to respond to public opinion when it has been formed.\nThe public needs to be made aware not only of the service which the\nteacher renders but must be assisted to distinguish good service from\nmediocre or poor service. None can do this as well as an organization\nwhich maintains a headquarters and issues an organ to advocate with vigor\nthe thing which should be done. Organization of a body of more than three-\n\n"}
{"page": 1111, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n1107\n\nfourths of a million persons scattered over a vast continent is difficult to\naccomplish. But the National Education Association represents just such\nan achievement. Its meetings furnish the occasion for professional inspira¬\ntion and instruction and for action designed to advance, not the personal\ninterests of individuals, but the profession as a whole.\nWe assemble today to lay the cornerstone of the new headquarters of\nthis great professional organization in the nation’s capital. Through\n\nThe\n\nJournal the ideals of teachers are crystalized, professional service is inter¬\npreted to the public, and programs of action are explained. To conduct the\nbusiness of an organization of nearly a quarter million members a skilled\nheadquarters staff is required and this staff must have a suitable place to\nwork. These ceremonies today are symbolic; they record achievement and\nthey register aspiration. The workmen who have toiled here for several\nwreeks have constructed a material foundation both strong and deep. The\nmaterials for the firm foundation of a great professional organization\nhave been gathered by those who have served this association for more\nthan half a century, and have been cemented together by presidents and\nsecretaries too numerous for me to mention by name. This stone becomes in\nfact an important element in a great building. But may it also symbolize\nthe cornerstone in a great organized profession — the headquarters staff of\nskilled workers, for Secretary Crabtree and his splendid staff are the real\ncornestone in the teaching profession!\n\nFUNCTIONS\nWALTER\n\nR. SIDERS,\n\nOF PROFESSIONAL\nCHAIRMAN,\n\nLEADERSHIP\n\nN. E. A. BOARD\n\nMONTCLAIR,\n\nOF\n\nTRUSTEES,\n\nN. J.\n\nThe settlement of this new land made possible an experiment in gov¬\nernment. Since feudal times, the discontent of the common man had risen\nfrom murmurs to a full voiced demand for his rights. America afforded\nthe opportunity. After our colonial experience wTe were ready to go farther\nthan the rights of the common man. We founded a government upon the\ncommon rights of all men, making no provision for class distinctions.\nAmerica is not so much a place as an ideal — the ideal being equal rights\nand equal opportunities to every individual according to his abilities. While\nour rich natural resources have helped make us great, I believe our Ideal\nwould have made us a great nation in any other place where the climate is\nnot inhospitable.\nThis American Ideal cannot be realized without an educated citizenry,\nwithout such an education as will enable every citizen to make himself the\nbest possible.\nWhile schools were among our first institutions, and though education\nhas been our watchword, such full and complete education as is required\nby our American Ideal has not yet fully permeated the consciousness of all\nour people, consequently equal educational opportunity for every child in\nAmerica is one of the major aims of this National Education Association.\n\n"}
{"page": 1112, "printed_page": null, "text": "1108\n\nNational\n\nEducation\n\nAssociation\n\nIt is not known who the children are, nor where the children live who are\nthe potential leaders of tomorrow. So it is incumbent upon the nation to\nprovide equal educational opportunity to all of its future citizens, and to\ninsure by compulsory attendance, if necessary, that each person is developed\nto his maximum usefulness.\n“The success of the schools is the success of America,” is a pronounce¬\nment of Harvard University. Our belief in education, and our increasing\nprovision for education, is witnessed by the fact that we have more young\npeople in our secondary schools than there are in the secondary schools of\nEurope. We have more young people in our colleges and universities than\nthere are in the higher institutions of the other five leading powers of the\nworld. But we have not attained our ideal until the children of remote\nplaces have opportunities equal to those of the wealthy centers, until equal\nprovision is made for all regardless of race or color, until we have every\ncitizen so selfdirected and dynamically useful that he will not become a\nburden to society.\nWe have already attained the stage where the average American pro¬\nduces five times as much wealth as it costs to raise and educate him to the\nage of eighteen.\n\nIncreasing our education\n\nwill increase this multiple.\n\n“The greatest wealth of a nation is education diffused among its people.”\nWithin the lifetime of my generation Oklahoma has been made a great\nstate with two and one-half million people provided with all the accessories\nof civilization. These people could abandon that state and with an equal\nenvironment build another great state in twenty years.\nIt is noteworthy that the professions have turned their attention to\nseeking the probable and actual causes that produce ill effects. The health\nprogram is giving us healthier, happier, longer, and more useful lives.\nThe directive counsellor is becoming more important than the defensive\nlawyer, the church is finding right living and wholesome recreation for its\nparishioners more effective than repression through fear. Even the military\nforces are being used in measures other than offensive and defensive. The\npositive side of things is the thought of the age.\nWhile the school is, as John Dewey has said, but a phase of the social\nmovement of the race and cannot, perhaps, assume the leadership of the\nrace, yet it is incumbent\n\nupon\n\neducators to analyze the ideals and social\n\nmovement of the day, to understand the demands of industry and com¬\nmerce and to synthesize an educational procedure which will accomplish\nwhat the day and generation is striving to realize. Education can never be\nstatic in its program. It must be dynamically functioning as discovery and\nprogress demand.\nWhen this Association set itself seriously to these tasks and appointed\na Commission on the Reorganization of Education during and after the\nWar, when the masterful reports of that Commission pointed out funda¬\nmental weaknesses in education and pointed out the foundational needs if\neducation is to meet the American ideal, they had rendered a report which\n\n"}
{"page": 1113, "printed_page": null, "text": "Assoctational\n\nRecords\n\nand\n\n1109\n\nInformation\n\nmet with instant recognition as touching the vital spots in our national\nlife.\nThis Association adopted those reports as its platform, to wit: (1) A\nwell-trained teacher in every school; (2) the equalization of educational\nopportunity; (3) preservation of health and the conservation of national\nvitality; (4) the Americanization of the foreign born; and (5) the re¬\nmoval of illiteracy.\nThe profession rallied to these standards. The growth in membership\nwas amazing. It grew from less than 10,000 in 1918 to 205,000 in 1930,\non January 1. This growth made it necessary for the Association to acquire\nbuildings for its work. This present building is an eloquent testimonial of\nthe belief of the profession in its mission. This property of $540,000 has\nbeen provided from money paid in by the teaching profession. All the\nactivities of the Association are paid by the membership fees. No outside\nmoneys have aided us. The building is a monument to the belief of the\nteachers of America that education can and will accomplish the American\nIdeal.\nWhen the time comes this building will be dedicated to the youth of\nAmerica. The activities here centered should stream forth as a beacon\nlight, lighting up the dark places and enabling the people to find their way\nto the fruition of the American Ideal. I wish it were possible to emblazon\non this building in light what was\nlight and they will find the way.”\n\nREPORT\nMARY\n\nwritten by Dante, “Give\n\nOF COMMITTEE\n\nDAVIDSON\n\nBRADFORD,\n\nON NECROLOGY\n\nKENOSHA,\n\nAt the meeting of the National Education\n\nWIS.,\n\nthe people\n\n1\n\nChairman\n\nAssociation at Asbury\n\nPark\n\ntwenty-five years ago, Theodore Roosevelt, then President of the United\nStates, in an address before the Assembly, paid a memorable tribute to\nteachers. What this great man said on that occasion seems appropriate to\nquote now when we are honoring, in a brief report, those who have, dur¬\ning the past year, finished their work in the field of education. He said :\nI am particularly pleased to have the opportunity of addressing this Association,\nbecause in all this democratic land there is no more genuinely democratic body than\nthis; for here each member meets every other member as his peer, without regard\nto whether he is president of one of the great universities or the newest recruit in\nthat high and honorable profession which has in its charge the upbringing of\nthe boys and girls who in a few years will be engaged in settling the destinies of\nthis nation. It is not too much to say that the most characteristic work of the\nRepublic is that done by the teachers; for whatever our shortcomings as a nation\nmay be — and we have certain shortcomings — we have at least firmly grasped the\nfact that we cannot do our part in the difficult and all important work of selfgovernment, that we cannot rule and govern ourselves, unless we approach the\ntask with developed minds, and with that which counts for more, even, than de¬\nveloped minds — with trained characters.\nYou teachers, and it is a mere truism to say this, make the whole world your\n1 Adopted\n\nby the Representative\n\nAssembly,\n\nJuly 3.\n\n"}
{"page": 1114, "printed_page": null, "text": "1110\n\nNational\n\nEducation\n\nAssociation\n\ndebtors, and of you it can be said, as it can be said of no other profession save the\nprofession of the ministers of the Gospel themselves, if you teachers did not 4°\nyour work well, this Republic would not outlast the span of a generation. Moreover,\nas an incident to your avowed work, . . . You furnish a common training and\ncommon ideals for the children of all the mixed peoples, who are here being fused\ninto one nationality.\n\nThese are the words of the great statesman-soldier, Theodore Roosevelt,\nspoken in 1905. Such an estimate as this of the importance of the teacher to\nnational welfare and progress inspires renewed devotion in the living to the\ngreat work of the national committee which I represent. The purpose of\nthe committee is to take note of those whom death has removed from the\ngreat social service army, which, according to the words just quoted, con¬\nstitutes the first line of defense for our nation, and to do them the honor\nof having their names placed in the permanent necrology records of this\norganization. No person was ever honored for what he received. Honor has\nbeen the reward for what he gave. The realities of life are not measured in\ndollars and cents.\nThe reports received from thirty-nine of the forty-eight states and from\nthe Territory of Hawaii and Porto Rico contain the names of upwards of\none thousand men and women who, since the last report was made, have\njoined the innumerable throng.\nAmong these names are those of six presidents of colleges, and as many\ndeans in colleges and universities. Many cities have lost the superintend¬\nents of their public school systems, and many counties their educational\nleaders.\nReports frequently included copies of resolutions, newspaper articles,\nobituary notices, or personal tributes, all expressive of the esteem in which\nthese men and women were held, and, incidentally, revealing the deeds or\ncharacteristics which elicit public love and respect. All this seems to be a tacit\nrecognition of a great truth, which furnishes another reason for the exist¬\nence of the state committees which I represent. This truth was expressed in\nan inimitable way by a great poet who\ndesire to be remembered.\n\nshows us the universality of the\n\nThis desire is not confined to the great and illus¬\n\ntrious who “by storied urn or animated bust” have their memories per¬\npetuated where “pealing anthems swell the note of praise” but manifests\nitself in inscriptions on the lonely tombstones which “the place of fame and\nelegy” supplies. This desire is common among human beings. Gray calls it\n“the voice of nature.” You all remember the famous lines:\nFor who\n\nto dumb\n\nforgetfulness a prey,\n\nThis pleasing anxious being e’er resigned,\nLeft the warm precincts of the cheerful day\nNor cast one longing, ling’ring look behind?\nOn some fond breast the parting soul relies,\nSome pious drops the closing eye requires;\nE’en from the tomb the voice of Nature cries,\nE’en in our ashes live their wonted fires.\n\n"}
{"page": 1115, "printed_page": null, "text": "/\n\nAssociational\n\nRecords\n\nand\n\nInformation\n\n1111\n\nIn the midst of these busy days we are for a few minutes recognizing this\nuniversal human desire, we are responding to the voice of nature, and are\nourselves benefited by so doing. In this widely representative delegate body,\nmany memories arise of those whose names are on these lists, and of others\nwhose names should be there but are not on account of the imperfection of\nour collection methods and agencies; and doubtless you are reminded of\nothers than teachers whom you “have known long since and lost awhile.”\nIn reverent memory of our departed fellowworkers and in gratitude to\nthem for “the lives made better by their presence,” I will close with\na few words that seem to be appropriate for this occasion. The sentences\nwere selected from a revered source, filled with the enduring wisdom of\nthe ages. I ask the audience to rise while I read them :\nThere are those who have\nremembrance is sweet.\n\nleft a name\n\nbehind\n\nthem\n\nand\n\ntheir\n\nAnd there are some who have no memorial,\nBut their righteousness has not been forgotten, and the glory of\ntheir work cannot be blotted out.\nTheir bodies are buried in peace, but their names\nmore.\nThe\n\npeople will tell of their wisdom\nshow forth their praise.\n\nliveth forever\n\nand the congregation\n\nThough a good life hath but few days, yet a good name\nforever,\n\nwill\n\nendureth\n\nWhen it is present men take example of it, and when it is gone\nthey earnestly desire it,\nFor the memorial of virtue is immortal, because it is known with\nGod and men.\n\nThe\n\nnames\n\nof the following members\n\nof the profession who have passed\naway during the past year have been sent to the chairman from the various\nstates. There are probably others which have not been reported.\nAlabama\nAllgood, Ruby\nAnderson, Grace\nArmstrong, Mrs. R. O.\nBoyd, John\nBrakefield, Mrs. J. L.\nBurren, Mrs. George\nClark, Simmie Lee\n\nCollins, Mrs. Eva\nCox, Mary I.\nEllis, Mrs. Gene Stabler\nHays, Mildred\nJames, Floyd\nLester, Mrs. Ruby James\n\nNigg, Mrs. William R.\nRoss, B. B.\nSibley, James L.\nStallsworth, Mary Goode\nWeathers, Louise\nWilliams, Zella\n\nCalifornia\nAdams, Karl\nBoren, Frank\nBull, Henry Randolph\nChaney, Samuel Marshall\nCuscaden, Callie G.\nFisher, Eleanor\nGrace, Mary E.\n\nHanley, May Elizabeth\nHanlon, Harriet\nHaskell, Ethel M.\nHoen, Bertha\nLangdon, Frances Beulah\nMartin, Fannie\nMurdock, Mary Margaret\n\nPreston, James T.\nPrior, Elizabeth Ford\nPugsley, Elizabeth Wilson\nRaybold, Irving\nRichardson, Mattie\nStolz, Rose\nVan Nostrand, Hazel Caldei\n\nColorado\nAndrus, Viola Coffey\nBainum, Donald\nBaum, Jessie Dean\nBauserman, Nellie K.\nBecker, Lillie\n\nBilz, Mary R.\nBonnell, Leonora\nBrifey, Rose\nBudin, Anna\nCarter, Charles M.\n\nCary, Foster H.\nCoil, Linnie D.\nCullen, Nellie\nDart, Helen\nDill, Helen\n\n"}
{"page": 1116, "printed_page": null, "text": "1112\n\nNational\n\nDodson, Agnes\nEddy, Margaret\nEgbert, Glendolia\nElliott, Agnes P.\nErvin, Anna R.\nFallas, Sophia\nHaines, Mary Elizabeth\nHarding, Ruby E.\nHartung, Margaret\nHellems, F. B. R.\nHopkins, Caroline D.\n\nEducation\n\nAssociation\n\nHummer, Isabel M. L.\nKingsley, Perle Shale\nMcCulloch, Feme\nMatson, Irene\nMiner,\nI.\nO’Dea, Agnes\nMary\nOrmes, Manley\nParker, Irene\nParkyn, Esther\nPeterson, J. A.\nPhillips. H. S.\nProvert, Emily\n\nDayton\n\nRice, Elizabeth\nRitter, Anne Gregory\nRyan, Ruth\nSatterlee, Thera\n\nH.\n\nSayre, Irene Parker\nShannon. Mary E.\nShutts, Daniel\nStetson. Edith\nTrout, Owen Bertram\nWarr, Vina L.\nWhite, Alfred N.\n\nConnecticut\nBeach,\n\nMrs.\n\nAnnie\n\nLambert,\n\nC.\n\nDavid\n\nSellew,\n\nEdward\n\nB.\n\nFlorida\nBenton,\nBrown,\n\nMasterson, W. G.\nSchuyler, E. H.\n\nJohn Robert\nHomer\n\nSumner,\n\nR.\n\nGlenn\n\nWhiteside,\nSmith\n\nMrs.\n\nGeorgia\nAllen, J. P.\nClose. N. B. F.\nPound, E. A.\n\nRiser, J. H.\nSharp, J. A.\nSmith, Clara\n\nTerritory\nCarter,\nHapai,\n\nMrs. Sue Blake\nHarriet K.\n\nof\n\nFrances\n\nHawaii\n\nKiilau, Mrs. Lulu\nPalmer, M. Helen\n\nSun, Mrs. Annie\nWakayama, Mrs.\n\nGoo\nAsayo\n\nIdaho\nClarke,\n\nBlanche\nIllinois\n\nActon, Jessie\nAllen, Gladys\nBaer, William C.\nBeck, John C.\nBoykin, Fern Ceola\nBrent, Florence A.\nBrown, A. E.\nBrown, J. M. D.\nBunker Helen Duty\nChadsey, C. E.\nClark, John N.\nCobelli, Carl A.\nDarham, Katherine\nDavis, Roland B.\nDeck, Leslie\nDietz, C. Lv\nDoane, Letitia\nDonahue, Minnie E.\nDougherty, Florence\nDouglass, Josephine\nDowning, Elva\nEdwards, May L.\nEnnis, Elzoria\n\nFaust, Lyle C.\nFelmley, David\nGage, Albert E.\nGoldstein, Gertrude\nHess, Nellie G.\nKane, Annie\nKeil, Lulu\nKeith, Norman\nKnowlson, Chassie\nLagerquist, Charles\nMayo, Dorothy\nMcReynolds, Mamie\nMerrifield, Ethel\n\nM.\n\nMorgan, Esther\nMoriarity, Veronica C.\nMortimer, Anna M.\nMueller, Edgar\nMyall. Charles A.\nNeeley. Elizabeth P.\nO’Malley, Mary N.\nO’Neill, Teresa\nParker, Genevieve\nParker, Marilla Z.\n\nRosbach. Lillian\nRose, Jerry\nRothman, Eugenie\nSchmidt, Moritz\nSealander, Grace Schuler\nShields, Isabel M.\nSmith, Esther\nSt. Clair, Flora\nSteven, Josephine E. M.\nTerbush, Sarah\nThoren, Carl D.\nTwitchell, Clarence\nUchtmann, Lillian E.\nUzzell, John U.\nWarner, Rhue\nWelch, Sadie\nWerst, Elizabeth\nWhite, Letha\nWhite. Ralph\nWhittlesey, Hibbard\nWilliams, Agatha\nWolfe,\n\nKathleen\n\nI.\n\nIndiana\nBarrett, Thusnelda\nBurlingame, Lillian\nChaplinger, Kate M.\nClendening, C. W.\nCook, Prudence\nCurry, James\nDivine, Lorenzo D.\n\nDoerr, Anna R.\nEllis, Mary\nHetrick, Ruth\n\nPruett, Melvin\nStout, Helen Garrett\nSudwarth, Emma\nTinkler, Caroline R.\nWillson, Mary E.\n\nOdell, Rena M.\nOhnstead, Ella\nPresser, Mary O.\nPritchard,\n\nLaura\n\nBrooks\n\nWilson,\nYeaton,\n\nJohn W.\nSue H.\n\nE.\n\nT.\n\n"}
{"page": 1117, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1113\n\nInformation\n\nIowa\nBauer, Mrs. Albert\nBeyl, John Lewis\nBrown, Carrie\nCalkins, Glee\nCarlson, Esther\nChase, C. S.\nClifford, Wesley N.\nCloyd, D. E.\nCrawford, Mrs. Louise\nDavis, Sara\nDel Fosse, Mrs. Harriet\nEdgerton, Mary Page\nFiester, S. F.\nFord, Arthur H.\nGarrette, Irene\nHale, Mrs. J. H.\nHamilton, William E.\nHoward, Herschel K.\n\nHunt, Clara A.\nJohnson, Zilpha Josephine\nJones, Henry Craig\nJordan, Fannie\nJulian, W. A.\nKendall, Gertrude\nKinsell, Jessie\nKratz, H. E.\nMcElligott, Miriam\nMclntire, Mrs. A. V.\nNeff, Mrs. Luella\nPease, Laura E.\nPullen, Roseltha\nRalston, Lydia J.\n\nBooth, I. H.\nBourne, W. R.\n\nJayne,\n\nReusser, \"Fred\nRinehart,\nClara Mae\nRoss, A. C.\nSawyer, Mrs. S. E. J.\nKentucky\n\nWilliam\n\nL.\n\nShaw, Marlowe A.\nSheets, William Leander\nSheldon, Carolina\nSnyder,\nStamper, Joseph\nF. J. M.\nThompson, C. W.\nWalster, Isa\nWeems, Julius B.\nWhitcomb, Selden Lincoln\nWilcox, Elmer A.\nWilson, Fannie R.\nWilton, Mrs. Lulu C.\nWollenhaupt, Ardella\nAmelia\nWoolbert, Charles Henry\nYoung,\n\nMrs.\n\nStephan,\n\nL.\n\nAnne\n\nB.\n\nLouisiana\nBlack, Mrs. Ethel Ashbrook\nBonnecage, Carlotta\nBordenave, Susanne\n\nNorman, Dixie\nRobertson, Frances\nWoodson, Ashby\n\nDouglas, Alice\nDupre, Louise\nFrere, G. C.\nMaine\n\nBarker, Julia E.\nBradley, Mrs. Irene Whitney\nCallins, Cora\nCartland, Abbie D.\nChase, Melville E.\nClements, Edna\n\nCortland, Abbie D.\nCotton, Anna S.\nEastman, Myra E.\nGoodwin, Sara C.\nKelley, Agnes R.\nKilby, Mary E.\nKillerar, Katherine\n\nMaddock, Lillian\nMason, Pauline C.\nSteves, Irene\nTurner, Mildred\nWhalen,\n\nMrs.\n\nLura\n\nWhipple,\n\nJ. Allen\n\nMassachusetts\nClark, Charles S.\nDouglas, Frank A.\nGreaney, Michael J.\n\nHutchins, John W.\nMcConkey, Bertha M.\nMorrill, Charles Herbert\n\nSims, William Fisher\nStanton, Marion W.\nWhitney, George B.\n\nMichigan\nArgubright, Charles J.\nAustin, Leonard S.\nBeagle, Augusta\nBessey, Bertha\nBlackney, Elmer T.\nBloom, Elizabeth\nBurren, Mrs. George\nCassidy, Thomas E., Jr.\nChaffee, Clark B.\nCrane, Mrs. Clara\nCurtis, Ralph H.\nDonley, Mary E.\nFlintoff, Theodore W.\nGoodrich, Jesse\nHamilton, William E.\n\nHarding, Mary Elizabeth\nHerdman, Elliott K.\nHutchins, Harry Burns\nHyde, Bessie\nJames, Martha Bell\nKay, William J.\nKaywood, Ezetta\nKellogg, Clara\nKeyworth, Mrs. Eliza\nKlein, George E.\nKnowlton, Laverne\nLane, Victor Hugo\nLeonard, Arzelie Marie\nLong, Mrs. Alice\nMcGuiness, Mrs. Barbara\nAnn\n\nMarkley, Joseph L.\nMiller, Harvey E.\nNelson, Ellen Esther\nOleson, Nels\nPeabody, Iris\nPerry,\nKenneth\nPeterson,\nAgda\nSmith, A. Hamlin\nSperr, F. W.\nVanTyne, Claude\nWaldorf, Nina\nWard, Verna\nWinkler, Max\nWinn,\n\nMargaret\n\nH.\n\nMinnesota\nBell, Stella\nBengtsson, Lille\nCarroll, Teresa\nDiekmann, J. C.\nDietz, Mrs. Harriet\nEastman, Eunice\nFerguson, Carrie A.\nGilman, Glenora\n\nFant, J. C.\nHurst, G. G.\n\nHamilton, E. N.\nHanson, Anna A.\nHelliwell, Clare F.\nHertzenberg, Henry\nHoward, Ethel M.\nKerr, Mary\n\nLawrence, Anna S.\nLeGro, Fanny C.\n\nKilgore, Alice Rodgers\nKruger, Mrs. Ida M.\nMississippi\n\nNutting, Mrs.\nRobson, Ethel\n\nJackson, J. L.\nRatcliff, Mrs. Lena\n\nTurner,\n\nLoe, Eliza\nMarshall, Anna\nMorrison, Mrs.\nNelson, Ida Y.\n\nD.\n\nT.\n\nA.\n\nKatherine\nMartha\n\n"}
{"page": 1118, "printed_page": null, "text": "1114\n\nNational\n\nEducation\n\nAssociation\n\nMissouri\nBash, Eugene H.\nBass, Robert Elwood\nBegey, Nelle\nBernard, F. W.\nBrewington, Thelma\nBrightman, S. C.\nBruton, George\nBuck, Anna\nBurton, Wood P.\nCivill, Helen C.\nCochran, R. M.\nCole, Emma\nColeman, Mary\nCook, Vinnie\nCosgrove, Teresa\nCox, Clara Belle\nCrane, Opal\nDavis, Blanchetta L,\nDiekenga, Alice C.\nDonovan, Anastasia\nDraper, Leona\nDunnica, Lillian H.\nEckman, Otto\nFenton, Emma\nH.\nFox, Ellen E.\nFox, Julia Mae\nFrye, Elroy E,\nGaines, Miss Foster\n\nGallagher, Agnes\nGentry, Ella Lee\nGideon, T. E.\nGodron, Adolphine\nGoodall, Margaret M.\nGreenwood, Mrs. J. M.\nHalley, Mary Belle\nHammon, Mary\nHeskett, Kathleen\nHibbard, H. W.\nHidey, Everett\nHodge, Florence\nHolmes, Berta\nHooker, H. D.\nHoward, Clara E.\nHurst, Nellie\nJenkins, T. H.\nJones, Evelyn\nKentling, W. Emil\nKing, S. O.\nKoch, Jessie\nLewis, Howard F.\nLowe, Lewis E.\nMason, Charley\nMatthews, Joe\n\nMelton, Mrs. Leslie\nMignolet, George\nMiller, Sam M.\nMyers, Etta Mae\nNichols, Larew\nPalmer,\nC. J.\nPage, Octava\nPerkins, Mrs. Mattie\nPicken, May L.\nPye, Emeroy\nRaines, George\n\nM.\n\nRayne,\nMargaret\nSears, Joyce\n\nA.\n\nSchmitz, Laura\nScott, Albert W.\nSiebert, W. S. V.\nSnyder, Helen Vivian\nSpaid, John W.\nThomson, Mrs. Florence\nUnderwood, C. E.\nUrban, Mrs. W. C.\nUtt, Mrs. Paul R.\nWalker, Verna\nWilder, Anne Crombie\nWork, Rev. J. B.\n\nMcCarty, Adeline\nMcLaughlin, Willa\nMcLean, Julia E.\n\nWright, Erma\nWyllie, Barnett D.\nYates, John Logan\n\nS.\n\nMontana\nAyotte, Mrs. Cecil\nBeaver, Raymond\nBolles, Mrs. Melva C.\nBrainard, Bessie Lee\nBrown, Virginia\nCleaver, Donna Ruth\nGarry, Mrs. Marguerite\nHughes\nGilmore, Mrs. Alice M.\nGray, Mary B.\nHauck, Elsie Christina\n\nHazard, Ann\nHeaton, Hazel\nJacobson, Irene\nLanx, Mary\nLeonard, Minnie\nMalone, Brigid E.\nMcManis, Sarah\nPhillips, Mrs. Margaret\nRose, Henrietta\nSeverns, Mrs. Othel\nShaw, Obed K.\n\nW.\n\nSmith, Mrs. Rex\nSmith, Spencer\nStark, Pearlette C.\nSteere, E. A.\nStubbe, Elma\nSykes, Erie B.\nSullivan, Margaret\nThompson, G. W.\nWilliams, Lillian\nWilliamson, Charles\nWylie,\n\nW.\n\nC.\n\nW.\n\nNebraska\nLudwick, Vesta\nMcDonald, Mrs.\nMarkwell, Ora\n\nGraham, Robert\nGutmann, Pauline\nHarris, Ardath\nHilton, Lucile\nHouboldt, Chauncey\nJohns, Gladys B.\nKossebaum, Pauline\nLaeger, Phoebe\nLehman, Ida\n\nAnderson, C. M.\nBarrett, Callie\nBartels, R. F.\nBell, Lillian\nBlakeslee, T. A.\nCloon, C. E.\nDressier, Martha\nEngberg, Dean\nGilkeson, Loy\n\nJ. M.\n\nRooney, Helen B.\nRouse, Mildred\nSchrock, Etta\nScott, Ruth E.\nSmith, Opal\n\nNevada\nCannon,\n\nMrs.\n\nW.\n\nS.\n\nPersinger,\n\nClark\n\nNew\nBeatty, Peter\nBergen, Abbie W.\nBlack, Anna\nBoileau, Sarah\nBonney, Alice\nBrown, Elmer S.\nBurns, Ethel J.\nChancy, Mittie F.\nClair, Kathryn E.\nCondie, Isabel A.\nConnelly. Margaret F.\nCooke, Georgiana\nDowd, Rosalie S.\nDutcher, Edward H.\nEstabrook, Laura B.\nFithian, Laura M.\n\nJersey\n\nFithian, Powell G.\nHart, Belle F.\nHart, Frank E.\nHerron. Anna C.\nHerz, Frieda B.\nHibner, Neva M.\nHillman. Mary D.\nKerr, William T.\nKymer, Mabel\nLeers. Hilma\nMacMaster, Esther\nMcLaury, John C.\nMettee, Anna C.\nMiller, Ida L. K.\nMorrow, Jean E.\nMurtha, Sara B.\n\nPreston, Anna M.\nRandolph, Bessie\nReed, Lilian M.\nRiggs,\nEllaMary\nF.\nRobinson,\nRooney, Mary\n\nF.\n\nRue, Mary S.\nSchwartz, Laura B.\nStearns, Ada M.\nSturgis, Glenworth\nTimmanus, Emma\nUrban, Grace\nWatson, Mary\nWood. Mabel\nYoung, Myra\n\nL.\nS.\n\nM.\n\nDee\n\n"}
{"page": 1119, "printed_page": null, "text": "Associational\n\nRecords\n\nNew\nAnderson, Charles J.\nBarber, Henry I.\nBard, Bertha A.\nBrennan, Annie\nBrennan, Emma\nM.\nBrown, Mrs. Eva B.\nButler, Ida B.\nConnor, Katherine F.\nCook, Ella H.\nCooley, Mary Z.\nCurran, Pauline\nDeLaney, Eleanor V.\n\nSamuel\n\nT.\n\nYork\n\nKnight, Marion E.\nLeseritz, Julia\nMaloney, Mrs. Agnes\nMartin, Genevieve B.\nMcCarthy, Margaret\nMcNamara, Mary E.\nMiller, Mrs. Jennie\n\nStebbins,\n\nW.\n\n1115\n\nInformation\n\nFisher, Katharine\nGosnell, Hattie L.\nGreenlaw, Mrs. Elsie\nHall, Dorothy K.\nHumiston, Mary C.\n\nNorth\nMay,\n\nand\n\nMollen, Mary V.\nMoore, Elsie V.\nPerry, Mrs. Clara A.\nPilling, Edna F.\nRogers, Lois M.\nRogers, Rovillus R.\nScott, Mrs. Mabel M.\nSmith, Elizabeth J.\nSmith, Merle\nTompkins, Marjorie L.\nWightman, Ellen M.\nZimmerman, Sterling A.\n\nDakota\nC.\n\nOhio\nAlbert, Amelia\nAmos, Ruth\nBaker, Gladys\nBauman, George\nBell, Ernestine\nBetts, Harriet M.\nBiggs, Hazel F.\nButcher, J. W. D.\nCallow, Nina F.\nCampbell, Sallie J.\nConrath, Anna\nCostigan, Nan\nDavis, John W.\nDean, Harriet M.\nDollecke, Richard A.\nDonahue, Margaret\nDruhot, R. L.\nEvans, L. C.\nFischer, Emilie\nFurness, Mary B.\nGreer, Sarah\nHammond, Jane M.\n\nHardisty, Idoletta\nHart, Baxter E.\nHartman, H. H.\nHeidloff, Hazel Puerner\nHenry, Hazel\nHess, Margaret\nHoff, Lida\nJohnson, Herbert\nKinsella, Anna L.\nKleinschmidt, Ethel D.\nLatimer, Anna E.\nLeete, Bertina\nMcCoart, Rose L.\nMcCurdy, Halcyone\nMaihle, Lennie\nMoore, John W.\nMumma,\nFlorence\nNoble, Louis E.\nRidgeley, C. F.\nRinehart, Belle\nRodenberger, Minnie\nRutherford, Ruth\n\nSammon, Thomas\nSchumacher, W.\nSeaholm, Emma\n\nM.\n\nSemple, Ruth E.\nSheen, Margaret J.\nSheldon, Katherine\nShields, Edith\nShook, Nettie\nSnyder, Olive\nSpangler, Georgette\nSuid, Mildred\nThomas, C. E.\nVan Noorden, Anna\nWalker, Margaret\nWebb, Sallie H.\nWeber, Elsie\nWeinfeld, Cora\nWhite, Pearl\nWilliams, Mabelle\nZettel, Winifred\nZook, Samuel E.\n\nL.\n\nOklahoma\nAdamson, J. C.\nBarnett, Laura\nBrightwell, Mrs. E. E.\nBuchanan, J. S.\nCampbell, J. R.\nCary, Frances\nDickerson, L. H.\nDungan, J. W.\nFuller, Mrs. Voretta\n\nGray, Phil\nHenry, Margaret Louise\nHorton, G. W.\nLee, W. F.\nMadden, Mrs. Addie\nNewman, Grace\nOakley, Edward\nPalmour, Mrs. Irma\nPerdue, George\n\nRiling, Mrs. A.\nSpahr,\nM. Floy\nZ.\nStandley,\n\nE.\n\nSykes, Mrs. Sallie\nTwiggs, Margaret Louise\nVeatch, Mrs. Rose\nWray, Wineva Fanning\nWyse, Mrs. Mildred Powell\nYoung, Miss Joe\n\nOregon\nBates, Dorothy\nGroenwald, A. E.\nKessler, Mrs. Ella Willett\n\nMadison, Helen Brown\nMonson, Hilda\nRichardson, Lucine\n\nRoberts, Frances\nWalsh, Mary Jo\nWilson,\n\nIda\n\nLeota\n\nPennsylvania\nAcker, Myrtie T.\nAllen, William Orville\nBeatty, Emma\nS.\nBenson, Nelson P.\nBordner, George C.\nBovard, E. D.\nBrumbaugh, Martin G.\nClancy, Mary\nCochrane, Charles C.\nCribbs, Olive M.\nCurran, Carrie C.\nDay, W. Perry\nDindinger, Mary\nDixon, Janice F.\nEdwards, May Northrop\n\nEly, Sara Catell\nFenton, John E.\nFinton, Iva Myers\nFoster, Irving L.\nFreet, Sanford M.\nGeesey, Walter A.\nGerman, Emma M.\nGilroy, Catherine\nGreathead, Carrie Sterrett\nGreves, Eulalia\nGroome, Esther M.\nHargis, Jessie W.\nHowell, Z. R.\nHull, Ruth S.\nHyatt, Charles E.\n\nIsenberg, James M. S.\nKarlson, Claus Emanuel\nKauffman, Rose M.\nKeith, David S.\nKline, Rolin\nKressler, James F.\nLambert, Benjamin F.\nLandes, Amanda\nMcCafferty, Myrtle\nMcCloskey, Joseph R.\nMcDonell, Anna M.\nMcIntyre, Mary H.\nMerz, Otto C. A.\nMitchell, Sadie\nMohler,\n\nJohn\n\nFrederick\n\n"}
{"page": 1120, "printed_page": null, "text": "1116\n\nNational\n\nD.\n\nCharlotte\n\nE.\n\nWhiteside,\nR. •\nWilson, A. Frank\nW.\nWirth, Mrs. Ethel\nWoodward, P. W.\nYake, J. Francis\nZiegenfus, Warren\n\nAllen\n\nIsland\n\nFaunce, H. P.\nHarris, Ida M.\nHopkins, Fannie E. D.\nKelley, Ursula A.\nKent, Bertha R.\nLeathers, Jennie B.\nLeddy, Frances G. Nolan\nMcCabe, Rose G.\nMcCormack, Mary T.\nMcCusker, M. Florence\nRafter\nMiller, Victor I.\nMontague, Jennie Bransfield\nMyers, Eleanor L.\nNichols, Mary J.\nNoonan, Lizzie M.\nSouth\n\nAnderson, Mrs. Cora M.\nAlmos, Elmer P.\nAsker, William\nCarper, Mrs. W. H.\nClough, W. O.\nCloyd, David E.\nDuncan, Mrs. George\nEdmond, Ida M.\n\nJ.\n\nSnyder, Edward\nSteel, Laura V.\nStehle, D. Aurelius\nTreffinger, Jane\nRhode\n\nAugustus, Mary F.\nBarney, Abby V.\nBaxter, Herbert E.\nCampbell, Dudley E.\nChaffee, Edith E.\nCoffey, Jennie T.\nCole, Patience\nCooney, Mary K.\nDaniels, Mrs. Lillian L.\nDavis, Edna F.\nDillon, Josephine\nDredge, M. Ruth\nEarle, Anna\nEdwards, Howard\nElderkin, Ella C.\nEssex, Helen E.\n\nAssociation\n\nTurner,\n\nSecor, James\nShea, Mary V.\nSlawson, Samuel\n\nMorris, Emma\nNewman, Dorothy\nO’Connell, Margaret\nPennypacker, Charles\nReed, George Edward\nSampson, Robert M.\nSanford, Martha L.\n\nEducation\n\nPeirce, Katharine U.\nPhinney, Lucy M. B.\nPowers, Rose\nRichardson, Harriet Helme\nRoss, Isabelle E. Oldfield\nSavaria, Madeleine W. Daley\nTaylor, Ethel E. Cass\nTowne, Elizabeth L.\nTowne, Walter J.\nWalradt, Henry W.\nWaterman, Adelaide\nWest, Beldora M.\nWhiting, Elmira E.\nWilliams, Margaret M,\nWyman,\n\nElwood\n\nT.\n\nDakota\n\nFurman, Erie Tyler\nGreenwald, Ralph H.\nHager, Edward E.\nJames, Charles A.\nJohnson, Mrs. Beatrice\nLorden, Margaret\nLugg, Charles H.\nPeabody, Eunice\n\nPeabody, Helen S.\nSanders, George\nSchwager, F. W.\nSheets, Mrs. George H.\nThompson, T. T.\nVan Kirk, Mrs. Katherine R.\nWarren, Mrs. Olive\nWentzy, Mrs. Susan Bailey\n\nTennessee\nDresslar,\nBernard,\n\nFletcher\nOllie\n\nBascom\n\nAtkisson, Mrs. Lydia\nBachtel, Mrs. M. K.\nBackhus, A.\nBlack, Betty\nBlasienz, Mrs. Cleveland\nBodenhammer, David S.\nBrown, J. S.\nBullock, Mrs. Jewel\nCampbell, I. C.\nCarlisle, J. S.\nChancellor, Luther H.\nCharles C. S. C.\nChristen, L. J.\nDeady, Kate\nDonald, Robert\nElliott, Flossie Bell\n\nGillentine,\n\nL. S.\n\nZiegler,\n\nJohn\n\nS.\n\n• Texas\n\nFrost, S. E.\nGardner, Mrs. Lena\nGiles, J. A.\nGrayson, Florence\nGullett, T. A.\nGurst, Mrs. E. W.\nHogue, A. K.\nHoover, Miller\nHuguley, W. C.\nHyer, R. S.\nJameson, C. A.\nMartiny, William\nMathews, James\nMcDonald, J. W.\nMcGarr, Kathryn\nMcGehee, Eva\n\nMobley, H. L.\nMulvaney, G. P.\nPage, Walter\nPearcea, Nana\nPruceski, Clara\nPyle, J. C.\nSellers, Verna\nSmallwood, Ed\nSmith, Amanda\nSmith, Mrs. Aubra\nSmith, D. B.\nStafford, B. A.\nSteele, Laura S.\nWeaver, Hal C.\nWilder,\n\nE.\n\nFlorfne\n\nUtah\nBanker, Mrs. Annette C.\nBird, Mrs. Anna Sumsion\nBrooksby, Alvin\n\nPalmer, Mrs. Maude A.\nRawlins, William S.\n\nChase, Mary Ella\nFaux, Eugene L.\nGowans, E. G.\n\nSmith,\n\nArthur\n\nC.\n\nVermont\nClark, Cora\nDavis, Martha\nLazelle, Lucy\n\nLittle, Clara\nMorrill, Charles\n\nH.\n\nTully, Charles\nWhite, Mary\n\nVirginia\nCarter, Nannie\nGulick, Julia T\nHay, Alice M.\n\nLee, Mollie\nLeighton, Fay H.\nMoore, Geneva\n\nvon\n\nSchilling,\n\nlima\n\n"}
{"page": 1121, "printed_page": null, "text": "/\n\nAssociational\n\nRecords\n\nand\n\n1117\n\nInformation\n\nWashington\nArnston, Emilie\nBras, C. C.\nBurns, Omar Allen\nCobb, John\nCook, Edgar\nDun, Mrs. Marie\nDunlap, Margaret\nEdens, Olive\n\nFairchild, G. A.\nFleming, O. B.\nFreeborg, Edith\nGrupe, Mary\nHenning, Wilson\nLogan, Victoria\nMetsker, Charles\n\nA.\n\nMiller, Mrs. Allice\nMiller, George Burdette\nOber, Caroline\nOverhulse, C. V.\nPowell, Margaret\nRarey, Raymond H.\nUmbarger, Elizabeth\n\nWisconsin\nAbbatmeyer, Carl\nAbbott, Mrs. Ellen Rich\nAllen, Mrs. Nona\nAnderson, Ada\nAnderson, Lorain\nAnderson, Ruth S.\nAntisdel, Orley D.\nAustin, Mrs. A. J.\nBenthin, Pearl A.\nBlack, Mrs. John\nBohrer, Rosalie\nBoughton, Mrs. Frances\nBraden, Mrs. Ethel I.\nCalkins, Miss Glee S.\nCarter, Warren T.\nChristenson, Clara S.\nChrystal, Ella E.\nCochrane, William Avery\nCollins, Maud\nCook, John Henry\nDavis, Frank D.\nDean, Emma\nLydia\nDeland, Mrs. Mary Sweet\nDetert, Janet\nDietz, Mrs. Harriet\nFarber, Marion\nGillett, Mrs. Laura\nGoldie, Anna\nGreen, Nellie A.\nGunderson, Mrs. Nicholas\nHahn, Frances\n\nHansen, Gladys C.\nHatch, M. A.\nHelsten, Dell\nHintz, Mrs. Charles\nHosford, Margaret\nHobbs, Mrs. Susie Fay\nIngler, Francis M.\nIsham, Mrs. Ruth Wales\nJohnson, William L.\nJostad, Barney M.\nKeats, Myron E.\nKenyon, Edith L.\nKingsley, Nathan Harvey\nKroening, Frank\nKunder, Frances\nLewis, Mrs. Cora Cole\nLewis, John P.\nLuedke, Mrs. Fred\nLucke, Dora\nMarsh, Jeannette E.\nMartin, Mary L.\nMayne, D. D.\nMcDonald, Katherine\nMealey, T. J.\nMerical, Mrs. Elsie Gibson\nMeyers, Alvin E.\nMilm, Louis Wendelin\nMiller, Matilda\nMiller, Mrs. Mildred Moore\n\nWyoming\nAnderson,\n\nMabel\n\nWatson,\n\nT. J.\n\nMoser, Robert\nPashley, Antoinette\nPeterson, Irene\nPrice, Hanna\nReesman, Clara\nRichards, Griffith\nRoeffs, Constance\nRunke, R. B.\nScheidlo, Ray\n\nSchmitz, Thomas M.\nSieker, W. C.\nSmart, Clara\nSnyder, Clarendon S.\nSteinhorst, Alex\nStewart, Mrs. David\nTillson, Mrs. Pembooke S.\nTimmermann, Oscar A.\nTravioli, Mrs. S. G.\nTrumbull, Belle\nWaite, Mrs. Dorothy R.\nWedekind, Henry L.\nWoodbury, Mrs. Lyle W.\nWoodhouse, Lucille A.\nWoolford, Blanche\nWilliams, Jennie\nWilliams, W. T.\nWynn, Ella N.\nYouman, Carlton\n\nF.\n\n"}
{"page": 1122, "printed_page": null, "text": "1118\n\nNational\n\nTHE\n\nTENTH\n\nEducation\n\nAssociation\n\nREPRESENTATIVE\n\nASSEMBLY\n\nDelegates who attended the Sixty-eighth annual meeting of the National Education\nAssociation in Columbus, Ohio, June 28-July 4, 1930. The classification of positions in¬\ncludes (1) directors and supervisors, (2) superintendents, (3) principals, (4) classroom teach¬\ners, (5) college and normal presidents, (6) educational editors and secretaries, and (7)\nex-officio members.\nALABAMA\n\nARKANSAS\n\nAbercrombie, J. W. (Assistant State Super¬\nintendent), Department of Education,\nMontgomery; Alabama Education Associa¬\ntion.\n\nDavis, Pearle (Assistant), Department of\nthe State Superintendent, Little Rock;\nArkansas Education Association.\n\nAnsley, Foster (Principal), 2409 12th Avenue\nNorth, Birmingham; Birmingham Teach¬\ners Association.\nCollier, Mrs. W. A. (Principal), 1005 16th\nAvenue, Tuscaloosa; Alabama Education\nA cqnr\n\na tinn\n\nDobbins, Harriet (Teacher), 1507 South\n13th Street, Birmingham; Birmingham\nTeachers Association.\nDowling, H. S. (Superintendent of Schools),\nTuscaloosa; Alabama Education Associa¬\ntion.\nGlenn, C. B. (Superintendent of Schools),\nBirmingham; Birmingham Teachers As¬\nsociation.\nGrove, Frank L. (Secretary), Alabama Edu¬\ncation Association, First National Bank\nBldg., Montgomery; Alabama Education\nAssociation.\n\nJudd. Zebulon (ex-officio), Alabama Poly¬\ntechnic Institute, Auburn.\nPickrel, Mary B. (Supervisor), Moulton;\nAlabama Education Association.\nPrice, R. H. (Teacher), 1321 Bush Boule¬\nvard, Birmingham; Birmingham Teachers\nAssociation.\n\nReeves, Mrs. A. T. (Teacher), 510 TreStreet, Selma; Alabama Education\nmont\nActinriatinn\n\nWilliams, j! D. (Principal), Avondale\nSchool, Birmingham; Alabama Education\nAssociation.\nALASKA\n\nHall, W. F. (Supervisor), State Department\nof Education, Little Rock; Arkansas Edu¬\ncation Association.\nKays, V. C. (President), State Agricultural\nand Mechanical College; Jonesboro; Ar¬\nkansas Education Association.\nWomack, J. P. (President), State Teachers\nCollege, Arkadelphia; Arkansas Education\nAssociation.\nCALIFORNIA\nAbbott, Alice M. (Teacher), Box 380, Route\nB, San Jose; Santa Clara County Teach¬\ners Association\nAllen, Marguerite (Teacher), 3997 Budlong\nAvenue, Los Angeles; Los Angeles City\nTeachers Club.\nAvey, Helen (Director), 504 West 41st\nDrive, Los Angeles; Los Angeles Kinder¬\ngarten Club.\nBaker, Alfred E. (Principal), 744 65th Street.\nOakland; Oakland Teachers Association.\nBarker, A. L. (Principal), Emerson School,\nBerkeley; Berkeley Teachers Association.\nBash. Carl (Vice-Principal), 1440 Taylor\nStreet, San Francisco; San Francisco High\nSchool Teachers Association.\nBaxter, Bernice (Principal), 2558 Pleasant\nStreet, Oakland; Oakland Teachers Asso¬\nciation.\nBeyer, Louise (Teacher), 2400 Durant Street,\nBerkeley; Berkeley Teachers Association.\nBlake, Alma (Teacher), 647 Walla Vista\nAvenue, Oakland; Oakland Teachers Asso¬\nciation.\n\nARIZONA\n\nBriant, Ethel (Teacher), 1543 West 12th\nStreet, Los Angeles; Los Angeles City\nTeachers Club.\nBrierton, Mrs. Alta B. Vail (Teacher), 308%\nGramery Place, Los Angeles; Santa Mon¬\nica Classroom Teachers Association.\n\nBoehringer, C. Louise (Editor), Arizona\nTeacher and Home Journal, P. O. Box\n1006, Phoenix; Arizona Education Asso¬\nciation.\n\nBristow, E. Dixon (Principal), Niles Cali¬\nfornia Teachers Association.\nBrown, Edith I. (Teacher), Corona High\nSchool, Corona; California Teachers Asso¬\nciation.\n\nBolyan, Mrs. Helen (Teacher), Thane;\nAlaska Education Association.\nKarnes, A. E. (Superintendent of Schools),\nKetchikan; Alaska Education Association.\n\nDexter, Mata (Teacher), 117 North Pleas¬\nant Street, Prescott; Arizona Education\nAssociation.\nEvans, Glover (Teacher), High School, Tuc¬\nson; Tucson Teachers Association.\nGuitteau, Paul (Teacher), Thatcher; Ari¬\nzona Education Association.\nKennedy, Bertha S. (Principal), Flagstaff;\nArizona Education Association.\nMatthews, A. J. (President), Arizona State\nTeachers College, Tempe; Arizona Educa¬\ntion Association.\nMattern, Marian (Teacher), 1424 North\nThird Street, Phoenix; Phoenix Teachers\nAssociation.\nMiller, Dorothy (Teacher), Mesa; Arizona\nEducation Association.\nMontgomery, E. W. (ex-officio), 537 East\nMoreland Street, Phoenix.\nYoder, Ruth V. (Teacher), Wooster; Tuc¬\nson Teachers Association.\n\nBrowne, George E. (Teacher), 1002 East\n» Canon Perdido, Santa Barbara; Santa\nBarbara County Teachers Association.\nBrowne, Mrs. Georgiana K. (Teacher), 1002\nEast Canon Perdido, Santa Barbara; Santa\nBarbara City Teachers Club.\nBuchanan, Norine (Teacher), Hotel Carquinez, Richmond; Richmond California\nTeachers Association.\nCarrier, F. L. (Teacher), 901\nStreet, Santa Ana; California\nsociation.\n\nSouth Birch\nTeachers As¬\n\nCarrier, Stuart (Teacher), 901 South Birch\nStreet, Santa Ana; California Teachers\nAssociation.\nCave, Elmer L. (Superintendent of Schools),\nVallejo; California Teachers Association.\nChandler, Moses W. (Principal), 1316 North\nBronson Avenue, Hollywood; Los Angeles\nHigh School Principals Association.\n\n"}
{"page": 1123, "printed_page": null, "text": "Associational\n\nRecords\n\nClarke, Emily R. (Teacher), 1268^4 South\nCitrus Street, Los Angeles; Los Angeles\nCity Teachers Club.\nCloud, Roy W.\n(Secretary), California\nTeachers Association, 461 Market Street,\nSan Francisco; California Teachers Asso¬\nciation.\nCauch, F. R. (Supervisor), 2316 Valdez\nStreet, Oakland; Oakland Teachers As¬\nsociation.\nCoward, Beulah B. (Assistant Supervisor),\n607 Mound Avenue, South Pasadena; Pasa¬\ndena Teachers Association.\nCraig, Ethel (Teacher), 1173 Browning\nBoulevard, Los Angeles; High School\nTeachers Association of Los Angeles.\nCranston, J. A. (Superintendent of Schools),\nSanta Ana; California Teachers Associa¬\ntion.\nCromwell, Myrtle G. (Teacher),\nbara Road, Oakland; Oakland\nAssociation.\n\n800 Bar¬\nTeachers\n\nDavis, Grace M. (Vice-Principal), 207 Sun¬\nset Boulevard, Modesto; Stanislaus County\nTeachers Association.\nDavis, Laura Dougherty (Teacher), 6819\nConverse Avenue, Los Angeles; Los An¬\ngeles City Teachers Club.\nDeere, Gilbert D. (Teacher), University\nClub, San Diego; San Diego Teachers\nAssociation.\nDerr, Lucile E. (Teacher), 1231 4th Avenue,\nLos Angeles; High School Teachers Asso¬\nciation of Los Angeles.\nDowdell, Fleurette (Teacher), 168 Jordan\nAvenue, San Francisco; San Francisco\nClassroom Teachers Association.\nEdmonds, Mattie C. (Teacher), 2234 Inez\nStreet, Los Angeles; Los Angeles City\nHTpa rliprQ\n\ni Inn\n\nEisner,\nD. (Teacher),\nCali¬\nfornia Miriam\nStreet, 'San\nFrancisco; 3098\nSan Fran¬\ncisco Classroom Teachers Association.\nEllis, Mabel R. (Vice-Princioal), 404 12th\nAvenue, San Francisco; California Teach¬\ners Association.\nEllis, W. Fred (Principal), 135 West Wil¬\nlow Street, Stockton; California Teachers\nAssociation.\nEsgate, Evelyn (Teacher), Muir Junior High\nSchool, Los Angeles; High School Teach¬\ners Association.\nFarr, Jessie V. (Teacher). 405 West Adams\nStreet, Los Angeles; High School Teach¬\ners Association of Los Angeles.\nFisk, Mrs. Adelaide (Dean of Girls), Ala¬\nmeda High School, Alameda; Alameda\nCounty Educational Association.\nFuller, Lillian (Teacher), 338 North Hobart,\nLos Angeles; Los Angeles City Teachers\nClub.\nGivens, W. E (ex-officio), Superintendent of\nSchools, Oakland.\nGray, Mrs. Minnie M. (Teacher), Box 156,\nYuba City; California Teachers Associa¬\ntion.\nGreenhalgh, Mrs. Sabra (County Superin¬\ntendent of Schools), Amador\nCounty\nSchools, Jackson; California Teachers As¬\nsociation.\nGustafson, Paul E. (Teacher), 910 South\nMullen Avenue, Los\nAngeles: High\nSchool Teachers Association of Los An¬\ngeles.\nGwinn, J. M. (Superintendent of Schools),\nSan Francisco; California Teachers As¬\nsociation.\nHagopian. Lillian (Teacher), Areata; Cali¬\nfornia Teachers Association\nHammatt, Mattie (Principal), 921 Thorne\nAvenue, Fresno; Fresno City Teachers\nCouncil.\n\nand\n\n1119\n\nInformation\n\nHanna, Howard J. (Teacher), 2440 Crenshaw\nBoulevard, Los Angeles; High School\nTeachers Association of Los Angeles.\nHansell, Harry G. (Principal), 2694 23rd\nStreet, San Francisco; California Teach¬\ners Association.\nHayes, John D. (Superintendent of Schools),\nEl Modena; California Teachers Associa¬\ntion.\nHaynor, E. Nancy (Teacher), 136 South\nPalm Street, Beverly Hills; California\nTeachers Association, Southern Section.\nHelen, Mary Frances (Teacher), 4065J4 Mel¬\nrose Avenue, Los Angeles; Los Angeles\nCity Teachers Club.\nHenderson, F. A.\n(Superintendent of\nSchools), Burbank; California Teachers\nAssociation.\nHeuer, Margaret (Teacher), 1601 Park\nAvenue, Los Angeles; Los Angeles City\nTVa\n\nrViprc\n\nPliiK\n\nHill, E. W. (Teacher), 2428 West 23rd\nStreet, Los\nAngeles; Evening High\nSchool Teachers Association.\nHolen, C. E. (Teacher), 306 Pleasant\nStreet, Roseville; California Teachers As¬\nsociation.\nHornaday, Lou\n(Teacher), 2200 Larkin\nStreet, San Francisco; San Francisco\nClassroom Teachers Association.\nHunt, Sarah A. (Teacher), 1057 4th Avenue,\nLos Angeles; Los Angeles City Teachers\nClub.\nHurst, Helen E. (Teacher), 385 Orange\nStreet, Oakland; Oakland Teachers Asso¬\nciation.\nHyde, Parke S. (Teacher), 5934 Great Oak\nCircle, Los Angeles; High School Teach¬\ners Association of Los Angeles.\nJacobs, M. J. (Teacher), 1246 12th Avenue,\nSan Francisco; San Francisco High\nSchool Teachers Association.\nJacobsen, Christine A. (Teacher), 1320 West\n41st Place, Los Angeles; Los Angeles City\nTeachers Club.\nJohnston,\nGower\n\nMargaret (Teacher),\nStreet, Hollywood;\n\n2137J4 North\nLos Angeles\n\nCity Teachers Club.\n(Teacher), 318\nJones, Mrs. Eugenia W.\nCalifor¬\nAngeles;\nLos\nSouth Benton Way,\nnia Teachers Association.\nJudd, Caroline Lucy (Teacher), 823 17th\nStreet, Santa Monica; Santa Monica\nClassroom Teachers Association.\nKeegan, Mary E. (Teacher), 512 Van Ness\nAvenue, San Francisco; San Francisco\nClassroom Teachers Association.\nKelley, Mrs. Viola (Teacher), 1700 Golden\nGate Avenue, San Francisco; California\nTeachers Association.\nKieffer, Glenn (Teacher), El Centro Junior\nCollege, El Centro; California Teachers\nAssociation.\nKilley, Lorene (Supervisor), Hall of Rec¬\nords, Oakland; California Teachers Asso¬\nciation.\nKirk, lone (Teacher), 4057 Rosabel Street,\nVenice; Los Angeles Kindergarten Club.\nKoontz, Mrs. Florence (Deputy County Su¬\nperintendent), Madera; California Teach¬\ners Association.\nKottinger, E. W. (Principal), 1526 Webster\nStreet, Oakland; California Teachers As¬\nsociation.\nLeasure, Fanny M. (Supervisor). 1480 Rose\nAvenue, Long Beach; Long Beach City\nTeachers Club.\nLeasure, Floyd J. (Teacher), 1480\nAvenue, Long Beach; Long Beach\nTeachers Club.\n\nRoss\nCity\n\n"}
{"page": 1124, "printed_page": null, "text": "1120\n\nNational\n\nEducation\n\nLeBlanc, Mrs. Ruth (Teacher), 3212 Gar¬\nfield Avenue, Alameda; Oakland Teachers\nAssociation.\nLoose, Samuel E. (Director), 146 East Cen¬\nter Street, Anaheim; Principals and Teach¬\ners Association of Orange County.\nLowry, Mary K. (Teacher), 460 North\nOrange Street, Orange; California Teach¬\ners Association.\nLowry, W. H. (Teacher), Orange Union\nHigh School, Orange; California Teachers\nAssociation.\n\nLundberg, William O. (Teacher), 626 Ash¬\nland Avenue, Ocean Park; Santa Monica\nClassroom Teachers Association.\nMcCardle, May R. (Teacher), Route 1, Box\n16, Fresno; California Teachers Associa¬\ntion.\nMcConnell, S. W.\nman; Stanislaus\ntion.\n\n(Teacher), Box 461, New¬\nCounty Teachers Associa¬\n\nMcDonald, George J. (Principal), 2306 West\n21st Street, Los Angeles; The Principals\nClub of the Los Angeles City Elementary\nSchools.\nMcDonald, Mary F. (Teacher), 2820 West\n8th Street, Los Angeles; Los Angeles\nCity Teachers Club.\nMcNair, W. R. (Principal), Clear Lake\nUnion High School, Lakeport; California\nTeachers Association.\n(Teacher),\nMacKeever, Hortense Abbey\n325)4 North Vermont Street, Los Angeles;\n\nAssociation\n\nNeuhart, Florence (Teacher), 124 South\nWillow\nStreet, Compton;\nCalifornia\nTeachers Association.\nOlson, Mrs. Bessie DeYoung\n(Teacher),\n1402 Carmelita Avenue, Burlingame; Cali¬\nfornia Teachers Association.\nOlson, Oscar H. (Principal), 1402 Carmelita\nAvenue, Burlingame; California Teachers\nAssociation.\nParsons, Georgia B. (Teacher), 202 Trin¬\nity Building, Los Angeles; Los Angeles\nCity Teachers Club.\nPartridge, Jay (County Superintendent of\nSchools), Butte County Schools, Oroville;\nCalifornia Teachers Association.\nPlantz, Clara (Teacher), 1511 Jackson\nStreet, Oakland; Oakland Teachers Asso¬\nciation.\nPollick, Raymond E. (Principal),\n21st Street, Los Angeles; The\nClub of Los Angeles.\n\n2361 West\nPrincipals\n\nPurdum, Lucy (Teacher), Box 516, Ingle¬\nwood; California Teachers Association.\nPurdum, Margaret (Teacher), Glendora;\nCalifornia Teachers Association.\nRankins, Margaret (Teacher), 1675 Forest\nAvenue, Pasadena; Pasadena Teachers As¬\nsociation.\nRaybold, Vivian (Teacher) 4524 Fountain\nAvenue, Los Angeles; High School Teach¬\ners Association of Los Angeles.\nReuter, C. E. (Teacher), 1548 East 76th\nStreet. Los Angeles; High School Teach¬\ners Association of Los Angeles.\nRinehart, Mrs. Mary G. (Teacher), 532 South\nHobart Boulevard. Los Angeles; High\nSchool Teachers Association of Los An¬\n\nLos ~ Angeles City Teachers Club.\nMaher, V. P. (Teacher), 12th and Broad¬\nway, 384 Chamber of Commerce Building,\nLos Angeles; Council of Directors and\nSupervisors.\nMark, Kate (Teacher), 532 Echo Avenue,\nFresno; Fresno City Teachers Council.\ner), 3451 Pied¬\nMays, Mrs. Anna W. (Teach\nmont Avenue, Oakland; Alameda Grade\nTeachers Club.\nMeline, Eva (Teacher), 2642 Fulton Street,\nBerkeley; San Francisco Classroom Teach¬\ners Association.\nMeline, Virginia (Teacher), 2642 Fulton\nStreet, Berkeley; San Francisco Class¬\nroom Teachers Association.\nMendenhall, W. O. (Principal), Route -.4,\nBox 99, Anaheim; Orange County Prin¬\ncipals and Teachers Association.\nMerchant, Mrs. Pauline (Teacher). Garden\nGrove School, Garden Grove; California\nTeachers Association.\nMerideth, G. H. (Assistant Sunerintendent\nls), Pasadena; Pasadena Teach¬\nof Schoo\nAssociation.\ners\nMierswa, Clara (Teacher\\ 287 Monte Vista\nnd Teachers As¬\nnd; Oakla\nOaklaion\nAvenue,iat\n.\nsoc\n„\n_ .\nCol¬\ners\nMiller, E. I. (Teacher). State Teach\ntion.\nlege,’ Chico; California Teachers Associa¬\nMonlux, Calla (Teacher), 2055 41st Avenue,\nOakland; Oakland Teachers Association.\nMoore, Charles B. (Principal). 820 North\nAvenue 54, Los Angeles; Los Angeles\nHigh School Principals Association.\nMorrison, E. Kathryn (Teacher), 635 Elm\nAvenue, Long Beach; Long Beach City\nTeachers Club.\nMoynes, Mrs. Elizabeth (Teacher), 6502\nWheeler Street, Oakland; Oakland Teach¬\ners Association.\nMueller, Alexander B. (Teacher), 336 10th\nStreet, San Pedro; Los Angeles City\nTeachers Club.\n\nScott, Esther A. (Teacher), 1597 Harrison\nStreet, Santa Clara; California Teachers\nAssociation.\nShackelford, Claude L\n(Teacher), 6209\nStrickland Street. Los Angeles; Glendale\nCity Teachers Club.\nShackelford, Maude Rex (Teacher), 6209\nStrickland Avenue, Los Angeles; Los An¬\ngeles City Teachers Club.\nShafer, Harry M. (Assistant Superintendent\nof Schools), Los Angeles; Los Angeles\nPrincipals Club.\nShaw, Albert M. (Teacher), 2833 Estara\nAvenue, Los Angeles; High School Teach¬\ners Association of Los Angeles.\nShotwell, Caroline E. (Teacher), 831 Atlantic\nStreet, Long Beach; California Teachers\nAssociation.\n\nMuller, Edgar\nwood Avenue,\nAssociation.\n\nSmith, Arthur T. (Teacher), 3190 Larga\nAvenue, Los Angeles; California Teachers\nAssociation.\n\nE. (Principal), 3909 LinOakland; Oakland Teachers\n\nRounds, Frances E. (Teacher). 221 Linda\ngeles.\nAvenue, Oakland; Oakland Teachers As¬\nsociation.\nRuch, Lutie A. (Vice-Principal), 403 Adams\nStreet, Oakland; Oakland Teachers Asso¬\nciation.\nRuff, Mrs. Ethel (Teacher), 3224 Broderick\nStreet, San Francisco; San Francisco\nClassroom Teachers Association.\nRusling, Mrs. Cora S. (Teacher), 7043\nSeventh Avenue, Los Angeles; California\nElementary School Principals Association.\nRyan, Jane (Principal), 1096 Fulton Street,\nSan Francisco; San Francisco Classroom\nTeachers Association.\nSample, Mary\n(Teacher), Areata High\nSchool, Areata; California Teachers Asso¬\nciation.\nSchou, Elsie M. (Teacher). 2053 Fulton\nStreet, San Francisco; California Teach¬\ners Association.\n\n"}
{"page": 1125, "printed_page": null, "text": "/\n\nAssociational\n\nRecords and Information\n\nSmoot, Mrs. Esther (Teacher), 2104 West\n48th Street, Los Angeles; High School\nTeachers Association of Los Angeles.\nSpangler, Robert W. (Director), 461 Market\nStreet, San Francisco; California Teach¬\ners Association.\nStevens, Thad W. (Teacher), 4725 Edgewood Avenue, Oakland; Oakland Teachers\nAssociation.\nThurston, F. L. (Secretary), 126 North\nMeredith Avenue, Pasadena; California\nTeachers Association.\nTillett, Arie (Teacher), 1815 Reid Street,\nLos Angeles; Los Angeles City Teachers\nAssociation.\nUlrici, W. E. (Principal), 622 West Mag¬\nnolia Street, Stockton; Stockton Elemen¬\ntary Teachers Association.\nWallace, Maude (Principal), 374 Hanover\nAvenue, Oakland; Oakland Teachers As¬\nsociation.\nWarren, Curtis E. (District Superintendent\nof Schools), Marysville; California Teach¬\ners Association.\nWatts, J. Hampton (District Superintendent\nof Schools), 407 North Main Street, Bald¬\nwin Park; California Teachers Associa¬\ntion.\nWitmoore, Fred W. (Teacher), 330 51st\nStreet, Oakland; Oakland Teachers Asso¬\nciation.\nWickersheim, Mildred (Teacher), 5056 Romaine Street, Hollywood; Los Angeles\nCity Teachers Club.\nWilson, Mabelle (Teacher), 820 Contra Costa\nAvenue, Berkeley; California Teachers As¬\nsociation, Bay Section.\nWithrew, Mrs. Ada V. (Teacher), 129 Page\nStreet, San Jose; Santa Clara County\nTeachers Association.\nYoung, Louise H. (Teacher), 6201 West\n5th Street, Los Angeles; Los Angeles City\nTeachers Club.\nZuercher, Rose (Teacher), R. F. D. No. 6,\nBox 447, Bakersfield; Department of\nVisual Instruction, California Teachers\nAssociation, Southern Section.\nCOLORADO\nAndrews, S. M. (Teacher), Box 296, Walsenburg; Colorado Education Association.\nBaker, Augusta (Teacher), Shirley-Savoy\nHotel, Denver; The Denver Classroom\nTeachers Association.\nBent, C. A. (Superintendent of Schools),\nBranson; Colorado Education Association.\nBlake, Helen (Teacher), 1061 Emerson\nStreet, Denver; Colorado Education Asso¬\nciation.\nBradford, Mrs. Mary C. C. (Ex-officio), 1481\nSouth Grant Street, Denver.\nBrownfield, Mary L. (Teacher), 360 Bellaire\nStreet, Denver; The Denver Classroom\nTeachers Association.\nCasey, William V. (Teacher), 820 Pine\nStreet, Boulder; Boulder Community Edu¬\ncational Association.\nCraig, Katherine L. (Ex-officio), State Su¬\nperintendent of Public Instruction, Den¬\nver.\nCrofton, Mary H. (Teacher), Argonaut\nHotel, Denver; The Denver Classroom\nTeachers Association.\nDavis, Robert A. (Teacher), University of\nColorado, Boulder; Colorado Education\nAssociation.\nDugdale, Lee A. (Teacher), 1330 South\nJosephine Street, Denver; The Denver\nClassroom Teachers Association.\n\n1121\n\nEagleton, William H. (Teacher), 2275 Elm\nStreet, Denver; Denver Teachers Club).\nFeldwisch, Bertha (Teacher), 1155 Lincoln\nStreet, Denver; The Denver Classroom\nTeachers Association.\nFerguson, Elizabeth (Teacher), 1383 South\nUniversity Boulevard, Denver; The Den¬\nver Classroom Teachers Association.\nForce, Anna Laura (Principal), Lake Junior\nHigh School, Denver; National Council of\nAdministrative Women in Education.\nGallup, Ruth (Teacher), 457 South Franklin\nStreet, Denver; The Denver Classroom\nTeachers Association.\nGormley, Zita (Teacher), 2410 North Nevada\nStreet, Colorado Springs; Colorado Edu¬\ncation Association.\nGwynn, Cora May (Teacher), Park View\nSchool, Pueblo; Colorado Education Asso¬\nciation.\nHolmes, Gordon (Teacher), 2226 South Grant\nStreet, Denver; The Denver Classroom\nTeachers Association.\nIrwin, George A. (Teacher), State Teachers\nCollege, Greeley; Colorado Education\nAssociation.\nKenehan, Grace (Teacher), 5700 Montview\nBoulevard, Denver; The Denver Class¬\nroom Teachers Association.\nLanghorn, Margaret P. (Teacher), 433 Og¬\nden Street, Denver; The Denver Class¬\nroom Teachers Association.\nLort, Martha (Teacher), 1165 South Wil¬\nliams Street, Denver; The Denver Class¬\nroom Teachers Association.\nMcBreen, Barbara (Teacher), 3915 King\nStreet, Denver; The Denver Classroom\nTeachers Association.\nMerryweather, Julia (Teacher), 1276 Corona\nStreet, Denver; The Denver Classroom\nTeachers Association.\nMooney, W. B. (Ex-officio), Secretary, Colo¬\nrado Education Association, 530 Common¬\nwealth Building, Denver.\nRead, Faye (Teacher), 1425 Vernon Avenue,\nPueblo;\nciation. Pueblo Classroom Teachers Asso¬\nRichardson, Hattie (Teacher), 2337 Dexter\nStreet, Denver; National Council of Ad¬\nministrative Women in Education.\nSimpson, Genevieve (Teacher), 736 Race\nStreet, Denver; The Denver Principals and\nDirectors Association.\nSmith, Margaret Mendenhall (Principal),\n1522 Lafayette Street, Apartment C., Den¬\nver; Colorado Education Association.\nTelfer, Annis R. (Teacher), 113 West Adams\nStreet, Pueblo; Classroom Teachers As¬\nsociation.\nThrelkeld, A. L. (Superintendent of Schools),\nDenver; Colorado Education Association.\nTirey, Robert M.\n(Superintendent of\nSchools), Lajunta; Lajunta Teachers\nClub.\nUnger, John C. (Superintendent of Schools),\nHugo; Colorado Education Association.\nVaughn, Mrs. W. E* (Teacher), 620 North\n3rd Street, Sterling; Sterling Federated\nTeachers Club.\nWatson, Olive (Teacher), 912 Greenwood\nStreet, Canon City; Colorado Education\nAssociation.\nCONNECTICUT\nAnderson, Robert J. (Teacher), 55 Somerset\nStreet, Wethersfield; Hartford County\nTeachers Association.\nArcher, Mabel (Teacher), 46 Hempstead\nStreet, New London; Connecticut State\nTeachers Association.\n\n"}
{"page": 1126, "printed_page": null, "text": "1122\n\nNational\n\nEducation\n\nBoles, Bertha A. (Teacher), 74 Mason Street,\nGreenwich; Connecticut State Teachers\nAssociation.\nCollins, Helen T. (Teacher), 41 Fifth Street,\nNew Haven; Teachers League of New\nHaven.\nDay, Harriet L. (Teacher), Pleasant Valley;\nConnecticut State Teachers Association.\nHarten Alice F. (Teacher), Montowese;\nConnecticut State Teachers Association.\nHubbard, Charlotte (Teacher), 31 Dwight\nStreet, New Haven; Teachers League of\nNew Haven.\nJeffords, H. Morton (Superintendent of\nSchools), Wallingford; Connecticut State\nTeachers Association.\nLindell, Edith C (Teacher), 80 Howe Street,\nNew Haven; Connecticut State Teachers\nA ccnn\n\nstinn\n\nMain\n1027 West\n‘ (Teacher),\nDaisy\nLord,\nStreet,\nWaterbury;\nWaterbury\nTeachers\nAssociation.\nMallon, Mary F. (Secretary), 1479 North\nAvenue, Bridgeport; Bridgeport Teachers\nAssociation.\nMarkham, A. Clare (Teacher), 425 Windsor\nAvenue, Stratford; Stratford Teachers As¬\nsociation.\n\nMendel, Augusta (Teacher), 1208 Park Ave¬\nrt; Bridgeport Teachers As¬\nnue, Bridgepo\n.\nsociation\nMoore, James C. (Principal), Central High\nSchool, Bridgeport; Connecticut State\nTeachers Association.\nPatterson, Thomas H. (Supervising Principal\nof Schools), First School District, Bristol;\nConnecticut State Teachers Association.\n\nSwift, Gordon C. (Ex-officio), Superintend¬\nent of Schools, Watertown.\nWentworth, Ralph (Assistant Principal), 240\nHaven; Teachers\nOliver Street, New\nLeague of New Haven.\nDELAWARE\n\nBurnett, Marguerite (Teacher), 2 East\nNinth Street, Wilmington; Delaware\nState Education Association.\nHolloway, Harry V. (Ex-officio), State Su¬\nperintendent of Public Instruction, Dover.\nStahl, H. E. (Teacher), Claymont; Dela¬\nware Education Association.\nDISTRICT\n\nOF\n\nCOLUMBIA\n\nBaylor, Adelaide Steele (Director), 1523 L\nStreet, N. W., Washington; National\nCouncil of Administrative Women\nin\nEducation.\nBruce. T. C. (Supervising Principal), The\nWhitelaw Apartments, Washington; Co¬\nlumbian Education Association.\nCrabtree, J. Wi. (Ex-officio), Secretary, Na¬\ntional Education Association, 1201 Six¬\nteenth Street, N. W., Washington, D. C.\nGreen, Elsie (Teacher), 5414 13th Street,\nN. W., Washington; Educational Asso¬\nciation of the District of Columbia.\nGrosvenor, Edith Louise (Teacher), 73 The\nIowa\nApartments, Washington; Edu¬\ncation Association of the District of Co¬\nlumbia.\nHuff, Mrs. Daisie I. (Teacher), 1430 Rhode\nIsland Avenue, N. W., Washington; The\nHigh School Teachers Association.\nLucas, M. Grant (Principal), 1738 15th\nStreet N. W., Washington; Columbian\nEducation Association.\nPowers, J. Orin (Teacher), 822 Emerson\nStreet, N. W., Washington; Education\nAssociation of the District of Columbia.\n\nAssociation\n\nStewart, Mrs. Cora Wilson (Director),\nAmerican Red Cross Building, Washing¬\nton; National Council of Administrative\nWomen\nin Education.\nWilliams, Chari (Ex-officio), Director, Field\nand Legislative Division, National Edu¬\ncation Association, 1201 Sixteenth Street,\nN. W., Washington;\nFLORIDA\nCook, Mrs. Essie G. (Teacher), 309 West\nFrierson Avenue, Tampa; Florida Educa¬\ntion Association.\nDavis, Mrs. Jane A. (Teacher), 113 North\nBoulevard, Tampa; Tampa Teachers Club.\nFrojen, Boletha (Supervisor), State Depart¬\nment of Education, Tallahassee; Florida\nEducation Association.\nGray, C. H. (Teacher), 204 East Washing¬\nton Street, Quincy; Florida Education As¬\nsociation.\nHartfield, F. S. (County Superintendent of\nSchools), Leon County Schools, Talla¬\nhassee; Florida Education Association.\nLangston, Mrs. Margaret (Teacher), 6809\nWellington Avenue, Tampa; Florida Edu¬\ncation Association.\nNewsome, W. T. (County Superintendent of\nSchools). Live Oak County Schools, Suwanee; Florida Education Association.\nRutherford, R\nB.\n(Superintendent of\nSchools), Jacksonville; Florida Educa¬\ntion Association.\nSaunders, Rinalden (Supervising Principal\nof Schools), DeLand; Florida Education\nAssociation.\nWright, D. B. (Director),\nEducation Association.\n\nOrlando;\n\nFlorida\n\nGEORGIA\nAlfriend, Kyle T). (Secretary), Georgia Edu¬\ncation Association, 400 Vineville Avenue,\nMacon; Georgia Education Association.\nBarron, J. P. (Principal), 973 Los Angeles\nAvenue, Atlanta; Atlanta Fulton County\nUnit, Georgia Education Association.\nClift, T. W. (Principal), 372 Ninth Street,\nAtlanta; Atlanta Fulton County Unit,\nGeorgia Education Association.\nCox, L. I>. (Teacher), McLendon Avenue,\nAtlanta; Atlanta Fulton County Unit,\nGeorgia Education Association.\nCox, Nina\n(County Superintendent of\nSchools), Turner County Schools, Ashburn;\nGeorgia Education Association.\nDavis, Mrs. W. P. (Principal), 185 West¬\nminster Drive, N. E., Atlanta; Georgia\nEducation Association.\nDuggan, Mi L. (Ex-officio), State Superin¬\ntendent of Schools, Atlanta.\nHastings, S. M. (Teacher), 870 Virginia\nCircle, Atlanta; Atlanta Fulton County\nUnit, Georgia Education Association.\nHunter, H. Reid (Teacher), R. F. D. Noi 1,\nStone Mountain; Georgia Education Asso¬\nciation.\nMartin, J. O. (Supervisor), State Capitol,\nAtlanta; Georgia Education Association.\nMitchell, Kathleen (Supervisor), 205 Third\nStreet, N; E., Atlanta; Fulton County\nUnit, Georgia Education Association.\nPeeler, Mrs. Betty (Secretary), 246 Spring\nStreet,\nN. W., Atlanta; Georgia Educa¬\ntion\nAssociation.\nPostell, Mary (Superintendent), 1220 Co¬\nlumbia Avenue, N. E., Atlanta; Georgia\nEducation Association.\nPurks, J. E. (Superintendent of Schools),\nCedartown; Georgia Education Associa¬\ntion.\n\n"}
{"page": 1127, "printed_page": null, "text": "Associational\n\nRecords\n\nRamsey, Ralph L. (Supervisor), 1174 Green¬\nwich Avenue, S. W., Atlanta; Atlanta\nFulton County Unit, Georgia Education\nAssociation.\nRhodes, Maude (Principal), 185 Westminster\nDrive, N. E., Atlanta; Georgia Educa¬\ntion Association.\nSutton, Willis A.\n(Superintendent of\nEducation As¬\nGeorgia\nAtlanta;\nSchools),\nsociation.\nYaden, J. L. (Superintendent of Schools),\nMoultrie; Georgia Education Association.\nHAWAII\nAitken, Victor (Principal), Senior Academy,\nPunahou Campus, Honolulu; Oahu Teach¬\ners Association.\nBal, Louise (Teacher), Doris Place, Manoa,\nHonolulu; Teachers Council of the Ter¬\nritory of Hawaii.\nBowman,\nNina (Teacher), 2723 Aolani\nStreet, Honolulu; Oahu Teachers Associa¬\ntion.\nCorbly, Mrs. L. (Teacher), 2910 Cocoanut\nAvenue; Honolulu; Oahu Teachers Asso¬\nciation.\nCouch, Mary (Teacher), Lahaina, Maui;\nMaui Teachers Association.\nCummings, Mollie (Teacher), Emma Street,\nCluett House, Honolulu; Teachers Council\nof the Territory of Hawaii.\nHarris, Arthur Lee (Principal), Kealakekua;\nHawaii Education Association.\nHasse, Otto (Teacher), Hamakuapoko;\nMaui Teachers Association.\nHobby, Mrs. Eleanor C. (Principal), Makaweli, Kauai; Hawaii Education Associa¬\ntion;\nKahananui, Mrs. Dorothy (Teacher), 1939\nAhuula Street, Honolulu; Oahu Teachers\nAssociation.\nMcLaren, Dallas C. (Principal), Waimea,\nKauai; Kauai Education Association.\nMcLaren, Mrs. D. C. (Teacher)j Waimea,\nKauai; Hawaii Education Association.\nMookini, Sam (Teacher), Lahaina, Maui;\nMavi Teachers Association.\nO’Neal, James William (Teacher), Kalapano Junior High School, Kalakaua;\nHawaii Education Association.\nOrdenstein, Mrs. Lalla (Teacher), 1332\nAlewa Drive, Honolulu; Oahu Teachers\nAssociation.\nPomeroy, Esther (Teacher), Ponohawai\nStreet, Hilo; Hilo Teachers Union.\nSerrao, William L. (Teacher), 219 Pono¬\nhawai Street, Hilo; Hawaii Education As¬\nsociation.\nSmith, Mrs. Clara S. (Teacher), Waipahu,\nOahu; Oahu Teachers Association.\nTrevenen, Mrs. Annie (Teacher), Junior\nHigh School, Molakai; Hawaii Education\nAssociation.\nVierra, Mrs. Juliet P. (Teacher), Royal\nSchool, Honolulu; Teachers Council of\nthe Territory of Hawaii.\nIDAHO\nDienst, C. F. (Ex-officio), Superintendent of\nSchools, Boise.\nDyer, John (Teacher), University of Idaho,\nSouthern Branch, Pocatello; The Idaho\nEducation Association.\nHawk, Virginia (Teacher), St Anthony;\nThe Idaho Education Association.\nHummell, Mrs. Martha R. (Teacher), St.\nAnthony; The Idaho Education Associa¬\ntion.\nParker, Virgie (Teacher), Rupert; The\nIdaho Education Association.\n\nand\n\nInformation\n\n1123\n\nSnyder, R. H. (Superintendent of Schools),\nIdaho\nciation. Falls; The Idaho Education Asso¬\nVincent, W. D. (Commissioner of Educa¬\ntion), State House, Boise; The Idaho\nEducation Association.\nILLINOIS\nAbbe, Mary M. (Teacher), 6619 LaFayette\nAvenue, Chicago; Chicago Division, Illi¬\nnois State Teachers Association,\nbramson, Amalia (Teacher), 7636 Sangamon\nStreet, Chicago; Chicago Division, Illinois\nState Teachers Association.\nAllison, R. Y. (Teacher), 998 South Elm\nAvenue, Kankakee; East Central Division,\nIllinois State Teachers Association.\nAnderson, H. D. (Superintendent of Schools),\nGilman; Illinois State Teachers Associa¬\ntion.\nAnnis, Arthur A. (Teacher), 1016 Haskell\nAvenue, Rockford; Rockford Teachers\n\nClub.\n\nArmbruster, Bertha S. (Teacher), 4152 West\nEnd\nAvenue, Chicago; Illinois State\nTeachers Association.\nBaird, Catherine L. (Teacher), 3206 Ainslee\nStreet, Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nButler, Clara (Teacher), 5000 West End\nAvenue, Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nBarr, George E. (Superintendent of Schools),\nSilvis; Black Hawk\nDivision, Illinois\nState Teachers Association.\nBiester, Fred L. (Principal), High School,\nGlen Ellyn; Illinois State Teachers Asso¬\nciation.\nBright, Orville T.\n(Superintendent of\nSchools), Dolton; Illinois State Teachers\nAssociation, Lake Shore Division.\nBrown, L. W. (Superintendent of Schools),\nJonesboro; Illinois State Teachers Asso¬\nciation.\nCanopy, Willard B. (Principal), High School,\nDelevan; Illinois State Teachers Associa¬\ntion.\nClark, Minnie R. (Assistant Principal), 504\nNorth 4th Street, Rockford; Rockford\nTeachers Club.\nClinton, Catherine M.\n(Principal), 6111\nEberhart Avenue, Chicago; Chicago Di¬\nvision,\nIllinois State Teachers Associa¬\ntion.\nClinton, Etta (Teacher), 6111 Eberhart Ave¬\nnue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nCooke, A\nF. (Superintendent of Schools),\nHinsdale; Illinois State Teachers Asso¬\nciation.\nCook, S. G. (Teacher), 625 North 33rd Street,\nEast St. Louis; East St. Louis Teachers\nAssociation.\nCress, Mrs. Mabel W. (Teacher), 1128 East\n62nd Street, Chicago; Chicago Teachers\nLeague.\nDale, S. O. (Superintendent of Schools),\nFairfield; Illinois State Teachers Asso¬\nciation.\nDavis, H. W. (Professor), State Agricul¬\ntural College, Manhattan; National Coun¬\ncil of Teachers of English.\nDeaver, Arthur G. (District Superintendent\nof Schools), _ 7355 South Jeffrey Street,\nChicago; Chicago Division, Illinois State\nTeachers Association.\nDecker, Arthur E. (Teacher), Carthage;\nWestern\nIllinois State Teachers Associa¬\ntion.\nDeneen, Florence (Assistant Principal), 457\nWest 61st Place, Chicago; Chicago Teach¬\ners League.\n\n"}
{"page": 1128, "printed_page": null, "text": "1124\n\nNational\n\nEducation\n\nDonahey, Florence (Principal), 2314 6th\nAvenue, Moline; Black Hawk\nDivision,\nIllinois State Teachers Association.\nDoran, Flora (Teacher), Webster School,\nEast St. Louis; East St. Louis Grade\nTeachers Fellowship Society.\nDowney, Lucinda W. (Teacher), 5360 Wash¬\nington Boulevard, Chicago; Chicago Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nDuncan, Fanny (Teacher), 1520 East 6th\nPlace, Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nEdwards, C. L. (Superintendent of Schools),\nSalem; Illinois State Teachers Associa¬\ntion.\nFinnegan, Margaret L. (Teacher), 4829 Lipps\nAvenue, Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nFox, Marie (Teacher), Wilmette; Illinois\nState Teachers Association, Lake Shore\nDivision.\nGilligan, L. Belle (Teacher), 5311 North\nSt. Louis Avenue, Chicago; Chicago Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nGleiber, Celia M. (Teacher), 213 Pine Street,\nCarlinville; Illinois State Teachers Asso¬\nciation.\nGorman, V. W. (Superintendent of Schools),\nIndianola; Illinois State Teachers Asso¬\nciation.\nGrove, Alice (Teacher), 4519 North Ashland\nAvenue, Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nHagan, J. J. (Superintendent of Schools),\nRock Island; Illinois State Teachers Asso¬\nciation.\nHansen, Herbert G„ (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.\nHarris, Ruth (Teacher), 113 East Second\nStreet, Belvidere; Illinois State Teachers\nAssociation.\nHarris, William H. (Superintendent of\nSchools), Decatur; Decatur Teachers Asso¬\nciation.\nHayes, John A. (County Superintendent of\nSchools), Peoria County Schools, Peoria;\nIllinois State Teachers Association.\nHellyer, P). H. (Teacher), 377 West Euclid\nAvenue, Lewistown; Western Illinois\nState Teachers Association.\nHolscher, B. F. (County Superintendent of\nSchools), Clark County Schools, Marshall;\nIllinois State Teachers Association.\nInman, Dean M. (Principal), High School,\nGranville; Illinois State Teachers Asso¬\nciation.\nJennings, Mary (Teacher), 7917 Euclid Ave¬\nnue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nJoiner, C. E. (Principal), High School,\nLeRoy; Illinois State Teachers Associa¬\ntion.\nKalar, Anne (Teacher), 4656 West Jackson\nStreet, Chicago; Chicago Division, Illinois\nState Teachers Association.\nKeith, Edna (Supervisor), Joliet; Illinois\nState Teachers Association.\nKiehle, Shirley (Teacher), 620 South Second\nStreet, Waukegan;\nEvanston Teachers\nClub.\nLa\nRowe,\nEugene\n(Superintendent of\nSchools), Maywood; Illinois State Teach¬\ners Association, Lake Shore Division.\nLewis, Lillian (Teacher), 4626 North Her¬\nmitage Street, Chicago; Chicago Division,\nIllinois State Teachers Association.\n\nAssociation\n\nLiljequist, E. E. (Superintendent of Schools),\nFulton; Illinois State Teachers Associa¬\ntion, Rock River Division.\nLivesay, Leonore (Teacher), 1632 North\n45th Street, East St. Louis; East St. Louis\nGrade Teachers Fellowship Society.\nLivingston, Mary B. (Principal), 7750 Ridgeland Avenue, Chicago; Chicago Division,\nIllinois State Teachers Association.\nLogsdon, J. D. (Superintendent of Schools),\nHarvey; Illinois State Teachers Associa¬\ntion, Lake Shore Division.\nLong, Jennie (Teacher), 1020 East McClure\nStreet, Peoria; Illinois State Teachers\nAssociation.\nLukenbill, E. H. (County Superintendent of\nSchools), Logan County Schools, Lincoln;\nIllinois State Teachers Association.\nLyons, Anna I. (Teacher), 6823 LaFayette\nAvenue, Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nMcCroskey, Sophronia (Teacher), 115 Illi¬\nnois Street, Joliet; Illinois State Teachers\nAssociation, Northeastern Division.\nMcCredie, Emma\nM. (Teacher), 124 West\nMarquette Road, Chicago; Chicago Divi¬\nsion, Illinois State Teachers Association.\nMcEnerny, Geraldine D. (Teacher). 137\nNorth Mason Avenue, Chicago; Chicago\nPublic School Kindergarten Primary Asso¬\nciation.\nMcMahon, Nellie G. (Teacher), 10636 South\nOakley Avenue, Chicago; Lake Shore Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nMcVey,\nWilliam E. (Principal). High\nSchool, Harvey; Illinois State Teachers\nAssociation.\nMartin, Amy M. (Teacher), 308 North Hum¬\nphrey Avenue, Oak Park; Chicago Divi¬\nsion, Illinois State Teachers Association.\nMerrill, Louise M. (Assistant Principal),\n10123 South Wood Street, Chicago; Chi¬\ncago Association of Assistant Principals.\nMiller, Irma H. (Teacher), 500 South Tenth\nStreet, Pekin; Pekin Teachers Club.\nMoore, Robert C. (Ex-officio), Secretary,\nIllinois\nState Teachers Association, Carlin¬\nville.\nMorgan, Lewis V. (County Superintendent\nof Schools), DuPage County Schools,\nWheaton; Illinois State Teachers Associa¬\ntion.\nNowlan, Eleanor (Teacher), 4713 North\nHermitage Avenue, Chicago; Chicago Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nO’Leary, D. J. (Teacher), 1818 58th Court,\nCicero; Chicago Division, Illinois State\nTeachers Association.\nO’Rourke, Catherine (Teacher), 3057 Jackson\nBoulevard, Chicago; Chicago Division,\nIllinois State Teachers Association.\nPage, William J. (Principal), 4345 West\nAdams Street, Chicago; Chicago Division,\nIllinois State Teachers Association.\nPesta, Rose (Assistant Superintendent of\nSchools), Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nPetersen, Mrs. Marion (Teacher), 2524 Kim¬\nball Avenue, Chicago; Chicago Teachers\nLeague.\nPfuderer, Mrs. Virginia L. (Assistant Prin¬\ncipal), 255 Maplewood Road, Riverside;\nChicago Association of Assistant Principals\nPhelan, Catherine M. (Teacher), 749 Belden\nAvenue, Chicago; Chicago Division, Illi¬\nnois State Teachers Association\nPierce, Theresa (Teacher), 8137 Maryland\nStreet, Chicago; Chicago Division, Illinois\nState Teachers Association.\n\n"}
{"page": 1129, "printed_page": null, "text": "/\n\nAssociational\n\nRecords\n\nPotter, I. B. (Superintendent of Schools),\nDixon; Illinois State Teachers Associa¬\ntion, Rock River Division.\nPowell, Margaret (Teacher), 2155 Vilas\nPlace, Chicago; Chicago Division, Illinois\nState Teachers Association.\nPreble, F. Blanche (Teacher), 10855 Vernon\nAvenue, Chicago; Illinois State Teachers\nAssociation.\nReam, Daisy (Principal), 812 North Clement\nStreet, Joliet; Illinois State Teachers\nAssociation, Northeastern Division.\nRobertson, Elizabeth Wells (Teacher), 1250\nJudson Avenue, Ravinia; Chicago Divi¬\nsion, Illinois State Teachers Association.\nRobin, Anna (Teacher), 5339 Cornell Street,\nChicago; Chicago Division, Illinois State\nTeachers Association.\nRohm, Hi. M. (Teacher), Cambridge; Black\nHawk\nDivision, Illinois State Teachers\n^sso cicition*\nRueben, Helen M. (Teacher), 3333 Wash¬\nington Boulevard, Chicago; Chicago Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nRyan, Nellie (Principal), 5734 Washington\nBoulevard, Chicago; Chicago Division,\nIllinois State Teachers Association.\nScully, Susan (Teacher), 7159 University\nAvenue, Chicago; Illinois State Teachers\nAssociation.\nSheets, Alma (Teacher), Allerton House,\n701 North Michigan Avenue, Chicago;\nChicago Division, Illinois State Teachers\nAssociation.\nShiel, Kate A. (Teacher), 2010 Raymond\nStreet, Chicago; Chicago Division, Illinois\nState Teachers Association.\nShinn, Anna L. (Superintendent of Schools),\nRiver Forest; Illinois State Teachers Asso¬\nciation, Lake Shore Division.\nShirer, Benjamin (Principal), Peoria ; Illinois\nState Teachers Association.\nSimpson, T). A. (County Superintendent of\nSchools), Lake County Schools, Wau¬\nkegan; Illinois State Teachers Association,\nLake Shore Division.\nSlattery, Anise (Teacher), 6447 Wayne Ave¬\nnue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nSmith, R. R. (Teacher), 5719 South Fran¬\ncisco Avenue, Chicago; Chicago Division,\nIllinois State Teachers Association.\nStark, Fred N. (Principal), Sherrard ; Illinois\nState Teachers Association.\nThalman, J. W. (Principal), High School,\nWaukegan; Illinois State Teachers Asso¬\nciation, Lake Shore Division.\nTice, Laura (Principal), Grade Schools, Mt.\nSterling; South Central Division, Illinois\nState Teachers Association.\nTodd, M. N. (Superintendent of Schools),\nLawrenceville ; Southeastern Illinois Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nToole, Helen (Teacher), 4901 Jackson Boule¬\nvard, Chicago; Chicago Division, Illinois\nState Teachers Association.\nTurner, Lucy M. (Teacher), 1918 Bond Ave¬\nnue, East St. Louis; East St. Louis Fel¬\nlowship Society.\nWaddington, Mattie E. (Principal), Oakland\nSchool, Decatur; Decatur Teachers Asso¬\nciation.\nWaggoner, E, C. (Teacher),\nPorter Street, Elgin; Elgin\nEducation.\n\n140 South\nCouncil of\n\nWashburn, Justin (County Superintendent of\nSchools), Rock Island County Schools,\nRock Island; Illinois State Teachers Asso¬\nciation.\n\nand\n\nInformation\n\n1125\n\nWelin, Hilma L. (Teacher), 8010 Blackstone\nAvenue, Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nWhittenberg, A. L. (Ex-officio), Secretary,\nState Examining Board for Teachers Cer¬\ntificates, Springfield.\nWilkins, Bessie G. (Teacher), 2300 South\nMichigan Avenue, Chicago; Chicago Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nWinbigler, F. M. (County Superintendent of\nSchools), Warren County Schools, Mon¬\ntion.\nmouth;\nIllinois State Teachers Associa¬\nYoder, Lois L. (Teacher), High School,\nDecatur; Decatur Teachers Association.\nZapler, Henrietta K. (Teacher), 3050 Blaine\nPlace, Chicago; Chicago Division, Illinois\nState Teachers Association.\nINDIANA\nBartlaw, Slater, Jr. (Superintendent of\nSchools), Huntington; Indiana State\nTeachers Association.\nBlanchard, Hi. H. (Teacher), Central Senior\nHigh School, South Bend; South Bend\nTeachers Federation.\nBrannon, Grace (Teacher), Harrison Hill\nSchool, Fort Wayne; Indiana State Teach¬\ners Association.\nBrier, Adelia M. (Teacher), 3621 Salem\nStreet, Indianapolis; Indianapolis Grade\nTeachers Association.\nBrown, Edythe J. (Principal), 623 West\nWashington Street, South Bend; South\nBend City Teachers Association.\nCarter, Lillian G. (Teacher), 309 North 2nd\nStreet, Vincennes; Indiana State Teachers\nAssociation.\nDay, M. McCabe\n(Teacher), 443 Byron\nStreet, Huntington; Huntington Teachers\nAssociation.\nDunbar, Miriam (Teacher), Senior High\nSchool, South Bend; South Bend City\nTeachers Association.\nDuShane,\nDonald\n(Superintendent of\nSchools), Columbus; Indiana State Teach¬\ners Association.\nEwing, Sara C. (Teacher), 5461 Pleasant\nRun Boulevard, Indianapolis; Federation\nof Indianapolis Public School Teachers'.\nForeman, J. W. (Superintendent of Schools),\nGoshen; Indiana State Teachers Associa¬\ntion.\nGeorge, Elizabeth M. (Teacher), 1261 Har¬\nrison Street, Hammond; Hammond Teach¬\ners Association.\nGladden, Fred (Superintendent of Schools),\nCourt House, Indianapolis; Indiana State\nTeachers Association.\nGreist, O. H. (Executive Secretary), State\nTeachers Retirement Fund, State House,\nIndianapolis; Indiana State Teachers\nAssociation.\nHanger, Wilma (Teacher), R. F. D. No. 2,\nGeorgetown; Indiana State Teachers\nAssociation.\nHargrove, Marybelle (Teacher), 604 West\nStreet, Evansville; Evansville Teachers\nAssociation.\nHeim, Louise (Teacher), 1500 West Florida\nStreet, Evansville; Evansville Teachers\nFederation.\nHougham,\nRobert\n(Superintendent of\nSchools), Franklin; Indiana State Teach¬\ners Association.\nKantzer, Barbara (Teacher), Riley School,\nSouth Bend; South Bend City Teachers\nAssociation.\nLutes, Lillian (Teacher), Brownstown;\nIndiana State Teachers Association.\n\n"}
{"page": 1130, "printed_page": null, "text": "1126\n\nNational\n\nEducation\n\nMcAndrews, Emily (Teacher), 21 South Ar¬\nlington Avenue, Indianapolis; Federation\nof Indianapolis Public School Teachers.\nMcCullough, J. R. (Superintendent of\nSchools), Brazil; Indiana State Teachers\nAssociation.\nMillar, Frank E. (Teacher),\nNew Carlisle; South Bend\n^gg ociation.\n\nOliver School,\nCity Teachers\n\nMiller, Charles F. (Ex-officio), 5766 Central\nAvenue, Indianapolis.\nNewman,\nEleanora (Teacher) , Cambridge\nCity; Indiana State Teachers Association.\nParker, Florence (Teacher), 331 South 9th\nStreet, New\nCastle; New\nCastle City\nTeachers Association.\nPeterson, C. V. (Superintendent of Schools).\nLafayette; Indiana State Teachers Asso¬\nciation.\nPhipps, Esther V. (Teacher), 2108 Maumee\nAvenue, Fort Wayne; Fort Wayne Teach¬\ners Association.\nPittenger, Lemuel A. (President), Ball State\nTeachers College, Muncie; Faculty of Ball\nState Teachers College.\nSack, Thekla (Teacher), Senior High School,\nSouth Bend; South Bend City Teachers\nAssociation.\nSegur, Dorothy (Secretary), 120 East 28th\nStreet, Indianapolis; Indiana Grade Teach¬\ners Association.\nSmith, Henry Lester (Ex-officio), Dean,\nSchool of Education, Indiana University,\nBloomington.\nTirey, Ralph\n(Teacher), Bloomington;\nIndiana State Teachers Association.\nWebb, J. C. (Superintendent of Schools),\nPortland; Indiana State Teachers Asso¬\nciation.\nWeir, Daniel T. (Acting Superintendent of\nSchools), Indianapolis; Federation of\nIndianapolis Public School Teachers.\nWisehart, Roy P. (Ex-officio), State Super¬\nintendent of Public Instruction, Indian¬\napolis.\nWilliams, Charles O. (Secretary), Indiana\nState Teachers Association, 205 Hotel\nLincoln, Indianapolis; Indiana State\nTeachers Association.\nWright, Eloise (Teacher), 1532 Emmett\nStreet, Evansville; Evansville Teachers\nFederation.\nYoungblood. G. W.\n(Superintendent of\nSchools), Peru; Indiana State Teachers\nAssociation.\nIOWA\nCesander, P. K. (Superintendent of Schools),\nWest Liberty; Iowa State Teachers Asso¬\nciation.\nCheney, Orpha (Teacher), 1329 9th Avenue,\nNorth, Fort Dodge; Fort Dodge Teachers\nFederation.\nCoulter, Margaret (Teacher), 2211 Douglas\nStreet, Sioux City; Sioux City Teachers\nClub.\nClark, M. G. (Superintendent of Schools),\nSioux City; Iowa State Teachers Associa¬\ntion.\nDeffenbaugh, Mrs. Marie D. (Teacher), 261\nLafayette Avenue, Council Bluffs; Coun¬\ncil Bluffs Teachers Club.\nGilmore, Carrie (Teacher), 1123 Franklin\nStreet, Keokuk; Iowa State Teachers\nAssociation.\nHelbig, Esther (Teacher), 1033 Melrose Ter¬\nrace, Dubuque; Dubuque Teachers Asso¬\nciation.\nHilliard, J. S. (Superintendent of Schools),\nEstherville; Iowa State Teachers Asso¬\nciation.\n\nAssociation\n\nHunter, Blanche P. (Teacher), 1929 8th Ave¬\nnue East, Cedar Rapids; Cedar Rapids\nTeachers Association.\nHutchinson, Eli (County Superintendent of\nSchools), Decatur County Schools, Leon;\nIowa State Teachers Association.\nJewett, A. E. (County Superintendent of\nSchools), Blackhawk\nCounty Schools,\nWaterloo; Iowa State Teachers Asso¬\nciation.\nJohnston, Helen (Teacher), 681 18th Street,\nDes Moines; Des Moines Teachers Fed¬\neration.\nLord, Mary A. (Ex-officio), Woodrow Wil¬\nson Junior High School, Sioux City.\nLuse, Eva May (Teacher), 1123 West 23rd\nStreet, Cedar Falls; Iowa State Teachers\nAssociation.\nMcCombs, N. D. (Superintendent of Schools),\nCherokee; Iowa State Teachers Associa¬\ntion.\nMcDowell, Mrs. Lillian (Teacher), 719\nTimea\nStreet, Keokuk; Elementary Teach¬\ners Clubv\nMerrill, A. W. (Assistant Superintendent of\nSchools), Des Moines; Iowa State Teach¬\ners Association.\nMiller, Virgil (Teacher), 111 Glenn Avenue,\nCouncil Bluffs; Council Bluffs Teachers\nClub.\nMorse, Nelle (Teacher), 709 15th Street,\nSioux City; Sioux City Teachers Club.\nMourning, Katharine (Teacher), East High\nSchool, Sioux City; Iowa State Teachers\nAssociation.\nMunkhoff, Katherine (Teacher), 1531 First\nAvenue, Cedar Rapids; Cedar Rapids\nTeachers Association.\nParker, Mrs. Rose (County Superintendent\nof Schools), Shelby County Schools, Har¬\nlan; Iowa State Teachers Association.\nZehren, Irene (Teacher), 107 14th Street,\nSioux City; Sioux City Teachers Club.\nKANSAS\nBlack, Cora (Teacher), 1033 Freeman Street,\nKansas City; DuBois Grade Teachers\nClub.\nBrueser, Clara (Teacher), 712 Ann Avenue,\nKansas City; Kansas State Teachers As¬\nsociation.\nDunbar, Daisy (Teacher), 3507 Silver Ave¬\nnue, Kansas City; Kansas City Grade\nT pa rnpr?\n\nrlnn\n\nHaller, Sarah (Teacher), 215 West Elm\nStreet, Chanute; Chanute Teachers Asso¬\nciation.\nHuebner, Max S. (Teacher), 811 South Cen¬\ntral Street, Chanute; Chanute Teachers\nAssociation.\nMartin, Minnie (Teacher), 1118 Haskell\nStreet, Kansas City; Kansas City Grade\nPrincipals Club.\nNelson, Mary C. (Teacher), Bancroft School,\nKansas City; Kansas State Teachers Asso¬\nciation.\nMeliza, Dorothy (Teacher), 418 South First\nStreet, Iola; Iola Teachers Club.\nPearson, M. E). (Ex-officio), Superintendent\nof Schools, Kansas City.\nSchlagle, F. L. (Assistant Superintendent of\nSchools), Kansas City; Kansas State\nTeachers Association.\nShowalter, Cora M. (Teacher), 553 Wash¬\nington Boulevard, Kansas City; Kansas\nCity Grade Teachers Club.\nTaylor, Nettie (Teacher), 3123 Grand Ave¬\nnue, Kansas City; Kansas City Grade\nTeachers Club.\nThompson, Olive (County Superintendent of\nSchools), Boyd County Schools, CattlesKansas City; Kansas State Teachers Asso¬\nciation.\n\n"}
{"page": 1131, "printed_page": null, "text": "Associational\n\nRecords\n\nVickers, F. A. (Teacher), 1312 West 13th\nStreet, Topeka; Classroom Teachers Club.\nVincent, Grace M. (Teacher), 1107 North\nJackson Street, Topeka; Topeka Class¬\nroom Teachers Club.\nWhitson, M. J. (Teacher), 103 Woodlawn\nStreet, Topeka; Kansas State Teachers\nAssociation.\nKENTUCKY\nBechtel, Charlotte (Teacher), 731 Barret\nAvenue, Louisville; Louisville Classroom\nTeachers Association.\nBertram, Anna L. (County Superintendent of\nSchools), Lewis County Schools, Vanceburg; Kentucky Education Association.\nCaldwell, L C. (County Superintendent of\nSchools), Boyd County Schools, Cattlettsburg; Kentucky Education Association.\nCooper, Homer E. (Dean), State Teachers\nCollege, Richmond; Kentucky Education\nAssociation.\nDudley, C. E. (Superintendent of Schools),\nHenderson; Kentucky Education Associa¬\ntion.\nRhoads, McHenry (Professor), University of\nKentucky, Lexington; Kentucky Educa¬\ntion Association.\nShultz, O. L. (County Superintendent of\nSchools), Ohio County Schools, Hartford;\nKentucky Education Association.\nTimmons, Katherine (Teacher), 3118 River\nPark Drive, Louisville; Louisville Class¬\nroom Teachers Association.\nWilliams, R. E. (Secretary), Kentucky Edu¬\ncation Association, 1317 Heyburn Build¬\ning, Louisville; Kentucky Education Asso¬\nciation.\nLOUISIANA\nBell, Annie T. (Professor), 532 Park Boule¬\nvard, Baton Rouge; Louisiana Teachers’\nAssociation.\nBrouillette, J>. W. (Assistant County Super¬\nintendent of Schools), St. Landry County\nSchools, Opelousas; Louisiana Teachers\nAssociation.\nCooley, Emma\n(Teacher), 3222 Prytania\nStreet, New Orleans; New Orleans Public\nSchool Teachers Association.\nHinrichs, Amy H. (Teacher), 7336 Hurst\nStreet, New Orleans; Louisiana Teachers\nAssociation.\nHorton, A. H. (Superintendent of Schools),\nCoushatta; Louisiana Teachers Associa¬\ntion.\nMcGowan,\nJulia (Teacher), 1308 Short\nStreet, New Orleans; New Orleans Public\nSchool Teachers Association.\nMaddox, A. C. (Professor), Louisiana State\nNormal College, Natchitoches; Faculty,\nLouisiana State Normal College.\nParsons, Mrs. Maude W. (Teacher), 1661\nOctavia Street, New Orleans; New Or¬\nleans Public School Teachers Association.\nShows, S. M. (County Superintendent of\nSchools), DeSoto County Schools, Mans¬\nfield; Louisiana Teachers Association.\nTurner, C. B. (Superintendent of Schools),\nBaton Rouge; Louisiana Teachers Asso¬\nciation.\nMAINE\nBowen, Howard\nL. (Superintendent of\nSchools), Bingham;\nSomerset County\nTeachers Association.\nBurke, Alma I. (Teacher), Fort Fairfield;\nMain Teachers Association.\n\nCahill, Margaret (Teacher), Easton; Aroos¬\ntook County Teachers Association.\nCarpenter, Roland J (Principal), Central\nInstitute; Mars Hill; Aroostook County\nTeachers Association.\n\nand\n\n1127\n\nInformation\n\nGerrish, Leon\nW.\n(Superintendent of\nSchools), South Portland; Cumberland\nCounty Teachers Association.\nGustin, George B. (District Superintendent\nof Schools), Danforth; Washington County\nTeachers Association.\nHale, Florence M. (Ex-officio), State Agent\nfor Rural Education, Augusta.\nHamilton, Mary J. (Teacher), 98 Walnut\nStreet, Lewiston; Androscoggin County\nTeachers Association.\nHuston, Howard\nR. (Teacher), Brewer;\nPenobscot Teachers Association.\nJack, William B. (Ex-officio), Superintend¬\nent of Schools, Portland.\nJones, Jane A. (Teacher), Lisbon Falls;\nMaine Teachers Association.\nLewis, Leon G. (Teacher), 25 Bridge Street,\nBar Harbor; Maine Teachers Association.\nLord, Carl Bi. (Superintendent of Schools),\nNorth\nVassalboro; Kennebec\nCounty\nTeachers Association.\nMarsden, Gladys (Teacher), 756 Forest Ave¬\nnue, Portland; Cumberland County Teach¬\ners Association.\nMerrill, Earle D. (Sub Principal), Machias;\nMaine Teachers Association.\nOakes, Ralph G. (Superintendent of Schools),\nFreeport; Maine Teachers Association.\nO’Toole, Helen A. (Teacher), 74 Vesner\nStreet, Portland; Portland Teachers Asso¬\nciation.\nParker, Mrs. Georgia (Teacher), Belfast;\nMaine Teachers Association.\nRobinson, Ray (Superintendent of Schools),\nSouth Paris; Oxford County Teachers As¬\nsociation.\nRobinson,\nSchool,\nciation.\n\nVeysey\nOld\n\nH.\n\nTown;\n\n(Principal),\n\nMaine\n\nRoderick, Edward E.\nState Commissioner\n\nTeachers\n\nPublic\nAsso¬\n\n(Ex-officio), Deputy\nof Education, Au¬\n\nRussell,\ngusta. Clyde E. (Principal), High School,\nWinslow; Kennebec County Teachers As¬\nsociation.\nThomas, A O. (President), World Federa¬\ntion of Education Associations, Augusta.\nTupper, Ernest (Principal), Stockton\nSprings; Waldo County Teachers Associa¬\ntion.\nWood, Carlton P. (Principal), High School,\nCamden;\nciation.\n\nKnox\n\nCounty\n\nTeachers\n\nAsso¬\n\nMARYLAND\nBuchholz, H. E. (Teacher), 10 East Center\nStreet, Baltimore; Maryland State Teach¬\ners Association.\nBurdick, William (Ex-officio),\nvisor of Physical Education,\nberry Street, Baltimore.\n\nState Super¬\n7 East Mul¬\n\nMASSACHUSETTS\nAbbott, Ardelle (Teacher), 71 Craigie Street,\nSomeville; Somerville Teachers Club*\nBrewer, Mrs. Donna (Teacher), 59 Front\nStreet, Ashland; Everett Teachers Club.\nBryant, Alice G. (Teacher), 502 Beacon\nStreet, Boston; Massachusetts Teachers\nFederation.\nClark, Marion S. (Teacher), 75 Munroe\nStreet; Somerville; Massachusetts Teach¬\ners Federation.\nDoherty, Alice (Teacher), 592 Broadway,\nEverett; Everett Teachers Club.\nDowning, Chester M. (Teacher), The High\nSchool, Brookline; Brookline Teachers\nClub.\n\n"}
{"page": 1132, "printed_page": null, "text": "1128\n\nNational\n\nEducation\n\nAssociation\n\nKelly, Katherine (Teacher), 452 Fletcher\nStreet, Lowell; Lowell Teachers Organiza¬\ntion,\n\nJohnson, Mrs. Eunice (Assistant Principal),\n217 West Fifth Street, Flint; Flint Teach¬\ners Club.\n\nKimball, Caroline F. (Teacher), 39 Jackson\nStreet, East Lynn; Massachusetts Teach¬\ners Federation.\nMartin, R. W. (Superintendent of Schools).\nVineyard Haven; Massachusetts Teachers\nFederation.\nPatten, Helen L. (Teacher), 63 Highland\nAvenue, Melrose; Melrose Teachers Club.\nPlummer, Annie E. (Teacher), 39 Jackson\nStreet, East Lynn; Massachusetts Teach¬\ners Federation.\nSampson, Ruby B. (Teacher), 93 High\nStreet, Brockton; Massachusetts Teachers\nFederation.\nSherburne, Alice E. (Teacher), 3 Cedar\nStreet, Haverhill; Massachusetts Teachers\nFederation.\nSmalley, Harry (Principal), 611 June Street.\nFall River; Massachusetts Teachers Fed¬\neration.\nSmith, Edgar B. (Principal), High School,\nGreenfield; Massachusetts Teachers Fed¬\neration.\nStiles, Chester D.\n(Superintendent of\nSchools), Westfield; Massachusetts School\nSuperintendents Association.\nStuart, Flora M. (Teacher), State Normal\nSchool, Bridgewater; Bridgewater Teach¬\ners Association.\nTalmadge, Arthur T. (Teacher), 130 Yale\nStreet, Springfield; Massachusetts Teach¬\ners Federation.\nWhitmore, Mildred M. (Teacher), 431 South\nMain Street, Mansfield; Massachusetts\nTeachers Federation.\nWinship, Albert E. (Editor), Journal of\nEducation. 6 Beacon Street, Boston;\nMassachusetts Teachers Federation.\n\nLaing, Earl R. (District Principal). 16265\nWestmoreland Street, Detroit; Michigan\nEducation Association.\nLower. Lotta M. (Teacher). 310 West Vine\nStreet, Kalamazoo; Michigan Education\nAssociation.\n\nWoodward, Annie C. (Ex-officio),\nStreet, Somerville.\n\n144 School\n\nMICHIGAN\nAlbert, Mrs. Jessie S. (Principal), 3329\nThompson Avenue, Muskegon; Muskegon\nTeachers Club.\n\nLowrey, Harvey (Superintendent of Schools),\nFordson; Michigan Education Association.\nMorrison, Mrs. Bess (Teacher), 410 East\nStewart Avenue, Flint; Flint Teachers\nClub.\nPearce, Webster H\n(Ex-officio), State Su¬\nsing.\nperintendent of Public Instruction, Lan¬\nPepple, Margaret (Teacher), 920 Eddy\nStreet, Flint; Flint Teachers Club.\nRice, A. H. (Managing Editor), Michigan\nEducation Association Journal, Michigan\nEducation Building. 935 North Washing¬\nton Avenue, Lansing; Michigan Education\nAssociation.\nRobinson, William McKinley (Director),\nDepartment of Rural Education. Western\nState Teachers College, Kalamazoo; Mich¬\nigan Education Association.\nRoss, Meta M. (Principal), 5440 Cass Street.\nDetroit; Michigan Education Association.\nSacucci, Serafine (Teacher), 1234 Alexander\nStreet, S. E.. Grand Rapids; Grand Rapids\nTeachers Club.\nSchmitz, Mrs. Eugenia (Teacher), 411 Cres¬\ncent Street, N. E.. Grand Rapids; Grand\nRapids Teachers Club.\nSpear, Grace (Principal), 418 North Huron\nStreet, Albion; Albion Teachers Club .\nThompson, Eleanor (Teacher), 29 Clay\nStreet, Lapeer; Michigan Education Asso¬\nciation.\nThompson, Mrs. May P. (County Commis¬\nsioner of Schools), Lapeer; Michigan Edu¬\ncation Association.\nTyler. Mrs. Inez (Teacher), High School,\nAlbion; Michigan Education Association.\nWalton, Jessie S. (Teacher), 742 Wheaton\nAvenue, Kalamazoo; Michigan Education\nAssociation.\n\nBrann, Ethel (Teacher), 701 Lafayette Ave¬\nnue, S. E. Grand Rapids; Grand Rapids\nTeachers Club.\n\nWhittinghill, W. W. (Assistant Director of\nVisual Education), 3250 Chicago Boule¬\nvard, Detroit; Michigan Education Asso¬\nciation.\n\nBush, Gerald F. (Teacher), Lansing; Michi¬\ngan Education Association.\nButler, L. A. (Superintendent of Schools),\nGrand Rapids; Michigan Education Asso¬\nciation.\n\nWigent, R. E. (Teacher), 413 East Maple\nAvenue, Adrian; Adrian Teachers Club.\nWoodruff, Grace (Teacher), 103 Short Street,\nLansing; Michigan Education Association.\n\nCameron, E. T. (Secretary), Michigan Edu¬\ncation Association, 935 North Washington\nAvenue, Lansing; Michigan Education As¬\nsociation.\nDavis, Alfred (Teacher), 326 Spruce Street\nEast, Sault Ste. Marie; Sault Ste. Marie\nChapter of the National Education Asso¬\nciation.\nDicken, Carrie L. (Principal), 1109 Wells\nStreet, Ann Arbor; Michigan Education\nAssociation.\nFink, Mrs. Jessie M\n(Principal), 2 Ports¬\nmouth Place, N. E., Grand Rapids; Grand\nRapids Teachers Club.\nFletcher, Mary (Teacher), 430 East Witherbee Street, Flint; Flint Teachers Club.\nGibb, Harley L. (Teacher), 2380 Cortland\nStreet, Detroit; Detroit Teachers Associa¬\ntion.\nHagerman, Nell (Teacher), 536 Academy\nStreet, Kalamazoo; Michigan Education\nAssociation.\n\nMINNESOTA\nAdam, Margaret (Teacher), 412 North 42nd\nAvenue, West, Duluth; Duluth Teachers\nAssociation.\nBoer, Ellen (Teacher),\nments, Duluth; Duluth\ntion.\n\nAshtabula Apart¬\nTeachers Associa¬\n\nDeLeuw, Lucy (Teacher), 4716 Portland\nAvenue, Minneapolis; Minneapolis Divi¬\nsion of Minnesota Education Association.\nGildemeister, Theda (Teacher), 224 West\n8th Street, Winona; Minnesota Education\nAssociation.\nGivens, Ethel (Teacher), 15 7th Avenue.\nN\nE., Rochester; Rochester Educational\nAssociation.\nHeinemann, F. E.\n(Superintendent of\nSchools), Wayzata; Minneapolis Division\nof Minnesota Education Association.\nJohnson, Helen M.\n(Teacher), County\nSchool 45, Angora; Minnesota Education\nAssociation.\n\n"}
{"page": 1133, "printed_page": null, "text": "/\n\nAssociational\n\nRecords\n\nKarstens, Mrs. Louise G. (County Superin¬\ntendent of Schools), McLeod\nCounty\nSchools, Glencoe; Minnesota Education\nAssociation.\nKimball, Florence (Teacher), 3909 Aldrich\nStreet, Minneapolis; Minneapolis Division\nof Minnesota Education Association.\nKirk, H. H. (Superintendent of Schools),\nFaribault; Minnesota Education Associa¬\ntion.\nKraemer. Elizabeth (Teacher), 1406 Newton\nAvenue North, Minneapolis; Classroom\nTeachers Association.\nKohler, Katherine (Director), 24 South 13th\nStreet, Minneapolis; Minneapolis Division\nof Minnesota Education Association.\nLommen, Georgina (Director), 1015 7th Ave¬\nnue, Moorhead; Minnesota Education As¬\nsociation.\nMadden, Adeline (Teacher), 2612 Chicago\nAvenue, Minneapolis; Minneapolis Divi¬\nsion of Minnesota Education Association.\nMartin, Mary (Principal), 320 N. E. Jackson.\nMinneapolis; Minneapolis Division of\nMinnesota Education Association.\nNewell, Esther (Teacher), 3341 Portland\nAvenue, Minneapolis; Grade Teachers\nSection of Minneapolis Teachers League.\nPeterson, R. S. (Principal), 1211 Dayton\nAvenue, St. Paul; Minnesota Education\nAssociation.\nPrice, Cora B. (Teacher), 3237 Emerson\nAvenue, South, Minneapolis; Grade Teach¬\ners Section of Minneapolis Teachers’\nLeague.\nQuickstad, N.\nJ. (Superintendent of\nSchools), Mt. Iron; Minnesota Education\nAssociation.\nRead, Mrs. E. B. (Teacher), Preston; Min¬\nnesota Education Association.\nRead, Mrs. Lillian (Teacher), 225 Oak\nGrove, Minneapolis; Minneapolis Division\nof Minnesota Education Association.\nRichards, Mary (Teacher), 84 Spruce Place,\nMinneapolis; Minneapolis Division of\nMinnesota Education Association.\nRhode, Henry J. (Teacher), 134 West 48th\nStreet, Minneapolis; High School Section\nof the Minneapolis Teachers League.\nSanberg, G. H. (Superintendent of Schools),\nRochester; Minnesota Education Associa¬\ntion.\nShephard, William (Teacher), 1115 Thomas\nAvenue, North, Minneapolis; Minneapolis\nDivision of Minnesota Education Associa¬\ntion.\nSullivan, Alice (Ex-officio), 208 East 6th\nStreet, Duluth.\nSwift, Emma\n(Teacher), 4832 Vincent Ave¬\nnue, South, Minneapolis; Minneapolis Di¬\nvision of Minnesota Education Associa¬\ntion.\nUlbricht, Emma (Teacher), 525 9th Avenue,\nS. E., Minneapolis; Grade Teachers Sec¬\ntion of Minneapolis Teachers League.\nVerbeck, Norma (Teacher), Curtis Hotel,\nMinneapolis; Minneapolis Division of\nMinnesota Education Association.\nWahlstrand, H. L. (Teacher), 824 3rd Street,\nEast, Willmar; Minnesota Education\nAssociation.\nWelch, Ann (Teacher), 850 Rolland Street,\nTracy; Minnesota Education Association.\nMISSISSIPPI\nBass, E. E.\nGreenville;\nciation.\n\n(Superintendent of Schools),\nMississippi Education Asso¬\n\nand\n\nInformation\n\n1129\n\nBond, W. F. (Ex-officio), State Superintend¬\nent of Public Instruction, Jackson.\nCooper, H. V. (Ex-officio), Superintendent\nof Schools, Kosciusko.\nStokes, Clara E. (Teacher), 254 Griffith\nStreet, Jackson; Mississippi Education\nAssociation.\nTaylor, Walter N. (Secretary), Mississippi\nEducation Association, Box 823, Jackson;\nMississippi Education Association.\nMISSOURI\n\nBanks, Charles (Superintendent of Schools),\nUniversity City; Southeast Missouri\nTeachers Association.\nBarbee, F. H. (Superintendent of Schools),\nSt. Joseph; District Number Eight of Mis¬\nsouri State Teachers Association.\nBirkicht, Mary B. (Teacher), 6454 Odell\nStreet, St. Louis; St. Louis District of\nMissouri State Teachers Association.\nBroadbent, J. M.\n(Superintendent of\nSchools), Martinsville; Northwest Mis¬\nsouri Teachers Association.\nBrown, Elizabeth (Teacher), 1515 Messonie\nStreet, St. Joseph; District Number Eight\nof Missouri State Teachers Association.\nCarter, E. M. (Secretary), Missouri State\nTeachers Association; Columbia; South¬\neast Missouri Teachers Association.\nDeiterich, H. R. (Teacher), Northwest Mis¬\nsouri State Teachers College, Maryville;\nNorthwest Missouri Teachers Association.\nEgan, Anna H. (Teacher), Kansas City;\nMissouri State Teachers Association.\nEmerson, Ethel (Teacher), 1200 Linwood,\nKansas City; Kansas City Teachers Club.\nErickson, Oscar R. (Teacher). Hotel Terry,\nSedalia; Community Teachers Association\nof Sedalia.\nGallagher, Winifred (Teacher), Lafayette\nHigh School, St. Joseph; District Number\nEight of Missouri State Teachers Asso¬\nciation.\nGibbany, W. W. (Teacher),\nson City; Missouri State\nciation.\n\nBox 436, Jeffer¬\nTeachers Asso¬\n\nGordon, Harriet H. (Teacher), 5616 Wyan¬\ndotte, Kansas City; Kansas City Teachers\nClub.\nGoslin, Willard E. (Superintendent of\nSchools), Webster\nGrove; Southeast\nMissouri Teachers Association.\nHarvey, Mrs. Mamie\nTurner (Teacher),\nTeachers College, Kirksville; Northeast\nMissouri Teachers Association.\nHendricks, E. L. (President), Central Mis¬\nsouri State Teachers College, Warrensburg; Central Missouri State Teachers\nCommunity Association.\nKay, D. H. (Teacher), 124 Terrace Street,\nLiberty; Missouri State Teachers Asso¬\nciation.\nLamkin, Uel W.\n(Ex-officio), President,\nNorthwest Missouri State Teachers Col¬\nlege, Maryville.\nLongshore, W. T. (Principal), Greenwood\nSchool, Kansas City; Missouri State\nTeachers Association.\nManuel, Dessa (County Superintendent of\nSchools), Polk County Schools, Bolivar;\nMissouri State Teachers Association.\nMartin, W. H. (Teacher),\ntion, Room 314, Library\nCity;\ntion.\n\nMissouri\n\nState\n\nBoard of Educa¬\nBuilding, Kansas\nTeachers\n\nAssocia¬\n\nNewsome, Ora (Teacher), 3425 Harrison\nStreet, Kansas City; Kansas City Teach¬\ners Club.\nPalmer, R. L. (Superintendent of Schools),\nCabool; Central Missouri Teachers Asso¬\nciation.\n\n"}
{"page": 1134, "printed_page": null, "text": "1130\n\nNational\n\nEducation\n\nPhelan, Genevieve (Teacher), 7438 Wise\nAvenue, St. Louis; St. Louis District Mis¬\nsouri State Teachers Association.\nRalls, Mary Calvert (Teacher), 6529 Jeffer¬\nson Street, Kansas City; Kansas City\nTeachers Club.\nRiddle, Anna (Teacher), 10 Summit Place,\nSt. Joseph; District Number Eight of\nMissouri State Teachers Association.\nSanford, O. G. (Teacher), Box 41, Jefferson\nCity; Central Missouri Teachers Asso¬\nciation.\nSerena, Joseph A. (President), State Teach¬\ners College, Cape Girardeau; Missouri\nState Teachers Association.\nStudy, H. R. (Superintendent of Schools),\nSpringfield; Missouri State Teachers Asso¬\nciation.\nSwartz, Mrs. Anna L. (County Superintend¬\nent of Schools), Knox County Schools,\nEdina; Northeast Missouri State Teachers\nA. ssociation.\nTatman, Beulah (Teacher), 3415 Euclid\nStreet, Kansas City; Kansas City Teach¬\ners Club.\nThompson, Anna M. (Teacher), Carleton\nHotel, 1007 Linwood Street, Kansas City;\nAssociation of High School Women.\nMissouri State Teachers Association.\nToomey, Grace (Teacher), 2242 East 70th\nStreet, Kansas City; Kansas City Teach¬\ners Club.\n\nTucker, Isabel (Teacher), 5122 Ridge Ave¬\nnue, St. Louis; St. Louis District of the\nMissouri State Teachers Association.\nUnderwood, F. M. (District Superintendent\nof Schools), St. Louis; St. Louis District\nof the Missouri State Teachers Associa¬\ntion. Missouri State Teachers Association.\nVarner, Calla E. (Principal), Central High\nSt. Joseph; Missouri State Teach¬\nSchool,\ners\nAssociation.\nThomas J. (Ex-officio), Editor,\nand Community, Columbia.\nWilliams, C. H. (Director). University Ex¬\ntension, University of Missouri, Colum¬\nbia; Missouri State Teachers Association.\nWinkelmann, Mathilda (Teacher), 3912 Rus¬\nsel Avenue, St. Louis; St. Louis District\nof the Missouri State Teachers Associa¬\ntion.\nWalker,\nSchool\n\nMONTANA\n\nBuckmaster, Jeanne (Teacher), 1208 Fourth\nAvenue, North, Great Falls; Montana Edu¬\ncation Association.\nCulver, J. R. (Principal), Powell County\nDeer Lodge; Montana Edu¬\nHigh\ncation School,\nAssociation.\n\nCunningham, R. J. (Ex-officio), Executive\nSecretary, Montana Education Associa¬\ntion, 7 Kohrs Block, Helena.\nLowry, Williams J. (Superintendent of\nSchools), Whitehall; Montana Education\nAssociation.\nSpeer, Owen D. (Superitendent of Schools),\nDeer Lodge; Montana Education Associa¬\ntion.\nSullivan, Mrs. Isabella M. (County Super¬\nintendent of Schools), Sanders County\nSchools, Thompson Falls; Montana Edu¬\ncation Association.\nWalker, Laurence A. (Teacher), Whitehall;\nMontana Education Association.\nNEBRASKA\nAbbott, Annette (Principal), 1220 A Street,\nLincoln; Lincoln Teachers Association.\nBeals, Mamie (Teacher), 2514 B Street,\nOmaha; Omaha School Forum.\n\nAssociation\n\nBraham, W. J. (Teacher), North Platte;\nNebraska State Teachers Association.\nEacker, Valma (Teacher), Schuyler; Ne¬\nbraska State Teachers Association.\nGeneau, Mrs. Elizabeth H. (Teacher), 3514\nNorth 45th Street, Omaha; Omaha School\nForum.\nHosman, Everett M. (Secretary), Nebraska\nState Teachers Association; 511 Richards\nBlock, 11th and O Streets, Lincoln; Ne¬\nbraska State Teachers Association.\nHotchkiss, Mrs. Alta P. (Teacher), 5632\nMiami Street, Omaha;\nOmaha\nSchoo.\nForum.\nIsakson, Edith (Teacher), Omaha; Omaha\nSchool Forum.\nLefler, M. C. (Superintendent of Schools),\nLincoln; (Ex-officio).\nLonneker, Ada M. (Teacher), 2925 Nicholas\nStreet, Omaha; Omaha School Forum.\nMardis, Harold C. (Teacher), 535 Ambas¬\nsador Street, Lincoln; Lincoln Teachers\nAssociation.\nNevin, Eleanor (Teacher), 1029 Park Ave¬\nnue,\nOmaha; Kindergarten-Primary Coun¬\ncil.\nPyrtle, E. Ruth (Ex-officio), President, Na¬\ntional Education Association, Lincoln,\nNebraska.\nRousseau, Maude (Principal), 1245 South\n26th Street, Lincoln; Lincoln Teachers As¬\nsociation.\nSavage, J. A. (Supervisor), 2223 Ogden\nAvenue, Omaha; Omaha School Forum.\nSlade, Clara M. (Teacher), 1208 D Street,\nLincoln;\nClub.\n\nNebraska\n\nWomen’s\n\nEducational\n\nYetter, Dalores (Teacher), Fullerton;\nbraska State Teachers Association.\n\nNe¬\n\nNEVADA\nCurieux, Jennie A. (Ex-officio), Tonopah.\nKnemeyer, Bertha (Principal), Elko County\nHigh School, Elko;\ners Association.\nNEW\n\nNevada\n\nState\n\nTeach¬\n\nHAMPSHIRE\n\nBuker, William (Superintendent of Schools),\nRochester; New Hampshire State Teach¬\ners Association.\nButterfield, Ernest W. (Ex-officio),\nmissioner of Education, Concord.\n\nCom¬\n\nJordan, Dana S. (Ex-officio), Superintend¬\nent, Supervisory Union 34, Lisbon.\nMac Lean, Daniel M. (Headmaster), Senior\nHigh School, Berlin; New\nHampshire\nState Teachers Association.\nNEW\n\nJERSEY\n\nBaker, George C.\n(Superintendent of\nSchools), Moorestown; New Jersey State\nTeachers Association.\nBrown, Eliza I. (Teacher), 15 Arsdale Ter¬\nrace, East Orange; Grade Teachers’ Or¬\nganization.\nCassidy, Helen H. (Principal), Brayton\nSchool, Summit; New Jersey State Teach¬\ners Association.\nCornish, Hubert R. (Principal), 365 East\n37th Street, Paterson; Paterson Teachers\nAssociation.\nCorry, Esther (Teacher), 204 Redmond\nStreet, New Brunswick; New Brunswick\nPublic Schools Teachers Club.\nCoverdale, Rhea E. (Teacher), 166 Alex¬\nander Avenue, Upper Montclair; Mont¬\nclair Teachers Association.\nCrouse, Elizabeth (Teacher), 471 Hamilton\nAvenue,\nsociation. Trenton; Trenton Teachers As¬\n\n"}
{"page": 1135, "printed_page": null, "text": "Association al\n\nRecords\n\nDickinson, Florence (Teacher), 249 Wind¬\nsor Avenue, Haddonfield; Camden Teach¬\ners Association.\nDoremus, Mattie S. (Principal), Public\nSchool Number 24, Paterson; New Jersey\nState Teachers Association.\nDyke, Charles B. (Secretary), New Jersey\nState Teachers Association, 304 StacyTrent, Trenton; New Jersey State Teach¬\ners Association.\nEdwards, Elizabeth (Principal), Maywood\nPublic School, Maywood;\nNew\nJersey\nState Teachers Association.\nEgan, Louise (Teacher), Hubbard School,\nPlainfield; New Jersey State Teachers As¬\nsociation.\nGlennie, Alexander J. (Ex-officio), Principal,\nMiller Street School, Newark.\nGoodfellow, Raymond C. (Supervisor), 31\nGreen Street, Newark; New Jersey State\nTeachers Association.\nHaines, Florence L. (Teacher), 287 Mont¬\nclair Avenue, Newark; New Jersey State\nTeachers Association.\nHollenbach, Charles R. (Teacher), 9 North\nMelbourne Avenue, Atlantic City; At¬\nlantic City Teachers Association.\nJohnson, Karine E. (Teacher), Public School\nNumber 3, Belleville; New Jersey State\nTeachers Association.\nKraybill, Amos\nE. (Superintendent of\nSchools), Asbury Park; New Jersey State\nTeachers Association.\nMcNaney, M. Grace (Teacher), 60 Howe\nAvenue, Passaic; Passaic Teachers Asso¬\nciation.\nMacDonald, Robert A. (Principal), Haw¬\nthorne Avenue Public School, Newark;\nNewark Principals Association.\nMiller, Mary T. (Teacher), 105 Second Ave¬\nnue, Pitman; Camden Teachers Associa¬\ntion.\nOgden, Chester F. (Principal), Public\nSchool Number 7, Clifton; New Jersey\nState Teachers Association.\nOliver, Grace C. (Teacher), Public School\nNumber 12, Bayonne; New Jersey State\nTeachers Association.\nRalston, Stanton A. (President), Central\nHigh School, Newark; Newark Teachers\nAssociation.\nReynolds, Maude C. (Teacher), 248 Pow¬\ners Street, New Brunswick; New Bruns¬\nwick Public School Teachers Club.\nRitter, John B. (Superintendent of Schools),\nCollingswood ; New Jersey State Teach¬\ners Association.\nRyder, Ann E. (Teacher). Dickinson High\nSchool, Jersey City; New Jersey State\nTeachers Association.\nSchaefer, Anna G. (Principal), South Tenth\nStreet School, Newark; New Jersey State\nTeachers Association.\nShaw, Nellie M. (Teacher), 64 Park Ave¬\nnue, Bloomfield; Montclair Teachers As¬\nsociation.\n\nand\n\n1131\n\nInformation\n\nTisdale, W. D. (Superintendent of Schools),\nRamsey; New Jersey State Teachers As¬\nsociation.\nUnger, J. J. (Superintendent of Schools),\nBridgeton; New Jersey State Teachers\nAssociation.\nWard, William R. (Teacher), Adminis¬\ntration Building, 9 South Stockton Street,\nTrenton; New Jersey State Teachers As¬\nsociation.\nWhitlock, Sarah O. (Principal), 88 Law¬\nrence Avenue, New Brunswick; New Jer¬\nsey State Teachers Association.\nWilcox, John A. (Teacher), 138 South\nStreet, Bogota; Hackensack Teachers\nAssociation.\nWilson, Mary H. (Principal), Eagle Rock\nSchool, West Orange; New Jersey State\nTeachers Association.\nNEW\n\nMEXICO\n\nBrock, Mrs. H. F. (Ex-officio),\ntendent,\nMcKinley\nCounty\nGallup.\n\nSuperin¬\nSchools,\n\nPeters, Ruth Elizabeth (Teacher), 444 Pecost Street, Raton; Raton Classroom\nTeachers Association.\nRousseau, Edna (Supervisor), 432 Galisteo Street, Santa Fe; New Mexico Edu¬\ncational Association.\nThomas, Mrs. A. E. (County Superintend¬\nent of Schools), Otero County Schools.\nAlamogordo; New\nMexico Educational\nAssociation.\nNEW\n\nYORK\n\nAlter, Harvey E. (Principal), Thomas\nStreet School, Rome; New York State\nTeachers Association.\nBagley, William C. (Professor), Teachers\nCollege, Columbia University, New York\nCity; Faculty of Teachers College.\nBarrett, Ruth\n(Teacher), 10-34 116th\nStreet, College Point; Teachers Asso¬\nciation of the Borough of Queens.\nBenn, George (Principal), 45 Parkway\nEast, Mt. Vernon; New\nYork State\nTeachers Association.\nBlake, Keith (Teacher), 100 Prospect Ave¬\nnue, Gloversville ; New\nYork\nState\nTeachers Association.\nBurke, Gertrude (Teacher), Central High\nSchool,\nsociation.Syracuse; Syracuse Teachers As¬\nChevrette, Florence (Teacher), Tupper\nLake; New\nciation.\n\nYork\n\nState\n\nTeachers\n\nAsso¬\n\nClancey, Nellie (Teacher), 2 Crandall\nStreet, Binghamton; Binghamton Teach¬\ners Association.\nClark, Walter\nS. (Superintendent of\nSchools), Rensselaer; New\nYork State\nTeachers Association.\n\nSiders, Walter R. (Ex-officio), Chairman,\nBoard of Trustees, National Education\nAssociation, 1201 Sixteenth Street, N. W.,\nWashington, D. C. ; Montclair.\nStillwell, Roy\nP.\n(Superintendent of\nSchools), Morristown; New Jersey State\nTeachers Association.\n\nColeman, Ada (Teacher), Education Build¬\ning, Rochester; Rochester Teachers As¬\nsociation.\nDavison, Dr. George M. (Teacher), 1429\nUnion Street, Brooklyn; Association of\nCity.\nPublic\nSchool Number 109, New\nYork\n\nSwartz, Ralph O. (Principal), Boys’ Voca¬\ntional School, Atlantic City; New Jersey\nState Teachers Association.\n\nde\n\nThomson, Mrs. Margaret (Principal), North¬\neast School, Camden; New Jersey State\nTeachers Association.\nThorp, Ruth I. (Teacher), West Side High\nSchool, Newark;\nAssociation.\n\nHigh\n\nSchool\n\nWomen’s\n\nOlloqui, Mrs. Lucy T. (District Super¬\nintendent of Schools), Carthage; New\nYork State Teachers Association.\nEvans, Edmond M. (Principal), 185 Pine\nStreet, Lockport; Lockport City Teach¬\ners Association.\nFahey, Sara H. (Teacher), 191 Lincoln\nPlace, Brooklyn; High School Teachers\nAssociation of New York City.\n\n"}
{"page": 1136, "printed_page": null, "text": "1132\n\nNational\n\nEducation\n\nFichtner, Katherine E. (Principal), Open\nAir School, Rochester; New York State\nTeachers Association.\nGalena, Margaret (Teacher), 618 Academy\nStreet, Long Island City; Teachers As¬\nsociation of the Borough of Queens.\nGraumenz, Hattie H. (Teacher), 441 Car¬\nter Street, Rochester; Rochester Teach¬\ners Association.\nHardenburgh, Mrs.\nMarion\n(Teacher),\nSpring Valley; New York State Teach¬\ners Association.\nHayne, Mrs. Melissa (Teacher), Sanitaria\nSprings; Binghamton Teachers Associa¬\ntion.\nHendrie, William E. (Principal), Box No.\n26, Greenlawn; Teachers Association of\nthe Borough of Queens.\nHine, Mrs. Elizabeth M.\n(Advertising\nManager), 240 State Street, Albany; New\nYork State Teachers Association.\nHollister, Caroline (Teacher), 46 Park\nPlace, Geneva; New York State Teach¬\ners Association.\nHolmes, W. H. (Ex-officio), Superintend¬\nent of Schools, Mt. Vernon.\nHolt, Katherine (Teacher), 235 East 57th\nStreet, New York City; Teachers Asso¬\nciation of the Borough of Queens.\nHorner, Harlan H. (Executive Secretary),\nNew\nYork State Teachers Association,\n240 State Street, Albany; New\nYork\nState Teachers Association.\nJenkins, Julia M. (Teacher), 103 McKibben Street, Brooklyn; Brooklyn Teach¬\ners Association.\nJohnson, Hattie V. (Teacher), 164 Schenec¬\ntady Avenue, Brooklyn; Brooklyn Teach¬\ners Association.\nKehoe, Edward J. (Teacher), 228 Avenue\nS. and W. 4th Street, Brooklyn; Brook¬\nlyn Teachers Association.\nKent, Pansy (Teacher), 23 Dennison Ave¬\nnue, Binghamton; Binghamton Teachers\nAssociation.\nKelly, Dennis J. (Teacher), Benjamin\nFranklin Junior High School, Yonkers;\nYonkers Teachers Association.\nKilpatrick, Van Evrie (Teacher), 121 East\n51st Street, New York City; School Gar¬\nden Association of New York.\nLangworthy, Harry W. (Ex-officio), Super¬\nintendent of Schools, Gloversville.\nLaw, Frederick H. (Teacher), 345 East\n15th Street, New York City; High School\nTeachers Association of New York City.\nLeland, Abbey Porter (Principal), 425\nRiverside Grove, New York City; New\nYork Principals Association.\nLoftus, John J. (Principal), 2830 West\n17th Street, Brooklyn; New York Prin¬\ncipals Association.\nLudwig, Augustus (Teacher), 360 East\n23rd Street, Brooklyn; Brooklyn Teach¬\ners Association.\nMacCracken, Hester (Teacher), 908% Cayugo Street, Ithaca; New\nYork State\nTeachers Association.\nPalmer, Jasper T. (Principal), 6 Rockridge Road, Mt. Vernon; Westchester\nCounty Teachers Association.\nPerry, George C. (Principal), 109 Furman\nStreet, Schenectady; New\nYork State\nTeachers Association.\nReed, William E. (Teacher), 416 East 9th\nStreet, Brooklyn; Brooklyn Teachers As¬\nsociation.\nRoss, Burgess B. (Teacher), 37 Atsequoam\nStreet, New Rochelle; Teachers Club of\nNew Rochelle.\nRoss, Hallie L. S. (Teacher), 37 Otsego\nAvenue, New\nRochelle; Teachers Club\nof New Rochelle.\n\nAssociation\n\nSanderson, Adrienne (Principal), 7 Saint\nMarks Street, Le Roy; New York State\nTeachers Association.\nSearle, James H. (Teacher), High School,\nMt. Vernon; New York State Teachers As¬\nsociation.\nSheehan, Mary (Vice-Principal), Washing¬\nton Junior High\nSchool, Rochester;\nRochester Teachers Association.\nShingle, Francis R. (Assistant Superintend¬\nent of Schools), Syracuse; New York State\nTeachers Association.\nStebbins, Charles M. (Teacher), Erasmus\nHall High School, New York City; Hig.i\nCity.\nSchool\nTeachers Association of New York\nStrayer, George D. (Ex-officio), Teachers\nCity.\nCollege,\nColumbia University, New York\nTarbell, Emily A. (Teacher), 235 Glenwood\nAvenue, Syracuse; Teachers Welfare\nLeague of New York State.\nTaylor, George (Principal), School Number\n27, Rochester; Rochester Teachers Asso¬\nciation.\nTempkin, Ina S. (Teacher), 1786 St. Paul\nStreet, Rochester; Rochester Teachers As¬\nsociation.\nWatrons, Beulah (Teacher), 3 Green Street,\nBinghamton; Binghamton Teachers Asso¬\nciation.\nNORTH\n\nCAROLINA\n\nAllen, A. T. (Ex-officio), State Superintend¬\nent of Public Instruction, Raleigh.\nAndrews, T. Wingate (Ex-officio), Superin¬\ntendent of Schools, High Point.\nColtrane, E. J. (Superintendent of Schools),\nSalisbury; North Carolina Education As¬\nsociation.\nNewbold, N. C. (Director), State Director\nof Negro Education, State Department of\nEducation, Raleigh; North Carolina Edu¬\ncation Association.\nNORTH\n\nDAKOTA\n\nNeilson, Minnie J. (Ex-officio),\nnue, Valley City.\n\n901 5th Ave¬\n\nOHIO\nAbendshine, Irene (Teacher), 204 West Ce¬\ndar Street, Akron; Akron Teachers Asso¬\nciation.\nAdel, Edna Perrill (Principal), 25 North\n21st Street, Columbus; Ohio Education\nAssociation.\nAmmon, Lucy P. (Teacher), 1265 Parkwood\nDrive, Cleveland; Ohio Education Asso¬\nciation.\nAnderson, Clara Belle (Teacher), 1046\nNorth Main Street, Akron; Akron Teach¬\ners Association.\nAplas, Charles (Teacher), High School,\nNorth Jameson Avenue, Lima; Lima\nTeachers Association.\nAppel, Frank (Superintendent of Schools),\nPortsmouth; Ohio Education Association.\nArganbright, C. A. (County Superintendent\nof Schools), Harden County Schools, Ken¬\nton; Ohio Education Association.\nAtchinson, Helen (Teacher), 258 South\nGrand Avenue, Marion; The Marion City\nTeachers Association.\nBaker, Martha M. (Teacher), McKinley\nSchool, Lakewood; Lakewood Teachers As¬\nsociation.\nBankes, W. J. (Dean), Teachers College,\nUniversity of Akron, Akron; Ohio Edu¬\ncation Association.\n\n"}
{"page": 1137, "printed_page": null, "text": "/\n\nAssociational\n\nRecords\n\nBeery, George C. (County Superintendent of\nSchools), Franklin County Schools, Co¬\nlumbus; Ohio Education Association.\nBemiller, J. F. (Superintendent of Schools),\nGalion; Galion City Education Associa¬\ntion.\nBendell, Edith I. (First Vice-President),\n2015 East 115th Street, ^ Cleveland ; Cleve¬\nland Teachers Federation.\nBennett, O. H. (County Superintendent of\nSchools), Hamilton County Schools, Cin¬\ncinnati; Ohio Education Association.\nBishop, Matilda (Principal), 2622 North\nMoreland Boulevard, Cleveland; Ohio\nEducation Association.\nBohn, J. E. (Principal), High School, Ash¬\nland; Ashland City Teachers Association.\nBolenbaugh, George B. (Principal), 565\nDelta Terrace, Cincinnati; Ohio Educa¬\ntion Association.\nBoone, D. J. (Superintendent of Schools),\nLorain; Ohio Education Association.\nBower, Orpha (Teacher), 196 West Cedar\nStreet, Akron; Akron Teachers Associa¬\ntion.\nBradley, Helen (Assistant Principal), 2349\nAshland Avenue, Cincinnati; Cincinnati\nTeachers Association.\nBridgman, Bertha (Principal), Box 208,\nAthens; Ohio Education Association.\nBrown, Eugenie J. (Chairman), Social Com¬\nmittee, 2061 East 83rd Street, Cleveland;\nCleveland Teachers Federation.\nBrown, W. Q. (Principal), Kennedy School,\nCincinnati; The Cincinnati Elementary\nSchool Principals Club.\nBryan, W. C. (Principal), High School,\n5891 Ridge Road, Brooklyn Station, Cleve¬\nland; The Cuyahoga County Education\nAssociation.\nBulen, Gertrude (Teacher), 131 Price Ave¬\nnue, Columbus; The Columbus Teachers\nFederation.\nCalhoun, Marguerite (Teacher), 827 High\nAvenue, Northwest, Canton; Canton\nTeachers Association.\nCardarelli, Jennie (Teacher), 98 Beck Ave¬\nnue, Akron; Akron Teachers Association.\nCarr, A. T. (Principal), Junior High School\n2025 Rossmoor Road, Cleveland Heights;\nOhio Education Association.\nCassady, Ruth (Teacher), 419 Kenilworth\nAvenue, Toledo; Toledo Teachers Asso¬\nciation.\nClark, D. B. (Superintendent of Schools),\nKenton; Kenton Teachers Association.\nCollicott, J. G. (Superintendent of Schools),\nColumbus; Ohio Education Association.\nConklin, Mrs. Mary H. (Teacher), 508 Meadowbrook\nAvenue\nSoutheast, Warren;\nWarren City Teachers Association.\nConser, Philip (Principal), 2513 Portsmouth\nAvenue, Toledo; Toledo Teachers Asso¬\nciation.\nCraig, Mrs. Adelaide (Teacher), 2350 Mon¬\nroe Street, Toledo; Toledo Teachers As¬\nsociation.\nCorbin, Lenore (Teacher), Junior High\nSchool, Columbus; The Columbus Teach¬\ners Federation.\nCromer, P. E. (Teacher), 421 Delaware\nStreet, Dayton; Dayton Teachers Club.\nDauman, Clara (Teacher), 3532 Edwards\nRoad, Cincinnati; Cincinnati Teachers As¬\nsociation.\nDavison, J. H. (Principal),\nEducation Association.\n\nLima;\n\nOhio\n\nDearth, Miles (Teacher), 612 Lincoln Ave¬\nnue, Niles; Niles Teachers Association.\nDeLisle, Grace (Teacher), 2246 Warren\nStreet, Toledo; Toledo Teachers Associa¬\ntion.\n\nand\n\nInformation\n\n1133\n\nDenius, H. G. (Teacher), High School, 358\nCrestview Road, Columbus; The Colum¬\nbus Teachers Federation.\nDick, L. C. (County Superintendent of\nSchools), Madison County Schools, Lon¬\ndon; Ohio Education Association.\nDickinson, Adra (Teacher), 3425 Michigan\nAvenue, Cincinnati; Cincinnati Teachers\nAssociation.\nDietrich, George C. (Superintendent of\nSchools), Piqua; Ohio Education Associa¬\ntion.\nDraper, T. W. (Principal), 118 North Lime¬\nstone Street, Springfield; Springfield\nTeachers Association.\nDusthimer, F. A. (Teacher), 921 West Ave¬\nnue, Elyria; Ohio Education Association.\nEdwards, Margaret (Teacher), 320 Tenth\nStreet, Elyria; Elyria City Teachers As¬\nsociation.\nEisenmenger, Mrs. Eva (Teacher), 318 East\nNorthern Avenue, Springfield; Springfield\nTeachers Association.\nEldredge, A. C. (Ex-officio), Assistant\nSuperintendent of Schools, Cleveland.\nEmig, G. C. (Principal), Evanston School,\nCincinnati; Cincinnati Schoolmasters\nClub.\nEmswiler, H. W. (Principal), Junior High\nSchool, Columbus; The Columbus Teach¬\ners Federation.\nErnst, Viola M. (Teacher), 1535 Holman\nAvenue, Cincinnati; Cincinnati Teachers\nAssociation.\nEvans, William A. (Assistant Principal),\nMadisonville, Route 10, Cincinnati; Ohio\nEducation Association.\nEvans, Mrs. Blanche E. K. (Teacher), 180\nWoolper Avenue, Cincinnati; Cincinnati\nTeachers Association.\nFassett, Josephine (Superintendent of\nSchools), Oregon Township Schools, R. R.\nNo. 5, Toledo; The Lucas County Teach¬\ners Association.\nFell, Raymond T. (Teacher), 1546 Pullan\nAvenue, Cincinnati; Cincinnati Teachers\nAssociation.\nFew, R. G. (Superintendent of Schools),\nPerry; Lake County Teachers Association.\nFichter, J. W. (County Superintendent of\nSchools), Butler County Schools, Hamil¬\nton; Ohio Education Association.\nFiers, Pearl (Teacher), High School, 22\nNorth Ninth Street, Southwest, Akron;\nAkron Teachers Association.\nFindley, Walter G. (Principal), Senior High\nSchool, New Philadelphia; New Philadel¬\nphia City Teachers Association.\nFleck, Elsie (Teacher), Cygnet; Wood\nCounty Teachers Association.\nFlood, Charlotte J. (Teacher), 2038 Cornell\nRoad, Cleveland; Ohio Education Asso¬\nciation.\nFoote, Helen A. (Kindergarten Director),\n1836 Hopkins Avenue, Norwood; Cincin¬\nnati Teachers Association.\nFulks, B. F. (Principal), High School, Nor¬\nwood; Norwood Teachers Association.\nFullerton, C. H. (Assistant Superintendent\nof Schools), Columbus; Ohio Education\nAssociation.\nGeiger, Franklin P. (Superintendent of\nSchools), New Philadelphia; Ohio Educa¬\ntion Association.\nGivins, Genevieve (Teacher), 433 Islington\nStreet, Toledo; Toledo Teachers Associa¬\ntion.\nGraf, Amelia (Second Vice-President), 1512\nEast 118th Street, Cleveland; Cleveland\nTeachers Federation.\n\nGrendow, Mae (Teacher), 419 Hamilton\nnue, Lorain; Lorain Teachers Club.\n\nAve¬\n\n"}
{"page": 1138, "printed_page": null, "text": "1134\n\nNational\n\nEducation\n\nGruber, Eunice A. (Teacher), 1337 Cleve¬\nland Avenue, Northwest, Canton; Canton\nTeachers Association.\nGuinsler, H. J. (Teacher), 3222 Wayne Ave¬\nnue, Dayton; Dayton Classroom Teach¬\ners Association.\nHaines, Kathryn H. (Teacher), 12479 Cedar\nRoad, Cleveland Heights; Ohio Education\nAssociation.\nHamilton, John McKee (Teacher), 407 Kasota Street, Cincinnati; Cincinnati Teach¬\ners Association.\nHarbourt, S. A. (Professor), Kent College,\nKent; Ohio Education Association.\nHawthorne, Viola E. (Teacher), 1010 Cross\nLane, Cincinnati; Cincinnati Teachers As¬\nsociation.\nHazel, H. R. (Teacher), 319 Bonniewood\nDrive, Cleveland; Ohio Education Asso¬\nciation.\nHenderson, Ona (Teacher), 478 Orchard\nCourt, Akron; Akron Teachers Associa¬\ntion.\nHenry, Frank M. (Teacher), 221 East High\nAvenue,\nBellefontaine; Bellefontaine\nTeachers Association.\nHerd, H. H. (Teacher), East Liberty; Logan\nCounty Teachers Association.\nHickson, Dean M. (Principal), 239 East\nFifth Avenue, Lancaster; Lancaster City\nTeachers Association.\nHier, Ruth (Assistant Principal), Junior\nHigh School, Cleveland; Ohio Education\nAssociation.\nHoffman, Olga (Teacher), 3308 Archwood\nAvenue, Cleveland; The Cuyahoga County\nEducation Association.\nHoover, Leo L. (Teacher), Mingo Junc¬\ntion; Mingo Junction Federation.\nHornby, A. M. (Superintendent of Schools),\nMaumee; The Lucas County Teachers As¬\nsociation.\nHowe, Clayton M. (Teacher), 3953 Spencer\nAvenue, Norwood; Cincinnati Teachers\nAssociation.\nHumphreys, Mary (Teacher), 232 West\nSouthern Avenue, Springfield; Springfield\nTeachers Association.\nInsley, J. W. (County Superintendent of\nSchools), Hancock County Schools, Find¬\nlay; Ohio Education Association.\nJacobs, Bertha (Teacher), 422 Glen Echo\nCircle, Columbus; The Columbus Teach¬\ners Federation.\nJacobs, Stella H. (Editor), 3229 East Over¬\nlook Road, Cleveland Heights; The Cleve¬\nland Teachers Federation.\nJones, Amy (Teacher), 4292 Turney Road,\nCleveland; The Cuyahoga County Edu¬\ncation Association.\nJones, Winifred (Teacher), 359 Ludlow Ave¬\nnue, Cincinnati; Cincinnati Teachers As¬\nsociation.\nJudd, Anne D. (Frincipal), 275 Lenappe\nDrive, Columbus; The Columbus Teach¬\ners Federation.\nKeck, Blanche (Teacher), 163 Russell Ave¬\nnue, Akron; Akron Teachers Association.\nKendall, F. H. (County Superintendent of\nSchools), Lake County Schools, Painesville; Ohio Education Association.\nKnott, Mabel (Teacher), 1686 Parkwood\nRoad, Lakewood; Ohio Education Asso¬\nciation.\nKrager, Lillian (Teacher), 510 Vinita Ave¬\nnue, Akron; Akron Teachers Association.\nLayton, L. M. (Principal), 1812 Longview\nDrive, Springfield; Springfield Teachers\nAssociation.\nLeeper, Maude (Principal), 714 Prosper-1\nAvenue, Steubenville; Ohio Education\nAssociation.\n\nAssociation\n\nLilley, Mabel (Teacher), 1503 East Long\nStreet, Columbus; The Columbus Teach¬\ners Federation.\nLongenecker, R. H. (Teacher), High School,\nPemberville; Wood County Teachers Assosociation.\nLovett, Glenn B. (Principal), 120 West Lin¬\ncoln Street, Findlay; Findlay Teachers\nAssociation.\nMcAdow,\nHelen (Supervising Principal),\nAdams Township Schools, Toledo; The\nLucas County Teachers Association.\nMcCowen, E. O. (County Superintendent of\nSchools), Scioto County Schools, Ports¬\nmouth;\nScioto County Teachers Associa¬\ntion.\nMcFarland, R. M. (Principal), 912 Hickory\nStreet, Martins Ferry; Martins Ferry\nTeachers Association.\nMcKeown,\nEmily\n(Teacher), McKinley\nSchool, Youngstown; Youngstown Educa¬\ntion Association.\nMcLaughlin, F. R. (Superintendent of\nSchools), Rossford; Ohio Education As¬\nsociation.\nMcMyler, H. T. (Teacher), 1838 East 101st\nStreet, Cleveland; Ohio Education Asso¬\nciation.\nMarble, Margaret M. (Teacher), Hotel Alms,\nCincinnati; Ohio Education Association.\nMarple, Charles A. (Teacher), 6801 Euclid\nAvenue, Cleveland; Ohio Education As¬\nsociation.\nMarshall, Julia (Teacher), 349 Parker Ave¬\nnue,\ntion. Toledo; Ohio Education Associa¬\nMase, S. O. (Superintendent of Schools),\nDover; Ohio Education Association.\nMasson, J. S. (Assistant Superintendent of\nSchools),A. Lorain;\nLorain Teachers\nC’u'\nMathias,\nO. (Teacher),\nHigh School,\nMadisonville, Route 1, Cincinnati; Ohio\nEducation Association.\nMattis, W. L. (Teacher), 108 Julia Avenue,\nDayton; Dayton Classroom Teachers As¬\nsociation.\nMaurer, George C. (Superintendent of\nSchools), Wooster; Ohio Education As¬\nsociation.\nMelvin, Edna (Teacher), 803 Thurman Ave¬\nnue, Columbus; The Columbus Teachers\nFederation.\nMeredith, Eugenia (Teacher), 1127 Rice\ntion.\nAvenue, Lima; Lima Teachers Associa¬\nMitchell, Mrs. Amy\nE. (Teacher), High\nSchool, Nauvoo; Scioto County Teachers\nAssociation.\nMollenberg, K. E. (Teacher). 300 Newell\nStreet, Barberton; Barberton Teachers As¬\nsociation.\nMorgan, Vashti (Teacher), 121 North Street,\nBedford; Bedford Teachers Association.\nMorris, Dorothy (Teacher), 558 Lilley Ave¬\nnue, Columbus; The Columbus Teachers\nFederation.\nNash, C. W. (Principal), High School, Chag¬\nrin Falls; The Cuyahoga County Educa¬\ntion Association.\nNesbett, David (Teacher), South High\nStreet, Youngstown; Youngstown Educa¬\ntion Association.\nNoble, Louise (Teacher), 176 Midland Ave¬\nnue, Columbus; The Columbus Teachers\nFederation.\nO’Brien, Irene (Teacher), 217 22nd Street,\nToledo; Toledo Teachers Association.\nOdoms, Martha (Teacher), 2894 Ziegle Ave¬\nnue, Cincinnati; Cincinnati Teachers As¬\nsociation.\nOffenhauer, R. E.\n(Superintendent of\nSchools), Lima; Ohio Education Asso¬\nciation.\n\n"}
{"page": 1139, "printed_page": null, "text": "Associational\n\nRecords\n\nParkinson, J. F. (Teacher), 434 17th Ave¬\nnue, Columbus; The Columbus Teachers\nFederation.\nPerkins, Luther (Principal), 1339 Bryson\nStreet, Youngstown; Youngstown Educa¬\ntion Association.\nPeters, Edith C. (Principal), 8419 Evergreen\nDrive, Parma; Ohio Education Associa¬\ntion.\nPfeister, W. E. (Teacher), Wooster; Ohio\nEducation Association.\nPhillips, H. W. (Principal), U. S. Grant\nJunior High School, Youngstown; Youngs¬\ntown Education Association.\nPhillips, Lydia Ann (Librarian), 175 Lex¬\nington Avenue, Columbus; The Columbus\nTeachers Federation.\nProse, C. T. (Superintendent of Schools),\nZanesville; Zanesville Teachers Associa¬\ntion.\nRayburn, Charles B. (County Superintend¬\nent of Schools), Marion County Schools,\nMarion; Marion County Teachers Asso¬\nciation.\nRayen, H. K. (Teacher), Princeton Junior\nHigh School, Youngstown; Youngstown\nEducation Association.\nRayman, E. E. (Teacher), 1535 Rosewood\nAvenue, Lakewood; Cleveland Teachers\nFederation.\nReynolds, F. E. (Secretary-Treasurer), Ohio\nEducation Association; 428 Chamber of\nCommerce, Columbus; Ohio Education As¬\nsociation.\nRice, D. R. (Principal), Mentor High School,\nMentor; Lake County Teachers Associa¬\ntion.\nRice, W. H. (Village Superintendent of\nSchools), London; Ohio Education Asso¬\nciation.\nRichards, Venus (Teacher), 4 Hyde Place,\nToledo; Toledo Teachers Association.\nRicheson, John J. (Superintendent of\nSchools), Youngstown; Ohio Education\nAssociation.\nRichey, W.\nL. (Principal), Scienceville\nHigh School, Youngstown; Youngstown\nEducation Association.\nRiedel, L. R. (Principal), Huffman School,\nDayton; Dayton Teachers Club.\nRoach, Alice Isabel (Teacher), 316 Hillcrest Arms, Toledo; Toledo Teachers As¬\nsociation.\nRozko, Rose C. (Teacher), 1840 Charles\nRoad, East Cleveland; Ohio Education\nAssociation.\nRunyan, L. V. (Superintendent of Schools),\nSabina; Clinton County Teachers Asso¬\nciation.\nSalisbury, Frank S. (Director), 302 East\nState Street, Athens; Ohio University\nEducation Association.\nSchaeffer, Mrs. Forrest (Teacher), 542\nford Avenue, Akron; Akron Teachers\nsociation.\n\nOx¬\nAs¬\n\nSellers, Damon\nH. (County Superintend¬\nent of Schools), Miami County Schoo\nTroy; Ohio Education Association.\nSenger, H. L. (Teacher), Woodward High\nSchool, Cincinnati; Cincinnati School¬\nmasters Club.\nShaffer, Pluma G. (Teacher), Junior High\nSchool, Spokane; Warren City Teachers\nAssociation.\nShelton, F. M. (Superintendent of Schools),\nSpringfield; Ohio Education Association.\nSheridan, Mrs. Myrta (Teacher), 727 Euclid\nAvenue, Toledo; Toledo Teachers Asso¬\nciation.\nSlenker, Julia B. (Teacher), West Mansfield;\nLogan County Teachers Association.\n\nand\n\nInformation\n\n1135\n\nSmiley, James B. (Principal), 2924 West.\n14th Street, Cleveland; Ohio Education\nAssociation.\nSmith, Mary (Teacher), 339 Elmwood Place,\nLima; Lima Teachers Association.\nStanton, B. F. (Superintendent of Schools),\nAlliance; Ohio Education Association.\nStaud, Marie (Teacher), 2516 Ravine Street,\nCincinnati; Cincinnati Teachers Associa¬\ntion.\nStevens, W. E. (Principal), 14 East Ever¬\ngreen Street, Youngstown; Youngstown\nEducation Association.\nStrong, George M. (Teacher), 75 Glenmont\nAvenue, Columbus; The Columbus Teach¬\ners Federation.\nSwensen, E. H. (President), 1518 West S\"'ond Street, Dayton; Dayton Classroom\nTeachers Association.\nThomas, Linley M. (Teacher), 2057 Han¬\nover Road, Cleveland Heights; Cleve¬\nland Teachers Federation.\nThompson, Lois (Teacher), 862 Berwyn\ntion.\nStreet, Akron; Akron Teachers Associa¬\nThompson, Lou Hattie (Principal), 175\nPacemont Road, Columbus; The Columbus\nTeachers Federation.\nThurston, A. N. (Assistant County Superin¬\ntendent of Schools), 207 East Harrison\nAvenue, Maumee;\nThe Lucas County\nTeachers Association.\nTurkopp, Lenora (Teacher), 419 Fairwood\nAvenue, Columbus; The Columbus Teach¬\ners Federation.\nTurnbull, Lilian (Principal), 1609 Third\nStreet, Northeast, Canton; Canton Teach¬\ners Association.\nVan Winkle, Grace (Teacher), 305 Elm\nStreet, Youngstown; Youngstown Educa¬\ntion Association.\nVincent, Hi S. (Teacher), 61 North Second\nStreet, Cuyahoga Falls; Akron Teachers\nAssociation.\nWelshimer, A. G. (County Superintendent of\nSchools), Champaign County Schools, Urbana;\nciation. Champaign County Teachers Asso¬\nWhitmer,\nStreet,\ntion.\n\nJ. W.\nToledo;\n\n(Teacher), 411 Michigan\nOhio Education Associa¬\n\nWiggins, Harry (Teacher), 19420 Lorain\nRoad, Rocky River ; The Cuyahoga County\nEducation Association!.\n\nWilliams, John R. (Assistant County Su¬\nperintendent of Schools), Lake County\n; Lake County Teach¬\nPainesville\nSchools,\n.\nAssociation\ners\n\nWitter, Helen I. (Teacher), 1129 East 112th\nStreet, Cleveland; Cleveland Teachers\nFederation.\nWitthoeft, Dorothy (Teacher), 92 East York\nStreet, Akron; Akron Teachers Associa¬\ntion.\n\n(Teacher), 1551 Bon¬\nMrs. Edith J.\nWood, Brae\nAvenue, Northeast, Warren;\nnie\nWarren City Teachers Association.\nYaw, Rachel O. (Supervisor), 1761 North\nEast Cleveland; Ohio Edu¬\nPage Avenue,\nAssociation.\ncation\nZartman, Margaret (Teacher), 132 Green¬\nfield Street, Tiffin; Ohio Education Asso¬\nciation.\nOKLAHOMA\n\nClay, J. D. (Teacher), 700 North E Street,\nMuskogee; Muskogee City Teachers As¬\nsociation.\nCondit, Philip M. (Teacher), 1608 North\nCincinnati Street, Tulsa; Oklahoma Edu¬\ncation Association.\n\n"}
{"page": 1140, "printed_page": null, "text": "1136\n\nNational\n\nEducation\n\nKoonce, B. El (Principal), 1112 South\nQuincy Street, Tulsa; Oklahoma Educa¬\ntion Association.\nSherman, Charles G. (Superintendent of\nSchools), Longdale; Oklahoma Education\nAssociation.\nStyer, Mrs. Willie Ladd (Teacher), 341 Dayton Street, Muskogee; Muskogee City\nTeachers Association.\nOREGON\nAthey, Orley W>. (Teacher), Benson Poly¬\ntechnic School, Portland; Portland High\nSchool Teachers Association.\nBarker, C. E. (Teacher), High School, Rt.\nNo. 1, Beaverton; Washington County\nTeachers Association.\nBiesen, Anne (Teacher), 208 16th Street,\nPortland; Portland Grade Teachers Asso¬\nciation, Incorporated.\nBlazier, Florence E. (Teacher), Oregon\nState College, Corvallis; Oregon State\nTeachers Association\nCarleton, E. F. (Secretary-Treasurer), Ore¬\ngon State Teachers Association, 408 Sal¬\nmon Street, Portland; Oregon State Teach¬\ners Association.\nClarke, Ethel E. (Teacher), 695 East Ash\nStreet, Portland; Portland High School\nTeachers Association.\nFarmer, Mrs; Ada (Teacher), Chesterbury\nHotel, Portland; Portland Grade Teachers\nAssociation, Incorporated.\nFitzpatrick, F. C. (Ex-officio), Superinten¬\ndent of Schools, Echo.\nFitzpatrick, Mrs. Gertrude (Teacher), Echo;\nOregon State Teachers Association.\nGoodwin, Elmer F. (City Superintendent of\nSchools), Milton; Oregon State Teachers\nAssociation.\nHammond, Vida (Teacher), 31 East 79th\nStreet, North, Portland; Portland Grade\nTeachers Association, Incorporated'.\nHoward, C. A. (Ex-officio), State Superin¬\ntendent of Public Instruction, Salem.\nKirkpatrick, Genevieve (Teacher), 310 East\n35th Street, Portland; Oregon State\nTeachers Association.\nKuhns, Nellie (Teacher), 214 North 4th\nStreet, Grants Pass; Oregon State Teach¬\ners Association.\nLambert, Mrs. Sadie (Teacher), La Grande;\nOregon State Teachers Association.\nMcLaughlin, Ada (Teacher), Box 176, Route\n12, Milwaukee; Portland Grade Teachers\nAssociation, Incorporated.\nMcLean, Mrs. Louise K. (Teacher), 874\nEast Taylor Street, Portland; Portland\nGrade Teachers Association, Incorporated.\nParker, William (Principal), 619 Rodney\nAvenue, Portland; Oregon State Teach¬\ners Association.\nPringle, Mabel (Teacher), 138 Peacock\nLane, Portland; Portland Grade Teachers\nAssociation, Incorporated.\nTurnbull, L. W. (Superintendent of City\nSchools), North Bend; Oregon State\nTeachers Association.\nWalrad, Mrs. Gertrude (Teacher), 331 Cham¬\nber of Commerce Building, Gresham; Port¬\nland Grade Teachers Association, Incor¬\nporated.\nWheatley, Benjamin W\\. (Principal), High\nSchool, Box 586, Pendleton; Oregon State\nTeachers Association.\nWhitney,\ntendent\n\nE. H. (Ex-officio), Asst.\nof Schools, Portland.\n\nSuperin¬\n\nPENNSYLVANIA\nAkeley, A. P. (County Superintendent of\nSchools), Potter County Schools, Coudersport; Pennsylvania State Education As¬\nsociation.\n\nAssociation\n\nAllison, Gladys L. (Teacher), 620 West\nPrincess Street, York; York City Teach¬\ners Association.\nBash, Vera V. (Editor), “Pittsburgh School\nBulletin,” Peabody High School, Pitts¬\nburgh; Pittsburgh Teachers Association.\nBay, James C. (Superintendent of Schools),\nEaston; Pennsylvania State Education As¬\nsociation.\nBentz, M. S. (County Superintendent of\nSchools), Cambria County Schools, Ebensburg; Pennsylvania State Education As¬\nsociation.\nBlewitt, Angela G. (Supervisor), 316 Phelps\nStreet, Scranton; Pennsylvania State Edu¬\ncation Association.\nBoyer, Martha E. (Principal), 6420 North\n12th Street, Philadelphia; Pennsylvania\nState Education Association.\nBryan, George A. (Supervisor), 317 East\nMain Street, Carnegie; Pennsylvania State\nEducation Association.\nBryce, Marian (Teacher), 821 Chestnut\nStreet, Erie; Erie Teachers Association.\nCameron, Norman\nW.\n(President), State\nTeachers College, West Chester; Faculty\nWest Chester State Teachers College.\nCampbell, Martha (Teacher), 721 Park Ave¬\nnue, Erie; Erie Teachers Association*\nCarson, E. R. (Teacher), South Hills High\nSchool, Pittsburgh; Pennsylvania State\nEducation Association.\nCartledge, Franklin F. (Teacher), 5020 Saul\nStreet, Philadelphia; Pennsylvania State\nEducation Association.\nChapman, James F. (County Superintendent\nof Schools), Indiana County Schools, In¬\ndiana; Pennsylvania State Education As¬\nsociation.\nClauss, Edwin D. (Teacher), 2206 Union\nBoulevard, Allentown; Pennsylvania State\nEducation Associatiort\nCrawford, W. C. (Teacher), Apollo; Penn¬\nsylvania State Education Association.\nDauth, Geo. W. (Teacher), 2211 Fairview\nAvenue, Reading; Reading Teachers As¬\nsociation.\n\nB. M. (Assistant County Superinten¬\nof Schools), Clarion County Schools,\nClarion; Pennsylvania State Education As¬\nsociatiort\n\nDavis,\ndent\n\nDavis, Charles S. (Superintendent of\nSchools), Steelton; Pennsylvania State\nEducation Association.\n\nPennsyl¬\n(Teacher), Lititz;\nDemmy, M. C.Educati\non Association.\nvania State\nDiehl, Fred W. (County Superintendent of\nSchools), Montour County Schools, Dan¬\nPennsylvania State Education As¬\nville; n.\nsociatio\nDunn, K. Ruth (Teacher), 611 Reed Street,\nvania State Education As¬\nErie; Pennsyl\n,.\nsociation\nFoster, Charles R. (President), State Teach¬\ners College, Indiana; Pennsylvania State\nEducation Association.\nFoust, Clement E. (Teacher), 7741 Union\nAvenue, Elkins Park; Philadelphia Teach¬\ners Association.\nGarbrick, Clarence A. (Teacher), 419 South\n51st Street, Philadelphia; Philadelphia\nTeachers Association.\nGilbert, Levi (Principal), 54 Berkley Ave¬\nnue, Landsdowne;\nDelaware\nCounty\nTeachers Institute.\nGilmore, W. Lee (President), Pennsylvania\nState Education Association, Oakmont;\nPennsylvania State Education Association.\nGraham, Ben G. (Acting Superintendent of\nSchools), Pittsburgh; Pennsylvania State\nEducation Association.\n\n"}
{"page": 1141, "printed_page": null, "text": "Associational\n\nRecords\n\nGrav, Jessie (Teacher), 1210 Fillmore Street,\nPhiladelphia; Philadelphia Teachers As¬\nsociation.\nGreen, C. C. (Superintendent of Schools),\nNew Castle; Pennsylvania State Educa¬\ntion Association.\nHagerty, Jean B. (Principal), 1244 Christian\nStreet, Philadelphia; Pennsylvania State\nEducation Association.\nHarris, Margaret B. (Teacher), 313 Sharon\nAvenue, Upper Darby; Delaware County\nTeachers Institute.\nHeadland, H. L. (Professor), Slippery Rock\nState Teachers Association; Slippery\nRock; Slippery Rock State Teachers Col¬\nlege Association.\nHerr, William A. (Teacher), 536 West\nMaple Street, Hazleton; Pennsylvania\nState Education Association.\nHogg, Calvin (Assistant County Superin¬\ntendent of Schools), Butler County\nSchools, Slippery Rock;. Pennsylvania\nState Education Association.\nHower, Irene L. (Assistant), % Office of\nCounty Suprintendent of Schools, Norris¬\ntown; Pennsylvania State Education\nAssociation.\nHughes, James (Assistant County Superin¬\ntendent of Schools), Westmoreland Coun¬\nty Schools, Greensburg; Pennsylvania\nState Education Association.\nJohnson, Teresa M. (Teacher), 259 South\nAlbemarle Street, York; York City Teach¬\ners Association.\nKaval, Ann (Teacher), 1008 German Street,\nErie; Erie Teachers Association.\nKelley, J. Herbert (Ex-officio), Secretary,\nPennsylvania State Education Associa¬\ntion; 400 North Third Street, Harrisburg.\nLillibridge, C. W. (County Superintendent\nof Schools). McKean County Schools;\nSmethport; Pennsylvania State Education\nA ccnri afirjTi\n\nLubold, J. A.* (Teacher). 53 West Craig\nStreet, Uniontown; Pennsylvania State\nEducation Association.\nMiller, James Collins (Professor). Univer¬\nsity of Pennsylvania, Philadelphia; Penn¬\nsylvania State Education Association.\nMorgan, Mrs. Amy W. (Teacher), 746 Madi¬\nson Avenue, Scranton; Pennsylvania\nState Education Association.\nNeff, Joseph H. (County Superintendent of\nSchools), Huntingdon County Schools,\nAlexandria; Pennsylvania State Educa¬\ntion Association.\nPerley, S. Todd (Supervising Principal.\n701 California Avenue, Avalon; Pennsyl¬\nvania State Education Association.\nRoberts, J. L. (Supervising Principal), Lock\nNo. 4 Branch, Charleroi; Pennsylvania\nState Education Association.\nRothermel, H. J. (Teacher), Paoli; Penn¬\nsylvania State Education Association.\nSchade, Gertrude E. (Teacher), Central\nHigh School, Erie; Erie Teachers Asso¬\nciation.\nSherrard, R. M. (Associate Superintendent\nof Schools), Administration Building,\nPittsburgh; Pennsylvania State Education\nAssociation.\nStudebaker, Mabel (Teacher), 426 East 10th\nStreet, Erie; Erie Teachers Association.\nTrostle, W. P. (County Superintendent of\nSchools), Clearfield County Schools,\nClearfield; Pennsylvania State Education\nAssociation.\nTyson, John H. (Principal), High School,\nUpper Darby; Pennsylvania State Educa¬\ntion Association.\n\nand\n\n1137\n\nInformation\n\nPHILIPPINE\n\nISLANDS\n\nOsias, Camilo (Commissioner), Resident\nCommissioner of the Philippine Islands,\n3157 18th Street, Northwest, Washington,\nD. C.\nPORTO\n\nRICO\n\nLopez, Francisco Rodriguez (Superintend¬\nent of Schools), Department of Education,\nSan Juan; Porto Rico State Chapter of\nthe National Education Association.\nMendez, Trina (Teacher), San Juan; Porto\nRico State Chapter of the National Edu¬\ncation Association.\nNicole, Jane (Teacher), Department of Edu¬\ncation, San Juan; Porto Rico State Chap¬\nter of the National Education Associa¬\ntion.\nO’Brien, John J. (Supervisor of Schools),\nLares; Porto Rico State Chapter of the\nNational Education Association.\nPadin, Jose (Ex-officio), Commissioner of\nEducation, San Juan.\nRodriguez, Ana J. (Teacher), Rio Piedras:\nPorto Rico State Chapter of the National\nEducation Association.\nSerrano, Adrienne (Superintendent of\nSchools), Vieques; Porto Rico State\nChapter of the National Education Asso¬\nciation.\nUrrutia, Carlos V. (Superintendent of\nSchools), Mayaguez; Porto Rico State\nChapter of the National Education Asso¬\nciation.\nVizcarrondo, Francisco (Ex-officio), Assist¬\nant Commissioner of Education, San Juan.\nRHODE\n\nISLAND\n\nBosworth, Clarence W. (Principal), 77 Rolfe\nStreet, Cranston; Rhode Island Institute\nof Instruction.\nCarroll, Charles (Professor), Rhode Island\nCollege of Education, Providence; Rhode\nIsland Institute of Instruction.\nSOUTH\n\nCAROLINA\n\nArnold, Beatrice (Rural Supervisor), care of\nSuperintendent’s Office, Spartanburg;\nSouth Carolina Teachers Association.\nFleming, Mrs. Giles (Teacher), Columbia;\nSouth Carolina Education Association.\nGrice, George (Principal), Mitchell School,\nPerry Street, Charleston; South Carolina\nEducation Association.\nJones, Mrs. B. L. (Teacher), Laurens; Lau¬\nrens County Teachers Association.\nKelly, J. G. (Superintendent of Schools),\nBennettsville ; South Carolina Teachers\nAssociation.\nSandifer, Helen R. (Assistant Secretary),\nColumbia; South Carolina State Teachers\nAssociation.\nStrohecker, H. O. (Principal), Bennett\nSchool; Charleston; South Carolina Teach¬\ners Association.\nWannamaker, George W.\n(Ex-officio),\nSuperintendent of Schools, St. Matthews.\nWeldon, V. P. (Superintendent of Schools),\nCross Hill; Laurens County Teachers As¬\nsociation.\nWofford, Kate (Ex-officio), County Super¬\nintendent of Schools, Laurens County\nSchools, Laurens.\nSOUTH\n\nDAKOTA\n\nEneboe, Agnes (Teacher), 615 South First\nStreet. Sioux Falls; Sioux Falls Public\nSchools.\n\n"}
{"page": 1142, "printed_page": null, "text": "1138\n\nNational\n\nEducation\n\nLaabs, Alma (Teacher), Sioux Falls; Sioux\nFalls Public Schools.\nMaleen, Lela (Librarian), 326 South Min¬\nnesota Street, Sioux Falls; South Dakota\nEducation Association.\nTrooien, Mrs. Mabel (Assistant), Depart¬\nment of Public Instruction, Pierre; South\nDakota Education Association.\nTENNESSEE\nApplegate, Mrs. A. L. (Principal), 2081\nLamar Boulevard, Memphis; Shelby\nCounty Teachers Association.\nBurleson, D. S. (Dean), State Teachers Col¬\nlege, Johnson City; Tennessee State\nTeachers Association.\nDye, Bessie (Teacher), Humes High School,\nMemphis; Memphis Education Associa¬\ntion.\nGrammer, Leone (Teacher), Treadwell\nSchool, Memphis; Memphis Education\nAssociation.\nHam, Lucile (Teacher), Humes High School,\nMemphis; Memphis Education Associa¬\ntion.\nHarned, Perry L. (Commissioner), State\nCommissioner of Education, Nashville;\nTennessee State Teachers Association.\nHooper, Lottie (Teacher), Lawler School,\nMemphis; Memphis Education Associa¬\ntion.\nHunt, Ralph (Principal), High School,\nKerrville; Shelby County, Tennessee\nTeachers Association.\nJones, R. L. (Superintendent of Schools),\nMemphis; Tennessee State Teachers As¬\nsociation.\nLunn, Nellie (Teacher), 1620 Linden Ave¬\nnue, Memphis; Memphis Education As¬\nsociation.\nManson, Mrs. Madge J. (Supervisor), 118\nHighland Avenue, Murfreesboro; Tennes¬\nsee State Teachers Association.\nPowers, Sue M. (Superintendent of County\nSchools), Shelby County Schools, Room\n301, Court House, Memphis; Shelby\nCounty Teachers Association.\nRagsdale, S. L. (Ex-officio), 659 North\nManassas Street, Memphis.\nRogers,\nE. (Superintendent\nof Schools').\nJohnsonC. City;\nTennessee State\nTeachers\nAssociation.\nSchrader, Johnnie (Teacher), 23 North Bel¬\nvedere Street, Memphis; Shelby County\nTeachers Association.\nSpence, Mrs. Eleanor B. (Teacher), Humes\nHigh School, Memphis; Memphis Educa¬\ntion Association.\nSmyth, W. G. (Principal), 3115 Magnolia\nAvenue, Knoxville; Tennessee State\nTeachers Association.\nWaldran, Sallie (Teacher), Gordon School.\nMemphis; Tennessee State Teachers As¬\nsociation.\nWalker, J. E. (County Superintendent of\nSchools), Hamilton County, Chattanooga;\nTennessee State Teachers Association.\nWoods, Alice (Teacher), Central High\nSchool, Memphis; Memphis Education As¬\nsociation.\nTEXAS\nBanks, Eunice (Teacher), Route No. 2, Box\nNo. 407, Houston; Houston Teachers As¬\nsociation.\nBoyles, Ola (Teacher), 1612 Madison Street,\nAmarillo; Texas State Teachers Asso¬\nciation.\nCaldwell, Rush M. (Teacher), 2527 Ross\nAvenue, Dallas; Texas State Teachers As¬\nsociation.\n\nAssociation\n\nDawson, Sadie L. (Teacher), 7C6 East Bluff\nStreet, Fort Worth; Fort Worth Grade\nTeachers Council.\nFillers H. D. (President), Texas State\nTeachers Association, Fort Worth; Texas\nState Teachers Association.\nFollett, Flower (Teacher), Route No. 2,\nBox 511, Houston; Houston Teachers As¬\nsociation.\nFrank, Cynthia (Teacher), 5621 Tremont\nStreet, Dallas; Texas State Teachers As¬\nsociation.\nGribble, Minnie J. (Principal), 506 Wilson\nStreet, Bonham; Texas State Teachers\nAssociation.\nHarrison, Mrs. Hyman (Teacher), Box 272,\nAbilene; Texas State Teachers Associa¬\ntion.\nHassell, Kate (Teacher), 225 Cumberland\nStreet, Dallas; Dallas High School Asso¬\nciation.\nJames, William Alonzo (Ex-officio), 2327\nAvenue M., Galveston.\nKinsey, Juanita (Teacher), 1645 Lucile\nStreet, Wichita Falls; Texas State Teach¬\ners Association.\nLacy, Tommie\n(Principal), Corsicana;\nTexas State Teachers Association.\nMock, Lula (Teacher), 1921 Park Avenue,\nDallas; Dallas Grade Teachers Council.\nMoore, M. E. (Superintendent of Schools),\nBeaumont; Texas State Teachers Asso¬\nciation.\nMurray, Ida Mae (Teacher), 302 Barrett\nPlace, San Antonio; Texas Classroom\nTeachers Association.\nOden, Beulah (Teacher), Box 209, Waco;\nClassroom Teachers Association of Waco.\nPierce, Thomas E. (Principal), 1501 South\nSecond Street, Abilene; Texas State\nTeachers Association.\nRidley, Mrs. R. C. (Teacher), 1660 Haw¬\nthorne Street, Houston; Houston Teach¬\ners Association.\nRobinson, Maude (Teacher), 317 East Lau¬\nrel Street, San Antonio; San Antonio\nTeachers Council.\nRogers, L. W. (Ex-officio), First Assistant\nState Superintendent of Schools, Austin.\nSchafer, Mamie (Teacher), 1903 Columbus\nAvenue, Waco; Texas State Teachers As¬\nsociation.\nSyron, Charles L. (Teacher), 1012 North\nBishop Avenue, Dallas; Dallas School\nTeachers Association.\nTaylor, Annie Kate (Teacher), 4807 Gaston\nStreet, Dallas; Dallas Grade Teachers\nCouncil.\nVoke, Mary (Teacher), 5310 Gurley Street,\nDallas; Dallas Grade Teachers Council.\nWilson, Josephine (Teacher), 3321 Beverly\nDrive. Dallas; Texas State Teachers As¬\nsociation.\nUTAH\nBracken, Ida (Teacher), 87 Kimball Apart¬\nments, Salt Lake City; Utah Education\nAssociation.\nCarlston, Zina (Teacher), Coalville; Utah\nEducation Association.\nCole, Nellie M. (Teacher), 212 South 13th\nEast, Salt Lake City; Utah Education As¬\nsociation.\nFowler, B. A. (Superintendent of Schools'),\nOgden; Utah Education Association.\nHinckley, Ellen R. (Teacher), 22 North\n2nd East, Brigham City; Utah Educa¬\ntion Association.\nHinckley, F. A. (Principal), 112 East For¬\nest Street, Brigham City; Utah Educa¬\ntion Association.\n\n"}
{"page": 1143, "printed_page": null, "text": "Associational\n\nRecords\n\nKnudsen, E. E. (Principal), Springville;\nUtah Education Association.\nLee, Alice (Teacher), Brigham City; Box\nElder Teachers Association.\nLee, E. F. (Teacher), Brigham City; Box\nElder Teachers Association.\nLindsay, Lysle (Teacher), Deseret Gymna¬\nsium, Salt Lake City; Salt Lake City\nTeachers Association.\nNorton, E. J. (Teacher), 1169 East 5th South\nStreet, Salt Lake City; Salt Lake City\nTeachers Association.\nSager, Ella (Teacher), 235 South 6th East,\nSalt Lake City; Utah Education Asso¬\nciation.\nSmith, Lulubelle (Teacher), 278 West 2nd\nSouth, Salt Lake City; Utah Education\nAssociation.\nStocking, Elizabeth C. (Teacher), Plandome Hotel, Salt Lake City; Utah Edu¬\ncation Association.\nVERMONT\nCarter, W. H. (Teacher), High School, Vergennes; Vermont State Teachers Asso¬\nciation.\nDempsey, Clarence H. (Commissioner) State\nCommissioner of Education, Montpelier;\nVermont State Teachers Association.\nHolbrook, Sarah N. (Teacher), 163 South\nProspect Street, Burlington; Vermont\nState Teachers Association.\nWoodruff, Caroline (Principal), State Nor¬\nmal School, Castleton; Vermont State\nTeachers Association.\nVIRGINIA\nAdair, Cornelia S. (Ex-officio), 2121 Park\nAvenue, Richmond.\nAnthony, Kate V. (Teacher), 1903 Hanover\nAvenue, Richmond; Virginia Education\nAssociation.\nDinwiddie, Evelyn (Teacher), 1618 Monu¬\nment Avenue, Richmond; League of Rich¬\nmond Teachers.\nEzekiel, Helen (Teacher), 2319 West Grace\nStreet, Richmond; League of Richmond\nTeachers.\nFields, Nannie (Teacher), Coeburn; Vir¬\nginia Education Association.\nHeatwole, C. J. (Executive .Secretary), Vir¬\nginia Education Association, State Capitol\nBuilding, Richmond; Virginia Education\nAssociation.\nHouse, Robert W. (Ex-officio), President,\nVirginia State Education Association,\nSalem.\nJolloy, India (Teacher), Laurenceville ; Vir¬\nginia Education Association.\nJoynes, Mrs. Edith B. (Principal), George\nWashington and Gatewood Schools, Ber¬\nkeley; Norfolk; Norfolk Teachers Asso¬\nciation.\nKimmel, Florence (Teacher), 308 South\nAddison Street, Richmond; League of\nRichmond Teachers.\nKelley, J. J., Jr. (County Superintendent\nof Schools), Wise County Schools, Wise;\nVirginia Education Association.\nOld, Virginia (Teacher), 805 Redgate Ave¬\nnue, Norfolk; Norfolk Teachers Associa¬\ntion.\nReynolds, Cora (Teacher), Coeburn; Vir¬\nginia Education Association.\nRowlett, Mrs. Elinor (Teacher), 4828 West\nSeminary Avenue, Richmond; League of\nRichmond Teachers.\nStallings, Ruby (Teacher), 1618 Monument\nAvenue, Richmond; League of Richmond\nTeachers.\n\nand\n\nInformation\n\n1139\n\nSaunders, Joseph H. (Ex-officio), Superin¬\ntendent of Schools, Newport News.\nWarrell, E. E. (Supervisor), State Office\nBuilding, Richmond; Virginia Education\nAssociation.\nWeiss, Otto H. (Teacher), 249 Blair Ave¬\nnue, Newport News; Newport News\nTeachers Association.\nWASHINGTON\nBaker, Della (Teacher), 1515 Boren Street,\nSeattle; Seattle Grade Teachers Club.\nBreckner, Elmer L. (Superintendent of\nSchools), Olympia; Washington Educa¬\ntion Association.\nCarrol, Alan K. (Teacher), Whitcom High\nSchool, Bellingham; Washington Educa¬\ntion Association.\nCastonia, Minnie (Teacher), 1723 Summit,\nSeattle; Seattle Grade Teachers Club.\nFlagg, Mrs. Adelaide (Teacher), 829 South\nFerry Street, Tacoma; Tacoma Grade\nTeachers Association.\nGillette, Cora (Teacher), 213 12th Avenue\nNorth, Seattle; Seattle Grade Teachers\nClub.\nHartman, Nell (Teacher), South 109 Wall\nStreet, Spokane; Spokane Grade Teachers\nAssociation.\nHeath, Mrs. Georgia G. (Teacher), Olympic\nApartments, Tacoma; Tacoma Grade\nTeachers Association.\nHenderson, Nell F. (Teacher), Alexander\nHamilton School, Seattle; Washington\nEducation Association.\nHenry, Ruth (Teacher), Greenwood School,\nSeattle; Washington Education Associa¬\ntion.\nHughes, F. C. (Teacher), 1618 Tacoma\nStreet, Spokane; Spokane High School\nTeachers Association.\nHunt, H. F. (Assistant Superintendent of\nSchools), Tacoma; Washington Educa¬\ntion Association.\nLewis, Marilyn (Teacher), Havermile\nJunior High School, Spokane; Washing¬\nton Education Association.\nLibbee, Freda A. (Teacher), 1117 26th Ave¬\nnue, Seattle; Seattle Grade Teachers Club.\nLorch, Rose (Teacher), Penbrook Hotel,\nSeattle; Seattle Grade Teachers Club.\nMarsh, Arthur L. (Ex-officio), Executive\nSecretary, Washington Education Associa¬\ntion, 707 Lowman Building, Seattle.\nMurdock, Mrs. Arepta (Teacher), South\nBend; Washington Education Association.\nOleson, Cora (Teacher), 1403 West Nora\nStreet, Spokane; Spokane Grade Teachers\nA\n\nafinn\n\nO’Neil, Helen C. (Principal), East 603\nSeventeenth Avenue, Spokane; Spokane\nEducation Association.\nPreston, Mrs. Josephine Corliss (Ex-officio),\nBurton, Vashon Island, King County.\nRaymond, Rena (Teacher) 1317 Sunset Ave¬\nnue, Seattle; Seattle Classroom Teachers\nAssociation.\nRobertson, Alice (Teacher), 508 25th Ave¬\nnue, Seattle; Seattle Grade Teachers Club.\nSkagerberg, Delia (Teacher), 3702 Atlantic\nSpokane; Spokane Grade Teach¬\nStreet,\ners\nAssociation.\nSquires, Vava (Teacher), 1020 Seneca\nStreet, Seattle; Washington Education As¬\nsociation.\nSweet, Laura E. (Teacher), 1535 Humboldt\nStreet, Bellingham; Bellingham Class¬\nroom Teachers League.\nWright, Nelle (Teacher), Lewis and Clark\nHigh School, Spokane; Washington Edu¬\ncation Association.\n\n"}
{"page": 1144, "printed_page": null, "text": "1140\n\nNational\n\nWEST\n\nEducation\n\nVIRGINIA\n\nBartlett, Ruth Holliday (Teacher, 1580\nQuarrier Street, Charleston; Southern\nWest Virginia Round Table.\nBrown, Inez (Teacher), Hinton; New River\nValley Round Table.\nCawley, Anna (Teacher), Sistersville ; North¬\nwestern Teachers Association.\nChesrown, Harold (Teacher), 301 Covun\nAvenue, Morgantown; Monongahela Val¬\nley Teachers Round Table.\nChurch, E. E. (Principal), High School,\nMartinsburg; Eastern Panhandle Teach¬\ners Association.\nCook, C. L. (Superintendent of Schools),\nItmann; Southern West Virginia Round\nTable.\nCook, C. L. (Superintendent of Schools!,\nSchools), Department of Education, Capi¬\ntol Building, Charleston; West Virginia\nState Education Association.\nDodrill, R. Moore (Teacher), 204 Oney\nStreet, Charleston; West Virginia State\nEducation Association.\nDunn, Mildred A. F. (Teacher), 146 East\nMain Street, Clarksburg; Monongahela\nValley Teachers Round Table.\nEbers, C. H. (Teacher), 110 Wheeling Ave¬\nnue, Elm Grove; Wheeling Teachers As¬\nsociation.\nHall, Hallie (Teacher), Elk School, Char¬\nleston; Charleston Teachers Association.\nHeinrich, Sara (Director), Wellsburg;\nNorthwestern Teachers Association.\nHickman, J. H. (Editor-Secretary), West\nVirginia State Education Association, 1818\nWashington Street, Charleston; West Vir¬\nginia State Education Association.\nHigley, Ida M. (Teacher), 146 East Main\nStreet, Clarksburg; Monongahela Valley\nTeachers Round Table.\nHill, C. N. (Teacher), Fairmont; Monon¬\ngahela Valley Teachers Round Table.\nHoylman, Christine (Teacher), 1630 Franklin\nAvenue, Charleston; Charleston Teachers\nAssociation.\nHunt, E. A. (Assistant Supervisor), As¬\nsistant State Supervisor of Rural Schools,\nCapitol Building, Charleston; West Vir¬\nginia State Education Association.\nJackson, Mrs. C. W. (Teacher). 122 Walnut\nStreet, Bluefield; Southern West Virginia\nRound Table.\nJacob. S. S.. Jr. (Superintendent). Triadelphia District Schools Oak Park, Wheel¬\ning; West Virginia State Education As¬\nsociation.\nKing, P. E. (Principal), High School. Elm\nGrove, Wheeling; Northwestern Teach¬\ners Association.\nKraybill, D. B. (Teacher), 2125 Chapline\nStreet, Wheeling; Northwestern Teachers\nAssociation.\nLangfitt, H. A. (County Superintendent of\nSchools), Wood County Schools, Parkers¬\nburg; West Virginia State Education As¬\nsociation.\nMcCorkle, C. E. (Superintendent of\nSchools), Morgantown; Morgantown\nTeachers Association.\nMarsh, J. Frank (President), Concord State\nTeachers College, Athens; Southern West\nVirginia Round Table.\nNicely, Margaret (County Superintendent of\nSchools), Summers County Schools, Hin¬\nton; West Virginia State Education As¬\nsociation.\nNoble, Louise (Teacher), 471 Spruce Street,\nMorgantown; Morgantown Teachers As¬\nsociation.\n\nAssociation\n\nPerdue, Dan (Supervisor), Charleston;\nSouthern West Virginia Round Table.\nPrichard. Dorces (Dean of Women), Fair¬\nmont State Normal School, Fairmont;\nWest Virginia State Education Associa¬\ntion.\nPricket, Evelyn (Principal), 309 Gaston Ave¬\nnue, Fairmont; Monongahela Valley\nTeachers Round Table.\nRice, H. A, (Superintendent of Schools).\nGrafton; Monongahela Valley Teachers\nRound Table.\nRiggs, R. A. (Principal). Beckley; New\nRiver Valley Round Table.\nRoberts, Gertrude (Supervisor), 805 Park\nHill, Huntington; West Virginia State\nEducation Association.\nRosier, Joseph (Ex-officio), President, Fair¬\nmont State Normal School, Fairmont.\nTrent, W. W. (President), Philippi; Tygarts\nValley Round Table.\nWhiting, Olive (Principal), 1630 Franklin\nAvenue, Charleston; Charleston Teachers\nAssociation.\nWoodford. Alberta (Teacher). 212 Ramsey\nStreet, Bluefield; Southern West Virginia\nRound Table.\nZimmer, Olive (Teacher), 1224 Elmwood\nAvenue, Charleston; Charleston Teachers\nAssociation.\nWISCONSIN\nBeck, J. M. (Principal), 1226 Grove Ave¬\nnue, Racine: Racine Teachers Council.\nBobo. Mable G. (Teacher), 711 Cass Street,\nLaCrosse: LaCrosse Teachers Club.\nBradford, Mary D. (Retired Superintendent\nof Schools), Dayton Hotel, Kenosha; Na¬\ntional Council of Administrative Women\nin Education.\nByrne. Alice (Teacher), Washburn School.\nLaCrosse; Wisconsin Teachers Associa¬\ntion.\nCaspers, O. H. (County Superintendent of\nSchools). Burnett County Schools. Grantsburg; Wisconsin Teachers Association.\nDoudna. Edgar G. (Secretary). (Ex-officio),\nBoard of Normal School Regents, 2017\nMonroe Street. Madison.\nFowler, Lotta (Teacher). 733 47th Street.\nMilwaukee; Milwaukee Teachers Asso¬\nciation.\nGates, Frances* (Teacher), 606 East 8th\nStreet. Superior; Superior Grade Teach¬\ners Club.\nGunderson, Nicholas (Superintendent of\nSchools), Sparta; Wisconsin Teachers As¬\nsociation.\nHood, Edna (Supervisor). 1715 Park Ave¬\nnue, Racine; Kenosha Teachers Club.\nHood, Elizabeth (Supervisor). 1715 Park\nAvenue. Racine: Racine Teachers Council.\nJonas, Meta (Supervisor), 420 Market\nStreet, LaCrosse; Western Wisconsin\nTeachers Association.\nKlann, Irene (Teacher), 150 Hotel Wiscon¬\nsin, Milwaukee; Wisconsin Teachers As¬\nsociation.\nLucia, Merlin James (Teacher). High\nSchool, Princeton; Wisconsin Teachers\nAssociation.\nMcCormick. B. E. (Secretary), Wisconsin\nTeachers Association, 716 Beaver Build¬\ning, Madison; Wisconsin Teachers Asso¬\nciation.\nMcCormick, Elizabeth (Principal), (Exofficio),\nTimothy O. Howe School, Supe¬\nrior.\nPainter, I. C. (Principal), 1016 Mclndoe\nStreet, Wausau; Central Wisconsin Teach¬\ners Association.\n\n"}
{"page": 1145, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1141\n\nInformation\n\nPalmer, Merle C. (Principal), Columbus\nNormal School, Columbus; Wisconsin\nTeachers Association.\nPearse, Carroll G. (Ex-officio), 315 Ludington Avenue, Milwaukee.\nRothwell, Ethel C. (Teacher), 531 Lake\nDrive, Milwaukee; Milwaukee State\nTeachers College Association.\nRoyce, Asa M. (President), State Teachers\nCollege, Platteville; Wisconsin Teachers\nAssociation.\nSanders, Mary (Supervisor), 344 North Mil¬\nwaukee Street, Plymouth; Wisconsin\nSupervising Teachers Association.\nSpeerbrecher, Henry (Principal), 800 Wal¬\nnut Street, Milwaukee; Wisconsin Teach¬\ners Association.\nTobey, S. B. (Superintendent of Schools),\nWausau; Wisconsin Teachers Associa¬\ntion.\nWaters, Elizabeth (Assistant Principal), 57\nOlcott Street, Fond du Lac; Wisconsin\nTeachers Association.\n\nWest, R. O. (Principal), 567 66th Avenue,\nWest Allis; Wisconsin Teachers Asso¬\nciation.\n\nTABLE\n\n1929-30\n\nPublication\n\nOF\n\nWYOMING\nConvey, Nellie (Teacher), 141 West 10th\nStreet, Casper; Casper Classroom Teach¬\ners Association.\nCusic, C. E. (Superintendent of Schools),\nBurus; Wyoming State Teachers Asso¬\nciation.\nDixon, A. H. (Superintendent of Schools),\nTorrington; Wyoming State Teachers As¬\nsociation.\nIves, May A. (Principal), P. O. Box 534,\nSheridan; Wyoming State Teachers As¬\nsociation.\nMcAdams, Minnie (Teacher), 363\nLoucks Street, Sheridan; Wyoming\nTeachers Association.\n\nPUBLICATIONS,\nWhen\nOct.,\npublished\nNov.,\nDec.,\n1929\n1929\n1929\nFeb.,\n1930\nMar.,\nJan.,\nMay,\n1930\nApr.,\n1930\n1930\n1930\n1930\nOct.,\nJune,\nMonthly\nMay,\n1929\nOct.,\n1930\n1929\n1930\nJan.,\nApril,\n1930\nApril,\nOct.,\n1930\n\nJOURNAL of National Education Association. . .\nJOURNAL of National Education Association. . .\nJOURNAL of National Education Association. . .\nJOURNAL of National Education Association. . .\nJOURNAL of National Education Association. . .\nJOURNAL of National Education Association. . .\nJOURNAL of National Education Association. . .\nJOURNAL of National Education Association. . .\nJOURNAL of National Education Association . . .\nClipsheet of JOURNAL .\nVolume of Proceedings .\nFifth Yearbook, Department of Classroom\nTeachers .\nClassroom Teacher News Bulletin .\nClassroom Teacher News Bulletin .\nClassroom Teacher News Bulletin .\nNinth Yearbook, Department of Elementary\nSchool Principals .\nOctober Bulletin, Department of Elementary\nSchool Principals .\nJanuary Bulletin, Department of Elementary\nSchool Principals .\nJan.,\nJuly Bulletin, Department of Elementary School July,\nSept.,\nNov.,\nPrincipals .\nResearch Bulletin, Vol. 7, No. 4 .\nMay,\nMar.,\nResearch Bulletin, Vol. 7, No. 5 .\nJan.,\nResearch Bulletin, Vol. 8, No. 1 .\nOct.,\nResearch Bulletin, Vol. 8, No. 2 .\nResearch Bulletin, Vol. 8, No. 3 .\nResearch Bulletin (reprint), Vol. 7, No. 4 .\nJuly,\nResearch Bulletin (reprint), Vol. 8, No. 1 .\nJuly,\nDec.,\nResearch Bulletin (reprint), Vol. 8, No. 2 .\nJuly,\nResearch Bulletin (reprint), Vol. 8, No. 3 .\nStudies in State School Administration, No. 1 . . . Feb.,\nStudies in State School Administration, No. 2. . . Jan.,\nMar.,\nStudies in State School Administration, No. 3. . .\nStudies in State School Administration, No. 4 . . . Aug.,\nStudies in State School Administration (reprint)\nAug.,\nNo. 2, 1930 .\nStudies in State School Administration (reprint) Sept.,\nOct.,\nNo. 3, 1930 .\nEducational Research Service Circular No. 1 ... . Dec.,\nEducational Research Service Circular No. 8. . . .\nEducational Research Service Circular No. 9. . . . Feb.,\nFeb.,\nEducational Research Service Circular No. 1 . . . . Jan.,\nEducational Research Service Circular No. 2. . . . Mar.,\nEducational Research Service Circular No. 3 . . . . May,\nEducational Research Service Circular No. 4. . . . Apr.,\nEducational Research Service\nEducational Research Service\nEducational Research Service\nBulletin, Department of Rural\n\nCircular No. 5. . . .\nCircular No. 6 . . . . Feb.,\nCircular No. 7 ... . June,\nEducation .\n\nNumber\nof copies\n\nNumber\nof\nin pages\neach\n\nTotal\nnumber of\n\nprinted\n205 , 000\n205 , 000\n205 , 000\n205 , 000\n170,000\n170,000\n180,000\n180,000\n180,000\n\n68\n68\n68\n68\n68\n68\n68\n68\n68\n12151\n\n13,940,000\npages\n13,940,000\n13,940,000\n13,940,000\n11,560,000\n11,560, 000\n12,240,000\n12,240,000\n12,240,000\n\n900\n8,500\n2,500\n5,000\n6,000\n6,000\n8,000\n\n1929\n1930\n1930\n1929\n1929\n1930\n1930\n1930\n1929\n1930\n1930\n1930\n1929\n1930\n1930\n1930\n\n7,500\n6,500\n6,500\n21,500\n38,000\n21,500\n21,500\n21,500\n10,000\n5,000\n3,000\n3,000\n800\n800\n1,000\n500\n\n1930\n1930\n1930\n1930\n1930\n\n1,000\n400\n1,000\n350\n400\n800\n500\n600\n800\n600\n800\n600\n3,000\n\n8,100\n10,327,500\n\n603\n\n770,000\n20,000\n24,000\n24 , 000\n4,824,000\n\n64\n\n480 , 000\n\n64\n\n416,000\n\n3084\n4\n4\n\n94\n52\n72\n34\n76\n94\n34\n52\n58\n58\n12\n8\n12\n\n416,000\n2,021,000\n2,736,000\n1,118,000\n731,000\n1,634,000\n940,000\n260,000\n102,000\n174,000\n46,400\n12,000\n6,400\n6,000\n12,000\n\n1930\n1930\n1929\n1929\n1929\n1930\n1930\n1930\n\nWest\nState\n\n128\n2\n40\n13\n14\n56\n12\n16\n16\n16\n12\n32\n\n8,000\n700\n5,600\n5,200\n32,000\n44,800\n6,000\n9,600\n12,800\n9,600\n9,600\n96,000\n\n"}
{"page": 1146, "printed_page": null, "text": "1142\n\nNational\n\nPublication\n\nEducation\n\nAssociation\n\nWhen\n\nFeb.,\npublished\nMar.,\n1930\nProgram. Atlantic City Convention .\n1930\nOfficial Report, Department of Superintendence . Aug.,\n1930\nEighth Yearbook, Department of Superintendence Feb.,\nConference of Superintendents on Character\nNov.,\nEducation .\n1930\nMay,\nReprint Fourth Yearbook, Department of Super1930\nintendence .\nReprint, Yearbook of Educational Press Associa1930\ntion of America .\n1930\nProgram, Columbus Convention .\nJune,\n1930\nJune,\nSecretary’s Report, Columbus Convention .\n1930\nOfficial Manual for Delegates, Columbus .\nJune,\n1930\nJune,\nWho’s Who in the Profession .\nReport of Joint Committee on Health Problems\nin Education .\n1930\nJune,\n1930\nJune,\nAuditor’s Renort .\n1930\nReal Estate Report of Trustees .\nJune,\n1930\nReport of Committee of One Hundred on Tenure . June,\nReport of Committee on Appointment of Dele1930\ngates and Kindred Questions .\nJune,\n1930\nReport of Committee on Retirement Allowances. June,\nJuly,\n1930\nReport of Budget Committee .\nJuly,\n1930\nReport of. Committee on Resolutions .\nProgram, Annual Dinner of National Council of\n1930\nEducation .\nJune,\nReport of Committee on Objectives of the\n1930\nNational Council of Education .\nJune,\n1930\nThe National Council of Education 1880-1930. . . June,\nJohn Dewey Leaflet for National Council of May,\nEducation .\n1930\nJune,\nHealth Education — A Program for Public Schools\nMay,\n1930\nand Teacher-training Institutions .\nYearbook, American Association of Teachers April,\n1930\nColleges .\nOct.,\n1930\nWhat’s Ahead for Teachers’ Salaries .\nBooklet of Information .\n1929\nOct.,\nLeaflet reprint of Kindergarten-Primary Section Oct.,\n1929\nof Volume of Proceedings .\nDec.,\n1929\nBroadside American Education Week .\n1929\nCard: I Love To Teach .\nLegislative Leaflets:\nA Southern Congressman on the Education Bill\nA Department of Education Should be Created .\nHow Shall We Secure a Department of Education?\n.\nNew Styles in Epitaphs .\nLegislation for Good Schools .\nSuperseding the Old Three R’s .\nA Department of Education .\nThe School, Earth’s Noblest Monument .\nPosters .\n\nNumber\nof copies\n\n•\n\nt\n\nprinted\n10,000\n5,000\n11,348\n\nNumber\nofin pages\neach\n64\n284\n472\n28\n\n5,000\n10,000\n5,000\n2,700\n2,700\n1,500\n2,000\n2,000\n2,700\n1,400\n2,200\n1,800\n1,400\n500\n\n1,000\n10,000\n1,000\n5,000\n5,000\n1,000\n2,000\n100,000\n5,000\n20,000\n\n560\n16\n64\n36\n110\n60\n48\n4\n4\n26\n6\n60\n16\n4\n12\n16\n16\n4\n252\n\n5,000\n5,000\n5,000\n34,000\n\n640\n, 000\n80,000\n180,000\n297 , 000\n162,000\n96 , 000\n6,000\n52,000\n10,800\n8.400\n132,000\n28 , 800\n5,600\n6,000\n4,800\n16,000\n4,000\n2,520,000\n164,000\n80 , 000\n80 , 000\n\n32\n1\n1\n\n32,000\n100,000\n2,000\n\n1\n1\n\n4\n122\n1\n1\n1\n\nTotal .\n\nNote: This tabulation does not include Journal reprints and numerous\n\n2,240, 000\n\n16\n164\n16\n\n4\n5,000\n5,000\n5,000\n\nof\n\n168,000\n\n300\n1,000\n\nnumber\n\n640 , 000\npages\n1,420,\n000\n5,356,256\n\n6,000\n4,000\n\nTotal\n\nsmall leaflets.\n\n5,000\n20,000\n20 , 000\n60 , 000\n20,000\n10,000\n5,000\n5,000\n34,000\n.157,659,056\n\n"}
{"page": 1147, "printed_page": null, "text": "X1 onal records and information, 955\nINDEAssociati\nAthletics,\n\nAccrediting, of teachers colleges, 817\nAchievements of American education, Adminisistration (J. B. Edmonson), 672; finance\n(Frank W. Ballou), 685; instruction (Charles\nH. Judd), 664; organization (John H. Bo¬\ngan), 668; personnel (C. B. Glenn), 682;\npublic relations (Francis G. Blair), 690;\nschool plant (N. L. Engelhardt), 678\nActivity programs, creative, vital to the school,\n141; provision for in a rural school, 492;\nsupervising in rural schools, 483\nAdams, Edwin W. How can we effect the early\nidentification and the certain elimination of\nstudents distinctly unpromising as prospec¬\ntive teachers? 838\nAddress of welcome (Myers Y. Cooper), 41\nAdministration, achievements of American edu¬\ncation in, 672; of the four-year junior col¬\nlege, .591\nAdmission requirements, to teachers colleges,\n808\n\nAdult education, 46; enrichment of, 108; lay¬\ning the foundation for the enrichment of\nadult life among the problem youth of Chi¬\ncago, 111; leadership and rural, 414; ob¬\njective values resulting from a program of\nadult elementary education, 257; report of\ncommittee on enrichment of adult life, 181;\nresearch program in, 251; resolution on en¬\nrichment of adult life, 193\nAdvisers, in high school and the teachers col¬\nleges, 833\nAeronautics, vocational training in, 953\nAgricultural education, objectives in, 949\nAims and methods of character training in the\npublic schools (W. W. Charters), 746\nAitken, Victor M. The schools of Hawaii, 92\nAlaska, our last frontier (A. E- Karnes), 55\nAlderman, B. R. Report of the committee on\nenrichment of adult life, 181\nAllen, Florence E. Selfgovernment and selfmastery — -abstract, 296; the international\npoint of view as a vital value in educationprogress with teachers, 82\nAmerican association of teachers colleges, list\nof accredited institutions, 817; membership\nlist, 908; report of meeting of, 801\nAmerican education week, resolution on, 192\nAnalysis of the qualities or traits of a desir¬\nable citizen in a democracy like the United\nStates, An — abstract (Carroll G. Pearse),\n205\nAnderson, B. F. Fifty years of American edu¬\ncation, 1880-1930 — abstract, 225\nAnderson, Mrs. Helen. Progressive practises in\nWashtenaw County, Michigan — abstract, 452\nAppraisal of agencies for the development of\nthe high-school teacher in service, An — ab¬\nstract (Mary R. Barnette), 295\nAppreciation of the work of the national coun¬\ncil of education, An HE Ruth Pyrtle), 232\nAnticipation of future needs, The (Ray By¬\nman Wilbur), 702\nArchitecture, and educational values, 383\nArithmetic, its value in our schools, abstract\n(Belle Torrey Scott), 335; supervision of,\n796; technics for vital values in, 382\nArt education, integration of with other school\nsubjects, 460\nArt of living as a vital value in education, The\n(Elizabeth Hall), 95\nArticulation, between junior high school and\nsenior high school — abstract (A. J. Burton),\n578; between senior high school and the col¬\nlege — abstract (J. Stevens Kadesch), 580;\nbetween the elementary school and the junior\nhigh school — abstract (Barnett W. Taylor),\n575 ; some fundamental purposes and its\nideals (Thomas H. Briggs), 581\n1 All addresses\nheadings,\n\nAuditors\n\nfor girls, 515; resolution\nreport, 1062\n\non, 192\n\nBagley, William C. Suggestions relative to the\nfunctions of the national council of educa¬\ntion, 201; teaching as a fine art — abstract,\n789; the future of education in America, 218\nBagley, English. The emotional factor in hu¬\nman adjustment, 311\nBallou, Frank W. Achievements of American\neducation — finance, 685\nBamesberger, Velda C. Supervision from the\nstandpoint of the supervisor — abstract, 780\nBarbee, Frederick H. Creative activity vital to\nthe school program., 141\nBarnard, H. E. The teacher and the child, 141\nBarnette, Mary R. An appraisal of agencies for\nthe development of the high-school teacher in\nservice\n281 — abstract, 295\nBasis for . the selection of material in social\nstudies teaching— abstract (Elmer Ellis), 604\nBeatley, Bancroft. The meaning of graduation\nin\nthe553reorganized secondary school — abtract,\nBeck, Cameron. Necessity of closer relations\nbetween business and the schools — abstract,\nBehavior problems, as rated by teachers versus\nmental hygienists, 321\nBieri, Margaret, A concrete example of rural\nteacher preparation in the agricultural mid¬\nwest — abstract, 440\nBing, Simeon H. Problems of the rural teacher\n— abstract, 298\nBittner, W. S. University extension, 858\nBlair, Francis G. Achievements of American\neducation — public relations, 690\nBoard of directors, minutes of meetings of,\n1025\nBoard of trustees, minutes of meetings of, 1044\nBode, Boyd H. What educational principles will\nguide teachers to appreciate vital values in\nthe kindergarten-primary, 369\nBogan, William J. The place of technical\ncourses in the reorganized secondary school,\n550\nBorden,\n\nWalter\n\nB. Vital\n\nvalues\n\nin education\n\n—\n353superintendent’s point of view — abstract,\nBoyer, Charles B. Presentation of gavel, 621\nBradford, Mary Davidson. Report of committee\non necrology, 1109\nBradford, Mrs. Hugh D. The responsibility of\nthe public to the schools, 133\nBriggs, Thomas H. Articulation, some funda¬\nmental purposes and its ideals, 581\nBroome, Edwin C. Flow best to administer the\nschool health, physical education, and re¬\ncreation program, 503\nBrunner, Edmund de S. Critical situations con¬\nfronting countrv life today— abstract, 405\nBryant, Alice G. Lip reading of vital value to\nthe hard of hearing — abstract, 397\nBudget committee, report of, 1080\nBuilding, new, laying cornerstone of, 1100\nBuildings, standards for in teachers colleges,\n815\nBurk, Joseph E. How can we induce a satis¬\nfactory percent of the best potential teachers\nto undertake preparation ? 826\nBurton, A. J. Articulation between junior high\nschool and senior high school — abstract, 578\nBurton, William H. Probable next steps in the\nprogress of supervision — abstract, 781\nBush, Maybell G. Elements common to all good\nsupervision — abstract, 791\nBush, Ralph H. Teacher load in the junior col¬\nlege — abstract, 593\n\nare listed by titles and\n\nauthors ’ names. The book\nset in bold face.\nwhich, together with authors’ names, ar<\n\n]\n[ 1143\n\nis also indexed\n\nby subject\n\n"}
{"page": 1148, "printed_page": null, "text": "1144\n\nNational\n\nEducation\n\nAssociation\n\nBusiness education, modern business looks at\nsecondary education, 649\nBusiness colleges, criteria for, 280\n\nstract, 601; the cry more education for less\nmoney\n: one answer,\nthe Cleveland curriculum\n— abstract,\n567\n\nBylaws of N. I*'. A., 962\nCaldwell, Alma B. The supervision of arithme¬\ntic- abstract, 796\nCalendar of N. E. A. meetings, 973\n\nConsolidated schools, contributions to progres¬\nsive education, 479; contribution of to pro¬\ngressive education — abstract (Glenn Drum¬\nmond), 479; instructional aspects of, 487.\nSee also Rural education\nContributions of American country life and\nrural education to world advancement — ab¬\nstract (Thomas Jesse Jones), 409\nContributions of country to national welfare\nand character — abstract (Carl C. Taylor),\n403\nCook, Albert S. Supervision and research, 716\nCook, Katherine M. Teacher surplus and the\nincreasing responsibility of state teachers col¬\nleges\nfor 442\nthe preparation of rural teachers —\nabstract,\n\nCallahan,\nThe spirit\nteacher’s\nCarr,\nJohn John.\nW. The\nof thejob,\nold 68\nguard, 232\nCarter, Thyra. Racial elements in American\nhistory textbooks— abstract, 603\nCassell, George F. English and its value to our\nschools — abstract, 337\nChanging standards (E. S. Evenden), 84S\nCharacter development through vocational edu¬\ncation — abstract (C. A. Howard), 951\nCharacter education, 24, 32, 37; aims and meth¬\nods of, 746; conference of superintendents\non, 745; general discussion on at superinten¬\ndents’ conference. 766; the regular curricu¬\nlum (A. L. Threlkeld), 759; measurement of\nresults in, 751; projects— abstract (Marian\nSmithling), 475; training of teachers for, 319\nCharters, W. W. Aims and methods of charac¬\nter training in the public schools, 746; re¬\nsearch in adult education, 251; the common¬\nwealth teacher-training study and the curri¬\nculum, 897\nChild Labor, resolution on, 192\nChildren, and the teacher, 141\nCitizenship, an analysis of qualities or traits\nof a desirable citizen in a democracy like the\nU. S., 205; checklist of traits desirable in\nan American citizen, 231; knowledge and\nskills desirable in an American citizen, 228;\nresolution on, 193; social qualities desirable\niii an American citizen. 230; study of traits\ndesirable in an American citizen, 226; vo¬\ncational qualities desirable in an American\ncitizen, 229\nClark, M. G. Thumb prints, 97\nClassroom activities, 457\nCleverdon, Elsie L. A more integrated type of\nclassroom activity — abstract, 457\nClifton, J. L. Words of greeting, 43\nClosing ceremonies, (department of superinten¬\ndence convention) 743\nCody, Frank. Education in the spirit of life,\n621; the opening of the exhibits, 609\nCollicott, J. G. Words of greeting, 43\nCommercial education. See section devoted to\ndepartment of business education.\nCommittees, lists of members of, 9S6; reports\nof: appointment of delegates and kindred\nquestions, 171; budget, 10S0; to cooperate\nwith national association of teachers in col¬\nored schools, 175; economic status of the\nteacher, 179; enrichment of adult life, 181;\ninternational relations, 186: joint committee\non health problems in education of the\nNational Education Association and the\nAmerican Medical Association. 184; legis¬\nlative commission, 188; research and guid¬\nance in visual instruction, 913; resolutions,\n191; retirement allowances, 195; tenure, 195\nCommonwealth teacher-training study and the\ncurriculum, the (W. W. Charters), 897\nCommunitv and school, relationships between,\n639\nComputation of teaching loads in teachers col¬\nleges, The (II. L. Donovan), 867\nConcrete example of rural teacher preparation\nin the agricultural midwest, A (Margaret E.\nllieri) , 440\nCondon, Randall J. What the home can do in\ncharacter and religious education, 32\nConference of superintendents of schools on\ncharacter education, 745\nConnor, W. L. The direct versus the indirect\napproach to social objectives: history and\nthe social studies in the high school — ab¬\n\nCooper, Myers Y. Address of welcome, 41\nCooper, William John. A research office and\nrural education — abstract, 416; education\nmoves forward, 656; cornerstones, 1104\nCoordination of the work of the principal and\nsupervisor — abstract (C. H. Lake), 797\nCornerstone and the membership, The (E. Ruth\nPyrtle), 1103\nCornerstones, (William John Cooper), 1104\nCornerstone, laying of for new building, 1100\nCorrespondence and extension work — a report\n(E. S'. Evenden), 852\nCorrespondence courses — status of, 878\nCosts and expenditures — achievements of Amer¬\nican education in finance, 685 ; Cleveland\ncurriculum and, 567; financing secondary\neducation, 555 ; financial support of teachers\ncolleges, 815; reasons why nation should\nspend as much money on schools as it is, 68 ;\nunit costs in teachers colleges, 885\nCouncil in the nineties, The (John R. Kirk)\n237.\nCounseling systems, shopteacher as a counselor,\n939; personnel work in the college of com¬\nmerce of Ohio State University, 277\nCounts, George S. Education and the five year\nplan of Soviet Russia, 213\nCounty institute, The — abstract\nburn), 434\n\n(Justin Wash¬\n\nCox, Philip W. L. The junior high school and\nthe secondary school curriculum — abstract,\n\n571\n\nCreative activity vital to the school program\n(Frederick 11. Barbee), 141\nCreative education, recognizing and developing\ncreative ability in the individual child. 155\nCreative learning, visual instruction and, 919\nCredit administration in teachers colleges (Clar¬\nence Linton), 875\nCritical situations confronting country life\ntoday — abstract (Edmund de S. Brunner),\nCry, more education for less money: one\nanswer, the Cleveland curriculum, The —\nabstract (William L. Connor), 567\nCurriculums, character education in the regu¬\nlar, 759; enriched and adapted for rural\nschools, 420 ; integration of high-school and\njunior college, 587; of teachers colleges and\nthe commonwealth\nstudy, 897; organization\n5\n40\nof ^\nin junior colleges — abstract (Leonard V.\nKoos), 594; organization in teachers colleges,\n812; terminal courses in high schools and\njunior colleges, 589\nDavis, C. K. Meeting the educational responsi¬\nbilities in a mining district — abstract, 934\nDeans of women, report of meetings of depart¬\nment of, 309\nDearborn, Ned\ncolleges, 871\n\nH.\n\nHealth\n\nservice\n\nDamrosch, Walter. Enriching\nthrough the fine arts, 741\n\nin teachers\nhuman\n\nlife\n\n"}
{"page": 1149, "printed_page": null, "text": "1145\n\nIndex\n\n48\nDelinquency,\nhow handled in Chicago, 111\n.\nDengler, Paul. Education for world community,\n\nEducational recreation for the use of leisureabstract (J. E. Rogers), 518\n\nDennis, L. H. The spirit of the master crafts¬\nman — abstract, 936\n\nDent. Ellsworth\n\nC. The\n\nvisual instruction,\n\nDepartments,\n\n916\n\nnational academy\n\nof\n\nreports of meetings of: adult edu¬\n\ncation, 249; business education, 275; class¬\nroom teachers, 293; deans of women, 309;\neducational research, 331; elementary school\nprincipals, 333; kindergarten-primary edu¬\ncation, 367; lip reading, 391; rural educa¬\ntion, 401; school health and physical educa¬\ntion, 501; science instruction, 529; secondary\nschool principals, 543; social studies, 597;\nsuperintendence, 607; supervisors and di¬\nrectors of instruction, 773; supervisors and\nteachers of home economics, 771; teachers\ncolleges, 801; visual instruction, 911; voca¬\ntional education, 931\n\nDe Valliere, Mrs. Louis T. The home\n\naids the\n\nschool, 724\n\nDeWeese,\n\nA. O. The\n\nstandardization of health\n\nservice in teachers colleges and normal\nschools, 860\nDirect versus the indirect approach to social\nobjectives: history and the social studies in\nthe high school — abstract (W. L. Connor),\n601\nDistinctive contributions of geography in edu¬\ncation — abstract (A. E. Parkins), 339\n\nDoll, Edgar A. Special education as a new\npartment\n297\n\nde¬\n\nof school administration — abstract,\n\nDolton, Isabella. Laying the foundation for the\nenrichment of adult life among\nyouth of Chicago, 111\n\nDondineau,\n\nthe problem\n\nArthur. The organization of super¬\n\nEighteenth amendment, resolution on, 192\nEikenberry, D. H. The supervision of second¬\nary education — abstract, 797\n\nElementary\n\neducation, most\n\nElementary\n\nElliott, Charles H. Greetings from\nEllis, Elmer. A\n\ncolleges, 867\n\nDorsey, Susan M. Friendliness in teacher-super¬\nintendent\n\nDrake,\n\nrelationships,\n\nE. H.\n\n629\n\nVital values\n\nin kindergarten¬\n\nprimary education as viewed in the Kalama¬\nzoo system and steps toward their accom¬\nplishment — abstract, 389\n\nDrugs, resolution on, 192\nDrummond,\n\nGlenn.\n\ncontribution\nstract, 479\n\nDunn,\n\nFannie\n\nThe\n\nconsolidated\n\nschool’s\n\nEly, Margaret\n\nteaching — abstract,\n\nH. Will a practical office train¬\n\n285 department\ning\n\never be developed? — abstract\n\nEngelhardt, N. L. Achievements\n\nof American\n\neducation — the school plant, 678\nEnglish and its value to our schools — abstract\n(George F. Cassell), 337\nEnriched and adapted curriculum, An — ab¬\nstract (Allan Hulsizer), 420\nEnriching human life through the fine arts\n(Walter Damrosch), 741\nEnrichment\nof adult life, The (J. L. McBrien),\n108\nEmotional factor in human\n(English Bagley), 311\n\nadjustment,\n\nThe\n\nEqualization, educational, a redefinition of the\nconcept of equality of opportunity in edu¬\ncation, 78; in secondary education, 555: reso¬\nlution on, 192\n\nE. S. Changing\n\nrespondence\n852\n\nExecutive\n1036\n\neducation by\nKyker), 283\n\nand\n\nbusiness — •\n\nstandards, 848; cor¬\n\nextension\n\nwork — a report,\n\ncommittee, minutes\n\nof meetings of,\n\nExperimental study of the teaching\nAn abstract (Claire Zyve), 923\n\nof spelling,\n\nFact-finding as a foundation for state leader¬\nship — abstract (Henry C. Taylor), 426\n\nto\n\nprogressive\n\neducation — ab¬\n\nFaculties, preparation of in teachers colleges,\n\nW.\n\nProgressive\n\neducation\n\n809; size of in teachers colleges, 809; teach¬\ning load in teachers colleges, 811\nFair,\nJessie F.798Supervising the social subjects\n-— abstract,\n\nin\n\nsmall rural schools, 466\n\nEdmonson,\n\nJer¬\n\nbasis for the selection of ma¬\n\nterials in social studies\n604\n\nEvenden,\n\nof teaching\n\nNew\n\nsey, 618\n\nloads in teachers\n\ncomputation\n\nin, 519;\n\nElements common to all good supervision —\nabstract (Maybell G. Bush), 791\n\nEvaluating business\nabstract (B. Frank\n\nH. L. The\n\nrecent\n\nschools, articulation with the junior\n\nhigh school, 575; physical education\nsafety education, 520\n\nvision in large city systems — abstract, 794\n\nDonovan,\n\nimportant\n\ncontributions in, 904; reasons for low stand¬\nards in, 122. See also Department of ele¬\nmentary school principals.\n\nJ. B. Achievements\n\nof American\n\neducation— administration, 672\nEducating everybody for living, (Agnes\nSamuelson), 103\nEducation and the five year plan of Soviet\nRussia (George S. Counts), 213\nEducation for political service (Ruth Bryan\nOwen), 130\nEducation for the American youth (Matthew\n\nW oil ) , 211\n\nFederal government,\n\nlution on education\n\neducation and, 160; reso¬\nand, 194\n\nFifty years of American\n— abstract\n\neducation, 1880-1930\n\n(L. F. Anderson),\n\nFinance, achievements\n\n225\n\nof American\n\neducation\n\nin, 685; resolution on, 192\nFinancing\nsecondary\neducation — abstract\nR. Mort),\n555\n\n(Paul\n\nEducation for world community (Paul Deng¬\nler), 48\nEducation for world improvement (Walter R.\nSiders), 91\nEducation in the spirit of life (Frank Cody),\n621\nEducation moves forward (William John\nCooper), 656\nEducation theory versus the integrity of the\nsocial studies — abstract (Clayton C. Kohl),\n\nFine arts, enriching human life through, 741\nFinegan, Thomas E. Report of the legislative\n\nEducational advance through research (A. J.\nStoddard),\n710\n^ 599\nEducational physical education program for\nthe elementary schools, An — abstract (Rachel\nO. Yaw), 519\n\nFreeman,\n\ncommission, 188; the place of the council\nthe business of education — abstract, 235\n\nFinley, John H. The\ninherent\n\nheart of America,\n\ncontributions\n\nof American\n\nto the new education — abstract,\nnewspaper aids the school, 718\n\nForce, Anna\nretirement\n\nLaura.\n\nReport\n\nallowances,\n\nFrank\n\nN.\n\n195\n\n163;\n\nfarm\n\nas an\n\non\n\napplied\n\nscience — abstract, 784; the measurement\nresults in character education, 751\nFriendliness in pupil-teacher\n(Edith B. Joynes), 626\n\nlife\n\n423 ; the\n\nof committee\n\nTeaching\n\nin\n\nof\n\nrelationships\n\n"}
{"page": 1150, "printed_page": null, "text": "1 146\n\nNational\n\nEducation\n\nFriendliness in relationships between public\nand parochial schools (J. Elliot Ross), 633.\nFriendliness in school-community relationships\n(Paul C. Stetson), 639\nFriendliness in teacher-superintendent relation¬\nships (Susan M. Dorsey), 629\nFunctions of professional leadership (Walter\nR. Siders), 1107\nFuture of education in America, The (William\nC. Bagiev), 2 IS\nGarbutt, Irving R. Vital values in commercial\neducation — abstract, 288\nGeneral discussion (on character education)\n(Charles S. Meek), 766\nGeography, distinctive contributions of, 339\nGeorge Washington bicentennial celebration\n(U. S. Grant), 126\nGlenn. C. B. Achievements of American edu¬\ncation — personnel, 682\nGraduation, meaning of in the secondary school.\n553; standards of in teachers colleges, 808\nGrant. U. S. George Washington bicentennial\ncelebration, 126\nGreat adventure, The (R. G. Jones), 121\nGreetings (J. L. Clifton), 43; (J. G. Collicott),\n43; (A. E. Winship), 54; from New Jersey\n(Charles H. Elliott), 618; (James J.\nThomas), 42\nGruenberg. Benjamin C. Vital values in science\nteaching — abstract, 533\nGuidance, in visual education, 913\nGuidance programs. See Counseling systems.\nHacker, Myra C. IIow vital values are gained\nthrough the educational insight of the school\narchitect, 383\nHale, W. J. The handicaps of limitation, 87\nHall, Elizabeth. The art of living as a vital\nvalue in education, 95\nHandicaps of limitation. The (W. J. Hale), 87\nHard of hearing, adolescent. The — abstract (G.\nOscar Russell), 396; children should not be\nsegregated — abstract (Dora Schulman), 393;\nresolution on, 192. Sec also Lip reading.\nHarrison, Margaret. Pioneering in new fields —\nradio in rural schools — abstract, 434\nHartley, B. W. Vocational training as a part\nof a city educational program — abstract, 938\nHarvey, Marie Turner. Is progressive education\nprocedure practicable in the small rural\nschool? — abstract, 44S\nHaver. Jennie M. Supervising activity programs\nin rural schools — abstract, 483\nHayes, Harriet. Institute: necessary and usable\nrecords for the high-school dean, 329\nHeadquarters staff, of N. E. A., 977\nHealth education, 27. S8; health service pro¬\ngram, 523; how best to administer, 503.\n507; in a one-room school, 463; in social\nstudies, 604; in the elementary school, 519:\nmodern program of. 512; need for, 517:\nphysical qualities desirable in an Ameri¬\ncan citizen, 226; problems in and their\nsolution, 509; report of joint committee on\nhealth problems in education of the N. E. A.\nand the A. M. A., 184; report of meeting of\ndepartment of school health and physical edu¬\ncation, 501; standardization of health service\nin teachers colleges, 860; student health serv¬\nice and living conditions in teachers col¬\nleges, SI 2\nHealth program in a one-room school — abstract\n(Jennie Kaufman), 463\nHealth service in teachers colleges (Ned H.\nDearborn), 871\nHeffernan. Helen. Leadership in improving edu¬\ncational opportunities for country children —\nthe rural high school — abstract, 430\nHelp high-school deans may give to college\ndeans (Agnes E. Wells), 326\nHelping children enrich and gain ideas — ab¬\nstract (Lulu Wright), 375\n\nAssociation\n\nHeyl, Helen Hay. Standard preparation and\nsupervision for the teachers of farm children\n— abstract, 422\nHigher education,\nschools, 580\n\narticulation\n\nwith senior high\n\nHistory, racial elements in textbooks on, 603;\nsocial sciences in high school and, 601\nHolmes, Henry W. Standards and freedom in\nthe school — abstract, 564\nHome economics, formation of new depart¬\nment of supervisors and teachers of, 771; in¬\nterests of girls — abstract (Enid W. Lunn),\n943; what it is doing for the employed girl,\n946\nHome aids the school, The (Mrs, Louis T.\nDeValliere), 724\nHorn, Ernest. What are the most important\nrecent contributions in the field of elementary\neducation? 904\nHoward, C. A. Character development through\nvocational education — abstract, 951\nHoward, Homer H. A progressive school uses\nits environment — abstract, 454\nHow best to administer the school health, physi¬\ncal education, and recreational program (Ed¬\nwin C. Broome), 503\nHow to promote\nSoper), 75\n\ninternational\n\neducation\n\n(Clare\n\nHow vital values are gained through the edu¬\ncational insight of the school architect (Myra\nC. Hacker), 383\nHull, E. M. Standardization: preliminary steps,\n280\nsuggestions\nand recommendations — abstract,\nHulsizer, Allan. An enriched and adapted cur¬\nriculum — abstract, 420\nIdeals\nson), in17American Education (W. O. Thomp¬\nIlliteracy, resolution on, 193\nImportance of a reading program to the schools,\nThe — abstract (Margaret L. White), 335\nImportance of early discovery of impairment\nof hearing — abstract (Russell G. Means),\n393\nIncorporation, act of, for N. E. A., 957\nIndividual differences, 98\nIndustrialization and its influence in the organi¬\nzation of rural teacher training in normal\nschools and\nteachers colleges — abstract\n(Verne McGuffey), 437\nInherent contributions of American farm life\nto the new education — abstract (John LI.\nFinley), 423\nInstitute: Necessary and usable records for\nthe high-school dean (Harriet Hayes and\nRuth Sanderson), 329\nInstruction, achievements\ntion in, 664\n\nof American\n\neduca¬\n\nInstructional aspects of the consolidated school\n(R. C. Williams), 487\nIntegration in high-school and junior college\ncurriculums — abstract (Jesse H. Newlon),\n587\nIntegration of art work with other school\nsubjects — abstract (Gladys Stackhouse), 460\nIntelligence, need for freeing, 44\nInternational education, education for world\ncommunity, 48; education for world improve¬\nment, 91 ; how to promote international edu¬\ncation, 75: international goodwill, a natural\noutcome of the social studies curriculum for\nthe early elementary grades, 64; international\npoint of view as a vital value in education,\n82; need for international point of view, 47;\nthrough the looking glass, 58. Sec also World\npeace and education\nInternational goodwill, a natural outcome of\nthe social studies curriculum for the early\nelementary grades (Ida Odelle Rudy), 64\n\n"}
{"page": 1151, "printed_page": null, "text": "1147\n\nIndex\n\nInternational point of view as a vital value in\neducation progress with teachers (Florence\nE. Allen), 82\nInterpretation of education, achievements of\nAmerican education in public relations, 690;\npublicity through the printed word, 832\nIs _ progressive education procedure practicable\nin the small rural school? — abstract (Marie\nTurner Harvey), 448\nJessup, Walter A. The school’s debt to its\nfriends, 737\nJewett, Frank B. Modern business looks at\nsecondary education, 649\nJones, R. G. the great adventure, 121\nJones, Thomas Jesse. Contributions of Ameri¬\ncan country life and rural education to\nworld advancement — abstract, 409\nJones, Thomas Lloyd. Junior college in the\nstate’s program of education — abstract, 559\nJoynes, Edith B. Friendliness in pupil-teacher\nrelationships, 626\nJudd, Charles H. Achievements of American\neducation instruction, 664\nJunior colleges, curriculum organization, 594;\nin the state’s program of education — abstract\n(George F. Zook), 560; in the state’s pro¬\ngram of education — abstract (Thomas Lloyd\nJones), 559; organization and administra¬\ntion of, 593 ; teacher load in, 593. See also\nSecondary education.\nJunior high school, articulation and the ele¬\nmentary school, 575; articulation with senior\nhigh school, 578; secondary school curricu¬\nlum and — abstract (Philip, W. L. Cox),\n571; vitalized reading in, 568\nKadesch, J. Stevens. Articulation between senior\nhigh school and the college — abstract, 580\nKarnes, A. E. Alaska, our last frontier, 55\nKaufman, Jennie. A health program in a oneroom school — abstract, 463\nKauffman, Treva E. What home economics is\ndoing for the employed girl — abstract, 946\nKenfield, Coralie N. Lip reading, an important\nfactor in the rehabilitation of the deafened—\nabstract, 398\nKerr, Allen M. What should a school health\nservice program be? — abstract, 523\nKindergarten-primary education, report of\nmeetings of department of, 367; resolution\non, 192\nKirk, John R. The council in the nineties, 237\nKnowlton, Daniel G. Report of the committee\non research and guidance, 913\nKohl, Clayton C. Education theory versus the\nintegrity of the social studies — abstract, 599\nKoos, Leonard V. Curriculum organization in\njunior colleges — abstract, 594\nKyker, B. Frank. Evaluating business education\nby business — abstract, 283\nLaboratories, equipment of in teachers colleges,\n813\nLake, C. H. Coordination of the work of the\nprincipal and supervisor — abstract, 797\nLandis, Benson Y. The organization of farmers\nand rural-urban cooperation — abstract, 411\nLathrop, Edith. Vital values in elementary\nschool libraries, 346\nLaying the cornerstone of the new building,\n\n1100\n\nLaying the foundation for the enrichment of\nadult life among the problem youth of Chi¬\ncago (Isabella Dolton), 111\nleadership and rural adult education — abstract\n(John D. Willard), 414\nLeadership in improving educational opportuni¬\nties for country children — the rural high\nschool — abstract (Helen Heffernan), 430\nLeadership in teacher training in service — the\ncounty institute— abstract (Anna Swenson),\n433\n\nLee, Edwin A. The shop teacher as a coun¬\nselor — abstract, 939\nLegislative commission, report of, 188\nLeisure, educational recreation for the use of,\n518; use of, 695; visual aids helpful in use\nof, 926; wise use of, 107; of tomorrow, The\n_ — abstract (Joy E. Morgan), 269\nLibraries, as an instrument of education, 105;\nresolution on, 192; standards for in teachers\ncolleges,\nschool,\n346813; vital values in elementary\n\nLife membership, and the new building (Joseph\nH. Saunders), 1101; dinner, 1099; presen¬\ntation of, in department of superintendence\nto Albert Edward Winship, 709\nLindley, E. H. The revival of personality, 115\nLinton, Clarence. Credit administration in\nteachers colleges, 875\nLip reading, an important factor in the rehabili¬\ntation of the deafened — abstract (Coralie N.\nKenfield), 398; of vital value to the hard of\nhearing — abstract (Alice G. Bryant), 397;\nreport of meeting of department of, 391.\nSee also Hard of hearing\nLogan, John H. Achievements of American edu¬\ncation — organization, 668\nLooking\n— abstract\nThomas), forward\n67\n\n(Augustus\n\nO.\n\nLunn, Enid W. Home economics interests of\ngirls — abstract, 943\nMcBrien,\nJ. L. The enrichment of adult life,\n108\nMcClusky, Frederick Dean. Progress of visual\ninstruction in the U. S. from 1923 to 1930,\n914\nMcCormack, Thomas J. Some forgotten view¬\n-points\n— abstract,\nfor reorganizing\nthe secondary school\n545\nMcDowell, William\nin character and\n\nF. What the church can do\nreligious education, 37\n\nMcGuffey, Verne. Industrialization and its in¬\nfluence in the organization of rural teacher\ntraining in normal schools and teachers col¬\nleges — abstract, 437\nMcFarland, Blanche. Visual aids helpful in the\nwise use of leisure — abstract, 926\nMcKown, Harry C. Vital values in education —\nuniversity point of view — abstract, 342\nMagee, H. J. Unit costs in teachers colleges,\n885\nMallory, H. F. The status of correspondence\ncourses, 878\nMann Centennial, Horace, resolution on, 193\nMathias, Margaret E. Vital values in creative\nexpression — abstract, 376\nMeaning of graduation in the reorganized\nsecondary\nschool, The — abstract (Bancroft\nBeatley), 553\nMeans, Russell G. The importance of early dis¬\n393\ncovery\nof impairment of hearing — abstract,\nMeasurement of results in character\nThe (Frank N. Freeman), 751\nMeek, Charles S. General\nacter education, 766\n\ndiscussion\n\neducation,\non\n\nchar¬\n\nMeeting the educational responsibilities in a\nmining district — abstract (C. K. Davis), 934\nMembership chart of N. E. A., 4\nMental hygiene, relative seriousness of behavior\ntraits as rated by mental hygienists, 320\nMeredith, A. B. Public education as affecting\nthe adjustment of youth to life — a discussion\nof the recent publication of the National In¬\ndustrial Conference Board — abstract, 933\nMethods in teaching high-school science, 534\nMiller, C. M. Vital values in industrial educa¬\ntion — abstract, 945\nMinimum standards for creative learning as\na vital value in visual instruction — abstract\n(James G. Sigman), 919\n\n"}
{"page": 1152, "printed_page": null, "text": "1148\n\nNational\n\nEducation\n\nMinutes, board of directors’ meetings, 1025;\nboard of trustees meetings, 1044; executive\ncommittee meetings, 1036; tenth representa¬\ntive assembly, 999.\nModern business looks at secondary education\n(Frank B. Jewett), 649\nModern politics (Ruth Bryan Owen), 643\nModern public school physical education pro¬\ngram (Jay B. Nash), 512\nMonks, Pearl G. What technics in teaching\nsuggest vital values in helping children gain\nand improve skills in reading, writing, and\narithmetic — abstract, 378\nMore integrated type of classroom activity, A\n— abstract (Flsie L. Cleverdon), 457\nMorgan, D. S. A study of social judgments —\nabstract, 602\nMorgan, Joy E. The leisure of tomorrow — ab¬\nstract, 269\nMorriss, Elizabeth. Objective values from a\nprogram of adult elementary education — ab¬\nstract, 257\nMorrison, J. Cayce. The objectives of the third\nyearbook, 775\nMort, Paul R. Financing secondary education\nabstract, 602\nMossman, Lois Coffey. Provision for an ac¬\ntivity program in a rural school, 492\nMotion pictures and education, 219\nMuseum, as an aid in education, 106; service\nto education — abstract (Charles R. Toothaker), 924\nMyers, Alonzo F. How can we set up defen¬\nsible policies and work out effective pro¬\ngrams for the selective admission of en¬\ntrants to teacher-training institutions? 835\nNash, Jay B. A modern public school physical\neducation program, 512\nNational academy of visual instruction (Ells¬\nworth C. Dent), 916\nNational Commission on the enrichment of\nadult life, 46\nNational Congress of Parents and Teachers,\nresolution on, 194\nNational Council of Education, 199; an appre¬\nciation of the work of, 232; minutes of meet¬\nings of, 239; suggestions relative to the func¬\ntions of, 201; yesterday and today (Carroll\nG. Pearse), 233.\nNature study and the elementary teacher, 531\nNecessity of closer relations between business\nand the schools — abstract (Cameron Beck),\n281\nNecrology committee, report of (Mary David¬\nson Bradford), 1109\nNeed for school health education, The — ab¬\nstract (Robert G. Patterson), 517\nNeeds in rural education today — abstract\n(Charles L. Syron), 298\nNewbold, N. C. Report of the committee to\ncooperate with the national association of\nteachers in colored schools, 175\nNew building. See Building, new\nNewlon, Jesse H. Integration in high-school and\njunior college curriculums — abstracts, 587\nNewspaper, aids the school, The (John H. Fin¬\nley), 718; as an aid in education, 106\nNew trends in commercial teacher trainingabstract (M. E. Studebaker), 291\nNiebuhr, Reinhold. The spirit of life, 610\nNorton, John K. Report of the committee on the\neconomic status of the teacher, 179; research\nprogram in adult education, The — abstract,\n251\n\nOberteuffer, D. Problems in school health edu¬\ncation and their solution — abstract, 509\nObjectives in vocational agricultural education,\n949 ; of the third yearbook— abstract (J.\nCayce Morrison), 775\n\nAssociation\n\nObscenity (literature, pictures, tokens), resolu¬\ntion on, 193\nOfficers of N. E. A.— 1929-30, 975; 1930-31,\n980\nOpening of the exhibits, The (Frank Cody),\n609\nOppenheimer J. J. Terminal courses in high\nschools and junior colleges — abstract, 589\nOrganization, achievements of American edu¬\ncation in, 668; of the four-year junior col¬\nlege — abstract (John A. Sexson), 591; of\nfarmers and rural-urban cooperation — ab¬\nstract (Benson Y. Landis), 411; of super¬\nvision in large city systems, The — abstract\n(Arthur Dondineau), 794\nOsias, Camilo. The Philippines in international\neducation, 71\nOur continued neglect of health values in the\nsocial studies — abstract (R. N. Shryock),\n604\nOwen, Ruth Bryan. Education for political serv¬\nice, 130; modern politics, 643\nPalmer, A. Laurence. What improved service\ndoes the elementary teacher have the right\nto expect of leaders in nature and science in¬\nstruction?— abstract, 531\nParkins, A. E. The distinctive contributions of\ngeography in education — abstract, 339\nParochial schools, relationship to public schools,\n633\nPatterson, Robert G. The need of school health\neducation — abstract, 517\nPearse, Carroll G. An analysis of the qualities\nor traits of a desirable citizen in a democracy\nlike the United States — abstract, 205; study\nof traits desirable in an American citizen — preliminary report, 226; the national coun¬\ncil of education — yesterday and today, 233\nPersonality, revival of, 115\nPersonal view of education, 21\nPersonnel, achievements of American education\nin, 682; work in the college of commerce\nand administration of the Ohio State Uni¬\nversity-abstract (C. W. Reeder), 277\nPhelps, Shelton. Some phases of the training\nof faculty members of teachers colleges, 889\nPhilippines in international education, The\n(Camilo Osias), 71\nPioneering in new fields — radio in rural schools\n— abstract (Margaret Harrison), 434\nPlace of the council in the business of educa¬\n235\ntion, The — abstract (Thomas E. Finegan),\nPlace of technical courses in the reorganized\nsecondary school (William J. Bogan), 550\nPlants, achievements of American education in,\n678\nPolitical service, education for, 130\nPorto Rican people, The (Jose Padin), 130\nPreble, Blanche. Report of committee on reso¬\nlutions, 191\nPreschool children, adult elementary education,\nand, 257\nPresentation of gavel (Charles B. Boyer), 621;\nof medal to Cora Wilson Stewart, 710; of\n\npast presidents’ keys (Department of Super¬\nintendence), 694; to Dr. Albert Edward Winship, 709\nPrincipals, coordination of work with super¬\nvisors, 797 ; elementary (see report of meet¬\ning of department of), 333; high school (see\nreport of meetings of department of second¬\nary school principals), 543\nProbable next steps in the progress of super¬\nvision — abstract (William H. Burton), 781\nProblem children, laying the foundation for\nthe enrichment of adult life among, in Chi¬\ncago. Ill\n\n"}
{"page": 1153, "printed_page": null, "text": "1149\n\nIndex\n\nProblems in health education and their solu¬\ntion — abstract (D. Oberteuffer) , 509; of the\nrural teacher — abstract (Simeon H. Bing),\n\n298\n\n....\n\n(John K. Norton), 251; supervision and,\n716; visual education and, 913\nResolutions,\nreport of N. E. A. committee on,\n191\n\nProgress of visual instruction in the U. S.\nfrom 1923 to 1930 — abstract (Frederick Dean\nMcClusky), 914\n\nResponsibility of the public to the schools. The\n(Mrs. Hugh D. Bradford), 133\nRetirement,\non, 194; report of com¬\nmittee on, resolution\n195\n\nProgressive education, consolidated school’s\ncontribution to, 479; rural school and, 448;\n(Fannie W. Dunn), 466\nProgressive practises in Washtenaw County,\nMichigan — abstract (Mrs. Helen Anderson),\n452\nProgressive school uses its environment, A —\nabstract (Homer H. Howard), 454\nProvision for an activity program in a rural\nschool (Hois Coffey Mossman), 492\nPublic education as affecting the adjustment\nof youth to life— a discussion of the recent\npublication of the national industrial con¬\nference board — abstract (A. B. Meredith),\n933\nPublic relations, achievements of American edu¬\ncation in, 690\nPublic, responsibility of to the schools, 133\nPupils, friendly relations with teachers, 626\nPyrtle, E. Ruth. An appreciation of the work\nof the national council of education, 232; the\ncornerstone and the membership, 1103; vital\n\nRevival\n115\n\nvalues in education, 44; vital values in ele¬\nmentary education, 340\nRacial elements in American history textbooks\n— abstract (Thyra Carter), 603\nRadio broadcasting, as an aid in education,\n106; educational obligations of the broadtaster, 145; in education, 219; resolution\non, 193; rural schools and, 434; use of radio\nin the development of international under¬\nstanding, 150\nRankin, Paul T. The training of teachers for\ncharacter education, 319\nReading, importance of a program in the\nschools, 335; technics for vital values in,\n378; vitalized in junior high schools, 568\nRedefinition of the concept of equality of oppor¬\ntunity in education, A (George D. Strayer),\n78\nReeder, C. W. Personnel work in the college of\ncommerce and administration of the Ohio\nState University — abstract, 277\nReeve, Mrs. A. H. Through the looking glass,\n58\nReligious education, 24, 32, 37\nReports, secretary’s, 1090; auditor’s, 1062\nReports of committees, on appointment of dele¬\ngates and kindred questions (A. L. Threlkeld), 171; budget, 1080; to cooperate with\nthe national association of teachers in colored\nschools (N. C. Newbold), 175; on the eco¬\nnomic status of the teacher (John K. Norton),\n179; on enrichment of adult life (L. R. Al¬\nderman), 181; on health problems in educa¬\ntion of the National Education Association\nand the American Medical Association\n(Thomas D. Wood), 184; on international\nrelations (Annie Carleton Woodward), 186;\nlegislative commission (Thomas E. Finegan),\n188; necrology, 1109; of one hundred on ten¬\nure problems (Albert Lindsay Rowland),\n195; on research and guidance (Daniel G.\nKnowlton), 913; on resolutions (Blanche\nPreble), 191; on retirement allowances\n(Anna Laura Force), 195\nRepresentative assembly, minutes of meetings\nof, 999; list of delegates to, 1118\nResearch, adult education and (W. W. Char¬\nters), 251; educational advance through, 710;\noffice and rural education (William John\nCooper), 416; program in adult education\n\nof Personality,\n\nThe\n\n(E. H.\n\nLindley),\n\nRex, Hazel. What place should girls’ athletics\nhave in the\nabstract,\n515 physical education prograpi? —\nReynolds, Helen. Typewriting, a subject to be\ntaught — abstract, 289\nRogers, J. E. Educational recreation for the\nuse of leisure — abstract, 518\nRoss, J. Elliott. Friendliness in relationships\nbetween public and parochial schools, 633\nRowland,\nAlbert Lindsay. Report of the com¬\n195\nmittee of one hundred on tenure problems,\nRudy, Ida Odelle. International goodwill, a\nnatural outcome of the social studies curri¬\nculum for the early elementary grades, 64\nRural education, art work in, 460; character\neducation, 475; contributions of country to\nnational welfare, 403; contributions of farm\nlife to the new education, 423 ; contributions\nto world advancement. 409; critical situations\nconfronting country life, 405; enriched and\nadapted curriculum for, 420; health educa¬\ntion and, 463 ; is progressive education pro¬\ncedure practical? 448; leadership and, 414;\nneeds in today, 298; organization of farmers,\n411; problems of the rural teacher, 298; pro¬\ngressive, 466 ; provision for an activity pro¬\ngram, 492; radio in, 434; research office and,\n416; resolution on, 192; supervising activity\nprograms in, 483; teacher surplus, 442;\nteacher training for, 422; teacher training\nin the midwest, 440; the rural high school,\n430. See also Consolidated schools\nRural teacher training in the industrialized\neast, a concrete example — abstract (Cora J.\nRussell), 438\nRussell, Cora J. Rural teacher training in the\nindustrialized east, a concrete example — ab¬\nstract, 438\nRussell, G. Oscar. The hard of hearing adoles¬\ncent — abstract, 396\nSafety education in the elementary schools —\nabstract (Herbert J. Stack), 520\nSalary schedules, objection to, 123\nSamuelson, Agnes. Educating everybody for\nliving, 103\nSanderson, Ruth. Institute: necessary and\nusable records for the high-school dean, 329\nSaunders, Joseph H. Life membership and the\nnew building, 1101\nSchool’s debt to its friends, The (Walter A.\nJessup), 737\n92\nSchools of Hawaii, The (Victor M. Aitken),\nSchulman, Dora. Hard of hearing children\nshould not be segregated — abstract, 393\nScience instruction, elementary teachers and,\n531; methods in, 534; report of meeting of\ndepartment of, 529; vital values in, 533\nScott, Belle Torrey. Arithmetic, its value in\nour schools — abstract, 335\nSealock, W. E. Symbols or experience. 135\nSecondary education, curriculum of, and the\njunior high school, 571; forgotten viewpoints\nfor reorganizing, 545 ; meaning of gradu¬\nation in, 553; modern business looks at, 649;\nsupervision of, 797; technical courses in, 550.\nSee also Junior colleges and departments, re¬\nport of meeting of secondary school prin¬\ncipals.\n\n"}
{"page": 1154, "printed_page": null, "text": "1150\n\nNational\n\nEducation\n\nSecretary’s report, 1090\nSelfgovernment and sel fmastery — - abstract\n(Florence K. Allen), 296\nSenior high school, articulation with college,\n580; articulation with junior high school,\n578\n.\nSex education, undergraduate sex situation, 315\nSexson, John A. The organization and adminis¬\ntration of the four-year junior college — ab¬\nstract, 591\nSherrod. Charles C. How can we establish and\nmaintain qualitative standards for graduation\nand for provisional certification? 845\nShop equipment, standards for in teachers col¬\nleges, 813\nShop teacher as a counselor, The — abstract\n(Edwin A. Lee), 939\nShryock, R. N. Our continued neglect of health\nvalues in the social studies — abstract, 604\nSiders, Walter R. Education for world improve¬\nment, 91; functions of professional leader¬\nship, 1107\nSigman, James G. Minimum standards for cre¬\native learning as a vital value in visual in¬\nstruction — abstract, 919\nSimpson, Mabel E. Supervisory problems from\nthe teachers’ viewpoint — abstract, 778\nSmith, Z. M. Some objectives in vocational\neducation in agriculture — abstract, _ 949\nSmithling, Marian. Character education proj¬\nects — abstract, 475\nSocial agencies aid the school (James EWest), 728\nSocial sciences, basis for selection of materials\nfor, 604; educational theory versus integrity\nof, 599; health values in, 604; history and,\nin the high school, 601; supervising work of,\n797. See also Departments, report of meet¬\ning of department of social studies, 5 97\nSome aspects of vitalized reading for junior\nhigh schools — abstract (Clarence Stratton),\n568\nSome forgotten viewpoints for reorganizing the\nsecondary school — abstract (Thomas J. Mc¬\nCormack), 545\nSome objectives in vocational education in ag¬\nriculture — abstract (Z. M. Smith), 949\nSome phases of the training of faculty mem¬\nbers of teachers colleges (Shelton Phelps),\n889\nSoper, Clare. How to promote international\neducation, 75\nSoviet Russia, education and the five vear plan\nof, 213\nSpaulding, Roland H. Vocational training in\naeronautics — abstract, 953\nSpecial education as a new department of\nschool administration — - abstract (Edgar A.\nDoll), 297\nSpelling, an experimental study of the teach¬\ning of, 923\nSpencer, Herbert L. Training teachers to recog¬\nnize vital values in education — abstract, 920\nSpirit of life, The (Reinhold Niebuhr), 610\nSpirit of the master craftsman, The — abstract\n(L. H. Dennis), 936\nSpirit of the old guard, The (John W. Carr),\n232\nStack, Herbert J. Safety education in the ele¬\nmentary school — abstract, 520\nStandard preparation and supervision for the\nteachers of farm children — abstract (Helen\nHay Heyl), 422\nStandardization of health service in teachers\ncolleges and normal schools (A. O. De\nWeese), 860\nStandardization : preliminary steps, sugges¬\ntions, and recommendations — abstract (E.\nM. Hull), 280\n\nAssociation\n\nStandards,\n\nfor\n\naccrediting\n\nteachers\n\ncolleges,\n\n807; freedom and, in the schools — -abstract\n(Henry W. Holmes), 564; graduation, in\nteachers colleges, 808; resolution on higher\nfor teachers, 193\nStatus of correspondence courses, The (H. F.\nMallory), 878\nStetson, Paul C. Friendliness in school-com¬\nmunity relationships, 639\nStewart, Cora Wilson. Presentation of medal\nto, 710 W. F. Vocational interests of farm\nStewart,\nboys — abstract, 941\nStrayer, George D. A redefinition of the con¬\ncept of equality of opportunity in education,\n78\nStudy of social judgments, A — abstract (D. S.\nMorgan), 602\nStudy of traits desirable in an American\ncitizen — preliminary report (Carroll G.\nPearse), 226\nStoddard, A. J. Educational advance through\nresearch, 710\nStratton, Clarence. Some aspects of vitalized\nreading for junior high schools — abstract,\nStudebaker, M. E. New trends in commercial\nteacher training — abstract, 291\nStudent teaching, training school and in teach¬\ners colleges, 811\nSuggestions relative to the functions of the\nnational council of education (William C.\nBagley), 201\n8\nSuhrie,\n^ 56Ambrose L. What are the basic facts\nand conditions which have significant bear¬\ning upon the solution of the problem of sup¬\nply and quality of novice teachers? 820\nSuperintendents, friendly relationships with\nteachers, 629. See Departments, report of\nmeeting of department of superintendence.\nSupervising the social subjects — abstract\n(Jessie F. Fair), 798\nSupervising activity programs in rural schools\n— abstract (Jennie M. Haver), 483\nSupervision, effectiveness of, 124; elements\ncommon to ail good, 791; from the stand¬\npoint of the supervisor — abstract (Velda C.\nBamesberger), 780; of arithmetic, The — abstract (Alma B. Caldwell), 796; of\nsecondary education, The — -abstract (D. H.\nEikenberry), 797; organization of in large\ncity systems, 794; probable next steps in,\n781; research and, (Albert S. Cook), 716.\nSee also Department of supervisors and di¬\nrectors of instruction\nSupervisors, coordination of work of principal\nand, 797\nSupervisors and directors of instruction, de¬\npartment of, 773\nSupervisors and teachers of home economics,\ndepartment of, 771\nSupervisory problems from the teacher’s view¬\npoint — abstract (Mabel E. Simpson), 778\nSupply and demand, as it affects rural teacher\ntraining, 442; facts and conditions bearing\non solution of the problem, 820 ; regulation\nof, 820; selective admission of entrants to\nteachers colleges, 835\nSutton, Willis A. What the schools can do in\ncharacter and religious education, 24\nSuzzallo, Henry. The use of leisure, 695\nSwenson, Anna. Leadership in teacher-training\nin service — the county institute — abstract,\nSymbols or experience (W. E. Sealock), 136\n433\nSyron,\nCharles L. Needs in rural education\ntoday — abstract, 298\nTaylor, Barnett W. Articulation between the\nelementary\nand the junior high school\n—\nabstract, school\n575\n\n"}
{"page": 1155, "printed_page": null, "text": "/\n\nIndex\n\nTaylor, Carl C. Contributions of country to\nnational welfare and character — abstract, 403\nTaylor, Henry C. Fact finding as a foundation\nfor state leadership — abstract, 426\nTeacher and the child, The (H. F. Barnard),\n141\nTeacher’s job, The (John Callahan), 68\nTeacher load in the junior college — abstract\n(Ralph H. Bush), 593\nTeacher participation, resolution on, 194\nTeachers colleges, admission requirement stand¬\nards, 808; accrediting by American associa¬\ntion of, 817; classification by American asso¬\nciation of 816; credit administration in, 875;\ndefinition of, 807; faculty size, 809; financial\nsupport, 815; health service, 860, 871; lab¬\noratory equipment, 813; library equipment,\n813; limit of student registration, 815;\norganization of curriculum, 812; report of\nmeeting of department of, 801; shop equip¬\nment, 813; standards for accrediting, 807;\nstandards for buildings, 815; student health\nservice and living conditions, 812; teaching\nloads, 867; training faculty members of, 889;\ntraining school and student teaching, 811;\nunit costs in, 885\nTeachers, friendly relationships with pupils,\n626; friendly relations with superintendent,\n629\nTeachers’ institutes, county, 433, 434\nTeacher surplus and the increasing responsi¬\nbility of state teachers colleges for the prep¬\naration of rural teachers — abstract (Katherine\nM. Cook), 442\nTeacher training, changing standards, 848;\ncommonwealth study of, 897 ; contacts be¬\ntween teachers colleges and public schools,\n829; correspondence and extension work,\n852; county institute, 433; elimination of\nunpromising candidates, 838; for character\neducation, 319; for rural education, 422;\ngraduation standards, 845 ; how to indue?\nbest potential teachers to undertake train¬\ning, 828; industrialization and its influence\nin rural, 437; of rural teachers in midwest,\n440; resolution on survey of, 194; selection\nfor, 835; supply and demand, problem of\nin, 820 ; teacher surplus and the preparation\nof rural teachers, 442\nTeaching, as a fine art — abstract (William C.\nBagley), 789; as an applied science — abstract\n(Frank N. Freeman), 784; factors in effec¬\ntive, 122; load in teachers colleges, 811, 867\nTenure, resolution on, 194\nTenth representative assembly, The. See\nRepresentative assembly\nTerminal courses in high schools and junior\ncolleges — abstract (J. J. Oppenheimer), 589\nTests and measures, in character education.\n751\nTheme of convention. 44\nThomas, Augustus O. Rooking forward — ab¬\nstract, 67\nThomas, James J. Words of greeting, 42\nThompson, W. O. Ideals in American educa¬\ntion, 17; vital values in education, 358\nThrelkeld, A. L. Character education in the\nregular curriculum, 759; report of commit¬\ntee on appointment of delegates and kindred\nquestions, 171\nThrough the looking glass (Mrs. A. H. Reeve),\n58\nThumb prints (M. G. Clark), 97\nToothaker, Charles R. Museum service to edu¬\ncation — abstract, 924\nTraining of teachers for character education,\nThe (Paul T. Rankin), 319\nTraining schools and student teaching in teach¬\ners colleges, 811\n\n1151\n\nTraining teachers to recognize vital values in\neducation — abstract (Herbert R. Spencer;,\nTrends and investigations in teaching pro¬\ncedures for high-school sciences and some\npossible values (Ralph K. Watkins), 534\nTrustees, board of. See Board of trustees\nTypewriting, a subject to be taught— abstract\n(Helen Reynolds), 289\n885 costs in teachers colleges (H. J. Magee),\nUnit\nUniversity\n^ 920 extension (W. S. Bittner), 858\nUse of leisure, The (Henry Suzzallo), 695\nValue of scientific hearing tests — -abstract (K.\nP. Royce), 395\nVisual aids helpful in the wise use of leisure —\nabstract (Blanche McFarland), 926\nVisual instruction, minimum standards for,\n919; national academy of, 916; progress in,\n914; report of meeting of department of,\n911; teacher training for, 920\nVital values, in commercial education — ab¬\nstract (Irving R. Garbutt), 288; in creative\nexpression — abstract (Margaret F- Ma¬\nthias), 376; in education — abstract (W. O.\nThompson), 358; art of living as one of,\nin education, 95; in education (F. Ruth\nPyrtle), 44; in education, superintendent’s\npoint of view — abstract (Walter B. Bor¬\nden), 353; in elementary school libraries\n(Fdith Rathrop), 346; in elementary edu¬\ncation (F. Ruth Pyrtle), 340; in education,\nuniversity point of view — abstract (Harry\nC. McKown), 342; in industrial education —\nabstract (C. M. Miller), 945; in kindergar¬\nten-primary education as viewed in the\nKalamazoo system and steps toward their\naccomplishment — abstract (F. H. Drake),\n389; in science teaching — abstract (Benja¬\nmin C. Gruenberg), 533.\nVocational education, agriculture, 949; char¬\nacter development through, 951; home eco¬\nnomics and, 943; in a mining district, 934;\nreport of meeting of department of, 931;\nspirit of the master craftsman, 936; vital\nvalues in, 945 ; vocational qualities desirable\nin an American citizen, 229\nVocational interests of farm boys — abstract\n(W. F. Stewart), 941\nVocational guidance, teacher training, 833\nVocational training, as a part of a city educa¬\ntional program — abstract (B. W. Hartley),\n938; in aeronautics — abstract (Roland H.\nSpaulding), 953\nWashburn, Justin. The county institute — ab¬\nstract, 434\nWashington bicentennial, George, celebration\n(U. S'. Grant), 126; resolution on, 193\nWatkins, Ralph K. Trends and investigations\nin teaching procedures for high school sci¬\nences and some possible values, 534\nWelfare, public, 18\nWells, Agnes E.\nHelp high-school deans\nmay give to college deans, 326\nWest, James E.\nSocial agencies aid the\nschool, 728\nWhat are the most important recent contri¬\nbutions in the field of elementary education?\n(Ernest Horn), 904\nWhat educational principles will guide teach¬\ners to appreciate vital values for children\nin the kindergarten-primary (Boyd H.\nBode), 369\nWhat home economics is doing for the em¬\nployed girl — abstract (Treva F. Kauffman),\n946\nWhat improved service does the elementary\nteacher have the right to expect of leaders\nin nature and science instruction? — abstract\n(A. Raurence Palmer), 531\n\n"}
{"page": 1156, "printed_page": null, "text": "1152\n\nNational\n\nEducation\n\nWhat is the best school health program and\nhow best to administer it? (Thomas D.\nWood), 507\nWhat place should girls’ athletics have in the\nphysical education program? — • abstract\n(Hazel Rex), 515\nWhat should a school health service program\nbe? — abstract (Allen M. Kerr), 523\nWhat technics in teaching suggest vital values\nin helping children gain and improve skills\nin reading, writing, and arithmetic — abstract\n(Pearl G. Monks), 378\nWhat the church can do in character and\nreligious education (William F. McDowell),\n\n37\n\nWhat the home can do in character and re¬\nligious education (Randall J. Condon), 32\nWhat the schools can do in character and re¬\nligious education (Willis A. Sutton), 24\nWhite house committees — resolution on, 194\nWhite, Margaret L. The importance of a read¬\ning program to the schools — abstract, 335\nWilbur, Ray Lyman. The anticipation of fu¬\nture needs, 702\nWill a practical office training department\never be developed? — abstract (Margaret H.\nFly), 285\nWilliams, R. C. Instructional aspects of the\nconsolidated school, 487\n\nAssociation\n\nWinship, A. E. Greetings, 54; presentation\nof life membership in department of superin¬\ntendence to, 709\nWoll, Matthew. Education for the American\nyouth, 211\nWood, Thomas D. Report of the joint com¬\nmittee on health problems in education of\nthe National Education Association and the\nAmerican Medical Association, 184; what\nis the best school health program and how\nbest to administer it? 507\nWoodward, Annie Carleton. Report of com¬\nmittee on international relations, 186\nWorld peace and education, interdependence\nof nations, 163; report of committee on\ninternational\nrelations, 186; resolution on,\n194\nWriting, technics for vital values in, 378\nWright, Lulu. Helping children enrich and\ngain ideas — abstract, 375\nYaw, Rachel O. An educational physical edu¬\ncation program for the elementary schools —\nabstract, 519\nYouth, character and religious education of, 24\nZook, George F. The junior college in the\nstate’s program of education — abstract, 560\nZyve, Claire. An experimental study of the\nteaching\n\nof spelling — abstract, 923\n\n"}
{"page": 1157, "printed_page": null, "text": ""}
{"page": 1158, "printed_page": null, "text": ""}
{"page": 1159, "printed_page": null, "text": ""}
{"page": 1160, "printed_page": null, "text": ""}