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{"page": 5, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\nProceedings\nOF\n\nSEVENTIETH\n\nTHE\n\nANNUAL\nHELD\n\nATLANTIC\n\nAT\n\nCITY, NEW JERSEY\n\nJUNE\n\n25 -JULY\n\n1, 1932\n\nVOLUME\n\nContents\nvolume\ncan\n\nMEETING\n\n70\n\nof previous\n\nof Addresses\n\nissues\n\nand\n\nbe found\n\nby consulting\n\ncation\n\nin your\n\nindex\n\nof\n\nthe\n\nProceedings\nthe\n\nEdu¬\n\nlibrary\n\nThe National Education Association\n1201 Sixteenth Street N. W.\nWashington,\n\nD. C.\n\n"}
{"page": 6, "printed_page": null, "text": "_>\n\n'\n\n.\n\n"}
{"page": 7, "printed_page": null, "text": "FOREWORD\n\nThe National Education Association takes unusual pride in pre¬\n\nsenting this, the Diamond Jubilee Volume of Addresses and Proceed¬\nings. It records the distinct achievements of the Association in its\nseventy-fifth year. It records the work of a year crowded with many pressing\nproblems met with courage and sacrifice by the teaching profession. It is the\nofficial account of the Atlantic City convention, the addresses and reports of\nwhich constitute a wealth of material on all the more important phases of\npresentday education.\nThis volume includes also the proceedings of the Department of Superin¬\ntendence convention held in Washington. These sessions constituted an im¬\nportant part of the George Washington Bicentennial celebration in the\ncapital city. Leading features of the program were a pilgrimage to Mount\nVernon where the delegates were addressed by the President of the United\nStates and the bicentennial pageant, “Wakefield.”\nBecause of the large number of speeches and the increase in departmental\nmaterial, coupled with the economic necessity of producing a smaller volume\nthis year, we have been obliged to shorten all of the speeches. Owing to the\nnature of the various subjects treated, it has been impossible to reduce them\nin\nin proportion to original length. We have endeavored to abstract them\nsuch a way as to present best the most essential material in minimum space.\nThe volume is released with the confident hope that it will be utilized\nextensively for general reference purposes and also for careful study of\neducational trends and developments.\nErnest R. Bryan,\nJoy Elmer Morgan, Director,\nAssistant Director.\nDivision of Publications.\n\n131\n\n"}
{"page": 8, "printed_page": null, "text": ""}
{"page": 9, "printed_page": null, "text": "CONTENTS\nGENERAL\n\nSESSIONS\n\nAddress of Welcome — Boyer .\nResponse to Address of Welcome — Adair .\nThe Future of Radio in Education — Cooper .\nA Forward Look in Education — Smith .\nTo Have or To Be — Van Loon .\n\n17\n17\n19\n22\n29\n\nMemorial — “They Softly Walk” — Woodruff .\nThe Great Teacher — Hughes .\nLiving for the Ages — Gray .\nCharacter Education of Tomorrow — Sockman .\n\n31\n33\n39\n44\n\nAmerica’s New Opportunity and Responsibility — Winship .\nThe Place of Education in Solving Social Problems — Butterfield .\nIlliteracy as a Factor in the Crime Situation — Stewart .\nThe Challenge to the School — Lawes .\nFirm Foundations — Hale .\n\n48\n49\n52\n57\n60\n66\n70\n\nMeeting the Emergency in Education — Bogan .\nIs Education the Jonah of the Industrial Crisis? — Sapiro .\nHow Professional Organizations Help in Solving the Present Emergency —\nRosier .\n\n73\n\nManaged Money and Unmanaged Men — Foster .\nYou and Your Government — Reed .\nTeaching Local History — Packard .\nModern Methods and Current Practise in Reading — Cordts .\nAmong New Books Helpful to Teachers — MacGregor .\nThe Present Emergency and Enrichment of Adult Life — Moyer .\nForward Looking Movements in International Relations — Woodward .\nObjectives and Methods in the New Health Education — Small .\nBuilding Personality in the Classroom — Myers .\nPossibilities of Visual-Sensory Aids in Education — Hohan .\nSafeguarding Our Rural Schools — Lewis .\nHostages to the Future — Cook .\nSeth Parker and Radio — Lord .\nThe Most for Your Money — Rogers .\nThe Fight for the Rights of Children in the Period of Depression — Strayer. . . .\n\nThe Teacher’s Code in the Present Crisis — Joynes .\nResearch and Ability Grouping — Mort .\nSome Vital Considerations in Homogeneous Grouping — McGaughy .\n\n.\n\n78\n83\n88\n91\n97\n104\n106\n110\n113\n118\n122\n124\n126\n129\n132\n\n135\n137\n139\n\nAbility Grouping from a Teacher’s Standpoint — Aiken .\nResearch and the Best Class Size — Carr .\n\n141\n143\n\nSize of the Class from the Teacher’s Standpoint — Holt .\nEducation and Future Planning — Engelhardt .\nHow Milwaukee Has Held the Line — Potter .\nThe Illinois Problem and Its Solution — Moore .\n\n145\n147\n149\n151\n\nHow We Are Meeting the Emergency in Kentucky — Richmond . . .\nHow Virginia Is Meeting the Emergency — Heatwole .\nMeeting the Present Emergency in Education in Iowa — Samuelson .\nHow California Is Meeting the Emergency — Hanna .\nThe Office of Education in the Present Emergency — Goodykoontz .\nThe Cause and Cure of Human Stupidity — Pitkin .\nA Survey of the National Education Association — Norton .\nThe New Department of Secondary Education — Lewis .\nHelping Pupils To Choose a Vocation — Melchior .\n\n153\n155\n157\n159\n160\n163\n165\n169\n170\n\n[5]\n\n.\n\n"}
{"page": 10, "printed_page": null, "text": "6\n\nNational\n\nEducation\n\nAssociation\n\nThe New Day and the New Physical Education — Rogers .\nThe Practical Side of the New Education — Cooley .\nVocational Education and the Present Crisis — Sutton .\n\n173\n174\n176\n\nDefinite Benefits of National, State, and Local Teacher Organizations — Cloud . .\nThe Duty of Associations toward Unemployed and Aged Teachers — Pyrtle . . . .\nBuilding an Effective Program — Kelley .\nWhat a Modern School Should Do for a Modern Child — Reynolds .\nCharacter Education in the New Schools — McGuire .\n\n177\n180\n181\n182\n184\n\nEducation and the World Viewpoint — Thomas .\nThe National Survey of Secondary Education — Edmonson .\n\n186\n190\n\nREPORTS\n\nOF\n\nCOMMITTEES\n\nReport of the Committee on the Economic Status of the Teacher — Buckingham . .\nReport of the Joint Committee of the National Education Association and the\n\n197\n\nNational Congress of Parents and Teachers — Langworthy .\nReport of the Legislative Commission — Finegan .\nReport of Findings of the National Advisory Committee on Education — Mann. .\nReport of the Committee of One Hundred on Retirement Allowances — Force. . .\nReport of the Committee on Social-Economic Objectives — Kelly .\nReport of the Committee to Cooperate with the National Association of Teach¬\ners in Colored Schools — Newbold .\n\n199\n200\n203\n207\n208\n\nReport of the Committee\n\n212\n\non Resolutions — Saunders .\n\nNATIONAL\nHistorical Note\n\nCOUNCIL\n\nOF\n\nEDUCATION\n\n.\n\n222\n\nEducational Progress — Crabtree .\nHow Education Can Assume Its Responsibility for Social Betterment — Kelly\nPlan for a National Education Institute — Evans .\nReport\n\nof Progress of the National\nEvenden .\n\n210\n\nSurvey\n\nof the Education\n\n223\n225\n235\n\nof Teachers —\n238\n\nProgress of the National Survey of Secondary Education — Koos .\nFreedom in Teaching — Linville .\nFreedom in Teaching — Baldwin .\n\n241\n242\n244\n\nFreedom,\n\n246\n\nCulture, Social Planning, and Leadership — Horne .\n\nSecretary’s Minutes\nTHE\n\n.\n\nDEPARTMENT\n\nOF\n\n246\n\nADMINISTRATIVE\n\nWOMEN\n\nIN\n\nEDUCATION\n\nHistorical Note .\nDEPARTMENT\nHistorical Note\nNew\n\n262\n\nOF\n\nADULT\n\nEDUCATION\n\n.\n\nPhases of Adult Education To\nSiegel .\n\n264\nMeet\n\nthe Present\n\nEconomic\n\nSituation —\n265\n\nThe Importance of Adult Education — Campbell .\nAdult Education for Training and Enlightenment — Broome .\nWhat Is Ahead for the Individual? — Castle .\n\n265\n267\n268\n\nSome Expensive Fallacies in American Education — Grace .\nReport of the Committee on Resolutions .\nNational Commission on the Enrichment of Adult Life .\n\n270\n272\n273\n\nWhat\n\nthe National Congress of Parents and\nAdult Life — Reeve .\n\nTeachers\n\nIs Doing\n\nto Enrich\n273\n\n"}
{"page": 11, "printed_page": null, "text": "7\n\nContents\n\nA Survey of What Massachusetts Is Doing in Adult Education — Stearns .\nThe Utilization of Trained and Untrained Talent in the Recreation of Music—\nFisher .\nDEPARTMENT\nHistorical Note\n\nOF\n\n284\n\nWhat Each and Every Citizen Should Know about Business — G alloway .\nBusiness Positions and High-School Graduates — Nicol .\nLooking Ahead in Bookkeeping and Accounting Instruction — Bowman .\nLooking Ahead in Shorthand and Secretarial Subjects — Reynolds .\nLooking Ahead in Office Practise Instruction — Goodfeltow .\nLooking Ahead in Business Education — Stevenson .\nLooking Ahead in Junior Business Training Instruction — Nichols .\nLooking Ahead in Social-Business Instruction in Secondary Schools — Tonne...\nPossible Services of the Department of Business Education to Business Teach¬\ners — Bullock .\nReport of the Constitution Committee — Reynolds .\n\nHistorical Note\n\nOF\n\n285\n286\n287\n288\n290\n291\n\n292\n294\n295\n297\n301\n\n.\n\nDEPARTMENT\n\n280\n\nEDUCATION\n\nBUSINESS\n\n.\n\nSecretary’s Minutes\n\n276\n\nCLASSROOM\n\nTEACHERS\n\n304\n\n.\n\nKindergarten Experiences, the Beginning of Social Relationship — Jones .\nThe Activity Program, Its Significance in Enlarging Human Sympathies —\nAllard .\nSocial Studies Interpreted for a Radio Generation — Plunkett .\nUtilfeing Individual Differences for a New Age — Barnes .\nTeacher Personality, the Integrating Force in the New Education — Gray .\nCharacter Building in Our High School thru the Literature of Our Times — Law\n\n305\n\nCharacter Building thru the History of Our Times — O’Connor .\nThe Development of Character thru Extracurriculum Activities — Tarbell .\nCharacter Education thru Nature Study and Recreation — Kerstetter .\nCharacter Building in Our High Schools — Hubbard .\nVital Needs in Progressive Rural Education — Blair .\nThe Child-Centered School — Goldberg .\nThe Need for Progressive Ideas in Our Rural Schools — Metzgar .\nThe Value of Social Science in Education — Hurley .\n\n312\n313\n315\n316\n317\n318\n\nAn Activity Program in a Rural School — Lippincott .\nAre the Rural Schools Keeping Pace with the Times? — Epston .\nSalvaging for Citizenship — Bailey .\n.\nAuditorium Values in Character Building — T atman .\nThe Social Responsibility of Sub-Normal Children in Development Rooms\nStevens .\n\n321\n323\n324\n325\n\nin the Classroom — Zachry .\nFactors Outside the Classroom Wffiich Affect the Child’s Success in School\nThe Community Looks at the School — Boardman .\n\n328\n\nMental\n\nHygiene\n\nSecretary’s Minutes\n\nft ay\n\nOF\n\nDEANS\n\nOF\n\n.\nAdvice to Advisers on Meeting the Requirements of our Changing Order\nGilson .\nResume of Discussion of the Problems of a Differentiated Curriculum for\n\nWhat\n\n319\n320\n\n327\n\n329\n330\n\nWOMEN\n\nHistorical Note\n\nWomen — Goodsell\n\n307\n308\n309\n310\n\n332\n\n.\n\nDEPARTMENT\n\n306\n\n339\n348\n\n.\n\nIs Our Relationship to the High-School\n\n338\n\nPersonnel\n\nService? — Strang .\n\n351\n\n"}
{"page": 12, "printed_page": null, "text": "8\n\nNational\n\nDEPARTMENT\n\nHistorical Note\n\nEducation\n\nOF\n\nAssociation\n\nEDUCATIONAL\n\nRESEARCH\n\n.\n\nThe Interview as a Research Devic e— Hartmann .\nStudies in Reducing the Variability of Mark\ns Given on Essay ExaminationsSims .\n\nImproving the True-False Examination — Barton\n.\nThe Measurement of Word Meanings— Giff\nord .\n.\nSome Methods and Results in Occupational Clini\ncs for Adults — Trabue\nA General Educa\nl Method Suggested by Recent Research— Gates' '\nEquating Collegetiona\nScores— Otis .\nNational Survey of School Finance — Mort .\nThe Teacher Supply and Demand Situation— Anderson. ...... \\\\ ... .... \\ ’ ’ . *\nThe Effect of Total Teaching-Load on the Effic\niency of Instruction in HighSchool English — Holy .\n\nA\n\nStatewide Plan for the Administrative\nSystem — Dawson .\n\nOrganization\n\nof the Public School\n\nThe Present Status of Ability Grouping in the Eleme\nntary Grades — Ayer .\nThe Ideal Director of Research — Buckingham .\nA Survey of Present Training Courses for Research\nWorkers— Tyler ......\nA Critical Survey of Public-School Courses of Study\nPublished 1929-1931 _\nHarap .\nAn Objective Analysis of Children’s Books— Washburne .\n‘ ’\nChild Reactions as a Basis for Teaching Picture Appre\nciation— Pechstein .\nPractical School Economies — Miller .\nNeeded Researches in Public-School Finance— Simpson\n.\nA Study of the Most Serious Problem Teachers — Kyte .\n\nA Method of Evaluating the Effectiveness of a Teacher-Tr\naining\nCoxe .\nGains\n\nMade in Tool Subjects by Normal\nCourse — Masters .\n\nDEPARTMENT\nHistorical\n\nNote\n\nOF\n\nProgram—\n\nSchool Students during a Two-Year\n\nELEMENTARY\n\nSCHOOL\n\nDo We Chase Panaceas in Education Hubbard .\nGeography with Meaning — Odhner .\nLooking Ahead for Teachers — Mossman .\n\n.\n\nInteresting the Community in Character Building— Bradf\nord .\nMaking a Metropolis Health Conscious — Bildersee .\n\nHistorical Note\n\nOF\n\n362\n361\n362\n363\n364\n364\n365\n\n366\n367\n367\n368\n\n369\n370\n371\n371\n372\n373\n\n374\n375\n\n378\n\nWhy\n\nDEPARTMENT\n\n359\n360\n\nPRINCIPALS\n\n.\n\nMental Hygiene’s Challenge to Our\nSecretary’s Minutes .\n\n358\n359\n\n396\n397\n399\n401\n\nSchools— Zorbaugh .\n\nKlNDERGARTEN-PRIMARY\n\n379\n386\n393\n\nEDUCATION\n\n.\n\nDemonstration of Superior Children Followed by a Discu\nssion of the Problem\nof Their Kindergarten-Primary Education— Witmer .\nArt in Early Childhood — Blai .\nDEPARTMENT\n\nHistorical Note\n\nOF\n\nLIP\n\nREADING\n\n.\n\nRochester’s Program for the Hard-of-Hearing\nConservation of Hearing — Peck .\n\n416\n417\n\nChild — Ball.\n\n418\n\n"}
{"page": 13, "printed_page": null, "text": "Contents\n\nWorking\n\nfor Stable Profit Growth\n\nBryant\n\nin the Education\n\nof the Hard\n\nof Hearing—\n\n.\nDEPARTMENT\n\nHistorical\n\n9\n\nNote\n\n420\n\nOF\n\nRURAL\n\nEDUCATION\n\n.\n\n424\n\nRural\n\nEducation in 1960 — A Prophecy — Snedden .\nAgencies Contributing to Rural Areas — Presentation of the Problem — Pierce. . .\nAgencies Contributing to Education in Rural Areas — The Church — Wilson. . . .\n\n425\n425\n\nAgencies\n\n429\n\nContributing\n\nto Education\n\nin Rural\n\nAreas — The\n\nLibrary — Lathrop..\n\nAgencies Contributing to Education in Rural\nTruss ell .\n\nAreas — Health\n\nAgencies\n\nAreas — Boys\n\nContributing\n\nThe\n\nto Education\n\nResponsibility of Teacher-Training\nPalmer .\n\nClassroom\n\nProcedures\n\nin the Elementary\n\nClassroom\n\nProcedures\n\nin the High\n\nSignificance\n\nof Modern\n\nManahan\n\nPre-Service\nAn\n\nTrends\n\nand\n\nGirls\n\nClubs —\n433\n\nInstitutions\n\nduring\n\nthe Depression —\n435\n\nSchool — Hicks .\n\n438\n\nSchool — Daniel .\n\nin Education\n\nfor the Future\n\n440\n\nof Rural\n\nSchools —\n\n.\n\nTraining\n\n443\n\nof Rural\n\nTeachers — Carney .\nin the In-Service Preparation of Rural Teachers— Russell .\nPreparation as Seen by the Supervisor of Rural Children — Jamison..\n\nExperiment\n\nTeacher\n\nSecretary’s\n\nMinutes\n\nDEPARTMENT\nHistorical\n\nNote\n\n.\n\nOF\n\nSCHOOL\n\nas a Total\n\nCreative\nProgress\n\nHEALTH\n\nThe\n\nAND\n\n455\n457\n\n457\n\nin Health\n\nEducation\n\nduring\n\n459\n\nHealth\nDay\n\nHistorical\n\nthe Past Year — Perrin .\nTrends\n\nin Educational\n\n461\n\nPlay — Richards .\nand the New Physical Education — Rogers .\n\nMinutes\n\nNote\n\nOF\n\n465\n\nSCIENCE\n\nUnderlying\n\n469\n\nNature\n\nEducation — Schmucker .\n\nThe\n\nMost Important Phase of Nature\nHollinger .\n\nValue\n\nEducation\n\nThe\n\nSchool\n\nINSTRUCTION\n\n46g\n\nCultural\n\nSupervision\n\n464\n\n.\n\nThe\n\nThe\n\n462\n\n.\n\nShall Be the Science Program for the Junior\nHaworth .\nof Biology\n\nin Secondary\n\nat the Brooklyn\n\nof Elementary\n\nSenior\n\nHigh\n\nGarden\n\nSecretary’s Minutes\n\nas a Nature\n\nin the Schools\n\n.\n\n471\n\nof Pittsburgh—\n473\n\nGarden — Shaw .\n\nScience — Persing .\n\nLaboratory — Mueller .\n\n.\n\nSchool? —\n470\n\nEducation — Benedict\n\nStudy\n\nBotanic\n\nand\n\nGarden — The Laboratory of Nature — Pyrtle .\nin the School Garden Laboratory — Hottes .\n\nSchool\n\nPhilosophy —\n\nand\n\nPhilosophy\n\nPlants\n\nEDUCATION\n\nEducation — Shelly .\n\nDEPARTMENT\n\nNature\n\nPHYSICAL\n\nin Physical\n\nNew\n\nWhat\n\n449\n\nActivities\n\nSecretary’s\n\nThe\n\n446\n\nConcept — Lloyd .\n\nAdjusting Health Education to the Newer\nHaisley .\n\nMental\n\n443\n\n45 j\n\n.\n\nHealth\n\nThe\n\nOrganizations —\n43 \\\n\nin Rural\n.\n\nNefflen\n\n428\n\n•.\n\n474\n\n475\n\n477\n477\n478\n479\n\n"}
{"page": 14, "printed_page": null, "text": "10\n\nNational\n\nDEPARTMENT\nHistorical Note\nVocational\n\nEducation\n\nOF\n\nAssociation\n\nSECONDARY\n\nEDUCATION\n\n.\n\n482\n\nGuidance\n\nin the High School of Tomorrow — Ginn .\nCharting Individual Aptitudes and Achievements — Packard .\nThe Importance of Character Education in the High School of Tomorrow —\nRosier .\n\n483\n484\n\nMaking Social Adjustments in the High School of Tomorrow — Steinhausen . . . .\nProviding for Individual Differences in the High School of Tomorrow — Wilson\nCharting the Future of Secondary Education in the Large Urban Centers of the\nUnited States — Campbell .\nCharting the Future of Secondary Education in Rural Commmunities of the\nUnited States — Ferriss .\n\n486\n487\n\nArticulation of the Junior and Senior High Schools — Bosshart .\n\n491\n\nSecretary’s Minutes\n\n491\n\n.\n\nDEPARTMENT\nHistorical Note\n\nOF\n\nSECONDARY\n\nSCHOOL\n\n495\n496\n498\n499\n500\n\n502\n503\n\n505\n507\n509\n\nin a\n\n.\nThe Requirements of Mental Hygiene in the Secondary School — Freeman .\nRelative Merits of the 6-4-4 Plan of Organization — Zook .\nRelative Merits of the 6-3-3-2 Plan of Organization — Eells .\nThe Place of Technical and Vocational Education in Secondary Schools —\nWilson .\nSecondary Education during the Next Decade from the Point of View of the\nCity System — Ewing\n\nPrincipal — Eversull .\nSecondary Education during the Next Decade from the Point of View\nProfessor of Education — Long .\nExtracurriculum Activities during the Next Decade — Rowland .\nThe High-School Teacher Surplus during Next Decade — Bristow .\nOF\n\nSOCIAL\n\n512\n516\n518\n520\n\nof the\n522\n\n523\n\n523\n\nSTUDIES\n\nLooking Ahead in the Teaching of Civics — Skinner .\nFact and Philosophy — Morehouse .\nThe Teaching of Controversial Issues in the Social Studies — Hamm .\nTeaching of Controversial Issues in the Social Studies — Ammarell .\nThe Obligation of Social Studies to the Reconstruction of Our Educational\nProgram — Morrisett .\nThe Teaching of Controversial Issues in the Social Studies A driance .\n.\n\n510\n\n521\n\n.\n\nSecretary’s Minutes\n\n490\n\n494\n\nA Program for Secondary Education — Briggs .\nEducational Interpretation for the Secondary School — Farley .\nAims and Activities of Supervisors — Billett .\nA Plan for Cooperative Supervision — Seybold .\nGuidance Programs in Secondary Schools — Reavis .\nAn Organized Guidance Program in Secondary Schools — Allen .\nTests for a Club Sponsor — Johnston .\nStudy Habits of Excellent and of Deficient Pupils — Bacon .\nObstacles to Pupil Adjustment in the Secondary Schools — Boardman .\nClass Size — Ewan .\nThe Adequacy of the Maximum Salary for Secondary School Teachers\n\nHistorical Note\n\n488\n\nPRINCIPALS\n\n.\n\nDEPARTMENT\n\n485\n\n526\n\n527\n527\n528\n529\n530\n531\n532\n\n"}
{"page": 15, "printed_page": null, "text": "11\n\nContents\n\nDEPARTMENT\n\nHistorical Note\n\nOF\n\nSPECIAL\n\nEDUCATION\n\n534\n\n.\n\nTraining Teachers for Handicapped Children — Elliott .\nCentralization Versus De-Centralization in the Education of Exceptional\ndren — Coburn .\nCentralization Versus De-Centralization in One School for Exceptional\ndren — Anderson .\n\n535\nChil¬\n536\n\nChil¬\n\nGifted Child — Ball .\nThe Department of Lip Reading of the National Education Association — Clark\nCurriculum Problems in Sight-Saving Classes — Hathaway .\n\nThe\n\nCurriculum\n\nand Exceptional\n\nChildren — The\n\nDEPARTMENT\nHistorical Note\n\nOF\n\n537\n538\n\n539\n541\n\nSUPERINTENDENCE\n\n.\n\n544\n\nIntroducing the Report of the Character Education Commission — Threlkeld. ...\nCharacter Education from the Point of View of Psychology — Freeman .\nCharacter Education and the Life of the School — Norton .\nCommemorating the Birth of George Washington .\nThe Yearbook as a Workbook — Glenn .\n\n545\n547\n552\n557\n557\n\nEducation, the Nation’s Safeguard — Judd .\nPilgrimage to Mount Vernon .\nWelcome to Virginia — Lecky .\nWelcome to Mount Vernon — Towner .\n\n560\n568\n568\n569\n\nGreetings from a Patriotic Shrine — Broome .\nA Message to Boys and Girls from Mount Vernon — Bogan .\n\n569\n\nGreetings — Hoover .\nEducation for Leisure — Jacks .\nLeisure and National Security — Russell .\n\n572\n573\n\nThe Saving Power of Leisure — Cutten .\nThe Crisis Defined — Broome .\n\n579\n584\n\nAdequate Support of Education, the Condition of an Effective Service — Strayer\nHow Shall the Crisis Be Met by School Officials? — IV eglein .\nTax Reform in Relation to the Financing of Education — Haig .\nHow One State Has Met the Problem of Financing Education — Dearmont .\n\n588\n591\n\n570\n\n575\n\n596\n\n602\n\nPast to Present — Blair .\nAmerican Education Today — Graves .\n\n609\n\nA Program for Tomorrow — Suzzallo .\nIntangible Values — Hale .\nLiterature in Education — Finley .\n\n619\n628\n632\n\nArt in Education — Taft .\nMusic in Education — Damrosch .\n\n636\n640\n\nFrom\n\n615\n\nEducation\nEducation\n\n641\n648\n\nThe\n\n650\n\nfor a Changing Social World — Sncdden .\nfor a Changing Economic World — LaFollette .\nInterdependence of Educational Institutions — Hutchins .\n\nSafe — IVilbur .\nThe National Advisory Committee and the Office of Education — Cooper .\nEconomic Legislation and the Schools — Fess .\n\nMaking\n\nAn\n\nDemocracy\n\nOrganized\n\nClosing\n\nRecreational\n\nProgram — Maroney .\n\nCeremonies .\n\nSecretary’s Minutes .\nReport of the Committee on Resolutions .\nReport of the Committee on Lay Relations .\n\n653\n655\n659\n662\n667\n668\n671\n\n677\n\n"}
{"page": 16, "printed_page": null, "text": "12\n\nNational\n\nDEPARTMENT\n\nOF\n\nEducation\n\nSUPERVISORS\n\nAND\n\nAssociation\n\nDIRECTORS\n\nOF\n\nINSTRUCTION\n\nHistorical Note .\nA Prospectus of the Fifth Yearbook of the Department — Neal .\nPrinciples of Stimulating, Releasing, and Capitalizing the Creative\nEnergies\nof Teachers — Cox .\nSupervisory Procedures for Releasing the Creative Energy of Teachers— Ayer\nSupervisory Problems Involved in Changing from the Traditional to the New\nElementary School — Porter .\nThe Supervision of Practise Teaching for the New School — Steele .\nSupervision in the Progressive Secondary School — Fowler .\nThe Responsibility of Supervision for the Use of the Silent and Sound Motion\nPicture — Finegan .\nThe Responsibility of Supervision for the Use of Other Visual Aids to Instruc¬\ntion— Abrams .\nThe Responsibility of Supervision for the Use of the Radio — Koon .\nSupervisory Problems in the School Organized on the Cooperative Group In¬\nstruction Plan — Chase .\nCreative Aspects of Supervision — Heyl .\nDEPARTMENT\n\nHistorical Note\n\nOF\n\nSUPERVISORS\n\nAND\n\nTEACHERS\n\nOF\n\nHOME\n\nHome Economics and Life Attitudes — Wile .\nTeaching Family Relationships in the Present Crisis — Edson .\nPlans for Nutrition Instruction in the Public Schools — Greer .\nOpportunities for Individual Self-Expression and Satisfactions in Home Life\nToday — Miller .\nSatisfactions of Solvency — Bigelow .\nHome Activities for General Education in An Integrated School Program —\nW inchell .\nSecondary Education during the Next Decade — Long .\nFirst Things First in Education — Adams .\n\nOF\n\nTEACHERS\n\ngg2\n683\n534\n685\n686\n\n688\n690\n691\n692\n\nECONOMICS\n\n.\n\nDEPARTMENT\n\nggQ\n681\n\n697\n696\n699\n701\n702\n703\n704\n706\n708\n\nCOLLEGES\n\nHistorical Note .\n\n714\n\nPresident’s Annual Address — Whitley .\nWhat Constitutes an Efficient State Program in Teacher Training from the\nViewpoint of the State? — Meredith .\nWhat Constitutes an Efficient State Program in Teacher Training from the\nViewpoint of the Teacher-Training Institutions? — West .\nWhat Constitutes an Efficient State Program in Teacher Training from the\nViewpoint of the Public? — Adams .\nWhat May Teacher-Training Institutions in the United States Learn from Sim¬\nilar Institutions in Other Countries? — Alexander .\nWhat Should Be the Attitude of Teachers Colleges toward Regional Rating\nAgencies? — Fair .\n.\nWhat Services May Be Expected of the American Association of Teachers Col¬\nleges as a Rating Agency? — Morgan .\nOur Standards of Accrediting — Alger .\nWhat Criteria, If Any, for Selecting Students for Teacher-Training Institu¬\ntions Should Be Set Up? — Townsend .\n\n715\n\nWhat\n\nCan Be Accomplished during the Period of Training in Eliminating\nThose Unfit for the Teaching Profession? — Swain .\n\n719\n\n724\n728\n736\n741\n744\n\n743\n753\n755\n\n"}
{"page": 17, "printed_page": null, "text": "13\nContents\n\nMay Teacher-Training Institutions Best Serve the Public in Teacher\nPlacement Service? — Royce .\nWhat May Be Done by Teachers Colleges and Normal Schools in Followup\nWork with Their Graduates To Insure the Best Type of Service to the\nPublic? — Diemer .\nWhat Extra-Mural Relationships of Teachers Colleges and Normal Schools\nShould be Developed ?— Gammage .\n. .\nStandards for Accrediting Teachers Colleges and Normal Schools .\nList of Accredited Institutions .\nHow\n\nDEPARTMENT\n\nHistorical Note\n\nOF\n\nVISUAL\n\n760\n\n763\n\n771\n778\n783\n\nINSTRUCTION\n\n788\n\n.\n\nValue of Visual-Sensory Aids in the Social Studies as a Means of Pro¬\nmoting International Understanding — JVinchell .\nCore Course of a Visual-Sensory Aids Program — Emmert .\nTeaching Arithmetic Combinations with Stillfilm — Zyve .\nThe Value of Visual-Sensory Aids in Industrial Education — Williams .\nReport on Teacher-Training Work in Museums — Ramsey .\nReport of Resolutions Committee — Balcom .\nThe\n\nOF\n\n793\n793\n79+\n796\n797\n\nSecretary’s Minutes .\n\nDEPARTMENT\n\n789\n790\n\nEDUCATION\n\nVOCATIONAL\n\nHistorical Note\n\n802\n\nTrends\n\n803\n\n.\nin Vocational Education — Blackwell .\n\nSocial Trends\n\nin American\n\n805\n\nLife — Manny .\n\nEconomics — Baylor\n\n806\n\nChanging Problems in Vocational Education — O’Leary .\nOur Job — Standing at the Crossroads — Cooley .\nMeasuring Effectiveness of Instruction in Vocational Agriculture — Smith .\nWhat Constitutes a Sane Program of Vocational Education for Rural Amer¬\n\n808\n808\n\nica? — Holloway .\nHotel Service Training — Caley .\n\n812\n814\n\nSignificant Trends\n\nand Developments\n\nASSOCIATION AL\n\nin the Field of Home\n\nRECORDS\n\nAND\n\nINFORMATION\n\nAct of Incorporation .\nBylaws .\nCalendar of Meetings .\nOfficers for 1931-32 .\nOfficers for 1932-33 .\nCommittees for 1931-32 .\n\nMinutes of the Twelfth Representative Assembly .\nMinutes of the Board of Directors .\nMinutes of the Executive Committee .\nMinutes\n\nof the Board\n\n810\n\nof Trustees .\n\n819\n^2^\n83 5\n^87\n843\n850\n\n865\n895\n910\n\nReport of the Auditors .\nReport of the Treasurer .\n\n912\n\nReport of the Budget Committee .\nThe Secretary’s Report .\nReport of the Necrology Committee .\nThe Twelfth Representative Assembly .\nN. E. A. Membership — 1931 .\n\n926\n9^\n952\n956\n\nIndex\n\n.\n\n981\n\n"}
{"page": 18, "printed_page": null, "text": "I\n\n.\n-\n\n.\n\n'\n\n,\n\n•\n\n■\n\n"}
{"page": 19, "printed_page": null, "text": "General Sessions\n\n"}
{"page": 20, "printed_page": null, "text": "The Attentie City convention marked the seventy-\n\nhtth anniversary of the founding of the\nNational\nii-ducation Association and appropriate\nrecomition was accorded this “diamond jubilee”\nin the\nstrong program presented by President Florence\n•if f he convention, however, was concerned more\n\nwith the future than with the past as is sho\nwn by\nthe theme, “Looking Ahead in Education.”\nThe general sessions and the impressive\nGeorge\nWashington pageant took place in the magnif\nAtlantic City auditorium which housed also the icent\nvari¬\nous educational exhibits. Nearby hotels\nalong the\nboardwalk were utilized for group and\ndepartment\nmeetings. The city was most hospitable to\nits guests\nand some of its famous recreational facilitie\ns were\nmade available for the delegates.\nIn addition to the general sessions and\nthe depart¬\nmental meetings, the following gro\nmet during\nthe time of the convention Amerups\nican Classical\nLeague, Columbia Scholastic Press Associ\nation, Con¬\nference on Art Education, Conference\nof Members of\nBoards of Education, National Associati\non of Jour¬\nnalism Advisers, National Association of\nState Secre¬\ntaries, National Association of Student\nGovernment\n\n^cers\n\nNational Commission on the Enrichment of\nAdult Life, National Conference on Studen\nt Par\n\nticipation, National Congress of Parents and\nTeach¬\ners, National Council of Administrative Wo\nmen in\nEducation (now an N. E. A. Department\n), National\nCouncil of Geography Teachers, National Cou\nncil of\nTeachers of English, National Federation\nof Modern\nLanguage Teachers, National Geograph\nic Society,\nRational League of Teachers Associations, Nation\nSafety Council, National Vocational Guidance Assal\no¬\nciation, and the School Garden Associ\nation of\nAmerica.\n/\n\n[ 16 1\n\n"}
{"page": 21, "printed_page": null, "text": "ADDRESS\nCHARLES\n\nB.\n\nBOYER,\n\nOF\n\nWELCOME\n\nSUPERINTENDENT\nATLANTIC CITY,\n\nIt is a pleasure for me to say a word\n\nEMERITUS,\n\nPUBLIC\n\nSCHOOLS,\n\nN. J.\n\nof welcome\n\nto the teachers of this\n\nnation. Your meeting is for the purpose of discussing many of the funda¬\nmentals, many of the pressing needs of education of the present day. I am sure\nthat we all realize that whatever we wish to put into the nation we must put\ninto the nation’s schools. Whether this nation shall be intelligent or ignorant,\nwhether it shall be decent or criminal, whether it shall be tolerant or bigoted,\nwhether it shall be charitable or selfish, whether it shall be cultured or boorish,\ndepends upon the educational program of the nation. You as teachers and\nofficials in all lines of school work of this nation are assembled here this\ncoming week for the purpose of formulating, in these trying times, a program\nof national education. I hope that that program will be so constructive, so\ninspiring, so full of all that which is necessary that the childhood, the man¬\nhood, and womanhood of tomorrow may not be robbed of that which is essen¬\ntially due them as children grown to be the men and women of this nation in\nthe years to come.\nThe public schools are the schools of this nation. Make them put into the\nschools that which this nation should have in the future. I wish for you, one\nand all, working in your lines of work, courage — courage to stand by and\ndefend the school system of this country for the sake of the boys and girls, the\nmen and women of tomorrow.\nMadam President, I present to you, at the request of the Mayor of this\ncity, this key which is symbolic of hospitality, and I hope that the hospitality\nshown you and all your workers this week will be of such a type that you will\nleave Atlantic City filled with the spirit of going forth and doing that part of\nthe work essentially necessary to the carrying on and building up of the school\nsystems of this nation.\nRESPONSE\nCORNELIA\n\nADAIR,\n\nTION\n\nWe\n\n; AND\n\nPAST\n\nTO\n\nADDRESS\n\nPRESIDENT\n\nPRINCIPAL,\n\nOF\n\nTHE\n\nFRANKLIN\n\nare not only glad to come\n\nOF\n\nWELCOME\n\nNATIONAL\nSCHOOL,\n\nEDUCATION\n\nRICHMOND,\n\nASSOCIA¬\n\nVA.\n\nto Atlantic City because it is a beautiful\n\nplace, with its lovely beach, its enticing Boardwalk, its comfortable accom¬\nmodations, but all of us have known of New Jersey and Atlantic City as an\neducational center. People who come from some of the other states can have\nit in their hearts sometimes to envy New Jersey with its splendid educationallegislation, its tenure laws, its salary scales, and its retirement measures. We\nhave studied them with profit for a number of years. Atlantic City and New\nJersey as a whole have led us professionally. We are glad to come to Atlantic\nCity for all these reasons.\nIt is good for us to come together at this time. We\n\nare on the eve of many\n\nphanges, social and economic ; so we need to come to confer, to pool our knowl-\n\n[ 17]\n\n"}
{"page": 22, "printed_page": null, "text": "18\n\nNational\n\nEducation\n\nAssociation\n\nedge, so that we teachers may do our part. We have heard it said very often,\neven by our friend, Dr. Dewey, that when anything goes wrong you can blame\nthe public schools. Well, perhaps that is true. When we stop and think, don’t\nwe touch every home in America? Is there anyone who is not touched in\nsome way by the public schools ? We teachers have two big tasks — we are citi¬\nzens, we must do our part, we must help to see our way clear thru this emer¬\ngency; then we have to prepare the people who are going to lead us ten,\ntwenty, thirty years from now.\nI am glad that Mr. Bo3^er gave us that message of greeting. It is wonderful\nto have the record that he has, of forty-one years of service. Think what that\nhas meant to Atlantic City. Think what it has meant to New Jersey and to\nall of us that we can have that example.\nThe National Education Association has been growing wonderfully in\nthe last twenty years. In 1907 our membership was not quite 5,000; in 1927\nit was 181,000; in 1931 it was 220,000. It is interesting to see what New\n\nJersey has been doing in the years our organization has been growing. I found\nthat New Jersey membership in 1907 was 198; in 1927, 7,173; in 1931,\n10,359. New Jersey is eleventh in percentage of N. E. A. membership of the\nstates in the Union.\nThis growth means that teachers are thinking professionally, and that they\nbelieve that cooperation is the keynote of success. But there is another reason\nfor the growth. W e believe in cooperation, but the Association has also been\ngrowing in service. I don’t know how many of you have grown up in the\nAssociation as I have done, because I have been more or less an officer now\nfor twelve — oh, it will be fifteen years soon — and so I have watched it grow.\nI have also watched the service of the Association grow from one or two\ndepartments at headquarters until now we have that great organization with\nits many departments studying just as all groups that are helping to build up\nthis country are studying. Every business organization does its research work.\nWe, too, have our research department. Every business organization has its\nofficial organ ; we have our Journal ; we have our bulletins ; we have our heads\nof departments, specialists in their line ; we have committees that are studying\nall the work of all the professional interests. We come together twice a year,\nmany of us to the winter meeting, many more to the summer meeting, and\nstudy the problems of the Association. We have learned that we can get\ntogether and by pooling our strength can accomplish more.\nI want to thank Mr. Boyer again not only personally but in the name of\nthe 220,000 teachers of the organization for that cordial welcome. I want\nto thank the teachers of Atlantic City and vicinity for the hard work that\nthey have done in preparing for this organization.\nWe educators know that we have a big job, but we also know what that\nmeans, and I am going to give you my favorite quotation — I don’t know\nwhat I would do without it. It is this:\n\n“A task without vision is drudgery and a vision without a task is a dream,\nbut a task and a vision is joy unspeakable.”\n\n"}
{"page": 23, "printed_page": null, "text": "19\nGeneral\n\nTHE\nWILLIAM\n\nFUTURE\nJOHN\n\nRADIO\n\nOF\n\nCOOPER,\n\nSessions\n\nU.\n\nIN\n\nEDUCATION\n\nS. COMMISSIONER\n\nWASHINGTON,\n\nOF\n\nEDUCATION,\n\nD. C.\n\nI wish I could see ahead and pick out the things\nwhich are coming. This is one of them. It would be a great thing to be a real\nprophet on an occasion of this kind. Inasmuch as that is not possible, the best\nI can do is to guess at what the future may bring forth. I think your guess, or\nThere are times when\n\nanybody else’s, is as good as mine as to what the future holds.\nWe are told that in Russia everyone between the ages of eight and twelve\n\nis in the first class of the labor school, and that they are taught by a “complex”\nmethod, that is a kind of “project” method. I wonder whether or not the\nradio will not eventually bring to pass something similar in this country. If\nwe could learn our reading and writing and arithmetic by studying about real\nthings in the actual world, it seems to me that we could do them better. And,\nlater on, in our junior high-school course, perhaps, if we could bring into the\nclassroom radio advertising, let us say, advertising upon bread, and could\nsubject that advertising to real tests of accuracy that would take into con¬\nsideration the matter of nourishment and the healthfulness of the product,\nwhat a great thing it would be for the school as well as for the use of the\nproduct. Perhaps after a time this would result in one particular brand of\nbread having the lead of all the others. Or if we could handle the advertising\nof toothpaste in this fashion and subject that advertising to verification of the\nvarious claims made ; if we could also check the facts which were not stated,\nperhaps we would find after all that there is little more to toothpaste than the\nmere soap, and that anyone who was willing to have the taste of soap in his\nmouth would be saved all this outlay. It is this intermediate step which is hard\nfor a school which exists at the expense of all the people to take, for it seems\nto favor some persons above others and therefore appears to be unfair. If radio\nadvertising is actually treated to such methods, the “ballyhoo” and exaggera¬\ntions would be shown up.\nOne of the first things, then, which I think will come to pass will be that\n\nthe radio will bring into the classroom the actual outside world. At the pres¬\nent time we are afraid to let this happen. There are men who are interested\nin what goes on in a classroom and who are interested in classroom advertis¬\ning. They would advertise their own goods in school if they could do it with¬\nout getting caught. But a man who has nothing to gain from the use of a\nclassroom does not want someone else to gain. Accordingly, teachers must\nbe careful.\nAnother thing which I think radio may bring to pass is to make teachers\nmore expert. At the present time there are a great many teachers in the schools\nwho are not adapted to broadcasting. Radio demands experts experts in the\nsense of personalities and experts in the sense of people who have good voices.\nThose who have these qualities are said to possess radio personalities. At the\npresent time not enough people are required for broadcasting to use more\nthan a small portion of all who teach. From a great many teachers it is possible\n\n"}
{"page": 24, "printed_page": null, "text": "20\n\nNational\n\nEducation\n\nAssociation\n\nto make selections for broadcasting. It seems to me that as radio\ndevelops it\nwill compel teachers to be better prepared for this work. Nowadays\nwe have\nMi. Walter Damrosch teaching music and music happens to be\none of the\nsubjects which lends itself best to teaching over the radio. I can see no\nreason\nwhy we should not have in each important city in this country one Walte\nr\nDamrosch who will teach all the children by radio, and then there will\nbe a\nnumber of other teachers only slightly inferior to him who will do the check¬\nup work. I can also see where there can be one individual in each city\nto\nteach the history and another to teach the geography and another the arith¬\nmetic, etc.\nI can see a great place for the radio at the junior high-school level of in¬\nstruction. Here is a school which is new and is as yet without tradition. It is\nnot yet twenty-five years old in cities where it has existed longest. One of the\nfields which is at the present time crying for recruits is the guidance field.\nhe American School of the Air has made some experiments in this field\nwith a moderate degree of success. I believe, however, that much more can\n\nbe done and will be done. This field is admirably adapted to treatment by\nstates. I can see no reason at all why there may not come a time when there\nmay be in each state someone who may speak intelligently and interestingly\nupon the law, the ministry, medicine, teaching, business, and the various\ntrades, until all of the professions and vocations have been covered. Let us\nconsider law for example. If someone can set forth the advantages and the\ndisadvantages of this profession somewhat after this fashion :\nThe\n\nlegal profession is very old. It has long had a big following because it seemed\nto open up paths to political opportunity and business management. At the present\ntime it may be said to be overcrowded. There are more than 122,000 practisin\ng it\nat the present time, of which over 17,000 are women. This means about one lawyer\nto every five hundred adults, which is clearly too many if they were all practising\nlaw.\nIn the past generations there have been places for men who have finished a highschool course, entered a law office and worked, attending law school in the afternoon\nand evening. The figures which we have been able to gather lately, however,\nshow\nthat there is a strong tendency for the new lawyers to be college graduates.\nIn gen¬\neral, this means six years of work, three years being in a way preparatory and\nthree\nyears strictly legal study, leading generally to the degree of LL.B. Some nineteen\ninstitutions now grant graduate degrees of LL.M. and J.D. There is a strong\ntendency\ntoday toward a special doctor’s degree in law in the best institutions.\nTuition at law school will vary greatly from almost nothing in some of the\nstate\nlaw schools to $400 per year at Harvard, Cornell, and Pennsylvania., and\n$450 at\n1 ale. The average is about $212. If one considers that he will go to an\naverage\nlaw school he will have for tuition, $212; for board, at $1 per day,\n$270; for room,\nat 50 cents per day, $135; for laundry, at $1 per week, $36; and for books approxi¬\nmately $47, making $700 the cost of his education for the year.\nAfter he has graduated from the law school he still has the bar examination\nto\npass. In 1930, 19,830 candidates took the state bar examination. Only 48\npercent of\nthese passed. If you are interested in this particular subject, I would\nsuggest that\nyou obtain a fourteen-page leaflet from the U. S. Office of Education\ngiving you a\nlist of the law schools in the various states of the Union together with\nthe length of\ntheir course and their charge for tuition.\n\n"}
{"page": 25, "printed_page": null, "text": "General\n\n21\n\nSessions\n\nIf this is done and carefully selected references are given for pupils to read,\nI can see where boys and girls will be much more intelligent than they are\nat the present time.\nWhen all the fields of guidance have been covered, some attention can be\ngiven to English and to the great masterpieces of literature, to history and the\nsignificant movements in history, and even to the teaching of foreign language.\nIn the fourth place, one may use the radio as a supplement to the corre¬\nspondence school lesson. In some of the provinces of Australia the correspond¬\nence school lesson has been rather highly developed, and it is possible there to\nteach a child if two lessons have been given with a teacher. From that time\non it is possible for the child to carry himself. I do not know of any reason\nwhy a great many of our children located in sparsely settled areas and in\n\nthe passes of the mountains may not be taught by correspondence supple¬\nmented by radio. There could be a teacher located in the state capital, in the\nstate superintendent’s office, with the number of pupils that she would have\nif she were stationed in a school district, teaching these children very well by\nmechanical devices. I think in this way every child will in time be brought\nunder the instruction of some teacher and that all children capable of becom¬\ning literate will be made literate. Likewise, there are some children whose\nparents are in the employ of the federal government and are located either\nwhere there is no school at all, as at lighthouses, or in the missionary field\nin foreign countries, who can be served by the radio. It may be that out of\nthis will come a unifying force in some of our subjects of instruction. Instead\nof forty-eight state points of view there may come to these children a national\npoint of view. This in itself may not be wholly an unmixed evil.\nAmong the facts to be kept in mind is that education is something to be\nachieved and not something that can be given. “Accordingly, it requires activ¬\nity rather than passivity, and radio tends to passivity. No one has stated it\nmore forcefully and epigrammatically than Elbert Hubbard. ‘Education,\nsaid he, ‘is a conquest, not a bequest — it cannot be given, it must be achieved.\nThe value\neducation lies not in its possession, but in the struggle to\n•mi of an\nsecure it.\n\nThis will make it desirable for us to divide subjects into those which espe¬\ncially require ear training and those which especially require eye training.\nI have in mind the distinction which we can see at once between music and the\nother fine arts. In music much attention must be given to proper development\nof the ear, while in such a matter as painting much of the attention must be\ngiven to training the eye. If we will keep this distinction in mind I believe\na great deal will be gained. Consequently, much success should be had in the\nteaching of music, history, geography, literature, and the languages generally.\nLess success may be had with painting, sculpturing, drawing, engineering,\nmathematics, and in general, the natural sciences.\nHow much time will we want for the work that we have to do ? This is a\nfield as yet in which there is no definite conclusion. The last time it was dis1 \" Education on the Air.” Second Yearbook of the Institute for Education\nJosephine H. MacLatchy, Ohio State University, Columbus, 1931. p. 142.\n\nby Radio.\n\nEd.\n\nBy\n\n"}
{"page": 26, "printed_page": null, "text": "National\n\n22\n\nEducation\n\nAssociation\n\ncussed I think was in October, 1930. At that time there were called together\nin Chicago about sixty representatives of the radio world. Most of those\nstations represented then were giving their time exclusively, or nearly exclu¬\nsively, to education. At that time a motion was made to ask for 25 percent of\nall the possible radio time for education. This motion was defeated without\napparent effort. A motion to ask for 10 percent of the time was carried and\nthen reconsidered. A motion asking for 15 percent of the time was, as I\nremember, unanimously passed. So far then the educational people who are\ninterested in radio have asked for 15 percent of the radio time. Undoubtedly\nthey cannot use it at the present time. Whether they can or cannot in the\nimmediate future remains to be seen. There is no doubt, however, that this\nmuch of the time ought to be kept from falling into hands which will not\nreturn it and for this purpose a committee is at work. It is attempting to get\nCongress to act in the matter.\nA bill has been before Congress during the present session but it seems that\nnothing will be done. Whether one may count on a bill passing at the next\nsession remains to be seen. At the present time, therefore, we must say that\nso far as progress in education is concerned there has been little during the\npast two years, and so far as the time on the air is concerned it appears that\nin its present state education has enough time. Insofar as the future is con¬\ncerned it appears that the educators themselves desire 15 percent, but no\ncase has been made to show that they are or are not entitled to this much.\nProbably during this period of depression work in radio is still going on.\nIt is doubtful, however, whether much work in radio education is in progress.\nIf ways and means are found of using radio for the better education of people,\ndoubtless they will go into effect as soon as the depression is passed. At least\nit will probably be five or ten years before we can tell exactly what we want.\nA FORWARD\nHENRY\n\nLESTER\n\nSMITH,\n\nEDUCATION,\n\nLOOK\n\nTREASURER\n\nUNIVERSITY\n\nOF\n\nOF\n\nIN EDUCATION\nTHE\n\nN.E.A.\n\nINDIANA,\n\n) AND\n\nDEAN,\n\nBLOOMINGTON,\n\nSCHOOL\n\nOF\n\nIND.\n\nA progressing social order and a changing school must join hands and keep\nin step. The purpose of the school is to plow out the roots in the path of social\nprogress and to lay and maintain an adequate road bed. The school of yesterdav that can be recognized today is a dving school.\nThe main struggle in all civilizations has been a struggle to determine\nwhere to promote freedom and where to establish restraints or how to get\nand maintain the proper balance between freedom and restraint.\nThis struggle has gone on in every institution of society. To what extent\nshall there be coercion? To what extent liberty? Control is essential for a\ndegree of stability that will prevent disintegration and a possible ultimate\ndestruction. Individual initiative and freedom are essential to growth, devel¬\nopment, advancement.\nWhat are the kinds of control to draw upon in an attempt to check unde¬\nsirable freedom? First we have those external controls. Laws are representa-\n\n"}
{"page": 27, "printed_page": null, "text": "General\n\nSessions\n\n23\n\nol. Indoctrination ma\\\ntive of them. Indoctrination is another kind of contr\nit may come in the form\nresult from the presentation of facts or theories, or\nach. When the control has\nof the development of method and angles of appro\nexternal to internal con¬\nshifted from laws to attitudes it has shifted from\nanization of the activity\ntrols. On a still higher level of control inner reorg\npressure weakens to the\npattern occurs — initiative emerges — traditional\ne caution and lead to contem¬\npoint of exerting just enough influence to creat\nis individual urge or initiative\nplation, weighing, thinking. Final action then\nn to call this degree of contro\ntempered by a gesture of control. I have chose\npermitting flexibility,\n“anchored freedom.” An anchor exerts restraint while\nwith the depth of the water.\nand the length of the anchor chain must vary\nidual initiative or what to care\nWhat to control and what to leave to indiv\nen control and initiative, con¬\nfor thru anchored freedom, the balance betwe\nmodification of our social insti¬\nstitute the goals to be sought in the necessary\nthan either extreme has proved\ntutions. More generally the balance rather\nto be the best in the end.\n..\n\nrespect to the need for realignOur age is no different from other ages in\nin the changing conditions that\nment of these pressures. It is only different\nnecessity, but in the degree of\nmake a rebalancing of control and freedom a\nnization for the stimulation and\neach that is to be established, and in the orga\nModern pessimism is justified,\noutlet of each in the changing conditions.\nnds that any more insurmountable\ntherefore, if justified at all, not on the grou\nconfronted past civilizations,\nproblems are confronting us now than have\nour ability and foresight to sense\nbut on the ground of lack of confidence in\nthem only to the extent of gn mg\nthe new pressures earlv enough and to resist\nto use imagination and initiative\nourselves the chance to study, to adjust,\nin creating a new’ harmony.\ne\n.\n...\nof readjustment facing all the\nWe find this same fundamental problem\nlem varies within the institutions\ninstitutions of modern society. The prob\nations. Each institution, each pro¬\nonly in the form and degree of its manifest\np feels the problem and meets t e\nfession or occupation, each social grou\nno one element in civilization can\nproblem somewhat in its own way. But\nown problem of adjustment, bociett\nsuccessfully meet in entire isolation its\ngroup must see its problem and\nis a unit. The parts are inter-related. Each\nproblem and solution. Regional an\nthe solution in the light of the larger\nthis insight. Continuous cooperative\nnational conferences are necessary for\npractise the outgrow t o t is insite .\nactivity is essential in putting into life s\nded for calling together in times\nA government, therefore, is to be commen\ne various groups, one at a time, for a\nof prosperity and in times of distress thes\np can suggest for its own continued\nserious effort to determine what the grou\nwelfare of the whole. But such con¬\nwelfare and for its contribution to the\nes. Their deliberations must be fol¬\nferences will not suffice within themselv\nld come a time, moreover, when the\nlowed into assured practise. There shou\nuli\nbe brought together to furnish stim\nd\ncoul\nps\ngrou\ne\nthes\nall\nof\nip\nersh\nlead\ns,\nanother— to guarantee in other word\nto one another and checks upon one\nin\nunconscious, may not be uppeimost\nthat group advantage, conscious or\n\n"}
{"page": 28, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\nt e minds of the various sections of soci\nety, but that the welfare of the whole\nmay be held up as the central object\nto strive for. Only by so doing, as\na\nmatter of fact, can the welfare of the\nisolated groups themselves be safefvc 1 ' / T l trUth 1S n0t easy for the seParate groups to see. Especially is it\ndifficult for them to feel if any visible,\neven tho temporary, sacrifice is in¬\nvolved. Nevertheless, it is true that national\nand world conferences on isolated\nproblems, child health for instance, and conferences\non business conditions\nlaw enforcement, or lack of it, cannot of\nthemselves suffice. When the true\nconcept of the relation of all of these phases\nof life to one another and of\neducation to each is firmly lodged in the\nconsciousness of statesmen in all\nlines, serious nationwide and worldwide\nconferences on education will be\ncalled by executives themselves who are officially\nresponsible for the stability\nadjustment, and progress of the nation. These\nconferences must be of two\ntyP,e*— Conferences of educators alone to study\nspecial professional problems\nand joint conferences with representatives of\nall other groups to study interre ationships and responsibilities. The question\nour profession faces is: “Do\nwe have the vision and are we adequately\norganized for this responsibility\nin the present emergency ?” The increasing\nstability of our profession, as par¬\ntially represented in this organization of more\nthan 200,000 members, gives\nus at least the beginnings of a feeling of\nresponsibility and growing adequacy\nin this respect. For the adequate performance\nof this duty, however, we\nshould welcome and search out the strongest\nleadership in the profession; we\nshould seek for our association more general\nrepresentation of all sections\nof our profession than we enjoy even now; and\nwe should seek on the part\nof the membership a more comprehensive view of\nour problems than we now\npossess.\n\nThe\n\nschools have their place in any task either of origi\nnal construction or\no rehabilitation. The teaching profession, for the\nsake of its own existence\nand, therefore, for the sake of the welfare of each\nmember of the profession,\nmust become and remain concerned with this large\nproblem of contemporary\nre-emphasis, rebalancing, modification of traditiona\nl breaks in order to per¬\nmit creative progress. But the schools should face\nthis problem not primarily\nfrom the selfish point of view, tho self-preservation,\nrecognition, and integrity\nare necessarily involved. The schools must maintain\ntheir place as an integral\npart of the whole social spirit, machinery, and\norganization, grappling with\nthe problem of new situations to be met by new measu\nres.\nThe educational leaders, then, must increasingly shoul\nder the responsibility\nof making a continuously thoro and sympathetic study\nof the whole of human\nsociety and face modern problems in the same spirit\n, with the same degree\nof concentration and insight that the highest type of\nphilosopher or statesman\nis called upon to possess in facing them. Their knowledg\ne should be measured\nb\\ bieadth in all of these various fields and by depth\nin as many of them as\npossible. It must not be limited to a refined training\nin the professional phases\nof the school task.\nA renewed\n\nimpetus has recently been given in this direction. The\ntask of unemployment relief has brought together the\nleadership\n\ncommon\nin all the\n\n"}
{"page": 29, "printed_page": null, "text": "25\nGeneral\n\nSessions\n\nelements of society. Each group of our social organization has been enlight¬\nened as to the responsible part the other plays in this total organization\nand as to the strength of insight, consecration, and leadership available in\neach. The\n\nbusiness man\n\nhas been surprised in rubbing elbows with the teacher\n\nto see such intelligent, energetic, consecrated\n\nmen\n\nand women\n\nwith\n\nsuch\n\ndeep appreciation of the intricacy of the total problem and such a keen realiza¬\ntion of the methods that must be employed in pulling society out of the\npresent emergency.\nbusiness groups,\n\nThe\n\nmen\n\nteachers, on the other hand, have discovered\n\nand women\n\nof insight, of humanitarian\n\nideals, vision, as well as practical capacity. Each\n\nin these\n\ninstincts, of\n\nneeds and must\n\nhave the\n\nhelp that the other can and will give.\nNo longer, therefore, can any one group safely ignore the other. Intensified\ndevelopment,\n\nin isolation, of one arm\n\nof the social service does not guarantee\n\nor even promise a healthy civilization. A leaky boat, altho equipped\nstrong oar, constitutes an inadequate\n\ninstrument\n\nand strong adverse winds\n\nwith which\n\ntreacherous\n\nwaters\n\nand\n\nemergency\n\na backward\n\nlook over history encourages\n\ninto the future. How,\n\nthen, shall this task be met?\n\nwith a\n\nto encounter\n\nbillows. In our present\na confident forward\n\nlook\n\nFirst, as we have said, it must be met in a spirit of unselfishness, coopera¬\ntion, and confidence — a confidence that the means of solution are within reach\nof this generation as they have been in the reach of past generations ; a con¬\nfidence that we have today, and right in our own midst, the insight, the con¬\nsecration, altruism to work faithfully to an ultimate solution. Education has\nits part to do and education\nthat part. Education,\n\nhas its own\n\ntoo, is imbued\n\na part and that its part must\n\nwith the other parts. Education,\n\nwith other servants.\n\nIn its part of the task there must\n\nbe extended\n\nto the school a degree of\n\nfreedom.\n\nschool in its turn must\n\nrestraint, anchored\n\nThe\n\nadopt the policy of extending this same kind of freedom\nWe\n\nare confronted\n\nworld\n\ntoday with the problem\n\nto its staff and pupils.\n\nof the rehabilitation of the\n\nin change and flux, a state of flexibility that menaces\n\nour institutions and threatens\n\ndisintegration\n\nholds out prospects of leaping strides towards\nhandicaps\n\nthat have been threatening\n\nat the same\n\nthe stability of\nmoment\n\nthat it\n\nthe obliteration of traditional\n\nour very existence. Life is stirring\n\nwithin our institutional shells. Unenlightened\nOn\n\ndiscipline, vision to do\n\nwith the conviction that its part is only\n\nsynchronize\n\ntherefore, is a servant cooperating\nliberty, a tempered\n\nequipment,\n\nresistance must\n\nthe other hand, sensitiveness to the urges of this new\n\nmean\n\na break.\n\nlife will result\n\neither in discarding the old shell or in rebuilding the institutional structure\nto meet\n\nthe demands\n\nof a new\n\ndevelopment\n\nof the encased life. These\n\nforces must create an integration — that rhythm\nthe institutions ordering it.\n\nof everyday\n\ntwo\n\nexistence with\n\nA wholesome dissipation of fears, suspicions, doubts, must represent a com¬\nbined advance upon the framework of entrenched individual and group\nprivileges and\nmust\n\nbecome\n\ndenied\nmore\n\neyes of the makers\n\nindividual\n\nand\n\ngroup\n\nrights. Enlightened\n\nrespectable, and selfish leeches more\n\nworkers\n\ndespicable in the\n\nand preservers of our institutions. There\n\nmust be sought\n\n"}
{"page": 30, "printed_page": null, "text": "26\n\nNational\n\nEducation\n\nAssociation\n\na fusion and an integration of all of the people and of all their hopes, attitudes,\nand activities.\nThe\n\ncurrent\n\ndepression has augmented\n\nneed that has been growing\n\nbut which\n\nthe appreciation\n\nof this eternal\n\nwas for a while concealed\n\nfrom view\n\nby the tropical growth of external prosperity — the necessity of all institutions\nbeing supplements to one another. The exact way out of this depression is\nnot yet assured. One\nplay whatever\n\nestablished assurance\n\nis that education\n\nhas its part to\n\nthe stream bed of future civilization is to be. Society must\n\nto it, therefore, that educational power\nfollows poverty of support.\n\nis protected from the impotency\n\nsee\nthat\n\nIn this task of fusion we should profit from the past and from contem¬\nporaries, but we cannot safely appropriate without caution, wisdom, and\nadaptation. Action in the light of immediate pressure, political, economic,\nmoral, or otherwise, may\n\nbreak loose a stampede\n\nas crushing to the public\n\nwelfare as the trampling of the buffalo over the work of our stalwart pioneers.\nBlind resistance, too, must\n\ncost its price. The\n\nstruggle, then, is to preserve\n\nthe good in the past, anchor the good of the present, and guarantee\ning good for the future.\n\nan increas¬\n\nThe school represents one of the important lines of defense against rever¬\nsion in periods of stress to the earlier and lower levels of society. Education,\ntherefore, is as essential as are the elemental\nThe\n\nschool is the link between\n\nneeds of food, clothing, shelter.\n\none generation and the succeeding one. At all\n\ntimes, and especially in times of distress, it should represent a general recon¬\nstruction program. For this task and in this process it should lend itself to\nnecessary overhauling. It must recognize that always there is need for creative\nspirits, because the past does not have for us the complete solution of all the\nproblems in any current dilemma. Since youth represents the greatest national\nresource in connection with the solution of all future dilemmas, education\nfor the youth represents the safeguard of a nation’s resources. The older\ngeneration faces the present emergency with a knowledge of the past and of\nthe present. On this foundation it does what it can to prepare for present and\nfuture. The\n\nrising generation sees the present but it faces the future without\n\nthe aid of the vision and experience of the past. A break in the continuity of\neducation, which\n\nalone can supply this lack, would\n\nbe an irreparable loss, for\n\nit would\n\nconstitute a gap in the preparation\n\nof a generation\n\nmaturing\n\nduring this time of crisis and missing, therefore, what\n\nof children\nthey were\n\nentitled to and what was essential for social progress during their leader¬\nship. The future demands a generation trained beyond the necessity of its own\ntime and as nearly as possible up to the demands\n\nof the times when\n\nthat\n\ngeneration is to take the reins of responsibility. Unless there is sober evalua¬\ntion of the necessity of the school, we may be threatened with this gap. Let\ncivilization remember that the development of children cannot wait a revival\nof prosperity. It must\nWhat\n\nprecede and usher in that period.\n\nis the educational outlook of the future? Education\n\nfaces an increas¬\n\ning need for its services, a threatening decrease in the funds with which\n\nto\n\n"}
{"page": 31, "printed_page": null, "text": "27\nGeneral\n\nSessions\n\ndo its increasing work, increasing difficulties connected with the responsibility\nof knowing what and how to teach to the best advantage the succeeding\ngenerations of youth facing a more and more complex civilization fraught\nwith the possibilities of increasing good or increasing bad. The problem of\nwhat education is of most worth has always been with us. The ancient\nphilosophical and trial and error method of approach to the correct solution\ncan now and in the future be supplemented by the saner, safer, and surer\nscientific approach.\nThat community is recreant to its duty that consciously or unconsciously\nstrikes at the foundations of social and civic stability and progress by pruning\nback to death, or serious retardation, the life-giving sprout of education.\nTrue economy involves not only a vision as to how to limit expenditures\nbut an evaluation of the effects of those limitations. It is true that the present\n\neconomic depression has carried deficits not only into the national treasury\nbut into the treasuries also of the smallest school district in the country. Let\nus hope that this condition will not develop to the point of creating an educa¬\ntional depression. The inevitable result of such would be inaction in thought,\nin aspiration, in hope, and a mental and moral deprivation. This means,\nfinally, traveling in the dark without headlights, or it means practically no\nmaterial, intellectual, or moral movement at all.\nUnder\n\nthe guise of economic\n\nnecessity the enemies\n\nof general educational\n\nopportunities for the masses may be able to strike a telling blow against free¬\ndom. Europe struggled a long time and is not yet free from an educational\nsystem designed to create and perpetuate a caste system — a system that con¬\ndemned to his original social and economic status anyone so unfortunate as\nto be born in an underprivileged group. It meant helplessness for the masses,\nfor the workers in production, deprivation of all but the classes from the\npleasures and benefits of leisure hours. It made the enjoyment of the creative\narts available to the ruling classes, but it enjoined the masses from those\nprivileges and from the privileges of that greatest of all arts — the art of\nsatisfactory living. May there not be in our own country a more formidable\ngroup than we suspect who, under the guise of economic stress, desire to re¬\nduce the educational opportunities for the masses, knowing at the same time\nthat the privileged classes will not permit this denial to their own children.\nThere is no question but that the cost of education now rests too heavily\n\nsolution is not necessarily curtailment of\nappropriations. A part of the solution is a more equitable distribution of the\nburden of the cost of education. Our unjust system of taxation so works out\n\non certain groups\n\nof people. The\n\nthat certain types of business pay in taxes many\n\ntimes as much\n\nof their net\n\nincome as do other types of business. The present injustice is not in that com¬\nmerce and industry pay a large share in the cost of schools, but that the bur¬\ndens are unequal. A case can be made for the justice of business share in the\ncost of education. Education creates tastes which in turn create demands\nand these demands are supplied by commerce and industry. Anything that\nraises the standard of living, creates a desire to have the new\n\nexperiences and\n\n"}
{"page": 32, "printed_page": null, "text": "28\n\nNational\n\nEducation\n\nAssociation\n\nit creates a desire to have them made permanent and\nenlarged. Since the\nschools provide the future workers for industry and business,\nand since edu¬\ncation also instils in these workers a desire for better\nliving conditions, they\ncreate a demand for what industry provides. Education there\nfore stands at\nthe basis of industrial and economic development. Just as\nthe management of\na business that had been built up to the point of proficiency\nwould invariably\nbe concerned about the matter of bringing a succeeding manag\nement to the\nsame point of proficiency, so a nation that has built up a business,\nan enlight¬\nened citizenship and administration, should desire and determine\nto train for\na worthy continuance of its success.\nIt is important\n\nthat we\n\nmaintain\n\na fire department\n\nproperty loss. It is important, also, that we maintain\n\nto protect us from\n\na police force to prevent\n\na bandit’s taking a dollar from our pocket\nbut it is more important to keep\nan enlightened public so that we shall s,\nnot be robbed of our richness of\nblood-bought privileges— riches purchased thru centuries of strugg\nle and\nmiserable suffering. Stifle general education and these privileges\nare lost.\nStifle reseaich in higher education and dried up become the\nstreams that\nsupport growth and progress.\nWhat\n\nis the place of our educational\n\nleadership at the present time? Our\nleaders should be envisioning the educational implications of\nour changing\nsocial conditions. They should be marshalling all their forces for\nthe protec¬\ntion of the things of vital and general human interest.\nNever has education had a greater stimulus and opportunity\nto assume\nleadership out of any social dilemma than it now has, but this leader\nship\nmust be of a constructive nature, and worthy of the high calling\nof which\nwe are a part.\nOne of the educational implications in the present situation demand\ning\naction by leaders in the profession is that, if individual freedom and initiative\nare to be safe for a society, they must be anchored\n\nby righteousness. Future\n\neducation must strive for the goal of “spiritual regeneration.” The mastery\nof material forces must be supplemented by a mastery of the human forces.\nMachinery has released mechanical powers. “Human engineering” must do\na comparable thing before the results of the machine age can safely\nbe\naccepted and perpetuated. We must value training not alone for its economic\nvalue but we should accompany this aim with that of spiritual excellence,\nan\ninterest in a culture both secular and spiritual.\nTraining for character and appreciation should be the educational em¬\nphasis in the immediate\nembed\n\nfuture. A new\n\nspirit of cooperation and service should\nthe old virtues of honesty, consideration of the rights of others, indus¬\n\ntry — all of which are essential to the perpetuation of a worthy citizenship.\nThe longer life ideal and the life of comfort and convenience ideal should\nbe accompanied\n\nby the better life ideal. Let us supplant the struggle of indi¬\nvidual bickerings ; the struggle, too, of domestic and devasting international\nwars, that literally take the life’s blood of the flower of the land.\nMay this struggle be supplanted by a struggle of thought, affection, devo¬\ntion, diluting the after-war misery that turns up a furrow of unemployment,\n\n"}
{"page": 33, "printed_page": null, "text": "General\n\nSessions\n\nstarving helpless masses of humanity,\n\ndesperate in their choking blindness as\n\nto the meaning and the outcome of it all. A struggle of this kind could become\nwholesome and sweet with the heart of every man an open book inviting\ninspection, correction, guidance, encouragement.\ntion and of the civilization of which\n\nWe\n\nmust\n\nit is a part, “Does\n\nask of any educa¬\n\nit prepare for jobs?”\n\nBut we must ask, also, “Does it make people more considerate, and honest,\nless stubborn, less envious? Does it pass on the cultural achievements of the\n\nliving?” The\n\npossible the highest of all ideals — the ideal of right\n\nmore\n\npast? Does it make\n\neducation\n\nof the future must face the task of contributing still\nmore largely to all of these tasks. The flag planted at the apex of this monu¬\nment of duties, however, must be righteous, spiritual character.\nTO\nHENDRIK\n\nWILLEM\n\nVAN\n\nHAVE\n\nLOON,\n\nOR\n\nAUTHOR\nYORK,\n\nAt this present moment\n\nwe\n\nTO\nOF\n\nThe\n\nBE\nStory\n\nof Mankind , NEW\n\nN. Y.\n\nall of us have a great duty before us. We\n\nhave to get hold of the facts, unless the facts get hold of us, and we\ndangerous\n\npoint where\n\nthey may\n\nwill\n\nare in a\n\nappear. Unless we get hold of the facts and\n\nhold them firmly, the facts may overtake us and get hold of us — then God\nhelp us all, because we will be without a rudder. I am going to make an appeal\nto you, not for money\n\nbut for something\n\nin the year 1932. I have sometimes\nwas all very well but it sounded\n\nwhich comes\n\neven harder than money\n\nbeen told by timid souls that what\n\nI said\n\na little too radical. I will tell you here and\n\nnow that the only salvation of the world lies in this fact, that teachers — the\npeople who still have some influence on the younger generation because the\nyounger\n\ngeneration\n\nstrange grown-ups\n\nis unbelievably\nall around\n\npolite and\n\ntolerant and kind to those\n\nthem — will all of us have to turn radicals if we\n\nwant to avert the chaos that threatens us. The old platitude that at the pres¬\nent time it is an affray between Education and Chaos is perfectly true.\nHamilton Fish says that the word “radical” does not mean a man who\neats radishes — yet it almost does — it means a man who goes down to the\nroots. Unless my Latin, which I have tried to forget in the last thirty years,\nis entirely wrong,\n\na radical is a man\n\nwill immediately\n\nsee for yourself that every man\n\nand practises it well is bound\n\nwho\n\ndigs down\n\ndeep to the roots. You\n\nwho\n\npractises a profession\n\nto be a radical, for he is bound\n\nto go down\n\nto\n\nthe roots. If you go to the doctor he asks you about yourself, about your child¬\nhood, about your papa, about your grandpapa, and about your great grand¬\npapa. He is a radical ; he goes down to the roots. If an engineer builds himself\na building seventy stories, he is a radical because he digs thirty stories down\nbelow that building. The\n— but what goes down\nour friends who\n\nsuperstructure\n\nis easy enough — anybody can do that\n\nbelow is the thing of importance.\n\nSometimes\n\nwe accuse\n\npractice religion that they haven’t kept up with the times,\n\nbut they have. They\n\nare radicals. You\n\ncan’t be a minister nowadays\n\nwithout\n\n2Q\n\n"}
{"page": 34, "printed_page": null, "text": "30\n\nNational\n\nEducation\n\nAssociation\n\ndigging deep down to the roots, going to the Talmud,\nto have a deep feeling of what Jesus said.\nWhy,\n\nevery man,\n\nto the origins, in order\n\neven the college coaches — the gridiron teaching profes¬\n\nsion — even the men who teach athletics have to be radicals if they are any\ngood. As Coach Mopeley used to say about the marathon race, the first five\nmiles anybody can run ; the next five miles almost anybody can run ; the third\nfive miles a man runs on his own legs ; the fourth five miles a man runs on\nhis father’s legs ; the fifth five miles a man runs on the legs of his great grand¬\nfather ; and the last five miles he runs on the legs of his original ancestors. So\neven college coaches, who are not supposed\ninvestigation, are radicals.\n\nto care very much\n\nAt the present time unless we are radicals we\nto accomplish anything at all. We\n\nfor scientific\n\nwill never any of us be able\n\nwill have to dig deep. This is not one man’s\n\njob, or even one woman’s job, or one engineer’s job, or any one person’s job.\nIt is a job even too large for the 220,000 members of the National Education\nAssociation. It is a job for the one hundred\nand children who make up this country.\n\nand twenty\n\nmillion men, women,\n\nThe world goes on a different tempo from that to which we are accustomed.\nTo the next generation it doesn’t matter. They are perfectly accustomed to it.\nHere we are in the midst of this revolution, and this revolution calls for some¬\nthing which I have not yet heard mentioned. Not for leadership, because, as\nI have said, the leadership is just as likely to go backward as forward. The\ncourage we ask for at the present time is a different kind of courage. It is the\ncourage of taking individual responsibility. It is the courage that is willing\nto say, Here I stand and that is my opinion. I will take the responsibility for\nit, and if you don’t like it, go ahead and hang me.”\nWe are in a change and I think I know very well the general direction in\nwhich that change will lead us. If you talk to everybody as everybody is doing\nat the present time because misery loves company, you will hear that almost\nevery man — except the professional politician — is convinced that the present\nmachine is out of gear, and nobody knows it more than the younger genera¬\ntion. Now I am not going to advocate another system. I would like to draw\nyour attention to something which Oswald Spengler mentions in a book of\nhis. Incidentally — a curious fact that amused me and will amuse you all the\nmore after what you have heard from my lips — Maxim Gorky, that great\nupholder of radicalism, in a magazine violently denounces Spengler and me\nas the two\n\nmost dangerous leaders of the capitalistic school of history. Any¬\nway, to refer to Mr. Spengler, he draws attention to the fact that circum¬\nstances alter cases, and climate and locality alter conditions, and he talks\nabout wine. They took the grapevine and brought it wherever they conquered\na world in order to bring law and order, and Roman taxpayers. In Germany\nit became sour Rhinish and Muscatel wine, and in France it became Bur¬\ngundy\n\nand Bordeaux\n\nand other vintages, and in England\n\nit did not become\n\nanything except ale and whisky and other sour beverages.\nA wise moral can be drawn from that. No doctrine, no matter how good\nit may be, may be good on another soil. I feel sorry for the young generation\n\n"}
{"page": 35, "printed_page": null, "text": "General\n\nSessions\n\n31\ngoing around\n\ngroping when\n\nthey don’t get the leadership. They\n\nare going to\n\nget leadership somewhere because they can’t go around without it. So they\nare looking to Fascism and to Bolshevism. I for one want one just as little as\nthe other. They\n\nare both the same\n\nthing on both sides of the line — they are\n\nfiguring the individual for the benefit of the state. I don’t say it doesn’t suit\nthe Italians, I will not say it cannot suit the Russians, but their ways are not\nour ways and probably never can be. If they have anything to teach us which\nis of any value to us, let us take it ; but the idea, and many of our younger\nmen have it, that that may be the solution is, so far as I can see, entirely wrong.\nI believe that we shall have to have a new deal and a new ideal. I believe\nthat we cannot hope to come successfully out on the other side of this com¬\nplete upheaval unless we once more work for a very definite philosophy of\nlife, a philosophy of life for which\nand which\nphilosophy\n\nthe younger\n\ngeneration is looking eagerly,\n\nthe older generation has not yet had the courage to give it— a\nof life which shall entrust the rule of this country to reach,\n\nwhether\n\nwe like it or not, for better or for worse, for social democracy,\n\neven\n\nif it may\n\nnot be successful as a political democracy ; a philosophy of life which\n\nshall say : “Let the man rule who is truly radical, who has gone deep down to\nthe roots, who has drawn his own conclusions, who has had the splendid\ncourage to assume responsibility” ; a philosophy of life which with only slight\nmodification upon a philosophy which worked all right sixty years ago but no\nlonger today, is formulating\n\na new\n\noutlook upon life, doing away\n\nnefarious, obstructible, and abominable\nbeing and mere\n\npossession means\n\nwith that\n\nphilosophy that having is better than\n\nhappiness, that we\n\ncan entrust anything\n\nto\n\nluck, to smart-alecky brightness, the tendency and ability to take little short\ncuts and get by and then smile around after you have stolen a million dollars,\nand do a little song and dance.\n\nThese are my final words — that the only way out of it will be to recognize\nthat we shall have to modify our philosophy of life in such a way that we\nshall get a government\n\nof the people, for the people, and by those among\n\npeople who, thru intelligent, honest, and willing courage\nsibility and are best qualified for that task.\n\nMEMORIAL—\nCAROLINE\n\nS. WOODRUFF,\nAND\n\nCHAIRMAN,\n\nPRINCIPAL,\n\nSTATE\n\nSOFTLY\n\n“THEY\nN.\n\nNORMAL\n\nassume\n\nthe respon¬\n\nWALK”\n\nE. A. COMMITTEE\nSCHOOL,\n\nthe\n\nON\n\nCASTLETON,\n\nNECROLOGY\n\n;\n\nVT.\n\nThere are great moments in the lives of men and women — in the lives of\ninstitutions and of nations — moments when littlenesses fade away and things\nof the spirit rise supreme. Such a time is this, when for a little while the\nrepresentatives of an army\n\nof 220,000\n\nteachers in America\n\nturn aside from\n\nthe things that seem of paramount importance — those professional interests\nthat have brought them together — to bring to attention those of our number\nwho since last we met have passed beyond the veil. Hundreds of those who\nsat beside us at Los Angeles one year ago, who sang our songs, who gave the\n\n"}
{"page": 36, "printed_page": null, "text": "32\n\nNational\n\nEducation\n\nAssociation\n\nfriendly hand, who\n\nspoke the inspiring word, are no longer with\nus. Some\nof these were among America’s most outstand\ning, most distinguished men\nand women in the educational world, who had\ncarried the banners of leader¬\nship out into all this land, to the memory of each\nof whom we might devote\na distinct part of this program. Their faces and\ntheir words are familiar to\nus all: Dr. Randall Condon, recent president of\nthe Department of Superin¬\ntendence, genial, ardent, loving soul typifying\nthe spiritual in all his ways,\nyet militant leader in every righteous cause, who\nspent a lifetime in pro¬\nmoting the interests of the children of Amer\nica and whose last work was in\na cause dear to his heart— helping to make\nAmerica free from illiteracy.\nDr. Jeremiah Burke, whose very name, to those\nwho have followed his most\ncherished dream, spells nobility of character and\nupright citizenship brought\nabout thru the children of the public schools.\nHenry Turner Bailey, apostle\nof beauty and the eternal youth of life,” whose word\ns come back to us with\ngreat {^mgnancy today— “when I cease to cast\na shadow upon the green earth\nwhich I have loved so long, I would be conte\nnt if any were to say of me ‘he\nopened my eyes to see one of the gates of pearl\nin the shining ramparts of\nthe city of our God.’ ” David Starr Jordan\n, former president of this Asso¬\nciation, whose name will be known thruout\nall time as the great peace lover,\nthe peace advocate, who strove to bring about\nultimate peace and under¬\nstanding among all nations thru the little children\nof the world. Dr. S. M. N.\nMarrs of Texas, virile champion of all that make\ns for child betterment thru\nhome and school. These, with Dr. William J. Bicke\ntt} beloved superintend¬\nent of Trenton, New Jersey; Superintendent John\nDietrich of Helena,\nMontana, Edith Lelean Groves of Toronto, Cana\nda, long-time member of\nthis Association, bringing to us the gospel of brotherh\nood between neighbor¬\ning educational organizations ; Superintendent W. W.\nMcConnell of Win¬\nfield, Kansas; Dean Sara C. Lovejoy, Hood Colle\nge, Frederick, Maryland\n—these and others come to mind today, from every\nheld of educational serv¬\nice and with them hundreds more whose lives touc\nhed perhaps a lesser num¬\nber but who none the less radiated in their vario\nus spheres all the strength\nand courage for which they strove. To the memory\nof all of these we bow\ntoday in reverence.\nIt is an honored custom in this great organization that\nwe set apart this\nhour, a solemn hour, an hour made hallowed by precious memor\nies not too\nfar remote. It is supremely fitting that for a little while\nwe pause in the\nstrenuous program of the week in tribute to those who have\nwalked beside\nus year after year in pursuit of the same great objectives that we\nthis week\nare pursuing in this city by the sea. In doing this we shall the\nbetter keep\nalive the spirit of those among us who have battled for\ngreat principles, for\nideals, who, many in the midst of their careers of usefulness,\nhave been\ncalled beyond.\nIn these days of uncertainty — days when men and women\nquestion —\nwhen America faces a great challenge, when education itself\nis being weighed\nin the balance, when great American ideals and institutions are being\nthreat¬\nened, when democracy itself is being assailed — comes the questi\non, Shall\n\n"}
{"page": 37, "printed_page": null, "text": "General\n\nthese survive? The\n\n33\n\nSessions\n\nresponse is to be found\n\nin the great institution for which\n\nthey gave their highest service — the public schools of America,\nanswer in no uncertain terms, They shall survive.\n\nwho\n\nmake\n\nIt is for us who today are directing the educational forces in this country,\nit is for us to follow the superb leadership of those who have gone ; it is for\nus — the living — to make secure in America these ideals. In the name of those\nwhose lives and teachings we commemorate today what better tribute can\nwe offer, what\n\nbetter monument\n\nin the great fundamental\n\ncan we erect than to pledge anew\n\nprinciples on which\n\nour democracy\n\nour faith\n\nwas built, and\n\nto carry that faith into action in our homes, in our schools, in our public life.\nAnd\n\nnow\n\nstanding in the presence of the Eternal\n\nMystery\n\nwhich\n\nlies only\n\na little beyond the thinning veil which must forever hide it— this moment\nwe hold communion with those souls with thoughts of affection, reverence,\nof gratitude, of devotion to the memory\n\nof those from all ranks of the teach¬\n\ning profession who have gone beyond the portals, but “whose souls” in the\nimmortal words of one of them — Henry Turner Bailey — “whose souls\nshould live forever at the flush of dawn.”\nTHE\nEDWIN\n\nHOLT\n\nGREAT\n\nHUGHES,\n\nBISHOP,\n\nTEACHER\nMETHODIST\n\nWASHINGTON,\n\nD.\n\nEPISCOPAL\n\nCHURCH,\n\nC.\n\nIf we\n\nare going to study men by the bent of their power, God given, to\nthe stream of human history, then nobody, whatever his religion may be, can\npossibly fail to be interested in the teaching example of Jesus of Nazareth.\nWhen we begin to look into the records we have about Him we find them\nstrangely sprinkled with pedagogical vocabulary, and if we are not a little\nbit thoughtful in our study derivatives can easily escape us.\nThe\n\nword\n\ndisciple , of course, is a direct transfer of the Latin word\n\nour English speech. If we were\n\ntranslating it now\n\nof Godspeed\n\nwe\n\nor Demosthenes\n\nshould probably\n\nsomewhat\n\ninto\n\nafter the order\n\nnot say “disciples,” but\n\nrather “scholars” or “pupils.” There is a pedagogical terminology which\nstrikes us almost everywhere in the New Testament. Even the posture of\nthe Teacher\nWe\n\nis the posture that is ordinarily taken by a rather quiet instructor.\n\npreachers are in the habit of standing when\n\nstudy the prolog to what\nbe called the “Lesson\n\nis called the Sermon\non the Mount,”\n\nyou\n\nwe\n\ntalk, but if you will\n\non the Mount,\n\nor might rather\n\nwill find its beginning\n\nwords\n\nthese: “And seeing the multitudes, he went up into a mountain: and when\nhe was set, his disciples (or his pupils) came unto him: and he opened his\nmouth,\n\nand taught them, saying. . . .” It is a rather singular and suggestive\n\nthing that whereas\nTestament\n\nChrist’s name\n\nwith the word\n\nis coupled\n\n“preach,”\n\nonly four times in the New\n\nit is coupled forty-two different times\n\nwith the word “teach.” Even down unto our day, I think I am right in\nsaying that we seldom refer to Him as the Preacher of Galilee but rather as\nthe Teacher of Galilee.\n\n"}
{"page": 38, "printed_page": null, "text": "National\n\n34\n\nHere\nwent\n\nwas\n\naway\n\na Man\n\nwho\n\nEducation\n\nfounded\n\nto a university, who\n\ntime in the New\n\nTestament\n\nAssociation\n\nno school of a technical sort, who\n\nleft behind\n\nHe\n\nhim no manuscripts.\n\nis referred to as writing was\n\nThe\n\nnever\nonly\n\non that day\n\nwhen they brought to Him the sinning woman and He, with His forefinger,\nwrote the sentence upon the forgetful sands of the earth. This Man who\nleft behind\n\nHim\n\nno manuscripts,\n\nhas invoked\n\nmillions of manuscripts.\n\nWith\n\nall the records of His life I do not even have to call in the aid of hyperbole\nwhen\n\nI say that if all the books that have been inspired by this Man\n\nHimself\n\nwrote\n\nno book\n\nthis room,\n\nthere would\n\ncollege, He\n\nfounded\n\nthousands\n\nand left no manuscript,\n\nbe no space left for a human\n\nhundreds\n\nwhose\n\naudience. Going\n\nHimself\n\ntherefore, seem\n\nto no\n\ninspired\n\nthing that a\n\ninfluence should be left out\n\nthat are supposed to teach men\n\nI not, therefore, bring that example\n\ninto\n\ninspired, first and last,\n\nan inconceivable\n\nteachings have had such tremendous\n\nof even the formal curriculums\nMay\n\nto be brought\n\nof colleges; visiting no libraries, He\n\nof libraries; writing no books, He\n\ncountless authors. It would,\nman\n\nwere\n\nwho\n\ndown\n\nhow\n\nto teach.\n\nwithin the imitable areas\n\nof all our life, not attempting to interpret them from any theological or sec¬\ntarian standpoint but simply from the human standpoint, and mention four\ncharacteristics that are human\nas a teacher. Gather\n\nand easily followed\n\nthese four around\n\nin the method\n\nof Christ\n\nany one, the first being naturalness,\n\nthe second clearness, the third personalness, and the fourth vitalness.\nBy naturalness, I refer in the beginning to something that is confessedly\nsuperficial. Many of you will remember when you were studying Dickens you\ncame\n\nupon Bradley Headstone,\n\nthat teacher who\n\nbecame\n\nso much\n\nthe victim\n\nof technic that he marched thru life with lock-step. Dickens’s description\nmakes him a rather formal person, with a decent coat, decent trousers, decent\nwaistcoat, decent black tie, decent watch\n\nchain of precisely the right length.\n\nHe himself being a machine trained likewise a feminine machine as his co¬\nadjutor in Miss Peters until, when he comes to the end of the description of\nthese two machinelike persons, Mr. Dickens declares that if Bradley Head¬\nstone had proposed marriage to Miss Peters, she would have replied with a\nletter, precisely and splendidly long, beginning\n\none inch from\n\nthe border of\n\nthe upper left-hand corner and proceeding precisely down to the left-hand\ncorner one inch from the space, and that all of it would have been strictly\naccording to rule.\nI presume\n\nit is always possible for people who\n\nare more\n\nor less on exhibition\n\nin a public or semi-public way to come in due season to certain affectations,\nwhether they be affectations in voice or affectations in gesture. We may\nbuild between\n\nourselves and those whom\n\nconsciousness.\n\nSometimes\n\nthe wall\n\nshrinking timidity ; sometimes\noverdone self-confidence.\nCan\n\nyou imagine\n\nwe\n\nteach a certain wall of self-\n\nof self-consciousness\n\ngrows\n\nthe wall of self-consciousness grows\n\nfor a moment\n\nanyone\n\nhaving\n\nreal power\n\nout\n\nof a\n\nout of an\n\nin life who\n\nwould become the victim of either type of self-consciousness? Or, to person¬\nalize my question, can you imagine for a single moment that the great\n\n"}
{"page": 39, "printed_page": null, "text": "35\nGeneral\n\nSessions\n\nTeacher of Galilee was touched by any unnatural self-consciousness? If I\nmay speak of it so, I will say He had very much poise; He had no pose.\nIf you are not natural you will be flat. I think the rule runs thru all the\nlines of our profession ; and if that demon\nus in the beginning\nconsiderable\nreal defeat.\n\nThe\n\nof any working\n\nvictory, and\n\nnaturalness\n\nof unnaturalness\n\ncan lay hold upon\n\nday, I think he has won\n\nhas turned\n\nwhat\n\nof the great Teacher\n\nmight\n\nwent\n\na real, a very\n\nwell be excellence\n\neven\n\nmore\n\ninto\n\ndeeply than that.\n\nWithin the past twenty-five years we have had in the curriculum not only\nof our colleges but of all our schools, even down into the grammar schools,\na tremendous\n\nextension of what\n\nwe\n\ncall nature\n\nstudy. I do not pretend, of\ncourse, to present the New T estament as any particular work of pedagogy.\nI will only say that directly, if I may use a word somewhat inaccurately, the\nworld in which the people who heard the great Teacher lived became popu¬\nlated with memories of what He had to say. Sheep on the hill suggested\nsome things, the vine bearing its luscious burden\n\nof ripe grapes in the autumn\n\ntime, suggested something, the man building a house on a rock suggested\nsomething rather unforgettable. There were five foolish girls and there were\nfive wise girls ; there were\n\ntwo sons, one of whom\n\nshowed\n\nfair sense and the\n\nother did not ; and so, as you see this man teaching, you will find a pro¬\ncession of human beings, everything concrete and everything picturesque and\nthat world in which people lived somehow hummed with reminders of what\nHe had to say. The very world demands\nthings became\n\ndignified. Most\n\na study of it to see how the homeliest\n\nof us would\n\napproach,\n\nwith a good deal of\n\ntrepidation, a figure of speech based on a clucking hen scratching the earth\nin order that she might get food for her baby chicks, but listen to this: “O,\nJerusalem, Jerusalem, thou that killest the prophets, and stonest them which\nare sent unto thee, how\n\noften would\n\nI have gathered thy children together,\n\neven as a hen gathereth her brood under her wings, and ye would not !” From\nthat time on somehow^ a strange glory goes out into the modest scenery of\nthe earth because there has been a touch of nature study that has brought\ndignity even into the transactions of God’s lowly creatures.\nThe second characteristic I have called clearness. I have no doubt what¬\never but that one of the most\n\nserious limitations in teaching, whether\n\nteaching be of the kind I myself have mainly\n\nrepresented\n\nthat\n\non the religious\n\nplatform or that I have secondarily represented on the pedagogical\n\nplatform,\n\nlies usually in the lack of simplicity. We become so complicated and so in¬\nvolved in the way in which we state things that in due season we fail to know\nthat those simple Saxon words that go unweighed with their gold are very apt\nto carry our message better than those immense Latin and Greek derivatives\nthat have without question added\n\na great deal of richness to our vocabulary.\n\nMany years ago one of the greatest teachers in this country, whose name\nwould be immediately recognized if I were now to pronounce it, a man who\nat the time was president of one of the then greatest universities in this land,\ndelivered a sermon\n\non a Sunday\n\nthat I myself have read word\n\nmorning\n\nin the city of Chicago,\n\nfor word. That\n\nsermon\n\nwas\n\na sermon\n\non the personality\n\n"}
{"page": 40, "printed_page": null, "text": "36\n\nNational\n\nEducation\n\nAssociation\n\nof Jesus, a discussion of Christ in his nature. I am going to give you an out¬\nline of the sermon. I am not going to ask any of you, your president or for¬\nmer presidents of this Association, to define the terms. I don’t want to\nembarrass anybody. I would rather not be asked myself. But I will give\nyou precisely the outline :\n1. Claromatic humanity\n2. Claromatic divinity\n3. Hypostatic union.\n\nNow that was the outline of that teacher’s religious discourse. I do not\nintend to discuss whether it is quite an ethical transaction for a man to\nspeak in that language to men and women who are jaded and weary of the\nwork of the week and who come to find rest and simplicity. That is a ques¬\ntion in ethics that I will leave to the teachers causerie. I will only say that\nthe great Teacher\n\nof Galilee never did anything of the sort.\n\nIf you wTant to know how He taught, well, I will tell you. If you will\nforget you ever heard what I am going to repeat, just let it come to you\nnow like the breath of a spring morning,\nwill see what I have in mind.\n\nfresh as a new\n\nrevelation, and you\n\nA certain man had two sons and the younger of them said unto his father, “Father,\ngive me the portion of goods that is coming to me.” And he divided unto them a liv¬\ning. Not many days after, the younger son gathered all together and took his journey\ninto a far country and there wasted his substance in riotous living; and when he\nhad spent all, there arose a mighty famine in that land and he began to be in want\nand he went and joined himself to a citizen of that country and he sent him into the\nfields to feed swine and he did fill his belly with the husks that the swine did eat.\nAnd no man gave unto him. And when he came to himself he said, “How many\nhired servants of my father have bread enough and to spare and1 I perish with\nhunger! I will arise and go unto my father and I will say unto him, ‘Father, I have\nsinned against heaven and before thee and no more am worthy to be called thy\nson. Make me as one of thy servants.’ ” And he arose and came to his father and when\nhe was yet a long way off, his father saw him and had compassion and ran and\nfell on his neck and kissed him.\n\nThere\n\nis no claromatic\n\nhumanity\n\nabout that and no claromatic\n\ndivinity\n\nand likewise no hypostatic union, and yet I say it represents the method\nthe great Teacher.\n\nof\n\nThe simplest men are always the strongest men and the simplest utter¬\nances are likewise always the strongest utterances. As we move on toward\none of the great ideals as teachers, we\n\ncome\n\nto the conclusion\n\nthat it is the\n\nprovince of the teacher not only to speak so that he may be understood,\nso that he must be understood,\nthat marked\n\nand more\n\nand more\n\napproach\n\nbut\n\nthat simplicity\n\nthe teaching of the great Instructor of Galilee.\n\nThe third was the quality of personalness. I approach this somewhat hesi¬\ntantly because in the presentation of it, it is easy for us to be misunderstood.\nWe\n\nwill notice this, that the great Teacher\n\nnever\n\nmasses of people. He\n\nspecialized even down\n\ncareer, indeed it was\n\nthe very essence of His method\n\nlost himself\n\nin mere\n\nto the very end of His teaching\nsomehow\n\nto take Him-\n\n"}
{"page": 41, "printed_page": null, "text": "37\nGeneral\n\nSessions\n\nself and pour Himself into the most hopeful of His pupils until truly His\nlife was strangely manifold.\nNow the fourth characteristic I call the characteristic of vitalness. More\n\nand more I find myself wondering what one rather peculiar quality of pub¬\nlic speakers is, which for lack of a better name we call magnetism. For forty\nyears I have been going up and down\n\nthis country\n\nwhat\n\nasking men\n\nmag¬\n\nnetism was. I never yet have had a satisfactory answer. I know that it doesn’t\ndepend upon character. I am quite well acquainted with a man who is one\nof the most magnetic men in the United States and who if he were speaking\nhere and in my place wouldn’t be talking five minutes until the eyes of\neverybody in this assembly would be fastened upon him eagerly, and yet I\nknow very well that frequently he does not tell the truth, and he has got so\nin the habit of falsifying that he actually does it when, so far as I can see, it\ndoesn’t serve him a bit. Yet he has this strange magnetism.\nSometimes I have inquired within myself if magnetism was not more or\nless the power to take yourself and put yourself into the thing that you say\nso that your word\n\nis not an abstract thing out here somewhere\n\nin the social\n\nmid-air but a living, breathing thing, having your own\nthe great Teacher\n\noddly enough\n\nquality in it. Now\nsaid a singular thing about his own words.\n\nI wonder if you noticed it. He said, “The words I speak unto you are spirit\nand they are life” — and someone picked up His figure of speech and said\nthat the words of the great Teacher were vascular — if you cut them, they\nwould bleed.\nLet me take another illustration of what I am thinking of, a rather deli¬\ncate illustration, but inasmuch as my ancestors on one side were southerners\nand slaveholders, and my ancestors on the other side were people that were\nin the army\n\nof the Blue, I am\n\nan unprejudiced\n\nstandpoint. When\n\nthe people into whose\nthat we\nwhat\n\nJesus began to teach, more\n\nfaces he looked were\n\nquote perhaps as much\n\nwe call the Golden\n\nand can speak from\n\nnot to be misunderstood\nslaves. One\n\nthan half of\n\nday he uttered a thing\n\nas any other principle he gave his classes,\n\nRule — “Whatsoever\n\nye would\n\nunto you, do ye even so to them.”\nWhen I began to prepare an address on the Golden\n\nthat men\nRule\n\nshould do\n\na great many\n\nyears ago, I really began with the idea that it was original with Christ ; that\nwhen he spoke it, he spoke it as a new thing that people had always felt but\nthat nobody had ever before expressed. I confess I was much confused when\nI discovered that Confucius had given a Golden Rule very much in the\nlanguage\n\nascribed to Christ, only in negative form;\n\nphilosopher among\na little more\n\nthat Plato, the great\n\nthe Greeks, had likewise given a Golden\n\ntoward\n\na positive character\n\nRule, moving\n\nit\n\nthan Christ did; and Hillel, the\n\ngreat Jewish teacher just before our Lord’s time, had actually given a\nGolden Rule in a form I think could be construed as positive. There you\nhave it. I was\nwhen\n\nall mixed\n\nI read somewhere\n\nthe man\n\nwho\n\nup. Then\n\nI found\n\na little refuge for my\n\nthinking\n\nthat the glory of the truth lies not so much\n\nfirst utters it as with the man\n\nwho\n\nwith\n\nfirst gives the truth power.\n\n"}
{"page": 42, "printed_page": null, "text": "38\n\nNational\n\nBefore\n\nChristopher\n\nEducation\n\nColumbus\n\nAssociation\n\ndiscovered\n\nAmerica,\n\nthe Norsemen\n\ndis¬\n\ncovered it. That statue to Leif Ericson, which stands in the midst of Com¬\nmonwealth Avenue, Boston, is not an artistic falsehood. Long before\nChristopher\n\nColumbus\n\ncame, Leif Ericson\n\ncame. And\n\nyet when\n\nwe had the\n\ncelebration in 1893 of the Quadro-Centennial of the Discovery of America,\nwe called it the Columbian Exposition. We did not call it the Ericsonian.\nWhy?\n\nLeif Ericson discovered America\n\nthe sea ; Christopher\n\nColumbus\n\nand left it sleeping on the bosom\n\ndiscovered America\n\nof\n\nand his footprints were\n\nnot the only footprints that came. The discovery in the one case was\nefficient and in the other case was efficient.\n\nnot\n\nif that principle does not hold good with reference to the Golden\nRule. I wonder how many of you knew Confucius gave the Golden Rule\nalmost exactly in its New Testament form, only negatively; I wonder how\nI wonder\n\nPlato did it, I wonder how many of you knew Hillel, the\ngreat Jewish teacher, did it. Confucius uttered the Golden Rule and it stayed\nin his maxims in one country ; Plato uttered the Golden Rule and it nestled\nmany\n\nof you knew\n\ndown very quietly in his writings; Hillel uttered the Golden Rule and it\nremained in his lovely maxims. And then somehow the great Teacher in\nGalilee uttered the Golden Rule and it began to walk and praise God and\ntruth and had something to do with slavery. By\nthe end of the first century under the impetus of the Golden Rule the freeing\nof slaves came under the province of the church ; by the end of the second\n\nbecame\n\na very wonderful\n\ncentury certain of the public in the church were not allowed to hold slaves.\nThis feeling slowly and powerfully went on and at last the Golden Rule\ncrossed the English Channel and by the end of the third century there was\nnot a slave to be found across the English Channel. Then across the seas\nthat same rule lodged in the hearts of the great people over here — I need not\npersonalize them — and finally found itself in the heart of the great lowly\nman, Abraham Lincoln. By the time it did its work, there were four million\nfaces here glowing with the light of freedom and four million negro voices\nchanting freedom. Whatever we may be, semi-southerner, as I am, northern\nor southern, I suppose we are all glad they are free today ; and the thing that\ndid it was precisely that strange vitalness that the great Teacher managed, in\nsome fashion I will not interpret, to put into the very things He said.\nNow those are the four characteristics of the great Teacher and to them I\n\nneed add in closing simply this — if anybody were to ask me to give the climax\nof world literature with reference to childhood, I should he absolutely com¬\npelled to refer him to the same Teacher. Picture the Master when his dis¬\nciples came one day and said to Him, “Who is the greatest in the kingdom\nof heaven ?” Then he did a singular thing, which I think must make a peculiar\nappeal to you teachers. He did not select an old man with white hair, or an\nold lady with heavenly wrinkles and say, “This is the symbol of the king¬\ndom.” He set a little child in the midst, an anonymous child whose name is\nunknown to this day and said, “Except ye be converted and become as a\nlittle child, ye cannot enter the kingdom of God.” Then he proceeded to\nsay wonderful things about childhood, “Whoever shall receive the kingdom\n\n"}
{"page": 43, "printed_page": null, "text": "39\nGeneral\n\nof God\n\nSessions\n\nas this little child, the same shall be great in the kingdom\n\nof heaven” —\n\n“Whomsoever receiveth one such little child in my name receiveth me” ;\n“Whomsoever shall cause to suffer one of these little ones that believeth in me,\nit were better for him a millstone were hanged around his neck and he were\ndrowned in the midst of the sea.” “Take heed ye despise not one of these\nlittle ones, for I say that in heaven their angels do always behold the face of\nmy\n\nfather.” And\n\nthen finally, “Even\n\nso, it is not the will of your father\n\nwhich is in heaven that one of these little ones should perish.” And the glori¬\nfied child stands always in the midst where any real teachers come.\nIn the old days when\n\nI had the honor\n\nand still greater responsibility and\n\ndifficulty of being college president, at the end of two years there was one\nabsolute rule I followed in the selection of a teacher. I still believe it is as\nnear infallible as any one rule. Namely,\n\nI never put anyone\n\non the faculty of\n\nmy institution, who did not have the parental instinct. Anybody in the teach¬\ning line who does not have the parental instinct is always a failure and I\nhave never known\nexample\n\nthere when\n\nany exception to it. And\neverything\n\nbecame\n\nthe great Teacher\n\nhumanized\n\nbecame\n\nour\n\nand personalized strictly\n\nthru the great heart, that vital element that He Himself gave in His example\nfor us.\n*\nYou may not have much personality but you can at any rate be natural\nand if you want\n\nto, you can be clear, if you will make\n\nget the humility for it. And\n\nthe effort for it and\n\nwhere children may throng, every once in a while\n\nyou will find it possible to take the little halting one and somehow bring him\nup a little better in the line of the procession and there may not be much of\nyou, but what there is of you, you can put into the thing you say and do\nuntil it will be humanized, clothed in flesh and blood.\nLIVING\nCLIFTON\n\n“ Good\n\nD. GRAY,\n\nFOR\n\nPRESIDENT,\n\nTeacher , What\n\nTHE\n\nBATES\n\nAGES\n\nCOLLEGE,\n\nLEWISTON,\n\nshall I do that I may inherit eternal life?” —\nMark 10:17\n\nIn the midst of world depression, this question of the rich young\nso hopelessly outmoded\npreceding October,\n\nMAINE\n\ntoday as it might have seemed\n\n1929, when\n\nruler is not\n\nin the hectic period\n\nfrom bankers to bootblacks, were\nof paper values which mounted higher\n\nall America,\n\nriding jubilantly on the crest of a wave\nand higher and to which there was apparently no limit. Nobody was interested\nthen in any sort of inheritance that was not expressed in bonds or stocks or\nsome other material equivalent. Now, after nearly three years of disillusion¬\nment, with western civilization tottering, as some think, on the brink of total\nfinancial and industrial collapse, the immaterial inheritance this youth was\nseeking does not appear so utterly absurd as it once did.\n\ntaking, “Living for the Ages,” is a paraphrase of\nthis young man’s objective and, in view of world conditions, possesses a time¬\nliness it otherwise might not have. What, then, is meant by “living for the\nThe\n\ntheme\n\nwhich\n\nI am\n\n"}
{"page": 44, "printed_page": null, "text": "40\n\nNational\n\nEducation\n\nAssociation\n\nages?” The formula that suggests itself to me I have found in the dedication\nof a book written by a friend of mine, now at the head of the English Depart¬\nment of the University of Rochester. This dedication is in honor of a man to\nwhom\n\nboth the author and I owe\n\nmuch\n\nby way\n\nof inspiring instruction — the\n\nlate William Rainey Harper. It read as follows: “To a great teacher who\nloved the past, labored for the present, and lived for the future.” A more\nfitting eulogy for this outstanding figure in American education would be\ndifficult to find, but it is more than the comprehensive summary of the achieve¬\nment of a single individual. It sets forth in easily remembered phrases the\nthree outstanding objectives to be sought for by anyone who wishes to live\nthe kind of life which our text suggests.\nThe\n\nfirst objective, if one is to learn the secret of living for the ages is\nto love the past. Just what is involved in this? To love the past is one thing;\nto live in it, quite another. We are all acquainted with the type of mind so\nabsorbed in the “dear, dead days beyond recall” that it tends to antagonize\nalmost everything that is contemporary. Now and then, in the midst of the\ncrowded\n\nautomobile\n\ndidly groomed\nfootman\n\ntraffic on Fifth Avenue, one may observe a pair of splen¬\nhorses drawing an open carriage, with liveried coachman and\n\non the front seat, and in the rear one or two white-haired\n\ndowagers\n\ndressed in black silk — obviously survivals of an aristocracy of other days.\nThe aged Franz Joseph of Austria, almost the last of the Hapsburgs, never\ndid succumb to the motor car and yielded to the telephone only a few years\nWar.\n\nbefore his death during the World\nSuch examples\nwhere\n\nof living in the past could be multiplied indefinitely, but\nthere is one whose regard for old customs and habits leads to refusal to\nof a practical and scientific nature, there are hundreds,\n\nadopt innovations\n\nnot thousands, who, while gladly exchanging\ncandle and accepting as a matter\n\nthe Mazda\n\nif\n\nlamp for the tallow\n\nof course all that modern\n\ninvention\n\nhas to\n\noffer, are strangely averse to anything that savors of change in the realm of\nthe things of the spirit.\nThese good folks not only love the past; they live in it. For them creeds\nand constitutions are sacrosanct. The letter of the law of church or state must\nnot be tampered\n\nwith. The\n\noriginal documents,\nof unchanging\nUzzah\n\nwhether\n\nipssissima verka , the very language\necclesiastical or political, become\n\ntruth and any attempt\n\nto alter them\n\nsacred symbols\n\nis to incur the fate of\n\nwho put forth his hand to steady the ark of Jehovah !\n\nThis\n\nblind and uncritical worship\n\nthat in almost\nrecorded\n\nof the past fails to take into account\n\nevery instance these very documents,\n\nmarked\n\nand\n\neven\n\nradical changes\n\nthought and practised by mankind.\n\nin what\n\none quarter familiar epithets which\nto what\n\nheld so sacred,\n\nhad\n\npreviously been\n\nrecorded in more\n\nthan\n\nare often applied today to anything that\n\nand strange, and therefore dangerous\n\nThis blind devotion\n\nnow\n\nIn other words, they were for their own\n\ntime and age nothing less than revolutionary, and were\nis new\n\nitself, of the\n\nto the standing order!\n\nhas been rests upon\n\na philosophy of history\n\nthat is wholly false and is virtually a denial of the possibility of change and\n\n"}
{"page": 45, "printed_page": null, "text": "General\n\nSessions\n\n41\nconsequently\n\nof progress. It would\n\nbe difficult to conceive of a more\n\ndoxical position — this naive and somewhat\nor record of other days on the assumption\nall subsequent\n\nages when\n\npreviously thought\nin the extreme.\nWe\n\nas a matter\n\nemotional loyalty to a document\nthat its statements are valid for\n\nof fact in relation to what\n\nthese very statements\n\npara¬\n\nare often subversive\n\nmen\n\nand\n\nhave\n\nradical\n\nsee, therefore, that it is possible to love the past in such a way\n\nshut of! all possibility of development\n\nas to\n\nand growth. This reactionary attitude\n\nis quite as pernicious as its opposite — the tendency to reject everything simply\nbecause it is old and to accept everything because it is new. It would be hard\nto say which does the most harm — reactionary or radical. We shall doubtless\nagree that both ought to be anathema. But there is a right way to love the past.\nWithout\n\na due appreciation of the accumulated\n\nwisdom\n\nof the ages, there is\n\nnothing upon which either the individual or society can build. Well\n\ndid Josiah\n\nRoyce once say: “The study of history is the beginning of creative wisdom.”\nThere is no enduring achievement of the human race but what has rested upon\nthat which has gone before! We\nit, but to gain a sympathetic\n\nstudy the past not to imitate or to reproduce\n\nunderstanding\n\nof the way in which\n\nour predeces¬\n\nsors faced their problems, solved or failed to solve them, and with the knowl¬\nedge thus gained we are enabled to meet the issues of our own day.\nLiving for the ages obviously cannot ignore the past. To\nlike learning to read without\n\ndo so would\n\nthe alphabet or studying calculus without\n\nbe\nfirst\n\nhaving had arithmetic. No more can we understand modern democracy with¬\nout the background of the decline of feudalism, the meaning of that fateful\nyear 1789, and the industrial revolution, to mention only a few of the impor¬\ntant factors which have had their share in molding the prevailing mode of\npolitical and social organization\n\nof the twentieth century. “Modern\n\ndeclares Everett Dean\n\n“all seem to desire to express the movements\n\nMartin,\n\nof the day. But it is difficult to see how\n\none’s judgment\n\nwriters,”\n\nof the present can be\n\nvery sound, if one has no background of the cultural traditions of the race.”\nThe human mind that is not enriched by the experiences of the past in the\nlong, slow, upward\nFrom\n\nstruggle toward\n\nsuch a soil can come\n\nthe light is indeed arid and parched soil.\n\nnothing much\n\nbetter than thorns and\n\nthistles.\n\nAs Professor John Erskine has put it: “No college is liberal which trains its\nstudents to identify the excellent or the important exclusively with the con¬\ntemporary.” This is why love of the past is the best way of preparing for today.\nThe second objective in living for the ages is to labor for the present. The\nmost obvious implication of these words\n\nis that “life is more\n\nthan meat, and\n\nthe body than raiment.” To live for one’s self alone is to adopt the philosophy\nof the jungle. Whether a majority of our fellows have consciously taken up\nthis way\n\nof living or not, is a problem\n\nmessage. Youth\n\nat any\n\nrate has impulses\n\nIdealism at its best is far more\nthan it sometimes\n\nthat lies outside the purpose\nof a higher and\n\nattractive to young\n\nis to those of maturer\n\nof this\n\nnobler nature.\n\npeople in their twenties\n\nyears. But the difficulty to be faced\n\nis how to labor for the present most intelligently.\n\n"}
{"page": 46, "printed_page": null, "text": "42\n\nNational\n\nEducation\n\nAssociation\n\n“The time is out of joint.” These words which the great dramatist put into\nthe mouth of the Prince of Denmark might well apply to 1932; but unlike\nHamlet,\n\nwe\n\nare not willing to curse the fate that ever we\n\nwere “born to set\n\nit right.” Rather are we disposed to face the herculean task and do our bit,\njust as we did fifteen years ago when we entered the World War. Then we\nwere called upon to reverse the political philosophy of a century; and, be¬\ncause of an intolerable situation, take part in a conflict, for which we were\nnot in the slightest way responsible. Today the situation is no less critical\nand in many\n\nways it is even more\n\nconfused.\n\nIn the midst of such a welter of confusion, living for the present is no easy\ntask. Certainly we cannot live for the present unless we come to grips with its\noutstanding problems. Some understanding of what these are must precede\nany intelligent participation in the contemporary scene. I can do no more\nthan briefly outline what seem to me to be the three oustanding problems of\nthe day and indicate something as to the direction in which we are going.\nThe first is in the field of government. Thoughtful Americans for the first\ntime in more than a century are beginning to raise serious questions about the\ndemocratic ideal in the political sense. Before the war this ideal had been all\nbut unchallenged,\n\nat least in this country. During\n\nwar, obviously, democratic\n\nmethods simply do not function. One of our first acts in 1917 was to grant\nto the chief executive powers which virtually made him a dictator not in\nname but in fact. Today, a decade and a half after the close of a war to make\ndemocracy safe for the world, the curious paradox forces itself upon us that\nthe democratic ideal in government has given place to other ideals or has\nactually broken down in the face of successive crises. The trend the world\nover has been away\n\nfrom\n\ndemocracy\n\nand in the direction of dictatorship.\n\nI present this problem to you with no thought of solving it, but to remind\nyou that the questions it raises are among the most important of the hour\nand that it is one which every intelligent citizen must face. It is often said\nthat the cure for democracy\n\nis more\n\ndemocracy,\n\nbut like most slogans this\ndoes not go very far below the surface. If one means political equality in the\nmatter of the franchise, we have reached the limit, unless we extend the vote\nto minors\n\nand imbeciles. Too many of the latter have it already! Ideal po¬\nlitical democracy assumes both interest and intelligence.\nThe second outstanding problem of the day is in the field of economics.\nThe\n\nonly thing about which\n\nthe doctors are agreed seems to be that unlim¬\n\nited competition, aided and abetted by unprecedented technological advance,\nhas brought on an overproduction of goods altogether out of line with normal\npossibilities of consumption.\n\nThe\n\nremedies proposed\n\nare as numerous\n\nas the\n\ndoctors. For one social diagnostician, the cure is thrift and economy; for\nanother, it is enlarged spending for everybody, and for the government, al¬\nready burdened with a current indebtedness of two and one-half billions, an\nambitious program of public works. Some eclectic physicians prescribe bimetalism and even fiat money. Others tell us that the only way out is for the\ngovernment to take over the heavy industries. While these and a score of other\npalliatives are being offered, the patient seems to be getting no better. It is not\n\n"}
{"page": 47, "printed_page": null, "text": "Sessions\n\n43\n\nbread or work\n\nto be told that the panic of\n\nGeneral\n\nmuch\n\ncomfort\n\nto a man\n\nwithout\n\n1873 was even worse than this and that, anyway, the business cycle is inescap¬\nable. The apparent, but by no means proved, success of the Russian experi¬\nment deceives a small minority into thinking that communism is the way out.\nFrom all this welter and confusion is beginning to emerge a conviction that\nsome method must be found whereby both industry and government can co¬\noperate for the promotion of economic planning. The complexity of the\nproblem is extraordinary and there is quite as much danger from misguided\nidealism as from selfish materialism.\n\nthird outstanding problem of the day is in the field of international\nrelations. The paradox in the economic field of warehouses overflowing with\ngoods and hordes of workless people unable to buy is paralleled in the case\nThe\n\nplain people of every civilized nation have given\nrepeated and increasing evidence of their hatred of armed conflict, and yet\nthere seems little immediate prospect of a material reduction of the five\n\nof war\n\nand peace. The\n\nbillion dollars annually spent for the upkeep of the machinery of war. For\nweary weeks the disarmament conference at Geneva has sought, apparently\nwithout success, a formula wThich would release western civilization, on the\nverge of what may become almost total economic collapse, from at least a\npart of this intolerable burden.\nAll three of these outstanding problems are inter-related and they arise out\nof certain conditions common to them all. How better can we labor for the\npresent than to face these challenging problems and give the best of our mind\nand heart to their solution ?\n\nTo live for the future is the third objective of what might well be termed\nthe cosmic way of life, that is, living for the ages. After all, the past, from the\npoint of view of the human race, is insignificant compared with the long\nstretch that lies ahead. Place a silver dollar upon the top of the Empire State\nBuilding and you have in the height of the building the age of the earth and\nin the thickness of the dollar the time that man has existed upon its surface.\nPlace a postage stamp on the silver dollar and you have in its thickness a\npicture of the approximate duration of civilization — five thousand years.\nThen add to your single stamp others until you have a pile of postage stamps\nreaching to the top of the Matterhorn, and this represents the probable future\nof the human race. With some slight adaptation, this is the model of the\nuniverse in respect to time set forth by Sir James Jeans. His comment\nsignificant that I must give it to you in his own words:\n\nis so\n\nA day of almost unthinkable length stretches before us with unimaginable oppor¬\ntunities for accomplishment. Our descendants of far-off ages, looking down this vista\nof time from the other end, will see our present age as the misty morning of the\nwho\nworld’s history; our contemporaries of today will appear as dim, heroic figures\ndiscover truth, to\nfought their way thru jungles of ignorance, error, and superstition to\nfor mankind\nworthy\nworld\nalearn how to harness the forces of nature, and to make\nmists to be\nto live in. We are still too much engulfed in the greyness of the morning\nto those who will\nable to imagine, however vaguely, how this world will appear\nhave, we seem\ncome after us and see it in the full light of day. But by what light we\nrace' and of\nto discern that the main message of astronomy is one of hope to the\n\n"}
{"page": 48, "printed_page": null, "text": "National\n\n44\n\nEducation\n\nAssociation\n\nresponsibility to the individual — of responsibility because we are drawing\nlaying foundations for a longer future than we can well imagine.\n\nplans and\n\n“What shall I do that I may inherit eternal life?” Thus spoke the rich\nyoung ruler to the great Teacher. Today, after nineteen hundred years, one\nsometimes\n\nwonders\n\nwhether\n\nour generation\n\nis not making\n\nas did this youth of old, and is turning away\n\nfrom\n\nthe same\n\nthe Master\n\nmistake\n\nbecause it is\n\nunwilling to give up its “great possession.” Will Mary Antin’s dream of\nAmerica come true? Will this nation of ours continue to become a land of\nopportunity for the humble and the oppressed, or will a new slavery emerge —\na slavery in which the economic destinies of the many will be more and more\ndetermined by the few. Will the captain of industry be only a modern edition\nof the man\n\non horseback\n\nand the feudal lord of the middle\n\nages, and will\n\nthe factory hand replace the serf ? If we look only at the contemporary scene,\nthe answer to these questions contains much that is doubtful and even sinister.\nIf, on the other hand, we have learned the secret of living for the ages, we\nshall be more inclined to answer in the spirit of John Masefield, the Poet\nLaureate\n\nof England :\nBy\n\nunexpected ways despaired-of things\nCome into being after hope has ceast.\n\nOver\n\nour fainting shoulders\n\nBy\n\nunseen\n\nhands\n\nHere\n\nin our\n\ndarkness\n\nStir us to change\nWith\n\nsqualor\n\nTo\n\nBeauty’s\n\nRebuild\nNor\n\nRALPH\n\nW.\n\nthe powers\n\nwith\n\nnightmare\n\nhave\n\nand\n\non the burnt-out\n\nof light\nfilled\n\nwith night,\n\nto rebuild.\ncoals,\n\nto the heart’s desire, but the soul’s.\n\nEDUCATION\n\nSOCKMAN,\n\nbe beyond\n\nnow\n\nis increast.\n\nthis land that we\n\nPASTOR,\nNEW\n\nIt would\n\nour harvest\n\nself; they summon\n\nin beauty\n\nCHARACTER\nREV.\n\nand\n\nthere are wings,\n\nthe bounds\n\nOF\n\nMADISON\n\nYORK,\n\nTOMORROW\nAVENUE\n\nM.\n\nE. CHURCH,\n\nN. Y.\n\nof this brief address to give an adequate\n\nsurvey of all character education for tomorrow. Let me, with you, just look\nin two or three directions which I think need the most emphasis.\nCan\n\nwe\n\ntrain characters for tomorrow\n\nwhich\n\nwill be strong enough\n\ncontrol the inner forces of individual personality? — Whatever\n\nto\n\nsocial controls\n\nwe may evolve, we shall always have the problem of self-control, and we\ndemand the right of self-control. We may not control ourselves but at least\nwe want the right of it. Dr. Gray has talked about the trend toward a dic¬\ntatorship. That may be true in some realms, but in the youth, we know the\ntrend is still toward democracy. Take it in the schoolroom. The youth in the\nschoolroom, as I see it, are not willing to tolerate the old schoolmaster attitude\neither for moral\n\nof hands\n\ndown,\n\ncampuses\n\nI visit I should\n\nFascism. We\n\nwant\n\nconduct\n\nor facts information.\n\nsay the trend was\n\ntoward\n\nself-control in the church. There\n\nSocialism\n\nOn\n\nmost\n\nrather than\n\nare still some\n\nold-fash-\n\n"}
{"page": 49, "printed_page": null, "text": "45\nGeneral\n\nSessions\n\nioned people who want ministers to dictate the rules of life but most\nwant to think for ourselves.\n\nof us\n\nI was born in a small town in Ohio. I remember that when I walked down\nthe main street of that little city in Ohio I had certain purposes of character.\nI was known to the people around me. Now when I walk down the streets of\n\nYork, and there are no neighborhood newspapers to keep track of my\nvirtues and no neighborhood gossips to keep track of my vices, I can live and\ndie in New York unwept, unheralded, and unsung. Nobody knows me.\nTherefore, if you and I are to live under modern conditions we have to\nhave the kind of character that can stand up in the dark. Dwight L. Moody\nNew\n\nwas about right when he said, “Character is what a man is in the dark.”\nJohn R. Mott says that whenever he is asked about certain schools or\ncolleges as to whether they are safe places to put the people’s children, he is\nalways reminded of a certain orphan lad who was reared by an uncle, and\nthat uncle took such painstaking care in the development of that boy that\nwhen it came time for him to go to college, he simply laid his hands on the\nyoung man’s shoulders, looked him in the eye and said, “David, do what you\nhave a mind to do.” There was a character that could be trusted with its\nliberty.\n\nIt is one thing to say to a disciplined mind, “Do what you have a mind to\ndo” ; but it is another thing to say that to an undisciplined person. For him it\nis to do what he has an impulse to do. Unless we can coordinate these coltish\nand chaotic impulses into what we might call a disciplined mind we are not\ncomes\nmeeting the first task of preparing for self-control and that coordination\nnot from conference but comes from discipline and drill.\nWe need the Christian character, the home, the school, the church, and\ndrill¬\nthe personal guidance to coordinate those chaotic impulses and keep on\ning until they get a graceful expression.\nI think you can stand before any group of young people and present those\nnoble ideals Dr. Gray did on internationalism and racial justice and find an\nemotional response in youth today beyond what their forefathers had, but\n\nthe difficulty is we haven’t translated those impulses into graceful action.\nThe Master Teacher, after he had finished the course with His pupils, said\nto them that last night, “No longer do I call you servants. I have called you\nfriends.” No longer were they servants of His curriculum ; they had become\nthe friends of His ideals. Only when we have taken youth and made them\nfirst\nfriends of virtue, so that they like it for its own sake, have we met that\nl\nquestion of a character strong enough to handle the inner forces of individua\npersonality.\n\nCan\n\nwe develop a character for tomorrow\n\nstrong enough\n\nto manage\n\nour\n\nwork? — A few years ago that would have seemed like an unnecessary ques¬\ntion. We had so much work to do; we had so much raw material, so many\nto teach\nthings crying to be produced that our problem thereafter was just\npeople to work. And we had in America the gospel of hard woik. We thought\nhim\nit would save society, we thought it would save the individual and keep\n\n"}
{"page": 50, "printed_page": null, "text": "46\n\nNational\n\nEducation\n\nAssociation\n\nout of mischief. We\n\nhad an old adage, “The devil finds work for idle hands\nto do.” But in the light of recent experience I think we might revise that\nadage and make it read, “The devil finds work for busy hands to do,” for\npart of the deviltry of modern times is that we have been working too hard\nat the wrong things.\nOur undirected doing has proved our undoing. The old ideals of America\nup to 1919, size, speed, and power, led to a type of thinking which someone\nsaid was like this, “That whatever is small ought to be large, whatever is slow\nought to be fast, whatever is poor ought to be rich, whatever is, ought to be\nmore so.” We had a kind of an education complex whereby we thought we\nwould solve all of the ills by just more of the same thing and the tragedy was\nwe got too much of the same thing and then we stopped. I think you might\ntake a mechanical figure to illustrate the industrial system of America. I\nshould say it might be likened unto a motor car that had a Lincoln engine, a\nFord set of brakes, bicycle lamps, a tremendous drive, weak controls, dim\nvision. Then came the crash. Now all of us, from the financiers down, are\nhumble enough to admit that that old conveyance of industry needs some\ndecided overhauling. We are looking, first of all, at those lamps, those head¬\nlights, for we must have foresight, not only for tomorrow but for those long\ndays after tomorrow; we must have not only individual foresight but social\nforesight, social planning.\nThe old emphasis on education in its attitude toward labor was how to\nproduce and acquire; the new emphasis must be on how to evaluate and\ndistribute. We need more headlights. Then we need better controls. It takes\na far stronger character to manage a motor age than to manage the old\nhorse and buggy era. I sometimes think of a youth caught in evil and crooked¬\nness that if he had lived in a simpler time, a few years ago, he might have\nlived and died a respected citizen but he couldn’t stand the pressure of the\nbigness of opportunity. It is one thing to teach youth to stand up against vice\nand its monsters of such frightful mien as need but to be seen to be hated —\nburglary, adultery, things of that kind ; it is another thing to develop the\ncharacter that can stand up to those subtle differences which the business\nworld has made. The long reach and large scale dishonesty has a far different\nmoral esteem in most people’s minds than small dishonesty. To corner a man\nand take his pocketbook sends the one who does it to prison as a thief; to\ncorner the market and steal a lot of money sends one to Congress as a states¬\nman. Our estimates are different. Can we stand up at the controls?\nIt is necessary that women have new controls. Under the old days women\nwere kept in the domestic life where their controls were those intimate ones.\nWhen\n\nyou spoke of the virtue of woman you spoke of her purity; when you\nspoke of her as a good woman you meant one who was kind and gentle to\nthose around her in a small group. Now women are out in the thick of things,\nwhere they belong. They are caught in the speed of things just as man is. In\nfact they sometimes seem to be caught even more than man. Therefore, wo¬\nmen today are subjected to ethical tests and when you speak of a good woman\n\n"}
{"page": 51, "printed_page": null, "text": "General\n\nSessions\n\n47\n\njustice, and\ntoday you mean one who has those virtues of fairmindedness and\ncontrol.\nsocial insight along with those domestic virtues. It takes better\ndon t think w’e\nIt takes better driving power, too, to handle ourselves. I\naie not going\nare going to impede the driving power of American life. ^ ou\nmachines to¬\nto check the inventive genius of man. We will have better\nshould\nmorrow than we have today. I don’t believe we are going to check or\nhow\nis\non\ncheck individual initiative. It is the mainspring of life. The questi\nive.\nto christianize that inventive genius and that individual initiat\nThere is kind of a chain store mentality running thru our people today\nsubtly caught\nand you and I, by the very laws of our occupations, are very\nhow much\nin it. We are movable. And so we are looking ahead, no matter\nourselves into\nwe like one place. Unless we and our pupils learn to build\ndestroy\nthose localities as the old pioneers and settlers did, we are going to\nof America s\nthose rural communities which have been the breeding ground\nities which are\nbest leadership. We are going to destroy those civic commun\nis the fact of\nthe laboratory for so much of our social formula, for heie\nan, and eco¬\nthe matter — we do not really come to grips with racial, sectari\nrelations of a com¬\nnomical differences until we get them down in the close\nabout race as\nmunity. We in New York were not very much disturbed\nin the south. When\nlong as the white race was in the north and the black race\nnot much disturbed\nthe black race got into Harlem we got nervous. Men are\nthe other sect,\nabout sectarian differences as long as they never have seen\nget disturbed. I am\nbut when both get in the same political machine they\na man who has a hun¬\nnot much disturbed when I read in the paper about\nBut when I get\ndred million dollars when I have one — one dollar of course.\nx gets to working.\nclose enough to see his yacht, then my inferiority comple\ndifferences, and it is in\nThe closer we get together the closer become our\nfront line of social\nthose close contacts we solve sooner or later our great\nto cooperate.\napproaches, and we solve them only if we learn\nathy of Stanton.\nYou recall how Abraham Lincoln solved the antip\nthe “low talking innuendo.\nStanton in the campaign days called Lincoln\nreviling in his mind. He\nLincoln might have left him alone and kept that\nto his cabinet. He worked\ndidn’t do that. He did more. He appointed Stanton\nStanton we are told who said,\nwith him. Then when Lincoln lay dead, it is\n\nworld has ever seen.”\n“There lies the greatest ruler of all men the\nces, bring them to close com¬\nWe have the genius to take great differen\nr to master that baffling problem.\nmunity solution only if we have the characte\nI am not pessimistic but I believe\nI hope I have not seemed too pessimistic.\ny as it ever was. Perhaps some\nthe raw material of life is just as good toda\nincident of the Titanic when it was\nof you have heard me or others tell that\nvoyage and was struck by an ice¬\nspeeding across the Atlantic on its maiden\nour American publications carried two\nberg, ripped open, and sunk. One of\nning of the ship, the striking\nillustrations of that tragedy— one was the drow\nness. Underneath that picture were\nand sinking, the very symbol of weak\nsupremacy of Nature.\nthese words, “The weakness of Man, the\n\n"}
{"page": 52, "printed_page": null, "text": "48\n\nNational\n\nEducation\n\nAssociation\n\nI he other illustration was that of one of the passengers\non the boat, Mr.\nW. r. Steelman, stepping back to give his place in the last life\nboat to a\nwoman, I think a woman with a child. Underneath that drawi\nng was this\ncaption, I he weakness of Nature — the supremacy of Man.”\nI he same chivalry, the same honor, the same raw material are\npresent\ntoday as when the Master taught. It is for us with Him to make Ameri\ncan\ncharacter able to manage\n\nAMERICA’S\nALBERT\n\nNEW\n\nE. WINSHIP,\n\nthe technical forces of tomorrow’s\n\nOPPORTUNITY\n\nAND\n\nEDITOR,\n\nEDUCATION,\n\nJOURNAL\n\nOF\n\nmachinery.\n\nRESPONSIBILITY\nBOSTON,\n\nMASS.\n\nThis is a great opportunity and a great responsibility for the school\npeople\nof Ameiica. Theie are a thousand times more opportunities and\nresponsibili¬\nties for education today than there ever were three years ago. That\nis because\nthe microscopes and telescopes and spectroscopes and stethoscopes are\na thou¬\nsand times more poweiful than they were three years ago. 4\nhree years ago\nit had never dawned upon anybody that the microscope would achiev\ne what\nit has already achieved. It will look into the hardest substance in the world\nand see the particles in their motions crossing and recrossing their tracks,\nand\nit will measuie those particles to the seven millionth of an inch. That wasn’t\nthinkable three years ago.\nI hink for a minute, three years ago we will say, or five years ago,\nof the\ntelescope ; it had never dawned upon anybody that there could be more than\none universe. Now Harvard University is spending a fortune just\nto catalog\nthe thousands of universes there are.\nTwo weeks ago today Colby College gave Miss Florence Hale a doctorate,\nand the same day it was announced that animals had pernicious anemia two\nthousand million years ago. We cannot by any possibility realize how the\n\"world is moving, and this makes opportunities, opportunities never dreamed\nof. Think for a minute, if you can, what this means for education, what it\nmeans in responsibility for education. And we are doing for education as\ngreat things as are being done with the microscope\npretty hard for us to realize it.\nBirmingham,\n\nAlabama,\n\nis doing more\n\nand the telescope. It is\n\nfor character and social culture than\n\n\"was ever thought of five years ago. Louisiana is doing more for education\nof all the people. It had never dawned upon anybody three years ago that the\ntime could ever come that a city like Birmingham should have all the children,\nall the boys of the city respectful, courteous, and as easy and simple a matter\nas you can dream of. T here isn’t a boy in Birmingham that will keep his seat\nin any public conveyance or in any public audience if there is a woman or\ngirl or an aged man, or a cripple, or anybody else standing anywhere in his\nvicinity, and all because Superintendent Glenn says that social culture is the\nbasis of character; that it is absolutely necessary that everybody should think\nof and estimate his own responsibility.\n\nLouisiana\n\nis the first state, the first legislative body in the world, to pass\na law that there should be no distinction in the educational opportunities\n\n"}
{"page": 53, "printed_page": null, "text": "49\nGeneral\n\nSessions\n\nbetween\n\nanybody whose skin is white, or brown, or yellow, or black ; to say\nthat everybody should have opportunities; to say that no child should be\nresponsible for the politics of his father, or the religion of his mother any more\nthan he was responsible for the color of his skin. For the first time in the\nworld’s history is it legally proclaimed the children of the parochial schools\nshould have the same privileges, the same free textbooks, free notebooks, free\npencils, and free pens as the public-school children have.\nIt takes your breath away to see how fast the world is moving. We need to\nrealize that everything that makes opportunity makes responsibility. We all\nworship Plato and Socrates- and Aristotle. We all today say that those three\nfamous men did the greatest thinking that was ever done. That was a long\ntime ago — twenty-three\n\nhundred\n\nyears — but more has been achieved in the\nlast three years than in twenty-three hundred years.\nThree years ago no one had ever suspected that the microscope could make\nthe opportunities -that it has made, or the telescope. The microscope and tele¬\nscope have enabled the boys and girls of today to know things which nobody\never thought three years ago anybody could know. That is what we must all\nbring our minds\n\nto.\n\nAn eight-year-old girl in Chicago knows more than Plato and Socrates\nand Aristotle, and William T. Harris, Charles W. Eliot, and every president\nof the National Education Association, and every president of the American\nUnion\n\never thought of knowing\n\nfor education. We\n\nthree years ago. And\n\nare facing, this meeting this week\n\nthat means\n\nresponsibility\n\nis facing, responsibility.\n\nPretty hard to make people realize, but I want\n\nto say to you, looking back as\nI do over a good many years, that I thank the Lord reverently that I am alive,\nthat I am able to be here with you, and above all that I am able to know\nwhat the opportunities are and what the responsibilities are in education.\nTHE\n\nPLACE\n\nERNEST\n\nW.\n\nOF\n\nEDUCATION\nIN\nPROBLEMS\n\nBUTTERFIELD,\n\nSTATE\n\nHARTFORD,\n\nSOLVING\n\nCOMMISSIONER\n\nOF\n\nSOCIAL\n\nEDUCATION,\n\nCONN.\n\nThe American home still stands — I have four friends who recently have\ngiven public expression to their views. The first is head of a school great in\nhistory, in resources, and in tradition ; a school which prepares boys for col¬\nlege. This\n\neducator, speaking to a theater full of teachers — most\n\nunmarried\n\nbut looking upon\n\nof them\n\nmarriage with entire complacency — declared in\n\nclear words, “The American home has indubitably broken down.” Why\nindubitably? Because in his intimate talks with the boys of his school he had\nbeen told depressing or harrowing\nThe\n\nsecond is commissioner\n\ntales of the homes which they had left.\n\nin charge of a school which\n\nalso admits by a\n\nstrict, selective process, but a school which caters to a different social group\nas it is a state reformatory for boys. This educator also is on intimate terms\nwith his boys. He knows their terms of commitment and the nature of the\n\n"}
{"page": 54, "printed_page": null, "text": "National\n\n50\n\nEducation\n\nAssociation\n\nhomes from which they came. He, too, is certain that the American\nbroken down.\nThe\n\nCommissioner\n\nhome\n\nhas\n\nlives in his institution and the Principal has a home\n\nwhich by necessity is an adjunct to his school; but each, recalling his child¬\nhood, remembers the home, the complete home, which his present position\ndenies him. The Principal does not realize that the normal American home is\nsending its children to the nearby public high school, while to his school come\nboys from homes where great wealth, fame, clashing artistic temperaments,\nextensive and absorbing interests, or impressive public service make normal\nhome life intermittent or impossible. Neither does the Commissioner keep\nin steadfast mind\n\nthe fact that his boys come\n\nignorance, disease, or mental incapacity make\ncondition.\n\nMy\n\nthird friend is superintendent\n\nfrom\n\nhomes\n\nnormal\n\nhome\n\nwhere\n\npoverty,\n\nlife an unknown\n\nof schools in an industrial city of\n\n100,000 — a city which combines equally colonial and modern mid-European\ncultures. He knows personally thousands of children and hundreds of homes.\nHe realizes at least in part that his problems are somewhat simplified by the\nwithdrawal from the public schools to finishing or preparatory schools or to\nrepressive and reformatory institutions of many children from the non¬\nnormal homes, which are broken by great wealth or capacity on the one\nhand, or by great poverty and incapacity on the other.\nThe superintendent says that the American home indubitably stands. His\n\nhome is an orderly one. So are the homes of his neighbors and associates.\nEach week he sees with what sacrifices the parents of his city are leading their\nchildren forward on the Way of Learning. He knows and has publicly de¬\nclared with great positiveness the love and devotion of children as they share\nwith parents what the past has held dear and what the present judges of\nincreased worth.\n\nThe\n\nfourth of these men\n\nis Cameron\n\nBeck, personnel director of the New\n\nYork Stock Exchange. In his official capacity he directs the educational prog¬\nress of hundreds of boys and young men. He makes his selections from all\nstates and all social classes and economic grades. Directly, or thru his office,\nhe advises each year a very large number of young people in their vocational\nproblems. He knows the American home and he, too, is an optimist. The\nCommissioner knows the home of despair. The Principal knows the home\nwhere parents hope that children may be equal to the enjoyment and use of\nthe wealth, fame, and leisure which they, the parents, have gained. The\nSuperintendent and the Director know the homes where dwells the American\nambition: that children may have advantages which the parents could not\ngain.\nThe\n\nPrincipal and the Commissioner believe that the precession of the\nequinoxes, the Gulf Stream, the order of seed time and harvest, the relation\nof cause and effect, human traits, the Republican Party, the Episcopal\nChurch, the need and use of food and shelter all change very slowly ; while\nthe home and the family in their one brief period as spectators have faded\nfrom view. I cannot stand with them at the Wailing AVall which they have\n\n"}
{"page": 55, "printed_page": null, "text": "General\n\nSessions\n\n51\nerected and declare, as they, “The Glory has departed from Israel.” Instead\nI wish to commend the thousands of parents who, in the face of thoughtless\ncriticism, with\n\nintelligent care and with\n\nchildren and make\n\nthe homes\n\nunmeasured\n\nof America.\n\ndevotion, rear their\n\nSimilarly, I wish\n\nto honor\n\nthe\n\nvibrant young people of today, worthy of the love which parents lavish upon\nthem and which the state has in them.\nWhat\n\nhas America\n\ndone in our time f\n\n(1) It has made women citizens and by raising the education of women and chil¬\ndren it has made the father a member of his family.\n(2) It has made Satan a comic figure and Hell not a place of torment but a mild\nexpletive, but it has no bankrupt\nflowing.\n\nhospitals and it fills the Community\n\nChest to over¬\n\n(3) It received art, a poorly taught school subject, but today the mansard\ngone and we are landscaping our lawns.\n\nroof has\n\n(4) It received music, a poorly taught school subject, and today oratorios are\nheard in farm cottages and in city tenements.\n(5) It received physiology, a poorly taught school subject, and today much hideous\nand useless clothing has disappeared and the expectancy of life has been lengthened\nby ten years.\n(6) It has decided that in the marriage service the words love and cherish are\nmore binding than “death us do part.”\n(7) If it has made it possible for young housekeepers to estimate with a fair\ndegree of accuracy the number of chairs needed for the family dining room, it has\nalso decreed that all these chairs shall be filled with high-school graduates.\n(8) It has reduced the family from twelve to four children but it rears all four.\n(9) It has lost family prayers at a few firesides, but at many it listens in silent\ndevotion to Harry Emerson Fosdick and Rabbi Wise.\n(10) It produced a generation which rose in unity to win the war of the ages, and\nsimilarly it is producing a generation which in its own time and way will make order\nout of worldwide confusion and will bring us all back to sanity.\n\nAs we note these things we may well take courage. It is true that the nation\nin humility is praying with the Quaker\n\npoet :\n\nForgive our foolish ways\nReclothe us in our rightful mind.\n\nIt is true that this is a topsy-turvy world and clouds and deep darkness\nare around us. It is time that we teachers declare and affirm our belief that\nthe foundations\nThe\n\nof American\n\nsociety still stand and stand unbroken.\n\nold-time discipline — My\n\ncontribution\n\nto this program\n\nis to proclaim\n\nthat we must re-establish in the schools the disciplines which the fathers\nheld essential and to assert that these disciplines must be restated until they\nexpress modern social changes. I shall name six disciplines which I find are\nnow being re-established in our schools and I shall call these disciplines by\nproper names which have been little used during the last decade. I call for\nthe restoration to our schools and the enhancement\nMeekness,\n\nof Chores, Drudgery,\n\nSobriety, Charity, and Faith.\n\nCh ores — In the days when families lived in isolation and had few mechani¬\ncal servants, each older girl had her definite share of home duties and also\n\n"}
{"page": 56, "printed_page": null, "text": "52\n\nAssociation\n\nEducation\n\nNational\n\nhad charge of one or two of her smaller brothers and sisters. Each boy was\nresponsible for the care of cattle and for other vocational tasks. From these\nactivities came more than certain skills.\n\nI would\ndisciplines.\n\nemphasize again the value of drudgery as one of the old-time\n\nMeekness — To\n\nus virtuous Victorians\n\nof the Empress\n\nof India type and\n\nto our junior megalocephalic Mussolinians no word is so distasteful as meek¬\nness.” Yet astronomers are meek for they see creation as an accomplishment;\nmothers and teachers are meek for they see creation as an eternal process. All\nothers are meek only when American Telephone drops to 85. Yet meekness\nis an old-time virtue. Moses was meek tho neither the Egyptians nor the\nHittites realized it. For meekness does not only mean humility but it also\nmeans orderly propriety.\nbehavior\n\nSobriety — Worthy\n\nand good\n\ncitizenship arise from\n\nimitation\n\nrather than as the result of instruction, and the teacher’s example is remem¬\nbered longer than her words.\nCharity — In the modern\n\nworld\n\n“Charity\n\nthat suffers long and is kind ;\n\nthat envieth not ; is not puffed up is a high essential. When Saint Paul spoke\nof charity he meant the same manifestation that John Adams had in mind\nwhen he used his treasured phrase, “social affections.”\nFaith — The\n\nrevered pastor of the Pilgrims before a part of his congre¬\n\ngation set out from Leyden for a settlement in the new world gave them as\na last message these words, “Since God has much more light to fall from\nhis Holy Word do not stick where Luther and Calvin left you but receive\nany truth which God shall reveal.” Around this precept our nation has\ngrown. It has never been willing to regard the words of any philosopher\nor statesman of any political party or association of savants as binding\nbeyond the time and circumstances which made them effective. In educa¬\ntion and in society each new inspiration in part nullifies and in part re¬\nstates with emphasis all previous inspirations. In politics we may not stick\nwhere Washington and Lincoln left us. In education we may not stick\nwhere Henry Barnard, Colonel Parker, or G. Stanley Hall left us, but\nrather we must receive truths as they are revealed to us.\nEducation will aid to solve and resolve our social problems when we\nemphasize in our schools both at the desks and on the playground, even\nabove reading, writing, and arithmetic, even above culture and college\npreparation, even above intelligence scores and athletic teams, six old-time\nfundamentals: Chores, Drudgery, Sobriety, Meekness, Charity, and Faith.\nILLITERACY\nMRS.\n\nCORA\n\nWILSON\n\nAS\n\nA FACTOR\n\nSTEWART,\n\nIN THE\n\nDIRECTOR,\n\nWASHINGTON,\n\nCRIME\n\nNATIONAL\n\nSITUATION\n\nILLITERACY\n\nCRUSADE,\n\nD. C.\n\nconvicted criminals have an alibi that they would tell you as their\nstory either false or true. Illiterates are no exception to the rule. They have\ntheir alibi, and it is always true. It is: “I never had a chance. The GoverMost\n\n"}
{"page": 57, "printed_page": null, "text": "General\n\nSessions\n\n53\nnor of Kentucky presented certificates to 150 such men one evening and\nthey were given an opportunity to write or to speak some sentence in\nregard to their life’s history. In every case, without exception, their stories\nwere epitomized by this very sentence: “I never had a chance.”\nAmong these men was Curt Jett, a Kentucky feudalist, who was notori¬\nous for two things — for the deadly accuracy of his aim with the gun, and\nfor the fact he had two life sentences to serve altho he had only one life\nto live. He added to his story, “I was a child eight years old in knowledge\nwhen I was sentenced to this prison.” Curt Jett had never heard of educa¬\ntional measurements or tests, but he spoke better than he knew. He put\nhis finger on the reason why most illiterates commit crime, and that is their\nmental immaturity. Years afterward when a test was made in the same\ninstitution of nearly twenty-five hundred prisoners, a test made by experts,\nthis was the report : sixty-two percent of the population are rated at third\ngrade and lower ; the mental age ranges from that of a five and a half year\nold child to seventeen, an average of eight and a half years.\nNow just what have we a right to expect of a child of eight and a half\nyears — of course excepting the prodigy mentioned by Dr. Winship. Are\nwe not taught that the age of accountability is twelve years ; that that is\nthe time when children are supposed to be responsible for their acts?\nIt is not my intention to declare that illiterates are responsible for all\nof the crime of this or any other era. The facts would not justify such a\nstatement — and if it were true, I should hesitate to be the one to make it.\nBut there is no question that illiterates in their bewilderment, in their\nignorance, are more liable to violate laws and to commit crimes and offenses\nagainst society than the educated. There are not many statistics on this\nsubject, no complete investigation has been made, but some partial investi¬\ngations have clearly revealed what the conditions are. A former United\nStates Commissioner of Education made an investigation and revealed the\nfact that illiterates are seven times as liable to commit crimes as the\neducated. We can readily understand why this is true. The illiterates have\nnot the benefit of our public schools, with their training and their discipline,\nwhich develops restraint ; with their training for the development of sound\njudgment, strong character, and high ideals and loyalty to our institutions.\nI say that is the purpose of our public schools, and I do not propose to stop\nwith saying that it is merely the purpose. I believe that purpose is being\nadmirably achieved. An institution that has produced Richard Byrd, Bobby\nJones, Helen Wills, Charles Lindbergh, and Amelia Earhart has nothing\nfor which it need apologize.\n\nIt is a rather common practise to charge that the schools are not perform¬\ning their mission, and that the teachers are failing in their task. We at\nleast cannot charge all illiterates or all criminals to the public schools. This\nis one place where we shall have to exonerate those institutions. We are\ntold by criminal authorities there are more young people in the prisons\ntoday than there were in the years past, but shall we credit this or charge\nthis to our public schools? Perhaps there was never the time in history\n\n"}
{"page": 58, "printed_page": null, "text": "54\nwhen\n\nNational\n\nEducation\n\nAssociation\n\nthe school had to wrestle with and combat\n\nthe evil influences that\n\nwere attacking the character of the children such as exists today. The school\nhas to contest with a modern Faust, a modern Faust of several, not one —\nthe cinema with its immoral, suggestive and crime-breeding pictures; the\nnewsstands with their cheap and trashy magazines ; the commercial interests\nwho parade vice in the pages of the newspapers under the form of advertis¬\ning and carry it over the radio, dramatize it and sing it as a lullaby into\nthe homes and ears of the children, morning, noon, and night.\nNaturally we expect stronger resistance to evil in the educated than in\nthe illiterates. The pitiful incompleteness of the illiterates, the lack of\nunderstanding of the motives of others, their ignorance of the workings\nof justice; may lead them into many wrong conclusions and into harsh\nand unreasonable opinions.\nJack Ellis of my own state tells the story of an illiterate man who used\nto pretend to read the newspaper. Jack Ellis, a boy of fifteen, watched\nthe man practise this deception and resolved he would expose him. So one\nmorning he came up to the old man with the newspaper in his hand, and\npointing to one of Dewitt Talmadge’s beautiful sermons said, in a tone\nof assumed indignation, “Now, Uncle John, what do you think of that?”\nAnd the old man, peering at the headlines, or where the finger was point¬\ning, for a moment, assumed the same tone of indignation and said, “I think\nthey ought to hang the darned scoundrel.”\nThis sort of thing must have been what Tennyson meant in those lines,\n“Naked Ignorance delivers puerile judgments all day long.”\nW e little realize the helplessness of illiterates to distinguish good from\nevil, the false from the true. We cannot conceive the depth and breadth of\ntheir ignorance. A\n\nfriend of mine who\n\ntaught a man\n\nthirty-one years of\n\nage said to me, “I didn’t know that such colossal ignorance could exist.\nI could teach the man just anything and it would be something he didn’t\nknow. He didn’t even know how many months there were in the year.”\nIs it any wonder such people are often misled and sent on strange\nerrands? During the war the soldiers sometimes amused themselves by\nsending illiterates after the key to the parade ground. In the law books\nof Idaho there is recorded the story of some workmen who amused them¬\nselves by pretending to read a story, or what purported to be a story about\none of' their number, a slanderous story, in a Spokane newspaper. This\nman couldn’t read, and taking their hoax for a fact, he, with burning\nindignation, went into the city the next morning, into the office of the\neditor, and shot him thru the heart.\nI have known some illiterate murderers, too. One of them was Steve\nMcQueeny, a tall, seventeen-year old blond lad of the mountains, the\nAnglo-Saxon type of which the mountains boast. In his anger and his\nignorance he snuffed out a human life with as little thought as he would\nhave blown out a candle. His crime was so shocking he was given a change\nof venue and he found himself in Danville, in jail, bewildered and shaken,\nand feeling as far from home as you would feel if you were in Russia.\n\n"}
{"page": 59, "printed_page": null, "text": "General\n\nSessions\n55\n\nThis boy was given a death sentence. A protest went up from all over the\nnation. Mothers made appeals for him, mothers who had boys of this\nsame age. Teachers were indignant that one so young and so irresponsible\nshould be condemned to die. There was enough sentiment in his own state\nto save this boy from the electric chair, and there was also an awakened\nconsciousness on the subject of illiteracy. While he was waiting in jail\nfor the final day, the wise jailer in Danville taught him to read and write.\nTwo years ago when I visited the prison in Frankfort, Steve McQueeny\nwas teaching a class in the prison. Now he is free and his sponsors believe\nhe is on the high road to constructive citizenship.\nThere are other reasons than ignorance that cause illiterates to com¬\nmit crimes. One of these is unemployment — difficult today for the edu¬\ncated ; but more and more difficult for illiterates. Even in normal times\nthe captains of industry everywhere are ruling, and very naturally, that\nmen who cannot read and write are at a disadvantage ; that they waste\ntime ; and that they damage and sometimes destroy machinery thru igno¬\nrance, awkwardness, and carelessness.\nNo illiterate can begin to define or analyze the feelings which lead him to\ncommit a crime, and we who are educated can only glimpse and partially\ninterpret his impulses in that direction. Some of the reasons, we can but\nthink, indicate that he commits crime to break the deadly monotony of his\nlife, to exchange stagnation for action, to announce himself by forcible entry\ninto that human society from which he feels he has been shut out, and the\ndesire that he, as well as the educated man, has to occupy the center of the\nstage, to have an audience who will observe his act, whether it be good or\nbad. These reasons we will consider for a brief moment.\nThe educated have resources within themselves for bringing a variety into\ntheir lives when needed, while illiterates, when left without companionship,\nlack the trained intellect and imagination which will help them to dispel\nloneliness and break the deadly monotony of their lives. Having nothing\nwithin themselves for recreation, they may turn to some destructive act.\nThere is no more satisfying feeling that comes to a human being than to feel\nthat he is one with his kind ; that he belongs within the human circle. The\nchief pleasure of a convention like this is its fellowship. It is not in hearing\nspeeches always — and I can assure you that it is not in making them — but it\nis the association with the group to which we feel beyond doubt that we\nbelong. Illiterates have no such feeling of oneness with any group. They do\nnot have it with their local parent-teacher association or with any gathering\nin the community, even church or Sunday school. It must be indeed galling\nto feel that you do not belong to any constructive forces of society. I am not\nattempting to say that they fully realize this loss, this vacancy in their lives,\nbut that they can sense it and feel somehow resentful and hurt about it is\ntrue beyond any doubt.\nSome illiterates make crime the stage in which they are enacting drama.\n\n“All the world is a stage,” said the poet, “and all men and women merely\nplayers. They have their entrances and their exits, and one man in his time\n\n"}
{"page": 60, "printed_page": null, "text": "National\n\n56\n\nEducation*\n\nAssociation\n\nplays many parts. Thru desperate acts, thru horrible performances, some\npeople who cannot otherwise apparently secure an audience will seek to\nsecure the center of the stage. If they cannot be good actors they will be\nbad ones.\nWithout attempting to analyze some of the reasons why illiterates more\nthan educated men are inclined to resort to evil, let us see what we can do\nto give them an even chance and protect both them and ourselves from\ndanger.\nWe can help prevent many from becoming criminals by establishing night\nschools for adults all over the land, gathering in by every sort of popular\nappeal those who need instruction. Woodrow Wilson once said, “You know\nI used to be a school-master, and the interesting thing about the schools of\nthe United States is that the people of the United States make so little use\nof them.”\nThe opportunity to rehabilitate wrecked lives, illiterates not in the prisons,\nis one which is receiving, and deserves to receive, considerable attention.\nEducational authorities and educational institutions are coming to regard this\nand other phases of education among prisoners as a definite part of the school\nprogram rather than leaving it to the politicians, or ignoring them altogether.\nA complete program of prison education, in both state and federal prisons,\nis now in the making. It has been slow, tortuously slow, in some places but\nit is now rapidly evolving. It is a program that is immensely worthwhile, one\nthat is valuable to the state, to society, and to the individual. One student of\nprison education recently wrote :\nSince ignorance is responsible for most crimes, consequently to reduce crime, we\nmust reduce ignorance; and since it costs the state not less than two hundred dollars\nto arrest, convict, and confine a prisoner in the penitentiary for one year, it may\nsafely be assumed that such training would save the state more than it costs. If such\ntraining prevents fifty men merely from becoming repeaters of crime for a period of\nten years, it would mean a saving to the state of not less than one million dollars,\nand would be worth infinitely more than it cost to the unfortunate individual and\nhis family.\n\nIf there is ever a time when my enthusiasm flags or my optimism fails, I\ncan rekindle them by calling up a scene in front of a prison in Walla Walla,\nWashington, where the men were lined up one morning for medical inspec¬\ntion. The evening before night schools had been opened for the first time in\nthe prison, and were confined to men twenty-five years of age and under.\nOn this morning when the prison physician came out, it was the signal for the\nprisoners who needed medical attention to step forward from the line. When\nthe physician came\n\nout, he gasped. He thought an epidemic had struck the\n\nprison. Every man\n\nover twenty-five had stepped forward. When\n\nhe had a\n\nchance to be heard, each one said, “Doctor, won’t you use your influence to\nsee that we have a chance to get into the school ?”\nWhatever may be his excuse or his inclinations when on the outside, the\nilliterate when\n\nin prison walls is eager for educational advantages. There is\n\n"}
{"page": 61, "printed_page": null, "text": "General\n\nSessions\n57\n\nno problem securing attendance there, but rather it is more of a stampede to\nthe classes. We should capitalize this eagerness to our advantage and to the\nwelfare of our state. Prison classes in federal, state, county, and municipal\nprisons are not only a favored educational work but form the machinery of a\ncharitable work that commends itself to all who love their fellowmen.\nTHE\nLEWIS\n\nCHALLENGE\n\nE. LAWES,\n\nWARDEN,\n\nSING\n\nTO\nSING\n\nTHE\n\nSCHOOL\n\nPRISON,\n\nOSSINING,\n\nN. Y.\n\nThe genius of Charles Dickens jolted eighteenth century England with\ndisclosures of petty thievery among the juveniles of that country. \\ et the\npictures and imagery of Dickens fades into insignificance in the face of the\nstartling fact that the most desperate of our criminals, the most vicious and\nunyielding are minors, still in their teens and not far removed from class¬\nroom days in the neighborhood schoolhouse. Our challenge to education is\nnot with the rank and file of educators, but with the plan and scope under\nwhich they are compelled to work out their problems.\nOf the admissions to Sing Sing Prison, the percentage of robbery cases\nalone rose from 28.5 percent in January, 1930, to 51.6 in April 1931, and\nhas maintained the latter general average since then. Of the prisoners who\nleft public school in the sixth, seventh, or eighth grades, over 75 percent were\nconvicted and sentenced for robbery.\nThere may be an honest difference of opinion as to whether the youth of\n\nour day contribute more to the ranks of criminality than did earlier genera¬\ntions ; but there can be no gainsaying the fact that the criminals they do con¬\ntribute are more brazen, more vicious and desperate than ever before in the\nhistory of our country, or in any other civilized community. A sidelight on\nthis is the gradually decreasing average age of the men in the death house\nat Sing Sing Prison.\nIt is not my purpose to find fault with teachers or the quality of their\naccomplishments. Educators, as a whole, are a serious-minded people. The\npercentage of teachers who go wrong is so small as to compel us to look\nto other professions, mostly bankers, brokers, and lawyers, to fill the quota\nof inmate-teachers for our prison school. The fact remains, however, that\nthere is a missing link between education and character, which our public\nschool system has not been able to discover. In our emphasis on intelligence\nand brains, we often forget or neglect to discover the uses made of both.\n\nthe several thousand prisoners at Sing Sing there are hundreds\nof men who display inherent and latent abilities along certain lines of work¬\nmanship and mechanics which, if encouraged in early life or during adoles¬\ncence, would have enabled them to pursue the course of honest livelihood.\nA checkup of the socalled backward pupils will show that while they are\nless responsive to book learning, they are generally more adept than their\nmore nimble minded fellow-students in ordinary lines of workmanship. Their\nhands make up for lack of scholarship. And yet most schools have nothing\nto offer this class of pupils except the low mark of scholarship that means\nAmong\n\n"}
{"page": 62, "printed_page": null, "text": "58\n\nNational\n\nEducation\n\nAssociation\n\ndisappointment and failure — a state of mind that leads to indifference. It is\nthis indifference that finds expression in truancy and later delinquency.\nSome of the minor construction work at Sing Sing is done by inmate\nlabor. The larger building projects are required by law to be done by out¬\nside, civilian labor on properly regulated bids. I wo buildings were recently\nconstructed on prison grounds. One was the usual contract job by outside\nlabor. The smaller and less pretentious was planned and built entirely by\nprison labor. It is the opinion of experts, and certainly of laymen with an\neye to beauty of structure and quality of workmanship, that the work of the\nprisoners excels that of the outside and civilian labor on the main building.\nSomehow, the better mechanics were outlaws, men who couldn’t fit in, who\nhad been unable to find contentment in ordinary rules of life and whom\nsociety classes as dangerous and vicious. Is there not something lacking in\nthe stability of a social order that denies expression to a man’s natural talents\nexcept within the walls of a prison?\nAmerica is turning out boys and men who are proficient in figures, yet\ntheir proficiency is only too often utilized in figuring out winnings in crap\ngames and in pool parlors. It is graduating pupils who can write, but their\nability is too frequently expressed in mounting rates of forgeries and black¬\nmail notes. It standardizes high intelligence quotients and mental ratings\non the ability to think quickly and hurriedly, which finds expression in trigger\ncrimes and quick getaways in high powered automobiles. It is possible that\nthe jurist was right when he declared that we are “putting multiplication\ntables ahead of the Sermon on the Mount.”\nI would not have the school supplant or replace the church. The church,\na term which I use in its widest sense, and the home have their respective\nspheres of influence in the shaping of character and, consequently, on the\nproblem of delinquency. The school must supplement their efforts. The scope\nof our system of education has been too narrow. It has concerned itself almost\nexclusively with language as the basis for the melting pot theory of American\ndevelopment. The result is that we understand what the child says, but are\nunable to grasp his thoughts, his inclinations, his inherent and native prefer¬\nences. To paraphrase an expression of Dr. Nicholas Murray Butler, we have\nsacrificed the individual to the mass. If the school is to really mold the\ncharacter of America, and that after all is its primary objective, it must\nmature from mere scholasticism to socialization. It cannot be content with\ngaging mentalities and measuring brain power, but it must concern itself\nwith the adaptation of each to such purposes in life as shall provide a normal\nand logical outlet for the peculiar and particular personality involved.\nAny public institution that fails to meet the social necessities or require¬\nments of the people for whom it is functioning, must weaken and eventually\nbecome ineffectual and without influence. That is as true of religion as of\ngovernment and education. The law itself is not immune from this necessity\nto conform to the changing modes of life and custom. Even “prohibitioners”\nare beginning to realize that ; and as the result, we may soon see the end of\n\n"}
{"page": 63, "printed_page": null, "text": "General\n\nSessions\n\n59\n\nthis prohibition problem that has to a larger extent than most of us appreciate,\nbeen responsible for our current crime rate.\nWe are living in what is popularly called the Commercial Era. Every\nmodern human objective is influenced by the reaction it may have on trade,\non business, on good or bad times. Wars are fought to determine spheres\nof influence for trade purposes. Peace is made with the same objective. Most\n\nof the laws that are turned out in such frenzied and hectic zeal by our legis¬\nlatures, deal with business and commerce in one phase or another. Education\nmust realize its proper place in the new scheme of things. No education can\nbe complete without adequate training for a vocation that will equip the boy\nor girl or adolescent to meet the requirements of the new dispensation.\nMany, perhaps most, of our great army of school children will be able to\nfollow' their natural inclinations. Circumstances, environment, opportunities,\nwill play their part in shaping their lives. But there are those who must be\nespecially trained and guided. They are the ones who generally fall by the\nwayside and who become our behavior problems. It is with them that educa¬\ntion must seriously concern itself. The scope of the school must be widened\nso as to teach every pupil a vocation, to train him to a specific trade or occu¬\npation commensurate with his individual and intimate abilities.\nI find that less than 5 percent of the prisoners in Sing Sing have had voca¬\ntional or trade training. I find further that colleges contribute a higher per¬\ncentage of prisoners than trade schools. If these facts mean anything, they\ncertainly indicate the necessity for preparation for definite vocation in life.\n\nAcademics may be all right for pupils with a natural inclination for schol¬\nastics or professions, but public and high schools must remold their scope\nso as to include practical vocational training for the manual minded. I am\ninclined to agree with the gentleman who suggested that the “teacher in over¬\nalls is equally important as one who is a scholar and moralist.\nA fact little understood by the student of social service is that the intro¬\nduction of the truant school and juvenile reformatory has done more to\nlife.\ncreate professionalism in crime than any other agency in American\nizes\nSegregation of the youthful offender in an environment of misfits emphas\nable\nthe complex of non-conformity and permits if not encourages undesir\nrecruits.\ngroup formations upon which the adult gangster types draw for new\nneces¬\nThe school should be so well rounded and organized as to obviate the\nsity for special juvenile corrective institutions, except for the seriously mental\nno\ndefective. The truant is generally the little fellow who finds little or\ninterest in the lessons handed out to him regardless of his peculiar mental\n\nthat\nand emotional preferences. There may be intimate home conditions\nntance\nwarp the youthful mind. He may have formed an undesirable acquai\ndelegate\nduring the long summer vacation or after school hours. I would not\nrespon¬\nthe police department to ascertain the facts. I would rather leave the\nneeds\nsibility with a specially trained personnel of the school. If the boy\nwholesome companionship, I would introduce him to the neighborhood boys\nclub ; if he needs food, perhaps clothing, why not furnish it to him at home\n\n"}
{"page": 64, "printed_page": null, "text": "60\n\nNational\n\nEducation\n\nAssociation\n\ninstead of in an institution ; if he needs more intimate supervision, don’t\ndeprive the parent of all 'responsibility, but supplement it by providing\nbig bi other especially designated by the school and with authoritativea\ndiscretion.\nTruant schools, reformatories, juvenile homes have become a sort of fetish\nin American life. We discuss seriously the manner of their construction.\nShall they be built with walls or without walls ; with or without bars and\ncells; shall they have dormitories or be built on the cottage plan? Primarily,\nhowever, there is the idea of segregation. It is this very segregation that is\nmost harmful. There is hardly a juvenile institution that is not really a\ncrime incubator. We have builded wrong in theory and practise. It has taken\nus a century to discover the fault. Why not start anew? Let the school step\nin where police and courts and law have failed. Were I an educator in\nauthority, I would\n\nsay to judges and lawyers and legislators: “Hands off.\nLeave our youngsters to us. You’ve made a mess of things. Give us a chance.”\nTo carry out these programs, so essential to the prevention of crime and\nthe wellbeing of our national ideals, is to broaden rather than restrict the\nscope of our school system. It cannot be accomplished merely by adhering\nto the traditional and scanty three R formula. The necessity for widening the\nscope and influence of our public schools may require larger instead of re¬\nstricted appropriations. Yet there will be a satisfactory balancing of budgets.\nFor there will be less need for juvenile corrective institutions. Children’s\ncourts will have less to do, and the police will be able to concentrate their\nefforts on those who have already passed the stage of earlier error and are\nalready headed for lives of delinquency and crime.\nIn the confusion of the hundreds of research bureaus which have under¬\ntaken to seek the source of crime, much attention has been given to analyzing\nthe criminal: Who and what is he? What are his antecedents? His educa¬\ntional background? His religious inclination? As I read the reports that ac¬\ncompany newly admitted prisoners to my prison I see clearly their negative\npersonalities. I see what they are not, and most of them are not adequately\ntrained for life. They received no encouragement to develop their individual\nand intimate talents. They have no sense of social responsibility. They were\nnot taught the satisfaction, the contentment, and happiness that comes with\nhonest toil. In correcting these faults, the school must play its part. It must\nfind the missing link between education and character.\nFIRM\nFLORENCE\n\nHALE,\n\nSTATE\n\nPRESIDENT,\n\nDIRECTOR\n\nOF\n\nFOUNDATIONS\nNATIONAL\n\nRURAL\n\nEDUCATION\n\nEDUCATION,\n\nASSOCIATION;\n\nAUGUSTA,\n\nAND\n\nMAINE\n\nFirst of all I want to ask the question : Are we making teaching a pro¬\nfession in these days? Some people say that we are not making it a pro¬\nfession, and there are some very important questions that are closely\nallied to this question. I think one of them that is going to meet us very\n\n"}
{"page": 65, "printed_page": null, "text": "General\n\nSessions\n\n61\n\nons that\nshortly is whether we are training too many teachers for positi\nDuring\nare not abundant enough to take all of them into consideration.\nrs who\nthe war there came into our ranks quite a number of socalled teache\n,\nWere not really teachers. They were those who could pass examinations\nthru\nthey were those who had good character, they were those who got\na course wTith a passing mark but as for having the personality or real\nwe let\nteaching intelligence, a great many of them didn’t have it, and yet\nthem by. I would like to weed out of the schools of this country every\nand\nteacher wdio is not professionally minded. If I could do that, then we\nall others who try in associations of this sort to improve the profession,\nwould find it much easier to convince the public of the worth of. our\ncauses. There are comparatively few such teachers; but in every single\nbe\nsystem there are at least one or two teachers w’ho, perhaps, had better\ndoing something else.\nsome\nNow the question comes, should we for a time at least make\nb\\\narrangement in our teachers colleges and in our normal schools \\vhere\nwe will weed out those who will never make teachers? They may pass\ntell in\nthe examinations, but a keen normal school supervisor can soon\ntempera¬\nevery class those people who will never be of the right spirit or\nis in the\nment, or personality, whatever you call it, to be successful teache\nschools. I think it is wrong to let them go thru believing that they can be\nteachers, because when one tells them that they can be teacheis, they\nfor that\nexpect a position, and many times it has been a hard saciifice\nto tell\nfamily to give them this opportunity. It would be much kinder\nis convinced\nthis young lady and this young man, when the supervisor\nthat she or he cannot be a teacher. They may then find a place juslt as\nhonorable and just as fine as that of this particular profession for which\nthey are not suited.\nI have been very much interested in hearing some of the discussions\nabout what a real teacher is, and I am only going to speak of one thing\nbecause it is a very burning question. We are discussing it in our depart¬\nments here all the week. This question is whether we shall add more\nchildren to the already large number in the school. I heard a very fine\nsuperintendent say, before he thought it over, Why, yes, you could just\nwell as\nas well put twenty more children in. You could teach fifty; as\nteach thirty. You could have an inclined plane, have the blackboard up\nhere. The fifty could see the problems and see the maps just as well as\nthe thirty and you would be saving money that way. Now, in connec¬in\ntion with this idea of what is a teacher and what should the students\nnormal school possess in order to insure the fact that they will be good\ntion\nteachers, we must stop a moment. Did that man have the right concep\nthe\nof teaching, fine as he is? I say he did not for the time being. He had\nidea of a job.\nI think one of the first things we as principals and classroom teachers,\nand supervisors must impress upon the public and upon ourselves, if neces¬\nsary, is that teaching is knowing every single boy and girl in the school.\n\n"}
{"page": 66, "printed_page": null, "text": "62\n\nNational\n\nTeaching\n\nEducation\n\nis going into the homes\n\nAssociation\n\nof those children, teaching is knowing\n\nwhy the boy is dull or why he doesn’t quite fit in. It does not consist of a\nhungry boy or one whose family is in dissension coming to school and\nfinding a teacher who\n\nlooks at him coldly when\n\nhe won’t\n\nanswer\n\nor when\n\nhe doesn’t obey the law, and who says. “You ought to go out and go to work\nbecause you are not good enough for this school.” That is what some boys\nmeet where there are too many pupils in the room and where the teacher just\nholds a job. But the boy who has a hard time at home and finds when he\ngoes to school a sympathetic teacher who thinks he has always been a good\nboy and there must be something wrong, and then goes to the home and finds\nout they are having but one meal a day, or the family’s nerves are on a ten¬\nsion because there is no salary coming in from the father, then she says to this\nboy, “I know why you cannot answer and I will be a little easy with you. I\nwill help you a little more after school because it isn’t your fault just now” —\nthat is real teaching. We must not fill our rooms so full of pupils until it is\njust a mechanical job to correct papers and put on board work and at the end\nof the day the teacher’s energy is gone and she might just as well be a\nmechanic of some sort as far as real inspiration for teaching is concerned.\nI want you to go home and carry that message because I know that our\ncitizens mean to do the right thing. I have been in a conservative state for\nover\n\ntwenty\n\nyears, and\n\nI have never\n\nfound\n\none school board\n\nthe superintendent or the teachers really could show\nis and why it was for the benefit of the children, who\nthose things that were\n\nbest for the children. We\n\nmember,\n\nif\n\nthem what teaching\ndid not willingly do\n\nmust\n\nlearn to interpret\n\nwhat we\nwe must\n\nknow. We musn’t be too bookish, we musn’t be too highbrow;\nconsider) that this man paying the taxes has a right to under¬\nstand what it is all about, particularly in these times when it is pretty\nhard to pay that money.\n\nWe are progressing marvelously in this teaching profession. I think it\nis shown by the records of the National Education Association. In 1917\nwe had about 7,000 active workers in this Association. Last year in 1931\nwe\n\nhad an active membership of 216,000. This year I am happy to tell\nyou, in spite of all the conditions, we are one body of people that are not\n“in the red” and we\nthey were last year.\n\nhave grown.\n\nOur\n\nnumbers\n\nare 4,129 greater than\n\nThere are some, of course, in this great body and some on the outside\nwho maintain that this is unfortunate. They maintain that there are too\nmany\n\npeople in the N.\n\nE. A. They\n\nmaintain\n\nthat we\n\nare letting in the\n\ncommon\nwhat\n\npeople and that 7,000 choice souls should say to the rest of us\nwe should think and do and teach. Now, I have sympathy with our\n\nfriends of a bygone\nday thinking\ncountry\n\nwhen\n\nday who\n\nfeel that way, because it is a mark of bygonepeople believe that ; for in every institution in this\n\nthat is forward\n\nlooking, the very greatest piece of advice given to\nsuperintendents is that teachers shall participate in curriculum making,\nteachers shall participate in textbook selection.\n\n"}
{"page": 67, "printed_page": null, "text": "General\n\nSessions\n\n63\n\nI can remember\n\nwhen\n\nI first began to teach they handed\n\nme\n\na course of\n\nstudy and they said, “You get that by May 1st or you are gone” — and I\ngot it. When there was a textbook to be purchased, I don’t quite know\nhow the decision was made ; but I do know I never had anything to say\nabout it, altho I had to teach it when it was handed to me. In this day in\nall good school systems teacher committees plan the curriculums\ntheir supervisors; teacher committees help to select the textbooks\ntheir supervisors. If these great universities and\n\nwith\nwith\n\nthese leaders in educa¬\n\ntion believe that is the proper thing, then why shouldn’t those same\nteachers participate in the deliberations of their great National Education\nAssociation? I can’t see any more practical democracy than that.\nI know you will let me talk plainly and know I have the kindest spirit\ntoward anyone who does criticize, but I think they have not looked quite\nfar enough into this matter. Democracy is what we fought for; it is\nwhat we are fighting for now in another way. Some of these very fine\n\npeople who have done so much along that line don’t quite want to see it\npractised when it comes to the lowest teacher if she is worthy of taking the\nhighest place now and then in the seats that are considered the seats of\nthe mighty — mighty uncomfortable sometimes — in planning these great\ndeliberations. I think the greatest step forward that can be made pro¬\nfessionally in this country is when every teacher can stay where she likes\nto stay, can teach that little group of children if she is a born teacher and\nloves them and does not have to become a supervisor, or a superintendent,\nto get her recognition.\n\nor the head of a department\n\nI present this to you also in just another line. Had you thought that out\nof a thousand children, our statistics tell us, who go thru school, 974\nreach the sixth grade, 610 reach the high school, 260 graduate from high\nschool, about 50 go thru college? Just think of those figures and what that\nmeans to our civilization ! It means that the great body of our citizens and\nour\n\ntaxpayers,\n\nthe money\n\nwe\n\nto whom\n\nto carry\n\non\n\nhave\n\nvocational\n\ncourses in music, for\nget their education in the\n\nto look for our\neducation,\n\nfirst six grades. Is it not very important to this country that the class¬\nroom teachers of the first six grades be the finest people, be those that are\ncapable of holding any position in any organization ? If the teachers that\nhave the majority\n\nof the children in this country\n\nin their formative\n\nyears\n\nare not smart enough, are not good enough to participate in the delibera¬\ntions of any big body, they are pretty poor trainers of future citizens. I\nbelieve that the greatest step we have made is that all our teachers are\ncoming into this great organization.\nare talking about what is great and what is small, and who\nare the choice souls and who are not, I think that a person really never\nbecomes truly great until he forgets all about greatness, until he looks\nWhile\n\nupon\n\nwe\n\nevery\n\nperson\n\nwhom\n\nhe meets\n\nas having\n\nsomething\n\nworthwhile\n\nto\n\noffer. Don’t you think that would be a pretty good test of our I. Q.’s. in\ngreatness? It seems to me that it would. We must remember that the\n\n"}
{"page": 68, "printed_page": null, "text": "64\n\nNational\n\nEducation\n\nAssociation\n\ngi eat t st people have been the most willing to cn.ll on the le3st of us\nfor\nthe one little contribution that we could make.\n\nI was\n\nbrought\n\nup on Horace\n\nMann,\n\nbeing a Massachusetts\n\ngirl before\nI adopted Maine, and I remember a story that was often told\nby Mr:.\nKirkpatrick, our psychology teacher whom some of you in the West\nknow. He said to us that Horace Mann thought that all the\nteachers\nshould pai ticipate in teacher meetings. So he planned a series of\nteacher\nmeetings in a little Massachusetts town. The leading educators\naround\nthere thought it was a very bad step that they should be asked\nto mingle\nwith these lesser persons, according to their idea. So they didn’t\nsweep\nthe room, they didn’t arrange the chairs; they thought to show their\ndis¬\napproval by this dirty, disorderly room. They thought Horace Mann\nwould be disgusted, being Commissioner of Education in Massachusett\ns,\nand would walk out, and that would be the end of teache\nr meetings\nwhere all mingled. Instead of that Horace Mann came in, saw\nthe situa¬\ntion, took off his coat, swept the floor, arranged the chairs, and\nheld the\ninstitute. Now I call that a big man and I call that a practic\nally educated\nman, who when the biggest job is to sweep the floor, sweeps it and\nsweeps\nit with grace and dignity. We should get that sort of spirit among\nus all.\nTimes are changing, and it is important for those that are on the top\nrounds, whether it be the primary teacher, who seems to be pretty much\non the top round, or whether it be some other extreme that to the rest\nof you may seem the top round, to go to work together in these next few\nyears. If any one of us in this profession begins to say disparaging things\nabout the other, we are all lost because we are not professional at all\nwhen that sort of thing takes place. When I was principal of a training\nschool I thought I was a wonderful person and nobody told me different.\nEverybody wanted to get good marks, and so I was surrounded by a\nlot of admirers, pseudo and otherwise; and I never dreamed but what I\nwas a great person and handed out my pronouncements. Something hap¬\npened ; I woke up; I wasn’t so great; and that was when my education\nbegan. Many people get so educated and get so involved in their subjectmatter that they get admiring friends around them and people who want\nto get their degrees and who don’t really listen to what they honestly\nthink. I was a student in a class like that. I heard the professor talking1\nat summer school about our saying what we thought and not taking\nwhat\nanybody else thought for granted. That sounded good to me and so the\nnext day I told him what I thought. It was different and I wasn’t met\nvery heartily. A\n\nsweet-faced\n\nwoman\n\ncalled me aside and she said, “Now,\nYou mustn’t disagree.”\n\nwho\n\nhad\n\nMiss\n\nHale, you\n\nbeen\n\nthere a long time\nmustn’t\n\ndo that.\n\nWhy,” I said, “they told me to. They wanted me to think for my¬\nself and I was thinking.”\nBut, she said, you must think the way they do when you think for\nyourself or you never will get your degree in your life.” And I never did\nuntil two weeks ago and I got it another route.\n\n"}
{"page": 69, "printed_page": null, "text": "General\n\nSessions\n\n65\n\nThe second thing I want to speak of is the importance of spiritual\neducation. 1 have heard that there are those who think the N. E. A. is\ntoo religious, that the N. E. A. is too spiritual. I think that that is a fine\nrecommendation for the N. E. A. If I hadn’t been a life member and if I\nhad not had some of my family members, I would have started right out\nwhen I heard that because I would have felt so safe. When the greatest\ncriticism that can be made\n\nof our Association\n\nor the public-school teachers\n\nof this country is that they are too religious or too spiritual, we have noth¬\ning to fear from our critics. There has never been a time when we needed\nthe consolation and resourcefulness of spirituality and religion as we do\nnow.\n\nThose\n\nprobably\n\nsincere but not quite deep enough\n\nthinking\n\nsouls\n\nwho are taking away the people’s religion in our higher institutions' of\nlearning and giving them nothing in return, should search their hearts\nand see how much they are to blame for the catastrophes that are happen¬\ning all around us now. You can scarcely pick up a paper but what you\nread of suicides, and suicides among the educated and among the socalled\nhigher classes of people quite as much as suicides among those who are\nsupposed to be of a lesser intelligence or education. If you think suicide is\nunfortunate, if you think it is unfortunate that people put their burdens\non somebody else and go out of life, then you must see that there is some\nrelation between some of these students and the godless teaching in some\nof our socalled higher institutions of learning.\nThese\n\nare times when,\n\nsourcefulness\n\nto which\n\nis a disappointment\n\nas never before, we\n\npeople may\n\nto them.\n\nIf we\n\nmust\n\ngo when\n\neverything\n\nsend young\n\nwhen\n\ncowardly\n\ntheir house\n\nto those who\n\nabove\n\ntotters, and\n\ndo not understand\n\nof rer\n\ngoes out and\n\nlife\n\npeople out into the world\n\nbelieving in nothing, no faith, no hope, then we\nblame\n\nbuild up zones\n\nhave\n\nonly ourselves\n\nthey do this that mav\nwhat\n\nlies behind\n\nto\n\nseem\n\nit. There\n\nis\n\nmusic, the refuge of some ; there is religion, the refuge of us all ; there is\nart ; and for me\n\nthere is poetry. Many\n\ngiving up the ambition\nthat each\n\none\n\na time the poetry has kept me\n\nat least that I should\n\nof us must\n\ndo. That\n\nplebeian to believe in God, it may\n\nmay\n\nfrom\n\nhave to do this great work\nbe old-fashioned,\n\nbe old-fashioned.\n\nI may\n\nit may\n\nbe\n\nbe just a coun¬\n\ntry woman to still think, “I will lift mine eyes unto the hills” is the finest\nmotto, is the finest foundation I can give my pupils.\nI would\n\ndestroy no man’s\n\nreligion. I would\n\ncriticize no man’s\n\nreligion.\n\nI would take away no man’s faith unless I could give him something as in¬\nspiring, something as satisfying, something as life-saving as that faith has\nbeen. If this be plebian, if this be against the principles of higher educa¬\ntion, then I shall quote my old New England forbears of a century past,\ncoming\n\nfrom\n\nanother\n\neducation, make\nI want\n\nland, and\n\nthe most\n\nI shall say, if this be treason\n\nto higher\n\nof it.\n\nto leave you with a quotation from a poem\n\nthat I wish you would\n\nall read, Lowell’s, “The Present Crisis.” It could almost have been written\nfor us today, and so I close with quoting those words of strength familiar\n\n"}
{"page": 70, "printed_page": null, "text": "66\n\nNational\n\nEducation\n\nAssociation\n\nto you all, which is my idea of the firm foundation\nto give all children :\n\nI want\n\nthis Association\n\nWe see dimly in the Present what is small and what is great,\nSlow of faith how weak an arm may turn the iron helm of fate,\nBut the soul is still oracular; amid the market’s din,\nList the ominous stern whisper from the Delphic cave within, —\n“They enslave their children’s children who make compromise with sin.”\nTruth forever on the scaffold, Wrong forever on the throne, —\nYet that scaffold sways the future, and, behind the dim unknown,\nStandeth God within the shadow, keeping watch above his own.\n\nMEETING\nWILLIAM\n\nJ.\n\nTHE\n\nBOGAN,\n\nEMERGENCY\n\nSUPERINTENDENT\n\nIN\nOF\n\nEDUCATION\n\nSCHOOLS,\n\nCHICAGO,\n\nILL.\n\nThe preservation of democracy is a sacred trust placed upon the public\nschools by the builders of the nation, a task regarded by teachers as their\nprime function in a government by the people. It has been well said that\nThe scho.ol teacher writes the insurance policy of democracy,” and there\nis no doubt that the teachers have tried to preserve this legacy by the in¬\nculcation of ethical ideals, the stimulation of intellectual activities, and\nthe development of character and citizenship ; but now they are faced with\nconditions that require less attention to methods and more attention to the\nstudy of economics, for the schools are in danger of destruction at the\nhands of those to whom the nation has looked for financial leadership.\nThis attack might have been predicted, for from time immemorial human¬\nity has been divided into two camps, one upholding the rights of the com¬\nmon people and the other upholding the right of might, whether repre¬\nsented by physical or mental or financial force. In our country the best\nexpression of these opposing theories has been given by Thomas Jefferson\nand Alexander Hamilton. They of course did not initiate the quarrel but\nthey labeled it well. The differences were fundamental. Hence friction\nresulted. In Greece, in Rome, in France, and in America a fight was due\nwhenever downtrodden man was able to lay his hands upon that weapon\ncommonly called education.\nThe\n\nschools are the trustees of a legacy such as no other people have\n\nknown. The very word “trustee” gives to the holder of the title a deep\nsense of the responsibility of trusteeship and an appreciation of its sacred¬\nness. The connotations of the word always assume honesty and care for\nthe helpless. A trustee is one who is trusted. It seems fitting, therefore,\nthat teachers should be labeled as trustees of the rights of children. In\nthe Great\nwould\n\nWar\n\nsoldiers died for democracy believing that their sacrifice\nbenefit the world for all time. Teachers are not dying for democ¬\n\nracy but they are showing millions how to live for democracy. Can the\nworld forget the thrill that came to it when it read that at the sinking of\nthe Titanic when hope for the ship was lost the command rang forth:\n“Women\n\nand\n\nchildren\n\nfirst!” That\n\nis the slogan of the sea which\n\nevery\n\n"}
{"page": 71, "printed_page": null, "text": "General\n\nmaritime\n\nnation, worthy\n\n67\n\nSessions\n\nof the name,\n\nfollows\n\nto the death. “Children\n\nfirst” is a slogan of the classroom which every teacher follows, no matter\nhow bitter its implications may be. The policy of the teachers of France\nduring\n\nthe Great\n\nAmerica\n\nduring\n\npression.” This\n\nWar\n\nis followed, in spirit at least, by the teachers of\n\nthe present financial war\npolicy is indicated\n\neuphemistically\n\ncalled “the de¬\n\nby the order of the French\n\nMinister\n\nof Instruction, that “The schools must everywhere be kept open.” Follow¬\ning is a special tribute to the teacher which was issued by the Department\nof Education :\nWe admire, not without reason, the serenity of the farmer who, two steps from the\nbattle line, is sowing for the future his grain on the bloody furrows. Let us admire\nnone the less those teachers who all along the line of fire hold their classes within\nsound of cannon; they also are sowing for the future.\n\nFrom\n\nthe beginning\n\nprogress\n\nof recorded\n\nin civilization has been\n\nfor the rights of the common\n\nhistory down\n\nmade\n\nman\n\nto the present\n\npossible thru\n\nday,\n\na continuous\n\nwar\n\nagainst the forces of ignorance\n\nand\n\ngreed. In some\n\ncases the charities of the rich became\n\nthe poor. This\n\nwas\n\nespecially true of education\n\nin time the rights of\n\nin our own\n\ncountry. Free\n\npublic education not so long ago was a charity handed down by the\nrich. Now it has become the most precious heritage of the poor, which\nno social group or government can eliminate without destroying the foun¬\ndation of society itself. Society need not worry much over the financial\naspects of the education of the children of the rich, for they may be edu¬\ncated in private schools. One may, however, doubt the moral value of an\neducation\n\nexclusively for the children of the rich, and\n\nthis type of education\n\nlacks in democratic\n\nworry, but the withholding\nprove disastrous.\nThe\n\nof educational\n\nvalue, society has cause\nprivileges from\n\nschool in all ages has tried to meet\n\nsociety. Hundreds of years ago when\nparatively easy. Social and economic\nIn certain ages the changes\n\nwere\n\nto the extent that\n\nthe needs\n\nand\n\nfor\n\nthe poor will\ndemands\n\nof\n\nsociety was static this task was com¬\nchanges were few and far between.\n\nso gradual\n\nas to be hardly noticeable\n\nover a period of centuries. Labor was hard and unchanging. Laborsaving devices were unknown and would have been unwelcome. In cer¬\ntain parts of the world\nstill persist. One\nthat were\n\npopular\n\nmay\n\nthe ancient methods\n\nof agriculture\n\nand\n\nindustry\n\nsee today the fellaheen of Egypt\n\nin the days of Moses.\n\nChildren\n\nusing the methods\nfollowed in the foot¬\n\nsteps of the parents and the lowly man knew his place and kept it. Edu¬\ncation was only for the few. It was a closed monopoly for the select and\nelect. As changes in society were so very slow it was\nschools to keep pace with them.\n\nan easy matter\n\nfor the\n\nThe schools must keep pace with the demands of society. In fact, so¬\nciety has forced upon them all the modern phases of education for which\nthey are now\n\nbeing criticized. The\n\npeople of today insist that the schools\n\nfor their children give training in health, citizenship, vocations, and adult\n\n"}
{"page": 72, "printed_page": null, "text": "68\n\nNational\n\nEducation\n\nAssociation\n\neducation. The people demand for their children a greatly enlarged cul¬\ntural service, including what we now regard as the fundamentals, art,\nmusic, and\nthruout\n\nliterature. The\n\nschools have\n\nraised the level of intelligence\n\nthe nation and thereby have promoted\n\na higher standard\n\nof living\n\nwhich, in turn, has resulted in an increased prosperity.\nThe plight of the taxpayer in these times of depression is serious in¬\ndeed. He is confronted as never before with the results of waste, extrava¬\ngance, and corruption in government. He knowTs not where to turn for\nredress, and in his rage he strikes out blindly like an insane patient wrho\nfears his nurse. He places all office-holders in the class of wasters, if not in\nthe class of corruptionists. Teachers and school administrators object to\nthis classification insofar as it applies to them. Like bankers\n\nand captains\n\nof industry, the schools have made mistakes, but corruption in school ad¬\nministration insofar as that administration rests upon school men and\nwomen\n\nis a negligible quantity. The\n\nagainst the high cost of government,\nprotests. Friends\n\ntaxpayer\n\nhas good cause\n\nto protest\n\nbut he should use intelligence in his\n\nof the public school join with\n\nthe taxpayer\n\nin demand¬\n\ning the elimination of waste, but they ask that in these attempts at econ¬\nomy there be no attempt to destroy the seed corn of democracy, for therein\nlies economic and social salvation.\nBig business in its attempt\ncautiously and\n\nto lower\n\nin accordance\n\nwith\n\ncosts of government\n\ndoes not inspire confidence\n\nbusiness seems\n\noften to claim\n\nmove\n\nthe principles of wise statesmanship,\n\nfor the record of big business in managing\ndecade\n\nshould\n\nits own\n\naffairs for the past\n\nin its ability to manage\n\neducation.\n\nBig\n\na divine right to the possession of wealth\n\nbut every student of history and economics knows that without the pres¬\nence of the common man this type of divinity wall not function. The rich\nhave\n\nacquired\n\ntheir wealth\n\nfrom\n\nthe common\n\npeople but many\n\nfeel no\n\nurge to make return. Manhattan Island which wTas sold about three hun¬\ndred years ago to Peter Minuit by drunken Indians for twenty-four dol¬\nlars worth of junk has increased in value to billions of dollars, not thru\nthe skill of stock jobbers, railroad manipulators,\n\nor wreckers, but thru\nthat developed civilization.\n\nthe common people with the common needs\nTherefore, the schools representing the common\nuncommon,\n\nresent the attempt\n\nlike a charity handed\nthemselves\n\nproclaimed\n\ndown\n\nto make\n\nfrom\n\nfree public education\n\nthe bounty\n\nthis benefaction\n\npeople, as well\n\nof the rich. The\n\nby impressing\n\nthruout the generations their superior rights. And\npoor to do them reverence.\nTherefore,\n\nI say that the slogan save\n\nthe\n\nnow\n\nschools\n\nupon\n\nas the\n\nin America\nrich have\nthe people\n\nthere is none\n\nso\n\nstrikes deeper in its\n\nimplications than salaries or supplies or any other material things. The im¬\npairment of the schools means the weakening of the rights of every citizen ;\nand tho in our despair of democratic\nman\n\non horseback\n\nto save us from\n\ngovernment\n\nwe\n\nourselves, we\n\nknow\n\nsometimes\n\ncry for the\n\nthat every vestige of\n\nliberty taken from us will be difficult to restore, just as we know that some\nphases of democratic education eliminated in a crisis like this will never be\n\n"}
{"page": 73, "printed_page": null, "text": "69\nGeneral\n\nSessions\n\nrestored. At best we\n\nare not nearly so free as we imagine. Someone\n\nthat liberty is what\n\ntwelve butchers, bakers, and candlestick\n\nit is, and little else. The\neducation\n\nmethod\n\nthink\n\nand that is a very slow process, for we like to forget as quickly as\n\nideals. There\n\nis an old Greek\n\nPrometheus\n\nthe maintenance\n\nlegend according to Ludwig\n\nwas modeling\n\nof Lethe, the waters\n\nthe first man\n\nmeet\n\nto the effect that\n\nof forgetfulness, and hence the human\n\nthe emergency\n\nin education\n\nof our\n\nhe slaked his clay in the waters\n\nindeed to forget what it dislikes to remember. Hence\nshould never be abandoned. Restoration is too slow.\nTo\n\nmakers\n\nof developing higher ideals of liberty is called\n\npossible the struggles and pains that accompany\nwhen\n\nhas said\n\nrace finds it easy\n\nfreedom, once acquired,\n\nevery friend of the public schools\n\nshould let the public know how great the emergency is. Facts should be pre¬\nsented to the public. Parents should be taught that any reduction of efficiency\nin the schools means a loss to their own children. The elimination of waste\nand extravagance — objectives approved by the schools — should not be used\nas an excuse to destroy the ideal of American citizenship, the rights of the\ncommon man.\n\nThe second\n\ndefinite method\n\nfor meeting\n\nthe emergency\n\nin education\n\nis,\n\nafter proper education of the public, to make an appeal to the public, if pos¬\nsible, thru a legal referendum. If the people believe in the schools the vote\nwill be overwhelmingly in favor of the schools ; but if they are so badly\nfrightened by the specter of taxation that they will vote to rob their children\nof the legacy of democracy,\ntask has been badly done.\n\nAnother\n\nmethod\n\nthe schools will be forced to admit that their holy\n\nof meeting\n\nthe emergency\n\nis to prove to industry that its\n\nwelfare depends upon the solution of the many complex problems of society\nby the schools in cooperation with industry. Leaders of thought in all lines\nof industry and commerce, especially those, who lack a knowledge of the\npublic schools, should know that the school system is society’s most important\nagency for its own perpetuation. Naive captains of industry who listen with\nextended\n\nears to self-seeking snipers in educational\n\nand forced to listen to the truth. Many\nmally ignorant of school conditions.\n\ncircles should be corralled\n\nare sincere but nearly all are abys¬\n\n“Balance the Budget” is a good slogan for everyone to follow but the\nemergency in education may become permanent unless the schools insist upon\nthe adoption of an additional slogan, “Balance the Revenue.” Few com¬\nmunities are trying to reform their tax systems but all communities are curting expenses\n\nright and left with\n\nIf the people who\n\nhave been taught democracy\n\nvicinity of the grave apostatize now\nhelpless, the harassed, and\nHave\n\nslight regard for ultimate\nfrom\n\nconsequences.\n\nthe cradle to the\n\nthe hopes of countless descendants\n\nthe oppressed\n\nof the\n\nof all nations will be destroyed.\n\nthe teachers of this nation faith enough\n\nin their efficiency as trustees\n\nof the rights of the children of the nation to trust their case to a popular vote?\nIf doubtful\nTeacher:\n\nthey might\n\ntake comfort\n\nfrom\n\nthis admonition\n\n“Let not your heart be troubled; be not afraid.”\n\nof the Grear\n\n"}
{"page": 74, "printed_page": null, "text": "70\n\nNational\n\nIS EDUCATION\n\nTHE\n\nAARON\n\nWe\n\nEducation\n\nJONAH\n\nSAPIRO,\n\nOF\n\nATTORNEY,\n\nare in a peculiar time. We\n\nAssociation\n\nTHE\n\nINDUSTRIAL\n\nNEW\n\nYORK,\n\nN.\n\nCRISIS?\n\nY.\n\nare in a period that has been dominated\n\nby industrial leaders, by financial leaders, by political leaders, and as a result\nof that extraordinary leadership, here we are, the wealthiest and almost the\nrichest in resources of all the countries on earth, with 7,000,000 unemployed,\nwith poverty\n\nsuch as you and I have never\n\nseen generally in the country\n\nbefore, with sickness and all the other concomitants\n\nof poverty, and worse\n\nthan that, with an actually hopeless attitude on the part of more\n\nthan one-\n\nthird of the people of this land, because when you read the figures on unem¬\nployment you only read the figures of those who are industrially employed,\nthe men who have been put out of work from factories, stores, and offices.\nHave\n\nyou ever thought of what\n\nin agriculture, with\n\nabout\n\ncorresponds\n\n6,000,000\n\nto that in agriculture, because\n\nfamilies on the farm, if there is a\n\ncondition that should warrant a man’s being out of work, he doesn’t get\nthrown off the farm in most cases; he just sits there in misery and almost\nstarves. The\n\nthing in agriculture that would\n\ncorrespond\n\nto men\n\nout of work\n\nin industry is where a man in agriculture gets from the year’s work less than\nthe year’s work has actually cost him in dollars and cents. And for this year\nthat means 5,000,000 agricultural families. The real unemployment in\nAmerica\n\nis 7,000,000 people in industry and 5,000,000 families in agriculture.\n\nAlmost\n\n40 percent of the people of the United\n\nStates live on the farm or\n\nin tiny communities that depend upon farming, and those farmers are waiting\nto see what this next winter will give them in money, because with money\nthey must buy everything\n\nof life that they have. They\n\nsay that in Chicago\n\nwheat is quoted at forty-six cents a bushel and you who know agriculture\nknow that when the Kansas farmer sells his wheat in Kansas they deduct\nthe cost of shipping that wheat\n\nto Chicago, altho they never ship it there ;\n\nand that price of forty-six cents in Chicago\ngrower\n\nmeans\n\nthat the Kansas\n\nwill get thirty-five cents a bushel for his wheat\n\nstudies on last year’s wheat\n\nwheat\n\nthis year. Some\n\nhave just been finished in which\n\nit is said that\n\nit costs forty-one cents a bushel to raise wheat, if you didn’t have to pay any\nrent for the land or did not have to pay any interest on the mortgage on the\nland, and last year’s crop in Kansas was double the crop that is promised\nthis year. This year Kansas wheat will cost at least sixty cents a bushel to\nevery grower in the state and about a dollar a bushel to those who have to\npay rent for the land, because more than half of the farmers of the United\nStates today are tenant farmers and more than 70 percent of them owe on\nmortgages on the land. So far every bushel of wheat that is sold in Kansas\nthis year, and in every other wheat state, the farmer will be actually losing\nsomewhere between twenty and sixty cents a bushel on each sale.\nCotton — There\nUnited\nThat\n\nare more\n\nthan\n\na million families raising cotton in the\n\nStates and cotton is quoted in New\n\nis about $25 a bale. If you are in Texas\n\nYork\n\nat 5.2 cents per pound.\n\nand you sell cotton there they\n\n"}
{"page": 75, "printed_page": null, "text": "General\n\nSessions\n\n71\ndeduct one cent a pound, as tho they were still shipping the cotton to New\nYork, so that the Texas farmer will get $20 a bale for cotton that he can’t\npossibly raise for less than $35 to $40 a bale. In Georgia, North Carolina,\nand South Carolina they will he getting $22 a bale for cotton which it costs\nthem from $40 to $60 a bale to raise.\nCorn — There are 3,000,000 bushels of corn raised in the United States a\nyear. They quoted corn today in Chicago at twenty-nine cents a bushel. In\nIowa, the leading corn state of the Union, that means they will be getting\nabout twenty-three or twenty-four cents a bushel for corn.\nBusiness — Business after business has closed down, throwing men out of\nwork. What has happened in business? Several years ago our people got the\nmania of mass production. They also got the idea they could create mass con¬\nsumption. They put in new types of tractors and new types of machines ; and\nfor consumption put in a new type of ballyhoo, new advertising, new hustlers,\nand tried new schemes to broaden the field of consumption, but they made\none blunder — they made production progress eight times where they made\nconsumption progress only three times. They found out there was a big\npyramid of consuming public and at the top of the pyramid a little class of\nabout 250 men who had an income of over a million dollars a year, but away\nin the bottom class there were more than 12,000,000 who had incomes of\nless than one thousand dollars a year, and in between those two classes there\nwere all sorts of layers with varying incomes. The smart business men, the\nadvertisers, the ballyhoo people were on the job to see if they couldn’t open\nup new layers of consumers and get nearer the bottom of the pyramid. They\npressed instalment sales and they got the people of the country to buy all sorts\nof things on the instalment plan, and the thing went on, and they manu¬\nfactured and manufactured until suddenly they manufactured too much.\nThey had to force men\n\nout of work. Agriculture had lost her buying power\n\nand the whole pyramid collapsed — over-production in agriculture and over¬\nproduction in business.\nWhat other groups have been doing things in the crisis? Why, state\ngroups have been meeting with the insurance companies. You haven’t heard\nmuch about these meetings. The big insurance companies of the United\nStates have been losing terrific amounts of money. They are in danger of\ninsolvency. So the Insurance Commissioners\n\nmet with them lately and worked\n\nout a deal like this — suppose an insurance company has bonds of a certain\nrailroad; they bought them originally at $100 and now those bonds are\ndown to $40 ; if they took the present valuation that insurance company\nmight be insolvent and so there would be trouble. And what has the govern¬\nment arranged? They have said to the insurance companies, “If you have\nlost $60 on a $100 bond, you can amortize that — take a loss of $10 this year,\nmaybe $10 next year, perhaps $10 in the third year, and maybe by the time\nyou get down to the lower levels the market may turn and those bonds may\nthen be worth $100 again.” And that gave the insurance companies — and I\nthink it is the right thing to do — a chance to fool themselves, a chance to\n\n"}
{"page": 76, "printed_page": null, "text": "72\n\nNational\n\nEducation\n\nAssociation\n\nfool their own books, fool the Insurance Commissioners openly and keep\nsolvent because the government is interested in keeping those insurance com¬\npanies all right.\nThey do things to help big business. They do things to help the railroads,\nthey do things to help insurance. Let us see what they have done with educa¬\ntion in America, which is more important than the railroads, or the banks,\nor the insurance companies, because the very life of America is in the schools\nof -this land.\nThe United States needs the teachers of America. You teachers have been\nsilent during this crisis. You have let the socalled industrial leaders and socalled banking leaders and the socalled political leaders give America all its\nguidance, and you see where we are and you see where we are going. You\ncan see that conditions are getting worse in every important place because\nthere is no leadership in organization. Leadership cannot come from politics\nand it cannot come from bankers unless they begin to think in terms of con¬\nstruction instead of terms of exploitation.\nThey have tried to throw over education in the United States as tho it is\nthe Jonah of this crisis, but I tell you that education can be the Isaiah of this\ncrisis singing the eternal words, singing not merely things of truth but sing¬\ning things of unity, singing things of unity between men and between other\ncountries, singing things of unity on earth, singing things that are more pre¬\ncious than the little specific truths that we learn out of mere books.\nWho is to do that? Have you been following some of the things they have\ndone in Russia? I object to the political system of Russia just as you object\nto its political system. I object to much of the economic system of Russia just\nas you object to much of its economic system. But did you notice that as the\nhardships come in Russia, she keeps increasing the schools, and did you notice\nthat as the hardships come to Russia she keeps preparing new millions of\nyoungsters and she says, “We won’t be able to do it this year, we won’t be\nable to do it in the next five years, but when you youngsters grow up you are\ngoing to be trained with a social viewpoint and you youngsters will build the\nnew Russia.” I have grown jealous of Russia when I read some of those\nthings because in my own country I heard these discussions about throwing\neducation overboard in the time of crisis and from Russia I heard the story\nof spending more and giving more to education in time of crisis.\nI do not know if we will be able to come out of this crisis quickly without\nsome tremendous social changes, without some tremendous industrial up¬\nheavals, without trouble of serious kind during this winter that is to come.\nHurling words in political platforms will not fill empty stomachs, and empty\npromises in political planks will not satisfy these hopeless farmers. Some\nleadership has to come to them that they know comes from their viewpoint,\nthat they know comes from the ground of America. You can bring that\nviewpoint. You can bring that thought to them. You can tell them that they\ncan organize. You can tell them that the American people are strong when\nthe American people depend upon themselves and do not depend on relief\n\n"}
{"page": 77, "printed_page": null, "text": "73\nGeneral\n\nSess:ons\n\nand charity handed to them by political and other leaders. You can tell them\nthat story and you can bring them that viewpoint as no other group in Amer¬\nica can bring them the story today.\nNobody else has the contacts that you have. Nobody else can meet both\nadults and children as you do. Everybody else is trying to get something out\nof them. You are always trying to give them something. You are the bringers\nof light ; you are the ones who give them not merely the little facts of things,\nyou are the ones who have given them things of beauty, things to dream\nabout. You have built up an inner content in people, where those who have\nbeen responsive to your education can weather any crisis; they can take\nwhatever fate gives them and still hold their heads up because something\nis within them, something that ties them to all the rest of humanity, some¬\nthing that ties them even to what we know of divinity. That has been your\nwork. That has been your great work and never did you need to do that\nwork as you need to do it now. You ought to redouble this organization, you\nought aggressively to prevent any city from cutting down on educational\nfacilities, not merely on the money side but on the full teaching side. You are\nthe ones who ought aggressively to take the lead in America today and simply\nsay this: “There is no price that is too high to pay for education; there is\nno penalty that is too great for ignorance ; there is no penalty that is too\ngreat for low viewpoints.” You are the ones who can carry light, you can\ncarry the high viewpoints, you can make men, women, and children realize\nno matter what we go thru industrially our heads are still up ; if there is a\nfault in our industry we can remedy it. If you will hold out the light to the\nmasses of this land, if there is a trouble in our system let us see where that\ntrouble is and change the system.\nGo to your work, you who carry the responsibility, not merely for the\nsocalled technical education of the people, but the responsibility of the morale\nof America because you are the builders of hope, you are the real carriers of\nlight, you are the ones who, like Isaiah, sing in eternal words. You cannot be\n\nmade the Jonah of the industrial crisis, to be dumped overboard as tho educa¬\ntion can be wiped out by some foolish economy of that type. You embody all\nthe dreams, all the hopes, all the sentiment of the nations, of this democracy,\nand if you do what you can do, aggressively and universally, you will change\nthe industrial systems of America, you will change the agricultural methods\nof America, you will bring back the standards of living to America, you will\nbring back homes to America, and America will smile again because of you.\n\nHOW\n\nJOSEPH\n\nHELP\nORGANIZATIONS\nPROFESSIONAL\nTHE PRESENT\nEMERGENCY\nROSIER,\n\nPRESIDENT,\n\nFAIRMONT\nMONT,\n\nW.\n\nSTATE\n\nTEACHERS\n\nIN SOLVING\n\nCOLLEGE,\n\nFAIR¬\n\nVA.\n\nOur problems must be solved by investigation, study, and thought. We\nhave come into that period when intelligent judgment must be applied by\nthose who direct our great industrial, business, and civic enterprises. In times\n\n"}
{"page": 78, "printed_page": null, "text": "74\n\nNational\n\nEducation\n\nAssociation\n\nof depression the masses of our people are susceptible to emotional appeals\nand radical movements based upon unsound economic and political princi¬\nples. Erratic and fallacious reasoning in periods of prosperity have no doubt\ncontributed largely to the disaster of the people who enjoy the fruits of such\nconditions and who are prone to be satisfied without thinking about the in¬\nsecurity of the house which they are building. When the house which has\nbeen built upon the sands has collapsed, feelings are aroused and waves of\nreaction are started. To the thoughtful student of human welfare, periods\nof depression are not without their blessings. Hardships in all of their forms\nprovide the best test of human institutions. A great student of human nature\nrealized this when he said,\n“Sweet are the uses of adversity which like the toad,\nugly and venomous, wears yet a precious jewel in his head.”\n\nThese times demonstrate that there are no omniscient super-men. In the\npresence of the great economic and social forces of the world, the captains\nof industry and business stand confused. Once again it has been demonstrated\nthat material wealth and industrial power cannot cope with the human emo¬\ntions and psychology. We must return to the principles of the great spiritual\nteacher who also furnished basic principles for sound political economy in\nthe parable of the builder wTho located his house on a rock and when the\nstorms raged and the winds blew that house stood firm. The period of hard\ntimes and adversity thru wffiich we are passing will bring us back to the funda¬\nmental and sound principles on which all economic and social stability must\nrest. As never before we realize the truth of Emerson’s law of compensation.\nTraders in the marts of business, captains of industry, directors of great\ncommercial enterprises, and ordinary business men must realize that sooner\nor later we must pay for what we get, and that we will never have anything\nsecurely until we have earned and paid for it.\nThru the activities of our educational organizations we must begin to set\nthe house of education in order. While we are firm in the belief that our\nsystems of education have remained anchored to the sound and traditional\nmoorings on which they were originally established we cannot evade the\nchallenge or the testing of our practises. Undoubtedly the emphasis in edu¬\ncation as the result of the great depression will swing back towards spiritual\nand cultural ideals. Just as men who were swept off their feet by economic\nprosperity became submerged in the things of this world, educational leaders\nwere carried away with the objectives of utilitarian education. We should\nnot hear so much in the years to come in the fields of education of the methods\nof the counting house in measuring educational results. With all of its cost\nsheets and its efficiency practises, industry has not been able to preserve itself.\nJust as in the world of economics men have found that the human factors\ntranscend all mechanical organizations for efficiency, so in education we are\n\ncalled upon to re-emphasize the human and spiritual values. For a quarter\nof a century the school systems of our country have experienced great mate¬\nrial progress in buildings and equipment. The next few years will see less\n\n"}
{"page": 79, "printed_page": null, "text": "General\n\nmaterial growth\n\nand more\n\n75\n\nSessions\n\nadvancement\n\nin the professional, intellectual, and\nspiritual capacity of the teachers of our country. May I venture the opinion\nhere that to the highly trained and cultured teachers of our nation in the col¬\nleges, universities, and schools we must look for that intelligent guidance\nwhich will lead us out of the present darkness. The teachers of our country,\nmore\n\nthan a million in number,\n\nwere\n\nprobably the least affected by the wave\n\nof prosperity preceding our great depression. In this field of human effort\nthere were no hundred thousand dollar salaries so common in the business\nand industrial world. In the days of easy money men continued to direct\ngreat educational institutions and school systems on modest salaries. 'J he men\nand women in the ranks continued their devotion to the instruction of chil¬\ndren and young people at salaries which were not comparable to the income\nof mechanical workers and laborers in the industrial field. Teachers in pros¬\nperous times found it about as difficult to balance their budgets as govern¬\nments are finding it to be in these days of depression. For these reasons the\nteachers as a group are better prepared to meet the present emergency than\nare any other group of workers. As a class we were forced to live economi¬\ncally in the days of prosperity. Persons employed in industry and business\nare being called upon today to live on the salaries and to practise the economy\nwith which we teachers have always been familiar.\nThru\n\nour professional organizations\n\nwe\n\nshould sound\n\nthe note of faith,\n\noptimism, and hope. As a matter of fact, the men and women of this country\nwho have given their lives to the cause of education know that nothing of\nreal value to society has been lost and that with a proper study and interpre¬\ntation of the adversity wdiich has come upon us much may be gained. We\nhave in our land today the best prepared, most highly trained and cultured\nteachers that we have ever had. They have read and studied history and are\nable to interpret the meaning\n\nof historical movements\n\nculture, economics, industrial development,\nOur\n\nstudies show\n\nin relation to human\n\nand social and political progress.\n\nus that there is nothing unusual\n\nin the period of depres¬\nsion thru which we are passing. The people of our nation and of other na¬\ntions have gone thru many similar periods. Periods of human folly have\nalways been followed by periods of human distress. In the face of bad\ngovernment, economic blundering, human strife and wars, and disastrous\npolitical fallacies, humanity has continued its march of progress. The\nthoughtful\n\nteachers of our country know\n\nare only a temporary\nYet I doubt\nAnd\n\nThru\n\npause in the advancement\n\nnot thru the ages one increasing\n\nthe thoughts\n\nthat the hard times of the present\n\nof men\n\nthe educational\n\nare widened\n\nof human\n\npurpose\n\nwith the process\n\norganizations\n\nwelfare.\n\nruns,\nof the suns.\n\nof our country\n\nwe\n\nshould\n\ncourage¬\n\nously face the practical problems of school administration and business econ¬\nomy in the management of school affairs. Adjustment to changing condi¬\ntions is the most important result of modern education and in the solution\nof the problems\n\nof this emergency\n\nof such adjustment.\n\nHere\n\nwe\n\nshould give a practical demonstration\n\nthe educational\n\nleadership of our\n\ncountry\n\nwill\n\n"}
{"page": 80, "printed_page": null, "text": "76\n\nNational\n\nEducation\n\nAssociation\n\nbe put to a supreme test. First of all our people should be made to realize\nthat there can be no backward steps affecting the real educational welfare\nof our children. 1 he founders of our government clearly recognized the\nfact that our institutions can be preserved only thru universal intelligence\nand that we can have universal intelligence only as a result of general edu¬\ncation. In response to this need the states of our union have built up great\npublic school systems. In the schools, the colleges, and universities of our\nland knowledge has been imparted, thinking has been encouraged, and intel¬\nligent leadership has been developed. However grave this emergency or\nany other may be, the people in a democracy cannot safely neglect the edu¬\ncation of the rising generations. There must be no compromising with the\ninsidious theory that too many people are going to college and too many peo¬\nple are being sent to school. That is the whispering of those who would\nundermine the foundations of our government. In a practical way we must\napply the theory that education for the minds and hearts of our young people\nis as important as food, clothing, and shelter for their bodies. For society in\ngeneral, education is as important as good roads, automobiles, public build¬\nings, the administration of our state and federal governments, and the army\nand the navy. Thru the educational organizations of the state and the na¬\ntion we will pledge ourselves to make all needed economic and financial ad¬\njustments that may be created by this emergency, but we shall stand firmly\nagainst any movement that proposes to subordinate the education of the chil¬\ndren of our country to any other state or national enterprise.\n1 he teachers of our country thru their professional organizations should\ndo their part in helping to bring about economic recovery. In salaries and\nincome our one million school teachers are probably more representative of\nnormality than any other group. Their standards of living are characterized\nby a sanity that is typical of our great middle classes. Any drastic lowering\nof the income and standards of living of our teachers would produce a most\ndepressing effect upon our basic economic structure. The financial sound¬\nness of our commercial structure today rests upon large numbers of small in¬\ncomes and not upon the excessive incomes of a few. A banker in an industrial\ncommunity recently verified the statement that the integrity of his institution\nin these days of depression depends upon a large number of small depositors,\nwhereas in the days of prosperity the few large depositors had been regarded\nwith more favor. With a small but steady income teachers make a substan¬\ntial contribution to trade activities. A group of merchants in a city where\na large state association was holding its annual convention recently testified\nthat the teachers in attendance had greatly stimulated the business of the\ncity by their wise and intelligent shopping. The salaries of our teachers\nthrown into commercial channels are no inconsiderable factor in the main¬\ntenance of normal business activities. The American school teacher spends\nhis salary carefully for those things that are most essential to the preserva¬\ntion of our standards of living. The margin above living expenses goes into\nlife insurance and savings accounts and the purchase of modest homes. The\nbudget for living expenses is widely distributed in the marts of trade. In\n\n"}
{"page": 81, "printed_page": null, "text": "77\nGeneral\n\nSessions\n\nno other group will be found less of waste or carelessness in expenditure than\namong the teachers of our country. Thru these great educational organiza¬\ntions the men and women engaged in the work of education pledge them¬\nselves to cooperate to the limit of their incomes in restoring to all of the peo¬\nple a sane and sensible prosperity.\nOut of this period of depression should come a teaching profession that\nwill be universally recognized on account of its professional and academic\npreparation and its high cultural ideals. The leadership, power, and influ¬\nence of small groups of educators have always been potent in the social and\neconomic affairs of the nation. It is a deplorable fact that in the past too\nlarge a proportion of the total number of teachers has lacked that scholar¬\nship and culture which are essential to the most efficient instruction of chil¬\ndren. In state and national associations we should everywhere take a stand\nfor thoroly educated teachers in all of our schools whatever their level.\nCertification to teach in this country should be based upon solid academic at¬\ntainments and demonstrated professional skill. The organized forces of edu¬\ncation should stand just as strongly for better teaching as they do against the\npowers of reaction which would carry us back to the former days of inade¬\nquacy and inefficiency. We do not set too high an ideal when we look for¬\nward to the day when every child enroled in a school shall have a competent,\nscholarly, and cultured teacher. The problems growing out of this depres¬\nsion must be solved by our intellectual classes. In the laboratory, the library,\nthe classroom, and in mental contacts we must find the plans and the remedies\nfor the curing of our ills. Teachers and educators are today properly classed\namong the intellectual groups. For this reason they bear a great responsi¬\nbility not only in the nurture and development of the rising generation but\nin the economic, the social, and the spiritual stability and progress of all the\npeople. Emerson once made the statement that the greatest human enterprise\nis the care and the culture of men. The universities, the colleges, and the\nschools of this nation are primarily devoted to the development of the highest\ntype of manhood and womanhood. The stability of our American institu¬\ntions, the economic and social progress of our people, and the great human\nvirtues and spiritual values are dependent upon the intelligent thinking fos¬\ntered by our systems of education. The preparation and the training of edu¬\ncators and teachers must be so comprehensive that they can be wise and in¬\ntelligent leaders in a changing world. Our great educational organizations\nstand for the highest ideals of preparation and service in the vital work of\neducation.\n\nIn days of prosperity as well as in times of adversity the organized educa¬\ntional forces thru their professional organizations give their devotion to\nAmerican ideals and the preparation of the children of our nation for a\nchanging civilization. As a representative of the teaching profession I speak\nwith pride in saying that there is no finer record of public service than that\nof the teachers of our country. In a very real sense they have placed devo¬\ntion to the cause of education above every thought of selfish gain. On behalf\nof this great body of public servants I appeal to the people of our nation\n\n"}
{"page": 82, "printed_page": null, "text": "78\n\nNational\n\nEducation\n\nAssociation\n\nfor the same loyal support that is given to all other governmental activities\nwhich are regarded as vital to the existence of our institutions. Upon our\nteachers we feel the nation may rely for its chief defense in withstanding all\nsinister influences that would undermine the structure of our government,\nand to them the people of our country may look for the advancement\n\nof\n\nthe ideals and principles which have made America great. In these hours\nof depression when men and institutions are being tested, when faith in\ndemocracy and the ability of the people to control their destinies is waver¬\ning, wThen there are doubts about universal education, and when our govern¬\nment and its activities are attacked and criticized, more than one million\nteachers of America declare their unswerving allegiance to the great prin¬\nciples of freedom in response to which our institutions have been built. Here\nis a group of American\n\ncitizens who will not sell America\n\nshort. Here among\n\nthis group of patriotic public servants will be found that faith, courage, and\ndevotion which will rescue and preserve all that is best in our American life.\nMANAGED\n\nMONEY\n\nWILLIAM\n\nTRUFANT\n\nAND\n\nUNMANAGED\n\nFOSTER,\n\nNEWTON,\n\nMEN\n\n1 •\n\nMASS.\n\nThe last time I spoke to an N. E. A. convention was at Portland, Oregon,\njust before we entered the war. At that time I said that this war, declared\nto be a war to end war, was no such thing. I declared that it would create\nenmity and ill-will which would last for two generations. I declared that\nthe N. E. A. conventions for the next twenty years would be suffering the\nresults of the folly of the World War which would never settle anything;\nthat it would merely pry out problems to be settled for generations hence.\nAnd what did I get? I got nothing but condemnation\nand today I sha 1 get condemnation\n\nfor being pro-German,\n\nfor being pro-Bolshevik, because I am go¬\n\ning to tell you that under circumstances such as prevail in Russia, they wTould\nnot tolerate the stupidity of mounting surpluses and increasing need. If there\nwere any community in Russia which had as many well-trained teachers ready\nto work as we have, as many surplus carpenters and painters and architects\nand plumbers and all the rest, as much\n\nsurplus steel and lumber, and hard¬\n\nware and plumbing material, they wouldn’t sit around stupidly saying, “It is\ntoo bad ; you can’t do anything about it.” They would find a way of notifying\nthose id e carpenters and painters and architects to get busy and do what they\nall are eager to do — build beautiful, modern,\n\nadequate school buildings.\n\nThey wouldn’t let these idle printers stay idle. They would have them produce\nthe better books which we are ready to use, and they would give the teachers,\nwho want nothing else but an opportunity to work, an opportunity to do it.\nNow I don’t want Bolshevism. Don’t misunderstand me. I think any re¬\nsort to such a revolutionary extreme as that would lead us into worse\ntrouble. All I am saying is that it is no defense of Capitalism to stand\n1 Condensed\n\nfrom\n\nstenographic\n\nnotes, nncorrected\n\nby the speaker.\n\n"}
{"page": 83, "printed_page": null, "text": "General\n\nSessions\n\n79\n\ncan’t do anything about it”; for Capitalism in this\nday and age to say that is to acknow’edge defeat and it is insufferable.\nIt is distinctly up to these men who call themselves “Wizards of Finance,’’\n“Captains of Industry,” to show us the way whereby we shall enable the\npeople who are trained to work and eager to work to go to work and\nup and say, “You\n\nproduce the things which everybody admits we all want. It is not any de¬\nfense for them to say, “It is too bad ; you can’t do anything about it ; and you\nteachers don’t understand all this; the retrenchment is necessary.”\nMy response is: Retrenchment in education is not necessary; this argu¬\nment should be met solely on economic grounds. It is no use talking about\neducation, what a fine thing it is— they all admit that — but they come back\nto you and say, “We can’t do it because we haven’t the money,” or “because\nwe are in the depression.” In other words, they insist on going backwards\nevery time you propose standing oy your guns and going resolutely forward.\nThey always answer you on economic grounds, consequently your replies\nmust be based on sound economic arguments; and they can be because you\nare right.\n\nThey say there is no money. Well, what is money? Money doesn’t grow\non bushes. Money doesn’t fall like manna from the skies. Money is not an\nact of God. Money is an invention of man, presumably for his own con¬\nvenience. Over the supply of money and credit man has absolute control.\nEvery dollar of currency, every dollar of bank credit that is created goes\nwhere it goes because of the act of some man. Every dollar which goes out\nof existence goes out of existence because of the fear of some man. Conse¬\nquently, since money is entirely subject to control, there is no reason, except\nlack of intelligence, why we don’t see to it that there is enough money flowing\nto the people who want to buy goods to enable them to buy the goods that\nthe unemployed want to make.\nAfter all, the fundamentals of this situation are exceedingly simple. In\na money and profit economy, consumption regulates production. In other\nwords, the manufacturer looks to his market. T he market is almost exclusively\na dollar market. As long as people want to buy goods and have enough money\nto buy them, they buy them, and the manufacturer goes ahead producing.\nBut under a money and profit economy, he cannot continue to employ men\nand pay wages and produce unless the market is sustained. Again I say, the\nmarket is sustained only by an adequate flow of bank ciedit, because bank\ncredit takes care of over 90 percent of our business. Consequently this de¬\npression is exclusively a monetary phenomenon, and the solution is to come\nthru an adequate control of the flow of money and credit.\nWhat has happened is a matter of fact and not opinion. In this depression\nthe money has been driven out of circulation. If you want to base this on\n\nsome statistics, pick up this week’s papers, and see the statistics for the banks\nof New York for last week, and you will find that the process of driving\nthe money out of circulation is still going on, and has been for three years\nwith only slight checks. The money is being driven out of circulation.\n\n"}
{"page": 84, "printed_page": null, "text": "80\n\nNational\n\nEducation\n\nAssociation\n\nThere is no mystery then about the reason why business cannot continue to\nemploy men and produce goods. It is because of this constantly dwindling\nstream of the only means whereby people can buy goods. Business is being\nstarved to death by the steadily dwindling flow of money and credit without\nwhich it cannot go on. All this time we have been told that we don’t have to\ndo anything about it. Under our great principle of rugged individualism\nor “ragged individualism,” as John Dewey calls it, we assume that if\nwe leave everybody alone to pursue his own interests he will necessarily\ndo what is for the best interest of all. We have found it works precisely\nthe opposite way. That when we get into this vexatious spell of deflation,\neach individual, each banker, each corporation, does precisely what makes\nthe situation worse, and for his own protection.\nIf the money is to get into circulation at all, it must be thru action by all\nof us jointly and that is necessarily the federal government. Some of these\nbusiness men and bankers tell you, “No, the government must not do any¬\nthing except what we want it to do.” They overlook the fact that collective\naction in the United States takes place thru the federal government or not at\nall, because the federal government is the only agency which represents all\nof us.\nNow how are you to get the money into circulation? I am going to give\nyou the correct economic foundation for your faith in education, your faith\nthat education must not be retrenched, especially in times of depression.\nOne way collectively to get this necessary money into circulation is by\ncharity — which is the worst way, because it kills self-respect, because it\nis entirely inadequate, and because the burden is not properly distributed\nupon those who are best capable of bearing it. The economically sound way\nof getting the money into circulation that we need is to pay wages, because\nthat is what the unemployed want. They want chores, not charity, because\nwork preserves the morale of the people. And perhaps, above all else, because\nwhen you put the necessary money into circulation to pay wages for con¬\nstructive work, the nation has the wealth which has been created, and that\nis what makes this age-long demand for expansion of public works in time of\ndepression fundamentally a sound economic program.\nFour years ago everybody agreed to this. President Hoover, in three cam¬\npaign speeches, reiterated his faith that in a period of depression we should\nexpand public works in order to take up the unemployed. Secretary Mellon\nagreed with it. Secretary Davis agreed with it ; every secretary agreed with\nit. The American Federation of Labor adopted a unanimous vote in favor\nof it. The Democratic Party put it as a plank in its own platform. Mr.\nHoover requested the cooperation of the governors of all of the states\nin putting this plan into effect in the event that a depression started. Now I\nhappen to know about this. I was requested to go to New Orleans to the\nGovernor’s Convention in November, 1928, to present the economic founda¬\ntion for this policy of expansion of public works in time of depression.\nThe\n\nplan was proposed, at Mr.\n\nHoover’s\n\nrequest, to the Convention\n\nof\n\n"}
{"page": 85, "printed_page": null, "text": "#\n\nGeneral\n\nSess:ons\n\n81\n\nGovernors.\n\nThe sum that was specifically indicated at that time was $3,000,000,000; no petty amount — $3,000,000,000. Every governor except one\nagreed and promised to support, in answer to the definite request of Mr.\nHoover, to cooperate with the federal government in time of depression in\nputting this policy into effect. The newspapers, by actual count, to the ex¬\ntent of 93 percent, approved the policy at that time. Economists, as you\nknow, have advanced this policy for over a century. This was four years\nago, when we were in prosperity socalled, and everybody agreed that on\neconomic grounds we should proceed in depression to take up the slack of\nemployment by construction of public works.\nNow what has happened? They tell us now, in effect, it is all right, per¬\nfectly sound, to advocate an emergency measure like this in prosperity ; but\nyou mustn’t use it in an emergency. It is not so much the trouble today that\nwe have frozen assets as it is that we have frozen feet. This country can’t\ngo bankrupt. We don’t owe a cent to any other country in the world; on\nthe contrary they owe us sixteen billion dollars. There is no necessity for\nbalancing the budget now except the necessity created by the hysteria; and it\nis no time to balance budgets in a period of depression. This is not the time\nto retrench. This is not the time to reduce employment. This is not the\ntime for the federal government, which is the only agency which has com¬\nplete control over these vast potential credit resources, to throw men out of\nwork and then in the next breath ask us please to put them back to work.\nThis is no time for retrenchment. Every branch of government that curtails\nexpenditures for public works at the present time is making matters worse.\nIt is not economy for any nation to waste ten million of its human beings\nwho are eager to work. It is not economy for any country to have a million\nschool teachers, carefully trained for the job, all eager to work, and then\ntell them they can’t be allowed to work.\nstupidity.\n\nIt is not economy;\n\nit is just plain\n\nUnder an intelligently ordered economic system, with ten million eager\nworkers ready to take our idle machines and use our surplus material and\nturn it into wealth which a hundred million people are eager to have, we\nwould not say to those ten million eager workers, “It is too bad but there is\nnothing we can do about it.” That is the stupid economics of despair.\nI want to tell you another sound argument and I am very much in earnest\nabout this. We want to defend the extension of funds for educational pur¬\nposes, not only for this year of depression but for the rest of our lives.\nThis country, largely as I said thru the efficiency of its public-school sys¬\ntem, has got to the point where it has a larger potential per capita production\nthan any other country in the world. We have proved that we can produce\nninety billion dollars a year of wealth even when\nductive resources at half their capacity.\n\nwe are not using our pro¬\n\nIn an intelligent community of the future we should face this problem of\nreleased labor due to invention. We should use that surplus labor, I think,\nvery largely in the field of health and education, and that is simply talking\n\n"}
{"page": 86, "printed_page": null, "text": "82\n\nNational\n\non the soundest\n\neconomic\n\nEducation\n\nground.\n\nAssociation\n\nFor the rest of your lives you must\n\nfeel\n\nthat you are on perfectly substantial grounds, and you can hold your position\nagainst any banker, or economist, or business man, or politician, and you can\ntell them that from now\ntotal proportion\n\non, we should study a definite plan of increasing the\nof our productive resources which are spent on education.\n\nIn the past we have been saving in stupid ways. It doesn’t do the country\nany good to save cotton mills which we can’t use, steel furnaces that have to\nbe banked, office buildings that nobody wants. These have been built not\nat the request of the teachers, but by the direction of these wise bankers and\nbusiness men\n\nand politicians. Now\n\nthey come\n\ngot to liquidate intelligence, too. The\nthe bankers\n\ntold us, wasting\n\nwasting our substance\n\nto us and tell us that we have\n\npoint is that in the past, instead of, as\n\nour substance\n\nin riotous living, we\n\nin riotous saving. In a real sense, we\n\nhave been\n\nsaved what\n\nwe\n\nspent, and lost what we saved. If we had only saved in the form of educa¬\ntional facilities instead of useless facilities for production of goods, for which\nthere was\n\nno market,\n\nwe\n\nwould\n\nall be better off today. In other words,\n\nthruout this per.'od of prosperity the teachers here represented, who were\nurging the bankers and business men and politicians to spend more money\nfor education, now\nWe\n\nfind that they were\n\ndid our saving in the wrong\n\nequipment\n\nfor education\n\ncertainly have\nmills.\n\ndone\n\nwe\n\nIt is all a part of a campaign\n\nwere\n\nwrong.\n\nplace. If we had saved it in the form\n\nwould\n\nus more\n\nright and the bankers\n\nbe better off. More\n\ngood\n\nthan\n\nof\n\nplaygrounds\n\nwould\n\nthese useless, additional\n\ncotton\n\non the part of the bankers and others to re¬\n\nduce the standard of living. You wouldn’t believe it if I had ten minutes\nto quote the bankers who for the last three years have been actually advo¬\ncating a reduced standard of living for this depression, and the obvious cause\nof it was\n\nwe\n\nwere\n\nreducing our standard\n\nphase of\nin the schools. This\n\nof living too fast. One\n\nthis general stupidity is the campaign for retrenchment\nis economically unsound and would reduce the standard\ncountry\nNow,\nwithout\n\nof living in the\n\nas a whole.\nas I have said, I trust that the N.E.A. without any weasel words,\nequivocation, with directness and finality, and the assurance that it\n\nis right, will in its resolutions indicate that right now is the time to enlarge\nexpenditures for education on sound economic grounds, and then we should\nlook forward steadily in the future to spending a larger proportion than in\nthe past of the total wealth\non education.\n\nof the nation and other resources on health and\n\nfact is that having stupidly forced liquidation on busi¬\nare now, many of them, stupidly trying to enforce liquida¬\n\nThe\n\nness the bankers\n\ntion on intelligence, too, and that is the thing we must resist. We must in¬\nsist that the education of the youth of this country shall not be allowed simply\nto go up and down with the stock market. 1 he opposition, as 1 have said,\nis solely on economic\ngrounds, too.\n\ngrounds.\n\nOur\n\ndefense\n\nmust\n\nbe solely on\n\neconomic\n\n"}
{"page": 87, "printed_page": null, "text": "General\n\nI don t want\n\nyou to think I am\n\nSessions\n\n83\n\nhopeless about this situation. Somehow\n\nor other, history shows, no matter how stupid we are, we recover from busi¬\nness depressions. We always do and we are going to recover from this. All\nI am\n\nasking is that we shall recover soon. All I am talking about is that wTe\nas teachers should see to it that our influence is totally on the right side, and\nthat we at least are doing something\nIf there is anybody\n\nleft here who\n\nabout it and doing it intelligently.\ndoubts\n\nthat we\n\nhave every facility to\n\npull us out of this depression, just consider that we have absolutely every\nphysical means of producing wealth and abolishing poverty that we had three\nyears ago. Everything — absolutely nothing is lacking except the will and the\nsense to use what we have. If anybody still doubts that we could quickly end\nthis depression and that we could find the money wherewith to do it, imagine\nwhat would happen if war were declared tomorrow. You know what would\nhappen.\n\nOrders\n\nUnited\n\nStates who\n\ncome\n\nwould\n\ngo out to the ends of the earth ; every man in the\nwanted a job would find a job; railroads would suddenly\n\nto life — the depression would\n\nbe over. You know it. Congress would ap¬\npropriate $3,000,000,000, $5,000,000,000, $10,000,000,000— any amount\nthat was necessary. Where would the money come from ? Precisely where\nit is now.\nNow\n\nif there is plenty of money\n\nwherewith\n\nto kill men\n\nabroad\n\nthere is\n\nplenty of money to save men at home. If it is appropriate for us to use collec¬\ntive action thru the federal government on a large scale, for destructive pur¬\nposes, it is equally appropriate for us to use federal funds on a vast scale for\nconstructive purposes.\nIf then, in conclusion, there is enough\naeroplanes and to make\nis enough money\n\nmoney\n\npoison gas wherewith\n\nat hand\n\nto build bombing\n\nto kill children abroad, there\n\nat hand to save a’l the children in our public schools at home.\nYOU\n\nTHOMAS\n\nH. REED,\n\nBUREAU\n\nOF\n\nAND\n\nPROFESSOR\n\nGOVERNMENT,\n\nFor the past three months\n\nYOUR\nOF\n\nGOVERNMENT\n\nPOLITICAL\n\nUNIVERSITY\n\nOF\n\nSCIENCE,\n\nAND\n\nMICHIGAN,\n\nDIRECTOR\n\nANN\n\nOF\n\nARBOR,\n\nthere has been on the air every Tuesday\n\nTHE\n\nMICH.\n\nevening\n\na radio address on the general theme of “You and Your Government.” The\nNational Broadcasting Company has provided gratuitously a countrywide\nhookup wdth thirty-nine participating stations. A committee of busy politi¬\ncal scientists and educators has spent long hours in the preparation of a\nprogram, a teacher’s manual, and a listener’s handbook, and in editing ad¬\ndresses. The National Advisory Council on Radio in Education has dis¬\ntributed more than 200,000 copies of the announcement of the series and\nsupplied informational material to periodicals, organizations, and listeners’\ngroups too numerous to mention. Eminent scholars have laboriously pro¬\nduced able and authoritative lectures. The University of Chicago Press has\npoured out thousands of copies of delivered addresses and other materials.\nThe\n\nAmerican\n\nLibrary\n\nAssociation\n\nhas prepared\n\nreading lists, and\n\nmany\n\n"}
{"page": 88, "printed_page": null, "text": "84\n\nNational\n\nlibraries have\n\nEducation\n\nAssociation\n\nset aside special shelves of pertinent\n\nhooks\n\nfor interested\n\nreaders. Civics teachers have assigned these broadcasts as homework\ncussed them next day in their classes.\n\nand dis¬\n\nWhy have radio executives, announcers, technicians, publicity men, clerks,\ncommitteemen, lecturers, teachers, librarians, editors, and pressmen been\nbusy at this task? So that you might learn about your\nganization, activities, and problems.\n\ngovernment , its or¬\n\nLet’s stop and consider for a moment the elements of the problem. Who\nare yoz/? Immediately you are a group of teachers and school executives.\nBut besides you there are some 120,000,000 more “you” scattered over our\ncountry. For as related to government you are scarcely to be distinguished\nfrom your fellow citizens except by your\nI know\n\nyou pretty well — both your\n\ngreater opportunity\n\nparticular group\n\nfor service.\n\nand the larger mass\n\nof which you and I are a part. I’ve been studying you now\nof a century.\n\nfor a quarter\n\nIn the first place, you don’t know too much about government. You all\nhave your specialties, in school and out. You leave the teaching of citizenship\nto the civics teacher and the practise of politics to the politician, just as you\nleave mathematics\nIgnorance\n\nto the mathematics\n\nteacher or banking\n\nto the banker.\n\nof political affairs is not exclusively the sin of the proletariat,\n\nof the idle rich, or of the youthful\n\nand temporary\n\nfemale\n\nmembers\n\nof the\n\nteaching profession — even principals and superintendents sometimes display\na marvelous ignorance of the governmental system into which our scheme\nof education fits.\nEducation long ago chose to ignore government — or at least to avoid\ncontact with government. It regarded itself as a separate compartment of\nadministration, divorced from that evil thing, politics, which infested court¬\nhouses, city halls, and state capitols. It preserved its attitude of splendid\nisolation until the depression made it clear that the taxpayer could no longer\npay all the schools demanded\n\nand also support\n\nthe other necessary\n\nservices\n\nof government. Without money enough to go round, school executives have\nbeen forced to realize that they are a part of a government which they must\nunderstand.\nernment.\nYour\n\nAfter all, for you as individuals and as a group, it is your gov¬\n\ngovernment\n\nis that relatively new\n\ngovernmental\n\ndevice called a\n\ndemocracy — a government supposedly of the people, by the people, and for\nthe people, and in which at least every adult citizen can participate to the\nextent of voting if he wants\nwant\n\nto. It is a wellknown\n\nfact that only about half\n\nto, even in the most exciting presidential elections, while ordinary state\n\nand local elections muster\ntoo, that of those who\n\nbut a miserable minority to the polls. We\n\nvote many\n\ndo so unreasoningly\n\nof race and sectional prejudice, party emblems,\nemotionalism\n\nbred of demagoguery.\n\ncampaign\n\nunder\n\nknow,\n\nthe influence\n\ncries, and the crude\n\nIt is further a matter of common\n\nknowl¬\n\nedge that the actual selection of candidates in both great parties is left habit¬\nually to the dictation of a few active politicians who assume to direct the\nparty organizations.\n\nIn fact, what\n\nwe have, except in rare periods of popu-\n\n"}
{"page": 89, "printed_page": null, "text": "85\nGeneral\n\nlar uprising, is not democracy\n\nSessions\n\nbut a system of government\n\nof the people is one of indifferent acquiescence\nfor them.\n\nin what\n\nin which\n\nthe role\n\nthe politicians plan\n\nNo one in his senses could say today, “There’s nothing the matter with\nthe United States of America.” The real fault lies in an absence of con¬\nstructive leadership. We have leaders in every walk of life, but almost none\nfor our national life as a whole. We have great artists, authors, bankers, in¬\ndustrialists, scientists ; but this age of specialization tends to make success a\nprize for concentration\nbroad outlook\n\nof effort within\n\non society. The\n\nnarrow\n\nlines, not the reward\n\nof a\n\ntask of reconciling the conflicting claims of\n\ngroups and sections is left to a government directed by politicians as rail¬\nroads are directed by railroad men. The sole competent integrating force in\nmodern\n\nlife — the state — is wholly in the hands of politicians. On\n\nthem alone\n\nwe depend to bring it to pass that farmer, manufacturer, banker, and mer¬\nchant work together in harmony. Who is there to say that as a class our\npoliticians are really well qualified to perform\n\nthis all-important\n\ntask? It is\n\nour habit to sneer at them, to deride and distrust them, but never to dis¬\nlodge them, except momentarily, from control. The situation is obviously\nnot the fault of the politicians but of you and me\ndifferent fellow citizens.\nWhat,\n\nthen, is the answer?\n\nCan\n\nand our millions of in¬\n\nwe by any conscious process of education\n\nhelp to bring to our distracted country\n\nthe leadership it needs?\n\nYes, our\n\nuniversities can train men for leadership if we can get the cultural and vo¬\ncational aspects of our educational system into proper relationship. We must\nsave some\n\nof our best young\n\nmen\n\nand women\n\nfrom\n\nthe desiccating effect of\n\ntoo early specialization. We\n\nmust\n\ngive them\n\nan understanding\n\nof life in its\n\nunity — not, as Dr. Meiklejohn proposed, by the study of an antique civiliza¬\ntion, but by the study of our America today.\nOur\n\nschools can train the masses\n\ndiscrimination.\n\nWithout\n\nto pick their political leaders with more\n\nthis, indeed, there is no hope\n\nthere needs must be leaders in a democracy.\nyoung\n\nman\n\nor woman\n\ndo effective work\n\nI am\n\nof salvation, for\n\noften asked, “How\n\nin politics?” My\n\nanswer\n\ncan a\n\nis, “Pick a\n\nleader — the best available — and follow him as long as you can.” The prob¬\nlem is how to tell the true from the false in leadership. It is essential that\nthe prospective citizen be taught the fundamental structure of his govern¬\nment, the processes of political action by which elections are decided. The\ncurrent problems\n\nof government\n\nshould be employed\n\nas illustrations, but it\n\nis futile to try to teach problems for their own sake because the problems\nof 1932 will not be the problems of 1942 or 1952. More than all else it is\nnecessary — and possible — to teach young\nleaders critically and realistically.\nThis can be done by impressing\nof government.\n\nThat\n\nit means\n\npeople to approach\n\nthe selection of\n\neach youth with the importance\n\nas much\n\nto him\n\nto him to select a good alderman\n\nto buy a good suit of clothes must be borne home\n\nto him. The\n\nas\n\ntask ought to\n\nbe easy in a day when government absorbs a quarter of the nation’s income.\nThe product of one day’s work in four goes to support the governmental\n\n"}
{"page": 90, "printed_page": null, "text": "86\n\nNational\n\nEducation\n\nAssociation\n\nsystem. here is no other one thing so important\nlife as government.\n\nto every man’s\n\neconomic\n\nSo much\n\nfor the part of the schools. Political education, however, must\nbe a life-long process. Issues change, problems disappear, and new ones rise\nto vex us. The civics instruction of thirty years ago is of little use to anyone\nin solving the problems of today. But more fundamental still is the fact that\nno system of formal education can go deep enough really to prepare for\nany vocation. It can only clear the ground for preparation. We must learn\nthe vocation of citizenship on the job, as we acquire skill in law or medicine\nor business. It is essential, therefore, that we\nmeans of adult education.\n\nhave continuingly\n\neffective\n\nOne\n\nreason for the failure of our leadership has been the absence of any\nadequate means of communicating ideas to the masses of our people. Even\nthe greatest newspaper chain reaches but a small fraction of the population.\nOur people have been torn by many and conflicting counsels. And now we\nhave in the radio our herald’s horn which can reach the outermost confines\nof the continent, and with it comes a great educational opportunity. I have\nnot time to deal with the general educational possibilities of radio ; I wish to\nspeak of it solely as a means of civic education. You know of its use and\neffectiveness in the last presidential campaign. It will play an even greater\npart in the contest of this year. But the use of radio by candidates and\ntheir active political supporters, useful as it is in bringing their ideas directly\nunder the scrutiny of the people, fills the airways with too much ballyhoo\nto be relied upon as a foundation for civic education.\nThere\n\nis, however,\n\na great mass of truth and wisdom accumulated by the\nresearch of scholars in government and politics which, if it could be made\navailable to the ordinary citizen, might revolutionize our political life. For\nthis purpose three things are necessary: First, a national hookup at a con¬\nvenient hour; second, the organization necessary for the preparation of\nprograms and their adequate announcement; third, a technic of broadcasting\nwhich will make interesting to the millions truth based on scientific investi¬\ngation and analysis.\n\nWe\n\nhave the first to the extent of a half-hour\n\nevery Tuesday\n\nevening at\n\neight o’clock New York time for four years, the gift of the National Broad¬\ncasting Company. We have the second in the Committee on Civic Educa¬\ntion by Radio, organized by the National Advisory Council on Radio in\nEducation in conjunction with the American Political Science Association,\nwhich is about to conclude its first experimental series of fourteen broad¬\ncasts on You\n\nand Your\n\nGovernment.\n\nThe\n\nCommittee\n\nis made\n\nup of political\n\nscientists, economists,\n\neducators, and public men. It has no partisan bias.\nIt advocates no theory or ism. Its sole purpose is to bring before the micro¬\nphone men who can speak with authority on the organization, processes,\n\nand functions of our government. The third necessary element — technic —\nwe are striving by experiment to develop. No man yet knows a sure road\nto the hearts of the radio audience.\ntras get there. We\n\nAmos\n\nand Andy\n\nand the dance orches¬\n\ncannot pretend that we do, but we will find the way\n\nif\n\n"}
{"page": 91, "printed_page": null, "text": "87\nGeneral\n\nthere is one. The\nenthusiasm\n\nYou\n\nand Your\n\nSessions\n\nGovernment\n\nbeyond our expectations. The\n\nseries has been received with\n\nseries will be resumed\n\non Tuesday,\n\nSeptember 6, at eight o’clock Eastern Daylight Saving Time, on the topic\n“Problems of Government in a Depression.” After election we shall take\nup the more\n\nconcrete issue of “Constructive\n\nEconomy\n\nin State and\n\nLocal\n\nGovernment” — a subject very close to the life of every teacher and school\nofficer in the United States.\nThere are two great services which these broadcasts can render : first, as\na supplement to present means of civic education in the schools; and second,\nin reaching the adult masses. These\nopportunity\n\nbroadcasts\n\nfurnish teachers of civics an\n\nto bring their students directly in contact with the ablest men\n\nin the field — the men whose books the students read, whose views they hear\ndiscussed. The Committee is endeavoring to have each address adjusted to\nthe understanding of high-school students — each address is carefully edited\nwith that in mind. Numerous teachers have been assigning the You and\nYour\n\nGovernment\n\nprograms\n\nas homework\n\nNext\n\nfall this will be done in a concerted\n\nand later discussing them\nway\n\nin class.\n\nfor certain large school sys¬\n\ntems, to be followed up by tests prepared by leaders in education and gov¬\nernment teaching. If you are interested in helping develop this side of civic\neducation, please write to me at the University of Michigan\nNational\n\nAdvisory\n\nCouncil\n\non Radio\n\nin Education\n\nor in care of the\n\nat 60 East 42 Street,\n\nNew York City. The University of Chicago Press will print a listener’s\nhandbook with outlines, bibliography, and questions, obtainable for twentyfive cents, and copies of each lecture at ten cents each.\nWe only dimly know the possibilities of the radio as an instrument of\nreaching the adult masses. Our technic is still crude and inadequate ; but\nit can be improved, and we hope — ambitious dream — if you will — to supply\nconstructive ideas enough really to affect the character of our political life.\nAn experiment? Yes, but worth trying — for if it fails what further recourse\nhave we but the abandonment of democracy for some form of government in\nwhich\n\nunity of will can be manifested.\n\nWe\n\nhave built our life on the theory\n\nof government of, by, and for the people — by the people because on no other\nbasis could it be so surely for the people. But if without leadership, common\ninterests, and\n\nideals, common\n\nmeans\n\nof expressing\n\nopinion, vox populi is\ngovernment either a sham\n\nbut a confused and confusing babel and democratic\nor a futility, the institutions of the fathers will have to be cast aside for\nsomething more practical. God forbid that this should come to pass. No\n\nmatter what the other “yous” want, you and I want no dictators. We really\nwant self-government. We want the young people in our charge to grow\nto self-reliant, interested, active citizens. We want them to know and feel\nthe significance of the nation and its government — and I want, with my col¬\nleagues of the Committee on Civic Education by Radio, to help to bring to\nthem now and keep before them in after life the impartial truths of our\ntogether for a better civic education — all to¬\ngether, for a civics course or so cannot atone for the sins of a whole curricu¬\n\npolitical life. Let us work\nlum.\n\nLet’s know\n\nour government\n\nourselves. Let’s make\n\nour interest in it\n\n"}
{"page": 92, "printed_page": null, "text": "National\n\n88\n\nplain, for we\n\nEducation\n\nAssociation\n\ncan never get others interested unless we\n\ncan give them\n\nthe\n\nexample of our own interest. Let’s know our government for the protection\nof our schools and our great order of teachers, w*hich in the long run depend\non government. Let’s listen in to every new and helpful idea which may\npromote a better informed and more interested citizenship in ourselves and\nthose committed to our charge.\n\n“Eternal vigilance is the price of liberty.” True in 1776, true today.\nOnly by the unceasing labor of those who really love their country can it be\npreserved. Shall we preserve it? Yes!\nTEACHING\nBERTRAM\n\nE. PACKARD,\n\nIn these days, when\n\nSTATE\n\nHISTORY\n\nCOMMISSIONER\nMAINE\n\nOF\n\nare placing so much\n\nEDUCATION,\n\nemphasis\n\nAUGUSTA,\n\nupon\n\nthe correct\n\nteaching of our history as a nation and are striving to our utmost\n\nto engender\n\nin the minds\n\nwe\n\nLOCAL\n\nof our pupils a feeling of civic pride and patriotism, it is of\n\nespecial importance\n\nthat we\n\nschools. There\n\nto me to be twm fundamental\n\nseem\n\nthis subject is important.\n\nemphasize\n\nthe teaching of local history in our\nreasons why\n\nthe study of\n\nIn the first place such study engenders\n\nin the mind\n\nof the pupil a spirit of patriotism. Patriotism and love of country are syn¬\nonymous terms; and if we have taught the boy and girl in the public schools\nto love the community\n\nin which\n\nthey live, we have gone far toward\n\ninculcat¬\n\ning in their minds that most desirable thing — patriotism or love of country.\nIn the second place it is extremely fortunate that local history is not to\nany great extent to be found\n\nin any written\n\nform. In the teaching of local\n\nhistory we have to go back to the sources. We\nand records and newspapers.\n\nWe\n\nover old letters and photographs.\nknow\n\nsomething\n\nhave to look thru old hooks\n\nhave to rummage\nWe\n\nhave to talk with older people who\n\nabout the history of the community\n\nthese processes we\n\naccumulate\n\nthru old attics and look\n\na vast amount\n\nin an earlier day. Thru\n\nof information,\n\nmuch\n\nof which\n\nis unreliable and much of which is reliable and may be substantiated by accu¬\nrate evidence. In such study the pupil unconsciously develops what we may\nterm a “historical sense.” He acquires the habit of instinctively discarding\nthat which is false and unreliable and selecting that which is true and which\nmay\n\nbe substantiated\n\nThese\n\nthen seem\n\nlocal history. There\n\nby real evidence.\nto be the chief reasons of importance\nmay be added\n\nfor the study of\n\nthe fact that the subject of local history\n\nis extremely interesting and that such a study often brings to light many\nbits of information which might otherwise be lost. It is of especial interest\nto study the biographies of the founders\n\nof any community.\n\nEmerson*\n\nhas\n\naptly said that, “An institution is the lengthened shadow of one man.” So\nmay we find that in innumerable communities habits and characteristics\nwdiich are commonplace\npersonality who\nthe community.\n\ntoday are the results of some\n\nstrong outstanding\n\ndid his part in the shaping and molding\n\nof the social life of\n\n"}
{"page": 93, "printed_page": null, "text": "General\n\nThe\n\n89\n\nSessions\n\nfield for the study of local history is unlimited\n\nin its scope. A study\n\nof our growth and development from colonial times is most valuable and in¬\nteresting, and much authentic material is available for this study. While\nexcellent work has been accomplished in some localities, I feel sure that on\nthe whole this study has been sadly neglected. Not to any measurable extent\nis this necessarily the fault of the teacher. It is simply for the reason that\nthe subject has not been sufficiently brought to his attention and because, in\nthe busy round of his everyday duties, he has not gotten around to it and has\nnot really understood how to go about such a study.\nIt is better to make an intensive study of the history of the town, county,\nand state in the two\n\nupper\n\ngrades of the elementary\n\nsystem, which\n\nmay\n\nbe\n\nthe seventh and eighth or eighth and ninth grades. This does not mean, how¬\never, that the study should be neglected in the intermediate grades. In these\ngrades, commencing with the fourth, much work of a valuable and interest¬\ning nature may be accomplished. One period per week in connection with\nhistory or geography may well be taken for this work. It should commence,\nof course, with talks by the teacher but gradually the pupils will be able to\nbring in material which they have been able to collect from assigned topics.\nLater on I shall mention the project of writing a town history for the\n\nupper grades. These histories should be preserved and will furnish an ex¬\ncellent foundation for the work of the intermediate grades. Above all else\nI wish to emphasize the importance of making the work continuous, i. e., it\nshould be made a part of the school work every year. It should not be taken\nup one year and dropped\n\nthe next. Lhe study of local history has been made\n\na part of the prescribed course of study for the state and should be con¬\nsidered as a part of the regular school work. During our Centennial year\nthis work was made a feature of the school program in many of our schools\nand much excellent work was accomplished. It would seem, however, that\nour teachers received the impression that the work\nthat year, for very little of it has been done since.\n\nWhile\n\nwas\n\nonly to be carried on\n\ntowns has been written, yet for the majority of\nconcerning their history. Of course, those living in\n\nthe history of many\n\nthem very little is known\n\nhaving a published history will make a careful study of that work,\nnearly all of which are very reliable and authentic. In the main, the writers\n\ntowns\n\nhave gone to the sources for their information, and we have some exception¬\nally valuable town histories. Whether there is a published history or not, it\nis a most interesting and valuable project, both from the civic and historical\nstandpoint, and from the standpoint of the study of English itself, to have\nyour pupils prepare and write a history of the town. It is not a difficult or\nimpossible task, and under the proper guidance and direction of the teacher\nthey can do it well. An inexpensive notebook will serve the purpose, or the\npupils may make their own books, designing and illustrating them according\nto their own original ideas. Be sure, however, to have a sufficient number of\npages. In some instances these histories have been considered sufficiently valu¬\nable to be published. These histories, as already suggested, will make valu-\n\n"}
{"page": 94, "printed_page": null, "text": "National\n\nable reference\n\nmaterial\n\nEducation\n\nAssociation\n\nfor the intermediate\n\ngrades and also for future\nclasses. Make the work continuous and carr\ny it on from year to year in the\nsame way that you do United States history and\ngeography. Make use of\nthe local newspapers in every way possible. They\nwill be more than glad to\ncoopeiate and in many instances will publish the\nwork of the pupils in their\ncolumns.\nIn every way possible study local history from the source\ns. Every town is\nrich in source material. Information of great value\nmay often be found hid¬\nden away in old attics and garrets, old desks, trunk\ns and even boxes and\nbarrels, simply awaiting the diligent seekers of historical\nfacts. Old deeds,\nold records, old letters, old books, old furniture, old\nhouses, town records\nand reports, almanacs, and newspapers are simply sugge\nstions of where to\nlook for original and valuable information.\nAcross the Kennebec river from the capitol in Main\ne stands the old bar¬\nracks in which Benedict Arnold quartered his men\nwhile making his memo¬\nrable journey thru the wilderness to Quebec. Only a\nfew miles down the\nriver in the town of Pittston stands the old homes\ntead of Major Reuben\nColburn, where two hundred twenty batteaus were\nmade to transport the\neleven hundred members of that company. Appropriat\ne markers record these\nfacts, but the old buildings still standing are “sources” or firsthand evi¬\ndence of the journey.\nAt Wiscasset, in the old courthouse, is a deed conveying\na tract of land\nfifteen miles square on the east of the Kennebec River near its\nmouth. This\ndeed was given by the Indian Chieftain, Matahonoda, to William\nBradford\nin 1674. It recites the fact that for a consideration of\ntwo hogsheads of\nbread, a hogshead of peas, two coates of cloth, five gallons of wine\nand one\ngallon of strong waters, this land was transferred. This deed is\na prima facie\nevidence of the fact of the transfer. It is a “source” of historic\ninformation\nupon which the historian may rely. The first gristmill and sawmi\nll in the\nKennebec region were built in Dresden by Dr. Silvester\nGardiner in the\nyear 1753. The buildings have long since disappeared, but\nruins of the old\ndams are still faintly visible and there are in existence photo\ngraphs of the\nmills taken in 1860. On the back of these photographs\nare depositions of\npersons who personally knew about these mills. These consti\ntute reliable\n“sources” that the mills once stood in this place, and\nserve to illustrate the\nvalue of securing photographs of all objects of interest.\nLetters, reports,\ndocuments, and newspapers contemporaneous with the event are “sources”\nof first value. Diaries written at the time, and notes made\non the event at\nthe time and place of the event or circumstances, have substa\nntial historical\nvalue.\n\nThe\n\nteachers should\n\nenlist the cooperation\n\nof local organizations\n\nas the\n\ngrange, women’s clubs, service clubs, the churches, and all\nlocal organiza¬\ntions. They will all be intensely interested in the subject.\nThe local news¬\npaper would gladly open its columns for contributions of this\ncharacter. It\nmeans work on the part of the teacher, but what projec\nt really worthwhile\n\n"}
{"page": 95, "printed_page": null, "text": "General\n\ndoes not mean\n\nwork?\n\n91\n\nSessions\n\nthis project of the study\n\nIf any teacher will attempt\n\nof local history and geography in his school he will be rewarded amply thru\nthe results obtained and the community interest aroused in a study of the\nsubject. I have yet to find an instance of a teacher who has not felt amply\nrewarded for any effort put forth along the lines I have suggested.\nTo create a love of country and a spirit of patriotism which is invaluable\n\nand to acquire that important lesson of distinguishing the false from the true\nseem to be the two fundamental reasons for the teaching of local history. In\naddition there is the human interest element and the fact that it may be made\na community project in which every person in the community will be inter¬\nested. This fact alone brings about a feeling of cooperation which is worth\nall the effort involved. Facts and events which might otherwise be lost are\nbrought to light and preserved. Certainly any teacher will feel amply\nin undertaking a project of this type.\nMETHODS\n\nMODERN\n\nANNA\n\nCORDTS,\n\nDOROTHEA\n\nWhen\n\nthe Puritans\n\nAND CURRENT\nREADING\n\nSTATE\n\nTEACHERS\n\ncrossed the ocean\n\nPRACTISE\n\nCOLLEGE,\n\nto make\n\nIN\n\nFALLS,\n\nIOWA\n\ntheir new\n\nhome,\n\nCEDAR\n\nAmerica\n\nrepaid\n\nthey brought with them the horn book and the children’s primer. From\neither one or both of these texts all miniature adults of school age in the\nmethod was the one and\nnew world were taught to read. And the ABC\nonly means\n\nof accomplishing\n\nthe art. In about 1700 the famous\n\nNew\n\nEngland\n\nPrimer was published, and for a hundred years it was the children’s work\ntype reader, their literary inspiration, and their spiritual guide, all in one.\nIt contained not only the alphabet for learning to read, but the catechism\nand religious instruction as well.\nIn Adam’s\n\nThy\n\nfall we sinned all.\nlife to mend this Book attend.\n\nSuch was\n\nthe content from which\n\nread. Additional\nlike these :\n\nthe young\n\nNew\n\nsubstance for their souls’ nourishment\n\nI in the burial place may\nGraves shorter far than I ;\n\nEnglanders\n\nlearned to\n\nwas provided in lines\n\nsee\n\nFrom death’s arrest no age is free\nYoung children, too, may die.\n\nAll children’s poetry of that time was of this nature. Even Satan in that\nday would probably have been incapable of anything so frivolous as\nHay\nThe\nThe\nAnd\n\ndiddle-diddle, the cat and the fiddle;\ncow jumped over the moon.\nlittle dog laughed to see such craft;\nthe dish ran away with the spoon.\n\nand\nPipe, cat —\nWe’ll\n\nhave\n\ndance\n\nmouse,\n\na wedding\n\nat our good\n\nhouse.\n\n"}
{"page": 96, "printed_page": null, "text": "92\n\nNational\n\nEducation\n\nAssociation\n\nWith the introduction of Webster’s blue-backed speller in 1783 renewed\nemphasis was placed on the ABC\nmethod. The material for reading and\nspelling was\n\nquite similar, and\n\nthe same.”\nLater the sound method\n\nchildren\n\nlearned\n\nnew\n\nwords\n\nby “spelling\n\nwas believed to be superior to the ABC\n\nmethod\n\nof learning to read. And in the most progressive schools in America,\nab ; gave way to a, b, ab ; c, a, t, cat ; to c, a, t, cat.\n\na, b,\n\nBut the first real step in advance in teaching reading was made by Horace\nMann, Secretary of the Board of Education, in Massachusetts in 1837.\nMann set out to investigate the reading situation in the Massachusetts\nschools in order to discover to what\n\nextent reading was\n\na mental\n\nand emo¬\n\ntional experience and to what\n\nextent it was “a barren action of the organs of\nspeech upon the atmosphere.” The result of his survey pointed out the glar¬\ning fact that in a class of forty-eight pupils, forty-four did not understand\nthe meaning of the words they read; more than 91 percent of the “scholars,”\nhe concluded, were merely exercising their organs of speech upon the atmos¬\nphere.\nThe\n\ninvestigation gave\n\nrise to the question whether\n\ntaught to identify the separate letters of words\ntaught to recognize words\n\nas wholes\n\nchildren should\n\nor whether\n\nbe\n\nthey should be\n\nin learning to read. “It can hardly be\n\ndoubted,” Mann said in his report to the Board of Education, “that a child\nwould learn to name twenty-six familiar words much sooner than the un¬\nknown, unheard, and unthought of letters of the alphabet.”\nSoon after the pronouncement of this remarkable discovery, the McGuffey Readers were published. And by the time they had reached the peak\nof their popularity in the last quarter of the nineteenth century, the Word\nMethod of learning to read was rapidly replacing the ABC\nMethod. Today\nit is the most widely used method of beginning reading in the United States,\nas revealed by studies of current procedure in the primary grades.\nIn spite of all that we know about the laws of learning, the relation of\nmechanics\n\nto meaning\n\nmovements\n\nand interpretation in reading; the significance of eye\nin relation to rate of recognition and interpretation ; the impor¬\n\ntance of reading as an outgrowth\ning children words.\nTake\nThis\n\nfor example\nis Dan.\n\nDan\n\nof a real life situation, we begin by teach¬\n\nthis type of lesson in the children’s primer:\nis a big boy.\n\nHe\n\ncan\n\nrun.\n\nRun,\n\nDan,\n\nrun.\n\nBefore the pupil can interpret any one of the sentences, he must be able\nto recognize each word in the sentence. So he is taught to identify the words:\nDan, and is; a and this and big and boy, etc. After that he attempts the\nwhole sentence. And we say the child is learning to read. He is being taught\nby the Word\n\nMethod\n\nadvocated\n\nby Horace\n\nMann\n\nalmost a hundred\n\nyears\n\nago. With the “reading” of the very first sentence, the tendency of word-by¬\nword calling manifests itself. So the teacher, having in mind the significance\nof mechanics in relation to meaning, correct phrasing, rate of recognition,\n\n"}
{"page": 97, "printed_page": null, "text": "General\n\nSessions\n\n93\nand proper interpretation, begins at once to give practise in grouping\nwords in the sentences:\nThis\n\nis — a big boy — can\n\nthe\n\nrun.\n\nShe slides the pointer under the whole phrase on the blackboard. “Read\nthe whole line,” she urges. “Try it again; a little more smoothly, please.”\nSo instead of calling a word at a time, the pupil is now urged to “span the\neyes” over several words, namely, whole phrases in the sentence. He is now\nbeing taught to unlearn what he learned in the beginning. If the practise\nexercises are well motivated, sufficiently compelling, and given frequently\nenough, new habits may eventually be formed. From now on it is a neck to\nneck race to determine whether the old habits of pausing to look at the form\nof each symbol, or whether\n\ncorrect interpretation\n\nand phrasing will ulti¬\n\nmately be established. It’s a question of howT successfully the old bonds can\nbe broken in order that the new ones may be formed.\nIf the pupils could have begun with reading situations based on either real\nor vicarious experiences which would have enabled them to interpret each\nunit of thought before attempting to identify any of the words in it ; then\nlater learned to identify the phrases or word groups in the sentences; and\nlastly the separate words; reading from the very beginning would have been\na meaningful, satisfying experience. Proper habits of phrasing and eye span\nwould have been encouraged from the outset, and no old bonds would need\nto have been broken in order that new ones might later be formed.\n\nThis order of procedure, the exact opposite of that in the word method or\nthe traditional approach to reading, is functioning, but only in the most\nprogressive schools in the country. The great majority of our first-grade\npupils and teachers are not enjoying its benefits, in spite of the recommenda¬\ntions of the Twenty-fourth Yearbook,1 printed reports of scientific investiga¬\ntions in primary reading, courses of study, professional books, and articles in\neducational periodicals.\nNo less exciting than the finding of a new planet was the discovery of the\neducational principle, that skills should be practised in situations in school\nlike those in which they are to function in life. Recent studies tend to show\nthat skill in identifying new words and phrases in books and printed matter\nis more economically and effectively acquired when the printed page, in¬\nstead of flash cards or the blackboard, is used for purposes of practise. Most\nof our schools are still developing skill in reading from cards and charts,\nrather than from books, newspapers, and periodicals. Isolated word drills\nfrom the blackboard for the purpose of developing word recognition and\nmeanings are as widely current, today, as they were thirty years ago, in spite\nof all that we now know about the tremendous loss in transfer of skill from\nthe blackboard situation to the printed sentences in the book. Altho teachers\nhave often been sadly disappointed in the results obtained\ntional blackboard drill, it seems to be as popular as ever.\n\nfrom\n\nthe tradi¬\n\n1 National Society for the Study of Education. Part I. Report of the National Committee on\nReading. Twenty -fourth Yearbook. Bloomington, Ill.: Public School Publishing Co., 1925. 358 p.\n\n"}
{"page": 98, "printed_page": null, "text": "94\n\nNational\n\nEducation\n\nAssociation\n\nIn phonics, as an aid to reading, first-grade children are still being taught\nto respond to the isolated symbols, a, t, st, b, br , f, a, e, i, o, u. As if\nany one\nof these separate forms ever appeared in a reading situation! It was in 1534\nwhen the sounds of letters were first presented in isolation in the old world\nHe\n\nis a clever child indeed who\n\nis able to generalize from\n\n^ and a and t\n\nin isolation to s, a , and t , in sat, and pronounce the word, when he meets it\nfor the first time. And then to confound him in his confusion we ask him to\nrespond to an overwhelming number of socalled family phonograms : ad as\nfound in bad, ick in stick and sick ; un in gun and fun; ish in dish, fish, and\nwish; ap , id, og, and the like, all in isolation. And this is exactly what was\nbeing done a hundred years ago. Since then we have learned that one does\nnot even hear ad in pronouncing bad, or had, or mad; p and et in pet; b and\nig in big; nor gr and een in green. The vowel is pronounced with the initial,\nnot with the final consonant. It is ba that we hear in bad; pe in pet ; bi in\nbig; gree in green. Our knowledge of the science of phonetics, of the laws\nof learning, and the results of investigations showing the nature and the\nfrequency of occurrence of the sounds in the children’s reading vocabulary\nhave made possible improved methods in teaching phonics. But, again, tradi¬\ntional procedures are still -widely current in our schools.\nPerhaps one of the most significant findings in the field of reading was the\ndiscovery by Judd, Gray, and others, that silent and oral reading are two\ndifferent activities and that training in one does not insure proficiency in the\nother. Then after the discovery that rate of recognition when learning to\nread, advances more rapidly than speed in articulation; and that about the\ntime when the pupil has reached the fourth grade, he is able to identify or\nrecognize words in sentences much more rapidly than he is able to pronounce\nthem ; and that from\n\nthen on continued\n\npractise in oral reading seriously\n\nretards rate of reading and interferes with the pupil’s ability to comprehend,\nthe wide discrepancy between theory and current practise became more and\nmore apparent.\nAnother\n\nimportant\n\ndiscovery which\n\nresulted\n\nin improved\n\nmethods\n\nin\n\nteaching reading showed that neither silent nor oral reading is a single ele¬\nmental exercise as the name would imply, but rather a highly complex,\ncomposite activity demanding a variety of skills and abilities depending\nupon the nature of the material and the purpose for which one is reading.\nReading a recipe from a cook book is a different mental function from read¬\ning the headlines in a newspaper. The reading of an editorial, for example,\nrequires skills and abilities quite different from those involved in either of\nthe other two activities. And reading bedtime stories to the babies requires\nstill other types of attitudes, skills, and abilities.\nThe\n\nidentification of the reading abilities involved\n\nin the various func¬\n\ntions is to education what the discovery of new elements is to chemistry.\nPractise in most of our schools is still general; reading for specific purposes\nis a relatively rare procedure.\n\n4 he work\n\nof Horn,\n\nMcBroom,\n\nand others in analyzing\n\nand defining the\n\nstudy skills and abilities ; in pointing out the appalling need of teaching pupils\n\n"}
{"page": 99, "printed_page": null, "text": "General\n\n95\n\nSess ons\n\nto study effectively ; and constructing exercises for developing the neces¬\nsary skills and abilities, has resulted in the adoption of a learn to study pro¬\ngram in our most progressive schools; but in the majority of our elementary\nhow\n\nclassrooms, even today, the old, traditional practises are still in use! “To¬\nmorrow, we will finish the chapter, pages 29 to 32. I ake your seats and\nstudy your lesson, and be ready to recite it when you come to class.”\nNor does one need to go outside the city limits to experience traditional\npractise. Studies show that in our rural, town, and city schools, children\nenter high school and college, not knowing how to study; how to locate\nmaterial ; to pick out the main points in a lesson ; to appraise or evaluate\nthem; to hold fast to those points suitable for their purpose and to reject all\nothers; to organize the significant data and to provide for remembrance.\nChildren in our elementary grades are still not being taught how to study.\n\nFortunately, modern methods in teaching reading make a nice distinction\nbetween reading of the work type and reading of the recreational type.\nHowever, reading undisturbed and unnoticed, in some quiet corner of the\nroom, for one’s own delight; for the pure joy of the adventure; for the pur¬\npose of extending interests; broadening and enriching experiences; reading\nfor the thrill it gives the reader, is still the exception and by no means com¬\nmon practise in our schools. Thousands of children have never had such an\nadventure. Think of never having feasted in the greenwoods with Robin\nmen ; or vaccinated the monkeys with Doctor Dolittle\nin Africa! Imagine never having been an outlaw, a prince, or a pirate; never\nhaving been shipwrecked, or lost on an island; or in the cave with Tom\nHood\n\nand his merry\n\nSawyer and Becky Thatcher, or played hooky and gone fishing with Huckle¬\nberry Finn; or hunted wild animals — lions and tigers — in the jungles!\n“Library books are hard to get. But even when we get them, our children\ncan’t read well enough\ndefense of the situation.\n\nto enjoy them,”\n\nis the usual explanation\n\ngiven in\n\nOur pupils need more opportunity to read, just for the pure joy of reading.\nIf at each succeeding level of attainment in learning to read, from the\nprimary grade to the junior high school, children could enjoy a wide plateau\nof rich and varied reading experiences highly charged with interest with not\neven a single added difficulty to interrupt the fun, every pauper in reading in\nour elementary schools might become a prince! Thousands of children grow\nup intellectually impoverished with little or no desire to read, no appetite for\nbooks even where they are provided, because reading is too difficult, too\nrigorous a chore. Suppose, that instead of always having had to struggle with\ndifficult words and meanings, long and hopelessly involved sentences, the\npupil, after having reached a certain stage of reading ability, before advanc¬\ning to the next level of attainment, could have enjoyed a whole plateau of\nrich, vital experiences solely for the delight and satisfaction which such an\nexperience can give. What a difference in his desire, his appetite for reading,\nthat would have made! Perhaps the greatest single need on all levels of\nattainment\nience.\n\nis exactly for that type of abundant\n\nand enriched reading exper¬\n\n"}
{"page": 100, "printed_page": null, "text": "96\n\nNational\n\nEducation\n\nAssociation\n\nWhat\n\nare we going to do about it? Alas! In spite of all our studies and\nreports on the values and purposes of literature, poems are still being\nassigned as lessons to be learned ; lines to be memorized ; words to be looked\nup in the dictionary and “brought back” to class. “I want you to learn this\nwhole poem by heart. For tomorrow, learn just the first stanza; but be sure\nyou can say it without a mistake,” is a typical assignment, even today. After\nthe “recitation” the next day, comes the discussion of the author’s purpose\nin writing the poem, his success in having accomplished it, and whatever\nanalyzing, moralizing, and intellectualizing, class time permits.\nIs it a wonder that children so often dislike poetry? What great exper¬\nience, what joy, satisfaction, or inspiration can be obtained from such pro¬\ncedure ? What beauty of life and loveliness can a poem bring to the soul of a\nchild under those circumstances? What more than simple interpretation is\nneeded in order to share with the children the deep, human experience ex¬\npressed in these simple lines by T. A. Taly:\nEEN\n\nHere\n\nNAPOLI\n\nenn Noo Yorka, where\n\nam\n\nI\n\nSeence I am landa las’ July\nAll gray an’ ogly ees da sky,\nAn’ cold as eet can be.\nBut steell so long I maka mon’,\nSo long ees worka to be done,\nI can forgat how shines da sun\nEen Napoli.\nBut oh, ween\n\npass da boy dat sal\n\nDa violets, an’ I can smal\nHow sweet dey are, I can not tal\nHow seeck my heart ees be.\nI no can work, how mooch I try,\nBut only seet an’ wondra why\nI could not justa leeve an’ die\nEen Napoli.\n\nIf Christopher Morley had thought that anything more was needed for\nthe enjoyment of this little gem, certainly he would have incorporated it in\nthe lines :\nSMELLS\n\nMy Daddy smells like tobacco and books\nMother, like lavendar and listerine ;\nUncle John carries a whiff of cigars,\nNannie smells starchy and soapy and clean.\nShandy, my dog, has a smell of his own\n\n(When he’s been out in the rain he smells most) ;\nBut Katie, the cook, is more splendid than all —\nShe smells exactly like hot buttered toast!\n\nAnd what words from the teacher could possibly add strength, depth, height,\ngrandeur, majesty, or glory to this poem\n\nof Sandburg’s:\n\n"}
{"page": 101, "printed_page": null, "text": "General\n\nPRAYERS\n\n97\n\nSessions\n\nOF\n\nSTEEL\n\nLay me on an anvil, O God.\nBeat me and hammer me into a crowbar.\nLet me\nLet me\n\npry loose old walls.\nlift and loosen old foundations.\n\nLay me on an anvil, O God.\nBeat me and hammer me into a steel spike.\nDrive\n\nme\n\ninto the girders\n\ntogether.\nTake red-hot\n\nrivets and\n\nthat hold\n\nfasten me\n\ngirders.\nLet me be the great nail holding\nblue nights into white\n\na skyscraper\ninto the central\n\na skyscraper\n\nthru\n\nstars.\n\nAll our printed reports of scientific investigations in reading; our year¬\nbooks, based on these findings ; our courses of study developed from the best\nthat we know both in theory and in practise ; our professional textbooks in\nreading; articles in current educational periodicals and teachers’ manuals\nhave greatly influenced practise in classroom procedure, but only in compar¬\natively few schoolrooms in the country as a whole. School visits and surveys\nshow that the narrow, limited, and traditional practises in teaching reading\nare still in use in the majority of our schools. Little or much as we know,\nwe know far better than we do.\n\ngreatest need at present, it seems, is not for further investigation for\nimprovement of method in teaching reading but for a series of studies for\nThe\n\ndiscovering effective means for “catching up” with what we already know.\nThis problem is obviously one for research in administration. Altho the\nclassroom teacher is the agent for making the transition from old to new\nand better ways of teaching, it is the office of administration to provide the\nmeans\n\nfor putting new\n\nand better programs\n\ninto operation.\n\nUntil we can “pry loose old walls; and lift and loosen old foundations”\nand bring up the rear in educational practise we really have made but very\nlittle progress.\nNEW\n\nAMONG\nEFFIE\n\nMACGREGOR,\n\nAmong\n\nBOOKS\n\nPRINCIPAL,\n\nTO\n\nTEACHERS\n\nSCHOOL,\n\nMINNEAPOLIS,\n\nHELPFUL\n\nBURROUGHS\n\nMINN.\n\nschool experiences boys and girls are now having, is\nthe acquaintance of good and varied reference materials and\n\nworthwhile\n\nthat of making\n\nlearning how to use them correctly. I often think how much more satisfac¬\ntory my childhood might have been had I been provided with books which\nwould have answered my questions. Most of these children’s encyclopedia\nhave recently been revised, and they are among the new books helpful to\nteachers.\n\nMy high-school experience was more or less nebulous. My instructors had\nnever heard of subjectmatter integration and, certainly, I saw no connection\n\n"}
{"page": 102, "printed_page": null, "text": "National\n\n98\n\nEducation\n\nAssociation\n\nbetween life itself, and Latin, science, and high-school mathematics.\nGeorge A. Dorsey s Alan s Own Show : Civilization had been written\nthat day, my school experience might have been different.\n\nMr.\n\nDorsey says, in the first paragraph\n\nof this book, that he devoted\n\nIf\nin\n\nmost\n\nof his life to trying to find who we are, how civilization is developed, what\nmakes it great, and, possibly, what constitutes civilization. While you will\nbe reading the 958 pages of his book, you will be learning much about subjectmatter integration. But, if you are cherishing any final solutions con¬\ncerning any phase of life’s various human expression which you wish un¬\ndisturbed, Mr. Dorsey’s book is not for you.\nYou may think he sounds impractically idealistic when he says, “The be¬\nginning and the end of morality, of ethics, or peace in family, tribe, or na¬\ntion, is social justice.” But, by the time you reach this statement, you will\nknow better, because thruout this book Mr. Dorsey has insisted, again and\nagain, that “Science, science alone, is universal ; its language, alone, is that\nof the human voice.” As a caution, he adds, “Let us be clear about this.\nScience is not magic, nor a way of salvation, nor an object of worship. It is\na method of procedure.”\nTo destroy the last shred of complacency\n\nwith which\n\nany educator may be\n\nafflicted, he writes, “What a democracy needs is a democratic education;\nand what a democracy demands is an Industrial Age democratic education.”\nThen he asks, “Is it getting it?” It is good to know that the needs of highschool boys and girls are being met with greater satisfaction to them than\nwere mine in my high-school experience.\nWhen I attended teachers college, I learned that the only way one can\nsucceed in teaching is thru an understanding of the individual child, and that\nlove and understanding have much in common. The term individual differ¬\nence was\nnized.\n\nnot then in use, but certainly individual\n\ndifferences were\n\nrecog¬\n\nThe ideal which the reporters on Mr. Lincoln Steffens’ remade New\nYork Commercial Advertiser set up for themselves, years ago, was not very\nunlike the ideal I had learned for good teaching. They attempted to “get\nthe news so completely, and to report it so humanly, that the reader would\nsee himself in the other fellow’s place.”\nAs I recently read the Autobiography of Lincoln Steffens , I wondered if\nhis search in education was not the common search most of us made. He\n\nwas hoping to find “a basis for an ethics.”\nFor some time, I thought Shakespeare gave evidence, in Hamlet,\ning found\n\n“an ethical basis,” when\n\nPolonious\n\nof hav¬\n\nadvises his son Laertes:\n\nThis above all : to thine own self be true,\nAnd it must follow as the night the day,\nThou\n\ncans’t not then be false to any man.\n\nVery slowly, but very surely, I came\n“what\n\nthe world\n\nbut intelligent.”\n\nto see, as did Lincoln\n\nneeds all the time is to find someone\n\nwho\n\nSteffens, that\nis not sincere,\n\n"}
{"page": 103, "printed_page": null, "text": "General\n\nSessions\n\n99\nIf you are a teacher, a mother,\n\nor a father, and have a boy, or boys, in\n\nyour charge, you will find in Mr. Steffens’ account of his boyhood many ex¬\ncellent and practical suggestions that will be of great help to you in under¬\nstanding boys’ interests and boys’ emotional reactions to their interests. He\nwill give you a picture of academic education that will make you a crusader in\nthe reform of education, to give children an opportunity to learn the truth\nthru the location and use of facts.\nFor those of you who\n\nare politically minded\n\nsistently and accurately analyze American\n\nand interested, he will per¬\n\npolitics — local, state, and national\n\n— and finally repay you for the intensity which you expend in following him\nby making a clearcut statement of his conclusions for the solution of our\npolitical problems. He says, “Honesty is not enough; it takes intelligence,\nsome knowledge of economics, courage, strength, wdllpower, humor, leader¬\nship — it takes intellectual integrity.” When Mr. Steffens adds, concerning\nthe conference between President Hoover and the “big business men” of the\ncountry, which was recently called because of the present national economic\ncrisis, “It matters not that this president and these captains of industry did\nnot know what to do ; we have not yet got to science and scientists in gov¬\nernments,” you will agree with him and want to join him in attempting to\ndraw the curtain which separates the chaotic “now” from the scientific\n“then.”\nLast summer, I took a course on “The Modern Elementary School” in\none of our leading universities. A typed bibliography was given out at the\nfirst meeting of the class. In an outline of the course, the “major\nread as follows :\nThe\n\npremise”\n\nmodern\n\nschool should recognize the implications of its functions to the society\nwhich its children are to comprise. It must accept its share of the responsibility for\ndirecting, changing, and bettering this society.\n\nThe\n\n“problems”\n\nof the course read:\n\nWhat are some of the fundamental processes and philosophies in the modern\nschool which have implications for this society? What evidences can we find in\nthe modern school that these processes and philosophies are operating and that\ntheir implications are being recognized?\n\nI went home and distributed copies of Dr. Reynolds’ bibiliography of the\ncourse to, the teachers with whom I work, and we started to inform our¬\nselves relative to the learning needs of the modern child.\nAs we read and worked,\nmodern society, as follows:\n\nwe\n\nlisted some\n\nof the obvious\n\nsignificances of\n\n1. The modern age is a machine age.\n2. Manufacturing centers develop because of distribution facilities.\n3. Unemployment results from machine improvement.\n4. General depression accompanies widespread unemployment.\n5. Distances are shortened and time is saved, due to modern invention.\n6. National independence is changing to international dependence.\n\n"}
{"page": 104, "printed_page": null, "text": "100\n\nNational\n\nEducation\n\nAssociation\n\n7. War, rather than settling social, political, and\nto confusion in such problems: So, war must go.\n\nadds\n\nchaos\n\n8. Last, but of greatest importance, the development of science has resulted\nneed for the development of the scientific attitude in the individual.\n\nin the\n\nApparently,\n\nauthors\n\nand publishers were\n\neconomic\n\nworking\n\nproblems,\n\nwith us; for, as new\n\nbooks appeared on the market, we found many that were of great use to us.\nI have time to mention but a few of the books we used and to give you a\nbrief illustration of the effect of their use on the curriculum of our school.\nStuart Chase\n\nends his book on Men\n\nand Machines\n\nwith these two\n\npar¬\n\nagraphs :\nI see before\n\nus three alternatives:\n\n(1) We\n\ncan drift with\n\nthe tide, as at present;\n\n(2) We can officially adopt some simple formula like “government by business”\nor “state socialism,” and thus attempt to run a dreadnaught with a donkey engine;\n(3) We can face the full implications of the machine, relying on no formula, be¬\ncause none adequate have been created, with nothing to guide us but our naked\nintelligence\n\nand\n\na will to conquer.\n\nThe stars, alas, predict the first; Russia proved the futility of the second, when\nthe Marxian formula gave way to the New Economic Policy, which is another\nname for pragmatism; the last is the great adventure — the boldest, most exhilarat¬\ning, most dangerous adventure that ever challenged the intelligence and spirit of\nmankind. From our brains have sprung a billion horses, now running wild and\nalmost certain, sooner or later, to run amuck. Where are the riders with their\nwhirling ropes;\nmount again?\n\nwhere\n\nthe light-hearted\n\nyouths\n\nNo book that has been recommended\n\nto mount,\n\nbe thrown,\n\nrise to\n\nand\n\nto us has so completely analyzed the\n\nmachine age and its “social implications and functions” as has Men and\nMachines, by Stuart Chase. If you have not read it, we recommend that you\nnumber it “one” on the list of books you will need to know\nmote the service of real education in a modern school.\n\nin order to pro¬\n\nIf for no other reason at all, except that you are looking for a stimulating,\nuseful, and inclusive bibiliography, you will want to add A Short Introduc¬\ntion to the History of Human Stupidity, by Walter B. Pitkin, to your list of\nnew\n\nbooks which\n\nGetting\n\nwill be helpful to you.\n\nacquainted\n\nwith\n\nbooks\n\nbefore beginning\n\nto read them\n\nis often\n\nvery interesting, but with this book it is really an exhilarating experience.\nThe poem on the introductory page, “To the Subject of this Book” is one\nof strength and beauty, and the “Table of Contents” may cause you some\nregret that society’s needs demand that we shall shift from a classical to an\n“Industrial Age democratic education.”\nMr. Pitkin is a master of several of the sciences, as well as of English. The\ncombination\n\nis fairly unique. He\n\nwith exactness of meaning,\n\nhas something\n\nconsiderable\n\nhumor,\n\nto say, and he can say it\nand much\n\nbeauty.\n\nIf you have any idea that he is at all frivolous concerning his subject, you\nhave only to read the first twenty pages of his book to discover those stupidities\nfrom which you suffer because of other people, those from which you suffer\nbecause of yourself, and many others that you had never noticed.\nApparently, it makes little difference from what angle a trained thinker\n\nbegins to ponder on our needs; the conclusion\n\nis always the same. On\n\npage\n\n"}
{"page": 105, "printed_page": null, "text": "General\n\nSessions\n\n101\n\nMan will\n538 of his History of Human Stupidity , Mr. Pitkin says: “No—\nbe saved from his stupidities by science, only; not by religion, nor by moral\ndrill, nor, least of all, by laws.”\nAfter all of this emphasis on the need of a scientific procedure relative to\nthe solution of social problems, it is reassuring to educators to know that as\nlong as ten years ago one among their number, Dr. Harold Rugg, had entered\nthe field of social science with full realization of the import of scientific\ndevelopment from the standpoint of education as well as content, with a\nseries of books on social science. This series consists of six books, the titles\nof which are :\n1. An\n\nIntroduction\n\nto American\n\nCivilization\n\n2. Changing Civilizations in the Modern IV orld\n3. A History of American Civilization\n5. An Introduction to Problems of American Culture\n4. A History of American Government and Culture\n6. Changing\n\nG overnments\n\nand\n\nChanging\n\nCivilizations.\n\nional\nIf you are interested in the study of sound, scientific, modern educat\ntly believe\nprocedure, you will find these books of great value. If you earnes\nons to\nthat “the modern school should recognize the implications of its functi\nits share\nthe society which its children are to comprise, and that it must accept\n,” you\nof the responsibility for directing, changing, and bettering this society\nbooks.\nthese\nknow\nto\ngirls\nand\nboys\nchool\nhigh-s\nwill want junior and senior\ntday social\nAlso, if you need to clear your own thought in the field of presen\nreliable informa\nproblems, you will find these books packed with vital and\ntion.\ntwice,\nAs many of you know, these books appeared in pamphlet form,\nDr. Rugg s\nbefore being published in their present final form. As a result of\nof education,\ncareful and painstaking work with this material in the field\ntheory” in a\nhe says he “attempted to set down the outline of the evolving\ne and Educa¬\nbook written for students of education when he wrote Cultur\n1931. In the\ntion in America, which was published during the summer of\ne of the chief con¬\nforeword of this book, he said that it is “a tentative outlin\nreconstiuction.\ncepts of American culture and needed steps in educational\npublished the\nYou remember that Dr. Rugg, with Miss Ann Shumaker,\nlibrary of\nChild-Centered School in 1928. All of these books belong in the\nevery progressive teacher.\nthinking\nChild-centered schools have brought to the foreground of our\nof a curriculum\nthe importance of organizing school experience on the basis\nthan on the basis of subcomprised of a series of units of activities, rather\nbeen in service for some\njectmatter. This is confusing to the teacher who has\nrs will find The Ac¬\ntime. She needs help and she wants it practical. Teache\nStevens, of\ntivities Curriculum in the Primary Grades, by Marion Paine\nwritten in a clear,\ngreat practical value. This book is well organized and\nquestions the experi¬\nlucid style. The first part of the book answers all the\n, the second\nenced teacher raises concerning * I he Activities Curriculum\n\n"}
{"page": 106, "printed_page": null, "text": "i 02\n\nNational\n\nEducation\n\nAssociation\n\npart of the book deals with “Typical Activities”; and\nthe third and last part\nof the book describes “Typical Units of Work.” This\nbook is helpful not\nonly t0 Primary teachers, but to all teachers who want to know more\nabout\nthe organization of a program of learning based on units\nof activities.\nAnother helpful book in this field of education is that\nby Martha Peck\nPorter, The Teacher in the New School. This book\ngives an interesting\naccount of Miss Porter’s actual experience with a group\nof third grade chil¬\ndren in the Lincoln School of Teachers College. In the\nintroduction, which\nMiss Rebecca J. Coffin writes, she says, “This book isola\ntes and describes\nsome of the technics underlying procedures based on child\nren’s interests,\ntheir individual differences, their natural ways of learn\ning thru activity, and\ntheir relation to society.” She adds, “The last chapt\ner describes the wLy in\nwhich the method has been adapted to public schools.”\nIf you are an ad¬\nministrator, and are sincerely trying to make your schoo\nl modern, you will\nseek comfort and information from this chapter, time\nand time again. If you\nwish you had gone to a school where children’s questions were\nreally im¬\nportant, the description of the work of these children, resul\nting from their\nquestions, will be a delight to you.\nAnothei lecent book of value to teachers in elementary\nschools is that by\nDr. Leo J. Breuckner and Dr. Ernest O. Melby, Diagn\nostic and Remedial\nTeaching.\n\nThis book\n\nis of technical nature\n\nand\n\nis of value\n\nin solving\n\nthe problem of individual children who are victims of acade\nmic maladjust¬\nment in school. Diagnostic tests and materials, and metho\nds of use, are clearly\nand fully desciibed. Specific material is also supplied for\nremedial service in\nevery elementary school subject. Teachers who need this sort\nof help will be\ninterested in knowing that the book was written for teach\ners, rather than\nfor the specialist.\nMost of you have read much of the current writing on\nRussia. You may\nhave missed the New Russia’s Primer , which is reall\ny a textbook for the\nyouth of Russia. It is a very remarkable book, too, and seems\nmore remark¬\nable when one discovers that it was written, not by a Russi\nan educator, but\nby a Russian engineer, Mr. Ilin.\nThen, there is Red Bread 3 among the several books which Mauri\nce Hindus\nhas written on Russia. Mr. Hindus was born a Russian\npeasant. He has an\nunderstanding of the Russian peasant, in relation to the presen\nt experiment\nin political reorganization in Russia, which no outsider could\nhave. That\nfact, coupled with his ability to write well, makes his books worth\nwhile to\nteachers who are interested in a sympathetic account of the\ndoings in Russia.\nHowever, the most interesting book I have found on Russia has\nrecently\nbeen written by Emma C. Ponafidine, under the title of Russia —\nMy Home.\nA prefatory note is written in this book by William Lyon Phelps\n, who, at\none time, had been a guest in the Russian ancestral Ponafidine home.\nMrs.\nPonafidine is an American woman who married Peter Egorovich\nPonafidine\nin 1885, when he was serving as Russian Consul in Tabriz — where she\nwas\nliving with her American missionary parents.\n\n"}
{"page": 107, "printed_page": null, "text": "General\n\n103\n\nSessions\n\nM rs. Ponafidine gives an accurate historical account of the experiences of\nherself and family from the time the manager of their estate appeared in the\ndoorway, in 1914, and announced, “Madam, war has been declared,” to the\ntime of her escape to America with two of her sons, in 1922.\nWhile we are looking at Russia, let us extend our interest and join Dr.\nCarleton Washburne on his educational research tour. In his very recent\nbook, Remakers\n\nDr. Washburne\n\nof Mankind,\n\nsays he went\n\nthe\n\naround\n\nworld to get these questions answered : “Are the leaders of educational think¬\ning in different parts of the world conscious of their own goals? What are\ntheir goals? Are those of different leaders and different countries “antagonis¬\ntic, complementary, and harmonious, or identical?”\nDr. Washburne found that, “The leaders of educational thought clearly\nare not agreed among themselves as to where they want to go.” That brings\nto mind the thought of world peace. If Dr. Washburne’s Remakers of Man¬\nkind could be used as a text in the next meeting\n\nof the World\n\nFederation\n\nEducation Associations, it might be of real value to the world.\nOf Only Yesterday , by Frederick Lewis Allen, a patron of my\n\nof\n\nschool\n\nrecently said, “That book should be a textbook in the hands of every highschool boy and girl.” That mother had an intelligent appreciation of the\ninterests of modern high school boys and girls. At the same time, Only Yes¬\nterday is a book which\n\nDr. William\n\nno parent or teacher should miss.\n\nCrime, and Social\n\nC. Bagley’s recent book, Education,\n\nProgress, is a compilation\n\nof talks on education\n\nhe has delivered on\n\nwhich\n\nseveral occasions. Dr. Bagley reminds us that it is well for us to proceed in\nour chosen profession with caution, as well as with enthusiasm. I always buy\nany book that Dr. Bagley writes, for two reasons: first, because he always\nmakes me check my educational thinking, and, also, because he makes “edu¬\ncation” interesting reading.\nA new book of Dr. Charles Beard has just been published and is called\nA\n\nCharter\n\nAmerican\n\nfor the Social Sciences. It is the result of a report made\n\nto the\n\nHistorical Association on an investigation of the social studies in\n\nthe schools. It is a small book — you can read it in an evening — and it is\namong the new books you will want to know.\nRecently I was recommended to a bit of beauty in the book world which I\nhad missed. It was published in 1923, but it will always be new because of\nthe sheer beauty of its thought, word, and execution. It is called The Prophet,\nand it was written by Kahlil Gibran. Much of the content of the book is\ngeneral in interest, but there is one short chapter which Mr. Gibran wrote in\n\nresponse to the teacher who\n\nrequested of The\n\nProphet, “Speak to us of\n\nteaching.”\nThis is part of the response :\nNo man can reveal to you\ndawning of your knowledge.\nThe\n\nteacher\n\nwho\n\nwalks\n\naught\n\nbut that which\n\nin the shadow\n\nalready\n\nof the temple\n\nlies half asleep in the\n\namong\n\nnot of his wisdom but, rather, of his faith and his lovingness.\nIf he is indeed wise, he does not bid you enter the house\nrather, leads you to the threshold\n\nof your\n\nown\n\nmind.\n\nhis followers\n\ngives\n\nof his wisdom,\n\nbut,\n\n"}
{"page": 108, "printed_page": null, "text": "104\n\nNational\n\nTHE\n\nPRESENT\n\nJAMES\n\nA. MOYER,\n\nEducation\n\nEMERGENCY\nAND\nADULT\nLIFE\nSTATE\n\nDIRECTOR\nBOSTON,\n\nMany\n\nAssociation\n\nOF\n\nENRICHMENT\n\nUNIVERSITY\n\nOF\n\nEXTENSION,\n\nMASS.\n\nadults are always hovering on the edge of vocational failure. New\n\nprocesses of manufacturing, new ways of distributing products, new systems\nof accounting, and the consolidation of factory plants require workers with\nnew training. Those who have the habit of learning, the habit of thinking,\nthe habit of growth, are the ones who will be most benefited by such changes\nand will have security in employment.\n\nIn this machine age the man or woman who is trained for only one kind\nof employment is insecure. Statistics show that more than 20 percent of the\nmen and women now being fully employed are working in occupations that\nless than twenty years ago were distinctly new, and there are still greater\nchanges in industry and business ahead. It is vitally important that in the\npresent emergency and in fact always in the future, there should be oppor¬\ntunities in tax-supported trade and commercial schools for re-training those\nstill employed in declining and seasonal industries and for specialized edu¬\ncation and re-training of other adults that they may keep abreast of these\nrapidly changing conditions. The time may not be far distant when even\nthe proverbial “two strings to one’s bow” in the matter of employment will\nbe insufficient for employment security.\nThe need for such training among employed adults has resulted in new\ndemands being made on public trade and commercial schools. In many of\nthese trade schools there is not the same flexibility for adult education as in\nschools for business training. Unfortunate legislation is largely responsible\nfor the restrictions that hinder in the training and re-training of employed\nadults, especially in the present emergency. Regulations for trade education\nthat apply to an earlier generation are not adaptable to present require¬\nments. Local administration should not thus be hampered. It is generally\nagreed, I believe, by those in charge of adult education in the several states\nthat federal supervision interferes with necessary flexibility of programs and\nso is undesirable.\nThe present industrial order, as it has brought more leisure to working\npeople than they have ever had before, and as it will doubtless bring in the\nfuture still fewer work hours per day and fewer work days per week, has\nincreased the magnitude of the problem of educators to find satisfying occu¬\npation and worthwhile recreation during leisure hours. The present emer¬\ngency is emphasizing to educated men the fact that the failure of adults to\ncontinue to read and to study results in mental stagnation.\nPredictions as to what are likely to be the relative amounts of work time\nand leisure time in the whole day in the future may, of course, be modified\nsomewhat when we consider that the discovery of new needs will make\njnecessary greater production to be accomplished either manually or mechgu)-\n\n"}
{"page": 109, "printed_page": null, "text": "General\n\nSessions\n\n105\n\nically. Doubtless new wants will be created by the very fact that there is\nmore leisure time for employed persons and will result in increased demand\nfor employment. It is unlikely, however, that the production and distribution\nagencies will be increased for these reasons in anything like the proportion\nthat labor will be displaced by the increasing mechanization.\n\nIn many respects, the present is a suitable time to look about for the pur¬\npose of discovering the innumerable ways of enriching the lives of men and\nwomen by education and recreation that will provide for their greater secur¬\nity, comfort, and happiness.\nIt is obviously appropriate at this time to question and investigate how\nleisure time is used by the large numbers of men and women now out of\nemployment. Relatively few persons know what to do with themselves in\nsuch times of emergency. Many get to a condition approximating mental\nstagnation due to the fact that their minds have not been educated to the\nappreciation of any special interests such as hobbies, and that their hands\nhave not been trained for the performance of the socalled skills.\nThose engaged in industry, however, are not the only ones who have this\ndifficulty in knowing what to do with themselves in their leisure time. The\napostle of life enrichment, L. P. Jacks, cites an interesting example of a\ncollege graduate who, at one time, was successful in business but lost out\nin a period of hard times. He states his predicament thus, “My education\nfitted me fairly well for my jobs, but now that I have no job, I am like an\nempty barrel. At the same time that my stomach is empty, my mind is starv¬\ning.” After this college graduate had thus spoken, he followed with this\nvery important question: “What is education doing to prepare me and my\ncommunity for a good and enjoyable use of my unemployed time? This\nman was justified in asking the question, and there are many other reasons\nfor the same question. If the leisure habits of the better educated adults in\nour communities, rich and poor alike, show quite generally a lack of even\nordinary intelligence in the use they make of spare or unemployed time, it\nis not difficult to understand that much missionary work remains to be done\nto promote richer lives. Doubtless, much of spare time and unemployed time\nis applied to no other purpose than the alleviation of boredom, with a con¬\nstant search for those excitements of momentary duration, and a general de¬\npendence on ready-made pleasures, such as require no active mental par¬\nticipation.\nPersonal creative activity of whatever kind is the element that makes the\nuse of leisure time really enjoyable and productive of mental contentment.\nIt is the element that is so generally lacking in the habits of all adults.\nIn the same proportion that the labor requirements of men and women\nare reduced, the leisure time of employed persons is increased. Improved\n\nmethods of home management have also brought more leisure for the house¬\nwife. In the natural development of this displacement of manual labor by\nmachinery, it is to be expected that in the not too distant future the workportion of the day will be the short part of our social life, and the leisure\npart will be the long. Now, more than ever before, men and women can\n\n"}
{"page": 110, "printed_page": null, "text": "106\n\nNational\n\nEducation\n\nAssociation\n\ncount on time to spare after they have earned their day’s pay or fulfilled\ntheir household duties, so that the door is opening more and more to leisure\nenjoyment. It is here that we find also the “peril of leisure.”\nAlmost any one of us in the course of earning a livelihood in work, how¬\never satisfactory from a material viewpoint, is constantly reminded that the\nday’s work does not provide for the normal aspirations for self-expression,\nfor the creation of something that uplifts from a humdrum existence. Edu¬\ncation pursued in leisure hours to satisfy these aspirations may, indeed, fur¬\nnish the ground-work\n\nof a satisfying avocation ; and the number\n\nof avoca¬\n\ntions open to us is legion. It is ours to make a choice. “Reading with a pur¬\npose” the worthwhile books in public and private libraries is nearly every¬\nwhere an easily accessible avocation. The emphasis, however, must be on\npurposeful reading, as merely “browsing”\nmethod.\n\nin a library is an almost valueless\n\nSome city and town libraries are cooperating with the school departments\nin giving publicity to the opportunities for adult education by distributing a\nsingle-page circular listing such opportunities, especially reading and statesupported correspondence courses. Arrangements have been made with the\nlibrarian to place one of the circulars inside the cover of every book that is\ntaken from the library.\nFinally, an avocation has in many cases a more practical aspect than those\naspects that have been mentioned. In times of stress or unemployment, it\nmay happen that an avocation may give financial returns and possibly tem¬\nporary employment to offset the loss of wages. It becomes then a “second\nline of defense.” The unemployed man, while seeking for a new position,\nwill find that a hobby will help to occupy his mind and thus may ward off\nthe unfortunate results of worry and introspection. An avocation is a good in¬\nvestment, both spiritual and material.\nFORWARD\n\nANNIE\n\nLOOKING\n\nCARLETON\n\nMOVEMENTS\nRELATIONS\n\nWOODWARD,\n\nNATIONAL\n\nCHAIRMAN,\n\nRELATIONS,\n\nIN\n\nN.E.A.\n\nSOMERVILLE,\n\nINTERNATIONAL\n\nCOMMITTEE\n\nON\n\nINTER¬\n\nMASS.\n\nThere has probably never been an age when world affairs have been of\nmore importance than now. The world has been undergoing a readjustment\nupon which hinges the entire future and wellbeing of all nations. Educators\nwant to help. They know that they have an important function to perform.\nTheir duty is forward looking because in their hands are placed daily the\npotential citizens of the world. These students must be prepared to take the re¬\nsponsibility of helping countries to assume their place in the international\nscheme of life. Another prime purpose of the educator should be to guide and\nhelp students to become conscious of the need of being world citizens.\nMost thinking people are coming more and more to the decision that the\nreal salvation of our civilization will have to come thru the adoption of in-\n\n"}
{"page": 111, "printed_page": null, "text": "General\n\nSessions\n\n107\n\ntelligent scientific planning, made effective by unselfish support of the mass\nof people who are morally educated to the point where they care more for\nthe welfare of society as a whole than for their own personal or group inter¬\nest, and who are educated intellectually to the point where they realize that\nin the long run their personal or group interest is dependent upon the welfare\nof the whole.\nEducators realize that there must be an awakening\ntion and the use of the Golden Rule.\n\nof the spirit of coopera¬\n\nWithout educational development man is like an animal — uncivilized. He\nmay be affectionate, lovable, well-groomed, contented, or the reverse of\nthese, but his course is aimless ; and he and the society of which he forms a\npart are subject to wreckage at any time by the course of unforeseen circum¬\nstances which might have been foreseen, or by circumstances which were fore¬\nseen, but were not attended to.\nSuch forward looking movements are needed to develop our responsibility\nof citizenship. The responsibility of being a useful unit in the community,\nstate, nation, and world. All social life, all stability and progress depend\nupon each man’s confidence in his neighbor, that because of the careful plan¬\nning of his life he can be relied upon to do his duty.\nUnquestionably the need of the day is to so live that everyone can have\nconfidence, not only in your honesty, but also in your wisdom and your cour¬\nage. Men are not born with wisdom, they acquire it by habitual self-control,\nnot by allowing one’s self to be influenced by the popular impulses of the\nday, but by those principles that endure and lie at the base of civilized society.\nThe same fundamental values can be found in many movements that are\nforward looking and aimed to help mankind in its effort to develop a worldmindedness and understanding. A few of these I should like to consider with\nyou.\nProfessors and instructors of the private schools and colleges, and teachers\nof the public school system have exchanged for some time, and thru their\neffort they have been able to stimulate youth with the goodwill spirit and the\ndesire to know their neighbors better. Great good could come if more teachers\nwere encouraged to exchange. Some states need to consider legislation in\norder to make it easy for classroom teachers to have this privilege. Their\npension, tenure, class rating, and salary should not be disturbed by their\nexchange. For they are goodwill bearers and promote sympathetic attitudes\nwhich render invaluable service to their countries and advance international\nunderstanding and tolerance. We are proud of the number of exchanges\nalready made and admire those teachers for their courage and professional\nspirit.\nRecently the World Peace Foundation has given out the results of its\nsurvey showing that few colleges of undergraduate rank in the entire coun¬\ntry were without some opportunities of instruction in international affairs.\nMore than 3700 semester courses dealing with international affairs were\nbeing taught. In total these courses contained about 200,000 classroom hours\nof undergraduate instruction.\n\n"}
{"page": 112, "printed_page": null, "text": "108\n\nNational\n\nEducation\n\nAssociation\n\nThis instruction is not limited today, as it used to be practically to political\nscience. Teachers of nearly every subject find that they are able today to\ninterpret their work in relation to a world point of view. This is helping the\npublic and private schools in making over their curriculums. Isn’t this for¬\nward looking? Not long ago one can recall that courses dealing with inter¬\nnational affairs wTere very few and rarely offered in undergraduate\ntion.\n\ninstruc¬\n\nAlso in colleges and universities there is the rapidly growing\n\nwork of\nthe International Relations Clubs. Over three hundred are already flourish¬\ning. Credit should be given the Carnegie Endowment for International\nPeace, for the great help which it has rendered. The purpose of these clubs\nis, “to stimulate and encourage the habit of serious and intelligent thought\nalong international lines in the hope that it may become a life habit.” As\nyou may know this endowment supplies these clubs with outlines, lectures,\nsummary of international events, wisely selected books and pamphlets on\ninternational questions.\nThen there are other clubs of college students which use international\nproblem\n\ntopics for study and discussion, such as Current\n\nEvents\n\nClub,\n\nWorld Fellowship League, History Club, Foreign Relations Club, Diplo¬\nmatic Club, and World Friendship Club. As an outgrowth of these clubs\nthere often comes some demonstration. A common expression has been the\nuse of the “Model Assemblies” of the League of Nations. I note that last\nyear 7200 students from 24 states representing 178 colleges and schools,\ntook part in these international projects. This is truly a forward looking\nmovement, as is proved by the fact that the educational department of the\nLeague of Nations Associations reports a growing interest in this work.\nNeed we doubt the radio’s mission in this great field of action? Can there\nbe one of us who has not already heard an inspiring message come in from\noverseas. Yes, possibly in a language with which you were not familiar and\nyou waited patiently to hear it translated. Certainly the radio is a great\npower in promoting world understanding, and this will improve and increase\nwith the years.\nEvery school that was radio equipped had again this year the opportunity\nof hearing the message from the children of Wales on World Goodwill\nDay, May 18. Visualize the hundreds of classrooms with thousands of chil¬\ndren that heard those words. How impossible it is to measure the extent of\ngood that wTas done that day.\nFor the same purpose, during this year our president, Miss Florence Hale,\nhas given us remarkable radio programs on education. These have been in¬\nstructive and interesting, helping us to realize our mutual problem in educa¬\ntion thruout our land. And it is our earnest desire that these programs may\nbe extended to include the world point of view. Looking forward one can\nimagine the still greater help to mankind for educational advancement which\nwill come as more international radio programs are prepared — programs\nwherein the children of the world take part. Because the really worthwhile\nvalues in the human race are associated with youth.\n\n"}
{"page": 113, "printed_page": null, "text": "109\nGeneral\n\nSessions\n\nin man’s\nThere is perhaps no more striking illustration of the change\nThere\nks.\ntextboo\nnew\nthe\nin\nthinking than is shown by the general tendency\none becomes increasingly aware of the ramifications of their subjects into\nthe international field. It matters not the grade or subject, ample opportunity\nis offered the pupils to get a better understanding of world problems and\nworld appreciation. From books one looks to magazines and the press, and\nwe notice an increasing amount of world news and international information.\nSurely we have all followed the reports of the International Conferences —\nthe latest action about the gold standard, the functions of the world bank,\nMore¬\nand every gathering of the League of Nations and the Woild Couit.\nover, we knew daily what was taking place in China and Japan. Today we\nwatch with eager interest the Conference at Lausanne. Yet it flashes thru\nour minds that too many people, at home and abroad, are so selfish that they\nare governed by the desire to save themselves, even if they have to ruin others\nin the attempt. However, these international truths that are being printed\ndaily give great intellectual and spiritual achievements of the race, causing\npeople to think in world terms and arousing people to feel with all humanity\nand be interested in world purposes.\nAnother valuable forward looking contribution is the formation of Inter¬\nnational Relations Committees by adults. Such organizations as the Rotary,\nKiwanis, Chambers of Commerce, parent-teacher associations, women’s\nclubs, university clubs, professional and business women’s clubs, have started\nthem. They sponsor forward looking international ideas and arouse their\ngroups by lectures, plays, moving pictures, pageants, and contests on world\naffairs. In fact, these clubs are just as valuable for the enlightenment of\nadults as the clubs in colleges are for youth.\nEvery educator deeply interested in the progress already made by the for¬\neign students who have studied in our country must give credit to the Inter¬\nnational Institute of Teachers College, Columbia University. 1 hat Institute\nhas been a pioneer in international education to the extent that today it can\nsafely say that every civilized country has some students active in the field\nof education. For ten years students have come there from foreign lands to\nstudy together their common problems. Nothing is so far-reaching as for\nstudents to be thinking and working together for the common good.\nIn spite of all the forward movements one can find, one still notes that the\nall inclusive movement is the World Federation of Education Associations.\nIt has stimulated and brought to the consciousness of the educational world\nthe necessity and the opportunity of developing the spirit of goodwill and\ninternational cooperation. Every educator in the world should become a\nmember and strive to understand and help the economic, social, and political\nchanges thru which we are passing. Civilization needs the direction which\nthe best trained educators can give. This association is having a Regional\nConference in Honolulu, Hawaii, this summer, and in Dublin, Ireland, next\nsummer. There is no question but what the results will be beneficial and\nfar-reaching.\n\n"}
{"page": 114, "printed_page": null, "text": "110\n\nNational\n\nEducation\n\nAssociation\n\nkind\nitt by may\n1 S,Ugges\\that as ed“s\nwe do our part to help mand learn\nexample\nthe lesson taught us in 1900, “when\nan Argentine\nbishop preached a passionate appeal\nfor peace. Hearing of this, a Chilea\nn\nbishop took up the same cause, and the\ntwo of them set out, each in his own\ncountry, to preach peace ,n the villages\n. They succeeded in getting the goveiments to refer the dispute\nto arbitrators. ”\nIs not mankind today advanced to\nthe state of development that it can\nse e its disputes by arbitration instead\nof resorting to brute force? This is\na challenge to education.\n\nOBJECTIVES\n\nIRVING\n\nAND\n\nW. SMALL,\n\nME\nTH\nOD\nSIOIN\nED\nUC\nAT\nN THE\n\nSUPERINTENDENT\n\nOF\n\nNEW\n\nSCHOOLS,\n\nHEALTH\n\nBANGOR,\n\nMAINE\n\nMany years ago a very wise man made\nthis statement, “A faithful am¬\nbassador ,s health. (Proverbs 13:\n17.) Since the time of this statement\nand\npreceding it, each generation has had\nits accepted standards of health It is\nonly within recent years that there\nhas been an aroused enlightened publ\nic\nn iment in support of health instruct\nion. The experience of the World\nWar directed the attention of the peop\nle of our nation to the immediate need\nof establishing in the public and private\nschools both health and physical edu¬\ncation programs, in order that our\nyoung people might be physically fit\nand\nmentally alert to perform the great\ntasks of life successfully.\nt is Probably true that every commun\nity and state in our country has\nome j^nd °f a health program, operating in\nthe interest of raising the standrd of health. Much I have to say in\nthe discussion of my subject will rela\nte\nto my own state and city.\nJ\nhp¥f'\"e’ a.rUral state- is confronted with many probl\nems in the field of\nhealth, but they are being solved succe\nssfully. In addition to the many local\nhealth agency there are three organi\nzations whose services coyer ^\nPnM- Hi °rganlzatlons are the State Department of Health, the Maine\nPublic Health Association, and the\nRed Cross. The work of these agencies\nso coordinated as to practically avoid\nduplication of effort.\nInformation secured thru the State\nDepartment of Health indicates that\nhealth work ,n the schools of the\nstate is rapidly increasing and exp\nanding\nand is being conducted along the following lines :\ng\nand ££%££*\n\nP'aCed UP°\" the\n\nciadonfboth ofeiTafd'nomofficifl.3'6 '°CaI and\n\ndevelopment\n\nof the infant\n\nPUb'iC hea'th \"Ursing ass°'\n\ntenrhl?efinite ■eff0m\nbei\"g !,,ade’ thru Public health associations and parenteacher associations, for every pres\nchool child who is to enter school\nfor the first\n\n4eEfforetstem h’*0 haVC/ “mPlete\n\nPhysica' examination\" the spring\n\nagainst smlllnox andngdmh,he ‘° ‘™munize\n\nbeen\n\nagain^Iph^ria\"'”8\n\nthe Preschool child and\n\nP3St ^\n\nthe school child\n\nth°USand Childr™ ha-\n\n"}
{"page": 115, "printed_page": null, "text": "General\n\n111\n\nSessions\n\n5. The annual medical examination by a physician with follow-up work by the\nnurse is resulting in reducing the prevalence of communicable disease among school\nchildren, thus improving school attendance and the health of the pupils. The co¬\noperation of hospitals and clinics for operative work and dental care is resulting\nin much corrective work.\n6. In many communities\nprophylactic work.\n\nthe services of a dental hygienist have been employed\n\nfor\n\n7. The home economics departments are actively interested in stressing the im¬\nportance of serving at least one hot dish to children who need to eat their lunches at\nthe school building, and\n\nin teaching\n\nthe girls personal\n\nand\n\ncommunity\n\nhygiene.\n\nCourses in infant care sponsored by the State Bureau are helping girls to become in¬\nterested in the importance of the preparation for parenthood thru the care of the\ninfant, and the relation of health of the home and community to the health of the\nchild.\n8. Special attention is being given to the importance of a complete\namination of all pupils who actively participate in athletics.\n\nphysical ex¬\n\n9. Attention is being directed to the great need of developing a program of physi¬\ncal exercises and athletics adapted to the needs of the individual, thereby engaging\na larger number of pupils in the activity program.\n10. A program of athletics modulated to meet the needs of girls, in charge of a\nwoman teacher specially trained for the work, is being strongly recommended and\nadopted in those communities where finances permit.\n11. Where the minimum requirements for the health programs in the school out¬\nlined by the State Department of Education are followed, there is a marked increase\nin school attendance and less retardation. The tuberculin test is being recommended\nfor the early detection of active tuberculosis.\n\n12. Decided improvements\nand surroundings.\n\nare being made\n\nin the sanitation of school buildings\n\nThe Maine Public Health Association is carrying out a very constructive\nhealth program in the schools of our state. Some of the most important parts\nof the program consist of the health habit charts for classroom use, the six\nand seven point pins, which are awarded for certain attainments, and the\nbetter teeth campaign.\nThe health habit chart is so organized as to solicit the active interest of\nthe pupils in selecting and practising daily a certain number of health habits,\nand recording their own records under the supervision of the teacher. An\norganization for teamwork is necessary. The health habits selected from the\nchart are practised for two six-week periods, at the end of which time, the\nreports are forwarded to the Maine Public Health Association ; and if 90\npercent of the pupils qualify, the school is awarded a health habit trophy\nor seal.\nIn order to qualify for a seven point pin, the pupil must pass a satisfactory\ntest on vision, hearing, throat, teeth, weight, and posture, and file his birth\ncertificate. A six point pin does not require the birth certificate to be filed.\nThe six and seven point pins are changed each year, which requires the pupil\nto have an annual checkup in order to secure the new pin.\nThe six and seven point pins have been used in the Bangor Schools for the\npast two years with excellent results. In the year 1931, we had 1241 seven\npoint pupils, and 170 six point pupils. This means\npupils enroled in the grades so qualified.\n\nthat 47 percent of the\n\n"}
{"page": 116, "printed_page": null, "text": "112\n\nNational\n\nEducation\n\nAssociation\n\nIn the bettei teeth campaign, 100 percent certificates are given\nto class¬\nrooms where all pupils have had all dental corrections made,\nand 50 percent\ncertificates to those classrooms where one-half or more of the\npupils have had\nall dental corrections made. In 1931, fifteen of the Bangor classr\nooms quali¬\nfied for the 100 percent and forty-nine for the 50 percent certif\nicate. This\nyear twenty- five schools qualified for the 100 percent certificate,\nand forty\nqualified for the 50 percent certificate.\n\nThe Red Cross has rendered valuable service in starting\nand promoting\nthe school health program in our state. Were it not for the effort\ns of the\nRed Cross in many towns, the school health program would be\nmaterially\nweakened.\nThe health program in the Bangor Public Schools is administered\nby two\nphysicians serving partime, two school nurses, serving for a period\nof forty\nweeks per year, the city health officer, ex-officio, consulting medical examin\ner,\nand the superintendent of schools. Principals, supervisors,\nand teachers give\nloyal support to the program.\nThe duties of the medical examiners are to give annual physic\nal examina¬\ntions to all pupils enioled in the schools. Additional examinatio\nns are given\nwhen deemed necessary to keep the schools free from conta\ngious diseases.\nSpecial examinations are given to all pupils recommended for the\nOpen Air\nSchool.\nThe\n\nduties of the school nurses are to assist the medical examiners\nwith\nthe physical examinations by supervising the weighing and\nmeasuring of\npupils, and recording results of the examinations. They recommend\nto the\nmedical examiners all children whom they consider eligib\nle for the Open\nAir School. They do all follow-up work in the health progr\nam thru home\nvisitation. With consent of parents or guardians, they superv\nise the taking\nof children to oculists, hospitals, and clinics, for treatment.\nThe following medical inspection regulations are in force:\n1. All children excluded from school by medical\npiesent a medical certificate for readmission.\n\nexaminers\n\nor school nurses must\n\n2. Children excluded by teachers for illness are referr\ned as soon as possible to\nschool nurses or medical examiners who determine wheth\ner a medical certificate is\nnecessary for reinstatement.\n\n3. Children absent from school two days or more becaus\ne of personal illness must\nsecure medical certificates for readmission to school.\n\nOne of the important units in our health program is the\nOpen Air School.\n1 his school is in charge of a trained classroom teacher and\ndietitian, and the\nhealth program is directed by the medical staff. To this schoo\nl are admitted\nchildren who are experiencing difficulties in the regular\ngrade school work,\ndue to physical conditions such as malnutrition, contact\ncases, and other\ncauses. Children are admitted from the third, fourth,\nand fifth grades, and\nthe school is limited to twenty-five. Parents who have child\nren in the school\nobligate themselves to observe the rules and regulations governing\nthe child’s\nhome program. The program of the school is from 9 oclock in the\nmorning\n\n"}
{"page": 117, "printed_page": null, "text": "General\n\n113\n\nSessions\n\nto 3 oclock in the afternoon. During this time the children have school work,\na lunch period, dinner, and a rest period.\nThe importance of nutrition is being stressed thruout our entire school\nsystem. The school nurses give health talks to children emphasizing the\nneed of proper diet. The milk lunch is served in all grade schools, especially\nto the undernourished children. In cases where the milk cannot be paid for\nthe parent-teacher associations and clubs are willing to assume this obligation.\nMental Hygiene is gradually finding its place in the school curriculum.\nWe are just beginning to give this part of the health program consideration,\nworking in cooperation with the Department of Psychology at the State\nUniversity.\nA course of study in nutrition to be taught by the local Red Cross nutrition¬\nist to a class of grade teachers for university credit is under consideration.\nThis class will probably be organized at the opening of the school year in\nSeptember.\nUnder the direction of the Anti-Tuberculosis Association, a summer school\ncamp was organized a year ago at one of the schools and conducted on much\nthe same plan as the Open Air School. This school received undernourished\nchildren who would remain in the city during the summer months. The\nchildren for the school were recommended by the school nurses. This school\nproved so successful that it will be organized this year so as to accommodate\nmore children.\nA health program\n\nto be successful must be understood\n\nby the people it\n\nserves. Thru the press, the parent-teacher associations, and service clubs, the\nmessage of the school health program has been carried to the people of our\ncity. During the year, from twenty to twenty-five pictures of classrooms\nwhich have won 100 percent dental honor rolls have appeared in the daily\npapers. This means that all children in each classroom had all necessary den¬\ntal work completed, which was certified to by filing dental certificates.\nOne of the greatest needs of the health program today is the proper in¬\ntegration of its parts and a closer coordination with the physical education\nprogram. To accomplish this aim, there needs to be well-defined, concerted\naction on the part of all who are actively interested in the welfare of the child.\nRegardless of the objectives that may be incorporated into a health pro¬\ngram, there is one objective in which all agree and that is, we are training the\nwhole child mentally, physically, and morally. Whatever\n\ncontributes to mak¬\n\ning the child physically sound, mentally alert, and morally straight for life’s\nresponsibilities, should be encouraged.\nBUILDING\nGARRY\n\nCLEVELAND\n\nCLEVELAND\n\nPERSONALITY\nMYERS,\n\nCOLLEGE,\n\nHEAD,\n\nWESTERN\n\nIN\n\nTHE\n\nDEPARTMENT\n\nRESERVE\n\nOF\n\nCLASSROOM\nPARENT\n\nUNIVERSITY,\n\nEDUCATION,\n\nCLEVELAND,\n\nOHIO\n\nIn the classroom we want to help the pupil learn as effectively as possible,\nwhat he is supposed to learn. We also want him to grow likable while he\nlearns, likable to his classmates now, and likable to his everyday associates\n\n"}
{"page": 118, "printed_page": null, "text": "114\n\nNational\n\nEducation\n\nAssociation\n\nbye and bye. We want to do our best to aid his learning progress, mental\nhealth, and personality. We also wish to help each pupil contribute to like\nprogress in every other pupil.\n\nBut we need to ask ourselves frankly to what degree we prove unwittingly\nto be stumbling blocks to most effective learning, and to what extent we help\nunconsciously to destroy wholesome mental health and personality in the\npupil, even tho our very ardent purpose is to build them up.\nWhen the child of four squarely faces you to tell you something,\nhe, if you\nare inattentive, will seize you by the ear and hair and turn your face to meet\nhis ey es. Gi ammatically he may not do as well as he will do in the junior\nhigh school later, but rhetorically he does much better. He is more eloquent\nat four than at fourteen. See how at fourteen years of age, he stands\nto re¬\ncite. His shoulders dioop; his neck and spine are limp ; his eyes center\non a\ncrevice on the floor, on a spot upon the wall — anywhere but on the eyes of\nhis\nclassmates. He may halt and stammer, back up for a new start, and\nrarely\ncomplete a sentence. His ahs and ands are overworked. His breath is shallo\nw\nand irregular, his voice weak, his enunciation indistinct. He may not\nbe\nheard five feet away. Nor is his thinking very clear, since he feels so insecu\nre\nand uncomfortable.\n\nLouder! you call to him. He starts, takes a drowning breath,\nand\nspeaks a few words to be heard thruout the room, perhaps. If what he\nhad\nmeant to say next has not vanished, his voice dies down almost to a whisper\nsoon, while his teacher s muscles in the region of her diaphragm cut up\ncapers. She believes she has proved a martyr to the cause of patience if she\nkeeps from telling how she feels. In case the pupil pauses for another breath,\nshe tells him curtly to “go on” while the waving hands of the thirty-nine\nremaining children rise like spears for battle. Are their motives altruistic?\nNot at all. Never had they been more selfish. “Me, call on me. I hope he\nfails and fails, that on his body I might rise to glory !” is their attitude.\nWouldn’t it be wonderful if children in the classroom could be led far\nenough from savagery to cease making themselves nuisances while a class¬\nmate is attempting to recite ? Gan you imagine any practise more destructive\nthan is this barbarity ? How is a child to learn to think and to express him¬\nself courageously with such frightful odds against him ?\nBut the reciting pupil may outwit these antagonists. (Let us call him\nPercival). Percival may take a running start, and speak so quickly and so\nrapidly as to offer them no opportunity to intercept. He may have been right\nas well as rapid. He may, however, have been only rapid, in which case it is\na race with the remaining children to dissect and magnify his errors. And\nhow happy is the one who is allowed to do so! Always it is the teacher’s\nprivilege to speak first. She may choose to make a wisecrack then, or even\nto resort to shame or sarcasm. The other children laugh uproariously. She\nhad meant they should. She had virtually directed them to make fun of their\nclassmate after he had done the best he could. She feels exhilarated. She\nhad made a joke and caused a laugh. But how does Percival, the suffering\npupil feel? Only those who have a vivid memory of the times when they\n\n"}
{"page": 119, "printed_page": null, "text": "General\n\nSessions\n\n115\n\nwere in his place, can understand. If Percival’s mistakes or incompleted an¬\nswers had finally been corrected or supplied he hardly profited thereby. He\nwas so upset emotionally and so attentive to his feeling, and to what might\nbe said to wound him next, as never to have heard at all the correct re¬\nsponse. Hardly has Percival been prepared to think more clearly and to speak\nwith force and ease next time he may be called upon. As he slowly recovers\nfrom his suffering he, with the satisfaction, “That is over now,” may stoically\naccept his fate or await revenge fully the time when he can join in laughter\nat a classmate in a like predicament.\n\nThe curious thing is that the inward pain of Percival had proved a pleas¬\nure to the teacher, and the more he suffered, as a rule, the greater had her\nsatisfaction been. However, she had not set out to do the pupil harm ; she\nprobably was very conscientious; she meant to help Percival, no doubt. She\nuttered the remark that wounded him since it made her feel so good to do so.\nHer attention had been solely upon her personal pleasure and entirely away\nfrom Percival’s discomfiture. Had she not created something? Had she not\nmade the other children laugh ? She certainly had and she knew it. But what\nshe did not know was that she had stabbed Percival with a poisonous tongue,\ncausing a wound from which he may never entirely recover. The hickory\nstick has almost gone from the classroom but a more dangerous weapon lingers\nstill — the teacher’s venomous\ngrave.\n\ntongue. Scars made\n\nby it are carried to the\n\nLet us not be too hard on that teacher. She was not the first by whom the\nchild was wounded. His loving parents were the first offenders long before\nhe entered school. Even previous to the age of four, Percival had been laughed\nat by his parents when he attempted to express himself. Where is the parent\nwho has not smiled or laughed aloud at the questions or remarks of an inno¬\ncent child who had not meant at all to be funny ? It also is a prevalent indoor\nsport among parents to laugh with other parents about “sayings of little\nchildren, even to indulge in the barbarity of having the young sufferer re¬\npeat an awkward statement so that other adults might laugh at him right in\nhis presence. The tendency to laugh at children and to make fun of their\nunconventional speech is a universal practise back of which is the powerful\nand insidious, unconscious urge to seek superiority. Nor are children the\nlone victims. ^ ou and I even laugh at others of our age. Wfien I laugh at\nyour mistakes I tell myself, tell you and all others who may hear, how su¬\nperior I am. Such is Mother Nature’s meanness in us. Any person in this\naudience who has not enjoyed such satisfaction, unawares of course, and\nany\nparent or teacher who has never ridiculed a child, is probably too good\nfor\nthis world. Let us recognize this human frailty in ourselves and admit our\nguilt. Then let us set about to sin less frequently and less flagrantly. But\nwe\nmust not expect too much of ourselves. AVe must not look for miracles when\nwe are attempting self-improvement. Hardly any one of us can hope to\nrise\nentirely above this human frailty. Nevertheless we all can improve.\nOur\nsuccess will depend on how well we can exercise our self-control andsee a\nour\nimagination ; on how well we can put ourselves in the child’s place,\n\n"}
{"page": 120, "printed_page": null, "text": "116\n\nNational\n\nlittle as he sees, understand\nhe feels.\n\nEducation\n\nAssociation\n\na little as he understands, and feel a little as\n\nAs we improve in these respects, we are going to help our pupils in the\nclassroom to acquire more poise, feel more at ease when they attempt to\nthink and speak, and therefore, to think more clearly and to speak more\ncomfortably and effectively. Accordingly we are going to prove to each pupil\nthat we have a very high regard for the sacredness of his personality.\n\nWe shall not, therefore, call, “Louder” to the pupil talking timidly. We\nshall, instead, work in all sorts of ways for days and weeks and months to\nrelieve his mind and feelings from the fear of shame, sarcasm, and ridicule,\ncause him to feel it no disgrace to say, “I do not know,” or to make an error\nin his recitation. We shall help him enjoy more successes, more achieve¬\nments, more victories of calm, courageous statements of what he has to say,\nwithout interruption from us or any of his classmates, and with assurance,\nfurthermore, of the helpful sympathy of all.\nOur picture of Percival when he attempted to recite was a very limited\none. Back of his predicament was more than his dread of ridicule. 1 here also\nwas the fear of blame for not knowing or for making a mistake.\n\nIn the teacher was the lurking feeling that Percival was deliberately try¬\ning her patience, that he should have known and should be sorry for not\nhaving answered right, that hers, therefore, was a righteous indignation.\nThis naive emotional attitude is, in the last analysis, a very curious some¬\nthing. On its account we cultivate what we call patience, the virtue of sup¬\npressing anger at the mistakes of one we teach without shouting at him,\nscolding him, or doing something worse. But when Percival is trying to spell\nFebruary , or divide 385 by 29, or apply a formula\n\nin chemistry, and does not\n\ndo it well, he is not attempting to vex anyone. He, indeed, is angry at him¬\nself for failure and already is distraught. For his teacher to grow angry at\nhim is to bully him, is to kick him when he’s down. Yet what teacher of\nPercival has not occasionally so pestered him?\nHis parents also do at home, and did before he entered school. Teachers are\nmore patient than parents are. Why ? The pupils are not their own children.\n\nWitness the rage of parents helping children at homework or at piano prac¬\ntise. What person in this audience taught to run a car by another member of\nhis family found that teacher always calm and lovely? Back of anger in\nsuch instance is the sense of self-importance. When we are able wholly to\ncontrol ourselves and put ourselves in the learner’s place, we have no occa¬\nsion to suppress our anger at his errors, no need, therefore, to exercise pa¬\ntience. We then are patient without thinking that we are. When we think we\nare really patient we are meanest and most ignorant. In case, however, we\nare sensible, we take errors out of the pale of morals and put them into the\nocean of habits where they belong. We cease to make the child fear to admit\nignorance. We let him say, “I don’t know,” without fear of being called a\nliar, in the form, “Of course you know, think, Percival, think. Without\nattaching blame, we then calmly show the child the nature of his difficulty\nand how to overcome it.\n\n"}
{"page": 121, "printed_page": null, "text": "General\n\nSessions\n\n117\n\nfrailties also tempt us to say to the child in learning difficulty,\nunkind things about his learning lack or personality traits, dubbing him a\ndumb bell and the like, ridiculing him in conversation overheard, with other\nteachers.\nOur human\n\nas such was so highly\nperfected as now. Our interest in machinery has caused us to lose sight of\nthe individual pupil as a personality with feelings — joys and sorrows, hopes\nand fears. We have spent so much time at training teachers to teach and test,\nInhere never was\n\na time when\n\nschool machinery\n\nespecially test, that the child has almost been forgotten. Tomorrow we shall\ncease to teach arithmetic and begin to teach children — real children who are\nalive.\n\nAs a part of our fine machinery have come standard tests. From them we\nhave learned a great deal about norms of achievement and we have grown\nmore conscious of definite objectives. Out of this testing movement has come\nsome very definite gains, no doubt. Also have come some losses, some grave\nlosses, to the mental health and personality of pupils, even to the learning\nprogress of some pupils.\nThe teacher has observed that most standard tests have two measures —\nspeed and accuracy. She says to herself, “I’ll fix ’em; I’ll speed ’em up.”\nAnd so she does. She turns her teaching to timed testing. She sets her pupils\nworking against the stop watch. So they must study and recite by the watch\nand by the watch they are supposed to think. How is a child to think under\nsuch conditions? Often the classroom is the last place for him to think.\nIf stop watch teaching improved learning efficiency, we might be justified\nin torturing pupils by timed, drill exercises, and in making them feel they\nmust always hurry. But no one has really proved that hurrying children does\nincrease efficiency. Some data, to the contrary, indicate that working against\nthe watch decreases speed as well as accuracy.\nDon’t we live in a world of speed? We certainly do. But we have con¬\nfused the product with the process. What a child knows accurately he can\nanswer quickly; but to make him try to answer quickly is no way to make\nhim know. The emotional disturbance caused by haste stirs him up emotion¬\nally. The way to make a child slow is to hurry him. The way to make him\nfast is to lead him to work carefully and slowly. Seek calm and accuracy first\nand speed inevitably will follow. Most educational experts disagree with me,\nsince nearly all of them are speed propagandists ; but parents don’t. Let any¬\none discuss this matter with an average group of fathers and mothers if he\ndoubts what parents think about the matter. Bye and bye when we shall have\novercrowded the waiting rooms of the neuro-psychiatrists, and there is no\nplace at the inns for the insane, parents will rise up and command us to\ncease with this damnable school practise. “Dynamite the stop watch,” they\nwill say. “Save our children from the curse of speed.”\nStop-watch drills will be barred from the classroom as belonging to bar¬\nbarity. Whereas those textbooks which today have speed drills on almost\nevery other page, are best sellers, they tomorrow will be relegated to the\n\n"}
{"page": 122, "printed_page": null, "text": "118\n\nNational\n\nEducation\n\nAssociation\n\nscrap heap. Two hundred years from now they will appear as curios in the\nmuseum along side the torturing devices of the inquisitions.\nThere is a gleam of hope ahead. The child guidance clinic is calling our\nattention to the myriad factors in the school success and conduct of the\nchild ; the visiting teacher is making us more keenly interested in the home\nand neighborhood as a background of the child’s behavior ; and the parentteacher association is showing the home and school how to cooperate in the\ninterest of the child. Teachers are becoming active members of the P. T. A.\nwith a view to learn about the home life of the pupils and become acquainted\nwith their parents.\nThe question-answer recitation is slowly giving place to self-directed school\nactivity, individual instruction, and motivated learning by small groups.\nCreative interests are increasing in the classroom, even in the senior high\nschool. Department barriers here and there are breaking down and dramatic\nwork and extra-curriculum\n\nactivities of all sorts are affording wide oppor¬\n\ntunity for self-expression, and for giving others pleasure. Creation and in¬\nvention, self-directed group activities, or individual instruction preclude the\nstop watch. Creative work, moreover, by its very nature, relieves pupils\nfrom the usual strain of formal speed activity. Better days are coming, but\ntheir coming is a little too slow to please some of us.\nPOSSIBILITIES\nC. F. HOBAN,\nAND\n\nSTATE\n\nMENT\n\nOF\n\nOF\n\nVISUAL-SENSORY\n\nPRESIDENT,\nDIRECTOR\n\nPUBLIC\n\nN.\nOF\n\nAIDS\n\nE. A. DEPARTMENT\n\nVISUAL\n\nINSTRUCTION,\n\nEDUCATION,\nHARRISBURG,\n\nOF\n\nIN EDUCATION\nVISUAL\n\nEDUCATION\n\nPENNSYLVANIA\n\n;\n\nDEPART¬\n\nPA.\n\nAs a preliminary to this discussion, I quote from the report of Henry\n\nS.\n\nPritchett’s Vocabulary Test which shows that the average college senior\nknows but sixty-one out of one hundred words in familiar use by educated\npeople; and in connection with Doctor Pritchett’s report, the comment of\none of the many newspapers that printed an analysis of his findings — “We\nare unable to think of any argument,” says the Milwaukee Sentinel “that\nreleases college education from the responsibility of at least providing its dis¬\nciples with a sufficient vocabulary to converse with men and women of ordi¬\nculture.”\nnary\nI have tried groups on words from the elementary curriculum such as\nmalt, skewer, latex, Nokomis, travois, and found that some of the words\nwere absolutely without meaning to those questioned, and others only super¬\nficially known.\nThe cure for verbalism, in my judgment, lies in the effective use of visualsensory aids both in the instructional and learning processes. But the effec¬\ntive use of visual-sensory aids in instruction requires preparation on the part\nof teachers, so that they may know these tools of teaching, where to get them,\nand how to use them ; and the responsibility for this knowledge and this\ntechnic rests on the shoulders of the teacher-training institutions of the\ncountry.\n\n"}
{"page": 123, "printed_page": null, "text": "General\n\n119\n\nSessions\n\nAs comprehended in modern instructional and learning procedures, visualsensory aids are those concerned with the visual, auditory, and tactile senses.\nAll visual-sensory aids are included in the following types: apparatus and\nequipment, school journeys or field trips, objects-specimens-models, pictorial\nmaterials (flats, stereographs, slides, film-slides, films), and the miscellaneous\ngroup such as dramatization, exhibit, and pageant.\nThe values of visual-sensory aids in the instructional and learning proc¬\nesses have been definitely established thru scientific investigation. During\nthe past year, it has been my privilege to have had close contact with a\nresearch student from Duke University who made a critical analysis of all\nknown experimental studies in the field of visual education. Every major\nexperiment in this and foreign countries, and all of those in the graduate\nschools of the United States — a total of more than one hundred — were\nthoroly studied. The analysis revealed reliable testimony that the proper use\nof visual-sensory material increases initial learning, effects an economy of\ntime in learning, increases permanence of learning, aids in teaching back¬\nward children, motivates learning by increasing interest, attention, self¬\nactivity, voluntary reading, and classroom participation.\nThe frequency of these outcomes — which range from not fewer than three\nto more than twenty — is eloquent testimony of the possibilities of visualsensory aids in education ; and right here is a challenge to every superintend¬\nent and supervising official in this country. Instruction in the schools of our\ncountry can be improved by teacher preparation in these technics and atten¬\ntion to the use of these materials on the part of supervisory officers.\nNo school official will deny that apparatus and equipment are essential\nclassroom tools, and that teachers should know the minimum amount of\nstandard equipment\n\nand apparatus necessary for satisfactory outcomes\n\nthe respective subjects and school activities. This knowledge\ntant from the economic and professional viewpoints.\n\nin\n\nis very impor¬\n\nThe school journey or field trip is a rich and valuable medium for instruc¬\ntion and learning. Grinstead, as a result of the outcomes of his experimental\nstudies, gives the following illuminating conclusions. Properly conducted\nschool journeys should :\n1. Bring about\ntopic studied.\n\nan increased\n\ninterest in school work\n\nand\n\na sustained\n\ninterest in the\n\n2. Assist the pupil’s comprehension.\n3. Clarify principles.\n4. Help\n\nchildren\n\n5. Develop\n\nto organize\n\nconstructive\n\ntheir knowledge.\n\nthinking.\n\n6. Stimulate interest in natural and man-made\n7. Help pupils to find themselves.\n\nthings and\n\nsituations.\n\n8. Constitute a cooperative enterprise.\n9. Blend school life with the outside world.\n\nReports from education departments in foreign countries sustain these\nconclusions. Great Britain, progressive European countries, and Japan make\n\n"}
{"page": 124, "printed_page": null, "text": "120\n\nNational\n\nEducation\n\nAssociation\n\nthe school journey central in their educational procedure. Local\njourneys are\na definite part of their school schedule. Long journeys are\nencouraged in\nEngland, Germany, Sweden, Italy, Czecho-Slovakia. Two cities in this last\nprogressive republic— Prague and Brno— have specially built buses\nto take\nciippled children on educational trips. The Japan Department\nof Education\nreports that local school journeys are used regularly by eleme\nntary and sec¬\nondary schools. Longer or distant journeys are made at least once\nand some¬\ntimes twice a year.\nEqually valuable and closely related to school journeys and field\ntrips is\nthe effective use of objects-specimens-models and museum lesson\ns. More\nthan a half dozen of the experiments examined testify to the\nworth of this\ntype of visual aid and the museum as an asset to school work.\nEspecially\nsignificant is the extent to which the group of lowest menta\nlity children\nprofit thru the use of object-specimen-model materials and visits\nto museums.\nObjects-specimens-models provide realistic and concrete elemen\nts. They en¬\nable pupils to see and handle materials which are being discus\nsed, thus re¬\nvealing such characteristics as three dimensions, colori\nng, weight, and\ntexture. By object is meant the thing itself; specimen means\na part of the\nthing as for example, a piece of coal, wood, clothing; model,\na replica or\nrepresentation in miniature.\n\nMuseums have a wealth of material that, if used, will enric\nh and vitalize\nsubjectmatter. Closer cooperation between school people\nand museum offi¬\ncials will make these materials available to schools in the\nareas served. There\nis a growing feeling that schools should have their own collections\nof objectspecimen-model materials and they can be assembled and\nmade useful to\npractically every subject in the curriculum. There are limitless\nopportunities\nin this respect in the fields of geography, history, and scienc\ne. Again I would\nexpect teachers to know the sources of these materials, how\nto assemble and\nhouse them, and an effective technic for their use when occas\nion demands.\nNo comment is necessary regarding the values of pictorial\nmaterials since\nthey are so wellknown and so widely used. I strongly\nsuggest that the school\npeople of the country become familiar with the twenty\nor more experiments\nthat have been conducted with stereographs, slides, and\nfilms. Pictures tell a\nstory more graphically and tersely than words. They bring\nthe world and\nits activities to the child. In my work with school group\ns, I find few teachers\nwho are in possession of definite standards for evaluating\npictorial materials.\nTo use pictorial materials effectively in instruction requi\nres that teachers\nknow standards of evaluation, guiding principles for\ntheir use, their adap¬\ntation and relationship to the curriculum, and when\nand how to use them.\nUntold damage has resulted thru a lack of this knowl\nedge. It is highly proper\nat this point to suggest that the greatest guiding principle\nfor the use of visualsensory materials is that of justification. This principle\nshould be impressed\nvividly upon the mind of every person engaged in the instr\nuction of children.\nRadio-vision belongs to the visual-sensory field. Its\ndevelopment thus far\nhas been very interesting. I am referring particularly to\nwhat has been accom-\n\n"}
{"page": 125, "printed_page": null, "text": "General\n\nSessions\n\n121\n\nplished in the fields of geography, history, literature, mathematics, music,\nand science.\nFrom\n\nthe standpoint of enriching, vitalizing, and improving the quality of\n\ninstruction, the possibilities of visual-sensory aids are very great. The achieve¬\nment of these possibilities rests entirely with the teacher-training institutions\nand the school supervisory officers of our country.\nAs I approach the conclusion of this discussion, I call the attention of the\n\npresidents of the teacher-training institutions and the superintendents\n\nof\n\nschools of the country to the following four declarations made in Washing¬\nton in February when the National Academy of Visual Instruction and the\nDepartment of Visual Instruction of the National Education Association\nwere merged :\n1. Experimental studies, research, and surveys have revealed definite and im¬\nportant values for visual-sensory aids.\n2. A knowledge of these visual-sensory aids and a technic for their use require\nspecial preparation.\n3. The contribution that visual-sensory aids make to improved instruction justifies\na requirement that every teacher in training in the public schools of the United States\ntake a laboratory course in visual-sensory aids.\n4. Some means should be developed to train teachers in service in this course.\n\nThese are sound constructive declarations. The\n\nconsensus of opinion of\n\nstudents of this subject is that combination visual-sensory aids courses —\nvisual aids in history, visual aids in science are a great mistake since such a\nprocedure results in much confusion and duplication of effort. The feeling\nprevails that the core of the curriculum of a visual-sensory aids course should\nconsist of the following elements common to practically all subjects: re¬\nsearch, historical background, psychological aspects and verbalism, project¬\nors and projection, school journeys, objects-specimens-models and museum\nprocedure, pictorial materials, photography — still and motion picture camera\ntechnics, blackboard and bulletin-board technic, administering and budget¬\ning visual materials, radio-vision, bibliography.\nI am absolutely in accord with this thought. I believe this core material\nshould be the initial course in visual-sensory aids and that it should be man¬\ndatory. Surely no educator would defend these common elements and tech¬\nnics in art, English, geography, health, history, mathematics, music, and\nscience. It is my firm conviction that next to educational psychology, this\nvisual-sensory aids course possesses greater values, from the instructional and\nlearning viewpoints, than any other professional course in education.\nIt may be of interest to the National Education Association members to\nknow\n\nthat Pennsylvania State Teachers Colleges require such a course from\n\nevery person preparing to teach in the schools of the state. Pennsylvania’s\nSuperintendent of Public Instruction is an enthusiastic believer in the possi¬\nbilities of visual-sensory aids. I commend his viewpoint to the other state\nsuperintendents of the country. Pennsylvania’s Board of Teacher College\nPresidents has made this course mandatory in all of the state-owned teacher-\n\n"}
{"page": 126, "printed_page": null, "text": "122\n\nNational\n\npreparation\n\nEducation\n\nAssociation\n\ninstitutions of our Commonwealth.\n\nI commend\n\ntheir action to\n\nthe teacher-college presidents of the country.\nI he slogan of this meeting is “Looking Ahead in Education.” Since the\nvalues of visual-sensory aids have been revealed a wider use of school jour¬\nneys and of objects-specimens-models in instructional procedures has been\ncommended to the teachers of our country. May I venture the prediction\nthat if a course in visual-sensory aids be made mandatory on the part of\nevery person preparing to teach in the schools of the nation, if superintend¬\nents of schools will encourage teachers in service to take such a course —\neither in extension or at summer schools — and if visual-sensory aids be used\neffectively in the school rooms of America, the next ten years will witness\none of the greatest contributions to the improvement of instruction that has\never been made in the history of our country.\nSAFEGUARDING\nMRS.\n\nINEZ\n\nJOHNSON\n\nLEWIS,\n\nOUR\n\nRURAL\n\nSTATE\n\nSUPERINTENDENT\n\nINSTRUCTION,\n\nThere\nUnited\n\nis a wide\n\nspread between\n\nDENVER,\n\nSCHOOLS\nOF\n\nCOLO.\n\nthe poorest and the best schools in the\n\nStates. In the integrated picture of American\n\neducation\n\nchild is not getting an even break. In a just plan for human\ncan be no discrepancy in the chances for an education\nall the people. Inequalities between\nwill undermine\nThe\n\nrural and urban\n\nthe rural\n\nwelfare there\n\nof all the children of\n\neducation, if continued,\n\nthe prosperity and the stability of a free government.\n\neducational\n\nforces of our country must lead the way in making\n\nunderstanding and a sympathetic attitude toward\nOurs is a tremendous responsibility.\nThe\n\nPUBLIC\n\ndecline of agriculture and an impoverished\n\nfor an\n\nthe entire rural situation.\nrural life in any nation\n\nportend disaster for that nation. A happy, economically free country life\nmust at all cost be sustained if this country is to maintain the place that it\nhas won\n\namong\n\nThere\n\nmust\n\nnations.\ncome into being a fair plan of taxation for the support of the\n\nrural school. Our\n\ncountry has a twofold\n\nproblem.\n\nIt is mandatory\n\nthat the\n\nefficiency of the rural school be increased at a reduced cost to the local com¬\nmunity. While those responsible in government are meeting the challenge\nof equalization in the way of efficiency and cost, the educator has much to do.\nFirst, and most important of all, the school must train the rural child to\nlive with his fellows.\nIn a large measure\neducation\nand\n\nrural education\n\nshould not be different from general\n\nin its social aspect. A broad experience is needed\n\nrural communities\n\nto maintain\n\nfor rural people\n\ntheir rights in governmental\n\naffairs.\n\nHeretofore the farmer has been a producer only. In the future he must be¬\ncome a business man, as well as a producer. The latter entails a different\nsort of education\nknowledge\n\nwhich\n\nconcerns\n\nitself with the duties of citizenship and a\n\nof the business world. The\n\nprotects his economic\n\nwelfare.\n\nfarmer has a right to knowledge\n\nwhich\n\n"}
{"page": 127, "printed_page": null, "text": "123\nGeneral\n\nSessions\n\nI plead then for an enriched curriculum\nan enriched program\n\nthat we\n\nfor the country schools. It is thru\n\nwill be able to dignify and beautify country\n\nlife. I plead for a set-up in every local school that will remove\ncomplex in country places.\n\nthe inferiority\n\n1 he rural child must be steeped in the idea of his importance to the social\nand economic\n\nworld. The\n\nfuture farmer\n\nmust\n\nhave some knowledge\n\nnomic laws. Therefore a simplified course in economics\nin country high schools.\nCountry\n\nlife must\n\nnot be barren of culture. “Not\n\nmust\n\noccupy\n\nof eco¬\na place\n\nby bread alone doth man\n\nlive.” The fine arts will portray the beauty of country life. Let us have more\nof literature, art, and music. These are not frills; they are essentials. Any¬\nthing that makes for happiness, large vision, and contentment should not be\nclassified as frills.\nI plead for a song festival in every county and a rural choir in every state.\nMusic has a socializing and harmonizing influence. Every child should know\nthe joy of song. Experience in the rural choir and song festival will make for\nhappiness, poise, and freedom of spirit. Let the school meet the recreational\nneeds of the country community. The machine saves the time and the backs\nof men and women who work with the soil. Labor-saving machines, easy\nand comfortable transportation make recreation possible. The automobile\nand good roads eliminate isolation. The old isolation often proved deadening\nand ravaging. There must be larger areas of administrative units. Large\nnumbers in attendence at country schools make for social contacts which are\nnecessary mental and social stimuli. A social group should be large enough to\nmake it possible to teach cooperative effort among our future country citizens.\nThe small rural school with its very small attendance and barren curriculums made citizens individualistic much\nand happiness of rural life.\n\nto the detriment\n\nLet us properly evaluate those features which\n\nof the efficiency\n\nstill enrich American\n\nlife\n\nand which, if preserved, will sustain our national life thru challenging pe¬\nriods of our existence. This nation owes an unmeasured debt to the American\nfarm home. Aside from providing\nless gifts in the realm of ideals.\n\nThe\nworld\n\nAmerican\n\nfarm home\n\nwho\n\nhow\n\nknow\n\nfood for the people, it has yielded price¬\n\nis still sending sons and daughters out into the\nto work. They have habits of industry. It is in the\n\n^ farm home in America today where children are still learning a sense of per¬\nsonal responsibility. It is in the farm home that we still see undisturbed the\npicture of the home circle where father, mother, and children work out their\nproblems of life together.\nThe\n\nchild from the country areas is entitled to an education comparable\nto that of the urban child, not only for his own sake, but for the sake of the\nnation.\n\nIf the industrial and business w^orld senses its duty and fully comprehends\nthe interdependence of rural education and the social and economic stability\nof the nation, it will lend great effort to shield the rural school from the\neffects of the present depression. Education\n\nis prosperity’s greatest ally. Edu-\n\n"}
{"page": 128, "printed_page": null, "text": "124\n\nNational\n\nEducation\n\nAssociation\n\ncation is the greatest hope for evolving a plan of human welfare and security.\nIn our complex society, with its interdependence of group upon group,\nthe farmer who feeds the world is the most important part of the whole.\n\nRural\n\nby a just and fair system\n\neducation, then, supported\n\nof taxation and\n\nproviding for the vocational, cultural, and spiritual needs of country\nence, will in a large measure\n\nHOSTAGES\nWILLIAM\n\nC. COOK,\n\nTO\n\nSTATE\n\nTHE\n\nIn the very bivouac\nmet\n\nin solemn\n\nFUTURE\n\nSUPERINTENDENT\n\nCHARLESTON,\n\nand social salvation.\n\neconomic\n\nlead to America’s\n\nW.\n\nOF\n\nSCHOOLS,\n\nVA.\n\nof our national life, the educators\n\ncouncil. There\n\nexist¬\n\nis but one thought\n\nof America\n\nin the mind\n\nhave\n\nof this vast\n\nthrong of educators and that is, “How can education meet the challenge of\ndemocracy in the present situation in the light of the presentday needs of\nsociety?” We stand today in the position of hostages to the future. We are\nthe pledge given to society that the children of this generation will be de¬\nveloped into useful citizens of tomorrow. The nation has entrusted us with\nthis grave responsibility. If we should fail to discharge our duty at this crucial\ntime, we deserve to meet\nwarfare.\nThere\n\nthe fate that awaits any hostage in times of bitter\n\nare living today within\n\nthese United\n\ngirls of school age. Close to 30,000,000\n\nStates 36,000,000\n\nof this number\n\nboys and\n\nare actually enroled\n\nin our public and private schools. This is indeed a vast army, and it is at\nleast, one army that dare not be unemployed. Directing and guiding the lives\nof this restless multitude is another army of more than one million teachers.\nIn addition to these pupils and teachers of elementary and secondary grade,\nthere are 1260 institutions of higher learning, in which are enroled more\nthan 900,000 college students preparing to enter the various professions of\nlife. One cannot review these facts without being impressed with the magni¬\ntude of the task that lies before us. Even in normal times, the responsibility\nof directing the work\n\nof education\n\ndemands\n\ncapable leadership ; but in this\n\nhour of unparalleled economic stress, it is a challenge that calls forth true\npatriots and if need be, martyrs, for the protection of the future citizens of\nthis republic.\nIn the struggle to maintain\n\nour presentday\n\nexistence, both private and\n\npublic enterprises are being forced to utilize every available recourse. Vast\nreserves have been depleted. Legacies have been exhausted.\nsavings have been sacrificed in order to meet\nEconomies\na worthy\n\nPrivate and public\n\nthe demands\n\nof the moment.\n\nhave been effected that have forestalled the continuance\nenterprise. Education\n\nits future development.\n\nWe\n\nis threatened\n\nwith curtailments\n\nof many\n\nthat threaten\n\nneed to bear in mind that nations like individuals\n\ncannot spend their patrimonies\n\nwithout\n\nendangering\n\ntheir perpetuity.\n\nThe greatest safeguard to any democratic form of government is educa¬\ntion. It is only thru education that the problems of taxation, economics, crime,\n\n"}
{"page": 129, "printed_page": null, "text": "General\n\n125\n\nSessions\n\nand prohibition can be effectively and successfully solved. Unless the educa¬\ntional system of this country is able to train the youth of America to cope\nwith these vital matters, the future of our nation is uncertain. Our failure to\nrecognize and combat\n\nin militant fashion, the hostile forces that seek to impair\nand destroy education means that we perish and civilization fails. We are\nbound to make whatever adjustment is necessary in order to make available\neducational\n\nopportunity\n\nof this land. Democracy\n\nto every boy and girl thruout the length and breadth\nis on trial just now,\n\nand it is a question whether\n\nor\n\nnot under our present agencies and institutions and conceptions of govern¬\nment, we can meet the impending disaster. It is an open question to be\nanswered by the educational leadership of America as to whether or not we\nhave vision enough to see things in their true perspective. Do we see the im¬\nportance of protecting the intellectual and spiritual resources of our youth?\nDo we have the courage to demand that the lives of our children be developed\nto their full capacity? If not, we are disloyal to the trust that is imposed on\nus and we are unworthy\n\nto be hostages to the future.\n\nbig thing ahead of all school administrators just now is the reshaping\nand redirecting of our state educational systems. Education is primarily a\nstate function. This fact has not been generally recognized. The greatest\nThe\n\nsingle weakness\n\nin educational\n\nadministration\n\nis the failure on the part of\n\nthe responsibility of providing revenues for edu¬\ncation. Altho many states, in fact most of the states, admit in their constitu¬\ntions that the state is obligated to do this, yet in practise, they have delegated\nthis authority and responsibility to local units of government. It would seem\nthat at a time when the nation feels called upon to vote billions of dollars for\n\nthe several states to assume\n\nthe relief of less fortunate areas of the United\n\nStates, that the separate states\n\nwould recognize their obligation to help the less favored counties and districts\nin their efforts to provide education. A few states have taken this attitude;\nbut so long as the states, taken as a whole, supply less than one-sixth of the\nschool revenue, it cannot be said that they have assumed this responsibility.\nUnless the state recognizes and discharges this obligation to its growing\ncitizens, it must assume the responsibility for the impairment of its educational\nof civilization.\n\nsystem and the ultimate breakdown\n\nNever in the history of our nation was there greater need for fearless states¬\nmen. In times of crises nations turn to education for the solution of their\nperplexing problems. Today, America is looking to the educational states¬\nmen here assembled to lead her out of the shadow of doubt and depression,\ninto the sunlight of faith and prosperity.\nI need not say to you that this requires sane, aggressive, and even militant\nleadership on the part of all governmental and educational agencies. It is\nnot the task of any single person\n\nor any group\n\nof persons but the solemn\n\nduty of all. The business interests of the country must realize that “Educa¬\ntion is,” as President Hoover said, “our only indispensable business.” And\nwe have no other alternative than to stand fast for those things that will most\nsurely guarantee\n\nour nation’s future.\n\n"}
{"page": 130, "printed_page": null, "text": "126\n\nNational\n\nEducation\n\nAssociation\n\nIt is inconceivable to think that the problems of the future will be any less\ndifficult to solve than the problems of the past. Is it illogical to assume that\noui futuie citizens will be able to grapple with these problems with less\neducation than the citizens of yesterday or today ? I am pleading with the\neducators of today and with all educational and governmental officials who,\nin any way, control the destiny of education, to demand for the youth the\ntype of training that will enable them to overcome the difficulties that arise\nfrom the inevitable reorganization of this country, and to find intelligent\nand peaceful solution to the complicated problems that arise in a complex\nsociety. In this way, and in this way only, can we prove ourselves worthy\nhostages to the future.\nSETH\nMRS.\n\nSOPHIA\n\nMECORNEY\n\nPARKER\n\nAND\n\nRADIO\n\nLORD\n\nSETH\n\nPARKER),\n\n(MRS.\n\nNEW\n\nYORK,\n\nN. Y.\n\nMr. Lord started his dramatic work by giving programs for entertainment\nonly. Soon he felt that these programs were burlesque and did not truly\ndepict characters he knew. He felt there was something lovable and sincere\nand far more fundamental than these programs he was giving. So he decided\nto try to write radio programs and give up magazine work for a while. He\ntried to develop a program — it wasn’t the program as you know it— which\nwe gave on Sunday nights. It was an old-fashioned singing school program,\nwhich would be developed around Father and Mother Parker. He brought\nthe village characters into these programs, too, thus bringing in the humor.\nThe first programs were singing old-time songs rather than hymns. We\nweren’t very successful at first in getting in on the larger broadcasting sta¬\ntions. Four years ago we put a program on for a period of ten weeks, over\na small New 'Vork station. I think it was probably the hottest summer New\n^ 01 k had ever known. We had to have a drink of water between songs to\nkeep from passing out between the numbers on the program. Finally it\nattracted enough attention so that it was put on by the National Broadcast¬\n's Company more as a singing school, but still as a Sunday night perform¬\nance. It grew from an experiment into what has been called a national\ninstitution.\n\nI thought you might be interested in hearing some of the fan mail we get.\nIt never ceases to be interesting to us to read it thru because it is from our\nfan mail we learn the different types of people who listen to us ; and we have\nlearned there are thousands of people in all parts of the United States and\nCanada who listen to us every Sunday night — all classes and types of people.\nWe find among our listeners wealthy people and very poor people. There\nare men in state prisons, some of them there for life, who listen every Sunday\nnight; there are soldiers in government hospitals in various parts of the\ncountry , there are miners under the ground who listen to us; and, of course,\nold people all over the country in the old people’s homes. Then there are\njust ordinary people like the rest of us who listen and love the program be¬\ncause it probably brings back memories of their childhood, or memories\n\n"}
{"page": 131, "printed_page": null, "text": "127\nGeneral\n\nSessions\n\nthey have heard their mothers and fathers tell about. Some\n\nof the letters\n\nthat come I can’t read to you because they are so intimate it would be a\nsacrilege to read them in public, but I have gone thru and picked out a few\nI think are fairly typical of the letters that come to us each week, coming\nin usually Monday, Tuesday, or Wednesday after people have listened to\nour program. I will read you a few of them.\nSeth\n\nParker\n\nDear\n\nSir:\n\nThis\n\nSunday\n\nnight your\n\ntruth, just a bootlegging\nus some\n\ngood, myself\n\nservice\n\nfound\n\nplace, and\n\nespecially.\n\nits way\n\naltho it was\n\ninto this apartment,\n\nat first unwelcome,\n\nI’ll say that it did wonderful\n\nwhich\n\nis, in\n\nit did a few\n\ngood.\n\nThis\n\nof\n\nis a good\n\nways from “Maine,” or wherever it came from, but it isn’t as far as I have traveled,\nand on a devious route besides. And such a service I’ve never had a chance to hear.\nI m writing immediately before my enthusiasm wears off, but it won’t wear entirely\noff. I think next Sunday\n\nI’ll hear it again, if I am\n\nnear\n\na radio.\n“San\n\nFrancisco”\n\nJust\nThis one comes from an official in one of the district\ncourts of Colorado:\nConsidering my anti-churchgoing proclivities, it may amaze you that I am even\ninterested. However, there is something so human and at the same time so far re¬\nmoved from the “holier than thou” factor in Seth Parker and his companions that\nI am forced to make an admission. No matter where we go on Sundays we see that\nwe are tuned in at Jonesport in the evening, even tho it be necessary to go home to\nget the connection. The wife may go to church in the morning\nboth of us are part of the Seth Parker meetings.\n\nwhile\n\nI play golf, but\n\nThis one says :\nTwo\n\nmoderns\n\nwe\n\nare, college graduates,\n\nand\n\ncriticized because\n\nwe\n\ndesire to in¬\n\nterpret religion in the light of our knowledge. Yet, without fail, we tune in Sunday\nevenings to be one with you all. We wonder can you feel the unity and peace that\nyour half hour brings? In the minutes that you enrich with your program, two\nmoderns become quiet and worshipful.\n\nThis one is a little different:\nMr.\n\nSeth\n\nParker:\n\nI do not know\nI have\n\nanything\n\nabout you\n\na story to tell you. Me\n\nand\n\nexcept\n\nwhat\n\nI hear of you\n\nwife\n\nhave\n\nlistened to your\n\nmy\n\ntime and\n\nalways\n\nboy and\n\nher the little one. Well, week\n\nenjoyed\n\nthem.\n\nWe\n\nover\n\nthe radio. Now\n\nservices\n\nfor a long\n\nsat together\nbefore\n\nin front of the set, me holding the\nlast she suddenly died of pneumonia.\n\nI didn’t hear your service last Sunday, but tonight I did, only this time I held both\nthe kids and I just drug up the chair where she sat.\nI never\nwould\n\nwrote\n\nto no radio people before, but I thought if I got this off my chest I\nfeel better and I thought you was the only one I knew who would understand\n\nhow I feel about it. Probably you won’t even see this letter, but if you do I just\nwanted to tell you I am going to be mother and father to my kids. I got a little\ngarage business, so I don’t need to worry\nright, and that is a promise.\n\nthat way.\n\nI am\n\ngoing to bring up those kids\n\n"}
{"page": 132, "printed_page": null, "text": "128\n\nNational\n\nEducation\n\nAssociation\n\nThis one again is from some young people :\nWe first heard you in Washington, D. C., last June when visiting a navy friend\nof mine. I was amazed at the time to know that those gay young folks, dancing or\nplaying bridge on Sunday\nthey were impressed.\n\nstop to listen to you and to see how\n\nwould\n\nevening,\n\ndeeply\n\nThis one was written after a Mother’s Day program. It was the rather\nrecent program. I don’t know whether you know anything about it or not ;\nbut in it we had a telephone conversation, presumably from a boy in San\nFrancisco and his mother in Jonesport, Maine. It is a fact that after that\nprogram hundreds of sons called up their mothers. We had at least sixty\nletters come in from mothers telling us that sons they hadn’t heard from in\nyears had called them. This is one of them :\ntell you how\n\nLet me\n\nprayer\n\nmy\n\nanswered\n\nson was\n\nindifferent\n\nlong lost and\n\nfor my\n\nMother’s Day thru your broadcast and the collection story. When they sang, “For\nI love him, he knows,” my heart went out in prayer for my boy, I knew not where.\nrang — long distance\n\nthe telephone\n\nIn less than 20 minutes\n\nChicago — the “hello”\n\nfrom\n\nrevealed the answer to my prayer, and I spoke his name, and he said, “Yes, dear.”\nI asked: “Did you listen to Seth Parker tonight?” He said: “Yes.” Oh, it was so good\nto hear his voice again — nearly three years now . . .\n\nthe last one I have here is a particularly pathetic one. It is about a\ngirl who ran away, met with unfortunate experiences, became ill, and went\nThen\n\nto a little town where she knew no one to die. A very kind-hearted landlady\ntook her in and was quite kind to her, and it was from this landlady we\nreceived the letter. In the first part of it she tells how the girl came to her\nand how ill she was. Then she went on :\n\nsee a minister\n\nor anyone\n\nand\n\nwould\n\nnot hear\n\nalways\n\nis, and\n\nwere\n\naway\n\nher, Mr.\n\nParker,\n\nno longer\n\nafraid.\n\nI found\n\npraying\n\nShe\n\nin her\n\nsaid, no, and\n\nshe\n\nnice your\n\nhour\n\nweeks.\n\nWhen\n\nI finally did see\n\nmelted,\n\nand\n\nHer\n\nheart\n\nhad\n\nof you, she said: “The\n\nsecond\n\ntime\n\nI heard\n\nAnd\n\nnow\n\nwhen\n\nI felt it meant\n\nsilent prayer, I always feel it is partly for me.”\nThis morning I went to see her. She could\nin the Arms\n\nnot\n\ntry it the next time.\n\nher entirely changed.\n\nfor you,’ and\n\nsang last night — “Safe\n\na radio\n\nhad\n\nI told her how\n\na preacher.\n\nand did not see her for some\n\nSpeaking\n\nShe would\n\nmyself.\n\nParker.\n\nSeth\n\nheard\n\never\n\nfinally she said she would\n\nAfter that I was\n\nsang, ‘I am\n\nyou\n\nyou because\n\ndeath\n\ntalk religion to her. She\n\nwould\n\nher if she had\n\nI asked\n\nroom,\n\nwho\n\nfeared\n\nalways\n\nnot help her, as I have\n\nI felt I could\n\nme.\n\nonly whisper\n\nof Jesus” and “Happy\n\nabout\n\nDay, When\n\nshe was\n\nthem, they\n\nthey have\n\nthe\n\nthe hymns\n\nyou\n\nJesus Washed\n\nMy Sins Away” — and she asked if somebody could sing them at her funeral. She\nsaid she had a little money left and wanted to send it to Seth Parker to do good\nwith.\n\nShe took it from\n\nJust now\n\nI had\n\nwas:\n\nher bag under\n\na telephone\n\nher pillow and handed\n\nmessage\n\nsaying\n\nshe had\n\nit to me, which\n\ndied. The\n\nI enclose.\n\nlast thing she said\n\n“Bless Seth Parker — I am not afraid now.” Tomorrow I have two girls who\nwill sing the two hymns at the house, and then she will be taken to her childhood\nhome. I know you have many letters and may never read this one, but she wanted\n\nyou\n\nto know.\n\n"}
{"page": 133, "printed_page": null, "text": "General\n\nTHE\nHONORABLE\n\nEDITH\n\nMOST\nNOURSE\n\nFOR\n\n129\n\nSessions\n\nYOUR\n\nROGERS,\n\nMONEY\n\nMEMBER\n\nOF\n\nCONGRESS\n\nFROM\n\nMASSACHUSETTS\n\nThe average American citizen upholds a high standard of honesty in busi¬\nness, and a commendable respect for ownership of property and money, but\nthere are thousands of people who assume financial obligations that common\nsense should tell them they can never fulfill. Under the pressure of highpowered salesmanship the citizen with low resistance to temptation yields to\nhis inclination to outdo the Joneses and his other neighbors in possessions\nuntil his financial status is hopeless.\nThe rapid rate of economic progress in this country has earned the ap¬\nplause of the whole world. American citizens are very proud of their wealth\nand business power. That all good things might be “bigger and better” is a\nwellknown American ideal. However, the very spirit which prompts us to\nstrive for distinction in the grandeur of material things in this country is\nnow a cause of much tribulation.\nIt is really pathetic to see those thousands of bonus marchers in Wash¬\nington, men who have come there thinking Uncle Sam will take care of\nthem ; men who, if they had saved their money during prosperous times\nwould probably have had enough to tide them over this difficult period. If\nthey only had managed their money properly, they would realize that the\nfederal government cannot possibly pay them over two billion dollars. It is\nvery tragic to see them, your heart aches for them. I was in the Senate when\nthe Senators were voting against the bonus. You could hear thru the Senate\nwalls the voices of those thousands of men — it seemed as if they were mock¬\ning the Senators, but they proved to be cheering them. They sang “America,”\nand that is the sort of citizens those men are. The tragedy of it all is that they\ncame to Washington without understanding; they knew nothing of money\nmatters ; they knew nothing of budgeting.\nWe are paying dearly for our too pretentious ambitions. We have trained\nourselves to acquire wealth rapidly, but have often allowed ourselves to\nexpend it foolishly.\nThe schools have contributed much toward the development of worthy\nideals of citizenship. I cannot for one instant feel our school system has been\na failure. It can be reconstructed, perhaps, in some\n\nrespects; it can be im¬\n\nproved ; but I won’t admit for a second that there is anything like failure in\nour American school system. The schools can contribute still further in a very\ndefinite way in the present crisis by training children in the wise use of money.\nMost citizens could not be induced to steal money, thanks to our ideals of\nhonesty ; but they do not pay their bills — bills which they have assumed far\nbeyond their ability to pay, and they are stealing from the shopkeeper just\nas surely as if they were stealing from the cash register. The public has felt\nfor so long it could buy things on the instalment plan, thinking they would\nhave a better job, better salary just around the corner. Unfortunately just\n\n"}
{"page": 134, "printed_page": null, "text": "130\n\naround\n\nNational\n\nthe corner meant\n\nEducation\n\nAssociation\n\nthe down-grade\n\nof prosperity instead of the\n\nup-grade.\nPersonal budgeting of expenses should be practised by every individual\nfrom his earliest years. The schools owe everyone an opportunity to develop\na scientific and practical method of budget making. Let the schools make\nour children budget conscious and budget conscientious.\nThe present financial breakdown is a stop light in the highway to national\nbankruptcy. For passing a red light on the lane to prosperity we always pay.\nThousands of American citizens would have been able to tide over the depres¬\nsion in comfort if they had spent their inflated war earnings in accordance\nwith sound principles.\nOur nation is entering upon a new phase of its economic existence. The\neasy road to wealth thru the exploitation of extensive natural resources\nhas been blocked. There is no more land to acquire for an insignificant sum.\nOur free forests are owned. Our mineral wealth has been tapped. From now\non our economic progress must be attained thru the development of personal\nskill and ability to render needed service. The first requisite to success in this\nnew era will be the conservation of monetary rewards for this service. While\nincreasing the capacity of youth to earn thru the development of increased\nvocational skill, the schools must develop a respect for the incomes earned\nthru this increased capacity to serve.\nIt has always seemed to me unfair to teach our children how to earn money\nand then do practically nothing toward teaching them how to spend that\nmoney; how to distribute that money. In some of the schools, of course, they\nteach banking, to a certain extent teach children to save, but they don’t\nteach the children to give; they don’t teach the children how to distribute\nwhat they have.\nYou should teach children that it is just as patriotic to protect the American\ndollar as it was to buy Liberty Bonds during the war. The efforts of the\nschools should be supplemented by a nationwide movement at this time to\nenlist all adults in the effort to stabilize values.\n\nWe do want to protect our American dollar. We do not want to throw\noff the gold standard. If we protect our dollar, we are not going off the gold\nstandard, and every one of us has got to think.\nWe have got to realize that there is a definite relation between budgetary\nplanning for individual citizens and budgetary planning for the nation.\nIndividuals who have learned to save money for themselves will be slow to\ncountenance profligate spending by public officials. Members of Congress\nare now flooded with letters from their constituents urging the appropriation\nof huge sums for every conceivable purpose. Some of these purposes are self¬\nish. Some voters are perfectly sincere in suggesting a purpose that they think\nwould help the country ; but how we can save the taxes you and I pay, how\nwe can balance the budget and, in the same breath, make some huge appropria¬\ntion for developments that will help only the limited few is beyond my com¬\nprehension ; and I know it is beyond your comprehension.\n\n"}
{"page": 135, "printed_page": null, "text": "General\n\nSessions\n\n131\n\nBy the way, the postoffice tells me people plan not to send any more letters\nbecause they will have to pay three cents. People are planning to pay their\nbills, not by check, but by drawing a lump sum and then paying out of that\nmoney. Of course after a month or two months time people will become some¬\nwhat accustomed to the tax and they won’t like not to write their girls just\nthe same, and they are going to write to the fathers and mothers, so they\nare just going to write letters as usual. Perhaps it is just as well we should be\ntaxed. We are going to find government money is our money and that we\npay the bills for every single government expenditure. We want that govern¬\nment money wisely distributed, wisely spent. We want to learn not to\nsquander our own money in order that public officials will not squander the\nmoney that we put into the federal government.\nThe French have more nearly returned to normal conditions than the\npeople of any other country. They have been able to do this because they\nrealized the value of the sou or the value of the penny.\nI remember that in my childhood a few pennies meant a fortune to me,\nand I used to think how I could get the most out of those few pennies. I was\n\nbuying a newspaper the other day and I didn’t want the pennies back. I said\nto the girl, “I don’t want the pennies.” She looked at me and smiled and\nreplied, “Nobody values pennies any more, not even the children.”\nIf America is to return to a period of material prosperity, it will be only\nthru the efforts of its citizens individually and collectively to guide their\nspending wisely.\nIf, out of the present economic crisis, we can find ways and means to\nimprove existing conditions and to avoid their recurrence, the experience\nnationally and individually will not have been in vain.\n\nIt does seem pretty hard, however, that people should have to suffer, to\nmy mind entirely unnecessarily, because in the schools in their youth they\nwere not taught the value of the penny. They were not taught to protect\nthe dollar by watching the pennies and by distributing those pennies.\nI think everyone in Massachusetts has great pride in the fact that from\nthe fifth grade thru the entire school system the Brookline schools have,\nfor the last four years, taught money management — time and money manage¬\n\nment or budgeting. I don’t know how many of you know of that system. To\nmy mind it is the best I have heard of thus far because it is the simplest. It is\nso simple even a child can understand it— apparently the children love it. I\nhave letters written by the children to me; letters from the children who\ngraduated from the school. They tell me they find it invaluable in after life.\nTo my mind everything possible ought to be done to help our teachers. You\nknow even better than I do that you are responsible for the welfare and for\nthe character of an entire nation. It is your boys and your girls who will go\nout into the world to make good citizens, or fair citizens, or poor citizens.\nOf course, inheritance, home environment does much; but you have it in\nyour power to take those children for a certain number of hours out of their\nunfortunate environment, surround them with interest, enthusiasm — and the\nchildren have so much of it if they are only properly led. Because you have\n\n"}
{"page": 136, "printed_page": null, "text": "132\n\nNational\n\nEducation\n\nAssociation\n\nthe entire nation and the future of the nation in your hands, I am anxious\nthat you should teach them wise money management. The use of money is\nthe having of the necessities of life, the food and clothing and the rent ; the\ngiving, which means the giving to the churches, the giving to the charities,\nand the caring to help other people; and then the spending, perhaps for the\nmovies, for some little luxury they may want; and then the taking out of\ninsurance, the taking out of annuities to protect the teachers for a happy older\nlife in order that when they may retire they may feel secure and that they\nmay live on at peace and in comfort\nI feel so strongly for the teachers, for the children, for the parents, for\nthis entire nation. We are going to be a stronger nation I know. It is\nprobably better for those of us that aren’t actually suffering to have to face\nthe facts and to learn what Calvin Coolidge said he believed in : “Thrift,\nnot to save money but to save lives.”\nTHE\n\nFIGHT\n\nFOR\n\nTHE\n\nRIGHTS\n\nPERIOD\nGEORGE\n\nDRAYTON\n\nSTRAYER,\n\nOF\n\nOF\n\nCHILDREN\n\nIN\n\nTHE\n\nDEPRESSION\n\nTEACHERS\n\nCOLLEGE,\n\nNEW\n\nN. Y.\n\nYORK,\n\nCOLUMBIA\n\nUNIVERSITY,\n\nIt is appropriate that the members of our profession lead in the fight to\nprotect the rights of children during the period of the depression. We are\nconcerned, as are all who wish well for our society, with the protection of\nchildren from hunger and disease, from unwholesome physical surroundings,\nand from social and moral hazards. But while we cooperate with others in\nthese provisions that make for the general welfare of children, we have the\npeculiar obligation to fight for the continuance of an efficient educational\nservice. We, more than those of any other group, have a responsibility for\nthe maintenance of a system of public education which, as proposed by the\nWhite House Conference on Child Health and Protection, seeks to pre¬\npare children for life thru the discovery and development of their individual\nabilities and thru training and vocational guidance to prepare them for a liv¬\ning which will yield the maximum of satisfaction.\nThe progress of public education, particularly during the period of the\npast twenty-five years, has moved in the direction of this ideal. We have\nsought to secure the regular attendance of boys and girls in our schools\nuntil fourteen years of age, and in some communities until sixteen or even\neighteen years of age. We have provided in kindergarten and elementary\nschools a variety of opportunity suited to the needs and capacities of individual\nboys and girls. We have developed the junior high school, with its “broad¬\nening and finding” courses, and the guidance service which contributes to\nthe successful achievement of all boys and girls during the period of early\nadolescence. We have extended greatly the opportunity for secondary edu¬\ncation. For a majority of those enroled in these schools there has been a\nchoice of subjects and of curriculums adapted to their abilities and voca¬\ntional outlook. Higher education has been provided more generously for\n\n"}
{"page": 137, "printed_page": null, "text": "General\n\nSessions\n\n133\n\nthe people of ambition and superior intelligence. In all departments of the\nschool system we have recognized the necessity for physical education and\nhealth teaching. We have made available more significant opportunities in\nthe fine and industrial arts and in home economics. Special provision has\nbeen made for those who are handicapped. These great gains have involved\nan increase in the expenditures for public education from less than $500,000,000 in 1910 to approximately $2,300,000,000 in 1930.\nIt is proposed that our program has been over-expanded. There are those\nwho believe that we must retrench not merely by securing a maximum of\nservice for every dollar spent, but by withdrawing from the educational\nprogram many of the opportunities which have been developed during this\ngeneration. It is seriously proposed that we cannot afford the program of\neducation already established.\n\nEvidence of the denial of educational opportunity is easy to find. In cities\nand in rural areas school terms have been shortened. In some cases, par¬\nticularly in the rural areas, the term has been made so short as to amount\nto a denial of any significant opportunity. Schools for the most part, even\nunder the best conditions, have been less adequate for rural children than for\ntheir city brothers and sisters. Teachers in these schools have never been as\nwell prepared. The buildings and equipment have been less adequate, and the\nadaptation of the needs of individual children, particularly those who are seri¬\nously handicapped, has been less sure than in urban areas. During the current\nyear in many rural areas the very meager opportunity which was formerly\navailable to boys and girls has been still further limited.\nBut even in our more favored communities, children are being denied\nmany of the opportunities fundamental to their highest development and to\nthe welfare of society. Opportunities for ambitious boys and girls in night\nschools have been denied with the closing of this part of the school system.\nSignificant training for those who have left school to go to work provided by\ncontinuation schools has been omitted from the program. The provision of\nadult education which was just getting under way has been dropped. Even\nin urban areas the school term has been shortened in order to balance the\nbudget. At the same time, according to the data collected by the Research\nDivision of the National Education Association, in 182 cities new buildings\nwhich are needed have been postponed. In 173 cities there has been marked\nretrenchment in the purchase of textbooks and supplementary books. In 80\ncities there has been a reduction in the number of supervisors ; in 42 cities\na reduction in the night school offering; and in 40 cities less provision for\nmusic.\nThe restriction of the school program is a serious matter. The supposi¬\ntion that adequate education can be provided if only the traditional school\nsubjects be taught is contrary to the facts which are wellknown to those\nwho work with boys and girls. The opportunity in music or art for some\nchildren is of vastly greater importance than the provision in the three\nR s. T. he chance to work in laboratory or shop may mean the difference be¬\ntween success and failure for children who get their greatest satisfaction out\n\n"}
{"page": 138, "printed_page": null, "text": "134\n\nNational\n\nEducation\n\nAssociation\n\nwith materials rather than with symbols. The later physical\nwellbeing and economic productiveness of the individual may be depend¬\nent upon a generous program of physical education and health service.\nWith all of the progress that has been made in the United States during\nthe past generation, there are still tens of thousands of handicapped boys\nand girls for whom no special provision is made. We have learned how to\nprovide significant education for the deaf, the blind, the crippled, and the\nmentally backward. Wherever such services are made available, society\n\nof working\n\nprofits in the long run even as the individual gains in self-respect and in\neconomic strength. It is not sound economy to propose that we deny signifi¬\ncant opportunities for education to those who already labor under such\ngreat disabilities.\nIt may be well to tell those who would drastically reduce the budget that\nthere are communities in which education is still being maintained at a\nhigh level of efficiency. In some of these communities and states there are\nunusual economic resources. In others it is a combination of economic\nstrength and the development of a sound system of financing public education.\nThere is need thruout the United States for a reconsideration of the pro¬\ngram of financing our schools. The difficulty in many communities is the\ndependence upon the general property tax. The burden, resting as it does\nmainly upon real estate, has in some instances become too heavy to bear. In\nthis situation the response should not be to close the schools nor to render\nthem less efficient, but rather, to study the possibility of developing a better\nrevenue system. There is need, as well, to consider the possibility of greater\nparticipation by the state in the support of schools. Reforms in taxation will\nof necessity involve the whole state and will call for the collection of\nrevenue on a statewide basis. This makes it necessary that the state enter in\nto provide a larger measure of support for public education.\nThe members of our profession have an obligation to bring to the atten¬\ntion of those who believe in the significance of public education the need\nfor better financing of their schools. Specialists in taxation, in school ad¬\nministration, in government, and in business should be enlisted in the study\nof the problem of the financing of education and in the development of recom¬\nmendations for immediate legislation. It is alarming to propose retrench¬\nments which would interfere with the efficiency of the school system merely\nbecause the revenue system needs to be reformed. Men and women who\nwish well for our society will be willing to bear the burdens and make the\nsacrifices necessary to preserve the rights of boys and girls.\nThe situation is critical. If our democracy is to be maintained, we must\n\nin our schools develop the boys and girls, the young men and young women\nwith the knowledge, the insight, and the ideals necessary for its perpetuity.\nWe must have schools that do much more than provide opportunities for\ngrowth in knowledge and in skills. We must have schools which seek to\ndevelop a generation of young people who love liberty, who seek justice, and\nwho are willing to sacrifice personal advantage to the wellbeing of the\nwhole group. If our society is to endure, we must have the kind of teachers\n\n"}
{"page": 139, "printed_page": null, "text": "135\nGeneral\n\nSessions\n\nand the sort of curriculum which will produce a citizenship devoted to the\nattainment of social justice.\nWe have the peculiar obligation to fight for the rights of boys and girls\nduring the period of the depression. We must cooperate with all those\nagencies which seek to preserve the physical wellbeing, the moral integrity,\nand the intellectual and social development of this generation of boys and\ngirls. Now is the only time that these young people can secure that education\nwhich will enable them to take their places and do their part in the de¬\nvelopment of our society. We subscribe most heartily to the proposal of the\nPresident of the United States that “however the national economy may\nvary or whatever fiscal adjustments may be made, the very first obligation\nupon the national resources is the undiminished financial support of the\npublic schools. We cannot afford to lose any ground in education. That\nis neither economy\n\nnor good government.”\n\nTHE\n\nCODE\n\nEDITH\n\nTEACHER’S\n\nB. JOYNES,\n\nPRINCIPAL,\n\nROBERT\n\nSCHOOLS,\n\nIN THE\n\nPRESENT\n\nCRISIS\n\nGATEWOOD\n\nAND\n\nWASHINGTON\n\nNORFOLK,\n\nGEORGE\n\nVA.\n\nThere is no code in writing that the teacher can point to, but the present\neconomic crisis demands that we phrase one that the public will honor and\naccept.\nAn educated public demands a high standard of efficiency for its teach¬\ning body ; and as problems arise to be solved, the educated broadminded\nteacher is the one bulwark on which American ideals and character hinge.\nWe hope the aspirations of our teachers are great enough to soon see every\nschoolroom presided over by a leader possessing at least four years of college\ntraining beyond the high-school diploma.\nOur teachers must be happy, for a happy teacher is an asset to any system.\nShe passes it on and those with whom she is in daily touch catch the same\nspirit. Money questions are vital and close to us all. But nothing makes a\nteacher more unhappy than to know that her fellow workers not so well\nqualified as she, are receiving a much higher salary. A standard salary where\nmerit shares alike is the best mark of happiness that a teacher knows. No\npangs of jealousy, no thought of envy for her fellow workers arise when she\nhas the assurance that there is no underbidding in salaries.\nOur teachers must be better organized. We have done a splendid piece of\nwork in the organization of our teachers all over the United States, but the\nproblems that confront us now remind us that it is not complete. Wffiere is\nthe weakness? Is it in the teaching personnel? Is it in the administration?\nIs it in the public sentiment at large? Is it because the public is too much\ndivorced from the schools? Or is it the lack of whole hearted cooperation\namong all workers in all departments of the educational program? Who\ncan label this problem and offer a suggestion ?\nOur teachers must form a closer link between school, home, and business.\nToday the problem of the home and its reliance on the school for the finer\nthings of life is graver than ever before. There is no time for parental in-\n\n"}
{"page": 140, "printed_page": null, "text": "136\n\nNational\n\nEducation\n\nAssociation\n\nfluence to shape the character of the children of the state. The school must\nshoulder this responsibility and instil in the hearts of the boys and girls\ncharacter traits that make for a strong citizenry and lofty ideals.\nTeachers must be thoroly acquainted with the financial and civic affairs\nof our city, state, and nation. We must exert ourselves to understand the\nproblems of taxation and finance. That is the great problem that affects each\none of us.\n\nEvery teachers organization in the United States should emphasize these\nthree things : ( 1 ) the importance of cultivating civic contacts and using\nthese contacts to present the teacher’s point of view regarding education ;\n(2) the need of studying finance and taxation and using pertinent facts to\ninfluence public opinion in matters affecting school finance; (3) the de¬\nsirability of securing proper publicity for the schools in order that the citi¬\nzens of tomorrow may have a keener appreciation of what the schools have\ndone for them.\n\nEvery locality is different and a publicity program must be interpreted\nin terms of the needs of the school and the community. The type of program\nneeded must be understood and desired by the faculty before the school can\nhope to establish a publicity program that will enlighten the patrons and\ngain the cooperation necessary to put over any type of an effective educa¬\ntional program.\nI suggest the following methods of interpreting the schools to the public :\n(1) educational articles in the daily newspapers; (2) educational speakers\nat parent-teacher association meetings; (3) educators to speak on civic club\nprograms; (4) urge teachers to belong to civic organizations, so as to make\ncontacts outside their own group; (5) educational exhibits of pupils’ work;\n(6) urge parents to visit schools; (7) presentation of actual school work at\nschool league meetings; (8) principal’s bulletins; (9) school paper; (10)\nurge teachers to do more visiting in the homes.\nSchool publicity is one of the most essential factors in educating the public\nmind to a sympathetic understanding of the modern program of education\nso necessary to meet the needs of a changing civilization. The responsibility\nof the interpretation of the school to the public in a visual, scientific manner\nrests upon the school. Only in this way can we hope to gain the cooperation\n\nof the home and convince the public that huge sums of money spent on edu¬\ncation are wisely used, and that the school of today with its enlarged pro¬\ngram is meeting the needs of a changing civilization in better and more\nefficient ways than ever before.\nThe responsibility of school publicity rests upon the administrators and\nteachers the same. Unless the school is willing to assume its responsibility\n\nof interpreting education to the public in a language that they can under¬\nstand, it is impossible to get them to believe that the large sums of money\nspent on education are wisely invested.\nTherefore, we must convince them that in this changing civilization the\ncurriculum must be built around the three C’s, character, culture, and citi¬\nzenship. Any intelligent interpretation of the aims, procedures, and accom-\n\n"}
{"page": 141, "printed_page": null, "text": "General\n\n137\n\nSessions\n\nplishments of the school means a better cooperation of the school and home\nin the education of the whole child.\nIf we can educate the public to the great need of teachers with broad back¬\ngrounds, educators who see things fairly and justly, and who are also able to\nsolve the complex problems of today, we will create a quality demand for\nteachers, not a quantity demand. .There would be a shortage of teachers to¬\nday if we placed the demand on quality. Many teachers who have inferior\nlicenses have underbidden the trained teacher. But by cooperative effort be¬\ntween state and school officials, federal officers of education and teacher as¬\nsociations of all types, we can eliminate the granting of inferior certificates\nand thus decrease the supply of teachers.\nOur teaching does not measure up unless we set the example and are prop¬\nel ly trained for guiding and shaping the destinies of the millions in our\ncharge. It should ever be our goal. Each one should ask: Do I instil the\nqualities that make strong citizens ? Do I see evidence in my teaching in the\nunfolding of the characters under my supervision ? Am I giving them the\nbest in me? Will these boys and girls make a better America of tomorrow?\nWill they think thru the affairs of their generation better than their fathers\ndid before them ?\nI suggest the following items for a Teacher’s Code:\n1. Develop\n\n2. Give\ngrowth.\n\nthe whole\n\nadequate\n\nchild.\n\nrecognition\n\nand\n\nreward\n\nfor preparation\n\nand\n\nprofessional\n\n3. Be thoroly conversant on civic and financial conditions of state, city, and nation.\n4. Acquaint the public with plan of education in the United States.\n5. Form a closer link between home, school, and business.\n6. Make the work of the schoolroom just as vital to the communitv as business\nitself.\n7. Recognize one salary scale for all, thus insuring a contented teaching body.\nParticipate in the public affairs of the city, state, and nation and exercise the\nrights of citizenship.\n9- Strive for better organization\nciations.\n\nof teachers\n\nin local, state, and national\n\nasso¬\n\nIn conclusion, I again want to urge every teacher to be thoroly informed\nabout local, state, and national affairs because the whole world is in our\nschoolrooms, and we must have a sympathetic appreciation of the problems\nof all people of all lands. We must learn to work with all people, think\nclearly and wisely with all nations, and teach our pupils to respect the\nbrotherhood of man and the Fatherhood of God. God cannot be left out of\nour plan, for in character and integrity is the strength of our citizenry to¬\nmorrow.\nRESEARCH\nPAUL\n\nR.\n\nMORT,\n\nAND\n\nABILITY\n\nDIRECTOR, SCHOOL\nOF\nCOLUMBIA\nUNIVERSITY,\n\nGROUPING\n\nEDUCATION,\nTEACHERS\nNEW\nYORK, N. Y.\n\nCOLLEGE,\n\nAbility grouping has recently come in for a considerable amount of adveise criticism. Some of the criticism has clarified the issues; some has con¬\nfused them ; but none of the criticism has succeeded completely in breaking\n\n"}
{"page": 142, "printed_page": null, "text": "138\n\nNational\n\nEducation\n\nAssociation\n\ndown the well-established belief in the possibilities of ability grouping or\nthe desirability of such grouping when wisely used. Ability grouping is\nbased upon the inescapable facts of individual differences. What we need is\nbetter understanding of the significance of individual differences and more\nintelligent application of our understanding in the management of various\ntypes of schools.\n\nAn appraisal of ability grouping ought to be consistent with one’s accepted\npoint of view regarding the educative process. The issues have often been\nconfused because the critics have not always held consistently to one point\nof view. Ability grouping has certain limitations and possibilities in a school\nwhich adheres to the older and more traditional view of the curriculum.\nIt has other possibilities and limitations from the point of view of pro¬\ngressive schools which presumably see the curriculum in a different light.\nBut the possibilities and limitations are not the same in the two kinds of\nschools.\nCritics who assume the progressive point of view regarding the curricu¬\nlum and then attempt to appraise ability grouping in terms of its relation\nto a traditional curriculum are neither consistent in their point of view\nnor particularly helpful in clarifying the issues from either point of view.\nIt is my belief that the problem of homogeneous grouping is still an open\nquestion. While it does not reduce in any great degree the amount of work\nwhich faces the teacher, I believe that it pays for itself many times over, and\nany device which can reduce the load of the teacher or make possible a\nlarger load is one which is to be welcomed.\nFor the socalled activity schools, I believe the matter of homogeneous\ngrouping, while not so important, is also still an open question. Either much\nthat we have done in the way of discovering individual differences and their\nsignificance for education is useless, or many of the activity schools are over¬\nlooking a very important aspect of the educational program. I believe the\nanswer is the latter. Being sympathetic with any movement which makes for\nthe growth of boys and girls from where they are to higher planes, my sym¬\npathies are all with those who would take the schools out of the cut and dried\ngroup instructional, piecemeal, educational regimen. But the task of sym¬\npathetic researchers in this area in determining the significance of individual\ndifferences to new and strange devices, is of no less importance than the more\ncultivated task of discovering their significance in the traditional schools. I\nbelieve that the results of careful researches into this problem will show that\neven tho we attain more adequate school organization along freer lines, we\nshall still need grouping of some sort. It is not likely that activities can be\ncarried on with sufficient scope and variety that all can participate in the\nsame activities with a maximum of profit.\nBefore being asked to present this material, I had come to the conclusion\nthat the question of whether to group or not to group was one of those issues\nwhich was of little importance. On thinking it thru in the light of recent\nresearches and my own earlier work, however, I have come to the conclu¬\nsion that while the problem is a comparatively small one, it is thoroly worth\n\n"}
{"page": 143, "printed_page": null, "text": "General\n\nSessions\n\n139\nattention. Grouping is no cure-all, as is no administrative device. It is no\nsubstitute for common sense. It does no more than make a beginning at in¬\ndividual adjustment. Having teachers' realize this, I would say that until\nwe have much more evidence against the use of this device, use it, ever being\non the lookout for the evil effects which\ning. T o those using it I would\n\nsome believe it to be capable of hav¬\n\nsay examine\n\ncarefully the arguments\n\nagainst\n\nthe use to see whether or not they are arguments against the device or argu¬\nments against the school which you would like to have it serve. Many of the\narguments\n\nappeal to me as being comparable to the arguments against any\nkind of a tax which is proposed. It has been said that 95 percent of the\n\narguments\n\nagainst any individual\n\ntax are arguments\n\nagainst all taxation.\n\nSimilarly, a large percentage of the arguments against homogeneous group¬\ning have been arguments against the schools which it served. So long as you\nbelieve in the purposes which your school serves, such arguments should\nnot be unduly disturbing.\n\nSOME\n\nVITAL\n\nCONSIDERATIONS\n\nIN\n\nHOMOGENEOUS\n\nGROUPING\nJ. R. MC\n\nGAUGHY,\n\nPROFESSOR\n\nCOLUMBIA\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nTEACHERS\n\nYORK,\n\nN.\n\nCOLLEGE,\n\nY.\n\nLet us examine homogeneous grouping in the light of the most commonly\naccepted tenets of the philosophy of modern education. No one of these\nis better known\n\nor more\n\nwidely accepted than the famous\n\npronouncement\n\nof\n\nDewey that “school is life and not just preparation for life.” It seems no\nexaggeration to propose that the acceptance of this principle of Dewey’s\nhas done much to further genuine progress in our educational systems. Be¬\nlieving this dictum to be true, we have freed our elementary schools of much\nof their formalism and artificiality.\n\nIt is our sincere belief that homogeneous grouping as it is practised is in\ncomplete violation of this principle. We challenge anyone to point out in\nreal life, outside of our penal institutions, anything remotely approaching\nhomogeneous grouping. Without thought you may say at once that there is\na great deal of homogeneous grouping in adult life — that musicians tend\nto flock together, that people of somewhat the same levels of intelligence\ntend to be found in the same trades and professions — but let us remember\nthat the grouping of the school is imposed by superior authority and that\nit is permanent. Each of these human beings is assigned to spend all of the\nhours of the school day with a group of other children not one of whom\nis truly like him, tho they are called “homogeneous.”\nAnother very important tenet of our modern philosophy is that one which\nhas been popularized by Kilpatrick — “respect for personality.” Notwith¬\nstanding the claims of those who propose that dullards are happier if thev\nare segregated,\n\nwe\n\npropose\n\nbeings because they happen\npaper-and-pencil\n\nthat the labeling and stigmatizing of human\nto be so endowed that they secure low scores on\n\ntests is anything but genuine respect for personality. Like-\n\n"}
{"page": 144, "printed_page": null, "text": "140\n\nNational\n\nEducation\n\nAssociation\n\nwise we fear that the segregating of high-score pupils, treating them as if\nthey were persons apart and encouraging them to become a snobbish, smart\naristocracy violates the principle of real respect for the personality of these\nmore favored children.\nWe have proposed that one of the principal reasons for adopting homo¬\ngeneous grouping was the belief that it would facilitate the adjustment of\nthe educational program to the needs of the individual pupil. In practise\nwe believe the exact opposite is the result. If we hand\n\nover to a classroom\n\nteacher a group of children definitely labelled as “homogeneous” we can¬\nnot blame the teacher very much if she treats them as if they were alike in\nall ways — if, in other words, she quite completely\nwith his specific needs and interests.\n\nneglects the individual\n\nUp to this point the arguments for and against this type of school organi¬\nzation have been purely subjective. Arguments for homogeneous grouping\nhave been set off against contrary\nhimself which\n\ngroup\n\nwhen the pawns\nhuman beings.\n\nis more\n\narguments.\n\nThe\n\nreader must\n\nnearly true or which\n\non this chessboard\n\nof organization\n\nchoose for\n\ndeserves more\n\nweight\n\nare highly individualized\n\nLet us now turn to a consideration of the facts about homogeneous group¬\ning as revealed by research and experimentation. Nearly all of the studies\nin this field have been of one of two types — either a comparison of the aver¬\nage or mean achievement of different groups of pupils, or a study of the\nstatistical correlation between pupil scores on various pencil-and-paper tests.\nStudies of the first type are in agreement that brighter pupils will do better,\non the average, on achievement\n\ntests in any of the school subjects. When\n\nthe\n\ntotal grade group is divided into slow-moving, normal, and fast-moving\nsections, the mean performance of the normal group will almost always ex¬\nceed that of the slow group and that of the fast-moving\nthose of both of the other groups.\nStudies using the correlation technic almost\n\ngroup\n\nwill exceed\n\nuniversally support Thorn¬\n\ndike’s contention that good things tend to go together. Scores on intelligence\ntests and reading tests sometimes show a correlation as high as -|- 0.75.\nThis relatively high correlation is probably explained by the fact that the\ntests, tho called by different names,\nabstract, verbal\n\nintelligence. The\n\nmeasure\n\nvery much\n\ncorrelation\n\nthe same\n\ntype of\n\nof intelligence with\n\nother\n\nschool subjects runs a good deal lower than that with reading. When intelli¬\ngence is correlated with musical ability or mechanical ability, the correla¬\ntions found are generally positive but are often very small.\nRecent\n\nresearch has proved\n\nso definitely that the abilities of each pupil\n\nare very highly specialized — that each pupil tends to perform much more\nsuccessfully in some fields of activity than in others — that many educators\nhave\n\ndiscarded\n\nthe name\n\n“homogeneous”\n\nand\n\nhave\n\nadopted\n\nthe term\n\n“ability grouping.” The defense given for ability grouping is ingenious but\nunsound. Altho pupils in each ability group will have highly specialized\nabilities and therefore will not be homogeneous in any true sense, yet it is\na fact that the higher ability groups\n\nwill attain the grade standards\n\nin the\n\n"}
{"page": 145, "printed_page": null, "text": "General\n\n141\n\nSessions\n\nminimum\n\nessentials in a shorter time than will the middle group. The low\nability group, it is proposed, will use all of its time each year in attaining\nsufficient mastery of these bare essentials in each field of subjectmatter.\nThese being the facts the proponents of ability grouping defend this plan of\norganization on the ground that it will be possible to give to the high\ngroups a maximum of enrichment of the curriculum ; at the same time it\nwill be possible to give the middle group a smaller amount of enrichment.\n\nThe\n\nfact that the abilities of individual pupils are so highly specialized\nsuggests a substitute for homogeneous or ability grouping which should be\nmentioned in this discussion. It is the plan of sorting each grade\ngroup\naccording to the abilities of the pupils in each specific field of subjectmatter.\nUnder this plan all of the reading classes of an elementary school would be\nscheduled for the same hour of the day. If there were 100 fifth-grade\npupils they 'would be sorted into three or four class groups on the basis of\ntheir reading ability as measured by objective tests and teacher judgment.\nAt the next hour an entirely different sorting of these fifth-grade pupils\nwould be made on the basis of their ability in the specific subjectmatter\nscheduled for that hour. This plan is in accordance with the known facts\nconcerning the specific abilities of children but it has educational implica¬\ntions which must bar it from serious consideration. Such a schedude for the\nelementary\n\nschool program\n\nwould\n\nbuild higher and stronger\n\nthan ever the\n\nfixed divisions between separate subjectmatter fields and would encourage\na return to the formalism of twenty-five or fifty years ago. It would annul\nimmediately all of the splendid progress we have made toward the organiza¬\ntion of the curriculum into lifelike units of activity and interest.\nIn the light of sound philosophy and of the facts as known at present the\nbest solution seems to be that of dividing each grade group into random\nor heterogeneous sections, then to impress upon each teacher the fact that\nthere will be a tremendous range of ability confronting her as each activity\nis taken up and to encourage her to make informal and temporary divisions\nof her classroom group according to the specific needs of the individual\npupils. Under\n\nthis plan the needs of individual pupils can be met, yet there\nwill be no labelling and stigmatizing of the kind inherent in homogeneous\nor ability grouping.\nABILITY\nGEORGIA\n\nGROUPING\nW.\n\nAIKEN,\n\nFROM\n\nPRESIDENT,\n\nASSOCIATIONS,\n\nA\n\nTEACHER’S\n\nNATIONAL\n\nLEAGUE\n\nCINCINNATI,\n\nOHIO\n\nSTANDPOINT\nOF\n\nTEACHERS\n\nAbility grouping has attempted to do better the difficult problem of the\nproper guidance of individual differences. School systems adopted this de¬\nvice of separating the quick from the slow by means of the newly developed\ntesting instruments. Everything about it seemed true and workable. As the\nyears have gone by our knowledge and our common sense have lessened the\nrigid conformity to mechanical means. Gradually to ascertain our ability\ngroups we have added more factors than were originally used. Mechanical\n\n"}
{"page": 146, "printed_page": null, "text": "142\n\nmeans\n\nNational\n\nEducation\n\nAssociation\n\nalone did not suffice. Strict conformity,\n\nsomehow,\n\nto formulas\n\ndid\n\nnot bring the expected results.\nConfusion\n\nhas arisen as to the meaning\n\nof ability grouping\n\nand various\n\ninterpretations are played upon it. Professor Paul R. Mort has drawn\ntinction, which seems to hinge chiefly on the purpose of grouping. He\nthat the purpose\nwholesale\n\nof ability grouping\n\nfashion of class work\n\nis to make\n\na dis¬\nstates\n\npossible the adjustment\n\nin\n\nto pupils of different levels of ability:\n\nFirst, grouping in such a manner that members of a class will fall as nearly as\npossible together in their achievement in school subjects and will remain together\nduring the term. Second, grouping according to innate ability for the purpose of\nadjusting the breadth of the entire curriculum, more or less regardless of the nearness\nto which pupils fall together in a given subject.1\n\nDr. A. S. Otis states in the December\n\nissue of Childhood\n\nEducation :\n\nOther things being equal the more nearly homogeneous the ability of the pupils\nof a class is to learn the subject which they are being taught, the better.\n\nDr. Otis is supported\n\nquite strongly by Dr. Stenquist and Dr. Kallam.\n\nIf we turn to others we And that ability grouping\nDr. J. R. McGaughy\n\nis not so fully accepted.\n\nin a recent address to the Department\n\nof Superin¬\n\ntendence in February believes “we have accepted the policy of ability group¬\ning upon authority rather than on the basis of scientific facts secured thru\nresearch and experimentation.\n\nEver\n\nsince we\n\naccepted ability grouping\n\nwe\n\nhave been trying to find out how it works and what to do about it.” To him\nrandom grouping with the ability challenge of the pupils to the teacher\noffers the most reasonable solution in the light of the findings of progressive\neducation.\nLaurence\n\nB. Brink, in a recent article in School and Society for March\n\n1932, is firmly convinced\nFirst, The\n\ngroups\n\n26,\n\nthat:\n\ncannot, except in a very large school, be organized\n\nwith statistical\n\nvalidity.\nSecond,\n\nAdministrative\n\nThird, The\nFourth,\n\ndifficulties still further\n\ninterfere\n\nwith\n\neffective grouping.\n\nbases of classification is not satisfactory.\n\nTeaching\n\nprocedures\n\ncan\n\nbe better adapted\n\nadvantages\n\nhomogeneous\n\nto individuals\n\nby a different\n\nmethod.\nFifth, Whatever\n\nthey are more\n\nWith\n\nthan counterbalanced\n\ngrouping\n\nteacher stand ? At the present moment\ngrouping.\nTeachers\n\nhave\n\nfor the learners,\n\nby inevitable losses.\n\nsuch differences of opinion by educational\n\nand experimentation\n\nmay\n\nleaders, where\n\ndoes the\n\nvalid studies of any scientific value\n\nare too few to show\n\nwhat\n\nteachers do think of ability\n\nlike all others are subject to a standpoint\n\nof ability grouping\n\ncolored by personal educational philosophy, contact with life and people.\nThe teacher who feels that education is life and that the whole child needs\ndeveloping, fostering, guiding, and adjusting knows that ability grouping\nmust be used in a wise way, for at its best it is only an educational device.\n1 Burr, Marvin\n1931.\n\nY. : Homogeneous\n\nGrouping. Contributions to Education, Columbia\n\nUniversity.\n\n"}
{"page": 147, "printed_page": null, "text": "General\n\nSessions\n\nWherein does this educational scheme\ncept of the total evolving individual ?\n\napproach\n\nThe\n\npurpose\n\nof ability grouping\n\n143\n\nand wherein\n\nis not in the newer\n\ndeny this con¬\n\nsense just a refined\n\nmeasure for teaching traditional subjectmatter but to provide for the differ¬\nent needs of the individual. The range of achievement of pupils overlaps in\nany artificial sectioning, even with the most\n\ncareful classification.\n\nThere are those who believe a differentiated curriculum, along with\ngrouping, is the best solution so far found. But if that is true, will vast\nnumbers\n\nof boys and girls only have a skeleton, while others will have the\n\nbeauty of art, music, literature, and science? To quote from Babson:\n\n“Is the\n\nreal purpose of life to produce goods, or to develop manhood?”\nSubjectmatter while having the sanction of tradition and greatly facilitat¬\ning marking and determining promotion is but one and possibly a minor one\nof the results expected\n\nfrom\n\neducation.\n\nFacts good today are abandoned\n\ntomorrow. We need not so much to exert emphasis on subjectmatter impor¬\ntant as its place is but rather technic by which we obtain information to\nsolve our problems\n\nand develop habits of working,\n\nattitude towards\n\npeople\n\nand problems, character and personality, and other less tangible results.\nRESEARCH\nWILLIAM\n\nG. CARR,\n\nAND\n\nDIRECTOR,\n\nTION\n\nTHE\n\nDIVISION\n\nASSOCIATION,\n\nBEST\nOF\n\nCLASS\n\nRESEARCH,\n\nWASHINGTON,\n\nClasses in public schools are growing\n\nSIZE\nNATIONAL\n\nEDUCA¬\n\nD. C.\n\nlarger. The\n\npresent shortage of\n\nschool funds has accelerated a tendency which has been more slowly going\non for many years. Two principal conclusions from research are that classes\nare growing\n\nlarger and that the scores of students on standardized\n\nabout the same, whether\n\nthe students are in small classes or in large. It is not\n\nvalid reasoning to conclude\neducation. The\n\nthat size of class is an insignificant factor in\n\nstudies have, for the most part, been too limited in scope and\n\ntoo artificial in experimental\nWhere\n\nconditions\n\nlarger classes are formed\n\nbudgets, all possible adjustments\nharmful\n\ntests are\n\nresults. Pending\n\nto warrant\n\nbecause of economic\nshould be made\n\nsuch adjustments,\n\nsweeping\n\nconclusions.\n\npressure in public school\n\nto avoid, as far as possible,\n\nteachers should continue to seek\n\nthe best ways for handling both large and small groups.\nConflicting views on the class size problem\n\narise in part from\n\nthe failure\n\nof the public to appreciate the difficulties of the teachers’ work and in part\nto divergent philosophies within the profession of education. If routine learn¬\ning of facts — names, dates, definitions, and the like — is the sole aim of educa¬\ntion, it is possibly true that class size is unimportant. If, however, education\ntakes for its major purpose the development of personality and character,\nmost educators would favor at least some small groups permitting close and\nfriendly contact between teacher and pupil.\nPerhaps the final solution of the problem\n\nof large or small classes will be\n\na compromise between two extremes. The exhibit school for the World’s\nFair in Chicago has been laid out on a principle of flexibility. There are\n\n"}
{"page": 148, "printed_page": null, "text": "144\n\nNational\n\nEducation\n\nAssociation\n\nlarge classrooms, sixty-two feet by twenty-two feet ; there are two sizes of\nsmaller classrooms and still smaller workrooms for individual study which\nare only sixteen by eleven feet.1 When this building is in operation it may\nsuggest certain types of school work which can be carried on effectively with\nlarge groups\n\nand certain other types which\n\nsmall groups\n\nof children. Perhaps\n\ncan best be carried on with the\n\nin the future, school children will spend\n\npart of their time in small groups\n\nwhich\n\nwill be even\n\nsmaller\n\nsmallest classes today, and the rest of their time in units much\n\nthan the\n\nlarger than\n\nour largest classes. Whatever the future may hold, those teachers will con¬\ntribute most to the advancement of education who retain an open mind on\nthe whole question of class size and who attempt to find in their own\ncedures those methods best adapted to the kinds of classes with which\ndeal.\nTeachers\n\nshould also be aware\n\nof the administrative\n\nproblems\n\npro¬\nthey\n\ninvolved in\n\nthe adjustment of the teaching load. As a practical administrative proposition\nthere are only four apparent ways of lightening the total load of the teachers\nin a given school system. The\n\nfirst method\n\nwould\n\nbe the reduction of educa¬\n\ntional services, either by excluding some children from school or by abandon¬\ning certain types of educational opportunity. This option is repugnant not\nonly to the American\n\nideal of a complete\n\nand democratic\n\nschool system but\n\nalso to the general opinion of the public and parents and to the professional\nviews of most teachers. A second option involves the securing of more money\nfor education, whereupon\n\nthe number\n\nof teachers and the number\n\nof class¬\n\nrooms may be proportionally increased. This second option is scarcely a\npossibility in most communities during the present economic unpleasantness.\nThe third option calls for the appointment of more teachers while retaining\npresent budgets. This means that the total salary budget must then be di¬\nvided among more persons and that the salaries of all must be reduced in\nproportion. The\n\nfourth choice is to leave the number\n\nof teachers and pupils\n\nas it is and to seek every possible method for lightening the teachers’ load\nthru administrative adjustments. There are doubtless many schools where\nsuch adjustments could be put into effect with advantage to the educational\nprogram\n\nas a whole\n\nand with real relief to the teaching staff. Such changes\nmust be largely worked out locally, but the following may serve as suggestive\n\nillustrations :2\nGive teachers clerical help for letters relating to school business.\nSupervise the janitorial work so that the teachers need not be responsible for\nkeeping the room clean.\nPrint and simplify all notices, school reports, and similar materials.\nProvide all teaching equipment well in advance of the date of actual use.\nEliminate short periods of five or ten minutes at the opening and closing of\nschools.\nDistribute responsibility for extra-curriculum\nschool faculty.\n\nactivities evenly among\n\nthe entire\n\n^‘Exhibit School for Chicago World’s Fair.” Journal of the National Education Association\n21: 198; June, 1932. Washington, D. C. : the Association.\n2A larger list is available in Lewis, Ervin Eugene. Personnel Problems of the Teaching Staff.\nNew York: Century Co., 1925. p. 243-46.\n\n"}
{"page": 149, "printed_page": null, "text": "General\n\n145\n\nSessions\n\nArrange for voluntary student assistance in laboratory and library work.\nProvide substitute teachers promptly so that a regular teacher will not have\nassume the work of an absent teacher.\n\nto\n\nRemove those children who present special problems from regular classes.\nProvide facilities for mimeographing material needed for instruction.\nAvoid unnecessary teachers’ meetings.\nReduce to a minimum all interferences with the usual daily schedule.\nProtect teachers against unwarranted criticism from parents.\nHelp teachers to discover time-saving methods for grading papers.\nReduce the number of different daily subject preparations per teacher.\n\nThe great mass of the public, with a bland disregard for academic issues,\nmakes three demands on the schools: train more pupils; train them better;\ndo it all cheaper. Quantity, quality, and economy are today the watch¬\nwords of the public in education, as in business and industry. The teacher’s\nload means something very definite and very real to anyone who is a teacher\nor who has ever been one. But the average man-in-the-street is probably in¬\nclined to deny the very existence of a teaching load in any measurable\namount. He thinks of teaching as one of the world’s “soft” jobs, involving\nmerely pleasant association with a group of eager and lovable children for a\nfew hours a day and for five days in the week. He knows nothing of the\nyears of professional\nmunity\n\ntraining, the especially heavy demands which com¬\non the teacher, the hours of evening preparation, the su¬\n\nlife makes\n\npervision of after-school activities, attendance on professional meetings and\nclasses, special assistance to individual pupils, and the fact that good teach¬\ning is a really difficult task which calls for a steady outlay of nervous and\nphysical energy. Meanwhile the forces making for stringent governmental\neconomy sharpen the whole issue and the temper of everyone involved in it.\n\nSIZE\n\nOF\n\nTHE\n\nLUCY\n\nMASON\n\nHow\n\nmany\n\nCLASS\nHOLT,\n\nFROM\nPRINCIPAL,\n\nTHE\n\nTEACHER’S\n\nOCEAN\n\nVIEW\n\nSCHOOL,\n\nchildren can a teacher teach? Let me\n\nSTANDPOINT\nNORFOLK,\n\nVA.\n\nsee the children. If a\n\nbutton is a button and a tree is a tree, isn’t a child a child? No! There are\nas many different children as there are children. A friend of mine in this\nstate left her young\n\nson with her mother\n\nWhen\n\nher mother\n\nshe returned\n\none day while she went\n\nto a party.\n\nsaid, “You\n\nwill have no trouble raising that\nboy for he is twin devils.” All children are not twin devils. Shut your eyes\nand see them — timid children who are afraid, sick children, cowed children,\nchildren who are amazed, children who are sly, those who bully, those who\ntease — and you, the teacher, must know each.\nBeing a member of a large family I frequently heard discussions on how\nmany children there should be in a family. I was never nervous, because I\ncame first. But once the twelve-year-old stated this ultimatum and it has\n\nnever been discussed since, “You ought not to have any more children than\nyou can be sure that each one has a clean handkerchief in the morning.” Now\nthe teacher has an even larger order. Wouldn’t it be wonderful if she knew\nthat each one had a clean mind ?\n\n"}
{"page": 150, "printed_page": null, "text": "146\n\nNational\n\nA wellknown\n\nEducation\n\nAssociation\n\nteacher said once that when\n\nshe met her class in the morn¬\n\ning she felt like the driver of a twenty-mule team. She gathered up the lines,\nand they must not be tangled. And what does the line mean where the child\nis concerned ? We must know his home, his environment, his background,\nhis physical condition, and his aims and how he plans to attain them.\nIt seems to me that I never paid a home visit in all of my experience that\nI did not come away with a clearer understanding of the child, maybe with a\nfar greater sympathy.\nHis physical condition means everything. He cannot do his best work nor\ncan his teacher do her best work with him, unless his physical condition is\n\ngood, and still in our home visiting we have a condition like this: We explain\nand prove that a child has bad tonsils. We plead that these be removed, offer\nthe services of the clinic and express our willingness to arrange every detail,\nand are dismissed at the end with this statement, “My husband doesn’t be¬\nlieve in tonsils.” That opens up a new field for the teacher. Now, when we\nhave visited and found out just how our pupil is situated and have had our\nsympathies broadened, haven’t we found our work? For isn’t that our work\nto love each child with such understanding sympathy that we help each to\nrealize the best that is in him? How many can you love? Just because you\nare a woman\n\nis no proof that you love children. Everybody\n\nfour feet three\n\ninches is not a good kindergartener any more than five feet ten makes highschool teachers. It is something else. Have you got it?\nMy\n\narms will reach but just so far ; my eyes can see but just so far. That is\n\nphysical limitation, but this “something” which we must have in order to\nbe teachers does not know such bounds. As we grow in the light of the love\nof the Great Teacher just that much\nchildren.\nWhy\n\ncan’t we make\n\nwe grow in our ability to love these\n\nour purse holders understand ? What\n\neconomy\n\ncan\n\nthere be in loading a teacher past her ability to carry? Some may say, “More\nnew teachers are coming in from our colleges and training schools.” Even so,\ncolleges and training schools can’t make teachers. They can help to develop,\nbut God makes real teachers, and penny wise indeed is that locality which\noverloads the teacher.\nCharacter is the test of teaching. Subjectmatter is the tool with which we\nwork. Each child has God’s pattern in him. Your\nHis plan guides your hand in the carving.\n\nability to understand\n\nThe tale is told that a principal once at his wits’ end to know what to do\nwith his greatly increased enrolment walked into a crowded classroom and\nsaid, “These children are big enough to sit in the other room. Let’s promote\nthem to the fourth grade.” As an elementary principal I, too, would promote\nthem on the length of their legs rather than overload a teacher. We are\nthe buffers between the child and the times thru which we are passing. He\nmust not be the loser. There must not be a single child about whom it will\nbe said, “This is the stone which the builders neglected.”\n\n"}
{"page": 151, "printed_page": null, "text": "General\n\nEDUCATION\n\nAND\n\n147\n\nSessions\n\nFUTURE\n\nPLANNING\n\nN. L. ENGELHARDT,\nPROFESSOR OF EDUCATION, TEACHERS\nCOLUMBIA\nUNIVERSITY, NEW YORK, N. Y.\n\nCOLLEGE,\n\n'\n\ni\n\nProbably the most significant work which\nis concerned with the analysis of community\nof school sites, and the proposed development\n\nhas been done in school planning\ntrends and growth, the selection\n\nbudgetary\n\nplanning\n\nof the school plant. The technics\nin this field have been fairly clearly developed and have been applied\nwith\nconsiderable success. Future planning for the school plant has resulted in the\nsaving of many dollars, in securing more adequate returns from the dollars\nwhich have been spent, and in the improvement of community plannin\ng.\nAnother aspect of future planning which has received some attention is\nplanning, especially budgetary\nyears. A notable example of such budgetary\n\nover\n\na long period of\nplanning is that of White Plains,\nN. Y. where in the field of capital outlay a capital budget has been develop\ned\ncovering a period of years to come and allotting the amounts to be appro¬\npriated for school buildings, for street outlays, for municipal buildings,\nand\nfor other physical aspects of community development. Such a budget is used\nas a definite guide for taxation as well as for appropriation purposes\n. It\nharmonizes with conflicting interests, it permits the taxpayer to underst\nand\nwhat his future budget will be, and it results in definite progress as is evident\nto the visitoi to White Plains. Even the budget for annual expenditures\nin a\nschool system has been developed in terms of a limited period of future\nplanning. Considerable success in anticipating budgetary needs not only\nover\na period of a year but over a period of several years has been achieved in some\nschool systems. Long-term indebtedness is usually coordinated carefully\nwith\nother types of expected annual expenditures. The relationship between total\nbudgetary appropriations and increases in assessments has given concern to\nmany educators in the development of their annual as well as long-time\nbudgets.\nIn these times of stress public education\n\nshould\n\nbe endeavoring\n\nto solve\n\ncertain of society’s problems which it did not attempt to solve during the\nperiod of prosperity. Adequate future planning might have made possible\nan educational program today which would show no curtailment over the\neducational\n\nprogram\n\nadvanced\n\nduring\n\nthe period of gathering\n\nof wealth.\n\nA proper reserve program might have been developed so as to secure equality\nover a period of years and for the children of various school generations.\nFuture planning might have made possible a constructive program for the\nyouth of our land who have left school and who today to such a great degree\nfind for themselves no established place in our social order. It may well be\nthat the emphasis which our professional groups have been giving to the\nstruggle for professional recognition and professional advancement should\nnow be placed upon the future relationship of our educational program to\nthe society which it is expected to serve. It is not inconceivable that the\nformalized\ngive way\n\nand limited scheme\nin a broadening\n\nand\n\nof public education\nlengthening\n\nwhich\n\nexists today will\nprocess to the most significant\n\n"}
{"page": 152, "printed_page": null, "text": "148\n\nNational\n\nkind of an educational program\n\nEducation\n\nAssociation\n\ninvolving all of life instead of a few sheltered\n\nyears, and comprehending education in its broadest significance instead of as\nthe acquisition of a few tools, or as the lobby entrance to life.\n\nFuture\n\nplanning\n\nrequires on the part of our teachers the most\n\nintimate\n\naffairs. The reading-circle days\nwhen teachers were expected to study the most recent contributions in pro¬\nfessional technics or professional methods must now be supplanted by days\nknowledge\n\nof world\n\nof study of a new\n\nconditions\n\nand\n\nand world\n\nfast-growing\n\nliterature, namely,\n\nthe literature of\n\nsociety, its problems, the possible solutions, and the relationship of educa¬\ntion to it all. Chase in Men and Minds , Boas in Our New kV ays of Think¬\ning , the Lynds in their Middletown, Rugg in Culture and Education in\nAmerica, Lippman in Public Opinion, and Odegard in The American Public\nMind are makers of literature which for the educator is fully as professional\nas the book on professional technic. The public educator thru intensive re¬\nsearch must become better acquainted with the problems of the society which\nhe serves. He can no longer be provincial ; he can no longer be complacent ;\nhe can no longer be incompetent.\nChildren are being taught in many schools today as tho their horizons were\nas limited as those of the nineties. Has the school recognized that the outlook\nof children has changed\npicture, the automobile,\n\nand will continue\nand\n\nto change?\n\nthe airplane have\n\nThe\n\ncrowded\n\nradio, the sound\nknowledge\n\nand\n\nappreciations into their years. The preschool and out-of-school life of children\nbrings them contacts and opportunities which were totally denied the children\nof a few decades ago. Breadth of knowledge and a wide range of thinking\nhave become assets of the modern youth. The advantage gained thru the\nout-of-school contacts must be more\n\nsignificantly supplemented thru what the\nschool itself provides. The school has the opportunity of directing new and\nmore powerful forces of human energy than in the generations which have\npassed. For each dollar spent in the grades and high school, research and\nresearch alone, can bring more significant returns.\nAs with the machine so in similar manner, the influences of a national\ntariff, of a reparation’s plan, or of a worldwide governmental policy might\nbe shown with all of its attendant educational problems and relationships.\nWith respect to the machine alone, it would seem as tho public education had\nignored its influences and refused to accept all of the responsibilities attendant\nupon machine development. One may well say that public education cannot\nassume any more\nneeds grow.\n\nburdens — but public education\n\nmust\n\nexpand\n\nas a society’s\n\nthe economic order,” “equitable and just forms of taxation,”\n“correct occupational distribution,” “planned program of production,” “con¬\ntrol of business cycle,” “economic interdependence of nations,” “fair distri¬\nbution of wealth” — these are some of the many catch-phrases of the day. In\nthem, plans and planning play a significant role. Here, education may well\ntake its cue. Planning in education has probably always existed. Planning\n“Planning\n\nfor a rapidly changing society has long been and will continue to be\na problem of greatest moment. In a fixed social order or under certain forms\n\neducation\n\n"}
{"page": 153, "printed_page": null, "text": "General\n\n149\n\nSessions\n\nof government, the educational programs are easily regulated. In a demo¬\ncratic society, the existence of the society itself is dependent upon the alertness\nof its members\nmaking\n\nto the need of change and the adequacy\n\nthe change. Adult\n\nof the machinery\n\neducation, retraining of the unemployed,\n\nfor cultural appreciations, coordination\n\nof all educative\n\nfor\n\ntraining\n\nagencies, and voca¬\n\ntional guidance have emerged as super-problems in near future education.\nFuture planning in education should thus be encouraged not only upon\nthe physical side, but also upon\nplanning\n\nthe purely educational\n\nwill raise very important\n\nthe questions involving method,\ninvolving the expansion\nolder people. There\nand coordination\nthe museum,\n\nresearch will answer\n\nresults, and costs. There\n\nof the educational\n\nprogram\n\nfuture\n\nwill be questions\n\nto include younger\n\nand\n\nwill be questions involving a higher degree of cooperation\n\nwith other educative agencies, such as the home, the theater,\n\nand\n\npurpose. There\n\nquestions. True\n\nside. Such\n\nother institutions developed\n\nfor recreational\n\nor esthetic\n\nwill be questions of reducing teaching time to secure a definite\n\nresult, and the elimination of over-teaching and over-lapping in teaching. The\nquestion will be raised whether school work cannot become more of a reality,\nwhether\n\nour children cannot be made\n\nmore\n\nconscious of world problems\n\ntheir national and local implications. The\ncourses\n\nand opportunities\n\nmust\n\nbroadening\n\nand\n\nand the widening\n\nof\n\nproceed. In the last analysis research must\n\nfind a way of getting more education for less money, or of securing superior\nresults for the money now spent. The administrators and teachers who\nwould\n\nadvance\n\ncompelled\n\nthe cause of education\n\nto plan on a more\n\nfuture program\nbetter human\n\nwhich\n\nMILTON\n\nby tradition, a\nand in a\n\nto society’s needs.\n\nMILWAUKEE\n\nC. POTTER,\nAND\n\nsignificant scale, unhampered\n\nwill aid in a general societal advancement\n\nadjustment\n\nHOW\n\nduring this period of stress will be\n\nPiyiSIDENT,\n\nHAS\n\nN.E.A.\n\nSUPERINTENDENT\n\nOF\n\nHELD\n\nDEPARTMENT\nSCHOOLS,\n\nAs long as the public permits extravagances\n\nTHE\nOF\n\nLINE\n\nSUPERINTENDENCE\n\nMILWAUKEE,\n\nWIS.\n\nin road building for the ben¬\n\nefit of railroad busters and pleasure-seeking autoists, as long as it bases school\nsupport on tangible property alone, reserving for political purposes the taxes\ncollected from\n\nthe vast intangible forms\n\nlong as it is unwilling\n\nof modern\n\nwealth\n\nand income, as\n\nto forego ten million dollar courthouses\n\nerected as\n\nmonuments to vote-getting politicians while little children nearby attend\nschool in ramshackle shanties, as long as corporate bond merchandisers are\npermitted\n\nto clear themselves\n\nin tiny type of all responsibility for the goods\n\nthey sell, as long as graft is tolerated in municipal government, as long as\nthe trustees named in bond indentures are selected by the debtors and after\ndefaults tend to act as attorneys for the debtors, as long as the public permits\nfederal payrolls to care for the relatives of congressmen,\n\nand as long as most\n\nelected officials are unwilling to accept salary reductions, the time is scarcely\nopportune\nequity.\n\nfor indiscriminate\n\nslashing of school budgets. Milwaukee\n\nrespects\n\n;\n\n"}
{"page": 154, "printed_page": null, "text": "150\n\nIf and when\n\nNational\n\nEducation\n\nAssociation\n\nstein necessity finally compels\n\nthe friends of the children on\n\nthe school board to cut salaries, the teachers, out of loyalty to\ntheir calling\nand theii love for those children, must happily and gallant\nly accept their\nfull part in the general task of reducing the heavy burden on the\ntaxpayer.\nBut they must insist for the sake of its effects on the teaching of their\nstudents\nthat this reduction be conditioned upon the elimination of graft,\nextrava¬\ngance, and favoritism in all governmental activities. For years the teachin\ng\npiofession, next to the ministrjq was the most underpaid of all profess\nions,\nand it is only within the past few years that salaries have provided anythi\nng\nabove the cost of living. It is wellknown that many of the self-appointed\ndefenders of the taxpayer were during and after the war reaping profits\nfar\nbeyond anything that the highest paid teachers ever earned. But I ask you\nin all seiiousness, have any of you ever heard of one of these men who reaped\nenormous\n\nprofits while teachers were being paid a bare living wage, offering\nto share his profits with the teachers? Had his willingness to share his profits\nwith others been at all equal to his present willingness to have the teachers\nshare their relative prosperity with him, I am sure his plea would receive a\nmore sympathetic hearing by all taxpayers whether renters or owners. Mil¬\nwaukee has a sense of humor.\nIt is a wellknown fact that we in this country have generally chosen to\nhonor first the great material builders. We have made obeisance to the men\nwho\n\nhave erected great edifices of stone and steel as being the great bene¬\nfactors of the human race. We have honored the railroad builder, the factory\n\nbuilder, the automobile builder, and all of the other material builders, but\nwe have generally failed to honor the builders of boys and girls. We are fre¬\nquently called tax eaters. Now that there has been a decided slump in the\nprofits of the great material builders whose praises we have hymned in all\nthe schools thruout the length and breadth of the land, we bemoan their\nlosses, and speak as tho the end of the world were at hand. Our history shows\nthat the material builders have weathered other economic storms and have\nrisen as greater builders than ever before, and there is little reason to believe\nthat such will not be true again. Not all of our sympathy should be expended\non the material builders. Some of it should be reserved for the builders of\nboys. We can well afford to postpone some of our material building without\nserious consequences, but the one form of building which we can never af¬\nford to postpone for one moment (which cannot be postponed) is the build¬\ning of boys. They do not regard their teachers as a governmental flunkey.\nThey know they need him. Time lost in the life of a boy can never be re¬\ncovered. Scars made will not wash out or work out. If need be, let us save\nmoney\n\nby curtailing material building wherever necessary but let us not for\none moment think of curtailing the building of boys and girls. Milwaukee\nrespects teaching as a non-political vocation.\nOur present economic situation is due primarily to greatly diminished de¬\nmand for materials but there has been no decrease in the need for educa¬\ntional products. The demand for sane-thinking citizens, the products which\nthe schools try to build out of the raw material of boys and girls, was never\n\n"}
{"page": 155, "printed_page": null, "text": "General\n\n151\n\nSessions\n\ngreater. More and better forms of education must be provided. There can\nbe no slump in this biggest of all businesses, the building of boys and girls.\nRegardless of economic conditions intellectual progress must and will con¬\ntinue. With smaller financial resources the school must carry a heavier load.\nMilwaukee can take it.\n\nMaterial\n\nprosperity could not forever abide. It never has. Riches take unto\n\nthemselves wings. So the Milwaukee children of the voyageur and the Ger¬\nman migration long since conspired together to lay up for themselves treasures\nin heaven. Whereupon their treasure upon this earth has become somewhat\nsafer than others’. And in these last days they do not consider teachers’\nwages as speculative dividends to be paid or passed at will. They do not\nthink of teachers as stock gamblers. To most Milwaukeeans the teacher’s\npay is a fixed charge. In fair weather or in foul they find it. Milwaukee is\nhappier in this dark day’s liquidity, in her record of good faith and meticu¬\nlous honor toward her teachers, than she ever was in the days of liquid sun¬\nshine. It may have helped to make\nher proud. Milwaukee sees it thru.\n\nTHE\nROBERT\n\nILLINOIS\n\nC. MOORE,\n\nher famous.\n\nPROBLEM\n\nSECRETARY,\n\nILLINOIS\n\nCARLINVILLE,\n\nAND\nSTATE\n\nToday’s\n\nITS\n\ntravail will make\n\nSOLUTION\n\nTEACHERS\n\nASSOCIATION,\n\nILL.\n\nin Illinois may be stated thus: How to obtain with a brokendown tax system sufficient revenues to finance our necessary public institu¬\ntions, functions, and services, including the schools ; or how to improve our\ntax system so it will yield sufficient revenues.\nA member of the legislature recently described our present situation in the\nThe problem\n\nlanguage of the highways by saying that for several years our public institu¬\ntions have been joy-riding in an antiquated Model T tax system that is now\nwrecked by the fast, furious, and reckless driving by ignorant, selfish, or\ndishonest chauffeurs, who have violated all the traffic, speed, and safety laws.\nThis breakdown of our tax system has caused an extreme deficiency of\nschool funds in many districts and a total lack of funds in a few.\nThe\n\nremedy\n\nto cure the present situation is the\nof the law and the payment of the taxes due and overdue\nThe tax strike must be suppressed and the public revenues\n\nimmediately\n\nrigid enforcement\nin Cook County.\n\nnecessary\n\ncollected or our government falls. Rebellious taxpayers and weak-kneed\npublic officials must both be convinced of their duty, the first of their duty\nto obey the law and pay their taxes, the second of their duty to inforce the\nlaw and collect the taxes. Both must quit playing politics with the tax\nmachinery. It is time to supplant petty partisan politics with pure patriotism\nand to substitute service to society for service to self and party. If the\nand obeyed, much of our present trouble would\ndisappear. If the assessment laws are bad and difficult to enforce, the best\nway to get the people to improve them is to make an earnest and continuous\neffort to enforce them.\npresent laws were\n\nenforced\n\n"}
{"page": 156, "printed_page": null, "text": "152\n\nNational\n\nEducation\n\nAssociation\n\nWaste, extravagance, and graft in the expenditure of public funds must\nbe eliminated. Altho nearly all people agree that this must be done, it is\none of the most difficult things to do.\nPoliticians and other public speakers and writers must actually practise\npatriotism by telling the truth, the whole truth, and only the truth about\ntaxation, instead of appealing to prejudice and selfishness by telling halftruths or untruths and condemning taxation in general. The general con¬\ndemnation of taxes has incited many people to rebel against our laws, and\nthe waste, extravagance, and possibly worse, have given them some excuse.\nUntil these twin evils are cured, there will be serious difficulty in collecting\ntaxes.\n\nLooking more to the future, we find that a much-needed remedy is the\namendment of the state constitution to permit the legislature to enact modern\ntax laws better adapted to modern economic conditions. Several amend¬\nments have been submitted to the people in the last twenty years, but they\nhave either been so ambiguous in their meaning or so much in favor of cer¬\ntain special interests that the people have rejected them; and of course those\nwho have unfairly evaded taxation under the present provision have feared\nany change and have used every possible means to defeat proposed amend¬\nments.\n\nBut whether the Constitution is amended or not, laws should be enacted\nthat will improve methods of taxation, the administration of tax laws, and\nthe economy of public funds. A good beginning was made at the special ses¬\nsions of the General Assembly this year in the enactment of two important\nlaws :\n1. An income tax law, which is now being tested in the Courts as to its\nconstitutionality. If it stands the test, it will slightly relieve the general\nproperty tax which has caused so much complaint.\n2. An emergency law now in effect completely reforming the assessment\nmachinery of Cook County. The duties of the local town assessors are now\nmore limited, and the board of assessors of five members and the board of\nreview of three members have been abolished. Instead of these two boards,\nthere is provided one county assessor and a board of appeals of two members.\nThis board can make changes in the assessments made by the assessor only\nafter a hearing of which both the assessor and the owner of the property in\nquestion have had notice. This quite definitely places the power and re¬\nsponsibility of assessment on one person and makes it impossible to shift re¬\nsponsibility for omissions, inequalities, and violations of the law.\nOther laws recommended by school people for equalizing both taxes and\neducational opportunities would provide ( 1 ) a larger district unit for school\ntaxation and administration, and (2) a much larger state school fund ap¬\nportioned to local school districts according to needs.\nFinally, education should help remedy the present situation and should\npi event a recurrence of such a situation in the future. We must earnestly\nendeavor to meet the challenge expressed by an Illinois senator when he\nasked : What are the public schools for unless they are to give the people\n\n"}
{"page": 157, "printed_page": null, "text": "General\n\n153\n\nSessions\n\nsuch an education, such an understanding of public affairs, such a civic moral¬\nity, and such a patriotism as will make impossible the occurrence of such a\nsituation as we are now suffering?”\nY he devastating depression and panic, occuring as they have in a time\nof surpluses of wealth, labor, and products, must have been caused by vio¬\nlation of certain economic laws, moral laws, or both. Why should not human\nbeings be trained to discover these laws and to have an earnest and actuating\ndesire to obey them ?\n\nIsn’t it possible that we have been consciously or unconsciously teaching\nan unrestrained, selfish, predatory individualism that measures its own suc¬\ncess by its ability to collect the earnings of others rather than by rendering\nsocial service for a compensation in proportion to such service ? Why has not\nour education in the past developed such a social consciousness and civic\nmorality as would deter public officials from misusing public funds and the\nvoters from electing dishonest people to public office? Is it possible that\nthings have come to such a pass that we dare not teach that an official who\ntakes public funds without rendering a fully compensatory service is as much\na thief as the robber who breaks into our house at night?\nWhy shouldn’t we teach that any man who indiscriminately attacks any\nnecessary public institution, such as taxation for instance, is really a traitor\nto his country ? And that the tax dodger and tax striker are as truly enemies\nof their country and its institutions as an invading foreign army would be?\nAnd that the executive officer wffio refuses to enforce the laws is as bad as\nthe slacker or deserter in time of war? And\nof public funds are crimes against society?\n\nthat extravagance\n\nand waste\n\nI close with three sentences chosen from a recent article entitled “Educa¬\ntion — What\n\nFor?” by Dr. George S. Counts:\n\nIf the schools are to be really effective, they must become\n\ncenters for the building,\n\nand not merely for the contemplation, of our civilization .\nIf a bold and real¬\nistic program of education is not forthcoming, we can only anticipate a struggle of\nincreasing bitterness terminating in revolution and disaster .\nTo refuse to face\nthe task of creating a vision of a future America immeasurably more just and noble\nand beautiful than the America of today is to evade the most crucial, difficult, and\nimportant educational task.\n\nHOW\n\nWE\n\nJAMES\n\nH.\n\nARE\n\nMEETING\n\nRICHMOND,\n\nSTATE\n\nTHE\n\nEMERGENCY\n\nSUPERINTENDENT\nFRANKFORT,\n\nOF\n\nIN KENTUCKY\n\nPUBLIC\n\nINSTRUCTION,\n\nKY.\n\nDuring this period of financial distress, the public schools have been sub¬\njected to more violent attacks than any other agency of society despite the\nfact that they have given a better account of their stewardship than any other\ndivision of government. Many political, financial, and social organizations\nhave failed our people in this crisis, but the public schools have continued to\nrender effective service. Despite the fact that they are in no wise respon¬\nsible for the distressing situation that now confronts our people, they are\nbeing grossly discriminated against in the matter of necessary governmental\n\n"}
{"page": 158, "printed_page": null, "text": "154\n\nNational\n\nretrenchment.\n\nEducation\n\nAssociation\n\nIn the state of Kentucky,\n\nand I judge that other states have\nhad the same experience, the schools have had imposed upon them an undue\nshare of the retrenchment program. In many parts of Kentucky, practically\nthe only retrenchment that has been put into effect has been imposed upon\nthe public schools.\nSchools\n\nshould\n\nnot be exempt\n\nfrom\n\nlegitimate criticism. On\n\nthe other\n\nhand, they should welcome it and do, but they should not be penalized for\ngiving a better account of the tax dollar than any other branch of govern¬\nment. Our schools should always operate as economically as possible, and\nif trained school administrators were always permitted to effect constructive\neconomies, it would be possible for the schools to make a much better show¬\ning with the money available than they are now privileged to do, due to the\nfact that the public frequently blocks policies of administration which affect\nits own selfish desires or whims.\nBut even if the schools were\nthey would\n\nallowed\n\nstill cost a great deal more\n\nto effect all desirable economies,\n\nmoney\n\nthe public school service has been broadened\n\nthan they formerly did, since\nin every way. This extended\n\nand amplified service has been demanded by the public — the same\nthat now criticizes the increased costs of public education.\nThe public school is not a mere gratuity, but a fundamental\ngovernment,\n\nwhich\n\nis necessary\n\npublic\n\nbranch of our\n\nto our happiness and wellbeing.\n\nIf democ¬\n\nracy is to be “made safe for the world,” we must educate our people. The\nprimary function of the public school is to train for citizenship.\nIn Kentucky, we are endeavoring in every possible way to meet the present\ncritical situation in public education. The State Department of Education\nhas prepared a bulletin outlining desirable and feasible economies. A Com¬\nmittee of the Department is giving extended thought to this particular\nservice, and group\n\nconferences\n\nare being planned\n\nvising school boards and administrators\n\non matters\n\nfor the purpose\nof necessary\n\nof ad¬\n\nretrench¬\n\nment. Moreover, the department is taking advantage of the present situ¬\nation to encourage boards of education to effect reorganizations that will\nsecure\n\nthe double\n\nadvantage\n\nservice. Recommendations\n\nof economical\n\nthat might\n\nperiod of smug prosperity, are now\nthe hands of school boards.\n\nhave\n\nadministration\nbeen\n\nand\n\ndisregarded\n\nreceiving sympathetic\n\nimproved\nduring\n\na\n\nconsideration\n\nat\n\nMonths ago, sensing the drift of affairs, I recommended to the Legisla¬\nture the creation of an educational commission, which would define the\nstate’s responsibility in education, analyze essential school data, and report\nits findings and recommendations to the 1934 Legislature, which recom¬\nmendations would have as their core a new school code — simple, adaptable,\nand progressive. This commission has been organized and is now function¬\ning. One of the immediate problems to be considered by it is an emergency\nprogram which will aid the schools in their present financial distress. The\ncommission is convinced that it will be able to recommend policies that will\nnot only improve the service of the school but at the same time reduce their\n\n"}
{"page": 159, "printed_page": null, "text": "General\n\n155\n\nSessions\n\ncosts of operation. Of course, the broader aspects of the commission’s work\nhave to do with social planning.\nAnother thing the school leaders in Kentucky are endeavoring to do is\nto strengthen the morale of the teaching profession in our state. Despite\nthe fact that they have been victimized by policies of unfair discrimination,\nwe are urging them to keep the faith and to give Kentucky during the com¬\ning year the best school service that the state has ever received. The school\nteachers of Kentucky are reacting favorably to this appeal. As an evidence\nof this, the summer schools of our university and teacher-training institu¬\ntions are enjoying heavy enrolments.\nKentucky is determined that there shall be no moratorium in education.\nHOW\nCORNELIUS\n\nVIRGINIA\nJ.\n\nHEATWOLE,\n\nIS MEETING\nEXECUTIVE\n\nASSOCIATION,\n\nTHE\n\nSECRETARY,\n\nRICHMOND,\n\nEMERGENCY\nVIRGINIA\n\nEDUCATION\n\nVA.\n\nVirginia is sharing with many other parts of the country the typical re¬\nsults of what we all have come to know as the unprecedented economic\ncrisis.\nVirginia, like other states in the American Union, has developed her pub¬\nlic school system in accordance with principles and policies that have char¬\nacterized the development of public education in this country.\nThe American people in setting up systems of public education have\nagreed upon at least two very fundamental principles that have come to be\nregarded as axiomatic. First, that the public schools exist for all the children\nof all the people. And second, that the maintenance of these schools is one\nof the major functions of government, and, therefore, should be supported\nby public taxation. A third principle, not yet agreed upon but now in the\nslow process of reaching a conclusion, is— What shall be taught in the pub¬\nlic schools of America? Virginia has recently taken a forward step in this\nmuch discussed and unsettled question involved in the third principle just\nstated. For the past year she has had twelve thousand teachers engaged in\nthe problem of revising her course of study for the elementary and second¬\nary schools of the state. She proposes to continue this work for the next\nyear or two, even under the pressure of the economic crisis.\nVirginia has been fortunate in not carrying a heavy bonded indebtedness.\nShe built a state highway system on the pay-as-you-go plan. For the pres¬\nent fiscal year, she is one of only three states in the Union that have de¬\ncreased their bonded indebtedness. This condition of affairs will certainly\nresult in a more rapid recovery when we once emerge from the socalled de¬\npression.\nThe Virginia Legislature was in session for sixty days during the past\nwinter and spring. At its opening session, Governor Pollard stated that the\nstate’s financial condition was sound and had the confidence of the people\nand the investing public, but in order to balance the budget for the next\nbiennium\n\nand to maintain this confidence, we must curtail expenses and in-\n\n"}
{"page": 160, "printed_page": null, "text": "156\n\nNational\n\ncrease no taxes. The\n\nmade\n\nGovernor\n\nEducation\n\nAssociation\n\nin his inaugural\n\naddress two\n\nyears before\n\nthe statement that schools must follow the children and taxes must\n\nfollow the schools.\n\nMr. Sidney B. Hall, the new state superintendent of public instruction,\non taking his office a year ago, immediately formulated a policy for public\neducation and instituted a campaign among the people on the fundamental\npolicy that public education was a state function, and, therefore, the instruc¬\ntional costs should be borne by the state, leaving to the local units the cost\nof capital outlay and general maintenance. This policy is now generally\nrecognized and will no doubt in the near future come to be the state’s policy\nfor public education. While the legislature of the general assembly did not\nprovide for carrying out this state policy for public education, it did provide\nnearly one million dollars additional fund for public education, so that if\nthe state budget keeps its balance Virginia will have more money for public\neducation during the next biennium than she has ever had in all her history.\nAs an emergency policy of the counties and cities, teachers’ salaries in Vir¬\nginia have been cut, in a few instances as much as 30 percent. Ten counties\nout of one hundred recently reported that teachers’ salaries would remain at\ntheir usual level. The rest of them will be cut on an average of 9.9 percent.\nOut of twenty cities in Virginia, only seven have cut salaries, averaging 9.2\npercent. For the total of 120 counties and cities in Virginia, the average\nsalary cut will amount, for the coming session, to 9.8 percent. In addition\nto these salary cuts and the curtailment of budgets, other economies will be\nincorporated, such as increasing the teacher’s load and eliminating newer and\nexperimental features in school work about which there may be some ques¬\ntion as to whether or not they are absolutely essential. There will be a slowing-up of the building program notwithstanding the more than usual de¬\nmands due to increased enrolment in the schools. There will be, however,\nno lowering of academic and professional standards for the certification of\nteachers. We have not yet reached the danger point where school boards will\nbe tempted to supplant the well-trained teacher with a cheap and poorly\nprepared teacher.\nThe teachers of Virginia are agreed that they must share with the rest of\nthe citizens of the state the burden of these times. In many instances, they\nhave voluntarily taken salary cuts and inaugurated other forms of econo¬\nmies, but they have strongly registered their opinions that there should be\nno curtailment in the essential educational facilities necessary for giving the\nchildren their full educational inheritance, even in times like these. They\nhave not failed to make it clear that in accepting reductions in salaries they\ndo so with the distinct understanding with school authorities that as soon\nas economic conditions improve salaries and school costs will be put back to\ntheir former level. The teachers of Virginia are equally agreed that inno¬\ncent little children in the elementary school shall not be forced to bear the\nburden of an economic crisis; that there can be no moratorium in education.\n1 he debt we owe to children and our commonwealth may not be deferred\n\nbut must be paid “now\n\nor never,” that the progress we have made\n\nin the\n\n"}
{"page": 161, "printed_page": null, "text": "General\n\n157\n\nSessions\n\npast years in building up a better system of instruction for the children shall\nnot be sacrificed to selfish ends or to promote the political fortunes of any\nindividual or party, that whatever retrenchments are made in public educa¬\ntion should be made by the friends of the children and not by those who, in\nthe hysteria of economic fear or stress, would take drastic steps to curtail in\nany way the essential function of public education.\nMEETING\n\nAGNES\n\nTHE\n\nPRESENT\n\nSAMUELSON,\n\nSTATE\n\nEMERGENCY\nIOWA\n\nSUPERINTENDENT\nDES\n\nMOINES,\n\nOF\n\nIN EDUCATION\n\nPUBLIC\n\nIN\n\nINSTRUCTION,\n\nIOWA\n\nDuring the 1931 session of the legislature there was an apparent need for\nan exchange of confidence between leaders in public-school education and in\nthe general assembly. A meeting was held in which the governing committees\nof the state teachers association, the department of public instruction, repre¬\nsentatives of the various types of school districts, and the schools and tax\ncommittees of the legislature were brought together for a conference on\npertinent problems involving education and taxation. The outcomes of this\nevent were constructive — keener consciousness on the part of our legislators\nthat the educational problems were more comprehensive and involved than\nappeared on the surface and a better realization on the part of our school\nexecutives of the complexity of problems facing the legislators. No destruc¬\ntive school legislation was given any serious consideration after that. It was\na fine illustration of the results that can be obtained when a wholesome ac¬\nquaintance and exchange of viewpoints clear the atmosphere of many\nunderstandings.\n\nmis¬\n\nBelieving this to be a time to keep essentials continuously in view, we have\nadopted a program to improve instruction and outlined it to cover a period\nof years. Its purpose is to focus attention upon the relation of the various\nsubjects to the problems which the pupils face in mastering them. During\nthis past year the emphasis has been on reading and its relation to study.\nThe former two-day inspirational institute has been converted into an allyear program for the improvement of instruction whereby the county super¬\nintendent may bring direct helps along the lines of testing, demonstrations,\nand other diagnostic and remedial aids to bear upon the classroom situations.\nA series of bulletins has been prepared by the department and distributed to\nthe teachers of the state. Bulletins I and II of this series were organized as\nanswers to questions actually asked by teachers in teaching reading; the third\nbulletin was directed toward helping with the problem of study on the highschool level.\nWhile the department of public instruction has no state supervisor of\nsecondary or elementary education, our normal training supervisor prepared\nthe bulletins and is now at work on a course of study in safety education.\nMembers of the department staff have aided in the field work and the ex¬\ntension division of the Iowa State Teachers College has given almost full\n\n"}
{"page": 162, "printed_page": null, "text": "158\n\nNational\n\nEducation\n\nAssociation\n\ntime to service along this line and the Iowa rural choir movement. The ex¬\ntension division of the State University of Iowa conducted a testing program,\nthe radio station WOI at Iowa State College gave us monthly schedules on\nthe air, and parent-teacher association groups endorsed the program.\nTo encourage scholastic achievement in the rural schools we presented an\nIowa letter — a maize-colored monogram symbolic of our tall corn and a\nspecial recognition for clearing hurdles in the common branches — to the\npupils who earned given rankings in the state eighth-grade examinations.\nPlans are now completed to prosecute a drive on language and its relation\nto study during the coming year; we expect to move the ensuing year into\nthe field of social sciences. The purpose of these drives has been primarily to\nimprove the quality of instruction in the classrooms of our state. When this\nresult obtains, the most important characteristic of an economical school\nsystem has been created.\nLaymen have pointed out to school people the importance of this reduction\nof operating costs of the school so that other people, less qualified to do it,\ndo not take the matter out of their hands with results harmful to the schools.\nSchool administrators of Iowa appreciate this attitude and do not need to be\n\nreminded of its importance. They are depression-conscious, are scrutinizing\nevery item of their budgets. Nowhere is a better piece of work being done\nin appraising, checking, and adjusting than in the schools. School executives\nare not smugly content with their practises, but are reexamining their pro¬\ngrams and methods in the direction of all the economy consistent with the\nmaintenance of efficiency. They are proving to be good students of taxation\nas well as directors of education. They believe much good will come out of\nthe crisis if the focusing of the microscope on the schools will call attention\nto the big issues revealed by the lens and take it off the petty things around\nthe fringe ; if it will lead to the overhauling of our school law in such a way\nas to remove the inconsistencies and effect remedial legislation ; if it will lead\nto a better appreciation and interpretation of education.\nThe emergency has spotlighted the need of laymen advocates who will go\nto bat for education. If there is any single lesson which people in public edu¬\ncation may learn from the present economic collapse it is the necessity of a\ncontinuous program of publicity in which the people may know the things\nfor which the schools are operated and the methods used to achieve these\nends. Schools are being guided more and more by facts revealed thru re¬\nsearch and less by guesswork and opinion. In its estimate of schools the same\npolicy should be carried to the people.\nOur teachers are responding to the challenge of the crisis by placing chil¬\ndren uppermost. They have drafted a new certificate measure for raising\ntheir own professional qualifications. If it becomes a law, our school children\nof today and tomorrow will be the beneficiaries long after the depression is\na historical fact.\nWe\n\nare convinced the people of our state want to have good schools and\n\nare determined to have them. The way in which they enrich their curriculums, expand the school system at both ends thru kindergarten and junior\n\n"}
{"page": 163, "printed_page": null, "text": "159\nGeneral\n\nSessions\n\ncollege units, hunger for adult education courses, improve their school plants\nand instructional equipment, and do all this almost entirely under local sup¬\nport, shows their faith in the schools and their confidence in the teachers\nwho direct them. That faith has not and must not be shaken ; that confidence\nhas not been misplaced and the teaching profession will continue to justify\nthat confidence. Back of it all is the dominating fact that while we do not\nhave as much to live on as we used to have and should have, we have just as\nmuch to live for — the children of our schools, the leadership of tomorrow\nin the new order of things that is coming out of the chaos.\n\nHOW\nHOWARD\n\nCALIFORNIA\nJ. HANNA,\n\nIS MEETING\n\nPRESIDENT,\nLOS\n\nTHE\n\nHIGH\n\nSCHOOL\n\nANGELES,\n\nCALIF.\n\nEMERGENCY\n\nTEACHERS\n\nASSOCIATION,\n\nCalifornia realtors are incensed over inequality. Real estate bears threefourths the tax burden altho it represents only one-fourth the state’s wealth.\nTheir attacks on assessed valuations and tax rates have threatened our edu¬\ncational program.\n\nTeacher associations have had defensive research and publicity committees\nbusy the entire year.\nSome boards of education decided to reduce the unit costs of education\nbut not to impair efficiency.\nAfter conferences, nine state organizations including realtors and grangers,\nhave united to support an initiative constitutional amendment for November\nelection.\nTh is amendment\n\nrequires the state to raise definite funds for education\nby income taxes, inheritance taxes, and selective sales taxes but abolishes the\ncounty tax on real estate for education. The\ntion remain the same.\n\ndistrict provisions for taxa¬\n\nOur state department of finance is emphatically for the amendment\nthe director of finance is against it.\n\nbut\n\nAny proposal to tax income producing personal property meets with ob¬\njection that such wealth will move across state borders if required to share\nthe burden equally. To prevent this, some degree of national uniformity is\nneeded on income and inheritances for educational support in all the states.\nAnother national law is needed to require intangible securities such as\nstocks and bonds to bear their share of the tax burden. In California, in¬\ntangibles are taxed only one-tenth of one percent or about one-twentieth\nthe rate on real estate because of difficulty in getting intangibles listed at\nhigher rates.\nCorporations should be prohibited paying dividends to residents of dif¬\nferent states unless evidence of listing with assessors is produced.\nSuch national laws furthering equalizing taxation on all forms of wealth\nwould require only a fraction of present taxes on real estate and stop fights\non efficient educational programs.\n\n"}
{"page": 164, "printed_page": null, "text": "160\n\nNational\n\nTHE\n\nBESS\n\nOFFICE\n\nGOODYKOONTZ,\n\nOF\n\nEducation\n\nAssociation\n\nEDUCATION\nIN\nEMERGENCY\n\nASSISTANT\n\nU.\n\nTHE\n\nS. COMMISSIONER\n\nWASHINGTON,\n\nPRESENT\n\nOF\n\nEDUCATION,\n\nD. C.\n\nIt is natural that the program of the Office of Education should reflect\nthe problems and difficulties of this period. Being a research agency dealing\nwith professional problems of education, it has been subject to requests for\ninformation and service and has selected problems for study based upon\nor modified by the present situation. A few of these problems may be de¬\nscribed. The relation of education to the unemployment situation has been\none of the common questions put to the public schools. At the time that the\nPresident’s Organization on Unemployment Relief was attempting to mo¬\nbilize the resources of all agencies for service to the unemployed, schools were\npromptly called upon because of their facilities for reeducation, recreation,\nhealth, guidance, and welfare service. Some schools were doing a tremen¬\ndous amount ; others were asking for suggestions on what to do. At the re¬\nquest of the President’s Organization an inquiry was sent from the Office\nto school administrators, bringing in a wealth of accounts of actual expe¬\nriences in dealing with the problems in their communities, which were then\nsummarized and prepared for distribution by the President’s Organization.\nA very large number of the inquiries coming to the Office are for statistical\ninformation. School superintendents and school boards want school costs for\ncities comparable to their own in size and type ; surveyors want comparative\nstatistics ; state legislatures and state departments of education need to know\nhow other states have solved their problems. For many years the Office of\nEducation has collected and compiled such statistics biennially; in the bul¬\nletin on city school statistics data are given for 2850 cities, entailing field\nwork of four statistical experts for several months and long months of tabu¬\nlation in the Office. In such a huge task promptness in reporting has had to\nbe sacrificed to completeness of detail and therefore recent data have not\nalways been available. To correct this difficulty plans have recently been\nmade to supplement the regular biennial collection of national statistics with\na less extensive annual study aimed to give per capita costs, which will be\navailable as promptly as the returns make possible. In a similar way the\nregular annual report of college and university budgets and enrolments is\nnow being supplemented with a report on changes in income and expendi¬\ntures, actual and estimated, for the coming year. This report for the next\nschool year should be ready early in the fall for the use of college and uni¬\nversity administrators.\n\nThe service activities of the staff of the Office have similarly reflected the\nproblems which schools are facing. To mention one, the coordination of\neducational offerings in state-supported institutions of higher education is\nreceiving increased attention at present. A number of states, well-supplied\nwith at least one state university, a state college, several state teachers col-\n\n"}
{"page": 165, "printed_page": null, "text": "General\n\nSessions\n\n161\n\nleges, and the newly developing junior colleges, have begun to question the\ndesirability of extensive duplication of offerings in their various schools and\nthe competition among state-supported institutions for students and for state\nfunds. About two years ago Arkansas and Oregon asked the Federal Office\nof Education to help them study this problem and recommend a coordinated\nplan for higher education in their respective states. This past year Missis¬\nsippi and North Carolina have asked and received similar service, and at\nleast two other states have requested assistance of this kind for an early date.\nIt seems probable that as additional retrenchments become necessary be¬\ncause of decreased state support, other states will need to work toward a\nbetter coordination of their programs of higher education.\nIn addition to effecting natural changes in its program, the present emer¬\ngency bids fair to affect the Office of Education adversely and seriously in\nits present efficiency, prestige, and future development. The present emer¬\ngency for the Federal Office is one not only of reduced appropriations but\nof lack of confidence on the part of governing bodies and the general public\nin the curative powers claimed for education in general and the need for\ngovernmental participation in education or any social regulation in particu¬\nlar. The duration and uncertainty have been not the least troubling features\nof the emergency. In August of last year the Office of Education was asked\nto prepare its estimates for expenditures for the next fiscal year beginning\nJuly 1, 1932. This it did very carefully, bearing in mind the admonitions\nof the Administration to keep all requests for appropriations to a minimum.\nIn September the Bureau of the Budget acted, making an allowance some¬\nwhat under the original request. In March, the Department of Interior’s\nappropriation bill was passed by the House of Representatives, cutting the\nOffice of Education’s budget 11 percent further. In April the Senate ac¬\ncepted its appropriations committee’s report and passed the Department of\nInterior’s appropriation bill, giving the Office a further cut of 26 percent.\nThis bill, which is a reduction of 34 percent under the Bureau of the Bud¬\nget’s estimate, was accepted by the House and signed by the President.\nA brief explanation may be made of what this means in terms of oper¬\nating efficiency. As it stands at the present time, unless further legislation\nis passed affecting appropriations, to operate on our present reduced salary\nbudget would require either the compulsory furlough of every employee in\nthe Office from the Commissioner down for at least a month and a half with¬\nout pay, or the discharge of from 10 to 15 employees. This is a serious mat¬\nter in an office as meagerly staffed as is the Federal Office, where the dis¬\ncharge of one specialist means also the closing out of service and research in\na whole field of education.\n\nA second serious result of the reduced appropriation lies in the restriction\nin types of research which may be carried on. Research by questionnaire only\nsets definite limits in the types of problems which may be undertaken, and\nin the character, accuracy, and completeness of the data which may be se¬\ncured. For several years the research staff in the Office has worked con-\n\n"}
{"page": 166, "printed_page": null, "text": "162\n\nNational\n\nEducation\n\nAssociation\n\nsciously to further investigation thru field studies which, tho local or sec¬\ntional, are of universal interest to educators. This past year has seen the de¬\nvelopment of several such field studies. For example, the education of Mexi¬\ncans and other Spanish-speaking children is of great importance in the south¬\nwestern part of our country. Locally it raises questions of dual administra¬\ntion, of curriculum, of teacher selection. Nationally it illustrates the prob¬\nlems of bilingual education everywhere. This past spring a member of our\nstaff spent several months in the states which have a large Spanish-speaking\npopulation, collecting data, visiting schools, interviewing administrators and\nteachers, studying the educational problems and their local solutions. The\nreport, we hope, will be of value to school systems thruout the country which\nface a similar situation of a large foreign-speaking school population.\nStill another field study of the past year is one undertaken in cooperation\nwith the Department of Agriculture in making a thoro industrial-social sur¬\nvey of certain sections of the Southern Appalachians. A great deal of sen¬\ntiment is stirred up periodically and considerable speculation occurs over the\nintellectual and educational status of the southern mountaineers. No ques¬\ntionnaire study can speak authoritatively on the subject, but a careful county\nby county and school by school study can reveal the actual conditions. Such\na careful study is now in progress, as are similar field studies of other prob¬\nlems. However, the present decreased appropriations for travel offer a con¬\nsiderable setback to the continuance of this type of investigation.\nFinally, the reduction in appropriation has two other serious consequences :\none, reductions in the number of publications and in the number of copies\nof publications available for distribution, which is a research agency’s prin¬\ncipal means of making itself heard ; and the other, the suspension of the\nCommissioner’s program of national surveys. The Survey of Secondary Edu¬\ncation is just now being brought to a successful close; of the two in prog¬\nress, the Teacher Education Survey suffered a reduction which will curtail\nthe printing of its reports, and the Survey of School Finance which had been\nauthorized by Congress at a cost not to exceed $350,000, was cut off entirely\nafter one year’s work at a cost of $50,000. Its program included a study of\nthe educational effects of certain economies in school expenditures ; the formu¬\nlation of standards for determining reasonable school costs ; basic facts needed\nby state legislatures in distributing state aid; and other studies of major\nimportance at the present time. Under a grant of $25,000 from the Gen¬\neral Education Board certain of the finance studies will be continued for\na short time, with the hope that Congress will later appropriate the neces¬\nsary funds for the completion of the study.\nIt is evident that educational agencies everywhere, in common with other\npublic and private agencies, must effect economies and suffer retrenchments.\nWhether these shall be temporary or permanent, and whether retrench¬\nments in fundamental programs or only suspension of practise, must depend\nvery largely upon the educational profession.\n\n"}
{"page": 167, "printed_page": null, "text": "163\nGeneral\n\nTHE\nWALTER\n\nCAUSE\n\nB. PITKIN,\n\nAND\n\nSessions\n\nCURE\n\nOF\n\nPSYCHOLOGIST\nAND\nNEW YORK,\n\nI here are, as you know, a little more\ntoday ; and as a matter\n\nof charity I am\n\nHUMAN\nAUTHOR,\nN. Y.\n\nSTUPIDITY\nCOLUMBIA\n\nUNIVERSITY,\n\nthan two billion people in the world\ngoing to leave out of the roll of this\n\ngreat census of the stupid, the children under fifteen because they haven’t\nhad a fair break yet. So we take out that third of the human race which is\nunder fifteen, and that leaves us about 1,330,000,000 people that are the sub¬\nject of our census. We find that in all the people living in the tropics there\nare easily 400,000,000 cases of people of marked stupidity, well below what\nwe like to call average in the school sense of the term, due to nothing but the\nclimate, due to nothing but the hot and humid\n\nair of the equatorial regions.\n\nMost of these people are suffering from some form of tropic neurasthenia\nor tropic enemia. The blood in their bodies is in the wrong place. Wherever\nit is, it isn’t in their heads. The result is their heads do not function properly.\nAnd then we find, and some of the medical research men have already told\nus in interesting and learned volumes,\nand others quite early in the game\n\nthat a large number\n\nruined their mental\n\ndrinking, for heavy drinking takes the blood away\n\nof these people\n\nequilibrium\n\nfrom\n\nby heavy\n\nthe surface of the\n\nbody and puts it back into the organs, including the brain. So in order to\nregain some\n\nof their balance, they proceed to drink as much\n\nrum\n\nas they\n\ncan swallow and we find perhaps 300,000,000 more cases of tropical alco¬\nholism, some of which was produced by the tropical disease of the climate\nalone, a total analysis of 700,000,000\nThen\n\ncases.\n\nwe find, according to the reports, 75,000,000\n\nsuffering from\n\ndrug addiction\n\nthe Rockefeller\n\nInstitute declares that among\n\nstill in the tropics, all\n\nchiefly because of the climate. We\n\nfind that\n\na billion people exposed\n\ncon¬\n\ntinually to hookworm there are intermittently somewhere between 250,000,000 and 300,000,000 people suffering from hookworm. We find malaria\nis spreading in the tropics instead of receding. Great\nValley, once filled wdth great cities, are now\n\nsections of the Ganges\n\ndepopulated\n\nby the spread of\n\nmalaria, and those who are not killed by it are rendered stupid, not neces¬\nsarily so for all of their lives, but enough so that we can put them in this\nlittle census. Of these victims, we find there are 500,000,000 cases, on the\nbasis of the census of various parts of the tropics. Then we find various\ntropical diseases involving anywhere\ncases.\nWe\n\nmove\n\non into the temperate\n\nfrom 200,000,000\n\nto 300,000,000\n\nzone, where most of the work\n\nmore\n\nof the schools\n\nis and your business happens to lie, and we find from the reports on malnu¬\ntrition and the effect of that on the mind of the growing child and adult,\nand taking the United\n\nStates as an example\n\ndecided charity you will all admit, we\n\nof the world, which\n\nfind somewhere\n\naround\n\nis a very\n\n25 percent\n\nof the whole world’s population is more or less stupid, either from too little\nfood or from the wrong food. So we set down there something like 430,000,000 more cases.\n\n"}
{"page": 168, "printed_page": null, "text": "164\n\nNational\n\nThen\n\nEducation\n\nwe find studies into fatigue, made\n\nhere, in Europe, in China, and Japan.\n\nWe\n\nAssociation\n\nby various industrial specialists\nfind again a percentage\n\nof people\n\nwho are incompetents as a result of over-work, either thru too long hours,\ntoo great concentration, too monotonous labor or the like, and this runs into\nsomething\nThen\n\nlike 250,000,000\n\nwe\n\nadd\n\nfor the world\n\nto this the fairly well-reported\n\nalcoholism, particularly in Russia, and we\n000 cases without the slightest effort.\nAnd\n\nnow\n\nat large.\n\nwe come\n\ncases of temperate\n\nzone\n\ncan get, I find, another 250,000,-\n\nfinally to the cases the intelligence testers like to test\n\ntoday, the feeble-minded, the insane, the low-grade imbecile, the high-grade\nimbecile, and we find that probably there are not more than 50,000,000 to\n150,000,000\n\ncases of that sort that conservatively\n\ncould be counted\n\nworld’s census of stupidity — anywhere from around\ncording to which kind of a measure you like to use.\nAnd\n\nwhen\n\nwe have got this list we\n\nstop and draw\n\nin the\n\n2.5 to 4 percent\n\nac¬\n\na deep breath and try\n\nto add it and the best adding I could do brings the total number\n\nof cases of\n\nstupidity due to the causes I have named\n\nthree times\n\nthe total population\n\nup to somewhere\n\nof the earth, which\n\nthink of this total perhaps two\n\naround\n\nis a pretty high number.\n\nAnd\n\nI\n\nand a half percent can honestly, on the basis\n\nof tests, be put into the category\n\nof the moron,\n\nthe dull, the insane, the\n\nserious epileptic, the idiot. So we have at least 97, or 96 people out of every\n100 people in the world\n\nwith all their dullness probably due mostly to the\n\nkind of a world in which\n\nthey have been living and not to the kind of a brain\n\nthey happen to be born with. That changes the picture, don’t you think so?\nAnd it carries with it a number of very significant implications, I think, with\nregard to education, its policy, what people should expect of the schools, and\nwhat the schools should expect of the public.\nThe\n\ntrouble with the children in the schools is that they bring such a bad\n\nnervous\nworld\n\nsystem along with them to the schools. The\nthey come\n\ntrouble is the kind of a\n\nfrom and if you like, with the biologists, you can say their\n\ntrouble is their environment\n\nand let it go at that. If that is true in 97 out of\n\n100 cases, there seems\n\nto me\n\nto be a very peculiar implication. It seems\n\nme if the public wants\n\nthe schools to produce a civilization, the main job of\n\nyour school teachers is not to educate pupils. Your\nthe world.\n\nThat\n\nto\n\nmain job is to remodel\n\nis all. If out of every 100 children you get 97 of them —\n\nI am speaking of the world now and not you personally — if in the world at\nlarge the schools have to do with inferior material, which, 97 times out of\n100, is due to bad climate, the diseases impending,\n\nbad clothing, over-work,\n\nbad hours of sleep, and all these other factors that I am enumerating, doesn’t\nit seem a plain matter of common sense and logic that the way to improve\nthe results in the school is, first of all, to work\n\non the place the pupils come\n\nfrom? I can’t see any escape from that conclusion. Now I don’t believe the\nschool teacher is to turn into a socalled reformer, nothing of that sort, but I\ndo mean\ntion.\n\na number\n\nof very definite things, some\n\nof which\n\nI am going to men¬\n\n"}
{"page": 169, "printed_page": null, "text": "General\n\n165\n\nSessions\n\nWhen you go all over the world and study the statistics of public welfare\nin the different countries ranging from little places like Albania where the\naverage\n\nman\n\nmakes $13 a year, thru countries like India where\n\nconditions\n\nof plain physical existence are so low, the heat is so oppressive, the insects of\nthat place are so terrible that as long as those conditions endure there isn’t\nany possibility of education in the sense in which you talk about it, and when\nyou think that in the United States nearly one-half of the children who come\ninto the schools are, according to the officials who study it, suffering from\nmalnutrition, and realize that our children are much better off than those\nof the rest of the world, and when\nactions of under-fed\nsee any escape from\n\nyou see the effects on their mental\n\nre¬\n\nand badly fed children on their school records, I don’t\nthe conclusion I stated a minute ago. The job of the\n\nschool isn’t education — it is 3 percent education, perhaps; the job is somehow\nor other improving things outside so that you have the right kind of raw\nmaterial to work\n\nupon. If your raw\n\nmaterial is wrong,\n\nmake\n\nit right before\n\nwasting your time and effort upon it, and if making it right means going out\nand seeing that the enormous limiting effects of physical environment and\nsocial environment\nYou\n\nare blocking you, make\n\nthat your first business.\n\nhave got to begin with very simple things. You\n\nbanish bad climate. It sounds\n\nlike a simple job. Maybe\n\nhave got to help\nit sounds\n\nlike an\n\nadvertisement to some of you, but when you stop to think that one-half of\nthe human race is dull and witless because of stupidity, you may agree with\nme that probably fifty years from today the N. E. A. when it meets in con¬\nvention and the first great achievement in the conquest of climate will have\nbeen made, the people sitting in this room\n\nor in the same\n\nassembly will admit\n\nclearly the conquest of climate has done perhaps twenty-five times as much to\ndeliver the world from stupidity and viciousness as all of the school teach¬\ning ever did. And that is not the fault of the school teacher. You thru\nclear thinking see it is a thing outside of the teacher. It is the Serpent in the\nGarden and what comes\ncould ever treat it.\n\nto you has been bitten by that serpent before you\n\nSo think of yourselves, then, as modelers\neducation as rather a pleasant side line.\nA SURVEY\nJOHN\n\nOF\n\nTHE\n\nK. NORTON,\n\nNATIONAL\nPROFESSOR\n\nCOLUMBIA\n\nIn the coming\n\nOF\n\nof the physical world\n\nEDUCATION\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nyear the school systems\n\nASSOCIATION\n\nTEACHERS\n\nYORK,\n\nof many\n\nand treat\n\nN.\n\nCOLLEGE,\n\nY.\n\ncommunities\n\nface the\n\ndilemma of more work to do with less money to spend. Powerful agencies\nare in action, which from one motive or another would rob the schools of\nthe gains they have made\nit is of supreme\n\nsince the close of the World\n\nimportance\n\nshould be maintained\n\nWar.\n\nIn such a time\n\nthat the professional organizations\n\nof teachers\n\nat the highest level of efficiency. This applies alike to\n\nlocal, state, and national teachers’ organizations.\n\nThru\n\nthese agencies the\n\n"}
{"page": 170, "printed_page": null, "text": "166\n\nNational\n\nEducation\n\nAssociation\n\npiofession possesses one of the most effective means\nshort-sighted action against the schools.\n\nof preventing\n\nselfish or\n\nWe who are privileged to attend this convention have no more vital pro¬\nfessional duty than to see that the role which the National Education Asso¬\nciation plays in a period such as the present is carried vigorously and concietely to oui colleagues who are not in attendance. If we are to discharge\nthis obligation effectively it is necessary that we be wellinformed concern¬\ning the program of the National Education Association and the administra¬\ntive organization\naction.\n\nand personnel\n\nthru which\n\nthis program\n\nis translated into\n\n1 herefore, let us go together for a few minutes to the Washington headquaiters building of the National Education Association. Here is a modern,\nwell-planned, but not extravagant building of seven stories located on an\nadequate plot of land at the intersection of two of the strategic streets of the\ncapital city.\nLet us go into the building. Entering thru the simple, but beautiful Six¬\nteenth Street entrance we come into a spacious lobby graced by a fine statue\nof Horace Mann. “Ladies and gentlemen,” we might say, if we were\nto\nadopt the technic of the tourist guide, “you have now entered the head¬\nquarters of the greatest publisher of educational literature that exists in the\nworld!” For it is a fact that last year no less than 3,000,000 copies\npub¬\nlications dealing with the schools were mailed out by the National of\nEduca¬\ntion Association. No other agency approaches this figure.\nLet us proceed to the third floor where the E)ivision of Publications is\nhoused.\n\nHere\n\nis found\n\nthose responsible for planning and editing that fine\nprofessional Journal with which you are all familiar. Much of the progress\nmade in the field of educational journalism during the last decade can be\ndirectly traced to the influence of the Journal.\n\nThe\n\nDivision of Publications is also responsible for the editorial manage¬\nment of a wide series of association and departmental publications of a peri¬\nodical nature such as the V olume of Proceedings , the yearbooks, as well\nas\nfor a large number\ntional needs.\nAppropriately\n\nof occasional reports issued in response to special educa¬\n\nconnected\n\nwith this Division is another\n\nimportant\n\nfunction\n\n— that of developing a program of educational interpretation. This involves\nthe organization of the effective convention publicity which has come to be\na characteristic of our conventions, the developing of avenues for the dissemi¬\nnation of information thru newspapers and lay magazines, the\narranging of\nradio broadcasts, and the encouragement of sound programs of continuing\neducational publicity by the nation’s thousands of school systems.\nThe effect of the Association s program of publication and educational in¬\nterpretation can hardly be over-estimated. It would be the most short-sighted\nfolly if we were to permit the restriction of this vital service to the profes¬\nsion and to childhood. More than ever, during the coming year, every teacher\nneeds the encouragement and inspiration the Journal provides. Clear under¬\nstanding of the work and purpose of the school will be needed more than\n\n"}
{"page": 171, "printed_page": null, "text": "General\n\never in 1932-33\n\n167\n\nSessions\n\nif the schools are to hold their own.\n\nIt is the duty of every\n\none of us to see that the support necessary to the continuance\nment of the vital service rendered by the Journal is provided.\n\nand improve¬\n\nLet us next proceed to a division with quite a different function, that of\nRecords\n\nand Membership.\n\nMost\n\nof us have had experience in keeping a class\n\nregister of 30 or 40 pupils. Others\n\nhave organized\n\nfor the children of a school of a few hundred\n\nfiles necessary to account\n\nchildren. Still others may have\n\nhad contact with the records of a continuing school census of a city. But even\nif we have done all of these things, few of us understand\n\nthe work\n\nkeeping track of a quarter of a million school teachers. That\njobs of the Division of Records\n\nand Membership.\n\nHere\n\ninvolved in\nis one of the\n\nare handled\n\nby the\n\nmost efficient machine methods, the various membership files of the Associa¬\ntion, its numerous departments, and its many publication lists.\nBelieve it or not, this Division is striving with might and main\nitself out of a job. It has already succeeded\n\nto work\n\nin doing this in large measure\n\nin Hawaii and Pennsylvania. Both Hawaii and Pennsylvania use the conclu¬\nsive membership plan whereby teachers may enrol at the same time in local,\nstate, and national associations. May\npercentage\n\nof teacher membership\n\nalso recall, altho it hurts me\nYork\n\nconnections,\n\nI recall that Hawaii\n\nof any\n\nother state or territory. May\n\nto do it, because of my\n\nthat Pennsylvania\n\nhas the highest\n\nhas more\n\nCalifornia\n\nmembers\n\nI\n\nand New\n\nin the National\n\nEducation Association than any other state. Other states are in part follow¬\ning the example of these two pioneers. If more would do so, it would permit\nthe Membership Division still further to cut down the overhead of mem¬\nbership collection with a consequent increase in the direct service which\ncould be rendered\n\nthe profession by the Association.\n\nLet us next look in upon the Association’s Field Division. Among the\nevidences of work accomplished which this active Division has to display\nis a huge map\n\nof the United\n\ncontacts which\n\nhave been built up with lay leaders and lay organizations\n\nthruout the nation. The\nmovement\n\nof Education.\n\nof that movement\n\nAdvisory Committee\n\ngeographically\n\nlocates the many\n\nField Division is also responsible for promoting\n\nfor a Department\n\nthe progress\n\nStates which\n\nwas\n\non Education,\n\nOne\n\nreached\n\nof the great milestones\n\nthis year when\n\nthe\nin\n\nthe National\n\nappointed by the President of the United\n\nStates, brought in a report which urged the creation of a Federal Depart¬\nment of Education with a secretary in the Cabinet of the President.\nOne of the characteristics of the National Education Association is its\nall-inclusive quality. It is an organization\nbelong — teachers, supervisors, and\n\nto which all school people may\nexecutives. At the same time it offers\n\nchannels thru which groups within the profession may work\nculiar problems and express their particular viewpoints.\nThe\n\nDivision of Classroom\n\nService in the headquarters\n\nupon\n\ntheir pe¬\n\nof the Association\n\nis an expression of this latter fact. This Division exists primarily to serve\nthe needs of the classroom teachers of the nation. Its program is too varied\nto permit summary.\n\nThe\n\ncers of the Department\n\nDivision offers a means\n\nof Classroom\n\nTeachers\n\nof contact between\n\nthe offi¬\n\nand its far-flung membership;\n\n"}
{"page": 172, "printed_page": null, "text": "168\n\nNational\n\nit assists in the preparation\nyearbooks\n\nsponsored\n\nimportant\nfession.\n\nservices rendered\n\nEducation\n\nof the News\n\nby the classroom\n\nAssociation\n\nBulletin and the valuable series of\n\nteachers. These\n\nare but a few of the\n\nby the Division of Classroom\n\nService to the pro¬\n\nThe National Education Association is, first of all, an educational or¬\nganization, but it is also a business organization. It lists assets of more than\na million dollars. It annually expends more\n\nthan half a million dollars. The\n\nresponsibility for the administration of the Association’s business activities\nis delegated to the Business Division. This work includes the purchase of\nsupplies, the physical operation of the headquarters\n\nbuilding, the solicitation\n\nof Journal advertising, the management of convention exhibits, the account¬\ning for funds, the provision of meeting halls and the arrangement of the\nthousands\n\nof details which\n\nare essential to the smooth\n\nciation’s annual conventions.\nWorking with the Business Division\nof Accounts,\n\nwhich\n\noperation of the Asso¬\n\nis the small but important\n\nregularly issues understandable\n\nstatements\n\nDivision\n\nof the Asso¬\n\nciation’s financial condition, supplies the facts necessary for the intelligent\npreparation of the annual budget and for its effective administration thruout the year.\nIn the decade since its establishment the Research Division has become the\nsource of a series of important\n\nservices to the profession. During\n\nyears the Division has issued fifty Research\ncirculation of approximately\n\nBulletins which\n\nthese ten\n\nhave had a total\n\none million copies, it has sold $100,000\n\nworth\n\nof publications and in addition has supplied the Association’s members with\ntens of thousands of free copies of its publications and has answered 100,000\nletters from members\ncational matters.\nThe\n\nResearch\n\nin the field requesting information\n\nDivision\n\nhas made\n\nthe Association\n\nor advice on edu¬\n\nthe principal source of\n\ninformation on teachers’ salaries and renders direct service annually to hun¬\ndreds of communities each year in the field. Its studies did much to advance\nthe trend in the last decade from the old piecemeal method of paying teachers\nto the principle of long-time planning and salary scheduling. A wellknown\neconomist recently listed the work of the National Education Association as\none of the three major factors responsible for the relatively large gain in real\nearnings of teachers in the last decade. The\nhas been one of the vital factors which\nwholesale\n\nexistence of salary schedules\n\nhas thus far operated to prevent the\n\nslashing of the salary gains made\n\nbetween\n\n1920 and\n\n1930. The\n\nResearch Division’s studies in the fields of school finance, and educational\nadministration are everywhere accepted as authoritative and have exercised\nimportant influence in promoting educational advance.\nIn the headquarters of the National Education Association\nthe Division\n\nof Administrative\n\nService. Its major\n\nwork\n\nwill be found\n\nis with\n\nthe De¬\n\npartment of Superintendence. The service of this department to educa¬\ntional leadership thru its conventions, yearbooks, and other activities is too\nwellknown\n\nto require development.\n\nannual conventions\n\nIn the management\n\nof the Association, in the conduct\n\nof the two\n\ngreat\n\nof research projects, in\n\n"}
{"page": 173, "printed_page": null, "text": "General\n\n169\n\nSessions\n\nthe publication of professional literature, and in other ways, the Head¬\nquarters Division of the National Education Association and the Depart¬\nment of Superintendence constitute one organization so far as cooperative\nendeavor is concerned. This is an outcome of the vision and spirit of un¬\nselfish cooperation which Mr. Crabtree, secretary of the National Educa¬\ntion Association, and Mr. Shankland, secretary of the Department of\nSuperintendence, have exhibited in the development of the program of serv¬\nice which issues from the headquarters building.\nProfiting from the experience of the Department of Superintendence, two\nother departments have recently appointed executive secretaries at head¬\nquarters. The Department of Elementary School Principals and the De¬\npartment of Deans of Women have recently created offices in the head¬\nquarters building to carry forward their professional programs.\nThe contribution which the program of the National Education Associa¬\ntion has made to educational advance is incalculable. The need for the con¬\ntinuance of that work was never greater than in 1932-33. Some of the\ndelegates of this convention are able to testify as to the evil results which\naccrue when a school system is required to carry an increased burden on a\ndecreased budget. We must not let this happen to the National Education\nAssociation. This organization is being called upon to perform the work of\nnormal times and is also attempting to do additional work to meet the\nspecial needs of the profession growing out of the depression.\nWe may count upon full cooperation from our headquarters staff. Under\nthe inspiring and dynamic leadership of President Florence Hale, the staff\nhas rendered the most significant year’s service that the profession has yet\nenjoyed. At the same time, thru rigid economies, a total of $21,000 has been\nsaved from the budget appropriations which were authorized a year ago.\nAs a consequence the Association enters the new year in a sound financial\ncondition. Let us see that the membership income is such during the coming\nyear that the same may be said a year from now. Let us pledge ourselves\nwhether we be principals or superintendents of schools, supervisors or college\nprofessors, teachers in active service or on retirement allowances, to guar¬\nantee that the membership income is provided which is essential to the un¬\ndiminished continuance of the Association’s service to the profession and to\nthe childhood of America.\nTHE\nERNEST\nTION\nHIGH\n\nNEW\n\nDEPARTMENT\n\nD. LEWIS,\n; AND\n\nPRESIDENT,\n\nCHAIRMAN,\n\nSCHOOL,\n\nNEW\n\nYORK,\n\nOF\n\nSECONDARY\n\nN. E. A. DEPARTMENT\nDEPARTMENT\n\nOF\n\nOF\n\nSCIENCE,\n\nEDUCATION\nSECONDARY\n\nEDUCA¬\n\nEVANDER\n\nCHILDS\n\nN. Y.\n\nI he high schools are at the very center of a civilization that is rapidly\nchanging; into them are crowding, in ever-increasing numbers, the children\nof all the people ; and society is demanding from them instruction suited to the\nhighly complex life of today. Furthermore, the introduction into the educa¬\ntional system itself of the experimental and scientific attitude toward its\n\n"}
{"page": 174, "printed_page": null, "text": "170\n\nNational\n\nEducation\n\nAssociation\n\nproduct has made apparent many weaknesses and has pointed the way to\nmore satisfactory methods of teaching than those now in use.\nTaken altogether our high schools are rapidly drifting from old moorings\nand sailing somewhat uncertainly on uncharted seas. To help steer the edu¬\ncational craft so that our young people will not suffer during this transition\nperiod, is the duty of our high-school teachers. Better equipped than ever\nbefore to face and solve educational problems, high-school teachers should,\nthru a national professional organization, make their experience and abili¬\nties count.\nsome such thought in mind, the National Education Association, at\nits meeting in Los Angeles, revived the Department of Secondary Educa¬\ntion, which has devoted the present year to organization, and is now ready\nfor active work.\nWith\n\nWhat are some of the changes that the new department must help to bring\nabout? It is evident that the high-school diploma of the future must cover\na greater variety of subjects, suited to students with differing aptitudes and\npossibilities. More careful consideration must be given to the individual,\nespecially in the large urban high schools. His abilities and his emotional\nresponses must be carefully studied, documented perhaps, and guided. Meth¬\nods of instruction must, however, be less standardized than at present, vary¬\ning much with the needs of the individual and with the needs of the com¬\nmunity in which the individual lives. More and better training in the arts\nand in literature, as opportunities for the use of leisure, must play a larger\npart in the education of the adolescent.\nOther readjustments will easily suggest themselves to all teachers of highschool pupils. There must be wider opportunities for vocational training\nthat leads somewhere and not into blind alleys. Character training must be\ncharted and systematized so that it will provide the necessary stamina to\nmeet the complex life of the present. Above all, there must be more careful\npreparation for meeting the many social obligations that American life of\nthe twentieth century places upon young and old.\nTo solve some of these problems will demand the best thought of the\nteachers in the secondary schools of the United States, and is the outstand¬\ning argument for a national organization such as the Department of Sec¬\nondary Education.\nHELPING\nWILLIAM\n\nPUPILS\n\nT. MELCHIOR,\n\nTO\n\nCHOOSE\n\nA VOCATION\n\nPROFESSOR OF EDUCATION,\nSYRACUSE, N. Y.\n\nSYRACUSE\n\nUNIVERSITY,\n\nRecently, at an informal gathering in New York State, Owen D. Young,\nJudge Lytle of New York, Dr. Skinner of Tufts College, Lou Heaton of\nthe New York Herald-Tribune stressed one fundamental fact — that the\nyoung men and women today cannot be choosers of jobs; they must, of\nnecessity, go into the world so trained and with such a fundamental\n\ncon-\n\n"}
{"page": 175, "printed_page": null, "text": "General\n\nSessions\n\n171\n\nception and philosophy of life as to fit into the patterns they find — not dilly¬\ndally until they find the pattern they would like.\n\nLife’s occupations require not primarily an initial selection on the part\nof the individual, but rather a succession of adjustments and readjustments.\nEmotional stability, physical adaptability, mental acuity, social attitude,\nspiritual strength ; these, since Cain and Abel toiled and fought, ever have\nbeen factors in man’s success in a vocation.\nAn early understanding on the part of the boys and girls of their economic\nresponsibility to society cannot help bringing with it an understanding of\nthe need for a sincere consideration of a life vocation. But, “choosing a vo¬\ncation” involves elements other than the economic.\nThe California Commission for the Study of Educational Problems re¬\nports: “There is reason to believe that for thousands of high-school gradu¬\nates who cannot go to college, Commencement day is the day on which they\ncommence to wonder for the first time what they should do to earn a living.”\nThis condition seemed to concern the Commission, as it does most citizens\nand many school men. I am not particularly worried over this. However, I\nam concerned whether or not, in that high-school course and in the grades\npreceding, those graduates have learned wholesome attitudes toward voca¬\ntions, habits, and general attitudes essential to success in any vocation. I am\nconcerned about their understanding of at least some of life’s problems, and\nthe mastery of certain skills to cope with some of those problems.\nHuman energy is wasted, lives misspent; misery and disaster result from\nthe lack of ability to adjust self to changing environment, and from inability\nto readjust the environment — lack of ability to conform and to transform and\nfrom inability to select a vocation, an avocation, and companionships.\nWe must accept psychological and sociological evidence and aim definitely\nand basically at pupils understanding their relationships to the lives of others,\nand at inculcating habits and attitudes to strengthen the desired relationship.\nThe essence of guidance is not new. Long ago Comenius\n\nsaid, “Education\n\nis the development of the whole man.” Every boy and girl who has been\ngiven a foursquare education, physical, mental, social, and spiritual, has been\nhelped to choose a vocation. Valuable as is organized guidance, with its spe¬\ncial aims, materials, and procedures, the fact remains that “Guidance is, in\nessence, an integral part of each step in conscious education.” Each step is\nbased on guiding principles. The remotest rural teacher, limited in mate¬\nrials of instruction and in training, will more effectively help pupils toward\nlife’s adjustments if motivated by the Cardinal Principles of Education. She\nwill plan, select her materials, teach better if she daily says: “My duty is to\ndevelop the whole child. This means I must teach for better health, strong\ndevotion to home, enlightened citizenship, worthy\n\nuse of leisure, ethical\n\ncharacter, a command of fundamentals, and vocational efficiency.” I hope\nshe will add esthetic appreciation. To her the terms may be vague gener¬\nalizations, but they will lead to more specific teaching. These principles are\nbasic in all teaching. True teaching is guidance!\n\n"}
{"page": 176, "printed_page": null, "text": "172\n\nNational\n\nEducation\n\nAssociation\n\nPupils will be studying and doing research for firsthand information\ncotton\n\ngrowing,\n\nautomobile\n\nmanufacturing,\n\ntransportation, and distribution. Now,\ntoward\n\non\n\nmining,\n\ndairying, lumbering,\n\nthe teacher who\n\nconsciously is aiming\n\nhelping pupils choose a vocation will include the direction necessary\n\nand give the guidance\n\nnecessary\n\nto stimulate pupils to think of these life\n\nproblems as vocational problems. No longer, then, will pupils only list natu¬\nral resources, occupations, and products. They will see the relationship of\nthe natural resource\n\nto the vocation. They\n\nwill see what\n\nthe job really is.\n\nI want to stress the importance of this ; namely, that teachers very con¬\nsciously so guide project work, large unit work, problem work, that pupils\nfind out more about the actual work involved in the industry under con¬\nsideration. To do so cannot detract from the cultural value, the academic\nrequirement,\n\nthe pupil interest. On\n\nof these and in addition make\nknowledges\nbe more\n\nthe contrary, it will enhance\n\nfar more\n\nthe values\n\nvivid and real the very facts and\n\nthe teacher insists upon. In addition, the learning process will\n\nsatisfactory to pupils, hence more\n\nThis method\nunderstanding\n\nof using curriculum\n\nreadily mastered.\n\nmaterials not only leads to curriculum\n\nand facilitation of the learning process, but will afford actual\n\nsocial, life situations. Pupils will learn, more\n\nthan they have in the past,\n\nthe lessons of cooperation. Cooperation means more than getting along to¬\ngether. It means sympathetically, understanding^, working together. It\nmeans understanding the other fellow’s environment, opportunities, and\ncapacities, and adapting oneself to them. Pupil leaders will have a greater\nopportunity\n\nto develop, and yet these same\n\never find themselves\ncompleting\n\ndependent\n\npotential leaders will more\n\nupon higher authorities. There\n\nthan\n\nwill be no\n\nthe job ahead of the others, there will be no “finishing the les¬\n\nson.” There will always be new truths, new associations to dig out of\nlibraries, stores, factories, banks, offices, to which groups will go for first¬\nhand information. Pupils from one school system will send to other schools,\nand receive in return from them, narrative, descriptive, expository material\non local occupations. Thus they will be getting not only facts and under¬\nstanding, but lessons in cooperative activities.\nI realize, of course, that there is nothing\n\nI have said about philosophy,\n\ncontent, and method that is new’ in American education. What I have tried\nto do is to put a reemphasis upon the three essentials of all education as they\napply to vocational guidance. If, instead of waiting until the child had reached\nthe fourth or fifth grade, the course\nfirst entered\n\nschool, even\n\nof study was\n\nin the kindergarten,\n\nso planned\n\nthat when\n\nhis knowledge\n\ntions could be increased, his interest in occupational\n\nlife would\n\nhe\n\nof occupa¬\nbe intensi¬\n\nfied. As he advanced from grade to grade he would learn more of occupa¬\ntions and the training and qualifications required for them. If it should be\nnecessary for him to leave school at an early age or even in a lower grade,\nhe would leave understanding in some measure at least the limitation of his\nlife.\nInstead of idly sitting by, waiting for the return of those super-inflated\ndays known\n\nas prosperity for money\n\nenough\n\nto introduce any elaborate guid-\n\n"}
{"page": 177, "printed_page": null, "text": "General\n\nance program,\ngrowth\n\nthere is a challenge to improve\n\nby philosophic,\n\n173\n\nSessions\n\ncreative, cooperative,\n\nchild growth\nand\n\nthru teacher\n\nscientific supervision.\n\nTeachers in service', during these days of strain and stress, can, by an en¬\nriched philosophy and improved method, make of their schoolroom at least\none place in which\n\nthere is happiness, composure,\n\nand lack of nervous\n\nten¬\n\nsion. In this atmosphere, vocational choices unconsciously will be develop¬\ning. These are no fanciful dreams. I see them happening every week in\nclassrooms conducted by teachers working in this philosophic, creative, co¬\noperative, and scientific supervisory program.\nIn these schools, boys and girls are achieving as they discover their own\ngeneral interest, general abilities, and general aptitudes. They are learning\nboth when under restraint and when left to their own devices. They are\nlearning that school is life and that this life is preparing them for life’s work.\nIn these schools, helping pupils to choose a vocation is not a named course,\na separate unit. Here, in these schools, in which I spend one happy, full day\nonce a week, I see boys and girls preparing for life and work, for “The\nCrowns the Work.”\n\nTHE\n\nNEW\n\nJAMES\n\nDAY\n\nEDWARD\n\nAND\n\nROGERS,\n\nTHE\n\nNEW\n\nDIRECTOR,\n\nSERVICE,\n\nNEW\n\nPHYSICAL\n\nNATIONAL\nYORK,\n\nN.\n\nEnd\n\nEDUCATION\n\nPHYSICAL\n\nEDUCATION\n\nY.\n\nThe\n\npublic schools are as much responsible for physical literacy as for\nmental literacy. Physical illiteracy is on an increase in this country. In the\nfuture it will be increasingly more difficult for boys and girls to live physi¬\ncally well and to keep fit. The schools therefore must provide not only for\nthe mental training of youth but also for their physical and health education.\n\nThis industrial high-speed civilization is doing damage to the physique of\nour people. Rapid changes from a rural to an urban population and from\nan agricultural to an industrial life dominated by the mechanical machine\nhas caused the rapid rise of a new set of national diseases that play havoc\nwith the race, especially in the ages of middle life. We have three new na¬\ntional diseases; (1) physical breakdowns, (2) mental breakdowns, and (3)\nnervous breakdowns. It seems as tho the human machine is cracking under\nthe stress and strain of modern tension and speed.\nWe\n\nhave conquered\n\ncommunicable\n\ndiseases, increased\n\nthe longevity of\nlife in the years preceding the forties and decreased child mortality, yet there\nis an increase in the death rate of adults between the ages of forty and sixtyfive* This is due to functional disorders of the heart, lungs, liver, kidneys,\nand stomach. These vital organs, essential to life and wellbeing, depend\nupon big muscle activity. They were taken care of when men lived out-ofdoors and did the work of the world with the use of their arms and legs —\nthe big muscles. It is recorded that 60 percent of our school children have\nphysical defects. The draft statistics show that one-third of our young men\nwere unfit to don the uniform. Life extension societies show an increase in\nthe death rate in the ages of middle life. The antidote is more out-of-door\n\n"}
{"page": 178, "printed_page": null, "text": "174\n\nNational\n\nEducation\n\nAssociation\n\nliving, more big muscle activities thru sports and games,\nration of work, play, and rest.\n\nand\n\na balanced\n\nBecause of these facts physical education has become an important part\nof the school curriculum. As education has changed, so physical education\nhas progressed.\n\nIt is no longer physical culture — the building of big muscles\n\nand strong men.\n\nIt is no longer physical training — the developing\n\nacrobat and the athletic star. It is now\nof the physical but thru the physical.\nThe\n\nneed is clear. If we\n\nof the\n\nphysical education — education\n\nnot\n\nare to survive this period of readjustment\n\nwe\n\nmust make educational provisions for people to continue their education and\nto enrich their lives. People want to prepare for the problems of presentday\nliving. They want to recover the opportunities they have missed. What the\nAmerican people do in their spare time will largely determine the character\nof our civilization.\nThe\n\nproblem\n\ncan be met largely by cooperation.\n\nagencies, together with\nprograms\n\nto meet\n\nthe many\n\nCommunity\n\nother community\n\nthe needs. Much\n\ngroups,\n\nis being done ; more\n\nmust\n\neducational\nmust\n\nprovide\n\nbe done. Re¬\n\ncent surveys have shown that there are many national, state, and local organ¬\nizations sponsoring informal educational programs. One is often surprised to\nknow what the N. C. P. T., the Federation of Women’s Clubs, the Y. M.\nC. A., the Y. W. C. A., the American Library Association, local art gal¬\nleries, municipal museums, and many others are doing. One is impressed with\nthe educational programs\n\nfostered by the American\n\nAssociation\n\nof Museums\n\nand the American Library Association. Are you familiar with their activi¬\nties? You would be surprised, if you were to list all the organizations in your\nlocal community, to find many fine programs. However, the great need is to\nmobilize all these forces in a common cooperative effort to see that all adults\nwho have missed their chance are cared for.\nThe solution is clear. If educators will get the concept that informal edu¬\ncation is as important as formal, that avocational education is as important as\nvocational education for labor, then we will be prepared to meet the demands\nof this civilization which is now in the midst of fundamental changes. The\nsolution calls for progressive education in adult education. Education must\nfurnish the leadership and the program.\n\nWe\n\nmust have the larger vision that\n\neducation is a total continuous life process and is not concerned with simply\nthe 12 grades but with the development of the whole individual thruout his\nlife. The National Education Association has recognized this challenge and\nhas appointed the National Commission on the Enrichment of Adult Life.\nTHE\n\nPRACTICAL\n\nR. L. COOLEY,\n\nSIDE\n\nPRINCIPAL,\n\nOF\n\nTHE\n\nMILWAUKEE\n\nMILWAUKEE,\n\nNEW\n\nEDUCATION\n\nVOCATIONAL\n\nSCHOOL,\n\nWIS.\n\nTwenty years at the crossroads, meeting the people who come from the\ndoor of the school into employment, leads to the observation that there is\nno such thing, in this observer’s experience, as “the new\n\neducation.”\n\nThere\n\n"}
{"page": 179, "printed_page": null, "text": "General\n\nis a need for greater freedom,\n\n175\n\nSessions\n\na freedom\n\ngenerally accorded\n\nthe scientist, a\n\nfreedom which permits our schools to ascertain certain facts and\nwherever the facts lead.\n\nthen go\n\nIn the seventeenth century, Johann Heinrich Pestalozzi said: “There\nshall be in the future no dirty, hungry, ignorant, awkward, thankless, will¬\nless mass, devoted alone to animal existence. We can never rid ourselves of\nthe lower classes by having the wealthy give them\nall. We\n\ncan rid ourselves of them\n\nsomething\n\nor even their\n\nin the sense that the possibility of culture\n\nand self-support shall be open to everyone. Ignorance and rudeness and the\nvice which springs from them and the malevolent frame of mind that hates\ncivil laws and ordinances and generates crime shall disappear.”\nWe need not only be practical in education, which means\nproper\n\nevaluation\n\nupon\n\nthe cultural, as well as the manual\n\nto put the\nmanipulative\n\nprocesses commonly called “vocational education,” but we need to be prac¬\ntical about the present economic and financial situation with respect to edu¬\ncation. The people who tell us that there is one governmental unproductive\nofficeholder upon the backs of every twelve men, women, and children in the\nUnited\n\nStates would\n\nhave us feel that the governmental employee, be he\nteacher or acting in any other capacity, is being carried on the backs of\nprivate business and the people in private business.\n\nThey'would have us think that if two men are in a boat, one having a\npair of oars in his hands and rowing, and the other riding, a dead weight in\nthe boat, we have there a true picture of private business carrying the burden\nof government and paying the wages of public employees. They would have\none think that a man making pine sticks into kiddycars in private business\nis paying the bill, while the teacher is making no economic contribution when\nhe is engaged in building boys into men.\nExcept\n\nthat those who\n\nof public employment\n\nhave been assiduously spreading\n\nwish to make\n\nthis conception\n\nthe public feel that the money\n\npaid in\n\ntaxation is expended for things that do not contribute to our productivity\nand thus furnish the wealth from which taxes are extracted, their illustra¬\ntion would be without point.\n\nThe\n\nscience of economics\n\nknows\n\nno difference between\n\npeople in public\n\nor private employment — all it insists upon, in order to give a favorable ac¬\ncounting, is that the service rendered shall be a necessary one and profitable\nto have performed. The science of economics does not inquire as to whether\nthe service so rendered\n\nis public or private in its nature.\n\n“God’s\n\npatient\n\npoor” do not care whether those they are carrying on their backs are engaged\nin public or private employment, and when it comes to reposing on the backs\nof “God’s patient poor,” or “impatient rich,” no one wants anyone there.\nThe service of the teacher can be matched with any of the other wealthproducing services in the country as to its favorable effect upon economic\nconditions.\nBecause the modest financial status of the teaching profession in many\nlocalities has for the moment become the envy of some of the embarrassed\nmiddle class and an annoyance to the wealthy, many who object to the cry\n\n"}
{"page": 180, "printed_page": null, "text": "176\n\nNational\n\nof “soak\n\nEducation\n\nthe rich” are leaders of the pack raising the cry of “soak the\n\nteachers.”\nIn these times, however,\n\nthere are appearing\n\nfriends of the schools, and our concern\nof them.\nVOCATIONAL\nWILLIS\n\nThe\n\nAssociation\n\nEDUCATION\n\nA. SUTTON,\n\nmaking\n\nmany\n\nfine and powerful\n\nas teachers must\n\nAND\n\nSUPERINTENDENT\n\nTHE\nOF\n\nbe to be worthy\n\nPRESENT\n\nSCHOOLS,\n\nCRISIS\n\nATLANTA,\n\nof a living is absolutely necessary to the making\n\nGA.\n\nof a life.\n\nBread and meat must precede sonnets, pictures, or sculpture. Vocational edu¬\ncation is therefore the primary need in the whole field of education. The\ncomplexity\nWhen\n\nof modern\n\nlife demands\n\nthe family needs were\n\nmore\n\nand more\n\nsimple and when\n\nof vocational\n\neducation.\n\nagriculture and homemaking\n\nconstituted the only two vocations in primitive society there was little need\nof vocational schools or of vocational classes, but when life has become so\ncomplex and when home life has been restricted to a hole in the wall, high\nup in the cliff dwellings, then vocational education becomes an absolute\nnecessity.\nThe\n\ncomplexity\n\nof life in itself makes\n\nbut the mobility of population\nand\n\nmeans\n\nvocational\n\neducation\n\na necessity,\n\nand the radical and swift changes in ways\n\nof living, the inventions\n\nand\n\ndiscoveries which\n\nwere\n\nin their\n\nprime yesterday — obsolete today — bring on a need for a different type of\nvocational education and make it a necessity for schools to plan vocational\ncourses in such a way that they will re-educate, retrain, and redirect the\nenergies of people into new vocations and new channels. In the present\ncrisis vocational education must not only apply to the young in the high\nschools and in the vocational schools of the country, but must\nadult population\n\neven\n\napply to the\n\nup to fifty and sixty years of age. The\n\nblacksmith\n\nmust be retrained for a new position, the bookkeeper must be readjusted\ninto machine accounting; the man or woman who tied the threads at the\nold looms must be retrained to manipulate the machines that tie the threads\nat the new looms. The driver of horses must be retrained into a mechanic\nand into a driver of trucks. The\nhorses must\n\nwho\n\ntook care of the oxen\n\nor fed the\n\nbe retrained to build a hangar, to adjust an aeroplane, and to\n\nstudy an internal combustion\nmade\n\nman\n\nover into a new\n\nengine ; the old teller at the bank\n\ncashier. So vocational\n\neducation\n\nbecomes,\n\nmust\n\nbe\n\nas never\n\nbefore, an absolute necessity.\n'The greatest preparation for vocational training is the education of the\nwhole man, is seeing to it that in high schools, colleges, elementary schools,\nand kindergartens the development of the physical man, the care of the\nwhole\n\nbody, the study of recreation\n\nand pleasure, the knowledge\n\nof the\n\nclassics, the understanding of literature, painting, sculpture, music, and fine\nart shall make a well-rounded man who has his entire soul attuned to the\nhighest and best that is in the universe and that this shall be the basis and\nthe background\n\nfor vocational education. Therefore,\n\ntoday, as never before\n\n"}
{"page": 181, "printed_page": null, "text": "General\n\n177\n\nSessions\n\nin all history is education in general more definitely tied up and more en¬\nthusiastically interested in vocational education, and therefore is vocational\neducation more definitely integrated with what we have been pleased to call\ngeneral education and both shall lose themselves in their title into the educa¬\ntion of the whole man.\n\nAt no time in history has there been such a need that people who\nhave\nclassified themselves as educators along the general line shall be interes\nted in\nthe development\n\nof, the maintaining\n\nof, and the ongoing of the great voca¬\ntional field. It is out of these vocations and out of the money\nthat they help\nto create and the positions which they give to our people that we shall\nfind\nrevenue to run what we call our regular educational work. Unity\nmust be\nthe watchword of all educational work.\n\nDEFINITE\n\nROY\n\nW.\n\nBENEFITS\nOF\nTEACHER\nCLOUD,\n\nNATIONAL,\nSTATE,\nORGANIZATIONS\n\nSECRETARY, CALIFORNIA TEACHERS\nSAN FRANCISCO, CALIF.\n\nIn preparing the articles of incorporation\n\nAND\n\nLOCAL\n\nASSOCIATION,\n\nof the National\n\nTeachers\n\nAsso¬\n\nciation at Philadelphia in August, 1857, the purpose given was “To elevate\nthe character and advance the interests of the profession of teaching, and\nto\npromote the cause of popular education in the United States.”\nThat purpose was indeed worthy of the founders and set forth a program\nwhich has been followed and which has helped to build a civilization in our\ncountry of which we can be justly proud.\nIn 1863 the state teachers association of which I am a member was or¬\nganized. The preamble to its constitution reads:\nWe\n\nas teachers of California, in order to further the educational interests of the\nstate, to give efficiency to our school system, to furnish a practical basis among\nthose devoted to the cause in which we are engaged, and for those purposes\nto\nelevate the office of teacher to its true rank among the professions, do hereby\nadopt\nthe following constitution.\n\nUnder\n\nsuch a guiding influence the teachers of the state for many years\nhave enroled and have worked for the welfare of the boys and girls who\ncame under their leadership. It is probable that every state educational asso¬\nciation in our country has a similar idea expressed in its corporate law.\nBasing their declaration of principles upon those of the state organization,\nmost of the local associations have set standards for their members which are\nin the highest degree worthy.\nAny organizations which have as their principal tenet the raising of the\nideals of their members are bound to prosper.\nEvery state in the United States of America has a teachers association.\nJ here are many local teacher organizations within each state. Thus is formed\na great chain of many\nEducation Association.\n\nlinks and\n\nthe master\n\nlink should\n\nbe the National\n\n"}
{"page": 182, "printed_page": null, "text": "178\n\nNational\n\nTeachers\n\noften ask what\n\nEducation\n\nAssociation\n\nthe benefits of a teachers association are. The\n\ncommon question is “What has the association ever done for me?” The\nfunction of the National Education Association should be to fix policies of\neducational worth and determine standards to which the individual states\nshould strive to attain.\nIt should\nunusually\n\nbe the great fact finding organization.\n\nfine program\n\nbe informed\nMissouri\n\nbe given information\n\nas to how\n\nfor their boys and girls. When\n\nare given the benefit of new\n\nof the circumstances surrounding\nof the rest of the country.\nSimilarly when\n\nYork\n\nhas an\n\nof education, the teachers of the other states should\n\nand should\n\nsimilar opportunities\n\nIf New\n\nand improved\n\nthey might secure\nNorth\n\nCarolina\n\nor\n\nschool conditions, all\n\nthe change should be brought to the notice\n\nthe state of Mississippi is endeavoring\n\nto keep its schools\n\nopen to the best material to be found in textbooks for the elementary\nthe teachers of Mississippi should have information\n\nwhich\n\ngrades,\n\nwill guide them\n\nin their study and deliberation.\nThe\n\nNational\n\nEducation\n\nAssociation, then, is the policy fixing, the fact\n\nfinding, and the fact distributing body of the teacher organizations. Advice\nand help should be ready at all times. When\n\nparticular information\n\nfor assistance should be forthcoming.\n\nideas and research studies may\n\nbe supplied to all members\n\nNew\n\nof the organization\n\nthru the official publication or\n\nthru bulletins prepared for a specific purpose. The\nprocedure\n\nwould\n\nis asked\n\nbenefits secured thru such\n\nbe many.\n\nAs solidarity of purpose\nprinciples of the National\n\nand desire for achievement\n\nhave been actuating\n\nEducation\n\nits inception, we\n\nAssociation\n\nfrom\n\ncan\n\nstate that the teachers of the nation have been brought into closer relation¬\nship thru its operation. It has raised the standards of the profession. It has\nfurnished\n\nfactual materials. It has provided\n\ninformational\n\nspeakers at its meetings and has given its members\n\nand inspirational\n\nthe satisfying knowledge\n\nthat they belong to a real profession and that theirs is one of the most worth¬\nwhile occupations open to any citizen of the land.\nThe state teachers association as it functions in the United States is a\npolicy forming\nmovements\n\norganization.\n\nwhich\n\nBut\n\nbesides that it must\n\nput into operation\n\nwill bring about good school conditions. Those\n\nin control\n\nof its operation must inaugurate procedure which will operate for the wel¬\nfare of the schools and for the teachers employed therein. It must bind the\nteachers of the state into a single unit to accomplish\nThe\n\nNational\n\nEducation\n\nAssociation\n\nits purpose.\n\nhas benefited the teachers definitely\n\nby its great programs, its research material, and by instilling into its mem¬\nbers the knowledge that there are ethics of the profession which all should\nattempt\n\nto follow. The\n\nstate associations have\n\naided education\n\nby their\n\nlegislative programs, by their conventions which have annually brought edu¬\ncators of prominence and ability into the state, by their state journals which\nhave brought\n\nmonthly\n\nmessages\n\nof advice and encouragement,\n\nstudies which\n\nhave elevated the standards\n\nof teaching.\n\nand by their\n\n"}
{"page": 183, "printed_page": null, "text": "General\n\nLocal\n\norganizations\n\nSessions\n\n179\n\nhave\n\ndirectly benefited society by shaping public\nopinion. The teachers in all of the schools come into daily contact with\nhomes of all of the people. Thru the fine wholesome attitudes they have\ntaken and thru solving problems of professional and civic importance they\nhave been able to influence the citizens of the country. Better schools, im¬\nproved working conditions, longer school terms, higher standards of certifi¬\ncation, and adequate programs have been the results.\nSo far this paper has dealt in generalities. For a few minutes a definite\npiogram of advantage should be stressed. Teacher associations have been of\ndirect benefit because they have brought the teachers together as a unit for\nbetter school conditions. By this unification they have caused the teachers to\nhave higher ideals and better ethical standards. It is probable that there is\nno other piofession in which the members so universally seek self-improve¬\nment. Enrolment in extension courses, in correspondence work and at sum¬\nmer\n\nschools thruout the land is increasing yearly and the percentage\nof\nteachers seeking self-improvement is growing by leaps and bounds.\nTo teacher organizations must go the credit of demanding higher stand¬\n\nards of certification. This demand has caused the lengthening of the train¬\ning courses which a student must follow before a credential can be secured.\nThus the educational qualifications of teachers have been improved.\nIt was not very long ago that two terms of three months each constituted\na fairly good school program in many of the states of the Union. To be sure\nthe pupils in the city schools had an opportunity of more hours in school but\nin the rural sections the pupils had their chores to perform. The amount\nof\neducation\n\nfor the farm boys and girls was therefore limited. Today the\naverage length of the school year has grown perceptibly ; and while\nan equal\neducational opportunity is not yet the right of every child in America\n, the\neducational associations, national, state, and local, are responsible\nfor laws\nwhich have lengthened the school year and have made equalization\nfunds\navailable in many sections of the country. First a slogan was made common.\nIt was “Collect the money where the wealth is found and distribu\nte it\nwhere the children live. That slogan has caused the establishment\nof many\nfine schools in rural areas. In those schools are trained teachers who\nare con¬\nducting up to the minute, worthwhile programs.\nAnother contribution of the associations is rural supervision. Many\nof us\nhave served as county superintendents of schools. We could visit our\nvarious\ndistricts once or twice a year. We could offer very little help\nbecause our\ncontacts weie so infrequent and of such short duration. Rural\nsupervision\nhas made possible frequent visits of trained workers. Their messag\nes and\nwork have brought a new order of education.\nIt would be possible to talk of retirement, increased revenues for\neduca¬\n\ntion, free textbooks, sabbatical leave, and other association achiev\nements.\nSchools and school procedure have changed and most of the\nchanges have\ncome thru the studies of the committees of the teacher associa\ntions. The\nstudies have become findings and the findings have caused laws\nto be enacted\nwhich have brought about a changed order of education.\n\n"}
{"page": 184, "printed_page": null, "text": "180\n\nNational\n\nTHE\n\nDUTY\n\nE. RUTH\n\nOF\n\nEducation\n\nAssociation\n\nASSOCIATIONS\nTOWARD\nAND\nAGED\nTEACHERS\n\nPYRTLE,\n\nPRINCIPAL,\n\nBANCROFT\n\nSCHOOL,\n\nUNEMPLOYED\n\nLINCOLN,\n\nNEBR.\n\nTo help lead us out of our present economic “slough of despond,” the\nteachers organizations have definite responsibility and opportunity. In this\nbrief discussion I shall limit my\n\nsuggestions to four points that need study\n\nand understanding by the teaching profession and the public to aid in the\nsolution of present economic conditions.\nDefinite plans of study set up by local, state, and national educational\norganizations\n\nand followed\n\nout in every part of our nation would\n\nset our\n\n“own house in order” by making us better informed on teacher problems.\nThen to bring this same general information to the tax-paying public is\nanother obligation of the profession. This can be done by definite study and\nby well-planned\nzations.\n\neffective publicity thru our local, state, and national organi¬\n\nExpenditure of the tax money — When the general public, the taxpayers of\nAmerica, know the real facts, relative to how tax money is invested and\nwhat the returns to the public are, relative to this investment\n\nof public funds,\n\nthen there will be no trouble about the budget for well-planned, welladministered schools. It is the duty of the associations, local, state, and\nnational, to get this information\n\nto the whole\n\nteaching body and to the tax¬\n\npayers. Splendid research in this line is being done by our National\nciation but are we all reading these Research Bulletins f\nNumerous\n\nfacts on\n\nthis subject were\n\npresented\n\nAsso¬\n\nin a recent Research\n\nBulletin which stated that a minor fraction of the nation’s economic power\nand capital is invested in public schools; that the nation expends annually\nfor each of a number\n\nof items considerably more\n\nthan it expends\n\nfor public\n\neducation ; that the nation’s total tax bill requires a smaller portion of its\nincome than is required in other important countries, and that public school\ncosts constitute approximately\nand local.\nU nemployment\n\none-fourth\n\nof the total tax bill, federal, state,\n\nof teachers has been caused\n\nby the surplus of teachers.\n\nAfter four years of study and research the N. E. A. Committee\nnomic Status of the teacher gave these conclusions :\n1. The\n\nsalaries and welfare\n\nof teachers\n\nare closely associated\n\nAn oversupply of teachers tends to lower salaries, makes tenure\nmany excellent teachers to seek more lucrative occupations.\n\nwith\n\non the Eco¬\n\neconomic\n\nlaws.\n\ninsecure, and\n\nforces\n\n2. There tends to be an over-supply of persons with licenses to teach, but a\nlimited supply of persons with a high level of professional training. The certification\nlaws of a number of the states permit persons with little or no professional training\nto obtain\nwage\n\ntemporary\n\ncredentials.\n\nthan the teacher\n\nSuch\n\npersons\n\ncan\n\nwith two years\n\nor more\n\nof college preparation.\n\n3. In a period of an over-supply of teachers\ntraining requirements should be raised.\n\noften be employed\nthe certification\n\nand\n\nat a smaller\nprofessional\n\nNeed of retirement legislation — Another obligation and duty of our local,\nstate, and national organizations is to promote the study of the fundamental\n\n"}
{"page": 185, "printed_page": null, "text": "General\n\nSessions\n\n181\n\nprinciples of sound retirement looking to holding the good laws now in\neffect, to improving unsatisfactory retirement legislation, and to securing\nthe enactment of good laws in states which have no statewide retirement\nlaw.\nThe chief cause of failure in the past in my own state (and I believe in\nall others), has been because the teachers themselves and the public have\nnot been sufficiently informed\ntion. When the public knows\n\nand actively interested in retirement legisla¬\nthat our schools will be made more efficient\n\nby retirement legislation, that it is an economic expenditure of the public\nfunds because of value received in better schools, the legislation will come,\nprovided the teachers themselves are also informed and actively interested.\nIt is folly to expect the legislature to take the initiative or to foist upon any\nclass legislation that seems to benefit that class unless the members of that\ngroup are themselves informed and actively interested.\nNeed\n\nof homes for aged teachers — Much\n\ncommendation\n\nis due the states\n\nand localities that have promoted and secured recreation clubs and perma¬\nnent homes for teachers, especially for aged and deserving members of the\nprofession. In this class are Massachusetts, Pennsylvania, Ohio, Vermont,\nand others. To intensively study all these needs of the profession during\nthis unfortunate low economic period and at the earliest psychological, op¬\nportune time, to work for the proper corrective legislative measures is our\nduty and obligation to our profession.\nBUILDING\nJ. HERBERT\n\nKELLEY,\n\nAN\n\nEXECUTIVE\n\nTION\n\nEFFECTIVE\nSECRETARY,\n\nASSOCIATION,\n\nPROGRAM\n\nPENNSYLVANIA\n\nHARRISBURG,\n\nSTATE\n\nEDUCA¬\n\nPA.\n\nThe professional program should offer an occasional inspirational address\nof popular and general appeal. It should present the scientific aspects of\neducation, such as the learning process, results of experimentation, the philo¬\nsophic aspect of education, skilful teaching. In the smaller groups it should\nutilize demonstrations with groups of children. However, the most im¬\nportant part of the professional program should deal with the six big pro¬\nfessional problems of the teacher. A consideration of these problems will\nchallenge and hold the attention of any professionally-minded teacher:\n!• The problem\nfor getting in\n2. The\n\nproblem\n\nof qualifications\n\nof the teacher,\n\nof salary, which\n\ndetermines\n\nof growth, which makes growing\nof tenure, or hanging on\n\n6. The\n\nof welfare — the conditions\n\nproblem\n\nsets up\n\nthe requirements\n\nthe scale of living\n\n3. The problem\n4. The problem\n5. The problem\n\nof retirement,\n\nwhich\n\npossible and\n\nencourages\n\nit\n\nor getting out\nfor spending\n\nthe evening\n\nof life.\n\nIn building an effective program, we must schedule a business session\nand make it so compelling that all will want to stay and participate. Here\nwe check up on the work of committees, elect officers, and delegates, dis-\n\n"}
{"page": 186, "printed_page": null, "text": "182\n\nNational\n\nEducation\n\nAssociation\n\ncover the weak places in the organization\nperfect the organization.\n\nand\n\nstrengthen\n\nthem, in fact,\n\n‘The weakest part of our coming profession,” said our president, Miss\nFlorence Hale, on last October 12, while speaking to Philadelphia’s convo¬\ncation of 10,000 educational workers, “is our liberal arts colleges and our\nuniversities, for not all the members of their faculties are willing to co¬\noperate thru professional organization. Many college professors who ought\nto be leaders of the profession, are not even members of state and national\nassociations.” In a live business session we may attack the problem of un¬\nprofessionalism at the head of the profession and devise a way of building\nup and strengthening\n\nthis weakest\n\nspot in our profession.\n\nThe\n\nonly limitation in building the kind of program here outlined is the\ncost, but even that limitation is not serious for many of the best convention\nspeakers with a real message are available for a full day’s work on general\nsessions and in subsidiary organizations for $100 a day plus expenses. That\nhonorarium\n\nis more\n\nthan most\n\nmen\n\nearn per day, and it is possible to attract\npractically any desired speaker with a real message and a burning desire to\ngive it, except those who seek to exploit their services. Such speakers need\neither to be suppressed or deflated. A recent number of the Literary Digest\nsaid that one of the benefits of the depression was the deflation of socalled\nbig men.\n\nThe first part of this month I heard of a case in point. The principal of\na high school in Pennsylvania invited the president of a midwestern state\nuniversity to make\n\nthe commencement\n\naddress. The\n\npresident replied that\n\nhe would\nThat\n\ngladly do so and that his honorarium would be $750 plus expenses.\nparticular university president is probably unaware that we are in a\n\nperiod of deflation — both of prices and of men.\nApply this test to a proposed speaker: Would the American Bar Associa¬\ntion use him? Would the State Medical Association schedule him? Would\nhe be considered by the other recognized professions, such as, engineering,\ndentistry, accountancy, or architecture? If not, our profession cannot afford\nto use him even\n\non a general program\n\nfor inspirational work\n\nor entertain¬\n\nment. We must strive for professional programs for our professional organi¬\nzations even at the expense of an occasional attack on the part of some\nof our members\n\nWHAT\n\nof professional indigestion.\n\nA MODERN\n\nSCHOOL\n\nSHOULD\n\nDO\n\nFOR\n\nA MODERN\n\nCHILD\nROLLO\n\nG. REYNOLDS,\nLEGE,\n\nThe\n\nPRINCIPAL,\n\nCOLUMBIA\n\npublic schools must\n\nHORACE\n\nMANN\n\nUNIVERSITY,\n\nNEW\n\nSCHOOL,\n\nTEACHERS\n\nYORK,\n\nY.\n\nN.\n\naccept the challenge of modern\n\ndays.\n\nCOL¬\n\nIt cannot\n\ndevelop a generation of children crammed with the dead and useless mate¬\nrial of bygone generations. It must bring into its educational program vital\nfacts and information of today’s civilization. It must make the common pos¬\nsession of all children those things of presentday life which are vital. The\n\n"}
{"page": 187, "printed_page": null, "text": "183\nGeneral\n\nSessions\n\ngeneration of tomorrow cannot solve the problems which it will meet on\nthe basis of useless facts. A modern school therefore must develop within\nthis generation of American children the power to know things that are\nworth knowing and that are vital in connection with the problems that face\nthe world — the power to do things in an age of action. We can no longer\nbuild character in children by preaching to them or by beating them. A mod¬\nern school must set up situations to show the child that doing the right thing\nis desirable. In this way alone can it develop true character.\nIt must also teach the child to do things in order that he may develop\nthose creative parts of his individuality which will allow him to contribute\nto the welfare of the group. It must teach the coming generation to think\nstraight. The school can no longer afford to think for its children. It must\nteach them to think for themselves. The kind of thinking which has been\nprevalent thruout our country in years just past is evidence that the school\nhas not accepted its responsibility for teaching children how to think straight.\nA modern school must develop within children the right feelings. One of the\nmost significant things about this modern age is the tremendous amount of\npower which it is placing in the hands of the next generation. The greatest\nresponsibility of the school, in my opinion, is to develop within children the\nright feelings toward this great force which they have inherited.\n\nThe whole realm of feeling is the realm of attitudes. It is the most im¬\nportant thing in the life of a child.\nLet me name some of these attitudes and as I name them, will you please\nthink of things which we usually teach in school, such as square root, the\nproducts of Paraguay, the rivers of France, the kings of England, and the\npresidents of the United States. Contrary to those, these attitudes of mind\ncome within the realm of feeling.\n*\n\nTolerance — If you have a boy, would\nof Paraguay or have tolerance?\n\nKindliness — If you have\nFrance or kindliness?\n\na girl, would\n\nyou\n\nknow\n\nthe products\n\nher know\n\nthe rivers of\n\nrather he would\n\nyou rather have\n\nFairness — What better could you wish for your son than that he be a square\nshooter, fair, loyal, affectionate, dependable, persistent, loving?\n\nare things which make boys and girls individuals. It is not the in¬\nformation you pour into them that makes them individuals. We have neg¬\nlected them woefully in the public schools of America in the last generation\nand I am afraid we are reaping the harvest.\nAnother of those attitudes, those personal traits which make individuals\nThose\n\neither great or small, is the whole field of beauty — the esthetic, the beautiful\nand rare in music, in art. If I had to choose between my small daughter’s\nbeing able to spell faultlessly or being able to feel Beethoven’s Fifth Sym¬\nphony which do you think I would choose? Well, I would choose the\nsymphony, because that has something to do with that inner spirit in her,\nthat thing which we, under the influence of mental tests, have lost sight of.\nThe philosophy behind the education of American children must change.\nThe child must be considered as an individual and developed as such. The\n\n"}
{"page": 188, "printed_page": null, "text": "184\n\nNational\n\nEducation\n\nAssociation\n\ngoal of success held up before him cannot much longer be that of selfish\npersonal aggrandizement but rather one of service to the group of which he is\na member.\n\nI can’t resist giving you as my closing word a poem written by an Ameri\ncan girl. It was written by a girl in the Lincoln School of Teachers Col¬\nlege and it is called “Youth.”\nI must laugh and dance and sing,\nYouth is such a lovely thing.\n\nSoon I shall be old and stately;\nI shall promenade sedately\nDown a narrow pavement\nAnd the people that I meet\n\nstreet,\n\nWill be stiff and narrow too,\nCareful what they say and do;\nIt will be quite plain to see\nThey\n\nwere\n\nnever young\n\nlike me.\n\nWhen I walk where flowers grow\nI shall have to stoop down low\nIf I want\nNow\n\none for a prize ;\n\nI’m just the proper\n\nsize.\n\nLet me laugh and dance and sing,\nYouth is such a lovely thing.\n\nCHARACTER\nMARGARET\n\nEDUCATION\n\nT. MC\n\nIN THE\n\nGUIRE, PRINCIPAL,\nPHILADELPHIA,\n\nMC\nPA.\n\nNEW\nCALL\n\nBOYS\n\nSCHOOLS\nSCHOOL,\n\nWhen a teacher really reaches the character of the boy or girl she has\ntouched the great spiritual values of life. This is no mean achievement. The\nfirst requisite for the development\n\nof character is character. No\n\nteacher or\n\ntrainer of children can hope to bring out and strengthen the moral attitudes\nof childhood unless he stands supremely as an exemplar of the fine qualities\nthat make for fine character.\n\nrhere are many\n\nelements in character, but two of the most significant\nfor us to consider, it seems to me, would be unselfishness and courage.\nProsperity bred a type of selfishness, not only in the ordinary man, but in\nthe man of affairs that appalls us as we read of the greed and thoughtlessness\nof many men in whom we had implicit confidence. Soft lives are not the\nmedium thiu which to grow men of courage. I he fine f!owrer of suffering\nis courage to face wrhatever is in store for us. 1 here is no doubt that this\nage upon us, which is a new age, is in the business of saving only those who\nhave the unselfishness to be their brothers’ keeper and the courage to survive\nin this struggle for the survival of the fit.\n\n"}
{"page": 189, "printed_page": null, "text": "General\n\nSessions\n\n185\n\nFor a dozen years past, we have heard and somewhat rightl\ny believed,\nthat the American home was being destroyed. When money\nwas plentiful,\nthe home became a stopping off place for parents as well as\nchildren. It\nseemed to exist as a convenience, but few believed that this was\nmore than a\npassing phase, and when real danger came close, the spirit of the pionee\nr\nbecame manifest again. Homes must be kept intact at whatever\nsacrifice.\nIt is a most heartening experience to study thru these days a\ntremendous\ntenacity that the family spirit has over the members of the household.\nIt\nhas not been the welfare organizations or the donations of the\neconomically\nfavored that held families together during these dark days.\nIt has been the\nunquenchable spirit of family love — small homes have opened their\ndoors —\nthe utterly beieft have been taken in — food has been found.\nSometimes I\nhave wondered how the family has held together. In many\ncases, three and\nfour families are living in the quarters that a few years ago\nwere given over\nto one family. This has all been done uncomplainingly\n.\nEducators may well study this interesting phenomena and\ndraw from it\nthe lessons in character training. A story is told\nof a wealthy man whose\nretrenching program meant the recall of his boys from a fashi\nonable board¬\ning school, return of his wife from a fashionable European\nresort and his\nown giving up of the night clubs. He reports that he was never\nmore happy\nin his life. He finds a purpose in living.\nA new interpretation of life must be developed for the comin\ng generation.\nThis cannot be done by preaching. There must be a conviction that\nis reached\nby experience and practise.\n\nI believe that the school must make greater demands for\nthe boy of a new\nage because life will make greater demands in sacrifice and\neffort. The only\neducation that can be called real education is that which invol\nves “beating\nour own last best.” This will make for character. Less\nthan this will\ndestroy it.\nI know of no easy way to character training because it is not\nan achieve¬\nment easily gained. The child must live character, not occasi\nonally, but all\nduring the day in the school in which he is being educated. Witho\nut this\nbackground, his education is really without meaning.\nI heard a socalled fairly good teacher remark that she would\nnot dare\ntake her class to an exhibition because they would disgra\nce her. I wondered\nwhat she thought she was doing to the children on whom she\nmade so little\nimpression that she could not expect decent citizenship if\nthey went beyond\nthe confines of a school. Whatever such a teacher does in\nacademic teaching\nis a mere shell, has no real purpose, and the child’s time has\nbeen practically\nwithout profit. If self-control and unselfish citizenship have\nnot resulted\nthru the day’s teaching, the few^ facts learned have little\nng.\nSomeone has said education is what you are after youmeani\nhave ceased for¬\ngetting. Unless character has been developed in the living thru\nthe day’s\n\n"}
{"page": 190, "printed_page": null, "text": "186\n\nNational\n\nEducation\n\nAssociation\n\nwork in the schoolroom, unless the teacher, by actual practise, has convinced\nthe children of the joy of fine courage and fair conduct, unless honesty has\nbeen deeply instilled and a love of effort inculcated, it is my considered opinion\nthat the school has failed of its meaning, however fine the showing may seem\nto be in other fields. The human\n\nbeing is just as great as his inspirations are.\n\nIf he has no inspiration for honest work, courageous attitudes, decent citizen¬\nship, he is of very little value to himself or his community.\nEDUCATION\nAUGUSTUS\n\nAND\n\nTHE\n\nWORLD\n\nO. THOMAS,\n\nSECRETARY-GENERAL,\n\nEDUCATION\n\nASSOCIATIONS,\n\nVIEWPOINT\nWORLD\n\nFEDERATION\n\nWASHINGTON,\n\nD. C.\n\nNo matter what faith we have in education, we know\nmake over human\n\nOF\n\nit is impossible to\n\nnature in a few years or even in generations, to rid our¬\n\nselves of selfishness, greed in business, social impurities, and government\n\ncor¬\n\nruption. W e cannot take away from the divine the prerogative of redemp¬\ntion, but I do wish to call attention to the fact that we are living in a changed\nand a changing world and that our programs, not only of education, but of\nlife, must constantly be revised to fit the conditions under which we live.\nMay I not direct your attention, therefore, to some of the newer\nof education and to its broader purposes?\nWe\n\nare no longer living unto ourselves alone. We\n\nobjectives\n\nare a part of a new\n\nworld community.\n\nEducation up to recent times has been largely provincial.\nEach country has marked out its own program and follows its own course,\nbut under the influences of the scientific revolution thru which we are\npassing, provincialism must be cast aside and a new\n\ncooperation accepted.\n\nDuring the week we have confined our attention largely to the education\nof our own children, but there is a larger need. While we are primarily in¬\nterested in the education of Americans we must not forget that we cannot\nlive unto ourselves alone.\n\nWe\n\nmust\n\nmingle in scores of ways\n\nwith the\n\npeople of all nations, tongues, and races and must, therefore, be interested in\na program of universal and worldwide education. It is as desirable for our\nneighbors as for ourselves. If education is good for Americans\n\nit is good for\n\nall people the world over. At the present time 62 percent is a fair estimate\nof the world’s illiteracy. We have faith in education as a means of human\nimprovement. If we do not have this faith we can scarcely justify our ex¬\npenditure of vast sums of money to educate all of the children of all of the\npeople. Very suddenly the nations have been thrown into one neighborhood\nand before they have been taught how\n\nto get along with each other. The\n\nkind of education which will bring the greatest comfort to the new\n\nworld\n\nis that which will produce a greater tolerance, a more complete understand¬\ning, and a better mode of cooperation. It needs the type of education which\n\n"}
{"page": 191, "printed_page": null, "text": "General\n\n187\n\nSessions\n\nwill bring a broad-mindedness and an appreciation of the contributions which\nother nations can make to the happiness of all. There must be those great\n1 emote\n\npurposes\n\nsuch\n\nas a finer neighborliness,\n\na greater\n\nintegrity\n\nin business,\n\nin social justice, and the substitution of justice among nations which will\nenable them to discard force in the settlement of international problem\ns.\nIt is quite true that the general forms of education now in vogue in\nthe\nseveral civilized countries will in due season make better Americ\nans, better\nEnglishmen, better Frenchmen, better Germans, better Chines\ne, and all\nthe rest. This must make a better world, but there is still\nan educational\nneed which we have not known exactly how to meet. We know\nthat our\nacademic lessons train the intellect but it requires something\nmore to nurture\nthe spiritual values until the young citizen has a proper regard\nfor the wel¬\nfare and security of the community in which he lives, until\nhe can lift his\neves beyond the boundaries of his own land to see the peoples of\nother coun¬\ntries in their tiue relationships and to place himself in their\npoint of view\nuntil he can appreciate their attitudes. Material things fade into\ninsignifi¬\ncance beside the spiritual things of life. In this, I am\nnot referring to re¬\nligion. Religion of a specific brand is personal and\nnot a public matter. I\nam thinking of those practical values which we associate\nwith the good men\nand good women, good citizens and good neighbors.\nThere is no doubt at\nall but leligion must make its possessor better, but\nwhen we speak of religion\nwe are inclined to think of our own particular isms.\nI am speaking of those\nqualities which we admire in fine men and\nfine women— honesty, industry,\nuprightness, public spirit, and courage to face life when\nit seems darkest.\nDuring recent years we have been building a worl\nd culture. We may call\nit world civilization. We do not know just what the\nterm civilization means,\nbut I take it to mean a mode of living which must\nbe based upon a mode\nof thinking. The scientific revolution thru which we\nare passing has lev¬\neled the barriers between peoples and we are now coming\ntogether in count¬\nless ways previously not experienced. We are using the same\nmaterials,\ndressing in much the same fashions, reading the same news\ndispatches, eat¬\ning the same food, riding in the same automobiles, trains, and\nairplanes, and\nby association and imitation we must be thinking something alike\n. And each\nnation is contributing to this new civilization.\n\nHow\n\nthe nations help each other to live is an interesting study. We Amer¬\nicans arise in the morning for our day’s duties. We brush our hair\nwith a\nbrush the bristles of which came from China, we clean our teeth with\na brush\nthe bristles of which are from Japan, we put on our suit of Australian wool\ncolored with German\nto London\n\ndyes and made over English spindles and cut according\npatterns, or we wear our silk from the Orient made by Parisian\n\n"}
{"page": 192, "printed_page": null, "text": "188\n\nNational\n\nEducation\n\nAssociation\n\ndesigners. Our buttons come from France, the leather of our shoes from\nArgentina. We sit down to our breakfast and find our table spread with Irish\nlinens, our cutlery from Sheffield, and our dishes of Haviland china. We\ndrink our tea from Ceylon or our coffee from Brazil, we eat our honeydew\nfrom South Africa or our pineapple from the Islands of the Sea. About all\nwe have native to ourselves and to our country is our appetite. But wTe may go\nstill further in visualizing this internationalized world. In our hotel in the\ncity, we are brought down in the elevator by a colored boy, we are met at the\ncoffee shop by a French head waiter, we are waited on by an Italian waiter,\nour shoes are shined by a Greek, an Irish policeman aids us in the traffic. We\ntrade with a Jew and pay our bills to a Scotchman. We visit our art galleries\nand find Italian painters, we visit a music hall and hear the German grand\nopera, or we visit the Russian dance. We see about us Gothic and Corinthian\nfeatures in our architecture. We ride about in our automobiles on Dutch\nEast India tires, the mechanism\n\nof our car is improved\n\nby Vanadian\n\nsteel\n\nfrom Peru, chrome from Caledonia, and manganese from Caucasus. Under\nthese conditions we are constantly trading with one another, borrowing and\nlending, and finding it necessary to get along together.\nOne of the greatest purposes of modern education must be to help us real¬\nize this new situation, to teach us the art of living together. It must relieve\nus of our old primitive elements of fear, mistrust, national and racial, and\ngive us a greater appreciation of what this diversity of mankind may mean\nto the progress and happiness in a new worldwide civilization. Instruction\nmust have two general purposes. The one is to inform, for thru information\nwe learn to understand. The other is to create attitudes. Misunderstanding\nand lack of sympathy have brought the world to the present deplorable con¬\ndition. It brought on the great war. We sometimes talk about the closing\nof the war when the Armistice was signed, but war is still going on. We are\nnot thru with it, for we are still paying our bills. The cost of the war\nwas terrific, both in human life and in the destruction of wealth. The direct\nand indirect cost of the world war is estimated to be equal to the wealth of\nthe United States. If, therefore, we should sink the United States with all its\nwealth to the bottom of the sea, it would give us a fair conception of the cost.\nThis leaves a great hole in civilization which must be filled up before we can\nprogress. The man\n\nwho lost his fortune in the depression has contributed it\n\nto the paying of these bills. The cut in teachers’ salaries and the loss of posi¬\ntion and home, are all being dumped into this hole to fill it up. No one ever\nwon a war and war never determined justice. If the schools of all nations have\na great outstanding purpose it must be to teach to the rising generation a new\nconception of international relations, a new appreciation of the values of\ninherited gifts of the various peoples of the world and must eliminate the\n\n"}
{"page": 193, "printed_page": null, "text": "189\nGeneral\n\nSessions\n\nold time hatred. It must teach the rising generation that the nations of the\nearth are free and independent but cooperating units, each with certain in¬\nalienable rights, among which are self-government, the development of na¬\ntional resources, the promotion of trade and commerce, the lessons of their\nown\n\nachievements, and the development of a love of country.\nIn our enthusiasm for this new order and this new aim of education, we\nsometimes go so far as to believe that we must minimize or forget our own\ncountry. This is a mistake. We are told to love our neighbor but that does\nnot mean\n\nthat we should forget to love our own country. Patriotism is a\nvirtue and the best possible foundation for bringing a respect and love for our\nfellowmen. There is no conflict between love of country and love of human¬\nity. The one does not displace or succeed the other, but the love of mankind\nand the spirit of justice to all is a sequence of patriotism.\nThe National Education Association sensed the approaching situation and\nthe necessity of international cooperation in all educational enterprises about\ntwelve years ago when it appointed a Committee on Foreign Relations and\nlater instructed that committee to call a worldwide conference on education\nlooking to mutual advancement and to international understanding. The\ngreatest achievement of this conference was the organization of the World\nFederation of Education\nfactor in world\n\nAssociations which has already become a powerful\nunderstanding. It now brings together nearly one half of\n\nthe world’s teachers and has greatly modified the old prejudices. It has\ncleared the way for better understanding and appreciation among those who\nare charged with the instruction of the young.\n\nUnder\n\nthe auspices of the Federation, Mr.\n\nRaphael\n\nHerman\n\noffered\n\ntwenty-five thousand dollars for the best plan of education calculated to\nbring about a better understanding and cooperation among the nations and\na contribution to world peace. The plan of Dr. David Starr Jordan was\naccepted and for three biennial meetings five worldwide committees have\nbeen carrying on research and bringing together materials adjustable to such\na plan. They have gathered during these years much valuable materials\nwhich are now ready to be wrought into a definite plan which may become\n. available for the schools of all nations. This plan will embody the experiences\nof the races thru their history and the contributions of the nations to the\nprogress of mankind, as a basis of international understanding, sympathy\n,\nand cooperation. This plan will omit those controversial subjects over\nwhich nations may clash. It must be true to facts and avoid the other em¬\nphasis of national virtue and the minimizing of the achievements of others.\nIt will be depleted of extraneous materials and will deal only with the\nactualities of history and achievements which have had to do with the ad¬\nvancement of the races. It may include:\n\n"}
{"page": 194, "printed_page": null, "text": "190\n\nNational\n\nAssociation\n\nEducation\n\nwill\ntraining of teachers for the new international point of view. It\nto avoid emotionalisms but will be based upon the psychology and the\nphilosophy of understanding and the points of collective justice.\n\n1. The\nendeavor\n\nwhich\n\n2. The great epochs of history and the movements\nto higher grounds of social advancement.\n\nhave\n\n3. The\n\ncommunity\n\naspect of great literature, art, music, and\n\n4. The\n\napplication\n\nof science\n\n5. The\n\norganization\n\nthe development\n\nand\n\nwith\n\nthe nations\n\narchitecture.\n\nto the advancement\n\ndiscovery\n\nof the social sciences\n\ncarried\n\nof the nations.\n\nthe international\n\npoint of view,\n\nbroad-mindedness.\n\nof the spirit of justice and\n\n6. The story of national attempts to set up machinery for the solution of inter¬\nnational problems and the efforts which have been made to substitute justice for\nforce.\nbased\n\n7. The appreciation of fine patriotism\nupon revenge and hatred of others.\n\nupon\n\na love of country\n\nrather\n\nthan\n\nIt is not the purpose of such a plan to standardize the educational proce¬\ndure among the nations. It is understood that no nation has as yet dis¬\ncovered all the safe theories of education and the wisest methods of dealing\nwith youth, but the plan proposed and its accompanying materials may be\nused as a general basis and guide to one of the greatest ends of education.\nYou may say this is a difficult task, or it cannot be done. Yes, it is a\ndifficult task but not so difficult as enduring another destructive war like\nthe one from which we are just now struggling to emerge. It will not be so\ncostly and it will change a destructive to a constructive element.\nIf such a plan can be devised and approved by the outstanding scholars and\nphilosophers of the nations in whom wide confidences are imposed and\nwhich will direct the attention of the youth of the nations to common proj¬\nects and purposes, it will constitute one of the greatest contributions, if not\nthe greatest that has ever been made\n\nTHE\n\nNATIONAL\n\nJ. B. EDMONSON,\n\nDEAN,\n\nSURVEY\n\nto education.\n\nOF\n\nSECONDARY\n\nSCHOOL OF EDUCATION,\nANN ARBOR, MICH.\n\nEDUCATION\n\nUNIVERSITY\n\nOF\n\nMICHIGAN,\n\nThe public has discovered that teachers and administrators are not in sub¬\neduca- *\nstantial agreement regarding the philosophy of American secondary\ncertain\ntion. The conversations and public utterances, as well as the acts, of\nmembers of our profession show a sincere belief in the older philosophy of\nsecondary education. This older philosophy assumes that secondary educa¬\ntion is a privilege to which only those of proved capacity are entitled. It is\nthe philosophy of a system of secondary education for the intellectually and\nsocially elite. It is the European point of view. It implies that the secondary\nschool must be progressively selective by eliminating all students who cannot\nmaintain a high standard of performance.\n\n"}
{"page": 195, "printed_page": null, "text": "General\n\nSessions\n\n191\n\nIn contrast with this older philosophy there is the newer point of view\nthat has found expression in many new developments, some of which\nare\nresented by the advocates of the older opinion. The newer philosophy\nde¬\nmands that secondary education be open to all the children of adolescent age.\nIt implies that the secondary school must provide types of educati\non as\nvaried as may be demanded by the interests of secondary school\npupils in\norder that each pupil must have the opportunity to progress\nas rapidly as\nhe can, or as slowly as he must.\n\nThe older philosophy and the newer philosophy are incompatible, and\nthe\nfindings in the Survey will show that the newer philosophy\nis gradually\ndominating the objectives and practises of American secondary educat\nion.\nThe data in the report of the Survey will show that the total enrolm\nent\nin public high schools of the country in 1930 was approximatel\ny 50 percent\nof those of the normal age for high school. Figures for 1890\ndo not yield\na proportion larger than 4 percent. The increase in the enrolment in\nthe\npublic high-school since 1890 will be reported as 3849 percent.\nThis tre¬\nmendous growth in the enrolment in the secondary school is in\nitself an\nadequate justification for the nationwide inquiry. These data\nand other\nfacts will have an important bearing on the more general\nacceptance of the\ndemocratic objectives of our scheme of secondary education.\n\nThe Survey will also make a contribution on the problem of colleg\ne and\nhigh-school relations. It is common knowledge that the public\nis critical of\nour secondary schools because of the numerous criticisms made\nof them by\nthe colleges. One might conclude from talking with certain colleg\ne repre¬\nsentatives that all the problems of the colleges were traceable to defici\nencies\nin the program of instruction in the secondary schools. There is also much\nevidence that the secondary schools are undermining public confidence\nin the\ncolleges by blaming them for most of the defects of secondary schools. Cer¬\ntainly the forward-looking leaders in our secondary schools and in our\ncol¬\nleges should recognize the fact that a relatively uninformed public\nis likely\nto lose faith in both the secondary schools and the colleges as a result\nof these\nattacks and counter-attacks. The findings of the Survey will show that\ncer¬\ntain colleges have adopted measures which have greatly improved the articu\n¬\nlation between the secondary schools and higher institutions. It is my\npre¬\ndiction that these findings will help to end the foolish, wasteful, and\nunin¬\ntelligent bickering relative to college admissions.\nThe Suivey will furnish valuable data on the curriculum of secondary\nschools. In the last decade the teaching profession has dabbled in curriculum\nrevision, but it is commonly charged that much of the instruction in many\nhigh schools is similar to that of a quarter of a century ago. In other words,\nsome leaders believe that the vast social and economic changes in American\n\n"}
{"page": 196, "printed_page": null, "text": "192\n\nNational\n\nEducation\n\nAssociation\n\nlife have not brought many comparable changes in our programs of instruc¬\ntion in secondary schools, except in relatively few centers. It is claimed that\nwe have had many national committees at work on curriculum problems\nand we have had numerous reports from groups of experts, but these reports\nhave not greatly influenced the instructional programs of our schools. The\nSurvey will reveal certain widespread tendencies to change the curriculum\nof the secondary schools. Two dominant shifts in subjects required of all\npupils will be revealed. One of these is away from foreign languages and\nmathematics, the subjects favored by requirements for entrance to college;\nand the other is an increasing emphasis on instruction in the social studies\nand in physical education. There will be special monographs on certain\nsubjectmatter fields and the reports will help to settle such questions as. Is\nthe curriculum unrelated to life? Is it changing? If so, in what direction?\n\nOn such significant problems as the selection of teachers, the place and\nvalue of extracurriculum activities, the organization of the school library,\nthe provisions for individual differences and scores of other practical prob¬\nlems, the findings of the Survey will furnish valuable data.\n\nthat the Survey is completed and the findings will shortly be avail¬\nable in printed form, it is important to consider the problem of the follow-up\nwork. It would be most unfortunate to have this Survey stop with the pub¬\nlication of the series of monographs that might be useful in courses in edu¬\ncation but have small circulation outside of a few libraries.\nNow\n\nThe findings in the Survey should be of great value in planning for Ameri¬\ncan secondary education. The present time is especially appropriate for\ninitiating a constructive program affecting our secondary schools. The great\nchanges in life which have been brought about by the ups and downs in the\neconomic world have tended to increase demands for changes in education.\nThese\n\nare the days when\n\neveryone is concerned\n\nfinancial and business health. Concern\n\nwith proposals to restore\n\nis almost as keen in proposals to pre¬\n\nvent the economic system from getting out of order in the future as in pro¬\nposals to cure the present disorder in the economic world. The idea of eco¬\nnomic planning is receiving much consideration by responsible leaders. While\nbusiness is concerned with appraising its past and trying to read the future,\nit is not surprising that many\n\npersons should demand\n\nthat the educators also\n\nappraise the past and try to read the future. It is most fortunate that we\nnow possess in the Survey such valuable material for use as the basis of such\nplanning.\nI am glad to report that there are already under way certain plans look¬\ning to the formation of committees and commissions to follow-up the Survey.\nThe North Central Association of Colleges and Secondary Schools has de¬\ncided to feature the Survey at its 1933 meeting. The National Department\n\n"}
{"page": 197, "printed_page": null, "text": "General\n\nSessions\n\n193\n\nof Secondai v School Piincipals is planning to take an active part in the\nfollow-up of the Survey, and the Southern Association of Colleges and Sec¬\nondary Schools is also planning to do constructive work in the interpreta¬\ntion of the findings of the Survey. The National Committee on Research\nin Secondai} Education has determined to devote its efforts to help make\nthis Survey a real influence in American education. It is encouraging to\nfind these evidences of concern about the follow-up of the Survey.\nIn its report the National Advisory Committee on Education made the\nrecommendation that the federal government should render large intellectual\nassistance to the states in matters of education thru research and thru the\ncollection and dissemination of reliable information. The committee ex¬\npressed the belief that such a service would be of great value to the schools.\nIt was pointed out that no single state can have adequate access to the ex¬\nperiences beyond its boundaries and that the federal government could there¬\nfore be of great service in the field of research on a nationwide basis. If the\nSecondary School Survey yields the results that its friends anticipate, it will\nnot be hard to convince Congress in future years that similar inquiries into\nother phases of education can be fully justified.\n\n"}
{"page": 198, "printed_page": null, "text": ".\n\n"}
{"page": 199, "printed_page": null, "text": "Reports of Committees\n\n"}
{"page": 200, "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 Atlantic City. For discussion con¬\ncerning reports see Minutes of the Representative\nAssembly in the latter part of this book. Complete\nlists of the membership of each committee are also\ngiven elsewhere in this volume.\n\n[196]\n\n"}
{"page": 201, "printed_page": null, "text": "REPORT\n\nOF\n\nTHE COMMITTEE\nON THE\nSTATUS OF THE TEACHER\n\nB. R. BUCKINGHAM, LECTURER, GRADUATE\nUNIVERSITY, CAMBRIDGE,\n\nThis Committee\n\\\\\n\nich is swinging\n\non the Economic\ninto action\n\nwith\n\nECONOMIC\n\nSCHOOL OF EDUCATION,\nMASS., Chairman\n\nStatus of the Teacher\n\nrather\n\nastonishing\n\nHARVARD\n\nis a committee\n\nprospects.\n\nIf the people\n\nhere assembled will think back to the days when\nthey began as teachers they\nwill remember that the question of what sort of\na career teaching was likely\nto afford was uppermost in their minds. Those of you\nwho are able to think\nback to that time can now compare the aspiration\ns that you then had, the\nhopes you entertained, with the realization that the years\nhave afforded. I am\nnot nearly so much interested in the question of salar\ny as it relates to the\neconomic status of the teacher as I am in what the salar\ny means as an expres¬\nsion of public esteem. I am far more deeply interested\n, and the committee I\nlepresent is likewise far more deeply interested, in\nthe thing the salary is a\ns> mptom of lather than directly and primarily in the salar\ny itself.\nIn inquiring into the economic status of the teacher, I\nam interested in\nfinding out not only the concrete evidence of money and value\ns derived from\nteaching as a career, but in that more fundamental quest\nion of the attitude\nof the public and of the teaching body towards teach\ning as a calling, and\nbefore this committee gets thru I am going to insist, if\nI can, upon a direct\nand frontal attack upon that more sociological question than\nthe economic\none, namely, the regard in which teaching and the teaching\ncalling is held.\nThe committee, in considering its function, has spent\nsomething like three\nyears skirting around the edges of its problem because it lacke\nd the faith in the\nteachers of the country to seek to attain from them\nthe difficult, the time\nconsuming, the personal data which the problem actually\nrequired. I apolo¬\ngize for the committee for its timidity in this respect.\nI recall that in the\ndelegate meeting in Seattle this committee was set up by actio\nn of the teachers\nthemselves, acting from the floor of the delegate body. The\nsetting up of such\na committee was not an agendum of the meeting.\nThat ought to have given\nme an inkling as to the seriousness of the purpose which\nanimated the teachers\nand the teaching body in their attitude toward the work\nof this committee.\nThe committee has thought it an appropriate\noccasion, due to the uphappy\nbusiness situation in which we find ourselves,\nto broach the matter more\ndirectly, to investigate the economic status of the teac\nher on the job. We have\nselected the fifty-one cities of the country for\nwhich the Department of Labor\npublishes monthly statistics on the cost of livin\ng. We have felt that anything\nwhich sought to describe the adequacy of the inco\nme of teachers would be\nmisleading as it has so frequently been found to\nbe misleading, if it were\ndivorced from the data on cost of living in the vari\nous localities concerned.\nIt has always been difficult in your salary campaign\ns for you to present con¬\nvincingly before the people the difference between your\nsalary level and that\n\n[ 197 ]\n\n"}
{"page": 202, "printed_page": null, "text": "198\n\nNational\n\nEducation\n\nAssociation\n\nof adjacent or comparable cities for the very reason that doubt was thrown\nupon the comparability of the figures in question.\nWe have approached the superintendents of these fifty-one cities and we\nhave not disguised from them the fact that the proposal for the cooperation\nof their teachers in this enterprise involved a degree of sacrifice which in the\n\naggregate was considerable. We enclosed with our first letter introducing\nourselves to the superintendents a blank indicating the nature of the informa¬\ntion which we would seek to secure from the cooperating teachers. It was\nnothing more nor less than a statement of income and expenditures by month\nthruout an entire calendar year. And they told us, and we ourselves were\ninclined to believe, that only a small response favorable to the proposal would\nbe made. I wish to express my admiration for the teaching body of the country\nas is reflected in the returns received from these letters. I have greater con¬\nfidence than I have ever had before in the essential soundness of the teaching\nbody of America.\n\nis in the budget and correspondingly in the construction of salary\nthe question of necessities, the things we have to have, the things and service\nfor which we must spend money to maintain physical fitness. There is some\nground for the belief that on a professional level a teacher should receive a\nThere\n\ncompensation to which those expenditures for necessities would bear the rela¬\ntion of one-half. So we may think of the expenditure for necessities as about\nhalf of the adequate salary. It is not too much, however, to ask that a salary\npermit savings ; otherwise the economic status of the teacher is poor indeed.\nIt is proper that the teacher have spiritual refreshment and have an adequate\nparticipation in the affairs of the community and the teacher necessarily\nshould have sufficient salary for these purposes.\nThese are the different conceptions of salary and the components with\nwhich we are dealing as we think about this question of the economic status\nof the teacher. I should like to close by emphasizing a thing which I said\nbefore, namely, that the economic status of the teacher, especially as it relates\nto finance and to salary, is only a symptom of the public esteem in which edu¬\ncation and the calling of teaching is held. If salaries can be demonstrated to\nthe public as being below the esteem in which they hold a teacher, if the\nsalaries are below that, and that can be demonstrated to be so, then the im¬\nprovement of the economic status of the teacher is not a difficult problem. It\nsimply becomes a matter of the expression of the people. If, on the other\nhand, salaries should be shown to be higher than the aspirations of the people\nfor their schools, or for the workers in the schools, then the teachers in the\ncommunity affected will always have a fight on their hands.\nThis N. E. A. body has investigated a large number of questions. It has\n\nstudied curriculums, it has studied supervision, it has studied the salary ques¬\ntion, and in all these it has done well. I now propose to you, and I hope that\nyou will carry something of the idea and message to your constituency, that\n\n"}
{"page": 203, "printed_page": null, "text": "Reports\n\nof\n\n199\n\nCommittees\n\nwe now\n\nenter upon a study of the economic status of the teach\ner in which we\nare going to give the answer to a prior mind which you\npossessed when vou\nentered the profession, and it is our hope that in the\nvarious studies which\nthe N. E. A. has fostered and supported this may not\nbe the least.\nREPORT\nOF THE JOINT COMMITTEE\nOF THE NATIONAL\nEDUCATION\nASSOCIATION\nAND\nTHE\nNATIONAL\nCONGRESS\nOF PARENTS\nAND\nTEACHERS\nMRS.\n\nB. F. LANGWORTHY,\n\nPARENTS\n\nFIRST\n\nAND\n\nVICEPRESIDENT,\n\nTEACHERS,\n\nNATIONAL\n\nWINNETKA,\n\nCONGRESS\n\nOF\n\nILL.\n\nI am very glad to have an opportunity to report about this\nchild of N. E. A.\npater and N. C. P. T. mater. It is only about four\nyears old, it is still in the\nhabit-forming stage, but it is a nursery school child\nand we believe that its\nsocial attitudes are rightly directed and that it is\ngoing to prove a good and\nhealthy citizen. We have been trying to organize in all\nof the states between\nthe National Congress of Parents and Teachers and the\nstate teachers asso¬\nciations, committees that will work together on the plans\nthat may be decided\nupon each year. Last year we succeeded in getting thirte\nen of these com¬\nmittees started and you can very strongly help this\nwork if you will try to\nhelp form these committees.\nThis year our task is of course the upholding of the enrich\ned curriculum\nand we believe that the better study it has in relation to\nthe school budget in\ntrying to make our people see that we always pay and can\npay for the things\nthat we want the most, and in making them see that in\nthe public school\nsystem they are getting, for a very small amount thru taxes,\na really very\nhigh-priced education for their children. To forward this work\nthe National\nCongress of Parents and Teachers is about to issue a little leaflet\non taxes\nand school budgets which will go to all of our members with the\nrequest that\nit be studied. I perhaps may run the risk of dating myself with\nyou if I tell\nyou I can remember when the institution of “Thank you, Ma’ams”\nexisted\non every hilly road in the old horse and buggy stage. It was the\nspot where\nthere was a slight drop or place where the horse could stop and\nrest before\nhe went on. We believe that in the combination of these committees\nthruout\nthe states, if we really work together and not just talk about it,\nthat we can\nmake of this too popular “depression” simply a “Thank\nwe can rest and get our wind to go on.\n\nyou, Ma’am”\n\nwhere\n\n"}
{"page": 204, "printed_page": null, "text": "200\n\nNational\n\nREPORT\n\nTHOMAS\n\nTHE\n\nOF\n\nE. FINEGAN,\n\nEducation\n\nAssociation\n\nLEGISLATIVE\n\nPRESIDENT,\n\nROCHESTER,\n\nN.\n\nEASTMAN\n\nCOMMISSION\n\nTEACHING\n\nFILMS,\n\nINC.,\n\nY., Chairman\n\nCongress has just passed a tax bill which has already received the signature\nof the President. It calls for over a billion in taxes. This tax is a first lien\non the income of the nation, and it must go to the federal government. It\nis a second lien on the income of the several states. In addition, the states\nlevy their taxes. Then the municipal authorities levy their taxes. After\nthat, education comes in for her share — with pretty lean pickings. The one\nbillion dollars of revenue that is taken by the federal government would be\navailable for the support of local enterprises, educational and otherwise, if\nour national scheme of taxation had not been modified some years ago. This\nis one of the features of taxation that needs scientific consideration in this\ncountry.\nThis Association has advocated for years a thoro investigation of this\nsubject. But the question is, how are we going to get it? There must be\nsome regularly constituted authority of the federal government that is\nequipped to make careful research into the question of taxation and make\navailable to the legislative authorities of the nation and the states, the prin¬\nciples upon which taxes may be properly framed to support those activities\nessential to the social and economic welfare of the Republic. This is the\nfirst essential procedure on framing sound measures of taxation for all tax¬\ning units in the country.\nThat action cannot be done effectively by a state. The states have been\ndelving into the problem, some of them with reasonable success, but taxa¬\ntion has a national horizon, and needs to be examined from that broad view¬\npoint. The problem requires action by some national body. Some agency of\nthe federal government must possess the authority to deal so thoroly, scien¬\ntifically, and comprehensively with this complex subject, that its pronounce¬\nment will impress the people of the nation.\nWe should not be thinking always about new sources of taxation. It\nseems to me that this body may very well give its attention to the question\nof economy. First of all, economy in the work for which we are responsible.\nI say to you that in these days of financial distress thruout the whole world,\nnot only our country but every other nation, the obligation rests upon every¬\none who has responsibility in the administration of education or who shares\nin such responsibility thru classroom work, to devise effective means of\neconomy without depreciating the service of the schools. Many centers thru¬\nout this country have been giving the finest kind of cooperation to the\nfinancial authorities, to the end that every dollar possible shall be saved\nand not a dollar wasted in maintaining our national program on education.\nTo accomplish this end the whole education program needs deliberate\n\nand sympathetic evaluation from year to year. The\n\nmost competent\n\necono-\n\n"}
{"page": 205, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n201\n\nmists and educational administrators should make this evalu\nation. It should\nbe done by a federal agency which possesses authority to\nacquire data, and\nwhich could make the results of its study available to\nevery administrative\nor taxing school unit of the country.\nBut the nation needs to look for economy in public enter\nprises and ex¬\npenditures for purposes other than education. This Assoc\niation may very\nproperly urge that every branch of governmental service shall be as econo\nmi¬\ncal in the administration of its work as are the public school\ns.\nHave you read the federal budget? If you haven’t, I sugge\nst you get the\n\nNew\n\nYork\n\nTimes\n\nof June 5 and June 12 and read two articles that you will\n\nfind in Section 9 of that paper. There is an item of $721,000,0\n00 for the\nmaintenance of our national military establishments— $721,000,0\n00. There\nis an item for $989,000,000, almost a billion, for the relief of veter\nans.\nThere is an item of $1,017,000,000 for debt service, and debt service\nincludes\nthat which must be raised to meet the war debts and to pay the\ninterest upon\nsuch debts. So that for the maintenance of all our military enter\nprises and\nmeeting our obligations in that field of service, we have an expenditur\ne in\n1932 of $2,720,000,000. This sum exceeds by several hundred millions the\namount which is expended on public education in this country.\nThe great World War would never have been fought if the nations of\nEurope had not been armed to the teeth. The President of the United States\nthe other day recommended, or suggested to the conference in Europe which\nis now studying the question, that armaments should be reduced by onethird. This year the nations of the world are expending over five million\ndollars on armaments armaments alone, on the establishment of military\nequipment for the nations of the world. A saving of one-third of that for\nthe next ten years would enable every government in the world to pay its\ndebts and be relieved of this great useless financial burden which even men¬\naces our civilization. The one million teachers of America do not need to\nwait for the creation of a federal department before they can become an\neffective influence in the solution of this problem.\nWarden Lawes, in his admirable talk at this convention, said some things\nthat ought to make us think and think straight and hard. He paid us the\ncompliment of saying that the teachers were not responsible for the situa¬\ntion that he pointed out. He said the responsibility in a large measure is due\nto the lack of adequate equipment and a proper organization of the schools.\nI hat was his theory. I think there are several other aspects of that question,\nbor instance, we have charge of the boys and girls for about one-third of the\ntime of their waking hours. Where are they, the other two-thirds? What\ninfluences are being exerted upon them in that time which may be stronger\nthan that which the school exercises over them? We will not shirk our re¬\nsponsibility, but we ask the home and we ask the public to accept its re¬\nsponsibility as well.\nWe may modify our courses of study, increase our equipment, and change\nour organization, but if in the great cities of this country provision is not\n\n"}
{"page": 206, "printed_page": null, "text": "202\n\nNational\n\nEducation\n\nAssociation\n\nfor the recreation and play of boys and girls when they are out of\ne to the\nschool, the gangsters will continue to be fostered. The best antidot\nThis is not a prob¬\nbreeding of gangsters is playgrounds and reading rooms.ance.\nimport\nlem of local interest. It is one of great national\nGommittee\nI am happy to say, as a member of the Presidents Advisory\nthat\nand as a member of the fifteen who constituted the steering committee,\nmore disinter¬\nI have never known a group of men and women to act with\nconclusions than\nestedness, less prejudice, and more eagerness to reach sound\ntheir per¬\nthat committee did. They divested themselves, every member, of\nial that were\nsonal opinions. The committee considered the facts and mater\nCharles R.\nrevealed thru the careful, painstaking, thoro study directed by\nconsidering\nMann and Henry Suzzallo and their able staff of assistants. After\nthe Advisory\nthe subject with deliberation for two years, many members of\nfundamental needs\nCommittee reversed their previous opinions on one of the\nin. its\nof American education, and the committee was almost unanimous\ntment of Education.\naction in favoring the organization of a Federal Depar\nlishment of a Federal\nBy a vote of 43 to 8 that committee voted for the estab\nicant fea¬\nof Education. To me this appears as one of the signif\nDepartment\n.\nreport\nthe\ntures of\nstudy of that\nI want to endorse all that Mr. Mann said about making a\nequipped can afford\nreport. No person who has a desire to be professionally,\nit. Study it. Analyze\nnot to make a careful study of the report. Do not read\nvery bottom of this\nit Go into the references that are given and get at the\nthe fathers who founded\nsubject, and if you do you will understand why\nl states should control edu¬\nthis republic thought it necessary that the severa\npolicy of placing educa¬\ncation. The report heartily endorses the traditional\ns. The . report\ntion under the control of the states, where it properly belong\nits right and obligation\nrecognizes the nation’s interest in education and\nconditions.\neven to accord financial support under proper\nen years, ever since the\nThat is what this body has advocated for fifte\nThis report is one of the most\nprevious emergency in education occurred.\nican education, and con¬\nscholarly presentations of the philosophy of Amer\nent, in my judgment,\ntains the finest and truest guide for future developm\nr great obligation to Mr.\nthat has ever been written. The nation is unde\nof constructive work. I his\nMann and Mr. Suzzallo for this great piece\nher-training institution of the\nreport ought to be a textbook in every teac\nby every superintendent who\ncountry ; it ought to be a textbook that is used\nIt ought to be a common textbook\nis giving training to his teachers in service.\ncountry. It should be studied by\nfor every teacher and administrator in this\nevery public-spirited American citizen.\ndation to make except that\nWe have no further suggestions of recommen\nbe presented by the Com¬\nwhich is embodied in the resolution which will\non approving the findings\nmittee on Resolutions. That is simply a resoluti\ne.\nand recommendations made by this committe\n\nmade\n\n"}
{"page": 207, "printed_page": null, "text": "Reports\n\nREPORT\nCHARLES\n\nOF\n\nof\n\n203\n\nCommittees\n\nFINDINGS OF THE NATIONAL\nCOMMITTEE\nON EDUCATION\n\nR. MANN,\n\nDIRECTOR, AMERICAN\nCOUNCIL\nWASHINGTON,\nD. c., Chairman\n\nON\n\nADVISORY\nEDUCATION,\n\nThe\n\nReport on Federal Relations to Education has been somewhat mis¬\nunderstood in various quarters. There are certain newspapers in the country,\nfor instance, who are saying that the report recommended the establishment\nof a Federal Department of Education, and promptly consigned the report\nto oblivion. I think I may be able to show you before I have finished that it is\nnot altogether forgotten even yet. But the fundamental point in the report\nis one that is of exceedingly great importance to the school system of the\ncountry, not merely because it deals with the relation between the federal\ngovernment and the public schools, but because it deals with the handling\nand policies of the schools themselves in their own communities. Therefore,\nI want to pick out from the report certain major distinct features which you\nmay not have noticed as you read it by yourselves.\nIn the first place, it is important to note the nature of the problem that\nwas put up to the committee. This was defined for the committee by Secretarv\nWilbur.\nWhen\n\nhe discussed it, Mr. Wilbur\n\nmade three important points. He said,\n\n“You are working on one of the most troublesome problems before any\ndemocracy, and particularly before this one. If you give us the proper chart\nto steer our educational course, we will do something worthwhile.”\nThe second point : “I hope, above all things, that you will not confuse the\nessentials of education with the political mechanisms that may be worked\nout to bring them about. There is no political maneuver, nor any single law,\nthat will clarify the means by which we should carry on in administering\neducation.”\nThis distinction between the essentials of education and the political\nmechanisms that are used to bring them about is one that runs thru the\nreport and is exceedingly important.\nThe third point which Secretary Wilbur made: “I trust you will help us\nsee what should be the national interest in this most important field. When I\nsay ‘national interest,’ I am thinking in terms of things that people want\ndone.”\nNow those were three important points in the charge that was given to\nthe committee. You will find answers to all of them in the report. I want to\ntake the liberty to answer first the last one in which Secretary Wilbur says\nhe hopes to have us find what is the national interest in terms of things the\npeople want done. You will find the answer to one point therein on page\nthirteen of this report.\nThe democratic educational system which has evolved among us has shared the\ndouble aspiration of the American democratic movement itself — to ordain and estab¬\nlish institutions which safeguard a free society and its government, and to maintain\nconditions that give every citizen of the land the utmost chance to live a more sig¬\nnificant life.\n\n"}
{"page": 208, "printed_page": null, "text": "204\n\nNational\n\nEducation\n\nAssociation\n\nProceeding\n\nthen on that definition of what the people want done, the\nreport analyzes the relations of the federal government to this problem. Now\nthe relation of the federal government to the problem is one of rather limited\narea. It does not deal with the relations of the states to the schools, or with\nthe relations of communities to the schools. The one problem with which the\ndealt was the relation of the federal government to the schools.\nThe report analyzes this relation and finds that the relationship divides itself\ninto two main divisions. In the first place we have the relation of the federal\ngovernment to the states and communities with regard to schools, to the\n\ncommittee\n\ncondition of the public schools, and this relationship is very confused be¬\ncause the American people have delegated no authority with regard to edu¬\ncation to the federal government. The responsibility for the condition of\neducation is, therefore, divided and the division of that responsibility among\nthe several elements, state, federal, and local, is very confused. Hence, one\nsection of the report deals with that phase of the problem.\nThe other section of the report — I mean the other phase of the federal\n\nproblem, is the federal relations to education in which the federal respon¬\nsibility is clear indeed. That is, the entire responsibility has been delegated to\nthe federal government. This section deals with education in federal areas,\nwhich means army camps, navy stations, and other areas which are wholly\nunder the jurisdiction of the federal government, with the relations to the\nIndians, who are wards of the federal government, with the territories\nand outlying possessions, the Philippine Islands, Porto Rico and so on,\nwhere the responsibility is wholly federal. It deals with the training within\nthe federal service, the various service schools run by the federal depart¬\nments for the training of their own employees ; it deals with research and\ninformation where the federal government is authorized to distribute such\ninformation, and finally deals with the international relations, which is ordi¬\nnarily a federal function. So the report analyzes the federal relations to edu¬\ncation under these two main headings.\nNow it may seem by this that the burning problem for the public schools\ndeals with the relations between the federal government and the states and\n\nlocal communities, but I think you will find that there is a great deal of in¬\nformation in the sections dealing with federal responsibility which is of\nsigi ificance to the management of local schools. However, the radical prob¬\nlem of the relation between the federal government and the state and local\ncommunities is dealt with quite at length, the facts analyzed in accordance\nwith Secretary Wilbur’s instructions chiefly from the point of view of the\nessentials of education. And on that ground the committee discovered three\nof\nfundamental policies, which it recommends for the basis of procedure\nfederal relations to the education of the states. These three fundamental\npolicies are summed up in the tenth chapter and I am going to mention\nwere\nthem because they are exceedingly significant. The policies which\napproved by the committee are set forth in the following paragraphs.\n\n"}
{"page": 209, "printed_page": null, "text": "Reports\n\nof\n\nPolitical control of the purposes\n\nCommittees\n\n205\n\nand processes of public education\n\nshall\n\ni emain with the state, territorial, or other regional or local governments.\nFinancial support — The policy approved by the committee is this: Any\nfederal financial support for education in the states shall be given only for\neducation in general and not for special phases of education.\nInformation service — The third important policy: The federal govern¬\nment shall be adequately empowered to render intellectual assistance to edu¬\ncation everywhere thruout the American domain, whether conducted as a\npublic or a voluntary enterprise.\nThose are the main points, it seems to me, in the report. I may say, inci¬\ndentally, that the report also discusses the question of what federal mechan¬\nisms would be desirable to carry out these policies. By a vote of 38 to 11,\nthe committee recommends the creation of a Federal Department of Edu¬\ncation.\nNow\n\nwhat\n\nare you to do about it? What\n\ncan this Association, what\n\ncan\n\nthe American\n\npeople do about it? There are two main avenues of activity.\nOne is the avenue of politics, and a great many people think that is the way\nto get things done in education, thru political activity of the sort that has\nbeen carried on in Washington during the last two or three weeks when the\nreport of Congress\nOn\n\nthreatened\n\nthis point the committee\n\nEducational\n\nto change some\n\nof the subsidies for education.\n\nstates its policy in the following\n\nparagraph :\n\nreform\n\nlags only for the time needed by citizens to make up their\nminds — a democratic right of which they ought not to be deprived. When the pace\nseems too slow to satisfy impatient reformers, it may be effectively accelerated by\nenlightening the public mind with convincing evidence. This is in the long run the\nmethod that secures enduring results. To wish to move faster than the people can\ndecide is to recede from the American way.\n\nThat\n\nis the policy which the committee\n\nfavors in the report with respect to\nprogress. That policy requires the education of the public, and that the public\ngenerally shall read and study and understand the report. You see, I have\ntold you, that there are three fundamental policies advocated. Those policies\nhave a great many\nmanagement\n\ninteresting and complicated,\n\ndetailed sequences\n\nin the\n\nof the schools. The\n\nin the estimation\n\nthing that will bring the schools forward,\nof this committee, is that we study and understand the\n\nreport and then each one in his own\nconform\n\nto those fundamental\n\nhas made\n\nno effort to do anything\n\nstudied, and understood.\n\nWe\n\ntown, in his own\n\nAmerican\n\nenvironment,\n\npolicies. Therefore\n\nseek to\n\nthe committee\n\nwith the report other than get it read,\n\nhave distributed some\n\ntwenty\n\nthousand\n\ncopies\n\nof the report and copies are still available at the office of the committee.\nIt seems\npromoting\n\nto me\n\nthat what\n\nthis Association\n\ncan do to be really effective in\n\nthe findings of the report is, first of all, to study it ; and, secondly,\n\nto try to carry out and apply the policies in your own\nThis is very important\nto the development\n\nparticular domain.\n\nfor the reason that the chief obstacle, it seems\n\nof American\n\neducation\n\nis an unfortunate\n\nto me,\n\nschism\n\nthat\n\n"}
{"page": 210, "printed_page": null, "text": "206\n\nNational\n\nEducation\n\nAssociation\n\nexists between the adherents of general education and the adherents of voca¬\ntional education. This schism is of long standing. It began in Benjamin\nFranklin’s time. It was the cause, or one of the causes, of the passage of the\nMorrill Act in 1862. We can learn from the subsequent events of the Morrill\nAct something of how such a schism develops and how it is operating, be¬\ncause the Morrill Act created a separate series of land grant colleges and\nin some of the states sought to make those colleges separate institutions in\norder to make sure the training in agriculture and mechanic arts was not\nsubmerged under academic traditions. Seventeen states out of the forty-eight\ncreated these colleges. Those seventeen separate institutions have no one\nof them made or become great American institutions. They have languished ;\nthey haven’t done the job. The states which established consolidated institu¬\ntions and placed the land grant fund for agriculture and mechanical arts in\nthe state university combined with the general education have become the\ngreat American state institutions. I refer to Cornell, Minnesota, Wisconsin,\nIllinois, Nebraska, California, in all of which states, and some others, the\npractical and liberal were combined in one institution.\nThat the separate land grant colleges have not become prominent in the\nAmerican scheme I think I can prove to you by asking you which of you can\nname the seventeen institutions that are separated in the land grant colleges?\n\nI don’t believe anyone here can name all seventeen. Some of them have been\nextremely useful organizations, as Purdue, for instance, Ames, Iowa, and\nothers, but as a rule they have not conformed.\nA movement was started to consolidate those institutions. Some of the\nstates have realized the futility of trying to develop the liberal arts and the\nvocational and mechanical arts in separate institutions. North Carolina last\nyear passed a law combining its state institutions; Georgia has just done the\nsame ; Oregon has moved to consolidate. The same futile situation exists on\nthe secondary school level with respect to vocational education.\nThis Association is not without guilt in that matter. You refer to the his¬\nin\ntory of this Association and you will find that the manual training section\na\n1903 passed a resolution asking the Council of this organization to make\ny\nstudy of industrial education and show what was necessary in this countr\nhow\nin order that the young people who leave the public school might know\n\nto take part in the w’orld’s wTork. That resolution was ignored, and the result\nial edu¬\nwas that a separate organization was formed to care for the industr\ncation.\n\nresult is simply this, that there are at the present moment about a\nza¬\nmillion students studying vocational training under the separate organi\nwho\ntion. There clearly should be about twenty million in the public schools\nto\nare receiving vocational instruction. It seems to me it is the job generally\nThe\n\neducate the public to bring about this change.\n\n"}
{"page": 211, "printed_page": null, "text": "Reports\n\nof\n\n207\n\nCommittees\n\nTherefore, I urge you to take up this question of the elimination of that\nschism between vocational education and general education and make voca¬\ntional education an integral part of the public school system and by doing so\nyou will be finding the most complete way to foster a Department of Educa¬\ntion, in wdiich this organization is particularly interested.\n\nREPORT\n\nOF\n\nANNA\n\nLAURA\n\nTHE COMMITTEE\nOF ONE HUNDRED\nRETIREMENT\nALLOWANCES\nFORCE,\n\nPRINCIPAL,\n\nDENVER,\n\nCOLO.,\n\nLAKE\n\nJUNIOR\n\nHIGH\n\nON\n\nSCHOOL,\n\nChairman\n\nThe 1932 Report of the Committee on Retirement Allowances gives\nhighly important information about the way in which teacher retirement\nsystems are operating. It is the most complete body of facts of this type that\nhas been heretofore assembled. Previous reports have dealt with principles\nbasic to sound teacher retirement systems and with analyses of legal pro¬\nvisions embodied in existing retirement plans.\nThis report is based primarily on data covering approximately 20,000 re¬\ntired teachers and current financial and membership data from a large num¬\nber of states and territorial and local retirement systems.\nSince the inauguration of the present retirement system over six hundred\nthousand enrolments have occurred. Over three hundred thousand persons\nare now active members of these systems.\nThe high turnover among active teachers, and the large percent who never\napply for membership must profoundly affect the administration of the sys¬\ntem and the attitude of teachers toward participation in retirement systems.\nThe average age at retirement varies considerably, members retiring for\nage or service from as early as before sixty to as late as after eighty; for\ndisability average age ranging from thirty-two to sixty.\nIn general, allowances for age or service do not exceed $1000 for state\nsystems or $800 for local systems. Allowances for disability do not exceed\n$800. In no system is the average allowance jnore than one-half of the active\nsalary; for disability, approximately one-third.\nDuring the last fiscal year state and local systems have had a combined\nincome of seventy-six million dollars. Disbursements\nfour million for one year.\n\ntotaled about twenty-\n\nStates are responsible for investing large sums of money. Twelve\n\nstates\n\ninvested fifty-four million dollars during the fiscal year. Thirteen local sys¬\ntems invested twenty-four million. Practically no losses thru investments\nhave been reported.\n\nI he material presented in this report emphasizes the fact that teacher\nretirement legislation is still in an early age of development. The final result\nof many of its legal provisions and administrative regulations cannot be\ndetermined until many years later.\n\n"}
{"page": 212, "printed_page": null, "text": "208\n\nNational\n\nREPORT\n\nOF\n\nTHE\n\nEducation\n\nCOMMITTEE\n\nAssociation\n\nON\n\nSOCIAL-ECONOMIC\n\nOBJECTIVES\nFRED\n\nJ. KELLY,\n\nCHIEF,\n\nU. S. OFFICE\n\nMr.\n\nGeorge\n\nDIVISION\n\nOF\n\nOF EDUCATION,\n\nS. Counts\n\nCOLLEGES\n\nAND\n\nWASHINGTON,\n\nPROFESSIONAL\n\nSCHOOLS,\n\nD. C., Chairman\n\nfor one of the recently published John\n\nDay\n\npamphlets uses the following title: “Dare the Schools Build a New Social\nOrder?” He makes perfectly clear that up to date the school has assumed\nlittle or no responsibility for determining either the direction or the\nrapidity of social progress. By implication, if not by direct statement, the\nills which now so beset us he lays at the door of education. What shall be the\nanswer? Dare the school build a new social order? If so, how?\n\nOne thing is clear to begin with. A new\n\nor radically changed social order\n\nis coming. Political revolutions in a score of countries; the weakening\n\ninflu¬\n\nence of historic institutions such as home and church ; the worldwide spread\nof education among the common people; the renunciation of war as a method\nof settling international differences ; and the spectre of want in the midst of\nplenty — these doom the present social order. The question is, “What agen¬\ncies shall take the lead in creating the new social order?”\nIn America even more than in other countries, the people have come to\nsuppose that education holds the key to social advance. Certain social and\neconomic conceptions dominate the ideals of America and have done so from\nits founding. Americans then look to the public schools to build a society in\nwhich these conceptions are dominant in the life of the people. The people\nare just beginning to recognize that education has not functioned very suc¬\ncessfully to this end. They see glaring evidences of educational failure. We\ngive lip service to equality of opportunity but we use wealth in our own\nindividual interests with little regard to the welfare of the mass of people.\nIn theory we recognize our obligations to posterity, but we go forward with\nthe rapid exhaustion of our natural resources of soil, forests, and minerals.\nIn short, our people, grown up in the public schools, still violate in their in¬\ndividual and collective lives most all the ideals for which America is sup¬\nposed to stand. Partly, at least, because of those violations we are paying the\npresent price in human suffering in America and thruout the world. We\nare experiencing the most ominous social collapse of a century. Will the\npeople continue to pin their faith to the public schools and colleges? Can we\nmeasure up to their hopes?\nThe N. E. A., at its meeting last year in Los Angeles, created a Committee\non Social-Economic Goals of America. Its duties were twofold: first, to\n\npropose to the Association desirable social-economic goals of America; and\nsecond, to indicate the material and methods which the schools of the nation should use to attain these goals. This committee represents the Asso¬\nciation’s attempt to take hold of this fundamental issue. 1 was honored by\nappointment to the chairmanship of this committee. It was my belief at the\n\n"}
{"page": 213, "printed_page": null, "text": "Reports\n\ntime of appointment\n\nCommittees\n\n209\n\nthat the work of the committee\n\nwas the most far-reach¬\n\nof\n\ning thing which the educational forces of America could possibly undertake.\nMy further study of the problem thruout this year leads me still more\nfirmly to that conviction.\n\nIf the N. E. A. is to assume the leadership and point the way to a new\nsocial order it must realize that in this movement it is shouldering a new re¬\nsponsibility. It is saying to the world, “Up to date teachers have been content\nthat the great questions of human welfare should be settled by others. Here¬\nafter educators are to assume some responsibility for revealing and reshaping\nthe great goals of American life. They will also set up the machinery to dis¬\ncover the social-economic policies and practises necessary to achieve these\ngoals. They are to assume responsibility further for developing a generation\nof people possessed of an intelligent understanding of, and an active opinion\nin support of, these goals, policies, and practises.” The N. E. A. is saying,\nand I hope saying more or less militantly, that a social order can be built in\nwhich a social collapse such as the present one will be impossible. They are\nsaying further that the educators of America propose to assume major re¬\nsponsibility for building such a social order.\nWhile it has been impossible this year to have the committee of which I\nam chairman, function in any effective fashion because the funds which were\nmade available for its use could not be expended to bring the committee to¬\ngether, I am hoping that the officers of the N. E. A. will see fit to make pos¬\nsible active work next year. The task of setting up a charter of America’s\nsocial-economic goals and of examining the materials and methods of educa¬\ntion best designed to achieve these goals is urgent. Whether the present per¬\nsonnel of the committee is named again is immaterial, but that the N. E. A.\nshould prosecute actively the job which it set for itself a year ago is in my\njudgment imperative. The next generation dare not be vascillating and con¬\nfused as this generation is in the presence of the problems confronting society.\nThey must have opinions, and know why they have opinions, on such ques¬\ntions as immigration, race relations, housing, standard of living, marriage\nand divorce, capitalism, labor, unemployment insurance, the stock market,\nlaw enforcement, and the like. The responsibility for what those opinions\nshall be rests upon education. The schools, colleges, and adult education\nagencies can predetermine these opinions and the present social collapse indi¬\ncates clearly the crucial importance of their so doing.\nIf the N. E. A. desires to extend the time of the Committee on SocialEconomic\n\nGoals, provision should be made\n\nfor closest cooperation with\n\nother groups working upon related problems. Chief among these is the Com¬\nmission on the Investigation of the Social Studies in the Schools, working\nunder the auspices of the American Historical Society. This commission has\na problem similar in many respects to the one assigned to the present com¬\nmittee of the N. E. A. It is composed of competent persons, both educa¬\ntors and representatives of the social sciences, and has been at work for nearly\nthree years. It will conclude its studies at the end of 1933 and plans to pub-\n\n"}
{"page": 214, "printed_page": null, "text": "210\n\nNational\n\nEducation\n\nAssociation\n\nlish its findings in a series of fourteen monographs.\n\nThe first of these mono¬\n\ngraphs, called “A Charter for the Social Sciences in the Schools,” by Charles\nA. Beard, is already in print.\n\nThe President’s Committee on Social Trends, which is now completing\nits work, is engaged also in studies that will have a definite bearing upon the\nproblem of the N. E. A. committee. Its findings will be exceedingly helpful\nbut will, of course, not be reported in such a way as to be immediately useful\nto the schools. Other studies, such as the Wickersham Commission on the\nCause and Prevention of Crime, the White House Conference on Child\nHealth and Protection, as well as studies which are stimulated by groups\nsuch as the Social Science Research Council, provide materials from which\nscholars in the field of the social sciences can set forth the fundamental social\neconomic goals, policies, and practises with much\n\nmore assurance than could\n\nhave been done at any earlier period. These investigations make it unneces¬\nsary for the N. E. A. committee to conduct original studies to derive the\nfacts which bear on the question. However, with all this rich fund of mate¬\nrial it is still necessary to provide the machinery for its careful interpreta¬\ntion and its organization into such form as will be serviceable to the teachers\nin the schools. To do this require: first, that a group of social economic lead¬\ners shall meet from time to time to re-examine the evidences, and restate the\nsocial-economic goals for the achievement of which our schools should\nstrive; and second, that investigations of educational practises shall be con¬\nstantly carried on to determine how these goals may be best achieved thru\nthe agencies of education. No committee of the N. E. A. can do this work\nitself. The best it can do will be to serve as the medium thru which the\nN. E. A. will enlist the aid of the best scholars in the field of the social\nsciences in determining what is best to teach, and enlist the cooperation of\nthe most forward-looking superintendents, principals, and teachers to de¬\ntermine how best to teach it.\nThis is, in brief, my conception of the committee’s function. If such a\nfunction is approved it will mean a continuing service from year to year in\nhelping the organized education of the country to assume better its most\nimportant responsibility.\nREPORT\nOF THE\nCOMMITTEE\nTO COOPERATE\nWITH\nTHE\nNATIONAL\nASSOCIATION\nOF TEACHERS\nIN COLORED\nSCHOOLS\nN.\n\nC.\n\nNEWBOLD,\nMENT\n\nSTATE\nOF\n\nDIRECTOR\n\neducation,\n\nAt the meeting of the National\n\nOF\n\nNEGRO\n\nRALEIGH,\n\nEducation\n\nEDUCATION,\nN.\n\nSTATE\n\nDEPART¬\n\nC., Chairman\n\nAssociation in Minneapolis,\n\nJuly, 1928, both the Board of Directors and the Representative Assembly\napproved resolutions presented by this committee. Section 4 of these resolu¬\ntions reads as follows :\n\n"}
{"page": 215, "printed_page": null, "text": "Reports\n\nThat\n\nof\n\nthe N. E. A. give its sympathetic\n\nCommittees\n\n211\n\ninterest and encouragement\n\nto the prepa¬\n\nration of a motion picture which will describe on a factual basis the “History of\nNegroes in America,” their struggles, their accomplishments in education, litera¬\nture, art, music, their accumulation of wealth, their contributions to America in\nindustry, agriculture, and in the arts and sciences, and in peace and war.\n\nThis proposal has been discussed by our committee\nthen, and repeated efforts have been made to get results.\n\nmany\n\ntimes since\n\nAt a meeting of the committee in Washington February 22, 1932, a fur¬\nther step was taken in this matter and the following resolution passed :\n“That\n\na subcommittee\n\nbe appointed to make a careful study of possibilities\ninvolved in the proposed motion picture on the ‘History of Negroes in\nAmerica’.” This time the committee included in the scope of the work of\nits subcommittee this additional task: “To secure the rewriting of textbooks\non American History to include facts about Negroes.”\nThe subcommittee appointed to perform these services includes: Mr. S.\nL. Smith, southern director for the Rosenwald Fund, chairman; Mr. W.\nT. B. Williams, dean of Tuskegee Institute; and Mr. Arthur D. Wright,\npresident of the Boards of Trustees of the Jeanes and Slater Funds.\nThe subcommittee appointed at Washington on February 22, 1932, to\nstudy carefully ( 1 ) the possibilities involved in the motion picture on the\n\n“History of Negroes in America,” and (2) the inclusion in textbooks of\nAmerican history of notable facts about Negroes who have played a part\nin the nation’s history, is making the following brief report of progress:\n1. Thru the good offices of Mr. Will Hays, president of the Motion Picture Pro¬\nducers and Distributors of America, we have gotten in touch with at least two\nlarge producers, and have had considerable correspondence with one of the leading\nproducers and distributors who is offering valuable suggestions and seems willing\nto undertake the making of a picture — episodical — in five or six reels, which would\nbe so planned as to appeal to the theater-goers of America, due to its informative\nnature, plus the abundance of worthwhile entertainment which could be interwoven\ninto the story. As the success of a picture on this enormous scale depends mainly\nupon the name of the star or stars, as well as the title, the committee is now giving\ncareful consideration to this part of the program. When this is planned, it would\nthen be necessary to have a scenario prepared by a skilled technician in this field,\nwith the cooperation of all groups interested in Negro life and education. The\ncommittee has also had much encouragement from Mr. W. E. B. Du Bois, a noted\njournalist, and Miss Mary Beattie Brady of the Harmon Foundation. They have\ngiven much thought to this subject, and each expresses a willingness to cooperate with\nthe committee.\n2. The committee has discussed the problem of having historians include notable\nachievements of Negroes and the race in textbooks of history on the same basis as\nachievements of other races are recorded, with a number of groups interested in\nNegro history and life, including Mr. Carter Woodson, director and editor of\nthe Journal of Negro History, Mr. Charles Johnson, director of Social Science\nat Fisk University, Mr. Ulrich Phillips of Yale University, and others. Much\nstudy is now being made by various groups and individuals to provide means of\nfurnishing supplementary reading in Negro life, not only for Negro schools, but\nfor white schools and colleges. These groups seem willing to cooperate with this\ncommittee in efforts to see what can be done toward having the American historians\ninclude in all textbooks of history for the elementary, the high school, and the\n\n"}
{"page": 216, "printed_page": null, "text": "212\n\nNational\n\nEducation\n\nAssociation\n\ncollege, such notable achievements (if any) by Negroes as are worthy to go into\nhistory. Members of the committee have discussed this problem also with school\nofficials who seem willing to cooperate in any way they can to carry thru the plans\nof the committee.\nThe committee has had two brief meetings since February to discuss the problems\ninvolved, with all three present, and while each member feels that the tasks to be\nperformed involve difficulties, they are in agreement that with continued thoughtful\nefforts on the part of this committee, with the full cooperation of the National\nEducation Association and the National Association of Teachers in Colored Schools,\nas well as other groups interested in Negro education and life, something can and\nwill be accomplished which will help in the solution of these problems.\n\nOther undertakings of our N. E. A. committee\n1. A subcommittee\n\nare:\n\nheaded by Mr. Leo M. Favrot, General Field Agent\n\nof the General Education Board, is cooperating with the officers of the Na¬\ntional Association of Teachers in Colored Schools wherever desired in setting\nup worthwhile and workable programs and objectives for that organization.\nThe N. E. A. can be of tremendous service to the Colored Association by\nholding out to it a strong and friendly helping hand.\n2. A subcommittee was appointed “to find out what contributions the\nwhite colleges of the south are making toward a study of problems of\nNegroes.”\nA partial report of this subcommittee was given at Los Angeles last July.\nSince then the study has been completed and published in the proceedings of\na conference on “Education and Racial Adjustment” held at George Peabody\nCollege, Nashville, late in July, 1931. Copies of this study, which shows that\nmore than one hundred white colleges in the south are studying the problems\nof the Negro race, may be had upon request to the Commission on Interracial\nCooperation in Atlanta, or to Peabody College, Nashville.\n3. That efforts be made to locate studies, particularly graduate studies,\nthat have been made or that are now in progress on any phase of Negro\neducation and health, and that these studies be examined (by a subcom¬\nmittee) to determine if such studies are of sufficient importance to justify\ntheir publication by the United States Office of Education (or some other\nagency) for distribution thruout the country.\n4. By direction of our full committee, a subcommittee has been appointed\n“to study the question of discrimination in the use of federal funds for edu¬\ncational purposes.” This subcommittee is composed of Mr. Leo M. Favrot,\nMiss Mabel Carney, and Mr. W. W. Sanders. The committee has devoted\nconsiderable time and work to this study but cannot report at this time.\n\nREPORT\nJOSEPH\n\nH.\n\nOF\n\nTHE\n\nSAUNDERS,\n\nCOMMITTEE\n\nON\n\nRESOLUTIONS\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nNEWS,\n\nNEWPORT\n\nVA., Chairman\n\non Resolutions, which was appointed at the meeting held\nlast year at Los Angeles, had a very definite feeling that inasmuch as in the\npast several years there had grown up a custom in our Association in connec¬\ntion with resolutions whereby we repeated every year all of the philosophy\nThe Committee\n\n"}
{"page": 217, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n213\n\nof this great organization concerning a system of public schools, it would be\nwise to incorporate these annual repronouncements of the platform. Be¬\ncause of the length of these resolutions that we have been sending out for\nseveral years they do not gain the attention either of the public or of the\nfield of teaching or of the people outside of the field of teaching. The com¬\nmittee thought it would be helpful to have a permanent platform to which\nreference could be made annually. Each year changes could be made as the\nbody saw fit, and a few new pertinent resolutions could be offered. We felt\nthat this would be a more effective plan. Therefore, immediately upon the\nadjournment of the Los Angeles convention I asked Secretary Crabtree\nand the research staff at headquarters to make a study of all the resolu¬\ntions that had been passed by this Association in the past 75 years of its\nexistence. That material was carefully collaborated and sent out to the\nmembers of the Resolutions Committee ; then the resolutions adopted at Los\nAngeles were sent to 300 prominent people in education thruout the United\nStates. Fifty of these were college professors, fifty were school principals,\nfifty were state superintendents or territory superintendents, fifty were city\nsuperintendents, and fifty were classroom teachers. These were selected from\nevery state in the Union, in order to secure a cross-section of American educa¬\ntional opinion. When their replies came back, they were tabulated in the\nResearch Division by Frank W. Hubbard, who has done an outstanding\npiece of work on this year’s resolutions, and at the February meeting of\nthe Department of Superintendence, the Resolutions Committee met and\nconsidered that report. The report was revised again, sent out for criticism\nand again returned. So that several hundred papers have passed back from\nWashington between the chairman of the committee and the members of\nthe Resolutions Committee thruout the year. Last Friday, Saturday, and\nSunday the Resolutions Committee sat continuously to revise and reword this\nplatform. As a result the resolutions offered are in two sections, first, a plat¬\nform, which we hope to be a somewhat permanent pronouncement of the\nNational Education Association; and second, a set of resolutions that are on\ncurrent matters for this year.\nPlatform\nThe National Education Association believes that education is of major\nconcern to the American people. The influences exerted upon the passing\nprocession of youth, which makes its way from infancy to responsible citi¬\nzenship by the pathway of the schools, should effectively promote the ideals\nof democracy. Looking to the future of our country the Association calls\nupon laymen and teachers to examine\nments of educational policy:\n\nand to support the following state¬\n\nPart I. The Child\nThe\n\nNational Education\n\nAssociation believes that American\n\nfathers and\n\nmothers desire to lift their children to higher opportunities than they have\nthemselves enjoyed. This zeal for the happiness of the next generation,\n\n"}
{"page": 218, "printed_page": null, "text": "214\n\nNational\n\nEducation\n\nAssociation\n\nkindled in our country by its first pioneers, has been passed on undimmed\nfrom one generation to the next. As a people we are convinced that human\nprogress marches only when children excel their parents.\nOpportunity — Every child, regardless of race, creed, social position, resi¬\n\ndence, or physical condition, should have the opportunity for the fullest\ndevelopment of his individual powers thru education.\nCharacter — Character\n\nis the major outcome\n\nof education. All activities of\n\nthe school should contribute to the habits and attitudes which manifest them¬\nselves thru integrity in private life, law observance, and intelligent participa¬\ntion in civic affairs.\nschool program\n\nHealth — The\n\nplement the efforts of the home\nliving.\nInitiative — Children\n\nthink. Education\n\nfor physical and mental\n\nhealth should sup¬\n\nto establish habits of clean and wholesome\n\nshould be taught how\n\nto think more\n\nthan what\n\nto\n\nshould prepare the rising generation to meet the social\n\nand economic problems of an ever-changing world.\nLabor — No\n\nchild should\n\nengage\n\nin premature\n\nor excessive employment\n\nthat deprives him of the benefits of comradeship, of play, and of education.\nPart II. The\n\nThe\n\nNational\n\nTeacher\n\nEducation\n\nAssociation believes that progress in education\ndepends largely upon the preparation and character of the individual teacher.\nNo nation can afford to entrust its children to incompetent teachers.\nregardless of position or title,\n\nin the profession — Teachers,\n\nDemocracy\n\nare workers in a common cause. Efforts to capitalize the talents of all teach¬\ners thru curriculum committees and other shared responsibilities should be\nencouraged and extended.\nEthics — As individuals and as groups, teachers should\n\nobserve the prin¬\n\nciples of conduct set forth in the code of ethics adopted by the Association.\nImprovement\n\nin service — Every\n\nteacher should\n\nsional problems — seeking in every way to know\ncational practises.\nAssociations — Membership\n\nbe a student\n\nand to advance better edu¬\n\nassociations should\n\nin educational\n\nof profes¬\n\nbe encour¬\n\naged, for thru such agencies group effort may be brought to bear upon pro¬\nfessional and social problems.\nPart\n\nIII. Local\n\nSchool\n\nSystems\n\nNational Education Association believes that the continuous mainte¬\nnance of efficient local school systems is of fundamental importance. Con¬\nditions in every school must be such that children and teachers may work\ntogether with the maximum of effectiveness.\nThe\n\nFinancial\n\nsupport — A\n\nmodern\n\nprogram\n\nof education\n\nrequires generous\n\nsupport from public revenues. Local districts should add to state and na¬\ntional sources of income the funds necessary to provide a complete program\nof education.\n\n"}
{"page": 219, "printed_page": null, "text": "Reports\n\nUnit of administration — To\n\nof\n\n215\n\nCommittees\n\nthe end that classroom\n\ninstruction may\n\nbe *\n\nmost effective, the local unit of school control should be large enough to\njustify the employment of men and women with special training in educa¬\ntional leadership, administration, and supervision of instruction. Outside the\nurban areas this unit should be large enough to provide an educational pro¬\ngram commensurate with rural needs.\nDistinction\n\nof functions — There\n\nshould be general recognition of the dis¬\n\ntinction between the lay control of public education and the professional\nadministration of schools. Lay boards should not nullify expert services by\nunnecessary interference with the professional activities of their employees.\nSchool\n\nbudgets — School budgets should be prepared\n\nby the school super¬\n\nintendent and his staff and presented to the board of education for considera¬\ntion. There should be no retrenchment in school budgets without due con¬\nsideration both of the immediate and the ultimate consequences. Where\ngenuine economies seem advisable they should be made with the advice of\nthe professional staff. Education should be one of the last governmental\nfunctions to be restricted or curtailed.\nBasis of selection and promotion — All teachers should be selected and pro¬\n\nmoted on the basis of their professional qualifications and attainments.\nSchoolboards — Local and state boards\n\nof education\n\nshould be chosen on\n\na nonpartisan basis, selected at large from the area which the board is to\nserve, and granted terms of office of such length and arrangement as to make\nit impossible to choose a majority of the board at any one time.\nCurriculums — The\n\neducational\n\nprogram\n\nshould\n\ntake into account\n\nthe\n\ninterests, needs, and abilities of individuals. It should prepare pupils for cul¬\ntural, vocational, recreational, and civic responsibilities.\nEducational\n\ninterpretation — The\n\neducational\n\nprogram\n\ntoday needs\n\nthe\n\nactive support of all citizens and organized community agencies. Educators\nshould make a practise of keeping the aims, practises, and achievements of\nthe schools constantly before the public.\nPart IV. The\n\nThe\n\nNational\n\nEducation\n\nState and Education\n\nAssociation believes that the control and the\n\norganization of education are state functions. Upon\n\nthe state falls the major\n\nresponsibilities of organizing a system of schools, preparing the teachers, pro¬\nviding adequate financial support, and maintaining the necessary educational\nstandards. The quality of future citizenship depends largely upon the effec¬\ntiveness of the state in discharging these functions.\nState school system — Each\n\nstate should provide and support from public\n\nfunds a system of free schools beginning with the kindergarten and extend¬\ning thru the university.\nAdult\n\neducation — Opportunities\n\nshould\n\nbe provided\n\nfor adults in every\n\nstate to enrich the cultural aspects of life, to prepare for parenthood, to de¬\nvelop personal talent, to improve or to re-educate vocational abilities, to\nremedy deficiencies in education, and to learn the responsibilities of social life.\n\n"}
{"page": 220, "printed_page": null, "text": "216\n\nNational\n\nRural education — Children\n\nEducation\n\nAssociation\n\nin rural communities\n\nshould be provided with\n\nan education as generously supported as that given to urban children. State\nand national school authorities are urged to study curriculum needs and\npossible administrative reorganizations, particularly of rural education.\nSpecial education — Gifted, exceptional, and handicapped\n\nchildren should\n\nreceive instruction, guidance, and special care in accordance with their re¬\nspective needs. Surveys by local, state, and national authorities are needed to\nprovide the basis for an adequate educational program for these children.\nGuidance — Provision should be made\n\nfor systematic programs\n\nof guidance\n\nand counseling in state school systems. The programs should be balanced so\nas to include the educational, the social, and the vocational problems of the\nindividual student. Competent persons, prepared in the field of counseling,\nshould be employed whenever possible.\nVocational\n\neducation — Every state should provide a complete program\n\nof\n\nvocational education for youths and adults. Classes should be organized and\nmaintained as integral parts of local school systems. Partime and evening\nclasses should be provided wherever necessary.\nTeacher\n\npreparation — Upon\n\nthe preparation, the character, the selection,\n\nand the placement of the teacher depends in large measure the ultimate\nsuccess of education. It is important that the preparation of teachers should\n\nbe adequate, rich in professional and subjectmatter content, and adapted to\nthe demands of actual service.\nCertification standards — Professional\n\nand academic\n\nrequirements\n\nfor be¬\n\nginning teachers should be increased and enriched in many states. The mini¬\nmum standard recommended by the Association is four years of preparation\nbeyond the high school.\nTenure\n\nof service — Teachers\n\nshould\n\nhold their positions during\n\ncom¬\n\npetence and good behavior. There should be legislation to protect teachers\nfrom discharge for political, religious, personal, or other unjust reason, but\nthe laws should not prevent the dismissal of teachers for incompetence, im¬\nmorality, or unprofessional conduct.\nRetirement\n\nsystems — To\n\npromote\n\nefficiency in public education\n\nevery\n\nstate should adopt a sound plan for the retirement of aged and disabled\nteachers.\nSchool finance — Adequate\n\nsupport of a modern\n\nsystem of schools requires\n\na system of taxation which conforms to the best theory and practise. Con¬\ntinued research should be made to find and to disseminate facts about the\nbest sources for local and state governmental\n\nrevenues. Such\n\nunbiased\n\nstudies of public finance should be followed immediately by legislation which\nwill provide adequate support for education. The units of taxation and the\ndistribution of public funds should insure a reasonable minimum education\nfor every child.\nState departments\n\nof education — It is an obligation of each state to pro¬\n\nvide a state department\n\nof education equipped to certify as to the adequacy\n\n"}
{"page": 221, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n217\n\nof local programs of education in meeting state standards. This state depart¬\nment should, thru experimentation and thru personal leadership, stimulate\nlocal communities to provide increasingly more adequate programs of edu¬\ncation, to the end that the state minimum program may from time to time\nbe advanced.\nState education\n\nassociations — The\n\nsplendid growth\n\nand development\n\nof\n\nstate associations for teachers is hailed as evidence of an alert profession.\nUnder wise leadership these groups can be sources of strength to the educa¬\ntional programs of the states.\nPart V. National\n\nThe\n\nNational Education\n\nRelations\n\nin Education\n\nAssociation believes that there are functions in\n\nthe education of children which only the national government\n\ncan discharge.\n\nGeneral recognition should be given to the federal government’s obligations\nto unite, to guide, to stimulate, and to support education in the interest of a\nhigh type of national citizenship.\nFederal\n\naid — Funds\n\nshould\n\nbe provided\n\nby the federal government\n\nto\n\nassist the states in making an adequate education available to every child\nand adult. Special funds should be available to prevent the interruption of\neducation in areas devastated by floods or other widespread disasters. The\nseveral states should use these funds for the foregoing purposes without fed¬\neral dictation.\nEducation\n\nby radio — Legislation should be enacted which\n\nwill safeguard,\n\nfor the uses of education, a reasonable share of the radio broadcasting chan¬\nnels of the United States. State and national school officials should develop\nthe technics for using the radio effectively in education.\nQualifications for naturalization — The\n\nminimum\n\nrequirement\n\nfor natural¬\n\nization should include the ability to read and to write the English language\nunderstanding^, a general knowledge of American local, state, and national\ngovernment, the desire to exercise the right of suffrage, and evidence of men¬\ntal and economic competency. Provision should be made to receive all persons\ninto citizenship with suitable ceremony.\nDepartment\n\nof education — The\n\nfederal government\n\nshould promote\n\nedu¬\n\ncation in the states by the dissemination of authentic information on prob¬\nlems of general educational concern. The Association believes that this\nservice can be rendered best by a department of education with a secretary\nin the President’s Cabinet.\nOffice of Education — The\n\nresearch activities and informational\n\nservices\n\nof the Office of Education deserve the sympathetic interest of all teachers.\nUntil Congress establishes a department, the funds of the Office of Educa¬\ntion should be augmented to the end that its efforts may be increasingly\neffective.\nParent movements — National\n\nmovements\n\namong\n\nparents to safeguard the\n\nwelfare of children and to bring the school and the home in closer coopera¬\ntion should enlist the enthusiastic support of teachers.\n\n"}
{"page": 222, "printed_page": null, "text": "National\n\n218\n\nIlliteracy — The\n\nnumber\n\nEducation\n\nof persons\n\nAssociation\n\nwho\n\nare illiterate, or who\n\nuse the\n\nfundamental skills with great uncertainty, presents an insistent challenge to\nlaymen and teachers alike. Illiteracy defeats the purposes and practises of\ndemocracy, and hinders the development of world understanding. The Asso¬\nciation commends local, state, and national efforts to eradicate this menace\nto national progress.\nPart VI. International\n\nRelations\n\nin Education\n\nThe National Education Association believes that improvement in com¬\nmunication, international business relations, and social intercourse have estab¬\nlished many common international interests. In view of these actualities, edu¬\ncation should prepare children and adults for cooperative living in a com¬\nmunity of nations.\nInternational\n\nexchange — Provision\n\nshould\n\nbe made\n\nfor the exchange\n\nof\n\nstudents, professors, and educational publications. State school legislation\nshould make such international exchanges possible and effective.\nCurriculums — A modern\n\nprogram\n\nof education\n\nshould include the study\n\nof the history, the interests, and the problems of other nations. This study\nshould include such instruments of world understanding as the organizations\nfor international cooperation, the courts for arbitration, and the treaties of\npeace.\nW orld education\n\nassociations — Local, state, and national associations of\n\nteachers should be linked internationally for the systematic exchange of pro¬\nfessional knowledge, visits, and conferences.\n\nResolutions\nEconomy\n\nand\n\neducation — The\n\nNational\n\nEducation\n\nAssociation\n\nfavors\n\nstrict economy in the administration of public schools, but it is unalterably\nopposed to any retrenchment which injures the children of America either by\nlowering present educational standards, destroying the morale or effective¬\nness of teachers, or eliminating school subjects and activities contributing to\nthe health, culture, or vocational training of our citizens.\nThe Association condemns particularly the following practises:\n1. Increasing the size of classes beyond the point of efficiency. This pro¬\ncedure works a permanent injury to children because sufficient attention\ncannot be given to individuals.\n2. Shortening the school term. Not only does this practise lessen the edu¬\ncational opportunities of children, but it tends to increase juvenile delin¬\nquency because of the prolonged and unsupervised vacation periods.\n3. Reducing the salaries of teachers. Either direct cuts or the substitution\nof cheap teachers for those who are competent, experienced, and reasonably\npaid is a blow at school morale and child welfare.\n4. Eliminating health, recreational, vocational, and cultural services and\nactivities. This destruction of the essentials of modern education means re-\n\n"}
{"page": 223, "printed_page": null, "text": "Reports\n\nof\n\n219\n\nCommittees\n\nturning to a narrow, lockstep, uninspired, and inefficient program\ntion.\n\nof educa¬\n\nEducation is the right of childhood, the main guarantee of individual hap¬\npiness and economic competence, the best insurance of national integrity and\nsafety, and the best preventive of social disintegration. Nevertheless, thou¬\nsands of schools have already been seriously injured by unwise, and oftimes\nunnecessary, curtailments and many school systems are now being threatened\nwith financial starvation. The National Education Association owes it as a\nduty to the nation to enter a solemn protest against unwise or destructive re¬\ntrenchment in education.\nThe\n\neconomic\n\ncrisis — In the present economic\n\ncrisis, the immediate\n\nneed\n\nof the nation is a restoration of employment and production. Private enter¬\nprise alone is unequal to the task. Collective action on a large scale is im¬\nperative. We believe that this means action by the federal government.\nSufficient funds should be made available by the federal government for the\nresumption of public projects, federal, state, and local, which have been\nplanned and approved, but which have been discontinued solely for lack of\nfunds. Of all the public works which are listed in the relief bills now under\nconsideration, there are none so necessary as public schools. Economy which\nwastes our resources, material and human, as these resources are being\nwasted today, is false economy.\nIn addition to the projects now favorably considered by a majority of both\nhouses of Congress, the federal government, thru the Reconstruction Finance\nCorporation, should make available to the several states sufficient funds to\nsafeguard public education against retrenchment. Congress should not over¬\nlook the fact that our public schools are self-liquidating enterprises, not in\nthe sense that toll bridges are self-liquidating, but in a sense more vital. Par¬\nticularly in the present crisis, retrenchment in education is dangerous, for\neducation is the chief bulwark of the nation against the destructive forces of\nextreme radicalism.\nLaw\n\nobservance — Crime\n\nconditions\n\nand attitudes of lawlessness\n\nin our\n\nnation today threaten life, liberty, and the pursuit of happiness. In many\ncommunities individuals and groups flaunt properly constituted authority\nand endanger the effectiveness of the judicial system. The National Educa¬\ntion Association commends efforts to prevent crime, indorses the impartial\nenforcement of all laws, including the Eighteenth Amendment, and urges\nteachers in the present emergency to stress particularly the obligations of\ngood citizenship.\nChild health and protection — The\n\nNational\n\nEducation\n\nAssociation\n\nmends the careful studies and thoughtful deliberations of the White\n\ncom¬\n\nHouse\n\nConference on Child Health and Protection. The detailed reports of sub¬\ncommittees present facts and conditions which demand the united action of\nteachers, parents, and others who are concerned with the national welfare.\nThe conclusions and recommendations of the conference should be studied\nand utilized by teachers to meet the educational problems of childhood.\n\n"}
{"page": 224, "printed_page": null, "text": "220\n\nNational\n\nNational\n\nAdvisory\n\nEducation\n\nCommittee\n\nAssociation\n\non Education — The\n\nreport of the National\n\nAdvisory Committee on Education is a state paper of first importance.\nThe\nNational Education Association recommends the report for carefu\nl study by\nboth laymen and educators.\nAn expression of appreciation — The\n\nteachers and laymen of Atlantic City\n\nand of the state of New Jersey, by their thoughtfulness and hospitality, have\nmade this 1932 convention one to be long remembered. The National Edu¬\ncation Association expresses its gratitude to all who have made this meeting\na notable contribution to the progress of American education.\n\n"}
{"page": 225, "printed_page": null, "text": "National Council of Education\n\n"}
{"page": 226, "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 1932-33 are: President W. C. Bagley, Professor\nof Education, Teachers College, Columbia Univer¬\nsity, New York, N. Y. ; 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\nmit¬\nEducation, Washington, D. C. ; Executive Com\ntee: Anna Laura Force, Principal, Lake Junior High\nSchool, Denver, Colo. (Term expires 1933) ; Minnie\nJ. Nielson, Valley City, N. D. (Term expires 1934) ;\nDavid A. Ward, Superintendent of Schools, Chester,\nPa. (Term expires 1935) . Facts relating to the estab¬\nlishment of this Department and the record of meet¬\nings are found in earlier Proceedings as follows :\n1880:\n90- 94\n1882:\n77- 87\n1884: Pt. 3:1-67\n1885: 405-551\n1886: 261-331\n1887: 257-328\n1888: 253-321\n1889 :\n147-440\n1890: 289-364\n1891: 275-378\n\n1892:745-806\n1893 :925\n1894:593-678\n1895:430-509\n1896:393-470\n1897:317-583\n1898 :489-588\n1899 :380-529\n1900 :297-364\n1901 :349-499\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[ 222 ]\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\n1922:349-574\n1923:425-551\n1924:350-428\n1925 :266-336\n1926 :280-327\n1927 :247-292\n1928 :221-262\n1929 :229-276\n1930 :200-245\n1931:275-311\n\n"}
{"page": 227, "printed_page": null, "text": "EDUCATIONAL\nJ. W.\n\nCRABTREE,\n\nPROGRESS\n\nSECRETARY, NATIONAL\nEDUCATION\nWASHINGTON,\nD. C.\n\nASSOCIATION,\n\nEducation is one of the most stable products of our American civilization.\nIt has its foundations deep down in public sentiment. It is a sacred principle\nin the social fabric. It is in itself the foundation for progress,\nprosperity, and\ncivilization. In it is the hope for improvement in citizenship and the\nguar¬\nantee for a richer American life. Yet just as society has its ups and downs,\neducation must have its fluctuations. The breakdown in finance and industry\nhas weakened the support of education and hence it has temporarily lost\nground.\nThis is the first year in a quarter of a century when the onward develop¬\nment of our American system of education has been seriously interrupted.\nIt has been a year of salary reductions, a year of increasing the teacher load\nand a year of cutting down on school activities. The school year has been\nshortened in many areas. In some places schools were operated as public\nschools during the first half of the year and as private tuition schools during\nthe second half of the year. In a few places the schools did not open in\n1931-32. The question arises as to whether there is any progress in education\nto report for the year 1932.\nIn one sense the facts gathered by the National Education Association\npresent a dark picture. They do show discouraging losses but they do not\nshow a breakdown. They do not show anything like the breakdown that is\nshown in finance and industry. There is no such despondency among teachers\nas among leaders in other lines. The heavier burdens and the heavier weight\nof responsibility have undermined health and have increased the number of\ndeaths reported to N. E. A. headquarters, but they have not destroyed the\noptimism of hope. The spirit goes on unimpaired. It grows stronger.\nThe losses have been offset with what appears to be a positive gain — a gain\nin the morale and faith of the teaching profession. Our correspondence\nplainly shows a growing confidence in the future of American education.\nEvery setback has seemed to direct attention to fundamentals and hence to\nincrease the conviction that education will win. It has become more certain\nthan ever before that our system of education possesses certain elements of\nstrength which will enable it to survive even greater storms than we are\nnow facing. The great achievement of the year, and the greatest in a decade,\nhas therefore been that of strengthening the foundation of hope. It over¬\nshadows all serious losses. It prepares for the constructive work ahead.\n\nThe keynote of recovery from today’s conditions must be careful planning\nin the light of facts and needs. At no point in our whole system is such\nplanning more important than in the schools. The teacher is and must be the\ncentral figure during the present period of readjustment. The organized\nprofession has opportunities such as it never enjoyed before. Educational\nresearch is growing stronger each year. The leadership of the profession was\n\n[ 223 ]\n\n"}
{"page": 228, "printed_page": null, "text": "2 24\n\nNational\n\nEducation\n\nnever better prepared for its task. Teachers\nand working\nmaking\n\npower. The\n\nheadway.\n\nBoards\n\nmovement\n\nAssociation\n\nare steadily growing\n\nto interpret education\n\nof education\n\nin education\n\nto the public is\n\nhave never been more\n\ncompetent\n\nor\n\nloyal. Powerful lay support is available in every community for the support\nof sound educational programs. The recovery from the present economic\nrecession must inevitably be slow and gradual. The schools can help by plac¬\ning their own houses in order, by recognizing the relation between taxation\nand the general economic life of the nation, and by insisting that the money\nwhich\n\nis spent for schools shall be spent with the utmost\n\npoint where\n\nit will accomplish\n\nefficiency at the\n\nthe greatest good.\n\nWe have had already a large measure of success in attaining our American\nideals on the level of education which we call primary or elementary. Our\ngreatest shortcomings in this respect are in secondary education. This will be\nthe battleground of educational reform for the next quarter of a century.\nThis secondary level has been too much influenced by the institutions above.\nThere has been too much of a tendency to copy college procedure. The effi¬\nciency of the high school stands out. The changes that are coming are in the\npoint of view necessary to meet the larger social needs. Our secondary schools\nhave the special responsibility to make the citizens of American civilization\nmore effective in understanding and controling constructively and cooper¬\natively the great social forces which now trouble us.\nEvery genuine system of education is a response to individual and social\n\nneed and aspiration. By studying today’s needs and arousing new and worthy\nambitions and aspirations, teachers can turn the present situation into an\nasset. The mere fact of widespread unemployment in the midst of surplus\nfood and materials suggests that society has now\n\nreached\n\na point where\n\nit\n\nmay give more of its attention to the human, the intellectual, and the spir¬\nitual aspects of life. Under these new conditions, vocational education and\nguidance assumes\ncomes imperative.\nlife is a challenge\nWe are at the\n\na place of increasing importance. Education for leisure be¬\nThe opportunity for an improved home and neighborhood\nto the best the schools have to offer.\nmoment when the public will support educational leaders\n\nin the reconstruction of American education — in a reform which will more\nor less steadily rid us of the narrow academic point of view and substitute\nthe social point of view in its place. The social philosophy of American public\neducation needs to be restated vigorously. It needs to be made clear to the\nrank and file of teachers and to the general public. This is the time to do\nthat. Schools must aim at fully civilizing youth in the American way. They\nmust make themselves the focal center for correlating and coordinating the\nassets of all other educative agencies and institu¬\ntions. They need to achieve a new internal point of view which will help to\nbring a new unity and purpose into our American civilized life. By continuing\nto work at their problems, by strengthening their preparation as teachers,\nand by using their professional organizations to improve the service of the\n\ncultural and educational\n\nschools, teachers will turn present liabilities into assets.\n\n"}
{"page": 229, "printed_page": null, "text": "National\n\nHOW\n\nFRED\n\nEDUCATION\n\nJ. KELLY,\n\nJECTIVES\n\nAMERICA;\n\nN.\n\nAND\n\nCHIEF,\n\nSCHOOLS,\n\nL\n\nbasis of a continuing\n\nThe\n\n225\n\nEducation\n\nE. A. COMMITTEE\n\nSIONAL\n\nU.\n\nof\n\nCAN ASSUME\nITS RESPONSIBILITY\nSOCIAL\nBETTERMENT\n\nCHAIRMAN,\n\nOF\n\nCouncil\n\nS. OFFICE\n\nesprit de corps strong enough\n\nOF\n\nDIVISION\n\nEDUCATION,\n\nON\nOF\n\nFOR\n\nSOCIAL-ECONOMIC\nCOLLEGES\n\nAND\n\nWASHINGTON,\n\nOB¬\n\nPROFES¬\n\nD. C.\n\nnational life is the existence of a national\nto assure a loyalty to the dominant national\n\ngoals — Some particular character or spirit is dominant in the life of every\ndeveloping nation. When such spirit languishes, national decay begins.\nUnless such spirit can be revived, national disintegration follows. That\nmay\n\nspirit\n\ngradually change with passing decades ; but at any given time national\n\nlife, if aggressive and vital, is molded\nIn America there have been from\n\nthemselves\n\nwhich group\n\nunder\n\nin conformity\n\nwith that spirit.\n\nthe beginning\n\ncertain popular ideals\nthe general caption of democracy. At first it\n\nwas a gripping concept. A greater degree of personal liberty and of equality\nbefore the law were worth fighting for. America was the land of opportunity\nfor the oppressed of all nations. Around such a tradition, embodied in the\nDeclaration\n\nof Independence,\n\nand in the Preamble\n\nto the Constitution\n\nof\n\nthe United States, there was in the early decades of this country’s history, a\nfairly united and a decidedly active public opinion in support of those socialeconomic policies which seemed to support the accepted democratic ideals or\ngoals.\nIn a relatively simple society these elemental\n\ngoals of democracy\n\nwere\n\nfairly easily interpreted. “To establish justice,” and “to secure the blessings\nof liberty to ourselves and our posterity,” seemed to call for a fairly clear\ncourse under the conditions of the agrarian life of a century ago. “To pro¬\nmote the general welfare,” among\n\na people who\n\nhad declared that “all men\n\nare created equal,” did not encounter very great difficulties in the days of\nsimple living. But to obtain these same blessings today seems exceedingly\ndifficult. What\n\nenhances\n\nthe liberty of one, limits the liberty of someone\n\nTo treat Mr. A. as equal to Mr.\n\nelse.\nB. may do injustice to both. All such con¬\n\ncepts as justice, liberty, and equality, while fairly easy of interpretation a\nwhile ago, are now the center of a maze of conflicts. We as a people are\nwithout clearly understood national social-economic concepts. We lack\ncompelling\n\nloyalties to common\n\nnational goals. In short, what\n\nwas\n\n“the\n\ngreat American tradition” has lost its potency, and we are experiencing a be¬\nginning of national disintegration.\n\nRecall to what\n\nlengths we go to build up and keep alive the esprit de corps\nof church, lodge, college, and Boy Scouts. Even in these relatively coherent\ngroups we adopt all the clever devices of pageantry, oath, and ritual to touch\nthe emotional life of the members. But in the great incoherent society of\nAmericans we take loyalty for granted. We build up a social order which\nencourages class distinctions socially, which rests upon either individual or\ngroup\n\ncompetition\n\nand\n\nconflict economically,\n\nand which\n\nsubstitutes party\n\n"}
{"page": 230, "printed_page": null, "text": "226\n\nNational\n\nEducation\n\nAssociation\n\nloyalties for loyalties to principle politically, with no apparent realization that\nthese violate in national life all the devices which we regard as essential to\nbuild loyalty in smaller groups. Even our educational system is built essen¬\ntially on individualism. Success in school is a personal thing; the glory is in\nsurpassing others, not in measuring up to one’s own best self. Our worship\nof intelligence has neglected the social impulses which need fostering if we\nare to have group solidarity.\nThe question is, ‘ Is there actually in America the essence of group solidar¬\nity on a national scale?” Are there common goals which can bind us effec¬\ntively and in spirit into a national society, goals to which we as a people can\ngive devotion, goals for which we are willing to struggle as a society, recog¬\nnizing that only as society attains these goals can the separate individuals\nsucceed best in their own “pursuit of happiness?” The answer to this ques¬\ntion will determine our course for the next century. Probably it will deter¬\nmine our national destiny. If we can build up a national esprit de corps suffi¬\nciently compelling in its grip upon us to unite us behind certain great na¬\ntional purposes, we can develop as a society. If we cannot, we must continue\nour present effort at devising ever more and more complicated legalistic con¬\ntrols over individuals and groups who persist in their unsocial desires. Such\nan effort is destined to failure, in my opinion, and a society based upon such\na procedure will disintegrate. That a nation may most nearly achieve its\npurposes; that it may not dissipate its energies in internal conflict and con¬\nfusion ; that its people may most largely satisfy their aspirations, the people\nof a nation must be kept vividly conscious of its dominant spirit. For practical\npurposes, this national spirit must be analyzed into the many social-economic\ngoals which exemplify it. The social and economic policies best designed to\nachieve those goals must be formulated and these stated policies must become\nunderstood and accepted by the people.\nIt must be understood that I do not mean “100 percent Americanism.”\nWith the World War internationalism succeeded nationalism. The ideals,\ngoals, and policies of one nation are of definite concern\ntional ideal will no longer suffice in itself. The\nworldwide in their implications.\n\n2. This\n\nnational esprit de corps , comparable\n\nto all others. A na¬\n\ngoals of a country\n\nwith\n\nmust\n\nbe\n\nthe old tribal mores\n\namong\n\nsimpler societies , can be kept alive and vigorous in this day of com¬\nplex social life only by utilizing agencies of education definitely for that\n\npurpose — In the simple life of the tribe, or of the agrarian period of America,\nthe tribal or national ideals were naturally and easily passed on from one gen¬\neration to the next. Many Indian tribes, however, had very impressive cere¬\nmonies\n\nas a part of the rites by which\n\nsponsibilities of membership\nspirit of the tribal mores\nordinarily complex.\nhave grown\n\nThe\n\nthe youth was\n\nadmitted\n\ninto the re¬\n\nin the tribe. But if the task of keeping alive the\n\nwas\n\nsimple, the corresponding\n\ntask today is extra¬\n\nfew and elemental phases of the simple tribal creed\ninto an intricate web so complicated as to baffle even the wisest\n\n"}
{"page": 231, "printed_page": null, "text": "National\n\nof men,\n\nand yet which\n\nCouncil\n\nof\n\nEducation\n\nexpresses itself in what\n\n2 27\n\nis still the dominant\n\nforce\ncalled public opinion. National goals, policies, and practises,\nif they are to\nbe effective, must win the support of public opinion.\nThe chief instrumentality to mold public opinion\nin the interest of na¬\ntional goals, and to bring about an understanding and\nacceptance of policies\ndesigned to achieve them, is education. The schools must\nassume the initiative\nin obtaining the cooperation of other educational agenc\nies, and then with\ntheir cooperation must be responsible for developing\na citizenry desirous of\nand competent to attain the stated social-economic goals.\nThe time has come when education must move\nforward to a new front.\nMy proposal is that education shall assume respo\nnsibility ( 1 ) to set forth\nwhat the fundamental social-economic goals of\nAmerica are, and the policies\nand practises most likely to achieve those goals; and\n(2) to use all the agen¬\ncies of education, the schools, colleges, churches, and\nthe like, in a concerted\neffort to create and maintain an enlightened public\nopinion in support of those\ngoals, policies, and practises.\n\nCertainly Russia would not dream of undertaking her\nbold experiment\nwithout using her educational system to bring an under\nstanding of its pur¬\nposes and plans to the youth, and thru them to the older\ngeneration. The\nAmerican Red Cross builds its future support on the sure\nfoundation of the\nJunior Red Cross of today.\nThe\n\nfollowing quotations indicate that the thought is not a new\none. The\neconomic crisis of the last three years has, however, made\nit of vital impor¬\ntance that the question be faced without delay.\nFranz Boas: ‘Those who look forward to the federation of\nnations must work to¬\ngether to teach their ideals to the young, to teach that no nation\nhas the right to impose\nits individuality upon another one, that no war is justifiable except\nfor the defense of\nthe threatened integrity of our ideals.”\n\nN. E. A. Commission on the Reorganization of Secondary\nEducation: “The purpose\nof democracy is so to organize society that each member\nmay develop his personality\nprimarily thru activities designed for the wellbeing of his\nfellow members and of\nsociety as a whole. . . . Consequently, education in\na democracy, both within\nand without the school, should develop in each individual\nthe knowledge, interests,\nideals, habits, and powers whereby he will find his place and\nuse that place to shape\nboth himself and society toward ever nobler ends.”\nGeorge S. Counts: “Such a vision of what America might\nbecome in the industrial\nage I would introduce into our schools as the supreme\nimposition, but one to which\nour children are entitled— a priceless legacy which it should\nbe the first concern of\nour profession to fashion and bequeath. The objection will,\nof course, be raised that\nthis is asking teachers to assume unprecedented social respon\nsibilities. But we live in\ndifficult and dangerous times — times when precedents lose\ntheir significance.\nTo refuse to face the task of creating a vision of a future\nAmerica immeasurably\nmore just and noble and beautiful than the America of today\nis to evade the most\ncrucial, difficult, and important educational task. . .\n. Only thru such a legacy\nof spiritual values will our children be enabled to find\ntheir place in the world be\nlifted out of the present morass of moral indifference, be libera\nted from the senseless\nstruggle for material success, and be challenged to high endea\nvor and achievement.\nOnly thus will we as a people put ourselves on the road to\nthe expression of our\npeculiar genius and to the making of our special contribution\nto the cultural heritage\nof our race.”\n\n"}
{"page": 232, "printed_page": null, "text": "228\n\nNational\n\nThere\n\nAssociation\n\nis one point of difficulty in this proposal, namely, that the schools\n\nare regarded\nWhile\n\nEducation\n\nas the creature\n\nof the legislative branch\n\nof our government.\n\nthere is not time to defend the point in this discussion, it should be\n\nborne in mind that education in a democracy should be an arm of govern¬\nment coordinate with legislative and not subservient to it except in the same\nway that the judicial branch\n3. Such\n\nis subservient to the legislative.\n\nuse of the agencies of education\n\nto maintain\n\na national esprit de\n\ncorps avoids the danger of indoctrination by the 1 use of sound educational\nmethods in the process, and by setting up adequate machinery for the constant\nrevision of the goals underlying the national esprit de corps — One objection\nraised to using the schools to develop an informed public opinion is that it\nwill stop growth, prevent change, make\nThis is a most fundamental\nthruout\n\nall ages. A\n\nsociety static, and hence start decay.\n\nobjection. It has been the curse of indoctrination\n\nchurch, for example,\n\nevolves a body of doctrine, and\n\nsets the machinery of indoctrination grinding and awakens after a few cen¬\nturies to wonder what is the matter with the vitality of the church. A certain\nTeutonic\n\nnation adopted about 1875 a certain body of national doctrine, and\n\nset the school indoctrination\n\nmachinery\n\ngoing only to learn in 1918 that in\n\nspite of the willingness of that great people to eat weeds and straw, some¬\nthing had gone wrong with the doctrine. Such cases are cited to make\nentirely clear the fact that I perceive the dangers of indoctrination.\nNo policy of using the schools to develop a predetermined public opinion\nis tolerable or thinkable which does not provide within itself for constant\nchange. This is brought\nReligions f He says:\n\nout by Julian Huxley\n\nin Will\n\nScience Destroy\n\nScience, too, has its dogmas, but is (or should be) willing to change them quickly\nand painlessly as occasion demands. In the same way, the set of dogmas for any future\ntype of religion will need to be flexible and capable of development, so that they\nmay not incur the evil repute which, not without considerable reason, attaches to\nthe term at the present day.\n\nInstitutional doctrine is too often set in a relatively changeless mold. When\nthe mold\nI am\n\nis changeless, indoctrination\n\nmaking\n\ngreater\n\nmeans\n\ncertain decay. In the proposal\n\nthere is not only provision for change in the mold, but a far\n\nassurance\n\nof change\n\nthan\n\nunder\n\nthe present\n\nplan. Evolutionary\n\nchange is slow, inevitably, when the nation moves thru such a morass of con¬\nflicting public opinion as is bound to result when the molding of public\nopinion is left largely to those who\n\nserve selfish and therefore conflicting pur¬\n\nposes. A unified public opinion would at least bring a given policy to an ade¬\nquate test more promptly than the zigzag advance which we now make.\nFurthermore, no one would expect to throttle independence of thought on\n\nthe part of those who\n\nadvance\n\nfar enough\n\nin the field to use it. Research\n\nis\n\nestablished in this country as a pace-maker in all lines — scientific and pseudo¬\nscientific. Research workers would be the backbone of the social-economic\ncongress which\n\nfrom\n\ntime to time would\n\nrevise its theories or policies in the\n\n"}
{"page": 233, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n229\n\nEducation\n\nlight of new truth. Medicine does not stop work upon any of its assumed\ntruths merely because for the time being it accepts them and teaches them.\nResearch is going on all the time to check medical opinion — we\nical science.\nThere\n\ncomes\n\nindoctrination\n\ncall it med¬\n\na time, according to George S. Counts, when imposition or\nbecomes essential to social survival. He argues as follows:\n\nAny defensible educational program must be adjusted to a particular time and\nplace, and the degree and nature of the imposition must vary with the social situation.\nUnder ordinary conditions the process of living suffices in itself to hold society to¬\ngether; but when the forces of disintegration become sufficiently powerful, it may\nwell be that a fairly large measure of deliberate control is desirable and even essen¬\ntial to social survival.\n\nNo\n\none cherishes more\n\nthan I the priceless quality of American\n\neducation\n\nwhich says: “The thing that is important is the individuality and ability of\nevery child. Develop them to their full power, give to every person his full\nopportunity,\n\nand you will give to the country\n\nthe richest educational\n\nfruit¬\n\nage.” What I am advocating in the way of teaching a body of social-economic\nprinciples and policies to the children and to adults who want light on the\nsubject, is certainly not inconsistent with the doctrine of developing the per¬\nsonality of each individual. Those individuals competent to lead the country’s\nthinking in social-economic lines will have even more encouragement than\nnow to do so, because they will have a mechanism with which they can be\neffectual. They will be on a par in their realm with the scientific scholars\nin theirs. Science has had its patrons in industry and healing. Social science\ncan have only the public it serves as its patron, and the agency thru which\nthe public serves itself is education.\n4. T he essential social-economic goals of A merica and the policies and prac¬\ntises necessarily to be followed by the people in order to attain the social<economic goals , should be formulated and frequently revised by a congress of\nsocial-economic\n\nleaders , including educators , of course , meeting from time to\ntime under the sponsorship of the educational agencies of the country —\nObjection is raised to the use of the schools for the development of a public\n\nopinion respecting social-economic questions because the schools cannot be\ntrusted to have the right opinion themselves. So great wisdom is not believed\nto reside in the schools. In answer let me say that, being of the schools myself,\nI disclaim the possession of such wisdom. But I observe a technic in common\nuse among\nNemours\n\nother agencies which\n\nCompany\n\nregularly employed\n\nfind the best lines into which\nFederal\n\nRadio Commission\n\nFederal Tariff Commission\nUnited\n\nStates Senate\n\npresumably\n\nknows\n\nI think we\n\nuse. The\n\nDupont\n\nde\n\n1200 chemists in 1929 to help them\n\nto guide their great chemical\n\nfactories. The\n\nemploys the best radio engineers it can find. The\nemploys the best economists\n\nCommittee\n\nhis way\n\nmight\n\naround\n\non Banking\nWall\n\nit can find. Even\n\nemploys\n\nStreet. Why\n\nthe\n\nan investigator who\n\ncannot\n\neducation\n\nhave\n\nthe benefit of the services of social-economic experts? For some years, schools\nhave employed socalled educational experts to apply measurements to the\n\n"}
{"page": 234, "printed_page": null, "text": "230\n\nNational\n\nEducation\n\nAssociation\n\nresults of our efforts in teaching reading, arithmetic, and the like. We can\nhave experts to tell us how well we are doing what we are doing, but we\nhaven t had experts to tell us whether what we are doing is what we ought\nto be doing. Partly, at least, on that account we find ourselves now in the\nunpleasant predicament of doing very well what we are doing, but of dis¬\ncovering that what we are doing seems\n\nnot to be what\n\nwe ought to be doing!\n\n“But,” insist these doubters, “social-economic experts have not yet devel¬\noped their science so that their opinions are trustworthy. They may plunge\nthe country into ruin.” That is a reply tinged with irony, these\ndays, but\nnever mind that. Weren’t we taught that the atom was the smallest particle\nof matter ? Even the fact of three-dimensional space, which has always seemed\nso reasonable to all but a dozen mortals, may prove to have been a delusion.\nNothing is certain. But you wouldn’t have us quit developing a public\nopinion about the germ theory of typhoid fever merely because someday we\nmay learn that germs don t cause it. You wouldn’t want your dentist to tell\nyou when you go to him with a toothache, “The dental profession is yet\nuncertain just what is the correct treatment for toothache. Therefore, you\ngo on back home, and when we have reached an agreement among us, I’ll\ncall you.”\nBut the case is not so bad as that. There is a surprising agreement on most\nof our fundamental issues among our social-economic experts who have no\nconnections which dull their interest in the truth. Our situation is a case of\nwhere the doctors agree, but the people, because they can’t see the typhoid\ngerms, still continue to drink contaminated water. My proposal is that edu¬\ncation should provide for a congress of social-economic scholars who have no\naxes to grind. This congress should set itself the task of telling us what we\ncan most safely believe with respect to those important issues upon which our\nwelfare so much depends. This social-economic congress would be to educa¬\ntion what the research departments are to the great industrial concerns, or\nwhat the technical staffs are to the several administrative boards of our gov¬\nernment.\nJust how\n\nsuch a congress should be organized is not a matter of discussion\nhere. It should represent the most unbiased and the best informed persons in\nthe social-economic field. Its findings would constitute a sort of platform\nupon which educators could stand who desire to follow expert judgment in\nteaching the social goals and policies. Those issues upon which wide differ¬\nences of opinion were found to exist in such a congress would naturally be\ntreated by teachers as controversial. No particular judgment concerning\nthem would be taught. With respect to the great majority of issues, however,\nit is believed that reasonable agreement would be reached, and these could\nbe taught with safety and propriety in the schools, colleges, and adult educa¬\ntion agencies. This proposal is but the educational aspect of national socialeconomic planning.\nThe\nmajor\n\nbringing together of experts in the social-economic\n\nfield to decide on\n\nissues and plan for the future has until recently been associated in\n\n"}
{"page": 235, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n231\n\nour thoughts with Russia and Communism. It has been thought that socialeconomic planning in the United States would break down our democratic\nform of government and limit our cherished freedom. But the question\nof\nsecuring personal freedom is not so simple as it was at one time. Personal free¬\ndom is being restricted by legislation today in America as in no other nation.\nProbably\n\nnationwide\n\nsocial-economic\n\nplanning is the most hopeful method\nof regaining a larger measure of personal freedom. The following quotations\nindicate the nature of the argument for a planned economy. If we admit the\nvalidity of this argument, then education must translate it into an informed\nand active public opinion.\nCharles A. Beard.\n\nThe only line of action open before those who believe in action\nruns in the direction of planning— the adjustment of production to efficient\ndemand,\nthe subordination of the profit-making motive to the larger requirement\nof stability,\nand the establishment of security founded on a faith in the continuity of\nfair earnings\nfor labor and capital.”\nStuart Chase: ‘If we are going to have a mechanical civilization — and we\nhave\nso elected we have got to control it. It cannot be allowed to drift aimlessl\ny without\nultimately wrecking us. . . . But a great sprawling machine culture,\nwhere a\nmillion cogwheels must mesh if food is to be forthcoming, must, in\nmy opinion, either\nplan or some day go to smash. ...\nto cast a society primarily acquisitive into\none primarily functional, will never be accomplished without fresh and vigorous\nthought, and the abandonment of many slogans which now pass for thought.”\nFranklin D. Roosevelt: “. . . some new factor is needed in our\neconomic life\nand this new factor must come from utilizing our experience and our\ningenuity to\ndraft and to organize concerted plans for the better use of our resources\nand the\nbetter planning of our social and economic life in general.”\n\nJust how to attack the problem has not been agreed upon. The general\nopinion is, however, that it should be kept clear of politics. Let us review\na few of the proposals for planning as advanced in the industrial field.\nMatthew Woll, vicepresident of the American Federation of Labor, be¬\nlieves that industry must plan for itself. He says:\nIt has been and is the conviction of organized labor in America that political\ngovernment, valuable above price in its field, lacks the competency to govern industry.\nIndustry must find and apply its own measures of guidance. And it must do this\nthru correlations of its own essential parts or divisions. . . . The time has ar¬\nrived for the conscious, organized development of cooperation in all industry, for the\ndevelopment of fundamentally democratic processes by which industry can bring\nabout that balance which is essential to the welfare and perhaps to the safety of\nour nation.\n\nThe “Swope Plan” also takes the position that industry must take the\ninitiative in planning. Under it, all industrial and commercial companies\nwith fifty or more employees, and doing an interstate business, may form a\ntrade association to be under the supervision of a Federal Trade Commission\nor a bureau\n\nof the Department\n\nof Commerce or some federal supervisory\nbody specially constituted. It makes provision for developing standard ac¬\ncounting and cost systems and standardized forms of balance sheets and\nearnings statements ; as well as definite requirements\n\nfor both quarterly and\n\nannual statements. Plans for workmen’s compensation; life, disability, and\nunemployment insurance; and pensions are also considered.\n\n"}
{"page": 236, "printed_page": null, "text": "232\n\nNational\n\nIn February\n\nEducation\n\nAssociation\n\nof 1931, Senator La Follette introduced\n\nStates Senate to establish a National\n\nEconomic\n\nCouncil\n\na bill in the United\ncomposed\n\nof fifteen\n\nmembers to be appointed by the President, by and with the advice and consent\nof the Senate. By the terms of this bill the members are to be selected from\nlists submitted by groups of associations and organizations representing the\nindustrial, financial, agricultural, transportation, and labor interests of the\nUnited\n\nStates. The\n\ncouncil shall keep advised with respect to general eco¬\n\nnomic and business conditions in the United States, consider problems affect¬\ning the economic situation of the United States and its citizens, endeavor to\nformulate\n\nproposals looking to the solution of such problems, and make\n\nan\n\nannual report and such other reports as it deems necessary, to the President\nand to the Congress, together with its recommendations.\n\nThe “Forum” or “Five-Year Plan” put forward by Charles A. Beard\nprovides for a National Economic Council under the authorization of Con¬\ngress. All great industries would\n\nhave representatives in the membership\n\nthe council. It provides further for a Board\nappropriate\nwould\n\ndivisions, each headed\n\nof Strategy and Planning\n\nby a production\n\nengineer. This\n\nof\n\nwith\nboard\n\nconcern itself with a study of resources, production, and consumption.\n\nIt would\n\nin turn be closely affiliated with the Bureau\n\nindustrial research agencies would\n\nbe concentrated\n\nof Standards,\n\nwhere\n\nand duplication of effort\n\neliminated, fundamental goods produced under the council would be stand¬\nardized, and those produced outside of that jurisdiction would be subjected\nto tests.\nThe\n\nUnited\n\nStates Chamber\n\nnomic\n\nCouncil\n\nshould be established as an advisory board of three or five\n\nmembers,\n\nthese members\n\nof Commerce\n\nbelieves that a National\n\nEco¬\n\nto be appointed by a larger appointing board whose\n\nmembers should be invited to serve by the United States Chamber of Com¬\nmerce and should be representative of large group interests. The council\nshould be a body of impartial men\nIt would\n\nof recognized ability and public leadership.\n\ncooperate closely with trade associations, would\n\nsuggest policies and\n\nmeasures to enable our country to direct its unprecedented powers of wealthproduction into channels that would ensure our social and economic wellbeing.\nA subcommittee\n\nof the Committee\n\non Unemployment\n\nand Industrial Sta¬\n\nbilization of the National Progressive Conference proposes a National Eco¬\nnomic Board appointed by the President with the advice and consent of the\nSenate, and with preliminary\nThe\n\nmembers\n\nvarious national organizations.\n\nshould represent special types of expert knowledge\n\nspecial economic\ninformation\n\nadvice from\n\ninterests. The\n\nessential to planning\n\nduties of the board\nfor production\n\nrather than\n\nshould be to assemble\n\nand forecasting consump¬\n\ntion ; to initiate organizing councils in the various major branches of pro¬\nduction and distribution (including finance), for the purpose of setting up\nsuch permanent\n\norganizations\n\nas might be adapted to the special needs and\n\nconditions of the different industries; to cooperate in the whole\norganization ; to recommend\n\nprocess of\n\nany new legislation which may be required ; and\n\n"}
{"page": 237, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n233\n\nEducation\n\nto recommend any national policy which may contribute to the general\nend\nof improving our economic system. The board should cooperate with\nand\nguide any governmental bodies now active in the fields affected.\nFrom\n\nthe above you will be convinced,\n\nat least, that planning\n\nand\n\nthe\n\nbringing together of expert opinion to formulate national policies is truly\nin the air. I desire to go one step further into fundamentals than any\nof\nthese. I desire to set education — the truly social agency of the people —\nthe\ntask of predisposing the next generation to the opinion which will serve\npublic interest best. The plans suggested by any of the commissions men¬\ntioned above are likely to be doomed to complete or at least partial failure\nbecause of the absence of a supporting public opinion. The development of\nthat public opinion is the job of education.\n\nBut before education\n\ncan proceed\n\nwith its task of molding\n\npublic opinion it must have its own “planning com¬\nmission” of the nation’s leading experts. It must not undertake so solemn a\ntask without every possible safeguard. On the other hand, the nation cannot\nafford to have the most fundamental decisions made except under the auspices\nof the agency which it supports for that purpose, namely, education. To merit\nconfidence this formulation of goals and policies must be made under the\nauspices of those whom the people believe to be most nearly free from preju¬\ndice and most interested in public welfare.\n5. The body of principles and policies formulated by the congress of socialeconomic leaders should be taught in the schools , colleges , and adult education\nagencies with a view to producing an active public opinion in their support ,\nthus assuring a unity of national life , and the necessary national esprit de\ncorps — The third objection raised against using the schools for the molding\nof public opinion by teaching predetermined social-economic policies is that\nif people are educated they can be trusted to form their own opinions when\nthe time comes. This reason, even if valid decades ago, certainly cannot be\naccepted as sound today; when the questions involved in almost any of the\ncomplex social-economic issues which face this generation have their roots in\na mass of data so baffling that even those who devote their lives to the study\nof them find it well nigh impossible to encompass the necessary information.\nNo field has ever been so rich for quackery and demagogery as the socialeconomic field is today. This result is inevitable as long as we leave to an\nuninformed public opinion questions so complicated as joining the league\nof nations, inflation of the currency, farm relief, unemployment insurance,\nregulation of public utilities, divorce laws, and scores of other almost equally\ndifficult problems. The situation becomes all the more impossible when tre¬\nmendous financial interests are involved.\nLong ago we recognized the place of expert opinion in less complicated\nfields. When our child is sick we do not think it beneath our intellectual\ndignity to say, “I don’t know what is the matter with Mary. I guess I’ll call\na doctor.” When we want to build a bridge across a stream we don’t sit\naround the grocery store stove and debate the matter and then vote that a\ntwelve inch steel beam\n\nis strong enough.\n\nNo, it has now\n\nbecome\n\ngood form\n\n"}
{"page": 238, "printed_page": null, "text": "234\n\nNational\n\nto acknowledge\nBut when\n\nEducation\n\nthat we do not know\n\nit comes\n\nAssociation\n\nbridge building. We\n\nto practises such as manipulating\n\ncall in an engineer.\n\nthe stock exchange, that\n\nmatter is so simple that a majority vote should settle it. We\nwisdom\n\nin that sphere, even tho our combined\n\nwisdom\n\nall have equal\n\nis a large factor in\n\nwiping away the savings of millions of our people, and setting them\nat the spectre of want.\nEducation\ndeveloping\n\nin the schools should give us the tools with which\n\nintellectual, social, and esthetic interests. To\n\nthat all of us, even when\n\nthe time comes\n\nstaring\n\nto pursue our\n\nconclude\n\nfrom this\n\nthat nearly all shall have had twelve\n\nyears of schooling, should be able to arrive at a safe conclusion on the multi¬\ntude of amazingly complex social-economic issues of our times, is to miss the\nessential point of education. Education should teach us the place of expert\nknowledge\n\nor opinion. In this day of specialization only those who\n\ndevote\n\ntheir lives to the given specialty can be expected to possess adequate infor¬\nmation to counsel wisely in any great field of human interest. We do not\nregard it necessary to read the medical journals, the dental journals, and the\nmining\n\njournals in order that we\n\nquestions. No, we take the word\nin the schools. We\n\nmay\n\nopinion on these\n\nof the scholars in these fields, and teach it\n\nteach the desirability of vaccination, the need of vitamin\n\nB, and the dangers of the common\nthe improper\n\nhave an informed\n\ndrinking cup with no serious charge of\n\nuse of the schools to develop a public opinion. If, however,\n\nwe\n\nteach that industry should be so organized\n\nas to serve public interest rather\n\nthan private interest, we\n\nthe improper\n\nare charged\n\nwith\n\nuse of education.\n\nMy contention is that the question of industry’s obligation to the public\nis of such a nature that experts should pass upon it just as experts pass upon\nvaccination. If expert judgment\n\nis that industry should be so organized\n\nas to\n\nserve public interest rather than private interest, we should teach that thruout our educational system. Why should we be limited in our treatment of\nsocial-economic issues in the schools to giving the evidences on both sides of\neach question and be precluded from expressing our judgment about their\nmerits while we may say to the children, “Eat more green vegetables”? The\nassumption has been, apparently, that each individual is capable of weighing\nthe evidences for himself in issues like tariff, industrial management,\n\ninter¬\n\nnational relations, etc. ; whereas in matters such as the food values in vege¬\ntables, the facts are so difficult of understanding that we are at liberty to\naccept the judgment\n\nof experts and teach the children to live in conformity\n\nwith that judgment.\nIt will be observed that I have selected examples from the world\n\nof science\n\nwhich\n\nclear that\n\nare still controversial. I have done so purposely. They\n\nmake\n\nthe issue is not one of certainty in science versus uncertainty\neconomic\neconomic\n\nin the social-\n\nfield. Rather, we have been accustomed to thinking that socialissues are to be settled by much talk by all of us, while medical\n\nissues are to be settled by the expert judgment\n\nof the doctors. We\n\nwould\n\nrather accept the more than an occasional mistake of the doctor than array our\nvolume\n\nof talk against him in the solution of medical science issues.\n\n"}
{"page": 239, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n235\n\nEducation\n\nThe time has come to recognize that a general school education does not\nprepare our people to exercise their sovereign right to diagnose the maladies\nprevalent in our complex social-economic life any more than it fits them to\ndiagnose the illness of our children. We maintain actual control of medical\nmatters by reserving to the legislative branch of our government the right to\nmake laws regulating medical practise. Of course, the same should remain\ntrue concerning social-economic matters. The legislative branch of the gov¬\nernment must always have responsibility for crystallizing into law whatever\nsocial-economic policies are regarded as best at the time. Education should\nassume responsibility for teaching what the expert judgments are in socialeconomic issues, exactly the same as in other issues.\nIf ever we needed a clear demonstration of the fallacy of the belief that\npeople when educated can be depended upon to arrive at a sound opinion on\nsocial-conomic questions without the aid of any concerted public policy\nto\nbring them the results of expert study, the experience of the last two decades\n— particularly the last three years — should afford that demonstration.\nEducation is effective in bringing about any predetermined public opinion.\nConsider the attitude toward alcohol brought about by fifty years of educa¬\ntion. The abolition of liquor was steadily gaining thru local option until\npeople switched their faith to law, and deserted education. Ask the spinach\ngrowers what they think of education as a molder of opinion. Did anyone\nsuppose that when we started to educate boys and girls alike in public schools\nthat equal rights could long be kept from women ?\nFurther illustrations are superfluous. What we want this country to be,\neducation can bring to pass. Can we determine with confidence what we\nwant it to be? If so, are we educationists willing to undertake the task of\nbringing it to pass?\nPLAN\nWILLIAM\n\nFOR\n\nA NATIONAL\n\nA. EVANS,\n\nEDUCATION\n\nPRESIDENT, CINCINNATI\nCINCINNATI, OHIO\n\nINSTITUTE\n\nSCHOOLMASTERS\n\nCLUB,\n\nL Purpose — (1) To utilize for 'education the method of the Political\nInstitute carried on at Williams College, University of Southern California,\nUniversity of Virginia, Denver College, and the New Education Fellow¬\nship of Europe.\n(2) To secure positive leadership for education in the N. E. A. This\nproject might have been presented to one of the foundations ; or to one of the\nuniversities. Several outstanding leaders insisted that this leadership belonged\nto the N. E. A. At present this prerogative of the N. E. A. is lacking. As a\nnational institution it has first claim upon the plan if it is the vehicle for\nsecuring such leadership.\n\nII. Plan — Bring together the best minds in educational and allied fields\nfor conference and round-table discussion. The opportunity of securing edu¬\ncators from abroad is not to be minimized. Their present activity in the\n\n"}
{"page": 240, "printed_page": null, "text": "236\n\nNational\n\nEducation\n\nAssociation\n\nUnited States is largely limited to speaking tours, with little opportunity\ngiven us to “exhaust” them, as conference would permit. The new education\nmovement does secure their services, and with a minimum of cost. Similarly,\nthe possibility of securing the services of outstanding men in allied fields is\nworthy of attention. This phase of the plan opens up new fields of contact\nfor educational forces.\nIII. Time — Immediately before, or immediately after the N. E. A. sum¬\nmer meeting. The length of the session remains to be determined ; it should\nnot be less than two weeks, probably. Both suggested times have reasons for\nand against them. The nature of the conference might determine the choice.\nThat it might conflict with the summer\nan objection. The group would\n\nsessions need hardly be considered as\n\nbe so small as to affect no school. In many,\n\nor most cases, the group attracted would not be summer-school students. As\nfor the leaders in the conference, their number would be small, and their\npositions so definite, that they should find no difficulty in arranging to be\npresent. Moreover,\n\nthe plan suggests remuneration\n\nof such size as to make\n\nthe position definitely attractive.\nIV. Place — Some small college with proper dormitory, recreation, and\nequipment facilities. The location might be permanent, or it might follow\nthe N. E. A. convention. The idea of choosing a small college as a meeting\nplace has much to commend\n\nit. The living costs would be reduced. All recrea¬\n\ntional facilities could be provided, and the recreation could be made to pro¬\nmote contacts. A desirable informality and the possibility of personal asso¬\nciations is greatly enhanced. The\n\nsegregation of the small college automati¬\n\ncally eliminates many distractions and interferences. The geographical loca¬\ntion should provide for comfortable climate and surroundings.\nV. Faculty — The faculty should draw upon the leading educators of the\nUnited States and Europe. Some of these would be for fulltime, the others\nfor partime. Lecturers would\nthought of the session.\n\nbe secured, depending\n\nupon\n\nthe prevailing\n\nIn securing the leaders, our choice need not be confined to our own country.\nWe would have the world to choose from. We have much to give, and much\nto receive. Indeed, an international aspect of the conference has an attractive¬\nness about it. The experience of the New Education Fellowship is sufficient to\ndemonstrate the interest of all nations.\nOutstanding men who could not join the faculty might consent to lecture\nand lead discussions. Provision should be made for this valuable service.\nVI. Student Body — (1) Open to those it might serve, on application.\n(2) Delegates from cities or institutions to which an opportunity to attend\nis presented.\n(3) Number enroled to be limited to such size as to permit the conference,\nor roundtable idea, to function.\n\n"}
{"page": 241, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n237\n\nThe selection of the student body presents a real problem. The invita¬\ntional plan is used by all such conferences. Applications are provided for, and,\napparently, it is found necessary to limit the numbers by various methods.\nProbably a combination method would prove desirable for the first sessions.\nThere seems to be no reason to believe that the number desiring to attend\nsuch a conference would be small. The New Education Fellowship enrols\ntwo thousand from all over the world. Optimistic views of the desirability\nof attending these conferences indicate that the problem will be one of who\nmay attend. This does not constitute a barrier with which we are not familiar.\n\nEligibility is a safeguard universally used.\nVII. Expense — To be borne by the student body at first. Cost of attend¬\nance to be determined by the quality of the faculty and length of session.\nThis seems to be the best method for securing stability and permanence. This\nplan might have to be underwritten until it demonstrates its desirability and\nworth. However, it seems quite possible to finance the project by the tuition\nplan. The expense to the individual is comparable to what is spent for a\nsummer session. The attractiveness of the possible faculty and the situation,\ngives reason to believe that the drawing power of the institute would insure\nnumbers sufficient to take care of the budget.\nVIII. Publications — The record of the proceedings to be published and\ndisposed of (1) by sale; (2) to members of the N. E. A. ; (3) to educa¬\ntional libraries.\nSome record of the proceedings should be kept. The use to make of the\nrecords needs special consideration. If it were deemed advisable to publish\nsome reports as an outgrowth of discussions, there would be a definite market\nfor the product. However, there is a real value to the N. E. A. to be gained\nby the distribution of such possible literature.\n\nIX. Control — This conference should be the child of the N. E. A. Its pos¬\nsibilities are so farreaching that no other agency ought to have it in hand.\nThis plan is good but it is not patentable. It will be used in some form or\nother, and it is now being used in some form or other. The N. E. A. is the\nsole agency, national in character, which can preempt it. If the N. E. A.\nabrogates to itself this prerogative, its prestige would be sufficient to hold the\nfield for itself. Any college is at liberty to institute this movement, and some\nhave. When it does, the national aspect of the movement is lost, and the\nelement of competition enters with its attendant evils. The aggrandizement\nof the particular institution would enter too largely into the picture. The\nnational aspect of the work would disappear. The N. E. A. is the only national\nagency or institution to give it purely a national aspect.\nX. Board of Control — Executive Secretary, U. S. Commissioner of Edu¬\ncation, President of the N. E. A., and a number elected by the Board of\nDirectors or Executive Committee.\n\nThis makeup of the Board of Control is merely suggestive. Many reasons\nsuggest a larger and more diverse board membership. It is a subject to be\ndecided after conference.\n\n"}
{"page": 242, "printed_page": null, "text": "238\n\nNational\n\nEducation\n\nAssociation\n\nXI. Financing the Project\n4 50 enroled at $100 .\n15 instructors at $500 per week .\n10 lecturers at $200 .\nAdministration .\n\n$15,000\n2,000\n10 000\n\n450 ($10 x 2) Board & Room .\nRecreation .\nAdvertising Campaign .\n\n9,000\n1,000\n5,000\n\nMargin\n\n$45 000\n\n$42,000\n3,000\n\n.\n\n$45,000\n\nIt is quite apparent that these figures are too general. They serve to draw\nattention to several items which point for discussion. The sum allotted to\ninstructors is intentionally made high. It should be of such size as to make\nthe remuneration attractive, aside from the desirability of the work. If it is\ncontroled by the N. E. A., it sets a standard of high pay for expert service.\nIt compensates for any adjustments which may be necessary to be made\nthose invited to lead.\n\nby\n\nUnder “administration,” it is contemplated that it might be necessary to\nsecure the services of an outstanding educator and organizer as the official\nhead of the plan. His services would be partime, probably, and advisory in\ncharacter. The weight which his name and prestige would carry is no incon¬\nsiderable part of the position. The actual detail work would be done by an\nexecutive secretary, with stenographic assistance. The executive secretary\nwould be a fultime position as an agent of the Board of Control. Temporary\noffice and necessary equipment could be secured at little cost, and might be\nprovided without cost, at first.\nIn this very sketchy fashion, I have presented a plan which I believe pos¬\nsesses merit. I have letters in my possession from some of our leading educa¬\ntors who seem to think that the plan should be seriously considered. To\ndescribe it fully would take a longer time than that given me. Your experi¬\nence will enable you to see possible developments and modifications. Funda¬\nmentally, I believe that the plan is sound, and that it provides for a method of\npooling the educational leadership of the country, making it continuously\navailable in its power and influence, and giving inspiration which is not pro¬\nvided by any other means.\n\nREPORT\n\nOF PROGRESS OF THE NATIONAL\nOF THE EDUCATION\nOF TEACHERS\n\nE. S. EVENDEN,\n\nPROFESSOR\n\nCOLUMBIA\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nThe National Survey of the Education\n\nNEW\n\nTEACHERS\n\nYORK,\n\nSURVEY\n\nCOLLEGE,\n\nN. Y.\n\nof Teachers was provided for by\n\nthe Seventy-seventh Congress and was started July 1, 1930. The need for\nthis study was recognized by several groups interested in the education of\n\n"}
{"page": 243, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n239\n\nEducation\n\nteachers, especially the American Association of Teachers Colleges, the Asso¬\nciation of Deans of Schools of Education, and the Council of State Superin¬\ntendents and Commissioners of Education. Supported by representatives\nof\nthese groups and by representatives of the National Council of Education,\nCommissioner Cooper was able to secure an authorization for the expendi¬\nture of $200,000 for a survey to cover a three-year period. The purpose was\nstated to be a “study of the qualifications of teachers in public schools, the\nsupply of available teachers, the facilities available and needed for teacher¬\ntraining including courses of study and methods of training.”\nThe survey is now in the midst of its second year and is still primarily\nconcerned with its data-gathering activities. For this reason there will be\nfew actual results which can now be reported. However, we shall attempt\nto outline the work of the survey to date in a manner which it is hoped will\narouse your interest, provoke your constructive criticism, and enlist your\ncooperation in carrying its findings to key people in places of responsibility\nin your several states.\nThe advisory and administrative organization of this survey will be briefly\noutlined after which a list of the more important studies which are under\nway will be presented in order that you may have a picture of the survey as\na whole.\nAdvisory\n\nand administrative\n\norganization — The\n\nNational\n\nSurvey of the\n\nEducation of Teachers is one of a series of national surveys being made\nunder the direction of the United States Office of Education. Dr. William\nJohn Cooper, United States Commissioner\n\nof Education, serves as director\n\nof all of these. An associate director is in active charge of the study. Mr.\nBenjamin W. Frazier, senior specialist in teacher training of the Office of\nEducation serves as assistant to the director.\n\nProvision has been made\n\nfor three advisory groups: a Board\n\nof Con¬\n\nsultants, a Professional Advisory Committee, and a Lay Advisory Com¬\nmittee. The Board of Consultants has general advisory responsibility for the\nsurvey and is composed of the following specialists in the education of\nteachers :\nDr. William C. Bagley, Teachers College, Columbia University\nDr. W. W. Charters, Ohio State University\nPresident George W. Frasier, Colorado State Teachers College\nDean William S. Gray, University of Chicago\nDean M. E. Haggerty, University of Minnesota\nDean Henry W. Holmes, Harvard University\nDean William W. Kemp, University of California\nPresident W. P. Morgan, Western Illinois State Teachers College\nDr. Shelton Phelps, George Peabody College for Teachers\nCommissioner Payson W. Smith, Massachusetts\nDr. Guy S. Snavely, Secretary of the Association of Colleges and Secondary\nof the Southern States\nPresident D. B. Waldo,\n\nWestern\n\nState Teachers\n\nCollege.\n\nSchools\n\n"}
{"page": 244, "printed_page": null, "text": "240\n\nNational\n\nEducation\n\nAssociation\n\nThe Professional Advisory Committee consists of forty-six members repre¬\nsenting most of the leading national associations and agencies that are inter¬\nested in the preparation of teachers. This committee will meet annually at the\ntime of the Department of Superintendence meetings, and if necessary on\ncall by the Commissioner of Education. It will serve two main purposes. In\nthe first place, it will make available to the survey the problems and the\npoints of view of the various groups represented and thereby insure a more\ncomplete covering of the field and a more accurate interpretation of the\nneeds of special groups. In the second place, the members of this committee\nwill be able to carry the results of the survey to their groups in a manner\nwhich will increase the probability that the survey findings will be of service.\nIn addition to three advisory groups whose members assume responsibility\nfor critical study of the work of the survey every opportunity has been taken\nto secure, from individuals in the field, statements of local and sectional\nproblems, suggestions for studies and criticisms of present practises. Many\nof these items have been very helpful in determining the phases of the study\nwhich should be emphasized.\nThe survey staff consists of three groups of workers, those giving full¬\ntime, those giving partime, and those cooperating with the survey on a\nvoluntary basis.\nIn addition to these as many as thirty-five different civil service employees\nhave been used for periods of varying lengths for clerical and statistical work.\nThose cooperating with the survey on a voluntary basis are in most cases\npersons interested in the more intensive study of narrower phases and are\neither connected with some organization in the field being studied or are\nworking on investigations for doctors’ theses in the graduate schools of the\nlarger institutions.\nList of studies in present survey program — During\n\nthe first meetings of\n\nthe Board of Consultants it became apparent that most of the more impor¬\ntant problems which now confront those working with the education of\nteachers sooner or later involve the question of what is good teaching. In\nother words, these questions can hardly be solved without the ability to\nevaluate the product of different plans for educating teachers. This in turn\nmade necessary a measure of teaching ability or of teaching success.\nDean Haggerty suggested the desirability of developing an evaluation\nprogram for the entire survey and also that the aid of a group of specialists in\nmeasurement, particularly personnel measurement, be asked to assist in the\n\ndevelopment of this program. This plan was approved and the associate di¬\nrector called such a conference in Washington in November, 1930. Those\npresent at this meeting were: Professor E. L. Thorndike, Teachers College,\nColumbia University; Dean M. E. Haggerty, College of Education, Uni¬\nversity of Minnesota; Professor Truman L. Kelley, Harvard University;\nProfessor M. R. Trabue, Director of Research Division, University of\nNorth Carolina; Professor Karl J. Holzinger, University of Chicago; and\nmembers of the survey staff.\n\n"}
{"page": 245, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n241\n\nAt the conclusion of the two-day conference it seemed to be the opinion\nof the majority of those present that the greatest good would be accomplished\nif the survey would confine its efforts to studying, as intensively as time and\nmoney would permit, a small group — about 1000 sixth-grade teachers. These\nteachers would be so chosen that they would represent as many as possible of\nthe controversial issues. For example, there would be graduates of normal\nschools, teachers colleges, colleges and universities; there would be those\nwith little or no practise teaching and those with large amounts ; there would\nbe experienced teachers and beginning teachers, and other differences would\nalso be found. It was proposed to test the effect of one or another of these\ndifferences in training by equating the groups of teachers on as many other\nitems as possible and then to measure the result of the teachers’ work by\nmeasuring the work of the children taught by them during the year. It was\nestimated that such a restricted but intensive study would require from $150,000 to $250,000, depending upon the amount of voluntary work obtained in\ntaking and scoring the tests.\nCareful consideration by the Board of Consultants was given the pro¬\nposed study and new estimates were obtained on its cost which were more\nthan the original estimates. Because of the cost (which was greater than the\nunexpended balance of the appropriation) and also because of the small\nnumber of teachers involved and the very technical nature of the statistical\nrefinements needed, it was felt that more good would be done for a much\nlarger group of workers if the original plans for an extensive instead of an\nintensive survey were carried out. There was, however, such full agreement\nupon the desirability of many of the elements in the other plan that it was\nvoted to attempt several of them on a smaller scale and by the use of volun¬\ntarily contributed data. Some of these smaller studies will, it is hoped,\nshow the need for and the possibilities of such an intensive study to be made\nat some time in the near future.\nPROGRESS\n\nLEONARD\n\nOF\n\nV. KOOS,\n\nSECONDARY\n\nThe\n\nTHE\n\nNATIONAL\nSURVEY\nEDUCATION\n\nASSOCIATE\nEDUCATION,\n\nDIRECTOR\n\nOF\n\nUNIVERSITY\n\nOF\n\nTHE\n\nSURVEY;\n\nOF\n\nCHICAGO,\n\nSECONDARY\n\nAND\n\nPROFESSOR\n\nCHICAGO,\n\nOF\n\nILL.\n\nNational Survey of Secondary Education, which was authorized by\n\nCongress in 1929, has been carried on with an appropriatinon of $225,000.\nThe survey is in its third and final year. It has had the advice of three groups,\na body of nine expert consultants, a larger professional advisory committee\nmore widely representative than the consultants, and a group of about fifty\nprominent laymen representing all the states. The professional staff actually\ncarrying on the work, thirty in number,\nOffice of Education\ncountry.\n\nhas been drawn\n\nfrom the U. S.\n\nand the higher institutions and public schools of the\n\n"}
{"page": 246, "printed_page": null, "text": "242\n\nNational\n\nEducation\n\nAssociation\n\nThe survey is being carried thru four main stages. The first of these is\nto identify high schools with outstanding practises. This identification was\naccomplished by inquiry of state school officers and other leading educators\nthruout the country. The second stage involved sending out to the schools\nthus identified searching inquiry forms. Almost 200,000 forms were dis¬\ntributed to be filled out by state school officers, superintendents, principals,\nteachers, pupils, and parents. On the basis of information supplied concern¬\ning the practises, schools were selected to which visits were to be made.\nVisiting represents the third stage of the work on the survey. During this\nstage visits were made to more than 800 schools distributed to more than forty\ndifferent states. These visits involved more than 180,000 miles of travel by\nmembers of the survey staff. The fourth stage includes the work of digest¬\ning the facts gathered and preparing the reports. The plan is to publish a\nseries of about twenty-five monographs\n\ndealing with the different aspects\n\nof the secondary schools. In addition a number of conferences over the find¬\nings of the survey will be held in various sections of the United States.\nAs we near the close of the work on this survey the conviction is\nstrengthened that the report will prove genuinely helpful to the secondary\nschools of the country. A number of considerations lend support to this\nexpectation. Chief among these, at this advanced stage of the work on the\nsurvey is, of course, the nature of the evidence. Attention has been given\nlargely to what are intended by those who initiate them as constructively\ninnovating practises. These practises are being described, interpreted, and,\nas far as may be with procedures at hand, appraised. The methods of\nanalysis used and the many interrelationships of the evidence will aid in\nascertaining the meaning of the practises. The staff at work on the evidence\nis a competent one, and, altho the group of specialists could not include all\nthe experts in the fields represented ; the aim was to draw from the best\navailable. One of the greatest assurances we have of the usefulness of the\nforthcoming reports is the active and generous cooperation of our advisers\nand of the thousands of principals, superintendents, and teachers in the\nschools and school systems, not to mention pupils and parents and other\nadult members of the communities. The survey should afford those in\ncharge of secondary schools a broad basis of interpreted evidence on which\nto project the next steps in the development of those schools, and over a\nwide array of practical and significant problems.\nFREEDOM\nHENRY\n\nR. LINVILLE,\n\nIN\n\nTEACHING\n\nSECRETARY, NEW\nNEW YORK,\n\nYORK\nN. Y.\n\nCITY\n\nTEACHERS’\n\nUNION,\n\nThe past thirty years’ history of the fight for academic freedom in this\ncountry from the dismissal of Professor Edwin A. Ross from Leland\nStanford University in 1900 to the dismissal of Professor Herbert A. Miller\nfrom Ohio State University in 1931, has been characterized by fierce battles\nin which many excellent teachers have been lost to schools that needed them.\n\n"}
{"page": 247, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n243\n\nIncidentally, as byproducts of the assumed right to dismiss teache\nrs for not\nadapting themselves to the pattern of conformity, unknown\nthousands of\nteachers have been sent out of places where they might\nhave contributed\nmuch. Freedom itself, and education also, have lost enorm\nously. Altho\nthirty years in American life is a short time, it is long\nenough to yield\nexperience for comprehending the nature of a controversy,\nfor estimating\nthe gains and losses, and for evaluating the practicability of a conti\nnuance\nof a campaign of strategy of the scope thus far pursued. So long\nas college\nteachers in general dismiss from their minds the problems of winning\nfree¬\ndom of speech or teaching in the confidence that the American Association\nof University Professors will protect them, and so long as the A. A.\nU. P.\ncarries on as its major activity the investigation of the cases involv\ning\nacademic freedom and publishes reports of its findings, even with\nits recent\nproposal of boycotting colleges that fall below its conception of fair stand¬\nards of freedom, college teachers will not be meeting the challenge\nof the\nsituation on educational lines.\nCurrent educational practise shows conclusively that freedom is at times\nactually assured as a condition necessary to the learning process.\nThis is\nundeniable in all programs for the education of very young children.\nThe\nkindergarten movement, the Montessori method, and all other developments\nof the socalled “child-centered school,” predicate progress on\nthe condition\nof freedom. Similarly, all scientific research in pure science, as\nwell as in\nall applied sciences, including economics, assumes freedom to be indis¬\npensable. Perhaps all seminar work in the universities and probab\nly most\nof the college class conferences are conducted with freedom on the part\nof\nteachers and students assumed to be necessary. Practically, however, neither\nteachers nor students in the colleges are free. It is still a question of time\nand place, and the nature of the ideas whether it is proper or safe to express\nopinions. What is done in these situations which involve “overt acts” is\ndetermined by social pressures against which educational forces thus far\nhave had little effect.\nIt is in the area of the education of the pre-adolescent child and the\nadolescent boy and girl that we find the battleground for and against free¬\ndom in teaching. From ten to eighteen are approximately the ages, we hear,\nwhen the grooves of habit are deepened, also constituting the period during\nwhich erroneous ideas are most likely to be accepted. Practically, they are\nalso the ages during which the traditions accepted by the prevailing social\norder are most effectively transmitted. Perhaps all nationalist as well as\nall radical movements, before and since the effort of the military regime of\nthe German Empire to create a conquering nation thru education, have\nregarded the period of developing intelligence in the youth of their people\nas theirs to mold in accordance with their own pleasure. So long as educa¬\ntion is looked upon as a sort of handmaiden of political movements, revolu¬\ntionary, or otherwise, w^e need not be surprised to find each revolution carry¬\ning on the technic of using education for the same purpose, and in the\n\n"}
{"page": 248, "printed_page": null, "text": "244\n\nNational\n\nEducation\n\nAssociation\n\nsame way, that its predecessor in control used education. Political move¬\nments having found education useful, and its servants amenable to political\ndiscipline, are under no necessity of giving up a practise which we may now\nfind objectionable. But if those who feel themselves professionally responsi¬\nble for the wellbeing of education, for the checking of exploitation and\nspecial propaganda that is carried on in the name of education, we must\nshift the scene from one of well-nigh fruitless controversy to one of pro¬\nfessional study and application.\nWe are not truly a profession until we have standards of accomplish¬\nment, a technic of procedure, and sufficient social standing to make possible\nthe attainment of our objectives, free from dictation or interference on\nthe part of those who seek to exploit the jurisdiction of education for\nselfish or partisan ends. If we believe that it; is professionally right for\nus to teach the technic of arriving at the truth, as well as the importance\nof truth, the conviction with which we teach will be an indication of the\nassurance we have in the justification of our attempting to deal with the\nquestion. The question of freedom is a challenge that we cannot evade.\nNot only in our thinking on professional problems, but also in our social\nstatus and our leadership, the need of protecting and actually practising\nfreedom in teaching is an obligation that faces us now. By our attitude on\nthis single question we indicate wffiether or not we are ready to take up the\nfundamental obligation of training for citizenship.\nIn a great enterprise of this kind, we need to have careful study of all\nfactors in the situation. However, it would seem to be the responsibility of\nour largest and most influential professional organizations to undertake the\nnecessary investigations in such fashion that action might follow in due\ntime. Only thru organized effort can we hope to deal with the problem\nadequately.\nFREEDOM\nROGER\n\nN.\n\nBALDWIN,\n\nDIRECTOR\n\nOF\n\nNEW\n\nIN TEACHING\nTHE\nYORK,\n\nAMERICAN\nN.\n\nCIVIL\n\nLIBERTIES\n\nUNION,\n\nY.\n\nThe record of the past ten years of interference with freedom of teaching\nis longer and more varied than in any decade in American history. More laws\nhave been passed interfering with public-school teaching than in all our pre¬\nvious history. Legislators have usurped teachers’ functions in requiring the\nreading of the Bible, usually Protestant ; in imposing meaningless patriotic\nexercises and flag-saluting on children and special oaths of loyalty on teachers,\nnot required of other public officers. In three states the teaching of evolution\nhas been outlawed in state-supported schools.\nEven private schools have not been exempt from increasing state regulation.\nIn the colleges more professors have been dismissed or disciplined because of\ntheir views than in any decade in our history. More student papers and liberal\nclubs have been censored ; more speakers banned from the campus.\n\n"}
{"page": 249, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n245\nThese inroads on the prerogatives of the teaching profession are due to the\ndrive of entrenched conservative interests determined to make the schools\nserve the status quo. They are the orthodox religionists, the patrioteers, the\nemployers, and the militarists. They are not concerned with education. They\nare concerned only with using the schools to support their own interests and\nto prevent any attack upon them. The lengths to which they have gone are\nbest illustrated by the propaganda of the socalled power trust in the schools,\nnot long ago exposed but still powerful.\nThat education can be perverted to serve the interests of the dominant\nforces in the country is not surprising. All the forces of public opinion have\nwithin the last decade been brought increasingly under their control. Deci¬\nsions of the courts, acts of legislatures, the temper of the press, all reflect the\ndominant economic forces and established interests, fearful not only of radical\nbut of progressive ideas.\nI am not concerned in my work with educational theory. I am concerned\nwith freedom of educators and students alike to control the educational\nprocess without fear of outside interference. I am interested, too, in the\nprotection of minority viewpoints, knowing that rebels and dissenters have\nalways been the pioneers of truth and progress. American education once\nprotected their interests. It was courageous and independent. Today, despite\nits controls, it has enough spirit, enough courageous voices still left to be\nceaselessly attacked by the professional patriots. Their propaganda represents\nour colleges as hotbeds of communism, our schools as prey to atheism, loose\nsex standards, and pacifism.\nThis new and increasing control of education can be thrown off only with\nthe utmost effort of teachers and citizens. Organized opposition can make\nfoolish laws dead letters. I am advised that the anti-evolution laws, passed\nin three states, have fallen into practical disuse except in rock-ribbed funda¬\nmentalist school districts. Similarly all the other laws imposing compulsory\npatriotism or religion can be negatived by vigorous action of the teaching\nprofession. When I recollect that the socalled Lusk laws affecting teaching\nin New York State were repealed in a campaign led by Governor Smith, it\ndoes not seem hopeless to expect that courageous leadership elsewhere will\nachieve the same results.\nWe will have no freedom of teaching worth the name until our schools\nare entirely free of any legislative interference whatever with the discretion\nof local school boards and teachers ; until teachers unions are free to organize\nand function; until private schools are entirely free of legislative control;\nand until in our colleges the associations of professors are strong enough to\nthwart the pressure of entrenched interests.\n\n"}
{"page": 250, "printed_page": null, "text": "246\n\nNational\n\nFREEDOM,\n\nEducation\n\nAssociation\n\nCULTURE,\nSOCIAL\nLEADERSHIP\n\nPLANNING,\n\nAND\n\\\n\nHERMAN\n\nThere\nfreedom.\n\nH.\n\nHORNE, PROFESSOR OF\nNEW YORK UNIVERSITY,\n\nPHILOSOPHY\nOF EDUCATION,\nNEW YORK, N. Y.\n\nare four contributions American\n\nschools can make\n\nto American\n\nFirst, our schools should liberate the energies of American youth. These\nenergies are intellectual, esthetic, social, and constructive. Intellectual ener¬\ngies can be released by actual thinking in the classroom. Esthetic energies can\nbe released by engaging pupils in creative artistic work. Social energies can\nbe released by having pupils participate in all the activities of the school,\nincluding the governmental. Constructive energies can be released by making\nand building things out of raw material.\nSecond, our classes in the social sciences should consider the nature of\nAmerican liberty, and its present infringements. Attitudes should be devel¬\noped tending to maintain our liberties and opposing their curtailment. Such\nattitudes may in specific cases lead to protests and other forms of action. The\nconsideration of all such mooted questions should be objective, impartial, and\nfair-minded. Good American schools can make good American citizens. But\na good American school is more than a teaching school ; it is a living school.\nThird, American teachers should themselves have definite opinions and\nconvictions on all questions involving freedom. They should also express\nthemselves on these questions. But they should do so not as indoctrinators but\nas leaders of discussion. To indoctrinate is not democratic. To train in think¬\ning is democratic.\nFourth, the aim of American education as regards freedom should be to\nmake pupils individually free and to help remove the restrictions to true\nfreedom. Our youth should be freed from ignorance, prejudice, bad taste,\nand unsocial behavior. They should be contributors to freedom in American\npolitical, economic, and social life.\nFreedom, positively, is proper and desirable individual and social expres¬\nsion ; and negatively, is the absence of all improper restraint upon such ex¬\npression. What is proper expression and improper restraint depends upon\nintelligent judgment of specific cases as they arise.\n\nSECRETARY’S\n\nWashington,\n\nMINUTES\n\nD. C.\n\nFirst Session, Friday morning,\n\nFebruary\n\n19, 1932\n\nIn the absence of the president, Dr. W. C. Bagley, and the vicepre\nsident, Mrs.\nSusan M. Dorsey, the meeting was called to order at 10 a. m. by the\nacting presi¬\ndent, Miss Mary McSkimmon, in the auditorium of the United States Depart\nment\nof the Interior.\nIn introducing the first speaker Miss McSkimmon said: “Mr. William A. Evans\nhas come to present a great issue this morning. I have a feeling that perhaps\nit\n\n"}
{"page": 251, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n247\n\nwill be of the greatest interest and the greatest value\nof anything that has been\nbrought to our great educational system for many years. It\nis a pleasure for me this\nmorning to introduce to you, Mr. William A. Evans, who\nwill present his plan for\na National Education Association Institute.”\n\nFollowing Mr. Evans’ paper, Miss McSkimmon said: “I suppos\ne no one here\nrealizes more intensely than I myself, the difference between\npeople who are united\nby a common purpose, and those who are concerned only with\ntheir own work.\nIn my State of Massachusetts, up until three years ago, the\n800 elementary school\nprincipals knew no more about one another’s work nor about\nthe common objectives\ntoward which they should work, than the separate persons\nseated here know\nabout one another. We had that individuality running rife\nin our state.” She then\nbriefly described the meetings in a common educational cause\nfor the past four\nyears (now held annually at the Land Grant College in Amhers\nt, Massachusetts),\nwhere 500 school principals were in attendance in 1931, as\ncompar\ned with 80 at\nthe first meeting called.\nFollowing\n\nMiss\n\nMcSkimmon,\n\nDr. Henry\n\nL. Smith, dean of the School of Educa¬\ntion, Indiana University, Bloomington, Indiana, stated that the matter\npresented\nby Mr. Evans had been brought before the Board of Directors, and later\nbefore\nthe Executive Committee, and it was thought by the Executive Committ\nee that the\nNational Council of Education would be the branch of the N. E. A.,\nbest organized\nto develop this idea, and the one under whose auspices it should be carried\nout.\nThe matter, Dr. Smith said, had been brought before certain members of the Coun¬\ncil, and resulted in the appointment of a committee to consider the feasibil\nity of\nthe undertaking, but owing to the illness of the chairman, no report had ever\nbeen\nmade. Dr. Smith expressed himself as favorably disposed toward such an\nunder¬\ntaking.\nOthers who participated in the discussion, with approval of such an enterpri\nse,\nwere: E. E. Oberholtzer, who thought it well to appoint a committee to\nstudy the\nproposition ;\nUel W. Lamkin, who had conferred with some of his staff on the plan, who were\nof the opinion that such an institute would be so largely patronized that attendance\nwould have to be limited. Both of these speakers felt that the Council was the body\nof the N. E. A. to function in the organization and conduct of such an institute.\nL. R. Alderman emphasized the need of dealing with timely topics at an institute\nof that kind, and referred to the problems of unemployment on which much think¬\ning is now centered, and would continue to be.\nJ. O. Mallott told of the international congresses and institutes that workers in\ncommercial fields of education had been holding since 1886. He stated that in 1929\nthere were present 750 delegates from 38 nations. He thought such an institute\nshould provide for a few general sessions and for some specialized sessions.\nDean Thyrsa W. Amos felt that the general sessions in the institute should lay\nstress on the development of the person as an individual, on excellency in the human\nbeing, and in addition, there might be any number of roundtables to take care of\nspecial interests.\nOn motion of Dr. Henry L. Smith it was unanimously voted to request the presi¬\ndent of the Council to appoint a committee, with himself as chairman, to study the\nrecommendations, and to come before the Council at such time as the study was\ncompleted, with a definite proposal either against the plan, or a definite proposal as\nto the organization of the institute, and technic for carrying out the plan.\nDr. Edward S. Evenden then presented a “Report of Progress of the National\nSurvey of the Education of Teachers.” In the discussion that followed the reading\nof this paper, Superintendent Oberholtzer inquired if the committee had a measure\nfor students and teachers. Dr. Evenden replied that in the original proposal they\nexpected to have a measure of the intelligence of pupils and of their achievements\nin different subjects, but that a number of those immediately interested in the work\nof the committee said they did not want a measure of these successes.\n\n"}
{"page": 252, "printed_page": null, "text": "National\n\n248\n\nDr. Leonard\n\nV. Koos\n\nEducation\n\nthen discussed\n\ntional Survey of Secondary\ndiscussion of this paper.\n\nAssociation\n\n“Methods\n\nEducation.”\n\nof Investigation\n\nThe\n\ntime\n\nwas\n\ntoo\n\nUsed\n\nin the Na¬\n\nlimited\n\nfor further\n\nSecond Session, Friday afternoon, February 19, 1932\nIn the absence\nthe Far\n\nEast\n\nof both the president\n\nassisting with\n\nan\n\nand\n\nthe vicepresident,\n\neducational\n\nsurvey,\n\nand\n\ncalled attention\n\nbeing\n\nthe latter being\n\nCharles H. Judd presided and called the meeting to order\ntorium of the United States Department of the Interior.\nDr. Judd\n\nthe former\n\nto the theses by Dr. Kilpatrick\n\nin\n\nill, Dr.\n\nat 2 p. m. in the audi¬\non “Freedom\n\nin Teach¬\n\ning,” which had been printed and distributed in advance, to members of the Council\nas a basis for the afternoon discussion. He commented on points 6 and 7, having to\ndo with funds to aid the defense of teachers unjustly discharged, and stated that he\ntook it that these two\n\nproposals,\n\n6 and\n\n7, were\n\nbased\n\nin some\n\nmeasure\n\non\n\na study\n\nof the experience of the teachers union in England, where this type of financial sup¬\nport is frequently given to teachers who find themselves involved in communities\nthey serve. He\ntheses.\nMr.\n\nHenry\n\nsaid he did not know\n\nhow\n\nfar it was\n\nR. Linville led the discussion\n\nadvisable\n\nfor us to hold to these\n\nof these theses, as did also Miss\n\nKiely and Mr. Roger N. Baldwin. The meeting was then thrown\ndiscussion of theses and papers read by the discussion leaders.\n\nopen\n\nMargaret\n\nfor general\n\nA number of questions were addressed to Mr. Baldwin, who in his answers con¬\ntinued to emphasize the rights of the individual and the minority as opposed to the\nmajority.\n\nHe\n\nwas\n\ninterested\n\nin local initiative and\n\ncontrol\n\nrather\n\nthan\n\nstate, and\n\nquestioned the right of the latter to legislate on what should be taught in the schools.\nHe referred to legislation in certain states on the teaching of evolution. In his\nopinion, the individual teacher should be left great liberty in selecting and present¬\ning content, and legislatures should not dictate what should be taught.\nSeveral participated in the discussion, including the chairman, who felt that\nstates and legislatures had been responsible for many things in education that could\nnever have come to pass thru the individual alone. The state, thru its legislative\nbody, has declared\n\n“there\n\nshall be common\n\nschools, and\n\nin them\n\ncertain prescribed\n\nthings shall be taught.” When the state forbids the teaching of certain subjects,\nteachers should not contract unless they expect to obey such laws.\nThe chairman further stated that legislatures have a right to prescribe courses\nof study, and the only appeal is to the Supreme Court of the United States, and the\nSupreme Court has passed on it by implication and ruling in several cases. The\nlocal community has no rights except those legislature permits it to exercise. Rights\nThe\n\noriginate in constituted democratic bodies.\nand it has rights, just as people have.\nDr.\n\nHerman\n\ndiscussion\nHe\n\nHarrell\n\npermitted\n\nof New\n\nYork\n\nUniversity,\n\nin his classes at the University,\n\nstated that he would\n\ndeliberative\n\nHorne\n\nlike to see “a new\n\nbodies, whereby\n\nand\n\ndescribed\n\nof life\n\nthe freedom\n\nthe satisfactory\n\ntechnic of controversy\n\nthe educative\n\nunion\n\nstate is a constituted\n\noutcomes.\n\nadopted\n\nresults of controversies\n\nof\n\nin school\n\nmight\n\nbe\n\nse¬\n\ncured.” When asked by the chairman if he would use these methods in the elementary\nschool, Dr. Horne stated that it was a test question. In his opinion, children are\nnever\n\ntoo young\n\nbe determined\n\nto think, and\n\nthe methods\n\nby their background\n\nDr. Oberholtzer\n\nused to encourage\n\nfelt that restrictions to freedom\nthe state unit. Legislation,\n\nand\n\nfor progress.\n\nto make\n\nin his opinion,\nThe\n\nchairman\n\nthe opportunity\n\nOur\n\nof speech have\n\nhe stated, had\n\nprograms\n\noffer the best answer\n\nunder\n\nin the solution\n\nsaid that the interesting fact to him\nto teach\n\nchildren\n\ndevelop\n\nthis must\n\nof experience.\n\nthru the local than\nmuch\n\nand\n\nwhat\n\ncome\n\ndone\n\nmore\n\nlargely\n\nlittle to prohibit,\n\na state system\n\nof education,\n\nof this problem.\n\nwas\n\nthat we\n\nsociety, as a whole,\n\nhave\n\ndoes\n\nnever\n\nwith\n\nwhat\n\nutilized\nis not\n\n"}
{"page": 253, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n249\n\nEducation\n\ncontroversial. Society has handed over to oncoming generations, certain of its best\ninventions, and he believes laws are one of them. Schools are here to transmit them.\nFundamental facts in education are not controversial.\n\nThird\n\nSession, Saturday\n\nmorning,\n\nFebruary\n\n20, 1932\n\nThe meeting was called to order at 10 a. m. in the auditorium of the U. S. De¬\npartment of the Interior, by Henry Lester Smith, former president of the Council,\npresiding in the absence of the president and vicepresident. The entire session was\ndevoted to a consideration of the following theses prepared by George S. Counts,\nColumbia University, as a basis for discussion:\nI. Freedom\n\nand\n\nCulture\n\n1. Freedom cannot be absolute and primal. All genuine freedom is relative and\nderivative. Freedom is an achievement rather than a. gift or a condition. The free¬\ndom of mankind has come thru the development of culture; the freedom of the in¬\ndividual comes thru the mastery of culture. Only thru culture does man, either in¬\ndividually or collectively, achieve control over his destiny. Any form of freedom\nthat does not give control and power is deceptive and futile.\n2. From\n\nthe standpoint\n\nof education, culture presents two\n\naspects. On\n\nthe one\n\nhand, culture is instrumental and practical — a body of tools, inventions, practises,\nfolkways, customs, institutions, knowledges, and ideas on which the survival and\nperpetuation of society is dependent. The transmission from generation to genera¬\ntion of this stock of spiritual possessions has always been and must always be the\nmajor responsibility of education.\n3. To the extent that this aspect of culture is free from error and is adapted to\nthe conditions of life, its mastery leads to power over the environment and to free¬\ndom. Only thru it does the individual gain that development of his powers and\nthat disciplining of his energies which distinguish man from the brute.\n4. On the other hand, culture is an expression and the repository of the hopes, the\naspirations, the values, the soul of a people. To this aspect of culture, which is integra¬\ntive, directive, dynamic, and qualitative, the term tradition is sometimes applied.\nThus we speak of the Christian, the Mohammedan, the democratic, the communistic,\nthe artistic, or the scientific tradition. It is here that the most severe educational con¬\ntroversies arise. It is here that the question of imposition and indoctrination assumes\nits most acute form.\n\n5. The thesis advanced in the present outline is that tradition gives meaning not\nonly to the life of a people but also to the life of the individual and to the educative\nprocess. Human energy is consequently released, not by freeing the individual from\ntradition, but rather by inducing him to identify himself most completely with a vital\nand growing tradition and to find the fulfillment of his life in that tradition. Only\nas he is influenced by and nurtured upon some particular tradition can his life\nbecome integrated and effective.\n6. The real question, therefore, is not whether some tradition will be imposed by\nintent or circumstance upon the coming generation (we may rest assured that this\nwill be done), but rather what particular tradition will be imposed. To refuse to face\nthe task of the selection or the fashioning of this tradition is to evade the most crucial,\ndifficult, and important educational responsibility.\n7. Traditions are born, grow to maturity, and then decay. As a consequence, tradi¬\ntions once vital may become rigid, formal, and sterile and paralyze the creative\nenergies of a people. Our present educational difficulty lies not in the fact that tradi¬\ntion is being imposed by the coming generation but rather in the fact that the\ntradition which we impose, whether in the sphere of politics, religion, morals, or art,\nhas lost its vitality. In many areas our tradition is out-of-joint with the times.\n\n"}
{"page": 254, "printed_page": null, "text": "250\n\nNational\n\n8. Our\n\nEducation\n\nAssociation\n\nfirst concern\n\nshould be not to follow the interests of children, for in that\ndirection lies futility and dissipation of energy, but rather\nto bring to the younger\ngeneration a vision which will call forth their active loyalties and\nchallenge them to\ncreative and arduous labors. A generation without such a vision is\ndestined to a life\nof absorption in self, inferiority complexes, and frustration.\n9. This means that the first and major task of American\neducation is to create a\ntradition which has roots in American soil, which is in\nharmony with the spirit of\nthe age, which recognizes the facts of industrialism, and which\nwill appeal to the\nmost profound impulses of our people. Communism and Fascis\nm constitute the only\nrealistic efforts on the part of Western peoples to meet the\ngeneral situation which\nwe all face. It seems quite possible that these two develo\npments, in varied form,\nrepresent the only alternatives with respect to the future. If there\nis to be another\npossibility, its outlines should be sketched without delay.\nII. Freedom\n\n1. Freedom\n\nis a product\n\nand\n\nof cooperative\n\nSocial\n\nPlanning\n\nendeavor\n\nrather than a condition to be\nmaintained or recovered. The savage is perhaps the least free\nof men. Freedom,\nindividual freedom, is primarily a positive social achievement rather than\na throwing\noff of restraints.\n2. This dependence of freedom on cooperative endeavor is due partly\nto the fact\nthat freedom comes thru the growth of culture and that culture is a\ngroup product.\nBut it is also due in part to the fact that power is a cooperative achievement. Strengt\nh\nlies in the union, specialization, and integration of numbers. Without power\nthere\ncan be only the freedom of quiescence, resignation, and death.\n3. The social foundations of freedom are becoming increasingly apparent\nat the\npresent time. The situation, however, is somewhat confused by the changed condi¬\ntions of freedom which have come with the industrial order. As a consequence in the\nname of an archaic and illusory form or conception of freedom, essentially aristo¬\ncratic in origin and predatory in spirit, we are being asked to reject the one road\nwhich will lead to freedom for the masses.\n4. Thru\n\nthe advances\n\nof science and technology an economic system of extraor¬\ndinary power has been developed. If this power would be fully utilized, the economic\nquestion could be disposed of and poverty abolished forever. The foundation would\nthen be laid for a measure of freedom that mankind has never known in the past.\n\nThe\n\ncomplete\n\nand uninterrupted\n\nfunctioning of our economic system, however,\nbecause of its complexity and intricacy, requires careful and comprehensive plannin\ng\nof economic processes. But the objection is raised that the adoption of a general\neconomic plan would result in the reduction of the liberty of individuals.\n6. The extent to which planning the economic order would curtail the freedom of\nthe individual is largely a question of the methods employed. However, even if the\nmethods were crude and “undemocratic,” the gains in freedom for the masses would\nfar outweigh the losses. A planned economy should give economic security to all.\nAnd without economic security freedom can have but little meaning. In place of\nthe somewhat questionable freedom to acquire a fortune by means of speculation,\nmanipulation, and exploitation, the ordinary man would gain release from economic\nworries.\n7. Thru\n\nsocial planning, moreover,\n\nman\n\nplaces himself on the road to an ever-\n\nincreasing measure of freedom. The development of a social science which can give\nman control over his destiny would seem to be dependent on the inauguration of a\nsystem of planning. Until man seeks to use knowledge for purposes of control, social\nscience will probably remain what it is today — merely a record of events.\n\n"}
{"page": 255, "printed_page": null, "text": "National\n\nCouncil\n\nIII. Freedom\n\nand\n\nof\n\nEducation\n\n251\n\nLeadership\n\n1. Freedom is also dependent upon leadership. Culture and social\nplanning are\nnot enough. No society without gifted and courageous leaders can be\nsaid to be\nfree in the fullest sense of the word.\n\n2. The\n\ndevelopment\n\nof social and economic planning in a highly integrated in¬\ndustrial society will require new forms and new types of leader\nship. The arrange¬\nments suited to the needs of the simpler societies of the past\nare no longer adequate.\n3. At present, altho our society requires leadership as it has seldom\nrequired it\nbefore, leadership is lacking. This is one of the most discou\nraging features of the\npresent situation and is undoubtedly due, not to the lack\nof talent among our\npeople, but rather to the failure of the traditional methods of choosin\ng leaders.\n4. Our methods of choosing leaders are derived from a time when\nsociety was\nvery simple in organization and when the political state was relatively\ndistinct\nfrom the economic state. At any rate, the economic order lacked integra\ntion and\nwas capable of independent operation.\n5. In this simple society in which the police function was the chief\nresponsibility\nof the government and the general welfare was but slightly\ndependent upon the\noperations of the state, a simple form of political democracy\nwas possible and\nadequate. Even in this society, however, it was clearly the intenti\non of the fathers\nthat the people should rule indirectly thru their representatives.\n6. That leadership in the complex society of the future, in which\nthe economic\nand political functions will be closely interwoven, can be chosen\nby the crude\nmethods of popular suffrage evolved under simple agrarian conditions\nis scarcely\ntenable. Rather will leadership emerge as a natural product of the various\nfunc¬\ntional groups of which society will be composed. Individuals will not be\ntorn\nfrom their occupations and laden with responsibilities about which\nthey know\nnothing. Neither will leadership be entrusted to a race of professional\npoliticians.\nRather will men of energy and capacity be advanced from level to level in the\nfields\nof their special knowledge. Eventually the most capable will find themselves\nin the\nhighest positions of leadership.\n7. The function of leadership will then be to lead rather\nthan to follow.\nGenuine leadership involves a certain measure of moral or intelle\nctual ascendancy\nover the masses which is traceable to some real superiority.\nWhile the highest type\nof leadership neithei bamboozles nor coerces, it also never truckle\ns or flatters. It\nleads because it can challenge, inspire, and point the way.\nSuch leadership is\nrequired today in every department of life.\nDr. Counts opened the program by reading the theses he had\nprepared, with a\nfew running comments of explanation and interpretation.\nThe leaders in discussion were Ross Lee Finney, University\nof Minnesota; John\nDewey, Columbia University; Herman Harrell Horne, New York\nUniversity; and\nBoyd H. Bode, Ohio State University. These papers, together with\nthe theses, have\nbeen printed in a pamphlet which has been distributed to members of the\nCouncil.\nIn the general discussion that followed, participants were the leaders of\nthe dis¬\ncussion, and members of the Council.\nDr. A. Duncan \\ ocum of the University of Pennsylvania said that\nall who had\nread the theses or heard them read, and listened to the leaders of\nthe discussion,\ncould not help but agree with him that there was a remarkable unity\nof thinking\nin all phases of discussion. Dr. Yocum did not agree with what he interpr\neted as\nDr. Dewey’s insistence that what we need is revolution. In his opinion\n, what we\nhave to fear is revolution. He stated that there had never been a period' in educa¬\ntion when there had been so much enthusiasm and so much sense in\nteaching, and\nthat interests are being multiplied so enormously that the individual is\nbeing lost\nin diversion. Dr. Yocum thinks that what we need is integration. He\ndoes not\n\n"}
{"page": 256, "printed_page": null, "text": "252\n\nNational\n\nEducation\n\nAssociation\n\nunderstand why Dr. Dewey refers to existing educational institutions as static. To\nhim the difficulty does not lie in the fact that we are not ready for change, but in\nthe fact that we are too ready for it, and our teaching of democracy has not moved\nalong rapidly enough to keep itself up with demands of our revolutionary change.\nOne or two of the speakers in general discussion seemed to gather from the theses,\nand later statements of Dr. Counts, that he was in accord with the Russian system.\nTo this the author of the theses countered by stating that he would like to make a\nconfession. He said that he was born in the state of Kansas, but it would seem from\nremarks of some speakers on the platform at the meeting that he must have been\nborn in Russia. He repeated that he was born in Kansas, and thought a good deal\nof reference to Russia in the talks was a revelation of the complex existing in this\ncountry with regard to Russia. He stated that he had made no reference in his\npaper to Russia, but had referred to Communism and Fascism in varied forms.\nHe added that he thought the real struggle in the world is bound to go on between\nthose two conceptions. It may go on by the methods Dr. Dewey outlined, and he\nwould rather like to see it go on in that way. However, it seemed to him that Dr.\nDewey oversimplifies the matter, that he makes\ntaking, too much an intellectual matter.\n\nof educational\n\nproblem\n\nor under¬\n\nDr. Counts agreed with Dr. Horne in regard to the inadequacy of a problem¬\nsolving education. He thinks we have developed an educational theory that in¬\ncludes other things besides the problem-solving approach to education. He said he\ndid not care how many forms of freedom there were, he was arguing for a kind of\nfreedom that has some likelihood of finding expression in society. He stated that\nDr. Dewey had accused him of emphasizing too much the economic feature, but he\nfelt there was not a realization today of how very important the economic factor\nis. He stated further, that Dr. Horne said he would cultivate democratic tradition,\nand that he would agree with him thoroly, and was sure if he would read the\ntheses carefully without being frightened about the fact that he (Dr. Counts) had\nspent much time in Russia, he would find therein arguments for certain democratic\ntradition. The difficulty, according to Dr. Counts, is that we do not have a demo¬\ncratic reality in this country, for what we have in parties today is a combination of\nincompatibility — a combination of Thomas Jefferson and Alexander Hamilton.\nHe concluded by stating that if he could be shown a society wherein a great\namount of imposition wasn’t going on, and in which imposition wasn’t necessary to\ncarry on the cultural freedom, and if anyone could outline a scheme wherein men\nlive together at all and imposition isn’t necessary, then he would become much more\nexcited over this question than he was.\nDr. Finney stated that he wished he had ten minutes to discuss what he called\nthe iceberg fallacy. The difficulty, from his point of view of the arguments of the\nmorning, is that we don’t give any attention to all sides of life.\nDr. Horne then took up the challenge of Dr. Counts to the effect that in all society\nthere is imposition, and gave as an illustration of what he felt was the contrary in\nthe wonderful movement known as progressive education. In these schools Dr.\nHorne feels that nuclei are being formed in which we do not have imposition.\nThere\n\nis an assimilation of point of view\n\nwhich\n\nAtlantic City, New\n\nis one of the most hopeful things.\n\nJersey\n\nFirst Session, Friday afternoon, June 24, 1932\nThe meeting was called to order in the Venetian Room of the Ambassador Hotel\nat 2 p.m., by the president of the Council, who had returned from the Far East\nearlier than was expected. State Superintendent Agnes Samuelson, Des Moines,\nIowa, had been designated to preside in the absence of the president, but due to\nunavoidable circumstances was unable to be present for this session.\n\n"}
{"page": 257, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n253\n\nThe report of the Committee on Reorganization of the Council was presented by\nthe chairman, Superintendent Joseph H. Saunders, Newport News, Virginia. This\nreport was not read in detail as copies had been sent to all members of the Council\nfor their perusal and study prior to the meeting, and the complete report had been\nread at the last summer meeting of the Council and briefly discussed.\nIn presenting this report the Chairman gave a brief history of the steps leading\nup to the appointment of the Committee for the purpose of suggesting a plan for\nthe reorganization of the National Council of Education, and called attention to\npoints in the report of this committee that differed from the original draft which\nhad been prepared by Dr. Henry Suzzallo at the request of the Council, and on\nwhich the work of the committee of which Mr. Saunders was chairman, was based.\nSeveral questions were raised concerning the plan presented by the chairman\nof the committee, and satisfactorily answered, but there was considerable discussion\non a question brought up by A. W. Castle as to the elimination from membership\nin the Council under the new plan, of representation from the Departments of the\nN. E. A. Mr. Saunders explained that the Committee felt that good people from\nthese Departments would come into the Council in due season by the methods of\nelection recommended, which were not thru the Departments. The secretary was\nrequested to give her opinion as to the value of such membership in the Council.\nIn so doing, she stated that seventeen of the departments of the N. E. A. had repre¬\nsentation in the Council, and in some cases the attendance had been regular, but in\nothers those elected had been irregular in attendance or not present at all. She\nfurther stated that there had been delay in supplying vacancies due to the election\nof new officers in the departments each year, and unfamiliarity with the provision\nfor such appointments. She felt that if the officers of the departments could always\nbe advised as to the importance of this representation and selection of members made\non that basis, it would be highly desirable for the departments to make their own\nchoice of such representation and continue their affiliation with the Council.\nOn motion of A. W. Castle, seconded by Chari Williams, it was unanimously\nvoted that one member (in lieu of three as at the present time), be appointed by\neach Department of the N. E. A. to represent it in the Council. This action of the\nCouncil necessitated a change from 160 to 180 in the total maximum number of\nmembers to constitute the Council as recommended in the report, since each de¬\npartment would be entitled to one representative. Information on this action of\nthe Council was to be transmitted to the delegate assembly by the chairman of\nthe committee. It was then unanimously voted to adopt the report of the com¬\nmittee thus amended, provided favorable action on the report was taken by\nthe delegate assembly of the N. E. A. The full report of the Committee on Reor¬\nganization was included in the minutes of the 1931 summer meeting of the Na¬\ntional Council of Education. (See N. E. A. Volume of Proceedings 1931.)\nJ. W. Crabtree, Secretary of the National Education Association, read a very\ninteresting and helpful report on “Educational Progress During the Past Year.”\nHis close relationship as secretary of the N. E. A., to the educational program\nthruout the country, made this report of special value.\nIn the discussion following\n\nthe presentation\n\nof this report a motion\n\nmade\n\nby\n\nGuy Wilson and seconded by Mrs. Mary C. C. Bradford, was unanimously carried\nto the effect that a committee be appointed by the president of the National Coun¬\ncil of Education to formulate the aims and methods of functional education in a\ndemocracy\n\nas applied on the elementary, secondary, and college levels, in such form\nas to afford help and guidance to taxpayers and boards of education, as well as\nschool executives, in any efforts at modifications of educational conditions for\n\neconomy\n\nor improvement.\n\nIn the consideration\norganizations,\n\nof this motion it was suggested that such groups as industrial\nchambers of commerce, and legislators, be also included in the\n\n"}
{"page": 258, "printed_page": null, "text": "254\n\nNational\n\nEducation\n\nAssociation\n\ngroups\n\nto be reached, but it was decided that the motion as stated could be inter¬\npreted to include any other groups, and need not be amended for that purpose.\nFurther discussion grew out of Mr. Crabtree’s reference to the fact that while\nwe have had a large measure of success in attaining our American ideals on the\nprimary or elementary levels of education, we still have great shortcomings in\nsecondary education, which will be the battle-ground of educational reform for the\nnext quarter of a century, and that this secondary level has been too much in¬\nfluenced by the higher institutions of learning.\nA motion was carried to the effect that a committee be appointed to study\nthe\nsecondary school and its future functions, this committee to be further instructed to\nreview the work of the Committee on Secondary Education of the Office of Educa¬\ntion, and other studies in secondary education, and be prepared to make a prelimi¬\nnary report at the next winter meeting of the Council, and a more complete report at\nthe next summer meeting of the Council.\n\nDr. Bagley stated that in appointing committees thus far in his presidency, he had\ntaken the liberty of including several persons not members of the Council, and\nraised a. question as to his privilege in such matters. The secretary called atten¬\ntion to the fact that Article V of the Constitution made a provision\nthat in the\nappointment of special committees, and in the selection of writers and speakers,\n“It shall be the privilege of the Council to appoint such experts, whether\nmembers\nof the Council or not, as shall be deemed best qualified to conduct investigations.”\nTo further strengthen this provision a motion was made by Mrs. Mary C. C.\nBrad¬\nford that the president of the Council be empowered to appoint,\nat his discretion, on\ncommittees, both members and non-members of the Council. This\nmotion was\nunanimously carried.\n\nIn commenting\n\nfurther on the optimistic note in Mr. Crabtree’s report, the presi¬\ndent, Dr. Bagley, spoke of the teachers’ reaction to salary cuts, and no\nsalaries,\nand stated that they are “up on their toes” as almost never before,\nto do the very\nbest kind of work they can, regardless of remuneration.\nChari Williams emphasized especially this attitude on the part of\nthe Chicago\nteachers, and the fact that they had given a play in which they had\ntreated\nhumorously their hardships and indicated the fine morale that existed among\nthem\nin spite of the lack of salary.\nThe president also suggested that it might be well for a committee to be ap¬\npointed annually to be responsible for reports of educational progress each\nyear.\nAs there was no comment on this, it was assumed that the Council acceded to\nthis\nsuggestion.\n\nThe president of the Council, Dr. Bagley, was invited by the Council\nto give\nsome description of the situation in the Far East and his contacts while there.\nDr.\nBagley gave a very delightful and interesting description of his stay in Iraq, which\nhe said is the youngest of all nations, and is located in the Tigris-Euphrates Valley.\nThis nation has been governed by aliens for 700 years, and has a populati\non of\nabout three million people. There are many educational problems there, chief\namong which is the problem of health education, based on better sanitary usages.\nHe says much change is needed in the mores of the people before much education\ncan be given them, especially for work in shop and in agriculture. Ignorance\nprevails concerning the care of babies, and hookworm is a prevalent disease. The\nMohammedans form the most fundamental religious sect in this country.\nIn referring to his visit to Turkey, Dr. Bagley emphasized the fact that many\nchanges, particularly in the way of freedom for women, have been brought into\noperation there. He spoke of the fact that women were required now to go unveiled,\nbut tradition still held them, so that when officers were not on the outlook, they\nfrequently brought the veil over their faces.\nEconomically, Turkey is very poor, but has made more progress in education in\nrecent years than any other country, except Soviet Russia. In Turkey in less than\n\n"}
{"page": 259, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n255\n\nten years, illiteracy has been reduced from 90 percent illiterates to 20 percent illiter¬\nates largely thru a requirement that all those from 15 to 18 years of age must attend\nschool six nights a week until able to pass the literacy test.\nAt the close of this talk, announcement was made that the Membership Committ\nee\nwould meet immediately following the close of the session.\n\nSecond\n\nSession, Saturday\n\nmorning,\n\nJune 25, 1932\n\nThe\n\nmeeting was called to order in the Venetian Room of the Ambassador\nHotel\nat 9 a. m., by Dr. Albert W. Cook, state superintendent of public\ninstruction in\nMaryland, who had been invited to preside for the morning as the\npresident’s early\nreturn from the Far East had not been anticipated.\n\nA list of the questions on Dr. Counts’ theses raised for discussion\nby the Council,\nand enumeration of certain points in the theses to be further conside\nred, had been\nreceived from members of the Council and were now taken\nup for discussion,\nunder the leadership of Dr. Cook. The questions follow!\n1. What, if any, are the specific knowledges, attitudes, and\nschool should seek to develop with respect to citizenship ?\n\nskills which\n\nthe\n\n2. If a leadership is developed that “can inspire, challenge,\nand point the way,”\nan intelligent followership must also be developed.\na. How may this be accomplished thru social and economic\ncreating chaos in our thinking and acting?\nb. What are the safeguards for freedom\nof social planning for the masses?\n\nunless economic\n\nplanning\n\nwithout\n\nsecurity is the result\n\n3. How does education thru passive absorption translate itself into\nconduct?\n4. How select those who are to be the leaders?\n5. What is indoctrination, and to what degree should it constitute an\nelement or a\nmethod in a modern educational program?\n\nSuggestions also were received for further discussion on points\n5, 6, 8, and 9 of\nThesis I— Freedom and Culture.\nDavid A. Ward raised a question as to the function of higher institutions of\nlearn¬\ning as interpreted by their college entrance requirements, and the fact\nthat they\nseemed to want to admit no one except those who will be leaders.\nHe was eager\nto get some reaction from the Council as to what the real function of the college\nin\nthe training of youth should be. Mr. Ward wondered why colleges did\nnot desire\nto take in a lot of common people, who after all must be taught how to follow\nwise\nleadership, and many of whom are real leaders.\nIn the discussion that ensued, Joy E. Morgan emphasized the value of\nskill in\npublic speaking, and the necessity of training the masses for ability to speak\nin public.\nCarson W. Ryan brought out the necessity for intelligent interpretation\nof sub¬\njects for both leadership and followership, and the need of making\nlay groups who\nare responsible for considerable authority understand the problems\non which they\nare many times called to make policies. He referred to the committees, for\ninstance,\ncalled upon to reduce budgets, who arbitrarily made cuts and set up new\nbudgets\nwith very little background for interpreting the real needs in the situation.\nJohn A. Hollinger feared that some portions of the theses set up by Dr.\nCounts\nmight be interpreted as emphasizing authority too largely, and that school adminis¬\ntrators might use this to advantage when they wanted to arbitrarily reduce\nbudgets\nand otherwise modify school programs.\nIn the opinion of Dr. Fred J. Kelly, there should be a definite line drawn between\nthose who can think for themselves and those who must depend upon expert\nad¬\nvice. This, of course, presents a great problem as to where the line shall be\ndrawn. He believes that if expert advice could be given to the masses at different\nlevels, they would be glad to get this if there was no “ax to grind” on the part\nof the expert.\n\n"}
{"page": 260, "printed_page": null, "text": "256\n\nNational\n\nEducation\n\nAssociation\n\nAdelaide S. Baylor raised the question as to whether the line was to be drawn be¬\ntween groups or within the individual. In her opinion, there were some problems\nthat an individual could solve and others which he could not, and for which he\nwould need expert advice, and that it was a differentiation in the individual\nrather than, or as well as, among groups.\nMrs. Mary C. C. Bradford called attention to the fact that reference to experts\nhad been frequently made, and she would like to know how to define an expert in\ngovernment. In response to this question, Dr. Ryan seemed to feel that an expert in\ngovernment was one who knows where to secure information or where to direct the\nquestioner for information. It was further brought out in this discussion that feeling\nand acting, as well as intelligence, must be taken into account in consideration of\nleadership and freedom.\n\nMr. Hollinger thought it might be inferred from Dr. Counts’ theses that the only\nway out of our social problems is thru Fascism or Communism, to which Dr. Bagley\nresponded that the theses simply stated that those were the real ways in operation\nat the present time. He further stated with reference to secondary education, that this\nwas the only country in which they tried to get everyone into the secondary schools\nthru a non-selective process. In his opinion, there is more effort to get pupils into\nsecondary schools and colleges than there is to make them as mentally alert as pos¬\nsible thru the education they receive in those institutions. He further cited the situa¬\ntion in this country which shows that there are millions hungry, and yet we have\nan over-supply of food. We have failed in being sufficiently intelligent to know how\nto properly use the resources at our hand.\nThe remainder of the morning was devoted to a presentation by Fred J. Kelly,\n\nfollowed by a discussion on “How Education May Organize To Assume Its Respon¬\nsibility in Social-Economic Planning.”\nE. C. Broome, superintendent of city schools, Philadelphia, Pennsylvania, in dis¬\ncussing these proposals, stated that in his opinion they were the best he had ever\nread touching upon these problems.\nThomas E. Finegan of Rochester, New York, endorsed what Mr. Broome had\nsaid, and thought that the proposals offered the soundest statements of principles\nthat he had heard on educational policies in twenty-five years. To his mind there\nshould be a permanent body working continuously on these problems.\nOthers participating in the discussion were E. E. Oberholtzer who spoke briefly\non competitive versus group work in social undertakings ; and Winifred J. Robinson\nwho talked at some length on questions raised by Dr. Ward, and some of her ex¬\nperiences bearing on these questions. Dean Robinson referred to the fact that thruout the morning discussion the word\nher mind. She said:\n\n“competition”\n\nhad been constantly recurring in\n\n“In athletics, in our artificial arranging of boys and girls in serial ranks in their\nclasses, in the systems of grades and quartiles by which they are passed from school\nto school, and from school to college in the case of the state-supported institutions\nof higher education, we are working against social mindedness. It is a difficult thing\nfor those who are on our committees on admission to college to decide that young\nmen and women really wish to learn something more and have the ability to do\nso. . . .\n“Our conceptions of fundamental principles are taking new form. A religious\n. newspaper comes to my desk, I do not know from what source or what sect. I glance\nat it with amused interest, saying to myself, ‘No one believes anything so materialis¬\ntic as that,’ yet I have to admit that a great many things are true in principle that\nare not true in fact. A great many symbols have lost their significance that might\nwell be retained. The word ‘sacrifice’ has gone entirely out of our vocabulary. . . .\n“In the same way the word ‘mission’ does not refer to the teacher’s work as it\nonce did, but the word ‘commodity,’ a thing to be sold to the highest bidder, is too\noften the right descriptive term.\n\n"}
{"page": 261, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n257\n\n. Dr- c°unts has been so greatly impressed with the single-mindedness of\nRussia’s\naim, that I think he wishes something just as definite for\nour country. Professor\nDewey, with his fine internationalism, feels that we should formulat\ne something new\nin the present crisis that is broad enough in principle to include\nthe whole world. I\nthink Dr. Kelly’s proposals bring these common aspirations into\ndefinite form.”\nAt the close of the discussion on the proposals made by Dr.\nKelly, the president of\nthe Council presented the report of the Membership Committee\non the election of\nofficers, and adjustment of membership vacancies. This report\n, which was unani¬\nmously approved by the Council, recommended the reelection\nof the following\nofficers whose terms expired in 1932:\nSecretary — Adelaide S. Baylor, Federal Board for Vocational Education, Wash¬\nington, D. C. Term expiring in 1935.\nMember of Executive Committee— David A. Ward, City Schools,\nChester, Penn¬\nsylvania. Term expiring in 1935.\n\nMember of Membership Committee— Caroline\nCastleton, Vt. Term expiring in 1935.\nM.\n\nE. Pearson, Superintendent\npiring in 1935.\n\nWoodruff,\n\nof Schools, Kansas\n\nState Normal\n\nCity, Kansas.\n\nSchool,\n\nTerm\n\nex¬\n\nThe report further recommended that no steps be taken at this time\nto supply\nvacancies in membership of the Council until after the action of the delegat\ne assem¬\nbly on the report of the Reorganization of the Council. Ths report was unanimo\nusly\napproved by the Council and the officers declared elected.\nAt the request of the president of the Council, the secretary read\nthe following\nnames of persons designated by him to serve on the Committee to report on 4<A\nNational Institute of Education”: William A. Evans, chairman, Walnut Hill\nHigh\nSchool, Cincinnati, Ohio; Clyde M. Hill, Graduate School of Education, Yale Uni¬\nversity, New Haven, Conn.; J. M. Gwinn, superintendent of schools, San Francisco,\nCalif.; Lucile Allard, supervisor of public schools, Garden City,\nN. Y. ; Fred j!\nKelly, U. S. Office of Education, Washington, D. C. ; E. E. Oberholtzer,’ superin¬\ntendent of schools, Houston, Texas;\nRobert B. Raup, Teachers College, Columbia\nUniversity, New York, N. Y. ; Helen H. Heyl, State Education Department,\nAlbany,\nN. Y.; W. S. Gray, University of Chicago, Chicago, Ill.; L. A. Alderm\nan, U. S.\nOffice of Education, Department of the Interior, Washington,\nD. C.\nResponses and acceptances had been received from all members of this committee\nbut one. The president then called for a meeting of the committee immediately fol¬\nlowing adjournment.\n\n"}
{"page": 262, "printed_page": null, "text": ".\n\n.\n\n:\n\n1 . <-\n\n'\n\nIt\n\n■*\n\n'\n\n:r\n\n:\n\n•\n\n'J\n\n:■ q\n\n■\n\n' \"\n\nus .'istfho\n\n.\n■\n\n_\n\nl‘\n\n:\n\nJ\nJ t s\n\n1\n\n■\n\n-.•{ ,\ny;< >4\n\n’\n\n<<.\n\n'\n\n:J> /.')■;<\n\n'i\n\n.’ s\n\n-\n\nutf ■\n\nj, : .nr\n.Cl ,!\n\n: ■ i; <\n\n0\nr\n\n) » / , T J vv >\n,i •’ r\nI. ; lo V>rV 1 .2 i.J\n\n!\n\n'jl\n\n-•\n\n••\n\nn\n\n'\n\n=\n4\n\n11\n\n.\n\ni r\n\n• ■\n\n'\n\n"}
{"page": 263, "printed_page": null, "text": "Departments of the Association\n\n"}
{"page": 264, "printed_page": null, "text": "The growth of departments in the Association\n\nbegan in 1870 when the American Normal\nSchool Association became the Department of\nNormal Schools (now Department of Teachers Col¬\nleges), and the National Association of School Su¬\nperintendents became the Department of Superin¬\ntendence.\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.\nThere are now twenty-two 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. The list of de¬\npartments with years of organization is as follows :\n1. Administrative Women in Education\n2. Adult Education .\n3. Business Education .\n4. Classroom Teachers .\n5. Deans of Women .\n6. Educational Research .\n\n7. Elementary\n\n.\n\n. 1921\n. 1892\n. 1914\n. 1918\n. 1930\n\n.\n\nSchool Principals .\n\n8. Kindergarten-Primary Education\n9. Lip Reading .\n\n10. Rural Education\n\n.\n\n.\n\n11. School Health and Physical Education\n12. Science Instruction .\n13. Secondary Education .\n14. Secondary School Principals .\n\n.\n\n15. Social Studies .\n16. Special Education\n\n.\n\n17. Superintendence .\n18. Supervisors and Directors of Instruction ....\n19. Supervisors and Teachers\n\n20. Teachers\n\nof Home\n\nEconomics\n\nColleges .\n\n21. Visual Instruction .\n22. Vocational Education .\n\n[ 260 ]\n\n. 1932\n\n. 1921\n. 1884\n. 1926\n. 1907\n. 1894\n. 1894\n. 1886\n. 1928\n. 1925\n. 1930\n. 1870\n.. 1928\n1930\n. 1925\n. 1923\n. 1875\n\n"}
{"page": 265, "printed_page": null, "text": "Department\n\nof Administrative Women\n\nin Education\n\n"}
{"page": 266, "printed_page": null, "text": "HE\n\nNATIONAL\n\nwomen\n\nCOUNCIL\n\nin education\n\nwas\n\nOF\n\nADMINISTRATIVE\n\norganized\n\nin Oakland,\n\nCalif., in 1915 by a group of women in attendance\nat the annual meeting of the National Education As¬\nsociation. One of its purposes set forth in its constitu¬\ntion at that time was to strengthen the friendly and\nprofessional relations of administrative women in\neducational work and to maintain high professional\nstandards among them. It has branches in eighteen\nstates.\nSince its organization the Council has held two\nmeetings a year, one during the convention of the\nDepartment of Superintendence, in February, and\nanother during the annual meeting, of the Associa¬\ntion in the summer. At the Atlantic City meeting\napplication was made to the Board of Directors for\nthe admission of the Council as a Department and\nfavorable action on the application was taken by the\nRepresentative Assembly on Friday morning, July 1,\n1932. The next election of officers will take place in\n1933.\nThe officers of the Department for 1931-33 are:\nPresident , Isabel Lancaster Eckles, Superintendent\nof Schools, Santa Fe, N. Mex. ; Vicepresident , Anna\nLaura Force, Principal, Lake Junior High School,\nDenver, Colo.; Treasurer , Helen Watson Pierce, As¬\nsistant Superintendent of Schools, Los Angeles, Calif.\n\nI 262 ]\n\n"}
{"page": 267, "printed_page": null, "text": "Department\n\nof Adult Education\n\n"}
{"page": 268, "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 for the year 1931-32\nare : President , Mary L. Guyton, Supervisor of Adult\nAlien Education, State Department of Education,\nBoston, Mass. ; Secretary , Caroline A. Whipple, Su¬\npervisor of Adult Education, State Education De¬\npartment, Albany, N. Y. ; Treasurer , Agnes Winn,\nDirector, Division of Classroom Service, National\nEducation Association, 1201 Sixteenth Street, Wash¬\nington, D. C. ; Executive Director , Katherine L.\nKohler, Director of Extension and Summer Schools,\nBoard of Education, City Hall, Minneapolis, Minn. ;\nExecutive Committee : L. R. Alderman, Chief, Service\nDivision, U. S. Office of Education, Washington,\nD. C. ; Robert C. Deming, Supervisor, Division of\nField Service, State Board of Education, Hartford,\nConn.\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\n1926 :327-371\n\n[ 264]\n\n1927 :293-334\n1928:263-304\n1929 :277-316\n\n1930 :249-274\n1931:315-341\n\n"}
{"page": 269, "printed_page": null, "text": "NEW\n\nPHASES OF ADULT\nEDUCATION\nTO MEET\nPRESENT\nECONOMIC\nSITUATION\n\nMORRIS\n\nE. SIEGEL, DIRECTOR OF EVENING\nAND CONTINUATION\nBOARD OF EDUCATION, NEW\nYORK, N. Y.\n\nTHE\n\nSCHOOLS,\n\nAdult education is required in democracy because it is impossible to\ngive\nsuch training to the infant, the child, or the adolescent. Until the fundamen¬\ntals of government, of economics, of personal and social problems are as\ncommonly understood as the multiplication table, no democracy can\nbe\nsuccessful. The ignorance of adults in the matter of health education\nis an\nindication of defective education of adults. The majority of the\npeople of\nthe country are living in a condition just above mere literacy. Only\nby\nmeans of educating the people in essential questions can the challenge of the\ngreat crisis be met. In the present industrial depression safety lies\nin the\nknowledge of the “man in the street” of what to do; otherwise there\nis great\ndanger that propaganda, which is adult education gone wrong, will be\nused\nby interested parties to reorganize our economic structure in accordance with\ntheir peculiar tenets.\nThe main features of the present economic situation which adult educa¬\ntion can help are :\n1. An understanding of the causes of the existing economic\n2. The elimination of unemployment\n3. Constructive use of enforced leisure\n4. Vocational\n\nguidance\n\nproblems\n\nof maladjusted\n\nadults\n5. Vocational training of those who previously lacked such\nadvantages\n6. Retraining of those who are victims of technological unempl\noyment\n7. Providing a supplementary occupation for those who are partial\nly trained\n8. Above all, maintenance of morale by (a) keeping\nup health standards; (b)\nproviding a certain amount of security as to food, shelter, clothin\ng; (c) encouratrintr\nneighborliness;\n\ng\n\n(d) restoring confidence.\n\nIn each of the above phases the schools of New York City and New\nYork\nState have undertaken a vigorous constructive program. Such includes\nsev¬\neral hundred classes for the retraining of unemployed adults;\ncooperation\nwith employment bureaus for vocational guidance and counsel ; study\nof the\ncauses of the present economic crisis; definite attempts to maintain\nfamily\nmorale, assistance in the matter of food, shelter, and clothing; cooper\nation\nin conducting sheltered workshops. In New York City during the\npast eighteen months over 30,000 individuals have been assisted, with\nan average\nweekly register of over 5,000.\nTHE\nHAROLD\n\nIMPORTANCE\n\nOF\n\nG. CAMPBELL, DEPUTY AND\nSCHOOLS, NEW\n\nADULT\n\nEDUCATION\n\nASSOCIATE SUPERINTENDENT\nYORK, N. Y.\n\nOF\n\nAdult education of the present includes not only persons with such imme¬\ndiate needs, but also college graduates and other fortunately circum\nstanced\nadults who in spite of former education feel that they must\nstill engage in\nI 265 ]\n\n"}
{"page": 270, "printed_page": null, "text": "266\n\nNational\n\nserious study. Three\n\nEducation\n\nAssociation\n\nfactors are perhaps mainly responsible for this wider\n\nrange of interest : the incredibly rapid change in our civilization and en¬\nvironment ; the marked increase in leisure time ; and the conclusive evidence,\ngiven by Thorndike and others, that men and women in mature life can\nstill learn quickly and effectively.\nIn the United States alone, approximately 4,000,000 adults are enroled in\npublic evening schools, college and university extension, corporation schools,\nworkers’ education, alumni\nY. M. C. A. and K. of C.\nVocational\n\nschool. One\n\neducation, and in such organizations as the\n\neducation — Two\n\nlarge groups in this field are eager to enter\n\ngroup declares that it was\n\ndeprived of the opportunity for\n\nvocational training by the narrow conception of education twenty-five years\nago. The other asks that we broaden still further our conception of educa¬\ntion so as to provide public schools for people of all ages who wish to have\neither additional training for present vocations or an entirely new training\nto take the place of one that a changing world has rendered obsolete. We\nhave acknowledged that the educative process is a continuing one thru a\nman’s life. We are now asked to make the public schools available beyond\nthe period of youth to assist in this process.\nAcademic\n\ntraining — The\n\nchance for academic\n\ntraining is sought by many\n\nwho during their youth were unable to take advantage of the offerings of the\npublic schools. Possibly economic pressure forced them to leave school before\ncompleting even the elementary school grades. Other men and women often\ndesire instruction that will enable them to get more joy out of living. They\nmay wish to learn of the newer trends in economics and sociology. It may\nbe that they will wish to know how to listen to an opera more appreciatively\nor to look at a beautiful painting with greater understanding. They may\nwant leadership in the study of stones, trees, flowers, and birds; or it may be\nthat they wish encouragement and direction when they themselves write\npoems, paint pictures, design hooked rugs, or make copies of beautiful old\nchairs.\nDr. L. P. Jacks, the eminent Oxford philosopher, now\ntry, said in a recent interview:\n\nvisiting this coun¬\n\nI would, however, help people to find and to choose wiser and at the same time\nto develop more ways of enjoying themselves. I think thus a vast increase in human\nhappiness would be possible and that people would also become better citizens.\nMany of the leisure occupations now common in all classes — the rich and the poor —\ntend to the opposite direction. Nine-tenths of present leisure is devoted to playing\nthe fool.\nA system of education, which\n\ntrains a man\n\nfor dealing with particular conditions\n\nbut leaves him untrained for all others — trained for work of a special kind (such\nas salesmanship) but untrained for unemployment (whether voluntary or enforced)\nhas utterly failed at the essential point — that of opening the way to “life, liberty, and\nthe pursuit of happiness.” If adversity is to be sweet in its uses at this time, we must\nadmit that fact.\n0\n\nIn considering this broad question of adult education we should think\nalso of the advantages that will accrue to the state from enlisting the aid\n\n"}
{"page": 271, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n267\n\nof the schools in the continuing process of educating its men and women\nfor intelligent citizenship and for a more thoro understanding of the social,\neconomic, and political problems that confront American democracy. We\nhave professional alertness courses for our teachers. Why not for other\ncitizens? Why not for mothers and fathers? Parents are faced with a tremen¬\ndous responsibility in training their children in the complexity of modern\nlife and they are looking to the schools for instruction in this field.\nEach superintendent has problems of adult education in his community.\nIs our job merely the education of children, or is our job as public school\nofficials, the education of the entire community for better manhood and\nwomanhood, for better citizenship and for better living? If the answer to\nthe latter question is yes, each of us should address ourselves to the problem\nof adult education.\nADULT\n\nEDWIN\n\nEDUCATION\n\nC. BROOME,\n\nFOR\n\nTRAINING\nMENT\n\nSUPERINTENDENT\n\nOF\n\nAND\n\nSCHOOLS,\n\nENLIGHTEN¬\n\nPHILADELPHIA,\n\nPA.\n\nThe sanction and place of adult education in the general plan of public\neducation depends upon two things: the role which public education should\nplay in the general drama of a democratic plan of government ; and the\nobjectives which education should be expected to achieve in the general\nsocial scheme.\nIt is quite evident that some plan of general education was contemplated\nby the founders of the republic as an essential function of a democratic gov¬\nernment, if that government was to endure. Popular education was not to be\nsolely for children, but, as Washington said, for the enlightenment of public\nopinion; or as Jefferson said, for the diffusion of knowledge among the\npeople ; or to quote Monroe, “Society in every district must gain that portion\nof useful knowledge which is necessary to qualify men to discharge with\ncredit and effect those great duties of citizens upon which free government\nrests.”\nThe total responsibility of public education is well-expressed by Abraham\nFlexner in these words :\nThe effort to exploit the latent powers and capacities of the individual, both for\nhis own good and for the good of society, involves education of the entire popula¬\ntion from, if not before, the cradle to the grave.\n\nGranted that education should be directed to the total enlightment of\nsociety what should be its general objectives? We are not interested at this\ntime in the much quoted and exploited seven cardinal aims of education.\nThey will do for the classroom, but we must direct our thought to the\nbroader philosophy that gives sanction to a plan of universal education.\nBriefly, it might be said that a proper philosophy of a scheme of general\neducation should contemplate two main objectives — performance and en¬\nlightenment. This philosophy places upon education not only the responsi¬\nbility of developing skills that are requisite to useful service, but also of\n\n"}
{"page": 272, "printed_page": null, "text": "National\n\n268\n\ndeveloping\n\nEducation\n\nAssociation\n\nin each individual capacities of understanding\n\nand appreciating\n\nthe finer aspects of life, of distinguishing between the worthy and the un¬\nworthy, and of choosing a sane course of action ; or, briefly, an education\nwhich enlightens as well as trains. In a country whose people chew a billion\ndollar’s worth of gum and use two billion dollars’ worth of tobacco a year,\nspend more on cheap forms of amusement than on their schools, are in¬\nfluenced more by slogans and ballyhoo than by facts, impoverish themselves\nby pledging money they do not have for things they do not need, repeatedly\nplace mediocre men in public positions of great power, and misgovern\nthemselves to such an extent that commonwealths and municipalities are in\na state of insolvency, it would seem that the emphasis\nprocess should be placed on enlightenment.\n\nin our educational\n\nIt is the duty of institutions of adult and other forms of extension educa¬\ntion, as fully as it is of the regular school, to provide courses for enlightenment\nas well as for training. To give an illiterate the tools of reading and writ¬\ning, or to improve the technic of a mechanic or a clerk is not the entire\nduty of a school for adults. Important as these forms of instruction are,\nthere still remains the responsibility of making the illiterate, the mechanic,\nand the clerk, not only more productive workers, but better thinking citizens.\nSchools of adult education\ndeal with those who\n\nhave an exceptional opportunity\n\nare citizens and voters now. They\n\nin that they\n\ndo not have to wait\n\nyears to observe the effects of their influence. They have an\nopportunity thru history, social studies, literature, music, art, and the drama\nto mold the ethical and social conduct, and elevate the taste of the thousands\n\nten or twenty\n\nwho\n\npresent influence might be felt\nsociety in wiser thinking and saner living, and in the home thru\n\nare the ruling power\n\nthruout\n\nthe attitude and conduct\n\ntoday, and whose\n\nof the children.\n\nIf we\n\nhad grasped this oppor¬\n\ntunity a generation ago and had made the most of it thru the improved edu¬\ncational material and devices which have come to our hands, it is conceivable\nthat the adult school might have been a more potent factor than it has been in\nestablishing among the people of America higher living standards than those\nof making money and of achieving material bigness.\nWhat has all of our worship of false gods brought? Our money is gone\nus on every street in the form\n\nand our material greatness mocks\nfactories and vacant skyscrapers.\nWHAT\nA. W.\n\nCASTLE,\n\nIS AHEAD\n\nDIRECTOR\n\nOF\n\nFOR\n\nEXTENSION\n\nPENNSYLVANIA,\n\nChief among\n\nthe problems\n\nTHE\n\nINDIVIDUAL?\n\nEDUCATION\n\nHARRISBURG,\n\nconfronting\n\nof closed\n\nFOR\n\nTHE\n\nSTATE\n\nOF\n\nPA.\n\nthe individual are:\n\n1. A broken-down system of exchange based upon a gold standard, the supply of\nwhich is depleted thru foreign loans and domestic wastefulness, demanding of\nhim a reversion from specialized distribution of labor to the hard work, economy,\nand self-sufficiency of pioneer days.\n\n2. Unemployment with its vicious and disintegrating effects upon his physical, men¬\ntal, moral, and spiritual wellbeing.\n\n"}
{"page": 273, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n269\n\n3. The\n\nneed for scientific prognosis for vocational retraining and counsel\nin the\nselection and mastery of a new skill with reasonable likelihood\nof opportunity\nfor its use, and one far removed from immediate usurpation by\ninvention and\ndiscovery in the form of a new machine.\n\n4. More and harder work with longer hours and an increased persona\nl productive¬\nness by every means available, along all possible lines, however varied\nor\ndivergent.\n5. Deprivation\n\nand\n\nself-denial with rigid economy that will balance his material\nbudget and create for him, as soon as possible, the economic surplus necessar\ny\nto cultural advantages.\n\n6. Need of opportunities for self-improvement in his present, abnorma\nl,\nunemployment and his natural and growing leisure time.\n7. In some\n\nenforced\n\ncases, unfortunately, actual starvation or fatal exposure, or both.\n\nWhat are the educational implications of these situations confronting\nthe individual? Likewise, whose responsibility?\n\nWith amazing inclusiveness they all seem to point, for the greater part,\nto adult education. If adult education is to serve the purpose for which it is\nintended, it should bend every effort to help the individual in the material\nextremity of his present predicament. By schools, classes, correspondence\ncourses, reading courses, and bulletins, it should enlist all existing educa¬\ntional agencies in a concerted drive to initiate a pioneering reconstruction\nprogram of personal self-sufficiency — of hard work, productiveness, economy\nand thrift in order to avoid retrogression in our cultural development.\nPublic morale is at an ebb rarely reached in the life of a nation. Just what\nwill be the results of another winter of cold and hunger is difficult to fore¬\nsee. It behooves us to make a concerted effort to place all public school and\neducational facilities at the service of those who need occupation of mind.\nIt behooves us, too, to think of the possibility of school buildings as enter¬\ntainment centers and even as shelter and warmth for the more unfortunate.\nTo go anywhere we must start from where we are, and the first pre¬\nrequisite in such a program of reconstruction is training in how to win the\nbare necessities of life, which, here and now is the most urgent need of the individual.\nEducation for readjustment, yes, but with emphasis upon vocational\nretraining, upon home repairs, home products, and home economies.\nCitizenship training to be sure, but with greater emphasis upon coopera¬\ntive industrial enterprise and mutual interests for both employer and\nemployee.\nParent education, as soon and as thoroly as possible, with continued em¬\nphasis upon prevention in the rearing of children, but greater emphasis upon\nthose essential home economies of cheaper and better diets, selection and\npreservation of foods and clothing, and eliminating wastefulness.\n\nLeisure-time occupation and recreation, of course, but with greater\nem¬\nphasis upon home life, self-entertainment, and home study.\nIn short, reconstruction by working, saving, and accumulating to piece\ntogether the wreckage of our individual and collective indulgence, laziness,\nwastefulness, and thriftlessness.\n\n"}
{"page": 274, "printed_page": null, "text": "270\n\nNational\n\nEducation\n\nAssociation\n\nThe opportunity for giving a vital service to the nation at a time of des¬\nperate need is knocking at the door of adult education. We should wel¬\ncome it.\nWe should lay aside the academic gown and all professional ornaments,\nand with rolled sleeves set ourselves at the task of helping the individual\nwith his homely, every-day job of earning bread and butter for himself and\nfor those dependent upon him. His soleless shoes and wornout clothing\nshould be a challenge to us. New half-soles and good patches at this time\nshould mean medals of honor for distinguished service to all who are sincere.\nAdult education can, if it will, change our present material liabilities into\nsocial assets. Upon the present extremities of the individual can be built\ninterests and attitudes which will preserve and strengthen the spiritual\nvitality of our race.\nSOME\n\nEXPENSIVE\n\nALONZO\n\nG. GRACE,\n\nFALLACIES\n\nASSISTANT\n\nIN AMERICAN\n\nPROFESSOR\n\nROCHESTER,\n\nOF\n\nROCHESTER,\n\nEDUCATION,\n\nEDUCATION\nUNIVERSITY\n\nOF\n\nMINN.\n\nThe American educational system, a most fundamental control agency,\nhas been frequently criticized. A small minority, but a minority with a voice,\nproclaims public education to be expensive and ineffective.\nIf public education is expending too much\n\nmoney in evolving its product,\n\nit behooves educationists to discover the source of inefficiency. Public educa¬\ntion is not above inefficiency, nor is it above criticism. Education is not so\nmuch governed by the whims, hobbies, and experiments of educators as it is\nby the desires, requests, demands, and deficiencies of society.\nShall everyone\n\nbe educated f— Millions\n\nof dollars are expended\n\nannually\n\nto care for and protect the socially unfit. It would seem that the whole\nsocial order in a spirit of misguided humanitarianism is busily engaged in\nsalvaging these unfortunates and creating for them an environment so\nenticing and so inviting that a new quota is ever awaiting society’s magical\ntouch, the signal for entrance into the inner realms of this moronic paradise.\nTho the sage of old says that an ounce of prevention is worth a pound of cure,\nsociety hides behind a camouflage of convention, false idealism, and bland\nskepticism preferring to build jails, reformatories, and asylums. The\ning of incompetents goes on and on.\nThe spirit of American\n\nbreed¬\n\neducation is the spirit of democracy. “Give every¬\n\none a chance, and if they fail, give them many more at public expense.” In\norder that the tremendous cost of educating incompetents may be camou¬\nflaged, the educator sees that each one is passed on and on until finally he\nhas completed some level of the educational system.\nEducation is not an inalienable right to be enjoyed by all. It is a privilege\nto be granted to those who have the ability to profit by their experience and\nthe inclination and interest to devote themselves to the process. Rigid\nselection must prevail thruout the educational system.\n\n"}
{"page": 275, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n271\nLet freedom ring — Freedom is the factor in the educational system that\nhas all but upset the traditional apple cart. In our public schools, private\nschools, and even in colleges and universities, the expressionist has a sort\nof emotional toe-hold. Education has developed into a catch-as-catch-can\nbout.\nFreedom\n\nwithout control becomes license. License without restraint be¬\n\ncomes chaos — and that is exactly where the expressionist has brought the\neducational system today. Life is not a sweet, unrestricted march to eternal\nglory. When youngsters step out into this thing called life, does the world\nimmediately readjust itself to suit the child? Does the child adjust himself\nto the world about him or does the world adjust to the child? The answer\nis obvious. There are laws, rules, and regulations to be obeyed. There are\ndisagreeable tasks to be accomplished. Success will mark some of his ad¬\nventures and failure, others. He must know how to face failure as well as\nsuccess. There is hard work to be done, sacrifices to be made, difficulties to\nbe encountered. If these are not encountered in the educational process, just\nwhere may the child get this training?\nEvery individual interest must be served by education — Another fallacy in\neducation is that everything must be offered and every interest served. For\nexample, there is now a decided attempt to push elementary education back¬\nwards into the earlier years of infancy. The most costly and questionable\npractises of modern education is the constantly expanding curriculum. Our\neducational offering today is not unlike the wellknown cafeteria. We have\nexpanded departments, subdivided courses, and created new fields in a sort\nof mad scramble to outdo the competitor. The public school program em¬\nbraces everything from baby bathing to the manufacture of clothing. Col¬\nleges and universities have spread themselves equally as thin.\nQuantity is the index of success in education — Have you heard about the\nbeauty of Wicliffe, the hugeness of the stadium, the enormousness of the\nendowment, tlfe magnificence of the equipment? In this respect Wicliffe is\nno different from hundreds of other schools. It is the spirit of everything in\nAmerica. Quantity is the magic word. There must be numbers. Not what\nhappens to the student but how many students, is the mark of success.\nMass production in education must go. Educators should learn that the\nindex of success will be the quality of product resulting from the educational\nprocess rather than the hordes of people who seize upon education as the\nfirst remedy for their social and economic ills.\nThe primary function of education is not the transfer of knowledge or\nthe materials of education, but the ability of educational leaders to get their\ncharges to think for themselves, to develop that type of leadership from\nwhich the greatest satisfaction emanates, and to develop that personality\nthat begets the greatest happiness and contentment during the duration of\nthis great mystery of life. This is essential in normal times. It is imperative\nduring a period of adversity, if we are to preserve democracy. With un¬\nemployed educated men, and thousands eager to follow anywhere or any¬\nthing that will lead to a job, the complete collapse of the democratic ideal\nis but a matter of time.\n\n"}
{"page": 276, "printed_page": null, "text": "272\n\nNational\n\nREPORT\n\nOF\n\nTHE\n\nEducation\n\nAssociation\n\nCOMMITTEE\n\nAtlantic City, New\n\nON\n\nRESOLUTIONS\n\nJersey\n\nJune 28, 1932\nWe, the members of the Department of Adult Education of the N. E. A., in con¬\nvention assembled at Atlantic City, June 28, 1932, do herewith reaffirm our faith\nin the wisdom and necessity of continued education for adults, especially in these\ntimes of economic and social stress, and to give expression to some vital problems\nin this field, offer the following resolutions:\nResolved, That since the school buildings and facilities belong to all the people\nof the community, that the widest possible use be made, not only for educational\npurposes, but to provide if necessary, the elementary needs of shelter and warmth.\nResolved, That the attention of authorities, national, state, and local, be called to\nthe importance of apportioning adequate funds for the support of all types of\nactivities for the education of adults.\nResolved,\n\nThat\n\nemployers\n\nof teachers of adult schools be reminded that the\nbest results can be had only by employing adequately trained teachers for this work.\nResolved, That the people who enter continuation schools by virtue of having\nentered employment, and are therefore in partime employment receiving pay help¬\ning to support and in many cases be the sole support of their families, thereby taking\nthe adult attitude toward life, be not subjected to the type of school of the juvenile\neducational delinquent makeup; that the things taught them be those that they need\nin the present and the future and never be presented as being a mere past deficiency\nto be made up.\nResolved, That the machinery of the partime or continuation schools that have\nbeen effective in so many centers, having as it does, a program of guidance training\nand placement, be strengthened in the public school system and used for the train¬\ning and retraining of the unemployed adult.\nResolved, That we extend thanks to Dr. E. C. Broome, Superintendent of Schools\nof Philadelphia, and Dr. Harold C. Campbell, Deputy Superintendent of Schools\nof New York City, as well as members of our own group who have taken part in\nour own program.\nResolved, That we extend our thanks to the Committee on Arrangements of the\nAtlantic City Schools and for the courtesy shown by the New Jersey State Teachers\nAssociation.\nResolved , That\n\nwe\n\nextend\n\nour thanks\n\nto the various\n\ncommittees\n\nof the Adult\n\nSection for the excellent program and fine arrangements for our hospitality.\nResolved, That the president be authorized to approve an appropriation of $200\nfrom the Department funds to furnish the files of normals, universities, and public\nlibraries in cities of over\n\n25,000 population,\n\nthe. past proceedings\n\nof the De¬\n\npartment now available, with an invitation to become members of the Depart¬\nment or subscribers to the official organ and that the editor, editorial advisory\nboard, and business mananger be commended for their efforts to strengthen the in¬\nfluence of the Department thru the magazine, extending its value in the present\neconomic crisis.\nThe\n\nfollowing was\n\nResolution\n\nadopted\n\noffered by Robert\n\nC. Deming\n\nby the Department\n\nof Adult\n\npresentation to the Resolution\nthe press:\n\nCommittee\n\nof Connecticut:\n\nEducation\n\nof the N. E. A., for\n\nof the N. E. A., for its adoption and for\n\nParticularly during this period of widespread unemployment when men and\nwomen are in need of education for future employments, for the establishment of\ninterests, for their continued morale, for a bulwark against radicalism that they\n\n"}
{"page": 277, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\n273\n\nEducation\n\nmay feel a corporate part of the community in which they live and conscious of\nthe benefits of our social system, be it Resolved, That programs of Adult Education\nbe expanded and that the schools be opened for the rehabilitation of the unemployed.\nAdopted unanimously,\nMorris\nHenry\n\nE.\n\nSiegel\n\nI. Chaim\n\nL. R. Alderman\n\nNational Commission\n\non the Enrichment\n\nWHAT\nTHE\nNATIONAL\nTEACHERS\nIS DOING\nMRS.\n\nA. H. REEVE,\n\nPRESIDENT,\n\nSCHOOL,\n\nof Adult Life\n\nCONGRESS\nOF PARENTS\nAND\nTO ENRICH\nADULT\nLIFE\n\nINTERNATIONAL\n\nPHILADELPHIA,\n\nFEDERATION\n\nOF\n\nHOME\n\nAND\n\nPA.\n\nFor a convention whose theme is “Looking Forward in Education,” this\ncommittee offers its report largely in terms of the future ; but the “futures”\nin which we deal are based upon solid foundations of work accomplished\nand plans accepted for the coming biennium, rather than upon mere hopes\nand expectations.\n\nThe National Congress of Parents and Teachers is an organization work¬\ning not only for , but in and thru the schools. It numbers approximately one\nand one-half millions of men and women, grouped in some 22,000 units\nconnected with public, private, and parochial schools in every state and ter¬\nritory of the Union, the first-named type of school being numerically far\nin the lead. It reaches an audience many times larger than its membership,\nsince its meetings are open to the public, and it therefore offers one of the\nbest available media for reaching and influencing the life and thought of the\naverage as well as the super- and sub-average American citizen.\nThe educational efforts of the Congress, addressed at the outset thirty-five\nyears ago, entirely to child welfare in a somewhat restricted sense, have ex¬\npanded to take in the entire family, for, as has been well expressed, while the\nprogram of our Government has been to educate all of the children of all of\nthe people, it has been found that in order to accomplish this task, it is also\nnecessary to educate all of the people. The activities of the Congress as\nespecially related to the work of this commission may be grouped under\nthree general heads: parent training; adult education; recreation, or the\nuse of leisure.\nParent\n\ntraining — The\n\noriginal program\n\nof the organization,\n\nto give\n\nassistance and guidance to young mothers in the care of children, has\nde¬\nveloped to a rather remarkable extent, an especially long\nforward leap\nhaving been made in the past two years, during which period a grant\nfrom\nthe Laura Spelman Rockefeller Fund has made it possible to place\nin the\nfield a specialist, who has studied the scope of the Congress, has addre\nssed\nnational and state conventions and district meetings, has trained leader\ns and\nselected and prepared suitable material. This grant has now, with certai\nn\nprovisions, been extended for three years more. The work falls under three\n\n"}
{"page": 278, "printed_page": null, "text": "274\n\nNational\n\nEducation\n\nAssociation\n\nmajor divisions: (1) General conferences, which may be classed as mass\neducation; to arouse interest in the subject of child study; (2) organization\nand encouragement of study groups, under leadership, trained or volunteer ;\nand (3) training of leaders. Methods\n\nare outlined to meet varying condi¬\n\ntions, as: (a) the use of a non-technical book with outlines and questions,\narranged for volunteer leaders, serious problems being avoided; (b) books\nand other material for discussion, to be used by leaders with some training\nor previous teaching experience; (c) outlines or topics for groups under\ntrained leadership supplied by state universities or other qualified agencies.\nSome progress is also being made by means of radio programs for general\ninspiration and also for group guidance where discussion follows a broadcast\nby an authority. Thru the collaboration of universities and other educational\ncenters, schools for group leaders and for parents are being conducted with\nincreasing success. Visual education has also been employed thru exhibits of\nposters, toys, books, clothing, etc., arranged in connection with national,\nstate, and local meetings.\nThis type of education, by first arousing interest in subjects enriching to\nchild life, has led to the second:\nAdult\n\neducation — The\n\ncooperation\n\ngiven by the Congress\n\nto the cam¬\n\npaign for the removal of illiteracy, and its activity in library extension are\nspecial features of this phase of its work. The plans of its Standing Commit¬\ntee on Library Extension for the two years past and the two to come include\nthe development of public opinion by means of carefully-planned programs,\nfeaturing demonstrations and illustrative plays, the maintenance of existing\nlibrary appropriations, the strengthening of libraries now in operation, and\nthe encouragement of a campaign under the slogan, “Know Your Public\nLibrary.” Booklists of educational and standard literature, including fiction,\nare being widely circulated thru Congress publications and other committee\nfacilities. Parents’ bookshelves in school libraries are spreading rapidly, espe¬\ncially in rural districts, and reading circles are being organized and sus¬\ntained, with the collaboration of the Standing Committee on Home Educa¬\ntion. The Congress has been successful in many instances in securing county\nlibrary service. The following resolution was passed at the national con¬\nvention, held in May of this year:\nWe believe that the essential service of existing libraries must be safeguarded in\nthis period when people are turning to books as never before, and that library\nopportunity must be extended to rural people thru the establishment of county\nlibraries.\n\nThe\n\nchairman\n\nof this standing committee\n\nlibrary extension in the American\n\nof the Congress is director of\n\nLibrary Association and serves effectively\n\nas liaison officer between the two organizations.\nIn addition to the cooperation with the Library Extension\n\nCommittee\n\nmentioned above, the Home Education Committee of the Congress has a\nlarge field of work in directing the home reading of adults as well as chil-\n\n"}
{"page": 279, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n275\n\ndren, with special emphasis upon child care and training and family relation¬\nships; also upon the development of the reading habit, particularly under\nconditions which render group reading difficult if not impossible.\nMrs. Hugh D. Bradford, president of the National Congress and a mem¬\nber of this committee, calls attention to the need for greater cooperation from\nthe citizens of the community, civic leaders, business industries and profes¬\nsions, with the. program of the schools, and recommends that methods be\nstressed by the Commission whereby the lay public shall be informed as to all\nprograms for adult education, relating not only to formal instruction but to\nwholesome environment as well.\nThe Standing Committee on Recreation, which has the valuable support\nof the National Recreation Association — one of whose staff is its chairman —\nhas made an outstanding contribution to the environment of adult life, and\nits program for 1932-34 is finely progressive. The conspicuous feature in\nmusic has been, and will continue to be, the development in the national,\nstate, and local units of the Congress, of the “Mothersingers,” — and now the\n“Fathersingers,” — a movement which has brought new life not only to the\nsingers themselves but to the associations of which they are a part. In art,\nthe parent-teacher associations have conducted poster contests, have arranged\nexhibits of pictures, flowers, pottery, and handcraft, and have encouraged the\nbeautification of homes and of gardens. The advance in the employment of\ndrama and pageantry has been rapid and striking. Beginning a few years\nago as an advisory service, this has become a major factor in the recreation\nprogram\n\nof the Congress. Since the demonstration\n\nat the national conven¬\n\ntion of 1931, of the dramatic “stunt,” the two to five minute play leading to\nthe one-act play or pantomime, there have been hundreds of requests for this\ntype of material. Recreation is organized by committees in forty-four of the\nforty-eight states. In one state alone in the past year, 12,866 family outings\nwere arranged by local parent-teacher associations. The associations are\nsupporting superintendents of recreation in the maintenance of their pro¬\ngrams, are effectively urging upon municipalities not only the continuance\nbut the extension of provisions for recreation, are conducting under volunteer\nleadership, community centers in schools, vacant stores and other buildings\nfor neighborhood and family play nights, and are using vacant lots for play\nunder volunteer leaders. In cooperation with other community agencies, the\nassociations have studied local needs and worked to meet them, especially\nfor summer and year-round recreation programs, and great progress has also\nbeen made in the development of back-yard playgrounds. There is a marked\nincrease in the use of songs and game periods at national, state, and local\nmeetings, and locally, in father and son and mother and daughter nights.\nIn this general connection the newly created Committee on International\nRelations, recognizing that interracial prejudice is due to adult attitudes, is\nlaying stress in its program for the coming biennium, of the use of tableaux,\nplays and pageants, “Round the World Fairs” and festivals, to develop a\nconsciousness of the tremendous contribution made to our national life by\n\n"}
{"page": 280, "printed_page": null, "text": "276\n\nNational\n\nEducation\n\nAssociation\n\nother countries whose citizens are now ours by adoption, and to broade\nn\nadult interest in the songs, dances, music, and literature of the many nations\nwho have rich offerings awaiting our acceptance.\nT he National Congress of Parents and Teachers is but one factor in the\nvast movement for the enrichment of adult life. It occupies perhaps the posi¬\ntion of the mouse in the wellknown fable, who helped the captive lion to\nfree himself from imprisonment by gnawing some of the strands of the net\nwhich held him down. Dealing directly, as it does, with individuals, it hopes\nto make its contribution thru the channels mentioned, emphasizing activity\nrather than receptivity, mass education thru its large assemblies, and the\ndevelopment of initiative thru participation in activities graded for elemen¬\ntary, intermediate, and advanced groups of every size and by individuals\nunder all possible circumstances and with resources ranging down the entire\nscale of living conditions. To this end this committee will welcome and pass\non suggestions and recommendations from other committees which will\nenable the Congress of Parents and Teachers to take its full part in the im¬\nportant program of the National Commission.\nA\n\nSURVEY\n\nWILLIAM\n\nOF\n\nWHAT\nMASSACHUSETTS\nADULT\nEDUCATION\n\nF. STEARNS,\n\nPROSPECT\n\nUNION\n\nCAMBRIDGE,\n\nIS DOING\n\nEDUCATIONAL\n\nIN\n\nEXCHANGE,\n\nMASS.\n\nEducators have a particular fondness for the use of polysyllabic terms in\nexpressing monosyllabic ideas. Frequently their “three-cushion” phraseology\n(as one professor has characterized it) induces little more than a pleasant\nsense of repose in the audience to which it is addressed. The following report\nmight have been called “A Critique of Statewide Studies in Adult Education,\nBased upon a Preliminary Survey of Opportunities and Needs in Massachu¬\nsetts, Conducted by the State Commission on the Enrichment of Adult Life,\nin Cooperation with the Prospect Union\n\nEducational Exchange.”\n\nHowever,\n\nthe program adequately entitles it, “A Survey of What Massachusetts is\nDoing in Adult Education.” The study was initiated during the spring of\n1931. It is now feasible to draw a few general conclusions which might prove\nsuggestive in the development of similar projects in other localities.\nSimplicity is as desirable and practical in the actual conduct of a survey\nas in the terms used to describe it. Bearing this in mind from the very begin¬\nning will save hours of struggle with complicated and perhaps nonessential\ndetail.\nFor convenience in consideration, the procedure in a statewide survey of\nadult education may be divided into four parts : ( 1 ) preparation, (2) investi¬\ngation, (3) interpretation, and (4) recommendation. They follow directly\nupon one another. The value of the second depends upon the first, the third\nupon the second, and the last, recommendation for a constructive program,\nupon the third. They will be briefly considered in order.\n\n"}
{"page": 281, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n277\n\n1. Preparation\n\nAfter the auspices for the survey have been firmly established and respon¬\nsibility delegated, the study must be clearly justified to the agencies which\nare to cooperate in providing data. This is not a difficult matter. It is gen¬\nerally realized by thinking men and women today that the wise and construc¬\ntive use of leisure is a vital individual and social need. Furthermore, the ma¬\njority of educators and social workers know that a host of organizations are\nattempting to supply this need with almost universal disregard for coordi¬\nnated action. The advantages of cooperative efforts in a program for the\nenrichment of adult life are readily apparent: first, in the increased effective¬\nness of concerted endeavor in finding and developing the best methods of\nattacking various phases of the problem ; second, in greater economy result¬\ning from reduced duplication of activity; and third, in the benefits of more\nforceful publicity revealing the resources and needs1 of the locality as a\nwhole. The acknowledged success of the community chest movement in social\nwork may be cited as a parallel. The survey can provide a sound basis for\nsuch coordinated action thru discovery of what is being done, in some cases\noverdone, and what is being neglected. Such points as these should be made\nclear to agencies asked to cooperate in the investigation.\nIn Massachusetts, the study was proposed by the State Commission on the\nEnrichment of Adult Life. The Committee on Opportunities for Adult Edu¬\ncation was made responsible. This committee in turn procured the assistance\nof the Prospect Union Educational Exchange of Cambridge, an endowed\nagency for guidance and research. Thus the auspices were established. Hav¬\ning organized a plan, letters were sent to all individuals who were asked to\nsupply data, explaining the reasons for the survey very briefly. This carried\nthe study thru the “preparation” stage.\n2. Investigation\n\nExperience substantiates the belief that the cooperation of agencies for\nformal and informal adult education in the promotion of this type of survey\nis readily secured when its purposes have been made evident. A quotation\nfrom the reply of one superintendent of schools serves as an illustration.\nTo my way of thinking, your proposal to advance the educational opportunities\nof adults is based on good commonsense. The exigencies of the present time are\nopening the eyes of many people to the importance of further training of mind and\nhands, and it is incumbent upon the leaders of educational effort to see that these\nneeds are fully supplied. We would gladly give of our time and effort if we had\nany encouragement. You cannot realize how your questionnaire has heartened me.\n\nThe usual questionnaire does anything but “hearten” a superintendent.\nYet there were other responses in a similar vein.\nSuch an investigation may be conducted by the use of several methods. The\nquestionnaire is almost inevitable. The information thus obtained may be\nsupplemented by personal contact with sources of information and study of\nmaterial already gathered by statewide organizations.\n\n"}
{"page": 282, "printed_page": null, "text": "278\n\nNational\n\nEducation\n\nAssociation\n\nThe introductory questionnaire should be concise but inclusive enough to\nindicate the more important features of formal and informal adult educa¬\ntion within the locality. The area covered by the survey is so large that\nonly a general impression can be reasonably sought by a centralized organi¬\nzation with limited financial support. The groundwork is laid for later,\nmore intensive investigation if such seems warranted.\nThe Massachusetts questionnaire, in the preliminary survey, was sent to\nall superintendents of public schools and to all public librarians. The forms\ndiffered slightly, that to superintendents emphasizing formal adult educa¬\ntion, that to librarians, informal. They were so designed, however, as to\noperate as checks on each other at many points. The informants were asked\nto give the names and addresses of all agencies engaged in the enrichment of\nadult life in their communities. A list of twenty-one types of organizations\nwas given as a guide. This included local public schools, endowed private\nschools and colleges, private profit-making schools, state or county educa¬\ntional agencies, libraries, museums, social agencies, religious organizations,\nmen’s clubs, women’s clubs, mixed groups, industrial and business firms,\ntrade unions, chorus groups, orchestras and bands, forums and lecture\ncourses, dramatic societies, racial groups, health organizations, newspapers,\nand radio stations.\nThe adequacy of the questionnaire has been shown to rest upon a threepoint suspension : (1) revelation of agencies, (2) activities, and (3) needs.\nBy complete listing of these, duplication will be discovered if present, resources\nfor meeting current and future problems made evident, and unsatisfied wants\nindicated.\nIn Massachusetts, the report form was sent to 203 superintendents of\npublic schools and 512 public librarians. Thus 715 points of contact were\nestablished with the 354 cities and towns in the state. After a follow-up\nletter had been sent with a duplicate questionnaire enclosed, only a dozen\ncommunities were noted on the “no-response” list, tho many showed only\na single return. Forty-six percent of the librarians replied and 82 percent of\nthe superintendents. No doubt the forms and letters might be varied to bring\na better result in other states. However, an indication of widespread interest\nin the survey was manifest. The responses have convinced the investigators\nof the value of unity and simplicity in the drafting of the questionnaires.\nConfused\n\nand inadequate replies are likely to lead to a mistaken impression\nof the community situation. It is far better to gather less data and have it\nexact. As the farmer remarked, in commenting on his congressman, “I’d\nruther not know so much than to know so many things that ain’t so.”\nTo supplement the details obtained thru the questionnaire method direct\n\nfrom the separate communities, the central headquarters of various statewide\norganizations are able to provide considerable useful information. Their\nrepresentatives continually visit all parts of the state and are well acquainted\nwith local conditions.\n\n"}
{"page": 283, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n279\n\nThe Survey Committee of the Massachusetts Commission obtained pro¬\ngram outlines and directories from many such groups. Extensive details were\nreceived from the Massachusetts Federation of Women’s Clubs (with 386\nmember clubs), the State Grange (297 subordinate granges), the Massachu¬\nsetts Parent-Teacher Association, the American Legion, the Kiwanis, Lions,\nRotary Clubs, the Y. M. C. A., the Y. W. C. A., the Y. M. H. A., the Y.\nW. H. A., the Massachusetts Council of the Knights of Columbus, the\nOpen Forum Association, the Massachusetts League of Women Voters, and\nothers. Summaries were also obtained showing the location and activities of\ncolleges and normal schools, public libraries, state vocational schools, univer¬\nsity extension classes, Americanization courses, the county extension service\nin agriculture, evening high and elementary schools, radio stations, and news¬\npapers. A series of maps was prepared from these data to present a visual\ndisplay of the outstanding facilities for adult education in the state. The\ncenters of activity became immediately evident. The neglected areas were\nsuggested.\n3. Interpretation\n\nThe analysis of returns from the investigation is not complicated if too\ngreat a mass of detail has not been gathered. Each community may well be\ntaken up individually first, then larger relatively homogeneous geographical\nand economic units considered, and finally a statewide summary made. The\nthree points of the questionnaire form the basis — agencies, activities, and\nneeds. What is being done can be measured. What needs to be done can be\ndiscovered. What are the local potentialities for meeting the needs can be\ngauged.\nUnfortunately, in the Massachusetts survey, this phase of the study has\nnot yet been completed due to limited administrative and clerical resources,\nbut enough has been done to make possible brief consideration of the fourth\nand final stage of the investigation.\n4. Recommendation\n\nThe purpose of the survey, as discussed in the first part of this paper, was\nseen to be the formulation of an effective statewide program for the enrich¬\nment of adult life thru the coordinated efforts of agencies already active in\nthe field of formal and informal adult education. On the basis of the inter¬\npretation of facts gathered in the investigation, recommendations must be\nmade for the achievement of this purpose. These recommendations in the\ncase of surveys by state commissions are brought to the attention of the com¬\nmunities and agencies involved. The commissions thus fulfill their primary\nfunction as advisory bodies rather than independent agents in the promotion\nof programs for the creative use of leisure.\nThe Massachusetts preliminary survey has resulted in the recommendation\n\nthat a simple type of district organization for more intensive study of the\ngreat variety of opportunities and needs in adult education thruout the state\n\n"}
{"page": 284, "printed_page": null, "text": "280\n\nNational\n\nEducation\n\nAssociation\n\nbe established. Time is too limited to more than mention\nthis anticipated de¬\nvelopment. The Carnegie Corporation of New York, upon\nthe recommenda¬\ntion of the American Association for Adult Education,\nhas generously made\npossible thru appropriation the publication of a report which\ndiscusses all\nphases of the preliminary survey, including the districting\nplan. This report\nis now available for distribution by addressing Massachusetts\nCommission on\nthe Enrichment of Adult Life, 15 Ashburton Place, Bosto\nn, Massachusetts.\nThe task of surveying the adult educational activity of\nso large a geo¬\ngraphical aiea as a state may seem complex and arduous. The coope\nration of\nmany agencies divides the burden. Moreover, the rewards realized\nthru the\nincreased effectiveness and economy of a coordinated prog\nram can more\nthan repay the cost. Once having resolved on the study there\nis danger of\nemulating Stephen Leacock’s horseman who, stirred to action,\n“leaped into\nthe saddle and galloped off in all directions,” presumably arriv\ning nowhere.\nEnthusiasm is a vital feature of the enterprise but steady,\nwell-planned, sim¬\nplified procedure is the safeguard of progress. It is hoped that\nother states\nmay take advantage of the experience of Massachusetts in this field.\nHer\nmistakes may assure other successes. The Survey Committee of the\nMassa¬\nchusetts Commission on the Enrichment of Adult Life invites\ninquiries and\ninspection of records.\nTHE\n\nUTILIZATION\nOF TRAINED\nAND UNTRAINED\nTALENT\nIN THE RECREATION\nOF MUSIC\n\nMRS.\n\nWILLIAM\n\nARMS\n\nFISHER, PRESIDENT, INTERNATIONAL\nALLIANCE, BOSTON, MASS.\n\nThe work of the American\n\nCHORAL\n\nChoral and Festival Alliance is to correlate and\nunify the adult choral activities of America and link them directly\nto the out¬\npouring product of the nation s schools. At the present time there\nis no\norganized force in the community as a distinct continuation activity. The\ntaxpa) ers piovide for early music training in the schools. To whom shall we look\nfor post-school music assimilation ?\nAmenca has 384 music schools, conservatories, and music depar\ntments of\nuniversities— training thousands of young musicians. Included\nin these\nschools and in private studios, upwards of 30,000 vocal teachers are\nturning\nout each year about 400,000 young singers— for what? For opera? No.\nFoi the concert stage ? Less than one percent attain a career. For\npaid choir\npositions? Two or three percent. But for the other 95 percent— a blank void.\nAll trained for public performance — and no one to listen. The fallac\ny still\nexists that if your voice is trained, it would harm it to sing in a chorus.\nThe American Choral and Festival Alliance, in cooperation with singin\ng\nteachers and choral conductors, will correlate and unify existi\nng singing\nsocieties, and thru conferences will dignify and assimilate this army of prepaiedness. Is there an orchestra awaiting reinforcement of new recruits? Is\nthere a band or a community glee club, youthful enough to attract\nyoung\npeople ? Is there a chorus with advance orders to place the school singers in\n\n"}
{"page": 285, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n281\n\ngroups suited to their advancing potential capacity for higher forms of vocal\nexpression, and as an asset for public functioning?\nAre cities, towns, districts, unaware of their half-way measures in pro¬\nviding for production — production with no thought of distribution and utili¬\nzation — either for a profession or for social recreation and happy participa¬\ntion ? What a responsibility ! Why put more of the burden upon the schools,\nunless perchance a tax is levied on post-school activities, to preserve for the\ncommunity the interpreters of art forms or (equally important) to keep alive\nthe spirit and joy which participators in art possess.\nOur schools bring multitudes of trained musicians to cope inadequately\nwith unorganized community opportunities and turn out hosts of young\nsingers, wholly untrained in business promotion, to seek their own careers —\nwith the disheartening record of a large percentage of failures.\nThe need is apparent for a specific organization to dignify the choral club\nin the mind of singers and also to insure public respect thru standards of per¬\nformances — one to devote its services to choral music in all its classifications ;\none with a plan for action, which has a national platform : To bring America\ninto a more balanced musical activity; to relieve our present instrumentalminded attitude which lately has so favored orchestras, opera, and public\nschool instrumental promotion, to the neglect of vocal emphasis.\nThe American Choral and Festival Alliance was organized to fill a gap\nand meet this need. It is an organization which choral conductors and vocal\nteachers agree would professionalize choral conducting and ennoble choral\nsinging.\n\nThe response has been most gratifying. The problems confronting choral\nconducting belong to professionals who should have their own organization\nwith specialists as leaders, lecturers and teachers of the art of fine ensemble\nsinging.\nThe Alliance purposes to build a fraternity of interests of the singing\nsocieties of America, and — profiting by the music supervisors and our beloved\nsister nation, England (our most choral-minded country) — build a similar\nreputation thru festivals, and like our sister nation, build for standards after\nthe manner of the Annual Syllabus which has constituted the guiding hand,\nfor by strict adherence by the program committees, England has in its many\nyears of festival performances acquired a national repertoire of high standard.\nThe activities of the Choral Alliance include:\nA Program Council\nA Research Council\n\nDivision of the United\nOrganizers\n\nStates, for festival centers\nof each territory\n\nInstitutes for choral leaders — with yearly programs for discussion material\nAn Orchestral Conductors Institute — in training of combined choral and\norchestral performances\nEach community\n\nto build and utilize its own\n\nmusic product\n\nBuilding up a real singing nation on a genuinely conscious scale as we\nand perform together.\n\nsing\n\n"}
{"page": 286, "printed_page": null, "text": "■\n\n■\n\ni‘\n\nV\n\n•\n\nV-:\n\n■ '\\iU\n\ni . \\V*.\n\nI\n\n. w- ^\n\n■\n\n■>\n\nr ,f\n\n■\n\n• 1\n\n■\n\n.\n\nn\n\nii.-.rn; jjni\n\n<\n\n’>:•\n\nr; •\n\nO /\n\n\"\n\n11 ' no\n\n-\n\n:\n\nH\n\n• i: u\n\nO-\n\nrf hi\n\n. :\n\n/\n\nwiibjiul}\n\n-j >l i:. u)\n'\n\n■\n\n*■)! ’ I\n\n*,\n\n• .\n\n>' •\n\n• * i Ji\n\n:>n .\n\n"}
{"page": 287, "printed_page": null, "text": "Department\n\nof Business Education\n\n"}
{"page": 288, "printed_page": null, "text": "The department of business education was\n\ncreated in response to a petition read at the\nmeeting at Saratoga Springs, N. Y., July 12,\n1892, from the Business Educators’ Association, re¬\nquesting admission as a department of the National\nEducation Association. See Proceedings , 1892:31.\nThe Business Educators’ Association was organized\nin New York City in 1878. Its constitution\nwas 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 193233 are : President , Paul S. Lomax, School of Educa¬\ntion, New York University, New York, N. Y. ; Vicepresident y Benjamin R. Haynes, University of South¬\nern California, Los Angeles, Calif. ; Executive Secre¬\ntary, L. A. Rice, Assistant in Secondary Education,\nState Department of Education, Trenton, N. J.;\nTreasurer, L. Gilbert Dake, Director of Commercial\nEducation, Board of Education, St. Louis, Mo.\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\n1903 :719-753\n1904:709-737\n1905 :669-707\n1907:877-905\n1908 :871-907\n1909:701-719\n\n1910:833-873\n1911:827-689\n1912:1031-1095\n1913:619-637\n1914-649-663\n1915:883-941\n1916:361-397\n1917:315-345\n\n1918:235-249\n1919:259-271\n1920:263-271\n1921 :369-377\n1922:575-591\n1923 :553-568\n1924:429-439\n1925 :354-365\n\n1926 :371-391\n1927 :335-352\n1928:305-324\n1929 :317-334\n1930:275-292\n1931 :343-358\n\n"}
{"page": 289, "printed_page": null, "text": "WHAT\n\nLEE\n\nEACH\n\nGALLOWAY,\n\nAND\n\nEVERY CITIZEN\nABOUT\nBUSINESS\n\nVICEPRESIDENT,\nNEW\n\nALEXANDER\nYORK, N. Y.\n\nSHOULD\n\nHAMILTON\n\nKNOW\n\nINSTITUTE,\n\nThe two irreducible factors in economics are production and consumption.\nBusiness stands between the two as a governor or stabilizer to keep them in\nbalance. The economic system of today has developed managers of production\nto look after and care for the interests of manufacturers, and the like; it has\nevolved managers of distribution to promote the interests of merchants and\ndistributors generally ; and it has fostered managers of finance to advance\nand protect the interests of capitalists and those who loan, but economics\nhas grown no specialist in the art of watchfulness in the interests of the\nconsumer.\n\nThe\n\neconomic\n\nsystem of business has been developed\n\nonly — the side of supply. The ultimate consumer\nthe season is never closed.\n\non one side\n\nis still legitimate game and\n\nBusiness as a system, by the aid of which men make a living, has filled the\nworld with concrete facts — facts which are so commonplace that they have\nbeen considered as lying completely outside the possibilities of formal educa¬\ntional material of the citizen — facts which could be left to common sense\nand unorganized experience. Perhaps this is a great compliment to the vital\nnature which these facts hold in our life — facts, like blood, respiration, and\nassimilation, and their relation to health and happiness, have likewise been\ntaken for granted until something happened to interfere with proper func¬\ntioning. Then the expert is called in.\nOur social organism is in this state today. Low economic blood pressure :\nunemployment; artificial business respiration: taxes, bonuses, and doles;\nmalassimilation of goods and services — overproduction and obstructed distri¬\nbution. Perhaps everyone will agree today that these problems are vital to\neveryone. The blame for the condition is not, however, placed on the right\nshoulders. The business man is no more responsible for this situation than\nthe lawyer is for the crime wave, or the priest is for the present state of morals.\nThe business system may need reforming, but not the business leaders.\n\nThe lawyer does not create the conditions for “law breaking,” and business,\nno more than the lawyer, creates the conditions for “depressions.”\nThe major economic corrections for which modern civilization is calling\nlie in the system itself — not solely in the personnel. These changes depend\nupon the people as a whole and not the business men alone. That is the rea¬\nson every citizen should know certain business facts, be aware of economic\ntendencies and trained in evaluating social relationships growing out of busi¬\nness activities.\nThe buying and selling, the credit and collections, the borrowing and lend¬\ning of everyday relationships furnish the contacts with the basic knowledge\nof life upon which depend all the social evaluations which press upon each\n[ 285 ]\n\n"}
{"page": 290, "printed_page": null, "text": "286\n\nNational\n\nEducation\n\nAssociation\n\nindividual, day in and day out, as a citizen. The analysis and classification\nof these facts as they disclose themselves in the economic unit of the business\n‘ transaction”\n\nfurnishes the philosophical content, the cultural\n\npurpose, and\nthe practical incentives needed in the formulation of an educational\nattack\n\nupon any new field of facts bearing upon our learning process. Training in\nthese concepts should begin early, and the young prospective citizen should\nbe thoroly orientated into his economic environment and thru this with his\nsocial life generally by the end of his junior high-school course.\nConsumership is quite as comprehensive as citizenship ; and business touches\nevery individual. The correlation of these facts of business into an educational\nsystem whereby scarcity and conflict, dependence and cooperation, order and\nlaw may be made impressive and vital to our citizenship in producing a more\nefficient social organization, is the problem of economics and education, of\nbusiness men and teachers, today.\nBUSINESS\nERIC\n\nA.\n\nPOSITIONS\n\nNICOL,\n\nPERSONNEL\n\nAND\n\nHIGH-SCHOOL\n\nMANAGER,\n\nCOMPANY,\n\nNEW\n\nWESTERN\n\nYORK,\n\nGRADUATES\n\nUNION\n\nTELEGRAPH\n\nN. Y.\n\nWhat young men need to meet the complexities of business and the outside\nworld is not expressed wholly in book learning. The development of the\ndesire to get on, which most of us have, is accomplished mostly thru qualities\nwhich make one individual acceptable to another — a personality in harmony.\nIt would seem to me that right here we have a problem for commercial\neducators. On the one hand, business is demanding these qualities, which the\nschools must in some way find out how to develop and, on the other hand,\nthe average teacher has a logical claim that business will not employ a person\nfor a specific position such as stenographer or bookkeeper without a reasonable\ndegree of skill.\n\nIt is my duty to find and train for my company those employees who have\nthe qualifications necessary to progress in and give efficient service to the\ncompany. We are finding, however, in the training that is being given in\nindustry, that you can develop the qualities of character thru the right meth¬\nods of teaching, and it does not seem to me to be an impossible task for teach¬\ners to direct their students in the development of these qualities. Even the\nsubjects to which the average commercial course is now restricted would\nprovide opportunity for general training. A shorthand teacher, for example,\nhas an excellent opportunity to demonstrate the necessity for the proper\nexpression, correct speech, and better letters. A job analysis of secretarial\nrequirements conducted in a shorthand class for example would produce gen¬\neral training values that would be excellent preparation for business.\nI have as part of my responsibiilty a school for 1000 of our messengers, in\nwhich is included what I believe to be a fairly good course in business sub¬\njects. Our messengers are employed for what we consider a temporary occu¬\npation, during which time they have opportunity for observation of many\n\n"}
{"page": 291, "printed_page": null, "text": "Department\n\nof Bustness\n\nEducation\n\n287\n\nkinds of business organizations. If their efforts are directed in the right\nchannel, and they receive the right type of supplementary training in school,\nthey are much more able than the average boy to make an intelligent decision\nregarding their permanent vocation. The commercial teachers in our school\nhave not been so much concerned with the development of specific skills, even\ntho good stenographers have been produced, but are more interested in the\ndevelopment of those characteristics which few people realize are expected in\nbusiness.\n\nWe\n\nhave found the school extremely valuable in the conduct of discussions\naround experiences which the messengers have during their working hours.\nThese experiences, among other things, include salesmanship, and the discus¬\nsion of these activities has a decided stimulating and educational value. Aside\nfrom the fine spirit that such a discussion encourages, it develops initiative,\nalertness, observation, and association of facts.\n\nI do not believe that we have by any means found the answer to the problem\nof commercial education, but we have very definitely proved that commercial\neducation that is supplemented and coordinated with practical experience in\nbusiness, produces the kind of employee that has less difficulty in securing and\nholding a commercial position. The task then for educators, appears to be the\nbuilding of an adequate program of guidance and selection of students that\nwill create reasonable assurance that the commercial student can more ade¬\nquately cope with the personal relationships as well as meet the mechanical\nrequirements of commercial positions.\nSchool curriculums for students who intend to follow a business career\nmust be built around the technical ability required in business, but the teach¬\ning of these subjects should be the instrument for developing the required\nfundamental qualities. This will prepare the student to make intelligent use\nof his ability and knowledge.\nLOOKING\n\nCHARLES\n\nAHEAD\n\nE. BOWMAN,\n\nIN\n\nHEAD,\n\nGIRARD\n\nBOOKKEEPING\nINSTRUCTION\nDEPARTMENT\n\nCOLLEGE,\n\nOF\n\nAND\n\nACCOUNTING\n\nCOMMERCIAL\n\nPHILADELPHIA,\n\nINSTRUCTION,\n\nPA.\n\nWhat is to be the future of bookkeeping and accounting in our secondary\nschools ? Because only a relatively small number of bookkeeping students\nbecome technical bookkeepers, are we justified in eliminating this subject in\nits entirety or in its technical phases? Do we teach business organization to\nprepare office managers, commercial law to equip lawyers, typewriting to\ndevelop professional typists, junior business training to perfect clerks? Shall\nwe not take into consideration the guidance, promotional, general vocational,\nand educational values of the subject? Is not the need a change in emphasis\nrather than in elimination ? Does not the solution consist in revising the aims\nand subjectmatter content, rather than in decreasing materially the amount\nof time devoted to the study?\n\n"}
{"page": 292, "printed_page": null, "text": "288\n\nNational\n\nEducation\n\nAssociation\n\nBased on changes in business and social life, the evidence points to an\nincrease in the following trends in future bookkeeping and accounting in¬\nstruction in our high schools.\n1. First year bookkeeping will be a required subject based on general educa¬\ntional, foundational guidance and technically nonvocational objectives, rather than\non skill in the recording processes.\n\n2. The subject will be introduced in the tenth or eleventh year; its further study\nwill be justified only by the aptitude of the students electing it. It will have a voca¬\ntional aim, leading to the actual practise of bookkeeping or to a. study of advanced\naccounting.\n3. Results of job analyses will modify emphasis, especially after the first year.\n4. There will be introduced into advanced bookkeeping and accounting courses\nmore principles and problems which concern the specialization within the book¬\nkeeping and accounting departments of business firms.\n5. There will be more of business organization, law, and economic principles in¬\ntroduced in all bookkeeping courses.\n6. There will be less of telling students how to do, more of allowing them to\nshow what they can do. There will be more emphasis on independent application of\nbookkeeping principles.\n7. There will be more emphasis on developing an appreciation of the uses to\nwhich bookkeeping results can be applied; more correlation with principles of\nmanagement and advertising; more time spent in interpreting and analyzing book¬\nkeeping results as a tool of control.\n\n8. There will be more emphasis on the values of bookkeeping\nquirement of a general business education.\n\nas an integral re¬\n\n9. Minor emphasis will be placed on the technical side ; major emphasis\non the\neconomic side and the underlying principles of business.\n10. The influence of the college and university courses in accounting will\nbe felt\nin an even greater degree, as an increasing number of teachers of high-school book¬\nkeeping will come from these schools.\n\n11. Practise sets will be short, emphasizing the application of bookkee\nping prin¬\nciples, with greater emphasis on business principles and procedure. They will\nnot\nbe used as bookkeeping teaching devices. More attention will be given to the\nanalysis\nof results and interpretation of the records.\n\nOur conclusion is that the bookkeeping and accounting courses of the future\nwill be of greater educational value, more generally elective after the first\nyear by those who show special aptitude. The subjectmatter of advanced\ncourses particularly will be modified by scientific studies, and greater recog¬\nnition of the guidance and general vocational values will be developed. The\nobjective will be changed from that of preparing technically trained book¬\nkeepers to that of making better citizens by broadening vocational and social\nintelligence.\nLOOKING\n\nHELEN\n\nAHEAD\n\nIN\n\nSHORTHAND\nSUBJECTS\n\nREYNOLDS, ASSOCIATE PROFESSOR OF\nOHIO UNIVERSITY, ATHENS,\n\nAND\n\nSECRETARIAL\n\nSECRETARIAL\nOHIO\n\nSTUDIES,\n\nHow is proficiency to be attained? First, it is important that prospective\nstenographers and secretaries should have the benefit of the most careful voca¬\ntional guidance to determine in advance, so far as it is humanly\n\npossible\n\n"}
{"page": 293, "printed_page": null, "text": "Department\n\nof Business\n\nEducation\n\n289\n\nto do so, whether or not they are equipped with those mental\nand personality\ncharacteristics which will enable them to master the informatio\nn and skills\nnecessary for the performance of the work and to adapt thems\nelves to the\npeculiarities of their jobs after they leave school. It is trite to\nsay that too\nlittle of this has been done it is an old story to say that\nwe have no very\naccurate means of this prognosticating ability. The fact remains\nthat we must\nfind the means and apply them, in order to reduce to as low a\npercentage as\nwe can the number of misfits and failures in the occupation.\nSecond, we need to give heed to those who constantly remind us\nthat the\nproduction of a commercially useful transcript is not the result of\nthe opera¬\ntion of a manual skill, but that it is an interpretive operation.\nA stenographer\ncan transcribe accurately only within the limits of her understand\ning. She\nmust be an expert in shorthand, in typing, in spelling, and\nin punctuation;\nbut she is still unable to produce uniformly accurate work unless\nshe knows\nwhat it is all about, unless she has the background of general\nbusiness infor¬\nmation which will enable her to understand the transaction\nabout which she\nis writing. We must not presume, therefore, to say we are\ntraining stenog¬\nraphers and secretaries, unless we include in that training\nsuch subjects as\nwill familiarize the student with the organization of society\nfor business and\nwith the functions of the various parts of the organization. In this\nconnection,\nbusiness English makes an important contribution to the developmen\nt of the\ngood stenographer and secretary. She is much better able to produce\na correct\nbusiness letter or report if she, herself, knows how such a letter\nor report\nshould be composed.\nThird, we must better organize our methods of instruction so\nthat students\nwill have the opportunity of developing those attitudes which\nare essential\nto them in the performance of their secretarial and steno\ngraphic duties, such\nbasic attitudes as self-reliance, ability to follow instructions\nwhen given, de¬\npendability, ability to meet people, ability to work well with others\n, prompt¬\nness. Too often we act on the assumption that if the student has\nher secre¬\ntarial technics well enough developed, she is sure to be successful\non the job.\nFourth, we must raise our standards of attainment, or at least\nwe must\nchange them. What constitutes a passing grade in school\nat the present time\ndoes not constitute a passing grade in business. We need to learn\nfrom business\nwhat its specific requirements are with regard to speed\nand accuracy so that\nwe shall be able to meet those requirements.\nFifth, I cannot but feel that our next great advancement\nin secretarial\nteaching will be in the reduction of the time spent in learning\nshorthand and\ntypewriting. I believe we must concern ourselves with disco\nvering more\neconomical methods of mastering these skills.\nThis, then, is what seems to me to lie ahead of us in secretarial instruction:\nFirst, a grading up in our product to meet the increased demands of busines\ns,\nthis grading up to be secured by a better selection of students for the\nwork ; a\nkeener appreciation of the need of our students for a broad inform\national\nbackground ; a better opportunity for the development\n\nof the personality\n\n"}
{"page": 294, "printed_page": null, "text": "290\n\nNational\n\nEducation\n\nAssociation\n\ncharacteristics needed successfully to carry on the work ; a standard of class¬\nroom achievement which more nearly meets the standards of achievement\nrequired by business ; the discovery of more economical methods of learning.\nSecond, we must provide a typewriting, shorthand, and business English\nadapted to consumer needs.\nLOOKING\nRAYMOND\n\nAHEAD\n\nIN\n\nOFFICE\n\nC. GOODFELLOW,\nPUBLIC\n\nPRACTISE\n\nDIRECTOR\n\nSCHOOLS,\n\nOF\n\nINSTRUCTION\n\nCOMMERCIAL\n\nNEWARK,\n\nEDUCATION,\n\nN. J.\n\nAll types of business organizations are undergoing a wide variety of change\ndue in some measure to the social and economic unrest that has touched every\npart of the civilized world. Education in general, and business education in\nparticular, must put forth a greater effort than ever before in establishing a\nmore equitable distribution of emphasis on technic building and the func¬\ntional uses of technics in maintaining the proper balance in our social and\nbusiness relations.\nOur\n\nfuture courses of instruction on office and secretarial work must be\n\nbroader in scope and have a more definite viewpoint than in the past. Up to\nthis time it has seemed sufficient to train students in shorthand and type¬\nwriting and to make them skilful enough to go to work in a business office\nas a stenographer or typist. The bookkeeping student has been taught the\ntheory of the subject in high school and has entered a business office as assist¬\nant to the head bookkeeper or as the bookkeeper if the concern were a small\none. This preparation has been proved to be inadequate in most cases. It does\nnot stimulate the student to advance. In fact, neither type of the aforemen¬\ntioned student has been given much preparation for future advancement.\nNo further training has been provided beyond the purely vocational type.\nThe goal for all office practise students in the future is very definitely\ngoing to be toward personal efficiency in the business office. At this point\nit may be well to make clear what is meant by personal efficiency. Personnel\ndirectors in many of our largest and most representative concerns have a\ndefinite meaning in mind when they use this term. They will tell you that\nthey are far more concerned with the efficiency and personality of their\nfuture employees than they are with the technics that have been acquired in\ntwo or three threadbare subjects that have held the sole attention of a large\npercentage of our commercial teachers and students in the past. What they\nwant is a better proportion of technical training with character development.\nMost organizations today are more interested in the personality of the\napplicant than they are in the fact that the young man or woman can take\ndown a letter in shorthand at one hundred words a minute and transcribe the\nnotes at forty a minute.\nThe future office employee will be required to have a much broader vision\nof the future. He must acquire and practise some of the vital lessons of busi¬\nness before he steps out to enter his first position. The student must chart his\n\n"}
{"page": 295, "printed_page": null, "text": "Department\n\nof Business\n\nEducation\n\n291\n\nfuture before leaving school and decide for himself how far\nhe is willing to\ntrain himself in improving the personal qualities that are the\nkeystones of\nsuccess. Sufficient technical training in shorthand, typewritin\ng, and principles\nof accounting, together with an appreciation for the finer qualit\nies that go\nto round out the individual, are the essential prerequisites\nfor personal\nefficiency in the offices that our young people will be entering in the\nfuture.\nLOOKING\nJOHN\n\nAHEAD\n\nA. STEVENSON,\n\nIN\n\nBUSINESSS\n\nEDUCATION\n\nVICEPRESIDENT, PENN\nMUTUAL\nCOMPANY, PHILADELPHIA, PA.\n\nLIFE\n\nINSURANCE\n\nOn the one hand the machine age has increased the suppl\ny of goods avail¬\nable for consumption while, on the other hand, it has decre\nased the number\nof persons required to produce this supply. Marketing execu\ntives everywhere\nare giving serious study to the question of how they can impro\nve the products\nwhich carry their trademark in order that their particular organ\nizations may\nbe operated on a profitable basis. Educators, likewise, must\nface this same\nproblem for the human products which bear the trademarks of\neducational\ninstitutions are selected on a basis of merit in the business\nworld.\nIn the field of business education, the next few years\nare going to bring\nabout a wider variety of educational objectives and more effec\ntive training.\nThe growing recognition of the importance of distribution processes\nin\nour social system, for instance, and the increasing proportion\nof workers\nemployed in distributive occupations in this country are bound to force\nat¬\ntention upon the necessity of providing organized training\nfor various types\nof selling. In 1900, 8.18 percent of all workers in this countr\ny were engaged\nin distributive occupations while in 1930, 16.21 percent were\nso engaged —\nan increase of 98 percent.\nThe question of whether we are to have superficial commercial\ntraining\nor scholarly commercial training, in my opinion, will be\nanswered by the\neffort we make to provide a solid foundation of general informatio\nn on which\nto build our vocational courses.\nVocational courses in the insurance world were successful when\nwe gave\nenough study to the subject to find out what information and skills\nwere\nneeded in that particular work, and then included this information and\nthe\nopportunity to develop these skills in our training program.\nIn planning our vocational courses to meet the needs of business, we must\ntake into account the fact that the leaders in the business world\nare not\nnecessarily the men with the greatest fund of information even about their\nown line of work. They are rather the men with the ability to organize\nand\nlead and to work enthusiastically under direction.\nJ. P. Morgan once remarked that “business will have glass pockets\nin the\nfuture, and when it does have glass pockets there will not be room for the\nbusiness leader whose business ethics allows practices which do not bear\nclose\nscrutiny.\n\n"}
{"page": 296, "printed_page": null, "text": "292\n\nNational\n\nEducation\n\nAssociation\n\nI realize that we are up against a far more difficult problem when we try\nto develop an attitude of mind on the part of students than when we merely\ntry to give them certain types of information or to develop certain skills. As\nAlexander Meikeljohn pointed out in his new book, The Experimental\nCollege,\n\nWe\n\nare very much\n\nat home\n\nin the field of scholarship. If a student\n\nwill limit his interest to some field of intellectual abstraction, we can show\nhim what the human mind has thus far done in that field, can build up in\nhim the proper technic, can equip him, according to his ability, to take his\nplace in the ranks of the craftsmen of that study. . . . Bat if the liberal\nquestion is asked, our skill and mastery vanish. . . . We have many\nsciences but little wisdom.”\nHere is really a tremendous project which is set before those who are\nengaged in the work of commercial education. We cannot outline a method\n\nof solving this problem as we would outline the method of solving a problem\nin mathematics. We will work out individual solutions; but I think that you,\nas the leaders and directors of commercial education, cannot fail to see your\nresponsibility.\nThe prophecy will come true, I firmly believe, that “Out of the debacle\nwill come a cleaner and more economical government ; a sounder, safer, and\nbetter financial system; improved and accelerated transportation; better re¬\nlations between employers and employed; a closer relationship between\ngovernment and governed.” What is more, the students you are training today\nare going to be the business leaders who will head our industrial, commercial,\nand financial institutions under the conditions growing out of the present\nsituation.\n\nIf you will really look ahead, you must see the glorious opportunities which\nare open to you as a group if you are willing to accept the responsibilities of\nleadership. I he responsibilities are heavy but the reward is bound to be\nadequate.\n\nLOOKING\n\nFREDERICK\nSCHOOL\n\nAHEAD\n\nG. NICHOLS,\nOF\n\nIN JUNIOR BUSINESS\nINSTRUCTION\nASSOCIATE\n\nEDUCATION,\n\nPROFESSOR\n\nHARVARD\n\nTRAINING\n\nOF\n\nEDUCATION,\n\nGRADUATE\n\nUNIVERSITY,\n\nCAMBRIDGE,\n\nMASS.\n\nWe\n\nshall consider the future of this subject from the viewpoint of its\nessential values as a part of our public school program of commercial educa¬\ntion.\nFirst, I look forward to the time when it will be recognized by all edu¬\ncators that there are no inherent values in any subject.\nSecond, I look forward to the time when results of teaching junior busi¬\nness training will be measured in terms of what the study of this subject has\ndone to the pupil, rather than in terms of what it has added to his store of\nuseful knowledge.\n\n"}
{"page": 297, "printed_page": null, "text": "Department\n\nof Business\n\nEducation\n\n293\n\nThird, I look forward to the time when all teachers of junior busine\nss\ntraining will recognize that the foremost value of this subject from a utili¬\ntarian viewpoint is what may be called its “personal u e value.”\nk ourth, I look forward to the time when all junior business\ntraining\nteacheis will recognize what may be called the vocational and educat\nional\nguidance function of this subject and consciously and conscientiously\nstrive\nto discharge their full responsibility with respect to it.\nFifth, I look forward to the time when junior business training\nwill be\nlooked upon as a social-business subject of primary importance\nand not as a\nvocational commercial subject of secondary and transient importance.\nThru\nthis subject a pupil should develop social understanding and civic intelligence\n.\nSixth, I look forward to the time when the only vocational significance at¬\ntached to this subject will be due to its prevocational values rather than to\nits supposed vocational values.\nSeventh, I look forward to the time when the vocational function of junior\nbusiness training will be definitely subordinated to every other functi\non if\nnot entirely eliminated, and when such references as are made to occupational\nlife will be made for motivating purposes only.\nEighth, I look forward to the time when it will be recognized by all that\nsuch a course is of vital importance from the standpoint of achieving satis¬\nfactory articulation between the junior and the senior school.\nFinally, I look forward to the time when these things may be said of\npupils who have pursued a junior business training course:\n1. They have a great advantage from the standpoint of t’^e non-vocational com¬\nmon aims of secondary education — health, worthy home membership, avocational\nin¬\nterests, and civic consciousness.\n\n2. They have learned much about the relationship between bu-iness and society,\nand they have developed sound points of view regarding business as an agency\nof\nthe social organism.\n3. I hey have learned how to make the most of services rendered by business,\nespecially of the quasi-public sort — banks, railroads, express companies, telephon\ne\ncompanies, and telegraph companies.\n4. They have learned how to keep their own personal records and how to handle\ntheir personal business affairs.\n5. They have learned much about the importance of thrift and have formed\nhabits of practising it thru budgetary methods.\n6. I hey aie intelligent about such matters as insurance, sources of business in¬\nformation, simple legal principles of contractual\nand forms of business ownership.\n\nand\n\nother business relationships,\n\n7. They have studied themselves in relation to possible types of commercial work\nopen to them in the senior high school and have developed sound points of view\nregarding high-school vocational education.\n8.. Those who should do so will go on into the senior high school because the artic¬\nulation between the two schools is what it should be, and because proper emphasis\nhas been placed on the desirability of doing so.\n9. I hose who at graduation from junior high school decide to transfer to the\nacademic curriculum in preparation for college, can do so without troublesome ad¬\njustments or loss of time.\n\n10. They have acquired much information about the many kinds of business oc¬\ncupations which will be open to them later and have sensed the need for general\neducation and vocational training to achieve success in any of them.\n\n"}
{"page": 298, "printed_page": null, "text": "294\n\nNational\n\nEducation\n\nAssociation\n\n11. They have become familiar with the major departments of business and have\nlearned that they should choose an immediate goal for which to prepare in senior\nhigh school, and also an ultimate goal for which to prepare later thru training and\n(or) experience.\n12. They have not focused their attention on jobs which they can get at gradua¬\ntion from junior high school or at the end of one year in senior high school. They\nhave thought little about going to work and much about what the senior high school\nhas to offer.\n\n13. They have learned something about junior clerical duties and formed correct\nhabits of work in handling simple business situations which have been introduced\nas media thru which to develop good business habits and desirable personal qualities.\n14. They have built the best possible foundation on which to erect a superstructure\nof more advanced business knowledge, occupational intelligence, and vocational\nskills.\n\n15. Those who do not go to high school will secure unskilled jobs of various\nkinds well within the range of their abilities and limitations of age.\n16. They have learned to write well, a decided asset in any business position and\na source of satisfaction and convenience in handling one’s personal business affairs.\n17. They should be able to solve accurately and rapidly business problems within\nthe range of their ability to understand such problems, as they have mastered the\nsimpler and more common topics of business arithmetic and have developed figuresense and formed correct habits of thought in arithmetical work — another asset in\nbusiness and in one’s personal life.\n18. They have, in short, utilized their time to the best possible advantage from\nthe standpoint of their immediate needs, and of their present and future status as\nmembers of their social groups, and of their slowly maturing vocational interests.\n\nLOOKING\n\nHERBERT\n\nAHEAD\n\nA. TONNE,\nCATION,\n\nIN SOCIAL-BUSINESS INSTRUCTION\nSECONDARY\nSCHOOLS\n\nASSISTANT\n\nPROFESSOR\n\nNEW\n\nUNIVERSITY,\n\nYORK\n\nOF\n\nEDUCATION,\n\nSCHOOL\n\nNEW\n\nN. Y.\n\nYORK,\n\nOF\n\nIN\n\nEDU¬\n\nWhen we speak of looking ahead or attempting to see what are the pros¬\npects of any phase of education, we are really presenting our hopes or those\nof others. At present there seem to be at least six hopes actually stated or\nimplied in the various philosophies’in current educational literature.\nThe first of these would envisage the complete elimination of these sub¬\njects along with many other subjects now entrenched in the high-school\ncurriculum. There are certain disciples of the doctrine of formal discipline\nwho would eliminate all subjects but those they would call cultural, appar¬\nently those which have been taught for many generations.\nA second hope which is in direct contrast to the first is that of seeing\nthese subjects as completely vocational subjects. Inasmuch as these subjects\nare taught as a part of the business curriculum by teachers of business sub¬\njects, and because commercial subjects are vocational subjects, it would seem,\nthe social-business subjects are also considered vocational subjects.\nA third hope expressed by many thoughtful educators is that the type of\nattention given to economic life found in the social-business subjects be dif¬\nfused into all the subjects in the curriculum. In certain measure this has al¬\nready been accomplished. Nevertheless many, in fact, most of the subjects\n\n"}
{"page": 299, "printed_page": null, "text": "Department\n\nof Business\n\n295\n\nEducation\n\nin the curriculum have hardly begun to utilize the possibilities of applyi\nng\ntheir work in business situations. This form of permeation of economic educa¬\ntion into other subjects in the curriculum is similar to the role now given\nto\ncharacter education in most secondary schools. We may look for an expansion\nof economic education in this way and still look for its extension in other\nways.\nA fourth prospect for economic education is that it be taken over by the\nsocial studies division. Formal economics always has been in most schools\nmore closely associated with the social studies than with the commercial\nsubjects. Courses in problems of American democracy, in vocations and in¬\ndustries, and in economic citizenship closely parallel the subjectmatter of the\nsocial-business subject, tho they probably differ somewhat in point of view.\nUnless the people in charge of the social-business subjects, now for the most\npart business teachers, rapidly undertake an improvement of instruction in\nthese subjects, this tendency is quite likely to take on major dimensions.\nHarold Rugg and other leaders in the social studies have already made major\ncontributions in economic education which may easily give the leadership in\nthis field to workers in the social sciences rather than in business education.\nA fifth possibility is to maintain these subjects more or less upon their\npresent basis, that is, as adjuncts to the vocational business subjects. Under\nthis set-up the social-business subjects would be tied up with the jobminded studies like stenography, bookkeeping, and other specialized voca¬\ntional units, and would serve as a basis for giving the broader background\nof business life, which is obviously desirable for those who propose to earn\ntheir living in some form of business occupation.\nA sixth possibility is that of setting up the work in economic education on\nan independent basis, separated from both the social studies and business\ndepartments, but, of course, closely correlated in its work with these and\nother departments in the organization of the secondary school.\nWhen once we have our hopes clearly defined we can more intelligently\ngo about improving the instruction in these subjects. We can better organize\nour teacher training for the selection of those who are best suited to this\ntype of work. We shall then be able to set up the subjectmatter of the work\ninto definite grades and into an orderly sequence so as to overcome the tre¬\nmendous duplications which now so seriously hinder the work in economic\neducation.\nPOSSIBLE\n\nALBERT\n\nSERVICES OF THE DEPARTMENT\nOF\nEDUCATION\nTO BUSINESS TEACHERS\n\nE. BULLOCK,\n\nDIRECTOR OF COMMERCIAL\nCITY SCHOOLS, LOS ANGELES,\n\nEDUCATION,\nCALIF.\n\nBUSINESS\n\nLOS\n\nANGELES\n\nPrevious to this year, the Department of Business Education of the\nN. E. A. has been what might be termed an informal organization with no\ndues, no list of members, no program for carrying on investigations or studies,\nand no publication of yearbooks or monographs ; in fact its only activity has\n\n"}
{"page": 300, "printed_page": null, "text": "296\n\nNational\n\nEducation\n\nAssociation\n\nbeen a series of two or three meetings once a year during the week of the\nN. E. A. annual convention. It was not an organization one could formally\njoin. If one belonged to the N. E. A. and taught business subjects he could\nassume that he was a member of the Business Education Department, but\nit placed no responsibilities upon him, and gave him no privileges, unless it\nwas the right to vote once a year for the officers of the department.\nDuring the past two years the officers of the Department of Business\nEducation have been working to effect a reorganization on a definite mem¬\nbership, due-paying basis. During the present year they have attempted to\npresent the new plan to every business education teacher in the United States\nand to solicit his membership. Tl his would have been a stupendous task even\nin normal times, but during this period of economic depression a successful\nmembership campaign approached the impossible. Nevertheless, your officers\nattempted it, believing that those who would join now would form a splendid\nnucleus for future efforts.\nIn the past, many\n\nof the leaders in the field of business education have\nbeen individualists, and to get them to unite their efforts in one great enter¬\nprise has been most difficult. They have, for the most part, preferred to de¬\nvote their efforts to their own local organizations. During the present cam¬\npaign, therefore, it has been repeatedly pointed out that the formation of a\nstrong national organization of business educators would not preclude the\nexistence of local or district organizations. After much correspondence, and\nin some cases direct appeal, one or more wellknown persons in every state\nbut two have consented to act for us as publicity and membership chairmen\nin their respective states. Our national leaders, E. W. Barnhart and J. O.\nMalott, have also been lending their aid. The result has been that teachers\nin all parts of the country are acquainted with our plans, and many have\nshown their interest by joining. In the meantime, our vicepresident and her\ncommittee have been attempting to write a satisfactory constitution and\nmany have been good enough to send suggestions of what it should contain.\nIn a few minutes it will be presented to you for your consideration. The\ncontent of a constitution depends upon the purpose of the organization it is\nintended to govern. Your consideration of our constitution will be more in¬\ntelligent, therefore, if I point out a few things that the new Department of\nBusiness Education might do. Some of these things will require the services\nof a permanent paid secretary, but if even one half of the thirty-five thousand\nteachers of business subjects would become members, the dues thus collected\nwould make almost any service possible.\nOne of the most valuable services the Department could render to class¬\nroom teachers would be to make available to them, in printed form, existing\nhelpful teaching material on each commercial subject, and then keep this\nmaterial uptodate by means of loose-leaf supplements. The material I have\n\nin mind would consist of masters’ theses, surveys, special studies, and progiessive courses of study. Much valuable work is done along these lines every\nyear; but because it is not available in printed form, it benefits no one except\nthe one who does it or the few for whom it is done. If one copy of every\n\n"}
{"page": 301, "printed_page": null, "text": "Department\n\nof\n\nBusiness\n\nEducation\n\n297\n\nuseful study made in the United States were sent to our headquarters what\na wonderful source they would be for teacher-aid monographs or yearbooks!\nAnd with permanent headquarters and a paid secretary to edit them, the idea\nis not at all fantastic.\nAnother aid for classroom teachers and others engaged in business edu¬\ncation would be the publication of abstracts of many of the valuable publi¬\ncations of the United States Department of Commerce and Labor. This\nagain would require the expenditure of time, labor, and money and is an¬\nother argument for a concentration of teacher-organization effort. Closely re¬\nlated to this service would be the preparation and distribution of reading\nlists upon subjects relating to business education.\nA third service the Department could render is the publication of a peri¬\nodic loose-leaf service bulletin, monthly magazine, or yearbook, or perhaps\nsome combination of all of them. They would not necessarily have to be in¬\ncluded in the price of dues, but could be subscribed to separately. The teacheraid monographs and reading lists already described could be published thru\nthese media, if desired.\n\nAnother benefit of a strong, national organization, would be its ability to\nspeak officially for business education in matters of legislation or policy. The\nexistence of such an organization would have meant much for business edu¬\ncation in its present precarious stage. If the individual teacher is not in¬\nterested in having such a spokesman, he certainly should be, particularly the\nspecial teachers in junior and senior high schools, for it is the work of these\nteachers that is undergoing the greatest change.\nMany other benefits could be mentioned, and some of those already pointed\nout could be enlarged upon, but time will not permit. The real problem\nnext year will be to make the rank and file of business teachers see the pos¬\nsibilities of a strong, countrywide organization. The outlay for each indi¬\nvidual would be very small, but the collective power for good of thousands\nof business teachers all working for the same ends would be almost unlimited.\nLet us hope teachers will see this and respond in large numbers from every\nstate in the union.\nREPORT\nHELEN\n\nREYNOLDS,\n\nOF\n\nTHE\n\nCONSTITUTION\n\nCOMMITTEE\n\nASSOCIATE\n\nPROFESSOR\n\nOF\n\nSECRETARIAL\n\nUNIVERSITY,\n\nATHENS,\n\nOHIO,\n\nChairman\n\nSTUDIES,\n\nOHIO\n\nBecause they believed that all commercial teachers have felt the need for\na national organization which will serve to unify the work done in commer¬\ncial education, the officers of the Department of Business Education of the\nN. E. A. have attempted to work out a plan for the reorganization of that\ndepartment so that it could function in this capacity more effectively than\nit has in the past. I he idea was enthusiastically received by the members\nof the Department in attendance at Los Angeles last summer. I was selected\nto act as chairman of the Constitution Committee. During the past year, I\n\n"}
{"page": 302, "printed_page": null, "text": "298\n\nNational\n\nEducation\n\nAssociation\n\nhave\n\nbeen in correspondence and conference with the following persons\nwhose ideas have been incorporated in the constitution : Albert E. Bullock,\npresident, Foster W. Loso, secretary-treasurer, E. W. Barnhart, Ann Brewington, Paul S. Lomax, J. O. Malott, Louis A. Rice, Clyde Rowe, and\nHarold Shields.\nThe constitution presented does not purport to be perfect, nor to repre¬\nsent all the ideas of all the persons who contributed to it. It is offered as a\nworking beginning, to be modified, amended,\nsuch changes presents itself.\n\nProposed\n\nand improved\n\nas the need for\n\nConstitution\n\nArticle I — Name\nThe name of this organization shall be the Department\nthe National Education Association.\n\nof Business Education\n\nof\n\nshall be to coordinate\n\nthe\n\nArticle II — Objectives\nThe\n\nobjective of the Department\n\nof Business Education\n\nefforts of business education in the public high schools of the United States, and to\nact as spokesman for the business education of the country as a whole. This general\nobjective is seen to comprise the following specific purposes:\n\n1. Provide\ncation.\n\nfor centralized leadership in public school secondary\n\nbusiness edu¬\n\n2. Provide\ncation.\n\nfor coordinating\n\nbusiness\n\nall activities affecting secondary\n\nedu¬\n\n3. Provide for service as a center of information and service for all interested\nin public school secondary business education, such as:\n(a) Prepare and publish abstracts of such publications of the Departments\nof Commerce and Labor, or others, as may be of interest to classroom\nteachers, particularly business teachers.\n(b) Cooperate, when requested, with local organizations for the purpose of\naiding them in the solution of local problems, in secondary school busi¬\nness education.\n(c) Prepare reading and research study lists on subjects relating to busi¬\nness and business education, and distribute them to our members.\n\n4. Provide for the issue of such publications as may contribute to the general\npurposes of this department, such as:\n(a) Publish at intervals determined by the Executive Committee a bulletin\nor magazine for business teachers.\n(b) Publish\n\na yearbook\n\non business education which will contain the\nresults of each year’s work.\n5. Maintain an executive secretary of business education at N. E. A. head¬\nquarters in Washington, D. C.\n\nArticle III — Membership\nMembership\n\nshall consist of three kinds: active, associate, and sustaining .\nSection /—All persons actively engaged in business education in the United\nStates,\nwho are members of the N. E. A., are eligible to active membership in the\nDepart¬\nment of Business Education of the N. E. A. upon payment of the members\nhip fee as\nstipulated in the bylaws.\n\nSection 2 All persons who are not actively engaged in business educati\non, but\nwho are interested in business education, shall be eligible for associate\nmembership.\n\n"}
{"page": 303, "printed_page": null, "text": "Department\n\nof Business\n\n299\n\nEducation\n\nAssociate members shall have the same rights and privileges as active\nmembers,\nexcept the right to vote, to serve as delegates at the annual business meeting,\nand to\nhold office.\nAny business concern or association shall be eligible for sustaining\nwith the same privileges as for associate membership.\n\nmembership ,\n\nArticle IV — Officers\nThe officers of this organization\nsecretary, and a treasurer.\n\nshall be a president,\n\nArticle V — Executive\nSection 1\nexecutive\n\nThe\n\nExecutive\n\nsecretary,\n\nthe active membership.\nseven\n\nCommittee\n\ntreasurer,\nTo\n\nand\n\nsecure\n\na vicepresident,\n\nan executive\n\nCommittee\n\nshall consist of the president, vicepresident,\n\nseven\n\nother members\n\na national\n\nrepresentation\n\nwho\n\nshall be elected from\n\nit is suggested\n\nthat these\n\nmembers\n\nbe elected according to the geographical division of the United States,\none being elected from each of the following seven divisions: New England States,\nMiddle Atlantic States, Southern States, North Central States, Northwestern\nStates,\nSouthwestern States, and Pacific Coast States. At no time should the maintenance\nof\nthis geographical division prevent the election to the Executive Committee of an out¬\nstanding leader in business education. The retiring president\nyear as an ex-officio member of the Executive Committee.\n\nSection 2\n\nEach of the seven members\n\nof the Executive\n\nshall serve\n\nCommittee,\n\nfor one\n\nin addition to\n\nthe officers elected annually, shall be elected in accordance with the followin\ng plan:\nat the business meeting of June 29, 1932, three members shall be elected for\none year,\ntwo members for two years, and two members for three years ; thereafter,\neach new\nmember shall be elected for a term of three years.\n\nSection 3\n\nAny member\n\nof the Executive\n\nCommittee\n\nany meeting\n\nwho\n\ncannot personally attend\n\ncalled by the president shall be expected to designate someone to act as\nproxy. In case of the failure of any member so to designate a proxy within two\nweeks\nof any meeting that has been called after a notice of at least thirty days, the\npresi¬\ndent, as chairman of the Executive Committee, is authorized to name a\nproxy with\npower to vote.\n\nSection 4 — The\n\nExecutive\n\nCommittee\n\nis authorized\n\nbetween\n\nthe annual\n\nbusiness\n\nmeetings\n\nheld at the time of the N. E. A. summer conventions, to take such action as\nseems necessary for the best interests of the Department, such action being\nsubject\nto final approval by the majority vote of the representative assembly at the annual\nbusiness meeting immediately succeeding the action of the Executive Committee.\n\nSection 5 — The\n\nExecutive\n\nfor the organization\n\nCommittee\n\nof a national\n\nshall have\n\nadvisory\n\ncouncil\n\nthe power\nof business\n\nto formulate\n\na plan\n\neducation.\n\nArticle VI — Amendments\nTo amend this constitution, the amendment must be presented to the secretary in\nwriting. The executive secretary shall submit such proposed amendments to the\nExecutive Committee. The two-thirds affirmative vote of the Executive Committee\nshall determine whether or not the amendment shall be presented to the Department\nof Business Education at its next business meeting. A two-thirds vote of the mem¬\nbers present shall be sufficient to adopt an amendment so proposed.\n\nArticle VII — Committees\nThe newly-elected\ncommittee may have\n\npresident shall appoint (1) a nominating committee so that\nat least one meeting before the Department adjourns, whose\n\nduty shall be to prepare\nmittee on membership.\n\na ticket for the following\n\nyear’s election; and\n\n(2) a com¬\n\n"}
{"page": 304, "printed_page": null, "text": "300\n\nNational\n\nEducation\n\nAssociation\n\nBylaws\nArticle I — Membership\nSection 1 — The\n\nannual\n\ndues for active membership\n\nshall be $2, which\n\nshall in¬\n\nclude subscription to the periodical published by the Department issued\nquarterly or\nmonthly excepting July, August, and September, at the discretion of the Executive\nCommittee.\n\nSection 2\n\nThe\n\nannual\n\nthe same as for active\nshall be $10.\n\ndues for associate membership\nmembership.\n\nSection 3— An active member,\nof the Department\n\nof Business\n\nEducation\n\nmembership\n\nannual\n\ndues\n\nfor sustaininq\n\nshall be\n\nmembership\n\na life member\n\nand\n\nas such be entitled to all the rights and\nfor the period of his natural life without payment\n\nyear shall be from\n\nmembership dues paid during\nunless otherwise requested.\n\nSection 5 — The\n\nannual\n\nupon paying a fee of $50 may become\n\nprivileges of active membership\nof further fees.\n\nSection 4 — The\n\nThe\n\nof an individual\n\nthe membership\n\ndues of members\n\nSeptember\n\nyear\n\n1 to August\n\nshall be credited\n\n31. All\n\nto that year\n\nshall be sent to the executive\n\nsecretary\n\non or before November 1. An active member failing to pay his dues as\nherein pro¬\nvided shall forfeit the privilege of membership and after being in arrears one-half\nyear be dropped from the list of members.\n\nSection 6 — The\nbusiness\n\nmeeting\n\nright to vote, to hold office, to serve as a delegate to the annual\n\nshall be limited to active members\n\nArticle II — Election\nSection 1 — The\n\nwhose\n\nof Officers, Annual\n\ndues\n\nare paid.\n\nBusiness\n\nMeeting\n\nelection of officers and transaction of business at the annual\n\nbusi¬\n\nness meeting, subsequent to the business meeting of June 29, 1932,\nshall be by a\nrepresentative assembly composed of delgates apportioned, elected, and\ngoverned as\nhereinafter provided.\n\nSection 2 — For every fifty members\nstate represented\n\nby active members\n\nor major\n\nshall have\n\nfraction thereof, provided\nless than one delegate\n\nthe number of membexs, each state shall be entitled to one delegate\native assembly of the Department of Business Education.\n\nSection 3— The delegate or delegates of any state group\n\nto one\n\nof the following\n\n(a) The\nHe\n\nexecutive\n\nwill then mail\n\nwill prepare\n\nthe list for each\n\nof\n\nin the represent¬\n\na list of active members\n\nstate to each\n\nregardless\n\nshall be elected according\n\nplans:\n\nsecretary\n\nthat no\n\nactive member\n\nfor each\n\nstate.\n\nof that state with\n\nthe request to vote for a delegate or delegates (as the case may be)\nfrom the list,\nand return the ballot to the executive secretary, who will next determine the\nelected\ndelegate or delegates on the basis of the highest number of votes received. Provided\n\nif any state group may so choose to do: The state association of business teachers,\nduly authorized\ntion, may\n\nby the Executive\n\nat its annual\n\nmeeting\n\nCommittee\n\nof the Department\n\nselect a list of nominees\n\nand\n\nof Business\nreport\n\nEduca¬\n\nthe list to the\n\nexecutive\n\nsecretary, who shall then submit the list of nominees by mail to the active\nmembers of that state for election of delegates on the basis of the highest number\nof\nvotes received.\n(b) Delegates may be elected at the annual meeting of the state association,\nelections being immediately reported to the executive secretary.\n\nSection 4\n\nOfficers of Department\n\nof representative\n\nSection 5\n\nassembly.\n\nThe\n\nof Business\n\npresident\n\npresides\n\nEducation\nand\n\nare ex-officio members\n\nvotes in case of a tie.\n\nDelegates shall file credentials on blanks provided\n\ntary at least ten days before\n\nannual\n\nbusiness\n\nmeeting.\n\nsuch\n\nby executive secre¬\n\n"}
{"page": 305, "printed_page": null, "text": "Department\n\nof\n\nBusiness\n\nEducation\n\n301\n\nArticle III — Duties of Officers\nSection /—The\n\npresident shall preside at all meetings of the Department\n\nof Busi¬\n\nness Education and shall perform in addition such executive duties as usually\nupon t e chief executive of such an organization. The president shall prepare,\n\nfall\n\nwith\nof the Executive Committee, programs for the annual meeting, and ap¬\npoint committees for the furtherance of the work of the Department. He shall sign\nall bills approved by the Executive Committee.\n\nthe advice\n\nSection 2\n\nThe\n\nvicepresident\n\nThe\n\nexecutive secretary shall receive all dues, shall issue certificates of\n\nshall preside at all meetings\n\npresident.\n\nSection 3\nmembership\n\nto active\n\nmembers,\n\nassociate\n\nin the absence\n\nof the\n\nmembers,\n\nand sustaining members, and\ncredentials to delegates upon proper application. He shall transfer such\nmoneys\naccompanied by explanatory lists to the treasurer. He shall keep a complete\nmem¬\nbership list and all records of the organization. He shall serve as editor\nfor such\npublications as the Executive Committee shall authorize. He shall formulat\ne with\nthe Executive Committee and be responsible for the carrying\nout of such publicity\nand promotional activities as are believed desirable for the growth of\nthe Depart¬\nment of Business Education.\n\nSection 4 — The\n\ntreasurer\n\nshall receive all moneys\n\ndue the organization\n\nand shall\n\nreceive from the secretary all dues. He shall pay all bills approve\nd by the president,\nprepare an accurate report, properly audited, of the financial transactions of\neach\nyear, and shall give such bond as may be required by the Executive Committ\nee.\n\nSECRETARY’S\n\nMINUTES\n\nAtlantic City, New\n\nGreetings,\n\nof New\n\nafternoon,\n\nEarl\n\nSchool\n\nEach\n\nvicepresident,\nFor\n\nFirst Session, Tuesday\nI harp,\n\nWhat\n\nand\n\nEvery\n\nPrincipal\n\nKinds\n\nBusiness\n\nEducation\n\nTelegraph\n\nCo., New\n\nLooking\n\nWhat\n\nAhead\n\nExtent\n\nYork,\n\nAhead\n\nand\n\nIn What\nEric\n\nSpiorthand\n\nvicepresident of the Department,\nUniversity, Athens, Ohio.\nLooking\n\nAhead\n\nand\n\nDepartment,\n\nin Office\n\nPractise\n\nDiscussion\n\nLeader:\n\nJohn\n\nG.\n\nKirk,\n\nLuncheon\n\nConference,\n\nPresiding, Thomas L. Husselton,\nCommerce, Atlantic City, N. J.\nLooking\n\nMutual\n\nAhead\n\nin\n\nLife Insurance\n\nBusiness\n\nAre\n\nGalloway,\n\nHigh\n\nSchool\n\nGraduates\n\nIs Special\nmanager,\n\nInstruction,\n\nProfessor\n\nWednesday,\n\nA.\n\nBoth\n\ndirector\n\nJune\n\nUnion\n\nE. Bow¬\n\nPa.\nHelen\n\nReynolds,\n\nStudies, Ohio\n\nBookkeeping\n\nand\n\nof conmmercial\n\nedu¬\n\ncommercial\n\nmanager,\n\nJohn\n\nWestern\n\nof Secretarial\n\n(Including\n\nof\n\nor Technical\n\nCharles\n\nCollege, Philadelphia,\n\ndirector\n\nPa.\n\nAssociation\n\nLee\n\nInstruction,\n\nC. Goodfellow,\n\nEducation,\n\nBusiness,\n\nIf Any,\n\nSecretarial\n\nexecutive\n\nCo., Philadelphia,\n\nTeachers’\n\nN. Y.\n\npersonnel\n\nInstruction\n\nPa.\n\nYork,\n\nAccounting\n\nAssociate\n\nShorthand Groups of Pupils), Raymond\ncation, Public Schools, Newark, N. J.\nSchools, Philadelphia,\n\nWays,\n\nGirard\n\nand\n\nabout\n\nPositions\n\nNichols,\n\n28, 1932\n\nCommercial\n\nKnow\n\nN. Y.\n\nin Bookkeeping\n\nin\n\nShould\n\nJune\n\nN. J.\n\nInstitute, New\n\nof Business\n\nWanted?\n\nhead, Commercial\n\nLooking\n\nCitizen\n\nHamilton\n\nTo\n\nHigh\n\nSchool, Newark,\n\nAlexander\n\nWanted?\n\nman,\n\npresident,\n\nJersey, East Side High\n\nWhat\n\nJersey\n\neducation,\n\nPublic\n\n29, 1932\n\nAtlantic\n\nStevenson,\n\nCity Chamber\n\nvicepresident,\n\nof\n\nPenn\n\n"}
{"page": 306, "printed_page": null, "text": "302\n\nBon\n\nNational\n\nVoyage\n\nInternational\n\nmercial\n\nto\n\nthe\n\nSociety\n\nEducation\n\nResponse\n\nAmerican\nfor\n\nEducation\n\nAssociation\n\nDelegation\n\nto\n\nCommercial\n\nService, Federal\n\nto Bon\n\nVoyage,\n\nJohn\n\nThird\n\nEducation,\n\nBoard\n\nRobert\n\nInternational Society for Commercial\nDelegation, New York, N. Y.\n\nthe\n\nLondon\n\nEarl\n\nW.\n\nfor Vocational\n\nGreggs,\n\npresident,\n\nEducation,\n\nSession, Wednesday\n\nand\n\nConference\nBarnhart,\n\nAmerican\n\nthe\n\nchief, Com¬\n\nEducation,\n\nchairman\n\nof\n\nWashington,\n\nChapter\n\nof the\n\nof the American\n\nafternoon, June 29, 1932\n\nPresiding, Helen Reynolds, vicepresident of the Department.\nLooking\n\nAhead\n\nin Education\n\nfor\n\nSelling\n\nOccupations,\n\nCommercial Education Service, Federal Board\nton, D. C.\nLooking\n\nAhead\n\nin Junior\n\nBusiness\n\nTraining\n\nassociate professor of education, Graduate\nsity, Cambridge, Mass.\nLooking\n\nAhead\n\nin Social\n\nBusiness\n\nEarl\n\nfor Vocational\nInstruction,\n\nW.\n\nFrederick\n\nSchool of Education,\n\nInstruction\n\nin\n\nBarnhart,\n\ners, A.\n\nServices\n\nE. Bullock,\n\nsecretary-treasurer\nReport\n\nof the\n\nof the\n\nDepartment\n\npresident\n\nof the\n\nof the Department.\n\nConstitution\n\nof Business\n\nSecondary\n\nDepartment.\n\nCommittee.\n\nHelen\n\nEducation\n\nPaper\n\nUniver¬\n\nSchools,\n\nHerbert\n\nYork\n\nUniver¬\n\nto Business\n\nTeach¬\n\ndelivered\n\nReynolds,\n\nG. Nichols\n\nHarvard\n\nA. Tonne, assistant professor of education, School of Education,\nNew\nsity, New York, N. Y.\nPossible\n\nchief\n\nEducation, Washing¬\n&\n\nby\n\nF. W.\n\nvicepresident\n\nLoso\n\nof the De¬\n\npartment, chairman of the Constitution Committee (Ann Brewin\ngton, Paul S. Lomax,\nL. A. Rice, J. O. Malott, Earl W. Barnhart, Frederick G. Nichols\n, Albert E. Bullock\nand F. W. Loso) presented the constitution at the open meeting. Mr.\nG. R. Fisher of\nPittsburgh offered a motion that the proposed constitution be placed\non the table for\none year so that it might be considered more carefully before\nbeing finally adopted.\nThe motion was seconded by Dr. Paul S. Lomax of New York Univer\nsity. Professor\nFrederick G. Nichols of Harvard University discussed the propos\ned motion and the\nconstitution to some extent expressing approval of the procedure\nfollowed.\nVote taken and motion carried.\n\nBusiness Meeting , Helen\n\nReynolds, vicepresident, presiding.\n\nProfessor Frederick G. Nichols offered a motion that the officer\ns for the coming\nyear, 1932-33, be nominated and elected on the basis of the\nproposed constitution.\nMr. L. Gilbert Dake of St. Louis seconded the motion.\nVote taken and motion\n\ncarried.\n\nBecause of the time limit it was thought best to eliminate the\nsecretary-treasurer’s\nreport on the distribution of membership and the financial\nreport.\nMiss Helen Reynolds asked for a report from the Nomin\nating Committee. This\ncommittee was composed of the following members of\nthe Department: Mr. Ray¬\nmond Goodfellow, chairman, Mr. Clinton A. Reed, Mr.\nFrederick G. Nichols, and\nMiss Helen Reynolds. (Names of the newly elected officer\ns appear in the Historical\nNote, p. 284.)\n\nMr. H. I. Chaim of San Francisco moved that the secret\nary be instructed to cast\na ballot for the unanimous election of the proposed slate\nof officers. The motion was\nseconded by Mr. W. O. Holden of Pawtucket, R. I. It carrie\nd and the ballot was cast.\nDr. Paul S. Lomax made a short speech of acceptance.\nThe meeting then adjourned.\n\n"}
{"page": 307, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n"}
{"page": 308, "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. For amendments see Proceedings,\n1923:578; 1929:365; and 1931:390-91. The De¬\npartment of Classroom Teachers cooperates with the\nNational League of Teachers’ Associations.\nThe officers of the Department for the year 1932-33\nare: President , Mrs. F. Blanche Preble, 10855 Ver¬\nnon Avenue, Chicago, Ill. ; Vice-president , Albert M.\nShaw, 2833 Estera Avenue, Los Angeles, Calif. ;\nSecretary , Eugenie J. Brown, Doanbrooke Hotel,\nCleveland, Ohio; Director Ex-officio , Sara H. Fahey,\n122 West 75th Street, New York, N. Y. ; Regional\nDirectors : Western Section, Faye Read, 131 Vernon\nPlace, Pueblo, Colo. (Term expires 1933) ; Eastern\nSection, Daisy Lord, 1027 West Main Street, Waterbury, Conn. (Term expires 1934) ; Middle Section,\nMary C. Ralls, 6529 Jefferson Avenue, Kansas City,\nMo. (Term expires 1935).\nThis Department meets at the time of the annual\nmeeting of the Association. Facts relating to the\nestablishment of this Department and record of meet¬\nings are found in earlier Proceedings as follows :\n1914:909-916\n1915:1161-1177\n1916:637-652\n1917:615-622\n\n1918:381-389\n1919:375-392\n1920:343-355\n1921 :399-406\n\n1922:683-691\n1923 :569-620\n1924:460-499\n1925 :365-402\n\n[ 304]\n\n1926 :391-423\n1927:352-390\n1928 :325-352\n1929 :335-368\n\n1930 :293-307\n1931 :359-393\n\n"}
{"page": 309, "printed_page": null, "text": "KINDERGARTEN\nEXPERIENCES,\nTHE\nBEGINNING\nSOCIAL\nRELATIONSHIP\nMRS.\n\nEUGENIA\n\nWEST\n\nJONES, KINDERGARTEN\nDIRECTOR,\nSCHOOL, LOS ANGELES, CALIF.\n\nFIRST\n\nOF\n\nSTREET\n\nI often wonder if we teachers ever realize what takes place in the minds\nof the little children when they leave home and come to school for the first\ntime and face the situation in a big school — the yard full of boys and\ngirls,\nthe big building, lots of grown-ups and teachers everywhere, ringing of the\nbells to stand still or go inside as rules demand. Do we sympathize with these\nchildren? Blessed is the teacher who so arranges the room that there is some\none thing to attract the attention of all. Children are like grown people,\nthey\nlike their rights and demand them in different ways; and it is this contact\nthat all of a sudden makes Johnnie or Mary realize there are other children\nin the world, and they demand\n\ntheir rights also. This is the first social affair\nthe child has on entering school. It is a revelation to see Mary drink milk\nand Johnnie drink it because Mary does and it must be good for you.\nPlanting\n\na garden, singing songs, the rhythm\n\nwork,\n\nrunning, jumping,\n\nplaying ball, all add to the child’s growth and help him adjust himself to\nother situations. If all the things children are exposed to in early teaching\ncould be measured, no one would ever do aught but commend the teacher\nwho\n\nteaches thru play , and possesses this high degree of ability. Education\nbecomes more complex every day and the most expert leadership is necessary.\nHow\n\nto keep children happy as well as busy, and keep them busy as well\nas happy, is the problem of today. Dramatization of stories, making costumes,\nhats, all make happiness. Competitive games, however simple, tend to create\na habit of unselfishness and recognition of the rights of others.\nMary playing in the kindergarten, building and furnishing a doll house,\nmay some day grace the White House. The boy that makes his first little\ntrain in kindergarten might some day be the man who takes the train across\nthe continent, and he who builds that boat might be an admiral of the navy,\nor the boy or girl who runs and jumps might some day compete in the\nOlympics — who can tell ! Service to one another, being a member of a group\nin school, advances the group idea in life. Children, if busy, have no time to\nget into a fight or into mischief. It is very gratifying to know that the kinder¬\ngarten and primary curriculum is being so worked out that one hardly knows\nwhen the child leaves the kindergarten and slips into the first grade. The\nonly difference should be his reading readiness, and maybe thru pictures,\nstories, play, and conversation he has learned to be ready to read. What a\nwonderful investment America has in her children ! Shame on any state or\ncountry\n\nthat penalizes a child. It would\n\nbe better to curtail anywhere\n\nnever pauperize the children’s education. Education\na necessity, not a luxury.\n\nbut\n\nis never expensive, it is\n\nShall we keep on teaching children thru play about life and energy and\nwhat is their right of birth. To be able to be a part of a group and to live\nwith others is the greatest education a child can possess and is his future\nguarantee of happiness.\n[ 305 ]\n\n"}
{"page": 310, "printed_page": null, "text": "306\n\n.\n\nNational\n\nTHE\n\nLUCILE\n\nWhat\n\nEducation\n\nAssociation\n\nACTIVITY\nPROGRAM,\nITS SIGNIFICANCE\nENLARGING\nHUMAN\nSYMPATHIES\n\nIN\n\nALLARD,\n\nCITY,\n\nFACULTY\n\nhas democracy\n\nADVISER, PUBLIC\nLONG ISLAND, N. Y.\n\naccomplished\n\nfuture of democratic educational\ndemocracy safe for education ?\n\nSCHOOLS,\n\nfor education?\n\nGARDEN\n\nWhat\n\ntheories and programs?\n\nshall be the\nCan\n\nwe\n\nmake\n\nLet us for a moment\nbit of democratic\n\nliken the activity program in a schoolroom to a small\nsociety. Consider the possibilities for the realization of an\n\nabsolute democracy anywhere.\nrealization is possible.\nIn the United\n\nPerhaps that classroom\n\nStates, in society, individual\n\nis the only place where\n\nmembers\n\nlose sight of lofty\nideals and noble purposes of the original plan for a democratic society in the\nthrill of personal success. Often leaders forget to plan and share with the\nmany in their mad rush to build themselves up on false or insecure pedestals\nwhose foundations later crumble beneath them.\nYou are the classroom teacher — you have great power — your position is a\nstrategic one! You are indeed fortunate! There in your classroom, you can\ncreate an activity program, a little democracy\nof the warped ideals of 1932.\n\nwhere you can make\n\nover some\n\nParents, politicans, and even educational administrators have avoided con¬\nsideration of vital social issues, have failed to face squarely questions for\nwhich children have demanded\n\nfrank answers. Youngsters\n\nand questionable dealings undermine\n\ninnumerable\n\nI believe a wise use of the “activity program”\n\nhave seen hypocrisy\n\nsocial institutions.\ncan be a significant enlarger\n\nof “human sympathies,” but I believe there is no educational program which\ncan present a “new social outlook,” until the classroom teacher has been\ngiven the privilege of expressing herself constructively on social questions.\nSuch privilege would\n\ngive her recognition, prestige, and courage\n\nthe best to her children. The\nconsists of the following:\n(1) A shift from\n(2) Freedom\ninferiors.\n(3) Freedom\n\n“activity program”\n\nto pass on\n\nin any educational situation\n\nteacher-discipline to self-discipline and self-respect.\n\nto move\n\nand to speak with one’s equals, one’s superiors, and one’s\n\nto create, and to enjoy and appreciate the fine creations of others.\n\n(4) Opportunity to share experiences and ideas with one’s fellows.\n(5) Freedom to enjoy the discipline of vital incentives to work, opportunity\nenjoy the discipline of helping to carry thru a group plan.\n(6) Freedom from artificial grade\nparisons of achievement.\n\nA new\n\nsocial outlook with human\n\nfore, can best be developed\ngreat educator\nenough,\n\nstandards\n\nand competitions, or unjust com¬\n\nappreciations and human\n\nthru an activity program\nbe humane\n\ncreate within ourselves this humane\nfor the future.\n\nvalues in the\n\nwith a definite goal. A\n\ntoday must have a scientific attitude, I am\n\nhis attitude must\n\nto\n\nas well. Classroom\n\ntold. That\n\nis not\n\nteachers, let us\n\nscientific attitude and remake\n\nthe world\n\n"}
{"page": 311, "printed_page": null, "text": "Department\n\nSOCIAL\n\nMRS.\n\nSTUDIES\n\nLENORE\n\nO’NEILL\n\nof Classroom\n\nTeachers\n\nINTERPRETED\nGENERATION\n\nFOR\n\nPLUNKETT,\nSTAMFORD,\n\nROGERS\nCONN.\n\nA\n\nELEMENTARY\n\n307\n\nRADIO\n\nSCHOOL,\n\nAt the present time from one end of the civilized world to the\nother, men\nseem to be facing problems that they know not how to solve. All\nare agreed\nthat failure in their solution will lead eventually to revolution\nagainst present\nforms of government and may result in absolute destruction of the kind\nof\nsocial life that we now enjoy. All are agreed that the solution\nto these\nproblems must be met somehow thru the field of education.\nAt the present time the violent discussions of city and town official\ns and\ntaxpayers on methods\n\nof meeting the imperative needs of unemployment, show\npeople in every community lack a sense first of social insight.\n\nus that too many\nThere seems to be little consciousness of what it means to live in an\norganized\nsociety. Secondly, we have not a highly developed appreciation of how we\nlive\ntogether — or in other words, we lack social sympathy. We lack full under¬\nstanding of the conditions precedent to happy living together. Furthermore,\nwe seem to lack understanding of the conditions that change\nmay bring\nabout. A changing civilization demands a re-valuation of those elements of\nchange that are affecting our ways of living and thinking. The person who is\nable to sense the direction and importance of these changes in presentday\nlife\nis really charting a course of adjustment to the still unknown conditions of\nthe future. Few\n\nof our people seem\n\nable to do this today. Social progress is\n\ndetermined by the ability of the nation’s leaders to develop social vision, yet\nmany of us seem to be wholly lacking in this social mindedness. We know that\nthis social mindedness must come as a result of right character building — of\nlight changes in individual behavior or personality. Social studies have a great\ndeal to offer as a medium to effect these changes. However, the method of\nhandling the subjectmatter\n\nis of transcendent\n\nimportance\n\nin effecting them.\n\n1. In the past, excellence in history meant ability to review great events of past\nages. Today it should mean the ability to interpret the motives of men and nations\nas seen in their actions and to recognize similar conditions in later ages.\n2. In the past the ability to discuss the meaning of constitutions and laws was re¬\ngarded as education in civics. Today, accompanying this knowledge must come the\ncooperation of the right-minded citizen in carrying out measures for the good of the\ncommunity.\n3. Yesterday, the ability to name authors with titles of books and their happen¬\nings indicated wide acquaintance with literature. Today we realize that the vicari¬\nous experience which the students get thru observing in well-chosen books difficulties\nin the lives of those in whom he is interested, teaches him how to adjust himself to\nadverse circumstances without the suffering endured by the hero or heroine. He has\nthe experience of making a judgment as to right conduct before he meets the situa¬\ntion. The student is led to discuss characters of fiction in the light of the standards\nof the life of today. He is led to see that while eternal verities remain the same in\nevery age, the fitness of many matters rests in the age in which one lives, or with\nthe group in which one finds himself. Moreover, many matters presented as litera¬\nture develop social sympathy as argumentative discussion and propaganda never\ncould.\n\n"}
{"page": 312, "printed_page": null, "text": "308\n\nNational\n\nEducation\n\nAssociation\n\n4. In studying geography, the little girl and boy should be encouraged to tell what\nthey know of foreign lands as learned from their parents. They are thus helped to\ndevelop respect for their ancestry and understanding and appreciation of other\ncountries. In the interchange of commerce they can be brought to see the need for\ncooperation among nations.\n5. A study of the music of other lands is a wonderful source of good fellowship\namong people. Children can be led to see that antagonism should not be linked to\nthe strange or the new. Open-mindedness\nthis study.\n\nis the great goal to be sought in much\n\nIn the social studies the opportunities\ninformally\n\nthat the carving of his own\n\nlarge measure\n\nof\n\nare limitless for teaching a child\n\ncharacter and personality rests in a\n\nwith himself. He learns that he must\n\nexercise his own\n\npowers\n\nof decision to the best of his ability. In his vicarious experience in these studies\nhe becomes\n\nhabituated\n\nto making\n\ndecisions, and he is prepared to choose the\n\nright road.\nUTILIZING\nMARY\n\nINDIVIDUAL\nD. BARNES,\n\nDIFFERENCES\n\nCONTINENTAL\n\nSCHOOL,\n\nFOR\n\nA\n\nNEW\n\nELIZABETH,\n\nN.\n\nAGE\n\nJ.\n\nThe changes in educational procedures in the past twenty-five years have\nshifted the emphasis from teaching school subjects to teaching children. We\nare aw^ake to the necessity of caring for the child’s physical, mental, and social\nneeds. Binet classes, special classes for handicapped children, homogeneous\ngrouping, individual instruction, activity programs,\n\nthe platoon system, the\n\nwork-study-play plan have risen in answer to the problem of providing for\nthe maximum development of the varying capacities of children. The natural,\nhealthful growth\nModern\n\nof the individual personality is our great concern.\n\nsocial and economic\n\nthat in some\n\nway\n\nwe\n\nconditions\n\nbring home\n\nto us the realization\n\ngrope\n\nfor the wisdom\n\nhave failed, and we\n\ninspiration to inculcate in young America\n\nand\n\nthe social attitudes and civic ideals\n\nthat will help him adjust himself and make\nchanges in civilization.\nThe\n\nnow\n\nhim\n\nshock-proof\n\nagainst any\n\nradio, television, and the airplane erase artificial national boundaries,\n\nand we face the task of preparing the child for world\ndone much\n\ncitizenship. We\n\nhave\n\nto foster and strengthen his sense of responsibility for contributing\n\nto the welfare of his immediate\n\ngroup. That\n\nhe intelligently appreciates the\n\ncommunity’s responsibility for his welfare rests, too, with us. We\nto go in giving him a knowledge of civic affairs.\nCulturally, America\n\nhave far\n\nhas begun to take her place with the older nations of\n\nthe world. At no time in our history has the need for the cultivation of the\nbest in art, literature, and music been so paramount.\nthat we\n\nendeavor\n\nto prepare\n\nyoung\n\nAmerica\n\nIt is thru these channels\n\nfor the coming\n\nage of leisure.\n\nWe have been censured for emphasizing the intellectual side of these emo¬\ntional subjects. Our task, then, is to develop a real appreciation of these\ncultural pursuits that will lead to creative activities and worthwhile\n\nhobbies.\n\n"}
{"page": 313, "printed_page": null, "text": "Department\n\nof Classroom\n\n309\n\nTeachers\n\nThe present emphasis on character education is an attempt to help America\ngrow up morally. Needed changes in modern society will be brought about,\nnot by bigger and better prisons, or by more legislation, but by a supreme\neffort for greater individual integrity. This may well be our major responsi¬\nbility. The\n\nneed and value of a study of mental attitudes is recognized in\nthe medical, legal, and clerical professions ; in the business world ; and in\nthe field of industry. It is much more vital that we in the teaching profession\nappreciate a study that concerns the development of a wholesome personality.\nThere are administrative hindrances to personality and character develop¬\nment over which we have no control. Our administrative officers are reluctant\nto retain the evils of the traditional school system, but they are up against\nthe stone wall of financial costs. This barrier will crumble only when a\ncommunity\nand mind.\n\nawakes\n\nAmerican\n\nto the need of the development\n\nclassroom\n\nof the whole\n\nchild — body\n\nteachers, instead of waiting for utopia, will face the\n\nproblem of meeting the needs of individual children within any organiza¬\ntion. When we can intelligently study the individual in relation to his group,\nwhen we are on the alert to discover the causes of behavior that make for\npoor citizenship — not to punish but to remedy — when, along with our service\nas classroom teacher we can assume the role of visiting teacher and of mental\nhygienist, then will teaching become\n\nmore\n\nfirmly entrenched\n\nas a profession.\n\nThis solution of the problem of individual differences rests not with adminis¬\ntrative devices, but with the teacher. Attention to individual differences\nthat life may be wholesome\ncontribution to democracy.\nTEACHER\n\nJESSIE\n\nand achieve a manner\n\nPERSONALITY,\nTHE\nINTEGRATING\nTHE\nNEW\nEDUCATION\n\nGRAY,\n\nTRAINING\n\nTEACHER,\n\nPHILADELPHIA\n\nPHILADELPHIA,\n\nPersonality\n\nof success is the teacher’s\n\nFORCE\n\nNORMAL\n\nIN\n\nSCHOOL,\n\nPA.\n\nis the power\n\nof individuality. It is reserve strength drawn\nfrom conscious, controled, integrated thought, emotion, volition, and action.\nTo increase the power of personality, every contributory factor must be posi¬\ntive, constructive, and cooperative. Foibles lessen power,\nality divided against itself.\n\nand create a person¬\n\nA conscious aim and definite planning\n\nare both necessary to build an in¬\ntegrated personality, which has power to assimilate all worthy traits of char¬\nacter, as well as the power to combat all harmful traits.\nCurricular activity in the gaining of facts ministers to mind growth. The\nreason for the acquisition of facts, as well as the use of the data after it is\nacquired, ministers to spirit growth. Attitude toward mental power, the\nfeeling of responsibility for its altruistic and ennobling use, make the common\nplatform of all the humanitarian professions. Preeminently, in the teaching\nprofession, each teacher who urges a noble use for education\nguide and a powerful inspiration.\n\nis a rightful\n\n"}
{"page": 314, "printed_page": null, "text": "310\n\nNational\n\nEducation\n\nAssociation\n\nIn teaching history, the children should learn to sympathize with the\ngreat and good, and to hate what is base. We can hope to develop ideals so far\nas we can get the child to admire and emulate conduct which has been of\nsocial value. We can emphasize more and more that service and self-sacrifice\nlead thru struggle to social victory. In the history period, do you ever ask\nthe\nchildren to express appreciation to our heroes as if they were visibly present\n?\nIt makes them very real, and it is almost impossible' for them to misstate\nwhat\n\nthese heroes did or said in making history. The famous sayings of his¬\ntorical characters make a valuable contribution to character trainin\ng and\nintegration. Nathan Hale said, I regret that I have but one life to give\nfor\nmy country.” That suggests preparation, dedication, and devotion to the\npoint of sacrifice for a cause. The immortal Lincoln gave immortal praise\nfor\nloving service when he voiced appreciation of his mother thus, “All I am or\nall I hope to be I owe to my angel mother.” “With charity for all — with\nmalice toward none Lincoln told the nation of his patience and understand¬\ning and forgiveness, constructiveness, and integration. “Blessed are the peace\nmakers,” said the Great Teacher.\nIntegration of personality thru nature study is another possibility. “If we\ncan awaken a permanent interest in flowers, trees, and birds, unworthy\nde¬\ngrading pleasures are not likely to find a very prominent place in the individ¬\nual s life. Integration of personality is also ministered to by geography\n—\n“The proper study of mankind is man,” said Alexander Pope. “Thru human\ngeography we see peoples handicapped by disadvantages of climate, soil, and\ndense population ; and yet, because of the high courage as well as persever¬\nance and industry of their people, they have been able to do two essential\nthings, namely, support themselves and make a contribution to the civiliza¬\ntion of the world.”\nTrue teaching aims for a conservation\n\nof spiritual force in those for whom\n\nthe teacher is responsible. Curriculums\n\nmust be taught with the emphasis on\n\nthe immutable, eternal truths that insure a “more abundant life.” All\nmethods of securing life more abundant, should prove good for doctrine, for\nreproof, for growth, for power, for wrestling failure from defeat, for finding\njoy in sorrow,\nCHARACTER\n\nFREDERICK\n\nspiritual riches in the midst of poverty, good in everything.\nBUILDING\nIN OUR\nLITERATURE\nOF\nHOUK\n\nLAW,\n\nSTUYVESANT\n\nHEAD\nHIGH\n\nOF\n\nHIGH SCHOOL\nOUR TIMES\n\nTHE\n\nSCHOOL,\n\nDEPARTMENT\nNEW\n\nYORK,\n\nOF\n\nTHRU\n\nTHE\n\nENGLISH,\n\nN. Y.\n\nTeaching\n\nliterature to develop character should be prohibited, for liter¬\nature should be taught for its own sake. Great books should inspire literary\ndelight, and not merely give information about cooking, science, character\nbuilding, or anything else. That which is important is artistic presentation of\nthree literary necessities — the good, the beautiful, and the true.\n\n"}
{"page": 315, "printed_page": null, "text": "Department\n\nAll supremely\n\nof Classroom\n\n311\n\nTeachers\n\ngreat works\n\nof literature, Homer, Shakespeare, Dante,\nCervantes, and Goethe, profoundly ennoble. Teachers should not preach.\nThey should exhibit the artistic; then nobility will follow.\nIf we who are teachers select the literature of our own times in accord¬\nance with the canons\n\nof art, we\n\nmust, of necessity, select works\n\nthat are both\n\nartistic and ennobling. Think over the world’s supreme names in literature\nmentioned above. All of them, without intending it, made their works pro¬\nfoundly ennobling, Surely, John Keats was inspired when he said:\nBeauty is truth, truth beauty — that is all\nYe know of truth and all ye need to know.\n\nWe\n\ndo not need to preach. We\n\nneed only to exhibit the truly artistic. Teach\ntime you teach nobility. Do not teach nobility\n\nthe artistic, and at the same\nfirst. Teach art first and last, and nobility follows, as certainly as good play¬\ning of golf follows good form.\nAdolescent studies, such as Booth T. arkington’s Seventeen , will result in\ncharacter improvement. Modern stories of animal life, such as Albert Payson Terhune’s Lad , A Dog , will increase sympathy. Rudyard Kipling’s\nCaptains Courageous will develop manhood. Even social satire, such as Sin¬\nclair Lewis’ Babbitt, will increase breadth of view.\nCharacter building in its best forms, therefore, will come about thru the\nliterature of our times only when that literature has been so selected that,\nat its lowest levels, it increases interest in the life, the activities, the scenes,\nthe objects, and the problems of the modern world; that, on its highest\nlevels, always giving examples of artistic form, it develops sympathy with all\nthat interests mankind today, awakens a spirit of altruism, and leads to a\ncompelling\n\nwish to take helpful part in the upward growth of mankind.\nOptimism, rather than pessimism, spiritual growth rather than moral\n\nretrogression, are necessary\ncriteria for school selection.\n\nSchools of engineering\n\nmarks\n\nshould\n\nages, if teachers of English\n\nof the best literature, and should form\n\ndeal wholly\n\nwith the engineering of past\nare forced to deal only with past literature.\n\nModern\n\ngirls should study Helen Keller’s Story of My Life, and boys,\nJacob Riis’ Making of An American.\nCompulsory reading, and formal study should be abandoned. Imagine a\nmad\n\nintruder, standing at midnight, revolver in hand, forcing you, under\npenalty, to read some book, and to explain to him exactly what you read.\nHow\n\nmuch\n\nlove for that book would\n\nyou gain under such conditions?\n\nShall\n\nwe likewise compel our students, with the threat of low marks, to read books,\nhowever good ? Lay it down as a great educational law that in the teaching\nof literature, reading should be suggested rather than compelled, the pupil\ninvited rather than forced, the work informal rather than formal.\n\nIf character-building\n\nvalues, or even art values, are to be brought out,\nreading must be a delight, shared both by teacher and pupils. Lay it down as\n\n"}
{"page": 316, "printed_page": null, "text": "312\n\nNational\n\nEducation\n\nAssociation\n\nanother educational\n\nlaw, that the teacher of literature should\n\ngreat deal, as Hiram\n\nCorson\n\ndid, making\n\nno attempt\n\nread aloud a\n\nto read all, but reading\n\nnotable passages that grip the pupils’ natures.\nTo gain full appreciation of all the artistic and character-building values\nin a work of literature, we should lead pupils to make definite attempts to\nimitate the subjectmatter, the style, the manner, and the spirit of the authors\nconcerned.\n\nIf a class leads short stories, such as The Blue blower, by Henry\nvan\nDyke, or the stories in the O. Henry Memorial Prize Stories , or the selec¬\ntions in such compilations as M.odern Short Stories, edited by the writer,\nthe\nbest test of appreciative reading is thru a combination of informal discussion\nand of definite imitation. What pupil could try, even unsuccessfully, to imi¬\ntate O. Henry s The Gift of the Magi, without definitely putting into form\nsomething of the thought, that love that leads to sacrifice is the greatest\nvalue in the world ?\nIs modern\n\njournalism\n\nmorbid\n\nand sensational?\n\nIn spite of charges to the\ncontrary, modern journalism is good for school study. The New York Times,\nthe New York Tribune, the Providence Journal, the Springfield Republican,\nand scores of other daily papers, provide stimulating material for the de¬\nvelopment\n\nof citizenship. I he Literary Digest summarizes\n\nthe thought\n\nall that is best in\n\nand activity of the entire world, and is eminently\n\nhelpful in\n\nclass work, leading to a sense of participation in the world’s activities.\nTo keep pupils from close, intimate classroom contact with the wealth\nmodern\n\nwriting, is to send them\n\ninto the world\n\nas uniform\n\nof\n\nand uninspired,\n\nas if we had confined them\n\nin solitary cells in the monastery on top of Mt.\nAthos, and then had given them diplomas and sent them out to cross streets,\nride in subways, and take other active part in our intense and peculiar modern\nlife.\n\nTo lead to the best character building thru reading, we must insist that a\ngreat part of school study in English shall be both modern and truly worthy\nof the name, the best in literature, for only the best artistic work leads to\nthe best spiritual development.\nCHARACTER\n\nBUILDING\n\nMARY\n\nE. O’CONNOR,\n\nThru\n\nthe years of changing\n\nemerged\n\nTHRU\nTIMES\n\nCOMMERCIAL\n\nHIGH\n\neconomic\n\nTHE\n\nHISTORY\n\nSCHOOL,\n\nand\n\nNEW\n\nOF\n\nOUR\n\nHAVEN,\n\nCONN.\n\nsocial conditions, we\n\nhave\n\nfrom\n\na rural to an urban people. With this change the number of\neducational agencies has increased to include not only the home and school\nbut all the complexities of modern life. Two of these agencies are the mov¬\ning picture and the radio.\n\nThe school today rivals the home and the church in the ethical training of\nits pupils. Here the movies can be a dominating factor. The school should\n\n"}
{"page": 317, "printed_page": null, "text": "Department\n\nof Classroom\n\n313\n\nTeachers\n\nsubordinate their commercial aspects, and, by careful selection of the best,\nutilize them to enrich the curriculum, increase appreciation, and stir the\nemotions to higher ideals.\nA\n\nvaluable activity for such an organization\n\nAssociation, would\n\nas the National\n\nEducation\n\nbe to act as a clearinghouse\n\nto receive films discarded by\nthe moving picture industry, to select those which have ethical value, and\nto distribute them for educational purposes.\n\nNo\n\nforce in American\n\nsociety has developed with the rapidity of the radio.\nThis, also, can be a powerful agency in moral education, altho at present\nthe\ncultural possibilities are subordinated to the commercial.\nSince the development of the radio is so recent, the teacher is somewhat\nconfused and hesitant about its use. But since we cannot escape the radio,\nwe\ncannot ignore its possibilities for good or bad in the lives of the children we\nteach. If rightly guided, boys and girls will get an understanding of social,\neconomic, and civic problems which will cause them to be better prepare\nd to\ndischarge their duties as good citizens.\nT hese two modern mechanical devices should be utilized in\nthe best\nmanner possible toward inculcating habits toward the development\nof truth,\ngoodness, and beauty.\n\nTHE\n\nDEVELOPMENT\nOF CHARACTER\nTHRU\nCURRICULUM\nACTIVITIES\n\nEMILY\n\nTARBELL,\n\nTEACHER, BLODGETT VOCATIONAL\nSYRACUSE, N. Y.\n\nHIGH\n\nEXTRA¬\n\nSCHOOL,\n\nIt has been said that nothing in our curriculum exists today\nsave what\nstarted as an extracurriculum activity. Predicting by that\naugury, one would\nsay our course of study of tomorrow will be much changed. If absenc\ne of\nclubs allied with certain subjects foredooms those subjects, then the\nhand¬\nwriting is on the wall for mathematics.\n\nExtracurriculum\n\nactivities develop the students socially. Thru them the\nstudents find their avocations. They receive training for\nleadership. They\nlearn to cooperate, which is essential for good citizenship.\n\nThe overcrow/ ded classes of today afford little opportunit\ny for forming of\nfriendships. Corridois jammed with swift-moving lines of traffic\noffer little\nchance for exchange of greeting let alone confidences. The boy\nwho recites\nsuavely and easily may be most ill at ease in groups outside the classroom.\nOne lad said :\nBefore going out for sports I was rather a lone ranger, that is, I didn’t\nhave\nmany friends and the spirit of good fellowship was lacking. Then I went\nout for\nsports and started to have the time of my life. I became acquainted\nwith a large\nnumber of the fellows and even practise was a lot easier than I thought\nit would\nbe, for whenever the fellows get together, there is always something' doing.\nI found\nout what it is to take orders from a man like our coach who is himself a “kid”\nat\nheart. It developed me in a physical and mental way. It taught me the fundame\nntals\nand how to play them. Good sportsmanship was the motto of the coach and the\nteams.\n\n"}
{"page": 318, "printed_page": null, "text": "314\n\nNational\n\nStudent\n\nEducation\n\nAssociation\n\nactivities need not limit themselves\n\namong the students\nillustrate :\n\nbut may\n\nto bringing about cooperation\nachieve that end in the community. I shall\n\nVocational High School at Syracuse is located in the factory district and is also\nin the cherished territory of two rival gangs. After the building was completed,\nnothing was done about landscaping the grounds; for the good city fathers decided\nthat in that section with children running wild in the streets and over the school\nproperty, no blade of grass would grow. Patiently the Students’ Council besieged\nthe Board of Education with requests for a lawn. After twelve years of waiting the\nCouncil decided to act for itself. Raising the funds for seed and fertilizer was a\nsmall matter, but securing the cooperation of all the students and of the neighbors\nwas the real problem. The Council was strategic. First of all the members of the\nfootball squad, fifty-four strong, were cajoled into doing the actual spading and\nseeding. Hours of sweat and toil made the gridiron boys regard that stretch of soil\nas their own special work of art and woe betide the careless frosh who dared step\ntoe upon the seeded plot.\n\nTo help encourage all the students in feeling themselves sharers of this under¬\ntaking, everyone in the school was asked to contribute at least one cent to the fund\nfor seed.\nBut the hours after the students had departed for their homes — those hours from\nfour in the afternoon until ten and eleven at night — had been the time when the\nneighborhood children had raced boisterously over the school yard. To enlist their\naid the students prepared a printed request to the families of the surrounding streets.\nA member of the newspaper staff wrote the appeal; the printing club turned\nout\nthe attractive leaflets; members of one of the girls’ clubs distributed these pleas,\nmaking personal calls on the mothers in the homes for a radius of six blocks. Chil¬\ndren were invited to play in the back yard of the school, but they were asked not to\nwalk on the lawn at front and sides of the building. A student committee visited\nthe nearby schools — the grammer and parochial schools — and solicited the goodwill\nof those pupils. Leading citizens of the ward were asked to serve on a committee\nwith students and teachers in maintaining the lawn.\nThe most effective work was done by the neighborhood gangs. Members of\nthose\ngangs who were enroled in the school joined in common cause. Every day\nafter\nschool hours a patrol was established with two-hour beats, a patrol that\nguarded\nthe sacred tract until eleven o’clock each evening.\nWe have had a lawn for a year now. There are no parks in\nthe vicinity. That\nbit of green is a beauty spot. The blooming of the spirea bushes this\nspring was a\nneighborhood event, for neighbors as well as students rejoice in Vocational’s\nlawn.\n\nNot\n\nonly do students\n\nCounseling\ndiplomacy,\nness.\n\ndevelop in these activities but teachers as well.\nmanaging teams call for leadership, self-control,\n\nsocieties and\ntact, and the ability to meet the students on a plane of friendli¬\n\nThey take time — these extracurriculum activities — a great deal of precious\ntime. The guerdons are equally as precious. Have you ever noticed to which\nschools the alumni troop back at every possible occasion? To the schools\nwhere teachers and students have been and still are genuine friends. Class¬\nmates have left, but the graduates return to visit with their counselors, the\nfaculty. Those visits usually come because students and teachers have been\nknit together by their work\nquestion is, “How\nscience sclub.\n\nin extracurriculum\n\nis the dramatic\n\nprograms.\n\nclub getting along?”\n\nOne\nOr\n\nof the first\n\nit may be the\n\n"}
{"page": 319, "printed_page": null, "text": "Department\n\nWhen\n\n315\n\nTeachers\n\none has reached the zero point where\n\nspending\na new\n\nof Classroom\n\nthe afternoon\n\nhe thinks he might better be\nor evening hours in extension school work, or with\n\nbook, or in much\n\nneeded\n\nsleep to meet\n\nthose bigger classes of to¬\n\nmorrow — at anything except student activity — there comes\nmail, a letter from the once frowsy-headed child of whom\nspaired until one discovered\n\nhow\n\na letter thru the\nteachers had de¬\n\nthe girl liked to write. The\n\nletter sparkles.\n\n“Joy brimming over. The editor is sending me to cover the biggest assignment\nyet. I interviewed Gilbert Chesterton yesterday and Bernard Shaw is next.\nDo })send me\none.\n\na copy of the school paper please. Honestly,\n\nI’m homesick\n\nThe weariness of the zero hour evaporates. Beg off from working\nschool staff? No, indeed. On with the extracurriculum activity!\nCHARACTER\n\nM.\n\nIRENE\n\nEDUCATION\nTHRU\nNATURE\nRECREATION\n\nKERSTETTER,\n\nBATTIN\n\nHIGH\n\nSCHOOL,\n\nNature\n\nstudy and outdoor\n\nNature\n\nstudy, as we use the term here, means\n\nSTUDY\n\nELIZABETH,\n\nfor\n\nwith the\n\nAND\n\nN. J.\n\nrecreation are not necessarily related activities.\nWe may have outdoor recreation without nature study and we may have\nnature study without recreation. Ideally the two are combined but this rests\nalmost entirely in the hands of the leader.\nall outofdoor\n\nactivities which\n\ninclude a consciousness\n\nof natural objects and yet so satisfy the play instinct\nthat the child characterizes them as “fun.”\nNature study can contribute to character education thru the opportunities\n\nit presents to satisfy some of the “drives” of childhood, such as the drive for\nwholesome activity; and it furnishes an outlet for emotional urges such as\nthe desire for new\n\nexperiences and the wish for recognition from within its\nown group. With these fundamental urges satisfied, nature study can con¬\ntribute to the formation of positive character traits such as:\nRespect for the rights of others — It will appeal to the child’s sense of fairness\nto respond to the permission to cross property with respect for that property. Young\npeople learn that plants and animals have the right to carry on their lives and\nactivities without interference from visitors, however interested those visitors\nmay be.\n\nAcceptance of responsibility — A group of boys and girls going outofdoors learn\nthat unless they are responsible for their own food they are apt to go hungry. If\nthey fail to stay with the crowd they miss some of the fun. If they wish to cook,\nwhich is usually a prized privilege, they must be responsible for the fire staying\nwithin bounds and for extinguishing it afterward.\n\nKindness — In an environment where children are in contact with living things,\nsmaller and weaker than themselves, they learn to be gentle.\nLeadership — An excursion outofdoors gives the wise leader a chance to develop\nlatent leadership qualities, courage, initiative, willingness to help those who are\nless competent.\nPatriotism — “I love thy rocks and rills, thy woods and templed hills,” becomes\na concrete thing to a child whom America can be made to mean woods and\nstreams as well as cities and homes, whether that child is of rural or urban back¬\nground.\n\n"}
{"page": 320, "printed_page": null, "text": "316\n\nNational\n\nAppreciation\nagainst\n\nEducation\n\nof beauty — Many\n\nthe sky or to harmony\n\nAssociation\n\nchildren are blind to the pattern of the branches\nof line and\n\ncolor\n\nuntil someone\n\nwhose\n\njudgment\n\nthey respect shows it to them. We teach them to sing, “O beautiful for spacious\nskies, for amber waves of grain, for purple mountain majesties above the fruited\nplain,” and\n\nthe place for the child to see the beauty\n\nof these things is outofdoors.\n\nNature study contributes in secondary fashion to the formation of de¬\nsirable character traits by explaining away some environmental fears such as\nthe fear of insects and snakes, leaving a chance for all-round\nvelopment.\nIt aids in training the sensory powers\n\nthru which\n\nworld is made, thereby enriching the sensory\ncharacter habits are built.\n\ncharacter\n\nde¬\n\ncontact with the outside\n\nexperiences\n\non which\n\nbasis\n\nIt has a very definite contribution to make thru the religious feeling ex¬\nperienced by many children while in the quiet of the woods and fields. Nature\nstudy and outdoor\n\nrecreation have much\n\nof character which\n\nmake\n\nCHARACTER\nCHARLOTTE\n\nfor right living as adults.\n\nBUILDING\n\nA. HUBBARD,\n\nto add to that balance and sanity\n\nDIRECTOR\n\nSCHOOL,\n\nNEW\n\nIN\nOF\n\nOUR\n\nHIGH\n\nGUIDANCE,\n\nHAVEN,\n\nSCHOOLS\n\nBASSETT\n\nJUNIOR\n\nHIGH\n\nCONN.\n\nI o the high-school teacher is presented a valuable opportunity for char¬\nacter building. His pupils, ranging in age from twelve to eighteen, are at the\nperiod of adolescence when they approach manhood and womanhood, and,\nin the words of the apostle, “put away childish things.’’ Parallel with phys¬\nical development occur mental and emotional development, also varying in\ndegree with the individual. Peculiarly characteristic of this period is the\nreaching out for ideals, unfortunately not all of them worthy, if judged by\nadult experience or by their ultimate effect upon the individual. The highschool boy or girl is impressionistic; he is a copyist; he dislikes usually to be\ndifferent from the other fellows ; he is often given to strong emotional\nings for another individual, often a person older than himself.\n\nfeel¬\n\nThat\n\nthere is need for character building in our high school is apparent\nwhen we consider the trends of modern society. A century ago, it was pos¬\nsible for the farmer to supply the fundamental needs, food, shelter, and\nclothing for his family without going beyond the bounds of his farm ; home\nlife was more closely knit, and home influence guided the children. Today in\nour urban society, very little of the needs of mankind originates within the\nhome ; food and clothing are produced in factories and brought into the\nhome. This in turn provides leisure, with the result that there is a tendency\nto go outside for amusement ; the hold of the home over the child is weak¬\nened. As a matter of fact, the teacher often sees more of the child and knows\nhim better than his own father and mother.\nThen, too, there is a growing spirit of ridicule toward worthy ideals, and\na setting up of wrong ideals. It is hardly necessary to more than mention the\ngrowing\n\ntendency\n\ntoward\n\nlaw-breaking\n\nwithin our country\n\ntoday; but the\n\n"}
{"page": 321, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeacher.\n\n317\n\nresult is that too often the high-school teacher meets the attitude that it is\nno great disgrace to break a law; rather on the contrary, for the disgrace\nlies in getting caught. The\n\ngangster\n\nwho\n\nsuccessfully evades prosecution\n\nbecomes a hero'. Another factor which tends to break down morale and erases\nthe finer traits of character is the hurry of the modern age; the child like his\nfather and mother, is in such a hurry to go from one situation to another that\nhe can’t stop to be courteous, to be kindly, to be unselfish.\nH ow is the high-school teacher to meet this need for character building?\nThere are two major ways; the first is by a program of ethical training or\n\ncharacter education ; the second is by the utilization of opportunities pre¬\nsented thru the regular program of studies. The first means is apt to become\ntoo narrow, too stilted ; it doesn’t reach the high-school pupil because it is\ntoo obvious. There is nothing that the adolescent hates more than to be\npreached at. He recognizes it as a necessary evil in church, and hence to be\nendured ; but if carried into the schoolroom, the result is apt to be destruc¬\ntive rather than constructive. It is not that the pupil does not have ideals — he\nhas plenty, but they are precious to him, and he fears lest they be laughed at.\nThe second method is by utilizing the pupil’s reading, his favorite movie\nactor, his choice of a radio program as a means to direct him toward a selec¬\ntion of that which is worthwhile. By class discussion, by comparison of one\nbook with another, of one program\n\nwith a better one, we\n\ncan arouse interest\n\nin looking for the good things. Here again, it cannot be forced ; the wise\nteacher waits for a chance reference which can be turned to account, a\nreference which originated within the class, and which can be directed to¬\nward a desire of the class to go into the matter further. The commercial\nsubjects offer a valuable field to inculcate ideals of what is ethical in busi¬\nness, of the value of truth and honesty, and dependability. And certainly no\nmore\n\nimportant\n\ncharacter traits can be developed\n\nthru\n\nthe extracurriculum\n\nactivities and\n\nthan those which\n\noriginate\n\nrecreation, those activities which\n\nactually create a desire on the part of the pupil to be a good sport, to recog¬\nnize the rights of others, to play fair — all of these being necessary if one is\nto be prepared\nVITAL\n\nadequately\n\nto “meet\n\nNEEDS\nMRS.\n\nIN\n\nthe circumstances\n\nPROGRESSIVE\n\nNETTIE\n\nS. BLAIR,\n\nof life.’’\n\nRURAL\n\nLEBANON,\n\nEDUCATION\n\nN. Y.\n\nThe rapidity with which a child progresses from birth to school age de¬\npends upon the freedom that has been given him. The average rural school\noften discourages this very freedom\nfarm child, used to unlimited\ndown\n\nwell. How\n\ninconsistent to put a\n\nspace at home, into an uncomfortable,\n\nseat in a small uninteresting\n\ninclement\n\nto grow\nroom\n\nscrewed\n\nwith no provision for exercise on\n\ndays and small area for outdoor play !\n\nBecause of their parent’s lack of interest, the rural children are often\nsubjected to inferior guidance, and equipment has been grudgingly supplied\nand poorly selected.\n\n"}
{"page": 322, "printed_page": null, "text": "318\n\nNational\n\nIn my\n\nown\n\nschool we\n\nEducation\n\nAssociation\n\nhave tried to provide a homelike\n\nroom\n\nwith com¬\n\nfortable chairs and movable desks, and a homelike atmosphere. The girls\nhave used cretonne to curtain off a little library nook with built-in seat.\nLattice work, picket fence and swinging gate made by the boys have given\nanother library corner the aspect of a garden with the sign chosen by them,\n“A Garden of Verse. ”\nOne end of a corridor we made into a shop, equipping it with tools for\nsimple needs; the other end into a small but adequate kitchenette where\n\nwarm lunches are prepared by boys and girls. The\nfoods while the boys make desserts.\n\nlatter usually serve simple\n\nLast season the boys raised vegetables for the school at their homes, and\nthe girls canned several bushels of tomatoes at school which were used for\nlunches.\n\nOur\n\nspacious grounds\n\nwere\n\nacquired thru the activity of the pupils who\napproached the owner of adjoining land before initiating a reforestation\ncampaign which so interested their parents that they were ready to cooper¬\nate. The objective now is a swimming pool and tennis court.\nIn comparing the old with the new type of school I conclude that the\nmost vital need in progressive education\nplus ingenuity for carrying it out.\n\nTHE\n\nCHILD-CENTERED\n\nMILDRED\n\nA\n\nGOLDBERG,\n\ndiscussion of the child-centered\n\nA generation\nmemory,\n\nis inclination ; after that, equipment\n\nago when\n\neducation\n\nthis subject would\n\nSCHOOL\n\nGLASCO,\n\nN.\n\nschool marks\n\nwas\n\nconsidered\n\nY.\n\na new\n\nera in education.\n\na matter\n\nnot have been broached.\n\nToday\n\nof training the\nwe\n\nno longer\n\naccept literally that “history repeats itself” and therefore a knowledge\nthe past will solve the problems of the future.\n\nof\n\nWith\n\nthe intellectual revolts in all branches of civilization and thought,\neducation too, has not escaped the scathing onslaught of progress. Skepticism,\nwhich has entered into all of human thought, has shattered the fixedness and\ncertainty of the future. We\n\nrealize with\n\nNapoleon\n\nthat “woe\n\nis unto the\n\nleader who brings a fixed course of action to battle.” Today we realize it is\nour function to train the mind and not merely the memory. In the attempt\nto accomplish such an aim, we have begun to place the importance upon the\nchild from his very inception to school.\nThe\n\nmatter\n\nof the child-centered\n\noriginated in 1896 when\n\nJohn\n\nschool is a comparatively recent one. It\nDewey organized his laboratory school. In\n\nthis school John Dewey would have the child say not “I know” but “I have\nexperienced ; for the key word of the new education is experience. Perhaps\nthe best description of the new school is expressed in the words “a child’s\nworld in a child’s size environment.” Its educational aim is the all-round\ngrowth of the child, but it also has two great goals. These are maximum\ngrowth in creative self-expression and tolerant understanding of self and\nsociety.\n\n"}
{"page": 323, "printed_page": null, "text": "Department\n\nof Classroom\n\n319\n\nTeachers\n\nIn speaking of the child-centered school, there must be no misunderstand¬\ning. We do not contemplate a complete severance from the old education.\nRegardless of what this new\nto Professor Rugg\n\nschool will finally become, it will still, according\n\nof Columbia\n\nthe old school. The\n\nUniversity, incorporate all that is best from\n\nfollowing quotation from\n\nthe child-training department\n\nMarian\n\nof the Delineator\n\nM.\n\nMiller, editor of\n\nmagazine,\n\nentire idea of progressive education. She says “more\n\nbest sums\n\nand more\n\nwe\n\nare fitting\n\nthe school to the child, and not trying to fit all children into the same\nTHE\n\nNEED\n\nMRS.\n\nFOR\n\nTHELMA\n\nPROGRESSIVE\nIDEAS\nSCHOOLS\n\nL. METZGAR,\nEAST\n\nPRINCIPAL,\nKINGSTON,\n\nEMMA\n\nIN\n\nOUR\n\nthe\n\nmold.”\n\nRURAL\n\nWYGANT\n\nSCHOOL,\n\nN. Y.\n\nWithout\n\nquestion our civilization is advancing at a rate that knows no\nbounds. Each year brings greater wonders to astound and bewilder us. If we\nare to accept the conclusion that “education is fitting the child for life” then\nwe, as teachers, have the responsibility of fitting him for that life. Are we\ndoing it in our rural schools? Are we\n\nstimuli — dis¬\n\npresenting the proper\n\ncovering each individual’s native abilities or finding that inventive or crea¬\ntive spark that may lie dormant and finding it, fanning that spark to a full\nglowing\n\nflame ?\n\nI think you will agree that many\ngood old teacher-centered\n\nof our rural schools are still the same\n\nschools, the same\n\ntraditional schools of fifty or\n\nmore years ago with the monotonous “question-answer,” “question-answer”\nsystem predominant in all the classes. The development of child initiative is\ncompletely\n\nignored ; there is no freedom\n\nvelop naturally. His inventive\n\nin class periods for the child to de¬\n\nand creative abilities are never\n\nstimulated,\n\n(if ever discovered). Particularly is this true of our small, many\nschools. The teacher has not realized the possibilities of grouping\n\ngraded\ngrades.\n\nShe has been too busy rushing thru her classes — to prepare for those Regents\nExaminations in January and June.\nWe\nways\n\nknow\n\nfull well that our rural schools have long been neglected in more\n\nthan one. For instance, it was\n\nrural children the equipment\n\nonce thought\n\nthat the city child was\n\nunnecessary\n\nto give our\n\ngiven. The\n\nrural child\n\nlived in the country, therefore he did not need other than a purely rural edu¬\ncation. Most rural citizens today, however, are realizing that there is no\nfield of purely rural education.\n\nIt is all general education\n\nor rural localities, .plus the needs of the individual child. The\nour\n\ncivilization today demands\n\nthat this general education\n\nwhether\n\nurban\n\ncomplexity\n\nof\n\nbe of the most\n\nprogressive nature.\nRecognizing\n\nthis need, the Rural\n\nState has been endeavoring\n\nfor some\n\nEducation\n\nDepartment\n\nof New\n\ntime to give us the things we\n\nYork\n\nneed.\n\nOur syllabi are being revised to adequately provide for progressive teach¬\ning ; considerably more financial aid is given to the rural school by the state ;\n\n"}
{"page": 324, "printed_page": null, "text": "320\n\nNational\n\nEducation\n\nAssociation\n\nbut perhaps the most important endeavor is the courses being offered each\nsummer in our universities and state normal schools where the teachers may\nstudy these progressive ideas ; and having studied them, go back to their\nhome schools and put these new methods into practise.\n\nThe\n\nresponsibility thrust upon\n\nthe elementary\n\nteacher today has never\n\nbeen greater. How to lit the child of today for his experience of tomorrow,\nis the great job laid at the door of the schoolroom. The school of tomorrow\nwill, of necessity, be a progressive school, an activity school with the teacher\nmerely a guide.\nToday\n\nour job in the rural schools is to awaken\n\nto these facts and to re¬\n\nmember as someone has said: “The kind of school will always depend\nthe kind of teacher in the classroom.”\n\nTHE\n\nVALUE\n\nVERDA\n\nThere\n\nOF\n\nC. HURLEY,\n\nSOCIAL\nMT.\n\nRANGE\n\nSCIENCE\nSCHOOL,\n\nhas long been a need in one-room\n\nplanned seat-work program\n\nIN\n\nupon\n\nEDUCATION\n\nLAMBERTVILLE,\n\nN. J.\n\nrural schools for a better, well-\n\nin the first three grades. In the average one-room\n\nschool the primary child has comparatively little of the teacher’s direct help in\nclass work. Even after he has completed the seat work given him in reading\nor arithmetic, he still has from one to two hours for some\nit is here that social studies work is most valuable.\nThe\n\nother activity and\n\nhelping teachers of New\n\nplanned\n\nJersey together with the classroom teachers\nand carried out the social science work. Their plans and the chil¬\n\ndren’s work were compiled and made into a Handbook in Social Studies and\nRelated Activities. The social studies program is divided into three parts.\nEach year a different unit is taught. Then at the end of the third year the\nentire units of work are repeated.\nSection A, or the first year includes:\n1. Our\n\nown\n\nhomes\n\n2. Home life in early days in our neighborhood\n3. Life of the copper Eskimo\n4. Life in a hot moist land\n\nor our country\n\n5. Japanese homes\n6. Arabian homes\n7. Primitive life.\n\nSection B, or the second year includes:\n1. Local\n\nfarms\n\n2. Study of milk\n3. Study of bread\n4. The early Hebrews\nThe Christmas story\nShepherd life\n5. Farm life in Holland\n6. Switzerland\n7. China.\n\n•\n\n"}
{"page": 325, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n321\n\nSection C, or the third year includes:\n1. Our community\n2. City life\n3. Clothing\n4. Indian life\n5. New\n\nJersey\n\nhomelands.\n\nThe first fifteen or twenty minutes of the morning or afternoon should be\ndevoted to social study conferences, because this furnishes work and mate¬\nrial for the children thruout the rest of the day. The conference period is\nused for the organization of the problem for class discussion, for construction\nand drawing and for English.\nSometimes this period grows to be an English class where oral reports and\ndramatizations are presented by the children. Social studies have caused chil¬\ndren to want to express themselves orally and in writing. As the unit de¬\nvelops special help is needed in various construction or art phases. So often\nthe conference period is an art class. In the early part of the unit much help\nis needed in learning how to work alone. Such things as selecting proper ma¬\nterials or crayons and the use of such materials are necessary, at needed\nintervals.\nThere are many\n\nactivities provided for in each unit. A few of them are : a\n\nmovie, which may consist of pictures with printing or voice to explain each\none ; a picture dictionary with the word written under each picture ; a ques¬\ntion chart, containing a list of all worthwhile questions asked by the chil¬\ndren ; diaries kept by both children and teacher.\nThe values of social science may be summarized\n\nby eight important state¬\n\nments, according to the New Jersey Handbook in Social Studies and Re¬\nlated Activities. Social science helps the child to:\n1. Know and appreciate the esthetic and practical phase of his own environment\n2. Feel the satisfaction of creating, and pride in a product successfully completed\n3. Realize his own individual capacity to the fullest\n4. Find a joy in books\n\n5. Live comfortably\nthe right degree\n\nwith others, thru learning the art of giving and\n\ntaking in\n\n6. Manipulate materials and mental and manual tools with increasing power\n7. Gain an increasing interest in and understanding of the lives of others at\nhome and abroad, realize his dependence on and his obligation to others\n8. Live actively, not passively, thru noticing and questioning, thru finding and\nrealizing interests, and thru thinking.\n\nAN\n\nACTIVITY\nMARY\n\nPROGRAM\n\nB. LIPPINCOTT,\n\nIN A RURAL\nMULLICA\n\nHILL,\n\nSCHOOL\n\nN. J.\n\nDuring my training in normal school I studied the kindergarten-primary\ncourse, emphasizing the work of the regular grade teacher. However, when\nI began to teach, I was confronted with the problem of teaching the first four\ngrades in a traditional two-room school.\n\n"}
{"page": 326, "printed_page": null, "text": "322\n\nNational\n\nAfter beginning my\nproblems\nwhom\n\nwork\n\nEducation\n\nAssociation\n\nI soon found that there were\n\nthree outstanding\n\nto be met. First, to provide profitable activity for the group\n\nI was\n\nnot working;\n\nsecond, how\n\nwith\n\nto direct the activities of the child\n\nwho in our state is permitted to enter school at the age of five years; third,\nhow to secure suitable materials at a minimum cost.\n\nProviding\n\nnot working\n\nI was\n\nprofitable activity for the group with whom\n\n— In conference with my helping teacher, I found that other teachers were\nfaced with the same situation. Together we attempted to plan a program to\nintegrate not only the various subjects but also the different grades. We\nbased the organization of our units of work on the following objectives:\n1. The\n\ninterests and needs of the child as a basis of all education\n\n2. Emphasis on pupil initiative instead of teacher control\n3. Self-controled freedom\n4. Creative\n\nself-expression.\n\nAs our program\n\nof activities progressed, we\n\nkept a careful and accurate\n\nrecord of our plans, samples, and pictures of our illustrative material, and\nthe children’s diaries. This was being done not alone in our school but in\nmany schools thruout the state. As an outcome of three years of such effort\nand experiences on the part of the children, teachers, supervisors, and help¬\ning teachers in various parts of the state, our Handbook in Social Studies\nand Related\n\nActivities was\n\ncompiled.\n\nIt represents the best of the material\n\nand technics used during this period.\nDirecting\n\nthe activities of the child who\n\nschool at the age of five years — We\n\nin our state is permitted to enter\n\nhave found that when\n\npublic school at five years of age, without\n\nkindergarten\n\nready to cope with the traditional requirements\n\na child enters the\n\nexperience, he is not\n\nof the first grade. W e recog¬\n\nnized the fact that he wishes to investigate, explore, experiment\n\nwith work\n\nand play materials, to talk and to hear others talk, to hear stories and to\nparticipate in such activities which\ntransition from home\n\nwill make\n\nexperiences. To\n\nmeet\n\nschool experiences a natural\n\nthis need a “program\n\nof experi¬\n\nences for the junior-primary child” is being developed in our county in a\nmanner similar to the development of the Social Studies Handbook in this\nstate.\nSecuring\n\nsuitable materials at a minimum\n\ncost — We\n\nhave endeavored\n\nto\n\ndevelop our units using as little commercial material as possible and to em¬\nploy the things at hand whenever feasible. For instance, the wood in the log\ncabin was gathered in a nearby woods\nthemselves.\ngroup\n\nThe\n\nand the clay was dug by the children\n\nanimals in the circus were\n\nof children whose\n\nbus arrived early. The\n\nbags, waste paper, homemade\nin the junior-primary\n\nmade\n\npaste, and tempora\n\nbooklet. The\n\nmany\n\nmaterials used were\npaints. The\n\nchildren also made\n\nture in which the three bears lived. Unprinted\nping paper meet\n\nin a preschool period by a\n\nnewspaper\n\nof our needs. A quilt was\n\npaper\n\ndirections are\n\nthe house and furni¬\nand a roll of wrap¬\n\nthe outcome\n\nof an upper\n\n"}
{"page": 327, "printed_page": null, "text": "Department\n\nof Classroom\n\n323\n\nTeachers\n\ngrades unit in colonial life which was part of the study of the Washin\ngton\nBicentennial. The children brought the material and old-fashioned\nquilting\nframes from home. They pieced the quilt and had the.r quiltin\ng party at\nschool.\nIn this way\n\nI have been able to meet my problems in a manner\nonly contributes to a happy school, but also to the development\n\nwhich\n\nnot\n\nof a welldirected active school and the beginning of the ability to adjust to any\nnew\nsituation.\n\nARE\n\nTHE\n\nMRS.\n\nThe\n\nRURAL\n\nANNA\n\nK.\n\nSCHOOLS\nKEEPING\nTIMES?\nEPSTON,\n\nrural schools of New\n\nRURAL\n\nROUTE\n\nJersey, as in most\n\nPACE\n\nWITH\n\n4, MILLVILLE,\n\nN.\n\nstates, range from\n\nTHE\n\nJ.\n\nthe one-\n\nroom to the ten-room consolidated schools. The county superintendent\nconcerns himself mostly with the administrative, statistical, and legal aspects\nof the schools; while the helping teachers, with their many years of practical\nteaching experience behind them, are invaluable in assisting and guiding the\nyoung teachers to solve the many problems arising in the classroom ; and to\ninspire the experienced teachers to adopt progressive methods and prevent\nthem from falling into a rut.\n\nAfter considerable teaching experience in a large city system circumstances\nfound me teaching in an eight-room graded school in south Jersey, in a dis¬\ntrict of small farms owned by industrious workers of Sicilian descent. With\nvery limited equipment and school funds for working out a progressive pro¬\ngram, I began to wonder just what could be done. In many homes little or\nno English is heard or spoken by these children. 4 he average enrolment in my\nroom was forty. From the Haggerty Intelligence Test which we gave, the\nL Q.’s of these children ranged from 60 to 151 with the normal at 90 to\n100. In my grade, the sixth, the physical ages ranged from 11 to 15 this\nyear.\nIn history, the state requires us to cover the periods of history from primi¬\ntive man to the colonization of America, enlarging on the Egyptian, Greek,\nand Roman\n\ncivilizations, the Middle Ages, and the Renaissance. In geog¬\nraphy we are to cover Eurasia, physically and politically, taking each country\nseparately and in detail. In civics we are to emphasize tribal organization\nwhich led to world empires, the early hereditary monarchy from ancient\nEgypt ; the earliest democracy — the Greek city states ; the world empire —\nancient Rome ; forms of barbaric government during the Middle Ages ; the\nnational state which arose from the crusades and feudal system ; a general\nknowledge of the evolutions of governments.\n\nAfter a careful study of the subjects I decided to combine the history\n,\ngeography, and civics, into a unified course, taking up the historical topics\nin their regular chronological order and bringing in the geographical\nfacts\nand civic matters simultaneously. I sought to foster the growth of my\nchil¬\ndren by allowing them the greatest amount of latitude in our school activities.\n\n"}
{"page": 328, "printed_page": null, "text": "324\n\nNational\n\nA number\nwood\n\nof modes\n\nEducation\n\nof expression were\n\ncarving, carpentry, drawing,\n\nAssociation\n\nopen to them, such as clay modeling,\n\npainting. I was\n\never alert to find that\n\nspark of talent which could be coaxed into an active interest in the child’s\ngeneral academic school work. Mainly did I seek for these qualities in the\ndull or below normal group. The very bright, above normal group soon\nfound their textbooks too limited a field for research. They are the children\nwho make most use of the reference library. With the above normal and\nbelow normal groups taken care of, the children of average\nleft unhampered to carry out the assignments made.\n\nSome\n\nof you wonder\n\nhow\n\nthe study of arithmetic may\n\nwork\n\nmentality\n\nare\n\nin with this\n\nform of free classroom activity. We organized a department store and book¬\nkeeping department in connection with a bank. In this way we were able to\ncover much\n\nof the sixth-year arithmetic which\n\nincludes a knowledge\n\nof per¬\n\ncentage, finding discounts, getting interest, banking, keeping personal ac¬\ncounts, and balancing bank accounts. The class carpenters found where they\ncould get a supply of used lumber. Frank, a boy of 15, with an I.Q. of 78,\nmanaged the building. He suggested and brought from home wallpaper to\ncover the rough boards. Old catalogs were brought\n\nin, pictures of clothing,\n\nshoes, and furniture cut out and attractively arranged\nof unprinted\n\nnewspaper.\n\nThese\n\nand pasted on sheets\n\nwere posted in the store, keeping the depart¬\n\nments separate, as children’s clothing, men’s clothing, etc. Ours was a real\nstore except for the delivery of goods. So practical was this project that Sam\nwould have been scoffed at if he should have purchased one dozen pairs of\noveralls or one ounce of sugar. Thru the store this sixth-year group have\nacquired knowledge and experience of the fundamentals prescribed. There\nis no fun looking for an error in an addition problem, but the thrill when\neverything checks, when the store accounts balance with the bank statement,\nis a thrill which\n\nis not lessened as the days of eager, thoro work go on.\n\nWith the limited facilities and funds available we have found visual edu¬\ncation of valuable assistance in helping the children formulate a truer mental\npicture of the many\n\npeoples, their mode\n\nof dress, types of homes,\n\ncharacteristics peculiar to their occupations\nstudying.\nIn general anything\n\nwhich\n\nand countries which\n\nand the\nwe\n\nwere\n\nstimulates the interest of the pupils increases\n\nthe receptivity of the pupils’ minds as well as improves the morale of the\nentire room. But more than all of these we are preparing the boys and girls\nto think and work\n\nout their own\n\nto the best advantage\n\nthe freedom\n\nSALVAGING\nVERA\n\nBAILEY,\n\nTEACHER\n\nOF\n\nare many\n\nwill allow them to utilize\n\nthey will have in adult life.\nFOR\n\nCITIZENSHIP\n\nINDUSTRIAL\n\nSCHOOL,\n\nThere\n\nproblems, which\n\nKANSAS\n\nclasses of people who\n\nARTS,\nCITY,\n\nWEBSTER\n\nOPPORTUNITY\n\nMO.\n\nneed salvaging: the murderer,\n\nthe\n\nkidnaper, the gangster, the racketeer, the crooked politician, and above all\nthe indifferent public who makes it possible for these outlaws to operate.\n\n"}
{"page": 329, "printed_page": null, "text": "Department\n\nI could not begin to tell how\n\nof Classroom\n\n325\n\nTeachers\n\nto save these from\n\ntheir life of crime, but\n\nI do believe that the real cause of their condition is love of ease, luxury, and\ndisplay, and the lack of proper incentive and training for a life of usefulness.\nMy task is to salvage the feebleminded boys who are damaged by birth,\nenvironment, or training and teach them how to work with their hands and\nearn an honest living.\nOur school is composed of pupils from the regular schools whose I. Q.’s\nrange from 60 to 80 and who have been failures for several years, hence\nthey should be given every encouragement\n\npossible thru individual teaching,\n\nindustrial training, and above all a belief on the part of their teachers that\nthey can be salvaged.\nI find that I get just about what I expect from my pupils. They rise to\nthe occasion and work under pressure when necessary. We received an order\nfor nine dozen\nboys wanted\n\nradiator brushes just five days before the close of school. The\n\nto take the order so they would\n\nfor graduation.\n\nTen\n\nboys working\n\nhave their 10 percent commission\n\nan hour a day sandpapered,\n\nshellacked,\n\nsteel wooled, waxed, and drew the nine dozen brushes in three days by re¬\nmaining after school but one hour the first day.\nFeebleminded\n\nchildren should be encouraged\n\nso poorly done but that some\n\nby liberal praise. No\n\nsmall part can be commended.\n\nA\n\ntask is\n\nlittle praise\n\nis the anesthetic that takes the pain out of criticism.\nI have been checking up on the boys who\n\nhave been out of school five\n\nyears or more. I find that they are not pulling levers to trip machines\n\nas all\n\nthe books tell us is the only thing that they will be able to do, but they are\nengaged\nsome\n\nin some\n\nsort of work\n\ninitiative. Out\n\nthat does require a variety of operations«and\n\nof fifty boys only four have been in any sort of penal\n\ninstitution and thirty have had more\nThey\n\nare engaged\n\nor less steady jobs most\n\nof the time.\n\nin truck driving, shoe repairing, chair repairing, brush\n\nmaking, janitor work, carpentering, lawn service, lunchrooms, mattress fac¬\ntories and one outstanding young man is in the city fire department and is\ncaptain of the democratic\n\nprecinct in which\n\nhe lives.\n\nIf we are to look forward in the education of the feebleminded, let’s pro¬\nvide some place where these children can work from the time they come out\nof school at sixteen until they are twenty-one years of age, where they will\nnot have to compete with the child of average intelligence, and will be kept\naway from the racketeers. A boy of sixteen who\nof nine becomes\n\neasy prey for the crook.\n\nAUDITORIUM\nBEULAH\n\nmay have the mind of a child\n\nVALUES\n\nB. TATMAN,\n\nIN\n\nASHLAND\n\nCHARACTER\nSCHOOL,\n\nKANSAS\n\nBUILDING\nCITY,\n\nMO.\n\n“Today the prevailing opinion of educators and laymen is that the develop¬\nment of righteous character is the greatest problem in life. This is the task\nnot only of the school, but also of the home, the church, and society in gen¬\neral. ‘Good\n\ncharacter is caught\n\nrather than taught.’ This makes\n\nit evident\n\n"}
{"page": 330, "printed_page": null, "text": "326\n\nNational\n\nEducation\n\nAssociation\n\nthat the success of any program of character training in school depends upon\nthe atmosphere of the schoolroom. The spirit of the schoolroom is deter¬\nmined by the attitude and the ideals of the principal and of the teacher. Life,\nnot teaching ; conduct, not profession ; action, not words determine the value\nof the work of the teacher. Everywhere character training is at the forefront\nin education.”1\nIn the better schools of today, the child is instructed in moral education,\nand is also given opportunity for expression and practise. It is desirable that\nevery school have a definite character-building program. I shall attempt to\ntell you of but one such program and that is in the school where I have the\npleasure of teaching.\n\nIt is a platoon school, every department of which has its opportunity for\nthe molding of character, but the auditorium is the coordinating and socializ¬\ning center of the school. The aims of our auditorium programs are: First,\nto inculcate in the child those habits, attitudes, and ideals essential to good\ncitizenship ; second, to furnish opportunities and situations for the exercise\nand development\n\nof good citizenship for which\n\nprovide; third, to unify and coordinate\nis making\n\nthe usual classroom does not\nall of the efforts which the school\n\nalong socializing lines.\n\nThe program of our auditorium is an elastic one, subject to change to meet\nthe need of the day, but in general it is something like this:\nCitizenship , Day is on Monday.\n\nThis time is devoted\n\nto direct moral\n\ninstruction.\n\nAt the first of the year, we make a study of the “habits and attitudes desirable for\ngood citizenship” which are listed on'the report card.\nT« the children, Monday is the day we have our talks, for the lessons are usually\ncarried on thru discussions, with now and then a poem or story for illustration.\nSometimes topics are assigned previously, sometimes they are asked to talk without\npreparation, and again are asked to choose their own subject.\n\nTuesday is the day when\nmusic and art.\n\nwe\n\nattempt\n\nto get better acquainted\n\nwith truly fine\n\nI\n\nHistory in the making\n\nor what\n\nthe world\n\nis doing today, usually called current\n\nevents, occupies our time on Wednesday. Our aim is “to know what\nin the world today which is making it grow .bigger and better.”\n\nis happening\n\nDramatization\n\nis one of the favorite activities, and Thursday is given over to\nthat. Our dramatizations vary. The original ones, usually written in the homerooms,\nare the ones most effective in teaching good citizenship. Others are selected as bear¬\ning on some particular topic, or for presentation at assembly or for public enter¬\ntainment. The participants in these dramatizations are chosen by pupils and\nteacher, always keeping in mind that each one must have his turn some time in\nsome capacity.\nThe pageant has been found to be an excellent form to use. It portrays some\nworthy movement of yesterday or today; it gives opportunity to weave in music,\ndancing, and poetry; it allows a large number of participants.\nClub day, on Friday, is the best day of all according to the pupils’ estimate.\n“Teacher” is a welcome\nbut when that emergency\n\ncouncilor and guide and is appealed\nis met, she again becomes a member.\n\nto in time of need,\n\n1 Kansas City, Mo. Department of Education. “Character Building: Principles and Suggested\nProcedures.” Kansas City School Service Bulletin. Vol. I, No. 2: the Department. April 1929. p. 5.\n\n"}
{"page": 331, "printed_page": null, "text": "Department\n\nThe\n\nprograms\n\na program\n\nof Classroom\n\nare given by different groups,\n\nonce a month.\n\nIt is amazing\n\nto present a creditable program.\n\nThe\n\nhow\n\n327\n\nTeachers\n\neach group\n\nresponsible for\n\nindustriously most of them work\n\npupils are put largely upon\n\nresponsibility, the teacher acting as a councilor and guide. We\n\ntheir own\n\nfeel that initia¬\n\ntive, ingenuity, originality, and resourcefulness have been developed in re¬\nsponse to situations natural in auditorium activities, and that there is a greater\nability to work\nefficiency.\n\nTHE\n\nMRS.\n\ntogether harmoniously,\n\nall of which\n\ntends to greater social\n\nSOCIAL\nRESPONSIBILITY\nOF SUB-NORMAL\nDREN\nIN DEVELOPMENT\nROOMS\nKATHLEEN\n\nH.\n\nSTEVENS,\nCLUB,\n\nPRESIDENT,\nLOS\n\nANGELES,\n\nAfter several years of experimentation\n\nLOS\n\nANGELES\n\nCITY\n\nCHIL¬\n\nTEACHERS\n\nCALIF.\n\nin which sub-normal\n\nchildren were\n\nsegregated into special development classes in our regular elementary schools,\na very satisfactory plan for the education of these children has been worked\nout in Los Angeles. This plan, which\n\nhas been in operation for a number\n\nyears, calls for complete\n\nof all definitely sub-normal\n\nsegregation\n\nof\n\nchildren\n\nover eight years of age into development centers where children with I. Q.’s\nranging from 70 down to 50 are enroled. The Board of Education maintains\ntwelve development schools or centers for the education of sub-normal chil¬\ndren. Nine of these centers are especially designed and equipped for the\nspecial type of education which is provided for these children. Three of these\ncenters function as separate development\nelementary schools.\n\nThere\n\nis one center which\n\nunits but are attached\n\nto regular\n\nis different from all of the others inasmuch\n\nas\n\nit does not admit children who are under fourteen years of age. This school\nwas established to take care of the children who are too old to profit further\nby the work in the elementary schools and who are at the same time too low\ngrade mentally to be eligible for admission\njunior high schools.\n\non a special certificate to the\n\nIt was observed that when a sub-normal child was enroled in the regular\nclasses, he was forced to compete with his intellectual superiors and therefore\nhe labored under\n\na serious disadvantage.\n\nHe\n\nbecame\n\ndiscouraged;\n\nhe was\n\nsingled out; his disabilities were accentuated. Serious complexes arose, and\ninhibitions developed until in many instances the sub-normal child became a\nserious behavior problem.\n\nIt is therefore to the best interest of the normal\n\nchild as well as the sub-normal\nin special rooms or schools.\nIn the development\n\nchild that the latter should be taken care of\n\nschool where individual differences are not so great we\n\nfind the sub-normal child competing with his equals. A flexible course of study\nand program adapted to the needs of each child is set up ; leadership is encour¬\naged and\n\ndeveloped;\n\nthe child becomes\n\nsocially adjusted;\n\na minimum\n\nof\n\n"}
{"page": 332, "printed_page": null, "text": "328\n\nNational\n\nEducation\n\nAssociation\n\nacademic training is required ; and opportunity for the development\nmanual skills is provided.\nGenerally speaking the objectives in the education\nmay be outlined as follows:\n(a) To remove all remediable physical\nthe physical wellbeing of the children\n(b) To\n\ndevelop\n\n(c) To\n\nassist the children\n\nto make\n\n(d) To\n\ngive the children\n\nthose\n\nthey may\n\ndesirable\n\nbe called upon\n\nand\n\ndefects\n\nhealthful\n\nchildren\n\nto the maximum\n\nfundamentals\n\nsocial adjustment\n\nof an\n\nacademic\n\neducation\n\nwhich\n\nto use in life\n\neach\n\nchild to become\n\n(h) To\n\nprovide\n\nsimple\n\n(i) To\n\nattempt\n\nto raise the standards\n\nand\n\ninformation\n\nsome\n\nwhich\n\nshall be definitely\n\nspecific skills of vocational\n\nat least partially self-supporting\n\nwholesome\n\nthru the child’s influence\n\nor prewhen\n\nhe\n\nactivities for leisure time\nof cleanliness, health, beauty,\n\nand\n\nharmony\n\nin the home.\n\nIf this type of school offers the child who\nthat will enable him\n\nto become\n\nis permitted\n\nup in an environment\n\nto grow\n\nto develop\n\nthe best possible\n\n(f) To equip the child, if possible, with\nvocational type\n\nin the home,\n\nof sub-normal\n\nhabits of living\n\n(e) To develop a fund of useful, workable\nrelated to the child experience\n\n(g) To prepare\nleaves school\n\nand\n\nof definite\n\nis sick in mind, an education\n\npartially economically\nin which\n\nindependent,\n\nif he\n\nhe is not set apart or\n\nlooked upon with pity or ridicule ; if he is allowed to take his place in a school\nwhich\n\nprovides for him a chance\n\nequals, we\n\nto work\n\nwill have to acknowledge\n\nand play with those who\n\nthat the development\n\nare trying to carry them on in Los Angeles are meeting\nbility toward the sub-normal child.\nMENTAL\nCAROLINE\n\nDo\n\nwe\n\nHYGIENE\n\nIN\n\nTHE\n\nB. ZACHRY,\n\nDIRECTOR,\n\nMENTAL\n\nTEACHERS\n\nCOLLEGE,\n\nUPPER\n\nhave mental\n\nare his\n\nschools as we\n\ntheir social responsi¬\n\nCLASSROOM\n\nHYGIENE\n\nINSTITUTE,\n\nMONTCLAIR,\n\nhygiene in America f— On\n\nN.\n\nSTATE\n\nJ.\n\nthe whole\n\nthe answer\n\nis\n\n“no.” Even where we have visiting teachers in schools to take care of the\nproblem cases, we cannot in the truest sense call this mental hygiene. The\nvery fact that the child has been referred implies that something\nand social psychiatry is a more\nreferred. There\n\naccurate\n\nis one place, however,\n\nterm for the treatment\nwhere\n\nwe\n\nmay\n\nis wrong,\n\nof problems\n\ntruly have\n\nmental\n\nhygiene, and that is in the progressive classroom.\nA few principles underlying both progressive education and mental hygiene\nare present in these classrooms.\n1. The\n\nchildren\n\nintegrate\n\nare\n\nworking\n\npurpose\n\nwhich\n\nin itself tends\n\nto\n\nthe personality.\n\n2. Conduct is not prescribed\nsituation.\n3. Values\nneeds.\n\nfor a common\n\nare not deferred.\n\nbut determined,\n\nThe\n\nchild values\n\nas in life, by the necessity\n\nhis activity because\n\nit meets\n\nof the\n\nhis own\n\n"}
{"page": 333, "printed_page": null, "text": "Department\n\n4. Every\n\nchild can\n\ncreative\n\nhave\n\nsome\n\nfeeling of success. The\n\nhe provided\n\nprogressive classroom.\n6. The aim of the teacher\nprogressive\n\nFrom\n\n329\n\nTeachers\n\nprogressive\n\nschool provides\n\nactivity at all levels.\n\n5. Social security may\n\nThe\n\nof Classroom\n\nfor all children\n\nin the informal\n\nsetting of the\n\nis to help the child to gain ability to face life realities.\n\nclassroom\n\nis a life situation.\n\nthe foregoing we can conclude that progressive education and mental\n\nhygiene are both working\n\nfor the well-rounded\n\nmature\n\nadult. On\n\nwhat\n\ndoes\n\nthe success of this endeavor fundamentally depend? Its success does not de¬\npend on the method, subjectmatter, or the equipment, but on the maturity\nof the teacher who\nsuperintendent\nthey more\nfollow\n\nis in charge of the situation. Is it for maturity\n\nand principal are looking when\n\nconcerned\n\na teacher, or are\n\nwith her scholastic standing and the fact that she can\n\ndirections without\n\na mature\n\nthey engage\n\nthat the\n\nquestioning?\n\nIn other words,\n\nare they seeking\n\nadult in the teacher they hire, or a cog in the wheel ? What\n\nare some\n\nof the questions that we should ask in regard to the teacher that we are select¬\ning to deal with the children of this country?\n1. Does\nfrom\n\nthe teacher\n\nface life squarely?\n\nreality. A teaching\n\nposition makes\n\nProgressive\n\neducation\n\nin tenure\n\nof office and\n\nlife too often offers an\n\nit possible for her to maintain\n\noffers no retreat for a dependant\na\n\npaternal\n\nopportunities for an intelligent and\nbilities and use initiative.\n2. Does\n\nAcademic\n\nthe teacher\n\nhave\n\nprincipal.\n\nProgressive\n\nemotionally\n\ndefinite purposes?\n\ngirl who\n\nescape\n\nher defenses.\n\nis seeking\n\neducation\n\nsecurity\n\ndoes\n\noffer\n\nfree individual\n\nto accept\n\nresponsi¬\n\nIs she\n\nor\n\nshe\n\ndrifting\n\ndoes\n\nhave\n\na philosophy of life? Is she having an opportunity for integration thru her pur¬\nposes? Can she respect her own personality and have an opportunity to grow?\nWe should remember that the teacher needs a sense of success in creative endeavor\nthru\n\ntasks that to her\n\nseem\n\nworthwhile — a plan\n\nand\n\nfreedom\n\nto carry\n\nit out, as\n\nBurnham suggests. Thus she does not need to get her ego satisfaction thru dominat¬\ning children.\n3. Has the teacher made a successful social adjustment? Part of the work of the\nprogressive\n\nteacher\n\nis the\n\nonly as far as she herself\n\nsocial adjustment\n\nof her\n\npupils. She\n\ncan\n\nguide\n\nthem\n\nhas gone.\n\n4. Is the teacher an integrated person? Is she teaching because it is her life pur¬\npose or merely to make a living? Administrators and teachers must bear in mind\nthat personality can be developed, and that the development\npart of the teacher is as important as her health.\n\nWhen\n\nwe have classrooms\n\ntruly have mental\nFACTORS\n\nNORA\n\nWhat\n\nWAY,\n\non\n\nthe\n\nand teachers such as we have discussed, we will\n\nhygiene in America.\n\nOUTSIDE\nTHE\n\nof personality\n\nTHE\n\nCHILD’S\n\nVISITING\n\nare the hidden\n\nSUCCESS\n\nTEACHER,\n\nWHICH\n\nAFFECT\n\nSCHOOL\nSCHOOL,\n\nSUMMIT,\n\nN.\n\nJ.\n\ncause school difficulties — failures to\n\nor to progress\n\nlong we have treated symptoms,\n\nIN\n\nHAMILTON\n\nfactors which\n\nadjust to school procedure\nthe causes of difficulty.\n\nCLASSROOM\n\nwith scholastic success? For\n\nand only occasionally have we\n\nsearched\n\ntoo\nfor\n\n"}
{"page": 334, "printed_page": null, "text": "330\n\nNational\n\nIn the matter\n\nof human\n\nEducation\n\nAssociation\n\nrelationships, the tendency\n\nis to disregard the\n\n“disease” or difficulty, or behavior pattern until the condition is acute. To\nthose who see how serious a situation can develop over a period of years,\nit seems tragic that the possibilities of prevention are neglected.\nCertain fundamental needs of human nature need to be considered.\nthe one hand, affection in the home, which\n\nmakes\n\nOn\n\nfor security, the feeling\n\nthat one is wanted and that one “belongs” ; on the other hand, achievement,\nthe feeling that one is somebody, the sense of wellbeing. Unfortunately,\nnumbers\n\nof children faced with problems which are interfering with normal\nsatisfactions turn to destructive methods of satisfying these needs. A threat\nthe threat of\n\nof loss of prestige, it is sometimes said, is to us today what\npersonal safety was to primitive man.\nThe\n\nvisiting teacher is always glad to discuss situations with the teacher\n\nand to make a study of the child’s environment\nhis development.\n\nFactors in the home\noutside the classroom\n\nto discover what\n\nis impeding\n\nsituation are illustrated by case studies. Other\nare conditions existing in the community\n\nfactors\n\nwhich hamper\n\nthe child’s character development. Further factors exist in the pressure exerted\nupon teachers which in turn affects the child.\nAdjustment\n\nbetween\n\naim of education\nnaturally.\nTHE\nRHEA\n\nKAY\n\nCOMMUNITY\n\nWORK,\n\nLOOKS\n\nSUPERVISOR\nSCHOOL\n\nOF\nNEW\n\nMore\n\nand more\n\nhelp. During\n\nand the environment\n\nin the belief that intellectual growth\n\nBOARDMAN,\n\nTEACHER\n\nthe individual\n\nOF\n\nAT\n\nSTUDENTS\n\nEDUCATION,\nYORK,\n\nTHE\n\nwill then proceed\n\nSCHOOL\n\nIN TRAINING\n\nNEW\n\nYORK\n\nFOR\n\nVISITING\n\nUNIVERSITY,\n\nare turned toward\n\nthe past winter, food, clothing, and medical\ndemand\n\nbe the\n\nN. Y.\n\nthe eyes of the community\n\nfreely dispensed. This\n\nshould\n\nhas been met\n\nthe school for\n\ncare have been\n\nnot only by the donations\n\nof\n\nfunds by the school staff, but extra time has been necessary to supervise the\ndistribution of these services. The\n\nclosing of this school year has not ended\n\nthis service and, if the prophecy\n\nof authorities is correct, next winter\n\nwill\n\nfind the school increasingly involved in this type of amelioration.\nChildren\n\ncome\n\nis barely enough\n\nto school harassed by the conflicts within the home.\nin the family budget\n\nto make\n\nends meet\n\nThere\n\nwith the father\n\nunemployed. Perhaps the mother has taken up the burden to earn in a woman’s\nway and is trying to keep the family together. Perhaps there is no one working\nat all and the family have had to appeal to the community\nminimize\n\nwhat\n\nthese experiences do to a family group\n\nfor aid. We\n\nwhich\n\ncannot\n\nhas previously\n\nbeen self-supporting. There were children in New York City last winter who\ndisliked to go home after school because the school building was the only\nwarm place they knew\nmission to the latter.\n\nexcept the movies\n\nand lack of money\n\nforbade\n\nad¬\n\n"}
{"page": 335, "printed_page": null, "text": "331\nDepartment\n\nof Classroom\n\nTeachers\n\nThe statistics of the Children’s Bureau state that malnutrition increased\nin one health center in New York City in 1928 from 18 percent to 60 percent.\nA statewide survey in Pennsylvania\n15 percent. We\n\ncannot\n\nshows an increase of from\n\nestimate what\n\nthis will mean\n\n10 percent to\n\nto the school when\n\nwe\n\nconsider the “whole child.” Undoubtedly there will be fewer promotions\nand the teacher will feel that her energies are wasted, especially if she con¬\nsiders academic progress as her measure of success.\nIn one school system a large number\napplied for readmission\n\nof boys and girls over eighteen have\n\nto the school. They\n\nsecured\n\ntheir working\n\npapers\n\nseveral years ago when work was plentiful and now, finding themselves with¬\nout employment, ask to be readmitted to the junior high school. In some\ncases they were\n\nallowed\n\nto return and the teacher found herself with a very\n\ndifferent distribution of ages than she had ever taught in one class. These\nolder boys and girls are returning to us for further training. Will we see thru\nthe maze\n\nof irritations and\n\nunderstanding\n\nannoyances\n\nadvisers? Perhaps\n\nand help them\n\nthey will be more\n\nby being friendly,\n\nready than ever before\n\nto accept our advice and plan with us.\nDo\n\nwe\n\nunderstand\n\nthe social background\n\nof our pupils? Do\n\nwe\n\nrealize\n\nthat social adjustment involves two parties — the child and the society to\nwhich he must adjust ? It has been said that no society is too illiterate to have\na culture of its own. We\nthey need without\n\ncan never hope to give our students the assistance\n\nknowing\n\nwhat\n\nthey are adjusting to outside of the class¬\n\nroom. Dr. John Levy, professor of Columbia University, states: “Children\nof similar physical and mental constitutions develop different degrees of\ndisturbance\nborn.”\n\nas a result of the specific society in which\n\nClifford Shaw\n\nhas pointed out that it is more\n\nthey happen\nnormal\n\nto be\n\nfor a child\n\nin a “gang” in Chicago to have a court experience than not.\nHome visiting under right conditions brings one in touch with the parents\nand is most enlightening. One may get a fairly good idea of the school with¬\nout ever entering the door of the building, by listening to the reports of the\nparents and children concerning\nDo\n\nyou\n\nencourage\n\ntheir school.\n\nthese mothers\n\nto visit schools? Perhaps\n\nthey cannot\n\nunderstand our language but they can understand the friendliness of a hand¬\nshake and a smile. They will become our most ardent supporters if they can\nsee what we are doing in our classrooms. The problem of the foreign-born\nwould be greatly lessened if the parents felt free to visit us and to talk to the\nchild intelligently when he brings home reports about the teacher.\n\nYou may ask, “When would we ever have time to teach if we did all of\nthis?” My answer is that there are many principals and teachers who are\ndoing this and they are not the ones who leave work undone. To follow out\nthis program one must have a “social attitude,” a constructive, intellectual,\nsocial curiosity, and a desire to help. Such a teacher will have more school\nvisitors, more boys and girls who stay voluntarily after school for help, but\nshe will also have less behavior problems\nour vitality and makes\n\nus old beyond\n\nto settle. It is the latter that saps\n\nour years.\n\n"}
{"page": 336, "printed_page": null, "text": "332\n\nNational\n\nEducation\n\nAssociation\n\nSocial agencies, churches, parents, and\n\nchildren\n\nis a strategic factor in this inevitable readjustment\n\nrealize that the school\n\nof national forces. School\n\nbuildings are increasingly to become community centers where topics of gen¬\neral importance may be discussed, where neighborhood projects may be\nplanned\n\nand\n\ncarried out. Naturally the principals and teachers will play\na large part in this socialized program. Physicians, nurses, psychiatrists,\nthat the school\n\nin general frankly admit\n\npsychologists, and social workers\n\nfaculty is indispensable in the successful treatment of unadjustment and\neffective coordination of social interests. It often takes an emergency to\nbreak down social and educational barriers. If this crisis brings about a better\nand the school, if it throws\n\nthe community\n\nrelationship between\n\nworking\n\nthe\n\nemphasis of education upon socialization in its broader sense, then the school\nof the future will assume its proper place as a functioning, far-sighted social\ninstitution in the community.\n\nSECRETARY’S MINUTES\nAtlantic City, New Jersey\nThird\n\nSession, Thursday\n\nAfternoon,\n\nJune 30, 1932\n\nThe annual business meeting was called to order at 2:25 p.m. by the president,\nSara H. Fahey, in Committee Room 12 of the Auditorium.\nThe\n\nfirst order\n\nconstitution\n\nof business\n\nwhich\n\nwas\n\nwas\n\npresented\n\nthe report of the committee\n\non amendments\n\nby the chairman,\n\nMatthews\n\nWinifred\n\nto the\n\nof Chicago.\n\nThe object sought thru each amendment was made clear by the president. The amend¬\nments were all adopted after the amendment relating to membership was modified\nso as to include\n\nretired teachers\n\nAfter announcing\n\nreceiving\n\nremuneration\n\nthat the reports of officers covering\n\nfrom\n\nother fields of endeavor.\n\nfield work\n\nand other activities\n\nhad been given at the Tuesday afternoon session, and that these reports together\nwith that of the president, as well as her requests for the annual budget, were to be\nfound\n\nin full in the Seventh\n\nY earhook,\n\nPresident\n\nFahey\n\npresented\n\nthe part of her\n\nreport containing her recommendations to the Department. The need of each recom¬\nmendation was stated, and after discussion, all the recommendations were approved.\nIn order\n\nto realize certain recommendations\n\n1. That\nteacher\n\nthe practise of publishing\n\norganizations\n\nsuch as was\n\nthe following\n\na list of speakers\n\npublished\n\nmotions\n\nwere\n\nrecommended\n\nin the Second\n\nYearbook\n\npassed:\nby classroom\n\nbe revived.\n\n2. That the term “Advisory Council” found in the constitution but which has\nbecome meaningless be interpreted to mean that one member from each of the\nState Classroom Teachers Departments constitute the Council.\n3. That\n\nin addition\n\nsufficient to cover\n\nto the present Department\n\nbudget,\n\nan amount\n\nany loss in salary suffered by the officers in carrying\n\n4. That the outgoing president be authorized to appoint\nbers to study the feasibility of her recommendations.\nThe\n\nnext item of business\n\nnations\n\nfor president\n\nnominated\n\nbe appropriated\n\nby Lulu\n\nwas\n\nwere\n\nMock,\n\nthe nomination\n\nas follows:\nTexas,\n\nand\n\nMrs.\n\nand\n\nof five mem¬\n\nelection of officers. The\n\nF. Blanche\n\nseconded\n\na committee\n\non field work.\n\nPreble\n\nby Howard\n\nnomi¬\n\nof Chicago,\n\nHanna,\n\nIll.,\n\nCalif., Miss\n\nGilligan, Ill., Mary O’Connor, Conn., and Frances Jellinek, Wis. ; and Florence\nDickinson, Haddonfield, N. J., nominated by Elizabeth Donnell, N. J., and seconded\nby Eleanor Rowlett, Va. Miss Dickinson withdrew her name and upon her motion,\nunanimously carried, the secretary cast one ballot for Mrs. Preble. Albert Shaw,\nLos Angeles, Calif., was nominated for vicepresident by Viola Kelly, Calif., and\nseconded\n\nby Irene\n\nand\n\nHammond,\n\nVida\n\nserved\n\nMoffat\nOre.\n\nand Mrs.\nFor\n\nin this capacity during\n\nKathleen\n\nsecretary,\n\nStevens, Calif., Rena\n\nEugenie\n\nthe past year, was\n\nJ. Brown,\n\nnominated\n\nRockwell,\n\nCleveland,\n\nby Vida\n\nN. Y.,\n\nOhio, who\n\nHammond,\n\nand\n\n"}
{"page": 337, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n333\n\nseconded by Lindley M. Thomas and Clayton Howe, Ohio, and Albert Shaw, Calif.\nAs there were no competing candidates for these offices, the secretary was instructed\nto cast one ballot for each of the candidates.\nFor the office of regional director for the middle section, the following nominations\nwere made: Mrs. Myrtle Hooper Dahl, Minneapolis, Minn., nominated by Donna\nMary McDonald, Minn., and seconded by Josephine Wilson, Texas, Emily 1 arbell,\nN. Y., Mrs. Phoebe Matthews, Mass., and Jennie Steinmetz, Casper C. Minty, and\nMrs. Alice F. Sullivan, Minn.; and Mary Ralls, Kansas City, Mo., who served as\nvicepresident during the past year, was nominated by Beulah Tatman, Mo., and\nseconded by Alice Bovard and Matilda Winkelman, Mo., Mrs. Ethel Faust, Ill., Lee\nA. Dugdale, Colo., Mrs. Kathleen Stevens, Calif., and Frieda Libbee, Wash. The\nelection returns gave 87 votes to Miss Ralls and 83 votes to Mrs. Dahl. Miss Ralls\nwas declared duly elected.\n\nresolution\n\nWhereas,\n\noffered\n\na large increase in N. E. A. membership\nmust\n\nof education; and whereas this increase\nroom teachers ; therefore be it\n\nfor the support\n\nis needed\n\nlargely from\n\ncome\n\nthe\n\nunani¬\n\nwas\n\ninterested\n\na fair proportion of classroom\n\nit is desirable to have\n\nResolved, That\n\nAngeles\n\nof Los\n\nHanna\n\nby Howard\n\ncommittee,\n\nof the last resolution,\n\nthe meaning\n\nto give her report. After slightly enlarging\nresolutions were unanimously adopted.\n\nThe following\nmously adopted :\n\nof the resolutions\n\nchairman\n\nDahl,\n\ncalled on Mrs.\n\nthen\n\npresident\n\nThe\n\nclass¬\n\nteachers\n\nheld during\nappointed to preside at sections of General Sessions of the N. E. A.\nm\nthe morning as well as in the afternoons, and that the Department of Classroo\ng\npresidin\nof\nents\nappointm\nsuch\nTeachers should be consulted with regard to\nofficers; and be it further\n\nResolved,\nquested\nMr.\n\nThe\n\nThat\n\nto publish these\n\nHanna\n\noffered\n\nof the National\n\nJournal\n\nEducation\n\nAssociation\n\nbe re¬\n\nresolutions.\n\nanother\n\npertaining\n\nresolution\n\nto more\n\nequable\n\nmethods\n\nof\n\nmotion\ntaxation ; but, as it was too long and detailed for hasty consideration, upon\nstudy\nof Frances Harden, it was referred to the Department for consideration and\nthruout the year. The meeting adjourned at five oclock.\n\nAnnual\nannual\n\nThe\nChelsea,\n\nBanquet\nwas\n\nof the Department\n\nbanquet\n\nat 6:00 p.m. Thursday,\n\nJune\n\n30. Sara\n\nheld\n\nH. Fahey\n\nat Westminster\nof New\n\nYork\n\nHall, Hotel\n\nCity, presided.\n\nThe banquet took the form of a colonial dinner. One hundred twenty-five hostesses\nguests.\nrepresenting teacher organizations from all parts of the country welcomed the\nThey were dressed in costumes of the Washington period. Nearly eight hundred\nDepart¬\nguests listened to the state commissioner of New Jersey, the president of the\nincluded\nwere\nwho\n,\neducators\nnoted\nother\nseveral\nment of Superintendence, and\nstudents of the\namong the honor guests. The Crescendo Chorus of Atlantic City,\nsongs\nschool of dancing of Temple University, and the community singing of oldtime\none long to\nby the audience with the Chelsea orchestra helped to make this event\nbe remembered.\n\nReport\nThe\n\nfollowing\n\nchanges\n\nadopted at the business\nafternoon, June 30:\n\nof the Committee\nand\n\namendments\n\nmeeting\n\nof the\n\non the Constitution\n\nto the constitution were proposed and\nDepartment at Atlantic City, Thursday\n\nArticle II — Objects and purposes\nAmend\n\nby adding\n\nSection 3. To\n\na section as follows:\n\ncooperate\n\nwith parent-teacher\n\nassociations\n\nand other civic bodies\n\nity understand¬\nhaving educational objectives, in order to secure better commun\nschools.\npublic\nthe\nof\nvalue\ning and appreciation of the problems and the\n\n"}
{"page": 338, "printed_page": null, "text": "334\n\nNational\n\nEducation\n\nAssociation\n\nArticle III — Membership\nMembers of the National Education Association who\nare employed as class¬\nroom teachers and all members of classroom teache\nr organizations acting as\nofficers or agents of such organizations, whether\nemployed as teachers or not,\nshall be eligible to membership in this Department\n, provided that no person\nshall be eligible to membership herein unless such perso\nn shall be a member of\nthe National Education Association.\nAmend by inserting after the word “not” in the third line:\n— and retired classroom teachers.\nArticle IV — Officers and Duties\nIt shall be the special duty of the president of the Depar\ntment to prepare a\nprogram for the annual meeting of the Department by and\nwith the advice and\nconsent of the Executive Committee and Advisory Counci\nl.\nAmend by adding the words:\nOn the expiration of his term of office as president\nhe shall automatically\nbecome a member of the Executive Committee for\nthe ensuing year.\nArticle V , Section 1 — Election\nThe president, the vicepresident, the secretary, and the three\nmembers of the\nDepartment, to be called regional directors, who shall repres\nent three different\nsections of the country, to be elected in the manner herein\nafter provided, shall\nconstitute the Executive Committee.\nAmend by inserting after the word\n— retiring president.\n\nsecretary in the first line:\n\nArticle VI, Section 1 — Purposes of Conferences\nFormer members of the executive committee may be author\nized to conduct\nconferences in their respective localities by the executive\ncommittee.\nAmend to read:\nFormer members of the executive committee, who are member\ns of the Depart¬\nment, may be authorized by the executive committee to conduct confer\nences and\nperform other services for the Department.\n\nWinifred\n\nReport\n\nMatthews,\n\nof the Resolutions\n\nChicago, Ill. Chairman\n\nCommittee\n\n.\nHigher education — We endorse higher requirements for certification\nof teachers\nin order to raise the professional status of classroom teacher\ns and to improve the\nteaching service.\n\nII. Tenure We favor a sound tenure law which protects\ncompetent teachers from\ninjustice and provides permanent tenure following\na probationary period.\nIII. Rating— We recommend scientific, constructive metho\nds of teacher rating\nbut are opposed to such rating as a basis for salary schedu\nling.\nIV. Professional improvement — We urge greater freedom in\nthe selection of work\ndone for professional improvement and at the same time\nno curtailment of the\nbroadening influence of a wide educational training.\nV. Professional spirit— We urge greater participation by teache\nrs in all teacher\norganizations, local, state, and national, and constructive partic\nipation in com¬\nmunity affairs and civic service.\nIn order that the Classroom\n\nDepartment\n\nmay do more in the future than it has in\nthe past to promote this professional spirit, we recommend that\nthe president ap¬\npoint a committee with the approval of the Executive Commit\ntee, to be known as the\nCommittee on Academic Freedom for Classroom Teachers.\n\nVI. Salary schedule — We approve of the principle of equal\nsalary recognition for\nequal service, training, experience, and responsibility.\nVII. Salary retention— We believe that the economic\nwelfare of this nation\ndepends upon maintaining a superior standard of living\n; and we, therefore, urge\nthat every effort be made to prevent the lowering of salari\nes and the maintaining\nof the schedule.\n\n"}
{"page": 339, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n335\n\nVIII. Teacher participation — We favor the plan of teacher participation in which\nthe expert knowledge and experience of all classroom teachers are utilized for the\nimprovement of the schools.\nIX. Retirement — We endorse legislation providing for reasonable and financially\nsound retirement laws in which the state participates with the teachers.\nX. Sabbatical leave— We believe that the best interests of the pupils in our public\nschools will be served by granting teachers a leave periodically for study and travel.\nXI. Cumulative sick leave — We approve of a sick leave of sufficient length that\nthe health of the teacher and the welfare of the pupil are conserved.\nXII. Welfare work — We urge all teacher organizations to continue the welfare\nwork both for the teachers in service and for those in service who thru sickness or\nother ill fortune are in need of assistance.\nXIII. Credit union — We favor the establishment of credit unions when the need\narises to protect the teachers from exorbitant rates of interest and to be mutually\nhelpful.\nXIV. Teacher integrity — We affirm our faith in the professional integrity of\nclassroom teachers. We believe that classroom teachers have a right to professional\nidentity independent of the personal approval of supervisor or principal. Under such\nconditions only, we believe, will teaching be truly a profession.\nXV. Teacher load — We urge that every effort be made to present to boards of\neducation and other educational authorities the futility of increasing teacher load,\nas an intelligent, practical, or farsighted means of retrenchment in educational\nexpenditures.\nXVI. Teacher training — We believe that somewhere in the teacher-training pro¬\ngram proper instruction dealing with relationships of teachers to teacher organiza¬\ntions, local, state, and national, should be provided in order that all teachers should\nhave a common interest centered in the profession to which they belong. We also\nbelieve that with this there should be further effective training in the ethics of the\nprofession which tend to develop character standards for prospective teachers.\nXVII. Child labor — Because of our firm belief in equal educational opportunity\nfor all. we favor an amendment to the Federal Constitution which will permit the\nenactment of a national child labor law.\nXVIII.\n\nrecommend\n\nIlliteracy — We\n\nthat the classroom\n\nteachers continue to support\n\nthe campaign for the removal of illiteracy until every adult possesses the equiva¬\nlent of a grammar school education.\nXIX. Character education — We urge that in all classroom activities fundamentals\nof character development be emphasized.\nXX. World friendship — We commend the activities of the World Federation of\nEducation Associations and heartily endorse its program for world friendships and\nunderstandings.\n\nXXI. Professional qualifications — We deplore the current agitation for discrim¬\nination against the married woman teacher. We contend that women have the same\nright to a professional life, unpenalized by personal sacrifice, as men; we contend\nthat professional fitness only should be the determining factor in the appointment of\nteachers.\nXXII. Public support — We ask the continued cooperation of civic organizations,\neditorial agencies, and radio in the interpretation of presentday\nand problems to the public.\n\nXXIII.\n\nAppreciation\n\nof local hospitality — We\n\nwish\n\neducational\n\nto express\n\npolicies\n\nour heartiest ap¬\n\npublic schools,\npreciation to the teachers and administrative officers of Atlantic City’s\nwhose efforts\nies,\ncommunit\ncountry\nthe\ng\nincludin\nJersey,\nNew\nand of the state of\nhave contributed so greatly to our comfort and our pleasure during this successful\nconvention.\nRespectfully\n\nsubmitted,\nMrs.\n\nMyrtle\n\nHooper\n\nDahl,\n\nMinneapolis,\n\nMinn.,\n\nChairman.\n\n"}
{"page": 340, "printed_page": null, "text": "■\n\n’■\n\n'\n\n■■\n\n.1\n\nII,\n\n:\n\n.\n\n\\ nivxl\n\n6\n\n'\n\n'\n'\n\n’•\n\n•\n\nff\n\n>\n\n,\\l\n■\n\n■\n\n?| / /\n\nN\n\n"}
{"page": 341, "printed_page": null, "text": "Department\n\nof Deans\n\nof Women\n\n"}
{"page": 342, "printed_page": null, "text": "The department of deans of women (National\n\nAssociation of Deans of Women) associated it¬\nself with the National Education Association in\n1918. Its meeting is first reported in Proceedings ,\n1918: 391-417.\nThe officers of the Department for the year 1932-33\nare : Acting President and First Vicepresident, Agnes\nEllen Harris, Dean of Women, University of Ala¬\nbama, Tuscaloosa, Ala.; Second Vicepresident,\nThyrsa W. Amos, Dean of Women, University of\nPittsburgh, Pittsburgh, Pa.; Secretary, Sara Norris,\nDean of Women, State Teachers College, Mankato,\nMinn.; Treasurer, Mrs. Mary F. Pilcher, Dean of\nGirls, Montclair High School, Montclair, N. J. ; Head¬\nquarters Secretary, Gwladys W. Jones, 1201 Six¬\nteenth Street, Washington, D. C.\nFacts relating to the establishment of this Depart¬\nment and records of its meetings will be found in\nearlier Proceedings, as follows :\n1919:393-426\n1920:357-364\n1921 :407-420\n1922:693-793\n\n1923 :621-636\n1924:500-536\n1925 :403-449\n\n1926:423-457\n1927:391-418\n1928:353-374\n\n1929:369-390\n1930:309-330\n1931 :393-413\n\n1\n\n[ 338 ]\n\n"}
{"page": 343, "printed_page": null, "text": "ADVICE\nTHE\n\nTO\n\nADVISERS\n\nREQUIREMENTS\n\nMARY\n\nB. GILSON,\n\nDEPARTMENT\n\nJohn\n\nDewey,\n\nin that trenchant\n\nOF\n\nON\n\nOUR\n\nMEETING\n\nCHANGING\n\nOF ECONOMICS,\nCHICAGO, ILL.\n\nORDER\n\nUNIVERSITY\n\nOF\n\nand stirring book, Human\n\nCHICAGO,\n\nNature\n\nand\n\nConduct , effectively develops the idea of a deliberate shaping of societal pur¬\nposes and desires thru education. “A truly humane education,” he says, “con¬\nsists in an intelligent direction of native activities in the light of the possi¬\nbilities and necessities of the social situation.” He then protests against our\ninstilling socalled “moral” habits with a “maximum of emotional empressment” and “a minimum of understanding.” In morals, religion, and politics,\njust where critical thought is most needed, we encumber the young with\nblindly accepted habits of thought which, in later years, survive as infantilisms, thus accounting for the irrational mental gymnastics, inaccurately\ntermed\n\nthinking, in the performance\n\nof which\n\nmany\n\nof our\n\nadults are so\n\nagile.\nThis regenerating of society thru releasing youth from the paralyzing\nimpact of adults is a tremendous responsibility, and those of us who are in\nthe field of the social sciences must, because of the subjectmatter with which\nwe deal, be particularly aware of this.\nHowever,\n\nwe may\n\nassume\n\nthat even in this leaping and bounding age there\nis something to be gained from the experience of others; and, if we modestly\naccept that theory, perhaps we oldsters can help the youngsters to acquire\nknowledge, and perhaps in our bolder moments, we may even offer them\nadvice. Perhaps we may even offer advice to ourselves, the advisers.\nWe\n\nsometimes\n\nspeak of the changing\n\norder as tho none but the present\n\norder had ever been in flux. This may be excusable because of the great\ncomplexity of our present social and economic society ; it surely seems as tho\nthere are more fundamental and far-reaching ferments at work than ever\nbefore. For example, we are learning to regard government as an energizing\nand socially constructive agency instead of a mere police force. Ferments are\nat work even in the medical and legal professions, surely an evidence that our\norder is changing!\n\nThe\n\nnewly elected president of the American\n\nCollege of\n\nSurgeons recently referred to “the supposedly sacrosanct code of ethics” and\nthe newly appointed judge of the Supreme Court, Judge Cardozo, holds that\nlaws must\n\nconform\n\nwith a changing\n\ncivilization, with the needs defined by\n\nthe evolution of public purpose. But in spite of some\nconcepts, our\nadvances\nhow\n\nsocial order is not changing\n\nare sweeping\n\nof these changes in basic\n\nrapidly enough.\n\nus into a veritable maelstrom.\n\nto control and direct wisely the creatures\n\nWe\n\nTechnological\n\nhave not learned\n\nof our mechanically\n\ninclined\n\nbrains. That explains the presence of incredibly antiquated social and eco¬\nnomic ideas and institutions in the midst of whirling airplanes, radios that\nbring messages from overseas into our homes, electrical inventions that suc¬\nceed each other with breath-taking swiftness.\n[ 339 ]\n\n"}
{"page": 344, "printed_page": null, "text": "340\n\nNational\n\nEducation\n\nAssociation\n\nIt would be interesting to trace our cultural lags in ideas which relate to\nthe social order as, for example, the proper place and conduct of the poor\nand the proper place and conduct of women. In the eighteenth century when\nmany otherwise respectable citizens regarded the proletariat as a necessary\nquasi-slave basis of society, a prolific writer named Temple said that chil¬\ndren of the poor at the age of five or six should be put to work in order that\nthey learn “not to condemn the drudgery for which they were born.”\nMalthus said poverty and suffering were God’s way of strengthening char¬\nacter. Many references may be found in the literature of the eighteenth and\nnineteenth centuries to the necessity of long hours in order to keep workers\nout of mischief and from indulging what one writer called “their natural\npropensities for idleness.” A working day of fourteen or sixteen hours was\nconsidered a safeguard for their moral welfare. Only a year or two ago the\npresident of a large employers’ organization said the five-day week was con¬\ntrary to the tenets of the Bible, that in Genesis we read God’s command,\n“Six days shalt thou labor.” Our ideas on the subject of thrift, too, are under¬\ngoing revision. To be sure we have heard smug, comfortable well-off people\nsay during this present period of depression that people (meaning others than\nthemselves and usually meaning workers) had been living too well and needed\nto be deflated. One wishes people who hold such views couM know from per¬\nsonal experience what it means to live at the margin, what it means to have\nno financial security, to be trembling on the brink of poverty if not in its\nabyss. One does not cultivate thrift when the foundations of one’s life have\nrocked since birth. Why save if an earthquake may swallow you tomorrow ?\nPerhaps we shall find that those whom we criticized for buying cars and\nradios and silk stockings were wiser than those of us who put money in\nbanks that failed or bought bonds and stocks that left us flat. In as uncertain\na world as that in which we are now living we surely cannot preach the old\nsermons on thrift without keeping our tongues in our cheeks. A Ford in the\nhand may prove to be better than many dollars in the bank if we tumble off\nthe gold standard !\nBut how many hang-overs from the past relate to women ; and how great\nis the need of a revolutionary change of viewpoint here ! Zangwill once said\nthat the superior attitude of men toward women was not half so harmful to\nthe women as it was to themselves. When men and women recognize this\nself-evident fact that dominance rots character the lag in our culture will\nnot be so ominous.\n\nIt has been acknowledged by many social scientists that one test of a\ncivilization is its attitude toward woman. There will be no possibility of\nis\nour social structure avoiding the avalanche which technological advance\nthreatening unless we take thought, deep and vigorous thought, and action,\naffect¬\neven more deep and vigorous, concerning many fundamental problems\ning women : problems such as birth control and equality of opportunity of\nmen and women. We have not taken enough initiative in examining these\nthings\nand many other problems affecting us. We have left too many of these\n, the\nto what someone aptly termed years ago the professional understandei\nman who knows all about women.\n\n"}
{"page": 345, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof\n\nWomen\n\n341\nBut just what does all this have to do with advising girls? A vast deal,\nbecause advice implies the adviser’s keen awareness of the needs and lags\nof the changing order and the terrible consequences which await us unless\nwe can awaken conscious effort of young persons to face these needs and\nlags with their eyes open and their feet on the ground.\nThe social sciences furnish the groundwork of knowledge of our social\norder. Are girls interested in them? The New Plan at the University of\nChicago, as conceived, was not to involve any examinations until the end\nof the year. But the students, conditioned by their high-school practises, asked\nfor a preliminary examination at the end of the first quarter, not for deter¬\nmining grades, but for the purpose of testing themselves. The examination\nwas given and the results were as follows :\nFour hundred and nineteen students took the examination in the social\nsciences. Of the highest twenty-eight students in this group twenty-two were\nboys and only six were girls. Of the lowest twenty-eight students ten were\nboys and eighteen were girls. Unfortunately I am unable to find extenuating\ncircumstances in the oft-repeated but unproven theory that girls are more\nnervous than boys when undergoing the tortures of an examination, because\nthe term work of the girls, by and large, has been inferior to that of the\nboys, also by and large. One thing which has impressed me is that the boys\nare responding to the uprooting of their cherished ideas and opinions with\nfar more signs of life than the girls. Perhaps the girls are playing the role\nof conserving instead of casting aside worn-out dogmas and traditions. But\nI hardly think it is this for the papers they write indicate some changes in\nviewpoint. Their coy, demure silence in class, with a few notable exceptions,\nflabbergasts me! Is this due to the presence of the male of the species? I have\nno way of comparing the articulateness of girls in a coeducational institution\nwith that in a woman’s college because I have not attended a woman’s col¬\nlege since the mauve decade and our changing order has done some tall\nchanging to the mores since then. So I must just observe in unscientific\nfashion without any comparable data of any description that very few girls\nin the freshman class at the university with which I am connected lift their\nvoices in class discussion. The boys (always, of course, with exceptions here,\ntoo) are, on the contrary, on their toes evidencing interest in the opinions\nof their fellow students and eager to voice their own.\nI have asked some of the girl students why they do not enter into class\n\ndiscussion and they usually say, “Because the boys seem to know so much\nmore about economics and politics.” But I believe the majority of the girls\nhave less interest in the social sciences than the boys have for the same reason\nthat they are less interested in machinery.\nWhat are the reasons? Well, in the first place, girls are steered away from\nthese interests from babyhood because they are popularly considered the\ninheritances and private bailiwick of man. In the second place, there are\nvery few women who have attained success in economics or politics, either\nin the academic or practical field. Those of us who may have achieved any\n\n"}
{"page": 346, "printed_page": null, "text": "342\n\nNational\n\nEducation\n\nAssociation\n\nmeasure of success can usually point to unusual and fortuitous circumstances\nwhich have unduly favored us. It is not to our credit that we have been\nunable, during the decades we have been at work, to open up a larger part\nof the field and greater opportunities for other women. A lone star who re¬\nmains a lone star and does not gather other stars around her is to be deplored,\nnot congratulated. When boys see the numbers of men who go out into the\nindustrial and business and academic world and attain good positions, is it\nto be wondered at that they are spurred on by this tradition of success?\nNumbers count in our quantitative society ! For years we have had vocational\ntalks in the schools and colleges by women pre-eminent in their fields; but\nit is a depressing fact that we have to search with a microscope for women\nwho hold really important positions in any field except those men do not wish\nto occupy, and, as time passes, the plums still continue to fall in the laps of\nmen. Hence vocational talks and programs do not seem to constitute a very\nlarge part of the story in expanding opportunities for women. There are\nsome Senegambians in the woodpile which must be exposed if we wish to\nexamine our predicament more thoroly.\nOne undebatable fact is that training for specific fields is frequently denied\nwomen. They often find it difficult if not impossible to obtain special training\nfor a field they may choose to enter. Witness, for example, the fact that the\nGraduate School of Business Administration at Harvard as well as many\nother such graduate schools do not admit women. Witness the difficulty\nwomen still have in securing training in law and medicine, tho many doors\nare open today in comparison with those which were open a few years ago.\nOne of the most important reasons for the lack of achievement on the part\nof women in a field pre-empted by men is the lack of opportunity for cross¬\nfertilization. When a woman is deprived of the opportunity for informal day\nin and day out meetings with her colleagues at luncheon and elsewhere, she\nis losing far more than appears on the surface. How many times have brilliant\nideas and theories been evolved thru the meeting of colleagues over the lunch\ntable or in the club?\nI have mentioned, then, what I consider a relative lack of interest in the\nsocial sciences on the part of girls and I have attempted to give a few reasons\nfor this lack. The next step is to search for a remedy for the situation, unless\nwe are willing to accept a policy of defeatism. The latter we can scarcely\ndo in the face of the slow but sure progress woman has been making during\nthe past hundred years. Even tho it may be true, as many charge, that there\nhas been a reaction during the last few years, the general trend still points\nupward.\nSir Norman Angell lectured in Chicago the other day and poked a good\ndeal of fun at the witch doctors in the academic world. He said that many\nacademicians are so concerned with impressing their colleagues and the world\nat large with their erudition that they do not trouble themselves with acquir¬\ning technics for making their subjects understandable to any but the inner\ncircles. He said these witch doctors build up reputations for great learning\n\nby inventing words\n\nand phrases and formulas and then uttering their in-\n\n"}
{"page": 347, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof\n\nWomen\n\n343\n\ncantations with impressive manner. I believe that is one of the worst phases\nof some of our educational methods. I believe that mathematics, astronomy,\nphysics, and many other sciences are difficult for many people because there\nare too many witch doctors dealing with these subjects. Until statisticians\nstop waving their wands over recondite formulae which frequently issue\nfrom a void and return to a void, until those who teach the sciences acquire\nskill and technic in explaining in clear and simple terms and are not absorbed\nin surrounding themselves with an aura of medieval erudition and scholas¬\nticism, we may look for the same sterility we have witnessed in the past.\nThere should be no confusion on this subject. There are scientists at the\nfrontier of every science who of necessity are dealing with temporary scaf¬\nfoldings while they build up their conclusions. During much of the period\nwhen they are working out their theories and experiments they are unable\nto present them in simple form to the lay mind, and it would be unscientific\nto bandy half truths about in order to make them popular. But, on the other\nhand, there is an immense field of proved science and an immense amount of\nexploratory material which could be presented in clear and simple terms.\nBut not only must the subjects of the social sciences, economics, sociology,\nand political science be presented in clear and interesting fashion, ways must\nbe found of stimulating a desire to know more about these subjects in the\nperson who has been conditioned since childhood to think they are not\nwoman’s affairs. One way to prove they are women’s affairs is to point to\nthe fact that depressions affect every one, man and woman, that the last\nthree years should have made us all conscious of the bearing of economics\non our private lives. One hears conversation about the gold standard on the\nstreet, in the drawing room, at the dinner table. It is becoming a more inter¬\nesting topic than the latest gossip and of far greater importance to each\nand every one of us than the latest play. Unless girls’ minds are equipped to\ngrapple with these increasingly ominous questions relating to monetary sta¬\nbilization and our rapidly changing order, they will justify the scorn of boys\nand men who are inclined to regard them as members of an audience at a\nperformance\n\nthey cannot comprehend.\nIt is quite justifiable in our attempts to influence girls to open their eyes\nand minds to all these kaleidoscopic changes going on under our eyes, to\n\nsuggest by as wary and crafty means as the end demands what all of us who\nhave reached middle age know if we have kept our eyes open. When men\nare in the dangerous fifties the reason for their restlessness is not wholly\nbiological. Often they have boresome, stupid wives. These wives have not\ncultivated an interest in the world of real affairs, in the questions which in¬\ntelligent men find interesting. Ergo, men find such wives uninteresting and\ntrouble brews. I find such a line of argument often awakens a gleam of in¬\nterest in a hitherto dead eye. More altruistically inclined young women may\nbe appealed to with the argument that men frequently become so absorbed\nin the details of business that they cannot see the forest for the trees, and\nit is consequently the duty of a wife to encourage interest in the forest by\n\n"}
{"page": 348, "printed_page": null, "text": "344\n\nNational\n\nEducation\n\nAssociation\n\nbeing interested in it herself. I also tell them with fervor born of experience\nwhat agony stupid wives can cause business and professional women who\nhave to consort with them!\nAs for these wily methods of inducing girls to be interested in the social\nsciences, you may notice that I accept without any doubt, after long observa¬\ntion of my sex, the fact that girls in our schools and colleges as well as all\nother girls are under the surface contemplating marriage, no matter how\ndeceiving the surface may be. Since sex, meaning with most women matri¬\nmony, is a primary urge overriding all else, we must try to find a sex motive\nfor interesting these cryptically purposeful girls in the social sciences.\nIt is wise to present in the attack on this problem the hard but cold fact\nthat all women do not marry, that some of us who once fluttered even as\nthey flutter today are living exhibits of that phenomenon. Also, it is easy to\nprove that women marry later than in the good old days and they live longer,\ntoo, than in those same good old days when grandfather used up three wives\nand laid them in parallel rows in the family lot. Then, too, the proportion\nof divorces (one in every seven marriages) indicates that a number of women\nlarge enough to deserve grave consideration will of necessity be thrown on\ntheir own resources. And the vital statistics of any life insurance company\ndemonstrate the existence of large groups of widows to whom marriage does\nnot mean permanent support. When children are grown, moreover, many\na happily married woman longs for absorbing, worthwhile work and interests\nfor which she has had insufficient time during her busy years.\nThe frank facing of the probability of a comparatively long working life\nis an essential preliminary to serious planning for a real job. It is not hard\nto demonstrate the next argument — that the social sciences are basic knowl¬\nedge in every kind of work\n\nshe lives in and works in.\n\nif a person is desirous of understanding\n\nthe world\n\nBut are our subtle wiles of persuasion to be exhausted in dealing with\ngirls? No, it is equally important to use every opportunity to influence boys\nand men with whom we come in contact to encourage girls to use their\nabilities. Men, especially employers, need to understand the importance to\ncivilization, and not to women alone, of encouraging girls to prepare for\nsome worthy work, and they need to understand the great danger consequent\nupon damming back initiative and ability in any group. WTien we won suf¬\nfrage we merely took a first step. We have a tremendous task ahead in con¬\nveying to men the need for equal opportunity for women to use their brains\nand abilities if we are to develop a well-rounded and effective society. Men\nmust recognize the basic justice of the concept in the right to work as well\nas the social expediency of developing to the fullest extent the latent powers\nof the whole of mankind, not merely of half of it. Our order is changing and\nthey must realize that both justice and expediency require a place for women\nin the sun. More and more, ancient, moss-covered traditions are going by the\nboards when we trace them to their meaningless origins, and men cannot cling\nmuch longer to the idea of their exclusive prerogatives if our social structure\nis to keep from rocking.\n\n"}
{"page": 349, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof\n\nWomen\n\n345\nWe must operate on woman, too. Some psychologist has pointed out the\nresemblance of certain men and women to various kinds of animals. I here\nare two kinds of animals I have seen numbers of women resemble — ostriches\nand porcupines. Ostrich women refuse to acknowledge any sex discrimination\nbecause they are afraid some man or some sentimental woman will accuse\nthem of stirring up sex antagonism. It is better to recognize a fact when you\nsee one and face it with courage and honesty (leavened with as much humor\nand philosophy as you can muster) than to hide a cowardly head in the sand.\nOstriches and Pollyannas in the world of human beings play havoc in build¬\ning false illusions. How many vocational guidance conferences have been\nsmeared with their platitudes! Even in Russia sex equality is only theoretical.\nAltho the American relief workers in Russia (which employed more than\none hundred thousand Russians), and indeed foreigners in general, have\nfound Russian women, given an equivalent training, more competent and\npractical than the men, there are almost no women in positions of importance\nin the Soviet government. In the Secretariat, for example, consisting of\nfifteen members, there are no women. Why not face these facts? Why indulge\nin what Voltaire termed “the mania of maintaining that everything is well?”\nPorcupines do as much harm as evasive ostriches. They throw out their\nsharp quills and convince man by so doing that they are over-serious and\nlacking in tolerance. What a lot of feminine reformers and uplifters have\nquilled man into obstreperous opposition! If we can work for our causes\nwithout damning men who will not subscribe to them we shall widen the\nfield of opportunity for women more adequately than by drastic methods.\nIn advising girls, let us first make it clear that no girl who lays claim to\nan education can afford to be without basic knowledge of the social and\neconomic structures of which she is a part, that if she goes out into the field\nof academic endeavor or industry or politics or social work she must be willing\nto face the hard but true fact that men still resent women’s invasions of their\nfields and in general will consciously or unconsciously prevent them from\nrising to important positions. If she acquires an adamantine spirit and indomi¬\ntable courage she will find the struggle worthwhile. She will not be a\nstupidly patient Griselda in the face of setbacks, but she will gird up her\nloins and go forth with courage, undefeated.\nAll girls who plan to enter the field of industry or to teach subjects dealing\nwith industry and business should get firsthand knowledge of workers by\nworking with them and should not consider that they are working with them\nwhen they hold positions involving merely supervision, consultation, and\nadvice. Too many girls shy off from the trenches and want to plant their\nfeet under a desk before they have had firing-line experience.\nGirls in industry need to plan for sabbatical years. If academicians find\nit necessary to get their eyes off their jobs once in seven years how much\nmore do those of us who get caught in the wheels of industry! However, I\nhave little patience with persons who cannot see the trees for the forest\nprotesting against others not seeing the forest for the trees. We must strike\na happy balance and see both trees and forest. I know no better method than\n\n"}
{"page": 350, "printed_page": null, "text": "346\n\nNational\n\nEducation\n\nAssociation\n\nfor academicians and theorists who deal with industrial subjects to plunge\ninto the thick of industry one year out of every seven and for industrialists\nto return to school every seventh year. It may be a fatuous surmise but I am\ninclined to think that our industrial world would not be so tumultuously\nchaotic and apparently without rudders if we insisted upon adult education\nfor men and women in high as well as low positions in industry and business.\nIt surely is not unreasonable to suppose that if they stopped one year in every\nseven to get perspective, to examine their aims and purposes, to discover the\nessentials underlying their methods, and to lend aid based on experience to\ndeveloping an all-round program for the coordination of production and\ndistribution on an industry-wide basis, there might be some degree of order\nintroduced into our disorderly system, if we can dignify the mess we are in\nby the term system. Some of the finest experiments in industrial relations\nhave toppled and fallen because there was a complete lack of just this sort of\napproach. How stupid of us, then, to advise young persons to enter a field\nundermined by explosives without acquainting them with the necessity for\nconstantly keeping an eye themselves on the wider issues and urging the forest\nview on their colleagues, too. How easy, otherwise, to get absorbed in increas¬\ning production per capita, in reducing unit costs, in training methods, in time\nand motion study, in all the myriad details of production technic which so\noften divert attention from larger issues. If I were dictator, a sabbatical year\nfor all executives in industry, spent in study and contemplation, would be one\nof my first dictates.\n\nIt is important that girls should learn to avoid developing a grievance.\nThe realist knows that woman meets with certain kinds of blows because she\nis woman, but we are too liable to attribute all our knocks to this biological\nand inevitable fact. The proportion of women in good positions is small,\nthe proportion of men in such positions relatively large. When a man in an\nimportant position gets what Dorothy Parker terms a sock in the jaw we are\nnot so apt to hear about it. Women in such circumstances stick up like sore\nthumbs because they are few and far between. A friend of mine tells me the\nonly way to avoid developing grievances is to regard hurts and misfortunes\nas generic. This is only another way of saying misery loves company which,\nafter all, seems a selfish manner of rejoicing that we have companions who\nalso suffer. However, it furnishes a comfortable shock absorber. The impor¬\ntant thing is to send a girl out into the world stripped of silly illusions, to\ntrain her insofar as it is possible to train any of us irrational, sensitive, human\nbeings to examine herself and to let each experience in life lead to a broader,\nmore tolerant view of life and its vicissitudes.\nConsidering the increasing complexities and interrelationships of the world\nin which women as well as men live it seems to me a retrogressive step to\noffer a different basic education to women from that offered to men. Indeed\nI should go so far as to say that many of our fundamental difficulties of\nadjustment in the home and in society are based on different viewpoints\nbetween men and women, artificially created, or on an overemphasis of a\ndifferent approach to problems equally affecting men and women. Let us\n\n"}
{"page": 351, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof\n\nWomen\n\n347\n\ntake, for example, the problem of child psychology in its practical application.\nNone of us would have to go far afield to note the case of a mother who\nstruggles to bring up her children in normal, happy surroundings, whose\naim is frustrated by a man who knows nothing about child psychology and\ncares less. I wish some\n\none would\n\ntell me why\n\nit is not just as much\n\na man’s\n\nas a woman’s job to keep a house orderly and to furnish precept and example\nto his children in this matter.\nIt merely perpetuates the fiction that because men and women are biologi¬\ncally different they have different interests, and should have a differentiated\ncurriculum. I am much in favor of training both men and women in subjects\nwhich will fit them better for their joint endeavors in the home. I am not at\nall in favor of singling out women for special training in the specific duties\nwhich will fall to her if she decides to marry and have children any more\nthan I am in favor of prescribing for all men\noffice routine. If thousands of women do marry\n\nspecial technical training in\nand have children and thou¬\n\nsands of men\n\ndo engage in some form of office routine they can fit themselves\nfor the specific tasks involved by home extension courses and learning on the\njob or in graduate work. Preparatory schools and colleges should educate\n\nboys and girls in subjects which will fit them to know, to judge, and to\ndecide concerning the questions which increasingly perplex us, not as men\nor as women, but as men and women. It will be a comparatively easy matter,\nthen, to know and judge and decide concerning the specific details involved\nin bed making, child feeding, filing systems, and differences in office machin¬\nery. “But,” you will say, “we have tried this plan of training women in the\nsame subjects as men and it has failed.” I say we have merely scratched the\nsurface in evolving methods of educating boys and girls to see life as it\naffects men and women together as people, to see life whole.\n\nI make\nmethods\n\nan appeal, then, for a complete overthrow\nwhich\n\nmerely\n\nserve to widen\n\nof educational\n\na gulf between\n\nmen\n\naims and\n\nand\n\nwomen,\nalready appallingly wide. Let us not indulge in sophistry and say we cannot\nbuild an educational system which will bridge this gulf merely because our\nmethods have seemed inept in the past. The changing order challenges us to\nnew effort, to new methods, to methods which will interest men and women\ntogether in the upbuilding of a world in which they must live and work and\nbring up families together. To take precious time in school or college to\nteach girls to make beds is as futile as to take time to teach men to wash\nwindows,\n\njust because many\n\nwill have to wash\npsychology\n\nwindows.\n\nwomen\n\nwill have to make\n\nbeds and many\n\nmen\n\nTo\n\ntake time to teach women exclusively child\nis futile unless their partners in bringing up children are also\n\ntaught child psychology. Unsolved social problems which must be solved by\nthe joint and unceasing efforts of men and women should be faced and faced\nsoon if the world is not to drift into chaos, and yet we go merrily on our way,\nneglecting many of them in favor of subjects far less vital. There are prob¬\nlems of law enforcement, of crime, of capital, of labor, of security (both of\nthe individual and the nation), of international relations. Does it not seem\n\n"}
{"page": 352, "printed_page": null, "text": "National\n\n348\n\nEducation\n\nAssociation\n\nsilly to offer courses to girls in tasteful decoration of the home and learning\nhow to spend when they are blissfully unaware of the elements rocking the\nvery foundations of these homes they are learning to decorate? How can\nhomes\n\nbe happy and men and women live full lives when the gaunt specter\nof unemployment stalks abroad, wracking the nerves of parents and children,\nand disturbing all relationships? Do unemployment, tariff, war debt and\nreparation, rotten politics, monetary system, and war caused by economic\nsystems affect men only ? 4 hen why do we muddle along, bringing up our\ngirls to think economics, political science, and the fundamental organization\nof our social and industrial system are men’s affairs? Until we see our gross\nmistakes in shaping the interests of girls in narrow grooves from childhood\nto womanhood,\nof opportunity\n\nwe shall be idly baying at the moon in asking that the field\nfor women be widened and that men and women tackle\n\ntogether in the home\n\nand out of the home\n\nthe problems which\n\naffect all of us.\n\nAbove\n\nall this, unless we do succeed in preparing girls as well as boys to deal\neffectively with these Questions, to think clearly about them, to exercise\nknowledge,\n\njudgment,\n\nlessons in budgeting\n\nand responsibility concerning them, we shall not need\nincomes and in wise spending, for we may have no\n\nincomes\n\nH. G. Wells\n\nto spend. As\n\nonce said, “We\n\nare engaged\n\nin a race\n\nbetween education and catastrophe.” Education must come to grip with\nrealities. And the worthiest aim of education is an inspiring social policy\nwhich both men and women strive to bring to fruition.\n\nWhen\n\nChief Justice Oliver Wendell\n\nHolmes\n\nrecently made\n\nspeech, he quoted the Latin poet who said fifteen hundred\n\nhis first radio\n\nyears ago, “Death\n\nplucks my ear and says : ‘Live — I am coming.’ ”\nLet us try to persuade the girls with whom we come in contact that they\nhave a great responsibility in the changing social and economic order, a\nresponsibility toward the less fortunate, a responsibility to build up a more\njust and fair order than that which now baffles and dismays us, a respon¬\nsibility which should make each and every one of us hearken and help others\nto hearken to death’s whisper in our ears, “Live — I am coming,” with the\nfull understanding that one cannot live fully and joyously oneself without\nenriching life for others.\nRESUME\n\nOF DISCUSSION\nOF THE\nDIFFERENTIATED\nCURRICULUM\n\nWILLYSTINE\n\nGOODSELL,\nCOLLEGE,\n\nASSOCIATE\n\nCOLUMBIA\n\nPROFESSOR\n\nUNIVERSITY,\n\nPROBLEMS\nFOR\nOF\n\nNEW\n\nOF\nWOMEN\n\nEDUCATION,\nYORK,\n\nN.\n\nA\n\nTEACHERS\n\nY.\n\nFor the last twenty-five years educators have become increasingly inter¬\nested in the question of a differentiated curriculum for college women. Sister\nJeanne Marie of St. Catherine’s has recently referred to the growing insist¬\nence that studies be more consciously adapted to the changing social and eco¬\nnomic demands\n\nupon women.\n\ncollege curriculum\n\nShe has clearly indicated that the contemporary\nmust serve not only the objectives of culture and discipline\n\nbut those of utility. It is indeed good to learn that St. Catherine’s\n\nCollege is\n\n"}
{"page": 353, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof Women\n\n349\n\nattempting to combine with liberal studies some training, under the direction\nof excellent teachers, in a few of the many skilled vocations which women are\nentering.\nThe present curriculum of the woman’s college has been criticized as\nhaving little connection with women’s real, everyday lives; as having few\nunifying principles, but, on the contrary, as being the result of 1 tensions,\nexchanges, and concessions” between college departments. To the discontent\naroused by these conditions must be added, in the writer’s judgment, a con¬\nsiderable amount of wishful thinking to the effect that college women be\ngently, but firmly directed toward their real functions in society — home¬\nmaking and child care — and toward courses that will fit them for their\nproper wTork. Too often the demand for a differentiated curriculum for\nwomen means little more than a demand for courses in home economics and\nchild nurture.\nA\n\nsuggestive example\n\nof this may\n\nbe seen in the experiment\n\nof Dr.\n\nCharters at Stephens College to discover what were the activities and prob¬\nlems of more than a thousand women college graduates in order to work\nout a curriculum suited to women’s needs. These graduates agreed to keep\ndaily records for one year of their activities and problems in every field of\nlife — homemaking, social, political — except the vocational sphere. As a by\nno means negligible proportion of these women were engaged in gainful\nemployment, it is a little difficult to see why this important activity was\nomitted, while homemaking activities of both married and unmarried women\nwere included, unless it be inferred that Dr. Charters, in building a curricu¬\nlum for women, vouchsafes more approval to domestic occupations than to\nextra-domestic, paid employments.\nObviously the two fundamental factors that must be considered in build¬\ning any curriculum, whether for men or women, are: (1 ) what is the nature\nof the individual to be educated — and this includes, of course, unprejudiced\nconsideration of what her tastes, abilities, and lasting interests really are;\n(2) what are the current social demands upon educated women. Our first\nproblem then, in connection with a differentiated curriculum for women is\nhow to increase our body of controled observations , of scientific tests, which\nwill help us to discover what abiding interests and life purposes, what loyal¬\nties and ambitions really motivate women. And we may be sure these will\nvary in degree and kind with every woman, since women, being individuals\nin the full sense of the term, can no longer be classified under the mass\ncaption woman, as was the honored custom not so long ago. But as soon as\nany honest attempt is made to understand women as they are, educators will\nfind themselves opposed by a mass of prejudices, hidden desires, and conscious\npreferences concerning women’s natures which furnish part of the traditional\nmental luggage that most men and women carry about. In his recently pub¬\nlished book, The Work, Wealth, and Happiness of Mankind, Mr. H. G.\nWells says on this point: “It was only after the writer had set himself seri¬\nously to summarize the differences of man and woman that he realized how\nvague, vaporous, and useless is the enormous literature of the subject. It is\n\n"}
{"page": 354, "printed_page": null, "text": "350\n\nNational\n\nEducation\n\nAssociation\n\nlike a wide, warm, damp, haze-filled gully betw\neen science and literature,\nchoked with a weedy jungle of pretentious writi\nng. One has not so much\nto summarize as to mow down and clear away\nthousands of volumes that\nin the guise of general discussions express mere\nly personal prejudice and\naspirations. The substantial matter of even prof\noundly ‘scientific’ works\nis not so much a record of controled observatio\nns as a series of casual\nremarks.”\n\nThe second problem that confronts educator\ns who would develop a college\ncurriculum to meet the needs of women is this:\nWhat are the newer social\ndemands upon women and how can the cour\nse of study be adjusted to meet\nthese demands? Unquestionably the mistake\nall educators have made in\nplanning curriculums has been in tacitly assuming\nthat education is preparing\nyouth for a static society instead of for a swiftly\nchanging social order. There\nis real need to observe social trends, evaluate\nthem ; and if they seem to be\nindices of lasting social conditions, to recogniz\ne these conditions, with their\ncorresponding demands upon women in our college\ncurriculums. For ex¬\nample, within the last decade there has been a mark\ned increase in the marriage\nrate among college women graduates. Recent\nalumnae registers of certain\nwomen s colleges show as high percentages\nof married graduates five years\nafter graduation as once applied to women who\nhad been graduated fifteen\nyears or more. The Vassar Quarterly of May,\n1931, shows 72.5 percent of\nVassar graduates married in the classes 1912-16\nas compared with 53.2 per¬\ncent for the classes 1892-96. This increase in\nthe number of college women\nwho marry parallels the growth of a widespre\nad movement for the education\no parents. Do these facts suggest the introduc\ntion of solid courses in child\nnurture, child psychology, and child guidance into\nwomen’s colleges, together\nwith equally solid survey courses opening\nup to women the problems and\nskilled processes involved in intelligent home\nmanagement ?\nAnother trend of great significance is the\never-increasing tendency of\ncollege women to enter skilled vocations after grad\nuation. Dr. Mabelle Blake\nof Smith College says of the class of 1929 that\nout of four hundred women\nw o consulted with her, all but forty-five had\nan occupation in mind. Of the\ngraduating class of two hundred and fifty-six at\nBarnard College in 1930,\ntwo hundred and thirty-six signified their\nintention of going to work; and\nof two hundred and thirty-two members of the\nclass of 1931, two hundred\nand thirteen planned to enter a vocation. Similar\nconditions are revealed at\nother colleges for women. Moreover, there is\na decline in the proportion of\ngraduates seeking teaching positions and a marked\nincrease in the variety of\noccupations which college women are entering. In\na study of this subject soon\nto be published, Miss Grace Foster of Colby Coll\nege has found that of\ngraduates of the class of 1928 who reported their\nvocations to the appoint¬\nment bureaus of their respective colleges, Mount\nHolyoke records showed\nonly 15 percent in teaching positions, Radcliffe 16.8\npercent, Vassar 14\npercent, and Smith 30 percent.\nIs the libei al arts college prepared to meet this situa\ntion by introducing\ncarefully selected pre-professional and even profession\nal courses into its\n\n"}
{"page": 355, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof\n\nWomen\n\n351\n\ncurriculum?\n\nA few concessions in this direction have been made, notably the\n\noffering of courses in education as part of the curriculums of several women’s\ncolleges. But the historic aversion to the introduction of subjects having any\nvocational taint into the precincts of the liberal arts college, dedicated to\nculture, still operates as a powerful\n\nobstacle to the professionalizing of the\n\ncurriculum, even in the last two years. As a result we find students com¬\nplaining, as did one graduate of a liberal arts college to the writer, that\n“college education does not discover the student.” And\n\nanother writes:\n\n“Being a product of a liberal arts college for women of fifteen years ago,\nI feel very strongly the need for a combination of these two elements (the\nliberal and the vocational) in the education of women. I do not believe that\na girl should be required to spend time and money after college, as I had\nto do, in order to fit herself for a job in which she is interested. Nor do I\nthink that vocational education need necessarily be narrowing in its influence,\naltho I quite agree that this is a danger.”\nWomen are not only homemakers and workers but citizens of the state,\nthe nation, and the larger international order that mankind so haltingly\nstrives to build up. Moreover, women still have more leisure than men. These\nsituations create problems for every college educated woman. Does the cur¬\nriculum meet the real need of women for informing and stimulating courses\nthat stir in students a deep sense of responsibility for the public good and\ngive them ample opportunities to act with others in carrying out socially\nuseful plans and policies? Again, are the offerings and procedures of the\ncollege definitely designed to discover those tastes and interests in students\nwhich, if developed, would serve as permanent sources of personal growth\nand enrichment of leisure hours?\nAll propaganda and active drives in behalf of a differentiated curriculum\nfor women should be critically scrutinized to discover whether the real\nmotive behind them may not be the old desire to restrict women, so far as\npossible, to their age-old functions in the home. Second, in order to proceed\nintelligently in the work of adapting the curriculum to meet women’s needs,\nwe must have more tested knowledge concerning the true nature of the\nwomen we are educating — and that must wait upon the slow procedures of\nscience. Finally, the social situations which women will inevitably meet in\ntheir lives furnish important clues to the changes that should be made in the\ncurriculums of the women’s\nWHAT\n\nRUTH\n\nIS OUR\n\nSTRANG,\n\ncolleges.\n\nRELATIONSHIP\nTO THE\nPERSONNEL\nSERVICE?\n\nASSISTANT\n\nPROFESSOR\n\nOF\n\nCOLUMBIA\n\nUNIVERSITY,\n\nEDUCATION,\nNEW\n\nYORK,\n\nHIGH-SCHOOL\n\nTEACHERS\n\nCOLLEGE,\n\nN. Y.\n\nThe subject of articulation between high school and higher institutions\nof learning is in one respect like the subject of disarmament. Everybody talks\nabout it ; everybody, when challenged, admits its importance ; but there seems\nto be great difficulty in doing anything about it.\n\n"}
{"page": 356, "printed_page": null, "text": "352\n\nArticulation\n\nNational\n\nbetween\n\nEducation\n\nAssociation\n\nhigh school and college has been the theme\n\nof many\n\nconferences\n\nand the raison d’etre of many committees. “The Articulation of\nthe Units of American Education’’ was three years ago the theme of\nthe\nSeventh Yearbook of the Department of Superintendence. Many\npapers on\nthis subject were included in the Proceedings of the National Education\nAssociation of the past two years.\n\nIn 1910 the High School Teachers’ Association of New York\nCity ap¬\npointed a committee to consider the question, and at the present\ntime the\nProgressive Education Association and the Educational Records Bureau\nboth\nhave committees studying the relationships of high school and college\n.\nThe problem seems to be especially acute in normal schools and teacher\ns\ncolleges. The following statement was made in the Seventh Yearbook\nof the\nDepartment of Superintendence: “If there is one unit of the American\nedu¬\ncational system which is in need of readjustment in order to articulate\nwith\nother units of the system, it is the teacher-training unit.”\nTo a number of educators, articulation still means articulation\nin respect\nto academic subjectmatter. The goal that has been emphasized\nis a unification\nof subjectmatter thruout the educational system so that there will\nbe no waste\n\nthru overlapping of offerings and no strain due to unfilled gaps in\nknowledge.\nAnd this is, indeed, an important phase of articulation.\nDeans and other personnel workers, however, recognize\nthe need of a\nbroader type of articulation which will prevent duplications and\ndeficiencies\nin the education of the individual along a variety of lines. They\nsee educa¬\ntional possibilities in all phases of school life. President Leigh of Benni\nngton\nCollege hoped to make all parts of the college life contribute to the\ndevelop¬\nment of the whole student. The entire life in the institution consti\ntutes its\ncurriculum.\nThere\n\nshould, therefore, be progression along a variety of lines as\nthe\nstudent passes thru high school and college. The dean is especially\ninterested\nin transition in social participation. The repetition of social experiences\nwhich\ndo not contribute to the growth of the individual and to his precipitatio\nn into\nsocial life for which he is utterly unprepared and which conseq\nuently makes\ntoo great demands upon him, should be avoided. To the dean, it seems\nas\nimportant that a student should not stay on the same level of social experi¬\nence as that he should avoid repeating courses in English which he has alread\ny\nmastered. It seems as important that he should not be subjected to a\nsocial\nlife beyond his ability as that he should be diverted from a class in second-year\nFrench until he has acquired a certain degree of facility with the French\nlanguage. Development in advance of high school in the art of making friends\nand in the ability to participate with poise in common social situations —\ndinner parties, teas, receptions, small group discussions and the like — is to be\nexpected of the college student. There should be articulation between high\nschool and teachers college in the social curriculum.\nA similar progression from high school to college in habits of independent,\nefficient, and thoughtful study is desirable. The higher institution may err\neither on the side of expecting too advanced habits of study, or on the side\n\n"}
{"page": 357, "printed_page": null, "text": "Department\n\nof demanding\n\nof\n\nDfans\n\nof\n\nWomen\n\nless of the research type of preparation\n\n353\n\nthan the student may\n\nalready have acquired in a progressive high school. There should be articula¬\ntion between high school and teachers college in study habits.\nThe scope of articulation encompasses attitudes, leisure interests, recrea¬\ntion, health habits, vocational choices, and mental adjustments. There is, for\nexample, often a wide gap between\nattitudes toward\n\neducation, religion, love, and marriage.\n\narticulation between\nrespects.\nThe\n\nhigh school and college in the prevailing\nThere\n\nshould\n\nbe\n\nthe high school and the teachers college in each of these\n\nimplications of this broad view of articulation between\n\nand college are two in number.\n\nThe\n\nhigh schoc\n\nfirst is that the high school and college\n\nshould be cognizant of each other’s programs along all of these lines. It is\nagreed that academic subjects should progress in difficulty. It is not so gen¬\nerally recognized that the college social program should avoid recapitulating\nhigh-school activities; that the pupil should achieve greater self-direction and\neffectiveness in study habits; that he should acquire more mature attitudes\nand leisure interests ; and that his vocational\nsounder basis and be more\n\nchoices should\n\nbe made\n\non a\n\ndefinite and directive in their value. A merging\n\nof\n\nthe last year of high school with the first year of college has been suggested\nas a means\n\nof bridging the gap between\n\ncollege has been proposed as another\nthe problem of articulation.\n\nhigh school and college. The\nadministrative\n\nmeans\n\njunior\n\nof simplifying\n\nThe\n\nsecond implication of the broad point of view regarding articulation\nis that college personnel workers should know the previous achievements\nand present status of each individual. The need of knowledge of the entering\nstudents in normal schools and teachers colleges is as great as in other institu¬\ntions. Students come to teacher-training institutions for various reasons — to\navoid entrance requirements, to please parents who want them to become\nteachers, and to obtain cheaply a higher education.\nfrom\n\n30 to 50 percent of the freshmen\n\nadmitted\n\nIn one\n\nnormal\n\nschool\n\nthat they did not want\n\nto\n\nteach. Lack of articulation may be due to lack of information on the part of\nthe college regarding its incoming students as well as to lack of articulation\nin the curriculum. It is with this second implication that we are concerned.\nWhat\n\nknowledge\n\ndoes the dean in a normal\n\nin order to help the freshman\n\nmake\n\nschool or teachers college need\na beneficial transition from high school\n\nto college? It is generally agreed that “learning students is prerequisite to\nteaching them.” But how much of the information needed can be secured\nby the college before the opening or during the first few weeks of the fresh¬\nman year ? How much can best be furnished by the high school ? Which items\ncan be secured only from the high school ?\nThe\n\nteachers college can use the following means\n\nof securing information\n\n1. Intelligence tests.\n\n2. Achievement tests given at the entrance to college have proved very valuable\nin the placement of students in courses which will be most profitable to them.\n3. Health examination given by the college physician is the most satisfactory way\nof ascertaining the present health status of the student.\n\n:\n\n"}
{"page": 358, "printed_page": null, "text": "354\n\nNational\n\nEducation\n\nAssociation\n\n4. Blanks filled out by the student furnish additional information.\n5. Interviews with college personnel officers reveal additional facts about\n\nstudents’ background,\n\ninterests, and attitudes toward\n\nthe\n\nsuccess, failure, and people.\n\nIt is possible for teachers colleges to obtain a fairly complete\n\ncross-section\n\nof the student’s personality and preparation. Why need further information\nbe supplied by the high school ? Why should the already harassed high-school\nprincipal be asked to contribute to the accumulation of facts about the pupils\nentering teacher-training institutions from his school ? Why should any rela¬\ntionships between the high school and the normal school or teachers college\nbe necessary ?\nOne\n\nanswer\n\nto these questions is that even tho the teachers college has the\n\nfacilities to make a thoro analysis of each entering student (and Townsend’s\ninvestigation shows that they are seriously inadequate in their personnel pro¬\ngrams), it can obtain only a cross-section picture of the present status of the\nentering freshman. The high school can furnish trends in his development.\nThe high-school record shows how consistently and steadily a pupil works.\nThis is important for the college to know. The high-school personnel service\nmight also furnish the following information about characteristics of students\nwhich should aid in their progressive adjustment\n\nto other phases of college life.\n\n1. The pupil’s social progress in high school\na. Behavior with the opposite sex — extreme absorption in the opposite sex,\nnormal interest, indifference, avoidance of the opposite sex, exclusive inter¬\nest in members of the same sex.\n\nb. Ability to make friends — is “hail fellow well met” with everyone, has many\nfriends, has several well-chosen congenial friends, has several casual\nacquaintances, has no intimate friends or acquaintances.\n2. The pupil’s study habits\na. Attitude toward study — continually tries to get by, offers excuses and com¬\nplaints occasionally, works primarily to pass the examinations, works with\na mild interest, works with a keen interest.\n\nb. General attack in study — very susceptible to distractions, stops studying\nwhenever anything of interest appears, maintains a balance between atten¬\ntion and distraction, occasionally distracted, usually concentrates in the\nface of numerous distractions.\nc. The pupil’s reaction to difficulty — gives up without even attempting to do\nthe work, gives up at the first encounter with difficulty, works a reasonable\namount of time on a problem, persists in spite of difficulty, refuses to give\nup an impossible undertaking.\n3. The pupil’s high-school health record\na. Influence of health on pupil’s achievement — lost so much time because of\nsickness that graduation was delayed or extremely difficult, lost an average\namount of time because of illness, exuberant health thruout high school.\n\nThe\n\nitems of information\n\nrequested by colleges vary greatly. The follow¬\ning are those which senior high schools of twenty public school systems state\nare requested most frequently.\n1. Academic\n\nachievement\n\na. Schools attended, years and date of graduation\nb. Length of recitation and laboratory periods\nc. Units of credit and subjects in which credit was\n\nachieved\n\n"}
{"page": 359, "printed_page": null, "text": "Department\n\nd. Grade of work done, when\nrating system\ne. Rank in senior class\n\nf. Regents examination\n2. Mental ability\n\nof\n\nDeans\n\nand where\n\nof\n\nWomen\n\n355\n\ndone. Interpretation of high-school\n\nratings\n\na. Results of psychological tests and teacher’s estimate\n3. Personal characteristics\na. Ratings on moral character\n\nb. Statement\nprincipal\n\nby principal of personal\n\nqualifications or comments\n\n^ c. Official recommendations of the high-school principal\n4. Extra-classroom achievement\na. Special activities report, accomplishment in extracurricu\nlum\n5. Age\n6. Health records.\n\nby the\n\nactivities\n\nFour\n\nchief obstacles to making a close connection between the\npersonnel\nw ork in high schools and that in normal schools and teache\nrs colleges are\ndifficulties of time, space, desire, and ability.\n1. High-school staffs lack time to fill out detailed records to\nsend to other institu¬\ntions. The pressure of clerical work is already great\nin the majority of high\nschools and teacher-training institutions.\n2. High schools and teachers colleges are widely separated\nin space. Communica¬\ntion must be thru writing. Correspondence is a poor substitute for\na face-to-face\nconference. Friendly relationships and conferences between the\npersonnel work¬\ners in high school and teachers colleges is made difficult\nby distance.\n3. Not all institutions are fully convinced of the value of the\nindividual records\nrequested by other institutions. A teachers college, for example\n, keenly cognizant\nof the importance of knowing certain facts about the previous\ndevelopment of\ntheir freshmen, may draw students from high schools which are\nnot interested\nin furnishing the information desired by the college.\n4. A basic difficulty lies in the inadequacy of the advisory progra\nms in high school\nor college or both. Significant information about individual\npupils cannot be\nsent from the high school to the college or from the college\nto the high school\nbecause such information is not available. As a high school\nincreases in size\nwithout a corresponding growth in its advisory staff, the difficu\nlty in knowing\npupils well enough to give significant information about them increas\nes. As a\ncollege increases in size the difficulty in using facts about indivi\nduals obtained\nfrom the high school becomes greater. One progressive high\nschool a few years\nago tried to obtain facts about its graduates. A series of questi\nons was sent to\neach college. The replies were meager. The chief reason given\nby the colleges\nfor not complying with the request was that they did not have the\ninformation\ndesired in any of their records. An attempt to obtain information\nfrom the\ncollege students was also unsuccessful. The students who were\nnot succeeding\nvery well did not wish to report such to their high school. The student\ns who had\nachieved honors in college showed an adolescent reticence about\nreporting them.\n\nIt is evident that coordination\nTypes\nmay\n\ncan be secured only with strenuous effort.\nof relationships between high-school and college personnel services\n\nbe arranged\n\non two\n\nscales, ( 1 ) according to the kind of information,\nand (2) according to the means by which the information is exchanged.\nScale 1: Information\nNo information\n\nTeachers’\n\nmarks\n\nsent from high school to college:\n\nin the various subjects\n\n"}
{"page": 360, "printed_page": null, "text": "356\n\nNational\n\nEducation\n\nAssociation\n\nTeachers’ marks plus results of intelligence and achievement\ntent to which pupil is working up to his capacity\n\ntests, showing\n\nTeachers’ marks plus results of intelligence and achievement\npal’s estimate of the pupil’s personality\nResults of intelligence and achievement tests plus information\nachievement, health, study habits, and attitudes\nResults of intelligence and achievement tests plus information\n\ntests plus princi¬\n\nex¬\n\nconcerning\n\nsocial\n\nconcerning\n\nsocial\n\nachievement, study habits, and attitudes plus accurate statements of the pupil’s\nspecial problems, needs, difficulties, talents, abilities and interests, and special\nadaptations and adjustments that should be made in college.\nScale 2: Means by which information is exchanged:\nCumulative record card sent from high school to college\nBlanks sent by college to be filled out by high school\nBlanks sent by high schools to be filled out by college\nInformal reports sent by high school in which certain items of information are\ngiven\nStill more informal letters written by the personnel officer in high school to the\npersonnel officer in college\nAnnual conference of high school and college teachers.\nConferences between personnel officers in high school and college:\nFormal conference, clinical in character\nInformal friendly conference\nInterviews\n\nAltho\n\nbetween\n\nprincipal and his graduates\n\nthe cumulative\n\nrecord shows\n\nthe most complete information\nin spending\n\nso much\n\nstudent to be average\nways in which\n\nof the year before.\n\ntrends in achievement\n\nand furnishes\n\nabout the individual, there may\n\ntime and money\nor typical. The\n\nin recording\n\nbe a fallacy\n\nfacts which\n\nshow\n\nthe\n\nadviser in college wishes to know\n\nthe\n\nthe student is exceptional. It is in regard to these deviations\n\nfrom the average that special adjustment\n\nin college is needed. Information\n\nof\n\nthis kind is especially useful to the adviser in helping the student to overcome\nhis special academic, social, physical, or emotional\n\nhandicaps. In an informal\n\nletter or conference the ways in which the pupil is exceptional are more likely\nto be mentioned.\n\nA well-planned blank such as Dean Yost uses at Leland Stanford Univer¬\nsity is of value in stimulating the high school to observe individual pupils more\nclosely. Looking\n\nforward\n\ning in personnel methods\n\nto filling out a blank of this kind is excellent train¬\nfor the high-school teacher and adviser. This train¬\n\ning function of the blanks puts a grave responsibility upon the higher institu¬\ntion to ask for essentials and thus to direct the personnel work of the high\nschool along useful channels. Receiving significant information of this kind\nfrom the high school is a stimulus to the college to use it in helping students\nto proceed intelligently and successfully from high school into college. An¬\nother use of blanks is to stimulate pupils by showing them the goals which\nthe college expects them\nexpects them to possess.\nThe\n\nmethods\n\nto reach and the characteristics which\n\nof articulation will of necessity vary in different situations,\n\nbut the principle is constant\n\nthat a knowledge\n\nschools and colleges and of the individual who\nis essential in providing\nachievement\n\nthe college\n\nfor growth\n\nin the important\n\nof the programs\n\npasses from one to the other\n\non a continuously\n\nphases of living.\n\nof the high\n\nascending\n\nspiral of\n\n"}
{"page": 361, "printed_page": null, "text": "Department\n\nof Educational\n\nResearch\n\n"}
{"page": 362, "printed_page": null, "text": "THE AMERICAN EDUCATIONAL RESEARCH ASSOCIA¬\nTION applied 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\n\nwas\n\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 1932-33\nare : President, William S. Gray, Department of Edu¬\ncation, University of Chicago, Chicago, Ill.; Vicepresident, Alfred D. Simpson, State Education De¬\npartment, Albany, N. Y. ; Secretary-Treasurer, Wil¬\nliam G. Carr, National. Education Association, 1201\nSixteenth Street, Washington, D. C. ; Executive Com¬\nmittee: John L. Stenquist, 3 East 25th Street, Balti¬\nmore, Md.; W. W. Charters, School of Education,\nOhio State University, Columbus, Ohio.\nFor the record of the first meeting see the 1931\nvolume of Proceedings, pages 415-431.\n\n[ 358 ]\n\n"}
{"page": 363, "printed_page": null, "text": "THE\nGEORGE\n\nW.\n\nINTERVIEW\n\nHARTMANN,\n\nadvancement\n\nA\n\nRESEARCH\n\nDEPARTMENT\n\nPENNSYLVANIA\n\nThe\n\nAS\n\nSTATE\n\nOF\n\nCOLLEGE,\n\nDEVICE\n\nEDUCATIONAL\nSTATE\n\nPSYCHOLOGY,\n\nCOLLEGE,\n\nPA.\n\nof educational\n\nresearch is to a large degree dependent\nuse of new instruments of investigation. In\n\nupon the invention and wider\nthe case of the interview, we have available a technic of uncertain origin, the\napplication of which unfortunately has not been as extensive as its merits\njustify.\nEducators,\nmake\n\nin common\n\nconstant\n\nwith a great number\n\nof other professional groups,\n\nuse of the casual type of interview, but its systematic employ¬\n\nment as a fact-finding agency needs to be encouraged. There are many ques¬\ntions of attitude, for example, which can only be studied by means of the\ninterview, and in cases where other technics are applicable it serves as a use¬\nful and enlightening supplement.\nCharters claims that the oral questionnaire is always preferable to the writ¬\nten form. This is probably an exaggeration, but there is no doubt that the\ninformation\n\nthus elicited is more\n\ncomplete\n\nand more\n\ndefinite than could be\n\nsecured in any other way. Validities of carefully conducted\nrange around\n\n.70 and the reliabilities run\n\nwell beyond\n\ngreatest in the collection of facts concerning\nattitudes which\n\nexpert interviews\n\n.90. Their\n\nvalue is\n\npersonal history, opinions, and\n\nno one but the individual himself can provide.\n\nTypical research problems\n\nwhich\n\ncould be attacked by means\n\nof the inter¬\n\nview are : factors influencing teachers’ morale, truancy and student cheating,\nand qualities of a good department head. No competent research man doubts\nbut that an enormous\n\nbody of valuable theory and practise, especially in the\n\nfield of personality attitudes, could be uncovered\nthe interview technic.\nSTUDIES\n\nIN\n\nREDUCING\n\nGIVEN\nVERNER\n\nMARTIN\n\nON\n\nSIMS,\n\nTHE\n\nESSAY\n\nUNIVERSITY\n\nA one hour essay examination\n\nby a more\n\nVARIABILITY\n\nextended\n\nOF\n\nuse of\n\nMARKS\n\nEXAMINATIONS\nOF\n\nALABAMA,\n\nUNIVERSITY,\n\nALA.\n\nconsisting of ten questions on General\n\nPsy¬\n\nchology was given to thirty-three college students and the papers were scored\nby seven readers, each using the same rules for scoring. The marks given by\neach reader were\n\nconverted\n\ntheir distribution. The\n\nto percentage\n\ngrades based upon\n\nthe nature\n\nof\n\nvariations in the grades of the several readers, and the\n\nobjectivity and reliability of each reader’s marks, were then determined.\nThe rules for scoring were as follows: The questions were divided into\n“discussion” questions and “objective” questions (simple-recall and shortanswer) and the two types were scored separately. Each discussion question\n(there were\n\nfour of them)\n\nwas\n\nmerit into five groups, a normal\n\nscored by sorting the papers on the basis of\ndistribution being assumed\n\nand conformed\n\nto. The groups were given scores of : 10 for superior, 7 for above average, 5\nfor average, 3 for below average, 0 for inferior. The objective questions were\n[ 359 ]\n\n"}
{"page": 364, "printed_page": null, "text": "360\n\nNational\n\nEducation\n\nAssociation\n\nweighted\n\n10 points each and scored on the fractional part of the elements\ncalled for that the student had correct, a scoring key, with the correct answers\n\nin the case of simple-recall and acceptable answers in the case of short-answer,\nbeing provided the reader.\n\nEach reader s marks were converted to grades by locating the\npassing\nmark at 1.5 standard deviations, graphing the relationship between marks\nand grades with the passing mark and 70 percent (passing grade)\nas the\norigin, and drawing a diagonal thru the origin and the point correspondin\ng\nto a perfect mark and 100 percent. The conversion was made by readin\ng\nfrom the reader s mark to the diagonal and then to the percentage\naxis.\nWhen so scored and graded it was found that :\n1. The average range (from the highest to the lowest grade) given a paper\nwas\n4 points. The maximum range for any paper was 7 points.\n2. The average mean deviation (from the average of seven grades) for\nthe 33\npapers was 1.2 points. The maximum mean deviation for any paper was 1.8.\n3. The average correlation between a reader and the average of the other readers\nwas .97. The lowest correlation between any reader and the average of\nthe others\nwas .96.\n4. The average correlation between a reader and each of the other readers was\n.94. The lowest correlation between any two readers was .91.\n5. For the discussion questions only, the average correlation between a reader\nand the average of the other readers was .92. The lowest correlation between any\nreader and the average of the other readers was .83.\n6. For the objective questions only, the average correlation between a reader\nand the average of the other readers was .97. The lowest correlation between any\nreader and the average of the others was .95.\n7. The average reliability coefficient (odds vs. evens, stepped-up) for the seven\nreaders was .83. The lowest reliability coefficient for any reader was .80.\n\nIn decided contrast with the usual study of the essay examination, this\nessay examination scored as described above was found to be highly objec¬\ntive, fairly reliable, and the variability of the grades given by different readers\nwas insignificant.\nIMPROVING\nWILLIAM\n\nA. BARTON,\n\nTHE\nHEAD,\n\nTRUE-FALSE\nDEPARTMENT\nHARTSVILLE,\n\nEXAMINATION\n\nOF EDUCATION,\nS. C.\n\nBecause of its doubtful validity the right-minus-wrong\n\nCOKER\n\nformula\n\nCOLLEGE,\n\nfor scoring\n\ntrue-false tests is not wholly desirable. There is experimental evidence that\nthe reliability of these tests is improved by having the examinee cross out the\nfalse word or words in each item judged by him to be false and by allowing\nhim credit for each item he judges correctly according to the directions for\nthe test.\nThere is reason to believe that this cross-out technic reduces guessing to a\nminimum and that students like it better because they believe that it yields\nscores that better represent their actual achievement on the test. It also has\ndiagnostic value in determining the examinee’s understanding of the test\nitems. Besides, its employment makes it necessary for the test-constructor to\n\n"}
{"page": 365, "printed_page": null, "text": "Department\n\nof\n\nEducational\n\nResearch\n\n361\n\nmake the true and the 1 se items equal in number, a fact which\ntends to\nreduce artificiality in th wording of the items and makes it inadvisable\nfor\nthe examinee to check /er his test to see whether he has judged\nas many\nitems false as true.\nIn brief, the cross-r\n\n: true-false test, in comparison\n\nwith the traditional\n\ntrue-false test scored the right-minus-wrong formula, is a better measur¬\ning instrument, and i also better for diagnostic teaching, and is more satis¬\nfactory to the studen .\n\nAs an illustration consider the statement, A nerve impulse arousing a\nsense\norgan causes a response, in which there are two bases of falsity. It assume\ns\na false relationship between a nerve impulse and a sense organ, indicat\ned by\nthe phrase, arousing a sense organ, and it also expresses a relationship between\ntwo unrelated factors, that is, a response and a nerve impulse arousing a sense\norgan. It would appear likely that this training in discovering the real\nbasis\nof falsity in statements should develop many critical readers unusually\nadept\nin perceiving the real meaning of whatever they read.\nTHE\nC. W.\n\nMEASUREMENT\nGIFFORD,\n\nCHICAGO\n\nOF\n\nNORMAL\n\nWORD\n\nMEANINGS\n\nCOLLEGE,\n\nCHICAGO,\n\nILL.\n\nMeanings are loosely called concepts, ideas, generalizations, and essences.\nThese meanings are of course subjective objects which are more or less at¬\ntached to objective correlates in the form of signs. These signs or symbols\nmay be in the form of a movement of some kind, an objective object, or more\nthan one object perceived in some group relationship.\nOne word may be classed as one object composed\nunit one step higher than a single letter unit.\n\nof letters. It is a symbol\n\nSimilarly mathematical symbols such as the plus and minus, a and x, etc.\nmay be classed as simple objects.\nRules, such as the rule for forming plurals, laws, such as Weber’s law of\nperceptual differences, also hypotheses and assumptions, may be classed as\nobjective symbol system units one step higher than the word unit.\nNow\n\nthe school of association psychologists appears to be particularly con¬\ncerned with the process of connecting each meaning with its symbol as in\nword recognition, pronunciation, writing, and spelling. In such processes\nthe laws of simple repetition of exactly identical objects (subjective or objec¬\ntive) seem to explain the tying of the two together for convenience in further\nrecall, etc.\n\nWe\n\nare more\n\ninterested, however,\n\nsubjective meaning\n\nin the evolutionary development of the\nthan we are in getting it attached to any objective symbol.\n\nGranted, of course, that the two phases are closely linked together and prob¬\nably equally important.\nThe immediate problem is to determine the degree to which one meaning\nhas evolved in the mental powers of an individual. Such an enterprise calls\nfor information concerning the nature of a meaning and the nature of the\nprocess by which\n\na meaning\n\ndevelops.\n\n"}
{"page": 366, "printed_page": null, "text": "362\n\nNational\n\nSOME\n\nMETHODS\n\nEducation\n\nAND\n\nRESULTS\n\nCLINICS\nM. R. TRABUE,\nAND\n\nEXECUTIVE\n\nTRAINING,\n\nUNIVERSITY\n\nOF\n\nFOR\n\nSECRETARY,\n\nEMPLOYMENT\nMINNESOTA,\n\nAssociation\n\nIN\n\nOCCUPATIONAL\n\nADULTS\n\nCOMMITTEE\n\nON\n\nINDIVIDUAL\n\nSTABILIZATION\n\nMINNEAPOLIS,\n\nRESEARCH\n\nDIAGNOSIS\nINSTITUTE,\n\nMINN.\n\n“Round pegs in square holes” have been much discussed and sometimes sub¬\njected to experiments, but never before has it been possible to set up such a\ncomprehensive\n\nof scientific research on the problems\n\nprogram\n\nin operation under\n\noccupational adjustments of human beings as is now\nauspices of the University of Minnesota.\n\nMore\n\nthan four thousand\n\ninvolved in the\nthe\n\nadult workers, many\n\nof them unemployed, have\nduring the past ten months, by means of the most\n\nbeen thoroly examined\n\nobjective tests available for measuring\n\nhealth and physical condition, academic\n\nabilities, occupational knowledge,\ncrimination, judgment, social and\n\nskills, aptitudes, interests, sensory dis¬\noccupational history, personality traits,\n\nand physical strength. The\nhim to spend from\n\nroutine examination\n\nof each individual requires\n\nsix to eight hours in the clinic, under\n\ntrained physicians, psychologists, social case workers,\ninterviewers, vocational testers, and the like.\nPersons\n\nwho\n\nhave been trying to make\n\nthe observation\n\nof\n\nnurses, occupational\n\na living in occupations\n\nfor which\nthey are not well fitted are advised and assisted to enter the occupation for\nwhich their abilities, interests, and personalities qualify them. Specific train¬\ning in the new field is provided in a considerable number of cases, and free\nplacement\n\nservice in accordance\n\nthose who\n\nare found\n\nwith specific capacities is provided for all\nfit for employment. Those who are found physically,\n\nmentally, or emotionally\n\nunfit for employment\n\ninstitutions in which proper treatment\n\nare placed in the hands\n\nand care can be provided.\n\nA large part of our attention is being directed toward\nof standards\n\nor norms\n\nof\n\nfor the most common\n\nthe establishment\n\noccupations. Department\n\nstores,\n\nmeat packing plants, bakeries, machine shops, electric manufacturing plants,\nlife insurance companies, and other representative industries have sent us\nhundreds of their most successful employees for examination. This thoro\ntesting of successful employees in specific occupations is providing a sound\nscientific basis for the guidance, training, and placement services offered to\nunemployed\n\nadults.\n\nA GENERAL\n\nARTHUR\n\nI. GATES,\n\nEDUCATIONAL\nMETHOD\nRECENT\nRESEARCH\nPROFESSOR\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nLeaders\n\nin education\n\nNEW\n\nin the social, economic,\n\nof the time. The\n\nTEACHERS\n\nYORK,\n\nN.\n\nCOLLEGE,\n\nBY\n\nCOLUMBIA\n\nY.\n\nagree that the most conspicuous\n\nof the schools is the failure adequately\nabundantly\n\nSUGGESTED\n\ndefect in the work\n\nto prepare\n\npersons to participate\ncivic, religious, artistic, and literary life\n\ncause of this deficiency is not primarily ignorance, disinclina-\n\n"}
{"page": 367, "printed_page": null, "text": "Department\n\ntion, or incompetence\n\nof\n\nEducational\n\n363\n\nResearch\n\nof teachers, but the magnitude\n\nof the burden\n\nof teach¬\n\ning the conventional\n\nsubjects— reading, writing, spelling, arithmetic, and\ncomposition. The teaching of these subjects takes so much\ntime and energy\nthat little is left for accomplishing the broader purposes of\neducation. The\nremedy is not to minimize or neglect the instrumental skills, as some\ntheorist.*\nreally imply, but rather to effect improvements in instruction which will\npro¬\nduce an optimum degree of skill in a fraction of the time now\nrequired.\nRecent research suggests that this result is entirely possible.\nThe\n\npersistence of certain traditions from the days when teaching mate¬\nrials, especially printed materials, were scarce and expensive, are the main\ncauses of inefficiency in teaching the instrumental subjects. Among these\nper¬\nsisting methods is the excessive use of oral instruction, oral explanation, oral\nexamination.\n\nIn teaching reading in the primary grades, probably 60 percent\nof the time is spent in oral work. A recent investigation, utilizing deaf-mute\nchildren as subjects, showed that even these handicapped pupils can be taught\nto read, with no oral instruction, more rapidly than normal pupils learn under\nconventional oral instruction. Forced by the inadequacy of texts and other\nteaching materials to do the real work\nunfortunately\n\nof teaching, the teachers have also\n\nresorted to the use of many\n\nsupplementary\n\ndevices and drills\n\nwhich\n\nare ineffective and time-consuming. A recent survey showed that ir)\ncertain subjects, nearly 40 percent of the time is spent in narrow, formal, and\nrelatively unproductive supplementary drills. Recent studies have, on the\n\nother hand, shown\n\nthat materials may be organized\n\nso as to enable pupils to\n\nlearn by themselves with great rapidity what is now laboriously taught by the\nteacher. It is possible to effect savings in education on the instrumental\nlevel comparable\nof much\nmay\n\nto the savings of labor in industry. By relieving the teacher\nor most of the burden of teaching the mechanical skills, education\n\nbecome\n\na far more\n\nattractive and productive\n\nprofession. Indeed, it is\n\nbelieved that a vast increase in efficiency in teaching the instrumental subjects\nis the only means of making substantial development in education possible.\nEQUATING\nARTHUR\n\nS. OTIS, WORLD\n\nBOOK\n\nCOLLEGE\nCOMPANY,\n\nSCORES\n\nYONKERS-ON-HUDSON,\n\nN. Y.\n\nA technic for equating scholarship grades given by different instructors in\ndifferent courses is as follows : ( 1 ) Measure the intelligence of all freshmen ;\n(2) construct\n\na standard\n\nscale of scholarship grades to parallel the intelli¬\n\ngence scores and so arrange\n\nthat C corresponds\n\nto the median intelligence\nscore, etc. ; (3) find the distribution of intelligence test scores of the students\nof any particular class and the corresponding\n\nstandard\n\nscholarship grades;\n\n(4) arrange\n\nthe students of the class in order of the grades given by the\ninstructor and reassign grades so that the distribution of reassigned grades\nwill correspond\nstandard\n\nin central tendency\n\nscholarship grades termed\n\nand variability to the distribution of\nas above.\n\n"}
{"page": 368, "printed_page": null, "text": "364\n\nNational\n\nNATIONAL\nPAUL\n\nR. MORT,\n\nSURVEY\n\nDIRECTOR\n\nOF THE\n\nCOLUMBIA\n\nThe\nThe\n\nNational\n\nEducation\n\nFinance\n\nOF\n\nSCHOOL\n\nUNIVERSITY,\n\nAssociation\n\nSCHOOL\n\nFINANCE\n\nOF EDUCATION,\n\nTEACHERS\n\nNEW\n\nYORK,\n\nN. Y.\n\nSurvey is an enterprise of considerable\n\nscope of this investigation for the four-year period and\n\nsixteen months\n\nwas discussed and plans were\n\napproved\n\nCOLLEGE,\n\nmagnitude.\nfor the next\n\nby the Board\n\nof Con¬\n\nsultants at the meeting February 18th to 20th. The plans for various investi¬\ngations which have been suggested for the survey have been worked out by\nthe survey staff in such a way that possible cooperation with research workers\nin schools of education\n\nand in state and city departments\n\nof education\n\nis pro¬\n\nposed. The types of cooperative studies include special investigations by spe¬\ncialists in the field, attacks on certain problems by Ph. D. degree candidates\nin various universities, and the collection of materials\n\nfor local sampling\n\nstudies thru the agency of master’s degree studies in the various universities.\nVarious methods are to be developed for insuring contact with the field and\ninterest in the results of the survey. For this purpose\n\nan advisory committee\n\nof from twenty to forty members has been set up in each state. These com¬\nmittees consist of educators, government specialists, and interested citizens.\nProblems which seem to be of immediate importance are : (1 ) The investi¬\ngations of retrenchment steps now being taken which promise to be real\neconomies rather than sacrifices in educational opportunities; (2) an inves¬\ntigation of the nature and returns on various levels of expenditures; (3) the\ndevelopment\n\nof standards\n\nfor the reorganization\n\nof rural taxing and admin¬\n\nistrative units; and (4) the gathering of facts which will be helpful to legis¬\nlatures in the developing of more adequate state aid systems. The research\nworkers\n\nin the various states would\n\nbe particularly helpful in the carrying\n\nout of the project of appraising present state aid systems.\nTHE\nEARL\n\nW.\n\nTEACHER\nANDERSON,\n\nSUPPLY\nBUREAU\n\nOF\n\nUNIVERSITY,\n\nIn 1931 there was\n\nan oversupply\n\nAND\n\nDEMAND\n\nEDUCATIONAL\nCOLUMBUS,\n\nSITUATION\n\nRESEARCH,\n\nOHIO\n\nSTATE\n\nOHIO\n\nof qualified teachers in virtually every\n\nmajor field of teaching. This oversupply was brought about by the following\ncauses :\n( 1 ) Reduction\n\nin public school and college personnel due to decreased\n\nbudgets.\n(2) A return into teaching of many\n\nformer\n\nteachers who\n\nhad lost their\n\npositions in industry, commerce, or other non-teaching occupations.\n(3) A rapid increase in the number of recent college graduates\nqualified for teaching, due to lack of opportunity\n\nin their chosen lines.\n\n(4) No\ntions.\n\nof teacher-training\n\nsubstantial reduction\n\nin the output\n\nwho\n\ninstitu¬\n\n"}
{"page": 369, "printed_page": null, "text": "Department\n\nof\n\nEducational\n\nResearch\n365\n\n(5) A\n\ndecrease in teacher turnover\n\nlines, and to the temporary\npations.\n\ndue to lack of opportunity\n\nrelative advantage\n\nin other\n\nof teaching over other occu¬\n\nApproximately half of the college graduates of 1931\nschool teaching positions secured teaching employment.\n\ntrained for high-\n\nReports of ninety teacher-training institutions to J. G. Umstattd\nUniversity of Minnesota indicate that on the average the proportion\ngraduates\n\nplaced was\n\nfour-year elementary\n\nas follows: two-year\n\nelementary\n\ncourse, 68 percent ; high-school\n\nof the\nof the\n\ncourse, 61 percent;\nacademic\n\ncourses, 42\n\npercent; special fields, from 53 to 75 percent; masters’ degrees, 69 percent;\ndoctors’ degrees, 71 percent.\nThe outlook for 1932 points to an oversupply greater than that of 1931,\nunless there is a rapid improvement\n\nTHE\n\nEFFECT\n\nCIENCY\n\nOF\n\nT. C. HOLY,\n\nOF\n\nTOTAL\n\nin business conditions.\n\nTEACHING-LOAD\n\nINSTRUCTION\nPROFESSOR\n\nOF\n\nIN\n\nON\n\nHIGH-SCHOOL\n\nEDUCATION,\n\nCOLUMBUS,\n\nOHIO\n\nSTATE\n\nTHE\n\nEFFI¬\n\nENGLISH\nUNIVERSITY,\n\nOHIO\n\nSince teachers’ salaries amounted to 74.6 percent of the total operating\ncost of public schools in the United States in 1925-26, the number and sal¬\naries of the teachers become a chief factor in the cost of public education.\nThe number of teachers in turn, in all except the schools with limited enrol¬\nments, is determined by the size of the classes.\nThe\nmade\n\ntwo\n\nmost\n\nsignificant studies on the effect of the size of class were\n\nby P. R. Stevenson.\n\nConclusions\n\ndrawn\n\nfrom\n\nthese studies were\n\nthat\n\nthe size of class when considered alone is not the determining factor in in¬\nstruction. Since the completion of these two studies and others which show\nin general the same\n\nresults, it has been frequently said the total teaching load\n\nis the significant factor rather than the size of class.\nThis experiment\n\nwas\n\ntherefore set up to secure information\n\nof the total teaching load in the field of high-school\n\non the effect\n\nEnglish. In substance\n\nthe set-up of the experiment which was conducted in the Akron public\nschools was as follows: Two English teachers in Akron South High School,\nrated as equally efficient by the superintendent’s office, agreed to vary their\nteaching loads during 1929-30. The first of these taught six English classes\nranging in size from 38 to 42 during the first semester, while the second\ntaught six English classes ranging\nsemester\n\nthe teachers were\n\nBy so doing comparisons\n\nfrom\n\nexchanged\n\n20 to 27. At\n\nthe end of the first\n\nwith the classes remaining\n\non the basis of achievement\n\nthe same.\n\ntests could be made\n\nwith the teacher factor held constant. Intelligence tests indicated no signifi¬\ncant difference in the make-up of the classes.\nSince the study included but two teachers and 384 pupils of whom\nwere grouped\n\n238\n\nin six large classes and 146 in six small classes, no general con-\n\n"}
{"page": 370, "printed_page": null, "text": "366\n\nNational\n\nelusions aie drawn.\nappear:\n\nWithin\n\nEducation\n\nAssociation\n\nthese limitations however,\n\nthe following results\n\n1. The mean gains on the four tests administ\nered show no significant\ndifference between pupils instructed in large\nclasses (38 to 42 pupils) and\nsmall classes (20 to 27 pupils).\n2. The\n\ncorollary to this would\n\nbe that on the basis of informational\n\ntests\nthe two teachers in this experiment taught six\nlarge\nschedule as effectively as they did the six small ones. classes as their teaching\n\nA STATEWIDE\nPLAN FOR THE ADMINISTRATIVE\nORGAN¬\nIZATION\nOF THE\nPUBLIC\nSCHOOL\nSYSTEM\nHOWARD\n\nA.\n\nDAWSON,\n\nSTATE\n\nDIRECTOR\n\nDEPARTMENT\n\nOF\n\nOF\n\nRESEARCH\n\nEDUCATION,\n\nA statewide plan for the consolidation\n\nAND\nLITTLE\n\nSURVEYS,\nROCK,\n\nARKANSAS\n\nARK.\n\nof schools has been made\n\nfor Ar¬\nkansas. A plan for each of the seventy-five count\nies was formulated showing\nthe location of schools that should be maint\nained, indicating the present\nschools that should be abandoned and conso\nlidated with others, describing\nthe size, character, and scope of the educational\nprogram to be offered in each\nproposed school, detailing the transportation\nroutes necessary, and present¬\ning a budget for each reorganized district. The\nplan is unique in that it takes\ninto consideration all of the children in every\narea of the state and seeks to\navoid the necessity of super-consolidations in the\nfuture.\n\nThe\n\nstandards\n\nadopted\n\ncall for six-grade elementary schools havi\nng at\nleast 200 pupils and six teachers, and six-year\nhigh schools having at least\none hundred pupils and five teachers. Wherever\nlocal conditions made larger\nschools feasible the larger schools were give\nn preference, and when necessary,\nsmaller schools were accepted. The minimum\ncost of the program in all pro¬\nposed schools was estimated on exactly the\nsame basis for such items as\nteachers salaries, transportation, current oper\nating expenses, and buildings.\nThe differences between these costs and the\navailable revenue in each school\nunit gave the amount of additional funds that\nthe state should furnish to\nequalize educational opportunity up to the min\nimum standard schools de¬\nscribed for the new plan. Thus the amount of\nstate school funds was deter¬\nmined on the basis of the kind of schools need\ned.\nUnder\n\nthis plan the area from which pupils come to\na central senior high\nschool constitutes a school district. Such a\nplan calls for 307 districts, in\nwhich it is proposed to establish 307 twelve-g\nrade schools, 560 nine-grade\nschools, 647 six-grade schools, and 270 isolated\neight-grade schools.\nFollowing the surveys, the number of districts\nwas reduced by consolida¬\ntion from 4598 in 1928 to 3193 in 1931, resul\nting in the establishing of 403\nconsolidated schools, and the investment of $6,2\n85,000 in 352 new building\nprojects. The high-school enrolment has increased\n20 percent and the num¬\nber of pupils transported increased from 13,00\n0 pupils daily to 46,000,\n\n"}
{"page": 371, "printed_page": null, "text": "Department\n\nTHE\n\nPRESENT\n\nFRED\n\nC. AYER,\n\nEducational\n\n367\n\nResearch\n\nSTATUS\nOF ABILITY\nGROUPING\nELEMENTARY\nGRADES\n\nPROFESSOR\n\nOF\n\nOF\n\nFor many\n\nof\n\nEDUCATIONAL\n\nTEXAS,\n\nAUSTIN,\n\nADMINISTRATION,\n\nTHE\n\nUNIVERSITY\n\nTEXAS\n\nyears the idea prevailed that children of the same\n\nalike. As a result, pupils of approximately\n\nIN\n\nthe same\n\nage are much\n\nages were\n\ngrouped\n\nin\n\nthe same school grades and given the same treatment with respect to subjectmatter, methods, and time allotment. In recent years the development of\nstandardized achievement and intelligence tests has made it apparent that\nchildren of the same\nwidespread\n\nages are markedly\n\ndifferent. This\n\nhas resulted in a\n\nmovement,\n\nparticularly in the larger cities, to classify pupils on\nthe basis of ability. Thus, it is now common to find within the same grade\ngroups of slow, normal, and superior pupils, who are taught different types\nof subjectmatter or at different rates of speed, the plan being commonly\ntermed “ability grouping” or “homogeneous classification.”\nThe superintendents and research workers closest in touch with the ad¬\nministration\n\nof ability grouping very generally regard it favorably. They\nclaim that ability grouping results in higher achievement, that it reduces the\nnumber\n\nof failures, that pupils are happier in homogeneous groups, that\nhomogeneous groups are easier to teach, and that ability grouping facilitates\nspecial attention to individual differences.\n\nThe\n\nresults of experimental research, while generally somewhat favor¬\nable toward ability grouping, by no means offer conclusive evidence of its\nunqualified success. On the contrary several lines of evidence have stimulated\nthe opponents\n\nof ability grouping\n\nto vigorous, and even severe criticism of its\n\nresults. They claim that ability grouping is undemocratic, that it is costly,\nthat it produces inferiority and superiority complexes, that teachers object\nto slow groups, that no group is really homogeneous,\nability grouping produces poorer results.\n\nA critical examination\n\nand that, in general,\n\nof the more\n\nexpert opinion and research devoted to\nability grouping indicates that decisive evidence is still lacking concerning\nits ultimate desirability. The majority of experimental studies have been\nmade with little or no independent control of the separate factors of subjectmatter, methods, and time specifically adapted to the different needs of the\nseveral groups. Until this is done more effectively, no just verdict can be\nrendered concerning ability grouping, and no proper answer can be made to\nthose who assert that the results of homogeneous classification are inferior\nto those of “individual progress” or to unclassified “activity programs.”\n\nTHE\n\nIDEAL\n\nB. R. BUCKINGHAM,\n\nDIRECTOR\n\nGRADUATE\n\nUNIVERSITY,\n\nThe\n\nSCHOOL\n\nOF\n\nRESEARCH\n\nOF\n\nEDUCATION,\n\nCAMBRIDGE,\n\nideal director must have some\n\nHARVARD\n\nMASS.\n\nideals before he becomes\n\na director —\n\nideals which justify him in seeking and accepting a directorship. It isn’t\nenough that as a school principal he may have become interested in testing\n\n"}
{"page": 372, "printed_page": null, "text": "368\n\nNational\n\nEducation\n\nAssociation\n\nand may have secured a working- knowledge of statistics. He must have some¬\nthing else. He must have a genuine feeling for research. This may not at the\ntime have worked out into a theory. That may come only on the job ; but\nthe attitudes, the feeling, the appreciation should be present, and when it is\npresent it will sooner or later develop into certain beliefs.\nIn the first place, he will conceive the purpose of research to be the con¬\ntribution of new truth. He will realize that this aim provides both proxi¬\nmate and ultimate goals. As a proximate goal it may be truth new in the\nparticular system in which it is secured and to which it is to be applied. As\nan ultimate goal it is no less an addition to the sum of human knowledge.\nIn the second place, the ideal candidate for a research directorship will\nhave a preliminary notion of the relation of philosophy to research. This\n\nnotion will grow\n\nwith his growth\n\nand, in my opinion, it ought sooner or later,\nto involve two positions. First, it should involve recognition and respect on\nhis part for philosophical research. Second, in this matter of the relationship\nof philosophy to research, I should expect a recognition of the critical and\ninterpretative standards which philosophy can and should apply to scientific\nresearch. The determination of worth or value is a philosophical matter.\nThird, the research worker should know when to go beyond his scientific\ndata and invoke philosophy (which I call good judgment).\nThe\n\nfinal quality upon\n\nwhich\n\nI am going to insist for my ideal director is\n\npersistence — particularly persistence as applied to the problems which he\ninvestigates. He will not be a chronic beginner of new enterprises. Too\nmuch research suffers from incompleteness. Too many workers betray con¬\nfidence in nothing so much as in the efficacy of a fresh beginning. The report\nof their activities is a series of first pages. They live their professional lives\nunder the heading of unfinished business. Study after study appears in print\nwith no other claim to virtue than that of being a beginning. Article after\narticle winds up by weakly turning over to the general public the knotty\npart of the enterprise. What problems, therefore, a research worker attacks\nis often of less importance\nA\n\nSURVEY\n\nRALPH\n\nResearch\n\nW.\n\nOF\n\nTYLER,\n\nworkers\n\nor administrators.\n\nthan the tenacity with which\n\nPRESENT\nRESEARCH\nOHIO\n\nSTATE\n\nin education\nSixty-two\n\nTRAINING\nWORKERS\n\nCOURSES\n\nUNIVERSITY,\n\nCOLUMBUS,\n\nhave received more\n\npercent\n\nhe pursues\n\nthem.\n\nFOR\n\nOHIO\n\ntraining than teachers\n\nof a representative\n\nsampling\n\nof re¬\n\nsearch workers thruout the country hold the doctor’s degree. Their pro¬\nfessional course training has largely been in the fields of psychology, ad¬\nministration, philosophy, measurements, methods of teaching, statistical\nmethods,\n\nand history of education. Thru the preparation of a thesis a por¬\ntion of them have received additional training in methods of reporting re¬\n\nsearch, in statistical methods, and in measurements. In the judgment of\nthese research workers the greatest deficiencies of this training are the fail-\n\n"}
{"page": 373, "printed_page": null, "text": "Department\n\nure to develop\nknowledge\n\nof\n\nan integrated\n\nEducational\n\nphilosophy\n\n369\n\nResearch\n\nof education,\n\nfailure to provide\n\nof the actual conditions in the held to which\n\nresearch must\n\nbe\n\nadapted, a lack of training in the use and interpretation of statistics, and a\nlack of practise in planning, conducting,\n\nand reporting research.\n\nIn my opinion, these criticisms are reasonably valid indictments of our re¬\nsearch training. The improvement of the training courses so as to eliminate\nthe ground\n\nfor these criticisms requires not only the addition or subtraction\n\nof particular courses required of research students, but changes in the con¬\ntent of certain courses, in the methods of learning certain types of research,\nand in the personnel of students and faculty. This is illustrated in pro¬\nposals for improving the training courses so as to develop an integrated\nphilosophy of education, so as to train students in the uses and interpreta¬\ntions of statistics, and in order to provide adequate training in the planning\nand conduct of research studies.\nThe\n\nmajor\n\nchange\n\nrequired is the recognition by the training agencies\n\nthat they have a responsibility to the student\nimportant\n\nfor training him which\n\nin his participation in research as in his course\n\nactivities engaged\n\nin by members\n\nwork.\n\nis as\n\nResearch\n\nof the training institution should then be\n\nanalyzed with reference to their possibilities for providing valuable research\ntraining as well as for utilizing student labor economically.\nthat the training courses for research workers be improved.\nA\n\nCRITICAL\n\nSURVEY\n\nOF\n\nSTUDY\nHENRY\n\nMy\n\nHARAP,\n\nPUBLIC\n\nSCHOOL\n\nPUBLISHED\n\n1929-1931\n\nWESTERN\n\nRESERVE\n\nUNIVERSITY,\n\nIt is high time\n\nCOURSES\n\nCLEVELAND,\n\nOF\n\nOHIO\n\nsurvey of courses of study published in the last three years is assurance\n\nof steady progress in all of the phases of curriculum\nof organization\n\nof personnel ; in recognition\n\nrevision : in refinement\n\nof progressive\n\neducational\n\nprinciples; in drawing upon expert guidance; in the application of satis¬\nfactory technics ; in extent of experimentation and research ; and in the\nmechanical details.\nJudging\n\nfrom\n\nmy\n\nreturns and from reports in various other sources there\n\nare at least fifteen states which\nof curriculum\n\nrevision. These\n\nare now\n\nin the midst of intensive programs\n\ninclude Alabama,\n\nIowa, Massachusetts, Minnesota,\nvania, South Dakota, Tennessee,\n\nCalifornia, Florida, Indiana,\n\nNorth Carolina, North Dakota, Pennsyl¬\nTexas, Vermont, Virginia. From similar\n\nsources it appears that at least sixteen cities are engaged in major programs\nof curriculum reconstruction. These include New York, N. Y., Chicago,\nIll., Pittsburgh,\nAla., Grand\n\nPa., New\n\nOrleans,\n\nLa., Indianapolis,\n\nInd., Birmingham,\n\nRapids, Mich., San Jose, Calif., Kalamazoo,\n\nMich., Columbia,\n\nS. C., Sacramento, Calif., Little Rock, Ark., Santa Barbara, Calif., Musko¬\ngee, Okla., Richmond, Va., and Bessemer, Ala.\nThirty-one state educational departments formulated a program of con¬\ntinuous curriculum revision within the period of 1928-1930. The actual\noutput of state courses of study rose sharply in 1924 and reached a peak in\n\n"}
{"page": 374, "printed_page": null, "text": "370\n\nNational\n\nEducation\n\nAssociation\n\n1927. Since then there has been a gradual decline in output\n. If, as we are\ngiven to understand, revision is to be continuous, another\npeak should be\nreached between 1932 and 1935. While it would be too optimi\nstic to expect\nthis to happen, it is reasonable to expect a considerable amount\nof revision\nof state courses of study in the next ten years due to the necess\nity of correcting the mistakes which inevitably follow radical changes such\nas we have\nwitnessed in the last ten years.\nApplying\n\nthe same\n\nreasoning to city school systems, many of the courses\nof study produced in the first half of the last decade are\ndue to be revised,\nespecially since most of them were not the product of thoro\nexperimenta¬\ntion. It is oui impression that the permanency of the\ncurriculum movement\nis fairly certain not only because it is intrinsically necess\nary, but also because\nit has developed into a most effective instrument of constr\nuctive supervision.\nAN\n\nOBJECTIVE\n\nANALYSIS\n\nCARLETON\n\nWASHBURNE,\n\nSUPERINTENDENT\n\nOF\n\nCHILDREN’S\nOF\n\nSCHOOLS,\n\nBOOKS\nWINNETKA,\n\nILL.\n\nSix years ago the Winnetka Public Schools, with\nthe help of a grant\nfiom the Carnegie Corporation and with the cooperatio\nn of the American\nLibrary Association and about 800 teachers in various\nschools thruout the\ncountry, made a study of the books most widely\nread and enjoyed by\nchildren at various age levels and of various degre\nes of reading ability.\nThe Winnetka Graded Booklist which resulted had\ntwo serious lacks : it\nwas not a complete buying list for schools and librar\nies, because many books,\nwhich are of unquestionable value, were not read and\nreported upon by a large\nenough number of children to yield valid data on their\ngrade placement;\nand it did not contain books for children of the primary\ngrades — they were\ntoo young to fill out book reports. It did, however, give us\nthe necessary\nmaterial for an objective analysis as to the elements chara\ncteristic of the\nstructural difficulty corresponding to each level of readi\nng ability, and of\nthe content interesting to boys and girls, respectively, of\nvarious ages.\nA special study of primary books has been undertaken. A prelim\ninary\nlist w as prepared by group judgment of experienced prima\nry teachers.\nBooks from this list were then read aloud by typical tested\nchildren at each\nhalf grade level from first grade thru third, and a careful record\nkept of the\ntime and errors. Those books, for which the time and errors\nclustered closely\naround the median, were selected as typical for the half\ngrade and then\nwere analyzed for the same structural elements as were the\nbooks of the\nWdnnetka\n\nGraded\n\nBooklist. The data from this primary study are being\ncombined with those from the Winnetka Graded Booklist study,\nin making\na new regression equation. The correlations are running much\nhigher with\nthese primary books added and the probable error of estimate will accord\n¬\ningly be considerably reduced.\nWith\n\nthese data in hand, a list of about 1500 titles, selected by a commit\ntee\nappointed by the American Library Association, is being graded\nboth as to\ncontent and structure. A new booklist will eventuate,\nwe hope this year,\n\n"}
{"page": 375, "printed_page": null, "text": "Department\n\nof Educational\n\nResearch\n\n371\n\nso organized that books suitable for any age from six to fifteen and for any\ndegree of reading ability from first grade to ninth, may be selected with a\nreasonable assurance that they will fit the children for whom they are\nbought and that they will have a high degree of literary merit.\nCHILD\n\nREACTIONS\n\nL. A. PECHSTEIN,\n\nASSOCIATE\nCINCINNATI,\n\nAS A BASIS FOR TEACHING\nAPPRECIATION\n\nDEAN,\n\nTEACHERS\n\nCOLLEGE,\n\nAND\n\nPROFESSOR,\n\nTEACHERS\n\nCOLLEGE,\n\nUNIVERSITY\n\nGORDON\n\nPICTURE\n\nHENDRICKSON,\n\nOF\n\nCINCINNATI,\n\nOHIO\n\nElementary school children can readily be taught the basic principles of\npicture appreciation, according to a study of child reactions to pictures. This\ninstruction should help children thruout life to evaluate and enjoy fine\nexamples of art. The older methods in this field emphasize appreciation of\nparticular pictures, but are not of much help if the youngster walks into a\nmuseum to see entirely different pictures.\nTwo hundred nineteen fifth- and sixth-grade children in two school\nsystems where no picture appreciation was taught were given an oppor¬\ntunity to choose from a group of colored prints those which they especially\nwanted to keep, and to tell why they selected the pictures they did. They\nselected pictures largely on the basis of color, prettiness, scenery, and in¬\nterest in the people and animals portrayed, and mentioned few technical\nfactors.\nLater a lesson was taught stressing the elements that had not been men¬\ntioned by the children, and the children were again given a chance to choose\nfrom a new set of pictures. This time their reasons included such items as\ncolor harmony, repetition, and contrast, center of interest, perspective,\nand balance. Many of the other factors wTere still mentioned, but the\nchildrens reactions were much more discriminating after the lesson than\nbefore.\n\nEven below the junior high-school level, the speakers concluded, it is\npossible to teach something of the common language which all artists employ,\nand to make this knowledge a key to appreciation for all normal children.\nPRACTICAL\nCHESTER\n\nF. MILLER,\n\nSCHOOL\n\nSUPERINTENDENT\n\nECONOMIES\nOF\n\nSCHOOLS,\n\nSAGINAW,\n\nMICH.\n\nOf the eight commonly accepted divisions of current expenditure, in¬\nstructional costs constitute by far the largest expenditure. If curtailment\nmust come salaries should be kept sufficiently high to attract the most talented\nand capable to the profession and preserve the morale necessary for efficient\nwork.\nScientific investigations have not determined the most efficient class size.\nModern education has placed such added requirements on the elementary\nteacher that the smaller classes, larger salaries for equal training and ex-\n\n"}
{"page": 376, "printed_page": null, "text": "372\n\nNational\n\nEducation\n\nAssociation\n\nperience, and the shorter teaching day for high-school teachers do not seem\nto be justified. There is room for economy in larger classes, in better balanced\nteaching loads and rigid adherence to a scientifically determined amount of\nservice rendered by teachers. True economy is getting the best and most\neducational service from the taxpayer’s dollar. Certain cities thru surveys\nof plant operation and maintenance can show savings of thousands of dollars\nby adoption of scientific methods of fuel purchase and use, cost accounting\nchecks on water and electricity, and the employment of engineers and main¬\ntenance employees on an efficiency basis rather than political affiliations and\nnepotism.\nThe depression has reemphasized the importance of leadership in adminis¬\ntration. Following the lead of industry and allotting 2 percent of current\nexpenditures to scientific research and establishing a clearing house of find¬\nings, would lead to economies little realized at present. Seven thousand bank\nfailures in the past few years with large losses to schools are compelling\nschool people to revive neglected and find new ways and means of safe¬\nguarding funds. Large sums are lost from mismanagement, sometimes dis¬\nhonesty and failure to bond employees. The use of surety bonds or trusts\nto protect deposits against loss in event of bank failure, efficient auditing,\ninvesting idle money and sinking funds in high-grade bonds, requiring\ninterest on daily balances, using publicity and legal procedure to force other\nbranches of government acting as collecting agencies to promptly turn over\nschool funds interest and delinquent tax penalties are ways and means of\nincreasing school income.\nThe planning of school buildings has become a highly technical task\nrequiring the combined knowledge and skill of educators, architects and\nbuilding specialists. Certain cities have saved thousands of dollars by a\npredetermined program developed to fit the children and the community\ninstead of a forced program to fit the children into a building ornately con¬\nstructed. One community saved a half million dollars on one building by\nsubmitting plans for educational appraisal. Administrators need a more\nadequate knowledge of the tax problem. Over-reliance on the property tax,\nescape of intangible property from taxation, failure to levy equally on\nwealth, inequality in support due to restrictions, the concentration of wealth\nin new centers, are all problems to which school administrators must give\ntheir experience and best efforts.\nNEEDED\nALFRED\n\nRESEARCHES\n\nD. SIMPSON,\nSTATE\n\nIN PUBLIC-SCHOOL\n\nASSISTANT\n\nCOMMISSIONER\n\nEDUCATION\n\nDEPARTMENT,\n\nFINANCE\n\nOF EDUCATION\nALBANY,\n\nFOR\n\nFINANCE,\n\nN. Y.\n\nThe need of more researches in the field of educational finance is exceeded\nonly by the need of directing financial support towards the promotion of their\nprosecution. The best educational research facilities now exist in the univer¬\nsity. Public educational research units, either state or local, are either com-\n\n"}
{"page": 377, "printed_page": null, "text": "Department\n\nof\n\nEducational\n\nResearch\n\n373\n\nre¬\npletely lacking or starvingly supported. Yet the very field whence most\nsystem.\nsearch problems spring is the local or state school\nMost of our educational progress today is and must be based upon careful\nresearch. It stands to reason that just as the support of schools is vital to\ntheir existence so the scientific study of the manifold elements of educational\nfinance and business administration is essential to the efficient application of\nthis support.\n\nNo period in recent years has given us more evidences of the need of re¬\nsearch in educational finance than the years since 1929. The depression\npointedly indicates the need of studies such as the following: (1) Influence\nof depression cycles on school support and its continuity ; (2) the contractual\nstatus of state support provisions; (3) the safeguarding of school funds;\nfor unem¬\n(4) the efficacy of public works and school plant extension as a tool\nindustrial\nployment relief ; (5) the relation of education costs to business and\nhigh and\ncosts, especially salaries, in response to economic conditions at both\nlow levels.\nPressing need exists for researches dealing with ( 1 ) the technic of unit\ncost studies and the forecasting of costs; (2) the development of cost stand¬\nards for plant operation and maintenance; (3) the effect of state minimum\nstandards upon costs and their influence upon the direction of school support ;\ndebt\n(4) business administration processes; (5) the influence of tax and\nlimitation and fiscal dependence upon the work of the schools; (6) the in¬\nfluence of types of local administrative unit organization upon educational\nfinance.\nNo field of educational research is more challenging or more all-embracing\nthan state aid for schools. Its hundreds of ramifications offer compelling need\nfor research and alluring opportunities for contributing to what may prove\nto be the motif of public education in the twentieth century.\n\nA STUDY\nGEORGE\n\nOF\n\nC. KYTE,\n\nTHE\n\nMOST\n\nSERIOUS\n\nPROBLEM\n\nTEACHERS\n\nOF\n\nEDUCATION,\n\nUNIVERSITY\n\nOF\n\nPROFESSOR\n\nBERKELEY,\n\nCALIFORNIA,\n\nCALIF.\n\nThe distributions of percentages after various items listed under peisonal\nattributes indicate that the most serious problem\n\nteachers seem to have many\n\nof the characteristics we should expect to find in the better types of teachers.\nap¬\nThe problem teachers are generally average in intelligence, neatly and\nin sym¬\npropriately dressed, at least civil in manner, generally considerate\ntoward life.\npathy, and passable in their use of the voice and in their attitude\nthe\nIn the personal attributes best observed when the teachers are at work,\nmajority of problem teachers fall markedly below the average scores. They\n\nsta¬\nare unstable in poise, blunt or boorish in tact, questionable in emotional\nbility, unsatisfactory in initiative, and very weak in leadership. In professional\nattributes these teachers, in the main, are unprogressive,\n\ncareless, and inac¬\n\ncurate. In both loyalty and cooperation, almost 60 percent fall below a pas¬\nsable standard. In social attributes they are mediocre. Over 30 percent of the\n\n"}
{"page": 378, "printed_page": null, "text": "374\n\nNational\n\nEducation\n\nAssociation\n\nproblem teachers are uninterested in or hostile toward their students, and\none-third of the group are either disagreeable or antagonistic toward other\nteachers.\nUndesirable characteristics are dominant with respect to these teachers’\ninfluence upon their pupils. They are markedly unsatisfactory in many phases\nof teaching. In guiding the children to make use of their learning experiences,\nthese teachers are either bungling or working futilely. To avoid failure as\nthe final outcome, they become dogmatic or destructive in aiding the pupils\nto make use of their experiences. In specific teaching skills, the serious problem\nteachers are clearly poor. The unsatisfactory conditions were shown in their\nplanning of school work, selection of teaching methods, ability in question¬\ning, use of pupils’ time, and matters of classroom management.\nThe deplorable results obtained by the most serious problem teachers may\nbe pointed out in terms of the attitudes and achievements of their students.\nThe real seriousness of their influence is prominent in the children’s reactions\ntoward their school and, worst of all, toward their teacher. Also, in their\nbehavior toward school work, the students of these teachers are shown to be\nvery unsatisfactory.\nIt seems reasonable to conclude from these data that a relatively small\nnumber of the most serious problem teachers are sufficiently satisfactory to\nbe retained as teachers and then only if marked improvement occurs.\nA METHOD\n\nOF\n\nEVALUATING\n\nTHE\n\nTEACHER-TRAINING\nWARREN\n\nW.\n\nCOXE,\n\nDIRECTOR,\n\nEDUCATION\n\nImprovement\n\nEFFECTIVENESS\n\nA\n\nPROGRAM\n\nEDUCATIONAL\n\nDEPARTMENT,\n\nOF\n\nRESEARCH\n\nALBANY,\n\nN.\n\nDIVISION,\n\nSTATE\n\nY.\n\nof instruction depends upon teacher training. There is little\n\nobjective evidence in regard to the effectiveness of most teacher-training pro¬\ngrams.\nIn New York State an attempt has been made by a committee of the State\nTeachers Association to measure and evaluate the work of teacher-training\ninstitutions in the state. This has been done by means of information gathered\nfrom teachers at the close of their first year of teaching and from the super¬\nvisors of these teachers. The major part of these data consists of the difficulties\nwhich have been encountered during the year together with judgments con¬\ncerning training deficiencies.\nSuch data were gathered for each of two years and the agreement is so\nhigh as to give warrant for believing that conclusions will be reliable. The\nitems of difficulty reported by twenty-five percent or more\norder of frequency are:\nKeeping all pupils working\nPlanning effective work for slow pupils\nPlanning schedules to give time for individual help\nHandling special cases of discipline\nTraining pupils in methods of study\nHandling more than one group in a room.\n\nteachers in the\n\n"}
{"page": 379, "printed_page": null, "text": "Department\n\nof\n\nEducational\n\nResearch\n\n375\n\nThese indicate, in general, difficulties with technics for handling individual\nneeds. The supervisors differed somewhat in the type of difficulty which they\nthought the teachers encountered. In general, they were most concerned with\nroutine procedure, discipline, and personal relationships.\nAmong the reasons for the difficulties the most frequent is “lack of experi¬\nence,” mentioned by 32 percent. Of next importance is “practise teaching\ninapplicable to actual conditions under which the teacher works” (18 per¬\ncent). This last is more striking when it is noted that only 5 percent said\nthere was too little practise teaching. Nearly 18 percent stated that “lack of\ninstruction in normal school” was the reason for the difficulty. This reason\nwas offered more frequently by good teachers than by poor teachers, poor\nteachers mentioning more frequently “lack of practise teaching.”\nGAINS\n\nHARRY\n\nMADE\nIN TOOL\nSUBJECTS BY NORMAL\nSCHOOL\nSTUDENTS\nDURING\nA TWO-YEAR\nCOURSE\nV. MASTERS,\n\nBUREAU\nSCHOOL,\n\nOF\n\nRESEARCH,\n\nBELLINGHAM,\n\nWASHINGTON\n\nSTATE\n\nNORMAL\n\nWASH.\n\nOne group of administrators of teacher-training institutions holds that a\nconsiderable amount of specific instruction should be given teachers in train¬\ning in fields of subjectmatter commonly included in the elementary-school\ncurriculum. Another group of these administrators holds that prospective\nteachers should not pursue such courses for credit when they are given on an\nelementary or junior high-school level. The State Normal School at Belling¬\nham, Washington, might be classed with the latter group.\nAt Bellingham achievement tests are given to all entering students in arith¬\nmetic reasoning, arithmetic computation, English usage, history, geography,\nspelling, and penmanship to determine the level of achievement of the entering\nfreshmen. If certain standards are not reached upon the first test, students\nmay take retests to reach the standard. If, after three retests, the standard\nis not reached, students are not permitted to engage in practise teaching.\nA group of 125 students who entered as freshmen in October, 1928, were\ngiven the entrance tests again two weeks prior to their graduation in June,\n1930. The differences between the average scores on the tests taken upon\nentrance and at graduation show a large increase in achievement. The largest\ngain was made in history and the smallest gain in English usage. Students\nwho wTere required to take retests made gains which were twice to ten times as\ngreat as did those who reached the standards in their first trial. About half\nof the students reached the required standards upon their first tests. The\nstandard was most easily reached in the field of spelling and greatest difficulty\nwas encountered in arithmetic reasoning. The results indicate that the use of\na testing program\n\nas here described insures that students will make\n\nsatis¬\n\nfactory improvement and reach acceptable standards in elementary-school\nsubjects without instruction for credit in these fields at an elementary or\njunior high-school level.\n\n"}
{"page": 380, "printed_page": null, "text": ".\n\n"}
{"page": 381, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool Principals\n\n"}
{"page": 382, "printed_page": null, "text": "The department of elementary school prin¬\ncipals,\n\ntemporarily\n\norganized\n\nas the\n\nNational\n\nAssociation of Elementary School Principals at\nthe Atlantic City meeting of the Department of\nSuperintendence in February, 1921, became a de¬\npartment of the National Education Association at\nDes Moines, in July, 1921.\nThe officers of the Department for the year 1932-33\nare : President , Elizabeth McCormick, Principal,\nTimothy 0. Howe School, Superior, Wis. ; First Vicepresident, Earl R. Laing, Principal, Burt School,\n20710 Pilgrim Avenue, Detroit, Mich.; Second Vicepresident, Lillian M. Towne, Principal, Thomas\nGardner District Public Schools, Allston Section, Bos¬\nton, Mass. ; Third Vicepresident, H. B. Norton, Prin¬\ncipal, Robinson School, 8400 First Avenue, S., Birm¬\ningham, Ala. ; Fourth Vicepresident, Margaret C.\nMackintosh, Principal, Public School 140, Brooklyn,\nN. Y. ; Fifth Vicepresident, Mason A. Stratton,\nPrincipal, Brighton Avenue School, Atlantic City,\nN. J. ; Executive Secretary, Eva G. Pinkston, 1201\nSixteenth Street, Washington, D. C. ; Executive Com¬\nmittee: M. Emma Brookes, Principal, Miles School,\n11918 Miles Avenue, Cleveland, Ohio (Term expires\n1933) ; A. B. Heacock, Principal, Los Feliz School,\n4737 Hollywood Boulevard, Los Angeles, Calif.\n(Term expires 1934) ; Herbert C. Hansen, Principal,\nTalcott School, Chicago, Ill. (Term expires 1935) ;\nCassie F. Roys, Principal, Walnut Hill School, Omaha,\nNebr. (Term expires 1936).\nThis Department meets twice each year — in Feb¬\nruary and July. Facts relating to the establishment\nof this. Department and the record of meetings are\nfound in earlier volumes of Proceedings as follows:\n1921:453\n1922 :851-886\n1923:653-666\n\n1924:545-564\n1925 :450-477\n1926:457-495\n\n[ 378 ]\n\n1927:419-456\n1928 :375-409\n1929:391-424\n\n1930:333-365\n1931 :433-465\n\n"}
{"page": 383, "printed_page": null, "text": "WHY\nFRANK\n\nDO\nW.\n\nWE\n\nCHASE\n\nHUBBARD,\nEDUCATION\n\nPANACEAS\n\nASSOCIATE\n\nIN EDUCATION?\n\nDIRECTOR\n\nASSOCIATION,\n\nOF\n\nRESEARCH,\n\nWASHINGTON,\n\nNATIONAL\n\nD. C.\n\nIt is my purpose to discuss the phenomena known as “the pursuit of pana¬\nceas.” Under such a topic one might scold, ridicule, or condemn the present\nobjectives and methods of education. One might join the unthinking in their\ncriticism of the socalled “fads and frills” of education. It might be possible\neven to say some things to please the shortsighted advocates of educational\nretrenchment.\n\nI shall do none of these things. First, because most elementary school prin¬\ncipals do not need to be scolded about school methods. Second, when later I\nspeak of “cure-alls” in education I shall not have reference to the socalled\nfads and frills.” A fad in education today is simply a school procedure too\nnew and too complicated for the critic to understand. In contrast, a “panacea”\nis an uncritical acceptance and a universal application of a particular device\nby teachers who should have more perspective and judgment. In the third\nplace, if I should not encourage the panic-stricken advocate of retrenchment,\nit is because existing economic conditions show that we need more rather than\nless education.\nAn\n\nexamination\n\nby those with\n\nof American\n\ncure-alls\n\neducation\n\nshows\n\nfor our educational\n\nthat we\n\nproblems.\n\nrecords of professional organizations he will be amazed\n\nhave been hampered\nIf one\n\nexamines\n\nthe\n\nwith the fanatical\n\nzeal with which various Remedies” have been offered and tolerated by edu¬\ncators. One is reminded of the patent-medicine salesman who used to move\nfrom town to town with his tent, side-show, nostrums, and raucous talks —\nselling his doubtful remedies to an ever-hopeful audience.\nLet me illustrate the point in the field of handwriting. When some of you\nwent to school a flowing Spencerian handwriting was the order of the day.\n\nSome of us started to school when vertical handwriting was considered “pro¬\ngressive. At the third grade I encountered a system of slanting penmanship.\nBetween the two styles of writing I became so confused physically and men¬\ntally that today my handwriting is not exhibited publicly if it can be avoided.\nIf we were to search in the records of professional meetings about 1896 we\nwould find statements on vertical handwriting similar to the following:\nProbably no topic has provoked more frequent discussion or aroused greater\ndiversity of opinion in educational circles than vertical writing. While some have\ndenounced it as a passing fad, or a worthless innovation which ought never to be\nseriously considered as a rival of the orthodox, slanting hand, others have claimed\nsuperior advantages for it. Its friends have increased in numbers, and at the\npresent time almost all the more progressive cities and towns in the country have\nmade or are about to make a trial of it. In many places where it has been in¬\ntroduced into a few schools the experiment has been so satisfactory that it has been\nadopted in all the schools.\n\nRemember\n\nthat the above statement was\n\nmade\n\nin 1896. Note how\n\nthe\n\n“patent-medicine” tactics were applied. There is this gentle ridicule: “some\nhave denounced it as a passing fad.” Then comes the invitation to jump on\n[ 379 ]\n\n"}
{"page": 384, "printed_page": null, "text": "380\n\nNational\n\nEducation\n\nAssociation\n\nthe bandwagon in this phrase: “its friends have increased in numbers.”\nFinally, to convince the wavering educator the whip is snapped by the words\n“almost all of the more progressive cities and towns in the country have made\na trial of it.”\nContinuing\n\nwith the 1896 statement\n\nwe find this closing sentence:\n\nVertical writing is a protest against the bad positions of the children, and against\nthe illegible scrawls of grown people, and I am in hopes that as a result of these\ndiscussions the pupils in our schools will go out into the world with straight backs —\ntwo good eyes, and a handwriting that he who runs may read.\n\nIn other words\n\nour speaker of 1896 would\n\nwriting could solve not only the major\nnumerous\n\nhave us believe that vertical\n\nproblems\n\nof penmanship\n\nbut also\n\ndifficulties with posture and the hygiene of the eyes. Immediately\n\nafter the person quoted above finished his address a member\nmade this statement :\n\nof the audience\n\nWriting from an educational standpoint, develops a muscular control of the\nhand. It develops attention and close observation. It develops habits of order,\njudgment, accuracy, self-reliance, and memory. It develops will power. It cultivates\nthe taste. The hand is trained to obedience. The sense of touch and the sense of\nsight are educated\n\nThe\n\nand the will is strengthened.\n\nconclusion\n\nseems\n\nreasonable\n\nthat because\n\nof unsubstantiated\n\nstate¬\n\nments, which proposed a particular system of penmanship as a cure of numer¬\nous problems, many of us were taught vertical handwriting in the first years\nof school. Later because of similar unverified claims for slanting penmanship\nmany\n\nof us were forced to change our penmanship\n\nhabits. It is my\n\ncontention\n\nthat in the search for “cure-alls” we have an aimless desire to do something\ndifferent and in our wandering confuse means with ends. We forget that the\nessential purposes\n\nof penmanship\n\nare to teach the pupil to write a legible\n\nhand, with reasonable speed, and with the minimum\nlose sight of the fact that vertical handwriting,\n\nof fatigue. Some\n\nthe Spencerian\n\nof us\n\nsystem, and\n\nnumerous other systems are but means, tools, or devices whereby we accom¬\nplish our essential purposes. In our calmer moments we know that the control\nof our tools proves that we are master workmen, but that the overzealous\nuse of a particular device marks us as purveyors of nostrums.\nLet us think for a few moments about the subject of manual\nyou know, manual\nrather formalized\n\ntraining. As\n\ntraining began in the United States about 1880 with the\nRussian system and then became less formalized about\n\n1890 by combination with the socalled Swedish sloyd plan. As with most\ninnovations in education the advocates of manual training met considerable\nopposition and inertia. The records of the speeches of our professional associa¬\ntions show the tendency, on the part of a few, to overcome opposition by\n“patent-medicine” arguments. In 1884 a layman, addressing a teachers con¬\nvention on the subject of manual training, said in part:\nSo far as human problems are solvable, they are solvable by intelligence and\nskill. One thousand manual training schools in the land would solve not only the\nquestion of strikes and lockouts, but they would solve the whole capital and labor\n\n"}
{"page": 385, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n381\nproblem.\n\nCommunism\n\nmight\n\nsolve the capital and\n\nlabor\n\nproblem for a week, or a\nproblem back again. But the\n\nmonth, or a year, and then we should have the same\nmanual training schools would solve the capital and labor problem\n\npermanently\n\nby\n\ndoing away with it. For the boys educated in the manual training schools there will\nbe no capital and labor problem. Wherever they go they will be able to achieve for\nthemselves their due share of the good things of this world.\n\nNote that the speaker held out the alluring hope that a few manual\n\ntrain¬\n\ning schools would “solve the whole capital and labor problem.” We should\nprobably not be far wrong if we suspect that one acute problem in 1884 in\nthe United States was the capital and labor struggle as manifested in strikes\nand lockouts. If immigration,\n\nchild labor, or crime had been in the public\n\nfocus at that time the speaker would\n\nhave probably offered manual\n\ntraining\n\nas a cure for those particular difficulties.\n\nourselves further with examples from ancient his¬\ntory. It would be possible to quote from the Proceedings of the National\nEducation Association over a period of seventy-five years to show how overWe\n\nshall not concern\n\nzealous advocates have exaggerated the potential power of promising move¬\nments. Simplified spelling, foreign language, kindergartens, art education,\nand music education have been surrounded with bandwagons and shrieking\nsalesmen. As the parades have gotten under way the drums have pounded,\nthe advocates have yelled, and numbers of teachers have joined the mad\npursuit of a new\n\nsovereign remedy.\n\nof the finest things in education — starting under\ncontroled, experimental conditions — have swelled into mob-like movements\nand then melted away before searching experimentation and research. After\nthe excitement has passed and the crowds departed, the poised worker in\nThus\n\nit is that some\n\neducation must “pick up the pieces” and set about the task of reconstructing\nthe movement along permanent lines.\n\nT he pursuit of cure-alls is not an obsolete custom. IVIost of you are familiar\nwith the recent impetus given to supervision — particularly to supervisory\nactivities of the principal. We should all agree that most of the emphasis on\nsupervision has been a good thing. A principal should be in full charge of the\ninstruction in his building; he should understand teaching methods; he\nshould visit classrooms ; and he should devote a considerable proportion of his\ntime to the study of instructional problems. Without doubt all of these activi¬\nties are necessary, desirable, and ultimately beneficial to children. However,\nwhen a principal gives 90 percent of his time to socalled supervisory activities\nto the neglect of major administrative\n\nfunctions, then he is sacrificing some¬\n\nthing worthwhile for nostrum. When a supervisor considers “classroom\nvisitation” as the only or the best means of supervising then he is pursuing a\npanacea. When anyone has the idea that supervision can make up for the\ndeficiencies of teaching which come from inadequately trained teachers,\nshortages in instructional materials, and administrative\nthen he has faith in some universal palliative.\n\ninarticulations —\n\n"}
{"page": 386, "printed_page": null, "text": "382\n\nNational\n\nEducation\n\nAssociation\n\nWe are in grave danger of sacrificing upon the altar of “panaceaism” the\nrecent impetus given to character education. One needs only to examine the\nTenth Yearbook of the Department of Superintendence to realize that in\nthis volume\n\nexists the basis for very effective programs in the cultivation\nof characters. But today we are pressed by crime conditions of striking pro¬\nportions. Many problems of social organization bewilder us. There is grave\ndanger that the overzealous will stampede\neducation. If this panic occurs, then many\ncharacter education\n\nwill be temporarily\n\nus after “cure-alls” in character\nof the splendid developments in\n\nlost ; for we will prescribe a “sove¬\n\nreign remedy” for all of our ills and then be disappointed\nprogress is made.\n\nMental\n\ntesting is a movement\n\nbecause so little\n\nwhich has suffered from exaggerated\n\nclaims.\n\nThe over-zealous ones said that the socalled “intelligence test” measured all\ninnate ability. It was claimed that the intelligence quotient as measured by\ntests never changed during the lifetime of the individual. Children were\nclassified and labeled after relatively superficial examinations. Claims were\nmade that the testing movement would reduce teaching to a science and solve\nthe most vexing problems. The panacea phases of the mental testing move¬\nment spread like wildfire, lost momentum, and brought mental testing much\nundeserved ridicule. A speech that was applauded most vigorously at the\nDetroit convention in 1931 was one which challenged the systematic use of\nintelligence tests in our schools. Fortunately, in many school systems the\ntesting movement has assumed its rightful place as an exceedingly useful\ntool- Like numerous other devices it has been placed in the “working kit” of\nthe well-trained educator to be used when the problems at hand are likely to\nrespond to that particular treatment. In other words testing is returning to\nthe status of “a means\ninfallible remedy.\n\nto an end”\n\nrather than continuing\n\nin the role of an\n\nUp\n\nto this point it has been contended that education has been beset by\nadvocates of panaceas, that the stampede after cure-alls has misdirected many\nuseful educational movements, and that after the excitement has passed we are\nseriously disillusioned and\n\ncautious\n\ntoward\n\nall innovations.\n\nPerhaps\n\neven\n\nmore disastrous than this periodic “chasing about” is the tendency to throw\naway our old procedures and then after our disappointment to discard the\nnew movement also. Sometimes we almost seem to persecute those who con¬\ntinue to use the “old-fashioned” and the “unprogressive” systems.\nSeveral years ago there was a teacher of many years of experience em¬\nployed in a school of which I was principal. She put considerable emphasis\nupon drill technics. Practically all of the other teachers stressed the socalled\ninformal and project devices. It was with great difficulty that I protected this\nelderly teacher against the ridicule of her associates and the censure of my\nsuperior administrative\n\nofficers. She was labeled as “unprogressive”\n\nand “old-\n\nfashioned.” While urging her to modify her procedures, I insisted that she\nretain many of her methods because the children were growing splendidly\nunder the treatment. We need to remember that education seeks to bring\nabout child growth and that the particular method is subordinate to this end.\n\n"}
{"page": 387, "printed_page": null, "text": "Department\n\nAn\n\nof\n\nElementary\n\nSchool\n\n383\n\nPrincipals\n\neffort to force any teacher to reject her tested methods\n\nfor the socalled\n\n“best” method of the hour is in my way of thinking an attempt to attribute\npanacea powers to the new technics. To avoid misunderstanding, let me say\nthat I am not opposed to changes or improvements which come about after\ndue research and meditation. It is toward the irrational, emotionalized,\nsovereign remedies that these critical remarks are directed.\n\nWhy\n\ndo we pursue\n\npanaceas?\n\nThere\n\nare probably many\n\nand\n\nfactors at work\n\nto make “panaceas” alluring to us. Postal authorities tell us that millions of\ndollars are lost annually by frauds conducted thru the mails. People seek\nconstantly “to get rich quick” and “to settle things once and for all.” There\nare probably many explanations for this behavior, but we can trace some of\nthe difficulty to our desire to conserve\n\nenergy and to enjoy equilibrium.\n\nThis tendency toward complacency seems to be common among all living\nthings. There have been several very careful investigations of the apparent\ndesire of life to find a condition of equilibrium. For example, a one-celled\nanimal, such as the amoeba, seems to enjoy mere existence. A slight dis¬\nturbance near an amoeba results in efforts to avoid complications. First, the\namoeba contracts, then it moves away from the disturbing element ; and if\nthere is no further irritation, the single cell appears to relax and to renew its\ncalm enjoyment of life.\nAlthough\nobservation\n\nthis example\nshows\n\nhas been selected to illustrate the point, careful\nthat living things have a tendency toward complacency.\n\nWhen faced with a problem or difficulty an animal struggles to get away\nfrom the irritation. Once safely away from the disturbance it relaxes and\ndoes not struggle until faced by new complications. When the new problem\nbecomes unavoidable, there are further random efforts either to solve the\ndifficulty or to escape to more peaceful surroundings. Humans respond to\ndifficulties much as do other living things. When pressed by an unavoidable\nquestion we attempt to solve it. If the struggle leads to success we tend to\nrelax until the next question is propounded ; or failing in a solution, we\nshelter ourselves behind indifference or take ourselves away from the dis¬\nturbance. Either artificially or actually we\nwherein we can exist with peace.\nWe\n\nseek a condition\n\nof equilibrium\n\nare all well aware\n\nthat life is a series of problems which buffet us about,\nforce us to think, and push us into activity. The problems of teaching demand\nmuch of our time and energy. So with the joys of complacency ahead of us we\nare constantly looking for “short cuts,” “the best methods,”\nsolution.” In my\nsolution” make\nto utopia.\nThe\n\nand “the final\n\nopinion, these attitudes and these searches for the “final\n\nus willing to believe pseudo-leaders\n\nwho\n\npromise to guide us\n\nsecond major factor leading to our search for nostrums\n\nfor social approval. It is always easier to run with the mob\nout alone. We\n\nall love a parade. No\n\ntime in calm and thoughtful\n\nmatter how\n\nmeditation, when\n\nis our desire\n\nthan it is to stand\n\nfirm our resolves to spend\n\nthe music strikes up our feet\n\nbegin to dance, and soon we are yelling lustily after the bandwagon.\n\nNot only\n\n"}
{"page": 388, "printed_page": null, "text": "384\n\nNational\n\nEducation\n\ndo we follow noisily in the parade, but we\nspectators who refuse to join us.\nSomeone\n\nhas called the group\n\nAssociation\n\nare likely to throw\n\nof friends and spectators who\n\nstones at the\nsurround\n\nus\n\nthe social gallery. This term is an excellent description of the facts. We all\ndo our daily school work in the midst of a crowd — children, teachers, prin¬\ncipals, and parents. The second tier of the social gallery contains the county\nofficers, the state school officials, and the members of the state teachers associa¬\ntion. In the third tier are the national individuals and groups. Finally, we are\nof on¬\ngradually developing in education a fourth or international group\nlooking\nsense\nreal\na\nin\nlookers. From all of these galleries masses of people are\ndown upon our work — ready to cheer, to scold, or to jeer at us, depending\non how well we conform to the group s idea as to the way things should be\ndone.\n\nThe\n\ngroup is not always right in what\n\nit believes. It is not always well-\n\ninformed as to what is actually happening down in the “blood and sand”\nof the arena. Nevertheless, it is exceedingly difficult not to worship a par¬\nticular panacea if it happens to be the totem pole of our social gallery.\nWhat can we do about the pursuit of cure-alls? First, let me emphasize\nthat there is no panacea to end all panaceas. In looking ahead there seems to\nbe several matters which principals particularly should keep before them as\ncounter-balances to “panacea chasing tendencies.” As stabilizing influences\nlet me suggest the following: (1) advanced professional training, (2) pro¬\nfessional organization, (3) research and experimentation, and (4) medi¬\ntation.\n\nad¬\n(1) First, advanced professional training is a stabilizing influence\nvanced in some places with considerable emphasis upon its remedial powers.\ny as\nDisregarding this panacea emphasis, the fact remains that for the countr\na whole our elementary\" school principals lack professional and academic\nand\ntraining. The qualifications in many cities continue to remain nebulous\nill-formed, while in rural areas few standards exist above those required for\nclassroom teachers.\nThe\n\nCommittee\n\non Standards\n\nand Training\n\nof this Department\n\nrecom¬\n\nin 1928 that the bachelor’s degree should be the minimum training\nand that in many\" communities the master’s degree should be required. These\nstandards, for those who aspire to the principalship of the future, are not too\nhigh. But in getting stability in thought and action we should not place\n\nmended\n\nemphasis upon the length of professional training to the neglect of content.\nContent in future professional courses will have to deal more with problem¬\nsolving wherein the barriers existing between courses in history, supervision,\nmethods, and administration will be broken down. We shall worry less about\nnames and dates in the history of education, and give more attention to the\nsweep of social forces, to the reasons for the rise and fall of educational move¬\nment, and to comparisons between present and past educational develop¬\nments.\n\nare only contending here that some of the recent tendencies in elemen¬\ntary school teaching will invade our professional courses. Then it will be that\nWe\n\n"}
{"page": 389, "printed_page": null, "text": "Department\n\nfuture graduate\n\nof\n\nstudents\n\nElementary\n\nof education\n\nthey should be able to examine\nof universal remedies.\n(2) The\n\nknow\n\n385\n\nPrincipals\n\nfewer\n\nisolated facts, but\n\ncritically and to avoid the delusions\n\nsecond stabilizing factor for principals will be the professional\n\norganizations\ntwenty\n\nproblems\n\nmay\n\nSchool\n\nsimilar to this national Department.\n\nstate principals’ associations. There\n\nAlready\n\nthere are over\n\nare several hundred\n\nlocal prin¬\n\ncipals’ clubs.\nThe\nbound\n\npotential power and influence for good of the principals’ groups is\nto increase during the next few years. Particularly useful is the\n\nconference\n\ntype of convention\n\nelementary\n\nschool administrators\n\nwhich\n\nis used widely\n\nin the states of New\n\nin the meetings\nYork,\n\nNew\n\nof\n\nJersey,\n\nand California. In the round table meeting the audience is not exhorted, pum¬\nmelled, frightened, or stampeded into a program of action, but instead there\nis a calm discussion of professional problems. Many\n\npersons get a chance\n\nto\n\nexpress themselves and all aspects of the problems are brought to light. Differ¬\nences in viewpoints are commended, not condemned.\nAs we look ahead we can visualize the principal’s professional association\nas enlarging and vitalizing the professional preparation begun in the college.\nPrincipals will study their own\nanother to beware\n\nproblems\n\nof utopias where\n\nproblems\n\nand in so doing will teach one\nare not supposed to exist.\n\n(3) The third stabilizing influence of the future is research and experi¬\nmentation. Research is a device which in recent years has been credited with\nmagic properties. Nevertheless, I urge research as a tool for principals to use\nin controling the panacea epidemic. Principals need to keep a well-stocked\nscientific kit at hand. As new technics and remedies are proposed it should be\na habit to reach for the test-tubes and the microscope. A careful student does\nnot accept any new\n\nmethod\n\non the basis of the bandwagon\n\nmusic, the cries of\n\nthe zealots, or the jeers of the social gallery. He takes the attitude that de¬\nvices, methods, and technics are merely devices to be used in his school if they\nwork. The only way to find out whether a device works is for one to actually\ntry it out under controled conditions or for one to accept the findings of\nsome other careful student. In my opinion, each principal may well train\nhimself to experiment with new proposals under the conditions peculiar to\nhis own\n\nbuilding.\n\n(4) As the final stabilizing influence let me commend the value of medita¬\ntion. My own experience and observations lead me to believe that principals\nbecome too deeply involved in the routine activities of their schools. They\nneed to draw apart from “the blooming buzzing confusion” and to go up\non a high mountain for a period of calm reflective thinking. This need for\nreflection in connection with our highly organized life has been cleverly\nstated by a great economic\n\nstatistician, Roger Babson, as follows:\n\nThe solution of your personal business problem is to spend more time in medita¬\ntion and less in consultation; to devote more energy to study and less energy to\nballyhoo; to give more time to praying in secret and less time to pleading with\nbankers; to read more of the classics and less of the newspapers; in short, to turn\nover\n\na new\n\nleaf.1\n\n1 Babson, Roger. “What\n\nthe Depression is Teaching.” Review of Reviews 85: 23; May, 1932.\n\n"}
{"page": 390, "printed_page": null, "text": "386\n\nAssociation\n\nEducation\n\nNational\n\nand to turn plans over carefully in our\nn.\nminds, if we are to retain a true perspective of means and goals in educatio\nI urge principals to cultivate uninterrupted and unhurried thinking upon\nIn education\n\nneed to meditate\n\nwe\n\ntheir problems.\nSummary — In this short address we have considered the pursuit and the\nadvocacy of panaceas as an affliction of education. Movements and devices of\nconsiderable merit are taken by over zealous persons and prescribed as uni¬\nversal remedies for all problems. Often the persons who fail to follow the\n“bandwagons” are called “unprogressive” and “old-fashioned.” The social\ngallery cheers the conformist and jeers at the independent thinker. Groups\napplaud the magician, listen with open mouths to the spellbinder — and ignore\nthe unassuming educator who plods steadily forward. Because the truly pro¬\ngressive educator is one with balance and perspective, I have suggested that\nprincipals should look ahead to the stabilizing influences of ( 1 ) advanced\nprofessional training, (2) professional associations, (3) research and ex¬\nperimentation, and (4) meditation. As master workmen, skilled in the use\nof many tools, we cannot afford to follow or to lead in the pursuit of panaceas.\n\nGEOGRAPHY\nL. D. ODHNER,\n\nSECRETARY,\n\nMEANING\n\nWITH\n\nCOUNTY\nCAMDEN\nCAMDEN,\nN. J.\n\nCHAMBER\n\nOF\n\nCOMMERCE,\n\nGeography begins at home. From the moment we enter this world we are\nin contact with its geography. Its fields, its streams, its hills, its raw material,\nits people and their products — all in one way or another greet us at our birth.\nSo actually, geography,\nWhy,\n\nmore\n\nthan anything else, begins at home.\n\nthen, since our Creator\n\nhas seen fit to apply this principle to his\n\nnot apply the same\n\ncreatures, should we\nraphy ?\n\nInstead of using standard\n\nprinciple to the teaching of geog¬\n\ntextbooks covering the geography\n\nof the world\n\nwith special emphasis on American geography, why don’t we devote the first\nfew years of our child’s geography course to a study of the geography of his\nhome community — the place the child understands and the place in which\nhe is interested ?\nHe doesn’t want to memorize the products, population, rivers, and moun¬\ntains of Ceylon, because until he sees Ceylon from an angle of what these\nthings mean to his own community, they are just so many cold, dead facts\nto him.\n\nSuppose\n\nthat we\n\nstarted our geography\n\ncourse by teaching the child the\n\nlittle borough or township or city perhaps. Once he has\ngrasped the idea of figures he will know what it means when we tell him that\nthere are three thousand people in Merchantville, the town in which he lives.\nLater he will have a better idea of the size of the population of Ceylon\n\ngeography\n\nwhen\n\nof his own\n\nhe understands\n\npopulation to make\n\nthat with its three million inhabitants, it has enough\n\na thousand\n\ncommunities\n\nthe size of Merchantville.\n\nThen\n\n"}
{"page": 391, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n387\n\nPrincipals\n\nlet us teach him that the level country, with its sandy soil, surrounding\nMerchantville, is a coastal plain, and later he will really know what is meant\nby a coastal plain whenever it occurs in the geography of the world. Then\nteach him about the products of the soil of the coastal plains surrounding\nMerchantville, and he will have something by which he can compare\ntrast the products of the soil of other parts of the world.\n\nor con¬\n\nNext he will learn that Merchantville\nmorning\n\nhis father and hundreds\n\nis a residential town, and that every\nof others from Merchantville go to work\n\nin Camden and Philadelphia. Camden, he will find, is part of Camden County\nin which Merchantville is located, and both Merchantville and Camden are\npart of the Philadelphia\n\nmetropolitan\n\narea. He\n\nwill thus learn about\n\nhis\n\ncounty and his metropolitan area ; and let us bear in mind that the metro¬\npolitan area is a subject that must be taught in geography today, if it does\nnot wish to fall hopelessly behind the times. The metropolitan area today is\nof more\ndaries.\n\nimportance\n\nthan the city, the county, or any mere\n\nHaving\n\nlearned that his little Merchantville\nnatural curiosity of the child leads him to want\nnext larger unit of which\n\narbitrary boun¬\n\nis a part of something, the\nto know something of that\n\nhis little town\n\nis a part. Also today, with all of our\nautomobiles, the child frequently travels thru the other parts of the county\nand metropolitan area in which he lives.\nHere\n\nis our opportunity\n\narea produce and what\nworld geography live!\n\nto teach him what\n\nhis county\n\nproducts they use. And\n\nLet us just take Camden,\n\nand metropolitan\n\nhere is where\n\nthe area with which\n\nI am\n\nwe\n\ncan make\n\nmost familiar, as an\n\nexample. Along Camden’s waterfront are numerous shipyards, large and\nsmall. In one of these smaller shipyards Sir Hubert Wilkins had his sub¬\nmarine, “Nautilus,” outfitted for its much publicized but unsuccessful polar\ndash. The child will want to know where that submarine traveled and that\nopens the way for teaching him about the North\nIn the yards of the great New\nconstructed\n\nShipbuilding\n\nCompany\n\nthe two largest passenger vessels ever built in America.\n\ngoing into European\nvarious European\nCounty\n\nYork\n\nAtlantic.\n\nservice. Following\n\nports makes\n\nEuropean\n\nare being\nThey\n\nthese ships on an imaginary\ngeography\n\nare\n\ntrip to\n\nof interest to the Camden\n\nschool child.\n\nBut every town\n\ndoes not have shipyards that build vessels that travel all\n\nover the world, so let us leave the romantic shipbuilding industry for a pro¬\nsaic little button manufacturing plant, the Peerless Pearl Company of which\na Merchantville\nbuttons. We\nfrequently\n\nman\n\nis president. There\n\ncan see them\ncrumble\n\nis nothing very exciting about pearl\non our shirt every day, and we know that they\n\nlike powder\n\nafter our\n\nshirt has come\n\nback\n\nfrom\n\nthe\n\nlaundry and we are putting it on in a hurry to get to that social function to\nwhich we are already late. But every bit of material from which those buttons\nare made\n\ncomes\n\nZealand,\n\nAustralia, and those supposedly\n\nfrom the mother\n\nfrom\n\nthe waters\n\nof the South\n\nPacific, surrounding\n\nexotic South\n\nof pearl oyster, the shells of which\n\nNew\n\nSea Isles. It comes\n\nmay be seen in quantity\n\n"}
{"page": 392, "printed_page": null, "text": "388\n\nNational\n\nEducation\n\nat the Peerless Pearl plant. When\n\nAssociation\n\nthe child learns that all of these oysters\n\nare gathered by divers, he will be interested in the geography\nthat speckled, water-covered\nOceans.\nWithout\ngeography\nCamden.\n\ndwelling much\n\ncontinent\n\nof the Southern\n\nfurther on this subject we\n\nof Oceanica,\n\nPacific and Indian\n\nshall hasten thru the\n\nof the world as it may be studied thru the manufacturing\n\nplants of\n\nKieckhefer Container Company uses shiploads of wood pulp from Norway,\nSweden, Finland, and Russia. Middlebrook combs thousands of tons of wool\nfrom Australia. Eavenson\n\nSoap are large importers of oils from Africa and\n\nSouth America, and Standard Tank and Seat use camphor from the Philip¬\npines and Malayan Peninsula. RCA Victor consumes boatloads of mahogany\nfrom Brazil and manufactures mechanical music that furnishes entertainment\nfor homes of civilized people in every quarter of the Globe. Campbell’s Soups\nalso are shipped all over the world. Hides for the Reed-Cook Leather Com¬\npany come in from the Argentine and all those tropical countries in which\nthe alligator and ostrich are found. John R. Evans, the world’s largest manu¬\nfacturer of glazed kid, imports boatloads of skins from Asia Minor and\nships many of them back, highly glossed and prepared, to the countries of the\nBalkan Peninsula.\nArmstrong Cork Company gets almost all of its cork from sunny Spain,\nand McAndrews and Forbes bring in shiploads of licorice root from Syria,\nthe Holy Land, and Turkey. Canada plays a large part in furnishing the\npaper supply for Haddon\n\nCraftsmen,\n\nprinter of the American\n\nMercury,\n\nand\n\nChina and Japan supply the silk for Camden County’s five silk hosiery mills.\nThe chemicals used by Mechling Brothers and Wilckes, Martin and\nWilckes\n\ncover the geography\n\nof Germany\n\nand the Continental Can Company\nland or else go to Siberia.\n\nmust\n\nand many\n\nother parts of the world,\n\nget its tin from Merrie\n\nOld\n\nEng¬\n\nAnd\n\nso my story might continue for hours, for I have but barely scratched\nthe surface. We need merely look into our own community and there we shall\nlearn the geography of the world. Camden County is not exceptional\nrather exemplary of all other American communities.\n\nbut\n\nSo far in my talk I may have laid myself open to the accusation that I am\nattempting to teach teachers how to teach geography, but that is farthest\nfrom my thought. All of this introduction\nthe schools have a tremendous\nonly in producing\n\neducated\n\ncontributing towards\npupils. The\n\nis but leading up to my point that\n\npart to play in community\n\ndevelopment,\n\npupils for their respective communities,\n\nnot\nbut in\n\nits upbuilding thru the instillation of civic pride in their\n\ncommunity\n\nwith civic pride grows\n\nschools and employs more school teachers. The\nteriorates and its schools retrogress with it.\nCivic pride has been overdone\n\nin many\n\nand progresses, builds better\ncommunity\n\ncommunities\n\nwithout\n\nto a point which\n\nattracted the attention of those brilliant but iconoclastic cynics who\nliterary rage of the day. While\n\nit de¬\nhas\n\nare the\n\ntheir barbs and ridicule may have helped to\n\n"}
{"page": 393, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nexpose\n\nspurious civic pride, let us not allow them\ngenuine civic pride.\n\nGenuine\n\ncivic pride is nothing more\n\n389\n\nPrincipals\n\nto lessen our desire for\n\nor less than community\n\nself-respect\n\nand self-confidence. A community without self-respect commands no respect\nor esteem from anybody, just as a man without self-respect commands no\nrespect or consideration from others. Community self-respect expresses itself\nin pride in what the community has done and is capable of doing. Communi¬\nties possessing such pride undertake projects and attract inhabitants that\ncontribute\n\ntowards\n\nits growth.\n\nCommunities\n\nlacking it lose even\n\nthe little\n\nwhich they have. Civic pride — community self-respect — cannot be instilled\nin pupils who do not know their community, nor by teachers who do not\nknow it.\n\nI think it is the responsibility of every community to prepare a textbook on\nthe community similar to our Book of Camden County. I think that such a\nbook should be in every school and that special courses should be devoted to it.\nWhy are we in this world? We are here for only one reason whether\nlike it or not and that is to be of use to our fellowman.\nHow\n\ndo we\n\nwe\n\nprepare\n\nkeeping our minds\n\nourselves to be of use to our fellowman? First by\nand bodies in sound and healthy condition. If we do not\n\ndo that we are a drain on our community,\n\nnot a help. Then by housing, feed¬\ning, clothing, and educating our family. Failing to do that makes our family\na community liability, not an asset. Following our family comes the town in\nwhich we live. If we make it active and prosperous it contributes toward the\nstate. If we do not it becomes a satellite on the commonwealth.\nTo\n\nmaintain\n\nour\n\ncommunity\n\nas a productive force, contributing both\nto the state, is the truest form of patriotism.\n\nspiritual and material wealth\nIt means far more to our country\n\nthan demonstrations\n\nand parades. Without\n\ncivic pride — community self-respect — this cannot be done, and so again I\nemphasize the responsibility of the schools in developing this community selfrespect thru teaching their pupils to know\nThe\n\ndays when\n\nThe\n\nsame\n\nthoroly.\n\nthings can be sold by blatant repetitions of arbitrary claims\n\nthat they are the best is rapidly passing. The\nthoroly acquainted\ngreatest results.\n\ntheir local communities\nsalesman\n\nwith all features of his product\n\nthing applies to communities.\n\ntoday who\n\nis the most\n\nis the one who\n\nLoud-mouthed\n\ngets the\n\nclaims regarding\n\nthe community’s superiority find few willing listeners. Intelligent informa¬\ntion, however, almost always proves interesting and impresses those who hear\nit. Without a thoro knowledge of his community the inhabitant thereof can¬\nnot give intelligent information — and when this is lacking, “boasting” is\nalways resorted to. In an editorial in the Saturday Evening Post for June 11,\nentitled “Too\n\nBig — Too\n\nQuick”\n\nit says, “Boosting\n\nleads to boasting and\nboth may lead to busting.” Unfortunately this statement has been only too\ntrue of American communities during the last decade and boosting and boast¬\ning have been substituted for community self-respect.\nWhile a thoro knowledge of our community might dampen our ardor\nalong certain lines in which the plain facts show that the community does\n\n"}
{"page": 394, "printed_page": null, "text": "390\n\nNational\n\nEducation\n\nAssociation\n\nnot and cannot excel — while it may show us that a community, like a human\nbeing, has limitations, nevertheless we need not fear that it will lessen our\nenthusiasm\n\nfor genuine community\n\nMy study of Camden\ngrowth and development\n\nCounty has shown me that there are many lines of\nthat we must surrender to other communities better\n\nadapted for them, but when\nat this very minute, my\n\nprogress.\n\nI study some\n\nenthusiasm\n\nof the things going on in our midst\n\nincreases rather than decreases.\n\nAs an example, let me cite only three of many\nstarted in the city of Camden\ninventor by the name\nways\n\nand means\n\nwhich\n\nimportant\n\nprojects recently\n\npossess tremendous\n\npotentialities. An\n\nhas been working\n\nfor fifteen years on\n\nof Furness, who\n\nfor improving\n\nthe quality and manufacturing\n\nrayon, has finally seen his efforts rewarded\nof moderate\n\nsize with his new\n\nmachine\n\nthru the equipping\n\nfor the production\n\nmethods\n\nof\n\nof a factory\n\nof a new\n\nrayon.\n\nHis rayon has passed the severest tests of all of the great rayon using indus¬\ntries and has consistently shown qualities superior to anything else on the\nmarket. His machine\nfor shipment\n\nis almost a miracle. It produces rayon finished and ready\n\nin five hours and three minutes, as compared\n\nfor any other system. This\n\nfive hours\n\nand\n\nprocess in the manufacture\n\nof rayon from\n\nwith eighty hours\n\nthree minutes\n\nincludes every\n\nthe time that the raw\n\nmaterials\n\nare first mixed to the winding of the silken-like thread on the spools for\ndelivery. The whole thing is done on a little revolving cylinder about three\nfeet long and eight inches wide. When\n\none sees this, one knows\n\nthat it will\n\nrevolutionize the rayon industry. If the people of Camden County are suffi¬\nciently alert they can keep this industry within their borders and eventually\nhave their community become one of the great rayon manufacturing centers\nof the world.\nSchool\n\nchildren of Camden\n\nsomething\n\nabout this\n\nnew\n\nrayon invention. It is quite possible that there will be more\n\nfuture for\n\nthem\n\nin the rayon industry of Camden\n\nalluring undertakings\nWhen\n\nthe Victor\n\nCorporation\nCamden\n\nshould\n\nknow\n\nCounty\n\nthan in those much\n\nmore\n\nin the green fields that are so far away.\nTalking\n\nof America,\n\nelectrical companies\n\nCounty\n\nMachine\n\nCompany\n\nthe radio engineering\n\nassociated in the Radio\n\nmerged\n\nwith\n\nthe Radio\n\nforces of all of the great\n\nCorporation\n\nwere\n\nmoved\n\nand one of the large buildings of the Victor plant is now\n\nto\n\nentirely\n\ndevoted to research work. Here, some of the country’s best engineering minds\nare working day and night on the perfection of television. In Collingswood,\none of Camden County’s leading residential communities, they have located\nan experimental television broadcasting station and every day moving pic¬\ntures are being broadcast thru the air in Camden County. It is only a matter\nof a few years until television is on the market. Without\n\ndoubt the television\n\nreceiver will be in a higher price range than the radio, but just as a means\nwas found\n\nfor financing an automobile\n\nso will a means\nhome. Think\n\nfor nearly every American\n\nbe found for placing a television instrument\n\nwhat a tremendous\n\nand what an opportunity\nwithin its borders.\nIn these same\n\nCamden\n\nindustry this will be when\nCounty\n\nfamily,\n\nin almost every\nthat takes place,\n\nhas if it can retain this industry\n\nlaboratories, engineers are perfecting a continuous\n\nhome\n\n"}
{"page": 395, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n391\n\nnewspaper, a machine that will print on a tape some six or eight inches wide,\nthe news of the day, together with pictures illustrating it, just as it occurs.\nThink of turning this machine on at night when one retires at eleven or\neleven-thirty and coming down to breakfast bright and early in the morning,\nand having before you in scroll form, all the news of the day, up to the very\nlast minute for perusal while crunching the morning toast. Here is another\npotential industry that will employ thousands\nOnly\n\nof men.\n\nthree years ago, aviation interests first were\n\nth ru the location of Central\n\nattracted to Camden\n\nAirport. In that short time it has developed\n\ninto the official landing field of all of the commercial\n\naviation lines serving\n\nthe great Philadelphia-Camden metropolitan area. Our county is one that\nnaturally lends itself to aviation and without doubt when the time returns\nfor further expansion\n\nof this industry, there will be room\n\nfor hundreds\n\nmaybe thousands of our county’s inhabitants to find employment\nanother of its many different phases.\n\nand\n\nin one or\n\nI cite these examples to illustrate the importance of studying the potentiali¬\nties of a community and of teaching them to the children. I believe that this\nhas a definite and important\nIn conclusion, let me\n\nplace in the school system.\n\nstress the importance\n\nof telling the story of the\nin an interesting and appealing manner. If we tell it merely as\n\ncommunity\n\nroutine, in a dry and unimaginative way, it will not arouse the response that\nthe subject deserves. In teaching the local geography of South Jersey, for\nexample, we might say that it possesses a number of outstanding features,\nincluding several industries that are the largest of their kind in the world ;\nsome unusual agricultural features and attractive shore resorts. The school\nchildren will listen and perhaps repeat the story in the same\ntaking much\nlisteners.\n\ninterest in it themselves\n\nOn the other hand, we\nlike this:\n\nSouth Jersey, which\n\nJersey and has an area of about 3000\nmost self-contained economic units in America.\n\nits western\n\ntheir\n\ntold it something\n\nof the seven southern counties of the state\n\nof New\n\nOn\n\nwithout\n\nor arousing any interest among\n\nmight get better results if we\n\nis comprised\n\nmanner,\n\nsquare\n\nmiles, is one of the\n\nborders lies a great industrial area, part of the Philadelphia\n\narea, which is frequently called the world’s greatest workshop.\n\nBut examina¬\n\ntion of this world’s greatest workshop will disclose that a very important\nsection of it lies along the Jersey side of the Delaware River and includes\nan unusually\n\nlarge number\n\nTens of thousands\n\nof workers\n\nof great industries known\nare employed\n\nthruout\n\nthe world.\n\nin these plants.\n\nThruout the center of South Jersey lies one of the world’s richest agricul¬\ntural districts, stretching all the way from Burlington County down to the\nDelaware\n\nBay and many\n\nof its crops, such as its cranberries, tomatoes,\n\nand\n\nsweet potatoes, are shipped to all parts of the globe, either in fresh or pre¬\npared form.\n\nOn\n\nthe east, along the Atlantic Seaboard\n\nshore resorts, known\n\neverywhere\n\nare the wonderful\n\nas the world’s playground.\n\nSouth Jersey\n\n"}
{"page": 396, "printed_page": null, "text": "392\n\nNational\n\nEducation\n\nAssociation\n\nHere in this small area of only 3000 square miles, all within one hour’s\nride of another, we find work in the industrial section, food in the agricul¬\ntural section, and health and play in the recreational section. Work, food,\nhealth, and play — the four things for which\nthing else in this world’s history. And\nlittle territory, what do we find ?\n\nman\n\nif we\n\nhas striven more\n\nthan any¬\n\ntake a trip thru this unusual\n\nenter South Jersey over the world’s busiest suspension bridge. We no\nmore than get on the Jersey side of this bridge than we see the world’s largest\nradio and talking machine manufacturing plant, the RCA Victor Company;\nWe\n\nthe world’s largest soup canning\n\nplant, the Campbell Soup Company ; the\nworld’s largest steel pen manufacturing plant, the Esterbrook Steel Pen Com¬\npany; and the world’s largest plant devoted solely to the retailing of furni¬\nture, the J. B. Van Sciver Company. Two of these companies, the Campbell\nSoup Company and\nlargest advertisers.\n\nthe RCA\n\nVictor\n\nCompany,\n\nare among\n\nthe world’s\n\nLooking to the north we see the world’s largest plant for the manufactur¬\ning of glazed kid, the John R. Evans Company; and to the South is the\nworld’s\n\nlargest privately owned\n\nshipbuilding\n\nplant, the New\n\nYork\n\nShip¬\n\nbuilding Company; the world’s largest licorice manufacturing plant, the\nMcAndrews and Forbes Company; and the world’s largest wool scouring\nplant, the Eavenson-Levering Company.\n\nStraight ahead of us is the world’s largest manufacturer of automobile\nsupplies, the R. M. Hollingshead Company. As we travel east, we get on to\nthe White H orse Pike, sixty miles in length and mile for mile, the most\ntraveled highway of its length in the world.\n\nTraveling east on the White Horse Pike we pass south of the world’s\nlargest plant for the manufacturing of steam heating systems, the Warren\nWebster Company; and north of old Gloucester County at Gibbsboro, is\nthe world’s\n\nlargest plant for the manufacture\n\nof dynamite,\n\nthe DuPont\n\nCompany. At Paulsboro is located the world’s largest plant for the manu¬\nfacturing of lubricating oils, the Vacuum Oil Company; and at Salem we\nfind the home of the world’s largest plant for the manufacturing of tomato\nketchup, the Heinz Company. Continuing still further east, we enter the\ngreat South Jersey agricultural district, where we find the world’s largest\nblueberries, its best fancy peaches, its best fancy poultry, its best fancy sweet\npotatoes, and down on the Delaware Bay, the world’s finest oyster beds.\nGoing still further east, we pass south of Lakehurst, the home of the\nworld’s largest Aerodrome,\n\nand north of Vineland,\n\nthe home\n\nof the Kimball\n\nof glass for scientific purposes.\nThen we arrive at the shore, at Atlantic City, the home of the world’s\nlargest Convention Hall and the Boardwalk, the world’s greatest pleasure\npromenade, and all of the shore resorts together make the world’s largest and\nmost patronized pleasure and health resorts.\nIf this trip thru South Jersey is not fast enough, we can return to Camden\nand board a Seashore Express and make the whole trip over again on one of\n\nCompany,\n\nthe world’s largest manufacturer\n\nthe world’s fastest trains, which\n\nruns thru South Jersey.\n\n"}
{"page": 397, "printed_page": null, "text": "Department\n\nof\n\nLOOKING\nLOIS\n\nCOFFEY\n\nMOSSMAN,\nCOLLEGE,\n\nIn the last decade\n\nElementary\n\nAHEAD\n\nASSISTANT\n\nCOLUMBIA\n\nwe\n\nSchool\n\nFOR\n\nTEACHERS\n\nPROFESSOR\n\nUNIVERSITY,\n\nhave spent much\n\n393\n\nPrincipals\n\nOF\nNEW\n\nEDUCATION,\nYORK,\n\nTEACHERS\n\nN. Y.\n\ntime and thought\n\nupon\n\nthe im¬\n\nprovement of the curriculum. We now have many places which have devel¬\noped curriculums rich in content. The very richness of the offering has\npresented a new difficulty. Teachers who are able to carry on such work are\nnot numerous. The advocate of such curriculum work is confronted with\nthe question: But where\nIf one were\n\nwill you get teachers able to teach thus?\n\nable to have teachers of the kind he really wanted,\n\ndesirable qualities would\nwould be included?\n\nhe be inclined to seek? Which\n\n1. A genuine interest in child life, fostered by much\nchildren both in and out of school\n2. A\nthese\n3. An\n\nsympathetic\n\nunderstanding\n\ninterest in presentday\n\nof the following\n\nstudy and\n\nof children’s tendencies\n\nwhat\n\nand\n\ncontact\n\nwith\n\nability to utilize\n\nsocial problems\n\n4. Ability to express one’s ideas with fluency and clarity\n5. A hobby or avocational interest which can be fruitfully shared\n\nwith children\n\n6. A hobby or avocational interest of one’s own which is self-renewing\n7. Contact with work of other kinds than the teacher knows how to do himself\nin some\n\nsuch fields as gardening,\n\nchicken raising, dairying, factory work, canning,\nconstruction, laundry work, cooking, typing, nursing, sewing, or social-service work\n8. Travel which will give one an acquaintance with some peoples different from\nthe home folk\n9. Much acquaintance with history\n10. Much acquaintance with literature, both for adults and for children\n11. Ability to sing and play at least one musical instrument\n12. Acquaintance with much good music\n13. Some scientific interests of personal concern\n14. An interest in the quantitative aspects of life\n15. Some constructive, creative imagination that is usable in guiding children’s\ndramatics, creative art, story writing, and thinking\n16. Ability to organize plans, ideas, and materials; ability to file or otherwise\nmake materials available; and ability to teach others to organize and file\n17. Ability to read (a) entertainingly and convincingly to others and (b) with\n\naccuracy and expedition for one’s self\n18. Ability to speak convincingly to an audience on some questions\n19. Some manual and creative skill such as lettering, poster and chart making,\ncostuming, stage decorating, bookbinding, modeling, and gardening\n20. Some ability to organize a school library\n21. Some ability to understand temperamental differences in children\n22. Ability to lead group thinking and action.\n\nWhen\n\nwe\n\ncontemplate\n\nsuch a list of qualities of desirable teachers we are\nappalled at the present deficits in meeting the proposals. To have teachers\nwho can measure up to this list means\nteach the new curriculums.\nPerhaps\n\nthis list is not well made.\n\ntraits. Perhaps\n\nit is not made\n\na step in advance jf we\nPerhaps\n\nit omits some\n\nwould\n\nreally\n\nvery desirable\n\nup of significant factors. However,\n\nusing it\n\n"}
{"page": 398, "printed_page": null, "text": "394\n\nNational\n\nEducation\n\nAssociation\n\nas a stimulating approach to the question before us — What shall we do in\nlooking ahead for better teachers f— let us consider some things that may be\ndone toward answering our question.\nThere seem to be two sources to which to look in attempting to develop\nteachers of the kind suggested. One\n\nis training, the work\n\ncollege ; the other is supervision, the work\nthe field.\nAlready\n\nof the teachers\n\nof principals and supervisors in\n\nforces have been active which give promise of improvement\n\nin the\ntype of training which prospective teachers are receiving. Provincialism in\nthe program of study is less apparent than once obtained. Very definite efforts\nare to be found looking toward giving the students valuable contacts. Trips\nto metropolitan centers are undertaken. Exchange teachers are sometimes\nmade available. Foreign study for a term is contemplated by some leaders\nin teacher training. People of note are at times made available in school\nactivities. But much remains to be done. All too often students are graduated\nfrom teacher-training institutions who have not traveled far from home ;\nwho have not become acquainted with a people whose mode of living is\ndifferent from that of the home folk ; who have never seen a great actor or\nan industrial plant foreign to the familiar home industries. Too many are\ngoing out to lead children’s thinking and influence their developing taste\nwho themselves are unfamiliar with vital problems of today and likewise\nwith literature, music, and art. They do not know children’s books. They\nhave not learned to like poetry. They sing little or not at all. They cannot\nplay a musical instrument. They have not read history. Their scientific\ninterests are all too limited.\nWhen\n\nnormal\n\nschools had but two years in which\n\nto prepare high-school\n\ngraduates for the work of teaching, these suggested inadequacies of the gradu¬\nates were to be expected. Much more was this true when teachers were with¬\nout any professional training. The recent trend toward making the period\nof training a four-year term makes possible much\n\nbetter preparation. Careful\n\nthought is being given to the planning of the new four-year curriculum for\nteacher training. The teachers colleges have the possibility of developing\nteachers better able to teach an enriched curriculum. Will the demand of the\npublic schools for such teachers stimulate and encourage the training institu¬\ntions to make the needed changes in their program of studies ? Are the leaders\nin our schools awake to the value of teachers of greater ability and of greater\nof experience? Do they demand that those who teach the children\nbe themselves people who live and experience richly in their own lives?\n\nbreadth\n\nBut what\n\nof the teachers who\n\nnow\n\nman\n\nour schools? Their period of pre¬\n\nliminary preparation is past. They are now the ones who will teach the chil¬\ndren. Can they be used in developing the new curriculums?\nThe work of teaching is unique in that effort to do creative work is not\nexhausted in its immediate use. Its results are cumulative in developing\n\ndesirable abilities. Such effort is conducive\n\nto growth. A teacher who\n\nattempts work involving new enriching content is permanently\nhis resources and understandings.\n\nwisely\n\nincreasing\n\n"}
{"page": 399, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n395\n\nPrincipals\n\nNot\n\nonly is teaching of the creative sort productive of greater abilities\nand growth, but teachers rather generally welcome opportunity to grow.\nTeachers\n\nas a whole\n\nmay be depended upon to attempt work of this produc¬\ntive type if convincing leadership is available to help them see values and find\nneeded means. This is the place of supervision in helping teachers meet the\ndemands of the new curriculums.\nWhat\n\nare the things a supervisor may do to help his teachers become\nable to teach a curriculum of rich content and experiences?\nWe\nwho\n\nhave in recent years given considerable\nwould\n\nsupervise may\n\nthe teacher. Most\n\nconduct\n\nbetter\n\nthought to ways in which\n\nthose\n\nthe work\n\nso as to be effective in helping\nof the attention has centered on class visitation, observa¬\n\ntion of instruction, the conduct\n\nof the conference\n\nwith the teacher, all sup¬\n\nplemented by teachers’ meetings for demonstration lessons and discussion of\neducational theory. All these have values that must be conserved.\nOne\n\nof the difficulties in these attempts\n\nto help teachers lies in the fact that\n\nwe have not always found a way to avoid what may be termed\n\nscrappiness in\nthese enterprises. The lesson observed is often in no vital way connected with\nother things the supervisor attempts with that teacher. The demonstration\nlesson or the discussion of educational\nentity. The\n\nsupervisory\n\ntheory is treated too often as a separate\n\nhelp lacks the continuity necessary for producing\n\ngrowth. In the things supervisors have been doing to help teachers there is\nneed for more continuity. If one can observe a teacher at his work but four\ntimes, three of these would\n\nprofitably be consecutive. This would\n\nmake\n\npos¬\n\nsible a supervisor’s seeing a lesson taught and following the same day with a\ndiscussion not by way of criticism, but by way of planning the next lesson,\nthe teacher and supervisor planning it together. The\nlesson is then observed\nsympathetic\n\nteaching of this second\n\nby the supervisor but the observer has a much\n\ninterest in it because of his part in the planning. The\n\nfollowing will also have a different emphasis. By some\nsupervisor can help the teacher to learn how\nday to day. Careful planning\nimprove\nBut\n\ndiscussion\n\nsuch continuity the\n\nto prepare for his work\n\nof the right sort is one\n\nmore\n\nfrom\n\nof the best ways\n\nto\n\nteaching.\nthe supervisory\n\nsort of leadership we\ninfluence upon\n\ntask includes a much\n\nlarger responsibility than the\n\nhave just suggested. A\n\nreal supervisor exercises an\n\nis conducive\n\nto richness of experiencing\n\nwhich in turn is productive of growth. He knows\n\nhow to share fruitfully some\n\nof his own\n\nthe teachers which\n\npersonal interests and thus awaken\n\nH is hobbies may\n\nprove\n\nstimulating.\n\nnew\n\ninterests in the teachers.\n\nIt is his privilege to suggest lines of\n\naction, raise stimulating questions, go with teachers on excursions, encourage\nfurther study and travel, and in many ways be a source of stimulus and sug¬\ngestion which will encourage teachers to go on and attempt things which\nthey would otherwise scarcely have felt possible. To see possibilities in an¬\nother is a gift. To help one realize the possibilities lying within him is a great\nservice. To\nleadership.\n\nlead one to do that which\n\nto him seems impossible is genuine\n\n"}
{"page": 400, "printed_page": null, "text": "396\n\nNational\n\nEducation\n\nAssociation\n\nOur teachers now in our schools did not, in their preparation for their work,\nhave the opportunity to acquire all the abilities herein suggested, but many of\nthese can yet be developed. A good teacher is one who is himself growing. The\nwork of the supervisor is to stimulate this growth along lines that will be\nfruitful in fostering greater abilities and that will enable the teacher to find\ngreater richness in living.\nTo the measure that one lives fully himself can he bring fullness of life\nto those with whom he lives. In looking ahead for teachers we must look for\nways in which we may promote growth and greater richness in living for\nthose who teach.\n\nMRS.\n\nINTERESTING\n\nTHE\n\nHUGH\n\nPRESIDENT,\n\nBRADFORD,\n\nCOMMUNITY\nBUILDING\n\nTEACHERS,\n\nNATIONAL\n\nSACRAMENTO,\n\nIN CHARACTER\n\nCONGRESS\n\nOF\n\nPARENTS\n\nAND\n\nCALIF.\n\nWe are told in convincing terms by mental hygienists, psychologists, so¬\nciologists, and psychiatrists that the behavior of youth is the resultant of all\nthe forces and pressures of his heredity and his environment. We are also\ntold that the youth’s reaction to his environment is generally a normal one\nand may be, to a degree, anticipated. These things being granted one may\nreasonably say that environment must necessarily be a vital consideration in\nattempting to solve the problems of parents and youth alike and in particular\nin solving the problems concerned with character building.\nThe most important element in any community is, of course, its people ;\nand the most important influence upon the character of the child in that\ncommunity is the attitude of those people toward understanding and protect¬\ning children who are building new lives with new aspirations, hopes, and\nambitions. Homes in any community reflect the ideals of society. Yet the\nhome, called the cradle of the nation, finds itself rocked by the forces of the\ncommunity to such an extent that it may no longer feel secure as to its ability\nto guide and control the character development of the child. Community in¬\nfluences, social and industrial, are vastly more important to homes today\nthan ever before. They have modified the character of the home itself.\nWithin the modern home, the radio, the press, modern industry, and new\nsocial customs have encroached ; commercial amusements have supplemented\nand supplanted those of the home ; each with its own standards, which may\nor may not be for the good of the child, socially or morally.\nWhile homes and schools are struggling with the problem of training\nyouth for high ideals in this baffling age, it may well be said that communities\nas such have seldom even recognized a responsibility for assisting them.\nSchools have taught obedience and discipline ; churches have sought to teach\nreverence for God and respect for authority and to bring about a spiritualized\nideal of life ; homes have attempted to provide affection and security for\nchildhood ; but homes, schools, and churches have been unable to stem the\n\n"}
{"page": 401, "printed_page": null, "text": "Principals\n\n397\n\nindividualistic scorn for tradition, for permanent\n\nlife values,\n\nDepartment\n\nflood of modern\n\nof\n\nElementary\n\nSchool\n\nfor authority, and for an intelligent determination of what a wholesome\ncharacter must be because there has been no concerted effort among adults\nas community\n\nresponsibility.\n\nPerhaps a great weakness of home and school has been its failure to draw\ninto harmonious cooperation all the agencies in our communities. We need\nto persuade politicians to join educators in thinking more about the future\nof America in their attitudes toward the safety and protection of the children\nof today, morally, physically, and culturally. We need the whole community\nto join in teaching a decent regard on the part of each individual for the lives\nand property of others whether he be in public or private life. We need the\nwhole community to join in effacing ugliness and sordidness! While we join\nto eliminate distress in epidemics and catastrophies, it seems too frequently\nwe must face great misery before we move unitedly to prevent worse than\nsickness and poverty — perverted characters and crime !\n\nTo no one set of parents is given the infinite wisdom for completely sur¬\nrounding the child with an environment challenging enough to assist him in\ndeveloping initiative, strong moral fibre, spiritual buoyancy, loyalty and all\nthe necessary virtues which will prepare him to withstand the adverse in¬\nfluences in life ; but surely it is not too much to hope that parents and teachers\nin our parent-teacher associations may be a nucleus for drawing together the\nadults in a community as the beginning of an intensive study of child welfare\nas a community responsibility.\n\nHenry\n\nNeuman\n\nhas well said “character\n\nis best shaped in the attempt\n\nof\n\npeople to remold their environment on nobler patterns.” Our future will\ndepend upon our thinking, planning, and working together , building a new\nphilosophy of life based on this intelligent and stabilizing effort, which draws\nupon all the resources of the community for the best type of character\neducation.\n\nMAKING\nDOROTHY\n\nA\n\nMETROPOLIS\n\nBILDERSEE,\n\nPRINCIPAL,\nNEW\n\nHEALTH\n\nPUBLIC\n\nYORK,\n\nSCHOOL\n\nCONSCIOUS\n80, MANHATTAN,\n\nN. Y.\n\nRealizing that the school is the best agency for making parents health\nconscious and recognizing the responsibility of the school for the correction\nof physical defects of the child, for the teaching of health principles, and\nthe inculcation of health habits, the New York Principals Association or¬\nganized a Committee on Health in 1928. For four years this committee has\nbeen studying the needs of the schools, gathering and distributing informa¬\ntion on health education, evaluating the health programs of individual\nschools, endeavoring to coordinate the many elements in the school health\nprograms, and trying to interest all principals in health work. Gradually it\nhas broadened its scope to include all matters that concern the mental and\nphysical health of the child. This work\ncommittees.\n\nhas been carried on by fourteen sub¬\n\n"}
{"page": 402, "printed_page": null, "text": "398\n\nNational\n\nEducation\n\nEarly in the year the Committee\n\nAssociation\n\non Health\n\ndecided to hold a series of\n\nroundtables, followed by a luncheon, in order to acquaint teachers, doctors,\nnurses, parents, and others who are interested in child health, with the work\nof the sub-committees.\n\nAt the request of New\n\nYork\n\nmembers\n\nof President\n\nHoover’s White House Conference on Child Health and Protection it\nwas made a follow-up of the White House Conference on Child Health\nand Protection. One of the speakers on each program was a member of a\nsimilar committee of the White House Conference. Experts on the topic of\nthe subcommittee, including principals, who spoke from the practical side,\ngave short papers. Discussion followed and the meeting concluded with a\nstatement of proposed activities by the chairman, as follows:\nIt is the hope of the Subcommittee on Mental Hygiene to increase knowledge and\ninterest in mental hygiene and to bring to each member of the teaching staff realiza¬\ntion of the importance of understanding each child’s personality. It will work on\nthe problem of securing the right type of education for the child who becomes a\nproblem during his school life and after he leaves school because the training he is\ngiven is not fitted to his mental capacity.\nThe Subcommittee on Parent Cooperation advocates the use of all contacts with\nthe home for constructive health education. It is studying methods of promoting\nbetter understanding between school and home. It will try to establish the position\nof parent health counselor in each school. It will encourage the formation of parent\ngroups to study the work of all the subcommittees.\nThe Subcommittee on the Visiting Teacher will continue its efforts to secure, for\neach principal, at least the partime services of a visiting teacher.\nThe Subcommittee on the School Plant is working on the problem of bringing old\nschools to the present high standard as exemplified in new buildings. It will acquaint\nthe principal with modern methods of cleaning buildings, and modern standards for\ncleanliness and for maintenance. It is studying the installation of hand washing\nfacilities. It will try to guide and influence public opinion so that we have backing\nin the program set forth.\nThe Subcommittee on Health Day recommends a check-up in each school early in\nSeptember of the physical defects of each child. It will endeavor to bring to the\nchild with defects that cannot be remedied, the type of training he needs. It will\nmake a systematic effort to increase facilities for the correction of physical defects\nfor those who cannot afford to pay. It hopes to convince parents of the importance\nof a yearly physical examination for the child.\nThe Subcommittee on Safety will publish “Our Children in the Streets,” a safety\nhandbook, now ready for print, the work of the subcommittee. It will edit material\nto be supplied by principals and teachers for a 1933 handbook on home and vacation\nsafety.\nThe Subcommittee on Cooperation with the Department of Health, Medical As¬\nsociations, and other agencies, is striving to bring about complete understanding be¬\ntween the schools and these agencies. It hopes to bring about better cooperation\nbetween the private physician and dentist and the school, between hospitals, clinics,\nand the school. It will acquaint parents with the work of these agencies.\nThe Subcommittee on Health Counselors will continue its efforts to make pos¬\nsible, thru an additional teaching position in each school, the functioning of the\ncounselor as recommended in the special report distributed at its roundtable.\nThe Subcommittee on the Health of the Young Child will try to bring about the\nrealization that the health of the preschool child is the business of the school; that\nsystematic effort should be made to have all remediable defects corrected before\nentrance of the child in school.\n\n"}
{"page": 403, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n399\n\nSubcommittee on the Health of the Teaching Staff hopes to convince the\nteaching staff of the value of a yearly physical examination.\na\nThe Subcommittee on Playgrounds and Recreation will attempt to bring about\nwork for\nbetter understanding of the values of play activities for the child. It will\nn\nincreased recreational facilities for children. It will study the summer recreatio\nproblem including playgrounds and camps.\nThe Subcommittee on Teacher Training hopes to work with the city colleges and\nadvocates a\ntraining colleges in order to make the students health conscious. It\na periodic follow-up.\nphysical examination before entrance, correction of defects, and\nis studying and\nSchools\nary\nElement\nin\nn\nEducatio\nThe Subcommittee on Health\nin the best\nevaluating methods of inculcating health and safety habits now in use\nschools. It will give attention to the training of teachers in service.\na health\nThe Subcommittee on Administrative Problems will compile and publish\nof\nhandbook on administrative problems in health education, covering all phases\nthe roundtable studies.\nThe\n\nit\nI have given this account of our health roundtables because I feel that\ndid more to make our city health conscious than anything else we have done.\nele¬\nThru it we reached two thousand people representing 316 New York\nand con¬\nmentary and junior high schools, 3 training colleges and 9 high\ntinuation schools, recreational organizations, departments of health, health\ncenters, parents associations, and safety organizations.\nMENTAL\nHARVEY\n\nHYGIENE’S\n\nZORBAUGH,\n\nCHALLENGE\n\nPROFESSOR\nNEW\n\nAs the findings of the White\n\nOF\n\nEDUCATION,\n\nYORK,\n\nHouse\n\nTO\n\nOUR\n\nNEW\n\nYORK\n\nSCHOOLS\nUNIVERSITY,\n\nN. Y.\n\nConference\n\nfind their way\n\ninto\n\nthe\nindividuals who can’t or won’t meettion.\nprint, we are realizing that those\nciviliza\nour\nof\nm\nproble\nt\ngreates\nthe\nute\ndemands of adult life constit\nand\nThere are 500,000 persons in American institutions for the anti-social\ninadequate. The cost of their care is three times the federal income tax,\nthree times the total cost of public education.\nPrograms for adult readjustment have met with little success, but study\nof maladjusted adults reveals that the great majority of them were mal¬\nadjusted in childhood. They were all children in our schools. What hap¬\npened to them in school? Their histories reveal conflict with an inflexible\ncurriculum and regimen, failure, and elimination, resulting in a resentment\ntoward authority or a crippling sense of personal inadequacy and frustra¬\ntion. The schools must accept in considerable part the responsibility for the\nfailure of these children to accept the responsibilities of adult social life. The\nmaladjusted of tomorrow\ndoing for them?\n\nare in the schools of today. What\n\nare the schools\n\nThey will do little or nothing, until we adopt a philosophy of education\nthat makes the emotional stability and social adequacy of the child its car¬\ndinal aim; until administrators realize that the program of the individual\nchild must inevitably vary with his potentialities; until teachers are\ntrained to see the whole child, and are admitted to the classroom only when\n\n"}
{"page": 404, "printed_page": null, "text": "400\n\nNational\n\nEducation\n\nAssociation\n\nthey are themselves wholesome\n\npersonalities and safe for children to live\nwith. Until these changes are wrought in our educational policies and pro¬\ncedures the public schools will continue to turn out generation after genera¬\ntion ill prepared to cope with the responsibilities of adult living.\nTwo conflicting philosophies dominate education today: the philosophy\nof education as discipline, and the philosophy of education as self-develop¬\nment. The philosophy of education as discipline, characteristic of the old\nschool, emphasizes the disciplinary values, mental and moral, that are de¬\nrived from the mastery of subjectmatter ; centers the educational process\nabout the curriculum ; and measures the success of the educational process\nin terms of the amount of information the pupil has learned.\nOn the other hand, the philosophy of education as self-development,\ncharacteristic of the new or progressive school, emphasizes the develop¬\nmental values that are derived from self-expression ; centers the educational\nprocess about the child j and measures the success of the educational process in\nterms of what the child has created. It has written a magna charta of child¬\nhood around the word, freedom.\n\nThe virtues of these two philosophies of education have been widely\nheralded by their protagonists ; their dangers, particularly as viewed by the\nmental hygienist, not so widely. Education conceived as discipline holds up\nto the child a predetermined pattern of experience. The child conforms or\nis eliminated. The great majority of our public schools explicitly or im¬\nplicitly, proceed from this philosophy.\nViewing the havoc wrought by the old schools we are likely to hail the\napostle of the new school as the educational messiah. Certainly the mental\nhygienists would admit that from self-expression and creation are derived\nstabilizing life satisfactions that are the very essence of mental health ; and\nthat self-mastery, which is the basis of emotional maturity, is more likely\nto be achieved thru experience of freedom than thru conquering multiplica¬\ntion tables. But is it a fair question whether in their sectarian zeal many of\nthe new schools have not carried their philosophy too far, have not held the\nchild’s unique potentialities too sacred, have not allowed the child’s pursuit\nof self-expression to warp his estimate of himself and blind him to the im¬\nplications of the fact that he must live in a social world. Certainly clinical\nexperience with the products of certain progressive schools would make us\nwonder whether\nchildren.\n\nThere\n\nchild-centered schools may\n\nnot be creating self-centered\n\nis a third philosophy slowly working its way into educational\npractise, the philosophy of education as adjustment. This philosophy is\nneither curriculum-centered nor child-centered, but life-centered. It views\neducation as a process of learning to live and getting along with others. So\nfar as discipline, knowledge, and skill contribute to this process, they are\ngood. So far as freedom and creation contribute to this process they are\ngood. Education so conceived is more concerned with the child’s person¬\nality than with his mind or talents, more interested in his emotional atti¬\ntudes than in his abilities. It sees education as a process of socialization, and\n\n"}
{"page": 405, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n401\n\nPrincipals\n\nthe school s function as one of continual guidance. It would measure its\nsuccess solely in terms of the effectiveness of the personalities of the chil¬\ndren who have grown up in its schools. Education conceived as adjustment\ncombining the virtues of old and new schools with values of its own, prom¬\nises a working philosophy that will make it possible for our schools to\naccept the responsibility that is undoubtedly theirs.\n\nSECRETARY’S\nWashington,\n\nMINUTES\nD. C.\n\nThe Department of Elementary School Principals held two general meetings\nin the Auditorium of the National Museum. The program of the sessions was\nas follows:\n\nFirst Session, Monday\n\nEvening,\n\nFebruary\n\n22, 1932\n\nPresiding, Earl R. Laing, district principal, Burt School, Detroit, Mich.\n\nThe\n\nNew\n\nPrincipals hip\n\nGreetings, Florence Hale, state agent for rural education, Augusta,\nPresident, National Education Association.\nThe\n\nEleventh (1932) Yearbook, Aaron Kline, principal, Pullman\nIll., and chairman, 1932 Yearbook Committee.\n\nProgressive Principals and the Superintendent,\nof schools, Indianapolis, Ind.\n\nPaul\n\nMaine,\n\nand\n\nSchool, Chicago,\n\nC. Stetson, superintendent\n\nThe\n\nPrincipalship and Effective Supervision, John S. Herron, principal,\nLafay¬\nette Street School, Newark, N. J.\nCommunity Leadership, Joy Elmer Morgan, editor, Journal of the National Edu¬\ncation A s so elation, Washington, D. C.\n\nSecond\n\nSession, Wednesday\n\nAfternoon,\n\nFebruary\n\n24, 1932\n\nPresiding, Earl R. Laing, district principal, Burt School, Detroit, Mich.\nThe New Childhood\nTwelfth (1933) Yearbook, Helen B. Shove, principal, Minnehaha\nMinneapolis, Minn., and chairman, 1933 Yearbook Committee.\n\nEducation for Character, Paul T. Rankin, supervising\nadjustment, Public Schools, Detroit, Mich.\n\nSchool,\n\ndirector of research\n\nand\n\nChildhood, the Golden Period for Mental Hygiene, W. A. White,\nM. D., Saint\nElizabeth’s Hospital, Washington, D. C.\nChild Health and Protection, F. J. Kelly, chief, College and Univers\nity Division,\nUnited States Office of Education, Washington, D. C.\nOn Monday and Tuesday at 7:30 a.m., there were breakfasts at the Mayflower\nHotel. These breakfasts are meeting with ever-increasing popularity\nas an oppor¬\ntunity for social contacts, reports of achievements, and exchange of ideas.\nOn Tuesday evening, February 23, the semi-annual dinner was held at the Shoreham Hotel. A fine musical program was presented, followed by\na most excellent\naddress by Mr. Joy Elmer Morgan, editor of The Journal of the Nationa\nl Edu¬\ncation Association.\n\nExecutive\n\nCommittee\n\nMeeting,\n\nTuesday\n\nMorning,\n\nFebruary\n\n23, 1932\n\nThe first meeting of the Executive Committee of the Department of\nElemen¬\ntary School Principals was held in Room 504, N. E. A. Building. Due\nto the ill¬\nness of the president, Earl R. Laing, the meeting was called to order\nby Cassie F.\n\n"}
{"page": 406, "printed_page": null, "text": "402\n\nNational\n\nEducation\n\nAssociation\n\nRoys, first vicepresident, at 9:30 a.m. The following members were present: A. B.\nHeacock, representing Harley W. Lyon, second vicepresident; Lillian M. Towne,\nthird vicepresident; Elizabeth McCormick, fifth vicepresident; M. Emma. Brookes,\nJohn Loftus, and Herbert Hansen, of the Executive Committee, Aaron Kline and\nHelen Shove, of the Editorial Committee; Eva G. Pinkston, special secretary, and\nMaude Rhodes, secretary.\nThe minutes of the Los Angeles meeting were read and approved.\nMr. Kline, chairman of the Editorial Committee, made his final report on the\n1932 Yearbook. He stated that all material was ready for the printers and that\ncopies of this yearbook should be in the hands of the readers sometime in April.\nIt was moved by Mr. Hansen and seconded by Miss Brookes that a vote of\nappreciation be given Mr. Kline and his committee. Motion carried.\nMiss Shove gave advanced plans for the 1933 Yearbook, which has for its\nsubject: “The\n\nPrincipal and the Libraries.”\n\nShe also announced\n\nthe topics planned\n\nfor future yearbooks as follows: 1934, “Principals and Supplemental Teaching Aids” ;\n1935, “School-Life Activity Program”; and 1936, “The Principal as a Professional\nLeader.’’\nMiss Isabel Tucker, retiring member of the Editorial Committee, expressed\nappreciation for the opportunity of working with the Executive Committee.\nA thoro discussion of certain future policies for the Editorial Committee\ntook place. Members of the Editorial Committee were present and made helpful\nsuggestions for retrenchment. It was moved by Mr. Heacock and seconded by\nMiss Towne that copies of the various recommendations and policies discussed\nshould be placed in the hands of the Executive Committee for careful consid¬\neration between now and the Atlantic City meeting. Motion carried.\nIt was moved by Mr. Heacock and seconded by Mr. Loftus, that the special\nsecretary be authorized to pay the expense account to the Washington meeting of\nMr. John Thomas, new member of the Editorial Committee. Motion carried.\nIt was moved by Mr. Hansen and seconded by Mr. Heacock that the only ex¬\npenses for the Editorial Committee authorized by the Executive Committee shall\nbe for the expenses of the two regular fall and spring meetings of the committee.\nMotion carried.\nIt was moved by Mr. Hansen and seconded by Miss McCormick that the in¬\ncoming new member of the Editorial Committee who is appointed in the fall be\ninvited to attend the February meeting of said committee without expense to the\nDepartment. Motion carried. Meeting adjourned.\n\nExecutive\n\nCommittee\n\nMeeting,\n\nWednesday\n\nMorning,\n\nFebruary\n\n24, 1932\n\nThe meeting was called to order by the first vicepresident, Cassie F. Roys, in\nRoom 504, N. E. A. Building. The following members were present: Earl R. Laing,\nA. B. Heacock, Lillian M. Towne, Elizabeth McCormick, M. Emma Brookes, John\nLoftus, Herbert C. Hansen, Frank W. Hubbard, associate director of the Re¬\nsearch Division of the National Education Association, Eva G. Pinkston, and\nMaude A. Rhodes.\nThe minutes of the first meeting were read and approved.\nThe first topic for discussion was in connection with the position of special\nsecretary of the Department. On motion of Mr. Loftus seconded by Miss Mc¬\nCormick, the Executive Committee declared the following policies: (1) that ap¬\npointments shall be made for a term of four years; (2) that the beginning salary\nshall be $4000; (3) that there shall be provided four annual salary increments\nof $250 each; and (4) that the appointee to the office shall begin service in\nWashington on September 1, 1932.\nIt was moved by Mr. Loftus and seconded by Miss McCormick that Miss\nEva G. Pinkston, special secretary, should be appointed for a term of four years,\nbeginning September 1, 1932. Motion carried.\n\n"}
{"page": 407, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n403\n\nPrincipals\n\nIt was moved by Miss Brookes and seconded by Mr. Hansen that inasmuch as\nMiss Eva G. Pinkston had already served one year as special secretary, her\nsalary beginning September 1, 1932, should include the first annual increment.\nMotion carried.\n\nAtlantic\n\nCity, New\n\nJersey\n\nThe Department of Elementary School Principals held two general sessions in\nWestminster Hall, Chelsea Hotel. The topics and speakers for the meetings were\nas follows:\n\nFirst Session, Monday\nGreetings,\n\nAnn\n\nTeachers\nWhy\n\nDo\n\nTroy,\n\npresident,\n\nElementary\n\nChase\n\nPanaceas\n\nin\n\nrector of research, National\nCamden,\nLooking\n\nWith\n\nMeaning,\n\nWith\n\nan\n\nSecond\n\nL.\n\nFlorence\n\nInteresting\n\nthe\n\nHale,\n\nOhdner,\n\nPrincipals\nWork,\n\nin\n\nof the New\n\neducation, New\n\nA\n\nLois\n\nChamber\n\nCoffey\n\nAfternoon,\n\nBradford,\n\nForum\nAre\n\nSchools\n\nprincipal,\n\nPublic\n\nSchool\n\nSchools,\n\nHarvey\n\nZorbaugh,\n\npresi¬\n\nBuilding,\nDoing\n\nNumber\n\nYork, N. Y.\n\nTwo breakfasts were held, Monday and Tuesday\nsolarium, Hotel Jefferson. A cordial invitation was\n\nAugusta,\n\n1014\n\nPublic\n\nOur\n\nprofessor\n\nHugh\n\nCity\n\nto\n\nCommerce,\n\nMrs.\n\nNew\n\nUniversity, New\n\nof\n\nAssociation,\n\nTeachers,\n\nBildersee,\n\nD. C.\n\nYork, N. Y.\n\nand\n\nYork\n\ndi¬\n\nJune 29, 1932\n\nEducation\n\nBuilding,\n\nJersey\n\nassociate\n\nMossman,\n\nof Parents\n\nChallenge\n\nYork\n\nHubbard,\n\nUniversity, New\n\nYork, N. Y.\n\nHygiene\n\nW.\n\nsecretary,\n\nNational\n\nin Character\n\nthe\n\nDorothy\n\nFrank\n\nCurriculum,\n\npresident,\n\nCommunity\n\nhattan, New\nMental\n\nDivision\n\nAssociation, Washington,\n\nCollege, Columbia\n\ndent, National Congress\nSacramento, Calif.\nHealth\n\nD.\n\nSession, Wednesday\n\nGreetings,\n\nthe\n\nEducation\n\nEnriched\n\nof education, Teachers\n\nWhat\n\nPrincipals\n\nEducation?\n\nN. J.\n\nAhead\n\nMaine.\n\nJune 27, 1932\n\nAssociation, Park School, Nutley, N. J.\n\nWe\n\nGeography\n\nAfternoon,\n\nfor\n\n80, Man¬\n\nprofessor\n\nof\n\nmornings respectively, in the\nextended to all principals to\n\njoin in these family get-togethers and was accepted, judging from the large at¬\ntendance. President Earl Laing called particular attention to the yearbooks of the\nDepartment, stressing the fine services of the Editorial Committee and urging\nmembers of the Department to send in articles.\n\nThe semi-annual dinner was held at 6 p.m. Tuesday, June 28,\nin the large\ndining room of Hotel Madison and was well attended. Mr. Lester A. Rodes,\nsuperintendent of schools, Cape May City, N. J., accompanied by Miss Dorothy\nTurner, Ventnor, N. J. rendered two beautiful solos. The invocation was given\nby Reverend Walter Bruggeman, Ventnor, N. J. and Harry Clark, superin¬\ntendent of schools, Knoxville, Tenn., gave the address of the evening, “Social\nAspects of Community Life.”\nAt the business meeting on Wednesday afternoon, the following\nresolutions,\npresen\nted by : Elizabeth McCormick, chairman of the Resolutions Committee'\nwere adopted\nResolved , That the Department of Elementary School\ntional Education Association in convention assembled:\n\nPrincipals\n\nof the Na¬\n\n1. Pledges hearty support to the National Committee on Educat\nion by Radio in\nits. effort to secure for the people of the United States the right\nto suitable air\nprivilege, and in its plan to improve the quality of the broadcast.\n\n"}
{"page": 408, "printed_page": null, "text": "404\n\nNational\n\nEducation\n\nAssociation\n\n2. Regrets the cuts in teachers’ salaries and urges that boards of education\nsecure scientific surveys on the cost of living, and that the adjustment of salaries\nbe in proportion to the reduction in cost of living.\n3. Favors higher standards of work in the profession and commends each state\nthat is at present time raising its requirements for teachers credentials.\n4. Recognizes that economic and social conditions have brought with them diffi¬\ncult educational problems that challenge the highest type of professional effort.\n5. Declares that children should not be allowed to suffer educationally because\nof the economic crisis.\n6. Asks parents and other citizens where their children may be and what\nmay be doing in their leisure hours outside the school day.\n7. Deeply appreciates the fine hospitality of the principals of Atlantic\n\nthey\n\nCity\n\nand of the principals of the state of New Jersey and thanks them for their per¬\nsonal service in making this meeting most profitable and enjoyable.\nElizabeth\n\nW.\n\nMcCormick,\n\nT. Longshore,\n\nMargaret\n\nM.\n\nSuperior,\n\nKansas\n\nSmith,\n\nWis.,\n\nChairman\n\nCity, Mo.\n\nDenver,\n\nColo.\n\nA motion was made by Mr. J. D. Williams and seconded by Mr. E. O. Sanders\nthat the proposed revisions to the constitution, listed elsewhere in these minutes,\nbe accepted. Motion carried.\nOn motion of Mr. Hansen, chairman of the Nominating Committee, seconded\nby Mr. W. C. Ozier, officers were\nNote, p. 378.)\nMeeting adjourned.\n\nExecutive\n\nCommittee\n\nelected for the ensuing year. (See Historical\n\nMeeting,\n\nMonday\n\nMorning,\n\nJune 27, 1932\n\nThe first meeting of the Executive Committee of the Department of Elementary\nSchool Principals of the National Education Association was held in department\nheadquarters in the Crane building.\nThe following persons were present: Earl R. Laing, president; Elizabeth Sands,\nrepresenting Harley W. Lyon, second vicepresident; Lillian M. Towne, third vicepresident; Elizabeth McCormick, fifth vicepresident; M. Emma Brookes and\nHerbert C. Hansen of the Executive Committee; Frank W. Hubbard, associate\ndirector of research of the National Education Association; Eva G. Pinkston, special\nsecretary; and Maude A. Rhodes, secretary.\nThe minutes of the Washington meeting were read and approved.\nThere was a discussion of ways to make the bulletin more useful and interesting\nto members of the Department. On motion of Mr. Hansen, seconded by Miss\nBrookes, it was voted to make the following changes:\n1. That the bulletin shall be issued five times per year, with\n\nfour issues of\n\napproximately thirty-two pages each, in the months of October, December,\nruary, and June.\n2. That the April issue shall continue to be a yearbook. Motion carried.\nA\n\nmotion\n\nwas\n\nmade\n\nby Miss\n\nMcCormick\n\nand\n\nseconded\n\nby Miss\n\nTowne,\n\nFeb¬\n\nthat\n\nthe special secretary shall be the editor of the four issues of the bulletin and that\nthe Editorial Committee shall continue to issue the yearbook. Motion carried.\nA\n\nmotion\n\nwas\n\nmade\n\nby Mr.\n\nHansen\n\ntitle of the bulletin shall be changed\nMotion carried.\nOn\n\nmotion\n\nof Miss\n\nTowne,\n\nseconded\n\nto the general session certain proposed\nment.\n\nand\n\nseconded\n\nto “The\nby Miss\n\nby Miss\n\nNational\n\nBrookes\n\nElementary\n\nSands, it was\n\nvoted\n\nthat the\n\nPrincipal.”\nto present\n\nrevisions to the constitution of the Depart¬\n\n"}
{"page": 409, "printed_page": null, "text": "Department\n\nThey\n\nwere\n\nof\n\nElementary\n\nSchool\n\n405\n\nPrincipals\n\nas follows:\n\nArticle III, Section 1 — amend to read:\nThe officers of the Department shall be a president and five vicepresidents, each\nholding office for a period of one year from date of election. An\ntary shall be appointed by the Executive Committee.\n\nexecutive\n\nsecre¬\n\nArticle III, Section 2 — leave out the words “except the secretary.”\nElsewhere in the constitution and bylaws where the words “the secretary of the\ndepartment” occur, change to read “executive secretary.” These changes will\noccur in Article V, Section 3, of the constitution and in Article II and Article\n\nIII, Section 3, of the bylaws.\nArticle V, Section 2 (Bylaws) — amend to read:\nThe fiscal year of the Department shall coincide with that of the National\nEducation Association. The membership year shall run from September 1 to\nAugust 31.\nMotion carried\n\nand\n\nthese proposed\n\nchanges\n\nwere\n\nprepared\n\nfor first reading\n\nat the general session on Monday afternoon, June 27, 1932, and for formal\ntion at the general session on Wednesday afternoon, June 29, 1932.\nMeeting adjourned.\n\nExecutive\n\nCommittee\n\nMeeting,\n\nTuesday\n\nMorning,\n\nJune\n\nadop¬\n\n28, 1932\n\nThe meeting was held in department headquarters in the Crane building.\nThe following persons were present: Earl R. Laing, president; Elizabeth Sands,\nrepresenting Harley W. Lyon, second vicepresident; Lillian M. Towne, third\nvicepresident; Elizabeth McCormick, fifth vicepresident; M. Emma\nBrookes\nand Herbert C. Hansen of the Executive Committee; Frank W. Hubbard, associate\ndirector of research of the National Education Association; Eva G. Pinkston,\nspecial secretary; and Maude A. Rhodes, secretary.\nAfter hearing a report of the work done at headquarters during the year, a\nmotion was made by Mr. Hansen and seconded by Miss Towne that a vote of\nappreciation be given to the special secretary, Eva G. Pinkston, for the splendid\nway in which she had been able to integrate the affairs of the Department with\nthe work at national headquarters. Motion carried.\nA motion was made by Miss McCormick and seconded by Miss Sands that the\nsecretary express to Mr. Crabtree, secretary of the National Education Asso¬\nciation, and thru him to the entire headquarters staff, the sincere appreciation of the\nExecutive Committee for the cooperation extended the special secretary during\nher first year of service. Motion carried.\nA motion was made by Miss McCormick and seconded by Miss Towne that\nthe policies regarding the Editorial Committee, as read by the special secretary,\nbe adopted and that a copy of said policies be sent to each member of the Editorial\nCommittee and to each new member as he is elected. Motion carried.\nA motion was made by Miss Brookes and seconded by Mr. Hansen that the\naccrued interest from the permanent fund be kept in the checking amount. Motion\ncarried.\nBecause of the large amount of mail received daily by most principals, a motion\nwas made by Miss Towne and seconded by Miss McCormick that the Executive\nCommittee instruct the special secretary to let the addressograph plates be used\nonly for the official business of the Department. Motion carried.\nA motion\n\nwas\n\nmade\n\nby Mr. Hansen\n\npresident appoint a committee\nA motion\n\nwas\n\nmade\n\nand seconded\n\non necrology. Motion\n\nby Miss Brookes\n\nby Miss\n\nBrookes\n\nthat the new\n\nby Miss Towne\n\nthat Earl R.\n\ncarried.\n\nand seconded\n\nLaing, retiring president, be named as a member of the National Council of Educa¬\ntion to succeed John A. Spargo, who is now commissioner of education of New\nJersey. Motion\n\ncarried.\n\n"}
{"page": 410, "printed_page": null, "text": "406\n\nNational\n\nEducation\n\nAssociation\n\nA vote of appreciation by the Executive Committee was extended to Frank\nW. Hubbard for his cooperation and untiring help in furthering the interests of\nthe Department.\n\nA motion was made by Miss McCormick and seconded by Mr. Hansen that an\nexpression of appreciation be extended the special secretary for the efficient work\nshe has been able to accomplish for the organization during her first year of\nservice. Motion carried.\n\nA motion was made by Mr. Hansen and seconded by Miss Brookes, that the\nbudget\nas presented by Mr. Hansen be adopted. Motion carried.\nA motion was made by Mr. Hansen and seconded by Miss Towne that a vote\nof appreciation be given the president and secretary for the splendid work which\nthey had done during the year. Motion carried.\nMeeting adjourned.\n\n"}
{"page": 411, "printed_page": null, "text": "Department\n\nof Kindergarten-Primary\n\nEducation\n\n"}
{"page": 412, "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.\nThis\nDepartment cooperates with the Association for\nChildhood Education, and the National .Association\nfor Nursery Education. These two organizations co¬\noperate in publishing a monthly magazine — Child¬\nhood Education .\nThe officers of the Department for the year 193233 are: President , Martha E. Seeling, Instructor,\nPestalozzi Froebel Teachers College, 5136 Blackstone\nAvenue, Chicago, Ill.; Vice-president , Elizabeth\nCullen, Kindergarten-Primary Supervisor, 4061\nClairmont Avenue, Detroit, Mich. ; Secretary , Irene\nBorn, 1517 West Wright Street, Milwaukee, Wis.\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\n1893 :321-381\n\n1894 :679-704\n1895 :510-560\n1896:471-514\n1897:584-614\n1898:589-620\n1899:530-575\n1900:365-403\n1901 :500-540\n1902 :409-430\n1903:377-407\n\n1904:415-437\n1905 :341-373\n1906 :626-630\n1907:455-475\n1908:501-543\n1909 :437-457\n1910:377-417\n1911:477-517\n1912:607-633\n1913:425-447\n\n[408 ]\n\n1914:405-421\n1915:629-671\n1916:289-311\n1917:417-431\n1918:151-157\n1919:171-179\n1920:191-203\n1921 :461-471\n1922:967-987\n1923:705-719\n\n1924 :583-597\n1925 :478-504\n1926 :495-527\n1927 :457-472\n1928:413-433\n1929 :425-448\n1930:367-389\n1931:467-481\n\n"}
{"page": 413, "printed_page": null, "text": "DEMONSTRATION\n\nOF\n\nSUPERIOR\n\nCHILDREN\n\nBY A DISCUSSION OF THE PROBLEM\nGARTEN-PRIMARY\nEDUCATION\nLIGHTNER\n\nWITMER,\nOF\n\nDIRECTOR\n\nOF\n\nTHE\n\nPENNSYLVANIA,\n\nFOLLOWED\n\nOF\n\nTHEIR\n\nKINDER¬\n\nPSYCHOLOGICAL\n\nCLINIC,\n\nUNIVERSITY\n\nPHILADELPHIA,\n\nPA.\n\nSuperiority is relative and inevitable. There is one person in this room\nsuperior to all others in the room ; the difficulty, however, is to find that\nperson. This is a quantitative difference. The other difference is qualitative\n— in what respect is that individual superior ? It may be in a beauty contest or\nin an intellectual competition. Today all the children I propose to show you\nare superior intellectually; they are superior food for schoolroom practise.\nThat defines them qualitatively. Quantitatively we may make their degree\nof superiority as high as we please. For example, I cannot say which of these\nchildren is the most superior. I can only say that they belong to a group of\nchildren surpassing all other children. A very common measure of superior¬\nity is membership in a group of 20 percent superior to 80 percent. My pre¬\nsumption is that everybody in this room belongs to that group. Yon may\ntake that as a compliment, but it is not a very high one, because there are\ntwenty million people superior to eighty million in the United States today.\nBut the 20 percent group, in my opinion, is intellectual, especially if we use\nthe common\n\ntest used today by psychologists and educators. There are other\n\nsuperiorities, for example, musical superiorities. A child, not long ago ex¬\namined in our clinic, was able to play the compositions of wellknown com¬\nposers on the piano, at the age of six. He was superior not only musically,\nbut intellectually.\n\nThe Psychological Clinic at the University of Pennsylvania was estab¬\nlished in 1896, more than ten years before any other psychological clinic or\neducational clinic or child guidance clinic in this country. It has been in\ncontinuous operation ever since, and I have had the pleasure of being its\ndirector. Since its beginning we have developed a number\n\nof departments:\n\nthe Speech Clinic is run under the guidance of Dr. E. B. Twdtmyer; an¬\nother, the Vocational Guidance Clinic, by Dr. M. S. Viteles, an expert in\nthat field. We\n\nhave had, for a number\n\nof years, a clinic teaching depart¬\n\nment, first, for backward children, needing hurry-up work in the schools,\nand second, for a number of superior children who come because I think\nthey are not properly placed in the public or private schools in their neigh¬\nborhood and partly because the problem of handling superior children is\nan interesting problem.\nDr. Miles Murphy,\n\nchief of clinic, and Dr. Mildred\n\nLoring Sylvester,\n\nour executive officer, are assisting today in this demonstration.\n\nDr. Murphy\n\nwill show you the children one by one. After that I propose to take some\nof the time for discussion of the problem of superiority.\n[409 ]\n\n"}
{"page": 414, "printed_page": null, "text": "410\n\nNational\n\nEducation\n\nAssociation\n\nThe Demonstration\n(L., Age six years, six months, was the first child to take part in the\nprogram. She read from the first reader, the second reader, the third reader,\nand then from increasingly difficult material until she read from an article\nin the Psychological Clinic , reading with ease such words as “enlighten¬\nment,” “refinements,” “analytical discrimination,” “predominantly.” She\nfinally read from De Garmo’s translation of Lange’s book on “Appercep¬\ntion.” L. was first examined in the Psychological Clinic in March, when\nshe received an Intelligence Quotient of 166. Asked how she learned to\nread, she replied that she went to a private school when three and a half\nyears old, in which there were older children learning to read in her room.)\nDr. Witmer : The child is saying she taught herself to read by hearing\nother children read. That is one of the marks of intellectual superiority.\nShe does not have to be taught to read ; all she needs is to be exposed to\nreading. She can now read anything you give her, even without understand¬\ning it. She has a talent in reading. If she has a talent in that direction, why\ndoes it hurt her to read any more than it hurts her to sing at the age of six?\nShe probably does not understand what she reads but that does not distin¬\nguish her from many others who read psychology.\n(C., age seven years, ten months, first came to the Psychological Clinic at\nthe age of six for educational guidance. It was recommended that he be\ntaught at home for one year and entered in a private school at the age of\nseven. This recommendation was followed. He has now completed the third\ngrade. His intelligence Quotient is 161. He began to read when he was\n\nfour years of age. He demonstrated his ability to read any material which\nwas given him. He showed and explained a relief map of the United\nStates which he had constructed, evidencing a very remarkable comprehen¬\nsion of the physiography of the country.\nTwo other children, one demonstrating a very remarkable talent in\nspelling and another demonstrating very superior mechanical ability, took\npart in the program. The last child was a boy twelve years of age, who had\njust finished the eighth grade of public school, and who received clinic teach¬\ning in the Psychological Clinic, first when he was five years old and later\nwhen he was 8 years old. He is now getting along very well in school, both\nintellectually and socially, and continues to demonstrate the superiority\nfound when he was first examined at the age of 4, when\ngence Quotient of 172.)\n_\n\nhe had an Intelli¬\n\nI feel that in the analysis of superiority, recognition of a number of\nfundamental qualities is of primary importance : intelligence is the first.\nAll these children have intelligence. I do not mean by intelligence what the\nBinet-Simon testers mean. I mean the ability to solve what for each individ¬\nual is a new problem, out of which, for him, he has to produce something\nnew. A child who teaches himself to read before the age of six has creative\nintelligence ; he is giving himself an education. The number of true intelli¬\ngence tests in the Binet-Simon is relatively small. The next of the qualities\n\n"}
{"page": 415, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nEducation\n\n411\n\nnecessary is efficiency. Here is the letter of a seventeen-year-old boy who\ndisplayed intelligence early, and also an antagonism toward anything monot¬\nonous. Consequently his spelling is atrocious. Spelling is not an earmark of\nintelligence at all. It is only an earmark of brain machinery which shows\na well-trained animal. The third item is one of the most important in school\nwork : intellect. The intellectual level is defined by the amount of acquired\nknowledge in use. Intellectual ability is defined by the ability to acquire,\nretain, organize, and use knowledge. These children all must have intellec¬\ntual ability if they are going to succeed in school work. The Binet-Simon\ntest is predominantly intellectual, the kind of intellect necessary for progress\nin school ; that is why it is good for ranking school children. It picks out these\nchildren who have the best ability for progress in school. The fourth item\nis mind. I prefer to call it analytical discrimination, the ability to see into\nthings. The American people are having a good training in analytical dis¬\ncrimination, in learning to pick out what is true from what is not. The\nfifth item is the soul ; the emotional nature of man. It is motivation. The\nsurpassing motivation is only one part in our school work today. The last\nand most important quality is will-power. We have, then, determination,\nintelligence, efficiency, intellect, mentality, emotional life or disposition, and\nwill-power. A child may be relatively deficient in one of these six, but if he\nis deficient in three or four he cannot come into the group of superior\nchildren.\nART\nBORIS\n\nIN\n\nBLAI,\n\nEARLY\n\nCHILDHOOD\n\nSCULPTOR,\n\nPHILADELPHIA,\n\nPA.\n\nThe work which I have attempted at the Oak Lane Country Day School\nhas been chiefly in the three mediums of wood, stone, and clay. I have\nchosen these because they are most fundamental. My aims have been to\ndevelop an instinctive sense of proportion, flexibility of the hands, and con¬\nfidence on the part of the child in the possibility of creative work. We\nshould not forget that we are living in a machine age. In our day people\nhardly realize the value of what can be done with their hands, and we have\nbecome almost afraid to compete with machinery. Yet that which is pro¬\nduced by the hand, even when crude and irregular, is of much greater\nvalue than anything produced by machinery. It is for this reason that I do\nnot believe in the over-equipment of school workshops with a lot of ma¬\nchinery so that innumerable tools are used to obtain mechanical perfec¬\ntion. If this is done, the child’s imagination is denied its proper freedom\nand, instead of developing the power that lies in his hands, he relies too\nmuch on what can be done with the machine. The child’s hands can and\nshould be developed so that he is able to express himself in the three\nmediums I have mentioned with the aid of only a few tools. Give a child a\nblock of wood and two chisels, and he will keep on carving until he begins\nto develop some sense of form. In the beginning his work will be crude,\nbut as he continues, his taste will develop and eventually he will be able to\n\n"}
{"page": 416, "printed_page": null, "text": "412\n\nNational\n\nEducation\n\nAssociation\n\nproduce work which has genuine artistic merit. When the wTork is prac¬\ntised from childhood, the child finds it natural to create in all the various\nmediums, and he soon has an instinctive sense of form and proportion which\nwill show itself when he comes to make even the simplest objects. Even a\nchair of a very simple bookshelf will begin to express this sense of form\nwhich the child is developing. You can begin work of this type with chil¬\ndren in the first grade, and you can also begin it with people sixty years of\nage, but the results are somewhat different. The adult of sixty who begins\nthis work feels rather like a person on crutches who is always conscious of\nwalking so many steps a day. The child, however, soon becomes like a per¬\nson who runs naturally and never thinks about his legs. The child’s hands\ncan be developed naturally so that they can produce esthetic work almost\nwithout conscious thought.\n\nOf course, children need much\n\nencouragement.\n\nAt first, the child says\n\nI cannot do that,” but if you are at his side with the necessary encourage¬\nment and are able to show him by example that it is not too difficult, he\nvery soon makes the first step and then, in most cases, there is very little\nfurther trouble.\nWhen I was first asked to take up this particular work, I was not sure\nthat it would be successful. I had always taught adult students of sculpture\nwho took the work in a professional spirit, but also among my pupils there\nhad been some who had been referred to me by neurologists. I had had\nneurasthenic patients who had been completely cured by being taught to do\ncreative work with their hands. A famous neurologist of Philadelphia had\nexpressed the opinion to me that if similar work could be done by all school\nchildren it should become unnecessary to build any more asylums. It was\nthis feeling that gave me the interest to start my work in the school.\nWhen children have found that it is not too difficult to express what\nthey desire, ideas begin to multiply in their minds, and it is not difficult to\nget them to undertake even quite ambitious pieces of work. Both coopera¬\ntive and individual work is possible, and both engender mutual appreciation,\nadmiration, and friendliness. It is interesting to see how this mutual ap¬\npreciation will spring up even between children of very different ages. After\nhe has acquired the necessary technic, a child with ideas can accomplish some\nvery remarkable work.\nI do not want to give the impression that every child should be encour¬\naged to believe that he is a great artist, but I do believe that every child\nshould be encouraged to undertake creative work himself. I have little faith\nin the person who merely goes to museums, looks at sculpture and paintings,\nand then gives a criticism of what he saw. I very much doubt whether he\nsaw anything. I believe that the person who has tried to do the same thing\nhimself will see a great deal more, even if his own attempts have been\nvery poor. Seeing is a part of development, but to be able to see you have\nto develop your hands. It is not until you have experimented with your own\nhands that you can really see the work of others and appreciate the quality\nof its technic.\n\n"}
{"page": 417, "printed_page": null, "text": "413\nDepartment\n\nThe\n\nmethods\n\nof\n\nKindergarten-Primary\n\nEducation\n\nI use are very simple. I begin by showing\n\nthe children\n\nsimple modeling — squeezing the clay with two thumbs and two fingers,\nand trying to make simple blocks. They make blocks and balls and cylinders,\nkeeping up each only for a few minutes, so as to avoid monotony. When a\nchild needs encouragement, I stay next to him myself and work with a\npiece of clay near him, until he becomes fascinated with what I am doing\nand wishes he could do the same thing. It is necessary, by a few simple\nexercises, to develop the hands for the first few weeks until a certain in¬\nstinctive sensitiveness has been acquired. It is necessary to see that nobody\nin the class fails. Sometimes the child who has grown up in an alien environ¬\nment is very indifferent at first and it is necessary quite soon to get him\ninspired by the possibilities which the work offers. As soon as the child sees\nthat he is not a failure, he begins to stand on his own feet, becomes selfexpressive, and needs much less help. This is a dangerous stage for, on the\none hand, those who have little native talent need continued encourage¬\nment, and not too severe criticism ; on the other hand, those who are really\ntalented begin to need severe criticism lest they become too complacent.\nAfter a child has worked in this way some time, it is interesting to see\nhow clumsiness is eliminated, and how a certain grace enters into the\nmanipulation of tools. It is only when the mastery of tools is complete and\ntheir use has acquired this graceful quality that the student’s mind is really\nfree to pursue its creative purpose.\n\nI intend, if possible, to extend this work to other mediums — for instance,\nto iron and silver. In silver I should like to see the children working' a>t\nsmall models, making their molds, melting their metal, and casting to their\nmolds as is usually done with large bronze figures. In iron the children\ncould hammer out their design on the same principles as we use in wood\nand stone, and develop the same feeling for proportion. Once the technic in\nwood and stone has been learned, it is easier to work in the other mediums.\nPottery, of course, is a very natural extension of the work in clay; designs\ncan be created and the work can be extended right thru the glazing and\nbaking stages.\nI believe that an immense amount of unsuspected talent exists among\nschool children, and that we\n\nare giving them a very great opportunity. I\n\nshould like to bring to all children facilities for artistic expression as a nor¬\nmal part of their education. In former days, when a child had great talent,\nhis ordinary education was sacrificed and, at an early stage, he became ap¬\nprenticed to some great master and learned nothing but his art. He was\nrobbed of his childhood and of his education. I think it is possible to pro¬\nduce a great artist who is also a properly educated man, and I think that,\nwith this aim in mind, our schools should offer proper facilities for even\nthe most talented children to pursue their artistic work at school in a nor¬\nmal environment among normal children. I believe that if, in a school of\ntwo hundred\n\nchildren, we could find three or four with conspicuous talent,\n\nand if we could see to it that their childhood was not lost, that their edu-\n\n"}
{"page": 418, "printed_page": null, "text": "414\n\ncation was\n\nNational\n\nEducation\n\nAssociation\n\nnot neglected, while, at the same time, their artistic talents\nwere properly developed, we could inaugurate a method by which the in¬\ntelligent artist of the future will be a healthy, educated, and well-adjusted\nperson.\n\n"}
{"page": 419, "printed_page": null, "text": "Department\n\nof Lip Reading\n\n"}
{"page": 420, "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 1932-33 are: President,\nCoralie N. Kenfield, Instructor to Adult Deafened,\nPublic Schools, 617 Shreve Building, San Francisco,\nCalif. ; Vicepresident, Estelle E. Samuelson, Super¬\nvisor, Education and Employment Work, The New\nYork League for the Hard of Hearing, Inc., 480 Lex¬\nington Avenue, New York, N. Y. ; Secretary-Treas¬\nurer, Helen Scriver, Instructor in Lip Reading, Pub¬\nlic Schools, 20 Daily News Building, Santa Barbara,\nCalif. Meetings are held once each year in July.\nFacts relating to the establishment of this Depart¬\nment and the record of meetings are to be found in\nearlier Proceedings as follows :\n1926:1067-1100\n1927:473-486\n\n1928:435-449\n\n1929:449-462\n\n[416]\n\n1930:391-400\n\n1931:483-494\n\n"}
{"page": 421, "printed_page": null, "text": "ROCHESTER’S\n\nMARIE\nV\n\nA. BALL,\n\nPROGRAM\n\nOF\n\nINSTRUCTOR\nJUNIOR\n\nHIGH\n\nFOR THE\nCHILD\nLIP\n\nREADING\n\nSCHOOLS,\n\nHARD-OF-HEARING\n\nAND\n\nROCHESTER,\n\nSPEECH\n\nCORRECTION,\n\nN. Y.\n\nInterest in the work of training the deaf dates back to about the seventh\ncentury when the Venerable Bede, a bishop of that period, taught a deaf\nboy to speak. Interest in the status of the hard-of-hearing child, however, is\ncomparatively recent. About\n\nthirty years ago the National Education\n\nAsso¬\n\nciation appointed a “Committee on Statistics of Defective Sight and Hear¬\ning of Public School Children.’’ In 1902 this committee made its report to\nthe commissioner of education. Reports from seven cities with 57,072 pupils\nexamined showed that 2064 or 3.6 percent had defective hearing. At that\ntime, there was no definite means of knowing what constituted defective\nhearing, so this percentage cannot be said to be scientifically correct. At\nabout the same time, over 5000 pupils in the Chicago schools were tested\nwith the seashore audiometer.\n\nThis interest in the study of the hard-of-\n\nhearing child has been augmented within the last five years by the im¬\nprovement of instruments for measuring the degree of acuity of hearing.\nThe work can now be carried on in a much more scientific manner and\nmany valuable experiments are being made in different parts of the country.\nSince 1908 one of our Rochester physicians, Dr. Franklin Rock, has been\ngiving treatments, advising, and testing the hearing of pupils in the\nRochester schools. Dr. Herbert S. Weet, our far-seeing superintendent,\nand the Rochester school board were the first in the country to recognize\nthat loss of hearing is an educational problem of the public schools. As a\nresult, Rochester in 1915 opened the first public-school class for the hardof-hearing child. An effort has been made to lighten the educational burdens\nof the children under its jurisdiction, to guide them into gainful vocations,\nand at the same time to develop a system of medical prevention which is\neffectively lessening the menace of deafness among the children of the com¬\nmunity. We have developed our plan thru cooperative suggestions and are\nconstantly seeking to improve it. Doubtless we shall be able to learn much\nfrom others who are likewise studying the whole problem.\nPeriodic examinations of the hearing of every school child with the 4A\nAudiometer are an essential part of Rochester’s program. This procedure\nis necessary to do effective work in the prevention of deafness. Pupils with\na loss of hearing are advised to have treatments or remedial work. The\nchild’s own physician, the school otologist, or the hospital clinics afford an\nopportunity for the care of every child. Proper placement in the classroom\nis emphasized. Lip reading and, if needed, special class work are given to\nthe pupils whose handicap is serious. Educational adjustments, such as\nspecial coaching, are sometimes given. While the advantage of this pro¬\ngram from an educational and physical standpoint is readily discernible,\nthe public in general is perhaps not aware of the social significance of the\n[417]\n\n"}
{"page": 422, "printed_page": null, "text": "418\n\nNational\n\nEducation\n\nAssociation\n\nprogram for the hard-of-hearing child. Lip reading gives the hard-of-hear¬\ning child a tool that enables him to compete with the child of normal hear¬\ning. A recent questioning of a number of pupils of junior-senior highschool age evoked from many of them statements such as the following:\n“We don’t worry since we have had lip reading. We are much happier. Our\nlessons seem to be easier. When we aren’t worrying about our studies and\nloss of hearing our ears seem to be better, too.” Undoubtedly treatments\nplayed the most important part in the improvement of hearing, but we feel\nthat the social disadvantages that accompany\ncome by the right social adjustment.\n\na hearing loss may be over¬\n\nThe community as well as the child, parents, and teachers should be con¬\ncerned with the problem of loss of hearing and what it entails. Unless these\npupils are adjusted physically, psychically, and socially and become eventually\nself-supporting members\nnomic and social loss.\n\nof society, the community\n\nCONSERVATION\nANNETTA\n\nW.\n\nPECK,\n\nEXECUTIVE\nHARD\n\nOF\n\nOF\n\nSECRETARY,\n\nHEARING,\n\nNEW\n\nitself will suffer an eco¬\n\nHEARING\nNEW\n\nYORK\n\nYORK,\n\nN. Y.\n\nLEAGUE\n\nFOR\n\nTHE\n\nThe work which we have so deeply at heart has made gratifying progress.\nIt has attracted the interest of workers in educational research so that\nseveral books, whose consensus of opinion agrees heartily with our own, have\nenriched the small literature of our subject. Again, the social program we\nhave been promoting — including health, education, vocational guidance, and\nrecreation of the child with impaired hearing — has been honored by adoption\ninto the recommendations of the White House Conference on Child Health\nand Protection. The\n\nnumerous\n\nlocal leagues comprised\n\nin the American\n\nFederation of Organizations for the Hard of Hearing are doing valiant serv¬\nice in support of this program and as a result a mass of public opinion has\nbeen developed which is bearing fruit.\nLip reading as a part of the regular school routine for all children with\nimpaired hearing may accordingly be said to be generally accepted as a\nprinciple and to be reaching a fulfilment whose completeness is only a matter\nof time. So far the pioneers of this Department have realized their objective.\nIts first president, Caroline F. Kimball, laid a broad foundation when\n\nshe\n\nnamed it “Department of Lip Reading” without qualifications of any kind;\nfor the term lip reading stands unaltered altho almost every term associated\nwith it has been declared antiquated, and has been discarded for a termi¬\nnology which is more accurate and at the same time more simple. The\nleaders in this movement have completely changed their attitude towards\ntheir work and now see it, with a strong inward feeling of liberation, as\nconservation of hearing.\n\nMy viewpoint must necessarily be that of the social worker — a highly\nspecialized viewpoint, because my associates and I, social workers of the New\nYork League for the Hard of Hearing, have been obliged by educational\n\n"}
{"page": 423, "printed_page": null, "text": "Department\n\nof\n\nLip\n\n419\n\nReading\n\nconditions in our city to enter the educational field and to build up a demon¬\nstration school as an activity of our organization. We were able to do this\nthru one of the mechanisms characteristic of the professional worker whose\nhearing is impaired. When you recall that about 40 percent of adult persons\nwho lose a part of their hearing have to change their occupations you will\nunderstand how the professional staff of a social agency for the hard of\nhearing might easily include among its economically rehabilitated members\nformer teachers who were capable of developing into educators.\nIn a word, there was not, twelve or fourteen years ago (and indeed there\nis not even to this day) any educational provision for the child in the New\n\\ork school system whose hearing is threatened or actually impaired. This\natypical child is not only an educational problem ; he is also a medical prob¬\nlem and a vocational problem ; and because of this many-sidedness and also\nbecause of the psychological and the environmental factors entering into it,\n\nthis child’s problem can obviously be handled most successfully by the ex¬\nperienced social case worker. When such a social worker is able to add to\nher equipment a personal experience of the same handicap which is bother¬\ning her little client and a former experience as a well-trained school teacher\n— when she has all the varied activities of a social center at her disposal, one\nmay readily see that such a demonstration school as we have at the League\nis an ideal theater for research and discovery.\nThis school of ours is now ten years old. It is graded, and this past winter\nhad included a small class of ungraded children, two of whom triumphantly\npassed their intelligence tests at the end of the first term’s lip reading and\nwere returned to the grades. Besides lip reading, we are doing a most inter¬\nesting work in voice conservation and speech training with our hard-of-hear¬\ning children, and we are checking up improvement by, before, and after\nspeakophone records. Sessions are held on Saturday mornings and attendance\nis about 100. In summer we have a weekly class of a dozen or so. The\nschool is in charge of Estelle E. Samuelson, a member, like the majority of\nour social workers, of this N. E. A. department. Two others assist her, one\nin looking after our student teachers and the other, our medical social worker,\nin the audiometer testing and other allied work connected with our otological\nclinic. From six to ten teachers are employed, nearly all of whom are\nlicensed public-school teachers and all of whom have been trained in lip\nreading methods. Our employment workers are ready to give vocational\ncounsel and to register the children when they graduate.\nAll this has had a most favorable effect upon the schools, as our successful\nchildren become more and more widely known, because of our constant par¬\nticipation in school surveys (when invited), our frequent consultations with\ngroups of educators, lectures to student teachers of the New York schools,\nand so on. Indeed, between the work accomplished, the cooperation of teach¬\ners like Miss Dora Schulman who represents this Department in the N. E. A.\nCouncil, who\nHearing\n\nare members\n\nChild Committee\n\nof the League, and the efforts of our Hard\nheaded by Dr. Wendell\n\nC. Phillips, we\n\nof\n\nhave\n\n"}
{"page": 424, "printed_page": null, "text": "420\n\nNational\n\nEducation\n\nAssociation\n\nevery reason to believe that the city department is on the eve of adopting\nthe program advocated by the N. E. A. Department of Lip Reading.\nHearing is conserved by careful use of specially designed detection ma¬\nchines called audiometers ; medical testing and examination follows ; lip read¬\ning instruction is then given, which the children welcome as a delightful\nskill and acquire rapidly. With\n\ncare in selection of an occupation — thus\nguarding earning power against further losses of hearing — such children\nare well able to look after themselves as adults, working and playing in the\nnormal, unhandicapped world. This is the program accepted and recom¬\nmended by the recent White House Conference. It opposes segregation.\nSegregation of any kind is fatal to the healthy development of children\nwho do not hear well. It is easy to shovel them into separate schools. But\nthere should never be separate schools for them, merely semi- or tri-weekly\nlip reading classes in elementary schools. Schools for the deaf are no place\nfor them. Schools for all sorts of handicaps are no place for them. Why?\nBecause special schools block their normal development and so prevent happy\nmingling with the normal world when they grow up. Because special schools\nencourage childish friendships which lead to undesirable marriages — mar¬\nriages which are likely to produce insecure, unsatisfactory, unsuccessful\nhomes for new families.\nKeep childern whose hearing needs watchful care normal\nhuman relations. This is true conservation of hearing.\nWORKING\nFOR STABLE PROFIT\nEDUCATION\nOF THE HARD\nALICE\n\nG. BRYANT,\n\nOTOLOGIST\n\nAND\n\nin all their\n\nGROWTH\nIN\nOF HEARING\n\nLARYNGOLOGIST,\n\nBOSTON,\n\nTHE\n\nMASS.\n\nThe need for lip reading must be interpreted by its effect on the hard of\nhearing. To\n\nunderstand\n\nthe problems of the hard-of-hearing in terms of\n\nhuman interest, welfare, and growth gives meaning to life. “Language is the\ngreat confessional of the human heart,” and lip reading breaks down the\nbarriers of reserve and suppression and minimizes unpromising surroundings\nof everyday social barriers, gives tangible records of natural interchange of\ningrained ways of thought and expression, prepares the way for creative\nunderstanding and action and works for stable profit growth. Today tradi¬\ntion and opinion in hard-of-hearing education are undergoing revision by\nrecorded data of scientifically measured and related facts secured by the\nhighest and most specialized skill of man and machine.\nWhat is the hard-of-hearing need? It is primarily an individual study\nand includes the preschool child. It is an urban and rural study. We must\nfind the hard-of-hearing child and then teach him. A physician should\nexamine every child, and treatments and follow-up treatments may be\nneeded. An organized group testing by the 4A Audiometer is accurate,\nsimultaneous, rapid, and is a time and nerve-saving invention. Re-testings\nfind hearing losses or gains. Teachers of lip reading should be skilled, in¬\ntensely human, and cooperative.\n\n"}
{"page": 425, "printed_page": null, "text": "Department\n\nof Lip Reading\n\n421\n\nTo segregate the hard-of-hearing is an educational, social, economic,\nand spiritual crime. They belong to the fully recognized school classes and\nought to receive lip-reading instruction at stated periods a week. We want\nmeasured and related educational systems to produce less waste and more\nservice-bearing and problem-solving return. Lip reading is a tool to work\nwith, an insurance against class repeating. Three million hard-of-hearing\nin our public schools! Let their brains be tenanted with constructive, pur¬\nposeful, and dynamic thoughts. They should travel the charted roads of\neducation.\n“Education has no product but man.” The school plant of the prince or\npauper has no inherent value. It only becomes wealth producing, service\nproducing, when it is put to work for the use of man. Then it renders serv¬\nices of profit growth by human action. The hard-of-hearing pupil has in¬\ntelligence. He does not belong to the retarded class, only as we fail “to\nselect, to equip, and to train” him by the time-saving, wealth, and service\nproducing educational instruments that are within our reach and power for\nhis use and needs.\nThe appeal is made to find the hard-of-hearing child as well as the hardof-hearing preschool child and the underlying causes of deafness, and to\nseek measures for early preventive treatment. Every child in our public\nschools should be tested by the 4A Audiometer. Where defects in hearing\nare found, retests should be made at stated intervals. It will serve as a\ncheck for “behavior problems and vocational rehabilitation.”\nIt is a calamity to expose a child to any of the communicable\n\ndiseases.\n\nIt is a serious question to neglect treatment in respiratory diseases. Immuni¬\nzation with toxin antitoxin strongly supports the claim that diphtheria can\nbe made negligible. The scientists have controlled scarlet fever by antitoxin,\nand whooping cough by control is lessened in severity. These diseases along\nwith measles and chicken pox may encroach upon the ears and sinuses and\nbring about disastrous effects, and they call for special effort in preventing\ndamage to the hearing apparatus. No vague recognition of an earache, a\ndischarging ear, or a running nose should exist. They demand immediate\nexpert attention. The school otologists and laryngologists should know\nthe ear and throat conditions as well as the general health status of every\npupil in their prescribed public-school areas. The parents and guardians of\nthe hard-of-hearing pupils should be informed thru the accepted sources of\near, nose, and throat defects and progression in hearing losses. Advice should\nbe given that treatment or follow-up treatments will be necessary either at\nan otologist’s office or at an otological clinic. The school nurse and social\nworker will collaborate to make possible more useful action and profitable\neffects. Resources and funds may be organized to secure more free and\nuseful and time-saving action and health advancement and educational\nprogress in treating ear defects at stated periods by bringing into schoolroom\nuse the traveling school clinic.\nThe hard-of-hearing, like the hearing, are “normal individuals with\nconstantly developing minds.” What more does the student know when he\n\n"}
{"page": 426, "printed_page": null, "text": "422\n\nNational\n\nEducation\n\nAssociation\n\ngoes out of the classroom than he knew when\n\nhe entered? The educational\n\nsystem of the hard-of-hearing must be measured and related to overcome\nwasteful action. This question of education for the hard-of-hearing is an\nindividual problem, as all education should be, and not a mass problem.\n1 he newer education for the hard-of-hearing should be put speedily in\nactive practise so that “useful energy absorbed may become\n\nuseful energy\n\nproduced.”\nThe teacher executive should answer these questions with certainty of\ndirection and approved quality of force in the interest of the hard-of-hear¬\n\ning for stable profit growth. “What is? What can be? What should be?\nAnd what can I do? WEat should I do? What must I do to control, to\ndirect, to develop, to strengthen, and to secure a revaluation of the new era\nof education of the hard-of-hearing?”\nI he teacher must ever work and the pupil must\n\n“Homo\n\nminus Sapiens, Homo\n\nplus Sapiens.”\n\never work\n\nto make\n\n"}
{"page": 427, "printed_page": null, "text": "Department\n\nof Rural Education\n\n"}
{"page": 428, "printed_page": null, "text": "The department of rural education grew out\n\nof the Department of Rural and Agricultural\nEducation which was authorized by the Board\nof Directors in 1907. See Proceedings , 1907 :44-45.\nAt the Chicago meeting in 1919, the Department\nwas reorganized with three organized rural groups\nthen existing — the National Association of State\nSupervisors and Inspectors of Rural Schools,, the\nCounty 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 J uly.\nThe officers of the Department of Rural Education\nfor the year 1932-33 are: President , Ray P. Snyder,\nChief, Bureau of Rural Education, State Education\nDepartment, Albany, N. Y. ; Vicepresident , 0. H.\nPlenzke, Assistant State Superintendent of Public\nInstruction, State Capitol, Madison, Wis. ; Secretary ,\nMrs. Katherine M. Cook, Chief, Division of Special\nProblems, U. S. Office of Education, Washington,\nD. C. ; Executive Committee: Anna Swenson, Direc¬\ntor of Rural Education, State Department of Edu¬\ncation, St. Paul, Minn. (Term expires 1933) ; M. S.\nPittman, Director of Rural Education, State Normal\nCollege, Ypsilanti, Mich. (Term expires 1934) ;\nHelen Hay Heyl, Assistant in Rural Education,\nAlbany, N. Y. (Term expires 1935) ; 0. H. Plenzke,\nAssistant State Superintendent of Public Instruc¬\ntion, Madison, Wis. (Term expires 1936).; Dr. Fan¬\nnie W. Dunn, Professor of Rural Education, Teach¬\ners College, Columbia University, New York, N. Y.\n(Term expires 1937).\nFacts relating to the establishment of this Depart¬\nment and the record of meetings are found in earlier\nProceedings as follows:\n1907: 44- 45\n1908:1187-1217\n1909: 953- 993\n1910:1081-1108\n1911:1117-1161\n\n1912:1365-1413\n1913: 801- 812\n1914: 877- 909\n1915:1131-1161\n1916: 613- 637\n\n1917:\n1918:\n1919:\n1920:\n1921:\n\n599271281271523-\n\n[424]\n\n615\n295\n289\n303\n617\n\n1922:1099-1197\n1923: 745- 841\n1924: 651- 715\n1925: 522- 563\n1926: 536- 600\n\n1927:\n1928:\n1929:\n1930:\n1931:\n\n497453463401495-\n\n560\n543\n542\n499\n540\n\n"}
{"page": 429, "printed_page": null, "text": "RURAL\nDAVID\n\nEDUCATION\n\nSNEDDEN,\n\nPROFESSOR\n\nCOLUMBIA\n\nIN\n\nOF\n\n1960— A\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nPROPHECY\nTEACHERS\n\nYORK,\n\nN.\n\nCOLLEGE,\n\nY.\n\nCertain underlying social conditions and changes are destined pro¬\nfoundly to affect the scope and content of rural education during the\nnext thirty years*\nCensus figures show that the prevailing sizes of rural families are\nrapidly becoming smaller. This inevitably means increased solicitude of\nparents for the schooling of their children. Many sons and daughters\nof farmers even now attend high school. Very substantial proportions go\non to college.\nBut by 1960 it is predicted that practically all the children of farmers\nwill attend fulltime schools to eighteen years of age, and that 30 to 50\npercent will seek at least two years attendance in liberal arts colleges.\nImmigration into the United States has now practically ceased from\nEurope and Asia. It will probably soon be curtailed from countries to\nthe south of us. Two results will increasingly be in evidence. Cheap, sea¬\nsonal labor for farmers will diminish, to be more and more replaced by\nmachine service. No longer will hard-working immigrants take over\nfarms that the native born are unwilling to work.\nBut if the well-schooled young Americans of the future are to succeed\nto the farms of their fathers or of others, they are going to come to\ntheir work with far more of definite vocational preparation than is now\nthe case. Farmers and other citizens now intend that our public schools\nshall at some stage give vocational training towards efficient farming ;\nbut as yet we have pitifully meager and weak programs for that purpose.\nOnly central vocational schools of farming, from three to ten to a\nstate, receiving students not less than eighteen years of age, are going to\nsolve the problems of equipping the coming generation of farmers for their\nnewer technical and commercial responsibilities.\nAGENCIES\nCONTRIBUTING\nTO\nPRESENTATION\nOF THE\nALICE\n\nA.\n\nPIERCE,\n\nSTATE\n\nINSTRUCTOR,\n\nNORMAL\n\nRURAL\nAREAS—\nPROBLEM\n\nDEPARTMENT\n\nSCHOOL,\n\nCORTLAND,\n\nOF\n\nEDUCATION,\n\nN. Y. .\n\nIt is time that the classroom teacher, the parent, and the administrator\nalike recognize the educational force in children’s out-of-school activities.\nNumerous agencies are at work attempting to guide and control the youth\nof our country. It is quite generally acknowledged that there is need for\ncritical study and purposeful planning of the programs and goals of such\nagencies in order to secure coordination of educational effort and equality\nof educational opportunity. Such a need was recognized by the White House\nConference on Child Health and Protection ; it was expressed in the first\nresolution adopted by the Department of Superintendence at their meeting\nin Detroit last February; it appears again and again as the subject of dis[425 ]\n\n"}
{"page": 430, "printed_page": null, "text": "426\n\nNational\n\nEducation\n\nAssociation\n\ncussion in our educational magazines ; and this group has seen the necessity\nof making it the theme of this program.\nIn a study initiated by this Department, twenty-four rural supervisory\nunits representing nineteen states were used for illustration. Three-fourths\nof the total school enrolment reported from these areas was found to come\nfrom homes located in centers of less than 2500 population ; and 50 percent,\nfrom open-country homes.\n\nThe supervisory officers contributing data reported twenty-one different\nagencies known to have as a part or all of their program the education of\nchildren of school age. Eight out of the twenty-one show relatively wide\nservice. These are the Parent-Teacher Association, the Library Associa¬\ntion, Boy Scouts, Nursing Service, Agriculture Extension, Junior Red\nCross, Anti-Tuberculosis Society, and 4-H Club. However, the ParentTeacher Association, Library Association, and 4-H Club were reported as\nnot serving at all in three units ; Boy Scouts and Anti-Tuberculosis Society\nas not giving any service in five units; Nursing Service and Agriculture\nExtension as giving no service in seven; and Junior Red Cross as not serv¬\ning in nine units. In addition, the Church, Women’s Clubs, and the Y. M.\nC. A., were reported as serving in nine out of the twenty-four units ; the\nGirl Scouts in six; the Y. W. C. A. in four; the Campfire Girls and Girl\nReserves in two; and the following in one unit only: Knighthood of Youth,\nYoung Citizens League, Izaak Walton League, Thrift Club, Sunshine So¬\nciety, and County Social Service Workers.\nThe extent and support of the activities carried on by six of these agencies\nwere studied rather in detail. The number of paid workers under agricul¬\nture extension averaged two in the twenty-four units, with a range from\n8 to 0. The money spent on this type of service averaged $6,947.06 in the\nsixteen units where expenditure was made. Only 3 percent of the school\n\nchildren enroled in twenty-two of the twenty-four supervisory units was\nfound to be engaged in agriculture extension activities.\nLikewise a study of the extent and support of 4-H Club work was made\nin these same areas. Three out of the twenty-four units reported no 4-H\nClub work. In eight cases this work was reported in connection with re¬\nturns relative to agriculture extension work. The greatest amount of money\n\nreported from any one unit as being spent on 4-H Club work was $9,800,\nwith a total of $35,800 spent in eleven rural supervisory units, or an aver¬\nage of $2,557.14 for fourteen units. These figures stand out in contrast to\nthe three units which provide for their boys and girls no activities of this\nnature.\n\nA wide range in extent and support of health activities was also found\nin these units. In eight the total amount of money spent by the AntiTuberculosis Society amounted to $12,200 with a range of $3,000 in one\nunit to $50 in two different units. Seven units reported no service. Twelve\nunits reported no paid workers.\nThirteen units reported money spent on Nursing Service to the total of\n$110,335, or an average of $8,487.30 for the twenty-one\n\nunits where\n\nex-\n\n"}
{"page": 431, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n427\n\npenditure of money is made, with a range of $30,000 spent in one of these\nunits to $200 spent in one other unit. One supervisory unit reports as high\nas twenty-three paid workers while six units report no support of such\nactivities. This service was reported as reaching approximately 36 percent\nof the total school population in twenty-one of these supervisory unitsThe reports relative to Boy Scout activities revealed thirteen paid work¬\ners in a total of nine of these units ; the sum of $30,400 spent in ten units,\nwith a range of $15,000 spent in one unit to $150 in each of two other\nunits; while four units were reported as giving no support to the Boy\nScout organization.\nLibrary Associations were reported as giving service to approximately 50\npercent of the total school enrolment reported from twenty-two units, 42\npaid workers were reported in a total of fifteen supervisory units ; and a\ntotal of $98,000 spent in seventeen units, with a range of $42,000 spent\nin one unit to $300 spent in another, while three units reported no support\nof library activities.\n\nThe most noticeable characteristic in the figures given in these illustra¬\ntions is the wide difference existing in the extent and support of the activi¬\nties in the different units. One is led to ask: Is such a situation fair, just,\nequitable? Should an adjustment be attempted?\nIt does not seem unpedagogical or unreasonable to advocate, in order to\nrealize the most for the individual, that his educational program should\n\nrest upon a sensible, unified organization of his mental, physical, and social\nactivities. After all does not the real meaning of education demand just\nsuch an organized procedure? Until we unite in this common task can\neducation be called a national enterprise?\n\nAfter a careful study of these situations one is led to draw the following\nconclusions :\n1. That there are numerous distinct agencies which have as a part, or all, of\ntheir program the education of rural youth.\n2. That extreme differences exist between such opportunities for learning pro¬\nvided for boys and girls in one rural supervisory unit and those that are\nprovided in another.\n3. That unequal support of the activities of these various agencies exists in\nthe units reported on in the recent study carried on by the Department of\nRural Education.\n\n4. That rural supervisory officers apparently are not in agreement as to the\nrank of the activities of any one agency when educational value to those\nparticipating is the criterion.\n5. That a clear-cut set of activities that should make up the programs in the\nrespective fields is lacking.\n6. That overlapping is apparent in supervision, in type of activity, and obviously\nin money, time, and effort spent.\n7. That possibilities for education now exist that are not being made available\nto large percentages of rural children, such as those opportunities for voca¬\ntional and character education offered by 4-H Clubs, Boy Scouts, and the like.\n8. That an organized and unified program of all educational agencies would\nappear to be sensible and progressive educational procedure.\n9. That sympathetic, intelligent, and interested cooperation on the part of or-\n\n"}
{"page": 432, "printed_page": null, "text": "428\n\nNational\n\nEducation\n\nAssociation\n\ndealing with rural youth might prove to be a step in providing\ngreater educational opportunities to rural boys and girls than are now pro¬\nvided under separate and individual plans.\nganizations\n\nThese conclusions upon presentation become challenges. It is hoped that\ncontributions of the various specialists on this 1932 rural education program\nwill offer practical suggestions for the solution of some of the problems\nthat they present.\n\nTO EDUCATION\nCONTRIBUTING\nAREAS— THE CHURCH\n\nAGENCIES\n\nWARREN\n\nH.\n\nWILSON,\n\nPRESBYTERIAN\n\nDIRECTOR,\n\nBOARD\n\nOF\n\nTOWN\n\nNATIONAL\n\nAND\n\nCOUNTRY\n\nMISSIONS,\n\nNEW\n\nIN\n\nRURAL\n\nDEPARTMENT,\nYORK,\n\nN. Y.\n\nThe\n\nfirst teaching of the rural church is that sense of personal worth,\nwhich William James discovered to be the essence of religion. This comes\nto the child in the teaching of the personal nature of God. In the very\nhumblest church it is taught that the universe centers in a personal divinity\nwho cares for that child.\nThe second is to introduce the child to literature ; for the Sunday school\nis devoted to the Bible, which George Russell the Irish sage calls “the\nmost majestic and beautiful of all human language.” And this teaching is\nimparted in the environment to which it is suited; which it interprets, not\nin the clipped and hard speech of cities, but in the rich vocabulary of the\ncountry, of trees and beasts, of sun and stars, of love and death. All these\nthe rural youth has daily seen. He intimately knows the simple and tragic\nelements of life itself. Of these the Bible speaks on every page. The litera¬\nture of Hebrew inspiration is the source of all our best love of letters- This\nis taught in the classes, often poorly, always earnestly and simply, that\nmeet in every rural church every week of the year.\nIf project work is to be preferred, the rural child learns in his church\nabout marriage. For it is within the narrowest teaching of the most rustic\npulpit. The preacher is often lacking in social scope as a teacher; but he\nhas before him the families who compose his congregation. He knows the\n\nhomely code and he teaches what he understands. The practise of marriage,\nin all its forms, its failures, and its perfections, is a matter of constant dis¬\ncussion, that centers in the church. The rural child lives always in the\nlaboratory of the most important of experiments. For agriculture requires\nthat the tiller of the soil have a wife and children; and the rural church\nknows well how\nwith nature.\n\nto cooperate in the social process of man’s cooperation\n\nI cannot claim that most rural churches have the skill to teach nation¬\nalism. But they all have a stake in the world as a whole. For every denomi¬\nnation — with a few exceptions — has an interest in foreign missions, so that\nthe youth drinks in every year the message of knowledge and sympathy\nwith other peoples. He learns the alphabet at least of internationalism.\n\n"}
{"page": 433, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n429\n\nEducation\n\nFurther, in the government of the congregation he learns the manner of\ncommunity leadership. In its contributions to a public cause, he observes,\nand to a degree he shares, in the American habit of public benevolences.\nNowadays, with the organization of young people’s societies in all denomi¬\nnations, he makes a beginning in social pleasure, in public speech, in dele¬\ngated service, and in the performance of the office of trust.\nThese are some of the educational experiences of rural youth in the\nchurch. It is an experience shared by millions of young men and women.\nThere is no other school equipped or permitted by our customs to speak\nwith such penetrating and suggestive authority.\n\nTO EDUCATION\nCONTRIBUTING\nAREAS— THE LIBRARY\n\nAGENCIES\nEDITH\n\nA. LATHROP,\n\nASSOCIATE\n\nU.\n\nOF\n\nS. OFFICE\n\nSPECIALIST\n\nEDUCATION,\n\nIN\n\nSCHOOL\n\nWASHINGTON,\n\nIN\n\nRURAL\n\nLIBRARIES,\n\nD. C.\n\nModern teaching is dependent upon libraries. It encourages children to\nseek information from many books. It places emphasis upon the analysis\nof problems rather than upon memorizing facts from textbooks. Such teach¬\ning cannot be carried out effectively unless children have access to books\nand other reading materials treating of various subjects.\nProgressive schools do more with books than use them as a means of\nenriching the curriculum. They encourage reading for pleasure, and guide\nchildren in the formation of discriminating tastes in reading.\nIf library-centered schools are to develop in rural communities, schools\nin such places must make more use of library agencies than ever before,\nbecause of curtailment of school budgets.\nA business and professional women’s club in one city is conducting a\ncampaign for used children’s books in order to form a rural-school traveling\nlibrary for the county in which the city is located. It is agreed that books\nunsuited for use will be sold and the money used to purchase new books.\nSuch a project is worthwhile, provided cooperation is sought of educational\nand library officials of the county; and provided the decision of books to\nbe discarded rests with librarians and teachers who know children’s books.\nWhile there are many schools that do not have sufficient library books,\nthere are others not using the books they do have. One state school library\nsupervisor is urging teachers to know and use the books they have in their\nlibraries.\n\nThe library is vital to the school because it is the medium thru which\nthe intellectual life of the individual is to be carried on after school days\nare over. That school functions best whose pupils after leaving it look\nto books and other printed materials as one important source of informa¬\ntion and recreation.\nTo what extent are rural schools making use of library agencies? Public\nlibraries that give service to schools are varied. They may be under school\ndistrict, township, county, municipal, or state control. In addition, there\nare private libraries giving service to schools such as those managed by\n\n"}
{"page": 434, "printed_page": null, "text": "430\n\nNational\n\nEducation\n\nAssociation\n\norganizations like women’s clubs or the D. A. R. We need to know more\nthan we know at present of the use made by schools of library agencies.\nThe White House Conference on Child Health and Protection states\nthat 1000 counties have no libraries within their borders. It cannot be as¬\nsumed that children living within all of these counties have no contact\nwith libraries, for we know that traveling libraries furnished by state library\nextension agencies supply books to schools in some of these counties. A\nnumber of state library agencies give first preference to requests from schools\nremotely situated from public libraries.\nSome light on the service given schools by county libraries is found in\nthe United States Office of Education Bulletin 1930, No. 20, entitled\nCounty\n\nLibrary Service to Schools. This study, which\n\nis based upon\n\nreports\n\nfrom approximately 55 percent of the county libraries in the United States,\nshows that about 85 percent of the rural schools located in counties having\ncounty libraries receive service from the libraries.\nWe need more information on the extent to which township libraries\n(including the New England towns) are serving the schools located some\ndistances from the libraries. One township library that I visited recently\nwas furnishing books to about one-third of the schools in its taxable area.\nAnother was circulating collections of books to all of the schools in the\ntownship, but the books were not adapted to the needs of the school\ncurriculum nor to the reading interests of the children.\nThe types of activities extended rural schools by libraries are varied- The\nchief one is loaning books. In some instances, pictures, clippings, and pam¬\nphlet material is loaned. It is seldom that library supervision is avail¬\nable. Only ten states have school library supervisors. An example of library\nsupervision for townships is found at Gary, Indiana. Three townships\nadjacent to Gary have entered into a contract with the public library at\nGary for library service. This service includes a school library supervisor.\nState library agencies do much reference work for schools, but just how\nmuch of such work is requested by rural schools is not known. I went over\none day’s mail in the reference section of one of the largest state libraries,\nin order to see whether, with the help of the librarian, I could determine\nthe percent of requests from rural schools. We estimated that it was prob¬\nably about 10 percent of all the requests. This day’s mail was said to be\nquite typical. State library agencies are not sufficiently staffed to segregate\nrural-school statistics.\nUnited States Office of Education Bulletin, 1930, No. 20, shows that\ncounty libraries carry on a variety of activities for schools in addition to\nsupplying books and other reading materials. They circulate victrola records,\nmaps, globes, visual aids and charts, sponsor pupils’ reading circles, issue\nbooklists, visit schools, and furnish speakers for teachers’ institutes. Approxi¬\nmately 41 percent of the county librarians reported that special efforts\nwere made to direct the reading of children during summer vacations.\nOne county librarian in California said that instead of talking to teachers\nat institutes, she was\n\nvisiting as many\n\nof the rural-school demonstration\n\n"}
{"page": 435, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n431\n\ncenters as possible. She felt that her contact with teachers at such centers\nwas more valuable than formal lecturesHow well are rural library agencies equipped to serve schools? The gov¬\nernment investigation of county libraries showed that many were so poorly\nsupported financially that efficient service was impossible. The minimum\nannual appropriation was $200; the maximum $289,049; the median $9062.\nIn approximately 22 percent of the cases reporting, the annual appropria¬\ntion was less than $2500, and annual appropriations of $10,000 were rare.\nState library agencies, even in states that have the largest collections of\ntraveling libraries, cannot supply promptly the requests for books from rural\nschools. Both Mr. Tolman, director of library extension in the New York\nState Library, and Mr. Lester, secretary of the Wisconsin Traveling Li¬\nbrary Commission, have told me within the past few months that they did\nnot dare to advertise, to any considerable extent, their booklending service\nfor schools, because they could not supply present demands. I mention these\nstates because they are among the states best equipped for such service.\nIf libraries are to serve schools, there must be close cooperation between\nthe executive heads of the agencies. Cooperation is not enough. There must\nbe intelligent comparisons of the objectives of the two institutions; there\nmust be knowledge of the resources of libraries on the part of school heads,\nand knowledge of the library needs of schools on the part of library heads.\nA unified program does not necessarily mean that the library and educa¬\ntional agencies of the communities shall be consolidated. An understanding\nof the objectives of each agency and an agreement upon activities so as to\navoid duplication of effort, is more important than consolidation.\nThe potentialities of libraries as contributing factors to rural schools, are\ngreat. These potentialities cannot be realized until educators and librarians\ncomprehend the degree to which the library is an adjunct of the modern\nschool. When they do comprehend this, ways and means will be devised\nfor carrying out an integrated program of school and library activities in\nrural communities. Let there be further study of the subject.\nAGENCIES\n\nMALVINA\n\nIN\n\nRURAL\n\nTRUSSELL, HEAD, BIOLOGY DEPARTMENT, SOUTH\nTEACHERS COLLEGE, COLLEGEBORO, GA.\n\nGEORGIA\n\nCONTRIBUTING\nAREAS— HEALTH\n\nTO EDUCATION\nORGANIZATIONS\n\nAt a recent meeting of the Department of Superintendence, Charles H.\nJudd said that the health education program up to that time had largely\nfailed wherever it had been turned over to physicians who are interested\nprimarily in medical inspection, or to a physical director who is an athlete.\nDr. Judd further stated that in view of these mistakes of the past, superin¬\ntendents should see that new material of instruction be prepared ; and that\nteachers and supervisors thruout the school system should be trained to\nunderstand\ncation.\n\nand participate in a general plan of comprehensive\n\nhealth edu¬\n\n"}
{"page": 436, "printed_page": null, "text": "432\n\nNational\n\nEducation\n\nAssociation\n\nThe\n\ntruth of the above statement and a realization of the part that is\nbeing played by various agencies in the field of education, were probably\nresponsible for the survey upon which this paper is based. The study, which\ndeals with the agencies contributing to the education of rural school\nchildren, is based on material collected by Alice A. Pierce from twentyfour rural superintendents or supervisors, representing nineteen states. Ad¬\nditional material was collected from reports and official bulletins on educa¬\ntion, and from educational programs of a number of agencies working with\nrural boys and girls.\nDue to the fact that Miss Pierce’s study deals with the promotion of edu¬\ncation in general, there is an overlapping in the activities of the various\nagencies. I have selected only those activities that deal directly or indirectly\nwith health. Since two agencies, the Nursing Service and the Anti-Tubercu¬\nlosis Association, dealt almost wholly with health, a separate consideration\nwas given them. There was a wide range as to extent of service rendered\nby these two agencies. The service extended from highly organized and\ncentralized activities supported under these two heads to no activity at all.\nUnder the Nursing Service the range of money spent over a period of\ntwelve months averaged $8,159.79 for each of the twenty-four units. The\nrange of total expenditure was from $30,000 to no money at all. For the AntiTuberculosis work there was a range from $3,000 to no money spent. The\ntotal money spent by eight of the twenty-four units was $12,200. Lack of\ndata made it impossible to determine the average expenditure in connection\nwith the service of the Anti-Tuberculosis Association. The study revealed\nthe fact that only 8 percent of the total enrolment in twenty supervisory\nunits received any type of nursing service, and the Anti-Tuberculosis Society\nreaches only 7 percent of the total enrolment in the above area. Nursing\nService appears to be chiefly government supported, while the Anti-Tubercu¬\nlosis work is largely supported by local subscription and the sale of Christ¬\nmas seals. The number of paid workers in the Nursing Service ranges from\ntwenty-three to none, with an average of approximately three for each of\nthe twenty-four units. Only six paid workers are reported under the AntiTuberculosis Association.\nFrom\n\na list of activities engaged in by rural school boys and girls who\n\nparticipate in the programs of twenty-one agencies, the following health\nactivities were claimed by supervisory officers: health, physical examinations,\nathletics, camping, recreation, selling Christmas seals, sanitation, clinics, hot\nlunches, immunization, Junior Red Cross paper, state health, nurse’s serv¬\nice, and summer-roundup of young children. Twelve different agencies are\nfound represented, each offering at least one of the above activities. With\nthe exception of the regularly scheduled activity of the particular agency,\nhealth activities lead all others. A tabulation of the above activities as given\nby the supervisors, shows that a very small percent of the total enrolment\nconsidered is taking advantage of the activities offered in health by the vari¬\nous agencies. The study also shows that either the agencies for the promotion\nof health are not at the service of the average rural school child, or the school\n\n"}
{"page": 437, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n433\n\nis not taking advantage of the opportunities afforded it by such agencies.\nIgnorance of the rural health situation must be responsible for the above\nfacts. Nature has assisted in every way possible to make the country a health¬\nful place in which to live, but the rural population, instead of helping, has\nhindered the work of nature. Any successful program in health among\nrural boys and girls must be a program which touches every individual not\nonly in the school but also in the home. It seems, therefore, that the solu¬\ntion of the problem will be found, as Dr. Judd says, not only in offering new\nmaterial of instruction, but in training supervisors and teachers thruout the\nschool system to use this material in developing a general plan of compre¬\nhensive health education.\n\nAGENCIES\n\nMYRA\n\nCONTRIBUTING\nTO EDUCATION\nAREAS— BOYS AND GIRLS CLUBS\nM.\n\nNEFFLEN,\n\nSTATE SUPERVISOR OF\nCHARLESTON, W. VA.\n\nRURAL\n\nIN\n\nRURAL\n\nSCHOOLS,\n\nThe founders of our Republic set up in our Constitution American ideals\nwhich rightfully should be the ideals of our American schools wherever\nfound, urban or rural.\n\nFrom criticisms, adverse or constructive, concerning the ideals and\nachievements of our public schools and those concerning the guides for\nprocedure and materials for use generally found within the schools, one\nmay well conclude that only a natural consequence is the developing of\ncertain agencies and activities, having primarily for their aim “well-rounded\nlives.”\nIf “education is life,” our boys and girls should certainly have the oppor¬\ntunity of participating in activities motivated, and organized and conducted\n\nso as to habituate them in forming “more perfect union,” in being “just,”\nin practising “domestic tranquillity,” in providing for a “common defense”\n(against dishonesty, cheating, stealing, all criminal acts as well as against\nignorance, disease, and the like), in showing good sportsmanship wherever\n“general welfare” evokes such, and preserving the “blessings of liberty” —\nthat liberty which, while it provides for individual development, yet expects\neach individual to respect the fact that his own “liberty” ends where his\nneighbor’s starts.\nIn Alice Pierce’s “Study of Agencies Contributing to the Education of\nSchool Children in Rural Areas of the United States,” we find listed the\nfollowing chief agencies: 4-H Club, Anti-Tuberculosis Society (usually\nfunctioning in school as the “Health Crusade”), Junior Red Cross, Boy\nScouts, Girl Scouts, Hi-Y Club, Girl Reserves, and Audubon Club.\nOf the twenty-four rural areas, including approximately 800,000 chil¬\ndren, reporting for 1930-31, nineteen were served by the 4-H Club either\nunder separate development or as part of agriculture extension service, “with\nan average of one and one-fourth paid worker for each unit, and an average\nexpenditure of $1487.50\n\nfor each of twenty-four units” (for just the 4-H\n\n"}
{"page": 438, "printed_page": null, "text": "434\n\nNational\n\nEducation\n\nwork). The percentage of enrolment\n\nAssociation\n\nranges from\n\n1 to 97, with only six\n\nunits (embracing 18,604 children) having an enrolment as high as 40 per¬\ncent. Nevertheless, as a whole, the study makes the statement that, at pres¬\nent in the United States, the “annual enrolment approximates 700,000\nmembers, increasing about 8 percent annually. The extension force consist¬\ning of 2600 county club agents, and 1100 agricultural home economics ex¬\ntension specialists, give about 32 percent of their time to 4-H Club work.\nIn addition to these paid public extension teachers, approximately 60,000\nleaders serve without pay. Club camps offering five or six days of recrea¬\ntion, instruction in swimming, hikes, and inspiring singing around camp¬\nfires, are prominent events in the life of 4-H Club members. In 1928\nthere were over 3300 of these camps in the United States with 155,000\nin attendance.”\nO. H. Benson of the Rural Scouting Service of the Boy Scouts, makes\nthe following observations:\nThere\n\nare big possibilities in the farm\n\nand home\n\npatrol and\n\nin the Lone\n\nScout\n\nidea for the boy who is isolated in the small community or on the farm. The or¬\nganization has taken definite steps in the interests of all boyhood by providing a\nRural Scouting Service and giving Scout training to rural boys. The program has\nbeen organized on a rural need basis so that every boy who desires Scout training\nmay have the opportunity to participate in the Scout programs and enjoy the bene¬\nfits. One of the plans recommended to help farm boys in rural schools in character\nbuilding and citizenship training is to offer the Lone Scout plan to at least one\nboy in each rural school and have this boy become a demonstrator of Boy Scout\npractises and principles in and for the school. . . .\nWhat can be accomplished is shown by the results in the Black Hawk Area\nCouncil located at Rockford, Illinois, where over two hundred Lone Scouts are\norganized into twelve district tribes under leadership and with active relation¬\nship to all Council programs.\nLikewise, a demonstration of the countywide use of the Scout program is being\nmade in Emmett County, Iowa, where a County Tribe of Lone Scouts has been\norganized with representatives in every school district of the county. The work\nof scouting is demonstrated annually at the boys’ and girls’ institutes and teachers\nare given Scout training at institutes. The Scout program will be tied up with the\nfive-year program for the planting of historic and memorial trees on schoolgrounds, along public highways, in the parks, and on other properties thruout the\ncounty.\n\nTo the agencies listed, may I add the “West Virginia Club,” having as\nits ultimate aim more worthy citizenship, in which during its second year,\nthere are enroled over 52,000 children in over 27,000 clubs mostly organized\nin rural communities.\nThe\n\nvalue of the programs\n\nof these various agencies can no longer be\n\nquestioned. Their integration and incorporation into our educational pro¬\ngrams so as to provide greater opportunities for all our rural boys and girls\nto produce an acceptable American citizenship is the challenging task for\nrural educational leaders today.\n\n"}
{"page": 439, "printed_page": null, "text": "Department\n\nTHE\n\nof\n\nRural\n\n435\n\nEducation\n\nRESPONSIBILITY\nOF TEACHER-TRAINING\nTIONS DURING\nTHE\nDEPRESSION\n\nJAMES\n\nB. PALMER,\n\nDIRECTOR\n\nOF\n\nSCHOOL,\n\nRURAL\n\nPOTSDAM,\n\nEDUCATION,\nN.\n\nSTATE\n\nINSTITU¬\n\nNORMAL\n\nY.\n\nThere are two very important responsibilities standing out in bold relief\namong the many problems facing teacher-training institutions at this time.\nStated briefly they are:\nFirst, The preparation of rural teachers is forcing itself into the upper years\nof our courses in normal schools and teachers colleges in a way that has never\noccurred before. We must capitalize on this development so that it will produce a\nlasting demand for well-trained rural teachers.\nSecond, The economic crisis, as it has affected and is now affecting the agricul¬\ntural industry and rural life, brings to an abrupt focus the obligation teacher-train¬\ning institutions must assume in the making of a new rural social order.\n\nWith a glance at the field of public elementary schools it is very evident\nthat the rate of turnover in the teaching staffs everywhere and especially\nin city elementary schools will decrease for at least a year or two. In city\nschools, in particular, most of the teachers who have an opportunity to\nsign contracts again will be pleased to do so. Many former teachers, mar¬\nried and unmarried, are anxious to re-enter the profession because other\nfields of work are now less profitable or because husbands or relatives are\nout of work. Because of these and related developments in the field, teacher¬\ntraining institutions are faced to an increasing extent with the problem of\nplacement. They must of necessity turn to the rural field.\nThis raises the question as to how best to prepare prospective teachers\nfor successful rural service. It is no longer necessary to justify the assump¬\ntion that some specialization in training is essential for the adequate prep¬\naration of teachers for rural schools — with one and two-teacher schools as\nthe more critical problem in mind. The large majority of administrators\nand experts concede this point. There is, however, a considerable difference\nof opinion as to how to provide this specialization and to what extent spe¬\ncialization need be provided. There are two general types of organization\nwhich have been set up and tried. In one, all prospective elementary school\nteachers are required to take a certain amount of special training for rural\nschools. This holds no matter\n\nwhether\n\nthe student is pursuing a kinder¬\n\ngarten-primary, intermediate, grammar grades, or junior high-school course.\nIn the other form of organization another type of elementary-teachers course\nis set up as a rural-teachers course. Four-fifths of the different curriculums\nis common material for all students. The other fifth deals with specialized\nmaterial including practise teaching in prospective rural school situations.\nWhile circumstances may alter the nature of the problem in different\nplaces, experience with the latter scheme and a study of the possibilities\nof both lend, it seems to me, preference to the rural-teachers course as an\nelective field along with the courses for graded city schools. Such a plan\ndraws to it a group of students interested in the rural field and makes\n\n"}
{"page": 440, "printed_page": null, "text": "436\n\nNational\n\nEducation\n\nAssociation\n\npossible specific training that is not readily attained in a general offering\nto all students. It provides also for a focus of what should be in threeor four-year courses a high type of specialization for a particular field.\nSuch a plan lends greater dignity and brings better results in rural-teacher\ntraining. In no phase of teacher training are these two features needed\nmore than in the rural field. There are, however, certain difficulties inherent\nin this plan. There is the problem of inducing students to elect a field hav¬\ning in many respects a less attractive outlook.\nThere is also the question as to whether the prospective teacher should\nbe directed to take the rural-teachers course when she plans to use a posi¬\ntion in a rural school as a stepping stone to a city position. Since the rate\n\nof turnover in the personnel in rural schools is rapidly decreasing, espe¬\nto\ncially so at this time, the length of service of such transients is likely\ntion\nbe a period of years. During this time additional professional prepara\nin service can take care of the need for specialization on specific grade levels\nDo not\nif that be necessary. The following considerations are essential.\nteach ade¬\nrural children deserve a teacher who is educated and trained to\nin the rural\nquately the school she serves? Does not the success of a teacher\ntrained\nfield condition her chance of placement elsewhere? Should she not be\nfor successful work in that first field ? A broadly educated, cultured teacher\nthan\nwho stays in a rural position for two or three years only is better\none of less ability and education who may stay permanently..\nteacher¬\nSo far only the narrower aspects of this special responsibility of\nEven that has\ntraining institutions during a depression have been presented.\nobligation fac¬\nbeen done in an abbreviated form. There is a still larger\ning us.\n.\ncondition than is\nNo one of our great industries is in more deplorable\nthru the small\nagriculture. The breakdown of our banking systems has swept\nfunds of thou¬\ntowns and villages wiping out the life savings and operating\nuptcies of farm\nsands upon thousands of farm people. The number of bankr\nratio of prices re¬\nowners and operators has reached an appalling figure. The\nbare necessities of life\nceived for products to the prices paid by farmers for the\nyear has become alarm¬\nhas been unfavorable for years and within the last\nbased on real estate was\ningly disproportionate. The system of taxation\nan almost insurmounta¬\nformulated for a pioneer civilization. It now places\nas they are.\nble handicap on the farm business with other conditions\nultural industry are\nSweeping changes in the organization of the agric\nof corporation or big\ncertain to result. The new order may take the form\nand serious labor condi¬\nbusiness” farming with its monopolistic tendencies\nextensive holdings of farm\ntions and employment problems. Certainly these\nlike cannot be allowed to lie\nlands by banks, insurance companies, and the\nowned and controled tracts\nidle. It may be that collective farming of state\nbe the solution. Such a reor¬\non a plan similar to the Russian scheme is to\nng changes in the order oi\nganization would of necessity involve far-reachi\nthis radically different struc¬\ngovernment and society. The mere thought of\nit will be a wide extension\nture is repulsive to our American ideals. Perhaps\n\n"}
{"page": 441, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n437\n\nof the cooperative farming and marketing on a scale almost beyond our\ncomprehension — certainly far beyond the comprehension of even our more\nprogressive farmers. This last named form of organization is conceived by\nthe great leaders to capitalize the advantages of numerous other plans and\nto retain many if not all the valuable elements in the present system.\nIf any of the present personnel remains after the change it will be due\nto a remaking of attitudes, ideals, and everyday practises of that personnel.\nIf time permits, this new leadership in the industry may be developed out\nof the present younger generation of the rural population. If it is, it will\nbe thru the educational opportunities provided for our rural boys and girls,\n\npeople do not appreciate\nor use to advantage many of the services made available to them. We can¬\nnot blame them for it. Their outlook is the reflection of the poor antiquated\n\nour rural young\n\nmen\n\nand young\n\nwomen.\n\nFarm\n\nschooling which they at one time received. The exceptions to this are those\nfarm people who for a time got away to agricultural colleges or in some\nother contacts gained a different perspective.\nIs it actually any wonder that agriculture is in a bad way ? It is a gen¬\nerally recognized fact that the rural schools have for years been at the\nbottom of the educational ladder. The teachers there are the most inexpe¬\nrienced, youngest, poorest in point of preparation and are the poorest paid.\nThey have the least, the poorest, and the oldest equipment to work with,\nthe least supervision or professional stimulation, and in most cases the most\ndifficult piece of work to do.\n\nTo bring about an enlightened leadership and an intelligent followership\nfor a new rural social order, schools with modern objectives are necessary.\nIt is a startling thing for the rank and file of educators to realize that the\nsmall rural elementary school has striking advantages over schools of the\nusual city and large village type. The possibilities for cooperation and prac¬\ntise of desirable social relationships, for individualized instruction and the\ndevelopment of unprejudiced critical thinking, for introducing opportuni¬\nties for the personal experience in the appreciation of art and music, for\nthe remaking of children’s health habits thru a full day of personal con¬\ntacts covering most of the phases of daily life, for building character on\nthe “caught not taught’’ basis, will be found and utilized by cultured, tactful,\na de¬\nenlightened, well-prepared teachers. Such teachers will certainly create\nsessions,\nsummer\nmand for more like themselves. Older teachers may, thru\nextension courses, and visiting days, catch the vision of progressive rural edu¬\ncation if the principles and new practises are to be found both in normal school\nor college classes and in the affiliated rural practise and demonstration schools.\nThey will aid materially in bringing about a situation where “rural teaching\nas a career’’ is both profitable and attractive.\nThe challenge cannot be avoided, the gauntlet is on the ground before\nus. Are we in teacher-training institutions to pick it up vigorously, grasp\nit firmly, and forge ahead to a vitalized rural teacher-training program?\n\n"}
{"page": 442, "printed_page": null, "text": "438\n\nNational\n\nCLASSROOM\nHAZEL\n\nHICKS,\n\nEducation\n\nPROCEDURES\nCRITIC\n\nTEACHER,\n\nIN THE\nSTATE\n\nAssociation\n\nELEMENTARY\n\nNORMAL\n\nSCHOOL,\n\nSCHOOL\n\nGENESEO,\n\nN. Y.\n\nA recent trend in classroom procedures in the elementary school has been\nthe effort to organize the curriculum into what has been termed activity\nunits. As the term suggests, activity is the basis of the learning situation.\nIt is the child’s activities which carry him on to further worthwhile activities\nand consequently to further learnings. The term also suggests unity. In each\nunit some central theme runs thru the activities and unifies them into some\nlarge learning situation. Thus, we may say that an activity unit is a large\nlearning situation, which is made up of a series of integrated experiences and\nactivities and that fund of knowledge and information which is needed to\ngive richness of experience and continuity of thinking on the part of the child.\nThe problem of how to carry this theory of unit teaching to the teacher, to\nmake it work its way into our educational practise with boys and girls, that\nchildren “may live and live more abundantly,” is a challenge to all classroom\nteachers and faculties of educational institutions.\nIn order to show how experiences arise, how activities tend to integrate,\nhow fields of subjectmatter may be drawn into the situation to give con¬\ntinuity of thinking and richness of experience on the part of the child and\nhow unity exists, we shall describe how a unit, designated as Viking Life,\nwas carried out on a fifth-grade level.\nIn such a study, at least two large learning possibilities are evident: First,\nthe child can better understand the nations of Europe when he knows some¬\nthing of the effects of these people upon the civilized world at that time ;\nsecond, the study of Vikings has many possible leads for child activity.\nThe problem of how to get a group of children eager for achievement and\nhow to get them to enter into an undertaking in a wholehearted way is of\nfirst importance. In this case it was necessary to build up the environment.\nIt was done thru pictures on the bulletin board, discussions of these pictures,\nand books on the reading table. After the children had read and listened to\nViking stories, they were asked whether they had thought of some things it\nmight be fun to make. Immediately their responses were people, weapons,\nboats. Here again teacher direction entered. A lack of cooperative effort\nwith this group had previously been very apparent and she felt that an\nundertaking in which all worked together would be more worthwhile to them.\nIn order to bring this about she described the possibilities of making one\nlarge boat instead of many small ones.\nThe building of the Viking boat became the main center of interest in\nthe room for a period of seven or eight weeks. When finished it measured\nnearly ten feet from stem to stern and the mast stood at least five and a half\nfeet high. It was large enough so that several children could play with it at\nthe same time. Viking dolls or figures were made for the boat and as soon as\nthey were finished each was given some task to perform. One became the\ncaptain and directed the ship while another guided the larger rudder oar\nwhich did the steering. Sometimes one had to climb the mast and fix the sail\n\n"}
{"page": 443, "printed_page": null, "text": "Department\n\nwhile others managed\n\nof\n\nRural\n\nEducation\n\n439\n\nthe anchor. Thus, it became a part of their play. From\n\nthe reading of Jennie Hall’s Viking Tales, other Viking books, and from\ntheir history study their ideas grew. Gradually as they built their boat, they\nwere gathering a fund of knowledge which contributed to making these\nViking people real men and women.\nThru the explorations which these people made in their boats, the children\nlearned of the rise of other nations of that time. When the Vikings, called\nDanes, went to England, it became a prayer of the early Britons, “Lord save\nus from the fury of the Norsemen.” At this time the children learned who\nthese early Britons were, how their nation had come into being, and an\nacquaintance was made with such men as Alfred the Great. The study of\nthe beginnings of France and Spain were taken up in a similar way. Thru\nsuch procedures they learned of the rise of different nations, their struggles\nfor existence, and their contributions to what was then the civilized world.\n\nAs the history study developed it led into geography. Locations of coun¬\ntries must be known. Where did these people live, where did they go, were\nquestions which had to be answered by the map of Europe. More definite\nideas of where these journeys led the people came thru tracing the journeys\non an outline map of Europe. Another important phase of the work in\ngeography was the application of the knowledge of the Norsemen to form\na definite notion of the meaning of a geographical principle, “Human life\nupon the earth is affected by surface features and climatic conditions.” 4 hey\nlearned that there were definite reasons why these people took to the sea\nand became bold and daring sea robbers.\nIn the same way the needs for the mastery of English technics arose.\nThere was much planning to be done. Work had to be divided and decisions\nhad to be made. Many discussions were carried on in the regular English\nperiod. The need of a large class book was evident, for some means had to\nbe found whereby the work of all members of the class could be saved. By\nputting this together into a book, everyone could see what all the others had\ndone. Paragraphs of explanation were needed for the book and this necessi¬\ntated written work. Good explanations called for interesting paragraphs,\nwell-stated sentences, and the use of punctuation marks. The need for drill\non what constitutes a sentence was evident. In order to meet this need\nseveral English periods were devoted to drill on picking out sentences, telling\nhow many sentences a certain paragraph contained, where the sentence began\nand ended, and the use of capital letters in making meanings clear. Their\nown compositions gave much of the material on which to drill. Their Eng¬\nlish texts supplemented drill material when more was needed in order to\nacquire the skill.\nPoetry relating to Vikings was read to the children, and it became fun to\ntry to see what they could do with original poetry. They found that rhythm,\nrepetition, beautiful words and ideas helped to make good poetry.\nSuch classroom procedures represent an attempt to put into practise a\nphilosophy which is permeating our elementary educational institutions\ntoday. We are not maintaining that it is novel or that it fully accomplishes\n\n"}
{"page": 444, "printed_page": null, "text": "440\n\nNational\n\nour ideals. We\n\nEducation\n\nAssociation\n\nare simply trying to find a way. There is great consolation in\n\nthis sentiment which Hughes Mearns has voiced, “The schools are sorely\nin need of men and women who are unafraid but too wise to be foolhardy ;\nwho believe in ideas which they know not yet how to achieve. For these the\nimpossible lies but little beyond the possible. Gradually thru the years, thru\nthoughtful venture, ideals become practises, the impossible becomes the pos¬\nsible.”\nCLASSROOM\n\nPROCEDURES\n\nIN THE\n\nP. S. DANIEL,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nHIGH\n\nSCHOOL\n\nRALEIGH,\n\nN. C.\n\nThis discussion of classroom procedures is based on the program of curric¬\nulum construction in Raleigh which is now in its ninth year. We hold that\nschool is life and should approximate in it conditions under which children\nshould live and work. Successful living demands the solution of fundamental\nlife problems. The pupil today needs to know certain facts and principles of\nlife ; that work is essential to individual and social happiness ; that tolerance\nand openmindedness are essential for group cooperation ; that all life adapts\nitself to its environment. A pupil should develop the power to do those things\nthat come to him in daily life with ease and efficiency. He needs to be trained\nto think, to see both sides of a question, and to think straight about it. Another\npower every child should have developed in him is the power to appreciate\nbeauty in the world about him, to feel things. Lacking this ability he will\nnot be able to enjoy the finer, more worthwhile things of life.\nThe curriculum should be so organized as to provide for learning situa¬\ntions which draw upon all phases of experience and make use of all kinds of\nsubjectmatter or content. Such situations we call units of work, or ex¬\nperience.\nJust how and why did we break away from the traditional secondary pro¬\ngram ? There was a growing feeling on the part of members of the staff that\nthe traditional high-school program did not fit its students to meet and to\nsolve the fundamental problems of life. Students coming to high school from\nthe elementary schools where they had enjoyed a program of free activities\ndid not fit into the traditional high school. These students were accustomed\nto having a share in planning and carrying on their work, and had developed\nhabits of work that were different from those followed by high-school stu¬\ndents. So it became increasingly necessary to make adjustments in the pro¬\ngram and plan of work in high school.\nFirst, we were faced with the task of determining the sources and nature\nof the new curriculum content. A careful study of the community, and re¬\nsearch work at the University of North Carolina, led us to believe that there\nare five fields in which arise the problems that are the concern of every citizen :\n(1) health, (2) natural science, (3) social, political, and industrial life,\n(4) commerce and vocations, and (5) fine arts. In attempting to set up the\nproblems in these fields we have found that they are very closely integrated,\nwhich is of great importance in the organization of the curriculum.\n\n"}
{"page": 445, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n441\n\nWhen the major sources of curriculum content had been determined, the\nnext step was that of determining the persistent life problems growing out of\nthese fields which children of high-school age can understand and can do\nsomething about. Such problems as transportation and communication which\ntouch the daily lives of boys and girls have been found to be full of rich\ncontent ; they are based on past experience of the race and hold challenging\nquestions yet to be answered. Problems having to do with “How the World\nEarns Its Living” and “How We Are Governed” are equally vital. Other\nunits that have been found rich and meaningful are :\nA study of industries\nInventions\nConservation\nMakers of American democracy\nHow machines have influenced our living and thinking\nFine arts in America\nLiterature-language units, combining a study of the language of a people with\na study of the culture and traditions of that people, are shown thru their history\nand literature.\n\nFollowing the selection of these major problems came the work of de¬\ntermining the fundamental principles basic to an understanding of the prob¬\nlems. This is far from completion but definite progress has been made. To\nillustrate, the teachers have concluded that in a study of government pupils\nshould get certain fundamental principles as follows : that where more than\none man is present, government is necessary ; that the type of government\ndepends upon the character of the people concerned ; that organization is\nessential for any effective work ; and that competent leaders are essential for\nany civilization.\nAt this point I consider a definite statement about the development of a\ntypical unit. A unit on “How Man Has Kept Records” proved most stimu¬\nlating to one group of students who traced the history of records and print¬\ning from the days of the caveman to the present. The study led them to\npublic and private libraries and collections, to museums, printing establish¬\nments, and newspaper offices. They kept the record of the parent-teacher\nassociation of the school and issued the monthly news bulletin for that organi¬\nzation. The uses of books and papers as a means of indoctrination of the\nwhole community or nation presented an interesting and challenging prob¬\nlem. They were particularly interested in the type of books being made by\nthe government for the schools in Russia. The power of the press came to\nhave new meaning for them.\nIn this unit of work they learned more history, economics, English, and\nmore about industrial life than they would have learned under the traditional\nplan, besides learning these facts in relation to use in the understanding of\nchallenging problems.\nThere was a need for science in the development of the unit and the\nscience teacher came into the group at the time he was needed. Later he took\nthe group to the science laboratory for demonstrations and experiments.\n\n"}
{"page": 446, "printed_page": null, "text": "442\n\nNational\n\nEducation\n\nAssociation\n\nMany opportunities arose for creative expression with crayon or brush or\npen. Much interesting material was assembled and cataloged to become a\npart of the school materials bureau.\n\nIn addition to such learnings this group came to have an appreciation for\nbooks and the care of books that they had not known before. They learned\nto respect good work of members of the group, to share materials and infor¬\nmation with others, to assume responsibility for carrying on some part\nof\nthe work.\nEach unit is checked by the criteria proposed by the staff and against the\nfundamental principles and outcomes that have been tentatively agreed upon.\nThe word tentatively” is used because as the teachers grow in the ability\nto do this work and as the students grow thru the doing of it, they come to\nhave an ever wider understanding of the basic principles, and the outcomes\nbecome increasingly greater as a result of both teacher and students.\nThe mechanics of the program have been handled thus far as follows:\nthree periods of forty-five minutes each are assigned to a unit group. This\ngives sufficient time for group and individual research work, recitation, and\nlaboratory work. In addition to this unit of work these students are given\nservice courses in English, mathematics, and modern languages to provide the\ndrill necessary for mastery of needed skills and controls.\nTeacher training essential to this type of work has been provided chiefly\nby training the teachers in service. They have come to feel that they need\nbroader training for this work. This is being secured thru summer school\nand extension work, thru study groups which they plan among themselves,\nthru travel and foreign study. Many teachers have requested leave of ab¬\nsence for further study. And of more importance, teachers feel that they\nare learning thru doing, just as the pupils are.\nStill another important aspect of the work is the question of measuring\nthe results obtained. The professional spirit of the staff has certainly im¬\nproved. Our teachers are students, and they are adding to their training each\nyear. They are more open-minded and more able to see and plan meaningful\nexperiences for the pupils.\nOur pupils are more resourceful ; they are better able to plan and to carry\non the work in the classroom. They are able to assume a considerable respon¬\nsibility in carrying on the work of the school. They show improvement in\nhabits of study, in ability to control their conduct in many kinds of situations,\nand in the ability to meet new situations and solve problems. Parents say\nthey see in the children a growth in cooperation, in courtesy, in interest in\nthings about them, and in their ability to carry on worthwhile leisure-time\nactivities.\nWhile I know that many questions about this experiment are yet un¬\nanswered satisfactorily, I am convinced that our program is training indi¬\nviduals who know how to plan and work together, who know how to accept\nand to give criticism, who show initiative, who have a zest for life, a desire\nto find out things for themselves, who like to have hard problems to solve.\nSuch training certainly is valuable in developing citizens who will be more\nable to meet the demands of the community, the state, and the nation.\n\n"}
{"page": 447, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nSIGNIFICANCE\nOF MODERN\nTRENDS\nTHE FUTURE\nOF RURAL\nJOHN\n\nL. MANAHAN,\n\nDEAN,\n\nDEPARTMENT\n\nVIRGINIA,\n\n443\n\nEducation\n\nOF\n\nIN EDUCATION\nSCHOOLS\nEDUCATION,\n\nCHARLOTTESVILLE,\n\nFOR\n\nUNIVERSITY\n\nOF\n\nVA.\n\nSocial, economic, and industrial changes will profoundly affect the scope,\ncontent, and method of rural education during the next quarter of a century.\nThe present world economic depression is forcing a more accurate appraisal\nof the results obtained from all teaching and learning situations. An ever\nincreasing emphasis is now being placed, and will continue to be placed, upon\nan education designed economically and efficiently to administer to the indi¬\nvidual and group abilities and needs of our school population.\nOur public-school program of the immediate future must recognize certain\nfundamental principles among which are :\n(1) Elementary education for our rural children will be essentially the same\nas for our urban children. Both will reecognize that the child is the center of all\neducational activities and that the whole\nmust receive full consideration.\n(2) Pupil learning is the all important\n\nchild — mental,\nconsideration\n\nphysical, and\n\nsocial —\n\nin the school.\n\n(3) More effective learning will be accomplished thru pupil doing — that is,\npupil activity. The pupil must be led to live while in school in accordance with\nthose principles of conduct\n\nand\n\ngovernment\n\nthat will operate\n\nished his schooling and entered upon his life’s work.\n(4) The old theory that the school must provide\n\nafter he has fin¬\n\na storehouse\n\nof knowledge\n\nmust give place to the theory that thru pupil-activity and\nedge for the individual is created.\n\npupil-thinking\n\n(5) All work\npractical value.\n\nas a vocational\n\nwell done\n\nwill possess\n\na cultural as well\n\nknowl¬\nand\n\n(6) Efficient pupil-learning and teaching will rest in an ever increasing degree\nupon the recognition of natural and creative pupil interest in school activities as\nrelated to community life.\n(7) Individual differences — mental, physical, and social — will condition to a\nlarge extent pupil-learning, economic success, and social service for both the\nindividual and the group.\n(8) The primary function of the teacher is that of a director of pupil-learning\nrather than an imparter of knowledge and a hearer of recitations.\n(9) An improved program for measuring the results of teaching in terms of\npreparation for actual life activities and situations must be developed.\n\nby a full recognit\n\nion\n\nof the above\n\nPRE-SERVICE\nMABEL\n\nCARNEY,\n\nprinciple\n\ns.\n\nTRAINING\n\nOF\n\nRURAL\n\nTEACHERS\n\nOF\n\nEDUCATION,\n\nTEACHERS\n\nASSOCIATE\n\nPROFESSOR\n\nCOLUMBIA\n\nUNIVERSITY,\n\nNEW\n\nYORK,\n\nCOLLEGE,\n\nN. Y.\n\nFor brevity and definiteness I shall present my topic under two heads:\n(1) Conditions of rural teacher training today, and (2) proposals for the\npre-service preparation of rural teachers during the present situation.\nGreat progress has been made in the preparation and status of teachers for\none-, two-, and three-teacher schools in the last twenty years. In 1912 there\n\n"}
{"page": 448, "printed_page": null, "text": "444\n\nNational\n\nEducation\n\nAssociation\n\nwere 212,000 one-teacher schools in the country, taught by teachers, 40 per¬\ncent of whom were only elementary-school products or had had less than two\nyears of high-school study ; while only 30 percent of the corps were highschool graduates, or had had more than two years of high-school preparation.\nAs for the in-service training of this vast army of rural teachers there were\nthen practically no professional rural-school supervisors thruout the whole\nUnited States. The median salary for one-teacher rural schools was at this\ntime $317. 74.1\nToday marked contrasts are apparent. We have now only 150,000 oneteacher rural schools — 131,500 of this number being white and 18,500 negro.\nOf the white teachers in these one-room schools, one-third are normal-school\ngraduates, and only 16 percent have had less than two years of high school;\nwhile the median preparation of this group is four years of high-school educa¬\ntion plus one summer session of additional professional training. Salaries to¬\nday for one-room rural-school teachers average $883 in contrast to the $317\nof twenty years ago, and the average experience is two years and six\nmonths.2\nNotwithstanding the foregoing indications of progress, however, the ruralteacher situation in its present comparative status is sometimes over-rated.\nIn the country as a whole we have still 5000 socalled teachers in oneteacher rural schools who have completed only the elementary grades or had\nless than one year of high school. There are roughly also 6000 other rural\nteachers who have had but two or three years of high-school education,\nwhile the median rural teacher, as quoted above, is only a high-school gradu¬\nate with one summer session of professional training.\nThe overwhelming influence of the present hour, is the economic depres¬\nsion with its widespread unemployment. In rural education we meet effects\nboth good and bad. The good lies in the fact that in some states and from\nsome\n\nteacher-training institutions we are now getting graduates of two-,\nthree-, and even four-year courses to take positions in the country. Some of\nthese better qualified teachers become genuinely interested in rural welfare.\nWhile rural schools are benefiting in this way from the general surplus of\nteachers in some states, in other states, chiefly those commonwealths with\nweak professional organization and inadequate legal power in their state\ndepartments of education, the competition of large numbers of unemployed\nteachers is playing havoc with professional standards in rural schools and\n\nsacrificing the hard-earned gains of the last quarter-century. There is in\nreality no surplus of trained teachers in the United States. The surplus\nexisting and causing such professional disquiet is chiefly one of unqualified or\nbut partially qualified teachers representing a situation which could be\nlargely and immediately, if not wholly, corrected by putting a teacher of\nhigh-school graduation and two\nrural school of the land.\n\nyears of professional training in every\n\n1 Monohan, A. C. The Status of Rural Education in the United States. U. S. Department of\nthe Interior, Washington, D. C. Bureau of Education, Bulletin 1913, No. 8.\n2 Gaumnitz, Walter H. Status of Teachers and Principals Employed in the Rural Schools of\nthe United\n\nStates. U.\n\nBulletin 1932, No. 3.\n\nS. Department\n\nof the Interior, Washington,\n\nD. C. Office of Education.\n\n"}
{"page": 449, "printed_page": null, "text": "Department\n\nMost\n\nof\n\nRural\n\n445\n\nEducation\n\nsignificant of all among\n\nthe present conditions influencing rural\n\nteacher-training today is the new\n\nappeal of country life and of all that per¬\n\ntains to farming as “a mode of living.” Thru these days of unemployment,\ninsecurity, and distress which, all impressions to the contrary, are far more\nterrorizing in cities than in the country, rural interest has mounted steadily.\nOur farm population actualy gained a half-million migrants in the year 1930.\nTurning now to the second aspect of this discussion, attention is called\nfirst to the fact that there are two distinct groups of teachers among the\ntrained or partially trained entrants going into rural schools today: teach¬\ners who are pursuing the specialized preparation for rural teaching offered in\nour public normal schools and teachers colleges ; and teachers who have had\nspecialized preparation for the other or non-rural phases of teaching.\nPrescribing for the training of rural teachers to meet the present social\nand economic situation in the average state, I would make two large com¬\nprehensive provisions designed to affect and enlighten practically the whole\nelementary teaching force of America. The first of these would aim to give\nall prospective teachers, both elementary and secondary, a general under¬\nstanding and appreciation of American farm life, and of the important\npart country people have always played, and still exercise, in our national\ntradition and wellbeing. Such an understanding could be best gained, in my\njudgment, by the perusal of an orientation course on modern American\ncivilization. Second,\n\nI would\n\nhave\n\nall primary,\n\nintermediate,\n\nand junior\n\nhigh-school teachers, especially those known to be headed rural-schoolward\nor thought likely to move in this direction, pursue minimum units of in¬\nstruction on the organization, programming, and management of oneteacher schools, together with a limited number of observations of firstclass teaching in such schools. This would be broadening and professionally\ncultural to all elementary-school teachers of the nation, and would\n\ncatch\nthe 37 percent of non-rural specialists now going into one-teacher rural\nschools without an hour of specific consideration and study.\n\nWe shall always need, as long as one-teacher schools exist, an interested\nand devoted staff of specialized rural teachers who like country schools,\nare willing and eager to work in them, and who have had definite wellfocused training for meeting their needs.\nThe specialized instruction for this rural group should be based upon\nthe distinctive conditions and problems of country life. These include the\nphysical, social, economic, and educational aspects of rural living and learn¬\ning as represented by special courses and activities in the following fields:\nSpecial rural courses — All elementary-school teachers, both rural and urban,\nshould have an introductory course in elementary science, but rural teachers\nwho are to work with children immersed in a nature environment need additional\npreparation in this subject stressing the nature study aspects. Agriculture should\nbe taught here for understanding and appreciation, not for vocation. Rural soci¬\nology and economics should follow the orientation study of modern American\ncivilization, affording those students who expect to work in the country a more\ndetailed knowledge of typical farm life. Rural population, rural social institutions\nand problems, the economic situation in agriculture, and the international aspects\n\n"}
{"page": 450, "printed_page": null, "text": "446\n\nNational\n\nEducation\n\nAssociation\n\nof farming should be included among the topics treated. A course in rural educa¬\ntion should cover the desirable adaptations of the educative process to ruralschool conditions and to the farm child’s experience.\nSpecial rural practise — Practise teaching for prospective rural teachers should\nbe both general and specialized. The general practise should include observation,\ngroup teaching, and room management. This may be conducted most economically\nin the grade rooms of the campus training school or local town. In addition to this\nthe normal student contemplating, or likely to enter, rural service, even tem¬\nporarily, needs specific practise designed to meet actual rural conditions and\ndone in one-teacher, two-teacher, and consolidated schools. The rural student’s\nprogram of practise should also include some experience in starting beginning\nchildren particularly in reading. All institutions preparing rural teachers will\ndo well to encourage the organization of rural life clubs among their student\nbodies.\n\nAt least two specialists in rural education will be needed to conduct the\ndifferentiated instruction and other activities advocated here for the prepara¬\ntion of rural teachers. One of these, preferably the director of rural educa¬\ntion, should teach one or more of the special courses offered, and should\nassume general responsibility for the direction of the rural student group\nand the development of rural education interests thruout the institution\nand its territory. The other, designated as the supervisor of rural practise,\nshould have general supervision of all practise teaching done in one-teacher,\ntwo-teacher, and consolidated schools and should also teach some units,\nespecially those on curriculum and method.\nAdvantages of the foregoing plan — The foregoing program attempts a\ncompromise between specialization and generalization. It is an effort to\nprepare teachers effectively for rural schools as they now exist, and also\nto provide for transfer and the changing social order. The plan thus tempo¬\nrizes with the present industrial trend without capitulating everything to\nit and this, it is submitted, is the type of education and of teacher training\nneeded in American life today.\nAN\n\nEXPERIMENT\n\nCHARLES\n\nIN THE\nRURAL\n\nRUSSELL,\n\nIN-SERVICE\nTEACHERS\n\nPREPARATION\n\nPRESIDENT, STATE TEACHERS\nWESTFIELD, MASS.\n\nOF\n\nCOLLEGE,\n\nIn April, 1927, the then State Normal School at Westfield, Massachu¬\nsetts, called back to a conference its graduates of the previous June. Since\nthat time each year in the spring the conference has been repeated, with\nthe exception of 1930 when there had been no graduating class due to the\nchange of the minimum course of study from two to three years. The plan\nof the conference which gradually has developed has several significant fea¬\ntures in addition to those respecting the young teachers who in the majority\nof cases have served their novitiate in rural or village graded schools.\nThe first step in preparation for the conference is to request the permis¬\nsion of the superintendent of schools to allow his young teachers to return\nto Westfield for the three days of the conference. There has been almost\n\n"}
{"page": 451, "printed_page": null, "text": "Department\n\nunanimous\n\nof\n\nRural\n\nEducation\n\n447\n\nconsent on the part of the superintendents to this invitation,\n\nwith the proviso that the college shall furnish substitutes from its graduat¬\ning class wherever it is possible to do so ; and with the further provision\nthat the salary of the young\nstances.\n\nteacher shall not be cut under those circum¬\n\nThe conference itself is conducted in such a way as to give the young\ngraduates as great opportunities to bring up and discuss problems of the\nfirst year of teaching as is possible in the time available. On Monday of\nthe week of the conference the substitutes report for duty in the rooms\nwhere they are to substitute. For two days the regular teacher is responsible\nfor the classroom, while the substitute is kept busy learning the sequence\nof the curriculum, the names of the pupils, the organization of the school,\nand the problems involved in continuing the teaching. Tuesday, at the con¬\nclusion of the school day, the young teacher returns to Westfield leaving\nthe substitute to carry on alone for the remainder of the week.\nThe conference itself consists of several related parts. One of these is\nthat of observation of the master teachers on the college training-school\nfaculty, who demonstrate for an hour on each of two afternoons, and follow\nthe demonstrations by discussion with the young teachers of problems\nraised by the demonstrations. A second phase of the conference is that of\nsome inspirational demonstration, followed by a discussion of the possibili¬\nties for adaptation of the special demonstration in the individual classrooms\nof the young teachers.\nA third phase of the conference usually comes at the end when all of\nthe young teachers are called together for a general discussion of the pos¬\nsibilities of further in-service education. In this meeting the problems con¬\ncerned with the transfer of credits to other institutions, the use of local\nextension courses, the cost and possibilities in summer session attendance,\nthe wisdom of attempting winter session attendance thru leaves of absence,\nand similar questions are brought up and considered from both general and\nspecific points of view.\nThe most important phase of the conference from the immediate point\nof view of the young teacher is that concerned with the answering of the\nproblems sent in prior to the conference.\nIn the conference periods the specific problems of all the young teachers\npresent are read by one of the leaders and a general discussion follows.\nThis discussion is led alternately by one of the three leaders who are, usually,\na master teacher from the college training school ; a member of the college\nfaculty interested in the field of the problems ; and a representative from a\nnearby school system, a superintendent of schools, an assistant superinten¬\ndent, or a supervisor or special teacher, who is capable of dealing with the\nproblems in hand. Since, as has been previously suggested, most of the\ngraduates of the teachers college spend their first year of teaching in rural\nor semi-rural schools, the conference is largely concerned with problems of\nrural school teachers, and thereby becomes inevitably concerned with the\nin-service improvement\n\nof such teachers.\n\n"}
{"page": 452, "printed_page": null, "text": "448\n\nNational\n\nEducation\n\nAssociation\n\nTeacher\n\nafter teacher returns to the conference with questions regarding\nhelp in providing seatwork for pupils on all levels. The following problems\nare typical statements of the case:\nI need suitable seatwork for the more rapid workers. I also need suitable seatwork for the pupils unable to do the regular work for whom I do not have suffi¬\ncient opportunity for personal supervision during school hours.\nMy problem is to find interesting and instructive seatwork for first and second\n\ngrades.\nI have found it difficult to keep children in the lower grades\nrequired work is done.\n\nI have found difficulty in providing\n\nsuitable seatwork\n\n(6-8). There is definite need for study material\nthe day’s lessons.\n\nfor my\n\nbusy after their\n\nupper\n\ngrade pupils\nother than for the preparation of\n\nIt can be academically stated that such questions are prompted partially\nby a lack of suggestion on the part of the college itself prior to graduation.\nIn the answering of the problem, two factors stand out with great clarity.\nOne of these is that the average rural school in which these young teachers\nwork is sparingly supplied with materials that can be turned to the use\nof the pupils, such as magazines, construction and art materials, play equip¬\nment, and the like. The other is the non-adjustment of the young teacher\nto the administration of the curriculum even after six or more months of\neffort.\nIn the fields of subjectmatter the problems are those that in large meas¬\nure the faculty might reasonably be expected to solve before the young\nteachers enter service. Such problems as the following are typical of those\nin this category:\n1. How\nmeans\nlike.\n\ncan the teaching of grammar\n\nof promoting\n\nbe motivated?\n\nI should\n\ninterest in drills other than matches, games,\n\nlike to know\n\nof\n\ncontests, and the\n\n2. I am not sure how far a teacher should go with social studies in the lower\ngrades. Are the habits and customs of other peoples more important to talk about\nthan the comparison with people in the United States?\n3. My pupils have very little understanding of practical problems in arithmetic.\nThey cannot yet comprehend the difference between changing something large to\nsomething smaller, or vice versa.\n4. I should like to give more attention to nature study. We cannot give special\ntime to the subject, because of program limitations. What correlation could one\nmake ?\n\nIn general it may be said that the pre-service training of our graduates\ncan be markedly improved in two distinct ways that are directly revealed\nby the conferences which we have conducted. In the first place it is clear\nthat in many ways the teachers-college faculty and the training-school\nfaculty as well, must utilize the pre-service energies of their students to a\nfar greater extent in the seeking out and collecting for their own later\nuse materials closely allied to ordinary classroom needs.\nIt is also clear that in the pre-service training of the student the time\nof the prospective teacher must be more clearly and pointedly directed to\nthe problems of the use of subjectmatter, the direction of the interests of\n\n"}
{"page": 453, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n449\n\npupils in practical ways, and to a more practical planning of the trainingschool assignments.\n\nIn the main it appears that there are two practical ways in which the\nwork of young rural teachers can be improved while in service. One of\nthese is thru the improvement of the material situation of the rural school.\nA more generous distribution of supplies, particularly in the field of art\nand in the matter of supplementary materials for other studies, a more\ncomplete development of the natural external advantages of the rural school,\na quickening of local interest in the development of indoor facilities for\nschoolroom activities, and in facilities for good music and music apprecia¬\ntion, and in the equipment of the playgrounds and school yards, are all\nimplied in the improvement of the material side of the rural school. All\nof these will tend towards making the teaching of the young teacher more\nefficient and the learning of the children more effective.\nA second practical way in which to improve the work of the young rural\nteacher lies in some administrative scheme that will permit a more effec¬\ntive and constructive supervision of the teacher in the classroom itself.\nThe natural advantages of the rural school characteristics make possible\na far more rapid and effective adjustment of the young teacher than the\nartificial situation and character of the city graded school. If these natural\nadvantages can be enhanced thru the wise guidance of the young ruralschool teacher the adjustment of such teachers should be more rapid and more\neffective than that of their city sisters.\nTEACHER\n\nKATHARINE\n\nPREPARATION\nAS SEEN BY THE\nOF RURAL\nCHILDREN\nJAMISON,\n\nSTATE HELPING\nTEACHER\nBELVIDERE, N. J.\n\nIN\n\nSUPERVISOR\n\nWARREN\n\nCOUNTY,\n\nMany people use the term teacher training to cover a comparatively short\nperiod of time, as tho it began only when the candidate for the teaching\nprofession entered a normal school or teachers college. When does the\npreparation for being a good teacher begin ? With life itself, and I believe\nit begins with our grandmothers. Surely it commences with the formation\nof our earliest character traits. Tho training can effect a considerable change\nin one’s actions and thoughts, I doubt if it can ever really make an artist\nteacher out of a person who lacks, innately, the gracious qualities necessary\nfor the inspiration and guidance of childhood and youth.\nThe world is asking us to apply our knowledge, our insight, and intelli¬\ngence, to the job of teaching its children how to live at peace with one an¬\nother, how to play the game fairly, how to lose cheerfully, if lose one must,\nhow to grow up into loving husbands and wives, wise fathers and mothers,\nand how to find beauty, relaxation, and inspiration in the simple things in\nlife.\n\nProgressive education has founded its teaching upon such philosophy.\nWith the expansion of this type of education, from the small private school\nto great numbers of our public schools, and the introduction of social studies\n\n"}
{"page": 454, "printed_page": null, "text": "450\n\nNational\n\nEducation\n\nAssociation\n\ners, of whom we\ninto the curriculum, we have felt the need for artist teach\nss that arises from\nhave all too few. Good teaching calls for a graciousne\ned in the measuring\nbreadth of viewpoint, and which is all too often omitt\ning. Unfortu¬\nstick used in judging who shall be admitted to teacher train\nlines on a\nnately, those matters which can be represented by red and blue\ngraph are too often taken as the sole requisites for admission.\nAs a supervisor of rural teachers, I should like to make a plea to the\npowers that be, legislators, state boards of education, presidents and facul¬\nties of teacher-training institutions, to use greater care in the selection of\ntheir students. It is not sufficient that a person be merely honest, moral,\nand intellectually intelligent; he must possess an intangible but invaluable\nspiritual element in his personality that will enable him to project himself\nwith sympathy and understanding, into other times, other experiences, other\nlives.\nof our present attempt at progressive education depends\nupon the kind of teachers in our schools; their standards, good or bad;\ntheir ideals or lack of them; their insight or their dullness; their breadth or\ntheir narrowness ; their sympathy or their indifference ; their power of see¬\nThe\n\noutcome\n\ning a pattern in civilization, and relating the last yesterday with the yes¬\nterdays of three hundred years ago; or their ability to see only small, iso¬\nlated sections of affairs and events. Let us have teachers with faith and\ncourage to tell the truth about things. Then perhaps we shall have done\nwith such teaching as, “America has never waged war for territorial ex¬\npansion” (shades of poor slaughtered Indians).\nThe word culture has such varied meaning to people considering it, that\nit might be well for me to speak of what I mean by culture. There is a cer¬\ntain kind of socalled culture, that might better be termed intellectual snob¬\nbishness. Dewey defines such culture as < purely private refinement, a cul¬\ntivation of certain states and attitudes of consciousness, separate from either\nsocial direction or service.” It is obvious that such culture is not the kind\nthe\nwe are looking for in our public schools. I prefer to think of culture as\npower to understand other humans and their experiences. Certainly, a per\nsnob.\nson possessing such culture is the exact antithesis of the intellectual\nCulture of this sort partakes as much of the spiritual as of the intellectual,\nto say a\nand may be encountered in peasant as well as — I was about about\npopular.\nprince, but shall say professor instead, since princes are no longer\nlike\nWhat are some of the marks of the cultured teacher ? First, I should\nown per¬\nher to possess a desire and feeling of obligation to develop her\nthat if she is to\nsonality along interesting lines, with the consciousness\nto bore them.\nspend hours of every day with an audience, she has no right\ncapable not\nShe must be a person of imagination, of broad interests, and\ng new vistas,\nonly of instructing children, but of leading them and openin\nas an actress to\nof which they had not dreamed. She has not so much right\nis voluntary. The\nfail personally, for in the case of the latter, the audience\nrebel and\nteacher’s audience is compulsory ; weak little ones who dare not\nwalk out.\n\n"}
{"page": 455, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\nI should like to think that the good teacher has considerable capacity\nfor understanding other people, and life, as lived in other professions, in the\noffice or factory, and in the home. Possibly there is no other profession, in\nwhich a person has so much chance to become autocratic, for the teacher is\nconstantly dealing with immature minds, who generally accept, without\ndispute, what she passes on to them. In other professions, she would have\nto match her wits with her peers or superiors. It is refreshing, too, to dis¬\ncover teachers who can carry on interesting conversations, without filling\nthem with anecdotes of the classroom !\nRural people are frequently indifferent to the exquisite beauty about\nthem. Country children need to be made aware of the wonders that greet\nthem on every hand. It is the job of the rural teacher to do this, to help\nthem to interpret the things about them, thru poetry, music, and art. But\nhow can she do this if she feels no thrill herself about such things, if that\npart of her own training has been sadly neglected ? We see pitiful attempts\non the part of some teachers to obtain creative expression in verse, without\never having prepared the way for such expression thru the wide reading of\nsuitable poetry to their pupils. The products so often labeled “original\nverse” might better be called “original worse.”\nOne can scarcely be equipped with a better tool for excellent teaching\nthan a command of one’s mother tongue. The teacher with a careful English\ntraining, including as it does, the selection of salient points, unity and co¬\nherence of thought, outlining, and the use of vivid words, is vastly superior\nto the teacher lacking such training, in drawing parallelisms, contrasts, com¬\nparisons, human interest stories, in the recognition of the essential and the\nsuperfluous, and in evaluating and organizing subjectmatter.\nNever before have we so needed to know how to study child nature in¬\ntelligently, in order to understand all the physical, mental, and emotional\nreactions that constitute child life. Courses in adult psychology would be\nmost helpful toward the better understanding of ourselves and the parents\nwhom we meet. If we, as educators, can come to regard child study as a\npreventative , rather than a cure , and can find it possible to work\n\naccord¬\n\ningly, we may find ourselves realizing some real progressive education.\nSECRETARY’S\n\nMINUTES\n\nWashington,\nExecutive\n\nCommittee\n\nMeeting,\n\nSunday\n\nD. C.\nAfternoon,\n\nFebruary\n\n21, 1932\n\nThe Executive Committee of the Department of Rural Education met in the\nNational Education Association Building, at 4 oclock. There were present Miss\nMyra Nefflen, substituting for Miss Swenson who was unavoidably absent; Mr.\nO. H. Plenzke ; Miss Helen Hay Heyl ; Mr. Ray P. Snyder, vicepresident; Mr.\n£. N. Ferriss; Mr. J. E. Butterworth ; chairmen of committees; Mrs. Katherine M.\nCook; and Miss Kate Wofford, president.\nThe minutes of the preceding meeting were read and approved.\nThe president reported that the membership drive which had been recently\ncarried on had\n\nresulted in an unusual\n\nincrease in membership,\n\nthe present mem-\n\n"}
{"page": 456, "printed_page": null, "text": "452\n\nEducation\n\nNational\n\nAssociation\n\ncir¬\nbership being 315. In each state she had appointed a state leader who had\nhas\nexample,\nfor\nYork,\nNew\nsuccess.\nunusual\nwith\ncases\ncularized her state, in some\n59 members; Alabama 20; Wyoming 19. Others worthy of special mention are\nWest Virginia, Louisiana, Oregon, Vermont. The president feels that membership\nis a matter of leadership, and advised that a similar campaign be carried on next\nyear.\nThe president reported also that she had appointed a committee on rural school\nlibraries and one on adult education. The chairman of the former is Miss Edith\nLathrop, of the United States Office of Education; of the latter, Mr. Willard,\nrecently deceased. This chairmanship has not yet been filled.\nIt was moved by Miss Heyl, seconded and carried, that the Executive Commit¬\ntee advise that all present members be billed next year in November and re¬\nquested to renew their membership; also that forms be devised for securing new\nmembers and that a supply of these be sent to each chairman. Membership dues are\nto be collected and new members requested in November, 1932.\nMr. Wm. McKinley Robinson, chairman of the committee on securing an inter¬\npreter in the office of the National Education Association, reported that while the\nExecutive Committee had acted favorably on the request, no provision had been\nmade in the budget for such staff member. Means of furthering the efforts for\nsecuring such an interpreter were discussed. It was moved, seconded, and carried,\nthat the new president be advised that it was the sense of the Executive Commit¬\ntee that the present committee be continued, and that the committee be authorized\nto take such steps as are necessary to secure their objective; also that the com¬\nmittee thru its chairman seek an opportunity to appear before the Budget Com¬\nmittee of the National Education Association at its April meeting.\nMiss Harrison, chairman of the Committee on Radio, submitted the report of her\ncommittee, which was accepted. The Executive Committee also recommended that\nthe Committee on Radio be continued, the personnel to be subject to the choice of\nthe incoming president.\nMr. J. E. Butterworth reported that the Publications Committee had prepared\nand had printed a report for 1932. It would be distributed and discussed at the\n\nmeeting Monday evening. The report was accepted. There was also informal dis¬\ncussion concerning the difficulties of the Publications Committee, and it was con¬\nsidered desirable that new appointees on the committee be among persons located\nin reasonably close proximity to the chairman in order that the work of the com¬\nmittee might be somewhat facilitated. In the past it has been impossible to hold\nmeetings of this committee.\nMiss Edith Lathrop reported for the Committee on Rural School Libraries. The\nExecutive Committee recommended that this committee be continued, the personnel\nto be subject to the choice of the new president.\nMiss Heyl of the Committee on Nominations reported that that committee was\nto be held\nnot yet ready to make its report. Another meeting of the committee was\nlater in the afternoon.\n\nThe\n\ncommittee\n\nthen adjourned\n\nBusiness\n\nMeeting,\n\nA short business meeting was\n\nto meet\n\nMonday\n\nafter the election of the new\n\nAfternoon,\n\nheld Monday\n\nFebruary\n\npresident.\n\n22, 1932\n\nafternoon, February\n\n22, at the close\n\nof the program session. Miss Helen Heyl, chairman of the Committee on Nomina¬\ntions, reported the following nominations: President, Ray P. Snyder, New York,\nW.\nVicepresident, O. H. Plenzke, Wisconsin; Executive Committee, Miss Fannie\nDunn; National Council of Education, Mrs. Katherine M. Cook.\nIn submitting her report, Miss Heyl said that the committee had carefully con¬\nsidered officers with regard to location and with some kind of succession in office\nsaid\nin order to preserve continuity of proceedings in the future. With this idea she\nbeen\nthey had decided to nominate as president for 1932-33 the person who had\n\n"}
{"page": 457, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n453\n\nEducation\n\na precedent. In\nvicepresident the preceding year in the hope of setting this as\ncommittees on\nnominating the vicepresident the committee hoped that succeeding\nnominated for\nnominations would follow this precedent and that the vicepresident\nng year.\nthe present year would succeed to the office of president the followi\ncommittee were\nThe report was accepted and the officers as nominated by the\ntill Wednesday after¬\ndeclared duly elected. The business meeting then adjourned\nnoon, February 24.\n\nBusiness\n\nMeeting,\n\nWednesday\n\nAfternoon,\n\nFebruary\n\n24, 1932\n\nAt the close of the program session, Wednesday, February 24, a business meeting\ngiven\nof the Department of Rural Education was held. Reports of committees were\nN. Ferriss, Com¬\nby Margaret Harrison, Committee on Radio in Rural Schools; E.\n, Committee on\nRobinson\ny\nMcKinle\nmittee on Rural Secondary Education; Wm.\nSpecialist in National Education Association.\n\nExecutive\nOn\n\nCommittee\n\nrequest of Mr.\n\nMeeting,\n\nSnyder, newly\n\nFebruary\n\n24, 1932\n\nelected president of the Department\n\nof Rural\n\nWednesday\n\nAfternoon,\n\nEducation, the Executive Committee met in Mrs. Cook’s office, Department of In¬\nterior Building. There were present the newly elected president, Mr. Snyder; Mr.\nButterworth; Miss Heyl ; Miss Dunn; and later, Miss Wofford, retiring president;\nMr. Robinson; and Mrs. Cook.\nThere was considerable discussion concerning the possibilities of improving our\npublications. The plan of discussing publications at at least one regular meeting\nwas also discussed. It was suggested that at least one session of the next meeting\nin 1933 be devoted to discussing the findings of the National Survey of Secondary\nEducation as they are concerned with small high schools.\nPresident Snyder reappointed the present committee on securing an interpreter\nin the office of the N. E. A., Mr. Wm. McKinley Robinson as chairman.\nThe matter of selecting an executive secretary was discussed, the present sec¬\nretary being anxious to discontinue the work. However, it was the sense of the\ncommittee and was duly moved, seconded, and carried, that Mrs. Cook be elected\nas executive secretary for the ensuing year.\nIt was also suggested that the secretary and president investigate the possibilities\nof printing a digest of the proceedings of the February, 1932, meeting.\nThe secretary was instructed also to investigate the expense connected with the\nin\nprinting of membership cards resembling those used by the N. E. A., to be used\nthe future.\nThe Committee discussed the desirability of sending some type of circulars to all\nand\nmembers of the Rural Department three or four times a year. The form\nleft to the\nmethod, however, were not definitely decided upon. The matter was\ndiscretion of the incoming president.\n\nThe\n\nmeeting\n\nthen adjourned.\n\n"}
{"page": 458, "printed_page": null, "text": "V\n\n"}
{"page": 459, "printed_page": null, "text": "Department\n\nSchool Health\nEducation\n\nand Physical\n\n"}
{"page": 460, "printed_page": null, "text": "The department of school health and physi¬\ncal\n\neducation\n\nhad\n\nits beginning\n\nas the Depart¬\n\nment of Child Study which was created at the Asbury Park meeting in 1894. See p. 40 of the 1894 Pro¬\nceedings . In 1911 the name was changed to the De¬\npartment of Child Hygiene. See Proceedings 1911:\n870. In July, 1924, the Department was merged with\nthe Department of Physical and Health Education\nunder the name of the Department of School Health\nand Physical Education. See Proceedings , 1924: 96.\nThe officers of the Department for the year 1932-33\nare: President, A. W. Thompson, State Director of\nHealth and Physical Education, State Capitol, Lan¬\nsing, Mich.; Vice-president, Edna W. Bailey, Asso¬\nciate Professor of Education, University of Califor¬\nnia, Berkeley, Calif.; Secretary-Treasurer, James E.\nRogers, Director, National Physical Education Serv¬\nice, 315 Fourth Avenue, New York, N. Y. ; Executive\nCommittee : F. W. Maroney, Columbia University,\nNew York, N. Y. (Term expires 1933) ; A. G. Ireland,\nState Director of Health and Physical Education,\n1208 Trenton Trust Building, Trenton, N. J. (Term\nexpires 1934) ; William E. Burdick, State Director of\nPhysical Education, 7 Mulberry Street, Baltimore,\nMd. (Term expires 1935) ; Ethel Perrin, American\nChild Health Association, 450 Seventh Avenue, New\nYork, N. Y. (Term expires 1936). The Department\nmeets once each year, in June. Facts relating to the\nestablishment of this Department and the record of\nmeetings are found in earlier volumes of Proceedings\nas follows :\n1893:615-678\n1895: 944-950\n1896:893-937\n1897: 870-916\n1898: 929-959\n1899:1064-1097\n1901: 758-771\n1902: 737-759\n\n1903:817-847\n1904: 803-843\n1905:755-781\n1906: 711-713\n1907: 925-951\n1908: 999-1047\n1909: 745-789\n1910: 921-949\n\n1911:905-939\n1912:1141-1153\n1913:667-695\n1914: 683-721\n1915: 971-995\n1916: 681-699\n1917: 521-535\n1918: 339-359\n\n[456 ]\n\n1919:315-323\n1920: 311-323\n1921:517-523\n1922:1085-1099\n1923: 744-842\n1924: 637-651\n1925: 577-598\n1926: 600-624\n\n1927:561-581\n1928: 545-567\n1929:543-559\n1930: 501-527\n1931: 541-560\n\n"}
{"page": 461, "printed_page": null, "text": "HEALTH\nFRANK\n\nS. LLOYD,\nEDUCATION,\n\nAS\n\nA TOTAL\n\nASSOCIATE\n\nPROFESSOR\n\nNEW\n\nYORK\n\nCONCEPT\nOF\n\nUNIVERSITY,\n\nEDUCATION,\nNEW\n\nYORK,\n\nSCHOOL\n\nOF\n\nN. Y.\n\nWhile objectives, thru meaning and interpretation, vary, there should\nbe with use and examination an increasing understanding of the objective\nof health and a more exact statement of its meaning. Health as a primary\nobjective of education received official recognition in the Report of the Com¬\nmission on the Reorganization of Secondary Education of the National Edu¬\ncation Association (Proceedings of the 59th Annual Meeting, 1921). It is\nquestionable whether there has been an increased clarity of meaning con¬\ncerning the objective health.\nThere\n\nare four groupings of the meanings of the objective health:\n\n1. The group\nical health.\n\nstressing health as organic vigor, more\n\nproperly termed\n\nphysiolog¬\n\n2. The group stressing health as a total concept inclusive of all aspects of a\nhuman personality.\n3. The group which, accepting the first or second meaning\nan ultimate objective having value in itself.\n\nof health, treats it as\n\n4. The group which, accepting one or two above, treat as a preliminary or back¬\nground objective which paves the way for efficient living, but does not insure\nefficient living.\n\nThe accepted meaning will affect the material presented, the leadership\ntechnic, and the administrative procedures. It is necessary that we clearly rec¬\nognize the scope and limitations of the implications of the accepted meaning.\nAccepting the broader viewpoint of health — that of the maintenance of a\ntotal integrated, efficiently functioning personality, in which health enables\nthe individual to make successful adjustments but does not assure that he\nwill make them — procedures must be established which insure such efficient\nfunctioning in all aspects of the school life and in all aspects of the child’s\nlife as can be efficiently administered by the school. It implies the assurance\nthat all types of handicaps will be removed, or where this is not possible\nthat they will be compensated. It permeates into every item of instruction\nand every molecule of the child’s personality. Its responsibility is on every\nteacher and officer of the school, and with no particular teacher. It implies\nthat the person or person administering such an objective must be able to\norganize and administer in all aspects of health, to insure the maximum\ncontribution from every situation presented in the school.\n\nCREATIVE\nMARY\n\nACTIVITIES\n\nJOSEPHINE\n\nTEACHERS\n\nSHELLY,\n\nCOLLEGE,\n\nIN\n\nPHYSICAL\n\nDEPARTMENT\n\nCOLUMBIA\n\nOF\n\nEDUCATION\n\nPHYSICAL\n\nUNIVERSITY,\n\nNEW\n\nEDUCATION,\n\nYORK,\n\nN.\n\nY.\n\nCreativeness in physical education is primarily a matter of the conduct of\na modern program composed of sports and games, aquatics, and rhythmics.\n[ 457 ]\n\n"}
{"page": 462, "printed_page": null, "text": "458\n\nNational\n\nEducation\n\nAssociation\n\ncharacteristics of creativeness in physical education are: first, it is\nfreely active, that is, it seeks to recognize and command its own powers in\ntheir natural form; second, it is expressive, that is, it conveys a meaning;\nThe\n\nthird, it possesses intrinsic purpose, that is, it is essentially self-directed.\nThe problem of rendering creative a modern program of physical educa¬\ntion in part depends upon a reasonably creative plan thruout the school, and\nupon an evaluation by the school of physical education as an essential part of\nall education.\n\nThe child, given any sort of chance, is a living mechanism of the activities\nhere defined as creative. The problem is with the uncreative teacher rather\nthan with the uncreative child.\nThe practical factors, to be classed as administrative, making for crea¬\ntiveness are : proper time-allotment, adequate space-allotment, suitable\nequipment, and provision for continuity within subjectmatter.\nThe specific teaching factors are: richness and suitability of material,\nfreedom and coherence of method, and integration. These grow from a\nviewpoint upon physical education as taking place always in the unique\nmedium of human movement, thruout which the laws of action are uni¬\nform. We need a fully formulated science of movement to ensure the best\nfunctioning of these teaching factors.\nIn a time of stress such as this, the degree of survival of physical educa¬\ntion should be in direct ratio to the degree in which it is creative. Doubtless\nit will be on less fundamental grounds ; but the dead spots in the program,\nthe spots where the play spirit has been shunted out by stereotyped teach¬\ning, these are the points where attack from outside is not only certain, it is\nprobably deserved. But deserved as it may be, we would do well to examine\nthe nature of that attack, and if it urges us into paths where our true pur¬\nposes would never take us, we should repudiate it. Frequently what is de¬\nmanded under stress are immediate, semi-extrinsic outcomes. These are\nlikely to militate against creativeness in our field, and we should protect\nthe ground we have gained there. If we are to make use of attack as a con¬\nstructive force, we will care more about the creative future of our work\nthan about our own immediate practical security. If these two cannot be\nreconciled, we do better to sacrifice than to betray.\nThat we should find ourselves at any time in a position in which crea¬\ntiveness has become so thoroly self-conscious a problem, is in itself matter\n\nfor pause. But whenever the free, expressive, purposeful quality has some¬\nhow been lost from physical education activities, that is an especially pro¬\npitious time to recover it. In another crisis, there should be no question of\nwhat is creative and what is not in physical education. Securing for our¬\nselves that strong position, constitutes a goal and task for everyone who be¬\nlieves in the right of physical education to survive. Indeed, in the hard light\nof a struggle for survival, creativeness in the conduct of the physical educa¬\ntion activities of a modern program stands out as self-preservation and plain\ncommon sense.\n\n"}
{"page": 463, "printed_page": null, "text": "Department\n\nPROGRESS\n\nETHEL\n\nof\n\nIN\n\nPERRIN,\n\nHealth\n\nHEALTH\n\nASSOCIATE\n\nAMERICAN\n\nThe\n\nSchool\n\nCHILD\n\nand\n\nPhysical\n\nEDUCATION\nYEAR\n\nDIRECTOR,\n\nHEALTH\n\nDIVISION\n\nASSOCIATION,\n\nfirst tangible result of the White\n\nHouse\n\nEducation\n\nDURING\n\nOF\n\nHEALTH\n\nNEW\n\nYORK,\n\nConference\n\nTHE\n\n459\n\nPAST\n\nEDUCATION,\nN. Y.\n\nwas the Chil¬\n\ndren’s Charter. The living value of the Children s Charter is an outstanding\nmark of progress for the past year. Each section of the charter is a spring¬\nboard, and is being used as a starting point for constructive pieces of work.\nOne evidence is the increased demand for copies and the translations of the\nnineteen sections of the charter into foreign languages. Another evidence is\nthe limitless times it is quoted in total or in part, in articles, reports, and\nspeeches.\nThe\nWhite\n\nnext step in this year’s procession are the publications from\n\nthe\n\nHouse\n\n41\n\nConference.\n\nSo far, twenty-nine\n\nvolumes,\n\nvarying\n\nfrom\n\nto 604 pages each are set at our disposal. These are all committee reports,\nand there are as yet three committees to have their reports printed. There\nare also several reports of subcommittees, in pamphlet form, and more to\nfollow.\nAnother mark of progress which has been stressed during the past year\nis the importance of mental and social hygiene in every phase of education.\nWe find not only in the reports of the White House Conference, but in all\nschool health writings of recent date, great stress laid on the importance of\nthe mental and emotional development of the child, not as something by\nitself, but as an integrated part of all education. In other words, no teacher\ncan afford to lose sight of it, no matter what she is teaching. The corollary\nto this is, that all teachers are taking a lively part in the health program\nno matter whether they believe it or not.\nIn 1926, the American Child Health Association began a study of health\nprograms in the public schools of this country, with the object of evaluating\nthese differing programs in terms of certain health aspects of the children.\nFifth and sixth grades were selected as having been exposed a sufficient\nlength of time to give some evidence, and 7500 children in seventy different\ncities were carefully examined. The data is being presented in monographs\nand four have been published, all containing material of interest to teachers.\nPerhaps the most evident result so far is the change of policy in regard to\nweighing and measuring. It has been proved that there is a normal varia¬\ntion in weights of children of the same age and height due to the differing\nwidths and depths of the bony framework, as evidenced by certain skeletal\nmeasurements. Consequently it takes more than the mere hopping onto a\nscale to determine whether or not a child is undernourished. There are\nhowever, other advantages in having scales in the schoolroom. It is always\nimportant to know if a child is not developing as he should, and this is\noften denoted by loss of weight or by failure to gain. Another reason for\nkeeping the scales is the interest they add to the program. But it must\nalways be remembered that there is no normal rate at which all children\n\n"}
{"page": 464, "printed_page": null, "text": "460\n\nNational\n\nEducation\n\nAssociation\n\nshould gain — and that failure to gain, unless for several months, is not\nnecessarily a cause for worry.\nThe material being assembled for the next monograph contains much of\ninterest, both to teachers and to school nurses. One measure of the success\nof a health program is the correction of remediable defects among the chil¬\ndren. One part of the study was a careful examination of mouth conditions\nof 7500 children. These examinations were made by trained dental hygien¬\nists. There are sufficient private and clinical facilities almost everywhere in\nthis country to prevent a serious condition of those most important teeth,\n\nthe first molars, but it may surprise you to know that a cross-section of the\nwhole country shows that among eleven-year-old children, ten out of every\nhundred have three first molars either missing or in such a serious con¬\ndition of uncorrected decay that half the surface of the tooth is involved.\nThe last progressive step to be called to your attention is a two-year\nstudy which has been in process of development since last January. Re¬\nmembering the serious physical handicaps which are either missed in the\n\noriginal examinations of children or are not corrected thru follow-up\nmeasures, you will be interested in the next study which is under way on\n“The Reasons for Success or Failure in Securing the Correction of Serious\nPhysical Defects.” It is to be carried out in New York City and vicinity\nwith the cooperation of City Departments of Health and Education and\nvarious social service organizations. The study is sponsored by the Metro¬\npolitan Life Insurance Company and is operated by the Research Division\nof the American Child Health Association! Mr. Donald B. Armstrong,\nthird vicepresident of the Metropolitan Life Insurance Company, makes\nthe following statement:\n“The Metropolitan is interested in this study as a general health measure\nthat will affect at least six million policy holders of school age in the United\nStates and Canada.”\nSome of the questions the study hopes to solve are :\nAre the examinations usually given thoro enough to reveal important defects?\nHow many serious handicaps are now missed?\nOf the defects revealed, how many are corrected and thru what means?\nWhy are the failures to correct?\nHow can this be remedied?\n\nSome ten or more marks of progress have been enumerated in this paper,\nbut the outstanding one is our growing sense of interdependence, not only\namong the members of our own tribe as represented jy such a group as this\naudience, but, an interdependence among all groups. Fred J. Kelly of the\nUnited States Office of Education, and chairman of the section ,of Educa¬\ntion and Training of the White House Conference, states it as follows.\n“The basis of a continuing national life is the existence of a national\nesprit de corps strong enough to assume a loyalty to the dominant national\n\ngoal.”\n\n"}
{"page": 465, "printed_page": null, "text": "Department\n\nof\n\nSchool\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n461\n\nADJUSTING\nHEALTH\nEDUCATION\nTO THE\nNEWER\nTRENDS\nIN EDUCATIONAL\nPHILOSOPHY\nOTTO\n\nW.\n\nHAISLEY,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nANN\n\nARBOR,\n\nMICH.\n\nHealth has become an increasingly primary consideration of society. The\nschools, to which society has delegated in part one of its most important\ntasks, must therefore pay increasing attention to the inculcation of health\nhabits, health knowledges, and health attitudes in those whom\nlished to guide.\n\nit was estab¬\n\nThe development of a health curriculum offers possibilities of rich ex¬\nperiences in teacher and pupil growth, for health problems touch every\nactivity in the school.\nThere is no surer way of training teachers in the fundamentals of health\neducation than in the actual construction of a health curriculum because\nhere one sees a philosophic principle not as a mere abstraction, but as a\nreality as it affects both content and procedure.\nThe most serious difficulty in any health program is the integration of\nall the forces that have a bearing upon school health.\nGroups representing different instructional interests and different aims\n\nset in motion forces that nullify one another. One group by its procedures,\nunwittingly, perhaps, but all too frequently makes ineffective the work of\nanother group.\nWe need to discover a common denominator which will enable all\nground. There is too wide a gap in the philosophy\nof the kindergarten teacher and the teacher of twelfth-grade Latin and\nmathematics. All too frequently the junior high-school homeroom teacher\n\nteachers to get on common\n\nspeaks a language which the special music teacher fails utterly to com¬\nprehend.\nNot a health curriculum, but the actual making of a health curriculum\nby a group of teachers offers more possibilities as an integrating force than\nany other single activity which I can name.\nIn all departments, in all school activities, in practically every school\nsituation there is a health sphere affecting both pupil and teacher. In this\nvery thing lies the possibilities of the activity. It makes of every teacher a\nhealth teacher. It employs a highly individualized procedure thus empha¬\nsizing a valuable technic. It likewise emphasizes problem approach and\nproblem solution. Last of all it emphasizes education as a living, a grow¬\ning process.\nEducation as a living process must take into account body, mind, nerves,\nemotions, social self, hereditary tendencies, in short the whole child, the\nrealization of which will probably be the basis for the greatest educational\nprogress in the twentieth century.\nMany of our state departments are preparing and distributing courses of\nstudy to the schools of their respective states. But what the teachers of\nAmerica need is not more courses of study, but more work in making\n\ncourses of study. They do not need the completed product but they do need\nthe growth which comes from completing the product.\n\n"}
{"page": 466, "printed_page": null, "text": "462\n\nNational\n\nEducation\n\nAssociation\n\nAdjusting health education to our new philosophy involves for most of\nus curriculum construction. Curriculum construction is loaded with prob¬\nlems of integration which shoot into every nook and crevice of publicschool organization, curriculum content, and procedure. In the final analysis\nthis integration is synonymous with consistency in thought and action and\nmay be obtained only by analysis of each situation in terms of underlying\nphilosophic principles intelligently comprehended by every member of a\nteaching staff — physical education people, doctors, superintendents, all.\nMENTAL\nESTHER\n\nL. RICHARDS,\n\nHEALTH\n\nAND\n\nPLAY\n\nPHIPPS PSYCHIATRIC CLINIC,\nUNIVERSITY, BALTIMORE, MD.\n\nJOHNS\n\nHOPKINS\n\nThe mental health aspects of play may be roughly divided into two main\ntrends: 4 he first has to do with the role of play variously organized in de¬\nveloping the coordinative mechanisms of child and adolescent and grown¬\nup, and training the intellectual controls of the organism thru planning and\njudgment and well-timed inhibitions; the second has to do with the role of\nplay in supplying pleasurable and relaxing satisfactions that are so desper¬\nately needed in educating a human being to emotional maturity. Let enjoy¬\nment and a feeling of satisfaction determine the quality and quantity of\nthe earliest play life, and you may be sure that subsequent years will take\ncare of themselves.\nI am a believer in summer camps, but there would be more happy chil¬\ndren if some little campers could be gathered up with families in mountain\nor seaside home and enjoy themselves without schedules and routines.\n\nOrganized athletics for high school and college has won recognition, but\nparent and school interest in systematic play is still in its infancy. The be¬\nginnings of adolescent play were found in calesthenics and gymnasium. My\nimpression is that this form of physical exercise was very unpopular — in\nfact so unpopular that it is being replaced as far as possible by group games\nand dancing and the optional substitution of formal athletic exercises with\nsquash and fencing and tennis and bowling. It is of comparatively little use\nto preach honor and a sense of fair play and a feeling of social responsibility\nfor property rights and the upholding of law unless we can get this over to\nthe growing individual in terms of how a group feels about it. We are\ngregarious, not solitary in our thinking and action. We have respect for\nwhat the group does ; we subscribe to their codes ; we want social approval\nmore than any other one thing. The field of group play is confronted by a\nchallenge of educational possibilities hardly yet realized. From the stand¬\npoint of formal pedagogy physical education is still in the step-child stage\nof existence. It is tolerated in some places; it is featured in others; but its\npossibilities are, in my opinion, nowhere recognized as they should be. The\nplayground is a great laboratory of behavior which is not contributing to\nresearch as it should, because it is not given half a chance.\n\n"}
{"page": 467, "printed_page": null, "text": "Department\n\nof\n\nSchool\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n463\n\nPsychology is telling us a great deal about the introverted type of per¬\nsonality, and its proneness to bend and break beneath the strains of adult\nlife. A great question before mental hygiene is whether we can make this\ningrowing personality out-going in its reactions ; whether we can teach\nthese individuals as children and adolescents to enjoy group contacts and\nrelaxing. Play is our greatest ally in such a process.\nIn this economic crisis luxuries are being cut out right and left from pri¬\nvate and community and public welfare budgets. That is as it should be.\nBut we must be very careful to differentiate between necessities and lux¬\nuries. Physical education and playground work are a necessity, not a luxury,\nand this fact has got to be put over to public consciousness.\nThe efficiency of programs of physical education and recreation is at its\nmaximum in the secondary school and college. It diminishes as one goes\nback into the elementary school, and practically disappears in the early\ngrades and kindergarten. Yet fifteen out of every hundred children entering\nthe first grade leave school at the end of the sixth grade. This means that\nmillions of children leave school with practically no physical education and\n\nrecreational opportunities.\nThere are about eleven million children in rural schools in this country.\nFour millions of these are in one-room schools. One and one-half million\nleave school by the sixth grade. Physical education and recreation even for\nthose rural children who go to high school is hardly a drop in the bucket\ncompared with opportunities which city children have.\nBehind these inadequacies are need of more funds and lack of adequate\nleadership.\nBoth of these deficiencies can come only when communities and states are\neducated to the point of appreciating the physical education needs of child¬\nhood. Not long ago, while sitting at a board meeting of a child welfare or¬\nganization the question arose as to whether we should send a delegate to at¬\ntend a meeting where the park and playground needs of our city were be¬\ning discussed. I was amazed to hear the issue debated on the ground that\nsuch work was not included in the province of our organization. The men\nand women who took this view are enthusiastic country club members who\nregard their golf in the nature of a divine right. Their children go to pri¬\nvate schools well equipped with play facilities. They evidently have never\nseen the wretched, barren, overcrowded, unequipped playgrounds of our\ncolored children. The crowded, unsanitary homes from which these chil¬\ndren come make the playground and school yard the only spot where the\nenergy of childhood and adolescence can work itself off. Here is a great\nstrategic spot to attack delinquency and social disease and tuberculosis, and\nall the other ills that hover like harpies around the lives of helpless child¬\nhood. Every dollar spent in increasing recreational facilities of city and rural\ncommunity is at least a thousand dollars saved for that city and rural com¬\nmunity in its juvenile and adult expenditures on physical and mental health\nand the handling of its crime. The presentday world is revolving at such\na terrific rate that our whole modern life with its enormous development of\n\n"}
{"page": 468, "printed_page": null, "text": "464\n\nNational\n\nEducation\n\nAssociation\n\nmachines and technics is filled with an unrest that conti\nnually uses up our\nstiength without giving us time for recovery. Are our diver\nsions re-creating\nor depleting? Do they help us in relaxing body and spirit\n, or do they con¬\nstitute new excitements and stimulations that merely\nadd to the strains\nfrom which we are trying to escape? Here are questions\nwith which the\nbehavioristic sciences of psychology and psychiatry are\nstruggling in their\nendeavoi to understand the alarming increase in nervous and\nmental dis¬\norders in our midst. The philosophy of recreation has yet\nto be written, and\nthe job of tackling it lies at the door of our own restless, strain\ned, and dis¬\ncontented generation.\nTHE\nJAMES\n\nNEW\n\nDAY\n\nEDWARD\n\nAND\n\nTHE\n\nNEW\n\nROGERS, DIRECTOR,\nSERVICE, NEW\n\nPHYSICAL\n\nEDUCATION\n\nNATIONAL\nPHYSICAL\nYORK, N. Y.\n\nEDUCATION\n\nThe public schools are as much responsible for physical litera\ncy as for\nmental literacy. Physical illiteracy is on an increase in this count\nry. In the\nfuture it will be increasingly more difficult for boys and\ngirls to live phys¬\nically well and to keep fit. The schools therefore must provi\nde not only for\nthe mental training of youth but also for their physical and health\neducation.\nThis industrial high-speed civilization is doing damage\nto the physique\nof our people. Rapid changes from a rural to an urban popul\nation and\nfiom an agricultural to an industrial life dominated by the mecha\nnical ma¬\nchine has caused the rapid rise of a new set of national diseas\nes that play\nhavoc with the race, especially in the ages of middle life. We have\nthree\nnew national diseases: (1) physical breakdowns, (2) menta\nl breakdowns,\nand (3) nervous breakdowns. It seems as tho the human machine is crack\nmg undei the stress and strain of modern tension and speed.\nWe have conquered communicable diseases, increased the\nlongevity of\nlife in the years preceding the forties and decreased child morta\nlity, yet\nthere is an increase in the death rate of adults between the\nages of forty\nand sixty-five. This is due to functional disorders of the heart,\nlungs, liver,\nkidneys, and stomach. These vital organs, essential to life and\nwellbeing,\ndepend upon big muscle activity. They were well taken care of when\nmen\nlived out-of-doors and did the work of the world with the use of\ntheir arms\nand legs — the big muscles. It is recorded that 60 percent of our school\nchib\ndren have physical defects. The draft statistics show that one-third of\nour\nyoung men were unfit to don the uniform. Life extension societies show\nan\nincrease in the death rate in the ages of middle life. The antidote\nis more\nout-of-door living, more big muscle activities thru sports\nand games, and a\nbalanced ration of work, play, and rest.\nBecause of these facts physical education has become an impor\ntant part\nof the school curriculum. As education has changed, so physic\nal education\nhas progressed. It is no longer physical culture — the building of big\nmuscles\nand strong men. It is no longer physical training — the developing\nof the\nacrobat and the athletic star. It is now physical education — educa\ntion not\nof the physical but thru the physical.\n\n"}
{"page": 469, "printed_page": null, "text": "Department\n\nof\n\nSchool\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n465\n\n4 he contributions of physical education to education are many:\n1* Its gymnasium program makes for biological growth and physic\nal fit¬\nness in the gymnasium.\n2. Its sports program makes for character building and citize\nnship train¬\ning on the athletic fields.\n3. Its recreation program\ngrounds.\n\npromotes\n\nthe wise use of leisure on the play¬\n\n4. Its health program makes for better living in the corrective\nroom.\n5. Its educational program promotes citizenship training thru\nlike situa¬\ntions.\nSECRETARY’S\n\nAtlantic\nBusiness\n\nMINUTES\n\nCity, New\n\nMeeting, Wednesday\n\nJersey\n\nAfternoon,\n\nJune 29, 1932\n\nThe regular business meeting of the Department was\ncalled to order on Wednesday\nafternoon at 4:15 p. m., by Secretary James E. Rogers\nin the absence of President\nash and Vicepresident Thompson. The Nominating\nCommittee, consisting of Wil¬\niam Burdick, Ethel Perrin, and F. W. Maroney,\npresented the following list of\n?o^erSi,ind Jne,mbers of the Executive Committee: A. W. Thompson, president,\n1933; Edna Bailey, vicepresident, 1933 ; James E. Rogers,\nsecretary-treasurer, 1934foX/cCTeu^T\nmmee:\nF' W‘ Maroney> 1933 i A- G. Ireland, 1934; William Burdick,\n1935 ; Ethel Perrin, 1936.\n\nA motion was made and seconded that the nomin\nations be accepted and closed and\nthe secretary cast a unanimous ballot for the office\nrs and members of the Executive\nCommittee.\nThe secretary stated the request from E. Dana\nCaulkins of the Wingate\nMemorial Foundation asking that a similar resolu\ntion be passed by the Department\nas was passed by the American Physical Education Assoc\niation at its national meeting\nat Philadelphia in April regarding the Wingate\nathletic broadcast. A motion was\nmade, seconded, and unanimously carried that the Depar\ntment pass such a resolution.\nMEMORANDUM\n\nREGARDING\n\nTHE\n\nWINGATE\n\nATHLETIC\n\nBROADCASTS\n\nThe Wingate Athletic Broadcast has been carried\nover a network of sixty-five\ncities in the United States and Canada, each Satur\nday noon, from 12:45 to 1:00\nSiEaSteun/tandard\nTilTie' The Columbia Broadcasting System donated\nHO, 000 worth of air time, making possible this program\nof twenty weekly fifteenminute broadcasts, prepared by the Wingate Memorial\nFound\nation of New York\nCity.\nThe\n\nmail response has been very large, indicating a wides\npread interest on the\npart of the general public, school and city officials, teache\nrs of physical education\n’\nand boys and girls.\nThis program which has been conducted on an exper\nimental basis may be ex¬\npanded and made much more useful next year if the\nDepartment of School Health\nand Physical Education will extend its cooperation\nand support, both in the prep¬\naration of the program and in the organization of a\nwidespread hearing of the\nbroadcasts over the country on the part of teachers of\nphysical education coaches\n’\n’\nathletes, etc.\n.Altho the broadcasting companies feel that from the standp\noint of arousing a\nwide interest over the country it is essential that the progra\nm should include wellknown personalities in the field of sports and athletics,\nnevertheless they are\n\n"}
{"page": 470, "printed_page": null, "text": "466\n\nNational\n\nEducation\n\nAssociation\n\nentirely agreeable to maintaining sound educational objectives as a basis for the\nprogram. This means that the program should include discussions by leading\nauthorities in education, health and physical education, who in simple and clear\nlanguage will disseminate vital knowledge on the organization and conduct of\nathletic sports and games along progressive educational lines. The objective may\nbe summarized as a better program of athletics for all.\nParticularly in this time of retrenchment, it is believed that such a broadcasting\nprogram might have great effect in educating public officials as well as the general\n\npublic in the importance of maintaining adequate support for the physical educa¬\ntion program of the schools.\nIt is therefore suggested that the Department of School Health and Physical\n.\nEducation give its active support to the development of this nationwide broadcast\nIn spite of the period of retrenchment, the Department was successful in getting an\nappropriation of $775 — $500 for the Joint Committee on School Health Problems of\nthe N.E.A. and the A.M.A. of which Dr. Thomas Wood is chairman, and $275 for\nthe three committee reports of the Department as follows:\n\n1. A report on progressive, graded\nUniversity.\n\nstudy of the best procedures\n2. APerrin.\nEthel\n3. A study on standards\n\nphysical education\n\nprograms\n\nby New\n\nYork\n\nand policies in the conduct of girls’ athletics by\n\nfor teacher-training\n\ninstitutions by N. P. Neilson.\n\nIt is hoped that the first two studies will be printed this year.\n\n"}
{"page": 471, "printed_page": null, "text": "Department\n\nof Science Instruction\n\n"}
{"page": 472, "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 meet¬\nin\nState Teachers' Association n\ning of the Colorado\nknow\nfirst\n1894. See Proceedings , 1894 : 951. It was\nas the Department of Natural Science Instruction.\nThe officers of the Department for the year 1932-83\nare: President , Ellen Eddy Shaw, Curator of Ele¬\nmentary Instruction, Brooklyn Botanic Garden,\nBrooklyn, N. Y. ; Vicepresident , Ellis C. Persmg,\nSchool of Education, Western Reserve University,\nCleveland, Ohio; Secretary , Louise Herrick, Roose¬\nvelt High School, Rockford, Ill. This Department\nmeets once each year, in July. Facts relating to the\nestablishment of this Department and the record of\nmeetings are found in earlier volumes of Proceedings\nas follows :\n1895: 951-959\n1896: 937-968\n1897: 916-959\n1898: 959-985\n1899:1097-1118\n1900: 592-609\n1901: 771-803\n1902: 759-790\n\n1903: 847-897\n1904: 843-897\n1905: 781-827\n1906: 719\n1907: 951-959\n1908: 965-999\n1909: 789-829\n1910: 949-969\n\n1911: 939-993\n1912:1153-1195\n1913: 695-717\n1914: 721-773\n1915: 995-1029\n1916: 699-751\n1917: 535-557\n1918: 295\n\n[468 ]\n\n1919: 289\n1920: 305-309\n1921: 663-667\n1922:1239-1267\n1923: 843-861\n1924: 753-775\n1925: 598-609\n1926: 624-636\n\n1927:\n1928:\n1929:\n1930:\n1931:\n\n583-597\n569-589\n559-579\n529-542\n561-575\n\n"}
{"page": 473, "printed_page": null, "text": "THE\n\nPHILOSOPHY\n\nSAMUEL\n\nUNDERLYING\n\nC. SCHMUCKER,\nTEACHERS\n\nEMERITUS\nCOLLEGE,\n\nNATURE\n\nPROFESSOR\n\nWEST\n\nCHESTER,\n\nOF\n\nEDUCATION\nBIOLOGY,\n\nSTATE\n\nPA.\n\nWe all realize how much more comfortably, and hence effectively, we\nwork in familiar surroundings and among old friends. Conversely, we all\nrealize the paralyzing effect of a strange setting and of unrecognized faces.\nThe case is quite the same with man in the outdoor world. The better he\nknows it, the more comfortable he is in it. To be among trees is a good\nthing; to be definitely passing a chestnut tree, or leaning against a sugar\nmaple, or seeking the shadow of an oak, adds much more to one’s sense of\nbeing at home. To be aware of the song of the birds is doubtless soothing to\nthe spirit ; to listen to the cooing of the dove, the fluting of the wood thrush,\nthe clatter of the flicker, the piping of the white throat, the calling of the\nbob-white, of towhee, or of whip-poor-will is a far stronger influence in en¬\nriching the listener’s life. One need not consciously name to himself any of\nthese, any more than he labels the friends he sees at an evening party. But he\nis aware of each of them individually and they make him feel at home.\nIn exactly the same fashion, the man whose work lies in the open country\ndoes that work the better for such familiarity as he may have with granite,\nshale, and limestone; with hemlock, beech, and walnut; with arbutus, laurel,\nand daisy; with black-eyed-susan and red-headed joe-pye.\nA second, and very valuable result of intelligent, early touch with\nnature is that it helps man onward with his task of acquiring the type of\nthinking which we have come to call “scientific.” He learns to see, in nature,\nthe constant connection between cause and effect. It is true that Eddington\nand Jeans have dwelt strongly, of late, on the apparently hit or miss behavior\nof the electron which man has never seen. There may be much infinite variety\nas they posit the behavior of the individual, ultimate particles of which\nmatter is made. But when these are studied in perceptible masses, the average\nbehavior is so regular as to be foretellable with wonderful accuracy.\nOur American public is inherently religious, but many influences are at\nwork which are distinctly weakening the confidence of our young folks in\nthis aspect of life. Almost any student of nature now knows enough of the\nhistory of the earth to realize that it has gradually come to be what it is,\nand is slowly coming to be other than it now is. He is able to see some at\nleast of the infinite adaptations of organic life to its environment. Such a\none can scarcely fail to observe that there is an orderly sequence here and\nnot a kaleidoscopic jumble. He will recognize a coordinating power that\nunderlies it all. This power we older folks have learned to call God.\nOur young men and women are at an age when, quite naturally, novelty\nappeals and revolt is attractive. Objections and criticisms of the views of\ntheir fathers, unless considerately made and conservatively addressed to those\nwhose minds are prepared to receive them, may throw them entirely out of\nthe road, perhaps even wreck them. If guided step by step, with reverence\nfor the past on which we must build, and with high hopes for the future when\n[469 ]\n\n"}
{"page": 474, "printed_page": null, "text": "470\n\nNational\n\nEducation\n\nAssociation\n\nknowledge shall be wider and confidence better grounded, our youthful\nstudents will know little of the shocks which have broken many men.\nWe need, and are slowly getting, a restatement of our religious faith in\nterms of our present thinking. The increase of scientific knowledge is the\nmost potent influence in bringing about this change. Everything that fosters\nthe consciousness of the deep, abiding presence underlying nature will help\nour young people to bridge the interval during which the new statement of\nthe faith is developing. To them, so taught, the multitudinous, transforming\nheavenly bodies will still, as of old, declare the glory of God ; the developing\nearth and its myriad evolving denizens, both high and low, shall to them, as\nto the distant singer of Judea, show His handiwork.\nWHAT\n\nELLIS\n\nSHALL\n\nBE THE SCIENCE PROGRAM\nFOR\nJUNIOR AND\nSENIOR HIGH SCHOOLS?\nHAWORTH,\n\nHEAD,\n\nDEPARTMENT\nWASHINGTON,\n\nOF SCIENCE,\nD. C.\n\nPUBLIC\n\nTHE\n\nSCHOOLS,\n\nThe educational values derived from science teaching may be considered\nunder two general headings. In the first group are those values which arise\nfrom the direct use of the facts, principles, and generalizations of science\nin everyday life. In the second group are those values which are secured\nconcomitantly from the study of natural sciences thru forming generaliza¬\ntions respecting methods and thru forming generalizations from which\nscientific attitudes may reasonably be expected to develop. The first group\nincludes material as to the manner in which the findings of science have direct\napplication as factors in modifying our social institutions and systems of\nthought. Emphasis is on direct informational value, with* the view that\nfunctional information furnishes the ideas that are essential to thought\nprocesses.\nAs to the second group, the socalled concomitant values arising indirectly\nfrom science teaching, our present methods are woefully deficient. We shall\nnever attain such values, unless the teacher consciously sets up in the class¬\nroom learning experiences designed to attain them.\nA specific recommendation dealing with this question is to be found in an\neditorial in the July, 1932, issue of the Journal of Chemical Education. The\neditorial discusses the virtue of the historical method of approach in teaching\nelementary chemistry and from it we quote the following paragraphs:\nAs regards the effort to transmit some knowledge and appreciation of the scien¬\ntific method to students, the fruitfulness of the historical approach is again evident.\nIt is desirable that the student receive the impression that science is essentially\n“organized common sense.” From this standpoint it is much more important that he\nbe shown how conclusions are reached on the basis of experimental evidence than\nthat he memorize the conclusions.\nToo\n\nmany\n\nstudents acquire the idea that scientific laws, theories, and hypotheses\n\nspring full-armed from the brains of geniuses as the result of some occult phenomenon\nwhich the average man never experiences. The disinclination of the average man\nto use his brain is due in part, of course, to sheer inertia, but it is also due in part\n\n"}
{"page": 475, "printed_page": null, "text": "Department\n\nof Science\n\nInstruction\n\n471\n\nto his suspicion that the effort would be futile. He simply has no notion of the technic\nof intellectual achievement and it does not occur to him that, within the limitations\nimposed by his mental equipment, he can learn to apply that technic. Perhaps we\ncannot “teach him to think,” but we may give him some insight into how the thing is\ndone and encourage him to suppose that the operation is possible for him.\n\nSo far as a statement of policy is concerned, the program advocated by the\nYearbook Committee of the National Society for the Study of Education\nis sound in the opinion of the writer, but on the practical side its program\nleaves much undone. A list of some of the major generalizations of science\nis given and some attempts are made to indicate learning experiences appro¬\npriate to various grade levels in attaining an understanding of these general¬\nizations. The determination of these learning experiences suitable to the\nvarious grade levels is, however, still left too much a matter of opinion.\nInvestigations are sorely needed in this field to determine what is or is\nnot possible on a given grade level.\nFurthermore, no information is given as to the modifications in the program\nthat are required on a given grade level due to ability grouping of the\npupils. This latter problem is still one of our major problems.\n\nThe program for general science provides for giving all junior high-school\npupils such an understanding of the major principles of science as will affect\nin a desirable manner their ways of thinking and their ways of acting so\nthat they may be able to adjust themselves to present conditions of life with\nincreased satisfaction to themselves and with greater value to the community\nof which they are a part. Obviously such a program cannot set the same\ndegree of achievement for all, in view of the heterogeneous population of\nour junior high schools. What we can try to accomplish is to have each pupil\nreach a degree of achievement which is commensurate with his own ability.\nThe solving of this problem is one of our most pressing needs. At present,\nthere seems to be in many quarters a tendency to set an impossibly high\nstandard of achievement for pupils of low ability and to demand too little\nof the exceptionally capable child.\nIn closing, may we repeat that the program of science teaching advocated\nto\nby the Yearbook Committee is sound and feasible, but that much remains\nbe done before it can be placed upon a smoothly operating basis.\nTHE\n\nRALPH\n\nCULTURAL\n\nC. BENEDICT,\n\nOF BIOLOGY\nVALUE\nEDUCATION\n\nIN\n\nASSOCIATE PROFESSOR OF BIOLOGY,\nBROOKLYN, N. Y.\n\nSECONDARY\n\nBROOKLYN\n\nCOLLEGE,\n\nOut of that “vast medley of currents and movements which now disturbs\nthe educational consciousness,” it is the province of this discussion to single\nout biology as it is offered in the field of secondary education ; biology as one\ncurrent in the wide and complex stream of civilization. Certainly it is impol\ntant that this problem be considered from as broad a viewpoint as possible ,\nthat we attempt to gain the perspective of detachment and impartiality.\n\n"}
{"page": 476, "printed_page": null, "text": "472\n\nNational\n\nEducation\n\nAssociation\n\nCertain it is also that the problem is one to challenge intensive and extensive\ninquiry.\n\nModern society in its progress is as fluid as the water of a river ; the cur¬\nrents, eddies, and other stream movements of the social stream are no less\nconstantly changing, intermingling, fusing, and blending than are those\nderived from the multitudinous sources of the rainfall. How then shall we\nproceed to analyze this problem ; to attempt to trace in any exact degree the\npossible influences of high-school biology on our American culture? How\nmay we hope to discover and recognize clearly any contributions which the\nfuture historian of the year 2000 will definitely ascribe to the specific in¬\nfluence of the biology of the secondary schools?\nDuring 1930, over eight million children were registered in the classes of\nthe six-year period which constitutes the stage of secondary education. Of\nthis number, some 6,800,000 were enroled in the first four years of this\nperiod, the seventh, eighth, ninth, and tenth grades, comprising the entire\njunior high system, and the first two years of the senior high, and the period\nduring which the regular courses in biology and other courses with large\nbiological content are offered. What contributions to our modern culture\nor civilization can the science of biology make thru the medium of this\nenormous number of children and thru the multiplied millions in the homes\nfrom which they come ?\n\nCivilizations or cultures are always characterized by some basic elements —\nactivities or tools. IVIodern civilization is recognized as predominantly\nfounded on an industrial development, with coal, iron, and the steam engine\nas its material bases, and with physics and chemistry underlying. However,\nmodern culture is characterized by another important development for which\nbiology is subsidiary. Achievements in the fields of medicine and sanitation\ntake equal rank with those of industry. Biological research has also laid the\nfoundations for immense advances in agriculture, in genetics, and eugenics\n,\nand is also fundamental to modern psychological research.\nBiology in high schools has the privilege and duty of serving as the means\nby which interpretation and diffusion of the results of research may be made\ngenerally available. While our civilization is founded on biological dis¬\ncoveries, for the great mass of people the benefits are only vicariously enjoyed.\nModern research has advanced so far that distribution of results is more\nimportant than further advance.\nFrom\n\nbiology must come also an understanding and appreciation of the\nconcept of change, of perfectability, as based on the facts of evolution, so that\nthere may ensue a forward-looking public outlook. Finally from biology, there\nshould be developed an increasing appreciation of the scientific method, in¬\ncreasing habituation in dispassionate, unprejudiced thinking. Biology above\nall other sciences because of its greater opportunity for empirical and in¬\nductive approach, because of its multitude of practical but simple problems,\nand because of the immensely larger number of children in its classes (in¬\ncluding part of general science) offers the best means of affording practise\nin scientific thinking. Biology teachers are prophets of this new dispensation.\n\n"}
{"page": 477, "printed_page": null, "text": "Department\n\nTHE\n\nMOST\n\nJOHN\n\nA. HOLLINGER,\n\nof\n\nScience\n\n473\n\nInstruction\n\nIMPORTANT\nPHASE OF NATURE\nTHE SCHOOLS\nOF PITTSBURGH\nDEPARTMENT\nOF NATURE AND SCIENCE\nCITY SCHOOLS, PITTSBURGH, PA.\n\nSTUDY\n\nIN\n\nINSTRUCTION,\n\nThe platoon schools in Gary, Detroit, Pittsburgh, and elsewhere put\nnature study and elementary science squarely into the program of studies.\nTeachers were assigned specifically to the work in classrooms specially\nequipped for the purpose. Supplies and books were provided. Courses of\nstudy were developed and methods of procedure were outlined.\nAdequately trained teachers are an essential still to be provided. Teacher¬\ntraining institutions are attacking this problem. In Pennsylvania, however,\nteachers may be assigned to the teaching of nature study and elementary\nscience without indication of preparation for the work. Certification in this\nfield is not required.\nTraining of teachers in service thus becomes very important. Supervision\nis one of the most effective means of training teachers in service. Construc¬\ntive supervision is at present the most important phase of our nature study\nwork in Pittsburgh.\n\nConstructive supervision is in sharp contrast with inspectorial types of\nsupervision. There are two phases of constructive supervision. First, the\nsupervisor appreciates good work done — maybe better in the specific instance\nthan the supervisor himself might do. Appreciation of such work and an\nanalysis for the benefit of teachers may be termed appreciative supervision.\nSecond, where work may be improved the supervisor functions effectively\nin building up improved technics. This is creative supervision.\nIn this program of constructive supervision there are 5 supervisors and\na director working directly with 163 teachers in elementary schools and 102\nteachers in high schools. With this supervision is also included the direction\nand supervision of the use of visual aids.\nTwo scheduled visits each semester are made by each supervisor, one at\nthe beginning of the semester and one near the end of the semester. On the\nfirst visit a quick check is made of such things as equipment, supplies, teach¬\ner’s general fitness for the work, teaching schedule, content materials, and\nspecific suggestions for procedures. Near the end of the semester there is a\ncheck on the completion of special problems, proper storage of supplies, and\ncare of equipment.\nDuring the rest of the time supervisors are subject to call by principal\nand teacher for the purpose of helping to solve some specific problems, e. g.,\nspecific technics peculiar to nature study and elementary science : Observation\non field trips — collecting specimens and mounting, labeling, and storing\nspecimens ; reflective thinking — type studies ; laboratory procedures — demon¬\nstrations and individual pupil’s experiments ; effective use of tests ; and\ndirected or supervised study.\n\n"}
{"page": 478, "printed_page": null, "text": "474\n\nNational\n\nObservable\n\nEducation\n\nAssociation\n\nresults may be briefly summarized\n\nas follows:\n\n1. Increased interest and sustained application on the part of pupils are noticeable.\n2. Reflective thinking and statement of conclusions by pupils are plainly evident.\n3. A group of sixth-year pupils, specially gifted in nature study, meets on Saturday\nmorning under the guidance of a member of the local museum staff.\n4. Near the end of the school year a special field trip is organized for a highly\nselected group of nature-study pupils. The best all-round nature study pupil in the\nsixth year is selected by teacher and principal to represent his school on this trip. A\ndefinite program of instruction is laid out and a test in the field follows. Each pupil\nthen reports back to his school the values of the trip.\n\nThe supervisors and the director take complete charge of this field trip.\nThe children are divided into groups, each under the guidance of one of the\nsupervisors.\nBy such a program of supervision it is reasonable to expect the course of\n\nstudy, as outlined, to function in the lives of pupils. Teachers working con¬\nditions are made as good as possible. Equipment and supplies are furnished\nand used effectively but economically. Science, in the elementary school, oc¬\ncupies a major position in the program of studies. The children now in\nschool get some conception of the scientific method of solving problems, re¬\nflective thinking, and the application to life situations and conduct controls\nof such principles as conservation of natural resources, living in harmony\nwith the laws of nature, and the application of natural laws to proper living.\nNATURE\n\nELLEN\n\nEDDY\n\nEDUCATION\n\nSHAW,\n\nCURATOR\nBOTANIC\n\nAT THE\nGARDEN\nOF\n\nBROOKLYN\n\nELEMENTARY\n\nGARDEN,\n\nBROOKLYN,\n\nBOTANIC\n\nINSTRUCTION,\n\nBROOKLYN\n\nN. Y.\n\nNature education at the Brooklyn Botanic Garden has a certain advantage\nin that it is at a botanic garden, and so a wealth of material and opportunity\nis spread before children, teachers, and the adult public. A botanic garden\nmay represent a museum of outdoor collections and opportunities to meet at\nfirst hand those things of nature which many children meet only in books\nor on occasional trips.\nNature education at the Brooklyn Botanic Garden falls under certain\ndefinite heads: (1) Visiting classwork with children in school time with\ntheir teachers; (2) distribution of plant material for nature rooms and\nschool gardens; (3) preparation of material for teaching nature classes at\nschools; (4) distribution of penny packets of seed; (5) special classes for\nchildren on Saturdays thruout the year in nature work and gardening;\n(6) loan sets of lantern slides for the schools; (7) extension classes for\nteachers in botany, nature study, greenhouse work, and school gardening.\n1. Visiting classwork with children is based entirely on the course of\nstudy in nature work for the city with several objects in view — definite in¬\nstruction with real material, trip around the grounds with prepared instruc¬\ntion (guide sheets), a pleasant and profitable time, a definite, planned fol¬\nlow-up for the school, and aids to visual instruction including lantern slides,\nmotion pictures, living plants, mounts.\n\n"}
{"page": 479, "printed_page": null, "text": "475\nDepartment\n\nof Science\n\nInstruction\n\n2. The Brookljm Botanic Garden has three greenhouses devoted to class\ninstruction and the raising of extra material for nature study in the schools.\n3. Mounted leaves and pressed flowers (based on the grade study in trees\nand flowers), collections of fruits such as nuts, burdock, etc., terrarium\nmaterial, plants for school gardens are available.\n4. One million penny packets of seed packed by children are distributed\nto schools for school gardens and home gardens.\n5. Special classes on Saturdays are held for two hundred boys and girls\nchosen because of nature interest. These classes consist of classes in green¬\nhouse work, experimental work on soil, culture of plants, garden plans. In\nthe summer there is an outdoor garden three-quarters of an acre, with\nShakespeare garden, rose garden, formal borders, and individual vegetable\ngardens.\n6. Loan sets of slides on trees, forestry, and wild flowers.\n7. Extension classes planned to assist teachers in their nature work at\nschool. Courses receiving credit count toward college degrees.\nWe are often asked if this is a progressive school, this little group of\nabout two hundred children meeting every Saturday morning all thru the\nyear except for the month of January. My reply always is this, if by pro¬\ngressive school you mean a place where children are learning to understand\nlife by actual experience, a place where they realize that not every personal\nimpulse can be indulged in, and where working together is much more im¬\nportant than being a lone figure, where sympathy and understanding abound\nand where we face facts as they are, then indeed we are a progressive school.\nWe look upon the garden as a phase of nature study, an important labora¬\ntory where one meets problems face to face, and where it is impossible to\nsidestep the results of your work. Over the door of the Children’s Garden\nHouse there is a saying from Wordsworth, which we feel is typical of our\nwork, “Happiest is he who hath the power to gather wisdom\n\nTHE\nELLIS\n\nSUPERVISION\n\nOF\n\nELEMENTARY\n\nC. PERSING,\n\nASSISTANT\n\nPROFESSOR\n\nEDUCATION,\n\nWESTERN\n\nRESERVE\n\nOF\n\nNATURAL\n\nUNIVERSITY,\n\nfrom a flower.”\n\nSCIENCE\nSCIENCE,\n\nCLEVELAND,\n\nSCHOOL\n\nOF\n\nOHIO\n\nWith the introduction of elementary science into the program of studies\nin the elementary school numerous problems immediately confronted the\nsuperintendents.\nA course of study adapted to the local needs was the first problem which\nclaimed the attention of the administration. Scientists and educators work¬\ning with the teachers have provided an outline of objectives and activities\nwhich serve as a guide for the teachers until research offers more adequate\nguidance. The courses of study in some of the cities and states illustrate the\ntrend of this problem.\n\nTeachers immediately realized the need for more adequate training and\nhave taken advantage of the recently revised program of some of the teacher¬\ntraining institutions. The science supervisor should encourage teachers to\n\n"}
{"page": 480, "printed_page": null, "text": "476\n\nNational\n\nEducation\n\nAssociation\n\ntake courses while in service and if necessary provide a program\n\nby which\n\nthey can secure the science training for their grades in the schools.\nMaterials including lantern slides, motion pictures, pictures, minimum\napparatus such as magnets and prisms should be provided for each unit.\nTeachers should not be expected to buy the equipment for the elementary\nschool any more than high-school teachers would be asked to buy the supplies\nfor the chemistry course.\nThe plan for supervision should make use of the wealth of material in\n\nthe community. The museum, the library, and the parks are glad to extend\ntheir service if the schools can show a definite program which warrants the\nfunds for such a service.\nThe club for teachers is essential to exchange ideas and keep up with the\nlatest developments in science.\nIn connection with the extension classes teachers should be encouraged to\nput on display some of the exhibits which children have made to illustrate\nprinciples of science.\nTeachers have difficulty in finding time to go thru the enormous number\nof articles that appear each year in our educational magazines. Even tho\nthey read all of them there is still the problem of knowing that which repre¬\nsents serious and reliable research. Only one trained in the technic of re¬\nsearch is qualified to interpret many of the highly statistical studies. Broad\ntraining and considerable experience is nececssary to be able to select that\nwhich is worthy of the immediate attention of the classroom teacher.\nThe supervisor should bring to the attention of the teachers, magazines\nwhich carry abstracts of articles and reviews of the new books. In addition\nthe magazine should contain articles which directly or indirectly apply to\ntheir grade. The junior and senior high school have been given more con¬\nsideration than the elementary school in the science periodicals.\nTeachers should be encouraged to subscribe to such magazines as School\nScience and Mathematics , Science Education,\n\nThe\n\nScience and Invention\n\nbut they should not be com¬\n\nSchool Service Magazine\n\nScience Classroom,\n\nand\n\npelled to do so. These periodicals and others should be placed on the reading\ntable where teachers may have access to them.\nInstead of all the schools being given over to experimentation and research\nin science the efforts are concentrated in one school in Cleveland. This school\nis designated as the Doan Science Curriculum Center. Here teachers are en¬\ncouraged to develop and try out units. These later are made available to\nother schools.\nIn this way\n\nmaterials and devices are tried in one school instead of one\n\nhundred and those which are not adapted to a particular grade can be elimi¬\nnated. This school has tended to focus attention on science teaching and is\nhaving a decided influence on the science program.\n\n"}
{"page": 481, "printed_page": null, "text": "Department\n\nTHE\n\nSCHOOL\n\nE. RUTH\n\nof\n\nScience\n\nGARDEN— THE\n\nPYRTLE,\n\n.PRINCIPAL,\n\n477\n\nInstruction\n\nLABORATORY\n\nBANCROFT\n\nSCHOOL,\n\nOF\n\nNATURE\n\nLINCOLN,\n\nNEBR.\n\nThe challenge to educators today is to make our everyday schoolroom\nprocedure train for the wise use of leisure time, quite as much as it is to\ngive training that will enable the individual to earn an honest living. The\nschool trains for the wise use of leisure time when it introduces children to\na wide range of life interests — when it cultivates in the child a love of the\nout-of-doors, of flowers, of animals, landscape, sky, and stars.\nThere is no better health insurance than an interest which takes one often\ninto the great out-of-doors. It was Henry Turner Bailey who said: “When\nwe are wiser, we will not run the buses of the board of education to\nbring rural children into city schools, but to take city children into the\ncountry, that they may learn to know and love God’s first revelation to man,\nand feel at home in the natural world because they are well acquainted\nwith it.”\nPLANTS\nALFRED\n\nIN THE\n\nC. HOTTES,\n\nASSOCIATE\n\nEDITOR,\n\nSCHOOL\n\nDIRECTOR,\n\nJUNIOR\n\n“BETTER\n\nHOMES\n\nGARDEN\nGARDEN\n\nAND\n\nLABORATORY\nCLUBS\n\nGARDENS,”\n\nOF\n\nAMERICA,\n\nDES MOINES,\n\nAND\n\nIOWA\n\nThe object of the school garden laboratory should be to acquaint the\njuniors with the fascinating world of plants in which they live, for an in¬\nterest in plants, unlike many other interests of life, lives and grows year by\nyear. There are many pleasures and pastimes, an interest in which is confined\nto babyhood, childhood, adolescence, middle age, or old age, but an interest\nin plants lives forever. No one ever knows all the plants of the world — no\none has ever counted the number of species, and yet since earliest times men\nhave studied plants for their use and their beauty.\nWeeds have been variously defined by authors, most of which agree that\na weed is a plant out of place. And yet I think you will agree with me that\nthe more we study plants the fewer weeds there are in the world. When we\ncome upon a plant in the woods which is not in bloom we frequently con¬\nsider it a weed. But when it is in flower we call it a wildflower. Or another\nplant is a weed when in blossom, but when it produces its glorious fruits it\nbecomes one of the joys of autumn and seems akin to a pearl of great price.\nAn ancient story says that when the holes were dug for the three crosses\nof Christ’s crucifixion, the flowers were all rooted out; they withered and\ndied. But the smartweed held its place and grew vigorously at the base of\nthe Cross. Today we know this, for on each leaf there is the unmistakable\nsign of a drop of blood. This one outcast plant, like some\nshared in this awful scene.\n\noutcast people,\n\nLet us, then, attempt to bring the junior into a consciousness that he\nshould find beauty and happiness in the near-at-hand rather than seeking\nwider and distant pastures for the unusual. If you could show a junior a\nplant of the common matweed and point out its flower structure he would\n\n"}
{"page": 482, "printed_page": null, "text": "478\n\nNational\n\nEducation\n\nAssociation\n\nimmediately see its relationship to the poinsettia, and he would realize that\neven the plants have poor relatives. If we could point out the flower of the\nhelenium, sneezeweed, or helensflower, which grows along the roadsides in\nmany parts of the country, and is hardly distinguished from the sunflower,\nand tell him how this plant did a very daring thing by developing a tiny bit\nof bronze in its petalage, and that today there are several dozens of varieties\nof helenium autumnale which bear honorable names such as Riverton gem,\nRiverton beauty, superba, with colors so glorious that they rival the autumn\ntints of our trees, the junior would feel quite different about the ordinary\nsneezeweed.\nEverything which is said to junior gardeners about plants should be pre¬\nsented in a delightful way. Without doubt there is some truth in the fact\nthat gardening is valuable to teach some of the fundamental lessons in char¬\nacter building, but the wise garden instructor will keep this in the back¬\nground, emphasizing the joy and not the work of gardening.\nIn all of my work with the Junior Garden Clubs of America I have tried\nto keep a little slogan foremost in my mind. It is this: “It should be the\nright of every boy and girl to be born into a more beautiful country, and it\nshould be the opportunity of every boy and girl to make his contribution\ntoward conserving and improving the world in which he lives.” This op¬\nportunity and vision cannot help but bring about an ideal and beautiful\nhome life.\nTHE\nALEXANDER\n\nSCHOOL\n\nGARDEN\n\nJ. MUELLER,\nTURE,\n\nAS A NATURE\n\nSPECIALIST,\n\nPUBLIC\n\nSCHOOLS,\n\nDIVISION\nLOS\n\nOF\n\nLABORATORY\nELEMENTARY\n\nANGELES,\n\nAGRICUL¬\n\nCALIF.\n\nIn my plea for the school garden I am pleased to think of it as a nature\nlaboratory. In many\nmercial laboratory.\n\nsenses the school garden is not unlike the modern\n\ncom¬\n\nBefore a commercial laboratory is established there must be a raw product\nto work upon. Whether it be oil, sugar, or some other product of the soil,\nthe laboratory is necessary to experiment on this product to get the best fin¬\nished product possible. In our nature laboratory the raw products are the\nchildren and how raw some of them are in regard to nature! We\n\nare deal¬\n\ning with the finest of the Creator’s products, which when finished will be\nthe backbone of the nation of tomorrow. Surely no laboratory is too fine or\ntoo costly to give them the things necessary to make them fit properly in the\nsocial structure.\nWe\n\nhave established a motive for our laboratory and we have the raw\n\nproduct, so we have reason to h'ope that the public can see it in the same\nlight. That is the job on our hands — making those in charge of the ad¬\nministration of education see our viewpoint.\nPossibly the best argument that we can put up for the school garden,\n\nwould be to say to those in charge of education, “Take a look. Over here\nwe have the people who lacked nature education, note their condition in\n\n"}
{"page": 483, "printed_page": null, "text": "Department\n\nof Science\n\n479\n\nInstruction\n\ntimes of stress. Over here we have the happier, more prosperous group who\ncan utilize the earth and make it do their bidding because they had the de¬\nsire to do so instilled in them as children.” It should not be necessary to\ntouch on the economic side in our arguments for the school garden, yet in\nour plea for our nature laboratory it is quite obvious that we must use any\nand all arguments in its favor, so let me give you first a mental picture of the\nones who lost out.\n\nI am thinking of a man whom I know who, until very recently, held a\nhigh position in the business world. When the depression came he lost his\njob. All his experience and training availed him nothing. He still has money\nbut it is going rapidly and he gets more bitter every day. His yard and\ngarden are full of weeds. Around him are acres of idle land, also in weeds.\nThis man has wealth beneath his feet, but he has never had contact with the\nsoil, knows nothing about it, and cares less. He has been educated to work\nat a certain job for someone else. He has depended on the resources of some\ncompany or individual to keep him going. With all his education he has not\nlearned the joy of creating and each day he drifts deeper into the mire of\nhopelessness, when he could be having the time of his life, had he been\nproperly trained in his youth. He is typical of multitudes of men and women\nof today.\nThe picture of the nature-trained men and women is different. Depres¬\nsions will not affect them in the same manner. Besides having the knowl¬\nedge and the inclination to draw their needs from the earth’s storehouse,\nthey are enjoying life with that intangible something that they have gained\nthru the contact with nature and her people. Being a son of the soil myself,\nI feel this has done more for me than any amount of training without it\ncould possibly do.\nWe are passing thru the most critical period that our nation has ever\nwitnessed. How we will come thru it no one dares to predict, but I firmly\nbelieve that we can prevent other depressions if we can but instil in the\nyouth of America, today, a love for nature and the realization that the\nCreator placed the earth here for us to draw forth our material and spiritual\nneeds. Let us inspire the youth of today with the thought that there is\ndignity in the labor that brings forth the necessities of the body and soul\nfrom the soil thru the medium\n\nof the plant, one of God’s finest creations.\n\nSECRETARY’S\n\nMINUTES\n\nAtlantic City, New\nThe\n\nDepartment\n\nAssociation\n\nconvened\n\nof America\n\non June\n\non June\n\n27 and\n\n29. On\n\nJune\n\nJersey\n\n28 and\n\nmet\n\nwith\n\n30 a considerable\n\nthe School\nnumber\n\nGarden\n\nof members\n\nof the Department\n\ntook part in a field trip to the Pine Barrens and to Whitesbog.\nThis excursion was arranged and carried out by the teachers of Atlantic City. Mrs.\nChenoweth of Atlantic City was leader.\nThe\n\nThe\n\nprogram\n\ngiven\n\nPhilosophy\nemeritus,\n\nJune\n\n27 included\n\nUnderlying\n\nState Normal\n\nthe following\n\nNature\n\nEducation,\n\nSchool, West\n\nChester, Pa.\n\npapers:\n\nSamuel\n\nSchmucker,\n\nprofessor\n\n"}
{"page": 484, "printed_page": null, "text": "480\n\nNational\n\nWhat\n\nShall\n\nBe\n\nthe\n\nScience\n\nEducation\n\nProgram\n\nAssociation\n\nfor Junior\n\nand\n\nSenior\n\nHigh\n\nSchools?\n\nEllis\n\nHaworth,\n\nhead, Department of Science, Public Schools, Washington, D. C.\nThe Cultural Value of Biology in Secondary Education, Ralph C. Benedict,\nresident investigator, Brooklyn Botanic Garden, Brooklyn, N. Y.\nThe\n\nMost\n\nImportant\n\nA. Hollinger,\nburgh, Pa.\nHigh\n\nSchool\n\nPhase\n\nDepartment\n\nScience,\n\nHenry\n\nSchool, Brooklyn,\n\nN. Y.\n\nThe\n\nin the\n\nof Nature\nWeed,\n\nsession on June 28 included\n\nNature\n\nEducation\n\nat\n\nthe\n\nPittsburgh\n\nBrooklyn\n\nBotanic\n\nDevelopment\n\nof Nature\n\nThe\n\nSupervision\n\nWestern\nThe\n\nRooms\n\nof nature\n\nthe\n\ngarden\n\nEllen\n\nBrooklyn,\n\nSchools,\n\nwork,\n\nNew\n\nYork\n\nCity\n\nScience,\n\nEllis\n\nCleveland,\n\nOhio.\n\ndone to make\ncountry.\n\nwas\n\nrequested\n\nthe Department\n\nto appoint\na more\n\nHigh\n\nC.\n\nPersing,\n\nin the absence\n\nEllen\n\nEddy\n\nSchool\n\ncurator\n\nN. Y.\n\nCity\n\nUniversity,\n\npresident\n\nShaw,\n\nYork\n\nThe following officers were elected: President,\nEllis C. Persing; and Secretary, Louise Herrick.\nThe\n\nEddy\n\nNew\n\nElementary\n\nread by the secretary\n\nGirls, Commercial\n\nGarden,\n\nReserve\n\nwas\n\nJohn\n\nInstruction, City Schools, Pitts¬\n\nGarden,\n\nof\n\nlatter paper\n\nStudy,\n\npapers:\n\nBotanic\nin\n\nof Nature\n\nof Science\n\nthe following\n\ninstruction, Brooklyn\n\nKilpatrick, director\nYork, N. Y.\n\nand Science\n\nDepartment\n\nof elementary\nThe\n\nProgram\n\nVan\n\nSchools,\n\nEvrie\n\nNew\n\nof Education,\n\nof the author.\n\nShaw;\n\nVicepresident,\n\na committee to consider what might be\ninfluential factor in science teaching in the\n\n"}
{"page": 485, "printed_page": null, "text": "Department\n\nof Secondary\n\nEducation\n\n"}
{"page": 486, "printed_page": null, "text": "The department of secondary education was\n\nestablished in 1886. It lapsed temporarily in\n1924. In 1931 it was revived by the Delegate\nAssembly of the National Education Association at\nits annual convention in Los Angeles.\nThe officers of the Department for the year 1932-33\nare: President, Ernest D. Lewis, Evander Childs\nHigh School, New York, N. Y. ; Vicepresident, Frank\nE. Barr, Balboa High School, San Francisco, Calif. ;\nTreasurer, George M. Strong, East High. School,\nColumbus, Ohio ; Secretary, Ann E. Ryder, Dickinson\nHigh School, Jersey City, N. J. ; Director for South¬\nern Region , Robert W. House, Salem High School,\nSalem, Va. ; Director for Midwestern Region , Asa E.\nFoster, Starling Junior High School, Columbus, Ohio ;\nDirector for Intermountain Region , Grace Kenehan,\nChester S. Morey Junior High School, Denver, Colo. ;\nDirector for Pacific Region , Grace M. Davis, Modesto\nHigh School, Modesto, Calif. ; Director for Eastern\nRegion , Augustus Ludwig, Pershing Junior High\nSchool, Brooklyn, N. Y.\nThis Department meets once a year in July. Facts\nrelating to the establishment of the Department, its\nrevival, and the record of meetings are found in\nearlier Proceedings as follows :\n1887:395-464\n1888:403-433\n1889:499-533\n1890:615-655\n1891:615-687\n1892:333-373\n1893:177-242\n1894:743-794\n\n1895:579-635\n1896:557-619\n1897 :644-699\n1898:664-700\n1899:601-817\n1900 :428-453\n1901 -.565-604\n1902:455-492\n\n1903 :429-486\n1904:473-536\n1905 :423-479\n1906 :633-637\n1907:521-710\n1908:577-667\n1909 :479-522\n1910:443-533\n\n[482 ]\n\n1911:555-657\n1912:663-765\n1913:469-499\n1914:445-488\n1915:723-753\n1916:517-574\n1917 :253-284\n\n1918: 177- 189\n1919: 195- 204\n1920: 209- 230\n1921: 667- 678\n1922:1267-1293\n1923: 861- 880\n1924: 775- 802\n\n"}
{"page": 487, "printed_page": null, "text": "VOCATIONAL\n\nSUSAN\n\nJ. GINN,\n\nGUIDANCE\nIN THE\n' TOMORROW\n\nDIRECTOR\n\nOF\n\nHIGH\n\nVOCATIONAL GUIDANCE,\nBOSTON, MASS.\n\nSCHOOL\n\nPUBLIC\n\nOF\n\nSCHOOLS,\n\nGuidance\n\nyes, vocational guidance — is as old as the schools themselves.\nTrue it was done, as it still is in many sections, in a hit-or-miss fashion. In a\nfew rare cases it was remarkably well done by those exceptional teachers who\nhad a vision and were quick to recognize qualities of leadership in some of\ntheir pupils. There are still echoes from successful men in business and the\nprofessions who publicly testify to what the advice of certain teachers meant\nto them.\n\nThe high school of the future cannot afford to depend upon any such sys¬\ntem. This age of organization and specialization demands an organized pro¬\ngram of educational and vocational guidance. Neither the superannuated\nLatin teacher nor the young thing just out of teachers college, nor the wellmeaning homeroom teacher, is able to cope with the problem of the vocational\nlife of the pupil. Maturity of mind, with the best judgment obtainable, ex¬\nposed to the best courses in the field that the colleges offer today, are mini¬\nmum essentials for the proper conduct of a vocational guidance program.\nThis is just as much a field of specialization as that of science, of foreign\nlanguages, or what not. We cannot expect teachers to major in several sub¬\njects and for this reason I object to the homeroom teacher being selected as\nthe vocational counselor of her group. To be sure this same homeroom\nteacher should be one of the most valuable assistants a counselor could have.\nIn a large city high school the vocational counselor should be the head of a\ndepartment having more specialists if numbers warrant or directing the\nefforts of other teachers who assist in the work. May I state here that the\nguidance function should be understood by all teachers and entered into by\nall of them to a limited extent — but what is everyone’s affair is no one’s is\nas true in this field as in others.\nThe high school of the future will have a definite program of vocational\nguidance and the necessary proportion of time in the school schedule. It\nmust meet the needs of all classes. Then will dawn a new day in democratic\neducation and school will be recognized as life itself and not merely prepara¬\ntion for life.\nOne of the outstanding functions of the guidance program of the future\nhigh school will be to gather together the cumulative records of the various\nphases of the child s life as the basis of the individual counseling program,\n\"these records will also serve the placement department in locating the child\nin the type of work for which he is fitted and in which he is interested. Again\nfollow-up” studies in higher schools and in industry will be better under¬\nstood and of greater significance if associated with the school history of the\nchild. The vocational guidance department\nfor the complete understanding of the child.\n[483 ]\n\nshould truly be the laboratory\n\n"}
{"page": 488, "printed_page": null, "text": "484\n\nNational\n\nEducation\n\nAssociation\n\nVocational guidance should extend compulsory\n\nschool attendance\n\nand\n\nkeep youngsters in school who under old circumstances would be gang mem¬\nbers, neither at school nor at work. Here are the beginnings of schools of\ncrime. Note the ages of our outstanding criminals — usually between eighteen\nand twenty-two.\nThe new program of guidance and vocational training will not in any\nway shorten cultural training, but rather will accent the same.\nI maintain that no cultural training is worthy of the name if it does not\ntie up with life, and no vocational training is worthwhile if the cultural side\nis left out. Hence they should go hand in hand.\n\nBusiness is continually testing its product by means of laboratory methods,\nby sales volume, by consideration of complaints, by watching the product in\ncompetition with other similar products.\nSchools have been unaware how the product was distributed or how suc¬\ncessful it is. We have been content with handing out diplomas and wishing\nour young people success. Because our security has not depended upon the\nsuccess or the failure of our product after leaving school, we have not been\nconcerned — but we should be. We must apply, as in business today, the latest\nscientific methods in finding out where the schools have been successful and\nwherein they have failed. This is the function of a vocational guidance de¬\npartment.\nGuidance should emphasize the need for versatility and adaptability be¬\ncause of changing technics. Much unemployment of the present time might\nhave been avoided had this been recognized before. At a recent meeting a\npersonnel worker was heard to state that 75 percent of the men discharged\nduring the depression period were allowed to go because of incompetency or\ninability for readjustment. An economist of note who has been directing a\nstudy of unemployment this past year stated publicly that vocational guid¬\nance is one of the great needs in emerging from our present depths.\nCHARTING\n\nALBERT\n\nG. PACKARD,\n\nPROGNOSTIC\n\nINDIVIDUAL\nAPTITUDES\nACHIEVEMENTS\nLOCAL\n\nTESTING,\n\nBOYS\n\nEXAMINER\n\nIN\n\nVOCATIONAL\n\nCHARGE\nSCHOOLS,\n\nAND\n\nOF DIAGNOSTIC\n\nAND\n\nBALTIMORE,\n\nMD.\n\nSomeone has said that the guidance counselor’s heaven would be in the\nland of formulas where one could take the results of a few tests and by com¬\nputation combine certain factors which would give a result indicating a\nspecific vocation for each individual. Unfortunately, human behavior is so\ncomplex, so involved, that this heavenly idea lies in the distant future. How¬\never, a great many theories which were dreams at the time proposed, have\nsince become very real. How many, only fifty years ago, would have given\ncredence to the possibility of everyday use of mental tests for diagnosis and\nprognosis as we are using them today?\nSignificant progress in prognosis has recently been made at the Boys Voca¬\ntional School, Baltimore. In general the technics so ably formulated by\n\n"}
{"page": 489, "printed_page": null, "text": "Department\n\nof Secondary\n\n485\nEducation\n\nClark L. Hull in his Aptitude Testing has been follo\nwed. The entire enrol¬\nment of the school has been carefully measured with\na battery of the tests\nincluding the following: Otis Self-Administering Tests\nof Mental Ability,\nStenquist Mechanical Aptitude Tests— I and II, MacQuarr\nie Mechanical\nAbility Test, Stenquist Assembling Test. Other tests used\nexperimentally\nare the Minnesota Form Board, A and B, Minnesota Spati\nal Relations Test,\nO Connor Wiggly Block and Finger Dexterity Test.\nThe plan in general has been to give promising tests to the boys\nsoon after\nentry, then to record with considerable care the relative\nsuccess of each boy\nat the end of the two-year course. By this old but effective\nmethod, certain\nsignificant data have been collected. By the use of the Hull techni\nc — partial\nand multiple correlations, regression equations, and the resul\ntant possible\nweightings of the tests, it is now possible to select a battery of tests\nfor the\nentering boys and to predict with considerable accuracy the chances\nof success\nin the various skilled trade courses taught. The general order\nof correla¬\ntions found may be summarized as follows :\nr between instructor s rating, on shop performance\non test results = .88 PEr = .0069\nIntercorrelation between tests = .13 to .45\n\nand classification\n\nTo\n\ncarry out this program practically in a school has required\nthe de¬\nvelopment of numerous forms and devices for recor\nding and interpreting\nthe data. A number of these are now available.\n\nTHE\n\nJOSEPH\n\nIMPORTANCE\nHIGH\nROSIER,\n\nOF CHARACTER\nEDUCATION\nSCHOOL\nOF TOMORROW\n\nPRESIDENT,\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nIN\n\nFAIRMONT,\n\nTHE\n\nW.\n\nVA.\n\nIn the consideration of character education in the high\nschool of tomorrow\nwe are concerned mainly with the problems created\nby changing social con¬\nditions. The young men and women in our high schools\nwill not be able to\nadjust themselves to the moral situations confront\ning them with mere\nknowledge of ancient and accepted moral codes of condu\nct. Such precepts no\ndoubt were of value in the life out of which they were\ndeveloped but these\nyoung people will live in an entirely changed environment. The\ncharacter\ntraining of our American youth will be determined largely by\nall of the in¬\nstitutions and agencies with which it comes in contact. Conditio\nns and cir¬\ncumstances of life will have the most impressive effect.\nThe youth coming out of our high schools tomoirow will find themse\nlves\nin a world of confusion in regard to matters of religion. Histor\ny teaches that\nin all adjustments and among all peoples, religious practises\nhave had a great\nbearing upon the character of people. As in all ages past, so\non the morrow\nmen and women will recognize the still small voice. It will contin\nue to be\ntrue that when duty whispers low, “Thou must,” the youth\nwill reply, “I\ncan. So out of the high schools of tomorrow will come a\ngeneration that\n\n"}
{"page": 490, "printed_page": null, "text": "486\n\nNational\n\nEducation\n\nAssociation\n\nwill be responsive to all the uplifting powers and influences of religious pre¬\ncepts and teaching.\nThe generation coming out of the high schools of tomorrow will develop\na form of political and social organization in which there will be no tyranny\nof the majority and no destructive will of minorities. Under our democratic\nform of government we are frequently called upon to choose men and women\nas our representatives in the discharge of official services. The measure of\nsuccess which will attend the operations of our government will depend upon\nthe discrimination and judgment which we exercise in the selection of our\nrepresentatives and executives. Character training in the high schools of to¬\nmorrow must develop a keener sense of honor and responsibility among those\nwho serve their fellow citizens in official position.\nThe most vital relation in human conduct is that of parent and child,\nbrother and sister, and the group held together by the ties of blood. Modern\nsocial changes have profoundly affected the organization of the family life,\nand there are many things in our modern industrial civilization that tend\nto break up the family unity. Our future society must preserve all of those\ninfluences of the family life which are potential in character education. In\nthis connection the high schools of tomorrow must recognize a definite basis\nof sex morality. Those of us who place our faith in the spread of truth and\nknowledge have no fear of the ultimate outcome of modern sex morality.\nWhatever the consequences, science has carried us into a world of light and\nknowledge and the young men and women of the future must be trained in\nthe high schools to base their conduct upon the facts which they have learned.\nThere is still a place in our modern complex society with all of its team¬\nwork and social conformity for individual self-sufficiency and self-direction.\nHigh-school education will have missed its most important mark if it does\nnot train its graduates in habits of personal development. In the end personal\nintegrity, honor, self-reliance, and character are the most precious possessions\nthat any individual can have. We look to the high schools of tomorrow to\nfeed into American life each year larger numbers of young men and women\nwho along with a capacity for social adjustment and conformity will still\nhave rich personal individual lives. Character education in the last analysis\nis a personal and individual achievement.\nMAKING\n\nMETA\n\nSOCIAL\n\nIN\nADJUSTMENTS\nOF TOMORROW\n\nB. STEINHAUSEN,\nHIGH\n\nDEAN\n\nOF\n\nSCHOOL,\n\nGIRLS,\n\nTHE\n\nGEORGE\n\nROCHESTER,\n\nHIGH\n\nWASHINGTON\n\nSCHOOL\n\nJUNIOR\n\nN. Y.\n\nHistory is written in headlines. In educational circles today such articles\nas “The New Frontier,” “We are Pioneering Again,” “A Changing Civili¬\nzation,” “The Challenge of the Machine Age,” warn us of the evils of today\nand bid us prepare the way for the school of tomorrow. “How,” you may\nask, “can we prepare for tomorrow’s Utopia when the needs of today are so\npressing?” The captain must know his harbor even while following his\nchartered route.\n\n"}
{"page": 491, "printed_page": null, "text": "487\nDepartment\n\nof\n\nSecondary\n\nEducation\n\nThe present crisis is more than economic. We must admit\nwe have rushed\nahead and created an environment with little thoug\nht of the future. The\ntask now is to meet the present emergency with\nintelligence and foresight\nand plan as far as possible a “safe and sane” prog\nram for our children in\nschool which will give them opportunities for a socia\nl adjustment that will\nmake possible the good life.” Where shall we\nbegin? Social adjustment is\nall-inclusive, it means life. We must begin\nby keeping in mind the progress\nmade m our schools. Growth must come from\nwhat has been accomplished\nand the school of tomorrow must use as\nits foundation the school of today\nEducation today starts in the cradle, progr\nessive ideas start in the nursery\nschools. From kindergarten to high school\nthe child is the center of atten¬\ntion and is recognized as an individual in the maki\nng.”\nConditions are changing so rapidly that yest\nerday’s education barely\ncovers today’s needs. We talked glibly of\neducation for a worthy use of\nleisure, but the leisure of today, forced leisu\nre, with its many intelligent,\nunhappy , hungry, distressed human beings, is quite anot\nher problem.\nIn the past we were asked to understand and teach\nsubjectmatter, to train\nfor the worthy use of leisure, to develop good\ncitizenship, to instil in the\nmind of youth attitudes that would result in good\ncharacter habits. In the\nschool of tomorrow, emphasis will be shifted from\nsubjectmatter to the child\nas an individual in terms of needs, capacity,\nbackground, spiritual, mental,\nand physical health, behavior, ambitions, in fact all of\nthe factors which\naffect or play upon him.\n\nThe\n\nsame qualities that have brought order out of\nchaos in times past\nare needed for “the new education.” The task\nnow is to adapt ourselves to\nmeet the present emergency. Let us look to the pioneers\nof the frontier days\n——they learned by doing and theirs was “a changing\ncivilization.” They\nlived history, they were part of a new country with land\ns to conquer. We\nare living today the history of tomorrow, we are part of\na new era where\neducation must lift the world from its fears, depressi\non, and idleness to a\nnew life of hope and opportunity for each individual\nstudent in the great\nschools of tomorrow.\nPROVIDING\nLUCY\n\nL. W.\n\nFOR\nHIGH\n\nWILSON,\n\nINDIVIDUAL\nDIFFERENCES\nSCHOOL\nOF TOMORROW\n\nPRINCIPAL, SOUTH PHILADELPHIA\nFOR GIRLS, PHILADELPHIA,\nPA.\n\nIN\n\nHIGH\n\nTHE\nSCHOOL\n\nIf the high-school clientele continues to double each decade,\nas it has for\nthe last fifty years, then, in 1940, all the children of secondary age\nwill be in\nour high schools, or their equivalents, instead of a mere half of them\nas is\nnow the case. The necessity for providing for individual differences\nwill be\neven more imperative than it is at present. Fortunately the flexib\nility that\nthe comprehensive high school already has achieved augurs well for its\nfuture\nability to readjust. Its relatively recent recognition of the importance of\nre¬\nsearch and experimentation is a long step forward. It will make\npossible\nfuture expansion in aims, in purposes, in curriculums.\n\n"}
{"page": 492, "printed_page": null, "text": "488\n\nNational\n\nEducation\n\nAssociation\n\nTeaching technics will be developed to further much greater individualiza¬\ntion of instruction, probably along the lines already begun, namely, thru\nplanning\n\n(Dalton, Winnetka,\n\nMorrison,\n\nor Unit, and any other of the dozen\n\nvarieties on the market). But better teaching technics alone cannot win the\nbattle. Courageous administration and intelligent and creative supervision\nare necessary that good teaching may become effective and universal.\nTo realize our hundred-year-old dream of equality of opportunity thru\neducation, the high school of the future must expand in accordance with the\nneed for very widespread vocational objectives. All the occupations for which\nwe are increasingly and unintelligently preparing our graduates are even now\noversupplied. Recently a survey of 7000 Illinois seniors showed that 50 per¬\ncent of them were hoping to enter four professions — professions then employ¬\ning only 2.5 percent of all those gainfully employed !\nWhen all go to and thru high schools then all occupations must be supplied\nby them. This means polytechnicalization individualized beyond anything\nyet attempted except in Russia. Hopefully it will mean worthwhile work\nfor everyone, worthily performed, instead of the present unemployment.\n\nBut such high schools will not arrive unless they are scientifically and intelli¬\ngently planned for and efficiently administered.\nIN\nEDUCATION\nOF SECONDARY\nTHE FUTURE\nCHARTING\nSTATES\nOF THE UNITED\nCENTERS\nTHE LARGE URBAN\nHAROLD\n\nG. CAMPBELL,\n\nDEPUTY\n\nAND\n\nASSOCIATE\n\nSCHOOLS,\n\nNEW\n\nYORK,\n\nSUPERINTENDENT\n\nOF\n\nN. Y.\n\nIf, in the future, we are to guide properly the hundreds of thousands of\nadolescents in our great cities, we must find some way to differentiate further\nour courses of study so that in the high school of the future we shall adapt\nour education to the needs of the pupil better than we are doing today. Our\ngeneral high schools are continuing to spoil good mechanics and undoubtedly\nmany of the pupils in our industrial courses would serve the world and them¬\nselves better if given an academic training.\nOn our future journey, in order to reach this ideal, the high schools must\ndo something to convince parents that all children are not created with the\nsame types of ability. On our part, as teachers, we must develop a surer tech¬\nnic for discovering the attitudes and aptitudes of our pupils, so that we may\nbe positive that the advice which we give them is for their best interests.\nIn our high schools as we go on I believe that we are going to develop a\nbetter system of vocational education. Gradually certain errors in our educa¬\ntional thinking are disappearing. There are still those who believe that the\nboy who cannot do Latin should be immediately dropped into a shop. This\nidea is a “hold-over” of the old attitude that vocational work is something\ninferior, to be given to near-morons who have failed in everything else. But\nthe extension of vocational education must be done with constant reference\nto industry.\n\nmay\nAs we go on, we are going to spend more time in considering how we\neducate our adolescents for the more profitable use of leisure time. One of\n\n"}
{"page": 493, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nEducation\n\n489\n\nthe greatest byproducts of this machine age is the grant to the worker\nmore hours during which he is not occupied in remunerative work.\n\nof\n\nAs we progress, the high schools will consider their most important work\nthe inculcation of proper health habits. All of our students will be health¬\nconscious, for what shall it profit them to be aware of the many opportunities\nfor the intelligent use of leisure, if the lack of health makes it impossible to\ngrasp these opportunities? Health habits are rarely established during ma¬\nturity. Unless matters of proper personal hygiene become positively habitual\nduring adolescence, there is small chance for their establishment later on.\nThe high schools of the future will do something we have not attempted _\nthey will develop the emotional side of our students, that side which is\nbound to have an important bearing on the method in which leisure is used.\nOut of the experiences of curriculum and extracurriculum activities, the\nteachers of this country are making a conscious effort to develop self-reliance\nin their pupils. A recent study of the extracurriculum activities of the fortytwo New York City senior high schools shows that our pupils are engaging\nin one hundred and eighty-six different forms of pupil activity outside of the\nrequirements of the course of study. These include not only athletic activ¬\nities but literary, musical, vocational, social, and all other activities in which\npupils engage if their leisure is properly used.\nThe classroom itself, as most parents know, is entirely different from the\nclassroom of a generation ago. Our advances in child study and the more\nfriendly and cooperative feeling between teacher and pupil have brought\nabout a condition whereby our pupils now feel free to give expression to\ntheir inmost thoughts in both speech and writing. The result is that our\nschools are turning out more creative writers than ever before. It is not an\nunusual thing today for a high school to publish at intervals a creditable\nvolume of the verse of the students and every year at least one beautifully\nprinted magazine of student prose. The youth who has learned the intense\npersonal satisfaction which comes with the creation of something worth¬\nwhile, will find little difficulty later on in using leisure intelligently.\nOur literature classes are no longer dissecting laboratories in which\namateurs painfully tear, limb from limb, the beautiful works of literary\ngeniuses. Rather are they classes in which an effort is made to see the beauty\nof fine thoughts clothed in beautiful speech. The alert English teacher today\nconsiders himself a failure if he has not given his pupils the desire to travel\nthe broad avenues of sweetness and light which are reached thru the pages of\ngood books.\nAll of our schools have as a requirement a considerable acquaintance with\nthe social sciences. We strive to develop in each a civic consciousness so that\nthe intelligent use of leisure will include the realization of duties and obliga¬\ntions as well as of rights and privileges.\nAs far as the power lies within us, we should chart the secondary schools\nof America so that every educable adolescent may obtain in them an oppor¬\ntunity so to develop his aptitudes and his abilities that he may live a life use¬\nful and happy to himself and to his fellows.\n\n"}
{"page": 494, "printed_page": null, "text": "490\n\nNational\n\nWhere\n\nEducation\n\nAssociation\n\nare we going in our secondary schools?\n\nWe have traveled a great distance in a very short time. I sincerely hope\nthat we are advancing toward that time when secondary education will have\nthe knowledge, the desire, and the ability to adapt itself to the individual\nneeds of the adolescent. I agree with you that this seems a large and probably\nan impossible program. The nearer we approach this ideal, the surer we can\nfeel that the United States of tomorrow will be safe in the hands of the\nadolescents of today.\nCHARTING\nRURAL\nEMERY\n\nN.\n\nTHE FUTURE\nOF SECONDARY\nEDUCATION\nCOMMUNITIES\nOF THE UNITED STATES\n\nFERRISS,\nOF\n\nPROFESSOR\n\nEDUCATION,\n\nOF\n\nCORNELL\n\nRURAL\n\nEDUCATION,\n\nUNIVERSITY,\n\nGRADUATE\n\nITHACA,\n\nN.\n\nIN\n\nSCHOOL\n\nY.\n\nRural secondary schools of today are as a class operating under the limi¬\ntations of size. Relative smallness more than any other single feature is the\nfactor that largely determines what the school does and, to an important\ndegree, the characteristics of its human and physical equipment.\nData on a group of selected schools show that it is possible for schools to\novercome the factor of smallness but only to a degree. Even in those schools\nthe smaller the school the fewer desirable characteristics it possesses.\nRelative smallness operates as a major factor in the rural secondary schools\nof today in the direction of short tenure of principals and teachers, of limited\nprovision of special rooms and other physical equipment, of a limited and\npoorly balanced curriculum, and of limitations in respect to many\nsirable features of modern secondary education.\n\nother de¬\n\nIt seems obvious both from the standpoint of adequacy of educational op¬\nportunities for rural children and from the standpoint of reasonable economy\nthat the future rural secondary school wherever possible will be much larger\nthan are the majority of such schools at the present time. A greater degree\nof centralization has already been brought about in many instances and has\nbeen made feasible in most sections of the country by the development of im¬\nproved roads and means of transportation.\nMany rural children are at present living outside the boundaries of any\nrecognized secondary school district. In the future development of secondary\neducation in rural communities this undesirable condition will cease to exist.\nEvery rural child will live within a recognized secondary school district, thus\nentitling him to secondary training without special cost to either himself or\nhis parents. Opportunities for secondary education will be further equalized\nthru transportation to the school at public expense of all pupils living beyond\nwalking distance.\nIn the future the modified six-year rural secondary school will be the\npredominant type. No school will be regarded as meeting the educational\ndemands of the times that does not offer in its curriculum all the various\ntypes of subjects needed for a rich and well-rounded development\nto the variant interests, abilities, and needs of all its pupils.\n\nand suited\n\n"}
{"page": 495, "printed_page": null, "text": "Department\n\nARTICULATION\n\nJOHN\n\nH.\n\nBOSSHART,\n\nOF\n\nof\n\nSecondary\n\nTHE JUNIOR\nSCHOOLS\n\nSUPERINTENDENT\n\nOF\n\n491\n\nEducation\n\nAND\n\nSCHOOLS,\n\nSENIOR\n\nSOUTH\n\nHIGH\n\nORANGE,\n\nN. J.\n\nThe\n\nordinary methods of articulation are to provide skilful placement\nguidance and to carefully dovetail subjects. These methods will never pro¬\nduce any appreciable improvement in articulation. The real difficulty lies in\ndisagreement concerning the aims and functions of education and a lack of\nunderstanding\nchild.\n\nof the necessity for adjustment to the needs of the growing\n\nArticulation is impossible when the teachers of the two levels hold con¬\nflicting philosophies of education. Neither can articulation be achieved by\nthe establishment of logically dovetailed institutions to which the pupil must\nbe fitted. A school procedure that interrupts the continuity of one child’s\ngrowth and thus becomes an inarticulation for him, becomes to some other\nchild a challenge that he accepts and uses as a stepping-stone to perhaps the\ngreatest single period of growth in his entire school career. Articulation can\nbe achieved better by harmonizing the teachers’ philosophies of education,\nby increasing their knowledge of children’s needs, and by making schools\nflexible enough to adjust to those needs.\n\nSECRETARY’S\n\nMINUTES\n\nAtlantic City, New Jersey\nFirst Session, Monday,\n\nJune\n\n27\n\nThe theme of this session was “The Individual and the High School of Tomorrow.”\nThe scheduled program for the meeting was followed thruout. The abstracts of the\naddresses delivered may be found on the preceding pages.\n\nBusiness\n\nSession, Wednesday,\n\nJune\n\n29, 1932\n\nPresident Lewis called the meeting to order and asked Mr. Ashby of the Head¬\nquarters Staff of the N. E. A. to act as secretary in the absence of Miss Ryder, the\nregular secretary. Mr. Ashby read the minutes of the Los Angeles meeting which\nwere approved as read.\nThe report of the treasurer was presented by Mr. Metcalf, of Columbus, Ohio, in\nthe absence of Mr. Strong, the treasurer. Mr. Metcalf reported income from mem¬\nbership dues for the year, of $272, with a balance in the bank of $81.60, but with\nunpaid bills amounting to $1135.60. He called attention to the fact that the High\nSchool Teachers Association of New York City, had loaned to the Department $609,\nin order to assist the Department in getting on its feet until membership fees would\nbe sufficient to cover the expenses. He recommended that the Department repay this\nloan at the rate of $50 per year, which arrangement was approved by the High\nSchool Teachers Association of New York City.\nIt was moved by Miss Celine Combatalade of San Francisco, Calif., that the report\nof the treasurer be accepted with the understanding that acceptance of the report\nmeans that the Department agrees to pay $50 per year on the loan. This motion was\nseconded by Mr. B. B. Hampton of Staten Island, New York. The motion carried\nunanimously.\n\n"}
{"page": 496, "printed_page": null, "text": "492\n\nNational\n\nEducation\n\nAssociation\n\nPiesident Lewis then stated that the next order of business\nwas the election of\nofficers for the ensuing year. Frederick Houk Law made a short\ntalk in which he\ncalled attention to the fact that the present officers of the Department\nwere in a better\nposition to advance the interests of the Department during the\ncoming year because\nof their past experience. He felt that this was especially true becaus\ne of the fact\nthat the Department has been reorganized for only one year and is still\nin the forma¬\ntive process. He stated that President Lewis had given liberally of\nhis time and\nenergy during the past year. In view of these facts he moved that the Secret\nary be\ninstructed to cast one ballot for the entire present slate of officers to contin\nue in office\nduring the year 1932-33. President Lewis then asked Dr. Law to act as chairm\nan\nwhile action was taken on this motion. Dr. Law agreed to do so and his\nmotion was\nseconded by Mr. Hampton.\nMr. Lewis then took the chair again and expressed his appreciation of the\nconfi¬\ndence expressed in him. He then spoke briefly of the great opportunity\nwhich the\nDepartment of Secondary Education has.\nMeeting adjourned.\n\nSecond\n\nSession, Wednesday,\n\nJune 29\n\nThe theme of this session was “Charting High School Education of Tomorrow.”\nThe scheduled program was followed with two exceptions. United States Commis¬\nsioner of Education, William John Cooper, was unable to be present owing\nto the\nfact that he had just received word of an appointment by the United States Govern¬\nment which took him to Europe unexpectedly. In his absence his paper was\nread by\nAssistant U. S. Commissioner of Education, Bess Goodykoontz. Superintendent\nJohn\nH. Bosshart of South Orange, New Jersey, was unable to be present owing to illness\nin his family. His paper was read by Howard Dare White, Assistant Commissioner\nof Education, Trenton, New Jersey.\n\n"}
{"page": 497, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool Principals\n\n"}
{"page": 498, "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 : 936. Anticipat¬\ning the proposed merger of the National Association\nof Secondary Principals with the National Educa¬\ntion Association, the name of the Department was\nchanged to the Department of Secondary School\nPrincipals.\nThe officers for the year 1932-33 are: President ,\nW. W. Haggard, Superintendent, Joliet Township\nHigh School and Junior College, Joliet, Ill.; First\nVicepresident , Robert B. Clem, Principal, Shawnee\nHigh School, Louisville, Ky. ; Second Vicepresident ,\nE. E. Church, Supervising Principal, Junior-Senior\nHigh School, Parkersburg, W. Va. ; Secretary-Treas¬\nurer, H. V. Church, Superintendent, J. Sterling Mor¬\nton High Schools, Cicero, Ill.; Executive Committee :\nHarrison C. Lyseth, State Supervisor of Secondary\nEducation, State Department, Augusta, Maine; M.\nC. Jones, Principal, High School, Huntington Beach,\nCalif.\nFacts relating to the establishment of this Depart¬\nment and the record of meetings are found in earlier\nvolumes of Proceedings as follows :\n1887:395-442\n1888:403-433\n1889 :499-533\n1890:615-655\n1891 :617-687\n1892:332-373\n1893 :177-242\n1894:743-794\n1895:579-635\n\n1896 :557 -619\n1897:644-699\n1898 :664-700\n1899 :601 -818\n1900:428-453\n1901 :565-604\n1902 :455-492\n1903 :429-486\n1904:473-536\n\n1905 :423-479\n1906:633-637\n1907:521-710\n1908:577-667\n1909 :479-522\n1910:443-533\n1911:555-657\n1912:663-765\n1913:469-499\n\n[494]\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\n1922:1267-1293\n\n1923 :86 1-880\n1924:775-802\n1925:450-477\n1926:636-652\n1927:599-677\n1928:591-650\n1929:579-632\n1930:543-595\n1931:577-620\n\n"}
{"page": 499, "printed_page": null, "text": "A PROGRAM\nTHOMAS\n\nH.\n\nBRIGGS,\n\nFOR\n\nSECONDARY\n\nPROFESSOR\n\nCOLUMBIA\n\nOF\n\nEDUCATION\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nTEACHERS\n\nYORK,\n\nCOLLEGE,\n\nN. Y.\n\nFirst, public education is a long-term investment by society to perpetuate\nitself and to promote\n\nits own\n\ninterests. This thesis with its more\n\nimportant\n\nimplications I have elaborated in the Inglis Lecture for 1930.1 It is so sound\nthat I have no doubt that it is irrefutable. It is so contradictory of many cur¬\nrent practises wastefully supported by public funds that long and far-seeing\neffort will be necessary to make even partial application. It is so important\nthat it cannot be neglected by those who take seriously their professional\nobligations. The very difficulty of its application should emphasize the chal¬\nlenge, especially to such an organization as this association.\nSecond, to accomplish the preservation and the promotion of the kind of\norganized society that we approve, an appropriate education should be pro¬\nvided for all youth. This\n\nprinciple, reflecting a growing\n\nsentiment,\n\nwas,\n\nwith a limitation to the age of eighteen, proposed by the Commission on the\nReorganization of Secondary Education. It received general verbal accept¬\nance by both the profession and the public. But verbal acceptance is not suffi¬\ncient. Our practise falls far short in two respects. In the first place, second¬\nary education is still selective — to no such extent as in previous generations,\nbut still so far that approximately half of the adolescent population is not\nin school. This means that society does not and cannot make them as com¬\npetent as is possible by increasing their powers to the making of their com¬\nmunities better places in which to live and in which to make a living. It is,\nmoreover, a denial of the principle of democracy. How can we justify the\nexpenditure of taxes collected from all for the education of only that frac¬\ntion who have inherited or by the discriminating program of the schools\nhave acquired only one of several types of ability? The principle, which is\nanchored in democracy and on the successful application of which democ¬\nracy is dependent, maintains that an appropriate education shall be provided\nfor all youth. The word “all” is impressively and challengingly inclusive.\nThird, inasmuch as no program can expect to hold all youth to formal\nschooling until they reach adulthood, secondary education must , so far as\npossible, be maximally\n\ngood to the extent to which\n\nit is pursued. There\n\nis as\n\nyet no means of knowing with anything like accuracy which pupils after the\nlaw ceases to hold them will appear at school on any morning. At present the\nones who drop out with a smattering of this and that in a subject, or even with\nsound preparation for future work which they never undertake, represent\nby any rational bookkeeping an alarming waste. Cultivation that does not\nfructify is a poor investment. It is a relatively simple matter to arrange, so\nthat they are good to the extent to which they are pursued, all of our courses\nof study except those in advanced mathematics and foreign languages, and\nin them the ideal can be approximated. This principle must be accepted and\n1 The Great Investment, Harvard\n\nUniversity Press.\n\n[ 495 ]\n\n"}
{"page": 500, "printed_page": null, "text": "496\n\nNational\n\nEducation\n\nAssociation\n\napplied or else students roust justify their ability to profit bv courses meager\nin immediate but rich in deferred values, perhaps, as in England, “give an\nundertaking that is, post a bond — to continue the studies until there is a\nreasonable opportunity for successful fruition. In other words, our schools\nmust become intelligently and economically selective. Any other policy, in¬\ncluding that of laissez faire under which we now work, will assuredly result\nin a waste of public money and of individual effort that no one can justify.\nIn all probability if the courses revealed convincing values as they progressed\na larger number of students would wish to pursue them further.\nThere are, of course, other principles that need to be established, and the\nthree presented must be greatly elaborated, as they cannot be in this brief\npaper, before their importance is recognized and the wide nature of their\neffects can be realized. But these are sufficient to illustrate the sort of philoso¬\nphy that we need as criteria for evaluating our practises and as directive\nprinciples for developing a new program. What would it not mean for sec¬\nondary education and for the society that it serves if every member of this\nassociation should begin by earnestly attempting to make over his school on\nthese or on similar principles! What would it not mean if the association\nthrew the weight of its great potential authority to the formulation of some\ndefinite detailed program consistent with such principles! Out of such a be¬\nginning the inevitable larger movement would assuredly be born.\nEDUCATIONAL\nBELMONT\n\nINTERPRETATION\nSCHOOL\n\nFARLEY,\n\nNATIONAL\n\nASSISTANT\n\nEDUCATION\n\nDIRECTOR,\nASSOCIATION,\n\nFOR\n\nTHE\n\nDIVISION\n\nOF\n\nSECONDARY\nPUBLICATIONS,\n\nWASHINGTON,\n\nD. C.\n\nThe most widely employed media of interpreting the schools to the general\npublic include the newspaper, the radio, bulletins published regularly for\nthe specific purpose of going to the homes of students, letters written by\nstudents to parents, graduation exercises, addresses of faculty members\nbefore clubs or other public groups, parent-teacher organizations, addresses\nby students before local clubs and societies, exhibits of school work, the\nalumni association, school entertainments, school reports to the board of\neducation, the observance of American Education Week and other special\neducational weeks and days, and inserts in the periodical grade reports to\nparents.\nSchool exhibits lead in frequency as a medium of interpretation, with 79\npercent of the schools employing it. Previous studies of the interests of\nparents in school news show that the achievements of the pupils, and the\nmethods of instruction rank first as topics of interest. Since school exhibits\nusually show what students are doing and how they are taught to do it,\nprincipals would seem to be justified in placing great emphasis upon this\nmedium.\nThe local newspapers rank second as a publicity medium, with 72 percent\nof the principals counting it as an important means of keeping the public\ninformed. Within recent years the publication of school news has been\n\n"}
{"page": 501, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n497\n\ngreatl} increased, due both to the increased interest of editors and to\ngreater\nactivity in this direction by school officials. It s an (old American custom”\nto go to the newspapers for publicity. Kvery large commercial organization\n,\nevery government department, every national association has developed a\nmore or less elaborate means of promoting newspaper attention to\nits\nactivities. No doubt these efforts have been inspired largely\nby the great\nsuccess of commercial advertising in newspapers. There are more than\n45,000,000 copies of newspapers issued daily in the United States and\nCanada. Nearly everyone reads one or more newspapers each day.\nThe growing importance of the school paper as a publicity medium may\nbe indicated by the fact that 52 percent of the 160 high schools and 64 per¬\ncent of the junior high schools circulate the school paper to the homes of\nstudents. Forty-eight percent of the principals say the parent-teacher asso¬\nciation is one of the most important means of securing all kinds of coopera¬\ntion from patrons and the public. Less than 2 percent say these parent\norganizations are a handicap rather than a help to the school.\nGraduation exercises rank third after school exhibits and city newspapers\nin the frequency with which they are employed as publicity media. Sixtythree percent of the principals make commencement a special period for\nschool interpretation. The plans by which they are so used consist essentially\nin dispensing with outside speakers, and in presenting pupil activities which\ndemonstrate or describe the methods, aims, or results of the schools as a part\nof the graduation exercises. Your attention is called particularly to the high\nschools in Durant, Oklahoma, and in Chanute, Kansas, for examples of\nsuccess in the use of this medium of interpretation.\nThe writer believes it fortunate that more direct methods of educational\ninterpretation are supplementing the impersonal presentation of the city\nnewspapers. The former methods offer the desirable opportunity of creating\nor arousing especially in patrons a sense of responsibility for the safe con¬\nduct of our schools thru the present troublous times. In many states and\ncommunities there is at present a demand for the reduction of school services.\nIn employing the publicity practises indicated above, school principals will be\nconcerned with their effectiveness in helping to maintain the present high\nstandards of the schools. Publicity may best do this by sharing the obliga¬\ntion with fathers and mothers, and other citizens. If these times demand\nretrenchment let us ask our patrons to assume responsibility for the results\nof the cut. Let us ask them to show where the pruning knife shall fall. Let\nus ask of them such questions as these: If finally faced with the necessity\nof abridging the rights of children, which educational opportunity shall\nyou first strike down? Will you lessen the efforts of the schools to promote\nsound health, and see the now declining death rate mount to higher levels?\nWill you decrease the effectiveness of training in citizenship and loyalty to\nnational ideals at a period when the pinch of want and the blundering of\nwell-intentioned leaders have already caused thousands to question the\nstability and justice of our government ? Will you ask the schools to abandon\ncharacter education at a time when rapidly increasing numbers are yielding\n\n"}
{"page": 502, "printed_page": null, "text": "498\n\nNational\n\nEducation\n\nAssociation\n\nto despair, and to disrespect for law and the rights of others? Will you\nchoose to weaken the work of the schools in preparing children for worthy\nhome membership when many homes have become economically unstable,\nand when broken and unhappy families are on the increase? Will you decide\nto reduce vocational training in the schools when it is harder than it has\never been to make a living? Will you elect to abandon training in worthy\nuse of leisure when forced unemployment aggravates a hundredfold the\nproblem of wasted hours? Will you make your children pay tomorrow the\nprice of your own mistakes today?\nThe schools are not a vested interest to plead their cause for their own\nsake ; they belong to the people. Let us make the people feel accountable\nfor their success; let us ask our citizens “Will you sacrifice your children?”\nAIMS\nROY\n\nAND\n\nO. BILLETT,\n\nACTIVITIES\n\nSPECIALIST\nOFFICE\n\nOF\n\nIN\n\nOF\n\nSCHOOL\n\nEDUCATION,\n\nSUPERVISORS\n\nADMINISTRATION,\nWASHINGTON,\n\nUNITED\n\nSTATES\n\nD. C.\n\nThis progress report deals with the aims and activities of supervisors in a\nsmall number of schools carefully selected on the basis of the following\ncriteria : First, each school should be recommended by some competent au¬\nthority as having an unusually successful supervisory program ; second, the\nsupervisory staff of the school should have some confidence in the merit of\nits program of supervision; third, the supervisory staff should be willing\nto assist the visiting member of the survey staff in collecting the necessary\ndata; fourth, the schools selected should be representative of the various\ngeographical areas of the country.\nThe time and funds available for the project indicated that approximately\nthirty schools should be selected for intensive study. The staff member in\ncharge planned to visit one school in each city. However, in a few cities two\nor three schools were included with the final result that thirty-six schools\nwere represented.\nCertain salient facts concerning this project may be summarized. First,\nwith the active cooperation of local supervisory staffs a small number of\n\nhighly selected schools are being studied intensively. Second, all schools in¬\ncluded in the study have been visited by a staff member of the National Sur¬\nvey. Third, the project with which this progress report has been concerned\nhas not emerged completely from the data-gathering stage. Fourth, the final\nreport of the project will show:\nthe programs\n\na. What\nb. The\n\nextent\n\nprogram\n\nposite\n\nd. The\n\nadvocated\n\nextent\n\nc. The\n\nto which\n\nto\n\nby competent\n\nwhich\n\nwhich\n\nof success,\n\npervisor has contributed\nvisory program.\ne. The\n\nnature,\n\nreal\n\nthe\n\nas\n\nin considerable\n\nful supervisory\n\nwriters\n\nactivities\n\ncompetent\n\nestimated\n\nto each\n\nsupervisors\n\nof practical\n\nsupervisory\n\npractical\n\nlist of activities\n\ndegree\n\nactivities\n\nand\n\nof\n\npractises of individual\n\nhave\n\ncoincide\n\nregarded\n\nas\n\nwith\n\na\n\ncom¬\n\nsupervisory.\n\nsu¬\n\nsupervisors,\n\nwith\n\nwhich\n\neach\n\nelements\n\nof the\n\nschool\n\ns super¬\n\nunusually\n\nsuccess¬\n\nmajor\n\ndetail, of unique,\n\na composite\n\nsubject.\n\nsupervisors\n\nwriters\n\nby the\n\nof the\n\nthe\n\nwith\n\ncoincide\n\nprograms\non\n\nreally are.\n\ninnovating,\n\nsupervisors\n\nor\n\nin individual\n\nschools.\n\n"}
{"page": 503, "printed_page": null, "text": "Department\n\nof\n\nPLAN\n\nCOOPERATIVE\n\nA\nARTHUR\n\nM.\n\nFOR\n\nSEYBOLD,\n\nTEMPLE\n\nSecondary\n\nHEADMASTER,\n\nUNIVERSITY,\n\nOAK\n\nSchool\n\nPrincipals\n\n499\n\nSUPERVISION\n\nOAK\n\nLANE\n\nCOUNTRY\n\nDAY\n\nLANE,\n\nPHILADELPHIA,\n\nPA.\n\nSCHOOL,\n\n1 here are so many approaches which have provided avenues of access to\nthe supervisory problems that one wonders why we have waited so long to\nrealize their worth. One of the most used devices of the present time is the\nstudy of the use of visual aids. A supervisor may be ostensibly interested in\ndiscovering how an opaque projection lantern may vitalize the teaching of the\nsocial studies in his school system. He will enter classroom after classroom\nwith an enthusiasm for his device which will inspire the acceptance of its use in\nmany recitation rooms, recitations which had been so lifeless before his genius\ntouched the dull clay found there. Lantern slides, strip films, motion pic¬\ntures, models, charts, and mounted specimens flow into the program as\neasily as timber upon a spring freshet, once the flood of interest has been\naroused. The supervisor, all the while, has a concrete subject upon which his\ndiscussion may center. Teacher and principal are discovering new ways of\nmaking lantern slides for the school, but in the selection of the pictures\nneeded, in the presentation of the photographed illustrations, in class situa¬\ntions, and in the study of the best psychological use of these accessories, the\nparticipants are brought together upon an active cooperative basis. Teaching\nability, routine, and physical conditions of the classroom, discipline, and all\nof the diversified subjects mentioned at the beginning of this discussion are\nnot forgotten entirely. They now have meaning because discipline, class\nmanagement, and ideal physical condition in the classroom must prevail so\nthat the visual aids will have an opportunity for effective use.\nVisual aids might well be given the center of cooperative use and dis¬\ncussion for a semester. Could this not be followed with the use of the field\ntrip ? Every faculty has a number of teachers who have been taking student\nexcursions into the industries of the community. Let the story of these trips\nbe presented at teachers’ meetings and let the results of the expeditions be\ndramatized in demonstration lessons. Again this common problem will bring\nto all of its participants benefits comparable to those mentioned in the project\ndescribed above.\nFollow this with the study of the unit presentation of subjectmatter. The\nramifications of this topic might employ much of the creative energies of an\nable faculty for a whole year. Books will be read and their contents will find\ndynamic use in classroom experimentation. Teachers will pass with super¬\nvisors from room to room surveying different angles of the new experiments\nin which all are interested. Intervisitation? Surely, intervisitation with a\nreal purpose. There is little thought here of inspectional supervision, con¬\nflict of personalities, and all of the chimeras of our old pedagogical fears.\nWe are now caught with the need of making our new cooperative project\nan efficient instrument in our teaching program.\nThe radio is another avenue the reach of which we are just beginning to\nunderstand. Mass lessons in arithmetic, lessons taught by experts to large\n\n"}
{"page": 504, "printed_page": null, "text": "500\n\nNational\n\nEducation\n\nAssociation\n\ngroups of children and observed by assisting teachers who will meet at the\nclose of the school day and discuss the worth of the processes employed, have\nbrought to us a most effective instrument of supervision.\nStudy the project and the problem, experiment with the use of music in\nappreciation lessons, attempt the reproduction of whole lessons by mimeo¬\ngraphed reports or by actual sound recording, using these lessons as case\nstudies, print and distribute exemplary recitations, study interest leads in\nlarge and in small classes measuring the results of the teaching in these\nclasses, discover, if possible, the best interest leads for children of different\nintelligence abilities these are but a few of the many problems which might\nenlist the united efforts of a faculty or a group of teachers in a subjectmatter\nfield for a period of years.\nLet a teaching group be subjected to such a barrage and not only will\nmost of the dross be discarded but each teacher will have retained what was\napplicable to his individual needs. This has been done in many schools with\nbut little of the stigma of ennui occasioned by the old approach, and with a\nhigh degree of faculty interest that has been a source of joy to the super¬\nvisors who have become most ardent devotees of the plan.\nGUIDANCE\nW.\n\nC. REAVIS,\n\nPROGRAMS\nPROFESSOR\n\nIN\n\nSECONDARY\n\nOF EDUCATION,\nCHICAGO, ILL.\n\nUNIVERSITY\n\nSCHOOLS\nOF\n\nCHICAGO,\n\nIt is not the purpose of this report to evaluate the guidance practises found\nin the schools studied, but rather to describe the types of organizations and\nto indicate the extent and character of guidance activities carried on in school\nsystems and in individual schools considered to have developed successful\nguidance programs. Five types of programs will be considered briefly in turn.\n1. Programs carried on thru regular administrative officers in individual\nschools — In the schools which\n\ndevelop their guidance programs\n\naround gen¬\n\neral administrative officers guidance activities are often subordinated to ad¬\nministrative duties. Furthermore, in dealing both with individuals and with\ngroups the administrative officer is sometimes inhibited in the performance\nof a guidance activity by the necessity of first performing an administrative\nactivity. As a matter of fact administration may interfere with guidance and\nguidance may interfere with administration. This relation often renders\nguidance difficult by officers whose primary responsibility is administration.\n2. Programs carried on in individual schools by homeroom advisers — The\nhomeroom plan of organization makes possible the segregation of pupils in\ngroups under the leadership of a regular teacher whose responsibility for the\nhomeroom group is sponsorship rather than instruction. The plan enables the\nsponsor and pupils to establish cooperative relations as a means of realizing\nthe purposes for which the type of organization exists. Whether the home¬\nroom groups remains with the adviser for a semester, term or during the\nmembership of the group in the school does not matter greatly, provided\nthe purposes of the organization are clearly conceived.\n\n"}
{"page": 505, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n501\n\nBroadly speaking, the chief purpose of the homeroom is guidance and the\nspecific activities carried on therein should come largely under that cate¬\ngory. To this end the homeroom should be organized as a guidance labora¬\ntory and not as another classroom. The atmosphere of the room should be\ndemocratic and should be conducive to self-discovery and self-revelation. To\nserve the members of the homeroom group the adviser must know them both\nas individuals and as members of a primary group.\n3* Programs carried on by special counselors in individual groups — The\ndevelopment of the guidance program around the counselor in the local\nschool makes possible a type of guidance often slighted in schools which de¬\npend chiefly on the administrative officers plus the services of outside special¬\nists available only on call. However, the success of the plan will depend on\nthe limitations imposed. If the counselor is overloaded with pupils or is\nexpected to divert energy to administrative work, the results accomplished\nmay vary only slightly from those obtained thru other plans.\n4. Programs carried on by bureaus or departments of guidance — The de¬\nvelopment of the central bureau of guidance in city schools and in large\nschools makes possible occupational research and the utilization of the find¬\nings in vocational guidance and placement to an extent scarcely possible\nunder the other types of programs. However, the guidance activities that be¬\nlong in the individual schools are likely to be neglected unless complementary\nguidance programs are developed by the principals of the schools or are\nprojected by the guidance bureau. The weakness of the guidance program\nunder the control of the central bureau is not inherent, but rather the result\nof failure to overcome administrative difficulties to its complete functioning\nin the individual schools.\n5. Composite programs — Some schools combine the features of the pro¬\ngrams previously considered into a unified guidance program. This requires\nthat the administrative officers, director of guidance, special counselors, home¬\nroom advisers, and teachers take a part in carrying on the guidance func¬\ntion. The projection of the composite program requires a careful analysis of\nguidance activities and the differentiation of duties to be performed in\naccordance with the functions of the officers to whom duties are assigned.\nThe teacher as a guidance officer must necessarily play a large part in a\nguidance program. His interest in the welfare of the pupil is indispensable,\nif guidance is to bear fruit. He should sense the symptoms of maladjustment\nin a pupil in the incipient stages, bring the guidance organization to bear on\nthe case, contribute to the diagnosis of the causes of maladjustment, and\nassist in the application of the corrective or remedial measures advised. Fur¬\nthermore, the teacher may give specific guidance to pupils in the pursuit of\nintellectual interests, in the development of proper habits of study, and in\nthe development of the proper conception of the processes of education and\nthe opportunities for education provided thru the school.\nThe foregoing analysis of the activities of guidance which can be provided\nthru a composite program\n\nindicates the comprehensive\n\ncharacter of guidance\n\n"}
{"page": 506, "printed_page": null, "text": "National\n\n502\n\nEducation\n\nAssociation\n\nas a school function. The\n\nneglect of any of the phases of guidance, either\nthru failure to give them proper emphasis or thru failure to assign them to\nthe proper guidance officer for performance, may contribute to maladjust¬\nment and failure on the part of pupils. The development of a balanced pro¬\ngram of guidance should therefore be encouraged in preference to the de¬\nvelopment of any single feature.\n\nAN\n\nORGANIZED\nRICHARD\n\nPROGRAM\nGUIDANCE\nSCHOOLS\n\nD. ALLEN,\n\nASSISTANT\n\nIN\n\nSUPERINTENDENT\n\nPROVIDENCE,\n\nSECONDARY\nOF\n\nSCHOOLS,\n\nR. I.\n\nAn effective guidance program in the secondary schools must be organized\nto serve all pupils, not merely those who are problems of discipline or failure.\nIn order to do this work effectively every member of the faculty must have his\nshare in the program. But, everybody’s business is nobody’s business. Each\nmust have his definite part in the scheme. The principal of even a school of\nmoderate size must delegate everything that is not an administrative or super¬\nvisory responsibility. The subject teacher must arouse interests related to the\nsubject, stress the occupational implications of the subject, arrange try-out\nprojects, and meet individual difficulties and needs. The homeroom teacher\nmust take a friendly interest in each pupil and make the school a home rather\nthan a factory. But neither the homeroom teacher nor the subject teacher can\nbe expected to do work which requires a special type of personality, special\ntraining, and continuous contacts with the same pupils over several years.\nThese functions belong to the class counselor who should have the continuous\nresponsibility for an entire group of pupils thruout their life in the school.\nThe following duties can be performed effectively only by the class\ncounselor :\n1. The keeping of adequate personnel records and the carrying on of research\nin problems of individual differences and adjustments.\n2. Individual counseling, both educational and vocational.\n3. Orientation instruction in educational, vocational, and social problems. This\nshould be a continuous course at least twice a week thru the entire three years\nin the junior high school and at least once a week in the senior high school,\nconducted by the same counselor with the same group of pupils.\n4. The follow-up of all pupils after they leave the school: in the senior high\nschool at the end of one, three, and five years, and in the junior high school\nat the end of one, two, and three years.\n5. Utilization of and cooperation with special services such as health service,\nattendance,\n\nhome\n\nvisitors, psychological\n\ntesting service, etc.\n\nIt is useless to talk about making individual adjustments in the secondary\nschools if the school program is divided into several specialized curriculums\none of which each pupil must select. Without a counseling program such a\nprocedure may appear to be necessary, but with a properly organized guidance\ndepartment in a secondary school, there is no excuse for such a clumsy ad¬\nministrative scheme. Each subject should stand upon its own feet and be\nelective under guidance. No pupil should be expected to study a subject that\n\n"}
{"page": 507, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\n503\n\nPrincipals\n\ndoes not fit in with his needs, his abilities, and his prospects. The scrapping\nof specialized curriculums and the substitution of a program of individual\nelectives under guidance is a first step in individualizing education.\nIn the Providence school this program has been in effect for more than five\nyears during which time no insuperable difficulties have appeared. In fact,\nit has simplified administrative problems, decreased the cost of instruction,\ndecreased the percentage of failures, and resulted in a constantly evolving\ncurriculum based upon the interests and needs of the pupils.\nTESTS\nEDGAR\n\nG. JOHNSTON,\n\nOF UNIVERSITY\nMICH.\n\nFOR\n\nA\n\nPROFESSOR\n\nHIGH\n\nCLUB\n\nOF SECONDARY\n\nSCHOOL,\n\nUNIVERSITY\n\nSPONSOR\nEDUCATION,\nOF\n\nAND\n\nMICHIGAN,\n\nPRINCIPAL\n\nANN\n\nARBOR,\n\nClubs, like any other phase of school organization, are to be judged by\ntheir contribution to valid educational aims. The only possible educational\nresults from the existence of inactive clubs would\n\nseem to be negative — the\n\nencouragement of a facile tendency on the part of pupils to “belong,” without\na corresponding development of responsibility, initiative, and social-mindedness. While a variety of circumstances accounts for the variable histories\nof high-school clubs, an analysis of the reasons for failure of those club pro¬\ngrams which were not successful would indicate that in most cases the decisive\nfactor is to be found in the effectiveness of the club sponsor.\nSome reasons for club failures are listed below:\n1. The practise of requiring students to become club members\n2. The failure to provide school time for meeting\n3. Overloading of the sponsor with other duties\n4. Allowing a pupil to belong to too many clubs at one time\n5. A lack of administrative encouragement\n6. Lack by the sponsor of the ability to arouse pupil interest in the work\n7. Lack of a definite program\n8. Tendency of sponsors to dictate to the club\n9. Tendency of sponsors to abdicate their functions\n\nof the club\n\n10. Tendency of sponsors to overemphasize the importance of the club in proportion\nto that of other activities, resulting in a desire for special privileges and lack\nof interest when such privileges are refused\n11. Lack of appeal of the club program to the interest of students\n12. Insufficient student participation\n13. Lack of preparation on the part of the sponsor\n14. Appeal based on the attractive personality of the sponsor rather than upon the\nmerits of the club program\n\n15. Failure to adapt the program\ncommunity\n\nto the needs of the school, the pupils, and the\n\n16. Lack of interest on the part of the sponsor\n17. Inability on the part of the sponsor to meet pupils on their own level\n18. Lack of appreciation of the value of clubs on the part of the sponsor;\nnot “sold” on the idea of clubs\n19. The\n\nmaking\n\nof clubs “just another class”\n\n20. An undemocratic basis of selection for membership\n21. Careless selection of members\n\nhe is\n\n"}
{"page": 508, "printed_page": null, "text": "504\n\nNational\n\nEducation\n\nAssociation\n\n22. Too great expense involved\n23. A too pretentious beginning\n\n24. Lack of coordination with other activities in school and community,\nin a conflict of schedules and interests\n\n25. Too many\n\nresulting\n\n(or too few) meetings\n\n26. Allowing pupils to be merely nominal\n27. Too large a membership\n\nmembers;\n\nthey belong but do not work\n\n28. The presence of cliques\n\n29. Origin of the club in a fad which soon passes\n30. The fact that the club has outlived its usefulness\n31. Opposition\n\nby parents or others in the community.\n\nOf these thirty-one reasons suggested for club failure, it is obvious that the\nfirst five are a responsibility of the administration of the school and are largely\noutside the control of the individual club sponsor. Of the other twenty-six,\nfourteen seemed very definitely dependent upon the sponsor’s personality and\ninterest. In the cases for which the other twelve reasons are given, the club\nmay have failed because of a failure on the part of the sponsor. Certainly the\nsituations are ones upon which he could have exerted a considerable amount\nof influence. It seems fair to state that in an overwhelming majority of the\ncases a club has failed because the sponsor has not lived up to his oppor¬\ntunities.\nIn a recent issue of the Junior-Senior Clearing House } Professor Fretwell\npresented “Ten Tests for a School Club.” The last — and certainly not the\nleast — of these tests had to do with the club sponsor. The place of this\nadvisor is so significant in the work of the club that it seems worthwhile to\nexpand the consideration of his function. A number\n\nof tentative “tests for a\n\nclub sponsor” are presented below. While it is hoped that the list may be\nof interest to all those bearing a functional relationship to the extracurriculum\nactivities of the school, the tests are addressed primarily to the teacher who\nis actively sponsoring a club or who contemplates assuming such responsi¬\nbility. On the assumption that he is eager to make the club a success and in\nparticular to insure his own maximum contribution to pupil growth these\ntests are presented as a means\n\nof “checking up on himself.”\n\n1. Does he really like to associate with boys and girls of high-school age?\n2. Does he enlist the confidence of boys and girls?\n3. Is he keenly interested in the world around him?\n4. Has he contagious enthusiasm?\n\n5. Does he seek to become\nclub is engaged ?\n\nexpert in some\n\nof the fields of activity in which\n\nthe\n\n6. Is he able to give constructive suggestions for activities of the club?\n7. Is he able to guide without dictation?\n\n8. Has he the ability to plan systematically?\n9. Is he willing to give time and thought to making\n10. Is he democratic in spirit?\n11. H as he a sense of humor?\n\nthe club work\n\n12. Is he able to find his chief satisfaction in pupil growth\nappreciation of his efforts?\n\na success?\n\nand not in expressed\n\n"}
{"page": 509, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nEXCELLENT\nPUPILS\n\nSTUDY\n\nHABITS\n\nOF\n\nFRANCIS\n\nL. BACON,\n\nPRINCIPAL, EVANSTON\nEVANSTON, ILL.\n\nA number\n\nAND\n\nPrincipals\n\nOF\n\nTOWNSHIP\n\nof the high-school principals of the Chicago\n\n505\n\nDEFICIENT\n\nHIGH\n\nSCHOOL,\n•\n\nand suburban\n\narea\n\ninterested in the question of the habits of study of good and poor\npupils. As these principals were members of the Judd Club, the study was\nmade a project of the group. Direction of the study and compilation of the\nreturns were achieved thru the aid of Professor W. C. Reavis of the Uni¬\nversity of Chicago.\nEach of the thirty-two principals involved in the project selected two\nbecame\n\npupils from his senior class — one who was failing obviously because of\npoor studv habits, and one who was highly successful because of superior\nstudy habits — and made case studies of these pupils.\nTwo forms were worked out so that procedure would be reasonably\nidentical and in order that returns might be tabulated and compared. Form I\nwas designed as the basis for an interview which the principal was to have\nwith each pupil. In the interview the principal, as interrogator, was to search\nout all of the data called for by the form. Items 4-8 in Form I were supplied\nwithout interrogation. Before the principal began the interview, he first\nasked the pupil to write out an answer to the following question : How do\nyou know when you have learned your lesson ?\nAlso, before the interview took place the plan called for the principal to\nvisit the classes in which the pupils were enroled, observe them at work,\ncollect all the information possible about their habits of study, and then\nwrite out a full case report of each pupil giving a diagnosis of the causes of\nfailure and success. The thought was that the interviews following this\nprocedure would give a better opportunity to check certain doubtful points\nand furnish a background which would make for more intelligent follow-up\nin the interviews.\n\nIt may prove interesting to point out the results of certain tabulations,\naltho space will limit the inclusion to only those items which seem to have\nlarger significance. In the following returns there were 25 pupils in each\ngroup :\n1. The superior pupils, as a group, were approximately one year younger\nin chronological age. This group also had an average intelligence quotient\nof 1 1 9— {—. The highest quotient was 182 and the lowest was 98. The failure\ngroup had an average intelligence quotient of 9 7 — . The highest in this\ngroup was 123 and the lowest 74.\n2. In a reading test for comprehension the excellent group produced an\naverage score of 43— with the highest at 68 and the lowest at 12. The\ndeficient pupils had an average reading comprehension of but 29 — J— with\nthe highest at 62 and the lowest at 9. In reading-rate the superior group\nscored an average rate of 1 23 — j— with a high score of 189 and a low one of 30.\nThe inferior group scored an average of 1 1 0— J— with a high score of 1/4\n\n"}
{"page": 510, "printed_page": null, "text": "506\n\nNational\n\nand a low one of 77. The\n\nEducation\n\nAssociation\n\nlow returns of the inferior group in reading\n\ngive additional evidence to the much-emphasized need of greater attention to\nthe problem of reading, especially in regard to pupils who are failing.\n3. The better group had no failures in the elementary grades while of the\npoorer group 9 had failed one grade each. The superior group had 14 pupils\nwho skipped a total of 21 grades. Two skipped 3 grades each and 3 skipped\n2 grades each. In the inferior group 6 skipped 6 grades, and in no case was\nmore than one grade skipped by one pupil.\n4. When it came to regular employment outside of school the two groups\nwere equal.\n\n5. In reading habits 25 of the successful pupils reported regular reading\nfor recreation, while but 20 of the failing pupils followed reading as a\nrecreation. The higher group read a total of 72 books per month and the\nlower group but 51. The first group read a total of 67 magazines and the\nsecond group a total of 54. All of the first group and but 19 of the second\ngroup read the daily papers.\n6. The superior group gave about 1^4 hours daily to home study, while\nthe other group gave approximately one hour to home study. Help received\nat home was negligible in both instances. Eleven of the strong pupils had no\nregular time to study each lesson, while 14 used a regular time. Fourteen of\nthe weak pupils did not study at a regular time, while 10 did.\n7. Of the superior pupils, 20 chose to do a hard piece of work before\ndoing an easy assignment. Eighteen of the poor group chose to do the hard\nwork first.\n8. Twenty-two of the better pupils read their lessons over rapidly more\nthan once, while 20 of the poorer pupils followed this practise. Nineteen of\nthe better group read their lessons slowly more than once and 12 of the\npoorer group followed this practise.\n9. Of the superior pupils 24 read their lessons rapidly to get the general\nidea and then reread slowly, while but 10 of the deficient pupils used this\npractise. This particular item is outstanding in the sharpness of the difference\nbetween the two groups. The results as demonstrated by the standing of the\ntwo groups would indicate that the usual emphasis upon this type of study\nhas been well justified.\n10. Twenty of the superior group took notes on paper as they read and\n16 of the poorer group used this method. It is, perhaps, surprising to learn\nthat but 12 of the good pupils underscored words or lines to be used for ready\nreference in review. Fourteen of the poor pupils used underscorings. Of recent\nyears the tendency has been to discourage underscoring, chiefly, because of\nthe damage done to books owned by the school. Where private ownership of\nbooks was more common, this practise was quite universal. It is interesting\nto note that, apparently, the poor pupils did not conform as well to regula¬\ntions against underscoring.\n1 1. There were 13 of the excellent pupils who used the practise of closing\nthe book after reading and then trying to recite to themselves. There were\n12 poor pupils who used this method. Fourteen of the better pupils made up\n\n"}
{"page": 511, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\n507\n\nPrincipals\n\nquestions about their lessons, while 11 of the poor pupils followed this\nmethod. Only two for each group recited their lessons to someone other than\nthemselves during study.\n12. For the superior pupils 19 reviewed the previous lesson assignment be¬\nfore beginning the study of the new lesson. Fifteen of the inferior pupils\nfollowed this practise.\n13. The better pupils reported 18 favorable responses to the question, “Has\nanyone ever tried to tell you how you should go about studying other than\nto tell you to do it ?” Surprisingly, 20 of the poorer pupils responded favorably\nto this same question. Perhaps teachers have made a more conscious effort to\nteach failing pupils how to study. That would be a logical result. However,\nit is somewhat reassuring to know that the pupils themselves have been so\nlargely conscious of the effort made. The superior pupils may not have felt\nthe need of giving attention to material offered on ways of studying. The\ntendency for self-reliance should be a part of the evidence, no doubt.\nHistory is the favored subject for some reason. Ten of the superior pupils\nreported instruction in how to study in history classes. Seven reported\nEnglish. Other subjects are negligible. Twelve of the poor pupils reported\ninstruction in history classes and 7 reported English. Economics was men¬\ntioned by 3, and 2 each reported civics, shorthand, and geometry.\n14. The better pupils had a total of 60 study periods daily outside of\nregular class periods. The poorer pupils had a total of 56.\n15. For the superior group 16 pupils reported a practise of following a\nprogram of study for their study periods. Fifteen of the inferior group\nreported a similar practise.\nOBSTACLES\nCHARLES\n\nW.\n\nTO\n\nPUPIL\n\nBOARDMAN,\n\nADJUSTMENT\nSCHOOLS\nPROFESSOR\n\nTEACHING, COLLEGE\nSTUDENT\nSOTA, MINNEAPOLIS, MINN.\n\nOF\n\nOF\n\nIN THE\n\nEDUCATION,\n\nEDUCATION,\n\nSECONDARY\n\nAND\n\nUNIVERSITY\n\nDIRECTOR\n\nOF\n\nOF\n\nMINNE¬\n\nA solution to the problems of pupil adjustment requires boldness and cour¬\nage on the part of the educational administrator. If the knowledge of individ¬\nual differences is to be applied in order to insure better pupil adjustment, the\nfollowing steps appear necessary :\n\n1. Every secondary school should be equipped with a child study depart¬\nment, for the study of individual differences, without\n\na knowledge\n\nof which\n\nany differentiation thru Choices of subjects, or methods and rates of instruc¬\ntion, must prove ineffective.\n2. Provision must be made in each school to insure the best possible\narticulation, continuity, and individual planning in order that individual\naims and purposes may be recognized in the educational program of secondary\nschools.\n3. The service of the child study or guidance department should be, not\nalone for the problem children who stand out because of failures, discipline,\nor other mal-adjustments, but for each and every child in the entire school.\n\n"}
{"page": 512, "printed_page": null, "text": "508\n\nSuch\n\nNational\n\nindividual\n\nEducation\n\nAssociation\n\nattention should\n\nrequire at least one individual interview\neach term with a skilled counselor. When we are spending\nfrom $125 to $200\n\nper pupil per year in the secondary schools, and when so much of our effort\nmay be wasted for the lack of definite objectives and adjustment, good busi¬\nness should require at least that much thought concerning the aims\nand\nadjustment of each individual.\n4. The program of each school should be built upon a study of individual\nneeds, interests, abilities, and prospects, and the subjects offered and the units\nof the curriculum in these subjects should be based upon the study of individ¬\nual differences and needs.\n5. There\n\nshould be no choices of subjects in the curriculum without:\n(a) Adequate preparation thru group guidance in order that each individual\nmay understand the values that he may or may not expect to receive from\nsuch a study. Such preparation should be under the guidance of the class\ncounselor rather than the subject teacher as a safeguard against the over¬\nenthusiasm and extravagant claims frequently made by specialists; and\n(b)\nan individual check-up of each choice by a trained counselor in an individual\ninterview in order to make sure of the wisdom of the investment in time and\nmoney.\n\n6. All specialized curriculums should be abolished and each subject should\nstand upon its own feet. For this purpose every subject should be separat\nely\nelective under adequate guidance. Such a program would not prevent the\nadoption of certain policies by the class counselors and the administration, or\nthe grouping of subjects for certain general objectives, but the application of\nsuch policies would\n\nin every case be considered\n\nin connection\n\nwith needs,\n\ninterests, abilities, and prospects of the individual child — at that time and in\nthat particular school.\n7. The work\n\nof the counselors should be organized in such a way as to\nprovide a continuous self-survey which would prevent mistakes from being\nrepeated. In the past obvious errors in judgment and in choices have been\nrepeated term after term, and there has been no administrative research for\nthe purpose of ascertaining the facts and correcting the mistakes. Such meth¬\nods would not be tolerated in any business conducted for private profit and\nmust not be tolerated in the public service.\nA critic of such a drastic reorganization might well ask what results may\nbe expected from such a plan. The following results may be reasonably\nexpected :\n1. A considerable improvement in the effort and morale of pupils. They\nwould not have to be driven along a road that they themselves have chosen.\nInstead of being forced to study and being driven by fear of failure, pupils\nshould press onward under their own steam as a result of the desire to master\na field of knowledge or of skills that will be useful in their general program\nof training and development.\n2. When each subject is made elective under guidance, there are sure to\ncome rapid changes in the enrolment for the different subjects. Much of the\ndead wood in the curriculum, as well as in the teaching staff, will be\neliminated.\n\n"}
{"page": 513, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\n509\n\nPrincipals\n\n3. Education will become less a training, imposed upon each individual,\nand will become more and more a service provided to assist each individual\nto make the most of his abilities and interests to prepare for his needs in the\nimmediate future, to work toward\nproper safeguards.\n\nhis own\n\ngoal, intelligently chosen under\n\n4. By such an administrative scheme, it should be possible to avoid factory\njnethods and mass\n\neducation, to secure greater continuity in education, and\n\nto insure greater responsibility on the part of pupils and teachers. Unneces¬\nsary changes of subjects and teachers will be avoided. Obviously these admin¬\nistrative changes cannot be accomplished without an adequate conception\nof the importance of individual differences, the need of adequate child study\nand guidance, and the need of continuously adapting the schools to serve the\nneeds of individuals. Under such a plan the schools will not be for teachers\nbut for children.\nCLASS SIZE\nS. N.\n\nEWAN,\n\nJR., PRINCIPAL,\n\nHIGH\n\nSCHOOL,\n\nLANSDOWNE,\n\nPA.\n\nThe object of this study is to determine what effect class size has upon\npupil achievement. For comparative purposes the progress of pupils in classes\nunder fifteen in number has been measured against that of pupils in classes\nover thirty. Pupil achievement has been measured by standardized tests.\nThe method can best be explained by showing the procedure used in one\nsubject. Two classes in English satisfying the size requirements were selected.\nBoth classes were under the same instructor, receiving the same kind and\namount of instruction. After a definite period of instruction, such as a se¬\nmester, a standardized test was given each class section. Pupils in the small\nclass were then paired with pupils of equal I. Q. in the large class. After such\npairing the average score of the pupils selected from the small class was\ncompared to that of the pupils matched with them in the large class. Thus\nthe chief factor accounting for any difference in progress of the two groups\nwould seem to be that of class size.\nFearing that other factors might possibly affect the validity of the study,\na thoro background analysis was made of each pupil under observation.\nFrom the background studies a number of interesting facts came to light.\nThese are not advanced as truths but are merely noted in passing.\nThe I. Q. cannot always be trusted as a guide to results. One pupil with\nan I. Q. of 130 is doing a low grade of work and at the same time is in a\nsmall class. Another pupil with the next to the lowest I. Q. is doing excellent\nwork. He is in the large class.\n\nIn twelve of eighteen paired cases studied in a sophomore history class,\ngrades obtained correspond with averages received for history in junior high\nschool.\nElection of a subject would seem to be no definite indication of results. Of\neighteen pupils in one class, seven elected the subject and the remainder were\nrequired to take it. Of the seven, only two are doing good work. Of the eleven\nothers, three are doing excellent work.\n\n"}
{"page": 514, "printed_page": null, "text": "510\n\nNational\n\nEducation\n\nAssociation\n\nPupils with no previous experience in a similar subject do as well as\nexperienced pupils.\nPupils carrying extracurriculum activities do as well and better than\nthose not so engaged.\nEqual results were obtained in classes meeting the first and last periods\nof the day.\nThe study has been in operation a year and a half and will be continued\nuntil it becomes a three-year study.\nThe results at present seem to indicate that pupils in large classes achieve\nas well as those in a small class. Larger classes will materially reduce the cost\nof instruction.\nTHE ADEQUACY\nOF\nONDARY\nSCHOOL\nWILLIAM\n\nF. EWING,\n\nTHE MAXIMUM\nSALARY FOR SEC¬\nTEACHERS\nIN A CITY SYSTEM\nASSISTANT\nOAKLAND,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nCALIF.\n\nThe S an Francisco Bay Region of the Committee on Investigations in\nSecondary Education was organized about four years ago. Since the beginning\nof the organization, members have been meeting regularly three or four times\na year. Several research studies have been undertaken and a few reports have\nbeen made. Early last fall, members of the group, interested in salary studies,\ndetermined to study “The Adequacy of the Maximum Salary for Secondary\nSchool Teachers in a City System.”\nIn order to obtain evidence concerning living arrangements and teachers’\n\ncontributions to the support of dependents, “Cost of Living Inquiry Blanks —\nTeachers” were printed and distributed to every secondary school teacher in\nthe system. Since teachers were told in advance that the data on the cards\nwould be treated as confidential, no signatures were required. On the same\nday, in each school, teachers without discussion filled out the blanks, and a\nmember of the faculty collected the blanks, placed them in a sealed package\nand delivered the parcel to the office of the superintendent of schools. These\nblanks were\nsearch.\n\nsubsequently segregated and tabulated by the Bureau\n\nof Re¬\n\nOut of a total of 873 teachers employed in the Oakland Secondary Schools,\n858 (98 percent) replied. On the basis of sex, 232 (27.1 percent) are men\nteachers. Of this group, 202 (23.6 percent) are married men. Only 30 (3.5\npercent) of the 858 teachers are single men.\nOf the 202 married men who filled out the inquiry blanks, 107 (approxi¬\nmately 53 percent) reported that wives during the last three years had not\nbeen gainfully employed outside the home. Twenty-six (12.8 percent) re¬\nported that wives were employed at the time the report was made, but only\n17 (8.4 percent) of these have had continuous employment for the last three\nyears.\nThe typical man\nemployed.\n\nteacher in Oakland\n\nis a married man\n\nwhose wife is not\n\n"}
{"page": 515, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n511\n\nSix hundred twenty-six (72.9 percent) of the 858 teachers who replied are\nwomen. One hundred thirty-four (21.4 percent) of them are married. Of\nthese, 62, or less than one-half of them, reported that their husbands had\nbeen continuosly employed during the past three years. Quite a large number\nreported that their husbands were in poor health and were employed as\ninsurance salesmen, etc.\n\nThe typical Oakland\n\nsecondary school teacher is a single woman.\nThe entire corps of teachers reporting have been divided into two groups\n,\nviz., one-income group, and two-income group. In the one-income group,\nthere were 174 married men whose wives were not gainfully employed\nout¬\nside the home. These men were supporting either wholly or partially\n518\ndependents. The single men were supporting either wholly or partially\n50\ndependents.\n\nThirty-eight married women whose husbands were not emplo\nyed were\nsupporting 92 dependents. Four hundred fifty-seven single women were sup¬\nporting 654 dependents. The 699 teachers reported in the single income\ngroup\nwere supporting wholly or partially 1314 dependents.\nOne hundred seventy-two married men reported that 393 total dependents\nliving at home were solely dependent upon their incomes. Twelve reported\nthat they wholly supported 17 dependents elsewhere. One hundred seventytwo men reported 410 total dependents. Eighteen reported 21 partial de¬\npendents living with them. Fifty-six reported 84 dependents living elsewhere.\nIn the two-income group, 25 men teachers whose wives were employed and\n92 women teachers whose husbands were employed were supporting 236\ndependents. The total dependents included 174 wives, 295 children, and 46\nother persons. The annual amount spent for dependents varied from $25 to\n$1980.\nAll of the married men except one reported that they lived at home. Of\nthe 30 single men, 13 were living with parents, 2 lived with other relatives,\n2 at boarding houses, 6 resided at apartments, 3 had rented rooms, and 4 gave\nno data.\nOf the married women who were the only wage earners in the home (oneincome group) 36 lived with their husbands, and in the two-income group\n(husband and wife both wage earners) 92 lived with their husbands, and 2\ngave no data. Of the single women, 21 owned their own homes and were\nliving alone, 137 were living at home with their parents, who were in most\ncases wholly or partially dependent upon the salaries of their daughters, 51\nwere living with other relatives, 2 with friends, 39 in boarding houses, 109\nwere living alone in apartment houses or flats, 81 shared apartments, 37 were\nliving in rented rooms, and 15 gave no data.\nThe cost of board and lodging for unmarried teachers varied according to\ntypes of living arrangements. In one group the monthly expenditures for\nroom and board varied from $40 to $70. In another group, consisting mostly\nof those living in hotels, apartments, or flats, the cost of board and lodging\nwas about $100 a month.\n\n"}
{"page": 516, "printed_page": null, "text": "512\n\nNational\n\nEducation\n\nAssociation\n\nOf the 202 married men, 107 are paying on home\nmortgages, the median\npayment being approximately $50 per month. Twenty-s\nix own their homes\nunencumbered, and 66 rent living quarters. Of the singl\ne men, most of whom\nare living with parents, only 4 are buying homes.\nOf the 134 married women, 62 are making payments on\nhome mortgages—\nthe great majority of the group paying from $40 to $80 a month\n. Eleven own\ntheir homes without encumbrance. Sixty of the married\nwomen reported that\nthey did not own their homes. Of the single women, 75\nare paying for their\nhomes, 61 own their homes without encumbrance, 356\ndo not own their\nhomes.\nOne hundred\n\neighty-four of the 202 married men own their automobile\ns\nclear, 5 are making payments on cars. Of the single men,\n20 own cars clear,\n103 of the 134 married women own their cars clear,\n4 are making payments!\nTwo hundred sixty-two single women own their autom\nobiles clear. Only 1\nis making payments. Two hundred six do not own automobiles\nand 23 did\nnot answer the question.\nTHE\n\nREQUIREMENTS\nOF MENTAL\nHYGIENE\nSECONDARY\nSCHOOL\n\nFRANK\n\nN.\n\nIN\n\nTHE\n\nFREEMAN, PROFESSOR OF EDUCATIONAL\nPSYCHOLOGY,\nUNIVERSITY OF CHICAGO, CHICAGO, ILL.\n\nThe first feature of our educational procedure, which has\na bearing on\nthe child s mental health and which is one of the important elements\nin the\nschool’s program or the improvement of mental health, consists in the stand¬\nards and demands which are made upon the child.\nThe first requirement we should lay down concerning the standards and\ndemands we set before the child, is that they should mean something to him.\nIt is obvious that he cannot grasp their full meaning, since this presup\nposes\nthat he has had the later experience in which their meaning will be reveale\nd\nto him, but it is certainly desirable that they should mean as much to him\nas is possible. Meaningless, routine drill is not of any value in itself. Drill\nis necessary, but the child should see as much of the purpose of the drill as\nhis experience enables him to see. The child should be given as clear an\ninsight into the whole process of his education as it is possible to give him.\nHe should see education, in general, as one of the functions of society and\nshould understand the part which he is playing in the whole mechanism of\nsociety when he goes to school. He should see the process of education both as\ngeneral preparation for taking his share in the general undertakings of\ncitizens and in performing his part by becoming a worker in one of the\nspecialized vocations of the world. By thus seeing himself, and by seeing\nthe process of education in its larger setting, he will see the meaning of the\nparticular tasks which he performs in the school.\nThe second requirement concerning the standards and demands which\nwe place upon the child is that they shall be properly adjusted to the ability\nof children at the various levels and stages of advancement, and that they\n\n"}
{"page": 517, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n513\n\nshall be adapted to the abilities of individual children.\nImproperly adjusted\nstandards interfere with mental health in two ways.\nStandards which are\ntoo easy fail to awaken the child to vigorous activity and\nmay even cause\nhim to underestimate his powers. Standards which are\ntoo difficult, on the\nother hand, cause the child to fail and set up one of the most serio\nus obstacles\nto mental health a feeling of inadequacy and inferiority. This\nfeeling is not\nconfined to the task which first produces it but may pervade the indiv\nidual’s\nentire mental life. In adjusting demands to the individual\n, account must\nbe taken not only of the individual’s general ability but also of\nhis ability in\nspecial lines of endeavor. Particular care must be taken to observe\nany special\ndisabilities which the child may have and to give him such educa\ntion in\novercoming these special disabilities that he may have a continuous sense\nof\npower and mastery.\nA second set of factors which have an important bearing upon\nthe mental\nhealth of the pupil comes under the general head of methods\nof teaching,\neither general methods or special methods. A method which is\nvery widely\nused and which forms an integral part of much of our education,\nbut which\nis probably responsible for a good deal of anxiety and ill health, is compe\nti¬\ntion. Competition may, perhaps, be said to be the successor to punis\nhment\nas a method of motivating school work. It may be argued that\ncompetition\nis present in all adult life and that the child should, therefore, be\nprepared\nto meet competition by working under competitive conditions in the school.\nBut the argument may be turned the other way. If a non-competitive regim\ne,\nor one in which competition is less emphasized than at present, is found\nto\nbe more conducive to mental health and more satisfactory all around\nin the\nschool, may the school not lead society in the direction of less emphasis on\ncompetition and more on cooperation? Many critics of modern social life\nbelieve that excessive competition is responsible for much of our distress and\neven some of our economic disorganization. It seems that the school should\nnot merely follow society in matters of this sort which touch the funda¬\nmental principles of behavior, but should freely experiment and lead the\nway to improved forms of social organization. Undue stress on competition\nundoubtedly leads to anxiety and to deep-seated feelings of inadequacy on\nthe part of individuals who habitually fall behind in the race. While, there¬\nfore, it may not be necessary or desirable to exclude competition altogether,\nit does seem desirable to substitute, so far as may be feasible, a sense of the\nintrinsic value of an accomplishment in place of the mere desire to beat\nsomebody else.\nThe teacher has a very large share in helping the child properly to evaluate\nthe enterprises which he undertakes. On the one hand, the teacher, from\nhis broader background, he’ps the child to grasp intellectually the significance\nof the courses of study which he is pursuing. In the second place, the teacher\ncommunicates to the child his enthusiasm by a sort of contagion. This means\nthat the teacher must have a grasp of the meaning of what he teaches and\nalso must be enthusiastic about it. No teacher who does not have intelligence\n\n"}
{"page": 518, "printed_page": null, "text": "514\n\nNational\n\nEducation\n\nAssociation\n\nor this enthusiasm is qualified to teach. We cannot expect the understanding\nor the enthusiasm to develop in the child by spontaneous generation. The\nchild must contribute his part but the teacher must exercise the leadership.\nWhen it comes to the details of execution, as contrasted with the leading\nideas, the teacher should also serve as a guide to the child ; but there is a\ndanger that the teacher will attempt unduly to dominate the details of the\nchild’s activity. This not only interferes with progress in learning but also\nendangers the child’s mental organization. Teachers are, as a class, rather\ninclined to control too minutely the exact procedure which the child shall\nfollow in learning. The guidance of learning is a very delicate procedure,\nas the experiments in supervised study have shown. On paper it appears to\nbe an easy thing to guide the child’s thinking step by step until he arrives\nat the goal of a certain procedure. This has been found, however, to be a\nvery difficult thing to do in practise. This difficulty has been attributed to\nour lack of knowledge of the steps in learning and it has been thought that\nwe could overcome the difficulty by a better understanding of these steps.\nUndoubtedly a better understanding of learning will enable us to guide\nthe child’s learning more intelligently, but it is questionable whether we\nshould ever set up as the goal a mechanical, detailed guidance of the child\nthru every step.\nThe difficulty with the attempt to guide the child thru detailed steps is\nthat we interfere with the organization of his activities in fairly large units.\nThe best examples of the way not to guide the child’s activities is found in\na certain type of physical training. The type of training I refer to is the\none in which the group stands at attention and goes thru a series of move¬\nments, each one in response to a separate and sudden command. This military\ntype of training is not, in my judgment, suitable even in physical education.\nThe mechanical regimentation of the individual to group action, which is\nrepresented by this form of training, is not the kind of group activity which\nprepares the individual for cooperative undertakings. It prepares him only\nfor a mechanical type of obedience. This type of training does not produce\nthe sort of organization of his activities which the child will find necessary\nin our presentday civilization.\nOne fact which we should keep in mind in our attempt to guide the child\nis that there are variations in tempo from individual to individual. Some\nmodification may be made in this tempo by training and by general environ¬\nmental conditions, and the average difference in tempo between city dwellers\nand country dwellers is an evidence of the influence of the environment.\nNevertheless, individual variations exist and must be respected. A teacher\nwith a very rapid tempo is in danger of disorganizing a child of relatively\nslow tempo by his impatient attempts to hurry the child unduly.\n\nAside from this there is a certain continuity in the individual’s perform¬\nance which represents the following out of a course of action which he con¬\nceives in his own mind. There may be no real advantage in following out a\nsuccession of actions in one order rather than in another. But if the individual\n\n"}
{"page": 519, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n515\n\nhas projected his activities in one order it may disturb him considerably for\nanother individual arbitrarily to break into this order and to attempt to\nmodify his program.\nAll this does not mean, of course, that the teacher should not help the\nchild to learn to follow a more advantageous as distinguished from a less\nadvantageous procedure. It means, however, that such help can be given\nbetter when the activity is being planned and the general program is being\nlaid out than when the activity is being executed. It may be necessary at\ntimes to help the pupil in the midst of the execution of an activity in order\nto point out to him the exact point at which he is making a mistake, but this\nshould be the exception rather than the rule. The child should be given the\nopportunity and encouraged to organize his activity in larger and larger\nunits. The chief fault in the training of the individual by military methods\nis that when he is left to go on his own he is not capable of managing his\nown affairs. He, therefore, fails to meet many of the demands made upon\nhim, and his whole behavior falls into a disorganized state. The only way a\nperson can learn to organize his affairs is by being given opportunity and\nhelp in organizing his behavior in progessively larger units.\nThe measures which I have been discussing thus far have to do with set¬\nting the general conditions which favor the proper organization of the child’s\nbehavior. In addition to setting these general conditions, much particularized\nattention must be given to individual children. This attention is partly for\nthe purpose of preventing the development of undesirable attitudes and\nhabits and partly for the purpose of remedying undesirable attitudes or habits\nwhich have already been formed. This individual handling of the child is\nwhat we ordinarily designate by management. The teacher has a very large\nmeasure of responsibility for promoting the mental health of the student\nthru intelligent management. The purpose of such management is commonly\nconceived to be simply the establishment of good order and the attainment\nof externally acceptable behavior. Good order and acceptable behavior are, of\ncourse, important. But if we fix our attention only on external behavior,\nwe shall overlook important conditions which have a large bearing upon the\nchild’s mental health.\nFrom the point of view of mental health, we may, perhaps summarize\nthe aims of management as being the development of a sense of responsibility,\non the one hand, and of a sense of personal adequacy, on the other hand.\nIf the child lacks the due sense of responsibility, he develops an attitude of\nego-centricity. He overvalues his own concerns and his own desires in con¬\ntrast to those of others. This is the attitude of the spoiled child, and un¬\nfortunately it is not confined to childhood. One who has not developed the\nproper sense or the due sense of his own adequacy, on the other hand, is\ndominated by fear and anxiety. He feels himself incapable of meeting the\ndemands which are laid upon him. This attitude is frequently due to the\nfact that the child has been held under too strict domination by authority,\nperhaps the authority of a parent or of a teacher, or that demands have been\nmade which he was not able to meet.\n\n"}
{"page": 520, "printed_page": null, "text": "516\n\nNational\n\nEducation\n\nAssociation\n\nThe unwillingness or inability to meet the responsibilities which are laid\nupon the individual frequently result in evasions and in rationalization. The\nskilful teacher will be able to help the child in many cases to recognize his\nevasion and rationalization and to face reality more fearlessly. This is ac¬\ncomplished partly, of course, by suiting the demands to the ability of the\nchild — a procedure which has already been discussed. It is frequently neces¬\nsary, however, to re-educate the individual, to develop in him a different\nattitude, and to build up thru gradual stages the ability to face his tasks and\nperform them without evasion.\nAs a preparation for this type of guidance, it is desirable that the teacher\nshould acquire some facility in detecting his own evasions and rationaliza¬\ntions. He may, perhaps, make a start by learning to detect the rationaliza¬\ntions which are made by other persons. It is always easier to see the other\nperson’s rationalizations than one’s own. After a little practise in detecting\nothers’ evasions, one may learn to detect his own. This will enable him\nbetter to deal sympathetically with the evasions of the pupils. I shall illustrate\nrationalizations from examples given by Goodwin Watson in the White\nHouse Report of the Subcommittee on Mental Hygiene in the Schools.\nAmong some of the common evasions are :\n1. Pretending or developing illness to avoid something unpleasant.\n2. Outbursts of misbehavior to attract attention or relieve monotony.\n\n3. Disparaging remarks about other pupils in the hope of raising his own status.\n4. Bossiness, loud voice, domination to conceal inner trepitude.\n5. Pretending not to want something which is desired but is not at once attainable.\n(The sour grapes attitude.)\n6. Bullying younger children as compensation for inadequacy with own group.\n\nI recommend\nreport.\nThere\n\nthat the teacher study the entire list given in the original\n\nare certain methods\n\nof management\n\noften used by teachers which\n\nare obviously contrary to the principles of mental hygiene. Such, for ex¬\nample, are the use of fear and punishment as a strong motive, the indulgence\nin sarcasm or nagging, the expressions of liking or aversion for individual\npupils of the class, the holding up of a pupil to ridicule as, for example,\ncalling him a dumbbell. It is surprising how often we will find otherwise\nskilful teachers using these discredited methods. They undercut the very\nroot of effort by the child thru destroying his confidence in himself. I am\nafraid that they are sometimes compensations by the teacher for the feeling\nof his own inferiority.\nRELATIVE\nGEORGE\n\nMERITS\nF. ZOOK,\n\nOF\n\nTHE\n\nPRESIDENT,\n\n6-4-4 PLAN\nUNIVERSITY\n\nOF\n\nOF\n\nORGANIZATION\n\nAKRON,\n\nAKRON,\n\nOHIO\n\nMost of the proponents of junior colleges believe that the field of their\ninterest may properly be included in secondary education. I believe that to\nbe true. What\n\nthen is secondary education? To me it is that period of edu¬\n\ncation which is devoted to a general broadening of one’s knowledge and con¬\nceptions of the physical and social world, which prepares young people with\nthe tools of knowledge\n\nnecessary for advanced study and which offers a com-\n\n"}
{"page": 521, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n517\n\npletion education to those who are interested in and fitted for the vocations\nand semi-professions. It is wellknown that the first two of these objectives\ncomprise the main work of the first two years of college as well as the work\nof the high school. So far as content is concerned, there is no great difference\nbetween high-school chemistry, foreign language, rhetoric, biology, elemen¬\ntary mathematics, and history, and the corresponding courses in college. Not\nonly do they duplicate one another but in the transfer of students from high\nschool to college there is an inevitable overlapping of subjectmatter which\nis impressive in amount and which, to say the least, is not wholly defensible.\nI believe that the practical identity or similarity of subjectmatter in the high\nschool and junior college and the great likelihood of wasteful overlapping\nwhere a student passes from one independent educational jurisdiction to\nanother, amply justify the belief that a close integration of junior-college\nwork with the high-school program may ultimately prove to be more effec¬\ntive than either the independent junior college or the first two years of the\nfour-year college.\nLet us turn to the student himself for a moment for guidance in this\nmatter. I know very little relative to the psychological argument involved\nin the situation. I think most of us are convinced, however, that the indi¬\nvidual student goes thru a rather gradual development. Owing to differences\nin ages of students and to the different times at which these changes take\nplace in individuals, it is obviously difficult to select any particular period\nwhen there should be a sharp break in educational units. Rather, this situa¬\ntion seems clearly to indicate that the student should be subjected to the\nsmallest possible number of such experiences. This situation is one of the\nchief reasons why I have always felt that a short unit as, for example, two\nyears, is usually neither desirable at the junior college nor any other educa¬\ntional level. The psychological argument, therefore, seems to me to point\nclearly to the smallest number of units, hence somewhat long in duration,\nwhich are consistent with the major psychological changes in individuals.\nLet us take the student’s choice of a future occupation as a problem.\nSometime prior to his junior year in college he must make up his mind\nwhether he will branch off into some form of vocational education, whether\nhe will perhaps remain a little longer and prepare himself for one of the\ngrowing number of semi-professions, whether he will follow engineering,\ncommerce, or veterinary science, whether he will prepare himself for the\nprofessions of law, medicine, or dentistry or whether as a liberal arts student\nhe will major in certain fields of work with some possibility later of teach¬\ning these subjects in high school. In other words, the secondary school in¬\ncluding the junior college is the great period of occupational selection for a\nstudent. In this process of selection he needs constant guidance and help. He\nneeds to be studied as an individual over a series of years for trends and\ntendencies in his interests until with this help he has made an occupational\nadjustment for himself.\n\nLet us look at some of the practical situations arising out of the lack of\nintegration. In our attempts to elevate and preserve the standards of college\n\n"}
{"page": 522, "printed_page": null, "text": "518\n\nNational\n\nEducation\n\nAssociation\n\nd that\nwork we have, in the North Central Association, for example, insiste\ns as soon\ncollege and high-school students be placed in separate classes wherea\nroam either\nas they are admitted to college they have considerable latitude to\nbelow or above their class levels. We tell a junior college and high school\nif a\nthat the two units must be separately organized and administered so that\nits\nhigh school and junior college such as Tulsa, Oklahoma, wishes to unify\nAsso\nadministration and curriculums it must ask the special consent of the\nciation.\nsome\nNext I am impressed with the implications of financial economy in\npossi¬\nsuch plan as the 6-4-4. In these days we must needs take all of these\nthat in\nbilities very seriously. Experience and reason both tell us, I believe,\nr total en¬\na two-year junior college we are more likely to have a smalle\nin edu¬\nrolment than when the unit includes a longer program. Small units\ncation we know to be expensive. The little one-room schoolhouse is going\nbecause it is both ineffective and expensive.\nors both\nThere seems to me to be a growing conviction among educat\nge curriculum\nsecondary and higher that the subjectmatter of the junior-colle\ncurriculum ;\nis of the same general character as one finds in the high-school\ne leads\nand that the arbitrary separation of high school from junior colleg\nduplication\ninevitably to a considerable amount of unnecessary and wasteful\nwork.\nwhich could be avoided by a closer integration of the two programs of\nts\nI believe further that the arbitrary separation of junior-college studen\npsycho¬\nfrom the upper level of high-school students is not defensible from a\nneeds be the\nlogical point of view and that it makes far more difficult than\ngreat accom¬\nprogram of vocational guidance which ought to be one of the\nhigh school\nplishments of secondary education. I believe that the divorce of\n, and\nand junior college leads to uneconomical use of classrooms, laboratories\non between\nequipment; uncooperative, or even unharmonious administrati\nin\nthe two units; uneconomical use of faculty; all leading, except perhaps\n.\nthe largest junior colleges, to greater expense than the results probably justify\ndesire on\nFinally, it seems to me that there is what amounts to an ardent\ne\nthe part of most of those interested, and participating in the junior colleg\nadministra¬\nmovement, to get away from these conditions and to merge the\nulums,\ntion, the students, and faculty of these two units, integrate the curric\nhigh\nand develop the greatest economy in effort and money consistent with\nstandards of work. Personally I am convinced that altho progross has so far\nishment\nbeen somewhat slow, these objectives can be attained thru the establ\nof not more than three administrative units in education up to and including\n\nthe junior college.\nRELATIVE\nWALTER\n\nCROSBY\n\nEELLS,\n\nMERITS OF THE 6-3-3-2 PLAN\nORGANIZATION\nPROFESSOR\nSTANFORD\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nSTANFORD\n\nOF\nUNIVERSITY,\n\nCALIF.\n\nThe junior high-school movement has been sweeping the country during\nover\nthe last decade, but even it is far from universally accepted. There are\ntwo thousand three-year junior high schools in the country, with a philosophy\n\n"}
{"page": 523, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n519\n\nand experience of their own, as they are successfully occupying a unique and\nvaluable transitional region between elementary and high school. Does it not\nseem a bit unfortunate, to say the least, when the junior high-school idea is\njust getting into the consciousness of the educators and the taxpayers of the\ncountry, to turn now and say, “After all, the six-three-three plan which we\nhave been promoting so confidently and enthusiastically, is all wrong. Don’t\nadopt it. Or, if you have adopted it, junk it. It is the six-four-four plan that\nrepresents the ultimate, the summum bonum of educational reorganization.”\nWhen the six-four-four plan was presented at Harvard University in 1922\nit was Professor Inglis who urged that it should not be seriously proposed in\nthe East, since they were only beginning to adjust themselves to the under¬\nlying philosophy and practical application of the six-three-three-two plan,\nand that it would confuse and not clarify the situation to propose the sixfour-four plan at the same time. Similar sentiments have been expressed more\nrecently by other eastern educators.\nRay Lyman\n\nWilbur\n\nsays that we are about ready to stop the “fetish wor¬\nship ’ of the numeral four in American education. In contrast with this ten¬\ndency, the six-four-four plan proposes to intensify and perpetuate it.\nIt is fortunate that we do not all agree on educational policies. Educational\nprogress results from difference of opinion, from clash of points of view. It\nwould be a drab, monotonous, uninteresting world if we all saw alike. There\nseems to be no immediate danger that the junior college world will be drab,\nmonotonous, uninteresting ! Educational progress results from difference of\nopinion — if that difference of opinion is followed by constructive experi¬\nmentation and scientific evaluation. If the six-four-four plan is best, it will\nwin out. It will demonstrate its worth in spite of all arguments of university\nprofessors to the contrary. It is well, however, for us to examine all aspects\nof the question before entering upon such a far-reaching plan of educational\nreorganization.\n\nIt is quite probable that we shall continue to have a wide variety of types\nof educational organization, both public and private, in different parts of the\ncountry. It is the glory of a democracy that our schools are not all poured\nin the same mold — and that they should not be.\nIn my judgment\n\nthe junior college is not to be merely an appendix to the\nhigh school — and not merely a prefix to the university. It can and should\nhave a personality, an individuality, a mission of its own. Commissioner\nCooper recently traced the junior college in California thru the periods which\nhe designated infancy and youth to vigorous young manhood.\nIs it not time for this vigorous movement to make an educational declara¬\ntion of independence from unjustifiable outside domination? It should be\n\ngiven certain rights of educational self-determination. It should, of course,\nwork shoulder to shoulder with other units of the school system in achieving\nthe democratic American\n\nideal of full and adequate educational opportunity\nfor all, but it also should be cognizant of the dangers of “entangling al¬\nliances which, it is to be feared, may result from complete administrative\n\n"}
{"page": 524, "printed_page": null, "text": "520\n\nNational\n\nEducation\n\nAssociation\n\namalgamation with the upper two high-school years. In my judgment, in its\nultimate form, it is destined to occupy a unique position in the American\neducational ladder — unmistakably higher than a glorified high school; dis¬\ntinctly lower than the scholarly specialization of the University — an ally\nof both, but avoiding “entangling alliances” with either.\n\nTHE\n\nPLACE\n\nAND\nOF TECHNICAL\nTION IN SECONDARY\n\nLEWIS A. WILSON, ASSISTANT\nSION EDUCATION, STATE\n\nCOMMISSIONER\nEDUCATION\n\nEDUCA¬\n\nVOCATIONAL\nSCHOOLS\nFOR\n\nVOCATIONAL\n\nDEPARTMENT,\n\nAND\n\nALBANY,\n\nN.\n\nEXTEN¬\nY.\n\nThe nineteen industrial high schools and departments in New York State\nhave an enrolment this year of approximately seventeen thousand boys and\ngirls. The facilities provided for this work are inadequate to meet the demand.\nThousands of boys and girls are refused admission due to the limited accom¬\nmodations. The schools offer forty-nine different industrial courses for boys\nand eight for girls. Each course has been planned to meet the local needs for\nyoung workers in carefully selected industries. The cooperative relationships\nbetween the school, the employer, and employees virtually insure every boy\nbeing placed in the occupation for which he has received special training.\nThese schools do not turn out a completely trained industrial worker. They\ndo, however, give the student a carefully planned training in the basic skills\nof an industry, a thoro understanding of the materials used, and excellent\ntraining in the mathematics, science, and technical theory of the occupation.\nThese schools also enable students to determine, under the guidance of care¬\nfully selected skilled industrial workers who have been specially trained to\nteach in these schools and in well equipped shops and laboratories, whether\nor not they like the work. If they do not, it is possible for them to transfer\nto another department. If they have found the work they like, the training\nis an invaluable aid in the preparation for a vocation .\nThe technical high schools or departments provide a special training for\n\nthe young men and women who wish to prepare for junior technical occupa¬\ntions. They are open to those who have completed the work of the junior\nhigh school or the first year of the four-year senior high school. These schools\nare in service six clock hours daily. The courses are three years in length and\nthe students carry the usual high-school work in English, history, civics, and\nmore than the average high-school work in mathematics and science. In addi¬\ntion, the pupils major in some particular technical subject, i. e., machine\ndesign, industrial chemistry, chemistry of textiles and dyes, building construc¬\ntion, estimating, structural drafting. Only students who have ability in\nmathematics and science are qualified to take these courses as these subjects\nare essential in the training for technical occupations. No attempt is made\nto develop hand skills. The special training is in the technical subjects neces¬\nsary for the preparation of a student for an industrial position requiring\na technical training. The teachers of technical subjects are graduates of\nschools of engineering or architecture who have had at least three years of\n\n"}
{"page": 525, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n521\n\npractical engineering experience in the work they teach. The graduates of\nthese schools receive a state regents diploma in technical subjects. Several\nengineering colleges admit, without condition, the graduates who desire to\ncontinue their education. The majority who do not go on to college are\nplaced, under normal business conditions, in positions affording excellent\nopportunities for further training, experience, and promotion. For the highschool boy who is interested in entering industry these technical courses of\nsecondary grade offer a range and quality of training not known in our\nsecondary schools ten years ago.\nLast year about 9000 students were enroled in the technical high schools\nand many sought admission who could not be accommodated. The Buffalo\nTechnical High School, the Brooklyn Technical High School, the Textile\nHigh School of New York City, and the Technical Department of the\nUtica Free Academy are nationally known for the quality of their work. The\nfacilities which these institutions have for secondary technical instruction are\nunequaled. Other technical high schools and departments in New York State\nwhile not so widely known are of high character and meet local needs.\nThe work of the industrial and technical schools has demonstrated its\nvalue as a part of our secondary school program of education. It provides for\nlarge numbers of high-school boys and girls a type of training adapted to their\nabilities and needs. It has awakened a new interest in many boys and girls to\ncontinue their education. In one high school last year over 50 percent of the\nentering boys voluntarily elected an eight-period program of industrial and\ntechnical work in place of the four or five period programs in the other\nhigh-school departments. Both technical and industrial education have for\ntheir primary purpose the training of the individual. Unfortunately many\npeople think of it as training for industry. While it is true that it is inti¬\nmately related to industry, its primary purpose is to train the individual for\none of his major responsibilities of life — that of economic citizenship.\nSECONDARY\nEDUCATION\nFROM THE POINT OF\nFRANK\n\nL. EVERSULL,\n\nPRINCIPAL,\n\nDURING THE\nVIEW OF THE\n\nSENIOR\n\nHIGH\n\nSCHOOL,\n\nNEXT DECADE\nPRINCIPAL\nEAST\n\nST. LOUIS,\n\nILL.\n\nDue to the social and economic changes which have completely revolu¬\ntionized society, it is necessary to plan secondary education for a decade or\nmore in order that efficiency may result, and that the school give adequate\npreparation for all of the children of all of the people. There are a number\nof items which need very careful planning, over a period of years.\nIn the first place, higher institutions of education and accrediting agencies\nmust recognize the high school as a different institution from the one which\ncalled them into existence. Greater latitude must be allowed in selection of\nsubjects, and the high school must enter into a period of educational inde¬\npendence.\nThe next problem that confronts the administrator is a program of guid¬\nance which will be adequate to take care of the mental, moral, social, and\nphysical needs of adolescents.\n\n"}
{"page": 526, "printed_page": null, "text": "522\n\nNational\n\nEducation\n\nAssociation\n\nIn the third place, the secondary school needs to have an adequate per¬\nsonnel, which can make use of scientific research in psychological and psychi¬\natric guidance, health, and the other subjects of education, and adapt these\nscientific researches to the school task in hand.\nIn the next place, the curriculum needs to be revised in the light of how\nchildren learn and in accordance with the plans of our best curriculum\nexperts.\n\nIn the last place, it must be recognized that the next decade in secondary\neducation will have to prepare adolescents for dynamic participation in civil¬\nization. To do this, educators must plan in terms of large units, and in terms\nof long periods of time.\n\nDURING\nEDUCATION\nSECONDARY\nOF\nPOINT OF VIEW\nTHE\nFROM\nEDUCATION\nFORREST\n\nE. LONG,\n\nPROFESSOR OF EDUCATION,\nNEW YORK, N. Y.\n\nTHE\nTHE\n\nDECADE\nNEXT\nOF\nPROFESSOR\n\nNEW\n\nYORK\n\nUNIVERSITY,\n\nOur society has failed to understand the meaning of the good life. We\nmachine\nhave waged war to no decisive end, we have built a huge industrial\ns\nwhich has collapsed, and in the face of overwhelming plenty we find million\nundernourished and many starving.\nThe next decade will see the schools working for a new economic order.\n\nr con¬\nAmong other things this new economic order will provide for greate\nfor the\nsumption of the real values of life; most of which will not call\nexpenditure of money.\nenThe next decade will see all pupils of secondary school age actually\nwill be\nroled in the school while at the same time the facilities of the school\nWe\nmade available for the retraining of many adults for new occupations.\ned that\nmust recognize the importance of this retraining when we are remind\nschools will be\nduring the next ten years ten million pupils now enroled in\ns now out of\nseeking employment. Add to this number the ten million person\nalmost over¬\nwork and the employment task of the next decade appears\nwhelming.\nThe schools of the next decade will teach the futility of war.\n\nadjustments will be made in secondary school organization and\nprocedure. The “unit” will lose caste, independent study will be promoted,\ntraining\ndepartmental barriers will feel the force of common sense, apprentice\nl, and the\nof teachers and their selection on the basis of personality will prevai\njunior college will expand.\nam of\nSchoolmen and women will do well to set up a constructive progr\nonary or con¬\nreadjustment rather than to waste their substance on reacti\nsocial evolution.\nservative propaganda. The schools must keep pace with\nMinor\n\n"}
{"page": 527, "printed_page": null, "text": "Department\n\nof Secondary\n\nEXTRACURRICULUM\n\nTHEODORE\n\nSchool\n\nACTIVITIES\nDECADE\n\nS. ROWLAND,\n\nPRINCIPAL,\n\nPHILADELPHIA,\n\n523\n\nPrincipals\n\nDURING\n\nNORTHEAST\n\nTHE\n\nHIGH\n\nNEXT\n\nSCHOOL,\n\nPA.\n\nIn many schools extracurriculum activity may be contrasted with cur¬\nriculum passivity. It is well, perhaps, that these activities are extra and not\ncurriculum. Once an activity has become a part of the curriculum, it remains\nregardless of its usefulness to the pupil. There is big advantage in having\nextracurriculum activities which may be born, live, prosper, weaken, and die\nas the need for them exists and passes.\n\nThe activities which will continue during the next decade, in the opinion\nof the speaker are : ( 1 ) athletic, exercise, and sport clubs with less emphasis\non expert and championship teams and more emphasis upon games for all ;\n(2) student associations and student government accompanied with more\nintelligent supervision; (3) dramatic, literary, and journalistic activities;\n(4) musical organizations; (5) clubs of all kinds which will differ in\ndifferent schools and which will spring up, flourish, and die.\nThe most important factors in the success of extracurriculum activities\nare the abi ity, skill, personality, motivating power, and character of the\nfaculty sponsor.\nTHE\n\nHIGH-SCHOOL\n\nWILLIAM\n\nH.\n\nBRISTOW,\n\nTEACHER\nSURPLUS\nDECADE\n\nDEPUTY\n\nSUPERINTENDENT,\n\nINSTRUCTION,\n\nHARRISBURG,\n\nDURING\n\nDEPARTMENT\n\nNEXT\n\nOF\n\nPUBLIC\n\nPA.\n\nThere are a number of factors which complicate the present problem :\n1. In most states during the past few years there has been a drive to\nincrease the preparation of those entering secondary school teaching.\n2. An increasing number of people are being trained for teaching. This\nis due to the fact that over a period of years the outlook in other professions\nhas not seemed so bright, and young people felt that they at least had a\nchance to get a job as a teacher.\n3. The\n\nproblem\n\nis further complicated by factors growing\n\nout of the\n\npresent economic depression. Unless steps are taken to retain the profes¬\nsional gains which have been made, many high school positions will be filled\nby inadequately trained teachers who, altho having requisite credentials for\ncertification, will not meet the criteria which are gradually being developed\nfor a satisfactory secondary school teacher.\nMany\n\nwho are in close touch with the school situation believe that while\n\nthere is a large oversupply of certified secondary school teachers, there is\nno oversupply of adequately trained and qualified teachers. A review of the\nteacher certification requirements of many of the states indicates that prac¬\ntically any college graduate, and very frequently individuals who have not\n\n"}
{"page": 528, "printed_page": null, "text": "524\n\nNational\n\nEducation\n\nAssociation\n\nmet the requirements for college graduation, are potential candidates for\nteaching positions.\nWe need also to ask another vital question — what curriculums and types\nof activities should constitute the work of the secondary school? If we are\ngoing to make changes in our plan of organization, certainly these changes\nshould be reflected in our teacher-training program. Unfortunately, the\nteacher-training program has been developed with little consideration for\nthe kinds of educational offering that should be given. In other words, an\naggressive and influential young man placed in charge of a small college or a\nteachers college immediately proceeds to expand the institution without\nregard to what will happen to the graduate and without regard to the effect\nupon the profession as a whole. We can’t blame these men for wanting to\nmake their institutions as good as possible. Such procedure is, however, waste¬\nful insofar as society in general is concerned.\nIf education is a function of the state, then it naturally follows that the\n\npreparation of teachers is a function that in its major aspects, must be controled and governed by the state. This being the case, it is necessary and\nessential that a planned program be developed. Obviously training programs\nshould be in accordance with the general needs of the school system for which\npoeple are being trained. It is not necessary that all of these matters, be done\nby regulation. The mere setting up of a summarizing agency for the dis¬\nsemination of information concerning the problem of teacher supply and\ndemand would do much to solve the problem. Clark has suggested that this\nbe done for all professions but so far little has been done with his suggestion.\nThe teaching group should have the machinery, particularly with the results\nwhich will come from the national survey, for setting up a program for the\ndissemination of this information. With the material at hand college, uni¬\nversity, and state authorities should draw such conclusions as to training\npolicies and program.\nThe task ahead is to insure :\nStates, with the\n1. A better program of secondary education for the United\nservices which should be offered to secondary school pupils.\ntrained\n2. A planned program which will insure an adequate supply of properly\nry\nand qualified teachers to carry on and intensify the program of seconda\ninclude:\neducation. This should\ncarefully selected and prepared teachers\nb. A program of teacher placement which will insure that properly prepared\nteachers will remain sufficiently long in their position to get acquainted with\nthe boys and girls with whom they deal, so that they may render to these\nboys and girls the best possible service.\na. More\n\n"}
{"page": 529, "printed_page": null, "text": "Department\n\nof Social Studies\n\n"}
{"page": 530, "printed_page": null, "text": "The department of social studies was formerly\n\nthe National Council for the Social Studies and\nwas created as a Department of the National\nEducation Association by the Board of Directors at\nthe Indianapolis meeting of the Association in 1925.\nThe officers of the Department for the year 1932-33\nare: President , D. S. Morgan, Arsenal Technical\nSchools, Indianapolis, Ind. ; First Vice-president,\nW. G. Kimmel, 1004 Physics Building, Columbia Uni¬\nversity, New York, N. Y. ; Second Vicepresident,\nHoward E. Wilson, Graduate School of Education,\nHarvard University, Cambridge, Mass.; SecretaryTreasurer, Bessie L. Pierce, Associate Professor of\nHistory, University of Chicago, Chicago, Ill. ; Board\nof Directors: 0. M. Dickerson, Teachers College,\nGreeley, Colo, (term expires 1933) ; Burr Philips,\nMadison High School, Madison, Wis. (term expires\n1933). Facts relating to the establishment of this\nDepartment and the record of meetings are found in\nearlier Proceedings as follows :\n1926:652-663\n1927:679-695\n\n1928:651-654\n1929:633-642\n\nr 526 ]\n\n1930:597-606\n\n1931:621-632\n\n"}
{"page": 531, "printed_page": null, "text": "LOOKING\nMABEL\n\nWe\n\nSKINNER,\n\nAHEAD\n\nIN\n\nWASHINGTON\n\nTHE\n\nTEACHING\n\nOF\n\nCIVICS\n\nIRVING\n\nHIGH\n\nNEW\n\nYORK,\n\nSCHOOL,\n\nN. Y.\n\nare living in a time of transition and change. This is emphasized in\n\nmuch of our current literature. In our changing civilization many evils con¬\nfront us. One of the most serious is the economic paradox of a surplus exist¬\ning side by side with cruel, stark want. No wonder that G. K. Chesterton\ndubs this “The Age of Unreason”\nat the foot of a tree.\n\nand suggests for its symbol a rotten apple\n\nLet us take an inventory of the situation to see what assets we have. These\ninclude many physical, social, and economic conditions wThich are immeasur¬\nably better than those any previous generations have had. Also, there are\ncertain advantages possessed by teachers which they may use as capital for\nproductive work: One is a dauntless optimism fostered by their contacts\nwfith the energy, the joie de vivre and the self-confidence of youth ; a second\nis their perception of the need for “master planning for long swing opera¬\ntions,” of which The Children’s Charter of President Hoover’s White\nHouse Conference is one example, and a third is a striking unanimity in\nregard to the objectives of our studies.\nMany problems, however, challenge us. Three which are outstanding are\n(1) how to adapt the school to the child; (2) how to fit the curriculum to\npresentday community needs; and (3) how to develop character. These\nproblems must be solved if our schools are to fulfil their destiny.\nSocial science teachers believe in the possibility of a better human world,\nand in the realization of freedom, justice, and goodwill in human relations.\nWe may not see these things in our day, but surely even now we may\ncatch thru the mists a glimpse of the world that is to be as we stand here\nlooking ahead in the teaching of civics.\nFACT\nFRANCES\n\nMOREHOUSE,\n\nAND\n\nASSISTANT\nNEW\n\nPHILOSOPHY\n\nPROFESSOR\nYORK,\n\nOF HISTORY,\n\nHUNTER\n\nCOLLEGE,\n\nN. Y.\n\nFifty years ago the American history taught in the schools, following that\npresented by leading historians, had two features now generally neglected :\nan utterly disproportionate emphasis upon military history, and a general\nair of noble abstraction about the doings of men. The leaders were all imbued\nwith elaborate philosophies of human relationship, while the masses were\ndivided into classes according to their construction of the Constitution.\nThen there arrived the economic interpretation of history, and the element\n\nof philosophy almost disappeared from standard histories and from their\nlittle brothers, the textbooks. It was so thoroly pruned out by the spirit of\nthe age and by the fear of propaganda, that today the great majority of\nAmericans seem hardly conscious that there ever was a great vitalizing and\naccomplishing force in America, that of prevising and supervising thought —\nidealization, formulation, rationalization — the folk philosophy of a nation.\n[ 527 ]\n\n"}
{"page": 532, "printed_page": null, "text": "528\n\nNational\n\nEducation\n\nAssociation\n\nIts loss causes good people to insist on a literal repetition of the very\nwords and deeds of the fathers, however anachronistic. It makes them supine\nunder economic stress — how could those who have been taught that economic\nconditions make events be otherwise? Bereft of any pattern for action,\nhow can they mend and reconstruct what drifting and indulgence have\ndestroyed ?\n\nMen\n\nare agreed that America needs a philosophy. How may she gain it?\nTeachers hold one remedy in their hands, good for future years. They may\nreinject into the story of the United States, the actual part that folk\nphilosophy — idealization, theory, vision, and program, all dominated by a\nsimple and potent faith, played in the epic. They may reapply those elements\nof social justice, democracy, balanced economy, and social control that have\nbrought us thus far, to new conditions and to future needs.\nTHE\n\nTEACHING\n\nWILLIAM\n\nA.\n\nHAMM,\nWALTON\n\nOF CONTROVERSIAL\nSOCIAL STUDIES\nCHAIRMAN\nHIGH\n\nOF\n\nSCHOOL,\n\nSOCIAL\nNEW\n\nISSUES\n\nSCIENCE\n\nYORK,\n\nIN\n\nTHE\n\nDEPARTMENT,\n\nN. Y.\n\nThe teaching of controversial subjects presents the problem of how to\nminimize the influence of outside pressure; and the question of whether in\nour teaching of controversial issues we should indoctrinate. Despite the\nstrong arguments advanced for the principle of indoctrination by Professor\nCounts of Columbia, I doubt if we should wholeheartedly accept this princi¬\nple because ( 1 ) it is scarcely to be expected that any given society would per¬\nmit the schools to carry this doctrine to its logical conclusion — namely, the\nright to advocate the overthrow of a given society; (2) because, to be\neffective, it would imply a dictatorial and dogmatic control over the schools\nwhich would become a force for reaction rather than a force for progress;\nand (3) because it is inconsistent with much of our current philosophical\nthinking and contrary to the principle that we are living in a dynamic world.\nRather should we so teach controversial subjects that we indoctrinate with\na method rather than a solution; i. e., our objectives of intellectual curiosity,\ncritical thinking, suspended judgment, etc., imply something more impor¬\ntant than the imposition of a solution of controversial issues. Extra school\nenvironment imposes itself upon the adolescent mind to such an extent that\nit becomes our function to open up the mind of the student to new problems\nand new possibilities, to overcome the inertia to analysis and critical under¬\nstanding. Both sides of a question should, therefore, be presented as im¬\npartially as human frailty permits. The teacher need not necessarily conceal\nhis own opinion, but the whole attitude of the classroom should be that the\ntext and the teacher may be fully examined and criticized. The opinion of\nthe teacher should never be accepted as final. The very core of the problem\nseems to be the personality of the teacher — his background, training, experi¬\nence, and ideals.\n\n"}
{"page": 533, "printed_page": null, "text": "Department\n\nof\n\nSocial\n\n529\n\nStudies\n\nIt would seem that the best way to deal with the problem of outside pres¬\nsures is for teachers to build up a strong professional spirit ; and this may\nin part be accomplished by accepting and practising the ideal that competence\nin the individual not dogma is our supreme objective.\nTEACHING\n\nRAYMOND\n\nOF\n\nCONTROVERSIAL\nSTUDIES\n\nR. AMMARELL,\n\nISSUES\n\nIN\n\nDEPARTMENT\nOF SOCIAL STUDIES,\nSCHOOL, NEWARK,\nN. J.\n\nTHE\n\nSOCIAL\n\nBARRINGER\n\nHIGH\n\nWhen the course in “problems of American democracy” was started it was\nto be taught in the interests of better citizenship. It was then regarded as a\ncontroversial course, and is still so regarded by many teachers.\nIt was not an easy matter to decide what should be included in such a\ncourse, because those in authority were afraid that it was dangerous to discuss\ntoo freely in class some of the everyday problems of our democracy. More and\nmore it has become possible to include controversial subjects in the outline\nof a problems course.\nThe real danger in studying controversial subjects is not so much in includ¬\ning them in a course, but the way the discussion is handled by the teacher. The\nquestion of indoctrination naturally presents itself. Care must be exercised\nthat the teacher will not force his views upon pupils. What we as teachers\nmust do is to get our students to make a careful study of both sides of a\ncontroversial subject. For example, if we have pupils whose parents are\nemployers, their point of view on the relations of the employer and the\nemployee will be influenced by their environment. The same influence is at\nwork on the side of the employee in the family of the intelligent laborer or\nmechanic. The\n\nteacher, therefore, must use tact in handling a presentday\neconomic problem. I do believe that the teacher must at times use his ability\nand influence to make sure that pupils will not get a perverted idea concern¬\ning some of our problems. As an example, let me say that in using the case\nmethod to study some problems it is very easy to convey wrong impressions.\nWe can find many examples in the press concerning corruption in public\noffice. But it would be unfair to our large number of honest officials if we\ndid not study the case of a servant in public life who\nfreely and honestly.\n\nhas given of himself\n\nFinally I believe that the course in “problems of American democracy”\ncan be taught better as a separate course than in conjunction with American\nhistory. By this I do not mean to imply that we must ignore all the problems\nin teaching American history. I believe that we can develop a more thoro\ncourse in problems if we teach it as a separate unit. The ideal arrangement\nwould be to combine economics and problems of democracy into one course\nand devote a year to it. The twelfth year would\nmake it a capstone social science course.\n\nserve as an ideal place to\n\n"}
{"page": 534, "printed_page": null, "text": "530\n\nTHE\n\nNational\n\nEducation\n\nAssociation\n\nOBLIGATION\nOF SOCIAL STUDIES TO THE RECON¬\nSTRUCTION\nOF OUR EDUCATIONAL\nPROGRAM\nL. N.\n\nMORRISETT,\n\nPRINCIPAL,\n\nOKLAHOMA\n\nCLASSEN\n\nCITY,\n\nSocial studies must, if they are to make\n\nHIGH\n\nSCHOOL,\n\nOKLA.\n\na real difference in the lives of\n\nboys and girls, deal with the real problems of current life — American eco¬\nnomic, social, and political life. High-school students must know and under¬\nstand the causes and effects of such problems and issues as prohibition, unem¬\nployment, government economy, inflation, farm relief, taxation, over-produc¬\ntion, science and the machine age, the business depression, housing, marriage\nand divorce, law enforcement, public charity resulting in the community\nchest work, and the dole. Yes, it is our sacred obligation and patriotic duty\nto see to it that the youth of the land have a clear and intelligent under¬\nstanding of such problems, their causes and effects. But this is only a part of\nour obligation to society. We must see to it that high-school students form\nand have ideals regarding such problems and issues that will ultimately lead\nto a better economic and social order.\nTeachers of social studies must accept the responsibility of preparing boys\nand girls in our high schools to make social civic adjustments, to interpret\neconomic life as it exists today, to distinguish between demagoguery and\nstatesmanship, and the things that make a real difference in the philosophy,\nthought, and actions of American youth. Those of us who are responsible\nfor the content of courses of study in social studies and for teaching them\nmust purge our courses of such things as will not stand the acid test of\n“making a real difference” in the lives of those who come under the influence\nof our high-school teaching.\nIn my opinion it is a deplorable fact that progress has been so dreadfully\nslow in the construction of functional units for the courses of study in the\nsocial sciences. Also, that progress has not been more\n\nrapid in methods\n\nof\n\nteaching employing functional and fused technic.\nTrue, some progress has been made in the junior high schools, the socalled\nprogressive schools, in a few individual schools, and by a small group of\ninspired, tho widely scattered, teachers. However, the fact remains that by\nand large the great bulk of course of study construction and teaching in the\nsocial studies must be cataloged under the compartment method.\n\nHopeful signs are visible. The very fact that this Department is asking for\ndiscussions on controversial issues is encouraging. Also, a survey of recent\ntendencies in curriculum construction and revision indicates progress is being\nmade. Commissions of accrediting agencies are at work and are pointing the\nway ; the press reveals that the public is demanding an improved product ;\nthere has been improvement in text and reference books and teachers are more\nliberal in their attitudes and thinking. Denver has announced three classes\nbeginning in September on the 10th, 11th, and 12th grade levels (continuous\nthru the senior high school) in which there will be no study of chronological\n\n"}
{"page": 535, "printed_page": null, "text": "Department\n\nof\n\nSocial\n\nStudies\n\n531\n\nhistory. All of the social science will be built around the world of today and\nwhat it is to be. History will be studied only as an interpretation of our own\ntime and in the planning of a tomorrow.\nSince the prime need of our social welfare, national wellbeing, and inter¬\nnational goodwill is mutual confidence, mutual helpfulness, and mutual\nunderstanding, does it not follow that teachers of social studies have both a\ntremendous responsibility and the golden opportunity of helping high-school\nstudents to interpret intelligently the world in which they live and to formu¬\nlate ideals to which they will passionately cling?\nI conceive the ensuing school year as the usher of a new era in our educa¬\ntional program. The public mind has rung up the curtain on a new edu¬\ncational arena. Our program of the future must retain sound philosophies,\neffective methods, and worthwhile content and materials, but not to the\nneglect of the correct interpretation of the world today, not at the expense\nof an accurate evaluation of our civilization, nor to the despair of a more\nnoble, beautiful, and glorious future.\nTHE\n\nROBERT\n\nTEACHING\n\nI. ADRIANCE,\n\nOF CONTROVERSIAL\nSOCIAL STUDIES\nHEAD,\nSCHOOL,\n\nDEPARTMENT\nEAST ORANGE,\n\nISSUES\n\nOF SOCIAL\nN. J.\n\nIN THE\n\nSTUDIES,\n\nHIGH\n\nIn most of our schools the emphasis can now be changed from the former\nquestion of “the teacher’s freedom of speech” to “uses and abuses of dis¬\ncussion.”\nA danger today is the use of controversy just to “pep up” a class. Is class\ndiscussion a mere “swapping” of ignorant opinion? Is it a substitute for a\ncarefully prepared plan by the teacher? Has it legitimate relation to the\nsubjectmatter of the course?\nTeachers must not force their own views on a class. Teachers need not\nbe colorless ; they must be fair, judicial. Furthermore, the discussion must\nnot degenerate into a clash between teacher and members of the class.\nThe debate method of handling controversial questions has dangers : ( 1 )\nthe combat interest is so strong that the class pays more attention to trivial\nretorts than to the soundness of the argument; (2) the student who is in\n\nthe position of arguing or justifying his point of view is in danger of fixing\nhis ideas and closing his mind to other views. In dealing with war causes,\nthere is little or no merit in arguing justifiability; the student of history is\ntrying to understand the differences in basic condition and the course of\nevents that so aroused emotions of antagonism that force instead of reason¬\nable negotiation was resorted to.\nNevertheless, the teaching of controversial subjects cannot be avoided be¬\ncause the study of man and society is full of man’s controversies ; it should\nnot be avoided because education in citizenship must develop an intelligent\nattitude towards controversial subjects. The teacher must analyze his ob-\n\n"}
{"page": 536, "printed_page": null, "text": "532\n\nNational\n\nEducation\n\nAssociation\n\njectives, then develop a constructive method. Fundamentally the objective is\nto understand the problem and attain reasonable attitudes leading to ulti¬\nmate solution. The method should be one of scientific investigation, not one\nthat encourages controversial discussion.\nSECRETARY’S\n\nMINUTES\n\nAtlantic City, New\nFirst Session, Wednesday\n\nJersey\n\nAfternoon,\n\nJune\n\n29, 1932\n\nThe Department of Social Studies held its first session in the Renaissance Room\nof the Ambassador Hotel. There was an attendance of approximately 75 persons.\nW. G. Kimmel, first Vicepresident, presided. The program included:\n\nin Teaching\n\nLooking Ahead\nWashington\n\nIrving High School, New\n\nFact and Philosophy,\nNew\n\nThe\n\nSkinner, chairman, Civics Department,\n\nCivics, Mabel\n\nYork, N. Y.\n\nFrances Morehouse,\n\nprofessor of history, Hunter\n\nCollege,\n\nYork, N. Y.\n\nYear\n\nFourth\n\nof the Investigation\n\nof the Social Studies in the Schools,\n\nA. C. Krey, professor of history, University of Minnesota; chairman,\nStudies Investigation in the Schools, American Historical Association.\n\nSecond\nApproximately\nthe consideration\n\nThe\n\nTeaching\n\nSession, Thursday\n\nAfternoon,\n\nJune\n\n100 persons were in attendance. Papers\nof many aspects of the general theme:\n\nof Controversial\n\nSocial\n\n30, 1932\n\nread were\n\ncentered about\n\nIssues in the Social Studies\n\nWilliam A. Hamm, Chairman of Social Science Department, Walton High\nSchool, New York, N. Y.\nRaymond R. Ammarell, Department of Social Studies, Barringer High School,\nNewark, N. J.\nL. N. Morrisett, Principal, Classen High School, Oklahoma City, Okla.\nDiscussion led by:\nRobert I. Adriance, Head of Department of Social Science, High School, East\nOrange, N. J.\nThe discussion of the general theme, following the presentation of the formal\nprogram, revealed many diverse points of view, particularly with respect to the\nplace and implications of indoctrination in the teaching of the social studies. Con¬\nsiderable agreement in the form of disapproval of secretive methods of removal of\ntextbooks from approved lists and the intimidation of teachers, as well as the\nnecessity of the treatment of important issues in accordance with an adequate\npresentation of materials and principles in a scholarly manner, was apparent in\nthe general discussion.\nAn informal business meeting followed the second session in order to consider\nproposals for the Third Yearbook. Officers of the organization elected at its sessions\nheld in connection with the annual meeting of the American Historical Association\nin December, 1931, will continue to serve in their respective positions. (See Historical\nNote.)\n\n"}
{"page": 537, "printed_page": null, "text": "Department\n\nof Special Education\n\n"}
{"page": 538, "printed_page": null, "text": "A PPLICATION FOR THE ESTABLISHMENT of a Department of Special Education was made at the\nAtlanta convention in 1929. A petition bearing\nmore than 250 names was presented at that time.\nThe creation of the Department was authorized a\nyear later at the convention in Columbus.\nIn Los Angeles the group of teachers and adminis¬\ntrators interested in special education met on July 2\nand final plans for the creation of the Department\nwere made and a constitution was adopted. The fol¬\nlowing officers have been elected for the year 1932-33 :\nPresident , Elise H. Martens, Senior Specialist in the\nEducation of Exceptional Children, U. S. Office of\nEducation, Washington, D.C. ; Vicepresident , Marion\nS. Clark, Teacher in charge of Lip-reading Classes,\nCambridge Public Schools, Cambridge, Mass. ; Secre¬\ntary-Treasurer , Lucy Quinn, Director, Department\nof Special Classes, Public Schools, Atlantic City, N. J.\nFor a record of the first meeting see the 1931 volume\nof Proceedings, pages 633-644.\n\\\n\n[ 534 ]\n\n"}
{"page": 539, "printed_page": null, "text": "TRAINING\nC. M.\n\nELLIOTT,\n\nTEACHERS\nDIRECTOR\n\nOF\n\nSPECIAL\n\nCOLLEGE,\n\nNotwithstanding\n\nFOR\n\nHANDICAPPED\nEDUCATION,\n\nYPSILANTI,\n\nMICHIGAN\n\nCHILDREN\nSTATE\n\nNORMAL\n\nMICH.\n\nthe fact that the training of handicapped\n\nchildren is\n\nrapidly becoming an important part of public education, we find little uni¬\nformity of procedure among the various states or among the various com¬\nmunities within the states with regard to it.\n\nA survey of the field shows great variability in the legislative provisions\nmade for the handicapped classes in the several states, in the financial sup¬\nport given them, and in the methods of organization and administration.\nThe first requirement for any state, in this field, should be the adoption\n\nof a comprehensive program that should involve the several steps of finding,\ntreatment, education, and placement of handicapped children.\ntraining of teachers should be an integral part of such a state pro¬\ngram and should conform to the standards established by the state depart¬\nment of education.\nThe\n\nOne teacher-training institution in a state should be authorized to train\nsuch teachers, and teachers of all types of handicapped children should be\ntrained in the same institution. Setting up more than one training center\nwould result in duplication of effort, decreased efficiency, and economic waste.\nReciprocal agreements\n\nshould be entered into by institutions training\n\nteachers for the handicapped in the several states so that reasonable stand¬\nards should be established and maintained.\n\nIn order that high standards of work may be established and teachers\nreceive due credit for courses taken, all training courses for teachers of\nspecial education should be conducted or sponsored by recognized normal\nschools, colleges, or universities. Whenever any other institutions offer train¬\ning courses they should be under the direction of authorized teacher-training\ninstitutions which have authority to establish curriculum, maintain stand¬\nards, and issue credits.\nThe curriculum for training teachers of special education should consist of\nthree overlapping groups of courses:\n1. Courses for all teachers, supervisors, and principals in the elementary schools\n2. Courses for all teachers of handicapped children in addition to group 1\n3. Courses for teachers of each specific type of handicapped children, in addition\nto those included in groups 1 and 2, but not to be pursued by teachers of the\nother types.\n\nLength of training courses should be determined by the requirements for\nteachers in general. In training courses of 3 years or less not more than one\nyear of special training can be required. For longer training courses the\namount of special training should be correspondingly increased.\n[ 535 ]\n\n"}
{"page": 540, "printed_page": null, "text": "536\n\nNational\n\nEducation\n\nAssociation\n\nCENTRALIZATION\nVERSUS DE-CENTRALIZATION\nIN THE\nEDUCATION\nOF EXCEPTIONAL\nCHILDREN\nW.\n\nG. COBURN,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nBATTLE\n\nCREEK,\n\nMICH.\n\nLocal communities should not expect the state institutions to accept com¬\nplete responsibility for educating the handicapped children. There are certain\nsocial, educational, and financial advantages in having these children edu¬\ncated at home.\n\nMichigan encourages the local community to help the orthopedic, sight\nand hearing cases by giving financial aid amounting to $200 per pupil.\nThere are enormous numbers of handicapped children in the United\nStates as revealed by the recent White House Conference on Child Health\nand Protection.\nThe public must continually be informed and in sympathy with the value\nof providing special features for handicapped pupils.\nBattle Creek has been exceptionally fortunate in having a public which\nbelieves in helping the handicapped child in and thru the public schools. In\naddition to this we have an individual, Mr. W. K. Kellogg, who has made\nit possible for Battle Creek to have a school which takes care of all types of\nall handicapped pupils. He has also established the W. K. Kellogg Founda¬\ntion, whose main objective is to assist communities in this type of work.\nThe centralization plan is one which brings all types of handicapped\npupils to one building in the city, while the de-centralization plan places\ndifferent types in different parts of the city.\nTo a certain extent Battle Creek makes use of some of the advantages of\nboth plans in that there are special classes in all parts of the city while in\nthe Ann J. Kellogg school are centralized the most urgent cases of handi¬\ncapped pupils.\nAdvantages:\n1. In having all specialists in one building to diagnose the difficulties and\nfollow the pupil’s progress\n2. Complete set of health and educational records for each pupil\n3. Possibilities of having a program\nindividual needs of each pupil\n\nwhich is flexible enough to meet the\n\n4. Being able to discover all the handicaps which a child may have and to\ngive him the attention and treatments necessary.\nAn example of adjustment made for one type of pupils — the crippled chil¬\ndren — is that some spend the major part of their time with the normal\ngroup, some with the mentally retarded, some with the feeble minded, some\nwith the open air, some with the speech defective, the lip reading or with\nthe sight-saving group.\n5. There are also financial advantages to be considered such as economy\nin transportation and in the use of special equipment.\n\n"}
{"page": 541, "printed_page": null, "text": "Department\n\nof Special\n\nEducation\n\n537\n\nResults :\n1. Reduction\n\nin chronic cases of truancy\n\n2. Provision for the best possible type of teacher-training center\n3. A splendid means of selling education to the public\n4. Relieves the regular teacher of the most difficult cases and thereby makes\na larger teacher load possible in the regular grades\n5. Helps to make potential tax producers out of children who otherwise may be\nonly tax consumers.\n\nCENTRALIZATION\nVERSUS DE-CENTRALIZATION\nSCHOOL\nFOR EXCEPTIONAL\nCHILDREN\nMETA\n\nL. ANDERSON,\n\nDIRECTOR OF BINET SCHOOLS\nNEWARK,\nN. J.\n\nAND\n\nIN ONE\n\nCLASSES,\n\nW e have believed that there is no alternative but to get good results with\nwhatever type of organization we happen to have. If one type seems better\nthan another, then we aim to compensate in the poorer one in some way in\norder to even things up, until the proper time comes to improve or eliminate\nit.\nGood results mean nothing less than successful training of the children\nattending the special schools and classes.\nWhatever type of organization is used, we believe that the children should\nbe grouped according to their social needs — that is that the younger men¬\ntally retarded children should be trained in that part of the school system\nwhere young children belong and that the older children should be trained\nin that part of the school system where they belong even if that means that\nthey should be trained in the junior or the senior high schools.\nIn some parts of the country courses for backward children have been\norganized in the junior high schools. Between the special classes for the men¬\ntally retarded and the special classes in the junior high schools for the back¬\nward, there is not as close cooperation as there probably will be in the future.\nTherefore the education of older children in the special classes for the men¬\ntally retarded has to be provided for in special schools or in special depart¬\nments in elementary schools.\nIn Newark where we have both types of organization, we believe that\nthe younger mentally retarded children are better cared for in special classes\nin the elementary school buildings and that the older children receive better\ntraining in a separate building which is equipped for the special needs of\nspecial children. We also believe that mentally retarded children can be well\ntrained in a special department of the elementary, junior or senior high\nschools, altho we are convinced that the early plan of training the mentally\nretarded in separate buildings has enabled us to set higher standards of work\nthan we otherwise would have been able to do.\nIn our experience we do not find that the attitude of children or their\nparents toward special class placement is any different toward a special class\nor department in an elementary school building than to a special school\nentirely devoted to the interests of special children.\n\n"}
{"page": 542, "printed_page": null, "text": "538\n\nTHE\n\nNational\n\nCURRICULUM\n\nEducation\n\nAssociation\n\nAND EXCEPTIONAL\nGIFTED CHILD\n\nPASADENA,\n\nCHILDREN— THE\n\nCALIF.\n\nIndividual responsibilities, proper group\n\nrelationships, practise in social\n\nbehavior — these we feel are vital things in the education of gifted children.\nLet us glance for a moment at some of the characteristics of gifted children\nso we can outline proper education for them :\n\nHigh\nintellectual capacity\n1. 1. GR\nACE BALL, SUPERVIS\nOR\n\nOF\n\nSPECIAL which\nEDUCAT\nION,them\n2. A high degree of intellectual curiosity\nleads\ntoIC\ninvestigate\nPUBL\nSCHOOLS,what\nthey do not understand\n3. The desire to communicate to others their ideas — this makes for confusion\nin discussion periods\n\n4. The power to manipulate ideas and see relationships\n5. The ability to analyze, to evaluate, and to draw logical conclusions\n6. A tolerant and impersonal attitude toward their problems — this makes\npossible for them to accept criticism\n\n7. The power of auto-criticism — they can\nachievements impersonally\n8. High reading ability.\n\nevaluate\n\ntheir own\n\nbehavior\n\nit\n\nand\n\nTaking this into account, vacation for them should provide opportunities\nfor research, for experimentation, for application, and testing knowledge\ngained. It should provide opportunities for self-direction, self-expression,\nself-control. It should provide opportunity for them to practise social be¬\nhavior. It should develop in them the courage to stand for what is right in\nthe face of criticism or condemnation. We are thinking in terms of the child\nas a whole, the child physically, mentally, emotionally, and socially. So we\nhave certain end points toward which we are working in order that each\nchild may have a healthy personality. These end points are :\n1. Physical hygiene thru physical and mental freedom, physical and mental cleanli¬\nness, proper luncheon die?, habits of rest and relaxation (pupils in each class rest\nhalf an hour daily on cots in a room arranged for that purpose), a happy and whole¬\nsome school atmosphere, and wholesome recreation.\n2. Educational hygiene thru mastery of tool subject, gathering, organizing, and\nevaluating data to carry on their unit of work, finishing tasks begun, and creative\nexpression.\n\n3. Mental\n\nhygiene\n\nthru facing facts squarely, giving and receiving impersonal\ncriticism, gaining self-reliance — training in clear and accurate thinking — avoiding\nrationalization, speaking with preparation and extemporaneously, exercising men¬\ntally thru creative self-expression.\n\n4. Social growth\n\nthru cooperating with individuals and the group\n\n(the only\n\ncompetition in which we are interested is competition with one’s self) ; appreciating\nthe work and personality of others, and the interdependence of individuals upon one\nanother, the group and peoples of other countries (world-mindedness) ; and thru\ncreating interests which lead to a proper use of leisure time.\n\nWhat\n\nthen is the proper curriculum?\n\nWe\n\nhave come\n\na far cry from\n\nDoolley (on the curriculum) who said: “It doesn’t matter what you teach\na child so long as he doesn’t like it,” to Burnham’s “A task, a play, freedom ; a\n\n"}
{"page": 543, "printed_page": null, "text": "Dfpartment\n\nof\n\nSpecial\n\n539\n\nEducation\n\ntask of the child’s own choosing; a play he has helped organize, freedom to\ncarry it thru.”\nEach group chooses a unit of work for the year. The units of work are\nchosen from the fields of industrial arts or social science. Out of the unit of\nwork the curriculum grows.\nTechnics to further this program\n\nare specific.\nEach child is an active, participating member of his group. He shares the\nresponsibility for the choice and planning of the unit of work ; for control of\n\nconduct thru group reaction — not teacher dictation tho under the guidance\nof the teacher.\nWe have in our group all the different personality difficulties. There is the\ntimid child, the aggressive child, the destructive child, the child with an in¬\nferiority complex, and all the rest. Friction results. But friction in a social\ngroup is essential for the development of self-control, for growth in social\nadaptation, for practise in social behavior, and the evaluation of results.\nThe teacher allows the child and the group to think things thru and solve\ntheir own problems. I quite sympathize with the irritation of John who,\nwhen the teacher helped him by suggesting he brace a frame he was making\nsaid : “Gee I was just going to do that myself. I wish you hadn’t told me”;\nand Billy when he stopped unsolicited supervisory help with: “Don’t touch\nit. I can do it.”\nThe teacher also recognizes the right of the children to make mistakes\nand the growth which comes from seeing and correcting their mistakes.\nWhen a group of children over-eager to pick their figs, squeezed and bruised\nthem, the figs spoiled ; and learning took place when precious money had to\nbe refunded on sales made.\nDiscussion, following research, and not recitation is another technic. In a\nchanging world learning where and how to get information is, we feel, more\nimportant than the acquisition of any specific bit of subjectmatter. So we have\nreference books not textbooks. Libraries, departments of agriculture and\neducation, American consuls, and producers in the industrial world are some\nof the sources from which children draw material and information to carry\non their work.\nTHE\n\nDEPARTMENT\nOF LIP\nEDUCATION\n\nMARION\n\nS. CLARK,\n\nINSTRUCTOR\n\nIN\n\nPRESIDENT\nLIP\n\nOF\n\nREADING,\n\nREADING\nOF THE\nASSOCIATION\nTHE\n\nDEPARTMENT\n\nPUBLIC\n\nSCHOOLS,\n\nOF\n\nLIP\n\nNATIONAL\n\nREADING\n\nCAMBRIDGE,\n\nAND\n\nMASS.\n\nThe Department of Lip Reading stands upon this platform: (1) Many\nschool children, the number in this country is reliably estimated at 3,000,000,\nare hard of hearing. (2) To discover them, scientific hearing tests, prefer¬\nably with the 4- A phono-audiometer, must be given at least annually. (3)\nOnce found, these children must be given prompt otological examination\nand complete medical treatment. (4) Whenever such treatment cannot\neffect a cure or is uncertain of doing so, enrolment in lip reading classes must\nbe urgently advised.\n\n"}
{"page": 544, "printed_page": null, "text": "540\n\nNational\n\nEducation\n\nAssociation\n\nThese classes are held two or three times a week in certain school centers,\npupils being excused from their regular work long enough to attend them.\nLip reading cannot work all wonders but it can make possible much which\nhad previously seemed unattainable. It can supply a new skill to compensate\nin large measure for hearing disability. It fosters a new attentiveness and a\nnew concentration. It engenders a new self-reliance and a new self-respect.\nSuch are the justifications, if any seem needed, for the existence of lip\nreading classes. The importance of accurate hearing tests and of medical\ntreatment for hearing defects is surely apparent to all, but it may at least\nbe stated here that many deafened adults of today would have escaped\ntheir handicap had their ear troubles been found and treated in child¬\nhood, and that always the earlier a hearing defect is found, the greater is\nthe chance of a cure. Ears are delicate things and their aches, runnings, and\nfailures to function properly are not to be belittled or despised.\nI said some time ago that the psychological ramifications of partial deaf¬\nness are many. How, possibly, can this fail to be so when every conversa¬\ntional exchange from the important one of the classroom or the occupational\nscene to the most trivial and casually friendly one on the playground or the\nstreet depends entirely upon the understanding of the spoken word? Failure\nto understand is a grave economic liability and often enough a social tragedy.\nAdd to this the further fact that the existence of partial deafness, which\ncannot be seen, is often not only not recognized but not even realized. A\nchild, or even an adult, when pressed will often say, “Why yes, I hear you\nbut I don’t understand what you say.” And all too frequently that connotes\nto him not hearing disability but some uncomprehended inadequacy, some\nstupidity, some strange and shameful lack on his part which not to be\nacknowledged will still be brooded over in secret. Aloofness, absent-mind¬\nedness, solitary-ness, shyness, low self-confidence, all these and many more\nundesirable traits are attendant upon poor hearing unrealized, unfaced, or\nun-dealt-with.\nI think that I have certainly relegated our Department,\nproperly secondary place. Of it now\n\nI want\n\nas such, to its\n\nto say only that it was estab¬\n\nlished after three years of preliminary effort under the leadership of Caro¬\nline F. Kimball, pioneer public school lip reading teacher of Lynn, Massa¬\nchusetts, at the National Education Association convention at Philadelphia\nin 1926 with Miss Kimball as its first president. It has met annually since\nthen, having been part of the National Education\nSeattle, Minneapolis, Atlanta, Columbus,\n\nAssociation gatherings at\n\nLos Angeles and Atlantic City.\n\nIts records are in the cornerstone of the new Association building in Wash¬\nington. We are proud of its establishment and of its achievement but now\nas we give it up to become, as we expect, a Section of the new Department of\nSpecial Education we are proud to join with you all who have at heart the\ninterests of one or another of our exceptional children and we are anxious to\ncooperate with you as best we may to give each one of them a helping hand\nand to cheer him on his way.\n\n"}
{"page": 545, "printed_page": null, "text": "Department\n\nCURRICULUM\nMRS.\n\nWINIFRED\nTHE\n\nThe\n\npurpose\n\nof Special\n\nPROBLEMS\n\nIN\n\nHATHAWAY,\n\nASSOCIATE\n\nPREVENTION\n\nOF\n\nEducation\n\n541\n\nSIGHT-SAVING\nDIRECTOR,\n\nBLINDNESS,\n\nNEW\n\nof any educational curriculum\n\nCLASSES\n\nNATIONAL\nYORK,\n\nSOCIETY\n\nFOR\n\nN. Y.\n\nmust be the same for all\n\ngroups — “To make school life meaningful; to provide opportunities for so¬\ncial participation and personal responsibilities ; to find and release resources\nand creative possibilities.” It is evident that curriculum problems for sight¬\nsaving classes are concerned with adjustment rather than with the building\nof a new curriculum. The teacher’s aim is so to adjust the regular school cur¬\nriculum that her pupils will get the greatest benefit, with the least possible\neye use.\nThe first step toward attaining this desired result is to divide subjects\ninto groups, those requiring close use of the eyes, and those in which the\nother senses may be used, either in place of the sense of sight, or supplement¬\ning it to a considerable degree. Certain subjects of the curriculum naturally\nfall into the first grouping — reading, writing, and arithmetic. But even these\nfundamentals of education may be approached from different angles in the\nnormally-seeing and in the partially-seeing groups. In the former, reading is\nencouraged not only for informative purposes but for pleasure; in the latter,\nit must be confined almost wholly to the informational side.\nWriting, also, requires close use of the eyes, but here again invention has\ncome to aid. The touch system of typewriting offers a medium of written\nexpression that makes communication possible with practically no use of the\neyes. If the child is encouraged, just as soon as the mechanics of the machine\nare mastered, to do his original work on the typewriter — spelling, composi¬\ntion, book reviews, he is freeing the sight he would have used to prepare\nthese subjects in writing for other purposes for which he must use his eyes.\nSpecial typewriters with large type make it possible for the child to correct\nhis own work, wisely spending his sight for short periods. That typewriting\nrepresents an economy of sight and of time for all pupils, is being demon¬\nstrated by the fact that experimental schools are teaching it even to firstgrade children.\nThe fundamentals of arithmetic require the reading and writing of num¬\nbers, and the reading of problems. But here, again, invention has changed\nthe whole aspect of teaching arithmetic. Adding, subtracting, multiplying,\nand dividing may now be accomplished by machine in much less time and\nwdth much less incidence of error than when done by human beings.\nSocial studies, history, geography, science, fall within the second group\nsince they must be taught largely thru the auditory sense.\nThe White House Conference lays emphasis upon the fact that education\nmust be founded upon strength and not upon weakness. Remedial measures\nmay be, and usually are, necessary for the handicapped, but it is never upon\ntheir weakness\n\nthat education is built. The first step in all modern educa¬\ntion is to find wherein the strength lies and to build upon that as a founda-\n\n"}
{"page": 546, "printed_page": null, "text": "542\n\nNational\n\nEducation\n\nAssociation\n\ntion. In all curriculum making this is taking paramount place. It must be\napplied to the handicapped child as well as to the normal child, and just as\nunder normal conditions, adaptations must be made, so in handicapped\ngroups a curriculum suited to the individual need of the child will, in time,\nbe developed.\n\nNo longer are poets refused college degrees because they cannot work\nproblems in differential and integral calculus, nor is the mathematician dis¬\nqualified because he cannot write an “Ode to Sylvia.” In like manner, the\nsight-saving class boy can no longer be deprived of promotion or entrance\nto high school or college because he cannot make a mechanical drawing, nor\ncan the sight-saving class girl be so deprived because she cannot sew a fine\nseam. Just as the poet may be permitted to substitute his ode for the mathe¬\nmatical problem, and the mathematician the solution of his problem for the\node, so the sight-saving class child may offer those achievements that lie along\nthe line of his strength.\nSo, too, may be developed his inherent qualities thru wise planning to\nmeet each special education problem. First must come understanding of the\nproblem; with wise understanding there will develop that cooperation that\nis essential to desired results. Was not this what Violet Alleyn Story meant\nwhen she wrote :\nMilton, the blind, who looked on Paradise!\nBeethoven, deaf, who heard vast harmonies!\nByron, the lame, who climbed toward Alpine\nWho pleads a handicap, remembering these?\n\nskies!\n\n"}
{"page": 547, "printed_page": null, "text": "Department\n\nof Superintendence\n\n"}
{"page": 548, "printed_page": null, "text": "The department of superintendence — At the\n\nmeeting of the National Teachers’ Association\nin Harrisburg, Pa., 1865, the state and city\nsuperintendents present decided to form an organ¬\nization 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 1932-33\nare : President , Milton C. Potter, Superintendent of\nSchools, Milwaukee, Wis. ; First Vicepresident , Ed¬\nwin C. Broome, Superintendent of Schools, Philadel¬\nphia, Pa.; Second Vicepresident , George Melcher,\nSuperintendent of Schools, Kansas City, Mo. ; Execu¬\ntive Secretary , Sherwood D. Shankland, 1201 Six¬\nteenth Street, Washington, D. C. ; Executive Commit¬\ntee: David E. Weglein, Superintendent of Schools,\nBaltimore, Md. (Term expires 1933) ; Charles B.\nGlenn, Superintendent of Schools, Birmingham, Ala.\n(Term expires 1934) ; Herbert S. Weet, Superintend¬\nent of Schools, Rochester, N. Y. (Term expires\n1935) ; Carroll R. Reed, Superintendent of Schools,\nMinneapolis, Minn. (Term expires 1936).\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 :223\n1880:235-237\n1881 :252\n1882: 7-112\n1883:131\n1884 :281-292\n1885:160-192\n1886 :335-353\n\n1887 :51 1 -538\n1888:515-547\n1889 :613-617\n1890:367-545\n1891 :379-527\n1892:559-745\n1894:252-592\n1895:213-429\n1896 :231-391\n1897:195-317\n1898:303-489\n\n1899 :251-380\n1900:183-297\n1901 :189-349\n1902:151-306\n1903:139-301\n1904:173-333\n1905:155-271\n1906: 29-215\n1907:145-329\n1908:129-329\n1909:159-232\n\n[ 544 ]\n\n1910:143-307\n1911:161-331\n1912:329-499\n1913: 99-355\n1914:133-293\n1915:253-527\n1916:895-1099\n1917:661-853\n1918:473-685\n1919:483-675\n1920: 407-537\n\n1921: 679-851\n1922:1295-1465\n1923:\n1924:\n1925:\n1926:\n\n881-1025\n803-963\n633-863\n663-838\n\n1927:\n1928:\n1929:\n1930:\n1931:\n\n697-871\n655-830\n643-802\n607-770\n645-800\n\n"}
{"page": 549, "printed_page": null, "text": "SECOND\n\nGENERAL\n\nSESSION,\nFEBRUARY\n\nMoral\n\nPresident\n\nMONDAY\n22\n\nMORNING,\n\nValues in Education\n\nBroome:\n\nSince our last meeting together three of our most\ndistinguished and beloved members have passed away :\nJeremiah E. Burke, superintendent of schools of Boston, Massachusetts,\ndied October 29, 1931. He was the original chairman of the Commission\non Character Education, whose report will be presented this morning.\nWilliam J. Bickett, superintendent of schools of Trenton, New Jersey,\ndied November 18, 1931. He was chairman of the Subcommittee on Health\n\nand Physical Education of the Commission on the Curriculum, 1925-26,\nand was a member of the Committee on Resolutions at the time of his\ndeath.\nRandall J. Condon\n\ndied December\n\n24, 1931. He was president of this\n\nDepartment, 1926-27, and presided over the Dallas Convention in February,\n1927. At the time of his death he was chairman of the Committee on Financ¬\ning Educational\nMay\nbers.\n\nResearch.\n\nwe rise for a moment\n\nINTRODUCING\n\nA. L. THRELKELD,\n\nin silence as a tribute to these beloved mem¬\n\nTHE REPORT\nOF THE CHARACTER\nCATION COMMISSION\nCHAIRMAN\nOF\n\nOF\n\nTHE\n\nSCHOOLS,\n\nCOMMISSION,\nDENVER,\n\nAND\n\nEDU¬\n\nSUPERINTENDENT\n\nCOLO.\n\nCharacter education is now being emphasized by the schools of our new\ncivilization. In line with this tendency the Character Education Commis¬\nsion was appointed by the Department of Superintendence to study and\nreport on this problem. The first question considered by the Commission\nwas: Shall we recommend a “character education plan” in any specific sense\nof the term? Shall we attempt to stereotype character? An affirmative an¬\nswer would\n\nimply —\n\n1. An agreement on the “good life” in specific terms\n2. The acceptance of this agreement as a fixed goal\n3. The fitting of individuals into the scheme, the maintenance of a static order\n4. Disrespect of personality growth and of the whole evolutionary process.\n\nA negative answer\n\nto the above question is disappointing, no doubt, to\nany who are in the habit of wanting specific ways of doing things handed to\nthem right “off the bat” from some “higher-up” or some external source of\nauthority. Give us a textbook from which we can make definite, day-by-day,\n[ 545 ]\n\n"}
{"page": 550, "printed_page": null, "text": "546\n\nNational\n\nEducation\n\nAssociation\n\nhour-by-hour assignments ; give us a plan, a cult, a routine, is the cry of those\nwho would not think for themselves. Mere “insect activity” has in too great\na degree been the habit, not only in schools, but in life at large as well.\nThis Yearbook presents no specific plan of character education as such,\nnor does it present a collection of specific plans from which one may choose.\nWho are we, that we should attempt to tell you what )T>u should do in order\nto be good ?\n\nProceeding, then, from the decision not to attempt to present “a specific\nplan” or “set of specific plans” for character education, the Commission next\nfaced the following dilemma: Character education seemingly must be dis¬\ncussed in some way ; this is a character education commission ; it must publish\na book on the subject; the subject is one that seemingly has to be considered\nand, therefore, should be given direct attention.\nOn the other hand, what might be the result, were we to create a general\nsituation (it would indeed be presumptuous to assume we could do such a\nthing) in which attention would be centered on personal self-improvement,\neven without a specific plan or collection of such plans for the purpose?\nonce said to a gathering of students, “There is no more\npriggish practise than the effort at self-improvement.”1 Wfliat thinking person\nwants to sanction priggishness?\nPresident Wilson\n\nGeorge Herbert Palmer issues the following warning: “No part of us is\nmore susceptible of morbidness than the moral senses ; none demoralizes more\nthoroly when morbid. The trouble, too, affects chiefly those of finer fiber.\nThe majority of healthy children harden themselves against theoretic talk,\nand it passes over them like the wind. Here and there a sensitive soul ab¬\nsorbs the poison and sets itself seriously to work instating duty as the main¬\nspring of its life. We all know the unwholesome result: the person from\nwhom spontaneity is gone, who criticizes everything that he does, who has\nlost his sense of proportion, who teases himself endlessly and teases his friends\n— so far as they remain his friends — about the right and wrong of each\npetty act. It is a disease — a moral disease, and takes the place in the spiritual\nlife of that which the doctors are fond of calling ‘nervous prostration’ in\nthe physical. . . . The wise teacher will extirpate the first sproutings of the\nweed; for a weed more difficult to extirpate, when grown, there is not. We\nrun a serious risk of implanting it in our children when we undertake their\nclass instruction in ethics.” 2\nAccepting this dilemma as real, the Commission, tho named a Character\nEducation Commission and charged with the responsibility of publishing a\nyearbook to be known as a character education yearbook, has attempted to\nplace the emphasis on the point of view, that any education worthy of the\nname is character education. Any good curriculum is a character education\ncurriculum ; any good method of teaching is a character education method ;\n\nany good teacher is a teacher of character ; any good school provides the best\n1 Department of Superintendence.\nAssociation, 1932. p. 72.\n2 Ibid.\n\np.\n\n75.\n\nTenth\n\nYearbook,\n\nWashington,\n\nD. C., National Education\n\n"}
{"page": 551, "printed_page": null, "text": "Department\n\npossible condition\n\n547\n\nof Superintendence\n\nfor character growth.\n\nThis, by implication, avoids the\n\nnecessity of dubbing a procedure “character education” and thereby risking\nthe stimulation of the self-improvement centered attitude that results in\npriggishness and general moral morbidity; and on the positive side it places\nthe emphasis upon a constructive reaction to a situation, the attitude being\ncentered on the situation rather than upon the self. The reaction is assumed\nto be good if it seems to result in good for the total situation. Thus, “the good\nlife” is maintained as the end, but it is to be achieved without the conscious\neffort at self-improvement as such.\nAs to attempting to answer the age old question, “What is good?”, the\nCommission goes no further than to suggest that the objective remains the\ndiscovery or creation of a way of living which conserves and produces as\nmany values as possible, for as many persons as possible, over as long a time\nas possible. Character\n\neducation\n\nis the facilitation of this way\n\nthis statement of what is good, of what\nof room for individual initiative.\n\nThat\n\nis just what\n\nof life. Surely\n\nis character education, leaves plenty\n\nthe Commission\n\nhas intended to do. It has not attempted\nto evade, but it has refrained from any attempt to settle the question. The\nCommission has attempted to make a definite contribution of the means\nby which\n\nschools may\n\ncharacter\n\neducation\n\nthink for themselves in dealing with the problem of\nby presenting, from the broad point of view of char¬\n\nacter education\n\nabove stated, a general analysis of American life, followed\nby a more specific discussion of the various social agencies that make up that\nlife; an exposition of the various objectives and theories which have had\nor do have considerable following, many of which are in conflict with one\nanother ; a report and criticism of research studies, tests, and measurements\nthat have been made in this field ; a discussion of the relationship of the\ncurriculum\n\nto character education; how classroom procedure, the general\nlife of the school, and individual counseling may contribute; a statement on\nsex education ; the teacher, the organization and administration of a school\nsystem, home and school cooperation in connection with character educa¬\ntion; the relation of the school to other organizations and institutions; and\nthe reporting of pertinent bibliographies. As to whether that end has been\naccomplished,\n\nthe Yearbook\n\nCHARACTER\n\nFRANK\n\nThe\nmeaning\n\nN.\n\nspeak.\n\nEDUCATION\nFROM\nTHE\nOF PSYCHOLOGY\n\nFREEMAN,\n\nCommission\n\nmust\n\nSCHOOL\n\nOF EDUCATION,\nCHICAGO, ILL.\n\non Character\n\nof character\n\nEducation\n\nPOINT\n\nUNIVERSITY\n\nOF\n\nOF\n\nVIEW\n\nCHICAGO,\n\nhas taken a broad view of the\n\nand of the scope of character\n\neducation.\n\nThis\n\nis the\n\nonly sound view to take. It is impossible to draw a line around one group\nof actions which are supposed to represent character and exclude all others\nas having nothing to do with character. One’s character\none’s actions and attitudes. Character\n\nis made\n\nup of all\n\neducation, likewise, is made\n\nup of all\n\n"}
{"page": 552, "printed_page": null, "text": "548\n\nNational\n\nEducation\n\nAssociation\n\nthose processes of education which influence pupils’ actions or attitudes.\nThis adoption of a broad conception of character education means that\nthe Commission\n\nhas by implication set itself against the policy of seeking to\n\nproduce character by means of panaceas or get-good-quick schemes. Such\nschemes are numerous. Some of these may have some value in themselves\nif they are thought of as touching only small portions of the problem\n\nand\n\nif too much faith is not put in them. But each such scheme must be con¬\nsidered solely on its proved merits, taking into account remote as well as\nimmediate results.\nWhile\n\nthe educator\n\nrefuses to place his confidence on any easy device for\n\nmaking children good, he is warranted\nof education.\n\nin putting faith in the total process\n\neducator who is alive to his problems must feel the challenge of\nthe presentday situation. He must recognize that the difficulties into which\nour modern economic, political, and social lives have fallen present to the\nschool a task which it cannot evade. This task falls partly, if not chiefly,\nEvery\n\nwithin the field of character education. It is significant that a prominent his¬\ntorian has turned to ethics for the solution of our modern problems. Profes¬\nsor Charles A. Beard is wellknown for his interpretation of history in terms\nof the interplay of economic forces. In a recent series of articles Professor\nBeard maintained that our salvation lies not in politics nor in economics\nnor in engineering\n\nnor in the easy solution of a dictatorship, but rather in\n\na return to, and\nHe says:\n\na reinterpretation\n\nof the age-old principles of conduct.\n\nIt will recur to first principles, to use a phrase discredited among intellectuals.\nIt will be simple at bottom, as simple as the Sermon on the Mount, intelligible to\npeople who cannot understand Kant. It will take the good life as its center, for\nthe plain reason that there is no other immovable bench mark in the universal flux.\nIt will proceed from that inescapable assertion of value. It will rise above parties,\nsects, and mass producers. It will distinguish between money “getting” and wealth\ncreating, between honor and expediency, between obligation and right.\n\nWhat Professor Beard’s contention means is that we cannot make men\neither good or happy merely by means of social machinery. Machinery, of\ncourse, is not to be despised. Some forms of economic or political organiza¬\ntion are better instrumentalities than are others, but none of the instru¬\nmentalities will work themselves. They can at best serve as effective means\nfor the execution of the worthy purposes by men of goodwill and of intel¬\nligence; but men of illwill and of stupidity can wreck any machinery no\nmatter how well designed. We are, therefore, thrown back on education.\nWe\n\nmay\n\nenough\n\ncall this education\nsense, but it must\n\nuse the term in a broad\ninclude both the elements of intelligence and of\nethical or moral\n\nif we\n\ngoodwill. It must produce character in the broadest sense of the term, char¬\nacter which is based on knowledge, which incorporates worthy sentiments,\nand which is effectuated in habits.\n\nThis point of view enables us to evaluate the contention that the changed\nconditions of our modern social life demand an entirely new alignment of\n\n"}
{"page": 553, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n549\n\neducation, including character education. No labored argument is necessary\nto prove that there is much that is new in our modern life. The changes\nare evident both in the external machinery of living and in the way of living\nitself.\n\nA fundamental question, however, is this : How far do the changes in\nthe way of living involve the abandonment of fundamental principles; or\nif they do involve the abandonment of these fundamental principles, how\nfar may this abandonment be regarded as progress and how far as decadence?\nThere is a distinction between the external aspect or the machinery of life\nand the internal or psychological aspect of our living. Are the principles\nwhich govern our internal life as much subject to change as are our ways\nof dealing with the physical world or the machinery of our economics, our\npolitics, and our society in general ?\nThis is an important question for education ; for if everything changes\nwith equal rapidity, our internal as well as our external life, the power of\neducation to rebuild society is very limited. If the fundamentals of our be¬\nhavior can change several times in a generation, the results of education will\nbe obsolete before they can be put into practise. Education, in fact, will be\nworthless because it will interfere with the ready adaptation of the individual\nto the new situation.\nThe internal principles of behavior are not as variable as are its external\nforms. In spite of the diversity in the customs, in the conceptions of right\nand duties, and in the attitudes of mankind in different tribes or nations of\nthe earth, and in spite of the changes in customs, conceptions, or attitudes\nwhich take place from age to age, certain fundamental issues appear wherever\nmen live together; and the solution of these fundamental issues by men of\nall climes and all ages has something in common.\nThe effect of a change in social conditions is not so much to change the\nissues or to change the solution of these issues, as it is to bring certain issues\ninto peculiar prominence. As men adapt themselves to new demands and as\nthey find in their hands new instrumentalities for the attainment of human\nends, they are faced with the necessity of reinterpreting the old ways of life\nand of restating the old principles.\nI should like, by way of illustration, to mention briefly one such prin¬\nciple which is brought forceably to our attention in modern literature and\nlife, and to discuss the ways in which our educational practises may take\naccount of it. The principle I refer to is social cooperation. Its importance,\nperhaps, is most decidedly set forth by considering the consequences of the\nopposite principle, namely individualism.\nIndividualism takes a number of forms. It is represented in the self-cen¬\ntered attitude of the egoist. It is expressed in the insistence upon rights and\nthe disavowal of duties. It is represented in selfish competition wherever it\nis found, in private relations, in business, in politics, and in war. It is opposed\nto the recognition of obligations, to the practise of cooperation, and to the\nspirit of loyalty to a common cause. All these types of individualism are\n\nrampant\n\nin our present age. In the words\n\nof Josiah Royce: “The\n\npeople\n\n"}
{"page": 554, "printed_page": null, "text": "550\n\nNational\n\nEducation\n\nAssociation\n\nwho have more rights than duties have gained a notable and distinguished\nethical position in our modern world. The selfish we had always with us.\nBut the divine right to be selfish was never more ingeniously defended, in\nthe name of the loftiest spiritual dignity, than it is sometimes defended and\nillustrated today.” Modern individualism, in other words, is not put forth\nmerely as a check or balance against the undue exercise of authority. It is\npreached rather as an ethical doctrine for which it would be worthy for a\nman to sacrifice, and even to give up his life.\nBesides the individualism which expresses itself chiefly in self-gratification\nstands the more warlike form which is represented in various forms of com¬\npetition. This individualism is manifested in seeking for power, in greed for\ngain, in strife in all its forms in business and social life, in strife between\ngroups, such as capital and labor, in the competition between industrial\ngroups, in political turmoil, in national aggrandizement, chauvinism, and\nwar.\nThese forms of individualism may seem to be validated by their success,\nand they are sometimes supported by a specious appeal to the biological\ndoctrine of natural selection and the survival of the fittest. In the long run,\nhowever, these forms of competition and strife defeat their own ends.\nAs a matter of fact, social advancement has come, not thru the intensifica¬\ntion of competition of any sort, but rather thru the wider and wider develop¬\nment of social cooperation. Cooperation was first confined to very narrow\ngroups, but with the development of social and political organization, the\nelaboration of industrial processes, the development of trade, and the recog¬\nnition of interdependence, have come the spread of cooperation in all its\nforms. Shortsighted men are continually trying to secure all the gain from\ncooperative activities for themselves and deny them to those of other groups ;\nbut this policy, like all other policies of individualism, is suicidal.\nThe school can counteract the spirit of undue individualism which is ex¬\npressed in our contemporary life in two ways. In the first place it may teach\nthe value and necessity of cooperation. The advancement of the present\nmovement to introduce into the curriculum of the schools the materials of\nthe social sciences will lay the intellectual foundation for cooperative ac¬\ntivity. When we have reared a generation of children who recognize the\ninterlocking of interests of individuals, communities, and nations, and realize\nthat improvement in human life comes thru large scale group activities, we\nshall have accomplished the first long step toward substituting unifying co¬\noperation in place of divisive individualism. A generation which has a clear\ninsight into this principle will work wholeheartedly to advance the inevitable\nprocess of social evolution instead of wasting its efforts in a futile effort to\nstem the tide.\nBesides giving the child a clear grasp of the central importance of coopera¬\ntion in social life, we must organize the school so as to exemplify this prin¬\nciple and give the child opportunity and encouragement to act in accordance\nwith it. We shall tear down with one hand what we build up with the other\nif we preach cooperation and practise competition.\n\n"}
{"page": 555, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n551\n\nOur school practises still give much encouragement to the competitive\nattitude and much opportunity for the practise of competition. Our system\nof the comparison of the work of different children with each other, of con¬\ntests, and of prizes, and our system of marks, honors, and awards, have\nserved to set one child against another and to define achievement in terms\nof excelling someone else instead of accomplishing something which is worth¬\nwhile in itself. We have discovered that achievement can be stimulated by\nmeans of competition, and we have made use of this fact without consider¬\ning sufficiently carefully the broader social implications of our practise.\nIt would probably be quixotic to set out to rule out all competition. Com¬\nparison of our attainments with those of others is a means of measuring our\nsuccess to which we naturally resort as a stimulus to activity. It makes a\nvital difference, however, whether we compete for selfish ends or for the\ncommon good. There is a vast difference between friendly emulation or\nrivalry in activities which advance the general interest, and that competition\nwhich sets one person’s good against that of another.\nPerhaps we may go even further, and venture to hope that we may place\nless emphasis even on emulation and friendly rivalry and more on the recog¬\nnition by the child of the real value of what he learns and does in social\nterms.\nIs not an undue resort to competition in the school a confession of our\ninability to make the tasks of education seem worthwhile to the child in\nthemselves, and may we not rely on other incentives than this? It is, of\ncourse, out of the question that the child should from the beginning see the\nvital significance to himself or to society of the forms of training which\nhe receives in the school ; but if we have his confidence, we can rely in part\nupon his willing acceptance of the tasks laid upon him by society and by the\nschool as the regularly constituted agent of society.\nAs the child gains a comprehension of the nature and organization of\nsociety, he will be better able to see his own place in the social group and to\nsee the significance of his own actions in his social setting. As the child ac¬\nquires a clearer conception of his place in the world and in the smaller groups\nto which he belongs, he will be guided more and more by the idea of what\nis appropriate in his social relationships.\nThe task of the school at the present time in respect to character educa¬\ntion is set by the nature of those issues appearing in our contemporary life ;\nbut the way in which the task is to be solved leads us back to fundamental\nprinciples of human conduct. The ever changing life about us alters the rela¬\ntive urgency of this problem or of that, and we must study this changing life\nin order to learn which problems to emphasize. The events of our own time\npress home to us continually the folly of unrestrained individualism. This\nleads us to recognize with renewed clearness the necessity of cooperation. The\nevils of individualism are not new. What is new is the intricacy of our social\norganization which makes individualism peculiarly disastrous. The value\nof cooperaton is not new. What is new is the peculiar urgency of the need\nfor cooperation under modern world conditions. Our civilization has come\n\n"}
{"page": 556, "printed_page": null, "text": "552\n\nNational\n\nEducation\n\nAssociation\n\nto the point where it is a fair question whether we must not learn to co¬\noperate or perish. The task of the public school is to show the child that\nsociety is founded on cooperation and to give him that practise in cooperation\nwhich will fit him to take his part in society. This, in its deepest sense, is\nthe meaning of character education.\nCHARACTER\nMRS.\n\nJOHN\n\nEDUCATION\n\nK. NORTON,\nCATION\n\nThe\n\nYearbook\n\nASSOCIATE\n\nAND\n\nDIRECTOR\n\nASSOCIATION,\n\nof the Department\n\nanalysis of current American\n\nTHE\n\nLIFE\nOF\n\nOF\n\nRESEARCH,\n\nWASHINGTON,\n\nTHE\n\nSCHOOL\n\nNATIONAL\n\nEDU¬\n\nD. C.\n\nof Superintendence\n\nbegins with an\n\nlife from the viewpoint of character education.\n\nWith bold strokes it paints the picture of modern industrial life and con¬\ntrasts it with the old agrarian order and shows how new conceptions of\nright and wrong are being forged. Traditional objectives of character edu¬\ncation are reviewed in the Yearbook, and their strengths and weaknesses\npointed out. A new objective is formulated which brings together the insights\nand contributions of many points of view. According to the Commission the\ngoal of character education is the discovery or creation of a way of living\nwhich conserves and produces as many values as possible for as many peo¬\nple as possible over as long a time as possible. Character education is the\nfacilitation of this way of life in an industrial age characterized by rapid\nchange, interdependence of citizens and of nations, and extraordinary power.\nCharacter education as described in the 1932 Yearbook is not a program\nto be “put over,” but an outcome — an outcome of our philosophy of educa¬\ntion, our school organization, administration, and supervision, our selection\nof curriculums, our methods of teaching, our skill in living with, and guid¬\ning children, our ability to quicken and guide the growth of boys and girls.\nCharacter education is looked upon as an outcome\nfore, as broad as life.\n\nof right living. It is, there¬\n\nThis viewpoint centers attention not on some traits to be expressed, not\non some rules of conduct, or on some ideal of truth or beauty, but on the\nsituation. The need for character is all bound up in the situation that one is\nfacing at the moment. Life is one situation after another, and each situation\nhas possibilities of richer or poorer living.\nMy assignment this morning is to review the Yearbook’s suggestions as\nto how teachers and principals may use the life of the school with all its re¬\nsources — the buildings and grounds, the classroom organization, the school\nroutine, the curriculum, the extra-curriculum activities, the school’s tradi¬\ntions and its goals as a laboratory in which children may grow and develop\ntheir own best selves in relation to others.\nHow\n\ncan we\n\nuse the physical resources\n\ncation? — First, by providing\n\nof the school for character edu¬\n\nbuildings and grounds\n\nappropriate\n\nfor joyous\n\nliving and learning. Children have real affection only for those places in\nwhich they have some opportunity for recreation.\n\n"}
{"page": 557, "printed_page": null, "text": "Department\n\nof\n\nSecond, the physical environment\n\nSuperintendence\n\n553\n\nof the school can best be used for char¬\n\nacter education when it is made as beautiful and as useful as intelligence and\ncare can make it and by seeing to it that the sanitary provisions are such as\nto encourage cleanliness, orderliness, and respect for privacy.\nOne of the many significant studies reviewed in the chapter of the Year¬\n\nbook on “Research Related to Character Education,” shows that groups in\ncertain unfavorable environments almost invariably produce large numbers\nof delinquents. A wholesome environment is a tremendous ally in establish¬\ning right habits and inner controls of conduct. Teachers have often been im¬\npressed with the change in the personal appearance and behavior of pupils\nafter moving from a dilapidated and unattractive school building into a\nmodern structure surrounded with adequate play space and attractive\nlandscaping.\nDestruction of school property and the vandalism which constitutes a\nproblem in many communities is not easily solved. One of the ingredients\nwhich must enter into its solution, however, is the provision of school build¬\ning and grounds which are worthy of respect and conservation.\nChildren can be made to feel that they own the school building and\ngrounds, with all the pride, interest, and thoughtful outlook that go with\npossession. This feeling of ownership for a modern, attractive school plant\ncan be developed by giving pupils a share in its improvement and upkeep and\nby organizing the housekeeping duties of the classroom so as to develop pupil\nleadership. Under such conditions, pupils acquire the habit of assuming some\nresponsibility for their physical surroundings, and a sensitiveness to better¬\ning them thru teamwork.\nHow\n\ncan the curriculum\n\nbe used for character education? — Those\n\nwho\n\nlook upon character education as a division or subject of the curriculum will\nfind little support in this Yearbook. It states that any good curriculum is\na character education curriculum. To the extent that a curriculum makes a\nsincere, intelligent, and courageous\n\nattack on the real problems of living, it\n\nmeets the requirements for character training. To quote the Yearbook: “It\nwould be the most serious form of hypocrisy for the school to exhort pupils\nto be sincere, intelligent, and courageous in facing the world and then it¬\nself to practice insincerity, ignorance, and cowardice in the making of its\ncurriculums.” The good curriculum will center in the social studies, since\nthese attack the problem of how people best live together and as individuals.\nThe modern social studies course will be concerned not merely with ancient\ncivilizations, but with contemporary issues, and planful control of the future.\nThe cue for the teacher is not to dodge controversial social issues, but to face\nthem.\n\nLincoln Steffins points out in his thought-provoking Autobiography, that\nif the schools deal only in traditions and ideals and not realities, education\nis a hindrance to the pupil’s orientation in this present work-a-day world.\nA sensitive personality encounters no more disorganizing experience than the\none which comes with the shattering of illusions built up by a too idealistic\nand unpractical schooling.\n\n"}
{"page": 558, "printed_page": null, "text": "554\n\nNational\n\nEducation\n\nAssociation\n\nThe acceptance of this viewpoint does not mean that we should focus the\nattention of youth exclusively on such social problems as intrenched privilege,\ngraft, war, political chicanery, economic depressions, vice, and disease. As\nNeuman points out in his new book, Lives in the Making , blind hero worship\non the one hand and sophistication and cynicism on the other are twins. Both\noversimplify. The challenge to the school is to help move the world up from\nbad and good to the better. Those who want their lives to count most will\nbe neither contented nor discouraged but will continue to offer their best\nto the working out of presentday social, economic, and governmental prob¬\nlems. Instead of letting youth become sophisticated and cynical, point out\nto them that presentday failures and neglects are chances for the young fel¬\nlows coming along and looking for work. It was Huxley who wrote: “To\nlearn what is true in order to do what is right is the summing up of the whole\nduty of man for all who are not able to satisfy their mental hunger with the\neast wind of authority.” In our secondary school and college classes let us\ngive our students not merely a survey of the solved, but of some of the un¬\nsolved problems with which every subject bristles. From such study stu¬\ndents may be inspired as was the poet who wrote :\nI have\n\na vision\n\nOf a New Republic, brighter than the sun,\nA new race, loftier faith, this land of ours\nMade over.\n\nThe Yearbook points out that every subject in the curriculum, to the ex¬\ntent that it makes a sincere, intelligent, and courageous attack on the real\nproblems of living and gives pupils an enriching interest, contributes to\ncharacter education. I have mentioned the contribution of the social studies.\nTime permits the mention of but one other subject field, the natural sciences.\nWhen science is taught as a way of life it offers large opportunity for char¬\nacter development, since it seeks to develop in pupils an appreciation of\nscientific methods of thinking and the habit of applying this method to social\nas well as to physical problems. Teaching science as a way of life makes\nmastery of subjectmatter subordinate to the development of habits and at¬\ntitudes which ultimately will bring about a better social order.\nThere is a moral imperative on science teachers to analyze the scientific\nmethod of thought, to discover the characteristics which differentiate it from\nolder types, to make pupils conscious of the method of science as well as the\nmere results of science, and to experiment in having pupils use this method\nin the solution of social problems, where observation, reflection, and com¬\nparison should also precede the drawing of conclusions.\nThe larger the conception we have of the school’s opportunities, the\ngreater will be our inspiration for developing new curriculums. Curriculum\nis the Latin word for race course or chariot. We need to ask ourselves where\nthe chariot is expected to take its riders and what knowledge, skills, and\nattitudes they will acquire enroute. The more delightful the journey, the\nmore frequently we may expect pupils to take more and longer trips on their\nown initiative into the various subject fields of the curriculum.\n\n"}
{"page": 559, "printed_page": null, "text": "Department\n\nHow\n\nmay\n\nof\n\nclassroom procedure\n\n555\n\nSuperintendence\n\ncontribute\n\nto character education? _ The\n\nYearbook s answer to this question will be of interest to all though\ntful\nteachers. The Yearbook offers some empirical and experimental\nevidence\nwhich indicates that vital, moral teaching comes from the manner in\nwhich\npupils meet the situations in which they find themselves from day to\nday.\nThe implications of certain research studies reviewed in the Yearbook are\nimportant for classroom procedure. One study, for example, shows\nthat\nthere is an unmistakable tendency for children who attend modern schools\n,\nwith a project approach and a turning of attention away from tests, grades,\nand marks toward the worth of the activity in and of itself, to become\nprogressively less apt to cheat on school tests.\nAmong\n\nother research findings reported which lead the thoughtful teacher\nto take stock of his classroom procedures are those which show the disagree¬\nment between psychiatrists’ and teachers’ reactions towards the behavior of\nchildren. Teachers regard talkativeness, smoking, laziness, and whispering\nas serious behavior problems. Psychiatrists are more disturbed by shyness,\nsensitiveness, suspiciousness, and over-criticalness of others. From the view¬\npoint of character education which group is right, teachers or mental hy¬\ngienists ?\nThe Commission\n\nthrows out a challenge by asking to what extent teachers\nare responsible for cheating, slovenly work, and plagiarism on the part of\npupils. According to the \\ earhook, children do honest work, when they\nknow how to do the work and get proper satisfaction from doing it honestly.\nFor example, when citation of the ^source of information” is recognized\nequally with the information given, plagiarism goes out of style in a class¬\nroom. When boys and girls have been trained how to take brief notes, they\nsee note-taking as a qualitative and not a quantitative assignment.\nHow\n\nmay\n\nextra-curriculum\n\nactivities contribute to character education ?—\n\nSchool assemblies, dramatics, athletics, clubs, fraternities, school publica¬\ntions, and student councils are all discussed at length in the Yearbook from\nthe standpoint of character education. To show you what strong convictions\nthe Character Education Commission had on the subject of extra-curriculum\nactivities, I will quote four of the general principles which they set forth:\nFirst. Extra-curriculum\nof the school.\n\nprogram\n\nSecond.\nchildren\n\nactivities should grow\n\nExtra-curriculum\n\nand\n\nactivities should\n\nnot for the purpose\n\nout of, and\n\nbe conducted\n\nenrich the regular\n\nfor the education\n\nof\n\nof advertising\n\nthe school or raising money for the\nschool treasury. The practise of exploiting boys and girls on “winning teams” for\nthe sporting element of the town cannot be too strongly condemned.\n\nThird.\n\nParticipation in extra-curriculum\n\nthe school s program\n\nFourth.\n\nshould\n\nbe so varied\n\nSatisfactory scholarship\n\nparticipation\n\nin extra-curriculum\n\nactivities should be voluntary, and yet\n\nand\n\nrecord\n\nso conducted\n\nshould\n\nas to interest all pupils.\n\nnot be made\n\nactivities.\n\na prerequisite for\n\nThis statement will raise questions in the minds of many. Read the Year¬\nbook on this issue before you disagree with it.\nM easurement\n\nYearbook,\n\nof results in character education — In the preparation of the\n\nthe Character\n\nEducation\n\nCommission\n\ndodged\n\nno controversial\n\n"}
{"page": 560, "printed_page": null, "text": "556\n\nNational\n\nEducation\n\nAssociation\n\nissues. Accordingly, there is an extensive chapter on the measurement\nresults of character education, together with the most comprehensive\n\nof the\nlist of\n\nmeasures, tests, and indices of character education, available in any one publication.\nHowever, the Commission displays no characteristics of the enthusiast\nfor the measurement of character education. It points out that there are no\nsimple measures of all-around character and any wholesale adoption of char¬\nacter tests by persons not specially trained would be exceedingly unfortunate.\nThe Yearbook emphasizes the point that the complexity of human personal¬\nity will always make the measurement of character difficult. How can it be\notherwise when as the Yearbook states, “Behavior involves adaptations to\nsituations, but the same total situation never recurs. Precisely the same re¬\nsponse cannot recur. A man may be cheerful in the morning, worried at\nnoon, irritable in the evening, hilarious at midnight, and depressed the next\nmorning. How shall we measure his pleasantness of mood by any cross sec¬\ntion?” The exact measurement of character depends upon extensive, ex¬\npensive, and long-continued thoroness in observing and recording human\nbehavior. After giving this warning, the Yearbook offers seven suggestions\nfor the use of tests.\nIs there a magic formula for character development\n\n1932\n\nYearbook\n\nof the Department\n\nf— The\n\nof Superintendence\n\nanswer\n\nof the\n\nis emphatically,\n\n“No!” If the Yearbook does nothing else, it should help the superintendent\nof schools to warn off the faddist with a single plan for character develop¬\nment or with one cure for crime. The Yearbook should help superintendents\nof schools, principals, and teachers to realize that character education is not\nsomething which can take place only in a classroom hour, but is intimately\nbound up with mental inheritance, family life, group customs, economic or¬\nganization, community recreation, and a variety of concerns not usually\nlabelled character education.\nIn this complex of factors, which enter to determine good and bad con¬\nduct, the Yearbook recognizes master teachers as a guiding force. The\nteacher who has understanding of the complexity of modern life, courage\nto face its issues, and faith in the possibilities which human personality has\nfor growth will see to it that the school is always a place of growth. This\ndoes not mean that the teacher exudes good character habits for pupils. It\nmeans that he has scientific technics, such as the case-study method, for\nhelping pupils develop good habits. Such a teacher will not only see boys and\ngirls as they are, but as they are capable of becoming — as they possibly may\nbe. Such a teacher unconsciously leads pupils to know that he believes in\nthem. “And the fact that someone believes in any of us, thinks better of us\nthan we have any right to think of ourselves, is in a way our anchorage in\nlife.” This attitude is the foundation of the spiritual relationship between\nteacher and pupils.\nThe 1932 Yearbook faces the hard facts of reality, but it also gives the\n\nreader new courage in the thought that “teaching gets its richest creative\npower from a living sense of an ethical life more nobly inspired than is yet\nthe common\n\npractice.”\n\n"}
{"page": 561, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\nCOMMEMORATING\nTHE BIRTH\nGEORGE\nWASHINGTON\nPresident\n\nBroome:\n\nAt\n\n10:15\n\no’clock,\n\nwhich\n\n557\nOF\n\nis the present\n\nhour,\n\ntwo\n\nhundred years ago today, George Washington, the Father of our Country,\nthe anniversary of whose birth is being now celebrated thruout the length and\nbreadth of this land, came into life. In honor of him and of the great mother\nwho bore him, and in honor of the country which he so securely established,\nlet us stand and give the pledge of allegiance to the flag of the United States\nand sing two verses of A merica.\nTHE\nCHARLES\n\nB. GLENN,\n\nEverywhere\n\nYEARBOOK\n\nAS A WORKBOOK\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\ntoday interest in character education\n\nBIRMINGHAM,\n\nALA.1\n\nis growing.\n\nSpecial\n\ncourses in the subject are being offered in normal schools, colleges, and uni¬\nversities. Teachers and administrators, classes in civic education, in the\nprinciples and philosophy of education, are studying the relation of their\nwork to the development and training of character.\nIf the 1932 Yearbook of the Department of Superintendence on Char¬\nacter Education is to be anything more than just another book, it will be\nnecessary that it become the center of our thinking. Each superintendent of\nschools should come to know it well. Thoro familiarity with its contents may\nserve to make it a workbook in the schools of America. Let us then for a\nfew minutes analyze it somewhat\n\nin detail.\n\nThose expecting to find in it a ready reference encyclopedia, to be con¬\nsulted in emergencies, or when first aid is needed, will be disappointed. On the\ncontrary, it sets up no hard and fast rules of procedure; it offers no maxims,\ncodes, slogans, or recipes by which character, as if by magic, may be devel¬\noped. It makes no attempt to tell on a particular page or in a single sentence\nwhat to do if Edward persists in taking Marie’s pencils, or if Sylvia is caught\ncheating on examinations.\nWhat\n\nit does attempt to do, as indicated in the captions of its several\n\nchapters and as already outlined, is to set up the basic psychological prin¬\nciples underlying the development of character and to discuss these as ap¬\nplied in school procedure. “This industrial civilization is making imperative\na reappraisal of the entire system of values bequeathed from an age of toil,\nof poverty, and of bitter struggle with the elements . . . obviously in this\nage of rapid social transition the problem of moral education requires a very\nfundamental analysis.”\nEducators must face these facts if they are to build wisely. It might, there¬\nfore, be helpful for us and for all teachers to know that the Yearbook at¬\ntempts to supply this analysis as a background.\nThat apparently there is practically no correlation between teachers and\npupils in their knowledge of right and wrong, and that this fact suggests\n1 Read\n\nby L,. Frazer Banks, Assistant Superintendent\n\nof Schools, Birmingham,\n\nAlabama.\n\n"}
{"page": 562, "printed_page": null, "text": "558\n\nNational\n\nEducation\n\nAssociation\n\nthat the role of the school in the realm of character education is far weaker\nthan those who\n\nwork\n\nin this institution are accustomed\n\nto think, is one of\n\nthe challenging statements made in the chapter on “Agencies of Character\nEducation.” Is not this a new challenge to make the school a more power¬\nful agency for character training?\nIf you would know certain definite objectives of character education,\neighteen are listed in Chapter III.\nA knowledge of the best known theories of character education as set forth\nin the chapter dealing with this subject, will tend to prevent needless and\nwasteful experiments in fields that have already been tried.\nCan character be measured ? The Yearbook states that much more has been\naccomplished than the average layman is aware of, and lists many tests now\navailable and others which are being prepared.\nH ow far should we attempt to set up a character education curriculum?\nMay\n\nit not be true that any good curriculum constitutes a character educa¬\n\ntion curriculum? The chapter on “Curriculum” discusses this fully.\nTeachers will be most interested in the discussion of how classroom proce¬\ndure may contribute to character education, and especially, in the statement\nthat “there is no inherent conflict between procedures aimed at character\neducation and those striving for scholastic goals.” If the best character edu¬\ncation values are realized in the classroom, it is the teacher’s responsibility\nto have this purpose in mind as he sets the stage for the child’s activity ; and\nthis chapter further suggests, to which, doubtless, all agree, that it would\npay to give more attention to awakening\nhim in creative work.\nNowhere\n\ndoes the Yearbook\n\nthe child’s interests and to training\n\napproach more\n\nnearly the ready reference\n\nbook answering definite, specific questions, than in the chapter dealing with\n“Character\n\nEducation\n\nin the Life of the School.” Here are found discussed\n\nsuch matters as “Using the Physical Resources of the School for Character\nEducation,” “Discipline as a Means of Training for Character,” “Extra\nCurricular Activities as Training in Character.”\nIf the teacher is to stand today as heretofore in loco parentis , then there\nwill continue to be opportunity for individual counseling. How to make\nsuch counseling contribute to character education forms the subject of an\nentire chapter.\nThis is a Yearbook of the Department of Superintendence, but it does\nnot fail to recognize that tho adequate equipment, purposeful curriculums,\nthoro supervision, and scientific methods are all important, after all the in¬\nfluence of the teacher should and does occupy first place in the character\ndevelopment of the child. This is strongly set forth in the chapter on “The\nTeacher in Character Education.”\nIt is imperative that the entire school function as a vital experience thru\nwhich young people learn to live wholesomely together. In order to accom¬\nplish this goal the school must shape its procedures so as to make desirable\nconduct the most likely outcome of childhood and adolescent training. Much\ndepends on the organization of the whole school system, the organization\n\n"}
{"page": 563, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n559\n\nof the individual school, and the cooperation of parents and the public. An\nentire chapter is devoted to telling how some schools have been thus organ¬\nized for character education.\nThe\n\nYearbook\n\npoints out that from a character education standpoint the\n\nadministration of a school system is a matter of grave importance. If effec¬\ntive character training is to be given in any school system, the set-up of the\nsystem, the administration itself, must exemplify it. Character in its unfold¬\ning and development follows the spiritual law of growth, “First the blade,\nthen the ear, after that the full corn in the ear.” In each individual there\nare potentialities for good, which, in the right environment and under the\nproper conditions, develop. Administrators of school systems should create\nsuch environment and supply the necessary elements conducive to the develop¬\nment of character.\nThe purpose for which the school exists, the choice of administrative offi¬\ncers, the manner in which they deal with the pupils, the teaching personnel,\nand other factors of the school system, as well as of the community outside the\nschool, these make up that pervasive, intangible thing we call school atmos¬\nphere in which character is either dwarfed and thwarted or in which it\nexpands and develops.\nNo study of the character education of the child would be complete that\ndid not give a prominent place to the influence of the home. A recognition\nof the fact that the home of the agrarian civilization of a hundred years\nago — practically a self-sufficient social unit in itself — no longer exists, lends\ngreater importance to the consideration of the subject. To what extent should\nthe school go in its efforts to supply these important factors which have\nbeen relinquished by the home? Is there a limit? Has it been reached already?\nIf so, in the interest of society should we not take care lest it be exceeded?\nThese and similar questions are considered in the chapter on “Home and\nSchool Cooperation.”\nThe final chapter is devoted to the “Relation of the School to Other Or¬\nganizations and Institutions in Character Education.” Recognition is given\nto the fact that character education is a twenty-four hour process and that\nthe school has the child for only five or six of these hours. This fact alone\nwould demand that any study of the character education of the child should\ninclude a consideration of these outside agencies.\nThis sampling of the Yearbook conveys, I trust, some conception of its\ncontents. Having familiarized ourselves with it, if we would have it be¬\ncome a useful workbook in the hands of teachers, we must, in the parlance\nof the shop, “sell it” to them, by seeing that teachers are supplied with copies,\nby having it reviewed and discussed at meetings of teachers, by securing its\nuse as a textbook in extension courses and summer schools. We agree with\nDr. Nicholas Murray Butler that “that democracy alone will be triumphant\nwhich has both intelligence and character. To develop them among the\nwhole people is the task of education in a democracy.”\nThe Commission, therefore, has endeavored constantly to hold in mind\nthe audience for which this Yearbook was prepared. Not the large city\n\n"}
{"page": 564, "printed_page": null, "text": "560\n\nNational\n\nEducation\n\nAssociation\n\nschool system alone with its supervisors and research departments, but the\nvillage and rural schools as well.\nThe essence of religion permeates the philosophy and structure of the en¬\ntire public school system. It has given rich content to the teaching of those\nprinciples of character which, by ennobling society, ennoble individual lives,\nand which, by ennobling individual lives, in turn ennoble society.\nYour Commission dreams and hopes that this Bicentennial Year in which\nmuch study and thought will be given to everything touching the life of that\ngreat Statesman who did so much to establish the high character of our nation\nin its beginning, may also be characterized by a renewed activity on the part\nof the teachers of America to do their part in the all-important task of\ndeveloping the character of our youth.\n\nEDUCATION,\nCHARLES\n\nH. JUDD,\n\nDEAN,\n\nTHE\n\nNATION’S\n\nSCHOOL OF EDUCATION,\nCHICAGO, ILL.\n\nSAFEGUARD\nUNIVERSITY\n\nOF\n\nCHICAGO,\n\nNo words of mine can express the necessity of universal education in a\ncountry like ours as impressively as do the words of George Washington.\nIn his farewell message addressed to the people of the United States near\nthe end of his second term as president, he said :\nPromote, then, as an\ndiffusion of knowledge.\n\nobject of primary importance, institutions for the general\nIn proportion as the structure of a government gives force\nto public opinion, it is essential that public opinion should be enlightened.\n\nI am sure that every member of this assembly accepts the statement of the\nfounder of this republic as a commission from a great commander. It lays\nupon each of us the obligation to do whatever is necessary to promote educa¬\ntion in times such as these, when all the institutions of our national life\nseem to be in process of re-evaluation and reconstruction — none more so\nthan the educational system.\nThe command of George Washington is even more urgent today than\nwhen it was first issued, for we find the governments of all countries giving\never-increasing attention to education. We observe the revolution which\nbrought communism to Russia and find that schools flourish under the new\nregime as major instruments of social control. We observe the dictatorship\nof Italy, removed in theory and practise as far as possible from communism,\nand we note once more that education is the instrument used by the dictator\nto guide youth into the new ways approved for national life. We see the\nancient civilizations of Western Europe, crippled by war and disrupted by\neconomic stress and storm, opening new schools for the common people,\nmaking higher education free to increasing numbers, looking to the future\nfor happier times when educated democracies shall be better able to cope\nwith the problems of organized society. Even the Orient, aroused from its\nlong lethargy, is organizing schools for the masses, seeking to overtake the\nOccidental world thru education.\n\n"}
{"page": 565, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n561\n\nWhen all the peoples of the earth are beginning to realize that a free\nuniversal education is the only sure guaranty of civilization, shall we falter\nand withdraw from an educational program which has been one of the\ncharacteristic features of our democracy? There can be but one answer to\nthat question. We are gathered here today to counsel together for the better\norganization of American education, and our counseling shall not be in vain.\nThe present emergency has done much to teach the American people that\nall their institutions are interrelated. There has been some disposition in\ntimes past to think of schools as detached institutions. Leaders in commercial,\nindustrial, and political life have seldom considered it to be important for\nthem to spend time and energy in improving schools. School people have too\noften looked upon business and politics as subjects entirely outside the circle\nof their interests. The economic crisis has made us all aware in a new and\nvivid way that schools are a part of the general social order and that the\ncurriculums of schools and their methods of dealing with pupils are largely\ndetermined by the conditions of life outside the schools.\nLet us state in concrete terms the situation which now confronts this\ncountry. The industrial system has built cities. More than half the popula¬\ntion of the United States has been crowded into limited spaces. These spaces\nare not adequate to provide children with the opportunities which nature\nintended they should have. A recent canvass of conditions in 257 representa¬\ntive cities revealed the fact that in the seven years from 1921 to 1928 the\npercent of persons living in one-family houses decreased from 58.3 to 35.2.\nThe narrow confines of an apartment, or even of a house, on a thickly popu¬\nlated street do not permit the children to play and work as they should\nif they are to develop normally. The city has erected schools as a part of\nits building program. Mark that not a word is said for the moment about\nwhat is provided in the program of instruction. School buildings are abso¬\nlutely essential factors in the solution of a city’s housing problem. As mere\ndevices to keep children off the streets, school buildings are necessary. There\ncould be no cities if there were no schools to supplement the narrow living\nquarters occupied by the majority of the people of this country.\nAre presentday schoolhouses too lavish in their equipment? The indus¬\ntrial system of the United States has erected great factories and warehouses.\nIt has developed an elaborate system of highways. It has amassed great\nfortunes. This same industrial system has an obligation to erect for the\nyoung people schoolhouses which furnish ample light and air and space for\nstudy and play. Cities have taken something away from human beings,\nespecially youthful human beings who are in process of developing. Cities\nmust provide adequate substitutes for that which they have taken away.\nWithout a school around the corner from every block of city apartments,\nthe apartments would be intolerable. Let us be clear and explicit in our\ndealings with industrial leaders. Schools have a right to a substantial part\nof the earnings of industry.\n\nLet us consider the situation from another point of view. Formerly, in¬\ndustry protected many children and housed them in its factories. The pro-\n\n"}
{"page": 566, "printed_page": null, "text": "562\n\nNational\n\nEducation\n\nAssociation\n\ntection which it gave was, to be sure, sometimes a fraud, because it exploited\nchildren and profited by their cheap labor. As industrial processes became\nincreasingly complicated, industry found it less and less profitable to keep\nchildren in factories. Of late years industry has not wanted children; it has\nshut its doors to them. Sometimes it has offered to the public the pretense\nthat it is filled with the spirit of philanthropy. Many a law compelling\nchildren to attend school has been passed in the name of charity, when it\nwas in fact a law excluding children from industry.\nGo, if you will, today with the youth who has completed the curriculum\nof an elementary or secondary school, or, for that matter, of a college, and\nsee him in the market place or at the door of the shop offering his services.\nSee him ask for a place in the world of productive labor. You know how\nhis application is received. More than five million young people were added\nto the school population of the United States during the decade from 1920\nto 1930. Each decade from 1880 to the present, the population of our high\nschools has doubled. Since 1900 the population of institutions of higher\n\neducation has increased fourfold — from 285,000 to more than 1,200,000.\nThis social migration is not due to the caprice of youth. Great fundamental\nforces have been operating in American society. Those forces originated in\nan industrial system which has substituted machines for human hands and\nhas become so complex and exacting that it no longer desires the labor of\nyoung people.\nThe veritable avalanche of human life which has descended on the\nschools has precipitated in these institutions a whole series of problems more\nmomentous for the welfare of the country than are any of the problems\nwhich have come with the present economic crisis. This crisis is a symptom\nof a new social order. The schools have been struggling for a generation to\nprepare for this new order, while those who lead in the operations of our\nmodern machine industry have given little or no heed to the change which\nhas been impending for years. The schools have sought to adjust themselves\nto new conditions of life. They have exercised an ingenuity of invention far\nbeyond that of industry itself.\nHow well we remember the arrogance with which business vaunted itself\nbefore October, 1929. How often we w~ere exhorted to learn from business\nmanagement how to conduct schools. The fact is that business was then\nand is today far less effective in rendering genuine service to the nation\nthan are the schools.\nI confess that I am filled with resentment when I hear the criticisms of\nthose who say that the American schools are failures. There are the smug\nexploiters of society who have been driving communities to the brink of\nruin by their greed and selfseeking. They have refused to adopt new taxing\nsystems. They have refused to study social movements. They have been\nparsimonious with the schools, and they have had the effrontery to pass ad¬\nverse judgment on the experiments which the schools have been trying in\nthe effort to prepare society for its new day. There are the exasperating\ncritics who belong to our own fraternity, seekers after a little cheap\n\n"}
{"page": 567, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n563\n\nnotoriety, carping and complaining but doing nothing to clarify the situa¬\ntion. If the worst that our critics say were true, there would still be ample\nground for pride in what has been achieved.\n\nVery little imagination is required to frame an accurate picture of what\nhas been happening. A short generation ago the upper grades of the elemen¬\ntary school and the whole high school were attended by limited numbers of\npupils, all of whom were seeking the same kind of education. The majority\nof the young people of the country were leaving the schools before they\nreached the seventh grade and were finding their places in industry. The\ncommunity found it comparatively easy to support schools because the at¬\ntendance was small, especially at the upper levels. Then came the change,\nnot primarily in the schools but primarily in the industrial and social sys¬\ntems. Great numbers of pupils of an entirely new type were sent to school.\nTeachers were called on to conduct classes made up of young people who\nhad not the slightest interest in the traditional subjects. Altho the teachers\nhad not been trained by society to give instruction in new subjects, they\nwillingly tried as best they could to meet the situation forced upon them.\nMany teachers equipped to teach Latin or mathematics tried to organize\ncourses in English and science and the arts. Society, be it repeated, made no\nadequate provision for the reception in the schools of the young people whom\nit crowded into those institutions. It was the teachers who met the situa¬\ntion, not the industrial system. The United States Office of Education is\nauthority for the statement that the high schools of 1890 taught nine sub¬\njects, whereas the high schools of today include in their programs as many\nas two hundred and fifty subjects. It is no wonder that some of the new\ncourses are open to criticism. They are emergency measures intended to\nprovide for young people who have been pushed out of industry. Even the\nelementary grades have been obliged to change the content of their courses\nin the effort to keep pupils interested and alert. The institutions of higher\neducation have expanded their curriculums to include commerce and forestry,\nagriculture and engineering, and other new lines of information and train¬\ning wholly absent from their programs of instruction a generation ago.\nSome of the additions to school programs of instruction have been made\nbecause new bodies of knowledge have accumulated in recent years. It\nshould not be overlooked, however, that the impulse which stimulates man\nto seek new bodies of knowledge originates in modern civilization itself.\nKnowledge grows in response to the demands of life. Every development\nof modern life has compelled the curriculums of the schools to expand.\nOf course, the introduction of new courses has been slow. Even today\nsome schools are unable to offer suitable instruction to their pupils. I re¬\nmember going some years ago, as a member of the staff of a state school\nsurvey, to visit a small rural high school. I climbed up a steep hillside and\nfound some eighty or ninety pupils in a school building which had no equip¬\nment but fixed desks and bare walls. The rooms of this school were\nobviously intended for textbook courses. There were three teachers, includ¬\ning the principal, a young and inexperienced college graduate. The school\n\n"}
{"page": 568, "printed_page": null, "text": "564\n\nNational\n\nEducation\n\nAssociation\n\nwas in a continuous uproar. I stayed until school was dismissed, or, perhaps\nI should say, until the session broke up for the day. I sat down with the\nprincipal and asked him wdiat was the matter. He answered by saying that\nthe pupils were not interested in their studies. “What are they interested\nin?” I asked. The answer was one of the most revealing I have ever heard.\n“What are they interested in?” he replied, “The bus ride.” The bus ride\ntook those children out of their squalid homes. It gave them companionship.\nIt carried them along one of industry’s new highways. It took them up the\nhillside and deposited them in a place where society unfortunately had made\nno adequate provision for their reception. Society sent them where there\nwas none of the thrill of the bus ride, where there were no contacts with\nthe productive industries which they were eager to enter. They were not\ninterested. Who were to blame? The three teachers, the traditional subjects\nof the curriculum, or the industrial and social systems, which sent to the\nschool erected for one purpose young people who were absolutely unadjusted\nto that purpose?\n\nRestless, uninterested pupils express emphatically, tho not intelligently,\nthe demand of society for a new program of instruction. A new program of\ninstruction cannot be developed in a day or a year. It requires the highest\nintelligence to prepare new courses adapted to the demands of a new type\nof life. Not only so, but, when schools begin to experiment in the organiza¬\ntion of new courses, it always happens that some members of the older\ngeneration charge the schools with being full of fads and frills. In the\ncity in which I live there has been much criticism of the schools because an\nindustrial high school for girls teaches millinery. A very good way to\nanswer this criticism would be, in my judgment, for the city to require the\npersons who object to millinery to interest the girls in that industrial high\nschool in a traditional subject of unquestioned respectability, such as Latin\nor trigonometry.\nThe schools stand between the generation which is passing out and has\n\nno adequate understanding of the new social order and the oncoming gen¬\neration, which is eager to take its part in the world and unwilling to be bound\nby the fetters of a narrow program conceived and established in a day when\nmachinery was new and cities were uncommon.\nPerhaps I have spent more time than I should in discussing the past. Our\nmeeting today is far more concerned with the future than it is with society s\nfailure to recognize its duty to young people. Our present task is one of\nconsolidation and organization, of improvement\ntion.\n\nand amplification, of educa¬\n\nAfter all, there is a hopeful possibility of inspiring American society with\nenthusiasm for a new educational program. The individual parents of this\ncountry are eager to provide their children with opportunities which were\ndenied to themselves. The increase in school population is the aggregate re¬\nsult of many a domestic conference in which it was decided that the family\nmust make a sacrifice in order that its younger members may be equipped\nas fully as possible for success in life. Even when\n\nthe parents who send their\n\n"}
{"page": 569, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n565\n\nchildren to school pass thru the period of emotional disturbance which always\nattends the paying of taxes, they are eagerly desirous of securing advantages\nfor their children. If we can keep the parent as taxpayer fully conscious of\nhis duty as a parent, adequate support can be secured for the schools.\nA striking exhibition of the fundamental American attitude toward educa¬\ntion has been furnished during the past few months by the citizens of the state\nof North Carolina. That state, which recently passed a new school law,\nhas witnessed some fifteen referendums on school support. Each of these\nreferendums was initiated for the purpose of reducing local taxes. Each\nreferendum was made possible by a petition signed by 25 percent of the\nvoters of the district. The campaigns which preceded the referendums were\nso clear in the issues which they presented that every one of the referendums\nresulted in a vote favorable to the continuation of local taxes and the main¬\ntenance of the schools.\nWith the assurance which such examples supply, school administrators can\nwell afford to attack with new courage and zeal the problems of the schools.\nWe have not yet reached the highest levels to which we can attain. We have\ndeveloped many new courses to meet the needs of modern life. We can now\nask whether it is possible to make the present courses better, and whether\nit is desirable to introduce into the curriculum new courses which will add\nessential elements to the program of instruction.\nI believe that we can reorganize instruction in high schools and colleges\nso as to provide more compact and therefore more useful courses. I venture\nthe rough estimate that the two hundred and fifty subjects now taught in\nthe high schools of the United States can be reorganized into some ninety or\na hundred substantial courses. At the college level the process of rearrang¬\ning the contents of courses has made rapid progress in recent years. Orienta¬\ntion courses, or general-survey courses, as they are sometimes called, have\ngathered up the scattered findings of specialists and are presenting to students\nthe essentials of large fields of knowledge. The curriculum of the elementary\nschool has been reorganized in such an efficient way that the lower grades\ncover adequately the rudimentary subjects. The upper grades are detach¬\ning themselves from the lower school and are taking on the pattern of the\nhigh school. All these changes are alike in that they are consolidating and\nsystematizing the courses which were invented to meet the needs of presentday society. The reorganization, thus hopefully begun, calls for the best in¬\ntelligence of our profession. Not only so, but it is our duty to show com¬\nmunities how important it is for the young people of the nation that time and\nenergy be expended in this labor of reconstructing the curriculum.\n\nBoards of education are in the habit of spending public money on teaching.\nThey do not always understand that there is a function of the educational\nsystem quite as important as teaching, that is, the function of collecting\nmaterials to be taught and of arranging these materials so as to make them\nmost valuable to pupils. If the world were static and if a subject of in¬\nstruction once introduced into the school program could always be taught\n\n"}
{"page": 570, "printed_page": null, "text": "566\n\nNational\n\nEducation\n\nAssociation\n\nin exactly the same way generation after generation, school boards might\npossibly be justified in asking teachers to devote all their energies to mere\nroutine teaching. We all know, however, that the world is not static and\nthat the schools cannot be content to repeat the same materials year after\nyear. Therefore, school boards must be persuaded to provide for constant\nand vigorous reorganization of materials of instruction. My recommenda¬\ntion, therefore, is that we enlist the cooperation of communities thru their\nrepresentatives on boards of education in a better organization of the school\nprogram. I have tried to lay the foundations for a campaign looking toward\nthis better organization by pointing out that society is responsible for the\npresent state of the schools and that society in general is obligated to co¬\noperate with school people in perfecting educational institutions and adjust¬\ning them to the needs of modern life.\nIf I could have my way, I would bring it to pass that the leading citizens\nof every community would come together and discuss education, not as a\npolitical or financial issue but as one of society’s greatest undertakings. 1\ndo not believe that the community as a whole realizes its obligations to the\nschools. If we of the schools have been remiss in not seeing to it that the\nschools receive adequate public attention, let us resolve today that we will\nbe more active in bringing together the leaders and informing them with\nregard to the experiments thru which we are reorganizing the schools.\nMay I make a second recommendation. Man has been so busy compelling\nthe material world to serve him that he has not taken time to understand the\nsocial institutions which he has invented. Especially is it true of our own\nnation that we have expended our energy in pioneering. We have swept\nacross the continent and mastered its physical resources. Today, we are dis¬\ncovering that the material resources which we have accumulated may be\nour destruction unless we learn what government is and what transporta¬\ntion and communication do to human beings. We do not know what money\nis and how it determines the progress or lack of progress of nations and of\nthe world.\nIt would, of course, be foolish to hope that we can overcome our ignorance\nregarding social institutions and social forces in a day. It is even more foolish\nto omit from the program of our public schools the study of social institu¬\ntions. We teach pupils in the elementary schools to compute taxes, but\nwe do not tell them about taxes. We teach pupils in the high schools the\nhistory of ancient states and their problems, but we dare not discuss the\nurgent presentday problem of who shall own public utilities in the cities\nof the United States. We seem to be afraid that some local banker or board\nmember\n\nor the Federal Trade\n\nCommission\n\nwill interfere if we discuss public\n\nutilities. The Federal Trade Commission has indeed in recent years prac¬\ntically banished the topic of public utilities from the high schools of the\nUnited States. I do not have the honor of acquaintance with the gentlemen\nof this commission, but I am quite sure that the Federal Trade Commission\nis not so constituted that it can be trusted with the power to determine\neither positively or negatively what should be taught in the schools.\n\n"}
{"page": 571, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n567\n\nMy recommendation is that we who are directly responsible for the schools\nbe the first to recognize the obligation to introduce the young people of\nAmerica to a fuller knowledge of social institutions than is now supplied\nby American education. If I had my way, I would bring it to pass that\nthe center and core of the school curriculum\nstruction regarding the social order. I would\n\nat every level would be in¬\nteach pupils, when they use\n\nnumber, that they are enjoying the advantages of one of the greatest in¬\ntellectual inventions that the race has ever perfected. When they study\nscience, I would have them learn that knowledge is the product of long\ncooperative labor. When they study literature, I would have them realize\nthat they are being initiated into the ideals of the civilization of which\nthey are a part.\nIt is no simple task to transform the curriculum of the schools into in¬\nstruments for the spread of social mindedness. I have referred to experi¬\nments in other lands. Communism has laid its hand on youth and has shown\nits determination to dominate society by compelling thinking to follow\nprescribed lines. Dictatorship has organized youth to perpetuate its un¬\ndemocratic rule. It is our opportunity and our duty to evolve a plan of\neducation that will provide every individual with that broad training which\nleads to freedom of the type guided by insight and understanding. If the\nfreedom which our form of society boasts as its greatest virtue is to be con¬\nserved and fostered, our people must depend not on a political doctrine\ninculcated by drastic compulsion but on enlightenment.\nI have argued with such vigor as I can command for a consolidation of\nthe school program and for the introduction of a new core into the curriculums of all schools. What I have advocated cannot be accomplished\nby any single school system or by any loosely integrated organization. This\nDepartment\n\nmeets year after year, bringing together agencies which\n\nhave\n\ngreat potential influence. After our meeting we scatter, and as single ad¬\nministrators we are comparatively ineffective in reconstructing the curricu¬\nlum or improving the attitude of the public toward schools.\nRepresentatives of the natural sciences were able during the War to\norganize a foundation which has been powerful in promoting the cultivation\nof all the studies that have to do with material things. The schools of this\ncountry need an educational foundation which shall be the center of co¬\noperative studies and of cooperative action. This foundation, if it is to be\neffective, will require resources at least as large as those now devoted to\nthe promotion of the natural sciences. Should not this Department, to¬\ngether with other educational organizations, be energetic in bringing into\nbeing an educational foundation the functions of which will be the study\nof the internal problems of the schools and the development of a clear\nunderstanding of the relation of the schools to industry, business, and politics?\nWhat the educational system of this country needs is organized and informed\nleadership.\nIt is futile to wait for the government to move if the representatives of\neducational administration exhibit no power of concerted action. It is futile\n\n"}
{"page": 572, "printed_page": null, "text": "568\n\nNational\n\nEducation\n\nAssociation\n\nto duplicate efforts at scattered points. The wisdom of educational leaders\nmust be focused, and their influence must be strengthened thru cooperation.\nIf we say to pupils that the cultivation of intelligence is their highest\nprivilege and duty, is it not doubly our obligation to organize for the pur¬\npose of bringing the highest intelligence to bear on our tasks?\nIn every part of this nation individual school administrators are struggling\nto meet as best they can an emergency which threatens the institutions we\nserve. There is an abundant lack of guiding principles. There is a very\ngeneral lack of understanding on the part of the people of the United States\nof the unique character of their educational system. We have come to a\ntime of stress ill prepared to meet its demands. The emergency has revealed\nto us weaknesses which we must correct.\n\nOnly thru concerted action can we\nof our great leader :\n\neffectively carry out the injunction\n\nPromote, then, as an\ndiffusion of knowledge.\n\nobject of primary importance, institutions for the general\nIn proportion as the structure of a government gives force\nto public opinion, it is essential that public opinion should be enlightened.\n\nPILGRIMAGE\n\nTO\n\nMOUNT VERNON,\nNOON, FEBRUARY\n\nWELCOME\nROBERT\n\nLECKY,\n\nJR., MEMBER,\n\nVirginia welcomes\n\nTO\n\nMONDAY\n22\n\nAFTER¬\n\nVIRGINIA\n\nVIRGINIA\n\nBICENTENNIAL\n\nCOMMISSION\n\nto Virginia and to its most sacred spot, Mount\n\n1\n\nVernon,\n\non this, the bicentennial of Washington’s birth, you who have made a pil¬\ngrimage to Mount Vernon as your tribute to the greatest of Virginia’s sons.\nWashington was a friend of education, possibly because of the lack of\nschool facilities in his immediate neighborhood. He did not have the advan¬\ntages to secure an education such as the boys and girls of the United States\nhave at this time. He overcame that lack of training by reading the best\nauthors and making contact with educated people; and as a result of his\nown efforts he secured for himself the benefits of a trained mind. Many in¬\nstances are noted where he assisted young men to secure educational ad¬\nvantages.\n\nIt would\n\nbe good for our nation and its people should the boys and girls\nin the schools and the men and women in the colleges and universities study\nthe life of Washington and, if possible, visit Mount Vernon ; for a knowledge\nof the life and home of Washington will produce a better citizenship thruout\nour land.\nMount Vernon today is as it was in the latter years of Washington’s life\nexcept that its hospitality, for which it was famous, is no more. The sys¬\ntematic farming of the great estate is past. The spinning of wool and cotton\n1 Mr. Lecky was the personal representative of Governor\n\nPollard of Virginia.\n\n"}
{"page": 573, "printed_page": null, "text": "Department\n\nof\n\n569\n\nSuperintendence\n\nis over. The songs of the slaves in the quarters are still. The laughter of\ngrandchildren is missing. In their stead there has settled upon this spot a\nhalo. Those who visit Mount Vernon with marked reverence, with soft¬\nness of tread, and with subdued voices pass along the ways which were known\nto Washington; for it is in this spirit that people come and go from Mount\nVernon, being impressed with the loving care of the Mount Vernon Ladies\nAssociation for this sacred spot, the home and the tombs of George and\nMartha Washington.\nWELCOME\nMRS.\n\nHORACE\n\nM.\n\nTOWNER,\n\nTO\n\nMOUNT\n\nVICEREGENT FOR\nASSOCIATION\n\nVERNON\nIOWA,\n\nMOUNT\n\nVERNON\n\nLADIES\n\nI have been asked to say something of the Mount Vernon Ladies Associa¬\ntion which has in charge the home of Washington at Mount Vernon. This\nAssociation, the first patriotic organization of women in the United States,\ncame into existence in 1853, thru the effort of Miss Ann Pamela Cunning¬\nham of South Carolina.\nThe last private owner of Mount Vernon, Mr. John Augustine Wash¬\nington, had found it impossible to maintain the estate, and had, himself,\noffered it to the federal government and to the government of Virginia, both\nof which declined to consider it. Miss Cunningham became concerned lest\nMount Vernon be lost to the people and she then began an organized effort\nto arouse the interest of the women of the country in saving the home of\nWashington. An association was formed consisting of a regent, who is the\nhead of the organization, with representatives of the states known as vice¬\nregents. Women in the various states were charged with the duty of raising\nthe $200,000 which had been set as the purchase price. The payment of\nthe purchase price was completed and the Association took charge on Wash¬\nington’s birthday, 1860, seventy-two years ago today. The work of the\nAssociation has been to restore the mansion and estate to its appearance in\nWashington’s time, to maintain it as a national shrine for all who\nthe name of Washington, and to safeguard it from injury.\nGREETINGS\nEDWIN\n\nC. BROOME,\n\nFROM\n\nPRESIDENT,\n\nSUPERINTENDENT\n\nA PATRIOTIC\n\nDEPARTMENT\nOF SCHOOLS,\n\nOF\n\nrevere\n\nSHRINE\n\nSUPERINTENDENCE,\n\nPHILADELPHIA,\n\nAND\n\nPA.\n\nThe\n\nFather of Our Country is no mythical character. Our freedom is a\ntestimony to his courage. His statesmanship is written into our organic laws.\nHis vision of America’s future may be seen as today’s achievement. As we\nstand here today where he often stood, overlooking the great estate where\nhe labored, we are impressed with his love of home and family. Surveyor,\nsoldier, statesman, farmer, scholar, we honor him as a man\nqualities, a genius of practical vision.\n\nof many human\n\n"}
{"page": 574, "printed_page": null, "text": "570\n\nNational\n\nEducation\n\nAssociation\n\nEducation not only conserves from the past that which is worthy ; it looks\ntoward the future. The schools have also played an important part in the\nwhich has been made since Washington’s\nprogress\ngreat\nso\nevident\nhere today.\n\ntime and which is\n\nThe candle and the incandescent lamp, the family carriage and the limou¬\nsine, the call bell and the radio, side by side here today, are reminders of\nthe great strides which our nation has taken since Washington lived here\nin what was then one of the most comfortable and luxurious homes of the\nnation.\nEducation increases and refines human wants. It helps train the hands and\neducate the minds which are able to satisfy these wants. Our country moves\nforward. No one would observe these changes with more joy than would\nGeorge Washington if he were greeting his thousands of guests today.\nAt this historic moment the present looks back with respect to a revered\npast, and forward to a glorious future. Such reverence and hope were inter¬\nmingled in the spirit of George Washington. The schools will keep that\nspirit alive for those who are to come after us.\n\nBOYS\n\nA MESSAGE\n\nTO\n\nWILLIAM\n\nJ. BOGAN,\n\nAND\n\nGIRLS\n\nSUPERINTENDENT\n\nFROM\nOF\n\nMOUNT\n\nSCHOOLS,\n\nVERNON\n\nCHICAGO,\n\nILL.\n\nAs a representative of the National Education Association I give this mes¬\nsage to the boys and girls of the nation because the Association believes with\nLord Fisher, former British minister, that education is the debt of maturity\nto youth.\n\nTo the boys and girls of America, the training of the schools — private,\nparochial, and public — has brought a reverence for the memory of George\nWashington that has had a stabilizing influence upon government, both\nnational and state. To very young boys and girls the stories of Washing¬\nton’s deeds are as exciting as fairy tales. They are fairy tales and, like fairy\ntales and Santa Claus, they probably serve a good purpose ; but to older boys\nand girls the schools direct attention to qualities of Washington that in our\ncorrupt age seem almost as mythical as the love of truth revealed in the myth\nof the cherry tree. The qualities of honor, force, and good judgment which\nwere daily exercised by him during his entire life, and especially during the\nwar and his presidency, are the aims of citizenship which are placed daily\nbefore the millions of boys and girls maturing in the schools of this nation.\nThe story of the cherry tree persists because many people love truth — in the\nabstract. Many hold it up to others as a great virtue, but few work at it.\nOne of the tasks of the schools is to transform the great virtues of Wash¬\nington from beautiful abstractions of the book to prosaic facts of daily lives.\nThe virtues of democracy cannot be made practical by mere talk or even\nby mere thought. Boys and girls under the direction of their teachers must\nwork these virtues into their hopes and fears, their actions, and their dreams.\nNo pupil can expect to become a good citizen until he has served a long\n\n"}
{"page": 575, "printed_page": null, "text": "Department\n\nof Superintendence\n\n571\n\napprenticeship in citizenship. He must be introduced gradually to the re¬\nsponsibilities, privileges, rights, and duties of the citizen and in his school\nlife he should be given many opportunities to acquire experience in government — in governing his fellows and in governing himself — for today he is\na child, a pupil ; tomorrow he is a man, a voter with the destinies of the\npeople in his hands. The hope of the new generation lies in a new emphasis\nupon the theory and practise of citizenship as enunciated and practised by\nGeorge Washington.\nNearly every American child above the fourth grade knows that in our\nsystem of government supreme power rests in the people. They are the\nrulers. They elect nearly every official from town constable to president.\nThey vote upon the most important policies of government. In every form\nof government success depends to a great extent upon the intelligence and\ncharacter of the rulers. Therefore, in a democracy, where the people rule,\nit is necessary to give these rulers (the people) all the education and all the\ncharacter training that they can possibly assimilate, in order that they may\nrule the nation wisely. Thru the encouragement of George Washington the\nstate established a free public school system partly for its own protection,\nfor the founders knew that a democratic state could not endure unless its\npeople were educated. In autocratic governments like some of those in the\nold world where rules and regulations and laws have been handed down by\nofficials chosen for birth or wealth, higher education for centuries was con¬\nsidered necessary only for the leaders. The followers were easily managed.\nHence education for them was considered unnecessary. The adoption of\nsuch a policy as this would be fatal to democracy. Therefore, our schools try\nto educate all the people. Since the days of Washington political and eco¬\nnomic complexities have increased and their disentanglement demands\nhigher standards of education. If the people are not educated these problems\nwill be left to the political bosses for solution as they have been in the past\nand democracy will be looked upon as a fancy name for political self-delusion.\nHistory repeats itself again and again. All thru the ages, epochs of war\nhave been followed by eras of goodwill ; periods of depression have been fol¬\nlowed by booms; periods of prudery have been followed by periods of cor¬\nruption. Rome had its period of great virtue in government which was fol¬\nlowed by a period of awful corruption. Like the republic of Rome, we suffer\nfrom luxury and extreme poverty and like imperial Rome we suffer from\npolitical corruption. Here the likeness ends, for, unlike that powerful state,\nwe have the hope of salvation in our schools. Rome had no free public school\nsystem. Salvation lies in youth and the schools are expressing the hope today\nthat youth, when it matures, may show more intelligence in the solution of\nsocial and civic problems than its elders have shown.\nOne of the pathetic pictures which the schools present for the edification\nof prospective voters is Washington and His Ar/ny at Valley Forge; but the\nschools relegate to the attic the companion picture of contractor-profiteers\nburying in the swamps the shoes which the bare-footed army needed so badly.\nWashington fought corruption in civic life just as we should fight it and as\n\n"}
{"page": 576, "printed_page": null, "text": "572\n\nNational\n\nEducation\n\nAssociation\n\nthe children must fight it if democracy is to survive. At times the task seems\nhopeless; but there is comfort in Paul’s lesson to the Corinthians: “From\ncorruption comes incorruption.” He might have added, “From tyranny\nflows liberty,” as the following will show. For years, Louis XIV of France\nhas been execrated for his foolishness, his despotism, and his cynical saying,\n“I am the state.” He was the state in a genuine sense and his will was im¬\nposed upon millions of people in France and other countries of Europe, Asia,\nand America. At his command hundreds of thousands marched to death,\nuntil at last revolution showed the way to freedom. No one here would wish\na return to the conditions of his day ; but if each citizen of this nation, each\nboy and girl, could honestly say : “I am the state, with father, mother, brother,\nsister, uncle, aunt, and neighbor,” democracy would become a glorious\nreality.\nFrom the beginning of recorded history down to the present day, progress\nin civilization has been made possible thru a continuous war for the rights\nof the common man against the forces of ignorance and greed. In some cases\nthe charity of the rich became in time the right of the poor. This was espe¬\ncially true of education in our own country. Free public education not so\nlong ago was a charity handed down by the rich. Now it has become the most\nprecious heritage of the poor which no social group or government can elimi¬\nnate without destroying the foundations of society itself. The man above all\nmen who deserves credit for this consummation is George Washington.\nGREETINGS\nHERBERT\n\nHOOVER,\n\nPRESIDENT\n\nOF\n\nTHE\n\nUNITED\n\nSTATES\n\nIt is a signal event that the representatives of teachers of our whole country\nshould meet at Mount Vernon this day. Our teachers more than any other\ngroup have both the privilege and the duty to guide the steps of each new\ngeneration on the road of democracy, to instruct them with understanding\nand reverence for the spiritual benefits which flow from this history of this\ngreat man, and to instil our children with the accomplishments\nwho have made and guided our nation.\n\nof the men\n\nWe meet here today in one of the places which physically in itself is en¬\nchanting and beautiful in its grounds, buildings, and associations, but it is\nnot these which attract hither the steps or thoughts of millions of Americans.\nIt is the memory and the spirit of the greatest man of our race which pervade\nthese grounds ; it is a national shrine, the very name of which swells our hearts\nwith pride and gratitude. It has been preserved and cared for, all these many\nyears by the women of America, in whose trusteeship the nation can find no\ngreater assurance of its meaning, its sanctity, and reverence.\nYou have come from every part of our country, from home-towns,\n\n-cities,\n\nand -states unknown in Washington’s life, yet each and every one of which\nreceived untold blessings from his life and his public service. To you more\n•than to anyone else we entrust the translation of Washington to our children.\n\n"}
{"page": 577, "printed_page": null, "text": "Department\n\nTHIRD\n\nGENERAL\n\nNational\n\nof\n\nSESSION A, MONDAY\nFEBRUARY\n22\n\nCommission\n\n573\n\nSuperintendence\n\non Enrichment\n\nEDUCATION\n\nFOR\n\nL. P. JACKS,\n\nOXFORD,\n\nof Adult\n\nEVENING,\n\nLife\n\nLEISURE1\nENGLAND\n\nThe question of education for leisure is now being actively discussed both\nin this country and in my own and indeed all over the continent of Europe.\nIt has come rather suddenly to the forefront of educational questions.\nThe suddenness of its appearance is largely due to the prevalence of un¬\nemployment. Unemployment has revealed to us in a startling way that when\nleisure is forced on masses of people thru the closing down of their jobs, the\nvast majority of them are utterly at a loss what to do with themselves and\nmerely stagnate as human beings, their minds unequipped with any interests\nand their bodies untrained to any skill which would enable them to make a\nworthwhile use of the work-free time they now have to dispose of. This\napplies to the white-collar class as well as to the others. One of the whitecollar class, a college man, wrote to me not long ago thus, “My education\nfitted me fairly well for my jobs, but now that I have no job, I am like an\nempty barrel.” Most of the unemployed are in that condition; empty barrels\nnot only in the sense that they have nothing in their stomachs but that their\nminds are also starving. The realization of this has caused a good many of\nus to raise the question, “What is education doing to prepare the community\nfor a good and enjoyable use of unemployed time in general?” The question\nhas been brought to a focus, so to speak, by unemployment.\nBut of course there are many other reasons for raising this question. You\nhave only to study the leisure habits of the richer classes as you may see them\nat any pleasure resort, or as you may see them reflected by the articles in the\nshop windows of any city, and you can hardly escape the conclusion that many\nof them are fool habits, and betray an utter lack of intelligence in the use of\nleisure time. A great deal of their leisure occupation consists in flight from\nboredom. The conclusion is much the same if you study the leisure habits of\nthe less rich or even the poor. They follow the same general direction as the\n\nleisure habits of the rich, which they imitate, tho of course they don’t go so\nfar. In both classes there is a general search for external excitements and a\ngeneral dependence on readymade pleasures. There is little originality, little\ncreativeness, but dull folly without end. The element of creative activity,\nwhich makes leisure both enjoyable and humanly productive, is singularly\nlacking in the leisure habits of all classes, tho of course it exists in patches.\nThe question is made more serious by the fact that in every industrial\ncommunity the total amount of work-free time is rapidly increasing, owing\nto the displacement of labor by scientific machinery. The labor field is being\n1 In the absence of Dr. Jacks this paper was read by Dr. James A. Moyer.\n\n"}
{"page": 578, "printed_page": null, "text": "574\n\nNational\n\nEducation\n\nAssociation\n\nreduced, the leisure field is being increased, the present unemployment being\njust a symptom of that process. How far it will go nobody can say, but there\ncan be no doubt as to the general direction — towards a state of things when\nlabor will be the short part of social life and leisure the long. We are un¬\nprepared for such a condition. No adequate provision is being made for it\neither by education or by anything else. It is possible, of course, that increased\nemployment at the labor end may be created by the rise of new wants at the\nleisure end. But what kind of wants? If they are fool wants, the industries\nneeded to supply them will be fool industries. These may be profitable in\nterms of dollars, at least for a time, but they are humanly unproductive, and\nwhen there are too many of them, they provoke a sense that civilization is a\nfool enterprise. I am not sure whether candy and cosmetics are luxuries or\nnecessities, but I am quite sure that when that is the only type of industry that\nflourishes, industrial civilization is in a pretty bad way both economically and\nmorally. I think society ought to find some better way of spending its leisure\nthan in the consumption of such like articles, of which there are hundreds to\nbe bought on the market. And that raises the question of education for\nleisure — especially in view of the increase of leisure that is surely coming.\nAt the same time it would be a serious mistake to regard education for\nleisure as a new department in education ; or as a special kind of education to\nbe added on to the education' which is given for work. There is too much spe¬\ncialization anyhow, in our present methods of education ; too much effort\nspent in teaching young people how to do a particular job in a particular way.\nI agree with a saying quoted by Dr. Abraham Flexner that “an educated\nperson is a person who can do a job he never did before,” an original, creative,\nflexible person, whose all-round education has brought him to the point of\nfinding out for himself the best way of dealing with the situation as it arises.\nThat applies with special force to anything you may call education for\nleisure. It would be utterly futile to give any person detailed instructions as\nto how he should spend the particular portion of leisure he happens to have.\nIt would cease to be leisure if he had to use it according to rule. All you can\ndo by way of educating him for leisure is to make him familiar with the field\nwhere the finer opportunities exist — the field of skill in games, and still more\nin art and craft — and then train him as an all-around man, a good judge of\nvalues, capable of making his own choice and developing his own technic. But\nin training him on these lines you are doing more than training him for\nleisure. You are training him for labor as well. You are bringing him to a\npoint where he can graduate in the Art of Life and work out for himself\na worthwhile existence which nobody can plan out for him in advance. The\nadvantage of discussing education for leisure is just that. It forces us back\nto the major question of educating the whole man as an essentially creative\nbeing whose nature hungers for skill and is never to be satisfied or content\ntill his skill hunger is appeased. By educating him as a whole you educate\nhim for leisure and for everything else. You turn him into the sort of man\nwho can do a job he never did before, whether in labor or in leisure. Life\nas I see it consists largely in doing jobs we never did before.\n\n"}
{"page": 579, "printed_page": null, "text": "Department\n\nLEISURE\nWILLIAM\n\nF. RUSSELL,\n\nAND\n\nDEAN,\n\nof\n\nSuperintendence\n\nNATIONAL\n\nTEACHERS\nNEW YORK,\n\n575\n\nSECURITY\n\nCOLLEGE,\nN. Y.\n\nCOLUMBIA\n\nUNIVERSITY,\n\nIt was during the last year of the War that I was crossing the Pacific. The\nold Empress of Japan , a very small steamer by current standards, was\ncrowded with returning residents of the Far East, missionaries, business\nmen, teachers, who had been held on the coast by the diversion of shipping to\ncarry troops, munitions, and food across the North Atlantic. To this already\noverloaded vessel had been added a small party of newspaper men, motion\npicture operators, and publicity agents, who, as representatives of the Com¬\nmittee on Public Information, were voyaging to sell America to the world.\nThe Captain, in search of entertainment and talent for the inevitable ship’s\nconcert for the benefit of the widows and orphans of those who sail the seas,\nfailing to find vaudeville actresses or opera stars, hit upon the motion picture\noperators, and learned from them that they would gladly assemble a projector\nand give a show, provided that the materials could be brought forth from\nthe hold and the films taken from the fire-proof vault. To this proposal there\nwas joyous agreement, and the Captain ordered one of the forward holds to\nbe opened and the boxes hoisted out. It was fortunate that the sea was calm\nand the weather fair for all day long from early morning until sunset, all\nthru the night, all the next day, some score of men toiled in the hold shifting\nboxes, barrels, bales, bundles, and crates ; all day long and all night engineers\nrattled the donkey engines, hoisting freight. The forward deck was piled\nhigh. Everything was turned over and examined, until away down deep,\nalmost upon the keel, was discovered the boxed cinematograph, triumphantly\nto be brought to the regions above. It must have been loaded with the first\nfreight. Because of these long hours of toil and struggle, the first class passen¬\ngers were regaled with “Brown of Harvard,” “Scenes in Central Park,” and\nviews of “Our Feathered Friends,” — so much labor for so little. I asked the\nCaptain if he thought the game worth the candle. He replied that it did not\nmake any difference. One of his chief jobs was to keep the crew busy. For\nemergency purposes, he said, a full crew was needed, but there was little to\ndo in good weather at sea ; and the crew might as well shift cargo as to paint,\nscrape, and clean. He said that the danger at sea was as great from an idle\ncrew as from fog or storm, and that every ship’s captain in the interest of\norder was compelled to keep every man at work all of his waking time.\nWithout this there would be disorder and discontent.\nIt seems to me that society in ages past has followed the idea of the Captain\nof the ship. A few people have been on the top of the pile. The great mass\nhas had only to honor and to obey. By crude processes of manufacture (that\nis, making by hand) and by ancient and simple modes of agriculture, man has\nbeen able to maintain himself by the sweat of his brow; and if by this pro¬\ncedure he has had his family and provided them with food, clothing, and\nshelter, he has generally been content. He may labor from dawn until dark,\n\n"}
{"page": 580, "printed_page": null, "text": "576\n\nNational\n\nEducation\n\nAssociation\n\nday after day, year after year. The yield may be sparse ; the rewards slight.\nBut he is at work, his wife is at work, the children are at work. There is no\nmutiny in such a crew. There is no mischief done by idle hands. The society\nthat is at work is secure.\n\nNow the ship sometimes comes to port and the men receive shore leave.\nHere they blow off their steam, but not on board. So in most societies there\nhave been periodic cessations from toil. There is the seventh day of Jews\nand Christians, the Market\n\nDay in the East, Saturnalia, May\n\nDay, Christ¬\n\nmas, New Year’s Day, Easter, the Emperor’s birthday. The farmer leaves\nhis plough, the woodsman abandons his axe, the artisan drops his tools. All\nchange their normal activities. There is a religious duty to attend, a patriotic\nact to perform, a traditional ceremony in which to participate, an old time\ngame to play, an ancient tale to hear. Then the ear gives no heed to discon¬\ntent, no attention is paid to conspiracy. In a secure society people do not idle.\nThey are busy, busy at work, busy at play, busy at initiation ceremonies, busy\nat war. Idleness they abhor. Lethargy they abominate.\nNow occasionally as we look into the past, we find illustrations of groups\nof people who for one reason or another had nothing to do. Take the case of\nthe victorious army one week after its return in triumph from a successfully\nterminated campaign. The parade is over. The captives have been exhibited ;\nthe booty displayed. The enemies’ standards are in the museum. What are\nthe soldiers to do? Years on the field of war displace a man from his normal\nwalk of life. He has lived. He has seen. He has marched with Alexander.\nHe has crossed the Rubicon. He has welcomed the sun at Austerlitz. He has\nsuffered at Valley Forge. He is the idol of youth, the pride of the locality;\nand he likes to tell about it. How can he settle down to the placid, humdrum\nwork that he used to do? It is so much more pleasant to sit around the stove\nat the store, tell of the wheat field at Gettysburg, and meet all the trains.\nCaesar rewarded his soldiers by grants of land. So did Napoleon. Washing¬\nton was solicitous that the heroes of the Revolution, away from home for\neight long years, should be properly rewarded\n\nwith grants of land in the\n\nOhio Valley. It is at least worthy of note that all these soldiers’ grants were\nfar away, weeks removed in travel time from the centers of government.\nTransportation is not the only method employed by societies troubled by\nthe idle. The unemployed mobs that surged in the streets of Rome were a\nmenace\n\nto the security of the state. They had to be fed ; and they were fed.\n\nThey also had to be occupied ; and this is the explanation of the coliseums and\nstadia in which were held the contests, the races, the massacres, there to divert\nthe idle and unoccupied and hold them in line. I have no doubt, looking at\nthe problem from this point of view, that a part of the toleration of opium\nand narcotics, widespread drunkenness and gambling, horse races, sweepstakes, and lotteries is due to the fact that these are all diversions for the idle.\nThey may be bad, but they are better than revolution.\nWe, in the United States, are at the moment in the midst of one of the\ntimes of economic depression which periodically seems to attack the type of\n\n"}
{"page": 581, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n577\n\nsociety in which we live. Just as in 1837 or again in 1857 or in 1873 or in\n1892, factories are standing idle ; thousands, yes millions, of men and women\nare out of work ; bread lines are long and tales of distress and instances of\nhardship are on every hand. No one can tell how long this condition will\nlast. All may improve in the near future. Recovery may be years ahead. But,\nif experience of the past is a guide to the future, we may expect before many\nyears have passed that the depression will be over, that factories once again\nwill open, that workers will be in demand, that the market will recover,\nthat wages will rise, and that prosperity, fact or myth as Stuart Chase puts\nit, will be amongst us again.\nBut I venture to predict that, even when prosperity returns, unemploy¬\nment will still be with us. I realize that I tread upon dangerous ground.\nI know that I am no scholar in the field of economics. Nevertheless there are\nmany straws that point the way toward which the economic wind blows.\nIt is apparent that we are entering upon a new kind of life, here in the\nUnited States, as well as in the rest of the world. In the opening chapter of\nRecent\n\nEconomic\n\nGay of Harvard\n\nChanges , the report of the Hoover\n\nwrites :\n\nCommission,\n\nProfessor\n\nThe present situation of the United States, remarkable as it appears to the inquir¬\ning stranger, may be regarded in future times as but one interesting stage in a\nlengthening series of somewhat similar episodes characterizing the history of this\nand other modern nations. The Industrial Revolution, of which this stage is a part,\nwas not merely a sudden burst of industrial and commercial activity, occurring in\nEngland just before the threshold of the nineteenth century, and spreading by trans¬\nmission or diffusion at successive intervals to other countries. ...\nIt was rather\na new organic growth, utilizing new powers over nature, and expanding over the\nworld with an uneven but continuing acceleration. . . . The successive phases of\nits development we have only begun to analyze.\n\nThe Industrial Revolution is not a movement\n\nthat is spent. The change from\n\n“that primitive, egalitarian, individualistic democracy produced by the log\ncabin, free land, and isolation,” began late in the eighteenth century and has\nsteadily progressed since that time, and in the period since the World War\nhas modified our society with increasing and heightened results. The full\neffects have not yet been reached. Important changes are still in the making.\nWe are passing one of the great milestones of history. A society is developing,\ndifferent from anything that man has ever seen. W e are entering upon a new\nworld.\nMechanical inventions of all types are increasing by leaps and bounds.\nImproved processes of manufacture are constantly being discovered.\nFrom a study of conditions of the past, as they have developed up to the\npresent, we can at least make the following deductions as to trends :\n1. hT e know that technological inventions have displaced many workers, and it\nis probable that much unemployment has come as a result of the machine. Studies\nhave shown that new inventions cause unbelievable distress; that people are thrown\nout of work; and that in most lines of production each year sees fewer and fewer\nhours of labor needed per unit of production. It is true that lowered production\ncosts decrease the price and increase the demand. It is also true that increased con-\n\n"}
{"page": 582, "printed_page": null, "text": "578\n\nNational\n\nEducation\n\nAssociation\n\nsumption of goods brings other jobs in its wake; but certainly shorter hours and\nperiodic lay-offs and, in an imperfectly organized society, much unemployment are\ndue to increased technological skill.\n2. We know that the increase of mergers and the growth of intensive and quantity\nproduction have also increased unemployment. It is not only the machine that has\ndisplaced the worker. A hundred small factories scattered all over the country will\nemploy more hours of labor per unit of finished product, than will be the case when\nthese separate enterprises are combined into one huge plant in Bridgeport or\nDetroit. This process of concentration in industry has proceeded apace in the years\npast, and has contributed to unemployment.\n3. The frontier is closed, and men, displaced by mergers or machines, no longer\ncan pack up the covered wagon, take the gun, the axe, and the salt, and fare forth\nto a new start. There is no place to which to go.\n4. The rapid tempo, the high speed, the quick reaction demanded by the new\nmachine has put a premium on the younger worker. In many lines of work, there\nis no longer need for extended apprenticeship. One can learn all that one needs in\na short time; and the young, the quick, the healthy, the strong, they are the ones\nin demand. The older worker is being displaced.\n5. We are entering a society where men will be able to support themselves and\ntheir families, provide food, clothing, and shelter, not by long hours of toil, but\nby short. From the point of view of this paper, the problem is the same whether\nseventy men work twelve hours a day seven days a week, 105 work eight hours a\nday seven days a week, 147 work eight hours a day five days a week, or 294 work\nfour hours a day five days a week. The same amount is accomplished. If by quan¬\ntity production, by technological improvements, by scientific management seventy\nmen can now produce as much as 294 once did, then the four-hour day for five days\na week could supplant the old twelve-hour day every day. Fewer people working\nshorter time will be able to provide for our needs. In a sense, unemployment of this\ntype is really to be classed with the Sunday rest, the Saturday half-holiday, the\nwinter lay-off for the painter or the summer’s idleness for the coal-miner.\n\nWith\n\nthese factors in mind, it is not too much\n\nto speculate that we are\n\nentering a society in which in good times, not in depressions, many people\nwill be idle. Young people will not be employed. Older people will be retired.\nYoung people from twenty to forty-five, men and women, will indulge in\nbrief periods of furious activity to be followed each day by hours of relaxation\nwith two or three days off each week. Either we shall have a situation like\nthis, or else the opportunity to work will be as at present unjustly distributed,\nor else there will be a deviation from the tendencies which have operated in\nthe years just past.\nThis means that the machine age will have brought upon us the condition\ndreaded not only by the ship captain, but by all societies in the past. We can¬\nnot deport those who are not at work. We have no distant frontier to which\nthey can go nor free land to give to them. We cannot divert their minds by\nathletic spectacles. We will not tolerate opium. We have legislated against\nalcohol and lotteries. We have neither a body of ancient customs and games\nnor any organized set of religious observances. We do not want war. All\nthe usual social medicines used to operate upon idle crowds are denied to us\nin the United States. Our only hope is education.\nWe need a new kind of education when we are small. We\n\nschoolmasters\n\nshould understand this world into which our pupils are to go, should realize\n\n"}
{"page": 583, "printed_page": null, "text": "Department\n\nof\n\n579\n\nSuperintendence\n\nthat getting a living will occupy not so great a share of time as it once did,\nand that far more time will be given to other pursuits. People can be lulled\nto repose by cocktails or by motion pictures or by radio or by riding in an\nautomobile. But it will not last long. Faster and more furious excitement is\ndemanded as the appetite becomes jaded. Our children from the time that\nthey are small must not only come to understand but actually become habit¬\nuated to the gateways to true and lasting enjoyment. It is a matter of music\nand art, of literature and drama, of plays and games, of politics, of supple¬\nmentary hobbies and avocations.\n\nAnd for the adult, retraining with these ends in mind is quite as important.\nFor our grown men and women were prepared for a society different from\nthat in which we find ourselves today. The pieces must be picked up. We\nmust lock the barn door before all of the horses are stolen.\nI realize the futility of trying to give education for leisure to those who are\ndistressed, miserable, hungry, unhappy. I hold no brief for education for\nleisure to correct such a condition. This will come only when, by wise social\ndirection, we shall have more perfect equality of vocational opportunity. My\nshare of the program tonight makes no contribution to the means and methods\nof training for leisure nor to the proper enrichment of adult life. My thesis\nis merely this : that we are entering a new world — the world of the machine\nage, the beginnings of which are unfolding about us ; that in the days to come\nthere will be more at rest than at work, and more leisure than labor ; and that\nfailure to prepare for these conditions, as in the past, will bring disaster. For\nlethargy in mind and body is a fertile field for the seeds of discontent, dis¬\norder, and disease. Thus education for leisure and the enrichment of adult\nlife is no slight educational activity ; it is no peripheral problem ; nor is it\nan incidental task. It is rather a fundamental problem affecting the welfare\nof the state, and its perpetuity; and as such should receive major considera¬\ntion.\nTHE\nGEORGE\n\nB. CUTTEN,\n\nSAVING\n\nPOWER\n\nOF\n\nLEISURE\n\nPRESIDENT,\n\nCOLGATE\n\nUNIVERSITY,\n\nHAMILTON,\n\nN. Y.\n\nA biologist friend of mine recently said, “Of course, you know that man\nis doomed to extinction,” I said, “No, I didn’t know that; when did that\nhappen?” He said that it had been happening a long time but that it was\nnot recognized by others than biologists, and that it was undoubtedly true.\nWhen pressed for a reason for his opinion he said that man is undoubtedly\na terminal twig. We have all heard members of our species called worse\nnames than that, but this name piques our curiosity and we ask for further\nexplanation. The figure of a tree is used, as we readily recognize ; the trunk\nof the tree runs up straight in the air and continues to grow and to develop.\nBranches go out to the side, from them go smaller branches, until finally we\ncome to the terminal twig from which no other twigs emerge and this twig\nultimately drops off and disappears. Not very encouraging, is it?\n\n"}
{"page": 584, "printed_page": null, "text": "580\n\nNational\n\nEducation\n\nAssociation\n\nBut we refuse to be snuffed out without a struggle and we ask how our\nfriend, the biologist, knows that we are what he calls us — a terminal twig.\nHe stands ready with his answer: he knows we are a terminal twig because\nwe are so over-specialized. The trunk of the tree is the normal, and is the\nnormal because it has successfully conformed to its environment. The more\nwe have specialized, the further we are removed from the normal, and the\nmore difficult it will be to conform to our environment, and consequently\nthe surer we are to become extinct. The history of life on this planet has\nshown, without a doubt, that over-specialized species have not endured.\n\nWell, we want to know the worst, so we ask him, “How are we over¬\nspecialized ?” He tells us that we depart from the normal of the order of\nprimates to which we belong chiefly in three particulars. In the first place, we\nare oversize. One might think this a valuable asset in a struggle for existence,\nbut, to the contrary, it has proved to be disastrous. Are we not digging up\nthe bones of dinosaurs, ichthyosaurs, and numerous other saurians which\nlived and died thousands of years ago, and left no descendants? Does not\none skeleton of such a gigantic reptile nearly fill a museum ? H is size was\nhis undoing and he remains only as a curiosity ; his cousins, the lizards, which\nwere less ambitious as far as stature and girth were concerned, are still with\nus in great numbers.\nThe largest animals which ever existed are still extant but are going fast.\nPerhaps in the lifetime of some now living they shall see the last of the great\nwhales. Much smaller animals, including man, are destroying them. The\nrhinoceros and the hippopotamus are other examples of large animals which\nare fast becoming extinct. The proboscida once covered the whole earth ; of\nthese the mammoth and the mastodon are extinct, and only two small patches\nof elephants are left, one in Asia and one in Africa, with extermination im¬\nminent.\nAccording to the biological classification, the genus homo, or man, belongs\nto the family of hominidae, the sub-order of anthropoidae, and the order of\nprimates. We find that an average primate weighs about twenty pounds, some\nare only six or eight inches long. A primate weighing one hundred pounds\nis gigantic. The\n\nanthropoid apes are the largest, some weighing over four\n\nhundred pounds, but they are decreasing rapidly. Has not the Belgian gov¬\nernment recently set apart a reservation to try to save the gorilla? This is\na protection against the guns of men, but apart from this danger he could\nnot long exist. Natural enemies and natural conditions have doomed him.\nThe orang-outang and the chimpanzee are also rare and becoming rarer.\nMan, says the biologist, will follow in their trail ; his oversize will be his\ndownfall.\nOur second over-specialization is our upright position, and this is so\nradical as to demand and cause exceptional modification in our structure.\nThree examples of many modifications may be presented. The human foot\nis unique in nature. Here is the only case among all known animals where\nthe inside digit is the longest. This excessive length of the great toe enables\n\n"}
{"page": 585, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n581\n\nman to stand upright and to maintain his balance. The second modification\nis in the pelvis. It has become bowl-shaped so as to contain the viscera while\nman is upright. Of course, he has had to pay for this in the misplacement\nand disfunction of many of his organs. Who ever heard of a cow having ap¬\npendicitis? Would man so suffer if he were still on all fours? The third\nmodification to be mentioned is the change in the base of the skull so as to\npermit the head to remain upright on the spinal column. This upright posi¬\ntion, which is man s pride and joy, is to contribute to his downfall because\nof his organs not being able easily or quickly to adjust themselves to this\nnew position.\n\nMan’s third over-specialization is his huge brain. This is his greatest\nspecialization and is burning up his life and destroying it. The biologist\nis only concerned with enough intelligence to prolong life and not enough\nto draw on vitality — hence the danger. The brain energy used by a moron\nwould be as much as the biologist would care to risk in order for him to\nguarantee that man would not be injured by its use.\nOne thing, however, the biologist does not seem to have taken into ac¬\ncount which may be fatal to his conclusion. In the animals which lived prior\nto man, intelligence was not a prominent factor, and this must be reckoned\nwith when he tries to generalize from the lower animals, and apply the con¬\nclusion to man. May not this specialization be his hope? Different from\nother over-specialization, the big brain with its accompanying intelligence\nshould render a real service in helping man to conform to his environment.\nOur physical needs were never so easily met as now. There is not much\nstruggle for existence, but in civilized lands there is a struggle for a certain\nhigh standard of living. In fact our real physical needs seem to be de¬\ncreasing as fewer and fewer demands are made upon the body.\nAs to conformity to environment, if we cannot well conform we change\nthe environment so that it conforms to us. Our intelligence enables us to\ndo this. We no longer try to make our bodies change so as to stand the\nrigors of our winters, but by additional clothing and heated houses we\nchange the environment to suit us, even to a fraction of a degree of tem¬\nperature. It seems as tho this specialization — a large brain and increased\nintelligence — were to be our salvation if we use them. Our intelligence can\nwell overcome the physical handicaps which our other specializations have\nbrought on us and doom is not so certain, if we really wish to avoid it and if\nwe are willing to pay the price. But are we ?\nI point out this ray of hope to my friend the biologist and what does he\nsay? He replies: That sounds well, but history shows us that over-special¬\nized animals are doomed to extinction.” He will not easily admit that his\nrule can be violated.\n\nThe\n\nbiologist is inclined to keep within the confines of the limitations\nwhich he has set for himself and not to transgress on the fields of other\nsciences. If he cared to do so, he might borrow some facts from other sci¬\nences which would help to strengthen the position which he has taken. For\n\n"}
{"page": 586, "printed_page": null, "text": "582\n\nNational\n\nEducation\n\nAssociation\n\nexample, the social scientist might tell him that education and civilization\ndecrease the birth rate. The birth rate among morons who have been trained\nin our institutions is considerably less than among the untrained and un¬\neducated. Whether this is from preference or disability has not been deter¬\nmined. At any rate the fact remains. If this is progressive, may the species\nnot become extinct by the simple method of failure to reproduce, espe¬\ncially if the birth rate continues to be in inverse ratio to the advance in edu¬\ncation and civilization?\nWhile\n\nstill clinging to my optimistic position, I am confronted by a new\n\ndanger — and, to me, a much more serious one. Man, to be sure, is conform¬\ning to his physical environment with much less strain than formerly, but\nthe difficulty comes now in trying to conform to an entirely new environ¬\nment, the mental one — and this carries a far greater strain. Mental demands\nare increasing daily and seem to be getting too heavy to be borne. One has\nonly to examine the statistics on insanity to see the results. We recognize,\nof course, the more careful and exact diagnosis given today as compared with\nyesterday, and we also realize that cases are now treated in institutions which\nwere formerly looked after at home, but taking these and other facts into\naccount we cannot fail to note the appalling increase in insanity.\nFormerly it was considered that most insanities had an organic cause, but\nthere seems now to be a tendency on the part of psychiatrists to opine that\nsome insanities of undetermined origin may be caused by a disorganization\nof function. What does this mean? It means that they are not caused by\nphysical injury, by poison, by disease germs, altho these do cause insanity,\nbut by the inability of the individual to meet successfully the intense de¬\nmands made upon his mental machinery. Not long ago a leading psychiatrist\nin this country made the statement that he believed nine-tenths of our in¬\nsanity today is functional. Dr. Harvey Cushing recently made the statement\nthat gastric ulcer was probably caused by nervous and mental strain rather\nthan by any physical factor, and another specialist recently made a similar\nstatement concerning exophthalmic goitre.\nIt has already been pointed out that man\n\nmay\n\nsuccessfully conform\n\nto\n\nhis physical environment\n\nif he will use his intellect for that purpose, and\nthe same may, we hope, be said about his mental environment, but here lies\nthe greatest danger. There are many things which make us believe that he\n\nis refusing to use his intelligence. Take for example his attitude toward the\nEighteenth Amendment to our constitution. Of all human activities perhaps\nthere is nothing which has all the entries on one side of the ledger so much\nas the use of alcoholic liquors as a beverage. Physically and mentally, socially\nand morally they are harmful ; the place they held legitimately the longest\nthey have now practically lost, and reputable physicians rarely prescribe\nthem as drugs for internal use. Notwithstanding the fact that we know this,\nwe use our intelligence so little as to refuse to let alone the things which\nendanger mental security. But we may go a step further to illustrate the\ndanger we\n\nare facing: Is there any reason why\n\na person drinks alcoholic\n\n"}
{"page": 587, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n583\n\nbeverages except to escape from reality? Some may say it is the flavor of\nthe particular beverage, and in a negligible number of cases that may be\nso, but in the great majority of cases it is the alcoholic effect which is sought.\nIf not, why the propaganda? The flavor can be obtained from other sources.\nIn the last analysis is it not the escape from reality which is sought? If so,\nthen we have another discouraging condition ; man refuses to face the facts,\nand there can be no hope of a solution of his problems, either physical or\nmental, if he will not meet them, tackle them, and endeavor to solve them.\nOf course, there is always another escape (or a danger, as we choose to\nlook at it) and that is in degeneration. It is nothing of which we should be\nvery proud, but we might as well recognize it. The theory of evolution has\nmade us a race of optimists — we have accepted it as a statement of inescapable\nadvance, a thrust from below which is pushing us upward, whether we will\nit or not. Unfortunately this is not so! We are traveling a precarious road:\nthere is an upward path slow and difficult ; but there is also the abyss from\nwhich we climbed and into which we may fall. Biologists tell us that more\nthan half the life of which they know owes its present position to degenera¬\ntion. It is evident that man has not escaped. We have been in the habit of\nthinking of the socalled lower races of mankind as our “contemporary ances¬\ntors,” as races on their way up, but we are now not so sure of this. Sir\nArthur Keith, the noted English anthropologist, recently described the Fish\nHoek man of South Africa. He conforms to our ideal of the future super¬\nman with large well-developed head and brain, and a small, lithe body —\naltogether he was a superior type. But who are his descendants? The South\nAfrican Bushman, a much lower type and evidently a degenerate. Cases\nlike this are waving a red flag to us, and we wonder sometimes if we are not\nrunning past our signals! Are we giving up the fight? Are we refusing to use\nour intelligence ? Are we on the toboggan ?\nIf we are refusing the challenge of the present generation, what of the\nfuture? If the mental demands of the next fifty years increase as rapidly in\nproportion as during the last half century can we endure the strain ? When\nEinstein propounded his theory of relativity it was said that there were only\ntwelve men who thoroly understood the theory and the method of arriving\nat it. Let us suppose that in fifty years this theory and its accompanying\nmathematics will be a part of the high-school curriculum. Shall we be able\nto stand a mental strain like that? The trouble is, the more problems we\nsolve, the more appear, the greater the strain, and the more imminent the\ndanger of downfall.\n\nThere is no greater responsibility that is put upon us individually or as\na race than the proper use of leisure. With the threatened calamity which is\never upon us, and with leisure the only method of escape, the most valuable\nasset that we have at the present time is our leisure. We cannot afford to\nsquander it or to use it in a way that will be harmful. Above all things we\nmust have intelligent direction if the race is to escape annihilation.\nOur leisure must take in two qualities, first, play in order to relieve\nstrain — this must take the place of any artificial escape ; and second, recrea-\n\n"}
{"page": 588, "printed_page": null, "text": "584\n\nNational\n\nEducation\n\nAssociation\n\ntion to build up our bodies so that they will be prepared to meet the strain.\nIn addition to this, there must be a certain mental satisfaction connected\nwith these two elements, or with some third one, so that our lives can be\nharmonious and relieved of conflict and stress. In this third element is the\nopportunity for the enrichment of adult life.\nThe program may seem to be a large one, but with the excessive amount\nof leisure which we now have and an additional amount which is in the\noffing, there seems to be little doubt but that we can find time to indulge\nin all three forms. For persons who are interested in creative work, time\nspent in intelligent use of leisure has been proved to be not waste time, but\na valuable preparation and foundation for the correct fulfilment of the de¬\nmands of business and profession.\n\nFOURTH\n\nGENERAL\nThe\n\nPresent\n\nSESSION,\nFEBRUARY\n\nC. BROOME,\n\nMORNING,\n\nCrisis and Public Education\n\nTHE\nEDWIN\n\nTUESDAY\n23\n\nCRISIS\n\nPRESIDENT,\n\nSUPERINTENDENT\n\nDEFINED\n\nDEPARTMENT\nOF\n\nSCHOOLS,\n\nOF\n\nSUPERINTENDENCE,\n\nPHILADELPHIA,\n\nAND\n\nPA.\n\nThe most important duty of society is the proper nurture and education\nof its children. President Hoover expressed this thought in much better\nlanguage when he said of education : “It is our biggest business. It is our only\nindispensable business ... if we were to suppress our educational system for\na single generation the equipment would decay, the most of our people would\ndie of starvation, and intellectually and spiritually we would slip back four\nthousand years in human progress.” During the World War, a catastrophe\nthat threatened the continuance of civilization itself, H. A. L. Fisher, minis¬\nter of education of Great Britain, with England’s back at the wall, courage¬\nously said: “Education is the eternal debt of adulthood to youth.” With\nthousands of their schoolmasters in the trenches, England’s schools carried\non, and made a mighty sacrifice to meet their “eternal obligation to youth.”\nMinister Fisher made his statement in 1917. At no time in England’s history\ndid the future look more dismal, but with undaunted faith in education, Eng¬\nlish statesmen were at that critical time formulating plans for the expansion\nof the school system when peace should again return.\nOur country is passing thru a serious social and economic crisis. Shall we\ncontinue to discharge our eternal debt to childhood and youth, or shall we\nrepudiate that debt, or declare a moratorium which will deprive the children\nof the depression of the advantages which the children of prosperity have of\nright enjoyed?\nDuring the last twenty years the people of the United States have begun\nto understand and appreciate the importance of education for all the people\nas the surest guarantee of our success as a nation. School attendance laws for\n\n"}
{"page": 589, "printed_page": null, "text": "Department\n\nof\n\n585\n\nSuperintendence\n\nthe protection of children have been adopted and enforced, and during this\nperiod illiteracy has been reduced to the vanishing point. The average at¬\ntendance in the public schools has increased twice as much as the increase in\nthe general population.\nAs prosperity became more generally diffused, the demand for more edu¬\ncation for the children of all the people increased; and the attendance in the\nhigh schools grew tremendously, over six times as fast as the increase in the\nelementary-school enrolment.\nThe curriculum has been expanded to provide for the education of the\nwhole child. To this end programs of health and physical education, of\nrecreation activities, courses in music, art, and industrial arts have been estab¬\nlished. Also education has been provided for adults who were so circum¬\nstanced in childhood that they were unable to receive the complete educational\nopportunities that others enjoyed. Better, safer, and more attractive school\nbuildings have been built and provided with modern furniture and equipment.\nThe preparation of teachers has been greatly extended and the qualifica¬\ntions of teachers increased. The value of the teaching service has been tardily\nrecognized by substantial increases in salary; but when teachers’ salaries\nreached their peak, about 1928, the average salaries of teachers were still over\n30 percent below the average salaries of all other salaried employees. At no\ntime during the last twenty years has the average salary of teachers increased\nin proportion to the decreasing purchasing value of the dollar.\nDuring the last twenty years, with some setbacks, such as that of the\nWorld War, education has gradually grown in strength, in service, and in\npublic recognition. By 1929 popular education was approaching the goal\nwhich was so hopefully set for it by George Washington and his farsighted\ncontemporaries. Then came the economic depression. Practically every com¬\nmunity and every person in the country have become reduced in circum¬\nstances. Bankruptcy faces many cities, and starvation faces thousands of\npeople.\nWhat is happening to the public schools in which we have invested so\nmuch of our resource, our enterprise, and our faith? A brief survey of the\nconditions facing the schools of the country was made last November by the\nDivision of Research of the National Education Association. This is what\nwas found :\n1. An unprecedented increase in school enrolment, due to lack of opportunities for\nemployment, and a consequent increase in the demand on the public schools; but, in\nspite of a greatly increased demand, over two thirds of the city school systems are\nforced to operate on reduced budgets.\n2. Many schools closed, especially in rural districts, and\nshortened in many other districts.\n\nthe school year\n\nwas\n\n3. Educational services that have been regarded necessary have been discon¬\ntinued or curtailed; for example, kindergartens, night schools, summer schools, health\nwork, playgrounds and recreation centers, supervision, special classes for handi¬\ncapped children, and manual and industrial courses.\n4. The replacement\nat lower salaries.\n\nof experienced\n\nand competent\n\nteachers by inexperienced\n\nones\n\n"}
{"page": 590, "printed_page": null, "text": "586\n\nNational\n\nEducation\n\nAssociation\n\n5. The reduction of teachers salaries in many places to a point from which they\nwill not recover for a generation.\n6. Increase in size of classes and of the teaching load to a point which threatens\nthe efficiency of instruction.\n7. The suspension of building programs sorely needed in many communities\nrelieve overcrowding and to give the children decent and safe housing.\n\nto\n\nThese are the most common devices that are being used at present to re¬\nduce the cost of the public schools. Needless to say, if they are applied\nunwisely or continued long, the standards of our public schools will be mate¬\nrially lowered, and the children will pay the penalty in impoverished educa¬\ntional opportunities, and in an inadequate preparation for service in the\ngeneration to come.\nAll sensible educators realize that in this time of national distress the public\nschools must bear their proportionate share in any program of economic re¬\ntrenchment. But the education of the children must not be the first point of\nattack, nor should the schools bear the major sacrifice. I was\n\nvery happy to\n\nhear Governor Pinchot of Pennsylvania in an address last Saturday evening\nmake that very same remark in almost the very same words. Mr. Alfred E.\nSmith in a syndicated article on January 17th eloquently and forcefully\nemphasized this thought in the following words :\nA state can afford to lose time on the construction of a road, a bridge, or a building\nand by speeding up construction at a later time possibly catch up, but education must\nbe continuous. Time lost in preparing our children to take their places in the world\ncannot be made up. There are only certain years in which the great majority of them\ncan attend school, and during that period it is the solemn duty of every state to\nprovide full and complete education.\n\nA fine declaration of faith in our public schools is found in the resolutions\nrecently adopted unanimously by the school directors of Pennsylvania at\ntheir annual convention. These resolutions express the conviction of the\nschool board members of one of our greatest states thru their delegates at a\nregular convention. This is what they said :\nSocial and economic unrest and uncertainty prevail thruout the world. The dis¬\nturbed conditions of today can largely be charged to our inability to cope with, and\neffect a solution of the problem of civilization. With an ever increasing com¬\nplexity of our problems, one thing is clear — the oncoming generation must\nbe better prepared than we are to shape its own destiny and the destiny of man¬\nkind. To do less than this for our children in the public schools is to invite utter and\ninevitable social collapse. Therefore, we urge that school boards all over the State\nof Pennsylvania not only maintain standards of education as they now exist but be\non the alert to better adapt the schools to the needs of our time. Such a program does\nnot necessarily involve more expense, but it does involve intensification of educa¬\ntional thought and effort all along the line. It also means that the future of our chil¬\ndren must not be turned over to an inferior brand of teachers but that the school\nsystem must continue to attract outstanding talent and character to its teaching force.\nThe operation of the provisions of that part of the school code, commonly known\nas the Edmonds Act minimum salary law, has done more than any other legislation\nto improve the quality of teaching, to place teaching on a high professional plane,\nand to stabilize teaching as a profession. Therefore, we urge all school districts to\nobserve not only in letter but in spirit the statutory salary regulations and view the\ncircumvention of the Edmonds Act by indirection as equivalent to open violation of\nthe Act.\n\n"}
{"page": 591, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n587\n\nWhatever retrenchments are made in public education should be made by\nthe friends of children, and not by those who would sacrifice the welfare of\nthe schools to serve selfish ends or to promote their own political fortunes or\nthose of their party, or who in this period of distress, seek to gain temporary\nand cheap popularity with the over-burdened taxpayers by loudly denouncing\nthe public school as costly and extravagant — to be led first to the sacrifice as\nthe chief offender among our public institutions. Economies in the adminis¬\ntration of schools are being made and possibly further economies may be\neffected, but they should be made only after careful and sincere study by\nthose, both educators and laymen, who honestly believe in the truth of the\ntheme of our convention: “Education, our guide, and our safeguard, and one\nof the chief sources of our cultural growth, and our material power.”\nWith this end in view the members of the Department of Superintendence\nat its meeting in Detroit a year ago unanimously adopted a resolution pro¬\nviding for the appointment of a joint committee of business men and edu¬\ncators to make a study of school costs and report at the next meeting. This\ncommittee was promptly appointed and has been at work thruout the year.\nSchool superintendents are practical men, not often carried away by their\nimagination. They realize that it is their duty to the public to be prudent in\nschool expenditures, even in prosperous times, and they understand the im¬\nportance of carefully assaying the value of educational activities. They have\nan intelligent comprehension of the educational needs of their communities.\nInstances of actual extravagance in school expenditures are rare, and instances\nof the improper use of school funds are still rarer. A nation whose people\nspend more on tobacco and chewing gum than on schools for their children\ncannot be said to have an extravagant system of public education. We owe\nno apology to the taxpayers. They are getting good schools, but not too good,\nand at a cost that is reasonable in comparison with the cost of other forms\nof public services. Also the returns for money invested in schools are greater\nand of more lasting benefit to the community than the returns for an equal\namount of expenditure for any other enterprise.\nWe appreciate the difficult problem that public officials everywhere are\nfacing in their efforts to finance all branches of government ; but we urge the\ncitizens of every state and community to do their utmost to preserve the in¬\ntegrity of their public schools ; and to give immediate consideration to\nneeded reforms in the methods of securing and distributing school revenues.\nWhile we realize that sane economy in school expenditures is desirable in\ntimes of prosperity, as well as in times of adversity, we know, and the public\nshould know, that arbitrary and drastic reductions in school revenues are\nreally a form of extravagance, piling up a deficit in the shape of ineffective\ncitizenship, wasted human resources, and lowered standards of health. The\nresolution which established this committee quite appropriately said: “Cur¬\ntailment in some other branches of public service occasions only temporary\ndiscomfort which later may be compensated. Abridged educational service is\nan abiding misfortune to this generation of children, the evil of which may\nreveal itself only in the next generation of youth.”\n\n"}
{"page": 592, "printed_page": null, "text": "588\n\nNational\n\nADEQUATE\n\nGEORGE\n\nSUPPORT\nOF AN\n\nEducation\n\nAssociation\n\nOF EDUCATION,\nTHE\nEFFECTIVE\nSERVICE\n\nDRAYTON\n\nSTRAYER,\n\nPROFESSOR\n\nTEACHERS\n\nCOLLEGE,\n\nCOLUMBIA\n\nOF\n\nEDUCATIONAL\n\nUNIVERSITY,\n\nNEW\n\nCONDITION\n\nADMINISTRATION,\nYORK,\n\nN. Y.\n\nThere is need in the United States today for an aroused public opinion in\nsupport of education. Those who believe that the battle for free public\nschools was won by the middle of the last century are living in a fools\nparadise. That progress has been made, no one would deny. The reduction\nin illiteracy, the enrolment of more than one-half of our boys and girls be¬\ntween fourteen and eighteen years of age in secondary schools, the increase in\nsupport of public education from less than $500,000,000 in 1910 to approxi¬\nmately $2,300,000,000 in 1930, the introduction into the curriculum of\nscience and of the fine and industrial arts, the expansion of the program to\ninclude kindergarten and nursery schools at the lower end and vocational\neducation, continuation schools, and adult education on the upper levels, the\ngreatly increased provision for higher education both liberal and technical —\nall are evidences of progress.\nThere is danger that we may not be able to maintain the gains which have\nbeen made, much less develop the still more effective service which the present\nsocial and economic situation demands. Everywhere there is an attack upon\npublic education expressed primarily in terms of retrenchment in the support\nof the schools. It is seriously proposed that we cannot afford the program\nof education already established. There seems to be little appreciation of the\nfact that the need of the hour is for a richer education to be provided for an\nincreasing percent of the total population: The better we know the work that\nis done in our schools, the more certainly we are willing to acknowledge the\nnecessity for the further development of our school system.\nIn cities and in rural areas schools have been closed, terms have been\n\nshortened, teachers’ salaries have been reduced, classes have been increased\nin size, some of the more significant offerings have been eliminated from the\ncurriculum, adequate educational supplies and books have been denied, health\nservice and physical education have been dropped, the attendance service has\nbeen crippled, proposals have been made for the lowering of the standards for\nentrance into the profession, building programs which were to provide ade¬\nquate housing have been abandoned, night and continuation schools have\nbeen closed — in short, the whole program of education is being curtailed, if\nnot indeed placed in jeopardy.\nThe realization in our practise of the ideal of equality of opportunity is\nthe best single measure of progress in the development of our schools. Much\nhas been gained, by way of providing for the personal development of boys\nand girls in skill, in knowledge, in appreciation, and in vocational efficiency.\nOur population is more literate, not only in the restricted sense in which we\nuse that term, but also in ability to appreciate music and the graphic arts,\nand in the understanding of applied science. We have gained in the knowl¬\nedge and in the practise of personal and community hygiene. We are a more\n\n"}
{"page": 593, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n589\n\nhealthful people than were our grandfathers. We have applied science to\nindustry, to agriculture, and to commerce. We are justified in making the\nclaim that our potential economic productive capacity is in large degree to\nbe attributed to the program of education and of research, which has been\nsupplied in our higher educational institutions. We have achieved, primarily\nthru education, a social solidarity which has enabled us to act as a unit in\ntimes of crisis. We have achieved “likemindedness,” the fundamental basis\nupon which a working society must be constituted, due primarily to the\nteaching of common knowledge, ideals, and beliefs in our public schools.\nMuch, however, remains to be accomplished. It is easy to point out the de¬\nficiencies in education if we measure them by the degree of social intelligence\nexhibited in our population. It is certainly true that learning to read, write,\nand cipher, and securing a smattering of the subjects commonly taught in the\nelementary and secondary schools are not an adequate preparation for those\nwho would maintain and develop our democratic society. That education\nhas not yet produced a people who insist upon integrity in their political life\nis commonly acknowledged. That we have not yet attacked seriously the\nissues involved in the rapid development of our industrial society, nor yet\nunderstood the necessary interdependence of the nations of the world, must\nbe admitted.\nBut the presentation of these facts, the argument that we have not yet\nsecured these desirable results, is the best possible argument in support of the\nneed for a more generously supported program. If our democracy is to\nendure, we must thru education provide men and women with the knowledge,\nthe insight, and the ideals necessary to its perpetuity. We need not claim that\nthe school alone is responsible, but we must acknowledge the fact that the\nschool has been given a large responsibility in our society for the education\nof our people in the duties and responsibilities of citizenship.\nWe must have schools that do much more than provide opportunities for\nindividual initiative and achievement. We must develop a curriculum which,\n\nwhile it adjusts educational opportunities to the needs and capacities of in¬\ndividuals, has for its objective the development of men and women who love\nliberty, who seek justice, and who are willing to sacrifice personal advantage\nto the wellbeing of the whole group. We may not think less of the importance\nof guaranteeing to the individual the right of security of his person and prop¬\nerty, but we must seek to develop as well his devotion to social justice.\nWith this responsibility thrust upon the schools, we do well to ask how\nwell we are equipped to render this surpassingly important service. Accord¬\ning to the National Survey of the Training of Teachers now under way, 26\npercent of the teachers in the schools of the United States have less than two\nyears of education beyond high school. One out of every five teachers is new\nto the job which he holds during the current year. The program of re¬\ntrenchment which is everywhere being advocated, involving as it does reduc¬\ntions in salaries of from 5 to 30 percent, promises to result in even less wellqualified teachers in our schools. Even more seriously, many of the more\ncompetent teachers already in the service are harassed by their inability to\n\n"}
{"page": 594, "printed_page": null, "text": "590\n\nNational\n\nEducation\n\nAssociation\n\nmeet their financial obligations. Many of them view with uncertainty their\neconomic security. Some of them have lost the high morale and professional\nenthusiasm necessary in those who would inspire the youth of the land.\nNever before has there been such need as there is today for men and women\nof high intelligence, of broad training, and of deep social sympathy and\nunderstanding to staff our schools. The situation demands teachers who are\nmore than drill masters. The work of the teacher in our society must be\nmeasured by the degree of leadership which he is able to offer to young people\nin their attempt to understand our modern complex social life. He must\nbe a student of society as well as a student of human nature. He must seek\nto lead boys and girls in their attempt to think straight with respect to the\nmost difficult problems with which men have ever had to struggle. He must\nseek to develop those ideals which will make possible the regeneration of our\nsociety. Our plea is not for the maintenance of salaries but rather for the\nmaintenance and development of our civilization and for the perpetuity of\nour institutions. It matters little in the long run what any particular teacher\nor group of teachers is paid, but we have, in the support of public education\nor in the lack of it, the destiny of our humanity.\n\nThere is need to call attention to the importance of the continued educa¬\ntion of those who are no longer spending their full time in schools. Surely if\nwe are to maintain education at any level it should be for this group of young\npeople and adults. Whether we like it or not, unemployment is here ; and, if\nwe may trust the interpretation of the economists, is likely to continue and\npossibly to increase. There is an opportunity in the work with youth and\nadults for a more serious consideration of the problems fundamental to our\npolitical and social life than is possible with the lower age group. It is equally\nimportant during this period of economic distress that the services of the\nschool be made certainly available to all of the children of the community.\nWe must view with alarm any diminution in the effectiveness of the attend¬\nance service. Absence from the school is apt to contribute to delinquency.\nWe need more certainly than ever before to inquire concerning the physical\nwellbeing of the children and to promote, by whatever measures the school\nmay be able to take, their normal physical growth and vigor. Special oppor¬\ntunities for those who are handicapped are more certainly required now than\nduring periods of prosperity. The issue before the people of the United States\nis not “Can we afford to maintain the educational service?” but rather “Can\nwe afford not to maintain and to improve it?\nIt is only fair to call attention to the fact that there are cities, counties,\nand even states in which education is still being maintained at a high level\nof efficiency. Due to superior economic resources, and to better procedures\nin the financing of their schools and sounder systems of taxation, retrench¬\nment has not yet been found necessary in these more favored parts of the\ncountry. Even in these localities there are those who seek to reduce the sup¬\nport of education and to restrict the program of the schools. The mainte¬\nnance of these school systems will require the vigilant support of those\ncharged with the responsibility of leadership in education.\n\n"}
{"page": 595, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n591\n\nA state superintendent of schools, in the professional journal issued by his\nState Teachers\nfollows :\n\nAssociation for the month\n\nof January,\n\n1932, reports as\n\nOur program of education, always inadequate to our needs and always more or\nless restricted, stands in jeopardy of further and serious curtailment. Already in\ncertain rural areas there have been shortened terms of school. Already the alarm\nis sounding that schools must close. Already city school authorites are pleading\ndesperately that the state come to the rescue. Salary schedules very generally have\nbecome inoperative. Following the old paths of least resistance, those in authority\nhave already reduced salaries that were always low enough. More is the pity that\nteachers have gone unpaid, some of them for months. In the cities, in the rural\nareas, and at the institutions, our creditable building program has slowed up. Con¬\nsolidation, transportation, supervision, standardization, and teacher training, all on\na praiseworthy and soundly progressive basis, if not in jeopardy, at least must await\nthe return of a better day for further advances.1\n\nI wonder\n\nin how many localities and in how many\n\nstates the situation is\n\ndescribed by the report which I have read ? I am persuaded that we are con¬\nfronted with a serious crisis. I believe that we should go forth to proclaim\nto our public the necessity of maintaining the school service in order that\nwe may preserve our social inheritance. I believe that we should call upon\nour people to bear the burden of taxation, and, if need be, to suffer privation,\nin order that we may insure to ourselves and to our posterity life, liberty, and\nthe pursuit of happiness.\n\nHOW\n\nSHALL\n\nDAVID\n\nTHE\n\nE. WEGLEIN,\n\nBE\n\nMET\n\nCHAIRMAN\n\nOF\n\nCOMMITTEE\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nAt the meeting of the Department\nFebruary, 1931, the Department,\nappoint a Committee\n\nBY\n\nCRISIS\n\nOFFICIALS?\n\nSCHOOL\nON\n\nSCHOOL\n\nBALTIMORE,\n\nof Superintendence\n\nCOSTS,\n\nAND\n\nMD.\n\nheld in Detroit in\n\nby resolution, authorized the President to\n\non School Costs, the committee\n\nto be composed\n\nof\n\nsuperintendents and laymen. At that time the situation confronting the\nschools of the United States seemed to be rather serious, but no one at the\nDetroit meeting could possibly have foreseen how critical the situation would\nbecome in the year which has elapsed. The emergency which has arisen calls\nfor the united efforts of school administrators and everyone else interested\nin schools thruout the country. You are already familiar with what has\nhappened in various sections of the United States. Part I of the Committee\nReport indicates what the general situation is at the present time. Indeed,\nno report, no matter how well prepared, can give an exact statement of\nwhat is being done because conditions are changing daily, and the informa¬\ntion compiled by the Division of Research of the National Education As¬\nsociation can be considered accurate only up to the moment at which it is\n1 Harman,\np. 14.\n\nA. F. “Education and the Economic\n\nDepression.” Alabama\n\nSchool Journal, January 1932,\n\n"}
{"page": 596, "printed_page": null, "text": "592\n\nNational\n\nEducation\n\nAssociation\n\ncompiled. Additional information depicts changes which are constantly\nbeing made. Some of the curtailments may be indicated by the following:\na. Complete closing of all schools in some localities\nb. Serious reductions in the length of school terms\nc. Closing of night schools\nd. Reduction or closing of kindergartens\ne. Larger classes\nf. Curtailment of phases of school health work.\n\nThe Committee on School Costs has held several meetings, and it has\ngiven serious and earnest consideration to the problems which are confront¬\ning the schools of this country.\nWhat should school administrators do in the present crisis? The estab¬\nlishment and operation of school systems are functions of general govern¬\nment. Whether a department of public schools is supported by funds form¬\ning a part of general expenditures for governmental purposes or is main¬\ntained by taxes separately levied, the amount expended for schools must\nbe included in any general consideration of public expenditures. The eco¬\nnomic situation which has developed has necessarily brought forward for\nconsideration and action the question of reduction in governmental expenses.\nThose who are connected with school systems must recognize clearly that\nthe question of the amount to be expended for school purposes cannot be\nand should not be omitted when consideration is given to the problem of\ngeneral governmental expenditures. School people generally do recognize\ntheir obligation to help meet the emergency which has developed. There are\nseveral facts, however, that should be kept steadily in view in the discussion\nof such questions:\n\nFirst, school expenditures constitute one of the largest, and in some locali¬\nties, the greatest single division of governmental expenses. On account of\nthe large amount of money involved in the cost of school systems, there\nde\\elops a tendency to use the school system as the place for greatest re¬\ntrenchment because of the possibility of reducing school budgets by large\namounts. Here lies a source of danger to educational opportunity and educa¬\ntional efficiency. Curtailment in the amounts to be expended for school pur¬\nposes is an action to be taken only after the most careful study by those who\nare professionally qualified to pass judgment upon matters of such vital\nimportance to the community. Hasty and ill-considered reductions in school\nbudgets may do harm to the education of children which can never be over¬\ncome. It should be remembered that the boys and girls who are now in school\nhave only this opportunity to secure their education. Whatever is eliminated\nfor them at this time cannot be replaced later on.\n\nSecond, the responsibility for determining what total amount of money\nor what relative expenditure shall be made for school purposes rests not\nupon the school people alone but must be borne by the entire community.\nSociety has established these public school systems for definite purposes and\nto meet certain clearly defined aims. The public must, therefore, bear the\nburden of determining what is to be done in this time of emergency for\n\n"}
{"page": 597, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n593\n\nexpenditures for schools. Those directly concerned with the administration\nof school systems are not only willing but eager to participate in these mat¬\nters of tremendous importance to every locality. There are two decisions\nto be made, (a) What total sum should be spent for schools? The final re¬\nsponsibility for this decision is one which the entire community must assume,\n(b) The administration of the amount thus provided should be vested in\nthe professional staff reporting to the board of education.\nThird, school systems while being confronted with reduced budgets must\nat the same time meet the problem of abnormal increases in enrolment. Not\nonly has the usual normal increase in school population to be provided for,\nbut the present economic situation itself has caused more than the ordinary\nnumber of pupils to remain in school beyond the time at which they would\nin the usual course of events withdraw.\nSince school budgets are being reduced in many localities, the question of\npossible economies must be faced. It is at once apparent that no one answer\ncan be given which may be applied satisfactorily to all school systems. Each\nof such systems should be a subject of study in itself in order to determine\nwhat procedure is best. In the process of reducing expenditures, it will be\nnecessary to consider carefully not only the absolute value of items included\nin school work, but also the relative value of the several activities included\nin the system. A branch of work may be rated very high in relative value\nin one locality, while in another school system the same department may be\nplaced much lower in rank for equally weighty reasons.\nIn a time of enforced economy, such as exists at present, the opportunity\nmay present itself to derive even some benefit from the situation, serious as\nit is.\nEducational administrators and other members of school systems are com¬\npelled to study more closely than ever the validity of certain assumptions\nwhich have been taken for granted, the value of certain types of school or¬\nganization, the results of educational procedures, and many other items\nwhich are included in the complex educational system. As has been said,\nwhat we need at this time is “creative retrenchment” rather than “destruc¬\ntive retrenchment.” Care should be taken that there should be the least pos¬\nsible curtailment of educational advantages.\nOne cannot emphasize too strongly the necessity for adopting sound\nbudgetary procedure. A school budget expresses financially what the main\neducational policies of the school system are. It should be based not only\nupon what the expected needs of the schools may be, but also upon a care¬\nful analysis of what the expenditures have been in preceding years. Budgets\nshould be prepared in considerable detail, and no departure from a given\nitem should be made without due consideration and approval by the board\nof education.\nIn suggesting possible economies which may be made in school systems in\norder to meet the present emergency, it should be borne clearly in mind that\nwhat may be advisable and desirable in one system may be of totally different\nvalue in another school system. Here lies a serious danger. Hasty and ill-\n\n"}
{"page": 598, "printed_page": null, "text": "594\n\nNational\n\nEducation\n\nAssociation\n\nconsidered action may be taken which may do great harm unless retrench¬\nment is conducted under careful auspices by people who are thoroly trained\nand well-experienced.\nThe Committee has considered four general items :\nI. Capital Investment\n\na. Utilization of school plant — Close study should be made of the greatest\npossible utilization of the present school plant. In providing for its maximum\nuse, the necessity of additional expenditures may be reduced to a minimum.\nb. Postponement or curtailment of building programs — This is a very\ndifficult situation to meet. On the one hand, school systems are faced with a\nsteadily increasing enrolment calling for the extension of the school plant.\nThere is, moreover, the opportunity to secure new buildings at this time\nwith less expenditure because of the reduction in the cost of many items\nentering into building construction. On the other hand, there is the present\ndifficulty of meeting capital expenditures either thru bond issues (when in¬\nterest rates are extraordinarily high) or thru the tax levy which is already\nbearing a great burden. Local conditions must necessarily determine the\nsolution of this problem.\n\nc. Planning of new buildings — Careful study of plans of new buildings\nshould be made so as to reduce the cost. There is no doubt that considerable\nsaving may be effected by a thoro checking of the size and arrangement of\ncorridors, size of rooms, height of ceilings, exterior decorations, etc. Con¬\nsideration should be given to the cost of maintenance and operation as well\nas to the expense of initial construction.\nd. Size of units — New construction should be planned in large enough\nunits to make efficient administration possible. The erection of several small\nbuildings in place of one large one should be discouraged if careful study of\nlocal conditions should indicate that greater educational efficiency and\neconomy may be secured by the construction of a large school plant. Espe¬\ncially is this the case in areas where the population is rather congested.\ne. Purchase of sites — Postpone the purchase of new school sites where the\nlocal situation makes such procedure advisable. On account of the fact that\nnew construction is being curtailed, there is not the pressing necessity for\nthe acquisition of new school sites to take care of future development.\n\nf. Refunding of debts — Thoughtful consideration should be given to the\npossibility of refunding obligations which mature at the present time or in\nthe near future. In this way the burden placed upon the current tax rate\nmay be postponed until economic conditions improve.\nII. Improved\n\nBusiness\n\nAdministration\n\nThe business departments of school systems may be studied with a view not\nonly to secure a reduction in costs, but also to promote efficiency in conduct¬\ning the various operations included. Some possible fields of investigation\nand improvement are:\na. More\nsupplies\n\ncareful preparation\n\nof specifications for the purchase\n\nof equipment\n\nand\n\n"}
{"page": 599, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n595\n\nb. More rigorous inspection of deliveries in regard to both quantity and quality\nc. A close study of purchases of equipment and supplies as to their necessity\nd. A thoro study of the efficiency and necessity of office and business personnel\ne. A scientific study of the insurance on school property, as to amount carried,\nrate, etc.\nf. Ample protection for school funds, in bank or elsewhere, by proper safeguards.\n\nIII. School\n\nService Rendered\n\nThe present situation affords an opportunity to make a close study of edu¬\ncational organization, administration, and curriculum offerings for the pur¬\npose of securing the maximum possible in compactness and efficiency. It\nshould be borne in mind that the concept of economy cannot be separated\nfrom the concept of efficiency. Many services, moreover, have been included\nat the urgent request of community organizations and groups of interested\ncitizens. It is impossible to state details which will be equally applicable\nto every school system. Local situations, which vary so widely among dif¬\nferent school systems, will necessarily determine the advisability and the\nnecessity of changes to be made. Great danger arises when a plan of proce¬\ndure which is very well-adapted to one school system is arbitrarily applied\nto another system in which the conditions are quite different. Here is a field\nfor thoroly trained and experienced school people, and they should not only\ntake the initiative to secure adjustments looking to economy but should also\ninform the public of the damage which may result from any ill-considered\nproposal. The decisions that must be made as to desirable and undesirable\nforms of economy should be based upon expert professional knowledge. An\nextensive professional literature on economical school administration exists.\nIV. Teachers’\n\nThere is one irreducible minimum\n\nSalaries\n\nfor effective education. This one basic\n\nrequirement is good teaching. Such service can be expected only from men\nand women of broad training and high personal qualities. Such people are\neverywhere and always in demand. If the schools cannot complete with other\nagencies to secure this type of teacher, the most important single element of\neducational efficiency is lost. Retrenchment in teachers’ salaries tends ulti¬\nmately to retain the poorest teachers and to drive the best teachers into\nother careers. At the same time, desirable candidates for teacher-training in¬\nstitutions are discouraged by the economic unattractiveness of the field.\nTeaching has not yet attained a satisfactory position when the importance\nof the service and the comparative earnings of other occupational groups\nare considered. The average salary of teachers is still less than three-fourths\nas much as the average salary of gainfully employed persons. Meanwhile,\nrequirements for certification and appointment to the teaching service are\nsteadily increasing. If the nation expects to secure progressively better\nequipped teachers for its children, it must not consent to a reduction of\nteachers’ salaries.\nAt the same time, the educational profession must demonstrate\n\nthat the\n\nmaintenance or advancement of salaries means finer educational opportuni¬\nties. Standards for certification must be kept high, and in many states must\n\n"}
{"page": 600, "printed_page": null, "text": "596\n\nNational\n\nEducation\n\nAssociation\n\nbe lifted higher than at present. Processes of rigid selection must exclude\nthe incompetent from the ranks. Increases in salaries must be accompanied\nby earnest effort on the part of the entire teaching staff to improve in pro¬\nfessional skill and academic background. Efficiency must be the prerequisite\nfor continued employment and for advancement. More attention must be\ngiven to the scientific study of the problems basic to salary scheduling.\nIn the last analysis the people will secure just as good schools as they are\nwilling to pay for. The teaching profession, on its part, must show the pub¬\nlic that better salaries actually do purchase better teaching service.\nSummarizing the views of the Committee, the following may be stated :\n1. The determination of how much shall be spent for the support of the\npublic schools is a responsibility which rests upon the entire community, and\nnot upon the school people alone. After the determination of the total amount\nwhich may be expended has been made, it is the duty and the obligation of\nthe school administrator to study carefully every item of school procedure\nso that no retrenchment in any item will be made without careful considera¬\ntion and study.\n2. School people recognize that the establishment and operation of school\nsystems constitute only one function of government. In this period of re¬\ntrenchment, school systems will cooperate in meeting the emergency which\nhas arisen. In no case, however, should schools be expected to stand more\nthan their share of the necessity for retrenchment. School administrators,\non the one hand, should cooperate in bringing about an equitable adjustment\nof the financial burden ; and on the other hand, they should not hesitate to\ncall the attention of the people of the community to possible harm which\nmay be inflicted upon the children on account of ill-considered or inequitable\nreductions which may be contemplated.\n3. No matter what adjustment may be made in the present emergency,\nit is clearly evident that the present systems of taxation in most places are\nnot adequate, not only for the support of the public schools but for the\ncarrying on of governmental functions in general.\nSchool administrators all over the country have been face to face with\nfinancial problems of a most difficult nature. It is a source of gratification\nthat they have met the situation up to the present time so well. We are con¬\nfident that in the days which lie before us, the people of this country can rely\nwith certainly upon the zeal and the efficiency which all the members of\nthe teaching profession will show in dealing with extraordinarily trying\nsituations.\nTAX\n\nREFORM\n\nROBERT\n\nMURRAY\n\nIN RELATION TO THE\nEDUCATION\nHAIG,\n\nCOLUMBIA\n\nMC\n\nVICKAR\n\nPROFESSOR\n\nUNIVERSITY,\n\nNEW\n\nOF\n\nYORK,\n\nFINANCING\n\nPOLITICAL\n\nOF\n\nECONOMY,\n\nN. Y.\n\nBeing an optimist, inclined by nature to look for the silver lining of the\ndark cloud, I am constantly on the outlook for compensating factors even\n\n"}
{"page": 601, "printed_page": null, "text": "Department\n\nof Superintendence\n\n597\n\nin a situation so serious as a business depression. In a crisis like the one thru\nwhich we are now passing, let each of us not fail to take such comfort as\nhe can in the blessings of adversity. I would call your attention to two such\ncompensations. First, I would cite the interesting fact that it is in times of\ndepression that greatest progress is usually made in the direction of tax\nreform. It is when stocks are falling, banks are failing, and schools are closing\nthat the reluctant politician is driven to consider means to place the revenue\nsystem in order. The second compensation I mention with apologies because\nit is one which affects me personally. Each business depression seems to bring\nto me the great honor of an invitation to address the Department of Superin¬\ntendence on the subject of “Tax Reform in Relation to the Financing of\nEducation.” Nine years ago, when this country was painfully dragging itself\nout of the slump of 1921, an address from me on this topic was considered\nto be in order. Again today I stand before you prepared to speak on the\nsame topic. In a country not overrich in history and traditions, this record\nis sufficient to establish this periodic appearance before you as an institution.\nThe reason for the periodicity in the interest in the subject of taxation\nis not far to seek. Public finance is the ugly stepdaughter of the dismal sci¬\nence of economics. It is natural that she should not be sought as a companion\nwhen we “a-Maying go” on the high and sunny slopes of prosperity. Her\npresence is grateful only when we wander lost and confused among the rocks\nand thorns in the dark vale of depression, but the ugly step-daughter is\ngrateful even for this degree of attention.\nAt the very outset, it will be well to recognize the fact that the problem\nof the financing of education is a tax problem in only a minor degree. The\ndistress which is being experienced today has many more fundamental causes\n\nthan the shortcomings of the revenue systems. The shortage of tax revenue\nis due chiefly to a shrinkage of the fund from which taxes are drawn. The\naggregate income of the people of the United States for the year 1929 was\nnearly ninety billion dollars.1 Preliminary estimates for the year 1931 indi¬\ncate that this figure has shrunk to approximately fifty billion dollars.\" One\nmust go back to the year 1917 to find a time when the income was so low,\nand this is true whether or not one ignores variations in the value of the\ndollar. Here, of course, is the seat of the difficulty. As I pointed out to you\nin\nin my address nine years ago, “A tax system is not in itself productive\nthe economic sense. . . . At best, it is only a pump and a new pump is no\nfact.\n45 percent, and if we are wise we will recognize this fundamental\nTaxes which are easily borne when the people are receiving ninety billion\nto fifty\ndollars in income may become intolerable when that income drops\nof our\nbillions. The real cure for the situation lies in the readjustment\nwhen a\neconomic mechanism. It is truly a pitiful and shameful spectacle\n* *ThtBu}in™s Week (February 17, 1932. p. 17-18) places the estimate at $52.4 billions\npp. 56-57.\n3 National Education Association, Department of Superintendence. Official Report,\n\nWashington, D. C. 1923.\n\n"}
{"page": 602, "printed_page": null, "text": "598\n\nNational\n\nEducation\n\nAssociation\n\ncountry as rich as this in economic resources and as abundantly supplied with\ncapital equipment falls into a state of disorganization in which millions are\nthrown out of employment and the production of economic goods is re¬\nduced to a mere fraction of potential capacity.\nIn certain quarters the problem of financing education is complicated by\na breakdown of the political mechanism. For example, while it is not easy\n\nto secure a coherent explanation of the strange happenings in the city of Chi¬\ncago, it is apparent that taxation is by no means the whole story, altho it is\nobviously an important part of it. Here, in the second largest city of the\ncountry, a combination of circumstances has brought about a situation in\nwhich the ultimate control of the city’s finances has been in effect withdrawn\nfrom the regularly constituted political authorities and vested in a group\nof bankers. The decisions as to what may and may not be done are apparently\nnot by the regularly elected representatives of the people but by a\ngroup of private individuals to whom the city must look to advance funds,\nwhich are not forthcoming from the usual channels, not merely because of\nthe depression, but because of a lack of confidence in the civil administra¬\ntion. This is political bankruptcy. It is quite possible that in this city tax\nmade\n\nreform must await an adjustment of the community’s political arrangements.\nHowever, the topic assigned to me is neither the solution of the problem\nof the business cycle nor the development of a plan for the revision of our\npolitical mechanism, altho both subjects have a bearing on the question of\ntax reform. The changes in the tax system which are appropriate cannot\nbe determined without making assumptions regarding the future economic\noutlook of the country. May we look forward to becoming a hundred billion\ndollar country in the course of a few years or must we reconcile ourselves\nto the fifty billion dollar level? Can we evolve a scheme of representative\n\ngovernment which will operate satisfactorily even under conditions such\nas those which apparently exist in Chicago? Only when answers can be\nsupplied to these questions, can we intelligently approach the rather narrow\nand technical problem of tax reform to which this paper is primarily ad¬\ndressed.\nA tax system is a series of devices for transferring purchasing power from\nprivate pockets to the public treasury. Viewed broadly, the tax systems in\nforce in many of our states are ill-adapted to the tax imposed upon them\neven in normal times. In times of depression their faults are greatly ac¬\ncentuated.\n\ntraditional philosophy of state and local taxation in this country is\nthat of the general property tax. Justice and equity in taxation are supposed\nto be adequately served when taxes are apportioned according to the posses¬\nsions of the individual citizens. However, the recognition has gradually been\ndawning upon the consciousness of the American people that the general\nThe\n\nproperty tax cannot be successfully administered under the conditions which\nexist in these United States; and even if it could be, the result would be far\nfrom desirable from the point of view of justice and equity.\n\n"}
{"page": 603, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n599\n\nfutility\nStudents of the problem have for many years insisted, upon the\nintangible\nof attempts to assess and tax personal property, and particularly\nsame rates as real estate\npersonal property by the same methods and at the\nlie in the direction of\nand have conceived the true course of tax reform to\nfor taxes on part or\ndeveloping personal and business taxes in substitution\ncontemplate, in addi¬\nall of the personal property. The programs of reform\nsources of revenue, such as death duties, spe¬\ntion, the development of other\ncial assessments, and fees of various sorts.\nto influences in\nIllinois has long been notorious for her imperviousness\nal property tax\nthe direction of tax reform. There the old discredited gener\nsity to the financial\nhas persisted in a pure form, alike an object of curio\nically-minded administra¬\nantiquary and a source of satisfaction to the polit\nis legally taxable and\ntor. All personal property, tangible and intangible,\nExperience elsewhere indi¬\npractically none of it is actually subjected to tax. ed\nto failure. A few weeks\ncates efforts to administer such a law are foredoom\nassessment rolls of Chi¬\nago the country was startled by the news that the\nid by the courts and\ncago for the years 1928 and 1929 had been held inval\nbasis for the invalidation\nwas even more startled by the information that the\nApparently Chi¬\nwas the failure of the assessors to reach personal property.\nunless the assessors ac¬\ncago cannot have a valid assessment under her law\nlisting for taxation the\ncomplish the impossible and succeed in finding and\ntechnically subject to\nhundreds of millions of personal property which are\nprecipitate action in the\ntax It requires no gift of prophecy to anticipate\nthe Mayor invites and\ndirection of tax reform in Illinois. In the meantime\ntreasury such sums\ncajoles the citizens to contribute voluntarily to the city\nas to each person seems “fair!”\nduring the last\nWhen one surveys the developments thruout the country\nprogress which has\ndecade one is impressed by the substantial and gratifying\nnormally involves\nbeen made. The personal income tax, whose establishment\nto list their stocks,\nthe abandonment of the effort to compel individuals\nIt now exists in twenty\nbonds, and other intangibles is being widely adopted.\nno less than eight\nstates. The significant fact about this movement is that\ne tax since 1929.\nof these twenty states have adopted the personal incom\nmore states the\nMoreover this winter in the legislatures of at least a dozen\nago the state\npersonal income tax is under consideration. Only a few weeks\nive genius for\nof Illinois fell into line, but, with what amounts to a posit\nthe world’s worst tax\nfinancial error, she has attempted to reform one of\ntaxes. The new Illinois\nsystems by passing one of the world’s worst income\ntaxing capital\nstatute contains a property tax offset and it refrains from\n\ngains.\ncorporation income tax has had an expansion similar to that of .the\nof tax, and eight\npersonal income tax. Twenty states also now use this form\nthis tax normally\nhave adopted it within the last three years. The adoption of\ny, oi\ncarries with it the abandonment of efforts to tax the personal propert\ntions.\nat least the intangible element in the personal property of corpora\nThe\n\n"}
{"page": 604, "printed_page": null, "text": "600\n\nNational\n\nEducation\n\nAssociation\n\nPublic roads, which with public schools, share the distinction of being\nthe most expensive of the functions performed by our states and localities,\nhave found financial salvation thru the gasoline tax. Fifteen years ago this\ntax was unknown. Nine years ago, when I last appeared before this group,\nit\nexisted in thirteen states. Today it is universal. The secret of its populari\nty\nundoubtedly lies in the fact that the tax base, motor fuel, offers an oppor¬\ntunity to measure fairly accurately the use of a governmental facility, the\nroad, which is in great demand by the public.\nThe success of the gasoline tax has caused it to be cited by those who\nfavor the establishment of sales and consumption taxes as a demonstration\nof the wisdom of the widespread adoption of such taxes. These persons, how¬\never, have been unable to suggest a suitable basis, similar to gasoline, upon\nwhich to base a tax for schools or for police. The consumption of cigarettes\noffers no measure of the use of the schools, and the consumption of lipsticks\nin these days is no measure of the need of police protection. Whatever jus¬\ntification there may be for the use of such taxes, it is certain that the analogy\nof the gasoline tax is not to be taken seriously.\nAnother significant tax development of recent years has occurred in the\nfield of the death duties. Nine years ago the inheritance and estate taxes\nin this country were chaotic. The taxes of the various states were com¬\npletely unarticulated. Double, triple, and even quadruple taxation of the\nsame property was possible under the laws as they existed. There was a\nstrong agitation for the repeal of the federal law. Today the problem is\npractically solved. By the enactment by the states of reciprocal provisi\nons,\nwhereby the estates were equitably divided among the various taxing\njuris¬\ndictions; by the enactment by the federal government of the 80\npercent\ncredit provision, whereby an estate could discharge its liability for federal\ntax by crediting state death duties up to 80 percent of the federal tax\ndue ;\nand by a fortunate series of Supreme Court decisions clarifying the\nquestion\nof situs, the death duties have become fairly uniform and universal thruout\nthe country. Even Florida, which formerly advertised herself as\na refuge\nfor decrepit millionaires, ” has joined the states in imposing death\nduties.\nToday only Nevada, long noted for her non-conformity to general standards\nin the field of marital relations, is the only state in the Union which\ndoes\nnot impose death duties. If proper control of gifts and trusts can be\nevolved,\nit would seem the part of wisdom to increase substantially the rates\nof our\ndeath duties. There is much to be said, moreover, in favor of the\nretention\nof the 80 percent provision now in the federal law. In the proposal\nnow\nunder consideration in Congress for an increase in the federal estate\ntax\nthe benefit of this provision is not extended to the states.\nFinally there should be mentioned a development, which, while\nnot a\ntax device, has nevertheless had a profound effect upon the character\nof\nthe tax devices which have been deemed suitable for adoption in\nrecent\nyears. It can fairly be said that one of the beneficent effects of the work of\nthe Educational Finance Commission was a reexamination of the\ngeneral,\nquestion of state aid for schools and the development of the mechanism for\n\n"}
{"page": 605, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n601\n\ne\ndistributing state money in a logical and defensible manner so as to promot\ny\nthe equalization of educational opportunity. This conception has literall\nview the\nswept the country during the past decade. From the tax point of\npossi¬\npoint of greatest significance connected with this device is that it makes\num\nble the transfer from the local governmental units to the state of a maxim\nIt\nof financial support with a minimum of disturbance to local functions.\nincome\nhas definitely encouraged the adoption of such taxes as the personal\nwhere\ntax whose success requires state administration under circumstances\ner.\nthe gravest need for tax relief was not state but local in charact\nseriously con¬\nThe fact is that practically all the taxes which can be\ndemand state ad¬\nsidered for adoption in most of our states are taxes which\ninstance into the\nministration. The money consequently flows in the first\nthe money is\nstate treasury. On the other hand, the functions for which\ns to the exist¬\nmost needed are those now performed by the localities. Thank\noned above, edu¬\nence of the plan of distributing state aid for schools menti\ngovernmental\ncation stands in a favored position as compared with other\nthe proceeds of\nfunctions, for it can offer to undertake the distribution of\nhave to rest on\nthese new state taxes whose distribution otherwise would\nd to local needs\nsome more or less arbitrary basis, only approximately relate\nor local economic strength.\n\nssion, I shall\nTo supplement and to illustrate this rather general discu\ntted to the New\nsummarize briefly the program of tax reform recently submi\nof the Tax Laws.\nYork Legislature by the Commission for the Revision\nssion, which was\nAs a result of its review of the tax situation this Commi\nmmended new taxation\nwidely representative in character, unanimously reco\napproximately onewhich will produce 151 millions of dollars. Of this sum\non motor transport,\nthird ($49.5 millions) will come from increased taxes\non of the cost of roads\nwhich will result in charging a more substantial porti\nis to come from the\nand streets to the users. Nearly half ($73.4 millions)\nbe raised by a tax on\npersonal income tax. The remaining one-sixth is to\nand by an increase\nthe income of unincorporated business ($9.7 millions)\nin death duties ($5.5 millions).\n\n.\n\n.\ns and unqualified sup¬\nNo other revenue proposals received the unanimou\nd as next in the order of\nport of the Commission. However, there were liste\nance premiums,, an\ndesirability, in case of need, an increase in the tax on insur\non notes and other similar\nincrease in the stock transfer tax, and a new tax\nition of a minority, the\ndocuments. By a divided vote and against the oppos\non the gross sales of\nCommission suggested the addition of a small tax\nincome of these concerns.\ncorporations as an alternative to the tax on the net\nselective sales taxes on such\nAltho thoroly considered by the Commission,\nnot recom¬\nco, soft drinks, cosmetics, and chewing gum were\narticles\ned. as tobac\nmend\n\nfor the relief of local taxaThe proceeds of the new taxes are intended\nributing the yield of the new\ntion. Special methods are suggested for dist\ntaxes not thus provided for,\ntaxes on motor transportation; but for the\nthat the yield be used to enable\na majority of the Commission recommends\n\n"}
{"page": 606, "printed_page": null, "text": "602\n\nNational\n\nEducation\n\nAssociation\n\nthe state to take over a larger share of the support of public schools by means\nof the system of state aid introduced in 1925 and designed to promote the\nequalization of educational opportunity.\nOne of the interesting features of this Commission’s report is its sugges¬\ntion that reserves be built up for the purpose of equalizing the yield of the\nmore variable sources of revenue, such as the income taxes and the death\nduties. What\n\nis believed to be a practicable plan is developed which promises\n\nto be of great help in future economic depressions by eliminating the neces¬\nsity of imposing additional heavy taxation to balance the budget at just the\ntime when the taxpayer has least with which to pay and when the addi¬\ntional taxes have the most seriously repressive effects.\nBefore closing, permit me to revert for a moment to the point made at\nthe beginning that the tax problem should not be overemphasized in the\nanalysis of the present problem of educational finance. There\n\nare plenty\n\nof technical devices for abstracting the money from the taxpayers’ pockets\nif there is any money there. There is little excuse for public poverty when\nit is caused by antiquated and ineffective tax laws. By all means let us make\nsure that the interests of education are not sacrificed to other less important\nthings. Let us also not take the position that all other things are unimportant.\nEducation has enjoyed a tremendous expansion in the last decade. In my\nstate of New York the expenditures for public education in 1920 were $130\nmillions. In 1930 they were $390 millions. This is evidence of the commu¬\nnity’s faith in what we have to offer. If the present reduction in the social\nincome persists for any considerable time, severe retrenchment in dollar out¬\nlay for education is inevitable. If the present level of prices persist for any\nconsiderable time, the maintenance of existing salary scales will amount to a\nsubstantial increase in compensation. In the course of any retrenchment which\nmay be necessary, the intelligence and skill of the administrative officers\nof our school system must be exercised so as to preserve what is most valuable,\nand standards of compensation stand high in the scale. This is no time for\na truculent show of political power. Let me bespeak at this juncture a spirit\nof helpful cooperation with the harassed public official and the distressed\ntaxpayer.\nI conclude as I concluded nine years ago with a confession of faith that\nour resources, intellectual and material, will prove to be adequate to over¬\ncome the obstacles which lie in our path. I believe that the tax problem\nwill be solved. Surely we can hope to reap where we have sowed. Surely\nafter a century of free public education we can confidently count upon a\ncitizenship intelligent enough to grasp and analyze the problem, energetic\nenough to grapple with it, and wise enough to work out a sound solution.\nHOW\n\nONE\n\nRUSSELL,\n\nSTATE HAS\nFINANCING\n\nDEARMONT,\n\nSTATE\n\nMET THE PROBLEM\nEDUCATION\nSENATOR,\n\nCAPE\n\nGIRARDEAU,\n\nOF\n\nMO.\n\nI esteem it a privilege to have this opportunity of speaking to the educa¬\ntional leaders of the country, concerning the progress which has been made\n\n"}
{"page": 607, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n603\n\nadequately and\nrecently in the state of Missouri in the matter of more\nequitably financing public education.\n>\n.\npublic education in\nThe problem of properly and adequately financing\nperiod of economic\nthe United States is one that has become acute in the\nd offers a fine oppor¬\ndepression, in which we now find ourselves. Such a perio\nof government. In\ntunity for the intelligent solution of important problems\ncountry is too much en¬\ntimes of great prosperity the able leadership of the\nn business affairs,\ngrossed with the intricate problems of our complex moder\nmodern methods of ad¬\nto give much heed to the need for improved and\nishing the situation\nministration in government. When business is not flour\nthe resultant burden of\nchanges. Waste and inefficiency in government, with\nchallenges the serious\nexcessive taxation upon business and people generally,\nto be expected, there¬\nconsideration of the best leadership of the country. It is\npublic education should\nfore, that at this time improved methods of financing\nof our people.\nbe receiving the careful and intelligent consideration\nare of our country,\nNo function of government so vitally affects the welf\nall our citizenry, so funda¬\nso earnestly challenges the enthusiastic interest of\nof government, as\nmentally insures the preservation of our republican form\nzeal of the American\ndoes the universal public education of our youth. The\nquestioned. So important\npeople for adequate public education cannot be\nbeen willing to, and\nhave they considered public education that they have\nthe direct property\nhave, almost pauperized themselves to support it. With\ntion, the burden\ntax, the chief source and means of supporting public educa\nchiefly upon the\nhas fallen, too often, upon those least able to pay. Relying\nresulted in gross inequali¬\nproperty tax for the support of our schools has also\ning, insistent\nties in educational opportunity. We face, therefore, the press\nr of education and\ndemand for greater equality of opportunity in the matte\ntion.\na more adequate and equitable financing of public educa\ndoctrine, that\nThe solution of the problem clearly lies in acceptance of the\non, and its finan¬\nfree public education is essentially and primarily the functi\nearly period of our\ncing the obligation and responsibility of the state. In the\ne few, thru in¬\ncountry’s history, education was provided for a comparativ\nof education by\ndividual effort and private support. A century ago support\nthis time. In recent\nthe local community began, and has largely continued to\nthe support of public\nyears, state governments have begun to contribute to\nl opportunity.\neducation in an attempt to better provide equality of educationa\nduty, clearly\nWith few exceptions our states have not as yet accepted the\nconstitutions, of main¬\nplaced upon them by specific provision of most state\ngovernment. In my\ntaining free public schools at the expense of the state\n.\nopinion, it is clearly essential and necessary that they should\nour state govern¬\nIf we are to accomplish this objective we must finance\ndirect tax, placed\nments more adequately and equitably. Dependence upon a\nPartly due to general\nupon tangible property, will not meet the situation.\nand unequal por¬\neconomic conditions, but in no small part to the excessive\nvalues have\ntion of the tax burden which it bears, tangible property\ned until it can no\ndiminished, its income producing ability has been reduc\n\n"}
{"page": 608, "printed_page": null, "text": "604\n\nNational\n\nEducation\n\nAssociation\n\nlonger be depended upon to bear the chief burden of supporting education\nand other fundamental governmental activities.\nIt was thru a realization of this situation that the General Assembly of\nMissouri, in May 1929, passed an act creating a State Survey Commission.\nThis Commission was composed of seven prominent and able citizens of the\nstate, appointed to membership on the commission by the Governor. Under\nthe terms of the creating act, the members of the commission were charged\nwith the duty of making a general survey of the financial and revenue re¬\nsources and needs of the state, its departments, institutions, and public school\nsystem ; of making recommendations for improvement of same, with esti¬\nmated cost and recommended source for securing the additional revenue\nneeded. An appropriation of sixty thousand dollars was made to care for\nthe expenses of the commission, the members of which served without pay,\nand they were required to submit their report to the Governor, by Novem¬\nber 30, 1929. The time limit placed upon the commission was short but\nwith the aid of some of the leading financial, educational, and governmental\nexperts of the country, the commission completed its work within the allotted\ntime.\nA little more than a year intervened between the date the Survey Com¬\nmission filed its report and the date the next General Assembly convened.\nDuring this period there was general discussion thruout the state, in the\npress, and in numerous public meetings, of the findings and recommendations\nof the commission.\nThe General Assembly convened in January, 1931, and for the next\nfour months much of its time was given over to the consideration of the\nSurvey Report. Two measures, one generally referred to as the “School\nBill,” and the other as the “Income Tax Bill,” were given chief considera¬\ntion. Both were finally passed, after numerous hearings by committees of\nthe House and Senate, and after a bitter and extended discussion in the\nSenate, which consumed about three times the period that any measure had\never taken for its consideration in the history of the state.\nThe report of the Survey Commission and the proponents of the school\nand tax measures took the position that under the constitution of Missouri,\nthe prime responsibility for the education of the youth of the state rested\nupon the state government and not upon the local governmental subdivisions\nof the state. Section 1, Article 11, of the Constitution of Missouri provides:\nA general diffusion of knowledge and intelligence being essential to the preserva¬\ntion of the rights and liberties of the people, the General Assembly shall establish\nand maintain free public schools for the gratuitous instruction of all persons in this\nstate between the ages of six and twenty years.\n\nThe position was further taken that the constitution and statutory law of\nthe state recognized the principle, that it was the duty of the state to give\nto all of its children of school age an equal educational opportunity. The most\ncasual examination of then existing conditions disclosed clearly that the\nstate was not meeting its responsibility. The records disclosed that the total\n\n"}
{"page": 609, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n605\n\ns and high\nannual expenditure for the support of the elementary school\nsum the state\nschools in Missouri was approximately $42,000,000, of which\nfurther interesting\ncontributed only $4,067,188.65 in the year 1928. It was\nand high-school\nto note, that while the total expenditures for elementary\nn dollars,\neducation in Missouri had increased approximately eleven millio\nof the state govern¬\nduring the period from 1921 to 1928, the contribution\ndollars, dur¬\nment to this fund had decreased about three hundred thousand\ning the same period.\nwas the\nThe report of the Survey Commission disclosed that not only\nt of the total\nstate government in Missouri contributing less than 10 percen\nbut that Mis¬\ncost of maintaining its elementary schools and high schools,\nconsidering\nsouri was not measuring up to proper standards in expenditures,\nspending the\nher wealth and ability to pay. It was found that Missouri was\naverage expenditure\nsum of $66.66 per pupil, while in the United States the\ncomparable states\nper pupil was $80.49, and the average in eleven fairly\nwas $86.03 per pupil.\nOn the question of whether equal educational opportunity was being given\nthat\nthe youth of the state, the report of the Commission disclosed clearly\ng\nthere was not even an approximate equality of opportunity under existin\nthat\nconditions. Of the 8300 rural school districts in Missouri, it was found\ndistricts\n50 districts provided a school term of less than four months, 270\na term\nprovided a term of from four to six months, 972 districts provided\nexceeding\nof from six to eight months, and only 240 districts had a term\nd valua¬\neight months. Nine hundred and fifty-two school districts had assesse\nper\ntions of from $10,000 to $50,000, which with the tax limit of 65 cents\n$100 assessed valuation seriously limited their ability to properly support\ntheir schools. The inequalities in local tax levies for school purposes were\nlocal\nfurther shown by the fact that in the year 1928, 30 districts made no\nlevied be¬\nschool levy, 271 districts levied less than 20 cents, 2084 districts\ns\ntween 20 and 40 cents, 1499 districts levied an even 40 cents, 1557 district\nlevied 40 to 65 cents, and 3446 districts levied 65 cents and more.\nIn summarizing its findings in this connection the report of the Survey\nCommission states:\nof same and the\nA study of the present system of taxation or rather the rates\nway of special\npresent machinery for apportioning the state public school money, by\nopportunities cannot\naids and general distribution, reveals that equal educational\nwith the mandates\nbe given to the school children within our borders in accordance\nand as here¬\nof both our constitutional and statutory laws. Gross inequalities result,\nlves to the\nthemse\ntofore shown, nearly half of the school districts are now taxing\nions are not main¬\nconstitutional limit for school purposes, and under present condit\nif they so desired.\ntaining an eight months school, and could not further expand even\n\nThe\n\nCommission\n\nthen made\n\nthe following recommendation:\n\neducation, it was\nBy taking into consideration the ability of Missouri to pay for\nby setting a\nfound that equal educational opportunities can be most equitably given\nproviding\nminimum standard of education for the elementary and high schools, and\ncan be guaranteed\nthe machinery under which such minimum standard of education\n\n"}
{"page": 610, "printed_page": null, "text": "606\n\nto every\n\nNational\n\nelementary\n\nand\n\nEducation\n\nAssociation\n\nhigh school in the state, regardless\n\nof location\n\nand\n\nassessed\n\nvaluation. That under present conditions in Missouri such standard minimum pro¬\ngram can be set at $900 per teaching unit for the elementary schools, other than high\nschools, and for high schools such standard minimum cost of education can be\nguaranteed\n\nto the amount\n\nof $1200\n\nper teaching\n\nunit. It was\n\nfurther\n\nfound\n\nthat\n\nMissouri is able to provide the additional funds necessary to meet such standard with\na contribution of 20 cents on the $100 valuation of real and personal property in\nsuch school districts by local assessment, and by including therein all funds of any\nschool district derived from county, township, and present state aid; that the amount\nof the local levy in order\n\nto properly\n\nequalize\n\nthis standard\n\nminimum\n\nprogram\n\nof\n\neducation of $900 per elementary teaching unit and $1200 per high-school teaching\nunit, and to throw an equal proportionate burden on local units thruout the state,\nshould be placed at 20 cents on each $100 valuation for school purposes.\n\nThe report of the Commission further recommended, an increased in¬\ncome tax, as the principal source from which the additional funds necessary\nto carry out the program, should be secured.\nIt was with the foregoing recommendation that the General Assembly\nproceeded to consider its legislative program. It soon became apparent, as\nthe legislative committees held hearings upon the socalled Survey Commis¬\nsion Bills, that the principal attack of the opposition would be levied at\nthe income tax bill, which was the principal increased revenue producing\nmeasure. It was realized, by the proponents, that it would be impossible to\nintelligently write the school bill without knowing in advance the approxi¬\nmate amount of state revenue that would be available to carry out its pur¬\nposes. In view of this fact the revenue measure was advanced and was finally\nadopted by both branches of the General Assembly before the school bill\nwas finally considered.\n\nFrom\n\nthe report of the Survey Commission\n\nand facts developed during\nthe discussion of the revenue measure, it was conceded that, aside from spe¬\ncial taxes, receipts from which were dedicated to special limited purposes,\nthe general property tax was the major source of state revenue. It was found\nthat the total of federal, state, and local taxes paid by Missourians amounted\nannually to about $212,000,000. Of this amount a little over one-third went\nto the federal government, approximately one-half to local subdivisions of\nthe state, and one-sixth to the state government. The tax payers of the state,\ntherefore, were found to be contributing more than twice as much to the\nsupport of the federal government as they were contributing to the support\nof their own state government. They were found to be contributing three\ntimes as much to the support of local government as they were to the general\nrevenue of the state government.\nAn analysis of taxes paid to the state and its local subdivisions developed\nthe fact that approximately 94 percent of all the revenue received by the state\nand its local subdivisions was property tax.\nIn considering the proportionate relationship between tangible and in¬\ntangible wealth in the state, it was generally conceded that not less than 50\npercent of the total wealth of the state was represented by intangible prop¬\nerty. By many it was contended that 80 percent of the total wealth of the\nstate was\n\nrepresented by intangible property. Accepting\n\nthe lowest esti-\n\n"}
{"page": 611, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n607\n\nded that at\nmate as to value of intangible property in the state, it was conce\nt\nleast one-half of the total wealth of the state was bearing less than 6 percen\nthat the\nof the total tax burden of the state and its local subdivisions ; and\nle\nother half or less of the total wealth of the state represented by tangib\ntotal tax burden.\nproperty was bearing approximately 96 percent of the\nthat the unfair\nIt was very apparent to most students of the problem\nusly\nportion of the tax burden being borne by tangible property was serio\ndestroying\nreducing the value of this type of property and in many cases\nincome from\nits sale value. This loss in value, coupled with the fact that\ndiminished dur¬\nfarm lands and town properties as well had been seriously\ndelinquent state,\ning recent years, had resulted in an accumulation of\nactivities of the\ncounty, and city taxes, which was seriously crippling the\nfair to at¬\nstate and its local subdivisions. It, therefore, seemed not only\napparent that\ntempt to equalize the tax burden in the state, but it was also\nfrom the source\nif additional funds were to be secured the tax must come\nthat if the value\nof intangible property. At the same time it was apparent\nexcessive burden\nof tangible property in the state was to be increased, its\nof taxation must be reduced.\nWith these conclusions in mind and following the recommendation of\ned\nthe Survey Commission, a bill, amending the income tax law was propos\nrate\nincreasing the state income tax rate upon corporations from the old\ndual in¬\nof 1 percent to 2^4 percent and increasing the rate upon indivi of from\nrate\nted\ncomes from the old level rate of 1 percent to a gradua\nintroduced\nli^ percent to 5 >4 percent. It was estimated that the measures\nnal\nwould produce over a period of ten years $103,000,000 of additio\nrevenue for the state.\nOne of the principal objections presented against the adoption of the\nincreased income tax schedule was that industry and wealth would be\ndriven into Illinois on the east and Kansas on the west, as neither of\nthese states collected a state income tax. It might be interesting to note\nhere, that the state of Illinois has recently adopted a graduated income tax\nlaw with a maximum rate of 6 percent, and that the General Assembly\nof Kansas has proposed a constitutional amendment providing for a simi¬\nlar graduated income tax law in that state.\nThe lower house in Missouri passed the income tax bill with the rates\nrecommended by the Survey Commission. The Missouri Senate, however,\nafter more than two weeks debate upon the measure, fixed the rate on cor¬\nporations at 2 percent and provided for a graduated rate upon individual\nac¬\nincomes ranging from 1 to 4 percent. TThe Senate amendments weie\ncepted by the House, and the measure, as amended, was finally approved\nby the Governor on the 16th day of April, 1931.\nIn addition to the increased income tax rates provided by the measure,\nit further added provisions for more effective collection of the tax by in¬\ncreasing the number of field deputies in the department charged with the\ncollection of the tax, and by requiring the tax payer to submit with his\nstate income tax return a certified copy of his income tax return made to\n\n"}
{"page": 612, "printed_page": null, "text": "608\n\nNational\n\nEducation\n\nAssociation\n\nthe federal government. It was estimated that this measure would increase\nthe annual state revenue at least $6,500,000 as efficiency in administration\nof the law and business conditions in the state improved.\nThe new school law was then taken up by the Senate and passed by\nboth houses of the General Assembly and approved by the Governor on\nthe 23rd day of April, 1931. Briefly, the law provided that the board of\ndirectors of each school district in the state should be empowered and\nrequired to maintain the public school, or schools, of such district for a\nperiod of at least eight months in each school year.\nIt further provided that when any school district had legally levied for\nschool purposes a tax of not less than 20 cents on each $100 of the assessed\nvaluation of property therein that such district should be allotted out of\nthe public school fund of the state an equalization quota which would\ngive to the district a minimum of $750 for each elementary teaching unit\nand $1000 for each high-school teaching unit. The act further provided\nthat as increased funds were made available for payment of the equaliza¬\ntion quota, the basis for distribution should be increased to $900 for each\nelementary teaching unit and $1200 for each high-school teaching unit.\nThe act further provided for optional consolidation of districts and for\nthe payment of tuition by each school district not maintaining an approved\nhigh school for pupils from said district who attended an approved high\nschool in another district of the same or an adjoining county.\nThere was a further provision of the Act which provided that the school\ntax levied in any district should not exceed 20 cents on the $100 assessed\nvaluation for school purposes except by majority vote of the tax-paying\nvoters of the district. The Act contains a provision that there shall be paid\nby the state, to any consolidated or enlarged school district in which a new\nschool building has been erected in accordance with approved plans, the\nsum of $1000 for each school building abandoned, on account of such new\nbuilding. And the Act finally provides that districts with an average at¬\ntendance of fewer than fifteen pupils may be required to transport its\npupils to another district and pay transportation and tuition costs.\nI have tried to give you as briefly as possible the important provisions of\nthe recently adopted program in Missouri which had for its purpose the\nequalization of the tax burden in the state and the more adequate and\nequitable financing of education costs, to the end that as nearly as pos¬\nsible equal educational opportunities might be afforded every school child\nwithin the borders of the state of Missouri.\nThe reaction of the public generally to the newly adopted program has\nbeen most favorable. Those who professed to see little in the movement,\nexcept greatly increased pay for teachers and an extravagant and wasteful\nincrease in school expenditures are beginning to realize their fears were\nnot wellfounded. They are coming to see that the new program will even¬\ntually mean a more adequate educational system in Missouri ; financed by\na sound and reasonable budget ; and insuring universal and equal educa-\n\n"}
{"page": 613, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n609\n\ntional opportunity for all of our children. Our State Department of Edu¬\ncation has estimated that the new program will add not less than one-half\nmillion school days, annually, in Missouri.\nIn my opinion, the most equitable means of securing the necessary finan¬\ncial support for education is thru the income tax. No other method of\nreaching those best able to pay, of taxing all property, tangible and in¬\ntangible, upon an equal basis, has yet been devised. It is from this source\nthat the state must secure a principal part of the income which it devotes\nto the support of education and other general and primary activities.\n\nTo protect state funds thus secured there must be a united and intel¬\nligent effort made to reduce and eliminate incompetence and waste in gov¬\nernment. The ever increasing tendency of government to enter fields of\nactivity not essentially, necessarily, or fundamentally functions of govern¬\nment, has resulted in a serious drain upon available governmental funds.\nThis tendency has seriously crippled the state in its ability to properly\nsupport education and its other important activities. The field of activity\nof the state must be restricted to the things that are recognized as clearly\nessential. We must further jealously guard against the tendency of the\nfederal government to claim, to preempt as it were, the most available and\ncertain sources of income for the state.\nBy acceptance of the doctrine of state responsibility for providing free\npublic education ; by recognition that a general property tax can no longer\nbe depended upon as the chief means of supporting public education; by\nadopting other more available and equitable means for securing govern¬\nmental funds ; by eliminating the drain from the public treasury due to\nwaste, inefficiency, and improper expansion of governmental activities;\npublic education can be adequately and equitably financed and the youth\nof our country may be insured equality of educational opportunity, which\nis necessary and essential if free government is to continue, is to be pre¬\nserved.\n\nGENERAL\n\nFIFTH\n\nAmerican\n\nEducation — Past, Present,\n\nFROM\nFRANCIS\n\nG.\n\nBLAIR,\n\nSESSION, TUESDAY\nFEBRUARY 23\n\nSTATE\n\nPAST\n\nTO\n\nand\n\nEVENING,\nFuture\n\nPRESENT\n\nSUPERINTENDENT\nSPRINGFIELD, ILL.\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nGov¬\nIt was in 1671 that Sir William Berkeley, the autocratic colonial\nprint¬\nernor of Virginia, made his famous statement on free schools and\nand after\ning. He was reporting to his superior officers sent from England\nuttered\nsetting forth some of the objectionable features of the situation, he\nprint¬\nthis pious prayer: “But thank God there are no free schools, nor\nhas\ning, and I hope there will be none these hundred years, for learning\nhas\nbrought disobedience, heresy, and sects into the world and printing\n\n"}
{"page": 614, "printed_page": null, "text": "610\n\nNational\n\nEducation\n\nAssociation\n\ndivulged these and other libels against the best of governments.\n\nGod\n\nkeep\n\nus from both.”\n1 find myself wishing that Governor Berkeley might have returned to\nthe capital city of Virginia just 105 years after he made this statement,\nand that he might have been sequestered somewhere in the legislative halls\nduring the long session of the House of Burgesses in 1776. He would have\nseen a certain red-headed delegate day after day, week after week, month\nafter month, presenting bills before that legislative body which were to\nmake Virginia as different from what Berkeley desired it to be as freedom\nis from tyranny. On one day in amazement he would have heard this dele¬\ngate proposing a bill to abolish the established church of England, which\nBerkeley considered the cornerstone of aristocratic government, and propos¬\ning in its stead freedom of conscience and freedom of worship. On another\nday he would have heard challenged the entailment of property, that right\narm of aristocracy by which the large estates of the ruling classes were to\ndescend from generation to generation without legal impairment ; and\nthe abolishment of primogeniture, that other method of preserving its\ncopyright nobility by passing these large estates into the hands of the elder\nson, who, in his little kingdom, ruled over his brothers and sisters as a\nlord over his vassals. But the Governor would be more amazed, I am sure,\nto behold this same delegate offering a bill with a preamble that speaks\nof all men being created equal and endowed with certain inalienable rights\nof life, liberty, and the pursuit of happiness. It is in fact a new\nlaws on civil and political liberty guaranteeing\npus, the right of trial by jury, freedom\n\ncode of\n\nthe right of habeas cor¬\n\nof speech, and\n\nfreedom\n\nof the\n\npress — rights abhorrent and repugnant to tyrants only. And if the Gov¬\nernor could have looked into one of the committee rooms he would have\nfound this delegate hard at work upon a series of bills which were to\nabolish the slave trade and provide a method for automatic abolition of\nslavery, thus wiping from the escutcheon of Virginia its blackest spot\nwhich the British slave traders helped to place there.\nBut of all the bills proposed I am sure the one that would have given\nthe Governor the worst shock was the one that proposed the founding of\nfree public libraries and the establishment and maintenance of a state sys¬\ntem of free public schools extending from the primary grades up thru the\nstate university — an institution which was destined to come, Governor\nBerkeley, in spite of your prayer of a hundred years ago.\nYou have recognized in this delegate to the House of Burgesses, Thomas\nJefferson who, after he had written the Declaration of Independence and\nhad seen it adopted, resigned his place in the Continental Congress and\nhastened back home to do what he could to bring his beloved Virginia\nin line with the principles of that great Declaration.\nI have read rather carefully into the statements of the founders of this\nnation to see what they thought about public education. I have been pleased\nto discover that nearly every outstanding man believed that the new type of\ngovernment\n\nwhich they had created demanded\n\na new\n\ntype of general free\n\n"}
{"page": 615, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n611\n\neducation. But of all of these founders I believe that Thomas\n\nJefferson\n\nsaw the matter more\n\nclearly and acted more directly and more effectively\nto bring about the establishment of this wideflung system of free schools\nthan any other one man. Listen to a few of his statements:\n“If a nation expects to be ignorant and free in a state of civilization, it\n\nexpects what never was and never will be.” “Ignorance and bigotry, like\nother insanities, are incapable of self-government.”\nIn a more extended statement he declared that as in autocratic govern¬\nments the heir apparent to the throne is educated broadly and thoroly in\nthe history and aspirations of other countries in order that when he comes\nto rule his despotic hand will be guided by intelligence, so in America,\nwhere every child is heir apparent to the throne, there should be a sys¬\ntem of education which would make it possible for every child to know the\nhistory of his own country and of the nations of the world, thus enabling\nhim to exercise his powers intelligently.\nThomas Jefferson’s zeal for this new form of general education was\nstimulated by a fear that the thirteen original colonies were still more or\nless under the influence of aristocratic ideals. His experience in trying to\nenact a new code of laws in the Virginia House of Burgesses had con¬\nvinced him of this lurking danger. He feared that in time European in¬\nfluences would determine the type of education and the social and politi¬\ncal thought unless new territory could be opened up beyond the Allegheny\nMountains where his idea of free public education extending from the\nprimary grades thru a state university could be established. It was no\ndoubt with this thought in mind that he urged Governor Patrick Henry\nto send George Rogers Clark into the Northwest Territory to wrest that\nvast tract of land from the British. Moved by the same consideration he,\nas Governor of Virginia, urged effectively the legislative body to cede all\nthat region extending westward from Pennsylvania along the northern\nboundary of the Ohio River and northwest to the Great Lakes to the\nfederal government. Later as a member of the Continental Congress he\nurged the acceptance by the federal government of this land and was\nhimself appointed on the committee which was to fashion the Ordinance\nof the Northwest Territory. I have no doubt it was his own hand which\nwrote into that great ordinance “Neither slavery nor involuntary servitude\nexcept as a punishment for crime shall exist in said territory,” and “Reli¬\ngion, morality, and knowledge being necessary to good government and\nthe happiness of mankind,\n\nschools and the means\n\nof education shall for¬\n\never be encouraged.”\nWho can doubt that the five great commonwealths\n\ncarved out of that\n\nterritory — Ohio, Illinois, Indiana, Michigan, and Wisconsin — have in a\nlarge measure realized his dream? Have they not established systems of\ngovernment and schools free from the aristocratic restraints and conven¬\ntions of the old world ? Have not their newer and freer institutions re¬\nacted favorably upon\nboard ?\n\nthose older states lying along the Atlantic sea¬\n\n"}
{"page": 616, "printed_page": null, "text": "612\n\nNational\n\nEducation\n\nAssociation\n\nJefferson’s effort to add new territory to the area of the United States\ndid not end here. Altho he believed in strict conformity to laws and was\na stickler for the literal interpretation of the Constitution, his greatest offi¬\ncial act, his greatest administrative achievement in extending the sphere\nof free government, was performed without constitutional authority, if\nnot in direct violation of its provisions. Like every really great statesman,\nhe refused to allow an opportunity to effect a supreme and permanent\ngood for his country to be lost thru technical obstructions. He saw that\nthat vast and fertile region stretching from the Gulf to the Canadian\nline along the western bank of the Mississippi River might be rescued\nfrom Spanish and French control and civilization, and dedicated to American-Anglo-Saxon civilization and culture. The purchase of the Louisiana\nterritory, the peaceful acquisition of an area greater than the combined\nareas of England, Scotland, Ireland, Wales, Belgium, Norway, Swe¬\nden, and Denmark, added to the Netherlands, added to Germany and\nAustria, added to France, added to Spain and Portugal and Switzerland\nand Italy — an empire greater in extent than all of western Europe — with¬\nout the firing of a gun or the rattling of a saber, was sufficient alone to\ncarry Jefferson’s name down thru the ages as one of the world’s great,\nfarsighted, courageous statesmen. If we add to this the Oregon territory\nwhich the United States acquired mainly upon the ground of Lewis and\nClark’s expedition — which must be accredited to the insistent and per¬\nsistent effort of Thomas Jefferson — we have a combined territory out of\nwhich have been formed the states of Louisiana, Arkansas, Missouri, Iowa,\nMinnesota, North Dakota, South Dakota, Nebraska, Kansas, Oklahoma,\nColorado, Wyoming, Montana, Idaho, Oregon, and Washington — sixteen\ngreat commonwealths which, added to the five states carved out of the North¬\nwest Territory, had a population in 1930 approximating 50,000,000, a\nschool enrolment of 10,500,000, and an assessed valuation of approxi¬\nmately $70,000,000,000. Would that Jefferson might look down upon this\nvast stretching empire, with its teeming millions of intelligent, happy, in¬\ndustrious, free people, and see the fruition of his hopes !\nJefferson was not content with mere acquisition of this wide expanse\nof rolling prairies, of mountains and valleys. He was intensely concerned\nabout the way it should be organized, the conditions which should be\ncreated to promote human welfare and happiness, the kind of institutions,\npolitical and educational, which should be established. He had become in¬\nterested in the New England plan of giving one lot to every town for\neducational purposes. He had also become convinced that the rectangular\nsystem of survey was the only practical one to apply to this newly acquired\nterritory. It is easy to understand how in the states that were formed from\nthe Northwest Territory the sixteenth section of each township was given\nfor public schools and a township of land for seminary purposes and one\ntownship of land for a college or university. In 1848 the federal govern¬\nment increased the amount of land given to each state for public common\nschools to two sections in each township and in one or two of the newest\n\n"}
{"page": 617, "printed_page": null, "text": "Department\n\nstates the amount\n\nwas\n\nof\n\n613\n\nSuperintendence\n\nraised to four sections. If we\n\nwere\n\nto add these\n\ngrants of land by the federal government to those for colleges of agri¬\nculture given under the Morrill acts signed by Abraham Lincoln, and\ncould assemble them all together, we would have a territory four times\ngreater than the area of the state of Illinois.\nHowever, the intense desire of Jefferson to see something actually done\nled him to see that land was the cheapest of all commodities at that time.\nWhat was needed in order to establish free schools was ready money. It\nwas with this in view that he lent his aid in the establishment of the states\nout of the Northwest Territory to a plan by which a certain percent of\nthe sale of public lands should go to the state for establishing public schools.\nBut it did not take him long to realize that the gifts of land and the\namounts given to the states from the sale of public lands were wholly\ninsufficient to realize his dream. Therefore, during his presidency he went\nbefore Congress repeatedly with recommendations that they make direct\nappropriations to the states in order to encourage the establishment of such\na system of schools as he had tried to establish in the state of Virginia.\nHe proposed taxes upon luxuries, but was informed that the Constitution\nstood in the way of the federal Congress in making such appropriations.\nFinally he secured a favorable report from one congressional committee.\nThe committee approved the plan of raising and appropriating to the\nstates annually large sums of money for the encouragement and promotion\nof education, but in such a manner that it should in no wise “infringe upon\nthe municipal regulations that are, or may be, adopted by the respective\nstate authorities on the subject.”\nHow long it has taken some of our wellmeaning but enthusiastic and\nwar excited educational leaders to reach this point of view expressed by\nthe fathers of the plan of national encouragement to education. How\nmuch of our time and energy it has taken to hammer out of that first warborn bill for nationalizing our state school systems its dangerous fallacies\nfounded upon a lack of historic background.\nPresident Grant, confronted by the problem of 4,000,000 ignorant, free\nmen in the southern states, again recommended to Congress a constitutional\namendment to make possible large federal aid to meet this great emergency,\nbut the effort failed.\nWhile Jefferson believed in gifts of land and gifts of money to encourage\neducation within the states, it was his fundamental principle that the states\nthemselves should control the organization and the administration of their\nschools and this principle has never been violated except in the provisions\nof the Smith-Hughes acts. What the states needed was federal encourage¬\nment and not federal control, an appeal to their loyal pride and initiative\nrather than direction and domination from Washington. It was logical and\njust that if the control and management of these school systems should reside\nin the state, the state should pay, thru local taxation, the major part of the\ncost, and one of the most outstanding facts in the development of these states\nhas been their generous local taxation laws for the support of public edu¬\ncation.\n\n"}
{"page": 618, "printed_page": null, "text": "614\n\nNational\n\nEducation\n\nAssociation\n\nJefferson believed that the United States would one day occupy all of the\nNorth American continent and spoke of the United States of North Amer¬\nica. Fortunately, as I believe, this dream of his did not come true, but the\nUnited States of America has spread from the Atlantic Ocean to the\nPacific Ocean. From three millions of people in thirteen colonies along the\nAtlantic seaboard at the time of the adoption of the Constitution we have\nbecome a nation of forty-eight great commonwealths, with a population of\nover 122 millions of people, each one of these forty-eight commonwealths\nwith a complete system of public education extending from the kindergarten\nthru the state university or the state college, with a total enrolment in the\nkindergartens of 700,000, in the high schools approximately 4,000,000, in\nthe junior colleges approximately 30,000, in the teachers colleges and normal\nschools approximately 240,000, the total enrolment in the common schools\nin 1930 being approximately 27,000,000, with 919,584 teachers, and at\na total cost of approximately two billion dollars. This represents in only a\ngross objective form the growth of public education in these two hundred\nyears. The differentiations into kindergarten, elementary school, junior high\nschool, senior high school, junior college, senior college, and universities\nare mere organization features which stand as an index to some of the quali¬\ntative changes that have gone on in the course of study and in the methods\nof teaching.\nI am leaving to the speakers who follow me on this general topic the\ndiscussion of these questions that relate to the qualitative features in the\ndevelopment of our free public school system. I cannot more than refer to\nthat development in textbooks, the change from the log school building down\nto the present well-lighted, well-heated, well-ventilated school buildings. Nor\ncan I more than mention the great development in the field of physical educa¬\ntion which has been followed by playgrounds, athletic fields, and gymnasiums.\nNor to that greatest of all qualitative developments, the preparation of the\nteachers thru the state and privately endowed normal schools and teachers\ncolleges.\nBut I cannot avoid speaking of one development\n\nin education which has\n\ntaken place in the last fifteen years. We have reviewed Mr. Jefferson’s plan\nof giving every boy and every girl that kind of an education which would\nprepare him to perform his civic and social duties. We have been asking our¬\nselves whether it really means every boy and every girl. We found a scrap\nheap of humanity accumulating along the highway of human progress.\nIn that scrap heap were children with distorted bodies, with blind eyes, with\ndeaf ears, with palsied tongues, children with feeble minds. They were call¬\ning to us asking if they belonged in the “every child” category; and the ques¬\ntion constantly recurred, what obligation does the nation and the several\nstates owe to these unfortunate children? The last fifteen years have seen\na marked expansion in the opportunity afforded by public education to this\ngroup of physical defectives. We have established classes for the blind and\nthe near blind, for the deaf and dumb, for the infirm of body, in most of our\ncommonwealths. We are trying to make every child mean every boy and girl,\n\n"}
{"page": 619, "printed_page": null, "text": "Department\n\nof\n\n615\n\nSuperintendence\n\nwhatever may be his physical condition, and we have not stopped with the\nmere youth. The states have made provision for the education of the adult\nblind and the adult deaf. Thus gradually we have been approaching tlje\nconception that education in a democracy is of all of the people, by all of the\npeople, and for all of the people.\nAnd in concluding, how I wish that we might in this two-hundredth anni¬\nversary of the birth of the great Washington call him and the Revolutionary\nfathers and the founders of this government back to our sides as this republic\nstruggles in the worst financial crisis that the world has ever seen ! How I\nwish that we might have Washington and Benjamin Franklin, Thomas\nJefferson, Alexander Hamilton, the Adamses, the Morrises, the Pinkneys,\nthe Rutledges, the Lees, standing around about us, to infuse into us some\nof that vision and courage that it required in the dark days of the Revolu¬\ntion, to inspire us with some of the constructive thinking and prophetic vision\nwhich helped them to arise out of that most critical period following the\nRevolutionary War, to build the Constitution and to launch this new repub¬\nlic upon its career. How much we need to have them by our sides to encourage\nus to stand by the system of public education which they believed so essem\ntial to the existence of the republic and which now in these trying times\nis facing the grave danger of such serious retrenchments and impairments\nas may seriously abridge the educational opportunity of the children of Amer¬\nica and render more insecure the foundations of our great republic.\nAMERICAN\nFRANK\n\nP. GRAVES,\n\nSuperintendent\n\nSTATE\n\nEDUCATION\n\nCOMMISSIONER\n\nOF\n\nTODAY\n\nEDUCATION,\n\nALBANY,\n\nN. Y.\n\nBlair has recounted the high spots in the development\n\nof\n\nAmerican education during the past two centuries. He is a historian. Presi¬\ndent Suzzallo will forecast the forms that education in the United States\nis destined to take in an indefinite future. He is a prophet. What may be the\nstatus of a speaker who attempts to describe present education in the United\nStates is more doubtful. Strictly speaking, there is no such thing as the\npresent. It passes as we are discussing it. One who undertakes a descrip¬\ntion must view it from the standpoint of trends and tendencies, and reach\nback into the past and forward into the future for both his facts and fancies.\nSuch an expositor of the present is bound to be thought of by the two other\nspeakers as a trespasser, poaching upon their grounds, while his standing with\nhis hearers will largely depend upon their own attitude. In no case can his\naccount of what is actually going on be entirely pleasing and satisfactory.\nTo the traditionalist, who lives entirely in the past, he will seem a dangerous\ninnovator and radical; to the visionary, who dwells perpetually in Utopia,\nhe will appear a hopeless standpatter and reactionary; and both are likely\nto describe him by a short and ugly word somewhat out of harmony with\nthe repute of the immortal Washington.\nNevertheless, the present speaker is forced to occupy this very anomalous\nposition, if he is to speak at all. He must endeavor to view existing tenden-\n\n"}
{"page": 620, "printed_page": null, "text": "616\n\nNational\n\nEducation\n\nAssociation\n\ncies in the light of the past and the future, slurring some facts and stressing\nothers, and to make an interpretation of principles underlying the\" general\nlines of educational activity now at work. From such a point of view, then,\nit may fundamentally\n\nbe said that education in the United States is at pres¬\n\nent tending to realize the ideals and aspirations of democracy.\n\nThe\n\nform that\n\nit takes may somewhat change from time to time, but its spirit always re¬\nmains the same. It primarily aims to establish institutions that will safe¬\nguard a free society, but at the same time it endeavors to afford each citizen\nthe opportunity to lead a more significant life. These two contrasting ele¬\nments — the preservation of democratic society and the expression of the in¬\ndividual — are most conspicuous in our present educational activities.\nBoth implications should be made more explicit. Let us turn first to the\nsignificance of American education as a means of preserving democratic so¬\nciety and of enabling all members of the community to cooperate effectively\nfor the common good. We have definitely accepted the principle that edu¬\ncation is necessary to perpetuate our free institutions and self-government,\nand we have come to regard our public schools as a form of insurance against\ndespotism on the one hand and anarchy on the other. We maintain that\ndemocracy is always associated with freedom of action, but that complete\nliberty in conduct without capacity for thinking inevitably leads to chaos.\nWhere external compulsion has been removed, the internal light of truth and\nreason must be substituted.\nThe\n\ncontinued existence of a nation based upon the exercise of popular\n\nsuffrage, therefore, is dependent upon intelligent action on the part of its\npeople. We are not only thoroly convinced that education is essential to the\nendurance of democratic society, but that even the prosperity of a democracy\nis indissolubly connected with the efficiency of our public schools. The degree\nto which these institutions provide for the development\n\nof skills, informa¬\n\ntion, and character traits in their pupils largely determines the wealth, cul¬\nture, and influence of our country. If only from the standpoint of material\nwelfare, therefore, we have determined to provide opportunities for the\nenlightenment of all and in most states we are coming to require a test of\nliteracy, intelligence, and character as a prerequisite for the ballot.\nWe fully understand, however, that the situation is not as simple as this\nsounds. Before undertaking to train for democracy, we must further analyze\nthe meaning of the term. Democracy is a quality of the human spirit. It is\nnot merely a form of government or a grant of the ballot to all, but rather\nthe realization of a social ideal and a mode of living. It is as much concerned\nwith social, economic, religious, and cultural relationships as it is with po¬\nlitical, altho it is not uncommon to find an adherent of democracy in politics\nutterly condemning a democratic reformer in some other field. In order to\nmake clear this comprehensiveness of democracy and interdependence of the\nvarious phases of the democratic movement, we have come to find a co¬\nordinating center for them in the training of our public schools. Hence in\ncurriculum revision we are everywhere extending the materials so as to in¬\nclude all important attitudes, generalizations, and appreciations, and a full\n\n"}
{"page": 621, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n617\n\nwell as those conven¬\nunderstanding of life’s institutions and problems, as\ncontent.\ntional skills and facts which so long composed its exclusive\nchanging, and\nMoreover, the form that a democracy takes is constantly\nfrom time to time,\nAmerican education has to be correspondingly modified\nsociety. Hence great\nthat it may prepare girls and boys to live in a democratic\npeople how to decide\nefforts are now being put forth to teach our young\ngeneral to\nethical and civic matters for themselves unselfishly, preferring\nan education for char¬\nprivate good. Hence we are greatly concerned about\nschool pupils in how\nacter, and we are undertaking to train all our public\nems with which they\nto meet and solve independently the sort of civic probl\netely predict what\nare likely to be confronted in adult life. No one can compl\nbut we believe that the\nthey will need under the democracy of their times,\nd from a training for\nbest preparation that can be given them must be derive\nsuch leaders in curric¬\nindependent thinking. So we are coming to insist with\nthat neither the parents\nulum philosophy as Dewey, Kilpatrick, and Bode,\nout ready-made solu¬\nnor the teachers of the children should attempt to hand\nless are we willing to\ntions or determine what they are to think or do. Much\nlegislature. We realize\nconcede that right to the unskilled members of some\nthemselves and to solve\nthat only thru training its coming citizens to think for\nssfully assume the\nproblems independently can a democratic society succe\nds connected wit\ndifficult task of reshaping itself so as to fulfil the deman\nnew forms of cooperation.\ntday\nNow we may turn to the other element that is so patent in our presen\nevery\ndemocratic education. This embraces all efforts to develop adequately\nand pros¬\nindividual in the nation, and is quite as essential as the preservation\nis strenuously en¬\nperity of democracy itself. In general, public education\nopportunities for\ndeavoring to reach every one and to furnish all with equal\nnational\ndevelopment. From the standpoint of individual right, as fully as of\nshould pro¬\nwelfare, we have come to realize that our public school systems\nlocality in\nthe\nto\nvide for the enlightenment of each child, without regard\nn extent,\nwhich he may chance to have been placed. The state and, to a certai\nall children\nthe federal government are more and more endeavoring to fit\nts as much\nto lead happy and useful lives — those residing in the rural distric\nrich. The battleas those in the city, and in the poor states as well as in the\ncry of the day is the equalization of educational privileges.\nThese efforts at improvement, however, apply not merely to equalizing\ndifferences in percentages of enrolment and attendance, length of school year,\nfacilities, and\ntype of building and equipment, convenience of access to school\nthe sake of\neducational expenditures, important as these factors are. For\nize the need of\ngiving every one an equal opportunity, we further recogn\nof the class¬\nadaptation in the materials of the curriculum and the methods\nof\nroom and of adjustment to mental and physical handicaps and. to types\nand re\nintellectual ability. The course of study is constantly being revised\npar¬\nconstructed, and firsthand experience, problems, methods, and active\nthe results of\nticipation are taking the place of formulas, summaries, and\nconfine its\nadult thinking. Nor does the modern American school longer\n\n"}
{"page": 622, "printed_page": null, "text": "618\n\nNational\n\nEducation\n\nAssociation\n\ntraining to a recitation from books, for it has invented a variety of classroom\nmethods to enable each pupil to express himself — the socialized recitation,\nproblem method, project lesson, supervised study, Dalton plan, Winnetka\nsystem, creative teaching — and efforts are everywhere being made to afford\nall pupils the opportunity to develop in keeping with their individuality.\nLikewise a training is being furnished to meet the demands due to differ¬\nences in physique, mentality, vocational interests, and social outlook. Junior\nhigh schools and junior colleges are furnishing a million pupils with educa¬\ntional guidance, and special schools for the mentally and physically handi¬\ncapped, neglected adults, partime adolescents, and refractory and atypical\nyoung people are springing up everywhere. Even more striking are the various\nefforts made, thru psychological and achievement tests, to discover the intel¬\nlectual level and to provide ample facilities for every degree of intelligence\nand for the classification and adjustment of pupils according to their in¬\ndividual ability and need. As a matter of fact, in the effort to adapt educa¬\ntion to the development of all, we seem of late to understand that even\n“homogeneous grouping” does not go far enough, and are insisting more and\nmore upon a special adjustment for each and every pupil.\nIn the case of the teachers, too, complete development of individuality\nhas come to be more fully stressed. Administrators now realize that teachers\nshould not have their individuality suppressed, but that the power of initia¬\ntive and constructive endeavor, so necessary to the proper fulfilment of the\nteaching function, should be encouraged in them. It is recognized that the\nextent to which they are enabled to develop their understanding of child\nnature, their thoroness in analyzing all the factors relating to the case of\neach pupil, and their ability to make individual adjustments, will largely\ndetermine whether the schools are to meet democratic demands or become\nmere cogs in the educative process. We now understand that, while it may\nbe the business of the superintendent to illumine and vitalize the burden¬\n\nsome details of classroom method in teachers’ conferences, the teachers them¬\nselves should always be conscious of the end to be attained and be given\ncomplete freedom in realizing their ideals. A similar independence is being\ngranted teachers in curriculum revision. The superintendent may formulate\ngeneral policies and plans for guidance, leadership, and coordination of all\nfactors, but the initiative in determining the details of the course of study\nis being granted to the teacher.\n\nIn administrative matters, likewise, emphasis is no longer placed upon the\nacquiescence and conformity of teachers. We are learning to invent regular\ndevices and procedures, such as those of the various educational associations\nand the teachers councils, thru which teachers may participate in adminis¬\ntration and register their judgments upon all matters of importance. The\nsuperintendent can no longer afford to play the part of an autocrat and set\nout exactly what the teacher is required to do, but is generally expected to\ndevelop in him a capacity for self-direction and a feeling of joint responsi¬\nbility for the educative process.\n\n"}
{"page": 623, "printed_page": null, "text": "Department\n\nof\n\n619\n\nSuperintendence\n\nthe two principles underlying democracy in education — the safe¬\n•\nguarding of a free society and the complete development of the individual\nthe\nof\nare today being rendered more explicit in the United States. Both\nfactors, the social and the individual, are tending, as they should, to be\ncarefully balanced to secure proper equilibrium in all democratic situations.\nWhen we stress the individual to the exclusion of the interests of the\nThus\n\ngroup, chaotic conditions will correspondingly ensue; while if the in¬\ndividual is neglected in emphasizing the group, the opposite extreme of com¬\nmunism will result. Only as there is a nice adjustment between the in¬\ndividual and society can the balance be achieved that is essential to a suc¬\ncessful democracy. Happy indeed should we be that these integrated ele¬\nments of democracy are so fully permeating presentday education in the\nUnited States and enabling us clearly to realize and justify the function of\nthe public schools in America!\nPROGRAM\n\nA\nHENRY\n\nSUZZ ALTO,\n\nFOR\n\nTOMORROW\nTHE\n\nFOR\nPRESIDENT, CARNEGIE FOUNDATION\nY.\nN.\nMENT OF TEACHING, NEW YORK,\n\nADVANCE¬\n\nIn the midst of unrest, multiplied by the easy contagion of troubled minds,\nit is for us to pause and take a calm view, to make an accurate appraisal of\nthe strategic place of education in American life, and to readjust its opera¬\ntions. Our changing times compel us to consider it carefully as a funda¬\nmental instrument of our civilization.\nHistory\n\nand current\n\ncriticism — There\n\nis no better way\n\nto appreciate the\n\nunique greatness of American education than to view its past, and per¬\nceive its fine responsiveness to the expanding and heightening aspiiations\nof the American folk. How far we have come thru education!\nof\nThere is no better way to comprehend the inadequacies and the defects\nwe\nAmerican education than to compare what we have done with the hopes\neducahave held for service to civilization. Flow far we have yet to go thru\ntion!\n\nt critical\nOur past makes us praiseful and appreciative, and our presen\nt\nand somewhat unsure. Yet it is only out of a past projected thru the presen\naccuiately the\nto a future, only partially predictable, that we can discover\nis to\nburden which America once more places upon its schools. What, then,\n,\nbe the educational program for the bearing of tomorrow s burden\nFuture\n\nprogram\n\na projection — The\n\neducational\n\nprogram\n\nfor tomoriow\n\nthat it will be startling or revolutionary ; nevertheless\ns program will\nits consequences may and ought to be trefriendous. Tomorrow\nas today’s was\nbe born of today’s practise, criticism, and reconstruction\ns done in Ameiborn of yesterday’s. Education will improve as it has alway\nded, continually\nica, as a continuous process, now accelerated, now retar\nrevalued and continually redirected.\nwill not be so new\n\n"}
{"page": 624, "printed_page": null, "text": "620\n\nNational\n\nEducation\n\nAssociation\n\nThe rapid change in educational methods in America is not a discredit to\nthe teaching profession as some laymen suggest. It is a fact to our credit. It\nexpresses a brave effort to meet the new problems of a shifting world and\nto incorporate in teaching and administrative procedure our new scientific\nknowledge of human behavior.\nThe democratic\n\nspirit controls — There\n\nis one large factor which\n\nendures\n\nand will continue to endure. It hovers over the whole scene of American\nlife and education. It is the persistent democratic aspiration of Americans\nto give themselves a more kindly civilization and to train a nation of co¬\noperative men and women to operate it. The\nprogram is this democratic aspiration.\nDemocracy,\n\na way\n\ncornerstone\n\nrather than an end — It must\n\nof tomorrow’s\n\nbe remembered\n\nat the\n\noutset that a democracy focuses its attention on a way of going rather than\non a fixed destination, and that it knows better the manner of life which\nit wishes to lead in its social journeyings than it does the end of its journey.\nDemocracy is a system of aspirations, of reigning values, of essential proce¬\ndures. These must be incorporated in human carriers or good citizens if\nthey are finally to become part and parcel of the social organization process\nwhich we call American civilization. And it is thru the educative process\nof the school and other institutions that we shall transform raw humans\ninto civilized men and women.\nThe\n\neducative process is central — The\n\ncentral item in tomorrow’s\n\npro¬\n\ngram of education is the educative process. All other items are secondary,\nbeing either supplementary or reinforcive. It must be considered first, and\nthe other items afterward. Until we know how we shall want to change or\neducate men and women we cannot organize, administer, or supervise,\narrange our health program, provide the needed physical facilities, or equip\nthe schools with aids, material or human.\nSince there is no time to deal with all the aspects of needed reform we\nshall consider the prime aspect, the educative process, discussing only inferentially the other changes which must go with it.\n1. Motivation : social service and\n\nthe improvement\n\nindividual\n\nsuccess — The\n\nfirst step in\n\nof the educative process is to democratize the psychological\n\nprocesses which constitute it. We must make the school’s main business, that\nof developing an effective social person rather than a successful individual.\nThe fruits of education must be more largely public than private. We can\njustify taxing all for the education of all only when the results are more\nsocial than personal. This is not a new conception in theory but its full\nand effective acceptance in practise will be new, and its consequences farreaching. It will change radically the traditionally individualistic and\nacademic bent of all schools below the senior college and the professional\nschools — that is, of common, liberaf schooling.\nThe current school too largely gains its successes by using individualistic\nmotivations. It stresses unduly personal success and competition, where it\nought to place more emphasis on the services and satisfactions which come\nfrom achieving the social objects of the group, whether that group be a\n\n"}
{"page": 625, "printed_page": null, "text": "Department\n\nof Superintendence\n\n621\n\na community, a state, a nation,\nteam, a class, a school, a club, a neighborhood,\nus ground to believe that the\nor a humanity. The new social psychology gives\nmade as powerful a motive\nthrill of doing one’s part in a larger task may be\nr than someone else In the\nfor work as doing the whole of a small job bette\nicipation should be used\nschool of the future the altruistic thrill of part\nsuccesses in ranking one\nmore often than the self-satisfactions of egoistic\nmore credits, more rapid\nin the class, in having better marks, accumulating\nother fellow. The pursuit\npromotions, more honors, more degrees than the\narisons with most of our\nof school distinctions which involve odious comp\nthe intellectual fangs and\nneighbors is strong motivation for sharpening\nleaves all who learn in sue\nclaws of a few, but it discourages the many and\neciative ways needed foi\na regimen without adequate education in the appr\ndemocratic cooperation.\nthe whole artificial orgamThe school system should gradually get rid of\ntraditional use amongst\nation of egoistic motivations which have had a long\non learns how to use stimula¬\nus displacing them one bv one as the professi\nindividual, therefore per¬\ntions and rewards which are social rather than\nis not to make the school\nsonally more enduring and satisfying. The aim\nh would unfit its human\nan isolated heaven of perfect social motives whic\nwhich a sensitive sou\nproducts to live in an imperfect social world from\nrelative emphasis, the\nwould finally seek to escape. The aim is a new\none, the steady substitution\ngradual displacement of a poor motive by a good\nof a good citizen for a bad or indifferent one.\nachievement--What has\n2. Scope: total humanization and intellectual\nof school motivation sug¬\njust been said about the new emphasis and quality\nady sensed by effective and experi¬\ngests another farreaching implication alre\nwhole personality o\nenced teachers. The school must be concerned with the\nmust neglect none.\nlittle men and women, each and every aspect, and\n. The body and\nThe school’s new approach thus becomes wholly human\nrn, not at separate\nthe mind, the soul and the intellect are alike its conce\nnormal, integrate\nmoments but all at once as coincident aspects of a healthy,\npersonality.\n_\n. .\now task a merely in¬\nThe school as an institution originated in a narr\nls rose above an informa¬\ntellectual one. Pupils were fortunate if their schoo\ninformed ; they were\ntional function. Beginners were in fact not much\nrmation. We have not yet\nabsorbed in gaining the tools for acquiring info\ntradition tho we have been\nwholly escaped the momentum of that narrow\nwith more and more of human\nsteadily breaking away, enlarging our concern\n. From now on we are con¬\nnature. The new program makes the whole jump\nn; to develop every\ncerned to aid children and youth to become wholly huma\ne and integrate feeling,\naspect of body and mind, intellect and soul ; to relat\nacter and the efficiency\nknowing, and doing; to perceive the values of char\nthe full rational uses ot\nof action or expression as equally important with\ng complications for all\nThe acceptance of such a statement has farreachin\nein liberal education with\nmoments of the period of common schooling wher\n\n"}
{"page": 626, "printed_page": null, "text": "National\n\n622\n\nEducation\n\nits humanizing or civilizing purpose\nto the end of the junior college.\n3. The\n\nbroadened\n\nreach\n\nAssociation\n\nreigns — that is, from the nursery\n\nof the curriculum — The\n\nbroad\n\ncurricular\n\nschool\noffer¬\n\ning of the school will remain. The public school is not going to retreat to a\nnarrower curriculum of either old type or new. The enriched curriculum\nis here to stay. The school that is to train for life cannot be narrower in\nresources than the civilization it serves.\nFrom\n\nprimary\n\ngrades to junior college years it will widen so as to touch\nall the problems of our time. It will give understanding of all the aspects of\nour present and our oncoming life. It will foster appreciation of the social\ntools thru which\n\nindividual\n\nmen\n\nbecome\n\nsocially cooperative — the institu¬\n\ntions in which each and all of us must learn to play an effective part.\nNothing that is a concern to American civilization can be of less con¬\ncern to the American school. Economics and technology will be just as\nrespectable as school studies as they are insistent as social affairs. Educational\nvaluations will tend to coincide with genuine social valuations. In the new\nprogram the socially important cannot be educationally inferior, suffering\nunderemphasis or neglect.\n\nIn all the reconstruction\n\nof the curricular offering, the emphasis will be\nput on the meeting of life as it surrounds us then and there. The past that\npersists in the present and is likely to continue in the future is still history,\nbut it is part of a vital present. The culture that was European before it\nbecame American is still European but it concerns us because it is now Amer¬\nican. The\n\nproblem\n\nof another\n\nland and its people is still their own, but if\ntheir affairs touch our own American life spiritually or economically it is\nvitally our problem and we must be concerned with it.\nAmerica, with its present and immediate future, is conceived in no narrow\nnational sense or as a narrow slit of time. It cannot be so dealt with in real\nliving. Rut\n\nthe emphasis\n\nhere placed gn our own American civilization\nand our own time, broadly conceived, is meant not as an excuse for detailed\nstudy of everything, but as a fairly stern standard of selection and omission\nin curriculum making which will give no warrant to the retention or in¬\nclusion of subjectmatter\n\nwhich\n\nhas only a remote\n\nconnection\n\nwith\n\nthe\n\nstudent’s genuine and urgent needs.\n4. Fewer\n\nenriched\n\nand\n\nmore\n\ncurricular\n\ninclusive\n\nsubjects — Nothing\n\noffering should give warrant\n\nthat\n\nis implied\n\nin an\n\nto the idea that there\n\nwill be a still further multiplication of studies. On the contrary, the curric¬\nulum with a wider reach over contemporary civilization will consist of\nfewer and more inclusive units of study. They will organize knowledge\ninto intellectual vistas which\n\nemphasize\n\nrather\n\nthan\n\nexclude,\n\nlearning\n\napproaches which permit the student’s mind to move as freely as curiosity\nand thought impel him, down all the highways, the crossroads, and the\nside lanes of thought, adventure, and learning.\nTh is is the meaning\nto approach\n\nits work\n\ncivics, language\n\nof the oft repeated attempt\n\nof the elementary\n\nschool\n\nin larger and more flexible units, such as nature study,\nstudy, and industrial art. This is the significance of the\n\n"}
{"page": 627, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n623\n\nthe secondary school when it labors to introduce science as\nto teach\ngeneral science, to correlate the social sciences as social study, or\ngeneral literature. This is the meaning behind every orientation, gateway,\nd in the\ncomprehensive survey, or general introductory course now offere\ncollege system.\nIt means more continuous and responsible study of main things from the\n\nurge behind\n\nng con¬\nnursery to the end of secondary education, where liberal schooli\nthe\ncludes its provision for seeing the world as a related whole and places\nmay\nstudent before the many gateways to higher specialization that he\nmake a definite choice of the special service he will render to mankind.\nIn liberal education we are about done with the futile attempt to make\nuniversity faculty of specialists.\nculture and\nEvery great university specialist that I know is first a man of\na skilled\nthen a specialist, first a virile and sympathetic character and then\nnew\nand knowing expert. We have been working hind end to, and the\nbreadth\nprogram will reverse the process. Hereafter we shall begin with\ncollec¬\nand end with pointedness, for breadth is something more than a vast\nto be\ntion of points, and pointedness requires something broad enough\n\neach student a jumbled\n\nimitation of a whole\n\nbrought to a point.\n\nthe child’s\n5. School tasks psychologically graded— The problems of\nwhich\nexpanding life must be graded to his ability. This is the only sense in\nabove the\ngrading at school means anything vital. Each day s task must be\nchild’s immediate grasp but still within his growing reach. Only thus can\ne of\nlife be kept dynamic. But no day s task should be a monotonous routin\n,\nrepeated tasks, conquered days before. Tasks too difficult are discouraging\nrage¬\nand those that require no intelligence are boring. Boredom and discou\nment are twin killers of human drive or interest.\npresent method of school grading, as we know it, ought to be taken\nout of the daily consciousness of public, parents, children, and fellow pupils ;\nand whatever is valuable in recorded grading and appraisal, particularly\nthat which we have acquired thru new scientific technics, should be put into\nThe\n\ns,\nthe professional and confidential records of the school as an aid to diagnosi\nguidance, and the redirection of the process of education.\nof all\nA perpetual individual record card full of pertinent information\nbe\ntypes is a better record than a mere set of term marks, and parents will\ntive\nbetter served by a diagnostic and advisory letter based on the perspec\nof a whole career than by a routine report card based on the term s work.\n\nolder system of grading and reporting was born of the earlier school\nsystem which tried to treat all children not equally but identically. It was\ntiled\nthe offspring of the competitive motivation of the older school which\nctions of\nto spur every child by competitive ranking, some thru the satisfa\nof\nvictory over others and a far greater number thru the personal shame\nful\nvarious degrees of failure. We now know that the sense of success\nachievement is more powerful than that of failure in evoking and directing\nbettei\na persistent creative energy of the mind and spirit j that reward is\nthan punishment as a psychological method in learning and teaching.\nThe\n\n"}
{"page": 628, "printed_page": null, "text": "624\n\nNational\n\nEducation\n\nAssociation\n\n6. Adjustment to individual differences — The psychological grading of\nschool tasks will at once bring to mind the greatest signal fact of our new\nscientific knowledge of human beings — that is, their individual differences.\nThe new program must be fully based on that fact, but with a right and\ntrue attitude behind its applications.\nIt is not to be assumed, as has often been the case in the past, that the\nindividual differences which confront us in the school room are largely to\nbe accounted for in terms of natural inheritance. That is too simple a way\nto dismiss many of the facts; it leads to grievous mistakes. The limitations\nof a child may, indeed, be due in the first instance to certain inherited\nlimitations, but they may also be due to an underprivileged institutional\nenvironment operating powerfully in the preschool age or exercising a con¬\nstant influence parallel to school life.\nWhatever\n\nthe facts are — and they are difficult to know accurately in\nany instance — it is safer to err on the side of ascribing too much to environ¬\nment and too little to heredity, than vice versa. When heredity is not unduly\nsummoned as an explanation, teachers are prone to exhaust all the versatile\ntechnics they possess and to seek some correction of obstructing conditions\noutside the school life. This is far more fair to the pupil and tends to\nbring the school into cooperative relation with the other educational institu¬\ntions and forces which affect the development of youth.\nWhen the profession recognizes that actual differences in children are\noften due to the accidents of early or present environment, to ill health, and\nto acquired interest or disinterest, then no deadly fatalism enters into the\njudgments of teachers. Whatever nature has done to limit a child, we can¬\nnot help ; whatever environment has done, we may ameliorate. And it is bet¬\nter to assume too much where we can be of help, than too little. Practical\njustice lies on that side of error.\n\nIn our adjustments to individual differences it is necessary to\nset up a\nflexible standard. The simple standard of the new program is the one which\nasks with regard to the next step in the teaching of a child : Will\n\nit conduce\n\nto the pupil’s greater personal development? If the answer is “yes,” the\nstep is right. If it is “no,” the step is wrong.\nWe may then arrive at judgments and procedures that will shock our\nacademic\n\nsensibilities, as when a girl is allowed to forego the next course in\nmathematics or a boy more interested in modern life than ancient is allowed\nto proceed with his interest without repeating a preceding course in which\nhe may have failed dismally. But the business of the school is to educate as\nfar as it can. And it is conceivably better to get more\nsided way than very much less in a regularized way.\nWhat\n\nwe\n\ndo now\n\nis something\n\neducation\n\nin a lop¬\n\nmechanical\n\nand rigid. When the result,\nin certain extreme cases, is too dramatically bad for human impulses and\ngood judgment to tolerate, we make an exception. We do this when we\npromote\n\non a basis of years or subjects. We\n\nrequirements\n\ndo it again in making\n\nout the\n\nand elections for students’ study cards. It is all a roundabout\n\n"}
{"page": 629, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n625\n\npedagogical process which corrects only the major injustices. We should\nabandon the system altogether in favor of direct personal judgments which\nare likely to achieve minor as well as major justices. Initial right treatment\nis better than wrong treatment corrected.\nFortunately the trends of thinking and practise are generally favorable\nto the new attitude. We regard our schools, particularly those which\nstretch across the compulsory school attendance age, as periods of enriching\nexperience wherein the best development possible is the goal, and we no\nlonger make students reiterate their failures by repeating a course when\nmore is to be gained by going ahead with another. Considerable investiga¬\ntion shows that our dogmatic assumptions about the preparatory value of\ncourses which we make prerequisites are wrong as often as they are right,\nand half wrong far more than half the time.\nIt is probable, too, that segregations of classes on the basis of ability will\nnot be so popular as was once the case with us. The intellectual advantages\nhave not proven to be so large as we had expected and the unsatisfactory\nemotional consequences have been far greater than we had anticipated.\n\nProbably a school class should be a society as mixed as cooperating groups\nare in life generally. Leadership and followership alternate in every group,\nand they are alternate roles in every personal life, shifting with the situa¬\ntions, problems, and persons present. Careful observation of the way in\nwhich the world actually carries on in a democartic society confirms the\npolicy, and it may well be adopted by schools as a way to give persons with\ndifferent qualities a chance to practise the skills of leadership and the appre¬\nciations of followership. At any rate the world seems to be in need of just\nthis sort of social education.\n\n7. Self-education, a continuing process in school and life — Teachers do\nnot actually believe it, but in fact they are prone to act in their dealings\nwith children as tho education begins and ends with schooling. How other¬\nwise could we feel that we have an overcrowded curriculum. All we have is\noverpressure due to a badly constructed curriculum.\nFrom now on the school must be regarded as mingling with life, fore\nregarded as\nand aft, port and starboard! Education must hereafter be\nthe swifter\ncovering the length and breadth of life itself. The school is only\nbegins in¬\nand more controled central current of education. Education\nmovement\nformally before the child enters school and, if the contemporary\ngoes\nfor adult or continuing self-education has any genuine significance, it\non long after schooling is over!\ncontinuing\nTo conceive of schooling as a mere part of the whole and\n\nour hurtful, false\nprocess of education will do more than correct some of\nthat a child does not\nassumptions, such as worrying unduly over the fact\nhave set up for him\nlearn here and now and as fast as we wish, all that we\nardized expectation. It\nto acquire on the basis of some average or stand\nteaching. Schooling will\nwill put the emphasis on learning rather than\nn and assistance, n\nbecome mere self-education under teacher stimulatio\n\n"}
{"page": 630, "printed_page": null, "text": "National\n\n626\n\nEducation\n\nAssociation\n\nfact, the teacher under the new regime will become a supervisor of learners.\nWhat a revolution would result from this changed attitude and point of\nview! No need for teachers to be omniscient — merely omnipresent! Teachers\nand learners would then be permitted to learn something together. The\nteacher’s ignorance would not have to be concealed, shamefully, and too\noften deceitfully.\nThe effect on the pupil would be even greater. He would have a new\nresponsibility and feel a new challenge. The initiative would be his. The\nresponsibility would be his. With each passing month and year his selfreliance and his capacity for independent inquiry and study would increase.\nThere is not one of these qualities that does not represent a highly desirable\ntrait in the citizen. Finally, the transition from schooling to adult or con¬\ntinuing self-education would be bridged more easily than it ever has been\nbefore, and the ominous gap between the education which the school gave\nand that which life now needs would not frighten men. Self-education can\nkeep uptodate, while schooling probably never can.\nWith this new conception of the school’s process we might be tempted to\nask why the number of students assigned to a teacher should grow steadily\nless and the cost steadily more from the primary school to the college. It\nmight seem that the better trained, the more mature and independent the\nstudent, the greater service he could render himself in a process which is\nmainly one of self-education.\n8. A\n\nnew\n\ntype of teacher and\n\ncan now be mentioned\n\nin a program\n\nteacher\n\ntraining — As\n\nfor tomorrow,\n\nonly to review the various concepts laid down\n\na last item that\n\nlet me say that one has\n\nin this program\n\nfor tomor¬\n\nrow’s education to realize that we shall need a new type of teacher and a\nnew kind of professional education for his preparation.\nHereafter the teacher’s human interest, sympathy, and understanding will\nbe just as important a part of his equipment as his academic and technical\ntraining, and probably more fundamental. In the best modern and demo¬\ncratic sense the new type teacher must be a thorogoing humanist regardless\nof his special field of scholarship. He will not be so much a teacher of sub¬\njects as a moulder of men and women. He will need to be a civilized person\nif he is to bring all the resources of civilization to bear upon youth, which is\nto say he will be liberally educated.\nThere are too many academic specialists in our public schools who know\nvery much about a little field of study and nothing much about the wide\nranges which make up the rest of life. And unfortunately they have been\ngiven preferment in appointment, promotion, and remuneration. And with\nwhat result? Steadily thru the years departmentalized teaching has been in¬\ntroduced further and further down and it has not been particularly good\nfor the child to be treated in uncorrelated bits. Effective humanization of\na child requires that every teacher that influences him have regard for his\nwhole personality. In no other way can education fully humanize.\nNow it must begin to be clear that teacher training will need to be reorgan¬\nized. The teacher himself must be a characterful person, interested in people\n\n"}
{"page": 631, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n627\n\nas well as in books — a man\n\nof this world, in the best sense, and not an\nacademic recluse, avoiding and escaping it, standing aloof from and dis¬\ndaining it. The whole world is open to him nowadays thru books, conversa¬\ntion, and the other means of communication which makes vicarious experi¬\nencing more largely possible than ever before.\nThe teacher should be liberally educated in all the arts and sciences. He\ndoes not need to “know it all,” but to appreciate it all. Hereafter no teacher\nshould be admitted to an American teachers college who has not completed\nhis secondary education — the period of liberal schooling. And the quality of\nthat liberal education should be scrutinized to see that it is a liberal under¬\nstanding of the twentieth century that has been acquired and not merely\nthat of the nineteenth, eighteenth, or seventeenth century worlds.\nIf I were the state commissioner or superintendent of public instruction, I\nwould not license or certificate a teacher for my state on credentials from\nany other state without applying the same rigid test of liberal appreciation of\nand liberal outlook on our current civilization.\nIt is time enough to begin academic concentration and specialized train¬\ning with the senior college level. Specialization has no place below.\nWhat professional training in the narrower technical sense ought to be\nis too large a subject for present discussion. Only a few large hints can be\ngiven now.\nIt should certainly not aim more or less exclusively at the mere high\nmastery of a single aspect of knowledge and the collecting of the pedagogical\ntechnics for transmitting it at only one restricted grade or level of education.\nCertainly, at the outset, the prospective teacher ought to see the place of\nthe institution of education in our whole scheme of civilization. Certainly\nhe ought to see all the aspects and parts of the educational system in a\nrelated and cooperative whole. Certainly he ought to know what other kinds\nof educational folk are doing under our system of subdivided services.\nI am fearful of certain conspicuous trends among the teacher-training\ngroup of professional educators. Of all educators they should have fewer\nof the diseases of academic scholars and more of the virtues of humanized\nteachers. But just now they are advocating more pay and more promotion\nfor mere training of the type we do not most need. Just now they are playing\ninto the hands of the ancient foe — the specialists of the academic life — try¬\ning to revamp their curricula so as to make entrance to candidacy for\nacademic degrees easier for their graduates, so that their institutions will be\nnot educationally and socially more useful, but academically more respect¬\nable. They have so many new problems to solve and so many new efficiencies\nto meet that one wonders how they can afford to be so concerned about\nsomething that academicians\n\nare growing\n\nless concerned\n\nabout every day.\n\nIt seems a strange reversal of conditions. Most of all we need the coopera¬\ntion of the teacher-training profession if the educative process is to be the\npotent spiritual instrument of American civilization in its program\nmorrow.\n*\n\nfor to¬\n\n"}
{"page": 632, "printed_page": null, "text": "National\n\n628\n\nSIXTH\n\nGENERAL\n\nEducation\n\nas a Source\n\nEducation\n\nSESSION, WEDNESDAY\nFEBRUARY\n24\nof Our\n\nSpiritual Life and\n\nINTANGIBLE\nFLORENCE\n\nHALE,\n\nPRESIDENT,\n\nOur\n\nMORNING,\n\nCultural\n\nGrowth\n\nVALUES\n\nNATIONAL\n\nWASHINGTON,\n\nWe\n\nAssociation\n\nEDUCATION\n\nASSOCIATION,\n\nD. C.\n\nare drawing to the close of this wonderful\n\nweek of this Department\n\nof Superintendence. Tomorrow we go our several ways to take the mes¬\nsage that this convention has brought over the country, at a time when we\nneed joy and encouragement and practical common sense as we have never\nneeded them before.\nI am thinking as we listen to these fine thoughts and this beautiful music,\nthat tomorrow\nThe tumult and the shouting dies ;\nThe captains and the kings depart;\nStill stands Thine ancient sacrifice,\nAn humble and a contrite heart.\nLord God of Hosts, be with us yet,\nLest we forget! Lest we forget!\n\nThis morning as we go forth from a program full of those splendid sug¬\ngestions to meet these perplexing problems that have made it necessary for\nus to dwell on the economic and practical side of this question more than\nperhaps we have ever done before, we must not forget that greater even\nthan all these important things that we have discussed with so much\nenthusiasm and so much brilliancy of thought, are those things that may be\nconsidered, as our program says this morning, the intangible things of life.\nLast Sunday morning I saw in one of the Washington papers a piece\nwritten by some of those who were interested in certain matters coming\nbefore a Congressional committee concerned with the schools of this city\nof Washington, D. C. I noticed that some of those men, unacquainted\nwith the practical value of intangible things, were talking of the advisability\nof beginning to make economies with music and art, because those things,\nthey said, are luxuries, nice enough if you have the money, but we must\nnow conserve and keep the practical things of life and let the luxuries go\nwhere they will.\nThat has been said in other portions of this country. You have met it in\n\nyour own school systems, but it is important as a trend of the times when\nsuch a sentiment comes out of a great capital city to which we look for\ninspiration in every city and town of this country. For that reason I think\nit especially important this morning that we shall consider the practical\nvalue of those intangible things of life which we all know, when all is said\nand done, are the only things that will endure.\nIn this day, when it is something of a burden for some people to live at all,\nwhen the noise and the struggle and hectic problems are confusing us all,\n\n"}
{"page": 633, "printed_page": null, "text": "Department\n\nof\n\nit is a time as never before when\n\n629\n\nSuperintendence\n\nwe\n\nneed to build up for these children\n\nin the schools “cities of refuge,” as Henry Turner Bailey used to say, to\nwhich they may repair and come forth refreshed on the morrow to meet\ntheir problems\n\nwith courage\n\nand with joy.\n\nIn a family here in Washington was a little eleven-year-old boy who had\nheard his father and mother talking a great deal about this thing known\nas the depression. No speech would be complete here unless we spoke respect¬\nfully of that part of our civilization today. The parents little noticed that\nthis boy was drinking in everything that was said, but they noticed that very\nsoon he didn’t eat very well and at night he tossed about and wouldn’t go\nto sleep when he should. One night his father, almost in a scolding mood,\nwas called by his mother\nHe said, “What\n\nto wrestle with the boy and make\n\nis the trouble? Why\n\nyou won’t compose your mind\nmother have some peace?”\nHe said, “Why,\n\nDaddy,\n\nhim go to sleep.\n\nis it that you are so naughty\n\nand go to sleep and\n\nyou don’t understand.\n\nI am\n\nand that\n\nlet your father and\nworried.”\n\n“Why,” his father said, “what is it? What is it that is worrying you?”\n“Oh,” he said, “it’s this awful depression, and the schools going to pieces.\nDaddy, does that mean the buildings are all going to fall down pretty\n\nsoon, and aren’t we going to have any place to go to school at all?”\nWe little realize how the generation that is with us now is going to bear\na shadow,\n\nunless we\n\nthe joy before them\n\nare very careful to keep the beauty and\n\nand keep the worries and the perplexities and sorrows\n\nsomewhere in the background\nbear burdens.\nThere\n\nthe song and\n\nfor those of us whose\n\nshoulders\n\nare broad to\n\nis a bright side to that story I have just told you, because it shows\n\nthat children love to go to school, and that they worry\ndoor of the schoolhouse\n\nmight\n\nbe closed, contrary\n\nwhen\n\nthey think the\n\nto some\n\nof the public\n\nsuperstition that prevails against that thought.\n\nWhat\n\nare some\n\nof these cities of refuge? For each of you, I suppose, there\n\nis a different city, a place to which you may\ntimes when\n\nyou work\n\nunder\n\ngo. All of you, like myself, have\n\nconditions, perhaps, that seem\n\nof all you are trying to do. You\n\nunappreciative\n\noften ask yourself the question,” Is it worth¬\n\nwhile for me to plan and sacrifice? Shouldn’t I be selfish? Shouldn’t I look\nout for myself? Does it pay to keep my mind on the welfare of my com¬\nmunity, when sometimes they seem unappreciative?”\nNow in this world none of us can carry on even\nunless we lead two lives, it seems\nto deal with on the street, who\nmake\n\nthe burdens\n\nto me:\n\none life with the people we\n\noften hurt us, who\n\nof the day seem\n\nin prosperous\n\nmany.\n\nwhich we go, perhaps, in the evening, where\n\nThe\n\ntimes,\nhave\n\noften criticize us and\n\nother world\n\nis the one\n\nto\n\nwe shut out the critics, shut out\n\nthe enemies, choose our friends, and there they are, and we say, “At last I\nhave come into my own. In this quiet room where my true friends are ever\nwaiting, I will have my\nincidental to it.”\n\nreal day and\n\nmy\n\nreal life, and the other is only\n\n"}
{"page": 634, "printed_page": null, "text": "630\n\nNational\n\nEducation\n\nAssociation\n\nFor some people this life, this city of refuge, this hope of the soul, is found\nin music.\nWe\n\nare the music makers,\n\nAnd\n\nwe\n\nare the dreamers\n\nof dreams,\n\nStanding by lone sea waters,\nAnd wandering by desolate streams,\nWorld losers and world forsakers,\nOn whom the pale moon gleams.\nYet we are the makers and shakers\nOf the world\n\nforever, it seems.\n\nFor many others art is the city of refuge to which\npresses too heavily upon our souls:\n\nwe go when\n\nthe world\n\nWork thou for pleasure; paint, or sing,\nOr carve the thing\nThou\n\nlovest, tho the body starve;\n\nWork for the work’s sake, and it then may be\nThat all these things shall be added unto thee.\n\nFor many\n\nof us this city of refuge, this place of the soul, is literature — the\nfine classic things of prose and the beautiful sections of poetry. When the\nday grows dark we still are humble and we still come to those words,\n“Faith of our fathers, known of old,” that thru these generations\nthis country and made this city possible.\n\nbuilt up\n\nI was very much interested in the discussion that I heard among\npeople of very high renown in educational circles about how mediocre\nof the poems\n\nthat we\n\nrecite are. So I was\n\ninterested to know\n\nwhat\n\nsome\nsome\n\na truly\n\ngreat man, head of one of the greatest universities in this country, selected\nas his city of refuge ; for when he was asked what poem had helped him most\nthruout\n\nall his life, Nicholas\n\ngreat National\n\nEducation\n\nMurray\n\nAssociation\n\nButler, one-time\n\nand now\n\nversity, did not select high, mysterious\n\npresident of this\npresident of Columbia Uni¬\n\nthoughts. He\n\nselected that beautiful\n\npoem of love and childhood, “In School Days.”\nMay I refresh your mind just a minute?\nStill sits the schoolhouse by the road,\nA ragged beggar sunning.\nAround it still the sumachs grow,\nAnd blackberry vines are running.\nWithin, the master’s desk is seen,\nDeep-scarred with raps official;\nThe warping floor, the battered seats,\nThe jack-knife’s carved\n\ninitial.\n\nLong years ago a winter sun\nShone over it at setting\nLit up its western\n\nwindow-panes,\n\nAnd low eaves’ icy fretting.\n\n"}
{"page": 635, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n631\n\nIt touched the tangled golden curls,\nAnd brown eyes full of grieving,\nOf one\n\nwho\n\nstill her steps delayed\n\nWhen\n\nall the school were\n\nleaving.\n\nFor near her stood the little boy\nHer childish favor singled ;\nHis cap pulled low upon\n\na face\n\nWhere\n\nwere\n\npride and\n\nPushing\n\nwith\n\nshame\n\nmingled.\n\nrestless feet the snow\n\nTo right and left, they lingered\nWhile restlessly the tiny hands\nThe\n\nblue-checked\n\napron\n\nfingered.\n\n‘I’m sorry that I spelt the word,\nI hate to go above you,\nBecause,’\n\nthe brown\n\n‘Because\n\nyou\n\neyes lower\n\nfell,\n\nsee, I love you.’\n\nSweet memory to a gray-haired man\nThat dear child face is showing.\nDear girl, the grasses on her grave\nHave forty years been growing.\nHe lives to learn in life’s hard\nHow few who pass above him\nLament\n\ntheir triumph\n\nLike her, because\n\nAnd\n\nthat was\n\nremembrance\n\nthe poem,\n\nand\n\nschool\n\nhis loss,\n\nthey love him.\n\nfull of sweetness\n\nand\n\nlove of childhood\n\nand\n\nof the happy\n\ndays of school, that the great leader of one of\nour great universities chose for his city of refuge, even in these days when\nhis fame has spread from one part of the world to the other.\nSo I think this morning when these wonderful people that we have as\nrepresentatives have finished their addresses we shall have decided that\n\nalong with our practical deliberations we will take back over this country the\nspiritual values — the sense of beauty and the loveliness of life — as expressed\nin music, and art, and literature.\n\nWhen\n\nthe intervals of darkness\n\ncome,\n\nas come\n\nthey must, when\n\nthe soul\n\nsee’th not, when the sun is hid, and the stars withdraw their shining, we\nrepair to the lamps which were kindled by the race to guide our steps to\nthe East again, where the dawn is.\n\n"}
{"page": 636, "printed_page": null, "text": "632\n\nNational\n\nEducation\n\nLITERATURE\nJOHN\n\nLiterature\n\nH.\n\nfinley,\n\nOF\n\nthe\n\nNew\n\nAssociation\n\nIN EDUCATION\nYork\n\nTimes,\n\nback in the early days of English\n\nletters or books, humane\nfigure of speech (which\nwritings themselves\n\nNEW\n\nmeant\n\nYORK,\n\nN. Y.\n\nacquaintance\n\nwith\n\nlearning, and literary culture. Later it came by a\nwe used to call synecdoche) to be applied to the\n\nwhich\n\nbeauty of form or emotional\n\nhave claim to consideration\n\non the ground\n\nof\n\neffect. Then, tho this high definition continued,\n\nit came in colloquial use to mean “printed matter of any kind.” (Even\nthat which is not fit to print is sometimes called literature.) There is now a\n“literature” for everything under the sun — from horse-shoeing to health.\nBut before I begin to speak of its part in education, I make a petition not\n\nto the Muses, as was the wont of the makers of literature in ancient times,\nbut to the Parts of Speech (once called the Parts of Reason) without whose\nassistance literature in any of its definitions could not exist:\nO Parts of Speech, whose number is that of the Muses — Nouns, Pronouns, Verbs,\nAdverbs, Adjectives, Prepositions, Conjunctions, Interjections, and Articles (for\nthe Articles have been given independence) :\nYou who preserve our laws so that they are written as on tables of stone; who\nremember what is forgotten even by our bodies, by the pictures that fade, and by the\ncairns that crumble; who can portray thoughts so subtle, so profound, so exalted\nthat no artist, no architect, no musician even can interpret them; who can endow\nthe human voice with a speech small and quiet and yet mightier than that of the\nhurricane, earthquake, or fire; whose syntax can work changes more wonderful\nthan those of synthetic chemistry, and whose etymology is more discerning of human\nspirit than is the analytical chemistry of earthly elements; whose miracles of com¬\nposition are beyond those of synthetic chemistry; and whose printed pages, like the\noak leaves of Dodona, whisper the oracles of the gods and like the books of the\nSibyl contain the destinies of States! Grant that those who daily avail of your\ndeclensions, inflections, and conjugations may be enabled to use them to glorify\nGod, benefit man, and approach that perfection which, according to Saint James, is\npromised to those who stumble not in word.\n\nIt is fitting, too, that this greatest of educational bodies in the world should\nalso remember those who gave us the alphabet without whose letters even the\nparts of speech could carry no message beyond the range of the human voice\nand oral tradition. Especially so this year, for since last you met it has been\ndiscovered that a mine foreman in the region of Mt. Sinai formed the\nletters which Cadmus later carried to Greece. The name of this Bedouin\nforeman\n\nwas Sahmilat, who\n\ninvented\n\nan alphabet in order to keep his ac¬\ncounts. These crude letters became the ancestors of all our Western alpha¬\nbets and so of all our written literature. Thus Mt. Sinai gave us both our\nletters and our Commandments and later, by reason of the transporting\nservice of Cadmus,\n\ngave us also the epics of Homer,\n\nthe Dialogues\n\nof Plato,\n\nand all the addresses of this conference. So we may say, “Praised be God\nand His Servant Sahmilat!”\nAs to Cadmus, I once had converse with his shade during the War, out on\n\nthe coasts of Greece, and heard him\nwhether\n\nin this monologue\n\nexpress his doubt\n\nhis alphabet had after all been useful to humanity:\n\n"}
{"page": 637, "printed_page": null, "text": "Department\n\nof\n\n633\n\nSuperintendence\n\nWhen I contemplate the ravage\nOf my alphabetic lore ;\nSee the neolithic savage\nWaging culture-loving war,\nUsing logarithmic tables\nTo direct his hellish fire,\nPreaching philosophic fables\nTo excuse his mad desire;\nHear a litany invoking\nHate in God’s benignant mind ;\nSee men shooting, drowning, choking\nBayonetting humankind;\nSee the forest trees transmuted\nInto lettered pulp while man,\nWith a brain deep convoluted,\nTakes the place of primal Pan\nAnd, instead of finding pleasure\nIn a simple life with song,\nSpends his planetary leisure\n\nReading how the world’s gone wrong —\nSeeing, hearing which I’ve wondered,\n’Mid this murder, greed, and fret,\nWhether I have sinned or blundered\nGiving\n\nI saw\n\nhim\n\nman\n\nin later years when\n\nthe alphabet.\n\nI attended\n\nthe opening\n\nof a library in\n\nAthens, built by American funds, and found him in other mood, for he had\nrepented and was quite content that he had saved the alphabet. For, except\nfor the alphabet and the written parts of speech, their descendants, man\nstill be in a lower state of civilization, unable to pass on thru litera¬\nture from generation to generation the wisdom learned of experience, the\n\nwould\n\naspirations of the mind’s desire under discipline. For literature is but life\nbecome immortal in the word — the flesh become spirit.\nI have often thought of life as a verb, the vital part of speech, which the\nBorn\nAlmighty has given us to conjugate, whether transitive or intransitive.\nwe all are into the first person, singular number, present tense, passive voice,\n\nimperative mood.\n\nGradually\n\nwe begin to put in the past, out of our parents\n\nexperience, supplemented by literature’s memories of the race, till we come to\nthe infinitive of the eternity behind us and then inflect the future fiom the\nfirst periphrastic, the about to be, to the other infinitive. We are largely\ndependent upon this help from literature for what we have from the past\nand in hope for the future, because we are assured that there is no trans¬\nmission by inheritance of what we, with so great effort, acquire. Piofessoi\nMcDougall of Duke University has faith that his rats or mice will demon¬\nstrate that acquired character might be tranmitted. I expressed the hope\nthat they would succeed in doing this by a year ago last December, the cen¬\ntennial of the death of Lamarck, who died in faith that this would yet be\nproved. As it is, we have still to depend upon literature to help our children\nto learn again what we have learned ; otherwise, as Cicero said, they will\never be children, being ignorant of what happened before they were born.\n“For what\n\nis a man’s lifetime unless the memory\n\nthose of earlier days?”\n\nof its events is woven\n\nwith\n\n"}
{"page": 638, "printed_page": null, "text": "634\n\nNational\n\nEducation\n\nAssociation\n\nWhat\n\nis literature s part in education ? I have been hoping\nthat in this\nWashingtonian year one phase of the celebration would be the\nleading of all\nalien tongues into the literacy of this land. If we set\nabout it, we could, in\nAmerica, have a nation of the highest literacy in the world\ndespite the poly¬\nglot charactei of our population. There was in wide use\na century ago a\nprimer, speller, and reader combined called The Only Sure Guide\nto the\nEnglish Tongue. Such a book Secretary Wilbur’s commi\nttee is ready to put\ninto the hands of every illiterate.\n\nBeyond\n\nthis I turn for advice to one whose book is ever\nat my elbow—\nThe Torch , by George Edward Woodberry, who descr\nibes literature’s office\nin the development and immortalizing of the\nrace mind, which is the sole\nthing that is permanent in history, the epitome of\nall the past, and contains\n. human energy, knowledge, experience that survives, the resultant\nof mil¬\nlions of lives whose earthy power it stores in one\ndeath force.\nThe race mind, building itself from immemorial\ntime out of the mystery\nof thought and passion, as generation after generation\nkneels and fights and\nfades, takes unerringly the best that anywhere comes\nto be in the world\nholds to it with the cling of fate, and lets all else\nfall to oblivion. It has a\nmarvelous economy. It wipes out the barriers of\ntime, language, and coun¬\ntry. It undoes the mischief of Babel and restores to\nmankind one tongue in\nwhich all things can be understood by all men. It\nfuses the Bibles of all\nnations in one wisdom and one practise. It knocks off\nthe tribal fetters of\ncaste and creed; and, substituting thought for blood as the\nbond of the\nworld, it slowly liberates that free soul which is one in all men and\ncommon\nto all mankind. To free the soul in the individual life , and\nto accomplish the\nunity of mankind — that is its work.”\nTo share in this work is the peculiar and characteristic office of literature.\nThis fusion of the nations of the earth, this substitution of the thought\n-tie\nfor the blood-tie, this enfranchisement of the soul, is its chief functio\nn ; for\nliterature is the organ of the race-mind. That is why literature is immorta\nl.\nHow is this association with the race mind to be enjoyed by the individ¬\nual ? The parent and the school must make the beginning, and the library,\nwith other agencies of adult education, must carry on. I am sure that we can\nlearn to use letters in less time than is usually taken so that literature may\nbegin its work earlier. But to incite the boy or girl, the youth, the man\nor\nwoman, to make the highest use of literacy, so that wherever the flame\nof\nGod may be lit, it has been lit — that is the most\nworld, the supreme labor of the school.\n\nimportant\n\nlabor in the\n\nI began to parse Paradise Lost when I was ten years old ; but\nI remember\nmost vividly the day when as a college freshman I first read\nLycidas with\nnever-to-be forgotten joy. That day one sheep at least who\nlooked up was fed.\nAs on another day the same shepherd-teacher, whose\nphotograph I keep\non my desk, suggested my reading of Parkman’s Oregon Trail , a\nsuggestion\nwhich changed the whole course of my life. My memor\ny of that day is not\nlike Matthew Arnold’s Oxus in Sohrab and Rustum:\nforgetting the bright speed he had\nin his high mountain cradle in Pamere.\n\n"}
{"page": 639, "printed_page": null, "text": "Department\n\nof Superintendence\n\n635\n\nIt was the same teacher who became the escort of Virgil, Dante, and me\nthru the Inferno and Purgatorio into Paradiso.\nA dark corner in an old print shop where I learned my trade as a printer\nin my free hours in college was where Prometheus was bound, and I was\nwith him for all the rest of my life until he was free as I put into type my\ntranslation from Aeschylus, that I might be ready for the next day’s recita¬\ntion.\nThese\n\nare but illustrations of what\n\nfeet into paths trod by men\nthe world mind.\n“Education\n\nwho\n\nI owe\n\nhave made\n\nis merely the process by which\n\nto the teachers who\nmost\n\nled my\n\nprecious contributions\n\nto\n\nthe individual enters the race\n\nmind, avails himself of it, absorbs it.” A man is a man by participating in it.\nWhat is true of men of genius on a great scale and in high degree is true\nof every man born into the world. Literature (to repeat) is the organ of the\nrace mind ; education the process by which the individual enters it and be¬\ncomes more and more man. He attains this in spiritual life mainly by means\nof literature, where the chief end is the freeing of the soul and the unity\nof mankind.\n\nJames Truslow Adams in his Epic of America ends his remarkably dis¬\ncriminating story of the past of America with the lines which tell us the\ntask that clearly lies before us is to\nRebuild in beauty on the burnt-out coals,\n\nNot to the heart’s desire, but the soul’s.\n\nIn his epilogue describing the American dream, a dream in which life\nshould be richer and fuller for every man with opportunity for each accord¬\ning to his ability — not a dream of motor cars and high wages merely, but a\ndream of a social order in which each man and each woman shall be able to\nattain the fullest stature of which he or she is innately capable and be\nrecognized\n\nfor what\n\neach is, regardless of the fortuitous circumstances\n\nof\n\nbirth or position — he finds that dream exemplified by the Library of Con¬\ngress, our chief library of libraries, our national House of Letters, in which,\nout of the common treasury, democracy, the people themselves have pro¬\nvided the literature in which not only America, but the entire human race\nhas written its history, sung its songs, expressed its longings for the ineffable,\nin every language — in all pursuing the mystery of the mind’s desire, the\ndesire which is the evidence of man’s divinity and the hope of his immortality.\nThis library is the symbol of a nation in which silent readers, old and\nyoung (no longer young alone), rich and poor, black and white, the execu¬\ntive and the laborer, the scholar and the school boy, all read together in\ntheir own home the literature of man’s struggle upward, of his faith and\nhis inextinguishable hope. For why, he continually says to himself, should\nhe have been led so high if he can go no higher? His literature in its high¬\nof libraries have been built by vil¬\nlage, town, and city, and in microcosmic form put even in the district schoolhouses, is the evidence of things not seen, save by poet and seer, the substance\n\nest definition, to whose\n\nof things hoped for.\n\nglory thousands\n\n"}
{"page": 640, "printed_page": null, "text": "636\n\nNational\n\nEducation\n\nAssociation\n\nThere sat opposite me at table one morning an astronomer\n\nwho was com¬\n\ning from his night s work as I was going to my day’s work, and we at once\nbegan to talk shop” — his “shop,” that is, about the stars which were in his\nshop s ceiling. He informed me in the course of the conversation that there\nare now known to be worlds whirling in space 375 quadrillions of miles\naway. In rising from the table I found that I had been sitting back to back\nto Herbeit Putnam, Librarian of Congress, who asked as I passed, “Do you\ngenerally begin the day with such cosmic conversation?” With the assistance\nof a real teacher or a skilled librarian, one might begin every day with\ncosmic conversation and find one’s world made new out of the long past !\nThose who are gathered here, teachers, librarians, editors — teachers all — are\nthe representatives of the cosmos in a very proper sense; so much of the\ncosmos, at any rate, as is articulate and to such part of humanity\nyour reach as is spiritually literate.\n\nwithin\n\nI look forward to the day when we shall have a system of adult education\nin every state which will reach every man and woman as it is now reaching\nevery child. And the librarian will be as important a factor in that place as\nthe foimal teachei or lecturer, perhaps the most important and inspiring\nfactor.\nThe\n\nfreedom of the soul and the unity of mankind — these are the aims\nof literature in education. Of the way to the soul’s freedom 1 have made\nsuggestions. As to the other aim: some months ago I heard a voice from\nacross the ocean speaking about the moratorium say, “We have at last\nlearned that the earth is round.” It was Pythagoras, the mathematician and\nteacher, and Eratosthenes, the librarian at Alexandria, who first proclaimed\nthe sphericity of the earth. But we are coming to realize as never before the\noneness of the race that is held to this round globe by gravitation and by the\nmind s desire. Planetary consciousness, which is more than internationalmindedness, is the second great aim of literature in education.\nPythagoras was right: the earth is round,\nTho’ smaller than he estimated.\nTo its circumference we all are bound\n\nAnd can’t be wholly isolated.\nIts two ^r is our predestined lot\nTill we become at last tangential —\nThat is till, sun and moon and stars forgot,\nAlone we fly to our Sequential.\n\nThat Sequential is the future perfect tense of the things here in the\nbody by the soul in its conjugation of life in all its moods and tenses with\nthe aid of literature.\nART\nLORADO\n\nTAFT,\n\nIN EDUCATION\nSCULPTOR,\n\nCHICAGO,\n\nILL.\n\nOne of our greatest writers has said that art is the ark of the covenant in\nwhich all ideals of beauty and excellence are carried before the people. I\nbelieve that earnestly. However, another wise man, somewhat more cynical,\n\n"}
{"page": 641, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n637\n\nthat with most of us the chief preoccupation of life\nis its continuance ; in other words, we are so occupied with the desperate\ntask of making a living that most of us forget to make a life.\nI formed a sort of confession of faith in a few words which I have often\n\nhas made\n\nthe observation\n\nquoted. It is, first, that we are in a world of beauty, immersed in beauty, as\nEmerson put it, and most of us Americans are missing it. I mean the beauty\nof nature about us, which might be such a solace and such a joy in our lives\nof hasty, rushing toil. Second, that we have a glorious inheritance from the\npast, the great thoughts and ideals of men, to which we Americans are\nparticularly indifferent, to which we are oblivious. Third, the corollary that\nfollows, that there is talent in every school, in every community. There are\neverywhere some who are called to a special vocation, adapting themselves to\nachievements in these lines, and this talent, as a rule, is allowed to spring up,\ngladly, like the plants from the seed in the Scripture parable, only to wither\naway because of lack of appreciation and lack of sympathy.\nI read an expression recently that fits in here, an expression of Lowell s,\nthat it is the world that one carries about inside himself which is important.\nHe says that the world without\nvalue, by this world within.\n\nis colored, receives its grace, its color, its\n\nIt reminds me of that expression of one of the Jameses — was it William\nor Henry? When they were boys, they carried on quite a correspondence and\none wrote to the other : “After all, it is the amount of life that a man feels\nthat makes you respect him.” I like that expression : 4 It is the amount of life\nthat a man feels that makes you respect him.”\nI have always been glad that my people were poor. It gave me an oppor¬\ntunity to gain so many things that I might not otherwise have known.\nIn the winter, in the coldest weather, the kitchen was the diningroom,\nand the study, and the family sittingroom, and a right cheerful place it was,\nwith the teakettle humming away on the big stove. I look back with great\njoy on the evenings of study there. In the morning we completed our hasty\ntoilet around the stove, interrupted by visits to the window to see what Jack\nFrost had painted there.\nYou people who grew up in houses that have dry heat cannot realize the\n\nbeauty of some of those works of art. We children had our attention called\nto those things very, very early ; in fact, the sun rose in the east and gave us\nprismatic pictures thru those frost scenes. You would think, with the same\nteakettle and the same amount of moisture in the air and the same tempera¬\nture, that every morning would give you the same picture. Nothing of the\nsort! One\n\nmorning\n\nit would\n\ntravelers there, and we\n\nwith pine trees and imaginary\ndelighted in that. The next morning it\n\nbe a mountainside\n\nchildren\n\nmight be a rich, elaborate scene in the jungle of South America or in Africa\nor somewhere similar. I am so grateful that we had to live around the tea¬\nkettle.\nI have always had the idea that I should like to have a new kind of\nmuseum with all plaster casts which should be kept clean and be piopetly\n\n"}
{"page": 642, "printed_page": null, "text": "638\n\nNational\n\nEducation\n\nAssociation\n\nlighted with a carefully studied placing, each with its own light which\nmight be turned off until the moment you wished to see it. Then also I have\nhad the thought, which seems never to have occurred to any curator of\na\nmuseum, of placing these things in historical sequence, so that as\nyou\nwalked down the aisles of my cathedral — it would be as big as you\ncould\nafford to make it or as small as this platform — you would see the unfold\ning\nof the ideas of a nation, and, if you wanted to study and lead your childre\nn\nthru the development of Egyptian art thru the ages, you would follow\nit\nas on a screen, the budding and blossoming in a movie, of a plant or\na\nflower.\n\nIf you are interested in a certain period, you would take a transc\nept right\nacross and see what was happening in the fifth century before\nChrist in\nEgypt, in Persia; see the building of the Parthenon, the culmination of the\nmost beautiful thing man had ever dreamed and the most beauti\nful dream\nthat ever has found fulfilment.\n\nThose aie some of the things that might be done with the humbl\ne plaster\ncast if it were used with discretion and proper intelligence.\nIn every community there are some with peculiar gifts, some\nwaiting\nexpectant to find themselves. That explains why I feel such enthusiasm\nabout\nthat prosaic subject of Ivory soap. What an amazing thing it is for\na child\nto work eagerly at a bar of soap and bring something out of it beside\ns the\nhated use of washing!\nI have felt a romantic enthusiasm about the discovery of the\nsculptural\nuses of soap. I see five thousand sent in — each year increasing in numbe\nr and\nincreasing in skill and I think of the joy that has come into the lives of\nthe\nlittle people, and perhaps the increasing recognition of their toil even by\nthe parents at home.\nI had the good fortune to discover in Decatur, Illinois, a young coal\nminer\nwith a gift direct from heaven. At the end of my demonstration in model\ning\na schoolteacher theie told me about him, a boy of eighteen, and\nbrought him\nup to me, and said, “This is a French boy, a coal miner who has come here\nrecently with his parents. They are too poor to send him to school. He spends\nhis daylight hours in the coal mine, in the depths where he never sees the\nsunlight except on Sundays, but on Sundays he comes to my studio and\npaints, and draws, and plays the violin.”\nI liked the boy. There was an earnestness, a sweetness, a modes\nty there\nwhich was delightful, and he understood my French, which was very\ntact¬\nful on his part.\nI went back to Chicago. We were building the World’s Fair there, and\nfinally I could resist no longer. I wrote to him, starting a career of mingled\naltruism and other things which has kept me poor ever since, and\nthe boy\ncame to Chicago. I was in charge of a department at the World’s Fair\nBuilding, creating socalled art, and we set him to work.\n\nI said, Leonard, I don’t know whether you have any talents in this\nparticular direction or any desire for it, but I should like to give\nyou a\n\n"}
{"page": 643, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n639\n\nchance.” He took hold with a right goodwill. He cleaned pans and carried\nwater and plaster and played his part there well, meantime keeping his eyes\nopen. How little I realized what he was learning at the time! There was\nmuch going on and it was an inspiring occasion. Some weeks later he went\nhome on a vacation for a few days, and when he came back he brought a\nlittle head wrapped in a great bundle of newspapers. We stood by as he\nbegan to shuck these papers off. Finally he came to the head, the head of\nthe home baby which he had modeled, a little head so appealing, so tender,\nso beautifully molded that it reminded me of the work of those smaller\nmasters of the Renaissance.\nWe said, “Leonard, did you really make that head?”\n“Yes,” he said, “is it good?” So simple, so naive!\nRecently he did a very noble figure of Lincoln for Dixon, Illinois, and\nwhen we praised him and told him that it was going to take its place among\nthe great portraits of Lincoln, he said, “I hope it is good.” That\nway he sizes himself up.\n\nis the\n\n“Leonard,” we said, “that is the work of an accomplished sculptor,” and\nI proved it to him by sending it to one of the expositions, the one at Atlanta,\nwhere it received a silver medal. They thought it was the work of an accom¬\nplished sculptor — and it was.\nI said, “How\n\ndo you account for yourself? Where\n\ndid you get this talent\n\nanyway?”\nHe said, “I owe it to my mother.” No deprecation. He didn’t say, “I am\nno good”; he said, “I owe it to my mother. You can tell by the names she\ngave us. (I hadn’t heard them.) My name isn’t Leonard. It is Leonardo.”\n“You mean after Leonardo da Vinci?”\n“Yes.”\nAnd his brother was named Raphael, and the next brother was named\n\nMichelangelo, and the next brother was — well, that is pretty nearly enough,\nisn’t it— Andrea (I suppose Andrea del Sarto). Tho I cannot follow her\ntaste altogether, it came to me as a revelation that that poor peasant woman\nhad been vouchsafed the miracle of all time. She had been able to give to her\nchild what she did not herself possess, merely because of her love. She adored\nthe stories of the great masters of the past. Michelangelo is digging in a coal\nmine in Illinois — or it may be Raphael — but Leonard has become one of our\ngreat sculptors, whose name you would know except that he is so modest\nhe never goes out and gives lectures.\nI want to end with a quotation. It is from the great philosopher Spinoza.\n\nI am not informed\n\nas to his theories or beliefs ; I only know\n\nthis one quo¬\n\ntation which struck me years ago as magnificent. He said, “I cannot believe\nthat the good of this life can lie in the possession of those things which for\none man to possess is for others to lose, but rather in those things which\npossess alike and where each man’s prosperity increases his neigh¬\nbor’s.” If that does not apply to the great and beautiful world of art, I don’t\nknow for what it was intended.\nall may\n\n"}
{"page": 644, "printed_page": null, "text": "640\n\nNational\n\nMUSIC\nWALTER\n\nEducation\n\nIN\n\nAssociation\n\nEDUCATION\n\nDAMROSCH,\n\nNEW\n\nYORK,\n\nN. Y.1\n\nIt seems unnecessary at this late date to stress the cultural advantage of\nmusic. Greek mythology is full of it. Plato stresses it. Shakespeare empha¬\nsizes it. Today, when we wish to emphasize the cultural position of a coun¬\ntry, we define the importance of its poets, sculptors, painters, and musicians.\nOf all these arts, music is the one which appeals most strongly to those\nemotions with which Providence endows us at our birth and which may\nbe developed into a blessing or a curse.\nWhen I speak of music I naturally mean the music given to us by the\ngreat master composers, for in their hands our emotions are ennobled and\nspiritualized. Who shall deny that Bach and Beethoven often give us\nglimpses of the mysterious world beyond the every day which surrounds us,\nand in that way connect us with the hereafter which religion holds out to\nus as a hope, if not a certainty?\nIt is interesting to note that the importance of music, as a necessary part\nin the education of the young, has come to our school authorities within\n\nrecent years. I can remember that in the “seventies,” when I was a boy in a\nNew York school, music had absolutely no place in the daily curriculum;\nand those few children who, like myself, had a strong love for it, had to\nsatisfy this need after school hours. The rest of the school grew up as bar¬\nbarians, so far as an interest in art was concerned.\nBut almost overnight the miracle happened, and what was but a little\nplant, springing from the soil of twenty years ago, has now grown into a\nveritable rose bush, with branches and flowers stretching over all the states\nof the union. Today, literally thousands of schools and millions of pupils,\nunder the guidance of welltrained music supervisors, are making the study\nof music a part of their curriculum. They are taught not only the grammar\nof music, not only how to sing in tune and with properly modulated voices,\nbut thousands of high-school orchestras have been formed, and the study of\nthe various orchestral instruments, eagerly pursued, helps to develop the\nesthetic and emotional part of these youngsters in the best possible way.\nThe invention of the radio — of the highly perfected microphones and\nloud speakers which today transmit the most delicate qualities of voices and\ninstruments with magic fidelity — has had much to do with this quick\ndevelopment. The radio has enabled me to reach millions of young students\nin my Friday morning Music Appreciation Hour, and as I give my listeners\nsome idea of the various musical forms employed by the masters and illus¬\ntrate them with my orchestra, and as I show them the tone qualities of the\ndifferent orchestral instruments, I am able to develop not only a great love\nfor good music, but to stimulate the children to self-expression. For the\nfirst time in the history of our country, the children who live far away\n1 In the absence of Dr. Damrosch this paper was\nMusical Counsel, National Broadcasting Company.\n\nread by Ernest LaPrade,\n\nassistant to the\n\n"}
{"page": 645, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n641\n\nin the small\nfrom the great cultural centers, on the farms and ranches,\nnal contact with\ncountry towns and villages, are brought into intimate perso\nworld has been\nthe music of Mozart, Beethoven, and Wagner. A new\nopened to them, and their response has been phenomenal.\ns has\nAs I said a moment ago, the teaching of music in our public school\nof our music\nnow attained a high degree of efficiency, and it is characteristic\nthe Music\neducators that they should wish to test the results. To this end\nBroad¬\nSupervisors National Conference, in cooperation with the National\nwhich is to\ncasting Company, has arranged a Music Discrimination Contest\nbe held during the biennial meeting of the Conference in April. A program\nof music cv various kinds — classic and modern, instrumental and vocal — will\nbe broadcast under my direction, and students all over the country will be\ninvited to identify the style and form of each composition presented. This is\na most significant project, the outcome of which will, I am sure, be of great\ninterest to you, as it will be to me. I am convinced that the foundations of a\ngreat musical culture are now being laid.\nThanks to the radio, I can indicate and stimulate the zeal of the young\nbuilders, but the actual planning and erection of the building is in your\nhands, ladies and gentlemen. You are the master builders; you are in con¬\nstant personal contact with these little bricklayers and stone masons. I\nimplore you to continue this work, to see that the best of musicians are\nemployed in the schools as teachers in singing and as conductors of the school\norchestras. Under your kind and sympathetic hands these children will grow\nup into manhood and womanhood with an intimate knowledge of this beau¬\ntiful art of music. It will be a companion to them during their later years. It\nwill ennoble their lives, soften their days of adversity, and help to prepare\nthem for the life everlasting.\n\nSEVENTH\n\nGENERAL\n\nEducation\n\nfor a Changing\n\nEDUCATION\nDAVID\n\nSNEDDEN,\n\nSESSION, WEDNESDAY\nFEBRUARY\n24\n\nPROFESSOR\n\nSocial, Economic , and Political Jf orld\n\nA CHANGING\n\nFOR\nOF\n\nEVENING,\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nSOCIAL\n\nTEACHERS\n\nYORK,\n\nN.\n\nWORLD\n\nCOLLEGE,\n\nCOLUMBIA\n\nY.\n\nAll wellinformed Americans are aware that very significant, changes are\nWe are\ntaking place in our own societies as well as in those of other regions.\nwellbeing\nnot wellagreed as to how momentous, how critical for the futuie\nthan\nof ourselves and our children these changes are likely to prove. More\nand prac¬\nany earlier people in history we are convinced of the desirability\nin the\nticability of at least affecting, if not controling, many of these changes\nby\ninterests of human wellbeing — by more science or better social machinery,\nlegislation or education.\n\n"}
{"page": 646, "printed_page": null, "text": "642\n\nNational\n\nEducation\n\nAssociation\n\nFor purposes of this discussion, it is important to note that one very\nimportant social change of our times, especially characteristic of Americans,\nis that of iegarding our educational systems themselves as agencies which\ncan and should move and readjust with the times.\n\nIn order to avoid triteness and repeating what are platitudes, it is my\nintention to select for discussion here what seem to me certain very rele¬\nvant findings of my sociological studies as to which widely varying opinions\nare properly to be held because of our insufficient scientific knowledge. It\nis hoped that some of the topics will incite to further thinking, as presented\nunder five heads:\n(a) The\n\nneed of very discriminating thinking about social changes; (b)\nrecognition of the enormous potentialities of America’s greatly expanded\neducational facilities; (c) certain rapid shiftings of our educational purposes\nand objectives; (d) certain needed shiftings of our educational means and\nmethods; (e) certain probable shiftings of our emphases on school personnel.\nIt is proposed in the following paragraphs to give fairly dogmatic expressions\nto the writer’s present convictions on these points.\nNeed\n\njoy discriminative\n\nthinking about social changes — Economic\n\ndepres¬\n\nsions and 1 rars, the headlines of our newspapers, the urgent messages of our\nmagazine ontributors, some few of the new mechanisms of communication\nand of p' kver distribution, are all undoubtedly intensifying a variety of\ncrowd-mi vded, heavily emotionalized reactions among modern peoples which\ngreatly disturb both their sense of perspective and their appreciation of\nfund ament al human values.\nYoung persons and ardent persons and disillusioned persons are especially\nprone greatly to exaggerate both the substance and the probable consequences\nof what may well turn out to be minor fluctuations in the collective life of\npeoples.\nIn spite of the varied assortment of history studies now offered in our\nschools and colleges, it seems very doubtful whether most young Americans\n\n3Tet acquire anything like adequate appreciations of how great, even cata¬\nclysmic, have been the social changes of past eras, whether we think of the\nexpansions of the Roman Empire, the spread of Christianity, the invasions of\nthe barbarians, the rise of the feudal system and its consequent collapse, the\nHundred Years’ War, the ruinousness of the Thirty Years’ War, the effects\nof the discovery of the New World, the inventions of gunpowder and printing, the French Revolution, or the spread of British imperialism.\nLike some modern catastrophic events, or huge marches of particular\npeoples, or the transforming powers of new inventions, all of the foregoing\nentailed some changes in civilized societies of great import, whilst in many\nother respects working no momentous changes whatever.\nNot a few modern writers of note seem to think that historic civilization\nis to be swept from its moorings because certain new agencies of destruction\nhave been brought into warfare, or because certain types of production have\nlearned to employ new science and new mechanisms, or because certain vener-\n\n"}
{"page": 647, "printed_page": null, "text": "Department\n\nof\n\n643\n\nSuperintendence\n\ndevoted adherence,\nable religious beliefs or moral standards no longer evoke\ns of great numbeis\nor because governmental agencies of the collective action\nor because revolting youth becomes impa¬\ne partly paralyzed,\nseem to becom\ntient of the achievements of the elders.\nwomen of good\nThese heavily emotionalized disturbances of men and\ns seem fiequently\nnative powers of intelligence and of sensitive altruistic spirit\nderiving from sev¬\nto reflect a new type of herd-mindedness and herd-panic\napers, listen to\neral sources. All those of our modern peoples who read newsp\nincreased enormously\nthe radio, and have access to libraries have, obviously,\nsystems. A slight shock,\nwhat may be called their collective or social nervous\nis almost instantly trans¬\na momentary disturbance, anywhere in the world\nand raw from countless\nmitted to the sensoriums of millions, already sensitive\ny have been perceived\nother shocks which even a century ago would hardl\nat\n\n.\n\n.\n\nMl\n\nspirits of our time— possibly,\nAgain, large proportions of the more sensitive\nadvantages of our secondary\nabove all, those who have shared deeply in the\nhave fallen victims of great\nand collegiate schools of learning— seem to\nto believe in visions of pain¬\nexpectations.” They seem somehow to have come\ngoodwill among men, controls of\nless life, enduring prosperities, widespread\nthings which neither human\nthe adverse conditions of nature, and other good\nof producing. .\nnature nor outward nature nor deity itself were capable\nand degrees were certain to\nInevitably, disillusionments of many kinds\nhard to escape from old condi¬\novertake these sensitive souls. They have tried\nfrom pending changes Hut\ntions which seemed bad. They have hoped much\nchanges which practical men\nthey soon learn also to apprehend much from\nterror in their voices 1 heir\npromote and control. They often speak with\nrs are not dissimilar to those ex¬\ndisappointments, apprehensions, and ange\nthemselves into believing that\nhibited ages ago by men who had hypnotized\nh it was later found the gods\nthe gods would give succor and salvation whic\ncould not or would not give.\n>\n.\n...\nshifting educational policies\nIf, then, educators are to take drastic action in\nsocial changes or to enable the\nand practices, either to adapt them to pending\nagencies the better to adapt\nmen and women equipped by our educational\nto control them towards in¬\nthemselves to such changes, or even in degrees\ndiscriminatingly study\ncrease of the goods of life for men, they must very\nthe really sane and com¬\nsuch changes and rely for advice especially upon\nmust resist piesent wi e\npetent evaluators of such change. These educators\nen or fascinated by par¬\nspread dispositions to become either panic-strick\nof what religion or govern¬\nticular types of change or by novel doctrines\nabout it. Perhaps above\nment or industry or even education should do\ncool-headed in the presence\nall they should strive to remain clear-headed and\ns which are everywhere\nof the numerous subtle propagandistic movement\nopenly or secretly on foot.\n<\n.\ns in these days of intense\nPerhaps we need frequently to remind ourselve\nof the vital aieas of socia\ndynamic enthusiasms among educators that in most\nfor schools and colleges, as\n.change it is always difficult, and often impossible,\n\n"}
{"page": 648, "printed_page": null, "text": "644\n\nNational\n\nEducation\n\nAssociation\n\nsuch, as well as for the professional personnel conducting the instructional\nand other educative functions, to originate findings of importance. Schools\nand colleges, like newspapers, libraries, and other sources of endless possible\nlearnings, are primarily agencies of diffusion of findings.\nOne man can make an invention, write a splendid new book, or discover\na novel means of social control thru research. Then thousands of teachers\nin\nschools can make the new discovery available to millions.\nEven in the crucial matter of deciding which among new inventions, in¬\nterpretations, valuations, explorations, and foundations of creeds, every day\nbeing made, should be incorporated into the curricula of offerings of our\nschools, few educators can afford to rely upon their own judgments alone.\nHere, too, they must often defer to centrally placed specialists, even in the\nnew increasingly critical areas of social or endemic valuation.\nAmerica\neducation\n\ns splendidly\nEducators,\n\nexpanded\n\nmaterial\n\nand\n\npersonnel\n\nfoundations\n\nfor\n\nsocial scientists, political policy makers, and others\n\nstrongly convinced of the possibilities of our collective obligations of mak¬\ning education serve the changing needs of our time far more effectively than\nit >et does, should not fail to appreciate how splendidly our people have\nin\niecent )eais expanded the material and personnel facilities for effecti\nve\neducation.\nUpon our public elementary and high schools are now being expended\nsome three billions of dollars of public monies annually. Nearly five million\nof our ablest-minded youth are voluntarily attending high schools. Our\ncolleges and universities are enroling something like a million students.\nRelatively few public schools are now in session fewer than thirty-two to\nthirty-six weeks a year. Compulsory fultime school attendance prevails in\nsubstantially all states, while in many, partime or fultime attendance becomes\nobligatory to sixteen and beyond. Nowhere else in the world are there educa¬\ntional systems with such large proportions of non-teaching officers and other\nspecialists as with us. Nowhere else in the world are so many and varied types\nof research and other inquiry toward the improvements of education being\nprosecuted as with us. And certainly in few other countries are public faiths\nin the socially ameliorative potentialities of school and college educations\nanywhere nearly as widespread and persistent as with us Americans.\nAt the session of this Department held two years ago in Atlantic City, the\n\ngeneral subject for discussion was “Achievements of American Education.”\nImpressive exhibits of achievements were then made — in such areas as build¬\nings, attendance, teacher-training, staffing, equipment.\nUnfortunately, we possess as yet but few reliable measures of the final\nsocial efficiencies resulting from our gigantic achievements in material and\npersonnel. We can clearly evaluate literacy as one of the precious end-prod¬\nucts of school educations. And educators can hold that in general America is\nnow nearly completely a literate people.\n\nBut other end-values — superior moral character, better health, high voca¬\ntional competencies, fine personal cultures, approvable civic behaviors in\n\n"}
{"page": 649, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n645\nconforming\n\nto law and order, the civic initiatives of our abler men\n\nand\n\nwomen — all these are as yet nearly impossible of appraisal.\nWe know, indeed, that the physical health of the American people is\nsteadily improving in certain decisive respects ; and there are good reasons for\nholding that our elementary schools have had an important share in bringing\nsuch results to pass.\nBut as respects criminality and vagrancy, political incompetency, crude¬\nness of culture, moral greed, fickleness of taste, civic rectitude, family\nmorality, and popular regard for scientific interpretation, it is obvious\nthat we still fall far below our aspired-after and our education-promised\ngoals. One must wonder that the faiths of Americans in the virtue-produc¬\ning powers of their schools and colleges still hold so firm as they do.\nUpon this note we can take up what the present writer believes to be by far\nthe most important specific topic of the present discussion.\nShifting our educational\n\nobjectives with the changing\n\nsocial world — The\n\nefficient educations of tomorrow, whether conceived as stabilizing and per¬\npetuating a valuably functional part of the social inheritance, or as equipping\nmen and women to adapt themselves to changing needs and conditions in\ntheir societies, must more and more find and define their guiding purposes in\nterms of proven social values, tangible things of worth in the large and small\nsocieties now or prospectively functional.\nThe concrete objectives of our school and college educations — that is, the\nactual goals of learning, not only qualitatively defined but also quantitatively\ndelimited — must be more and more related to socially valuable purposes ;\notherwise the chances of miscarriage of effort, of missing the mark, are far\ntoo great.\nThe ostensible purposes of America’s secondary and liberal college educa¬\ntions are still far too much of the nebulous and aspirational order. Com¬\nmonly there exists an unbridged gap of unknown breadth between our senti¬\nmentalized expressions of purposes at these school levels and the actual\nobjectives of learnings of algebra or ancient history or written composition\nor chemistry or home economics or Latin as actually achieved.\nEspecially are we under obligations to discover and delimit the purposes\nof our school educations in terms of proven concrete social utilities if we wish\nsuch educations to serve and better to serve the changing, the evolving, needs\nof our dynamic world. Let us take a concrete example from that easiest of\nall departments of school education in which to define really functional\nobjectives; namely, that of health conserving education.\nThree generations ago, the dangerous and destructive diseases of these\nUnited States included cholera, yellow fever, and typhus fever. If the schools\nand colleges of that time had undertaken serious responsibilities for health\nconserving education, they would surely have made much use of whatever\nscience, practical art, and other means of prevention and cure of those dis¬\neases might have been available. Today, our programs of hygienic education\nneed never mention such ailments except as, for our country, historic curi¬\nosities.\n\n"}
{"page": 650, "printed_page": null, "text": "646\n\nNational\n\nEducation\n\nAssociation\n\nA generation ago the dread children’s disease, diphtheria, ran every year\nthru our population like a fire in the undergrowth. Like the infantile paraly¬\nsis of today, it prowled “as a thief in the night,” it struck savagely, it could\nseldom be prevented and not often cured.\nOf its hygiene there was little to teach the rank and file of either children\nor parents. Science had not yet learned to prevent or cure diphtheria.\nTeachers could only describe it and pass on.\nToday, what a difference! Modern medicine is equipped to banish diph¬\ntheria from our land, along with yellow fever and cholera, so soon as it can\nhave the general cooperation of parents. Even very young children can be\nauthoritatively told things about the prevention and cure of this disease which\nthey can and will remember, even to the extent of changing the hygienic and\nexpert-service-using habits of parents.\nThe opportunities of our schools from the lowest to the highest to contrib¬\nute to really functional education toward the further personal and social\ncontrol and improvement of the health of our people multiply as medical\nscience advances. Here, indeed, are we in the midst of social change! Here,\ntruly, we can yearly be off with some of the old and on with something new\n— provided we educators do not so much claim empty powers of originating\nas we yield ourselves to the expert guidance of specialists in this field.\nIf advances in modern medicine and other controls of personal health and\ncommunity sanitation obviously require that we should frequently readapt\nour educational objectives in that field, how even more urgent are our obli¬\ngations to change and improve with the times as respects that education which\nis supposed to prepare for effective political citizenship!\n\nIt is the present writer’s conviction that America’s systems of public\nschools and colleges are weakest in just this division of social needs and\nvalues. In part this weakness is due to the absence — perhaps a necessary\nabsence — of a single, simple focusing center for civic education, such centers\nas are clearly in evidence, for example, in France, Japan, Italy, Russia, and\nsome other patriotically well-oriented peoples. Because of the traditional\ndevotions of our people to the flexibilities and individualisms of democracy;\nbecause of America’s divisions of sovereignty between state and nation ; be¬\ncause of the meager and halting political experience of our teachers ; and\nbecause, above all, our educational policy has never yet been able to agree\nupon definitive philosophical foundations for programs of effective education\nfor wholesome political membership — because of these things most of our\ninnovations and current practises in the field of civic education have been and\nstill are indeterminate, feeble, and, probably, of nearly zero measures of\nactual functioning, if we except our achievements in education for literacy.\nWhere in the United States have we even yet set out seriously to train spe¬\ncialist teachers for this supremely important division of educational values?\nThe shifting of educational means — If we contemplate the reconstructing\nof educational objectives as necessarily entailed by the new demands of a\nchanging social world, we become, of course, prepared to accept corre¬\nsponding changes in the means and methods of our educative processes.\n\n"}
{"page": 651, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n647\n\nBut a changing social world calls for even more than that. Efficient sys¬\ntems of education will constantly search for improved methods of achieving\nlong-established values no less than will medicine, engineering, or transport.\nTake, as an example, that area of common cultural educational values\nwhich embraces scientifically discovered knowledges of hundreds of kinds of\n\nthe physical world about us. It is the writer’s opinion that all our courses in\nnatural science, from the first to the twelfth grades, are doing enormous\namounts of grandmotherly fussing over topics and items here which were\nindeed of vital importance to learners two or one or half a century ago, but\nwhich are now so much a matter of the omnipresent social heritage that we\nno more need to teach them in schools than we need teach in schools the\nfamily vernaculars\n\nor the household\n\nmoralities of our peoples.\n\nTo this critic, at any rate, some two thirds of the instructional units set\nup as concrete means and methods of natural science instruction in the just\npublished Thirty-first Yearbook of the National Society for the Study of\nEducation have no more functional significance for school education than\nthe pot-hook methods once used in teaching handwriting,\nab, method once used in teaching reading.\n\nor the “a” “b,”\n\nAs another example, take our presentday\n\nelementary-school courses in the\ngeographical and historical studies. Enthusiastic specialists in both those\nfields are so constantly enriching them, as elementary-school studies, that\nthey have become in effect masses of fruit-cake offerings, certainly calculated\nto produce chronic indigestion if the intellectual tummies of our children\nare seriously induced\n\nto try to assimilate them. Our\n\nhigh-school courses in\n\nhistory, with their encyclopedic inclusiveness and unapperceivable interpre¬\ntations, are certainly no better. In that respect they are not greatly worse\nthan most of our other secondary school studies.\nNow the objectives set up by the supporters of these studies, especially in\nthe areas of cultural values, are valid and important enough. (The persistent\nallegations and hopes of history specialists that any except the most recent of\nhistories can be made vitally functional towards realization of genuine civic\nvalues are probably fantastic.) But the means\n\nemployed\n\nare too frequently\n\nantiquated, out-moded. Much of our encyclopedic history and geography\ninstruction with its endless recounting of detail is little better than the old\nverbally memorized subjectmatter.\n\nLetting small children grow naturally — There are widespread beliefs,\nsome supported by men of superior scientific insight, that not a few of the\nchanging social conditions of the world tend steadily to impose increasing,\nor at any rate novel, burdens upon the nature-given human machine — that is,\nthe human body, the human nervous system, the human brain. 4 he highly\nspecialized works of the modern world, the large proportions of indoor work,\nthe widely needed subjections of certain types of primitive emotional expres¬\nsion, the increasing solicitudes of men for their futures, the complexities of\nsocial adjustments required, at least from those holding responsibilities of\nleadership — all these, it is contended by many authorities, are steadily increas¬\ning the nervous strains under which adults must be and are leading in ex¬\ntraordinary numbers to cases of premature breakdown.\n\n"}
{"page": 652, "printed_page": null, "text": "648\n\nNational\n\nEducation\n\nAssociation\n\nIf these surmises are correct — and they probably are to some degree — one\ninference of great importance is that children in their early, physically plastic\nyears, should have conserved to them in every practicable way the conditions\nof optimum nutritional, nervous, emotional, and other basic growths.\nCivilized societies now generally forbid specialized or routine vocational\nemployment for children even as mature as fourteen. It is here contended\nthat civilized societies must learn to withhold their children from the artifi¬\ncialities of school environments and persisting immediate control, especially\nduring the tender years under nine years of age.\nWe speak often of a “good start in life” for our children. One of the most\nprecious of all kinds of “good starts” is that of a sound, slowly matured,\nnormally grown physical body, and especially those parts or components of\nthe body which we somewhat differentiate as the nervous system affecting\nand affected by our more\n\nemotionalized and intellectualized experiences.\n\nIn some degree, doubtless, all our urban or suburban\n\nreared, automobile-\n\ndriven, radio-entertained, household-guarded, much cleaned babies and young\nchildren are today the victims of our stimulation, premature ripening, exces¬\nsive socialization. If to such artificializations there be added those of the\nhothouse nursery school, or the socially exciting and experience-congesting\nkindergarten, or the inevitably regimented primary school, then, in all prob¬\nability, we are still further handicapping the affective natures especially of\ngifted people for the long strains of successive civic, vocational, cultural, and\nother adjustments needed by our changing civilization.\nEDUCATION\nROBERT\n\nM.\n\nLA\n\nFOR\n\nA\n\nFOLLETTE,\n\nCHANGING\nUNITED\n\nSTATES\n\nECONOMIC\n\nWORLD\n\nSENATOR\n\nWISCONSIN\n\nFROM\n\nIn discussing briefly the broad subject assigned to me, it is neither fit¬\nting nor possible — nor am I equipped — to outline to this distinguished\ngroup of American educators any sweeping or detailed educational program\nto meet conditions in a changing economic world. However, it is my earnest\nbelief that the economic crisis thru which this country, as well as the whole\nworld, is passing, brings new responsibilities to our institutions of learning\nas well as to our economic and governmental institutions.\nIn a period such as this we are prone to re-evaluate all of our institutions ;\nand, so far as I am concerned, I am ready to accept the doctrine that those\nwhich no longer serve the best interests of all the people are no longer justi¬\nfied in their existence. To me, one of the amazing features of this great indus¬\ntrial, financial, and economic crisis is the bankruptcy of leadership in finance,\nindustry, and government throughout the world. And while I do not place\nentire responsibility on the educational institutions of the world, I say in all\nseriousness that educators and educational institutions must accept at least\npartial responsibility for the lack of courageous leadership in this crisis.\nThe severity of this depression in our own country is reflected in various\nof the statistical indices which I wish to touch on briefly.\n\n"}
{"page": 653, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\nIndustrial production in the third winter of the depression is down\n\n649\n45\n\npercent; freight car loadings have fallen 38 percent; manufacturing employ¬\nment is down 33J/3 percent.\nThe net income of 550 of the largest industrial corporations in the United\nStates in 1929 amounted to $3,500,000,000, while their estimated income\nfor 1931 was $1,100,000,000.\nIn normal times defaults on bonds in the United States average between\n$150,000,000 and $200,000,000 a year. In 1931 bonds in default were\nestimated at $2,000,000,000. The paper loss on all issues of listed bonds\namounts roughly to $3,000,000,000.\nAltho we have no complete or entirely accurate statistics, conservative\n\nestimates indicate that at least eight million men\n\nand women — in the richest\n\ncountry in the world — are at present totally unemployed. Eminent econ¬\nomists have estimated that there are at least another eight million who are\nworking partime and for reduced wages. The wage and salary loss since this\ndepression began, according to the statements of Dr. Leo Wolman of Colum¬\nbia University, amounts to approximately $18,000,000,000.\nAgriculture, one of America’s great basic industries, was deflated in 1920\nand since that time has been fighting a losing economic battle. So far as agri¬\nculture is concerned, the recent industrial and financial crisis merely intensi¬\nfied a depression of ten years’ duration. The purchasing power of the people\nof the United States is gradually being wiped out. Thirty million people\ndependent upon agriculture for their maintenance are unable to buy the\nproducts of the factory ; forty million dependent upon wages for their in¬\ncome are unable to buy the products of the farm and the factory.\nThe roots of this evil lie deep in a system of irresponsible and speculative\n\nbusiness, heedless of the sound development of the nation’s resources, which\nhas resulted in a tremendously unjust distribution of wealth. Even at the\nheight of the period of prosperity, twenty-two million of our people were\nliving at the barest necessity level or below it. The doctrine of laissez faire\nin our national affairs has, during the last decade, resulted in unparalleled\neconomic disaster.\n\nIn meeting the present crisis and planning for our future economic security,\nI contend that the inherent power of the government must be exercised to\nprevent the domination of our economic life by concentrated and despotic\nwealth. Obviously, the immediate problem is to prevent starvation and mal¬\nnutrition. A ou, as teachers, are fully cognizant of the effects of under-nour¬\nishment upon the physical and mental development of children, to say noth¬\ning of the definite undermining of physical stamina in adulthood as a result\nof long-continued malnutrition. This is a phase of the problem which very\ndeeply concerns those entrusted with the welfare and the quality of the\noncoming generation of citizens of this republic.\nOur next responsibility, as I see it, is the re-creation of purchasing power\nthru the medium of a farreaching public works program ; and then so to\nplan our future national economy as to mitigate these swings in the business\ncycle and to achieve an ever-rising standard of living for all people. It would\n\n"}
{"page": 654, "printed_page": null, "text": "650\n\nNational\n\nEducation\n\nAssociation\n\nindeed be a gieat tragedy if we should go thru this depression without learnmg the lesson that is to be learned from it and without endeavoring in the\nfuture to attain a more regularized economic structure.\n\nThe\n\nfuture generation must be trained to think independently and to view\nthe problems ahead with intelligence and courage. I his involves a great\n1 esponsibility\n\non\n\nthe part\n\nof education\n\nand\n\neducators.\n\nThere\n\nnever\n\nwas\n\nsuch\n\nnecessity for leadership as there is in this hour.\n\nEIGHTH\n\nGENERAL\n\nSESSION, THURSDAY\nFEBRUARY\n25\n\nEducation\nTHE\n\nROBERT\n\nM.\n\nas a National\n\nEnterprise\n\nINTERDEPENDENCE\nOF\nINSTITUTIONS\n\nHUTCHINS,\n\nPRESIDENT,\n\nMORNING,\n\nUNIVERSITY\n\nEDUCATIONAL\n\nOF\n\nCHICAGO,\n\nCHICAGO,\n\nILL.\n\nI wish to insist upon a paradox. The first half of it is that there\nis an\neducational system in the United States; and the second half of it is that\nthe\nparts of that system should be independent of one another.\nIheie is an educational system in the United States. The separate origin\nof its various parts has obscured the fact of its existence. We have heightened\nthe impression of its non-existence thru that mutual disdain with which\nwe\nhave customarily treated one another. That you have asked the preside\nnts\nof two pnvately endowed universities to address you on education as a\nnational enterprise suggests that we here today, at least, realize that\nour\nwork is inter-dependent, that our financial interests are identical, and that\nour problems are the same. In this sense, the sense of joint occupation in a\ncommon enterprise, we are all parts of the educational system of the United\nStates.\nOur work is inter-dependent. The universities may develop ideas in higher\neducation of striking symmetry and beauty; they are futile unless they pene¬\ntrate the public schools. At seventeen, or eighteen, or nineteen, the student\nis, fiom\n\nmy\n\npoint of view at least, far too old to effect radical changes in\nhis habits and attitudes. The schools may experiment to their hearts’ content ;\nthen accomplishment must fall short of complete success if they are\nunable\nto dislodge the ancient prejudices of universities. Even privately endowed\nuniversities have been able to restrict the scope of high schools\nmanaged by\nthen own depaitments of education thru solid indifference to their work\nand\nrigid adherence to requirements framed as tho they did not exist. There\nis,\nmoreover, a twilight zone between the college and the high school, the\nzone\nof general education. We do not know what to do with it. We shall never\nfind out unless we are prepared to engage in a cooperative attack on its prob¬\nlems. The integration of the elementary school and the high\nschool has\nresulted in great savings of time and money. Only thru similar integra\ntion\nof the high school and the college can the problems of general educati\non be\nsolved. If we can regard the educational system as a unit, we\ncan expedite\nand direct this process.\n\n"}
{"page": 655, "printed_page": null, "text": "Department\n\nOur\n\nof\n\nSuperintendence\n\n651\n\nfinancial interests are identical. If the schools are cut to pieces this\n\nyear, the state universities will be next year. If the schools are crippled now,\nthe colleges will be later, either thru reductions in their funds or thru gross\ndefects in the preparation of their students. If our work is inter-dependent,\nthe universities cannot without protest watch a major operation performed\non the schools which, to judge by its present rate and direction, seems more\nlikely to kill the patient than to profit him or the community. The president\nof the University of North Carolina has taken a position for which he\ndeserves the thanks of everyone in education. He has said that since the\nuniversity is part of the educational\n\nsystem\n\nof the state, it must\n\nreceive in\n\nthis emergency the same financial treatment as the public schools. This posi¬\ntion is as sound as it is courageous. In self defence the universities must\ndefend the educational system of which they are a part.\n\nUndoubtedly in the hysteria of inflation the schools, like the colleges and\nuniversities, did some things that they can now do without. But the things\nthat communities propose to do to them in the hysteria of economy far sur¬\npass the wildest aberrations of bull-market days. We hear a great deal about\nfrills. What are frills? Teachers’ salaries appear to be frills in some cities.\nThe health of school children is a frill in others. Since night schools are a\nfrill in one community, we close them and throw 75,000 people into the\nstreets. The plain fact is that the schools are under attack because it is easier\nto get money from them than it is to correct the fundamental iniquities and\nantiquities of local government. Only a people that has no conception of\nthe place of education in its national life could contemplate the ruin of the\nnext generation as the best remedy for governmental insolvency.\nOur work is inter-dependent ; our financial interests are identical ; our\nproblems are the same. The present effort of universities to solve their prob¬\nlems is comparatively new. In the flood of money and students that has\npoured into these institutions in the past thirty years the intellectual proc¬\nesses of administrators have been almost wholly directed to accommodating\nthe students and spending the money. As long as both continued to roll in\nwe did not have to care very much what we did with them. Now that the\nflow of both is diminishing, we are wondering about our methods, our stand¬\nards, our organization, our curriculum, our research work, our building\nprograms; and some people are even beginning to wonder about athletics.\nThe consequence has been all kinds of experiments, studies, and surveys.\nThey have revealed principally how little we know about what we are doing.\n\nThe public schools face the same problems for the same reason. The tre¬\nmendous increase in student numbers, the vast amount of new equipment\nthey required, the money that came in almost unsought all these things\nhave diverted schools, colleges, and universities from the main issue, which is,\nwhat\n\nare we trying to do? We\n\nmust\n\nadmit that our own\n\ninability to answer\n\nthis question with a unanimous voice, our very divergent views of what we\nsecure\nare about, seriously weaken our efforts to enlighten the public and to\npiivate\nfrom it the support that education deserves. W^hat is the place of the\nhigh\nthe\n,\nuniversity, the state university, the college, the junior college\n\n"}
{"page": 656, "printed_page": null, "text": "652\n\nNational\n\nEducation\n\nAssociation\n\nschool, the preparatory\n\nschool, and the technical institute in our educational\nsystem ? We can only find out by breaking down the barriers that separate\nthose in charge of these various units. We can only find out by\nrecognizing\nour community of interest, and by facing our problems as the problem\ns of us\nall. We can only find out, in short, by starting with the assumpt\nion that\ntheie is an educational system in the Enited States, and that it is our\nbusiness\nto run it as a system for the benefit of the community as a whole.\nI must at this point insist on the second half of my paradox: the\nparts of\nthis sy stem must be independent of one another. Because students at differe\nnt\nstages require different treatment, separate organizations of specialists\nhave\ngrown up, each designed to care for the special needs of students at a given\nstage. Each of these organizations requires complete freedom to work out\nits\nown program. It must devote itself to meeting the needs of its students rather\nthan to meeting the demands of some other organization.\nOne reason why there is confusion in universities as to the function of the\n\njunior college, the senior college, and the graduate school, is that no one of\nthese groups has had this freedom to work out its own program. The tendency\nis always for the organization above to regard the organization below as\nmerely preparatory to its own efforts. The organization above, therefore,\nwill always seek to dominate the organization below in order to secure\nstudents who will fit readily into its machinery. But it must be clear that\nas long as the junior college is controled by the senior college and the senior\ncollege by the graduate school, no one of them can make its full contribution\nto the advance of education in America. No educational institution can\nflourish unless it is free to determine its own ideals and its own methods of\nachieving them.\nIt follows that the public schools must have this freedom. The forces of\nexperiment and progress latent in them can never be released if they are\ncompelled to think chiefly of meeting the requirements imposed upon them\nby institutions of higher learning. If one thing is clear it is that the primary\npurpose of the high school is not to prepare students for the colleges and\nuniversities. By behaving as tho it were, the colleges and universities repress\nthe high schools, and to that extent weaken themselves by weakening the\neducational system to which thev themselves belong. The great task of\neducational administration in America is to take the organization above off\nthe neck of the organization\nnot domination.\nThe\n\nproblems\n\nbelow.\n\nOur\n\nslogan must\n\nbe cooperation, and\n\nof education\n\nare more complex and baffling than they have\never been before. The elaborate structure that has been rapidlv erected is in\ndanger from misunderstanding without and disagreement within. Much of\nthe misunderstanding without results from the discord within. If we can\nenvisage an educational system in the United States, built on cooperation\nand not on rigid central control, if we can grant to each organization that\nindependence which its full development requires, we shall illuminate the\neducational scene for our people and for ourselves and in the light of a new\nday perform our common task.\n\n"}
{"page": 657, "printed_page": null, "text": "Department\n\nMAKING\nRAY\n\nLYMAN\n\nWILBUR,\n\nof\n\nDEMOCRACY\n\nSECRETARY\n\n653\n\nSuperintendence\n\nOF THE\n\nSAFE\n\nINTERIOR,\n\nWASHINGTON,\n\nD. C.\n\nA family party was being entertained by a visitor playing the accordion.\nHe noted the keen interest of a little boy in everything that he did and\nthought he saw in him the early signs of musical ability. Finally the boy\ncould restrain himself no longer and spoke to his mother. Desirous of know¬\ning what this aspiring embryo musician had revealed, the curious player asked\nfor this first evidence of vocational aptitude. The mother replied: “Johnnie\nsays he would like to get his hands on that thing, he bet he could pull it\napart.”\nWhen\n\none looks at our democratic form of government\n\nplaying a wide\n\nvariety of tunes in many parts of the earth, he is conscious of how many\nJohnnies there are who do not know how the instruments have been made,\nhow hard the tunes are to play, or even what music is, but who want to get\ntheir hands on them to see whether they can be pulled apart. Fortunately,\nthere is much cohesion in democracy. Fundamentally, we are group or herd\nanimals with the planning instinct and with the necessity of continued care\nof our progeny over many years before they attain self-supporting maturity.\nThis has made us cautious. Part of our planning is to create or develop a\nproper social feeling in our children. We\n\ncultivate loyalty, fair play, decency\n\nand “playing the game,” not only for our comfort, but as necessary insurance\nagainst disaster. Roughly speaking, popular government is a response to an\ninherent desire for participation in the life about us. Up to date, in spite of\nobvious defects and many failures, it is the best expression of human unity in\nherd management that has yet been devised. We say we have faith in democ¬\nracy, faith in the people. Is there a secure basis for that faith ? If not, are\nthere safeguards that can be found and used to give security ?\nIt makes one shudder to see the effects of mass emotion and hysteria. We\n\nneed no longer go back to the French Revolution for evidence of the bru¬\ntality, blind action, and the destructive qualities of the unleashed savage\nlatent in all men. There is danger, too, in the excess of power of intercom¬\nmunication which science has given us with our growing control over that\nforce to which we have given the name “electricity.” To capture and put to\nwork the lightning of the heavens is one of our chief human accomplish¬\nments. Will it bind democracy or explode it? It can spread evil as rapidly as\ngood. It widens the attack on the emotions by the demagogue just as it per¬\nmits the intellect to acquire information. In simpler days the quack spoke\nonly to those he could gather about the end of his wagon, now his voice may\nreach every fireside. WFether his selfish aim is to cater to human ills or\neconomic disorder or to breed dissatisfaction, is immaterial. Unless his\naudience is immunized by education and disciplined in selfcontrol, he may\nbe the percussion cap of the explosion.\n\nWe have had the safety of isolation in our broad country with its dis¬\ntances. We face now the danger of a needed national and even world unity.\nHow can we build our central government out of strong individual units\n\n"}
{"page": 658, "printed_page": null, "text": "654\n\nNational\n\nEducation\n\nAssociation\n\neach solid and self-contained? We must remember the Titanic. Built of\nsteel, organized to the last word, centralized with a complete unit control,\nshe carried her crew and passengers boldly across the Atlantic. Out of the\nmists looms an iceberg — a crash, and down\n\nshe goes. Democracy\n\ncan afford\n\nto be somewhat sloppy to be safe. As Bryce said, “It is like a raft, hard to\nnavigate but harder to sink.” A ship with forty-eight compartments is hard\nto wreck.\n\nIn this era of too rapid growth, of amalgamation, of centralized power,\nwe must fight for safety thru effective local government and local control.\nIt is bad enough to have more people on the payroll than on the land without\nmaking it worse by over-centralization in Washington. So complete is the\nmastery of the nervous system over our bodies that the prick of a knitting\nneedle in one place in the upper spinal cord means death. We want no such\nmastery of our central government\ncontinent.\n\nover the welfare of the people of a\n\n1 he school teacher writes the insurance policy of democracy. To him or\nher must come democracy’s new recruits, a motley group but each one\ncharged with potentialities for good or evil. What a responsibility to take a\nlarge share of that time, which is really life, of all our youth up to about\neighteen years of age and use it in such a way that democracy will be safe.\nFor each child must go thru the process of unfolding, or developing person¬\nality, of making a success. The number of children depends upon the birth\nrate. 4 he quality of children depends upon chance combinations of chro¬\nmosomes. The birth of a child gives civilization a new recruit with unknown\npotentialities. Organized society must work with what it has. It must use\nevery resource to see that with growth each child becomes self-supporting\nand a contributor to the general social welfare. Inevitably, there will be a\nnumber of those who are handicapped or who will become handicapped with\nthe years. The school, with its broad functions, must deal with children in\nsuch a way that they will acquire a sense of service to their fellow man and\nto society in general. There must grow up in their minds the concept of a\ncountry to serve, not a government upon which to fatten. To be useful\ncitizens, they must be successful individuals. This means that their inherent\ncapacities must be studied and that training given which will permit them\nto fit into the social structure.\n\nThe most unfortunate person is the one who is all dressed up educationally\nand has no place to go. To have been prepared and then not be wanted is a\ntragedy. The duty of the school is to evaluate the child, to study society’s\nneeds, and thru education to make the child fit in somewhere. Devotion to\ncurriculums instead of preparation for the activities of life makes many\nmisfits. Disappointment twists minds, replaces love with malice, develops\nsuspicion, and fosters discontent. The child must look within instead of\nwithout for success, but the set-up of society must not hold him off from a\nchance to live and eat from the work of his hands or brain.\nEach child must fight all of the way thru the gradual ripening process of\nthe human mind and the development of the body. Over-protected children\n\n"}
{"page": 659, "printed_page": null, "text": "Department\n\nof\n\n655\n\nSuperintendence\n\nare apt to become poor citizens. While some may escape the fight against\npoverty, all must struggle against disease, dirt, drugs, bad social contacts,\nfaulty habits; and all must seek to achieve a rounded citizenship.\nThere can be no safety for democracy without the religious or spiritual\nimpulse. Personal and group ideals can only be maintained at the expense\nof that selfishness, a normal amount of which is required for simple existence.\nOur greatest confidence as educators must be in the presentation of the truth\nand in the development of an intellectual receptiveness as distinguished from\nflash emotional reactions. The only way to meet falsity is with facts.\nThe passions of men play freely around government. Democracy can be\nswayed by lies as well as by truths. Misinformation travels on the same\nenchanted wings as truth. An intemperate lie seems to have a higher velocity\nand greater powTer of peneration than the sober truth. Just like a dumdum\nbullet, it leaves a ragged hole which festers and is slow to heal. Confidence\nin the group is basic if democracy is to be safe. Change is a part of growth,\nand democracy must grow to survive, but education should give us some\nassurance that these changes will be based upon the use of the intellect\nrather than of the passions and emotions. It terrorizes us sometimes to see\nhow the American people respond to the play of passions and emotions, and\nhow long it takes the central nervous system to begin its allotted work. The\nteacher as the guardian and trainer of the mind of the child must share with\nthe parent the responsibility of secure and stable government. Education\nmust be motivated by a high patriotism. The flag over the schoolhouse is the\nright combination. The person who sneers at patriotism, who is cynical of\nservice to the community and nation, helps to make democracy unsafe. We\nwill never be able to make democracy trim and shipshape. If democracy\nbecomes too efficient we run the risk of a Titanic disaster. We can keep it\nsafe in the world by making the most of our opportunity to build in our\nschools strong, selfreliant, independent men and women united in sound\nsmall units of selfsupport and selfgovernment. Except in temporary emer¬\ngency or war, we can never keep democracy safe by imitating autocracy and\nthe tyrant even tho that tyranny be a grant of democracy itself.\nTHE\n\nWILLIAM\n\nNATIONAL\nADVISORY\nCOMMITTEE\nOFFICE OF EDUCATION\n\nAND\n\nJOHN\n\nOF\n\nCOOPER,\n\nUNITED\n\nSTATES\n\nWASHINGTON,\n\nCOMMISSIONER\n\nTHE\n\nEDUCATION,\n\nD. C.\n\nThe National Advisory Committee on Education formulated its report\non Tuesday, October 6, 1931, and shortly thereafter transmitted it to the\npresident. It was released to the general press on November 16. In it are the\nfindings and recommendations with regard to education of a committee of\nfifty-one persons, professional and lay. These I would consider with you\nbriefly and try to show in what ways the plans outlined have been so far\nrealized.\nIt was found that there are seven important relationships of the federal\ngovernment to education. They are:\n\n"}
{"page": 660, "printed_page": null, "text": "656\n\nNational\n\nEducation\n\nAssociation\n\n(1) The relationship to education of the people in the various states , a\nmatter\n\nwhich\n\nhas had a long and\n\nchanging\n\nhistory — Beginning\n\nwith land\n\ngrants without any restrictions whatever, each great war in which we have\nbeen involved has witnessed an ever increasing federal control. In 1862 the\ncongress charged the Interior Department and the Federal Office of Edu¬\ncation with the administration of moneys granted colleges by the Morrill\nAct. Thru this act and acts amendatory thereto at the present time we dis¬\ntribute to the land grant colleges in the various states and territories $2,550,000. As a matter of fact, the office is only the custodian of these funds and\npasses them on when the terms of the law have been met, a matter largely\ncared for by affidavit.\n\nMuch of the statistical work of our office is concerned directly with this\ntopic. It was assumed when the law creating the Department of Education\nwas passed that if the people of each state knew what other states were doing\nthey would do similarly. Consequently we publish statistics, first, on univer¬\nsities and colleges; second, on the school systems of states; third, on city\nschool systems ; and fourth, on high schools.\nIn 1917 during the World W ar, the Smith-Hughes Act was passed under\nwhich the Federal Board for Vocational Education distributes to the states\nat the present time about ten millions of dollars.\nThe\n\nSmith-Hughes\n\nAct was\n\nresponsible for the creation of new administrative\norganizations — both federal and state. Thus there has developed — separate from\nthe land-grant college system with its subordinate experiment stations and exten¬\nsion work — a second important federally-aided administrative system.1\n\nIn accordance with this act all plans of vocational education which expect\nto receive federal funds are subjected to the approval of the Board. In addi¬\ntion to this approval there must be an equal sum\ntaxation.\n\nraised by state or local\n\n(2) The education of persons resident on special federal areas such as\ngovernment\n\nreservations , the national capital } and other districts lying out¬\nside of the various states — The constitution itself gave Congress exclusive\n\ncontrol over a district not to exceed ten miles square for the seat of govern¬\nment. This district is governed under a commission of three persons. A board\nof education consisting of nine members is appointed by the courts to operate\na system of schools. The budget for the support of these schools is prepared\nby the superintendent and his deputies, adopted by the board of education,\npassed on to the commissioners of the District of Columbia, and then by the\nBudget Board and Committee on Appropriations of the House of Repre¬\nsentatives. Each body feels free to cut off something. Even so a rather good\nschool system is now provided for the approximately half a million people\nwho live under the jurisdiction of the District of Columbia.\nLikewise in the Panama Canal Zone there is a central system of schools\norganized according to the act of 1914 and having complete accountability\nto Washington rather than dependence upon local initiative. Altho the white\n1 Federal Relations to Education. Report of the National Advisory Committee\n“Basic Facts.” p. 55-56.\n\non Education, Part II.\n\n"}
{"page": 661, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n657\n\npopulation has two high schools in the Zone, the colored have none and the\nColumbia University survey reports a serious situation for those children\nwho graduate from the eighth grade and are not allowed to work until they\nreach the age of twenty-one.\nIn the other federal possessions, involving a population of over thirty-three\nthousand people, no provision whatever is made by the federal government\nfor the pupils who are in the 481 lighthouse reservations, nor tor those on\nthe fifty reservations of the Bureau of Fisheries, nor for such persons as are\nemployed by the Departments of State, Treasury, War, Navy, and Com¬\nmerce in various parts of the world. The Office of Education in an effort to\nminister to these children has sought the right to give them correspondence\ninstruction but so far Congress has not seen fit to give either the appropria¬\ntion or the authority.\n(3) Education\n\nof the American\n\nIndians and other indigenous peoples\n\nwithin the national territories — This is cared for by the federal government.\n\nUntil recently the Office of Education provided the school system for the\nnative peoples of Alaska. Since the fifteenth of March, 1931, this has been\nturned over to the Commissioner of Indian Affairs, who also handles the\nschools for the natives in the western states. It is recommended that these\nAlaskan schools be handled by the Territory of Alaska in line with the plans\nto have all Indian affairs handled locally.\n(4) Education of the people of the territories and outlying possessions —\nThis has been a duty of the federal government until the people have been\norganized on a regular territorial basis. In both Alaska and Hawaii schools\nare operated in accordance with territorial acts. In the dependencies gen¬\nerally the matter of education rests with appointees of the governor who is\nappointed by the president.\n(5) The training of persons in the service of the national government —\nAlmost every department maintains some schools. In the State Department\nis a foreign service school; in the Treasury Department are some schools\ndesigned to train personnel for the peculiar work of the department ; in the\nWar Department there is a National Academy at West Point, the War\nCollege in Washington for the training of officers, and some fifty schools for\nthe training of men attached to the different posts. This does not include the\nschool work done in the civilian military training camps. In the Navy\nDepartment also are about a hundred schools for the training of different\nvocations in the navy. There are also training stations at Newport, R. I.,\nHampton Roads, Va., San Diego, Calif., and Great Lakes, Ill., for new\nrecruits. All of these are in addition to the Academy at Annapolis for the\ntraining of officers for the United States Navy and a War College at New¬\nport, R. I. In fact, some schools are maintained by each of the departments\nof the federal government excepting the Labor Department.\n(6) Scientific research and the collection and diffusion of information\nregarding\n\neducation — Scientific research is conducted\n\nprimarily by the De¬\n\npartments of Agriculture, Commerce, and Labor. The diffusion of informa¬\ntion is carried on extensively by all departments. In the Interior Department,\n\n"}
{"page": 662, "printed_page": null, "text": "658\n\nNational\n\nEducation\n\nAssociation\n\nreseat ch and diffusion of information regarding education are\nthe chief\nresponsibility of the present Office of Education. At the present time\nthe\ncost to the government of the Office of Education proper is higher\nthan at\nany previous date in its history. The regular staff costs about $290,000\nfor\nsalaries, approximately $25,000 for general expense, and some $62,000\nfor\nprinting. At the beginning of the present administration the Office of Edu¬\ncation was without a librarian. Shortly thereafter the editor died, and\nmore\nlecently the chief of the Division of Colleges and Professional Schools re¬\nsigned to become Professor of Higher Education at Ohio State University,\nand the chief of the Statistical Division transferred to other government\nv\\oik. Now all of these places have been filled and in addition to them the\nfollowing offices have been created :\n1. An assistant commissionership has been created, freeing the commiss\nioner from\nmuch of the routine work of the office and permitting him to devote his\ntime and\nenergies to the nationwide surveys and to work in the field. This place\nis ably\nfilled by Miss Bess Goodykoontz, a graduate of Iowa State University and\na pro¬\nfessor of education in Pittsburgh University. She is assisted by\nDr. J. F. Rogers,\nM. M. Proffitt, and Dr. David Segal, the latter an expert on tests and measur\nements\nwho came to us the first of last November.\n2. A section on the Education of Negroes, which was only beginning\nto receive\nattention in 1929 in the Survey of Negro Colleges. There are in this office\nat the\npiesent time Di. Caliver and his secretary on regular status and two\ntemporary\nemployees.\n3. A\n\nsection on special education. A year ago we created this section with Dr.\nElise Martens, wellversed in the education of those mentally deficient and\nsub¬\nnormal. This year we have added another specialist in the education of those\nphysi¬\ncally handicapped, the blind, the crippled, the deaf, etc. This specialist is Miss\nBeatrice McLeod.\n\n4. The\n\nsection on foreign schools, which was formerly in the Division of\nAdult\nEducation, has been taken out and raised to a division in charge\nof Dr. James F.\nAbel. To it has been added Dr. Alina M. Lindegren, who has\na working knowl¬\nedge of the Germanic languages. There should be added to this divisio\nn two more\nspecialists, one an authority in the languages of China and Japan, and\nthe other an\nauthority on the languages of Latin America.\n5. A section on radio education. This section, which was created when\nthe Na¬\ntional Committee on Education by Radio reported, was run\nfor a year and four\nmonths on partime basis thru the generosity of the Payne Fund. It is\nnow operat¬\ning on a fultime basis with Dr. Cline M. Koon as specialist.\n\nIn addition to these changes the following are worthy of note: Mr.\nTimon\nCovert has been assigned the position of Specialist in School Finance.\nHe is\nnow working with the Survey of School Finance. Miss Mina M. Langv\nick\nhas been assigned to a position in charge of elementary education\nin the\nAmerican Schools Division. Miss Edith A. Lathrop has been\nput in charge\nof the relationships which should exist between the school and\nthe library\nand is this year holding a grant in aid from the Carnegie Corpo\nration which\ntakes her most of the time in the field. With just a few more\nspecialists scat¬\ntered thruout the divisions the Office will reach its maximum\nenrolment.\nIn addition to this, there are three surveys of majo\nr importance: (1) A\nSurvey of Secondary Education was begun in 1929 and\nfinished Tune 30,\n1931. This survey has been under the direction of Dr. L. V. Koos\nof Chicago’\n\n"}
{"page": 663, "printed_page": null, "text": "Department\n\nof\n\n659\n\nSuperintendence\n\nand will bring to the front all the new practises in secondary education. (2)\nThe Teacher Education Survey, which was begun a year later than the sec¬\nondary survey and will be completed a year from this June, will bring out\nall approved practises in connection with the education of teachers. Dr. E. S.\nEvenden is in ‘charge. (3) The Survey of School Finance, begun last July\nunder the direction of Dr. Paul R. Mort of Teachers College, Columbia\nUniversity, is expected to run four years. On this study there have been but\ntwo meetings of the consultants, one held only last week.\n(7) Intellectual and educational cooperation of the United States with\nother nations — There\n\nare now\n\nseveral committees\n\nat work\n\non intellectual\n\ncooperation, some with the European nations and some with Latin America.\nIn the State Department the Divisions of International Conferences and\nProtocol have charge of our dealings with other nations. We have had very\npleasant relations in the Office of Education with this division of the State\nDepartment and have received a great many bulletins from it. Also the Pan\nAmerican Union has a division of intellectual cooperation which handles the\nmatter of international cooperation with the republics to the south of us.\nIn order to accomplish the recommendation of this report, Mr. Reed of\nNew York has introduced into the House of Representatives a bill, H. R.\n4757, which creates a Department of Education with a secretary and three\nassistant secretaries. There is transferred to the new department from the\n\nSecretary of the Interior the Office of Education, the authority over land\ngrant colleges, Columbian Institution for the Deaf, and Howard University.\nThe Federal Board for Vocational Education is abolished and its offices are\nentrusted to the Department of Education. In order to coordinate activity\nthere is also created an Interdepartmental Council on Education which will\nconsist of one representative and an alternate appointed by the head of each\ndepartment.\nECONOMIC\n\nLEGISLATION\n\nSIMEON\n\nUNITED\n\nD. FESS,\n\nAND\n\nSTATES\n\nTHE\n\nSENATOR\n\nSCHOOLS\n\nFROM\n\nOHIO\n\nI have been concerned, as you have been, over what is likely to be the effect\nupon the work of the teacher and upon the pupils of the schools of the\nmodern economic breakdown in the world where retrenchment is the order\nof the day in every line. I agree that we are very slow to respect the position\nin our civilization of the teacher who is dealing exclusively with the future\ncitizen of the country. There is no difficulty to receive favorable considera¬\ntion of appropriations if you can give some material argument on their\nbehalf ; but when it comes to consider the spiritual element, the question\nimmediately arises whether that is a function of the government. It is always\ndifficult to get a favorable response to some of those elements which we\nrecognize as the fundamental foundation principles of our civilization.\nI do not think that the greatness of the land can be properly estimated by\nthe dollar mark, by what has a commodity price. I am of the opinion that all\npeople soberly will admit that the things that are the spiritual qualities of a\nnation largely stimulated in the school, are of vastly more importance in the\n\n"}
{"page": 664, "printed_page": null, "text": "660\n\nNational\n\nEducation\n\nAssociation\n\nlong range view than the mere ability to make money and to profit materi¬\nally ; but congress is confronted by a staggering deficit that reaches $2,140,000,000 this year and will be a little less than that next year. The order\nmust go out to cut every appropriation to the limit of efficiency in govern¬\nment. What cannot be made up by the retrenchment must 'be made up by\nadditional taxation. Both of those forces are unpopular and difficult. We\naie in the position of answering letters, half of which ask for increased appiopiiation and the other half ask for decreased appropriation.\n1 have a lively interest in not seeing the school work of the countr\ny in\nany degree injured. I am quite hopeful that this period will not be unduly\nextended, and that the better thought both in state and nation will be to\nmake the retrenchments the last resort as applied to this work. I think\nthat\nI can see some symptoms of it not being necessary to cripple school\nwork.\nWe\n\naie in a peculiar situation. We\n\nhave all the basic elements\n\nof a pros¬\n\nperous people present. The farms are just as fertile as ever before and they\naie productive in the same proportion as ever before. The singular situation\nis that we seem to suffer from a superfluity of production. The same thing\ncan be said exactly about transportation. We have the facilities unharmed\nand even multiplied so that transportation, which is one of the basic elements,\nis somewhat embarrassed by a multiplication of agencies. The same thing\nis\ntiue about the employment of labor in manufacturing. We have\nthe plants.\nThey aie all ready for work, waiting for opportunity.\nHere, not far from where you are sitting, the United States Treas\nury has\nstoied in a single building half the known gold of the world and\nabout twothirds of the supply is within the limits of our own count\nry— more banking\nresources than any other country; in fact, more than all\nthe balance of the\ncountiies combined, and yet it is not at work. Banks\nin New York carry\nneai ly 80 peicent of theii deposits liquid, but are unable to loan\nbecause no¬\nbody knows what will be the demands on the banks. Here\nwe are, with the\nfinest skilled labor of any country in the world, with the\ngreatest managerial\nability of any country in the world, with all the basic elements\nintact. What\nis the difficulty?\n\nWell, you can’t kill ten million of the best people\nof the youth of the land,\npermanently cripple fifteen million more, destr\noy sixty billions of the wealth\nof the world, and obligate countries of the world\nto an equal amount and\nexpect to get over it right away.\n. ^hat is °ur situation. It is the effort on the part of\nthe government here\nin the capital, in which all political parties are\ncooperating, to unloose this\nsituation, to make it possible for the lifeblood\nof the country to flow again\nI here has been an effort in the face of bank after\nbank closing, not because\nthey did not have the assets, but because of a condition\nthat nobody can contiol, not even the banks. Only a few of them had\nto go into liquidation\nbecause of bad management, but simply because\nthey loaned on a scale of\nprice increasing and the payments must be made\non the scale of price\ndecreasing, which made it impossible for them\nto operate.\n\n"}
{"page": 665, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n661\n\nNow\n\nthe energies of the nation are being organized and mobilized to\nascertain whether it is possible to obtain normal conditions again thru gov¬\nernment service or aid. If that is possible, and I think it is, you will have no\ndifficulty in facing this exaction that all of us have been fearful of. There\nhas been an honest effort to preserve the purchasing power of the people.\nIt is difficult to do it because of the unliquidity of the credit system of the\ncountry.\nThe first step that was taken was to create a pool of five hundred millions\nof dollars which was a voluntary concern, to loan to these banks that had\nruns started on them, and their deposits withdrawn because of fright. That\nwas done last November. It had some effect.\nThe next move was to create a finance corporation of reconstruction with\nan initial capital of five hundred million, with an additional possibility of\nthe issuance of bonds to a billion and a half. This made two billions of\ndollars ready for use in the industries of the country: to relieve the situation\nof the railroads and enable them to continue employment ; to relieve those\nbanks that have sound assets but, with fear of a run, dare not loan to pro¬\nductive industry. That is now in operation, and it is hoped that it will start\nthe industries of the country again.\nToday will be reported out of conference the proposal to liberalize the\nFederal Reserve System so that the Federal Reserve, with plenty of funds,\ncan be permitted to discount paper that under the present law they are not\npermitted to do. There ought to be a freedom in the exercise of the powers\nof the Federal Reserve, to thaw out these frozen credits that are locked up\nin the banks unable to be loaned because of the danger of a run.\nThere is pending another movement known as the Home Loan Mortgage\nBank, creating a system like the Federal Reserve System, to do for the home\nowner what is being done by the Federal Reserve for commercial paper.\nTh is will ultimately be enacted into law.\nThere is also what is known as the Glass Bill, an amendment to the\nFederal Reserve Act to cure some of the defects that are not touched upon\nby these special measures that I have mentioned.\nI am speaking to you not as an educator, but as a legislator, looking at our\nproblem from the standpoint of making it possible to avoid unnecessary\nretrenchment, for unless we can accomplish something of this sort, the\nschools will inevitably suffer. I think we can avoid it, but it must not be\nexpected to be too speedy for the reason that I have mentioned. Coming out\nof the World War, that has thrown a shadow over the world like a huge\neclipse, it is a most difficult problem to solve, with one half of the govern¬\nments of the world gone into revolution as a method of improvement. Ours\nis proceeding along constitutional lines, and I am quite certain that as we\nwere the last to get into the difficulty, we ought to be the first to get out of it.\nThis is mv message to you from the standpoint of one who is trving to do\nfor the people at large, especially the children of the schools, what I think is\nbasic ; to make it possible again for the currencies of the country to float\neasily thru business channels, and to avoid the retrenchment that is now\nthreatened.\n\n"}
{"page": 666, "printed_page": null, "text": "662\n\nNational\n\nAN\nFREDERICK\n\nSome\n\nORGANIZED\nW.\n\nMARONEY,\n\nEducation\n\nAssociation\n\nRECREATIONAL\nTEACHERS COLLEGE,\nNEW YORK, N. Y.\n\nPROGRAM\n\nCOLUMBIA\n\ntwo thousand years ago the great Teacher\n\nUNIVERSITY,\n\nsaid “Suffer little chil¬\n\ndren to come unto me,” and since that time, to greater or less extent, mankind\nhas been interested in the care, training, and education of boys and girls.\nGreat national organizations have been endowed and supported, leaders\nhave been trained, and parents have been appealed to in the cause of child¬\nhood. During the past two years many of us have been privileged to work,\nas members of President Hoover’s committees, on the White House Con¬\nference for Child Health and Protection. Men and women from the ranks\nof parents, business and professional life, and education gave of their best\nin the study of present conditions, proposing legislation and in general edu¬\ncating the public at large to the importance of this great business of life.\nLord Fisher, of Great Britain’s war time Cabinet, said that “Education\nis the eternal debt that maturity owes to youth.” To great masses of people\nthe word education connotes only the things of the brain. To them, muscle\ntissue is something associated with fighting, wrestling, athletic teams, per¬\nspiring bodies, and gymnasium dressing rooms. They are pleased either to\nforget or not to understand that we walk, see, read, write, and are moved\nto great emotions or great effort by the whole body. To this group, recrea¬\ntion means play, games, and athletics as the necessary outlets for restlessness.\nMost of us at one time or another have sat, studied, recited, and been bored\nbeyond all disciplinary restraint in overheated, under-ventilated, unattrac¬\ntive classrooms presided over or “kept” by teachers who had died at the age\nof thirty without being conscious of it. To those teachers — and fortunately\ntheir number is growing less in wellorganized school systems — the recreation\nor, as it was called in those days, the “recess” period was a time when the\nyoung heroes and heroines were turned loose on a vacant yard or unused\nplot of ground. It would be unfair to call it a playground. The teacher\nremained inside where she reigned supreme. She believed that the teaching\nof good hygiene and the values of outdoor exercise were covered in the lesson\nassignments. The curriculums pointed out the inherent social and charac¬\nter values of play, games, and all that sort of thing. “Hers not to reason\nwhy” or to take any real responsibility for it. Get the children out; let the\nlaw of the survival of the fittest work out as it would. Let them get rid of\nthat superfluous energy so that they would come back and sit quietly,\nspeak when they were spoken to, learn to be little ladies and gentlemen by\nreading about King Arthur’s Knights of the Round Table and other in¬\nspiring books.\nIn 1889 a group of noted educators met in the city of Boston. The sub¬\nject of physical education in the schools was discussed. There was seemingly\na need for physical activity as a part of the regular school program. Experts\nin the field of physical education were called in to give advice and help.\n\n"}
{"page": 667, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n663\n\nThe educators wanted a program that could be adapted to classrooms,\nwould be inexpensive, taught by the classroom teacher, and require little\nin the way of equipment. The physical education experts, flattered that the\ngeneral educators were at last seeing the light, enthusiastically accepted the\nchallenge, believing that if they could but have their subject included in the\ncourse of study the first real victory would be won, and that it would only\nbe a matter of time and education when the superintendents would really\nunderstand the importance of a complete physical education program. The\nphysical education experts devised a graded series of marching steps, folk\ndances, classroom games, and calisthenics or freehand exercises. The condi¬\ntion of many schools made it impossible for the children to have rhythm\nwork including marching and running games.\nMany of the classroom teachers accepted the new style as an added duty,\nan imposition. They were too old, too tired, or too welldressed to lead a\nclass of vigorously alert youngsters in exercises that were to them uninterest¬\ning and meaningless.\nThere was some good work done, it is true, but in the main the children\nof America were handed a “gold brick” as far as a free, active, joyful par¬\nticipation program was concerned. The effects of this well-intended move¬\nment on the part of our leading educators can be demonstrated any time by\none who is interested. Ask any ten men or women you meet on the street\nwhat their interpretation of physical education is, and six or more of them\nwill first flex and then extend their arms sideward or upward as they count\none, two, three, four. It was the I-yell you-jump system of physical educa¬\ntion. They were never taught that physical education included mass games,\nrecreational activities, athletics, gymnasium practise, swimming, skating,\nhiking, the arts of selfdefense, tennis, and golf.\nPhysical education should be purposeful, educational, and measurable. It\nshould teach the game, athletic, and dancing skills that the child will use\non the playground. It cannot take the place of the latter. It should go hand\nin hand with it and the wise superintendent will insist upon a close tie-up\nbetween the school and the outside play activities of school children.\nAmong the outstanding reports approved by the Department of Super¬\nintendence was the one dealing with the Cardinal Principles of Educa¬\ntion. Health was the first principle named, and one has reason to believe that\nthe committee members who submitted the report intended health to mean\nphysical, mental, and social health. That is, not the mere absence of dis¬\nease, the knowledge of hygiene, or even the ability to recognize deviations\nfrom normal health, but rather health growing out of activities and these\nactivities motivated by health skills, habits, and attitudes. Health ideals and\npractises come from or may be attributed to the inspired leadership of\na sympathetic teacher, a teacher interested in boys and girls rather than in\nsubjectmatter alone. To this leadership and stimulus must be added the\nactual doing of something on the part of the pupils, the doing of healthful\nacts over and over again until they become a subconscious part of the\nchild’s everyday life.\n\n"}
{"page": 668, "printed_page": null, "text": "664\n\nNational\n\nEducation\n\nAssociation\n\nThe lessons of the draft, the physical unfitness of young men in the prime\nof manhood, strengthened the hands of our educators. It is to their credit\nthat an aroused general public opinion stimulated legislators to pass manda¬\ntory and permissive laws pertaining to the teaching of physical education in\nthe schools. Today some 90 percent of the school children of the United\nStates are benefited by these laws. Taken by and large, education has gone\nfai in these United States. Beautiful buildings, excellent equipment,\ngood\nteachers, helpful supervisors, fine principals, and superintendents who are\nleaders of public opinion in the cause of boyhood and girlhood are the\nrule rather than the exception. Some people ..are still in the “teach them the\nfundamentals, never mind the fads and frills” mental attitude. They talk\nabout and solemnly bow their heads when someone says, “As the twig is\nbent, so will the tree grow.” “Play is God’s way of teaching children how\nto work.”\n\nFew\n\nwould\n\ndisagree with that excellent statement of Joseph\nLee, “The boy without a playground is father to the man without a job.”\nThe Boy Scouts, Girl Scouts, Y. M. C. A., Y. W. C. A., and comparable\norganizations are doing and will continue to do fine work, but no school\nsystem is sound and no educational procedure can be justified that does not\naccept the responsibility for and the operation of an activity program that\nwill inspire, intrigue, and captivate the interest of all the school children.\nWe must not “pass the buck” and hope that the relatively small percentage\nof children who can and do take advantage of the privileges offered by\nthese private organizations will bring something into the life of the schools\nthat will be wholesome and healthy for all.\nIt is true that few, if any, normal adults would actually deprive children\nof their birthright: the right to run, jump, climb, swing, throw; the right to\nbe happy, gay, and carefree during the formative period of their lives. But\nall too often in the busy whirl of daily existence, with its urge to achieve in\nthe accumulation of wealth and power, with its greed and selfishness in the\nworld of politics, the actual doing of something for the children in the way\nof a wellorganized physical education and recreation program is either neg¬\nlected or put aside for consideration until some later day. The taxpayers have\na right to be proud of their civic buildings, schools, museums, libraries, and\npublic parks. But it is the exception rather than the rule to find a system of\nplaygrounds worthy of the name in many of our communities.\nOne dictionary defines recreation as “refreshment of body or mind.” The\nappreciation of good music, art, and literature are, no doubt, recreative, but\nthe purpose of this paper will deal with recreation as we think of it in terms\nof body refreshment — play, games, athletics, hiking, and swimming — that\nis, activities engaged in outside of school hours. Granted that all of these\nare natural activities and granted also that normal, healthy children love\nto take part in them, how should the program be organized and adminis¬\ntered ?\nOrganize, deputize, and supervise are terms known to all school men.\nOrganize in terms of time, space, and equipment; deputize in terms of well-\n\n"}
{"page": 669, "printed_page": null, "text": "Department\n\nof\n\n665\n\nSuperintendence\n\ntrained, loyal, cooperative instructors who understand and love children ;\nand supervise in terms of helping the teacher in service to reach higher\nstandards of performance as measured in the responses of the children to the\nprogram.\nEvery school should have adequate play space. The yards, playfields, and\ncourts may be artistic in arrangement, beautiful in appeal. Trees, bushes,\ngrass, flowers, streams, and hedges may be used to impress upon the minds of\nchildren and parents the importance of good taste, pride in ownership, and\ncivic responsibility in care and operation. However, a playground of loose\ngravel enclosed by a wire fence instead of trees or by a welltrimmed hedge\ndoes provide opportunities for recreation. It at least meets the requirements\nof space.\nThe equipment should be adequate and adapted to the age of the children\nusing the playground. Slides, swings, sand boxes, space for team games, wad¬\ning and swimming pools, shady spots for basket-weaving, story-telling, and\nsuch other activities as space and the ingenuity of the teacher deem necessary,\nshould be provided. It goes without saying that the equipment should be\ndurable to withstand the weather and frequently examined to insure safety.\nIts use should be carefully supervised.\nTeachers should be welltrained and their appointment made on the\nbasis of merit and personality rather than political affiliation. These teachers\nshould not follow a rigid program. They should allow for individual differ¬\nences, welcome in the program itself ideas proposed by the children, and be\nguided by immediate local needs rather than routine practises. They should\nlead children into wholesome activities and keep in mind that “he who\ncannot oppose a strong will to the everchanging desires of young children\nwill soon become the plaything of their restlessness.” The teacher should\nlook his job, be neat and clean in appearance, be clean in speech, and win\nthe confidence of his pupils thru frankness, honesty, and ability to lead and\ndirect them in their activities. He should keep the public advised of his\nprogram, invite parents to visit at frequent intervals, and when possible en¬\ncourage them to take part in the games of their children.\nThe supervision may well include consideration of the following quali¬\nties in the playground teacher:\n1. Ability to retain the fundamental principles of healthful\nhis method may depart from old tradition.\n\nbody\n\nbuilding tho\n\n2. Ability to weigh all new ideas carefully in the light of experience\nneeds before including them in a regular program.\n3. Readiness to meet the individual needs of all pupils.\n\nand pupils’\n\n4. Firmness in accepting nothing but the pupils’ best in performance after desir¬\nable goals of achievement have been set.\n5. Resourcefulness in providing opportunities for joy and happiness in every\nlesson.\n6. Consciousness\n\nof the social and educational\n\noutcomes\n\nin the program.\n\nAdequate play space, good equipment, and a fine teacher will not im¬\nprove defective teeth, diseased tonsils, or the several organic conditions to\n\n"}
{"page": 670, "printed_page": null, "text": "666\n\nNational\n\nEducation\n\nAssociation\n\nu hich man\n\nis heir. Taking part in the program may not make a gentleman\nout of a cheat oi a scholar out of a boy who isn’t interested in learni\nng j but\nthe activities will offer opportunities for him to develop the best that\nthere\nis in him. He will learn to play the games, help others, to sacrif\nice himself\nfor the good of the team, to be loyal, resourceful, dependable. He will\nlearn\nthe benefits of leadership and followership. He will note the tactic\ns of the\nbully and the fine qualities of those to the manor born. He will lose him¬\nself in the activities ; win with joy and lose with courage.\nThe importance of mental health is increasingly recognized.\nAt the\ntwenty-fiist annual clinical congress of the American College\nof Surgeons\nheld October, 1931, in New York City, Dr. Charles H. Mayo of\nthe Mayo\nClinic at Rochester, Minn., said, “We pass thru more of the wonde\nrs of\nlife in for ty^ years than was possible for old people in the past.\nThe world\nhas moved ahead so fast as regards material civilization that man\nhas almost,\nfoi the moment, got behind in his power of adaptation. Every other\nhospital\nbed in the United States is for mentally afflicted, insane,\nidiotic, feeble¬\nminded, or senile persons. That’s worry. It is worry that breaks down\nthe\nbrain, not work.”\nMental ill health is a challenge to our civilization. Econo\nmic pressure,\nwar in the Far East, unsettled conditions in Europe, fear of\nwhat may happen\nthis year, next year, and in the years to come are all taking their toll\nof young\nand old alike. Mental health is dependent upon physical health\n. We can and\nshould provide for this need. A well-organized program of recrea\ntion will\nnot prevent all mental ills, but what better preventive is there than\nthe for¬\ngetfulness of self and the joy and renewed vitality derived from\nwholesome\nrecreation ?\nNot only to prevent mental illness, but to contribute positively\nto the\nhealth and happiness of the well is a debt to youth. Superinten\ndents and\nothers in authority should plan, not tomorrow, not next year,\nnot when the\ndepiession is over, but now for adequate play areas, welle\nquipped and in\ncharge of efficient teachers. Plan to give to the children in\nyour charge not\nthe advantages * you may have missed in your youth,\nbut the right to\nu hich they are entitled, the right to a strong, healthy body\ncooperating with\nan alert mind. An adequate recreation program is neither frill\nnor fad. It is\na fundamental necessity. To the “three R’s” of tradition has\nbeen added\na fourth recreation. Reading, Riting, ’Rithmetic, Recreation\n— let not\nthis last be least !\n\n"}
{"page": 671, "printed_page": null, "text": "Department\n\nof\n\nCLOSING\n\nSuperintendence\n\n66 1\n\nCEREMONIES\n\nPresident Broome: Now I have the pleasure of introducing the newly\nelected officers, which is not a formality. I wish that the entire organization\nwere here to see who are going to run the show next year.\nThe newly elected member of the Executive Committee takes the place of\nSuperintendent Paul C. Stetson of Indianapolis, Indiana, who has served\nfour years. I want to express to Mr. Stetson our appreciation of his long\nand very valuable service as a member of the Executive Committee. I also\nwish to express to Superintendent George C. Bush of South Pasadena, Cali¬\nfornia, the appreciation of the Department for his service during the past\nyear as second vicepresident, and to Superintendent Norman R. Crozier, of\nDallas, Texas, who has served us for the last year as first vicepresident, and\nwho has worked side by side with the president and has helped us to make\nthis an effective convention. They are retiring and we are ready now to\nreceive those who are to take their places.\nI should like to introduce Superintendent Carroll R. Reed of Minne¬\napolis, Minnesota, who will be the new member of the Executive Commit¬\ntee ; Superintendent George Melcher of Kansas City, Missouri, the newly\nelected second vicepresident, and last, but not least, our good friend, Superin¬\ntendent Milton C. Potter of Milwaukee, who will be the president and\nguiding star of the organization for the next year. It gives me great pleasure\nto present Mr. Potter and to turn the responsibilities of his office over to\nhim. I know they are in safe hands and will be guided by one of the most\nloyal and enthusiastic members of the Department of Superintendence.\nMilton, I congratulate you!\nPresident-elect Potter: I am grateful to the survivors for standing\nby the ship to this solemn ceremony. If I did intend to say anything, I know\nyou would all pray that I would be struck dumb ; but I want to assure you\nthat this is going to be a very, very happy year, and I shall rattle around\nin the large footgear of my pedagogical predecessor with more joy than you\ncan imagine. I hope I can render a little service to the young people and\nto you.\nPresident\n\nBroome:\n\nus good tidings.”\nSuperintendent\n\n“Beautiful on the mountains\n\nCrozier:\n\nare the feet that bring\n\nAt this point I will take matters out of the\n\nhands of the president and will continue the custom\n\nthat we started at At¬\n\nlantic City, and present to the retiring president a key as our token of ap¬\npreciation of his services. Dr. Broome, this is not a key to the future. It is\na key to the mournful\n\npast, because you are now\n\n‘has-beens.’\nPresident\n\nThank\n\nBroome:\n\nnumbered\n\namong\n\nthe\n\nyou! I certainly appreciate this gift. I shall\n\nwear it with a great deal of joy and with pleasant memories of a year of\nthe finest kind of cooperation by the finest group of men I have ever known.\nThis meeting is adjourned.\n\n"}
{"page": 672, "printed_page": null, "text": "668\n\nNational\n\nDEPARTMENT\n\nEducation\n\nOF\n\nWASHINGTON,\n\nAssociation\n\nSUPERINTENDENCE\n\nD. C„ FEBRUARY\n\n20-25, 1932\n\nOFFICERS\nNo«!«CpBrOME'\n\nPresident\n\nGsoRGfi CRr£?wZIS'\n5\nD.\nShan\n\noSherwood\nher wood\n\nSuperintendent of Schools .\nFYSr/-VlCeprTdeni’ Superintendent of Schools.\nJ Vicepresident Superintendent of Schools .\n\nkland,\n\nExecutive\n\nSecretary .\n\nexecutive\n\n1201\n\n16th St., N\n\ncommittee;\n\nPaul C.\nDavid E). Stets°n, Superintendent of Schools (term expires 1932)\nWEglEin, Superintendent of Schools (term\nCharles\nexpires 1933)\nHerbert q wt^NcSUP^rVlte?dent f°t Schools (term expires 1934)\n\no. VVeet, Superintendent\n\nof Schools (term expires 1935)..\n\nSECRETARY’S\n\n.\nPhiladelphia, Pa.\n.\nDallas, Texas\n. South Pasadena, Calif.\nW., Washington, D. C.\n\nIndianapolis, Ind.\n...Baltimore, Md.\nBirmingham, Ala.\n.Rochester, N. Y.\n\nMINUTES\n\nFebruary 20\n\nThe sixty-second annual meeting of the Departme\nnt of Superintendence\nwas held m Constitution Hall, Washington, D.\nC. On Saturday afternoon,\nFebruary 20, 1932, at four oclock, the officers and\npast presidents of the\nDepartment of Superintendence and of the National\nEducation Association\nofficially reviewed the exhibits which were housed\nin the Washington Audi¬\ntorium two blocks from Constitution Hall.\nThe reviewing party, which\nconsisted of thirty-one members, visited every part\nof the exhibit in which\ntwo hundied eighteen firms and organizations\nwere represented.\n\nFebruary 21\nPatriotic pilgrimages to the Washington\n\nMonument,\n\nLincoln\n\nMemorial,\nromb of the Unknown Soldier, and Old Christ Church at\nAlexandria were\n\nheld Sunday afternoon, February 21, at two\noclock. These pilgrimages\nwere followed by the annual vesper service in\nConstitution Hall at four\noclock.\n\nFebruary 22\nAfter the convention was called to order\nMonday morning, Frank W\nBallou, Superintendent of Schools, Washingt\non, D. C., presented a gavel\nto President Edwin C. Broome. The gavel was\nmade by pupils of the Wash¬\nington public schools from wood taken from the\noriginal roof of the White\nHouse. President Broome announced that the\ngeneral theme of the conven¬\ntion was Education , our guide , and our\nsafeguard , and one of the chief\nsour\nces of our spiritual life, our cultural growth\n, and our material power. The\n\npresident asked the convention to stand while he\nannounced the deaths during\nthe past year of three officers of the Department of\nSuperintendence : Jeremiah\nE. Burke of Boston, Massachusetts, William J.\nBickett of Trenton, New\nJersey, and Past President Randall J. Condon, chai\nrman of the Committee\non Financing Educational Research and former supe\nrintendent of schools at\nCincinnati, Ohio.\n\n"}
{"page": 673, "printed_page": null, "text": "Department\n\nof\n\n669\n\nSuperintendence\n\nOn Monday afternoon the Department made a pilgrimage to Mount\nVernon where wreaths were placed on the tombs of George Washington and\nMartha Washington, after which appropriate ceremonies were conducted\nfrom the porch of Mount Vernon. President Hoover participated in the pil¬\ngrimage and spoke to the audience assembled in front of the mansion.\n\nFebruary\n\n23\n\nSuperintendent David E. Weglein of Baltimore, Maryland, submitted\nthe printed report of the Committee on School Costs and on behalf of the\nCommittee offered the following resolution which was adopted :\nWhereas,\n\nThe\n\npublic education\n\ncurrent\n\nemergency\n\nreemphasizes\n\nis a responsibility which\n\nshould\n\nthe fact that\n\ninvolve\n\nthe financing\n\nof\n\nthe technical advice of\n\nexperts in taxation, the cooperation of professional school people, and the educa¬\ntional policy of the public,\nBe it resolved, That the Department of Superintendence recommends that there\nbe constituted in every state a group of citizens, including expert economists, com¬\npetent school people, and representative laymen, to make a careful study of the\nexisting system of taxation, and\nBe it further resolved, That since a comprehensive national study of school\nfinance is under way under the direction of the United States Office of Education,\nthe utmost cooperation should exist between such groups as may be established in\nthe several states and the National Survey of School Finance.\n\nSuperintendent\n\nFrank\n\nW.\n\nBallou of Washington,\n\nD. C., presented the\n\nreport of the Committee on Financing Educational Research which on mo¬\ntion was approved and adopted.\nNominations for officers were made as follows: For president, Milton C.\nPotter, Superintendent of Schools, Milwaukee, Wisconsin ; for second vicepresident, George Melcher, Superintendent of Schools, Kansas City, Mis¬\nsouri ; for member of the Executive Committee for four years, David Mal¬\ncolm, Superintendent of North Berkshire School Union, North Adams,\nMassachusetts, and Carroll R. Reed, Superintendent\napolis, Minnesota.\n\nFebruary\n\nof Schools, Minne¬\n\n24\n\nSuperintendent Charles S. Meek of Toledo, Ohio, submitted the report\nof the Committee on Lay Relations, which on motion was approved and\nadopted. Associate Superintendent\n\nLouis Nusbaum\n\nsylvania, presented the report of the Committee\nceived and ordered printed.\n\nFebruary\n\nof Philadelphia, Penn¬\n\non Audit, which was\n\nre¬\n\n25\n\nThe report of the Committee on Resolutions was presented by Paul C.\nStetson of Indianapolis, Indiana, and on motion was unanimously adopted.\nSuperintendent George W. Wannamaker of Griffin, Georgia, offered\nfrom the floor a resolution which was amended on motion of Associate Su¬\nperintendent Louis Nusbaum of Philadelphia, Pennsylvania. The\nresolution was then adopted. It read as follows:\n\namended\n\nResolved, That hereafter all resolutions pledging this Department to any national\npolicy be submitted not later than the third day of the convention, and that all such\n\n"}
{"page": 674, "printed_page": null, "text": "670\n\nNational\n\nEducation\n\nAssociation\n\nresolutions be printed and distributed one day before a vote is taken; provided, how¬\never, that the Executive Committee be authorized to make necessary adjustments to\nprovide for practical difficulties, with a view to carrying out the spirit of this reso¬\nlution.\n\nSuperintendent A. L. Day of Commerce, Texas, presented the report of\nthe Board of Tellers which was as follows:\nREPORT\n\nOF\n\nTHE\n\nBOARD\n\nWASHINGTON\n\nOF\n\nTELLERS\n\nCONVENTION\nFebruary\n\nTo the President, Executive\nintendence :\n\nCommittee,\n\nand Members\n\n24, 1932.\n\nof the Department\n\nof Super¬\n\nWe hereby certify that the election of officers of the Department of Superintendence\nof the National Education Association was held this day and conducted in accordance\nwith the provisions of the Constitution and Bylaws.\nThe following received a majority of the votes cast and were elected:\nPresident for one year —\nMilton C. Potter, Superintendent\n\nof Schools, Milwaukee,\n\nSecond Vicepresident for one year —\nGeorge Melcher, Superintendent of Schools, Kansas\n\nWisconsin.\n\nCity, Missouri.\n\nMember of the Executive Committee for four years — >\nCarroll R. Reed, Superintendent of Schools, Minneapolis,\n\nMinnesota.\n\nThe retiring president, Edwin C. Broome, Superintendent of Schools, Philadelphia,\nPennsylvania, by provision of the Constitution, automatically becomes first vicepresident for the ensuing year.\nRespectfully submitted,\nA. L. Day, Chairman\nM. J. Abbett\nJ. M. Burnett\nLyman C. Hunt\nGlenn O. Swing\n\nPresident Broome then introduced the newly elected president of the De¬\npartment, Superintendent Milton C. Potter of Milwaukee, Wisconsin, after\nwhich Superintendent Norman R. Crozier presented to Superintendent\nBroome a past president’s key similar to those which have been awarded to\nother former presidents of the Department of Superintendence.\nAt the final session of the convention on Thursday evening, a beautiful\nFolk Masque of America entitled “Wakefield” was presented thru the\ncourtesy of the George Washington Bicentennial Commission.\n\n"}
{"page": 675, "printed_page": null, "text": "Department\nREPORT\n\nOF\n\nTHE\n\nof Superintendence\n\nCOMMITTEE\n\nAdopted\n\nFebruary\n\nCommittee\n\nON\n\n671\n\nRESOLUTIONS\n\n25, 1932\n\non Resolutions\n\nPaul C. Stetson, Chairman, Superintendent of Schools .\nGeorge A. Bowman, Superintendent of Schools .\nGeorge N. Child, Superintendent of Schools .\nJohn C. Diehu, Superintendent of Schools .\nCharles F. Dienst, Superintendent of Schools .\nLawton B. Evans, Superintendent of Schools .\nR. C. Hall, Superintendent of Schools .\nJ. Stevens Kadesch, Superintendent of Schools .\nWorth McClure, Superintendent of Schools .\nRose A. Pesta, Assistant Superintendent of Schools .\nMerle Prunty, Superintendent of Schools .\nBelle M. Ryan, Assistant Superintendent of Schools .\nHarold Steele, Superintendent of Schools .\nJ. W. Studebaker, Superintendent of Schools .\n\nIndianapolis, Ind.\nMarion, Ohio\nSalt Lake City, Utah\nErie, Pa.\nBoise, Idaho\nAugusta, Ga.\nLittle Rock, Ark.\nMedford, Mass.\nSeattle, Wash.\nChicago, Ill.\nTulsa, Okla.\nOmaha, Nebr.\nJackson, Mich.\nDes Moines, Iowa\n\nBecause we believe that our convention theme: Education , our guide, and\nour safeguard, and one of the chief sources of our spiritual life, our cultural\ngrowth, and our material power, expresses the ideals, the scope, and the\nfunction of the work which the Department of Superintendence fosters, and\nbecause we believe that this theme, to be of real value, should find expression\nin the policies of our Department, we offer the following resolutions for your\napproval :\nNeed for national leadership — Because of the serious situation with\nwhich boards of education and administrators are faced, there is a wide¬\nspread demand and need for a continuance and an extension of national edu¬\ncation leadership by the National Education Association, by the Department\nof Superintendence, by all other departments of the National Education As¬\nsociation, and by the Office of Education. Altho the many and fundamental\ndifferences in the administration of our local public school units make uni¬\nformity of action during this crisis neither possible nor desirable, there are\nmany services which these agencies could and should render.\nTherefore, we recommend that the Executive Committee of the Depart¬\nment of Superintendence, as a temporary and emergency measure, be author¬\nized to request of the National Education Association such additions to the\nDivision of Research of the National Education Association necessary to\nassure the active members of this Department constant, accurate, and timely\ninformation on practises and trends in administrative procedures arising out\nof our present financial situation ; and that the officers of our Department\nconfer with the officers of other allied organizations of the National Educa¬\ntion Association and with the Office of Education for the purpose of deter¬\nmining what further national services these organizations can and should\nrender.\nSocial studies curriculum — We recommend that the Executive Com¬\nmittee appoint a committee which shall prepare and send to the active\n\n"}
{"page": 676, "printed_page": null, "text": "672\n\nNational\n\nEducation\n\nAssociation\n\nmembers of this Department at the earliest practicable moment suggestive\nchanges for such adjustments in the social studies curricula in our junior and\nsenior high schools as our present social and economic situation has made\nnecessary and vital.\n\nSchool and business — Because of the interdependence of our social,\neconomic, and educational life we urge that, when feasible, boards of educa¬\ntion and administrators cooperate with other state, county, and municipal\nofficials to the end that, during this period of economic distress, ways may be\nfound to effect economies in governmental administration which will not\ncripple the education of the children.\nEducation of youth shall not be sacrificed — The welfare of the\nnation demands that the education of its youth shall not be sacrificed. To this\nend we call the attention of boards of education and of all legislative bodies\nwho find themselves confronted with the necessity for economy, to the im¬\nperative need for the maintenance of instructional standards. Let economies\nbe made in the material programs of government, but let America not falter\nin the training of her youth.\nFinancial support for Office of Education — We urge that increased\nfinancial support be given to the Office of Education in order that it may con¬\ntinue to render its valuable services to the schools of this country. We partic¬\nularly wish to commend the present Commissioner of Education for his keen,\nactive, and intelligent interest as shown by the commissions appointed to con¬\nduct research in various phases of public education.\nThe National Advisory Committee on Education — The report of\nthe President’s National Advisory Committee on Education has pre¬\nsented to our profession and to laymen an adequate consideration of\nfederal relations to education. Their report is a document which deals with\nfundamental principles which should govern the relations of the federal gov¬\nernment to the several states in the establishment and development of our\nsystem of public education. It is a state paper of first importance. It proposes\nthat the control and administration of education be left to the states, and that\nthere be established in the federal government a Department of Education\nwith a Secretary of Cabinet rank. We concur in these proposals and recom¬\nmend the study of their report to the members of our profession and to the\nlay public.\nCitizenship\n\ntraining — Your committee endorses the resolution relative\nto citizenship training adopted February 28, 1929, at the meeting of the De¬\npartment at Cleveland, Ohio:\nAgain we remind ourselves that our state systems of education were estab¬\n\nlished in accord with the proposals of Washington, Franklin, Jefferson, and\na long line of farseeing statesmen for the purpose of preserving and improv¬\ning our political institutions. Again we recall that our wages are paid and\nour equipment provided by a tax on all the people whether or not they be\nparents. Thus reminded, we pledge ourselves anew to the direct teaching of\nthe duties of citizenship in all the school grades. Not culture, not scholarship,\nnot selfsupport, not compliance with the entrance requirements of more ad-\n\n"}
{"page": 677, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n673\n\nvanced schools shall turn us from the duty of teaching our youth the needs of\nour civic life and from inspiring our citizens with a determination to im¬\nprove it.”\nW e recommend that increased emphasis upon citizenship training be given\nin all curricula reorganizations.\nHistory teaching — We believe that true patriotism is not served by\nignorance and refusal to face facts and problems. Therefore, the history\ntaught in our public schools should include an intelligent effort to arrive at\nessential facts involved in the significant crises of the past in order to prepare\nour people to deal intelligently and justly with such crises in the future. We\nurge that instruction in history and other social studies shall present impar¬\ntially the chief factors and influences operating in domestic and world affairs,\nand producing problems in peace and war.\nBecause we believe that only an enlightened public opinion, based on ac¬\ncurate information arrived at after a full and free discussion of facts and\nissues, can give to our nation real and adequate security, we feel that the\ndissemination of vital facts with honest discussion of the issues involved, is\na responsibility of the nation’s schools.\nRespect for Constitution of the United States — The Department of\nSuperintendence urges teachers to continue to impart respect for the Consti¬\ntution of the United States and for all of its various amendments. We urge\nthe continued, vigorous, and impartial enforcement of the entire Constitu¬\ntion of the United States as the supreme law of the land and we reaffirm our\nbelief in the principles of the Eighteenth Amendment and in the habits of\nlife and conduct which it is intended to inculcate.\n\nChildren’s Charter — We trust that the influence of this Department\nand of those organizations with which we are allied will be directed toward\nthe realization of the high ideals set forth in the “Children’s Charter,”\nadopted by the White House Conference on Child Health and Protection, so\nthat our educational system may insure “For every child these rights, regard¬\nless of race or color or situation, wherever he may live under the protection\nof the American flag.”\nParent- teacher organizations — The Department of Superintendence\nacknowledges with gratitude the splendid spirit of cooperation and of help¬\nfulness shown by the national, state, and local parent-teacher organizations\nand urges upon boards of education and superintendents of schools the\nnecessity for even closer relationships with this splendid organization.\nStandards of other departments — We commend the high standards\nset by the Department of Secondary School Principals; the Department of\nElementary School Principals; the Department of Classroom Teachers;\nand other allied organizations and departments of the National Education\nAssociation and the Department of Superintendence ; and we pledge to them\nour cooperation to the end that the high ideals of preparation before and\nduring service of the members of these departments may be encouraged and\nmaintained. If education is to realized its ideal as one of the “chief sources\nof our cultural and spiritual life,” it will be realized only thru the type\n\n"}
{"page": 678, "printed_page": null, "text": "674\n\nNational\n\nEducation\n\nAssociation\n\nof services rendered by the principals and teachers in the buildings and\nclassrooms of our public schools.\nDepartment of public relations — At no time in the history of public\neducation has it been more important that the relationship between the public\nand the schools shall be one of sympathy, cooperation, and understanding.\nWe recommend, therefore, that extraordinary efforts be made to continue\ncourteous, tactful, and considerate public relationships; that administrators\ngain and keep the confidence of the community thru the increased efficiency\nof the school system, the impartiality of its officials, and the farsightedness\nand justness of the policies of boards of education; and that departments\nof public relations, whether in a system so small that the superintendent is\nthe department, or in a city large enough to have its own organization, be\nestablished. Such a policy will be a legitimate and necessary source of friend¬\nliness between a public school system and the community which it serves.\nRelationship between boards of education and superintendents\nof schools — We go on record again as approving the findings and recom¬\nmendations of the committees on relationships between boards of education\nand superintendents of schools as reported at earlier meetings of this Depart¬\nment by the late Dr. Charles E. Chadsey and Dr. E. C. Hartwell. Because\nwe feel that the theme of this convention will be realized more effectively\nthru a re-definition of these relationships, and because thruout the country\nthere is still a wide difference of procedure in this important matter, we\nrecommend that the Executive Committee of the Department of Superinten¬\ndence be asked and authorized to have compiled by its secretary a statement\nof these relationships as reported by these committees and to have such state¬\nment included in the next Official Report of the proceedings of this\nDepartment.\nCommittee\n\non Lay\n\nRelations,\n\nmethods\n\nfor protection\n\nof mem¬\n\nbers of Department of Superintendence — Other professional bodies\nhave adopted and put into practise methods of procedure which have been a\nsafeguard to those in other professions against unjust assaults from within\nand from without their own membership. We recommend that the Com¬\nmittee on Lay Relations be charged with the formulation of such practicable\nmethods of procedure as will give to the active members of the Department\nof Superintendence the same adequate protection now afforded to the mem¬\nbers of the legal and medical professions and to the professors in our uni¬\nversities and colleges.\nCommittee\n\non Lay\n\nRelations,\n\nsize of annual\n\nconvention — We\n\nacknowledge with gratitude the work of the Committee on Lay Relations\nand subscribe heartily to its findings. It is our belief that the best interests\nof the Department of Superintendence are served when the number of affil¬\niated groups is reduced so that the “Department itself may be assured of its\nown place in its own national convention.” The point has been reached\nwhere it is scarcely possible for any city to supply adequate facilities for the\nannual winter meeting with any degree of comfort to its own membership.\nVarious social functions; numberless breakfasts, luncheons, and dinners; and\n\n"}
{"page": 679, "printed_page": null, "text": "Department\n\na wide variety of extraneous\nannual\n\nmeeting.\n\nof\n\n675\n\nSuperintendence\n\ninterests combine\n\nto defeat the purpose\n\nof our\n\nWe\n\nprotest against the practise of those organizations not\naffiliated with the Department of Superintendence, of holding their meetings\nin the same city and at the same time as the annual meeting of the Depart¬\nment of Superintendence and thus, still further, increasing the problem of\ntaking care of the winter\nforward\n\nmeeting.\n\nWe\n\nto each unaffiliated organization\n\nCommercial\n\nand semi-commercial\n\nask that the Executive\n\nCommittee\n\na copy of this resolution.\n\nenterprises — Commercial,\n\nsemi¬\n\ncommercial, and philanthropic enterprises have long sought, and in many\ncases gained access to the school children and teachers thru the schools. The\nschools should promote only those enterprises which represent the best in¬\nterests of the children in their charge and should refuse to allow them to be\nexploited in any way\n\nContests — We\n\nwhatever.\n\nview with disfavor the tendency toward the multiplica¬\n\ntion of district, sectional, state, and national contests. These\n\ncontests now\n\nembrace every conceivable activity — some conducted by professional organ¬\nizations with a high purpose, but many representing only thinly veiled com¬\nmercial interests. Regardless of sponsorship these state contests involve\nalmost certain disorganization\n\nof school work, solicitation of funds for their\n\nfinancial support, special preparation, and great nervous strain on the part\nof the contestants. Therefore, we feel that such district, state, and national\ncontests should be discouraged, and eventually, unless of proved social and\neducational benefit, abolished. We also go on record as opposed to prize essay\ncontests and other individual competitions for material rewards.\n\nObservance\n\nof special days\n\nand\n\nweeks — The\n\nincreasing demand\n\nupon the schools for the observance of special “days,” “weeks,” holidays, and\nhalf-holidays has increased to the extent that it presents a real problem in\nschool administration. Many of these observances have little or no educa¬\ntional value and represent an attempt\n\nof commercial\n\ninterests to advertise in\n\nthe schools. Others, with more respectable sponsorship, do not make a con¬\ntribution to the educational life of the schools commensurate with the effort\nand the energy\n\nrequired properly to administer\n\nthem.\n\nWhen\n\nthe relatively\n\nshort time that pupils are in school, the cost of each school day, and the\ndifficulty of finding time to carry out the school program are considered, it\nis apparent that administrators and boards of education must take steps to\ndiscourage such encroachments\nment\n\nrecommends\n\nupon\n\nthe work\n\nthat school administrators\n\nof the schools. This Depart¬\nset up standards\n\nby which\n\nto\n\nmeasure\n\nthe value of these requests and that a definite limit be placed upon\nthe number of school projects to be undertaken in any one school year.\n\nExchange\n— We\n\nendorse\n\nof students\n\nand professors;\n\nthe resolution adopted\n\ninternational\n\nby the National\n\nconferences\n\nEducation\n\nAssocia¬\n\ntion in July, 1931, favoring “the exchange of students and professors, the\nformation of international education associations, and the holding of inter¬\nnational education\n\nconferences, for all of these promote\n\ning, friendship, cooperation, and peace.”\n\nworld\n\nunderstand¬\n\n"}
{"page": 680, "printed_page": null, "text": "676\n\nNational\n\nEducation\n\nAssociation\n\nWorld Federation of Education Associations; World Court —\nWe commend and endorse the World Federation of Education Associations\nprogram for world understanding. The Department of Superintendence\nonce again goes on record favoring the prompt adherence of the United\nStates to the Permanent Court of International Justice as a means of stabiliz¬\ning world relationships.\nAppreciation of teachers — In closing we pay tribute to those teachers,\nprincipals, and others connected with our public schools who, under most\ndifficult and trying conditions and at great self-sacrifice, have demonstrated\nunusual devotion and loyalty to their tasks. In spite of an uncertain future,\nof reduced salaries, of payless pay days, they have remained at their posts;\nthey have performed their duties conscientiously; they have, from slender\nsavings, given generously to the support of public relief measures ; and they\nhave provided thousands of school children with food and clothing. Their\n'example is an inspiration to all of us. They have proved anew that the true\nteacher is concerned primarily not with money, but with the vrelfare of the\nchildren under his care.\nAppreciation of hosts — To the President of the United States for his\ngraciousness in appearing on the program at Mount Vernon ; to the citizens\nof Washington for their hospitality; to the local and national press for their\nsplendid publicity service; to the National Broadcasting Company, Columbia\nBroadcasting Company, and Station WRC, Washington, for their very\neffective cooperation in broadcasting our programs; to the Boy Scouts, the\ncadets, and all allied organizations; to Superintendent Frank W. Ballou and\nhis assistants for the effectiveness of the arrangements made for this con¬\nvention; to President Broome for his inspiring leadership and for the high\nplane upon which he has placed this meeting ; for all of these things and to all\nof these people and organizations, and to many, and many more, we express\nour deep appreciation and our gratitude.\n\nRESOLUTIONS\n\nRECOMMENDED\nBY THE\nSCHOOL COSTS\nAdopted\n\nWhereas,\n\nThe\n\ncurrent\n\nFebruary\n\nemergency\n\n23,\n\nCOMMITTEE\n\nON\n\n1932\n\nreemphasizes\n\nthe fact that the financ¬\n\ning of public education is a responsibility which should involve the tech¬\nnical advice of experts in taxation, the cooperation of professional school\npeople, and the educational policy of the public,\nBe\n\nit resolved. That\n\nthe Department\n\nof Superintendence\n\nrecommends\n\nthat there be constituted in every state a group of citizens, including ex¬\npert economists, competent school people, and representative laymen, to\nmake a careful study of the existing system of taxation, and\nBe\n\nit further resolved, That\n\nsince a comprehensive\n\nnational\n\nstudy of\n\nschool finance is under way under the direction of the United States Office\nof Education, the utmost cooperation should exist between such groups as\nmay be established in the several states and the National Survey of School\nFinance.\n\n"}
{"page": 681, "printed_page": null, "text": "Department\n\nREPORT\n\nOF\n\nTHE\n\nof\n\nCOMMITTEE\n\nWashington,\n\n677\n\nSuperintendence\n\nON\n\nD. C., February\n\nLAY\n\nRELATIONS\n\n24, 1932\n\nA. Textbooks — The Committee on Lay Relations, to which the Execu¬\ntive Committee referred the question of textbooks, concurs in the opinion\nexpressed in items 7, 8, and 9, of the chapter entitled “Conclusions and\nRecommendations of the Committee,” in the 1931 Yearbook of the National\nSociety for the Study of Education. These conclusions were considered and\napproved in a conference held in Buffalo, N. Y., where representatives of the\npublishers, the National Society for the Study of Education, and the De¬\npartment of Superintendence were present. The conclusions were:\n(1) State publication of textbooks is unwise, uneconomical,\nsound.\n\nand educationally un¬\n\n(2) The Committee does not believe that the state is a desirable unit for the adop¬\ntion of textbooks. It recommends that the unit for adoption be the local unit of school\nadministration and supervision.\n(3) Free textbooks should be provided in all public schools in the interests of bet¬\nter educational opportunities for the children.\n\nB. Character Education — The Committee on Lay Relations commends\nstrongly the principles set forth in Chapter XV of the Tenth Yearbook of\nthe Department of Superintendence, on “Character Education,” and urges\ncontinued and more extensive cooperative relations with organizations and\ninstitutions interested in character education, under control of the principles\nthere set forth.\nCharles S. Meek,\nNicholas Bauer\nLouis P. Benezet\nAlbert S. Cook\nW.\n\nH. PlLLSBURY\n\nChairman\n\n"}
{"page": 682, "printed_page": null, "text": "'\n\n♦\n‘\n\n1\n\n"}
{"page": 683, "printed_page": null, "text": "Department\n\nof Supervisors and Directors of\nInstruction\n\n"}
{"page": 684, "printed_page": null, "text": "The department of supervisors and directors\nof\n\ninstruction\n\nwas\n\ncreated\n\nby\n\nthe\n\nBoard\n\nof\n\nDirectors at its meeting in Minneapolis, July 4,\n1928. The Board of Directors took the following\naction as shown by its minutes : President Adair in¬\nformed the Board of Directors that requests had\nbeen made for a Department of Supervisors and Di¬\nrectors of Instruction ; that the necessity for such a\ndepartment had been substantiated by much data;\nand that the Department had complied with all the\nnecessary rules for its creation. Mr. Rogers moved\nthat a Department of Supervisors and Directors of\nInstruction be created. The motion was seconded and\ncarried. It was then declared that the new department\nhad been duly created.\nThe officers for the year 1932-33 are : President,\nErnest Horn, Professor of Education, State Univer¬\nsity of Iowa, Iowa City, Iowa; First Vicepresident,\nArthur Dondineau, Director of Instruction, Board of\nEducation, Detroit, Mich.; Second Vicepresident,\nJulia L. Hahn, Supervising Principal, Raymond\nSchool, Washington, D. C. ; Secretary-Treasurer,\nJames F. Hosic, Professor of Education, Teachers\nCollege,. Columbia University, New York, N. Y. ;\nExecutive Committee: The officers of the Depart¬\nment, ex-officio; Elizabeth Hall, Assistant Superin¬\ntendent of Schools, 305 City Hall, Minneapolis,\nMinn. ; Elma A. Neal, Assistant Superintendent of\nSchools, San Antonio, Texas ; J. Cayce Morrison, As¬\nsistant Commissioner for Elementary Education,\nState Education Department, Albany, N. Y.\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[ 680 ]\n\n1930:773-800\n\n1931:801-824\n\n"}
{"page": 685, "printed_page": null, "text": "A\n\nPROSPECTUS\nELMA\n\nA. NEAL,\n\nOF\n\nFIRST\n\nTHE FIFTH YEARBOOK\nDEPARTMENT\nASSISTANT SUPERINTENDENT\nSAN ANTONIO, TEXAS\n\nOF\n\nOF\n\nTHE\n\nSCHOOLS,\n\nIn good supervision both supervisor and teachers produce. The present\ncommittee feels that the greatest future for supervision lies in the principle of\ncreativity. It is hoped that this yearbook will so stimulate those occupying\nsupervisory positions that the efforts of all types of supervisors will be\ndirected toward stimulating teachers to become creative producers and to¬\nward a balanced conception of creativeness in life and in education.\nThe yearbook gives emphasis to case studies of supervisory procedures used\nin releasing the creative energies of teachers. Altho many supervisors and\nteachers will wish to evaluate these studies in the light of their own experi¬\nences and philosophy of education, some conclusions consistent with the\nprinciples set up in the yearbook are given :\n1. Supervision is a cooperative enterprise in which all share alike in the develop¬\nment of an educational program which is based on a sound philosophy of edu¬\ncation, on sound principles of teaching, and on a knowledge of how learning\ntakes place.\n2. The general aim of creative supervision is the continuous growth of the\nteacher into the most efficient person she is capable of becoming.\n3. Every activity in school has creative possibilities. The more creation the\nsupervisor and teacher put into their work, the greater the satisfaction to both,\nand the richer their possibilities of growth.\n4. The purpose of liberating the latent abilities of the teacher is to permit her\nto make her contribution to the school in increased ability to think, to originate,\nto evaluate her own work with the children.\n5. A\n\ngenuine cooperative relationship with teachers implies a situation where\nteachers are given time to do their own thinking, to form their own judg¬\nments, and to discover their own finest interests and abilities. Development of\nthe habit of creative teaching is a long process, requiring patience, insight,\nand courage.\n\n6. The\n\nsupervisor\n\nattempts to open\n\nup to teachers their own\n\nabilities and the\nrichness of their world by placing them in an environment where they may\nexperiment with materials and ideas. The teaching environment should thus\nprovide a wealth of materials to work with, since activity comes thru learning.\n7. Learning is an active process, therefore learning takes place best under stimu¬\nlating conditions of real life, in which the learner participates in activities\nwhich he helps to initiate and for which he feels a need.\n8. Since experience is the keynote of the new education an attempt must be made\nto establish an atmosphere that will encourage the creativeness of teachers.\nMuch waste in education may thus be eliminated by enabling the teacher to\nexpress herself creatively.\n9. The growing teacher is actively and creatively grappling with her own prob¬\nlems, progressing under the guidance of the supervisor toward self-supervision.\nThe supervisor’s philosophy is revealed in her guidance of the teacher; guid¬\nance not as external imposition but the freeing of each individual teacher to\npropose, to plan, to execute, and to judge her own activities.\neducat\nprinci\nional\nples that the teachers apply in their teaching of children,\ntheref\nso carefu\nore independent thinking, initiative and cooperatio\nlly culti¬\nn\nalso in teacher\nmust be stimul\nvated in childre\nated\ns.\nn,\n\n[681]\n\n"}
{"page": 686, "printed_page": null, "text": "682\n\nNational\n\nEducation\n\nAssociation\n\n11. Supervision tends toward the integration of the teacher’s persona\nlity, toward\nthe development of a sound philosophy of education, and toward a\nknowledge\nof the learning process as an aid in the selection of the materials and method\ns\nof teaching.\n12. The progressive supervisor accepts the obligation of developing all the\ncapaci¬\nties of the individual for wholesome, fruitful living. She must\nexemplify\ngrowth and freedom in her own work in order to develop these qualitie\ns in\nothers.\n\n13. The teacher s growth is measured largely in terms of increasing\nparticipation\nin school activities and in the use of appropriate teaching procedures.\nAdapta¬\ntions in classroom work, to meet the needs of changing educational ideals,\nare\nnecessary to the growth of the teacher.\nIT The administrative machinery of the school is becoming subordinated to the\nneeds of children. It is becoming a means to an end, rather than an end in\nitself. It is becoming an expressive machinery sensitive to the changing needs\nof the school, capable of reflecting an educational philosophy, consistent with\nthe democratic organization.\n\n15. Education for a changing world and society should stress thinking\nand a\nmethod of work. Teachers are undoubtedly thinking and working\nalong new\nlines. A desire to stimulate and encourage the creative efforts of teachers and\nchildren is apparent in these studies.\n\nPRINCIPLES\nITALIZING\nPHILIP\n\nW.\n\nOF STIMULATING,\nRELEASING, AND\nCAP¬\nTHE CREATIVE\nENERGIES\nOF TEACHERS\n\nL. COX,\n\nPROFESSOR OF SECONDARY\nEDUCATION,\nUNIVERSITY, NEW YORK, N. Y.\n\nNEW\n\nYORK\n\nCreative energy does not necessarily differ dramatically from any other\nkind of energy. With reference to teachers’ professional activities the adjec¬\ntive creative is used chiefly to differentiate those efforts that are directed\nto considered innovations or experiments from those energies that are spent\nin continuing or repeating classroom and other institutional behaviors to\nw hich the teachers have become accustomed, or in mere conformance with\nspecific directions given by supervisors.\nStudies by Knight, Charters and Waples, Barr, McLaughlin, Cox, Irvine,\nand Jacobs all point one way. Teachers do not help pupils to advance toward\nthe goals of education by means of their own erudition or by teachi\nng them\nfacts and skills. Teachers affect youths beneficently by being\nwhat they are\nand by encouraging children to become all that they can attain\nto. Eight\nprinciples may be stated as follows :\n1. Supervision for creative teaching consists in helpin\ng teachers to set up for\nthemselves teaching objectives which are, for them, dynamic,\nreasonable, and worth¬\nwhile, in helping them, so far as possible, to achieve these object\nives, and in assuring\nthem adequate securities, approvals, and rewards for their endeav\nors. In the beginning, at least, the quality or quantity of the children’s creative productions\nare of\nminor importance.\n2. Supervision for creative teaching is always directed toward\nthe stimulation,\nguidance, and reward of endeavors now in process or about to be\nundertaken. Thus\nsupervision for creative teaching should emphasize activities to\nbe undertaken rather\nthan incidents that have passed. Hence, analyses of former shortc\nomings should be\nsparingly and tactfully made and then only as a step in planning better\nlessons to\ncome.\n\n"}
{"page": 687, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n683\n\n3. The integration of the teacher’s personality is fundamental. Hence, a positive\nprogram of encouragement and the promotion of self-confidence must underlie all\ncontacts between supervisor and teacher.\n4. In its early stages supervision for creative teaching is usually directed to proj¬\nects which are not unlike those which each teacher and class are now completing\nwith reasonable success; it generally promotes minor innovations and capitalizes the\nsuccesses which result and thereby helps in the creation of confidence and readiness\nfor more unusual and higher types of activities.\n5. Self-supervision is an inherent quality of the creative artist. To the degree that\nthe creative supervisor is successful, his abler and more self-reliant teachers will\nprogressively free themselves from the need of direct supervisory assistance. Their\nfurther growth is best promoted by persuading them to accept a functional leader¬\nship among their colleagues.\n6. Consciousness of the purposes of creative activity grows slowly and the skills\nand moods involved in creative teaching are complicated; both must develop pro¬\ngressively as successive practise, study, discussions, and conferences ensue.\n7. Advocacy of and support for creative teaching are potentially present among\ninfluential community groups and administrative officers. Whether or not such advo¬\ncacy and support become actual depends upon the tactful persistence and resourceful¬\nness of the supervisor, both in his personal efforts and in his direction of the campaign\nof education of the public thru the instrumentalities of those teachers, fellow\nsupervisors, and patrons who are already enthusiastic supporters of creative teaching.\n8. The creative teacher must receive the rewards for creative teaching. The super¬\nvisor should help the public to know such a teacher as the begetter of results, as an\nauthority in his field. The supervisor should be content to receive such credit as may\ncome to the competent guide, lest he seem to be appropriating to himself credit for\nresults which were obtained thru the interactions of teacher and pupils.\n\nThis discussion of principles of stimulating, releasing, and capitalizing\nthe creative energies of teachers has promised the assumption that super¬\nvision functions (a) in the improvement of methods of instruction, (b) in\nthe progressive modification of the curriculum, (c) in the stimulation and\ndirection of student activities, and, most permanently significant, (d) in\nthe promotion of teacher cooperation in supervision. Such functioning re¬\nquires that the supervisor himself must have a dynamic steering philosophy\nof education and of life. Our first step is, therefore, the development by\neach one of us of an educational platform. The principles as stated are not\napplicable by any supervisor who has not first created within himself a phi¬\nlosophy of life which conforms to them. Only as he has faith in the potentiali¬\nties of every individual teacher, pupil, and parent to grow toward perfection ;\nonly as he feels sure that such growth is best promoted thru democratic\nprocesses; and only as he has patience and resourcefulness and enthusiasm\ncan he lead teachers to be creative agents of a democratic society.\nSUPERVISORY\nPROCEDURES\nCREATIVE\nENERGY\nFRED\n\nC. AYER,\n\nPROFESSOR\n\nOF\n\nFOR RELEASING\nOF TEACHERS\n\nEDUCATIONAL\nOF\n\nAUSTIN,\n\nADMINISTRATION,\n\nTHE\n\nUNIVERSITY\n\nTEXAS\n\nTeachers rarely display creative energy without frank encouragement\nto do so from superior officers and favorable recognition of meritorious\ncreative acts. Formal procedures for the encouragement of creative teaching\n\n"}
{"page": 688, "printed_page": null, "text": "684\n\nNational\n\nEducation\n\nAssociation\n\nmay best begin with professional reading and study devoted to obtaining\na clear concept of the value and meaning of creative acts ; and, under favor¬\nable conditions, may lead to the adoption of an official routine which sets\nup, guarantees, and rewards freedom and facility in connection with new\nand original endeavors.\nThe encouragement of creative work is justified even tho it has no in¬\nfluence beyond the teacher immediately concerned, but many pieces of cre¬\native work deserve more general recognition than they are now receiving.\nThe most effective procedures for extending the use of commendable creative\nactivities include :\n1. The use of auditorium programs\n2. School exhibit featuring creative work\n3. The visitation of creative teachers\n4. Special demonstration of original teaching\n5. Publication of successful creative methods.\n\nSUPERVISORY\nPROBLEMS\nINVOLVED\nIN CHANGING\nFROM\nTHE TRADITIONAL\nTO THE NEW\nELEMENTARY\nSCHOOL\nMARTHA\n\nPECK\n\nPORTER,\n\nSUPERVISOR\n\nSCHOOLS,\n\nOF\n\nROSLYN\n\nELEMENTARY\nHEIGHTS,\n\nEDUCATION,\n\nPUBLIC\n\nN. Y.\n\nActual experience in introducing the new education into the public schools\nprovides the material upon which this discussion of specific problems is based.\nAmong the first problems which must be solved are those of general proce¬\ndure, curriculum making, pupil participation, and individualized work.\nIt has been found desirable to introduce the new methods gradually. A\n\nwell-founded understanding of new ideas can come only with time, and any\ntype of work done without understanding is certain to be superficial and of\nlittle value. Informality in group meetings, providing opportunity for friendly\ninterchange of ideas, has been found to be the greatest aid in the problem of\ngeneral procedure.\n\nThe aim in curriculum making has been to meet actual group needs, par¬\nticularly thru a study of the environment. Some teachers are capable of a good\ndeal of independence in curriculum making. Others, however, must have\nsuch guidance as is given in a suggestive course of study. Where the course of\nstudy proves inadequate to meet certain group needs, it has seemed best, as\na first step, to revise carefully rather than to reject this guide. The emphasis\nin such revision has been on unification and integration of subjectmatter.\nAn effort has been made to bring about pupil participation by offering each\n\none responsibility and firsthand experience. Pupils’ questions and proposals\nhelp guide the direction which the class progress takes.\nIn order to replace mass instruction with individual pupil activity, the\nteachers are helped to discover individual needs and to provide materials\nto meet these needs. Among\n\nthese materials books are of primary importance.\n\n"}
{"page": 689, "printed_page": null, "text": "Department\n\nTHE\n\nROXANA\n\nof\n\nSupervisors\n\nSUPERVISION\n\nand\n\nDirectors\n\nof\n\nInstruction\n\nOF PRACTISE\nTEACHING\nNEW SCHOOL\n\nA. STEELE,\n\nASSOCIATE\n\nDIRECTOR\n\nOF\n\nTRAINING\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nKALAMAZOO,\n\nFOR\n\nSCHOOLS,\n\n685\n\nTHE\n\nWESTERN\n\nMICH.\n\nThere is a steadily increasing demand for constructive, forward-looking\nteachers to train the youth of the land for their present and future needs\nin an everchanging world. In order to prepare teachers adequately for such\na task, the teacher-training institutions need to be reorganized on the basis\nof the new philosophy of education. The program of education for the pros¬\npective teacher should develop in the student ( 1 ) scholarship and cultural\nbackground;\n\n(2) a progressive conception of education; (3) an inquiring,\n\ncreative, constructive, open-minded attitude; (4) an understanding of the\nbehavior, means of growth, and needs of children; (5) training in the tech¬\nnic of teaching under professional guidance.\nPractise teaching should be done in a child-centered school where a supe¬\nrior faculty is working with an experimental attitude toward the same\ngeneral objectives. The critic teacher should demonstrate in her relationship\nwith the student, the principles of education which she expects the student\nteacher to use with the pupils. The practise should provide rich and varied\nopportunities for knowing and understanding children, and for selecting,\norganizing, directing, and evaluating pupils’ activities in terms of worth¬\nwhile growth. The student teacher should be encouraged to make choices,\nto try out ideas, and to grow in self-criticism. By the end of her practise\nteaching, she should be aware of her strengths and weaknesses, and have\ndeveloped a desire to grow personally and professionally, and have worked\nout technics for such growth.\nNo matter how well the student may do in her practise teaching, her\ntraining is only well begun. Her first experience in the field is a crucial time.\nBeginning teachers should be placed in an environment conducive to happy\ngrowth. Teachers trained for the new school should be assigned to the\nschools where the philosophy of the new education is accepted and practised\nunder intelligent guidance.\nDean Emeritus James E. Russell, who has many times proved himself\nan educational prophet, describes the probationary period of teaching in\nthe future as follows:\nIn the pedagogical millennium every school and school system will accept one\nnovice for every ten teachers in service. These novices will be given some teaching\nto do — say, half-time service for half pay — but whatever they do will be done under\nthe eye of a master who will be responsible for the inculcation of right habits. Those\nwho measure up to acceptable standards will be assured of permanent positions;\nthose who fall short will be spared a life of misery in an occupation for which\nthey are not fitted. The result in either case must be to the lasting advantage of the\npupils in our schools, and indirectly to the profession as a whole. . . . The greatest\nobstacle, I am convinced, lies within the profession itself. It tends to become static\nbecause it accepts the dictum that what has been will be, despite the visions of\n\n"}
{"page": 690, "printed_page": null, "text": "686\n\nNational\n\nEducation\n\nAssociation\n\nreformers. But once get the vision of a school in which all the\nteachers are as good\nas the best are now\nan ideal not beyond the range of idealism — then reformers look\nlike practical schoolmen.\n\nSUPERVISION\n\nBURTON\n\nIN\n\nP. FOWLER,\n\nTHE PROGRESSIVE\nSCHOOL\n\nSECONDARY\n\nPRESIDENT,\n\nTOWER\n\nHILL\n\nPROGRESSIVE EDUCATION\nSCHOOL, WILMINGTON,\nILL.\n\nASSOCIATION,\n\nThe main object of supervision at any level is to secure on the part\nof\na whole teaching staff both a cooperative and scientific attitude toward the\nsolution of its educational problems. The old idea of a supervisor as a whipcracker is out of date. What is needed in supervision is a very large\namount\nof self-direction under expert guidance.\nThe outstanding problems of supervision at the high-school level are:\npiomoting the growth of boys and girls thru the growth of teachers, investi¬\ngating the mateiials and methods thru which teachers achieve their purpose\ns,\nand the means of evaluating supervision.\nChanges may be brought about in teachers by attention to their own\nphysical and emotional health so that they may be nearly always at\ntheir\nbest, by learning how to examine themselves, as well as their children, not\nto provide a score for the files of the supervisor but as a constant means\nof avoiding destructive personality traits and bad habits of teaching; teach¬\ners meetings representing a continuous effort on the part of a staff to develo\np\na philosophy of education and analyze its major problems by reading\nmore\nboth in the special and general fields ; and by new ideas and new experie\nnces\naffording fresh stimulation.\nIn addition to the teacher, supervision concerns itself with the curriculum,\nthe relation of parents to the school, and how to meet the needs of the indi¬\nvidual child.\n\nThe effects of the kind of supervision that develops from the cooperative\nefforts of supervisors and teachers may be measured in the attitudes of the\nteachers, the degree of intelligent cooperation on the part of parents\n, the\nlearning interests and social intelligence of the pupils, growth in the super¬\nvisor, and the effect upon the community itself. Successful supervision\nis\nbound to be revealed in school morale, in public confidence in the school,\nand\nin better forms of behavior on the part of its pupils.\n\nTHE\n\nRESPONSIBILITY\nOF SUPERVISION\nFOR THE\nUSE\nOF THE SILENT AND SOUND\nMOTION\nPICTURE\n\nTHOMAS\n\nE. FINEGAN,\n\nEASTMAN\n\nTEACHING\n\nFILMS,\n\nINC.,\n\nROCHESTER,\n\nN. Y.\n\n. Wlthln\nlast decade, the rapid extension of the use of motion pictu\nres\ninto new fields, solely for instructional purposes,\nincluding industry, mechan¬\nics, business enterprises, research, and educational\ninstitutions, has revealed\nthe potentiality of the film as a teacher’s aid or tool\nin classroom instruction.\nI his use of motion pictures has brought\nto their support a large group of\n\n"}
{"page": 691, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n687\n\nmen of affairs and influence in every populous center of the country. The\npress is practically unanimous in support of motion pictures as an educational\nagency. This constantly increasing prestige of motion pictures in education\nmakes it incumbent upon all teachers and supervisory authorities associated\nwith the schools, to obtain a professional and comprehensive knowledge of\nthe possibilities in the use of this agency of power in the classroom.\nThe reports of the English studies, as well as those made in our own\ncountry, point out specifically that the usual criticism that films lead to\nintellectual inactivity, a mere passive mental attitude of looking at the pic¬\nture, is unfounded. They show that the direct opposite effect is produced.\nThe attention of the children is not only held, but their mental alertness is\naroused to a greater degree than when the subject has the usual oral presen¬\ntation. The questions asked by the children, their discussion of the subject\nafter the film has been shown, and the reading pursued by them in their\neagerness to obtain a more comprehensive knowledge of the subject, are\nproof of the stimulating effect of the film. The film , therefore , increases the\ndesire to learn, and stimulates the pupil to increased effort.\n\nSuch reports further show that motion pictures have demonstrated\n\ntheir\n\nability to aid children to express orally and in writing exactly what they\nhave seen in the picture. The facility to express what the children had\nvisualized was not only stimulated, but accurate observation of what oc¬\ncurred in scenes, processes, and situations was cultivated. The ability to\nsee things precisely as they exist or occur, and to describe them clearly and\nconcisely is a quality of classroom work that pupils need to practise and\nthat teachers need to emphasize. The film, therefore, stimulates accuracy of\nobservation\n\nand facility of expression.\n\nBut these reports state that the film brought remote events and interesting\nobjects of olden times nearer to the pupil. It presented these in the natural\norder, environment and process of their being. It created a setting that gave\nthe subjects pictured a realistic value. It provided the material which induced\nthe child to reconstruct these affairs into a living reality and enabled him\nto visualize in a comprehensive manner the basic thought, the very heart\nof the lesson, which, without the film, must be brought within his mental\ngrasp by the use of the textbook or other printed material and such verbal\nexplanation as the teacher deemed wise to make. The motion picture, there¬\nfore, develops the imagination\n\nand aids interpretation.\n\nFurthermore,\n\none of the most general results revealed thru these studies\nwas the stimulus which the film gave in the development of the initiative\nof the children. The self-activities of the pupils were set into operation at\nonce. The suggestion of the teacher was not required, but of their own\nvolition, the children began to reconstruct at home and in school, not only\nscenes of native life, of landscapes, of animals in their natural habitat, of\nmachines in action, and various enterprises, but they also began to build\noriginal scenes and objects suggested to their minds by the motion picture.\nThe film proved, therefore, to be a potent agency in the development\ncreative powers of the child.\n\nof the\n\n"}
{"page": 692, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\nThe supervisory and teaching staffs of the schools\nof the country should\ne as capable of selecting and using motion pictu\nres as they are competent\nin selecting and using textbooks. The teaching\nprofession should develop\nthe type of film which will be most helpful in\ntheir work. The profession\nwill soon exercise this influence in the making of\nfilms if all the interest and\nobligations which I have specified are discharged\nin the study, the use, and\nthe adaptability of films to their intended purpo\nse.\nThere is great need of extensive research in the techn\nic o.f making films\nand in their use. When the film is given adequate super\nvision and the teachers\nof the nation have centered their attention on it,\nmuch valuable information\non these questions will become available. Films\nwill then be given much\nlargei use in the schools. When they are generally\nused in the schools, we\nshall have films affording richer teaching material\nand at much lower prices.\nMany of the problems involved in this type of service\ncan be solved in\nno other way than by the practical use of motion pictu\nres under adequate\nsupervision of the profession of the country. For insta\nnce, what type of film\nprovokes critical ability? When should a film be used\nas an introduction\nto a subject? When should it be used for review purpo\nses? How extensive\nshould be the comment of the teacher? How often\nshould a film be used?\nWhen should the film be stopped for comment\nby pupil or teacher? How\nextensively should subtitles be used ? What feature\nof a film makes the\nstrongest appeal to the pupil ? Do boys and girls have\nsimilar interests in\na film ? There is great need of reliable and scientific\ninformation on these\nand scores of other questions relating to the\ntechnic in making films, and\nalso in relation to their use. The trained, effect\nive, resourceful teacher is\nthe one who must determine the solution of these\nproblems.\nThere should be adequate check on the use of films.\nThe film should not\nbecome the slave of the teacher. Time should not be\nwasted in viewing films.\nThe film should be used only when it serves a classroom\nneed. It is not to be\nused to relieve pupils of work. It is to be used to\nstimulate interest and\nwork. No film or other agency should ever be taken\nin the classroom which\nlessens in any way the influence of the teacher. The most\nvital influence in\nthe classroom is the teacher. The prestige of\nthe teacher with her pupils\nshould never be diminished. The commanding respe\nct for and the influence\nof the teacher must always be supreme if the teacher\nis to remain a powerful\nforce in the development of character.\n\nTHE\n\nRESPONSIBILITY\nOF SUPERVISION FOR THE\nOTHER\nVISUAL AIDS TO INSTRUCTION\n\nA. W. ABRAMS,\n\nDIRECTOR, VISUAL INSTRUCTION\nDEPARTMENT,\nALBANY,\n\nDIVISION,\nN. Y.\n\nSTATE\n\nUSE\n\nOF\n\nEDUCATION\n\n. Therf are common problems in the use of all forms of visual\naids to\ninstruction. Fundamental objectives and procedures\nare of more consequence\nthan the peculiar advantages of particular forms.\n\n"}
{"page": 693, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n689\n\nNo commercial\n\nor industrial concern could survive if its activities were\nnot thoroly supervised. The factory works upon inanimate materials; the\nschool is supposed to work with self-active minds. If it is essential that busi¬\nness concerns should supervise their activities, it is certainly advantageous\nthat the educational use of picture expression should be under the intelligent\nguidance of persons who are thoroly familiar with the aims, advantages, and\nlimitations of visual instruction.\n\nThere are special reasons for supervising visual instruction at the present\ntime.\nPicture expression is a comparatively new tool in classroom instruction.\nIt is important to recognize that pictures are a distinct type of expression.\nTheir use cannot become fully effective until teachers recognize what sort\nof facts are represented by pictures and the mental processes by which pupils\nacquire mental experience thru them.\n\nThe successful use of pictures in teaching involves a technic that is quite\ndifferent from that followed when relying wholly upon language expression.\nIt is necessary that teachers should become familiar with this technic. It is\nfolly to assume that teachers know how to use pictures in conducting class\nexercises without having given careful consideration to the matter and\nhaving been guided by a trained supervisor.\nVisual instruction should be directly and immediately associated with\nthe content of the school course. Only very meager results should be expected\nif pictures are shown occasionally and independently of regular classroom\nwork.\n\nVisual instruction necessitates physical equipment. In this connection\nexpert guidance is absolutely essential to insure economical expenditures of\nmoney and a selection best adapted to needs.\nTeaching practises in the use of picture expression need to be carefully\nsupervised in order to insure growth of understanding of visual instruction\non the part of the teachei ; to stimulate and enforce adequate specific prepa¬\nration for observation and interpretation of pictures; to make sure that\npupils acquire correct habits in reading picture expression; to obviate the\ntendency merely to present thru the eye objective facts and to fail to secure\nexpression of ideas gained from them ; to see that pictures are used at the\nproper stage of instruction and that time is not consumed in using pictures\nafter pupils have acquired ability to visualize a given class of phenomena\nfrom language description ; and finally to make certain that pupils are\nreally\nvisualizing, that is, imaging phenomena under consideration.\nFor class instiuction no form of pictures is in general so satisf\nactory as\nthose properly projected upon a screen of adequate size and proper quality.\nThere are, however, other classes of pictures the use of which in schools\nis greatly in need of supervision. It is a common practise of teachers to display\non bulletin boards and elsewhere in the classroom prints of various kinds.\nSuch displays are often quite purposeless. T oo many pictures are exhibit\ned\nat one time. They are left on display long after the occasion for their\nuse\nhas passed. The walls of the room are cluttered with them in direct viola-\n\n"}
{"page": 694, "printed_page": null, "text": "690\n\nNational\n\nEducation\n\nAssociation\n\ntion of principles of art the school is supposed to inculcate. Perhaps most\nserious of all the teacher does not secure positive, specific observation on the\npart of pupils and fails to hold pupils responsible for giving evidence that\nknowledge has been acquired thru this means.\n\nToo often textbook pictures serve merely as decorations of the printed\npage. They are given no such close and purposeful attention as might be\ngiven even where the pictures have been selected for their richness of signifi¬\ncance and excellence of quality.\nMost schools provide certain reproductions of works of art for wall\ndecoration. It is exceptional that the pupils of a room are led to make any\npurposeful study of such pictures. It is in fact rarely true that any consider¬\nable number of the pupils know even the subject of the picture or the name\nof the artist or have derived any conception of the artistic values of these\npictures.\nMaps are a graphic representation of geographic or historical facts. They\nare visual aids that it is practicable for any school to possess. Expert super¬\nvision is veiy largely lacking in both the selection and the use of such teaching\naids. Most of the wall maps now in use fail to meet the most elementary\nstandards essential in visual expression.\n\nThe use of pictures in education should be provided for officially by the\nboard of education upon the advice of the administrative head of the school\nor school system. Under no other condition will it succeed long or to a large\nextent. It is wasteful of time and money to provide visual equipment unless\nits use is officially and adequately supervised.\nTHE\n\nRESPONSIBILITY\n\nC. M.\n\nKOON,\n\nOFFICE\n\nOF\n\nOF SUPERVISION\nTHE RADIO\n\nFOR\n\nEDUCATION, DEPARTMENT\nWASHINGTON,\nD. C.\n\nOF\n\nTHE\n\nTHE\n\nUSE\n\nOF\n\nINTERIOR,\n\nThe ultimate place that radio will occupy in the American school system\nwill be determined by the educators themselves. As leaders in educational\ntheory and practise, the supervisors and directors of instruction must assume\na large share of the responsibility of determining what is to be broadcast for\nschools; what methods of broadcasting are to be employed; and how the\nbroadcast lessons are to be used in school. If supervisors will seriously apply\nthemselves to the solution of the problems in the field — and they are princi¬\npally problems of education rather than problems of radio transmission —\nbroadcasting and centralized radio facilities may become an important aid\nin the supervision of instruction, as well as in direct instruction. Considered\neducationally, radio is not a separate entity but is simply a conveyor of sound.\nIts value depends upon what is broadcast and how the broadcast material\nis used.\n\nMany of the radio problems being discussed are essentially problems of\neducation rather than problems of radio. While it is important that educators\npossess an intelligent appreciation of the art of broadcasting, it is more\n\n"}
{"page": 695, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n691\n\nimportant that they be thoroly familiar with the primary purposes and best\npractises of education. If radio is to be applied to education, education must\nfirst be applied to radio.\nEven tho the radio has formed some unfortunate associations in the minds\nof many educators, it has a number of noteworthy achievements to its credit.\nIt has already become the principal source of economical entertainment and\nlast-minute news. Steadily, it is breaking down the barriers of isolation as\nit broadens the horizons and enriches the lives of countless millions of people.\nIt has become an important social factor in nearly every country in the world.\n\nIf educational leaders accept a broad social conception of education, they\nwill realize with ever-increasing significance the importance of harnessing\nradio and putting it to work to help bear the constantly growing burdens\nof education.\nNumerous school officials are willing to bear witness to the educational\npower of radio. By means of broadcasting and centralized radio facilities\nit appears that supervisors are able to check the work of the teachers and\nthe classes. Important announcements and instructions may be given, and\nsuperior work can be made generally available. But above all, radio broad¬\ncasting is peculiarly well-suited for the improvement\nof demonstration lessons.\n\nof instruction by means\n\nSupervision, being a cooperative enterprise for the improvement of in¬\nstruction, can be especially helpful in the securing of suitable radio-sound\nequipment, in selecting broadcast programs, and in devising methods of\nintegrating them into the curriculum of the school. If the classroom teacher\nwill bear her share of the burden in the three-way teaching arrangement,\nit appears that the radio may be used in many ways to advance the educa¬\ntional process. It can enrich the curriculum and vitalize instruction. The\nthrobbing present may be brought into the classroom and the dead past made\nto live again. It is the responsibility of supervision to determine how radio\ncan be efficiently used. If the radio cannot assist in realizing the commonlyaccepted purposes of education more effectively than they could be realized\notherwise, it has very little place in the school.\n\nSUPERVISORY\nPROBLEMS\nON THE COOPERATIVE\n\nIN THE SCHOOL\nORGANIZED\nGROUP\nINSTRUCTION\nPLAN\n\nLAWRENCE\n\nSPAULDING\n\nS. CHASE,\n\nPRINCIPAL,\n\nSCHOOL,\n\nMONTCLAIR,\n\nN.\n\nJ.\n\nThe one-room, one-teacher school has gradually fallen into disfavor with\nmany of the more progressive educators because this type of school has too\nmany\n\nhandicaps. Yet most of our elementary schools today are one-room,\none-teacher in spirit. No matter how many teachers there may\nbe, each works\nindependently.\n\nThe Platoon and Gary Schools have done something to change the\ntradi¬\ntional organization of the elementary school but the country at\nlarge clings\nto the century-old Lancastrian plan. Teachers in the main have\nbeen trained\n\n"}
{"page": 696, "printed_page": null, "text": "692\n\nNational\n\nEducation\n\nAssociation\n\nto teach everything. This in some schools amounts to as many as fifteen sub¬\njects. The present emphasis upon the creative arts, music, and recreation\nfinds the elementary school teachers poorly prepared.\nThe cooperative group plan proposes that three, four, or five teachers plan\ntheir activities together and all work with the same children. It suggests that\nteachers be used as they are and thru cooperation, supervision, and\nstudy\nthey be raised to the new required level of efficiency. The principal works\nwith the teachers in planning the units of work, each teacher being responsible\nfor certain activities only. Each room is equipped to do some special thing.\nChildren go from room to room.\nThe great problem of supervision is teamwork. Teachers readily take to\nthis change as they become specialists in a sense. They become more profes¬\nsional and more highly expert and receive a greater degree of respect\nfrom\ntheir colleagues, the children, and the home. The school becomes more cre¬\native in spirit and more experimental and scientific in planning.\nThe school, because of its organization and supervision, has\nthe possibility\nof being better suited to the complicated demands of the presen\nt than the\none-room, one-teacher plan.\n\nCREATIVE\nHELEN\n\nHAY\n\nHEYL,\n\nASPECTS\n\nOF\n\nSUPERVISION\n\nRURAL\nEDUCATION\nBUREAU,\nDEPARTMENT,\nALBANY, N. Y.\n\nSTATE\n\nEDUCATION\n\nSome teachers, at least, have begun to think of education in terms of\nnew\nobjectives the needs of the individual child squarely met.\nI submit that\nsuch a development suggests the need for new procedures in superv\nision and\npossibly for a new emphasis in teacher training as well.\nThe fiist step then is to focus supervision upon learning and the\nneeds of\nchildren, rather than upon teaching.\nA simple device may assist us. Let us throw over fixed patterns and\nreturn\nto principles and objectives in each act of evaluation. One group\nof super¬\nvisors with whom I am acquainted record their classroom observ\nations with\nquestions like these in mind :\n1. ship\nDid ?I see any child in this class learning to practise a desira\nble social relation¬\n2. Did I see any child discovering\naptitudes ?\n\nand developing\n\nhis own\n\ndesirable individual\n\n3. Was\n\nany child thinking critically?\n4. Did any child have a chance to learn to appreciate and desire\nsome\nactivity ?\n5. Were\n\nthese children developing\n\nphysical health and right mental\n\nworthwhile\n\nattitudes?\n\nThese are all hopeful signs and we wish we had more of them. Attent\nion\nshould center upon children’s activities and learning as the main\nfocus.\nIn the second place, we must learn that the creative aspects of supervision\ntake time. We must learn to wait until the teacher’s motivation,\noriginally\nimpelled from without, perhaps, comes finally from within ; to\nunderstand\n\n"}
{"page": 697, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n693\n\nthat a thinking, growing teacher is our primary objective — not a fixed per¬\nformance. We must practise self-control in the matter of imposing ourselves\nand our ideas upon teachers and be willing occasionally to deliberately turn\nour backs and walk away from a situation that is relatively inefficient, be¬\ncause we know that we can afford to wait until we are able to stimulate the\nright interests, to get this teacher to undertake a problem, to help her all\nwe can in its solution, but to guard her carefully lest, in our over-zealousness,\nshe be denied freedom to attack it in her own way. And finally we, ourselves,\nmust be willing to learn thru that teacher’s experiences. We can afford to\ndo this, for supervisors are not so much concerned with how much a teacher\nknows, as with how much\n\nshe grows. We\n\nwant her to grow thru an inner\n\nmotivation, to act under self-direction? rather than to arrive at any particular\nplace at any particular time. This attitude and spirit in supervision, however,\nrests upon dynamic growing personalities filled with the democratic ideal.\nFinally, a program of creative supervising and teaching involves the\nsetting up of common goals cooperatively arrived at.\nSuch a path as I am attempting to point out is fraught with many difficul¬\nties and dangers. Creative supervision permits teachers to make mistakes, to\ngo slow, to resort when necessary to trial and error methods. It implies ex¬\nperimentation. It requires courage and calmness of outlook. But we cannot\nescape the challenge, if we try to live our philosophy.\nOne other word remains to be said. As Dr. Brim pointed out in one of\nhis recent articles, we also “face the problem of protecting our child mate¬\nrials.” He illustrates thus:\nIn art we formerly assumed that a child must be taught certain technics before he\ncould paint a picture. We now know that if a child is given paper and paints and\nis encouraged to try, his growth in ability moves on apace. Strange as it may seem,\nhis technic improves almost unconsciously, or if need for some technic arises, it is\nmastered quickly in its functional setting. Given freedom to do crude work, to mess\naround, to waste materials, he comes thru with marvelous results.\nSuch a program is visioned for teachers, but in their case the material is too\nprecious to be wasted or crudely handled. Yet only thru trying under the guidance\nof her own intelligence to solve the problems of teaching will the kind of teacher\nwe want emerge.\n\nMy\n\nanswer\n\nto this is one of agreement ; but I think that we should also\n\nremember that we already have teachers in our schools who are bungling and\nwasting the precious materials in their hands. They are already poor teachers.\nTheir inefficiency may not stand out so sharply under traditional methods\nof supervision, because our eyes are dulled to them. But they are nonetheless\nreal on that account. And I think there is comparatively little danger that\nteachers will become less efficient than they already are because we encourage\nthem to center their efforts upon the fundamental realities of life instead of\ndealing with petty trivialities.\n\n"}
{"page": 698, "printed_page": null, "text": "-\n\n•\n\n*■\n\n■\n\n.\n\n"}
{"page": 699, "printed_page": null, "text": "Department\n\nof Supervisors and Teachers\nEconomics\n\nof Home\n\n"}
{"page": 700, "printed_page": null, "text": "AT THE Atlanta\n\nmeeting\n\nof the Association\n\nin 1929\n\nthe necessary petition for the formulation of a\nDepartment of Supervisors and Teachers of\nHome Economics was presented to the Representa¬\ntive Assembly and to the Executive Committee. This\npetition 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. Its good. work will continue as a depart¬\nment of the Association.\nThe officers for the year 1932-33 are: President,\nCarlotta C. Greer, Head, Home Economics Depart¬\nment, John Hay High School, Cleveland, Ohio; Vicepresident, Ada Kennedy, Supervisor of Home Eco¬\nnomics, Board of Education, Pasadena, Calif. ; Secre¬\ntary, Alice Currier, Supervisor of Home Economics,\nBoard of Education, Pawtucket, R. I.; Treasurer,\nMary M. Buckley, Supervisor of Home Economics,\nBoard of Education, Paterson, N. J.\nFor the record of the first meeting see the 1931\nvolume of Proceedings, pages 825-844.\n\n[ 696 ]\n\n"}
{"page": 701, "printed_page": null, "text": "HOME\nIRA\n\nS. WILE,\n\nECONOMICS\n\nPHYSICIAN,\n\nAUTHOR\nNEW\n\nAND\nAND\n\nLIFE\n\nLECTURER,\n\nYORK,\n\nATTITUDES\n264\n\nWEST\n\n73rD\n\nSTREET,\n\nN. Y.\n\nis the function of education in preparation for life? Certainly it\ninvolves giving facts, but the facts can be of service only in terms of prac¬\ntical absorption for the purposes of practical utilization. Education has a\nWhat\n\nfunction in setting forth processes and inducting children into their mean¬\ning and service. The values of processes are not inherent in themselves, but\nonly in their application. Education naturally is interested in the creation of\nideals, but here again, ideals as an abstraction have little dynamic value until\nthey are concretized in life.\n\nHome economics possesses a special function insofar as it contains a par¬\nticularized material content, and insofar as it aims to deal with the specific\nproblems of girls, for the most part, in terms of economic demands and\nsocial approvals. To a large extent its special function in terms of utility is\nbased upon the idea that woman’s place is in the home. The courses of\nPhiladelphia are said to be “planned to lay the foundations for happy par¬\nticipation in household activities and intelligent solution of the problems of\nhome management and family relationships.” The employment of the word\n“happy” is perhaps the keynote indicative of the emotional content of the\ncurriculum.\nH ome economics, thus, is not merely a matter of skills ; life attitudes are\nconcerned with persons, places, and situations as well as with things. They\nenter into the home attitudes towards the self, towards parents, grandpar¬\nents, visitors, strangers, children — and society as a whole. There is bound\nup in homemaking, attitudes towards a place, towards home habits, home\ntrials and efforts, home work, home beauty, home relationships, home visitors,\nand home life. The English expression of a “homey person” carries with it a\nwealth of implication.\nThe report of the Cooperative Studies Committee on Family Relation¬\nships, under the chairmanship of Miss Goodspeed, indicates that out of 213\nquestionnaires returned from 40 states and the District of Columbia, only\n\n39 reported family relationships as a separate course. Thirty-five percent re¬\nported work on family relationships in the junior high school; 68 percent\nreported topics on the senior high-school level.\nIt is interesting to note the first ten objectives of the family relationship\ncourses listed in order of frequency :\n1. Healthy\n\nhome\n\nmembership\n\n2. To develop spirit of cooperation\n\nin all life relationships\n\n3. To help girls and boys to find themselves\nto living\n4. To prepare for married life\n5. To encourage happier home\n\nlife\n\n[ 697 ]\n\nand to make\n\nwholesome\n\nadjustments\n\n"}
{"page": 702, "printed_page": null, "text": "698\n\nNational\n\nEducation\n\nAssociation\n\n6. To develop desirable personality traits\n7. To point out the contribution of the home\n8. To acquire higher ideals\n9. To guide in the healthy use of leisure\n\nto the community\n\nOf this group of objectives I would ask whether the sixth, namely, “To\ndevelop desirable personality traits,” is not basic to the securing of all\nthe\nother objectives mentioned? Without desirable personality traits, which\nin¬\nclude life attitudes, wholesome adjustment to living is difficult,* healthy\nhome membership is unlikely; and the acquisition of higher ideals is difficult.\nCabot said that men live by work, play, love, and worship. Indeed\n, the\n10 attitudes towards work, play, love, and\nworship determine how men live.\n.\nTo create an\nabiding intere\nMen live by their attitudes;st they\nin thelive\nwelfthru\ntheir\ndes; and many live for\nare of\nchilattitu\ndren.\ntheii attitudes towards life. The home as a whole is determined\nmainly by\nthe personalities who enter into it. The economics of the home are deter¬\nmined mainly by society. Society may determine the weekly wage but the\nhome itself is determined by the atmosphere created by the attitudes towar\nds\nthat weekly wage, and towards the society that pays it. Society may deter¬\nmine the housing that is available for a definite weekly or monthly rental\n,\nbut the house is not the home. That is constituted by the attitudes of those\nliving within the house.\nOne’s life attitudes as a whole represent what one is. Attitudes are habit¬\nual modes of regarding things, whether objects or ideas, persons or prin¬\nciples. They are complicated psychological trends suggesting settled be¬\nhaviors, indicating opinions and purposes which enable one to evaluate life.\nThey facilitate the evolution of one’s characteristic individuality. They enable\none to know where to stand upon a question, how to stand upon a principle,\nand why one stands either for or against a particular group or idea. Wherever\nman is, his life’s attitudes bespeak some purpose of mind, some outlook, some\ninterest. They reflect his health and vitality, his intellectual capacity and\nimagination. They indicate his ’ability to direct his emotional mechanisms\nand they reveal his inherent and acquired capacity for social relationships.\nIt is this idea which Dr. Eliot expressed when he commented that education\nin a democracy will teach: “The intimate dependence of each human individ¬\nual on a multitude, not in infancy alone, but at every moment of life — a\ndependence which increases with civilization.”\nIt is most significant that the word “attitude” was derived from the word\n“aptitude.” Attitude, as aptitude, represents the state of being apt or fitted\nfor something. Home economics has a primary relationship towards life atti¬\ntudes, because its major objective is to fit people for the home, and that fit¬\nness can be secured only insofar as there is the ultra-major objective of fitting\npeople for life and for living. The essence of home economics lies in aptitudes\nand attitudes, aptitude in economics, attitudes in the home, and each per¬\nmeates the other.\n\n"}
{"page": 703, "printed_page": null, "text": "Department\n\nTEACHING\n\nNEWELL\n\nof Supervisors\n\nFAMILY\n\nW.\n\nEDSON,\n\nand\n\nTeachers\n\nof Home\n\nRELATIONSHIPS\nCRISIS\nAMERICAN\n\nSOCIAL\n\nNEW\n\nN.\n\nYORK,\n\nIN\n\nEconomics\n\nTHE\n\nHYGIENE\n\n699\n\nPRESENT\n\nASSOCIATION,\n\nY.\n\nIn the present crisis there are other than economic challenges to family\nstability. The family is being openly challenged concerning its value to its\nmembers. Talk about the failure of the family, the breakdown of family in¬\nfluence, the rising tide of divorce, and substitutes for the family not only\nreaches many pupils but gives uncertainty to you who teach them. All too\nfrequently we analyze what has been taken away from the home and put\nalmost no stress on what is left. We emphasize family changes without re¬\niterating family stabilities.\nMeanwhile the movies are blatant in their interpretations of the family.\nThey often show marriage as a lightweight relationship, flippantly entered\ninto and broken with wisecracks, a hindrance to personal desires in sex re¬\nlations and therefore to be disregarded, a step in social climbing, a scheme\nfor getting-rich-quick, or an ennui to be postponed until one has exhausted\nthe gamut of celibate amusements.\nAnother factor that intensifies the present family crisis is the rather com¬\nmon uncertainty about our philosophy of sex. The sureness of our codes of a\ngeneration ago has weakened under the assaults of new data from physiology,\npsychology, psychiatry, and sociology. New and partly formed theories based\non a half truth or modicum of fact become acceptable grounds for new codes\nby some, but profoundly shock others.\nIf this present crisis ended in adult puzzlement alone, we might be little\ndisturbed by it. But its contagion has caught our youth. They think and feel\ndeeply, and they are frankly puzzled about the family. Home traditions, so¬\ncial contacts, and sexual maturity combine to urge them on toward marriage\nand homemaking. They want to know how to meet life situations on the\nway to marriage and parenthood and family relationships. They want the\nbest of our long human\n\nexperience in meeting\n\nthese situations. They\n\nwant\n\nunderstandings and ideals and guidance in their situations.\nSo I venture to state what I think are some of the needs of the growing\nchild as he or she leads toward the building of his (her) own family:\nFirst, the child should have a gradually increasing and effective under¬\nstanding of the home and homemaking. The child needs to know what homes\nare for, in what ways they serve family members, how the latter in turn serve\nthe home and in that service grow in character, how the home reflects the\ncharacter of its members, and the essentials of the successful and happy\nhome. He needs to know much about home members, their differences in\npersonality, their different roles in the family, their interrelations and in¬\nfluence on one another, the bonds that grow out of these interrelations, and\nthe privileges and responsibilities that go with these bonds. He needs to feel\nand build the essential spirit of the home\n\nand the personal contributions to\n\n"}
{"page": 704, "printed_page": null, "text": "700\n\nNational\n\nEducation\n\nAssociation\n\nthat spirit. He can t get all this in one term or one year.\nPerhaps he can’t\nget it all from the school or his own home. But get it he\nmust, if he is to be a\nsuccessful homemaker.\nSecond, this growing child needs to acquire a variety of home\nskills and\nto appreciate their value in personal and family expression\n. He needs to\nkno\\v what his personal skills and those of other membe\nrs contribute to\nfamily happiness and to his own. He needs to know the essent\nial skills of a\nfather, a mother, a brother, a sister, as part of his standards\nregarding these\npeople. He should have much practise in the arts of house\nkeeping in order\nthat he may make the house the ideal place for the expression\nof the life of\nits membeis, adjusting it as their life and personality chang\ne. Pie needs\nequal practise in the art of getting along with people, the skills\nof personal\nadjustment to others, and especially the skills of adjusting others\nto their\nvarious life situations. This involves an understanding of perso\nnality factors\nand of sex diffeiences. Boys need this practise in personal adjus\ntment even\nmore than gills, and many families suffer because they are lacking\nin this\nskill.\nThird, the growing child should understand thoroly the\nsteps in his\ntransition from adolescent maturing to marriage, because\nthese concern his\nmore active pieparation for marriage and largely determine\nits success or\nfailure. He should be familiar enough with puberal and adole\nscent develop¬\nment in its physical and emotional and social aspects and with\nsex differences\nin these particulars, so that he will thoroly understand the human\nmachine\nhe must operate for the rest of his life and its relation to other\nhuman ma¬\nchines. (We should not omit here a pretty thoro understanding\nof the other\nsex, foi family ciises prove all too conclusively that men don’t understand\nwomen, nor women men.) He will need to know much about affect\nion and\nlove and the interweaving of the sex impulse with them,\nas they progress\ninto mainage and paienthood and family relations. He will need some stand¬\nards for mate choice, courtship and engagement, and mate adjus\ntments.\nThese needs will take him beyond school age, so if the school is\nto help him\nin them, it must give him some long looks ahead.\nFourth, I feel that the growing child should get a clear understandin\ng of\nthe father-mother background of the home. Children can come\nto learn\nsomething about the factors that draw and hold parents together — commo\nn\nmtei ests and purposes, mutual confidence, the ability to adjust sex,\nhunger\nfor parenthood, the capacity for bringing out the best in each other, per¬\nsistence, and the other common ties of mates. Children need to learn some\nof the myriad adjustments parents have to make and the effect of these on\nthe family. They need to learn the values of everlasting teamwork in\nthe\nhome partnership, whether there is love or not. And they need to learn\nthe\neffect of this father-mother bond on the whole spirit and achievements\nof\nthe family.\n\nFifth, these candidates for homemaking should have the training\nin child\ncare that gives an understanding of the growth and developmen\nt of the\n\n"}
{"page": 705, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nTeachers\n\nof Home\n\nEconomics\n\n701\n\nchild, both prenatal and postnatal, and practise in the supervised care and\neducation of children.\nThis is only a partial summary\n\nof the needs of potential homemakers.\n\nIt\n\nis a huge program. Yes, but then homemaking is a huge affair; that’s why\nwithout training there are so many failures in it. Too big you say, for the\nschool ; but not too big for life, and the school is attempting to prepare for\nlife. The needs are there, whether the school meets them or not.\n\nFOR\n\nPLANS\n\nCARLOTTA\nHEAD\n\nOF\n\nNUTRITION\n\nC. GREER,\n\nCHAIRMAN,\n\nDEPARTMENT\n\nCLEVELAND,\n\nOF\n\nIN\n\nINSTRUCTION\nSCHOOLS\n\nHOME\n\nCOOPERATIVE\n\nSTUDIES\nJOHN\n\nECONOMICS,\n\nTHE\n\nPUBLIC\n\nCOMMITTEE;\nHAY\n\nHIGH\n\nAND\n\nSCHOOL,\n\nOHIO\n\nAs stated in the February meeting in Washington,\n\nthe Cooperative Studies\n\nCommittee decided a year ago to direct their work toward the study of nu¬\ntrition education in the public schools. The results of the first aim of their\nwork viz., to determine the status of nutrition education in the public schools,\nwas given in a report presented in the February meeting.\nA beginning regarding the second aim of the nutrition study, i. e., to at¬\ntempt to bring to every child the fundamentals\n\nof good food practises, was\n\nmade this spring. A plan for the accomplishment\n\nof this aim is as follows:\n\n1. Formulate\n\nreliable statements regarding the best use of food that are\ncomprehensible to pupils of different grade levels. It may be advisable\nto prepare three sets of statements or health' rules involving food —\none for elementary pupils, another for junior high, and a third for\nsenior high-school pupils. These statements should include the minimum\nfood cost of an adequate diet.\n\n2. Formulate educationally sound incentives and plans for making habit¬\nual practises that lead to optimum nutrition.\n3. (a) Send copies of this material to school superintendents asking that,\nif possible, the information be made available to every school child in\nthe system.\n(b) Secure the cooperation of the home economics teacher or super¬\nvisor in carrying out the educational program outlined.\n(c) Suggest that a local committee be appointed to put the suggestions\nin operation and that names of the persons on the committee be sent to\nthe chairman of the Cooperative Studies Committee.\n4. (a) Suggest ways of making the information available to pupils, such\nas presentation by home economics, health, or biology teachers in class¬\nrooms or in assembly gatherings; educational films; rat-feeding ex¬\nperiments ; letters to parents.\n(b) Suggest methods of checking wholesome food practise that may\nbe evaluated by the teacher.\n\n"}
{"page": 706, "printed_page": null, "text": "702\n\nNational\n\nEducation\n\nAssociation\n\nOPPORTUNITIES\nFOR INDIVIDUAL\nAND SATISFACTIONS\nIN HOME\nMRS.\n\nMARION\n\nM.\n\nMILLER, ASSOCIATE DIRECTOR,\nOF AMERICA, NEW YORK,\n\nSELF-EXPRESSION\nLIFE TODAY\nCHILD\nN. Y.\n\nSTUDY\n\nASSOCIATION\n\nI \\\\ ant to discuss particularly the right of each family membe\nr, even the\nvei\\ youngest, to be considered as an individual not only worth\ny of respect\nbut expected to command it, as an idea which has wrought profo\nund changes\nin our practical home life day by day. This is in truth the century of\nthe child\nand it rests with those who can see the implications to make it also\na century\nof progress both for the child and for the family group.\nThe first essential for wholesome family living is an\nunderstanding on the\npart of the parent of the individual differences within the\ngroup and respect¬\nful recognition of the specific needs of each family memb\ner, so that each in¬\ndividual and the group as a whole can function, with selfrespect and with\nmutual respect, on the highest level possible for them to attai\nn. This means\nthat we must cast aside our ready-made patterns of fami\nly behavior. We\nhear on all sides that family tradition is breaking down.\nMuch of family\ntradition rested on very insecure foundations and it is right\nand proper that\nit should bieak down. Traditions based on pride of race\nprestige, or money\ntradition , or on vanity, have no place in a world\n\nwhere\n\neach individual is\n\nentitled to respect, not only for what he is but for what he hopes\nand strives\nto become. The leavening process has perhaps been too rapid\nand we may\nhave thiown aside much that was valid in getting rid of an irkso\nme and ugly\nsuper-structure. Our hope, then, must be in the future.\nThe satisfactions that we derive in and thru the\nfamily group will depend\nmore and more upon the collective inspiration of\nthe group and less upon\narbitrary fortune. The child’s first need, therefore, is\nthat he be understood\nand respected, and this holds true whether he is six months\nold or an adult.\nIt means that he cannot be used primarily as a means for his\nparents’ enter¬\ntainment or as a shock absorber for the parents’ dominati\non ; he is entitled to\nthe benefit of the social heritage which the family,\nand in particular, his\nparents have accumulated. The home is the place where the\nchild must have\nhis second, his third, and fourth chance. He must be privileged to\nmake mis¬\ntakes, to profit by them, and eventually to arrive at a degree\nof maturity\nwithout being burdened by an irreparable sense of failure.\nPerhaps the very greatest need of the young person of today\nis preparation\nfoi change. We are living in an era whose most outstanding charac\nteristic is\nfluidity. In order to accept change with confidence, with intere\nst, and with\ntolerance, there must be some security in personal relationships— this\nthe\nhome must supply. Where confusion reigns within the family, where\nthe\nchild is pulled emotionally this way and that, he can never hope to derive\nsatisfaction either within his home or elsewhere. On the other hand,\nif the\nhome is characterized by too great rigidity or too great a degree of\nprotec¬\ntion from the world at large, then the child is living in fairyland and can¬\nnot cope with real situations.\n\n"}
{"page": 707, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nTeachers\n\nof Home\n\nEconomics\n\n703\n\nThis brings us to a consideration of authority and discipline as a funda¬\nmental basis of family living. It is inevitable that for the small child the\nparent should be the arbiter of right and wrong. Parental authority, how¬\never, must rest on principle and not on force. To expect obedience from a\nchild is permissible only in terms of what is, according to the parent’s best\nunderstanding, the wisest course of action at the time. This precludes the\npersonal appeal. We can no longer, if we follow this line of thought, expect\nobedience because “I say so,” “because I am your father,” or even “because\nyou love me.” The parent is the interpreter, not the cause. “I, the parent,\nam older, more experienced, and therefore presumably wiser.” Insofar as\nthe parent commands respect thru his understanding, his wisdom, and his\nfair minded consideration, the child will be obedient. The child has the right\nto expect* of the parent reliability and steadfastness without dogmatic rigid¬\nity; honesty, tolerance, and open-mindedness in discussing matters that in¬\nvolve decided change in viewpoint from that which was current in the\nparent’s youth.\nWhat then are the satisfactions inherent in the family ?\n1. Each family member has within the family group a sense of belonging, of being\nof worth by virtue of his family membership. Elsewhere he has to fight for position.\nRank in the outside world may be obtained by influence, but it must be maintained\nby merits. Within the family this is not so; here the anchorage is inherent in the\nrelationship.\n2. Thru a recognition of individual differences, of particular capacity, and special\nhandicap, each family member should be enabled to develop along the lines of his\ncapability, his needs, and his interests. We presuppose, of course, a high degree of\nunderstanding of personality needs and an honest recognition of individual varia¬\ntions. There should be no arbitrary goal of achievement within the family as there\nnecessarily is in the business and professional world.\n3. Within the family the child should have his first taste of success. No one thrives\non failure and it is within the family circle that tasks can be graded in a way that\nthe child is constantly strengthened and revivified by success with an ever receding\ngoal which leads toward further effort.\n\nSATISFACTIONS\nHOWARD\n\nF. BIGELOW,\n\nOF\n\nSOLVENCY\n\nWESTERN\n\nSTATE\n\nKALAMAZOO,\n\nMICH.\n\nTEACHERS\n\nCOLLEGE,\n\nSolvency is that condition of a business in which its current funds exceed\nits current liabilities. A family is solvent if it has funds available with which\nto meet its obligations as they fall due.\nThe satisfactions of solvency are intangible. At the present time most of\nus are either families with the satisfaction of being able to keep two jumps\nahead of the sheriff, or know only too well the difficulties insolvency in¬\nvolves. Solvency is the only satisfactory economic foundation on which to\nerect a satisfying family life.\nIt is difficult for a family to maintain its solvency for a number of reasons.\nFor most of us neither income nor expenses come with exact regularity. For\nmost of us solvency can be maintained only by careful planning considerably\n\n"}
{"page": 708, "printed_page": null, "text": "704\n\nNational\n\nEducation\n\nAssociation\n\nm advance. Such planning is difficult nowadays. Living as we do in a chang¬\ning world,, we have been getting into difficulty because we have been acting\non the basis of knowledge that is no longer so. Our recent difficulty in main¬\ntaining solvency has been due in part to our tardy recognition of the change\nfrom a rising to a falling secular price trend, in part from failure to make\nthe adjustments incident to changing from a scarcity to a surplus economy,\nin part to our losing sight in our enthusiasm for collectivism of individual\nfamily wellbeing as the end for which our social and economic organization\nwas created.\nWe\n\nwill be better able to insure the solvency of American families in\nyears to come, if we get back to the original Greek meaning of economics\nwhich concerned itself primarily, not with piling up wealth for its own\nsake, but in the proper ratio of goods to needs ; if we realize that we live to\nconsume and not to produce, and that it is possible for the first time in hu¬\nman history, living as we do in a surplus economy, to adjust our production\nto our consumption needs ; if we provide an adequate body of uptodate infor¬\nmation and of sound principles to guide us in our personal economic life ;\nif we come to look upon the home not primarily as a place to consume, but\nas a going business concern which in the interests of solvency frequently pro¬\nduces for use what its members cannot afford to buy in the way of goods and\nservices.\nIf we are to be able to adapt ourselves quickly, positively, and surely to the\nchanges which progress inevitably entails, we must have, then, broad infor¬\nmation, knowledge of specific principles, plus instruction as to their proper\napplication in a wide variety of situations. And above all we need a whole¬\nsome and positive philosophy of life.\nFor we have been passing thru years in which fear has been holding sway\nin the world. It is up to us to make it possible for the men and women of\ntomorrow to face life with the confidence that can come only from adequate\npreparation for the task at hand. It is up to the home economist to take the\nlead, which the economist and the psychologist should be only too glad to\nfollow, in developing a new “domestic science” which shall concern itself\nonly incidentally with the development of technic and primarily with what¬\never principles are fundamental to successful living.\nThe materials we need are all about us. It is up to us, economist and\nhome\neconomist alike, to make the satisfactions of solvency available for the\ngen¬\nerations that are to come.\n\nHOME\n\nCORA\n\nACTIVITIES FOR\nINTEGRATED\nM.\n\nWINCHELL,\n\nTEACHERS\n\nCOLLEGE,\n\nGENERAL\nEDUCATION\nSCHOOL\nPROGRAM\n\nPROFESSOR\nCOLUMBIA\n\nOF\n\nHOUSEHOLD\n\nUNIVERSITY,\n\nARTS\nNEW\n\nIN AN\n\nEDUCATION,\n\nYORK,\n\nN. Y.\n\nA proposal for the extension of education for homeliving and homemaking\nby means of its integration with the work of the classroom is bound to stimu¬\nlate two questions: (1) If such a program\n\nis introduced into the schools,\n\n"}
{"page": 709, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nTeachers\n\nof Home\n\nEconomics\n\n705\n\nwhat preparation should be given to the general classroom teacher in homelife activities? (2) If such a plan is developed in a school system, what then\nwill be the field of work for the home economist?\nIn response to the first question the answer is obvious : the general class¬\nroom teacher should be equipped to teach with accuracy and with a degree\nof skill the essential activities concerned with food, clothing, and home fur¬\nnishings. She should become cognizant of the resources of the field of home¬\nliving and homemaking in order that she may select from it those activities\nwhich may be valuable in the solution of problems and the building up of\nunits of work for the age level and interest with which she is concerned.\nIt will be found that in most instances the state or local course of study in\nthe schools is richer in suggested content and experiences in this field than is\nthe program of studies in the normal school or college in which the teacher\nwas prepared for her work.\nSuch courses offered in the teacher-training institution should be de¬\nveloped for two purposes: First , they should serve the prospective teacher\npersonally , in building up an intelligent basis for healthful and wholesome\n\nliving; and second , they should provide her with an intelligent background\nof available resources, of points of view, facts and technics from which she\nmay draw as the need arises and the opportunity presents itself to introduce\nhome-life content into the work of her classroom. Essentials in the various\nhome activities should be selected as a basis for the course ; and the findings\nof research and the most acceptable procedures should be incorporated.\nThe plea for enriched training in the field of home-life content is stated\nwith poignancy in the following quotation:1\nGreeting\nAnd\n\nhis pupils, the master\n\n“What would\nthe reply came:\n\nasked:\n\nye learn of me?”\n\n“How\nHow\n\nshall we care for our bodies?\nshall we rear our children?\n\nHow\nHow\nHow\n\nshall we work together?\nshall we live with our fellowmen?\nshall we play?\n\nFor what ends shall we live?”\n\nAnd the teacher pondered these words, and sorrow\nlearning touched not these things.\n\nwas\n\nin his heart, for his own\n\nIn answer to the second inevitable question, “If home-life content is to be\nincorporated into the general school program what will be the field of work\nfor the home economist?” there is a definite response:\nHome economics, either in the integrated or in the subject-division pro¬\ngram, has a content which is its own, a body of facts, appreciations, art rela¬\ntionships, social and economic implications, and specific skills which should\nbe organized coherently around fundamental problems of homeliving and\nhomemaking. Only as the specially trained home economist with a breadth\n1 Chapman, J. Crosby and Counts, George\nMifflin Co., 1924.\n\nS. Principles of Education.\n\nNew\n\nYork:\n\nHoughton,\n\n"}
{"page": 710, "printed_page": null, "text": "706\n\nNational\n\nEducation\n\nAssociation\n\nof educational vision becomes a member of the teaching group can this field\nof work be adequately offered in the junior and senior high school.\nHomeliving and homemaking, as in the case of other school subjects, may\nbe adapted to different age and grade levels as significant content ; but when\nthe boy and girl reach the junior and senior high school they need the type of\neducation which has involved advanced and intensive teacher training. The\nwork of the integrated elementary school program will be a valuable back¬\nground for organized home economics education in the junior high school.\nWithout doubt the junior high school, at the present time, offers the best\nopportunity to teach homeliving and homemaking, organized units of work,\nwithin this field. In the senior high school, the woman trained in some spe¬\ncific aspect of the field rather than in the general aspects of homemaking,\nwill find her most effective field. The teacher of foods and nutrition, of\nclothing and textiles, of home management, of art in the home, of child de¬\nvelopment, will find her opportunity at this age level.\nThe teacher and supervisor of home economics in the school system should\nalso make herself increasingly valuable as a consultant and an aid to the ele¬\nmentary school teacher under the “integrated” plan. Her more intensive\ntraining and her willing cooperation should serve to enrich the work as\nplanned by the classroom teacher.\n#\nSuch a teacher of home economics will be recognized as one ( 1 ) with a\ncomprehension and grasp of general education and its changing needs; (2)\nwith a flexible personality; (3) with the most comprehensive preparation for\nher field of service which she can afford.\n\nThe\n\ntrend in education seems unmistakable toward greater cooperation,\nmore integration, fewer divisions between subjects. It would seem essential\nthat we in home economics keep our eye on the changing social and educa¬\ntional scene ; that we emulate the fine men and women who have preceded\nus in the development of our field of work — bending it, molding it, re-evaluat¬\ning our purposes and goals in terms of the work and its needs today. Only\nthru a conception of home economics as a phase of the entire educational\nprogram for boys as well as for girls, within and without the school, can we\nhope to promote education in home-life activities for all.\nSECONDARY\nFORREST\n\nEDUCATION\n\nE. LONG,\n\nPROFESSOR\nNEW\n\nOF\n\nDURING\n\nTHE\n\nNEXT\n\nEDUCATION,\n\nNEW\n\nYORK\n\nYORK,\n\nDECADE\nUNIVERSITY,\n\nN. Y.\n\nThe only hope for a thoro-going reconstruction rests with the schools and\nvery largely with the secondary school. If the American dream, so ably de¬\nfined by James Truslow Adams in The Epic of America, is to come true we\nshall recognize that poverty must be driven from our midst. A more ade¬\nquate and equitable system of production and distribution will be evolved.\nThe program of the high school during the next decade undoubtedly will\nallow for much discussion and planning along this line. Social economy will\ntake a more prominent place in the curriculum than it has known heretofore.\n\n"}
{"page": 711, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nTeachers\n\nof Home\n\nEconomics\n\n707\n\nT he items which appear below will, I believe, furnish the major em¬\nphases of secondary education during the next decade:\n1. We must attack the problem of economic life and help to give direction to a\ntrend that is being forced upon us.\n2. As a concomitant of economic readjustment will come the need for increased\ncapacity for consumption\nveloped by the school.\n\nof the real values of life. This\n\nability must\n\nbe de¬\n\n3. We shall accept and provide suitable instruction for all pupils of secondary\nschool age.\n\n4. The secondary school has an opportunity for service in the retraining of\nadolescents and adults to provide them with the skills required to meet the\ndemands of a rapidly shifting vocational world.\n\n5. The teachers of America will lead the way to a better understanding\nand will aid young America to appreciate the futility of war.\n\nof peace\n\nIn addition to the above trends which we may expect the secondary school\nto follow during the next decade there are numerous less significant adjust¬\nments which undoubtedly will be made. Some of these adjustments are likely\nto take place in order to make possible the larger role of the secondary school\nas outlined above.\nThere is considerable evidence which indicates that one of our educational\natrocities is to lose cast. The socalled Carnegie unit — unknown elsewhere in\nthe world — has become so inflated that it is no longer respected as academic\ncurrency. Today no one knows what a unit is and no one maintains longer\nthat two units are approximately of equal value. The best we can say for\nthe unit today is that it represents time served. With the influx of larger\nnumbers of pupils representing the lower levels of academic accomplishment,\nthere seems to be reason enough for recasting our bookkeeping system. Un¬\ndoubtedly the unit will remain with us for a long period of time, but we\nshall come to recognize that there is little relationship between the accumu¬\nlation of units and the education of children. With the breakdown of the\ntime-to-be-served theory will come\nand independent investigation.\n\na new\n\nClosely associated with the movement\n\nemphasis on independent study\nto encourage independent\n\nstudy\n\nand independent investigation will be a realignment of departmental bar¬\nriers. Pupils making independent studies in homemaking, for instance, will\nsoon learn that homemaking involves infinitely more complex adjustments\nthan those required in the kitchen or the sewing room. Economics, sociology,\nhygiene, the esthetic arts, vocational education of all sorts, and hosts of\nother divisions of accumulated knowledge will be drawn upon to solve its\nproblems. Pupils doing independent work will soon recognize how futile our\nattempts have been to pigeon-hole human knowledge. These pupils will not\nbe concerned over departmental jealousies. They will be seeking answers to\ntheir own questions.\nThere is a very obvious movement\n\nin the secondary schools to break down\n\nthe tyranny of college domination. Increased numbers of pupils of the nonacademic type will surely make the secondary schools even bolder during\n\n"}
{"page": 712, "printed_page": null, "text": "708\n\nNational\n\nEducation\n\nAssociation\n\nthe next decade. We may be able to force the hand of the colleges and thus\nsecure their cooperation in the training to be given to selected individuals\nwhile they remain in high school in preparation for their work in college.\nSome of the additional problems which should be attacked during the next\ndecade are:\n1. Apprenticeship training of teachers and\nsonality and creative ability.\n\ntheir selection on the basis of per¬\n\n2. The extension of the high-school library, especially the library service\nduring\nvacation periods.\n3. The gradual reduction of the social distance between teacher and pupil — the\nteacher to become a guide, counselor, and friend to the pupil.\n4. The incorporation of the junior college into the public school system.\n\nUninformed, indeed, is the individual who can face with complacency the\nnext ten years in the secondary school. There is every reason to believe that\nviolent readjustment will be made. Our function, it seems to me, is to aid in\ncharting the course which this readjustment shall take. When dealing with\nsocial phenomena we cannot forecast movements with great accuracy. But\nif professional groups will spend their time, during these trying days, in\nshaping progressive readjustments rather than in holding the line for the\nold order it is likely that we may be permitted to shape the future of the\nschool. If we stand too conservatively, our lay population will be forced to\ntake charge of the reorganization without even consulting us. It is better\nthat we lay down a constructive program.\n\nFIRST\nEDWIN\n\nW.\n\nTHINGS\n\nADAMS,\n\nFIRST\n\nIN\n\nEDUCATION\n\nASSOCIATE SUPERINTENDENT\nPHILADELPHIA,\nPA.\n\nOF\n\nSCHOOLS,\n\nThe question might well be raised as to whether there is anyone who is\nreally in position to know just what are the fundamentals in education.\nThere has never been a time in the history of education when we have\nbeen\nso uncertain as to just what our aims and objectives really are. We have be¬\ncome enmeshed in a tangle of facts and near-facts j of theories and practis\nes j\nof proposals and counter-proposals ; until we are, at times, bewildered with\nthe complexity of the whole situation and find ourselves in danger of losing\nfaith in some of the essentials of our work. We have seen so many of our sup¬\nposedly solid propositions break down under the application of the principles\nof scientific research, that we look with question at practically everything.\nOne after another educational plans and devices have been heralded that\nhave promised to revolutionize the whole educational process. Organic edu¬\ncation, Dalton plan, Winnetka, and others too numerous to mention have\nheld the limelight for a time only to be outshone by other and newer devices.\nPopularity has followed in the wake of successful advertising. Mere accept¬\nance has in some circles been assumed as a guarantee of the value and effec¬\ntiveness of the system. Each has had its bright day, only to fall short as a\nsolution to the eternal question.\n\n"}
{"page": 713, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nTeachers\n\nof Home\n\nEconomics\n\n709\n\nEven educational measurement which was so eagerly welcomed as a key\nto the situation, if not a cure-all, is not without its limitations. As an instru¬\nment of research — for the determining of facts — for diagnosis and prog¬\nnosis, it is serving a most valuable place. It is, however, merely an instru¬\nment — a means to an end. Insofar as it draws us away from fundamentals,\nit too is fraught with danger.\nThe conditions which we find in the school but parallel the conditions in\n\nthe social, economic world about us. A rapidly changing civilization has\nproduced a rapidly changing school. Within the span of the lives of many\nof us, there began a revolution which has rocked the very foundations of\nsocial, economic, political, and even moral life. Change, rapid and sweeping,\ncame over civilization. In every field of endeavor, science, hand in hand with\nindustry, began a series of developments which have changed entirely our\nliving and our outlook on life.\nToday it would take a brave man, indeed, to predict conditions of life\neven a decade hence. The older knowledges and skills may not be so service¬\nable as we think. New, radically changed conditions may demand new and\nadjusted ways of looking at life.\n\nIt is for life in such a changing civilization that the school must prepare\nits pupils. Education has confronting it the task of determining what shall\nconstitute the objectives, the methods, and the procedures.\nWe have recently come to regard normal progress as an essential in edu¬\ncation. We desire for every child a progress that will conform to a normal\nstage of physiological and social as well as intellectual development.\nWe have tried ability grouping in an effort to bring about group individ¬\nualization. The\n\nincrease of pupil achievement\n\nin subjectmatter\n\nhas been dis¬\n\nappointing. We need individual individualization. This will require the de¬\nvelopment of methods of individualization within class groups.\nWe have, in the past, in our zeal to secure for every child that which we\nthought to be best and most essential, operated such standards of promotion\nas resulted in an inordinated amount of failure with the consequent repeti¬\ntion and eventual elimination. 71 oday we see developing a philosophy which\nbelieves in the right of the child to succeed — a philosophy which would so\norganize the educational forces and procedures as would make for success¬\nful progress thru the grades without failure for practically every child. It\npresupposes a flexibility of organization, a wide variety of curriculum offerings, and a mastery of the technic of teaching with emphasis on individual¬\nization. We\n\nknow\n\nnow\n\nthat if we had all the twelve-year-old pupils in the\nsixth-grade, we would have no greater range of abilities than we now have\nwith our present system of grading.\nThe school of yesterday was built on the assumption that knowledge was\npower, and that if children knew they would do. We have come to realize\nthat the mere possession of knowledge will not in itself insure right action.\nWe have set up today as the foremost goal in education the objective of good\ncitizenship, and have coupled with it as the prime essential, good character.\n\n"}
{"page": 714, "printed_page": null, "text": "710\n\nNational\n\nEducation\n\nAssociation\n\nOn our way toward the goal to good citizenship and good character, we\nare beginning to recognize the necessity for developing in each child those\ninner resources which can alone insure right action in the face of the new\nand constantly changing environment in which the pupil finds himself. We\nare endeavoring to develop in each pupil, as far as possible, a broad range of\ninterests, a willingness to welcome new problems, and an honest desire to\nsolve them. T he ability to think for oneself, to face new and unusual situa¬\ntions fearlessly, and an attempt to work out the solution of the problems\nwhich arise, constitute by far the largest responsibility of the school.\nI he school of today is increasingly becoming, in the language of Dr.\nSuhrie of New \\ ork University, “a place where boys and girls, young men\nand young women come together to educate themselves and one another\nwith the help of some good teachers.”\nSECRETARY’S\n\nMINUTES\n\nAtlantic City, New Jersey\nBusiness Session, June 27, 1932\nPresident Goodspeed welcomed\ning would be at Minneapolis.\n\nthe group\n\nand announced\n\nthat the February\n\nmeet¬\n\nThe secretary read the minutes of the Washington meeting. Upon a motion made\nby Miss Jacobs and seconded by Miss Case, the minutes were accepted as read.\nMiss Goodspeed appointed members of the Resolutions Committee as follows:\nDorothy Stone, teacher of home economics, South Norwalk, Conn. ; Emma Pierce,\nHome Economics Normal School, Jersey City, N. J. ; Ruth Sanger, supervisor of home\neconomics, Toledo, Ohio, chairman.\n\nThe treasurer’s annual report was read and accepted.\nThe president then called for reports of special committees.\nCarlotta C. Greer, chairman of the Cooperative Studies Committee, made a report\nof the Committee on Nutrition in the Public Schools. The report is filed in full with\nthe secretary.\nAlice R. Wallin, chairman of the National Progress Committee, could not be pres¬\nent. The secretary was asked to include a statement of the work of this Committee\nin her report. Emma S. Jacobs moved that the report of the Progress Committee be\nreferred to the Executive Committee to decide which problem could be studied the\nnext year. Seconded by Miss Whitcomb. Carried. The report is filed in full with the\nsecretary.\nMiss Jacobs, a member of the National Council of Education, reported the meeting\nof that organization. There was considerable discussion of the report. Mrs. A. G.\nGreen, Pennsylvania state supervisor of home economics, moved that it be accepted.\nCarried.\nThe membership chairman, Mary M. Buckley, read her report. She emphasized the\nfact that membership had dropped very little regardless of conditions. There were\n238 renewals and 237 new members. The report was accepted.\nA problem concerning changes in the bylaws had been laid over from the Wash¬\nington meeting. In this connection Emma S. Jacobs presented the following:\nTo amend Article III, Section 1 to read as follows:\nSection 1. Number of officers — The regular officers of this Department shall be\nPresident, Vicepresident, Secretary, and Treasurer. Such other officers may be\nadded by the executive committee as are deemed necessary.\nAlso to amend Article IV, Section 3 to read as follows:\n\nSection 3. Duties of secretary — The secretary shall keep a full and accurate\nrecord of the proceedings of the general meetings of the organization. He shall\n\n"}
{"page": 715, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nTeachers\n\nof Home\n\nEconomics\n\n711\n\nkeep a list of members; shall revise said list annually and shall carry on the\nformal correspondence with the members considered necessary for announcing\nmeetings, etc. He shall be custodian of all the property of the Department. At\nthe expiration of his term, he shall transfer to his successor all books and other\nproperty in his possession belonging to the Department. At the expiration of his\nterm, he may be called upon to act for the ensuing year as an advising member\nof the executive committee.\nAlso to add Section 4 to Article IV as follows:\nSection 4. Duties of treasurer — The treasurer shall receive or collect all moneys\nof the Department; shall pay the same upon order of the president; shall keep\nan exact account of his receipts and expenditures, and shall render an account to\nthe executive committee. At the expiration of his term, he shall transfer to his\nsuccessor all books and other property in his possession belonging to the Depart¬\nment. The treasurer shall act as chairman of the membership committee. At the\nexpiration of his term he may be called upon to act for the ensuing year as an\nadvising member of the executive committee.\nMiss Jacobs then made the motion\nseconded the motion. Carried.\n\nthat the changes\n\nbe accepted. Miss Whitcomb\n\nThe president, Miss Goodspeed, then asked for a report of the nominating com¬\nmittee. As none of the committee were present, the secretary was asked to read the\nreport sent by Mrs. Erma Christy, chairman. The secretary read the names of the\nofficers, listed on page 696, and they were declared elected, there being no other\nnominations.\nMeeting\n\nadjourned.\n\nBusiness\n\nSession, June 28, 1932\n\nMiss Goodspeed called attention to the fact that it had been suggested that a Com¬\nmittee on Economics be formed in order to help crystallize the suggestions of speak¬\ners and of the Progress Committee. Miss Jacobs made the motion that a Committee\non Economics similar to the Committee on Nutrition be named. Miss Whitcomb\nsuggested that Dr. Benjamin Andrews be asked to act as chairman of this committee.\nMiss Jacobs accepted the suggestion. Carried.\nMiss Ruth\n\nSanger\n\nreported for the Resolutions\n\nCommittee:\n\nWhereas, thru the untiring efforts of Miss Ethel M. Powell, Miss Jean P. Case,\nand the teachers of home economics in Atlantic City and New Jersey as a whole,\nwe have enjoyed splendid and worthwhile programs and charming hospitality,\nbe it\nResolved, that we hereby acknowledge our indebtedness\nour sincere thanks for their many courtesies; be it further\n\nto them\n\nand\n\nextend\n\nResolved, that the secretary transmit in writing to them, to all the speakers, to\nthe members of the Advisory Council in Nutrition, the representatives on the\nNational Council of Education, our appreciation of their efforts in our behalf;\nbe it further\nResolved, that special thanks be tendered to our chairman, Helen C. Goodspeed,\nfor her outstanding work, and to the other officers who have so ably served us;\nbe it further\nResolved, that this Department lend its support and cooperation to the further¬\ning of research dealing with home and family and to the application of such find¬\nings along lines so ably indicated by our speakers, Dr. Wile and Mr. Edson.\n\nW^hereas, in the death of Martha Van Rensselaer\nlost a faithful friend and fellow worker,\nbe it\n\nall Home\n\nResolved, that this Department include in its minutes\nits appreciation of her work and sorrow at her passing.\nThe\n\nresolutions were\n\nadopted.\n\nEconomists\n\nhave\n\nthis brief expression\n\nof\n\n"}
{"page": 716, "printed_page": null, "text": "712\n\nNational\n\nReport\nSince the last report\nthe statement\n\nEducation\n\nof Progress\n\nCommittee,\n\nof this committee,\n\nof the needs\n\nand\n\nAssociation\n\nproblems\n\nan\n\nJune, 1932\n\neffort has been\n\nof public-school\n\nmade\n\nhome\n\nto narrow\n\ndown\n\neconomics.\n\nThe list\nsent out to the members of the committee and they were asked\nto make a selection of the problems which they rated first, second, and third in\nimportance. Those committee members who responded were then asked to select\nfrom the list secured the one problem they considered the most urgent. The follow¬\ning were reported:\nas first obtained\n\n1. Define\n\nwas\n\noutcomes\n\nand\n\ngoals\n\nfor home\n\neconomics\n\n2. Development of courses of study based\nmatter in foods and clothing\n3. What\n\nis the maximum\n\nnumber\n\non\n\nthe family\n\nrather\n\nthan\n\nsubject-\n\nof pupils for satisfactory\n\nlaboratory work in\none-hour periods if the standard of work on a high level is to be maintained?\nDoes this number vary with intelligence levels?\n\n4. What may\ntime ?\n5. Means\n\nhome\n\neconomics\n\nof acquainting\n\ndo that it is not now\n\nthe community\n\neconomics courses, or ways\nvalue of home economics.\n\nNumber\n\n1 and\n\neight agreed\n\non\n\nnumber\n\n2 each\n\nnumber\n\n1 as being\n\ndoing\n\nto train for leisure\n\nwith\n\nthe purpose\n\nand\n\nof educating\n\nthe general\n\npublic\n\nas to the real\n\nvotes. In the previous\n\nvote six out of\n\nreceived\n\ntwo\n\ntheir first, second,\n\ncontent\n\nof home\n\nor third choice, while\n\nthree\nout of eight agreed on number 2. From this it would appear that the most urgent\nneed of public school home economics today is to define the outcomes and goals for\nhome economics. The Progress Committee recommends that the Cooperative Studies\nCommittee take up the study of this problem.\nAlice\n\nAnnual\n\nReport\n\nR. Wallin,\n\nChairman.\n\nof Treasurer\n\nIncome\n\nBalance at N. E. A. headquarters Sept. 1, 1931 .\nBalance in bank at Paterson, N. J .\nMembership dues .\n13 membership dues for N. E. A .\nN. E. A. allottment\n\n$130.00\n9.00\n475.00\n26.00\n\nfor year .\n\n25.00\n\nSale of bulletins — received from Miss Jacobs .\nSale of bulletins thru office .\nTotal\n\n8.10\n1.30\n\n.\n\n$674.40\nExpenditures\n\nPrinting\n\nand\n\nmultigraphing\n\nofficers’ programs\nOffice Expenses\n\nfor\n\nletters — letter heads,\n\nenvelopes,\n\nand\n\ndepartments .\n\n$119.10\n\nClerical help .\nMailing, Express, Telegrams, Specials .\nCheck to Miss Jacobs .\nLos Angeles Meeting .\n\n$54.25\n76.13\n1.20\n\nWashington\n\n28.88\n\nMeeting .\n\n20.77\n\nPrinting and mailing of “Occupations” .\nPresident Goodspeed .\n\n33.70\n13.40\n\nConference\n\ntravel\n\n10.92\n\nResearch\n\nCommittee\n\nTotal\nBalance\n\nfor two\n\nmeetings .\n\nExpenses — Oct.\n\n.\nJuly\n\nto June .\n\n253.25\n25.47\n417.82\n\n2, 1932\n$256.58\n\n"}
{"page": 717, "printed_page": null, "text": "Department\n\nof Teachers Colleges\n\n"}
{"page": 718, "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 combination\nwas effected. It was arranged that the National Edu¬\ncation Association take over the publications of the\nAmerican Association of Teachers Colleges, includ¬\ning its yearbook, in 1926.\nThe officers of this Department for the year 193233 are: President , H. A. Brown, President, Illinois\nState Normal University, Normal, Ill.; First Vicepresident , John W. Withers, Dean, Department of\nEducation, New York University, New York, N. Y. ;\nSecond Vicepresident , J. A. Pitman, President, State\nNormal School, Salem, Mass.; Third Vicepresident ,\nH. H. Cherry, President, Western Kentucky State\nTeachers College, Bowling Green, Ky. ; SecretaryTreasurer, Charles W. Hunt, President, Cleveland\nSchool of Education, Cleveland, Ohio.\n1870: 1- 88\n1873:164-199\n1874:214-254\n1875:138-153\n1876:157-211\n1877:139-174\n1879:113-135\n1880:176-193\n1881:199-218\n1882:173-181\n1884:236-258\n\n1885 :223-248\n1886:389-423\n1887:467-604\n1888:465-515\n1889:557-613\n1890:717-759\n1891 :709-741\n1892:407-435\n1894:819-871\n1895:672-718\n1896 :642-666\n\n1897:709-736\n1898:728-757\n1899 :835-904\n1900:480-491\n1901 :635-646\n1902:529-649\n1903 :539-595\n1904:567-593\n1905:517-557\n1906:707-711\n1907:739-759\n\n[714]\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:\n1930:\n1931:\n\n838-947\n873-950\n833-948\n827-937\n801-911\n845-945\n\n"}
{"page": 719, "printed_page": null, "text": "PRESIDENT’S\nSAM\n\nH.\n\nWHITLEY,\n\nPRESIDENT,\n\nANNUAL\nEAST\n\nTEXAS\n\nCOMMERCE,\n\nRetrospective\n\nview\n\nADDRESS\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nTEXAS\n\nof 1931-32 — The\n\nwork\n\nof teacher training during\n\n1931-32 has been subject to all the handicaps, drawbacks, and inconveniences\nof the economic depression which is worldwide\n\nin its scope. Notwithstand¬\n\ning this fact, however, the teacher-training institutions of the United States\nhave made commendable progress. Salaries of some institutions have been\nreduced ; building programs have been curtailed ; and expansions have been\nmade impossible by action of legislative bodies, boards of control, and ad¬\nministrative authorities of colleges themselves. The reports of the member\ninstitutions of this Association, however, to the various committees have\nbeen, indeed, encouraging.\n\nThe\n\nwork\n\nof the President of the Association\n\nhas been pleasant and appreciation is hereby expressed for the splendid co¬\noperation extended by the committees and the membership generally of the\nAssociation. A brief review of the teacher-training situation in the United\nStates is thought to be apropos at this time.\nPhysical pla?its of teacher-training institutions — The\n\nment\n\ngrowth\n\nand develop¬\n\nof teachers colleges and normal schools in the United\n\nStates during\n\nthe last five year period, for which figures are available, reads like a romance.\nThis growth and development\n\nfully justifies the friends of teacher training\n\nin feeling that the American people regard the training of teachers as being\none of the most important functions of the state and national governments.\nThis growth and development may be considered from the standpoint of\nscholarship, curriculum, professional technic, student personnel, faculty\ngrowth and development, financial support, cost accounting, and increased\nvalue of physical plants.\nIt cannot be gainsaid that a college is judged by a great many people upon\nthe value of its buildings, grounds, and equipment. As much as the general\npublic disclaims this basis for evaluation, it remains nevertheless true that\nthe majority of people judge institutions very largely by the general appear¬\nance and value of their physical plants. Handsome, well-appointed dormi¬\ntories, fine college buildings finished in marble and terrazzo, library build¬\nings highly decorated and adorned with the greatest pieces of art money can\npurchase, student unions with all modern appointments, grounds artistically\nlaid out and beautifully decorated with trees and shrubbery, all have their\ninfluence, justly or unjustly, in determining in the general opinion the value\nof an institution. Perhaps, some institutions have gone too far in the matter\nof spending money for physical plants. No doubt others have not gone far\nenough. It is believed that the teachers colleges of America are occupying\na middle ground in the matter of providing physical equipment. At any rate\nthe progress made during the five year period beginning in 1925-26 and\nending in 1929-30 shows wholesome advancement in the matter of provid¬\ning adequate physical plants for the training of teachers.\n[715]\n\n"}
{"page": 720, "printed_page": null, "text": "716\n\nNational\n\nInformation\n\nEducation\n\nAssociation\n\nwas\n\nsought of the teacher-training institutions that are\nmembers of the American Association of Teachers Colle\nges on thirteen\npoints, all of which are quantitative and refer only to such\nthings as can\nbe easily measured. Replies were received from one hundred\nthirty-four\ninstitutions, and Table 1 represents a compilation of figur\nes from this\nnumber of institutions. These figures tell a story all their\nown and one\nwhich emphasizes possibly more than anything else the fact that the\nAmeri¬\ncan people are coming more and more to appreciate the teachers\ncolleges\nand normal schools, which are really the universities of the\ncommon people.\nTHE\nAND\n\n1---THIRTEEN ITEMS OF INFORMATION\nCONCERNING\nPROGRESS OF 134 TEACHER-TRAINING\nINSTITUTIONS\nA COMPARATIVE\nSTATEMENT\nFOR 1925-26 1929-30\n\n1929-30\n\nAmount of\nincrease\n\n$122,791,925\n\n$35,876,529\n\n$21,699,301\n2,839,831\n\n$6,002,000\n1,032,897\n608\n1,842\n\n1925-26\n1. Value of buildings and grounds. $86,915,396\n| 2. Total salaries, of faculty and\nemployees .\n$15,697,301\n| 3. Number volumes in library. .. .\n1,806,934\n4. Total number of faculty members\n4,453\n5. Faculty members with no degrees\n1,079\n6. Faculty members with Bachelor’s\ndegree .\n2,009\n7. Faculty members with Master’s\ndegree .\n1,827\n8. Faculty members with Ph. D.\ndegree .\n351\n9. Degrees conferred regular ses¬\nsion .\n3,729\n10. Degrees conferred summer ses¬\nsion .\n1,826\n11. Degrees conferred regular and\nsummer sessions .\n5,555\n12. Students enrolled regular session\n99,076\n88,408\n13. Students enrolled summer session\n\nStandards\n\nof the American\n\nAssociation\n\n6,295\n471\n\nPercent\n\nPercent\n\ncrease\n\ncrease\nof de¬\n\nof in¬\n41\n\n17\n57\n38\n60\n41\n\n1,713\n\n296\n\n3,286\n838\n\n487\n1,459\n\n7,844\n\n4,115\n\n110\n\n4,098\n11,942\n115,976\n104,842\n\n2,272\n6,387\n16,900\n16,434\n\n124\n115\n17\n17\n\nof Teachers\n\nColleges — This year\n\n139\n74\n\nthere has been a great deal said concerning the standards of the American\nAssociation of Teachers Colleges. In accordance with a resolution passed\nby the Association at its meeting in Detroit in 1931, the Committee on\nStandards for 1931-32 was increased from five to ten members. The ad¬\n\nditional members of this committee understood when they were appoin\nted\nthat they would serve only for one year. It is quite likely that the work of\nthe enlarged Committee on Standards and Surveys can hardly be completed\nin one year. It is recommended, therefore, that these temporary members\nof the Committee or others who may take their places representing the\nvarious sections of our country and the various types of institutions in the\nAssociation, be continued.\nThe five additional members\nfor 1931-32 are:\n\nof the Committee\n\non Standards and Surveys\n\nJ. A. Pitman, principal, State Normal School, Salem, Massachusetts\nC. L. Phelps, president, State Teachers College, Santa Barbara, California\n\nj\n\n"}
{"page": 721, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nC. C. Sherrod, president, East Tennessee\nTennessee\n\n717\n\nColleges\n\nState Teachers\n\nCollege, Johnson\n\nCity,\n\nM. P. Shawkey, president, Marshall College, Huntington, West Virginia\nO. R. Latham, president, Iowa State Teachers College, Cedar Falls, Iowa\n\nIt is hoped that the work and efficiency of the American Association of\nTeachers Colleges will be maintained by a wise revision of the standards.\nStandards are, of necessity, matters of growth, and growth is something\nthat cannot be hastened. The hope is expressed, therefore, that those members\nof the Association who feel that changes ought to be made will insist that\nchanges be made slowly and that nothing may be done hastily in the desire\nto secure a revision of standards that will handicap the great work which\nthe American Association of Teachers Colleges has accomplished during the\npast two decades. The Association is now one of the greatest factors in\nAmerica in developing ideals and standards in the work of teacher prepara¬\ntion, and the Association can render much service in the future if it has\nthe complete cooperation of teachers colleges and normal schools thruout the\nnation.\nAssociation\n\nmagazine — The\n\nAssociation\n\nbegan this year the publication\n\nof a magazine which is the official mouthpiece of the Association in matters\nof publication. The magazine has been ably edited and has made a most ex¬\ncellent beginning. This has been done notwithstanding limited financial\nresources and great distances separating the editorial staff. It is recom¬\nmended that the Association consider carefully the question of more ade¬\nquate financial support to be derived from sources other than the member¬\nship income of the Association, and the additional question of making it\npossible for the editorial staff to get together at least twice annually. The\nMagazine Committee, appointed by the Executive Committee in accordance\nwith a resolution passed by the American Association of Teachers Colleges\nat its Detroit meeting February, 1931, is as follows:\nE. J. Ashbaugh,\n\ndean, School\n\nof Education,\n\nMiami\n\n(1 year)\nChas. Finley, dean of instruction, State Teachers\n(2 years)\nF. L. Whitney,\n\ndirector, Research,\n\n(3 years)\nE. C. Higbie, president, Wilson\nSamuel\n\nP. Duke,\n\npresident,\n\nCollege, Greeley,\n\nCollege, Washington,\n\nState Teachers\n\nOxford,\n\nCollege, Montclair, New\n\nState Teachers\n\nTeachers\n\nUniversity,\n\nCollege,\n\nOhio\nJersey\n\nColorado\n\nD. C. (4 years)\n\nHarrisonburg,\n\nVirginia\n\n(5 years)\n\nExecutive\n\nCommittee — The\n\nExecutive\n\nCommittee\n\nof the Association\n\nunder the constitution and bylaws of the past has functioned but very little.\nThere has been nothing for the Executive Committee to do except to ap¬\nprove the budget. Inasmuch as the Association passes upon the budget itself\nand in many\n\ninstances approves items of expenditure in advance, there is\n\nreally nothing for the Executive Committee to do. Attention of the Asso¬\nciation is called to the fact that if there is to be an Executive Committee it\nought to have some functions assigned to it. No\n\ndoubt, the Committee\n\non\n\n"}
{"page": 722, "printed_page": null, "text": "718\n\nNational\n\nEducation\n\nAssociation\n\nConstitution and Bylaws, which is to report at this meeting, will\ntake care\nof this question.\nThe\n\nmaking\n\nof the program\n\nfor the annual\n\nmeetings of the Association —\n\nThis is one of the most difficult assignments made to the president of\nthe As¬\nsociation. It is a tremendously big job to arrange a program that\nwill be\nsatisfactoiy to all the member institutions. Perhaps the president\nof the\nAssociation should be charged with the main responsibility for\nmaking the\nprogram. There are many reasons, however, why the president of the As¬\nsociation should have the assistance of a program committee who will\nassist\neach year in drafting programs for the meetings of the Association. Perhaps\na committee of three could render valuable help in this direction. It\nis felt\nthat a piogram should be projected by the Association that will cover in a\nlogical way the problems of teacher training instead of leaving the matter\nto be determined in a more or less haphazard way as has been the case\nduring\nthe past few years. It is, therefore, recommended that a committee be au¬\nthorized whose duty will be to determine a general program of work\nto be\ncovered by the meetings of the Association for the next three years.\nMany requests have been made this year by teacher-training agencies not\nyet affiliated with the American Association of Teachers Colleges for\nplaces\non the program. If the Association desires these related teacher-training\nagencies to participate in its annual program, authority should be given\nthe\nincoming president to make such arrangements.\nSurvey\n\nof teacher-training\n\nStates Office of Education\n\ninstitutions — By act of Congress\n\nat Washington,\n\nE). C., is making\n\nthe United\n\na survey of\n\nteacher-training institutions in the United States. This work is directed\nby\nDoctor E. S. Evenden, of Teachers College, Columbia University,\nNew\nYork. Two of Doctor Evenden s assistants, Doctors Gamble\nand Rugg,\nwill make reports at this meeting of the Association. The prompt coopera\n¬\ntion and assistance of all members of this Association with the survey\nstaff\nis urgently requested to the end that complete data will be secured. In this\nway only will the results of the survey be of any significance to the public\nschool interests of the United States.\n\n"}
{"page": 723, "printed_page": null, "text": "Department\n\nWHAT\n\nCONSTITUTES\n\nIN TEACHER\nTHE STATE?\n\ndrama\n\nAN\n\nTRAINING\n\nA. B. MEREDITH,\n\nThe\n\nof\n\nNEW\n\nYORK\n\nTeachers\n\nEFFICIENT\nFROM\n\n719\n\nColleges\n\nSTATE\n\nTHE\n\nUNIVERSITY,\n\nPROGRAM\n\nVIEWPOINT\n\nNEW\n\nYORK,\n\nOF\n\nN. Y.\n\nthat is about to be enacted is a bit unique in its conception\n\nand arrangement. It has for its theme the insuperably difficult task of mak¬\ning available to every child in the Republic the services of a devoted teacher\nwho is well-born, well-educated, and professionally equipped for his work,\nand of supplying this teacher with a type of administrative and supervisory\nassistance which is, as yet, altogether too rare in most communities.\nThe first speaker is to personify the state. His name is State School\nCommissioner. He is cast in the role of stage manager. He is expected to\nshow you how the theatre and all its “properties” may be so ordered, man¬\naged, and manipulated as to support and if possible insure a successful per¬\nformance.\nThe second speaker is to personify the individual professional school for\nteachers. His name is Teachers College President. He is cast, quite naturally,\nin the role of the star performer. He is expected to demonstrate the fine art\nof transforming the typical prospective teacher, age seventeen, into the\nsuccessful professional educator and to show you the way in which this fine\nart can somehow be geared up to an American machine designed for quantity\nproduction.\nThe third speaker is to personify the American public. His popular name\nis School Superintendent, but his real name is Taxpayer. He is assigned the\npart of dramatic critic.. He is expected to pass judgment\n\non the whole per¬\n\nformance — to tell you whether the stage manager’s part was efficiently per¬\nformed or was merely obtrusive, whether or not the star performer’s appeal\nwas genuine, whether or not he placed his emphasis with discretion and\navoided “sob stuff.” He will tell us what the weary theater-goers in this\nage of deep depression are rightly demanding in return for their money (or\nscrip), and what kind of performance they will applaud and continue to\npatronize.\nThe fourth speaker is to personify international prudence. He has been\nemployed as special adviser to the stage manager, the star performer, and the\ndramatic critic. He will tell all of us — and in the presence of the audience —\nhow in the future we may avoid the colossal mistakes which all other nations\nhave successfully made.\nWhile I am not an advocate of the centralization of administrative\nfunctions, except insofar as it is an effective means\n\nto wholly desirable ends,\n\nI find it impossible to conceive of a well-coordinated\n\nand well-unified state\n\nprogram of teacher preparation without strong, independent, and profession¬\nally efficient leadership in the state central office of education. That office\nmay\n\nexist as some form of inclusive state university organization, or as an\n\nexecutive department of the state government. Given such leadership, almost\n\n"}
{"page": 724, "printed_page": null, "text": "720\n\nNational\n\nEducation\n\nAssociation\n\nan> one of our states will, in due time, be likely to develop\na set of teacher¬\ntraining policies well-suited to its particular needs.\nAmong the principal administrative divisions of a well-organ\nized state\ndepaitment of education, the teacher bureau occupies\na position of com¬\nmanding importance. This bureau is in charge of a direct\nor who is responsi¬\nble for the development of statewide policies of\nteacher preparation and\ni e-education, and for the general supervision and coordinati\non of the teachertraining efforts of all the institutions in the state\nwhich are authorized\nagencies for the professional education of teachers.\nHe is in charge of the\nissuance of all forms of certification. He is also in charg\ne of academic creden¬\ntials and of teacher placement. He reports his recom\nmendations on policy to\nthe state commissioner of education or chief executive\neducational officer,\nwho in turn makes recommendations to the state board\nof education or to the\nregents in the case of an inclusive state university organization. These\nrecom¬\nmendations, when approved by said board, have the force of law. In\naccord¬\nance therewith, the director, after consultation with executive\nofficers of\nstate teachers colleges and with other public school officers\nconcerned, sets\nup programs intended to carry such policies into effect. In\ngeneral his\nfunctions are to standardize and stabilize the teacher-tr\naining services, to\nup-grade the minimum requirements for certification as rapidl\ny as conditions\nmay warrant, and to assist in bringing available candidates to the\nattention of\nlocal school officers in any part of the state who are in need\nof their services.\nIn carrying out these functions the teacher bureau with assistance from the\ndivision of research is continuously engaged in assembling such\nstatistical\ndata as may have bearing upon desirable revisions of policy and correspond¬\ning modifications of program.\nStudies are made anew each year of the number of new teachers needed\nin\neach of the different kinds of school positions, for example:\nteachers in\nkindergai ten, in grades 1 to 3 inclusive, in grades 4 to 6 inclusive,\nin grades\n7 and 8, in junior and senior high schools; and special teachers of every\ndistinctive type; also principals of elementary schools, of junior high\nschools,\nof senior high schools, and general and special supervisors. These studies\nare\nmade to asceitain the increase or decrease in the number of new\nteachers\nactually needed from year to year in each type of position for the state\nas a\nwhole and for each administrative unit. Complete information\nis also\ngathered concerning the supply available in each classification from source\ns\nwithin the state and concerning the academic and professional\npreparation\nof all educational employees of the state. With definite and\ndependable\ninformation concerning the state’s needs and the sources from\nwhich the\nsupply has been or may be recruited, the bureau is in a position to measur\ne\nthe one against the other and to adjust certification standards and\npolicies\nof admission to teacher-preparing institutions accordingly.\nDefinite information concerning actual demand, avail\nable supply, and\nlevels of training makes it possible for the bureau ( 1 ) to determine\nwhether\n\nthe state’s teacher-preparing institutions individually and\ncollectively are\n\n"}
{"page": 725, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n721\n\nmaintaining the proper ratios in the number enrolled in each of the several\ncurriculums offered, or are piling up an unnecessary surplus in one branch\nof the service, for example, high-school teachers, while there is an actual\nshortage of persons trained for some other branch of the service, for example,\nelementary school teachers; (2) to determine whether new and additional\ninstitutions or enlargements of existing institutions are imperatively called\nfor to meet the legitimate needs of the state for new and better educated\nteachers.\nAs the potential supply of teachers increases without a corresponding\ndemand, all high-school training classes and county normal schools can and\nshould be abandoned as rapidly as possible, and all certification based on\nshort term preparation confined to cases that are distinctly of the emergency\ntype and of limited validity. The requirements for admission to standard\nnormal schools and teachers colleges can be raised and selection within the\nschool refined. In due time the minimum requirement for certification can be\nup-graded from two to three and ultimately to four years of post-high-school\neducation of an acceptable sort.\nThe state department of education, however set up, must have the legal\nauthority to inspect the equipment and staff of all private as well as all public\nteacher-preparing institutions seeking to have their curriculums accredited\nfor certification purposes. No institution should be accredited as a teacher¬\ntraining institution unless it has a satisfactory layout of laboratory schools\nfor observation, participation, apprentice-teaching, and experimental teach¬\ning easily accessible for the purpose intended, adequately staffed and\nequipped, and under the full control of the teachers college for the purposes\nindicated. Such inspection and accreditation are legitimate functions of the\nteacher bureau and its director.\n\nThe progressive revision of the curriculums of the teacher-preparing in¬\nstitutions of the state should be a work of collaboration in which committees\norganized on an inter-institutional basis work in cooperation with and under\nthe general direction of the head of the teacher bureau. These curriculums\nmust be thoroly professionalized, that is to say, the subjectmatter and activi¬\nties included must be taught with a view to the use to which they are to be\nput in the schools, and not merely with a view to the general education of\nthe teachers who pursue them.\nFurthermore, the curriculums for the elementary schools should be dif¬\nferentiated so as to provide for kindergarten and primary positions as well as\nfor the upper elementary grade. Equally obvious is the necessity for specific\npreparation for the junior high-school and senior high-school grades.\nIn the curriculums of the teachers college or normal school, the material\nof the professionalized subjectmatter courses should be essentially that which\nappears in the suggested or prescribed elementary or secondary schools of the\nstate. These latter courses, as for example in arithmetic, should be prepared\njointly by representatives from the field, and from the teacher-preparing\ninstitution and under the general supervision of the director of the teacher\nbureau. Only in this way can the professionalized subjectmatter courses be\n\n"}
{"page": 726, "printed_page": null, "text": "722\n\nNational\n\nEducation\n\nAssociation\n\nso organized and administered as to avoid gaps between the preservice and\nthe inservice training of teachers.\nFor the effective functioning of the preservice preparation in teachers\ncolleges and normal schools and the inservice growth of teachers, the courses\nof study in the laboratory schools should exemplify for the state the practi¬\ncability of the individual courses in the various subjects. In other words,\nteachers, principals, and superintendents have a right to expect that the state\ncouises of study will be given thoro trial in the laboratory schools.\nVisits to\nthese schools for observation and for conference should be a common\npractise.\nThe state has an obligation to provide experimental classe\ns or schools\nwherein there may be developed new adaptations of mater\nial to differing\npupil needs and new methods of teaching as well as to provide\nfor the dis¬\ncovery of pertinent facts in relation to the processes of learning\nand of teach¬\ning.\nFuithermoie, such classes or special schools should afford an opportunity\nfor trying out methods that may have been developed in the other\nschools\nof the state.\n\nThru\n\nthe publication of results of experimental work, thru visita\ntion,\nand by other means of publicity, the experimental schools will\nbe an agency\nfor raising the general level of teaching thruout the state.\nIn order that all teacher-preparing institutions may work\ncooperatively\nand effectively in a common cause, the teacher bureau should\nprovide for\nperiodic conferences to be attended by the faculties of all norma\nl schools\nand teachers colleges. Teachers in laboratory schools are, of\ncourse, included.\nOne of the purposes of these conferences would be to discuss the\nreports of\ncommittees which have been at work on various phases of the\nproblem. It\nis only thru such conferences that the professional morale of a\nstate may be\ncreated and maintained.\nThe\n\nright and obligation of the state to select those whom it will train\nfor later public service in its schools must be apparent to all. This selection\nis a very difficult task and calls for the full cooperation of public school\nofficials with the teacher bureau and with the individual teachers colleges and\nnormal schools. In order that there may be a full understanding of all factors\ninvolved, conferences of teacher-training faculties may well be held from\ntime to time with school superintendents, high-school principals, and voca¬\ntional guidance directors to discuss the difficult problems related to the\npiogiam of selective admission to the normal schools and teachers colleges,\nand to devise ways and means for making improvements in the processes of\nselection.\nThe state has an obligation at least to provide information as to available\ncandidates for educational positions both for beginners and for teachers of\nexperience. Hence the placement office should be attached to the teacher\nbureau. Such an office will function most effectively as a bureau of informa¬\ntion rather than as an agency for the actual placing of teachers.\n\n"}
{"page": 727, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n723\n\nThe normal schools and teachers colleges are henceforth to have an in¬\ncreasingly important part to play in the inservice education of teachers. The\nfaculty of the teacher-preparing institution must work out in conference\nwith superintendents definite technics of supervision for novice teachers, so\nthat hereafter the mere fact of employment may carry with it some assur¬\nance of continued professional growth. In as far as it is feasible, all teachers\ninservice in every part of the state must have the opportunity to go forward\nwith advanced study without giving up their positions or their income to\ndo so.\n\nWith the gradual stabilization of our profession thru increasing length\nof tenure and with the growing tendency on the part of teachers to continue\nsome form of systematic study either voluntary or by requirement, our\nteachers college faculties must be prepared to offer a wider range of practical\ncourses for teachers already inservice. In this program of systematic courses\nample opportunity must be given to participate in teaching clinics on the\ncampus and as frequently as possible at other points as well. In order that\nindividual members of teachers college faculties may prepare themselves to\nrender this service acceptably, they must be given ample opportunity for\nadvanced study and for visits to public school classrooms to acquaint them¬\nselves with the best of current educational practise in elementary and sec¬\nondary schools and to learn to meet public school teachers and officers on\nthe level of common experience.\nNow\n\nI am in danger of trespassing on the topic of the next speaker, who\nis adequately equipped by native ability, training, and experience to speak\nhis own lines without any prompting by the stage manager from the wings.\nIn conclusion may I say that I would under no circumstances deny to\nthe president and faculty of the individual teachers college any part of the\nautonomy which is necessary to the integrity of institutional service. I would\nregard the state office as the only agency which is in a position successfully\nto unify the teacher-training institutions of the whole state and effectively\nto identify their interests with those of the public school system at large. I\nwould exalt the teacher-training service by freeing it from the limitations\nwhich have in many places been imposed upon it by the lack of coordinating\nleadership.\n\nEfficient individual teachers colleges and normal schools will not alone\nsuffice. We need in each state a well-coordinated and well-unified system\nof professional schools for teachers. In a report recently issued by the East¬\nern States Association of Professional Schools for Teachers, the president\nsays:\nAn\n\nadequate state program for the professional education of teachers is one which\nso effectively coordinates the services of the several individual teacher-preparing\ninstitutions and agencies as to make of them collectively a system in fact and not\nmerely in name, in a word so completely unifies teacher preparing effort in every\npart of the state system that each individual institution actually supplements the\nservices of all other institutions — avoiding unnecessary duplication and wasteful\ncompetition.\n\n"}
{"page": 728, "printed_page": null, "text": "724\n\nNational\n\nEducation\n\nAssociation\n\nSuch a system of teacher training in each of our states is “a consu\nmmation\ndevoutly to be wished.” Some states are already on the high\nroad toward its\nrealization.\n\nWHAT\n\nCONSTITUTES\n\nAN\n\nIN TEACHER\nTRAINING\nTHE TEACHER-TRAINING\nROSCOE\n\nL. WEST,\n\nPRESIDENT,\n\nSTATE\n\nEFFICIENT\n\nSTATE\n\nPROGRAM\n\nFROM\nTHE\nVIEWPOINT\nINSTITUTIONS?\nTEACHERS\n\nCOLLEGE,\n\nTRENTON,\n\nOF\n\nN.\n\nJ.\n\nThe first issue of Educational Law and Administration,” a new digest\nof\nmatters of interest to higher education, carries the statement that in\nthirtytwo states public education of teachers is controled to a more or less\nextent by\na single state official or by a single board. This would seem to indicate\nthat\nthere is a state program of preparation of teachers in two-thirds of the states.\nDetailed investigation would undoubtedly show that this contro\nl varies\nwidely both in legal power and in actual operation. Sometimes central control\nis confined to certain matters while other matters are left to local official\ns or\nboards. Sometimes control is checked by laws which make the single\ninstitu¬\ntion responsible to school authorities for some of its functions and to authori\n¬\nties of general government for others. In New Jersey, for example,\nthe com¬\nmissioner of education is by law responsible for the administration\nof the\nteacher-training institutions with the proviso that general policie\ns must be\napproved by the state board of education. No one quite knows just\nwhere\nadministration ends and general policy begins.\nFurthermore, the head of each institution carries on the purchasing activi¬\nties of the institution thru the state purchasing commissioner and not\nat all\nthru the state education officials. He must engage all of its employ\nees not on\nthe faculty from civil service lists which often are made up on qualifi\ncations\nnot in accord with the requirements of educational institutions. He\nmust\nbuy its food for dining halls on the same contracts used to feed prisone\nrs and\nepileptics. He finds that there are two grades of dishes and silver,\none for\nthe ‘ officers” and the other for the “inmates.” Faculty are classed\nas “offi¬\ncers and students as “inmates.” To a certain extent the institu\ntion must\nshare in the political measures applied to all state agencies regardl\ness of its\nown particular merits or needs.\nSome\n\nwho\n\nsee these difficulties are inclined to look with disfavor on cen¬\ntralization of control and to feel that under such conditions an institut\nion\ncan never develop a virile individuality. To the president of a teachers col¬\nlege, it is certain that freedom does have an attractive sound. Sometimes he\nfeels that if he could be free from the red tape of government, from\nthe\nprejudices of people who know nothing of changing practises in education,\nfrom the standardizing influences of modern society, from the necessity\nof\ngetting his proposals approved by a half dozen agencies, he might have an in¬\nstitution which could cast out the driftwood ideas which now encumber it\nand lead the way to a new conception of the possibilities of teacher education.\n\n"}
{"page": 729, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n725\n\nNo one can deny that independence carries with it certain definite advan¬\ntages. When independence is given up, some of these advantages will have to\nbe lost. It is also true that independent\n\nunits gain other advantages\n\nwhen\n\nthey are a part of a larger whole. Sometimes these advantages are not ap¬\nparent at first sight and institutions and even states have fought against a\nloss of their independence.\nIt is also possible for independent\n\nunits to be out of tune with the needs\n\nof the whole\n\nwith the result that the very strength of the single unit may be\nto the harmonious development of the whole. It ought to be possible\n\nharmful\n\nto develop a plan of operation whereby\nbetween\n\nthose issues which\n\nwhole and those which\n\nthere could be a proper\n\nseparation\n\nmust be settled on the basis of the good of the\n\nare of importance\n\nonly to the unit.\n\nI am assuming in this discussion that we are agreed that public education\nof teachers is a state and not a local function and that there should be a\nprogram\n\nof teacher preparation\n\nto fit the needs of the entire state. I am\n\nassuming\n\nthat separate institutions wish to fit into the state program\n\nthat they feel that an effective program\n\nand\n\nwill, in the long run, strengthen them\n\nindividually. If this is to happen, an institution has the right to expect that\nthe state program will be of such a purpose and such a nature\ndo for the institution what it could not do as well for itself.\n\nthat it will\n\nIs it possible to find a principle which will fulfill these ideas — which will\nenable the state to have a unified program and the separate institutions to\ndevelop strength and prestige? I suggest that such results can be obtained\nif two\n\nthings are recognized ; first, the desirability of centralization\n\nformation\n\nof the\nof general policies ; and second, the desirability of decentralization\n\nof administrative\n\naction. Centralization\n\nof policy-making\n\nis necessary\n\nin\norder to make a program which is statewide, all-inclusive, forward-looking,\nnon-duplicating, and fitted to the needs of the state. Decentralization of\nadministrative action is necessary in order to make the work of a single institu¬\ntion efficient, direct, and dignified. Failure to recognize the distinction be¬\ntween these two functions raises constant annoyances and barriers. An insti¬\ntution that does not wish to fit into the general state pattern becomes a\nbarrier to proper policy-making; and on the other hand, a system that\nmakes the institution refer minor questions to state authorities for decisions\nis destructive of administrative\n\nefficiency. Those\n\nthings that affect the state\n\nas a whole should be subject to central control and those things that relate\nto the individual school should be delegated to that school.\n\nOn the basis of this platform there are a number of definite ways in which\nan effective state program can promote advance better than can the in¬\ndividual institutions themselves.\nFirst, it should aim to develop in the minds of the general public and also\nof the school people of the entire state the paramount\npreparation in the general program\n\nof educational\n\nimportance\n\nadvance.\n\nhave the good of their local schools at heart are not aware\n\nEven\n\nof teacher\nthose who\n\nof the intimate\n\nconnection which exists between the teacher-training school and the effi¬\nciency of their own schools. They should be made to realize that as a rule,\n\n"}
{"page": 730, "printed_page": null, "text": "726\n\nNational\n\nEducation\n\nAssociation\n\nnearly 70 percent of their school budget is being expended for the\nsalaries of\nteachers; and their local pride in new buildings, good equip\nment, and uptodate courses of study will avail little if the teachers whom\nthey secure are\nnot w elltrained. It is difficult for people to think in statewide\nterms and\nthey must be educated to see how closely the efficiency of the state\ninstitu¬\ntions affects their own children. Legislators do not adopt statew\nide patterns\nof thinking just because they come to the state capital for a few weeks\nin\nthe year. In fact, legislators represent local groups and are thinking of\nhow\nto please those groups rather than of the state as a whole. Only a very\nfew\nlegislators are resident in the communities where teachers colleges exist. Con¬\nsequently, it takes more than the public opinion of those few communities\nto get the legislature to pass proper laws and make adequate appropriations.\nHere is where an effective state program carried on by a state board\nand its\npropei depaitment officials can build up the favorable sentiment which\nwill\nbe reflected in the support given to the separate institutions.\nIn fact, I believe that the state educational agencies themselves\nought to\nmake teachei pieparation the most important item of their\nentire program.\nIn practically all of our states, the major powers of educationa\nl progress\naie delegated to local authorities. The state can encourage,\nassist, and pro¬\nmote. It can set up minimum standards and distribute monies. And\nit can\nalso waste a tiemendous amount of energy trying to get backw\nard local\ncommunities to do things that they have no intention of doing.\nAbove a\ncertain minimum level, the state’s control over many items of the local\nedu¬\ncational program is very weak. But, by adopting teacher prepa\nration as its\nmajor work, the state can advance standards in a direct and immed\niate way.\nSecond, the state should carry on an active campaign to establish the\nprin¬\nciple that pieparation for the teaching profession is not a right but a\nprivi¬\nlege. Progress is being made on this matter but the principle\nof selective\nadmission is not as yet definitely recognized. The high school is\nnow a cos¬\nmopolitan institution offering all kinds of courses to the youth\nfrom approxi¬\nmately fourteen to eighteen years of age. This is entirely desira\nble in our\ndemocratic society but it does not follow that every one of these curric\nulums\nor every person in them is fit to take up preparation to be a teacher. We\nhave\ni ecognized that such special curriculums as music and physical\neducation\ndemand special talents. No one would think of applying for the music\ncur¬\nriculum if he did not have some special talent in music. The same\nprinciple\nmust be applied to general curriculums, and regulations should be set up\nre¬\nquiring a certain amount of liberal study as a background for entrance into\nthe general curriculums either for the elementary-school teacher or the more\nspecialized high-school teacher. In some states this principle is being\nrecog¬\nnized by the requnement of a certain number of high-school units in genera\nl\nfields. We know little now about the methods of determining the person\nal\nand social qualities that go to make a good teacher. When our knowledge\nin this matter is improved, we should have the right to apply this to exclude\nundesirable candidates.\n\n"}
{"page": 731, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n727\n\nThird, this recognition of teacher preparation as the most important func¬\ntion of the state educational agencies should produce a harmony of the pol¬\nicies of teacher certification with the policies of teacher preparation. In spite\nof the surplus of teachers which exists everywhere, it is still possible in many\nstates for persons to secure certain types of certificates on preparation much\nlower than that required by the teachers colleges for graduation. In the years\nfollowing the war, when it was impossible to secure a sufficient number of\nproperly trained teachers, there may have been some excuse for conducting\nsummer courses which enabled a certain number of persons to enter the teach¬\ning profession without\n\nthe full amount\n\nof normal\n\nschool preparation. We\n\nmay even admit that the state had to grant rights to private and semi-private\ninstitutions which were obviously not up to the standard set by the state\ninstitutions themselves. To continue these makeshift arrangements now is\nto deliver a body blow at the standards of the state institutions. It allows\npersons of inferior training to compete with those of much higher training\nas far as the state certificate is concerned. A period of surplus of teachers is a\ntime to raise standards. The state can do a marked piece of service to the\nindividual by refusing to countenance\nprofession.\nThe\n\nback door methods\n\nof entering the\n\nstate also has the power\n\nto set up such standards as will prevent pri¬\nvate institutions from continuing inadequate policies and by means of spe¬\ncious advertising making the public believe that its products are as well-fitted\nas the graduates from the state institutions themselves. For example, sup¬\npose that a state is convinced that socalled liberal education is not sufficient\npreparation for a teacher, but that this teacher should have had some train¬\ning in psychology, principles of education, and should even have had some\npractise in handling a classroom before taking his first position. The institu¬\ntions of the state may be attempting to carry out these ideas conscientiously.\nOn the other hand, liberal arts colleges, which make no pretense of setting\nup a curriculum for the training of teachers but who wish their graduates to\nhave the opportunity\n\nto teach if they wish to do so, can be brought into line\n\nonly by state regulations. Even\n\nthen the individual\n\ntected unless the state department\n\ninstitution is not pro¬\n\nis active in insisting that the private in¬\n\nstitutions give a course in practise teaching which is well-supervised and of\nreal merit. Thus, the state can guarantee to those who have prepared for\nteaching the right to positions instead of putting them in competition\nsome who will have to learn their technic after they get on the job.\n\nwith\n\nFourth, quantity and type of teacher preparation should depend to a large\nextent on the condition of demand\ncontributions\n\nwhich\n\nexisting within a state. One\n\na state program\n\nof supply and demand\n\ncan make\n\nand a development\n\nof the best\n\nis a continuing\n\ninvestigation\n\nof policies which\n\nwill fit these\n\nconditions. The present surplus of teachers could have been avoided in many\nstates if state departments\nriculums\n\nhad made\n\nsuch surveys and had lengthened\n\nand adopted selective entrance\n\nable facts concerning\nposition to make\n\nteacher demand.\n\neffective statewide\n\nrequirements\n\nto meet\n\ncur-\n\nthe discover¬\n\nNo single institution of a state is in a\nstudies of this sort or to keep them\n\nin\n\n"}
{"page": 732, "printed_page": null, "text": "728\n\nNational\n\nEducation\n\nAssociation\n\nprocess of continuous development. Such studies can be used to\nallocate the\ncurriculums to the different institutions and to make clear\nthe reasons for\nsuch allocation. Under proper state leadership there should\nbe no rivalry\nbetween institutions but a clear understanding of the relation\nof each in¬\nstitution to the .entire program and the work which it is expect\ned to do.\nSpecial curriculums which should exist in only a few institutions\ncan thus\nbe set up in relation to the area served, number of graduates needed\n, other\nopportunities available, etc. Extension areas would be mapped out\nso that\nunnecessary traveling could be avoided.\nFrom\n\nthe standpoint of an institution an effective state program can do its\ngieatest service by general education, by planning for the future, by allocat\n¬\ning function, by securing funds, by prevention of inferior work by private\ninstitutions, by setting proper certification standards, by conducting re¬\nsearch. These points are mainly legislative and have to do with general policy\nmaking. As far as detailed administration is concerned, an effective state\nprogram should recognize the autonomy of the institution, should allow it\nwide freedom\n\nwithin the general limits which have been set up, and should\nnot hamper it by requiring approval of details of purchasing and of internal\nmanagement. A centralization of those items of policy which are of impor¬\ntance to the state as a whole and the other institutions of the state and a\ndecentralization of those items of administration and even of policy which\nconcern the single institution would seem to be the principle under which\nan institution can become strong, both as a part of a large, state program,\nand as an entity in itself.\nWHAT\n\nCONSTITUTES\nAN\nIN TEACHER\nTRAINING\nPUBLIC?\nTHE\nEDWIN\n\nI presume\n\nW.\n\nADAMS,\n\nEFFICIENT\nFROM\n\nSTATE\n\nTHE\n\nASSOCIATE SUPERINTENDENT\nPHILADELPHIA, PA.\n\nPROGRAM\nVIEWPOINT\nOF\nOF\n\nthat the reason for assigning to a superintendent\n\nSCHOOLS,\n\nof schools the\n\ndiscussion of the topic, “What Constitutes an Efficient State Program in\nTeacher Training from the Viewpoint of the Public,” was because of the\nrelationship which the superintendent bears, on the one hand, toward the\nschools in which\nother, toward\n\nthe product of the teachers college functions; and, on the\nthe public whose representative the superintendent must\n\nnecessarily be. The superintendent, in a peculiar sense, represents the public\nin the schools since it is he who has direct contact with the officially elected\nor appointed representatives of the people, the school board. The superintend¬\nent is in a position to know at first hand what the product of the teachers\ncollege is doing in the schools. From his point of vantage he should be able\nto know whether or not the teachers in his schools are functioning faithfully\nand effectively; what are the especial difficulties they encounter in their\nwork;\n\nand whether\n\ndemands\n\nmade\n\nor not their preparation has been adequate to meet the\nupon them. I have, therefore, taken the liberty of attempting\n\nto interpret the attitude of the public toward the teacher-preparation insti¬\ntutions as this attitude is evidenced by the opinions of the school super¬\nintendent.\n\n"}
{"page": 733, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n729\n\nIt seemed to me that the best way of finding out what the superintendents\nthought about the teacher-preparation institutions would be to write to a\nnumber of school superintendents in various parts of the country requesting\na frank expression of opinion as to the estimate they were placing upon the\nwork that is being done by these institutions. In my letter I called attention\nto the fact that as superintendents of schools they were dependent upon the\nteacher-preparing institutions for the preparation of the teachers who were\nto take up service in their schools. I explained that I had been invited by your\npresident to interpret the superintendents’ viewpoint to the presidents and\nfaculties of the teachers colleges of America, and that I wanted to make a\nfrank and unequivocal statement as to what the school superintendents of\nthe country think is wrong with the policies and practises of the normal\nschools and teachers colleges, as well as to state the commendable features of\ntheir service in preparing teachers. To assist the superintendents in the\npreparation of their replies I enclosed a brief inquiry sheet containing a\nnumber of points which I believed would be helpful in the analysis of the\nproblem.\nIt is not my intention in this paper to weary you with a statistical interpre¬\ntation of the replies received but rather to attempt, on the basis of these\nreplies, to give you some idea of how the superintendents regard the work\nof our teachers colleges and normal schools.\nThe letters and inquiry sheets were sent to some six hundred superintend¬\nents from a mailing list which covered every state in the Union. The list\nincluded state, county, district, and city superintendents. Replies were\nreceived from superintendents in forty-two different states, including re¬\nplies from nineteen state superintendents, sixty-five district and county\nsuperintendents, and seventy-one city superintendents. The number of re¬\nplies is comparatively insignificant, yet because of the wide distribution of\nthese superintendents and the representative nature of the group, their\nopinions may serve to suggest lines of thought which may be of value to us\nin our schools.\nIt would be interesting, if time permitted, to give a fairly detailed\nanalysis of all the replies received, and to consider the distribution of the\nfavorable and unfavorable comments in relation to the type of superintendent\nreplying and the geographical location of the district represented. It will be\nmore profitable, however, to consider certain of the suggestions and criticisms\nwhich have been made since they throw light on many of the problems which\nare constantly confronting the presidents and faculties of the teachers\ncolleges.\n\nThe general reaction of the superintendents toward the present service of\nthe teacher-preparation institutions was favorable. State superintendents and\ncounty superintendents were, on the whole, better satisfied than were the\ncity superintendents. Approximately 70 percent of the state and county\nsuperintendents expressed themselves as entirely satisfied with the work of\nthe teacher-training schools, while but 52 percent of the city superintendents\nso expressed themselves.\n\n"}
{"page": 734, "printed_page": null, "text": "730\n\nNational\n\nEducation\n\nAssociation\n\nAn outstanding feature in practically every\nreply received was the empha¬\nsis placed upon the problems of selective admi\nssion and elimination. The\nopinion was almost unanimous that the\nschool superintendents of the\ncountry would give their hearty support to dete\nrmined efforts on the part\nof the authorities of our teachers colleges,\nfirst, to raise the standards of\nselective admission; second, to eliminate\n(by advisement or, if necessary,\nby compulsion) all those who after a fair tria\nl fail to give satisfactory\npromise of becoming successful teachers; and thir\nd, to raise the standards of\nprofessional-achievement requirements,” as disti\nnct from mere class marks\nfor graduation. The elements which stand out\nmost strikingly in the sug¬\ngestions relating to selective admission are : first,\ncharacter and personality ;\nsecond, background ; and, third, health. The elements\nwhich stand out among\nthe suggestions for elimination are character and\npersonality.\nA county superintendent in Maryland writes,\n“The teacher-training\ninstitutions must become more and more selec\ntive as well as training insti¬\ntutions. They must adopt some means of dete\nrmining the personality and\naptitude of prospective teachers so as to throw\ninto other occupations those\nwho do not have the ability to stimulate and\ncontrol the growing child ”\nCalifornia suggests, “Better selection— and the\nelimination of the unfit.”\nAn Alabama superintendent demands that we\n“raise the standards of selec¬\ntive admission, while from Pennsylvania come\ns the statement, “The policy\nof these institutions to which we object is\nthe lack of intelligent selection\nused in the selection of their candidates for\nadmission, and the frequency\nwith which students with a low degree\nof ability are graduated and\n\nNot all of the criticisms were entirely\nnegative as is evidenced by the\nfollowing from a New Jersey superintende\nnt. He writes, “Our training\ninstitutions in — and — are better than\nthey have ever been. They have\ngone far toward weeding out undesirable pers\nonalities. They might still do\nmore along this line and eliminate some more of\nthe “weak sisters” who\nnave little more than a high scholarship reco\nrd.”\nNot until we have developed reason\nably effective standards of selective\nadmission that will refuse admission\nto any who are physically, mentally\n, or\nmoral y unfit, and vigorous standards of\nelimination which will make im¬\npossible graduation and certification of\nany who give evidence of unfitness\nfor teaching, shall we be in a position' to\nboast either of our particular institutions for teacher preparation or of the\nefficiency of our state programs.\n1 here is much criticism of the tendency\ntoward mass production. I use\nthe term because it appears so frequently\nin the replies. From Wisconsin\ncomes the following statement, “The big\nerror of the teachers colleges has\nbeen the insatiable desire for enrolments,\nbigness, college rank, accrediting\nby accrediting associations, and so forth. Degr\nee granting power, too has\nmade them size-conscious and class-conscious\n”A North Dakota county super¬\nintendent says, Our schools are too anxious to\nincrease enrolment and thus\nfear the results of too close elimination.” A Nebr\naska superintendent makes\nthe following charge: “All who\n\nenter apparently receive certificates. They\n\n"}
{"page": 735, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n731\n\noperate on a quantity rather than a quality basis.” Again from North Dakota\ncomes the following: “My greatest criticism is that our normal schools are\ntoo much interested in numbers in enrolment, and not enough interested in\nturning out a high type teaching product.”\nThere is a pronounced tendency to demand four years of preparation be¬\nyond high school as the requirement for elementary school teaching. One\nsuperintendent advocates four years of liberal arts followed by one year\nof graduate professional training. This demand for a longer period of\ntraining is voiced by a state superintendent who says,\nFor progressive\neducation.\n\nMany\n\nschools\nof our\n\nof today\n\ngraduates\n\na teacher\ncome\n\nfrom\n\nneeds\n\na broad\n\nenvironments\n\nbackground\nwhich have\n\nof cultural\nnot tended\n\nto help and their short course at college cannot make up for this. In a short time we\nexpect to have only a four year training course for all prospective elementary and\nsecondary teachers.\n\nThere is considerable criticism of the graduate of the teachers college\nfrom the point of view of lack of knowledge of subjectmatter. There were a\nlarge number of complaints and suggestions regarding this. A county\nsuperintendent in California makes the following statement, “Graduates\nare not as thoro in the knowledge of subjectmatter they are to teach as might\nreasonably be expected.” From Tennessee comes the suggestion that “There\nshould be an examination to determine whether the young teacher has\nsufficient knowledge of the subjectmatter he or she is preparing to teach.\nMethod\n\nand theory of teaching, without sufficient knowledge\n\nof subject-\n\nmatter, cannot function.” One of the severest criticisms was from a county\nsuperintendent in Idaho who states that the graduates of our schools “can’t\nadapt their training to the school. These teachers have not sufficient general\neducation to instruct the pupils. They are lacking in all the branches taught\nin the school and must rely too much upon the text.”\nThe most general criticism directed against the teacher-preparing institu¬\ntions was that the graduates failed to show in their work that in their\ntraining theory and practise have been properly correlated. Nearly one-third\nof all the superintendents reporting stated that in their experience this\nrepresented the principal fault that they found with the teachers colleges.\nThere is a marked tendency toward the feeling that the normal school\ncourses are entirely too theoretical, that they deal only with ideal situations,\nand that teaching theory is emphasized to the neglect of showing the\nstudents how to apply the theory. From a western state superintendent\ncomes the following statement, “I feel that there has been a tendency for\nteacher-training institutions to overemphasize professional and methods\ncourses to the neglect of adequate training in subjectmatter.”\nThe practise teaching situation comes in for a considerable amount of\ncriticism. Emphasis is placed upon the fact that practise teaching is so often\ndone with such small groups and in such artificial situations that the begin¬\nning teacher is unprepared for the teaching situation as it is found in the\nschools. It is felt in certain quarters that the practise teaching provided is\ninadequate. There\n\nare many\n\nsuggestions that practise teaching should be\n\n"}
{"page": 736, "printed_page": null, "text": "732\n\nNational\n\nEducation\n\nAssociation\n\nclone, so far as possible, under practical conditions, and\nemphasis is laid upon\nthe necessity for the closest supervision by the insti\ntution of the practise\nteaching of its students. A county superintendent in Tenne\nssee states, “First,\nmore practise teaching is needed. This practise teaching\nneeds to be done\nwith modern equipment, and then it also needs to be\ndone where there is\nno equipment, thus showing the one teacher how and\nwhat to do if he is\nplaced in a rural school, in, a poor county, where\nthere is nothing but a\nackboard and a few desks.” From Illinois comes the\nstatement, “I feel\nthat there should be more practical practise teaching\nunder ordinary school\nsituations. Not ideal model school situations.” A state\nsuperintendent in one\nof the ^southern states expresses his feeling in regard to this subje\nct as fol¬\nlows, Approximately 70 percent of the teachers will work\nin the rural\nareas. Six thousand at least will work in one and two\nteacher schools. Regaidless of the fact, practise facilities are not provi\nded in typically rural\nsituations. Many-room training schools are in operation\non each campus but\nnot more than two one-room schools are provided for\npractise in any of the\nteachers colleges.”\nIt is interesting to note that a number of superint\nendents are suggesting\nthe development of the practise of internship in teach\ning. They would have\nthe student teacher at some time, either during the last\nsemesters of his col¬\nlege work, or during the semester following the comp\nletion of this work,\ncarry on that which for all practical purposes would const\nitute full responsi¬\nble teaching under the direction’ of the college. A Penn\nsylvania superintend¬\nent writes:\nT e writer does not believe that it is possible\nto apply the theory of teaching and\nto develop the desirable technic while prospectiv\ne teachers are in the teacher-train¬\ning institution. The model school of the insti\ntution and the practise teaching in the\nheld are not doing what was hoped for. An impr\novement over the present situation\nmight be to spend more time in teaching conte\nnt in the teachers colleges and then\nhave the candidate enter a school system\non an intern basis under a very careful\nsupervision provided by the teachers colleges\nor jointly by the school districts and\nteachers colleges.\n\nSeveral superintendents took occasion to\ncomment on the need for better\nteaching in the teacher-training schools. The\nre was some criticism of the\nfact that instructors in our institutions do\nnot practise the methods which\nthey advocate. Three superintendents seemed\nto feel that the reason for\ntins was at least in part, due to the fact that\nsome of our teachers have not\nhad teaching experience in the field for\nwhich they are attempting to prepare the student. One Massachusetts superint\nendent writes:\nVery frequently graduates tell me that those\nwho taught them how to teach used\nin their own teaching none of the principles\nthey were seeking to instill. It is my\nexperience and observation that those who\nconduct courses in education do so with\nlittle regard in their practises to the princ\niples they are teaching.\n\nThe thought was also expressed that there was\nneed for closer contact on\nthe part of the college teachers with the field\n, and suggestions were made\nthat thru followup work with their graduates,\nhighly desirable and bene-\n\n"}
{"page": 737, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n733\nficial contacts could be had with superintendents and others in the field\nfrom which might develop something of value, both for the field worker\nand the teachers college instructor. This suggestion is closely related to the\none that training schools need field representatives to study local conditions\nand that members of the faculty should visit schools. By this method it is\nsuggested better work could be done and more cordial relations be developed.\nThere seems to be a decided feeling that much more should be done by the\ncollege along the line of followup work with its graduates. It can hardly\nbe denied that some kind of continuing contact between the beginning teacher\nand the training school is desirable. Ideally, the training school should have\nits field workers who would keep closely in contact with the teacher during\nhis first few years of teaching, and who would work with the local superin¬\ntendents in the development of inservice training programs. Such field\nworkers, cooperating with the superintendents, could render invaluable assist¬\nance to the beginning teacher, especially during those times of discourage¬\nment thru which most teachers pass. It will not do for us to say that the\nwTork of our school is completed when the student graduates, and that the\nresponsibility for inservice training must rest with the superintendent. An\nadequate program of teacher preparation will require the best effort of both\ntraining school and superintendent’s staff if it is to be successful. The atti¬\ntude of a number of superintendents is well represented by the following\nstatement from a county superintendent in Indiana:\nI am sure that each normal school and teachers college should have two represen¬\ntatives, a man and a woman, who would devote their entire time in field work,\nstudying\n\nthe problems\n\nof the schools\n\nAny\n\ncounty\n\nterm\n\nin his schools with\n\nor city superintendent\n\nhad\n\nonly one\n\nnormal\n\nof the state by actually going\n\nwould\n\nfield workers\n\nschool representative\n\nCertain of our schools seem\n\nbe glad to spend\n\nof this kind. After\n\nseveral\n\ninto the schools.\ndays each\n\nschool\n\nthree years in office I have\n\ncall on me.\n\nto have laid themselves open to criticism\n\nthru apparent carelessness in making recommendations of teachers. Instances\nwere cited where students who had specialized in one type of work were\nrecommended by the college for distinctly different types of position. Such\nconditions, if true, are unfortunate since they place both the teacher and\nthe employing superintendent in a difficult situation. Failure on the part\nof the training school to supply the employing superintendent with complete\ninformation\n\nin regard to the graduate is likely, even when\n\noccurring in\n\ncomparatively few instances, to develop an attitude on the part of the super¬\nintendent toward the college which is decidedly unfavorable. An especially\nsevere criticism comes from a county superintendent in one of our western\nstates. He writes: “My superintendents say that — College recommends\neverybody they graduate and they graduate everybody that attends the\ninstitution.” Another county superintendent condemns the teachers college\nfor “recommending teachers for positions for which they are unfitted. They\nrecommend a teacher with a music major to teach a rural school. They\ngraduate all who attend the institution regardless of their ability to instruct.”\n\n"}
{"page": 738, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\nLess caustic and certainly more constructive is the statement of\na city super¬\nintendent in Illinois. He says:\nI believe that one of the solutions lies in a better basis of selecti\nng graduates from\nthese institutions. Too much emphasis has been placed upon\nA grades in the past\nand not enough on good judgment. I realize that judgment is a gift,\nbut it certainly\nis necessary for good teaching. The possession of high ideals is anothe\nr prerequisite\nthat needs to be emphasized more than it is. It again is intang\nible, I know, but\nstudents not showing such possession in their everyday life might\nnot be recom¬\nmended for positions. After two or four years of association, placin\ng officers could\nbe of great service to schools if they would frankly state what their decisio\nn is.\n\nMany\n\nsuperintendents expressed the thought that the needs of the rural\nschools were being neglected. To illustrate this let me quote from the reply\nof a New York superintendent. He says:\nMy chief criticism is that the normal schools give the pupils a wrong attitude\ntoward rural school work. In their endeavor to place teaching upon a professional\nbasis, they have forgotten that conditions in the country have not advanced as far\nas in city and village schools. The few normal graduates we get complain loudly\nof the working conditions, the number of classes, grades, and subjects and thereby\narouse antagonism of the school trustee who then gets the older and less prepared\nteacher who is content to follow the rut.\n\nFrom a county superintendent in Indiana comes the following, “Courses\nare piepaiing teachers for large schools only. The needs of the small rural\nschool are neglected. ”\nIn their replies a number of superintendents referred to the faculties of\nthe normal schools and teachers colleges. In addition to stressing the need\nfoi more frequent contact with the field for which they are preparing\nteachers, emphasis was placed on the type of person who should train teachers\nand on the training and experience essential for effective service in a\nteachers college. The importance of personality is stressed in a statement\nmade by a county superintendent in Pennsylvania, He writes:\nI am\n\nconvinced\n\nthat a higher standard of the selective process for members of\nthe teaching staff of teacher-training institutions should be emphasized. Very fre¬\nquently we assume that outstanding scholarship is a guarantee of satisfacto\nry\nservice. But other qualities such as personality and the power to inspire students\nmust also be considered. In other words we need members on our staff about whom\nour young teachers will talk with enthusiasm.\n\nOther superintendents stress the need for practical experience on the\npart of the instructor in the teachers college in the field for which teachers\nare being prepared. It might be well to mention at this point that recency\nof contact is highly desirable.\nIt may be that some plan can be worked out by which at least some of\nour faculty may have from time to time opportunity to renew their ac¬\nquaintance with the field by personal contact. The rotation of supervisors\n\nof student-teaching so as to provide at regular intervals opportunity for\nthese teachers to teach classes in the college, has already been successf\nully\nemployed. It has also been found possible to bring into the teachers college\nfor a semester teachers from the campus practise school to teach certain\n\n"}
{"page": 739, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n735\n\nmethods\n\ncourses, and to send out into the practise school certain members\nof the normal school faculty to teach the classes of these practise teachers.\nThere is much work to be done in this field.\nAn efficient state program in teacher training is one which results in the\nteachers colleges and normal schools of the state rendering satisfactory\nprofessional service to the schools of the state. It makes provision for the\nmanning of the professional staff of the college with men and women who\nhave a clear notion of the proper functions of a publicly supported teacher¬\ntraining institution, and demands that the educational policies and practises\nof these institutions command the respect and approval of the best pro¬\nfessional elements in the teaching and supervisory staffs of the state public\nschool system. It encourages and whole-heartedly supports the faculties of\nthese colleges in the establishment of clean-cut and reasonably high standards\nof selective admission. It provides the necessary means for the operation of\nan effective system of elimination of all those who, after a fair trial, fail\nto give satisfactory promise of becoming successful teachers. It supports\nthe faculties of these institutions in their efforts to raise the standards of\n“professional-achievement requirements,” and stands firmly with the college\nin its refusal to graduate students who fail to measure up to these standards.\nIt encourages and facilitates the staff members of these institutions to become\nacquainted with school conditions in their service areas. It looks to these\nfaculties for leaders in every important movement for public school improve¬\nment. It makes possible the development of adequate facilities for apprentice\nteaching, and provides for an effective system of followup work by the\ninstitution, and the development in cooperation with the several school\nsystems of the service area, of an effective program of inservice training. It\nprovides for such supervision of the work of the institution as will insure a\nhigh quality of instructional work on the part of the members of the faculty.\nIt makes provision for the development of curriculums that will provide for\na reasonably satisfactory relative emphasis on breadth of general education\nand the mastery of the technics of teaching and management. It visions the\nentire educational program of the state and makes provision for the wise\nguidance of students into the several fields of education, having always in\nmind, not only the problems of the local districts both urban and rural,\nbut also the problems of the entire state.\nThe results of changes in state programs\n\nof teacher training and improved\n\nefficiency in particular institutions are not immediately evident. The graduat¬\ning class of today is slowly assimilated. Changes in attitudes, strengthened\nprofessional spirit, improved technics as brought by each individual teacher,\nmust slowly but surely affect the work of the school.\nIn spite of the many criticisms which I have presented, replies of the\nsuperintendents from all over the nation, by and large, bespeak improvement\nand growth. The fine professional spirit of the faculties of our teacher¬\npreparing institutions, their devotion to the cause of public education, and\ntheir love for the important task which is entrusted to them, are evidences\nof the dawning of a new and better day for the schools of America.\n\n"}
{"page": 740, "printed_page": null, "text": "736\n\nNational\n\nEducation\n\nAssociation\n\nWHAT\nMAY TEACHER-TRAINING\nINSTITUTIONS\nIN THE\nUNITED STATES LEARN FROM SIMILAR INSTITUTIONS\nCOUNTRIES?\nIN OTHER\nTHOMAS\n\nALEXANDER,\n\nPROFESSOR OF EDUCATION, TEACHERS\nCOLUMBIA\nUNIVERSITY, NEW YORK, N. Y.\n\nCOLLEGE,\n\nThe progress of teaching toward a dignified status as a learned profession\nhas been slow but it forms one of the most interesting chapters in modern\nhistory. Tho slow, the status of the teaching profession in Europe has now\narrived at a point where teaching is actually looked upon as an honorable\nthing to do, and commands the respect of the community and state at large.\nTwo hundred years ago teaching was not a profession even in Germany. A\nlaw was passed in Prussia in 1738 which forbade anyone but tailors from\nteaching in the elementary schools, which reveals quite clearly how low a\ncondition prevailed before and at that time. I am sure that many of us\nknow the odium that is attached to the term school teacher.\nI wish to examine with you the bases for a sounder teaching profession and\nstatus in Europe than in the United States with the hope of pointing out one\nor two things which may show us a partial solution here. Without question\nwe have been running in a vicious circle of low salaries, inadequate training,\nlack of social approval — lack of social approval, inadequate training, and,\nconsequently, low salaries.\n\n.\n\nNow why is it that European states can make such demands upon entrance\nto the teaching profession ? The answer is in a sense easy to find but ap¬\nparently difficult for us to attain. The fundamental bases upon which such\nhigh requirements for teaching rest are economic security and social status ,\nthe latter rests upon the respectability which comes from being in a profession\ndifficult to enter and which pays a dignified adequate reward.\nOnce a teacher has passed all the difficult hurdles set before final accept¬\nance in the profession of teaching, the teacher and his family are assured an\nexistence on a high plane which will enable them to live decently for the rest\nof their time. For such a competence high requirements may be demanded\nand obtained. The basic principle involved in setting the salary is that the\nstate guarantees the teacher, in exchange for all of his time and his undivided\nand untroubled endeavor in educating the youth of the land, a salary — includ¬\ning pension for himself and family, rental compensation, free education of his\nchildren, and a compensation based upon the number of children in the teach¬\ner’s family — large enough to enable the teacher to live in a style similar to\nthat maintained by the groups with whom he must labor professionally. The\nteacher can live like a human being and does not have to leave the pro¬\nfession in order to provide for his old age and his family’s existence, nor\nworry about having enough money to educate his children. He does not have\nto sell life insurance or run a side business to eke out an existence — in fact,\nhe is not allowed to earn money outside the teaching profession in a way\nthat takes time or effort from his school duties.\n\nEconomic security and respectability are the first steps toward social ap¬\nproval of the profession. But the career of teaching commands respect in\n\n"}
{"page": 741, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\n737\n\nColleges\n\nEuropean\n\ncountries because it is difficult to enter, and successful admission\nsignifies intellectual ability of a high order for which the state is willing to\nguarantee a lifelong existence in exchange.\nNo one begins to prepare for teaching except with the expectation of\nremaining in the profession. The course is too long and arduous to turn back\nor to change over after once in the career. This long preparation is, there¬\nfore, rewarded by permanent tenure — and except for grave charges of moral\nturpitude or mental or physical incapacity, a teacher once permanently ap¬\npointed cannot be removed from office or even transferred without being\npromoted. One can be retired but one’s salary keeps right on — so the number\nof enforced retirements is very small. It is possible, therefore, to carry out a\nconstructive program without petty interference from politicians or adminis¬\ntrative heads.\nOne of the most striking differences between teacher training in the United\nStates and in Europe is that in the more progressive countries in Europe\nteacher training of every grade is being put on the university level ; meaning\nthat the training of teachers is paralleling the training of the other learned\nprofessions, and that the method of study and work is distinctly university\nin character, in sharp contrast to the normal school education of former\ndecades. It is safe to say that in Russia, Germany, Sweden, and England,\nin the future the entrance requirements for teacher training will be the same\nas the requirements for all the other learned professions which demand gradu¬\nation from the European secondary school, which corresponds largely to\ncompletion of two years of American college work. It is very evident,\nhowever, that the days of the normal school, even in Latin European\ntries, are numbered.\n\ncoun¬\n\nIn recent years in America we have developed normal schools and teachers\ncolleges in which we have attempted to fuse general academic training and\nprofessional training. This movement has not met with great success; the\nacademic work definitely suffering as well as the professional work being\ninadequate. Our other professional schools, such as law and medicine, have\nlong made\n\nno attempts to combine academic and professional training. So\nin Europe, in recent years, the normal school has lost ground rapidly, and\nhas even been abolished in some countries ; and it is a more or less accepted\nprinciple that academic and professional training cannot be fused without\nvirtually destroying the value of both. In other words, the Europeans reject\nflatly the principle of organizing teacher-training institutions which try to\nprovide both academic and professional training at the same time. The\nacademic instruction is thoroly academic ; this is followed by a varied period\nof two to four years of study devoted entirely to professional fields and\nallied sciences. In sharp contrast to American teachers colleges, where one\nfinds 20 percent of the time devoted to professional subjects and 80 percent\nto academic fields, the German teachers college devotes 100 percent of its\ntime to professional fields, assuming that the general academic\nhas been taken care of before entrance into the professional school.\n\ntraining\n\n"}
{"page": 742, "printed_page": null, "text": "738\n\nWe\n\nNational\n\nEducation\n\nAssociation\n\nmust\n\nnot pass over the importance of continuing the professional\ntraining of teacheis on the basis of university study. In fact, the more pro¬\ngressive countries of Europe are modelling their new teacher-training progiams upon the plan which is used in the training of medical physicians.\nUniversity study in Europe means independence and freedom to the student\nin learning. It means guidance thru seminar and practise in the general\nand special fields of education, but where the student learns to think and act\nfor himself in the way in which he will have to think and act once he has taken\nup his professional work. There is a vast difference between results secured\nfrom independent study in the university, where the methods of learning\ndemand creative learning and abilities on the part of the student, and the\ntypical normal school procedure, which is usually a textbook method of train¬\ning and where the student is expected to assimilate a large body of devices and\nmethods which become his professional equipment.\nThe next item which I wish to call to your attention is a matter which is\nvery trite but very important. I am sometimes led to believe that the Ameri¬\ncan public lays little value upon having a thoroly educated teacher in the\nclassroom. Let us consider, for example, the training of the secondary teacher\nin Sweden, Norway, or Germany, as contrasted with the training of the\nAmerican high-school teacher. In America we would require college gradua¬\ntion for teaching in high school, but there are thousands of high-school\nteachers who have never finished col’ege. However, we can assume that\nthat is our standard. This ordinarily means that the beginning teacher is\ntwenty-two or -three years of age and possesses a bachelor’s degree. The\nEuropean secondary teacher usually has the following training: completion\nof the secondary school at nineteen or twenty years of age ; a general academic\ntraining which corresponds to the entrance in the junior year of college; an\naverage of five or six years at the university, majoring in two or three sub¬\njects; and this followed by a period of internship or practise teaching of\none or two years without salary. He is usuaUy twenty-seven or -eight years\nof age, meaning in general that he has to his credit about six years more\nof training than the corresponding teacher in the American secondary\nschool. The typical teacher of French in the United States has less than\ntwo years of college French as his basis of preparation, in addition to what\nhe may have had in high school. The corresponding teacher in Sweden or\nGermany would have had eight or nine years of the foreign language in the\nsecondary school, at least six years at the university in this subject, devoting\nhalf of his time to his chosen field and usually a half-year or more of resi¬\ndence in the foreign country concerned. After all this he puts in two years\nof piactise under supervision. I think it is evident from this contrast that\nthere is a difference of standards existing in the leading European countries\nand. the United States with reference to the academic training of a teacher.\nIt may sound somewhat foolish, but the Europeans seem to believe that rich\nknowledge is not a handicap to a teacher.\nThat leads us to say that the most outstanding difference between Europe\nand the United States in the case of teacher training is that teaching in\n\n"}
{"page": 743, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n739\n\nEurope is a profession, and it is only becoming one with us, although, I hope,\nquickly and surely. 7 here are a number of factors which go to make teaching\nin Europe a leal profession and among them I shall name long and adequate\ntraining, both academic and professional ; economic security; sound certifica¬\ntion , respectable social and political status ; freedom from interfering\nsupervision.\nCurious as it may seem, the European teachers, and I shall refer from now\non to German teachers as furnishing the best example, are economically more\nsecure and better paid than teachers in the United States. The average\nsalary, for example, for the elementary teacher in Germany is $1,500, plus\npension rights and differential for rent and a subsidy depending upon the\nnumber of children he has in his own family. The secondary teacher in\nGermany receives an average salary of $2,800 in addition to the perquisites\nmentioned in the case of the elementary teacher. If one will keep in mind\nthat the purchasing power of the dollar in Germany is one and six-tenths\ntimes its value in the United States, we can see how much better the teachers\nare paid there than here. This economic security brings with it several very\nimpoitant values. It makes possible the long period of training which I have\ndescribed. It makes the teacher permanent in his position, so that the instruc¬\ntion in the school is not constantly interrupted by a rapidly changing teaching\nstaff. And lastly, this adequate salary permits him to devote all of his energies\nto the work of the teacher, and he does not need to concern himself with pro¬\nviding thru outside earnings for his family, since his family is adequately\nprotected in case of his death or retirement. It would be difficult to calculate\nhow much loss is entailed American schools by the constant worry of\nthe\nteacheis over economic and financial problems. The European principle\nof\nteachers salaries is a full and satisfactory livelihood in exchange for\nthe\nteachers’ full mental and spiritual abilities.\nThe next striking point in contrast is the different social and political\nstatus of teachers in Europe and here. The very fact that the teacher is\neconomically independent and has demonstrated high intellectual ability,\ndetermined by the rigid requirements for certification, assures him of a posi¬\ntion which commands respect in his community. In other words the matter\nruns in a circle — rigid training which demands intellectual superiority, brings\nwith it adequate economic compensation, followed by a respectable social\nstatus. When one adds to this the fact that the teacher thus trained, com¬\npensated, and respected remains permanently, one might say, in a com¬\nmunity, there is given to him the leadership which he ought to have. He\nmoves socially in the best circles, because his salary permits him to. He can\neducate his children at the university. He can travel. He can have a fine\nlibrary. All of which tends to establish his social standing among his\nneighbors.\n\nOn a somewhat different score we may point out another phase of the\nteaching profession which is radically different from the situation in our own\ncountry. This deals with the problem of certification and also with the prob¬\nlem of over-supply of teachers. It is wellknown that it is customary in\n\n"}
{"page": 744, "printed_page": null, "text": "740\n\nNational\n\nEducation\n\nAssociation\n\nAmerica to recognize several grades or ranks of elementary-school and highschool teachers whose certificates are valid for varying periods of time, from\none year to life, and schools are often ranked by the type of certificate held by\ntheir teachers. In practically every European country we find only one grade\nof certificate in the elementary schools or in the secondary schools. All ele¬\nmentary teachers are required to have the same amount of training, which is\nlikewise true in the secondary field. This uniform and simple method of\ncertification guarantees an A-grade school to every child in every country\nregardless of the accident of his place of residence. Naturally uniformity in\ncertification brings with it uniform salary schedules which guarantee teach¬\ners of equal training and experience, equal salaries, regardless of the location\nof the school in which they teach.\nAnother important item with reference to certification is that in practically\nall European countries the number of teachers trained and certified to teach\ndoes not greatly exceed the number of available positions. So another point\nof contrast has to do with conditions of certification and appointment. We\nknow of no European country which does not require a probationary period\nbetween the period of preservice training and final appointment. This period\nof probation varies from one year to five years and is usually concluded with\nan examination before final certification for appointment is granted. It is\nalmost impossible, therefore, for a poor teacher to secure appointment in a\nEuropean school, due to the system of probation and certification. This very\ncareful scheme of safeguarding the profession is of tremendous importance.\nIt prepares the way for the type of freedom in teaching which is practically\nunknown in our country. In Europe, during the period of probation rather\nclose supervision is exercised over the young teacher. After final appoint¬\nment the teacher is usually left to his own initiative so far as classroom pro¬\ncedure and methods are concerned. Consequently, we find the European\nteacher much freer from supervision than is true in our own country. Our\nsupervisory system, which is somewhat top-heavy and rigid at the present\ntime, grew up largely because in former days our teachers were poorly trained\nand supervisors were necessary to secure the type of instruction in any sense\nadequate at all. The principle of freedom in teaching, which is so important\nfor any sort of creative effort, is thoroly established among the European\nteaching profession.\nAnother\n\ninteresting point of contrast is that practically all European\nteachers are appointed for life following the examination and probationary\nperiod. This life tenure, carrying with it an assured salary, is the backbone of\nthe teaching profession in the European countries. Naturally tenure is not\ngiven without adequate preparation of the teachers. It is largely because of\nthe inadequate preparation of teachers in America that tenure in our schools\nis so insecure, tho at the present time many highly trained teachers suffer\nbecause of lack of permanent tenure in most of our states. In times of de¬\npression teachers long in service are discharged without notice, a thing which\nwould not appear in any European country.\n\n"}
{"page": 745, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n741\n\nOne very important phase of tenure in European countries is the security\nwhich teachers have, in that the teacher cannot be discharged for trivial or\ninsufficient reasons. The European teacher is always a state official and is not\nsubject to removal because of whims of disgruntled parents or because of\narbitrary supervisors or superintendents. The security of position reacts\nvery definitely upon the nature of the teacher’s work and upon the teacher’s\ncharacter. One vicious result of teachers’ insecurity in this country is the\ndestruction of a teacher’s confidence, independence, and fundamental honesty,\nsince practically every teacher knows that free expression of opinion on social\nand political questions or even honest treatment of children of influential\npeople in the school may lead to discharge or loss of position. American\nteachers are in a very definite sense deprived of full suffrage and of many\nother political rights. In sharp contrast to this we find teachers in European\ncountries free to participate in political activities, hold office, and behave\nlike normal human beings.\nWe have brought out in a somewhat sketchy way some of the outstand¬\ning differences between the teaching profession in Europe and in the United\nStates. These points of difference indicate very clearly some of our great\nproblems in the development of the profession in this country, the two most\nimportant of which are (1) adequate academic preparation, and (2) eco¬\nnomic and political freedom of the teachers.\n\nWHAT\nSHOULD\nBE THE ATTITUDE\nOF\nLEGES TOWARD\nREGIONAL\nRATING\nEUGENE\n\nFAIR,\n\nPRESIDENT,\n\nSTATE\n\nTEACHERS\n\nTEACHERS\nCOL¬\nAGENCIES?\n\nCOLLEGE,\n\nKIRKSVILLE,\n\nMO.\n\nThe relation of an incident in connection with the teachers colleges of Mis¬\nsouri, when they sought accreditment in the college group of the North\nCentral Association of Colleges and Secondary Schools, together with a bit\nof subsequent history of their experiences in the North Central, suggests\nmost of the attitudes which I care to discuss.\nDuring the year 1928, the Missouri state teachers college presidents were\nconsidering seriously attempting to change from the teacher-training group\nin the North Central, to the college group. Our connections with the Uni¬\nversity of Missouri were close and cordial. We knew that there was an\noutstanding individual who was prominent in North Central circles, namely,\nProfessor J. D. Elliff. One of our group was designated to represent us all\nin a conference with Professor Elliff. The question put to him was this:\n“Shall we undertake to change from a teacher-training group to the college\ngroup?” His advice was very definite. We should undertake to change.\nActing upon his advice we sought, therefore, in 1928 to have ourselves\nmeasured by what we believed to be the most efficient and powerful accredit¬\ning agency in our region. We dared, and wished our qualifications for mem¬\nbership in this group measured by those in the very citadels of exacting\nscholarship.\nOur attitude was that of eagerness and enthusiasm to measure up to those\nexacting standards. We did not desire to ape the liberal arts colleges, but\nwe did believe that for years we had been giving quite as good work in the\n\n"}
{"page": 746, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\nliberal arts field as had the standard liberal arts colleges (stand\nard, as\nmeasuied by the Noith Central). We sought membership on the very\nterms\nof this gi oup, thinking that association with them on equal terms would be\nmutually beneficial. In doing this, we felt that we were not abating\none\njot of interest in our more purely vocational studies, but rather reinforcing\nthese studies with a wide range of more general liberal arts studies,\nwhich we\nbelieved absolutely essential for a well-prepared teacher. Again,\ngetting ready\nto enter this gioup and undertaking to keep up to the standards or better\nwas\na great stimulus, and a powerful lever on faculty members who might other¬\nwise have become somewhat stagnant about improving their schola\nrship.\nBasing oui infoimation on the above, and numbers of other experiences,\nwe believe that one attitude of the teachers college should be that of keen\nappreciation toward the original controling powers in these regional rating\nagencies, in that they were liberal enough to welcome teachers colleges which\ndesired to be members. These regional accrediting agencies, such as\nthe\nSouthern and the North Central, evidently feel that the large bulk of the\ncourses given in the teachers colleges, whether professionalized or not, are\nnot so different from the large bulk of those given in the liberal arts colleges\n.\nFuithermoie, can it be conclusively stated that the education courses are\nnot at the same time, substantially, good liberal arts courses ? In other words,\nthese associations have not tried to make a distinction without a differen\nce!\nThey lecognize conditions as they are, and welcome to their membership\nthe\ncolleges in their respective regions which meet their standards. There is\na\ncatholicity of spirit about this which appeals to the teachers colleges,\nand stirs\nthem to have still more scholarly faculty members, and to insist on outstan\nd¬\ning teaching within the faculty.\nAnother attitude which I think most of us have, who are membe\nrs of\nthese regional rating agencies, is that our very membership enhan\nces and\ndignifies the piofession of teaching, among liberal arts colleges in the\nassocia¬\ntion. We are there as a constant challenge to those who would acclaim that\nif you know subjectmatter you can teach it. It is wellknown that a goodly\npercent of those who graduate from liberal arts colleges teach. Have\nthey\nadequate professional preparation to do so? Our very presence is a challe\nnge\nto them in that respect, just as their very presence challenges us to equal\nor\nsurpass them in the scholarly preparation of our faculties. Again, the\nmanage¬\nment of any kind of a college has much in common with any other\nkind.\nAssociation with, in an organic way, many different kinds of colleg\nes, tends\nto make more tolerant the views of all concerned, and gives\na wide range\nof observation and contact, which would hardly be possible otherw\nise. Every\ncollege, whether teacher or liberal arts, has many problems with\nwhich to\ndeal which are similar to those in any other college. In fact,\nmost of the\nproblems are similar. So it would seem to be a benefit all aroun\nd for colleges\nof the same part of the country to be working together\nin a regional\nassociation.\nAnother reason for a favoiable attitude on the part of the teachers\ncolleges\ntoward regional agencies is found in the relations of these agencies\ntoward\n\n"}
{"page": 747, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n743\n\nhigh schools. Using the North Central Association again as an example,\nthere are hundreds of high schools belonging to this organization. Once a\nteachers college becomes a member of the association in the regular college\ngroup its graduates bear strong credentials in seeking a position in one of\nthese high schools. This is no mean advantage.\nIt is quite wellknown, too, that some liberal arts colleges, before the teach¬\ners colleges had membership in the regular college group of the regional\nassociation, made comparisons unfair to the teachers colleges. Membership in\nthe same group has made impossible these comparisons, and, I am sure, has\ndone away with many petty institutional annoyances. Of course, the women\ngraduates of teachers colleges may not, as such, have membership in the\nAmerican Association of University Women. However, in time, understand¬\ning may come, even to that organization.\nAgain, in spite of all that may be said to the contrary, numbers of students\n\nwill continue to attend the teachers colleges who do not intend to teach. They\nseek either a general college education, or pre-professional work in professions\nother than teaching. Accreditment on the part of these regional agencies in\ngeneral puts the stamp of approval upon the pre-professional work of the\nteachers colleges. This is a great convenience to students who seek to enter\nprofessional schools other than graduate schools of education.\nLooked at from another angle, the attitude of teachers colleges toward\nregional rating agencies should be one of respect and confidence. The most\ninfluential ones of these agencies had made great headway in both college and\nsecondary fields, before the emergence into power of our own association ;\nand they had set up standards and practised them, quantitatively, tho most of\nthem were much higher than teachers colleges as a rule were then following.\nThey had gained the respect and confidence of many well-organized profes¬\nsional groups, such as the American Medical Association. In other words,\nwhat they had done gave us something toward which to aspire, and insistence\nupon scholarly faculty members is a case in point. I believe that most of us in\nthe Middle West cannot agree with Professor Alonzo F. Myers, who has\nstated that our colleges are handicapped by the standards of the North\nCentral Association — especially the one regarding preparation of faculty.\nIn fact, the North Central Association has been a benefit, not a handicap.\nWhy shouldn’t the school education, degrees and all, of the faculty mem¬\nbers in teachers colleges and normal schools measure up to the standards in\ngood liberal arts colleges and universities, whether these faculty members are\nteaching prospective high-school or elementary teachers, or both? To be\nmore specific, why should not the faculty members of the New England\nnormal schools, in preparation, meet the standards for the colleges of the\nNew England Association of Colleges and Secondary Schools? Professor\nMyers\n\nsays: “I cannot imagine the normal schools of New England ever\ntrying to do that thing.” By cooperating with their powerful nearby inde¬\npendent colleges and universities, and their commissioners of education, it\nseems to me that they might do much more than try, to the end that they\nwould place the training of elementary teachers on a university leve1, and\n\n"}
{"page": 748, "printed_page": null, "text": "744\n\nNational\n\nEducation\n\nAssociation\n\nthereby have just as welltrained teachers for the elementary schools as for\nthe high schools.\n\nWe are in the midst of much thinking about our own standards. We are\nall wanting to get beyond what are mostly minimum quantitative stand¬\nards, to some rather definite qualitative standards. Similar thinking is going\non in the regional associations. To have an integral part in both associations\nseems to me to be an advantage to the teachers colleges. To be inspected, sur¬\nveyed, visited, and questioned by the representatives of two associations in¬\nstead of one, appears to me to be most helpful. Such contacts are bound to\nhelp teachers colleges, not only to maintain minimum quantitative standards,\nbut to wish to go far beyond these.\nLastly, let it be remarked, that as one listens, in his own regional associa¬\ntion, to the messages of representatives in other regional associations thruout\nthe United States, and notes the close understanding and cooperation mani¬\nfested, an awareness comes that the teachers college is not only performing an\nimportant part of the work of the particular region where it is located, but\nthat it is a nationally recognized educational institution, working with equals,\ntoward a common end.\n\nWHAT\nSERVICES MAY BE EXPECTED\nOF THE AMERICAN\nASSOCIATION\nOF TEACHERS\nCOLLEGES\nAS A RATING\nAGENCY?\nWALTER\n\nP. MORGAN,\n\nPRESIDENT, STATE\nILLINOIS\n\nTEACHERS\n\nCOLLEGE,\n\nMACOMB,\n\nThe services which I have thought the American Association of Teachers\nColleges may perform as a rating agency depend very largely on the attitude\nit takes towards its own standards and the degree to which it undertakes\nto enforce them.\n\nIf the Association takes the view that its standards have now been in\noperation long enough to be pretty well established, and if its member in¬\nstitutions show that they believe that these standards have proven useful\ntools in their hands to improve their faculties, to build up their libraries, to\nestablish thorogoing laboratories, to build satisfactory plants for their\nuse, to improve the scholarship of the students and the reputation of the\ncollege ; in fact if each administrator of an institution in this Association is\nwilling to abide by our standards and recommend them to others, then this\nAssociation may be very useful as a rating agency.\nIf, on the other hand, many of the administrators of the institutions in\nthis Association give the impression that our standards have operated to\nthe disadvantage of their institutions; that these standards are negative and\nnot constructive ; that they seriously doubt the value of trying to hold the\nAssociation together ; that they believe every institution has its own problems\nwhich the standards aggravate ; or that at least the Association ought to be\nbroken up into sections such that each may have standards of its own, then\nits service as a rating body is nil; for the reputation of any member insti¬\ntution is likely to be little better than that which is warranted by the\n\n"}
{"page": 749, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n745\n\nstandards of the weakest section in the Association, and the Association has\nlittle service it can render as a rating agency or otherwise.\nIf the United States were about to enter an international war its service\nwould be increased if there were confidence on the part of all of the states\nthat our war ships were adequate and our army wellclrilled and properly\nequipped ; but if the officers of these war vessels and these companies of men\ncontinually held up to themselves and their men and to our enemies the\ndefects of our naval units and the inefficiency of our army, the morale of\nour fighting force would be broken, other nations would discredit our\nstrength, and such enemies as we have would launch a concerted attack on\nevery front.\nIn what I shall say further I am going to assume, and I believe it to be\na fact, that the president of every member institution in this organization\nbelieves in it and the work it is trying to do, else he would withdraw his\ninstitution from its membership and start it on its course without fetters\nor hindrance, for if he were to do otherwise he is neither fair to his\ninstitution nor honest with himself. In my opinion the American Associa¬\ntion of Teachers Colleges has helped every one of its members and set\nstandards of accomplishment which institutions still outside the fold would\ndo well to emulate. Therefore, I am fully convinced that this Association\ncan do great service as a rating body.\nFirst, as a rating agency it can render a service to its members in two\nways at least. It can, thru one of its standing committees, continually point\nout the standards with which each institution is in conformity, and likewise\nthe standards from which it falls short. This is a most important rating\nservice to each institution and must be frankly and justly rendered, for\nevery institution must be fully aware of its strength and its weakness. As I\nhave observed the work of this committee from year to year, I believe it\nhas tried with considerable and with growing success to administer our\nstandards without favor and with a minimum of fear. At times I have\nthought that perhaps it would have been better for our institutions had the\nstandards been applied more strictly; but when I survey the progress that\nour institutions have made in the last five years, I have little but praise for\nthe procedure that has brought this about. May I add, however, that even\nnow no force nor instrument of this Association must hesitate to perform its\nfunction nor falter in doing its duty if we are to avoid a moral depression\nin educational achievement equal to that which we are experiencing in other\nlines. Let us not make this an excuse for laxity in standards or effort and\nthus give just reason for the criticism which up to the present has been\ndirected at us only because of fallacious assumptions on the part of our\naccusers. Teachers, teachers colleges, and other educational institutions and\neducational efforts have not contributed to world chaos and disaster; they\nhave prevented national insanity.\nIn the next place, thru another of its standing committees, the members\nof this Association may have pointed out to them the improvement which\nour standards should undergo. Thru surveys and investigations which this\n\n"}
{"page": 750, "printed_page": null, "text": "746\n\ncommittee\n\nNational\n\nEducation\n\nAssociation\n\nundertakes from time to time, we may study the trends in our\n\neducational held and adjust our standards so that they will be an inspira¬\ntion to every member to emphasize the better things which are being done\nby other members. This is a kind of rating which is a distinct service to\nthe weaker members by pointing out the high road, while at the same time\nit encourages the stronger institutions to even greater performance. This\nis a time when inspiration and encouragement are needed on every side. As\nI have watched the Committee on Standards and Surveys develop our\nstandards and have seen changes proposed by that committee approved by\nthis Association, I have occasionally felt that our standards were too low.\nMany of the presidents of institutions here represented have expressed them¬\nselves as thinking our standards needed to be given strength and also teeth.\nI still think our standards were low in the beginning but a redeeming feature\nwas attached to them in that an institution accredited under them had to\nshow definite improvement each succeeding year. I believe also that our\nstandards are somewhat lower now than they should be ; but when I see\nthe steady improvement which they have stimulated our member institutions\nto make in the past seven years, it gives me the highest regard for the work\nof the committee and for the support which the committee has had from the\ninstitutions in this Association. Nevertheless I am deeply concerned now as\nto whether we shall pursue our past policy and thus assure further improve¬\nment or whether we shall halt and stand by while our institutions recede\nfrom the respectable heights which they have achieved.\nThis Association can also render a distinct service as a rating agency to\ninstitutions which are not members, that is, accredited members, but wrnuld\nlike to be. By keeping our house in order we reap certain benefits thru the\nplacement of our graduates. Outside institutions observing these benefits\ndesire the same for their graduates and inquire how they may be had. Our\n\npresident, our secretary, the chairmen of our committees, and even our in¬\nstitutional representatives can quote our standards which are fast becoming\nthe ten commandments, the keeping of which entitles a teacher-training\ninstitution to educational life and its graduates to a fair chance to ply their\nprofession in the educational fields of the states or municipalities. In this\nway our Association renders a real service as a rating agency by pointing\nthe wray that weak institutions may\nhave met our standards.\n\nwell hope to travel if and when\n\nthey\n\nThis organization can also furnish a service as a rating agency in con¬\nnection with other rating agencies. Rating agencies all over this nation\nare beginning to observe wThat we are doing. This Association has come to\ntheir attention largely thru the work we are doing as a rating agency. These\nother rating agencies have first of all been interested in our academic stand¬\nards because these are the type of standards which they in the main use as\nrating bodies. When these agencies have discovered that our academic stand¬\nards are as exacting as theirs, they look to see wherein our standards differ\nfrom theirs. This difference is found in our standards for our professional\nwork. In my opinion, herein lies the greatest value of this Association, the\n\n"}
{"page": 751, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\n747\n\nColleges\n\nservice it renders as a rating agency. This service is great because from the\ntime some of our institutions first became four-year colleges we were mis¬\nunderstood and were accused of seeking to become institutions of the liberal\narts type. In fact some of our members were accused of deserting the very\nfields for which they were granted charters by the states. A more subtle\ncharge against some of these institutions was that while they might intend\nto train high-school teachers in that anyone who takes a four-year college\ncourse can teach in high school ; nevertheless these four-year teacher-training\ninstitutions, socalled, must have deserted the field for training elementary\nteachers, for who had ever heard of an elementary teacher taking a four-year\ncollege course ? My opinion is that when this Association drew up its stand¬\nards so that many of them applied to the professional work its members\noffered, and thereafter began to enforce these professional standards; and as a\nrating agency began to rate institutions that applied for a classification on\nbasis of the degree to which they met our standards, both academic and\nprofessional, we forever convinced the educational world that we were not\nintent on making liberal arts colleges out of our institutions but that we\nmeant to continue them in their professional trend.\nBy the application of these professional standards as a rating agency we\nentered a field not explored by other rating agencies and likewise a field in\nwhich other rating agencies admitted their incompetency. Herein our As¬\nsociation rendered a real service, not only in directing our institutions to\ntheir professional responsibility, but in guaranteeing to other rating or\naccrediting agencies that the members of this Association are high-grade\ninstitutions professionally as well as academically. It has reached a point now\nwhere some other rating agencies will not accredit a teacher-training insti¬\ntution which is not accredited by this Association. Hence as a rating agency\nour Association renders a distinct service to other rating agencies as well as\nto its own institutions.\nThe final service rendered as a rating agency is an indirect but distinctly\nvaluable one. The fact that it is a rating agency makes the Association and its\nmembers conscious of standards or rules under which rating may be ac¬\ncomplished. At the same time it creates a pride and responsibility for those\nstandards on the part of the representatives of the member institutions. To\nmy mind this general attitude of the institutional mind has done much to\nimprove the members in proper directions. I marvel at the things which have\nbeen accomplished under the Association as a rating agency. I feel sure\nnot half as much improvement in its institutions wTas shown in the life\nof this Association and its predecessors prior to its becoming a rating agency\nas has been demonstrated since that time.\nIt seems to me, therefore, that it would\n\nbe a distinctly backward\n\nstep\n\nwere w’e to deprive institutions and other agencies of the service of this\nAssociation as a rating agency. Its greatest service has been in developing\nits standards and in the use it has made of them in rating its members. There\nwere, at the beginning of this year, forty members, who\n\nhad not been ac-\n\n"}
{"page": 752, "printed_page": null, "text": "748\n\nNational\n\nEducation\n\nAssociation\n\ncredited and classified. This Association owes\n\nthem\n\na distinct service in\n\nbringing them up to its standards so that they may be accredited.\nThis Association is now taking its place among other rating agencies with\njust reason for pride. Its field is welldefined and its problems are clean\ncut. I look backward upon the course it has pursued with great satisfaction.\nI look forward upon its possibilities with the highest hope and a definite\ndetermination not only to support it in its successes, but to defend it in the\nface of all who would speak disparagingly of its service to teacher-training\ninstitutions as a rating agency. This service may not have been perfect, but\nit has been good. The real problem now is : Shall we continue to profit by\nits service, or shall we begin to plead for lenience when the road becomes\nmore difficult? Institutions, like men, show their real fiber in the presence\nof impending difficulties.\nHence I hope this Association, which is made up of nearly two hundred\nof the finest institutions I have seen anywhere, will take on the strength\nof these institutions and display a confidence in our program and a deter¬\nmination to march forward warranted by the good which it has already\nachieved and stimulated by the opportunity for service which lies just ahead.\nOUR\nJOHN\n\nLINCOLN\n\nSTANDARDS\n\nALGER,\n\nPRESIDENT,\n\nOF\nRHODE\n\nPROVIDENCE,\n\nACCREDITING\nISLAND\n\nCOLLEGE\n\nOF\n\nEDUCATION,\n\nR. I.\n\nIt would be a difficult thing to reply exactly to President Whitley’s re¬\nquest for a discussion of the relative merits of qualitative standards, for it is\nimpossible to get entirely away from the fact that some quantitative stand¬\nards are necessary. I interpret the necessity of this occasion rather as a re¬\nquest for suggestions as to how we may answer the call for more standards\nof the qualitative type.\nThe eastern states will heartily agree that the present standards were\nnecessary when adopted, and that they have accomplished much in building\nup a powerful organization and in enforcing improvement. We shall also\nagree that for some sections of the country these standards, as they may\nfrom time to time be revised, will continue to be necessary. At the same time\nit seems to be increasingly evident (1 ) that in many respects these standards\nrepresent an undesirably low minimum, (2) that they offer too little oppor¬\ntunity for developing personal or regional ideals or experimentation, and\n(3) that in some cases commendable results are being secured without con¬\nforming entirely to the present forms of measurement.\nThe old battle for recognition by other colleges is already practically won.\nThe need for today seems to be for the selection of great teachers rather\nthan for an accumulation of advanced degrees, and for a stronger insistence\nupon ideals rather than a mere conformity to regulations. I submit as evi¬\ndence a bulletin of the results of a survey of a school which would not meet\nyour requirements for degrees, but is nevertheless worthy of your study as\nthe work of master teachers. Rhode Island would not attempt to replace\nthese teachers unless others could be found who can do better work.\n\n"}
{"page": 753, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\nAgain, there seems to be little reason for the minimum\n\n749\nstandard as to the\n\nnumber of students necessary to insure recognition. One of the recent gradu¬\nates of Castleton was accepted at Boston University School of Education, in\nspite of the smallness of the number of students at the normal school. Last\nyear he graduated at the head of his class at the University. I could tell you\nmuch more about the valuable work of this school for its state, or of the\nworthy achievements of Hyannis and other normal schools which would\nfall below the present artificial limits. We seem to need today a protest\nagainst excessive numbers and the worship of bigness, rather than an attempt\nto rule out a worthy school simply because of its smallness.\nThat some of us have held aloof from active participation in standardizing\ndoes not mean that we have not believed the work to be necessary. Today,\nhowever, we are inclined to think that what is needed is not a set of mini¬\nmum requirements of the present type, but a series of ideals towards which\neach should strive in his own\n\nstate. Frank\n\nE. Spaulding, of Yale Univer¬\n\nsity, has well said that ‘‘the really important thing is not a uniform measur¬\ning rod which will determine whether the staff of a school or college is to\nbe accredited or not ; the important thing is the improvement of instruction\nin all normal schools and teachers colleges.”\nAs you know, the April meeting of the Eastern States Association was\nlargely given to a discussion of the present standards of the American Asso¬\nciation ; thus furnishing a valuable set of opinions as to what our standards\nmight be. Its yearbook is full of suggestions, some of which I have not hesi¬\ntated to include in this report. In other papers you have read of the work\nof colleges in New York, New Jersey, Massachusetts, and Connecticut. If\nyou could visit these institutions you would be still more impressed with the\nvalue of their achievements. Yet each institution is developing in its own\nway, and no two ways are alike or like the work in Rhode Island. We all\nhave a hearty respect for each other, yet each believes that for his own field\nhis work is best, and that it would be unwise to attempt to standardize on a\nsingle pattern. In my belief it would be useless to attempt to agree upon\nstandards which limit the value of an institution in its own field, if only its\nwork is on the high level expected of state colleges for teachers.\nFrom the discussions of the Eastern States Association, and from my own\nbelief as to what the American Association might well stand for, I have\nattempted to rewrite some of the present list of standards in such a way as\nto make them represent more fully an expression of possible qualitative\nstandards, or ideals, in place of minimum requirements.\nPROPOSED\n\nSTANDARDS\n\nFOR ACCREDITING\nCOLLEGES\n\nTEACHERS\n\nI. Definition of a College of Education\nA. Within the meaning of these standards a teachers college is a school or college\nof approved standing, which is supported for the purpose of preparing teachers for\nservice. It may be supported by a state, a municipality, or an incorporated private\nfoundation, but it must have at least one approved unified curriculum devoted ex¬\nclusively to the preparation of teachers.\n\n"}
{"page": 754, "printed_page": null, "text": "750\n\nNational\n\nEducation\n\nAssociation\n\nB. Its rating is to be determined by the length of its curriculum as approved\nby\nthis Association, and by the criteria established in these standards for the determina¬\ntion of the quality of its work, and it shall not be discriminated against on account\nof its name or its degree granting power. Its curriculums may be approved for\ntwo or more years of college credit, but no curriculum of less than two years shall\nbe considered for approval by this Association.\n\nA. Candidates\n\nI\n\nfor admission\n\nness for admission\n\nto the college should\n\nto the teaching\n\nprofession,\n\nbe selected on the basis of fit¬\n\nincluding\n\nhigh character, approved\nshould be graduates of\nby the department of education in\n\n.\npersonality, scholarship, and physical fitness. Candidates\nsecondary\n\nschools\n\napproved\n\nby the college and\n\nthe state in which the college is located. A physical examination should be given by\nan authorized college R\nphysician.\nExperienced teachers of promise may be admitted\nequ\nrem\nfor such work as they are iqualified\nto pursue, but shall meet the full entrance re¬\ne\n\nnts\n\nfor or degree\nquirements before receiving the diploma\nA\niss\nshall not be counted as a part of the collegedmcourse.\n\n.\n\nB. Equivalence for entrance\nby regularly scheduled written\n\nwork\n\nion\n\nor secondary\nexaminations,\n\nto satisfy the committee on admission\nC. Experience in teaching shall not\n\nof the college. High-school\n\nschool\nwhich\n\nwork shall be determined only\nshall be of such a character as\nof the college.\n\nbe accepted as credit for entrance or for\ncollege work, except that demonstrated ability may be accepted as an equivalent\nfor a part of the required teaching in the training schools.\n\nA. The\n\nquantitative\n\nrequirement for graduation with a degree shall be the suc¬\ncessful completion of at least 120 semester hours of credit, or its equivalent of ap¬\nproved work. If less than four years of work is offered, the standard shall be at\nleast 30 semester hours of credit for each year.\nB. No degree or diploma shall be issued to a student who has not spent at least\none year (30 semester hours) in residence or in the regular classes for teachers\nmaintained by the college.\nC. Classes for teachers, to meet the approval of this Association, shall be con¬\nducted by members of the faculty, or by regularly appointed teachers who meet\nall the qualifications expected in members of the faculty; and the work of these\nclasses shall be on the same high plane as that expected for the regular work of\nthe college students. These courses should also, so far as possible, meet the re¬\nquired standards for sequence, prerequisites, etc.\n\nThere\n\nshall be a reasonable\n\nfaculty should\nand\n\nof proved\n\nup\n\nof men\n\nability for service\n\nand\n\nwomen\n\nas teachers\n\nin all departments.\n\nof high\n\ncharacter\n\nand\n\nof teachers.\n\nIt is expected\nthat as a rule these must hold advanced degrees from outstanding colleges, and\nmust have had sufficient experience in teaching to warrant their selection for this\n\ny\n\nlt\n\nI\n\neducation,\n\nbe made\n\ncu\n\na\noefF\nSiz\n\nA. The\n\nratio of faculty to students\n\nnac\nifoF\nato\n\nar\n\nep\nPr\n\n.\nwork.\nStanNo college is justified in discharging an excellent teacher merely on the\ndard\ns hefo has not received the expected degrees. It is expected that every\nground that\nr G\nadusecure\ncollege will be alert rto\natio for its faculty teachers of broad training and experi¬\nn n\nence, and of the highest ability aand\nNo college can expect approval if it is\nd fpurpose.\nor C\ne\nr\nrequirements.\nnot meeting the spirit as well as the letter tof\nifithese\ncatio\nn\nB. The same ideal\ny\n\nt\nul\n\nshall be maintained in the laboratory school and in the train¬\ning schools. The quality of the teaching in these schools should be the best that it\nis possible to obtain.\n\n"}
{"page": 755, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n751\nC. Annual reports as to the standing of all members\nmade to the secretary.\n\nof the faculties should\n\nbe\n\nD. It is recommended that, so far as possible in the spirit of these standards,\nnew teachers for all positions shall have at least 30 semester hours of undergraduate\n\nX\n\nand/or graduate credit in the field in which they are to teach, including profes¬\nsional courses in the subjectmatter of this field.\n\nA. The average teaching load for the faculty of the college shall not exceed 15\nI hours a week, or its equivalent. For shop, laboratory, or physical education, the\naverage should not exceed 20 hours a week of class work.\n\n.\n\n.\n\nI\n\n.\n\nTea as rapidly as possible each college for the professional\nA. It is expected that\nchi\nnghave, under its own control and as a part of its\npreparation of teachers shall\nLoa\nd use\norganization, a laboratory school for\nof as follows:\nFac\n1. For the development of its ideal public\nult school.\ny\n2. For studies in the improvement of public school education.\n3. As a school with which every student may become thoroly familiar thrucut\nhis course, and in which he may make his first beginnings at teaching.\n4. As a meeting place for theory and practise, and as a background for the\ndiscussions in the college classes.\n5. As a demonstration school, not only for the students, but for teachers and\nschool officials thruout the field of service.\n\nB. In addition the college should have abundant access to the public schools in\nI\n.\nall parts\nof its field, where students may serve as interns for a full semester, if pos¬\nininobtainable\nsible, under theTrabest\ncritic teachers. Such students should have a pre¬\ng Sc\nh\no\nliminary preparation sufficient\nolsfor carrying a large share of the work and of the\nand\nStud\nresponsibility for an entire class.\nentTeac\nhing\n\nThe\n\nfollowing comments\n\nare made\n\nregarding the remaining standards:\n\nDr. Douglass wisely recommends that each institution should strive for con¬\ntinuous development, and should be allowed to contribute its best. Also that the\nfirst two years be made general, and that specialization begin in the third year.\n\nrr\n\nHea\n\nu\neC\n\nTh\n\nfollowup\n\nand subsequent\n\num\n\nul\n\nlth\n\nic\n\nPresident van den Berg calls attention to a statement by Dr. DeWeese that “it\nis obvious that the value of the health examination depends in a measure upon the\nexaminations.”\n\nXIV.\nI commend Dr. Pitman’s\nciation Yearbook.\n\nClassification of Colleges\n\nable treatment\n\nSection\nIt is my opinion that we have more\n\nof the subject in the Eastern\n\nStates Asso¬\n\nXV.\n\nmachinery\n\nthan we\n\nneed. There\n\nseems\n\nto be\n\nno necessity for an expensive personal investigation for every college. Some sec¬\ntions of the country should have it for their own protection. The Eastern States\ncould easily handle their own problem, with investigation only in case of need. In\nmy\n\nopinion the National Committee should act as a clearing house for regional\ngroups. The Association can do a great work, but it is doubtful whether it can\never bring every section of the country to accept the same standards.\n\n"}
{"page": 756, "printed_page": null, "text": "752\n\nNational\n\nEducation\n\nAssociation\n\nAt the risk of being misunderstood I have ventured to set down here a\nfew of the ideals of Rhode Island College of Education, which seem\nto us\nto have a greater importance for our own work in this state than a mere\nadherence to the present standards could offer.\n1; A careful selection of students according to proved ability, and\nby quotas\nassigned to all parts of the state. Each community should share in the\nenlistment\nand selection of its own future teachers. A large oversupply of skilled\nteachers is\nworse than useless.\n2. A faculty of real teachers, with the faculty load adjusted to the subject\nand\nto the teacher.\n3. Libraries adequate\nbooks.\n\nto needs, and librarians who\n\nare more\n\nthan custodians\n\nof\n\n4. A liberal and well-balanced course of study or not less than\nfour years, with\nprofessional subjects and specialization largely in the last two years. Special\nization\nshould be with the advice and consent of the faculty, and should be based\non the\nneed for teachers as well as on probable ability. Students should be prepar\ned for\nthe positions they are likely to fill.\n5. The laboratory school should be doing constructive work of a type suited\nto\nthe public schools. Its classes should contain the usual types of public\nschool pupils,\nand the classes should be of normal size. These classes should be taught\nfor at\nleast four-fifths of the school day by the regular teachers, who should be selected\nfor their ability as directors of learning rather than for their advanced degrees.\nThis school should be used for training purposes only for the first directed efforts\nof the young teachers. It should be a laboratory for the evaluation, develop\nment,\nand demonstration of new or approved methods. Every student should\nhave some\nopportunity to know and to come into contact with this school during every\nterm\nand nearly every week of college life. Teachers and school officers- thruout the state\nshould be familiar with its processes and its results.\n6. The training schools should represent actual school conditions in the public\nschools in all parts of the field served. Usually not more than two student teachers\nshould be assigned to any building. Training should come in the latter part of the\ncollege course, but there should be at least one semester at the college after the\nperiod of training. For the sake of the student teachers, as well as for the good of\nthe pupils under them, the period of service should be a full half-year in a single\nposition. No student should be allowed to begin this work without a previous dem¬\nonstration of probable ability. One of the great aims of this period of teaching\nis\nthat of securing a genuine love for teaching based on an assurance of success. It\nmust provide also for the development of personal power and professional ability,\nthru close and continued contact with a sympathetic and discriminating critic.\n7. Regular college or graduate courses for teachers inservice should be offered\nafter school hours and on Saturdays thruout the school year. To have many of these\nteachers, including recent graduates, continuing their professional study under the\ncollege faculty is of value to the college as well as to the teachers in the field. The\nexpense of these courses should be paid by the state.\n8. Emphasis in all departments of the college should be placed on success rather\nthan on marks or honors. No lists of high-ranking students should be used in any\nway. With a careful selection of students for entrance, and with inspiration from\nfriendly teachers and from frequent contact with the children, there should be few\nfailures. With adequate preparation for the training period, failures in training or\nin the later teaching should be rare indeed. This college expects good work of all\nits students in any class. In January, 1932, failures in any subjects were reported\nfor only 14 percent of all students in college. This same ideal holds in the laboratory\nschool, which serves a regular city district. Here the failure of any pupil to secure\npromotion is almost unknown. The published report of recent surveys of this school\n\n"}
{"page": 757, "printed_page": null, "text": "Department\n\nshows\n\nof\n\nTeachers\n\nthat even the pupils with I. Q. records below\n\nColleges\n\n100, who\n\n753\n\nhad begun their work\n\nin the children’s school of this institution (a total of 50, ranging from 64 to 99,\nwith an average I. Q. of 90.5) averaged 9.4 months younger than the standard\nmedian age for their achievement, and had gained a median E. Q. of 108.\n\nIn conclusion, my\n\npoint is just this: There\n\nare many\n\nways by which\n\na\n\ncollege can express its individuality, and some of these may be worth de¬\nveloping. You are not expected to agree that our ideals should be yours.\nWe believe it is possible, however, that important results might occasionally\nbe secured if each college were more free to develop its best, instead of feel¬\ning constrained to accept any set of minimum standards as a final basis for\njudgment.\n\nWHAT\n\nCRITERIA,\n\nIF ANY,\n\nTEACHER-TRAINING\nM. E. TOWNSEND,\n\nFOR\n\nSELECTING\n\nINSTITUTIONS\n\nPRESIDENT,\n\nSTATE\n\nNORMAL\n\nSTUDENTS\n\nSHOULD\nSCHOOL,\n\nBE\n\nFOR\n\nSET\n\nNEWARK,\n\nUP?\n\nN. J.\n\nI am going to state at the outset that, while the title of this paper admits\nof the possibility that there should be no criteria for such selection, in my\nopinion, as a result of a recent study conducted\nAssociation, admission to a teacher-training\nand probably highly so.\n\nunder\n\nthe auspices of this\n\ninstitution should\n\nbe selective,\n\nIt is my opinion that only by guaranteeing to the teacher-training institu¬\ntion a student personnel of exceeding excellence can we hope to overcome\nan all too evident lack of respect on the part of the layman for the prac¬\ntitioners of our profession. Indeed, I think evidence is not lacking that the\nwillingness to attack public education\n\nas a dispensable service in times of eco¬\n\nnomic and social stress is quite largely due to the small regard given teachers\nas public servants. No\n\ndoubt the present low status of public school teaching\n\nis partly to be expected as a result of our own\n\nlow standards\n\nof admission\n\ninto the profession.\nWith\n\nthis in mind, what criteria are proposed?\n\nSince I am\n\nstrictly limited\n\nas to space, I will be able only to state the criteria I believe to be possible and\ndesirable, and refer you to my forthcoming\n\npublication on Student\n\nPerson¬\n\nnel Services for the discovery of those technics necessary for the accomplish¬\nment of the criteria. The first criterion is basic.\nCriterion 1 — The selection of students for preparation as teachers should\nproceed upon the assumption that teacher training is on the plane of higher\neducation, at least of college level. In other words, this criterion rejects the\nundertaking\n\nof teacher-training\n\nefforts on\n\nthe secondary\n\nschool level as\n\nneither adequate nor valuable to presentday society, and assumes that gradu¬\nation from an approved secondary school course is a basic prerequisite for\nfurther consideration\n\nof candidates\n\nfor entrance\n\ninto teacher training.\n\nCriterion 2 — Only those candidates should be admitted who exhibit evi¬\ndence of native mental ability very considerably above the average, when\nmeasured\n\nby the most competent\n\ninstruments\n\navailable.\n\n"}
{"page": 758, "printed_page": null, "text": "754\n\nNational\n\nEducation\n\nAssociation\n\nWhat evidence we have would indicate that it is exceedingly doubtful if\na person with a competently determined intelligence quotient of below 110\ncan do wTork of college rank.\nCriterion\n\n3 — The\n\nteachers college should\n\ninquire into the ability to\n\ndo competent academic work on the secondary level, and should restrict its\nentrants to those whose position in the high-school graduating class indicates\ndistinctly above average academic status.\nIn this connection it should be noted that intelligence alone does not\nalways measure academic competency. There is evidence to support the claim\nthat the critical percentile should be set somewhere near the 75 percentile\nof a graduating class, and probably always above the 50 percentile point.\nThis, of course, assumes the ability on the part of the teachers college to\nobtain this information reliably.\nIt is my recommendation that the teachers college apply a carefully con¬\nstructed battery of entrance tests, not only to confirm and substantiate the\nstatus already referred to, but further to satisfy itself of the breadth of in¬\nformation of the candidate on questions of presentday pertinence.\nCriterion 4 — The\n\nteacher-training institution should satisfy itself by in¬\n\ndependent investigation of the physical fitness and health history of the can¬\ndidate, and should admit only those whose condition of physical make-up\nand health is normally promising.\n\nNo mere certificate of health of a “blanket” character, signed by the can¬\ndidate’s family physician is indicated here. The responsibility rests with the\nteachers college to inquire in a searching way as to health of candidates.\nCriterion 5 — The\n\nemotional\n\nstability of candidates should be investigated\n\nby competent experts on the staff of the teachers college, to insure the exclu¬\nsion of those giving evidence of serious emotional abnormalities and dis¬\nabilities.\nWhile it must be evident that a frequent cause for unhappiness and mal¬\nadjustment in college and in teaching is due to emotional disturbances of the\npersonality somewhat predictable and extremely difficult of correction, reli¬\nable investigation of these factors has been almost totally lacking up to the\npresent, so far as selection is concerned.\nCriterion 6— A\n\nteachers college should inquire into the cultural, social,\n\nrecreational, and occupational interests of candidates, to the end that it shall\nhave proper evidence that these will serve as assets rather than liabilities to\nthe candidate in the major professional enterprise he proposes to enter.\nCriterion 7 — The\n\nteachers college should set up administrative procedures\n\nwhereby it shall admit students only in the light of competent predictions of\nthe probable demand for the graduates at the termination of the course.\nHere, more is indicated than the mere matter of numbers. We need frankly\nto face the problem of selecting on those numerical, racial, cultural, or\nother\nbases known to be operative in the territory served as conditioning success\n¬\nful placement. Some sort of quota procedures are indicated here, and most\nteachers colleges have or should have the necessary statistical and descrip\n¬\ntive records upon which to make this criterion effective.\n\n"}
{"page": 759, "printed_page": null, "text": "Department\n\nCriterion\n\n8 — The\n\nof\n\nTeachers\n\nteachers college should\n\n755\n\nColleges\n\nuse the criteria above\n\nmen¬\n\ntioned as a battery, and so bring about a successive delimitation of all fac¬\ntors as they bear upon each separate case presented.\nMuch has been recently said of the desirability of having in our teachers\ncolleges and in our profession itself, men and women of superior person¬\nality. But personality is a complex, not a unit trait. Criteria of selection\nmust cover the fields of inquiry above mentioned if we are to have in the\nteachers colleges youth of superior personality, since this thing called good\npersonality is the resultant of a coordinated, integrated pattern of behavior\nfunctioning thru native intelligence, scholarly ability, health of mind and\nbody, broad and universal interests, and an appreciation of the problems of\nsociety. Thus will a great profession be recruited.\nWHAT\nCAN BE ACCOMPLISHED\nTRAINING\nIN ELIMINATING\nTEACHING\nPROFESSION?\nC. C. SWAIN,\n\nPRESIDENT,\n\nNORTH\n\nDURING\nTHE PERIOD OF\nTHOSE\nUNFIT FOR THE\n\nDAKOTA\n\nMAYVILLE,\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nN. D.\n\nThe first approach to a consideration of this problem is the recognition of\nits seriousness, both to the teaching profession and to public education in\ngeneral. At the present rate of a growing over-supply of certified but some¬\ntimes mediocre teachers, there will ultimately be a growing under-supply of\nsuperior teachers. We cannot continue to have an increasing number of\nteachers for a steadily decreasing number of positions. At this rate we may\nagain go back to the days when unfitness for any other occupation was one\nqualification for the public school teacher. This was not such a serious matter\nwhen\n\nother institutions carried much\n\nof the burden of preparing youth for\nmanhood and womanhood, but it is serious today when everybody and every¬\nthing waits upon the public schools.\nNot only do we give certificates to many who are unfit for successful\nteaching, but we seem often to give them first consideration when it comes\nto employment.\n\nThere\n\nis much\n\ntruth in the statement, “There\n\nis a teacher\n\nand a half for every school; but the half teacher gets the job.” As long as\nmany school boards, especially in village and rural communities, continue\nto let expedience, sympathy, and economy be the guiding principles when\nemploying teachers, it becomes necessary, in order to save the situation, that\nwe eliminate those, who, under no consideration, should be employed.\nMindful as we must be of the great progress that has been made in public\n\neducation, let us not forget that the best means of improving a school sys¬\ntem is to improve the teachers. In the teacher is the ultimate influence for\nbetter living and the inspiration for higher ideals among our boys and girls.\nIn spite of all our educational progress, there can be no real improvement as\nlong as we permit the misfits of society to teach some of the youth of the\nland.\n\n"}
{"page": 760, "printed_page": null, "text": "756\n\nNational\n\nEducation\n\nAssociation\n\nThere is a common belief that teachers are born, not trained. The diffi¬\nculty lies in the fact that the Lord does not provide enough by this method.\nFortunately, we have ample evidence of the fact that, given reasonably\ngood human material, our teacher-training institutions can prepare a satis¬\nfactory teacher. Let not only the blessing of a good teacher, but the curse of\na poor one, burn into the consciousness of our people, and they will give the\nnecessary backing to an effective program of eliminating the unfit and also\ngive our teacher-training institutions adequate means for more efficient serv¬\nice. The problems of a democracy, both in prosperity and depression, are\nthe opportunities of education. Ours is the problem and the opportunity of\nproviding a satisfactory teacher for every classroom in the nation. I have\nbriefly indicated that the first step in this direction is to sense the nature and\nimportance of the problem. The unfit must be eliminated.\nOur first attack upon this problem is thru selective admission to profes¬\nsional courses. In simple language, eliminate the unfit before they enter. It\nis equally important that we encourage superior boys and girls to come to\nteachers colleges. Our colleges are making progress in this direction. But, if\nI may review just one point made in the preceding address, let me say that\nwe are entitled to more cooperation from the city superintendent and should\nutilize his office more than we do so that the unfit for teaching may be elim¬\ninated at the beginning, and that a fair share of the nation’s brightest youth\nmay be encouraged to enter teacher-training courses. It should be apparent\nto any superintendent that as is the grist, so is the flour. No city superintend¬\nent should recommend for entrance into a teachers college a girl whom he\nwould be unwilling to employ as a teacher when she has satisfactorily finished\nthe teacher-training course. All this, of course, presupposes that teachers\ncolleges will also, on their own merits, attract superior students.\nMany of our superintendents and high-school principals are graduates\nfrom denominational colleges and state universities. Frequently they are\nfound urging the brighter high-school students to go to the institutions\nfrom which they were graduated. Witness the gusto with which they pre¬\nsent honor students with socalled scholarship certificates at commencement\nexercises. Again I fear that some superintendents and principals are not\nsufficiently sold on the profession of teaching nor on teacher-training institu¬\ntions, as such, to encourage the superior students to attend teachers colleges.\nMoreover, the teaching profession itself must be made more attractive to\nmodern youth, especially to men, if we are to get the best material into our\nschools. America never had a better opportunity to improve her public\nschools thru better teachers than it has just now. A program of selection\nis feasible now, but the taxpayer, in order to save an unjust and antiquated\nsystem of taxation, will take it out on the teacher thru salary reductions and\nour present advantage will be lost. Let us all unite our efforts so that teach¬\ning may become increasingly more attractive, especially to those who should\nremain in the profession. May we hope that those who guide students thru\nhigh school will paint a more pleasing picture of the opportunities in the\nteaching service. Let us, therefore, speed the day when teachers colleges\n\n"}
{"page": 761, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\n757\n\nColleges\n\nshall come into full academic respectability and when the science of educa¬\ntion, as well as its rewards, shall make teaching a real profession, so that a\nlarge number of promising young men and women may be attracted to\nteacher-training institutions. The excellent work that many states are now\ndoing in the way of limiting the number of students admitted to their teacher¬\ntraining institutions, and the effective work of many high-school administra¬\ntors in acquainting their students with the requirements and the rewards of\nthe teaching profession, are indicative of what can be accomplished in any\nstate. In this whole problem lies a responsibility that city superintendents\nmust recognize as their very own.\nHowever, in spite of all that we can do in the way of guidance and selec¬\ntion before students enter upon teacher-training courses, we shall still\nhave a heterogeneous group in our freshmen class. Any one who has given\nfreshmen tests will know that there is a wide range of ability among incom¬\ning students. This was true at our college last fall.\nThe next step, therefore, in the elimination of the unfit is to discover,\nafter they have entered college, those who were not eliminated by the city\nsuperintendent. In the main, this can be accomplished in two ways: First,\n\nby securing the cooperation of high-school authorities in filling out a wellprepared admission blank. This confidential statement should be sent direct\nto the registrar. In the second place, the college should organize its staff in\nsuch a way that sufficient tests and followup work will give an accurate pic¬\nture of each and every student. Perhaps the first thing we should know is\nthe student’s health and physical fitness for the arduous task of teaching. It\nis obvious that people with certain physical handicaps, for their own sake as\nwell as for the sake of the public school children, should be excluded from\nthe teaching service. Again, other students should be selected for special\nobservation and treatment.\nIn the second place, our freshmen tests should reveal a student’s scholastic\nachievement. Graduation from an approved high-school course is, in our state\nat least, no guarantee that the student is equipped with an adequate founda¬\ntion for teaching. Here again we need a further application of the principle\nof selectivity.\nThe third question upon which we need more light is the student’s gen¬\neral intelligence and fitness for college work. We know from observation, if\nnot from scientific studies, that mental capacity is an extremely important\nfactor in the equipment of prospective teachers.\nNext, we come to a factor that we talk and write much\n\nabout, namely,\n\npersonality and character. I doubt if we can escape the conviction that educa¬\ntion is, in the main, but the influence of one personality upon another. But\ncharacter and personality are such indefinable things. However, considerable\nprogress has been made in determining the factors involved, but there is\nso much\n\nroom for improvement\n\nkins. To me, Mark\nacter.\n\nhere. We\n\nnever seem to tire of Mark\n\nHopkins is just another name\n\nHop¬\n\nfor personality and char¬\n\n"}
{"page": 762, "printed_page": null, "text": "758\n\nNational\n\nEducation\n\nAssociation\n\nWe are all blind until we\nThat in the human plan\n\nsee\n\nNothing is worth the making\nIf it does not make the man.\n\nI doubt if we can do much in determining personalit\ny and character at\nthe time of registration. We study carefully the chara\ncter and personality\nrating sent in from high schools, and we meet a student in\nconference and\nget a general picture of him, but we hesitate to send anyon\ne away, for often\nhave we seen a fine upstanding young man get his degree\nand have remem¬\nbered how utterly hopeless he looked on his first registrati\non day. Yet I want\nto say with all the emphasis I can, that some time befor\ne graduation, we\nmust either have eliminated the undesirable traits of chara\ncter and person¬\nality or we must have eliminated the student who has them.\nThe following resolution was passed at a recent meeti\nng of our governing\nboard : That we eliminate from the list of candidates\nfor certification, all\nstudents who are^ (a) morally unfit, (b) have physical defec\nts which will\ninterfere with their success in teaching, (c) are addicted to\nthe use of alcoholic\nliquor, naicotics, or other drugs, or (d) have shown financial\nirresponsibility.\nTo be sure, we can all say that students of this type are\nusually dismissed\nlong before they come up for graduation thru the natural elimi\nnation that\nresults fiom failures and low grades. But what are we\ndoing to give every\ngraduate that outlook upon life, that reverence for his calli\nng, that common\nsense, and that stability of character that will not only sustain\nhim in temp¬\ntation, but make him a positive influence for right living in\nthe classroom\nand the community?\nFinally, we come to a factor that I feel is destined to play\nan important\npart in this problem of elimination, namely, directed observation and\nstudent\nteaching. Students should not be admitted to practise teach\ning unless they\nhave a certain average in scholarship. Likewise, they should be\nrecommended\nfoi student-teaching by a committee of the faculty appointed\nfor that pur¬\npose. We find a few capable individuals who leave nothing\nto be desired so\nfar as scholarship is concerned, and yet we are positive\nthat they will not\nsucceed in dealing with children. For these, no amount\nof practise teaching\nwill avail. Again, students must not be recommended for a teache\nr’s certifi¬\ncate unless they have shown a reasonable command of\nskill in teaching\ntechnic.\n\nWe have then the following setup for the elimination of\nthose unfit for\nthe teaching profession :\n1. We recognize that we can have both a negative and\na positive program. The\nformer will eliminate the undesirable student from the institu\ntion. The latter\nwill seek to remove those elements that would make a person\nunfit for teach¬\ning. This positive constructive program is worthy of our very\nbest. It is a chal¬\nlenge to any teachers college faculty. Let us not shirk our responsibili\nties. This\nconstructive program calls for the highest type of teaching in\nour college class¬\nrooms. It calls for an organization of the student body that will\nencourage crea¬\ntive effort. It calls for a scientifically built curriculum.\nIt calls for proper guid¬\nance and counseling, so that every student may find his rightf\nul place. It calls for\n\n"}
{"page": 763, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\na college atmosphere of culture, industry, and\nskilful supervision of student teaching.\n\n759\n\nColleges\n\nreverence;\n\nand\n\nit calls for\n\n2. Both the positive and negative program pre-supposes a well-organized system\nof selection and admission of students to the freshmen class. Those obviously\nnot fitted for teaching are to be eliminated at the beginning.\n3. A system of freshmen tests, consultations, and followup work to discover the\nweakness and strength of every student.\n4. The distribution of all entering students into the following classes:\na. Those who are advised not to attend college\nb. Those who are advised to enter the junior college\nc. Those who are admitted on probation\nd. Those admitted to full standing in teacher-training courses\nI believe it is possible and advisable for every teachers college to have a junior\n* college department. Students who insist upon their right to attend your state\nsupported institutions may be advised to enter and do non-professional junior\ncollege work if it is thought that they are not going to be successful in teacher¬\ntraining courses. If a student finds himself and proves his worth, he may be\ntransferred to professional courses.\nThose admitted on probation will, first of all, be those who are deficient in\n\ngeneral educational achievement. They should be required to take non-credit\ncourses in order to make up for any deficiency that they may have in English,\nmathematics, etc. Other students who will probably have difficulty in doing regu¬\nlar college work will be admitted on probation so that they may have an oppor¬\ntunity to prove by their progress from month to month, that they can do satis¬\nfactory work. The old plan was to let students shift for themselves, and the rea¬\nson for failure at the end of the course was not understood. The special probation\nsystem means a weekly or monthly report from the instructor, with his reasons\nfor the student’s failure to do satisfactory work and suggestions for improve¬\nment. The student is properly notified and given special attention. Thru his own\nself-analysis and the official help and guidance from the dean or assistance from\na teacher selected by the student himself, he either will be able to improve or\nwill withdraw from the course. This system of special probation is especially\nwell-organized at the Ball State Teachers College, as reported to me by Dean\nNoyer.\n5. In order to build up scholarship at an institution it is a common practise to use\nthe socalled honor point system. By this we mean that students must have as\nmany honor points as credit hours in order to graduate from the college. For\nthe successful operation of this system one must have a faculty prepared and\nwilling to grade students properly and to adhere in a general way to a normal\ndistribution of marks. On this particular point I feel that at our college we\nneed to loosen up our grading in some quarters and to tighten it up in others.\nIt is obvious that our institutions must also continue to pay considerable atten¬\ntion to the removal of all such causes for inferior work as too many outside\nactivities, too many\n\nsocial obligations, unsatisfactory living conditions, and poor\nstudy habits. Just now we need to be on guard so that students do not spend\ntoo much time working for board and room or doing light housekeeping.\n6. Successful experience probably receives more weight than any other criterion\nin the selection of teachers by superintendents. The returns of a questionnaire\nfrom 98 of the classified schools of North Dakota revealed that 60 of the 98\nsuperintendents of these schools who responded to the questionnaire, in select¬\ning new teachers, gave greater weight to experience than to additional training\nbeyond the regular two year period. Roughly, this is 2 out of every 3 superin¬\ntendents. The trouble here is that there is little agreement as to what constitutes\nsuccessful teaching or the extent to which the student may be expected to im¬\nprove. It would seem, however, that in the period of student practise teaching,\na considerable number of the unfit might be eliminated.\n\n"}
{"page": 764, "printed_page": null, "text": "760\n\nNational\n\nEducation\n\nAssociation\n\nFrankly I feel that prospective teachers should have much\nmore time for directed\nobservation of superior teaching and more time for\nactual practise teaching.\nEspecially do I think the student should have more of a superv\nisor’s time. This\nwould eliminate some of the trial and error method that\nobtains in our training\nschool of today.\n7. As another means for eliminating the unfit we would\nrecommend more frank¬\nness and better cooperation between colleges to preven\nt undesirable students\nfrom migrating from one college to another.\n8. Finally, teachers colleges must be a little more careful\nin recommending stu¬\ndents for graduation, and especially in approving them for a\ncertificate. If the\nunfit have been removed, then we are ready to recommend\nonly those who are\nsatisfactory in scholarship, excellent in health, and worthy\nin character and\npersonality. Those who have no defects that will interfere with\nteaching suc¬\ncess, those who have given satisfactory evidence of posses\nsing that type of\ncharacter and personality that school boards invariably\nrequire, and, finally,\nthose who, as the result of actual practise we have a right to believe\nwill do\nthe technical job of teaching in a satisfactory manner.\n\nThis\n\nwhole\n\ndiscussion culminates in two fundamental requirements\ni\nFirst, a faculty, both in the college and the training school, that\nworks as a\nunit to one end, namely, the preparation of teachers, not the devel\nopment of\ndepartments, not extra courses. Secondly, a public that will judge\nan institu¬\ntion entirely on the quality and not the quantity of its output.\nIf we have\nmuch to do before every child in the land shall have a teache\nr with an\nabundance of health and physical vigor, sound scholarship, excell\nent char¬\nacter, and sufficient technical skill, yet may we take comfort in\nthe words of\nRobert Louis Stevenson : No man is so unhappy as one\nwho has had his\ndream come true and to travel hopefully is better than to arrive.”\nEduca¬\ntion is God’s precious gift and man’s debt eternal to childhood.\nHOW\nMAY\nSERVE THE\nA. M. ROYCE,\n\nTEACHER-TRAINING\nINSTITUTIONS\nBEST\nPUBLIC IN TEACHER\nPLACEMENT\nSERVICE ?\nPRESIDENT,\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nPLATTEVILLE,\n\nWIS.\n\nIt would\n\nseem that the best service to the community is also the best service\nthat can be rendered to the graduate who has prepared to teach. TThere\nare\ntoo many\n\ncases of young\n\npeople who\n\nare trained for high-school work accept¬\ning places in primary grades. It is easy to find students well-prepared to give\nsecondary instruction but ignorant of the best methods of teachi\nng grade\nchildren, who are floundering around in an attempt to teach in\nthe grades.\nBoards of education and superintendents of schools are being\neducated to\nthe fact that graduation from a teacher-training institution does not auto¬\nmatically qualify the graduate for teaching in any and every position.\nThe\nsame thing is true when it comes to the placing of young teachers in\nsecondary\nschool positions. Surveys reveal that many students who have\nprepared\nalong the lines of some major and minor subjects are scheduled to teach\nmatter concerning which they know little. Such illustrations can be found\nin surveys in many states.\nWe spend millions of dollars to educate teachers. Yet we find our\nstudents, after specific training for definite grade positions or definite work\n\n"}
{"page": 765, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nin secondary\n\nschools, attempting\n\ninadequately\n\nprepared. This produces\n\nColleges\n\n761\n\nto teach subjects for which\na large economic\n\nthey have been\n\nloss, much\n\nserious\n\ninjustice to the children, and certainly an unfairness to the graduate. This\nis, in part, a result of our system of licensing, placement, and assignment\nof work. All of these illustrations simply point to the fact that the wise\nplacement\n\nof teachers is best both for the community\n\nand for the graduate.\n\nEvery effort should be taken to make it possible and probable that teachers\ninstruct the children in the work for which they themselves have been\nprepared. More and more is it necessary that the teacher have specific train¬\ning in the materials and methods of the work done in elementary grades\nand secondary schools. The pupils need teachers who have studied thoroly\nthe curriculums and the best procedures of presenting them to growing\nchildren within\n\ncertain age limits. The\n\ndegrees, for instance in advanced\n\nfact that a person has a degree or\n\nmathematics,\n\ndoes not assure a teacher\n\nwell-prepared to present mathematics to extremely young children. Neither\nis a student who has prepared thoroly in primary work and has a degree in\nelementary education necessarily prepared for the presentation of English\nin secondary\n\nschools. Tragic\n\ninstances of the misplacement\n\nof teachers are\n\nall about us. This\nnow\n\nis particularly true during the days thru which we are\npassing in our economic distress. Teachers are often themselves to\n\nblame for this condition. They are over-anxious to have positions and some\nincome. They profess not only a willingness but a preparation to handle\nfields of work for which their courses of study and experience have not pre¬\npared them. Placement bureaus are under the constant urge of the young\ngraduate,\nBoards\n\nhis family, and\n\nof education\n\nhis friends, to get these young\n\nand superintendents\n\nare under the same\n\nTeacher-training institutions should, therefore, make\ncondition one of their main objectives.\n\npeople placed.\nillogical stress.\n\nthe rectifying of this\n\nIn the second place, there has been too little effort made\n\nby teacher-training\n\ninstitutions to find out definitely the number of well-prepared teachers avail¬\nable, the positions which they could best fill, the probable openings along\nthese lines, and the possible number of teachers who will be needed to fill the\ngaps. Surveys indicate that practically no work is done by teacher-training\ninstitutions thoroly to digest this situation and properly to instruct and guide\ntheir students in this great vocational need. Here\n\nagain many\n\nfactors help\n\nto deter teacher-training institutions in what would be the best for com¬\nmunity and graduates. Families, for instance, feel that their children should\nbe given an opportunity\nor women\n\nto have their chance as well as any other young\n\nof the state. Again, there is a constant\n\nSchool heads are under\nthings which\n\ncall for large enrolments.\n\nthe stress and strain of making\n\nthis regard, irrespective of the ultimate\n\noutcome.\n\nhelp to contradict one another. One\n\nWe\n\na fine showing\n\nin\n\ntalk loudly of two\n\nis a select and excellently\n\nprepared teacher-graduate, and the other is a large enrolment.\nthese two aims are in conflict the latter will control.\nThere\n\nmen\n\nAs long as\n\nshould be a genuine and impartial survey of teacher needs made\n\nyear by each state. Schools are in a constant flux and flow. The\n\neach\n\nsurvey of\n\n"}
{"page": 766, "printed_page": null, "text": "762\n\nNational\n\nEducation\n\nAssociation\n\none year will not answer for many years following. The essential facts must\nhe ascertained so that young people prepared to teach may articulate\ntheir\npieparation so as to place them best when graduation time comes. This is\na\nquestion of supply and demand\nment of teachers.\n\nin relation to the preparation and wise place¬\n\nIn the third place, much work must be done by the teacher-training au¬\nthorities to know truly their students and their teaching possibilities. This\nmeans the preparation of new blanks for the gathering of information from\nall possible sources: elementary school, secondary school, teachers, and ex¬\nperts, as to the student’s early, training, ideals, general education, tempera¬\nment, character, qualities of leadership, mental ability, and teacher prepara¬\ntion. Many schools are moving forward in these matters, but the general\nsituation is today not what it should be in this regard. Even teachers’\nagencies, where the proper placement of teachers is a commercial venture,\nhave not placed in their records entirely thoro and reliable information from\nall possible sources regarding candidates. Teacher-training institutions must\nmeet this need in a thoroly scientific and professional way if they are best\nto serve the communities where their graduates are to be placed.\nI here should be a wide range of reference material relating to the\nyoung candidate. Not only should the senior name his references, but the\nteacher-training institutions should obtain from school authorities, teachers,\nand acquaintances the most definite information possible relative to all traits\nof the student concerned.\nIn the fifth place, isn’t this the logical time for teacher-training institu¬\ntions to raise their curriculum standards and length of years, quality of\nsubjectmatter, and courses offered ? This has a close selationship to serving\nthe best interests of the student and the community. Is not this the time\nwhen teacher-training institutions should largely do away with courses\nshorter than three and four years in length for training all kinds of teachers?\nThe courses for the training of rural teachers are far too short thruout\nthe entire length and breadth of the land. Probably no teacher needs a more\nthoro training than does the rural school teacher.\nIn the sixth place, teacher-training institutions should have a definite\nfollowup program completely planned and vigorously carried out. Blanks\nsimilar in content to information blanks used in the recommending of teachers\nshould be sent out over a considerable period of years as a checkup on the\nproduct’s placement and success. Supervisors and superintendents should\nbe assured that the blanks filled out and returned will be held strictly con¬\nfidential. The slightest betrayal of the information on these blanks is a\nbreach of confidence capable of leading to the worst consequences, both to\nthe community and to the teacher. Visitations should be made by credited\nand well-prepared members of the faculty to beginning teachers, especially\nwheie this can be done with the cooperation of local supervisors, principals\n,\nand superintendents. The first year of teaching in a graduate’s life is extremelv impoitant in his ultimate success. Meetings should be organized,\nsuggestive material should be distributed, school observation days planned\n\n"}
{"page": 767, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nand held, and the school should maintain\n\nColleges\n\n763\n\na generous attitude of helpful\n\nsuggestion and inspiration covering at least three years of the teacher’s work\nafter graduation.\nIn the seventh place, there should soon appear among the teachers colleges\na regular placement bureau with fulltime people in charge of the work.\nThe placement of teachers, the gathering of the necessary information, the\ntime necessary for wise consultation and advice, the gathering of the neces¬\nsary information about communities and openings, demand much greater\nextension along these lines than most teachers colleges have as yet undertaken.\nThe bringing of prospective employers in touch with prospective teachers\nshould not be a side-line job. It is a matter of prime importance to all parties\nconcerned, and teachers colleges have been unnecessarily slow in adopting\nthe broader policy. It should not be in charge of men or women who have\nmore important work to do as faculty members. The placement bureau\nshould be in charge of a thoroly well-prepared, obliging, and wisely sym¬\npathetic man. In the past our appointment bureaus have been inadequately\nsupported and have been in position to give only a minimum of service. The\nbureau should be maintained without expense to the graduates of the in¬\nstitution. The service of this bureau should be open to teachers of many years\nexperience as well as to the graduating classes.\nThe above suggestions are briefly stated in rather a dogmatic and sum¬\nmarized form. They come as a result of more than a quarter of a century of\nexperience in four teacher-training institutions, as a result of much reading\nand study of reports and surveys, and as a result of much discussion with\ndirectors of training schools, students, superintendents, principals, and board\nmembers. A wise placement of graduates is of tremendous importance to\nthree interested parties: the graduate, the school, and the community. Fortu¬\nnately, these interests are common. It is hoped that the suggestions made\nmay help to bring about a greater appreciation of some possibilities in im¬\nproving this tremendously important service.\nWHAT\n\nMAY\n\nDONE\nBY TEACHERS\nCOLLEGES\nAND\nTHEIR\nWITH\nWORK\nIN FOLLOWUP\nSCHOOLS\nNORMAL\nTO INSURE THE BEST TYPE OF SERVICE\nGRADUATES\nTO THE PUBLIC?\nG. W. DIEMER,\n\nBE\n\nPRESIDENT,\n\nTEACHERS\n\nCOLLEGE,\n\nKANSAS\n\nCITY,\n\nMO.\n\nOnly during the last few years have teachers colleges recognized any re¬\nsponsibility for the success of their graduates in the field. With the rise,\nhowever, of the supervision movement and the development of better methods\nand technics in teaching, there has been a growing recognition that there is a\ndistinct obligation on the part of the teachers college to give assistance to its\ngraduates in the field. I did not, however, realize the extent of the followup\nmovement until this question was given to me, and I wrote letters to the\nmembers of the American Association of Teachers Colleges requesting in¬\nformation as to practises. Of 184 institutions to whom letters were written,\n\n"}
{"page": 768, "printed_page": null, "text": "764\n\nNational\n\nEducation\n\nAssociation\n\nreplies were received from 126 schools. Only two or three presidents or\ndeans indicated that their institutions were making no efforts along followup\nlines. All others are doing something, ranging from estimates or reports re¬\nceived from superintendents or other supervisory officers, to fully organized\nand developed probationary or followup departments. In many cases, the\npresident was inclined to apologize that his institution was not doing more ;\nand many institutions are planning more adequate followup procedures for\nthe future. In no case did a president or dean indicate that he was unfavor¬\nable to such programs. In two or three cases, questions as to the legality of\nthis service were raised, and several indicated that such service could not\nbe carried very far in their particular situations because superintendents and\nschool boards might resent “outside” supervision. One president expressed\nhimself as favorable to a limited followup program, but added that “too\nmuch followup is liable to smack of that unpopular thing which the motherin-law does.” While these dangers were suggested, no case was reported\nwhere school authorities objected to the followup work being attempted; in\nfact, letter after letter indicated that superintendents welcomed such assist¬\nance.\nObjectives\n\nSome\n\nof the purposes\n\nof followup\n\nprocedures\n\nevident from the replies received are the following:\n\nsuggested\n\nor\n\n(1) To help the teachers college more effectively to connect theory and practise\nthru a study of the elements of strength and weakness of graduates in the field.\n(2) To insure better teaching from the beginning teacher by cooperating with\nschool officials in giving him such help and guidance as is needed in the solu¬\ntion of his problems.\n(3) To inspire and enthuse the beginning\nto encourage continuous growth.\n\n(4) To encourage the teacher to have\nminded attitude toward teaching.\n\nteacher for his chosen profession and\n\nan experimental,\n\nexploratory, and open-\n\n(5) To confer with superintendents, principals, and teachers, individually and in\ngroups, in an effort to solve cooperatively the problems, both of the teachers\ncollege and of the public school.\n(6) To establish cordial relationships between the college and the schools that\nit serves, to the end that the college may have a clearer understanding as to\nthe educational needs in its territory and have a better opportunity to aid in\nsupplying these needs.\n\nTypes\n\nof followup\n\nservice — The\n\nfollowup\n\nservice being rendered\n\nby\n\nteachers colleges replying to my letter ranges all the way from reports on\nthe teaching success of the graduate, furnished to the placement office by\nthe superintendent or principal, to a very complete supervisory program\ncarried out by a probationary or followup department.\nThe types of followup service used might be indicated in outline form\nas follows :\n(1) Reports or estimates usually made\nlege by school officials.\n(2) Reports\n\nor questionnaires\n\nto the placement\n\ncommittee\n\nof the col¬\n\nfilled out by the graduate in the field in which\nteaching conditions are described. Problems are listed and suggestions are\noffered as to weaknesses in the work of the college.\n\n"}
{"page": 769, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n765\n(3) Literature sent out from the college in the form of circular letters, bulletins,\nschool papers, or magazines.\n(4) Visitations: Some institutions have an organized visitation program; others\nmake miscellaneous or chance visits to their graduates. In either case visita¬\ntions are by regular members of the faculty, by critic teachers, or by field\nsupervisors especially assigned to do field work.\n(5) Conferences, both individual and group, either in the field or at the college.\n(6) Demonstrations either in the field or at the college.\n(7) Extension courses offered by regular members of the faculty at strategic\npoints within the territory of the institution.\n(8) Library service thru which teachers within the territory of the institution\nmay obtain books from the college library.\n(9) Cooperative supervision in which the college cooperates with the county\nsuperintendent in a joint program for the improvement of teaching within\nthe counties included in the territory of the institution.\n\nkeeps in touch thru reports, correspondence, visitation, etc., with graduates\nteaching in the special field represented by the department.\n\nSome\n\nfollowup\n\ninstitutions have rather com¬\n\npractises described — Many\n\nplete followup procedures. Space and time, however, will permit of very\nbrief descriptions of only a few of those which appear to be the most com¬\nplete set-ups now being used.\nPlacement\n\nand\n\nFollowup\n\nCommittee — At\n\nthe\n\nNew\n\nHaven\n\nNormal\n\nSchool, followup service is in the hands of the Committee on Placement and\nFollowup composed of three members of the Normal School staff and three\ntraining-school teachers. The program includes the following steps:\n\nof rating sheets to employing agents in January.\n(2) Sending of data sheets to graduates also in January. These data sheets ask\nfor a statement of teaching problems in specific subjects, management prob¬\nlems, and suggestions for the improvement of the preservice training.\n(3) Visitation between February 1 and April 1. Every person on the normal\nschool staff participates in the visitation program. So far as possible, each\ntraining-school teacher concerned visits only the graduates whom she has\n(1 trained.\nDe\n0\npartment)\nal followup\nthru agents\nwhich th\nare very carefully\nfrom\nand\ne he\n(4) Reports from employing\nad ofgraduates\nea\nch\nsp\nec\nstudied in connection with the visits by faculty members. ial department\n(1) Sending\n\n(5) A Saturday conference is held early in May, to which the graduates are\ninvited. At this conference, chief attention is given to the problems stated by\nthe graduates on the data sheets.\n\nThe San Francisco State Teachers College carries out a fairly compre¬\nhensive scheme of followup under the direction of the Recommendation and\nPlacement Committee. The program includes reports from superintendents\nand supervisors, questionnaires filled out by the graduate, field visitation by\nmembers of the faculty, and correspondence with graduates needing help in\nthe solution of their teaching problems. The questionnaire which is sent to\nthe student is rather comprehensive and in it the student is given the op¬\nportunity to evaluate and criticize practically all phases of his preparation\nwhile a student in the Teachers College.\nPersonnel\n\noffice — The\n\nWestern\n\nKentucky\n\nState Normal\n\nSchool at Bowl¬\n\ning Green has a rather complete plan of followup under the direction of the\npersonnel office. Faculty members from the department of education and\n\n"}
{"page": 770, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\nfiom the extension department are giving assistance to former\nstudents in\n-S counties. Ciicular letters of supervision are sent out at variou\ns times and\nall of the teachers in ten counties are being personally visite\nd by members\nof the faculty. One fulltime supervisor is devoting her entire time\nto super¬\nvision in three counties. Two men are devoting a large portio\nn of their time\nto field work without supervisory authority. President Cherr\ny reports that\nall of the work has been entirely satisfactory and has given splend\nid results.\nFollowup\n\ncouncil— The\n\nSoutheastern\n\nTeachers\n\nCollege in Durant,\n\nOkla¬\n\nhoma, has twelve counties in its district. An executive counci\nl, made up of\ntwelve men from the faculty, has been organized. Each man on\nthis council\nis responsible for the supervision in one county and is allowed\ntwo weeks\nduring the year off campus for supervisory duties with all expens\nes paid.\nI he faculty member arranges with the county superintendent\nto visit the\nschools of the county with him. The first duty of this council superv\nisor is to\nknow all the teachers in his county and to become familiar\nwith their prob¬\nlems.\nA fulltime lural school supervisor is employed who puts in all of her\ntime\nin the field assisting beginning teachers. A very definite center of emphas\nis\nis selected each year. During the current year an effort is being made to im¬\nprove reading.\nThis supervisory program includes, first, visitation ; second, the on-campus\nweek of discussion of problems that in the opinion of the teacher\n, county\nsuperintendent, and supervisors need consideration. Thruout this progra\nm\nchief attention is, of course, given to graduates or former students of the\ninstitution, altho all teachers in the county receive such assistance as time\npermits.\n^ Followup by training school staff— For the past three years, the La\nCiosse, Wisconsin, State Teachers College has been carrying out\na series\nof projects that have for their purpose the bringing of the teachers college\nmore closely in touch with actual field conditions and, in turn,\nbringing the\nschool men and women in the field into closer touch with the college.\nThe\nplan includes, first, visitation to field schools by members of the faculty.\nThe visiting group usually includes the director of training, one element\nary\nschool supervisor, one secondary school supervisor, and one other member\nof\nthe faculty. These people spend one day visiting together in the field schools,\ngiving special attention to graduates of the La Crosse Teachers College, but\nalso visiting teachers from other institutions. In the afternoon a conference\nis held with the superintendent in which problems that might be\nmutually\nhelpful to the teachers college and to the local community are consider\ned.\nA second project is the visitation of the superintendents and the\nprincipals\nin the teachers college for the purpose of observing in the\ntraining school\nand conferring with the director of training and members of his\nstaff. The\nmain purpose of the conference is to evaluate the teaching proce\ndures ob¬\nserved.\n\nA third type of project is the visitation of superintendents and\nprincipals\nin the school of a fellow superintendent rather than in the traini\nng school of\n\n"}
{"page": 771, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n767\n\nthe college. Arrangements for the visit are made in advance, and the local\nsuperintendent selects the classes and teachers to be visited. After the visit,\nthe superintendents and principals and members of the college faculty meet\nfor a conference.\nOther types of projects carried out at La Crosse include field visits of\nspecial supervisors or specialists and general conferences of field teachers at\nthe college. A short time ago one of these general conferences was held at\nthe college on Saturday and was attended by 180 field teachers. The train¬\ning school was in session during the forenoon, and arrangements were made\nfor visitation and conferences.\n\nAs will be noted, the La Crosse plan, which I have in part outlined, is be¬\ning carried out without the employment of additional supervisors to do field\nwork. The projects are being carried out by Mr. Emery W. Learner, direc¬\ntor of training, and members of his staff and of the regular college staff.\nDepartmental\n\nfollowup — The\n\nTrenton,\n\nNew\n\nJersey, State Teachers\n\nCollege is this year carrying out a rather extensive followup plan thru the\nDepartment of Education. First, a letter was addressed to the superintend¬\nent or supervising principal of each school system in which graduates have\nbeen placed. In this letter the purpose of the followup service is explained\nand permission is requested to visit former graduates teaching in the local\nschool system. The second step is to send a letter to the graduate explain¬\ning the followup plan and requesting a copy of the program of the teacher.\nThe next step is for the member of the faculty under whom the student did\nhis major work to visit the graduate. Following the visit, a report is made\ncovering the significant observations from the visit. Strong points and weak¬\nnesses are noted, and constructive suggestions for the teacher are made. A\ncopy of this report is sent by the faculty member to the teacher herself, a\ncopy to the building principal, and a copy to the superintendent. This work\nis under the direction of Dr. Forrest A. Irwin, head of the Department of\nEducation and viceprincipal of the Teachers College. In a letter, Dr. Irwin\nstates, “We believe in the plan most heartily as a way in which our faculty\nmembers can keep in touch with the school situations of the state and by\nwhich they can make the work of teacher training in our institution more\nsuccessful.”\nIn the East Carolina Teachers College at Greenville, North Carolina, an\ninteresting plan of followup by the instructor in primary education has\nbeen used for some time previous to the present year. Briefly, the plan was\nthis: Two teachers of primary education were employed. During the first\nyear one teacher taught education classes in the college and the other teacher\ndid field work with graduates of the department. The second year the work\nof the two faculty members was interchanged, thus making it possible that\neach would have the opportunity to supervise her own graduates teaching\nwithin the territory of the institution. President Robert H. Wright reports\nthat this followup work was as helpful as anything that the college has done,\nbut it has been abandoned this year because of lack of funds.\n\n"}
{"page": 772, "printed_page": null, "text": "768\n\nNational\n\nEducation\n\nAssociation\n\nIn the larger institutions it would seem that the departmental followup\nplan is the one most generally used. The situation at Teachers College, Co¬\nlumbia University, will serve to illustrate. In the first place, the Bureau\nof\nEducational Service largely handles placement problems and attempts\nto\nkeep in touch with its graduates in the field. However, because of the num¬\nber of graduates and their wide geographical distribution, it is, of course,\nimpossible for the Bureau to maintain a very complete followup. The more\nintensive followup work is done by the heads of the various departments.\nT he work of the health and physical education department, headed by\nDr. Jesse F. Williams, will serve to illustrate. First, an active list of former\nstudents of the department in the field is maintained. Second, extensive cor¬\nrespondence, much of which is initiated by the student, is carried on from\nthe department. Third, an effort is made to keep in touch with what former\nstudents of the department are doing in the field. Members of the depart¬\nment avail themselves of the opportunity to see former students and gradu¬\nates at various national, district, and state meetings. Fourth, former stu¬\ndents and graduates are encouraged to use the department in any way that it\ncan assist in the solution of problems that may arise in the field.\nSimilar procedure is followed by other departments at Teachers College.\nThe Department of School Administration under Dr. Strayer and Dr.\nEngelhardt maintains a complete alphabetical file of all majors, running\nback to the establishment of the department. They respond to any inquiry\nfrom a former student in helping him to solve a problem or to make an\nadjustment in a position. Members of the staff visit as many of the gradu¬\nates as possible when in the locality of the students. A few years ago the De¬\npartment inaugurated a short course of two weeks in length to give students\nan opportunity to come back to catch up with the field.\nDel Manzo, in summarizing, states that while the college does not main¬\ntain a special followup service, it does a tremendous amount of followup\nwork thru the faculty and the Bureau of Educational Service.\nSpecial supervisors\n\nin rural schools — The\n\nNorthwest\n\nMissouri\n\nState\n\nTeachers College at Maryville last year carried out a program of field su¬\npervision in four counties within the district of the institution. One fulltime\nfield supervisor was employed. She met with the superintendent of each\ncounty and planned the work very carefully. The supervisor spent one week\neach month in each county. The program\nvisor included the following:\n\nas carried out by the field super¬\n\n(1) The work of the teacher was observed and notes were made as to the expe¬\nrience, training, and points of strength and weakness. Approximately 250\nvisits were made in 167 schools.\n(2) As a result of the visits, an effort was made by the supervisor to analyze the\ncause for any weaknesses that might have appeared in the teaching and defi¬\nnite work was planned with the teacher for the purpose of correcting such\nweaknesses.\n\n(3) Nineteen group conferences\nrange of teaching problems\n\nwere held in the four counties, at which\nwas considered.\n\na wide\n\n"}
{"page": 773, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\n769\n\nColleges\n\nThe plan met with enthusiastic support from county superintendents and\nteachers but has been temporarily abandoned because of lack of funds.\nThe State Normal School at Lewiston, Idaho, employs two faculty mem¬\nbers who are experts in elementary and rural school supervision. These two\nsupervisors give practically all of their time to the rural and village schools.\nTheir work is under the guidance of the director of rural education. Before\nthe opening of the school year, the supervisors meet with the director and\noutline the work for the year. Each year special stress is given to the teach¬\ning of one or two subjects. The entire territory of the institution is covered\nby visitation twice each year. The supervisor on going into a county first\nmakes contact with the county superintendent and in cooperation with him\narranges for a series of demonstrations in conveniently located centers. A\nday is spent in each center, in demonstration classes, and in round table dis¬\ncussions. The remaining time is spent in visiting schools and especially with\ngraduates of the Lewiston Normal School. Opportunity is afforded the\nyoung teacher to present problems to the supervisor for advice and discussion.\nDr. John Ely Turner, president of the Lewiston\nmenting upon the plan, makes this statement:\nWe\n\nlook upon\n\nthis work\n\nas an obligation which\n\nNormal\n\nthe Normal\n\nSchool, in com¬\nSchool owes\n\nth,e\n\ngraduate. . . . Within the Normal School we give definite and thoro instruc¬\ntion in subjectmatter. To be sure we also give instruction in the teaching process\nand with it all we furnish a certain amount of actual teaching experience in the\ntraining school. But it is still the obligation of the Normal School to furnish an\nopportunity for the young teacher in the field to learn how to bring the subjectmatter, the teaching process, and the pupil into harmonious relationship with a\nminimum of loss of effort and time. This is the real function of the supervisor.\n\nThe\n\nprobationary\n\nplan in cities — Three\n\ncities of the United\n\nStates that\n\nare probably carrying out the most complete followup plan with graduates\nof the municipal teachers colleges are Cincinnati, Detroit, and Kansas City,\nMissouri.\nSince I am most familiar with the plan used in Kansas City, I shall, as\nbriefly as possible, describe our set-up. Previous to the fall of 1925, gradu¬\nates of the Teachers College of Kansas City had been sent into the school\nsystem without further responsibility so far as the college was\n\nconcerned,\n\nall of their supervision coming from the superintendent’s office. While most\nof our graduates were succeeding, it was found that many of them who had\nmade good records as students and practise teachers seemed unable to make\nthe adjustment as regular teachers. In some cases the teacher failed; in\nother cases he merely did mediocre work. Recognition of this condition led\nthe superintendent of schools and the board of education to adopt a plan of\nprobationary service for graduates of the Teachers College.\nBriefly, the plan as adopted and as it has been carried out for the past six\nyears is as follows : Graduates of the college are each year recommended to\nthe superintendent of schools and the board of education carefully grouped\non a quartile basis. Definite recommendations are made as to grade and type\nof situation in which it is felt that the graduate will do the best work. These\n\ngraduates are appointed as needed on provisional contracts for one year or\n\n"}
{"page": 774, "printed_page": null, "text": "770\n\nNational\n\nEducation\n\nAssociation\n\nlonger as probationary teachers. During this time, the teacher is under close\nsupervision by supervisors sent out from the college.\nAt the present time, the probationary department is made up of a member\nof the education staff of the college as chairman, and three field supervisors —\none for kindergarten-primary, one for upper-primary, and one for inter¬\nmediate-upper grade. Other members of the faculty, of course, are permitt\ned\nto visit the probationary teachers, but the supervisory program is in charge\nof the four people designated. This probationary committee meets once a\nweek following the faculty meeting to consider the field situation and to\nplan the program of supervision.\nThe program of supervision which is carried out includes visitation, de¬\nmonstration teaching, individual conferences, and group conferences. Dur¬\ning the first week of the school year, the visits are largely inspectional with\na view to finding out the special needs and to giving encouragement and help\nwhen needed. After the field supervisor has surveyed the general situation,\nadditional visits are made upon call or as the supervisor may deem it wise.\nIn her visits, a supervisor goes as a helping teacher and not as a critic. Follow¬\ning each visit, a conference is held, and such assistance is given to the teacher\nas may be needed. Sometimes when the young teacher is having difficulty\nwith organization or planning, he may spend part of Saturday forenoon go¬\ning over organization problems or plans with the supervisor.\nGroup conferences, which are held approximately once a month, have\nthree fundamental purposes: (1) To give inspiration,* (2) to discuss\nthe\nproblems of the given grade in the light of accepted principles of teaching;\n(3) to give practical illustrations thru demonstrations or exhibits.\nDemonstrations may be given either in the room of the teacher needing\nassistance or before a group after school or on Saturday morning. Demonstra¬\ntions for a probationary group may be given either by some member of the\ngroup whose work has been especially satisfactory in the particular subject\nor type of teaching that is to be demonstrated, or by the supervisor herself.\nEach year in April a report is sent to the superintendent’s office in which\nreport a careful analysis is made of the work of each probationary teacher.\nIf a teacher’s work has been unsatisfactory, he is held on probation\nfor the\nfollowing year or, if a failure, is recommended for\ndismissal.\nAll of the field work from the College is done with the cooperation of\nthe\nprincipals of the buildings and as far as we know, there is not a princi\npal in\nthe school system of Kansas City who does not welcome the help from\nour\ndepartment. In fact, many of the principals say that they prefer our gradu¬\nates because the assistance which we can give them gives reasonable assur¬\nance of efficient service during the first year of teaching. The results of\nour\nplan of followup are summed up in this statement by one of the probation¬\nary teachers, of two or three years ago :\nThru\n\nthe personal conference\n\nin my own room, thru the demonstration lessons\ngiven, thru the helpfulness of the field supervisor’s suggestions,\nthru the probation¬\nary meetings held, and thru the great encouragement which came from\ncommenda¬\ntion of what was worthwhile in my own procedure, my\nfield supervisor helped me\nto grow in such a way that I in turn was able to help my childr\nen to a fuller de-\n\n"}
{"page": 775, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n771\n\nvelopment. In addition to all this I had a greater appreciation of the responsibility\nof the teacher, of the high ideals which are ever kept before us, and of the joy\nwhich comes from putting forth one’s best efforts in the service of others.\n\nConclusion — As nearly as I have been able to judge from the letters and\nreports which I have as to followup service, there is a general feeling that\nthe right kind of followup is a logical step in teacher training. It is the feel¬\ning, as nearly as I can make out from my study of the question and from\nreports from the field, that all parties concerned — superintendents and prin¬\ncipals, beginning teachers, and college faculties — are favorable to such serv¬\nice from the teachers college. What has been done thus far has done much\nto raise the level of teaching in the United States. We must always remem¬\nber that the one purpose in all of our efforts as school people, is the welfare\nof the child. Whatever, therefore, may be necessary in the way of coopera¬\ntion among all the parties concerned in the improvement of teaching cer¬\ntainly should be carried out. We have accepted the principle that supervision\nis a cooperative undertaking. Followup service is only another extension of\nthat same principle thru which the teachers college has the opportunity to\nassist in the supervisory program and at the same time to discover weaknesses\nin its own program of teacher preparation.\nWHAT\nEXTRA-MURAL\nRELATIONSHIPS\nOF\nCOLLEGES\nAND NORMAL\nSCHOOLS\nSHOULD\nOPED?\nGRADY\n\nGAMMAGE,\n\nIt is somewhat\n\nPRESIDENT,\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nTEACHERS\nBE DEVEL¬\n\nFLAGSTAFF,\n\ndifficult to establish a definite line of demarcation\n\nARIZ.\n\nbetween\n\nintra-mural and extra-mural relationships of a state teachers college. Activities\nand reactions in each of these spheres are influenced by and reflected in the\nactivities and reactions in the other. Regardless of the interrelationship and\npossible overlapping existing between these types of relationships, there are a\nlarge number of possible and to some extent necessary contacts which may be\ndefined as extra-mural or off-campus. Some of these institutional relationships\nare as follows: (1) with the local community, (2) with the general public,\n(3) with the service area in the form of extension work, (4) with professional\norganizations, (5) with other state institutions, (6) with the public schools,\n(7) with parents of students.\nIt is probably true that the average student and non-administrative faculty\nmember does not appreciate the extent, number, and importance of these\nrelationships.\nLocal community relationships — The relationship between an institution\nand the community in which it is located is a vital one. Perhaps less so with a\nlarge institution in a large community where the shocks of conflicting interests\nmay be more easily absorbed. Yet in some respects the local community inter¬\nprets the college to the other sections of the state. If the people here lose con¬\nfidence in the college, its administration, faculty, students, or program, in due\ntime this will be felt elsewhere.\n\n"}
{"page": 776, "printed_page": null, "text": "772\n\nNational\n\nEducation\n\nAssociation\n\nThe merchants in the community where a state college\nis located are re¬\nquested in many ways to give support to the institution. This\ntakes the form\nof advertising in student publications, buying tickets of\na dozen varieties,\nadvancing money for housing facilities, furnishing transporta\ntion for this\norganization or that, or contributing to a loan fund ad infin\nitum.\nThis being the case the local business men who must bear the\nbrunt of these\nspecial requests naturally feel they should occupy a preferential\nposition when\nthe college purchases supplies or equipment.\nIt would seem that giving a small margin of preference to local\nor state\nfirms as against outside firms is a sound and justifiable princi\nple. In other\nwords if two firms, one in the state the other outside, are biddin\ng within 2 or\n3 percent of each other, the state firm should be given the business\nregardless\nof who is the low bidder. Of course there are limits to this princi\nple and the\nmargin of diffeience should not be great. Those who invest their money\nin\nthe institution have a right to demand wise and efficient expenditure of\nthat\nmoney. However, one who makes efficiency the primary consideration must\nrecognize the importance of local goodwill and cooperation which would not\nprevail if all or a great share of purchases were made from outside concerns.\nThe administration should, of course, always insist that neither the institution\nnor the students be exploited for the benefit of any individual or group.\nGeneral public relationships — State teacher-training institutions are main¬\n\ntained for practical and definite purposes. The people who administer them are\nusually dealing with practical problems. They are not shut behind cloistered\nwalls. They are working for the public and the public has a vital interest in\nwhat they are doing because it pays the bills and the teachers of its children\nare trained there. Since this is true the administration of a teachers college is\nnot meeting its responsibility nor its opportunity if it fails to keep the public\ninformed. The\n\nadministration that takes the attitude of “let the public be\ndamned” may find itself being damned by that self-same public, especially so\nin times of depression.\nIt is therefore desirable and necessary that the college and its service be\nfully, honestly, and accurately interpreted to the public. This may be done in\na variety of ways :\n\nPerhaps the best single avenue of reaching the public is the press. Most\nnewspapers are friendly to education and are glad to give space to news about\nstate institutions. The problem is in knowing what to present and how to\npresent it. Here it is desirable if not quite necessary to have some one on the\nstaff who has a “nose for news” and the ability to write it up in newspaper\nstyle. This publicity should not center around one or a few individuals and\nactivities, but should attempt to present the life and purpose of the whole\ninstitution.\nIn a recent article in The Journal of Higher Education , Thomas\nner pointed out that:\n\nE. Ben¬\n\nTwo principles will serve to define limits within which publicity and\npublicrelations programs may be carried on in the most conservative institution. The first\nprinciple is that each item in these programs must be, in context and in connotat\nion,\n\n"}
{"page": 777, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\n773\n\nColleges\n\nan honest report of the activities, aims, methods, achievements, or needs of the\ninstitution. The second is that the total of these programs must reflect the relative\nemphasis which, in the life of the institution itself, is placed on the several phases\nof that life.\n\nTo illustrate the first principle he mentions Harvard University’s recent\nrefusal to allow Rudy Vallee to popularize as a dance number the song “Fair\nHarvard.”\nMany institutions publish bulletins regularly. However, fewer teachers\ncolleges than universities publish such bulletins. This is probably due to the\nfact that teachers colleges as yet have not developed research activities to any\ngreat extent. Bulletins may not be read as widely as newspaper articles ; how¬\never, they may be the means of making powerful and worthwhile friends for\nthe institution. In them real contributions may be made to education and the\nbest interpretation of the work of these institutions may be presented.\n\nThere are many other activities of a teachers college which might be classi¬\nfied as publicity. For example, public addresses and programs presented at\nclubs and other public gatherings by college organizations undoubtedly have\npublic contact value. These, however, may be more properly classified as exten¬\nsion activities. They are somewhat cheapened when presented under the head¬\ning of “publicity.”\nIn publicity as in all public relationships sincerity of purpose and an abund¬\nance of common sense are very necessary. It is no place for “four flushing,”\nexaggeration, or the beating of “tom toms.” Neither is it wise for one institu¬\ntion to reflect in any way on other institutions ; nor is it the place for high\npowered promotional tactics to be used.\nA bank must have, in addition to capital, the confidence of the people. If\nrumor destroys this confidence the bank which otherwise might be sound will\ncrash. A state teacher-training institution is quite as sensitive as a bank and it\nis just as necessary for it to have the confidence of the people of the state.\nIn its relationships with the public it has an opportunity to develop in whole¬\nsome fashion that confidence and goodwill out of which will come its support.\nExtension\n\nrelationships — Under\n\nthe heading\n\nof extension\n\nsome\n\nteachers\n\ncolleges list all outside activities. Others seem to think of extension work as\ncourses given either by correspondence or in off-campus classes. Teachers col¬\nleges didn’t enter this field until about 1917. Out of 90 colleges recently inves¬\ntigated, 53 maintained organized extension departments.\nAn examination of catalogs reveals the following types of work and activi¬\nties promoted under the name “Extension.”\nA. Off-Campus\n\nInstructional Relationships\n\n1. Off-campus classes\n2. Correspondence courses\n\n3. Irregularly scheduled\n4. Visual education\n5. Library extension\n6. Boy Scout work\n7. Rural education\n8. Boys and girls clubs\n\nclasses on campus\n\n"}
{"page": 778, "printed_page": null, "text": "774\n\nNational\n\n9\n\n10. Helping\n.\n\nEducation\n\nAssociation\n\nteacher\n\n11. Public addresses, clubs, commencements,\n12. Radio.\n\netc.\n\nB. Relati\ns with School Districts\nCondonship\nucting\neacheinform\n13. Advisory tand\nrs insatory service to teachers and administrators\ntitutes\n14. Group conferences held\nwith school officials\n15. General survey of schools\n16. Measurement programs\n17. Surveys concerned with special school problems— buildi\nng surveys, etc.\n18. Educational research bureaus\n19. Placement service\n\n20. School exhibits supplied, directed, or judge\nd\n21. Supply judges for contests of various kinds\n22. Conduct music, scholastic, and athletic contests for high schools\non college\ncampus\n23. High school visitation.\nC. Miscellaneous Relationships\n24. Public entertainments\n\n25. Alumni\n\norganization\n\n26. Participation of faculty in outside educational activities of the\nstate\n27. Assist in forwarding legislative programs for the schools\n28. Assist in formulating certification requirements\n29. General correspondence — information bureau.\n\nOne good measure of professional relationships between a college and\nits\nset vice aiea is the spirit of mutual service and helpfulness existin\ng between it\nand the public schools and other groups and organizations in that area.\nCol¬\nleges, of course, vary greatly in the amount and number of extension contacts,\njust as the necessity and desirability of these contacts vary according to\ncircumstances. The two most common types of this service are extension classes\nand\ncorrespondence courses.\nExtension\n\nclasses are given to groups of students gathered in some\nplace off\n\nthe campus. The teaching is usually done by regular faculty membe\nrs. Yet\nsome colleges have followed the doubtful policy of allowing\nprincipals and\nsuperintendents to give such courses. There are many instances of\nthis system\nnot working out successfully. Because of this the American Associatio\nn of\nTeachers Colleges and other associations have established regula\ntions for the\nconduct of these courses and have placed limitations upon the\namount of such\ncredit to be applied on a degree. Regardless of any weakness\nin these courses\nthere can be no question about their serving a real purpose\nin many communi¬\nties.\n\nExtension classes are based upon the idea that education\ncontinues for the\nwhole period of life. This is especially applicable to teachers.\n\nThere seem to be two methods of organizing and finan\ncing extension pro¬\ngrams. One of these regards extension work as outside of an instr\nuctor’s regu¬\nlar load and is, therefore, not covered by his salary. This plan\npermits the in¬\nstructor to increase his income thru these classes. In turn he\nmay increase his\nteaching load to a point where his value on the campus is lessened.\nThis system\nhas several disadvantages. It lacks centralized institutional contr\nol. The\n\n"}
{"page": 779, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n775\n\nquality of the instruction either on or off the campus cannot be safeguarded.\nThe second plan provides that extension courses be handled in the same\nway as other courses. The college collects the fees and pays the expenses of\nthe instructor and he is permitted to carry only the amount of work consistent\nwith his campus load.\n\nIn many of the best colleges and universities correspondence courses are\noffered by the regular faculty members. Where there is a regularly organized\nextension service, the arrangements for correspondence courses are handled in\nthe same manner as arrangements for extension classes. An examination of\nteachers college catalogs indicates that a comparatively few have well organ¬\nized correspondence courses.\n\nSome of the colleges are giving radio courses for credit. This type of exten¬\nsion work is not well established and it remains to be seen whether this is a\nmedium for conducting standard college courses for credit.\n\nTeachers colleges have not done much in developing visual education or in\ncooperating with the public schools in the distribution of visual aids. This field\nhas to some extent been preempted by the universities, and, too, no doubt the\nexpense has made colleges slow in taking it up.\nIf a teachers college is a vital force in its state it is constantly receiving re¬\nquests for speakers for clubs, commencements, and for every other conceivable\noccasion. The college that fails to respond to these requests is missing a rare\nopportunity to serve and to create respect and goodwill. It may be true that\nthe average college professor isn’t so good before a general audience. How¬\never, every college should make an effort to have a few men who can respond\nto these occasions in an acceptable way.\nEach college will, of course, have to determine its own sphere of activity\nin the field of extension. This is true of the phases briefly discussed here as\nwell as the others mentioned such as library service, rural education, club\nwork, etc. Any program must be fitted to local needs. It seems, however,\na sound principle that teachers colleges should go just as far as finances and\nconditions warrant.\nPublic school relationships — As indicated in the above outline each teachers\n\ncollege must necessarily have a large number of relationships with the school\ndistricts of its state. These, of course, take the form of conferences, surveys,\nconducting contests, judging contests and exhibits, school visitation, place¬\nment of graduates, etc. The one large objective of a teachers college is to serve\nthe schools of its area. Therefore, the most friendly spirit should exist between\nthe college and the public schools. Unless this is true the work of the college\nwill be limited at every turn.\nEvery teachers college should have as a part of its program the cultivation\nof goodwill between the public schools and the college. This should result in\nthe frequent presence on the campus of school people and frequent visits into\nthe schools by the college faculty. This should bring about not only goodwill\nbut should also stimulate the college faculty.\nThe type of student coming into the teachers colleges will be largely in¬\nfluenced by the high-school faculties. For this reason they should be thoroly\n\n"}
{"page": 780, "printed_page": null, "text": "776\n\nNational\n\nEducation\n\nAssociation\n\ninformed on the work of the college and should be acqua\ninted so far as possible with the college faculty.\nThere is no more important service than that of placement.\nSince a teach¬\ners college is a specialized type of institution it is not justif\nied in training a\ngreat number of people who cannot be placed. However,\nit should pursue\nan aggressive policy of enlisting capable young people in the\nteaching service\nuntil it is supplying a large share of the teachers of its area.\nThe vitality of\nan educational program in the public schools may be\nkept at a high point\nthru the introduction of outside blood. This to some exten\nt is desirable but\nshould not prevent the local teacher-training institution\nfrom furnishing a\nlarge share of the training for those teaching in its territ\nory.\nThe placement service of a college must establish a reput\nation with school\nmen for frankness, promptness, and efficiency in evalu\nating candidates for\npositions. It cannot afford to recommend those who will\nnot make good. The\ncollege has a responsibility both to its graduates and\nfor its graduates. It\nhas a responsibility to the employer as well as the prosp\nective employee. This\nresponsibility should be discharged by a professional and\nnot merely a cler¬\nical organization.\nThere are many miscellaneous relationships which a\nteachers college\nshould carry on for the service of the state and for the promo\ntion of educa¬\ntion and its own best interests. Among these may\nbe mentioned entertain¬\nments and programs for communities and organizati\nons. These will give the\nstudents and faculty experience in performing and\nshould create a desirable\nattitude toward the college.\n\nThe relationship existing between the college and\nits alumni is an oppor¬\ntunity for mutual service. The college can often\nassist in the promotion of\na umni to better positions. It should keep a continuo\nus record of their per¬\nformances and should help to improve the service\nthey are rendering. The\nalumni in turn can serve the college in helping to creat\ne an attitude of friend¬\nliness which will help the college. The statement\nof the college president who\nexpressed the hope that some day he might be at\nthe head of a penitentiary\nbecause the alumni would not be coming back home\n, seems unjustified.\nThe faculty of a state teachers college should join\nhands with the public\nschool forces and assist in carrying out their program.\nThe college authori¬\nties should exercise great influence in the matter of\ncertification. This is so\nvital in teacher-training programs that state teach\ner-training institutions\nshould be on the alert constantly to see that proper\nstandards are maintained.\nRelationship\n\nwith professional\n\norganizations — Every\n\nprofessional train¬\n\ning institution should be closely identified with the\norganizations of that\nprofession. For a teachers college these would include\nthe American Asso¬\nciation of Teachers Colleges, the state and national\neducation associations.\nThen there are other more specialized organizations cente\nred around subjectmatter fields or specialized types of education. Teac\nhers colleges and\nteachers college faculties who are not in touch with these\norganizations will be\nignorant of much of the current thought in the educational\nfield. There is\n\n"}
{"page": 781, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n777\n\nno more vital contact for a teachers college than the contact with\nthose in\nthe field and with schools as they actually exist and are actually run.\nThere are other regional associations with which the colleges of the vari¬\nous regions should be identified. Some of these are organizations of teacher¬\ntraining institutions. Others are accrediting associations. Membership in\nthe\nlatter is generally compulsory if the college wants to train certain types of\nteachers. This is true of the North Central Association with respect to the\ntraining of high-school teachers.\nRelationship\n\nwith parents\n\nWhen\n\nstudents\n\nleave home\n\nfor college the\n\ninterest of parents seems to center around three points, (1) conduct\n, (2)\nhealth, (3) scholarship.\n\nStudents who go to college are approaching maturity and may be\npre¬\nsumed to have sufficient judgment to take care of themselves with reference\nto the three points mentioned. As a practical proposition we know that a\nteachers college cannot be operated on this basis. The institution assumes a\nvery definite responsibility when parents send their sons and daughters to it.\nThey are entitled to the assurance that there is a program within the college\nto take care of these items. In addition to this, they should be informed as\nto\nscholastic records and when necessary as to conduct and health.\nNo student should be dropped without parents being notified and none\nshould become dangerously ill without such notification. The greater the\ndegree of cooperation with parents the better the results accomplished and\nthe greater will be their support of the college.\nRelationship with other institutions\n\nThere\n\nis always a chance for rivalry\n\nbetween state institutions. Whether the field is divided geographically\n,\nacademically, or not at all, the most cordial feeling should always exist.\nIt would seem desirable that these institutions have at least one annual con¬\n\nference on their plans and policies. This is especially desirable where unity\nof control is lacking.\nThe above suggestion is not only good common sense but is wise policy.\nThese institutions must go to the same legislature for funds. If they fight\namong themselves the legislature naturally becomes skeptical and if it is\ninclined to do so has an excellent opportunity to cut the budgets of all.\nIt would seem wise then that any program of public extra-mural relation¬\nships for a teachers college or normal school should be based upon considera¬\ntion of the local community, the general public, extension activities, alumni,\nparents, professional organizations, and other state institutions. These rela¬\ntionships should be carried out in a spirit of service and predicated upon the\nrealization that goodwill is an institutional asset of paramount importance.\nThe purpose of it all is the improvement of the product of the teacher¬\ntraining institutions, the enlistment of superior individuals in the profession,\nand adequate financing of teacher training.\n\n"}
{"page": 782, "printed_page": null, "text": "778\n\nNational\n\nSTANDARDS\n\nAdopted\n\nEducation\n\nAssociation\n\nFOR ACCREDITING\nTEACHERS\nAND NORMAL\nSCHOOLS\nat\n\nWashington,\n\nD.\n\nC., February\n\nCOLLEGES\n\n20, 1932\n\nTeachers College (Four \\ ear Institution Granting Degrees). A teachers\ncollege, within the meaning of these standards, is a state, municipal, or in¬\ncorporated private institution, or an independent unit of a recognized col¬\nI\nlege or university having at least one four-year unified curriculum; which\n.\nis devoted exclusively to the preparation of teachers ; which has legal author¬\n\n.\n\nity to grant a standard\nDefin bachelor’s degree; which has granted and continues\nitand\nto grant such degree;\nion which\nof a requires for admission the completion of a\nTeaccurriculu\nstandard four year secondary school\nm, or equivalent training ap¬\nhers\nColle\nproved by this Association.\nge\nNormal School. A similar institution offering curricula of two or more\nyears in length but not granting a degree.\n\nThe\nnormal\n\nquantitative requirements of admission to a teachers college or\nschool accredited by this Association shall be at least 15 units of\nsecondary school work or the equivalent. These units must represent work\ndone in an accredited secondary school or must be evidenced by the results\nof examinations. Evidence of a program of selective admissions should be\nsubmitted to the accrediting committee. Experience in teaching shall in no\ncase be accepted for entrance, or credit toward graduation.\n\nR\n\nqu\nThe equantitative\nrequirement for graduation from a teachers college shall\nir\nem\nbe the completion\nof at least 120 semester hours of credit, or the equivalent\ne\nn\n\nts\nin term hours, quarter\nfor hours, points, majors, or courses. The requirement\nfor graduation from aAdnormal\nschool with a two-year curriculum shall be\nmi\ns\nat least 60 semester hours orsithe equivalent ; and from a normal school with\no\nn\n\na three-year curriculum, at least 90 semester hours or the equivalent.\nNot more than one-fourth (f4) of any curriculum leading to a degree or\na certificate or a diploma in a teachers college or normal school shall be\ntaken in extension classes or by correspondence. These classes shall be con¬\nStducted by regularly appointed teachers who meet all the qualifications of\n\nan\n\nda\nStandard\n\nIV, Preparation of the Faculty. If extension teachers are regu¬\nlarly semployed\non a part-time basis and hold educational administrative or\nfo\n\nrd\n\nr\n\nGr positions, they shall not be permitted to offer courses enrolling\nsupervisory\na\nua\nindividuals dwho\nare under their administrative or supervisory jurisdiction.\nti\nNo courses shallonbe offered for credit either in extension or by correspondence\nwhich are not also offered as part of the regular residence work. These\n\n"}
{"page": 783, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n779\n\ncourses should likewise meet the standards of sequence, prerequisites, etc.,\nset forth in Standard VII, Organization of the Curriculum.\nNo degree or certificate or diploma shall be issued by a teachers college\nor normal school to a student who has not spent a minimum of one year\n(30 semester hours) in regular residence work in the institution issuing the\ndegree, certificate, or diploma. One year of residence vcork shall be under¬\nstood to mean one year of full time study, or two half years, or the equiva¬\nlent of one year in summer sessions.\n\nThe minimum\n\nscholastic requirement for members\n\nof the faculty (college\n\nand training schools) shall be the possession of a master’s degree\n\nor its equiva¬\n.\nlent. Preparation should include at least 24 semester hours of undergraduate\nand/or graduate work\nthat field.\n\nin the field taught and also professional courses in\n\nBecause of local conditions, and because of the difficulty of securing de¬\nPr\ngrees in some of the\nsubject fields, an institution may be considered\npaspecial\nrat\nto have met this standard iifo not more than 15 percent of the teaching faculty\nn\n\nof\n\ndoes not have the master’s degreeFac\nor its equivalent.\nult\nThe quality of instruction and the\nprofessiona\nl spirit of the school, to the\ny\nextent that they can be determined, should be considered in applying this\nstandard.\n\nThe following teaching load shall be the maximum for a teachers college\nor normal school faculty: 16 recitation periods not exceeding 60 minutes\neach per week or its equivalent. Equivalence shall be based upon the ratio\nof one class period to one and one-half class periods in shop, laboratory work,\nand physical education.\n\nEach teachers college or normal school shall maintain a training school\npurposes of observation, demonstration, and supervised teaching. The\nTfor\nea\nuse chof an urban or rural school system, under sufficient control and super¬\nvisioninof\ngL the college, will satisfy this requirement.\no\nIn the atraining\nschool there shall be at least one full time training school\nd\nof\nteacher in charge\nF of at least 30 children for every 18 college students each\n\nac\n\nul\nof whom does, during\nty the year, a total of 90 clock hours of student teaching\nor an equivalent load.\n\nWhen affiliated urban or rural schools are used as training schools, the\ninstitution shall provide supplementary supervision to maintain standards\ncomparable to those of the institutional training school.\nThe minimum\n\namount\n\nof student teaching required of every graduate of\na teachers college or normal school shall be 90 hours of supervised teaching.\n\n"}
{"page": 784, "printed_page": null, "text": "780\n\nNational\n\nEducation\n\nAssociation\n\nAt least two-fifths of the teaching in the training school should be\ndone\nby regular teachers of the training school or by other members of the faculty.\n\nVII. Organization\n\nof the Curriculum\n\nThe curriculum of the teachers college must recognize definite require¬\nments with respect to sequence of courses. Senior college courses must not\nbe open to freshmen who have not taken the prerequisites for these courses.\nPrograms consisting mainly of freshman and sophomore courses carrying\nfull credit shall not be available for students in the junior and senior years.\nEvery teachers college must, therefore, adopt an organization of its cur¬\nricula which will provide in its junior and senior years courses which require\nprerequisite courses in the freshman and sophomore years or courses which\nare open only to juniors or seniors. The number of such courses taken by\na student in the junior and senior years must total at least one-third of the\nrequirements for the completion of a four-year college curriculum. In a\nnormal school with a three-year curriculum, two-thirds of the work of\nstudents in the last year shall consist of advanced courses to which freshmen\nare not admitted.\n\nVIII.\n\nStudent\n\nHealth\n\nand Living\n\nConditions\n\nHealth Service: Provision shall be made, by means of suitable organiza¬\ntion, for the following phases of student health service: (a) physical exam¬\ninations, (b) consultations on health matters and dispensary treatments,\n(c) correction of remediable defects, and (d) hospitalization or infirmary\ncare. (This type of service, (d), may be provided through cooperative ar¬\nrangement with independent hospitals.)\nThe student health service shall be rendered by qualified physicians,\nnurses, dental hygienists, psychiatrists, and others on such basis and in such\nmanner as local conditions require. Offices and rooms of the health service\ndepartment or organization shall be equipped with modern scientific appa¬\nratus and provision shall be made for essential clerical services.\nHealth Education:\n\nSuitable courses in health education shall be offered\nand provisions made in the training school department for observation and\npractise teaching in health education.\nPhysical Education: Facilities shall be provided for instruction in physical\neducation and for indoor and outdoor physical recreational activities.\nEach teachers college or normal school shall make definite provisions to\ninsure for its students living conditions which provide proper safeguards for\nhealth, morals, and mental efficiency, and shall foster a responsible type of\ncitizenship and leadership on the part of individuals.\nAVhen dormitories are maintained these shall be of fire-resistive construc¬\ntion, shall be kept in wholesome, sanitary condition, and shall be under re¬\nsponsible supervision.\n\n"}
{"page": 785, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n781\n\nEach teachers college library shall have at least 15,000 volumes, exclusive\nof public documents and bound periodicals. For normal schools offering\nonly two and three year curricula the minimum shall be 10,000 volumes.\nIX\nIn.\ncomputing the number of volumes in a library not over 15 percent shall\nLibrary, Labor\natoteachers\nry, and college\nbe allowed for duplicates.\nEach\nShop library shall provide not\n\nEquipment\n\nless than 150 periodicals appropriate to the academic, cultural, and profes¬\nsional needs of the institution. Institutions offering curricula not more than\nthree years in length shall have not less than 100 periodicals.\nIt is recommended that other items essential to an efficient library, such\nas: the number of books in different classifications; training-school libraries;\ntraining of library staff; budgetary provisions; and physical equipment\nshould approximate the recommendations published in the 1931 edition of\nthe A. A. T. C. Standards.\nEach teachers college or normal school shall be provided with laboratory\nequipment sufficient for instructional purposes for each course offered, in¬\ncluding suitable shops and shop equipment ; gymnasiums for physical edu¬\ncation ; equipment for courses in commerce ; suitable kitchens, dining-rooms,\nand laboratories for household arts ; and adequate farm buildings and demon¬\nstration farms for work in agriculture.\n\nThe location, size, and care of campus ; the location, construction, and\ncare of buildings, including maintenance and effective operation of service\nsystems, shall be such as to insure hygienic conditions for students and\nteachers.\n\nEach Bustate or municipal teachers college or normal school shall have an\nil\nannual appropriation\nsufficient to maintain the standards herein established.\ndi\n\nn\n\nFi\n\ngsa\nIf the teachers\nnd college or normal school is a private incorporated institu¬\ntion, it must have\nG a minimum annual income of $50,000 for its teachers\nro\n\nna\n\ncollege program. Ifundsuch teachers college or normal school is not tax-supported, it shall possess sa productive endowment of $500,000 or more.\n\nor\n\np\nulp\niSa\n\nnc\n\nt\n\nMembership,\n\nAccrediting,\n\nand Classification\n\nThese standards shall be administered by the Committee on Accrediting\nand Classification provided by the Constitution.\nThe character of the curriculum, the efficiency of the instruction, the\nscholarly spirit and the professional atmosphere of the institution, the\nstandard for granting degrees, and the general tone of the teachers college,\nshall be factors in determining eligibility for accrediting. It is understood\nthat carefully planned experiments dealing with the education of teachers\nshould be encouraged by the Committee on Accrediting and Classification.\n\n"}
{"page": 786, "printed_page": null, "text": "782\n\nNational\n\nEducation\n\nAssociation\n\nThe secretary-treasurer of the Association shall be the execu\ntive secretary\nof the Committee on Accrediting and Classification. Each\nteachers college\naccredited under these standards shall file annually with\nthe Committee on\nAccrediting and Classification a report on a blank provi\nded for that purpose\nby the Committee. The Secretary shall publish two lists :\n(1) A list of member institutions, arranged alpha\nbetically by state?, and desig¬\nnated by the length of the longest curriculum offer\ned as follows — 2 year, 3 year\n4 year not granting degrees, 4 year granting degrees,\nand graduate.\n(2) A list of accredited institutions arranged alpha\nbetically by states and desig¬\nnated by the length of the longest curriculum offere\nd as in the membership list.\n\nTo\n\nbe placed on this accredited list an institution may\nfail to meet not\nmore than two standards, provided these shall not be\nStandards I and XI,\nbut all institutions failing in any standard shall\nshow satisfactory progress\nrom \\ ear to year and meet all standands within five years.\n.\nnumber of the Standard or Standards which an accredited institu\n¬\ntion fails to meet shall be listed after the name of\nthat institution.\nThe Committee on Standards and Surveys may\nauthorize investigations\nand lesearch concerning standards and the impr\novement of the education\nof teachers which it deems necessary or desirable,\nand may make such pro¬\nvision for the financing of this work as may be\napproved by the Executive\nCommittee.\n\n"}
{"page": 787, "printed_page": null, "text": "Department\n\nAMERICAN\nLIST\n\nof\n\nTeachers\n\nOF\n\nACCREDITED\n\nINSTITUTIONS— 1932-33\n\nOF\n\nnumerals\n\nTEACHERS\n\n783\n\nASSOCIATION\n\nLongest curriculum indicated in number\ngraduate work offered.\nThe Roman\n\nColleges\n\nof years before each institution. G indicates\n\nrefer to Standards\n\nnot fully met by the institution.\nPresident\n\nInstitution\n\nLocation\n\nCOLLEGES\n\nAlabama\nFlorence .\nJacksonville .\nLivingston .\nTroy .\n\n4/State\n4/State\n4/State\n4/State\n\nFlagstaff .\nTempe .\n\n4/Arizona\n4/ Arizona\n\nArkadelphia .\nConway .\n\n4/Henderson State Teachers College\n4/Arkansas State Teachers College.. .\n\nJ. P. Womack\nH. L. McAlister\n\nFresno .\nSan Diego .\n\n4/State Teachers\n4/State Teachers\n\nFrank W. Thomas\nEdward L. Hardy\n\nGreeley .\nGunnison .\n\nC/Colorado State Teachers College.. .\nG/Western State College of Colorado\n\nGeorge\nW. Frasier\nC. C. Casey\n\n4/Georgia State Teachers College.. . .\n4/South Georgia Teachers College,\nV, X .\n4/Georgia State College for Women\n4/Georgia State Womans College. . . .\n\nJere M. Pound\n\nArizona\n\nArkansas\n\nCalifornia\nColorado\nGeorgia\n\nAthens .\nCollegeboro .\nMilledgeville .\nValdosta .\n\nIllinois\nCarbondale .\nCharleston .\nChicago .\nDeKalb .\nMacomb .\nNormal .\n\nTeachers\nTeachers\nTeachers\nTeachers\n\nCollege, IX .\nCollege .\nCollege, X .\nCollege .\n\nState Teachers\nState Teachers\n\nCollege.. . .\nCollege, VI\n\nCollege .\nCollege .\n\n4/Southern Illinois State Normal\nUniversity .\n4/Eastern Illinois State Teachers\nCollege .\n5/Chicago Normal College, IV .\n4/Northern Illinois State Teachers\nCollege .\n4/Western Illinois State Teachers\nCollege .\n4/Illinois State Normal University,\nIV .\n\nH. J. Willingham\nC. W. Daugette\nG. W. Brock\nE. M. Shackelford\nGrady Gammage\nRalph W. Swetman\n\nGuy H. Wells\nJ.\nR. L.\nH. Beeson\nPowell\n\nH. W. Shryock\nL. C. Lord\nButler Laughlin\nKarl L. Adams\nW. P. Morgan\nH. A. Brown\n\nIndiana\nIndianapolis .\nMuncie .\nTerre Haute .\n\nIowa\nCedar\n\nFalls .\n\nKansas\nEmporia .\nHays .\nPittsburg .\nWichita .\n\nG/College of Education, Butler Uni¬\nversity, X .\nW. L. Richardson,\n4/Ball State Teachers College .\nL. A. Pittenger\nG/Indiana State Teachers College.. . . L. N. Hines\n4/Iowa\n\nState Teachers\n\nCollege, VI\n\nG/Kansas State Teachers College. . . .\nG/ Fort Hays Kansas State College. . .\nG/Kansas State Teachers College. . . .\nG/College of Education, University\nof Wichita .\n\nO. R. Latham\nThomas W. Butcher\nW. A. Lewis\nW. A. Brandenburg\nLeslie B. Sipple, Dean\n\nKentucky\nBowling\n\nGreen . . .\n\nBowling\n\nGreen . . .\n\nMorehead .\n\n4/Bowling Green College of Com¬\nmerce, X, XIII .\nG/Western Kentucky State Teachers\nCollege .\n4/Morehead State Teachers College,\nVI .\n\nDean\n\nJ. L. Harman\nH. H. Cherry\nJ. Howard\n\nPayne\n\n"}
{"page": 788, "printed_page": null, "text": "784\n\nNational\n\nEducation\n\nLocation\n\n4/Murray State Teachers College. . . . Rainey T. Wells\n4/Eastern Kentucky State Teachers\nCollege .\nH. L. Donovan\n\nLouisiana\n\nLafayette .\n\n4/College of Education, Southwestern\nLouisiana Institute, VI .\n\nNatchitoches. . . .\nMaryland\n\nTowson .\nMichigan\n\nDetroit .\nKalamazoo .\nMarquette .\nMt. Pleasant. . . .\nYpsilanti .\n\nCleveland .\nHattiesburg .\n\nMissouri\n\n4/Louisiana\n\nState Normal\n\nCollege. . .\n\n5/Maryland\n\nState Normal\n\nSchool, V.\n\n.\n\n4/State\n4/State\n•J/State\nWctate\n4/ State\n4/State\n\nTeachers\nJeachers\nTeachers\nieachers\nTeachers\nTeachers\n\nCollege, X .\nCollege, VI .\nCollege .\nCollege .\nCollege .\nCollege .\n\n4/Delta State Teachers College .\n4/State Teachers College .\n\nCape Girardeau . .\n\n4/Southeast Missouri State Teachers\nCollege .\n\nKansas City .\nKirksville .\n\n4/Teachers College of Kansas City. .\n4/Northeast Missouri State Teachers\nCollege .\n\nMaryville .\n\n4/Northwest Missouri State Teachers\nCollege .\n\nSt. Louis .\nSt. Louis .\nSpringfield .\nWarrensburg .\n\nW. S. Dearmont,\nW. W. Tison\n\nW. E. Lessenger,\nD. B. Waldo\nJ. M. Munson\nE. C. Warriner\nCharles McKenny\n\nM. W. Deputy\nE. W. Bohannon\nFrank D. McElroy\nR. B. MacLean\nGeo. A Selkp\nG. E. Maxwell\nW. M. Kethley\nClaude Bennett\nJoseph A. Serena\nG. W. Diemer\nEugene\n\nFair\n\nUel W. Lamkin\nJ. Leslie Purdom\nJ. Leslie Purdom\n\n4/Harris Teachers College .\n4/Stowe Teachers College, V .\n4/Southwest Missouri State Teachers\nCollege .\n4/Central Missouri State Teachers\nCollege, IV .\n\nE. L. Hendricks\n\n4/State Normal\n\nSheldon\n\nE. Davis\n\nState Normal College. . . Robert\nState Teachers College,\n\nI. Elliott\n\nRoy Ellis\n\nMontana\n\nDillon .\nNebraska\n\nChadron .\nKearney .\nPeru .\nWayne .\nNew\n\nHampshire\n\nKeene .\nPlymouth .\nNew\n\nJersey\n\nNewark .\nTrenton .\nUpper Montclair..\n\nNew\n\nMexico\n\nLas Vegas .\nSilver City .\nNew\n\nYork\n\nAlbany .\nBuffalo .\n\n4/Nebraska\n4/Nebraska\n\nCollege .\n\nGeorge E. Martin\n™ .\no - Teache\nY1 ‘ State\n/ / at aska\n4/Nebr\nrs College. . W.\nR. Pate\n4/Nebraska State Teachers College. . U. S. Conn\n\n4/State Normal\n4/State Normal\n\nSchool .\nSchool .\n\nDean\n\nLida Lee Tall, Principal\n\nC/Detroit Teachers College .\n4/Western State Teachers College. . .\n4/Northern State Teachers College. .\n4/Central State Teachers College. . . .\n4/Michigan State Normal College. . .\n\nMinnesota\n\nMississippi\n\nPresident\n\nInstitution\n\nMurray .\nRichmond .\n\nBemidji .\nDuluth .\nMankato .\nMoorhead .\nSt. Cloud. .\nWinona .\n\nAssociation\n\nWallace E. Mason\nErnest L. Silver\n\n5/New Jersey State Normal School. . M. Ernest Townsend\n4/New Jersey State Normal School. . Roscoe L. West\n4/State Teachers College .\nH. A. Sprague\n\nC/New Mexico Normal University,\nIX, X. . .\n4/New Mexico State Teachers College\n\nJ-J# Gossard\nA. O. Bowden\n\nC/ State College for Teachers .\n4/State Teachers College .\n\nA. R. Brubacher\nHarry W. Rockwell\n\nDean\n\n"}
{"page": 789, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n785\nLocation\n\nPresident\n\nInstitution\n\nL. R. Gregory, Principal\nW.A. Holcomb, Principal\nL. H. van den Berg,\nPrincipal\n\nFredonia .\nGeneseo .\nNew Paltz .\n\n3/State Normal\n3/State Normal\n3/State Normal\n\nNew\n\n(z/School of Education, College of the\nCity of New York, VII .\n3/State Normal and Training School,\nIV, VI .\n\nYork .\n\nOswego .\nNorth\n\nCarolina\n\nCullowhee .\n\n//Western\n\nCarolina Teachers\n\nX .\n\nGreenville .\nNorth\n\nSchool, IV, VI\nSchool, IV. . .\nSchool, IV. . .\n\n//East Carolina Teachers\n\nDakota\n\nDickinson .\nEllendale .\n\nCollege,\n\nCollege.. . .\n\n//State Normal School .\n//State Normal and Industrial\nSchool, X .\n\nMayville .\nMinot .\nValley City\n\n//State Teachers\n//State Teachers\n//State Teachers\n\nOhio\n\nAthens .\n\nCollege .\nCollege, IV .\nCollege .\n\nC/College of Education, Ohio\nversity .\n\nUni¬\n\nPaul Klapper,\nJ. G.\n\nRiggs,\n\nC. L. Kjerstad\nR. M. Black\nC. C. Swain\nGeorge A. McFarland\nC. E. Allen\n\nThomas\nDean\n\nC. McCracken ,\n\nH. B. Williams\n\n. . //Bowling Green State College .\n//Teachers College, Athenaeum of\nOhio, IX, X .\n\nCleveland .\n\n//School of Education, Western\nserve University .\n\nDayton .\n\n3/Dayton\n\nKent .\nOxford .\n\n//Kent State College, VI .\nC/School of Education, Miami Uni¬\nversity .\n\nJ. O. Engleman\n\n//East Central State Teachers College\n//Northwestern State Teachers Col¬\nlege .\n//Southeastern State Teachers Col¬\nlege .\n//Central State Teachers College,\nIV .\n\nAdolph\n\nJunior Teachers\n\nCollege.. .\n\nPrincipal\n\nH. T. Hunter\nRobert H. Wright\n\nBowling Green.\nCincinnati .\n\nRe¬\n\nDean\n\nFrancis\nDean\n\nJ. Bredestege,\n\nCharles W. Hunt,\nMaude\n\nDean\n\nJ. Slaght, Princi¬\n\nE. J. Ashbaugh,\n\nDean\n\nOklahoma\n\nAda .\nAlva .\nDurant .\nEdmond .\nTahlequah .\nWeatherford .\n\n//Northeastern State Teachers\nlege .\n//Southwestern State Teachers\n\nCol¬\nCol-\n\nLinscheid\n\npal\nW. W. Parker\nEugene\n\nS. Briggs\n\nM. A. Beeson\nM. P. Hammond\nE. E. Brown\n\nPennsylvania\n\nBloomsburg .\nCalifornia .\nEast Stroudsburg.\nEdinboro .\nIndiana .\nKutztown .\nLock Haven .\nMansfield .\nMillersville .\nShippensburg . . . .\nSlippery Rock. . . .\nWest Chester. . . .\n\n//State\n//State\n//State\n//State\n//State\n//State\n//State\n//State\n//State\n//State\n//State\n//State\n\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\n\nCollege,\nCollege,\nCollege.\nCollege,\nCollege.\nCollege.\nCollege.\nCollege.\nCollege,\nCollege,\nCollege,\nCollege.\n\nX.\nV.\n. . .\nX.\n. . .\n. . .\n. . .\n. . .\nIV\nVI\nVI\n. . .\n\nFrancis B. Haas\nRobert M. Steele\nT. T. Allen\nC. C. Crawford\nC. R. Foster\nA. C. Rothermel\nDallas W. Armstrong\nW. R. Straughn\nLandis Tanger\nJ. S. Heiges, Acting\nJ. L. Eisenberg\nNorman W. Cameron\n\n"}
{"page": 790, "printed_page": null, "text": "786\n\nNational\n\nLocation\nSouth\n\nEducation\n\nAssociation\n\nPresident\n\nInstitution\n\nDakota\n\nAberdeen .\n\n4/Northern Normal and\nSchool .\n\nMadison .\nSpearfish .\nSpringfield .\n\n^/Eastern State Normal School .\n2 /State Normal School .\n^/Southern State Normal Schooi, X\n\nJohnson City .\nMemphis .\nMurfreesboro. . . .\n\n4/State Teachers College .\n4/State Teachers College .\n4/State Teachers College .\n\nTennessee\n\nTexas\n\nAlpine .\nCanyon .\nCommerce .\nDenton .\nHuntsville .\nNacogdoches .\nSan Marcos .\n\nIndustrial\n\n4/Sul Ross State Teachers College. . .\nC/West Texas State Teachers College\n4/East Texas State Teachers College\n4/North Texas State Teachers College\n4/Sam Houston State Teachers Col¬\nlege .\n4/Stephen F. Austin State Teachers\nCollege .\n4/Southwest Texas State Teachers\nCollege .\n\nDavid Allen Anderson\nE. A. Bixler, Acting\nE. C. Woodburn\nC. G. Lawrence\nC. C. Sherrod\nJ.\nBrister\nP. W.\nA. Lyon\nH. W. Morelock\nS.\nH. Hill\nWhitley\nJ. A.\nR. L. Marquis\nH. F. Estill\nA. W. Birdwell\nC. E. Evans\n\nUtah\n\nSalt Lake\n\nCity. . .\n\nC/School of Education.\nUtah .\n\nVirginia\n\nEast Radford ....\nFarmville .\nFredericksburg. . .\nHarrisonburg .\nWest\n\nVirginia\n\n4/State\n4/State\n4/State\n4/State\n\nTeachers\nTeachers\nTeachers\nTeachers\n\nUniversity of\n.\n\nCollege .\nCollege .\nCollege .\nCollege .\n\nAthens .\n\n4/Concord State Teachers\nVI .\n\nFairmont .\nHuntington .\nShepherdstown . . .\n\n4/Fairmont State Teachers College. .\n4/Marshall College, VI .\n4/Shepherd State Teachers College. .\n\nWisconsin\n\nEau Claire .\nLa Crosse .\nMenomonie .\nOshkosh .\nPlatteville .\nRiver Falls .\nStevens Point ....\nSuperior .\nWhitewater .\n\nMilton\n\nBennion,\n\nJ. P. McConnell\nJ.\nM. L.L. Jarman\nCombs\nSamuel P. Duke\n\nCollege,\n\n4/State Teachers College .\n4/State Teachers College .\n4/The Stout Institute .\n4/State Teachers College, VI, IX. . . .\n4/State Teachers College, VI, IX. . . .\n4/State Teachers College, VI .\n4/Central State Teachers College, VI\n4/Superior State Teachers College. . .\n4/State Teachers College .\n\nJ. F. Marsh\nJoseph\nRosier\nM. P. Shawkey\nW. H. S. White\nH. A. Schofield\nG. M. Snodgrass\nB. E. Nelson\nForrest R. Polk\nA. M. Royce\nJ.\nAmes\nF. H.\nS. Hyer\nJ.\nC. D.\nM. Hill\nYoder\n\nDean\n\n"}
{"page": 791, "printed_page": null, "text": "Department\n\nof Visual Instruction\n\n"}
{"page": 792, "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 1932-33\nare: President, C. F. Hoban, Director, Visual\nEducation Division, State Department of Education,\nHarrisburg, Pa.; First Vice-president, F. D.\nMcClusky, Director of Scarborough School, Scarborough-on-the-Hudson, N. Y. ; Second Vicepresi¬\ndent, W. W. Whittinghill, Assistant Director, Visual\nEducation Department, Public Schools, 9345 Lawton\nAvenue, Detroit, Mich. ; Secretary-Treasurer, Ells¬\nworth C. Dent, Director of Visual Instruction, Uni¬\nversity of Kansas, Lawrence, Kans. ; Executive Com¬\nmittee: A. G. Balcom, Assistant Superintendent of\nSchools, Newark, N. J. (Term expires 1933) ; Abra¬\nham Krasker, Director of Visual Instruction, Quincy\nPublic Schools, Quincy, Mass. (Term expires 1934) ;\nDaniel C. Knowlton, Associate Professor of Educa¬\ntion, New York University, New York, N. Y. (Term\nexpires 1935) ; John A. Hollinger, Director of\nNature Study and Visualization, Pittsburgh Public\nSchools, Pittsburgh, Pa. (Term expires 1936) ; Wil¬\nliam H. Dudley, 736 South Wabash Avenue, Chicago,\nIll. (Term expires 1937) ; Mrs. Grace Fisher Ramsey,\nAssociate Curator, American Museum of Natural\nHistory, 77th Street and Central Park West, New\nYork, N. Y. (Term expires 1938). This Department\nmeets once each year, in July. Facts relating to the\nestablishment of this Department and the record of\nmeetings are found in earlier volumes of Proceedings\nas follows :\n1923 :85-A\n\n1926:947-963\n\n1928:949-970\n\n1930:911-930\n\n1924 :963-985\n1925:864-871\n\n1927 :951-970\n\n1929 :937-944\n\n1931 :947-963\n\n[ 788 ]\n\n"}
{"page": 793, "printed_page": null, "text": "THE VALUE\nOF VISUAL-SENSORY\nAIDS IN THE SOCIAL\nSTUDIES AS A MEANS OF PROMOTING\nINTERNATIONAL\nUNDERSTANDING\nLAWRENCE\n\nR. WINCHELL,\n\nINSTRUCTOR\n\nUNIVERSITY,\n\nNEW\n\nIN\n\nVISUAL\n\nBRUNSWICK,\n\nEDUCATION,\n\nRUTGERS\n\nN. J.\n\nThe hope of our nation is based on the fact that our pupils will have an\nappreciation of the meaning of tolerance and an understanding of other\npeoples upon which to base some of the decisions which they as the next\ngeneration will be called to make.\nWe\n\nknow\n\nthat the wise use of visual-sensory aids, stimulates thought and\nimagination and provides an environment for expression. They will not func¬\ntion alone ; it should be the teacher and the pupils, plus the materials.\nNearly every European country is represented in a town which is a typical\n\nNew Jersey community. The pupils are able to see differences between them¬\nselves and the people of their town, as to the mode of living and the style of\ndress. In a school classroom there is a large map of Europe drawn on white\nBristol board with snapshots of the children’s faces placed on the country\nfrom which they, their parents, or ancestors have come. This proved to be\none of the most successful visual-sensory aids they have used. At a later date\na family tree was used, the roots of which represented the different countries\nof Europe. The top branches represented America. The children’s pictures\nwere placed on the branches.\nThe first country studied was Great Britain. They found that many of\nour necessities came from Great Britain and that it carried on a valuable\ntrade with us.\nSamples of these trade materials were then collected and placed in a cabi¬\nnet museum. In nearly all cases these materials were collected without ex¬\npense from commercial organizations, and each country in turn was repre¬\nsented in this school-made cabinet.\nThe international work was continued thru pupil correspondence with\npupils in many foreign countries. One girl in the sixth grade corresponds\nwith a sixth-grade girl in France. They are planning to visit each other in\nthe future. This spring a letter came to the school from two Cuban boys\nwhose school had exchanged scrap books with the pupils several years ago,\nthru the American Junior Red Cross. The sixth grades are taking care of\nthe correspondence and have sent them a book they made containing views\nof the town and other interesting places in New Jersey and the United States.\nThe still film, slides, and motion pictures have been a source of great help.\nThe sets include pictures of the geography of the entire world. A picture trip\naround the world is a vicarious experience which is almost as real to the\n\nchildren as if they had actually visited these countries.\nThe blackboards and bulletin boards contain newspaper clippings and\npictures from the rotogravure section of papers, which provides a wealth of\ninformation on home, national, and international events.\n[ 789 ]\n\n"}
{"page": 794, "printed_page": null, "text": "790\n\nNational\n\nEducation\n\nIn the domestic science department\nor the country studied.\n\nAssociation\n\nmenus\n\nwere planned from products\n\nThe use of visual-sensory aids in the soci\nal studies has the possibilities of\nboth the humanities and the sciences. Whi\nle on the one hand, it deals with\nthe influence of nature on man, it does, on\nthe other, emphasize how men in\nr l ent ^art* of 'he world 1,ve and work, and the essential interdependence\not humanity for the raw and manufactured\nproducts of the world.\nf the pupil passes out of the school with a reali\nzation that civilization\nhas been a collective achievement, in whic\nh his nation has borne a proud\nshare along with others, he will have gone far\ntoward a realization of inter¬\nnational understanding which implies the recog\nnition of a common humanity\nbased on common knowledge and devoted\nto common ends.\nCORE\nWILBER\n\nCOURSE\n\nOF\n\nA VISUAL-SENSORY\n\nEMMERT, INSTRUCTOR\nSTATE TEACHERS\n\nAIDS\n\nPROGRAM\n\nIN VISUAL EDUCATION\nAND\nCOLLEGE, INDIANA, PA.\n\nSCIENCE,\n\nThe purpose of this report is to submit to the Depa\nrtment of Visual In¬\nstruction of the National Education Associatio\nn a “Proposed Core Course\nin Visual\nuction,”\nzation for Instr\nthat purpose. as developed by a committee appointed by the organi¬\n\n.The report is divided into four major parts.\nIt deals with (1) the sig¬\nnificance of the report, (2) how the course was\ndeveloped, (3) some insistent\ndeclarations, and (4) the course itself.\nThe title of the report embodies several significan\nt implications. Only two\nof the implications will be mentioned here. First , it\nindicates that visual in¬\nstruction has become an integral part of the school\ncurriculum. Visual in¬\nstruction teachers and school administrators no\nlonger need argue for a\nvisual-sensory aids program. It is an accepted reality.\nThe problem now is to\ndetermine those common elements of the course and\nperfect suitable technics\nfor carrying out the program. Second , it indicates that the\nmerged organiza¬\ntions of visual instruction contemplate carrying out the\nfar-reaching resolu¬\ntion set forth at the Los Angeles Meeting of the\nDepartment of Visual\nInstruction :\nResolved, That the Department of Visual Instruction\nof the National Education\nAssociation earnestly recommend that a course in\nvisual and other sensory aids in\nteaching be required of all persons preparing for the\nprofession of teaching and that\nteacher-training institutions in every state be requi\nred to organize and offer such\ncourses beginning with the scholastic year of 1931-1932.\n\nsu£Tested Core Course in Visual-Sensory Aids” represents the\ncom¬\nbined judgments of the leaders of visual instruction in the Unite\nd States as\nto what a core course in visual-sensory aids should contain.”\n\nA tentative outline of a “core course” was submitted\nto twenty-seven\nvisual instruction teachers in a total of twenty-five states\n, representing all\nsections of the United States. The letter which accom\npanied the outline\n\n"}
{"page": 795, "printed_page": null, "text": "Department\n\nof Visual\n\nInstruction\n\n791\nasked that the person go over the material and add or delete anything his\njudgment dictated. Eighteen usable replies were received. In addition, a\nnumber of printed and mimeographed courses of study in visual instruction\nwere used in this study.\nAfter the replies were in, the tentative outline was set up and a tabulation\nof frequencies of common elements for the course was made. This, then, gave\na representative topical outline for the core course. It is based upon what is\nbeing done at the present time, and in addition some\nduced in the near future.\n\nelements to be intro¬\n\nContent and method of all school subjects are the product of an evolution\nthru (1) authority and opinion, (2) speculation, and (3) research. Visual\ninstruction is no exception to this rule. In many places and in a variety of\nits phases visual instruction is in the first stage. In other places and in certain\nphases it has arrived at the third stage. The ultimate goal is to determine\nscientifically, by research, the content and technics for all the various phases\nof visual instruction.\nWhile the replies submitted are “judgments,” these judgments in many\ncases are based upon research studies made by the various individuals sub¬\nmitting the suggestions and criticisms. They, therefore, lend weight to and\nassist in justifying the elements included in the outline of study.\nIf visual instruction is to maintain its present standing and to take the\nforward strides warranted, then a determined stand must be taken upon\ncertain questions. From\nmade.\n1. The\n\nthis point of view the following declarations are\n\ninitial core course in visual instruction should be mandatory,\n\nand\n\nevery\nshould be required to take a\n\nperson in teacher training for public school work\nlaboratory course in visual-sensory aids.\n2. The core course should contain those elements common to practically all subjects.\n3. The core course should carry three semester hours of college credit. In the\nconduct of the course due consideration should be given to (a) the philosophy\n\nand psychology of visual-sensory aids, (b) a technic for their use, and (c) skill\nin the use of the various visual-sensory aids.\n4. The Department of Visual Instruction of the National Education Association is\njustified in an aggressive program which will see, within the next decade, a\ncore course in visual instruction in every progressive state.\n5. A course for directors and supervisors is in the offing, and special courses, such\nas visual-sensory aids in science, etc., will be popular.\n6. If other courses are developed, the core course should\nseparate course before the special courses are given.\n\nbe insisted upon\n\nas a\n\nVisual-Sensory Aids in Education 3 hours per week\n3 semester hours credit\n(Core Course)\nII. General Description of the Course\nThis course is based upon the philosophy that sensory experiences and mental\nactivities parallel each other in the learning process. Visual and other sensory\naids, therefore, should hold a major place in the teaching of practically all\nsubjects and on all levels of learning. To be a. well balanced course, and of the\ngreatest value to prospective teachers and the teachers in service, it should give\ntraining in and an effective technic for the use of all types of visual-sensory aids.\nI. Name\n\nof Course:\n\n"}
{"page": 796, "printed_page": null, "text": "792\n\nNational\n\nEducation\n\nAssociation\n\nThis core course should be mandat\nory on the part of every person\npreparing to\neach m the public schools. The cour\nse is designed for the preparation\nof teachers\nsubject\nIII. every\nObjectives\n\nJeC'S’\n\nSh°U'd C°main\n\nth°Se e'ementS Common\n\n*» Practically\n\nL T.0n'p;n mea”ing of\ncommon terms used in visual-sensory educa, — ? ? ® the student a concrete and meaningful vocabulary.\navailable for the teaching of a sp\necific subject.\n\na\n\nthe esse\nin clas\nwork\nntial project\nsroo\n.\nors\nm\n4. To provide the prospective teacher\nwith a body of knowledge as well as\na\nirect acquaintance with the useful\nsources of information which will\nbe\nhelpful in the teaching of the various\nsubjects of the curriculum.\n5. l o give training in the organization\nof the visual-sensory aids for the\nvarious subjects so that the aids may\nbe on hand, available and usable in\nthe classroom.\n\nec\n\n6. The\n\ndevelopment\n\nof a proper technic for the efficient use\nof all the teaching\n\n!i\n3' oT 7. To\nacquaint the prospective teacher with\n2\nfhae\ni3\n2.\n|mini\ndrIOng educational materials and methods. the value of research in deterP4\nThe de\nmve\neflo\nntpm\nt of skill in\n,5\n°en\nf°\nselecting the\nYe\nsuitable teac\nlying visualc\na\nhing aids fr\ni\nd\ns\n.\nsensory\nhn\nom those\ni\ncwh\n9. To acquaint the prospective teac\nher,\nich or the teacher in service, with mini¬\nmum standards for visual-sensory equi wil‘\npment;assand\nure standards for evaluating\nthe various visual-sensory aid\n“\nan e.\ns\nIV. Method\nffici\nent\nuse\nThe lecture-demonstration, discussion,\nand laboratory method will be used\nthruout the course. Certain phases of\nthe work can be best presented by\nthe\ninstructor in lecture demonstration form\n. Other phases of the work lend them¬\nselves to other methods of instruction.\nProjects suitable for the various grad\nes\nwill be worked out by the group. Emphasis\nwill be placed upon suitable methods\nof presentation and ways of further stim\nulating the interest of the student. The\nstudent will be taught how and when to\nuse visual and other sensory aids. Maps\nspecimens, objects, models, the blackboard,\nprojecto\nslides, films, field trips\netc., will constitute the materials of the cours,\nP ’’\nrse.\nV. Outline of the Course\n1. Research-summary of research investigat\nions in visual instruction\n2. Historical background\n3. Psychological aspects and verbalism\n4. Projectors and projection technics\n\nStill and motion projectors; housing, care,\ntechnics\nschool journey\nOrganizing, conducting, checking results\n6. Museum procedure\n7. Pictorial materials\n\n5. The\n\n3\n\nStandards for evaluating, mounting, and\nfiling of flats\n. Housing and\nTo acqu\ncare\nof\nstere\nograp\nhs\naint the\nMakinpg\nrosplantern\nec ive slides\nteacher\nwith the\nMending films and film-s\ntrips\npsycholo\ngical as\nHousing and care of slides and films\npects un\nderTechnics for all\n8. Object-specimen-model\nAssembling, housing, care, sources\n9. Photography\nStill and motion picture technics\n\n"}
{"page": 797, "printed_page": null, "text": "Department\n\nof Visual\n\nInstruction\n\n793\n\nDeveloping films and making prints\nStandards and sources\n10. Blackboard and bulletin board technics\n11. Administrating\n12. Radio-vision\n\nand budgeting\n\nApparatus,\n13. Bibliography\nVI. Brief Bibliography\n\nvisual materials\n\nprocedure, programs\n\n1. Cameron, J. R. “Motion Picture Projection”\n2. Dorris, Anna V. “Visual Instruction in the Public Schools”\n3. Educational Screen “Educational Screen” (a magazine)\n4. Freeman, Frank N. “Visual Education”\n5. Johnson, William H. “Fundamentals in Visual Instruction”\n6. Merton, Elda “Visual Instruction”\n7. Routzahn, E. G. “A.B.C. of Exhibit Planning”\n8. Pa. Dept. Public Instruction: “The School Journey Bulletin”\n“The Object-Specimen-Model Bulletin”\n9. Weber, J. J. “Picture Values in Education”\n\nTEACHING\n\nCLAIRE\n\nZYVE,\n\nARITHMETIC\nCOMBINATIONS\nSTILLFILM\nPRINCIPAL,\n\nFOX\n\nMEADOW\n\nSCHOOL,\n\nWITH\n\nSCARSDALE,\n\nN. Y.\n\nThe advantages of stillfilm material for the teaching of arithmetic combi¬\nnations are numerous. I wish to call attention to the following points affecting\nthe practical side of the problem :\n1. The technic of making the strips is simple and the materials are in¬\nexpensive.\n2. A school may prepare its own library.\n3. The attachment making possible the projection of stillfilms is inexpen¬\nsive to buy or can easily be made.\n4. Any projection lantern may be used.\n\n5. The correct order in the steps of teaching the combinations, from con¬\ncrete to abstract, is more controlable thru use of stillfilms than with slides.\n6. The same amount of material can be filed in more compact form on\n0stillfilms than on slides.\n.\nWood\nand width\nFreema of the stillfilm (2j4\") gives the same size projection with\n7. The\nn “Mo\nt on P\niand\na lantern as does a glass islide\ncturegives\ns in ta better projection with a lantern than\nhe Cla\nssroom.\ndoes a 35-mm. film slide.\n”\n\nTHE\n\nVALUE\n\nLEONARD\n\nOF\n\nVISUAL-SENSORY\nEDUCATION\n\nA. WILLIAMS,\nSTATE\n\nDIRECTOR,\n\nTEACHERS\n\nVISUAL\n\nCOLLEGE,\n\nAIDS\n\nAND\nST.\n\nIN\n\nINDUSTRIAL\n\nINDUSTRIAL\n\nCLOUD,\n\nEDUCATION,\n\nMINN.\n\nAt the St. Cloud State Teachers College four out of the twelve courses\nrequired for graduation from the degree course in Industrial Education have\na direct value to teachers wishing to do some special work in visual education.\nThe first work required of those entering this field of visual instruction is a\n\n"}
{"page": 798, "printed_page": null, "text": "794\n\nNational\n\nEducation\n\nAssociation\n\ncourse in Industrial Activities for Elementary Schools. This\ncourse offers\nthe greatest number of opportunities for a teacher in training\nto gather first¬\nhand knowledge and skill in many forms of expression.\nA study of primitive and modern industrial life offers\na background to\nmeasure the development of the fine arts and how they\nmay be fitted to school\nu ork ln a sane manner. In the course we begin by\nbringing to the teacher a\nrealization of the value of words in putting ideas across\nto children. A com¬\nmon understanding must be brought about first to show\nthe relation of word\nideas to illustrations and material things. Brief\nly stated, first, we visualize\nwith the use of words the thing we wish to illust\nrate or make. Second, we\ngo about the making of working sketches of the thing\nwe picture in our mind.\n. ™rcb we gather materials and go about constructing our dream\nor word\nidea. From this three-angled experience teachers\nas well as pupils soon begin\nto sense the power back of a training in balanced\nexpression, which they have\ngone thru, and a new form of confidence creeps\ninto their personality.\nThe second course required for training in the\nuse of visual aids is Prin¬\nciples of Drawing. This course deals with free\n-hand sketching and drawing\nas applied to everyday uses in the trades. The histo\nry of lettering is studied\nto show its relation to drawing as a language\nor form of thought expression\nI he laws of perspective which govern all\noutline drawing; light and\nshadows; reflections; and color are worked out\nin problems that arise in\nschool and in the trades. The course covers a\nbrief history or study of the fine\nand industrial arts and how they are applied to\nmodern commercial life and\nthe home.\n\nThe third course we require of teachers going into\nthe visual instruction\nheld is a course which deals with Industrial\nPhotography. The purpose of\nthis course is to give a general working knowledge\nof the best methods used\nby leading commercial and industrial photographers\nin publicity and record\nforms.\nAfter finishing all the work of the three cour\nses described above, the\nstudent takes up a study of Visual Aids in Teaching\n. The course deals with\na study of observation and how it may be applied\nfor instructional purposes\nto supplement the work of the textbook and field\ntrips. The work covers\nseeing, searching, and selecting ; pencil sketching ; chalk\ndrawing ; model mak¬\ning, cameras; projectors; planning observational lesso\nns; teaching from pic¬\ntures and models; planning exhibits ; and creating and\nusing a museum. This\ncourse rounds out the meaning of visual aids and\nhow they may be applied to\nschool work so that the student, after he leaves schoo\nl, will continue to use\nthe conditions and things of life in a fair, honest manner.\nREPORT\nGRACE\n\nON\n\nFISHER\n\nTEACHER-TRAINING\nRAMSEY,\n\nAMERICAN\nMUSEUM\nNEW YORK, N. Y.\n\nWORK\nOF\n\nIN\n\nMUSEUMS\n\nNATURAL\n\nHISTORY,\n\nTo learn what the various types of museums thruout\nthe country are doing\nin the line of teacher training, I started last December\n, to make a survey of\n\n"}
{"page": 799, "printed_page": null, "text": "Department\n\nof Visual\n\nInstruction\n\n795\n\nthe courses which the museums of our country are offering, both to teachers\nin service and to student teachers.\nA questionnaire was mailed to 208 museums including even small oneroom museums, altho I realized that they could hardly be expected to carry\non such work. The returns showed that twenty-nine museums in 14 states are\noffering cultural courses for teachers. When the museum is an integral part\nof a university or art school, the courses, as we should expect, form a part\nof the regular curriculums. In many cases the museum staff is not large enough\nto enable the directors to offer such work, but I found that 102 out of 103\ndirectors expressed themselves as heartily in favor of teacher-training courses.\nNow let us look at a few of the courses that are being offered by museums\nin different parts of the country. In the Cincinnati Art Museum a course is\nbeing given in Principles of Art — 2 hours for 17 weeks. Two credits are\nallowed for this work by the University of Cincinnati. The head of the edu¬\ncational department of this museum writes: “The field of education is one of\nthe most important phases of museum work. We are preparing another\ncourse for teachers on appreciation and how to use museum collections.”\nIn the Museum of Natural History connected with the State University\nof Iowa, a course for teachers is given to aid in the preparation of materials\nfor classroom use and in building up small museums in their schools.\nIn the Museum of Northern Arizona at Flagstaff, a course is given to\nteachers in Southwestern Archeology. This is a 12 weeks course, 4 hours per\nweek, with 4 credits given by the Arizona State Teachers College. The\nDirector, Harold S. Colton, writes, “It seems essential that the training of\nteachers for rural schools in Arizona should include some knowledge of the\nprehistoric peoples of the region whose habitations are found everywhere in\nthis state.”\nThe Washington State Museum in Seattle lists a course entitled “In¬\ndians of the Northwest Coast,” which is also descriptive of that particular\ncommunity.\nA course in Ornithology of 33 weeks, 2 hours per week, with one-half\npoint credit offered by Denver University is being given in the Colorado\nMuseum of Natural History. The Director, J. D. Figgins, writes “Nature\ncourses given by museum educational departments are of the greatest im¬\nportance to give teachers a fund of authentic information. Too often is the\nknowledge gained solely from books and not reliable books at that.”\nA course in Museum Appreciation is given at the Carnegie Museum.\n\nIt\n\nruns for 32 weeks, 1 hour per week, and 2 credits are granted by the Uni¬\nversity of Pittsburgh.\nNineteen different courses are being offered to teachers, according to Dr.\nArthur H. Graves, curator of education. He writes, “Aside from the un¬\ndoubted informational and disciplinary value we feel that for the best\ninterests of the children it is important for the teachers to become thoroly\nacquainted with our museums, botanic gardens, and other institutions. This\nwill enhance the usefulness of both institutions and teachers to a very great\n\n"}
{"page": 800, "printed_page": null, "text": "796\n\nNational\n\nEducation\n\nAssociation\n\ndegree. A teacher who is thoroly at home in our public museu\nms, or botanic\nand zoological gardens, and our aquarium, can direct her pupils\nhow to find\nexhibits of interest in connection with the children’s studie\ns, and can herself\nconduct them intelligently about these institutions.”\nIn summarizing this survey, I find first, that there is considerable\nconfu¬\nsion in the minds of some museum directors as to just\nwhat is meant by\nteacher-training work. Second, insofar as the size of the\nstaff allows, the\nmajority of our larger museums are carrying on some kind of teache\nr train¬\ning. Third, there is no uniformity in the courses as to the number\n, of weeks\ngiven or the hours per week. The length of the course\nand the amount\nof credit allowed depend upon the standards of the state\nteachers college\nor university granting such credit.\nFourth, the type of course offered varies with the colle\nctions in the\nmuseum and the needs of the community. The small\ngeneral museum offers\na basic course in museum appreciation. In addition\nto this, there is usually\nalso offered a specialized course for which the muse\num collections present\nunusual opportunities in original research. The large\nmuseums extend their\nteacher-training work to many specialized and advan\nced university courses\nin comparative anatomy, anthropology, archeolo\ngy, Italian painting, and\nothers.\n\nThe more I study these reports of teacher-trainin\ng work by museums\nand the replies from some museum directors stati\nng that they are anxious\nto institute work of this nature and wish I would\nwrite them more about\nit, the more convinced I am that museum directors\nthruout the country are\nawakening to the opportunities in such work. So far\nas their budgets will\npermit, they are endeavoring to acquaint teachers with the\neducational value\nof the treasures in their keeping, which form\nsuch an interesting part of\nour heritage of the past.\n\nREPORT\nA. G. BALCOM,\n\nOF\n\nASSISTANT\n\nRESOLUTIONS\nSUPERI\nC NTE\nhairNDE\nmanNT\n\nI. Resolved, That the thanks and appreciation\nstruction of the N. E. A. be extended to:\n(1) Hotel Jefferson for the building\nfor the meeting;\n. (2) The speakers\ntimely in character;\n\non the program\n\nand\n\nwhose\n\nCOMMITTEE\nOF\n\nSCHOOLS,\n\nNEWARK,\n\nof the Department\n\nfacilities that were\nmessages\n\nwere\n\nN.\n\nJ.,\n\nof Visual In¬\n\nmade\n\navailable\n\nrich in content\n\nand\n\n(3) The New Jersey Visual Education Associatio\nn for its hospitality;\n(4) Those who presided at the meetings with grace\nand skill;\n(5) The officers of the organization for their untiri\nng efforts to make the meet¬\ning a. success.\nIL Whereas, Experimental studies, research, and\nsurveys have revealed definite\nand important values for visual-sensory aids;\nand\nIII. Whereas, Knowledge of these visual-sensory\naids and a technic for their\nuse requires special preparation; be it\n\n"}
{"page": 801, "printed_page": null, "text": "Department\n\nIV. Resolved,\n\nThat\n\nof Visual\n\nteacher preparation\n\nInstruction\n\n797\n\ninstitutions of the country be requested\n\nto require from everyone preparing to teach in the schools of the country, a lab¬\noratory course in visual-sensory aids; and\nV. Whereas, We believe that much confusion and duplication of effort will be\navoided by a mandatory course;\nVI. It Is Therefore Recommended, That the core of such a course shall consist\nof the following elements common to practically all subjects: Research, historical\nbackground, psychological aspects and verbalism, projectors and projection, school\njourneys, objects, specimens, models, museum procedure, pictorial materials as\nslides, film slides, stillfilms, motion picture films, stereographs, and proper care of\nsame, still and motion picture camera technics and blackboard and bulletin board\ntechnics; and be it further\nVII. Resolved, That we recommend to school officials of the United States that\nthey encourage teachers in service to take visual-sensory courses, wherever such\ncourses are available, and that we recommend to those responsible for educational\nprograms, for state organizations and otherwise, to include the subject of visual\ninstruction on their programs.\n\nSECRETARY’S\nELLSWORTH\n\nC. DENT,\n\nUNIVERSITY\n\nMINUTES\nOF\n\nKANSAS,\n\nLAWRENCE,\n\nKANS.\n\nFirst of all, your secretary desires to report that the combined membership of\nthe Department and Academy, including only those who were paid members of\nthe two organizations during the past year, is now five hundred seventy (570).\nThis is much greater than has been the combined membership of the two organi¬\nzations at any time in the past. The number of those who have paid dues to the\nAcademy, at the former fee of $3, or to the combined organizations at the present\nfee of $2, is somewhat below this number. It is but logical to suppose, however,\nthat the majority of those who were members of the Department of Visual Instruc¬\ntion last year will be ready to come into the merged organizations in September.\nSince the meeting of the Academy last February in Washington, D. C., at which\ntime the merger was finally approved, many things have taken place. These are\nlisted below, somewhat in outline form, and almost in chronological order.\nMagazine merger — Perhaps the event next in importance to the merger of the\nDepartment and Academy was the merger of the two leading magazines in the\nfield, The Educational Screen and Visual Instruction Nevus. This merger provided\na single publication for the unified field and copies of the April, May, and June\nissues were distributed among those whose names appear in the 1931 Directory\nand supplement for 1932. Each issue carried two or more pages of news items\nand other information concerning the activities of the merged organizations. To the\nknowledge of your secretary, this is the first time a systematic publicity program\nfor either the Department or the Academy has been planned and carried thru as\nplanned.\nEach issue of the magazine contains an application blank to be used in applying\nfor membership in the Department. Several new memberships have come to us as\na result of the Screen and News publicity, and we have every reason to believe\nthat the returns in the fall will be much greater.\nSome of you will be interested in knowing more of the arrangement which will\ngovern the publication of the combined Screen and News in the future.\nThe magazine will continue to be published in Chicago, by the Educational\nScreen, Incorporated.\n\nMr. Nelson\n\nL. Greene\n\nwill continue as editor and your secre¬\n\ntary has the title of “manager,” which seems to cover a multitude of responsibili¬\nties. The magazine will be furnished to members of the Department and Academy\nwithout extra charge, as in the past.\n\n"}
{"page": 802, "printed_page": null, "text": "798\n\nNational\n\nEducation\n\nAssociation\n\nIn the past, some of the prominent visual instruction directors and\nworkers have\nsuggested that the Screen was unbalanced in favor of information\nconcerning mo¬\ntion pictures. The reason for this has been quite simple. Mr.\nGreene’s desk has\nbeen flooded with information concerning the developments\nin the motion picture\nfield, announcements of new photoplay releases, reports of experim\nents with motion\npictures, and the like, while he has received but very few worthw\nhile discussions\nof the practical use of the many other visual-sensory aids.\nIt has become almost\nan axiom that those who complain most about the way\nthe magazine is handled\nare the ones who offer least in cooperation or constructive\ncriticism.\nIf you have read the past few issues of the magazine, you have noticed,\nperhaps,\nthat there are articles concerning the use of all types of visual aids. It\nis planned\nthat an editorial board shall be established, composed of members of this\norganiza¬\ntion, which will be authorized to direct the arrangement of the magazi\nne content.\nT he members of this board will be selected from the various branche\ns of the\nfield, including classroom teachers, city directors, state service directo\nrs, federal\nser\\ ice directors, museum workers, and the like. Each of these persons\nwill be\nexpected to give assistance, not only in determining the policies of\nthe magazine,\nbut also by providing at least one article each year from his or her special\nfield.\nAnnouncement folder — One of the early tasks, after the\nmerger in February,\nwas the preparation of a folder to be distributed among presen\nt and prospective\nmembers. The majority of those present at this meeting have receiv\ned one or more\nof the folders and copies are available for those who have not.\nThe first order to\nthe printer was for 7500 of the folders. It happened that the\ncombination of type\nand paper stock used was not correct and several of the first\nprinting were not\nsuitable for distribution. About 5000 of the first printing\nwere salvaged, but the\nprinter duplicated the first order without extra charge, giving\nus a total of ap¬\nproximately 12,500 usable folders. Of these, about half have been\ndistributed, leav¬\ning some 6500 on hand to use in the fall. It will be necess\nary, perhaps, to reprint\nthe folder early in the school year and suggestions as to\nneeded changes in its\ncontent will be appreciated.\n\nCircularization— As soon as the printed folders were ready for\ndistribution, form\nletters and folders were sent to all those whose names appeared\non the various\ndirectory lists. The letters were invitations to become members of the\ncombined\norganizations. This campaign indicated quite clearly that the results\nof such a\ncampaign late in the academic year are much less satisfactory than\nthe results\nof similar effort in the fall or in mid-winter.\nMembership cards — The membership cards, which all member\ns have received,\nwere prepared and sent to those who had paid dues to the Acade\nmy or to the\nmerged organizations. In the past, the membership cards of\nthe Academy have\nbeen mailed to members, accompanied by a statement of dues,\nat the expiration\nof the membership year of each member. The Department,\non the contrary, has\nsent the membership cards only to those who have paid\ndues. The latter plan\nseemed best and, in the absence of instructions to do otherwi\nse, will be followed\nin the future. The membership year does not cover any stated\nperiod but extends\nfor twelve months from the date of receipt of the applica\ntion for membership.\nEach membership card has a space provided for indicat\ning the expiration date\nand that date is indicated clearly on the card.\n\nMembership committees— Approximately thirty letters\nwere mailed to as many\nof the leading visual instruction workers and directors\nin the states and cities\nwhich are most active in the use of visual aids, solici\nting their assistance thru\nthe organization of state and city branches of the combined\nDepartment and Acad¬\nemy. The response to these letters was most encouraging.\nAlmost without excep¬\ntion, a willingness to assist was expressed and, in some\nsituations, plans are now\nwell laid for the membership campaign to be started\nwith the opening of schools\nin September.\n\n"}
{"page": 803, "printed_page": null, "text": "Department\n\nof Visual\n\n799\n\nInstruction\n\nSummer programs — The small printed programs which you have received thru\nthe mail or at the registration desk were prepared about a month ago and approxi¬\nmately 2000 have been distributed.\n\nPublications — The\n\nonly bulletin published since February is the booklet, “Simple\nDirections for Making Visual Aids,” which is a reprint, somewhat revised, of a\nseries of articles in the September, November, January, and March issues of\nVisual Instruction News. This bulletin was announced a short time ago and sev¬\neral who are in charge of visual instruction courses have ordered quantities suffi¬\ncient to provide one for each student. Some are placing orders for fall and winter\nclasses, which indicates that the first printing of 2000 will not be sufficient to take\ncare of both summer and fall requests. The bulletin is offered for sale at twentyfive cents the copy, postpaid, with a discount of 20 percent applying to quantities\nof ten or more for class use. Complimentary copies were mailed to all those in\ncharge of visual instruction classes during the summer, as indicated by the Key¬\nstone list of summer courses. If it should be that any. present are offering courses\nand have not received complimentary copies, they will be furnished upon request.\nFall plans — The distribution map of embryo branches of the combined Depart¬\nment and Academy will give some indication as to plans for the fall. It is expected\nthat an extensive membership campaign will begin about September 1 and continue\nthru the year. Committees are being organized in each of the cities and states\nas indicated and it is hoped that other committees in other sections will be devel¬\noped. These committees will be in charge of branch organization activities, until\nsuch time as the branch membership may meet and elect its officials for various\nduties.\n\nEach of these committees has been asked to send to the secretary a list of one\nhundred to five hundred of the visual instruction workers, teachers, and school ex¬\necutives in the territory of the branch, including those who should be most inter¬\nested in membership. The September and October issues of the recently merged\nEducational Screen and Visual Instruction News will be mailed without charge\nto all such persons whose names have been submitted. The persons in charge of\nthe local activities in each prospective branch territory will, during these two\nmonths (September and October), concentrate upon a membership drive. It is\nexpected that the magazine will assist materially in this program as space will be\nprovided for special information concerning this meeting and announcements of\nnew developments in the meantime.\n\nThose of you who have been receiving the Screen and News regularly have\nnoticed, perhaps, that the center spread has been used regularly for announcements\nconcerning the combined Department and Academy. It is expected that this section\nwill be increased to eight or more pages, including, first, news items and other\ninformation concerning the national organization; and, second, a half page or\nmore\nof information provided by each of the branch organizations. The embryo branch\nin California has been sending in material regularly and the membership in Cali¬\nfornia is increasing steadily.\nThose\n\nin charge\n\nof local branch\n\nliberal supply of the membership\ncooperation\n\norganization\n\nfolders and\n\nactivities will be furnished a\nwill be given the assistance and\n\nof the secretary’s office.\n\nMinneapolis meeting — As many of you know, the winter meeting of the Depart¬\nment of Superintendence of the N. E. A. is to meet in Minneapolis, Minnesota.\nYour\n\nsecretary was in Minneapolis last month and made tentative arrangements\nfor suitable meeting space in the headquarters hotel — Hotel Curtis — subject to the\napproval of the executive committee of this organization and of the officials of\nthe Department of Superintendence.\nA\n\nbranch\n\nof the Department\n\ndesires very much\n\nis well under\n\nway\n\nto assist with local arrangements.\n\nin Minnesota\n\nand that branch\n\nPresent plans provide\n\nfor the\n\n"}
{"page": 804, "printed_page": null, "text": "800\n\npreparation\nstate.\n\nNational\n\nEducation\n\nof a rather complete\n\nAssociation\n\nexhibit of visual instruction activities in that\n\nMinnesota is now one of the most active states in the development of visual\ninstruction among its schools. The Junior College of the University of Minnesota\nis launching a very extensive visual instruction program. The Extension Division\nat the University of Minnesota is offering loan service to the schools and is ready\nto increase that service as the demands from the schools may warrant.\nCooperation needed— The principal need of the combined Department and Acad¬\nemy is a marked increase in membership. Plans have been rather carefully laid\nfor\nsuch development. However, it cannot be accomplished with the efforts of\nthe\nofficials alone; it will demand the cooperation of every member. If each\nmember\nwould but secure one new member each month from now until\nFebruary, 1933,\nwe should be able to report, at the Minneapolis meeting, a total\nmembership of\nconsiderably more than 10,000. With such a membership, the possibilities\nof con¬\nstructive direction of visual instruction activities in this country would be\nunlimited.\n\n"}
{"page": 805, "printed_page": null, "text": "Department\n\nof Vocational\n\nEducation\n\n"}
{"page": 806, "printed_page": null, "text": "The department of vocational education was\n\norganized as the industrial section at Minneap¬\nolis, Minn., 1875. See Proceedings, 1875:100.\nThe name. was changed in 1890 to the Department\nof Industrial and Manual Training. See Proceedings,\n1890:758. In 1899 the name was changed to the De¬\npartment of Manual Training. See Proceedings,\n1899:556. In 1914 the name was changed to the De¬\npartment of Vocational Training and Practical Arts.\nSee Proceedings, 1914:565. This Department coop¬\nerates with the National Vocational Guidance Asso¬\nciation and with the National Society for Vocational\nEducation.\nThe officers of this Department for the year 193233 are : President, Henry H. Hagen, Principal, Crane\nTechnical High School, Chicago, Ill. ; Vicepresident,\nGerald D. Whitney, University of Pittsburgh,\nPittsburgh, Pa. ; Secretary, F. E. Moore, State Direc¬\ntor for Vocational Education, State House, Des\nMoines, Iowa. Facts relating to the establishment of\nthis Department and the record of meetings are to be\nfound in earlier volumes of Proceedings as follows :\n1914:565-625\n1915:815-847\n1916:461-517\n1917:431-473\n\n1918:249-271 1922:1465-1483 1926:963-996\n1919:271-281 1923:1025-1043 1927:971-1006\n1920:269\n1924: 987-1015 1928:971-1003\n1921:851-858 1925:872-913 1929:945-972\n\n[ 802 ]\n\n1930-931-954\n1931:965-994\n\n"}
{"page": 807, "printed_page": null, "text": "TRENDS\nJ. D. BLACKWELL,\n\nIN\n\nVOCATIONAL\n\nPRESIDENT,\n\nVOCATIONAL\n\nASSOCIATION\n\nEDUCATION,\n\nEDUCATION\nOF\n\nSTATE\n\nBALTIMORE,\n\nDIRECTORS\n\nOF\n\nMD.\n\nOne\n\nof the most noticeable trends in vocational education is the changi\nng\nattitude on the part of leaders in education, industry, business,\nand govern¬\nment. A decade ago, a limited number of leaders accepted vocational edu¬\ncation as a definite part of certain systems of education. Other leader\ns op¬\nposed vocational education in any form, largely because of their misund\ner¬\nstandings as to the objectives of, and their failure to realize the possibi\nlities\nof vocational education. Such leaders felt that vocational education had\nas\nits chief purpose the developing of manipulative skills without sufficient\nknowledge of the underlying scientific principles. Today, most of the leaders\nin education, industry, business, and government are beginning to agree that\none of the first requisites of a good citizen is the capacity for self-support\n;\nthat each individual is entitled to such preparation as will enable him to\nmake the most of life’s opportunities; that equal educational opportunitie\ns\nshould be provided for all the people of a nation ; that individuals should\nbe\ngiven the opportunity to select that training which is demanded by their re¬\nspective interests and needs; and that every public school system should\ntherefore include adequate provision for vocational education.\nAs a result of the changing\n\nattitude on the part of leaders, as well as the\nmasses, toward vocational education, wre now have an ever increasing amount\nof participation by local and state agencies. According to the 1931 report of\nthe Federal Board for Vocational Education, $3.03, as compared with $2.17\nin 1919, of local and state money for each federal dollar was expended. Of\nthe $32,139,192 expended, less than one-fourth ($7,978,929) was federal\nand more than three-fourths ($24,160,263) was from state and local funds.\nThe $7,978,929 federal funds used was 97.5 percent of the amount available.\nThe\n\nenrolment\n\nin all day, partime, and evening classes in agriculture,\nhome economics, and trades and industries during 1931 was 1,125,000 pupils\nof all ages. The total increase in 1931 over 1930 was more than 60,000.\nThe period of industrial depression, caused by social and economic dis¬\nturbances, has been responsible for most of the unemployment.\nvidual worker has had little or no control over conditions. While\n\nThe indi¬\nvocational\n\neducation cannot deal directly with the causes of unemployment, it may aid\nthe worker materially by fitting him for employment under different con¬\nditions, thus aiding in the solution of the problem of unemployment. Un¬\nemployment brings new responsibility upon local school authorities and ad¬\nministrative agencies.\nThere\n\nis a growing\n\ntendency\n\non the part of leaders to recognize that the\ntraining and placement of physically handicapped persons is a social respon¬\nsibility. The passage of the Vocational Rehabilitation Act of 1920 and sub-\n\n[ 803 ]\n\n"}
{"page": 808, "printed_page": null, "text": "National\n\n804\n\nEducation\n\nAssociation\n\nsequent legislation is an evidence of this change in attitude. Despite the\neconomic depression, the number of persons rehabilitated in 1930-31 in¬\ncreased by 13 percent over the number rehabilitated in 1929-30.\nInvestigations made\n\nduring recent years indicate that the trend in com¬\nmercial education is along the line of formulating statewide programs for\nthe training of commercial teachers, extending state programs to include\nretail selling and salesmanship,\nadults.\n\nAgricultural\n\neducators\n\nand providing\n\nmore\n\neffective training for\n\nhave had to face the recent unfavorable\n\ntrend in\n\nthe economic situation which has led the farmers’ purchasing power on the\npercentage basis to drop from 89 in 1929 to 80 in 1930, and to approximately\n61 in 1931. The farmer has, of course, been forced to become more co¬\noperatively minded in order to save his business. He is looking more and\nmore to organized agricultural agencies for the solution to his problems.\nThe industrial depression has caused many to look with favor upon farming,\none advantage of which is that farmers are becoming better satisfied with\nworking\nThat\n\nconditions and earnings on the farm.\nthe tendency\n\nis to give emphasis\n\nto the economic\n\nphases of home¬\nmaking, stressing the best use of limited incomes, is evidenced by the follow¬\ning statements taken from the Federal Board report for 1931.\nThe importance of the adult homemaker in the solution of economic problem\ns that\nare of such significance at the present time, is being increasingly apprecia\nted, and\nmore and more intelligently interpreted by those who are responsible for\npublic\nschool education. ...\nMuch attention is being given in adult classes to the teaching of home managem\nent,\nthe effective feeding, clothing, and housing of families at low income levels, and\nthe\nbuilding up of sound family morale.\n\nMuch\n\nof the federal, state, and local funds has been used in developing\norganized apprenticeship. Attendance has, in some cases, been voluntary,\nwhile in others it has been compulsory. The trend is that more and more\napprenticeship training is being considered an essential part of the prepara¬\ntion needed in learning a trade, and credit for school attendance is essential\nbefore completing the apprentice course.\nSince the passage of the Smith-Hughes Act providing funds for vocational\neducation in agriculture, homemaking, and trades and industries, there has\nbeen an increasing amount of state legislation for vocational education. In\nfact, each of the 48 states now\n\nhas at least a law accepting the federal funds\nmade available by the passage of the Smith-Hughes Act. The Smith-Bankhead Act of 1920 provided federal funds for vocational rehabilitation, while\nthe George-Reed Law of 1929 provided additional funds for agriculture and\nhomemaking. The bills affecting vocational education now before the present\nCongress\n\ninclude, beside the two bills dealing with unemployment,\n\ntwo bills\n\nfor the education of crippled children ; two bills for vocational rehabilitation ;\none bill for the creating of a federal department of education ; and another\nwhich provides for the creation of a department\n\nof home\n\nand child. The\n\ntwo\n\n"}
{"page": 809, "printed_page": null, "text": "805\nDepartment\n\nof Vocational\n\nEducation\n\nbills for the education of crippled children and the two providing funds\nfor\nvocational rehabilitation, designate the Federal Board for Vocational Edu¬\ncation as the agency for administering the funds made available. The last\ntwo bills, however, propose that the present Federal Board shall be discon¬\ntinued and the administration of funds for vocational education be placed in\na Department of Education with a secretary in the President’s Cabinet. The\naction of Congress on pending legislation will materially affect the trend of\nvocational education in the future.\nSOCIAL\nTHEODORE\n\nTRENDS\n\nB. MANNY,\nMENT\n\nSENIOR\nOF\n\nIN AMERICAN\n\nLIFE\n\nAGRICULTURAL\nECONOMIST,\nAGRICULTURE, WASHINGTON,\nD. C.\n\nU.\n\nS. DEPART¬\n\nThe developments resulting from widespread popularization of numerous\ninventions and discoveries affecting practically every phase of life are the\nmajor forces responsible for most of the profound social changes that have\noccurred in America. Three general trends, each of which involves a whole\nseries of social and economic readjustments, are discussed.\nSociety exists not merely because there are people but because channels of\ncommunication are open between them. Spacial distances between people\nhave been much reduced by changes in transportation and communication.\nPsychical distances, including such lines of separation as are produced by dif¬\nferences in speech, ideals, modes of dress, unequal distribution of wealth,\neducation, etc., in some instances at least, have become more noticeable\nbarriers to free human intercourse as the handicap of spacial distance has\nbeen reduced.\nUrbanization is a complex of socio-economic changes, in part a result of\nimproved transportation facilities. The process of urbanization involves some\nmajor changes in human conduct and in the mental processes that underlie\nand accompany behavior. Crowds, ceaseless changes of many kinds, noise,\nquick tempo, specialization, decentralization of interests within families, com¬\nmercialized recreation, cut-throat competition, and more limitations upon\nindividual freedom, are evidences of an expanding urbanization. Many of\nthem are being infused into rural areas by more or less unconscious adoption\non the part of rural people. More recently, certain advantages of rural life\nare being brought into the urban picture. In the areas whose populations ex¬\nceeded 100,000 each in 1930, only 43 showed increases in the number of\nchildren under 5 years of age, while 90 showed increases in total population\nsince 1920. Any large growth in population of school age in certain parts\nof the country will be increasingly offset by declines elsewhere. On the other\nhand, the increasing proportion of older adults who are unemployable in\nmany lines of work brings increasing demands for vocational rehabilitation\nfor this group.\nIn the light of these trends, vocational education appears to have some\nexpanding opportunities. Its teaching technics are well adapted to the de¬\nmands of the sophisticated “teen” age student both in urban and rural areas.\n\n"}
{"page": 810, "printed_page": null, "text": "806\n\nNational\n\nEducation\n\nAssociation\n\nVocational education can provide training to city people who desire\nto under¬\ntake hobbies as a more constructive use of their increasing off-wo\nrk time.\nThe gieatei need for vocational rehabilitation has been indicated\nalready,\nand finally, vocational education seems to afford an enlarged\npossibility in\nhelping people make the increasing readjustments that seem to be a produc\nt\nof our rapidly changing civilization.\nSIGNIFICANT TRENDS\nAND\nFIELD OF HOME\n\nDEVELOPMENTS\nECONOMICS\n\nIN THE\n\nSERVICE,\n\nADELAIDE\n\nS. BAYLOR,\n\nCHIEF,\n\nHOME\n\nECONOMICS\n\nEDUCATION\n\nFEDERAL\n\nBOARD\n\nVOCATIONAL\n\nEDUCATION,\n\nWASHINGTON,\n\nFOR\n\nD. C.\n\nIn the last decade, trends and developments in the field of home econom\nics\neducation have taken on a definiteness that makes it possible to speak\nof them\nin fairly assured terms as significant and as permanent, probab\nly, as most\nsituations today in a rapidly changing social and economic life.\nAmong those of most significance and those that are really usheri\nng in a\nnew era in home economics education may be mentioned the\nfollowing i\n1‘ A better interpretation and utilization of all avail\nable resources\nof securing\n\nfor purposes\n\na. Functioning information — a kind of information that\nis\nthe local needs for education in the field of home econo of value in defining\nmics\n\nb. A content from these resources as well as from\nthe generally accepted field\nof home economics that will be of service, and will\nmake the definite field\nof home economics content function better\nc. Cooperation with other agencies working for home\nbetterment, that can\noffer usable information on local conditions and needs\nd. Acceptance and use by the instructor of certain experiences\nand information\nfrom the learners, not hitherto in her possession.\n2. An application of content to real conditions with a view\nto tangible betterment\nin home and family life:\na. Foods taught in closer relation to local and racial\nstandards\nlocal and racial usages\n\nof living and\n\nb. Selection and construction of clothing taught in closer\nrelation to actual\nwardrobe needs and possibilities\nc. Individual and family tastes and actual budgets made\nteaching home planning and furnishing\n\na larger factor in\n\nd. Actual and desirable contacts of students with childr\nen used in applying\nprinciples of child care and training\ne. All types of school instruction supplemented with the\ncarrying out of such\npiojects as are a normal part of home and family life and\nconducive to\nhome improvement.\n3. Making definite and successful attempts to really apply\nthe adage, “The whole\npeople must take upon themselves the education of the\nwhole people, and must\nbe willing to bear the expense of it.” (James Madison.)\na. Expansion of program in adult education, with better organiz\nation of con¬\ntent and methods of instruction\nb. Greater interest in the education of employed youth with\nclearer objectives,\nbetter organization of content and methods more applicable\nto their back¬\nground and needs\nc. More flexible programs for girls in fulltime schools to\nprovide\ngroups where school mortality is high.\n\nfor these\n\n"}
{"page": 811, "printed_page": null, "text": "807\nDepartment\n\nof\n\nVocational\n\nEducation\n\n4. Greater realization of the necessity for ascertaining to what extent the home¬\nmaking instruction is of real service to individuals and communities.\na. Seeking to discover desirable changes in pupils in relation to food and\nclothing habits, attitudes, and conduct in the domain of child life, and\ninterest in problems of home and family life\nb. Establishing standards for determining whether there has been improve¬\nment in home sanitation, health conditions, care of the sick, expenditure of\nincomes, and family relationships\nc. Attempting to ascertain to what extent parts of communities, neighbor¬\nhoods, or larger sections where homemaking is taught, have been notice¬\nably affected by the instruction.\n5. A more serious consideration\neconomics teaching.\n\nof “Who\n\nshould\n\nbe who”\n\nin the field of home\n\na. Earnest endeavor to set up some standards other than those merely scholas¬\ntic, for entrance to pre-employment teacher training courses in home eco¬\nnomics\nb. An actual charting of the problems involved in the responsibilities of the\nhomemaking teachers in order to determine types of individuals and train¬\ning that will make effective the discharge of these responsibilities\nc. A setting up of summer school courses for the training of home economics\nteachers in service, that are based on an actual study of needs in the field\nof teaching home economics and not on advances in technical content for\na degree\nd. The employment of state and local supervisors and of itinerant teacher\ntrainers whose specific duties are those of studying the status of instruction\nin home economics, the capabilities and deficiencies of teachers, noting those\nwho can and will be served by an in-service training and what it shall be,\nand directing if possible into other fields of work those who cannot and\nwill not be served by such training\n\ncertain very definite fundame\nntal\nsuch as\n\ntraining\n\nas a prelimi\nn\n\nary\n\nto teaching\n,\n\n(1) Facilities for rounding out thru application in a home-management\nhouse the various courses pursued in the teacher-training curriculum\nand integrating the various types of content and experiences in\nrelation to home and family life\n(2) Opportunity for potential teachers to do supervised teaching in\nschools and classes of the type they will enter when the pre-employ¬\nment teacher-training courses are completed, and of living for at\nleast a brief time in the localities in which these schools and classes\nare located.\n\n6. A decided promulgation\n\nof the principle that training for the teaching of home\n\neconomics does not cease with a bachelor’s or master’s or a doctor’s degree but\ncontinues thru the entire teaching life because\na. Science and invention are making new and effective and vital discoveries\nin home economics content and appliances\nb. Conditions — physical, social, and economic — are changing\nc. New methods of teaching are being developed\nd. New points of view are coming to the front as to the ultimate goal of all\nhome economics instruction\n\ne. New relationships with other fields of content\ndeveloped\n\nare being disclosed and\n\nf. The service of home economics instruction not only to the home but to all\nfields of material production is being sensed by the business men in manu¬\nfacturing and commercial fields.\n\n"}
{"page": 812, "printed_page": null, "text": "808\n\nNational\n\nEducation\n\nAssociation\n\nThese situations call for new and modified training\nof teachers not only\nin service, but for a preservice training that is flexible\nand lends itself to\nadaptation in changing conditions.\nCHANGING\nWESLEY\n\nPROBLEMS\n\nA. O LEARY,\n\nIN VOCATIONAL\n\nPRESIDEN\nAMER\nTRT,\nENTO\nN, ICAN\nN. J.\n\nEDUCATION\n\nVOCATIONAL\n\nASSOCIATION,\n\nSince the days of the Civil War the tempo of industrial\nlife has greatly\nincreased and radical changes in the organization of\nindustry have taken\nplace. Many of the older occupations such as cabinet making,\nwheelwrightmg, and blacksmithing have disappeared. At the same time, new\nindustries\nand neu occupations have come into existence and other indus\ntries such as\nthe making of shoes and men’s clothing have materially chan\nged\nacter. 7 he most impressive thing about many of the newer indus their char¬\ntries is their\nsize and the rapidity with which they have developed.\nModern industry is so complex that the factors responsible for\nchange are\nnot always easily identified. Among these factors are research,\nrefinement of\nmeasurement, and the development of power. As a result of indust\nrial change\nthere has been a marked increase in recent years in\nunit production per\nworker and this in turn has enabled industry to increase its\noutput in many\nfields and do it with fewer workers. Another result of industrial\ndevelop¬\nments is socalled technological unemployment. Still another\nresult is the\nspecialization of the worker.\nThe changing conditions of industry raise many new questions for\nvoca¬\ntional education, among which the following are of special import\nance:\n1. The cultivation of more practical and effective method\ns of pupil guidance\n2. The development of training that will result, as far\nas possible, in greater\nadaptability on the part of the worker\n3. Elimination\n\nof obsolete practises and disappearing occupations\n4. More careful selection both of pupils and subjectmatter\nfor the highly skilled\nand the technical occupation. More effective education for those\nwho enter the\nlower levels of industry\n\n5. Wider extension of retraining for workers\nof technological or economic changes\n\nthrown\n\nout of employment\n\n6. More attention to the social significance of industry and\nchanging industrial conditions.\n\nOUR\n\nJOB— STANDING\n\nR. L. COOLEY,\n\nAT\n\nTHE\n\nbecause\n\nthe implications of\n\nCROSSROADS\n\nDIRECTOR, MILWAUKEE\nVOCATIONAL\nMILWAUKEE,\nWIS.\n\nSCHOOL,\n\nThe threshold out of school is the threshold into life. When the young\npeople tioop out of school into life, they have come to a critical time.\nThe great waste in our economic life, greater than any other, is the human\nmaterial that is junked early because of the irrational, wasteful, unintelli¬\ngent method\n\nof orienting our young\n\npeople into their life’s work. As they\n\n"}
{"page": 813, "printed_page": null, "text": "Department\n\nof\n\nVocational\n\nEducation\n\n809\n\ncome out of school they look like children, but they\nare, nevertheless, our\njoungest stratum of adults. They, themselves, unconsciou\nsly take the pose\nof adults, adopt the psychology of adults as well as youth\ncan do it, lacking\nexperience, and in great need of counsel, educational presc\nription, and guid¬\nance — not the kind of guidance that comes from a singl\ne interview, but the\nkind of guidance that comes from continuous associatio\nn thru a period of\nmonths or years. The need is for a plan for each life.\nThe school must from its inception apply the idea of indiv\nidual counsel\nand assistance thru years. In so doing, the institution will grow\nin its capacity\nto meet intelligently and effectively the guidance needs of the juveni\nle working population of the city. It must become natural and logical for the\nstudents\nto look to the school for aid in securing employment, and\nfor employers to\nendeavor to secure their young workers thru the school.\nThis work must be the foundation of the school. Ample physic\nal facilities\nmust be developed parallel with department personnel. Placement,\nfield co¬\nordination, follow-up, apprentice promotion, assignment and transf\ner, and\nguidance thru the classroom teacher, seems the logical plan.\nIn order to get the job well done, it must be made one certain person\n’s\nlesponsibility to organize. As the plan includes greater numbers,\nand as its\nfunctions extend, increasing complexity makes it imperative to delega\nte the\nresponsibility for all aspects of guidance. The program must develo\np so that\nevery faculty member participates, and the central office must be merely\na\nunifying agency calculated to conserve the energy by obviating duplic\nation,\noverlapping, and disorderly procedure. The central office must be merely\na\nservice to the teachers, each of whom must be a tentacle of the guidan\nce and\nplacement department, and seriously feel his responsibility for this\nfunction,\nunified thru the central office.\nLeadership of the department must result in improved practises; the\npro¬\ngrams must be shaped so that the guidance will actually be achieved\n; the\nfaculty must be imbued with the necessity of this guidance work ; funda¬\nmental principles must be formulated ; defects of present and future trends in\nguidance procedure must be interpreted ; and the whole organization must be\ninspired to make guidance live, vivid, and forceful.\n. The guidance office can be compared to a service station where informa¬\ntion, directions, and motive power are obtained. At the school’s service sta¬\ntion, information may be secured on new occupations, trends or develop¬\nments, on child labor laws, on methods dealing with stubborn cases, and on\njuvenile employment opportunities. Without this service, each instructor\nwould be required to collect all this information, or, failing in this, would\nbe only partially meeting the needs of his students. All records can be cen¬\ntered in this office, all reports made here, all clerical work and correspond¬\nence disposed of, and as much as possible of the burden of routine work\ntransferred from the teaching force.\nThe central office cannot be dismissed without a reference to the necessity\nof maintaining harmonious and businesslike relationships with outside in¬\nterests of the community. The staff of the office can assist by ( 1 ) making\n\n"}
{"page": 814, "printed_page": null, "text": "810\n\nNational\n\nEducation\n\nAssociation\n\nappointments for instructors desiring to make field calls, (2) arranging fac¬\ntory visits, (3) clearing up misunderstandings, (4) correcting cases of mal¬\nadjustment, and (5) making contacts leading to the placement of unusual\npupils. The department must be used as a medium to connect the school\nwith the outside, and to interpret the one to the other. Thus only can our\njob be accomplished.\nMEASURING\n\nZ. M.\n\nEFFECTIVENESS\nOF INSTRUCTION\nVOCATIONAL\nAGRICULTURE\n\nSMITH,\n\nSTATE\n\nDIRECTOR\n\nOF\n\nINDIANAPOLIS,\n\nThe problem is concerned\n\nVOCATIONAL\n\nIN\n\nEDUCATION,\n\nIND.\n\nwith the pupil rather than with the teacher.\n\n“What are the results of instruction as evidenced by the effect produced\nupon the learner?” is the viewpoint in this study.\nThe problem is concerned with instruction of the pupil from the begin¬\nning of his enrolment in a vocational class until his final withdrawal from\nthe direction or supervision of a vocational agriculture teacher. Thus it is\npossible in this study to follow a student thru an indefinite period of mem¬\nbership in succession in all-day classes, partime classes, and evening classes.\nOn the other hand the study may be limited in any given case to the period\nof the student’s membership in only one type of class.\nThere are three major phases of this study:\n1. The task of stating in specific terms the goals to be attained by the learner.\n2. The task of setting up adequate and approved criteria by which to determine\nfrom time to time the progress the learner is making toward specified goals, and by\nwhich to determine whether and when the learner attains one or more of these goals.\n3. The application of these criteria to scientifically selected cases constituting a\nsufficient percentage of the total number of cases in a school, a county, a state, the\nUnited States, to justify the statement of definite judgments and conclusions.\n\nThe criteria and technic evolved for these three major phases of the study\nshould be such as to be applicable to one school, one county, one state, and to\nthe United States as a whole.\nThe data obtained should be classified under headings designating the\nvarious methods of instruction employed by vocational agriculture teachers,\nif such classification is feasible. It is important that the relative effectiveness\nof different methods of instruction be determined.\nIn the study of either all-day, partime, or evening-class students, the same\nkind of data that is secured on these students should be secured on an equal\nnumber\n\nof persons in the same community,\n\nof approximately\n\nthe same age\n\nand amount of farm experience, who have not received and who do not re¬\nceive instruction in vocational classes.\nProvision must be made for taking full account of the native and acquired\nassets of the individual learner. Mental surveys, prognostic and achievement\ntests should be used in the study of each individual, because it is not only\nnecessary to know what the learner is expected to achieve as the minimum\n\n"}
{"page": 815, "printed_page": null, "text": "Department\n\nof\n\nVocational\n\nEducation\n\n811\n\nand maximum goals in a given job or responsibility, but it is equally neces¬\nsary to know how far on the road to the achievement of the given goal the\nlearner has progressed at any stage of the process. It is important to ascertain\nwhat the learner knows and what he can do at the beginning of his instruc¬\ntion in agriculture and to ascertain the degree of progress he reaches from\ntime to time. It is important to know the learner’s potential ability to achieve,\nand to know how his environment has affected his learning and achievement\nin agricultural enterprises.\nIn this study, data should be secured that will provide for taking due ac¬\ncount of the influence upon the learner of other types of agricultural instruc¬\ntion such as is secured thru agricultural extension, farmers’ institutes, 4-H\nclubs, farm bureau or grange activities, agricultural publications, and similar\nagencies.\nThis study should deal with both the economic and the social aspects of\ncitizenship.\nThe\n\nteacher of vocational agriculture is responsible, primarily, for in¬\n\nstruction dealing with the economic aspects of the learner’s responsibilities.\nThe social aspects of citizenship are equally important and must not be im¬\npaired by instruction that either over-emphasizes the importance of economic\nfactors and aims or under-emphasizes the importance of social factors and\naims. While the major responsibility of the vocational agriculture teacher\nis to direct the student in attaining economic objectives in the business of\nfarming, yet he should direct him in such a manner as not to impair his prepa¬\nration for meeting in full his social responsibilities.\nThe preceding paragraphs contain the essentials of the first report of the\ncommittee which is directing this study on “Measuring the Effectiveness of\nInstruction in Vocational Agriculture.” With the problem and some of its\nessential aspects thus defined, the committee proceeded to develop the study\nin its three phases. Phase one is the task of clearly defining the goals to be\nattained by the learner. Phase two is the task of providing criteria by which\nto determine whether and when the learner shall have attained a given goal.\nPhase three is the task of applying the criteria to a sufficient number of cases\nto justify a statement regarding the demonstrated effectiveness of the in¬\nstruction given.\nIn accordance with the recommendation of the committee that the study\nbe self-contained for each state, Indiana proceeded with the study. The\nphases of the three-fold problem as applied to Indiana were set up definitely\nas follows:\n1. The economic objective to be attained by the learner in vocational agriculture\nin Indiana is a profitable business in farming\n2. The criterion by which to determine whether or not the farm business of a given\nfarmer is profitable is his annual labor and management wage\nThe factors considered as determining the annual labor and management wage are:\n(a) size of business ; (b) balance of the farm business; (c) production efficiency;\nand (d) efficiency of operation\n3. Indiana has taken preliminary steps for applying the above specified criteria\nto the farmer-training\n\nprogram\n\nof students in all-day classes.\n\n"}
{"page": 816, "printed_page": null, "text": "812\n\nNational\n\nEducation\n\nAssociation\n\nWe believe the learner will not have atta\nined a given goal in a given\noperative or managerial job until he habitually\nputs into practise in actual\ntarm activities the best known information and\nperformance for that particular job. In other words, the learning process\nwill not have been com¬\npleted relative to a given job or group of jobs unti\nl the learner knows and\nGoes, habitually, everything necessary to achieve his poss\nible maximum attain¬\nment m that job or group of jobs. Habitual performa\nnce on the highest level\nobtainable for a given learner is the only valid evid\nence of completed learn¬\ning. Mere possession of information is not learning\n. Correlative performance\nis required. What the learner “knows and does\n” determines the annual\nlabor and management wage he realizes from his\nfarm business. Therefore,\nin laying out a student’s farmer-training program\nadequate provision must\nbe made for his securing practical experience with\nreal farm problems and\njobs.\nWHAT\n\nH.\n\nCONSTITUTES\nA SANE PROGRAM\nOF VOCATIONAL\nEDUCATION\nFOR RURAL AMERICA?\n\nV. HOLLOWAY,\n\nSTATE\n\nSUPERINTENDENT\nDOVER, DEL.\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nThe complexity of our civilization has put preparation\nfor life for children\neyond the teaching ability of the average family and\nmade it a concern and\nobligation of the whole community. Life consists\nnot only in knowing how\nto live but in knowing also how to make a living. Our\npublic education pro¬\ngrams must keep both of these aspects in mind for both\npresent real needs.\nWe think of vocational education as apart from other\nphases of education\nonly because it has come as a result of our realization of\nour former educa¬\ntional shortcomings. Another decade will, we hope,\nmake the teachers of\nagriculture and home economics, for instance, realize\neverywhere that they\nare as much a part of our educational system as are the\nteachers of history\nand mathematics. In endeavoring to answer the quest\nion which has been\nassigned to us, we shall assume that whatever the prog\nram, it is meant that\nit is one to be publicly supported, principally, at least\n, by taxation.\nTo be sane, any educational program so supported must have the\nfollow¬\ning characteristics:\n1. It must be justified by its contribution to the public\nwelfare\n2. There must be a real need for the program, both\nfrom the standpoint of the\ncommunity and from that of the individual for whom\nit is planned\n3. The cost of the program must be reasonable\n4. It must be in keeping as far as possible with the princi\nple of equality of educa¬\ntional opportunity\n5. It must contribute highly to the welfare\nadvantage of its provisions\n\nand happiness of the persons who\n\ntake\n\n6. It must be adapted to individual differences as well as\nto individual needs.\n\nBy vocational education we mean “the specific training of indivi\nduals for\nsome useful employment” (Cubberley), in such activities\nas trades and in-\n\n"}
{"page": 817, "printed_page": null, "text": "Department\n\nof\n\nVocational\n\nEducation\n\n813\n\ndustries, agriculture, commerce, home economics, and callings based thereon.\nIn our discussion, vocational education will be understood as limited to the\nsecondary school ; that is, grades 7 to 12, inclusive.\nThe term ‘‘rural” in connection with vocational education always sug¬\ngests agriculture for boys, and perhaps home economics for girls. Inasmuch\nas practically all girls will in the nature of things have need for some\nknowledge and, perhaps, some skill in home duties, it seems quite obvious that\nevery girl should be given some opportunity somewhere in her course of\ninstruction to acquire the desirable facts and skills required for homemaking.\nBut to require all boys born on the farm to study agriculture with the idea\nof becoming farmers would be bad both for the boys and the industry. A\nhoy should be given an opportunity of entering that vocation for which his\nnatural abilities best fit him. To require farm-born boys to be farmers is\nas bad as to require the sons of doctors to be doctors. Besides there are\nalready too many farmers — particularly too many\nfarmers make farmers poor.\n\npoor farmers, and poor\n\nThe term “rural” in connection with schools generally suggests the notion\nof small institutions of few teachers and limited opportunities outside of\nthe merest book essentials of an education. Where such conditions exist, only\nthe most elemental prevocational activities are possible and then only with\nthe most outstanding types of teachers. Larger vocational opportunities are\npossible only where children from large rural areas are brought together in\nconsolidated schools. In some sections of our country this is impossible, and\nconsequently equal educational opportunity for such is, and perhaps always\nwill be, an unattainable goal.\nThere are over 3000 different occupations by which men and women earn\ntheir livings. It is obviously impossible for even the largest urban schools\nto give specific training for such a variety of callings. There are, however,\nsome activities more fundamental than others, the learning of which will\ngive an insight into many others more or less closely related thereto. A sane\nprogram\n\nof vocational education for rural America should give every child\nin the country the opportunity of attending a secondary school in which there\nis provided :\n1. A course in vocational\n\nagriculture\n\n2. A course in the practical arts including woodwork,\ndrawing\n3. A course in home economics\n4. A course in commercial\n\nmetal work, and mechanical\n\nsubjects\n\n5. A teacher or teachers specially prepared\n\nfor vocational counseling or guidance.\n\nIn this program for the children, there should be opportunities for partime\nclasses in agriculture for boys between sixteen and eighteen who have left\nschool, and evening classes for boys above eighteen, and men. There should\nlikewise be made available similar opportunities for girls and women in home\neconomics. With the increased amounts which the federal government and\nthe several states are appropriating to schools, the above activities can become\n\n"}
{"page": 818, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\na part of the curriculum of the large schools in\nrural sections without\nburdening the local taxpayers to a point beyond the\nvalue of the services\nrendered.\nWe\n\nspeak of good citizenship as the prime purpose of\npublic education,\nbut to be a good citizen requires more than skill in the\nthree R’s; more\nthan knowledge of the history and government of our\ncountry; more than\na mind favorably disposed towards our institutions; more\nthan appreciation\nof the beautiful in art and literature; more than abilit\ny to adjust one’s self\nsocially with his fellows. To be a good citizen, one must\nadd to all of these\nthings the ability to make a living, an ability, the devel\nopment of which\ndemocracy owes to its citizens for its own preservati\non and its highest\nwelfare.\nHOTEL\nWILLIAM\n\nL. CALEY,\n\nSERVICE\n\nTRAINING\n\nEXECUTIVE\nSECRETARY, MONROE\nOF COMMERCE,\nSTROUDSBURG, PA.\n\nCOUNTY\n\nCHAMBER\n\nHotel sei vice training is probably the newest vocational\nundertaking of\nthe Vocational Bureau of the Department of Public Instruction\nof the Com¬\nmonwealth of Pennsylvania. In the brief period of time allott\ned to me to\ndiscuss this subject, I would like to give you some idea first of\nall as to why\nwe asked for this training and why the state provided it, and\nthen how the\nwork was set up and carried forward.\nMonroe\n\nCounty\n\nis located in the northeastern part of Pennsylvania and\nwhile, of course, the name of the county is not so very important,\nI would\nlike you to remember the names of the Pocono Mountains, Delaware Water\nGap, and the Stroudsburgs. It is in this resort region that the state\nput\nforth its first venture in hotel service training.\nIn a country where the hotels mean so much as they do to us everyt\nhing\nshould be done to help further their interests because what is to their ad¬\nvantage is an advantage to all of us.\nAfter making\n\na very brief survey of employment\n\nin our hotels we\n\nfound\n\nthat the majority of the employees were coming in from other parts of\nPennsylvania, New York, New Jersey, and New England. The reason for\nthis wras because local citizens were not trained. We found that the\nyearly\nturnover was approximately 500 employees. Some day we hope to be able\nto stop this, and also, thru providing training, to stop the great influx of\nhotel employees. Just think what it will mean to our entire region when we\ncan take care of that employment.\nThe State Council of Education carefully studied the matter and finally\ndecided to authorize the establishment of hotel service training classes.\nDuring\n\nJanuary\n\nof this year John\n\nD. Storm\n\nwas\n\nappointed\n\nto the State\n\nDepartment of Public Instruction and given charge of the supervision\nof\nthis new educational project. Immediately in conjunction with L. D. Dennis\nand Mrs. Edith D. Davidson\nset out to organize the work.\n\nof the Department\n\nof Public Instruction they\n\n"}
{"page": 819, "printed_page": null, "text": "Department\n\nAfter\n\nmaking\n\nan exhaustive\n\nsupply to be meager,\n\nof Vocational\n\n815\n\nEducation\n\nsearch for available material we\n\nconsequently\n\nit made\n\nthe work\n\nmuch\n\nfound\n\nmore\n\nthe\n\ndifficult.\n\nBy having a meeting with a group of hotel people we found out what they\nwanted taught and then at a series of meetings of a few of us and home\neconomic\n\nteachers we\n\ndecided how\n\nto teach it. After many\n\nrevision a series of courses was finally drawn\nThe\n\nhotel service training courses\n\npositions: waitresses, waiters\nwomen,\nwere\n\nand\n\nup.\n\ngave instruction\n\nbus\n\ncorrections and\n\nboys, bellmen,\n\nfor the following\nmaids,\n\nlinenroom\n\nand assistant cooks. In -a majority of the courses fourteen\n\ngiven at each center by the regular instructors. There\n\ninteresting lecture on the importance\n\nwas\n\nlessons\n\nalso a very\n\nof good health and the health certificate\n\nby a representative of the State Department\n\nof Health, another\n\nlecture by\n\nan employee of one of the hotels, using a trained waitress to talk to the\nwaitress classes and a bellman to the bellman classes and so forth and a\nlecture by the manager\n\nof one of our large hotels giving his ideas of hotel\n\noperation.\nThese\n\ncourses held in the high schools were\n\ntraining under\nmore\n\nactual conditions in the hotels. Some\n\nhotel experience than others, consequently\n\nThe\n\nMonroe\n\nbureau\n\nand we\n\naugmented\n\nCounty\n\nChamber\n\nof the courses required\n\nthe number\n\nof Commerce\n\nby a series of\nvaried.\n\nhas set up\n\nare trying to find positions for as many\n\nof these trainees as\n\npossible. So far we have secured positions for over one hundred\nas time goes on we hope to do better.\nIt is the fondest hope of the hotel men\nthat the State Council\n\nof Education\n\nbe carried on from year to year. We\n\na placement\n\nand the Chamber\n\nwill grant permission\n\nof them and\nof Commerce\n\nfor this work\n\nto\n\nbelieve it will be a great benefit to the\n\ncitizens, hotel people, and region in general both from\nan economic standpoint.\n\nan educational\n\nand\n\n"}
{"page": 820, "printed_page": null, "text": ".\n\n"}
{"page": 821, "printed_page": null, "text": "Associational\n\nRecords\n\nand Information\n\n"}
{"page": 822, "printed_page": null, "text": ""}
{"page": 823, "printed_page": null, "text": "Associational\n\nRecords\n\nand Information\n\n1857—1870\nThe\n\nNational\n\nOrganized\n\nTeachers\n\nAugust\n\nAssociation\n\n26, 1857, at Philadelphia,\n\nPurpose — 7 o elevate the character\n\nto promote\n\nsion of teaching and\nUnited States.\nThe\n\nname\n\nof the Association\n\n15, 1870, to the “National\n\nPennsylvania.\n\nand advance\n\nthe interests of the profes¬\n\neducation\n\nthe cause of popular\n\nwas changed\n\nEducational\n\nin the\n\nat Cleveland, Ohio, on August\n\nAssociation.”\n\n1870—1907\n\nNational\n\nEducational\n\nAssociation\n\nIncorporated\n\nunder\n\n1886, under\n\nthe name,\n\nthe laws of the District of Columbia,\n“National\n\nchanged to “National\nNovember 6, 1886.\n\nNational\n\nunder\n\nEducational\n\n1907Association of\n\nEducation\n\nIncorporated\n\nEducation\n\nAssociation,”\n\nAssociation,”\n\nthe\n\nwhich\n\n24,\nwas\n\nby certificate filed\n\nUnited\n\na special act of Congress,\n\nFebruary\n\nStates\n\napproved\n\nJune\n\n30, 1906,\n\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\n\nINCORPORATE\nOF\n\nINCORPORATION\n\nTHE NATIONAL\nEDUCATION\nTHE UNITED STATES\n\nBe it enacted by the Senate and House\nAmerica in Congress assembled:\nSection\n\n1. That\n\nthe\n\nfollowing-named\n\nASSOCIATION\n\nof Representatives\n\nof the United\n\npersons,\n\nnow\n\nwho\n\nare\n\nofficers\n\nStates of\nand\n\ndirec¬\n\ntors and trustees of the National Educational Association, a corporation\norganized\nin the year eighteen hundred and eighty-six, under the Act of General Incorpora¬\ntion of the Revised Statutes of the District of Columbia, viz:\nNathan\n\nC. Schaeffer, Eliphalet Oram Lyte, John W. Lansinger, of\nList of\nPennsylvania; Isaac W. Hill, of Alabama; Arthur J. Matthews, Incorporators\nof Arizona; John H. Hinemon, George B. Cook, of Arkansas;\n\nJoseph O’Connor, Josiah L. Pickard, Arthur H. Chamberlain, of California; Aaron\nGove, Ezekiel H. Cook, Lewis C. Greenlee, of Colorado; Chari es H. Keyes, of\nConnecticut; George W. Twitmyer, of Delaware; J. Ormond Wilson, William T.\nHarris, Alexander T. Stuart, of the District of Columbia; Clem Hampton, of\nFlorida; William M. Slaton, of Georgia; Frances Mann, of Idaho; J. Stanley\nBrown, Albert G. Lane, Charles I. Parker, John W. Cook, Joshua Pike, Albert R.\nTaylor, Joseph A. Mercer, of Illinois; Nebraska Cropsey, Thomas A. Mott, of\nIndiana; John D. Benedict, of Indian Territory; John F. Riggs, Ashley V. Storm,\nof Iowa; John W. Spindler, Jasper N. Wilkinson, A. V. Jewett, Luther D. Whitte-\n\n[819]\n\n"}
{"page": 824, "printed_page": null, "text": "820\n\nNational\n\nore, of Kansas;\n\nWilliam\n\nEducation\n\nHenry\n\nAssociation\n\nBartholomew,\n\nof Kentucky;\n\nWarren\n\nEaston, of\nFHntS,aM\n5 J°Hn M\n\"A\name; M- BatCS Stephens> of Maryland; Charles W.\nlot Maiy\nH Hunt , Henry T. Bailey, of Massachusett\ns; Hugh A. Graham,\n^,hailes, G. White, William H. Elson, of Michigan;\nWilliam F. Phelps, Irwin\nePaid, John A. Cranston, of Minnesota; Rober\nt B. Fulton, of Mississippi; F.\nLouis So Id an, James M. Greenwood, Will\niam J. Hawkins, of Missouri; O^car\nT CiaiI’ °'M“;\n\nGeorge\n\nL* 'Towne,\n\nof Nebraska\n\n; Joseph\n\nE. Stubbs,\n\ncTl E'™ ^ uf Hampshire ’ James M* Green, John Enright, of New Jersey ;\nChailes M. Light, of New\nof Nevada;\n\nMexico; James H. Canfield, Nicholas Murray\nButler,\nWilliam H. Maxwell, Charles R. Skinner,\nAlbert P. Marble, James C. Byrnes, of\nNew York, James Y. Joyner, Julius Isaac Foust,\nof North Carolina; Pitt Gordon\nvnowlton of North Dakota; Oscar T. Corson,\nJacob A. Shawan, Wells L. Griswold,\no Ohio; Edgar S. Vaught, Andrew R. Hickham,\nof Oklahoma; Charles Carroll\nStratton, Edwin D. Ressler, of Oregon; Thomas\nW. Bicknell, Walter Ballou Jacobs\nof Rhode Island; David B. Johnson, Robert P.\nPell, of South Carolina; Moritz\n™ i£ ^ Jranger’ of.South Dakota; Eugene F. Turner, of Tennessee; Lloyd E.\nWolf, of Texas; David H. Christensen, of Utah;\nHenry O. Wheeler, Isaac Thomas\nof Vermont; Joseph L. Jarman, of Virginia; Edward\nT. Mathes, of Washington*\nT. Marcell us Marshall, Lucy Robinson, of West\nVirginia; Lorenzo D. Harvey of\nWisconsin ; Thomas T. Tynan, of Wyoming; Cassia\nPatton, of Alaska; Frank’ H.\na I, of Porto Rico; Arthur F. Griffiths, of Hawaii;\nC. H. Maxson, of the Philip¬\npine Islands; and such other persons as. now are\nor may hereafter be associated\nwith them as officers or members of said Assoc\niation, are hereby incorporated and\ndeclared to be a body corporate of the District\nof Columbia by the name of the\nNational Education Association of the United States\n,” and by that name shall be\nknown and have perpetual succession with the power\ns, limitations, and restrictions\nherein contained.\nSec.\n\n2. That\n\nthe purpose\n\nand\n\nobject\n\nof the\n\nsaid\n\ncorporation\n\nshall\n\nbe to elevate\n\nthe character and advance the interests of the profes\nsion of teaching and to pro¬\nmote the cause of education in the United States.\nThis corporation shall include\nNational Council of Education and the following\ndepart-\n\nurpose and\nDepartments\n.\n\nments, and such others as may hereafter be created by\norganization or consolidation, to wit: The Department\ns, first, of\nSuperinten\ndence;\n\nsecond, of Normal\n\nSchools; third, of Elemenary Education; fourth, of Higher Educatio\nn; fifth, of Manual Training; sixth, of\nrt Education; seventh, of Kindergarten\nEducation; eighth, of Music Education;\nninth, of Secondary Education; tenth, of\nBusiness Education; eleventh, of Child\nEducation ^ thirteenth, of Natural Science Instruction;\nfourtcen'iT\nuiteenth ofiVi,\nSchool^f!'®.1\nAdministration; fifteenth, the Library\nDepartment; sixteenth,\nof Special Education; seventeenth, of Indi\nan Education; the powers and duties\nant the numbers and names of these\ndepartments and of the National Counc\nil\nof Education may be changed or abolished\nat the pleasure of the corporation, as\nprovided in its bylaws.\nSec.\n\n3. That\n\nthe\n\na common\n\nsaid\n\ncorporation\n\nshall\n\nfurther\n\nhave\n\npower\n\nto have\n\nand\n\nto use\n\nseal, and to alter and change the same\nat its pleasure; to sue or to be\nsued in any court of the United States, or\nother court of competent jurisdiction,\n\nPowers of\nCorporation\n\nt0 make, b^laws not inconsistent with the provisions of this\na<? °r\n°[her C,onstl.tution of. the United States; to take or re¬\nceive\n, whet\n\nby gift, grant, devise, bequest, or purchase,\nanv\nreaI or personal estate, and to hold, grant\n, convey, hire or\nse e same for the purpose of its incorpor\nation; and to accept and admin¬\nister any trust of real or personal estat\ne for any educational purpose within the\nobjects of the corporation.\n\n"}
{"page": 825, "printed_page": null, "text": "Associational\n\nRecords\n\nand Information\n\n821\n\nSec. 4. That\n\nall real property of the corporation within the District of Columbia\nwhich shall be used by the corporation for the educational or other purposes of the\ncorporation as aforesaid other than the purposes of producing income, and all per¬\nsonal property and funds of the corporation held, used, or\ninvested for educational purposes aforesaid, or to produce Property to be\nincome to be used for such purposes, shall be exempt from\nTax-Exempt\ntaxation; provided, however, that this exemption shall not\napply to any property of the corporation which shall not be used for, or the\nincome of which shall not be applied to, the educational purposes of the corpora¬\ntion; and, provided further, That the corporation shall annually file, with the\nCommissioner of Education of the United States, a report in writing, stating in\ndetail the property, real and personal, held by the corporation, and the expenditure\nor other use or disposition of the same, or the income thereof, during the preceding\nyear.\n\nSec. 5. That the membership of the said corporation shall\nconsist of three classes of members — viz, active, associate, and\ncorresponding — whose qualifications, terms of membership,\nrights, and obligations shall be prescribed by the bylaws of the\nSec. 6. That the officers of the said corporation shall be a\nPresident, twelve Vicepresidents, a Secretary, a Treasurer,\na Board of Directors, an Executive Committee, and a Board\nof Trustees.\n\nMembers\n\ncorporation.\nOfficers\n\nThe Board of Directors shall consist of the President, the First Vicepresident, 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\n\nof the said Association\n\nnow\n\nliving, and\n\nall future\n\nPresidents of the Association hereby incorporated, at the close of their respec¬\ntive terms of office, shall be members of the Board of Directors for life. The\nBoard of Directors shall have power to fill all vacancies in their own body; shall\nhave in charge the general interests of the corporation, excepting those herein\nintrusted to the Board of Trustees; and shall possess such other powers as shall be\nconferred upon them by the bylaws of the corporation.\n\nThe Executive Committee shall consist of five members, as follows: the President\nof the Association, the First Vicepresident, the Treasurer, the Chairman of the\nBoard of Trustees, and a member of the Association, to be\nchosen annually by the Board of Directors, to serve one year.\nExecutive\nThe said committee shall have authority to represent, and to\nCommittee\nact for the Board of Directors in the intervals between the\nmeetings of that body, to the extent of carrying out the legislation adopted by the\nBoard of Directors under general directions as may be given by said board.\nThe Board of Trustees shall consist of four members elected by the Board of\nDirectors for the term of four years, and the President of the Association, who\nshall be a member ex officio during his term of office. At the first meeting of\nthe Board of Directors, held during the annual meeting of the\nAssociation, at which they were elected, they shall elect one\nBoard of\ntrustee for the term of four years. All vacancies occurring in\nTrustees\nsaid Board of Trustees, whether by resignation or otherwise,\nshall be filled by the Board of Directors for the unexpired term; and the absence\nof a trustee from two successive annual meetings of the board shall forfeit his\nmembership.\n\n"}
{"page": 826, "printed_page": null, "text": "822\n\nNational\n\nEducation\n\nm S,'C‘ \\ Lhat the i,nvested fund\n\nnow\n\nAssociation\n\nknown\n\nas the “Permanent\n\nFund\n\nof the\n\nwhen transferred to the corporation hereby\nRelation\nif\ncreat\n,” ratio\ncreated3\ned, shall\nbe held by\nsuch corpo\nn as a Permanent Fund and shall be in\ncharge of the Board of Trustees, who\nshall provide for the\nPermanent\nsafekeeping and investment of such fund, and of all\nother\nFund\nfunds which the corporation may receive by donat\nion, bequest,\nor devise. No part of the principal of such Perma\nnent Fund\nor its accretions shall be expended, except by a two\nthirds vote of the active\nmembers of the Association present at any annual\nmeeting, upon the recommenda¬\ntion of the Board of Trustees, after such recom\nmendation has been approved by\nvote of the Board of Directors, and after printed\nnotice of the proposed expendi¬\nture has been mailed to all active members of the\nAssociation. The income of the\nPermanent Fund shall be used only to meet\nthe cost of maintaining the organi¬\nzation of the Association and of publishing\nits annual volume of Proceedings\nunless the terms of the donation, bequest, or\ndevise shall otherwise specify, or the\nBoard of Directors shall otherwise order. It\nshall also be the duty of the Board\nn ..\n.\n°* Trustees to issue orders on the Treasurer for the payment\nDuties of\ncf all bills approved by the Board of Direc\ntors, or by the\ntrustees\nPresident and Secretary of the Association\nacting under the\nn\n^ £ ~\nauthority of the Board of Directors. When practicable, the\nBoard °f Trustees shall invest, as part of the\nPermanent Fund, all surplus funds\nexceeding $500 that shall remain in the hands\nof the Treasurer after paying the\nexpenses of the Association for the previous\nyear, and providing for the fixed\nexpenses and for all appropriations made by\nthe Board of Directors for the\nensuing year.\nElection of\n. Fbe Foard of Trustees shall elect the Secretary of the AssoSecretary\nciation, who shall be Secretary of the Executive Committee,\n. ,\nand shaI1 fix the compensation and the term of his office for a\nperiod not to exceed four years.\nSec.\n\n8. T hat\n\nthe principal\n\nI oratirm\nocation of\nCC\n\nbe determined\nbylaws.\nSec.\n\n9. That\n\noffice of the\n\nsaid\n\ncorporation\n\nshall\n\nbe\n\nin the\n\ncity of\n\nWashington, D.\ntion, its officers,\nthat lts business\nbe maintained,\n\nby the Board\n\nthe\n\ncharter,\n\nC. ; provided, That the meeting of the corporacommittees, and departments, may be held,\nand\nmay be transacted, and an office or offices may\nelsewhere, within the United States, as\nmay\nof Directors, or otherwise in accordance with\nthe\n\nconstitution,\n\nand\n\nbylaws\n\nof the\n\nNational\n\nEducational\n\nAssociation shall continue in full force\nand effect until the charter granted by\nthis act shall be accepted by such Associat\nion\nthe next annual meeting of the\nAssociation, and until new at byla\nws shall be adopted* and\nAcceptance of\nthat the present officers, directors, and trust\nees of said AssociaI his Charter\ntion shall continue to hold office and perf\norm their respective\nduties as such until the expiration of term\ns for which they\n?r appointed’ and until their successors are elected. That\n\nsuch6 annCr31 7 6\nn resent \"\"\nthen Present,\nmay\n\norganize\n\nat\n\nof the Nati°\"=«l Educational Association,\nand members\nproceed to accept the charter granted\nby this act\n\nare aboT t ' \"' ‘° T' °ffice,r,s t0 SUCCeed those whose te™s have expired or\n®enera1lly t0 organize the “National Education Associa¬\nof the nT!lVnd\ntion of\ntion\nthe United States”; and that the Board\nof Trustees of the corporation\nrecede ,ntaTePO'T\n\nJ 'hereupon, if the charter granted by this act be accepted,\n\" u'° possess,on’ custody. and management of all\nprooert’v real TnT ^\ncorporation heretofore known as the National\nEducation I i d PerS°na ’ °f\n,nc°rp°ra,ed.as af°resaid, under the Revised Statutes of\nrr'h\"\nfhe DistX\n, • . A\nf Coll^mbia> and a11 its rights, contracts, claims, and property of every\nkind and nature whatsoever, and the several\nofficers, directors, and trustees of luch\n\n"}
{"page": 827, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n823\n\nlast-named Association, or any other person having charge of any of the securities,\ntunds, books or property thereof, real or personal, shall on demand deliver the same\nto the proper officers, directors, or trustees of the corporation hereby created. 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.\n\n10. That\n\nas the National\n\nthe\n\nrights\n\nof\n\ncreditors\n\nof\n\nthe\n\nsaid\n\nexisting\n\ncorporation,\n\nknown\n\nAssociation, 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\nRights of\nto become due, or any claim or demand, in any manner, or for\nCreditors\nany cause existing against the said existing corporation, be\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. That\n\nEducational\n\nCongress\n\nmay\n\nfrom\n\ntime\n\nto time\n\nalter, repeal,\n\nAmendments\nto Charter\n\nor modify this act of incorporation, but no contract or individual\nright made or acquired shall thereby be divested or impaired.\nSec.\n\n12. That\n\nsaid\n\ncorporation\n\nmay\n\nprovide,\n\nby\n\namendment\n\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\nto\n\nits bylaws, that\n\nCreation\n\nof\n\nRepresentative\nAssembly\n\n-\n\npassed by Congress\n\nand approved\n\nby the President, June 30,\n1906. They were accepted and adopted as the constitution of the National Educa¬\ntion Association of the United States by the active members of the National Educa¬\ntional Association in annual session at Los Angeles, California, July 10, 1907.\n\nSection 12 was passed by Congress and approved by the President of the United\nStates, May 13, 1920, as an amendment to the original act of incorporation. It was\naccepted and adopted as an amendment to the constitution of the National Education\nAssociation of the United States by the active members thereof in annual session at\nSalt Lake City, Utah, July 9, 1920.\n\n"}
{"page": 828, "printed_page": null, "text": "824\n\nNational\n\nEducation\n\nAssociation\n\nBYLAWS AS AMENDED AT THE ANNUAL BUSINE\nSS MEET\nING OF THE REPRESENTATIVE ASSEMBLY\nMINNE¬\nAPOLIS, MINNESOTA, JULY 6, 1928\nARTICLE\n\nI— MEMBERSHIP\n\nWherever the word “State\" appears in the\nproposed amendments to these byaws it will be understood that State, Terri\ntory, or District of the United States\n\nSection 1. The membership\n\nMembership\nDefined\n\nSec.\n\n2. Active\n\nmembers\n\nof\n\nthe\n\nAssociation\n\nthe profession of teaching or other educational\nSec.\n\n3. The\n\nof the National Education Asso¬\n\nciation of the United States shall consist of three\nclasses: Active,\nAssociate, and Corresponding, whose qualificatio\nns, rights, and\nobligations shall be as hereinafter prescribed.\n\nannual\n\ndues\n\nof\n\nan\n\nactive\n\nshall\n\nbe\n\nwork.\n\nmember\n\nshall\n\nthose\n\nbe\n\nactively\n\n$2, which\n\nengaged\n\nshall\n\nin\n\nentitle\n\nhim to attend all meetings of the Association and\nits several Departments; to\nreceive The Journal free and on application, to secure\nall publications of the As¬\nsociation at a Price fixed by the Executive Commi\nttee, which\nObligations\nshall be the approximate cost. By the payment of annual dues\nand\nof $5 an active member shall receive in addition to The JourPrivileges\nnal, without application or other condition, the volume of Pro¬\nceedings and all other regular publications of the Associ\nation,\nincluding reports of Committees and all special bulletins and\nannou\nncements\nwhen issued.\nLife\nand\n\nSec.\n\nMembers\n\n5. Associate\n\nAssociate\nMembers\n\nlife members\n\nand\n\nlife directors\n\nshall\n\nall\n\nmembers\n\nof the\n\nAssociation\n\nshall\n\nbe persons\n\nwho\n\nare\n\nnot\n\nac¬\n\ntively engaged in the profession of teaching or other\neduca¬\ntional work, but who are otherwise interested in\nthe promotion\nof education. The annual dues of an associate\nmember shall\nbe the same as the dues of an active member and\nhe shall have\n\nthe same rights and privileges, except the right\nin the Representative Assembly, and to hold office. to vote, to serve\n\nCorresponding\nMembers\n\nhave\n\nthe rights and privileges of active members witho\nut the pay¬\nment of annual dues, and shall receive free witho\nut applica¬\ntion or condition the publications of the Associatio\nn.\n\nLife Directors\nSec.\n\n4. All\n\nSec.\n\n6. Eminent\n\neducators\n\nnot\n\nresiding\n\nin\n\nas a delegate\n\nAmerica\n\nmay\n\nbe\n\nSeptember\n\n1\n\ne ected by the Board of Directors as\ncorresponding members,\nlhe number of corresponding members\nshall not at any time\nexceed fifty. They shall pay no dues and\nmay receive free\nthe publications of the Association.\n\nMembership\nYear\n\nSec.\n\nmembership\n\nyear\n\nshall\n\nbe\n\nfrom\n\nto August 31. All membership dues paid durin\ng the mem¬\nbership year shall be credited to that year unles\ns otherwise\nrequested.\nSec.\n\nPayment of\nDues\n\n7. The\n\n8. The\n\nannual\n\ndues\n\nof\n\nmembers\n\nshall\n\nbe\n\nsent\n\nto\n\nthe\n\nSecretary on or before November 1. An active member failinS to Pay his dues as herein provided shall forfeit the privi¬\nleges of membership and after being in arrears\none half year\nbe dropped from the list of members.\n\n"}
{"page": 829, "printed_page": null, "text": "Associational\n\nSec.\n\n9. The\n\nSecretary\n\nof the\n\nRecords\n\nand\n\nInformation\n\nAssociation\n\nshall\n\nfurnish\n\n825\n\neach\n\nMembership\n\nmember of the Association a Membership Card, declaring him\nto be a member of the National Education Association for the\n\nCard\n\nyear for which his dues are paid, and as such entitled to all\nthe rights and privileges granted by the charter and bylaws of the Association.\nSec.\n\n10. The\n\nright\n\nto vote,\n\nto\n\nserve\n\nas\n\na\n\ndelegate\n\nin the\n\nRepresentative\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\nAs¬\n\n.\nto\n\note\n\nElection\n\nof\n\nRight\n\nARTICLE II— ELECTION OF OFFICERS, REPRESENTATIVE\nASSEMBLY, AND AFFILIATED ASSOCIATIONS\nSection\n\n1. The\n\nat the annual\n\nelection\n\nbusiness\n\nof officers and\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\nof\n\nelected, and gov¬\nthe\n\nRepresentative\n\nOfficers\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 Assembly. 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.\n\n3. The\n\nState\n\nTeachers\n\nAssociation\n\nor\n\nEducational\n\nAssociation\n\nof\n\na\n\nstate,\n\nterritory, or district, may become affiliated with the National Education Associa¬\ntion and shall be designated an Affiliated State Association. Each Affiliated State\nAssociation shall be a state unit in the organization of the\nNational Education Association and as such shall be entitled Affiliated State\nto representation in the Representative Assembly as hereinAssociations\nafter provided. The annual dues of an Affiliated State Asso¬\nciation shall be $10 for each delegate to which said state shall be entitled, with a\nmaximum\n\nof $100.\n\nSaid Association\n\nshall receive without\n\napplication, or other\n\ncondition, all regular publications of the National Education Association, includ¬\ning the volume of Proceedings , reports of committees, and all special bulletins and\nannouncements when issued.\n\n"}
{"page": 830, "printed_page": null, "text": "826\n\nNational\n\nSec. 4. A Local\n\nEducational\n\nEducation\n\nAssociation\n\nAssociation\n\nor Teachers\n\nterritory, or district, may affiliate with the National\nshall be designated an Affiliated Local Association.\n\nOrganization\n\nwithin\n\na state,\n\nEducation Association and\nEach Affiliated Local Asso-\n\nAffiUo +\ni Ration shall be a local unit in the organization of the National\nmiiatea .Local Education Association and as\nsuch shall be entitled to repAssociations resentation in the Representative\nAssembly as hereinafter pro-\n\n, „ , _\nL. vided- The annual dues of an Affiliated Local Association\ns a be $5, which shall entitle said Associatio\nn to receive without application, or\nother condition all regular publications of the\nNational Education Association, in¬\ncluding the volume of Proceedings , reports of\ncommittees, 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\nshall be entitled to elect one\n\ndelegate\n\na certificate of membership and shall be entitled to the\nactive assistance and sup¬\nport of the National Education Association in promo\nting the interest of such\n.\nAffiliated. Association and its members insofar as such interest\nRelationship :\ncomes within the purpose and object of the Natio\nnal EducaNational, State, tion Association as set forth in its\ncharter. The Secretary of\nand Local\nthe National Education Association shall, with the advice\nand\napproval °f the Executive Committee, make such arran\ngements\ntor mutual cooperation between the National\nEducation Association and the\ntate and Local Affiliated Associations as will\npromote the welfare of all and\nadvance the interests of the teaching\nprofession.\nSec. 6. Each\n\nAffiliated\n\nState Association\n\nand\n\none alternate to the Representative Assembly for each one hundre\nd of its\nmembers, or major fraction thereof, who are active members of the Nationa\nl Education Association, up to five hundred such active members,\nand\nState Delegates thereafter one delegate and one alternate for each\nfive hundred\nof its members, or major fraction thereof, who are active mem¬\nbers of the National Education Association. Such delegates\nshall be designated\nState Delegates.\nSec.\n\n7. Each\n\nAffiliated\n\ngate\n\nLocal\nDelegates\n\nSec.\n\n8. Only\n\nLocal\n\nand\n\none\n\nAssociation\n\nalternate\n\nshall\n\nbe\n\nentitled\n\nto elect one\n\ndele¬\n\nto the Representative\n\nAssembly for\neach one hundred of its members, or major fraction thereof,\nwho are active members of the National Education Association!\nSuch delegates shall be designated Local Delegates.\nactive\n\nmembers\n\nof the\n\nNational\n\nEducation\n\nAssociation\n\nshall\n\nbe\n\neligible to be delegates to the Representative Assem\nbly, and to vote in the elec¬\ntion of delegates in a State or Local Affiliated Associatio\nn. An active member\n.\nshall be permitted to vote for the election of delegates in but\nSelection of\none affiliated Local Association. For determinin\ng the apporDelegates\ntionment of delegates, an active member may be count\nAffiliated Associations, and no more; and that one of ed in two\nthese shall\nbe the State Association.\nSec.\n\n9. The\n\nofficers of the\n\nNational\n\nEducation\n\nAssociation\n\nas\n\nnamed\n\nin the\n\ncharter and the State Superintendent or Commission\ner of Education of each state,\n.\nterritory, and district, shall be ex officio delegates to the Repx Ufhcio\nresentative Assembly. The President of the Associatio\nn shall\nDelegates\npreside at the annual meeting of the Representative Assemb\nly,\nand the Secretary of the Association shall keep\nthe records\nthereof. In case of a tie the President shall cast\nthe deciding vote.\n. S?c- 10* Delegates shall file their credentials with the Secret\nary of the Asso¬\nciation on blanks furnished by him for that purpose\nnot later than ten days be-\n\n"}
{"page": 831, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n827\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\nof the Association. The Representative Assembly shall be the\nfinal judge of the qualifications of delegates. The delegates\nFreedom of\nshall have equal rights and each shall have one vote. Meet¬\nings of the Representative Assembly shall be open to the active\nFloor\nmembers of the Association who shall be privileged to address\nthe Assembly on subjects pertaining to the Association. 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\n1. The\n\nPresident\n\nmeetings\n\nother\n\nthan\n\nfor busi¬\n\ntherefor shall be provided.\n\nARTICLE\nSection\n\nto hold\n\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 of 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\nSecretary\nshall be under the direction of the Board of Directors or of the\nExecutive Committee acting for the Board of Directors, and,\nin the absence of instructions from the Board of Directors or the Executive 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\n\nacting under\n\nauthority of the Board\n\nof Directors\n\nor of the\n\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": 832, "printed_page": null, "text": "828\n\nNational\n\nEducation\n\nAssociation\n\nof the Assoc, ation, which report shall\nbe transmitted to the Board of Directors\nat its annual meeting. At the expirati\non of his term of office, he shall transfer\no is successor all money, books, and othe\nr property in his possession belonging\nto the Association. The Secretary shall\nnot print, publish or distribute any offici\nal\nreport or other document without the approval\nof the Board of Directors or of the\nExecutive Committee acting under the gener\nal instruction of the Board of Direc¬\ntors.\nSec. 3. The\n\ncorporation\n\nTreasurer\n\nand\n\nthese Bylaws.\n\nt e direction of the Board\nDuties\n\n‘r\n\nOf the\n\nTreasurer h\n\nan exact account\n\nZ . rr\n\nshall perform\n\nthe duties prescribed\n\nby the Act\n\nof In¬\n\nHe\n\nshall receive from the Secretary and,\nunder\nof Trustees, shall hold in safe-keeping\nall moneys paid\n\n„ Asfoc‘ation\n\n1 shal1 Pay\n\nthe same\n\nonly\n\nupon\n\nthe order\n\nof\n\nthe Board\nthe President of the Asso¬\nciati\non and oftheTrustees,\nChairmanshall\nof notify\nthe Boar\nd of Trustees whenever\nthe surplus funds in his possession exce\ned $500; shall keep\nof his receipts and expenditures with\nvouchers for the latte/\n\nendinf- °n the thirt>'-first day of May each year, he shall\n\nto the Executive\n\nCommittee\n\nnot later than\n\nten days before the annual\nmeeting of the Association, and when\napproved by said Committee, these\nac¬\ncounts sha 1 be transmitted by this Comm\nittee to the Board of Directors at\nits\nmeeting held in connection with the annu\nal meeting of the Association and a\ncopy\nof the report shall be transmitted to the\nRepresentative Assembly for its informa¬\ntion. r he Treasurer shall give such\nbond for the faithful performance of\nhis\nilT T !Ty u reuqUnred by the B°ard °f Trustees- A< the expiration of his\n‘ ™\n°v ?®\"’ he\ntransfer to his\nssor all moneys, books, and other\npioperty in his possesha.\"\nssion belonging to thesucce\nAssociation.\nSec. 4. The\n\nBoard\n\nof Directors\n\nshall have\n\nsuch powers\n\nand perform\n\nsuch duties\n\nas are prescribed by the Act of Incorpor\nation and by these Bylaws, shall elect\ncorresponding members as prescribed in Sect\nion 6 of Article I of these Bylaws'\nDuties of the\nBoa d of\ntors\nDirec\ndirect\nors\n\n.\n\n,\n\n,\n\nSha\" ■?'?. mTbetS °f the Nati°nal Council of Education ai\n'10n 3 °f Artide IV °f these Bylaws; shall\nfTn\nr VaCJ,nc(le°‘n ,ts “wn body and in the Board of Trustees,\n™\nThe Board of Directors shall approve all\nbills incurred by itself\n°r by the Executive Committee, or the President or the Secretary\n\ncurrent'\na\nrent 7\nfunds\n\n^\nB°ard °f Directors; shall appropriate from the\nofi a;!th0rity\nthe year °f\nthe amounts of money ordered by the\nRepresentative\nr ssembly at the annual business meet\ning of the same for the work of all\nspecial\ncommittees of research and investig\nation authorized and provided for\nat the\nannual business meeting, and for all\nother needs of the Association; shall\nmake\null tepott of the financial condition of\nthe Association including the reports\nof\nthe Secretary, the Treasurer and the\nBoard of Trustees to the Representati\nve\nAssembly at its annual business meeting,\nand shall do all in its power to make\nAssociation a useful and honorable\nthe\ninstitution.\n\nfjh,h B°a,d °f Direct0[s shaM aPP°int at its annual meeting a budget\ncommittee\nth\ne”SUin® Par> whose duty it shall be to prepare and present a budget\nto\nthe Boa, d of Directors at its next meet\ning. The budget committee shall have\nauthority to secure the support of the audi\nting committee in preparing this budget.\nThe Board of Directors shall meet in\nconnection with the annual meeting of\ne Representative Assembly, and may meet in\nconnection with the annual meetg of the Department of Superintendence and\nat such other times and places as\nmay be determined by the President or requ\nelective members of the Board of Directors. ested in writing by a majority of the\n\n"}
{"page": 833, "printed_page": null, "text": "Associational\n\nSec.\n\n5. The\n\nExecutive\n\nRecords\n\nCommittee\n\nmay\n\nand\n\n829\n\nInformation\n\nrecommend\n\nto\n\nthe\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.\n\n6. The\n\nBoard\n\nof Trustees\n\nshall\n\nhave\n\nsuch\n\npowers\n\nand\n\nperform\n\nsuch\n\nduties\n\nas are prescribed by the Act of Incorporation, shall require of the Secretary and\nTreasurer bonds in such amounts as may be determined by said Board for the\nfaithful performance of their duties; shall make a full report\nof the finances of the Association to the Executive Committee Further Duties\nnot later than ten days prior to the annual meeting of the\nof Trustees\nAssociation, which report shall be transmitted by the Executive\nCommittee to the Board of Directors at the first regular meeting of the Board\nheld in connection with the annual meeting of the Association. It shall annually\nchoose its own chairman and secretary.\n\nARTICLE\nSection\n\n1. The\n\nIV— THE\nNational\n\nNATIONAL\nCouncil\n\nCOUNCIL\n\nof Education\n\nOF\n\nEDUCATION\n\nshall discuss\n\neducational\n\ntions of public and professional interest; propose to the Executive\nfrom time to time, suitable subjects for investigation and re¬\nsearch;\n\nhave\n\na report made\n\nat its annual\n\nmeeting\n\n2. The\n\nNational\n\nCouncil\n\nof Education\n\nshall\n\nconsist\n\nof one\n\nCommittee,\n\nFunction of\nNational\n\non “Edu¬\n\ncational Progress during the Past Year”; and in other ways\nuse its best efforts to further the objects of the Association and\nto promote the cause of education in general.\nSec.\n\nques¬\n\nCouncil\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\nMembership\nand until his successor is elected. In addition to the 120 mem¬\nin Council\nbers thus selected from the active membership the National\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\n\nmembers\n\nof\n\nthe\n\nCouncil\n\nshall\n\nbe\n\nheld\n\non the\nat\n\nthe\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 or district in the United States shall have\nCommittee\nat one time more than seven regular members in the\nMembers\nCouncil.\n\n"}
{"page": 834, "printed_page": null, "text": "830\n\nNational\n\nTime of\neeting\nSec.\n\n5. The\n\nEducation\n\nAssociation\n\nSec. 4. The annual meeting of the Council shall\nbe held during the week of the annual meeting of the Association.\n\nabsence\n\nof a\n\nregular\n\nmember\n\nfrom\n\ntwo\n\nsuccessive\n\nannual\n\nmeetings\n\nof the Council shall be considered equivalent to\nhis resignation of membership.\nPersons whose regular membership in the Council\nhas expired shall be denomi¬\nnated honorary members of the Council durin\ng the time of\nLoss of\ntheir active membership in the Association with\nthe privilege\nMembership\nof attending the regular sessions of the Council\nand partici.\npating in its discussions. A member who discontinues or forCoimcd\nSec.\n\naCtIVC membership\n\n6. The\n\nofficers of the\n\nin the Association\n\nforfeits his membership\n\nCouncil\n\nof a President,\n\nshall\n\nconsist\n\nin the\n\na Vicepresiden\n\nt,\na secretary, and such standing committees\nas\nmay\nbe\npres\ncrib\ned\nby\nits\nbylaws, all\nof whom shall be regular members of the Counc\nil. The SecreCouncil\ntaiy of. the Council shall, in addition to performing\nthe duties\nOfficers\npertaining to his office, furnish the Secretary of\nthe Association\na copy of the proceedings of the Council for publi\ncation.\nSec.\n\n7. 1 he\n\nNational\n\nBylaws and\nPowers of\nCouncil\n\nSec.\n\n8. The\n\nCouncil\n\nof\n\nEducation\n\nhereby authorized to adopt by¬\nlaws for its government not isincon\nsistent with the act of incor¬\nporation or the bylaws of the Association; provi\nded, That such\nbylaws be submitted to, and approved by, the Board\nof Directors\nof the Association before they shall become\noperative.\n\npowers\n\nand\n\nduties\n\nof the\n\nCouncil\n\nmay\n\nabolished\n\nbe\n\nchanged\n\nor\n\nthe\n\nCouncil\n\nupon a two thirds vote of the Representative\nAssembly taken at the\nannual meeting of the Association; provided, That\nnotice of the proposed action\nhas been given at the preceding annual business meeti\nng of the Association.\nARTICLE V— DEPARTMENTS\nSection\n\n1. The\n\nfollowing\n\nDepartments\n\nare now\n\n(1932)\n\nshall\n\nthe\n\nto\n\nin existence, to wit:\n\nThe\nepartments, first, of Superintendence; second,\nof Vocational Education; third of\nindergarten-Primary Education; fourth, of Seco\nndary Education; fifth, of Business\neducation; sixth of School Health and Physical\nEducation; seventh, of Science In¬\nstruction; eighth, of Rural Education; ninth,\nof Classroom Teachers; tenth of\nDeans of Women; eleventh, of Adult Educ\nation; twelfth, of Elementary School\nPnncipals, thirteenth, of Visual Instruction; fourt\neenth, of Social Studies; fifteenth\no Teachers Codeges; sixteenth, of Lip Reading;\nseventeenth, of Secondary School\nPrincipals; eighteenth, of Supervisors and Direc\ntors of Instruction; nineteenth, of\nEducational Research; twentieth,, of Special Educ\nation, twenty-first, of Supervisors\nand teachers of Home Economics; twenty-s\necond, of Administrative Women in\nEducation. There is also the National Council\nof Education.\nSec.\n\n2. Each\n\nDepartment\n\nhave\n\nmembers\n\nright\n\nfix the\n\nqualifications\n\nof\n\nits\n\nfor the purpose of electing officers and trans\nacting the other business\nof the Department; provided, Active members of\nthe Associa¬\nMembers of\ntion, and no others., shall be eligible to such Department\nmem¬\nbership, and provided also that all active membe\nDepartments\nrs of the\nAssociation shall be permitted to attend the profe\nssional pro¬\ngrams and discussions of any Department.\nSec.\n\n3. Each\n\nDepartment\nMeetings\n\nDepartment\n\nshall\n\nhold\n\nan\n\nannual\n\nmeeting\n\nat the\n\ntime\n\nand\n\nplace\n\nof the meeting of the Association except as otherwise\nprovided\nin these bylaws or as directed by the Board of Direct\nors, or\nby the Executive Committee acting under the general instruc\n¬\ntions of the Board of Directors.\n\n"}
{"page": 835, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n831\nSec.\n\n4. The\n\nobject\n\nof the\n\nmeetings\n\nof\n\nthe\n\nDepartments\n\nshall\n\nbe\n\nof questions pertaining to their respective fields of educational\ngrams of these meetings shall be prepared by the respective\npresidents in conference with, and under the general direction\nof, the President of the Association. 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\n\nof\n\neach\n\nDepartment\n\nshall\n\nconsist\n\nof\n\na\n\nthe\n\ndiscussion\n\nwork.\n\nThe\n\npro¬\n\nObject of\nDepartment\nMeetings\n\nPresident,\n\na\n\nVice-\n\npresident, a Secretary, and such other officers as may be deemed necessary by the\nDepartment, who shall be elected at the last formal session of the Department\nto serve one year and until their successors are duly elected;\nand who shall, at the time of their election, be active 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.\n\n6. The\n\nSecretary\n\nof each\n\nDepartment\n\nshall, in addition\n\nto performing\n\nthe\n\nduties usually pertaining to his office, furnish to the Secretary of the Association a\ncopy of the proceedings of the meetings of the Department for\npublication. No Department shall establish an office outside of\nDepartment\nthe general headquarters of the Association\nsent of the Board of Directors.\nSec.\n\n7. All\n\nDepartments\n\nshall\n\nhave\n\nequal\n\nwithout\n\nrights\n\nthe con-\n\nand\n\nHeadquarters\n\nprivileges,\n\nception stated in Section 3 of this article. They shall be named\nthis article in the order of their establishment and shall be\n\nwith\n\nthe\n\nex¬\n\nin Section 1 of\n\ndropped from the list when discontinued. Each Department\nRights of\nmay be governed by its own regulations in so far as they are\nDepartments\nnot inconsistent with the act of incorporation or these bylaws.\nSec.\n\n8. Upon\n\nthe\n\nrecommendation\n\nof the\n\nBoard\n\nof Directors\n\na new\n\ndepartment\n\nmay be established by vote of two-thirds of the delegates to the Representative\nAssembly present at any annual meeting; provided, that a written application for\nsaid Department with title and purpose of the same shall have\nbeen made at the regular meeting of the Assembly next preHow\nceding the one at which action is taken by at least 250 members engaged or interested in the field in the interest of which\n\nEstablished\n\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\nbe discontinued\n\nupon\n\na two-thirds\n\nvote\n\nof the Representative Assembly at any business meeting provided that announce¬\nment of the purpose to discontinue has been made at the preceding annual busi¬\nness meeting. The Board of Directors may recommend to the Representative As¬\nsembly the discontinuance of any Department. Upon the recommendation of the\nBoard of Directors a Department which has failed to hold a regular meeting for\ntwo successive years may be discontinued by a vote of two-thirds\nto the Representative Assembly present at any annual meeting.\n\nof the delegates\n\n"}
{"page": 836, "printed_page": null, "text": "832\n\nNational\n\nSec.\n\n9. Any\n\nDepartment,\n\nby\n\nEducation\n\na\n\nAssociation\n\ntwo-thirds\n\nvote\n\nof those\n\nvoting\n\nat\n\nany\n\nregular\n\nbusmess meeting, may levy a membership fee to\nsupplement its allowance from\nthe Association. Such membership fees shall be\npaid to the Secretary of the De¬\npartment who shall transmit them monthly\nFees for\nto the Secretary of\nthe Association. Such funds shall be added to\nthe Department’s\nDepartment\nallowance from the Association and shall be\nused\nMembers\nfor the work\nof said Department only, and shall be disbursed\nupon the rec¬\nommendation of the executive officers of the\nDepartment in the\nsame manner as other funds of the Associatio\nn are disbursed.\n\nARTICLE\nSection\n\n1. Not\n\nlater than\n\nVI— COMMITTEES\n\nfive months\n\nbefore\n\nthe end\n\nof the fiscal year,\n\nthe Presi-\n\ndent shall appoint an Auditing Committee, consi\nsting of three active members of\nthe Association, no one of whom shall be eithe\nr a Trustee or a Director; to this\nCommittee shall be referred the report\nand audit of the expert\nAuditing\naccountant or accountants, together with the\ncommunication of\nCommittee\nthe President transmitting the same as prov\nided in Section 5 of\nthis Article; and the Committee shall report\nits findings to the\nBoard of Directors.\nSec\n\n2. On\n\nthe\n\nfirst day\n\nof the\n\nannual\n\nmeeting\n\nof the\n\nAssociation,\n\nat such\n\ntime\nand place as shall be designated on the annua\nl program by the President of the\nAssociation, the accredited delegates to the\nRepresenta\nAssembly from each\nstate shaM elect one member and onetive\nalternate who are active\nDelegates Meet members of the Association for each\nof the following commitby States\ntees, to serve for the ensuing year: Credentials, Resolution\ns, and\n\nK . . .. , , , NecroI°gy- The Committee\nofficial list of delegates from the- Secretary and\ntive Assembly.\nSec. 3. The\n\nCommittee\n\non Resolutions\n\nshall\n\non Credentials shall receive the\nreport thereon to the Representa¬\n\nreport\n\nat the annual\n\nbusiness\n\nmeeti\n\nng\no t e Representative Assembly, and except by unani\nmous consent, all resolutions shall\nbe referred to said committee without discussion\n. This committee shall receive and\n.\nconsider all resolutions proposed by active members, or refer\nred\n\nResolutions\n\nto it by the President; some time during the second day of\nthe\nannual meet\ning\n\nof the Association\n\nthe committee\n\nshall hold a\nmeeting, at a place and time to be announced\nin the printed program, for the pur¬\npose of receiving proposed resolutions and heari\nng those who may wish to advo¬\ncate them.\n\nNecrology\n\nSec.\n\n5. Within\n\nSec.\n\n4. The\n\nCommittee\n\non\n\nNecrology\n\npublished Proceedings brief memorial\nhave died during the year.\nthirty\n\n(30)\n\ndays\n\nprior\n\nto the time\n\nmay\n\nprepare\n\nfor\n\ntributes to members\n\nof the\n\nannual\n\nmeeting\n\nthe\n\nwho\n\nof the\n\nssociation, the President shall appoint\na competent person, firm or corporation,\nlicensed to do business as expert accounta\nnts; the accountant or accountants so\nExaminatirtn\nappointed shall examine the accounts, papers, and vouchers of\nthG Treasurer, and the Board of Trustees and\nOfTccou\nUt\nAccounts ^ compSeCrCTy’\nare the same, shall also examine the secur\nities of the\n\npermanent\n\nfund\n\nheld by the Board\n\nof Trustees.\n\nThe report\nshall be filed with the President not less than\nten days before the opening day of the annual meeting\nof the Association, and\nshall be by him submitted to the Auditing Committee\nwith such comments as he\nmay think proper.\nof said accountant\n\nor accountants\n\n"}
{"page": 837, "printed_page": null, "text": "Associational\n\nRecords\n\nARTICLE\nSection\n\n1. Stated\n\nmeeting\n\nand\n\n833\n\nInformation\n\nVII— MEETINGS\n\nof the Association,\n\nof the National\n\nCouncil of Education, and of all Departments, except as other- Meetings to be\nwise provided, shall be held at such time and place as shall be\nHeld\ndetermined by the Board of Directors or by the Executive ComAnnually\nmittee acting under the instructions of the Board of Directors.\nSec. 2. The\n\nannual\n\nbusiness\n\nmeeting\n\nof the Representative\n\nAssembly\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\n\nmeeting\n\nof the Association.\n\nThe\n\ntime\n\nand\n\nplace 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\nMeetings\nof\nAssembly,\nDirectors,\n\nand\n\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\nSection\n\n1. The\n\nproceedings\n\nVIII— PROCEEDINGS\n\nof the Association,\n\nof the Council,\n\nments, and of all commissions and committees, shall be published\nat the discretion of and under the direction of the Executive\n\nof the Depart¬\n\nPublication\n\nCommittee provided that such publication has been approved\nand the money therefor appropriated by the Board of Directors.\nSec. 2. No\n\npaper, lecture or address\n\nof the Departments\n\nin the absence\n\nshall be read\n\nbefore\n\nof the author, without\n\nProceedings\n\nthe Association\n\nor any\n\nthe approval\n\nof the\n\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\nARTICLE\n\nSection\n\n1. Elected\n\nstitute a quorum\n\ndirectors\n\nof the Board\n\nfrom\n\nAbsence of\nAuthor\n\nof the Execu¬\n\nIX— QUORUM\n\ntwenty-five\n\nof Directors.\n\nstates shall con¬\n\nFormation\n\nSection\n\n1. These\n\nbylaws\n\nmay\n\nof\n\nA majority of all\n\nthe accredited delegates, representatives of not less than twentyfive states, shall constitute a quorum of the Representative Assembly.\nARTICLE\n\nof\n\nQuorum\n\nX— AMENDMENTS\n\nbe altered or amended\n\nat the annual\n\nmeeting\n\nof the\n\nRepresentative Assembly by unanimous vote, or by a two-thirds vote of the Rep¬\nresentative Assembly if the alteration or amendment shall have\nbeen proposed in writing at the annual business meeting next\nAmendments\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\nto Bylaws\n\n"}
{"page": 838, "printed_page": null, "text": "834\n\nNational\n\nNATIONAL\n\nEducation\n\nEDUCATIONAL\nNOW\n\nNATIONAL\n\nAssociation\n\nKNOWN\n\nEDUCATION\nUNITED\n\nASSOCIATION\n\nAS THE\n\nASSOCIATION\nSTATES\n\nOF\n\nTHE\n\nCERTIFICATE\n\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,\nand Irwin\nShepard, the Secretary of the meeting of the National Educational Associa\ntion\nheld at Los Angeles, California, on the 10th day of July, 1907,\nsaid meeting being\nthe annual meeting of the Association held next after the passage\nof an act of\nCongress entitled “An Act To Incorporate the National Education\nAssociation of\nthe United States,”\n\nDo hereby certify, that at said meeting held pursuant to due\nnotice, a quorum\nbeing present, the said Association adopted resolutions of which true\ncopies are\nhereto attached, and accepted the charter of the National Education\nAssociation\nof the United States, granted by said act of Congress, and adopte\nd bylaws as\nprovided in said act and selected officers; and the undersigned\npursua\nnt to said\nresolutions,\nDo\n\nhereby certify that the National Education Association of the\nUnited States\nhas duly accepted said charter granted by said act of Congre\nss, and adopted by¬\nlaws, and is the lawful successor to the National Educational Associa\ntion.\n\nIn witness whereof, we have hereunto signed our names\nthis 20th day of August ’\n1907.\nNathan\nIrwin\n\nC. Schaeffer,\n\nPresiding\n\nShepard,\n\nSecretary\n\nMEMBERS,\n\nJULY\n\nOfficer\n\nVERIFICATION\n\nRESOLUTIONS\n\nADOPTED\n\nBY\n\nTHE\n\nACTIVE\n\n10, 1907\n\n1. Resolved, That the National Educational Association hereby\naccepts the char¬\nter granted by an act of Congress entitled “An Act To Incorp\norate the National\nEducation Association of the United States,” passed June\n30, 1906, and that the\nPresident and Secretary of this meeting be authorized and direct\ned to execute\nand file with the Recorder of Deeds of the District of Columbia a\nverified certifi¬\ncate showing the acceptance by the Association of the charter grante\nd by said act.\n2. Resolved, That the proposed bylaws of which notice was given at the\nannual\nmeeting of the Association held on July 6, 1905, which are printed in\nfull in the\nJournal of said meeting, be and the same are hereby adopted to take effect\nim¬\nmediately.\n3. Resolved, That\nthe title “National\n“1857-1907.”\n\nthe Association\nEducation\n\nadopt as its corporate\n\nAssociation\n\nof the United\n\nseal a circle containing\nStates,” and\n\nthe dates\n\n4. Resolved, That the Association do now proceed to elect officers, and\nganize under the charter granted by the act of Congress.\nFiled in the office of the Recorder\nber 4, 1907.\n\nof Deeds\n\nof the District of Columbia,\n\nto or¬\n\nSeptem¬\n\n"}
{"page": 839, "printed_page": null, "text": "—\n\nAssociational\n\nRecords\n\nand\n\n835\n\nInformation\n\n1\n8\n\nCALENDAR\n\nOF\n\nMEETINGS\n\n6\n\n1\n\n5\nNATIONAL\n\n8\n8\n8\n\nTEACHERS\n\nASSOCIATION,\n\n—\n\n6\nJames\n\nS. S. Greene,\n\nL. Enos, Chairman.\nE. Sheldon, Secretary.\n\nW.\n\nHAR\n\nRIS\n\n3\n1\n0\n9\n\nON\n\nFA\n\nLO\n,\nN.\n5\nY.\n\n,\n\n—\n—\n\n6\n7\n\n8\n8\n\n9\n9\n\nZ. Richards,\n\nGT\n\nD.\n\n67 IND\nIA J. M. Gregory, President.\nNA\nNo\nVan\nBokkelEn, Secretary.\nses L. PO\nL\nsioJames IS\n,\nCruickshank,\nTreasurer\nIND\nn.\n.\nL. Van BokkelEn, President.\nNA\nW. E. Crosby, Secretary.\nSH\nVI A. L. Barber, Treasurer.\nLL\nE,\nTE\nTR\nDaniel\nN B. Hagar, President.\nEN\n.\nA. P. N\nMarble,\nSecretary.\nTO\nN, W. E. Crosby, Treasurer.\nN.\nJ.\n\nTreasurer.\nC\n\nEDUCATIONALLEV ASSOCIATION,\n\nC.\nNATIONAL\n\nJohn\n\nEL\n\nD, Thomas W. Bicknell, President.\nOH\nPI.\nIO S. Tarbell, Secretary.\nN. A. Calkins, Treasurer.\n\nHancock,\n\nTreasurer.\n\n—\n—\n—\n—\n\nPresident.\nSecretary.\n\nHancock,\n\nF. Louis\n\nM\n\nA\n\nW.\n\nD\n\nI\n\nTreasurer.\n\nHancock,\n\nO\n\nN\n\n,WI\nS\n\nTreasurer.\n\nW.\n\nTreasurer.\n\nA\nAK,\nEK\n\nHancock,\n\n.\n\nL.\nOIL,\n\nAG\n\nN\n\nPresident.F\n\nHancock,\n\nWilson,\n\nPresident.\n\nW. D. Henkle, Secretary.\nE. T. Tappan, Treasurer.\nJames\n\nH.\n\nSmart,\n\nC\n\nOC\n,A\nL\n\nIF\n\n.\n\nPresident.\n\nL.,\nIGLO\nCA\n\nI\nCH\n\nW. D. Henkle, Secretary.\nE. T. Tappan, Treasurer.\n1882— SARATOGA\nSPRINGS, N. Y.\nG. J. Orr, President.\nW. E. Sheldon, Secretary.\nH. S. TarbEll, Treasurer.\n1883— SARATOGA\nSPRINGS, N. Y.\nE. T. Tappan, President.\nW. E. Sheldon, Secretary.\nN. A. Calkins, Treasurer.\n\nPresident.\n\nGove,\n\nPresident.\n\nY.\n\nP. Marble,\n\nPresident.\n\nJ. H. Canfield, Secretary.\nE. C. Hewett, Treasurer.\nJ. H. Canfield, President.\nW. R. Garrett, Secretary.\nE. C. Hewett, Treasurer.\n\nW. D. Henkle, Secretary.RA\nN\nJ. Ormond Wilson, Treasurer.\nC\nI\nS\nJ. Ormond\n\nAlbert\n\n.\n\n.\nNN NN. O\n,\nT,.\nI\nTEE\nTON\nLL ULM, ON\nVI PA TOR\nSH ST.\n\nJohn\n\nE. Sheldon,\n\nAaron\n\nNS\n\nIC\n\nCH\n\nSA\n\nTreasurer.\n\nJ. H. Canfield, Secretary.\nE. C. Hewett, Treasurer.\n\n,N\n\nNA\n\n—\n\n—\n\nW. T. Harris, President.\nM. R. Abbott, Secretary. SA\nRA\nA. P. Marble, Treasurer.\nTO\nGA\nW. F. Phelps, President.\nSP\nRI\nW. D. HenklE, Secretary.\nNG\nA. P. Marble, Treasurer.\nS\nM. A. Newall, President.\nW. D. Henkle, Secretary.\nJ. Ormond Wilson, Treasurer.\n\nPresident.\nSecretary.\n\nL. H. Canfield, Secretary.\nE. C. Hewett, Treasurer.\n\nP\nTO\n\nJohn\n\nSoldan,\n\nSheldon,\n\nN. A. Calkins, President.\nW. E. Sheldon, Secretary.\nE. C. Hewett, Treasurer.\n\n.\n\nS. H. White, President.\nA. P. Marble, Secretary.\n\nE.\n\nN. A. Calkins,\n\nS\n\nB. G. Northrup, President.\nS.\nH. White, Secretary.\n—\nJohn\n\n1871-1907\n\nAN\n\nE. E. White,\n—\nS. H. White,\nJohn\n\nPresident.\n\n18\n\nJ. L. Pickard, President.\nW. E. Crosby, Secretary.\n\n8\n\nJ. B\nP.URWickersham,\nG\n\n,\nS. H. White,\nSecretary.\nP\nS. P. Bates,A.Treasurer.\n\nW. H. WELLS, President.\nDavid N. Camp, Secretary.\n\nIN\n\nPresident.\n\nW. E. Shelton, Secretary.\nZ. Richards, Treasurer.\n\n6\n6\n6\nZ. Richards, President.\n—\nJ. W. Buckley,\nSecretary.\n8\nA.\nJ.\nRickoff,\nTreasurer.\n9\n7\n8\nA. J. Rickoff,\nPresident.\n—\nJ. W. Buckley, Secretary.\n—\nC. S. Pennell,\nTreasurer.\n0\nJ. W. Buckley, President.\n85\n4\nRichards, Secretary.\n7P—\nHILZ.\nADE\nLPWight,\nO.\nC.\nHIA, Treasurer.\n8\n—\n1861,\n1862\n—\nNo\nsession.PA. (Organize\n—\nd)\nCIN1863— CHICAGO, ILL.\nCIN\nJohn\nD.\nPhilbrick,\nPresident.\nNAT\n—\nIJames\nCruickshank, Secretary.\n,\nHIOWight, Treasurer.\nO. OC.\n1S64— OGDENSBURG,\nN. Y.\n\n8\n\n—\nWA\nSH\n\n1857-1870\n\nW.\n\nR. Garrett,\n\nE. H.\nJ. M.\n\nPresident.\n\nCook, Secretary.\nGreenwood, Treasurer.\n\nE. H. Cook, President.\nR. W. Stevenson, Secretary.\nJ. M. Greenwood, Treasurer.\n(International Congress\nEducation.)\n\nof\n\nAlbert G. Lane, President.\nIrwin Shepard, Secretary.\n\nJ. M.\n\nGreenwood,\n\nTreasurer.\n\nAlbert G. Lane, President.\nIrwin Shepard, Secretary.\n\nJ. M.\n\nGreenwood,\n\nTreasurer.\n\nS\nNG\nRI\nAP B\nGS AS\n\nO\n\nT\nA\n\nR\n\nA\n\nS\n\n"}
{"page": 840, "printed_page": null, "text": "1\n—\n9\n836\n\nNational\n\nEducation\n\n0\n1\n1\n1\n1\n—\n9\n1895 -DENVER,\nCOLO.\n9\n9\nNicholas Murray\nButler,\n0\n0\nIrwin\n\nShepard,\n\nAssociation\n\nPres.\n\nJames\nIrwin\n\nSecretary.\n\nDETR\nL.OIC.\nT, Greenlee,\nMICH\n.\n\n2\nI. C.\nMcNeill, Treasurer.\n0\n3\n—\n-BUFFALO, N. Y.\n1896Newton\nC. Dougherty,\nPresident.\n—\n4\nIrwin\n\n1897-\n\nC.\n\nShepard,\n\nSecretary.\n\nCharles\n\nBO\n\nI. C. McNeill, Treasurer.\n-WASHINGTON,\n0\nD. C.\n1898J. M. Greenwood, President.\n0\n\n2\n\nShepard,\n\nTreasurer.\n\nON\n\nJohn\nW. Cook, President.\n,\nIrwinMAS\nShepard, Secretary.\nS\nMcHenry . Rhodes, Treasurer.\n\nSecretary.\n\nST\n\nGROVE,\nN. J.\nUWilliam\nIS\nH. Maxwell, President.\n,\nIrwinM Shepard, Secretary.\nO.\n\n.\n\nLO\n\nSecretary.\n\nJames\n\nI. C. —\nMcNeill, Treasurer.\n2\nCHARLESTON,\nS. C.\n19001\nOscar T. Corson, President.\n\n19\n\n06\n\nIrwin Shepard, Secretary.\nCarroll G. Pearse, Treasurer.\n\nW.\n\nNathan\n\nCrabtree,\n\nC.\n\nTreasurer.\n\nSchaeffer,\n\nPresident.\n\n—\n—\n—\n—\n—\n—\n\n9\n\nArthur\n\nH.\n\n1910— -BOSTON,\n\nChamberlain,\n\nTreas.\n\nCornelia\n\nMASS.\n\n. 1922— BOSTON,\n\nJames Y. Joyner, President.\nIrwin Shepard, Secretary.\nArthur\nH. Chamberlain, Treas.SA\n\n—\n1911— -SAN FRANCISCO,\n\n—\n\nS.\n\nAdair,\n\nTreasurer.\n\nMASS.\n\nCharl\nOrmond\nWilliams, Pres.\nJ. W. Crabtree, Secretary.\nCornelia S. Adair, Treasurer.\n\nL\nDE T L\nAK\nS\nWilliam\nB. Owen, President.\nElla Flagg Young, President.\nE\nM\nO\nIrwin Shepard, Secretary.\nJ. W. Crabtree, Secretary.\nCI\nI\nTY Cornelia S. Adair Treasurer.\nN\nDurand\nW. Springer, Treasurer.\nE\n,\nS\nUT\n,I\n-CHICAGO, ILL.\n—\nAH\n12\n19\nOW Olive\nM. Jones, President.\nCarroll G. Pearse, President.\nA. J. W.. Crabtree, Secretary.\nIrwin Shepard, Secretary.\nKatherine\n\n1913— -SALT\n\nCITY,\n\nTreasurer.\n\nUTAH.\n\nEdward\nT. Fairchild, President.\nDurand\nW. Springer, Secretary.\nGrace M. Shepherd, Treasurer.\n\n-ST.\n\nPAUL,\n\nMINN.\n\nO\n\n-\n\nD\n\nN\n\nOAKLAND,\nCALIF.\n(International Congress\nEducation.)\n\nof\n\nH\n\nP\n\n1916 —\n\nNEW\n\nYORK,\n\nN.\n\nY.\n\nDavid B. Johnson, President.\nDurand\nW.\nSpringer, Secretary.\nGrace M. Shepherd, Treasurer.\n\n1917— -PORTLAND,\n\nORE.\n\nN\n\nN\n\nI\n\nM\n\nRobert J. AlEy, President.\nDurand\nW. Springer, Secretary.\nThomas\nE. Finegan, Treasurer.\n\nPITTSBURGH,\n1918 —\nMary\n\nBradford,\n\nPresident.\n\nJ. W. Crabtree, Secretary.\nA. J. Matthews, Treasurer.\n-MILWAUKEE,\nWIS.\n\nCO\n\n1919\n\nC. C.\n\nPA.\n\nGeorge\n\nD.\n\nStrayer,\n\nPresident.\n\nJ. W. Crabtree, Secretary.\nA. T. Matthews. Treasurer.\n\nS.\n\nJesse\n\nH.\n\nNewlon,\n\nJ. W.\n\nCrabtree,\n\nA\n\nNF\nR\n\nCI\n\nAdair,\n\nTreasurer.\n\nPresident.\n\nSecretary.\n\nS. Adair,\n\nTreasurer.\n\nMary\n\nMcSkimmon,\n\nPresident.\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nFrancis\n\nS\n\nAN\n\nDavid Starr Jordan, President,\nDurand\nW. Springer, Secretary.\nGrace M. Shepherd, Treasurer.\n\nCornelia\n\nCornelia\n\nA\nJoseph Swain, President.\nK\nDurand\nW. Springer, SecretL\nA\nary.\nGrace M. Shepherd,, Treasurer.ND\n\nI\n\n1915 —\n\nLAKE\n\nBlake,\n\nC.\n,\nD.\n,.\nN\nNSD\n. ,.\nO\nA\nII\nT\nPIA H\nAA.,\nL\nH\nG\nG\n,S\nO\nPEA\nNT\nN\nP\n.\nLLW\nI\nLA\nA\nT\n,N\n.\nE\nN\nH\nDT\nISN\nI,O\nAT\nA\nI\nS\nAA\nUHS\nO\nLM\nI\nLE\nA\nO\nIS\nMB\nP\nA\nLU\nE\n\n1914—\n\nD.\n\nCALIF.\n\nW\n\n—\n—\n\n1\n\n8\n\nIrwin Shepard, Secretary.\nN\nASo s\nJ.\nN. Wilkinson, Treasurer.\nBUes\n0\nRsY\nio\nn. P\nAR\nNATIONAL\nEDUCATION\nASSOCIAT\nION\nOF THE\nK\n—\nand\nUNITED\nSTATES, 1908 —\nOC\n—\nEA\n—CLE\nVELAND,\nN\nOHIO\nLO\n1908—\nS\nEdwin\nG. Cooley, President.\nJosephine\nCorliss\nPreston, Pres.\nAN\nIrwin Shepard, Secretary.\nGE J. W. Crabtree, Secretary.\nLE\nArthur\nH. Chamberlain, Treas\nA.\nS, J. Matthews, Treasurer.\nCOLO.\n1909— -DENVER,\nCA\nLorenzo D. Harvey, President.\nFred LM.\nIF Hunter, President.\n.\n3\nIrwin Shepard, Secretary.\nJ. W. Crabtree, Secretary.\n\n7\n4\n5\n6\n0\n\n2\n\n2\n2\n\n2\n\nShepard,\n\nKeyes,\n\nN\nCharles\nW. Eliot, President.\nEAP\nIS,\nIrwinOLShepard,\nSecretary.\nMIN\nW. M. Davidson,\nN. Treasurer.\n\nST\n\n5\nI. C. McNeill, Treasurer.\nLOS ANGELES,\nCALIF.\n7\n1899—\nE. Oram Lyte, President.\nIrwin\n\nH.\n\nMIN\n\nCharles R. Skinner, President.\nIrwin Shepard, Secretary.\n\nIrwin\n\nTreasurer.\n\nWilliam M. Beardshear, President\nIrwin Shepard, Secretary.\n\nI. C. McNeill, Treasurer.\n-MILWAUKEE,—\nWIS.\n\n9\n9\n\nM. Green, President.\nShepard, Secretary.\n\nG.\n\nSecretary.\n\nSmith,\n\nBlair,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nTreasurer.\n\nPresident.\n\nSecretary.\n\nSmith,\n\nTreasurer.\n\nSC\n\nO. Cornelia S. Adair, President.\nJ. W. CrabtrEE, Secretary.\nHenry\nUel\n\nLester\n\nW.\n\nSmith,\n\nTreasurer.\n\nLamkin,\n\nPresident.\n\nJ. W.\n\nCrabtree,\n\nSecretary.\n\nHenry\n\nLester\n\nSmith,\n\nE. Ruth PyrtlE,\nJ. W. Crabtree,\nHenry\nWillis\n\nLester\nA.\n\nSutton,\n\nCrabtrEE,\n\nHenry\n\nLester\n\nFlorence\n\nPresident.\nSecretary.\n\nSmith,\n\nJ. W.\n\nTreasurer.\n\nTreasurer.\n\nPresident.\n\nSecretary.\nSmith,\n\nTreasurer.\n\nIIalE,\n\nPresident.\n\nJ. W.\n\nCrabtrEE,\n\nSecretary.\n\nHenry\n\nLester\n\nSmith.\n\nTreasurer.\n\nLA\n\nAT\n\nI\n,L\nCSA\nLE\n\nGE\n\nN\nSA\n\nLO\n\n"}
{"page": 841, "printed_page": null, "text": "Associational\n\nNATIONAL\nFlorence\n\nHale .\n\nJ. W.\n\nCrabtree .\n\nIIenry\n\nFester\n\nRecords\n\nPresident .\nState Director of Rural Education, 15 Melville\nStreet, Augusta, Maine\nSecretary .\n1201 Sixteenth Street, Washington, D. C.\n\nSmith .\n\nHale .\n\n837\n\nInformation\n\nEDUCATION\nASSOCIATION\nOFFICERS— 1931-32\n\nTreasurer .\n\nBloomington,\n\nDean,\n\nIndiana\n\nExecutive\nFlorence\n\nand\n\n.\n\n\\\\ iLLis A.\n\nSutton .\n\nVicepresident .\n\nH.\n\nSaunders .\n\nChairman,\n\nHenry\n\nFester\n\nJoseph\n\nRosier .\n\nJoseph H. Saunders .\nFlorence Hale .\nJ. M. Gwinn .\nKate V. Wofford .\nEdgar G. Doudna .\n\nof Education,\n\nBoard\n\nNews,\n\nTreasurer.\n\n.\n\nMember\n\nby\n\nof Rural\n\nSuperintendent\nof Trustees,\n\nVirginia\n\nBloomington,\n\nIndiana\n\nUniversity,\n\nEducation,\n\n15 Melville\n\nCommittee\n\nPresident .\nState Director\nStreet, Augusta, Maine\n\nJoseph\n\nSmith .\n\nSchool\n\nDean,\n\nIndiana\n\nSchool\n\nof Education,\n\nElection .... President,\n\nFairmont,\n\nWest\n\nVirginia\n\nBoard\n\nof Trustees\n\nof Schools,\n\nSuperintendent\n\nFairmont\n\nAtlanta,\n\nGeorgia\n\nof Schools,\n\nNewport\n\nIndiana\nState\n\nUniversity,\n\nNormal\n\nSchool,\n\nChairman .... Superintendent of Schools, Newport News, Virginia\nPresident .\nState Director of Rural Education, 15 Melville\nStreet, Augusta, Maine\nSuperintendent of Schools, San Francisco, California\nSeth Fow Hall, Columbia University, New York, N. Y.\nSecretary, Board of Normal School Regents, Madison, Wisconsin\n\nVicepresidents\nSadie M. Alley .\n13351 Prest Street .\nDetroit, Michigan\nGeorge C. Baker .\nSuperintendent of Schools .\nMoorestown, New Jersey\nErnest W. Butterfield. ... Commissioner of Education .\nHartford. Connecticut\nJ. G. Collicott .\nSuperintendent of Schools .\nColumbus, Ohio\nEdith Fouise GrosvEnor. . . Apt. 73, The Iowa .\nWashington, D. C.\nOren E. Fong .\nDepartment of Public Instruction .\nHonolulu, Hawaii\nW. T. Fongshore .\nGreenwood School .\nKansas City, Missouri\nElizabeth McCormick .\nPrincipal, Timothy O. Howe School .\nSuperior, Wisconsin\nCharles Priest .\nSupt., Carson City Public Schools .\nCarson City, Nevada\nGeorge W. Wannamaker .. .Superintendent of Schools .\nGriffin, Georgia\nCaroline S. Woodruff .\nPrincipal, State Normal School .\nCastleton, Vermont\n\nBoard\nFlorence\n\nHalE .\n\nWillis A. Sutton .\nHenry Fester Smith .\nJoseph\n\nH.\n\nJ. W.\n\nCrabtree .\n\nSaunders .\n\nof Directors\n\nPresident .\nState Director of Rural Education, 15 Melville\nStreet, Augusta, Maine\nVicepresident .\nSuperintendent of Schools, Atlanta, Georgia\nTreasurer .\nDean, School of Education, Indiana University,\nBloomington, Indiana\nChairman .\nBoard of Trustees, Superintendent of Schools,\nNewport News, Virginia\nSecretary .\n1201 Sixteenth Street, Washington, D. C.\n\nState Directors\nAlabama .\nAlaska .\nArizona .\nArkansas .\nCalifornia .\nColorado .\n\n.\n.\n.\n.\n.\n.\n\nJ. D. Williams, Principal, Avondale School .\nBirmingham\nA. E. Karnes, Superintendent of Schools .\nKetchikan\nD. M. Hibner, Superintendent of Schools .\nRay\nC. M. Hirst, State Supt. of Public Instruction .\nFittle Rock\nF. F. Martin, % Board of Education .\nSanta Monica\nW. B. Mooney, Secretary, Colorado Education Association,\n530 Commonwealth Building .\nDenver\nConnecticut .\n.\nGordon C. Swift, Superintendent of Schools .\nWatertown\nDelaware .\n.\nH. V. Holloway, State Supt. of Public Instruction .\nDover\nDistrict of Columbia .\nEdith f. GrosvEnor, 73 The Iowa .\nWashington\nFlorida .\n.\nJames S. Rickards, Executive Secretary, Florida Education\nAssociation .\nTallahassee\nGeorgia .\n.*.... M. F. Duggan, State Superintendent of Schools .\nAtlanta\nHawaii .\n.\nOren E. Fong, Deputy Superintendent of Public Instruction .. Honolulu\nIdaho .\n.\nRaymond Snyder, Superintendent of Schools .\nIdaho Falls\nIllinois .\n.\nA. F. Whittenberg, Secretary, State Examining Board for\nTeachers’ Certificates .\nSpringfield\nIndiana .\n.\nCharles O. Williams, Secretary, Indiana State Teachers\nAssn., Room 205, Hotel Fincoln .\nIndianapolis\nIowa .\n.\nMary A. Ford, Woodrow Wilson Junior High School .\nSioux City\nKansas .\n. ...,M. E. Pearson, Superintendent of Schools .\nKansas City\nKentucky .\n. ...R. E. Williams, Secretary, Kentucky Education Association,\n1317-18 Heyburn Building .\nFouisville\n\n"}
{"page": 842, "printed_page": null, "text": "838\n\nNational\n\nLouisiana .\nMaine .\nMaryland .\n\nAssociation\n\n.\n.\n.\n\n\\nnie T. Bell, Louisiana State University .\nBaton Rouge\nWilliam B. Jack, Superintendent of Schools .\nPortland\nWilliam Burdick, State Supv. of Physical Education,\n7 East Mulberry Street .\nBaltimore\n.\nAnnie C. Woodward, 144 School Street .\nSomerville\n.\nWebster H. Pearse, State Supt. of Public Instruction .\nLansing\n.\nAlice F. Sullivan, Spalding Hotel .\nDuluth\n• ••••H. V. Cooper, Superintendent of Schools .\nVicksburg\n.\nThomas J. Walker, Editor , School and Community .\nColumbia\n■ • . • «R* J. Cunningham, Secretary, Montana Education Association,\n7 Kohrs Block .\nHelena\n....Dwight E. Porter, Principal, Technical High School .\nOmaha\n....Donnell C. Richards, Fernley Union School .\nFernley\n....Dana S. Jordan, Supt. Supervisory Union No. 34 .\nLisbon\n... .Alexander J. Glennie, Principal, Miller Street School .\nNewark\n....Raymond Huff, Superintendent of Schools .\nClayton\n....Harry W. Langworthy, Superintendent of Schools .\nGloversville\n....T. W. Andrews, Superintendent of Schools .\nHigh Point\n....L. A. White, Superintendent of Schools .\nMinot\n• • • .R. E. Offenhauer, Superintendent of Schools .\nLima\n....M. E. Hurst, Central High School .\nTulsa\n. . . .C. A. Rice, Superintendent of Schools .\nPortland\n. . . .J. Herbert Kelley, Executive Secretary, Pennsylvania State\nEducation Assn., 400 N. Third Street .\nHarrisburg\n....Camii.0 Osias, Resident Commissioner from the Philippines,\nHouse Office Bldg .\nWashington, D. C.\n....F. Rodriguez Lopez, Department of Education .\nSan Juan\n• * * .L-HARLES Carroll, 122 State House. ................... .Providence\n....A. C. Flora, Superintendent of Schools .\nColumbia\n• • • • S. B. Nissen, Editor, South Dakota Education Association\nJournal, Perry Building .\nSioux Falls\n....b. L. Ragsdale, 659 N. Manassas Street .\nMemphis\n. . . . L. W. Rogers, First Asst. State Supt. of Public Instruction. . .Austin\n....Arch M. Thurman, 1042 Ramona Avenue .\nSalt Lake City\n- Caroline S. Woodruff, Principal, State Normal School .\nCastleton\n....Arthur E. Lindborg, Director of Education .\nSt. Thomas\n... .Mrs. Edith B. Joynes, Principal, Washington and Gatewood\nSchools .\n.\nJ.\nNorfolk\n\nMassachusetts . .\nMichigan .\nMinnesota .\nMississippi .\nMissouri .\nMontana .\n.\n\nNebraska .\nNevada .\nNew Hampshire .\nNew Jersey .\nNew Mexico .\nNew York .\nNorth Carolina . .\nNorth Dakota . . .\nOhio .\nOklahoma .\nOregon .\nPennsylvania . . . .\nPhilippine\n\nEducation\n\nIslands\n\nPorto Rico .\nRhode Island . . .\nSouth Carolina . .\nSouth Dakota , . . .\nTennessee .\n1 exas .\nUtah .\nVermont .\nVirgin Islands . . .\nVirginia .\n\nWashington .\nWest Virginia . . .\nWisconsin .\nWyoming .\n\n....Mabel V. Wilson, Principal, Laurelhurst School .\n.'...Seattle\nW. C. Cook, State Supt. of Free Schools .\nCharleston\n- E. G. Doudna, Secretary, Board of Normal School Regents. .. Madison\n- Mrs. Katharine A. Morton, State Capitol Bldg .\nCheyenne\n\nLife Directors\n..2121 Park Avenue .\nRichmond, Virginia\n•••••••• .\n;.\nIndianapolis, Indiana\n. .State Supt. of Public Instruction, Springfield, Illinois.\n.\nNashville, Tennessee\n..1481 South Grant Street .\nDenver, Colorado\n. .Chancellor, New York University. .New York, N. Y.\n..President, Columbia University ... New York, N. Y.\n..President, Austin Peay Normal School,\n\nCornelia S. Adair .\nRobert J. Aley .\nFrancis G. Blair .\nBoard of Education .\nMrs. Mary C. C. Bradford\nElmer Ellsworth Brown.\nNicholas Murray\nButler.\n\nP. P.\n\nClaxton .\n\nWilliam\n\nJohn\n\nCooper\n\n...\n\nH. A. Graham .\nFrederick M. Hunter....\nOlive M. Jones .\nJames Y. Joyner .\n\nUel\n\nW.\n\nMary\nJesse\n\nLamkin .\n\nMcSkimmon\nH.\n\nCarroll\n\nNewlon\nG.\n\n.\n\n.\n\n.\n\nPearse .\n\n, r\n\n_\n\nMrs.\n\nCorliss\n\nJosephine\n\nE. Ruth\n\nPreston .\n\nPyrtlE .\n\nState Teachers Association of\nGeorge D. Strayer .\n\n#\nClarksville, Tennessee\n..United. States Commissioner of Edu¬\ncation .\nWashington, D. C.\n..East Broadway .\nMount Pleasant, Michigan\n..Chancellor, Denver University .... Denver, Colorado\n..61 Gramercy Park, North .\nNew York, N. Y.\n..Asst. Manager, Prudential Insurance Co.,\n304 East Jones Street. . Raleigh, North Carolina\n..President, Northwest Missouri State Teachers\nCollege, Maryville, Missouri\n.Principal. Pierce School, Brookline, Massachusetts\n. Lincoln School, Teachers College, Columbia\nUniversity .\nNew York, N. Y.\n.315 Ludington Avenue, Wauwatosa Branch,\nMilwaukee, Wisconsin\nBurton,\n\nVashon\n\nPrincipal,\nIllinois.\n\nIsland,\n\nBancroft\n\nKing\n\nSchool .\n\nCounty,\n\nWashington\n\nLincoln,\n\nNebraska\n\n.Robert C. Moore, Secretary ... Springfield, Illinois\nTeachers College, Columbia University\nNew York, N. Y.\n\nWill!S A. Sutton .\nSuperintendent of Schools .\nAtlanta, Georgia\nteachers Institute .\nPhiladelphia, Pennsylvania\nJohn J. Tigert .\n. .\nPresident, University of Florida, Gainesville, Florida\nCharles G. White .\nPresident, Isbell Missionary College\n~\n\nCharl\n\n_\n\n,TT\n\nO.\n\nWilliams\n\n.\n\n.\n\nDirector,\n\nField\n\nMartin,\n\nand\n\nLegislative\n\nTennessee\n\nDivision,\n\nNational Education Association, 1201 Six¬\nteenth Street .\nWashington,\n\nD. C.\n\n"}
{"page": 843, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nHEADQUARTERS\n\n1201 Sixteenth\n\nJ. Winfree,\n\nand\n\nAssistant\n\nDirector\n\nTreasurer\n\nof Accounts\n\nCharl\n\nService\n\nand\n\nVicepresident\n\nW.\n\nJones,\n\nEva\n\nPinkston,\n\nG.\n\nmentary\n\nSchool\n\nField\n\nand\n\nand\n\nLegislative\n\nMembership\n\nSecretary,\nSpecial\n\nPrincipals\n\nDeans\n\nof\n\nSecretary,\n\nEle¬\n\nShankland\n\nSecretary\n\nof the Department\n\nCOUNCIL\n\nOF\n\nof Superintendence\n\nEDUCATION\n\nW,\n\n.\n\nSecretary\n\n.\n\nExecutive\n\n.\nCommittee -\n\nC. BaglEy, Professor of Education, Teachers College,\nColumbia University .\n:.\nNew York, N. Y.\nMrs. Susan M. Dorsey, Superintendent Emeritus of Schools,\n1506 Arapahoe Street, .\nLos Angeles, Calif.\nAdelaide S. Baylor, Chief, Home Economics Education\nService Federal Board for Vocational Education,\n1523 L Street N. W .\nWashington, D. C.\nDavid A. Ward, Superintendent of Schools, Chester, Pa.\n(Term expires . 1932) ; Anna Laura Force, Principal,\nLake Junior High School, Denver, Colo. (Term expires\n1933); Minnie J. Nielson, Valley City, N. D. (Term\nexpires 1934).\n\nOFFICERS\n\nOF\n\nDepartment\nPresident\n\nRecords\n\nGwladys\nOffice\n\nNATIONAL\n.\n\nWilliams,\n\nWomen\n\nS. D.\n\nPresident\n\nO.\n\nT. D. Martin.\n\nHarriett M. Chase, Secretary's\nWilliam G. Carr, Research\nHarold A, Allan, Business\n\nD. C.\n\nof Divisions\n\nJoy Elmer Morgan, Publications\nAgnes Winn, Classroom Service\n\nAdministrative\n\nWashington,\n\nCrabtree, Secretary\n\nDirectors\nMary\n\nSTAFF\n\nStreet, Northwest,\nJ. W.\n\n839\n\nInformation\n\n.\n\nDEPARTMENTS\n\nof Adult\n\nEducation\n\nC.\n\nS. Marsh, Dean, School of Business Administration,\nUniversity of Buffalo .\nBuffalo, N. Y.\nSecretary .\nW. C. Smith, Chief, Adult Education Bureau, State Depart¬\nment of Education .\nAlbany, N. Y.\nTreasurer .\nAgnes Winn, Director, Division of Classroom Service, Na¬\ntional Education Association, 1201 Sixteenth Street,\n.\nWashington, D. C.\nExecutive Committee ... . L. R. Alderman, Chief, Service Division, U. S. Office of\nEducation, Washington, D. C. ; Earl W. Hill, Lecturer\nin Commercial Aviation, University of Southern Cali¬\nfornia, Los Angeles, Calif.; Robert C. Deming, Super¬\nvisor, Division of Field Service, State Board of Educa¬\ntion, Hartford, Conn.\n\nDepartment\nPresident\n\n.\n\nVicepresidcnt\n\n.\n\nSecretary-Treasurer\n\n.\n\n. .\n\nEducation\n\nAlbert E. Bullock, Director, Division of Commercial Edu¬\ncation, Chamber of Commerce Building .\nLos Angeles, Calif.\nHelen Reynolds, Assistant Professor, School of Commerce,\nOhio University .\nAthens, Ohio\nFoster Loso, 49 De Hart Place .\nElizabeth, N. J.\n\nDepartment\nPresident\n\nof Business\n\n.Sara\n\nH.\n\nW.\n\nof Classroom\n\nFahey,\n\nTeacher,\n\nGirls\n\nTeachers\nCommercial\n\nHigh\n\nSchool,\n\n122\n\nNew\n\nYork,\n\n75th Street .\n\nVicepresident\n\n.Mary\n\nSecretary\n\n• Eugenie\n\nC. Ralls,\n\nTeacher,\n\nE. C. White\n\nSchool,\n\nStreet .\nHigh\n\nJ.\n\nBrown,\n\nHistory\n\n6529\n\n.....Kansas\nTeacher,\n\nSchool .\n\nJohn\n\nN. Y.\n\nJefferson\n\nAdams\n\nCity, Mo.\n\nSenior\n\nCleveland,\n\nOhio\n\n"}
{"page": 844, "printed_page": null, "text": "840\n\nNational\n\nRegional\n\nDirectors\n\n, Mlddle\n\nEducation\n\nSecti°n\n\nFrances\n\nAssociation\n\nE. Harden,\n\n1543\n\nSherwin Avenue,\n/iT^m exp^es 1932>! Western Section,\ni31 +Verlio\n> Pueblo, Colo. (Term ex¬\nn .Place\npires 1933); Easter\nn Sectio\nn, Daisy\nLord, 1027 VV. Main\nStreet, Waterbury, Conn. (Term expires 1934),\n\nDepartment\np resident\nFirst\n\n.\n\nFlorence\n\nVicepresident .\n\nAgnes\n\nof Deans\n\nK. Root,\n\nEllen\n\nDean\n\nHarris,\n\nof Women\n\nof Women,\n\nDean\n\nCleveland\n\nof Women,\n\nCollege,\n\nUniversity\n\n^\n\nSecond Vicepresident . . . . Thyrs^W. Amos,' Dean of Women,' Universit\ny of Pitts^gh*7’\nSecretary .\nSara Norris, Dean of Women, State Teachers College\n.\n\nHeadquarters\n\nSecretary..\n\nDepartment\nPresident\n\nMrs.\n\nMary\n\nGwi.adys\n\nW.\n\nof Educational\n\nJones,\n\nDean\n\n1201\n\nof Girls, Montclair\n\nSixteenth\n\nHigh^tfoL\n\nStreet, Washington,\n\nAssoci\nRese\narch\nation)\n(American\n\nEducational\n\nN\n\n^'chffiaero' GrAY’\n\neasurer.\n-\n\nAiFREo\nsiN,Directo\nsiter,Depar.™\nWilliam'D^Smp\nG. Carr,\nof Educatio\nn i l! i An!anyS\nResearc^;\nh Divisio\nn, Nationa\nEdu- 7 °N. Y-\n\nDepartment\nPresident\n\n1\n\nResearch\n\nDepartment\n\nof Education,\n\nUniversity\n\nof\n\nCharters,n qSclmol\nof\nion, BalYimor'e;\nOhio StateMd^W\nCommittee. . . - Jon n^U°Ste\nUnivers'ity,\nColumb\nE. '2Educat\n5 t'h Street,\nus, uTs^.'T\n'w* '^\nOhio.\n\nExecutive\n\nMi\"n'\n\n.\n\ny\n\nFirst\n\nF. Pilcher,\n\nA’a'\nPa‘\n\n.\n\nVicepresident .\n\nEarl\n\nof Elementary\n\nr. Laing,\n\nCassh^-U\n\nF°.?.rthT/yicePr evident Fifth Vicepresident .\n\nSAZtVl * V .\n\nSpecial Secretary .\nE. ecutive Committee -\n\nPrincipal, Burt\n\nRoys,\n\nThird Vicepresident .\nM.\nHaREE^W.*\n■ ' • ‘ Lillian\nSThWdd VirZ^6-^\n\nSchool\n\nC\n\nPrincipals\n\nSchool, 20710\n\nPrincipal, Walnut\n\nD'\n\nPilgrim\n\nAvenue,\n\nHills School, 2609\n\nMkh'\n\nA’v'en'u'e,'pk'sad\nTowne,\nBo'n'ita Gardner\n*N. ’ SierraThomas\nLyon,' 95Principal,\nDistrict e?amaCalifNebr'\n\nCarl S. Zook, Principal, Gregory Heights\nElizabeth McCormick, Principal^ TiShy\n\nSchool Port^nT\"^383'\nO Howf :School’\n\n^AUD^E & Rhodes> 185 Westminster Drive, N. E., Atla^t?^^ WiS*\n\nEva G. Pinkston, 1201 Sixteenth Street, Washington\nDC\nJames R. Floyd, Principal, Jefferson School, Plainfi\neld N J\n(Term\n1932) ; M. Emma Brookes, Principal,’ Miles\nbchool, expires\nCleveland,\nOhio (Term expires 1933); John T\nLoftus, Public School No. 80, W. 19th Street, Brook7inc’ Plymou\nLi' YexPires 1934); Herbert C. Hansen,\n315\nth Court, Chicago, Ill. (Term expires 1935).\n\nDepartment\nPresident\n\n. . ,\n\nVicepresident\nSecretary\n\nof Kindergarten-Primary\n\n.\n\n^School\"030’\n\n.\n\npartment,\nElizabeth\nCullen,\nSupervisor,\nKindergarten-PrhmaryCDetroi\nDe-7’ N' ^\n% Public\nSchools .\nt Mich\nMary Merritt, Temple University, Philadelphia, Pa.\"\n’\n\n.\n\nKindergarten\n\nDepartment\nPresident\n\n.\n\nV icepresident\n\n....\n\nMarion Spring\nClasses, 205\nCoralie\n\nSecretary-Treasurer\n\nN\n\nHm™ea&ned’\nHelen Scriv\n\n. . .\n\nVicepresident\nSecretary\n\n. . .\n\nInstructor\n\nuctor\n\nof Rural\n\nAvenue\n\nReading\n\nin Lip\n\n61 t Shreve building .\nInstr\n\ner,\n\nRay\n\nMassachusetts\n\nClark, Teacher in charge\nMt. Auburn Street .\n\nKeneield,\n\nDepartment\nPresident\n\nof Lip\n\nTeacher,\n\nEducation\n\nin Lip\n\nof Lip\n\nReading\nCamhrirlcre\n\nReading 'to Adul^\n\nReading,\n\nMass\n\n’\n\nSan Francisco, Calif\n\nPubli\nc School\nSanta\nBarbar\ns, a,\n\nCalif.\n\nEducation\n\nP. Snyder Chief, Bureau of Rural Education,\nState De¬\npartment of Education .\nAlbanv N V\n0. H. PlENzke, Assistant State Superintendent of Public In’\nstruction, State Department of Education .\nMadison Wis\n. Mrs. Katherine M. Cook, Chief, Division of Special\nProb¬\nlems, U. S. Office of Education, Washington, D.\nC.\n\n"}
{"page": 845, "printed_page": null, "text": "Associational\n\nExecutive\n\nCommittee\n\nRecords\n\nand\n\n841\n\nInformation\n\n...Anna Swenson, Director of Rural Education, State Department of Education, St. Paul, Minn. (Term expires 1933);\n\nA i vA £ittman> Director of Rural Education, State Nor¬\nmal College, Ypsilant\ni, Mich. (Term expires 1934); Helen\n\nHay\n\nHeyl,\n\nAssistant\n\nin Rural\n\nEducation,\n\nState\n\nDepart¬\n\nment °l> Education, Albany, N. Y. (Term expires 1935);\nU. H. Plenzke, Assistant State Superintendent of Public\nInstruction, Madison, Wis. (Term expires 1936); Fannie\n\nW.\n\nDunn,\n\nProfessor\n\nDepartment\nPresident\n\n.\n\nVicepresident\n\nSecretary\nExecutive\n\nB.\n\nNash,\n\nEducation,\n\nTeachers\n\nCol¬\n\nN. Y. (Term\n\nex¬\n\nHealth\n\nand Physical\n\nEducation\n\nProfessor\n\nof\n\nof School\n\n. Jay\n\nof Rural\n\nYork,\n\nlege, Columbia\npires 1937).\n\nUniversity,\n\nNew\n\nPhysical\n\nEducation,\n\na\n™atlon’ New York University .\n, .A. W. Ihompson, State Supervisor of Physical\nState House. .\n.\n\n.\n\n.\n\n• James\n\nCommittee .\n\nE. Rogers,\n\nCharles\n\nSecretary\n\nW.\n\nof Science\n\nLincoln\n\nPublic\n\nPhysical\n\nEducation\n\nN. Y.\n\nMich.\n\nServ-\n\nEdwards,\n\nU. Eikenberry,\n\n. . Ernest\n\nSupervisor\n\nof\n\nNature\n\nTos\n\nProfessor,\n\nState Teachers\n\nof Secondary\n\nEducation\n\nD. Lewis,\n\nRoom\n\n1901,\n\n130 West\n\n42nd\n\nLudwig,\n\nN. Y.; Robert\n\nPershing\n\nW.\n\nHouse,\n\nJunior\n\nHigh\n\nStudy\n\nAnvel’ec\n\nCollege, Trenton,\n\nStreet.. New\n\n..Ann E. Ryder, Dickinson High School .\n'■ANANNFER?n^R’n-ap-°a HlgTTh-SLChc°°i--,' .\n..George M\nStrong, East High School .\n. . Augustus\n\nN. Y\n\nInstruction\n\nSchools .\n\nDepartment\nPresident .\nV icepresident ....\nSecretary .\nTreasurer .\nRegional Directors\n\nNational\n\nof\n\nNew York,\nEducation,\nUansing,\n\nice, 315 Fourth Avenue .\nNew York\n. Ethel Perrin, American Child Health Association, 370\nSeventh Avenue, New York, N. Y. (Term expires 1932);\nF. W. Maroney, Teachers College, Columbia University,\nNew York, N Y. (Term expires 1933); Edna Bailey,\nof CaIlf°™ia, Berkeley, Calif. (Term expires\n1934) ; William E. Burdick, State Director of Physical\nEducation, 7 E. Mulberry Street, Baltimore, Md. (Term\nexpires 1935).\n\nDepartment\nPresident\n\nDirector,\n\nSchool\n\nYork\n\nN\n\nCitv\nSanTersev\nFrancisco,\nBrooklyn,\n\nSchool, Salem\nunior\n\nY\n\nN\nT\nCalif.'\n\n. Columbus\n\nSchool,\n\nPrincipal, High\n\nN. J.'\n\nOhio\n’\n\nodesto\n\nHigh\n\nSchool, Modesto,\n\nCalif.\n\nDepartment\n\nof Secondary\n\nSchool\n\nPresident .\n„.\nT_.\n\nW.\n\nFirst Vicepresident\n\nRobert\n\nSecond\n\n.\n\nVicepresident\n\n-\n\nE.\n\nPrincipals\n\nW. Haggard, Superintendent, Joliet Township\nand Junior College .\nB.\n\nClem,\n\nPrincipal,\n\nShawnee\n\nJunior\n\nHigh\n\nSchool\nTnliet Til\n\nHigh' School\n\nochool\n.\n.Supervising\n. .\nE.\nChurch,\n\nPrincipal,\nJunior-Senior\n’High''1116’\nKy'\n.\nParker\nsbure\n\\7a\nSecretary-Treasurer .\nH. V\nChurch, Superintendent, J. Sterling Morton High\n«\n.\nSchool .\nCicero Til\nExecutive Committee .... Harrison C. Lyseth, State Supervisor\nof\nSeconda\nry\nEducation, State of Maine, Augusta, Maine; M. C. Jones, Prin¬\ncipal, High School, Huntington Beach, Calif.\n\nDepartment\n\nof Social Studies\n\nPresident . . . . .\nFirst Vicepresident .\nW\nC ^°T™; Arsenal Technical Schools .\nSecond Vicepresident .... Hnw.j p w’ Columbia University .\nSecretary-Treasurer\n\nBoard\n\nof Directors\n\n.\n\n.\n\nIndianapolis, Ind.\nNew York, N. Y.\n\nGraduate Sch°o1 of Education, Harvard\nProfessor of History, University\nof Chicago .\nChicavn\nO. M. Dickerson Teachers College, Greeley, Colo.\n(Term expn-es 1933) ; Burr Philips, Madison High School\n, Madi¬\nson, Wis. (Term\nexpires 1933).\nILS°N’\nUniversity\nH\nBessie\nL. Pierce, Associate\n\nTil\n\n"}
{"page": 846, "printed_page": null, "text": "842\n\nNational\n\nEducation\n\nDepartment\nPresident .\nV icepresident .\nSecretarv-T\n\nAssociation\n\nof Special Education\n\nCornelia S. Adair, 2121 Park Avenue, Richmond, Va.\nJ. Harold Williams, University of California at Los Angeles,\n.\n„\nT\nLos Angeles,\n\nreasurer .\n\n..Ada\n\nC. McLaughlin,\n\nDepartment\n\nBox\n\n176, Rt. 12, Portland,\n\nCalif.\n\nOre.\n\nof Superintendence\n\nPresident .\n.\nMilton C. Potter, Superintendent of Schools .\nMilwaukee Wis.\nFirst V icepresident .\nEdwin C. Broome, Superintendent of Schools .\nPhiladelphia Pa\nSecond Vicepresident George Melcher. Superintendent of Schools .\nKansas City Mo\nExecutive Secretary Sherwood D. Shankland, 1201 Sixteenth Street, Washington D C.\nExecutive Committee . . . David E. Weglein, Superintendent of Schools, Baltimore, Md.\n(Term expires 1933); Charles B. Glenn, Superintendent\nof Schools, Birmingham, Ala. (Term expires 1934); Her¬\nbert\n\nS.\n\nWeet,\n\nSuperintendent\n\nof\n\nSchools,\n\nRochester,\n\nN. Y. (Term expires 1935); Carroll R. Reed, Superin¬\ntendent of Schools, Minneapolis, Minn. (Term expires\n\nDepartment\nPresident\n\n.\n\nFirst\n\nVicepresident .\n\nSecond\n\nVicepresident\n\nof Instruction\n\nDondinEau,\n\nSupervising\n\nDirector\n\nof Instruction,\n\nDetroit, Mich.\n\nJames F. Hosic, Professor of Education, Teachers College,\nColumbia University .\nNew York,\nCommittee .... The officers of the Department, ex-officio; W. H. Burton,\nAssociate Professor of Education, University of Chicago,\nChicago, Ill.; Worth\nMcClure, Superintendent of\nSchools, Seattle, Wash.; Elma A. Neal, Director of\nElementary Education, Public Schools, San Antonio,\nTexas\n\nExecutive\n\n.\n\nDepartment\n.\n\nVicepresident\n\nDepartment\n\nof Supervisors\n\n.\n.\n\nSecretary-Treasurer\n\nPresident\n\nand Directors\n\nJ. Cayce Morrison, Assistant Commissioner for Elementary\nEducation .\nAlbany, N. Y.\nMildred English, Assistant Superintendent of Schools,\nRaleigh, N. C.\n\n....Arthur\n\nSecretary-Treasurer\n\nPresident\n\nof Supervisors\n\n.\n\nof Home\n\nY.\n\nEconomics\n\nHelen C. GoodspEEd, Special Assistant to Director of Home\nEconomics, Public Schools .\nPhiladelphia, Pa.\nCarlotta Greer, Head of Department of Home Economics,\nJohn Hay High School, 2515 Norfolk Avenue, Cleveland, Ohio.\nMary M. Buckley, Supervisor of Home Economics, Public\nSchools, Paterson, N. J. (Eastside High School, Paterson, N. J.)\n\nof Teachers\n\nColleges\n(American\nColleges)\n\nAssociation\n\nof Teachers\n\nH. Whitley, President, East Texas State Teachers\nCollege .\n. .\n.\nCommerce, Texas\nFirst Vicepresident .\nW. A. Lewis, President, Kansas State Teachers College, Hays, Kans.\nSecond Vicepresident. ... Franklin E. Baker, President, State Teachers College....\nMilwaukee, Wis.\nThird\n\n.\n\nand Teachers\n\nN.\n\nVicepresident .\n\nSecretary-Treasurer\n\nPresident\nFirst\n\nSam\n\nThomas W. Butcher, President, Kansas State Teachers\nCollege .\nEmporia, Kans.\n....Charles W. Hunt, President, Cleveland School of Educa¬\ntion .\nCleveland, Ohio\n\n.\n\nVicepresident .\n\nDepartment\n\nof Visual\n\nInstruction\n\nC. F. Hoban,\n\nDirector, Visual\n\nInstruction,\n\nF. D. McClusky,\n\nDirector\n\nState Department,\nHarrisburg,\n\nPa.\n\nof Scarborough School, .\nScarborough-on-the-Hudson, N. Y.\nSecond Vicepresident . ...W. W. Whittinghill, Assistant Director, Visual Education\nDepartment .\n. . . . . .\nDetroit, Mich.\nSecretary-Treasurer .\nEllsworth C. Dent, University of Kansas .\nLawrence, Kans.\nExecutive Committee ....A. G. Balcom, Assistant Superintendent of Schools, Newark,\nN. J. (Term expires 1933) ; Abraham Krasker, Director\nof Visual Instruction, Quincy Public Schools, Quincy,\nMass. (Term expires 1934); Daniel C. KnowlTon, Asso¬\nciate Professor of Education, New York University, New\nYork, N. Y. (Term expires 1935); John A. Hollinger,\nDirector of Nature Study and Visualization, Pittsburgh\nPublic Schools, Pittsburgh, Pa. (Term expires 1936) ;\nWilliam H. Dudley, 736 South Wabash Avenue, Chi¬\ncago, Ill. (Term expires 1937); Mrs. Grace Fisher\nRamsey, Associate Curator, American Museum of Natural\nHistory, 77th Street and Central Park West, New York,\nN. Y. (Term expires 1938).\n\n"}
{"page": 847, "printed_page": null, "text": "Associational\n\nDepartment\nPresident .\nVicepresident .\nSecretary .\n\nRecords\n\nand\n\nInformation\n\nof Vocational\n\n843\n\nEducation\n\nR. W. Heim, State Director of Vocational Education, Newark, Del.\nJ. H. Hobdy, State Director of Vocational Education, Montgomery, Ala.\nJulian McPhee, State Department of Vocational Education,\nSacramento, Calif.\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nOFFICERS— 1932-33\nJoseph\n\nRosier .\n\nJ. W.\nHenry\n\nPresident ..........\n\nPresident,\n\nCrabtree .\n\nSecretary.\n\n1201\n\nEester\n\nTreasurer .\n\nSmith\n\nWest\n\nVirginia\n.\n\nSixteenth\n\nDistrict of Columbia\n\n.\n\nDean,\n\nBloomington,\n\nState\n\nSchool\n\nIndiana\n\nTeachers\nStreet,\n\nCollege,\n\nN.\n\nof Education,\n\nFairmont,\n\nW.,\n\nWashington,\n\nIndiana\n\nUniversity,\n\nHonorary\nJohn\n\nDewey\n\n.\n\nHonorary\n\nPresident\n\nEconomic\nAlbert\n\nE.\n\nWinship\n\n.\n\nHonorary\n\nPresident\n\nResolutions,\n\nJoseph\n\nRosier .\n\nFlorence\n\nHale .\n\nJoseph\n\nH.\n\nSaunders .\n\nHenry\n\nEester\n\nThomas\n\nW.\n\nSmith..- .\n\nGosling .\n\nH.\n\nJoseph\n\nRosier .\n\nSaunders .\n\nJ. M. Gwinn .\n\nKate\n\nV. Wofford .\n\nEdgar\n\nG. Doudna .\n\nAssociate\n\nand\n\nBoston,\n\nChairman\n\nUniversity,\n\nAssociate\n\nMassachusetts\n\nExecutive\n\nCommittee\n\nPresident .\nWest Virginia\n\nPresident,\n\nState\n\nof Committee\n\nNew\n\nYork,\n\nChairman\n\nof\n\nTeachers\n\nCollege,\n\non Social\n\nNew\n\nYork\n\nCommittee\n\non\n\nFairmont,\n\nVicepresident .\nEditor, The Grade Teacher, 425 Fourth\nAvenue. New York, New York\nChairman, Board of Trustees, Superintendent, Newport News Pub¬\nlic Schools, Newport News, Virginia\nTreasurer .\nDean, School of Education, Indiana University,\nBloomington, Indiana\nMember by Election .\nSuperintendent, Akron Public Schools,\nAkron, Ohio\n\nBoard\nJoseph\n\nand\n\nGoals, Columbia\n\nof Trustees\n\nChairman .\nSuperintendent, Newport News Public Schools,\nNewport News, Virginia\nPresident .\nPresident, State Teachers College, Fairmont,\nWest Virginia\n...Superintendent, San Francisco Public Schools, San Francisco,\nCalifornia\nSecretary .\nSeth Kow Hall, Columbia University, New York,\nNew York\nSecretary,\n\nBoard\n\nof Normal\n\nSchool\n\nRegents,\n\nMadison,\n\nWisconsin\n\nVicepresidents\nGeorge C. Baker, Superintendent, Moorestown Public Schools, .\nMoorestown, New Jersey\nErnest W. Butterfield, Commissioner of Education, .\nHartford, Connecticut\nMabel Ellis, Viceprincipal, Frank McCoppin School .\nSan Francisco, California\nEdith EouisE Grosvenor .\n73 The Iowa Apartment, Washington, District of Columbia\nOrEn E. Eong, Department of Public Instruction .\nHonolulu, Hawaii\nW, T. Eongshore, Greenwood School .\nKansas City, Missouri\nElizabeth McCormick, Principal, Timothy O. Howe School .\nSuperior, Wisconsin\nOrville C. Pratt, Superintendent, Spokane Public Schools .\nSpokane, Washington\nGeorge W. Wannamaker, Superintendent, Griffin Public Schools .\nGriffin, Georgia\nC. B. WivEl, 33 East Eighth Street .\nTempe, Arizona\nCaroline S. Woodruff, Principal, Castleton State Normal School .\nCastleton, Vermont\n\nBoard\n\nof Directors\n\nJoseph Rosier, President- — President, State Teachers College .\nFairmont, West Virginia\nFlorence Hale, Vicepresident — -Editor, The Grade Teacher, 425 Fourth Avenue, New York, N. Y.\nHenry Eester .Smith, Treasurer — Dean, School of Education, Indiana University,\nBloomington, Indiana\n_\nJoseph II. Saunders, Chairman, Board of Trustees — Superintendent,\nNewport News Public Schools, Newport News, Virginia\nJ. W. Crabtree, Secretary — 1201 Sixteenth Street N. W., Washington, District of Columbia\n\n"}
{"page": 848, "printed_page": null, "text": "844\n\nNational\n\nEducation\n\nAssociation\n\nState Directors\nAlabama .\nAlaska .\nArizona .\nArkansas .\nCalifornia .\n\nJ. D. Williams, Principal, Avondale School .\nBirmingham\nE. J. Beck, Superintendent, Nome Public Schools .\nNome\nJ. O. Mullen, Superintendent, Jerome Public Schools .\nJerome\nC. M. Hirst, State Commissioner of Education .\nLittle Rock\nFrederick F. Martin, 555 Tenth St .\nSanta Monica\n\nColorado\n\nW.\n\n.\n\nB.’\nMooney, thSecretary,\nCommonweal\nEducation Association,\nBuilding Colorado\n.\n\n530\n\nDenver\n\nConnecticut\n. ._...H.\nHelen\nT. Collins, 41 Fifth Street .\n..'.\".New Haven\nDelaware .\nV. Holloway,\nState Superintendent of Public Instruction\n.\nDover\nDistrict of Columbia .. Edith Louise Grosvenor, 73 The Iowa Apartment .\nWashington\nFlorida .\nJames S. Rickards, Secretary, Florida Education Association. .Tallahassee\nGeorgia .\nMell L. Duggan, State Superintendent of Schools .\nAtlanta\nHawa“ .\nOrEn E. Long, Deputy Superintendent of Public Instruction. .. .Honolulu\nIdaho .\nRaymond H. Snyder, Superintendent, Idaho Falls Public Schools,\n,,,. .\n, T\n...\n_\nIdaho Falls\nIllinois .\nA. L. Whittenberg, Secretary, State Examining Board for\nTeachers’ Certificates .\nIndiana .\nCharles O. Williams, Secretary-Treasurer. Indiana State Teach¬Springfield\ners’ Association, Room 205, Hotel Lincoln .\nIndianapolis\nIpwa .\nMary A. Lord, North Junior High School .\nSioux City\nKansas .\nM. E. Pearson, Superintendent, Kansas City Public Schools .. Kansas City\nKentucky .\nR. E. Williams, Executive Secretary, Kentucky Education Asso¬\nciation, 1317-18 Heyburn Building .\nLouisville\nLouisiana .\nP. H. Griffith, Director, Extension Division, Louisiana State\nUniversity .\nBaton Rouge\nMaine\n.\nW. B. Jack, Superintendent, Portland Public Schools .\nPortland\nMaryland .\nWilliam Burdick, State Supervisor of Physical Education, 7 East\nMulberry Street .\nBaltimore\nMassachusetts .\nAnnie C. Woodward, 144 School Street .\nSomerville\nMichigan .\nWebster H. Pearce, State Superintendent of Public Instruction. .Lansing\nMinnesota. .\nHarry L. Wahi.strand, 824 Third Street East .\nWillmar\nMississippi .\nH. V.\nSuperintendent, Vicksburg Public Schools .\n’.Vicksburg\nMissouri .\nThomas Cooper,\nJ. Walker, Editor,\nSchool and Community .\nColumbia\nMontana .\nR. J. Cunningham, Secretary, Montana Education Association,\n7 Kohrs Block .\nHelena\ngebraska .\nDwight E. Porter, Principal, Omaha Technical High School! !!!!! Omaha\nNevada . .\n.\nAlice Maxwell, Principal, Junior High School .\nSparks\nNew Hampshire .\nDana S. Jordan, Superintendent, Littleton Public Schools .\nLittleton\nNew Jersey .\nAlexander J. Glennie, Principal, Miller Street School .\nNewark\nNew Mexico .\nPaul L. Fickinger, 18 Sena Plaza .\nSanta Fe\nNew York .\nFrederick Hour Law, 345 East Fifteenth Street .\n!!!!!.’.'.' .'New York\nmS\nrfw113 .\n?* W. Andrews, Superintendent, High Point Public Schools. .High Point\nNorth Dakota .\nL. A. White, Superintendent, Minot Public Schools .\nMinot\nX,}°,\n.\nR*\nEj\nOffenhauer,\nSuperintendent,\nLima\nPublic\nSchools\n.\n\"\nLima\nOklahoma .\nM. E. Hurst, Central High School .\nTulsa\nOregon . .. .\nC. A. Rice, Superintendent, Portland Public Schools .\nPortland\nPennsylvania .\nJ. Herbert Kelley, Executive Secretary, Pennsylvania State\nT . ,\n„\nEducation Association, 400 North Third Street .\nHarrisburg\nPhilippine Islands. . . . Camilo Osias, Resident Commissioner\nfrom the Philippine Islands,\n„\nHouse Office Building .\nWasbino-tnn D r\n\nRhode\n\n.\nIsland .\n\n.\nw™ .\nlOUH 9?Dakota\n\nRodriguez-Lopez, Department of Education..'.'.’.'.'.'! .\nCharles\nCarroll, Director, State Board for Vocational Education San Juan\n122 State House .\nProvident\n\n. Columbia\nSchool's'.'.'.*.'.'.’.’.'.\nPubl'ic'\nColumbia\nL0RA’ Superintendent,\nc • n?-Nissen,\nEditor, South Dakota\nEducati\non Associa\ntion Journal\n\nSouth\n\nS. B\n\n?“\"fSee\n.\nle as .\n\ntHar,ry\nSuperintendent\nKnoxviile Public'Sch^ls'.'.'. Knoxville\n*->■\ny- H-Clakk\nRogers, First\nAssistant .State\nSuperintendent of Public\nInstruction .\n» tj\n\nbJtah *Y .\nVermont .\n\nArch M. Thurman, 1923 Atkin Avenue.\n.’.'.'.Salt' Lake Ci v\nCaroline S. Woodruff, Principal, Castleton State Normal\nSchool\n7\n\nVirgin\n\nIslands .\n\nGeorge\n\nH. Ivins, Director\n\nof Education .\nPrincipal\n, George Washington and Robert\n.\n\nSt^bimp^\nGate-’ t\\t r\n\nWgima\n.\n.\n\nEdith\nB. Joynes,\nwood\nochools\n\nWashington\nV\nest Virgini,a .\n.\n^lscol?sin .\nWy°mmg\n.\n\nOrville C Pratt, Superintendent, 'Spokane Pubii'c’ Schoois'.'.'.'.'.'. Spokane\nWillia\nm C. Cook, State Superintendent of Free Schools .\nCharleston\nBmnchs M. McCarthy, Appleton High School .\nApple on\nMrS- Katharine A. Morton, State Capitol Building .\n....Cheyenne\n\nLife Directors\nCornelia S. Adair, 2121 Park Avenue .\nRobert J. AlEy, Butler College .\nFrancis G. Blair, State Superintendent of Public Instruct\nion\nBoard of Education .\nMrs. Mary C. C. Bradford, 5069 Newton Street .\n\n.Richmond, Virginia\nIndianapolis, Indiana\n..Springfield, Illinois\nNashville, Tennessee\n. . . .Denver, Colorado\n\n"}
{"page": 849, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n845\n\nNew York, New York\nElmer Ellsworth Brown, Chancellor, New York University .\nNew \\ork, New York\nNicholas Murray Butler, President, Columbia University .\nTennessee\nClarksville,\n.\n.\n.\nSchool\nNormal\nPeay\nAustin\nP. P. Claxton, President,\nWashington, D. C.\nWilliam John Cooper, United States Commissioner of Education .\nMount Pleasant, Michigan\nHugh A. Graham, East Broadway .\nNew \\ork, New York\n.\nAvenue\nFourth\n425\nFlorence Hale, Editor, The Grade Teacher,\nDenver, Colorado\nFrederick M. Hunter, Chancellor, University of Denver .\nCarlinville, Illinois\nIllinois State Teachers’ Association, Robert C. Moore, Secretary .\nNew York, New \\ork\nOlive M. Jones, Director, Calvary House, 61 Gramercy Park, North .\nJames Y. Joyner, Assistant Manager, Prudential Insurance Company, 304 East Jones\nRaleigh, North Carolina\nStreet .\nUel W. Lamkin, President, Northwest Missouri State Teachers’ College. ... Maryville, Missouri\n;••••. -Brookline, Massachusetts\nMary McSkimmon, 205 Tappan Street .\nJesse H. Newi.on, Lincoln School, Teachers College, Columbia University .. New York, New \\ ork\n..Milwaukee, Wisconsin\nCarroll G. PearsE, 1721 Uudington Avenue, Wauwatosa Branch .\nKing County, Washington\nMrs. Josephine Corliss Preston, Burton, Vashon Island .\nLincoln, Nebraska\nE. Ruth PyrtlE, Principal, Bancroft School .\nYork, New York\nNew\n.\nUniversity\nColumbia\nCollege,\nTeachers\nStrayer,\nD.\nGeorge\nAtlanta, Georgia\n. .\nWillis A. Sutton, Superintendent, Atlanta Public Schools .\nPennsylvania\nPhiladelphia,\nTeachers’ Institute .\ne, Florida\n.....Gainesvill\n.\nFlorida\nof\nUniversity\nJohn J. TiGERT, President,\nCharl O. Williams, Director, Field and Legislative Division, National Education\nWashington, District of Columbia\nAssociation, 1201 Sixteenth Street, N. W .\n\nOFFICERS\n\n.\n\nVicepresident\n\n.\n\nSecretary\n\n.\n\nExecutive\n\nCommittee .\n\nTreasurer\n\n.\n\nDirectors\n\n.\n\nEDUCATION\n\nOF\n\nWilliam C. BaglEy, Professor of Education, Teachers Col¬\nNew York, N. Y.\n.\nlege, Columbia University .\nMrs. Susan M. Dorsey, Superintendent Emeritus of Schools,\nLos Angeles, Calif.\n1506 Arapahoe Street .\nServ¬\nEducation\nAdelaide S. Baylor, Chief, Home Economics\nice, Federal Board for Vocational Education, 1523 L\n.Washington, D. C.\nStreet .\nAnna Laura Force, Principal, Lake Junior High School,\nDenver, Colo. (1933); Minnie J. Nielson, Valley City,\nN. D. (1934); David A. Ward, Superintendent of Schools,\nChester, Pa. (1935).\n\nDepartment\nPresident .\nVicepresident .\n\nDEPARTMENTS\n\nCOUNCIL\n\nNATIONAL\nPresident\n\nOF\n\nin Education\n\nWomen\n\nof Administrative\n\nIsabel Lancaster EcklES, Superintendent of Schools. .Santa Fe, N. M.\nAnna Laura Force, Principal, Lake Junior High School. .Denver, Colo.\nof\n.'...Mrs. Helen Watson Pierce, Assistant Superintendent\nLos Angeles, Calif.\nSchools .\nOlive M. Jones, Calvary House, 61 Gramercy Park North .\nNew York, N. Y.\nMary Postell, 1022 Columbus Ave. N. E. Atlanta, Ga.\nEva G. Pinkston, Executive Secretary, N. E. A. Department\n\nSchool\n\nMary\n\nElizabeth\n\nO’Connor,\n\nMrs.\n\nMargaret\n\ntion, Public\n\nSecretary\nTreasurer\n\n.\n.\n.\n\nExecutive\n\nDirector. . . .\n\nExecutive\n\nCommittee . .\n\n.Mary\n\nL.\n\nof Adult\n\nA.\n\nEducation\n.Agnes\n\nWinn,\n\nEducation\n.Katherine\n\nBoard\n• L. R.\n\nBoard\n\nDivision\n\nDirector,\n\nAssociation,\n\nH. Kohler,\n\n.\n\nPaul\n\nEducation,\n\nR.\n\nState\nState\n\nAlbany,\nService,\n\nClassroom\nand\n\nSummer\n\nService\n\nSupervisor,\n\nDivision\n\nof Field\n\nD. C.\n\nSchools,\n\nMinneapolis,\nS. Office\n\nU.\n\nN. \\.\n\nNational\n\nStreet ... Washington,\n\nof Extension\n\nMinn.\n\nof Educa¬\n\nWashington,\nService,\n\nD.\n\nC.\n\nState\n\nHartford,\n\nof Education .\n\nConn.\n\nEducation\nUniversity....\nNew York, N. Y.\nof Southern California....\nLos Angeles, Calif,\n\nSchool\n\nof Education,\n\nHaynes,\n\nUniversity\n\nS. Lomax,\n\nBenjamin\ndent .\nVicePresi\nr\n\nAdult\n\nCity Hall..... .\n\nof Business\n\nColo.\n\n..Boston, Mass.\n\nDivision,\n\nChief,\n\nDeming,\n\nof\n\n1201 Sixteenth\n\nDirector\n\nof Education,\n\nDepartment\nPresident\n\nof\n\nEducation,\n\nDepartment .\n\nAlderman,\nC.\n\nAlien\n\nAdult\n\nSupervisor\n\nWhipple,\n\ntion .\n\nRobert\n\nof\n\nof Education .\n\nDepartment\n.Caroline\n\nNatick, Mass.\n\nDenver,\n\nSchool .\n\nEducation\n\nSupervisor\n\nGuyton,\n\nEbert\n\nPrincipal,\n\nSmith,\n\nM.\n\nD. C.\n\nEduca¬\n\nElementary\n\nSupervisor,\n\nSchools .\n\nDepartment\nPresident\n\nSixteenth Street,\nWashington,\n\n1201\n\nPrincipals,\n\nof Elementary\n\nNew\n\nYork\n\n"}
{"page": 850, "printed_page": null, "text": "846\n\nNational\n\nExecutive\n\nSecretary . . .\n\nTreasurer\n\n.\n\nExecutive\n\nCommittee . . ,\n\nEducation\n\nAssociation\n\n.L* A. Rice, Assistant in Secondary Education,\nof Education .\n.E. Gilbert\nDirector of Commercial\nEducationDake,\n.\n\nState Department\nTrenton, N. T.\n\nEducation*\n\nBoard\n’of Mo\nSt.\nLouis\n\n.Albert E. Bullock, Director, Division of Commercial Education’\nChamber of Commerce Building (Past President) .... Los\nAngeles\nIra W. Kibby, Chief, Bureau of Business Education, State House.\nSacramento, Calif.\n, ^\nt~\\ •\nc\nTV Slinke\nD.\nr, Directo\nr of Commercial Education, Board of\nEducation .\nMoines> Iow?\nLlinton a. Reed, Supervisor of Commercial Educati\non, State\nEducation Department .\nAlbany N Y\nHelen Reynolds, Associate Professor, School of Commer\nce,\nOhio\nUniversity .\nAthens OMr.\nAnnie C. Woodward, 144 School Street .\nSomerville Mass\nFrederick G. Nichols, Graduate School of\nEducation, Harvard\nUniversity .\nCambridge, Mass\n\nCLAY\n\nDepartment\nPresident .\n...\nicepresident .\nc\nSecretary .\nn.\nP\n~ .\n\nregion\nRegional\n\nMrs.\n\nof Classroom\n\nF. Blanche Preble,\n(Elementary Teacher)\n\nVernon\n\nAvenue .\n\nAlbert M. Shaw, 2833 Estara Avenue .\n(Junior High School Teacher)\nEugenie J. Brown, Doanbrooke Hotel .\n(History Teacher, John Adams Senior High\n\nDirect\nors .\nDirlftors\n\nof Deans\n\nSecond\n\nThyrsa\n\nVicepresident .\n\n.\n.\n\nHeadquarters\n\nW.\n\nof Educational\n\nDean\n\nof Women,\n\nAlfred\n.\n\nCommittee .\n\nCalif.\n\nCleveland\n\nOhio\n\nSchool)\n\nFirst Vicepresident . . .\n\nWilliam^G.\nJohn\nW-\n\nSixteenth\n\nState Education\n\nCarr, National\n\nof' Pittsburgh...’.\n\nStreet .\n\nWashington, ' D. C.\n\nEducational\nEducation,\n\nUniversity of\nChicago\n\nDepartment .\n\nEducation\n\nResearch\n\nAssociation,\n\nAlbany\n\nIll\n\nN. Y\n\n1201 Sixteenth\"\n\nLStenquist\n*3 Eastof 25th\n. Charter\ns, , School\nStreet!\n.'!.’.* State Universi\nEducatio\nI^BalS\nn, Ohio\nor^Md!\nty.\n.\nColumbus,\nOhio\n\nof Elementary\n\n...Elizabeth\n\nMcCormick,\n\nSchool\n\nPrincipals\n\nPrincipal, Timothy\n\nO. Howe School _\n„\nSuperior, Wis.\nSchool, 20710 Pilgrim Avenue. . . .\nt\n~\n_ .\nDetroit, Mich.\n...Lillian M. TownE, Principal, Thomas Gardner District Public\nSchools, Allston Section .\nBoston, Mass.\n...II. B. Norton, Principal, Robinson School, 8400 First Avenue S. .\nt-. t\nt~» ...\n. . • JyARi, R. L/Aing, Principal, Burt\n\nSecond\n\nVicepresident .\n\nThird\n\nVicepresident . .\n\nFourth\n\nVicepresident .\n\n...Margaret\n\nFifth\n\nVicepresident..\n\nat\n...Mason\n\nExecutive Secretary . ,\nExecutive Committee .\n\n1201\n\nof Women, Uni¬\nUniversity Ala\n\nState Teachers College. . Mankatof Minn\nof Girls, Montclair High School _\n\nResearch\n(American\nAssociation)\n\nD. Simpson,\n\nDepartment\n.\n\nJones,\n\nDean\n\nUniversity\n\nWilliam S. Gray, Department of\nChicago .\n\n.\n\nSecretary-Treasurer\n\nPresid ent\n\nAmos,\n\nSara Norris, Dean of Women,\nMrs. Mary F. Pilcher, Dean\n\n.\n\nl icepresident\n\nW.\n\nSecretary .. . Gwladys\n\nDepartment\n\nExecutive\n\nLos Angeles,\n\n.\n\n(Acting President), Agnes Ellen Harris,\nversity of Alabama .\n\nPresident\n\nIll\n\nof Women\n\nFirst Vicepresident .\n\nSecretary\nTreasurer\n\nChicago\n\nNew York, N. Y.\n75th §lreet .\nWes£Read,\nH'\nw*\\ rn\nWeste\nSectio ^Faye\nElementary Teacher, 131 Vernon\nPlace (1931)n .\nPueblo Colo\nEastern\nSection,\nDatsy\nLord,\nHigh School Teacher,Waterbu\nMam Street (1934) .\n' 1027 rv\nWestConn\nMiddle Section, Mary C. Ralls, Elementary Teacher, 6529\nJeffer¬\nson Avenue (1935) .\nKansas City, Mo.\n\nDepartment\nPresident\n\n10855\n\nTeachers\n\nr\n\n~\n\nC. Mackintosh,\n\n. r~.\nA. Stratton,\n\n„\n\nPrincipal,\n\nPublic\n\n„ .\nPrincipal, Brighton\n\nAvenue\n\nt->\n\n•••Hva\n\nG. Pinkston,\n\n1201 Sixteenth\n\nSchool\n\nStreet .\n\nBirmingham,\n\nAla.\n\n140 .\nBrooklyn,\nSchool .\n\nN. Y.\n\nAtlantic\n\nN.\n\nCity,\n\nWashington\n\nT.\n\nD C\nPrincipal, Miles School, 11918 Miles Avenue'\naL>. Heacock\n., L'\n• 'l, Los Feliz\nL' I.’ ‘ . .\nCleveland, Ohio\nA.\nPrincipa\nSchool, 4737 Hollywood Boule¬\nvard (1934) .\nLos Angeles Calif\nHerbert C. Hansen, Principal, Talcott School (1935) _\nChicago Ill\nCassie F. Roys, Principal, Walnut Hill School (1936) ... Omaha,\nNebr’\n\n. ..M.\n\nEmma\n\nBrookes,\n\n"}
{"page": 851, "printed_page": null, "text": "Associational\n\nDepartment\nPresident\n\n.\n\nVicepresident\nSecretary\n\nRecords\n\nof Kindergarten-Primary\n\n.\n\n.\n\n. . .\n\nSecretary-Treasurer\n\nDepartment\n.\n\nVicepresident\n\n.\n\nExecutive\n\nCommittee\n\nof School\n\nA.\n\n.\n\nHealth\n\nBailey,\n\n.\n\nJames\n\nE-\n\nCommittee .\n\nF. W.\n\nMaronEy,\n\nSecretary-Treasurer\n\nEducation\n\nand\n\nPhysical\n\nDirector\n\nEducation\nand\n\nof Health\n\nLansing,\nEducation,\n\nUniver¬\n\nPhysical\n\nEducation\n\nService,\n\nsity of California .\nRogers,\n\n315 Fourth\n\nDirector,\n\nNational\n\nBerkeley,\n\nAvenue .\nColumbia\n\nMich.\n\nof\n\nProfessor\n\nAssociate\n\nEduca¬\n\nPhysical\n\ntion, State Capitol .\nW.\n\n.\n\nState\n\nThompson,\n\nW.\n\nEdna\n\nVicepresident\n\nExecutive\n\nof Rural\n\nP. Snyder, Chief, Bureau of Rural Education, State Educa¬\ntion Department .\nAlbany, N. Y.\n..O. H. PlEnzke, Assistant State Superintendent of Public Instruc¬\ntion, State Capitol .\nMadison, Wis.\n..Mrs. Katherine M. Cook, Chief, Division of Special Problems,\nU. S. Office of Education .\nWashington, D. C.\n. .Anna Swenson, Director of Rural Education, State Department\nof Education (1933) .\nSt. Paul, Minn.\nM. S. Pittman, Director of Rural Education, State Normal Col¬\nlege (1934) .\nYpsilanti, Mich.\nHelen Hay Heyl, Assistant in Rural Education, State Education\nDepartment (1935) .\nAlbany, N. Y.\nO. H. PlEnzke, Assistant State Superintendent of Public Instruc¬\ntion (1936) .\n.\nMadison, Wis.\nFannie W. Dunn, Professor of Rural Education, Teachers\nCollege, Columbia University (1937) .\nNew York, N. Y.\n\nDepartment\nPresident\n\nReading\n\n..Ray\n\n.\n\nSecretary\n\nof Lip\n\n..CoraliE N. Keneield, Instructor to Adult Deafened, Public\nSchools, 617 Shreve Building .\nSan Francisco, Calif.\n..ESTELLE E. Samuelson, Supervisor, Education and Employment\nWork, The New York League for the Hard of Hearing, Inc.,\n480 Lexington Avenue .\nNew York, N. Y.\n..Helen Scriver, Instructor in Lip Reading, Public Schools, 20\nDaily News Building .\nSanta Barbara, Calif.\n\nVicepresident\n\nPresident\n\nEducation\n\nMartha E. Seating, Instructor, Pestalozzi Froebel Teachers Col¬\nlege, 5136 Blackstone Avenue .\nChicago, Ill.\nElizabeth Cullen, Kindergarten-Primary Supervisor, 4061 Clairmont Avenue .\nDetroit, Mich.\nIrene Born, Kindergarten Teacher, 1517 West Wright Street....\nMilwaukee, Wis.\n\nDepartment\nPresident\n\n847\n\nand Information\n\nUniversity\n\nNew\n\n(1933) .\n\nNew\n\nCalif.\n\nYork,\n\nN. Y.\n\nYork,\n\nN. Y.\n\nA.\n\nG. Ireland State Director of Health and Physical Educa¬\ntion, 1208 Trenton Trust Building (1934) .\nTrenton, N. J.\nWilliam E. Burdick, State Director of Physical Education, 7\nMulberry Street (1935) .\nBaltimore, Md.\nEthel Perrin, American Child Health Association, 450 Seventh\nAvenue (1936) .\nNew York, N. Y.\n\nDepartment\nPresident\n\n.\n\nEllen\n\nEddy\n\nBotanic\nSecretary\n\n.\n\nLouise\n\nof Science\nShaw,\n\n.\n\nErnest\n\nVicepresident .\nSecretary .\nTreasurer .\nRegional Directors .\n\nof Elementary\n\nInstruction,\n\nGarden .\n\nHerrick,\n\nDepartment\nPresident\n\nCurator\n\nInstruction\n\nRoosevelt\n\nHigh\n\nof Secondary\n\nD. Lewis,\n\nRoom\n\nBrooklyn\n\nBrooklyn,\n\nSchool .\n\nN. Y.\n\nRockford,\n\nIll.\n\nEducation\n\n1901, 130 West\n\n42nd\n\nStreet. .New\n\nFrank E. Barr, Balboa High School .\nAnn E. Ryder, Dickinson High School .\nGeorge M. Strong, East High School .\nGrace M. Davis, Modesto High School .\n\nYork,\n\nN. Y.\n\nSan Francisco, Calif.\nJersey City, N. J.\nColumbus, Ohio\nModesto, Calif.\n\nAsa E. Foster, Starling Junior High School .\nColumbus, Ohio\nRobert W. House, Salem High School .\nSalem, Va.\nGrace Kenehan, Chester S. Morey Junior High School. .Denver, Colo.\nAugustus Ludwig, Pershing Junior High School .\nBrooklyn, N. Y.\n\nDepartment\nPresident\n\n.\n\nW.\n\nW.\n\nof Secondary\nHaggard,\n\nand Junior\nFirst Vicepresident .\n\nRobert\n\nSecond\n\nE. E. Church,\n\nVicepresident .\n\nSchool\n\nSuperintendent,\n\nPrincipals\nJoliet\n\nTownship\n\nHigh\n\nCollege .\n\nB. Clem,\n\nPrincipal,\n\nShawnee\n\nSupervising\n\nPrincipal,\n\nHigh\n\nSchool\n\nJoliet, Ill.\nSchool .\n\nJunior-Senior\n\nLouisville,\nHigh\n\nSchool.\n\nParkersburg,\n\nW.\n\nKy.\n\nVa.\n\n"}
{"page": 852, "printed_page": null, "text": "848\n\nNational\n\nS ecretary- T reasurer\n\nEducation\n\n.H. V. Church,\n\nExecutive Committee .\n\nHarr.sc*\n\nC\n\nAssociation\n\nSuperintendent,\n\nLvseth,\n\nJ. Sterling Morton\n\nHigh\n\nSchools..\n\nState Supervisor of Secondary\n\nEduStTo™’\nM. C. JoeNes.eprrS’c“aI,'Hig'h\nSchooi !!!!!! 1 iHunting^^aS\nh. cSfe\nDepartment of Social Studies\n\nFirfvtcep'reiident: \\ \\ \\ \\ \"Sr.\nVSSS**\n^\nSecond Vicepresident .\nHowarp E^Wirso*, Graduate School of Education'*\nHarvard ' Y'\nSecretary-Treasurer .\nAssociate\n'History', ' UnTversIfy’ of ^\nBoard of Directors .\nO. M. JMckerson! Teacher's' College VVqVVi .\nr\nIH.\nBurr PhiLips, Madison High School (1933\n^)\\\\\\\\\\\\\\\\\\’;. M^dfson, Wis!\nDepartment of Special Educatio\nn\n\nPresident\n\n.\n\nGuise Ii Martens,\n\nSenior Specialist in the Gducation\n\nEirstVicePresident .\n\nMar£\\\n\nSecretary-Treasurer\n\n.\nLucv^Qu.nn, Director, Department'\n\n.\n\nDepartment\n\nFirs! Vlceiresident: \\ \\ [ \\ \\ \\fp'wmc'\n\nof\n\nof GxcepG\n\ntic City, N. J.\nSpecial\" Atlan\nOassf\ns pSlif^'\n\nSuperintendence\n\nBlooms sZSS'\"4,\n\n.\n\nMilwaukee,\n\nWis.\n\n£\n\n■ • '■• '■\n\nExecutive Committee .\n;;; •\nDav.o E\n\nCarrouu R. Reed, Superintendent of Schools\n) . Minneapolis’ Minn!\nlisfSJ. wS, iSSSKS?\nol ISss(1936\nVimV)\nDepartment\n\nof\n\nPi csident .\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\nRrnest\n\nFirst Vicepresident .\n\nHorn, Professor of Gducation, State Unive\nrsity of Iowa. .\nArthUr Dondineau, Director of Instructio\nn, Board\n\nSecond Vicepresident .\n\nJULia L. Hahn,\n\nSecretary-Treasurer\n\n^““/^ostc\n\n.\n\nExecutive Committee .\n\nSupervising Principal, Raymond\n\nProfessor of Education, Teachers cSSSS’SSSj?- C\nThe abet\nofficers\nof the\nDepartment',\nfuMo .\nY°rk- N' Y'\nGuiz\nh Haul\n, Asst.\nSupt. of\nSchools, 305 City Hall .\nE«a A. Nsal, Assistant Superintendent\nof Schoolf\n\n1 CAtioCnS sSte e7’ A,?sist?;lt Commissioner\nDepartment\n\nof Supervisors\n\n.\n\nV^epresident\n\nAda^Kennedy,\n\nSeCretary\n\n.\n\nAlice\n\nTreasurer\n\n.\n\nMarv\n\n'\n\nDepartment\n\nand\n\nTeachers\n\n^rarpLh^S,11^\n\n.\n\nSchooh!?^. ^\n\nSuperb\n\nfor ElementaryEduca^8\n\nof Home\n\nH°me\n\nGenomics\n\nEconomics\nDepartment,\n\nJohn\n\nof Home\n\nGconomics,' Board^oT Gdula °hi°\n\nCurrier, ’Supervisor' of Home\n\nGconomics,' BciaV/ofGTuca^11^\n\nM \" ’■RttV.Vt’J-J “c .\n\n.\n\n. .\n\nPawtucket,\n\nR. I.\n\nEdfcatfo^Sf FalTtSr: .?! .”??’?. .E“?Pa\nB£l,°k\n\nof Teachers\n\nFirsfvicWr'eMVnY.:::::\\foKu'\n\nSecond Vicepresident . .\nThird Vicepresident . . .\n\n..J. A\n\nSecretary-Treasurer\n\n'\n\nColleges)\nColleges (Am\nerican\n\nW0WI'TSSidS„Imnis\n’ D\n\nUniversitv\n\nPitman,\n\nW.\n\nSl,a,e Normal\n\nof Teachers\n\nUniversity..\nNormal, Ill.\nNew York\n\nof Gducation,\n\nDePartment\n\nPreVidrat,* State Normal' 'School .'.'.'.'.*.N?W Sem\n\n' Collegia:..\n\n..Charles\n\n’\n\nAssociation\n\nj.\n\nHunt’,\n\n\"e.S.ldent> WeStCrn\n'President!\n\nKentucky\n\nCleVeknd'\n\nState\n\nMas^'\nTeachers\n\nCleveland, Ohio\nSchooi\n\n'o^GduLt^on6”!\n\nKy‘\n\n"}
{"page": 853, "printed_page": null, "text": "Associational\n\nDepartment\nPresident .\n„.\nFirst Vicepresident .\nSecond\n\nVicepresident .\n\nSecretary-Treasurer .\n.\nExecutive Committee .\n\nRecords\n\nand\n\nof Visual\n\n849\n\nInformation\n\nInstruction\n\nC. F. Hoban, Director, Visual Education Division, State Departrnent of Education .\nHarrisburg, Pa.\nF. D. McClusky, Director of Scarborough School .\nScarborough-on-the-Hudson, N. Y.\nW. W. Whittinghill, Assistant Director, Visual Education Department, Public Schools, 9345 Lawton Avenue. ... Detroit, Mich.\nEllsworth C. Dent, Director of Visual Instruction, University of\nKansas, 1812 Illinois Street .\nLawrence, Kans.\nNewark,\nN. J.\nA. G. Balcom, Assistant Superintendent of Schools (1933)\n.\n\nAbraham Krasker, Director of Visual Instruction, Quincy Public\nSchools (1934) .\nQuincy, Mass.\nDaniel C. KnowlTon, Associate Professor of Education, New\nYork University (1935) .\nNew York, N. Y.\nJohn A. Hollinger, Director of Nature Study and Visualization,\nPittsburgh Public Schools (1936) .\nPittsburgh, Pa.\nWilliam IT. Dudley, 736 South Wabash Avenue (1937) .. Chicago, Ill.\nMrs. Grace Fisher Ramsey. Associate Curator, American Mu¬\nseum of Natural History, 77th Street and Central Park West\n(^938) .\nNew York, N. Y.\n\nDepartment\nPresident . .\nV icepresident\nSecretary . .\n\n. . Henry\n\n..Gerald\n..F.\n\nE.\n\nof Vocational\n\nEducation\n\nH.\n\nHagen, Principal, Crane Technical High School . Chicago,\nD. Whitney,\nUniversity of Pittsburgh .\nPittsburgh,\nMoore,\nState Director for Vocational Education, State\n\nHouse .\n\nDes\n\nMoines,\n\nIll.\n\nPa.\n\nIowa\n\n"}
{"page": 854, "printed_page": null, "text": "850\n\nNational\n\nCOMMITTEES\n\nEducation\n\nOF THE NATIONAL EDUCATION\nASSOCIATION, 1931-32\n\nCOMMITTEE\n\nON\n\nVaughan, J. T., Chairman, Principal, Bush\nSchool, Birmingham, Ala.\nBayer, Philip A., Director of Research, Ad¬\nministration Building, Philadelphia, Pa.\nBerry, Frances M., 506 Harwood Avenue,\nBaltimore, Md.\nBird, C. S., Principal, Coconut Grove School,\nMiami, Fla.\nBlack, John H., Supervisor Raton Public\nSchools, Raton, N. M.\nBosworth, Clarence W., President, Rhode\nIsland Institute of Instruction, Cranston,\nR. I.\n\nCranor, Garnie R., 1819 D Street, Salem, Ore.\nCrocker, Richard, Fort Kent, Me.\nDavis Pearle, Deputy Commissioner of Edu¬\ncation, Little Rock, Ark.\nDugdale, Lee A., 1330 South Josephine\nStreet, Denver, Colo.\nEly, Selden M., Supervising Principal, Fifth\nDivision Public Schools, Emery School,\nWashington, D. C.\nEddy, L. M., Principal, Junior High School,\nParsons, Kans.\nEvans, R. E., Principal Elementary Schools,\nOklahoma City, Okla.\nFry,\nInd.Mattie B., 1316 Ohio Avenue, Anderson,\n\nGellerman Frank, Superintendent,\nPublic Schools, Waubay, S. D.\n\nWaubay\n\nGr*e.n’ W- T-- 18875 Ryan Road, Detroit,\n’\nMich.\nHeatwole, C. J., Executive Secretary, Vir¬\nginia Education Association, 401 North\nNinth Street, Richmond, Va.\nHickman, J. H., Secretary, West Virginia\nState Education Association, 1816 Washington Street, Charleston, W. Va\nJackson, Marcella, Castleton State Norma\nl\nSchool, Castleton, Vt.\nKennan, Richard B., Superintendent,\nGeorge¬\ntown Public Schools, Georgetown,\nDel.\nLeistra, P. A., Superintendent, Gowrie\nPub¬\nlic Schools, Gowrie, Iowa.\nLopez, F. Rodriguez, Director General\nEle¬\nmentary Urban Schools, San Juan,\nP. R.\nL°iW^y’-r,William J” Superintendent! White¬\nhall Public Schools, Whitehall, Mont.\nMardis H. C., Principal, Lincoln\nHigh\nSchool, Lincoln, Nebr.\n\nMarkley, R. L., Superintendent, Thermopolis Public Schools, Thermopolis, Wyo.\nMatoon, Donald S., Headmaster, High\nSchool, Littleton, N. H.\n\nCOMMITTEE\n\nAssociation\n\nON\n\nCREDENTIALS\nMatthews, A. J., President Emeritus, Ari¬\nzona State Teachers College, Tempe, Ariz.\nMiller, Gladys, 2001 Western Avenue, Fort\nWorth, Texas.\nNichols, Walter S., Principal, Wisconsin\nAvenue School, Milwaukee, Wis.\nNielson, L. W., Principal, High School, Jor¬\ndan, Utah.\nPriest, Charles, Superintendent, Carson City\nPublic Schools, Carson City, Nev.\nPush, Thomas B., Superintendent, Indepen¬\ndence Public Schools, Independence, La.\nRagsdale, S. L., Principal, L. C. Humes High\nSchool, Memphis, Tenn.\nRinder, Lloyd, High School Teacher, Doug¬\nlas, Alaska.\nRobison, Fae, 203 West Maple Street, Glen¬\ndale, Calif.\nRoche, Juliet, Public School Number Thirtyfour, Jersey City, N. J.\nRoosa, Annette, Principal, Junior High\nSchool, Devils Lake, N. D.\n\nPy^er>\nE.,\ntendent,\nCounty Schools, Superin\nFremont, Ohio.\nSamps\non, Ruby, 93 High Street,\nMass.\n\nSpecial\n\nE- B. von KleinSmid, Chairman; President,\nUniversity of Southern California; Los\nAngeles. Calif.\nJames R. Angell, President, Yale University,\nNew Haven, Conn.\n\nBrockton.\n\nScott, Mrs. W. S., Superintendent, Jonesville Public Schools, Jonesville, S.\nC\nSnyder, Raymond H., Superintendent, Idaho\nhalls Public Schools, Idaho Falls, Idaho\nStewart, Mary K., 109 South Wall Street\n!\nSpokane, Wash.\nMinn. n’ Alice>\nSuiii.va\n\nSpalding\n\nHotel,\n\nDuluth\n\nWillis A., Superintendent,\nPublic Schools, Atlanta, Ga.\n\nAtlanta\n\nSv^lft- .Gordon’ Superintendent, Watertown\nPublic Schools, Watertown, Conn.\nTaylo\nr,ster,\nGeorge\nD., 392 Augustine Street,\nRoche\nN. Y.\n\nTaylor, W. N., Secretary, Mississippi\ncation Association, Box 823, Jackson. EduMiss.\nThalman, John W., Superintendent, Wauke¬\ngan Township Secondary Schools, Wauke¬\ngan, Ill.\nThomp\nson, Carrie\nHonolulu, T. H.\n\nA., 2133\n\nLanihuli\n\nDrive\n\nWarren, Jule B., Secretary, North Carolina\nEducat\nN . C. ion Association, Box 274, Raleigh,\n\nWesley,\nPublic\n\nW.\nM., Superintendent, Burgin\nSchools, Burgin, Ky.\nWinkelman, Mathilda, 3912 Russell Boule¬\nvard, St. Louis, Mo.\n\nCOLLEGES\n(A\n\nSandusky\n\nAND\n\nUNIVERSITIES\n\nCommittee)\n\nFranklin W. Johnson. President, Colby Col¬\nlege, Waterville, Maine.\nEdwin Shaw, Tufts College, Medford, Mass.\nMary E. Woolley, President. Mount Holyoke\nCollege, South Hadley, Mass.\n\n"}
{"page": 855, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n851\n\nCOMMITTEE\nTO COOPERATE\nWITH\nTHE NATIONAL\nASSOCIATION\nOF TEACHERS\nIN\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, State Superintendent of\nPublic Instruction, Springfield, Ill.\nMabel Carney, Teachers College, Columbia\nUniversity, New York, N. Y.\nJackson Davis. Assistant Director of Educa¬\ntion, General Education Board, 804 GraceAmerican Building, Richrrfond, Va.\nM. L. Duggan, State Superintendent of\nSchools. State Capitol, Atlanta, Ga.\nLeo M. Favrot, General Field Agent, Gen¬\neral Education Board. 910 Louisiana Na¬\ntional Bank Building, Baton Rouge, La.\nR. S. Grossley. President, State College for\nColored Students, Dover, Del.\nW. J. Hale, President. Tennessee Agricul¬\ntural and Industrial State College, Nash¬\nville, Tenn.\nFlorence Holbrook, 4429 Greenwood Avenue,\nChicago, Ill.\n\nCOMMITTEE\n\nON\n\nTHE\n\nby\n\nE. Ruth Pyrtle, Principal, Bancroft School,\nLincoln, Nebr.\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 Southern Schools,\nJulius Rosenwald Fund, Cotton States\nBuilding, Nashville, Tenn.\nFannie C. Williams, 1922 Louisiana Avenue,\nNew Orleans, La.\nW.\n\nR. Buckingham, Chairman; 15 Ashbur¬\nton Place, Boston. Mass.\nFlorence Barnard, 607 N Street, West Palm\nBeach. Fla.\nW. W. Coxe, Director, Educational Research\nDivision, University of the State of New\nYork, Albany, N. Y.\n\nON\n(A\n\nT. B. Williams, Dean, Tuskegee Normal\nand Industrial Institute, Tuskegee Insti¬\ntute, Ala.\n\nJ. P. Womack. President, Henderson State\nTeachers College, Arkadelphia. Ark.\nArthur D. Wright, 726 Jackson Place N. W.,\nWashington, D. C.\n\nSTATUS\n\nRepresentative\n\nB.\n\nCOMMITTEE\n\nTames H. Hope, State Superintendent of\nEducation, Columbia, S. C.\nArthur J. Klein, Department of School Ad¬\nministration, Ohio State University, Co¬\nlumbus. Ohio.\n\nECONOMIC\n\n(Authorized\n\nMarcus Aaron. Chairman; President, Board\nof Public Education, Pittsburgh, Pa.\nThomas\nE, Finegan, Vicechairman, 343\nState Street, Rochester. N. Y.\nG. W. Ager, Superintendent, Public Schools,\nBend, Ore.\nPercival P. Baxter, Portland, Maine.\nJ. H. Beveridge, Superintendent, Public\nSchools. Omaha, Nebr.\nE, J. Bodman, Union Trust Company, Little\nRock, Ark.\nM. A. Brannon, Chancellor, University of\nMontana, State Capitol, Helena, Mont.\nA. Boyd Campbell, Jackson, Miss.\nH. E. Chandler, Secretary, Appointment\nBureau, University of Kansas, Lawrence,\nKans.\n\nGeorge N. Child, Superintendent, Public\nSchools, Salt Lake City, Utah.\nP. P. Claxton, President, Austin Peay\nNormal School, Clarksville, Tenn.\nFrank Cody. Superintendent, Public Schools,\nDetroit, Mich.\nD. R. Coker, Hartsville, S. C.\nC. G. Cooper, Superintendent, Baltimore\nCounty Public Schools, Towson, Md.\nThomas J. Davis, Attorney-at-Law, Butte,\nMont.\n\nOF\n\nTHE\n\nTEACHER\n\nAssembly)\n\nE. C. Hartwell, Superintendent, Public\nSchools. Buffalo, N. Y.\nJ. R. McGaughy, Professor of Education.\nTeachers College, Columbia University,\nNew York, N. Y.\n\nEDUCATION\nSpecial\n\nAssembly)\n\nAND\n\nBUSINESS\n\nCommittee)\n\nHoward A. Dawson, Director, Division of\nResearch and Surveys. State Department\nof Education, Little Rock, Ark.\nGeorge H. Dern, Governor of Utah, Salt\nLake City, Utah.\nCharles F. Dienst, Superintendent, Public\nSchools, Boise, Idaho.\nW.\nG. Donley, Superintendent, Carlsbad\nPublic Schools, Carlsbad, N. M.\nJohn G. Eberwine, Suffolk, Va.\nVictor Facinelli, President, North Side\nState Bank, Rock Springs, Wyo.\nW. W. Fairchild, Superintendent, Public\nSchools, Rutland, Vt,\nF. N. Fletcher, National Bank Building,\nReno, Nev.\n\nA. C. Flora, Superintendent, Public Schools,\nColumbia, S. C.\nW. W. Gaines, President, Board of Educa¬\ntion, Atlanta, Ga.\nArthur E. Godfrey, Williams Piano Com¬\npany, Sioux Falls, S. D,\nThomas W. Gosling, Superintendent, Pub¬\nlic Schools, Akron, Ohio.\nJ. M.\nGwinn.\nSuperintendent, Public\nSchools. San Francisco, Calif.\nWalter W. Head, Graybar Building, Lexing¬\nton Avenue at Forty-third Street, New\nYork, N. Y.\n\nH.\n\nB. Heidelbert,\n\nClarksdale,\n\nMiss.\n\n"}
{"page": 856, "printed_page": null, "text": "852\n\nNational\n\nEducation\n\nH.\n\nE. Hendrix, Superintendent, Mesa Pub¬\nlic Schools, Mesa, Ariz.\nRafael Herman, 504 North Beverly Drive\nBeverly Hills, Calif,\nJohn Sprunt Hill, Durham, N. C.\nGlenn Holloway, President, Holloway Saw\nMill Company, Inc., Clayton, La.\nR* ,v- . Hunkins, Superintendent, Public\nSchools, Lead, S. D.\nJames\nHurst, Superintendent, Norfolk\nCounty Public Schools, Norfolk, Va.\nAlbert J. Kennelly, 501 Fifth Avenue, New\nYork, N. Y.\n\nJoseph Roemer, Director of Instruction\nin the Junior College, Demonstration\nSchool, George Peabody College for\nTeachers, Nashville, Tenn.\nC. C. Russell, Superintendent, Public\nSchools, 169 Church Street, New Haven,\nConn.\n\nON\n\n(Authorized\nThomas D. Wood,\nlege, Columbia\nN. Y.\n\nForty-second\n\nStreet,\n\nHenry W.\nSchro\nProvidence, R. eder,\nI.\n\nP.\n\nBox\n\n# 773,\n\nStreet,\n\nPort¬\n\nPROBLEMS\n\nRepresentative\n\nChairman, Teachers Col¬\nUniversity, New\nYork,\n\nEdna W. Bailey, Associate Professor of\nEducation, School of Education, University of California, Berkeley, Calif\nGeorge H. Black, Delta Kappa Epsilon\nClub, 5 East Fifty-first Street, New York\nN. Y.\n\nMrs. Hugh Bradford, President, National\nCongress of Parents and Teachers, 1014\nForum Building, Sacramento, Calif.\nC. L. Brownell, Professor of Physical Edu¬\ncation, Teachers College, Columbia, Uni¬\nversity, New York, N. Y.\nWilliam D. Burdick, Director, Playground\nAthletic League, Inc., 7 East Mulberry\nStreet, Baltimore, Md.\nJohn E. Burke, Department of Public In¬\nstruction. Schenectady, N. Y.\nWilliam H. Burnham, Hotel Bancr\noft,\nWorcester, Massachusetts.\nFrank Cody, Superintendent, Public Schools,\nDetroit, Mich.\n\nJessie R. Garrison, Director of Physical\nand Health Education, State Department\nof Education, Montgomery, Ala.\nHarvey J. Howard, Washington University.\nSt. Louis, Mo.\nMrs. Marion Lerrigo McWilliams. Staff As¬\nsociate, Division of Health Education,\nAmerican Child Health Association, 450\nSeventh Avenue, New York, N. Y.\n\nO.\n\nEleventh\n\nof Education,\n\nRalph L. Talbot, Principal, Wilmington\nHigh School, Wilmington, Del.\nJohn G. Talcott, Talcottville, Connecticut.\nAugustus O. Thomas, 1201 Sixteenth Street,\nN. W., Washington, D. C.\nP- E. Tidwell, Director of Extension, Uni¬\nversity of Alabama, University, Ala.\nDaniel B. Trefethen, Attorney-at-Law, Colman Building, Seattle, Washington.\nR. A. Truby, Guardian Life Insurance Com¬\npany of America, Fargo, N. D.\nGeorge W. Wannamaker, Superintendent,\nPublic Schools, Griffin, Ga.\nDavid A. Ward, Superintendent, Public\nSchools, Chester, Pa.\nRoy Wayland, Phoenix, Ariz.\nJ. O. Webb, Assistant Director of High\nSchools, 602 Great Southern Life Build¬\ning, Houston, Tex.\nJ. C. West, Superintendent, Grand Forks\nPublic Schools, Grand Forks, N. D.\nE.\nM.\nWilliams, President, SherwinWilliams Paint Company, Cleveland, Ohio.\nGeorge S. Williams, President, State Board\nof Education, Millsboro, Del.\n\nHEALTH\nby\n\n146\n\nPayson Smith, Commissioner\nBoston, Mass.\n\nGuy B\nPhillips, Superintendent, Public\nSchools, Greensboro, N. C.\nErskine Ramsey. President, Board of Edu¬\ncation, Birmingham, Ala.\nC- K. Reiff, Superintendent, Public Schools,\nOklahoma City, Okla.\nGeorge L. Roberts, Professor, Department\nof Education, Purdue University, La¬\nfayette, Ind.\n\nCOMMITTEE\n\nAaron Sapiro, 11 West\nNew York, N. Y.\n\nPaul T. Shaw,\nland, Ore.\n\nEarl Kiger, 113 South Pennsylvania Street\nIndianapolis, Ind.\nW. J. Krehbiel, McPherson, Kans.\nSamuel Leask, Samuel Leask and Sons,\nInc., Santa Cruz, Calif.\nRobert Lee, Superintendent, Public Schools,\nRawlins, Wyo.\nGeorge M. Lynch, St. Petersburg, Fla.\nWorth\nMcClure, Superintendent, Public\nSchools, Seattle, Wash.\nC1°yd Heck\nMarvin, President, George\nWashington University, Washington, D. C.\nArthur B. Mayhew, President, Board of\nRegents, Texas State Teachers Colleges,\nUvalde, Texas.\nGeorge Melcher, Superintendent, Kansas\nCity Public Schools, Kansas City, Mo.\nHarry L. Moore, Superintendent, Public\nSchools, Portsmouth, N. H.\nW-, F- Parrott, Matt Parrott and Sons,\nWaterloo, Iowa.\n\nJOINT\n\nAssociation\n\nIN\n\nEDUCATION\n\nAssembly)\n\nMary E. Murphy, Director, Elizabeth Mc¬\nCormick Memorial Fund, 848 North Dear¬\nborn Street, Chicago, Ill.\n\nJ.\n\nH. Nichols, Director, Department of\nPhysical Education, Intramural Division,\nOberlin College, Oberlin, Ohio,\nMrs. A. H. Reeve, President, International\nFederation of Home and School, 124 West\nHighland Avenue, Chestnut Hill, Phila¬\ndelphia. Pa.\nBruce B. Robinson, Director, Department of\nChild Guidance. Board of Education, 31\nGreen Street, Newark, N. J.\nA. J. Stoddard, Superintendent, Providence\nPublic Schools.\nProvidence, R. I. 7 Exchange Terrace,\nJ. W.\nStudebaker, Superintendent, Des\nMoines Public Schools, Des\nIowa.\nMoines,\n\nWillis A. Sutton, Superintendent,\nSchools, Atlanta, Ga.\n\nPublic\n\nPercival M. Symonds, Teachers College,\nColumbia University, New York, N. Y.\nLida Lee Tall, Principal, State Normal\nSchool, Towson, Md.\nAnne Whitney, Director, Division of Health\nEducation, American Child Health Asso¬\nciation,\n450 Seventh Avenue, New York,\nN. Y.\nA.\n\nE. Winship, Editor, Journal of Educa¬\ntion, 6 Park Street, Boston, Mass,\n\n"}
{"page": 857, "printed_page": null, "text": "Associational\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nRecords\n\nand\n\nINTERNATIONAL\nby\n\nRepresentative\n\nAnnie C. Woodward, Chairman, 144 School\nStreet, Somerville, Mass.\nCornelia S. Adair, 2121 Park Avenue, Rich¬\nmond, Va.\nGeorgia Whelan Aiken. Hotel Alms, Walnut\nHills, Cincinnati, Ohio.\nLewis R. Alderman. Chief. Service Division,\nOffice of Education, Washington, D. C.\nThomas Alexander, Teachers College. Co¬\nlumbia University, New York. N. Y.\nJ. Edward Allen, Superintendent, Warren\nCounty Public Schools, Warrenton, N. C.\nMrs. Fannie Fern Andrews, 295 Common¬\nwealth Avenue, Boston, Mass.\nMrs. Bertha S. Armbruster, Principal Emer¬\nitus, Tilton School, 4152 West End Ave¬\nnue, Chicago, Ill.\nMrs. Mary G. Barnum, California League\nof Women\nVoters, 839 South Flower\nStreet, Los Angeles, Calif.\nJ. R. Barton, 529 West Nineteenth Street,\nOklahoma City, Okla.\nMaude R. Bell, 4147 Starr Street, Lincoln,\nNebr.\nFrancis G. Blair, State Superintendent of\nPublic Instruction. Springfield, Ill.\nKatherine Devereux Blake, 101 West Eightyfifth Street, New York, N. Y.\nCharles H. Boehm, Principal, Morrisville\nJunior-Senior High School, Morrisville,\nPa.\nMrs. Frank E. Boynton, 819 Oaklawn Street,\nN. E., Grand Rapids, Mich.\nMrs. Mary C. C. Bradford, 5069 Newton\nStreet, Denver, Colo.\nMrs. Mary D. Bradford, 306 Sixtieth Street,\nKenosha, Wis.\nHelen Bradley, 2349 Ashland Avenue, Cin¬\ncinnati, Ohio.\nEmma M. Brown. Principal, Skinner Junior\nHigh School, Denver, Colo.\nEugenie Brown, Doanbrooke Hotel, Cleve¬\nland, Ohio.\nWilliam D. Burdick, Director, Playground\nAthletic League, Inc., 7 East Mulberry\nStreet, Baltimore, Md.\nWilliam V. Casey, Superintendent, Public\nSchools, Boulder, Colo.\nArthur H. Chamberlain. Publisher, Overland\nt Monthly and Out West Magazine. 437\nSouth Hill Street, Los Angeles, Calif.\nJ. A. C. Chandler, President, College of\nWilliam and Mary, Williamsburg, Va.\nMrs. Frances E. Clark, Manager, Educa¬\ntional Activities, R. C. A. -Victor Com¬\npany, Inc., Camden, N. J.\nP. P. Claxton, President, Austin Peay Nor¬\nmal School, Clarksville, Tenn.\nAnnie M. T. Cogil, Principal, Hayward\nSchool, Lincoln, Nebr.\nMarie Coyne, South 210 Adams Street, Spo¬\nkane, Wash.\nRoland B. Daniel, Superintendent, Public\nSchools, Columbus, Ga. .\nHelen Mehard\nDavidson, 6814 Thomas\nBoulevard, Pittsburgh, Pa.\nJesse B. Davis, Boston University, Boston,\nMass.\n\nClub, 3535\nDever, The Women’s\nMary\nEuclid Avenue, Cleveland, Ohio.\nAlvin Dickhout, Head, Department of His¬\ntory, Central High School, Evansville,\nInd.\nand Social\nZoe Dobbs, Dean of Women\nDirector, Alabama Polytechnic Institute,\nAuburn, Ala.\n\n853\n\nInformation\n\nRELATIONS\n\nAssembly)\n\nEvaline Dowling, Chairman, World Friend¬\nship Committee, Jefferson High School,\n1319 East Thirty-eighth Street, Los An¬\ngeles, Calif.\nWilliam J. Drew, Principal, Mission High\nSchool, San Francisco, Calif. __\nFlorence E. Duke, 2224 West Grace Street,\nRichmond, Virginia.\nI. Newton Earle, Principal, Roosevelt Junior\nHigh School, New Brunswick, N. J.\nMiriam D. Eisner, 3098 California Street,\nSan Francisco, Calif.\nSara Fahey, 405 Coram Avenue, Shelton,\nConn.\nJessie Frances Fair, Supervisor, Upper Ele¬\nmentary Department, Dayton\nPublic\nSchools, Dayton, Ohio.\nLeon Farrin, Superintendent, Athol Public\nSchools, Athol, Mass.\nJohn H. Finley, Associate Editor, New\nYork Times, New York, N. Y.\nClara B. Fishpaugh, Box 42, Falls Station,\nBaltimore, Md.\nGeorge D. Full, President, Dudley Lock\nCorporation, 26 North Franklin Street,\nChicago, Ill.\nEthel M. Gardner, Dakota Street School,\n2911 South 32nd Street, Milwaukee, Wis.\nClay F. Gaumer, Superintendent, Public\nSchools, Howard, Ohio.\nC. B. Glenn, Superintendent, Public Schools,\nBirmingham, Ala.\nBessie Bacon Goodrich, Assistant Superin¬\ntendent, Public Schools, Garfield Building,\nDes Moines, Iowa.\nHarry R. Gorrell, Superintendent, Public\nSchools. Massillon, Ohio.\nThomas W. Gosling. Superintendent, Public\nSchools, Akron, Ohio.\nErna Grassmuck, Head, Geography Depart¬\nment, State Teachers College, Indiana, Pa.\nClifton D. Gray, President, Bates College,\nLewiston, Maine.\nJessie C. Gray, 1210 Fillmore Street, Phila¬\ndelphia, Pa.\nJohn T. Gyger, Superintendent, Falmouth\nPublic Schools, Falmouth, Maine.\nElizabeth Hall. Assistant Superintendent,\nMinneapolis\nMinn.\n\nPublic\n\nSchools,\n\nFrances E. Harden, 1520\nVerdes Estates, Calif.\n\nVia\n\nMinneapolis,\nLazo,\n\nP. L. Harned, State Commissioner\ntion, Nashville, Tenn.\n\nPalos\n\nof Educa¬\n\nC. J. Heatwole, Secretary, Virginia Educa¬\ntion Association, 401 North Ninth Street,\nRichmond. Va.\nWilliam E. Hendrie, Principal, Public\nSchool Number 109, Oueens Village, N. Y.\nMary L. Hinsdale, Grand Rapids Junior\nCollege, Grand Rapids, Mich.\nLouise B. Hobson, 116 Wentworth Avenue,\nEdgewood Station, Providence, R. I.\nEdna E. Hood. Supervisor, Household and\nFine Arts, Kenosha Public Schools, Ad¬\nministration Building, Kenosha, Wis.\nElisabeth Hood. Sunervisor, Household\nArts, Racine Public Schools, Racine, Wis.\nDaniel Howard, Superintendent, Windsor\nPublic Schools, Windsor, Conn.\nMargarette E. Howard, Principal, Lincoln\nSchool, Summit, N. J.\n\nAdele Humphrey, Vice Principal, Poly¬\ntechnic High School, 400 West Washing¬\nton Street, Los Angeles, Calif.\nFrederick Maurice Hunter, Chancellor, Uni¬\nversity of Denver, Denver, Colo.\n\n"}
{"page": 858, "printed_page": null, "text": "854\n\nNational\n\nEducation\n\nChristine A. Jacobsen, 1320 West Forty-first\nPlace, Los Angeles, Calif.\nWiHiam Alonzo James, Principal, Ball\nHigh\nSchool, Galveston, Texas.\ny Lucas Jean, 200 Fifth Avenue, New\nYork, N. Y.\nM. Irene Johnson, Director of Student\nTeaching, Manchester College, North Man¬\nchester, Ind.\nOlive M. Jones, Director, Calvary House,\n61 Gramercy Park, North, New\nYork,\nK- G. Jones, Superintendent, Cleveland\nPublic Schools, Cleveland, Ohio.\nB. Joynes, Principal, George\nWashington and Robert Gatewood Schools\nNorfolk, Va.\n^ary K. Keegan. 512 Van Ness Avenue,\nSan Francisco, Calif.\nAlice Keith, Broadcasting Director, Amer¬\nican School of the Air. 485 Madison Ave¬\nnue, New York, N. Y.\nBertha C. Knemeyer, Principal, Elko Count\ny\nHigh School, Elko, Nev.\nEarl R. Laing, Principal, Burt Schoo\nl,\nDetroit, Mich.\n\nUel W. Lamkin, President, Northwest Mis¬\nsouri State Teachers College, Marysville,\nC. H. Lane, Chief, Agricultural Educational\nService, Federal Board for Vocational\nEducation, 1523 L Street, N. W., Wash¬\nington, D. C.\nMrs. Inez J. Lewis, State Superintendent\nof Public Instruction, Denver, Colo.\nW. A. Lewis, President, Kansas State Col¬\nlege, Hays, Kansas.\nGeorgina Lommen,\nDirector, Training\nSchool, State Teachers College, Moor¬\nhead, Minn.\nW. T. Longshore, Vice Principal, Green¬\nwood School, Kansas City, Mo.\nJ ohn H. McCracken, American Council on\nEducation, 744 Jackson Place, Washing¬\ns\nton, D. C.\nEffie MacGregor, Principal, John Burroughs\nSchool, Minneapolis, Minn.\nElizabeth McCormick, Principal, Timothy\nO. Howe School, Superior, Wis.\nMrs. Katharine M. Mansfield, Cedar School,\nCanton, Ohio.\nDaniel L. Marsh, President, Boston Uni¬\nversity, 688 Boylston Street, Boston,\nMass.\n\nA-\n\nJ. Mathews, President Emeritus, State\nTeachers College, Tempe, Ariz.\nA1£Tert B- Meredith> Professor of Education,\nNew York University, New York, N. y’.\n\nSophia C. Meyer,\nSchool, Spokane,\n\nLewis\nWash.\n\nand\n\nClark\n\nHigh\n\nPaul Monroe, Director, International Insti¬\ntute, Teachers College, Columbia Univer¬\nsity, New York, N. Y.\n\nE. W. Montgomery, Superintendent,\nUnion High Schools and Junior\nPhoenix, Ariz.\nCora E. Mull,\ncago, Ill.\n\n5543\n\nMinnie J. Nielson,\nCity, N. D.\n\nKimbark\n\nAvenue,\n\n901 Fifth Avenue,\n\nM^ryn\nLeiLa\nDallas,\nTex. Nisbett>\n\n821\n\nPhoenix\nCollege,\n\nMelba\n\nChi¬\n\nValley\nStreet,\n\nMary Elizabeth O’Connor, Supervis\nElementary Schools, Natick, Mass. or of\nJ. Asbury Pitman, Principal, Salem Norm\nal\nSchool, Salem, Mass.\nCaroline J Porter P. O. Box 2084,\nMiddle\nCity, Philadelphia, Pa.\nBirde Posthuma 116 South Spri\nng Avenue,\nSioux Falls, S. D.\n\nAssociation\n\nE. Ruth Pyrtle, Principal,\nLincoln, Nebr.\n\nBancroft\n\nSchool,\n\nMary\nt Ralls,\nKansaCalver\ns City,\nMo.\n\nJefferson\n\nStreet,\n\nCarroll R\nReed, Superinten\nSchools, Minneapolis, Minn. dent,\n\nPublic\n\n6529\n\nWiIliam DeHart Reeder, 2340 West\nMonroe Street, Chicago, Ill.\nMrs. A. H. Reeve, President, Internationa\nl\nfederation of Home and School, 124 West\nHighland Avenue, Chestnut Hill, Phila¬\ndelphia, Pa.\nAurelia Henry Reinhardt, President,\nMills\nCollege, Mills College, Calif.\nLeilet Richter, George W.\nBrack\nHigh School, San Antonio, Tex. enridge\nAlMo Riddle’ 2 Summit Place, St. Joseph,\nElizabeth Wells Robertson, 1250 Judso\nn\nAvenue, Ravinia, Ill.\n\nIda Odelle Rudy, Director, Primary Edu¬\ncation\nOhio. , Dayton Public Schools, Dayton,\nW. Carson Ryan, Jr., Director, Office of\nIndian Affairs, Department of the Interior,\nWashington, D. C.\nJoseph H.\nSchools,\n\nSaunders, Superintendent,\nNewport News, Va.\n\nPublic\n\nJ.\n\nW,\nSexton, Superint\nLansing\nPublic Schools, Lansing, endent,\nMich.\nGrace M. Shepherd, 803 North Mulberry\nStreet, Maryville, Mo.\nMariette Shibles, 30 East Fourth Street,\nMt. Vernon, N. Y.\nWalter\nclair, R.\n75 Grove Street, Mont¬\nN. Siders,\nJ.\n\nHenry Lester Smith, Dean, School of Edu¬\ncation, University of Indiana, Blooming¬\nton, Ind.\n\nFrederick H. Spaulding, Principal, Hills¬\nborough High School, 5000 Central Ave¬\nnue, Tampa, Fla.\nN. E. Steele, Secretary, South Dakota Edu¬\ncation Association, Room 3, Perry Build¬\ning, Sioux Falls, S. D.\n\nk'. .Stephens, President, Southwestern\nLouisiana Institute of Liberal and Tech¬\nnical Learning, Lafayette, La.\nMrs. Cora Wilson Stewart, Director, Na¬\ntional Illiteracy Crusade, Inc., Washing¬\nton Building, Washington, D. C.\nWilliam S. Taylor, Dean, College\ncation. University of Kentucky,\nton, Ky.\n\nof Edu¬\nLexing¬\n•\n\nAugustus O. Thomas, 1201 Sixteenth Street,\nN. W., Washington, D. C.\nAnna M. Thompson, Carlton Hotel, Kansas\nCity, Mo.\n\nCaroline E. Toner, 1814 Ingleside Terrace\nN. W., Washington, D. C.\nAdelaide R. Trent, 519 Lorcom Lane, Lee\nHeights, Cherrydale, Va.\nC. E. Turner, Massachusetts Institute of\nTechnology, Cambridge, Mass.\nChester C. Tuttle, Superintendent, Public\nSchools, Kennebunk, Maine.\nR. B. von KleinSmid, President, University\nof Southern California, Los Angeles, Calif.\nThomas J. Walker, Editor, School and\nCommunity, Columbia, Mo.\nGeorge A. Walton, Principal, George School,\nGeorge School, Pa.\nDavid A. Ward,\nSchools, Chester,\n\nSuperintendent,\nPa.\n\nPublic\n\nGeorge Harris Webber. Head, Department\nof Education and Psychology, Georgia\nGa.\nState College for Women, Milledgeville,\n\n"}
{"page": 859, "printed_page": null, "text": "Associational\n\nRecords\n\nJ. Fletcher Wellemeyer, Dean, Junior Col¬\nlege, 9th and Minnesota Avenue, Kansas\nCity, Kans.\nGeorge M. Wiley, Assistant Commissioner\nof Education, State Department of Edu¬\ncation, Albany, N. Y.\nCharles H. Williams, Director of Univer¬\nsity Extension, University of Missouri,\nColumbia, Mo.\nCharles O. Williams, Secretary, Indiana\nState Teachers Association, Room\n205\nHotel Lincoln, Indianapolis, Ind.\n\nJOINT\n\nand\n\nInformation\n\nMrs. Alice Wilson,\nof International\n\n855\n\nDirector, World League\nEducation Associations,\n\nRoom 521, Phelan Building, San Fran¬\ncisco, Calif.\nLula E. Wirt. Nebraska State Normal\nSchool and Teachers College, Kearney,\nNebr.\n\nJohn W. Withers, Dean, School of Educa¬\ntion, New York University, New York,\nN. Y.\nCaroline S. Woodruff, Principal,\nmal School, Castleton, Vt.\n\nState\n\nNor¬\n\nEDUCATION\nOF THE NATIONAL\nCOMMITTEE\nASSOCIATION AND THE AMERICAN\nLIBRARY ASSOCIATION\n(A\n\nSpecial\n\nEleanor M. Witmer, Chairman, Teachers\nCollege Library, Columbia University,\nNew York, N. Y.\nAnna Clarke Kennedy, Supervisor of School\nLibraries, State Department of Educa¬\ntion, Albany, N. Y.\n.\nEdith A. Lathrop, Assistant Specialist in\nSchool Libraries, Office of Education,\nWashington, D. C.\n\nCommittee)\nD. E.\nHigh\n\nPorter,\nSchool,\n\nPrincipal, Cass Technical\nOmaha, Nebr.\nJ. W. Studebaker, Superintendent, Public\nSchools, Des Moines, Iowa.\nSabra W. Vought, Chief of the Library\nDivision, Office of Education, Washing¬\nton, D. C.\n\nOF THE NATIONAL EDUCATION\nJOINT COMMITTEE\nASSOCIATION AND THE NATIONAL CONGRESS\nOF PARENTS AND TEACHERS\n(Authorized\n\nby\n\nRepresentative\n\nMrs. Hugh Bradford, Chairman; President,\nNational Congress of Parents and Teach¬\ners 1014 Forum Building, Sacramento,\nCalif.\n,\n.\nAda Hart Arlitt, University of Cincinnati,\nCincinnati, Ohio.\n.\nEmer¬\nipal\nMrs. Bertha S. Armbruster, Princ\nAve¬\nEnd\n4152 West\nTiltongo,School, l.\nitus, Chica\nTT .\nIl\nnue,\nJessie Charters, Ohio State University,\nColumbus, Ohio.\n.\nCom¬\nCooper, United State,s D.\nWilliam John Educa\nC.\ntion, Washington\nmissioner of\nNew\ne,\nAvenu\nth\nSeven\n450\n,\nNewell W. Edson\nYork, N. Y.\n\nLEGISLATIVE\n(Authorized\n\nEXECUTIVE\n\nby\n\nMrs. Frederick Hosmer, Hunter\nAuburn, N. Y.\nMrs. B. F. Langworthy, 832 Bryant\nWinnetka, Ill.\n\nThomas E. Finegan, Chairman; President,\nEastman Teaching Films, Inc., 343 State\nStreet, Rochester, N. Y.\n.\nng¬\nWashi\npal,\nPrinci\n,\nJoynes\nB.\nMrs. Edith\nton and Gatewood Schools, Norfolk, Va.\n¬\nC R. Mann, American Council on Educa\n744 Jackson Place, Washington,\ntion,\nD. C.\n\nRobert J. Aley, Butler College, Indianapolis,\nInd.\n.\nPublic\nA. T. Allen, State Superintendent of\nInstruction, Raleigh, N. C.\nGeorge A. Allen, Jr., State Superintendent\nof Public Instruction, Topeka, Kans.\n\nAvenue,\nAvenue,\n\nEllen C. Lombard, The Kenesaw, Wash¬\nington, D. C.\nGarry Cleveland Myers, Division of Parental\nEducation, Cleveland College of Western\nReserve University, Cleveland, Ohio.\nEverett Perkins, Cony High School, Au¬\ngusta, Maine.\nMrs. Augustus O. Thomas, 177 State Street,\nAugusta, Maine.\nA. L. Thelkeld, Superintendent, Denver\nPublic Schools, Denver, Colo.\n\nCOMMISSION\n\nRepresentative\n\nCOMMITTEE\n\nAssembly)\n\nAssembly)\n\nH. B. Allman, School of Education, Uni¬\nversity of Indiana, Bloomington, Ind.\nMrs. Bertha S. Armbruster, Principal Emer¬\nitus, Tilton School,\nnue, Chicago, Ill.\n\n4152\n\nWest\n\nEnd\n\nAve¬\n\nW. Bardwell, Superintendent, Madison\nPublic Schools, Madison, Wis.\nC H. Barnes, Manager, E. M. Hall and\nCompany, 3102 Cherry Street, Milwaukee,\nWis.\nNora Barron, Lincoln Junior High School,\nMinneapolis, Minn.\n,\nMerle M. Beattie, Elementary Supervisor\nNebr.\nln,\nLinco\n,\nStreet\nenth\n421 South Fifte\nBogan, Superintendent, Public\nWilliam J. Chic\nago, Ill.\nSchools,\nR.\n\n"}
{"page": 860, "printed_page": null, "text": "856\n\nNational\n\nEducation\n\nW. F. Bond, State Superintendent of Educa¬\ntion, Jackson, Miss.\nMrs. Mary C. C. Bradford, 5069 Newton\nStreet, Denver, Colo.\nJ. W. Brister, President, West Tennessee\nState Teachers College, Memphis, Tenn.\nD. S. Burleson, Dean, East Tennessee State\nTeachers College, Johnson City, Tehn.\nLeslie A. Butler, Superintendent, Public\nSchools, Grand Rapids, Mich.\nErnest W. Butterfield, State Commissioner\nof Education, Hartford, Conn.\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.\nArthur S. Chenoweth, Superintendent, Public\nSchools, Administration Building, Atlantic\nCity, N. J.\nEdward R. Clarke, Superintendent, Winthrop\nPublic Schools, Winthrop, Mass.\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.\nWilliam C. Cook, State Superintendent of\nFree Schools, Charleston, W. Va.\nFred D. Cram, Extension Professor of Edu¬\ncation, Iowa State Teachers College.\nCedar Falls, Iowa.\nH. D. Crowell, Assistant Superintendent,\nStamford Public Schools, Stamford, Conn.\nNathaniel Cutler, Principal, High School,\nAthol, Mass.\nCharles S. Davis, Superintendent, Steelton\nPublic Schools, Steelton, Pa.\nPearle Davis, Deputy State Superintendent\nof Public Instruction, Little Rock, Ark.\nFlorence Deneen, 457 West Sixty-first Street.\nChicago, Ill.\nCharles F. Dienst, Superintendent, Public\nSchools, Boise, Idaho.\nJ. J. Doster, Dean, College of Education,\nUniversity of Alabama, University, Ala.\nCharles B. Dyke, Secretary, New Jersey\nState Teachers Association, 304 Stacy\nTrent Hotel, Trenton, N. J.\nMrs. Isabel L. Eckles, Superintendent,\nPublic Schools, Santa Fe, N. M.\nHarriett Elliott, Professor of Political\nScience, North Carolina College for\nWomen, Greensboro, N. C.\nSelden M. Ely, Supervising Principal, Fifth\nDivision, Public Schools, Emery School.\nWashington, D. C.\nLawton B. Evans, Superintendent, Public\nSchools, Augusta, Ga.\nH.\nG. Faust, Superintendent, Shawnee\nPublic Schools, Shawnee, Okla.\nCharles M. Fisher, Superintendent, Dade\nCounty Public Schools, Miami, Fla.\nGlenn Frank, President, University of Wis¬\nconsin, Madison, Wis.\nAnna G. Fraser, 822 Alma Avenue, Oak¬\nland, Calif.\nJ. D. Fulp, Superintendent, Bailey Military\nInstitute, Box No. 532, Greenwood, S. C.\nMiss Lloy Galpin, 2354 Addison Way, Los\nAngeles, Calif.\nA. D, S. Gillett, President, Superior State\nNormal School, Superior, Wis.\nAdelbert W.\nGordon, Secretary, Maine\nTeachers Association, 185 State Street,\nAugusta, Maine.\nAnnie G. Griffey, 2110 Battery Street, Little\nRock, Ark.\n\nAssociation\n\nJ- J- Hagan, Superintendent,\nRock Island, Ill.\n\nPublic\n\nSchools,\n\nMrs. Ida M. Hale, Superintendent, Okla¬\nhoma County Public Schools, Oklahoma\nCity, Okla.\n\nJohn B Hejffelfinger, Superintendent, Public\nSchools, Newton, Kans.\n\nEverett M. Hosman, 2927 North Fifty-first\nStreet, Lincoln, Nebr.\nC. M. Howell, Secretary, Oklahoma Educa¬\ntion Association. 700 Continental Build¬\ning, Oklahoma City, Okla.\nGeorge W.\nHug, Superintendent, Public\nSchools, Salem, Ore.\nH M. Ivy, Superintendent, Meridian Public\nSchools, Meridian, Miss.\nClara L. Jahnke, 1930 Eighth Avenue, Spo¬\nkane, Wash.\nOlive M. Jones, Director, Calvary House,\n61 Gramercy Park, North, New\nYork,\nN. Y.\nR. G. Jones, Superintendent, Cleveland\nPublic Schools, Cleveland, Ohio.\nCharles R. Judd, Dean, School of Educa¬\ntion, University of Chicago, Chicago, Ill.\nJ. F. Keating, Superintendent, Pueblo Public\nSchool, District Number 20, Pueblo, Colo.\nM. R. Keyworth, Superintendent, Hamtramck Public Schools, Hamtramck, Mich.\nP. H. Kimball, Principal, Washington State\nNormal School, Machias, Maine.\nLee\nKirkpatrick, Superintendent, Paris\nPublic Schools, Paris, Ky.\nUel W. Lamkin, President, Northwest Mis¬\nsouri\nMo.\nState Teachers College, Maryville,\n\nJohn C.\nPublic\n\nLindsey, Superintendent, Mitchell\nSchools, Mitchell, S. D.\nW. T. Longshore, Vice Principal, Green¬\nwood School, Kansas City, Mo.\nJohn D. Loper, Superintendent, Public\nSchools, Phoenix, Ariz.\nCharles E. Lord, Superintendent, Public\nSchools, Camden, Maine.\nEffie MacGregor, Principal, John Burroughs\nSchool, 2003 Aldrich Avenue, South, Min¬\nneapolis, Minn.\n\nJ. L. McBrien, Professor of Rural Educa¬\ntion, Central State Teachers College, Ed¬\nA.\n\nA. McDon\nald, Superi\nntendent, S Public\nOk\nmond,\n.\nSchool\ns, Sioux la\nFalls, S. D.\n\nJ.\n\nM. McDonald, Superintendent, Public\nSchools, Pocatello, Idaho.\nB. H. McIntosh, Commissioner of Educa¬\n\ntion, Cheyenne, Wyo.\n\nHenry\n\nMiller, 524 Benton\n\nStreet, Belleville,\n\nJohn Milne, Superintendent, Albuquerque\nPublic Schools, Albuquerque, N. M.\nMinnie J. Nielson, 901 Sixth Avenue, Valiev\nHarlan\ny, .\n7 Villa Avenue, Provi¬*\nD\nN. Peabod\nCity, B.\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, Public\nSchools, 460 South State Street, Chicago,\nIll.\nCaroline S. Pfaff, District Superintendent,\nPublic Schools, Municipal Office Build¬\ning, New Orleans, La.\nD. Walter Potts, Superintendent, Public\nSchools, East St. Louis, Ill.\nSue M.\nPowers, Superintendent, Shelby\nCounty Schools, Memphis, Tenn.\nCharles H. Priest, Superintendent, Public\nSchools, Carson City, Nev.\n\n"}
{"page": 861, "printed_page": null, "text": "Associational\n\nRecords\n\nMerle Prunty, Superintendent, Tulsa Public\nSchools, Tulsa, Okla.\nLouis Randolph, Santa Fe, N. M.\nJoseph Rosier, President, Fairmont Teach¬\ners College, Fairmont, W. Va.\nE. L. Rouse, Nebraska State Normal Col¬\nlege, Chadron, Nebr.\n\nJoseph H. Saunders, Superintendent, Public\nSchools, Newport News. Va.\n\nClyde T. Saylor, Superintendent, Chester\nCounty Public Schools, West Chester, Pa.\nJohn F. Scully, Superintendent, Public\nSchools, Brockton, Mass.\nM. P. Shawkey, President, Marshall Col¬\nlege, Huntington, W. Va.\nGrace M. Shepherd, 803 North Mulberry\nStreet, Maryville, Mo.\nJessie A. Skinner, 482 North East Fifteenth\nStreet, Portland, Ore.\nHarry P. Smith, Professor of Education,\nSyracuse University, Syracuse, N. Y.\nJ. W. Smith, President, Hugh Perry School\nBook Depository, 1033 Young Street,\nDallas, Tex.\n\nH. E. Stahl, Superintendent.\nPublic Schools, Claymont, Del.\nB.\n\nF.\n\nStanton,\n\nClaymont\n\nSuperintendent,\n\nSchools, Alliance, Ohio.\n\nPublic\n\nGeorge D. Strayer, Teachers College,\nlumbia University, New York, N. Y.\n\nWillis A. Sutton, Superintendent,\nSchools, Atlanta. Ga.\n\nCo¬\n\nPublic\n\nAnnie Kate Taylor, 4807 Gaston Avenue,\nDallas, Tex.\nHarry Taylor, Principal, Harrisburg Town¬\nship High School, Harrisburg, Ill.\n\nCOMMITTEE\n\nON\n\nMODERN\n(A\n\nWillard Frasier, President, Colo¬\nState Teachers College, Greeley,\n\nNATIONAL\n\nJ.\n\nW.\nThomas, Director of Extension,\nNorthern Normal and Industrial School,\nAberdeen, S. D.\n\nMay Trumper, Head, Department of Rural\nEducation, State Normal School, Geneseo, N. Y.\nM. M. Van Patten, Superintendent, Public\nSchools, Buhl, Idaho.\nWilbur D. Vincent, State Commissioner of\nEducation, Boise, Idaho.\nD. B. Waldo, President, Western State\nTeachers College, Kalamazoo. Mich.\nDavid A. Ward, Superintendent, Public\nSchools, Chester, Pa.\nL. W.\nWhite, Superintendent, Public\nSchools, Minot, N. D.\nChari Ormond Williams, Field Secretary,\nNational Education Association, Wash¬\nington, D. C.\nR. E. Williams, Secretary, Kentucky Edu¬\ncation Association, 1317-1318 Heyburn\nBuilding, Louisville, Ky.\nS. C. Wilson, Director, Agricultural Educa¬\ntion, Sam Houston State Teachers Col¬\nlege, Huntsville, Tex.\nBenjamin O. Wist, President, Normal and\nTraining School, Honolulu, T. H.\nKate V. Wofford, Seth Low Hall, Columbia\nUniversity, New York, N. Y.\nAnnie Carleton Woodward,\n144 School\nStreet, Somerville, Mass.\nRobert H. Wright, President, East Carolina\nTeachers College, Greenville, N. C.\nAda\nYork, Superintendent, San\nDiego\nCounty Public Schools, Court House, San\nDiego, Calif.\n\nTRENDS\n\nCommittee)\n\nIN EDUCATION\n\nFrank N. Freeman, Department of Educa¬\ntion, University of Chicago, Chicago, Ill.\nWilliam Melchior, Professor of Education,\nSyracuse University, Syracuse, N. Y.\nSidney Morse, The Grade Teacher, 425\nFourth Avenue, New York, N. Y.\n\nCOMMISSION\nON THE\nADULT LIFE\n(A\n\n857\n\nInformation\n\nSpecial\n\nRollo G. Reynolds, Chairman, 551 West\n120th Street, New York, N. Y.\nW. Linwood Chase, 29 Exeter Street, Boston,\nMass.\nGeorge\nrado\nColo.\n\nand\n\nSpecial\n\nJames A. Moyer, President; State Director\nof University Extension, State House,\nBoston, Mass.\nMrs. A. H. Reeve, First Vicepresident, 124\nWest Highland Avenue, Chestnut Hill,\nPhiladelphia, Pa.\nJames E. Russell, Second Vicepresident, R.\nD. No. 4, Trenton, N. J.\nMrs. Susan M. Dorsey, Third Vicepresident,\n1506 Arapahoe Street, Los Angeles, Calif.\nJames E. Rogers, Secretary, Department of\nSchool Health and Physical Education of\nthe National Education Association, 315\nFourth Avenue, New York, N. Y.\n\nGrace Abbott, Director of Children’s Bureau,\nUnited States Department of Labor,\nWashington, D. C.\nHorace Albright, Director, National Park\nService, Department of the Interior,\nWashington, D. C.\nL. R. Alderman, Chief, Service Division,\nUnited States Office of Education, Wash¬\nington, D. C.\nW. S. Bittner, Secretary-Treasurer, National\nUniversity Extension Association, Indiana\nUniversity, Bloomington, Ind.\n\nENRICHMENT\n\nOF\n\nCommittee)\n\nWilliam J. Bogan, Superintendent,\nSchools, Chicago, Ill.\n\nPublic\n\nMrs. Hugh D. Bradford, President, National\nCongress of Parents and Teachers, 1014\nForum Building, Sacramento, Calif.\nEdwin C. Broome, Superintendent, Public\nSchools, Philadelphia, Pa.\nN. C. Bumpus, Chairman, Committee on\nOutdoor Education, American Association\nof Museums, Duxbury, Mass.\nMarguerite H. Burnett, Director, Adult Edu¬\ncation, State Department of Public In¬\nstruction, Eleventh and\nWashington\nStreets, Wilmington, Del.\nArthur Capper, United States Senator from\nKansas, Senate Office Building, Washing¬\nton, D. C.\nA.\n\nW. Castle, Department\nstruction, Harrisburg, Pa.\n\nFrank Cody, Superintendent,\nDetroit, Mich.\n\nof\n\nPublic\n\nPublic\n\nIn¬\n\nSchools,\n\nLaurence Vale Coleman, Director, American\nAssociation of Museums, Smithsonian In¬\nstitution, Washington, D. C.\nWilliam\nsioner\n\nJ. Cooper, United States Commis¬\nof Education, Washington, D. C.\n\n"}
{"page": 862, "printed_page": null, "text": "858\n\nNational\n\nEducation\n\nGeorge Barton Cutten, President, Colgate\nUniversity, Hamilton, N. Y.\nRobert C. Deming, State Supervisor of\nAdult Education, Hartford, Conn.\nWilliam N. Doak, Secretary of Labor, De¬\npartment of Labor, Washington, D. C.\nA. Lincoln Filene, Treasurer and General\n\nMrs. Elizabeth C. Morriss, King’s Crown\nHotel, New York, N. Y.\nSidney Morse, 425 Fourth Avenue, New\nYork, N. Y.\nHoward W. Odum, Chief of Social Science\nDivision, A Century of Progress Inter¬\nnational Exposition, Administration Build¬\ning, Burnham Park, Chicago, Ill.\nBertram E. Packard, State Commissioner of\nEducation, Augusta, Maine.\nMrs. Edith McClure Patterson, President,\nN. C. R. Women’s Club, Saw Mill Road,\nDayton, Ohio.\nE. Ruth Pyrtle, Principal, Bancroft School,\nLincoln, Nebr.\nElizabeth Wells Robertson, 1250 Judson\nAvenue, Ravinia, Ill.\nMrs. John F. Sippel, President, General\nFederation of Women’s Clubs, 1734 N\nStreet, N. W., Washington, D. C.\nW. C. Smith, Chief, State Adult Education\nBureau, Albany, N. Y.\nWillis A. Sutton, Superintendent, Public\nSchools, Atlanta, Ga.\n\nManager, William Filene’s Sons Com¬\npany, 426 Washington Street, Boston,\nMass.\nJohn H. Finley, Associate Editor, New York\nTimes, New York, N. Y.\nSamuel S. Fleisher, Board of Education,\n1415 Packard Building, Philadelphia, Pa.\nErnest C. Folsom, President, Teachers\nCasualty Underwriters, 1407 O Street,\nLincoln, Nebr.\nHarry E. Fosdick, Riverside Church, River¬\nside Drive at 122nd Street, New York,\nN. Y.\nGrace E. Frysinger. Senior Home Econo¬\nmist for Central States, Extension Serv¬\nice, Department of Agriculture, Washing¬\nton D. C.\nAlonzo G. Grace, Assistant Professor of\nEducation, University of Rochester, Roch¬\nester, N. Y.\nErnest R. Groves. University of North Car¬\nolina, Chapel Hill, N. C.\nR. M. Gruman, Director, University Ex¬\ntension Division, University of North\nCarolina, Chapel Hill, N. C.\nR. G. Jones, Superintendent, Public Schools,\nCleveland, Ohio.\nKatherine Kohler, Director of Extension and\nSummer Schools, Board of Education, 305\nCity Hall, Minneapolis, Minn.\nOtto T. Mallery, 225 South Fifteenth Street,\nPhiladelphia, Pa.\nClarence Marsh, University of Buffalo, Buf¬\nfalo, N. Y.\nCarl H. Milam, Secretary, American Library\nAssociation, 520 North Michigan Avenue,\nChicago, Ill.\n\nCOMMITTEE\n\nCaroline S. Woodruff. Chairman, State Nor¬\nmal School, Castleton, Vt.\nWinnie Adams, c/o Board of Education,\nRapid City, S. D.\nJames Akimo, Teachers College of Hawaii,\nHonolulu, T. H.\nKate Anthony, Junior High School, Rich¬\nmond, Va.\nJ. F. Arnold, Supervising Principal, Live\nOak Schools, Live Oak, Fla.\nN. N. Bailey, , Superintendent, Elbert County\nSchools, Kiowa, Colo.\nChloe Baldridge, Director of Rural Educa¬\ntion, State Department of Education, Lin¬\ncoln, Nebr.\nMrs. Josephine Boyce, Tribune Apartment,\nCasper, Wyo.\nMrs. H. F. Brock, Box 1064, Gallup, N. M.\nDaisy Brown, 407 South Sixth Street, Still¬\nwater, Minn.\nNell\nCochrane, Principal, Elementary\nSchool, Anderson, S. C.\nMary Doevell, c/o Knoxville City Schools,\nKnoxville, Tenn.\nAnna F. Dullard, Cadwalader School, Tren¬\nton, N. J.\nAlberto M. Eldredge, Principal, Perkins\nSchool, Braintree, Mass.\nH.\nF. English, Superintendent, Public\nSchools. Myrtle Creek, Ore.\nSara Fahey, 405 Coram Avenue, Shelton,\nConn.\n\nJ. C. Wardlaw, Director, University Exten¬\nsion, University of Georgia, Athens, Ga.\nKendall Weisiger, Assistant to the Pres¬\nident, Southern Bell Telephone Company,\nAtlanta, Ga.\nJohn D. Willard, Field Representative,\nAmerican Association for Adult Education\nand Visiting Professor of Education,\nTeachers College, Columbia University,\nNew York, N. Y.\nAlbert E. Winship, Editor, Journal of Edu¬\ncation, 6 Park Street, Boston, Mass.\nMatthew Woll, Third Vicepresident, Amer¬\nican Federation of Labor, 901 Massachu¬\nsetts Avenue, N. W., Washington, D. C.\nCator Woolford, President, Retail Credit\nCompany, Inc., 90 Fairlie Street, Atlanta,\nGa.\n\nON\n\n(Authorized\n\nAssociation\n\nNECROLOGY\n\nby Bylaws)\nMrs. Bertha Filson, Superintendent, Mason\nCounty Schools, Point Pleasant, W. Va.\nW.\nR. Foster, Superintendent, La Salle\nCounty Schools, Ottawa, Ill.\nLotta Fowlie, Lloyd Street School, Mil¬\nwaukee, Wis.\nNettie Gray, 214 Erskine Street, Detroit,\nMich.\nIrene Gregory, Rural Teacher, Missoula\nCounty, Box 650, Missoula, Mont.\nFrank A. Henderson, Superintendent, Public\nSchools, Burbank, Calif.\nP. W. Hodges, Director of State Certifica¬\ntion, Montgomery, Ala.\nElla J. Holley, Supervisor of Rural Schools,\nNew\nCastle County, County Building,\nWilmington, Del.\nEmma\nA. Jensen, Central High School,\nWashington, D. C.\nJames Jensen, Box Elder High School,\nBrigham City, Utah.\nHoward A. Kinbark, 59 Maryland Avenue,\nAnnapolis, Md.\nH. N. Kluckhorn, Superintendent, Public\nSchools, LeMars, Iowa.\nCarrie L. Lake, Louis and Clark High\nSchool, Spokane, Wash.\nRoland T. MacLaren, Principal, Washing¬\nton Elementary School, Williamsport, Pa.\nMaurice Magee, Principal, Convalescent\nHome School, Tulsa, Okla.\nKate McMillan, 1215 Magnolia Street,\nVicksburg, Miss.\n\n"}
{"page": 863, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n859\n\nInformation\n\nMrs. Bertha R. Palmer, State Superintend¬\nent of Public Instruction, Bismarck, N. D.\nMarion C. Parkhurst, Principal, Converse\nSchool, Burlington, Vt.\nBlanche Penney, Supervisor, Columbus\nCounty Schools, Whiteville, N. C.\nMrs. Annie L. Peters, Teacher of English,\nAlexandria, La.\nMaisie E. Quinn, Assistant Superintendent,\nPublic Schools, West Warwick, R. I.\nH. L. Rawdon, Superintendent, Public\nSchools, Oberlin, Ohio.\nJ. A. Riggins, Assistant State Superintend¬\nent of Public Instruction, Phoenix, Ariz.\nHelen M. Robinson, Deputy Superintendent,\nPublic Schools, 97 Dartmouth Street,\nPortland, Maine.\nMillie S. Starr, 486 John Street, Stratford,\nConn.\n\nAnna H. Tage, Elementary Principal,\nBannock Street, Boise, Idaho.\n\nMrs. E. R. Stone, Principal,\nMetlakatla, Alaska.\n\nPublic\n\nSchool,\n\nCOMMITTEE\n\nON\n\n(Authorized\nJoseph H. Saunders, Chairman; Superin¬\ntendent, Public Schools, Newport News,\nVa.\nAmy\nH. Hinrichs, Secretary, 7336 Hurst\nStreet, New Orleans, La.\nErik A. Anderson. 9 Exchange Terrace,\nProvidence, R. I.\nF. H.\nBarbee, Superintendent, Public\nSchools, St. Joseph, Mo.\nP. W. Bell, High School Instructor, Las\nVegas, Nev.\nL. J. Belt, Superintendent, Public Schools,\nWheatland, Wyo.\nGlendora Butcher, Miami\nSenior High\nSchool, 2450 South West First Street,\nMiami, Fla.\nEthel E. Clarke, 695 Ash Street, Portland,\nOre.\nMrs. Mary\nA. Congleton, Junior High\nSchool. Richmond, Ky.\nJ. H. Cook. Dean, School of Education,\nNorth Carolina College for Women,\nGreensboro, N. C.\nMrs. Mary M. Davis, Head Teacher, Minor\nSchool, Birmingham, Ala.\nDonald Dushane, Superintendent, Public\nSchools. Columbus, Ind.\nArvie Eldred, 240 State Street, Albany,\nN. Y.\nFrank E. Ellsworth, Superintendent, Train¬\ning School, Kalamazoo, Mich.\nL. C. Ford, Superintendent, Public Schools,\nNemo, S. D.\nShirley Fox, Junior High School, Grand\nForks, N. D.\nElizabeth Graves, High School, Mason City,\nIowa.\nW. F. Hall, Elementary School Supervisor,\nLittle Rock, Ark.\nCharles R. Henry, Director, Teacher Train¬\ning, State Teachers College, Dillon, Mont.\nF. A. Hinckley, Principal, High School,\nBrigham City, Utah.\nClifton J. Hopf, Thomas Jefferson High\nSchool, Elizabeth, N. J.\nWilliam B. Jack, Superintendent, Public\nSchools, Portland, Maine.\nClarence L. Joy, Superintendent, Public\nSchools, Proctor, Vt.\nSamuel M. North, 201 East University Park¬\nway, Baltimore, Md.\nA. E. Karnes, Superintendent, Public Schools,\nKetchikan, Alaska.\n\nEilie Tatum, Elementary\nEl Dorado, Ark.\n\nSchool\n\n516\n\nPrincipal,\n\nF.\n\nLester Trafton, Superintendent, Public\nSchools, Lisbon, N. H.\nDave H. Wallace, Superintendent, Shawnee\nCounty Schools, Topeka, Kans.\nJ. R. Warren, Principal, Billinghurst Junior\nHigh School, Reno, Nev.\nMary Whitfield, 215 North Magdolen Street,\nSan Angelo, Tex.\nMathilde Winkelman, 3912\nvard, St. Louis, Mo.\n\nRussell\n\nBoule¬\n\nJ. L. Yaden, Superintendent,\nMoultrie, Ga.\n\nPublic\n\nSchools,\n\nFrederick W. Zuercher,\nnue, Louisville, Ky.\n\nMichigan\n\n4007\n\nAve¬\n\nRESOLUTIONS\nby Bylaws)\nMargaret V. Kiely, 250 Myrtle Avenue,\nBridgeport, Conn.\nFreda Libbee, Horace Mann School, Seattle,\nWash.\nJ. D. Loper, Superintendent, Public Schools,\nPhoenix, Ariz.\nW. Harold Loper, Supervising Principal,\nHonolulu Elementary Schools, Honolulu,\nT. H.\nBarbara McBreen, President, Classroom\nTeachers Association, 3915 King Street,\nDenver, Colo.\nElizabeth McCormick, Principal, Timothy\nO. Howe School, Superior, Wis.\nMary\nMcSkimmon,\n205 Tappan Street,\nBrookline, Mass.\nJ. Frank Marsh, President, Concord Normal\nSchool, Athens, W. Va.\nJ. Americus,\nE. Mathis, Ga.\nSuperintendent, Public Schools,\nCharles S. Miller, Supervising Principal of\nSchools, Lansdowne, Pa.\nLulu Mock, 1921 Park Avenue. Dallas, Tex.\nW. R. Pate, President, State Teachers Col¬\nlege. Peru, Nebr.\nMrs. F. Blanche Preble, 10855 Vernon Ave¬\nnue, Chicago, Ill.\nJames N. Pringle, Commissioner of Educa¬\ntion, Concord, N. H.\nN. J. Quickstad, Superintendent, Public\nSchools, Mountain Iron, Minn.\nC. K. Reiff, Superintendent, Public Schools,\nOklahoma City, Okla.\nJohn A. Sexson, Superintendent, Public\nSchools, Pasadena, Calif.\nW. G. Smyth, Principal, Park Junior High\nSchool, Knoxville, Tenn.\nS. M.\nStouffer, Superintendent, Public\nSchools, Wilmington, Del.\nJ. Anna Tennyson, 1938 Biltmore Street,\nWashington, D. C.\nA. J. Thackston, Superintendent, Public\nSchools, Orangeburg, S. C.\nMrs. A. E. Thomas, Superintendent, Otero\nCounty Schools, Alamogordo, N. M.\nOlive I. Thompson, Superintendent, Wyan¬\ndotte County Schools, Kansas City, Kans.\nW. D. Vincent, Commissioner of Education,\nBoise, Idaho.\nJ. W. Whitmer, County Superintendent of\nSchools, 411 Michigan Avenue, Toledo,\nOhio.\nW.\nC. Williams, Superintendent,\nSchools, Greenwood, Miss.\n\nPublic\n\n"}
{"page": 864, "printed_page": null, "text": "860\n\nNational\n\nCOMMITTEE\n\nOF\n\nEducation\n\nAssociation\n\nONE HUNDRED\nALLOWANCES\n\nON\n\nRETIREMENT\n\n(Authorized by Representative Assembly)\nEXECUTIVE\n\nCOMMITTEE\n\n.\n\nAnna Laura Force, Chairman; Principal,\nLake Junior High School, Denver, Colo.\nUel W. Lamkin, President, Northwest Mis¬\nsouri State Teachers College, Maryville,\nMo.\nE. Ruth Pyrtle, Principal,\nLincoln, Nebr.\n\nBancroft\n\nSchool,\n\nMary M. Abbe, Secretary, Board of Trus¬\ntees of the Public School Teachers Pen¬\nsion and Retirement Fund, 188 West Ran¬\ndolph Street, Chicago, Ill.\nJohn W. Abercrombie, Assistant State Su¬\nperintendent of Education, Montgomery,\nAla.\n\nGeorgia Whelan Aiken, Hotel Alms, Walnut\nHills, Cincinnati, Ohio.\nKyle T. Alfriend, Secretary, Georgia Edu¬\ncation Association, 400 Vineville Avenue,\nMacon, Ga.\nA. J. Ashman, Superintendent, Sevier Dis¬\ntrict Schools, Richfield, Utah.\nBeulah Averill, Box 19, Winton, Calif.\nA. H. Bachelor, Superintendent, Lovelock\nConsolidated Schools, Lovelock, Nev.\nH. H. Baish, Secretary, School Employees\nRetirement Board, Harrisburg, Pa.\nJ. H. Beveridge, Superintendent, Public\nSchools, Omaha, Nebr.\nCharles W. Bickford, Superintendent, Public\nSchools, Lewiston, Maine.\nErnest Burnham, Western State Normal\nSchool, Kalamazoo, Mich.\nR. N. Caldwell, 2527 Moss Avenue, Dallas,\nTex.\nE. F. Carleton, Secretary, Oregon State\nTeachers Association, 602-603 Studio\nBuilding, Portland, Ore.\nR. O. Clarida, Secretary, Teachers’ Pension\nand Retirement Fund, Springfield, Ill.\nF. B. Clark, Head, Department of Eco¬\nnomics, Agricultural and Mechanical Col¬\nlege of Texas, College Station, Tex.\nRoy W. Cloud, Secretary, California Teach¬\ners Association, 155 Sansome Street, San\nFrancisco, Calif.\nAnna D. Cordts, 421 South Story Street,\nBoone, Iowa.\nA. G. Crane, President, University of\nWyoming, Laramie, Wyo.\nGrace A. Day, Elementary Supervisor, De¬\npartment of Public Instruction, Hudson,\n\nY.\nM. L. Duggan, State Superintendent of\nSchools, Atlanta, Ga.\nJohn J. Early, Superintendent, Public\nSchools, Sheridan, Wyo.\nWilliam I. Early, Principal, Washington\nHigh School, Sioux Falls, S. D.\nMrs. Isabel L. Eckles, Superintendent,\nPublic Schools, Santa Fe, N. M.\nMrs. Eva Ehrenfeld, Box 144, Congress\nJunction, Ariz.\nBessie Evans, 1005 McGowan Street, Little\nRock, Ark.\n\nAdelaide Finch, Dingley Normal Training\nSchool, Lewiston, Maine.\nErnest C. Folsom, President, Teachers Cas¬\nualty Underwriters, 1407 O Street, Lin¬\ncoln, Nebr.\nJ. Carlisle Foster, Superintendent, Public\nSchools, Bethune, S. C.\n\nBessie Bacon Goodrich, Assistant Super¬\nintendent, Public Schools, Garfield Build¬\ning, Des Moines, Iowa.\nJessie C. Gray, 1210 Fillmore Street, Frankford, Philadelphia, Pa.\nWilson\nGreer, Superintendent, Public\nSchools, Wethersfield, Conn.\nO. H. Griest, Secretary, Indiana State\nTeachers Retirement Fund Board, 224\nState House, Indianapolis, Ind.\nEarl G. Gridley, Room 1, 2163 Center Street,\nBerkeley, Calif.\nP. H. Griffith, Director, Extension Division,\nLouisiana State University, Baton Rouge,\nLa.\n\nElizabeth Hall, Assistant Superintendent,\nPublic Schools. Minneapolis, Minn.\nHoward J. Hanna, President, High School\nTeachers Association, 305 Trinity Audi¬\ntorium, 847 South Grand Avenue, Los\nAngeles, Calif.\nC. J. Heatwole, Secretary, Virginia Educa¬\ntion Association, 401 North Ninth Street,\nRichmond, Va.\nAmy\nHinrichs,\nleans,\nLa.\n\n7336\n\nHurst\n\nStreet, New\n\nOr¬\n\nWilliam H. Holmes, Superintendent, Public\nSchools, Mt. Vernon, N. Y.\nLucy Mason Holt, Principal, Ocean View\nSchool, Norfolk, Va.\nEverett M. Hosman, 2927 North Fifty-first\nStreet, Lincoln, Nebr.\nGeorge Howard, Jr., Extension Division,\nUniversity of North Carolina, Chapel\nHill, N. C.\nC.\n\nM. Howell, Secretary, Oklahoma State\nTeachers Association, 700 Continental\nBuilding, Oklahoma City, Okla.\nEula F. Hunter, 1802 Hemphill Street, Fort\nWorth, Tex.\nW. B. Jack, Superintendent, Public Schools,\nPortland, Maine.\nC. M. Jensen, State Superintendent of\nPublic Instruction, Salt Lake City, Utah.\nMrs. Eugenia West Jones, 318 South Benton\nWay, Los Angeles, Calif.\nMary Etta Keegan, 512 Van Ness Avenue,\nSan Francisco, Calif.\nW.\nE. Kershner, Secretary, Ohio State\nTeachers Retirement System, Ohio State\nSavings Building, Gay and 3rd Streets,\nColumbus, Ohio.\n\nK. J. Knutson, Secretary, Seattle Teachers\nRetirement Fund, 843 Central Building,\nSeattle, Wash.\nHenry A. Kocher, Assistant Secretary, New\nYork State Teachers Retirement Board,\nStandard Building, Albany, N. Y.\nEdgar G. Lantman, Secretary, New York\nState Teachers Retirement Board, Stand¬\nard Building, Albany, N. Y.\nJohn A. Larson, Principal, Little Rock High\nSchool, Little Rock, Ark.\nM.\nC. Lefler, Superintendent, Public\nSchools, Lincoln, Nebr.\nMrs. Josephine D. Lockard, 635 Rio Grande\nAvenue, Raton, N. M.\nHarold W. Loper, Supervising Principal,\nHonolu\nT. H. lu Elementary Schools, Honolulu,\n\nDaisy\nConn. Lord, Wilby\n\nHigh\n\nSchool,\n\nWaterbury,\n\n"}
{"page": 865, "printed_page": null, "text": "Associational\n\nRecords\n\nMrs. W. W. McAllister, 828 East Seventh\nStreet, Tucson, Ariz.\nElizabeth McCormick, Principal, Timothy\nO. Howe School, Superior, Wis,\nMarguerite McDonald, 509 West\nPark\nStreet, Butte, Mont.\nGeorge A. McFarland, President, State\nTeachers College, Minot, N. D.\nMary\nMcSkimmon,\n205 Tappan Street,\nBrookline, Mass.\nArthur L. Marsh, Secretary, Washington\nEducation Association, 707 Lowman\nBuilding, Seattle, Wash.\nA. C. Matheson, Assistant State Superin¬\ntendent of Public Instruction, Salt Lake\nCity, Utah.\nHenry Miller, 524 Benton Street, Belleville,\nIll.\n\nJohn G. Mitchell, President, Central State\nTeachers College, Edmond, Okla.\nW. B. Mooney, Secretary, Colorado Edu¬\ncation Asociation, 530 Commonwealth\nBuilding, Denver, Colo.\nMiss E. Moore Neave, Park Street School,\nHood River, Ore.\nMinnie Jean Nielson, 901 Fifth Avenue,\nValley City, N. D.\nMary O’Rourke, 421 East Main Street,\nWeiser, Idaho.\nMrs. Caroline W. Porter, Principal, Lincoln\nSchool, Parsons, Kans.\nSue M. Powers, Superintendent, Shelby\nCounty Schools, Memphis, Tenn.\nCharles F. Pye, Secretary, Iowa State\nTeachers Association, 415 Shops Building,\nDes Moines, Iowa.\nS. L. Ragsdale, Principal, L. C. Humes\nHigh School, Memphis, Tenn.\nHelen M. Robinson, Deputy Superintendent,\nPublic Schools, 97 Dartmouth Street,\nPortland, Maine.\nJennie Roch, Secretary-Treasurer, National\nCouncil of Teachers Retirement Systems,\nNew Orleans, La.\n\nCOMMITTEE\n(A\n\nON\n\nInformation\n\n861\n\nH. Alton Rogers, Principal, Lahainaluna\nTechnical High School, Lahaina, Maui,\nT. H.\n\nFrank D. Rowe, Superintendent, Public\nSchools, Warren, Maine.\nAgnes Samuelson, State Superintendent of\nPublic Instruction, Des Moines, Iowa.\nDorothy M.\nShanley, Secretary, State\nTeachers Retirement Board, Hartford,\nConn.\nW. P. Shawkey, President, Marshall Col¬\nlege, Huntington, W. Va.\nMary\nA. Sheehan, Assistant Principal,\nWashington Junior High School, 725 Clif¬\nford Avenue, Rochester, N. Y.\nGrace M. Shepherd, 803 North Mulberry\nStreet, Maryville, Mo.\nFrank M. Shelton, Superintendent, Public\nSchools, Springfield, Ohio.\nJohn Shilling, Assistant Superintendent of\nPublic Instruction, Dover, Del.\nMrs. Margaret Mendenhall Smith, 1522\nLafayette, Apartment C, Denver, Colo.\nGrace G. Swan, Director. Primary Instruc¬\ntion and Elementary Practice Teaching,\nPittsburgh Public Schools, Pittsburgh, Pa.\nLida Lee Tall, Principal, State Normal\nSchool. Towson, Md.\nR. E. Tidwell, Director of Extension, Uni¬\nversity of Alabama, University, Ala.\nW. Scott Ward, Athol, Mass.\nE. C. Warriner, President, Central State\nTeachers College, Mount Pleasant, Mich.\nFlorence M. Wellman, Superintendent, Pub¬\nlic Schools, Brattleboro, Vt.\nMabel A. White, 513 North Noyes Boule¬\nvard, St. Joseph, Mo.\nCharles O. Williams, Secretary, Indiana\nState Teachers Association, 205 Hotel\nLincoln, Indianapolis, Ind.\nTheodore A. Zornow, Principal, Madison\nJunior-Senior High School, Wilson Park,\nRochester, N. Y.\n\nRURAL\n\nSpecial\n\nWillis A. Sutton, Chairman; Superintendent,\nPublic Schools, Atlanta, Ga.\nCharles Albert Adams, Humboldt Bank\nBuilding, San Francisco, Calif.\nFrank R. Adams, Superintendent, Orleans\nCentral District Schools, Barton, Vt.\nC. P. Archer, State Teachers College, Moor¬\nhead, Minn.\nW.\nJ. Avery, Superintendent, Rapides\nParish School Board, Alexandria, La.\nJ. M.\nBaker, Superintendent, Public\nSchools, Crowley, La.\nChloe Baldridge, Director of Rural Educa¬\ntion, State Department of Public In¬\nstruction, Lincoln, Nebr.\nAnna E. Barnard, Superintendent, Calumet\nCounty Schools, Chilton, Wis.\nCarl J. Batchelder, Deputy Commissioner,\nState Board of Education, Montpelier, Vt.\nW. J. Berger, Superintendent, Sheboygan\nCounty Schools, Sheboygan Falls, Wis.\nE. C. Best, Fallon, Nev.\nAnnie Webb Blanton, University of Texas,\nAustin, Texas.\nEdwin W. Broome, Superintendent, Mont¬\ngomery County Schools, Rockville, Md.\nMrs. Josepha L. Brown, Superintendent,\nArapahoe County Schools, Littleton, Colo.\nAnne Brumby, Superintendent, Polk County\nSchools, Cedartown, Ga.\n\nand\n\nEDUCATION\n\nCommittee)\nBurl Bryant, Chief Supervisor, Rural\nSchools, State Department of Education,\nAustin, Tex.\nCassie Burk, Director, Rural School Super¬\nvision, Department of Public Schools, Jef¬\nferson City, Mo.\nR. C. Burts, Superintendent, Public Schools,\nRock Hill, S. C.\nJ. T. Calhoun, State Supervisor, Rural and\nElementary Schools, Department of Edu¬\ncation, Jackson, Miss.\nW.\nH.\nCampbell, Secretary, Nebraska\nOrganized Agriculture, David City, Nebr.\nMrs. Emma\nY. Case, Eastern Kentucky\nState Teachers College, Richmond, Ky.\nJohn Case. Editor, Missouri Ruralist,\nWright City, Mo.\nP. P. Claxton, President, Austin Peay Nor¬\nmal School, Clarksville, Tenn.\nJ. L. Clifton, Professor of School Adminis¬\ntration, Ohio State University, Columbus,\nOhio.\nC.\n\nA. Cobb, c/o Southern Ruralist, 1713\nGlenn Street, South West, Atlanta, Ga.\nEphraim Colson, Superintendent, Foster and\nScituate Schools. North Scituate, R. I.\nNell A. Cooper, Superintendent, Barnes\nCounty Schools, Valley City, N. D.\nW. S. Dakin, c/o State Board of Educa¬\ntion, Hartford, Conn.\n\n"}
{"page": 866, "printed_page": null, "text": "86 2\n\nNational\n\nEducation\n\nCharles E. Dickey, Superintendent, Alle¬\ngheny County Schools. 345 County Office\nBuilding, Pittsburgh, Pa.\nLee Driver, Consolidation Expert, State Department of Education, Harrisburg, Pa.\nE. A. Duke, Rural School Supervisor, State\nDepartment of Education, Oklahoma City,\nAlbert Early, Supervisor of Schools, State\nDepartment of Education, Georgetown,\nDel.\nE.\n\nR. Eastman, Editor, American Agricul¬\nturist, 461 Fourth Avenue, New York, N. Y.\nClayton L. Erwin, Deputy Commissioner,\nState Board of Education, Montpelier, Vt.\nClyde A. Erwin, Superintendent, Ruther¬\nford County Schools, Rutherford, N. C.\nMrs. Della B. Erwin, Supervisor, Elemen¬\ntary Schools. Jefferson County Board of\nEducation, Birmingham, Ala.\nMrs. Bertha Filson, Superintendent, Mason\nCounty Schools, Point Pleasant, W. Va.\nG- C. Floyd, Administrator of Equalizing\nFund, State Department of Education,\nLittle Rock, Ark.\nVirginia Foulk, Marshall College, Hunt¬\nington, W. Va.\nGeorge Fox, Superintendent, Anne Arundel\nCounty Schools, Annapolis. Md.\nOttilia M\nFrisch, Commissioner,\nCounty Schools, Saginaw, Mich. Saginaw\n\nA- C. Fuller Associate Director, Extension\nDivision, Iowa State Teachers College,\nCedar Falls, Iowa.\nAlma Fu trail, Superintendent, Lee Coun\nty\nSchools, Marianna, Ark.\nMiss\nLector Hackworth, Northeastern\nTeachers College, Tahlequah,\nOkla.\n\no u , Hag°°d,\nSchools,\nBeaufort, Superintendent,\nS. C.\n\nPublic\n\nMrs Marie Turner Harvey. 805 Sout\nh Hal¬\nliburton Street, Kirksville, Mo.\n• C. Haught, Dean of Education,\nWest\nLiberty State Normal School, West\nLib¬\nerty, W. Va.\nJennie\n\nM. Haver, Helping Teacher, Centr\ne\n^ Street, Clinton, N. J.\nC. J. Heatwole, Secretary, Virginia Educa\n¬\ntion Association, 401 North Ninth\nStreet\nRichmond, Va.\n\nHelen Hay Heyl, Assistant in Rural Educa\ntion, State Department of Education, Al¬\nbany, N. Y.\n\nL\n\nPearle Hibarger, Superintendent, Yaki\nma\nCounty Schools, Yakima, Wash.\nW\nL Hughes. Agricultural and Mechanical\nCollege of Texas, College Station, Tex.\nMrs. Elizabeth D. Hutto, County Super\nin¬\ntendent of Education, Darlington,\nS. C.\nFr|nk\nJacks°n, Superintendent\nPublic\nSchools, Madison Supervisory ,Distric\nt\nMadison, N. H.\nR- E' Jaf£ers, Supervisor, Rural\ntary Schools, State Department\ncation, Frankfort, Ky.\n\nElemen¬\nof Edu¬\n\nElizabeth M. Jenkins, State\nNorth Adams, Mass.\n\nSchool,\n\nNormal\n\nMrs. Eula Johnston, Supervisor, Hamil\nton\nCounty Schools, Court House, Chatta¬\nnooga, Tenn.\nA. L. Jones, Principal. Washington School\n,\nDistrict Number 6, Phoenix, Ariz.\nBurr F. Jones, State Supervisor of Elemen¬\ntary Education, Department of Education.\nBoston, Mass.\nJ*\n\nA> Kellar, Superintendent, Covington\nCounty Schools, Andalusia, Ala.\nMrs. Margaret R. Kelley, Helping Teacher,\nDerby, Vt.\nWise\n\nKelly, Jr., Division Superintendent,\nCounty School, Wise, Va.\n\nAssociation\n\nA- Kieffer, State Teachers College,\nShippensburg, Pa.\nDan\nE. Kind, Superintendent, Richland\nCounty Schools, Sidney, Mont.\nKing, Assistant State Superintendent\nin charge of Elementary Schools, Depart\nment of Public Instruction, Dover, Del ¬\n•’a^oS\nKirkham. Utah Farmer.\n410\nUtah. Vermont BuildEditor\ning, Salt Lake City,\n\nIda B. Lacy, Box 182, Willimantic, Conn.\nBenson Y\nLandis, Secretary, Ameri\nCountry Life Association, Inc., 105 can\nEast\nTwenty-second Street, New York,\nN. Y\nHans J- Lee, Superintendent, Kidder\nCounty\nSchools, Steele, N. D.\nR. J. Libby,\n\nState\n\nAgent\n\nfor Rural\n\nEduca-\n\nMain ^sPa\nEducation, Augusta,\nnt\nW.H.\nLloyd,rtme\nEdito\nr, Ohio Farme\n1015 Rockwell Avenue, Cleveland, r, 1011Ohio.\nLouise B. Lynd, State Normal\nSchool,\nTempe, Ariz.\nRose M. McDonald, Berryville,\nVa.\nGertrude McArthur, Principal, Melr\nose High\nSchool, Melrose, Fla.\nA.\n\nE. McGuire, Head, Department of Edu¬\ncation, Concord State Normal School\n.\nAthens, W. Va.\n\nBeatrice McLeod, State Director of\nSpecial\nEducation, State Department of Educa\n¬\ntion, Cheyenne, Wyo.\nCounty\nMrCastle\nPJ,ylli?\nMas°n.\nRural Wilmington,\nSupervisor,\nSchools,\nRura1 Education,\nrjfj Mll.ler> Oregon\nHead,\nMonmouth,\nOre.\n\nNew\nDel.\n\nDepartment\nof\nNormal\nSchool,\n\nD. C. Mills Executive Secretar\ny, Depart¬\nment of Young Citizens’ Leag\nue. State\nDepartment of Education, Pierr\ne, S. D.\nRoma\nL. Milnor, Superintende\nCounty Schools, Albion, Ind. nt, Noble\nMary Mims, Extension Sociologist,\nsiana State University, Baton Rouge Loui¬\n, La.\nF-Schools\n?dgar\nMineer\n,\nSuperi\nntende\nnt,\nPublic\n, Overton, Nev.\nGeorge M. Morris, Rural School Supervisor\nrtate Department of Education, Colum¬\nbus, Ohio.\nElizabeth C. Murray, Superint\nendent, Columbia County Schools, St. Hele\nns, Ore.\nO\nW\nNeale, Director, Rural Education,\n\nMadl\nyn\nNewe\nPoin\nll,\ntalV\n308hers College, Stevens\nHsat\ne Teac\nOkla\nhoma\nCity,\nOkla. West First Street,\nAugusta M\nNichols, Headmaster, Hampstead High School, Hampstea\nd, N. H.\nKa*«\nOfferman, Assistant Superintendent,\nWood\nCounty\n\nSchools,\n\nBowling\n\nGreen,\n\n’\nMrs.\nO\nHaze\nh\nl H.\ni\nOtt,o\nDirec\n.\ntor, Department\nCurriculum Revision, State Depa\nrtment of\nEducation, Pierre, S. D.\nMrs. Bertha R. Palmer, State Superintend¬\nent of Public Instruction, Bismarck, N. D.\nAnna C. Pearson, Rural School Super¬\nvisor, State Normal School, Albion, Idaho.\nIrving F. Pearson, Superintendent, Winne¬\nbago County Schools, Rockford, Ill.\nFred Peterson, Superintendent, Klamath\nCounty Schools, Klamath Falls, Ore.\nHomer T. Phillips, Chairman, Department\nof Education. Northwest Missouri State\nTeachers College, Maryville, Mo.\n\nJohn E. Pickett, Editor, Pacific Rural Press\nand California Farmer, 560 Howard Street\nSan Francisco, Calif.\n\nL. A. Pittenger, President, Ball State\nTeachers College, Muncie, Ind.\nSue M. Powers, Superintendent, Shelby\nCounty Schools, Memphis, Tenn.\n\n"}
{"page": 867, "printed_page": null, "text": ".\n\nAssociational\n\nMrs. Josephine\nVashon Island,\n\nRecords\n\nCorliss Preston, Burton,\nKing County, Wash.\n\nCharles F. Prior, Superintendent, Public\nSchools, Fairhaven, Mass.\nC. E. Rarick, Director, Extension Service,\nFort Hays State Teachers College, Hays,\nKans.\nMrs. Ellsworth Richardson, Farm Bureau\nLeader, Givin, Iowa.\nWilliam McKinley Robinson, Western State\nW. Teachers College, Kalamazoo, Mich.\nPric\nElizabeth\nRussell, Lewiston, Idaho.\ne\nPan\nAgnes ,Samuelson,\nState Superintendent of\naca\n, N\nPublic Instruction,\nev. Des Moines, Iowa.\nC. G. Sargent, Professor of Rural and Voca¬\ntional Education, Colorado Agricultural\nCollege, Fort Collins, Colo.\nAlson Secor, Editorial Department, Success¬\nful Farming, Des Moines, Iowa.\nIda E. Seidell, Rural Supervisor of Schools,\nPitt County, Greenville, N. C.\nGeorge A. SeTke, President, State Teachers\nCollege, St. Cloud, Minn.\nMrs. Charles W. Sewell, Director, Home\nand Community Work, American Farm\nBureau Federation, 58 East Washington\nStreet, Chicago, Ill.\nN. D. Showalter, State Superintendent of\nPublic Instruction, Olympia, Wash.\nJ. H. Shriber, College of Education, Uni¬\nversity of Colorado, Boulder, Colo.\nEdna\nSimmons, Elementary Supervisor,\nHinds County, Jackson, Miss.\nI. S. Smith, State Supervisor of Schools,\nState Department of Education, Atlanta,\n\nGa.\n\nWilliam\nmouth\n\nM. Smith, Superintendent, Mon¬\nCounty Schools, Freehold, N. J.\n\nCOMMITTEE\n\nON\n\nSOCIAL\n\nand\n\nInformation\n\n863\n\nRay P. Snyder, Chief, Rural Education\nBureau, State Department of Education,\nAlbany, N. Y.\nAndrew M. Soule, President, State Agri¬\ncultural College, University of Georgia,\nAthens, Ga.\nW. J. Sutton, Chairman of the Education\nCommittee of the State Legislature,\nCheney, Wash.\nC. C. Swain, President, State Teachers Col¬\nlege, Mayville, N. D.\nAnna Swenson. Director of Rural Educa¬\ntion, State Department of Education, St.\nPaul, Minn.\nAmanda Swift, Lewistown, Mont.\nJohn Thompson. Editor. Wisconsin Agri¬\nculturist and Farmer, Racine, Wis.\nEdward J. Tobin, Superintendent, Cook\nCounty Schools, Court House, Chicago,\nIll.\n\nHarvey L. Turner, Director, Division of\nRural Education, Michigan State Normal\nCollege, Ypsilanti, Mich.\nFlorence H. Walker, Rural Supervisor,\nState Department of Education, Topeka,\nKans.\n\nD.\n\nA. Wallace, Webb Publishing Company,\n55 East Tenth Street, St. Paul, Minn.\nW.\nH.\nWard,\nSuperintendent, Public\nSchools, Walterboro, S. C.\nRaymond\nWhite, Superintendent, Public\nSchools, Douglas, Wyo.\nCarlyle W. Wilcox, Principal, Pioche Pub¬\nlic\nNev. School, District Number 1, Pioche,\nW. S. Yates, Supervisor of Rural Schools,\nBoard of Education, Hillsborough County,\nPlant City, Fla.\n\nECONOMIC\n\nOBJECTIVES\n\nCommittee)\n(A\n\nSpecial\n\nF. J. Kelly, Chairman; Chief of Division of\nColleges and Professional Schools, Office\nof Education, Washington, D. C.\nMrs. Mary C. C. Bradford, 5069 Newton\nStreet, Denver, Colo.\nEdwin C. Broome, Superintendent, Public\nSchools. Philadelphia, Pa.\nWillard E. Givens, Superintendent, Public\nSchools, Oakland, Calif.\nJames T. Jardine, Agricultural Experiment\n\nCOMMITTEE\n(Authorized\nEXECUTIVE\n\nON\n\nPROBLEM\n\nby\n\nRepresentative\n\nCOMMITTEE\n\nLida Lee Tall. Chairman; Principal, State\nTeachers College, Towson, Md.\nCornelia S. Adair, 2121 Park Avenue, Rich¬\nmond, Va.\n\nbi\n\na\n\nNe\n\nUn\n\niv\n\nw\n\ner\n\nsi\n\nYo\n\nN.\n\nrk\n\nStation Division, United States Depart¬\nment of Agriculture, Washington, D. C.\nKatherine McHale, Executive Secretary,\nAmerican\nAssociation of\nUniversity\nWomen, 1634 I Street, N. W., Washing¬\nton, D. C.\nRobert C. Moore, Secretary, Illinois State\nTeachers Association, Carlinville, Ill.\nGeorge D.\nStrayer, Teachers College,\nColumbia University, New York, N. Y.\n\nY.\n\n,\n\nty\n,\nMrs. Stella S. Applegate, 304 Stacy Trent\nHotel, Trenton, N. J.\nFrancis L. Bailey, Commissioner of Edu¬\ncation, Montpelier, Vt.\nJohn H. Beveridge, Superintendent, Public\nSchools, Omaha, Nebr.\nEstelle Boggess, 1615 Grant Street, Den¬\nver, Colo.\n\nOF\n\nTENURE\n\nAssembly)\n\nA. O. Bowden, President, New Mexico State\nTeachers College, Silver City, N. M.\nKatherine Brennan, 182 Lloyd Street, New\nHaven, Conn.\nE. T. Cameron, Executive Secretary, Michi¬\ngan Education Association, 935 North\nWashington Avenue, Lansing, Mich.\nNorman\nW.\nCameron, President, State\nTeachers College, West Chester, Pa.\nH. F. Carmichael, Principal, Roosevelt\nJunior High School, 1568 Riverview,\nDecatur, Ill.\nA.\n\nT. Carr, Principal, Wilson Junior High\nSchool, Cleveland, Ohio.\nMrs. Susanne Homes Carter, Superintendent,\nJackson County Schools, Medford, Ore.\nFrank Cody, Superintendent, Public Schools,\nDetroit, Mich.\n\n"}
{"page": 868, "printed_page": null, "text": "864\n\nNational\n\nEducation\n\nMrs. Myrtle Hooper Dahl, President, Min¬\nneapolis Division, Minnesota Education\nAssociation, 3527 Pillsbury Avenue, Min¬\nneapolis, Minn.\nGeorge J. Dann, Superintendent, Public\nSchools. Oneonta, N. Y\nGeorge M. Davison, 1429 Union Street,\nBrooklyn, N. Y.\nJohn A. DeCamp, Superintendent, Public\nSchools, Utica, N. Y.\nFlorence M. Dickinson, 249 Windsor Ave¬\nnue, Haddonfield, N. J.\nIsabella Dolton, 333 Lincoln Avenue,\nDolton, Ill.\nFlora E. Drake, 2230 Brookside Avenue,\nIndianapolis, Ind.\nStephen Dwan, Broadway High School,\nSeattle, Wash.\nJohn J. Early, Superintendent, Public\nSchools, Sheridan, Wyo.\nC. Ray Evans, Principal, North Summit\nHigh School, Coalville, Utah.\nRalph W. Everett, Sacramento Junior Col¬\nlege, Sacramento, Calif,\nMrs. Gertrude Hale, High School, 58 Union\nSquare, Athol, Mass.\nHarriett L. Hinman, Research Department,\nBoard of Education, Toledo, Ohio.\nElla J. Holley, Rural Supervisor for New\nCastle County Schools, Wilmington, Del.\nClara Jacobs, c/o Centennial High School,\nPueblo, Colo.\nW, W. Kemp, Dean, School of Education,\nUniversity of California, Berkeley, Calif.\nNell E. Lain, 4518 Montgall Street, Kansas\nCity, Mo.\nMrs. Inez J. Lewis, State Superintendent of\nPublic Instruction, Denver, Colo.\nF. M. Longanecker, Superintendent, Public\nSchools, Racine, Wis.\nMary A. Lord, Woodrow\nJunior\nHigh School, Sioux City, W’ilson\nIowa.\nJ. H. McConnell, President, State Teachers\nCollege, East Radford, Va.\nH. G. Masters, 2727 Broadway East, Pitts¬\nburgh, Pa.\n\nAssociation\n\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, Supervisor of\nElementary Schools, Natick, Mass.\nGertrude Pitts, 915 Cumberland Street,\nLittle Rock, Ark.\nWarren A. Roe, Principal, Belmont Ave¬\nnue School, Newark, N. J.\nBelle M. Ryan, Assistant Superintendent,\nPublic Schools, Omaha, Nebr.\nAgnes Samuelson, State Superintendent of\nPublic Instruction, Des Moines, Iowa.\nM. P. Shawkey, President, Marshall Col¬\nlege, Huntington, W. Va.\nMary\nA. Sheehan, Assistant Principal,\nWashington Junior High School, 725 Clif¬\nford Avenue, Rochester, N. Y.\nGrace M. Shepherd, 803 North Mulberry\nStreet, Maryville, Mo.\nIrving W. Small, Superintendent, Public\nSchools, Bangor, Maine.\nC. O. Smith, 312 North Hersey Street,\nBeloit, Kans.\nA.\nH.\nStaley, Superintendent, Public\nSchools, Hastings, Nebr.\nFred G. Stevenson, 423 Hamilton Place,\nAnn Arbor, Mich.\nChester D. Stiles, Superintendent, Public\nSchools, Westfield, Mass.\nMilo H. Stuart, 4535 Park Avenue, Indian¬\napolis, Ind.\nJoseph L. Thalman, Principal, Anderson\nSenior High School, Anderson, Ind.\nOliver Scott Thompson, Superintendent,\nCompton\nUnion\nDistrict Secondary\nSchools, Compton, Calif.\nJohn J. Tigert, President, University of\nFlorida, Gainesville, Fla.\nMrs. Grace G. Truax, Box 1, Sioux Falls,\nS. D.\nJosephine Wilson, President, Dallas Grade\nteachers Council, 714 Allen Building,\nDallas, Tex.\nFlorence E. Wolaver, 1734 Orrington Ave¬\nnue, Evanston, Ill.\n\n"}
{"page": 869, "printed_page": null, "text": "Associational\n\nMINUTES\n\nOF THE\n\nRecords\n\nand\n\nTWELFTH\nASSEMBLY\n\n865\n\nInformation\n\nREPRESENTATIVE\n\nAtlantic City, N. J., June 25-July 1, 1932\nFirst Business\n\nSession, Tuesday\n\nMorning,\n\nJune 28, 1932\n\nAt 9:30 oclock the first business session of the Twelfth Representative Assembly\nwas called to order by President Florence Hale, in the ballroom of the Auditorium.\n1 he invocation was delivered by the Rev. Harold G. Gaunt, pastor of the Olivet\nPresbyterian Church, Atlantic City.\nPresident Hale: The first item of business this morning is the report of the\nCommittee on Credentials. Mr. Brovin from Alabama is the chairman.\nMr. Brovin: The Credentials Committee of the National Education Association\nmet, organized, and performed its duties in compliance with the rules and regula¬\ntions and bylaws of this Association. The meeting was held June 27, 1932, at\n2 p.m. in the Secretary’s office of the Convention Auditorium. The report from the\nSecretary was that 751 delegates were already registered.\nIt was the unanimous vote of this Committee that all delegates duly registered\n\nin the Secretary’s office up to the time of the meeting of this Committee be seated,\nand that all who had duly registered thereafter and whose credentials met the\nrequirements of the bylaws of this Association be admitted as delegates to this\nAssembly.\nMadam President, I move the acceptance\nrecommendation. Seconded. Carried.\n\nof this report and the adoption\n\nof its\n\nPresident Hale: The next item of business is the adoption of the order of busi¬\nness. I call on the Secretary of the Association.\n\nSecretary Crabtree: It has been customary to adopt the program\nthe President as the order of business for the Convention.\nPresident Hale: Do I hear a motion?\nSecretary Crabtree: I so move.\n\nas prepared\n\nby\n\nPresident Hale. It has been moved and seconded that the official program as\nprinted shall be adopted as the order of business. Carried.\nPresident Hale. At this point the Chair wishes to introduce the Parliam entanan\nwho will officiate during these meetings, Joseph H. Saunders, chairman, Board of\nTrustees of the N. E. A., and superintendent of schools, Newport News, Virginia.\nMr. Joseph H. Saunders: If you will refer to page 4 of the Official Manual for\nDelegates, you will find that the rules and procedures for the conduct of business\nin the Representative Assembly are there recorded. I desire at this time to call\nyour attention specifically to only two of those rules.\nRule No. 3 refers to debate and provides that in debate on any motion, each\nspeaker shall be limited to five minutes unless his time be extended either\n(1) by\nunanimous consent or (2) by vote of the Representative Assembly.\nRule No. 5 is that Roberts Rules of Order is adopted as the authority\non par¬\nliamentary procedure.\n\nI wish to call your attention to one further question of parliamentary procedu\nre\nwhich you will find in the bylaws, also recorded in the latter pages of the Manual,\nreferring to resolutions. That bylaw provides that all resolutions offered shall be\nreferred to the Committee on Resolutions without debate and that the Resoluti\nons\nCommittee shall set a time and place for hearing those who are interested in such\nresolutions.\nPresident Hale: The next order of business is the reading of the minutes\nLos Angeles meeting. I call upon the Secretary of the Association.\n\nof the\n\nSecretary Crabtree: The minutes of the Los Angeles meeting are printed\nin the\nOfficial Manual, beginning on page 36. You have all read these minutes, so I move\nthat the minutes be accepted as printed in the Manual. Seconded. Carried.\n\n"}
{"page": 870, "printed_page": null, "text": "866\n\nNational\n\nEducation\n\nAssociation\n\nPresident Hale: At this time we will pause for one of the addresses of the\nmorning. I decided that we would have two addresses in order that all might have\na chance to come before the pressing business of the morning. At this time we will\nlisten to an address on “How Professional Organization Helps in Solving the Pres¬\nent Emergency.” This address will be given by Mr. Joseph Rosier, a member of\nthe Executive Committee of the N.E.A., and president of Fairmont State Teachers\nCollege, Fairmont, West Virginia. Mr. Rosier has the distinction of having been\npresent at every meeting of the National Education Association for over twenty\nyears, so he should be able to tell us how such organization helps in everyday\nproblems. Mr. Rosier. (The address is printed elsewhere in this volume. See\nindex.)\nPresident\n\nHale:\n\nYou\n\nwill recall that last year you authorized\n\nin your Board\n\nof\n\nDirectors the appointment of a Special Committee on Social-Economic Objectives.\nYou empowered your President to appoint such a committee. I appointed that com¬\nmittee with Mr. Fred J. Kelly, chief, Division of Colleges and Professional Schools\nof the United States Office of Education, as chairman. I will ask Mr. Kelly if he\nwill be so kind as to help me on the program at this point by giving that report.\nMr. Kelly. (The report is printed elsewhere in this volume. See index.)\nPresident Hale: You have heard the report of the Chairman of the Committee.\nI would like to know now what you wish to do with this report at this time.\nMr. Willis A. Sutton: I move the adoption of the report.\nPresident Hale: I recognize Mr. Carroll of Rhode Island.\nMr. Carroll: I am raising a point of order. The recommendation of the report\nis properly a matter for the Board of Directors and not for this body.\nPresident Hale: Well, this just carries the recommendation. It doesn’t mean any\nvoting on it, Mr. Carroll. Just the recommendation that it be referred to the Board\nof Directors.\nPresident Hale (after a splendid introduction) : It gives me unusual pleasure to\npresent my friend, Mr. William Trufant Foster, who will address us at this time\non the topic, “Managed Money and Unmanaged\nelsewhere in this volume. See index.)\nPresident Hale: I am sure I express the mood\n\nMen.”\n\n(The\n\naddress\n\nis printed\n\nof this great convention\n\nwhen\n\nI\n\nexpress to Mr. William Trufant Foster our sincere appreciation of this very elo¬\nquent and very thoughtful talk at a time when we need to understand just the\nthings he has explained.\nPresident Hale: I recognize Mr. Arvie Eldred of New York. Will you come to\nthe platform, Mr. Eldred?\nMr. Eldred (New York) : I note the next order of business, Miss Hale, is the\ngetting ready for the nominations, and before this happens the delegates from\nNew York want the opportunity of presenting a proposition to this convention.\nPresident Hale: If there is no objection we shall be glad to hear Mr. Eldred.\nPerhaps the meeting would like to know just what is the nature of the recommen¬\ndation you wish to make.\nMr. Eldred: The delegates from New York, feeling that this convention wants\nto honor itself and wants to honor a man who, perhaps, has done more for educa¬\ntion thruout the world than any other, would offer to this convention the name of\nJohn Dewey as an honorary president of the N.E.A.\nPresident Hale: If there is no objection we shall be glad to listen to Mr. Eldred.\nMr. Eldred: I would like to call upon Mr. Holmes to make that presentation.\nPresident Hale: Mr. Holmes is called for. Mr. Holmes, will you come to the\nplatform? Mr. Holmes of Mt. Vernon, New York.\nMr. Holmes: I suppose if a hundred outstanding citizens of the world were to\nbe asked to choose the man or woman who had done the most constructive think¬\ning for humanity, they would almost unanimously agree upon our outstanding\nAmerican, John Dewey. I suppose if they were asked to select a man who had\n\n"}
{"page": 871, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n867\n\nInformation\n\ndone more\n\nthan any other one man for the establishment of world peace and world\nfriendship, they would again select the name of John Dewey. I suppose if they\nwere asked to select the name of the man who has given us or given the world\nthe most constructive educational program, a program that extends from the little\nchild to the man or woman in the university, they would again select the name\nof John\n\nDewey.\n\nI suppose\n\nthat there isn’t a one of the 900,000 teachers in these\nUnited States who hasn’t been inspired and helped by the constructive program for\neducational freedom that John Dewey has set up. I suppose if the people that he\nhas helped should form a line two deep, it would extend around the world. In\nview of all these things, can we afford not to give this man the greatest honor\nwe are capable of giving him? I ask you to give that man this honor by electing\nhim unanimously by acclamation the honorary president of the National Education\nAssociation.\n\nVoice: Madam Chairman, I rise to second the nomination of John Dewey.\nPresident Hale: Pardon me, the Chair does not understand that a nomination\nhas been made.\nMr. Holmes: No, a motion to elect him honorary president.\nPresident Hale: Mr. Holmes and Members from New York\nunderstands there is no such office now on our statutes.\n\nState, the Chair\n\nMr. Holmes: This is not an office, it is an honor, the same as when you desig¬\nnated him an honorary life member. It was not an office; it was an honor.\nMr. Holmes (after further discussion): I move that this recommendation be\nreferred to the Board of Directors for action.\nPresident\n\nHale:\n\nIt is moved\n\nby Mr.\n\nHolmes\n\nthat this recommendation\n\nbe re¬\n\nferred to the Board of Directors for action. All those in favor say “Aye.”\nVoice: You gave no chance for debate.\nV oice: A motion to refer cannot be debated.\nPresident Hale: I refer to the Parliamentarian, Mr. Saunders.\nMr. Joseph H. Saunders : A motion to refer would be debatable.\n\nPresident\n\nHale:\n\nMr.\n\nHolmes\n\nfrom\n\nMount\n\nVernon,\n\nNew\n\nYork.\n\nMr. Holmes: I do hope this organization won’t perform any cowardly act by\nreferring this to a Committee or trying to lay it on the table. Let us do the big\nthing. Let us see big things big and small things small. Let us do our duty. Let\nus assume some responsibility and let us honor this great man in the way he should\nbe honored. Don’t be cried down. I know the great majority of the men and\nwomen here, thinking men and women, want this honor conferred upon this great\nman. Let us do it.\nPresident\n\nHale:\n\nIf there is no further action, the motion —\n\nMr. Holmes: You can’t put a vote before discussion.\nPresident Hale: All right, just as you say.\nMr. Holmes: I move for a show of hands or polling vote.\nPresident Hale: Those in favor of the motion that this be referred to the Board\nof Directors for action signify in the usual manner. All those opposed. The ayes\nappear to have it. Do you wish to call for another similar vote, Mr. Holmes? I\nwant to be perfectly fair.\n\nMr. Holmes: I don’t think a voice vote is ever a fair vote. Those\nthe loudest get it.\n\nPresident\n\nwho\n\ncan yell\n\nHale:\n\nAll right, just as you say, Mr. Holmes.\nAir. Holmes: I would be willing to call for a show of hands without polling\nthe states and then let us see what it is.\nPresident Hale: All right. Mr. Holmes wishes to ask for a show of hands. All\nthose who wish to refer this matter of the recommendation of John Dewey’s name\nto the Board of Directors as honorary president just raise your hands.\nMr. George IV. W annamaker (Georgia) : Miss Hale, I wish to ask this ques¬\ntion.\n\n"}
{"page": 872, "printed_page": null, "text": "868\n\nNational\n\nEducation\n\nAssociation\n\nPresident Hale: Mr. tV annamaker of Georgia.\nMr. JV annamaker : I wish to ask this question: Are you referring it to the\nBoard of Directors with authority to act or without authority to act?\nPresident Hale: The Board of Directors would have the authority either to\nact or not to act, I should say.\nMr. tV annamaker: I have been a member of the Board of Directors for years,\nand when questions come up in the Board of Directors it has always been taken\nthat the Board of Directors takes a vote and it then has to be referred to the\nRepresentative Assembly for formal action, and it seems to me that what we are\nnow doing is sending the responsibility from the Representative Assembly to the\nsmaller body. I simply ask the question, are we giving the smaller body the authority\nto have our responsibility, or are we asking for their recommendation upon the\nquestion ?\nVoice: The motion pre-supposes that the Board would have authority.\nPresident Hale (after further discussion) : In order to clear the atmosphere, I\nwill call upon the Parliamentarian. We would like his opinion.\nMr. Joseph H. Saunders: It is the judgment of your Parliamentarian that if\nthe motion pending is adopted on the call for division by Mr. Holmes, which would\nsend it to the Board of Directors, that the Board of Directors would have the\nauthority to consider the proposition and then to report back to this Representative\nAssembly any action or conclusion that it might come to in regard to this proposition.\nSo that body could table the matter and not make a report here if it saw fit unless\nit is instructed by resolution from this body to report back.\nMr. JV annamaker: Madam President —\n\nPresident\nseen ?\nMr.\n\nHale:\n\nMr.\n\ntt annamaker.\n\nWill you kindly come\n\nwhere\n\nyou\n\ncan be\n\ntV annamaker:\n\nI feel very deeply about this matter. I feel that if John\nDewey has taught anything at all he has taught individual responsibility. I feel\nthat we are not going to honor him by referring a matter back and forth, one way\nor another. Let us take action and do something here now. I ask you in the\nname of fairness and in the name of the teachers of America what honor will\nthere be in conferring such an honor by having it buffeted here and there and\nyonder? I take the position as a humble member of this Assembly that the whole\nprocedure is out of order. If we would honor John Dewey or any other man, elect\nhim or elect her, if she be a woman, president of this Association and put honor\nand responsibility together. I, therefore, Madam Chairman, as a member of this\nAssembly with the right to vote and the right to make a motion, offer as a sub¬\nstitute motion for all before the house that we revert back to the original motion\nmade by the gentleman from New York and take a vote by states on this important\nmatter.\nPresident Hale: We are very glad to listen to Mr. tV annamaker, but if the\nChair understands him, he is out of order in offering another resolution at this\ntime because Mr. Holmes has asked for a show of hands, for a division vote. Am\nI right, Mr. Parliamentarian?\nMr. Joseph H. Saunders: The vote has already been taken and we are in the\nprocess now of confirming that vote by a show of hands. Therefore any debate or\nany subsequent motion is out of order until after that decision has been made by\nthe show of hands.\n\nMr. Holmes: Mr. Saunders, may I ask you if it is in parliamentary\ncall a vote before there has been discussion? That was done.\n\norder to\n\nMr. C. C. Minty (Minnesota) : I rise for a point of order.\nPresident Hale: Give your name and the place from which you come.\nMr. Holmes: You have not yet ruled on my point of order.\nMr. Minty: I maintain what you are proposing to do here is in violation of the\nconstitution and the establishing of a new office. That can only be done by an\namendment to the constitution.\n\n"}
{"page": 873, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n869\n\nInformation\n\nPresident Hale: The Chair understands, if she is to have\nfree speech, you are\nout of order. I believe we should now go on with the proced\nure suggested by Mr.\nHolmes. That is the question before us.\nMr.\norder.\n\nMinty:\n\nPresident\n\nI am\n\nHale:\n\nquestioning\n\nthe method\n\nof business. I am\n\nasking a point of\n\nI refer you to the Parliamentarian.\n\nMr. Joseph H. Saunders:\n\nWe\n\nare operating under Roberts’ Rules of Order\n\nand\n\nunder Roberts’ Rules of Order you cannot interrupt in the\nmidst of a vote to bring\nin debate for other extraneous matters. The vote\nhas been taken, the Chair has\nannounced its decision, and a call for a show of hands in divisio\nn has been made.\nNo other procedure can interrupt that. So any other procedure is\nout of order\nexcept the show of hands.\nPresident\n\nHale:\n\nThe\n\nChair\n\nsustains the ruling of the Parliamentarian. We will\nproceed with the show of hands. (The motion was carried.)\nJV annamaker: A question, which I think will be much discussed and which\nI think should be cleared up now— maybe I am dull and haven’t underst\nood the\nquestion at all— when a question is referred to the Board of Director\ns does the\nBoard of Directors have the right to confer the honorary presiden\ncy or does it make\nthe recommendation back to this body?\nPresident Hale: The Chair understands that the Board may\ndo either. Am I\nright, Mr. Parliamentarian?\n\nMr. Saunders: As the Parliamentarian understands the situati\non, the gentleman\nfrom New York has moved that the National Education Association,\nthru its con¬\nstituted authorities, pay honor to the great philosopher, John Dewey.\nA subsidiary\nmotion that it be referred to the Board of Directors having\nbeen adopted, it means\nthat the matter goes to the Board of Directors at present without\ninstructions. As\na member of that Board I would assume that it would not\ntake action on so\nimportant a proposition without referring its recommendations back\nto the Repre¬\nsentative Assembly for final action, and unless instructed otherwise I should think\nthat would be the procedure, but there is no specific rule at the present\nmoment\ngoverning that question. There are no instructions given with this motion.\nPresident Hale: The Chair recognizes Mr. Carroll.\nMr. Charles Carroll (Rhode Island) : I move we proceed with the regular\norder\nof business.\nPresident Hale: There has been a motion made and seconded that\nwe proceed\nwith the order of business. (The question being called for, the motion was\nthere¬\nupon put and carried.)\nPresident Hale:\n\nWe\n\nwill now\n\nMr. Longshore:\ntions :\n\nThe\n\nCommittee\n\nproceed with the regular order of business on our\nprogram. The next item of business is the announcement of arrangements\nfor\nvoting by the convention Committee on Elections. I recognize Mr. Longshore\nof\nKansas City, Missouri.\n\non Elections offers the following\n\nrecommenda¬\n\nWe\n\nare to have an election and we must have the machinery set up\nfor it. The\nbylaws provide the election shall be held on the fourth day of the convention\nand\nthat the balloting by the delegates shall be on printed ballots. The Committee has\narranged to hold the election at the Delegates’ Registration Booth in the Exhibit\nHall. You are to vote at the same place in which you secured your delegates’\nmaterial and the ballot box will be placed there. The election will take place there\non the fourth day of the convention, which will be Thursday, the polls being open\nfrom eight in the morning until six in the evening. The procedure of voting has\nbeen made as simple as possible. Each of you as delegates have a coupon which\nyou will present at the desk on Thursday. Sign the coupon and exchange it for a\nballot. The ballot will be filled out simply by marking an X opposite the candi¬\ndate’s name\n\nthat you wish to vote for.\n\n"}
{"page": 874, "printed_page": null, "text": "870\n\nNational\n\nEducation\n\nAssociation\n\nI he members of the Committee will be present thruout the day and the Com¬\nmittee will meet at that place at 6 p.m. to begin the counting of ballots. The Com¬\nmittee desires that the delegates, or as many of them as are interested, be present\nat that time and place so that all may see what is being done.\nPresident Hale: The next order of business consists of nominations for president,\neleven vicepresidents, and the treasurer. I call upon J. W. Crabtree, Secretary of the\norganization. First will be nominations for the president of the National Education\nAssociation. I call upon Mr. Crabtree, the Secretary, to read the roll call of the states.\nSecretary Crabtree: I shall read the names of the states as they come rather\nrapidly, so that if anyone wishes to make a nomination he will have to speak out\nquickly as the name is called. Alabama.\nAlabama: Alabama yields to West Virginia.\nMr. William C. Cook (West Virginia) : West Virginia greatly appreciates the\ncourtesy of Alabama in yielding to us at this time. It is a great honor and a distinct\nresponsibility to nominate one considered to be worthy to be added to the long list\nof distinguished leaders who have served us as presidents of the National Education\nAssociation. This is a vital moment in American education. The adjustment is the\npressing problem and it is inevitable. We need a strong leader, with wisdom and\ncourage to help us meet and solve our perplexing problems. We know that our Asso¬\nciation is looking for a vigorous schoolmaster, seasoned by long, successful experi¬\nence in all the essential units of our educational system, one with tested administrative\nability and enthusiasm for practical educational progress. We fully realize that each\nstate here represented could put forth such a leader.\nWest Virginia has the honor to present at this time for consideration as the next\npresident of the National Education Association one who has been a successful class¬\nroom teacher and county superintendent, a city superintendent, a college president,\nand one who, thru long periods, has served the National Education Association in\nmany capacities, a recognized educational leader in both state and nation. I place in\nnomination Joseph Rosier of West Virginia.\nSecretary Crabtree: Alaska, Arizona, Arkansas, California —\nCalifornia: Modest California is glad to second the nomination of Mr. Rosier.\nAs the secretary continued the roll call of states, Colorado, Delaware, District\nof Columbia, Georgia, Illinois, Indiana, Iowa, Maine, Minnesota, Missouri, New\nJersey, New Mexico, Ohio, Oregon, Pennsylvania, Texas, Vermont, Virginia, and\nWisconsin seconded the nomination of Mr. Rosier.\nMr. Holmes (when New York was called) : Acting under instruction of the\ndelegation from New York, because we would urge that you act as a Delegate\nAssembly upon the nomination of John Dewey, and acting in line with the sugges¬\ntion from Mr. W annamaker that this nomination or this selection be referred to\nthe Representative body, we from New York have voted three times to support the\ncandidacy of John Dewey for the presidency. John Dewey has himself said that\nhe would deem it an honor and would be glad to serve this great organization to\nthe best of his ability. We believe that the thinking teachers of this country will\nwant him. Therefore, we present John Dewey for the presidency of the National\nEducation Association, and furthermore I would like to withdraw that motion — I\nwasn’t permitted\nhim.\nThe\n\nChair:\n\nto do it then — that I made\n\nYou\n\npreviously. We\n\nwould\n\nlike to submit\n\nare out of order.\n\nMr. Holmes: I would like to submit his candidacy\nJohn Dewey, the greatest educator of all time.\n\nto this great organization,\n\nThe Chair: You can nominate but you can’t recall your previous motion.\nMiss Johanna M. Lindhoff (New York) : On behalf of the classroom teachers\nof New York City, and I hope on behalf of the teachers thruout the nation, I wish\nto second the nomination of John Dewey for the presidency of the National Edu¬\ncation Association, and I would like to leave with you this thought from one of\n\n"}
{"page": 875, "printed_page": null, "text": "Associational\n\nRecords\n\nand Information\n\n871\n\nhis addresses which is if I can read it correctly — aLet us learn to act with and\nfor others while we learn to think and judge for ourselves.” I second the nomina¬\ntion of John Dewey for president of this organization. (The state of Utah and the\nTerritory of Porto Rico seconded the nomination.)\nPresident Hale: The next order of business is nominations for vicepresidents.\nI call upon the Secretary. Will all those who intend to nominate a vicepresident\nfrom their state please come to the platform? As you make your nominations\nwill you state your name in order that it may be recorded?\nSecretary Crabtree: Alabama.\nMr. II. L. Rogeis: I move the nominating\nand the seconding speeches to one minute.\n\nspeeches be limited to two\n\nminutes\n\nI oice. Second the motion. (The question being called for, there being no dis¬\ncussion, the motion was put and unanimously carried.)\nSecretary Crabtree (continuing roll call): Alabama, Alaska, Arizona —\n(As the names of the states were called the following made nominations.)\nMr. J. O. Munn: Arizona desires to place in nomination for vicepresident,\nC. B.\nWivel of Tempe, Arizona.\nMiss Irene Moffat:\n\nCalifornia\n\nwishes to present the name\n\nof a woman who has\nbeen very prominent in our own state organization, a woman who has regularly\nattended this convention for many years, a classroom teacher whom we know\nto\nbe excellent organization material. California requests the support of other states\nin the nomination of Miss Mabel Ellis of San Francisco for vicepresident of the\nNational Education Association.\nMr. Fred IV. Sherrat: The teachers of Connecticut are proud to place in nom¬\nination for vicepresident one who leads and one who works for the best interests\nof education in the country. It is a pleasure to nominate our friend, Ernest IV.\nButterfield, state commissioner of education, Hartford, Connecticut.\nMiss Anna C. Kelleher: The delegation from the District of Columbia presents\nthe name of Edith Louise Grosvenor as vicepresident of the N.E.A.\nMrs. J. A. Wilson (Honolulu) : The Hawaii delegation wishes to present the\nname of Oren E. Long, deputy superintendent of public instruction, Hawaii. Mr.\nLong has for the past year served as the executive secretary of the World Federa¬\ntion of Education Associations, which meets in Honolulu the last week\nin July,\nand we take very great pride and pleasure in presenting the name of Oren E. Long.\nMr. Henry J. Gerling (Missouri) : As the representative of the State of Missouri\nI wish to present for your consideration as a vicepresident of this Association one\nwho has long been distinguished by service in behalf of this Association, and who\nlikewise in our state has long been distinguished by his efforts in behalf of the\nmaintenance of our best professional standards. I accordingly take great pleasure\nin placing before you the name of William T. Longshore, principal of the Green¬\nwood School of Kansas City, Missouri.\nMr. W. W. Ward: New Jersey modestly presents the name of George C. Baker\nof Moorestown for the position of one of the vicepresidents of this great Associa¬\ntion. I will only just say to you, you can judge Mr. Baker by the kind of enter¬\ntainment that has been provided by New Jersey for your pleasure. Mr. Baker is\nchairman of the Entertainment Committee.\nMiss Jessie Judd (Vermont) : Vermont takes great pride in presenting the name\nof Caroline S. IV oodruff of Castleton, Vermont, as a vicepresident.\nMr. Emery Asbury: The Board of Directors of the Washington Education Asso¬\nciation at a meeting sometime ago instructed me as their president to present to\nthis organization the name of our vicepresident, who last year was president of\nour state organization, Orville C. Pratt, of Spokane, for president of the National\nEducation Association. The Washington delegation here present, however, in this\nmeeting, in view of the fact that two such outstanding men have been nominated\nfor this position already, decided to present the name of Mr. Pratt for vicepresi-\n\n"}
{"page": 876, "printed_page": null, "text": "872\n\nNational\n\ndent\n\nof this organization.\n\nMr.\n\nPratt\n\nbeen the head\n\nof the Department\n\nuntil recently\n\nwas\n\nInvestigation\n\nof School\n\nand\n\non\n\nthis Association\n\nMiss\ngiven\n\nBlanche\nyears\n\nPrincipals.\n\nMr.\n\nM.\n\nGeorge\n\nSecretary\n\nThe\n\nCrabtree:\n\nmen\n\ncome\n\nHowever,\n\nin our\n\nbeen\n\nlending\n\nwho\n\nhas\n\nbeen\n\nare\n\nagain\n\nhappy\n\ndesires\n\nElizabeth\n\nthe man\n\nwho\n\nfrom\n\nAlaska,\n\nand\n\nto present\nUniversity,\n\nArizona,\n\nEducation\nthe name\n\nof our\n\nyou\n\nwant\n\nHale:\n\nThe\n\nmotion\n\nas made\n\ndo not proceed\n\ngenial\n\nwith\n\n(Washington)\n\nPresident\ngem\n\nin Washington,\nshould\n\nHale:\n\nof thought\n\nand\n\nmotion\n\nmade\n\nus. We\n\nstalwart\n\nfor some\n\nsaid\nhave\n\neducators,\n\nyears,\n\nof the School\n\nand\n\nwe\n\nof Educa¬\n\nnominations\nthe Secre¬\n\nthat those\n\nwho\n\nwere\n\nthe nominees\n\nand\n\ntheir names\n\nway\n\nthis year\n\nor do you\n\nwish\n\nfollow\n\nthe same\n\nprocedure\n\nas of\n\nwe\n\nAt\n\nwas\n\nour\n\nwas\n\nunanimously\n\nmeeting\n\nwe\n\nnomi¬\n\nto come\n\nthereupon\n\nyesterday\n\nbe\n\naccepted\n\nto serve\n\nplaced\n\nto custom\n\nfor state director.\n\nWould\n\nit\n\nin both capacities?\nhe is elected. That\n\nnot the President.\n\nthis meeting,\n\noffered,\n\nin nomination\n\naccording\n\nit is possible — provided\nbefore\n\nques¬\n\ncarried.)\n\nyesterday,\n\nhis name\n\nfor him\n\nthat the nominations\n\nhave\n\nby the Parliamentarian\n\nbusiness\nwas\n\nseconded\n\nof the states at this time. (The\n\nPresident,\n\npresented\n\ncontributed\n\nand\n\nstate meetings\n\nput and\n\nIf the state so wishes\n\nto adjourn\n\nthe meeting\n\nwas\n\nlike to know,\n\nIf there is no further\nis in order.\n(A\n\nof our\n\ndean\n\nmade\n\nwe\n\nthe reading\n\n: Madam\n\na vicepresidency.\n\nbe possible, we\n\n: I move\n\nin the several\n\nMr.\n\nestablished\n\nleft with\n\nhas\n\nthey come.\n\nstates, but no further\n\nbe considered\n\nhas been\n\ncalled for, the motion\nfor\n\nmen\n\none\n\nto do it the same\n\n(Georgia)\n\ntion being\nPratt\n\nAde,\n\nthe motion.\n\nfor state directors\n\nMr.\n\nJ. W.\n\nroutine?\n\nWillis A. Sutton\n\nAsbury\n\nGeorge\n\nwas\n\na motion\n\non the ballot. Do\n\nand that we\n\nMr.\n\nLast year\n\nplaced\n\nPresident\n\nI call upon\n\nfor state directors. I call upon\n\nby the different state delegations\n\nprevious years.\nV oice: Second\n\nof Tim¬\n\non the list,\n\nare the nominations\n\nnated\n\nMr.\n\na few\n\nof this organization\n\nof the other\n\nto go thru the formal\n\nprincipal\n\nthey are the sooner\n\nAssociation\n\nThe Secretary called the names\nfor treasurer were made.\n\nCrabtree:\n\non\n\nof Elementary\n\nthe longest name\n\nhumorists,\n\nstill have\n\nLester Smith.\n\nSecretary\n\nResolutions\n\nArkansas —\n\nthe smarter\n\nfield, we\n\nas treasurer\n\nNext\n\nhas\n\nof our famous\n\nIndiana,\n\neducational\n\nHale:\n\nMcCormick,\n\nhas\n\nCommittee\n\nDepartment\n\nfor treasurer.\n\nHenry\n\nPresident\ntary.\n\nof your\n\nwho\n\nto yield to Indiana.\nOne\n\nto the National\n\ntion of Indiana\n\nAllowances,\n\nourselves\n\nwoman\n\nof your\n\nof\n\nWisconsin.\n\nAlabama,\n\nserving\n\na\n\nand\n\nBureau\n\nare honoring\n\nshe is a member\nof your\n\nIndiana,\n\nNational\n\nto nominate\n\nhas\n\nof Griffin, Georgia.\n\nB. Hougham:\n\nall smart\n\nPratt.\n\nnext is the nominations\n\nArkansas : Arkansas\nRobert\n\nof Mr.\n\nis vicepresident\nnominates\n\nof the\n\nfeel we\n\nwishes\n\nof Spokane,\n\nUniversity,\n\nWe\n\nRetirement\n\nI nominate\n\nJV. W annamaker\nHale:\n\non\n\nin Superior,\n\nL. Duggan:\n\nPresident\nCrabtree.\n\nMr.\n\nshe\n\nWisconsin\n\nSchool\n\nthe name\n\nto this convention;\n\nRelations;\n\nothy O. Howe\n\nCommission\n\nWisconsin\n\nCommittee\n\nof schools\n\nof DePauw\n\nAccounting.\n\nin presenting\n\nof your\n\nInternational\n\nof Education\n\nand\n\nMcCarthy:\n\nAssociation\n\nis superintendent\n\nInvestigating\n\nCosts\n\nof service\n\nCommittee,\nSchool\n\nthe\n\nEducation\n\nseconded,\n\na motion\n\nto adjourn\n\nunanimously\n\ncarried,\n\nadjourned.)\nJ. W.\n\nCrabtree,\n\nFlorence\n\nSecretary\n\nHale, President\n\n"}
{"page": 877, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nSecond Business Session, Wednesday\nPresident Hale: Members\nMr. A. L. Whittenberg\n\n873\n\nInformation\n\nMorning, June 29, 1932\n\nof the convention, I present Mr. W hittenberg of Illinois.\n(Illinois): Fellow teachers of America, the invitation\n\nwhich\n\nIllinois and Chicago extend to you for the meeting of 1933 is a carefully\nconsidered invitation. You will recall that this invitation was first given\nat Atlanta,\nGeorgia, in 1929. At Columbus in 1930 it was renewed and again in 1931 at Los\nAngeles.\n\nWe\n\ngive you\n\nentertainment\n\nwant\n\nyou\n\nto come\n\nto Chicago.\n\nThe\n\npublic press has advised\n\nyou of\nChicago’s troubles and Illinois’ difficulties. We admit them, but we are\nsure that\nboth Chicago and Illinois will solve these problems. We hope to give you\na wel¬\ncome as cordial and hearty as any you have received elsewhere. We hope also\nto\nquite as good and quite as valuable as any you have re¬\nceived elsewhere. The “Century of Progress” will be on at that time. Varied in¬\nstincts are required to make up a perfectly rounded civilization. The instinct of\nworkmanship\n\nwill be marvelously\n\ndisplayed\n\nin Chicago\n\nin 1933\n\nby the “Century\n\nof Progress.” We want the school teachers of America to come to Chicago\nand to\nbring with them the instinct of scholarship and intellect, the instinct of\nbeauty and\npoetry, the instinct of morals and religion, and the instinct of social life and happi¬\nness.\n\nI am introducing William\nwill continue the invitation.\n\nMr.\n\nWilliam\n\nState Teachers\n\nJ. Page.\n\nJ. Page,\n\nOn\n\nAssociation,\n\nbehalf\n\nprincipal\n\nof one\n\nof our Chicago\n\nof the Chicago\n\nDivision\n\nschools, who\n\nof the Elementary\n\nwe\n\nare renewing our invitation. Our program is brief\nand inexpensive this year, but we will probably be in a position\nto entertain you,\nand our friends from down state say if we are not, they will be\nglad to share the\nburden.\nWe\n\nwelcome you to Chicago. Mr. Mason, another Illinoisan, will have\nto say, then we have one song, our Chicago theme song.\n\nMr. Mason.\nsunshine\n\nThese\n\nare the times that try men’s souls. The\n\npatriot will, in this crisis, shrink\n\nfrom\n\nsummer\n\none\n\nword\n\nsoldier and\n\ntheir duty, but he that stands\n\nit\nnow deserves the love and praise of men and women.” Those words\nuttered by\nThomas Paine during the stress and strain of the Revolutionary\nWar are as ap¬\nplicable today as when they were uttered by Paine. These are the\ntimes that try\nmen s souls. Superintendent Bogan, in his wonderful address, informe\nd us that dur¬\ning these trying times the Chicago teachers did not flinch; that they\nstood the test,\nand, therefore, they deserve the love and praise of men and women.\n\nMr.\n\nW hittenberg has stated that he is inviting you to Chicago\n\nthat Chicago\nsighted\n\ntake away\nwe\n\nneed\n\nneeds you. I believe\n\ntaxpayers\nfrom\n\nin these days when\n\nare determined\nus the progress\n\nthe strength\n\nand\n\nto drive\nthat we\n\ncourage\n\nthat onrushing\n\nthe schools\n\nhave\n\nto stand\n\nmade\n\nback\n\nduring\n\nfirm, to hold\n\nsome\n\nbecause\n\nhe feels\n\nhorde\n\nof short¬\n\ntwenty\n\nthose twenty\n\nthe line, and\n\nyears\n\nand\n\nyears\n\nthat\n\nto say, “Ye\n\nshall not pass!” Therefore, I believe that the school teachers of the United States\nneed the personal contact with the people and teachers of Chicago that the con¬\nvention will give in order to inspire them with the same indomitable courage which\nhas carried the Chicago teachers thru these trying times.\nTherefore,\n\nthe fertile prairies of Illinois, with\n\ntheir rivers gently flowing, beckon\n\nto you and say, “Come.” The concrete ribbons which traverse the State of Illinois\nin all directions and which form the finest system of highways known in\nthe world,\nawait you; the fifty thousand teachers of Illinois stand ready to welcome you.\nThe\nCentury of Progress is there awaiting to entertain and instruct you.\nCome, see.\nenjoy with us and I guarantee that you will go away feeling perfectly satisfied.\n(The\n\nIllinois delegation\n\nPresident\ndress\n\nbefore\n\neducational\n\nHale:\n\nThis\n\nsang\n\nmorning\n\n“Illinois.”)\n\nwe\n\nare very fortunate to have\n\nthe Delegate\n\nAssembly\n\nour\n\nadministration,\n\nTeachers\n\nCollege,\n\nfriend,\n\nGeorge\n\nColumbia\n\nD.\n\nfor the first ad¬\n\nStrayer,\n\nUniversity.\n\nprofessor\nMr.\n\nof\n\nStrayer\n\n"}
{"page": 878, "printed_page": null, "text": "874\n\nNational\n\nEducation\n\nAssociation\n\nwill speak to us on the subject, “The Fight for the Rights of Children in a Period\nof Economic Distress.” (The address is printed elsewhere in this volume. See\nindex.)\nSecretary Crabtree: I have a statement here from the State Teachers Associa¬\ntion of New Jersey advising me to call upon Mr. IV. L. Ward, of that state for\nremarks.\n\nMr. Ward: At the opening session of this convention the president of the State\nTeachers Association of New Jersey expressed to you and the members of this\ngreat convention the greetings of welcome from the Commonwealth of New Jersey.\nIt is my happy privilege to bring a message to you now. The records of this con¬\nvention are fast passing into history. We bring you this basket of flowers this\nmorning, Madam President, as a symbol of congratulation for the success and\nachievements, not only of this convention, but of your administration of the affairs\nof this Association since your election one year ago. Accept our congratulations.\nPresident Hale: Mr. Ward, I want to express to you my very great apprecia¬\ntion of these flowers and the kind thought that prompted the gift. This is a nice\ntime right in the middle of the convention when our spirits need a little reviving\nto have this endorsement and this expression of confidence. I thank you.\nPresident Hale: I am glad to present Mrs. Edith B. J\\oynes, past president of the\nClassroom Teachers Department, now a principal in the city of Norfolk, who will\nspeak to us on “A Teacher’s Code in the Present Crisis.” (The address is printed\nelsewhere in this volume. See index.)\nPresident Hale: I would like to ask Superintendent Holmes of Mount Vernon,\nNew York, to come to the platform.\nMr. Holmes: The New York State Delegation would like the privilege of with¬\ndrawing the name of John Dewey as a candidate for the presidency of this Asso¬\nciation, in the hope that an even greater honor may be accorded him. If a motion\nis necessary, I so move.\nPresident Hale: You have heard Mr. Holmes. Do we have unanimous consent?\n\nAll those in favor signify in the usual manner.\nposed. (No sound.) It is so ordered.\n\n(A loud response.) All those op¬\n\nI will now call upon Miss Mary McSkimmon of Brookline, Massachusetts, past\npresident of this Association, who will report concerning the action of our directors\nat their meeting yesterday.\nMiss McSkimmon: By the courtesy of the chairman of the Committee of Five\nappointed from the floor of the Board of Directors to consider this matter yester¬\nday afternoon, I am permitted to read the report.\nBe It Resolved, by the Delegate Assembly of the National Education Associa¬\ntion, in Convention assembled June 29, 1932, that an honorary life presidency\nof the National Education Association and an honorary chairmanship of the\nCommittee on Social-Economic Objectives of America, be, and is hereby con¬\nferred upon John Dewey of Columbia University; and that an honorary life\npresidency of the National Education Association and an honorary chairman¬\nship of the Committee on Resolutions, be, and is hereby conferred upon Albert\nE. Winship of the Journal of Education, provided that such positions do not\ninvest the said John Dewey and Albert Winship with any of the powers and\nduties prescribed for officers by the charter and laws of the corporation known\nas the National Education Association.\n\nI move the adoption of the resolution. (The motion seconded, and there being\nno discussion, the question was called for, the motion was voted upon, and unani¬\nmously carried; and John Dewey and Albert E. Winship declared elected honorary\nlife presidents as provided in said resolution.)\nPresident Hale: I want to thank the Committee on behalf of the directors who\nhave given us this splendid resolution. I also want to thank Superintendent Holmes\nof Mount Vernon and the New York Delegation for bringing to our attention this\n\n"}
{"page": 879, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n875\n\nInformation\n\nvery fine opportunity to honor our two great leaders in education in this country.\nI will instruct the Committee on Elections to strike the name of John Dewey from\nthe ballot. Is that all, Mr. Parliamentarian?\nPresident Hale: Now we can proceed with our program and I will now call for\n\nthe report of the Committee on the Economic Status of the Teacher, and I am very\nproud to be able to present B. R. Buckingham, lecturer, of the Graduate School of\nEducation, Harvard University, as chairman of the Committee. (The report is\nprinted elsewhere in this volume. See index.)\nPresident Hale: I am going to call on Mrs. B. F. Langworthy , one of the vicepresi¬\ndents of the National Congress of Parents and Teachers, who will speak for the\nPresident, Airs. Hugh Bradford. (The address is printed elsewhere in this volume.\nSee index.)\nPresident\n\nHale:\n\nI suppose\n\nthere has been no piece of educational work done in\nthis country this year which will have a greater bearing thru the years upon our\neducational thinking than that work accomplished by the National Advisory Com¬\nmittee on Education. I have unusual pleasure, therefore, in presenting to you this\nmorning Charles R. Mann, director of the American Council on Education, Wash¬\nington, D. C., who will tell us about the findings of the National Advisory Commit¬\ntee on Education. (The address is printed elsewhere in this volume. See index.)\nPresident Hale: I now present Thomas E. Finegan, chairman of the Legislative\nCommission, who will give his report at this time. (The report is printed elsewhere\nin this volume. See index.)\nPresident Hale: We now come to the next item on our program which is un¬\nfinished business.\nMiss Frances Harden\nabout two minutes.\n\n(Illinois) : I have a matter\n\nof new\n\nbusiness which\n\nPresident Hale: All right, Miss Harden, just two minutes.\nMiss Harden: I have two short amendments to propose to the bylaws\ntional Education Association. The first one:\n\nwill take\n\nof the Na¬\n\nAmend Article I by adding Section 11, which will read:\nThe Representative Assembly shall be composed of the President, twelve Vicepresidents, the Secretary, and Treasurer of the National Education Association, the\nUnited States Commissioner of Education, and the delegates elected from the vari¬\nous affiliated state and local associations as provided by bylaws.\nThe second amendment is to amend Article II, Section 9, to read:\nThe President, the twelve Vicepresidents, the Secretary, and Treasurer of the Na¬\ntional Education Association and the United States Commissioner of Education, shall\nbe ex-officio delegates to the Representative Assembly.\nPresident Hale: I believe the procedure is to lay this on the table for one year.\nI want to thank every one of you for staying here this morning and now will you\nbe a little more patient so that your picture may go into this record and then no one\ncan say this is not a professional organization.\n(Picture was taken immediately.)\nPresident Hale: I declare the session adjourned.\nJ. W.\n\nCrabtree,\n\nFlorence\n\nThird\n\nBusiness\n\nSession, Thursday\n\nMorning,\n\nThe third business session of the Representative Assembly\ntion Association was called to order by President Florence\nBallroom of the Auditorium.\n\nJune\n\nHale,\n\nSecretary\nPresident\n\n30, 1932\n\nof the National Educa¬\nHale at 9 a. m. in the\n\nPresident Hale: Will everyone sit down as quickly as possible and be quiet as the\nHawaiian group are going to put on a stunt followed by one or two others.\nRepresentative of Hawaii: Miss Hale, the Hawaiian Association brings to you\nsincere appreciation of the Hawaiian teachers, and we hope you will accept this\ngift as a small token of our appreciation.\n\n"}
{"page": 880, "printed_page": null, "text": "876\n\nNational\n\nEducation\n\nAssociation\n\n(The speaker put around Miss Hale's neck a lei of beautiful red roses,\nhanded\nher a package, and followed with a song.)\nPresident Hale: I thank you very much. We now recognize Colorado.\n(Colorado then followed with a stunt by the delegates from that state.)\nPresident Hale: Fine. We now recognize California.\n(California thereupon put on a stunt and song drawing\nGames to be held in California.)\n\nattention to the Olympic\n\nPresident Hale: The third business session of the Representative Assembl\ny is in\norder. (The invocation was offered by Clifton D. Gray, president of Bates College,\nLewiston, Maine.)\nPi esident Hale. I take great pleasure in introducing to you as the first speaker of\nthis morning Walter B. Pitkin, psychologist and author, Columbia University, New\nYork, who will explain to us “The Cause and Cure of Human Stupidity.” (The\naddress is printed elsewhere in this volume. See index.)\nPresident Hale: I was very anxious to have presented to this Delegate Assembly\na\nsurvey of the National Education Association’s activities. This is your Association;\nand I feel that in this year when we are talking about service of all sorts and test¬\ning the efficiency of everything we support, it is only fair that you should know,\nperhaps more than you do, exactly what the N. E. A. is trying to give you for your\nmoney. This survey will be presented by John K. Norton, professor of education,\nTeachers College, Columbia University, New York, known all over the country as\none of the greatest research experts in this nation. (The address is printed else¬\nwhere in this volume. See index.)\nSecretary Crabtree: I am requested by the Ohio delegation to call on Miss Lois\nThompson for remarks.\nMiss Thompson (Ohio) : Because of her enthusiasm and loyalty to the National\nEducation Association, Ohio wishes to express to you, Miss Hale, her appreciation\nfor the noble leadership you have given this great national organization. We wanted\nto give you something which would typify our beautiful Ohio. Akron and its several\nindustries offered possibilities but we were afraid that the suggestion might not be\npracticable. Cincinnati, famous for its Rookwood pottery, offered the perfect gift,\nthe product of those who work for the joy of creating. Miss Hale, it gives me\ngreat pleasure to present to you from the teachers of Ohio this little token of the\nhigh esteem in which you are held by our teachers. (Presenting to Miss Hale a\nvery beautiful Rookwood pottery vase.)\nPresident Hale: I thank you, Miss Thompson. The only reason I wish it had been\na Zeppelin is that I could then go to Ohio more often.\nSecretary Crabtree: Now the state of Maine wants to be heard thru the state\ndirector, William B. Jack.\n\nMr. Jack. Miss Hale, I am bringing to you this gavel. This comes from your\nfriends and neighbors back home in Maine, from the old people, from the people in\nthe prime of life, and from the little children whom you have so faithfully served.\nThis gavel was made in the manual training shops of the high school in Portland,\nMaine. The wood comes from the birthplace of Maine’s immortal poet, Henry\nWadsworth Longfellow, who in his lovely songs showed that he had the same under¬\nstanding and love for little children that you have. During your twenty years of\nservice no child has been so humble or so lowly but what he has received service\nfrom you — you have gone everywhere and into everything — to that child out in the\nlonely island outpost and that child on the desolate farm. No matter what honor\ncomes to you, your greatest achievement will always stand — your service to the\nchildren of Maine, and it is the inclusiveness, the all inclusiveness of this service\nthat we feel in quoting from Longfellow:\n\nOut of the shadows\n\nof the night,\nThe world rose into the light —\nThere is daybreak everywhere.\n\n"}
{"page": 881, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n877\n\nPresident Hale:\n\nAnd Deering’s Woods are fresh and fair\nAnd with a joy that is almost pain,\nMy heart goes back to wander there\nAnd amidst the dreams of the days that were\nI find my lost youth again.\nAnd the words of a Lapland song\nAre singing and ringing still,\nAnd a boy’s will is the wind’s will\nAnd the thoughts of Youth are long, long thoughts.\nI thank you, Mr. Jack.\n\nWe\n\nwill now proceed with our program and I am very happy indeed to introduc\ne\nto you at this time Anna Laura Force, principal of Lake Junior High School,\nDenver,\nColorado, who will report to us from the Committee of One Hundred on Retire¬\nment Allowances. (The report is printed elsewhere in this volume. See index.)\nThe President thereupon introduced Ernest D. Lewis, of New York City, presiden\nt\nof the N. E. A. Department of Secondary Education, for a statement on the New\nDepartment of Secondary Education. (The report is printed elsewhere in this\nvolume. See index.)\nThe President thereupon introduced N. C. Newbold, state director of negro edu¬\ncation, State Department of Education, Raleigh, North Carolina, as chairman of the\nCommittee to Cooperate with the National Association of Teachers in Colored\nSchools, to make a report for that Committee. (The report is printed elsewhere in\nthis volume. See index.)\nPresident Hale: This ends the formal part of our program. We now come to the\nitem of unfinished business.\nMr. Joseph H. Saunders: Under the heading of unfinished business I wish to call\nup at this time a motion which I made a year ago on behalf of the National Council\nof Education to amend the bylaws. Before presenting the motion I presented at that\ntime, I would like to move to amend the words in the amendment pending which\nread “Not less than 120 nor more than 160 members” to read, “Not less than 120\nnor more than 200 members,” and with amendment I move the adoption of the\namendments offered last year, which are as follows:\n\nFor Article IV, Section 2 of our bylaws, substitute the following:\n“The National Council of Education shall consist of not less than 120 nor more\nthan 200 members to be selected as provided by its bylaws.”\nArticle IV, Section 3, omit.\nArticle IV, Sections 4 and 5, to be renumbered thereafter respectively.\nI move the adoption of the amendment.\nMr. JVilliam B. Jack (Maine) : Second the motion. (There being no discussion,\nthe question was called for, the motion was put and unanimously carried, and the\namendment declared adopted as read.)\nPresident Hale: Is there any other item of unfinished business? If not, we will\nproceed to the next item, new business.\nMr. Hampton (New York) : I should like to present a motion.\nPresident Hale: Will you come to the platform, please?\nMr. Hampton (After giving the background for his motion) : I desire to move\nthat there be appointed a special committee to undertake a survey of world peace\nas a subject for school study, with the purpose in view of training the coming\ngenerations of children of America and of the world to understand the obstacles\nto outlawry of war, to appreciate the leaders who have furthered world harmony,\nand to make possible the day when war shall be no more, this committee to report\nits findings and recommendations to the N. E. A. convention next year.\nIt is further moved that recommendation be made to the World Federation of\nTeachers\n\nAssociations\n\nthat a similar committee\n\nbe appointed\n\nby that body\n\nfor\n\n"}
{"page": 882, "printed_page": null, "text": "878\n\nNational\n\nEducation\n\nAssociation\n\nworldwide study of this subject. (The motion being duly seconded, there being no\ndiscussion, and the question called for, the motion was put and unanimously car¬\nried, and the resolution declared adopted as read.)\nPresident Hale : Since this is practically the last day of the present president in\nan official capacity, and since all appointments of committees, in her opinion, should\nbe made by the president who will direct the outcome of those committees, I desire,\nif agreeable to the gentleman from New York, to pass over the privilege of ap¬\npointing this committee to the incoming president, and I will confer with him upon\nit. I think he will accept that view. Is that agreeable to you?\nMr. Hampton: That is very fine.\nPresident Hale : If there is no further business before this meeting, a motion to\nadjourn is now in order.\n(A motion\njourned.)\n\nto adjourn\n\nwas\n\nmade,\n\nunanimously\n\ncarried, and\nJ. W.\n\nCrabtree,\n\nFlorence\n\nFourth\n\nBusiness\n\nSession, Friday\n\nMorning,\n\nthe meeting\n\nHale,\n\nad¬\n\nSecretary\nPresident\n\nJuly 1, 1932\n\nThe fourth session of the Representative Assembly was called to order by Presi¬\ndent Florence Hale at 9:30 a. m. in the ballroom of the Auditorium. The invocation\nwas delivered by the Rev. Lansing G. Putnam of All Saints Church, Atlantic City,\nNew Jersey.\nPresident Hale: It seemed appropriate on this last and closing session to vary the\nprogram with some singing by the whole body. I present at this time Mr. T. L.\nHussington, executive secretary of the Chamber of Commerce of Atlantic City, who\nwill lead us in the singing.\n(Mr. Hussington then led in the singing of America and Onward, Christian\nSoldiers.)\nPresident Hale: I take great pleasure in calling this morning for one of the most\noutstanding pieces of educational work that has been done this year in this country.\nI refer to the National Survey of Secondary Education. I want you to know that\nJ. B. Edmonson, dean, School of Education, University of Michigan, has come from\nhis summer school just to give this report this morning. In the years to come the\nwork of this Committee will be considered an outstanding piece of educational\nwork. It is important that it should come before this Assembly. (The address is\nprinted elsewhere in this volume. See index.)\nPresident Hale: I have asked as a special platform guest, Mrs. Eva G. McClurken,\nwho for fifteen years was in high-school work and then for twenty-five years has\nbeen in rural-school work in the South, part of the time in the North Carolina\nmountains and the remainder of the time in the state of Arkansas. I am going to\nask Mrs. McClurken just to rise a moment as she is our special platform guest,\nnot for her alone, but in tribute to millions of teachers who are doing work like this\nof Mrs. McClurken. (The Representative Assembly arose and applauded.)\nMiss Caroline Woodruff (Vermont) : The National Council of Administrative\nWomen, whose representative I am, has taken all the steps required by the bylaws\nfor becoming a department of the National Education Association. It made written\napplication one year ago over the signatures of 250 and more of its members, it has\nheld constructive meetings for several years, it has been recommended unanimously\nby the Board of Directors meeting this week. I move that the National Council of\nAdministrative Women\ntion Association.\n\nin Education\n\nbecome\n\na department\n\nof this National\n\nEduca¬\n\nMr. Joseph Saunders: I second the motion. (There being no discussion, and the\nquestion called for, the motion was put and unanimously carried, and the National\nCouncil of Administrative Women in Education declared a department of the\nNational Education Association.)\n\n"}
{"page": 883, "printed_page": null, "text": "Associational\n\nPresident\n\nHale:\n\nWe\n\nnow\n\nRecords\n\ncome\n\nand\n\nto the report\n\nInformation\n\n879\n\nof the Committee\n\non Resolutions.\n\nI\n\ncall upon Joseph H. Saunders, chairman of the Board of Trustees of the N. E. A.,\nand superintendent of schools, Newport News, Virginia, to give this report.\nMr.\n\nSaunders\n\n(after reading\n\nthe platform)\n\n: I move\n\nthe adoption\n\nmade\n\nseconded\n\nof this part\n\nof the report.\nMr.\n\nWillis A. Sutton:\n\nPresident\n\nHale:\n\nYou\n\nI second\n\nhave\n\nthe report of the Committee\nthere any discussion?\nMiss\n\nIrene Jacobs\n\nthe motion.\n\nheard\n\nthe motion\n\non Resolutions\n\n(California)\n\nand\n\nthat this part of\n\nas read to you should\n\n: Just a question of information,\n\nbe accepted. Is\n\nMadam\n\nPresident.\n\nOn Page 3, Part IV, under the “State School System,” I feel that an interpretation\nof that paragraph includes the kindergarten as recommended for state support.\nHowever, as the wording stands there is a doubt in my mind as to whether every¬\none would interpret the kindergarten as included in the system to be supported by\npublic funds, or whether they might possibly interpret it as after the kindergarten.\nI wonder if it might not be wise, especially at this time when some of us are having\ndifficulty in guaranteeing public support for the kindergartens, if we might not\nmake definitely sure in that particular paragraph that there is no misunderstanding\nthat we wish the kindergarten included as a part of public support.\nMr.\n\nSaunders:\n\nWhat\n\nwording\n\ndo you\n\nsuggest?\n\nThe\n\nCommittee\n\nintended\n\nit should\n\nvery positively include the kindergarten.\nMiss\n\nJacobs:\n\nI realize that, but as I caught\n\nthe wording,\n\na discussion on that subject, I realized that it was\n\nhaving\n\nit was to begin after that. Couldn’t it possibly read, “Beginning\ngarten and extending thru the university”?\nMr.\n\nSaunders:\n\nMr.\n\nGeorge\n\nW.\n\nThe\n\nCommittee\n\nW annamaker\n\njust come\n\npossible to draw\n\nfrom\n\nthe conclusion\n\nwith the kinder¬\n\nwill accept that wording.\n\n(Georgia)\n\n: I rise to discuss for just a moment\n\none\n\nsection of the report of the Resolutions Committee. I wish to say at the beginning\nof this discussion that there has seemed to me, as I have studied the resolutions of\nthe National Association for the past eight or ten years, to be two definite schools\nof thought in this Association in regard to resolutions. There are some in this\nAssociation who conscientiously believe that the resolutions of an association are\nof great national import and that they should be presented at an early session\nof the Assembly and discussed and no resolution committing our great Association\non a national policy should be permitted to come in at the last session of the meeting.\nThere are a few others in the Association, and I emphasize the word few, who\nbelieve the other way, who seem to think that the resolutions are of no particular\nimport to the teachers of the nation, but that they concern a small clique or group\nof people and that, therefore, they might be presented at the closing session of the\nconvention, voted on without due deliberation, and passed unanimously by this\nbody. I am of the first school of thought. I love the Association and I firmly believe\nif our resolutions are to be of any import and if they are properly to represent an\nAssociation of teachers of almost a quarter of a million of people, they should be\nvery deliberately thought out. The National Education Association has grown\nenormously within the last few years, but if you watch carefully what has happened\nwithin the last few years you will find those who have been deeply interested in\nthe Association stay until the last session and pass the resolutions and pass them\nunanimously and say, “These are the policies of the teachers.” If you will pardon\nmy citing one particular illustration, in the Washington meeting of the Department\nof Superintendence I asked the Secretary about the membership at that time. If I\nrecall, Mr. Shankland said there were then about 4000 members. It was agreed, I\nbelieve, that there were less than 200 members present when the resolutions were\npassed. One man said those were the faithful few and those were the ones con¬\ncerned and the resolutions were more worthwhile passed by them. I do not so\nbelieve. I believe we should carefully deliberate on our resolutions and even if\n\n"}
{"page": 884, "printed_page": null, "text": "880\n\nNational\n\nEducation\n\nAssociation\n\nresolutions are passed by a divided vote, resolutions\nthat are carefully studied and\nopposition voiced are very much more valuable\nthan resolutions simply passed by\n\nThese remarks have led me to the particular\npoint I wish to present. I myself,\nam sincerely and deeply opposed to one section of the\nresolutions. There are some\nof my friends who came to me and urged me not\nto say any word on this matter\nbecause, they say, I will make myself ridiculous, but\nI still say to you, my friends of\nthe Association, that one of the finest things about the\nConvention is that you have\nheretofore listened carefully and cordially to one\nwho voices opposition to your\nresolutions or the resolutions of the Association, and\nI believe you will continue to\ndo so. I cannot believe that the teachers of this natio\nn want to go on record as\nsaying we believe there should be established another\ndepartment in Washington.\nIf I know the temper of the American people at the\npresent time, and I study it very\ncarefully, I believe with all my soul the American peopl\ne are turning away from\nfurther centralization in Washington. I may be wron\ng and probably you will dis¬\nagree with me, but I would not be faithful to myself,\nto my views, and to my people\nif I did not stand before you and say I think it is\nwrong to vote just a group of\nresolutions including one that says we believe that there\nshould be established a\nFederal Department of Education, because there is great\nopposition to that. I do not\nwish to impose upon your time, but this is one thing that the\nmoney of the National\nEducation Association is being spent for. If you will study\nthe Budget Committee’s\nreport you will find we have been spending between $15,0\n00 and $20,000 of the\nmoney of the teachers of the nation, some of whom have reall\ny sacrificed to answer\nthe clarion calls for membership, to swell and maintain the\nmembership in this As¬\nsociation; we have been using this large amount of mone\ny each year in a legis¬\nlative program for a department that I am not at all certa\nin that the teachers\nof the nation as a whole want. I believe very definitely\nand very clearly with Mr.\n\nMann,\n\nwho\n\nmade\n\nconvention.\n\nsuch\n\nan\n\nable presentation\n\nof the report here\n\non Monday\n\nto this\n\nMr. Mann, as I understand it, the chairman of this national commi\nttee\nthat has made a very careful study of the proposition, took\nthe attitude that, and\nI think I am representing him correctly, the recommendation for\nthe establishment\nof a Department of Education was subsidiary to the regul\nar and main point of\nthat investigation. He urged a careful study of it. He said that\nthe teachers of the\nnation should study it. I honestly believe the same thing.\nTherefore, instead of having this section here — it is not numbered,\nunder Part V\nat the bottom of Page 5— instead of saying that we believe that\nthere should be\nestablished a Federal Department of Education, it seems to\nme that we would\nbetter represent the teachers of the nation if we would substitute\nsomething like the\nfollowing:\nTherefore,\n\nBe It Resolved,\n\nWe\n\nrecognize\n\nthe report\n\nof the National\n\nAdvisory\n\nCommittee on Education as one of the most significant contributions\nto the cause\nof public education in the last century, and urge that it be studied thruout\nthe\nlength and breadth of our nation, and that we suggest that our incomin\ng presi¬\ndent arrange to devote one session of the next general progra\nm to a study of\nthis report, at which time he will arrange to have a debate, securin\ng for this\npurpose two of the most able leaders in education in America.\nThen, and not until then, will the people of this nation have an adequat\ne oppor¬\ntunity to study and know the facts. You will probably say that\nif we study them,\nwe will be in favor of a department. I will say in answer to that\nstatement that I\nhonestly believe that the people of the nation, if they study it carefull\ny, will be\nopposed to it. But I most certainly will be in favor of it if it is careful\nly studied.\nI simply rise to say I do not believe we properly represent the teachers\nof this\nnation when we complacently adopt a hoary resolution calling for the establis\nhment\nof another federal department at this particular time. I discussed it with\na very\nprominent member of the Association a day or two ago and he said, aiSVann\namaker,\n\n"}
{"page": 885, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n881\nthat is very fine, but I do not believe we should change this resolution ; we have\nbeen adopting it year after year.” What an indictment of the teachers of this nation\nthat we should fail to change any resolution if, in our judgment, it should be\nchanged !\nPresident\n\nHale:\n\nMr.\n\nJVannamakcr,\n\nwill you kindly remain\n\non the stage, please?\n\nMay I say before we act on the suggestion made by Mr. W annamaker that he is a\ngood friend of mine, but that he is not wholly conscious of the implications of the\nintimation he has made. Since I arranged this program and the report was placed\nby me on the last session, the intimation would be that I might, therefore, be num¬\nbered among the few who do not take the point of view of the professionalism of\nthis organization. In a perfectly friendly way, which my friend and endorser, Mr.\nJV annamaker,\n\nwould\n\nbe glad\n\nto have\n\nme\n\nact, I want\n\nto say\n\nI think\n\nthis is a\n\nrepresentative group of people. Don’t you see, Mr. JVannamaker, that they are all\nhere? Don’t you see that your criticism doesn’t apply very well? This committee\nreport was put on this last day — and I should have been very glad to have put it\nearlier and anyone who succeeds me would be very glad to put it earlier — but the\nquestion arises in my mind that is quite different from the point of view given by\nMr.\n\nJV annamaker.\n\nI believe that this is a great\n\nprofessional\n\norganization.\n\nI believe\n\nthat all people who are genuinely the leaders of this great National Education\nAssociation will stay thru the final and important business of the meeting. I want\nto tell Mr. JV annamaker , who I hope is still my friend, that those people who\ncriticize the programs of the National Education Association, who spend their time\nin the lobbies and in the hotels and go home after the first day, who do not attend\nafter the first few days, and who then come out by word of mouth or printed page\nto discuss those things they have not been present to hear the whole of, are them¬\nselves at fault if they do not get here and vote on it. I think it would be most un¬\nfortunate if this great Association should say this is just a makeshift convention;\nwe can’t afford to stay until the last business meeting; put things on the program\nso that we can go home and have our vacations. No, Mr. JV annamaker , I agree with\nmuch you have said and think we should have had more discussion, and I am\ngoing to let you discuss just as long as you wish. I hope that in future years we\nwill stay to the last minute of our conventions.\nMr.\n\nSaunders:\n\nMadam\n\nChairman,\n\nbelieve on behalf of the committee\nanswered.\n\nas chairman\n\nthat Mr.\n\nof the Resolutions\n\nCommittee,\n\nI\n\nJV annamaker’ s criticisms deserve to be\n\nEvidently the gentleman from Georgia was not in the audience when the chair¬\nman of the committee stated that the study on these resolutions was begun im¬\nmediately after the adjournment of the convention at Los Angeles. The study has\nproceeded thruout the whole year, innumerable letters have been written to over\n300 prominent educators thruout the nation; on the Resolutions Committee was a\nmember from each state, elected by the delegation from that state, and they have\nnot taken up these resolutions here this morning, but they have been under process\nof construction thruout the entire year. This is no hasty action which the chairman\nof the committee presents to you. It is the deliberate reasoning and the conclusion\nof the committee appointed by you one year ago that has done, we believe, an\noutstanding piece of work in framing this platform.\nMr.\n\nJV annamaker : Those\n\nof you\n\nwho\n\nhave\n\nheard\n\nme\n\nspeak\n\nmy\n\nopposition\n\nto\n\nthis particular proposal before will recall that in Los Angeles last year it was my\nhappy privilege, speaking from my heart as I now speak, to rise and second the\nnomination of Miss Hale from Maine. I want to say to Miss Hale very sincerely,\nnot by implication or otherwise do I mean to reflect upon her or upon her splendid\nprogram. I was simply making my statement because of what I had observed gen¬\nerally in the Association. I realize full well what the responsibility of making a\nprogram is because I have been studying it carefully. I rise, Madam Chairman,\nsimply to state to you sincerely that I did not offer any reflection or criticism of\nyou or any member of the Association in arranging this program. I am citing a fact\n\n"}
{"page": 886, "printed_page": null, "text": "882\n\nNational\n\nEducation\n\nAssociation\n\nthat in spite of all appeals we make to the professional\nism of our group, there\nare a great many who ought to be here now who were here at\nthe other sessions\nof the convention. Thank you.\nMm Martha Bretmore (Minnesota) : Madam Chairman,\nVoice: Madam Chairman, I would like to know —\n\nI would\n\nlike to know—\n\nPresident Hale: Just a moment. The lady has the floor.\nV oice: I rise to a point of order.\nPresident Hale: State your point.\nI oice. The point is, is there a substitute motion before the house?\nPresident Hale: Mr. IV annamaker, did you make a motion?\nMr. IV annamaker: I offered a substitute for the section I opposed\n.\nPresident Hale: I refer you to the Parliamentarian.\nMr. Joseph Saunders : The proposition of Mr. IV annamaker’ s , if I might\nsuggest\nto the gentleman, should be reserved to offer as a substitute for a resoluti\non that\noccurs in the last page of the report for the resolutions of this year\nunder the\nheading “National Advisory Committee on Education.”\nPresident Hale: The lady from Minnesota has been\nrecognized at this time.\nMiss Bretmore: As Mr. IV annamaker has spoken person\nally on this bill, and as\nI have paid my personal expenses to this National Education Associ\nation from\nMinnesota, I feel that I have a right to speak in favor of this\nresolution personally.\nHe said it would not be well — not just those words — to have\na Secretary of Edu¬\ncation at Washington on account of conditions. I think we\nneed a Secretary to\nconvert the Congressmen and others. We have a Secretary\nof the Interior who\nlooks after our waterways and highways; we have a Secretary\nof Agriculture who\nsees that the pigs are taken care of, and that the wheat is proper\nly raised. But\nwhen it comes to human life, the schools of our nation, the citize\nns to be of our\ngreat country, we do not have anybody who is thoroly interested in\nevery phase of\ntheir life. We should have a Secretary of Education and\nI, for my part, have\nworked hard, silently and publicly, for this matter in the state of Minnes\nota. I hope\nyou teachers who are training these young and older members as citize\nns of the\nUnited States will look out for their welfare by having a Secret\nary of Education\nin the President’s Cabinet.\nVoices: Question! Question! Question!\nVoice: May I speak?\n\nPresident Hale: I want to give everybody a chance this\nmorning. Will the audi¬\nence allow me to let this lady speak at this time? All right.\nMiss Johanna M. Lindhoff (New York) : I am loath to take your\ntime this morn¬\ning when you have so much to do but I feel I must give you my\npoint of view even\ntho I am a newcomer in this body.\nFirst of all I wish to state quite emphatically that I am now and\nhave been for\nyears in favor of the establishment of a Secretary of Education in\nthe President’s\nCabinet. However, I believe the point raised by Mr. W annamaker\nis a very im¬\nportant one. I believe that this body, representing, as it is suppos\ned to do, the rank\nand file of teachers thruout the nation, should in all things act in\na deliberate man¬\nner. I believe the thing he called our attention to in regard to the\nadoption of reso¬\nlutions on the last day’s session, when these resolutions have\nnot been given proper\nconsideration by this whole body beforehand, is something we\nshould consider very\ncarefully. If I may suggest for future conventions, I believe\nthat it would be to the\ninterests of us all to have our resolutions submitted\nearly in the week to give us\ntime to. study and have action on those resolutions on the last\nday’s session. That\nwould insure all people who should be interested— and\neveryone should be inter¬\nested in every resolution offered here— an opportunity\nto present their viewpoints;\nif the thing is carried unanimously it means you believe\nin what is carried ; if you do\nnot believe in the resolutions being offered here,\neven if you be the only one you\nshould have the right to voice your opposition and it\nshould be recorded.\n\n"}
{"page": 887, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n883\n\nInformation\n\nTherefore, I believe it would be fair to all of us that this section, which is a con¬\nfirmation, should be given further study. I believe that anything which would com¬\nmit us definitely to something of which we are not sure all agree unanimously, should\nnot go forth as the unanimous opinion of this body, and I believe a further study\nwill do no harm. I believe the more we study this question the more convinced we\nwill be of the necessity for a Secretary in the President’s Cabinet to represent the\nDepartment of Education.\nPresident Hale : I recognize Mr. Hanna of California.\nMr. Hanna: I agree that it would be very, very bad to take action if the teachers\nof the nation did not understand it, but I have spoken to some of the older members\nof this organization and asked them if they remembered how many years it had\nbeen studied and they said it was so long back, that it had been studied for so many\nyears they couldn’t tell me for how many it had been studied, and the wide-awake\nteachers of the nation have been studying and studying, and working on this point.\nThe president of the board of education of one of the largest cities in the United\nStates recently said the reason teachers did not get anywhere was because they did\nnot have enough backbone and weren’t willing to fight for what they needed. This\nDepartment of Education did concern the President, we believe, and so the President\nof the United States, after the study of many educators, appointed a large commis¬\nsion to study the problem and find what would be the effect and whether it was de¬\nsirable. I shall not take time to try to tell the members of the audience who have not\nstudied that report what the report was excepting to say that it was in favor of\nestablishing a department in the President’s Cabinet, and I believe that\nwho are wide awake know that they want that and, therefore, I am\npassing the platform as printed.\nPresident Hale: Are you ready for the question?\nMr. Charles Carroll (Rhode Island) : Madam President, I have no\nmake of the Resolutions Committee because I have worked with it thru\n\nall teachers\nin favor of\n\ncriticism to\na week and\n\nI know that the committee has done the best thing it could do with the material\nbefore it, but I do not think there should be a vote upon this particular request, and\nfor that reason only I am going to move\n\nto strike out the last paragraph\n\nof the com¬\n\nmittee’s report as occurring on Page 5.\nPresident Hale: Do I hear that motion seconded?\nVoice: Second the motion.\nPresident Hale: All in favor of striking out the words\njust read it again, Mr. Carroll.\nMr. Carroll: The\n\nmotion\n\nis to strike out the paragraph\n\ngiven by Mr.\n\nCarroll —\n\nat the bottom\n\nof page 5\n\nbeginning, “Department of Education. The federal government should promote edu¬\ncation in the states by the dissemination of authentic information on problems of\ngeneral educational concern. The Association believes that this service can be\nrendered best by a department of education with a secretary in the President’s\nCabinet.” The motion is to strike out that paragraph. (Thereupon, the question being\ncalled for, the motion was voted upon, and lost, and the amendment declared lost as\noffered by Mr. Carroll.)\nPresident Hale: The motion is now on the adoption of the platform. Mr. Saunders,\nstate that, will you?\nMr. Saunders: The motion is now upon the adoption of the platform as read with\nthe change incorporated of the words, “Beginning with the kindergarten and ex¬\ntending thru the university” instead of “From the kindergarten thru the univer¬\nsity.” With that change the motion is on the adoption of the platform as submitted.\n(The question being called for, the motion was put and carried, and the platform\nas read declared adopted.)\nMr. Saunders: The second part of the report is the resolutions for the current\nyear of 1932, beginning on page 7. (See index for page on which they are printed.)\nMadam Chairman, on behalf of the Committee\ntion of these resolutions.\n\non Resolutions, I move\n\nthe adop¬\n\n"}
{"page": 888, "printed_page": null, "text": "884\n\nNational\n\nEducation\n\nAssociation\n\nMr. Willis A. Sutton: Second the motion.\nMr. Charles Carroll : Second the motion.\n\nPresident Hale: It has been moved and secon\nded\nby the chairman be adopted.\nMr. R. C. Moore (Illinois) : Madam Chairman.\n\nthat the resolution as presented\n\nPres^ent Hale: I recognize Mr. Moore from Illino\nis. Please come to the platform.\nMr. Moore: I love harmony. Therefore, I did\nnot come to this platform to arouse\nany antagonism or offer any serious opposition to anyth\ning included in these resolu¬\ntions or the platform for 1932 in particular. I came\nto offer an amendment. Of\ncourse I believe that the resolutions and platf\norm presented to a legislative body\nare always open to amendment without question. I\nhave an amendment which I\neli eve you will consider so helpful, so constructive,\nand so clarifying that you will\nall accept it, including the Resolutions Committee and\nits chairman, and the Presi¬\ndent of this organization— at least that is my hope.\nI beg leave to call your attention to the first resolution for 1932\nentitled “Economv\nand Education.” You have just heard it read and\nI have asked that printed copies\nof the proposed amendment be handed to you and I\nhope by this time the printed\namendment is in your hands. I beg leave to offer this amend\nment after the resolu¬\ntion entitled “Economy and Education,” the first topic\nin the Resolutions for 1932,\nadding these three paragraphs. Therefore, you will insert\nbetween the resolutions\nconcerning ‘ Economy and Education” and the one concerning\n“Law Observance”\nthe three paragraphs which have been handed you. Now\nin order that I may have\ntime for argument I beg leave not to read the entire amendm\nent. Suffice it to say\nthat this is intended not to be critical of what is already\ncontained, but a number of\nus feel it is not quite complete as it stands. Therefore we beg\nleave to offer this\namendment for your consideration as amended to clarify and\nillustrate by example\non how to prevent retrenchment. It is all very well and good\nto speak in generalities,\nand I am not blaming the committee for that, about preven\nting retrenchment, but\nwe have had some addresses here this week which have consta\nntly reiterated the\nidea that teachers really ought to stand for something definite and\nconstructive. We\npeople in Illinois have learned to do that and we cannot help bringi\nng you this idea.\nThis is a definite statement of one way to prevent retrenchment.\nOne speaker in par¬\nticular who made what seemed at the time to be the most popula\nr address, at least\nhe received one of the greatest ovations of any\nr, was Mr. Foster’, and he\ncalled attention in a larger way than is contained speake\nin this amendment to just what\nthis amendment contains, and everybody in the audience seemed\nto agree thoroly\nwith that proposal. Therefore, I shall not take the time, since you have\nit in your\nhands, to read it to you but I want to state just this fact briefly Voices (Interrupting) : Read it.\nMr. Moore: Very well. May I read it?\nPresident Hale: Yes, you may read it.\nMr. Moore: After the resolution entitled “Economy and Education,” the\nfirst\ntopic under Resolutions for 1932, add these three paragraphs. (He then\nread them.)\nMr. Saunders: If you will just refer, please, to page 90 of the Official\nManual,\nRule No. 3, “The Committee on Resolutions shall report at the annual\nbusiness\nmeeting of the Representative Assembly, and except by unanimous consent, all\nreso¬\nlutions shall be referred to said Committee without discussion.”\nThat bylaw, adopted some years ago, was for the very purpose stated\nby Mr.\nId annamaker here on the floor, namely, to prevent the consideration of material\nbrought here for the first time without being carefully considered by the Committe\ne\non Resolutions. Now the pending motion is on the adoption of the resolutions. That\nmotion may be amended by striking out anything in the report, substituting a word,\nbut it cannot be amended, according to your bylaws, by the insertion of an entirely\nnew resolution. Any such resolution must go to the Committee on Resolutions for\ntheir study. 4 he Committee on Resolutions that has been appointed and organized\nfor the coming convention, will, therefore, take such a resolution.\n\n"}
{"page": 889, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nMr. Moore : Would it be in order at this time for me to move\nnot sure whether I will be recalled now.\n\n885\n\nto adopt this? I am\n\nPresident Hale: Mr. Moore, I want to state my feeling in this matter. I know some\nof the discussion I am allowing is not strictly in accordance with parliamentary law,\nbut I am anxious that everybody in this Association shall have their chance. I am\nrunning across the ragged edges of parliamentary law so that it cannot be said that\nanyone was shut off, but we must limit the discussion because others have other inter¬\nests and you must say what you have to say, boil it down, get right to the point\nand say it, and I think you have very nicely, Mr. Moore.\nMr. Moore: Thank you. You did not answer my question. May I ask whether I\nhave the privilege of moving the adoption of this amendment?\nPresident Hale: I refer to the Parliamentarian.\nMr. Saunders : A motion to adopt such a resolution would have to be by unanimous\nconsent or else by a motion to suspend the rules, which would take a two-thirds vote\nof the body. If either of those procedures are followed, it would be legal and proper\nto move the adoption of this resolution; but a motion to adopt this resolution cannot\nbe made until either one or the other of those procedures is followed, namely, unani¬\nmously to consent to have the motion, or suspension of the rules to be adopted by a\ntwo-thirds vote.\nMr. Moore: I shall defer further action so far as I am concerned until we hear\nwhat Mrs. Preble has to offer.\nPresident Hale: That is satisfactory, Mr. Moore.\nMrs. Blanche Preble (Illinois) : My only purpose in appearing on the stage this\nmorning is to try to help make it possible for the Assembly to handle this resolution\nas they see fit. I feel sure that the people do not want this to be pushed aside without\ndiscussion. Madam Chairman, I wish to ask this question, of you and the Parliamen¬\ntarian. As I understand it now, there seems to be no way to get discussion of this\nresolution. If I, as a member of the drafting committee, were to present this amend¬\nment as a minority report of the drafting committee, would that open it for discus¬\nsion in this Assembly?\nPresident Hale: I refer to the Parliamentarian, but before he gives his decision\nlet him think a moment. I do want to call your attention to the fact that one state¬\nment as made by Mrs. Preble is not quite accurate as I am sure she will be glad to\nremember. I allowed Mr. Moore, as you all witnessed, to discuss this question. I gave\nhim a limit of two minutes to discuss this question, altho it is slightly out of order\nfor me to do so. I do not want you to keep saying you have not been given a chance\nfor discussion, but I must, you see, in all fairness limit the discussion. We cannot\nmake long speeches discussing every part of it. I think it is very nicely stated right\nin the reading that was given.\nMrs. Preble: Just one word of explanation. I did not mean I wanted just Mr. Moore\nto discuss it. I want the Assembly to discuss it.\nPresident Hale: I thought Mr. Moore represented those wishing to discuss it.\nMr. E. G. Doudna (Wisconsin) : I ask that unanimous consent be given for further\ndiscussion of this motion.\nPresident Hale: Do I hear that seconded? (The motion was thereupon seconded,\nthe question called for, motion put, and the result declared in doubt.)\nPresident Hale: The Chair doubts the vote. She will put it again. All those in\nfavor Voice: It has to be unanimous.\nMr. Doudna: Madam Chairman, since that was\nsuspended.\nMr. Willis A. Sutton: I second the motion.\n\nlost, I move\n\nthat the bylaws\n\nbe\n\nMr. Charles Carroll: I move that the motion be indefinitely postponed.\nPresident Hale: Mr. CarrolVs motion is out of order. The motion has been made\nand seconded\n\nthat the rules be suspended.\n\n"}
{"page": 890, "printed_page": null, "text": "886\n\nNational\n\nEducation\n\nAssociation\n\nMr. Carroll: I move that we indefinitely suspend that motion. That is perfectly\nproper.\nMr. Saundners (the Parliamentarian) : You move an indefinite suspension of the\nmotion for the suspension of the rules?\nMr. Carroll: Yes.\nMr. Saunders : That\n\nis perfectly all right.\n\nPresident Hale: Does somebody\nV oice: I second that motion.\n\nsecond Mr. Carroll's motion?\n\nPresident Hale: It has been moved and seconded that the motion for suspension\nof the rules be set aside. (The question was thereupon called for, motion put, and\nlost.)\nPresident Hale:\ntarian?\n\nNow\n\nwill you state the motion\n\nthat is before us, Mr. Parliamen¬\n\nMr. Saunders: The question now before the house is, shall the rules be suspended\nin order that this particular resolution may be considered? And the vote therefore,\nthe affirmative vote, must be two-thirds of the body; with less than two-thirds vote\nthe motion is lost. (The question being called for, a rising vote was taken, and the\nmotion declared adopted by a rising two-thirds vote of the Assembly, there being a\ncount of 260 for the suspension of the rules, and 129 against the suspension of the\nrules.)\nPresident Hale: I recognize Mr. R. C. Moore.\nMr. Fitzgerald: I move each individual participating in this debate be limited to\ntwo minutes. (The motion was seconded, put, and unanimously carried.)\nPresident Hale: You may proceed, Mr. Moore.\nMr. Moore: You have been very gracious to me and my proposition. Therefore, I\nam entirely glad to put my message to you and to be stopped when my time has\nexpired. I want you to understand that this was merely offered in all good faith, not\nin a critical way, but in an absolutely constructive and helpful way to clarify and to\nsimplify by giving some means of carrying out the recommendation.\nI need not recall the present conditions in our schools. The situation may be more\nacute in Illinois than elsewhere, but it is acute in all of the states, and I hope if it is\nnot as bad in your states as it is in Illinois that it never will be, but I fear that the\nsame situation will come. It is getting worse all the time.\nNow it has been suggested to me that possibly the material in the second paragraph\nmight well be omitted. The reason for inserting that is that we feel the federal gov¬\nernment, which has under consideration two bills already and seems to be only dis¬\nagreeing upon which to adopt, will adopt one of those bills for putting money in the\nhands of the Reconstruction Finance Corporation. It does mean much to our schools\nto have these public buildings and projects already planned. You will notice it says\nwe are not advocating any new things. For instance, there is a public school building\ncosting $12,000,000 in Chicago which Mr. Bogan told you the other night could be\nput into use this fall by only a few days additional work upon it, which they are\nunable to put upon it. Now I am sure that would come under the second paragraph\nof this. The building of public bridges, buildings of various kinds, mean much to the\nschools altho they may not be school buildings; because I happen to know, as no\ndoubt you do, that there are thousands, possibly millions of children in this country\nwho are not obtaining proper educational advantages because of extreme poverty\ncoming from the unemployment of their parents. If those parents could be put to\nwork by the expenditures of the federal government and bond issues giving money to\nthe Finance Corporation, certainly it would mean much to the education and to the\nprinciples which\n\nwe have\n\nsaid in these resolutions we\n\nstand for. Therefore,\n\nit does\n\nmean much to have their fathers employed upon these great public works already\nplanned and projected, and I hope you will accept that second proposition, which\nis really not a political, controversial question. It is going to pass and if we are going\nto avoid all political controversial questions, I fear, from what\n\nwe hear from Chicago\n\n"}
{"page": 891, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n887\n\nand from what we heard from Chicago two weeks ago, we shouldn’t have mentioned\nthe Eighteenth Amendment and one or two other things, which are in here, altho I\nwas in favor of it.\nPresident Hale: I recognize Mrs. Preble of Chicago.\nMrs. Preble: I wish to call the attention of this audience\n\nto the statement\n\nthat is\n\nmade in the second paragraph of this proposed amendment. “It gives impetus, more¬\nover, to destructive radical movements of every type.” I am sure you feel after being\nin this convention, if you didn’t know it when you were at home, that one of the\ngreatest stabilizing forces in our country during this past year, that has kept us from\nrushing headlong into revolution, has been the teachers and the public schools.\nWe are not radical. We never have been radical. We are the stabilizers. Now in\norder to carry out and finish the work we have done in stabilizing and holding this\ncountry from revolution, I feel that we must take this action this morning in order\nto continue our work of stabilizing it. I want to emphasize one point Mr. Moore made.\nCongress is going to do this thing. Congress is going to appropriate a great sum of\nmoney for public works. The point of this resolution is that the schools shall be con¬\nsidered as a legitimate part of the program of public works. So far they have not\nbeen mentioned, have not been given consideration in the bills before the House. Are\nwe going to grasp this opportunity this morning and ask Congress to consider the\nschools, or are we going to say, “No?”\nMr. Joseph Saunders: Madam President.\nPresident Hale: I recognize Mr. Saunders.\nMr. Saunders: Speaking now as an individual delegate in this Assembly and not\nas chairman of the Resolutions Committee, I want to occupy my two minutes first in\noffering an amendment, that paragraphs one and two of this resolution be stricken\nout. I want to call your attention to the fact that this resolution was presented\nto the Resolutions Committee at its last meeting. This is one of those things Mr.\nIV annamaker spoke of that is thought of at the last moment. It contains highly con¬\ntroversial issues. On the second line there is monetary deflation talked of. Experts\ndisagree in this country on types of monetary deflation or inflation. What do we know\nabout it? In the second paragraph it advocates certain relief bills now pending in\nCongress. How many of you know what those relief bills are, or what is contained in\nthem, or to what you are committing yourselves? Unless you strike out those two\nparagraphs, which are not germane to the resolution — the last paragraph is the meat\nof the resolution anyway — if we strike out the first two, the upper paragraph and\nthe next one, we leave a sensible resolution. If we put in the first two paragraphs\nwe get ourselves, perhaps, into all sorts of difficulties, commit ourselves to policies\nwhich in our more sober moments we would not commit ourselves to. I say that as an\nindividual member of this Association and not as Chairman of the Resolutions Com¬\nmittee.\nMr.\n\nR. C. Moore:\n\nI am\n\nnot sure I really made\n\nthe motion\n\nI intended\n\nto make.\n\nI\n\ndon’t know just what we are discussing because there is no motion which has been\nmade, I believe, to adopt this. I now move, ladies and gentlemen, that this amend¬\nment be adopted.\nPresident Hale: Do I hear that motion seconded?\nMrs. Preble: I second the motion.\nMr. Saunders: I now move we strike out the first two paragraphs\nposed amendment. (Motion seconded.)\nMr. Moore: Madam President, is that open to discussion?\n\nof this pro¬\n\nPresident Hale: Yes, I shall let you discuss anything within your limit.\nMr. Sutton: May I first make a motion as a substitute for the whole, that we\nhave a sub-committee for a few moments that will harmonize our thinking. There\nare some things in this second paragraph that I feel should go into this resolution.\nCertainly the aid that might come for financing school buildings is not in the\nlast paragraph\n\nat all, and if that is left out it might prevent some\n\nof the very things\n\n"}
{"page": 892, "printed_page": null, "text": "888\n\nNational\n\nEducation\n\nAssociation\n\nwe are working for, and that is my object\nin making that motion. And if agree¬\nable, I move as a substitute for the whole\nmittee of three to five to harmonize this resol that ten minutes be given for a com¬\nution.\ncarried I™0''011 was\n\nseconded’ question called for, motion\n\nput, and\n\nunanimously\n\nuPrepd?l Hall: 1 Wil'.appoint Ur ■ R- C ■ Moore’ Mr- \"■ L. Smith, Mr. Sutton, and\nivirs. Preble\nto discuss this matter and report back.\nMr Sutton: If I may make a suggestion— I don’t\nmean to suggest to the Chairlnit 1 think the chairman of the Resolutions\nCommittee ought to be on that committee if you can spare him.\n\nPresident Hale: Well Mr. Sutton, if they won’t\nask me anything very hard while\nhe is gone, I will spare him. I will say I am not\nso interested in the red tape as I am\nin free speech here and in giving everybody a\nchance. I will stay here until midnight\nand I will make all these other people here\nstay, too, if you wish\nThe wise men will now recess and the rest\nof us of more mediocre but willing\nindividuals will go on with the program until they\ncome back.\nThe Budget Committee would like to report at\nthis time and I will call upon the\nchairman, Mr. Rogers.\nMr. L. W. Rogers (Texas) : It is the policy of\nthe Budget Committee to spend\nours working and only very brief moments talki\nng about the results of this work,\nl ou have in your hands a printed report that was\nsubmitted by the Budget Com¬\nmittee to the Board of Directors and which\nwas approved by that Board to be\npresented to you at this time. It was said on this\nplatform the other night that this\nwas no time for balancing budgets. I agree with\nthat statement so far as it refers\nto making up deficits at the expense of the schools\nor of any organization in which\nwe are interested at any time. Fortunately the Natio\nnal Education Association did\nnot have to balance its budget. It was in balan\nce. The committee brings you a\nbudget in balance but it did not have to balance\nthe budget at this meeting. I throw\nthat out as worthy of consideration by some of\nthose people thruout the United\nStates who so seldom credit teachers and their\norganizations with the ability to\ncarry on financial operations intelligently and effec\ntively. (He then went over the\nprinted report if the Committee item by item, makin\ng explanations and answering\n&\nquestion\ns.)\nMadam Chairman, I move the adoption of the report\n.\nMiss Sara H. Fahey (New York) : Madam Chairman,\nif in order, I call attention\nto one item here before it is passed on.\nPresident Hale: Let us have the motion seconded\nfirst, Miss Fahey. Do I hear\nthe motion to accept the report seconded?\nVoice: Second the motion.\nPresident Hale: All right. I introduce Miss Fahey\nof New York, Miss Sara H\nFahey, president, during the past year, of the Department\nof Classroom Teachers!\nMiss Fahey: I am very much astonished in reading this\nreport to discover an\nitem with a figure opposite that I did not expect because\nI had been assured again\nand again that the item was inserted in the budget exactl\ny as I had called for it,\nand by that I refer to the item under Department and Commi\nttee Appropriations—\nthe Department of Classroom Teachers, $9100. I called\nfor $10,100. I had dis¬\ncovered so much in the last four years in working with\nthe Department of the need\nof money, that if it had not been a depression year I would\nhave requested $20 000\ninstead of $10,000. I called for the same budget that we\nhad last year except with\nthe addition of $100, which was for a special purpose. I called\nfor the same budget\nmerely because of the fact I realized that the National Educat\nion Association was\nattempting to economize and had been cut on certain sources of\nincome. But I am\nvery much astonished and I wish to protest here to this body\nagainst this cutting,\nbecause there never was a time when so much work is to be\ndone in the field as\nnow. If there is one body that is suffering tremendously from\none end of the country\nto the other it is the teachers. Consequently, this work should\nnot be curtailed and\nit is curtailed by any such measure as this.\n\n"}
{"page": 893, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n889\n\nSo I would like to move that the amount called for by me, the then president\nof the Department of Classroom Teachers, be substituted for this figure, that is\n$10,100 instead of $9100 that appears here. Madam President , I move this amend¬\nment to this statement.\nMr. Hanna: Second the motion.\nPresident Hale: It has been moved and seconded that the report of the Budget\nCommittee be amended to give this Department $10,100 instead of $9100. Are you\nready for the question?\nMr. Rogers: Madam President, I would like to say for the Budget Committee\nthat I don’t know who is responsible for the assurance that the request of the\nDepartment had been granted in toto. I can assure you that I was not. The Com¬\nmittee’s policy has been continuously to permit every interested person to come\nbefore the Committee and present requests for budget items; and then after hear¬\ning the interested persons, to make recommendations in the light of what appeared\nbest in view of the financial situation or otherwise and to declare that recommenda¬\ntion to the Board of Directors for submission here. There have been no closed\nsessions of the Budget Committee for the last five years and everyone interested has\nhad an opportunity to come in person and present his requests. Now you will\nnote there have been some cuts all the way down the line. Maybe I should qualify\nmy previous remarks on balancing the budget. It is balanced as our revenue is\nanticipated to come in, but as wise people we certainly did not want to push up our\nrevenues to a point where they would not materialize and thus create a deficit. Just\nthis other word and I am thru, because it is absolutely immaterial to me whether\nyou allow an additional amount. It might be well for you to know that last year\nthe appropriation for the Department was $10,000 and the expenditures less than\n$9000. Following the policy of the committee all the way thru, the appropriation\nfor this year was recommended in accordance with last year’s expenditures, which\nare in this particular case somewhat larger, considerably larger than the expendi¬\ntures of the Department for last year. Now the committee thought we ought to\nhold the line and not reduce and cripple any department, but it very seriously\nquestioned whether this particular year ahead of us, in the light of the very chang¬\ning conditions and very difficult conditions, was a year for any unusual expansion.\nMiss Fahey: I must have a word with regard to two statements made by Mr.\nRogers. First, you have a closed hearing in the Budget Committee if the teachers\nwho are employed and who are held to their employment are not present nor noti¬\nfied when there is any essential step taken of this kind. As this meeting was held\nbefore we could possibly get to Atlantic City, nothing could be done, but I wrote\nas strong a letter as it was possible for the English language to express, I believe,\nstating why every item in this budget must be preserved. Second, we spent $9000\nrather than $10,000 of this budget because of the strong appeal of the Secretary\nof the National Education Association that, if possible, this year we should hold\nourselves to four-fifths only of the budget appropriated because of the danger in\nthe shortage of the funds of the National Education Association. And therefore,\nbecause of our interest in the National Education Association, our patriotic attitude\ntoward the problem, we curtailed as much as possible and tried to render service\nby reducing our budget $1000. We did not anticipate that we were establishing\na precedent and that it meant a shrinkage of funds this year. Some of our field\nofficers last year were very unfortunate in not being able to obtain leaves of absence\nfrom their work to do the field work and so very little field work was done, but\nwhether we get expansion by raising funds outside or what we do, we must have\nfield work next year. Thank you.\nPresident Hale: I recognize Mr. Hanna.\nMr. Hanna: We all know that since the classroom teachers have been more in¬\nterested in the N. E. A. that its membership has grown, and grown, and grown.\nWe now have about 220,000 members, I think, and there are over half a million\npotential members for the N. E. A. if we can get the rest of the classroom teachers\n\n"}
{"page": 894, "printed_page": null, "text": "890\n\nrepresented.\n\nNational\n\nEducation\n\nAssociation\n\nThe\n\nidea of the Department of Classroom Teachers\n— and I want to\nsay that the officers are modest and I am not\nan officer but I want to speak for\n^ t0A a^e T°rr funds available to do more work, to get more members for\nthe N. E. A. simply for the reason that it will\nbe of vast benefit to education in\nAmerica To make it possible for them to do\nthis work better I am asking you to\nenlarge the appropriation, as Miss Fahey has requested.\nI believe the department\nwould be willing to say, that if they did not get\nthe\nincreased\nmembership they\nwould not ask for the entire use of the fund.\n\nPresidem Hale: Well, to a Yankee that\nsounds like a pretty good proposition.\nThey have a challenge now, haven’t they,\nMr. Hanna ? You agree to add 10 000\nmembers to ^the present total of 220,000. Remember\nthis promise. I believe now ffiat\niss Fahey s motion has been made and seco\nnded that the sum of $10,100 be sub¬\nstituted for the sum of $9100 in the budget.\n(Thereupon the motion was put and\ncarried and the amendment declared adop\nted as made.)\ndT Hfei 7hile\narC\n1 wish to remark that it has impressed\ne as I have looked around over WaitinS>\nthis assembly this morning that there is\na laree\nnumber present. We should have brought\nit to your attention before, when so mud\nwas said about the small numbers prese\nnt. Mr. Rogers is ready now for me to\nput\ne motmn for the adoption of the report\nof the Budget Committee as read by him\nwith the amendment as read by Miss\nFahey and sanctioned by you. (The moti\non\neing seconded, the question called for, a vote\nwas taken and the motion carried\nand the report of the Budget Committee decl\nared adopted as amended and as\nprinted and on file in the Secretary’s office.)\nPresident Hale: I will now call for the repor\nt of the Secretary.\nSecretary Crabtree: The report of the Secr\netary has been distributed among the\ndelegates. Y ou have either read this repo\nrt already or you will perhaps read\nit\nsometime later and I rise only to make\na motion that the report be received and\npJaced on file. (The motion being duly seco\nnded, the question called for, a vote was\ntaken and the motion unanimously carried,\nand the report of the Secretary declared\nadopted as printed and on file in the Secretary’s office\n.)\nPresident Hale: We are ready now for the\nspecial subcommittee to consider the\nquestion of the reconstruction of the amendmen\nt. I call on Mr. R. C. Moore chair¬\nman of the subcommitt\n1\nee.\nMr. Moore .(Illinois) : I am very glad to submit\nto you what I believe is the\nunanimous opinion of this committee after a\nrather thoro discussion and after a\nlittle compromise which we considered advisable.\nIf you will take your printed copy\nI will read it as we have agreed that it shoul\nd be. I think I need not state the\nreason for the insertion of some words and the\nelimination of others.\nIn the present economic crisis, the immediate need\nof the Nation is a restoration\nof employment and production.”\nThe next two sentences are stricken and then,\n\n“Private enterprise alone is unequal to the task.\nCollective action on a large scale\nis imperative.” Then we have inserted the word\ns, “We believe that this means\naction by the federal government.’’\nWe have stricken out of the second paragraph the first\nsentence and also the last\nsentence. The last paragraph was accepted in toto\nas given. I beg pardon, I find I\nmade one error. The last sentence of the second parag\nraph should read thus:\n“It tends to give impetus, moreover, to destructive radical\nmovements.”\nThe point is the words “of every type,” it is pretty\nradical movements. It is possible somebody may think hard to define some types of\nthe teachers in the National\nEducation Association arc conducting a radical movement.\nIn the last paragraph no changes are made.\nI beg leave to move that the original amendment\nnow amended as reported by this Committee.\n\nwhich\n\nI offered awhile\n\nago be\n\nMr. Willis A. Sutton: Second the motion. (The questi\non being called for, there\nbeing no discussion, the motion was put, and unanimously carrie\nd.)\n\n"}
{"page": 895, "printed_page": null, "text": "Associational\n\nMr.\n\nMoore:\n\nand\n\nInformation\n\n891\nin the\n\nbe inserted\n\nas amended\n\nthat this amendment\n\nmove\n\nI might\n\nRecords\n\nreport made by the Resolutions Committee after the first general topic, “Economy\nand Education,” contained in the Resolutions for 1932 and just before the topic\nentitled “Law Observance.” (The motion being seconded, the question called for,\nthe motion was voted upon, and unanimously carried.)\nMr.\n\nSaunders : I renew\n\nthe motion\n\nthat the Resolutions\n\nfor 1932\n\nas amended\n\nbe\n\nadopted by this Assembly. (The motion being seconded, the question called for, the\nmotion was voted upon, and unanimously carried, and the Resolutions as presented\nby the Resolutions Committee, and as amended by the Representative Assembly, de¬\nclared adopted. (The report as amended is printed elsewhere. See index.)\nPresident\n\ntwo\n\nHale:\n\nWe\n\nreports left which\n\nwill now\n\nproceed\n\nwith\n\nthe next\n\norder\n\nof business.\n\nWe\n\nwill be very short. I call for the report of Treasurer\n\nLester\n\nSmith\n\nof Indiana.\n\nMr.\n\nSmith:\n\nMy\n\nreport is very brief. The\n\nreport is contained\n\nhave\n\nHenry\n\nin the report\n\nof the\n\nauditor. There are two funds in the N. E. A., one the permanent fund, one the current\nfund. The Treasurer is responsible for the report on the current fund. Just two\nstatements need to be made. The net income this year in the current fund is $3,129\nmore than we actually expended. One thing you may not quite understand is that\nwe are carrying forward this year a balance of only $84,000 whereas a year ago it\nwas $107,000. The difference is a matter of bookkeeping, $8,000 of interest that\nwasn't turned over to the current fund from the permanent fund, and a deprecia¬\ntion fund of $8,000, and then an increase this year of notes payable. So that recon¬\nciles the report. I move the adoption of this report.\n(The motion being seconded, the question called for, a vote was taken, and the\nmotion was unanimously carried and the report declared adopted as printed and on\nfile in the Secretary’s office. The\nindex.)\nPresident Hale:\nMr. Saunders.\nMr.\n\nJoseph\n\nH.\n\nI will now\nSaunders:\n\nreport is printed elsewhere\n\ncall for the report\n\nI will make\n\na very\n\nin this volume.\n\nof the Board\nbrief\n\nof Trustees\n\nreport. You\n\nhave\n\nSee\nfrom\n\nin your\n\nprinted report handed to you as you came in, on page 11, the Report of the Board of\nTrustees on the permanent fund as set out by the auditors in which we find listed\nour assets, a total of $943,648.12, with liabilities of debt for new building, $180,000,\nborrowed from the Penn Mutual Insurance Company, leaving our net assets $762,648.12, and increasing our net assets over last year $47,835.\nI will not discuss below that but I call your attention to the remarks concerning\nhome ownership as follows. Then if you will turn to page 14 in the report you will\nfind the list of securities now held by the Association, and I call your attention to\nthose merely because you and I as teachers are accused by these socalled business\nmen as being very impractical people. Our securities in this time of depression when\nbusiness men and bankers’ securities have all gone to pieces have a book value of\n$110,683, when their face value is only $111,250. We submit that for the benefit of\nthese bankers and business men.\n(He called attention to a number\n\nof points and answered\n\nquestions.)\n\nI move the adoption of the Trustees’ report.\n(The motion being duly seconded, was voted upon and unanimously carried, and\nthe report declared adopted as printed and presented by the Board of Trustees and\non file in the office of the Secretary. The report is printed elsewhere in this volume.\nSee index.)\nPresident\n\nAssociation\nMiss\n\nHale:\n\nI will now\n\nAuditing\n\nBrown\n\ncall for the chairman\n\nCommittee,\n\n(Ohio) : Your\n\nfinances of the National\n\nMiss Eugenie\ncommittee\n\nEducation\n\nof our own\n\nEducation\n\nBrown.\n\nappointed\n\nAssociation\n\nNational\n\nmade\n\nto examine\n\nthe\n\naudit\n\nby Peat, Marwick,\n\nof the\n\nMitchell,\n\nand Company, reports that the audit shows the finances to be in splendid con¬\ndition. We congratulate the Headquarters Staff and the Board of Directors on their\nexcellent management of the funds, and the teachers of America on their loyalty to\n\n"}
{"page": 896, "printed_page": null, "text": "892\n\nNational\n\nEducation\n\nAssociation\n\nthe Association During a peri\nod of great financial difficulty\nevery department of\nthe Association has functioned\nwithout\nsome departments the balances are largcurtailment. In spite of decreased Revenues in\ner than in 19D Wp\nf\n\n(The\nmotionmhiUed‘\n(ThertmSt-Ub\nbeing 1seconded,\nm°V; ** the\nad0Pti°n\n°f this\nrePort\nb}^ the Committee6\nquestion\ncalled\nfor, submitted\"\na vote wa*\ntaken 3\nhe\nT\n\nrTi\n\nPresident Hale:\n\nr'*11\n\nWe\n\nand\n\n,he reports dedar'd\n\nare ready now\n\nI will call on the chairman,\n\nMr.\n\nW.\n\na'«P<ed\n\na° read.)\n\nfor the report of the Committee\nT. Longshore\n\nof Kansas\n\non Elections\n\nCity.\n\nrenort\nofZZd'\"\ny°ur Committee on Elections submits the following\nej oit of\nelection of(,M‘SSOUri>:\nofficers of this\nAssociation for 1932-33.\n*\nNumber of ballots cast .\n861\nFor President, Joseph Rosier,\nWest Virginia\n846\nJohn Dewey, New York .\n4\nLucy Mason Holt, Virginia..\n\nJessie\nFor\n\nThe\n\nGray,\n\n1\n1\n855\n\nPennsylvania...\n\nTreasurer,\n\nHenry Lester Smith, Indiana.\nfollowing eleven vicepresidents were\nelected:\nGeorge C. Baker, New Jers\ney .\nFinest W. Butterfield, Connecticut\n.\nMabel Ellis, California .\n\n759\n726\n727\n698\n\nEdith Louise Grosvenor, Washin\ngton, D. C...\nOren E. Long, Hawaii .\nWilliam T. Longshore, Missouri\n.\n\n821\n749\n\nElizabeth\nOrvi\nlle C. McCormick,\nPratt, WashinWisconsin........’\".’\ngton .\nGeorge W. Wannamaker .\nC. B. Wivel, Arizona .\nCaroline S. Woodruff, Vermont\n.\n.\n\nWe\n\nrespectfully\n\nsubmit\n\nreport be accepted.\n\nM\n\n(The\n\nand the motion\n\nthis report and I make the motion\nmotion being seconded, the question\n\nunanimously\n\n794\n653\n753\n681\n785\n\nthat this part of the\ncalled for, a vote was\n\ncarried and the report adopted\n\nas read.)\n\nSfme Directors\nn T\n\"T\n, 0 dc m my hand a regular ballot which has on « the list of\nbtate\nI make the motion that these State\nDirectors be declared elected as\nprinted on the ballot. There are no\ncomplications in this because they\nare nominated\nly the state del egations. I make\na motion that the names as printed\nbe accepted\n\nhM\n\n,S‘dWhHM\n\ne'rh ha/ bee\" m°Ved\n\nand seconded\n\n'hat ^e names\n\nas printed\n\non the\nballot which Mr. Longshore has in\nhis hand for the State Directors are\nto be accepted.\ne question called for, the motion was\nput and unanimously carried and\nthe\n“-I-\n\nState Dlrectors\n\nAlabama — J. D. Williams\nAlaska — E. J. Beck\nArizona— J. O. Mullen\nArkansas — C. M. Hirst\n\n\"to ballot declared elected, sanl State Director'\nIndiana — C. O. Williams\n\nIowa— Mary A. Lord\nKansas — M. E. Pearson\nKentucky — R. E. Williams\nLouisiana— P. H. Griffith\nMaine — W. B. Jack\n\nCalifornia — F. F. Martin\nColorado — W. B. M^ooney\nConnecticut— Helen T. Collins\nDelaware — H. V. Holloway\nDistrict of Columbia— Edith\nvenor\nFlorida— James\n\nS. Rickards\n\nGeorgia — M. L. Duggan\nHawaii — O. E. Long\nIdaho — Raymond H. Snyder\nIllinois — A. L. Whittenberg\n\nMaryland — William Burdick\nMassachusetts— Annie C. Woodwa\n\nrd\n\nL.\n\nGros¬\n\nMichigan— Webster H. Pearce\nMinnesota — H. L. Wahlstrand\nMississippi — H. V. Cooper\nMissouri — T. J. Walter\nMontana — R. J. Cunningham\nNebraska — Dwight E. Porter\nNevada — Alice Maxwell\n\n"}
{"page": 897, "printed_page": null, "text": "Associational\n\nNew Hampshire — Dana S. Jordan\nNew Jersey — A. J. Glennie\nNew Mexico — P. L. Fickinger\nNew York — Frederick H. Law\nNorth Carolina — T. W. Andrews\nNorth Dakota — L. A. White\nOhio — R. E. Offenhauer\nOklahoma — M. E. Hurst\nOregon — C. A. Rice\nPennsylvania — J. Herbert Kelley\nPhilippine Islands —\nPorto Rico — F. Rodriguez-Lopez\nRhode Island — Charles Carroll\nPresident Hale: The\n\nRecords\n\nand\n\n893\n\nInformation\n\nSouth Carolina — A. C. Flora\nSouth Dakota — S. B. Nissen\nTennessee — Harry Clark\nTexas — L. W. Rogers\nUtah — A. M. Thurman\nVermont — Caroline S. Woodruff\nVirgin Islands —\nVirginia — Edith B. Joynes\nWashington — O. C. Pratt\nWest Virginia — William C. Cook\nWisconsin — Blanche M. McCarthy\nWyoming —\n\nnext item of business is the introduction of the new\n\nPresident.\n\n(Mr. Joseph R osier, the President-elect, was accompanied to the microphone by\nMr. Joseph Saunders and Secretary Crabtree. The Assembly arose with loud\napplause.)\nThe Chair: With sincere thanks for all of your kindness to me during this last\nyear, for your patience and loyalty to me during the convention, I am now ready to\nquote the words of George Washington, of whom we have heard so much this\nweek, “Happy in the confirmation of our independence and sovereignty, I resign\nwith satisfaction the appointment I accepted with diffidence.”\nIt is now my great pleasure to introduce to you our new President, Joseph Rosier,\npresident of State Teachers College at Fairmont, West Virginia. Your endorsement\nof him shows he needs no further endorsement from anyone on this platform, a man\nof wide vision, a man who for all of twenty years has never been absent from one\nmeeting of this Association, a man who has a record of unselfishness and modesty,\nwho has been on almost every committee of this Association, and during the past\nyear has assisted immeasurably in the successful outcome of this year in his position\nas a member of the Executive Committee. I now have great honor and great pleasure\nin presenting to you your new President, Dr. Rosier.\n\nPresident Joseph Rosier: May I detain you just a very few minutes and say a\nfew things? First of all I want to express my sincere appreciation of the confidence\nwhich you have bestowed upon me and I shall put forth every effort to prove worthy\nof that confidence. I accept the call to this position as a call of trust. I do not use\nthe term “service,” which is outworn. This is a call of trust and is necessary to\nprotect the rights of the children of America, to uphold the standards of the teach¬\ning profession of America, to fight.\nI hold that the work of education in this country may be classed with the primary\nnational defenses and there is no national or state expense or that of any territory\nwhich should have primary consideration above the expenditures for the education\nof our children. The schools of America are our first line of defense and I stand on\nthat principle.\nI want\n\nto say I believe in organization. I am not among those who believe the\nschools of this country and this nation can be saved by any one man, however great\nhe may be. In fact, if we are to save our institutions it will be thru organization. I\nbelieve in the great National Education Association and the service which it can\nrender to the cause of education in this country and I believe in the great state asso¬\nciations. I want to appeal to all these state associations to cooperate with this great\nNational Education Association in preserving all that is worthwhile in educational\ndevelopment which we have made in recent years.\nI stand by the staff of the National Education Association. I esteem very highly\n\nthe great service which our Secretary, Mr. Crabtree, has rendered in these years. I\nhave been about Headquarters quite a good deal in recent years, and I have learned\n\n"}
{"page": 898, "printed_page": null, "text": "894\n\nNational\n\nEducation\n\nAssociation\n\nto know\n\nthe ability and competency of the men and wome\nn who work on this staff.\nI stand squarely by them while at the same time,\nas your executive officer, I take the\nposition that that staff, so far as we can ascer\ntain what your sentiments and your\nopinions are, shall be responsible to the sentiments\nand will of the National Educa¬\ntion Association and of the opinion of this count\nry. I am sure that the members of\nthis staff at all times will be willing to respo\nnd to your will and to carry out your\nwishes in forwarding the interests of this Assoc\niation.\nIn connection with the development of our\norganization I believe in active par¬\nticipation in the affairs of this Association.\nGreat responsibility rests upon us in\nstrengthening the organization. I hope you will\nnot be disturbed by these published\ncriticisms and statements that go about to the\neffect that the great National Educa¬\ntion Association is controlled by small politician\ns. It is slander. Does anyone mean\nto tell me that the men and women assembled\nhere year after year in this great\nRepresentative Assembly are little people, to\nbe led around by a few people? Why\nif those people who make such criticism were\nto try to lead you around once they\nwould soon find the contrary to be the case. So I\nwant to say I resent that as slander\nOn the contrary, I recommend that the Directors\nand Representative Assembly take\nan interest in the selection of their officers. It is\nperfectly proper that we should have\ncandidates for president of this Association, that\nin an ethical and professional way\ntheir qualifications should be made known to you. Next\nyear is the women’s year _\nthe open year for women and I hope the women of our\ngreat Association in present¬\ning their candidates, their brain power and qualificatio\nns, will be open and above\nboard so that one year from this time we may\nmake a wise selection of a good\nwoman leader who will hold up the best standards and\ntraditions of woman leader¬\nship of this great Association. I have the notion that, while\nMiss Hale has indicated\nthat she has expired and is passing out at this momen\nt, we have disposed too quickly\nof our presidents. Miss Hale will continue as vicepresid\nent and a member of the\nxecutive Committee. We spent a good deal of money in\nsending her over the coun¬\ntry, in educating her this year for service, and I think we\nought to continue to make\nuse of her. And so in your state associations, in your\neducational meetings, because\nthe President cannot answer all calls that come,\nI hope in many places you will\nbe willing to accept the Vicepresident as a substitute for\nthe President in speaking\nto your associations and conventions.\nI want to announce also I have made arrangements for\nMiss Hale to continue her\nradio work. I am a great believer in dividing up work. I don’t\nbelieve in a one-man\norganization if I can get other people to do things. I have\na greater satisfaction if\nI can get someone else to do them. Miss Hale has made such\na fine success of her\nradio work, I am sure you will all be pleased to have her contin\nue that work next\nyear. I only make one reservation. You know those very\ndelightful questions and\nanswers she gave— you have all heard them— I am just going\nto make one reserva¬\ntion. I am going to reserve the right myself on occasion to\ngive advice to young men\nand women on matrimonial matters because I don’t think\nshe is qualified to advise\nyoung men and women on those subjects. That is the only reserv\nation I make; other¬\nwise I shall uphold all her activities in these fine radio progr\nams and in consulation\nwe are going to try to make those radio programs one of the\nbig features of our\nwork next year.\nWhile\n\nwe have heard a great deal of talk about depression here\nthis week, — we\nhave been hearing it everywhere— I wonder if the teache\nrs of America might not\nbegin to talk about something else. As I said to you\nin my paper the other day, we\nlearn thru days of prosperity how to live on small salaries — our\nsalaries were never\nexcessive— and we are trained to live simply and finely on\nsmall incomes. So I think\nthat in this period we might as well lead the way in teachi\nng the people of our coun¬\ntry to have a better attitude. May we go home and quit talkin\ng about the depression.\nAnd my last word is, as you go back to your states, as we all take\nup the burdens\nat home, may we resolve that we are going to do our best to establish\nfaith in Amer-\n\n"}
{"page": 899, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n895\n\nInformation\n\nica, in her institutions, in all that we have built up in these past years. I am sure\nthat the people of this country, headed by the school teachers, still have an abiding\nfaith in America and her institutions. Let us go back, rededicating ourselves to that\nfaith and may we also go back with a spirit of optimism. Somebody has got to\nkindle the light that lights up the path out of this woods of despair in which we are.\nLet us go home in a spirit of optimism, resolved that with faith and hope we will\nhelp America and all her institutions to get out of this slough of despondency in\nwhich we are, and that thru the schools of America we will continue to carry on\nin all the best traditions of the teaching profession of America.\nChairman Hale : As a benediction to this meeting, that we may carry back home\nwith us, and in anticipation of next year, I am going to ask for a song at this time\nby Mr. L. Powell Evans of Atlantic City. After this song the meeting stands ad¬\njourned.\n(The meeting then adjourned and many stopped to express appreciation to Miss\nHale for the great convention and to greet the new President.)\nJ. W. Crabtree, Secretary\nFlorence\n\nMINUTES\n\nOF THE\n\nMEETINGS OF THE\nDIRECTORS\n\nAtlantic City, New\nSaturday\nThe\n\nmeeting of the Board\n\nAfternoon,\n\nHale,\n\nPresident\n\nBOARD\n\nOF\n\nJersey\n\nJune 25, 1932\n\nof Directors of the National Education\n\nAssociation\n\nwas\n\nheld at the Manager’s Office, Civic Auditorium, Atlantic City, New Jersey, due notice\nhaving been given in the convention program.\nThe meeting was called to order by President Florence Hale, who after expressing\nher great pleasure in working with the Board of Directors during the year, asked\nthe Secretary to call the roll.\nThe following either answered to their names or entered the room later.\nLife Directors: Cornelia S. Adair, Mrs. Mary C. C. Bradford, U el IV. Lamkin,\nWillis A. Sutton, Mary McSkimmon, E. Ruth Pyrtle, State Teachers Association of\nIllinois, Robert C. Moore.\nState Directors : Arkansas — C. M. Hirst, Colorado — W. B. Mooney, Connecticut —\nGordon C. Swift, Delaware — H. V. Holloway, District of Columbia — Edith L. Grosvenor, Florida — James S. Rickards, Georgia — George Wannamaker, Hawaii — Oren\nE. Long, Illinois — A. L. W hittenberg , Iowa — Mary A. Lord, Kansas — M. E. Pearson,\nKentucky — R. E. Williams, Louisiana. — Annie T. Bell, Maine — William B. Jack,\nMaryland — William Burdick, Massachusetts — Annie C. Woodward, Michigan —\nWebster H. Pearce, Minnesota — Alice F. Sullivan, Missouri — Thomas J. Walker,\nMontana — R. J. Cunningham, Nebraska — Dwight E. Porter, New Hampshire —\nRobert J. Fuller, New Jersey — Alex. J. Glennie, New York — Arvie Eldred, North\nCarolina. — T. W. Andrews, North Dakota — L. A. White, Ohio — R. E. Offcnhauer,\nOklahoma — M. E. Hurst, Pennsylvania — J. Herbert Kelley, Porto Rico — F. Rodriguez\nLopez, Rhode Island — Charles Carroll, South Dakota — S. B. Nissen, Tennessee —\nS. L. Ragsdale, Texas — L. W. Rogers, Vermont — Caroline S. Woodruff, Virginia —\nMrs. Edith B. Joynes, West Virginia — W. C. Cook, Wisconsin — E. G. Doudna.\nA motion was made by Mr. W hittenberg of Illinois to elect Mr. Fuller and Mr.\nEldred as directors from their respective states to serve in place of the regularly\nelected directors. The motion was seconded and carried. Mr. W annamaker was\nauthorized to serve until the arrival of Director Duggan of Georgia.\nThe Secretary was called upon for the minutes of the Los Angeles meeting. He\ncalled attention to the minutes being presented in the annual Volume of Proceedings\n\n"}
{"page": 900, "printed_page": null, "text": "896\n\nNational\n\nEducation\n\nAssociation\n\nand also in the Manual which they held in their hands. Mr. Kelley of Pennsyl\nvania\nmoved that the minutes be approved as submitted. The motion was\nseconded, put,\nand carried.\nAn announcement was made by Mr. Allan concerning the expenses of delegate\ns and\nblank vouchers were distributed with the suggestion that they should be\nhanded in\nat the meeting on Tuesday. Mr. Allan also called attention to the educational exhibit\nand urged that the Board of Directors visit the exhibits as a body at the close of\nthe\nsession. A motion was then made by Mr. Sutton that all attend the exhibits in\na body\nat the close of the meeting. The motion was seconded and carried.\nAfter pleasantries by Mr. Lamkin, Miss Hale, and others, the President called on\nMr. Rogers, chairman of the Budget Committee, for a preliminary report.\nHe said\nhe could announce at that time that the committee had been able to balance the\nbudget\nbut that he could not make the complete report until the meeting arranged\nfor\nTuesday for that purpose.\nIn view of the fact that it would be necessary to pay the expenses of the director\ns\nbefore the budget, as a whole, would be adopted, a motion was made by Mr.\nRogers\nand seconded by Mr. Sutton that the appropriation of $9000 for the expenses of\ndirec¬\ntors and that of $10,000 for the expenses of delegates, be made available immediat\nely.\nAfter discussion the motion was carried by a unanimous vote.\nIt was moved by Mr. Doudna and seconded by Miss Adair that the Presiden\nt\nappoint a committee to fill vacancies in the membership of the National\nCouncil.\nThe motion was put and carried.\n\nThe\n\nPresident\n\nThe\n\nSecretary was\n\nannounced the appointment of the following committee: Mr. H. L.\nSmith, Chairman, Miss Caroline Woodruff and Mr. Edgar Doudna. She\nrequested\nit to report at the meeting called for Friday afternoon.\nA motion was made by Mr. Mooney that the books of the Association be closed\non\nMay 15 of each year instead of on May 30 as in the past. It was explained that\nthe\ntwo weeks additional time was needed for the auditors and others\nto get records in\nshape for the Board of Directors and Representative Assembly. Seconde\nd by Miss\nW oodruff. Carried.\ncalled on for his report. He read the introduction and called\nattention to some of the high spots of the report. A motion was then\nmade by Miss\nAdair to receive the report and place it on file. Seconded by Miss\nWoodruff. Carried.\nIt was explained that the reports of the Board of Trustees and\nof the Treasurer\nwould be presented at the next meeting of the Board of Directors.\nMiss Caroline Woodruff then took the floor to call attention to the\nfact that the\nNational Council of Administrative Women in Education had taken\nall the necessary\nsteps to become a department in the Association. She then moved that\nthe Board of\nDirectors recommend to the Representative Assembly that the Nationa\nl Council of\nAdministrative Women become a department. Mr. Whittenberg seconde\nd the motion.\nThere being no discussion the motion was put and carried by unanim\nous vote.\nT he President, Miss Hale, then asked whether there were other items\nof business\nto be presented at this time.\n\nMr.\n\nSutton asked for the floor to express appreciation to the Board\nof Directors\nand to other friends for the support which he had received as\nPresident, but more\nespecially to commend members of the board for their excellent\nwork during the past\nyear. He was pleased to see directors assuming more and more\nresponsibility. Miss\nHale approved of Mr. Sutton’s remarks and related circum\nstances showing great\ninterest on the part\nof directors.\n\nMr.\n\nKelley of Pennsylvania expressed the feeling that directors\nbe used more\nextensively in all N. E. A. work within the state. He felt\nthat directors ought to be\nmore active in promoting membership in the Association. He\nfelt that the President\nshould consult the director as to the appointment of\ncommittees and as to the\narrangement for membership drives within the state.\nMr Rogers believed we should make greater use of the direct\nors but that we should\navoid building up a political machine. He thought the Presid\nent ought to consult the\n\n"}
{"page": 901, "printed_page": null, "text": "Associational\n\ndirector but that the President\n\nRecords\n\nshould\n\n897\n\nand Information\n\nbe entirely free in making\n\nall committee\n\nappointments. Miss Sullivan of Minnesota, spoke along the same lines. Mr. IV annamaker explained his plan of securing memberships. He felt it was important for the\ndirectors’ own schools to have a 100 percent enrolment. The President called atten¬\ntion to the fact that Mr. JV annamaker’ s system had been 100 percent for many years.\nMiss Adair and Mrs. Joynes of Virginia, Mr. Pearce of Michigan, Miss Woodward\nof Massachusetts, Mr. Hurst of Oklahoma, Mr. Pearson of Kansas, and Mr, Glennie\nof New Jersey each made suggestions as to what directors could do to improve the\nservice. This discussion, full of pleasantries and good suggestions, was plainly ap¬\npreciated by all.\nAt this point the Secretary called attention to the fact that some of the directors\nwere just reaching the hall and others were on the way. He understood that they\nhad been confused because of daylight saving time in Atlantic City. He asked per¬\nmission to list their names.\n\nA motion\ncarried.\n\nwas\n\nthen made\n\nby Mr.\n\nMooney\n\nThe President stated that the adjournment\no’clock.\n\nto adjourn. It was\nwould\n\nseconded, put, and\n\nbe until Tuesday,\n\nJune 28 at 2\n\nJ. W. Crabtree, Secretary\nFlorence Hale, President\n\nTuesday\nA second meeting of the Board\n\nAfternoon,\n\nJune\n\n28, 1932\n\nof Directors of the National\n\nwas held at the Manager’s Office in the Auditorium,\nof the Association, presiding.\n\nEducation\n\nMiss Florence\n\nAssociation\n\nHale, President\n\nAfter the Secretary called the roll, the President announced that a quorum was\npresent as follows. The following were present: Virginia — Cornelia S. Adair, Colo¬\nrado — Mary C. C. Bradford, Missouri — U el JV . Lamkin, Georgia — JVillis A.\nSutton, Illinois — Robert C. Moore, Indiana — Henry Lester Smith, Massachusetts —\nMary McSkimmon, Virginia — Joseph Saunders, Nebraska — E. Ruth Pyrtle, Alabama\n— J. D. Williams, Alaska — A. E. Karnes, Arizona. — J. 0. Mullen, California — F. F.\nMartin, Colorado — JV. B. Mooney, Connecticut — Gordon C. Swift, Florida — James\nS. Rickards, Georgia — M. L. Duggan, Hawaii — Oren E. Long, Idaho — Raymond\nSnyder, Illinois — A. L. Whittenberg, Indiana — Chas. O. Williams, Iowa — Mary A.\nLord, Kansas — M. E. Pearson, Kentucky — R. E. Williams, Louisiana — Annie T. Bell,\nMaine — W m. B. Jack, Maryland — Wm. Burdick, Massachusetts — Annie C. Wood¬\nward, Michigan — Webster H. Pearce, Minnesota — Alice F. Sullivan, Mississipi—\nMiss Ermin Pitts, Missouri — Thos. J. Walker, Montana — R. J. Cunningham, Ne¬\nbraska — Dwight E. Porter, Nevada — Donnell C. Richards , New Hampshire — Robert\nJ. Fuller, New Jersey — Alex. J. Glennie, New Mexico — Paul L. Fickinger, New York\n— Arvie Eldred, North Carolina — T. W. Andrews, North Dakota — L. A. White, Ohio\n— R. E. Offenhauer, Pennsylvania — J. Herbert Kelley, Porto Rico — F. Rodriguez\nLopez, Rhode Island — Charles Carroll, South Carolina — A. C. Flora, South Dakota —\nS. B. Nissen, Tennessee — S. L. Ragsdale, Texas — L. W. Rogers, Utah — Arch M.\nThurman, Wisconsin — E. G. Doudna.\nThere being a number present who could serve for many who were not in attend¬\nance, a motion was made by Mr. Whittenberg of Illinois, seconded by Mrs. Joynes of\nVirginia, to accept these proxies for substitutes until the arrival of the elected direc¬\ntors. He explained that there was some confusion as to the beginning hour of the\nmeeting. The motion was put and carried.\nMr. Doudna of Wisconsin submitted a report for the committee on the appointment\nof members for the National Council. First, the committee recommends that Mrs.\nBradford of Colorado, Mr. Carroll of Rhode Island, Mr. Chamberlain of California,\nMiss Wofford of South Carolina, Miss Hall of Minnesota, Mr. McKenny of Michi¬\ngan, Mr. Rosier of West Virginia, and Mr. Smith of Indiana whose terms expire at\nthis time, be reelected; second, that Mr. Rogers of Texas be elected to the vacancy\n\n"}
{"page": 902, "printed_page": null, "text": "898\n\nNational\n\nEducation\n\nAssociation\n\ncaused by the death of Superintendent Marrs and that Mr. Plenzke of Wisconsin\nbe\nelected to the place made vacant by the resignation of Mrs. Bradford of Wisconsi\nn.\nA motion was made to accept the report of the committee and elect those\nnamed as\nmembers of the National Council. Seconded. Carried.\n\nThe President then called on Mr. Rogers, chairman of the Budget\nCommittee, for\nthe report which had been prepared and printed in tentative form. Copies\nof the\nleport were distributed. Mr. Rogers went over it carefully explain\ning the figures\nin detail. (The budget in complete form is printed elsewhere in this volume\n. See\nindex). Mr. Rogers gave much credit to the Secretary and members of the\nhead¬\nquarters staff for the saving of $20,000 from what had been approp\nriated a year\nago. He stated that that led the committee to believe that it could make a reasona\nble\nestimate of income and yet feel entirely safe in case a further emerge\nncy should\ndevelop. Among other things he said: “In other words, the committee took the\nposi¬\ntion that we want to go ahead under full steam with our activities and not show\nany\nundue fear, but at the same time we want to be safely within the revenues\nwhich\nmay be anticipated.” Mr. Rogers stated that the committee made the followi\nng\nrecommendation: That the President and Secretary of the Association\nbe duly\nauthorized and instructed to make whatever reductions they find necessa\nry in order\nto meet an emergency occasioned by an unexpected loss in revenue. Then he pro¬\nceeded to discuss the recommendation as follows: “Now while we think we are\nperfectly safe, at the same time none of us can tell what may happen next\nyear.\nWe know, for example, that the full force of the deflation or liquidation we have\nheard so much about is striking the school teachers themselves this year more than\nit did last year and while we think we are safe we would like to prepare for\nany\nemergency that may arise. And in this connection let me say, with special reference\nto this recommendation here, that Mr. Crabtree, speaking for the staff, has assured\nthe committee, and in turn I am assuring this Board of Directors, that if that emer¬\ngency arises the headquarters staff is perfectly willing to accept a furlough of two\nweeks or a month, without pay, but with the full load of work carried forward.\nI think that is a very generous attitude on the part of the staff. I didn’t want to write\nthat into the report because we felt as a committee we ought to take the position we\nare going right ahead and not put out anything in regard to cutting salaries and\nhaving furloughs and things of that kind. But that is the assurance we have from\nMr. Crabtree and his staff, if an emergency of that kind should arise, and I mean\nfor this resolution to give full authority to grant furloughs to the staff and to re¬\nduce other appropriations.”\nOwing to conditions it is recommended that no additions be made to the list of\npermanent employees in 1932-33.\nThe committee recommends: “That the Executive Committee be instructed, if\npossible prior to the next meeting of the Budget Committee, to consider necessary\nadjustments in the classification and salary schedule.” Then Mr. Rogers proceeded\nto discuss this recommendation as follows: “The present schedule was adopted, I\nbelieve, in 1927. Naturally in the length of time that has intervened there has been\na shifting of responsibility in divisions and it occurred to the present committee that\nit would be well before your next Budget Committee is asked to make a report that\nthe Executive Committee should go carefully over this schedule and make whatever\nrecommendations it desires as to adjustments. The Budget Committee, of course,\nhas considered the salary schedule as presented to it by the staff, as being authorized\nby the Board of Directors and the Association, and, of course, has made its recom¬\nmendations for appropriations in accordance with it, but in the judgment of the\nBudget Committee, there should be some adjustments — at least the subject should be\nconsidered.”\nThe committee recommends: “That the purchase of emblems for past presidents\nof the Association, authorized last year, be postponed for the duration of the de¬\npression.” Then he discussed the recommendation as follows: “It would require quite\na large sum of money to make that purchase. The purchase has not been made, so\n\n"}
{"page": 903, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n899\n\nin our judgment\n\nit would probably be well, at least for the next year,\nthat it be\npostponed.” Chairman Rogers then called attention to\nthe important items in the\nappropriation. He explained why the allowance was made less\nto some committees\nand greater for others. He explained that the committee\nhad made its appropriation\nto care for the most important items in divisions and in\ncommittee work. He then\nanswered questions from the floor and moved the adopti\non of the report. The\nmotion was seconded and the chairman called for discussion.\nA number of members\ntook part in the discussion largely in the nature of asking\nfurther questions about\nthis appropriation and that. The motion was put and carrie\nd by unanimous vote.\nThe Treasurer, Henry Lester Smith of Indiana, was next called\nupon for a re¬\nport. He explained that the report was in printed form in\nconnection with the\nreport of the auditors. After explaining the report in detail he\nmoved that it be\nadopted by the Board of Directors. Seconded. Carried.\nThe President, Miss Hale, called upon Mr. Saunders , chairman\nof the Board of\nTrustees, for a report. He called attention to the printed report\nexplaining certain\nitems and asking for members to stop him on items on which additio\nnal informa¬\ntion was desired. He called attention to the fact that while all\nother organizations\nhad apparently lost on their securities during the last year or so,\nthere had been\nno loss at all on the securities of the National Education Association\nso far as the\nincome was concerned. He accounted for the apparent discrepancies\nbetween the\nAuditor’s Report and that of the Board of Trustees. He then moved\nbe received and made a matter of record. The President asked if thethat the report\nmembers de¬\nsired to ask further questions.\nMr. Jack of Maine asked to have certain points clarified. Attention\nwas called to\nthe fact that a motion had been made and seconded to adopt the report.\nIt was then\nput to vote and carried.\nThe Secretary presented a form that should be adopted by the Board of Director\ns\nin order to enable the Association to borrow money to tide over the summer\nvacation.\nHe presented the usual form which banks require. Mr. Sutton of Georgia\nmoved\nthat the authorization be given. Seconded by Mr. Lamkin of Missouri. Carried.\n_ Mr • Lamkin of Missouri then announced that he planned to make a recommenda¬\ntion at the meeting on Friday concerning the election of the Budget Committee. He\nthought we ought to have continuity from year to year and yet at the same time we\nought to get some new blood into it every year and he stated that he would bring a\nresolution to the attention of the Board of Directors on Friday to accomplish\nthat\npurpose.\nThe President, UIiss Hale, called attention to the resolution which had been pre¬\nsented to the Representative Assembly to make Dr. John Dewey honorary president\nof the Association which was referred to the Board of Directors for consideration\nand recommendation. She asked that the matter have careful attention and that\na definite recommendation be made and presented at the next session of the As¬\nsembly. It was reported that Dr. Dewey’s friends would prefer his having the\nhonorary presidency to that of being president of the Association altho he had\nbeen nominated for the presidency. A spirited discussion followed. Some doubted\nthe advisability of establishing an honorary position of that kind. Some thought it\nwould not be possible to do so under the present charter and bylaws. Some thought\nit would be embarrassing to Dr. Dewey, especially since his name had been pre¬\nsented to the Representative Assembly to make John Dewey honorary president.\nAmong those who participated in the discussion were: Mr. Kelley of Pennsyl¬\nvania, Mr. Carroll of Rhode Island, Mr. Lamkin of Missouri, Mr. Saunders of\nVirginia, Mr. Jack of Maine, Mr. Andrews of North Carolina, Miss Adair of\nVirginia, Mr. Cunningham of Montana, Mrs. Bradford of Colorado, Mr. IValker\nof Missouri, Mr. Duggan of Georgia, Mr. Gwinn of California, Mr. Sutton of\nGeorgia, and Mr. Offenhauer of Ohio.\nIt developed that certain points needed to be cleared up before members were\nready to vote. Hence a motion was made by Mr. Sutton of Georgia that a com-\n\n"}
{"page": 904, "printed_page": null, "text": "900\n\nNational\n\nEducation\n\nAssociation\n\nmittee consisting of five directors be appointed\n\nto consider the points involved\n\nto report back to the Board\n\nmotion was\n\nof Directors. The\n\nseconded\n\nand\n\nby Mrs. Brad¬\n\nford.\nMiss Woodruff of Vermont suggested that to relieve the President from em¬\nbarrassment the committee be appointed from the floor and the suggestion was ac¬\ncepted by Mr. Sutton. In discussing the motion the remarks centered around the\nquestion of holding another meeting of the Board of Directors to hear the report\nof the special committee under consideration. The following are among those who\nspoke on the question: Mr. Lamkin of Missouri, Mr. Mooney of Colorado, Miss\nMcSkimmon of Massachusetts, Mr. Rickards of Florida, and Mr. Andrews of North\nCarolina. The question being called for, the motion was put and carried. Mr.\nMooney moved that Mr. Lamkin be made chairman of the committee. Seconded.\nCarried. Miss Pitts of Mississippi moved the selection of Mr. Sutton. Seconded.\nCarried. Miss Woodruff of Vermont moved that Miss McSkimmon be a member of\nthe committee. Seconded. Carried. Mr. Smith of Indiana moved that Mr. Saunders\nbe a member of the committee. Seconded. Carried. Miss Wilson of Washington\nmoved that Mr. Eldred of New York be a member of the committee. Seconded.\nCarried. Mr. Saunders asked the privilege of withdrawing and nominated for his\nplace Mr. Cook of West Virginia, giving reason for the request. The motion was\nseconded and carried. A motion was then made by Mr. Mooney of Colorado that\n\nwhen the meeting adjourned, it recess until 8 p. m. to hear a preliminary report\nfrom the committee. Motion seconded, put, and carried.\nMr. Rogers of Texas suggested that Mr. Crabtree, the Secretary, and Mr. Saunders,\nthe Parliamentarian, be requested to meet with the special committee. The Presi¬\ndent requested them to do so. A motion was made by Mr. Mooney of Colorado\nto adjourn\n\nuntil 8 o’clock in the evening. The\n\nmotion\n\nwas seconded and carried.\nJ. W. Crabtree, Secretary\nFlorence\n\nTuesday\nAn\n\nadjourned\n\nEvening,\n\nmeeting of the Board\n\nJune\n\nHale,\n\nPresident\n\n28, 1932\n\nof Directors of the National\n\nEducation\n\nAsso¬\n\nciation was held at the Manager’s Office in the Auditorium. The meeting was\ncalled to order at 8 o’clock by Vicepresident Willis A. Sutton.\nThe Chairman announced the purpose of the meeting was to hear a report of\nthe special committee, which had been appointed to make rcommendations on the\nquestion of conferring an honor on Dr. John Dewey. He asked the Secretary to\ndetermine whether a quorum was present. On being informed that more than onehalf the states were represented, and that others were arriving, he called on Mr.\nLamkin, chairman of the committee, for the report.\nMr. Lamkin explained that the committee had not yet completed its work, but\nthat it hoped that the New York delegation would withdraw the nomination of\nDr. Dewey for the presidency and that the following action would then be taken:\n“Be It Resolved by the Delegate Assembly of the National Education Association\nthat an honorary life presidency of the National Education Association and an\nassociate chairmanship of the Committee on Social Economic Objectives of America\nbe, and is hereby, conferred upon Dr. John Dewey of Columbia University, and\nthat an honorary life presidency of the National Education Association and an\nassociate chairmanship of the Committee on Resolutions be, and is hereby, con¬\nferred upon Dr. Albert E. W inship of the Journal of Education, Boston, Mass.,\nprovided that such positions do not invest the said John Dewey and Albert E.\nWinship\n\nwith any of the powers\n\nand duties prescribed for officers by the charter\n\nand bylaws of the corporation known as the National Education Association.”\nHe explained that the committee had arranged to get in touch with Dr. Dewey\nto ascertain whether\n\nthis arrangement\n\nwould\n\nbe satisfactory to him. He\n\nthen made\n\n"}
{"page": 905, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n901\n\nof this resolution. Seconded by Mr.\nJack of Maine. The Chairman announced that the proposal was open for discus¬\nsion. The same points were raised that had been raised in the previous meeting.\nWould such action be in harmony with the constitution and bylaws; would it con¬\nstitute a precedent; would it be a real honor to Dr. Dewey and Dr. W ins hip;\nwould it be wise for the Association to take action of this kind on the spur of the\nmoment? Other questions were asked and discussed. The questions were answered\nby the committee. Among those who actively participated in the discussion were:\nMr. Whittenberg of Illinois, Mr. Kelley of Pennsylvania, Mr. Eldred of New York,\nMr. Walker of Missouri, Miss Adair of Virginia, Mr. Williams of Indiana, Mr.\nLong of Hawaii, Mr. Jack of Maine, Mrs. Joynes of Virginia, Mr. Lamkin, the\nchairman, Mr. Smith of Indiana, Mr. Martin of California, and Mr. Carroll of\nRhode Island.\na motion\n\nthat the Board\n\nof Directors\n\napprove\n\nDuring the discussion, a desire developed to include the name of Mrs. Dorsey as\none to receive the honorary presidency of the Association. A motion was made bv\nMr. Duggan of Georgia that her name be included. The motion was seconded, but\nbefore it was put, Mr. Martin of California requested that her name be omitted at\nthis time. He stated that Mrs. Dorsey was not at the convention and that the Cali¬\nfornia delegation would rather honor her at some future time than to include her\nname at present, whereupon the maker of the motion withdrew it with the consent\nof the second. After further discussion, Mr. Carroll of Rhode Island made a motion\nto lay the main motion on the table. Seconded, put, and lost. The Chairman stated\nthat if there was no further discussion, a vote would be taken on the motion. He\ncalled upon the Secretary to call the roll and asked the states to answer “yes” or\n“no” as the names of the states were called. The vote stood thirty-two “ayes,’\nseventeen “nays,” twelve states not voting. Report adopted. The Chairman, Mr.\nSutton, then spoke as follows:\n“Ladies and gentlemen, you have adopted the report of your committee. I believe\nthis report represents our best efforts. The committe stayed after hours and worked\nhard and did the best it could in formulating a report which would be acceptable.\nThe Board of Directors has given careful consideration to the matter. I do hope\nthat this resolution will receive the complete endorsement of the Representative\nAssembly.\nA motion was then made by Mr. Rickards of Florida for a standing vote to\nexpress appreciation of the work of the committee. The motion was seconded.\nCarried. There being no further business to come before the meeting, a motion to\nadjourn was entertained, seconded, and carried.\nThe meeting was declared adjourned.\nJ. W. Crabtree, Secretary\nWillis\n\nFriday\n\nAfternoon,\n\nA.\n\nSutton,\n\nVicepresident\n\nJuly 1, 1932\n\nThe meeting of the new Board of Directors of the National Education Associa¬\ntion met as scheduled, in the order of business for the convention, in the Man¬\nager’s Office in the Auditorium, at 2 oclock. The meeting was called to order by\nDr. Joseph Rosier, the newly elected President.\nThe Secretary was asked to call the roll. The following answered present: Ala¬\nbama— J. D. Williams, Arizona— J. O. Mullen, California — F. F. Martin, Colo¬\nrado — W. B. Mooney, Connecticut — Helen T. Collins, Delaware — H. V. Holloway,\nDistrict of Columbia — Edith Louise Grosvenor, Georgia — M. L. Duggan, Hawaii —\nMiss Carrie A. Thompson, Idaho — Raymond H. Snyder, Illinois — A. L. Whittenberg, Indiana — Charles O. Williams, Iowa —Mary A. Lord, Kansas— M. E. Pear¬\nson, Louisiana — P. H. Griffith, Maine— W. B. Jack, Maryland — William Burdick,\nMassachusetts — Annie C. Woodward, Michigan — Webster H. Pearce, Minnesota —\n\n"}
{"page": 906, "printed_page": null, "text": "902\n\nNational\n\nEducation\n\nAssociation\n\nH. L. If ahl strand, Missouri — Thomas J. IValker, Montana — R. J. Cunningham,\nNebraska — Dwight E. Porter, New Hampshire— Robert J. Fuller, New Jersey—\nAlexander J. Glennie, New York — Frederick H. Law, North Carolina — T. Win¬\ngate Andrews, Ohio R. E. Offenhauer, Oklahoma — M. E. Hurst, Oregon — Charles\nE. Lewis, Pennsylvania — J. Herbert Kelley, Rhode Island— Charles Carroll, South\nCarolina A. C. Flora, Texas — L. W . Rogers, Utah — A. M. Thurman, Vermont —\nCaroline S. If oodruff, Virginia — Mrs. Edith B. Joynes, West Virginia — Mrs. Zim¬\nmerman, Wisconsin — Blanche M. McCarthy.\nOf the Life Directors the following reported as present: Virginia — Cornelia S.\nAdair, Missouri— U el W. Lamkin, Massachusetts— Mary McSkimmon, Nebraska—\nE. Ruth Pyrtle, Georgia— Willis A. Sutton, Indiana— Henry Lester Smith, Maine—\nFlorence Hale, Illinois — State Teachers’ Association of Illinois, Robert C. Moore.\nA motion was made by Mr. Sutton that persons holding proxies for the regular\nelected directors, and answering the roll call for their respective states, be substi¬\ntuted for the elected directors. Motion duly seconded, put, and carried.\nThe Chairman then stated that the first order of business would be to hear\ninvitations from cities desiring to entertain the next convention. A motion was\nmade by Mr. Carroll of Rhode Island that each city be limited to five minutes. The\nmotion was duly seconded, put, and carried. The Secretary stated that the follow¬\ning places had expressed a desire to extend the invitation: Chicago, Detroit, Mil¬\nwaukee, and Cincinnati. The invitation for Chicago was extended by Mr.\nA. L.\nWhittenbei g. He called attention to what it would mean to Chicago to have the\nmeeting and to what the Association would get from holding its convention in\nthat city. The invitation for Cincinnati was extended by Mr. Sayres of Cincinnati,\nwho represented Superintendent Roberts in extending the invitation. He presented\nletters and documents from the Board of Education and others. The invitation for\nDetroit was extended by Mr. Cody, representing the schools and the Chamber of\nCommerce. The invitation for Milwaukee was extended by Mr. Potter, superin¬\ntendent of schools. An invitation to meet in Washington was extended by Miss\nGrosvenor, State Director for the District of Columbia. An invitation was extended\nfrom San Francisco by Mr. Gwinn, superintendent of schools, for the year 1935.\nAfter these very cordial invitations from the various cities, the President stated\nthat the vote would be a preferential vote. The Executive Committee would inves¬\ntigate conditions and have full authority to decide upon the place. He stated that\nit would be guided, so far as possible, by this preferential vote. Slips of paper\nwere distributed and each director was asked to name the city of his preference.\nMr. Williams of Indiana and Mrs. Joynes of Virginia were appointed as tellers.\nThe Chairman stated that while waiting for the count of the vote for the\nlocation of the next convention, he would call for the report of the Budget Com¬\nmittee. Mr. Rogers, the chairman, called attention to the report which had been\nadopted by the Representative Assembly and moved that those amounts be appro¬\npriated by the Board of Directors, for carrying forward the Association’s business\nduring the present year. His motion was seconded by Mrs. Zimmerman of West\nVirginia. After discussion, and after a number of questions had been answered\nthe motion was put and unanimously carried.\nAt this point, Mr. Williams announced the following as the vote on the location of\nthe next convention: Chicago, twenty-four; Milwaukee, seventeen; Detroit, eleven.\nThe President then stated that Chicago had the preferential vote of the directors for\nthe next convention. He informed the Executive Committee to look into conditions and\ndetermine whether the convention could be held in Chicago.\nThe next order of business being that of electing officers, Mrs. Joynes of Virginia\nreceived recognition to nominate Mr. Saunders for re-election as a member of the\nBoard of Trustees. She called attention to his faithful service as a member of the\nBoard\n\nand to his work\n\nduring the past year as chairman\n\nof the Board. The\n\ndirectors\n\n"}
{"page": 907, "printed_page": null, "text": "Records\n\nAssociational\n\nand\n\nInformation\n\n903\n\nfrom West Virginia, Maine, and a few other states seconded the nomination. A motion\nwas then made by Mr. Martin of California that the nomination be closed, seconded,\nand carried. This was followed by a motion made by Mr. Mooney of Colorado and\nseconded by directors from various states that the Secretary be instructed to cast the\nunanimous ballot of the Board of Directors for Mr. Saunders to succeed himself on\nthe Board of Trustees. The motion was passed by unanimous vote and the Secretary\nstated: “The vote is hereby cast for Mr. Saunders’ re-election on the Board of\nTrustees.” Members called for a speech from Mr. Saunders. He responded with a\nfew well-chosen remarks indicating his appreciation of the honor.\nOn the announcement by the President that the next order of business would be to\nelect a member of the Executive Committee, Miss Grosvenor , of the District of\nColumbia nominated Superintendent Thomas IV. Gosling of Akron, Ohio, to succeed\nDr. Rosier who had become President. The nomination was seconded by Mr. Sutton\nof Georgia and by other directors. A motion was then made by Mr. Mooney that\nnominations be closed and that the Secretary be instructed to cast the ballot of the\nBoard of Directors for Superintendent Gosling. This motion was seconded by a num¬\nber of directors, voted upon, and unanimously carried. The Secretary thereupon\nformally cast the vote of the Board of Directors for Mr. Gosling. In answer to calls\nfor a speech, Superintendent Gosling expressed appreciation for the honor and inter¬\nest in the success of the Association.\nThe President stated that it would be proper to hear from Mr. Lamkin who had\nannounced previously that he desired to offer a resolution before members of the\nBudget Committee were elected. After explaining why changes in the procedure\nshould be made, he moved that the Budget Committee be composed of five elected\nby the Board from among the elected directors and that they serve for a period of\nthree years except that the five elected this year shall determine among themselves\nby lot one person to serve one year, two for two years, two for three years, and that\nthey shall not be eligible to succeed themselves. He explained that if the motion\npassed, no one hereafter would serve for more than three years and while there would\nbe previous service and experience in the Board all the time, there would be some\nnew material coming into it each year. The motion was seconded by Mr. Duggan of\nGeorgia and by Mr. Rogers of Texas. After remarks by Mr. Rogers, Mr. Gwinn, and\nothers and after a number of questions had been answered by Mr. Lamkin, the ques¬\ntion was called for and the motion was voted upon and carried by unanimous vote.\nMr. Hurst of Oklahoma nominated Mr. L. W. Rogers of Texas. Mr. Carroll of\nRhode Island seconded the nomination. Mr. Sutton of Georgia nominated Mr. Carroll\nof Rhode Island. Nomination seconded. Mr. Andrews nominated Mr. Mooney of\nColorado. The nomination was seconded. Mr. Jack of Maine nominated Mr. Kelley\nof Pennsylvania. The nomination was seconded. Mr. Offenhauer of Ohio nominated\nMr. Whittenherg of Illinois. The nomination was seconded.\nMr. Kelley asked the privilege of withdrawing his name which was granted by the\nPresident. He then nominated Miss Caroline Woodruff of Vermont. Miss Woodruff\ndeclined and nominated Miss Pyrtle. Miss Pyrtle declined because she was not an\nelected member of the Board. Mr. Carroll then nominated Miss W oodward of Massa¬\nchusetts. Mr. Whittenberg seconded the nomination. The President said that five\nmembers had been nominated and asked the pleasure of the Board of Directors. Mr.\nWalker of Missouri moved that the nominations be closed and that the Secretary cast\nthe vote of the Board for the five persons named. The motion was seconded, voted\nupon, and carried. The Secretary then announced formally that the ballot of the\nBoard had been cast for the following, to constitute the Budget Committee for the\nyear 1932-33 : Mr. Rogers, Mr. Carroll, Mr. Mooney, Mr. Whittenberg, and Miss\nWoodward.\n\nMr.\n\nAndrews\n\nasked whether\n\nit would\n\nprovide directors with information\nconvention so that members would\n\nbe possible for the Budget\n\nCommittee\n\nto\n\nconcerning the budget before the opening of the\nhave time to give thought to various items. Mr.\n\n"}
{"page": 908, "printed_page": null, "text": "904\n\nNational\n\nMooney\n\nexpressed\n\nEducation\n\nthe belief that the request\n\nAssociation\n\ncould\n\nbe complied\n\nwith. The\n\nSecretary\n\nindicated that since the Board of Directors had arranged for closing the books of the\nAssociation on May 15, that information could be ready two weeks earlier than usual.\nMr.\n\nCarroll\n\nof Rhode\n\nIsland\n\ncalled attention\n\nto the information\n\nwhich\n\nthe Secretary\n\nthe method\n\nof preparing\n\nCarroll, Mrs.\n\nZimmerman,\n\nhad provided for the Board of Directors and said that he thought it would be well\nfor copies of this information to be sent to directors even after the meeting adjourned\n.\nMr.\n\nRogers,\n\nchairman\n\nof the Budget\n\nCommittee,\n\nexplained\n\nthe budget and the kinds of information which were obtained from the central office\nand from other sources. He thought it would be entirely possible hereafter\nto provide\nadvance information. It was stated that heretofore the auditors completed their\nreport\nonly a day or two before the convention opened, making it impossible to give\nout\ninformation which will be available hereafter.\nA number of members took part in a general discussion of the question which had\nbeen raised. Among those who made constructive suggestions were Mr. Andrews\n,\n\nMr.\n\nCunningham,\n\nMr.\n\nMr.\n\nIV kite, Miss\n\nAdau , and Mr.\n\nGwinn,\n\nMr.\n\nRogers, Mr.\n\nFlora, Mr.\n\nWhittenberg.\n\nThe\n\ndiscussion\n\nwas\n\non a friendly and\n\nconstructive basis and was of interest and value to all who attended the meeting.\nThe President, Dr. Rosier, then spoke on the question of not only\nkeeping the\ndirectors more fully informed than in the past but of adding to their responsi\nbility.\nHe felt that more and more the Association ought to look to the state director\nas the\nspokesman for matters within the state. He indicated briefly a number\nof points on\nwhich he felt that directors could be of help to him and to the Association\nduring the\nyear ahead. His speech was greatly appreciated in that it outlined the\npolicy and\nplans of the President for 1932-33.\n\nA motion was then made by Mr. W hittenher g to accept the resignations of\nthose\nwho had been serving as proxies for directors and to reinstate the regularl\ny elected\ndirectors. The motion was seconded and carried. There being no further\nbusiness to\ncome before the Board, the meeting adjourned.\nJ. W. Crabtree, Secretary\n\nMINUTES\n\nOF\n\nTHE\n\nMEETINGS OF\nCOMMITTEE\n\nWashington,\nSunday\n\nForenoon,\n\nPresident\n\nJoseph\n\nRosier,\n\nTHE\n\nEXECUTIVE\n\nD. C.\n\nFebruary\n\n21, 1932\n\nA meeting of the Executive Committee was held at the headquarters building. The\nmeeting had been announced in the convention program. The following were\npresent: Florence Hale, President; Joseph H. Saunders; H. L. Smith; and Joseph\n\nRosier.\n\nWillis A. Sutton\n\nwired\n\nthat he had\n\nbeen\n\ndetained\n\nin Atlanta\n\nand\n\nwould\n\nnot\n\nbe able to attend the meeting. Edgar G. Doudna and J. M. Gwinn of the Board of\nTrustees were present on invitation. Dr. Gwinn remained for only a part of the\nmeeting.\nThe Chairman,\nMr.\n\nLewis\n\nwho were\napproval.\n\nand\n\nMiss Hale, called the meeting to order at 10 oclock. She called upon\nMr.\n\nLaw,\n\nofficers of the new\n\npresent, to submit\n\nDepartment\n\nthe constitution and\n\nbylaws\n\nof Secondary\n\nEducation,\n\nof the Department\n\nfor\n\nAfter they had presented the constitution and bylaws in form for approval, they\ncalled attention to the financial needs of the Department. They stated that they ought\nto have at least $500 for a membership drive. After discussion, a motion was made\nby Mr . Smith to accept the constitution and bylaws as presented with the modifica¬\ntions suggested. Seconded by Mr. Saunders. Carried. A motion was then made by\n\nMr.\n\nSmith\n\nDepartment.\n\nto appropriate\n\nSeconded\n\n$500\n\nfrom\n\nthe emergency\n\nby Mr. Rosier. Carried.\n\nfund\n\nfor the use\n\nof the new\n\n"}
{"page": 909, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n905\n\nInformation\n\nAfter hearing Mr. Marsh, president of the Department of Adult Education, on the\nemergency needs of the Department, a motion was duly passed appropriating $500\nfrom the emergency fund for this Department.\nA motion was passed to appropriate $500 from the emergency fund to apply on\nmembership in the World Federation of Education Associations and in the United\nStates Chamber of Commerce; to appropriate from the emergency fund for the use\nof the Board of Trustees, and for the use of the Executive Committee, to prevent\nan overdraft on the appropriations for these boards.\nThe following letter from Dr. S. P. Duggan of Columbia University was read:\nJanuary\n\n30, 1932.\n\nMy dear Mr. Crabtree:\nI am writing to you because I know you personally, but I am asking you to bring\nthe enclosure to the attention of the Executive Committee.\nI spent five months in South America, addressing universities, schools, and\nteachers organizations in the various countries. I was everywhere received with\nthe greatest enthusiasm, and our ambassadors and ministers assured me that the\nvisit resulted in a great deal of friendlier feeling towards the United States. If\nyour Executive Committee will send a reply to the enclosure to me, I will forward\nit to the proper organization in Brazil.\nSincerely yours,\n(Signed) S. P. Duggan.\nThe\n\nfollowing is a translation of the greetings mentioned\n\nTo\n\nThe\n\nPrimary\n\nSchool\n\nTeachers\n\nof the\n\nUnited\n\nby Dr. Duggan:\n\nStates of North\n\nAmerica\n\nThe National Federation of Societies of Education, comprising twenty-two\nassociations thruout Brazil, together with the Teacher League of Rio de Janeiro,\nrequest the eminent educator, Dr. Stephen P. Duggan, to be the bearer of a mes¬\nsage of admiration and fraternity which the primary school teachers of Brazil\nsend to their colleagues in the United States of North America. They wish to\noffer their cordial and strong cooperation toward human fraternity, convinced\nthat upon the work of the teachers in the primary schools depends the formation\nof the soul of the child and the feeling of sympathy which will bring about uni¬\nversal peace.\nBrazil, October 15th, 1931.\n(Signed) Jose Augusto Bezarro de Medeiros,\nPresident of the National Federation\nof Societies of Education.\n(Signed)\n\nFloripes Anglade Lucas,\nPresident of the Teachers\n\nLeague.\n\nA motion was then passed, by a unanimous vote, that the Secretary be authorized\nto send the following message to Brazil, over the signature of the members of the\ncommittee :\nThe\n\nNational\n\nEducation\n\nAssociation\n\nof the United\n\nStates, consisting of 220,000\n\nteachers, representing\n\nevery phase of the teaching profession, desires to express\nits gratitude for the message recently received from the teachers of Brazil signed\nby Jose Augusto Bezarro de Medeiros, President of the National Federation of\nSocieties of Education, and Floripes Anglade Lucas, President of the Teachers\nLeague, and borne by Dr. Stephen P. Duggan. The teachers of the United States\nwish to convey to the teachers of Brazil the abiding faith they hold in the school\nas the best agency for the development\ntional goodwill.\n\nof the ideals of brotherhood\nExecutive\n\nand interna¬\nCommittee.\n\n"}
{"page": 910, "printed_page": null, "text": "906\n\nNational\n\nEducation\n\nAssociation\n\nThe Sea ctary piesented Mrs. Helen T. Hixson’s request that she be permitted to\nretire from her position as Director of the Division of Accounts as of February\n15,\nin order to give her entire time over to the care of an aged mother. He recom¬\nmended that her request be granted and that arrangements be made to pay her\nthe\nmonthly retirement allowance as provided in the retirement plans.\nA motion was passed, by a unanimous vote, to accept the request and to authorize\nthe payment of the allowance of fifty dollars a month. After a discussion of Mrs.\nHixson’s\n\nlong and\n\nof the Association\n\nAssociation\nMr.\n\nefficient services, a motion\n\nwas\n\npassed\n\nto express to her the appreciation\n\nfor her twenty-four\n\nSaunders , seconded\n\nby Mr.\n\nauthorizing\n\nyears of efficient service. This motion\nRosier, and\n\ncarried\n\nthe President\n\nof the committee\n\nby a unanimous\n\nand of the\n\nwas\n\nmade\n\nby\n\nvote.\n\nThe Secretary explained that he had appointed Miss Mary J. IVinfree to the\nposition temporarily and that he now recommended her election to the directorship\nof the Division of Accounts at a salary of $4,000 a year. He explained that she was\nvicepresident of the Commercial National Bank and rated as one of the leading bank\nofficials in the city. A motion was then made by Mr. Rosier to elect Miss IVinfree\nto this position at a salary of $4,000 a year, her services to begin as of February 15.\nSeconded by Mr. Smith. Carried.\nIt was explained that Mrs. Bertha Robbins had reached the retirement age of\nsixty-five but that she desired to continue longer in the services of the Association.\nIt was decided that action on the part of the Executive Committee would be neces¬\nsary. A motion was, therefore, made by Mr. Smith to permit her to remain next\nyear at her present salary, with the understanding that this action is not to be con¬\nsidered as a precedent. Seconded by Mr. Rosier. Carried.\nThe Secretary called attention to the plans in operation in each division for prac¬\ntising economies in various ways. He presented copies of suggestions made by di¬\nrectors and by other staff members on savings. A motion was made by Mr. Smith to\nexpress appreciation to the members of the staff for their conscientious efforts to\nshare with officials the responsibility of making savings at the present time. Seconded\nby Mr. Rosier. Carried.\nFollowing\nSmith\n\na suggestion, made\n\nthat the staff members\n\nby the Chairman,\n\npresent\n\nexpense\n\na motion\n\naccounts\n\neach\n\nwas\n\nmade\n\nby Mr.\n\nmonth\n\nand\n\nthat no\n\naccount for the current year should be considered during the following year, unless\nrecommended by the retiring president. Seconded by Mr. Rosier. Carried.\nA motion was made by Mr. Rosier, and seconded by Mr. Saunders , to authorize\nthe Secretary to arrange to pay the bill of $1,000 for the Council on Education out\nof the funds as appropriated. Carried.\nIt was moved by Mr. Rosier and seconded by Mr. Smith that “The Executive Com¬\nmittee of the National Education Association hereby extends to Miss Mary McSkimmon\n\nits heartiest\n\nof the original annual\n\nappreciation\n\nfor her personal\n\nreports of Horace\n\nMann.\n\ngift to the Association\n\nThese\n\nof a set\n\nreports constitute a priceless\n\naddition to the Association’s collections and are a timely help in preparing for the\nHorace Mann Centennial in 1937. They are doubly valued as coming from Miss\nMcSkimmon\n\nwhose\n\noutstanding\n\nservice as president\n\nof the Association\n\nin 1926 made\n\na large contribution to the Association’s growth and leadership.” Carried. All mem¬\nbers of the Executive Committee and Board of Trustees signed the resolution of\nappreciation for Miss McSkimmon.\n\nThere being no further business before the committee, a motion was duly made to\nadjourn until Monday forenoon, February 22, at 11:00 oclock.\nJ. W. Crabtree, Secretary\nFlorence\n\nMonday\nThe\n\nmeeting\n\npresident’s room\n\nForenoon,\n\nof the Executive\n\nCommittee\n\nof the headquarters\n\nFebruary\nwas\n\nHale,\n\nPresident\n\n22, 1932\n\ncalled to order at 11 oclock in the\n\nbuilding with the following answering\n\nto roll\n\n"}
{"page": 911, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n907\n\nInformation\n\ncall: Miss Hale, President; Mr. Saunders, Mr. Rosier, Mr. Smith. Mr. Sutton was\nabsent. All members of the Board of Trustees were present on invitation.\nThe following statement was presented by Mr. Allan:\nFebruary 17, 1932.\nDear Mr. Crabtree:\nFollowing are comparative proposals for printing, binding, mailing, and de¬\nlivery of the Volume of Proceedings for 1932:\n$7089.97\nJudd and Detweiler, Inc .\n7109.44\nLord Baltimore Press .\n8023.30\nNational Capitol Press .\n9214.59\n. .\nWaverly Press .\nno return of\nNational Publishing Company .\n\nproposal\nI recommend the selection of Judd and Detweiler, Inc., for the above work.\nThis recommendation is made, not only on account of low price, but because of\nconsistent promptness and efficiency of service. Type will be held standing for\nas long a period as we may require. If paper costs at the time of press work are\nlower than they are today, the advantage of the lower cost will be given to us.\n(Signed) H. A. Allan, Business Manager.\nAfter discussion, a motion\nders that the Secretary\n\nwas\n\nmade\n\nbe authorized\n\nby Mr.\n\nby Mr. Rosier and seconded\n\nto enter into contract\n\nand\n\nwith Judd\n\nSaun¬\n\nDetweiler,\n\nInc., to print the annual Volume of Proceedings. Carried.\nAt this point, Mr. Smith stated that he had been requested by Mr. Robinson, of\nthe Department of Rural Education, to present again the request of the Department\nfor a rural school interpreter to be added to the headquarters staff. He stated that\nthe committee had previously passed a motion approving of the recommendation as\nthe next addition to the staff. He did not, himself, feel that the addition could be\nmade at this time.\n\nand the\nThe question was discussed by members of both the Executive Committee\nBoard of Trustees. It was agreed that the Secretary should explain to Mr. Robinson\nto\nthat the committee still felt that the rural interpreter should be the next addition\ned to\nthe staff, but that this action could not be taken at this time. He was instruct\nexpress the appreciation of the committee to Mr. Robinson.\nMiss\n\nfVofford\n\nraised\n\nthe question\n\nas to whether\n\nan\n\nappropriation\n\nshould\n\nnot be\n\nIt was the\nmade for the rural department as had been made for other departments.\nthe Budget\ngeneral feeling that the needs of the Department should be presented to\nCommittee.\ning\nA motion was made by Mr. Saunders and seconded by Mr. Smith, authoriz\npages\nthe Secretary to reduce the size of the Volume of Proceedings to one thousand\nif he considers that the emergency makes it necessary. Carried.\nThe Journal\nA motion was duly passed, authorizing the number of the pages in\nthan forty-eight\nto be reduced, in proportion to the loss of advertising, to not less\npages.\nIt was the sense of the Committee that the Research Bulletins, and all other pub¬\nwas\nlications of the Association, be reduced in size, owing to reduced income. It\ned\nalso agreed that no special bulletins be printed at present, except those consider\nas emergency publications.\nd. The\nA list of the names on the permanent roll showing salaries was presente\nSecretary\n\ncalled\n\nattention\n\nto the appointment\n\nof Miss\n\nSykes\n\nand\n\nMrs.\n\nHeintcl\n\nto\n\nincreases.\nfill vacancies in his own division. He raised the question of scheduled\ned increases in\nA motion was then duly passed to postpone action on the schedul\nCommittee.\nsalaries for members of the staff until the next meeting of the Executive\ny in\nThe Secretary explained the loss of income from advertising and the difficult\nholding income\n\nfrom memberships,\n\nup to last year’s record. He believed the income\n\n"}
{"page": 912, "printed_page": null, "text": "908\n\nNational\n\nEducation\n\nAssociation\n\nfor the year would not be far below the expenditures and predicted that next year’s\nrecord would be better. He reported that recent months have been better than the\nearlier months of the year. He believed it would be safe and highly desirable to ask\nthe Budget Committee to consider allowing the same budget for next year as was\nallowed for this year.\nA motion\n\nwas\n\nmade\n\nA motion\n\nwas\n\nthen made\n\nby Mr. Smith and seconded by Mr. Saunders that Mr. Rosier\nbe appointed to represent the Executive Committee at the meeting of the Budget\nCommittee. Carried. The motion was passed, after the Secretary explained that the\nBudget Committee often asked for information concerning the plans of the Executive\nCommittee.\nto adjourn, to meet on call of the chairman.\nJ. W. Crabtree, Secretary\nFlorence\n\nAtlantic\nFriday\n\nCity, New\n\nAfternoon,\n\nHale,\n\nPresident\n\nJersey\n\nJuly 1, 1932\n\nThe Executive Committee met as scheduled in the program in the Manager’s\nOffice in the Auditorium at 3:45 oclock. There were present Joseph Rosier, Presi¬\ndent, Florence Hale, Henry Lester Smith, Joseph H. Saunders, and J. IV. Crabtree,\nSecretary. Mr. Gosling, the new member, was absent not having known of the\nmeeting. Miss IV offord, Mr. Gwinn, and Mr. Doudna were present on invitation.\nAttention was given to the location for the next annual meeting. The Board of\nDirectors having given a preference vote for Chicago, Mr. Whittenberg was called\nupon to speak for Chicago. He thought the city would be able to comply with all\nrequirements. Mr. Allan was not at all certain that either a suitable meeting hall or\nadequate exhibit space could be found. A motion was then made by Mr. Saunders\nand seconded by Mr. Smith to authorize the President and Mr. Allan to visit Chicago\nand investigate conditions and report back to the committee. Carried.\nAfter discussing the question of date for the next annual meeting, a motion was\nmade by Mr. Saunders and seconded by Mr. Smith to hold the meeting the last\nweek in June. Carried.\nIt was explained the budget committee had recommended to the Board of Directors\nthat the Executive Committee be authorized to go over the classification and salary\nschedule of the headquarters staff and to make a report thereon. The Board of Di¬\nrectors had adopted the recommendation. The present schedule was made five years\nago. The Budget Committee had no advice to give. It believes the present plan a\ngood one. It only had in mind that every four or five years adjustments should be\nmade as changes in conditions might make advisable.\nAfter discussion a motion was made by Mr. Smith and seconded by Mr. Saunders,\nto appoint the President and Secretary a special committee to give careful attention\nto the matter and to report a plan of procedure back to the committee. Carried.\nThe additions to the permanent roll made before the February meeting including\nthe names of Miss Sangster, Mrs. Heintel, and Miss Sykes, were included in the\nofficial list on the permanent roll, but on the advice of the budget committee no new\nnames were added. It was also decided not to make promotions or changes in\nclassification at this time, although a few urgent requests had been presented. An\nuptodate salary schedule was handed to each member of the Committee.\nAfter discussing the rural school situation and the needs of the rural department,\na motion was made by Mr. Saunders and seconded by Mr. Smith to appropriate\nout of the contingent fund $500 for the use of the Department of Rural Education\nduring the year 1932-33. Carried.\nJournal\n\npolicies were\n\ndiscussed.\n\nEditor give special attention\n\nThere\n\nwas\n\nto the question\n\na desire\n\nof improving\n\nthat the Secretary\nthe Journal\n\nand\n\nthe\n\nas the official\n\n"}
{"page": 913, "printed_page": null, "text": "Records\n\nAssociational\n\nand\n\nInformation\n\n909\n\nnce of the Secretary\norgan of the Association. The committee received the assura\ncommittee. He asked\nthe\nof\nthat an effort would be made to carry out the wishes\nfor definite suggestions from members of the committee.\nmade and carried.\nThere being no further business a motion to adjourn was\n\nSaturday\n\nMorning,\n\nJ. W.\n\nCrabtree,\n\nJoseph\n\nRosier,\n\nSecretary\n\nPresident\n\nJune 25, 1932\n\nheld in the President’s Suite Am¬\nA meeting of the Executive Committee was\nPresident, presiding. The following\nbassador Hotel, at 9:30 oclock, Miss Hale the\nn, Joseph Rosier, Henry L\nanswered to roll call: Florence Hale , Willis A . Sutto\nSmith, Joseph\n\nH. Saunders,\n\nand\n\nJ. W.\n\nCrabtree,\n\nSecretary.\n\nMiss\n\nKate\n\nV. Wofford\n\nwere present on invitation.\nand Edgar G. Doudna of the Board of Trustees\nnted and adopted. The Secretary\nThe minutes of the February meeting were prese\nfor 1932-33 as submitted to the Budget\nexplained the items in the estimated budget\nd attention to the saving of $20,000\nCommittee by the headquarters staff. He calle\nis the statement to the budget commade in the budget of last year. The following\nnot be much above that of\n\"^On the theory that the income for next year will\nns for last year and\nriatio\nthe approp\nthis year, the budget requests are below\nalso below the expenditures for 1931-32.\n\n$572,585 = appropriation for 1931-32\n$552,110.37 = expenditures for 1931-32\n$558,319.14 = income for 1931-32\nbetter as compared with\nof the last half of 1931-32 showed up\nadds to our hope for better returns in\nlast year than that for the first half. This\nThe\n\nincome\n\nes in case the income should be\n^We^ promised last year to curtail in expenditur\nwas effected to br'\"g «Pe^es\nless than anticipated. A saving of $20,970.26 the committee to base the budget\nencourage\ndown to the actual income. This may\nand\nhave made, and to trust the Pres, den,\non a reasonable estimate such as we\nSecretary\n\nto make\n\nadjustments\n\nshould\n\nthere be a ■'eduction in >“»”*•\n\n^\n\nprogram as budge .\nWe count on sufficient income for the\nNowunbe\nshould the income in October and\nworse economic situation arise and\ndone in\nlast year, we can meet it as was\nshow a decrease as compared with\nto reduce\nt and Secretary be authorized\niden\nPres\nthe\nthat\nose\nprop\nWe\n1931-32\nthe salary\nincome. In case a reduction in\nd\nease\ndecr\nto\non\norti\nprop\nin\nbudgets\ners of the staff\nbud i:i becomes necessary, the memb\nthe same as\nssary without pay. This will be\nwork two weeks and more if nece\nwill work instead of taking *1™* f .\nthe furlough plan except the staff members\no ur ug\ny to give this or any other type\nWe hope it may not be necessar\ny other test\nof the staff rings true as in ever\nit\nspir\nthe\nthat\nw\nkno\nto\nyou\nh\nwis\nwe\nof loyalty\nand unselfish devotion.\n.\nvear’s\n, h\nexpres\nIn the discussion which followed satisfaction was\nL^/i and\nrecord and with the proposals made by the Secretary. A motion ' *°\nMr. South\nin an emergency was made by\nJo' offering to work without pay\nSeAnmln\n\nmallow 2 “Increments\n\nfor staff members\n\nas usual was\n\nsion\ndiscus\nexpense,.\nary and the state to bear all\nsal\nthe\npay\nto\nA.\nE.\nN.\nthe\nstate,\n\nmade\n\nby\n\n3\n\n"}
{"page": 914, "printed_page": null, "text": "910\n\nNational\n\nOwing\n\nEducation\n\nAssociation\n\nto decreased\n\nincome, the National Congress of Parents\nand Teachers\nrequested a decrease m rental charges for space\nleased in the headquarters building\nA mouon was passed leaving the matter in the\nhands of the President, the Chairman\nof the Board of Trustees, and the Secretary\nwith power to act.\nThere being no further business, a motion\nwas made to adjourn by Mr Rosier\nand seconded by Mr. Sutton. Carried.\n\nJ. W. Crabtree, Secretary\n\nFlorence\n\nMINUTES\n\nOF THE\n\nMEETINGS\nTRUSTEES\n\nWashington,\nMonday\nA meeting\n\nof the Board\n\nMorning,\n\nof Trustees\n\nOF THE\n\nHale,\n\nPresident\n\nBOARD\n\nOF\n\nD. C.\n\nFebruary\n\n22, 1932\n\nof the National\n\nEducation\n\nAssociation was\n® , V/ ^ Administration Building. Present were Joseph H. Saunders, Chairman,\nn\nSecretary, Florence Hale, President, Joseph M. Gwinn, and Edgar\nG Doudna. Mr. Smith, Mr. Crabtree and Mr.\nRosier were present on invitation.\n1 he meeting was called to order at ten oclock.\n\nThe minutes of the Los Angeles meeting were\nread and approved. The chairman\nthen read a report of the Building Committe\ne of the Board which was held in\nWashington on July 28, 1931. The report was\napproved.\nThe chairman also reported the plans for an\ninformal dedicatory service of the\nnew building to be held during the week. The\nboard approved the plans as out-,\nined as it did also, the invitation of the chairman\nto IV. R. Siders, former chairman\not the Board, to be present and take part in the\ndedication.\nThe chairman then presented the followin\ng report:\nFinancial Statement\n\nCost of new building .\nCost of all land and old building .\n\n$330,410.61\n215,075.40\n\nTotal cost of building and site .\nEquipment .\n\n47,417 32\n\n.\n,\nAmount due on building .\nLess cash and securities on hand .\n\n$545 486.01\n\n$592,903.33\n\n$206,000.00\n146,041.61\n\nNet debt .\n\n$59,958.39\n\nNet assets .\n\n$532,944.94\n\nThe chairman reported that the securities of the\nAssociation were in high class\nmunicipal preferred bonds and industrial, and that the\nAssociation’s trust officer had\ngiven as his opinion that the Association had 100 percen\nt value in the securities.\nThe Board approved the payment of a ten thous\nand dollar note, falling due on\nMarch 5.\n\nIn the matter of leases the chairman\n\ngave the following information:\n\nLeases N.E.A .\nNational Congress P.T.A .\nAssociation Childhood Education .\nP.T.A. District of Columbia .\nNational\n\nCommittee\n\non Education\n\nby Radio. .\n\n$43,000.00\n$6,880.00\n600.00\n516.00\n1,414.00\n\n$9,410 00\n$33,590.00\n\n"}
{"page": 915, "printed_page": null, "text": "Records\n\nAssociational\n\nand\n\nInformation\n\nThe chairman asked for the approval of the Board on the insurance\nbuilding as follows:\n$62,500.00 80 percent $50,000.00\nOld .\n312,500.00 80 percent 250,000.00\nNew .\n\n911\ncarried on\n\n$300,000.00\n$375,000.00\nUpon the motion of Mr. Guinn the approval was given.\nThe question of the settlement of the bill for tables for the new building was then\ntaken up and the matter was referred to the chairman for settlement.\nThe chairman then asked for the approval of the investment of five thousand\ndollars for the Educational Research Fund, and one thousand dollars for the De¬\npartment of Elementary School Principals’ Fund in municipal bonds, yielding 5/4\ndue in 1950. Upon the motion of Mr. Guinn and seconded by Miss IV offord the\nBoard’s approval was given.\nAfter a discussion it was decided to change the furniture account from real estate\ninvestment into general equipment account.\nThe question of possible protection for the current funds of the Association was\nthoroughly discussed. It was then moved by Mr. Doudna, seconded by Mr. Guinn\nthat the chairman of the Board of Trustees and the Secretary take such steps as they\ndeem necessary to protect the current funds of the Association.\nJoseph H. Saunders, Chairman\nKate V. Wofford, Secretary\n\nAtlantic City, New\nSaturday\n\nMorning,\n\nJersey\n\nJune 25, 1932\n\nmeeting of the Board of Trustees of the National Education Association was\nheld in the president’s suite of the Ambassador Hotel at 9 oclock a.m.\nThere were present: Edgar G. Doudna, Joseph H. Saunders , Kate V. IVofford,\nA\n\nHale, Henry\n\nFlorence\n\nLester Smith, and J. IV. Crabtree.\n\nThe\n\nmeeting\n\nwas\n\ncalled to\n\norder by Chairman Saunders.\nThe first matter of business was the announcement of the chairman of the transfer\nof fifty thousand dollars from the Commercial Bank to the Metropolitan Bank\naccording to authorization of the Board of Trustees.\nThe chairman also announced that trouble had developed in the basement of the\nheadquarters building. The contractor had sought to escape responsibility but after\nhis bondsman had been notified, the contractor had sought to remedy the leaks. Leaks\nhad been stopped outside boiler.\nThere being no further business the Board of Trustees was adjourned.\nJoseph H. Saunders, Chairman\nKate V. Wofford, Secretary\n\nFriday\nA\n\nmeeting\n\nSaunders\n\nof the new\n\nAfternoon,\n\nboard\n\nJuly 1, 1932\n\nof Trustees\n\nat 3 :30 p.m. in the Visiting Manager’s\n\nwas\n\ncalled to order\n\nby Joseph\n\nH.\n\nOffice in the Auditorium.\n\nPresent were: Joseph H. Saunders , Kate V . IV off ord, Joseph Rosier, J. IV . Crabtree,\n\nEdgar\n\nG. Doudna,\n\nJ. M.\n\nGuinn.\n\nThe Board was organized and the following officers elected: Joseph H. Saunders,\nChairman; and Kate V. IVofford, Secretary.\nIt was then reported by the chairman that the old oil burners transferred from the\nold to the new basement in headquarters building were proving unsatisfactory.\nAfter a discussion of the matter, and the bids on hand to replace the boiler, it was\nmoved by Mr. Doudna and seconded by Mr. Guinn that the bid be awarded to\nArthur H. Ballard, Inc., at $1170.\nThere being no further business the meeting adjourned sine die.\nJoseph H. Saunders, Chairman\nKate V. Wofford, Secretary\n\n"}
{"page": 916, "printed_page": null, "text": "912\n\nNational\n\nEducation\n\nREPORT\nPEAT,\n\nOF\n\nMARWICK,\nAccountants\n\nMetropolitan\n\nBank\n\nMiss Florence Hale, President\nNational Education Association\n1201 Sixteenth .Street, N. W.\nWashington, D. C.\nDear\n\nAssociation\n\nAUDITORS\nMITCHELL\nand\n\n&\n\nCO.\n\nAuditors\n\nBuilding:\n\nWashington,\n\nD.\n\nC.\n\nJune 23, 1932.\n\nof the United\n\nStates\n\nMadam:\n\nIn accordance\n\nwith\n\ninstructions received, we have examined the accounts of\nthe National Education Association of the United States for the year ended\nMay\n31, 1932, and now submit our report thereon.\n\nSECRETARY’S\n\nOFFICE\n\nOur work embraced an examination of the accounts relating to the assets\nand\nliabilities of the Association as at May 31, 1932, and a review of the\ninconie\nand expenses for the year then ended. In that connection and in order to satisfy\naurselves regarding^ the general accuracy of the accounts, we made a series\nof\ntests relating to cash receipts and disbursements, and other matters ,of detail.\n\nIncome\n\nand\n\nExpenses\n\nThe excess of income over expenses before deducting Interest on Mortga\nge and\nDepreciation on Building, for the year ended May 31, 1932, was $3,129.\n83. After\ndeducting Interest on Mortgage of $8,000.55 and Depreciation on Buildin\ng of\n$8,000.00, there was a deficit from operations for the year of' $12,870.72.\nThe\nfollowing is a condensed comparative statement of the income and expense\ns for\nthe two years ended May 31, 1932, and 1931:\n\nCondensed\nIncome :\n\nComparative\n\nStatement\n\nof Income\n1932\n\nMemberships from Secretary’s Office .\nN. E. A. Journal — Subscriptions and Ad¬\nvertising, etc .\n. .\nSales of Proceedings .\nSales of Special Reports .\nCommercial Exhibits .\nResearch Bulletins .\nHonorariums .\n.\nRentals .\nInterest and Discount Earned .\nCash Sales — Reports, Pamphlets, etc .\nAmerican Education Week Material Sales.\nInterest on Bonds — Permanent Fund .\nInterest on Deposits — Permanent Fund....\nRent — Permanent Fund .\nSundry Income .\n\n1 Complete details for income\nChicago meeting in 1933.\n\nand expenditures\n\nand\n\nYear ended May\n\nExpenses 1\nIncrease\n31\n\nDecrease\n\n1931\n\n$191,898.63\n\n$193,981.04\n\n239,964.69\n429.31\n\n267,427.75\n609.80\n\n27,463.05\n180.49\n\n5,845.46\n46,110.00\n\n8,329.53\n26,924.04\n\n19,185.96\n\n7,705.84\n2,447.59\n8,725.90\n3,375.24\n1,816.02\n\n8,317.65\n2,547.64\n2,927.57\n2,901.12\n1,963.44\n950.60\n\n1,992.62\n\n$2,082.41\n\n2,484.07\n611.81\n100.05\n\n474.12\n5,798.33\n\n147.42\n1,042.02\n\n4,883.25\n193.89\n\n6,684.04\n135.30\n\n1,800.79\n58.59\n\n43,000.00\n301.02\n\n12,250.00\n143.26\n\n30,750.00\n157.76\n\n$558,689.46\n\n$536,092.78\n\n$22,596.68\n\nwill appear in the Manual\n\nfor the\n\n"}
{"page": 917, "printed_page": null, "text": "Records\n\nAssociational\n\nP ynpnsp^\n\nInformation\n\nand\n\n*\n\n941.47 1,096.60\nBoard of Trustees .\n14,234.68 8,750.58\nBoard of Directors .\n3,916.03 5,817.22\nExecutive Committee .\n27,898.03 27,407.14\nGeneral Secretary’s Office .\n71,660.62 37,510.44\nGeneral Headquarters’ Expenses .\n8,422.27 8,446.29\nDivision of Accounts .\n19,086.43 18,637.91\n. .\nDivision of Business .\n72,395.50 72,978.35\nDivision of Records and Membership .\n382.49\n250.07\nInsurance — Permanent Fund .\n424.76\n471.91\nTrustees’ Commission — Permanent Fund..\n276.97\n.\nOther Charges — Permanent Fund .\n2,353.23 695.91\nBad Debts Written Off and Reserved For..\n1,200.00 .\nProvision for Protested Checks .\nInstitutional Expenses:\n8,437.07 6,518.04\nAnnual Conventions .\n23,902.81 .\nOperation of Exhiibts .\n127,410.00 132,373.73\nPrinting and Distribution .\n33,938.72 37,831.80\nSpecial Appropriations .\n.17 15,950.42\n16,686\nDivision of Legislation .\n44,613.65 43,306.66\nDivision of Publications .\n60,251.27 59,117.58\nDivision of Research .\n8,236.80 8,137.76\nDivision of Classroom Service .\n9,252.90 9,001.03\nDivision of Administrative Service .\n$555,559.63\n\nNet\n\n913\n\nbefore\n\nIncome\n\nbetween\n\nIncome\n\n34,150.18\n24.02\n448.52\n582.85\n132.42\n47.15\n276.97\n1,657.32\n\n1,200.00\n1,919.03\n23,902.81\n4,963.73\n3,893.08\n735.75\n1,306.99\n1,133.69\n99.04\n251.87\n\n$60,897.95\n\n$41,431.10\n\n$8,000.00\n\n16,000.55\n\n.\n\nExpenses\n\n$12,870.72\n\n$41,431.10\n\n$38,301.27\n\n$8,000.55\n\nMortgage .\nDepreciation on Building .\nDifference\n\n$3,129.83\n\non Building -\n\non\n\nInterest\n\n5,484.10\n1,901.19\n490.89\n\nInterest on\n\nDeducting\n\nand Depreciation\n\nMortgage\nDeduct:\n\n$494,661.68\n\n155.13\n\nand\n\n16,000.55\n\n$54,301.82\n\nAssets and Liabilities as at May 31, 1932\nCash:\n\nAssets\n\n.\nSecretary’s Fund .\nLess Expenditures Not Reimbursed .\nBalance in Bank .\nOn Hand .\n\nRegular\nSavings\n\n$30,000.00\n14,110.65\n\n$15,849.35\n40-00\n\nAccount — in Bank\nAccount .\n\nAmount Due from Trust Officer, Permanent Fund\nAccounts Receivable .\nLess Reserve for Doubtful Accounts .\nTime Checks Receivable and Protested Checks .\nLess Reserve .\n\n$15,889.35\n\n$14,492.87\n54,093.00\n\n$84,475.22\n31,663.19\n\n$13,191.40\n2,500.00\n\n10,691.40\n\n$3,476.43\n\n1,200.00\n\nStationery, Supplies, Stamped Envelopes, etc .\nOld Volumes of Proceedings and Other Publications\n\n68,585.87\n\n2,276.43\n1,644.64\n500.00\n\n"}
{"page": 918, "printed_page": null, "text": "914\n\nNational\n\nEducation\n\nAssociation\n\nAssets of Permanent Funds:\nGeneral :\nCash in Bank .\n\n$1 1 670 80\n\nNotes Receivable — Life Members. . . .\nSecurities (Book Value) .\nReal Estate and Buildings (Subject to\nMortgage Loan, per contra) .\nLess Reserve for Depreciation .\n\nTotal\n\n218,784.00\n110,683.18\n$590,587.96\n8,000.00\n\n.\n\n$923,735.03\n\nElementary School Principals:\nCash in Bank .\n\nSecurities (Book\n\nValue)\n\n.\n\nDepartment of Superintendence:\nCash in Bank .\n\nSecurities (Book Value)\n\n582,587.96\n\n.\n\nOffice Furniture, Fixtures and Equipment.\nLess Reserve for Depreciation .\n\n$845.70\n5,000.00\n\n5,845.70\n\n$586.36\n13,481.03\n\n14,067.39\n\n943,648.12\n\n$46,393.09\n19,603.41\n\n26,789.68\n\n. .\n\n$1,101,688.68\n\nLiabilities\nAccounts\n\nPayable\n\nDue to Associated\nPermanent Funds:\n\n.\nDepartments\n\n$32,046.43\n24,412.85\n\n.\n\nMortgage Loan (Secured by Real Estate as per contra)\ndue March 5, 1933 .\nFund\n\nGeneral\n\nFund\n\n.\n\nElementary School Principals’ Fund....\nDepartment of Superintendence — Edu¬\ncational Research Fund .\n\nSurplus\n\n$180,000.00\n\nAccounts:\n$743,735.03\n5,845.70\n14,067.39\n\n76 3,648.12\n\n.\n\n943,648.12\n101,581.28\n\n$1,101,688.68\nThe Reserve for Doubtful Accounts has been increased from $1,000 to $2,500. From\nour examination of the accounts and our classification according to age and condi¬\ntion, supplemented by information from the business manager, we are of opinion\nthat this reserve is adequate.\nA reserve of $1,200 has been provided for possible losses on protested checks,\nbeing approximately 50 percent of the amount of such checks. We are not in a\nposition to express an opinion as to the adequacy of this reserve.\nThe amounts due to associated departments are as follows:\n\nDepartment of Superintendence .\nDepartment of Elementary School Principals .\nDepartment of Adult Education .\nDepartment of Lip Reading .\nDepartment of Secondary School Principals .\nDepartment of Supervisors and Teachers of Home Eco¬\nnomics .\n. .\nDepartment\nDepartment\n\nof American Educational Research .\nof Rural Education .\n\n$16,113.36\n2,323.22\n601.69\n141.16\n32.00\n298.20\n\n4,610.04\n293.18\n$24,412.85\n\n"}
{"page": 919, "printed_page": null, "text": "and\n\nRecords\n\nAssociational\n\nBOARD\n\nOF\n\nTRUSTEES\n\nPermanent\nThe following is a comparative summary\nnent Funds as at May 31, 1932 and 1931:\n\nComparative\n\nCash — General\n\nFunds\nof the assets and liabilities of the Perma¬\n\nLiabilities\n\nof Assets and\nAssets\n\nStatement\n\n.\n\nFunds\n\nof Permanent\n\nAs at May\n1932\n\n31,\n\nIncrease\nDecrease\n\n1931\n\n$11,679.89\n\n845.70\n\n$16,834.68\n\n586.36\n\n5,384.60\n791.06\n\n218,784.00\n110,683.18\n\n207,463.50\n111,790.68\n\nCash — Elementary School Principals .\nCash — Department of Superintendence —\nEducational Research Fund .\nNotes Receivable — Life Members .\nSecurities — General .\nSecurities — Elementary\nFund .\n\n915\n\nInformation\n\nSchool\n\nPrincipals’\n\n$5,154.79\n4,538.90\n\n204.70\n11,320.50\n1,107.80\n\n5,000.00\n5,000.00\n4,001.77\n\nSecurities — Educational Research Fund. . . .\n13,481.03\nReal Estate and Building — Less Reserve\nfor Depreciation .\n582,587.96\n\n499,773.75\n\n$943,648.12\n\n$851,517.53\n\n$92,130.59\n\n$134,000.00\n\n$46,000.00\n\n1,705.01\n\n1,705.01\n\n135,705.01\n\n44,294.99\n\n$715,812.52\n\n$47,835.60\n\nLiabilities\nMortgage Loan — Penn Mutual Insurance\n$180,000.00\nCompany .\nAccrued Interest on Mortgage Loan .\n180,000.00\nNet Assets .\n\n$763,648.12\n\n9,479.26\n\n82,814.21\n\nThe principal changes in the Permanent Funds during the year were a decrease\nin the cash of $9,898.39 and an increase in the securities of $7,894.27, an increase in\nthe Notes Receivable — Life Members of $11,320.50, an increase in the Real Estate\nand Building, less Reserve for Depreciation, of $82,814.21 and an increase in the\nMortgage Loan of $46,000.00.\nIn our examination of the Notes Receivable — Life Members we found that notes\namounting to over $18,000.00 are in arrears and that an unascertainable amount of\nother notes, the payment on which had become past due, had been extended. It should\nbe borne in mind in this connection that these notes are not legally enforceable\ncontracts but simply moral obligations.\nA list of the securities of the Permanent Funds will be found in Schedule “1”.\nThe following is a statement of the changes in the securities during the year:\n\nSecurities as at May\n\n31, 1931\n\nPar Value\n\nBook Value\n\n$121,650.00\n\n$121,269.94\n\nMatured during the Year:\nGeneral :\nClearwater, Kansas, Water\nEducational Research Fund:\n\nWorks\n\n5% Bonds, due 1931\n\n4^4%\n\nBonds\n\nDue\n\nCity of New\n\nOrleans\n\n1931 .\n\n$2,000.00\n\n1,000.00\n\n$3,000.00\n\n$2,000.00\n\n998.23\n\n$2,998.23\n\n"}
{"page": 920, "printed_page": null, "text": "916\n\nNational\n\nEducation\n\nAssociation\n\nPurchased during the Year:\nGeneral :\nCity of Newport News Street Improvement\nage 4 y2% Bonds Due 1948 .\nEducational Research Fund:\n\nand Sewer¬\n\nCity of Newport News Street Improvement\nage 5^% Bonds Due 1950 .\n\nand Sewer¬\n\nElementary School Principals’ Fund:\nCity of Newport News Street Improvement\nage 5 1/2% Bonds Due 1950 .\n\nand Sewer¬\n\n$1,000.00\n\n$892.50\n\n5,000.00\n\n5,000.00\n\n5,000.00\n\n5,000.00\n\n$11,000.00\n\n$10,892.50\n\n31, 1932\n\n$129,650.00\n\n$129,164.21\n\nThe asset, Real Estate and Buildings, comprises\nReal Estate .\n\nthe following ledger accounts:\n\nSecurities as at May\n\nNew Administration Building\nReal Estate Improvements...\n\n$153,000.00\n412,958.90\n24,629.06\n$590,587.96\n\nIncluded\n\nin the cost of New Administration Building are furnit\nure and fixtures\namounting to approximately $20,000.00. While it may be that\na portion of the fixtures\nis properly included in the cost of the building, all furnit\nure and movable fixtures\nshould be transferred from the Permanent Fund to Office\nFurniture and Fixtures and\ndepreciated at the rate applicable to that class of asset.\nThe item, Real Estate Im¬\nprovement, $24,629.06, represents improvements to buildi\nngs, subsequently torn down,\nwhich were on the land on which the new addition\nto the building was erected. The\ncost of the old buildings, including the old building\nnow used and those subsequently\ntorn down, and the land on which these buildings\nstood, is included in the item of\n\nR™\\ E^ate> $153,000.00. No provision has ever been made for depreciation on the\n\nold building. This year, for the first time, depreciation\non building of $8,000.00 has\nbeen reserved for, being 2 percent on an estimated\ncost of $400,000.00. As the cost of\nthe new building includes expenditures for fixture\ns, such as heating plant, elevators\nplumbing and plumbing fixtures, electrical wiring and\nfixtures, etc., which have a\nmuc shorter life than 50 years, and as the depreciation\nis based on an estimated\namount that presumably does not include the older\nportion of the building, the de¬\npreciation charge would appear to be somewhat inadeq\nuate. We recommend that a\nsegregation of the total book value of land and\nbuilding be made by means of an\nanalysis of the accounts, supplemented by an apprai\nsal of the value of the land and\nif a composite rate of depreciation must be used,\nthat a rate be adopted that will as\nnearly as can be estimated, extinguish the cost\nof the building at the end of its useful\nlife and provide for any replacements that may\nbe necessary in the meantime. A\nspecial fund should also be set aside which should\nat all times equal the depreciation\nreserve It should be borne in mind that if adequa\nte depreciation is not provided, the\neffect will\nnent Fund. be to pay over to the Association a portion of the principal of the Perma¬\n, T the\nuC *°,lowi\nfor\nYear : ng 1S a summary\n\nof the income\n\nand expenses\n\nof the Permanent\n\nFund\n\nIncome :\n\nInterest on Deposits .\nInterest on Bonds .\nRent Charged\n\nto General\n\nHeadquarters\n\n$193.89\n4,883.25\n43,000.00\n\n$48,077.14\n\n"}
{"page": 921, "printed_page": null, "text": "Associational\n\nExpenses:\nInsurance\n\nRecords\n\nand\n\n917\n\nInformation\n\n.\n$250.07\n471.91\n\nTrust Officer’s Commission\nInterest on Mortgage .\nDepreciation on Building.\nNet Income\n\n8,000.55\n16,722.53\n\n8,000.00\n\nfor Year .\n\nAdd:\n\n$31,354.61\n\nfor Account\nAmount Owing by Trust Officer, Permanent Fund\nDepartment of Elementary School Principals .\nAmount\n\nThe\n1932:\n\nSurplus as at May\n\n308.58\n\nFund .\n\nDue from Trust Officer, Permanent\n\nfollowing is a statement\n\nof\n\n$31,663.19\n\nof the Surplus Account\n\n31, 1931 .\n\nAdd Adjustment of Inventory of Stamped Envelopes\ning to Prior Years .\n\nMay\n\nfor the year ended\n\n31,\n\n$113,698.79\n\nand Cards Pertain¬\n\n753.21\n$114,452.00\n\nand Expense\n\nDeduct Deficit for Year Ended May 31, 1932, as per Income\nStatement .\n\n12,870.72\n\nSurplus as at May\n\n31, 1932 .\n\n$101,581.28\n\n“1”\nSCHEDULE\nSecurities on Hand\nAs at May\nGeneral\n\n31, 1932\n\nValue\n\nFund :\n\nMunicipal\n\nPar\n\nBonds:\n\n5%, Due\nCity of Clearwater, Kansas, Public Utilities\nAugust 1, 1932 .\n.\nCity of Monessen, Pa., 4j4%, Due August 1, 1951\n1,\nmber\nState of Arkansas Toll Bridge 5%, Due Septe\n1950 .\n\n$3,000.00\n5,000.00\n\n1,\n\n5,000.00\n\nState of Arkansas Toll Bridge 5%, Due\n1944 .\n\nSeptember\n\nCounty of Columbus, N. C., 5%, Due July 1, 1954 .\n.\nCity of Aiken, S. C., 4 %, Due February 1, 1939\nCity of Newport News 4j4%. Due 1948 .\nRailroad Bonds:\n.\nSt. Louis, San Francisco R. R. Co. Prior Lien, 4%\nAtlantic Coast Line R. R. Co. 1st Cons. Mtge. 4%, Due\n\nBook\n\n$3,000.00\n5,206.39\n5,166.51\n\n23,000.00\n\n23,558.90\n\n5,000.00\n5,000.00\n1,000.00\n\n5,470.75\n064.38\n5,892.50\n\n5,250.00\n\n4,331.25\n\nJuly 1, 1952 .\n1,\nManhattan Railway Co. Cons. Mtge. 4%, Due April\n1990 .\n\n10,000.00\n\n& Ohio R. R. Co. (Pittsburgh, Lake Erie &\n1,\nW. Va. System) Ref. Mtge. 4%, Due November\n1941 .\n\n4,000.00\n\n3,900.00\n\n20,000.00\n\n19,942.50\n\nBaltimore\n\nChicago, Indiana & Southern Ry. Co. 4%, Due January\n1, 1956 .\nTerminal Railroad Association of St. Louis Gen. Mtge.\n\n4%, Due January\n\n1, 1953 .\n\nTotal General\n\nFund .\n\n.\n\n10,000.00\n\n9,600.00\n\n9,500.00\n\n15,000.00\n\n15,050.00\n\n$111,250.00\n\n$110,683.18\n\n"}
{"page": 922, "printed_page": null, "text": "918\n\nNational\n\nDepartment\nFund :\n\nof\n\nEducation\n\nAssociation\n\nSuperintendence — Educational\n\nResearch\n\nU. S. Fourth Liberty Loan, Due 1933-38 .\nSouth Carolina Highway Certificate of Indebtedness\n4^%, Due December 1, 1946 .\nCity of New Orleans 4J4%, Due October 1, 1931 .\nNewport News City Street Improvement and Sewerage\nCons. 5J4%, Due December 1, 1960 .\n\nTotal Educational\n\nResearch\n\nFund .\n\nElementary School Principals’ Fund:\nNewport News City, Street Improvement and Sewer¬\nage Cons. Sy2%, Due December 1, 1950 .\n\n$400.00\n\n$419.69\n\n2,000.00\n6,000.00\n\n2,077.28\n5,984.06\n\n5,000.00\n\n5,000.00\n\n$13,400.00\n\n$13,481.03\n\n$5,000.00\n\n$5,000.00\n\n$129,650.00\n\nFire insurance\n\n$129,164.21\n\nis carried in the amount\n\nof $250,000.00 on the new building and in\nf. C, I1.!™1!\"1 of $50>000-00 on the old building. Workmen’s compensation and\nelevator\nbonded mSUranCe\n\nare als° Carried and the responsible officials of the Association\nYours truly,\nPeat,\n\nReport\n\nof Trust\n\nMarwick,\n\nOfficer to Board\n\nMitchell\n\n&\n\nare\n\nCo.\n\nof Trustees\n\nReport\n\nof the Commercial National Bank of\nWashington\nfor\nAgen\nt\n.\n. _\ntvt •\nNati\nonal Education Association of the Unit\ned States\nFor the Year Ending May 31, 1932.\nPrincipal Account\n\nCash\n\non Hand\n\nas Shown\n\nin Statement\n\nof May\n\n31, 1931.\n\n$17,551.14\n\nLess Amount of Deposit of June 2, 1930, whic\nh’ was not\nincluded in Elementary School Principa\nl balance of\nMay 31, 1931 .\n\n418.30\n\nReceipts :\n\n$17,132.84\n\nLife Memberships\n\n.\n\nCo .\nProce\nPenn\nFrom eds\nfromMutua\nSalel ofLife\nBondIns.\ns:\n\n’\n\n$2,000 City of Clearwater Matured,\nRebate from Collector of Taxes\n\nLess Exchange\n\n* .\n\n1,999.00\n30.27\n\nCharges\n\nDisbursements :\nOn\n\nAccount\n\nTo\nTo\nTo\nTo\nTo\nTo\nTo\nTo\n\nTo\nTo\n\nTo\n\nof Real Estate:\n\nPotomac\n\nRubber\n\nCo., 3 Mats\nDulin & Martin Co., 15 Utility Cans\nShaw-W alker Co., 15 Umbrella Racks\n.\nShaw-Walker Co., 7 Hat and Coat Racks\n.\nLank Woodwork Co., 1 Key Cabinet\n.\nFinnell System, Inc., Scrubber and Polisher .\nGeo. E. Wyne, on Account New Building .\nFloor Service Bureau, Refinishing\n.\nRemington-Rand Business Service, Oak\nCounter..\nRudolph West Co., 8 Medicine Cabinets _\n....\nNat’l Elec. Supply Co., 20 Fans .\n\n31,943.50\n56,000.00\n\n$58.75\n123.47\n187.00\n193.38\n32.00\n199.04\n5,493.42\n676.90\n260.30\n48.00\n439.45\n\n"}
{"page": 923, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nTo Joe High, Plumbing .\nTo W. & J. Sloane, 2 Rugs .\nTo Frank Hughes, Repair Roof .\nTo The W. D. Campbell Co., 5 Steel Tables .\nTo The W. D. Campbell Co., 4 Steel Lockers .\nTo Shaw-Walker Co., Library Furnishings .\nTo L. B. Davidson, Concrete Work .\n\n327.30\n\n67.78\n1,1\n100.00\n606.00\n27.00\n705.05\n483.50\n\nTo Biggs & Kirchner, Inc., Electrical Work .\nTo Copeland Co., Covers for Chair Racks .\nTo Beuchler’s, Wall Cabinets and Chairs .\nTo Merchants Trans. & Storage, Freight and Drayage\n. .\nTo Joe High, Plumbing .\nTo The J. G. Wilson Corp., Venetian Blinds .\nTo Thos. H. Urdall, Professional Services .\nTo Geo. E. Wyne, Painting .\nTo Waterproof Cleaning Co., Cleaning Building To Capital Metal Works, Covering Chimneys, etc...\nTo The E. F. Hauserman Co., Partitions and Doors\nTo Geo. E. Wyne, on Account New Building .\nTo Penn Mutual Life Ins. Co., Interest .\nTo Geo. E. Wyne, Extra Work .\nTo Lombard & Ludwig Co., Repairing Statue .\nTo Floor Service Bureau .\nTo The J. G. Wilson Corp., Venetian Blinds .\nTo W. & J. Sloane, Furniture .\nTo The E. F. Hauserman Co., Partitions .\nTo Shaw-Walker Co., Chair .\nTo George E. Wyne, Extra Work .\nTo The Public Address & Elec. Co .\nTo Lamb Seal & Stencil Co., 3 Bronze Plates .\nTo W. B. Moses & Sons, Furniture .\nTo T. W. McGuire Co., Smoke Indicator .\n.\nTo Heffron Co., Radiators .\nTo Tuttle & Bailey Mfg. Co., Radiator Cabinet To Hires Turner Glass Co., Elevator Mirrors .\n\nTo\nTo\nTo\nTo\nTo\nTo\nTo\nTo\nTo\nTo\n\nJames B. Lambie Co., Door Closers .\nThos. H. Urdall, Electrical Work .\nHenry L. Norton, Bronze Tablet .\nGraybar Elec. Co., Speech Input, etc .\nGeorge E. Wyne, Final Payment .\nFrank Irving Cooper Corp., Bal. on Contract\nHeffron Co., Radiators .\nPublic Address & Elec. Co., Inc .\nPenn Mutual Life Ins. Co., Interest .\nW. B. Moses & Sons, Furniture .\n\n919\n\n367.00\n74.53\n115.00\n63.87\n55.05\n\n45.00\n2,747.56\n26.00\n300.00\n18.09\n3,051.00\n50,820.02\n4,104.77\n153.00\n55.25\n65.96\n78.00\n\n57.00\n592.22\n2,9\n16.80\n651.96\n750.00\n26.25\n1,025.69\n200.00\n261.00\n*6.35\n9.90\n63.00\n28.76\n290.00\n\n...\n\nFor Purchase of $1,000 City of Newport News Street\nImpr. Bonds, 4*4% at 89J4 .\nMarch 1, 1932, to Penn Mutual Life Ins. Co., Payment\non Account of Loan .\n\n7,600.00\n6,754.57\n89.23\n78.61\n50.00\n5,700.00\n50.00\n\n$100,519.77\n892.50\n10,000.00\n111,412.27\n\nMay\nMay\n\n.\n31, 1932, Cash Overdrawn .\nE. A.)\n31, 1932, Notes Receivable (Life Memberships held by N.\n.\nd\nForwar\nBalance Carried\n\n$4,306.66\n218,774.00\n$214,467.34\n\n"}
{"page": 924, "printed_page": null, "text": "920\n\nNational\n\nEducation\n\nElementary\n\nSchool\n\nBalance\n\nBrought\n\nAssociation\n\nPrincipals’\n\nFund\n\nForward .\n\n$214,467.34\n\nCash Balance as Shown in Report of May\n31, 1931\nPlus Deposit of June 2, 1930, Omitted from\nAbove\nBalance .\n\n$4,672.14\n418.30\n\nReceipts:\n\n$5,090.44\n\nAmount Transferred from Income\nMay 31, 1931 .\n\nto Cover\n\nInterest to\n\n294.16\n461.10\n\nDeposit\nN. E. A., May 31, 1932 .\nAmou\nnt by\nTran\nsferred from Income to Cover Interest to*\nMay 31, 1932 .\n\n229.90\n\n$6,075.60\n\nDisbursements :\nFor Purchase of $5,000 City of Newport News\nSt. Impt.\n& Sewerage Bonds at Par and Accrued Inter\nest .\n\n$1,016.78\n\nSecurities:\n\n5 $1,000, S]/2% City of Newport News\nSewerage Bonds, Due 1950 .\n\nStreet Impt. &\n6,016.78\n\nEducational\nCash\n\nBalance\n\nResearch\n\nas Shown\n\nFund\n\n(Department\n\nin Report of May\n\nReceipts:\nInt. from City of New\n\nDue\nDue\n\nof\n\n31, 1931\n\nSuperintendence)\n$791.06\n\nOrleans Bonds:\n\nOct. 1,*1931 .\nApr. 1, 1932 .\n\n$157.50\n135.00\n292.50\n\n1 $1,000 City of N. O. Bond, Paid . . . .\nInt. from U. S. 4th Liberty Bonds:\nDue Oct. 1, 1931 .\nDue Apr. 1, 1932 .\n\n1,000.00\n8.48\n$8.50\n\nInt. from City of Newport News Bonds:\nDue June 1, 1932 .\nInt. from State of S. C. Ctf. of Ind.:\nDue June 1, 1932 .\nDeposit by N. E. A., Jan. 21, 1932\nDeposit by N. E. A., Jan. 22, 1932\n\n137.50\n\n47.50\n1,155.10\n2,204.54\n$5,645.18\n\nDisbursements:\nFor Purchase of $5,000 City of Newp\nort\nprovement & Sewerage Bonds at Par\nBalance\n\non Hand,\n\n16.98\n\nMay\n\n31, 1932\n\nNews Street Imand Accrued.\n\n5,058.82\n$586.36\n\n"}
{"page": 925, "printed_page": null, "text": "Associational\n\nRecords\n\nSecurities:\n\nPar Value\n\nand Information\n\n921\n\nBook Value\n•\n\n6 $1,000 454% City of New Orleans, Due Oct. 1, 1932 .\n2 $1,000 4^4% S. C. Highway\nCert, of Dep., Due Date, 1946\n2 $100 4 54% u. S. 4th Lib .\n4 $50 Same .\n5 $1,000 City of Newport News\nSt. Impt. & Sewerage, 554%,\n1950 .\n\n$6,000.00\n\n$5,984.06\n\n2,000.00\n200.00\n200.00\n\n2,077.28\n\n5,000.00\n\n5,000.00\n\n419.69\n\n$13,400.00\n14,067.39\n110,683.18\n\nBonds (See Schedule “1,” Page 915)\nReal Estate:\n1201 16th Street .\n1541-3 M Street, N. W .\n1537-39 M St., N. W .\nPermanent Improvements .\n1533-35 M St., N. W .\nNew Building .\n\n$98,000.00\n40,000.00\n15,000.00\n\n24,012.57\n38,062.83\n383,513.11\n598,588.51\n\nIncome from Permanent Fund\n. . .\nBalance on Hand as Shown in Report of May 31, 1931\nAcct... $14,727.51\nJune 18, 1931, Transferred to N. E. A. Checking\n\n$943,823.20\n\n$14,727.51\n\nReceipts:\n\nCounty of Columbus, N. C., Bonds:\nS/A Int. due July 1, 1931 .\nS/A Int. due Jan. 1, 1932 .\nTerminal R. R. Assn, of St. Louis:\nS/A Int. due July 1, 1931 .\nS/A Int. due Jan. 1, 1932 .\n\n$125.000\n$250.00\n\n00.00\n$300.00\n600.00\n\nChicago, Ind. & Southern R. R. :\nS/A Int. due July 1, 1931 ..\nS/A Int. due Jan. 1, 1932 ..\n\n.00\n$200.00\n\nSt. Louis-San Francisco Rwy.:\nS/A Int. due July 1, 1931 .\nS/A Int. due Jan. 1, 1932 .\n\n$105.00\n105.00\n\nCity of Aiken:\nS/A Int. due Aug. 1, 1931 .\nS/A Int. due Feb. 1, 1932 .\n\n$112.50\n112-50\n\nCity of Monessen:\nS/A Int. due Aug. 1, 1931 .\nS/A Int. due Feb. 1, 1932 .\n\n$112.50\nH2-50\n\n400.00\n\n210.00\n\n225.00\n\n225.00\n\n"}
{"page": 926, "printed_page": null, "text": "922\n\nNational\n\nEducation\n\nCity of Clearwater:\nS/A Int. due Aug. 1, 1931 .\nS/A Int. due Feb. 1, 1932 .\n\nAssociation\n\n$125.00\n75.00\n\n200.00\n\nAtlantic Coast Line R. R. :\n\nS/A\nS/A\n\nInt. due Sept. 1, 1931 .\nInt. due Mar. 1, 1932 .\n\n$200.00\n200.00\n\n400.00\n\nState of Arkansas:\n\nS/A\nS/A\n\nInt. due Sept. 1, 1931 .\nInt. due Mar. 1, 1932 .\n\n$700.00\n700.00\n1,400.00\n\nManhattan Rwy. Co.:\nS/A Int. due Oct. 1, 1931 .\nS/A Int. due Apr. 1, 1932 .\n\n$80.00\n80.00\n\n160.00\n\nB. & O. R. R.:\n\nS/A\nS/A\n\nInt. due Nov. 1, 1931 .\nInt. due May 1, 1932 .\n\n$400.00\n400.00\n\n800.00\n\nCity of Newport News:\nS/A Int. due June 1, 1932 .\n\n22.50\n\nInterest on Savings Account:\nOctober 1, 1931 .\nApril 1, 1932 .\nRent from\n\n$284.16\n433.79\n\n717.95\n\n1201 16th Street:\n\nJune, July, and Aug., 1931 .\nSept., Oct., and Nov., 1931 .\nDec., 1931, Jan., Feb., 1932 .\nMar., April, and May, 1931 .\n\n$10,750.00\n10,750.00\n10,750.00\n10,750.00\n43,000.00\n\nDisbursements:\nTo\n\nE. Quincy\n\nSmith\n\nfor Ins. Premium\n\n$300,000 .\nLess Ret. Prem. on Old Policy .\n\non\n$1,620.00\n1,369.93\n-\n\nTransfer to Elementary School Prin. Fund for Int. to\nMay 31, 1931 .\nTo Int. to Date of Purchase on $1,000 City Newport\nNews .\nTransfer to Elementary School Prin. Fund for Int. to\nMay 31, 1932 .\n\nTo\n\nThe Commercial Nat’l Bk. of Wash.,\n1% on $943,823.20 .\n\nBalance, May\n\nFee, 1/20 of\n\n31, 1932 .\n\n$250.07\n294.16\n\n925\n229.90\n471.91\n\n47,355.16\n$48,610.45\n\nWashington,\nThe\n\n$48,610.45\n\nD. C., June 9, 1932.\n\nforegoing is a correct statement of the funds and accounts of the National\nEducation Association of the United States for the year ending May\n31, 1932, as\nsame appear on the books of this company.\nThe Commercial National Bank of Washington, Agent.\nRalph D. Quinter, Trust Officer.\n\n"}
{"page": 927, "printed_page": null, "text": "Associational\n\nRecords\n\nTransferi\n\nand\n\n923\n\nInformation\n\nof Funds\n\nwas transferred\nAs per approval by telegraph, $50,000.00 of our cash balance\nMetropolitan\nal\nNation\nfrom the Commercial National Bank of Washington to the\nBank of Washington.\n\nDedication\n\nof Building\n\nThe New Building was dedicated during the week February 22-27, 1932, by\nwas\nholding open house to the Department of Superintendence. One afternoon\ngiven over to a tea and reception by the officers and staff.\n\nLeaks\n\nin Basement\n\nIn spite of all of the precautions taken to insure a water-tight basement, we\nhave been troubled with leaks in the basement. The contractor made several\nattempts to remedy the condition, but was unsuccessful and refused to continue\nthe work. As we are protected by indemnity bonds, your Chairman instructed the\nBusiness Manager to notify the bonding company that we would look to them\nfor remedy. They very promptly accepted this responsibility and we believe that\nrelief will soon be afforded us.\nJoseph H. Saunders, Chairman,\nBoard of Trustees.\n\nREPORT\nMay 31, 1932.\n\nTREASURER’S\nFor the Year Ended\n\nHenry\n\nLester\n\nSmith, Treasurer\n\nBalance Brought Forward from Treasurer’s\nMay 31, 1931 .\n\nReport for the Year\n\nEnded\n\n$107,091.22\n\nBalance as at May 31,\n1931\n1932\nIncome:\nFor Account:\n\nDepartment\n\nof Superintendence\n\n(Net)\n\nSchool Prin¬\n\nDepartment of Elementary\ncipals (Net) .\nDepartment of Adult Education .\nDepartment of Lip Reading (Net) .\n\nDepartment of Supervisors and Teach¬\ners of Home Economics (Net) .\nDepartment of American Educational\nResearch (Net) .\nDepartment of Secondary School\ncipals (Net) .\nDepartment\nDepartment\n\nPrin¬\n\nof Visual Education (Net) .\nof Rural Education (Net) . .\n\n$14,821.69\n\n$16,113.36\n\n3,337.29\n157.68\n117.12\n\n2,323.22\n601.69\n141.16\n\n232.81\n\n298.20\n\n3,781.20\n\n4,610.04\n\n10.40\n41.60\n\n32.00\n\n595.79\n\n293.18\n\n$23,012.38\n\n$24,412.85\n\nSecretary’s Office During Year:\n• .\nMembership Fees .\nSubscriptions to N. E. A. Journal and Advertising, etc..\nSale of Volumes of Proceedings .\nSale of Special Reports .\n\n$1,400.47\n\nFrom\n\n$191,898.63\n239,964.69\n429.31\n\n5,845.46\n\n"}
{"page": 928, "printed_page": null, "text": "924\n\nNational\n\nCommercial\n\nEducation\n\nAssociation\n\nExhibits\n\n(Net) .\nSale of Research Bulletins .\nHonorariums (Field Work) .\n\n46 110.00\n\nRentals .\n;.\nInterest and Discount Earned .\n\n8^25.90\n3,375.24\n\nCash Sales — Reports and Pamphlets .\nAmerican Education Week .\nSundry Income — Exchange, etc .\n\n1,816.02\n1 992.62\n\n7,705.84\n2 447.59\n\n301.02\n510,612.32\n\nCash\n\nReceived\n\nfrom\n\nTotal\n\nTrustee\nIncome\n\nof Permanent\n\n$512,012.79\n14,727.51\n\nFund\n\n.\n\n$526,740.30\n\nExpenditure :\n\nBoard\nBoard\n\nof Trustees’ Expenses .\nof Directors’ Expenses .\n\n$941.47\n14,234.68\n654.94\n\nPresident’s Contingent Fund .\nExecutive Committee .\n\n3,261.09\n8,357.87\n58,662.63\n\nGeneral\n\nExpense — Headquarters .\nPhysical Plant — Headquarters .\nInstitutional Expense .\nN. E. A. Journal .\nVolume of Proceedings .\nResearch Bulletin .\nPublications\n\nand\n\nReports\n\nSpecial Appropriations\n\nfor General\nfor 1931-32:\n\n32,339.88\n101,805.67\n13,317.65\n8,444.18\n3,842.50\n\nSale\n\nCommittee on Health Education .\nLegislative Commission .\nNational Council of Education .\nCommittee\n\non Economic\n\n$244.02\n679.04\n1 359 84\n156.47\n\nStatus of the Teacher .\n\nDepartment of Classroom Teachers .\nCommittee on Tenure .\n\n7,739.45\n87.54\n\nDepartment of Elementary School Principals .\nCommittee of One Hundred on Retirement .\nCommission on Enrichment of Adult Life .\n\n1,000.00\n500.00\n982.53\n\nSpecial\n\nCommittee\n\nAmfrica\n\n.\n\non\n\nSocial-Economic\n\nObjectives\n\nof\n\n.\n\n600.00\n\nAmerican Educational Research Department...’ .\nDepartment of Adult Education .\nCommittee on Foreign Relations .\n.\n\n1,000.00\n500.00\n46.54\n\nMembership — United States Chamber of Commerce..\nWorld Federation of Education Associations .\n\n100.00\n500.00\n\nMembership — American Council on Education .\nLife Annuities and Insurance .\nFinancing of Delegates .\nDepartment of Secondary Education .\n\n100.00\n\nDepartmental\n\n(Covering\n\n8,725.16\n9,122.50\n495.63\n\n33,938.72\n\nExpenses:\n\nSalaries\n\nand Clerical Services, Stationery,\nGeneral Secretary’s Office .\nDivision of Accounts .\nDivision of Legislation (Field) .\nDivision of Business .\nDivision of Publications .\n\nSupplies, etc.)\n27,898.03\n8,422.27\n16,686.17\n19,086.43\n44,613.65\n\n"}
{"page": 929, "printed_page": null, "text": "Records\n\nAssociational\n\nand\n\n925\n\nInformation\n\nDivision\n\nof Research .\nDivision of Classroom Service .\nDivision of Administrative Service .\nDivision of Records and Membership .\nPromotion and Maintenance of Membership\n\nFurniture\n\n60,251.27\n8.236.80\n9,252.90\n34,867.70\n37,527.80\n$546,644.30\n\nand Fixtures\n\n5,466.07\n\nLife Membership\n\n10.37\n$552,1317.50\n\nAdjustments\n\nTotal Expenditures\n\n$552,427.87\n\nCash\n\nSummary\n\nBalance Brought Forward from Treasurer’s Report for the A ear Ended\nMay 31, 1931 .\n$526,740.30\nTotal Income as per Page 922 .\n853.23\nDeduct Bad Debts Written Off .\n$525,887.07\n\nAdd :\n\nDecrease\n\nin Accounts\n\n8.30\n\nReceivable\n\n$525,895.37\n\nDeduct:\n\nIncrease\n\nin Time\n\nChecks\n2,780.60\n$523,114.77\n\nAdd :\n\nAccrued Interest on Certificates of Deposit\nUnlocated Difference .\nTotal Receipts for Year\n\nEnded\n\nMay\n\n9.12\n1,199.97\n\n31, 1932\n\n524,323.86\n\n$631,415.08\n\nTotal Expenditures as per above .\nDeduct Unpaid Vouchers as of May 31, 1932\n\n$552,427.87\n32,046.43\n\nAdd :\n\n$520,381.44\n\nUnpaid\n\nDeduct\n\n$107,091.22\n\nVouchers\n\nDecrease\n\nas of May\n\nin Inventory\n\n31, 1931 .\n\n.\n\n26,699.64\n81.08\n$547,0141.22\n\n546,939.86\n\nCash Balance\n\nas at May\n\n31, 1932\n\n$84,475.22\n\n"}
{"page": 930, "printed_page": null, "text": "926\n\nNational\n\nREPORT\n\nOF\n\nAvailable\n\nEducation\n\nTHE\n\nAssociation\n\nBUDGET\n\nIncome\n\nFor\n\nCOMMITTEE1\n\nYear\n\n1932-1933\n\nCASH BALANCE\nas at May 31, 1932 .\nESTIMATED\nINCOME for year 1932-33:\n\n$84,475.22\n\nMemberships from Secretary’s Office .\n$192,000.00\nN. E. A. Journal — Subscriptions and Advertising.. 240,00\n0.00\nSales of Publications:\nProceedings .\nSpecial Reports .\nResearch Bulletins .\nAmerican Educational Week\n\nMa-\n\nterial .\nCash Sales .\n\n$400.00\n5,800.00\n7,800.00\n1,950.00\n1,800.00\n\nCommercial\n\nExhibits .\nHonorariums .\nRentals .\nInterest and Discount Earned .\nNet Income from Permanent Fund .\nSundry Income .\n\n17,750.00\n40 000 00\n2,400.00\n8,500.00\n3,300.00\n32,000.00\n300.00\n\n536,250.00\n$620,725.22\n\nAppropriations\nThe following is an excerpt from\nin 1927:\n\na resolution adopted\n\nby the Board\n\nof Directors\n\nBefore making any appropriations for any fiscal year, the Board\nof Directors\nshall have in hand and shall have considered all requests for\nappropriations for the\nyear, and shall also have in hand an estimate from the Secretary and\nthe Board of\nTrustees of the probable income for the year. Appropriations shall\nnot\nbe made in\nexcess of this estimate.\n\nMaximum\n\nExpenditures\n\nThe respective total amounts finally budgeted for the divisions\nof the head¬\nquarters staff and the various departments and special committees shall\nbe in each\ncase the maximum amounts that may be expended, except that\non the written\nrecommendation of the Secietary of the Association and with the\nformal approval\nof the Executive Committee the Emergency Fund may be drawn\nupon to provide\nfor the unforeseen needs of a division, department, or committee.\n\nProposed\n\nStudy\n\nof Social-Economic\n\nObjectives\n\nof America\n\nWHEREAS, the widespread economic disturbance thru which the\nUnited States\nand other nations of the world are passing is evidence of serious socialeeonomic\nmaladjustment, and\nWHEREAS, the education of the people of a democracy determines its method\nof\ndealing with social-economic problems, therefore be it\nResolved, that the Board of Directors of the National Education\nAssociation\nrecommends to the President of the Association the appointment of\na committee of\nnot more than five to propose to the Association desirable social-economi\nc goals of\nAmerica, and that the committee indicate the materials and methods\nwhich the\nschools of the nation should use to attain these goals; and be it further\nResolved, that the sum of $7,500.00, or such part thereof as may be\nnecessary, is\nhereby apportioned for the use of said committee.\n1 For action taken on this report by Representative Assembly see p. 888.\n\n"}
{"page": 931, "printed_page": null, "text": "Records\n\nAssociational\n\nRecommendations'\n\nBudget\n\nApproved\n\n927\n\nInformation\n\nfor\n\n1932-1933\n\nof Directors\n\n8\n8\n9\n9\n9\n1\n7\n0\n8\n1\n0\n9\n8\n7\n2\n0\n2\n2\n2\n2\n3\n2\n3\n2\n3\n3\n2\n2\n2\n\n28, 1932\nAppropriated\n1932-1933\n\nActual expenses for last five years:\n1927-28 .\n$419.83\n.\n.\n613.69\n1928-29 .\n.\n798.51\n1929-30 .\n1930-31 .\n1931-32 .\n\nAmount\n\nrd\n\nof\n\nTru\n\n1,096.60\n941.47\n\n.\nfor 1932-33\n\nrecommended\n\n$700.00\n\nste\n\nes\n\ntt\n\n:\nexpenses for last five years:\nActual\n\n.\n0\n2\n1\n8\n9\n2\n0\n1\n9\n.\n8\n.\n.\n.\n3\n3\n3\n2\n2\n3\n3\n3\n2\n2\n\nmi\n\nby the Board\nJune\n\nBoa\n\nom\n\nand\n\nee\n\n:\n\n4.\n\n5.\n\n1929-30\n.\n1930-31 .\nIQtl-W\n\nAmount\n\n.\n\n.\n.\n.\n\n$4,356.78\n3,313.01\n4,137.53\n\n.\n.\n\n4,242.10\n3.261.09\n\nfor 1932-33 .\n\nrecommended\n\n$2,800.00\n\nActual expenses for last five years:\n\n.\n.\n1930-31\n\n1931-32\n\nAmount\n\n.\n.\n\n.\n\n.\n\n14,234.68\n.\nfor 1932-33 .\n\nrecommended\n\nContingent\n\nFund\n\n$7,829.08\n7,821.49\n8,347.00\n8,750.58\n$9,000.00\n\nfor President:\n\nActual expenses for last five years:\n517.97\n$1,440.47\n955.45\n1,575.12\n654.94\n\nAmount\n\nGeneral\n\nrecommended\n\nSecretary’s\n\nfor 1932-33\n\nOffice:\n\n* Actual expenses for last five years:\n$31,050.55\n34,470.47\n35,913.75\n35,853.43\n36,320.30\n* Includes also Division of Accounts.\n\n$800.00\n\n"}
{"page": 932, "printed_page": null, "text": "928\n\nNational\n\nEducation\n\nAssociation\n\nAppropriated\n1932-1933\n\nAmount\n\nrecommended\n\nfor 1932-33:\n\n7\n0\n9\n8\n1\n2\n3\n2\n2\n3\n\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies . .\nPostage and Stamped Envelopes .\nTelegrams .\n\n$32,000.00\n1,300.00\n600.00\n1,300.00\n200.00\n\nTotal\n$35,400.00\n\n6. Field Division\n\n(Legislative) :\n\nActual expenses for last five\n\n1927-28 .\n1928-29 .\n1929-30 .\n1930-31 .\n1931-32 .\n\n8\n1\n9\n0\n2\n2\n3\n2\n3\n3\n\nAmount\n\nrecommended\n\nyears:\n\nfor 1932-33:\n\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\n\n$11,922.00\n1,350.00\n250.00\n350.00\n50.00\n\nTotal\n$13,922.00\n\n7. Division\n\nof Business:\n\nActual expenses for last five years:\n$14,805.73\n16,606.35\n17,594.63\n18,637.91\n19,086.43\nAmount\n\nrecommended\n\nfor 1932-33:\n\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies.. .\nPostage and Stamped Envelopes .\nTelegrams .\nTyping Section .\nMailing Section .\nMultigraph Section .\nAdvertising Service .\nTotal\n\n8. Division\n\n.\n\n375.00\n95.00\n20.00\n500.00\n25.00\n600.00\n\n$19,300.00\n\nof Publications:\n\nActual expenses for last five\n\n1927-28 .\n1928-29 .\n1929-30 .\n1930-31 .\n1931-32 .\n\n$16,335.00\n1,125.00\n225.00\n\nyears-.\n. . 40,120.21\n. . 43,306.66\n. . 44,613.65\n\n"}
{"page": 933, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n929\n\nropriated\nApp\n1932-1933\n\nrecommended\n\nAmount\n\nfor 1932-33:\n\nSalaries and Clerical Service .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\n\n$37,715.91\n\n-\n\n1,799.00\n780.32\n2,015.08\n147.23\nTelegrams .\n938.76\nReprints .\n486.70\nPhotographs, Prints, Mats and Electros\n1,992.00\n.\nWeek\non\nAmerican Educati\n\n8\n9\n0\n1\n2\n2\n2\n3\n3\n3\n\nTotal\n\n$45,875.00\n\nActual expenses\n\n.. ...\n\n$7,155.10\n7,523.75\n7,751.15\n8,137.76\n8,236.80\n\n.\n.\n.\n.\n.\nrecommended\n\nAmount\n\nfor 1932-33:\n\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\n\nTelegrams\n\n.\n\nfor last five years:\n\n.\n\n$7,600.00\n\n430.00\n90.00\n170.00\n10.00\n\nTotal\n\n9\n8\n2\n2\n\nivis\n\nion\n\n$8,300.00\n\nof C\n\nlaActual\nssro expenses for last five years:\nom\nServ\nice:\n\nAmount\n\nrecommended\n\nfor 1932-33:\n\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nSpecial Charts, Tables, etc .\nBooks and Pamphlets (Library) .\nTotal\n\n$54,900.00\n2,000.00\n800.00\n1,200.00\n200.00\n2,000.00\n1,000.00\n\n.\n$62,100.00\n\nActual expenses for last five years:\n.\n.\n\n$3\n\n8\n\n1Q99-30\n\n.\n\n1930-31\n\n.\n\n1931-32\n\n.\n\n.\n.\n.\n.\n.\n\n$6,760.35\n8,124.42\n8,447.02\n9,001.03\n9,252.90\n\n"}
{"page": 934, "printed_page": null, "text": "930\n\nNational\n\nEducation\n\nAssociation\n\nAppropriated\n1932-1933\n\nAmount\n\nrecommended\n\nfor 1932-33 :\n\nSalaries and Clerical Service .\nTraveling Expense .\nStationery and Office Supplies.. .\nPostage and Stamped Envelopes .\nTotal\n\n12. Division\n\n$9,576.00\n225.00\n150.00\n25.00\n\n.\n\nof Records\n\n$9,976.00\n\nand Membership:\n\nA. Records:\n\nActual expenses for last five years:\n\nAmount\n\nrecommended\n\nfor 1932-33 :\n\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nStock Supplies and Machine Upkeep\n2\n(Addressograph Section) .\n8\n.\n2\nTotal\n9\n.\n3\nB. Membership :\n0\n$31,\n.\n3\n388.\n4five\nActual\n3\nexpenses\nfor\nlast\nyears:\n3 1\n.\n3\n3\n,\n1927-28 . 492\n.67\n2\n192829 .\n.\n33,\n1929-30 .752.90\n.. 35,852.19\n3\n4,9\n1930-31 .\n.. 38,015.93\n62.\n4\n2\n1931-32 .\n34,\n867\nAmount recommen\nded\n.70 for 1932-33..\nTOTAL\n\n$31,750.00\n750.00\n350.00\n300.00\n50.00\n1,500.00\n$34,700.00\n\n$36,000.00\n\nfor Division\n$70,700.00\n\nPhysical Plant:\nActual expenses for last five\n\n1927-28 .\n1928-29 .\n1929-30 .\n1930-31 .\n1931-32 .\nAmount\n\nrecommended\n\nRent\n\n.\n\nLight and Power\nHeat .\nJanitor Service\nMaintenance .\n\nTotal\n\nyears :\n\nfor 1932-33:\n$43,000.00\n2,050.00\n1,100.00\n5,700.00\n4,000.00\n\n$55,850.00\n\n"}
{"page": 935, "printed_page": null, "text": "7\n8\n0\n9\n1\n2\n2\n3\n2\n3\n\n14. General\n\nand\n\nInformation\n\nOffice Expenses:\n\nA. Operating\n\nExpenses:\n\nActual expenses for last five years:\n$8,002.24\n6.814.32\n6,945.83\n7.922.32\n8,357.87\n\nAmount\n\nrecommended\n\nTelephone\n\nfor 1932-33:\n\nService\n\n.\n\nRepairs — Office Furniture\nment .\nInsurance .\n\n$3,485.00\n\nand\n\nEquip¬\n\nGeneral Expense .\nRefunds of Overpayments .\nPurchase of Back Volumes .\n\n250.00\n595.78\n150.00\n25.00\n10.00\n\nExpress and Freight .\n800.00\nInterest and Discount Allowed .\n1,175.00\nSurety Bonds .\n243.00\nAuditing Accounts of Association ....\n850.00\nMailing — Reports\n8\n1\n0\n9\n2\n2\n3\n2\n3\n3\n\n9\n\nRecords\n\n931\n\nAppropriated\n1932-1933\n\n8\n9\n0\n1\n2\n2\n2\n3\n3\n3\n\n7\n8\n9\n0\n1\n2\n2\n2\n3\n3\n\n8\n\nAssociational\n\nTotal\n\nand Pamphlets\n\n.\n\n.\n\nB. Office Furniture\n\n250.00\n$7,833.78\n\nand Fixtures:\n\nActual expenses for last five years:\n\nAmount\n\nrecommended\n\nfor 1932-33\n\n.\n\n$2,000.00\n\nTotal\n\n15. Annual\n\n$9,833.78\n\nConventions:\n\nActual expenses for last five years:\n$5,761.26\n5,917.34\n\n7,764.33\n6,518.04\n32,339.88\nAmount\n\nrecommended\n\nGeneral\n\nfor 1932-33 :\n\nConvention\n\nExpenses\n\nOperation of Exhibits\nExhibit Payment to\nSuperintendence\n\n.\n\n$7,150.00\n\n.\nDepartment\n\n13,000.00*\n\n.\n\nof\n13,000.00*\n\nTotal\n* $Prior\nto 1931-32 provided\n5,5\n68.\n26\n4,9\n32.\n97\n4,0\n00.\n95\n4,4\n80.\n83\n\n$33,150.00\nfor directly from exhibit receipts.\n\n"}
{"page": 936, "printed_page": null, "text": "National\n\nEducation\n\n16. Journal\n\nof the National\n\nEducation\n\nAssociation:\n\nActual expenses for last five years:\n\nAmount\n\nrecommended\n\nfor 1932-33\n\n$94,400.00\n\n8\n9\n1\n0\n2\n8\n2\n9\n1\n0\n2\n2\n3\n3\n3\n2\n3\n2\n3\n3\n\n17. Other Publications:\n2\nActual\nexpenses for last five years:\n8.\n28\n29\n$18,147.27\n2\n...$10\n9\n1,37422,705.77\n.\n.69\n3\n3\n24,583.36\n0\n0.\n105,05\n5.26,291.40\n54\n3\n1\n1\n.\n25,604.33\n108,5\n38.69\n3\nAmount\nrecommended for 1932-33:\n2\n.\n106,0\n82.33\nResearch Bulletin .\nVolume of Proceedings 10 .\n1,80\n.67 General\nPublications and Reports 5for\nSale .\n\n27\n\nAssociation\n\nAppropriated\n1932-1933\n\n8\n0\n9\n1\n2\n2\n2\n3\n3\n3\n\n7\n8\n9\n0\n1 7\n8\n9\n1\n0\n7\n1\n9\n8\n0\n2\n2\n2\n3\n3\n2\n2\n2\n3\n3\n2\n3\n2\n2\n3\n9\n9\n\n932\n\n$8,000.00\n9,500.00\n1,500.00\n\nTotal\n$19,000.00\n\n18. Financing\n\nDelegates:\n\nActual expenses for last five years:\n\nAmount\n\nrecommended\n\n19. Department\n\nand\n\n$17,178.83\n7.862.50\n8,484.05\n8.484.50\n9.122.50\nfor 1932-33\n\n$10,000.00\n\nCommittee\n\nAppropriations:\nActual expenses for last five years:\n$17,358.59\n26,052.31\n15,846.31\n16,894.11\n15,391.06\n\nAmount\nHealth\n\nrecommended\n\nfor 1932-33:\n\nEducation:\n\n(a) Dept, of School Health\nPhysical Education .\n\nand\n\n(b) Joint Committee on Health\nProblems in Education .\n\nDept. Classroom\n\nNote:\n\nExpenditures\n\nTeachers\n\n.\n\n$275.00\n500.00\n9,100.00\n\nfor printing (under Section 19) shall be made under the\ndirection of the Secretary of the Association. For satisfactory reasons, including\nlower cost and convenience in distribution, the Secretary may permit a department\nor committee to contract for printing. Printing orders shall be placed on the basis\nof competitive bids.\n\n"}
{"page": 937, "printed_page": null, "text": "8\n.\n9\n.\n\n0\n.\n\nRecords\n\nAssociational\n\nand\n\nNational Council of Education1 .\nAmerican Educational Research Dept.\nObjec¬\n\nCommittee on Social-Economic\ntives of America .\n\nDepartment\nDepartment\n\n933\n\nInformation\n\nropriated\nApp\n1932-1933\n\n500.00\n\n1,000.00\n7,500.00\n1,500.00\n500.00\n\nof Secondary Education..\nof Adult Education .\n\nSpecial Committees2:\n(a) Legislative Commission.\n(b) Committee on Tenure.\n(c) Committee of 100 on Retirement\nAllowance.\n(d) Committee on\nof Teachers.\n\nEconomic\n\nStatus\n\non\n\nColored\n\n(e) Joint Committee\nSchools.\n\n. . .\n\nTotal Special Committees\nTotal .\n\n20. Association\n\nMembership\n\n2,000.00\n$22,875.00\n\nFees:\n\nActual expenses for last five years:\n$1,100.00\n1927-28 .\n1,100.00\n1928-29 .\n1,100.00\n1929-30 .\n1,200.00\n1930-31 .\n700.00\n1931-32 .\nAmount recommended for 1932-33 .\n\n21. Retirement\n\nAnnuities\n\nand Insurance:\n\nActual expenses for last five years:\n\nAmount\n\n22. Emergency\nAmount\n\nfor 1932-33\n\nrecommended\n\n$700.00 3\n\n.\n\n$9,550.00\n\nFund:\nfor 1932-33\n\nrecommended\n\nGrand\n\nTotal\n\n2,000.00\n\n.\n\n.\n\n$536,231.78\n\nRespectfully submitted,\n\nBUDGET\n\nCOMMITTEE\n\nAssociation, Denver, Colo.\nHarrisburg,\nJ. Herbert Kelley, Secretary, Pennsylvania Education Association,\nIll.\nield,\nSpringf\nBoard,\nA. L. Whittenberg, Secretary, State Examining\nence, R. I.\nCharles Carroll, State Director of Vocational Education, Provid\nAustin, Texas.\nL. W. Rogers, Chairman, First Assistant State Superintendent,\n\nW.\n\nB. Mooney,\n\nSecretary, Colorado\n\npart of which\n0 ^ rCh\nRe§1 Any\n\nEducation\n\nis used for research\n\nis to be expended\n\nby the Division\n\nPa.\n\nof\n\nabove is the maxi¬\n2 The appropriation for the five special committees listed\nitures are to be\nexpend\nno\nand\ne,\npurpos\nthis\nfor\nmum amount to be expended\nm, including pro¬\nmade from this appropriation until after the committee’s progra\ntee of the Association;\nposed meetings, has been approved by the Executive Commit\n$3, ed that payment of expenses for a committee meeting shall be for not more\nprovid\n27. members, including the chairman.\nthan 6five\n25\n7,5\n1\n3 Comple\n9.0 te payment for 1932-33.\n1\n6,8\n65.\n08\n11\n,2\n53\n.1\n9\n8,7\n2\n\n"}
{"page": 938, "printed_page": null, "text": "THE\n\nANNUAL\n\nAmerican\n\nREPORT\n\nOF\n\nTHE\n\nSECRETARY\n\nEducation Faces the Storm\nIntroduction\n\nWHAT a beautiful philosophy of life is that of looking upon a situa¬\n\ntion which appears to be a liability as one that should be turned\ninto\nan asset. Offhand, it looks as tho education were in the midst\nof dis¬\naster because it is losing ground temporarily. But when we\nrecall that Amer¬\nican society has its ups and downs we can see that education,\nits chief sustain¬\ning factor and also dependent upon it, must show similar\nfluctuations. Our\nefforts must still be directed to saving as much as possible\nof what has been\ngained during recent years, but from now on,\nTURNING\nA LIABILITY\nmore and more, let us give attention to con¬\nINTO AN ASSET\nstructive work. Let us build better than before.\nLet this be the opportunity for actually turn¬\ning neai defeat into victory. But to do so will require better organization\nand\neffort than ever before. Shortsighted forces are at work in this\nnation to\nreduce at any cost the financial support accorded public education.\nThese\nforces are not concerned with the welfare of children nor with the\nmain¬\ntenance of the public-school system. They are concerned with a form of anti¬\nsocial tax-reduction to which they misapply the term “economy.” The effort\nto destroy will continue. It will require the devoted service of every membe\nr\nof the profession and of every friend of the schools to prevent the devastation\nfrom spreading and becoming more desperate. To develop this constructive\nprogram will require leadership. We know we have it when once aroused\n.\nEducation will win altho it faces problems of extraordinary\ndifficulty and\ndanger. It will win because of the inherent rightness of the things for\nwhich\npublic education stands. American education will win “for it was founded\nupon a rock.” Some have become discouraged and despondent over reduct\nions\nin the school program. Such an attitude is natural enough, but cannot\nbe\nlogically justified. Public education today possesses certain elements of\nstrength which will enable it to rise above the present emergency\nand ttf\nassume again its forward progress.\nIn the first place, education is a definitely organized profession. It has in\nthe National Education Association an organization which includes\nall\nbranches of educational work. It has as fine a type of leadership as\nit ever\nhad. It has powerful inclusive local and state associations. The present\ncorps\nof classroom teachers in America is better trained and better qualified\nthan\nat any other time in our history. Education has behind it the support of\nthe\ngreat mass of the American people, a support which is deeply rooted in\npublic\nopinion. In its professional journals education possesses a means of reachi\nng\nthe members of the profession, and thru them a means for reachi\nng the\ngeneral press and the public. Education has developed in its research pro¬\ngram a tool which gives confidence to its leaders and increased skill to every\n[934J\n\n"}
{"page": 939, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n935\n\nmember of the profession. An organized profession, dynamic leadership, a\ndevoted body of teachers, a powerful lay support,\na scientific attitude, and adequate means of reaching THE FOUNDATION\nSTONES\nthe public — these are indeeed the foundation stones\nof\neach\nexamine\nwe\nAs\nof the educational structure.\nthese sources of strength it should become clearer and clearer that the present\nmoment is a time for confidence and determination, and not for panic and\n\ndespair. This report attempts to name and describe a few of the important\nelements of strength in American education, to outline what has been done\nand to point the way for continuous organized effort.\n\nThe\nThe\n\nNational\n\nEducation\n\nOrganized\n\nProfession\n\nAssociation was born amid stress, fear, and\n\nthe nation’s\nuncertainty. When it was organized in 1857 there hung over\nand dis¬\nwar\nlife the dark cloud of slavery and the dread spectre of civil\nAmerica\nunion. The educators of the nation had the vision to see that if\nand that\nwas to remain one in government it must achieve unity of spirit\nspiritual and intellectual unity could come only thru the schools. These\nl gatherings\norganizations, local, state, and national, began largely as informa\nin general.\nto discuss ways and means of improving teaching and schools\nLittle by little they became more or less permanent with\nVISION\na somewhat loose organization but eventually developed FIRST A\nngth THEN A PLAN\ninto well-organized associations of growing stre\nand expanding programs of service. The farseeing vision\nthese early\nand fine professional spirit of the pioneer leaders who founded\nwith\norganizations is reflected in the following paragraph fiom the letter\nng of the\nwhich the presidents of ten state associations called the first meeti\nnational association :\ncordially extend this invitation to all practical teachers in the North,\nthe South, the East, and the West, who are willing to unite in a general effort\nto promote the general welfare of our country by concen¬\nTHE\ntrating the wisdom and power of numerous minds, and by\n; INVITATION\ndistributing among all the accumulated experiences of all\nwho are ready to devote their energies and their means to\nadvance the dignity, respectability, and usefulness of their calling ; and who,\n“We\n\nin fine, believe that the time has come when\n\nthe teachers of the nation should\n\ngather into one great educational brotherhood.”\nd\nFor sixty years after its organization, the national association devote\nlittle\nitself largely to educational, inspirational, and social meetings with\nconsideration for economic or social ends. Legislation, salaries, and improved\nthe\nworking conditions were sometimes discussed but activities leading to\ndevelopment of these policies were for the most part vague and spasmodic.\nWhile the new organization began its work too late to prevent the Civil\n\n"}
{"page": 940, "printed_page": null, "text": "936\n\nNational\n\nEducation\n\nAssociation\n\nWar, it has been a leading factor in reuniting the North and the South\nin\nheart as well as in form. In 1917 this and other associations\n\nTHE\n\nNEW\n\ncame into a new\n\nrealization of their responsibilities and\nOBJECTIVES\ntheir power. This new spirit was expressed by a re-organi¬\nzation of the association on a representative basis\nwith a\ndelegate assembly to develop the policies of the organization ; by the appoint¬\nment of a fulltime salaried secretary and staff to administer the affairs of\nthe association ; by a redefinition of the aims of the organization ; and by the\ndevelopment of an aggressive campaign to promote the welfare of the pro¬\nfession.\nMembership records have been significantly called barometers of profes¬\nsional spirit. They show that the membership of the state associations has\nincreased to more than ten times what it was a quarter of\n\nMEMBERSHIP\n\na century ago and that it includes nearly three-fourths of\nGROWTH\nthe teachers of the nation while the membership of the\nnational association is more than thirty times as large as it\nwas in 1907. The remarkable increase since 1917 has been due to three\nprincipal factors : a growing professional spirit among teachers, an increasing\nconsciousness of the importance of group action, and the expanding progra\nms\nof service which the associations have developed.\nThe principal activity of the associations during the early years of their\nexistence was the holding of an annual convention. During and immediately\nfollowing the World War the program of education thruout the nation\nwas threatened with a complete breakdown. A “Commission on the Emer¬\ngency in Education” was organized by the national association and similar\nemergency committees were developed in many states. These began aggres¬\nsive campaigns to acquaint the public with the importance of education and\nthe needs of the schools. These campaigns required facts\nEXPANDING\nand media for interpreting the facts effectively to the public.\nPROGRAMS\nTo meet these demands the associations expanded their pro¬\ngrams beyond the annual convention into all-year programs\nof service to the profession and to the children of the nation. Special commit¬\ntees were appointed to study specific problems, monthly journals were estab¬\nlished thru which the profession might express its ideals and aspirations and\ninterpret its programs, and research divisions were established to collect\npertinent facts and figures. Growth in membership has made possible these\nexpanding programs, and the increased services have made feasible the in¬\ncreasing membership.\nIt is fortunate for the future of the nation that the teachers have developed\nthese strong local, state, and national associations prior to the present emer¬\ngency. These organizations have stood like a mighty bulwark against hastily\nconsidered and ill-advised retrenchment policies which would have com¬\npletely wrecked the educational program of the\nSERVICE IN\nnation. Thru vigorous campaigns they have helped\nTHE EMERGENCY\nparents to understand the folly of handicapping their\nchildren with deficient education thru short school\n\n"}
{"page": 941, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n937\n\nterms, large and unwieldy classes, or by employing untrained, incompetent,\nand underpaid teachers. They have encouraged school boards to stand against\nthe policy of balancing the budget with the ignorance of children. They\nhave helped the teachers interpret the schools to the public in such a way\nthat the demand for good schools persists in spite of the serious economic\nsituation.\nIn addition to the objectives maintained heretofore these associations now\nface new responsibilities and opportunities born of the emergency thru\nwhich we are passing. Out of these dire difficulties we may gain a new and\nwider recognition of the importance of education to the economic and social\nwelfare of our nation ; an extension of the period of regular schooling to\neighteen years; a multiplication of the opportunity for adult education, for\nthe enrichment of the extra hours of leisure which the adoption of the fiveday week is sure to bring; a more careful selection and more adequate prepa¬\nration of teachers ; a further elimination of the struggling\n“little red schoolhouse,” by the adoption of larger, more FACING NEW\nPROBLEMS\neconomical, and more efficient units of educational administration ; a more reasonable system of raising school reve¬\nnues so that education may receive a fair share of the nation’s annual income\nwithout being an unbearable burden on those who happen to own real estate ;\nand a fairer system of distributing school funds in order that every child may\nenjoy his rightful heritage — an equal educational opportunity. To the realiza¬\ntion of these goals the organized profession is committed, for need has always\nbeen the measure of its strength and of its service.\n\nEducational\n\nLeadership\n\nWhen progress is made, someone must lead. Just now as never before in\nthis generation, America is asking for leadership. In industry we have\nlearned to produce in quantity, but distribution has not kept pace with pro¬\nduction. There is no failure of crops on the farms but our farmers lack mar¬\nkets for their products. The richest nation on earth finds difficulty in balanc¬\ning its budget. States, cities, and counties with empty treasuries are curtailing\nessential activities ; private enterprises are coming to a standstill ; bread lines\nare forming in our cities, not because there is famine in\nthe land but because we do not know how to adjust our THE CALL FOR\neconomic structure to use the abundance with which agri- LEADERSHIP\nculture and manufacture are able to provide us. The\nschools are a vital part of our social structure, and educational leadership\nmust bear its share of responsibility for present conditions and lend a hand\nin bettering them. Educational leadership must realize both the heritage of\nthe past and the opportunity of the future. Wise interpretation of what has\nbeen contributes much to a clear vision of what is to be.\nLeadership is not easy to define. It is intangible. The educational leader\n\nmust have vision. By his lack of it, scars, which will not heal in half a cen¬\ntury, may be left on the lives of children. Leadership demands action. Its task\n\n"}
{"page": 942, "printed_page": null, "text": "938\n\nNational\n\nEducation\n\nAssociation\n\nis to achieve results. Leadership must be marked by courage. Cowards can¬\nnot inspire others to high endeavor. It must be possessed\nWHAT IS\nLEADERSHIP?\n\nof wisdom.\n\nTo\n\ndo a useless thing vigorously and courageously avails little. Since the turn of the century, educa¬\ntional research has come to have a large place in school\nplanning. The facts which it has placed at the disposal of school leaders have\nmade it possible to decide with wisdom many matters which formerly were\nunderstood but dimly. Opinion is giving way to proven knowledge estab¬\nlished by painstaking investigation.\nIn the past, great educational advances have centered around the leader¬\nship of some man or woman. The names of outstanding individuals, such as\nHorace Mann, are forever associated with our great forward movements.\nIn somewhat modified form it is likely to continue\nORGANIZING FOR\nto be so. The cooperative use of the contributions of\n\nLEADERSHIP\n\nmany minds has come to be a part of the technique\nof directing large-scale undertakings. In this fashion\n\nthe effort of the individual is merged with that of the mass. Ultimately, how¬\never, progress is still likely to come to full fruition by the power and insight\nof that person who can direct the energies of numerous followers toward\nattaining a goal.\n\nThe\n\neducational leader should be trained for his job. Our schools move\nforward each year with the progress of modern life. School policies must\nkeep pace. There is constant need of additional technical training on the\npart of those who direct the schools. Many leading\nIT DEMANDS\nsuperintendents and principals make it a practise to\nSPECIAL TRAINING\ntake summer courses so that their work may be upto-date and effective. Others attain the same end by\nwell-chosen reading and personal contacts. The business world has learned\nthat it is expensive for an organization to train a novice. It is far better to\ntrain an experienced person, provided he will take the pains to keep himself\nup to the times.\nAlong with his other qualifications, the school executive must have busi¬\nness ability. Great sums of money are spent for education and taxpayers have\na right to expect that every ctallar shall be used with wisdom and economy.\nThe current emergency emphasizes the fact that\nIT DEMANDS\npublic finance is closely interwoven with public eduECONOMIC VISION cation. In its resolutions at the Washington con¬\nvention, the Department of Superintendence recom¬\n\nmended\n\nthat there be constituted in every state a group of citizens, including\nexpert economists, competent schocd. people, and representative laymen, to\nmake a careful study of the existing system of taxation.\nCompetent\n\nteachers and good schools in a community indicate foresight\nand good judgment on the part of boards of education. In a very real sense,\nthe school board determines the quality of the school. Sometimes it best serves\n\n"}
{"page": 943, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n939\n\nthe general welfare by forward-looking constructive legislation ; sometimes\nby protecting the public against itself when hasty and ill-advised action is\nproposed. The school-board member helps to direct\nEDUCATIONAL\none of our largest national projects, one involving the\nLEADERSHIP IN\nmanagement of valuable property, the annual expendi¬\nTHE BOARD OF\nture of large sums of money, the employment of a\nEDUCATION\nmillion teachers and thousands of other employees.\nThis educational program affects the welfare of more\nthan twenty-five million boys and girls. In any community,\n\nthe school, with\n\nits program which reaches into nearly every home, is one of our biggest busi¬\nness enterprises. Nationally and locally, the work of the school board is of\nfirst importance.\nThe most direct type of educational leadership is that which the teacher\nexerts over the children in her charge. The teacher occupies a vital place\nquote her sayings. They imitate her mannerisms. They\npraise her virtues and they denounce her shortcomings. American classrooms\nare calling for the finest types of young men and women to preside over them.\nin their lives. They\n\nOur teacher-training institutions have a grave responsi¬\nbility for leadership in selecting the best of our young\n\nIN THE\n\npeople for training, and in properly fitting and inspiring CLASSROOM\nthem before they enter upon the discharge of their high\ncalling. Our best superintendents continually emphasize the belief that their\nmain duty is to direct all the forces at their command in such fashion that\nteachers may better serve children. Their platform is a suitable school room,\nproperly equipped, with a competent, well-trained teacher to care for every\nchild.\n\nThe ideals of a nation are reflected in its schools. Russia raises one standard\nfor its schools, Italy another, and France another. Our American ideals\nwere born of the hopes and aspirations of peoples from\nmany lands, welded together in a struggle to conquer a\nnew continent. Much has been done toward the realiza¬\ntion of these ideals of the founders. Much remains to be\ndone. They have served us well thus far. Perhaps it will\n\nEDUCATIONAL\nLEADERSHIP\nIN THE SOCIAL\nORDER\n\nbe necessary to re-interpret some of them as the com¬\nparatively simple farm life gives way to the complicated ways of a machine\nage. This is the immediate task of educational leadership.\n\nResearch\n\nand\n\nEducational\n\nProgress\n\nResearch is a method by which the clear light of pertinent facts is di¬\nrected upon problems and policies. In the absence of facts, educational\nleadership must grope in the dark and a satisfactory solution of many\nproblems can be achieved only by accident. Altho organized research in edu-\n\n"}
{"page": 944, "printed_page": null, "text": "940\n\nNational\n\nRESEARCH, A\nFUNDAMENTAL\n\ncation is almost wholly a development of the last quarter\nof a century, the work already accomplished suggests\nthat the scientific approach to educational problems will\n\nEducation\n\nAssociation\n\nCONTRIBUTION\n\nultimately stand as a great human achievement. For,\nafter all, the culture of childhood and youth is the only\nhighway toward permanent progress in human affairs and any process that\nadds to the intelligent direction of education is a fundamental contribution\nto human welfare. This report on the elements of strength in American edu¬\ncation may well be concluded by a brief review of the past achievements and\nfuture possibilities of educational research.\n\nThe contribution of research to educational progress may best\nbe de¬\nscribed by naming a few of its useful tools and fruitful discoveries. The\nlist is merely illustrative such as are named in the next nine\nparagraphs:\n1. The w oi k of Cattell, Hall, Thorndike, and others, in demon\nstrating\nhow varied and intricate is the pattern of human\nTHE\nTHE\n\nDISCOVERY\n\nOF\nINDIVIDUAL\n\ndifferences, has profoundly affected instruction.\nA\nnew respect for the unique personality of each\nchild has stimulated the development of various\n\nforms of guidance work, counseling, and other adaptations of the school’s\nprogram to the needs of the individual.\n2. In 1905 Binet and Simon, confronted with a practical probl\nem of\ntitv school administration, discarded earlier attempts to measure separa\nte\nmental functions and published a scale for estimating intelligence as a unit.\nTheir plans were quickly adapted and improved in America by Goddard,\nTerman, Herring, Kuhlman, and Pintner. The\nMEASUREMENT OF\ndevelopment of the Army Alpha Tests by Yerkes\nMENTAL ABILITIES and his colleagues gave impetus to\nthe movement\nand in 1918 Otis published the first group intelli¬\ngence scales for school use. About ten million such tests are now used an¬\nnually. In spite of admitted defects, these instruments are of great practical\nutility. The group tests have made possible large-scale adjustments in the\ninstruction of children of different abilities, while the individual tests have\nbeen useful in studying the special needs of exceptional pupils.\n3. Valid and reliable measuring tools are essential to research. Every\nexperiment to find the best methods of instruction must use some form of\nachievement test. Rice pioneered this field in 1896 but it is less than twenty\nyears since Stone, Thorndike, Courtis, Hillegas, Buckingham, Gray, Ayres\nand others devised the first standardized\nMEASUREMENT OF\nPUPIL ACHIEVEMENT\n\nachievement tests. Measurement of growth in\ncharacter is even more recent but it has been\ngreatly stimulated by the work of the research\n\nagencies at Yale, Iowa, Columbia,\nardized tests are now\n\nand other centers. Forty million stand¬\n\nused annually to evaluate instruction, to isolate special\n\n"}
{"page": 945, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n941\n\nand to predict the probable\nlearning difficulties, to discover special aptitudes,\ns of instruction.\nsuccess of children in different subjects and level\nand educational, has re¬\n4. The application of measurements, mental\nnal data. To extract the mean¬\nsulted in new types of quantitative educatio\nthe development and use\ning from this accumulation of facts has required\nof special statistical technics. The work of Galficients, STATISTICAL METHO\nton and Pearson with correlation coef critical\nof McCall and McGaughy with the\ntional problems by\nratio and the application of statistical technics to educa\ne, Holzinger, and\nsuch men as Ayres, Rugg, Thorndike, Strayer, Thurston\n.\nKelley, may be mentioned as examples.\nevaluates the efficiency\n5. The school survey is a scientific inquiry which\nsals for its improvement.\nof a school system and offers constructive propo\nAT\nIt represents an intensely practical application of\non. The THE EDUCA\nthe research attitude to school administrati\nbU\nin 1911\nsurvey of New York City by Hanusof inquiry.\ninitiated the modern phase of this type\nerley, Sears, Bachman,\nThe subsequent work of Strayer, Engelhardt, Cubb\nof school survey procedures\nand many others, has made the systematic use\nnt.\nan accepted phase of efficient school manageme\ndren enter, progress thru,\n6. Exact knowledge of the way in which chil\nmakes it possible to adapt the\nand graduate from the various school units\ngrade-progress chart offers a\nschool to the needs of each pupil. The aged by research specialists which\nstriking illustration of a procedure develope\nmodern\nhas become a routine and integral part of\nACCOUNT\nof Maxwell in\nschool administration. The early work\nof the prob- FOR CHlLUKum\ntion\nenta\npres\nking\nstri\nthe\nand\nk\nNew Yor\n1909 directed\nlem of the laggard pupil by Ayres in\nprogress thru the school system\nattention forcefully to the need for smooth\nprogress is attained. Their wor\nand for proper records to see that such\nHeck, and many other students.\nan,\nhlm\nMoe\nof\nthat\nby\ned\nlow\nfol\nbeen\nhas\ntouched on such varied problems\n7 Research in school administration has\nt the entire field. The position of\nthat a single illustration must represen\nl about ten years ago, of minor imthe state in school finance was, unti\nthe first study of the problem. His in\nnortance. In 1905, Cubberley made\nthat\ne school finance law passed since\nfluence can be traced in every stat\ntime. Strayer and Haig in 1922 further clarified the\nSCHOOL\nissues involved, while Swift and Up eSra critica y ADM]NjstRATION\nschool finance. In\nanalyzed existing systems of state\nmeasures\n1924 Mort developed his weighted-pupil\nof educational need. His students and others have refi. c^iVTTn^\n1927,\nNorton in 1926, Staffelbach in\napplied them widely. Meanwhile,\np\"\"a^ T*\nand Suzzallo in 1931, explored the implications of this\nfa\nResearch in this field has meant\neral participation in school finance.\nequal\ncloser approach to the ideal of\na\nand\nrt\nsuppo\nl\nschoo\nof\nmethods\neducational opportunity.\n\n"}
{"page": 946, "printed_page": null, "text": "942\n\nNational\n\nEducation\n\nAssociation\n\n8. The most common words, the most useful arithmetic, the most mean¬\ningful history, have been discovered as a result of patient studies by such\nworkers as Bonser, Bobbitt, Charters, Wilson, Horn, Rugg, and others.\nThe movements of the eye in reading and of the hand in writing have been\nstudied photographically by Dearborn, Judd, Buswell,\nTEACHING\nFreeman, and others. The inquiries of Counts, Glass,\nAND LEARNING\nAyer, and many others have thrown light upon the\nproper allotment of time to the various studies. Many\nother important inquiries may be summarized in the statement that the\ncurriculum is today in process of becoming a scientific document, utilizing\nthe results of studies of the child as an individual, education as a process,\nand society as both cause and result of the two other factors. Meanwhile,\nthe formulation of the ways in which learning occurs has shown us how this\nmaterial may best be presented.\n9. Early records of the National Education Association show a con¬\nsistently growing confidence in educational research as a method of prog¬\nress. At its second meeting in 1858 the Association appointed a committee\nto study the views of educational leaders on the curriculum. In 1860 the\nRESEARCH\n\nAND\n\nAssociation urged the establishment of a bureau of educational statistics in the federal\n\nTHE ORGANIZED\nTEACHING PROFESSION\n\ngovernment. Beginning in 1894 the Association sponsored the activities of a series of\nimportant research committees. In 1896 the\naction of the board of directors in extending financial aid to educational\ninvestigations was approved. In 1917 it urged the application of school\nsurvey procedures in discovering points of strength and weakness in school\nsystems. In 1922 the Association established a Research Division in its head¬\nquarters staff. In 1930 the Association added a department of educational\nresearch as one of the units in its membership.\nThe National Education Association may well take pride in its part in\nfostering educational research. Thru its meetings and its publications it has\nprovided a channel for the exchange of views and findings. Thru the\nwork of its committees and departments it has carried out important in¬\nvestigations. Thru its resolutions it has given official recognition to the\nTHE\nTHE\n\nPART TAKEN BY\nRESEARCH DIVISION\n\nresearch viewpoint as the basis for educational progress. Thru its Research Division it has achieved national leadership in the\ncoordination and development of research\n\nactivity. The foregoing brief review of certain definite contributions of re¬\nsearch to educational progress supplies sufficient evidence of its usefulness\nand sufficient guarantee of its future application. The question then arises:\nHow will research function in the future? How\nute to educational progress?\n\nwill it continue to contrib¬\n\nIn the first place, the further public recognition of educators as a com¬\npetent professional body will grow with the continuous expansion of tested\n\n"}
{"page": 947, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n943\n\nnce, a school official\nknowledge about the educative process. When, for insta\ngives an opinion which is not based on assembled facts, he\nDEEP\nbases his\nspeaks merely as an individual. But when he\nspeaks KNOWLEDGE\nconclusions on reliable and tangible evidence, he\nwith a professional authority which cannot be ignored.\nship. Research\nKnowledge confers on its possessor unique powers of leader\nknowledge of edu¬\nis the tool by which we may broaden and deepen our\nlast analysis,\ncational processes, achievements, and shortcomings. In the\nrt for the\nthis is the only road to a substantial public respect and suppo\nschools.\nof the entire\nSecond, the objective point of view will be characteristic\nuse research tech¬\nteaching profession. All teachers and school officers will\nresearch probnics continuously in the improvement of their work. Major\nbe allotted to\nwill\nlems and those which require highly specialized technics\nthem for such\nthose whose special abilities, interests, and training qualify\npoorly done\nwork. Inaccurate research is a contradiction in terms. Research\nl, research is a\nis usually worse than none at all. Like the surgeon s scalpe\nled user it may\nsharp and useful instrument, but in the hands of an unskil\nbe dangerous or harmful.\n_\n.\nte research in a\nThird, this specialization will not be allowed to isola\nResearch must remain\nvacuum apart from the rest of the school system.\nteaching and administra¬\nkeenly aware of the real and urgent problems of\ntheir sotion, and must steadily direct its efforts toward\nRESEARCH\nproblems of\nlution. This does not mean that the research\nnal first CONTIN\nthe future will be merely trivial bits of educatio\nh out\naid. On the contrary, educational research will reac\nresearch program will\nto anticipate problems and to prevent difficulties. The\nproblem ; it will be a\nnot be a spasmodic attack on this or that immediate\neducational policies\ncontinuous and comprehensive service on which wise\nmay be built.\ncontact with research\nFourth, educational research in the future will make\npublic education\nin related’ fields. With the political scientist, the relation of ; the educational\ntigated\nto local, state, and federal governments will be inves\np\npsychologist will enter into a yet closer partnershi\nwith experts in biology, neurology, and similar reppcfarth\nRESEARCH\nIAL\nSOC\nl\nwil\nn\noria\nlated fields ; the sociologist and the hist\n.\njoin with the curriculum specialist in devising an\nlife and happiness. Such co¬\neducation which meets the real issues of human\nation is a social process\noperation in research will help all concerned. Educ\nintegrated with research\nand research in education must be increasingly well\nin all other social sciences.\n\nre, be coordinated. Educa¬\nFifth, research in education will, in the futu\nals, normal schools,, col¬\ntional research is now being carried on by individu\nfoundations, national societies\nleges and universities, educational boards and\nol systems, county school sys¬\nof many kinds, accrediting agencies, city scho\neducation associations, and halt\ntems, state school systems, state and national\n\n"}
{"page": 948, "printed_page": null, "text": "National\n\n944\n\nEducation\n\nAssociation\n\na dozen different agencies of the federal government. In the future the effec¬\ntiveness of these agencies will be greatly increased by the\nRESEARCH\nTHE\n\nIN\n\nFUTURE\n\ncreation and support of centers for voluntary exchange\nand dissemination of research projects and findings. These\n\nclearing-houses will probably operate along state, regional,\nand national lines, altho the exact form which they may take is not yet\nclear. Plainly, however, such a development will occur; in fact, it has al¬\nready been well inaugurated by the recent re-direction of the work of the\nUnited States Office of Education, by the research and consultative services\nof the National Education Association, by the new journal of the American\nEducational\nties.\n\nResearch Association, and by similar state and regional activi¬\n\nThe program just outlined means that research will become an indispen¬\nsable factor in the improvement of education. Its achievements are only be¬\nginning. It will build for education a body of reliable information which\nwill dignify and professionalize the work of every teacher. It will be con¬\nducted by men and women who, altho having thoro training in research\ntechnics, will also have the broadest possible view of education as a social\nprocess and of the school as an operating social institution. Educational re¬\nsearch in the future will attack resolutely, cooperatively, continuously, and\nskillfully the urgent problems basic to educational planning. It will become\none of the foundation stones on which the education of the future may be\nsecurely built.\nThe\n\nTeacher\n\nContribution\n\nThe teachers of our nation have come to realize that the great steps in the\nimprovement of the professional standing of the classroom teacher are largely\ndue to the activities of teachers organizations, local, state, and national. Just\nas effective organization in the business world is the keynote of accomplish¬\nment, so teachers have learned to appreciate its value.\nTHE\n\nTEACHER\n\nSPIRIT\n\nNever\n\nin the history of the profession has there been a\n\ntime when\n\nthe spirit which\n\nfort has been so evident among\n\ncomes\n\nthru organized\n\nef¬\n\nteachers as during the past\n\ntwo years — years filled with uncertainty, with financial anxiety, and with\nadded teaching duties. But even in the midst of these strenuous times thous¬\nands upon thousands of teachers have continued to work for self-improve¬\nment thru university study and in other ways.\nToday teachers know the feelings that our early settlers experienced when\n\nthey were told to “hold the fort.” They are finding it necessary to hold the\neducational fort in these times of budget-balancing against the attacks which\na people often “at their wits end” seem to think must be made in the name\nof economy. Within this educational fort we find rank after rank of earnest\nteachers assisting in every effort to make the fort unassailable.\nIn seeking ways to economize many states and communities have found it\nnecessary to reduce school expenditures and the teachers have been called on\n\n"}
{"page": 949, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n945\nto assume their share of the reduction. This they have done in a cooperative\nspirit where there seemed to be no other solution of the problem but these\nexperiences have served to awaken them to the need of seeking a remedy.\nSo we find the organized groups earnestly studying taxation problems and\nother economic questions as never before in order that they may demonstrate\nto the community their knowledge of problems that in the past have made\nadequate financing impossible. The teachers must find a way out if there is\nto be no serious lowering of educational standards.\nDuring this period of economic readjustment many teachers have assumed\nadded financial responsibilities within their homes and in their communities.\n\nunselfishly and sympathetically devoted\nthemselves to the welfare of children in their own THE CHILDREN\nFIRST\nschools and often thru the entire system. They have\n\nThey\n\nhave\n\ngiven loyal support to community welfare activities —\nthe community chest and unemployment funds. In many\nassisted in the distribution of funds, clothing, and food.\n\ncities they have\n\nThe gift of service and financial sacrifices which the teachers of the na¬\ntion have made during these trying times constitute their pledge to the boys\nand girls in their classes that their opportunities shall not be curtailed.\nChildren are passing now thru the very years that mark them indelibly.\nThat their lives should not be thrown out of balance\n\nby fear and anxiety, it has been necessary for teachers GIFT OF SERVICE\nto give thought to counteracting the depression atmos¬\nphere in the homes of many of their pupils. These situations the great ma¬\njority of teachers have met cheerfully. The teacher has been an example of\ncheerfulness and faith in God, in our country, in youth, and in the future.\nMay we hope that as the economic fog clears, the sun of a bright tomorrow\nmay beam upon all the schools of the land and, finding voice, shall say,\n“Well\n\ndone; ye have kept the faith.”\nEducational\n\nInterpretation\n\nThe present period of confusion has given powerful proof of the effective¬\nness of the work of the national, state, and local education associations during\nthe past decade. The schools in America have suffered less than in any other\nleading country of the world. They have held their own better than any\nother major phase of American life. The surprising fact is not that there\nhas been retrenchment but that the retrenchment has not\nWHAT HAS\nbeen more widespread and more devastating. Perhaps 5000\nBEEN DONE\nclassrooms have been closed during the year for want of\nfunds but the outstanding fact is that 995,000 classrooms\nhave gone steadily forward for all or a major portion of the year s work.\nThe work which the National Education Association has done to enlist the\nprofession, to spread information thru the Journal and other publications,\nto widen research, to encourage teachers to work on their problems, and to\nestablish American Education Week, has already borne rich fruit in a fuller\nunderstanding of the schools.\n\n"}
{"page": 950, "printed_page": null, "text": "946\n\nNational\n\nEducation\n\nAssociation\n\nWhat has been done is merely a suggestion of what must be done if the\nschools are to hold their own and to move forward to the new policies and\ndevelopment demanded by the new conditions of American life. The time\nhas come for a new point of view in educational interpretation. The schools\nneed first to consider the things they can do of and by themselves , and second ,\nthe help which outside agencies can contribute. There is a tendency on the\npart of teachers to depend too much upon the superintendent’s office and such outside agencies as the\nTHE WORK AHEAD\npress, the radio, the movie, and service clubs. Impor¬\ntant as are these contacts they are the lesser phase of educational interpre¬\ntation. The greatest opportunity lies within the school system itself and the\noutside agencies can do their best service only as every teacher in the system\nis an informed and active interpreter of educational service. It is too much\nto expect outside agencies to carry the burden and to maintain a sufficiently\nconstant emphasis on the important ideas and ideals to establish in the minds\nof the people an adequate appreciation of the educational services which they\nmaintain in the interest of the children and the community.\nAmong the things which the school organization can do to interpret edu¬\ncation are the following :\nFirst , every school from kindergarten thru the university can teach its\nstudents the meaning of the school in ways within their range of understand¬\ning. It can help them to appreciate the fine points about our schools, the\nways in which they are better than schools of other days and of other coun¬\ntries. It can teach the facts about school organization and budget. It can\nhelp every child to understand just what his schooling\nis costing per year, per month, per day, or per hour. It\nINFORMATION\ncan compare these costs with the cost of providing in¬\nFOR PUPILS\nstruction in music and dancing, or with the cost of\nattending picture shows and other entertainments. Such teaching can be\nwoven into the instruction in all subjects. In the upper grades and in the\nhigh schools and colleges, specific courses, ranging from a few weeks to half\na year, may be given in the history of education. If each of our million\nteachers would take some responsibility for this interpretation of the school\nto the young people who are still in school the effect on the next decade\nwould be profound.\nSecond , each teacher can develop the community of interest which natu¬\nrally exists between him and the parents of the child for whose growth and\ndevelopment he is responsible. Let every teacher visit the home of every\nchild represented in his classes. Let him express to the parents his deep inter¬\nest in the child’s welfare. Let him discuss with them the child’s growth and\ndevelopment and describe what the school is attempting to do and express\nappreciation for what the home is doing. Let him find things in the child’s\ndevelopment to praise. Let him lead both parent and\nchild to think of the school as a place of happiness, opTHE TEACHER\nAND THE HOME portunity, hard work, and wholesome play. The rearing\nof a child under the conditions of modern life is a joint\n\n"}
{"page": 951, "printed_page": null, "text": "Associational\n\nRecords\n\nresponsibility. It requires the combined\n\nand Information\n\n947\n\nefforts of the home, the school, and\n\nthe community. When a teacher visits a home to inquire after the well¬\nbeing of a child he is recognizing the importance of that home. He is empha¬\nsizing the responsibility which the teacher holds for child welfare. He is\ngiving the parent some of the expert knowledge of his profession and is get¬\nting from the parent some of the devotion and the affection which he has\nfor his own flesh and blood. Were a million teachers to carry out such a\npolicy for a single month the number of parents reached would be sufficient\nto determine American policy with reference to education.\nThird\n\nthe schools can send regularly to parents letters, reports, and printed\n\nmaterial to emphasize important points in the school’s service. Altho forms\nfor reporting to parents have been greatly improved, there is still room for\nmuch development in this field. Just as banks and insurance companies have\ndeveloped syndicated letters and circulars which are\nsent to patrons with monthly statements or insurance INFORMATION\npremiums, the school is in a position to reach all the FOR THE HOME\nhomes directly. It would be possible to develop informa¬\ntional letters W’hich teachers, principals, and superintendents could adapt\nto this purpose, to print attractive small leaflets which could be enclosed with\nthese letters or with report cards so that there would be a steady stream of\ninformative material reaching the people who are most interested in the\nwork of the schools. Many schools are already rendering this service.\nThe school system should see that teachers and principals take a larger\npart in the civic and community life outside the school. Teachers who read\nwidely, who maintain contacts with the best leadership in the community,\nwho take part in efforts to improve conditions, will\n\ngrow in power and usefulness, and as their civic lead- LARGER PART IN\nership wins appreciation, there will be increased re- COMMUNITY LIFE\nspect for the quality of their educational leadership.\nThe school is at the very heart of community life. It cannot do its best or be\nits best except as teachers participate in and understand the economic, social,\npolitical, artistic, and spiritual life in which the children are growing up.\nThe following plan is carried out in many of the leading schools of the\nnation : First, to hold a meeting of the superintendent and his associates\nwith each group of principals, one meeting for elementary school principals,\none for junior high school, and one for senior high school principals. At these\nmeetings there is a concrete discussion of the things that can be done, when\nthey can be done, and who is to do them. The primary\nemphasis is put on things which do not require much exA PLAN IN\npenditure of money. These conferences among principals ACTUAL USE\nprepare each principal to hold a conference with his teach¬\ners wherein plans are developed, so that each teacher will have specific things\nto do with preparation to do these things ; and second, each principal holds\none or more conferences with members of the teaching staff in his school\nlaying out projects, appointing committees\n\nto work\n\nout details, following\n\n"}
{"page": 952, "printed_page": null, "text": "948\n\nNational\n\nEducation\n\nAssociation\n\nmeetings until the year’s program\nup with other ed\nout.\ncarefully work\n\nof interpretation has been\n\nlet enough informa¬\nAs the program of interpretation is carried forward\ntion so that par¬\ntion be included about state and national problems in educa\nunity to\nents will understand the relation of their own school and comm\nican life.\nnationwide movements to keep Children First and to improve Amer\nThe important point is to have a few pivotal facts\nand to emphasize and reemphasize these facts until\nALWAYS MAKE THE\nthey are well established in the thinking of all the\nCHILDREN FIRST\npeople. Do the people realize, for example, that in\nwas receiving school\n1890 4 percent of the population of high school age\nation is receiving\nservice, whereas today more than 50 percent of that popul\nas teachers formerly\nhigh school service? Do they understand that where\nexpected\nwere able to begin teaching with no special education, they are today\nto have at least four years beyond the high school? Do\nthey understand what the schools are doing to prepare\nSIGNIFICANT\nyoung people for health, for lifelong learning, for citizen¬\nthey\nship, for vocations, for leisure, for character? Do\nto individual\nappreciate the emphasis which schools now put upon attention\nclassrooms,\nchildren? Have parents been personally conducted about the\nred to\nlaboratories, libraries, shops, and gardens by a pupil or teacher prepa\ntional\nexplain the significance of each of these phases of the school s educa\nprogram ?\nWhen the schools have done these things within the organization, when\nevery teacher is equipped with the philosophy, a list of points, a body of\nfacts, and is ready to proceed with joy to the interpretation of the school,\nthe field has then been prepared for the interpretive activities which are\nassociated with the newspaper, the radio, the talkie, service clubs, and other\n\nQUESTIONS\n\nnon-school agencies.\n\nLay Support\n\nEssential\n\nThe American public school system is the product of local initiative. In\nno other country in the world do the people themselves have so much voice\nin the conduct of their schools. Due largely to the growing complexity of\neducation for modern life, people have gradually lodged with professional\nexperts the organization and administration of schools, but they have re¬\nmained fundamentally interested in the schools and are ready and eager to\naid educational leaders when they are certain what\ntheir part is. It has been charged with considerable\nTHE PRODUCT OF\nfoundation by a president of a great lay organiza¬\ntion that “teachers, themselves, are many times in¬\nis certain that\ndefinite as to what, if anything, is expected of the public.” It\nration in\nfrom this day forward educators must take the public into conside\npeople\nall their planning, and ways and means must be found to carry the\nfar-sighted leadwith them every step of the way. For more than a decade,\n\nLOCAL\n\nINITIATIVE\n\n"}
{"page": 953, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n949\n\nperiodicals, and from\ners of the profession, in books, in lay and educational\nthat the success of their\nthe platform, have sought to convince school people\nprograms depends upon their appeal to the public.\npublic in the last\nA complete reversal in their policy of dealing with the\ntry have discovered\nquarter of a century is evidence that business and indus\npeople. I ormerly a cus¬\nthe value of cultivating friendly relations with the\nget it. Now there is\ntomer took what he could get, when and how he could\nscarcely a business concern of any size that does not\nATTITUDE OF\nntaining\nspend a considerable sum of money in mai\npublic THE PROFESSION\nclasses for the training of personnel so that the\nefficiently served. TO THE PUBLIC\nmay be tactfully, courteously,s and\nBusiness has become ingeniou in developing means\nbuyers — the radio, directof gaining the sympathetic attention of prospective\nused successfully in\nby-mail advertising, and even the airplane— have been\nfound it profitable to de¬\nreaching the public ear. If business concerns have\nfriendly attitude toward\nvote a fair portion of their energies in developing a\nior quality of their\ntheir customers and in acquainting them with the super\ndiligent in pursuing a\ngoods, certainly school people should be even more\nsimilar policy.\n#\n. ,\nleaders to\ntheir\nof\non\nWhile not all educators have heeded the injuncti\npay the school bill, it is\nstrive for friendship and confidence of those who\nbeen taken which have gained\nencouraging that in many places steps have\npublic. While the efficient con¬\nand held the enthusiastic support of the\nteacher in the classroom will ever\nscientious, and effective work done by the\nbe the greatest means of gaining the confidence of\nncpARTMFNT nF\nparents, it cannot be wholly relied upon to draw the\nATTONS\nO\nATI\nREL\nLIC\nPUB\nthe aims and\nattention of the entire public to\nof\nachievements of the schools. The Department\n\nds “that departments of\nSuperintendence in its 1932 resolutions recommen\nthe superintendent is the\npublic relations, whether in a system so small, that\nnization be est^ \"\ndepartment, or in a city large enough to have its own orga\nnecessary source of friendli¬\nlished. Such a policy will be a legitimate and\ncommunity which it serves.\nness between a public school system and the\nlar part of many school sys¬\nDepartments of public relations are now a regupublic enlightening, accurate,\ntems and are indispensable in furnishing the\nh it is entitled. . .\nand interesting information about the schools, to whic\nrelies on a dry, uninspiring,\nThe forward-looking superintendent no longer\nthe necessary facts about the or¬\nstatistical annual report to give taxpayers\nschools. Today we find super¬\nganization, administration, and work of theirons of work in the schools, and\nintendents’ reports enlivened with illustrati\nprinted in an attractive form. One especially wide awake\ncrwnni\non glass\nsuperintendent had his annual report made\nmachine, a\nslides, and by the means of a moving picture\nevery parentscreen, and a pointer took his report to\ny superinteacher association in his school district. Man\n\n"}
{"page": 954, "printed_page": null, "text": "950\n\nNational\n\nEducation\n\nAssociation\n\ntendents have found it wise to carry the schools and their activities to the\npublic more than one time during the year, and have supplemented annual\nreports with newspapers which carry current educational news of interest\nto teachers, parents, and others interested in the public schools.\nThe classroom teacher has been described by one superintendent as the\nkeystone in the arch of school publicity. Certainly she comes closer to the\npublic than any others in the school system and has opportunities to form\nfriendships with parents of the children she teaches, thus gaining the confi¬\ndence of many influential citizens of the community. The personality, social\nqualities, poise, and dignity of teachers are standards by which laymen often\njudge the schools. Teachers, however, individually and\nTHE\n\nTEACHER\n\nthru their professional organizations, are making\n\nAND\n\nTHE\n\naggressive contribution\n\nLAITY\n\nin acquainting\n\na more\n\nthe people with\n\nthe needs of the schools. The fact that the laity of the\nnation has not been oblivious to the activities of the profession and has shown\nappreciation of the teaching service is a hopeful sign that laymen are begin¬\nning to understand their responsibilities toward public education. Many\nnationally organized groups of laymen are taking steps to arouse their indi¬\nvidual members to the necessity of standing guard against a lowering of edu¬\ncational standards in their communities.\n\nof the thirty-sixth annual convention of the National Con¬\n\nThe program\n\ngress of Parents and Teachers centered around the theme — “Safeguarding\nChildhood in this Crisis.” In resolutions adopted and in deliberations which\nextended over a week serious consideration was given the harmful effects\nof unnecessary reduction in school budgets on the future welfare of the\nyouth of this country. The\n\nUnited States Commissioner\n\nof Education, Dr.\n\nWilliam John Cooper, and the president of the ConPARENT-TEACHER\nASSOCIATIONS\n\ngress, Mrs. Hugh Bradford, spoke to the entire nation, over a coast-to-coast net work, on the need for\n\nsafeguarding the interests — mental, moral, and phy¬\nsical — of everjr child in the land. It is certain that these discussions imbued\ndelegates, representing every state in the Union, with their own responsibil¬\nity in striving for adequate support of schools during this crisis, and that in\nthe months ahead echoes of their activities will be heard in local communi¬\nties thruout the land.\n\nClubs, the National Council of\nJewish Women, the Supreme Council of Scottish Rite Masons of the South¬\nern Jurisdiction, and the American Federation of Labor are some other\nnational groups that have likewise sought to acquaint their membership with\nThe\n\nGeneral\n\nFederation\n\nof Women’s\n\nthe dangers confronting the schools at the present time, and to warn against\nill-advised reductions of school funds. More\nOTHER\n\nORGANIZATIONS\n\nINFORM\n\nTHE\n\nPUBLIC\n\nand more it will become\nconnected\n\nthe duty of everyone\n\nwith the schools, from the superin¬\n\ntendent and board of education down to jani¬\ntors and custodians, to inform the public concerning the work of the schools.\n\n"}
{"page": 955, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n951\n\nWhen this job has been thoroly done and people in every community fully\nunderstand the aims and objectives of their school leaders, many obstacles\nin the way of adequate school support which now seem insurmountable will\nvanish and the schools in prosperity and in depression will continue to fur¬\nnish to society the type of education needed by every boy and girl.\n\nA Look\n\nAhead\n\nThe keynote of recovery from today’s conditions must be careful plan¬\nning in the light of facts and needs. At no point in our whole system is\nmust\nsuch planning more important than in the schools. The teacher is and\nbe the central figure during the present period of readjustment. The organ¬\nized profession has opportunities such as it never enjoyed before. Educa¬\ntional research is growing stronger each year. The leadership of the pro¬\nfession was never better prepared for its task. T'eachers are steadily grow\ning in education and working power. The move¬\nWHAT EACH CAN DO\nment to interpret education to the public is gaining\nheadway. Boards of education have never been\nevery com¬\nmore competent or loyal. Powerful lay support is available in\nrecovery from\nmunity for the support of sound educational programs. The\nl. The\nthe present economic recession must inevitably be slow and gradua\nizing the\nschools can help by placing their own houses in order, by recogn\n, and by\nrelation between taxation and the general economic life of the nation\nspent with the\ninsisting that the money which is spent for schools shall be\ngood.\nutmost efficiency at the point where it will accomplish the greatest\nof education\nWe have had already a large measure of success on that level\ncomings are in\nwhich we call primary or elementary. Our greatest short\neducational reform\nsecondary education. This will be the battleground of\nhas been too much\nfor the next quarter of a century. This secondary level\nsecondary schools\ninfluenced by the prestige of the institutions above. Our\nAmerican civilization\nhave the special responsibility to make the citizens of\nvely and cooper¬\nmore effective in understanding and controling constructi\nus.\natively the great social forces which now trouble\nindividual and social\nEvery genuine system of education is a response to\ning new and worthy\nneed and aspiration. By studying today’s needs and arous\nnt situation into an\nambitions and aspirations, teachers can turn the prese\nin the midst of surplus\nasset. The mere fact of widespread unemployment\ned a point where it\nfood and materials suggests that society has now reach\nn, the intellectual, and the spir¬\nmay give more of its attention to the huma\nitual aspects of life. Under these new conditions\nTHE IMPROVED\nvocational education and guidance assumes a place\nSYSTEM\nAMERICAN\nbe¬\nof increasing importance. Education for leisure\nOF EDUCATION\ncomes imperative. The opportunity for an improved\nhome and neighborhood life is a challenge to the\nthe public will\nbest the schools have to offer. We are at the moment when\n\n"}
{"page": 956, "printed_page": null, "text": "952\n\nNational\n\nEducation\n\nAssociation\n\nsupport educational leaders in the reconstruction of American education —\nin a reform which will more or less steadily rid us of the narrowly academic\npoint of view and substitute the social point of view in its place. The social\nphilosophy of American public education needs to be restated vigorously.\nIt needs to be made clear to the rank and file of teachers and to the general\npublic. Schools must\n\naim at fully civilizing youth in the American\n\nway.\n\nThey must make themselves the focal center for correlating and coordinat¬\ning the cultural and educational assets of all other educative institutions.\nThey need to achieve a new internal unity of purpose and organization which\nwill help to bring a new unity and purpose into our American civilized life.\nBy continuing to work at their problems, by strengthening their prepara¬\ntion as teachers, and by using their professional organizations to improve the\nservice of the schools, teachers will turn present liabilities into assets.\n\nREPORT\nCAROLINE\n\nOF\n\nCOMMITTEE\n\nS. WOODRUFF,\n\nPRINCIPAL,\n\ncastleton,\n\nON\n\nNECROLOGY\n\nSTATE\n\nNORMAL\n\nSCHOOL,\n\nvt., Chairman\n\nnames of the following members of the profession who have passed away\nduring the past year have been sent to the chairman from the various states. There\nare probably others which have not been reported. Refer to Miss Woodruff’s name in\nindex for page on which her remarks in presenting the report of the Committee are\nprinted.\nThe\n\nColorado\nCorbett, V. H.\nConnecticut\nDaudey, Anna D.\nEla, Mabel H.\nEverett, Sarah\nHall, Laura B.\nHibbert, Thomas\nHodgson, Dorothy\nJohnson, M. Josephine\nKelley, Genevieve M.\n\nAllen, Mary T.\nAndrews, Anna\nBeede, Frank H.\nBunce, Helen J.\nCarter, Willis\nCase, Charlotte\nClark, Elizabeth M.\nCoburn, Helen\n\nLaussier, Marie A.\nMeehan, Nora B.\nMiller, Mabelle E.\nParker, Ida B.\nPenrose, John\nTaylor,\nViola J. F.\nVan Syckle,\n\nIllinois\nJewett,\n\nMrs.\n\nMargaret\n\nGraves,\n\nMrs.\n\nClara B.\n\nW.\nIndiana\nIowa\n\nAllison, S. B.\nBeyer, Samuel W.\nBruhn, Emma C.\nCollins, Mrs. Susan\nConger, Mrs. Elma R.\nCrossley, Lillian L.\nCrowl, Merton\nDelarue, Edith E.\nDerby, Ladoit\nDickman, J. W.\nEason, Emma\nGibson, Lizzie L.\nGriffin, Mrs. Adelia Frances\nHawk, Mrs. Z. T.\nHeald, Albert P.\nHocker, F. P.\nJamison, Myrtle\n\nJohnston, Arnold V.\nKing, Carrie\nKingsley, Alice L.\nKolb, Josephine\nLapham, J. A.\nLogan, Erma Zelda\nLoughridge, Mrs. Elizabeth\nGriffith\nLove, C. L.\nLucas, Mary R.\nLyon, Charles Wesley\nMcKee, Margaret A.\nMcKenzie, Letha\nMartin, Rhea Le Noir\nMiller, George I.\nMoser, W. C.\n\nNorthrup, Marian\nOates, Josephine\nO’Donnell, Mrs. Edward\nParsons, William E.\nRoach, Charles\nSipple, E. M.\nSloght, Wm. E.\nSmith, Lillie B.\nSmith, O. E.\nThompson, Ethel G.\nTingley, Hazel\nWalters, Mrs. Florence\nWarrick, Georgianna\nWassam,A. Clarence W.\nWelch,\nWright,\n\nDavid\n\nSands\n\nJ.\n\n"}
{"page": 957, "printed_page": null, "text": "Associational\n\nand\n\nRecords\n\n953\n\nInformation\n\nKansas\nMcConnell,\n\nW.\n\nW.\nMaine\n\nCondon,\n\nRandall\n\nJ.\nMaryland\n\nLovejoy,\n\nSara\n\nC.\nMassachusetts\n\nBurke,\n\nJeremiah\n\nE.\n\nKallom,\n\nArthur\n\nW.\n\nLyon,\n\nMrs.\n\nMabel\n\nH.\n\nMichigan\nAddison, Christine\nAlber, Amelia J.\nAlward, Elizabeth\nAlwynse, Gertrude M.\nAmos, Ida Mildred\nAndrews, Peter J.\nAnthony, Mabel\nBaetcke, Winifred Sample\nBaker, Dorothy D.\nBelford, Mrs. Katherine\nBesley, Miriam A.\nBishop, Doris R.\nBjerklien, Irene\nBrothers. Mrs. Florence\nBrown, George A.\nBuckley, Josephine\nCalahan, Katherine\nCarlson, Caroline E.\nCarter, Mrs. Sadie Lovelace\nChase, Chas. N.\nClark, Harry J.\nColler, Mrs. Minnie\nComing, Mildred A.\nCovert, Ida M.\nCreswell, Mrs. Cornelia\nDeery, Mary\nDervin, Mrs. Ann\nDuchin, Rose\nEdwards, Mrs. Katherine\nEwing, Dorothy\nFell, David J.\nFink, Mrs. Jessie M.\nFitzgerald, Catherine A.\nFord, Mrs. Loletia\nFoster, Charles E.\nFrench, Frank W.\nGinn, Agnes .\nGirardin, Elizabeth J.\nGower, Cornelius A.\nGrainger, Mrs. Isabel Anson\nGwinn, Mrs. Austin\n\nHall, Mrs. Sarah\nHamlin, Frank A.\nHarkema, Richard\nHatch, Blanche M. D.\nHawkins, Mrs. Mabel\nHeath, Mrs. Helen\nHickok, Daniel\nHill, Laura\nHills. Gertrude\nHilton, Max\nHolden, Mrs. Della R.\nHolland, Cora E.\nHootman, Emma\nL.\nHowes, Mary\nHubbard, Edwin E.\nHueber, Mrs. Ruth Windsor\nJacoby, Mrs. Vina Willett\nJaeck, Ora Mabel\nJanowitz, Betty\nJones, Mrs. E. H.\nKahler, Harold D.\nKeeney, Emma L.\nKempster, Mrs. Ruth C.\nKennedy, Geraldine\nKirby, W. G.\nKling, Emeline\nLake, Jas. G.\n\nLaughray, Mrs. Marian Hub¬\nbard\nLivingston, Caroline\nLockwood, Mrs. Mary Ann\nLudden, Anna G.\nLunger, Ray C.\nLusk, Freda B.\nMcSweeney, Katherine\nMarsh, E. O.\nMay, Lulu\nMead, Clara L.\nMeirer, Margaret\nMerrihew, Mrs. Ann\nModlin, Lena A.\n\nMontgomery, J. B.\nNewell, Elnora\nNewkirk, Nellie\nNichols, Florence\nPennell, Mrs. Josephine\nRandolph, Mrs. Olive\nPatterson\nRaymond, Mrs. Emma\nV.\nRector, Lillian\nReilley, Beatrice\nRosenquest, Irene Gardner\nSatterlee, Mrs. Maud N.\nSawyer, Vernon\nSchick, Louise\nSchultz, Arthur F.\nScoutten, Margaret\nSheehan, Genevieve\nShotwell, Ambrose\nSmith, Anna M.\nStandish, Mrs. Mary Stuart\nStauffer, James B.\nStephens, John W.\nSterling, Wellington D.\nStone, Mrs. Vesta\nStrack, Ella\nTownsend, Mrs. Teresa\nTripp, Percy E.\nVanderveen, Frances C.\nWard, Lewis\nWarner, Florence\nWest, Mary\nWeter, Grace\nWillett, Verna\nWilson, Mrs. Earl\nWilson, Margaret L.\nWinchester, Birdenia\nWinn, Marian\nWinter, Mrs. Mollie\nWoodley, O. I.\n\nYunck,\n\nMrs.\n\nHelen\n\nWhalen\n\nNebraska\nBaer, Alva A.\nBajeck, Janet\nBaker, Mrs. Minnie\nBeattie, J. A.\nBuss, Ida\nBute, Clarence\nCorbett, Virginia H.\nCowan, Nettie\nDeWeese, Creola\nEveland, Gertrude\nHays, Adelta\nHolmes, E. P.\nIreland, W. B.\nJackson, Louise\n\niepsen, Esther\n\n[auffman, Barbara\nKelley, Roy V.\nKennedy, Minnie\n\nKennedy, Louisa\nKinnick, Claude\nLindsay, Charles\nLindstrom, Mrs. Bertha\nMcHugh, Kate\nMackin, Marie\nMajors, T. J.\nMartindale, Mrs. Dorothy\nD. Broadwater\nMiller, Margaret\nMontgomery, F. W.\nMoore, Linnie\nMortensen, Gertrude\nMuhm, John R.\nOrrnsby, Mildred\nParriott, Irene Kirker\nProuse, Edythe\nReilly, Claire\n\nRhodes, John L.\nRobertson, Olive\nRoseberry, Mrs. Helen\nSalmen, Hazel\nSchulke, August\nSecord, Mrs. Elizabeth N.\nShellenberger, James K.\nShugart, Nettie\nSinger, Myrtle\nStern, Alma\nStoetzer,\nF. J.\nSumner, Lulu\nSutton, H.\nWakelin, Nina\nWicks, L. C.\n\non\nAnders\nWightman,\nms, Isabell\ne\nWillia\nWood, Edna\n\nRobert\n\n"}
{"page": 958, "printed_page": null, "text": "954\n\nNational\n\nNew\nCotton,\n\nAssociation\n\nEducation\n\nHampshire\n\nCarl\n\nBickett,\n\nWilliam\n\nMcCarthy,\n\nAgnes\n\nNew\n\nJersey\n\nNew\n\nYork\n\nJ.\n\nE.\nNorth\n\nBrawley, James Pagan\nCarter, Margaret Inez\n\nPhillips,\n\nCarolina\n\nMorris, Myrla\nSeymour, Mary\n\nFrancis\n\nWray, Joe S.\nYoung, Leila\n\nOhio\n\nJ. J.\n\nOregon\nBlack, Ralph K.\nBonney, Clyde T.\nBushnell, Hazel\nByland, O. H.\nCrofoot, Mrs. Beatrice\n\nDowning, Edna\nFairfoull, Mrs. Florence\nJackson, Mrs. Hazel\nJensen, P. L.\nJewett, Mary\n\nKimball, Julia M.\nMorton, Lucy B.\nPorter, Fannie G.\nPratt, S. I.\nSimpson,\n\nNina\n\nB.\n\nPennsylvania\nBarnes,\n\nMatheson,\n\nHarold\n\nKenneth\n\nG.\n\nTennessee\nDerricotte,\n\nJuliette\n\nA.\nTexas\n\nCousins,\n\nR.\n\nHorn,\n\nB.\n\nP. W.\n\nMarrs,\n\nS. M.\n\nN.\n\nVirginia\nGlass,\n\nE.\n\nC.\nWest\n\nBeaumont,\n\nAmanda\n\nVirginia\n\nLee\nWisconsin\n\nArnold, Mrs. Frank\nBall, Asher\nBeach, William H.\nBingham, Helen Bostwick\nBreitinger, Grant\nBristol, Elsey Lois\nBrown, Eleanor\nBusack, Anna\nBuuck, Frederick C.\nCaine, Mary\nCarter, Alice Grace\nCarver, Dora E.\nCassidy, Ann\nChamberlain, J. H.\nClough, W. G.\nCollins, Genevieve\nConners, Mrs. Joseph\nDaley, Mrs. Loureen Cecil\nDarlington, Lena A.\nDixon, Mrs. Louise Smith\nDixon, Martha\nDodge, Benoni L.\nDopprich, Emma\nDrew, Janet M.\nDurand, Mrs. Alida G.\nEllis, Milton\nFauska, Edna\nFeeney, Kate H.\nFerguson, Mrs. Boyd L.\nFiltz, Helen R.\nFitzgerald, Josephine\nFoster, Ida\nFoster, Mrs. Jennie A.\n\nGawthrop, Mrs. Amy Ross\nGibbon, Minnie\nGiller, Jane\nGlass, Mrs. Lenice E.\nGoe, Martha\nGoetsch, Herman\nGotham, E. C.\nGreenleaf, Mrs. Jeanne\nHarouel\nGroves, Mrs. Ivan\nGullickson, Ida\nGurholt, R. E.\nHannan, Mary E.\nHanrahan, Frank\nHayes, Elizabeth M.\nHerbert, Mrs. Mildred\nVivian\nHerbert, Vivian\nHermley, Elizabeth\nHoffmeyer, Frederick A.\nHofstatter, Mrs. William T.\nHoughton, Frank W.\nJohnson, Dorothy\nJones, Ella\nJones, Harrison J.\nKatz, Mrs. Nellie\nKearney, Thomas M.\nKelly, Mary\nKispert, George J.\nKnezel, Mrs. Esther\nKoenig, Ella\nKroes, Eva\nLake, Lucinda\n\nLamb, Caroline S.\nLane, Grace\nLarson, Walter E.\nLa Rue, Edith\nLa Valle, Mrs. Nora\nLeonard, S. A.\nLuebke, Emma\nMcCutcheon, Mary\nMagee, Herman J.\nManning, Mrs. Rose\nMartin, Thomas B.\nMatthaeus, Mrs. Mary\nMills, Mrs. Sarah I.\nMoerschel, Jacob\nMoran, Katherine\nMorgan,\nLotta\nMoss, Lily\nNash, Mrs. Mary\nNeef, Mrs. H.\nNewser, Elsie\nO’Connor, Lillia\nO’Connor, Mary\nOlsen, Martha K.\nO’Malley, Mrs. Adeline\nO’Shea, Michael Vincent\nPauli, Hazel M.\nPennington, Mrs. Lena\nCramer Adams\nReiger, Emily M.\nReineck, Charles\nRoe, Nettie\nRoen, Lena\nRoman, Marie\n\n"}
{"page": 959, "printed_page": null, "text": "Associational\n\nRouse, J. D.\nRyan, Katherine E.\nSalisbury, Decima\nSalzman, Gertrude Marie\nSanford, George E.\nSchaekel, Mrs, Otto\nSchaub, Albert E.\nSchloemer, Marie\nSchofield, Mrs. Harvey\nSchulz, Kermit\nShields, George K, A.\nSilbeck, Ted\nSmith, Mrs. Amanda Ida\n\nRecords\n\nand\n\n955\n\nInformation\n\nSmith, Charles Foster\nSobieski, Agnes\nStangel, Charles J.\nStewart, Sue\nSturtevant, Mrs. Warren E.\nSullivan, Mrs. Francis J.\nTaggart, Mrs. Frederick\nTaggart, Mrs. Louise H.\nThackery, Glen H.\nTickard, Lula\nTrettin, Carl\nTurner, Frederick Jackson\n\nVerbeck, Henry Clinton\nWelch, Harold\nWells, Mrs. Alta Banker\nWiswall, Edwin Clark\nWiswall, Zilla E.\nWitt, Robert\nWof, Paula\nWolfe, Edna Ida\nWoy, Frank P.\nWright, William\nYouker, Mrs. Mary\nYoung, Mrs. James\n\nG.\n\n"}
{"page": 960, "printed_page": null, "text": "956\n\nNational\n\nTHE\n\nTWELFTH\n\nEducation\n\nAssociation\n\nREPRESENTATIVE\n\nASSEMBLY\n\nof the National Education AssoctaDelegates who attended the seventieth annual meeting\nThe classification of positions in¬\n♦Inn {^Atlantic City New Jersey, June 25-July 1, 1932.\nom\ntendents, (3) principals, (4) classro\ncludes (1) directors’ and supervisors, (2) superin\nand secretaries,\neditors\nonal\neducati\n(6)\nnts,\npreside\nschool\nteachers, (5) college ands.normal\nand (7) ex-officio member\nHirst, C. M. (ex officio), State Commissioner\nof Public Instruction, Little Rock.\n\nALABAMA\n\n), 1331 South ThirtyFindlay, Elsie (Teacher\ngham\nfourth Street, Birmingham; Birmin\nTeachers Association.\ncher), 1331 South ThirtyFindlay, Mary (Tea\nam\nfourth Street, Birmingham; Birmingh\nTeachers Association.\nSecond Ave¬\nMcGehee, Laura (Teacher), 101\ningham; Birmingham\nnue, Pratt City, Birm\nTeachers Association.\nni. .. .,\n941 North\n),\ncher\nMcGlathery, E. S. (Tea\nAlabama\nam;\ningh\nBirm\nWay,\nFifty-second\nEducation Association.\n), 501 South Eight¬\nNorton, H. B. (Principal\nam; Birmingham\ningh\nBirm\net,\nStre\nieth\nTeachers Association.\nAvenue,\nOzier, W. C. (Principal), 2129 Pike\niation\nAssoc\ners\nTeach\nam\ningh\nEnsley; Birm\nnth\nntee\nSeve\n2312\n),\ncipal\n(Prin\nA.\nW.\nReagan,\nAsso¬\nn\nStreet, Ensley; Alabama Educatio\nAve¬\nSanders, Augusta (Teacher), 2745 Pike\nAsso¬\nhers\nTeac\nam\ningh\nBirm\ney;\nEnsl\nnue,\nciation.\nv\n.\nAve¬\nSanders, E. O. (Principal), 2745 Pike\nAsso¬\ners\nBirmingham Teach\ny; n.\nEnsle\nnue,\nio\nciat\n. . ..\nVaughan, Joseph T. (Principal), 5521 First\nAvenue, South, Birmingham; Birmingham\nTeachers Association.\n(ex officio), Principal,\nWilliams, J. D. Birmi\nngham.\ndale School,\n\nher),\nM. (Teac\nMrs. C. Rock;\nHirst,\nArkansas\nLittle\nStreet,ation,\nAssoci\nMcClurken, Mrs. Eva\nCato;\ntary School,\non.\nAssociati\n\n5412 “U”\nEducation\n\n(Principal), Elemen¬\nArkansas Education\n\nRiggs, R. L. (Superintendent), School for\nthe Deaf, Little Rock; Arkansas Education\nAssociation.\nCALIFORNIA\n\nAdams, Frank G. (Vice-Principal), 6407\nStreet, Oakland; Oakland Teachers\nRegent ion.\nAssociat\n\nAlvord, Mrs. Ane L. (Supervisor), 2003 Bar¬\n, Richmond; Richmond Teach¬\nrett Avenuetion.\ners Associa\nh\nAlway, Harry G. (Teacher), 914 Seventeent\non\n1 7K San\nA ccnr .\nDiego; San Diego Teachers\nStreet\nAnderson, Nora (Teacher), 1511 Jackson\nn.\nat\nrs As¬\n....\nso\nd Teache\nOaklan\nd; io\nOaklan\nStreet,ci\nAverill, Beulah (Principal), Box 19, Winton;\nCalifornia Teachers Association.\nBabcock, Mrs. Annie R. (Principal), 71\nts; California\n, Willi\nStreet\nldtAsso\nHumbo\nion.\nciat\n.\nTeachers\n\nAvon¬\n\nALASKA\n\nBeck, E. J. (Superintendent of Schools),\nNome; Alaska Educational Association.\nRasmussen, Axel (ex officio), Superintendent\nof Schools, Public School, Wrangell.\nRinden, Lloyd (Teacher), High School,\nDouglas; Alaska Educational Association.\nARIZONA\n\nLoper, Ellen H. (Secretary), 823 North First\nna Education Asso¬\nix; Arizo\nPhoenio\ne,at\nAvenu\nn.\nci\n_\n.\ns),\nSchool\nof\nLoper, John D. (Superintendent\nPhoenix ; Arizona Education Association..\nMathews, A. J. (President Emeritus), Ari¬\nzona State Teachers College, Tempe; Ari¬\nzona Education Association.\nMathews, Mrs. Carrie L. (Teacher), Tempe;\nArizona Education Association.\nMullen, J. O. (ex officio), Superintendent of\nSchools, Jerome.\nWivel, C. B. (Superintendent of Schools),\nTempe; Arizona Education Association.\nARKANSAS\n\nBryant, Mrs. Mattie Hawley (Principal),\nAssocia¬\nEl\ntion.Dorado; Arkansas Education\n\nDavis, Pearl (Secretary), State Department\nRock; Arkansas Edu¬\nof Education, Little\ncation Association.\nHall, William F. (Supervisor of Elementary\nSchools), State Department of Education,\nRock; Arkansas Education Associa¬\nLittle\ntion.\n\nAve¬\nBadgley, lima (Teacher), 1961 Mann\niaAssoc\nhers\nTeac\nand\nOakl\n;\neley\nBerk\nnue,\nBall0\" Cornelia E. (Supervisor), 103 Court\nation.d; .\nTeachers\nAssoci\nCalifornia\nN\nAj. .\nHouse, Bakersfiel\n\nr), 1358 Atchison\nBall, I. Grace (Superviso\nn.\natio\nsoci\nAs¬„\nStreet, Pasadena; Pasadena Teachers\nL\nBoyd, Mrs. Louise (Teacher), 565 East\nStreet, Wilmington; Los Angeles City\nTeachers Club.\nBrackney, Mrs. Alberta (Teacher), 2401\nWest Sixth Street, Los Angeles; High\nation of Los ...An¬\nty\ners.Associ.\ngeles\nTeach\nSchoolCi\nBrowne, E. C. (Principal), Placerville,\nCalifornia Teachers Association.\n), 121 East Eleventh\nBussell, Florence (Nurse\nsociation.\nv Teach\n.. ers As¬\nStreet, Oakland; Oakland\nChaim, Henry I. (Teacher), 1735 Van Ness\ne, San Francisco; California Teach¬\nAvenu\ners Association.\nClark, Augustina (Teacher), 184 Thirteenth\nStreet,. Oakland; Oakland Teachers Asso¬\nciation\nCloud, Roy W. (Executive Secretary), Cali¬\nfornia Teachers Association, 155 Sansome\nStreet, San Francisco; California Teachers\nAssociation.\nCombatalade, Celine (Teacher), 2300 Van\nNess Avenue, San Francisco; San Fran¬\ncisco Classroom Teachers Association.\nCorson, Frances (Teacher), 1436 North Baker\nn.\nrnia Teache\natio\nCalifo\nciAna;\n. rs\nAs\n, Santa\nStreetso\nCoward. Beulah B. (Assistant Supervisor),\nSouth Pasadena; Cali¬\n607 Mound Avenue,\nfornia Teachers Association.\n\n"}
{"page": 961, "printed_page": null, "text": "Associational\n\nRecords\n\nEle¬\nCroad, J. Russell (Principal), Sierra rnia\nmentary School, Sacramento; Califo\nTeachers Association.\nCurley. Laura (Teacher), 1121 Trestle Glen\nOakland; California Teachers As¬\nRoad, on.\nsociati\nDuden, Alice (Teacher), 1329 Madison Street,\nOakland; Oakland Teachers Association.\nAgnes W. (Teacher), 265 “L”\nDutcher, Mrs.\nStreet, Livermore; California Teachers\nAssociation.\nElledge, Mrs. Fay (President), Pasadena\nTeachers Association, 133 South Hudson\nStreet, Pasadena; Pasadena Teachers As¬\nsociation.\nErickson, Mrs. Maude W. (Teacher), 1440\nWest Sixtieth Street, Los Angeles; High\nSchool Teachers Association of Los An¬\ngeles.\nFarr, Jessie V. (Teacher), 400 West Adams\nStreet, Los Angeles; High School Teachers\nAssociation of Los Angeles.\nFarwell, Nina M. (Teacher), 2205 Stuart\nStreet. Berkeley; California Teachers As¬\nsociation.\nFeibush. Bertha (Teacher), 557 Thirty-third\nStreet, Oakland; Oakland Teachers Asso¬\nciation.\nFerguson, Olive E. (Teacher). 1456 Jones\nStreet. San Francisco; Berkeley Teachers\nAssociation.\nFitter, Ruth (Teacher), 4016 Coolidge Ave¬\nnue. Oakland; California Teachers Asso¬\nciation.\nFleming, Odd Booth, 132 North Common¬\nwealth Avenue. Los Angeles.\nFrank, Maxine (High-School Teacher), 216\nNorth Beachwood Street, Los Angeles;\nCalifornia Teachers Association.\nFreeman, Hazel H. (Teacher), 1011 Asbury\nStreet, San Jose; Santa Clara County\nTeachers Association.\nFrench, Beth Harris (Teacher), 603 South\nFreeman Street, Oceanside; California\nTeachers Association.\nFrench, H. K. (Teacher). Oceanside; San\nDiego County Teachers Association.\nGardner. J. N. (Teacher), 2168 Fourth Ave¬\nnue. Sacramento; California Teachers As¬\nsociation.\nGibson, Eva (Teacher), 2491 Ellsworth\nStreet. Berkeley; Berkeley Teachers As¬\nsociation.\nGoesch, Albert O. (Teacher) 1141 Excelsior\nAvenue, Oakland; Oakland Teachers As¬\nsociation.\nGwinn, Joseph Marr (ex officio). Superin¬\ntendent of Schools. San Francisco.\nHanna. Howard J. (Teacher), 2440 Crenshaw\nBoulevard, Los Angeles; Hip;h School\nTeachers Association of Los Angeles.\nHarper, Elizabeth (Teacher), Placerville;\nCalifornia Teachers Association.\nHart, Adelaide (Teacher), 7850 Sunset Boule¬\nvard, Hollywood; High School Teachers\nAssociation of Los Angeles.\nHatch, I. C. (Principal), 142 Hugo Street,\nSan Francisco; San Francisco Principals\nAssociation.\nHawkinson, Wendell P. (Vice-Principal),\n936 West Flora Street, Stockton; Stockton\nElementary Teachers Association.\nHeald, Camilla (Teacher), 297 South Ninth\nStreet, San Jose; California Teachers As¬\nsociation.\n\nHerrington,\n\nKatie\n\nAuburn;\nWay,\nciation.\n\n(Teacher),\n\nCalifornia\n\n819\n\nLincoln\n\nTeachers\n\nAsso¬\n\nand\n\n957\n\nInformation\n\nHighfill, Floyd J. (Teacher), 1310 Armacost\nAvenue, West Los Angeles; High School\nTeachers Association of Los Angeles.\nHilditch, Isabella H. (Vice-Principal), 724\n“B” Avenue, National City; San Diego\nCounty Teachers Association.\nHolen, C. E. (Teacher), 306 Pleasant Street,\ntion.\nRoseville; California Teachers Associa¬\nHowland, Mrs. Madeline S. (Teacher), 3535\nEast First Street, Long Beach; Long Beach\nCity Teachers Club.\nHowland, Stanley F. (Principal), 3535 East\nLong Beach; Long Beach City\nFirst Street,\nrs Club.\nTeache\n\nJacobsen. Christine A. (Teacher), 1320 West\nForty-first Place, Los Angeles; Los An¬\ngeles City Teachers Club.\nJenkins, Anna Irene (Teacher), 344 South\nBoule Avenue, Los Angeles; California\nTeachers Association.\nJohnston, Olive S. (Teacher), 628 East Sola\nBarbara; Santa Barbara City\nStreet,rsSanta\nClub.\nTeache\nJones, Mrs. Eugenia West (Teacher), . 318\nBenton Way, Losn. Angeles; Califor¬\nSouthTeachers\nAssociatio\nnia\ner), 1706 Golden Gate\n(Teach\nKelley, Viola\nsco; California Teach¬\nFranci\n, San\nAvenue\ntion.\nAssocia\ners\nKirk, lone (President). 115 Grand Avenue,\nOcean Park; Los Angeles Kindergarten\nClub.\n\nLages. Dora (Teacher). 311 Lester Avenue,\nOakland; Oakland Teachers Association.\nLeSeur, Margaret (Teacher), 1380 Monterey\nBoulevard, San Francisco; San Francisco\nClassroom Teachers Association.\nLewin, Lillie (Research Department), 150\nPage Street, San Francisco; California\nTeachers Association.\nLord, Lena L., Santa Monica.\nAve¬\nMallory. Gertrude (Teacher), 443 NorthSchool\nnue Fifty-six, Los Angeles; High\nTeachers Association of Los Angeles.\n\n), Superin¬\nMartin, Frederick F. (ex officio\ntendent of Schools. Santa Monica.\nMelkonian. Bertha (Teacher), 510 Twentysecond Avenue, San Francisco; San Fran¬\ncisco Classroom Teachers Association.\nMerchant, Lulu (Teacher), 437 Perkins\nStreet,on.Oakland; California Teachers As¬\nsociati\nMitchell, Evelyn (Teacher), 470 Chetwood\nStreet, Oakland;\nciation.\n\nOakland\n\nTeachers\n\nAsso¬\n\nMoffat, Mrs. Irene M. (Teacher), 1323 In¬\ndiana Avenue, South Pasadena; Los An¬\ngeles City Teachers Club.\nMontgomery, Robert I. (Viceprincipal), Han¬\nford; California Teachers Association.\nMoss, Mrs. Portia F. (County Superintend¬\nn.\nciatio\nent), Auburn; California Teachers . Asso¬\n\nod\nMuller, Edgar E. (Principal), 3909 Linwo\nAs¬\nrnia Teachers\nAvenue,\nion. Oakland; Califo\nsociat\nNorton, Mrs. Alice R. (Principal), 378\nGolden Gate Avenue, San Francisco; San\nFrancisco Classroom Teachers Association.\nOak¬\nOtt, Eva (Teacher), 61 Agnes Street,\nland; Oakland Teachers Association.\nPeterson, Russell (Teacher), 671 South Wood\nAvenue, Los Angeles; High School Teach¬\ners Association of Los Angeles.\n\nis Ave¬\nPlatt, Laura (Secretary), 1730 Morr\nAsso¬\nhers\nModesto; California Teac\nnue,\nciation.\n\n"}
{"page": 962, "printed_page": null, "text": "958\n\nNational\n\nEducation\n\nAssociation\n\nPlatt, Mrs. Mollie S. (Rural Supervisor),\n1730 Morris Avenue, Modesto; Stanislaus\nCounty Teachers Association.\nPool, Alma (Teacher), 1375 North Yosemite\nStreet, Stockton; California Teachers As¬\nsociation.\nPowell, Mrs. Annette (Teacher), 2510\nTwenty-fifth Avenue, Oakland; Oakland\nTeachers Association.\nPowell, Elizabeth (Teacher), 426 Lester\nStreet, Oakland; Oakland Teachers As¬\nsociation.\nPower, Frances (Teacher), 4016 Coolidge\nAvenue, Oakland; Oakland Teachers Asso¬\nciation.\n\nWenzel, Elizabeth E. (Teacher), 1100 Niles\nStreet,\nBakersfield; Bakersfield Teachers\nClub.\n\nPrall, Mrs. Ida Snell (Teacher), 5137 Merid¬\nian Street, Los Angeles; High School\nTeachers Association of Los Angeles.\nReuter, William (Teacher), 2602 Holt Ave¬\nnue, Los Angeles; High School Teachers\nAssociation of Los Angeles.\nRice, Delight (Teacher), 2149 Blake Street,\nBerkeley; Berkeley Teachers Association.\nRoberts, Olga (Teacher), 3630 Mt. View\nAvenue, Mar Vista; Los Angeles City\nTeachers Club.\nRobertson, Mrs. Marjorie S. (Teacher), 50\nHernandez Avenue, Los Gatos; California\nTeachers Association.\nRobison, Fae (President), 203 West Maple\nStreet, Glendale, Glendale City Teachers\nClub.\n\nAlternates\n\nRogers, Harry (Teacher), 1741 East Orange\nGrove, Pasadena; High School Teachers\nAssociation of Los Angeles.\nRowell. Virginia (Teacher), 200 West One\nHundred Seventh Street, Los Angeles;\nHigh School Tea'chers Association of Los\nAngeles.\nSands, Elizabeth (Principal), 1136 Fair Oaks\nAvenue, South Pasadena; Elementary Prin¬\ncipals Club of Los Angeles.\nShaw, Albert M. (Teacher), 2833 Estara Ave¬\nnue, Los Angeles; High School Teachers\nAssociation of Los Angeles.\nSherfey, Alice (Teacher), 2431 Oregon Street,\nBerkeley; Berkeley Teachers Association.\nSmith, Nina Grace (Teacher), 511 East Sixth\nStreet, Los Angeles; Los Angeles City\nTeachers Club.\nSnow, Irene (Principal), 2270 Main Street,\nNapa; California Teachers Association.\nStevens, Mrs. Kathleen H. (Teacher), 202\nTrinity Building, Los Angeles; Los An¬\ngeles City Teachers Club.\nStone, Nell (President), 1472 University\nAvenue, Berkeley; Alameda County Educa¬\ntional Association.\n\nTaylor, Inez (President of Elementary\nTeachers Club), 1040 North Lake Street,\nPasadena; Paasdena Teachers Association.\nToomey, Mrs. Gladys (Teacher), 1027 Ox¬\nford Street, Berkeley; California Teachers\nAssociation.\nUnderwood, Lillian (Teacher), 2528 Etna\nStreet, Berkeley; Oakland Teachers As¬\nsociation.\nWalton, Elizabeth H., San Diego.\nWalton, Thomas A. (Teacher), 2526 Pamo\nAvenue, San Diego; California Teachers\nAssociation.\nWashburn, E. E. and Mrs. (Teacher), 4025\nBrighton Avenue, Oakland; Oakland\nTeachers Association.\nWaterman, Ivan R. (Division Chief), State\nDepartment of Education, Sacramento;\nCalifornia Teachers Association.\nWeise, Charles A. (Superintendent of\nSchools), Tustin; California Teachers As¬\nsociation.\n\nWillis, Mrs. Fern Clark (Teacher), 3742\nSouth Wilton Place, Los Angeles; Los\nAngeles City Teachers Club.\nWindmiller, L. L. (Teacher), 322 Merritt\nStreet, Turlock; Stanislaus County Teach¬\ners Association.\nYerge, Clyde S. (Teacher), 2616 Harrison\nStreet,\nciation. Oakland; Oakland Teachers Asso¬\nZimmerman, Bruce L. (Principal), 2452 Vir¬\nginia Street, Berkeley; Berkeley Teachers\nAssociation.\nwho\n\nattended:\n\nMary Arlene Brady, San Francisco.\nMrs. Eva M. Histed, Long Beach.\nHallie G. Schilling, Tulare, California.\nCOLORADO\nAndrews, S. M. (Superintendent of Schools),\nWalsenburg; Colorado Education Associa¬\ntion.\nBlaine, W. D. (Superintendent of Schools),\nLongmont; Colorado Education Associa¬\ntion.\nBradford, Lenore\nStreet, Boulder;\nsociation.\n\n(Teacher), 611 Marine\nBoulder Community As¬\n\nBradford, Mrs. Mary C. C. (ex officio), 5069\nNewton Street, Denver.\nBrennicke, Pearl M. (Teacher), 2215 West\nColorado Avenue, Colorado Springs; Colo¬\nrado\ntion. Springs Classroom Teachers Associa¬\nBrown, Richard R. (Teacher), 1157 Garfield\nStreet, Denver; Denver Classroom Teach¬\ners Association.\nBurgess, Grace E. (Teacher),\nCedar Avenue, Denver; Denver\nTeachers Association.\n\n142 West\nClassroom\n\nClark, Mrs. Mabel F. (Teacher),\nlia Street, Denver; Denver\nTeachers Association.\n\n2810 Dah¬\nClassroom\n\nConboy, Irene (Teacher), 418 Broadway,\nSterling; Colorado Education Association.\nCornish, Lydia R. (Principal), 2105 South\nClayton Street, Denver; Administrative\nWomen in Education.\nDugdale, Lee A. (Teacher). 1330 South\nJosephine Street, Denver; Denver Class¬\nroom Teachers Association.\nEllinwood, L.\nE.\n(Superintendent of\nSchools), Peyton; Colorado Education\nAssociation.\nFerguson, Elizabeth (Teacher), 1383 South\nUniversity Street, Denver; Denver Class¬\nroom Teachers Association.\nForce, Anna Laura (Principal), 2254 Lowell\nBoulevard, Denver; Colorado Education\nAssociation.\nGruenler,\nCorona\nClub.\n\nArthur M. (President), 1175 South\nStreet, Denver; Denver Teachers\n\nHall, Dorothy (President), 703 Polk Street,\nPueblo; Pueblo Classroom Teachers Asso¬\nciation.\nHarrington, Mary Lyons (Teacher), 1251\nClarkson Street. Denver; Colorado Edu¬\ncation Association.\nJohnson, Lillian M. (Teacher), 106 East\nJefferson Street, Colorado Springs; Colo¬\nrado Springs Classroom Teachers Associa¬\ntion.\nLafferty, Edith (Teacher), 2308 Birch\nStreet, Denver; Denver Classroom Teach¬\ners Association.\nLewis, Mrs. Inez Johnson (ex officio), State\nSuperintendent of Public Instruction, Den¬\nver.\n\n"}
{"page": 963, "printed_page": null, "text": "Associational\n\nRecords\n\nMcFarland,\n\nA. J. (County Superintendent),\nJunta; Colorado Education Associa¬\n\nLa\ntion.\nMcFarland, Mrs. Blanche B. (Teacher),\nRocky Ford; Rocky Ford Community Edu¬\ncation Association.\nMooney, W. B. (ex officio), Secretary, Colo¬\nrado Education Association, 530 Common¬\nwealth Building, Denver.\nMosher, Abbie (Teacher), Hotel Crest, Den¬\nver; Denver Classroom Teachers Associa¬\ntion.\nPatton, C. E. (Principal). County\nSchool, Wray; Colorado Education\nciation.\n\nHigh\nAsso¬\n\nPorter, Maude B. (Teacher), 2575 Dahlia\nStreet, Denver; Denver Classroom Teach¬\ners Association; second alternate.\nRead, Faye (Teacher), 131 Vernon Place,\nPueblo; Pueblo Classroom Teachers Asso¬\nciation.\nRitter, Gladys E. (Teacher), 608 East\nTwelfth Avenue, Denver; Denver Class¬\nroom Teachers Association.\nSmith, Florence (Teacher), 2135 South\nColumbine Street, Denver; Denver Class¬\nroom Teachers Association; first alternate.\nSmith, Frances (Teacher), 502 Broadway,\nSterling; Federated Teachers Club.\nSmith, Margaret A. (Teacher), 1507 Park\nAvenue, Denver; Denver Classroom Teach¬\ners Association.\nSmith, Margaret Mendenhall (Principal),\n1522 Lafayette Street, Apt. C, Denver;\nColorado Education Association.\nSmith, Mrs. Ruby M. (Teacher), 429 East\nFourteenth Avenue, Denver;\nDenver\nClassroom Teachers Association.\nTomlinson, James L. (High-School Teach¬\ner), 2413 Grand Avenue, Pueblo; Pueblo\nEducation Association, District Number 1.\nTrekell, Mrs. Florence (Teacher), 521 Pearl\nStreet, Denver; Denver Classroom Teach¬\ners Association.\n\nWalters, R. J. (Dean), College of Liberal\nArts, University of Denver, Denver; Colo¬\nrado Education Association.\nCONNECTICUT\nButterfield, Ernest W. (ex officio). State\nCommissioner of Education, Hartford.\nClarkin, Mary E. (Teacher), 1197 West Main\nStreet, Waterbury; Waterbury Teachers\nAssociation.\nFitzgerald, Joseph A.\n(Principal), 359\nThompson\nAvenue, East Haven, New\nHaven Teachers League.\nGray, Margaret (Teacher), 188 Four Mile\nRoad, West Hartford; Connecticut State\nTeachers Association.\n\nHubbard, Charlotte (Teacher), 31 Dwight\nHaven; Connecticut State\nStreet, New\nTeachers Association.\n\nJennings. Margaret R. (Teacher),\nmine Avenue, Norwalk; Norwalk\ners Association.\n\nSilverTeach¬\n\nJohnson, Edwin W. (Supervisor), 42 Beards¬\nley Park Terrace. Bridgeport; Bridgeport\nTeachers Association.\nKenefick, Margaret R. C. (Teacher), 39\nLilley Road, West Hartford; Connecticut\nState Teachers Association.\n\nand\n\nInformation\n\n959\n\nO’Meara, Stanley R. (Department Head), 34\nEssex Street, Bridgeport; Bridgeport\nTeachers Association.\nPatterson, Thomas\nH.\n(Principal), 131\nStearns Street, Bristol; Connecticut State\nTeachers Association.\nSambrook, William H. (Supervisor), 523\nCamden Street, Devon; Stratford Teachers\nAssociation.\nShearer, Fred W. (President), Superintend¬\nent of Schools, Middletown; Connecticut\nState Teachers Association.\nSwift, Gordon C. (ex officio), Superintendent\nof Schools, Watertown.\nUnderwood, Homer K. (Principal), Bulkeley\nHigh School, New London; Connecticut\nState Teachers Association.\nZiegra, Clara C. (Teacher), 48 High Street,\nDeep River; Connecticut State Teachers\nAssociation.\nDELAWARE\nHeim, R. W. (Director). State\nVocational Education, Newark;\nState Education Association.\n\nBoard of\nDelaware\n\nHolloway, H. V. (ex officio). State Superin¬\ntendent of Public Instruction, Dover.\nKennan,\nRichard\n(Superintendent of\nSchools), Georgetown; Delaware State\nEducation Association.\nLittle, Lora H. (Principal), Stanton; Dela¬\nware State Education Association.\nParsons. James (Teacher). Hockessin; Dela¬\nware State Education Association.\nStouffer, S. M. (Superintendent of Schools),\n3H Citv Building. Wilmington; Delaware\nState Education Association.\nDISTRICT\n\nOF\n\nCOLUMBIA\n\nCooper, William John (ex officio), United\nStates Commissioner of Education, Wash¬\nington.\nCrabtree, T. W. (ex officio), 1201 Sixteenth\nStreet. N. W.. Washington.\nEgbert. Fr^da A. (Teacher), Eastern High\nSchool, Washington; High School Teach¬\ners Association.\nElv S. M. (Supervising Principal), Emery\nSchool. Washington; Education Associa¬\ntion of the District of Columbia.\nGrosvenor. Edith Louise (ex officio). Apt.\nNo. 73, The Iowa, Washington.\nHuff. Mrs. Daisie I. (Teacher), Business\nHigh School. Washington; High School\nTeachers Association.\nKeliher, Annie C. (Teacher), 1555 Fortyfourth Street. N. W.. Washington; Educa¬\ntion Association of the District of Colum¬\nbia.\nLucas. M. Grant (Principal). 1738 Fifteenth\nStreet, N. W., Washington; Columbian\nF.ducational Association.\nWatkins. Catherine (Kindergarten Director),\n2120 P Street. N W.. Washington; Educa¬\ntion Association of the District of Colum¬\nbia.\n\nWilliams. Chari O. (ex officio), 1201\nteenth Street, N. W., Washington.\n\nSix¬\n\nFLORIDA\n\nLockhart, Charles E. (High-School Teach¬\ner), 96 York Square, New Haven; New\nHaven Teachers League.\n\nAbee, Edwina (Teacher). George Washington\nTampa\nSchool, Tampa;\nT\"nior High\nTeachers Club.\n\nNieviedzal, Rose (Teacher), R. F. D., Put¬\nnam; Connecticut State Teachers Associa¬\ntion.\n\nBird, C. S. (Principal), 1515 Penrose,\nMiami; Florida Education\nlantic C.,\n.\nsociation\n\nAt¬\nAs¬\n\n"}
{"page": 964, "printed_page": null, "text": "960\n\nNational\n\nEducation\n\nGould, Lena (Primary Teacher), 223 W.\nFourth Street, Jacksonville; Florida Edu¬\ncation Association.\nGray, Charles H. (County Superintendent),\nQuincy; Florida Education Association.\nHartsfield, F. S. (Superintendent of Schools),\nTallahassee; Florida Education Associa¬\ntion.\nLane, F. Edgar (Principal), R-2, Box\nLittle River Station, Miami; Florida\ncation Association.\n\n#670,\nEdu¬\n\nLane, Mrs. Vera (Teacher), R-2, Box #670,\nLittle River Station, Miami; Dade County\nClassroom Teachers Association.\nMerrill, Ida Nancy (Teacher), Deermont\nHotel, St. Petersburg; Tampa Teachers\nClub.\nNewsome, W. T. (County Superintendent),\nLive Oak; Florida Education Association.\nPiggott, J. C., Jr. (County Superintendent),\nCrawfordsville ; Florida Education Asso¬\nciation.\nRickards, James S. (ex officio), Executive\nSecretary, Florida Education Association,\nTallahassee.\nWakefield, Homer E. (Supervising Princi¬\npal), Holly Hill; Florida Education As¬\nsociation.\nGEORGIA\nDuggan, M. L. (ex officio), State Superin¬\ntendent of Public Instruction, Atlanta.\nHarris, J. C. (President), School for the\nBlind, Cave Spring; Georgia Education\nAssociation.\nHarris, Mable (Teacher), 207 Forsythe\nStreet, Macon; Georgia Education Asso¬\nciation.\nHastings, S. M. (Teacher), Junior High\nSchool, Atlanta; Georgia Education Asso¬\nciation.\nHunter, H. Reid (Art Superintendent), City\nHall, Atlanta; Georgia Education Asso¬\nciation.\n\nRhodes, Maude (Teacher), 185 Westminster\nStreet, N. E., Atlanta; Georgia Education\nAssociation.\nSutton, Willis A. (ex officio), Superintendent\nof Schools, Atlanta.\nWannamaker, George W. (ex officio), Su¬\nperintendent of Schools, Griffin.\nHAWAII\n\nBoyum, Mrs. Louise V. (Principal), Puunene, Maui; Maui Teachers Association.\nHiserman, Helen (Substitute Teacher), 1634\nBingham Street, Honolulu; Hawaii Edu¬\ncation Association.\n\nHiserman, Mrs. Nellie (Teacher), 1634 Bing¬\nham Street, Honolulu; Hawaii Education\nA Qonri\n\natinn\n\nLee, John A. (Teacher), Hilo High School,\nHilo; Hawaii Education Association.\nLee, Mrs. Siu Hoon (Teacher), Waiakeakai,\nHilo; Hawaii Education Association.\nLong, Oren E. (ex officio), Deputy Superin¬\ntendent of Public Instruction, 2054 Makiki\nStreet, Honolulu.\nMitsuo, Stanley (Teacher), Olaa, Hawaii;\nHilo Teachers Union.\nMoore, Anne (Teacher), 1332 Alewa Drive,\nHonolulu; Oahu Teachers Association.\nPauole, Harriet K. (Teacher), Aiea School,\nAiea, Oahu; Oahu Teachers Association.\nThompson, Carrie A. (Principal), 2133 Mc¬\nKinley Street, Honolulu; Oahu Teachers\nAssociation.\n\nAssociation\n\nThompson, Dorothy (Substitute Teacher),\n2133 McKinley Street, Honolulu; Oahu\nTeachers Association.\nVierra, Frances (Teacher), Kalaheo School,\nKalaheo; Kauai Hawaii Education Asso¬\nciation.\nWilson, Mrs. Julia S. (Teacher), 3044 Upper\nManoa Road, Honolulu, Oahu Teachers\nAssociation.\nIDAHO\n\nSnyder, Raymond (ex officio), Superintendent\nof Schools, Idaho Falls.\nILLINOIS\n\nAbbe, Mary (Teacher Emeritus), 6619 LaFayette Avenue, Chicago; Illinois State\nTeachers Association, Chicago Division.\nArmbruster, Mrs. Bertha (Teacher), 4152\nWest End Avenue, Chicago; Illinois State\nTeachers Association.\nBarron, A. N. (County Superintendent),\nYorkville; Northeastern Division, Illinois\nState Teachers Association.\nBean, Estella (Teacher), 1707 North Park\nIllinois State Teach¬\nEast St.\nDrive,\non. Louis;\nAssociati\ners\n\nofficio), State Superin¬\nBlair, Francis G. (exInstruc\ntion, Springfield.\ntendent of Public\nintendent of\n(Super\nJ.\nBogan, William\nSchools), 741 Gordon Terrace, Chicago;\nIllinois State Teachers Association, Chi¬\ncago Division.\nBright, Orville T., Jr. (Superintendent of\nSchools), Dolton; Lake Shore Division,\nIllinois State Teachers Association.\n(County Superintendent),\nBrown, L. W.\nAnna; Illinois State Teachers Association.\nCann, George F. (County Superintendent),\n303 South Seventh Street, Oregon; Rock\nRiver Division, Illinois State Teachers\nAssociation.\nCassady, E. N. (Superintendent of Schools),\nBrookfield; Lake Shore Division, Illinois\nState Teachers Association.\nClark, Nelle N. (Principal), 1616 North Main\nTeachers _Asso¬\ncia\nr; Decatu\nDecatun.\nStreet, tio\nvr „\n, .\nCooper, sLola (Teacher),\nTeacher\nClub.\n\nCanton;\n\nPekin\n\nDady, Margaret (Assistant Principal), Wau¬\nkegan Township High School, Waukegan;\nLake Shore Division, Illinois State Teach¬\ners Association.\nDahl, Ross E. (Principal), 410 West Second\nStreet, Aledo; Black Hawk Division, Il¬\nlinois State Teachers Association.\nDodd, Mary A. (High-School Teacher), 401\nAdelia Street, Springfield; Illinois State\nTeachers Association.\nDorris, C. H. (Superintendent of Schools),\nCollinsville; Southwestern Division, Il¬\nlinois State Teachers Association.\nErwin, Harriett (Teacher), Jerseyville;\nIllinois State Teachers Association.\nEversull, Frank L. (Principal), 1465 College\nStreet, East St. Louis; Illinois State\nTeachers Association.\n\nFahy, Mildred (Principal), 1128 Morse Ave¬\nnue, Chicago; Illinois State Teachers As¬\nsociation, Chicago Division.\nFaust, Mrs. Ethel A. (Teacher), 832 South\nWalnut Street, Springfield; Elementary\nClass Room Teachers.\n\nFerguson, Annie E. (Teacher), 1221 Sixteenth\nStreet, Rock Island; Black Hawk Divi¬\nsion, Illinois State Teachers Association.\n\n"}
{"page": 965, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n961\n\nGilligan, Lena Belle (Teacher). 5918 North\nKnox Avenue, Chicago; Illinois State\nTeachers Association, Chicago Division.\nGrove, Alice (Teacher), 4519 North Ashland\nAvenue, Chicago; Illinois State Teachers\nAssociation, Chicago Division.\nHaley, Margaret A. (Teacher), 127 North\nDearborn Street, Chicago; Illinois State\nTeachers Association, Chicago Division.\nHall, Earl R. (Principal), Coulterville ;\nSouthwestern Division, Illinois State\nTeachers Association.\nHambright, Dorothy (Teacher), 114 Johnson\nAvenue, Decatur; Decatur Teachers Asso¬\nciation.\nHamilton, H. L. (Teacher), Bridgeport;\nSoutheastern Division, Illinois State\nTeachers Association.\nHansen. Herbert C. (Teacher). 1045 North\nLockwood Avenue, Chicago; Chicago Prin¬\ncipals Club.\nHarden, Frances E. (Retired Teacher), 1543\nSherwin Avenue, Chicago; Illinois State\nTeachers Association.\nHarris. William (Superintendent of Schools),\nDecatur; South Central Division, Illinois\nState Teachers Association.\nHellyer, P. H. (County Superintendent),\nLewiston; Illinois State Teachers Associa¬\ntion.\n\nMerritt, Eveline (Teacher), De Kalb; Rock\nRiver Division, Illinois State Teachers\nAssociation.\nMollman, Mina (Teacher), 1640 St. Louis\nAvenue, East St. Louis; Southwestern Di¬\nvision, Illinois State Teachers Association.\nMoore, R. C. (Secretary), Illinois State\nTeachers Association, Carlinville; Illinois\nState Teachers Association.\nMorgan, Lewis V. (County Superintendent),\nWheaton; Illinois State Teachers Associa¬\ntion.\n\nHenderson, E. B. (Principal). High School,\nBridgeport; Illinois State Teachers Asso¬\nciation.\nHerrick, Louise (Teacher), 1018 Haskell\nAvenue, Rockford; Rockford Teachers\nClub.\n\nPowers, E. W. (Superintendent of Schools),\nWatseka; East Central Division, Illinois\nState Teachers Association.\nPreble, F. Blanche (Teacher). 10855 Vernon\nAvenue, Chicago; Illinois State Teachers\nAssociation.\n\nHill, Lulu A. (Teacher), 610 North Thir¬\nteenth Street, East St. Louis; Illinois\nState Teachers Association.\n\nReither, Tillie (High-School Teacher), 734\nNorth 23rd Street, East St. Louis; South¬\nwestern Division, Illinois State Teachers\nAssociation.\n\nIler. Harry E. (Superintendent of Schools),\n1953 183rd Street. Homewood; Peoria Divi¬\nsion, Illinois State Teachers Association.\nJaglowski, Elizabeth (Teacher), 2222 South\nSacramento Avenue, Chicago; Illinois\nState Teachers Association.\nJennings, Mary D. (Teacher), 7917 Euclid\nAvenue, Chicago; Illinois State Teachers\nAssociation, Chicago Division.\nKeeler, Otis (Superintendent of Schools),\nMarshall; Illinois State Teachers Associa¬\ntion.\n\nLippold, Paul (Principal), Beaupre School,\nAurora; Northeastern Division, Illinois\nState Teachers Association.\nLivesay, Leonore (Teacher), 1632 North\nForty-fifth Street, East St. Louis; East St.\nLouis Grade Teachers Fellowship.\nLockhart, A. V. (Principal), Thornton Town¬\nship High School, Calumet City; Lake\nShore Division, Illinois State Teachers\nAssociation.\nMason, N.\nOglesby;\ntion.\n\nM. (Superintendent of Schools),\nIllinois State Teachers Associa¬\n\nMull, Cora E. (Assistant Principal), 5543\nKimbark Avenue, Chicago; Chicago Asso¬\nciation of Assistant Principals.\nMunson, Irving (Teacher), Momence; Il¬\nlinois State Teachers Association.\nMurphy, Sanford (High-School Teacher),\n115 Linn Street, Peoria; Illinois State\nTeachers Association.\nPearce, Carl J. (Principal), 1312 Pennsyl¬\nvania Avenue. East St. Louis; Southwest¬\nern Division, Illinois State Teachers Asso¬\nciation\nPage, William J. (Teacher). 4345 West\nAdams\nStreet. Chicago; Illinois State\nTeachers Association.\n\nPetty, A. F. (Supervisor), Belleville; South¬\nwestern Division, Illinois State Teachers\nAssociation.\n\nRoberts, K. O. (Superintendent of Schools),\nAlpha: Black Hawk\nDivision, Illinois\nState Teachers Association.\nRobertson, Elizabeth Wells (Supervisor),\nRavinia ; Illinois State Teachers Associa¬\ntion, Chicago Division.\nRueben, Helen M. (Teacher). 4819 North\nSawyer Avenue, Chicago; Illinois State\nTeachers Association, Chicago Division.\nRussell, Charlotte (Teacher), 448 West\nSixty-second Street, Chicago; Chicago\nTeachers League.\n\nSchlaifer, Osher (Superintendent of Schools),\nDundee; Illinois State Teachers Associa¬\ntion.\nSchwebel, George\n(Superintendent of\nSchools), Cicero; Illinois State Teachers\nAssociation.\nScully, Susan M. (Teacher), 7157 University\nAvenue, Chicago; Illinois State Teachers\nAssociation, Chicago Division.\nShafer, B. F. (Superintendent of Schools),\nFreeport; Illinois State Teachers Associa¬\ntion.\n\nMathews, Winifred (Teacher), 244 East Pear¬\nson Street, Chicago; Illinois State Teach¬\ners Association, Chicago Division.\nMcCollom. J. A. (Principal), 1426 North\nForty-fifth Street, East St. Louis; East St.\nLouis Teachers Association.\n\nShinn, Anna L. (Superintendent of Schools),\nRiver Forest; Illinois State Teachers As¬\nsociation.\n\nMcMahon, Nellie G. (Director of Educa¬\ntion), 10636 South Oakley Boulevard, Chi¬\ncago; Lake Shore Division, Illinois State\nTeachers Association.\nMcManus, J. B. (Superintendent of Schools),\nLaSalle; Ilinois State Teachers Associa¬\ntion.\n\nSpofford, Florence C. (Teacher), 1651 Jon¬\nquil\nClub. Terrace, Chicago; Evanston Teachers\n\nMelton,\n\nCharles\n\nWalnut;\ntion.\n\nE. (Principal), High School,\nIllinois State Teachers Associa¬\n\nSmith, George O.\nSchools), Princeton;\ners Association.\n\n(Superintendent \"of\nIllinois State Teach¬\n\nStevens, E. G. (Superintendent of Schools),\nFairbury; Central Division, Illinois State\nTeachers Association.\nThalman, John W. (Principal), Waukegan\nTownship Secondary Schools, Waukegan;\nLake Shore Division, Illinois State Teach¬\ners Association.\n\n"}
{"page": 966, "printed_page": null, "text": "962\n\nNational\n\nEducation\n\nDan¬\nTuggle, L. A. (County Superintendent), ation.\nville; Illinois State Teachers Associ\nWalker, D. E. (Assistant Superintendent),\nDistrict {76, Evanston; Lake Shore Divi¬\nsion, Illinois State Teachers Association.\nWashburn, Justin (County Superintendent),\nRock .Island; Illinois State Teachers Asso¬\nciation\nWatkins, Mrs. Murial Parker (Teacher),\nLitchfield; Southwestern Division, Illinois\nState Teachers Association.\nWelin, Hilma L. (Teacher), 8010 Blackstone\nAvenue, Chicago; Illinois State Teachers\nAssociation, Chicago Division.\nWhittenberg, A. L. (ex officio), Secretary,\nState Examining Board for Teachers Cer¬\ntificates, Springfield.\nWiederich, J. C. (Superintendent of Schools),\nDePue; Illinois State Teachers Association.\nWilson, Irvin A. (President), 437 South\nStone Avenue, La Grange; Chicago Prin¬\ncipals Club.\nWinbigler, F. M. (County Superintendent),\nCourt House, Monmouth; Western Illinois\nState Teachers Association.\nWolaver, Florence (Teacher), 1734 Orrington Avenue, Evanston; Illinois State\nTeachers Association.\nINDIANA\n\nCarmody, Ruth (Teacher), Thomas Jeffer¬\nson School, South Bend; South Bend\nTeachers Federation.\nCole, George C. (ex officio), State Superin¬\ntendent of Public Instruction; Indianap¬\nolis.\nCondon, A. E. (County Superintendent),\nCrown Point; Indiana State Teachers As¬\nsociation.\nDarnall, M. C. (Superintendent of Schools),\nCrawfordsville ; Indiana State Teachers\nAssociation.\n(Superintendent of\nDonald\nDuShane,\nState\nIndiana\ns;\nColumbu\nSchools),\nTeachers Association.\nElder, Mrs. Hilma (Teacher), 221 West\nThirty-eighth Street, Indianapolis; In¬\ndiana State Teachers Association.\nEwing, Sara C. (Teacher), 5461 Pleasant\nRun, Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nFrench, John M. (Principal), High School,\nLaPorte; Indiana State Teachers Associa¬\ntion.\n\nFry, Mattie B. (Supervisor), 1316 Ohio Ave¬\non; Indiana State Teachers\nnue,\nA ccnpj Anders\nati nn\nRetire¬\ny), Teachers\nH.’ (Secretar\nlis;\nIndianapo\nGreist,\nState House,\nFund,\nment O.\nIndiana State Teachers Association.\nHougham, Robert B. (County Superintend¬\nent), Franklin; Indiana State Teachers\nAssociation.\nJohnson, Charles L. (Superintendent of\nDunkirk; Indiana State Teach¬\nSchools),\nAssociation.\ners\nJones, Dorothy (Teacher), Mussel School,\n•South Bend; South Bend Teachers Fed¬\neration.\nKnight, H. G. (Principal). 226 Buckingham\nDrive, Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nKnight, Leona B. (Teacher), 226 Bucking¬\nham Drive, Indianapolis; Federation of\nIndianapolis Public School Teachers.\nKuhn, C. L. (Teacher). 217 East Ewing\nAvenue. South Bend; South Bend Teach¬\ners Federation.\n(Superintendent of\nMcCracken, O. M.\nSchools), Washington; Indiana State\nTeachers Association.\n\nAssociation\n\nMcCutchen, Bernice (Teacher), Stringtown Road, Evansville; Federation of\nEvansville Public School Teachers.\nMontgomery, A. D. (Principal), 629 South\nEighth Street, Terre Haute; Indiana State\nTeachers Association.\nMurphy, Elizabeth (Principal), Harrison\nHill School, Fort Wayne; Indiana State\nTeachers Association.\nPitts, Grace (Teacher), Fountain City; In¬\ndiana State Teachers Association.\nRathfon, Clara (Assistant Principal), 916\nNorth Street, Logansport; Indiana State\nTeachers Association.\nSchubert, C. C. (Teacher), Riley Senior High\nSchool, South Bend; South Bend Teach¬\ners Federation.\nSimon, Donald\nL.\n(Superintendent of\nSchools). Griffith; Indiana State Teachers\nAssociation.\nSmith, Henry Lester (ex officio). Dean,\nSchool of Education, University of In¬\ndiana, Bloomington.\nVan Horn, Mary (Teacher), 1137 South\nGrand Avenue, Evansville; Federation of\nEvansville Public School Teachers.\nVan Winkle, Mrs. Edith (Teacher), 21\nBlakely Avenue, Terre Haute; Indiana\nState Teachers Association.\nWilliams, Charles O. (ex officio). Secretary,\nIndiana State Teachers Association, Room\n205, Hotel Lincoln, Indianapolis.\nZiegler, J. M. (Teacher). Dubois; Indiana\nState Teachers Association.\nIOWA\nBruhn, Anna M. (Teacher), Hotel Ft. Des\nMoines: Des Moines Teachers Federation.\nConfare. Miriam (Teacher). 1407 Third Ave¬\nnue, S. E.. Cedar Rapids; Cedar Rapids\nTeachers Association.\nConnolly, Mattie A. (Teacher), 422 Myrtle\nStreet, Sioux City; Sioux City Teachers\nClub.\nCortelyou, Della (Teacher), 1400 East\nTwelfth Street; Des Moines; Des Moines\nTeachers Federation.\n\nCougill, J. R. (Superintendent of Schools),\n328 North Grand Street; Chariton; Iowa\nState Teachers Association.\n\n). 215 “B”\n(Teacher\nDieman,\nAvenue, Lorraine\nN. W., A.Cedar\nRapids; Cedar\nRapids Teacher Association.\nDriver, E. Jane (Teacher), 2118 Nebraska\nStreet, Sioux City; Sioux City Teachers\nClub.\nFairbanks, Hazel (Teacher), Floyd School,\nSioux City; Sioux City Teachers Club.\nFitzgerald. J. E, (Principal), 1821 Ross\nStreet. Sioux City; Iowa State Teachers\nAssociation.\n\nFoster, Fannie (Supervisor), Tenth and Iowa\nSioux City; Sioux City Adminis¬\nStreets, Club.\ntration\nHeathershaw, Mae (Teacher), Twenty-first\nStreet and Stanton, Des Moines; Des\nMoines Teachers Federation.\nJohns, Minnie Rae (Teacher), 2117 Bridge\nAvenue, Davenport; Scott County Teachers\nAssociation.\n\nJones, Frank\ntion.\nAnamosa;\n\nW. (Superintendent of Schools),\nIowa State Teachers Associa¬\n\nLamar, Elizabeth (Teacher), 4115 Country\nClub, Sioux City; Sioux City Teachers\nClub.\nLeistra, P. E. (Superintendent of Schools),\nGowrie; Iowa State Teachers Association.\nLord, Mary A. (ex officio), Woodrow Wilson\nJunior High School, Sioux City.\n\n"}
{"page": 967, "printed_page": null, "text": "AssociatioNAl\n\nRecords\n\nMorse, Nelle (Teacher), 709 Fifteenth Street,\nSioux City; Senior High School Teachers\nAssociation.\nMourer, R. J. (Superintendent of Schools),\nModale; Iowa State Teachers Association.\nParker, Jessie (State Rural Inspector), State\nHouse, Des Moines; Iowa State Teachers\nAssociation.\nPeet, J. H. (Superintendent of Schools),\nWashington; Iowa State Teachers Asso¬\nciation.\nPrice, Nettie (Teacher), Lake Mills; Iowa\nState Teachers Association.\nRhynsburger, Amelia (Supervisor), Tenth\nand Iowa Streets, Sioux City; Iowa State\nTeachers Association.\nSamuelson. Agnes A. (ex officio), State Su¬\nperintendent of Public Instruction, Des\nMoines.\nSearl, Mable (Superintendent of Schools),\nClarinda; Iowa State Teachers Association.\nTyler, Bertha (Superintendent of Schools),\nOrient; Iowa State Teachers Association.\nKANSAS\nEddy, L. M. (Principal), West Junior High\nSchool, Parsons; Kansas State Teachers\nAssociation.\nEngholm, Redecia (Teacher). 1501 Guthrie\nAvenue, Topeka; Kansas State Teachers\nAssociation.\nFloerke, Rose (Teacher), 321 North Seven¬\nteenth Street, Kansas City; Kansas City,\nKansas, Grade Teachers Club.\nKemp, Rae (Teacher), 2621 Virginia Avenue,\nKansas City; Kansas State Teachers Asso¬\nciation.\nLoy, Louise (Teacher), 102 North Garfield\nStreet, Chanute ; Chanute Teachers Asso¬\nciation.\n\nMcCarthy, Helen (Teacher), 3621 Virginia\nAvenue, Kansas City; Kansas State Teach¬\ners Association.\nMiller, Elizabeth S. (Principal), 4132 Rain¬\nbow Boulevard, Kansas City; Kansas State\nTeachers Association.\nMiller, Emily (Teacher). 2612 North Twelfth\nStreet, Kansas City; Kansas State Teach¬\ners Association.\nPearson, M. E. (ex officio). Superintendent\nof Schools, Kansas City.\nPellett, C. E. (Teacher), 414 Tyler Street,\nTopeka; Kansas State Teachers Associa¬\ntion.\nPeppard, Helen (Teacher), 507 Monroe\nStreet, Topeka; Topeka Classroom Teach¬\ners Association.\nPlatt, Ruth (Teacher), Whitin Hall, Wash¬\nburn Avenue, Topeka; Topeka Classroom\nTeachers Association.\nRippey, Winifred (Principal), 1900 Central\nAvenue, Kansas City; Kansas State Teach¬\ners Association.\nSchlagle, F. L. (Assistant Superintendent),\n1901 Elizabeth Street, Kansas City; Kan¬\nsas State Teachers Association.\nSmall, Margaret (Teacher), 822 Tauromee\nStreet, Kansas City; Kansas City, Kansas,\nGrade Teachers Club.\nStillson, Thelma (Teacher), 1855 North\nTwenty-seventh Street, Kansas City; Kan¬\nsas City, Kansas, Grade Teachers Club.\nKENTUCKY\nBertram,\n\nAnna\n\nVanceburg;\ntion.\n\n(County Superintendent),\nEducation Associa¬\n\nKentucky\n\nBowlds, Mrs. F. J. (Principal), 1718 Free¬\nman\nAvenue, Owensboro; Owensboro\nTeachers Association.\n\nand\n\n963\n\nInformation\n\nBowlds, Fleming J. (Teacher), High School,\nOwensboro; Kentucky Education Associa¬\ntion.\nLongest, Amy (Teacher), 116 South Third\nStreet, Central City; Kentucky Education\nAssociation.\nPayne, J. A. (County Superintendent), Cynthiana; Kentucky Education Association.\nRhoads, McHenry\n(Professor), University\nof Kentucky, Lexington; Kentucky Educa¬\ntion Association.\nRichmond, E. W. (Principal), High School,\nBerry; Kentucky Education Association.\nWesley, W. M. (Superintendent), Burgin;\nKentucky Education Association.\nWilliams, R. E. (ex officio), Executive Sec¬\nretary, Kentucky Education Association,\n4518 South Parkway, Louisville.\nLOUISIANA\nBell, Annie T. (ex officio), Louisiana\nUniversity, Baton Rouge.\n\nState\n\nGriffith, P. H. (Extension Director), Louisi¬\nana State University, Baton Rouge; Louis¬\niana Teachers Association.\nKoffman, Grover C. (Principal), 720 Dudley\nDrive, Shreveport; Louisiana Teachers\nAssociation.\nKolb, May (Teacher), 1828 Franklin Avenue,\nNew Orleans; Louisiana Teachers Asso¬\nciation.\nLavergne, Remi (Principal), Port Allen High\nHigh School, Port Allen; Louisiana Teach¬\ners Association.\nPugh, T. B. (Principal), Independence High\nSchool, Independence; Louisiana Teachers\nAssociation.\nMAINE\nBlaisdell, Joseph E. (Principal), High\nSchool, Rockland; Knox County Teachers\nAssociation.\nClifford, Harold B. (Superintendent of\nSchools), Boothbay Harbor; LincolnSagadahoc Teachers Association.\nCrocker, Mrs. Mathilda (Teacher), Fort\nKent; Aroostook County Teachers Asso¬\nciation.\nCrocker,\nRichard F.\nSchool,\nciation.\n\nFort\n\nKent;\n\n'\n(Principal),\nMaine\n\nTraining\n\nTeachers\n\nAsso¬\n\nDavis,\nAlta Association,\nE. (Teacher),\nWomen’s\nChristian\nBar Young\nHarbor;\nMaine\nTeachers Association.\nDay, Frank A. (Superintendent of Schools),\nPrinceton; Washington County Teachers\nAssociation.\nDinsmore, Norman B. (Principal), High\nSchool, Farmington; Franklin County\nTeachers Association.\nDostie, Archie C. (Teacher), Skowhegan;\nMaine Teachers Association.\n\nFiles, Mrs. Elsie M. (Executive Committee),\n104 Frances Street, Portland; Portland\nTeachers Association.\nFinley, R. S. (Superintendent of Schools),\nPittsfield; Somerset County Teachers As¬\nsociation.\nFloyd, Lizzie N. (Teacher), Saco; Maine\nTeachers Association.\nFuller, Jesse P. (Superintendent of Schools),\nLiberty; Maine Teachers Association.\nGibbs, Hazel (Teacher), 36 Bangor Street,\n\nAugusta;\nsociation.\n\nKennebec\n\nCounty\n\nTeachers\n\nAs¬\n\n"}
{"page": 968, "printed_page": null, "text": "964\n\nNational\n\nEducation\n\nGiles, Mrs. R. W. (Teacher), East Baldwin;\nSaco Valley Teachers Association.\nGordon, Adelbert (State School Agent), State\nHouse, Augusta; Hancock County Teachers\nAssociation.\nHaines, Mrs. Maude H. (Music Teacher), 63\nAlba Street, Portland; Portland Teachers\n^ ssociation.\nHale, Florence (ex officio), State Director\nof Rural Education, Augusta.\nHanson, Rutherford (Teacher), 36 Mt. Desert\nStreet, Bar Harbor; Hancock County\nTeachers Association.\n(Principal), Houlton;\nM.\nHayes, Roy\nAroostook County Teachers Association.\nJack, William B. (ex officio), Superintendent\nof Schools. Portland.\nJoy, Earl E. (Teacher), Yarmouth; Cumber¬\nland County Teachers Association.\nKassey, John J. (Principal), High School,\nGuilford; Maine Teachers Association.\nLadd, Harland A. (Teacher), Milo; Piscataauis County Teachers Association.\nLibby, R. J. (State Agent of Rural Educa¬\ntion), State House, Augusta; Aroostook\nCounty Teachers Association.\nLord, C. E. (Superintendent of Schools),\nCamden; Waldo County Teachers Associa¬\ntion.\nMathieson, D. H. (Principal), Liberty;\nWaldo County Teachers Association.\nPackard, Bertram E. (ex officio), State Com¬\nmissioner of Public Instruction, State\nHouse, Augusta.\nPottle, John K. (Principal), 8 Highland Ave¬\nnue. Mechanic Falls; Androscoggin County\nTeachers Association.\nScott. Arthur B. (Principal), High School,\nBath; Maine Teachers Association.\nSinclair. Guy (Superintendent of Schools),\nWestbrook; Cumberland County Teachers\nAssociation.\nSmith, Charlotte (Teacher), 177 Spring\nStreet, Portland; Cumberland County\nTeachers Association.\nSomers, Mary L. (Teacher), 86 Vesper\nStreet, Portland; Portland Teachers Asso¬\nciation.\nSpinney. L. W. (Superintendent of Schools),\nMexico; Oxford County Teachers Asso¬\nciation.\nStinson. Marcia (Teacher), 18 Berkeley\nStreet, Portland; Cumberland County\nTeachers Association.\nThomas, Augustus O. (Secretary-General),\nWorld Federation of Education Associa¬\ntions, 1201 Sixteenth Street, N. W., Wash¬\nington. D. C. ; York County Teachers\nAssociation.\n\nTrue, Bernice (Teacher), 1514 Forest Ave¬\nnue, Portland; Cumberland County Teach¬\ners Association.\nUlmer, Dwinal A. (Principal), High School,\nPrinceton; Maine Teachers Association.\nUsher, Laura D. (Teacher), 1514 Forest Ave¬\nPortland Teachers Associa¬\nnue,\ntion. Portland;\n\nWoodman,\nKennebec\n\nO. C. (Teacher), Gardiner;\nCounty Teachers Association.\nMARYLAND\n\nBerry, Frances M. (Teacher),\nStreet. Baltimore; Maryland\ners Association.\n\n506 Harwood\nState Teach¬\n\nBurdick, William (ex officio), State Super¬\nvisor of Physical Education, 7 East Mul¬\nberry Street, Baltimore.\nCook. Albert S. (ex officio), State Superin¬\ntendent of Public Instruction, Baltimore.\n\nAssociation\n\nCooper, Clarence G. (County Superintend¬\n; Maryland State Teachers\nent), Towson\nAssociation.\nPlummer, Ida D. (Teacher), Hurlock; Mary¬\nland State Teachers Association.\nPowell, Ruth (Social Advisor), Salisbury;\nMaryland State Teachers Association.\nMASSACHUSETTS\n\nAllen, Sherman A. (President), 18 North\nWorcester Teachers\nParkway,\nAQQnriatinn Worcester;\nBurkland,\nRock;\ntion.\n\nHenry\nPlymouth\n\nB. (Director),\nCounty\n\nR. F. D. #51,\n\nTeachers\n\nAssocia¬\n\nChase, Preston L. (Principal), 270 Winthrop\nStreet, Winthrop; Massachusetts Teachers\nFederation.\nCurtis, Winnifred E. (Teacher), 4 Lafayette\nSpringfield; Franklin County Teach¬\nStreet,\ners Association.\nHall, Walter F. (Principal), High School,\nCanton; Norfolk County Teachers Asso¬\nciation.\n\nHarris. Henry H. (Second Vicepresident),\n93 Eleventh Street, Lowell; Massachusetts\nTeachers Federation.\nJewett, John V. (Director of Guidance), 122\nWinson Avenue, Watertown; Brookline\nTeachers Club.\nKelly. Katherine (Teacher), 452 Fletcher\nLowell; Massachusetts Teachers\nStreet, n.\nFederatio\n\nol Department), 10 Co¬\nKent, Mary D. (Scho\nlumbia Street, Brockton; Massachusetts\nTeachers Federation.\nLang. Ruth M. (Teacher). 32 Almont Street,\nMedford; Somerville Teachers Club.\nMagee, Georgia P. (School Department of\nWellesley). 42 East Central Street. Natick;\nMassachusetts Teachers Federation.\nMathews. Mrs. Phebe E. (Teacher), 159\nMorrison Avenue, Somerville; Massachu¬\n,\nsetts Teachers Federation.\nMcSkimmon, Mary (ex officio), Principal,\nPierce School. Brookline.\nNicholson. Marianna (School Department),\n126 Johnson Street, Lynn; Massachusetts\nTeachers Federation.\n\nNixon, Hugh (Executive Secretary), Mas¬\nsachusetts Teachers Federation, 15 Ash¬\nburton Place, Boston; Massachusetts\nTeachers Federation.\nO’Connor. Deborah (\"School Department), 3\nWayne Terrace. Worcester; Massachusetts\nTeachers Federation.\nRavmond. Oscar F. (Teacher), 291 Green\ns\nMassachusetts\nn; tio\nn. Teacher\nStreet. Brockto\nera\nFed\n.\n\nUnion\nReardan, James G. (Teacher), 256\ntts\nchuse\nMassa\nter;\ngewa\nBrid\nEast\nt,\non.\nStree\n.\nTeachers Federati\n,\nSampson. Rubv B. (Teacher), 93 High Street\nBrockton; Brockton Grade Teachers Club.\n,\nSmith. Edgar B. (Principal), High School\nFed¬\ners\nTeach\ntts\nfield; Massachuse\nGreenn.\neratio\nWinchester. Henrietta (School Department),\nDay Street. North Easton; Massachusetts\nTeachers Federation.\nWinshio. Albert E. (Editor. Journal of Edu¬\ncation). 6 Park Street, Boston; Massachu¬\nsetts Teachers Federation.\nWoodbury, Grace I. (First Vicepresident),\n4 Lakecroft Court. Melrose; Massachusetts\nTeachers Federation.\nWoodward, Annie C. (ex officio), 144 School\nStreet, Somerville.\n\n"}
{"page": 969, "printed_page": null, "text": "Associational\n\nRecords\n\nMICHIGAN\nAckerman, John (Teacher), Flint; Michigan\nEducation Association.\nCameron, E. T. (Executive Secretary),\nMichigan Education Association, Michigan\nEducation Building, Lansing; Michigan\nEducation Association.\nCoburn. W. G. (Superintendent of Schools),\nBattle Creek; Michigan Education Asso¬\nciation.\n__\nCody. Frank (Superintendent of Schools),\n1354 Broadway, Detroit; Michigan Educa¬\ntion Association.\n\nand\n\nInformation\n\n965\n\nDash, Mrs. Alma (Teacher), 3121 Garfield\nAvenue, South, Minneapolis; Minneapolis\nDivision of the Minnesota Education As¬\nsociation.\nDetamore, W. H. (County Superintendent),\n237 Sharbut Street, Mankato; Minnesota\nEducation Association.\nDiercks, Arthur P. (Principal), 416 Tenth\nStreet. South. Moorhead; Western Divi¬\nsion of the Minnesota Education Associa¬\ntion.\nEckwall, Laila (High-School Teacher),\nWillmar; Minnesota Education Associa¬\ntion.\n\nCrane, Mrs. Jessie (Teacher), 1113 Union\nAvenue, Saginaw; Michigan Education\nAssociation.\n\nFlaherty, Belle (Teacher), 3028 East\nrior\nStreet, Duluth; Duluth Teachers\nciation.\n\nEckert, Matilda (Teacher). 5662 Lauderdale\nStreet, Detroit; Detroit Teachers Associa¬\ntion.\n\nGarvey, Anna T. (Teacher), 4305 Aldrich\nAvenue, South, Minneapolis; Minneapolis\nDivision of the Minnesota Education As¬\nsociation.\n\nElliott. C. M. (Teacher), Michigan State\nNormal College. Ypsilanti; Michigan Edu¬\ncation Association.\nGreen, W. T. (Department Head), 18901\nSunset Avenue, Detroit; High SchoolCollege Division, Detroit Teachers Asso¬\nciation.\nHaisley.\n\nOtto\n\nSchools'). Ann\nAssociation.\n\nW.\nArbor;\n\n(Superintendent\nMichigan\n\nof\n\nEducation\n\nHaisley. Mrs. Otto W. (Teacher), 2104 Mel¬\nrose Street, Ann Arbor; Michigan Educa¬\ntion Association.\nKing, Helen Freitag (Teacher), 2905 Co¬\nlumbus Street, Detroit; Detroit Teachers\nAssociation.\nPearce, Gertrude (Teacher), 325 Bartlett\nStreet. Lansing; Michigan Education As¬\nsociation.\nPearce, Webster H. (ex officio), State Sup¬\nerintendent of Public Instruction, Lansing.\nRice, Arthur H. (\"Editor, Michigan Educa¬\ntion Journal), Michigan Education Build¬\ning, Lansing; Michigan Education Asso¬\nciation.\nRoss, Meta (Teacher), 5440 Cass Street, De¬\ntroit; Michigan Education Association.\nSeidel, Jean (Teacher), 2905 Columbus\nStreet, Detroit; Detroit Teachers Asso¬\nciation.\nStafford, Carl (Principal), 541 Court Street,\nSault Ste. Marie; Sault Ste. Marie Chap¬\nter of the National Education Associa¬\ntion.\nSteele, Harold (Superintendent), 114 West\nWesley Street, Jackson; Michigan Educa¬\ntion Association.\nWillison, Mabel (Teacher), 121 Highland\nStreet, Highland Park; Highland Park\nTeachers Club.\nMINNESOTA\nAllee, Anne M. (Retired Teacher), 2437\nFourteenth Avenue, South, Minneapolis;\nMinneapolis Classroom Teachers Associa¬\ntion.\nAtkins, Mrs. Maud M. (Teacher), Hampshire\nArms, Minneapolis; Minneapolis Division\nof the Minnesota Education Association.\nChristofifel, Thomas (Teacher), 952 Lafond\nStreet, St. Paul; St. Paul Education Asso¬\nciation.\n\nCook, Mrs. Luella B. (High-School Teach¬\ner), Wayzata; Minneapolis Division of\nthe Minnesota Education Association.\nDahl, Mrs. Myrtle Hooper (Teacher), 3527\nPillsbury Avenue, Minneapolis; Minne¬\napolis Classroom Teachers Association.\n\nSupe¬\nAsso¬\n\nGarvey, Grace M. (Teacher), 4305 Aldrich\nAvenue, South, Minneapolis; Minneapolis\nDivision of the Minnesota Education As¬\nsociation.\nGarvey, Mary L. (Teacher), 4305 Aldrich\nAvenue, South, Minneapolis; Minneapolis\nDivision of the Minnesota Education As¬\nsociation.\nJensen, George A. (Teacher), 3516 South\nAldrich Avenue, Minneapolis; Minneap¬\nolis Division of the Minnesota Education\nAssociation.\nJohnson, Leslie W. (Principal), La Crescent;\nSoutheastern Division of the Minnesota\nEducation Association.\nKilgore, Mrs. Helen D. (Member, Board of\nEducation), 4740 Girard Avenue, Minneap¬\nolis; Minnesota Education Association.\nKillam, Edith (Teacher), 239 East Anoha\nStreet, Duluth; Duluth Teachers Associa¬\ntion.\nMacDonald, Dora Mary (Teacher), 3029 East\nFirst Street, Duluth; Duluth Teachers\nAsso ciation.\nMacGregor, Effie (Principal), 2003 Aldrich\nAvenue, South, Minneapolis; Minnesota\nEducation Association.\nMather, Helen J. (Principal), 2011 Third\nAvenue, South, Minneapolis; Minneapolis\nDivision of the Minnesota Education Asso¬\nciation.\nMinty, Casper C. (High-School Teacher),\n5024 Harriet Avenue, Minneapolis; Minne¬\napolis Division of the Minnesota Educa¬\ntion Association.\nMoe, Floyd B. (Dean), Junior College, Vir¬\nginia; Minnesota Education Association.\n\nMoran, Mrs. Brett (Chairman, History De¬\npartment), Curtis Hotel, Minneapolis;\nMinneapolis Division of the Minnesota\nEducation Association.\n\nMorris^ A. B. (Teacher), State Teachers\nCollege, Mankato; Minnesota Education\nAssociation.\nRay, Charlotte (Teacher), Hampshire Arms,\nMinneapolis; Minneapolis Division, Min¬\nnesota Education Association.\n(Superintendent of\nReinertsen, S. G.\nMinnesota Education\nSchools),\nA ccnri afinnMoorhead;\n\nRussell, Martha C. (Teacher), Leamington\nHotel, Minneapolis; Grade Section, Min¬\nneapolis Teachers League.\nSteinmetz, Jennie C. (Teacher), 914 Logan\nAvenue, North, Minneapolis; Minneapolis\nClassroom Teachers Association.\nSullivan, Alice F. (ex officio), Spalding\nHotel, Duluth.\n\n"}
{"page": 970, "printed_page": null, "text": "966\n\nNational\n\nEducation\n\nTeesdale, R. D. (Teacher), The Damon,\nRochester; Rochester Educational Asso¬\nciation.\nThom, Martha M. (County Superintendent),\nLong Prairie; Central Minnesota Education\nAssociation.\n\nThomas, Mary (Teacher), 1786 Hennepin\nAvenue, Minneapolis; Minneapolis Divi¬\nsion of the Minnesota Education Associa¬\ntion.\nHarry L. (Teacher), Willmar;\nEducation Association.\nWahlstrand, Verna (Teacher), Willmar;\nMinnesota Education Association.\n\nWahlstrand,\nMinnesota\n\nMISSISSIPPI\n\nPitts, Ermin (ex officio), County\ntendent of Schools, Clarksdale.\n\nSuperin¬\n\nMISSOURI\n\nApplegate, Anna L. (Teacher), 7425 Hia¬\nwatha Street, St. Louis; St. Louis District,\nMissouri State Teachers Association.\nBailey, Lillian (Teacher), 40 West\nthrop Road, Kansas City; Missouri\nTeachers Association.\n\nWinState\n\nAssociation\n\nKeohane, Helen (President), Ambassador\nHotel, Kansas City; Association of High\nSchool Women, Kansas City.\nKetchum, Anna L. (Teacher), Kingsway\nHotel, St. Louis; St. Louis Division, Mis¬\nsouri State Teachers Association.\nLamkin, Uel W. (ex officio). President, State\nTeachers College, Maryville.\nLankford, Mrs. Jennie C. (Superintendent of\nSchools), Plattsburg; Northwest Missouri\nTeachers Association.\nLaupheimer, Pauline (Teacher), 5554 Water¬\nman Avenue, St. Louis; St. Louis District,\nMissouri State Teachers Association.\nLongshore, W. T. (ex officio), Principal, 520\nWest Fortieth Street, Kansas City.\nMarkwell, Ethel (Teacher). Lyndhurst Hotel,\nKansas City; Central District Teachers\nAssociation.\nMathews, Dorothy (Teacher). 5019 State\nLine, Kansas City; Kansas City Teachers\nClub.\nMcKelvey, Edith A. (Teacher), 5275 West¬\nminster Place, St. Louis; St. Louis Dis¬\ntrict, Missouri State Teachers Association.\nMeeker, H. H. (Principal), 4946 Devonshire\nStreet, St. Louis; St. Louis District, Mis¬\nsouri State Teachers Association.\n\nBailey, Vera I. (Teacher), 40 West Winthrop Road, Kansas City; Kansas City\nTeachers Club.\nBanks, Charles (Superintendent of Schools),\nUniversity City; Southeast Missouri\nTeachers Association.\n\nMorris, Esther M. (Teacher), 719 East Mor¬\ngan Street, Boonville; Central Missouri\nTeachers Association.\n\nBovard, Alice (Teacher), 6001 East Twelfth\nStreet, Kansas City; Kansas City Teachers\nClub.\n\nNewkirk, Naomi K. (Teacher), 5222 Brook¬\nlyn Street, Kansas City; Kansas City\nTeachers Club.\n\nBoyd, Charles F.\n(Superintendent of\nSchools), Ozark; Missouri State Teachers\nAssociation.\n\nNoble, Constance (Teacher), 519 West Sev¬\nenty-fourth Street, Kansas City; Kansas\nCity Teachers Club.\nPark, Lillie I. (Teacher), Kingsway Hotel,\nSt. Louis; St. Louis District, Missouri\nState Teachers Association.\n\nBuschart, Margaret (Teacher), 3946 Greer\nAvenue, St. Louis; St. Louis District,\nMissouri State Teachers Association.\nCarter, E. M. (Secretary), Missouri State\nTeachers Association, Columbia; Mis¬\nsouri State Teachers Association.\nChitwood, Effie (Teacher), Carl Junction;\nMissouri State Teachers Association.\nCoil, O. T. (Superintendent of Schools), DeSota; Southeast Missouri Teachers Asso¬\nciation.\nCunningham, Marie C. (Teacher), Hadley\nVocational School, 2209 Missouri Avenue,\nSt. Louis; St. Louis District, Missouri\nState Teachers Association.\nDake, L. Gilbert (Supervisor), 8103 Madison\nStreet, St. Louis; St. Louis District, Mis¬\nsouri State Teachers Association.\nDille, G. E. (Superintendent of Schools),\n7539 Manchester Street, Maplewood; Mis¬\nsouri State Teachers Association.\nGoslin, W. E. (Superintendent of Schools),\nWebster\nGroves; Southeast Missouri\nTeachers Association.\nGrimes, Lloyd E. (Teacher), Noel; South¬\nwest Missouri Teachers Association.\nHayden, Stanley (Superintendent of Schools),\nKahoka; Northeast Missouri Teachers\nAssociation.\nHayden, Mrs. Stanley (Teacher), Kahoka;\nNortheast Missouri Teachers Association.\nHenckler, Ruth M. (Teacher), University\nCity; Missouri State Teachers Association.\nHess, Miriam Lee (Publicity Chairman),\n7229 Penn Street, Kansas City; Kansas\nCity Teachers Club.\nHupe, W. F. (Superintendent of Schools),\nCity; Missouri State Teach¬\neryion.\nMontgom\nAssociat\ners\n\nMurphy, Martha B. (Teacher), 1336 Union\nBoulevard, St. Louis; St. Louis District,\nMissouri State Teachers Association.\n\nRalls, Mary C. (Teacher), 6529 Jefferson\nStreet, Kansas City; Kansas City Teach¬\ners Club.\nRiddle, Anna M. (Teacher), $2 Summit\nPlace, St. Joseph; St. Joseph District, #8,\nMissouri State Teachers Association.\nRobeson, J. A. (Principal), 4147 Montgall\nStreet, Kansas City; Elementary Princi¬\npals Association.\nSmith, Arev Frances (Teacher), 40 West\nWinthrop Road, Kansas City; Central Mis¬\nsouri Teachers Association.\nSnell, Tillie (Teacher), 518 West Fifth\nStreet, Sedalia; Community Teachers As¬\nsociation of Sedalia.\n\nTatman, Beulah B. (Teacher),\nAvenue, Kansas City; Kansas\ners Club.\n\n3415 Euclid\nCity Teach¬\n\nThompson, Cecile (Teacher), Hotel Robidoux, St. Joseph; St. Joseph District, #8,\nMissouri State Teachers Association.\nWalker, Thomas J. (ex officio), Editor,\nSchool and Community, Columbia.\nWeidle, Ben (Member, Board of Education),\nBoard of Education Building, St. Louis;\nMissouri State Teachers Association.\nWinkelman, Mathilda (Teacher), Hadley\nVocational School, 3912 Russell Street,\nSt. Louis; St. Louis District, Missouri\nState Teachers Association.\nWolfe, Inez N. (Principal), 3415 Euclid\nKansason.City; Missouri State Teach¬\nStreet,\ners\nAssociati\n\nWoods, Mary F. (Teacher), 2219 Tracy Ave¬\nnue, Kansas City; The Council of Negro\nTeachers.\n\n"}
{"page": 971, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nMONTANA\nAllison, Callie (Teacher), Belgrade; Mon¬\ntana Education Association.\nCunningham, R. J. (ex officio). Secretary,\nMontana Education Association, 7 Kohrs\nBlock, Helena.\nKranz, George (Principal), Oilmont; Mon¬\ntana Education Association.\nKranz, Mrs. Vera M. (Teacher), Oilmont;\nMontana Education Association.\nLence, Martha L. (Teacher), 141 South\nThird Street, Missoula; Montana Educa¬\ntion Association.\nMoore, Mrs. Winnafern (Teacher), 701\nStephens Street, Missoula; Montana Edu¬\ncation Association.\nRyon, Grace (Teacher), 312 South Fifth\nStreet East, Missoula; Montana Education\nAssociation.\nNEBRASKA\nBedell, Mabel A. (Teacher), 5018 Burt\nStreet, Omaha; Omaha School Forum.\nBedell, R. B. (Teacher), 5018 Burt Street,\nOmaha; Omaha School Forum.\nFodge, Martha H. (Teacher), 1509 South\nTenth Street, Omaha;\nOmaha\nSchool\nForum.\n\nHecker, Juliet (Teacher), Lincoln School,\nEleventh and Center Street, Omaha;\nOmaha School Forum.\nHughes, Maude\n(Teacher), 612 South\nThirty-eighth Avenue, Omaha;\nOmaha\nSchool Forum.\nKeller, Jessie E. (Kindergarten Director),\n2403 <lR” Street, Lincoln; Lincoln Teach¬\ners Association.\nLaverty, Mrs. Louise (Head, Normal Train¬\ning). 4304 South Twenty-second Street,\nOmaha; Omaha School Forum.\nLinger, Bertha (Teacher), 5065 Jackson\nStreet, Omaha; Omaha School Forum.\nLinger, May (Teacher), 5065 Jackson Street,\nOmaha; Omaha School Forum.\nMardis, H. C. (Principal), 3026 Puritan Ave¬\nnue, Lincoln; Lincoln Teachers Associa¬\ntion.\n\nPorter, Dwight E. (ex officio), Principal,\nTechnical High School, Omaha.\nPyrtle, E. Ruth (Ex officio), Principal, Ban¬\ncroft School, Lincoln.\nRobey, Gertrude (Teacher), 2134 Park Ave¬\nnue, Lincoln; Lincoln Teachers Associa¬\ntion.\nStarn, Bertha (Superintendent of Schools),\nBeatrice; Nebraska State Teachers Asso¬\nciation.\nSturmer, Mary (Teacher), Beatrice; Nebraska\nState Teachers Association.\nSullivan, Gertrude (Teacher), 2935 North\nForty-seventh Avenue, Omaha;\nOmaha\nSchool Forum.\nNEVADA\nPriest, Charles (ex officio), Superintendent\nof Schools, Carson City.\nRichards, Donnell C. (ex officio), Fernley\nUnion School, Fernley.\nNEW\n\nHAMPSHIRE\n\nFuller, Robert J. (ex officio), Hanover.\nMattoon, Donald P. (President), Littleton;\nNew Hampshire State Teachers Associa¬\ntion.\n\nMcGary, Bertha (Teacher), Salem; Rocking¬\nham County-Teachers Association.\nMcGary, Helen (Teacher), Lancaster; New\nHampshire State Teachers Association.\n\nNEW\n\n967\n\nJERSEY\n\nAnderson, Helen I. (Teacher), 545 Jersey\nAvenue. Elizabeth; Classroom Teachers\nof\ntion.the Department of Elementary Educa¬\nBackus, Allen D. (Teacher), Board of Edu¬\ncation\nBuilding, Newark; Newark Teach¬\ners\nAssociation.\nBailey, Anne (Teacher), 615 Thoreau Ter¬\nrace, Union; Newark Grade Teachers Or¬\nganization.\nBaker, George C. (ex officio), Supervising\nPrincipal, High School, Moorestown.\nBarnes, Mary D. (Teacher), 223 Summit\nRoad, Elizabeth; Classroom Teachers of\nthe Department of Elementary Education.\nBatten, Reeves D. (Supervising Principal),\nHigh School, Lyndhurst; New Jersey State\nTeachers Association.\nBentley, Blanche (Teacher), 63 Eighteenth\nAvenue, Paterson; Classroom Teachers of\nthe Department of Elementary Education.\nBockwith, Mary M. (Teacher), 926 Bayway\nStreet, Elizabeth; Classroom Teachers of\nthe Department of Elementary Education.\nBrander, Edith (High-School Teacher), 387\nFourth Avenue, Newark; High School\nWomen’s Association.\nBreingan, Irene S. (Retired Teacher), 18\nSouth Munn Avenue; East Orange; Class¬\nroom Teachers of the Department of Ele¬\nmentary Education.\nBrown, Lelia O. (President), 525 Clifton\nTeach¬\nNewark Women\nAvenue,\ners\nGuild.Newark;\nBuch,\n\nElsa\n\n(Teacher),\n\nPark; New\nciation.\n\nJersey\n\nHigh School, Asbury\nState Teachers Asso¬\n\nCottrell, H. Louise (Vice-Principal), 36\nWatson Avenue, East Orange; The Teach¬\ners Association of East Orange.\nCoveney, Ella I. (Teacher), Starrs School,\nCamden; Camden Teachers Association.\nCox, Adele (Teacher), 15 Virginia Avenue,\nJersey City; New Jersey State Teachers\nAssociation.\nCrawford. Mary (Department Head), 61\n\nClark Street, Glen Ridge; Montclair Pub¬\nlic School Teachers Association.\nDavis, Walter B. (County Superintendent),\nCourt House, Morristown; Morris County\nTeachers Association.\nDickinson, Florence M. (Teacher), 249 Wind¬\nsor Avenue, Haddonfield; Classroom\nTeachers of the Department of Elementary\nEducation.\nDoremus, Mattie S. (Teacher), 614 East\nTwenty-ninth Street, Paterson; New Jer¬\nsey State Teachers Association.\nGandy. Roxana S. (Helping Teacher), Dennisville; New Jersey State Teachers Asso¬\nciation.\nGlennie, Alexander J. (ex officio), Principal,\nMiller Street School, Newark.\nGreene, Louise K. (Vice-Principal), 22 St.\nLukes Place, Monclair; Montclair Public\nSchool Teachers Association.\n\nHaines, Margaret D. (Teacher), 287 Mont¬\nclair Avenue, Newark; Newark Grade\nTeachers Organization.\nHambright, John B. (Principal), Maple\nAvenue School, Newark; Newark Teach¬\ners Association.\nElla J. (Supervisor), School Ad¬\nHamilton, ion\nministrat\nBuilding, Atlantic City; New\nJersey State Teachers Association.\nHammell, Ethel C. (Teacher), 127 North\nShore Road, Absecon; Atlantic City Teach¬\ners Association.\nHarkness, Florence L. (Teacher), 207 Acad¬\nemy Street, South Orange; South Orange\nand Maplewood Teachers Association.\n\n"}
{"page": 972, "printed_page": null, "text": "968\n\nNational\n\nEducation\n\nHetherton, Lilian I. (Teacher), 670 Springdale Avenue, East Orange; Newark Grade\nTeachers Organization.\nHill, Harry S. (President), 929 Carteret Ave¬\nnue, Trenton; Trenton Teachers Association.\n_\n,\nHopf, Clifton J. (Teacher), Jefferson High\nJersey State\nSchool, Elizabeth; New\nTeachers Association.\nHoward, Margarette E. (Principal), Lincoln\nSchool, Summit; Summit Teachers Asso¬\n.\n_.\n. .\nciation.\nHuber, Theresa M. (Principal), Lincoln\nSchool, Ridgefield Park; New Jersey State\nTeachers Association.\n\nJackson, Beatrix P. (Teacher), 220 Arling¬\nton Avenue, Jersey City; Classroom Teach¬\nDepartment of Elementary Edu¬\ners of the\ncation.\n, .\n\nKlages, Josephine R. (Principal), 602 Ben*\nCamden; Camden Teachers As¬\nson Street,\nn.\nsociatio\nLindlof, Johannah M. (Teacher), 258 Fifth\n; Kindergarten-6B\nAvenue,s West Roselle\nTeacher\nAssociation.\nLord, Lucy (Teacher), Hotel Franklin, At¬\nc City Teachers Asso¬\nAtlanti\nlantic City;\nn.\ntio\ncia\nv\nManship, Helen M. (Teacher), 405 West¬\nminster Avenue, Elizabeth; Elizabeth\nTeachers Association.\nMathews, Agnes (Teacher), 414 East Fifth\nAvenue, Roselle; Classroom Teachers of\nthe Department of Elementary Education.\nMathis, Dorothy (Teacher), School Number\n9, Moorestown; Classroom Teachers of the\nDepartment of Elementary Education.\nMcCann, Margaret (Teacher), 49 Clark\nTeachers As¬\nPaterso\nPaterson;\nStreet, iat\n.n\nion\nsoc\n. .\nMcMackin, Frank J. (Vice-Principal), 93\nFairview Avenue, Jersey City; Teachers\nAssociation of Jersey City.\nMooney, Catherine (Teacher), 76 Hoover\nAvenue, Passaic; Passaic Teachers Asso¬\nciation.\n. .\n„ ,\n,\nMoore, Elizabeth (Principal), Seabrook\nJersey State\nSchool, Greenwich; New\nTeachers Association.\nMurray, Deborah R. (Supervisor), 9 South\nStockton Street, Trenton; New' Jersey\nState Teachers Association.\nNeuffer, Gertrude (Teacher), 17 Webster\nPlace, East Orange; Classroom Teachers\nof the Department of Elementary Educa¬\ntion.\n. _ ... „ , ,\nPublic School\npal),\n(Princi\nF.\nOgden, Chester\nNumber 7, Clifton; New Jersey State\nTeachers Association.\nPackard, Frederick L. (Teacher), 34 Oakwood Avenue, Upper Montclair; Montclair\nPublic School Teachers Association.\nPark, Ruth (Teacher), 348 Chapman Street,\nNewark; Newark Grade Teachers Organi¬\nzation.\n„\n,\n.\nPoelstra, Julia (Teacher), 405 E. Eighteenth\nStreet, Paterson; Classroom Teachers of\nthe Department of Elementary Education.\nPredmore, Royal L. (Principal), 76 Hornsley Street, Fords; Perth Amboy Teachers\n_\n,\nAssociation.\nGreen1514\ner),\nRead, Russell S. (Teach\nwood Avenue, Trenton; Trenton Teachers\nAssociation.\nRitter, John B. (Supervising Principal),\nHigh School, Collingswood; New Jersey\nState Teachers Association.\nRobinson, Fannie (Teacher), 75 Paterson\nAvenue, Paterson; Paterson Teachers As¬\nsociation.\n.\n,\nnd\nNostra\nVan\n280\ner),\n(Teach\nJuliet\nRoche,\nAvenue, Jersey City; Classroom Teachers\nDepartment of Elementary Educa¬\nof\ntion.the\n\nAssociation\n\nSchwieg, Rhoda\nAvenue School,\nAssociation.\n\nC. (Teacher), Hawthorne\nNewark; Newark Teachers\n\nSeiberling, Anna (Teacher), Pennsylvania\nAvenue School, Atlantic City ; Classroom\nTeachers of the Department of Elementary\nEducation.\n\nSheppard, Mrs. Grace F. (Principal), Griffith\nStreet School, Salem; New Jersey State\nTeachers Association.\nd, George A. (High School Teacher),\nSherwoo\nA ccnpintinti\nElm Avenue, Rahway; Rahway Teachers\n\nSlimm, Fayette L. (Principal), Elementary\nSchool, Island Heights; New Jersey State\nTeachers Association.\nSmith, George J. (Superintendent of Schools),\nNew Jersey State Teachers Asso¬\nClifton;\n.\nciation\n\ntional Direc¬\nSmith, Mrs. Nellie T. (Voca\ny City;\ntor), 571 Jersey Avenue, Jerse\nCity.\nJersey\nn\nof\nTeachers Associatio\n(Teacher), 5 South An¬\nSouder, Mary Jane\ndover Avenue, Ventnor; Atlantic City\nTeachers Association.\nStarrs, Sara (Teacher), 916 East Twentysecond Street, Paterson; Classroom Teach¬\non\nElementary. Edu¬\nti\nof.\nca\nDepartment\ners of the\nSteelman, Daniel T. (County Superintend¬\nent), Court House, Woodbury; New Jersey\nState Teachers Association.\nStefanelli, Josephine (Teacher), 213 Mt.\nClassroom\nProspect Avenue, Newark;\nElemen¬\nof\ntment\nTeachers of the Depar\nion.\nEducat\ntary\nStillwell, Roy P. (Supervising Principal),\nMorris Township, Morristown; New Jersey\nState Teachers Association.\nStover, Edgar S. (Superintendent of Schools),\nBloomfield; New Jersey State Teachers\nAssociation.\nStrawbridge, Kathreen M. (Teacher), 27 Far¬\nGrade\nley Avenue, Newark; Newark\nTeachers Organization.\nStrong, Solomon C. (Superintendent of\nSchools), West Orange; New Jersey State\nTeachers Association.\nSydenham, Laura M. (Helping Teacher), 333\nEast Front Street, Plainfield, New Jer¬\nsey State Teachers Association.\n(Vice-Principal),\nW.\nTrembath, Thomas\n3008 Stevens Street, Camden; Camden\nTeachers Association.\nVance, Lillian G. (Teacher), 45 Mercer\nStreet, Jersey City; New Jersey State\nTeachers Association.\nWalling, Mrs. Anna R. (Principal), Hill\nCounty Teach¬\nRockaw\nStreet,\ntion.ay; Morris\ners\nAssocia\n\nWard, William R. (Director), 97 Hillcrest\nn; New Jersey State Teach¬\n, Trento\nAvenue\ntion.\nAssocia\ners\n\nWatson, Sarah (Teacher), 50 Monticello\nAvenue, Newark; Classroom Teachers of\nthe Department of Elementary Education.\nWeeder, Eva (Teacher), 259 Liberty Street,\nPaterson; Paterson Teachers Association.\nWhite, Amy O. (Teacher), 3531 Pacific Ave¬\nic City; Atlantic City Teach¬\nAtlant\nnue, Associ\nation.\ners\nWhite, Ralph H. (High-School Teacher), 236\ne, Collingswood; Camden\nKnightrs Avenu\nAssociation.\nTeache\nWhitlock, Sarah O. (Principal), Lincoln\nJersey\nBrunswick; New\nSchool, New\nState Teachers Association.\nZisgen, Catharine M. (Director), 9 South\nStockton St., Trenton; New Jersey State\nTeachers Association.\n\n"}
{"page": 973, "printed_page": null, "text": "Associational\n\nNEW\n\nMEXICO\n\nBlack, John H. (Supervisor), Raton;\nMexico Education Association.\nFickinger, Paul L. (ex officio), 18\nPlaza, Santa Fe.\nRader, Elizabeth (Teacher), Raton;\nMexico Education Association.\nNEW\n\nRecords\n\nNew\nSena\nNew\n\nYORK\n\nArden, Elizabeth (Teacher), 35 North Street,\nBinghamton; Binghamton Teachers As¬\nsociation.\nArmitage, Edith E. (Teacher), 28 Howard\nStreet, Auburn; Teachers Welfare League.\nBall, Marie (Teacher), 1185 Lake Avenue,\nRochester; New York State Teachers As¬\nsociation.\nBates, Fronia (Teacher), Thomas\nStreet\nSchool, Rome; New York State Teachers\nAssociation.\nBaudendistel, Frieda (Teacher), 42 Dennison\nAvenue, Binghamton; New\nYork State\nTeachers Association.\nBliss, Grant W. (Teacher), 304 Scottholm\nBoulevard, Syracuse; New\nYork State\nTeachers Association.\nBooth, Gertrude (Teacher), Chenango\nBridge; Binghamton Teachers Association.\nBurke, Gertrude (President), 400 Graves\nStreet; Syracuse; Syracuse Women\nHigh\nSchool Teachers Association.\nClemency, Anna E. (Principal), Seventh\nAvenue and Forty-fourth Street, Brook¬\nlyn; New York City Branch of National\nCouncil of Administrative Women in Edu¬\ncation.\nClifford, W. A. (Executive Secretary), 60\nSouth Third Avenue, Mount Vernon; The\nAssociated School Boards and Trustees of\nNew York State.\nColton, Mary E. (Teacher), 22 Hunter Ave¬\nnue, New Rochelle; Teachers Club of New\nRochelle.\nDewey, Mrs. Pearl Z. (Teacher), 45 Mere¬\ndith Avenue, Brighton; Rochester Teach¬\ners Association.\nDonohue, Mary C. (Principal), Junior High\nSchool Number 12, Madison and Jackson\nStreets, New York; New York City Branch\nof National Council of Administrative\nWomen in Education.\nEldred, Arvie (Executive Secretary), 240\nState Street, Albany; New York State\nTeachers Association.\nField, Jessie M. (Teacher), 144 South Second\nAvenue, Mount Vernon; Mount Vernon\nTeachers Association.\nFrasch, F. Alton (Teacher), 312 Hurstbourne\nRoad, Rochester; Rochester Teachers As¬\nsociation.\nFrasch, Mrs. Sylvia (Teacher), 312 Hurst¬\nbourne Road, Rochester; New York State\nTeachers Association.\nFriend, Constance (Teacher), 522 West End\nAvenue, New\nYork; Kindergarten-6B\nTeachers Association.\nFuller, Blanche (Teacher), 34 Main Street,\nGeneseo; Faculty of State Normal School.\nGibbons, Alice N. (Department Head), 287\nAlexander Street, Rochester; Rochester\nTeachers Association.\nGilbert, Alfred E. (Principal), 2222 Story\nAvenue, Schenectady; Schenectady City\nTeachers Association.\nHampton, Vernon B. (Teacher), Port\nmond High School, Port Richmond;\nSchool Teachers Association of New\nCity.\n\nRich¬\nHigh\nYork\n\nHardy, H. Claude (Associate Superintend¬\nent of Schools), 48 Park Avenue, White\nPlains; Westchester County Teachers As¬\nsociation.\n\nand\n\nInformation\n\n969\n\nHewitt, Katharine N. (Librarian), 331\nJasper Street, Syracuse; New York State\nWelfare League.\nHine, Mrs. Elizabeth M. (Advertising Man¬\nager), New York State Teachers Associa¬\ntion, Albany; New York State Teachers\nAssociation.\nHolmes, W. H. (Superintendent of Schools),\n2 Park Lane, Mt. Vernon; Mount Vernon\nTeachers Association.\nJohnson, Mrs. Katherine (Teacher). Estee\nJunior High School, Gloversville ; Gloversville Teachers Association.\nJudson, Helen S. (Teacher), 133 Wood Ave¬\nnue,\nSyracuse; New York State Welfare\nLeague.\nKelly, Dennis J. (Teacher), 11 Lawrence\nStreet; Yonkers Teachers Association.\nKilpatrick, Van Evrie (Teacher), 121 East\nFifty-first Street, New\nYork; School\nGarden Association of New York.\nKlein, Estelle (Teacher), 51 Warrington\nDrive, Rochester; New York State Teach¬\ners Association.\nKroner, Mrs. Frances (High-School Teacher),\n114 Valentine Street, Mount Vernon; New\nYork State Teachers Association.\nKuhnert, J. E. (Supervisor), 60 South Third\nAvenue, Mount Vernon; Mount Vernon\nTeachers Association.\nLangworthy, Harry W. (ex officio), Super¬\nintendent of Schools, Gloversville.\nLaw, Frederick Houk (Teacher), Stuyvesant\nHigh School, 345 East Fifteenth Street,\nNew York; High School Teachers Asso¬\nciation of New York City.\nLewis, Ernest D. (Teacher), Evander Childs\nHigh School, Gun Hill Road and Barnes\nAvenue, New York; High School Teachers\nAssociation of New York City.\nLoomis, Pearl (Teacher), 218 South Indiana\nAvenue, Watertown; New\nYork State\nTeachers Association.\nLotz, Christine (Principal), 70 Wellington\nAvenue, Rochester; Rochester Teachers\nAssociation.\nMcGrath, Irene W.\n(Teacher), 15 High\nStreet, Tupper Lake; Tupper Lake Teach¬\ners Association.\nMiller, Grace Helene (Teacher), 769 St.\nMarks Avenue, Brooklyn; New York City\nHigh School Teachers Association.\nMilligan, Grace L. B. (Principal), 45 Park\nAvenue, Mount Vernon; New York State\nTeachers Association.\nMoe, Mrs. Harold (Teacher), Rome Free\nAcademy, Rome; New York State Teach¬\ners Association.\nMunson, Mrs. Clara D. (Teacher), 971 East\nClinton Street, Elmira; Elmira Teachers\nAssociation.\nNewsome, Mary A. (Teacher), 807 North\nMaine Street, Elmira; Elmira Educational\nAssociation.\nNorton, John K. (Professor), Teachers Col¬\nlege, Columbia University, New York;\nFaculty of Teachers College, Columbia\nUniversity, New York City.\nOliver, Cora (Teacher), 98 West End Ave¬\nnue, Binghamton; Binghamton Teachers\nAssociation.\nPillsbury, W. Howard (Superintendent of\nSchools), Schenectady; President New\nYork State Teachers Association.\nPlunkett, Leta (Dean), Junior High School,\nBinghamton; New York State Teachers\nAssociation.\nPrechtl, Hildagard M. (Teacher), 1351 Lake\nStreet, Elmira; Elmira Educational Asso¬\nciation.\n\nRockwell, Rena (Teacher), 364 West Clinton\nStreet, Elmira; New York State Teachers\nWelfare League.\n\n"}
{"page": 974, "printed_page": null, "text": "970\n\nNational\n\nEducation\n\nAve¬\nRoss, Burgess B. (Teacher), 37 Otsego\n¬\nTeach\nlle\nRoche\nNew\nlle;\nRoche\nnue, New\nRoss, Halle L. S. (Teacher), 37 Otsego Ave¬\nRochelle Teach¬\nRochelle;\nNew ub\nnue, Cl\n. New . x\ners\n.\nMain\n261\nher),\n(Teac\nB.\nShippy, Nellie\nStreet, Hudson Falls; New York _ State\nTeachers Association.\nh\nShubles, Marietta (Teacher), 30 East Fourt\nn\nVerno\nt\nMoun\nn;\nVerno\nt\nStreet, Moun\nTeachers Association.\nSimpson, Margaret I. (Teacher), 61 West\n, Mount Vernon; Mount Ver¬\nStreet\nGrandTeache\nrs Association.\nnon\n.\nn Bu¬\natio\nEduc\nl\nSnyder, Ray (Chief, Rura n Department,\nreau), State Educatio\nAlbany; New York State Teachers Asso¬\n\nStauterman, Eda B. (High-School Teacher),\n417 West First Street, Elmira; New York\nState Teachers Welfare League.\nSteinhausen, Meta (Teacher), 40 Hubbell\nNew York State Teach¬\nster;\nRoche\nPark,Assoc\nn.\niatio\ners\nSte. Marie, Mrs. Belle (Teacher), 54 State\n; New York State Teach¬\nOneida\nStreet,\ntion.\ners\nAssocia\nStone, Frederick L. (Teacher), 1441 South\nStreet, Syracuse; Syracuse Teach¬\nSalina\nAssociation.\ners\nStrayer, George D. (ex officio), Teachers\nCollege, Columbia University, New York\nTar bell, Emily A. (Teacher), 235 Glenwood\nYork State Teach¬\nse; New\n, Syracu\nAvenue\ngue.\ne Lea\ners\nWelfar\n.\nAve¬\nvoir\nReser\n27\nTaylor, Edith (Teacher),\nAsso¬\ners\nTeach\nster\nRoche\nster;\nRoche\nnue, n.\nciatio\nTaylor, George D. (Principal), 392 Augustine\nter Teachers As¬\nRoches\nRochester;\nStreet, iat\n.\nion\nsoc\n.\nr), 18 Mather\n(Teache\nth\nElizabe\nTrowbridge,\nmton Teach¬\nBingha\nmton;\nBingha\nStreet,\nAssociation.\ners\nVanderpool, M. Eunice (Teacher), Junior\nYork State\nHigh School, Rome; New\nTeachers Association.\n.\nHigh\nSenior\ner),\nVaughn, N. Agnes (Teach\nSchool, Hudson Falls; New York State\nTeachers Association.\nWard, Mary H. (Teacher), 26 Post Street,\nYonkers; Yonkers Teachers Association.\nWelch, Catherine (Teacher), 206 College\nAvenue, Ithaca Teachers Club.\n(Assistant Editor), New\nWilber, D. Emma\ntion. 240 State Street,\nEduca\nState\nYork\nYork State Teachers Asso¬\ny; New\nAlbanat\nion.\nci\n^\n. _ , T\nSeth Low\nio),\noffic\n(ex\nV.\nWofford, Kate\nUni¬\nmbia\nColu\nge,\nColle\nHall, Teachers\nversity, New York City.\n\nNORTH\n\nAllen\nent\n\nA. T.\nof\n\nCAROLINA\n\n(ex officio), State\n\nPublic\n\nInstruction,\n\nSuperintend¬\n\nRaleigh.\n\nAndrews, T. W. (ex officio), High Point.\ncipal), 504 Beau¬\nBrown, Mrs. E. S. (Prin\nmont Avenue, Charlotte; North Carolina\nTeachers Association.\n,\nGarlick, Edna (Teacher), 506 Summit Street\n¬\nTeach\nsboro ; Greensboro Classroom\nGreen\ners\nAssociation.\n,\nHinson, Ellie (Teacher), Elizabeth Street\nAsso¬\nCarolina Teachers\nNorthn.\nDurham;\natio\nci\n. . ,\nLexington,\nher),\n(Teac\nMary\nMisenheimer,\nNorth Carolina Teachers Association.\nhorne\nSprings, Carrie E. (Teacher), 427 Hawt\ners\nTeach\nina\nCarol\nNorth\nLane, Charlotte;\nAssociation.\n\nAssociation\n\nNORTH\n\nDAKOTA\n\nBenson, Mrs. Winifred A. (Teacher), 803\nNorth Eighth Avenue, Valley City; North\nDakota Education Association.\nHartney, Eleanor M. (Principal), 416 Eighth\nDakota Edu¬,\n.\ncation\nFargo;n.North\nSouth, iatio\nStreet, Assoc\n\nJohnson, Virna B. (Supervisor), 901 Ninth\nFargo; North Dakota Edu¬\nSouth, tion.\nStreet, Associa\ncation\n\nLarge, Dora M. (Teacher), 903 Ninth Ave¬\ny City; North Dakota Educa¬\nValleation.\nnue, Associ\ntion\nNielson, Minnie J. (Supervisor), 901 Fifth\nNorth Dakota Edu¬\nValley City;\nAvenue,\n.\ncation Association\nRoosa, Annette (Principal), Devils Lake;\nNorth Dakota Education Association.\nWhite, L. A. (ex officio), Superintendent of\nSchools, Minot.\nOHIO\n\nAiken, Georgia (Teacher), Alms Hotel, Cin¬\ncinnati; Cincinnati Teachers Association.\nAnderson, Clara Belle (Teacher), Fairlawn,\nBox\ntion. 296, Akron;\n\nOhio\n\nEducation\n\nAssocia¬\n\nAndrews,\nCounty\n\nA. W. (Principal), Haskins; Wood\nTeachers Association.\nAppleman, H. M. (Director), 24 Blenheim\ntion.\nRoad, Columbus; Ohio Education Associa¬\n\nAufderheide, Elizabeth (Teacher), 639 Vin¬\nStreet, Toledo; Toledo Teachers Asso¬\nton\nciation.\nBabcock, S. H. (County Superintendent),\nMedina; Ohio Education Association.\nBarnes, Kathryn (Teacher), 3221 Cambridge\nToledo; Toledo Teachers Asso¬\nAvenue,\nciation.\nBell, E. W. (Superintendent of Schools),\nDelphos; Ohio Education Association.\nBliss, Walton Boyd (Teacher), 2080 Inka\nColumbus; Ohio Education Asso¬\nAvenue,\nciation.\nBoyes, Wilda (Assistant County Superin¬\ntendent), 200 Old Court House; Cleveland;\nCuyahoga County Education Association.\nBradley, Helen (Teacher), 2349 Ashland\nStreet, Cincinnati; Cincinnati Teachers\nAssociation.\nBrown, Edith L. (High-School Teacher), 596\nGirard Street, Marion; Marion, Ohio, City\nTeachers Association.\nBryan, E. J. (County Superintendent), Old\nCourt House, Cleveland; Ohio Education\nAssociation.\nByrne, H. D. (County Superintendent),\nRavenna; Ohio Education Association.\nCampfield, Olive (Teacher), 2712 Collingwood Street, Toledo; Ohio Education Asso¬\nciation.\nCantrell, John D. (Teacher), 1416 Lewis\nDrive, Lakewood; Lakewood Teachers As¬\nsociation.\nCarey, Charles H. (Principal), 140 Illinois\nAvenue, Dayton; Ohio Education Asso¬\nciation.\nClark, F. B., Superintendent of Schools,\nKenton; Ohio Education Association.\nClark, Raymond M. (Professor), 225 North\nWillow Street, Kent; Ohio Education As¬\nsociation.\n\nDale, C. S. (Principal), 1945 Hutchins\nStreet, Portsmouth; Ohio Education Asso¬\nciation.\n(County Superintendent),\nDavis, O. W.\nJackson; Ohio Education Association.\nDavison, J. H. (Principal), 338 Garfield\nStreet, Lima; Lima Teachers Association.\nDenius, ' H. G. (Principal), 358 Crestview\ns Fed¬\nRoad,\neration.Columbus; Columbus Teacher\n\n"}
{"page": 975, "printed_page": null, "text": "Associational\n\nRecords\n\nand Information\n\n971\nDick, L. C. (County Superintendent), Lon¬\ndon; Ohio Education Association.\nDungan, J. U. (Superintendent of Schools),\nLockland; Ohio Education Association.\nEarhart, Naomi (Teacher), 3926 Spencer\nAvenue, Norwood; Norwood Teachers As¬\nsociation.\nErnst, Viola (Teacher), 1535 Holman Ave¬\nnue, Covington, Kentucky; Cincinnati\nTeachers Association.\nEvans, William A. (Teacher), Circle Drive,\nCincinnati; Cincinnati Schoolmasters Club.\nFell, Estelle (Teacher), 1546 Pullen Avenue,\nCincinnati; Cincinnati Teachers. Associa¬\ntion.\nFell, Ray T. (Teacher), 1546 Pullen Avenue,\nCincinnati; Cincinnati Teachers Associa¬\ntion.\nFisher, Jessie G. (Assistant Principal), Cin¬\nti Teachers Asso¬\ncinnati Club, Cincinnan.\n_\nciatio\nFitzgerald, Estelle R. (Teacher), 1232 East\n125th Street, Cleveland; Ohio Education\nAssociation.\nFlood, Charlotte J. (Teacher), Lorain Road,\nNorth Olmsted; Ohio Education Associa¬\ntion.\n.\n.\n. „\nBunt),\nntende\nSuperi\ny\n(Count\nJ.\nP.\nFoltz,\ncyrus ; Ohio Education Association.\nFulks, B. F. (Principal), Norwood High\nOhio Education Asso¬\nd; n.\nNorwoo\nSchool,at\nio\nci\n.\n,\n,\n(Superintendent of\nW.\nGosling, Thomas\non Associa¬\nAkron; Ohio\nSchools), on\n. Educati „\nti\n_ _\n118th\nEast\n1512\ner),\n(Teach\nB.\nGraf, Amelia\nAsso¬\nion\nEducat\nOhio\nand;\nClevel ion.\nStreet, at\nci\n.\n\nGraham, Harriet Briem (Supervisor), 615\nStanton Street, Springfield; Springfield\nTeachers Association.\nHardy, Leslie (Teacher), 266 Madison Street,\nAkron; Akron Teachers Association.\ner), 2440 SulliHartung, Marguerite (Teach\nvant Avenue, Columbus; The Columbus\nTeachers Federation.\nHawke, Oscar T. (County Superintendent),\nSpringfield; Ohio Education Association.\nHazel, Harrv R. (Teacher), 319 Bonniewood\nDrive, Cleveland; Cleveland Teachers\nFederation.\n(Teacher), 3511 Stacey\nHeineman, Alma\nAvenue, Cincinnati; Cincinnati Teachers\nAssociation.\n(Teacher), 2229 Maplewood\nHeston, May\n; Toledo Teachers Asso¬\nToledo\n,\nAvenue\nciation.\nHolliday, Lenora (Teacher), 3840 Burnet\nAvenue, Cincinnati; Cincinnati Teachers\nAssociation.\nHowe, C. M. (Teacher), 3525 Larkspur\nStreet, Cincinnati; Ohio Education Asso¬\nciation.\nIrvin, Dorothy (Teacher), Lorain Road,\nNorth Olmsted; Cuyahoga County Edu¬\ncation Association.\nJacobs, Stella H. (Editor of Bulletin). 3229\nEast Overlook Road. Cleveland Heights;\nCleveland Teachers Federation.\nJones, Winifred (Teacher), 359 Ludlow Ave¬\nnue, Cincinnati; Ohio Education Associa¬\ntion.\nKeck, Florence A. (Teacher), Fourth Ave¬\nnue, Berea; Berea Education Association.\nKe’ler, Chloe E. (Principal), 707 Hamilton\nAvenue, Lorain; Lorain Teachers Club.\nKirk, W. H. (Superintendent of Schools),\nEast Cleveland; Ohio Education Associa¬\ntion.\nLayton, C. M. (Principal), 833 Scovel Ave¬\nnue, Wooster; Ohio Education Associa¬\ntion.\n\nLeach, H. W. (Principal), 634 West Spring\nStreet, Lima; Lima Teachers Association.\nLeidy, E. E. (Superintendent of Schools),\nNorth\nciation. Baltimore; Ohio Education Asso¬\nLowery, J. G. (Director), New Concord;\nOhio Education Association.\nMarble, Margaret M.\n(Teacher), Alms\nHotel, Cincinnati; Cincinnati Teachers\nAssociation.\nMarple, Charles A. (Teacher), 6801 Euclid\nAvenue, Cleveland; Cleveland Teachers\nFederation.\nMarvin, Carrie H. (Teacher), Millersburg;\nOhio Education Association.\nMathias, A. O. (Teacher), Madisonville, Rt.\n#1, Cincinnati; Ohio Education Associa¬\ntion.\nMcAfee, Rachel C. (Teacher), 596 Girard\nStreet, Marion; Marion, Ohio, City Teach¬\ners Association.\nMcBee, Mrs. Gertrude (Teacher), 1210 Berwin Street, Akron; Akron Teachers Asso¬\nciation.\nMcBroom, C. C. (Superintendent of Schools),\nSt. Marys; Ohio Education Association.\nMcMyler, H. T. (Teacher), 1908 Janet Road,\nCleveland Heights; Ohio Education Asso¬\nciation.\nMetcalf. T. R. (Teacher), 820 Oakwood\nnue,\nColumbus; Columbus Teachers\neration.\n\nAve¬\nFed¬\n\nMillikin, Adaline (Teacher), 25 South\nEureka Avenue, Columbus; Columbus\nTeachers Federation.\nMilner, Marie (Teacher), 1838 East 101st\nStreet, Cleveland; Ohio Education Asso¬\nciation.\nMozier, Williss (Principal), 1404 Garfield\nAvenue, Springfield; Springfield Teachers\nAssociation.\nOffenhauer. R. E. (ex officio), Superinten¬\ndent of Schools, Lima.\nPalmer, Mary C. (Teacher), 760 East Mid¬\nlothian Boulevard, Youngstown; Youngs¬\ntown Education Association.\nParmenter, Ethel M. (Teacher), 1727 East\n116th Street, Cleveland; Ohio Education\nAssociation.\nPaschall, Alma T. (Teacher), 4433 Burnham\nStreet, Toledo; Toledo Teachers Associa¬\ntion.\nPattison. E. H. (County Superintendent),\nBatavia: Ohio Education Association.\nRawdon. H. L. (Superintendent of Schools),\nOberlin; Ohio Education Association.\nReynolds, F. E. (Secy.-Treas.), 428 Chamber\nof Commerce Building, Columbus; Ohio\nEducation Association.\nReynolds, Helen (Teacher), Congress Apart¬\nment, Athens; Ohio University Educa¬\ntional Association.\nRice, W. H. (Superintendent of Schools),\nLondon; Ohio Education Association.\nRirksecker C. W. (Principal). 488 Norwood\nAvenue, Youngstown; Ohio Education As¬\nsociation.\nRomaker. C. C. (Assistant Principal). 925\nState Street, Lima; Lima Teachers Asso¬\nciation.\nRyder, H. E. (County Superintendent), Fre¬\nmont: Ohio Education Association.\nSager. Mav (Teacher),\ncation Association.\n\nUrbana;\n\nOhio\n\nEdu¬\n\nSamson, Eva (Teacher), 214 Raymer Boule¬\ntion.\nvard, Toledo; Toledo Teachers Associa¬\nSchott. Elizabeth (Teacher), 434 South\nEighteenth Street, Columbus; Columbus\nTeachers Federation.\nSchwall, H. E. (Superintendent of Schools),\nWauseon; Ohio Education Association.\nSellers, D. H. (County Superintendent),\nTroy; Ohio Education Association.\n\n"}
{"page": 976, "printed_page": null, "text": "972\n\nNational\n\nEducation\n\nSicha, Mrs. Dora (Teacher), 3201 Library\nAvenue, Cleveland; Cleveland Teachers\nFederation.\nSmith, Nelle M. (Teacher), 902 Eighteenth\nAvenue, Columbus; Ohio Education Asso¬\nciation.\n_\n,\nStanton, B. F. (Superintendent of Schools),\nAlliance; Ohio Education Association.\nSullivan, H. L. (Superintendent of Schools),\nMarietta; Ohio Education Association.\nThomas, L. M. (Teacher), 2057 Hanover\nRoad, Cleveland Heights; Cleveland\nTeachers Federation.\nThompson, Lois (Teacher), 101 Vesper\nStreet, Akron; Ohio Education Associa¬\ntion.\nWilhelm, Agnes (Teacher), 179 Vesper\nColumbus; Ohio Education Asso¬\nStreet,\nciation.\nG. (County Superintendent),\nWolfe, W.\nCambridge; Ohio Education Association.\nWoodward, Laura A. (Principal), 135 Oak\nHill Avenue, Delaware; Ohio Education\nAssociation.\nOKLAHOMA\n\nArmstrong, W. E. (Principal), West High\nSchool, 407 South 14th, Muskogee; Mus¬\nkogee City Teachers Association.\nArmstrong, Mrs. W. E. (Teacher), 407 South\n14th, Muskogee; Oklahoma Education As¬\nsociation.\nBradford, May (Teacher), 1209 Cherry Street,\nMuskogee; Muskogee City Teachers As¬\nsociation.\nCallihan, Cordia (Teacher), 601 Dayton\nStreet, Muskogee; Oklahoma Education\nA ccnpi\n\nof inn\n\nCurtis. Eva (Teacher), 131 North F Street,\nMuskogee; Oklahoma Education Asso¬\nciation.\nDuke, E. A. (Supervisor), State Capitol,\nOklahoma City; Oklahoma Education As¬\nsociation.\nEvans, Roscoe C. (Teacher), R. R. 2, Box\n36, Oklahoma City; Oklahoma Education\nA ccnri\n\nat inti\n\nFoster, Walter T. (Teacher), 1115 Terrace\nBoulevard, Muskogee; Oklahoma Educa¬\ntion Association.\nHake, W. H. (Director), 820 South Main\nStreet, Tulsa; Tulsa Educational Asso¬\nciation.\nHake, Mrs. W. V. (Teacher), 820 South\nMain Street, Tulsa; Tulsa Educational\nAssociation.\nHatcher, Myrtle (Teacher), Clarmore; Tulsa,\nEducational Association.\nHurst, M. E. (ex officio), Central High\nSchool, Tulsa.\nLemon, Goldie (Teacher), 131 North _ F\nStreet, Muskogee; Oklahoma Education\nAssociation.\nMcConnell, Marjorie (Teacher), Alvin Hotel,\nTulsa; Tulsa Educational Association.\nMorrisett, L. N. (Principal), Classen High\nSchool, 228 N. W. 33rd, Oklahoma City;\nOklahoma Education Association.\nSchultz, Jean (Teacher), 2525 East Admiral,\nTulsa; Tulsa Educational Association.\nSuperin¬\nVaughan, John (ex officio), State\ntendent of Public Instruction, Oklahoma\nCity.\nOREGON\n\nBoyle, Theda (Teacher),\nStreet, Portland; Oregon\nA ccnn\n\nafinn\n\n2429 Skidmore\nState Teachers\n\nBrainerd, Fred A. (President), 726 Ellis\nAvenue, Portland; High School Teachers\nAssociation.\n\nAssociation\n\nChapin, Mary V. (Teacher), 659\nStreet, Corvallis; Oregon State\nAssociation.\n\nJefferson\nTeachers\n\nCranor, Garnie R. (Teacher), 1875 Market\nStreet, Salem; Oregon State Teachers As¬\nsociation.\nDobie, Emma (Teacher), 155 East Fifteenth\nStreet, Portland; Portland Grade Teachers\nAssociation, Inc.\nDobie, Jeanette (Teacher), 155 East\nFifteenth Street, Portland; Portland Grade\nTeachers Association, Inc.\n\nHammond, Vida (Teacher), 31 East Seventyninth Street, North, Portland; Oregon\nState Teachers Association.\nHanberg, Idris (Teacher), Boring; Oregon\nState Teachers Association.\nHill, Madge (Teacher), St. Francis Hotel,\nPortland; Portland Grade Teachers Asso¬\nciation, Inc.\n\nJones, E. May (Teacher), 619 East Eleventh\nStreet, Portland; Portland Grade Teachers\nAssociation.\nJohnson, Irene (Teacher), Boring; Oregon\nState Teachers Association.\nLewis, Charles E. (Principal), 726 Alameda\nDrive, Portland; Portland Principals As¬\nsociation.\nMerrill, Birdine (Teacher), Gresham; Port¬\nland Grade Teachers Association, Inc.\nMillard, Lola (Teacher), 1819 “D” Street,\nSalem; Oregon State Teachers Associa¬\ntion.\nRees, Errol C. (Principal), Boring; Oregon\nState Teachers Association.\nStewart, Adeline (Teacher), 124 Chadwick\nStreet, Roseburg; Oregon State Teachers\nAssociation.\nTurner, Mrs. Esther (Teacher), Fourth\nStreet, Hillsboro; Washington County\nTeachers Association.\nWalker, Elizabeth (Teacher), St. Francis\nHotel, Portland; Portland Grade Teachers\nAssociation, Inc.\nPENNSYLVANIA\nAndrews, Katharine J. (Teacher), 422 Dudley\nAvenue, Narberth; Philadelphia Teachers\nAssociation.\n\nApp, I. D. (County Superintendent), Munici¬\npal Building, Harrisburg; Pennsylvania\nState Education Association.\nBarner, Raymond T. (Principal), California;\nPennsylvania State Education Association.\nBarrett, Mary (Teacher), 907 Mulberry\nStreet, Scranton; Pennsylvania State Edu¬\ncation Association.\nBeck, F. Thomas (Supervising Principal),\nPorter Township, Reinerton; Pennsylvania\nState Education Association.\nBeckett, Mary S. (Teacher), 1936 North\nTwenty-first Street, Philadelphia; Phila¬\ndelphia Teachers Association.\nBeckman, Edna (Teacher), 7767 Hashbrook\nAvenue, Fox Chase, Philadelphia; Phila¬\ndelphia Teachers Association.\nBentz, M.\nS. (County Superintendent),\nEbensburg; Pennsylvania State Education\nAssociation.\nBishop, Aida C. (Principal), North Con¬\ntinuation School, Pittsburgh; Pennsyl¬\nvania State Education Association.\nBoliver, T. Earl (Supervising Principal),\n311 Franklin Street, Butler; Pennsylvania\nState Education Association.\nBoyles, Robert E. (Principal), 175 South\nWade Avenue, Washington; Pennsylvania\nState Education Association.\nC. (Superintendent of\nBroome, Edwin\nSchools), Administration Building, Phila¬\ndelphia; Pennsylvania State Education\nAssociation.\n\n"}
{"page": 977, "printed_page": null, "text": "Associational\n\nRecords\n\nBurkard, William E. (Principal), 1631 West\nRuscomb Street, Philadelphia; Philadel¬\nphia Teachers Association.\nBuzby, Katharine H. (Teacher), 5153 Wake¬\nfield Street, Germantown, Philadelphia;\nPhiladelphia Teachers Association.\nCall, Agnes C. (Teacher), 706 Sproul Street,\nChester; Chester Teachers Association.\nCavill, Alice (Principal), 1709 North Fif¬\nteenth Street, Philadelphia; Philadelphia\nTeachers Association.\nChrist, Rosa (Teacher), 5107 North Mervine\nStreet, Logan, Philadelphia; Philadelphia\nTeachers Association.\nClarke, Evalyn M. (Teacher), 319 East\nClarkson Avenue, Olney, Philadelphia;\nPhiladelphia Teachers Association.\nClauss, Edwin D. (Teacher), 2206 Union\nBoulevard, Allentown; Pennsylvania State\nEducation Association.\n\nCober, W. H. (District Superintendent), Rostraver Township, Belle Vernon; Pennsyl¬\nvania State Education Association.\nDavis, Charles S. (District Superintendent),\n183 South Second Street, Steelton; Penn¬\nsylvania State Education Association.\ndeFrancesco, Italo L. (Art Director), 1403\nNorth Fourteenth Street, Reading; Penn¬\nsylvania State Education Association.\nDempsey, John A. (District Superintendent),\n306 South Valley Avenue, Olyphant; Penn¬\nsylvania State Education Association.\nDewey, Ralph S. (District Superintendent),\nania State Education As¬\nCorry; Pennsylv\nation.\nsoci\n„\n„ ___\nWest\n1016\ner),\n(Teach\nd\nDougherty, Mildre\nStreet, Philadelphia; Darby\nDauphin\nTeachers Association.\nC. (Teacher), 335 South\nDowling, Emma\nThirteenth Street, Reading; Pennsylvania\nState Education Association.\nDryden, Florence (Teacher), 2521 South\nNineteenth Street, Philadelphia; Phila¬\ndelphia Teachers Association.\nDunlap, Sylvester B. (County Superintend¬\nent), Court House, Williamsport; Pennsyl¬\nvania State Education Association.\nDyke. Nelle (Associate Editor), 925 North\nEuclid Avenue, Pittsburgh; Pittsburgh\n.\nTeachers Association.\nFair\n5543\n,\nvisor)\nEastman, Mayna D. (Super\nOaks Street. Pittsburgh; Pennsylvania\nState Education Association.\nEdeiken, Frank (Teacher), 135 Heather\nPhiladelphia Teach¬\nUpper\nRoad,\ntion.Darby;\ners\nAssocia\nEdeiken, Regina H. (Teacher)x 135 Heather\nPhiladelphia Teach¬\nUpper\nRoad,\ntion.Darby;\ners\nAssocia\nEvans, Marguerite (Teacher), 5116 Saul\nPhiladelphia; Philadelphia Teach¬\nStreet,\nAssociation.\ners\nFarrell, Beatrice (Principal), 938 East\nd Street, Erie; Erie Teach¬\n-secon\nTwenty\ntion.\nAssocia\ners\n\nFaust, J. Frank (Principal), 174 East Queen\nStreet. Chambersburg; Pennsylvania State\nEducation Association.\nFisher, George R. (Recording Secretary),\n321 Akron Avenue, Mt. Lebanon, Pitts¬\nburgh; Pittsburgh Teachers Association.\nFleischmann, Charlotte (Principal), 104\nCoates Street, Germantown, Philadelphia;\nPhiladelphia Teachers Association.\nFord. Ida R. (Teacher), 1806 Church Lane,\nPhiladelphia Teachers As¬\nPhiladelphia;\n.\nsociation\nFoster, Blanche (Teacher), 178 Franklin\nStreet. Woodbury, New Jersey; Philadel¬\nphia Teachers Association.\nFoust, Clement E. (Teacher), 7741 Union\nAvenue, Elkins Park; Philadelphia Teach¬\ners Association,\n\nand\n\nGarwood,\n\nInformation\n\nC.\n\n973\n\nH.\n\n(District Superintendent),\nState Educa¬\nPennsylvania\nBloomsburg;\ntion\nAssociation.\n\nGeist, Wesley (Teacher), 446 Wigard Ave¬\nnue, Roxborough, Philadelphia; Philadel¬\nphia Teachers Association.\nGlass, Bernard (Teacher), 5533 Delaney\nPhiladelphia; Philadelphia Teach¬\nStreet,\ners\nAssociation.\nGoodenough, Martha (Teacher), 806 North\nEleventh Street, Reading; Reading Teach¬\ners Association.\nGraff, Edna E. (Teacher), 634 West Market\nStreet, York; York City Teachers Asso¬\nciation.\nGraham, Ben G. (Superintendent of Schools),\nAdministration Building, Pittsburgh; Penn¬\nsylvania State Education Association.\nGray, Elsie (Teacher), 1210 Fillmore Street,\nFrankford, Philadelphia; Philadelphia\nTeachers Association.\n\nGray, Jessie (Teacher), 1210 Fillmore Street,\nFrankford, Philadelphia; Philadelphia\nTeachers Association.\nGrimm, J. Kimber (Teacher), 829 Florida\nYork; York City Teachers Asso¬\nAvenue,\nciation.\nGrossman, Cyrus S. (Teacher), 2536 South\nFifth Street, Philadelphia; Philadelphia\nTeachers Association.\nHaas, Francis B. (President), State Teach¬\ners College, Bloomsburg; also President\nPennsylvania State Education Association;\nPennsylvania State Education Association.\nHagarty, Jean (Principal), 1244 Christian\nTeach¬\nPhiladelp\nStreet,\non. hia; Philadelphia\nAssociati\ners\nHalstead, Roy (Teacher), Oxford Avenue\nand Saul Street, Frankford, Philadelphia;\nPhiladelphia Teachers Association.\nHawkins, Clarence A. (Teacher), 1511 South\nTwentieth Street, Philadelphia; Philadel¬\nphia Teachers Association.\nHogg, A. J. (Supervising Principal), Rural\nValley; on.Pennsylvania State Education\nAssociati\n\nHughes, Rebecca (Teacher), 900 South Fortyeighth Street, Philadelphia; Philadelphia\nTeachers Association.\nCen¬\nHumphreys, Florence (Teacher), 5260 ania\nter Avenue, Pittsburgh; Pennsylv\nState Education Association.\nJaeger, Elsa R. (Teacher), 2822 North\nTwenty-sixth Street, Philadelphia; Phila¬\ndelphia Teachers Association.\nJenkins. John C. (Principal). Union City;\ntion.\nPennsylvania State Education Associa-\n\nJohnston, Anna R. (Teacher), 114 Nevin\nlphia Teach¬\nRidley\nStreet,\ntion. Park; Philade\nAssocia\ners\n\nKeiper, Elma B. (Teacher), 2240 North\nThirteenth Street, Philadelphia; Philadel¬\nphia Teachers Association.\nKelley, J. Herbert (ex officio), Executive\nSecretary, Pennsylvania State Education\nAssociation, Harrisburg.\nKennedy, William F. (Associate Superin¬\ntendent). Administration Building, Pitts¬\nn.\nio\nat\nso\nEducation . As¬\nState\nlvania\nPennsy\nburgh; ci\n600 North ThirtyKleefeld, Anna (Teacher),\nfourth Street, Philadelphia; Philadelphia\nTeachers Association.\nKline, LeRoy J. (Supervising Principal),\n314 East Market Street, Williamstown ;\nPennsylvania State Education Association.\nKnowles. Thomas C. (Director of Penman¬\nship), 927 West Norwegian Street, Pottsn.\ntio\nEducation\ncia\n. Asso¬\n.\nania State\nPennsylv\nville;\nLucas, Harry V. (Supervising Principal),\n75 Johnston Avenue, Uniontown; Penn¬\nsylvania State Education Association.\n\n"}
{"page": 978, "printed_page": null, "text": "974\n\nNational\n\nEducation\n\nLyons, S. W. (District Superintendent), 819\nTwelfth Street, New Brighton; Pennsyl¬\nvania State Education Association.\nMiller, Charles S. (Superintendent of\nSchools), 32 Violet Lane, Lansdowne;\nPennsylvania State Education Association.\nMitchell, Claude (Supervising Principal),\nWest Newton; Pennsylvania State Edu¬\ncation Association.\nNoll, Minnie C. (Teacher), 117 South George\nStreet, York; York City Teachers Asso¬\nciation.\nNorton, Albert C. (Teacher), 5629 Thomas\nPhiladelphia; Philadelphia Teach¬\nAvenue,\ners Association.\nO’Connor, Mary (Principal), 501 Sassafras\nStreet, Erie; Erie Teachers Association.\nFiftyParry, Selina (Teacher), 828 South elphia\nsixth Street, Philadelphia; Philad\nTeachers Association.\nPerley S. Todd (Supervising Principal), 701\nCalifornia Avenue, Avalon; Pennsylvania\nState Education Association.\nPerry, Anna R. (Principal), 119 East Grant\nStreet, New Castle; Pennsylvania State\nEducation Association.\nPfeiffer, Elizabeth (Teacher), 615 East\nErie; Erie Teachers Asso¬\nTenth Street,\ntion.\ncia\n„\n_\n_\n,\nPlumpton, Harriet (Teacher), 427 South\nForty-fifth Street, Philadelphia; Philadel¬\nphia Teachers Association.\nPressel, P. W. M. (District Superintend¬\nn; Pennsylvania State Educa¬\nWarreation.\nent), Associ\ntion\nReider, Mrs. E. S. (Supervisor), 951 West\nFourth Street, Williamsport; Pennsyl¬\nvania State Education Association.\n\nRiemer, G. C, L. (President), State Teach¬\ners College, Clarion; Pennsylvania State\nEducation Association.\nRipple, J. D. (Principal), 614 Oak Street,\nia State Educa¬\nylvanon.\nPenns\ntown;oci\nJohnsAss\nati\ntion\n. .\nRobinson, R. W. (Supervising Principal),\nBank and Trust Building, Greensburg;\nPennsylvania State Education Association.\nRoss, Julia (Teacher), Southampton Road,\nSomerton, Philadelphia; Philadelphia\nTeachers Association.\nShroy, Letitia S. (Teacher), 1133 Fillmore\nStreet, Frankford, Philadelphia; Philadel¬\n. .\nphia Teachers Association.\n(Supervising Principal),\nShuster, C. W.\nNewtown; Pennsylvania State Education\n.A.ss o elation.\nSimpson, Ethel N. (Supervising Principal),\nTeachers In¬\n; Delaw\nLestertut\ne.are . County\nsti\n.\nSmith, C. C. (Supervising Principal), Mount\nUnion; Pennsylvania State Education\nAssociation.\n„ _TT ,\nSmith, Esther M. (Teacher), 1312 Wood\nStreet. Wilkinsburg; Pittsburgh Teachers\nAssociation.\n„\nEast Stewart\n95\nStern, Sue W. (Principal),\nAvenue, Lansdowne; Delaware County\n_ . ,\nTeachers Institute.\nSwick, W. A. (Principal), High School,\nTarentum; Pennsylvania State Education\n.Al ssociation.\nThomas, A. D. (District Superintendent),\n585 James Street, Hazleton; Pennsylvania\nState Education Association.\nL. G. (Retired Teacher),\nThomas, Emma\n1534 North Twentieth Street, Philadel¬\nae Association of Girls High\nAlumn\nphia;Norma\nl Schools.\n.\nand\nntendent),\nSuperi\ny\n(Count\nP.\nW.\ne\nTrostl\nlvania State Education\neld; Pennsy\nClearfioci\nation.\nAss\n.\n,\n,\nR. (Superintendent of\nVanderslice, H.\nSchools), Aliquippa; Pennsylvania State\nEducation Association.\n\nAssociation\n\nVeith, Charles F. (Principal), 7034 Marsden\nTeach¬\nPhiladelp\nStreet,\non. hia; Philadelphia\ners\nAssociati\nWalker, Anna W. (Principal), 5732 Spruce\nStreet, Philadelphia; Pennsylvania State\nEducation Association.\nWard, David A. (Superintendent of Schools),\nChester; Chester Teachers Association.\n; Pennsyl¬\nWenrich, H. E. (Teacher), Gratz ion.\nvania State Education Associat\n\nising Principal), CoraWerner, J. C. (Superv\nion. Educati\nsociat\n_ on As¬\nState\nvania\nopolis; Pennsyl\nWeschler, Florence\nrd,\nview Bouleva\n.\nsociation\n\nM. (Teacher), 4625 HighErie; Erie Teachers As¬\n\nWilliams, Florence (Department Head), 920\nParker Street, Chester; Chester Teachers\nAssociation.\nWilson, Florence T. (Director), 2 105 West\nFourth Street, Williamsport; WilLiamsport Education Association.\nPUERTO\n\nRICO\n\nz-Lopez, F. (ex officio), Departs\nRodrigue\nmont of Education, San Juan.\nAna J. (Teacher at Rio Piedras),\nRodriguez. Rico\nBranch, N. E. A.\nPuerto\nRodriguez, Hortensia (Teacher at Carolina),\nPuerto Rico Branch, N. E. A.\nRHODE\n\nISLAND\n\n(Teacher), 153 Pidge\net; Rhode Island Insti¬\nPawtuckon.\nAvenue,\nof Instructi\ntute\nBosworth, Clarence W. (Principal), 77 Rolfe\nAuburn; Rhode Island Institute of\nStreet, ion.\nInstruct\n\nAnderton,\n\nMarion\n\nK.\n\nCarroll, Charles (ex officio), 122 State\nHouse, Providence.\nHolden, William O. (Teacher), 46 Gooding\net; Rhode Island Insti¬\nPawtuck\nStreet,\nion.\nof Instruct\ntute\n\nRockett, James F. (Superintendent of\ncket; Rhode Island In¬\nSchools),\nstitute\nof Woonso\nInstruction.\n\nSOUTH\n\nCAROLINA\n\nCannon, O. B. (Superintendent of Schools),\nAs¬\niat\nsoc\n_\nCarolina.Education\nSouth ion\nNewberry;\n\nna\nCoates, J. P. (Secretary), South Caroli\nEducation Association, 1218 Senate Street,\n.\nion\niat\n.\nsoc\nion As¬\nna Educat\nCaroli\nSouth\nColumbia;\nFlora, A. C. (ex officio), Superintendent of\nSchools, Columbia.\nHanna, T. L. (Principal), High School, An¬\nderson.; South Carolina Education Asso¬\nciation\nHutto, Mrs. Elizabeth (County Superin¬\ngton; South Carolina Ed¬\nDarlin\ntendent),Associa\ntion.\nucation\n\nS. (Superintendent of\nScott, Mrs. W.\nlle ; South Carolina Edu¬\nJonesvi\nSchools),\ntion.\ncation\nAssocia\nWard, W. H. (Superintendent of Schools),\nWalterboro ; South Carolina Education\nAssociation.\nSOUTH\n\nDAKOTA\n\n(Superintendent of\nGellerman, Frank\nDakota Educa¬\n), Waubay\nSchools\ntion. ; South\ntion\nAssocia\nGellerman, Fred (Principal), High School,\nciatior\n„ Educat\n„ ion .Asso-,\nBancroft; South Dakota\n\nGiffen, E 1\nent of J-\n\n< ?x officio). State Superintend¬\n. Instruction, Pierre.\n\n"}
{"page": 979, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n975\n\nInformation\n\nGiffen, Mrs. Frieda A. (County Superintend¬\nion As¬\nDakota\nSouth\nOlivet;\nent), ci\nn. Educat\nio\nat\nso\n_\n_ ,\nJordan, Willard (Teacher), 709 East 5th\nStreet, Mitchell; South Dakota Education\nAssociation.\nNisson, S. B. (ex officio). Editor, South\nDakota Education Association Journal,\nPerry Building. Sioux Falls.\nWieting, C. Maurice (Principal), High\nSchool, Lennox; South Dakota Education\nAssociation.\n\nher), State Teachers Col¬\nHill, J. A. (Teac\nation.\n, ,\nci\nlege, Canyon; Texas State Teachers _ Asso¬\n\nTENNESSEE\n\nLucile Ave¬\nKinsey, Juanita (Teacher), 1645\nta Falls; Texas State Teachers\nWichin.\nnue,\nAsso ciatio\n\nBroady, Mabel (Teacher), Knoxville High\n¬\nSchool, Knoxville; Tennessee State Teach\ners Association.\n, _ , . .\ns;,\nClark, Harry (Superintendent of School\nAs¬\ners\nTeach\nTenne\nille;\nKnoxv\nn. State\niossee\nat\nci\n_ .\n^ .\nso\nCurtis, Winona (Teacher), Fairview Junior\nis; Memphis Educa¬\nl, Memph\nSchoociat\nHigh Asso\nion.\ntion\n„ , _.\nT\nFielden, Della (Teacher), Park City Lowry\nthe\nSchool, Knoxville; Teachers League of\nKnoxville City Schools.\na¬\nHickerson, Mrs. Jessie (Teacher), Chatt\niaAssoc\ners\nnooga; Tennessee State Teach\nGarden\nH outs’, Paul G. (Principal), Fair\nTeach¬\nSchool, Knoxville; Tennessee State\nKnoxville\nKyker, D. C. (Teacher), South\nof the\nLeague\nrs\nTeache\nlle;\nSchool, Knoxvi\nKnoxville City Schools.\nntine\nMcBride, Katherine (Teacher), Volle\nAstion\nEduca\nhis\nMemp\nSchool, Memphis;\n\nher),\nMcCafn, ^Elizabeth (Teac\nSchool, Memphis; Memphis\n\nHollywood\nEducation\n\n(Superintendent of. Sch^>1?^’\nMiser?^ H.'\nAssoDayton; Tennessee State Teachers\n\nErnest Adams\nMitchell,' Mabel (Teacher),\ntion AsSchool, Memphis; Memphis Educa\nJessie (Teacher), Knoxville ofHigh\nthe\nNeubert!°\nSchool. Knoxville; Teachers League\nKnoxville City Schools.\n,\nl,\nSchoo\nHill\nB.\nA.\nPowell, L. R. (Principal),\nn AssociaMemphis; Memphis Educatio\nHumes\nRagsdale, S. L. (ex officio), Principal,\nHigh School, Memphis.\n), Treadwell\nRoss, Mrs. Jimmie (Teacher\nation As¬\nEduc\nhis\nMemp\nSchool, Memphis;\n\nHigh\nes\nShofner G. E. (Teacher), Hum\nn\natio\nEduc\ns\nphi\nMem\nSchool, Memphis;\nAssociation.\n, .\nT_\n), Knoxville\nWeigel, Henrietta (Teacher\nessee State\nTenn\ne;\nvill\nKnox\nHigh School,\nTeachers Association.\nBrownlow\nWhelahan, Cecelia (Teacher),\nue of the\nSchool. Knoxville; Teachers Leag\nKnoxville City Schools.\nTEXAS\n\nof Schools),\nBetts, Floyd G. (Superintendent\nAssociahers\nWharton; Texas State Teac\nSan Antonio\nCarHsie, Mary (Teacher) 1906\nhers AsTeac\ne\nStat\ns\nTexa\nStreet. Austin;\nof Schools),\nFisher R B. (Superintendent\nAssociaPampa; Texas State Teachers\n(Teacher), 1128 Bissonnet\nGaines, Emma\nhers AssoStreet, Houston; Houston Teac\nrland\nHassel?11 Kate (Teacher). 225 CumbeTeach\n¬\nDallas High School\n;\nDallas\n.\nStreet\ners Association.\n\nJames, W. A. (Principal), Ball High School,\nci\n„ers , Asso¬\nState Teach\n„„ ,\nTexas n.\nton; io\nGalvesat\nKennon, Nell (Teacher), 604 North 23rd\nStreet, Waco; The Classroom Teachers\nAssociation of Waco.\nKerr, Dola (Teacher), 3712 Avenue I, Fort\nGrade, Teache\nCouncil.\n. rs\nWorth; Fort Worth\n\nKinsey, Mrs. Sarah Martha (Teacher), 1645\nTexas State\nFalls;\n, Wichit\nAvenue\nLucile rs\non.\nociaati\n„\nAss\nTeache\n\nKuykendall, Ima L. (Supervisor), 409 East\nWeatherford, Fort Worth; Texas State\nTeachers Association.\nt\nMcAnelly, Jewell (Teacher), 2922 Fores\ners\nTeach\ne\nGrad\ns\nDalla\ns;\nDalla\nStreet,\nMiiler\"Cl Gladys (Teacher), 2001 Western\nFort Worth .Grade\nWorth;cil.\ne\nCoun\nTeachers\nStreet, Fort\n\nMitchell,\n\nMrs.\n\nAntonio;\n\nMattie\n\nTexas\n\n(Teacher), San\nTeachers Associa-\n\nMae\n\nState\n\nPark Avenue,\nMock,' Lula (Teacher), 1921\nl.\nDallas; Dallas Grade Teachers Counci\nSan Antonio;\nMurray, Ida Mae (Teacher), iatio\nn.\nTexas State Teachers Assoc\nHouse,\nNash, Corinne (Supervisor), Court\nn.\niatio\nAssoc\ners\nTeach\nWaco; Texas State\nent of\nOberholtzer, E. E. (Superintend\nTeach\nAssociation.\n. _ ers ,\nSchools). Houston; Texas State\n\nRichmond\nPresley, Anne (Teacher), 5907\nTeachers\ne\nGrad\nas\nDall\nas;\nStreet, Dall\nPr?slUeyal'Crauf (Teacher), 5907 Richmond\nTeachers\nStreet. Dallas; Dallas Grade\n\nt Assistant\nRogers L. W. (ex officio). Firs\nic InstrucState Superintendent of Publ\n2506 Truxillo\nStrong, Vera (President),\nhers AssoStreet, Houston; Houston Teac\n\n622\nTafolla F. L. (President),\nnio\nAnto\nSan\nnio;\nAnto\nSan\nt.\nStree\n\nLynwood\nTeachers\n\n3018 Elizabeth\nWaters? Bess (Teacher),\nde Teachers\nGra\nStreet. Dallas; Dallas\nWn°sonC1Josephine\nDrive.. Dallas;\nCouncil\n\n(Teacher), 3321 Beverly\nDallas Grade Teachers\nUTAH\n\nncipal), Draper; Utah\nBeck, ReidAsso(Pri\nciation.\nTeachers\ns\nCounty Teachers ^s®.0.cia Bountifu\nl; Davi\nVl(-r,i\nDr:?.\nBlake, C. H. (Teacher), tl1onCj/.\nSchool. Brig\nBott, Ruth (Teacher), LincolnAssocia\ntion\nTeacher\ns\nElder\nBox\nham:\nSchool,\nLincoln\n(Princip\nT.\nal).\nBott Victor\nAssociaBrigham; Box Elder Teachers\nNorth Main\nRr^ken Ida (Teacher), 150\nEducation\nh\nUta\n;\nCity\nStreet Saft Lake\nB^Sck°enat Wallace (Teacher). 1|0 Nor.h\nLake City; Salt Lake\nMain Street. Salt\nfitv Teachers Association.\n). 723 South\nChristensen, Marie (Teacher Utah Educa\n;\nCity\ne\n11th East, Salt Lak\nCooley ACSOCOatl(Teacher), Salt Lake City;\n<sa1t Lake Citv Teachers Association.\nd E. ^E. (Principal), Midvale;\nGreenwoo\nUtah Education Association.\n\n"}
{"page": 980, "printed_page": null, "text": "976\n\nNational\n\nEducation\n\nJorgensen, Henry (Teacher), Sandy; Utah\nEducation Association.\nNielson, L. W. (Principal), Sandy; Utah\nEducation Association.\nPace, Henry (Dist. Supt.), Coatville; Utah\nEducation Association.\nSmith, Lulubelie (Teacher), Salt Lake City;\nUtah Education Association.\nThurman, Arch M. (ex officio), 1923 Atkin\nAvenue, Salt Lake City.\nWilkinson, Elva (Teacher), 1314 24th Street,\nOgden; Weber County Teachers Associa¬\ntion.\nWilliams, Bernice (Teacher), 665 Browning\nAvenue, Salt Lake City; Salt Lake City\nTeachers Association.\nVERMONT\n\nAssociation\n\nOgden, Miss L. S. (Teacher), 421 Westover\nAvenue, Norfolk; Norfolk Education As¬\nsociation.\nPurdy, Maude B. (Teacher), Lawrenceville ;\nVirginia Education Association.\nRowlett, Mrs. Elinor P. (Teacher), 4828\nWest Seminary Avenue, Richmond; League\nof Richmond Teachers.\nRoyall, Emily (Teacher),\nland Street, Richmond;\nmond Teachers.\n\n202 North Row¬\nLeague of Rich¬\n\nSaunders, Joseph H. (ex officio), Superin¬\ntendent of Schools, Newport News.\nStreet, Anna (Teacher), 2224 Stuart Avenue,\nRichmond; Virginia Education Associa¬\ntion.\nSulfridge, Hugh L. (Principal), Lane High\nSchool, Charlottesville; Virginia Educa¬\ntion Association.\n\nJackson, Marcello (Teacher), Castleton\nNormal School, Castleton; Vermont State\nTeachers Association.\nJudd, Jessie A. (Vice principal), High\nSchool, Bellows Falls; Vermont State\nTeachers Association.\nSanborn, I. (Teacher), High School, Proctor;\nVermont State Teachers Association.\nSmith, Eva G. (Teacher), High School,\nBarre; Vermont State Teachers Associa¬\ntion.\nWoodruff, Caroline S. (ex officio), Principal,\nState Normal School, Castleton.\n\nVaughan, Mrs. V. Nelson (Teacher), Ash¬\nland; Virginia Education Association.\nWicker, Ethel (Teacher), 709 East Twentyeighth Street, Norfolk; Norfolk Teachers\nAssociation.\n\nVIRGINIA\n\nAsbury, Emery (Principal), Gault Interme¬\ndiate School, Tacoma; Washington Edu¬\ncation Association.\nBrocar, Christian (Supervisor), Crest Hotel,\nSpokane; Spokane Education Association.\nCederberg, Theodore (Teacher), 1320 Ave¬\nnue K. Anacortes; Washington Education\nAssociation.\n\nAdair, Cornelia S. (ex officio), 2121 Park\nAvenue, Richmond.\nBell, Mrs. Andrew (Teacher), 110 North\nCameron Street, Winchester; Winchester\nEducation Association.\nCox, Frank W. (Principal), Oceana High\nSchool, Oceana; Princess Anne County\nEducation Association.\nCrenshaw, Lila (Teacher), 3902 Chamberlayne Avenue, Richmond; League of Rich¬\nmond Teachers.\nDevilbiss. Hilda (Dean), 6 Dinwiddie Apart¬\nment, Portsmouth; Portsmouth Teachers\nAssociation.\nDuke, Florence E. (Teacher), 2224 West\nGrace Street, Richmond; Virginia Educa¬\ntion Association.\nGallup, Mary E. (Teachei}, 156 Orleans\nCircle, Norfolk; Norfolk Education Asso¬\nciation.\nHall, Sidney B. (ex-officio), State Superin¬\ntendent of Public Instruction, Richmond.\nHaller, Leah, 414 Redgate Avenue, Norfolk;\nNational Council of Administrative Women\nin Education.\nHay, Anna Fleury (Teacher), 337 Fiftysecond Street, Newport News; Newport\nNews Teachers Association.\nHeatwole. C. J. (Secretary), Virginia Edu¬\ncation Association, 401 North Ninth Street,\nRichmond; Virginia Education Associa¬\ntion.\nHolt, Lucy Mason (Principal). 866 Norview\nAvenue, Norfolk; Norfolk Education As¬\nsociation.\nJoynes, Mrs. Edith B. (ex officio), Principal,\nGeorge Washington and Gatewood Schools,\nBerkley, Norfolk.\nKaufmann. Rose (Teacher), 3132 West\nGrace Street, Richmond; League of Rich¬\nmond Teachers.\nManahan. J. L. (Dean\\ University of Vir¬\nginia. University; Virginia Education As¬\nsociation.\nNoble. AUce (Teacher), 2915 Montrose Ave¬\nnue, Richmond; League of Richmond\nTcschsrs\nOber, M. J. (Principal), 1506 Ashland Circle,\nNorfolk; Norfolk Education Association.\n\nWindle, Mrs. Emile (Supervisor), Purcellville; Virginia Education Association.\nWASHINGTON\nAnderson,\nAvenue,\nClub.\n\nAlice P. (Teacher), 1638 Palm\nSeattle; Seattle Grade Teachers\n\nClark, Ida (Teacher), 3831 South Eighth\nStreet, Tacoma; Tacoma Grade Teachers\nAssociation.\nCrawford, Emily (Teacher), 323 South Jay\nStreet, Tacoma; Tacoma Grade Teachers\nAssociation.\nDunagan, Maude (Teacher), 812 Jenkins\nBellingham; Washington Educa¬\nStreet,\ntion\nAssociation.\nEndslow, A. W. S. (Teacher), 27 Agusta\nAvenue, Spokane; Spokane High School\nTeachers Association.\n\nFlock, Mabel (Teacher), 4123 Eastern Ave¬\nnue, Seattle; Seattle Junior High School\nTeachers Club.\nLibbee, Freda A. (Teacher), 1117 Twentysixth Avenue, Seattle; Seattle Grade\nTeachers Club.\nRehbock. Ralph H. (Teacher), 4014 Brooklyn\nAvenue, Seattle; Seattle High School\nTeachers League.\nStewart, Mary K. (Teacher), South 109 Wall\nStreet. Spokane; Spokane Grade Teachers\nA ssociation.\nWilson. Mabel V. (ex officio), Principal,\nLaurelhurst School, Seattle.\nWEST\nBaer,\n\nH.\n\nLogan;\ntion.\n\nK.\n\nVIRGINIA\n(County Superintendent).\nTeachers Associa¬\n\nSouthwestern\n\nBailey, Claude C. (Superintendent), Charles¬\nton; Southwestern Teachers Association.\nBartlptt D. D. (Teacher). R. F. D. 1. Box\n145. Charleston; Charleston Teachers As¬\nsociation.\n\n1225 Washing¬\nF. (Teacher),\nRubv d,\nBoggs\nParkersburg; Parkersburg\nton Boulevar\nTeachers Association.\nBonar, John S. (President), West Liberty\nState Teachers College, West. Liberty;\nNorthwestern Teachers Association.\n\n"}
{"page": 981, "printed_page": null, "text": "Associational\n\nRecords\n\nBurruss, Katherine (Teacher), Ansted; New\nRiver Valley Round Table.\nCarver, Lillian (State Dept, of Education),\nState Capitol, Charleston; West Virginia\nState Education Association.\n\nMo(Teacher), Morgantown;\nTable.\nRound\ners’\nTeach\ny\nValle\nnongahela\nMoCook, Alice V. (Teacher), Fairmont;\nTable.\nRound\ners’\nTeach\nnongahela Valley\nState SuperCook, William C. (ex officio),Charle\nston.\nintendent of Free Schools,\nBoard\nState\n,\netary\n(Secr\ne\nMoor\nR.\nDodrill,\nnia\nof Education), Charleston; West Virgi\nState Education Association. #\n\nCobun,\n\nAdah\n\nFarmer, John D. (District\nlens; Southern West\nTable.\n\nSupervisor), Mul¬\nVirginia Round\n\n(Teacher),\nCharleston\n\n1549 Dixie Street,\nTeachers Associa-\n\nFlinn, Virgil\nCharleston;\n\nWhite,\nState\nWest\ntion.\n\nStreet,\nEduca¬\n\nVa. State\nHickman, J. H. (Secretary, W\nEducation Association), 1816 Washington\nVirginia State\nWest\nStreet, Charleston\nEducation Association.\n(Teacher), Fairmont;\nHulk, Mrs. Maud\nTeachers’ Round\n.\n.\nBlueneld,\nher),\n(Teac\nor\nElean\nngs,\nJenni\nSouthern West Virginia Round Table.\n(Teacher), Charleston;\nKelly, Madeline\nSouthwestern Teachers Association.\nValley\nMonongahela\nTable.\n\nVir¬\nMarsh, J. F. (Teacher), Athens; West\nginia State Education Association.\nMo¬\nMartin, Roy J. (Secretary), Fairmont;\nTable\nRound\nnongahela Valley Teachers’\nrn\nMcGraw, G. B. (Teacher), Mullens; Southe\nWest Virginia Round Table.\nRural\nNefflen, Myra M. (State Supervisor\nSchool). Charleston; West Virginia State\nEducation Association.\ns),\nParsons, E. V. (Superintendent of School\naAssoci\ners\nTeach\nrn\nSouthweste\nLogan;\ntion.\n„\n.\n„• i.\nH. (State Supervisor, High\nPerdue, Dan\nState\nSchools), Charleston; West Virginia\nEducation Association. _\nls),\nRice, H. A. (Supt. Huntington Schoo\n¬\nEduca\nVirginia State\n; West\nngton\nHuntiAssoc\nn.\niatio\ntion\n(Teacher), Monongah,\nEmma\nRidgeway,\nTeachers’ Round\nValley\nTable.\nMonongahela\n\no). President, Fair¬\nRosier, Joseph (ex offici\nmont State Teachers College. Fairmont.\nwood\nScharf, Estella M. (Teacher), 37 Green\ners\nTeach\nling\nWhee\nAvenue, Wheeling;\nAssociation.\n.\n, .. « ,\nall Col¬\nShawkev. M. P. (President), Marsh\ners\nTeach\ntern\nhwes\nSout\nlege. Huntington;\nRound Table of West Virginia.\nMo¬\nShreve, Francis (Teacher), Fairmont;\nn.\niatio\nAssoc\nnongahela Valiev Teachers’\nern\nShrout, R. B. (Teacher). Welch; South\nWest Virginia Round Table.\ndent),\nSteadman. N. A. (Countv Superinten\nRound\nnia\nVirgi\nWest\nern\nSouth\n;\nW°lch\nTable.\n_ .\n. .\nSchools),\nof\nndent\nrinte\n(Supe\nL.\nF.\nTeal.\nStreet, Charleston;\nWashington\n2412\nCharleston Teachers Association.\nont Teach¬\nWhite. Frank S. (Teacher). Fairm\nela Val¬\ners College, Fairmont; Monongah\n.\nTable\nd\nley Teachers’ Roun\n\nInformation\n\n977\n\nH. S. (President), Shepherds\nW.\nTeachers College, Shepherdstown;\nAssocia¬\n\nEducation\n\nState\n\nVirginia\n\nSuperintendent),\nJ. (County\nSouthern West Virginia Round\n\nG.\nWood,\nPrinceton;\nTable.\n\n(Teacher),\nZimmer, Olive M.\nCharleston;\nAvenue,\nwood\nTeachers Association.\n\n1224 Elm¬\nCharleston\n\nWISCONSIN\n\nBird, Alice (Teacher), 150 Hotel Wisconsin,\nMilwaukee; Milwaukee Teachers Associa¬\ntion.\nBrewer, C. J. (Professor), State\nEau Claire; Wisconsin\nCollege, n.\nAssociatio\n\nTeachers\nTeachers\n\nByrnes,\n\nSchool,\nAssocia¬\n\nEast\ntion.\n\nMoGaskm, Virginia (Teacher), Fairmont;\nTable.\nRound\ners’\nnongahela Valley Teach\nGibson, Mary Blanche (Teacher), Fairmont;\nRound\nValley Teachers\nMonongahela\nTable\nGoodall, Cecil (Teacher), 524 Nancy Street,\naCharleston; Charleston Teachers Associ\nHall, Ha’lie (Teacher), 503 Elizabeth\nVirginia State\nCharleston; West\ntion Association.\n\nand\n\nChester\nTroy;\n\nDoudna,\nBoard\nson..\n\nH.\n\n(Principal),\n\nWisconsin\n\nEdgar G.\nof Normal\n\nHigh\n\nTeachers\n\n(ex officio), Secretary,\nSchool Regents, Madi¬\n\nFahey, Sara (Teacher), 388 Doty Street,\nFond Du Lac; Wisconsin Teachers Asso¬\nciation.\nFowler, Lotta (Teacher), 2153 North 47th\nWisconsin Teachers\nStreet, Milwaukee;\nA.sso ciation.\nGordon-Smith,\n\nJean\n\nStreet, Madison;\nsociation.\n\n(Teacher), 1615 Hoyt\nTeachers As¬\n\nWisconsin\n\n(Teacher), Cargill\nMarie\nAnna\nGrams,\nLa Crosse; La Crosse Teachers\nHome,\nClub.\n\nC.\n\nHirsch,\n\nE.\n\nRice\ntion.\n\nLake;\n\nof\n\nSchools),\n\nTeachers\n\nAssocia-\n\n(Superintendent\nWisconsin\n\nFrances (Teacher), President, Mil¬\nJelinek,\nwaukee Teachers Association, 150 Hotel\nWisconsin, Milwaukee;\ners Association.\n\nMilwaukee\n\nTeach¬\n\nWis¬\n(Principal), Hawkins;\nJones, Alice\nconsin Teachers Association.\nKopplin, Valaria (Teacher), Park Falls;\nWisconsin\nTeachers Association.\n(Superintendent of\nF. M.\nLonganecker,\nTeachers\nSchools), Racine; Wisconsin\nASS0 ciation.\nMcCarthy, Blanche M. (Teacher), 116 North\nWisconsin\nStreet, Madison;\nCharter\nTeachers Association.\nElizabeth (ex officio). Princi¬\nMcCormick,\nSchool, Superior.\npal, Timothy O. Howe\nMcPhee, E. R. (Principal), High School,\nWisconsin Teachers Asso¬\nElk Mound;\nciation.\nNichols, Walter S. (Principal), 2708 West\nMilwau¬\nWisconsin Avenue, Milwaukee;\nkee Principals Association.\nRedmond, Lila (Teacher), Shell Lake; Wis¬\nconsin Teachers Association.\nReschke, Louvella K. (Teacher), 150 Hotel\nWisconsin. Milwaukee; Milwaukee Teach¬\ners Association.\n\n(Teacher), 401 Crooks\nSchuette, Amanda\nsin Teachers\nBay, Wiscon\nGreen ion.\nStreet, ciat\n_\n.\n,\n_\nAsso\nSherman,\n\nWilliam\n\nA.\n\n(Teacher),\n\nEau\n\nSchool\n\nTeach¬\n\nStoffel, John G. (Teacher), Ellis\nnee; Wisconsin Supervising\ners\nAssociation.\n.\nKewau\n\nStreet,\nTeach¬\n\nClaire; Eau Claire\ners Association.\n\nSylfest.\n\nTillie\n\nWhitehall;\n\nPublic\n\n(County\n\nWisconsin\n\nSuperintendent),\nAssocia-\n\nTeachers\n\nWatts. Lillian (Supervisor), . 1304 Park\nRacine Teachers\nAvenue, Racine; The\n\nWis¬\nZanella, Rose L. (Teacher), 150 Hotel\ners\nTeach\ne\nauke\nMilw\ne;\nauke\nMilw\nconsin,\nAssociation.\n\n"}
{"page": 982, "printed_page": null, "text": "978\n\nNational\n\nEducation\n\nAssociation\n\nOF THE NATIONAL EDUCATION\n(Count made December 31 each year)\n1927\n1917\n1907 1912\n1928\n1922\n\nMEMBERSHIP\n\n55\nAlabama .\n93\nArizona .\n20\n22\n17\n36\nArkansas .\n249\nCalifornia .\n400\n119\n75\nColorado .\n58\nConnecticut .\n70\n9\nDelaware .\n11\n47\nDist. of Columbia. .\n27\n80\n16\nFlorida .\n50\nGeorgia .\n63\nIdaho .\n21\n45\nIllinois .\n420\n1,434\n128\nIndiana .\n212\n131\nIowa .\n93\n119\n84\nKansas .\n84\n60\nKentucky .\nLouisiana .\n42\n33\n51\nMaine .\n32\n77\nMaryland .\n55\nMassachusetts . . . .\n426\n332\n199\n139\nMichigan .\n175\n145\nMinnesota .\n16\nMississippi .\n36\n263\n216\nMissouri .\n35\n21\nMontana .\n128\nNebraska .\n71\n26\n4\nNevada .\nNew Hampshire . .\n30\n38\n219\n198\nNew Jersey .\n13\nNew Mexico .\n34\nNew York .\n890\n948\n23\n55\nNorth Carolina . .\nNorth Dakota . . .\n42\n75\n349\nOhio .\n484\n23\n75\nOklahoma .\n19\n64\nOregon .\n454\n325\nPennsylvania ....\n39\nRhode Island ....\n32\n25\n22\nSouth Carolina . .\nSouth Dakota . . .\n40\n50\nTennessee .\n61\n121\n31\n48\nTexas .\n30\nUtah .\n40\n28\n30\nVermont .\n73\nVirginia .\n40\n113\n68\nWashington .\n24\n69\nWest Virginia . . . .\n160\nWisconsin .\n300\n18\n12\nWyoming .\n37\nAlaska .\nCanal Zone .\nHawaii .\nPorto Rico .\nPhilippine Islands .\nVirgin Islands . . . ■ • * . •\n110\nForeign .\n.\n4,982\n\n7,865\n\n64\n37\n\n33\n432\n140\n102\n13\n96\n33\n74\n48\n733\n207\n185\n195\n85\n54\n51\n94\n366\n251\n103\n38\n512\n60\n19\n114\n38\n280\n33\n1,230\n62\n83\n534\n95\n154\n\n708\n1,107\n327\n9,592\n3,820\n343\n1,319\n595\n320\n231\n497\n7,475\n3,137\n5,944\n1,399\n431\n932\n2,105\n529\n10,696\n7,466\n156\n2,281\n337\n3,234\n2,651\n310\n625\n384\n3,427\n10,031\n323\n497\n\n535\n47\n\n8,383\n1,252\n1,041\n215\n6,279\n89\n\n31\n51\n60\n\n785\n615\n\n138\n66\n40\n88\n144\n114\n277\n22\n\n•• ••\n\n205\n8,466\n\n1,150\n810\n2,186\n18,497\n4,582\n1,997\n756\n1,432\n645\n2,819\n1,049\n11,253\n5,315\n3,342\n2,789\n1,321\n770\n1,643\n952\n\n1931\n\n1,331\n2,262\n857\n19,486\n\n1,635\n2,524\n876\n20,887\n\n1,580\n876\n2,671\n23,615\n\n1,485\n755\n2,683\n24,731\n\n4,663\n2,051\n721\n1,370\n\n4,620\n759\n1,893\n\n4,680\n983\n1,973\n\n1,276\n2,490\n\n1,409\n2,063\n\n4,766\n1,937\n1,051\n1,531\n769\n2,277\n2,090\n\n2,651\n1,909\n11,197\n1,050\n5,902\n3,342\n3,020\n636\n1,362\n1,769\n882\n\n2,713\n988\n12,045\n\n2,567\n11,802\n902\n\n11,831\n\n6,457\n\n6,364\n\n3,218\n807\n3,256\n1,428\n1,696\n\n6,519\n3,634\n\n3,324\n819\n3,294\n1,613\n\n3,567\n1,579\n733\n\n1,547\n2,102\n14,541\n4,828\n669\n4,540\n\n2,125\n2,059\n14,103\n4,801\n569\n4,424\n\n6,340\n12,230\n\n274\n5,773\n\n361\n7,518\n\n560\n5,805\n\n886\n3,219\n\n3,287\n985\n\n2,313\n753\n454\n\n783\n2,331\n337\n\n430\n7,678\n10,315\n854\n\n536\n9,080\n10,522\n\n588\n19,490\n\n1,066\n556\n23,850\n\n1,781\n2,794\n19,316\n371\n635\n\n2,973\n612\n2,376\n778\n431\n354\n7,173\n8,666\n716\n517\n16,785\n1,801\n2,816\n18,459\n319\n\n1,089\n2,879\n398\n1,082\n3,413\n736\n\n1,794\n6,399\n2,603\n\n118,032\n\n1930\n\n5,646\n11,256\n\n1,198\n1,115\n4,997\n2,562\n417\n\n140\n\n1929\n\n1,592\n13,652\n5,191\n\n633\n\n3,316\n1,271\n933\n27\n1,168\n519\n10\n\nASSOCIATION\n\n1,288\n1,457\n3,469\n2,842\n450\n2,015\n\n4,062\n161\n1,206\n107\n\n5,625\n2,513\n4,228\n1,146\n161\n65\n\n79\n2,593\n83\n105\n203\n181,350\n\n3,097\n1,014\n803\n2,407\n378\n10,333\n637\n10,481\n836\n1,277\n\n935\n4,425\n694\n2,379\n515\n10,359\n676\n11,461\n\n26,469\n\n1,249\n924\n24,859\n\n1,880\n2,770\n21,206\n336\n\n2,135\n24,363\n2,808\n345\n\n2,460\n26,794\n3,003\n\n1,168\n1,269\n\n1,286\n1,264\n2,029\n\n2,215\n3,440\n2,994\n370\n4,778\n2,010\n2,602\n\n386\n1,075\n1,213\n1,776\n\n3,577\n417\n2,807\n\n3,570\n2,639\n403\n\n2,107\n\n2,546\n\n4,355\n2,403\n\n3,942\n2,535\n188\n4,764\n952\n36\n\n4,368\n1,100\n171\n65\n\n4,344\n1,068\n152\n\n86\n2,624\n110\n56\n223\n\n2,573\n117\n338\n\n46\n2,630\n125\n\n11\n199\n\n1,2128\n213\n\n364\n127\n2,669\n8\n204\n\n193,145\n\n205,681\n\n216,188\n\n220,149\n\n"}
{"page": 983, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n1931 MEMBERSHIP\n(December\nNumber Teachers\nEmployed\nTotal\n\n.\n\n954,215\n\n1. New York .\n82,500\n2. Pennsylvania .\n62,000\n3. Illinois .\n'.\n49,500\n4. Ohio .\n45,000\n5. Texas .\n44,000\n6. California .\n40,000\n7. Michigan .\n37,000\n8. New Jersey .\n28,000\n9. Massachusetts .... 27,000\n10. Indiana .\n26,100\n11. Iowa .\n26,000\n12. Missouri .\n25,000\n13. North Carolina .... 24,000\n14. Minnesota .\n23,000\n15. Wisconsin .\n22,000\n16. Oklahoma .\n20,100\n17. West Virginia .... 20,100\n18. Kansas .\n20,100\n19. Georgia .\n19,500\n20. Tennessee .\n18,500\n21. Mississippi .\n18,300\n22. Virginia .\n18,100\n23. Alabama .\n17,500\n24. Kentucky .\n17,000\n25. Nebraska .\n15,500\n26. So. Carolina .\n13,600\n2 7. Arkansas .\n13,500\n28. Louisiana .\n12,400\n29. Florida .\n12,000\n30. Washington .\n11,500\n31. Connecticut .\n11,000\n32. No. Dakota .\n10,000\n33. Colorado .\n9,900\n34. So. Dakota .\n9,500\n35. Maryland .\n9.000\n36. Oregon .\n7,200\n37. Montana .\n6,700\n38. Maine .\n6,700\n39. Utah .\n5,000\n40. Idaho\n.\n4,900\n41. Rhode Island .... 4,900\n42. New Mexico .\n3,700\n43. Arizona\n..... 3,500\n44. New Hampshire . . . 3,400\n45. Vermont .\n3,200\n46. Wyoming\n.\n3,000\n47. De’aware .\n1,600\n48. Nevada .\n880\nAlaska .........\n159\nCanal Zone .\n186\nDist. of Col .\n2,881\nForeign .\nHawaii\n. . 2.362\nPhilippine Islands. . 28,319\nPorto Rico\n.\n4,730\nVirgin Islands ....\n123\n\nBY\n\nInformation\n\nSTATES\n\n31, 1931)\n\nNumber Teachers\nEnrolled\n.\n\n979\n\nPercent of Teachers\nEnrolled\n\n220,149\n\n.\n\n23.07\n\n1. Nevada .\n2. Arizona .\n3. Delaware .\n4. California .\n5. Ohio .\n6. Utah .\n7. Colorado .\n8. Pennsylvania .\n9. Oregon .\n10. Michigan .\n11. New Jersey .\n12. Washington .\n13. Wyoming\n.\n14. Maine .\n15. Indiana .\n16. Illinois .\n17. Maryland .\n18. Wisconsin .\n19. Minnesota .\n20. New Mexico .\n21. Kansas .\n22. Missouri .\n23. Massachusetts .\n24. Connecticut .\n25. Florida .\n26. Idaho .\n27. Nebraska .\n28. New Hampshire ....\n29. Virginia .\n30. Iowa .\n31. Montana .\n32. New York .\n33. So. Dakota .\n34. West Virginia .\n35. Vermont .\n36. Oklahoma .\n37. Georgia .\n38. Tennessee .\n39. Kentucky .\n40. No. Dakota .\n41. Alabama .\n42. Texas .\n43. So. Carolina .\n44. Rhode Island .\n45. Louisiana .\n46. Arkansas .\n47. No. Carolina .\n48. Mississippi .\n\n1. Pennsylvania .\n26,794\n2. Ohio .\n24,859\n3. California .\n24,731\n4. Michigan .\n14,103\n5. Illinois .\n11,831\n6. New York .\n11,461\n7. New Jersey .\n10,359\n8. Indiana .\n6,519\n9. Massachusetts .... 4,801\n10. Colorado .\n4,766\n11. Wisconsin .\n4,764\n12. Missouri .\n4,425\n13. Minnesota .\n4,424\n14. Washington .\n3,942\n15. Iowa .\n3,634\n16. Texas .\n3,570\n17. Kansas .\n3,567\n18. Oregon .\n3.003\n19. Arizona .\n2,683\n20. Utah .\n2,639\n21. Virginia .\n2,546\n22. West Virginia .... 2,535\n23. Oklahoma .\n2,460\n24. Nebraska .\n2,379\n25. Georgia .\n2,277\n26. Maine\n.\n2,125\n27. Florida .\n2.090\n28. Maryland .\n2.059\n29. Connecticut .\n1.937\n30. Tennessee .\n1.776\n31. Kentucky .\n1.579\n32. Alabama\n.\n1,485\n33. No. Carolina .\n1.249\n34. So. Dakota .\n1,213\n35. So. Carolina .\n1 075\n36. Delaware .\n1,051\n37. Wyoming\n.\n952\n38. Montana\n.\n935\n39. No\nDakota .\n924\n40. Idaho .\n769\n41. Arkansas .\n755\n42. Louisiana .\n733\n43. Nevada\n.\n694\n44. New Mexico .\n676\n45. MississiDpi\n...\n569\n46. New Hampshire . .\n515\n47. Vermont\n403\n188\n48. Rhode Island .\n386\n\n79\n76\n67\n61\n55\n53\n48\n43\n41\n38\n37\n34\n32\n32\n25\n24\n23\n22\n19\n18\n18\n18\n18\n18\n17\n16\n16\n15\n14\n14\n14\n14\n13\n13\n13\n12\n12\n10\n9\n9\n8\n8\n8\n8\n6\n6\n5\n19\n3\n118\n\n36\n53\n45\n113\n\n1,531\n127\n204\n\n8\n\n2.660\n\n7\n\n8\n\n364\n\n"}
{"page": 984, "printed_page": null, "text": ".\n\n■ V,\n\n.\n\n.\n\n;\n\n.\n.\n.\n\n,\n\n... :\n\n<\n\n■\n\n(\n\n■\n\n"}
{"page": 985, "printed_page": null, "text": "1\n\nINDEX\n\nAmerican\n\nAbility grouping, from a teacher’s standpoint\n(Georgia W. Aiken), 141. See also Homogenerous grouping\nAbrams, A. W. The responsibility of supervi¬\nsion for the use of other visual aids to in¬\nstruction, 688\nAccrediting, proposed standards for accrediting\n\nAmerican\n\nmedical\n\nassociation,\n\nduty of toward unemployed and aged teach¬\ners, 180; purpose and function of N.E.A.,\n178; need for, 182; state, 217. See also\nTaxation and retirement allowances\n\nschool,\n\nAuditorium values in character\nlah B. Tatman). 325\nAuditors, report of the, 923\n\nAgencies contributing to education in rural areas,\nboys and girls clubs (Myra M. Neffien), 433;\nhealth organizations (Malvina Trussell), 431;\nthe church (Warren H. Wilson), 428; the\n\nBarnes, Mary D. Utilizing\nfor a new age, 308\n\n429; presenta¬\nPierce), 425\nof instruc¬\n\ngrouping\n\nteacher’s standpoint, 141\nAims and activities of supervisors\nBillett). 498\n\nfrom\n\na\n\n(Roy\n\nO.\n\nAlexander, Thomas. What may teacher-training\ninstitutions in the United States learn from\nsimilar institutions in other countries? 736\nAlger, John\nine. 748\n\nLincoln.\n\nOur\n\nstandards\n\nof accredit-\n\nAllard, Lucile. The activity program, its signifi¬\ncance in enlarvine human svmpathies, 306\n\nHenry Turner. Quoted, 32, 33\nBailey, Vera. Salvaging for citizenship, 324\nA. G. Report of resolutions committee,\nBalcom,\n79 6\nBaldwin, Roger N. Freedom in teaching, 244\nBall, I. Grace. The curriculum and exceptional\nchildren — the gifted child, 538\nA. Rochester’s\nMarie ing:\nBall,\nchild, 417\nhard-of-hear\n\nWilliam A.\nBarton,\nexamination, 360\n\nBeard,\n210\n\neadings,\n\nwhich,\n\nImproving\n\ndifferences\n\ntrue-false\n\nthe\n\nCharles\n232\n\nA. Quoted,\n\n231, 548;\n\nwork\n\ncited,\n\nBenedict, Ralph C. The cultural value of biology\nin secondary education, 471\nBenner, Thomas E. Work cited, 772\nBenson, O. H. Quoted, 434\nBerkeley, Sir William. Quoted, 609\nBickett, William J. Memorial to, 545\nBigelow, Howard F. Satisfactions of solvency,\n703\nBildersee. Dorothy. Making a metropolis health\nconscious, 397\n\nas a rating agency, 744; institutions ac¬\ncredited bv. 783\nAmerican association of university women, 743\n\naddresses\n\nindividual\n\nthe\n\nfor\n\nprogram\n\nBaylor, Adelaide S. Significant trends and de¬\nthe field of home economics,\nin 6\nvelopme\n0\n8nts\n, . ,\n\nAllen, Richard D. An organized guidance pro¬\ngram in secondary schools, 502\nAmerican association of teachers colleges, 713;\n\n1 All\n\n(Beu¬\n\nbuilding\n\nAyer, Fred C. Supervisory procedures ,for re¬\n683;\nleasing the creative energy of teachers\nthe present status of ability grouping in the\nelementary grades, 367\nBabson, Roger. Quoted, 143\nBacon, Francis L. Study habits of excellent and\nof deficient pupils, 505\nBailey,\n\nAbility\n\nde¬\n\nand\n\nsupply\n\nArt, children’s appreciation of, 371;. for the\nchild, 411; importance of in education, 636;\nin education (Lorado Taft), 636; in early\nchildhood (Boris Blai), 411\nArticulation of the junior and senior high\nschools (John H. Bosshart), 491.\nAssociational records and information, 817\nAssociations, teachers, benefits from. 177, 214;\n\nAdult education, department of, 263 ; impor¬\ntance of, 265; in planning readjustment, 268;\nnational congress of parents and teachers\nand, 274; need for, 215; need for in training\nand enlightenment (Edwin C. Broome), 267;\nnew phases of, 265; work of Massachusetts\nin, 276\nAdvice to advisers on meeting the requirements\nof our chaneiner order (Marv B. Gilson), 339\n\nW.\n\n(Effie\n\nteachers\n\nto\n\nobjective analysis of children s books\nAn\n(Carleton Washburne), 370\nAre the rural schools keeping pace with the\ntimes? (Mrs. Anna K. Epston), 323\nArithmetic, teaching combinations with stillfilm,\n793\nArmstrong, Donald B. Quoted, 460\nArnold, Matthew. Quoted, 634\n\nAdriance, Robert I. The teaching of contro¬\nversial issues in the social studies, 531\n\nGeorgia\n\nof controver¬\n529\n\nAnderson, Meta L. Centralization versus decen¬\ntralization in one school for exceptional chil¬\ndren, 537\n\n_\nAdministration, in organization of public school\nsystem, 366; possibilities for improving, 595\nAdministrative unit, 215\nAdministrative women in education, department\nof, 261\nAdmission requirements, of teachers colleges,\n778\n\nAiken,\n\n743\n\nteacher\n\nEarl W. The\nAnderson,\nmand situation, 364\n\nfor, 619;\nP.\n\n(Frank\n\nand_ responsibility\n\nhelpful\n\nnew books\nAmong\nMacGregor),\n97\n\nAdjusting health education to the newer trends\nin educational philosophy (Otto W. Haisley),\n461\n\nAgriculture, measuring effectiveness\ntion in vocational, 810\n\ntoday\n\nAmmarell, Raymond R. Teaching\nsial issues in the social studies,\n\nAdequate support of education, the condition\nof an effective service (George Drayton\nStrayer), 588\nAddress of welcome (Charles B. Boyer), 17\n\nlibrary (Edith A. Eathrop).\ntion of the problem (Alice A.\n\nprogram\n\nof, 609;\n\nAmerica’s new opportunity\n(Albert E. Winship). 48\n\nAdequacy of the maximum salary for secondary\nschool teachers in a city system, The (Wil¬\nliam F. Ewing), 510\n\nto in secondary\n\nfuture\n\nhistory and future\nGraves), 615\n\nteachers colleges, 749; standards of for teach¬\ners colleges, 748, 778\nActivity program, in a rural school (Mary B.\nLippincott), 321; in elementary school, 438;\nits significance in enlarging human sympa¬\nthies (Lucile Allard). 306; possibilities of,\n306; organization of, 322\nAdair, Cornelia. Response to address of wel¬\ncome, 17\nAdams, Edwin W. First things first in education,\n708; what constitutes an efficient state pro¬\ngram in teacher training from the viewpoint\nof the public? 728\nAdams, James Truslow. Quoted, 635\nAdams, John. Ouoted. 52\n\nAdiustment, obstacles\n507\n\neducation,\n\nO.\nBillett,\nvisors.Roy\n498\nl, J. D.\nBlackwel\ntion 803\n\nAims\n\nand\n\nTrends\n\nactivities\n\nof super¬\n\nin vocational\n\neduca¬\n\nBlai, Boris. Art in early childhood, 411\nBlair, Francis G. From past to present, 609\n\nlisted by titles and authors’\ntogether with authors’ names, are\nare\n\n[981]\n\nThe book\nnames,\nset in bold face.\n\nis also\n\nindexed\n\nby\n\nsubject\n\n"}
{"page": 986, "printed_page": null, "text": "982\n\nNational\n\nEducation\n\nAssociation\n\nin progressive\n\nChallenge\n\nto the school, The\n\nBoardman, Charles W. Obstacles to pupil ad¬\njustment in the secondary schools, 507\nBoardman, Rhea Kay. The community looks at\nthe school, 330\nBoard of directors, minutes of, 895\nBoard of trustees, minutes of the, 910\nBoas, Franz. Quoted, 227\nBogan, William J. Meeting the emergency in\neducation, 66; message to boys and girls\nfrom Mount Vernon, 570\nBosshart, John H. Articulation of the junior\nand senior high schools, 491\n\nChanging\n\nproblems\n\nBlair, Mrs. Nettie S. Vital\nrural education, 317\n\nneeds\n\nBowman, Charles E. Looking ahead in book¬\nkeeping and accounting instruction, 287\nBoyer, Charles B. Address of welcome, 17\nBradford, Mrs. Hugh. Interesting the commu¬\nnity in character building, 396\nBriggs, Thomas H. A program for secondary\neducation, 495\n\nBristow, William H. The high-school teacher\nsurplus during next decade. 523\nBroome, Edwin C. Adult education for training\nand enlightenment, 267; greetings from a\npatriotic shrine, 569; the crisis defined, 584\nBryant, Alice G. Working for stable profit\ngrowth in the education of the hard of hear¬\ning, 420\nBuckingham, B. R. Report of the committee on\nthe economic status of the teacher, 197; the\nideal director of research, 367\nBudgets, school, 215; warning against reduction\nin, 592\nBuilding an effective program (J. Herbert Kel¬\nley), 181\nBuilding personality in the classroom (Garry\nCleveland Myers), 113\nBuildings, teachers college. 781\nBullock, Albert E. Possible services of the de¬\npartment of business education to business\nteachers, 295\nBurke, Jeremiah E. Memorial to, 545\nBusiness education, bookkeeping and accounting\ninstruction, future of, 287 ; constitution com¬\nmittee, report of, 297; department of, 283;\nfacts every citizen should know, 285; future\nof, 291; junior business training, future of,\n292; office practise instruction, future of,\n290; relation of business teachers to, 295;\nrelation of high-school graduates to business,\n286; secretary’s minutes, 301; shorthand and\nsecretarial subjects, future of, 288; socialbusiness instruction, future of, 294\nBusiness positions and high-school graduates\n(Eric A. Nicol), 286\nBusiness, schools and. 672\nButler, Dr. Nicholas Murray. Paraphrased, 58;\nquoted, 559\nButterfield, Ernest W. The place of education in\nsolving social problems, 49\nBylaws, of National Education Association, 824\nCalendar of N.E.A. meetings, 835\nCaley, William L. Hotel service training, 814\nCampbell, Harold G. Charting the future of\nsecondary education in the large\nters of the United States, 488;\ntance of adult education, 265\n\nurban cen¬\nthe impor¬\n\nCarney, Mabel. Pre-service training of rural\nteachers, 443\nCarr, William G. Research and the best class\nsize, 143\nCastle, A. W. What is ahead for the individual?\n268\nCause and cure of human stupidity, The (Wal¬\nter B. Pitkin), 163\nCentralization versus de-centralization in one\nschool for exceptional children (Meta L.\nAnderson), 537\nCentralization versus de-centralization in the\neducation of exceptional children (W. G.\nCoburn), 536\nCertification,\n\n727;\n\nin European\n\ncountries,\n\n740\n\n57\n\nin\n\n(Lewis\n\nE. Lawes),\n\nvocational\n\neducation\n\n(Wesley A. O’Leary), 808\nCharacter building in our high\nlotte A. Hubbard), 316\n\nschools\n\n(Char¬\n\nCharacter building in our high schools thru the\nliterature of our times (Frederick Houk\nPaw), 310\nCharacter building thru the history of our\ntimes (Mary\nE. O’Connor),\n312of the school\nCharacter\neducation,\nand the life\n(Mrs.\n\nJohn\n\nK. Norton),\n\n552;\n\nbuilding\n\nof in\n\nschools, 184, 214; community’s interest in,\n396; contribution of extracurriculum activi¬\nties to, 555; from the point of view of psy¬\nchology (Frank N. Freeman), 547; future\nof, 44, 214; how classroom procedure may\ncontribute to, 555; importance of in future\nhigh school, 485 ; influence of the home upon,\n559; in high schools, 316; methods for build¬\ning up, 317; in the new schools (Margaret\nT. McGuire), 184; introduction to report of\ncommission on, 545; of tomorrow (Ralph W.\nSockman), 44; relation of to school life,\n552; thru extracurriculum activities, 313;\nthru modern history, 312; thru modern litera¬\nture, 310; thru nature study and recreation\n(M. Irene Kerstetter), 315; thru the school\nauditorium, 326\nCharting individual aptitudes and achievements\n(Albert G. Packard), 484\nCharting the future of secondary education in\nrural communities of the United States\n(Emery N. Ferriss), 490\nCharting the future of secondary education in\nthe large urban centers of the United States\n(Harold G. Campbell), 488\nChase, Lawrence S. Supervisory problems in\nthe school organized on the cooperative group\ninstruction plan, 691\nChase, Stuart. Ouoted, 100, 231\nChild-centered school, The (Mildred Goldberg),\n101, 318\nChild reactions as a basis for teaching picture\nappreciation (L. A. Pechstein), 371\nChildren’s charter, 673\nChrist, characteristics of teaching\n\nof, 34\n\nChurch, the importance of in rural education,\n428\nCitizenship, training in, 672\nCivic life, relation of teachers to, 136. See also\nHome life\nCivics,\n\nfuture\n\nof teaching\n\nof, 527\n\nClark, Marion S. The department of lip read¬\ning of the national education association, 539\nClassroom procedure, contribution of to char¬\nacter education, 555; in the elementary school\n(Hazel Hicks). 438; in the high school (P. b.\nDaniel). 440; in the secondary school, 440\nClassroom teachers, department of, 303; secre¬\ntary’s minutes, 332\nClass size (S. N. Ewan, Jr.), 509; effect of\nteacher’s\npupil achievement,\nupon\nstandpoint,\n145; research 509;\nand from\nthe best,\n143;\nsuggestions for reduction of, 144\nClosing ceremonies, 667\nCloud, Roy W. Definite benefits of national,\nstate, and local teachers associations, 177\nClubs, importance of in rural education, 433;\ntests for sponsor of, 503\nCoburn, W. G.\ntralization in\nchildren, 536\nCode,\n\nCentralization\nthe education\n\nfor teachers.\n\nCommemorating\nton, 557\n\nversus de-cenof exceptional\n\n137, 214\n\nthe birth\n\nof George\n\nWashing¬\n\nCommittees, reports of N.E.A. and depart¬\nments. See Reports of committees\nCommunity looks at the school, The (Rhea Kay\nBoardman), 330; need for cooperation be¬\ntween the, and school, 331; relation of to the\nschool, 330\n\n"}
{"page": 987, "printed_page": null, "text": "Index\n\n983\nCondon, Randall J. Memorial to, 545\nConservation of hearing (Annetta W.\n418\n\nDemocracy, making, safe, 653\nDemonstration of superior children\n\nPeck),\n\nContests, objection to by department of superin¬\ntendence, 675\nCook, William C. Hostages to the future, 124\nCooley, R. L. Our job — standing at the cross¬\nroads, 808; the practical side of the new edu¬\ncation, 174\nCoolidge, Calvin. Quoted, 132\nCooper, William John. The future of radio in\neducation. 19; the national advisory com¬\nmittee and the office of education, 655\nCordts, Anna Dorothea. Modern methods and\ncurrent practise in reading, 91\nCore course of a visual-sensory aids program\n'\n(Wilber Emmert), 790\nCounts, George S. Discussion of theses of, 249;\nquoted, 153, 227, 229; work cited, 208\nCox, Philip W. L. Principles of stimulating,\nreleasing, and capitalizing the creative ener¬\ngies of teachers, 682\nCoxe, Warren W. A method of evaluating the\neffectiveness of a teacher-training program,\n\nCrabtree, J. W. Educational progress, 223\nCreative activities in physical education (Mayy\nJosephine Shelly), 457\n.\nCreative aspects of supervision (Helen Hay\nHeyl), 692 .\nCreative teaching, 682\nCritical survey of public school courses of study\n\npublished 1929-1931 (Henry Harap), 369 _\nCrime, illiteracy as factor in, 52; prevention\nof thru education, 324; education of crimi¬\nnals, 56\nCrisis defined, The (Edwin C. Broome), 584\nCrisis, economic, effect of upon education, 585 ,\nimportance of education in solving, 561; is\neducation to be the Jonah of? 70; managed\nmoney and unmanaged men, 78; problems\nconnected with, 268; protecting the child in\nthe, 132; relation of character education to,\n548; relation of vocational guidance to, 176;\nresolution on, 219\n654;\n\nCultural value of biology in secondary educa¬\ntion, The (Ralph C. Benedict), 471\nexceptional children— -the\nCurriculum, and\ngifted child, The (I. Grace Ball), 538,\nbroadened reach of, 622; construction of in\nelementary school, 438; construction of in\nsecondary school, 440; for character educa¬\ntion, 553; for the gifted child, 538; for\nwomen, 341, 348; in secondary schools, 508;\nin training teachers for handicapped children,\n535; need for adapting of to modern child,\n182, 215, 218, 567; organization of teachers\ncollege, 780; problems of in sight-saving\nclasses (Mrs. Winifred Hathaway), 541;\nproblems of in sight-saving classes, 541 ; re¬\nlation to the teacher, 393; social studies in,\n671; teacher-training institutions, 721\nCutten, George B. The saving power of leisure,\n579\n...\nDamrosch, Walter. Music in education, 640\nDaniel, P. S. Classroom procedures in the high\nschool, 440\nDawson, Howard A. A statewide plan for the\nadministrative organization of the public\nschool system, 366\nDeans of women, department of, 337\nDearmont, Russell. How one state has met the\nproblem of financing education, 602\nDefinite benefits of national, state, and local\n\nteachers\n\norganizations\n\n(Roy\n\nW.\n\nCloud),\n\nby\n\na discussion of the problem of their kinder¬\n409\ngarten-primary\neducation (Eightner Witmer),\n\nConstitution committee, of department of busi¬\nness education, report of, 29 7 ; proposed con¬\nstitution, 298\nConstitution, respect for the, 673\n\nCrisis, educational, aspects of the, 588,\nteacher surplus in, 523\nCrisis, social, advice to advisers on, 339\n\nfollowed\n\n177\n\nDepartment of lip reading of the National Edu¬\ncation Association, The (Marion S. Clark),\n539\nDepartments,\n\nreports\n\nof meetings\n\nof, 260.\n\nSee\n\nalso titles of the various departments\nDevelopment of character thru extracurriculum\nactivities, The (Emily Tarbell), 313\nDewey, John. Quoted, 80, 139, 339\nDiemer, G. W. What may be done by teachers\ncolleges and normal schools in followup\nwork with their graduates to insure the best\ntype of service to the public? 763\nDiscipline, factor in character education, 44;\nkinds of 51\nin social order, 22; six factors in\nold-time,\nDorsey, George A. Quoted, 98\nDuty of associations toward unemployed and\naged teachers, The (E. Ruth Pyrtle), 180\nEconomic crisis. See Crisis, economic\nEconomic legislation and the schools (Simeon\nD. Fess), 659\nEconomic\nnomic\n\nreadjustment.\n\nEconomic status of the\ncommittee on, 197\n\nSee\n\nReadjustment,\n\nteacher,\n\nreport\n\nEdson, Newell W. Teaching family\nin the present crisis, 699\n\neco¬\n\nof\n\nthe\n\nrelationships\n\nEdmonson, J. B. The national\nondary education, 190\n\nsurvey\n\nof sec¬\n\nEducation,\n\n(N.\n\nEngel-\n\nand\n\nfuture\n\nplanning\n\nE.\n\nhardt), 147; and the world viewpoint (Au¬\ngustus O. Thomas), 186; for a changing eco¬\nnomic world (Robert M. EaFollette), 648;\nfor a changing social world (ITavid Snedden), 641; for leisure (E. P. Jacks). 573;\nthe\n560\n\nnation’s\n\nsafeguard\n\n(Charles\n\nH.\n\nJudd),\n\nEducational progress (J. W. Crabtree), 223\nEducational institutions, interdependence of.\n650; need for more independence of, 652\nEducational interpretation for the secondary\nschool (Belmont\nlic relations\nEducational\n\nFarley),\n\nresearch,\n\n496.\n\nSee\n\ndepartment\n\nalso Pub¬\n\nof, 357\n\nEells, Walter Crosby. Relative merits\n6-3-3-2 plan of organization, 518\n\nof\n\nthe\n\nEffect of total teaching-load on the efficiency of\ninstruction in high-school English, The (T.\nC. Holy), 365\nElementary\n\nschool\n\nprincipals,\n\ndepartment\n\nof,\n\n376; secretary’s minutes, 401\nElliott, G. M. T raining teachers for handi¬\ncapped children, 535\nEmergency, economic, education as solution of,\n125; relation of to adult life, 104; relation\nof to contemporary education, 105; relation\nof to leisure time, 105; solution of thru pro¬\nfessional organizations, 73\n\nEmergency, educational, 66, 223; methods of\nmeeting the, 69; methods of meeting the, in\nCalifornia, 159, in Illinois, 151, in Iowa,\n157, in Kentucky, 153, in Milwaukee, 149;\nin Virginia, 155; office of education and, 160.\n\nSee also Revenues;\n\nresolution\n\non, 218; solu¬\n\ntion of thru professional organizations,\nEmergency, social, meeting the, 487\nEmerson, Ralph Waldo. Quoted, 88\nEmmert, Wilber. Core course\nsory aids program, 790\n\nEngelhardt,\nning, 147\nEngland,\n\nN.\n\nteacher\n\nL. Education\n\nof a\n\nand\n\ntraining in, 737\nlife, report\n\nEnrichment of adult\ncommission on, 573\n\n73\n\nvisual-sen¬\n\nfuture\n\nof\n\nplan¬\n\nnational\n\n"}
{"page": 988, "printed_page": null, "text": "984\n\nNational\n\nEducation\n\nEpston, Mrs. Anna K. Are the rural schools\nkeeping pace with the times? 323\nEquating college scores (Arthur S. Otis), 363\nErskine, John. Quoted, 41\nEvans, William A. Plan for a national education\ninstitute, 235\nEvenden, E. S. Report of progress of the na¬\ntional survey of the education of teachers,\n238\nEversull, Frank L. Secondary education during\nthe next decade from the point of view of the\nprincipal, 521\nEwan, S. N., Jr., Class size, 509\nEwing, William F. The adequacy of the maxi¬\nmum\nsalary for secondary school teachers in\na city system, 510\nExaminations, methods of improving the truefalse, 360; studies in reducing variability of\nmarks on, 359\nExceptional children, centralization versus de¬\ncentralization in education of, 536, 537; edu¬\ncation of, 536\nExchange, students 675; teachers, 675\nExecutive committee, minutes of the, 904\nExperiment in the in-service preparation of\nrural teachers, An (Charles Russell), 446\nExtension courses, for teachers, 773\nExtracurriculum activities, contributions of to\ncharacter education, 555; during the next\ndecade (Theodore S. Rowland), 523; future\nof, 523; need for in modern school life, 313\nExtramural relationships, of teachers colleges,\n771\nFact and philosophy (Frances Morehouse), 527\nFactors outside the classroom which affect the\nchild’s success in school (Nora Way), 329\nFaculties, preparation of, 779\nFair, Eugene. What should be the attitude of\nteachers colleges\ncies? 741\n\ntoward\n\nregional\n\nrating\n\nagen¬\n\nFamily and education, home activities for gen¬\neral education, 704; opportunities for selfexpression in home life, 702; teaching family\nrelationship, 699\nFarley, Belmont. Educational\nthe secondary school, 496\n\ninterpretation\n\nfor\n\nFederal aid, to states’ educational program, 217\nFederal department of education, 202, 217; re¬\nport on, 203; relations of education to federal\ngovernment, 204\nFerriss, Emery N. Charting the future of sec¬\nondary education in rural communities of\nthe United States, 490\nFess, Simeon D. Economic legislation and the\nschools, 659\nFight for the rights of children in the period of\ndepression, The (George Drayton Strayer),\n132\nFinance, school, 68, 214. 216, 588; national\nsurvey of, 364; needed research in, 372;\npractical economies in, 371; rural schools,\n122; teachers colleges, 781. See also Taxa¬\ntion\nFinegan, Thojmas E. Report of the legislative\ncommission, 200 ; the responsibility of super¬\nvision for the use of the silent and sound\nmotion picture, 686\nFinley, John H. Literature in education, 632\nFirm foundations (Florence Hale), 60\nFirst things first in education (Edwin W.\nAdams). 708\nFish, Hamilton. Quoted, 29\nFisher, H. A. L. Quoted, 584\nFisher, Mrs. William Arms. The utilization of\ntrained and untrained talent in the recrea¬\ntion of music, 280\nFlexner, Abraham. Quoted, 267, 574\nFollowup service, probationary plan for teach¬\ners in cities, 769; teachers college followup\nof work of graduates, 763\nForce, Anna Laura. Report of the committee of\none hundred on retirement allowances, 207\n\nAssociation\n\nForward look\nSmith), 22\n\nin education,\n\nA\n\n(Henry\n\nLester\n\nForward looking movements in international\nrelations (Annie Carleton Woodward), 106\nFoster, William Trufant. Managed money and\nunmanaged men, 78\nFowler, Burton P. Supervision\nsive secondary school, 686\n\nin the progres¬\n\nFreedom, and culture, 249; and leadership.\n251; and social planning, 250; as fallacy in\nAmerican\neducation, 270; culture, social\nplanning, and\nleadership (Herman, H.\nHorne), 246; for American youth, 246; in\nteaching (Henry R. Linville), 242; in teach¬\ning (Roger N. Baldwin), 244; in teaching\nprofession, 242, 244\nFreeman, Frank N. Character education from\nthe point of view of psychology, 547 ; the\nrequirements of mental hygiene in the sec¬\nondary school, 512\n\nFrom' past to present (Francis G. Blair), 609\nFuture of radio in education, The (William\nJohn Cooper). 19\nGains made in tool subjects by normal school\nstudents during a two-year course (Harry V.\nMasters). 375\nGalloway, Lee. What each and every\nshould know about business. 285\n\ncitizen\n\nGammage, Grady. What\nextramural relation¬\nships of teachers colleges and normal schools\nshould be developed? 771\nGates, Arthur I. A general educational method\nsuggested by recent research, 362\nGeneral educational method suggested by recent\nresearch, A (Arthur I. Gates), 362\nGeography with meaning CL. D. Odhner), 386\nGermany, teacher training in, 737\nGibran, Kahil. Quoted, 103\nGifford, C. W. The measurement of word mean¬\nings, 361\nGilson, Mary B. Advice to advisers on meeting\nthe requirements of our changing order, 339\nGinn, Susan J. Vocational guidance in the high\nschool of tomorrow, 483\nGlenn, Charles\nbook, 557\nGoldberg,\n318\n\nB.\n\nThe\n\nyearbook\n\nas\n\nMildred.\n\nThe\n\nchild-centered\n\na\n\nwork¬\nschool,\n\nGoodfellow, Raymond C. Looking ahead in office\npractise instruction, 290\nGoodsell, Willystine. Resume of discussion of\nthe problems of a differentiated curriculum\nfor women, 348\nGoodykoontz, Bess. The office of education in\nthe present emergency. 160\nGovernment, education as safeguard to, 124;\nrelation of education to, 84; relation of in¬\ndividual to, 85 ; relation of radio education to,\n87\nGrace, Alonzo G. Some expensive fallacies in\nAmerican education, 270\nGraduation,\nstandards for in teachers colleges,\n778\nGraves,\nGray,\n\nFrank\n\nClifton\n\nP.\n\nAmerican\n\nD. Living\n\neducation\n\ntoday,\n\nfor the ages, 39\n\nGray, Jessie. Teacher personality, the integrat¬\ning force in the new education, 309\nGreat teacher, The (Edwin Holt Hughes), 33\nGreer, Carlotta C. Plans for nutrition instruc¬\ntion in the public schools, 701\nGreetings (Herbert Hoover), 572; from a\npatriotic\n^ 615 shrine (Edwin C. Broome), 569\nGrowth of National Education Association, 18, 62\nGuidance programs in secondary schools (W. C.\nReavis). 500\nHaig, Robert Murray. Tax reform in relation\nto the financing of education, 596\nHaisley, Otto W. Adjusting health education to\nthe\n461 newer trends in educational philosophy,\nHale, Florence. Firm foundations,\ngible values, 628; quoted, 182\n\n60;\n\nintan¬\n\n"}
{"page": 989, "printed_page": null, "text": "Index\n\nHamm, William A. The teaching of controver¬\nsial issues in the social studies, 528\nHandicapped children, teacher training for, 535\nHanna, Howard J. How\nCalifornia is meeting\nthe emergency, 159\nHarap, Henry. A\ncritical survey of public\nschool courses of study published 1929-1931,\n369\nHard-of-hearing child, disadvantages of segre¬\ngation of, 421; program for the in New\nYork, 419; program for the in Rochester,\n417\nHathaway, Mrs. Winifred. Curriculum problems\nin sight-saving classes, 541\nHartmann, George W. The interview as a re¬\nsearch device, 359\nHaworth, Ellis. What shall be the science pro¬\ngram for the junior and senior high schools?\n470\n\nHealth, adjusting health education to educa¬\ntional philosophy, 461; as total concept\n(Frank S. Lloyd), 457; in school program,\n214; in teachers colleges, 780; methods of\nmaking city health-conscious, 397; new edu¬\ncation in, 110; organizations important in\nrural education, 431; organizations promot¬\ning, 110; progress in during past year, 459;\nresolution on, 219\nHeatwole, Cornelius J. How Virginia is meet¬\ning the emergency, 155\nHelping pupils to choose a vocation (William\nT. Melchior), 170\nHeyl, Helen\nvision, 692\n\nHay.\n\nCreative\n\nHicks, Hazel. Classroom\nmentary school, 438\n\naspects\n\nprocedures\n\nof\n\nsuper¬\n\nin the ele¬\n\nHigh-school teacher surplus during next decade,\nThe (William H. Bristow), 523\nHistory, teaching of, 673; teaching of fifty\nyears ago compared with present day, 527;\nteaching of local, 88; value of, 88\nHoban, C. F. Possibilities of visual-sensory\naids in education, 118\nHollinger, John A. The most important phase\nof nature study in the schools of Pittsburgh,\n473\nHolloway, H. V. What constitutes a sane pro¬\ngram of vocational education for rural Amer¬\nica, 812\nHolmes, Oliver Wendell. Quoted, 348\nHolt, Lucy Mason. Size of the class from the\nteacher’s standpoint, 145\nHoly, T. C. The effect of total teaching-load on\nthe efficiency of instruction in high-school\nEnglish, 365\nHome, activities for general education in an\nintegrated school program (Cora M. Win¬\nched), 704; American, 49; relation of teach¬\ners to, 136. See also Family and education,\nCivic life\nHome\neconomics, and life attitudes (Ira S.\nWile), 697; department of supervisors and\nteachers of, 695; trends in, 806\nHomogeneous grouping, 137, 139; arguments\nfor and against, 142; facts regarding, 140;\nfrom child’s standpoint, 139; from teacher’s\nstandpoint, 141; status of in elementary\ngrades. 367\nHoover, Herbert, greetings, 572; quoted, 125,\n584\nHopkins, Mark. Quoted, 758\nHorne, Herman\nH. Freedom, culture, social\nplanning, and leadership, 246\nHostages to the future (William C. Cook), 124\nHotel service training (William L. Caley), 814\nHottes, Alfred C. Plants in the school garden\nlaboratory, 477\nHow\nCalifornia is meeting the emergency\n(Howard T. Hanna), 159\nHow education can assume its responsibility for\nsocial betterment (Fred J. Kelly), 225\nHow\nmay\nteacher-training institutions best\nserve the public in teacher placement serv¬\nice? (A. M. Royce), 760\n\n985\n\nHow Milwaukee\nPotter), 149\n\nhas\n\nheld\n\nthe line\n\n(Milton\n\nC.\n\nHow one state has met the problem of financ¬\ning education (Russell Dearmont), 602\nflow professional organizations help in solving\nthe present emergency (Joseph Rosier), 73\nHow shall the crisis be met by school officials?\n(David E. Weglein), 591\nHow Virginia is meeting the emergency\nnelius J. Heatwole), 155\n\n(Cor¬\n\nHow\nwe are meeting the emergency in Ken¬\ntucky (James H. Richmond), 153\nHubbard, Charlotte A. Character building in\nour high schools, 316\nHubbard, Elbert. Quoted, 21\nHubbard, Frank W. Why do we chase panaceas\nin education? 379\nHughes, Edwin Holt. The great teacher, 33\nHurley, Verda C. The value of social science\neducation, 320\nHutchins, Robert M. The interdependence\neducational institutions, 650\nHuxley, Julian. Work cited, 228\n\nin\nof\n\nIdeal director of research, The (B. R. Buck¬\ningham), 367\nIllinois problem and its solution, The (Robert\nC. Moore), 151\n\nIlliteracy, 218; as a factor in the crime situa¬\ntion (Mrs. Cora Wilson Stewart), 52\nImportance of adult education, The (Harold G.\nCampbell), 265\nImpQrtance of character education in the high\nschool of tomorrow, The (Joseph Rosier),\n485\nexamination\n\nthe true-false\nImproving\nA. Barton), 360\n\n(William\n\nIncorporation, act of, for N.E.A., 819\nIndividual achievements, charting of, 484\ndifferences, adjustment to, 624;\nplanning for in future high school, 487 ;\nutilization of for new age, 308\nIndividualism, as opposed to social cooperation,\n549; forms of, 549\nIndustrial crisis, the, 70; relation of educa¬\ntion to, 72; statistics regarding, 70\nIndustrial education, visual aids in, 793\n\nIndividual\n\nInservice training, 214;\nsponsibility for, 723\n\nteachers\n\nng effectiveness\nInstruction, measuri\ntional agriculture, 810\n\ncolleges\n\nre¬\n\nof in voca¬\n\nIntangible values (Florence Hale), 628.\nInterdependence of educational institutions,\nThe (Robert M. Hutchins), 650\nInteresting the community in character build¬\ning (Mrs. Hugh Bradford), 396\nInternational relations, 218; clubs sponsoring,\n108; in teacher training, 736; need for world\nviewpoint in education, 186;. progressive\nmovements in, 107; visual aids in social\nstudies as means of promoting, 789; work\nl Education Association in estab¬\nof Nationa\n189\nlishing,\nInterpretation, school, 674\nInterview as),a research device, The\nHartmann\n359\n\n(George\n\nW.\n\nter educa¬\nIntroducing the report of the charac\ntion commission (A. L. Threlkeld), 545.\nIs education the Jonah of the industrial crisis?\n(Aaron Sapiro), 70\nJacks, L. P. Education\n105, 266\n\nfor leisure, 573; quoted,\n\nJamison, Katharine. Teacher preparation as seen\nby the supervisor of rural children, 449\nJeans, Sir James. Quoted, 43\nJefferson, Thomas. Quoted, 267\nJett, Curt. Quoted, 53\nEdgar G. Tests for a club sponsor,\nJohnston,\n503\nJones, Mrs. Eugenia West. Kindergarten ex¬\nperiences, the beginning of social relationship,\n305\nB. The\nEdith 135\nJoynes,\nent crisis,\n\nteacher’s\n\ncode\n\nin the pres¬\n\n"}
{"page": 990, "printed_page": null, "text": "986\n\nNational\n\nEducation\n\nJudd, Charles H. Education, the nation’s safe¬\nguard, 560\nJunior colleges, relative merits of the 6-3-3-2\nplan in, 518; relative merits of 6-4-4 plan in,\n516\nKeats,\nKeith,\n\nJohn. Quoted,\nArthur. Work\n\n311\ncited, 583\n\nKelley, J. Herbert. Building an effective pro¬\ngram, 181\nKelly, Fred J. How education can assume its\nresponsibility for social betterment, 225 ;\nquoted, 460 ; report of the committee on\nsocial-economic objectives, 208\nKerstetter, M. Irene. Character education thru\nnature study and recreation, 315\nKindergarten experiences, the beginning of\nsocial relationship (Mrs. Eugenia West\nJones), 305\nKindergarten-primary education, department of,\n407\nKoon, C. M. The responsibility\nfor the use of radio, 690\n\nof supervision\n\nKoos, Leonard V. Progress of the national sur¬\nvey of secondary education, 241\nKyte, George C. A study of the most serious\nproblem teachers, 373\nLaboratories, teachers college, 781\nLaboratory schools, as trial ground for state\ncourses of study, 722\nLabor, child, 214\nLaFollette, Robert M. Education\ning economic world, 648\nLangworthy, Mrs. B. F. Report\n\nfor a chang¬\nof\n\nthe\n\njoint\n\ncommittee of the National Education Associa¬\ntion and the National Congress of Parents and\nTeachers, 199\n\nLathrop, Edith A. Agencies contributing to edu¬\ncation in rural areas — the library, 429\nLaw, Frederick Houk. Character building in our\nhigh school thru the literature of our times,\n310\n\nLawes, Lewis E. The challenge to the school, 57\nLaw observance, 219 (see Resolutions)\nLecky, Robert, Jr. Welcome to Virginia, 568\nLee, Joseph. Quoted, 664\nLegislation, economic, relation of to schools.\n659; report of committee on, 200. See also\nTaxation\n<\nLeisure, and national security (William F.\nRussell), 575 ;. education for wise use of,\n573; elements included in, 583; need of edu¬\ncation for, 578; relation of to national se¬\ncurity, 575\nLevy, John. Quoted, 331\nLewis, Ernest D. The new department of sec¬\nondary education, 169\nLewis, Mrs. Inez Johnson. Safeguarding our\nrural schools, 122\nLibrary, important in rural education, 429;\nteachers college, 781\nLincoln,\n\nAbraham. Quoted, 310\nLinville, Henry R. Freedom in teaching, 242\nLippincott, Mary B. An activity program in a\nrural school, 321\n\nLip reading, achievements in, 540; department\nof, 415; (Marion S. Clark), 539; part of\nprogram for hard of hearing, 418\nList of accredited institutions — 1932-33, 783\nLiterature in education (John H. Finley), 632\nLiving for the ages (Clifton D. Gray), 39\nLloyd, Frank S. Health as a total concept, 457\nLong, Forrest E. Secondary education during\nthe next decade, 706; from the point of view\nof the professor of education, 522\nLooking\nman),\n\nahead\n393\n\nfor teachers\n\n(Lois\n\nCoffey\n\nMoss-\n\nLooking ahead in bookkeeping and accounting\ninstruction (Charles E. Bowman), 287\nLooking ahead in business education (John A.\nStevenson), 291\nLooking ahead in junior business training\nstruction (Frederick G. Nichols), 292\n\nin¬\n\nAssociation\n\nLooking ahead in office practise\n(Raymond C. Goodfellow), 290\nLooking ahead in shorthand and\njects (Helen Reynolds), 288\n\ninstruction\n\nsecretarial\n\nsub¬\n\nLooking ahead in social-business instruction in\nsecondary schools (Herbert A. Tonne), 294\nLooking\nahead\nSkinner),\n527in_ the teaching of civics (Mabel\nLord, Mrs. Sophia Mecorney. Seth Parker and\nradio, 126\nLowell, James Russell. Quoted, 66\nMacGregor, Effie. Among new books helpful to\nteachers, 97\nMaking a metropolis\nBildersee), 397\nMaking\n653\n\ndemocracy\n\nhealth\nsafe\n\nconscious\n\n(Ray\n\nLyman\n\n(Dorothy\nWilbur),\n\nMaking social adjustments in the high school\nof tomorrow (Meta B. Steinhausen), 486\nMalnutrition, statistics on, 331\nManaged money and unmanaged\nTrufant Foster), 78\nManahan, John\nin education\n443\n\nL. Significance\nfor the future\n\nmen\n\n(William\n\nof modern trends\nof rural schools,\n\nMann, Charles R. Report of findings of the na¬\ntional advisory committee on education, 203\nManny, Theodore B. Social trends in American\nlife, 805\nMaroney, Frederick W. An organized\ntional program. 662\nMartin, Everett Dean. Quoted, 41\nMasefield, John. Quoted, 44\n\nrecrea¬\n\nMass education,\ntion, 271\n\nas fallacy\n\neduca¬\n\nMasters,\n\nV.\n\nHarry\n\nby\nnormal\ncourse,\n375 school\n\nGains\n\nin American\n\nmade\n\nstudents\n\nin tool subjects\n\nduring\n\na two-year\n\nMcGaughy, J. R. Quoted, 142; some vital con¬\nsiderations in homogeneous grouping, 139\nMcGuire, Margaret T. Character education in\nthe new schools, 184\nMearns, Hughes. Quoted, 440\nMeasurement, of word meanings, 361\nMeasurement of word meanings, The (C. W.\nGifford), 361\nMeasuring effectiveness of instruction in voca¬\ntional agriculture (Z. M. Smith), 810\nMeeting the emergency in education (William\nJ. Bogan), 66\nMeeting the present emergency in education in\nIowa (Agnes Samuelson), 157\nMelchior, William T. Helping pupils to choose\na vocation, 170\nMembership, N. E. A., 978\nMemorial — “They\nWoodruff). 31\nMental health and\n462\nMental\n\nhygiene,\n\nsoftly\nplay\n\nin the\n\nwalk”\n\n(Caroline\n\nS.\n\n(Esther\n\nL. Richards),\n\nclassroom\n\n(Caroline\n\nB.\n\nZachry). 328; maintained by proper recrea¬\ntion, 666; need for recognition of by schools,\n399; relation of to recreation, 462;\nments of in secondary schools, 512\n\nrequire¬\n\nMental hygiene’s challenge to our schools (Har¬\nvey Zorbaugh), 399\nMeredith, A. B. What constitutes an efficient\nstate program in teacher training from the\nviewpoint of the state? 719\nMessage to boys and girls from Mount Vernon,\nA (William J. Bogan), 570\nMethod of evaluating the effectiveness of a\nteacher-training program, A\n(Warren W.\nCoxe), 374\nMetzgar, Mrs. Thelma L. The need for pro¬\ngressive ideas in our rural schools, 319\nMiller, Chester F. Practical school economies,\n371\nMiller, Mrs. Marion M. Opportunities for in¬\ndividual self-expression and satisfactions in\nhome life today, 702;. quoted, 319\nMinutes\nof the twelfth representative assembly,\n865\n\n"}
{"page": 991, "printed_page": null, "text": "987\n\nIndex\n\nMissouri, solution of revenues for schools in,\n602\nModern methods and current practise in reading\n(Anna Dorothea Cordts). 91\nMonroe, James. Quoted, 267\nMoody, Dwight L. Quoted. 45\nMoore, Robert C. The Illinois problem and its\nsolution, 151\nMorehouse, Frances. Fact and philosophy, 527\nMorgan, Walter P. What services may be ex¬\npected of the American association of teachers\ncolleges as a rating agency? 744\nMorley, Christopher. Quoted, 96\nMorrisett L. N. The obligation of social studies\nto the reconstruction of our educational pro¬\ngram, 530\nMort, Paul R. National survey of school finance,\n364; quoted,\ning, 137\n\n142; research\n\nand\n\nability group¬\n\nMossman, Lois Coffey. Looking ahead for teach¬\ners, 393\nMost for your money, The (Edith Nourse\nRogers), 129\nMost important phase of nature study in the\nschools of Pittsburgh, The (John A. Hollinger), 473\nMott, John R. Quoted, 45\nMoyer, James A. The present emergency and\nenrichment of adult life, 104\nMueller, Alexander, J. The school garden as a\nnature laboratory, 478\nMuseums, teacher-training work in, 794\nMusic, in education (Walter Damrosch), 640;\nvalue of in rural life, 123; work of American\nchoral and festival alliance, 280\nMyers, Garry Cleveland. Building personality\nin the classroom, 113.\nNational advisory committee on education, 672;\nand the office of education, The (William John\nCooper), 655; relationships of federal govern¬\nment to education, 656\nNational commission on the enrichment of adult\nlife, 273; parent training, 273\nNational council of education, 221; secretary’s\nminutes, 246\nNational economic council, bill for establishment\nof, 232; suggestions regarding, 232\nNational Education Association, act of incor¬\nporation, 819; bylaws, 824; calendar of meet¬\nings, 835; committees, 1932-33, 850; growth\nof, 18, 62; officers, 1931-32, 837; officers,\n1932-33, 843\nNational education institute, plan for, 235\nNature education at the Brooklyn Botanic Gar¬\nden (Ellen Eddy Shaw), 474\nNational congress of parents and teachers, work\nof, 273\nNational survey, of school finance (Paul R.\nMort), 364; of secondary education (J. B.\nEdmonson), 190\nNature study, at Brooklyn Botanic Garden, 474;\nmost important phase of in Pittsburgh\nschools, 473; philosophy underlying, 469;\nthru the school garden, 477, 478\nNeal, Elma A. A prospectus of the fifth year¬\nbook of the department, 681\nNecrology committee, report of the, 952; state¬\nment by chairman of, 31\nNeed for progressive ideas in our rural schools,\nThe (Mrs. Thelma L. Metzgar), 319\nNeeded\nresearches in public-school\n(Alfred D. Simpson), 372\n\nfinance\n\nNefflen, Myra M. Agencies contributing to edu¬\ncation in rural areas — boys and girls clubs,\n433\nNegro education, report of committee on, 210;\npreparation of motion picture on, 211\nNewbold, N. C. Report of the committee to co¬\noperate with the national association of teach¬\ners in colored schools, 210\nNew day and the new physical education, The\n(James Edward Rogers), 173, 464\n\nNew\n\ndepartment of secondary\n(Ernest D. Lewis), 169\n\neducation,\n\nThe\n\nNew England association of colleges and sec¬\nondary schools, 743\nNew\nphases of adult education to meet the\npresent economic situation (Morris E. Siegel), 265\nNichols,\nFrederick G. Looking ahead\nbusiness training instruction, 292\n\nin junior\n\nNicol, Eric A. Business\nschool graduates, 286\n\nand\n\npositions\n\nhigh-\n\nNorton John K. A survey of the National Edu¬\ncation Association, 165\nNorton, Mrs. John K. Character education and\nthe life of the school, 552\nNorth central association of colleges and\nondary school^, 741\nNorway, teacher training in, 738\nNutrition instruction, public school, 701\n\nsec¬\n\nObjectives and methods in the new health edu¬\ncation (Irving W. Small), 110\nObligation of social studies to the reconstruction\nof our educational\nrisett), 530\n\nprogram,\n\nThe\n\n(L. N. Mor¬\n\nObstacles to pupil adjustment in the secondary\nschools (Charles W. Boardman), 507\nOccupational clinics, methods and results in for\nadults, 362\nO’Connor, Mary E. Character building thru the\nhistory of our times, 312\nOdhner, L. D. Geography with meaning, 386\nOfficers of National Education Association,\n1931-32,\n\n837;\n\n1932-33,\n\n843\n\nO’Leary, Wesley A. Changing\ntional education, 808\n\nproblems\n\nin voca¬\n\nOpportunities for individual self-expression and\nsatisfactions in home life today (Mrs. Marion\nM. Miller), 702\nOpportunity, relation of responsibility to, 48\nOrganized guidance program in secondary\nschools, An (Richard D. Allen), 502\nOrganized recreational program, An (Frederick\nW. Maroney), 662\nOtis,\n\nArthur\n\nS. Equating\n\nquoted, 142\nOur job — standing\nCooley), 808\nOur standards\nAlger), 748\n\nof\n\nat\n\ncollege\n\nthe\n\nscores,\n\ncrossroads\n\naccrediting\n\n(John\n\n363;\n\n(R.\n\nL.\n\nLincoln\n\nPackard, Albert G. Charting individual apti¬\ntudes and achievements, 484\nPackard, Bertram E. Teaching local history, 88\nPalmer, George Herbert. Quoted, 546\nPalmer, James B. Responsibility of teacher¬\ntraining institutions during the depression,\nThe, 435\nParents, parent training, 273; relationship of\nteachers colleges to, 777\nParent teacher organizations, 673\nPechstein, L. A. Child reactions as a basis for\nteaching picture appreciation, 371\nPeck, Annetta W. Conservation of hearing, 418\nPerrin, Ethel. Progress in health education dur¬\ning the past year, 459\nPersing, Ellis C. The supervision of elementary\nscience, 475\nPersonality,\n\nof teacher\n\nas an\n\nintegrating\n\nforce\n\nin new education, 309; building of in class¬\nroom, 113; endangered by teacher, 114;\nstandard tests, 117\nPestalozzi,\n\nJohann\n\nHeinrich.\n\nQuoted,\n\n175\n\nPhilosophy, objectives in living, 39; under¬\nlying nature education, The (Samuel C.\nSchmucker), 469\nPhysical education, creative activities in, 457;\nimportance of, 174; in teachers colleges, 780;\nneed for in modern life, 464; relation of mod¬\nern civilization to, 173; relation of to modern\nlife, 464\nPierce, Alice A. Agencies contributing to rural\nareas — presentation of the problem, 425\nPilgrimage to Mount Vernon, 568\nPitkin, Walter B. Quoted, 101; the cause and\ncure of human stupidity, 163\n\n"}
{"page": 992, "printed_page": null, "text": "988\n\nNational\n\nEducation\n\nPlace of education in solving social problems,\nThe (Ernest W. Butterfield). 49\nPlace of technical and vocational education in\nsecondary schools, The (Lewis A. Wilson),\n520\nPlan for a national education institute (William\nA. Evans), 235\nPlan for cooperative supervision, A (Arthur\nM. Seybold), 499\nPlanning, for administrative organization of the\n\npublic school system, 366; for education, 147 ;\nfor most effective utilization of educational\nresources, 594; for national education insti¬\ntute, 235; need for today, 223; social eco¬\nnomic, 231\nPlans for nutrition instruction in the public\nschools (Carlotta C. Greer), 7(^1\nPlants in the school garden laboratory\nC. Hottes), 477\nPlatform of N. E. A., 213\n\n(Alfred\n\nPlunkett, Mrs. Lenore O’Neill. Social studies\ninterpreted for a radio generation, 307\nPossibilities of visual-sensory aids in education\n(C. F. Hoban), 118\nPossible services of the department of business\neducation to business teachers (Albert EBullock). 295\nPorter, Martha Peck. Supervisory problems in¬\nvolved in changing from the traditional to the\nnew elementary school, 684\nMilwaukee has held\nPotter, Milton C. How\nthe line, 149\nPractical school economies (Chester F. Miller),\n(R. L.\n\nPractical side of the new education, The\nCooley), 174\nPractise teaching, supervision of, 685\nPresent emergency and enrichment of adult life,\nThe (James A. Moyer), 104\nPresent status of ability grouping in the ele¬\nmentary grades, The (Fred C. Ayer), 367\nPre-service training of rural teachers (Mabel\nCarney), 443\nPresident’s\n\nannual\n\naddress\n\n(Sam\n\nH.\n\nWhitley),\n\nPrinciples of stimulating, releasing, and capital¬\nizing the creative energies of teachers (Philip\nW. L. Cox), 682\nPritchett, Henry S. Work cited, 118\nProbation teachers, 769\nProblem teachers, study of, 373\nProfessional organizations, benefits of, 177; how\nthey help solve the present emergency, 73;\nrelationship of teachers colleges to, 776; sur¬\nvey of the N. E. A., 165\nProgram for secondary education, A (Thomas\nH. Briggs), 495\nProgram for tomorrow, A (Henry buzzallo),\n619\nProgress in education, 1931-32, 223\nProgress in health education during the past\nyear (Ethel Perrin), 459\nProgress of the national survey of secondary\neducation (Leonard V. Koos), 241\nProspectus of the fifth yearbook of the depart¬\nment of supervisors and directors of instruc¬\ntion, A (Elma A. Neal), 681\nProviding for individual differences in the high\nschool of tomorrow (Lucy L. W. Wilson),\n487\nPublic relations, department of in public schools,\n\nmethods\n\nof ac¬\n\n674; necessity for, 136, 215;\ncomplishing, 136\nPublic schools, relationship of teachers colleges\nto, 775; survey of courses of study in for\n1929 to 1931, 369\nPyrtle, E. Ruth. T he duty of associations toward\nunemployed and aged teachers, 180; the school\ngarden — the laboratory of nature, 477\nRadio education, 217; future of, 19; in inter¬\nnational relations, 108; relation to government\nof, 87; supervision and, 690; value of, 19\nRamsey, Grace Fisher. Report on teacher-train¬\ning work in museums, 794\n\nAssociation\n\nRating agencies, 744; attitude of teachers col¬\nleges toward regional, 741\nReading, history of teaching, 91; importance of\nin education, 632; lack of among children,\n95 ; modern methods and current practise in,\n91; objective analysis of, 370; recommended\nfor\n\nteachers,\n\npupils,\n\n311;\n\n97;\n\nsuggested\n\nteachers’\n\nneed\n\nfor\n\nhigh-school\n\nfor, 148;\n\n“with\n\na\n\nReadjustment,\npurpose,” 106 economic, education for, 641,\n648; factors in, 30; school as factor in, 24\nReadjustment, educational, need for, 645; obli¬\ngation of social studies to, 530\nReadjustment\ncation, 46\n\nof values,\n\nReavis, W. C. Guidance\nschools, 500\n\nfactor\n\nin character\n\nprograms\n\nedu¬\n\nin secondary\n\nRecreation, organized program of, 665\nReed, Thomas H. You and your government, 83\nReeve, Mrs. A. H. What the national congress\nof parents and teachers is doing to enrich\nadult life. 273\n\nRelative merits of the 6-4-4 plan\ntion (George F. Zook), 516\n\nof organiza¬\n\nRelative merits of the 6-3-3-2 plan of organiza¬\ntion (Walter Crosby Eells), 518\nReligion, contribution of Seth Parker to, 126;\nfostered thru radio, 126; importance of in\neducation, 65\n\nReport of findings of the national advisory\ncommittee on education (Charles R. Mann),\n203\n\nReport of progress of the national survey of\nthe education of teachers (E. S. Evenden),\n238\n\nReports of committees, 195; constitution com¬\nmittee of department of business education\n(Helen Reynolds), 297; economic status of\nthe teacher (B. R. Buckingham), 197; joint\ncommittee of the National Education Associa¬\ntion and the National Congress of Parents\nand Teachers (Mrs. B. F. Langworthy), 199;\nlay relations of the department of superintend¬\nence, 677; legislative commission (Thomas\nE. Finegan), 200; one hundred on retirement\nallowances (Anna Laura Force), 207; reso¬\nlutions of the department of visual instruc¬\ntion (A. G. Balcom). 796; social-economic\nobjectives (Fred T. Kelly), 208; resolutions\n(Joseph H. Saunders), 212; resolutions of the\ndepartment of superintendence, 671 ; to co¬\noperate with the national association of teach¬\ners in colored schools (N. C. Newbold), 210\nReport on teacher-training work in museums\n(Grace Fisher Ramsey), 794\nRepresentative assembly, minutes of, 865\nRequirements of mental hygiene in the second¬\nary school, The (Frank N. Freeman), 512\nResearch, ability grouping and (Paul R. Mort),\n137; best class size as shown by (William G.\nCarr), 143; ideal director of, 367; in class¬\nroom procedure, 440; interview as a device\nin, 359; report of department of educational,\n358; suggested educational method, A, 363;\nsurvey of training courses for workers in, 368\nResolutions, department of adult education,\n272; department of superintendence, 671;\ndepartment of visual instruction,\ntional Education Association, 212\nto address of welcome\ne 17\nRespons\nAdair),\n\n796;\n\nNa¬\n\n(Cornelia\n\nof supervision, for the use of\naids to instruction, The (A. W.\nAbrams), 688; for the use of the radio, The\n(C. M. Koon), 690; for the use of the silent\nand sound motion picture, The (Thomas E.\nFinegan), 686\n\nResponsibility\nother visual\n\nResponsibility of teacher-training institutions\nduring the depression, The (James B. Pal¬\nmer). 435\nResume of discussion of the problems of a\ndifferentiated curriculum for women (Willystine Goodsell), 348\n\n"}
{"page": 993, "printed_page": null, "text": "Index\n\n989\n\non,\n\nScience instruction, department of, 467; in the\nelementary school, 470; values of, 470\n\nRetrenchment, in education, 79, 587; in familylife, 185. See also Crisis, economic; Crisis,\neducational\n\nSecondary education, contrasted viewpoints re¬\ngarding. 190; contributions of, 191; depart¬\nment of, 481; during the next decade from\nthe point of view of the professor of education\n\nRetirement\n207, 216\n\nallowances,\n\nreport\n\nof committee\n\nRevenues, budgeting of, 147; expenditure for\neducation, 133; public schools, 68, 150, 151,\n154, 156, 159, 160, 214; Missouri’s solution\nof problem of school, 602; rural school, 122\nReynolds, Helen. Cooking ahead in shorthand\nand secretarial subjects, 288; report of the\nconstitution committee of the department of\nbusiness education, 297\nReynolds, Rollo G. What\na modern school\nshould do for a modern child, 182\nRichards, Esther L. Mental health and play, 462\nRichmond, James H. How we are meeting the\nemergency in Kentucky, 153\nRochester’s program for the hard-of-hearing\nchild (Marie A. Ball), 417\nRogers, Edith Nourse. The most for your\nmoney, 129\nRogers, James Edward. The new day and the\nnew physical education, 173, 464\nRoosevelt, F. D. Quoted, 231\nRosier, Joseph. How professional organizations\nheln in solving the present emergency, 73;\nthe importance of character education in the\nhigh school of tomorrow, 485\nRowland, Theodore S. Extracurriculum\nties during the next decade, 523\n\nactivi¬\n\nRoyce, A. M. How may teacher-training insti¬\ntutions best serve the public in teacher place¬\nment service? 760\nRoyce, Josiah. Quoted, 41, 549\nRugg, Harold. Quoted, 101\nRural education, 216; agencies contributing to,\n426; church and, 428; club work in, 433;\ndepartment of, 423 ; experiment in in-service\nteacher training, 446; for backward children,\n537; future of, 425; health organizations in,\n431; in 1960 — a prophecy (David Snedden),\n425; library in, 429; need for progressive\nideas in, 319, 323; needs in, 317, 319; pre¬\nservice training of rural teachers, 443; sig¬\nnificance of modern trends in, 443 ^special\nsupervisors in, 768; teacher preparation for,\n449; vocational training in, 812\n\n(Forrest E. Eong), 522; during the next de¬\ncade (Forrest E. Eong), 706; during the next\ndecade from the point of view of the principal\n(Frank E. Eversull), 521; future of in large\ncities, 488; importance of character education\nin future, 485; national survey of, 190; need\nfor reform measures in, 224; new depart¬\nment of, 169; planning for individual differ¬\nences in, 487; problems to be met in, 170;\nprogram for, 495; rural communities and,\n490; social adjustments in future high school,\n486; statistics of, 191; vocational guidance\nin future, 483\nSecondary school principals, department of, 493\nSecondary schools, adequacy of maximum\nsalary\nfor teachers in, 510; articulation between and\ncolleges, 351; future surplus of teachers, 523;\nguidance programs in, 500, 502; instruction\nin English as affected by the total teaching\nload, 365; methods for interpretation of to\npublic, 496; obstacles to, 355; obstacles to\npupil adjustment in, 507; place of vocational\nand technical education in, 520; require¬\nments of mental hygiene in, 512; supervision\nin the progressive, 686\nSecretary’s report, 934\nSelection and appointment, criteria for selecting\nstudents of teacher-training institutions, 753;\nin European countries, 740\nSeth Parker and radio (Mrs. Sophia Mecorney\nLord), 126\nSeybold, Arthur M. A plan for cooperative\nsupervision, 499\nShakespeare, William. Quoted, 98\nShaw, Ellen Eddy. Nature education at the\nBrooklyn Botanic Garden, 474\nShelly, Mary Josephine. Creative activities\nphysical education, 457\nShop equipment, teachers college, 781\n\nin\n\nSiegel,\nMorris E. New phases of adult educa¬\n265\ntion to meet the present economic situation,\n\nRussell, Charles. An experiment in the in-serv¬\nice preparation of rural teachers, 446\n\nSignificance of modern trends\nthe future of rural schools\nhan). 443\n\nRussell, William\ncurity, 575\n\nSignificant trends and developments in the field\nof home economics (Adelaide S. Baylor), 806\n\nF.\n\nEeisure\n\nand\n\nnational\n\nse¬\n\nRussia, books on, 102; comparison of with\nAmerica, 78; emphasis on schools of, 72;\nteacher training in, 737\nSafeguarding our rural schools (Mrs. Inez\nJohnson Eewis), 122\nSalaries, teachers, in Germany. 739; warning\nagainst retrenchment in, 595; secondary\nschool, 510\nSalvaging\n\nfor citizenship\n\n(Vera\n\nBailey),\n\n324\n\nSamuelson, Agnes. Meeting the present\ngency in education in Iowa, 157\nSandburg, Carl. Quoted, 97\nSapiro, Aaron. Is education\ndustrial crisis? 70\nSatisfactions\n703\n\nof solvency\n\nthe Jonah\n\n(Howard\n\nemer¬\n\nof the in¬\n\nF. Bigelow),\n\nSaunders, Joseph H. Report of the committee on\nresolutions, 212; report of board of trustees,\n915\nSaving power\nten), 579\n\nof leisure,\n\nThe\n\n(George\n\nB.\n\nCut-\n\nSchmucker, Samuel C. The philosophy underly¬\ning nature education, 469\nSchoolboards, 215\nSchool garden, as a nature laboratory, The\n(Alexander J. Mueller), 478; laboratory\nof nature, The (E. Ruth Pyrtle), 477\nSchool health and\nment of, 455\n\nphysical\n\neducation,\n\ndepart¬\n\nSimpson, Alfred D.\nlic-school finance,\nSims,\n\nNeeded\n372\n\nin education for\n(John E. Mana-\n\nresearches\n\nin pub¬\n\nVerner\n\nMartin.\n\nStudies\n\nin reducing\n\nvariability\ntions, 359\n\nof marks\n\ngiven\n\nessay\n\nSix-four-four plan, relative\ncolleges, 516\nSix-three-three-two\nplan, 519;\nleges, 518\n\non\n\nmerits\n\nof in junior\n\nplan, comparison\n\nrelative\n\nmerits\n\nthe\n\nexamina¬\n\nwith\n\n6-4-4\n\nof in junior\n\ncol¬\n\nSize of the class from the teacher’s standpoint\n(Eucy Mason Holt), 145\nSkinner, Mabel. Hooking ahead in the teaching\nof civics, 527\n\nSmall,\nnew\n\nIrving W. Objectives and\nhealth education, 110\n\nHenry\nSmith,\ntion, 22\n\nLester.\n\nA\n\nforward\n\nmethods\nlook\n\nin the\n\nin educa¬\n\nSmith, Z. M. Measuring effectiveness of in¬\nstruction in vocational agriculture, 810\nSnedden, David. Education for a changing social\nworld,\n\n641;\n\nrural education\n\nin 1960 — a proph¬\n\necy, 425\nSocial\ncrisis, danger of the, to schools, 68;\nnecessity for readjustment of values in, 46.\nSocial-economic objectives, relation of education\nto. 226; report of committee on, 208\nSocial problem*, place of education in solving,\n49\n\n"}
{"page": 994, "printed_page": null, "text": "990\n\nNational\n\nEducation\n\nSocial responsibility of sub-normal children in\ndevelopment rooms, The (Mrs. Kathleen H.\nStevens), 327\nSocial studies, curriculum of, 671; department\nof, 525 ; interpreted for a radio generation\n(Mrs. Lenore O’Neill Plunkett), 307; need\nfor modern interpretation of, 307; relation\nof to educational program, 530; teaching of\ncontroversial issues in, 528, 529, 531; value\nof in education, 320\nSocial trends in American life (Theodore B.\nManny), 805\nSockman, Ralph W. Character education of to¬\nmorrow, 44\nSome expensive fallacies in American education\n(Alonzo G. Grace), 270\nSome\nvital considerations in homogeneous\ngrouping (J. R. McGaughy), 139\nSome methods and results in occupational clinics\nfor adults (M. R. Trabue), 362\nSpecial education, department of, 533\nSpiritual life, education as a source of, 628\nStandards, American association of teachers\ncolleges, 716; for accrediting teachers colleges\nand normal schools, 778\nStanton, Edwin M. Quoted, 47\nState departments of education, relation to state\nteacher-training program, 719\nStatewide plan for the administrative organiza¬\ntion of the public school system, A (Howard\nA. Dawson), 366\n\nStearns, William F. A survey of what Massa¬\nchusetts is doing in adult education, 276\nSteele, Roxana A. The supervision of practise\nteaching for the new school, 685\nSteffens, Lincoln. Quoted, 98, 99; work cited.\n553\nSteinhausen, Meta B. Making social adjustments\nin the high school of tomorrow, 486\nStevens, Mrs. Kathleen H. The social responsi¬\nbility of sub-normal children in development\nrooms, 327\nStevenson, John A. Looking ahead in business\neducation, 291\nStevenson, R. L. Quoted, 760\nStewart, Mrs. Cora Wilson. Illiteracy as a fac¬\ntor in the crime situation, 52\nStory, Violet Alleyn. Quoted, 542\nStrang, Ruth. What is our relationship to the\nhigh-school personnel service? 351\nStraver, George Drayton. Adequate support of\neducation, the condition of an effective serv¬\nice, 588; the fight for the rights of children in\nthe period of depression, 132\nStudent teaching, 779\nStudies in reducing the variability of marks\ngiven on essay examinations (Verner Martin\nSims), 359\nStudy habits of excellent and of deficient pupils\n(Francis L. Bacon), 505\nStudy of the most serious problem teachers, A\n(George C. Kyte), 373\nStupidity, relation of climate to, 163; cure for,\n165\n....\nSub-normal children, social responsibility of in\ndevelopment rooms, 327\nSuperintendence, department of, 543\nSuperior children, problems of kindergarten¬\nprimary education of, 409; demonstration of,\n410\n\nSupervision, creative aspects of, 692; crea¬\ntive energies of teachers and, 682 ; in the\nprogressive secondary school (Burton P.\nFowler), 686; of elementary science, The\n(Ellis C. Persing), 475; of practise teaching\nfor the new school, The (Roxana A. Steele),\n685; of radio education, 690; plan for co¬\noperative, 499; problems of in changing from\ntraditional to new elementary school, 684;\nproblems of in schools organized on the co¬\noperative group instruction plan, 691; pro¬\ncedures in for releasing creative energy of\nteachers, 683; responsibility of for use of\n\nAssociation\n\nmotion pictures, 686; responsibility of for\nuse of visual aids, 688\nSupervisors, aims and activities of, 498; special,\nin rural schools, 768\nSupervisors and\nment of, 679\n\ndirectors\n\nof instruction,\n\ndepart¬\n\nSupervisors and teachers of home economics,\ndepartment of, 695\nSupervisory problems in the school organized\non the cooperative group instruction plan\n(Lawrence S. Chase), 691\nSupervisory problems involved in changing\nfrom the traditional to the new elementary\nschool (Martha Peck Porter), 684\nSupervisory procedures for releasing the crea¬\ntive energy of teachers (Fred C. Ayer), 683\nSurvey,\n\nof the\n\nnational\n\neducation\n\nassociation,\n\nA (John K. Norton), 165; of present train¬\ning courses for research workers, A (Ralph\nW. Tyler), 368; of teacher-training institu¬\ntions, 718; of what Massachusetts is doing\nin adult education, A (William F. Stearns),\n276\nSutton, Willis A. Vocational education and the\npresent crisis, 176\nSuzzallo, Henry. A program for tomorrow, 619\nSwain, C. C. What can be accomplished dur¬\ning the period of training in eliminating\nthose unfit for the teaching profession? 755\nSweden, teacher training in, 737\nTaft, Lorado. Art in education, 636\nTaly, T. A. Quoted, 96\nTarbell, Emily. The development of character\nthru extracurriculum activities, 313\nTatman, Beulah B. Auditorium\nacter building, 325\n\nvalues\n\nin char¬\n\nTaxation, expenditure of funds, 180; federal,\n200; for public schools, 68, 134, 151, 157,\n159. 214, 216; relation of to individual, 131;\nrural schools and, 122; suggested reforms\nin, 597\nTax reform in relation to the financing\ncation (Robert Murray Haig), 596\n\nof edu¬\n\nTeacher personality, the integrating force\nthe new p^ucation (Jessie Gray), 309\nTeacher personnel, 215\n\nTeacher placement, 722,\ninstitutions and, 760\n\n765;\n\nin\n\nteacher-training\n\nTeacher preparation as seen by the supervisor\nof rural children (Katharine Jamison), 449\nTeacher supply and\nply and demand\n364\nAnderson),\n\ndemand, 727; teacher sup¬\nsituation, The (Earl W.\n\nTeacher training, 216; an efficient program\nof from viewpoint of public, 728; an efficient\nstate program of from viewpoint of teacher¬\ntraining institutions, 721; elimination of the\nunfit during, 755; followup of work of grad¬\nuates, 763; for handicapped children, 535;\nfor preparation of college faculty, 779; gains\nmade by normal school students during twoyear course, 375; harmony of with standards\nof certification, 727; improvement in, 394;\nin museums, 794; methods of evaluating\nprogram of, 374; need for discrimination in,\n60; new type of, 626; physical plants of, 715;\nresponsibility of during crisis, 435; survey of\ninstitutions of, 718; what constitutes an ef¬\nficient program in, 719; what institutions for\nfrom those in other\nmay learn 6\nin U. S. 73\ncountries,\n.\n\nwork\n\nTeacher’s code in the present crisis, The (Edith\nB. Joynes), 135\nTeachers colleges, attitude of toward regional\nrating agencies, 741; criteria for selecting\nstudents for, 753; definition of, 778; depart¬\nment of, 713; extra-mural relationships of,\n771; relationship of to parents of students,\n\nip\n777; relationsh\n776\ntions,\nTeachers,\n\nselection\n\nof to professional\nand\n\nappointment\n\norganiza¬\nof, 730\n\n"}
{"page": 995, "printed_page": null, "text": "Index\n\nTeaching arithmetic combinations with stillfilm\n(Claire Zyve), 793\nTeaching family relationships in the present\ncrisis (Newell W. Edson), 699\nTeaching load, of teachers college faculties, 779\nTeaching local history (Bertram E. Packard),\n\n88\n\nTeaching of controversial issues in the social\nstudies, The (Robert I. Adriance), 531\nTeaching of controversial issues in the social\nstudies, The (Raymond R. Ammarell), 529\nTeaching of controversial issues in the social\nstudies. The (William A. Hamm),\n528\nTechnical education, place of in secondary\nschools, 520\nTennyson, Alfred, Lord. Quoted, 54\nTenure, teacher, 216, 364; in European coun¬\ntries, 740\nTests and measurements, method for equating\ncollege scores by, 363; of character educa¬\ntion, 555\nTests for a club sponsor (Edgar G. Johnston),\n503\nTests, standard, harmfulness of, 117\nThomas, Augustus O. Education and the world\nviewpoint, 186\nThrelkeld, A. L. Introducing the report of the\ncharacter education commission, 545\nTo have or to be (Hendrik Willem Van Loon),\n29\nTonne, Herbert A. Looking ahead in socialbusiness instruction in secondary schools, 294\nTowner, Mrs. Horace M. Welcome to Mount\nVernon, 569\nTownsend,\n\nM.\n\nE.\n\nWhat\n\ncriteria,\n\nif any,\n\nfor\n\nselecting students for teacher-training insti¬\ntutions should be set up? 753\nTrabue, M. R. Some methods and results in\noccupational clinics for adults. 362\nTraining teachers for handicapped children (C.\nM. Elliott), 535\nTreasurer, report of the, 926\nTrends in vocational\nwell). 803\n\neducation\n\n(J. D.\n\nBlack-\n\nTrussell, Malvina. Agencies contributing to edu¬\ncation in rural areas — health organizations,\n431\nTurner, John Ely. Quoted, 769\nTyler, Ralph W. A survey of present training\ncourses for the research workers, 368\nUnemployment, as factor in leisure time, 573;\nteachers, 180\nU. S. office of education, 217; financial support\nof, 672; in the present emergency (Bess\nGoodykoontz), 160\nUtilizing individual diffe-ences for a new age\n(Mary D. Barnes), 308\nUtilization of trained and untrained talent in\nthe recreation of music, The (Mrs. William\nArms Fisher), 280\nValue of social science in education, The\n(Verda C. Hurley), 320\nValue of visual-sensory aids in industrial edu¬\ncation, The (Leonard A. Williams), 793\nValue of visual-sensory aids in the social\nstudies as a means of promoting international\nunderstanding, The\n(Lawrence R. Winchell) , 789\nVan Loon, Hendrik Willem. To have or to be,\n29\nVisual education, aid in education, 118; core\ncourse of program of, 790; in the social\nstudies, 789; methods of, 119; supervision in\nsilent and sound motion pictures, 686; value\nof in industrial studies, 793\nVisual\n\ninstruction,\n\ndepartment\n\nof, 787;\n\nsecre¬\n\ntary’s report, 797\nVital needs in progressive rural education\n(Mrs. Nettie S. Blair), 317\nVocational education, and the present crisis\n(Willis A. Sutton), 176; changing problems\nin, 808;\n\ndepartment\n\nof, 801;\n\nfor rural\n\nAmer¬\n\n991\nica, 812; place\ntrends in, 803\n\nof in secondary\n\nschool,\n\n520;\n\nVocational guidance, 170; in the high school\nof tomorrow (Susan J. Ginn), 483; practical\nside of in education, 174; program for in\nsecondary schools, 500, 502; relation of eco¬\nnomic crisis to, 176, 216; relation of teach¬\ning to, 172\nWashburne, Carleton. An objective analysis of\nchildren’s books, 370\nWashington, George, commemoration of birth of,\n557; quoted, 560\nWay, Nora. Factors outside the classroom which\naffect the child’s success in school, 329\nWeglein, David E. How shall the crisis be met\nby school officials? 591\nWelcome to Mount Vernon (Mrs. Horace M.\nTowner), 569\nWelcome to Virginia (Robert Lecky, Jr.), 568\nWells, H. G. Quoted, 348\nWest, Roscoe L. What constitutes an efficient\nstate program in teacher training from the\nviewpoint\ntions? 724\n\nof\n\nthe\n\nteacher-training\n\ninstitu¬\n\nWhat a modern school should do for a modern\nchild (Rollo G. Reynolds), 182\nWhat can be accomplished during the period\nof training in eliminating those unfit for the\nteaching profession? (C. C. Swain), 755\nWhat constitutes an efficient state program in\nteacher training from the viewpoint of the\npublic? (Edwin W. Adams), 728\nWhat constitutes an efficient state program in\nteacher training from the viewpoint of the\nstate? (A. B. Meredith), 719\nWhat constitutes an efficient state program in\nteacher training from the viewpoint of the\nteacher-training institutions? (Roscoe L.\nWest), 724\nWhat constitutes a sane program of vocational\neducation for rural America? (H. V. Hollo¬\nway), 812\nWhat criteria, if any, for selecting students\nfor teacher-training institutions should be\nset up? (M. E. Townsend), 753\nWhat each and every citizen should know about\nbusiness (Lee Galloway), 285\nWhat extra-mural relationships of teachers col¬\nleges and normal schools should be devel¬\noped? (Grady Gammage), 771\nWhat\nis ahead for the individual? (A. W.\nCastle), 268\nWhat is our relationship\nsonnel service? (Ruth\n\nto the high-school\nStrang), 351\n\nper¬\n\nWhat may be done by teachers colleges and\nnormal schools in followup work with their\ngraduates to insure the best type of service\nto the public? (G. W. Diemer), 763\nWhat may teacher-training institutions in the\nUnited States learn Horn similar institutions\nin other countries? (Thomas Alexander), 736\nWhat services may be expected of the Amer¬\nican association of teachers colleges as a rat¬\ning agency? (Walter P. Morgan), 744\nWhat\nshall be the science prog-am for the\njunior and senior high schools? (Ellis Ha¬\nworth), 470\n\nWhat should be the attitude of teachers col¬\nleges toward\nregional rating agencies?\n(\"Eugene Fair), 741\nWhat\nthe national congress of parents and\nteachers is doing to enrich adult life (Mrs.\nA. H. Reeve'' . 273\nWhitley,\nSam H. President’s\n715\n\ndo\nWhy\n(\"Frank\n\nwe\nW.\n\nchase panaceas\nHubbard), 379\n\nannual\n\nin\n\naddress,\n\neducation?\n\nWilbur, Ray Lyman. Making democracy safe,\n653; quoted, 519\nWile, Ira S. Home economics and life attitudes,\n697\n\n"}
{"page": 996, "printed_page": null, "text": "992\n\nNational\n\nEducation\n\nWilliams, Leonard A. The value of visual-sen¬\nsory aids in industrial education, 793\nWilson, Lewis A. The place of technical and\nvocational education in secondary schools, 520\nWilson, Lucy L. W. Providing for individual\ndifferences in the high school of tomorrow,\n487\nWilson, Warren H. Agencies contributing to\neducation in rural areas — the church, 428\nWilson, Woodrow. Quoted, 56, 546\nWinchell, Cora M. Plome activities for general\neducation in an integrated school program,\n704\nWinchell, Lawrence R. The value of visual-sen¬\nsory aids in the social studies as a means of\npromoting\n\ninternational\n\nunderstanding,\n\n789\n\nWinship, Albert E. America’s new opportunity\nand responsibility. 48\nWitmer, Lightner. Demonstration of superior\nchildren followed by a discussion of the prob¬\nlem\n409 of their kindergarten-primary education,\nWoll,\n\nMatthew.\n\nQuoted,\n\n231\n\nAssociation\n\nWoodruff,\n\nCaroline\n\nS. Memorial — “they\n\nsoftly\n\nwalk,” 31 Annie Carleton. Forward looking\nWoodward,\nmovements in international relations, 106\nWordsworth, William. Quoted, 475\nWorking for stable profit growth in the edu¬\ncation of the hard of hearing (Alice G.\nBryant), 420\nWorld court, 676\nWorld federation of education associations, 676\nYearbook as a workbook, The (Charles B.\nGlenn), 557\nYou and\n83\n\nyour\n\ngovernment\n\nZachry, Caroline\nclassroom, 328\n\nB.\n\n(Thomas\n\nMental\n\nZorbaugh,\nHarvey.399Mental\nto our schools,\n\nH.\n\nHygiene\n\nhygiene’s\n\nReed),\nin\n\nthe\n\nchallenge\n\nZook, George F. Relative merits of the 6-4-4\nplan of organization, 516\nZyve, Claire. Teaching arithmetic combinations\nwith stillfilm, 793\n\n"}
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{"page": 999, "printed_page": null, "text": ".\n\n■\n\n-\n\n"}
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