0.6) 6) =) | ) €) CS ¢ os) %, ™; HOO ave . om rs . ©) STSKs) y ») £6) Ooo: x Soooojgooos SESG66666666666666666666656555 Bulletin for American Education’ Week, November 16 to 22, 1925 BEAaAaaaaaaaaaeacagaaGaanaaea VOL. III, NO. 3 MAY, 1925 Research Bulletin OF THE National Education Association GS oN ONS Taking Stock of the Schools IHSHSHGHSHOGOTHSOOHOHSOOS % SSE Ss = ~) — rs p \ s Oo < Nek, BT, BY, Nab Le af © Vac ie PUBLISHED BY THE RESEARCH DIVISION OF THE NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. Entered as second-class matter February 10, 1923 at the Post Office at Washington, D. C., under Act of August 24, 1912 Acceptance for mailing at special rate of postage provided for in Section 1103 Act of October 3, 1917, authorized February10, 1923 HOoooOoO ONES: \ pa e| is o Eo eS . Research Bulletin of the National Education Association Published five times each year in January, March, May, September, and November by the Research Division of the National Education Association of the United States. The payment of the $5.00 membership fee of the National Education Asso- ciation entitles one to receive the Research Bulletin and certain other publi- cations of the National Education Association for one year. One dollar of each $5.00 membership fee is for a year’s subscription to the Research Bulletin. Subscription to non-members is $1.00 per year; single numbers may be pur- chased for 25 cents, and in quantities at a reduced rate. Those entitled to receive the Research Bulletin regularly are asked to report at once any change of address, giving old as well as new address. Entered as second-class matter February 10, 1923, at the Post Office at Washington, D. C., under Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized February 10, 1923. Director of Research, John K. Norton. Assistant Director of Research, Margaret M. Alltucker. Executive and Editorial Offices, 1201 Sixteenth Street N. W., Washington, D. C. Material for American Education Week The National Education Association, Washington, D. C., in current issues of the Journal has issued material of particular value to those observing Ameri- can Education Week. In this Bulletin will be found facts valuable in answering the questions: Are the Schools Costing Too Much? Are the Schools Getting Results? Also see page 100 of this Bulletin. Research Bulletins previously issued for Education Week contain material that is still of current value. These bulletins are now out of print, but copies should be available in local school or city libraries. Ask for Five Ques- tions for American Education Week, Research Bulletin, Vol. 1, No. 4, September, 1923, and Facts On the Public School for American Education Week, Vol. II, No. 4, September, 1924. The U. S. Bureau of Education, Washington, D. C., issues valuable material for use in connection with American Education Week. See page 103 of this Bulletin for list of material available. Ameérican Legion Posts have special material available and are cooperating in the observance of the week. State Departments of Education, in a number of states, are now issuing pam- phlets containing material of especial interest to the particular states concerned. Any activity is appropriate for American Education Week that results in a better understanding of the public school as an instrument of progress in a democracy. All the activities of the Week should emphasize and be built around this central theme. er OEY N; D Ar Ar Ar Ar De Is Is Is Are the Ed W! Th Go Ed Ed Ed Selectec Amoun Pre Per Car Percent Corpora Estimat Purchas Distribu Birthpla Is the C Increase Increase Percent Amount Amount: Two Kir Cost of , A Study School § School § School S Educatic {re the | | TABLE OF CONTENTS Are th Schools Costing Too Much? School Costs and Bankruptcy How Much Economic Power Has The United States? How Much Are We Spending for Education? National Resources and the Cost of Education Do School Costs Prevent The Production of an Adequate Supply of the Material Needs of Lif Are School Costs So Great that the Nation is Unable to Increase its Capital? Annual National Savings and School Costs Are School Costs Preventing Business Expansion? Are School Costs Making it Difficult for the Individual Citizen to Save Money? Do School Costs Make it Difficult to Provide for the Future? Is There A Shortage of Capital for the Development of New Enterpris Is Anything Left Over for The Luxuries of Life? Is the Nation Able to Support its Public Schools on the Present Basi Are the Schools Getting Results?. . Education a Productive Force When is an Enterprise Productive? The Products of the Schools... . Good Education and Good Business Education and Earning Power. . Education and Thrift..... Education and the Production of Men of Eminenc« Selected References for American Education Week LIST OF TABLES Amount Expended for Support of Public Education in the United States per Given Amounts of Tan Property in Existence, 1922... Per Capita Construction in U. S. Reduced to 1913 Purchasing Basis Percentage of National Income Saved 1909 to 1918 Corporation Surplus, 1910 to 1921 ; Estimated Expenditures of the People of the United States for Certain Articles, 1920-1924 Purchasing Power and Education Distribution of Population, 1870... Birthplace of “ Notables” Born about 1870 LIST OF CHARTS Is the Cost of Public Education More Than Society Can Bear? Increase In Value of Agricultural and Manufactured Products in 1913 to 1923 Increase in Value of the Nation’s Tangible Wealth Percent of Nation’s Income Saved and Percent Expended for Education Amounts in Savings Accounts of People of the United States Amounts in Savings Accounts Per Capita in the United States Two Kinds of Insurance Premiums... . Cost of Automobiles and Education 1920-1924 Inclusive A Study in Values. ... School Support and Economic Productivity School Support and School Results. . . School Support and Savings Accounts per Capita Education and Leadership. ......... {re the Nation’s Leaders Born on Farms or in the Cities [75 ] YO 9%O FOREWORD HE AMERICAN Public School is joint guardian with the home and the church of those intellectual and moral ideals upon which all real progress must be based. It is indeed a heavy responsibility shared by modern education. Forces released by the industrial and scientific revolution of the last century are striking at the very foundations of the nation’s spirit- ual life. The fear is expressed by some that the wholesome standards of thought and conduct characteristic of American life are being irreparably undermined. Is this fear to be fulfilled? it can be said with certainty that safety can be purchased only by The answer cannot be certain. But increasing the sharé of human energy which goes into the spiritually- constructive forces which determine a nation’s moral stamina. But there are those who say we cannot afford to have better schools. They are wrong. In this bulletin facts are presented that cannot be denied. We can continue to provide for education on the present basis, or on a more generous basis if it seems wise, without threatening any essential feature of our economic life. This fact cannot be made too clear. It is one that needs to be emphasized not only during Education Week, but throughout the year. We should not rest until the facilities of the schools are completely adequate to the heavy burden placed upon them. J. W. CRABTREE, Secretary, National Education Association. LE) eS) > > ee ole §: cvemoven: [76] in val school and m do not The have pi yond fl ind in have sa which to pres not on! yuut we has bee of inc) inanim Some much. strengtl current educatic sity, a more | bankruy continu Are t is need | nomic d Day for Wctivitie the imay through sion of e nized, Sc Those leading the fact Are the Schools Costing Too Much? The costs of public education have increased rapidly in the last They nearly doubled between 1915 and 1920. They nearly doubled again between 1920 and 1925. No decade. hetter evidence could be cited to demonstrate the faith of the American people in the public schools. It is true that much of this unusual increase in costs can be explained by the loss in value of the dollar and by rapid growth in school attendance particularly in the upper But these factors do not wholly account for the increases. The American people during the last decade have provided for school support resources be- yond those demanded by the depreciated dollar In substance they and more expensive levels. ind increasing attendance. have said, “We have faith in the public school Its work is essential We not only want it to continue to do its work, but we want it to be able to do it better than But approval which we have created. to present welfare and future progress. has been possible in the past.” of increasing school support has not been inanimous. Some say that the schools are costing too much. It is contended that the strength of the nation is not sufficient to bear We have been told that education “must reckon with economic neces- sity,’ and that educational expenditures are “more than the public can bear.”” National bankruptcy is predicted if school support is continued on the present basis. Are these fears justified? If they are, there is need for positive and immediate action. Eco- nomic deterioration would be a heavy price to pay for too rapid an expansion of educational But if these fears are groundless, the imaginings of the type of mind which has throughout history protested at every exten- sion of education, then they should be so recog- nized. economic current school costs. activities, School Costs and Bankruptcy Those who maintain that school costs are leading to bankruptcy usually take no note of the fact that education is probably the most productive force that civilization has created They look upon education solely as consuming and disregard the fact that each dollar spent for education returns several economic energy fold in terms of greater productive power. But let us meet these one-sided reasoners on their own ground and think of education onl\ as consuming economic energy, disregarding for the present its productive side. It is true that provision for education involves a levy upon the nation’s total supply of economi energy or income, that is, its ability to produce The total amount a nation can spend for bread, for shoes, goods and to perform service. for education, and the other goods and services it consumes, is limited by its total supply of There is no magic source They total economic energy. from which school costs can be drawn. represent a levy against the nation’s income. School costs could result in national bank ruptcy either by economic energy or by consuming such a larae part of it that there would be an insufficient share left for other needs. If a nation’s supply of economic energy or income consuming all of a nation's essential were worth ten billion dollars a year and it expended twelve billion dollars for schools, Again, if a nation’s income were ten billions, its school the nation would soon be bankrupt. costs five billions, and eight more billions were required for other basic needs, the nation would soon be bankrupt. It would be con suming more than it could produce or pay for. In such a case, it might fairly be asserted that school costs were leading to bankruptcy and were greater than society could bear. Do either of United States? than our total supply of economic energy, or such a large part of it that there is insufficient These these situations exist in the Do school costs require more left to provide for other basic needs? questions may best be answered in the light First, much economic energy the United States has of the facts. we need to know how to draw upon. How Much Economic Power Has the United States? The measures of economic power most com- monly used are wealth and income. By wealth is meant tangible property such as lands, build- ings, transportation systems, and machinery. The total value of a nation’s tangible property is its wealth. Income is the supply of goods or services that can be commanded and used during a specified period of time. A nation’s income is the aggregate of the incomes of the people which compose it. Recent and reasonably reliable estimates, both of the nation’s wealth and income are available. The accumulated wealth of the United States in 1922 was $320,803,862,000.* The yearly income of the people of the United States is somewhere between sixty and seventy billions. It is safe to say that the yearly in- come of the American people, at present, aver- ages close to $65,000,000,000.* How Much Are We Spending for Education? The cost of public elementary and secondary schools in 1922, the last year for which com- plete figures are available, was $1,580,671,- 296... To this must be added the cost of higher education and other forms of education not included in this figure. When this is done, the total cost of public—that is, tax supported —education in the United States in 1922 is estimated to have been $1,799,383,894.* 1924, p. 18, 1 Estimated National Wealth, 1922, United States Department of Commerce, Washington Government Printing Of National Resources and the Cost oj Education It is clear from these figures that th port of education requires but a small ta, our wealth. A levy of fifty-six hundredt) one per cent on the nation’s total wealth «: cover the cost. The significance of this fip may be better understood by assuming th; contributions to the support of education ay, directly proportional to the amount of tanvib|, On this assumption, the present cost of education would require a may property owned. with property worth $1,000 to pay $5.60 {o; the support of public schools each year. This would be the same as a 5.6 mill tax, or a tay of 56c on the hundred dollars. Such a Jey on property would completely cover schoo! costs without other taxes of any kind. In thy table one may quickly ascertain what the ownership of property of a given value at the present time means, on the average, in terms of the cost of public education. One may interpret these figures for himself. If, for example, a payment of $28.00 for the support of education for each $5,000 worth ot property in existence is more than the eco nomic resources of the country will allow, then the fear that present educational costs threaten national bankruptcy is justified. |t such an expenditure for education can easil) be met without threatening bankruptcy, then this fear is unjustified. The nation’s average annual income is ap proximately $65,000,000,000. Education costs 2 Based on estimates of the National Bureau of Economic Research and the National Industrial Conference Bo - s Si gn taken from Statistics of State School Systems, o. 1921-22, United States Bureau of Education, Bulletin. ‘Based on estimates of United States Bureau of Education reported in Tax Burdens and Public Expenditures, Natio Industrial Conference Board, New York, 1925, p. 48. endowment. O OTHER nation cherishes so unwavering a faith in education as do we Americans. No other nation has shown itself so willing to pour its money and energy into all sorts of educational experiments. of the nation is measured not by armies and navies and fortifications, but by schools —schools for all the children of all the people, adapted not to one type of men- tality, but various enough to meet the needs of all. If America means anything, it means that the individual shall have secured to him his inalienable right to development through education of whatever talent he may have been endowed with, regardless of the quality or the quantity of the There can be no other meaning to education in a democracy. Any kind of aristocracy, even an intellectual aristocracy, meaning the selection for higher training of a certain type of mental ability, is snobbish and un-American.—Frank D. Boynton, Journal of the Minnesota Education Association, April, 1925, p. 4. We believe that the strength [78] onl for th that 1 vould The ul PPORT OF PUBLIC EDUCATION IN of economic enero, may readily d THE UNITED STATES PER GIVEN he feat yvankruptcy because school AMOUNTS OF TANGIBLE PROPERTY te i ae al a eae SXISTENCE, 1922. come. If the fear that scl osts are more than society can bear is to be substantiated it rABLE L—AMOUNT EXPENDED FOR gymmcs wai seilieietad oats » Amount ex- must be based on evidence that the continuance pended for Rate per education Rate in $100 sts on the existing level will involve per given mills valuation value of reneral economic retrenchment. property : , Mlle needs that ive of our income because O00 $ § ) la) j 4 ‘ +4 14 5 “+p yf school costs Is there a shortage in the , 000 28 amount of economic energy needed to produce O00 oo ‘ : : 25,000 140) ‘ tre the material necessities of life food, shelter 0,000 | 280 § _ : : i 000 | 560 5 r and clothing? Is the nation living on its a 000 5,600 5 Rat : . cumulated capital so that the value of its mate ] 2 ? ? lal wealth is decreasing! Joe ; vidus eosin Wok duien Ob:400 ab tenie cove rial we th des easing Does the individual erty in existence in 1922, $5.60 was expended for the citizen find it difhcult to save and to make school support of public education, ete. A 5.6 mill tax, or a tax : : : : I f 56e on the £100 of tangible property, would alone adequate provision tor his future? Would a n the ver the cost of all public schools. Calculations based : ; ‘ at th estimates of U. 8. Bureau of Eduvation, and U.S reduction in school costs make possible a siz c Lile Department of Commerce . . . “ ee nificant increase in the provision made for such at the terms basic needs as these? Such are the questions $1,799 ,383,894. Therefore, for every $5,000 that need to be answered. If the answers are J worth of income enjoyed, $138.50 is expended affirmative, then it may justly be stated that imself, ; ‘ ; —_ for the support of public education. A sum school costs are more than the nation can bear; uM the - ‘< . . . rth of that represents 2.77 per cent of our income’ that we must either fail to provide for basi age would entirely pay the cost of the schools. needs or else go into bankruptcy as a result of LO - - } allow The figures cited show that education con- spending more than we can earn. | costs CHART I d. If m easily "© ~—-«dTS THE COST OF PUBLIC EDUCATION MORE THAN SOCIRTY CAN BEAR? Accumu lated. National Wealt 1992~$ 320,803 862; Average Yearly res United States $65.000,000,000 Cost ofall Public Education 22-# 1799, 383,894 eseapah Duxnsan * ANetanal Laducatott GZFSti Wealth Data from U.S. Department of Commerce ; Income Data from National Bureau of Economic Research ; Cost of Education from US. Bureau of Education . ee [79] Do School Costs Prevent the Production of an Adequate Supply of the Material Needs of Life? If society is to continue on a civilized level there must be provision for an adequate supply of the basic essentials of life—food, shelter, and clothing. A great war, by claiming an undue proportion of a nation’s supply of eco- nomic energy, might make it impossible to produce an adequate supply of these basic needs. School costs by expanding too rapidly might achieve a similar result. Have school costs interferred with the pro- duction of an adequate supply of the material necessities of life? The value of agricultural products in 1913 was $9,850,000,000 and in 1923, $16,634,000,000, or an increase of 68.87 per cent. The value of manufactured prod- ucts in 1914 was $24,246,434,724 and in 1923, $60,555,998,200, or an increase of 149.75 per cent.' Part of these increases are fictitious 1 These estimates are those of the Department of Agriculture, Bureau of Markets and Crop Estimates and U Manufactures Division. and represent depreciation in the valu dollar. When the depreciation of the dolla lowed for, however, there is still a sub growth in these industries during the being considered. The combined agricultural and manufactured product 1913 was $34,096,434,724, in 1923 the sponding figure was $77,189,998,200 purchasing value of the dollar of 1923 coy pared with that of 1913 was fifty-eight cen according to the figures of the United Sta; Bureau of Labor Statistics. The producti, of 1923 would have been worth approxin $45,000,000,000 if the dollar had retained }; 1913 purchasing power. There was, there! a real increase of 32.4 per cent in the va agricultural and manufactured products tween 1913 and 1923. This may be compared with a growth in population during the de following 1910 of 14.9 per cent. S CHART II INCREASE IN VALUE OF AGRICULTURAL AND MANUFACTURED ProbucTs 1913® 1923 Data From pep 4 a9 Department 9 Ugriadtuce and camate “ined leret value Icts be mm pared 4 dec ade ns are available each year for building ruction. Lhe cost of building construc riot the United States in 1924 was $6,012, no0.000. This is three times the cost of all education. “The tremendous increase in mount of economic energy available fo: construction is indicated in Table 2 ‘) which the value of the dollar is stabilized. The increase in the amount expended fo: ilding construction in recent years has been vreat that it has been suggested that we sO bhave reached a new plane of construction de mand “and that the higher level represented in the last three years is more or less per- manent.” The people of the United States greater material comforts than those in other Available facts indicate that in recent years there has been no loss in enjoy sections of the world. the ability to command these comforts. In- creasing school costs have not interfered with , substantial growth in the nation’s ability to produce the basic material needs of life. Our yearly expenditures for all public edu- ition constitute but 2.33 per cent of the value of agricultural and manufactured products. School costs each year are less than one-third re We on a New Plane of Construction Demand?” the amount expended in building construction It all of the support going to the schools wer diverted to the production of agricultural and manutactured products, the amount produced ) cent. Any would be increased but 2.33 per fear therefore that increasing educational costs threaten the American standard of life—that is, the ability to enjoy a full measure of crea ture comforts—is groundless. But a nation might be able to command a generous supply of material goods and still be economically unsound. It might temporarily live on its capital. In which case, the final reckoning would be delayed, but would be none the less inevitable. Are School Costs so Great that the Nation Is Unable to Increase Its Capital? A nation that is on a sound economic basis is usually able to increase its supply of capital. A nation’s capital is its supply of material transportation sys wealth—land, buildings, tems, machinery—the instruments of produc tion. A nation’s capital is the foundation upon which its productivity rests. Has the United States been able to increase its capital in recent years? ‘This question is TABLE 2.—PER CAPITA CONSTRUCTION IN U. S. REDUCED TO 1913 PURCHASING BASIS | Average 1913 | to 1921 | Residential. . Industrial Other buildings Other construction Total Data from “ Are We on a New Plane of Construction Demand? Average 1922 to 1925 ‘ ia 1] 11 $24.92 gineering News Rec | ARE almost no bounds to be set to the possibilities of education of the We may as well accept the proposition that there is going to be con tinually more spent for education, for it will be an ever better education. as the world tests a country’s civilization not by the amount spent for its battleships, but by the sums spent for education, this feature of the problem will constantly acquire greater significance.—Edwin R. A. Seligman, Home School and Community, future. April, 1925. Inasmuch answered best by the figures of the Federal Census of Wealth, which estimates the value of the nation’s tangible property, or capital. The wealth of the United States according to recent federal estimates was as follows: 1900— $88,517,307,000 1912—$186,299,664,000 1922—$320,803,862,000 Part of the increase between 1912 and 1922 is fictitious, since it is measured in terms of a depreciating dollar. When this factor is eliminated, however, there is evidence of a substantial increase in the real wealth of the nation during recent decades. The foreword of the volume of the Department of Com- merce entitled Estimated National Wealth in considering the increase in wealth between 1912 and 1922 states: If, then, wealth increased 72 per cent, while the index of prices increased only 55 per cent, we would conclude that the actual increase in the physical wealth of the United States was in the ratio of 172 to 155, which would indicate a growth of about 11 per cent during the decade. This increase, whereas not so large as in the preceding decade, is probably more sig- nificant, however, when one consid: between 1912 and 1922 the United Sta one of the participants in the World \\ which destroyed millions of dollars \ wealth. The report referred to above When we consider that during two ten years a large part of the productive a of the nation were devoted to the produc: materials destroyed in war, we need not « an increase of even II per cent at all disc: Apparently, the per cent of our econon energy available for the increase of the nat wealth and capital is sufficient under n circumstances, those existing in times of peac to make possible a steady, in fact, a growth in the nation’s tangible wealth. ‘|| conclusion is supported by a recently publi study which estimates the net savings mac the people of the United States during decade 1909 to 1918. During the decade 1909 to 1918, the United States was able to save a substantial part o/ income in each year except that in which were engaged in the war. It is estimated that during these years the nation saved an aver of 15.6 per cent of its income. CHART III ¥520.603 562.000 | INCREASE IN VALUE, of the NATION'S TANGIBLE WEALTH a 5 Deans Bureau of Census p.i8 Figures from fstinated National Wealth : 1922 United States [82] 18 1909 BLE 3—PERCENTAGE OF NA- better understood ONAL INCOME SAVED 1909 TO 1918' the meaning of th Net savings Total nation- Amount of : al income income saved | Percentage ice Or acquire measured in measured in of income 1913 dollars 1913 dollars saved acquisitio! (millions) (millions | > $30,608 | $5, Annual National Savings and School Costs Over five time is much energy goe ‘ increasing the nation s power to produce as ts expended for publi education. If all school costs were obliterated and the economic energy ) Qg role ) ) 18 38,830 : é thereby released used in an eftort to increase the nation’s net savings, the increase would be 1909-18 $324,095 $54,095 mut 18 ner ce Read table as follows: In 1909 the national income, but | per cent. measured in 1913 dollars was $30,608,000,000; the It is evident th } P ' Bi ie : - - é ni tha oC os ? not , amount of income saved was $5,231,000,000, or 17.09 : videni tat sen ol costs are n pre per cent This saving is made up of additions to the venting the nation from ine reasing tts capital nation’s stock of consumable goods and increases in ; xe p power to produce. In 1918, owing to the war, the that 1s, its ability to produce. Not only is this amount consumed was $1,196,000,000 greater than the amount produced 1 King, Willford I. “The Net Volume of Saving in the United States—Part II,’’ Journal of the American Statistical Association, December, 1922, p. 467. with that which the nation each year finds it true, but present educational costs constitute a relatively insignificant sum when compared possible to make available for increasing its The significance of this important saving is capital. !King, Wilford I. ‘“‘The Net Volume of Saving in the United {ssociation, September, 1922, p. 306. CHART IV PER CENT oF Nation's INcomE SAVED AND Der CENT EXPENDED FOR EDUCATION Per cent of Income Saved (aver: 1909 to 1918) esearch Dwisiwon ANanonal fducation Assr Per cent of income saved estimated by Willford I. King, “The Net Volume of Saving in the United States,- Part II." Zournal of the Qawerwan Statisteal Association , December ; 1922, page 467. Percentage of income for education based on data of the National expended Bureau of Economic Research, and U S&S. Bureau of Education. Are School Costs Preventing Business Expansion? It is important that industry shall not only be able to meet its current costs and to earn sufficient to pay dividends but in addition be able to increase its capital so that business ex- pansion can continue. Is the burden of school costs such that this is impossible at the present time ? This question is answered by a recent study which estimates the surplus set aside by the corporations of the United States during the years following 1910... The amounts con- cerned are as follows: TABLE 4—CORPORATION SURPLUS, TO 1921 1910 , 200 ,000 ,000 1911 900 , 000 , 000 1912 900 , 000 , 000 1913 , 000 ,000 , 000 1914 500 , 000 , 000 1915 , 600 ,000 , 000 1916 , 900 , 000 , 000 1917 400 , 000 , 000 1918 700 ,000 , 000 1919 000 , 000 , 000 1920 000 ,000 , 000 1921 500 , 000 ,000 ne — — —oem owe The significance of these figures is increased when one understands the definition of surplus, which follows: The surplus of a corporation is that amount of its net earnings which remains after the payment of all expenses, including the various classes of reserves, maintenance charges, taxes, and divi- dends.* Evidently, the payment of taxes which, of course, include school costs has not prevented the nation’s corporations from saving a sub- stantial proportion of their net income. The study referred to concludes that the policy of corporations in retaining part of their earnings leads to important national savings, and that whereas the amount of these savings tend to fluctuate from year to year they, on the aver- age, “constitute about one-fourth of the total savings” of the nation “and about 4 per cent of the national income.”' Another con is that the savings or surplus of corpo “are far more than stabilizers of divide; that they largely increase the power managements of corporations in guidi: growth of industries in this country.” In the light of these facts it cannot |, tended that industry is finding it difficul; increase its capital and thereby to provid substantial business growth. This is when one realizes that a sum equal to cent of our national income is set aside , year for business expansion by the industrie of the United States which are organized corporations. Are School Costs Making It Difficult for the Individual Citizen to Save Money? Is theability of the rank and file of Ame) can’s citizenry to save decreasing or increca Do the large increases in capital and econom power that each succeeding year brings to tly United States represent gains on the part a favored few, or is the average citizen able to increase his capital ? The figures as to the amount in the sec accounts of the nation’s people is one answe to this question. In 1924 the people of + United States had savings deposits of $20,873 562,000. By “savings deposits” is meant the money in savings accounts of the type that the depositor may be required to give thirty days notice of intended withdrawal. Mone, posited in commercial or “checking” accounts is not included. In 1914 one person in every nine in United States had a savings account. In | one person in every three had a_ saving account. At the present time there are proximately twenty-five million families in the United States as compared with thirty-nin million individual savings accounts. Duri: the decade 1914 to 1924 deposits in savings accounts per capita increased 109 per cent 4 Knauth, Oswald W., “The Place of Corporate Surplus in the National Income,’’ Journal of the American St Association, June, 1922, Vol. XVIII, No. 138, p. 156. O MANY records were established in 1924 in the American investment market that only the most sanguine of bankers and bond dealers look for a betterment or even a repetition in 1925, although, by seemingly unanimous accord, the investment bankers and underwriters with headquarters in Wall Street are predicting another big year.—The Annnalist, January 5, 1925, p. 53. [84] CHART V AMOUNTS *SAVINGS ACCOUNTS °° PEOPLE of UNITED STATES 9.478, 068, OOO Data from Savings Decasds aad Deposttors , 1912~ 1984 , American Barkers Aesociation Saowmgs Bank Owision , New York CHART VI AMOUNTS IN SAVINGS ACCOUNTS DER CAPITA IN THE UNITED STATES _ esearch Daniscaa Netional fducation Qsst Data from Saviigs Depastis and Deposttors, LHA2~1924. Qmerwan Bankers Association Savia Dwiswn. New York. [85 ] from $89 to $186. If this last amount is re- duced to $115, sufficient to allow for the loss in value of the dollar between 1914 and 1924, the savings accounts per capita made a real increase of twenty-nine per cent. These figures clearly indicate that the typical American citizen is able to save. There is no evidence here to support the fear that school costs are greater than. society can bear. Do School Costs Make It Difficult to Provide for the Future? Through life insurance the citizens of a nation may protect their future. Large invest- ments in life insurance by the people of a nation indicate that they are able to produce in excess of their immediate needs. Have school costs become such a burden that the people of the United States find it difficult to provide for the future? In 1924 there was $64,000,000,000 worth of life insurance in force in the United States.’ This sum almost exactly equals our average yearly income. The nation’s people have 1 Clocker, Walton L., the Association of Life 3 March, Arthur R. nsurance Presidents, 1924, P resident of John Hancock —— Life Insurance Co., found it possible to take out insurance to amount equal to their combined yearly ea ings. The assets of 272 legal reserve life insura: companies at the end of 1924 totaled $10,49 040,297.2, More than three and one-h billion dollars is paid by the American peo; each year in insurance premiums. ‘This su: represents approximately six per ‘cent of ¢! national income. Two Important Insurance Premiums The American people each year pay ov three times as much money for insurance premiums as for all public education. ‘T) fact does not support the statement that scho costs are more than society can bear. Is there a Shortage of Capital for the Development of New Enterprises? In an age such as this it is essential that an adequate supply of economic energy should b available for new industries. Capital must b available for the development of new inven tions. Is there a shortage of such capital ? Annual Report of the Proceedings “The Place of Insurance in Our Nati mal Economy,” The Annalist, September 4, 1925, pp. 277-78 CHART VII Per cent of national income paid yearly for ngurance i Per cent of Sita Sdudations Two KINDS OF INSURANCE PREMIUMS wen a oy ” — expended 4 in the Gaaatct, Data Based on figures Research and U.S. Bureau of Education. on on ,1924, p277 Percentage f tacome the National Bureau of Economic Millions for Motors The automobile industry is one that res the ily avatlable in the large amount of economic energy) United States for the 1900 the tomobile was little more than a dream. In elopment of new enterprises. In 124 the American people expended $4,057 000.000 fer automobiles and accessories, not ncluding the cost of motor trucks, according to estimates of the United States Treasury Department.’ Of the 17,591,000 motor vehicles registered in 1924, 15,460,649 were passenger cars. Facts and Figures of the Automobile York City. Rogers, R. H. The Washington Post, People of the April 23, 1925 Industry, 1925 1] iius- Umited Sta September 6, 1925 Value of Automobiles, 19 Passenget 20 to 1924, Retail inclusive Kew would deny the importance of 1 mobile as a factor in the development of our civilization. On the other hand, there pri ably could have been a considerably smaller number of passenger vehicles purchased duri the last without threatening hive years essential feature of our national life. Millions for Electricity The Electrical Industry now represents an investment of $16,000,000 000 and its annua! From revenue 1s $5 000,000 000.8 almost nothing the production of electricity and the electrical manutacture ot equipment has be industries within the Here tremendous store of come one of our major period of a single generation. is further evidence of a economk power available for new industries. Millions for Movies lifty million people now go to the movies every week and pay $500,000,000 annually for this pleasure. “his comparatively new indus CHART VIII Cost ANTOMOBILES «x4 EDUCATION 1920-1924 INCLUSIVE Aasseatoh, Diteion ANational Lducation Association These figures represent approximate estimates based upon figures of the U.S. Treasury Department, U.S. Bureau of Education,and National Industrial Conference Board. tance to the economic stability of the Uni: States. The fact that such tremendous su are readily available for the development new enterprises is sufficient indication ¢| there is no support for the fear that increasi: school costs are threatening the nation’s e nomic stability. try already represents a capital investment of $1,500,000,000.' Few would wish to deny the American peo- ple the opportunity to attend motion picture shows. On the other hand, few would claim that the production of half a billion dollars worth of motion pictures is of first impor- “The Reform in the Movies,”’ The I!'orld’s Work, July, 1925, p. 330. 1 Lowry, Edward G. TABLE 5—ESTIMATED EXPENDITURES OF THE PEOPLE OF THE UNITED STATES FOR CERTAIN ARTICLES, 1920-1924 1924 1922 1920 1923 Automobiles ‘and accessories (exclusive of trucks) ‘igars, cigarettes, snuff, cigar and cigarette holders. .|/$ 3,655,000 ,000 2,924,000,000 | $2,711,000,000 | $3,730,000,000 |$ 4,057,000 | tobacco, | 1,865,000 ,000 1,742,000 ,000 1,647 ,000 ,000 1,815,000 ,000 1, 847 ,000 , 00% Beverages (non-ale oholic), ice cream, sodas, etc.! Theaters, movies, Candy . other amusements, dues, etec.'. . . . 821 ,000 ,000 847 ,000 ,000 1,047 ,000 ,000 715,000 ,000 486 ,000 ,000 758 ,000 ,000 872,000 ,000 603 ,000 ,000 390 ,000 ,000 780 ,000 ,000 *| 842,000 ,000 660,000,000 | 406 ,000 000 | 820,000, 934 ,000, , 000 453 ,000, 689 ,000 000 On) OOO Jewelry, watches, ete. . Firearms and shells. ; Pianos, organs, phonographs, etc. Sporting goods, games ‘and toys, cameras, etc. 67 ,000, 67 ,000 ,000 7 ,000 , 000 OOK 340 ,000 ,000 335 ,000 ,000 8 224 ,000 ,000 214,000,000 * 85,000 ,000 |-+. || '$8,246,000,000 93 ,000 ,000 74,000 ,000 545,000 ,000 366 ,000 ,000 * 000 306, , 160 ,000 ,000 8 75,000 ,000 $10, 107,000,000 440,000, 463,000,000 | on 431,000 333 , 000 , O01 261 , 000 , 000 87 , 000 , 001 OO Fur articles ae Perfumes and cosmetics . Chewing cum "182,000,000 -|$10, 419, 000, 000 ! Estimated expenditures for ice-cream, sodas, etc., theaters, movies, and other amusements include the amount of tax paid. The tax is added to the regular price and paid by the consumer as an extra charge. ? Estimate based on trend in estimated expenditures for amusements, dues, and ecandy, sine ice cream, sodas, etc., were no longer taxed. 3 Estimate based on census of manufactures. This table prepared by the Section of Statistics, Office of the Secretary Treasury Department, April 23, 1925. O ARGUMENT should be required to gain assent to the statement that the system of public education creates a certain valuable product. This product, is, of course, difficult to measure. Obviously, also, it is not so perfect a product as is desired. Doubtless in some cases its cost is unjustifiably high. Granting all this, however, the fundamental fact of productivity remains. The system of education generates technical skill and increases productive capacity. It tends to raise the intellectual and moral standards of the people, and prepares them to participate intelligently in the government of the country. In recent years it has been effectively used to improve social qualities of great economic importance in such fields as health and thrift. Finally, it makes important contributions in cultivating powers of appreciation which determine the character of economic goods and services demanded and consumed by the community. It is an equipment of such powers and qualities which constitutes the educa- tional product. The maintenance of this equipment is clearly a first claim upon economic resources. In any comprehensive social balance sheet the equipment possessed by the older generation, which has been produced as the result of past educational effort, must be credited as an asset. This equipment is subject to constant depletion and deterioration through age, disease, and death. Until this, or its equivalent, has been replaced, the community cannot in any true sense be said to have achieved any net income whatsoever. A community may live on its intellec- tual capital, and emerge at the end of a period intellectually bankrupt.—Strayer and Haig, Financing of Education in the State of New York, Macmillan Company, New York, 1923, p. 141. Is Anything Left Over for the Luxuries penditures for the various items that make of Life? our national luxury bill could best be redu re we close to the margin? Would an lt is not necessary to make this decision her ease of school costs necessarily mean less The fact exists that we are not only ab ision for things essential to economic sta make generous provision for things essentia ty or is there a considerable supply of our economic stability but in addition are rgy available for the production of the ‘to find billions for the non-essentials of Plea ome J CHART XII SCHOOL SUPPORT SAVINGS ACCOUNTS PER CAPITA Expenditures for education per capita (California Wyoming Five states with hi ~~ South Dakota per ta x ead Montana North Dakota . (Soutin Caroli Alabama Five States with lowest ie ex 6 for education flississippi Savings Accounts per capita #36 3 Aasogeat, DNs Stic von Vakex mal Lducal ISS#H Data from Statistics of State Sahool Systares, 1921~22 U.S. Bureau of. Education, Bulletin, 1924, No. 31,p34,Table26. and Seung American Bankers Association , Saving® “Bank astts atid Deposiors, 1912 ~ 197A ivision , New York . - other seven per cent of our population has practically no school training. ‘This seven per cent of our population produces but three- tenths of one per cent of those listed in //ho’s Who. It is sometimes said that in spite of poor schools, more great leaders come from the country than from the cities with their better It is not schools. ‘This is a popular fallacy. supported by the facts. Poor Schools Do Not Produce Leaders In proportion to population, over six times as many of the nation’s leaders are born in urban as in rural communities. ‘This state- ment is based upon evidence in Who's Who. The census of 1870 is nearest the birth of most of the people now included in this pub- lication. At the time of this census, 26,952,301 people were living on farms in the United States and 11,606,070 were living in cities, towns, and villages. Since nearly 70 per cent of our people were living on farms in 1870, and since most of the people now listed in Who's Who were born around 1870, we would expect to find that most of those now listed in Who's Who were “1 Who's Who in America, Volume 13. born on farms. Just the opposite is the DISTRIBUTION OF POPULATION, is Population Perce in 1870 age Living on farms 26,952,301 Living in cities, towns, and villages 11.606.070 Total. . 38 , 558 , 371 1K Figures based on per cents given in Who's W/) America, Vol. 13, page 29, and population figures Federal Census. BIRTHPLACE OF “NOTABLES” BORN ABOUT 1870 No. of ‘‘Not- ? ables” in Percen Who's Who age Born on farms. 6,288 25 Born in cities, towns, and vil- ages.. 17 ,990 74 Data from Who's Who in America, Vol. 13, page 29 Although 70 per cent of our people were living on farms in 1870, but 6,288, or 25.9 CHART XIII EDUCATION and LEADERSHIP Per cent of total Fercentage of bs ee i those listed in lege Trani Thos Who with Education| a se no in 3% those listed in Whas Who with no schooling The education of general populat from U.S. Bureau of Education. Those on waton of cabins de from: titos (ko an Conarioa 1924~25, Vol. 13, p27. [ 98] cent, of the people listed in Who's Who 1923 were born on farms. Although only 30 per cent of our population in 1870 was iving in cities, towns, and villages, this 30 per cent has produced 17,990 notables or 74.1 per cent of those listed in Who's Who in 1923. Stated differently we may say: Each 1,000,000 people born in rural sec- tions produced 233 notable men and women. Each 1,000,000 people born in urban sec- tions produced 1,550 notable men and women. The farm falls short of contributing its pro- portionate share of the Nation's leaders. It is in the towns and cities and villages that our leaders are born and educated. The handicap of the miserable educational facilities provided in many rural sections:is too great for country children to overcome. Genius may “out,’’ but few of us are geniuses. Most of us need a good education to bring out the best that is in eT us. A nation cannot spend too much for educa- tion. No industry can ever be more productive than an effective public school system. The material goods with which modern industry mainly concerns itself is a fixed quantity. No nation can increase its material resources. “Matter cannot be created nor destroyed.” The skill nation uses its basic material resources is not a fixed quantity. They the limits that are placed upon the develop ment ot a sound system of education. intelligence and with which a are limited only by In the final analysis school costs are not a hand reduc e burden but an investment which pays some dividends. ‘Those who would school costs so that the money thereby into productive industry would kill “saved” may go the goose that lays the golden eggs. Already we are spending each year billions in forms of industry that mean little in permanent eco nomic, intellectual, or spiritual progress. The real billions now being put into non-essential forms need is for a reduction in the of industry. ‘The money thus saved can then be diverted into truly productive forms of in- dustry such as the public schools. Here is the solution, and the only real solution, of the problems following in the wake of advancing civilization. CHART XIV Out of every 1,000, farm borp children this many achie eminence Out of every 1,000, city born child this many achieve eminence. Are the Nations Leaders Born on Farms or in the Cities (Another Popular Fallacy Exploded ) esearch Dison National Lducation Qesr Based on Data in WAat Who In Qmervaz. Vol. 13, p29, and population figures of Federal Census. [ 99 ] Selected References for American Education Week Where American Education Week has yielded the greatest returns to school progress it has been the focusing point of a continuous year-round program of publicity rather than a sporadic effort extending over a period of a week. Progressive school people are coming to recognize that intelligently organized school publicity is an essential feature of every well organized school system. In the following references it has been the aim to select those that would be of greatest help to school people, not only in preparing material for education week itself but in organizing continuing pro- grams of publicity. “The Great Amer- tvening Post, Cuitp, RicHARD WASHBURN. ican Scandal,” The Saturday August 29, 1925. The attempt to throw upon the schools, public or private, the major work of character building is a futile attempt to pass responsibility for a personal service owed by parents on to institutions and substitutes which can never supplant good parenthood. A boy with a good father needs no Big Brother. It is principally the good home and the parent willing to put his effort and time into the future of the children which are the bulwark against all the influences which are named as elements making for youthful lawlessness. There has been too much currency given by parents to the vague notion that they can pass their responsibility on to church, school, and to the modern idea of some mysterious power in world organization. EpucaTIONAL Review. “What Qur Laymen Think About Education,” Vol. 70, No. 2. September, 1925. Constructive editorial statements, relative to pub- lic education culled from leading newspapers. Abstracts of similar statements have been in- cluded in previous issues of the Review. However, clipping bureaus, maintaining a large force of searchers scanning hundreds of newspapers every day, find that often there is a complete dearth of editorials which touch upon public education. According to the editor of the Educational Review: “The comments that are made fall mostly into two classes: First are the criticisms of school usages which do not exist. The assailant sets up his memory of fool school practices of long ago and valiantly attacks them as typical of present. The other sort of preachments are lau tions of the schools of 1870 and wishing we them now because they taught the children to write and spell and cipher. Both of t! styles of comment could be knocked to pic before any board of judges of a debating soci if the editor could be induced to stand up in pe: ‘Where is the school which does that?’ is cient to upset the first type. For the second, have the Springfield tests, and other comparis showing the demonstrable superiority of prese: day school children over their predecessors tryi: the same examinations.” Amorg the topics really constructive newspaper editorials reviewed in the September 1925 issue of the Educati: Review are: “The National Education Assi tion,” “President Coolidge’s views on educau “Apportioning school funds,” “Education pa and “Children as the Nation’s teachers.” “Personality Fi American Educatio) September, 1925. Evvarp, MartHA Cooper. Place in Curriculum,” Digest, Vol. 45, No. 1. Character training is one of the chief objectiy of present day education. The teachers at Am: Iowa have selected these nineteen desirable pe: sonal characteristics for teachers in training and have worked out a detailed procedure for develo; ing each characteristic: Social qualities, tact, « operation, leadership, tolerance, poise, adaptabilit self-control, personal appearance, optimism, inte: est in teaching, enthusiasm, judgment, friend! ness, courtesy and consideration, refinement, spirit of service, firmness, sympathy. FisHer, H. A. L. “Should America World?” Colliers, April 11, 1925. Mr. Fisher, England’s War Minister of Fd cation, says of the public school system of Amer'ca Speaking quite broadly, it is a huge success. Wit! out it America would not be a nation, but would reproduce all the discords and painful historical contrasts which are the legacy of time to the continent of Europe. In education everything depends on the teacher If the teacher is good, education is good, if th teacher is indifferent, education is indifferent. Th: recruitment of the teaching profession is therefor: a matter of the first civic importance. * * The teaching profession seems to stand on lower plane of public esteem in America than | does in Britain. It has less prestige; it attract a smaller proportion of the ability of the country it is proportionately with average earnings les well remunerated. Lead iewed tional S(O) 01 Yay Pi d ‘ith ould rical the her th The fore ns, J. W. “How We Observed Education Week Hutchinson, Kansas.”’ Official Report. De- rtment of Superintendence, National Education \ssociation, p. 166 and following. following are excerpts from this article: re is a rightful inquiry on the part of the public communities as to the reasons for large expendi- f public funds for the school program. Since itional demands are so much greater than for- the question is frequently asked what is the rpose of teaching a certain subject or group of subjects? What are the schools trying to do? Do they really have any certain aims or objectives? Education week furnished an unusual! opportunity place strategically before the public the purposes ducation so splendidly stated in the Cardinal Objectives of Education. Weeks in advance we began to prepare. Principals’ meetings, group, and general teachers’ meetings were held so that all teachers had the specific details of procedure in mind. The purpose was not to put on a separate program each day, but to levelcp in the regular daily class work the particular bijective to be stressed showing, if possible, how the bijective for the day functioned in the regular school work. The individual teacher sent to her principal the detailed plan for her lessons for each day. This was additional labor, but was thought-provoking since all wished to excel. Building plans were then sent to the central office. Unusual lessons were called specifically to the attention of the general public. Our grade supervisor spent considerable time in analyzing the books used either as regular or as supple- mentary texts and it was highly illuminating to note the difference in the adaptability of the various texts, some seem to have been built with the cardinal ob- jectives in view; in others they were in decided eclipse. From this analysis much information was gleaned con- erning first-hand material in the school texts relating to each subject taught. Bulletins were sent to all the teachers with direct information and suggestions as to plans. However, each teacher was urged to use her own initiative and make her plan as outstanding as possible. The schedule for the week was as follows: Citizenship . Vocational efficiency Worthy Home Membership Fundamental Processes Ethical training Right Use of Leisure Health Monday’s objective Tuesday’s objective Wednesday’s objective hursday’s objective. . Friday’s objective. . Generous publicity was given by the newspapers. Reporters visited the schools and gave first-hand ex- periences. Boxed editorials found a place on the front page. The program for the week, the seven objectives, and the objective or objectives for the day were first- page news. Practically every cne of the homes in the city was reached. For more than a week the reading public had called tc their attention each day the fact hat there are specific and definite aims in the program for the public schools. Che American ion was much obligated thems that the the aters gave the pul heitv. each program audience read on the screen the cardinal ob) education and that visit to the Hutchinson s« would furnish evidence of the fact that they be ing stressed. The Chamber of Commerce gave a noon lun to its membership in a new grade building. o'clock the children assembled in their rooms and " representatives of the Chamber visited the observing the work done. On every hand the concrete evidences of the objectives of educati Posters, signs, recitaticns all told the story of the plans and aims of the public school. Only a few examples can be given to illustrate class room procedure. A lesson in worthy home member ship was planned by a fifth-grade class in mathematics The theme of the lesson was Children’s Allowan¢ It was a discussion lesson with simple problems to illustrate the points. The thought was stressed that to be a worthy home member each person must b mindful of the rights of others. They discussed and determined what an allowance for the average fifth grade pupil should cover. The suggestion was empha sized that perhaps a part could be saved each week The aid of parents was enlisted. The teacher ha followed up the lesson in the home. The classes in salesmanship tn senicr high schoo had an unusual chance to demonstrate the vocationa objective. The largest department store invited th salesmanship classes to take charge of the establish ment for the dav. Students worked with the regul clerks as salesmen; others werked in the credit and accounting departments. One group assisted the window dressers, another wrote all the advertisement for the day, incidentally working in the vocationa objective in a clever wav. In addition to the regular assignment in the con position classes in senior high school each student was assigned a particular objective as his project for the week. He was asked to assemble all material fron any recitation or any school activity which had a direct He gave an oral report to the class on the day his assignment was discussed. bearing on his objective. On Friday one of the junior high schools summarized the work of the week in a pageant given in assembly The parents and friends attended in large numbers. The objectives were interpreted by posters, signs, ana pantomime, no words being spoken. Ethical training and citizenship were protrayed in two plays written by some of the children. They clearly delineated good citizenship and right living by contrast with poor citizenship and wrong living; children’s productions, but none the less effective. One group of girls from the home economics department demonstrated the making of a kitchen costume and another the preparing of the ingredients for the making of cookies. Mathe matical exercises, work in English, and the funeral of poor writing attended with elaborate ceremonies calle attention to fundamental processes. The physical training classes proved that health is being conserve Sea — oe Some five thousand people visited the schools, seeing the actual application of the aims and purposes of education and also becoming better acquainted with classroom procedure. Koos, Leonarp V. “A Comparison of Aims from Elementary School to University,” Educational Review, Vol. 69, No. 4. April, 1925. Professor Koos, University of Minnesota, pre- sents a significant study of what a hundred and twelve writers upon education say the present aims of schooling are. The present generation of teachers have seen a swing from Miinsterberg’s insistence that aims do not matter to Payson Smith’s declaration that you'll never arrive unless you know whither you are going. This article undertakes to list the destinations mentioned by the best known guides. A total of 112 recent books and articles are rep- resented in the study, 22 pertaining to the ele- mentary school, 25 to the secondary school, 40 to the college of liberal arts, and 25 to the university. A review of this literature shows that these are the seventeen aims and functions common to elementary school, secondary school and college: General or liberal training,* training for the needs of life, social-civic responsibility,* morality (and character), domestic responsibility, religious train- ing, training for leadership,* health, recreational and esthetic participation, practical and occupa- tional efficiency,* intellectual training,* mental discipline,* democratic education, recognition of individual differences, exploration and guidance,* preparatory education, and training in the funda- mental processes. The asterisk indicates that these aims and functions are also common to the uni- versity. It should be noted that while the ele- mentary and secondary schools, colleges and uni- versities have many aims and functions in common, the references reviewed showed that the percent- ages of recognition given varied widely in these different educational units. The literature re- viewed showed that these four aims or functions are peculiar to universities: Research, instruction, extension, and publication. Lincotn, NesrasKA, Boarp or Epucation. Re- ports of the Superintendent of Schools, Nos. 1-6. A series of pamphlets illustrative of the excel- lent publicity work now being carried on in a number of school systems. Titles of some of these reports follow: What Kind of Teachers Do Your Children Have? Are The Schools Producing Desired Results? What the Schools Cost? Ex- cellent graphic and pictorial illustrations accom- pany the discussion of these topics. MaryYLAND STATE DEPARTMENT OF EDUCATION. “School Publicity a Professional Opportunity and Obligation.” Maryland School Bulletin, Vol. 5, No. 3, November, 1923. This is one of the most suggestive publi: concerning school publicity that has yet be pared. Although written primarily with th of Maryland in mind, it will be suggestive development of a publicity program in an or local school system. Suggests methods dealing with such school criticisms as these “three R’s” are being neglected for fads, and folderols; A high school education children away from the farm and neighbor Children cannot spell as well as they could in ¢ “old days”; Compulsory school attendance ; democratic, and an interference with pe: rights; The schools are not thorough ir teaching; they attempt to teach too many thi: The foregoing appear under the heading “Comn Sense Answers for Common Sense Critics,” the ten sections into which the Bulletin is divyid MILier, ClypE R. AND CHARLES, Frep. Publici; and the Public School. Houghton, Miffli: 1924, 179 Pp. Hines, HARLAN CAMERON AND JONES, Rosins G. Public School Publicity. Macmillan ( 1923, 72 p. The two references above will be found valua! to school officials anxious to develop effective pi grams of school publicity. They are based upor an extensive and successful experience in field. NATIONAL EpucatTion AssocrATION, 1201 Sixteenth Street, Washington, D. C. Research Bulletin “Five Questions for American Education Week Vol. 1, No. 4. Raises these five practical questions and marshals facts to answer them: (1) What are the weak spots in our public school system; (2) What Na tional defects results from the weak spots in \ public school system; (3) How may our public school system be strengthened; (4) Can the Na tion afford an adequate school system; and (; Do good schools pay? School for American Education Week,” Vo! 2, No. 4. Answers these four pertinent questions: (| What's right with the public schools?; (2) How to strengthen the public schools?; (3) Can afford it?; and (4) How shall we observe Amer can Education Week? Both of the above Bulletins are out of prin! However, they can probably be obtained from ) school or public library. JouRNAL OF THE NATIONAL Epucation Associ TION. “How to Strengthen the Schools,” Vo! 14, No. 1, January, 1925. { 102 ] , Research Bulletin, “Facts on the Publi ROBINS an C valuable tive pro- sed upon in this sixteenth Bulletin | Week,” marshals he weak ‘hat Na- $s in our r public the Na- and (5 must be done to strengthen the Americar hool system? must be provided for better teachers | iching profession must be made a desirable a life work. public school must have a modern cur must be equalization of education oppor Equality of opportunity can be obtained ving a large share of the burden of school from the small district, and placing it upon taxation units, such as the county, the state, nation. . “Making a Publicity Campaign,” bv P. R nencer. Vol. 14, No. 2, February, 1925. Suggests a technique by which school workers plan the most intelligent and productive pub- program for their communities. _ “Abstracts of Addresses Given Before the General Sessions at Cincinnati.” Vol. 14, No. 4, April, 1925. Contains the salient points of seventeen ad lresses given at the last meeting of the Depart- ment of Superintendence. Presents the frontier thinking of the present on what the schools art trying to do and how they can do it better. SuzzaAL_o, Henry. Our Faith in Education, Phila- delphia, J. B. Lippincott Co., 1924, 108 p. Shall we abandon our schools to the politicians and the free lance critics, or shall we use our great educational system for the maintenance of a successful democracy? This and similar ques- tions are answered in such a way as to increase America’s faith in education. U. S. Bureau or Epucation. Department of Interior, Washington, D. C. (1) Suggestions; price, 5 cents, in lots of 100 or more, 2 cents each. (2) Broadside, with material suitable for newspaper articles, addresses, etc. Price, 5 t ] LO I 1 « Oues 1 hist ly } 10 cent | 100 or 1 4) SS ] ’ Ide P ( n l ty, | hundred w, W i repare for Educa iH pages, Price cent reduct ‘ » ti O ue for Ameri I cation We cents his materi been prepared especial observance ( American Education Ws tains many timely suggestions Copi procured from the Superintendent of Do 1 Washingt (;overnment Printing Office, “A New War With Old Educational Review. Vol. 70, No 1925, p. 57-61. Dor OTH Y Weapons,” > 2, September, \V APLES, Clever discussion of the question Can ariste cratic higher education exist alongside democrati elementary schooling Argument by argument, we are employing the same defenses now against promiscuous colleg: training which were in action two hundred year ago against promiscuous grammar school training The target 1s new, but the artillery 1s of familiar 1700 design. Wetts, H. G Living Age, ‘Teachers as Statesmen i] January 24, 1925 The schoolmaster’s place is not only important but supremely important. [he teacher has to be the very soul and center of a reconstructed human life that. Only by and heroic teachers of the world, not all the teachers nothing less than through the teachers—the will it be possible to conceive of any escape from the distressful, unsatisfactory life that mankind lives today. { 103 ] Satine Education Week Proclamation Catvin CooLipGE President of the United States expansion within the past half century has no precedent. Our system public instruction, administered by State and local officers, is peculiar suited to our habits of life and to our plan of government, and it has brought fort abundant fruit. In some favored localities only one, two, or three persons in a thousand betwee: the ages of 16 and 20 are classed as illiterate. High schools and academies easi! accessible are offering to the youth of America a greater measure of education tha that which the founders of the Nation received from Harvard, William and Mar) Yale and Princeton; and so widely diffused has advanced study become that th bachelor’s degree is no longer a symbol of unusual learning. All this is reason for gratification; but in the contemplation of worthy achie\ ment we must still be mindful that full provision has not yet been made throughout ' the country for education of either elementary, secondary, or higher grade. Larg numbers have not been reached by the blessings of education. The efficiency « the schools in rural communities 1s, in general, relatively low; too often their equi; ment is meagre, their teachers poorly prepared, and their terms short. High schools, notwithstanding their extraordinary growth, have not kept pace with th: ) demand for instruction; even in great cities many students are restricted to halt . time attendance, and in outlying districts such schools are frequently insufficient in number or inadequate.in quality. In higher education the possibilities of existing institutions have been reached and it is essential that their facilities be extended or that junior colleges in considerable numbers be established. These deficiencies leave no room for complacency. The utmost endeavor must 7 be exerted to provide for every child in the land the full measure of education which his need and his capacity demand; and none must be permitted to live in ignoranc: . Marked benefit has come in'recent years from nation-wide campaigns for strength ening public sentiment for universal education, for upholding the hands of con stituted school authorities, and for promoting meritorious legislation in beha!! of the schools. Such revivals are wholesome and should continue. Now, therefore, I, Calvin Coolidge, President of the United States, do proclaim the week beginning November sixteenth, 1925, as American Education Week, anc I urge that it be observed throughout the United States. I recommend that th y Governors of the several States issue proclamations setting forth the necessity 0! | education to a free people and requesting that American Education Week b appropriately celebrated in their respective States. I urge further that loca officers, civic, social, and religious organizations, and citizens of every occupatio! - contribute with all their strength to the advance of education, and that they mak of American Education Week a special season of mutual encouragement in promot ing that enlightenment upon which the welfare of the Nation depends. poesia is becoming well-nigh universal in America. The rapidity of i: | | | | | | | | | | + f :