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i
HARVARD UOTVERSmr
UBRARY OF THE
GRADUATE SCHOOL OF EDUCATION
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HARVARD UNIVERSiri
^ I ,fRm^ acHooL OF eduwhou
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librArv
UCATIOB ^
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Erfiiciencyl
Accuracy!
Dependability!
Three Big Cluuracterutics of Students Who Complete Courses at
Oregon's Largest Business College
Miss Cartotta Ripley, of Lents, and a Behnke- Walker graduate, BROKE the TYPE- WRITING ACCURACY RECORD of the UNITED STATES a few weeks ago. She won over more than 4000 contestants from all points in the country.
SEVENTY-TWO GOLD MEDALS for sustained accuracy and speed have been awarded by the Remington Typewriter Co., to BEHNKE WALKER STUDENTS — the largest number of awards ever made to students of any one institution IN AMERICA I
There are MORE CALLS for Behnke- Walker students than can be supplied. There were 64 calls in May. Only 52 positions could be filled. In June there were 83 calls and only 37 could be filled. The college is not able to train students fast enough to supplv the demand I
Under Behnke-Walker efficiency methods, it takes students NO LONGER to com- plete courses than it does to receive half-baked instruction.
School in session the ei^tire year. Courses include Business, Shorthand, Banking, Private Secretary, Teachers and Telegraphy. Write or phone. I. M. WALKER, President, Portland, Oregon.
CONTENTS
Editorial Notes 1
Reorganization of State Teachers' Association 4
Professional Standards . * 10
The High School Library 12
Grade Teachers' Association 14
Hygiene of Mouth, Nose and Throat 20
Readingr in the Upper Grades 22
Oregon Governmental Affairs 24
Rural School Department • • 25
The Oregon State Library 30
High School Teachers' Department 32
Grade Teachers' Department 33
Vocational Teachers' Department 36
City Superintendents' Department 39
National Education Association Meeting 41
County Superintendents' Department 42
The State Schools 46
Oregon Congress of Mothers 52
Simplified Spelling 54
Membership in State Teachers' Association 68
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OREGON TEACHEkS MONTHLY
The Official Journal of the State Teachers' Association
Vol. XXI SALEM, OREGON, SEPTEMBER, 1916 No. 1
Published Monthly Except July and August by the State Teachers' Association
Entered at the Postoffice at Salem, Oregon, as second-class mail matter, April 1, 1898.
EDIT0BIAI» BOABD
H. D. SHELDON, School of Education, University of Oregon, Eugene
C. T. BONNEY, County School Superintendent, The Dalles
R. E. CHLOUPEK, Director Manual Training, Pendleton.
C. G. DONEY, President Willamette University, Salem
E. S. EVENDEN, Department of Education, Oregon Normal, Monmouth
MRS. M. L, PULKERSON, Institute Instructor, Salem
GEORGE W. HUG, City Superintendent, McMinnville
HOPKIN JENKINS. Principal Jefferson High School, Portland.
MISS VIOLA ORTSCHILD, President Grade Teachers' Association, Portland
£. D. RESSLER, Department of Education, Oregon Agricultural College, Corvallia
MISS LILLIAN TINGLE, Supervisor Domestic Science, Portland
CILA.S. H. JONES, Business and Managing Editor, Salem
BXriiES OF PUBLIOATION
1. The mailing label on the Oregon Teachers Monthly shows the date to which subscript tioni are paid.
2. The Oregon Teachers Monthly will be sent to subscribers until ordered discontinued and all arrearages are paid.
3. Notice of change of address should be given at once, naming both old and new postoffice.
4. When renewing, always state that subscription is a renewal.
5. The subscription price, including membership in State Teachers' Association, is $1.50 a year in advance. Single copy, 20 cents.
6. Advertising rates will be furnished on application.
Address all communications to Oregon Teachers Monthly, Salem, Oregon.
Editorial Notes
The publication of the present issue of the Oregon Teachers Monthly under the direct auspices of the State Teachers' Association means that this journal is going to concentrate its fire on the improve- ment of the teacher's condition. Better hygienic conditions, better training, better salaries, improved conditions of tenure, these are means by which more effective education for the children of Oregon can be promoted. '*As is the teacher, so is the school." Happy, contented, well-trained teachers mean efficiency in education.
t t t
The success of the reorganized teachers' association depends almost entirely on the activity of its local units. We have some vigorous teachers' associations in the city of Portland and among the superintendents and principals of six or eight counties. These are not sufficient as a basis for a vigorous organization. The high school teachers should orga^i^e, likewise the rural teachers and the elementary teachers outside of Portland. There should be more prin- cipals' clubs. In these local organizations, it will be possible to discuss the questions whi/ih are to be before the Representative Council.
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2 ORBGOlf TEACHBR8 MOKTSnLY
Each locality can be intelligently represented in the yearly meeting. Then after the council meeting, the local teachers' bodies can lend all the momentum of their interest to putting through a constructive program.
t t t
*'Why are there two hundred applicants for a vacancy worth between $500 and $1000 and only ten or less for one worth from $1500 to $2000?" is a question frequently asked of teachers. You do not find this ** positional unrest" among the established professions and probably would not find it among teachers were it not for insecure tenure, low salaries and lack of professional preparation and standards. Referring only to the first of these causes, it is very significant that the National Educational Association at its* recent meeting in New York should have considered it of enough national importance to make it the subject of one of its five resolutions. After advocating more thorough supervision and higher and more definite professional quali- fications for supervisors, the following resolution was adopted: ** (2) The tenure of office of teachers should aftes a probationary period be permanent. Removal should be possible only for inefficiency, im- morality or grievous neglect of duty. Salaries should be fixed so as to insure to teachers a standard of living in keeping with the pro- fessional demands made upon them. Retiring allowances or pensions should be provided either by state or local action." Never will the ** yearly migratory habit," especially among teachers outside of the larger cities, be broken until a stronger sentiment in favor of con- tinued tenure can be built up among the teachers. themselves. They must realize that to profitably stay longer than a year in any place they must grow, and that for the growing teacher the longer she stays the greater opportunity for service. Think this matter over, talk it over with other teachers, with business men, and with parents, and if you believe it, act on it yourself.
t t t
One of the needed reforms which must be brought about by education of teachers and patrons, and one which many consider a delicate one to discuss, is that of increased salaries. This is generally considered a fundamental necessity to the professionalizing of teaching, to the securing of tenure, and to the realizing of teaching's oppor- tunities. Many would say, **Is that not a mercenary basis?" ** Where is the satisfaction which comes from service and which figures so strongly in the reward of teachers?" To the first question we answer *'No," and to the second, ''that satisfaction will ever be one of the principal rewards of teachers, enhanced by better salaries." Most teachers have been reticent about discussing the monetary value of their services, but when buying any marketable product they are accustomed to having the vender set the price — why should not teach- ers have something to say in placing a price on their services, for not until they value them higher will salaries be increased. Further- more, the matter need not be embarrassing because the increased
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ORBOQN TIEACHESRS MONTHLY 3
salary is not sought in order to upset the markets or bring competitive inconveniences upon any of the moneyed kings of industry, but rather to enable teachers to live better, to buy more books and periodicals, to attend more places of professional advancement, to travel, to have unworried vacations, in short, to teach better and thereby serve better. A general advance in salaries will never be obtained until we unite as a body and professionally outcast the teacher who underbids — regardless of any apparently extenuating circumstances such as board- ing at home, etc. ; until we unite in advancing the professional require- ments and in eliminating the unprepared and the untrained, and until we unite^ in demanding salaries commensurate with preparation re- quired and services rendered. This is a matter where public sentiment must be created before results can be hoped for and is therefore a matter in which you can help.
The reorganization of the California Teachers' Association as recorded by A. H. Chamberlain in the June issue of the Sierra Edu- cational News is an interesting example of a movement, felt in our own state a year ago, and which is really nation-wide — a movement toward the closer union of teachers and all organizations of teachers. Present-day conditions, both political and economic, are so highly organized that reforms are obtained, in practically all cases, only by the strength obtained from numbers. Teachers have been about the last people to realize this but now, however, are intelligently interested in it. This interest need not be, should not be, for selfish purposes, but rather for the betterment of education, and effective work can be done in many ways where there is some semblance of unity am ong the teachers concerned. In one matter of legislation for example, if some special interest (stock raising, fishing, horticulture, lumber, etc.) is involved, everyone expects those immediately affected to be inter- ested, and not only interested but active either in support of or opposition to the proposed law. Is this so with educational legislation or does the brunt of all of that fall upon the very few? How many teachers are **too busy'* to inform themselves about the things they are most vitally interested in? How many are thoroughly conversant with the laws pertaining to education passed by the last legislature and those which the State Department desires to have passed at the nextt How many have put forth any effort toward having the length of the school year increased, toward securing a wider application of the supervisor law, toward the standardization of high schools and their public support? How many have thoroughly investigated the County Unit Plan of school organization and the advisability of applying it to Oregon? Let us make the closer organization of Oregon's teachers in the new State Teachers' Association stand for something — stand for united effort for progress. . ^ ,
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4 OBJBGOH TMACmBSBm MOlfTHI^Y
Reorganization of tke Western Division Oregon State Teachers' Association
By E. D. B£SSIiEB, Secretary
THE NEW CONSTITUTION
At the 1914 session of the Western Division of the Oregon State Teachers' Association, held at Eugene, December 27-29, a committee was appointed to report on a reorganization of the association at the 1915 meeting. This committee prepared its report and the proposed constitution was printed in the December, 1915, issue of the Oregon Teachers Monthly. The report of the committee was presented to the association on the afternoon of the first day of the 1915 meeting of the association, held at Medford, December 27-29. After full delibera- tion, in which many points were discussed and a number of changes ordered, the constitution as amended was unanimously adopted. This constitution was printed in full in the February, 1916, number of the Oregon Teachers Monthly.
The purpose of this article is to call attention to a number of the more significant provisions of this new constitution. Article III states that '*any person actively engaged in any branch of educational work, including those who are preparing for the same, may become active members of this association upon the payment of annual dues.'* Article IV enumerates the officers': President, one vice president, a secretary-treasurer, and an executive committee of eight members, including in addition to the above, the retiring president and four elective members, two of whom shall be chosen each year. Any member is eligible to office. Nominations are made- by a body styled the Representative Council, but any member of the association is privileged to make other nominations from the floor. The officers of the association are also the officers of the Representative Council.
This council is one of the unique features of the new organization. The constitution vests the active direction of the association in this body and provides for its annual session one day before the general association or any of its departments are convened. Its meetings, however, are open to all members of the association and to the general public. The membership of the counncil is constituted as follows: (a) One representative from each county, regardless of the number of teachers, but one additional representative for each major fraction of one hundred teachers above the first hundred; (b) one representative from each "regular association of teachers having more than fifteen members and holding at least three meetings each year"; (c) one representative from "each chartered college, university and normal school/* and "such other educational institutions, including scientific associations, as the representative council shall see fit to include in the list"; (d) one representative from each county or state organization of school officers, consisting of "not less than fifteen members and having at least one regular meeting each year."
Sections 5 and 6 of Article VIII read as follows:, (5) The main
follows: (5) The
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functions of the representative co-uncil shall be (a) to conduct investi- gations aiming to promote the general progress of education; (b) to improve the financial condition, the tenure and general conditions of the teacher's work; and (c) such other aims as the council may determine, (6) The representative council shall establish permanent committees on legislation and on investigation of educational problems in addition to, special committees on such topics as the administration of rural schools, teachers' pensions, provision for civic education, etc. Any member of the association may be appointed to serve on special or permanent conmiittees without regard to his or her membership in the council, but the chairman of each committee shall be a member of the council.
Article X provides that the annual meeting ** shall be held in the city of Portland at a time determined by the executive committee." It is thought that this may lead to an amalgamation of the Eastern and Western Divisions of the State Teachers' Association, as well as insure the largest membership or at least the largest attendance on the annual meetings. Article XII reads: '^The annual membership dues of all members shall be one ($1.00) dollar, and in case an official journal is published dues shall not exceed one ($1.50) dollar and fifty cents, which amount shall include subscription to the journal." As will be noted in the minutes of the executive committee, the Oregon Teachers Monthly has been made the ''official journal" and the membership fee placed at $1.50.
The foregoing gives the essential features of the new constitution. The establishment of the representative council, sufficiently large and "representative," yet small enough to make membership prized and iosure a working body, is the chief achivement of the reorganization. A definite program of mvestigation, continuous through the permanent committees and flexible through the special committees, makes possible some genuine constructive contributions to the progress of education and the profession of teaching in Oregon. It is hoped that the privilege of representation through associations of teachers and school officers in the counties, towns and cities, will lead to the formation of many such.^ These organizations will offer a means of expression of the experience of the membership and a splendid training for the delegates sent to the representative council. The effectiveness of this body depends upon its personnel.
A powerful teachers' association means increased power and prestige for each individual teacher. From a purely selfish stand- pointy no teacher, even one only temporarily engaged in the work of teaching, can afford to withhold his support. The motto of each county should be, *' every teacher in the county a member of the teachers' association." Surely every real teacher, with professional instincts, will wish to add his help and influence in the movement to raise the standard of education in Oregon for the sake of better schools and better opportunities for the boys and girls of the next generation. ,
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MINUTES OF BIEETINO OF EXECUTIVE COMMITTEE First Session
Pursuant to the call of the chairman, E. P. Carleton, the Executive Committee of the Western Division of the Oregon State Teachers' Association held its first meeting in the office of the State Superin- tendent of Public Instruction, in Salem, February 5, 1916. The chairman called the meeting to order at 11 :20 a. m. with the following members present: E. F. Carleton, Assistant State Superintendent of Public Instruction, Salem; Geo. A. Briscoe, City Superintendent of Schools, Ashland; Viola C^t^child, president Grade Teachers' Associ- ation, Portland; H. D. Shtiaon, dean School of Education, University of Oregon; 0. M. Elliott, City Superintendent of Schools, Salem; J. Percy Wells, County Superintendent of Schools, Jacksonville. H. H. Herdman, principal Washington High School, Portland, was absent. The ex-officio members are Betiring President of the Association, H. H. Herdman ; President-Elect, E. P. Carleton ; Vice President, Geo. A. Briscoe. J. A. Churchill, State Superintendent of Public Instrac^ tion, W. M. Smith, County School Soperint^ident of Marion ecranty, retiring i^cretary of the association, and E. D. Besslcr, professor of Industriar Education, Oregon Agricultural College, acting secretary of the Association, were also present on invitation of the chairman.
E. D. Bessler was appointed to act as secretary until the election of a secretary-treasurer as provided by the constitution. The chairman stated the object of the meeting to be the election of a secretary- treasurer, the consideration of the matter of an official publication of the Teachers' Association, the appointment of special committees to report at the next annual meeting of the State Association on investi- gations of certain educational problems, and such other business as would appear. After some discussion, it was agreed to defer the election of a secretary-treasurer until a report had been made on the matter of an official publication. On motion of Mr. Sheldon, the chair was directed to appoint a sub-committee of three members of the Executive Committee, including the chair, to ascertain from the publisher of the Oregon Teachers Monthly upon what terms the Asso- ciation can acquire the use of the publication as the official organ. The committee will receive instructions from the Executive Committee and is ordered to report the result of the negotiations to the Executive Committee at a meeting to be called by the chairman.
The committee took a recess at 12 :15 for luncheon at the Hotel Marion, where discussion of Mr. Sheldon's motion was continued. The following instructions were given the sub-committee: (1) The Association must have editorial control, management of the policy and make-up of the publication, including size, form, number of pages of reading matter, etc. (2) To secure improvement in quality of paper, form of publication, etc., and to include 50c membership fee for the Association, the subscription price may be raised to $1.50. It was the sense of the committee that the membership fee of all subscriptions, including those outside the state, should be paid the Association. The
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motion to appoint the sub-committee was put and carried. The chair appointed Messrs. Sheldon and Elliott, to act with himself.
In accordance with a provision of the constitution, the chair announced the appointment of Miss V. Ortschild and Messrs. Wells and Elliott to serve as a finance committer. Bill of Medford Printing Company for a four-page folder, ordered by the Medford High School for use at the State Association meeting, was allowed, the amount being $6.25. On motion of Mr. Briscoe, the time of the next annual meeting of the Association was fixed for December 27, 28, 29; the dates are not to be announced until approved by City Superintendent L. R. Alderman of Portland.
After presentation of the votes of about thirty members of the Representative CJouncil at a meeting held in Medford December 28, 1915, in connection with the State Association meeting, on topics for investigation by i^>ecial committees, on motion of I?r. Sheldonj the ch«T was directed to appoint a committee of nine, including the chairman, to be designated by the chair, to report to the Representative Council at its next annual meeting on the problem of ''Teachers' Betirement Fund and Tenure of Office." On motion of Mr. Elliott, the chair was directed to appoint a similar committee to report on the problem of ''Retardation.'*
The committee returned to the State Superintendent's Office and resumed business. On motion of Dr. Sheldon, the chair was authorized to apportion the sum of $25 for the necessary expenses of the two committees on investigation of educational problems. On motion of Dr. Sheldon, the expenses of the members in attending meetings of the Executive Committee were authorized. Bills were submitted as fol- lows: V. Ortschild, $2.50; Geo. A. Briscoe, $19.65; J. Percy Wells, $21.95. On motion of Dr. Sheldon, the secretary was directed to prepare a summary of the meeting of the Association at Medford, December 27, 28, 29, 1915, including the general sessions and depart- ment meetings, for publication in a bulletin to be issued by the State Superintendent.
The Executive Committee adjourned at 3 :00 p. m. to meet at the call of the chairman.
Second Session.
Pursuant to the call of the chairman, the Executive Committee of the Oregon Teachers' Association, Western Section, held its second session at the office of State Superintendent Churchill Saturday, April 1. The members present were : J. Percy Wells, Viola Ortschild, H. D. Sheldon, E. P. Carleton and 0. M. Elliott. Those absent were: G. A Briscoe and H. H. Herdman.
The action of President Carleton in securing a protest in the name of this Association to the Congressional Committee against changing the amount of money to be received from the sale of lands under the Oregon- California Land Grant from 40 per cent to 10 per cent was approved.
The proposed contract with the Oregon Teachers Monthly was
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the special order of business. The committee expressed a desire to have the contract continue for three years if such arrangement could be made.
The chairman of the Executive Committee was authorized to complete the .negotiations with the Oregon Teachers Monthly and to present the contracts to the various members for signatures as soon as all matters had been finally settled and completed.
It was moved by Dr. Sheldon and seconded by Superintendent Wells that the chairman of the Executive Committee be authorized to appoint an editorial board of eleven members representing the various educational interests of the state to control the editorial policy of the Oregon Teachers Monthly as the official paper of the State Teachers' Association, the,e:^penses of members in attending meetings to be paid out t>f Association funds.
The president and secretary of the Association were authorized to urge a change in the organization of the National Education Asso- ciation, making it a federated, representative body controlled and directed by the various State Teachers' Associations. The committee was requested especially to propose a reform in the method of selecting the present.
Bills for traveling expenses were submitted as follows: V. Orts- child, $2.50 ; J. Percy Wells, $22.10.
APPOINTMENTS B7 CHAIRMAN OF EXEOUTIVE COMMITTEE.
In accordance with the action of the Executive Committee, Chairman Carleton appointed the Editorial Board of the Oregon Teachers Monthly as follows: Dr. H. D. Sheldon, dean of the School of Educa- tion, University of Oregon; Prof. E. D. Ressler, head of the Depart- ment of Education, Oregon Agicultural College ; Prof. E. S. Evenden, head of the Department of Education, Oregon Normal School ; Dr. C. G. Doney, president of Willamette University, representing the Inde- pendent Colleges; Miss Viola Ortschild, president Grade Teachers' Association, representing the Grade Teachers; Principal Hopkin Jenkins, Jefferson High School, Portland, prepresenting the High School Teachers; City Superintendent George W. Hug, McMinnville, representing the City Superintendents; County Superintendent C. T. Bonney, Wasco County, representing the County Superintendents; Mrs. M. L. Fulkerson, Institute Instructor, Salem, representing the Rural Teachers; Mr. R. E. Chloupek, director of Manual Training, Pendleton, representing the Vocational Teachers ; Miss Lillian Tingle, director Domestic Science, Portland, representing the Home Economics Teachers.
The commitee on Teachers' Retirement Fund and Tenure of Office was appointed as follows : Dr. W. T. Foster, president of Reed Insti- tute, chairman; Mrs. A. E. Ivanhoe, superintendent of Union County; Mr. 0. C. Brown, superintendent of Douglas County; Mr. J. A. Churchill, State Superintendent of Public Instruction ; Mr. E. F Carle- ton, Assistant State Superintendent ; Miss Viola Ortschild, president
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OREGON TEACHERS MONTHLY 9
Portland Grade Teachers' Association; Dr. J. H. Ackerman, president Oregon Normal School; Mr. J. G. Imel, city superintendent Astoria; Miss Fay Clark, superintendent of Malheur County; Miss Winifred Dennis, teacher Sellwood School> Portland.
The following committee on Retardation was- appointed : Supt. C. W. Boetticher, Albany, chairman; Supt. C. A- Howard, Coquille; Supt. V. Meldo Hillis, Medford; Supt. P. Thordarson, Bend; Asst. Supt. C. A. Rice, Portland; Supt. I. B. Warner, The Dalles; Asst. Prof. P. L. Stetson, University of Oregon; Prin. C. R. Bowman, Klamath County High School ; Supt. H. H. Hoffman, Heppner.
Piresident Foster, chairman of the Committee on Teachers' Retire- ment Fund and Tenure of Office, submits the following statement of the first meeting of the committee :
**The committee of the Oregon State Teachers' Retirement Fund and Tenure of Office met at the office of the State Department of Education at Salem, on Saturday, July 15th, and made preliminary plans for the work of the committee. President Fo^er, as chairman of the committee, reported that he had collected the publications on the subject of all cities and states in the country having retirement funds. He reported further that he had spent some time on two visits to Boston daring the year in examining with care the work of the Teachers' Retirement Fund system of Massachusetts.
*'The committee discussed the essentials of a Retirement Fund system, and found themselves in substantial agreement upon nearly all points. They requested the chairman of the committee to draw up a tentative plan and to draft a bill to be submitted to the committee for study before the next meeting.
"The committee voted to meet at the business offices of Reed College in the Abington building, Portland, at 1 o'clock on the after- noon of Monday, October 2nd.
"In the meantime, each member of the committee will receive the most valuable recent publications on the subject, in order that all may be prepared to make progress at the next meeting."
MmUTES OF EDITORIAL BOARD.
The Editorial Board of the Oregon State Teachers' Association met for its first meeting at 10:30 a. m., May 20, 1916, in the office of the Superintendent of Public Instruction, Salem, Oregon.
The meeting was called to order by E. F. Carleton, president of the Association. The members present were: H. D. Sheldon, E. S. Evenden, E. D. Ressler, Miss Viola Ortschild, G. W. Hug, R. E. Chlou- pek, H. Jenkins, C. T. Bohney, Mrs. M. L. Fulkerson. Those absent were : C. G. Doney and Miss Lillian Tingle.
After the reading of the contract with the Statesman Publishing Co., Dr. Sheldon 'was elected chairman and Mrs. Fulkerson secretary. After an informal discussion concerning the policy to be maintained by the Oregon Teachers Monthly under the new management, the fol- lowing motions were carried unanimously : r i
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1. To report on events and movements along educational lines of national importance as well as those pertaining to our own state.
2. To commit the policy of the paper to the support of constructive and progressive phases of education.
3. To establish the following news departments: State, Superin- tendents, Principals, Grade Teachers, High School, Vocational.
4. To allow correspbndeiiise from any institution of higher educa- tion in the news department.
.The chairman was empowered to appoint a sub-committee of five members, himself to be one, this committee to meet once each month and act in the capacity of editors of the magazine. The sub-committee was made up of the following members : Sheldon, Ortschild, Evenden, Ressler, Pulkerson.
Heads of the news departments. were chosen as follows: State — B. P. Carleton ; Superintendents — C. T. Bonney, School Superintendent Wasco County; Principals — George W. Hug, City Superintendent McMinnville ; High School — ^Hopkin Jenkins, prinicipal Jefferson High •School, Portland; Vocational — ^R. E. Chloupek, Director of Manual Training, Pendleton.
, It was agreed to call two meetings of the entire Editorial Board during the ensuing school year, one at the call of the chaiman, and the second immediately after the close of the annual meeting- of the Asso- ciation in Portland.
Professional Standards
By PRESIDENT J. H. ACKEttMAN, Oregon Normftl Scliool
The suhject assigned indicates that there are standards for dif- ferent avocations or vocations, and that these standards for the teach- ing profession are known as professional standards. In order to fully understand the subject, it might be well to have clearly in mind what we understand by the term ** professional." The name implies that there is such a thing as a profession, and that there are certain standards that apply peculiarly to that profession. No organization becomes professional until it has certain standards either expressed or implied to which each member must adhere or risk the accusation of being unprofessional. It is conceded that no calling can be called a profession until a certain amount of time, thought and energy is devoted to mastering certain prescribed requisites for such calling. To become a teacher one must make such preparation — hence to l^at extent we do have the profession of teaching.
There must be certain well developed conventions as to conduct approved by the best thought of the times, the violation of which causes one to lose his professional standing. This standard should be such that a teacher who lives up to it will so impress himself upon the minds and consciences of his patrons that a mother would say to her son or daughter, **I hope you may become as is your teacher.'' The lives of
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multitudes of teachers are today living examples that the teaching profession does have such high standards. Another cardinal principle of a profession is that each member jealously guards the professional standing of every other member to the extent that he will not only refuse to speak slightingly or disparagingly of a fellow teacher's work, but on the other hand will defend it as long as possible. That this is coming tf> be the custom is another proof that there is such a thing as a profession of teaching. The professional teacher is one who neither undermines nor undeirbidfi — that is, -^ill not agree to accept less than schedule salary for the sake of securing a position, or will not speak disparagingly of a teacher for the purpose of securing his position. Many teachers absolutely refuse to apply for a position or even mal£e a recommendation for another unless assured that the vacancy exists or is likely to become vacant. In otJber words, no teacher will attempt to build himself up at th6 expense of a fellow teacher. Hiese Btandards are fhe warp and woof of any profession, eepeGsJly of the profession of teaching. The professional standards of law, medicine and ministry are all predicated upon the principles ^numerated, and the more prof esional a members of either is, the more nearly he complies daily with their edicts.
It is firmly believed that enormous strides have been taken during the last decade in outlining, perfecting and establishing definite and permanent educational standards for the teachers of Oregon, and the tendencies are for greater perfection — hence as time passes, these standards will be raised, enriched and perfected so that at the end of another decade, a marked forward movement will be decidedly noted. It is in order to ask what factors during the last decade and what factors will in the future be potent ones in bringing this about. These will, without doubt, be the State Teachers' Association, advanced legis- lation, the Oregon Teachers Monthly, the several educational institu- tions, and last but not least, the public opinion of the teachers them- selves. If we as teachers set ourselves resolutely to the task and never say fail, we can and will raise the profession to any heighth we may desire. When such standards have been firmly established, when we see the light and act accordingly, we will be measured as we measure ourselves; then the salary schedule and the tenure of office will he more definite and stable, and we will be respected as members of a noble profession. Then* and not until then will all persons who wish to enter the teaching ranks spare no time or effort to train themselves to become worthy members of the same. Then, wherever and when- ever a person is receiving such training, he will be admonished in season and out of season that there are such things as professional standards, and that for one to be successful, he must be thoroughly trained in the basic principles underlying them, and to be a profes- sional teacher in the highest sense, he must have ingrained in him the habit of living up to their spirit. Such a teacher will come to know that the professional standards of the teaching profesison do and must necessarily,, differ from those of any other profession that many of the
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conventions that might be tolerated in another profession cannot be in the teaching profession ; that the teachers of boys and girls will be held rigidly responsible for living up to those standards, and that all the factors bearing on the training of teachers shall keep an eye single on such standards by thought, word and act to the end that the standards of our beloved professoin shall be raised to the highest and kept there. Surely a most noble work !
The High School Library
By E. F. OABLBTON, Assiitant 8up«rlziteiident of Public Inttruetion
Two years ago the Superintendent of Public Instruction undertook the standardization of the high schools of Oregon. The State Board of Education, upon the suggestion of Superintendent Churchill, adopted rules and regulations defining a standard high school. It was provided that the teachers must be the graduates of standard colleges or univer- sities ; there must be suitable laboratory equipment selected from the state list for each science offered; a library of not less than 250 refer- ence books selected from the state listj a dictionary for each twenty pupils ; and a standard encyclopedia.
As soon as the requirements were published school boards in all parts of the state ratified the work of the state superintendent by purchasing the necessary equipment. At the opening of the school year 1915-16, 167 school districts had met the requirements for a standard high school. This decisive action on the part of the school boards represents accurately the desire of the people of Oregon to have in every community a free high school, whose efficiency will in no way be hampered by a lack of well trained teachers or by inadequate laboratories.
Now that the school districts have so generously assumed their «hare of the burden, it remains for the high school teachers to make use of these supplies. The science teachers in nearly every instance are making good use of their material, but many of the libraries show by the accumulation of dust on the bindings that the pupils have not yet been taught the value of reference works. A school superintendent can, by visiting the school library on an average working day, judge to a fairly accurate degree the character of the work of the high school. Bernerd C. Steiner, Librarian Enoch Pratt Free Library, Baltimore, told at the Oakland meeting of the National Education Association of the various ways by which that library makes its volumes attractive to those whom it wishes to serve. Thus in one part of the building are two windows close to the sidewalk. Upon glass cases in these windows are placed collections of books upon topics to which it is desired to call the attention of people, and these are changed every week or so. At one time the librarian sent to each of the four hundred master plumbers in the city a list of the titles of books on plumbing contained in the library. Often a post card is sent to a reader giving a list of books upon a subject in which this person is known to be interested. The speaker mentioned many other little devices the use of which by
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this library tend to prove that even to those accustomed to using a library, appeals must be made to hold their interest.
The high school teaeher should recognize this fact first of all, and use every means of arousing interest in the library. She should follow it up by requiring a certain amount of reference work. The pupil should not be encouraged or even allowed to do a great amount of indiscriminate reading on any topic. Rather he should have clearly in mind the exact assignment, and he should be held for definite results. A lecturer on Physics in Yale once said to his class, **I shall have failed in my teaching, if you will not remember how to find out for yourselves again the facts which you have learned here." This statement illustrates the power which should be acquired by the high school student, if he has been taught how to use properly the high school library.
It is essential also that the student learn to collate and express the results of liis reading. To read widely without learning to express concisely the information gained by research is little better than not reading at all. Hence the pupil should not be sent to the library until he knows exactly what is expected of him. In the classroom he should be held for a complete report on every topic assigned to him for collateral reading. Where the teacher simply gives the references without the ** follow up" work, the pupils soon lose interest in outside reading, and decide for themselves that it is a waste of time. As a rule only those pupils make intelligent use of the library who know that they are to be held strictly for definite results. Interest again plays its part, for at no other age do boys and girls enjoy so much telling of what they have learned from their reading.
One other caution is. necessary. If the reference library is to be effective, it must be kept in working order. It should be properly catalogued according to the rules sent out by the state library. Wherever it is possible, there should be a teacher in the high school who is a trained librarian, and who can devote to the library part or all of the day according to the size of the school. The librarian is needed to teach the students how to find the books from the catalogue, and the references from the index. After these details have been mastered, the librarian can make a small library serve a large number of pupils by doing the dfitail work for them. For example, if a pupil is studying the Punic Wars and his assignment is on the character and civilization of the Carthaginian people, the librarian should furnish him with the best reference works on hand with book marks indicating the pages where this subject is discussed. The energy of tne pupil would tliUvS be devoted entirely to the securing of authoritative material for his next day's recitation. His attention will not be dissipated by seeing other attractive matter in the reference works. He will complete his task in a much less time than if he had searched out the references for him- self, and the books will be available for other students.
Our standardization plan has received favorable notice from the United States Commissioner of Education in his annual report : it, has
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attracted the attention of the Eastern Universities interested in the problems of secondary education, especially in those universities that have organized Departments of Education ; and the plan is now being studied by the National Education Association Committee on Secondary Education appointed at the New York meeting. We have it in our power to make the high schools of Oregon the most efficient in this country, but no advance can be made unless the teachers use to the very best and most economical advantage all of the equipment, in- cluding the dictionaries, the encyclopedias, and the reference works found in the high school libraries.
Grade Teacher*' Associations
By VIOLA OBTSCHTLD, President of Portland Orade Teachers' Association
For years the one great organization of educators of the United States has had a loosely knit membership of perhaps fifteen to twenty thousand, chiefly women classroom teachers whose half-hearted interest might be attributed to the fact that their chief privileges and duties were to furnish the audiences and to pay the dues which supported this organization.
Within the short space of four years another national organization of educators, also composed largely of women classroom teachers, has attained a membership of at least twenty-five thousand, vitally in- terested, closely organized, and bound by ties that can at need be greatly strengthened.
The cause of the latter remarkable showing has been evident to some, at least, of those who stand highest in the educational world of America. On the lecture platform and in the public press they have advocated organizations of the elementary teachers. A large number of local teachers' organizations have sprung up in the last decade. It was the combination of the classroom teachers' associations of the United States that formed the League of Teachers' Associations with its thousands of members.
Organizations of classroom teachers have increased so remarkably for several reasons. There has been an ill-concealed unrest among the rank and file of teachers, a long-standing dissatisfaction with the part ' assigned to them in school systems and state associations. They who are so largely responsible for the ideals and educational progress of the mass of the American people have been entirely ignored when educa- tional policies were being formulated. They have had to struggle to do their best work for their pupils and the community against all sorts of adverse conditions. Their rewards have been few. Their wages have often been less than those paid to unskilled labor.
But, classroom teachers are no longer content to remain in the cloistered school room. They are rapidly taking a new attitude toward their work and toward their co-workers. They are demanding for themselves conditions which will make it possible to render their services effective. There is still one American city in which, during 1915, ten teachers were paid $195 a year. What sjervices .can be ex-
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pected from a teacher who is worth only such a wage ? Does not every teacher in that city suffer because of the kind of work done by such poorly paid workers.
Realizing the harm of such a situation organizations of teachers are working for better conditions in their own communities. They are reaching out helping hands across the border lines of their own states to assist others in gaining some of the blessings they themselves are enjoying. ''Committees of Correspondence" are spreading the news of what some associations have accomplished to give inspiration to their less fortunate, co-workers.
What the individual teacher could not do, organization has done for her. No longer does a grade teacher who is a member of a teachers' association carry herself with a feeling of humility because of her work. She has risen fearlessly to ask for better salaries, tenure-of- office, an adequate pension when her services are no longer of value to her state. She is unashamed and unafraid because she knows the justice of the demand due to the kind of service she renders to the state. The results of the changed attitude of the classroom teacher toward her vocation, her co-woYkers, and the community, have been rather remarkable. Thousands of teachers are carrying on or directing teachers' activities. Perhaps it will be best understood what teachers are doing if some late reports from organizations in various parts of the United States. are given. No systematic arrangement of these rexwrts will be attempted. They will be tabulated in time to show just what the various organizations composing the League of Teachers' Associations are really doing for themselves and for others.
Prom Richmond, Virginia, comes this statement of the work accomplished by the Elementary Teachers' Association : ** We defeated two bills before the legislature to abolish the Teachers' Retirement Pond and increased the state's contribution $5000. We have ^ an Advisory Council which meets with the superintendent when need arises.
The Winona, Minn., teachers' organization has cultivated the edu- eational and social side of its work this year.
The Walla Walla Grade Teachers' Association is young, but it has discussed local questions and interested the general public in its organ- ization.
The Grade Teachers' Fellowship Society of East St. Louis has anncaneed its purposes in the following statement which appears on its letterhead, ''Organized to promote the interest of its members and the canse of education."
Then to keep faith with its promises the East St. Louis Associa- tion helped the cause of education as follows: **The laws of Illinois make no provision for the use of the interest on school funds held by the school treasurer. We agitated this question and the school treasurer paid into the school fund the past year interest amounting to $4400." Tmly these teachers aiie serving the ''cause of education.'*
The East St. Louis letter states further: "We hav^jx^p^i^e^^^he
16 OREGON TE3ACHERS MONTHLY
joy that comes from working with others. This combined effort has cultivated closer fellowship among teachers and created in the com- munity at large a deeper sense of the dignity of grade teachers and the interests they represent. '*
The Topeka, Kansas, Grade Teachers' Club reports as follows: **We have taken an active part in cultural and educational movements in the city. Our position in the community has been strengthened. We have promises of better remuneration dependent on legislative action.''
The Muncie, Indiana, teachers have a peculiar condition in their city and certainly need to organize strongly to remove the injustice- They have a day by day contract so that the school board refuses to pay their salaries on enforced holidays. These teachers have half-day sessions on Thanksgiving and Memorial Day in order to draw pay. In spite of this injustice the teachers of Muncie affiliated with the women's clubs in all community interests, and worked on the legis- lative, historical, and educational committees.
The Colorado teachers seem to be a wonderful set judging from what they have done. Th6 Royal Gorge National Teachers' Recreation Association has acquired forty-five acres at an approximate cost of $25,000. The project of establishing this home for aged, sick, and retired teachers promises to be a success. The Denver Association has secured advances in salaries. It has an advisory council. It is now working for tenure and a retirement fund. This association has also stood well in the community, working for civic betterment. At the meeting of the National Education Association in Oakland last year the eight delegates sent by the Denver Grade Teachers' Association laid definite plans to take back to Denver with them everything of educational interest or value they^could find. Thirty-one counties had representatives at the Oakland gathering. Forty-nine meetings and 500 lecturers were scheduled, but, nothing daunted, the Denver repre- sentatives scattred themselves far arid wide each day to gain what they wanted. The Denver Association was thus enabled to reap the benefit of the accumulated experiences of all its delegates. This is the sort of. thing teachers' associations can do for the individual teacher.
The Minneapolis Grade Teachers' Association carries a satisfac- tory hospital insurance for its members. It works on the local board of censorship of moving pictures. It has contributed $50 this summer to send one of its members to the Columbia Teachers' College in New York. By co-operation it has secured an Advisory Council and a Retirement Fund.
The St. Paul teachers have long had a strong, active teachers' organization which has accomplished striking results. The Advisory Council is authorized by the city charter. This council recently used its influence to have two worthless text books abolished and two good ones chosen. It co-operates with the school board for bettering the schools and is fearless in its denunciation of whatever is harmful to the children.
The St. Paul association has published a '* Bulletin" each month ; it
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has maintained a Library Service Committee which has co-operated in making the public library more useful to the schools ; it has donated $100 to be used for books and pictures destroyed by fire ; it donated funds for the municipal Christmas celebration ; it has donated $75 to assist a woman student.
The Tacoma, Washington Grade Teachers' Association has worked to establish a feeling of good fellowship among its members. In conjunction with other teachers' organizations of the city it has estab- lished a Teachers' Co-operative Insurance which assists teachers in case of iUness.
One association states frankly a situation that has also prevailed elsewhere: ** Previous to November all employes of the school board were eligible to membership in our organization. With such a personnel, however, the association stood for nothing and accomplished nothing. Accordingly, at the annual meeting in November we adopted a new constitution which limits membership to classroom teachers."
The Los Angeles City Teachers' Club has a membership of almost 1200. It maintains beautiful club rooms. It has a mountain cabin where teachers may enjoy week ends. It has defeated harmful legisla- tion and improved conditions by raising the maximum and minimum salaries.
The Boston and New York teachers' organizations have been too busy with their own problems to co-operate actively with organizations from other cities. Tie Erie, Pennsylvania, association has been work- ing along cultural and social lines. It is also using its influence for a pension fund and a satisfactory salary schedule.
The Wichita, Kansas, Grade Teachers' Club has had two aims this jear — to create an esprit de corps among its members, and to over- come the feeling that the grade teachers are antagonistic to principals and supervisors because they do not admit them to membership in the club. Both objects have been gained.
The Ottumwa, Iowa, correspondent says: ''Besides working for teachers' pensions and a benefit fund, we have been interested in and helped in every movement for the betterment of our city."
The South Bend, Indiana, Teachers' Federation reports as fol- lows: **The teachers' associations of our state organized this year and formed a state federation of teachers' clubs. We have a local and a state pension."
The Troy, New York, Teachers' Association reports as follows: "For years we have presented lecture courses of the highest intel- lectual type, the lectures being among the best which could be obtained. These lectures have always been supported by the social and cultured set among our citizens. Our association has helped largely in organizing and maintaining four play grounds, has helped parent-teacher associations, and assisted in all civic work in charge of women's clubs."
Perhaps it might be well to enumerate here some of the things
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acomplished by the Portland Grade Teachers' Association daring the four years of its existence.
It has been largely instrumental in securing the tenure-of-office law. It helped to establish the Teachers' Retirement Fund, now m active operation. It used its strong influence to assist the Federation of Women 'i^ Clubs of Oregon to secure much legislation beneficial to women and children. It has established a Fellowship Fund of its own from which teachers in urgent need may borrow on a low rate of interest. It has organized many classes and given lecture courses. It has assisted actively in civic affairs whenever called upon or needed. It has assisted yearly by a generous donation to the Scholarship Loan Fund of the Portland Women's Club.
The Association has contributed services and funds to local charit- able work; and has let its sympathies go to far countries in generous contributions to funds for the starving Jews and the persecuted Armenians, vlt contributed $50 to be used for the Third Oregon Infantry on the Mexican border.
It would not be fair to close this enumeration of the activities of teachers' associations (and I could continue indefinitely with the material I have on hand), without mentioning the work accomplished by the Chicago Teachers' Federation which is now being persecuted by the money power of that city. This organization by its own efforts, turned over $600,000 a year into the city's school fund. It caused millions of unpaid taxes to be restored to the city. The following is taken from an editorial in one of our largest Portland papers of July 30, 1916: **The Chicago teachers formed a real trade union some' years ago and went on to affiliate with the National Federation of Labor. They took up vital economic issues such as local taxes, teachers' wages, and tenure of position, and effected remarkable results. But finally the Chicago School Board, jealous of its petty prerogatives and egged on by big tax dodgers made war on the teachers' union. What the outcome will be is not yet certain. Teachers need a strong economic union as much as any other class of wage earners. The objection that it would be undignified is 'bunk.' It is a red herring drawn across the trail. In union is strength for teachers and countless benefits for pupils."
The above editorial, especially the last few words, should furnish teachers food for serious thought. Coming from the public press, it is at least significant.
In Medford, Oregon, during December of last year, the State Teachers' Association was re-organized. A constitution ''embodying the most modern ideas" was adopted.' This constitution provides for a representative council to transact the business of the State Association. In the article apportioning the representatives among the various educational interests and agencies of the state, appears this clause : ** A representative from each association of teachers having more than fifteen members and having at least three regular meetings each year."
This clause is the classroom teacher's opportunity. Organization
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is made easy, because it will be approved and supported by a great state association. California is a highly organized state. Strong local teachers' associations abound. California, has '^ initiated and secured more advanced educational legislation than any other state in the Union. This is what **The Sierra Educational News" of Cali- fornia has to say of the Oregon educational situation and the new State Teachers' Association : **If the teachers of Oregon use judgment and hang together through their new form of organization, they may accomplish much."
It will be admitted that more can be accomplished if there are many strong local associations to carry on the work initiated by the State Association. Organization is the trend of the times. The class- room teachers have the opportunity to take their full share in the work of the State Association. They can either march abreast of the times in the educational movements going on today, or they can remain isolated individuals doing only the narrowing work of the school room. It remains to be seen what the teachers of Oregon will do. They can see what other teachers have accomplished by their combined efforts in grade teachers' associations.
RX7RAL TEACHERS.
The best figures available, and, though wholly inadequate they are fairly significant, show that about one-fourth of the teachers in one-room schools are men, that about one-fifth of the whole number, men and women, are married, that two-thirds of the teachers try to hear more than twenty recitations a day, that only an infinitesimal per cent are provided a *'home" at public expense, that most teachers live in the district in which they teach, that the average country-teaching life of a teacher is forty-five school months, in an average of three different schools, that but one in twenty-five has had more than an elementary school education. — Journal of Education.
MY CREED.
I would be true, for there are those who trust me, I would be pure, for there are those who care ;
I would be strong, for there is much to suffer ; I would be brave, for there is much to dare.
I would be friend of all — the foe — the friendless ;
I would be giving, and forget the gift; I would be humble, for I know my weakness;
I would look up — and laugh — and love — and lift.
— H. A. Waters.
What thf best and wisost parent wants for his own child, that must the community want for all its children. Any other ideal for our school is unlovely; acted upon it destroys our democracy. — John
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Hygiene of the Mouth, Nose and Throat as Related to School Progress
By B. W. DEBUSK, Unlv^nity of Oregon
Education must take into account the whole man. And the whole man is built up on what he Is physiologic- ally. His education depends upon his ability to profit by the^ experience of society which the school brings to him. We are just beginning to real- ize that the inability of mahy to ac- quire the full benefit of the education offered them depends on the handi- capping influence of some physiolog- ical defect. A very interesting group of such defects is found in patholog- ical conditions of the mouth, nose and throat. The retardation caused by the eye and ear is due to the fact that mental processes which depend upon those organs for their stimula- tion can not function normally on account of the faulty impression. The conditions named above produce a general weakening of the higher mental processes through systemic poisoning.
It is said by a writer on hygiene • that a sound tooth is better for a child than a thousand dollars in the savings bank, a statement that is probably not an exaggeration when one considers the relation of de- fective teeth to the physical ills and to mental retardation of school chil- dren. There are in the United States over twenty million school children. It is estimated that from 50 to 90 per cent of these have de- fective teeth. Supt. Johnson studied 257 boys and 240 girls, varying in ages from 4 to 18 years, and 96.8 per cent had defective teeth. Nine boys and six girls had perfect teeth. Sixty-one per cent of 266,420 chil- dren in New York City had defective teeth. The teeth of 2677 Cleveland children revealed 15,061 cavities. Other studies in the United States and abroad confirm the above esti- mates. The estimate that 90 per cent of the school children have at least one decayed tooth is probably con- servative enough. Decay of the tooth begins on the outside and is of out- side agency. Bacteria attack the food particles left in the mouth and cling- ing to the teeth. The resulting acid breaks down the enamel, thus expos- ing the dentine and opening the way for the invasion of the interior of the tooth. The lime is dissolved out and
soft areas are left. The pulp be- comes infested, pus appears and the * tooth dies. With the appearance of bacteria through the root an abcess develops accompanied by fever. Of course there is marked individual difference in the resistance to the disease and the onset of decay de- pends upon the character of the enamel. This, at bottom, probably depends on the character of child feeding during the period of the for- mation of the tooth. Investigation shows a relation between the quality and kind of feeding of the child and the amount of dental caries. Bottle fed children show a higher percent- age of defect than breast fed. Also the percentage of good teeth in- crease with the length of the period of breast feeding. Undoubtedly there is a causal relation between dental caries in children and the mal- nutrition resulting from improper feeding. The lack of lime and the action of acid forming bacteria work together for the production of the disease.
. There is a close relation between this and other diseases found among school children. Among the first is the onset of indigestion re- sulting from poor mastication. The child tendfe to protect the sensitive tooth. In the wake of the indiges- tion comes constipation, auto-intoxi- cation and head-ache. In an ad- vanced ^tage of tooth decay one must reckon with the effect of pus. It is yet an open question of the ef- fect of pus when taken Into the di- gestive tract. But when absorbed In- to the blood many toxic effects re- sult. Among other effects one finds the enlargement of the glands, ear- ache, and defect of hearing. Prob- ably 50 per cent of the cases of de- fective hearing among school chil~ dren are cases for the dentist. Some forms of epilepsy and chorea may even be traced to defective teeth. There is also a relation between sound teeth and physiological age. Those who have good teeth are on the average a half year more ma- ture than those who have defective teeth.
That there would be a relation be- tween success in school work and
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sound teeth seems self evident. The work of the child is an expression oC its available energy, which in turn is largely a matter of digestion. Ayers found in New York a much larger percentage of defective teeth among dull children. Wallin showed a marked improvement in the quality of work to follow the proper care and treatment of the teeth of a class of retarded children in the Cleveland schools.
Not only the opportunity but the duty of the school is plain. Children should be taught the care of the teeth. The instruction must not stop short of habits of tooth cleanliness. The presentation of a tooth brush to the child may in the long run be worth more than the presentation of a free text-book. The school should also offer treatment. The prevalence of the disease shows that it is useless to expect the parent to deal adequately with the problem. The school dental clinic is the only sure means of securing the neces- sary treatment.
Health is protected against the in- Tasion of disease germs by the ton- sils. These while safeguarding the health when normal lose their pro- tective power when diseased and in tnm become the sources of infection through the harboring of disease germs. The normal tonsil appears as a small pink mass of lymphoid tis- sue. A slight enlargement is norm- al during the cutting of teeth but a permanent enlargement especially if irregular, containing crypts or white spots is distinctly abnormal. The most commonly listed effects of dis- eased tonsils are, beside the slight obstruction of breathing that may occur, heart and throat infections, diseases of the ear, chorea, tubercu- losis, enlargement and inflamation of the glands of the neck, and a gen- eral lowering of vitality and resist- ance to infection.
The adenoid is a third tonsil situ- ated in the naso-pharynx. When large, adenoids effectively close the nasal passage and force mouth breathing. Adenoids are occasional- ly found in infants and in adults. There is a tendency to disappear af- ter the age of puberty, but when al- lowed to disappear by absorption rather than by surgical means the results developed by the early neg- lect remain. The adenoid may be caused by a lymphatic diathesis, by
frequent colds, or exposure to condi- tions which are unhygienic. The most common symptoms are mouth breathing, the dull inquiring look, ir- regular teeth, the high arched palate, the nasal voice and occasional speech defect and the flat chest. Nutrition is impaired and growth may not be normal. There is a correlation be- tween tuberculosis and adenoids, since investigation shows a large per- centage to be infected with the germs of the disease. It is estimated that there are two million school children in the United States that are victims of this condition. Mentally the ade- noid child is characterized by lack of attention and memory. There is dif- ficulty not only of retention but of forming an idea of anything new. Mental processes show a slowness especially in turning from one sub- ject to another. All this is prob- ably due to impaired function of the brain. The adenoid may explain many a case of inattention, nervous- ness, irritability and misbehavior. The result of an operation is a quick restoration to the normal.
In the defective tooth, in the af- ter effects of tonsilitis, in catarrhal conditions of the upper nasal pass- ages involving the cavities of the bones ordinarily filled with air, one finds frequently buried pus pockets. The mouth and nasal passages are especially open to invasion by bac- teria of this type, so that during in- flammation of these passages it is surprising the number of pus pockets that can be found. Whenever these are present there is a certain amount of absorption and consequently sys- temic poison. For a long time there was thought to be a relation between rheumatism and tonsilitis. Later it was observed that many patients suf- fering, with rheumatism also had ul- cerated teeth or chronic supperation of the nasal passages or the passages opening Into the nose. When such abscesses were treated it was found that the rheumatism improved. It now seems that the buried pus cavitv is the prerequisite for the production of rheumatic poison, at least for a number of the varieties of that dis- ease. There can now be no question that the proper treatment of the af- ter effects of colds and tonsilitis and proper dental care would prevent a great deal of child rheumatism.
This group of pathological condi- tions, adenoids, dig^^^^^Ct^g^^j^d
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ORJSGON TBACBER9 MONTHLY
dental caries together with catarrhal conditions of the nose, colds, and acute tonsil! tls is responsible for mnch temporary mental retardation. The mental effect follows roughly Ribot's law that the last powers to unfold are the first to-be lost The
powers most affected are just those that the child needs most in adjust- ing himself to his environment If these conditions persist for a long time, growth is affected and the rate of physiological maturing slowed down so that a temporary retarda> tlon becomes a permanent one.
Reading in the Upper Elementary Grades
By 8ABSA OONKEB. Portlaad, Oreffoo.
Reading in the seventh and eighth grades is a subject which needs a chance to take its place in the sun. Every teacher will agreo that read- ing is the foundation of all culture, but in our crowded modern curri- culum it is the first subject to* go to the wall on a day of h?tress. Arith- metic and grammar and history must have full time or the pupils will not make passing marks, but reading does not count.
Arithmetic and grammar, how- ever, do not play as long nor as vital a part in the life of any indiv- idual as does a love of reading.
That is my text, a love of reading. By the time a boy or girl has reached the seventh grade the me- chanics of reading should be mas- tered and the most important thing for the teacher of reading in the last two grades to do is to make cer- tain that every pupil acquires the reading habit, a habit which will mean life-loitg pleasure and profit.
A study of isolated fragments of stories and poems from a reader will never give eighth grade boys and girls a love of reading. Anything in his reader which is interesting to him has been read by a normal child before the book has been a week in his possession. How then can he be interested in hearing mem- bers of his class mumble over a story he already knows by heart? Why should he be expected to enjoy look- ing up dictionary definitions of lists of words when he knows the meau- ing of the story?
But suppose he is asked to bring to class a book which he thinks is in- teresting and read a selection from it He will bring it and it may be a "pennythriller." Even so, he will not fail to be Interested when an- other boy reads to the class about Tom Sawyer's ingenuity in disposing of his Saturday's chore of white-
washing, and he will want to read all he can find about Tom and his chum, Huck Finn. It will not re- quire much discussion of Treasure Island to show that he finds it as full of thrills as any "thriller." Children know good books and like them when they have a chance, and are guided In their reading. It should be a regular class exercise to bring library books and read selections to the class. The ability to hold atten- tion and arouse interest should be the test of the reading.
Every seventh and eighth grade pupil should be required to read at least one good book every month as a part of the regular course in read- ing. It may be hard to find books that will interest some of the slow pupils who have found the mechanics of reading so hard to master that they have an active dislike for read- ing. By carefully choosing for them simple and very interesting short books even these pupils will in six months acquire some facility m silent reading. By giving them fre- quent "tastes" of interesting books they learn to like reading and form the reading habit.
A well selected class room library from which each child may be helped to find something suited to him, will be a great help in getting children to form the habit of regular reading. In a very short time the general ten- dency will be to read a book a week rather than one a month. They should be encouraged to reread good books. One Chinese boy in the sixth grade was observed to read and re- read the five volumes of Howard Pyles King Arthur series. He thor- oughly saturated himself with the at- mosphere of that wonderful court for a period of five months. That isn't a bad way for anyone to studyi a period.
Besides forming the habit of gen
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eral reading pupils in these grades should learn to know and love litera- tare* Most of the selections from lit- erature should be read to them for few pupils in these grades are ca- pable of appreciative reading. Af- ter the reading the selections should Xte discussed and commented upon. When the bit of literature is a poem it should be memorized, not to be recited once and dropped, but to be given again and again for the pleasure to be derived from giving it and hearing it. Children love poet- ry and they memorize so easily that their minds should be stored with these bits of literature. Upper grade pupils sometimes seem from disuse to have lost some of this facility, but the giving of memory gems is such valuable training in the use of the voice in enunciation and inter- pretation that the rather self-con- scious older boy and girl i^hould be taught to do it. They need the dis- cipline of it more than the primary pupil does.
Another element of reading which has been largely lost to the upper grades is dramatization. Somewhere in the middle grades as the child has become self-conscious and less imaginative and the teacher crowd- ed for time this use of the child's love of play-acting has been dropped. It is so valuable as a ' meatus of gaining force and vividness in read- ing, as a means of interpretation of literature, as self-expression, that it should be used a great deal in the seventh and eighth grades. Stories and bits of literature and historical incidents should be turned into little plays. They are not too old to en- joy giving the fairy stories and folk-lore. Julius Caesar and the Merchant of Venice are not beyond their powers of appreciation. And how they love it!
A class of seventh grade girls spent weeks of their English time in preparing a play from the Jungle stories. Then they drilled a class of third grade pupils in the parts and presented the play to the other class- es, taking throughout the keenest interest though they themselves were not the actors.
A group of eight grade boys wrote ft play from the Three Musketeers. They made swords and drilled thor- oughly in fencing, then stage-man- aged their play and presented it to another class.
These seventh and eighth grade classes gave in five months 21 little plays, selecting the plays, managing them and presenting them entirely by themselves. These were all given after school. If they love this work enough to give their play time to it, it is certainly vital enough to them to be valuable as an aid in teaching of reading.
If the upper grammar grade pupils can be taught to love reading and form the reading habit, to love liter- ature and Interpret it appreciatively, to express themselves through their reading work, then this will be a stimulating and vital subject and perhaps It will come to be regarded as a major subject.
No school board should think of having school open until the school house has been thoroughly cleaned and aired, and all the weeds cut and cleared away from the school grounds. The schoolhouse and the grounds should present a neat, at- tractive and inviting appearance to the teacher and the pupils when the school opens. — 'Exchange.
A cheerful temper, joined ^^itb in- nocence, will make beauty attractive, knowledge delightful, and wit good- natured. It will lighten sickness, poverty and affliction; convert ignorance into an amiable simplicity, and render deformity itself agree- able.— Addison.
Aim at perfection In everything, though in most things it is unat- tainable; however, they who aim at it, and persevere, will come much nearer to it than those whose lazi- ness and despondency make them give it up as unattainable. — Chester- field.
The human soul is the sun which diffuses light on every side, invest- ing creation with its lovely hues, and calling forth the poetic element that lies hidden in every existing thing. — Mazzini.
Mirth is God's medicine. A man without mirth is like a wagon with- out springs, in which one is caused disagreeably to jolt by every pebble over which it runs. — Beecher.
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OREGON TKACHER8 MOBTTHLY
Oregon Govermental Affairs
Bjr BOBEBT OABLTON OLABK, Buffeno, Oregon
Supreme Court and Grammar.
Judicial decisions are constantly furnishing examples of the horrifying results of "careless and negligent" speech. The teacher seeking an apt illustration to point a moral and adorn a tale as well as to prod the lagging energies of the pupil who fails to see the value of learning hab- its of correct expression will find de- light in a recent decision of our state supreme court. The illusive "com- ma", the "dot" over the "i", the cross of the **t", the omission of the inof- fensive article "the", all these have brought disaster upon the unwary man who has sought his day in court.* Teachers who take care to make a collection of all these horrible ex- amples ought to have no difficulty in arousing an interest in the usually dry subject of grammar among her prospective lawyer pupils. Or is grammar any longer a subject of study in our public schools? Any way one or more Oregon lawyers must repent bitterly their failure to apply themselves more dilligently to the subject since by using "and" in- stead of '*or*' they lost their case and failed to secure manifest justice to their client. And this is how it all happened.
A Portland policeman was run over by a truck belonging to a manufac- turing company and killed. Against this company his widow brought suit for damages. The company in its answer to the complaint charged that the deceased had been negligent of his safety. In answering this charge the lawyers for the plaintiff entered a denial that the deceased had *'care- lessly and negligently stepped back directly in the path of the moving wheels of the truck, and that he care- lessly and negligently failed to look out for himself and turned his back upon the truck." In this form the supreme court holds that their is no denial of the act itself but only of the manner in which he failed to look af- ter his safety. In other words, there was failure to deny that the deceased policeman stepped back in front of the truck or that he failed to look out for himself and turned his back upon the truck. There was merely denial that these things were done careless- ly and negligently. If the conjunction *'or" had been used instead of "and" the denial would then have been com-
plete. The circuit court had given a decision favorable to the widow. The supreme court reverses this decision and thus what seems a trifling error causes her to lose all compensation for her loss.
Congress Acts on Land Grant.
Congress has passed a law provid- ing for the survey and sale of the an- sold portions of the Oregon and Cali- fornia railway land grant. The secre- tary of the interior is authorized to classify the grant into power-site lands, timber lands (not less than 300,000 feet*to 40 acres), and agri- cultural lands. Timber off lands will be sold by competitive bidding and after removal of the timber the land will be classed as agricultural. It is estimated that l,000,fi00 acres will come under agricultural classifica- tion. Entrants may take up 160-acre homesteads, for which they must pay the government $2.50 an acre, 50 cents an acre at time of entry and balance when they obtain patents. Persons who have resided on the land since December 1, 1913 and have improved it for agricultural pur- poses, shall have preferred right to it. Back taxes unpaid will be paid by the government. Such moneys as remain from the sale of the grant af- ter paying the railroad $2.50 per acre for the land and the unpaid taxes on it is to be divided, 25 per cent for the irreducible state school fund, 25 per cent to the counties in which land is located for schools, roads, etc., 40 per cent to the federal reclamation fund, 10 per cent to general fund of the government.
Initiative Measures.
On July 6, the last day for filing initiative petitions, eight measures had been submitted to the secretary of state with the requisite number of signatures. This year more than 20,- 000 names were necessary to validate a petition. With three constitutional amendments submitted by the legis- lative assembly, the voter will be asked to make a decision in Novem- ber on only eleven proposals. These measures, if enacted by majority vote of the men and women who take the trouble to vote yes or no on them. will prohibit compulsory vaccination and medical treatment, limit the tax- ing power of all taxing authorities, repeal and abolish the Sunday closing:
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law, permit the manufacture of beer in Oregon, prohibit importation of liquor for beverage purposes, estab- lish a state normal school at Pendle- ton, provide for a form of single tax, and establish a system of rural cred- its. These measures will be described and discussed later.
Candidates' Expenses in Primary Blections.
[ The expenses of all candidates for I state and national nominations at the I May election amounted to something ' near 160,000. The Republican candi- dates were 75 per cent of the whole number and expended 96 per cent of the total sum. The candidate may not expend for himself in excess of 10 per cent of the first year's salary. He is, however, permitted to* expend as I much as $100 and space paid for in I the state campaign pamphlet does not count against the maximums. A can- didate's friends, however, are not limited in their expenditures in his
behalf. The successful Republican candidate for president was not obliged to spend one cent to secure the nomination from Oregon while it cost the two unsuccessful candiates some $6,000 each. Expenditures vary- ing from 10 cents to $7,000 were re- ported in statements filed with the secretary of state. This latest pri- mary'election, like its predecessors, seems unnecessary for state offices. It is expensive both for the state and for individual candidates. Not many more than half the qualified voters took the trouble to vote. A single election in November giving the voter an opportunity to exercise twu or more choices as between the several candidates for all offices would se- cure practically the same result now obtained by two expensive elections. There is no good reason for attach- ing national party names to state can- didates but even this might be done and a single election would still be enough.
Rural School Department
Edited by MBS. M. L. FULKEB80N, Sfttom, Orogon
To the rural teachers of Oregon we extend our best wishes for a happy, successful school year. This, the first number of the new Oregon Teachers Monthly, comes to you heralding a new department which is to be de- voted solely to the rural school in- terests. We hope to make it a suc- cess but whether we do or not de- pends upon the assistance you give us. We want to make this magazine the best official state paper in ex- istence. We want your co-operailon. May we depend upon every rural teacher in Oregon to do his or her part? If so, success is assured. If not, the attempt will end is disastrous failure.
Here are a few of the things we want you to tell us: Have you worked out some plan in your school that might help other teachers? Do you know of a teacher who is doing some- thing in her school or community that is especially interesting? Is there some subject that you would like to have discussed in this department? In what way can we help you most? This is your department. Please con- sider it so and everybody boost for the state magazine.
All communications for this de- partment, in order to receive prompt attention, should be in by the fifth of the month previous to publication.
Send directly to the department edit- or, Mrs. M. L. Fulkerson, R. F. D. 4, Salem, Oregon.
Teachers Exchange.
If you or your pupils would like to correspond with a school in another locality, send us your address and state your preference for location of correspondent and we will publish it in a Teachers Exchange column.
Public School Compositions.
We should like to continue the public school compositions and in or- der to stimulate interest we will se- lect from those sent us each month, the best one written by a boy and the best one written by a girl and publish them in this department. The names of the winners will be placed on the Composition Honor Roll which will be printed in each issue throughout the year. Compositions should not exceed 300 words and must be in the hands of the editor of this depart- ment by the first of the month pre- vious to publication.
Hot Lunches in the Rural School.
Ten or even five years ago, if any one had suggested that something hot be prepared and served to the chil- dren who brought.,. th|i^l^f^ to
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school, the person making the sug- gestion would have received but scant attention. If he were not openly ridi- culed. Yet today the hot lunch Is an established Institution In a great many schools where It Is proving Its right to exist by increasing the ef- ficiency of the pupils and teachers.
Do you belong to the ranks of the skeptics who are yet to be converted to the practice? If so you are prob- ably asking the question, "How can the serving of a hot lunch in a rural school be justified when the teacher is already overworked?" There are a great many argum^ts for hot lunches among which are the follow- ing, which perhaps will serve to answer the above question:
Something warm served with a cold lunch stimulates digestion by starting the flow of the digestive juices. This alone is worth while be- cause until food is digested it cannot be utilized by the body. When chil- dren have walked some distance through the cold and rain or snow they use a great deal of the heat and energy supplied by the food eaten at breakfast, which by the way is not always sufficient in quantity or nu- triment to carry the child through to noon. Therefore by 12 o'clock he needs the new supply greatly, and the sooner it is available for body building and the furnishing of heat and energy, the sooner the child is ready for work again.
Hot food insures slow eating be- cause it is impossible to bolt it down. This gives opportunity for thorough mastication which in turn assists di- gestion.
It is more convenient to serve hot cocoa or soup to the children while they are sitting at their desks. This keeps them together which creates sociability and gives an opportunity to teach, by example at least, some of the rudiments of table manners.
Having to display the contents of the lunch pail tends to bring a better lunch. This does not mean a more expensive or elaborate one but a cleaner, neater, better packed one. Many teachers can testify to the need for such an improvement.
The preparation of the food gives opportunity to teach some much needed lessons in simple cookery and cleanliness. This work can all be done by the girls and does not add to the teacher's work at all.
These are only a few of the argu- ments along this line but should be sufficient to convince anyone that at
least it would be well to try serving something hot a few times.
One of the first problems the teach- er will have to meet after deciding to try the plan is the one of financing it. This has been accomplished in a num- ber of ways by different teachers to meet local needs. Some find it best to charge the children so much a week so that the materials can be purchased; others ask for volunteer donations and still others assign each pupil a certain day on which he is to suply the material for the hot dish for everyone in the school. Managed in this way, the child can bring something that is most convenient for the mother to send., unless the same food has been served too often already. Since every pupil derives the benefifr from the food furnished by the others, this method is quite fair to all. In some school districts there are sufficient school funds to allow the teacher enough money to buy all the materials and in at least one school in the state, a woman was hired to come early and prepare the food. In this case the children were charged enough to cover the cost of the materials.
Of course a rural teacher has too much to do to spend any time cooking for even the hungriest of children but there are always girls who are will- ing to do the work and even the boys can be taught to help. Two girls can be assigned to work to- gether in preparing the food. On the day on which they are to serve they can prepare the food at the morning recess, putting the soup or tocoa on to cook in the double boiler. (This can be improvised by placing the pan to be used inside of one a little larger. The larger kettle is to contain water to prevent the food from scorching. At noon these same girls can be dismissed five minutes earlier than the rest of the pupils in order to get everything ready. Two other pupils should pass the bowls or cups and spoons and paper napkins, and at 12 the rest of the children can pass out quietly and bring In their lunch. Each child should have two paper napkins, one to use as a tablecloth and the other as a napkin. Then each child should set his own cover neatly and correctly. It takes some time to describe this but the actual work can be accomplished in a very short time. One difficulty which many teachers have to meet is the lack of cooking utensils. It is really surprising how few articles are really essential after all. One double boiler or Its equlva-
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lent, which is large enough to con- tain sufficient food to serve everyone, a knife, large spoon, teaspoon, meas- uring cup, and a dish pan, and a few dish towels are the essentials. Any teacher who can secure funds for more than this can also find other things that would be useful.
The Oregon Agricultural College has published a bulletin on this sub- ject which gives many more details and also gives recipes. Anyone de- siring a copy of this bulletin may have it free of charge by writing to j the extension service for bulletin No. ' 222, School Lunches. — Helen Cow- ' gill, Assistant State Leader Club Work, Corvallis, Oregon.
For the Basket Lunch.
The following suggested menus for the school lunch basket give the child,, as nearly as is practicable in such a meal, the proper proportions of the different classes of foods:
1. Sandwiches with sliced tender meat for filling; baked apples, cook- ies or a few lumps of sugar.
2. Slices of meat loaf or bean loaf; bread-and-butter sandwiches; stewed fmit; small frosted cake.
3. Crisp rolls, hollowed out and filled with chopped meat or fish, moistened and seasoned, or mixed
I with salad dressing; orange, apple, a .
i mixture of sliced fruits, or berries; cake.
! 4. Lettuce or celery sandwiches;
I cnp custard; jelly sandwiches.
I 5. Cottage cheese and chopped green-pepper aandwiches, or a pot of cream cheese with bread-and-butter
I sandwiches; peanut sandwiches; fruit
! and cake.
; 6. Hard-boiled eggs; crisp baking- powder biscuits; celery or radishes; brown-sugar or maplesugar sand- wiches.
7. Bottle of milk; thin corn bread and butter; dates; apple.
8. Raisin or nut bread with but- ter; cheese; orange; maple sugar.
9. Baked bean and lettuce sand- wiches; apple sauce; sweet chocolate. —School News.
Hie Rural Home and the Farm Woman.
The rural home has much to do with the condition of the rural Khool. The rural educational prob- lem is wrapped up with the rural home and community problem.
The needs of the rural home have
been overlooked and the farm wom- an has been forgotten in all of the progressive movements for rural bet- terment until comparatively recent years.
The farm home is the beginning and the end of every day's work. It differs from the town home in this respect. The farm home is an essen- tial part of the farm business. If the farm home and the farm woman are not what they should be, the farm business cannot be what it should be.
If the farm woman's health and strength are conserved by the time- saving and labor-lightening conveni- ences and she is given the requisite time and training, she can make life in the rural home interesting, whole- some and satisfying, as indeed she has done already in so many in- stances. She could do much to pro- mote the health, happiness and men- tal and spiritual well-being of her family, to enrich country life and make it attractive, and thus to free us from farm tenancy, one of the greatest obstacles of the day to farm progress. The country has many natural advantages over the city for making home life what it should be. and it only remains for these advan- tages to be made the most of.
The work is of such magnitude and importance that it can be done thor- oughly and satisfactorily on)/ through national agencies and I earnestly hope President Wilson will appoint a national commission to study the problem of the farm home and the farm woman as he has been asked to do by those having this mat ter very much at* heart.
It is not sufficient to give the farn^ woman all of the conveniences of a model home. Country life must be made socially satisfying.
In order for country life to be financially and socially satisfying the people must have education and own their homes, and must co-operate with each other in rural community activities and must have rural com- munity organization for the promo- tion and support of an educational, rellgiouE, social, business and intel- lectual community life. Some are of the opinion that the whole rural problem is "practicaly the problem of the country school.'' The country school, which is to improve agricul- tural conditions and keep good citi- zens on the farm and make good cit- izens on the farm, must relate its work to the community life of the people served by it, must edii^atQihe
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children for country life instead of away from it, and must relate univer- sal elements of education to the coun- try community needs, must train the children for their future work in the home, on the farm and in the social life around them, must be a "com- munity center of education, instruct- ing both children and adults in terms of country life and pointing the way to community prosperity and wel- fare." must concern itself with the business and social life of the people, promoting helpful and profitable co- operation and neighborliness. It can- not neglect the health, the recreation nor the social ideals of the people.
Of greater importance than the question of the "high cost of living" is that of the "high cost of wasting," but of greater importance than both of these is that of the ''high cost of ignorance." One of the best reme- dies for the poor home is the teacning of home economics in all of its phases.
Of all the agencies, the neighbor- hood teacher with agricultural and home economic training and the right spirit of civic service ought to be the most effective. I rejoice that two- thirds at least of our normal schools are contributing effectively to the so- lution of this farm woman and rural life problem by giving their students training in home economics.
The home economics extension work of normal schools and colleges for rural communities is producing gratifying results. The Smith-Lever bill offers great promise for the de- velopment of home betterment work for the country. The Rural Credits Act recently passed by congress w.111 do much to better rural conditions and rural homes. On the whole, I think the outlook or the betterment of rural life conditions is full of hope. Our people are waking up to the vital importance of the rural problem to the welfare of the whole country, as never before in our history, and are girding themselves for a great intelli- gent and united effort to give help where it is most needed. I think we can thank God' and take courage. — David B. Johnson in Journal of Edu- cation.
Alphabetic Gem Game.
Being requested by several, who have heard of my "Alphabetic Gem Game," I gladly submit it to the read- ers of the Oregon Teachers Monthly hoping it will be of assistance to others.
I began by writing with colored crayon the first gem, preceeded by a bold capital A upon the front board and asked the pupils how many wpuld be able to recite it at roll call next morning. Needless to say they all had it by the time mentioned. I then put the second, B, on the board and told them we were going to play part of a game at roll call three times each week and it would possibly take several weeks to win the game, but if they would recall the story of "The Hare and the Tortoise," they could see the value of stick-to-it-ivenei^s and as a reward the two best players would be rewarded with a prize when the final part was played.
When the gems were nearly all learned I asked them how we would decide who were the winners. By a vote they chose the primary teacher to be judge at the contest which we held on a Friday p. m. after recess, the time usually devoted to literary work. The judge considered three points: (1) Correct reproduction, (2) good articulation, (3) declama- tion.
It is surprising to note the interest caused by this contest. There were over 75 per cent that knew them all and I hear the gems referred to aU most dally. The following are the gems used:
(A) An ounce of pluck is worth a pound of luck.
(B) Be a man among men, for your mother's sake.
(C) Conquer your bad habits just as you would conquer a hard prob- lem in arithmetic; one exercise is as good as the other to educate you.
(D) Do what conscience says is right; do what reason says is best; do with willing mind and heart; do your duty and be blest.
(E) Ever learn to live well that thou mayest die so too; to live and die is all we have to do.
(F) Friendship is the cement which really combines mankind.
(G) God is our Creator, our Fath- er and Benefactor, and is such a Cre- ator, Father and Benefactor as de- serves our highest love.
(H) Hasty tempers break good resolutions.
(I) I would rather be right than president of the United States.
(J) Join hands with no one fvho does not love his country and his fellowman. / ^^^i.
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(K) Keep your pennies and you will Qever want for dollars.
(L) Love will beget love; a wish to be at peace will keep you in peace; jou can overcome evil with good; there is no other way.
(M) Make no promise you cannot keep.
(N) Never strive with your super- iors in argument, but submit your jadgment with modesty.
(0) Object to being led into doing what you know to be wrong.
(P) Profanity never made a gen- tleman and has ruined thousands.
(Q) Quarrels are like eggs; they grow worse with age.
(R) Refuse to do a mean action be it ever so small.
(S) Sympathy makes stronger friends than gold, silver, or flattery.
(T) The greatest monument of civilization is the home.
(U) Understand yourself and you will better understand others.
(V) Very poor are they that have no patience; no wound did ever heal bnt by degrees.
(W) Whatsoever thy hand findeth to do, do it with-all your might.
(Y) Yield not to the flattery of one whom you have a reasoii to sus- pect.
rZ) Zeal, rightly applied, will make a companion worth knowing. — Floyd D. Moore, Principal of School at Sylvan. Oregon.
Selections for Memorizing.
The following are selections for memorizing prescribed by the Oregon State Course of Study, and are for first, second, third, fourth and fifth grades in the order given:
O D«MdeUon Yellow A» Gold.
0 dandelion, yellow as gold, What do you do all day?
1 juat wait here In the tall grreen grass Till the cWldren come to play.
0 dandelion, yellow as gold,
, What do you do all night?
1 wait and wait till the cool dews fall And my hair grows long and white.
And what do you do when your hair is white. And the children come to play? They take me up in their dimpled hands And blow my hair away.
— Anonymous.
A Owteli Lsllaby.
Wynken, Blynken, and Nod one night
Sailed off in a wooden shoe — Sailed on a river of misty light
Into a sea of dew. "Where are you going and what do you wish?" .The old moon asked the three. "We have come to fish for the herring- fish That live in this beautiful sea; Nets of silver and gold have we." Said Wynken, Blynken, And Nod.
The old moon laughed and sang a song,
And they rocked in the wooden shoe,
And the wind that sped them all night
long
Ruffled the waves of dew;
The little stars were the herring-fish
That lived in the beautiful sea; "Now cast your nets wherever you wish But never afeared are we — " So cried the stars to the fishermen three,
Wynken, Blynken, And Nod.
All night long their nets they threw
For the fish in the twinkling foam, Then down from the sky came the wooden shoe. Bringing the fishermen home. 'Twas all so pretty a sail, it seemed
As if it could not be; And some folks thought 'twas a dream they'd dreamed Of sailing that beautiful sea. But I shall name you the fishermen three:
Wynken, Blynken, And Nod.
Wynken and Blynken are two little eyes, And Nod is a little head. And the wooden shoe that sailed the skies Is a wee one's trundle bed; So shut your eyes while mother bings
Of wonderful sights that be. And you shall see the beautiful things As you rock in the misty sea. Where the old shoe rocked the fisher- men three —
Wynken, BlynkeiT, And Nod.
— Eugene Field.
Wlahlns.
Ring-ting! I wish I were a primrose, A bright yellow primrose blowing in the spring! The stooping boughs above me, The wandering bee to love me, The fern and moss to creep across, And the elm tree for our king'.
Nay — stay! I wish I were an elm tree,
A great, lofty elm tree, with green
leaves gay!
The winds would set them dancing,
The sun and moonshine dance in,
The birds would hou.se among the
boughs, And sweetly sing.
O — no! I wish T were a robin, A robin or a little wren everywhere to go! Through forest, field, or garden. And ask no leave or pardon Till winter comes with icy thumbs. To ruffle up our wings! . ' .
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Well— tell! Where should I fly to. Where go to sleep in the dark wood or dell? Before a day was over, Home comes the rover, For mother's kiss — sweetest this Than any other thing:. ,
William Allingrham.
TKe Year's at the Spring.
The year's at the spring:. The day's at the morn; Morning's at seven- The hillside's dew pearled; The lark's on the wingr; The snail's on the thorn; God's in His heaven — All's right with the world!
— Robert Browning.
Old IroMsldes.
A3% tear her tattered ensign down!
Long has it waved on high, And many an eye has danced to see
That banner in the sky; Beneath it rung the battle shout.
And burst the cannon's roar; The meteor of the ocean air
Shall sweep the clouds no more.
Her deck, cnce red with heroe's blood.
Where knelt the vanquished foe. When winds were hurrying o're the flood. And waves were white below. No more shall feel the victor's tread.
Or know the conquered knee; The harpies of the shore shall pluck ' The eagle of the sea!
Oh, better that her shattered hulk
Should sink beneath the wave; Her thunders shook the mighty deep.
And there should be her grave; Nail to the mast her holy flag.
Set every threadbare sail. And give her to the god of storms.
The lightning and the gale!
— Oliver W. Holmes.
Oregon State Library
By COBNELIA MABVIK, Librarian, Oregon State Xiibrary
Librar>^ Literature of Interest.
"Aids in High School Teaching; Pictures and Objects," by J. C. Dana and Blanche Gardner, contains defin- ite information in regard to illus- tratice material for all the subjects in the high school curriculum — slides, postcards, photographs, etc., being one of the most helpful publi- cations recently received in our li- brary.
The High School Libraries number of the Wilson Bulletin will be of ser- vice to anyone who is trying to make a high school library more useful or to organize it more effectively.
Esther M. Davis, librarian of the Broklyn Training School for Teach- ers, and Agnes Cowie, children's li- brarian of Pratt Institute Free Li- brary, have issued a pamphlet ''Library aids for teachers and school librarians. '^ This gives titles of help- ful material for picture study, story- telling, and school literature in gen- eral.
The Wisconsin state superintend- ent has issued a pamphlet on **Les- sons on the use of the school library" which will be useful to anyone who is trying to teach children how to use books. The lessons are very definite and helpful, and contain excellent suggestions on the use of ordinary reference books, cyclopaedias, dic- tionaries, etc.
The National Council of Teachers of English have issued a report of the Commtitee on Home Reading, which gives a list of books which teachers
may recommend for home reading for high school pupils.
The Massachusetts Agricultural College has isued a leaflet recom- mending the following books for teachers who are to go out to lural schools. Any of these may be bor- rowed from the state library, as may the pamphlets mentioned above. They are: Benson & Betta, Agriculture; Bryan, Poems of Country Life; Bur- roughs, Songs of Nature; Carney, Country Life and the Country School; Cubberley, Rural Life and Educa- tion; Cutler and Stone, The Rural School; Curtis, Play and Recreation for the Open Country; Eggleston & Bruere, The Work of the Rural School; Field, The Corn Lady; Fiske, Challenge of the Country; Foght. The American Rural School; Kern, Among Country Schools; McKeever, Farm Boys and Girls; Meier, School and Home Gardens; Wray, Jean Mit- chell's school.
Cley^and Educational Survey.
The findings of this survey will be issued in a series of twenty-five books which will be bought by the sUte library. The titles of those already prepared are as follows: Health Work in the Public Schools, Child Accounting in the Public Schools. What the Schools Teach and Might Teach, Financing the Public Schools, Education Through Recreation, Edu- cational Extension, School Buildings and Equipment, Measuring the Work of the Public School. The publica- tions resulting from this survey are
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as important and useful as any recent educational literature.
New Books on Education.
The following titles, and notes, are taken from the Booklist prepared by the American Library Association. Any of the books may be borrowed from the Oregon State Library:
Bolenius, Teaching Literature in the Grammar Grades and High School, $1.25 net. "A work which is based on a broad conception and on thorough knowledge and experience. It presents literature in practical les- sons and yet does not deprive it of its power to please and inspire. It can be used by country as well as city teach- ers. References to sources are exact and there is a good index."
Bolenius, The Teaching of Oral English, $1 net. An interestingly written, wide awake text for teach- ers, unique in that it gives so many concrete examples from the author's personal experiences in developing an effective oral English program for the four high-school years. Discusses fundamental principles and gives sug- gestive exercises which may be adapt- ed for use in any ^ high school.
Dewey, Democracy and Education, 11.40 net. An introduction to the philosophy of education, which . en- deavors "to detect and state the ideas implied in a democratic society and to apply these ideas to the problems of the enterprise of education." '*A no- table contribution. . . The book is more than an educational treatise. The student, and especially the teach- er, of philosophy will find in it a much-needed statement of the writer's general philosophy, bringing together his views in education, psy- chology, theory of knowledge, ethics, and social theory."
Espey, Leaders of Girls, 75c net. In a simple manner the author pre- sents the characteristics of girls dur- ing the adolescent period^ mingling the facts of psychology with the wis- dom gained from her own wide ex- perience. Definite help is given on how to solve certain problems of in- dlTidual girls, and the more general problems of the club life, and activ- ities. Useful specially to inexper- ienced leaders of girls' clubs.
Graves, A Student's History of Education, $1.25 net. Not condensed from the author's History of Educa- tion in three volumes but rewritten from a new angle, with stress placed on institutions and practices, rather
than on theories, the whole designed to help the teacher understand the origin and significance of current practices. Devotes about a half of the book to the education of moderi times and emphasizes American con- ditions. Helpful features are the out- line at the beginning of each chapter and the list of books for supplemen- tary reading at the end.
New York Ethical Culture School; America the Wonderland; A Patri- otic Festival, 60c. Describes one of the Patriots' Day festivals, given by the Ethical Culture School, New York, as a part of its school work. Tells in some detail how the sixth and seventh grade children made but their plan, worked out the symbolism and the historic scenes, and prepared for the performance of the play. Gi^ob the text of the play and the music used for the interpretative dances.
Payne, The Child in Human Prog- ress, $2.60 net. A historical survey of the treatment accorded children among primitive people, ancient and modern, of the child's place in the domestic, social and economninc life of ancient society, in the Middle Ageis. under the factory system, up to and including the rise of the modern movement for child protection.
Sandwick, How to Study and What to Study. 60c net. The author be- lieves that the "coaching idea" should be applied to studies as it is to ath- letics. These informal talks to young students give general principles, tell why and how to study various high- school subjects, suggest reasons and requirements tor vocational subjects and some of the older professions.
Kraps* ManuaLs.
Owing to the fact that the price of paper has doubled, J. J. Kraps is compelled to add a few cents each to the price of his manuals. The price of the Students Edition will be 2*5 cents instead of 20 cents. Teachers manuals for one year paper will re- main at the same price, 35 cents, but those ^or five year papers will be 40 cents and for life papers 50 cents. These prices do not include cost of parcel post which is about 10 cents. These manuals will all be enlarged and brought up to and include the questions for the last June examina- tion, and will be found very useful in the daily work of the school
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OREGON TEACIUBRS MOBTTHLT
Hight School Teachers' Department
Edited by HOPSIM JBHXINfl, Portland, Oregon
Frlnting in the Public Schools.
The introduction of printing in the high schools curiculum has passed the experimental stage and may be classed as a fixture in Eastern cities, but Jtfferson High is the pioneer on the Pacific coast.
'I he correlation between the finj?- lish, Mathematics, Art and Printing departments in high schools is grat- ifying'; and has proved the worth of the latter wherever given a trial. In the English department the work of students electing printing, (for this should be an elective subject) has been, without exception, much im- proved. It is found greater emphasis can be paced upon errors if the stu- dent is compelled to personally cor- rect his mistakes (as he of necessity must do in printing). Like errors are seldom made, once they are cor- rected in cold type, and a poor spell- er soon becomes fair, and then good. In punctuation the student's knowl- edge is emphasized equally with spell- ing, while In the proper division of words printing fills a long-felt want, for even college graduates are woe- fully deficient here, that is, those who have not taken up Journalism or Printing. So it is with the four " tions" — punctuation, capitalization, syllabication and indentation (of poetry) the average student's grades are much improved "after-taking."
The subject develops the artistic ability of the student, and enables him to utilize his individuality, which other studies have possibly failed to bring out. The principles of drawing and design are also an issue, as is Mathematics. Wm. B. Kemprath, principal of the public school of print- ing, Buffalo, N. Y., says: "Typog- raphy is an exacting science; its very foundation stone is mathematics."
Superintendent J. P. Brouse of Somerset, Ky., says: "There are six principal values, as I see them, to be gained from the adoption of Printing in the school curriculum, namely: The training in that particular line as a trade or vocation; its value to the student as to his habits, neatness, exactness and initiative, correct use of punctuation marks and spelling, the interest the pupil takes in other school work, through the influence of Printing, design, and ideas of cost."
S. J. Vaughn, of the North Illinois State Normal, says: "Send me a
sleepy-headed, uninterested bad boy from the school, the stj-eet or the Jail, and I'll put him in the print shop half of each day with a little instruc- tion, and he will wake up, clean up and get busy. He'll at once become absorbed in this real man's work; his pride will grow with his skill and he'll learn more spelling, more arith- metic, more punctuation, more gram- mar, more patience and more man- hood In three months than in the previous three years, if not in all his previous life." These are the views of men who have tried the system and it has not been found wanting.
A few excerpts from the findings of a survey conducted by the Cincin- nati Chamber of Commerce are here given, that all may understand how business men consider the subject in the large Eastern cities. They follow:
"The public school has a legiti- mate function which it must perform. It is the duty of the shop to give ap- prentices full opportunity for that trade training and practical experi- ence which can be secured best in the shop, but to leave to the school supplementary training in technique, theory and citizenship. In other words the school should train for the industries, but not In the industries. This idea is concurred in by the of- ficial representatives of the United Typothea of America (employers' as- sociation) and by the committee on Industrial Education of the Ameri- can Federation of Labor.
"On the whole the printing indus- try offers good opportunity for the boy who wants to learn a trade and is adapted for his work. The work is generally healthful, employment reg- ular and income good.
"Employers in nearly every in- stance indicate the beginners lack in general intelligence and that they are deficient in reading, writing, gram- mar, punctuation, capitalization, arithmetic, etc.
"Apprentice instruction now con- sists of simply turning the boy over to the foreman or some other work- man, who does or does not instruct the boy, according to his inclinations or opportunity. The shop is failing : in its duty toward the beginner.
"There has appeared no worthy argument in favor of a trade school which is supposed to turn out skilled workmen.
"Printing in the public schools is
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highly desirable as manual-training work — but should always be consid- ered as manual- training work strictly and not in any sense the teaching of a trade.
"Schools in which printing is taught as a manual training subject should not commercialize their work.
"The teacher ol Printing should be selected from the trade and not from the schools."
Another feature may appeal to the school board, and that is the saving which may be effected by a printing plant. By arranging with the in- stmctor for an eight-hour, six-day schedule, working 12 months (that is, with vacation), it will be found that the plant will pay for itself, be- sidee giving students who show an aptitude a chance to learn much re- garding the trade which is usually neglected in the shop. These would, of course, eventually find their way into commercial plants, where credit will be given as to time served, ac-
cording to ability. A plant of this nature soon pays for itself. Only school work, however, is considered legitimate. If outside work is ac- cepted it will be to the detriment of the plant, for any attempt to intro- duce child labor with the idea of monetary gain for the school district will be taking profit from one of the nation's greatest industries and will not fail to excite righteous indigna- tion among the business interests. But the work for the district should keep the instructor busy.
Comparatively few students who study history become historians; so possibly few who take up Printing will follow the subject as a vocation, but all will leave school much better equipped to meet and master world conditions than those who do not take at least a few terms' work of this new addition to the school cur- riculum. — Ortley W. Athey, Instruct- or of Printing, Jefferson High School, Portland.
Grade Teachers' Department
Edited by VIOUl OBTSOHHJ), President of Portland Grade Teachera' AssociaUon
Elementary teachers and elementary teachers' associations are cordially invited to send news items of their activities which would be of interest or value to other teachers to this department of the The Oregon Teachers Monthly. Address Editor of Grade Teachers' Dei>art- ment, Room 300, Court House, Portland, Oregon.
The Department of the Interior has recently issued a "National Parks Portfolio" which contains beautiful- ly illustrated informational pamphlets of nine of the great "playgrounds" t)f the American people. These na- tional parks are: Glacier, Mt. Rain- ier, The Rocky Mountain, The Se- quoia, Yosemite, Yellowstone, Mesa Verde, Grand Canyon, and last but not least, our own wonderful Crater Lake. The portfolio does not seem to ^ designed for general distribution bat one may possibly be secured by writing to Oregon congressmen, or directly to the Department of the In- terior. Every child in our land should grow up with a knowledge of the beauty and grandeur which is his natural heritage by birthright. Valu- able lessons in appreciation and love of his country could be instilled into children through such teaching. « * *
The Parents' Educational Bureau, Room 551, Court House, Portland, ^ for distribution some helpful
pamphlets which will be sent free and post paid to teachers who may wish to use them in their school work. Among the publications which might be of value to teachers are the fol- lowing: "The Cigarette Smoking Boy," "Teaching the Boy to Save," "Teaching the Girl to Save." A leaflet issued by the Portland Dis- trict Dental Society contains much information which children should know. It will also be sent by the Bureau.
* * *
Bulletin, 1915, No. 47, a "Digest of State Laws Relating to Public Edu- cation," in force January 1, 1915, is a comprehensive publication of almost 1000 pages. It was issued by the Bureau of Education in 1916. Teach- ers and teachers' organizations will find a study of this bulletin of value to them if they wish to have an in- telligent idea of various phases of education throughout the United States as reflected in school laws. All betterment for teaching conditions must come from teachers^themselves.
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ORBGON TSACHBRS MOBTTHLY
A study of tenure laws and of teach- ers' retirement funds would put at the command of members of the teaching profession of Oregon a knowledge of the experiences and experiments of other states as a guide to aid them in legislation which may be enacted in the near future.
* * «
"The Elementary Teacher" Is the official organ of the League of Tea'chers' Associations. It is issued in Baltimore during the school year at a subscription price of 60 cents a year. The aims of this grade, teachers' organ are set forth in the following statement: "The Elemen- tary Teacher" is published to promote the welfare of the grade teachers; to cultivate a closer feeling of fellow- ship; to discuss fairly, freely, and truthfully all questions which may be of interest to teachers and to the community at large; and to use its influence and its columns to bring the general public to a realization of the value — educational, cultural, and moral — of the grade teacher to the community. The teacher is the
school."
* * *
During the summer of 1915, Miss Harriet Wood, of the Portland Li- brary, inaugurated a course of talks on children's literature. So enthusi- astic were the teachers who attended these talks that the course was re- peated during the following winter, and again this summer with an in- creased attendance, about twenty-five or more coming to each meeting. Be- ginning with the first Saturday in October the same course will be given in the School Department of the Portland Library at 10:30 o'clock. Teachers may attend one or all of the lectures as they find it convenient. The course is free and is especially designed for those who wish to know how to get their pupils to read good literature. During the past summer those who attended most regularly were: Miss Katherine Cahalln, Miss Olita Cooley, Miss Frances Dowd, Miss Josephine O'Leary, Miss Flor- ence Harris, Miss Lucile Hays, Miss Katherine Padden, Miss Charlotte Reed, Mrs. Lulu D. Scott, Miss Ethel Slusser, Miss Frances Smith, Miss Florence Smith, Miss Anna Sorensen, Miss Matie Train, Miss Teresa Bao- crich, Miss Elizabeth Fitz, Miss Ella Anderson, Miss Mary C. Coman of
California, and Mrs. C. F. Collier of 1 La Conde, Alberta.
* 0 ^
The School Department of the Portland Library takes the best mag- azines of value to teachers either for professional reading or for teaching. "The School and Society," a weekly publication, is in advance of its kind. "The National Geographic Magazine," for April, has colored illustrations of Indian life. It is especially interest- ing. The American Forestry Maga- zine has, in a late number, some fine pictures of the Columbia Highway. These publications and many others may be taken out for a month on a teacher's card.
« « «
Multnomah county teachers are urged to register in the School De- partment of the Portland Library im- mediately. Each teacher may select a library relating to the work of the school. This library will be sent to the school with the library for the home reading of the pupils, just as soon as the school opens. Teachers are asked to make a special effort to interest pupils in books and to keep an accurate record of books taken for home reading. Pictures and books may also be taken on teacher's card for one month or longer. A marked difference is noted in the same schools under different teach- ers. Some remarkable results have been achieved by several teachers. It is an acknowledged fact that the teacher who is a lover of books is the one who is interesting her pupils in good literature.
« « «
The Tacoma teachers have estab- lished a Tacoma Teachers' Co-oper- ative Insurance Fund. Any teacher in the corps may become a member on the payment of an annual premi- um of two dollars. The benefits are an allowance of |10 for each full week's absence caused by Illness of the member, or a payment of $60 to the estate of the teacher in case of death. Those co-operating are: The Tacoma Grade Teachers' Association, the Men Principals' Club, the Tacoma branch of the State Women's Edu- cational League, the High School teachers, and other teachers actively engaged in the instruction depart- ment of the Tacoma public schools. « « ^
On May 10, the teachers in the Washington, D. C. high schools or- ganized a union to be affiliated with the American Fe^eratiog lof Labor.. A
ORBGOir TBACHBRS MONTHLY
35
call was issued to 600 high school teachers. The reasons for organizing as follows: "Every class of people the union are enumerated in the call in the country Including capital, la- bor, and the professions have nation- wide orgianizations for their protec- tion and well being. Teachers alone remain in an unorganized condition."
• « *
In June Superintendent Alder- man, of the Portland schools, called together a number of the English teachers to discuss means by -which the teaching of correct usage of Eng- lish might become more effective. The outcome of the discussion led to the formation of a Grammar Club which decided to take up the intensive study of eliminating gfoss errors of lan- guage in the Portland schools. Miss Cartmell, of Shattuck school, was elected president, and Miss Elph Smith of Ladd school, secretary. The clnb selected ten of the grosser errors for its first efforts. A meeting will probably be called soon after the Portland schools re-open in the fall. All teachers interested are invited to become members.
• * •
The holidays of the Portland schools for the year are ten — three during the first term and seven dur- ing the second. They are: Novem- ber 30 and December 1, January 1, February 22, April 6 and 9, May 30, Jane 6, 7, 8. The week of Easter holidays is not allowed, but two days are given. Friday, April 6, and Mon- day, April 9. The Rose Festival days are given as regular liolidays instead, June 6, 7, 8.
« « «
Among the Portland teachers who attended the summer school of the University of Washington and dis- tinguished themselves in Journalism were Miss Jessie McGregor, Miss Lil- lian Porter (Brockton exchange teacher). Miss Bstelle J. Mclntyre, and Miss Winifred Hawley.
Miss Alicia Pearl Hornefr, Miss Anna Johnson, Miss Mathilda Ahrends, Miss Medora Whitfield, Miss Genevieve Ryan, and Miss EUyn Thelander were appointed by Miss Ortschiid, president of the Portland Grade Teachers* Association to rep- resent the Association at the conven- tion of the National League of Teach- ers* Associations held in New York City, July 3-7. Miss Anna Johnson discussed Portland's tenure law and ether legislation favorable to Ore-
gon teachers. Intense interest was displayed by the delegates from other states. Miss Ahrends gave a report of the activities of the Association during the past year. Miss Homer was chairman of the Portland dele- gates.
* « «
The Portland Grade Teachers* As- sociation will hold it regular meet- ings for 1916-1917 on the second Wednesday of the school month. The meetings are ^eld in Library Hall at half after four o'clock. The change of meeting day was voted at the last meeting in June. The constitution was thus amended because the last of the month, the teacher's busiest time, was inconvenient and because many of the holidays fell on those dates re- quiring several changes last year. The first meeting this fall will be Wed- nesday, September 13.
* ^ «
The Portland Grade Teachers* As- sociation offers to its members a large opportunity for usefulness and self-activity by accepting member- .ship on or co-operating with the As- sociation's commitees appointed to work for the betterment of the com- munity, the teaching profession or the welfare of themselves. These com- mittees are: Civic, Professional, So- cial, Legislative, Press, Program, Teachers* Affairs, League, "Bulletin," Headquarters, Relief, Out Door, School Garden, and Mailing. There have also been many special commit- tees which arranged classes in aes- thetic dancing, swimming, Spanish and other languages, design, etc. The work of the various committees will be resumed with the beginning of the school year on September 4th. The first meeting of the Association will be held Wednesday, Septem- ber 13.
« « *
The officers of the Portland Grade Teachers* Association for 1916-1917 are as follows: President, Miss Viola Ortschiid; Recording Secretary, Miss Lutie Cake; Corresponding Secretary, Miss Eugenia Morse; Treasurer, Mrs. Lucy D. Hoye; Vice-Presidents, First Grade, Mrs. Josephine Lisher, Second Grade, Mrs. Cora Fraine, Third Grade, Miss Anna Biesen, Fourth Grade, Miss Anne Cooley, Fifth Grade, Miss Madge Hill, Sixth Grade, Miss Anna Dudley, Seventh Grade, Miss Harriet Monroe, Eighth Grade. Miss Mary Fryer, Ninth Grade, Miss Winifred Dennis. The Associa- tion closed the yeaI;.^^v^\tl(J^3rf3gf^er-
36
ORSGON TEACHBRS MONTHIiY
ship of 629. Inquiries concerning the activities of the Association or sug- gestions for teachers who may desire to form an organization may be ad- dressed to Miss Morse, corresponding secretary at HoUaday School, Port- land.
Believe with all your heart that you will do what you were made to do. Never for an instant harbor a doubt of this. Drive it out of your mind if it seeks entrance. Entertain
only the friend thoughts or ideals of the thing you. are bound to achieve. Reject all thought enemies, all dis- couraging moods — everything which would even suggest failure or un- happlness. — Selected.
Please remember that the price of the Oregon Teachers Monthly is now $1.50 per year and this will include membership in the State Teachers' Association for either the eastern or western division.
Vocational Education Department
Edited by B. £. OHLOUPEE, Pendleton, Oregon
Field Notes.
McMinnville. — A course in concrete work will be offered this year. The manual training department takes care of all the repairs for the school district and has erected the play sheds and wood sheds. Mr. F. H. Buchanan has been re-elected.
Enterprise. — Enterprise offers work in carpentry and forging which is intended to be of immediate, prac- tical value on the farm.
Grants Pass. — Grade equipment is being contemplated as additional. Mr. H. H. WardTip will again have charge with the assistance of Mr. A. C. Archbold, a newly elected member of the teaching force.
Medford. — Additional equipment of tools and benches to the extent of $600 will be added. The manual training department last year turned out 500 bird houses and 25 rustic seats and benches for the Medford park. Mr. Otto Klum is again at the head of the department with the as- sistance of Mr. L. H. Blakely, a recent O. A. C. graduate.
Independence. — Mr. Theodore El- lestad has been re-elected and Is planning on putting in a cobbling course and forging. A circular saw may be installed.
Forest Grove. — Mr. Randolph Thomas has been re-elected teacher of manual training.
Pendleton. — A course in gas engines and gas tractors will be of- fered this fall. Mr. R. E. Chloupek will again head the department with the assistance of Mr. Clarence Tubbs (re-elected), who has charge of the
grade woodwork and the forging, and Mr. Virgil Fendall, a last year's O. A. C. graduate in the gas engine work. A short course for farmers is being planned in forging, car- pentry, concrete work and gas engine and gas tractor work.
Corvallis. — Mr. A. R. Nichols will again have charge of the manual training.
Wallowa. — Mr. J. C. Hall has been re-elected. Wallowa offers practical courses in carpentry, concrete work and plumbing that are hard to beat. Astoria. — Emphasis is being placed on the department doing all the re- pair work possible for the school dis- trict. Mr. E. M. Hussong has been re-elected.
Ashland. — New equipment consist- ing of bench and tool equipment will be installed for the Junior High school. A two year course in' car- pentry will be offered. Mr. Delmar Haman has been re-elected and Mr. Heidreich has been added to the faculty.
Baker. — Mr. B. E. Romig will again have charge of the department.
Albany. — Mr. E. A. Hudson and Mr. J. R. Hudson will have charge of the work in Albany.
Newport. — Mr. C. E. Freeland, who has been re-elected, will install the work in the Junior High school.
Manual Training As a Practical Subject.
At the recent N. E. A. meeting one of the topics that gained special attention was Manual Training as a Practical Subj^5;(jj(](l([J)Qt^uld seem
ORBOOPT TBACHBRS MONTHLY
37
that, to be a thoroughly practical subject, manual training must be closely allied with the interests of the community. We teachers of Ore- gon have practically the same prob- lems to consider in making up our eourse of study and that is. the giving of work which is directly ap- plicable to farm life. There is not a place in the state perhaps, outside of the city of Portland, which is not dependable on the agricultural inter- ests for its existence. Such being the case why not give the kind of manual training that has an immediate, prac- tical value on the. farm. It should mean the giving of carpentry, con- crete work, forging, gas engine work, work in leather, and a course in farm mechanics.
Prom reports from over 65 per rent of the schools in the state in iriiich manual training Is given the following figures are noted: Fifty per cent give nothing but Joinery, furniture work and mechanical draw- ing; the remaining 50 per cent offer, besides the above subjects, the fol- lowing— 21 per cent offer carpentry and concrete work, 17 per cent offer carpentry, 11 per cent offer carpen- try and forging, one-half per cent offer carpentry, concrete work, forg- ing and gas engine work.
Reports from the remaining schools would probably change these figures slightly but the big point re- mains that 50 per cent of the schools of the state do not offer the kind of manual training that their commun- ities require. We are as far behind the newer movements in manual training as we were, and still are for that matter, late in adding manual training to our course of study. The majority of schools are giving work I which consists of the making of fur- i Biture and small models, and nothing j hut that, to boys, many of whom must make their living on the farm. True, they are being offered hand- work which will do them a great amount of good but they are not be- ing offered that type of work which vlU do them the most amount of good, in that it would be directly applicable in their after life. It is the old theory of offering a subject to the pupil because it is good for them, regardless of the fact that something else might be offered vhieh would give them the same amount of training and at the same time have some practical value which ▼oald be of concrete use.
You ask why this state of affairs exists? The answer is this, either superintendents are not so thorough- ly in touch with what .constitutes real good, live manual training that they will demand that kind, or the manual training teachers are not equipped to teach the practical lines of work and will not take the steps to acquire that knowledge. Some will try to say that they cannot get the money needed to install such courses. Carpentry can be offered with the same equipment that is used for bench work; concrete work calls for a few shovels, a wheelbarrow and some floats; gas engine work for one or two types of engines which can be borrowed from the different implement dealers; forging does call for additional equipment but how many schools there are' that are con- templating additional wood working machinery when the call of the com- munity . is for agricultural forging. I have in mind a small town in Uma- tilla county that has a $450 universal saw table, no carpentry, no forging, no concrete work. The teacher is giving the farmer boys the gentle art of making small pieces of furni- ture and a few models and he is giving it in a community where 95 per cent of the boys will go back to the farm to earn their living.
Many of the schools that are offer- ing carpentry are offering it in a limited way. Why not make the practical courses the strongest courses and do away with the others entirely if there are not enough teachers to handle them? I do not wish to be placed in the position of saying that the teaching of cabinet making is useless. My point is that for this state with Its agricultural Interests, it is not the course which should receive the most attention as it is at the present time. Make an industrial survey of the community In which you are teaching manual training, find what the industries are, and where the boys go to take up their work, and then give them something that they can use, that will make them better wage earn- ers, and more competent leaders.
A city superintendent, not so very long ago, told me that his community was peculiar in that they wanted manual training for the educational value and did not care to have it placed on a practical commercial basis. Does manual training lose its
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ORKGON TBACHBRS MONTHLY
educational value when we teach It under as nearly the same conditions as we would find in the shop or on some job? Manual training is not a cultural subject and the day when it was given as a fad so that the pupil could do a little arts craft work Is long since gone by. If it Is not a live subject intimately connected with work that is done by working men and if it has not a practical value in dollars and cents I say it 1& missing the point that it should make. It should be some.. ' 'Ci for the eight dollar a week boy^, some- thing that will make the boy that goes to the farm worth more to the farmer and liimself. Will the boy that gets such training have less edu- cation than the boy who gets the arts crafts work?
Vocational Education.
As a corollary of the great ad- vancement that has been made in sloyd, manual training, pre-voca- tional work, vocational education, and industrial education, within the past 30 years, the educational lead- ers in the United States are con- fronted with the demand for a more practical study of industrial and vo- vational conditions.
This demand is nation wide and is being met by the introduction of a new department in our public school system. This late addition to our curriculum is, in its present state of development, commonly known as "Vocational Guidance." Whether this is the term that fully expresses the aim of the departments being organized in many different states, or whether the aim will be more forcefully stated by using the name "Vocational Study," the future will show.
It is self-evident that an education that aims to fit all the children of all the people for an efficient life in the environment where they may be placed must have as a corner stone for the structure, "Universal Educa- tion," a broad knowledge of the oc- cupations, industries, vocations, of the world in general and the United States in particular.
Different plans are being tried. Some school people are imbued with the idea that such a study or depart- ment must be an off-shoot from the English department. Others claim that only those who have had broad contact with the practical life of the
nation are competent to assume lead- ership in such a department. Be this as it may, the demand for a "Voca- tional Guidance" department in our schools is growing apace.
No stronger testimony as to the insistance of the demand for a uni- versal education for the citizens of the United States can bo offered than a quotation from the message of President Wilson to the present con- gress: "A matter which it seems to me we should have very much at heart is the creation of the right in- strumentalities by which to mobilize our economic resources In any time of national necessity." Among the recommendations made by the presi- sent as suggestive means by which this desired end may be attained is: "We should give intelligent federal aid and stimulation to industrial and vocational education as wo have long done in the large field of our agricul- tural Industry."
The great interest that is taken by many of the leaders in congress in behalf of the Smith-Hughes Voca- tional Education Bill shows that these men are aroused by the de- mand that is made for an efficient -education for all the people.
As an amendment to the.Army Bill in the present congress, it was pro- posed to provide that 70 hours per month of a soldier's time should be given to training in the agricultural and mechanical arts. This amend- ment was discussed from many dif- ferent viewpoints and was, after many details were adjusted, included in the army bill as passed in May of this year. (See Industrial-Arts Mag- azine, August, 1916).
As indications that the demand loi^ the study of vocations will be ans- wered it is useful to note some of tne progressive movements along this line. Teachers College, Columbia University, New York City, has been offering a course in vocational edu- cation under the direction of Dr. Arthur D. Dean, Director of Indus- trial Education for the state of New York. Myer Bloomfield of the Vo- cational Bureau of Boston, Massa- chusetts, and Dr. David Sneddon have been made members of the faculty of the Teachers College to assist in meeting the demand for a broader organization of the study of vocations or vocational guidance.
Commercial clubs and similar civic organizations are showing a coin-
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mendable interest in vocational study as is shown by the action of Cham- ber of Commerce of Sacramento, Cal- ifornia. F. W. Thomas, chairman of the Vocational Guidance Committee, has charge of the work and sub- committees will Investigate or study 16 of the leading industries of Sac- ramento with a view of recommend- ing the best methods of co-operation between the schools and industries for preparing young people to enter the local industries..
Many cities are adding vocational guidance or vocational study to their curriculum with the beginning of tho
school year 1916-17. Among these Seattle, Washington, takes a leading place. They have not completed their organization at this date, but with Supt. Cooper at the head and the co- operation of all concerned it is safe to predict an efficient organization for Seattle.
Report Gktfds.
The Oregon Teachers Monthly can furnish report cards for one cent each. The cards are well printed on heavy manilla and are arranged for a nine months' term. A sample win be sent free.
City Superintendents' Department
Edited by GEOBOE W. HUG, ICcMlnnTlUe, Oxagon
School Items of Interest.
Miss Vera Asbury, principal of the Lewisburg high school near Cor- vallis. has been engaged to teach English in the McMinnvllle junior high school.
R. W. Kirk, Superintendent of Schools for the last nine years at Corvallis, will be superintendent of Tillamook next year, succeeding Carl Onthank who goes to the Uni- versity of Oregon to act as private secretary to President Campbell. J. M. Powers of Seattle, formerly superintendent of Salem schools, takes Mr. Kirk's place at Corvallis.
William Scott, instructor in his- tory at Corvallis high school, will be principal of the schools at Mon- roe this year.
Chester Huggins, famous Oregon athlete who had charge of athletics at Milwaukie high school, this year will coach and teach at Klamath Falls high school.
Burr Tatro, former instructor at Behnke-Walker Business College and last year head of the commercial department at the Oregon City high school, will take charge of the com- mercial department at the McMinn- vllle high school.
Jesse McCord, principal of schools at^ Clakskanle, has been re-elected president of the "500 club" at the University of Oregon Summer School.
J. W. Crites of the CoquiUe high school has been elected principal of
the Hood River high school. L. B. Gibson, principal of Hood River high school for the past six years, was ap- pointed county superintendent of Hood River county.
J. H. Pruitt, who secured his M. A. degree from the University of Chicago will teach Physics and Chemistry in the Medford high school. Mr. Pruitt was former in- structor of science at Newberg high school.
Superintendent James E. Dunton of Cottage Grove is superintendent of schools at Lebanon this year. Supt. Franklin Thordarson, former superintendent has assumed the su- perintendency at Bend.
Matrimony seems to have afflicted the Eugene high school. Principal F. A. Schofield was married In Cali- fornia this summer. IClss Mildred Bagley, physical instructor for girls, was married in June to David Graham, a young business man of Eugene. Mable G. Fonda, of the teachers' training department, will wed a business man from New York. Clarence F. Mudge, head of the man- ual training department, was mar- ried to Miss Sylvia Ross in July. Mr. and Mrs. Mudge have gone to Modesto, California, where Mr. Mudge will be head of the manual training of that city.
Carl B. Fenton, famous Oregon athlete and physical director for the Eugene high school is running for assessor of Polk county on the Dem- ocratic ticket. , . .
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OREGON TESACHKRS MONTHLY
Ray D. Fisher, for seven years head of the English department In the Eugene high school, has resigned and will attend Columbia university next year.
Harvey F. Wilson, after 14 years of efficient service as principal of McMinnville high school, has re- signed and is in the automobile business at Forest Grove. G. H. Obertauffer, of Junction City, suc- ceeds him.
Miss Lena Newton, of Springfield high school, has been elected at th« Dallas high school next year.
Supt. O. M. Elliott, of the Salem schools, has been appointed president of the Lewiston Normal School, at Lewiston, Idaho. Supt. J. W. Todd, of Auburn, Washington, will succeed him at Salem. The Auburn schools are modeled after the famous Gary, Indiana, schools. The Oregn educa- tional public will watch for some pro- gressive educational developments at Salem.
H. O. Clancy, athletic coach at Salem high school who has been turning out winning teams for that school for the last two years, will not he at Salem this year.
Vernon T. Motchenbaeher, of Klamath Falls high school, will be principal of one of the junior high schools at Medford.
J. O. Russell, for four years prin- cipal of the Wasco schools, will be superintendent of schools at Athena.
A. T. Park, principal at Hermiston, is now city superintendent of Pendle- ton public schools. H. Drill will be principal of the high school.
Supt. John Girdler, of La Grande, was elected superintendent of schools at Ogden, Utah, succeedng -J. M. Mill. Mr. Girdler has declined the Ogden offer and will go into busi- ness.
Charles E. Olson, principal of La Grande high school will be superin- tendent at Ilwaco, Washington. Lin- den McCulloch, superintendent at Roslyn, Washington, will be the new superintendent at LaGrande. A. C. Hampton, of Pendleton, has been offered the high school principalship.
Supt. H. E. Inlow, of Forest Grove, passed the bar examination during July.
Geo. A. Gabriel, history and science teacher at Dayton, is now with Company A of the 3rd Oregon
Regiment on the Mexican border. Roy R. Hewitt, principal at Yamhill, and Guy Brace, science teacher at YamhfU, are also in the company. -
W. H. Burton, commercial and teacher's training instructor at the McMinnville high school, will attend Teacher's College at Columbia Uni- versity, New York. Elton C. Loucks, of the same school, will attend the Graduate School of Business of Harvard University next year.
John Mason, of the English and Public Speaking Department of the McMinnville high school, will have similar work at the Oregon City high school next year.
Principal W. L. Arant, of the New- berg high school, will be high school principal at Oregon City.
Miss Grace Henderson, of the Mc- Minnville junior high school, will he principal of the Condon school at Eugene.
Miss Ida Mae Smith, Elementary Supervisor of the Eugene public school, visited schools in California during the month of August.
J. E. McKown, with D. C. Heath and Company, has accepted the prin- cipalship of the Bellingham high school.
Luton Ackerson, who has been teaching at Richland, Baker county, has gone to Oxford, England, as the Cecil Rhodes Scholar from Oregon.
Evening on John I>ay.
Serene, majestic are the hills. With meadows gold and green;
The silvery grey of the great John Day, A winding in between.
The distant low of cattle herd;
Soft tingling sheep bell sound; The suh sinks low o'er the mountain tops And shadows long are on the ground.
The greens of sage and Juniper, The rim-rock's varied hue.
Of brown and red, of rose and grey; And many birds to homeward flew.
O'er all a mighty filmy veil
Of blues that fade away; To meet another aery morn,
'Tis evening on John Day.
— Rosalie Nicholas, Spray, Ore.
Whoever lives true life will love true love. — iMrs. BrownlngL^
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National Education -Association Meeting
By L. B. ALDEBBAAN, Portland, Oregon
41
The National Education Association for 1916 has gone into history. It met in Greater New York for the first time in many years. The meeting was very well attended, it being estimated that more than 20,000 teachers were there. A most elaborate program had been arranged and it was carried out according to schedule. More eminent men and women, not educators in the sense of being actual teachers, vere on the program than have beon at any meeting at which I have been present. William H. Taft, SamutI Gomphers, W. J. Bryan and William McAdoo were a few of the speakers of this type.
The general meetings were held in the famous great Madison Square Garden which has a capacity of 20,- 000 people. In comparison with the tabernacle at Oakland, this meetin.^ place was very satisfactory. The general sessions were well attended. The sectional meetings in some cases were very poorly attended. The teach- ers in many cases spent this time visiting greater New York to see life as it is lived in this now greatest city in the world.
The school board section was full of interest from the very beginning. The Chicago teacher-school board fight was thoroughly aired. The re- lation of the school board to admin- istrative officers was taken up by both superintendents and school board members.
The proceedings of this meeting will be extremely valuable and every teacher in Oregon should endeavor to read those that pertain to his or her line of work.
The convention as a whole made me have a stronger liking for the pro- fession of teaching, made me believe more strongly that the average teach- er is striving very hard to be a better teacher. But I could not help feeling, too, that many young teachers after attending a great convention such as this was, go home wondering wJiat they ought to do and feeling at a Iofs as to how to do it, as almost every- thing we have done and are aoing was attacked vigorously.
Throughout the convention there was much discussion of military training in the schools. This pro- voked the argument of what real pre-
paredness is and caused a general survey of what studies really prepare the student best for life and in rou- sequeiice, the nation better for de- fense. I observed a general feeling that we were not doing nearly enough with science and that tradition plays too much of a part in both subject matter and method of teaching.
The convention was free from all signs of politics. This was in ::ri»ac contrast to the meetings of the last few years.
Every teacher ought to plan to at- tend some meeting o! the National Education Association for the satis- faction of soul she would get out of it. The n.'-xt meeting may poseihly come to loitlaud.
Fop Making; a Hectograph.
Add three ounces of water to one and one-half ounces of white glue. Heat in a water bath (an oatmeal dish answers the purpose very well) until the glue is melted. Then add six ounces of glycerine and pour the mixture into a hollow dish to cool. Place the dish where it will be level, and skim off air bubbles as they rise to the surface with some kind of a straight edge. The pad will be ready for use after standing six or eight hours. Should it prove too hard to copy well, melt it ovei and add more glycerine, or, if it should prove too soft to wear well, melt it over and add more glue. To use it a bottle of. hectograph ink must be obtained. Write the copy and place ink side down on the pad and let it stay a minute or two. Then remove and from that impres- sion let 50 or 100 copies be taken. After using, wash the pad off by very gently rubbing it over with a sponge wet with tepid water. As to the cost — the glue can be had for 5 cents, the glycerine for 25 cents, and if a suitable dish is not at hand, a tin 8x10 inches and about half an inch deep can be had for 10 cents. The hectograph ink will cost only 25 cents for the violet and 50 cents fo^ the black, but a bottle will last a long time. A good ink for this pur- pose may be made by dissolving one dram of purple aniline in one ounce of water. . .
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OREGON te3AChc:rs monthly
County Supermtendents' Departnient
EdiUd \xy CLYDE T. BOmTEY, The Dalles, Oregon
Necessity of Supenision.
The great educational problem be- fore the people of this great cominon- wealth is "How can we help the rural schools?" The standard of these schools Is being raised each year through supervision and the state- wide standardization plan.
About five years ago, when super- vision was begun in the rural schools of this state, the standard was very low. At that time the teacher wa.s hired and given a contract to teiicw the school for a term of from six to nine months. She was expected to take charge of the school and run it the best she could without help. Why should she need any help? She held a teacher's certificate to teach, and knew all about the art of teaching. In a great many of these schools it did not make any difference whether she had any experience, just so sho had that certificate.
The school buildings were poorly lig.hted, heated, and ventilated, had Insufficient apparatus, and floors, walls, and cloak rooms were unsani- tary. The desks, as a rule, were not adapted tb the children, the buildings received very little paint, the grounds were poorly kept, the outbuildings, especially the boys', were in a deplor- able condition.
Through the presistent efforts of supervision and the standardization requirements these conditions have been greatly improved. Many have been able to meet all the require- ments for a. standard school.
These standard schools cannot be had and kept up without supervision. It has caused boards of directors to take a great deal more interest in their schools, and they are now on the alert. They no longer hire a teacher because she holds a certifi- cate, but carefully look up her refer- ences, and if she does not measure up to their standard, she is not hired.
If these standards are to grow, we must have the continuity of this su- pervision. Supervision has been a great factor in bringing about a bet- ter co-operation with boards of di- rectors, parents and teachers through social center and parent-teacher or- ganiaztions. All earnest teachers are glad to get help and suggestion, and
are glad to be guided by this super- vision.— J. E. Calevan, Clackamas County.
Normal Training.
The most important factor in any school system is the teacher and in the smaller districts the teacher is virtually the system. The whole re- sponsibility for the success or failure of the school falls upon her. She does not expect nor get any help in methods of instruction or discipline from her patrons, and even if some of them were able and willing to help her, their work is along different lines which take up all of their spare time, and they are unable to help her. This is also true of the school board, who do not claim to be educators and seldom if ever visit the school. Thus it is that the teacher is left largely to her own resources and succeeds or fails alone.
We congratulate ourselves upon our splendid school system; upon the high qualifications of our teachers but the bare fact remains that our public schools fall far short of the results they should obtain. It is not my intention to discredit in any way the work being done by our public school teacher, but in any enterprise or profession where less than 15 per cent of the number engaged are trained for such work, we cannot ex- pect fair results. I believe, in fact, that the results are beyond what we •have a right to expect, considering the opportunities offered by the state for professional training.
Many teachers come to Oregon each year from other states. These teachers are generally well trained. They obtain positions for a year or two in the country schools, then some city superintendent hears of them and takes them into his system. Those teachers whose qualifications city superintendents will not recog- nize are forced to accept a school for a shorter term at less wages while at the same time the children in the country are given poorer teaching than their more fortunate city cousins. It must be admitted that under present conditions, after all ex- ceptions have been made, that the teaching in the rural districts falls . short of the minimum requirements of the village and city schools.
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A great majority of our beginning teachers are bright, intelligent, re- sourceful young men and women, and the only thing to be placed against them is that they "Hack in education and professional training. It is not enough to say that country teachers are fairly efficient and that under existing conditions they do well. They should be as well trained and the standard of their work should be as high as that required of the city teacher.
Naturally then, we are asked how this defect may be corrected. The question suggests the answer which is, "Better facilities for the educating and training of teachers with espe- cial emphasis on the training for the rural schools." Oregon Is far behind her sister states in offering such ad- vantages. In fact only five states In the United States offer as poor accommodations for teacher traihing as Oregon. There always was and always will be a close relationship between the cost of a school system and its efficiency and while addition- al advantages for the training of our teachers will mean a little addition to the expense, its value will be returned to the children of the state forty-fold. . — I. E. Young, Umatilla County.
"kid wagons," autos and launches in effective and satisfactory transporta- tion.
Benton Connty.
The annual institute for Benton county will be held September 18, 19 and 20.
The School Fair will be held Sep- tember 14, 15 and 16.
All teachers are hired fpr the coming year.
Columbia Connty.
I Districts 29, 38, 40 and 44 main-
tained summer schools this year. j Many of the schools open in August ' and but few later than September 4. I The average salary for men is
I 1100; for women $64. The average district tax voted, 4 mills. With but few exceptions Columbia school dis- tricts are free from debt. Only two districts maintained a six-months school during the past year.
Tlie consolidation idea with trans- portation facilities is growing in this connty, the latest consolidation being the Vemonia and Nickerson districts on the Nehalem river with a com- bined property valuation of over 1600,000. Columbia county is using
Crook County.
It is the expectation to install mili- tary training in the Crook County .high school at the opening of the fall term, September 11. Nearly all the boys of the school have foluntarily signed up for it and expect to enlist. At the same time the girls have peti- tioned for a Red Cross nurses train- ing course and if possible, arrange- ments will be made for the installa- tion of that course, also.
It now looks as though the three standard high schools in the county, Redmond, Bend and Prineville, would be filled to capacity at the opening of the fall term.
The few boys' and girls' clubs that we have in the county are working with considerable interest on their various problems during the summer months. In the premium list of the county fair this fall, the management has set aside special prizes for club members only, and at the same time is allowing these same club memoers to participate in the general juvenile prizes.
During the summer months the committee appointed last spring to prepare the course of Bible Study for Crook county, has finished its work and now has the course ready for dis- tribution.
During the summer months sever.J modern school houses were erected.
The annual institute will be held December 18, 19 and 20.
Nearly all the boys in and near Bend, that are old enough, are busily employed in the various saw mills or box factories.
Of the 18 normal graduates in the Crook County high school last May. all have positions for next year with the exception of two, one not desiring a position and the other going away to school.
Hood River County.
Hood River county is nearly the smallest and really the tallest county in the state. It is 11,000 feet up in the air — atop of all other counties. We are also getting up educationally. Every school in the county will be open nine months during the next school year. All the rural schools will open on September 4; the city schools will wait two v/eeks for the completion of improvements and will
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OREGON TE3ACHBRS MONTHLY
open on September 18. This year the boys and girls of our county will be at work and play in .24 buildings; four of these will be splinter new. Wyeth is putting up a neat well- painted two-room building on an im- proved location. " OdcU is expending $10,000 on a new high school plant with full cement basement, class rooms, study room, office, library, and auditorium. Hood River is erect- ing a new grade building, also a new liigh school annex both of brick and •concrete construction and modern in every point. The high school addi- tion will provide rooms for cooking, sewing, drawing and w^oodwork, an assembly hall and a play room as big as half the outdoors. Come up or down over the Columbia River High- way, visit our schools, meet our liearty energetic people, enjoy our scenery, fish our brooks, lave in our rivers, and stay in Hood River; or if you must go away go with the sublime, impression that you have seen the garden of Oregon.
building. It Is one of the neatest buildings in the county.
Marion County.
Superintendent John Todd, of Auburn, Washington, has-been elect- ed to the superintendency of the Sa- lem schools to succeed Supt. O. M. Elliott who goes to the presidency of the Lewiston (Idaho). Normal School.
The County Educational Board, at its regular meeting in June, elected Jay V. Fike of Hubbard to fill the vacancy caused by the resignation of J. E. Drillette. John W. L. Smith was re-elected.
Burgess F. Ford will be principal of the Jefferson schools next year and Miss Keith Van Winkle will be his assistant.
T. E. Wilson goes to Hubbard next year*. He will be succeeded at Turner by J. B. Hatch of Ballston.
Clare G. Morey, of Oswego, will be principal of the North Howell school.
H C. Seymour, state leader of the Boys' and Girls' Club Work, spent the last week of August visiting clubs and individual members in Marion county.
The Woodburn high school build- ing is nearing completion. When com- pleted, Woodburn will have a build- ing of which the whole county will be proud.
Keizer school district No. 88 has just completed a new four room
Polk County.
State Field Worker of Industrial Fairs, Mr. N. C. Maris, accompanied Supt. W. I. Reynolds on a tour of all the districts in which there are mem- bers of the Boys' and Girls' Industrial club. They examined all the work done by the club members during the past year, and endeavored to promote more enthusiasm and co-operation among them, as well as Instructed them as to the preparation of ex- hibitions for the coming Eighth An- nual School Fair to be held in Polk county, on September 19, 20 and 21. There are a number of valuable prizes offered and every effort Is be- ing made to make this fair a success.
Petitions for the abolishment of the office of supervisor were circu- lated among the directors with a re- sult of only about one-fourth of the petitions being signed, which shows that Polk county is striving for better schools. A new supervisor ha^ been elected. ,
A great numbel* of Eastern teach- ers are endeavoring to secure po- sitions in the county, but there are any number of local applicants who are looking for vacancies, some of wthom will not be able to secure a position.
German was taught in one of the rural schools during the past year, but mucli objection has been offered and there is a question as to whether it will be continued.
Two of Polk county's most efficient teachers have been promoted to Port- land schools.
Wiwco County.
School District No. 29 of Wasco county is building a $10,000 addition to their present school building for the use of the high school grades. Domestic science and manual train- ing will be installed. This will give Dufur an up-to-date school. Dufur has always been a good school town and indications are that the town will keep up its record.
The Dalles is building a three-room addition to the present school build- ing in Thompson's Addition to ac- commodate the children who live in that district.
Industrial club work seems to be progressing favorably in Wasco county.
The "System Bank Way" has been adopted as an essential part of the
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club work. This savings bank system secures the co-operation of the home, the school, and the bank, in teaching the school children thrift. Industrial club work teaches the boys and girls how to work and earn the money; the savings bank system Installed will teach them how to save and invest their money. The greatness of a na- tion is measured in terms of thrift and economy. Therefore school chil- dren should be taught thrift.
Morrow County.
The school boards of Lexington and lone are planning to meet the re- quirements for standardization of their high schools. Lexington will introduce a strong course in domestic science.
The length of school term in the county increased nearly two weeks over the year 1914-15. Very few dis- tricts will have less than eight months' school the ensuing year.
A much larger number of pupils have entered the industrial club work this year than heretofore. The out- look for a splendid exhibit at the county fair is very good. There will be a much larger display in the line of handicraft and canning.
Last year the Heppner high school purchased a fine lot of slides for the work in physical geography, botany, and biology. They proved so valuable in the work that a larger number will be added this year. A room was darkened so the slides could be used at the regular class periods. A lantern and a good set of slides should be provided for every high school.
Washington, County.
All positions in Washington county are filled for the coming year. Sal- aries are a shade better than they were last year. A large number of the teachers were re-electd this year, which will insure efficient work from the start.
The McKlnley and Bald Peak school districts are building new school houses this year. Miss Frances O'Connor and Miss Margaret Sullivan are the happy teachers.
Wheeler County.
Nine Waterbury heating systems are being installed In country schools this summer.
Paul E. Baker, of Eugene, will be principal of the Wheeler County high school and Fossil public school this year.
School fairs will be held in Fossil, Mitchell, and Spray during the month of September. A joint field meet with Gilliam county is being arranged for the county fair at Fossil.
A 40 feet by 80 feet two-story building is being erected by the Fos- sil school board. The building will contain a gymnasium on the second floor, with manual training shops for woodwork and ironwork, baths, and swimming pool on the first floor.
xamhill County.
A circular letter was recently mailed to each club member in the county with the request that each member should reply giving a com- plete account of what he is doing in- dividually and what the club is doing.
Cove Orchard and Bellevue are erecting modern school buildings which will be ready for the opening of the autumn term.
The Dayton school building is being repainted inside and out. The Dayton people have a splendid eight- room building, and they know how to take care of it, as well as how to conduct a good school.
The building at Fairview, No. 25, is being raised, and a basement will be added, as well as a modern heat- ing plant. This is one of the best kept buildings and grounds in the county.
The new high school law with ref- erence to paying the tuition of a pupil of one county in the high school of another county is working out well and it is doubtless a great conveni- ence to many persona, especially to those who live near the county lines. In this exchange of tuition money, Yamhill county has fared well, as her total bill to outside counties Is $326.4 4, while we have already col- lected $956.58, and have $320.80 more to collect from Washington county in October, and some small bills from one or two other counties.
Summer Normal Sch(K>l.
The Summer Normal at Salem was one of the most sucie-ssful in the hitsory of the school. The total en- rollment was 130 and the interest was unusually great.
Never w^ite on a subject until you have read yourself full on it, and never read on a subject until you have first thonj^ht yourself hungry on it.— Jean Pii%^e6by^OOgle
46
OREGON TKACHESRS MONTHLY
The State Schools
University of Oregon.
Dr. B. W. DeBuBk, of tlie univer- sity, is in position to put the follow- ing series of lectures at the disposal of superintendents or parent-teacher associations which desire them. It is highly desirable that those who plan to have the lectures given should con- sult Dr. DeBusk at the earliest moment, so that the proper circuits can be arranged. The list of sub- jects runs as follows: (1) Physical- Mental Examination of the Child; (2) The Retarded Child; (3) The Accelerated Child; (4) Common Physical and Mental Defects of the Child.
The extension department of the university has the following list of film reels at its disposal this coming year: Glacier National Park, 2 reels; Evolution of Writing, Remington Typewriter Co.; Evolution of a Sten- ographer, Remington Typewriter Co. ; Striking a Light, Matches; The Making of Pure Foods in Battle Creek; Breath of Steel, Making of Firearms, 2 reels; Concrete on the Farm; Construction of a Railroad, Grand Trunk ; Seventh Annual Junior Week End, University of Oregon; Potash, 2 reels; Home Making in Western Canada, 3 reels; Soil Build- ing, 2 reels; Good Roads, 3 reels; Spinners of Speech, Pacific Telephone & Telegraph Co. Those interested in securing this educational material should correspond with the Director, Extension Division, University of Oregon.
The University of Oregon has se- cured an option on a number of small empty houses in Eugene. These will be placed at the disposal of students who wish to "batch" at very small cost. This is the beginning of a gen- eral plan worked out by President P» L. Campbell. A little later on there will be a series of special two-room cabins built for students who desire to board themselves.
The 70 correspondence courses now offered represent 16 departments of the university, and permit a good deal of freedom in the choice of courses for study. Encouragement is also given frequently to advanced students and to specialists by in- structors in their chosen fields who are willing to prepare special courses of study for them and to give them personal attention and assistance. The active registrations of students
in these 70 courses numbered 632 at the close of the first quarter of the present year. Of this number, 133 registrations were in educational courses, 115 in English. 71 in litera- ture, 68 in mathematics, 52 in his- tory, 36 in psychology, 39 in econ- omics and sociology, 32 in commerce and the remainder distributed fairly evenly among the other courses. Dur- - ing the past year the course in school administration was completely re- organized and brought up to date. In addition, a new course in secondary education was provided. During the coming year one or two of the older courses, like those in "Child Psychol- ogy" and ''Teaching How to Study," will be brought up to date. Students who are in doubt as to which courses will best serve their purposes are ad- vised to write to the Department of Education, University of Orwgon, Eugene.
The Lane County Survey is now ready for distribution. It may be obtained from the extension depart- ment. This thorough and exhaustive survey of 120 pages consists of two parts; the first deals with the condi- tions of rural churches in Lane county, and leads up to some start- ling conclusions; the second part, by Dr. F. C. Ayer, deals with the rural and village schools in Lane county from the administrative point of view, closing with a number of con- clusions which have great suggestive value.
Dr. Joseph Schafer has revised his "History of the Pacific Northwest'' which is expected from the press at the near future. Dr. F. C. Ayer 8 book on "The Psychology of Draw- ing," published by the Warwick-York Company, Baltimore, has already ap- peared.
Mr P. E. Baker, who completed his course at the university at the last midyear, takes charge of the schools at Fossil during the coming year. Mr. Hedrick succeeds Mr. E. L. Keezel at Monmouth, Oregon.
Oregon Normal School,
The graduating classes of 1916, numbering 43 in February and 126 in June, totaled 169, the largest class ever graduated from a normal school in Oregon. These graduates, with the exception of a few who have decided to continue their work in other insti- tutions, have secured^/wltlons in tne -
OREGON TBACHBRS MONTHLY
47
schools of the state, and we look for- ward with a good deal of interest to the introduction of normal school standards in these communities.
The summer school session for 1916 made new records in attendance and enthusiasm. The opening day, with an attendance of 680, gave promise of the record-hreaking at- tendance which passed the 800 mark before the close of the third week, and which totaled before the close of the session, 827. People will wonder how this many students could be oc- commodated with the present equip- ment, and it is only fair to say that this could not have been done had it not been for the good nature of the students, and their willingness to be crowded and inconvenienced. The assembly hall, in spite of the intro- duction of benches, 150 camp chairs along the aisles and the walls, the gallery filled, and 165 seatecf on the rostrum behind the members of the faculty, could not accommodate all of these, so that a number Ead to stand in the small aisles and outside the doors. The class rooms were many of them crowded to their fullest ca- pacity, and had it not been for the new training school bulldins, the basements of which were utilized for class room purposes, there would not have been room enough for the teach- ers. The entire work in methods was handled in the training school build- ing, and some of the large classes were held in the training school as- sembly room.
The dormitory felt, as did all of the rest of the school, this undue crowding, and while It accommodated all possible, it was necessary to fit up the upper floor of the training school building as **The Dormitory Annex," so that it would accommo- date 100 girls. Double shifts were installed in the dining room, and a supplementary dining room made out of the old domestic science building.
The student body was organized by counties from which the students came, instead of by classes, as in regrular session. The gr/)ups and their counties and numbers were as follows: Multnomah, No. 1, with the largest representation; Lane county, No. 2; Polk county, No. 3; Crook, Jefferson, Sherman, Wheeler, Wasco, Morrow and Hood River counties, No. 4; Marion and Clackamas counties, No. 5; Josephine, Douglas, Jackson and Klamath counties. No. 6; Clat- sop, Columbia, Coos and Curry coun ties', also students from outside of the state. No. 7; Grant, Gilliam,
Baker, Wallowa, Harney, Malheur, Umatilla and Union counties. No. 8; Lincoln, Benton and Linn counties, No. 9; Tillamook, Yamhill and Wash- ington counties, No. 10. Following the custom of the past, which has practically grown Into a tradition, these groups organized for adminis- trative purposes, went on their pic- nics to the Luckiamute and Rickreall, and were responsible for two of the most successful evenings of the entire summer school when they put on the "Stunt" programs In the grove on the evenings of July 21 and 22. The number of students made the use of the chapel impossible for this t)ro- gram, so the tennis court nearest the gymnasium was fixed with temporary bleachers and other seating arrange- ments, and the various stunts were performed on the green between that court and the building. The setting among the large maple trees was beautiful, and the strings of overhead lights added to the effectiveness. To go into detail over the individual stunts of the various county groups would take too long. Suffice it to , say that state sectional rivalry had every opportunity to manifest itself. The competition was keen; the re- sults gratifying, amusing and de- cidedly instructive.
Among the attractions furnished by the Lecture Course Committee was a lecture by Dr. Zueblin, of Boston, who spoke upon the subject of "America, Peace Maker and Pace Maker," and those who heard Dr. Zueblin in his Chautauqua work or know of his work throughout the United States will know that this was a profitable evening.
The presence of the Salem "band for an open-air concert was the second attraction. This well-organ- ized body of musicians rendered a concert that was thoroughly enjoyed by everybody. As it was held in the grove there was plenty of room for the townspeople of Monmouth and friends ircm neighboring communi- ties also to enjoy this. One regret- able feature of the size of the sum- mer school is that it mechanically prohibits the attendance of our Mon- mouth friends from the various Rchool functions.
The next attraction was the enter- tainment furnished by Mr. John Claire Mcnteith. baritone soloist of Portland, Mrs. Carmel Sullivan Pow- er, harpist, and Miss Woodbury, read- er. The evening's entertainment fur- Digitized by VjOOQ IC
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OREGON TEACHERS MONTHLY
nished by these three Portland artists was delightful.
July 15 was the date of the annual summer school excursion to Salem. Over 300 of the students took ad- vantage of this opportunity to visit the capital and the state institutions'. The day's itinerary included the su- preme court building, the state library, the capitol, the executive offices in the reception room of which they were met by Gov. Withy- combe, the house and senate, the county superintendents in session, the state penitentiary and state hospital. The courteous treatment of the state officials wag greatly appreciated by all and the day was a decided success. President Ackerman and Mr. Butler were responsible for the plans and efficient management.
On July 26, Gaul's historical can- tata *'Joan of Arc" was given under the direction of Miss Hoham, head of the music department. The solo parts were taken by a quartet from Port- land composed of Mrs. Jane Burns Albert, soprano; Mrs. Lulu Dahl Miller, contralto; Mr. Joseph P. Mul- der, tenor; and Mr. Dom J. Zan, bari- tone. The chorus work was handled by the combined Normal School Glee , Clubs. Miss Hoham found many ex- cellent voices among the summer school students, and was able in a short space of time to develop an organization of unusual merit. This was one of the musical treats of the summer session, and much credit should go to Miss Hoham, the di- rector.
The annual meeting of the Board of Regents was held the second week of summer school, which gave them an opportunity to study at first hand the over-crowded conditions. A com- mittee was appointed at that meeting to make a more detailed study of conditionn, the training school facil- ities, the dormitory facilities, and the adequacy of the teaching staff, with a view to limiting the number of stu- dents in attendance at the regular session and in the summer school, in order that the work of the normal school might be up to the work of a standard normal school as outlined by the United States Bureau of Edu- cation. A report of this committee was put before a called meeting of the ontr-e board dn July 21.
July 20 was the day for the surprise of the summer session when Governor James Withycombe marched upon the assembly stage amid spontaneous r.nd enthusi- astic applause. His visit had not
been announced because of some un- certainties about the date and his re- ception was a gratifying recognition of his interest in and service for edu- cation. His address was inspiring, patriotic and full of praise for Ore- gon, all of which pleased his audi- ence.
A change in the entrance require- ments to the Normal School made necessary various changes in the pro- gram which will hold during the years 1916 and 1917, after which, as previously announced, only high school graduates will be admitted. It would be well for prospective stu- dents who have completed part of their work to know these changes and be sure, as far as possible, that work which they have not had can be obtained during the semester in which they plan to return.
The State Teachers Association was represented during the summer school by Assistant Superintendent E. F. Carleton, who gave a short talk to the students and teachers on the "Reorganization of the State Teach- ers Association" and the new plan of editing the "Oregon Teachers Month- ly." Visiting with him was Mr. Chas. H. Jones, manager of this paper, who spent some time in the work of se- curing new subscriptions, and Supt, O. M. Elliott, of Salem, whom we wish to congratulate upon his election to the presidency of the Lewiston Normal School, in Idaho. This comes* as a merited recognition of Supt. Elliott's work as an educator.
Supt. J. A. Churchill, representing the State Department of Education, spoke to the students on July 27. Supt. Churchill spoke of the wonder- ful possibilities for Oregon to have over 800 teachers interested in pro- fesisonal advancement and asked them to use the state department whenever it could be of any service to them.
The last assembly was varied by a special program. Groups sat together and many interesting yells and songs were given. Then musical numbers by Miss Hoham, Mr. David Campbell, Mr. Howard Hanscom were given and also talks by Mr. Floyd Moore, rep- resenting the students and by Miss Parrott, Mr. Gentle and Pres. Acker- man representing the faculty. All then sang "My Oregon" and hurriecl for lunch and the special train pro- vided by courtesy of the S. P. Co.
Oregon Agrlcultnwd CJoll^e.
The summer session this year w&s the most successful in several par-
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OREGON TEACHJBRS MONTHLY
49
Eastward Through the Orand Canyon of the Columbia,
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Oregon Electric By. Agents Sell Through Tickets
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ORBGON TBACHBRS BfOHTHLY
ticulars of the last half dozen held on the O. A. C. campus. The attendance reached a total of 365, including 50 in the Boys' and Girls' Two Weeks' Course, 18 Conrallis registrations for Physical Education only, and eight faculty folk. One hundred and twen- ty-five of the net 289 full course reg- istration had never before been on the college rolls. There were 8y un- dergraduates of the college and 74 graduates. Forty-four out of the state students registered from 10 other states and two foreign coun- tries. Washington was represented by 17, California by 13, no other state having more than two. Benton county, in Oregon, led with a regis- tration of 75, Multnomah ranking second with 43. Lane, Yamhill, Umatilla, Washington and Marion in order had from nine to six each. Eighteen other counties had a rep- resentation of one or more each.
The largest registration in any single department was in Home Economics, with 150 different stu- dents, Industrial Arts coming second with 81 different students. The gain over previous registrations in those two departments was marked, being about 100 per cent in each. Thirteen courses were given in Home Econ- omics and 23 in Industrial Arts. The total registration in other depart- ments, not excluding those registered in more than one course was as fol> lows: Agriculture, three courses, 22; Natural Sciences, five courses, 62; Commerce, seven courses, 59; Education, three courses, 108; Eng- lish, four courses, 36; History, two courses, 7 ; Mathematics, two courses.
THE PORTLAND OFFICE OF THE
FISK TEACHERS' AGENCY
WELCOMES
Teachers for all kinds of teachinp positions. We are known from the At- 1.1 n tic to the Pacific Coast and Can locate you in n more satisfactory position than vdu could find for yourself. We make prompt replies to all inquiries, furnish the I. est nvjiil;il)Ie teachers for all positions,
Send us .\(Mir address and we will sli.-ill l>e glad to mail you full partic- ulars.
J. N. ELLIOTT. 511 Journal Building, Portland. Oregon.
18; Physical Education, two courses, 49.
The faculty of 60 instructors in- cluded several distinguished special- ists from other institutions. In Home Economics, Miss Alice Ravenhlll, of London, England, gave two courses in the subject of Dietetics; Mrs. L. W. Robbins, director of Home EJcon^ omics in Oakland; California, gave a course in methods of teaching home economics in the high school. Dr. Wm. T. Bawden, specialist of the U- S. Bureau of Education, gave a course in Industrial Arts and Voca- tional Guidance. Professor W. L. Eikenberry, of the University of Chi- cago gave a course In General Science. Two very interesting evening stere- optlcon lectures were given by Prin. J. B. Garvin of the Denver public schools, president of the Denver City Teachers' Association. The Annual Chautauqua also provided high class entertainment during one week of the session.
A high mark was set this year but the authorities are determined to pro- vide even stronger courses next year, if possible, and hope that their ef- forts will meet with the approval and patronage of the teachers of the Pacific coast. The high standing of the teachers' training courses in Home Economics and Industrial Arts is gaining wide recognition, the Bureau of Education's experts rank- ing the college among the first half dozen in the country in these depart- ments. A good representation of Cal- ifornia and Washington teachers was in attendance this year and two came all the way from the middle west.
On August 5, Professor Ressler of the Appointments Committee, report- ed 77 teaching positions filled. Forty- six of these are in Home Economics, 34 being 1916 graduates, the remain- ing, promotions of previous gradu- ates. Seven are in commercial po- sitions, two in Agriculture, four in Agriculture and Manual Training and 18 In Manual Training. The supply of Manual Training teachers is ex- hausted and the few qualified in Commerce will doubtless be placed before these notes are printed.
Returning students in September will note a number of campus im- provements. A fine macadam road- way on the south and west sides of the West Quadrangle with a cement sidewalk will not only improve /ery much the appearance of things but will make for great convenience in the approach to the Men's Gym. the new Forestry Budl^^^tihe Poultry
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ORBGON TEACHBRS MONTHLY
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OREGON TBACHBRS MONTHLY
Plant, and Cautbprn Hall. The. new Forestry Bujldlng Is being rushed to comirletion and Is promised for the opening day. The building will not only release Science Hall for more expansion in Chemistry and Pharm- acy but will also relieve some of the other overcrowded buildings. Many .of the buildings are receiving a new coat of paint and will present quite an improved appearance.
The new school year will begin on September 18, the first two days being devoted to registration and class work beginning on the 20th. The 1916 class of over 300 will leave a big hole but new matriculations of over 600 will fill it and take care of other withdrawals. If the usual in- crease in enrollment occuts, the long
term campus registration should pass 1700 this year. .A" large number of students are on the Mexican border as members of Corvallis Compank K and other companies of the Third Oregon. War stories will be in order when these veterans return to the campus. •
Prospective teachers of the Indus- trial branches will be interested to learn that California and Washing- ton now recognize the diploma as a valid teaching certificate. Idaho, Montana, Colorado and other states have extended this courtesy for sev- eral years. There is practically no barrier in any state for such gradu- ates now, since the Oregon Agricul- tural College is on the U. S. Bureau of Education's list of "standard col- leges."
Oregon Congress of Mothers
By MBS. BUZABETH HATHUBST, 1070 E. Bumiide, Portland
Preparations for the annual meet- ing will be the first work of the year of the Congress of Mothers and Parent-Teacher Associations. While it is most essential that every Parent- Teacher Circle sends one or more delegates to the annual meeting each year the meeting previous to the leg- islative session should have full representation in order that every member of every circle be cognizant of the proposed legislation. Hence the executive board urge every circle to do its utmost to be represented this year.
The annual meeting will be held at The Dalles, October 12, 13 and 14. The second day will be occupied with the reports of presidents and a dis- cussion of their problems.
A conference for those interested in the play ground movement will be conducted by Mrs. Wilson McNary, of Pendleton. Mrs. J. G. Kelly and Mrs. H. E. Warks will open the dis- cussion. Mrs. Hattie Vail will pre- side over the County and State Vairs Conference and Mrs. Edith Tozier Weathered of the state fair board will address the conference.
Mrs. Jennie Kemp, president of the W. C. T. U.; Mrs. C. H. Castner, pres- ident of the Oregon Federation of Clubs; and Mr. O. M. Plummer, will speak at the Legislative Conference. Mrs. Millie R. Trumbull, chairman of the Legislative Committee will pre- side.
Social Service will be discussed at a conference which will be held under the auspices of the Portland Parent- Teacher Association's Social Service Department that has had much prtic- tical experience during the last few years.
Supt. J. A. Churchill and represen- tatives of the Extension Department of the University of Oregon and of the Oregon Agricultural College will address the convention, and the city of The Dalles will b^ hosts at a formal meeting on the opening night.
Delegates will get the usual re- duced rates of a fare and one-third and The Dalles P. T. A. will provide rooms for all delegates.
Splendid work has been done by the Playground Committee of the Portland Parent-Teacher Association throughout the summer by the com- munity gatherings in the various parks. These meetings have been the means of taking the work to many a parent who otherwise could not have been reached, and furthermore have made of the parks and play grounds a larger field of usefulness and pleasure, and the transforming of a *'dump heap" into a "plaifc ground" has been one of the most con- structive movements ever accom- plished in the city of Portland, and the "sane" Fourth of July picnics conducted by the various P-T. A.a was another splendid piece of work.
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Chicago School of Civics and Philanthropy
General Training in Social Work. Special courses for Playground and Recreation workers wi'th technical classes at HulI-IIouse in Gymnas- tics, folk-dancing, story-telling. Field work with case-work-agencies in settlements and public recrea- ti:jn centers. Special course for Public Health Nurses, in co-opera- tion with Vii^ting Nurse Associa- tion. Child Hygiene division of Chi- cago Department of Health, Chica- go Municipal Tuberculosis Sani- torium. Illinois Mental Hygiene So- ciety and Infant Welfare Society of Chicago.
For further information, address
THE DEAN, 2559 Michigan Ave., Chicago, 111.
CAPITAL NORMAL & INDUSTRIAL SCHOOL
The fall term of twelve weeks begins on September 18. Classes will be formed in all subjects for teachers' certificates.
Address
J. J. KRAPS, Salem, Oregon
'♦♦♦♦♦♦••••••»■<
>••••••♦» ♦Ji PHI
Register Now :
If you want a new or bet- ter position now is the time to register in the oast Teachers' Bureau. : you are a worthy, am- itious teacher and en- tled to a better position lan you now hold, why 3t let the Bureau assist >u to secure it? Write >r information.
HAS. H. JONES, Mgr., Salem, Oregon.
4
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OREGON TBACHBRS MONTHLY
Simplified Spelling
By DE WITT C. CB0I88AVT, Gtoiieral Field Agent
People ^ho dislike simplified spell- ing because of an esthetic prejudis against it say that it wil destroy the beauty of the Knglish language. But, in the -first place, the language and its spelling ar not synonymus. The language exists as something heard, the spoken word brings a succession of pleasing or displeasing sounds to the ear, and the judgment formd by these spoken sounds is the final cri- terion of language-beauty. Russian, which seems so harsh to us, is beati- ful to those who use it« and even Italian, which is rated everywhere as a melodius language, has combina- tions- like sd and st which ar not generally felt by us to be especially beautiful, tho to the nativ Italian these ar just as natural and har- monius as any other groups.
Now tho visible form of Englis'r wil be changed, but one must thi - reason to the winds to say "that tl change of exterior form wil chan^ the essentials of speech. This ^ great nonsense. No such calam: > happe'nd when Spanish, Swedish, a '. German changed their spellitig f the better, and it is not reasonable v-. suppose that the English language wil undergo any break-up either.
It is said that a simplified spelling wil destroy literature. A great many people feel that they could not read the books which they ar accustomed to read in any other spelling. The Simplified Spelling Board has taken this fact Into consideration In all of its argument. It points out that no power has been given it to confiscate such books as ar alredy in exlotence and to force people to read books In simplified spelling. It points out also that, as the new generations arise, new books could wel be printed In a spelling suitable to their training, and those who cling to the old may stll cling. As they die off and new readers arise, the movement wil grad- ually spred.
It Is a sad fact that many people do not kno that English spelling has changed. It was Rider Haggard who committed the ogreglus blunder of saying that the spelling of Shakspere was good cnuf for him. As time has gone on, the lanffuage has changed. Chaucer's English is very much dif- ferent In vocabulary and grammatical structure from the English of today, and his spelling Is practically fonetic.
Gradually the fonetic principle has been lost sight of, tho the body of correctly speld words from the past is great — and those who kno about the actual pronunciation of the past kno that it is greater than it seems — but Shakspere and Milton and Pope ar different in spelling, and even the poets of the 19 th century hav an al- most imperceptibly different spelling from the riters of today. This grad- ual change givs no one the right to insist on any one spelling out of the past; EhigUsh spelling is undergoing a slo evolutionary process which his- torical vision clearly perceives and which the suggestions of the Simpli- fied Spelling Board tend to focus and to concentrate.
But this stil leaves ub with those who refuse to look at simplified spell- itig because of its strange appearance. - jch people ar really selfish. They p- iwllllng to undergo the discom- i.^T of a reform for the sake of the • enerations to come. The whole mat- er becomes ethical. Does English polling waste time? Does it involv .xtra labor? Is it a training in logic? Do the absurd combinations and the useless letters aid in education? Com- petent observers and Investigators like Cook and O'Shea and many others hav proved that English spell- ing is anti-educational. Therefore, to oppose a reform of it because one does not like it is simply unethical. Many a man has told me, while tour- ing for the board, that it was his own children's difficulties with Eng- lish spelling that converted him to the movement, and it is unfortunately tru that many an opponent is one who has had no practical experience with children and whose gefieral mental attitude Is one of esthetic ex- cluslveness.
The movement Is now 10 years old. Like all movements It has gone thru varlus stages of opposition. When Nehemiah was rebuilding the walls of Jerusalem, he went thru three of these stages, and they ar