WHILE WE WAIT The ultimate plan will undoubtedly occupy all of the daylight hours. Childhood is not safe, not even protected, occupied childhood, when there is a remnant of unguarded youth, of slum-child-idleness or ennui. Child-idleness reaps a more bitter harvest than does either child-labor or child-disease. As long as a minority of mothers must leave their little ones to the chance of the street, provision will have to be made. against immature vagrancy. There is a big program waiting for Messrs. Claxton and Hoover. While we wait, cannot the mothers' clubs enter the breach? There is already such a plan, or program, in the making for the mothers' clubs and parentteachers' associations. It intends to do away forever with the shame of the closed schoolhouses; it intends to initiate the larger use of the schoolplant -for the children (plenty of time for the adult center when the children's safety has been secured); to keep the academic rooms ringing with happy voices, with games and choruses, and embryonic orchestras; and buzzing with absorbing activities. To go into the moving picture business is part of the plan; choosing virile plays which virile boys and girls would yearn to see; plays with human nature left in, and "a spice of nice respectable sin." The ideal is to make a community hearth, so large that not one child is left out in the cold. Mothers of the cozy, selfish type will have to stop moaning over the good old days, over the selfishly centered complete home, and to take as a model perhaps the Peixotto Boys' Club of San Francisco or the Wolffsohn Club for Girls as a guide. They will have to rout out teachers who will be willing to give of their spare time; or to secure teachers, who must earn their bread, by popular subscription; to make, in short, the school the child's social center by making it the community home. This is woman's work; it is mothers' club work; and it is moreover a war-emergency. Already the war has had its effect on childhood by making it more militant, more vengeful, and thanks to the moving picture, more sensational. If we are going to conserve our children to take the place of the boys moving trenchwards, we must share our motherhood with all of the children of all of the people; and now, while we wait for the Hoover-Claxton program, or for its fulfillment. A PROGRAM OR CORRELATING CHAIN FOR THE ELEMENTARY SCHOOLS Organization-Or Human Relationships 1. Initiation, or ceremony of welcome to the civil soldier. Conscription to Citizenship of each newcomer, or pledge of understanding of civic responsibility. 1st year. The Class and the classroom. Organization of, Monitors, classmates. Politeness the oil of social machinery. Rules of politeness based on kindness and order. Define by daily example personal liberty. Liverty vs. politeness. Liverty vs. obedience. Bring out the idea of obedience to ideals. The teacher as interpreter of those ideals, rather than an autocrat. Habits of attention-defined as habits of kindness and of order, or of organization. The classroom used as an illustration of an organization. Imaginative teacher will plan acts of service and create class officers. Swift thinking led up to towards close of term; obedience to swift orders. emergencies or crises. Necessary pride in 2nd year. The school. The school program. What is it? Who makes it? And what for? Does it achieve its purpose? For what are they being trained? What is citizenship? Self-government? Schoolpolice, or monitors. Service, school gardens, order, neatness. Efficiency. Training in messages; in quick orders. Training for emergencies, or crisis. Necessary pride in the institution as the foundation of democratic government. Self-reliance. 3rd year. The home. Homes and nests. Nature study; organization of nest; study of animal life. Family life of children, a preparation for the individual life; temporary. "Chores" a part of a wise organization of the home. Executive ability a subject of discussion and example. Dignity of service. Importance of home work. Domestic "science," relation to physiology and chemistry. The individual. Right of the individual. Rights vs. obedience. Ideals of home life. Of order; of beauty. Co-operation. What it is. Can home life be made selfish? When and how? Is one home related to another home? What isa neighbor? 4th year. The neighborhood. Co-operative neighborliness. Am I my Am I my brother's keeper? The self-interest of generosity and of humanitarianism. No one safe in a neighborhood if one home or one family is degraded, diseased or unclean. Cleanliness only a matter of personal pride, or of duty only a matter of personal pride, or of duty to one's neighbor? Community life; the unit. The school district as a neighborhool. The social center. Centers of democracy; Why? Scouts; the act of kindness; civic Why? Scouts; the act of kindness; civic duty. Clean streets. Gardens, beauty. Organization. ComCompared with its own earlier organization. Its charter. An ideal organization, or ideal city management. Public utilities. Municipal ownergraphy. Its history, or its romance. Duty ship. The city's individuality. Its geotowards that city. Civic duty; enlarging circles. Relation to. Pride for. Is the pride justified, or is it merely an inherited prejudice? What relation is it to the state? Largest city, or capitol? Or wheat or cotton center? What are its advantages, or drawbacks? Libraries, docks; art galleries; museums; city hall, labor unions; chamber of commerce? Which visited, 5th year. The city. pared with other cities. 6th year. The state. Its geography; its climate; relation of climate and geography to industries. Its organization. Its history; its individuality; its relation to the Union. Relation to other states. Politics the science of government. The vote a duty as well as privilege. 7th year. The nation. Its origin. Relation to the states. Relation to the individual. Nationalism. What is one's country, the people, or the land? What does the flag stand for? Can one assume infallibility to a nation? What does it mean; the right of people to choose their ways of obedience? National infallibility vs. patriotism. Liberty vs. obedience. Obedience to ideals. What is democracy? Is it achieved? Is it a progressive ideal? What is a socialist? Define I. W. W.'s, monopolist, pork-barrel, politician, statesman, direct action, syndicalism, Congress, graft. What is one's duty to democracy? What does it mean, the making of a word safe for democracy? or, making democracy safe for the world? (What is national egotism? What is the new patriotism? Dying, or living for one's country. Should not one do both when necessary?) 8th year. The nations. What and where they are. What are the small nations? What are their rights? What are the inalienable rights of a nation? What is the freedom of the seas? What do we know of international law? How do nations rise and fall? What is the inspiration of the Hebrew people? a people without a country. What is a country? What is a man without a country? What is a citizen of the world? What is the inspiration of the United States? of the melting pot? What is the meaning now of the word neighbor? Of brotherhood? * THE SAN FRANCISCO FEDERATION OF WOMEN'S CLUBS The afternoon program of the late convention of the San Francisco City Federation of Women's Clubs was under the direction of Dr. Adelaide Brown, chairman of the committee of education. This committee has been making an intensive study of the Survey report, and had planned a series of short addresses by representatives of various departments of the public school. Miss Eastwood spoke on the Museums, and the small place they occupied in the life of the city child; Mr. E. B. de Groot. spoke of the playground work, and reviewed the suggested changes; Miss Katherine Ball covered the art work of the city schools and Dr. Samuel Langer covered the Relation of the School to the Community. Mrs. Charles Aiken spoke of the Relation of the Mother's Clubs to the Schools and the Community. Mr. Ray spoke of the City Libraries and of their use by the schools. SAN * CON FRANCISCO DISTRICT GRESS OF MOTHERS The San Francisco District of the Congress of Mothers held a special meeting on Tuesday afternoon, October the ninth, in the City Hall, Mrs. Max E. Licht, one of the vice-presidents, in the chair. The subject discussed was the School Bond Issue and the chapter of the Survey report which deals with the school buildings. Dr. Samuel Langer, Mrs. E. L. Baldwin and Mr. Milton Clark were the speakers. The affair was arranged by the Education Committee of the Congress. THE SCHOOL BOND ISSUE This has been the favorite topic of the ParentTeacher Association programs this month. The federation or Congress of Mothers held an open meeting to discuss the school bonds; the Sherman School gave the subject its program space on October 10th; the Denman School Mothers' Club arranged a combination meeting of the several clubs; the evening of October 10th the Polytechnic Club heard Mrs. E. L. Baldwin's address on "School Bonds and the School Buildings" as covered by the report of the Survey; the Laguna Honda secured the same speaker on the same subject at their recent meeting. The McKinley School Parent-Teacher Association, at the September meeting, heard an address on "School Bonds" by Mrs. George Wale, and the subject was brought up for informal discussion at their last meeting, October 17th, when Mr. E. B. de Groot presented an educational "movie.” The Parent-Teacher Association of the San Francisco State Normal School adopted this timely topic for its topic at their regular monthly meeting on October 12th, when Miss Regan gave an instructive and entertaining talk on the needs of the San Francisco schools. When the gauntlet is thrown the mothers' clubs, it is usually picked up in the same deliberate way this challenge has been met. We came to America, either ourselves or in the person of our ancestors, to better the ideals of men, to make them see finer things than they had ever seen before; to get rid of things that divide, and to make sure of the things that unite. It was but an historical accident, no doubt, that this great country was called the "United States," and yet I am very thankful that it has the word "United" in its title; and the man who seeks to divide who seeks to divide man from man, group from group, interest from interest, in the United States, is striking at its very heart. * -Woodrow Wilson. A PATRIOTIC DUTY-DO YOUR BIT From time to time in the history of nations, new situations produce new words, or incorporate into every-day vocabulary those hitherto unfamiliar. Such a word today is conservation. Necessity is bidding us, as never before, to conserve our national resources. At such a time it behooves every teacher, as one of the chief agents in molding the ideals of the next generation, to ask herself, "Am I doing my bit?" Perhaps she is thinking most, as we all are apt to be today, of food conservation. She recognizes that it is an economic problem of supreme importance, yet what may the average teacher do to help solve it? True, she may eat a little less bread and meat and sugar. But if she would start an endless widening conservation ripple, let her instil into the minds of her pupils the realization that every bird saved means so much more food for the world. This seems a strong statement. Let us see just what it means in concrete terms: "The crops destroyed by insects and small rodents would feed the entire people of Belgium," says Mr. Gilbert Pearson, expert adviser of the Agricultural Department Grade Teachers' Clubs By Selina Burston and of the Advisory Council of National "Do you know," says Charles P. Shoff- That the great economical value of birds In the light of such knowledge as this, what a weapon for good the teachers may wield in arousing and stimulating the interest and appreciatin of her pupils in wild life. It is as natural for a child to be interested in the birds and flowers, in all country, to be protected and enjoyed. Could a better opportunity serve to teach him lives unmolested by him in return for the 6 millions of dollars they save is he not learning to think in terms of community as well as individual good? are as And while we are about it, let us not forget to place due emphasis on the fact that many beautiful forms of plant life, too, fast becoming lost lost to the world through the ignorance and carelessness of the public. Get the child to realize that Nature will not forever abundantly replace the wanton destruction of her chief treasures. Every year we must go farther afield for the wild-flowers that used to be about us everywhere. A child may wish, like his elders, to pick an armful of wild-flowers. He remembers that if every one does the same, year after year, the hillsides will no longer be a joy to himself and others, so he takes only a few. a few. In learning that he may get the same pleasure from two or three, carefully picked, studied, and cared for, from the armful, perhaps left to wither or thrown carelessly away, he is gaining a sense of values, conservation or resource, and patriotic duty. If every boy and girl in the land were taught these things we would not have to wait until they were grown to realize on our investment in national thought. For what is the nation but homes? And what are homes but parents and children? And where is the parent who does not respond in some degree, consciously or unconsciously, to the attitude of his child on a given subject? If the boy, for instance, who hears at home bitter complaints of the damage done by birds, is able to remind his father that it isn't half so bad as it would be if there were no birds, do you think that father would not be influenced by the point of view, even if he did not openly agree? "Help educate 51 per cent of the people of the United States" says Mr. Shoffner, "to the true value of bird life and it will not be necessary to spend thousands of dollars to pass bird laws that are not kept. When we get the majority to believe in the birds, the birds will be protected." "Make good citizens" is our chief professional slogan. Think of all the schools of America are doing today in music, in art, in literature, to arouse and develop an appreciation of the finer values of lifethose things of the spirit without which a nation cannot thrive-while all about us, too often unheeded from the teacher's standpoint, are untold treasures of wild life with which to point a moral and adorn a tale. The child who is taught to know and love the birds and flowers and trees of his own locality; to appreciate their beauty and value; to recognize that the laws of life may be learned from every living thing; to know that the treasures of form and color and song which Nature, the great teacher, bestows on us so lavishly are ours to use but not to destroy; that it is our duty, as citizens of the world, to pass them on to those who come after us -think you, teachers, that such seeds, dropped daily in the heart of a child, will not spring up and bear fruit a hundred, yes a thousand-fold, in the ideals of service, of citizenship, of true patriotism, with which he shall one day face the world? The Teachers' Association of San Francisco The spirit of these strenuous times has filtered through into the peaceful atmosphere of the school room and has beckoned forth the teacher to take her place in the vast army of workers for the Red Cross, for the Liberty Bonds, for every thing that stands for the welfare of the county that is so dear to her. This call she is answering with the same enthusiasm, the same ardor that she always has given to the work that has come to her hand. Many a boy, who has gone forth to fight for democracy learned his first lesson in his patriotic love for his country from his class teacher. Today, a call has come for her to work for the good of the city-for the passage of the School Bonds. While the idealistic dreams of the schools of tomorrow are floating through her busy brain, the needs of the schools of today are knocking loudly at the door of her intelligence. As a member of the Teachers' Association, she is determined that the voters shall know that the schools of yesterday and of many a long day before that, have no place in her wellbeloved San Francisco. A special meeting of the Governing Council of the Teachers' Association was held in the John Swett School, Wednesday, October the tenth, Mr. A. Altman presiding. The President announced that he had called the meeting to organize a plan, whereby the teachers may give their fullest work for the passage of the School Bonds. He stated that there are people--not a few who are afraid of an increase of even one mill in their tax rate. If the teachers will work, each in his own district, this opposition, it is thought may be overcome. Mr. Altman presented Mr. Milton T. Clark, the Campaign Director appointed by His Honor, Mayor Rolph. Mr. Clark stated that the opposition to the bonds is silent and hard to reach. He suggested the following plan: Each school representative will take charge of the campaign in her own school. She will appoint a committee of four who are willing to work with her. This committee will interest the parents, the neighboring trades people, the Mothers' Clubs, and the Improvement Clubs and through them as well as through the children, work up a sentiment in favor of the bonds. About October twenty-second copies of the Great Register will be available, when teachers can check off the names of voters in the district. Mr. T. H. Rhodes of the Lowell High School addressed the meeting, urging the representatives to carry back to their schools the spirit of the day, that the plan may be carried through to success. Miss Burke of the Hancock School asked for the privilege of speaking on another subject than that for which this special meeting had been called. In her own inimitable way she suggested that a letter be drafted from the Association asking each of the numerous candidates for supervisor to state just where he stands in reference to the needs of the schools, and to the necessity for a reasonable increase in teachers' salaries for the coming year. This was referred to the Executive Directory. Another meeting of the Governing Council will be held October the twenty-fourth when plans will be laid for the final work of the campaign. The Executive Directory held its regular A communication was received from Dr. M. E. Blanchard, Chairman of the It was decided that one thousand copies of summaries of the Survey be printed in pamphlet form of about forty pages each, these pamphlets to be sold to the teachers for ten cents per copy. Mrs. Marjorie Stuart, Chairman of the Civil Welfare Committee, reported that committees had been formed in each school to work for the passage of the School Bonds. Mr. George Gallagher, President of the Board of Education, who is vitally interested in the bond issue, will be asked to call a mass meeting of the entire teaching force for this purpose. Mrs. M. Stuart, Vice-Principal of the Everett School; Miss E. E. Kelly, Principal of the Bryant Cosmopolitan School, and Miss A. M. Hagarty, Principal of the Monroe School, were appointed a committee from the Teachers' Association to work with Mr. Milton Clark, Manager of the School Bond Campaign. On motion of Miss Margaret Burke it was decided that a letter signed by the President and the Secretary be sent from this organization to each candidate for election as supervisor asking him to state where he stands in the matter of allowing the Board of Education a sufficient sum in next year's budget to permit a reasonable increase in teachers' salaries. The Treasurer reported: Cash on hand Dues collected Expenditures Cash on hand $383.09 13.70 $396.79 17.00 $379.79 FRANCIS A. C. MOONEY, Sec. A. ALTMAN, Pres. SUSANNE & OLGA FACE AND SCALP SPECIALISTS 166 Geary Street SAN FRANCISCO Tel. Kearny 3926 WILLIAM H. KEITH VOICE PLACEMENT A SPECIALTY Phone Franklin 3922 The Western Journal of Education Boards of Education search in the land of HARR WAGNER, Managing Editor. EDWARD HYATT, Supt. of Public Instruction, Editor Founded in 1895, it commands the support of every teacher who is interested in the newest lines of educational thought, and of every trustee who desires to keep in touch with movements for the betterment of the schools. It is not run in the interest of any special organization, of any interest or type of educational doctrine. Its field includes an optimistic support of the best class of educational uplift, both of men and measures. of Manuscripts, Contributions of an educational character, including Methods, Devices, School News, Matters Special Interest to School Trustees, etc., desired. Published Monthly Subscription, $1.50 per Year THE WESTERN JOURNAL OF EDUCATION 239 Geary Street, San Francisco, Cal. Entered at San Francisco Post Office as second class matter. Editorial Notes THE LECTURE SYSTEM Editor Chamberlain, in the October issue of "Sierra Educational News," in a heavy editorial leader, under the heading of "Cobbling Through School," hits the lecture system of teaching a solax plexus blow. This is the best editorial that has appeared in the journal since it was published. It It also required courage, because the educational leaders who support the Sierra are addicted to the lecture habit of teaching. Brother Chamberlain, therefore, "bites the hands that feed him." This requires as much courage as it does to be a pacifist in 1917. There is no profession hit from the inside as much as the teaching profession. We fight within our own trenches. Editor Chamberlain, in his criticism, calls the lecture system in high schools "pernicious," "little short of an educational crime." Now it's right up to the high school teachers to change their system or show more efficient results. Not because Mr. Chamberlain says so, but because every one familiar with high school teaching knows that high school teachers imitate their college and university professors, and that is why General Kane says our men are mentally and physically slouchy. We cannot get a high average of results unless we change from the lecture system to the individual system. The commander of a company uses few words: "Forward, march! Fire!" The teacher is the captain of the company. He should use few words -every pupil should respond. We have been in the classrooms of men like Superintendent Hyatt when he was teaching forty high school pupils by the individual system. And the students were able to take stiff entrance examinations to universities and became the leaders of their classes. The lecture system has few merits. * * THE FALLACY OF THE ELSEWHERE There are thousands of teachers, and other human beings as well, who dream and pine for the elsewhere. Like the Persian who left his home and family to travel to far-away lands to find a river where he was told he could pick up diamonds without limit. After years of wandering, he returned to find his family gone, and a syndicate had discovered acres of diamonds on his old farm. How often we search for diamonds in the land of the elsewhere, when they are near by. Teachers and superintendents, always looking for a broader field of usefulness, when a great work may be done in the little corner where they are. the elsewhere for a man to fill a vacancy, when some diamond in the rough could be had right at home. A change of place does not necessarily mean a change of conditions. There are many teachers who have voluntarily given up a good position for another one on account of a higher salary, and can testify to the fallacy of the elsewhere. * CONFERENCE ON An epoch-making conference will be held at Chico, December 3rd to 5th, under the Rural Extension Division of the National Bureau of Education. It is desired that the educational forces of California and the Pacific Coast get together behind this move. ment to make it a success. The problems pressing down on our rural education arc of the greatest importance. Country life is involved in the question. Unless our rural communities are made sufficiently attractive by educational and social facilities. the home life which is the backbone of the nation will be destroyed. Prof. E. I. Miller, of the Chico State Normal, is the vicepresident, and is working with great energy to make the meeting a success. PROFESSIONAL ETHICS We do not like the term. Many of the medical profession, which created it, have prostituted it to mean division of fees, selfish aims, evasion of truth. While the educational leaders use it largely to camouflage the rank and file of the profession. Now, the N. E. A., without notice, ceases the tenure of an efficient Secretary and elects another man in his place just as a board of country school trustees acts with a teacher, only worse. Then the leaders howl about tenure and professional ethics But President Crabtree has the job, and Mr. Springer is looking for one. Profes sional ethics will not avail until the individual (not the association) adopts the golden rule as a principle to be used in the practical affairs of life. FOURSCORE AND TEN Many people die at threescore and ten because of the Biblical emphasis placed upon it as a reasonable age limit. If we held our ego up to one hundred as the proper limit of life, there would be more vigor, usefulness, health and enthusiasm in the life of the boys of seventy or thereabouts. Our friend, ex-Supt. J. B. Brown, of Humboldt County, writes: "I have a ranch near Harris where I said goodby to you, Superintendent Kirk and Dr. O. P. Jenkins, who were instructors at my Institute. The years sit lightly on my shoulders, although I am in my eighty-first year. work on my ranch, clearing land, planting trees, keeping deer away from my garden, and fields, enjoying mountain climbing, drinking delicious spring water which gushes from the side of the mountain through ferns and lilies, and sleeping the peaceful, restful sleep that comes from a good digestion and plenty of outdoor exercise. I keep in touch with the educational world by reading the Western Journal of Education and the leading magazines." I Ex-Superintendent Brown has thousands of young men and women who are better A VERY IMPORTANT DOCUMENT Bulletin No. 23, prepared by Edwin R. Snyder, Commissioner of Vocational Education, and adopted by State Board of Education, July 19, 1917, is a very important document. It treats of the rules and regulation of Federal and State Aid for the Vocational Schools in California. It is well edited, and is a digest of very great value. Dr. Snyder deserves credit for such excellent work. It must be backed up, however, by personal work to make vocational education as effective as it should be in our educational system. A SUCCESSFUL CAREER Prof. C. W. Childs, the pioneer educator, is having a good time on his ranch near St. Helena. He delivers lectures in St. Helena High School, Calistoga, and before civic clubs, when not cultivating his vineProfessor yard and extensive gardens. Childs began his career as a teacher in a rural school in Eldorado County, became president of the State Normal School at San Jose, and during his administration it became the leading normal school of the Pacific Coast. He held all the highest honors of the teaching profession, including the presidency of the C. T. A. before it was divided into sections, and until last commercial and physical geography and year was a successful special teacher of At civic duties in the Oakland schools. three-score years and five, Professor Childs is in fine health, is physically fit, and geared up for years of enjoyment and happiness. The firm of D. C. Heath & Co. has added to its already large list of college, high school and elementary text-books a number of new texts during the past year. G. H. Chilcote, who has represented the firm on the Pacific Coast for over twenty years, has been unusually successful. There is not an elementary, high school or college where you will not find a number of books. published by D. C. Heath & Co. There is not an up-to-date teacher of primary reading that is not familiar with the Gordon Readers. Mr. Chilcote was a successful teacher. He understands books and their uses, and talks books to teachers at all times and everywhere. He believes absolutely in the service to the schools, and his success is of the permanent kind. Mr. Chilcote lives in classic Berkeley, has office and stock rooms at 565 Market street, San Francisco, is a good citizen, votes an independent ticket, and takes an interest in men, women and children, whether they are or are not teachers or members of boards of education. When the State Board of Eucation, as directed by the last legislature, makes a survey of the supplementary books used in the schools of California they will find hundreds, if not thousands, of titles in use which is just what John Swett-father of the California public school system-had in mind when years ago he encouraged the legislature to pass the law which has enabled the schools to go into the open market and bring home with them the treasures of the world for supplementary use. No matter how good or how poor the state text-books may be, they will always need supplementing; for no one author or book can tell the whole story. Further more, even though the whole story is told today, there will be something more of interest to tell tomorrow. Children love variety. Nothing is more conducive to retardation then going over and over again the same old book in the same old way. Every wide-awake primary teacher demands at least a half dozen dif ferent sets of primary readers, and when a set is worn out the market is eagerly scanned to see if something still better has appeared to take their place. * Supt. Roy W. Cloud, of San Mateo county, prepared a splendid program for his institute, which was held in Redwood City, October 8th, 9th and 10th. Among the lecturers were Dr. Lewis M. Terman, Stanford University; Dr. Benjamin P. Kurtz and Dr. F. F. Nalder of the University of California; Edward B. DeGroot, Director of Physical Education, San Francisco; Mr. R. B. Kellogg, of Palo Alto, and Miss Charlotte Ebbetts, National Food Control Commission, San Francisco. * Miss Laura Falk, of Eureka, will have charge of the history department of the Fresno High School. It is NORTHERN SECTION-C. T. A. The Northern Section of the California Teachers' Association will meet in Sacramento October 30th and 31st and November 1st and 2nd. Ten counties of the Sacramento Valley will join with the Association this year. There will be approximately fifteen hundred teachers in attendance from the following counties: Shasta, Tehama, Glenn, Colusa, Sutter, Yuba, Butte, Yolo, Solano, and Sacramento. Sacramento city is also meeting with the Association this year. The general theme of the Convention is "Service," and a number of the topics of discussion have been selected with the view to emphasizing the need of conservation of food and of stimulating instruction in of food and of stimulating instruction in loyalty and patriotism. The officers of the Association are S. P. Robbins of Chico, President; Miss Lizzie Vagedes, County Superintendent of Schools, Sutter County, Vice-President; Mrs. Minnie R. O'Neil, Assistant Superintendent of Schools of Sacramento, Secretary; J. D. Sweeney, Supervising Principal of Schools, Red Bluff, Treasurer. Among the speakers are a number of the leading educators of California and other parts of the West. Some of the speakers are Governor W. D. Stephens; Will C. Wood, Commissioner of Secondary Education; E. R. Snyder, Commissioner of Vocational Education; Dr. Aurelia H. Reinhardt, President of Mills College; Chancellor Edward C. Elliott, University of Montana; Thomas B. Reed, City Manager of San Jose, L. R. Alderman, City Superintendent of Schools, Portland, Oregon; Charles E. Rugh, Assistant Professor of Education, University of California; E. Morris Cox, President of the California Council of Education; Dr. Jerome Hall Raymond, who is doing lecture work for the Extension Division of the University of California; A. H. Chamberlain, General Secretary of the California Teachers' Association; Fred M. Hunter, City Superintendent of Schools, Oakland, California; Mrs. Lura S. Oak, Director of Extension Work, State Normal School, Chico; Rev. Harvey V. Miller, Sacramento. Besides the general sessions, there will be a high school section presided over by Carl H. Nielson, principal of the Vallejo high school; a rural elementary section presided over by Mrs. Josie Frary of Tehama County, and a city elementary school section presided over by H. P. Short, City Superintendent of Schools, Oroville. Most of the counties will hold local institutes in Sacramento on Monday or Tuesday forenoon preceding the sessions of the Association proper. The first general session of the Association will convene on Tuesday afternoon, and the last session on Friday forenoon. On Tuesday evening the teachers and citizens of Sacramento will give a reception for the visiting teachers in the William Land School. On Wednesday evening the Schoolmasters' and Schoolwomen's clubs will hold their annual banquets. On Thursday evening there will be a dramatic and music recital in the Clunie Theatre for the entertainment of the teachers. On Wednesday afternoon a cooking demonstration will be conducted under the direction of the University of California. At this same hour there will be a conference of superintendents and teachers interested in the standardization of rural schools. This will be under the leadership of Miss Carolyn Webb, Superintendent of Schools of Sacramento County. On Thursday afternoon, following the sessions of the Association, there will be a number of round table conferences by teachers interested in special lines of work. Among these are Parent-Teacher, Art, Music, Manual Arts, Domestic Science, Agriculture, Physical Training, Kindergarten, County Board, and Commercial. MILTON BRADLEY COMPANY 20 Second Street San Francisco |