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From June 21 to July 30, the California School of Arts and Crafts will celebrate its "China Jubilee." More prosaically speaking, during this period the school will conduct its annual summer session, marking the twentieth anniversary of the school's founding.

According to Director Meyer, the coming summer term to be held at the school's beautiful new campus in Oakland promises to be the most interesting in the history of the school. A faculty of twenty highly trained specialists has been engaged. The various courses in drawing, color, design, and the crafts that have proved their popularity in the past will again be offered, and several new and highly interesting courses have been added.

Prominent among these additions is Irving Pichel's course in Stagecraft and Pagcantry, a course of inestimable value to teachers called upon to design sets for the plays, operettas, pageants, etc., produced by their schools. Another course of interest to teachers-those upon whom fall the duty of making or of supervising the making of posters-is Poster Design, to be given by Glenn A. Wessels, a young artist who for the past year has been associated with Foster and Kleiser's in the capacity of poster designer. Landscape painting, a perenially attractive course for more advanced art students, will again be conducted by Xavier Martinez, eminent California artist. And for beginners there is the less difficult course of Outdoor Sketching in which the medium is pencil. Two valuable lecture courses for teachers are Supervision. and Art Methods.

Director Meyer tells us that the crafts always exercise a strong appeal for summer students. Obligingly, a "full assortment" of these is to be offered-pottery, metal work, tooled leather, bookbinding, basketry, primary construction, weaving and the textile handicrafts (tied and dyed, batik, stitchery). In this connection it is interesting to note that now with a fouracre site permitting of expansion, the school plans to put increased emphasis on the crafts. The early erection of a large kiln for the firing of terra cotta, in addition to the present pottery kiln, is contemplated.

In glancing over the summer catalog we find a new faculty member of note, Maria von Ridelstein, who is to conduct a class in figure sketching. Mrs. von Ridelstein brings to her teaching a splendid cultural background resulting from years of study and travel in France, Germany, Spain, Italy, Greece, the Orient, and South America.

But so much for the Summer session about which are tempted to write on at length. Now for a bit of the school's history which few people will fail to find interesting.

The California School of Arts and Crafts was founded in June, 1907, by Mr. and Mrs. Frederick H. Meyer. With three

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classrooms, a faculty of three members, and a curriculum of six subjects, the school began its career. During the twenty years of its growth, classrooms, faculty, and curriculum have increased to many times their original number. The three-fold purpose of the school, however, has remained unchanging: First, to train artists, designers, and craftsmen for the industrial and commercial arts; second, to train teachers of drawing and craft work; third, to train for culture and the fine arts.

On November 2, 1922, the school was incorporated under the laws of the state of California "to own, control and operate an educational institution of collegiate grade within the state of California, not conducted for profit; to establish a college of learning for the training of all manner of persons without limitation as to sex, creed or race along lines of industrial, normal, and fine arts; to grant such academic and other degrees to pupils as the board of trustees may determine."

The California School of Arts and Crafts is unique in its standing. It was the second school in the country to grant a degree, and even now is one of only four degreegranting art schools in the United States, the other three being located respectively in Boston, Pittsburgh, and Chicago. For many years the work of the school has been accredited, and today numerous graduates of its teacher-training divisions hold responsible positions as art instructors from primary grade to university in the schools of California and other state.

Buildings meeting the present needs of the school have been erected on the new campus, while ultimate plans provide for special buildings for the various arts and crafts, dormitories, and athletic grounds. Tennis and basketball courts, in fact, are

well under way. Illustrations appearing elsewhere on this page convey some idea of the beauty of the new grounds, but the new home of the California School of Arts and Crafts is worthy of closer inspection. Although conveniently located on Broadway, the campus maintains a spirit of aloofness from the city's bustle. One leaves its eucalyptus-shaded precincts secure in the conviction that here indeed Art has found a worthy home.


News items for this column are welcome. Send your paragraph on the first of each month so that it may be published in the current issue and so be timely. News of your schools will interest other educators.-Editor.

Charles C. Hughes, superintendent of the Sacramento city schools, was the principal speaker at Mills College exercises April 27. His plea was for the individual child in education that he should not be lost in the intricacies and hard and fast rule of system.

The Long Beach Press Telegram of April 18 carried pictures of the Long Beach school system in its rotogravure section. The school valuation of Long Beach is $1,347,000 and it is spread over 19.16 acres.. W. L. Stephens is superintendent of the Long Beach schools.

The Fresno city schools may establish open air schools in the near future. The matter is being considered now and investigations and reports are being made. A school building and improvement program is being conducted in Fresno and $1,800,000 is being spent. The Edison Technical School building has been planned and work will begin on it in the very near future. William John Cooper is superintendent of the Fresno city schools.

Jeremiah M. Rhodes, formerly superintendent of schools in Pasadena and in San Antonio, Texas, has been appointed superintendent of the American school in Mexico City. Mr. Rhodes has already begun his work in Mexico City but will return to the States in June in order to attend his daughter's graduation from Vassar.

W. E. Faught, superintendent of the Modesto city schools, recommended, and the Board of Education endorsed his recommendation, that married teachers may continue their work in the schools of that city. This does not mean that a married teacher may apply for a position but that those in the system who marry may continue with their work if they wish. It is reported that this same rule applies in Oakland, where Fred M. Hunter is superintendent.

Voters of the San Juan school district have endorsed a $55,000 bond issue for a new modern elementary school building.

The newly completed addition to the Magnolia Avenue school in Glendale, which was built at a cost of $24,000, has been accepted by the board of education. R. D. White is superintendent of the Glendale schools.

Consolidation of four school districts has been voted upon by the people near San Jose. A site for the new school building is to be chosen and a $100,000 bond issue will be submitted to the voters soon. At present there are eight teachers in the four districts, which include Agnew, Brawley, Jefferson and Milliken. It is planned to have a trained principal at the head of the union school. The Jefferson school, which will be abandoned when the consolidation building is completed, is said to be the oldest institution in the state.

It was

erected in the late 50's and it is still in use. Superintendent Hancock has been one of the boosters for consolidation and his support has given great satisfaction to those desiring the change, it is reported.

The trustees' annual meeting for Kings county was held recently in Hanford and the county superintendent, Miss M. L. Richmond, presided. Dr. Fletcher Harper Swift was the principal speaker at the meeting. His topic was "How Shall We Finance Our Schools?"


Reports of the school situation in Beatty and Leadville, the desert towns which have recently been the center of mining booms, have not been altogether true, according to A. A. Brierly, county superintendent of Inyo county schools.

"Leadville is a real, live, hustling mining camp," declared Brierly recently. "The people were fortunate in having in their midst a young, thoroughly competent school teacher, Mrs. Robert McAfee, whom I employed under the provisions of section 1577, first. School opened with an attendance of twenty-three. Leadville is on the summit of the Grapevine Mountains at an elevation of four thousand feet above sea level and a hundred feet more above the bottom of Death Valley, distant ten miles."



Claremont, California, April 22. - A new adventure in summer school education for children, in which a child will select his own activities, basing his choice upon his interest in and ability to do the work he elects to perform, will be tried by a Demonstration School under the general direction of the Pomona College Summer Session and conducted by Mrs. Adelia Adams Samuels, principal of the experimental school at Cucamonga, California, which has gained a national reputation and was visited by over 1000 educators last year.

Mrs. Samuels, who is the author of "An about Face in Education"* and who has conducted demonstration schools at San Francisco and San Jose, is arranging the demonstration, which will enable intensive observation and study of some of the most recent theories and practices in education.

The aims of the school are to exemplify for the benefit of teachers and parents an education imbued with the cultural and practical phases of life necessary to good citizenship and to provide the child with a training which will be entirely free from the use of devices and largely dependent upon the utmost economy in the employment of materials, since the restrictions will bring about the greatest number of opportunities for education. His thrift experiences will be materially furthered by entering into special activities conducted by the children upon a self - supporting


The school will give also opportunity for a strictly limited number of prospective teachers to do the supervised teaching required by the State of California, but possible during the summer at only a few other centers.

*Published by Harr Wagner Publishing Company, 149 New Montgomery street, San Francisco.

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By E. V. Weller (National Automobile Club)

tion too often lost in a narrow environment where the relationship of man and nature does not have its proper emphasis.

The imagination, if properly cultivated, results in a consequent increase in the power of the reasoning faculties, the quick

interest of the individual in the outside world. For this reason it develops the qualities of unselfishness, while at the same time it increases the scope and power of knowledge.

The value of motoring in its relation to education has never been fully realized. Here in California there are limitless opening of perception, and it awakens the portunities for the employment of motor travel as a means of stimulating the mental processes of the adolescent. The mind of the average person is susceptible of emotional reaction and it is this fact which offers a wide field for cultivation. "Homekeeping youth have ever homely wits," declared Shakespeare, and travel of all kinds. has always been looked on as a means of culture and mental development. It widens the vision, fosters the ideas of democracy and arouses in the mind a sense of propor

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Take the children along when you are exploring the historical landmarks of California; cultivate the interest of your sons and daughters in the background of story which lies behind the landmarks of this remarkable state. Drive to Drake's Bay and recall there the landing of the Elizabethan seamen some three hundred years ago; drive to the state capital and spend a few hours at Sutter's Fort and recast in the mind's eye the colorful days of the Argonauts when this old landmark was the gathering place of those who came across the plains in quest of the precious metal which lay hidden in the canyons and rocky crags of the high Sierra. Drive to Monterey around the "Circle of Enchantment" and tell your young flock the threefold story of this picturesque peninsula. There the Customs House still stands over which floated the flags of Mexico, Spain and the United States. There, too, is the old theater in which Jenny Lind poured forth her golden notes for the delight of the miners. There the heart of General Sherman, the hero of the "March to the Sea," was caught in the glamour of the dreamy days of the Dons and you may look upon the rose tree which he planted to the memory of his Spanish sweetheart. A few miles away stands the Mission San Carlos de Borromeo, under the altar of which lies the body of Father Junipero Serra, the founder of the mission chain and the leader of the first expedition into California carrying the light of civilization into a then heathen. land.

San Francisco, itself, possesses a charm

more subtle than any other city on the globe. At Portsmouth Square stands the statue in memory of Robert Louis Stevenson, the novelist; while out at the Presidio is the old adobe structure in which Concepcion Arguello, daughter of the Commandante of San Francisco, and Rezanov, Minister Plenipotentiary of the Czar of Russia, plighted their troth in the early days.

On the sun-kissed hills of Berkeley, Edward Rowland Sill, one of the greatest poets in America, wrote much of his beautiful verse; Joaquin Miller, the poet of the Sierras, likewise selected as a source of inspiration a homestead in the hills that look down on the Bay of St. Francis, as a place to cultivate the muse and set forth the glories of California in poetry that is known round-the-world.

Familiarity with the literary background of California is a prime essential to the enjoyment of touring, and as travel over the highways and byways of this great state calls to mind her remarkable past, so it will stimulate an appreciation and a forward vision for the future that is here.

The exploration period of California falls in that great chronological epoch when the world was awakening from the slumbers of the Middle Ages, Balboa, Cortez, Vancouver, Sir Francis Drake and Vizcaino, are all names that stand out in the annals of the world's development.

Then came the colorful period of Indian legend and the life of new Spain, strangely contrasted with the era of the days of gold and the hardships of the pioneers who crossed the plains and came around the Horn in search of the treasure store of the snow-capped barrier that guarded California on its eastern frontier. History takes on a renewed interest when it is colored from the palette of romance. Travel over the storied highways of California and you will be like a child playing with a kaleidoscope, bewildered, yet ever pleased by the changing irridescence of color.

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(Continued from page 13, column 3)

ten elementary schools are enrolled 7000 pupils; in the senior high school are 3000 students.


David C. Walker, assistant superintendent of Evanston District, 76 schools, in direct charge of the Boltwood school, a departmentalized seventh and eighth grade unit, has worked out a noon period and cafeteria lunch hour with several delightful novelties of real educational value.

The school is organized on the home room plan of thirty pupils to a teacher.

The noon hour consists of two 45-minute periods from 11:30 to 1 p. m.

A very flexible program is allowed. If the child desires to go home he is permitted to do so during this time. If he stays at the school one 45-minute period is for lunch and the other is for some elective subject.

During the lunch hour the home room group eat as a body in the cafeteria with their teacher. Here is a chance for a social time. The teacher takes turns at the various tables of her home room pupils. Social conversation and friendship is built up. The morale of the home room group as a whole is developed.

The routing of the home room groups to the cafeteria has been worked out systematically, two minutes apart. Messengers from each report when their body should report to the lunch room. All flurry and confusion and turmoil is avoided.

In the management of the cafeteria we have another artistic touch. The cafeteria is run by a manager and kitchen help under the supervision of the Parent Teachers' Association. But back of the counter serving each day are six mothers of the student body. Each mother serves a week. Each day there are five old servers and one new. A home-like touch is given and

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For the first time in twenty-five years the Texas State Teachers' Association will

meet this year during Thanksgiving week in El Paso, the state's fifth largest city; R. R. Jones, assistant superintendent of schools, and his committee of the El Paso Teachers' Association did excellent work in securing the convention for their city. The railroads will give a maximum roundtrip fare of $15. When you consider that it is over a thousand miles across Texas, that rate is remarkable.

the pupils on half time and with poor equipment. We are not yet where a city system of schools ought to be, but we have made great progress.

"From 1919 to 1926

"What has happened in this important period of El Paso's history? What justifies for other city costs? the greater increase for the schools than

"(1) First comes an item that is hard to estimate or set forth concretely: the improvement in teaching results and school organization and equipment. Much might be said and claimed on this point but we shall leave it to the experience of El Paso

residents. We quote this

excellent passage from the attractive booklet that was produced by the El Paso committee in their campaign: "Texas teachers should know the state of Texas. A surprise

awaits the thousands who have never crossed the Pecos. Amazement will be felt by those who have not seen El Paso for twenty or even ten years. Through vast mountain stretches and a partial desert teachers will arrive in a land of perpetual sunshine, in a valley of abundance. The increased knowledge of our state-of its size, resources, history—will provide a stimulus the teachers would get in no other way.

Superintendent A. H. Hughey of El Paso schools presents an admirable glimpse of

what El Paso has been doing in education during the last six years in the following clipping taken from the El Paso Schools Standard-the official publication of the city schools of El Paso:

"A Birds-Eye View "The school tax receipts increased from $326,722.82 in 1919 to $717,000 in 1925, but the tax rate of the city for all purposes was $1.96 for 1919 and $1.95 for 1925.

"The city taxable valuation increased from 63 million in 1919 to 102 million in 1925.

"The total receipts for all purposes, city and schools together, increased from $1,235,354 in 1919 to $1,989,000 for 1925 (estimated).

"The tax receipts of the city for purposes not including the schools increased from $908,632 in 1919 to $1,272,000 for 1905 (not including receipts from other sources).

"The enrollment of pupils increased from 11,477 in 1918-19 to 18,000 (estimated) for 1925-26 (not including over 2000 in evening schools and special trade classes, etc.)

"The average salary of grade teachers increased from $725 in 1918-19 to $1379 in 1925-26.

"In general the cost of city operation increased in this period as well as the cost of school operation, though not as much.

"The cost of school operation for the last four years is about stationary as is shown in table No. 6. The combined tax rate for school operation and for carrying school bonds is .858 for this year and .849 for last year. For 1918-19 it was 64 cents. The tax limit for school purposes in El Paso is $1. To know what the 20 cent increase in the tax rate for school purposes in six years got for us, it is only necessary to check up on what the city schools were then and what they are now. We no longer have impoverished, discontented teachers working in overcrowded schools with a large part of

"(2) Compulsory education or school attendance went into effect and the state free text-book law was put in operation.

ing 8 grades below high school to having "(3) We changed from the plan of hav7 grades. The effect of this, however, was toward lowering school costs.

(4) The number of school rooms has been about doubled by the construction of new buildings to relieve overcrowding that was becoming disgraceful six years ago. There are still not enough school rooms for the increasing school attendance but the situation is not so distressing.

"(5) Evening schools have grown greaty, high school attendance has trebled, the junior college has solved the problem of

education for teachers and for local young women preparing to become teachers, under a more stringent law for teachers' certificates, as well as providing academic college education for two years to hundreds of El Paso young men and women who otherwise would have been

handicapped. Kindergarten and other special advantages for El Paso children have greatly increased.

"(6) Vocational education has been fos

lished shortly, is being anticipated as being a great contribution to art instruction in this country.

Recently a Department of Curriculum. Study, Research and Measurements has been created by Superintendent William M. Davidson and the board of education. Dr. D. R. Sumstine, for fifteen years principal of the Peabody High School, Pittsburgh, has been appointed director of this department. D. Z. Ekert of the Latimer Junior High, Pittsburgh, has been appointed assistant director.

Dr. Sumstine has just entered upon his new position and is in the process of organizing the manner of procedure in the curriculum studies to be made. The plan is elementary grades through the high school. to reorganize all courses of study from the The general order of procedure will be policy. Work will be done through classmade by a steering committee on school

room teacher committees. Educational experts will be called upon from time to time to be present and advise. Lately in conference with the Pittsburgh curriculum workers have been Dr. Otis W. Caldwell of Columbia, Dr. Charles McMurray from Peabody College, Nashville, Tennessee, and Dr. Burks, director of research of the San Francisco public schools.

W. F. Kennedy, director of platoon schools of Pittsburgh, has charge of 56 schools in his department. He is organiz

ing four more units and by the end of the school year 60 platoon schools will be functioning in Pittsburgh. While Pittsburgh has junior high schools she has not gone over completely to that form of organization. Thus many of the Pittsburgh platoon schools comprise grades of (1) though (8).

Mr. Kennedy lectures in the University of Pittsburgh. He gives a course on the curriculum in the platoon schools. Mr.

tered and developed to the great advantage Kennedy believes that a definition of a

of many hundreds who have gone out from trade training courses to much better earning capacity in positions in the city.

"(7) A salary schedule for teachers has been adopted which has absolutely quieted the annual discontent over the setting of teachers' salaries.

"(8) Junior high schools have been established and have better served the city educationally than the old plan. They have also really meant a building economy because another four-year high school building like our present senior high school would have cost more.

"During every year of the past six there has been before the school management one or more large projects for improvement and in every case our efforts have met with success, and the school patrons have found each forward step amply justified."

John A. Hollinger, director of the department of nature study and visualization of the Pittsburgh public schools, has had general charge during the past several years of some extensive studies in curriculum revision in the Pittsburgh schools. About completed is the revision of the English course from the elementary grades. The reorganization of the general science course and of Latin courses is also well under way. The new curriculum in art for the Pittsburgh system, for which Director James C. Boudreau and his supervisors are largely responsible, which is to be pub

platoon school depends upon these five essentials: (1) Division of classes (2) division of teachers; (3) division of subject matter; (4) division of room space; (5) diwork in fundamentals and 50 per cent in vision of time-50 per cent home room special subjects.

The platoon school as Mr. Kennedy sees it is a democratizing influence-it gets different groups of children together—it gives

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