Hamilton's Essentials of Arithmetic Published in a Two-book, a Three-book and a Six-book Edition WE believe that these books provide better drill and disci pline in the fundamental processes and more skillful application of arithmetical principles to present-day problems than have been given in any previous series of arithmetics. SPECIAL FEATURES OF THESE BOOKS The equal stress on drill and applications. The emphasis they place on the correct interpretation of problems The training they give in the making of mental estimates and in the Their groups of related problems which center about a subject in The way in which they relate such technical subjects as commission, AMERICAN BOOK COMPANY PENNSYLVANIA SCHOOL JOURNAL. Published monthly, except July and August. Entered as second-class matter September 1, 1921, at the post offices at Lebanon and Harrisburg, Pa., under the Act of March 3, 1879. Acceptance for mailing at special rate of postage provided for in Section 1103. Act of Oct. 3, 1917, authorized Sept. 1, 1921 PENNSYLVANIA SCHOOL JOURNAL Published monthly, except July and August, by the Pennsylvania State Education Association J. HERBERT KELLEY, Editor RACHEL SARAH TURNER, Assistant Editor JOHN PIERSOL MCCASKEY, Editor Emeritus JESSIE GRAY, EZRA LEHMAN, FRANCIS B. HAAS, FRANK H. KRAMER THE PENNSYLVANIA SCHOOL JOURNAL is a member of the Educational Press Association of America and is published in accordance with the standards of that organization. The JOURNAL is also a member of the Service Bureau of State Education Associations, 505 Youngerman Building, Des Moines, Iowa, which is its direct representative in the national advertising field. The payment of the annual dues of $1.00 entitles a member to attend all the meetings of the Association and its departments, to vote for delegates to the House of Delegates, to hold office and to receive the JOURNAL monthly and other publications and services approved by the Executive Council. Subscription to non-members is $2.00 a year; single copies, 25 cents. Advertising rates on application. John C. Wagner, Treasurer, Carlisle. John R. Helwig, Assistant Treasurer of the Permanent Fund, Allentown J. Herbert Kelley, Executive Secretary, 400 N. Third Street, Harrisburg, Pa. Volume LXXIV JANUARY, 1926 Number 5 CONTENTS THE PLATOON SCHOOL. William F. Kennedy...... ONE HUNDRED REASONS FOR ONE HUNDRED PER CENT MEMBERSHIP... A PROGRAM OF HEALTH CONSERVATION. W. G. Moorhead. HOT LUNCH FOR ONE-TEACHER RURAL SCHOOLS. Robert C. Shaw.. Scranton Convention-Local Branches-Washington Convention-Northeast Convention District Con- DEPARTMENT OF PUBLIC INSTRUCTION.... Official Communications-State Council of Education-Board of Normal School Principals Meets-January Broadcasting Program-An Accredited College-Classification of Secondary Schools-Number enrolled in Pennsylvania Secondary Schools-Programs for Nurses' Conferences-Aids in Geography Teaching-Visual Education-Attendance Report Honor Roll-Book List. NEW BOOKS........ PERTINENT PAMPHLETS.. NOTES AND NEWS.. ALERT TEACHERS OBSERVE.. NECROLOGY.. CALENDAR. 289 292 296 297 299 301 303 306 309 323 331 333 336 344 344 344 More than 3000 high schools HILL'S Community Life and Civic Problems Ginn and Company 70 Fifth Avenue, New York The Report of the National Committee on Reading (1925) Recommends the Use of a Variety of Types of Reading Texts PENNSYLVANIA SCHOOL JOURNAL VOL. LXXIV N° JANUARY, 1926 The Platoon School WILLIAM F. KENNEDY Director of Platoon Schools, Pittsburgh, Pa. O OTHER movement has challenged the thought and interest of school people during the past decade as has the platoon type of school organization. Although some of the basic elements involved are as old as ancient Greek education, their combination into a working organization was not conceived and practised till the year 1907 under the so-called Gary Plan. This organization was such a radical departure from the existing single unit or graded school plan that it proved a bone of contention among educators for some years. However, some progressive school men catching the vision of its possibilities and adaptations for solving many of their educational problems began to experiment with the plan, refining its processes and adapting its operation to community needs, building arrangements, personal ideals and educational principles. A rapid development began about eight years ago to the extent that at the present time the platoon plan is functioning in ninety-nine cities located in thirty-six states of our Union. Among these cities are Pittsburgh, Detroit, Baltimore, Milwaukee, St. Paul, Seattle, Portland, Los Angeles, Denver, Birmingham, Dallas, Kansas City, Akron, Chicago and Youngstown. Of the thirty-six states having platoon schools in operation, Pennsylvania heads the list. It is evident that this movement is neither local nor uncertain. It is growing by leaps and bounds. Every week brings us information that another town or city has adopted the plan. The movement in Pittsburgh began when the McKelvy School was organized on the platoon plan about ten years ago. At the present time there are forty-nine of the larger Pittsburgh schools, enrolling over 36,000 pupils, working on this system, and by the end of the present school year this number of schools No. 5 will be increased to sixty, enrolling threefifths of the elementary school population. The development of the platoon movement in Pittsburgh has been remarkable for harmony, co-operation of teachers and principals and the enthusiastic support of parents. This is largely due to the fact that the organization has been imposed on no one; its growth has been healthy due to a gradual development in numbers, experimentation and varying activities in terms of the needs of the community. In no case has a school that has been platoonized gone back to the traditional organization. Certain perplexing school problems arising out of the conditions of the 19th century with their attempted solution have been largely responsible for this movement toward a better type of school organization. Among them are: First, the overcrowding of the curriculum in terms of a teacher's power to teach all subjects. During the past seventy-five years the elementary school subjects have been increased three-fold. Second, the need of enriching the school experiences of children. Third, the necessity of building a school organization in harmony with the native traits of children. Fourth, the necessity of making a greater use of school buildings and equipment on account of rapidly mounting costs. Fifth, rapidly growing centers of population and overcrowded school conditions. What is the Platoon Plan? There are five basic factors involved in the platoon plan. First, the division of the school groups or units into two equal parts from the lowest grade to the highest. Each part is a platoon. While Platoon A is located in home rooms working with the fundamental subjects of the |