OCTOBER, 1929 Bie a (Gif Veal « 4 = " alli tie JOURNAL + a NATIONAL EDUCATION ASSOCIATION Atlanta Will Shine—Editorial Commissioner Cooper’s Atlanta Addresses Department Presidents 1929-30—A Page of iceiniiis Education for a New World—Secretary’s Report The Association’s New President—E. Ruth Pyrtle A Venture in Writing Poetry—Jean H. Dukelow The Changing Family—Ernest R. Groves New Administration Building—Architect’s Drawing The Newbery Prize Book—The Trumpeter of Krakow Character Education in Scouting—James E. West In Common Things—Schoolroom Poster The University of Akron—George F. Zook Resolutions Adopted at Atlanta ‘ , A Determining Factor in American Life—W alter S. ee Growth of National Congress of Parents and Teachers 1920-2 The Mentally Healthy Child—J. Mace Andress The Pact of Paris—Suggestions for Teaching . American Education Week 1929: The Program Day » —_— What Schools Do to Improve Homes; Facts for Writers and Speechmakers How It Is Done—Effective Enrolment Plans Vitalized Group Study and Faculty Meetings Notes and Announcements — OOD OOOO OOOO _— ee r Pusuisnep MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 1201 SIX- TEENTH STREET NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND- CLASS MATTER OCTOBER 28, 1920, AT THE POSTOFFICE AT WASHINGTON, D. C., UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. Outstanding New Books PLACE’S FIRST YEAR LATIN 403 pp., Richly Illustrated, $1.32 | IMPLIFIES the first-year work in compliance with the | recommendations of the Classical Investigation. Gives a solid foundation and makes Latin interesting to the be- | ginner. A book that is easy to teach and easy to learn. NEW EDITION | Keeping up to date these widely " $CHORLING-CLARK MODERN MATHEMATICS SEVENTH SCHOOL YEAR used textbooks by embodying re- sults of recent investigations. FLETCHER, SMITH AND HARROW’S BEGINNING CHEMISTRY 512 pp., Illustrated, $1.60 EFRESHING in style, unusually simple and clear. Treats the chemical problems of this industrial age. Special emphasis on the electron theory. GEHRS’ AGRICULTURAL NATURE STUDY Book One, 198 pp., $0.80 Book Two (in Preparation) OLLOWS closely the suggestions of the Department of Superintendence and meets the various standard courses of study. Simply and logically written; many ideas for laboratory and field work. SCHORLING-CLARK Modern Mathematics 7th School Year—8th School Year ~ $CHORLING-CLARK MODERN SMITH AND BLOUGH’S | PLANNING A CAREER | 480 pp., S144 OVERS every aspect of a course in occupational informa- tion or vocational civics; follows the a. eee of | the Committee on Social Studies of the N. E. A. Improved textbooks that have demonstrated their value. Yonkers-on-Hudson, New York 2126 Prairie Avenue, Chicago WORLD BOOK CO. AMERICAN BOOK COMPANY New York Cincinnati Chicago Boston Atlanta WINSTON Gone is the little red schoolhouse Gone, too, are its far-from- + Sanitary slates and its desks with “jack-knife’s carved initial.” But what better : illustrates our progress than The Winston Simplified Dictionary ADVANCED EDITION New from A to Zythum ... More than 100,000 words defined ... Simple, accurate definitions ... Large, clear type... 3000 original illustrations... 16-page Atlas in color... Valuable reference material PCIE Gc ia carve aan ve ck S206 “Whtth Belem. «2... . focccescss: $2.88 Intermediate Edition....... 1.20 Primary Edition............. -80 (Less usual school discount) Send for specimen pages and further information ARS WINSTON BUILDING } | CHICAGO ATLANTA SAN FRANCISCO DALLAS FOR TEXTBOOKS Editorial for October, 1929 Atlanta Shall Shine! TLANTA shall shine tonight; At- A lanta shall shine; Atlanta shall shine tonight; Atlanta shall shine!” These familiar old lines might have been sung over and over again dur- ing the 67th convention of the NEA with veritable truth. Atlanta will shine in the memories and teaching of thousands of school-folk. Southern hospitality sur- rounded the meeting with an allpervasive atmosphere of kindliness and goodwill. It colored every aspect of the convention. Superintendent Willis A. Sutton, gifted chairman of the general committee, and his able staff had planned so carefully and with such loyal cooperation on the part of the people of the city and the state that nearly everyone from the small- est child to the most influential citizen had some part. The result was a master- piece of hospitality and entertainment. There was an abundance of flowers from southern home gardens. There were all the watermelons and peaches one could eat and an old-fashioned southern barbe- cue that served eight thousand guests with marvelous efficiency. Innumerable courtesy cars carried guests to the beauty spots about the city. There was a quality of sustained personal attention, flavored with the cordiality and the grace for which the South is famous. Teachers from all America now have a new ap- preciation of the reawakened South. for a new world—This theme gave a note of prophecy to the strong, constructive programs developed by the President and the officers of de- partments. Meetings were well attended. President Lamkin presided on all occa- sions with a fairness, directness, and eficiency which made the meetings move easily and pleasantly. Live business sessions—The business of the Association was transacted at the four meetings of the Representative As- sembly composed of about 1200 official delegates. These meetings were largely Education given over to reports of committees in- cluding the following: Ethics, Appoint- ment of Delegates; Retirement Allow- ances; Necrology; International Rela- tions; Legislative Commission; Propa- ganda in the Schools; Tenure ; Economic Status of the Teacher. There were also reports of the Secretary, Treasurer, Board of Trustees, Budget Committee, Board of Directors, and of other official bodies. To belong to this great profes- sional assembly is an appreciated honor. First life membership dinner—A sig- nificant feature of the Atlanta convention which is likely to be repeated at future meetings is the life membership dinner which was held on Saturday evening, June 29, with 276 enthusiastic life mem- Photo by Lane Bros., Atlanta, Ga. | pee ge LAMKIN was greeted on his ar- rival in Atlanta by Superintendent and Mrs. Willis A. Sutton. With Mr. Lamkin was Superintendent P. P. Claxton of Tulsa, Okla- homa, former United States Commissioner of Education. bers present and Mr. Lamkin at his best presiding. Many new life members were announced at this dinner and states ri- valed each other in their plans for in- creasing life members during 1929-30. Elizabeth Bosworth of Whitman, Mas- sachusetts, was the special guest of honor sent by the teachers of Plymouth County as a tribute to her fifty years of service. She remarked, “As I sat at the guest table and looked upon that group of men and women representing the noblest pro- fession in the world, my heart gave one glad bound because I was counted in.” Strong department meetings—After- noons were given over to meetings of de- partments and allied groups. Each year the departments grow in membership and working power. The sessions and banquet of the Department of Elemen- tary School Principals were especially notable. The classroom teacher banquet—The annual banquet of the Department of Classroom Teachers at the Biltmore Ho- [ 209 J tel was brilliant with an attendance of 1200 in a delightful open-air setting. The speakers were all stars with Presi- dent Edith B. Joynes in charge. Superin- tendent J. M. Gwinn of San Francisco brought a hearty response with his lines: Here’s to the classroom teacher; A wonderful, wonderful creature. One needs scarcely mention, That in any convention She is the outstanding feature. Among other features of special in- terest were: The selection of Columbus, Ohio, for the 1930 convention Carefully designed school exhibits of aca- demic and handicraft work Extensive commercial exhibits and arranged Educational addresses in the churches of At- lanta and Georgia on Sunday, June 30, by prominent school men and women guests Every school in Atlanta acted as host to a certain state delegation with each member of the parent-teacher association as host to a particular delegate The adoption of plans to celebrate in 1937 the centennial of Horace Mann’s coming to the secretaryship of the Massachusetts State Board of Education The recognition of John Dewey’s service to education in the vote to present to him a life membership on his 70th birthday, Oc- tober 20. The introduction of Bobby Jones, beloved amateur golf champion and citizen of At- lanta The clear determination to support tary Work’s plan for coordinating the educational activities of the federal gov- ernment The brilliant Fourth of July address by Arthur M. Hyde, United States Secretary of Agriculture, which was broadcast on a nationwide radio hookup The conference on education in which representatives from the nations of both North and took part A much appreciated choral concert by stu- dents from negro schools of Atlanta A magnificent cotton pageant by the Georgia State College of Agriculture Principal officers for 1929-30—Asso- ciation officers for 1929-30 include E. Ruth Pyrtle, president; Henry Lester Smith, treasurer; Walter R. Siders, chairman, Board of Trustees; and the following vicepresidents: Uel W. Lam- kin, Willis A. Sutton, Eugenia West Jones, Florence M. Hale, E. H. Whit- ney, Jean L. Soules, S. L. Ragsdale, Elizabeth McCormick, W. A. James, William H. Holmes, John E. Bryan, and W. F. Bond. well located Secre- interamerican South America colleges and _ public HE NEED for a revision in the educa- tional processes based on the general characteristics of modern American conditions was emphasized by William John Cooper, United States Commis- sioner of Education, in the keynote speech of the opening session of the Atlanta con- vention. Commissioner Cooper suggested five outstanding characteristics of this genera- tion: Frequent and radical change; speed; the increased use of power-driven ma- chinery; standardization; and the meas- uring of progress in terms of dollars and cents. If our present American civilization is rea- sonably well described by these generaliza- tions and if they represent, as I think they do, trends which are likely to influence our social and economic life for at least a generation, then our major problem is to develop a school system designed to enable individuals to ad- just themselves to the social environment in which they must work, and modify their en- vironment in an intelligent manner. As major lines of attack upon this new educational problem, Dr. Cooper sug- gested : First, that we ascertain as fully as possible those respects in which presentday schools are meeting satisfactorily the demands properly made on them. Second, that we define as clearly as possible the respects in which our schools have failed to meet satisfactorily the problems of this gen- eration. Third, that we study objectively the re- sults obtained in schools, including colleges, which have departed from traditional curric- ulums or methods or both. Fourth, that we catalog the inadequacies or the deficiencfes in our present society, tak- ing for study those upon which our leading thinkers are in substantial agreement; that we hunt for the factors responsible for these deficiencies, estimate the social effects likely to result if they are not remedied, and the possibilities of eliminating them or offsetting them through education. The outstanding deterrent to a solution of the problem was said by the Commis- sioner to be the absence of objective data based on adequate study of the assets and liabilities of the schools as they now exist. Based upon information now avail- able Commissioner Cooper made this pre- diction for the schools of tomorrow: First, that the application of tested thought, so successfully employed in our material ad- vance, will be extended to all phases of life; second, that thought patterns, suitable to dog- Commissioner Cooper’s Atlanta Addresses matic teaching, which look to authority for major premises, will give place to an en- lightened skepticism much needed for adjust- ment to a world of rapid change; third, that W': ARE just beginning to realize that the difficulty faced by the elementary school is very fundamental. Until recently it has been a supple- mentary institution — supplementary especially to the home and the church. But in an age when large numbers of people have no direct contact with the church or the church school, many people wish to make the day school responsible for haracter training. The loss of the cooperative contacts be- tween parents and children in the old- fashioned home, where all worked to- gether for the common good, is not yet fully appreciated. When it is fully felt by society there will be a demand that the school be no longer merely a place where children are prepared to make a living later, but that it be a place where real living goes on under the best possible present conditions. The school of tomorrow is likely, therefore, to nurture the complete child, physical, mental, and spiritual. Its curriculum will involve aspects of life. Children will be encouraged to bring into the classroom their interests and problems in nature, in city life, in industrial and human relations, as well as their ques- tions of diet, exercise, and health. The efforts on the part of the school to make good some of the loss of these influences have also brought about the establishment of kindergartens and nursery schools as well as modified the methods of teaching and administering the lower grades in the elementary school proper.—William John Cooper. people will learn to know what persons are entitled to speak in highly specialized fields of knowledge, will listen to these leaders, and will question the authority by which those not so recognized speak on matters outside their major interests; fourth, that the citizen of the future will know how to cooperate for the common good and will cooperate voluntarily, thereby benefiting himself and making unnecessary much legislation; fifth, that each individual will learn how to pre- serve his individuality in the midst of an in- creasingly standardized society; and finally, that each individual will be taught to formu- late a philosophy of life and to evaluate the effects of his behavior on others. A plea for a selected body of persons able to speak with authority on educa- tional questions was voiced by Commis- sioner Cooper in his address before the National Council of Education on Who Shall Say What the Nation May Expect of American Schools? [ 210] Suggesting that the National Council of Education, as a selected group within the National Education Association, might perform this important and neces- sary function, the Commissioner said: There are forty-eight systems of public schools in the Union, some parochial school systems and many private schools. These are unable to speak with one voice. At least, they have not deliberately set up an organization to speak for them. The nearest approach to such a real representative organization is the National Education Association itself—a body whick is too large for the type of deliberation necessary. Since membership in the National Education Association is open to all interested in American education, it is entirely fitting and proper that it establish a body whose function it will be to consider problems of this magnitude. If this council can be adapted to this purpose I suggest that to it be assigned the task. Any members now in it who are not interested in or prepared to work on these problems may be assigned to other commit- tees and to this council be added men and women who have given special thought to the objectives of our schools and colleges— some who may not be actually employed in school work, but who have keen insight into American life and its needs. Dr. Cooper set forth three problems of importance, to be undertaken as early as possible by the body to which he referred: What are the major objectives of American education ? What should be the relation of the Federal Government to education? Assuming that Federal subsidies may be- come necessary to equalize educational op- portunity among the states, on what basis shall they be appropriated to the states? Urging upon his hearers the imperative importance of an immediate and thorough study of the whole subsidy question in rural areas, Dr. ‘Cooper said: Hasty action may profoundly influence our whole scheme of education. If a body such as the council I suggest cannot or should not outline a policy for a program, assuming again that federal subsidies will eventually be established, I maintain that there must be some organization of sufficient reputation and prestige to convince the Congress that a necessary first step is a commission to study the situation and make a report on which intelligent action may be based. This latter task would certainly be a proper function of any National Council of Education worthy of the name. I am thoroughly convinced that these issues are important in themselves and typical of others that must be solved by people within a generation. I hope that I have chosen the right time and place to present them. I be- lieve I have presented them to the body best suited to undertake a study of them. ncil hin ion, ces- iblic hool are they ition h to s the he Frank Cody, President Dept of Superintendence Superintendent of Schools Detroit, Michigan dody Henry Lester Smith, President Herbert C. Hansen, President Milo H. Stuart, President Eula F. Hunter, President tion National Council of Education Dept of El Sch Principals Dept of Sec Sch Principals Dept of Classroom Teachers Dean, School of Education Principal, Talcott School Prin Arsenal Tech H. S. 1324 East Morphy Street onal Indiana Univ., Bloomington Chicago, Illinois Indianapolis, Indiana Fort Worth, Texas sted tting hose s of pted mned are hese :mit- and it to res— d in into Harry W. Rockwell, President James E. Rogers, President Mary Reed, President Paul W. Chapman, President L. R. Alderman, President " f Dept of Teachers Colleges Dept of Sch HI and Phys Ed Dept of Ktn-Primary Ed Dept of Vocational Education Dept of Adult Education | Is O Pres State Teachers College Director Nat Phys Ed Service Asst Prof of Ktn-First G Ed State Direc of Vocational Ed Specialist in Adult Education | vy as Buffalo, New York. New York City Columbia University Athens, Georgia U. S. Bureau of Education red: rican deral y be- | op- basis 2s? ative ough n in rs 5 ® i # es om % . Bachrach Caroline F. Kimball, President Frank M. Underwood, Pres Mabel Carney, President E Laurence Palmer, President John A. Hollinger, President Dept of Lip Reading Dept of Super & Dir of Inst Dept Rural Education Dept of Science Instruction our | Dept of Visual Instruction 39 Jackson Street District Supt of Schools Professor of Education Professor of Natural Science e Dir Nature Study and Vis Lynn, Massachusetts St. Louis, Missouri Columbia University Cornell Univ, Ithaca, N. Y. ch as Public Schools, Pittsburgh i not ming ually | a / : must , — men and women who lead the Association’s rapidly growing departments are per- tation sons of experience, integrity, vision, purpose, and loyalty. Most of them are life members hat a er of the Association. ‘They believe in the perfection of every special branch of the profession and vhich in the unity of the all-inclusive association. This feature includes photos of all department latter presidents except A. C. Krey, President, Department of Social Studies, Professor of History, on of aaa University of Minnesota, and J. L. Harman, President, Department of Business Education, President, Bowling Green Business University, Kentucky, whose photos were not available eee" at the time of going to press. -al o i Thyrsa W. Amos, President sige Dept of Deans of Women P Dean of Women T : | University of Pittsburgh body jem. [211] Education For a New World Annual Report of the Executive Secretary HAT Horace MANN’S reports meant in the development of the common schools, Secretary Crab- tree’s reports have come to mean in the work of education associations. The re- port which was presented at Atlanta was the twelfth in a series of notable annual statements. In emphasizing the signifi- cance of education, Secretary Crabtree Says: A century ago men thought of education as a means of preserving the past. They now think of education as a means of improving the future. The real gains of civilization are found in the improvement of man himself. The real makers of history are the teachers. The real values are the human values. No one who understands the force of education need be pessimistic about the days that are ahead. Everywhere among us leadership of the first quality is rising to meet the chal- lenge for pioneer work. All about us in edu- cation we have men and women with the ideals of Horace Mann and Henry Bar- nard—with vision, with earnest purpose, and with effective habits of work. These are the men and women who will multiply our great reservoir of human wealth. This human wealth with its skill, its intelligence, its health, and its purpose is the field of educa- tion. The report forecasts a decade of edu- cational progress in ten important fields. Some characteristic paragraphs follow: I. The next ten years and improved pro- fessional spirit—Professional spirit is an atti- tude of mind which places social wellbeing ahead of personal profit. Let us always re- member that true professional spirit can be created only in a profession that thinks pri- marily of the service which it should render to society. One of the outcomes of teachers’ in- creased professional spirit will be the public’s greater respect for the teaching profession. Il. What the next ten years will bring in the qualifications of teachers—Teacher- training institutions will select with greater care those who are candidates for the im- portant work of teaching the nation’s chil- dren. Within ten years, none but high-school graduates will be admitted to any teacher- training institution. Ill. What the next ten years will accom- plish in the removal of illiteracy—During the next ten years, a new definition of liter- acy will be developed and accepted. It is not too much to hope that in the near future a citizen will not be considered literate until he possesses reading and writing ability equal to that possessed by a sixth-grade pupil. IV. The next ten years and better courses of study and methods of instruction—The building of better courses of study is one of the fundamental movements in American education. Education moves toward the at- tempt to equip a man with that assortment of abilities, habits, skills, and powers of judg- ment involved in actual daily living. It no longer aims to make a walking encyclopedia. V. The school and wiser use of leisure during the next ten years—All indications at present suggest that the proportion of life THE STATE SUPERINTENDENT Us THE American system re- sponsibility for education rests | | with the states. The state superin- | tendents are the leaders of the Amer- | | ican educational advance. This office is less than a century old. It has the inspiration of a great beginning in Horace Mann who became the first state school officer, when he became | secretary of the Massachusetts State Board of Education in 1837. Our | state superintendents are doing a great | work. They have large responsibility. | Over and over again they have risen to the defense of the schools. They have led in movements for improve- ment. They have inspired communities to a higher appreciation of education. Under the conditions of the new day they have an even heavier responsi- bility. The equalization of education | demands that the state shall assume a larger and larger share of the load. People move easily from town to town and extensive changes take place over | night. This throws back upon the state | itself the responsibility that every child shall have a fair start whether the community in which he happens to be born is rich or poor. This places an | added responsibility upon the chief | state school officer. There is no greater | service the organized profession can | render than to aid in holding up the | arms of the state superintendent and in following his leadership. available for avocational pursuits will still further increase in the next decade. We may expect the responsibility of the school in training for the nonvocational side of life to increase rather than decrease. VI. What the next ten years will bring in adult education—Both labor and capital pre- dict a five-day working week within ten years. Along with this will come the clearer realization that the period of school attend- ance is the beginning, not the completion, of an education. We are only at the beginning of the adult education movement in America. This movement means a new concept of edu- cation, and through it we shall find the solu- tion of many of our difficult social problems. Parent education as a phase of adult educa- tion is an undeveloped field, rich in possi- bility for better born and better nurtured children. VII. The next ten years in school finance —The total amount expended for education has increased. But this fact in itself does not { 212] mean that expenditures have been extrava- gant or that larger sums may not be needed. Is the development of the automobile in- dustry, the building industry, the electrical appliance business, or the life insurance busi- ness any more important than the develop- ment of better schools? Yet we have increased expenditures for all these industries more rapidly than for education. VIII. The growth of the National Educa- tion Association in the next ten years—My faith in the teachers of America leads me to believe that out of their own ranks’ will come such high leadership and service that within the next ten years the National Edu- cation Association will have an active mem- bership of 500,000 and a life membership of 10,000. IX. The next ten years and the effect of increased efficiency in professional organi- zation and service—A national education association, allinclusive in membership, rep- resenting all fields of educational endeavor, occupies a peculiarly strategic position. Its funds come from the members of the teach- ing profession and, therefore, it is answer- able to no other group. The profession stands on no political platform; it favors no economic class; it sponsors no particular creed; nor does it offer special treatment for any particular race. Its major purpose is to discover the means whereby the children of all economic classes, political parties, creeds, races may receive the maximum benefit from school attendance. X. School enrolment and equality of edu- cational opportunity—The American concep- tion of education is founded on this funda- mental principle: Every child shall be offered an opportunity to have whatever talents he may possess brought to the fullest possible development. The battle has been clearly won in our elementary schools. We now seldom hear it suggested that only one type of school- ing should be offered in the elementary school and that only those who can profit from it should be allowed to attend. Everybody is guaranteed elementary schooling, the lame, the halt, and the blind. We have also won the battle for democ- racy in education on the secondary school level. The high school has not gone as far as the elementary but notable progress has al- ready been made. The high school which now offers only the single, traditional curriculum of a generation ago is no longer acceptable. It is upon the college level, however, that we may expect the greatest progress between 1929 and 1939 in realizing the democratic principle of education. We may expect such progress for two reasons. First, the college has the farthest to go to become democratic and, second, an increasing percent of college executives and faculties are becoming alert to the problem. We are unwilling to admit that only certain preferred intellectual, so- cial, or economic classes are educable on the post-adolescent level, and are demanding that appropriate educational facilities for all shall be available on this level. ~~ fF n~ me -«- -« ca- My > to vill hat du- em- . of of n1- ‘ion ep- yor, Its ich- yer- sion / no ilar for s to 1 of eds, rom edu- cep- ida- ered s he sible won dom 100l- ‘hool m it ly is moc- ‘hool ir as s al- now ulum able. t we ween ratic such llege ratic llege alert \dmit , so- n the ding yr all The Association’s New President iss E. RutH PyrtTLte who was elected president of the National Education Association at the At- lanta convention is a native of Virginia, but has spent most of her life in Nebraska where she was taken in infancy. Some insight into the background of Miss Pyrtle’s life was given by President Elliott of the Nebraska State Normal and Teachers College of Chadron in his nom- inating speech: Her father and mother came from homes broken by the war—young people accustomed to comforts and luxuries. Youth and indom- itable courage were with them when they married and came west. The first house was a sod house. Just when the prairie was giving way to the cultivation of crops the gallant father lost his life in an accident. With kindly intent their adviser said it seemed nec- essary to separate the children and to divide them among those who could and would pro- vide them with homes. The mother, gathering to herself all the strength of the motherhood of all the ages, said, “No. God alone knows how I shall provide for them, but my children shall never be separated.” They never were. In some way these Pyrtle children were fed, in some way clothed, and in some way edu- cated. The mother lived to see all her chil- dren educated and established in life. Miss Pyrtle is a graduate of the gram- mar schools and high schools of Lexing- ton, Nebraska. During her four high school years she taught rural school for three months each year and was able at the same time to keep up with other mem- bers of her class. On graduation from high school she went to Lincoln where she secured a position as a grade school teacher. She completed her course in the University of Nebraska largely by attend- ing night and summer schools, earning her A. B. degree in 1904 and her A. M. degree in 1907. The schools of Lincoln with which Miss Pyrtle has chiefly been associated are noted for their excellence—the high character and training of their teachers, the leadership of able principals, and the vision and energy of superintendents. In this setting Miss Pyrtle has developed those qualities of leadership which have given her a significant part in the larger organizations. By doing well her work as teacher and through additional study she won her way to the principalship. By doing well her work as principal she won her way to a high place in the councils of the city school administration and as a member of the Nebraska State Board of Education. Her efficiency in these con- nections has given her a large place in the Nebraska State Teachers Association where she has held numerous offices. She is now serving as the educational chair- man of the Nebraska State ‘Teacher Association. Parent RUTH PyrtLe, president of the National @ Education Association, 1929-30, is prin- cipal of the Bancroft School, Lincoln, Nebr. In the National Education Association Miss Pyrtle has been a faithful worker for many years. She is a life member and has served as vicepresident, and chairman of the Committee of One Hundred on Retirement Allowances. As chairman of the Committee of One Hundred on Retirement Allowances, Miss Pyrtle has given a most significant service. She was appointed chairman of this committee by President McSkimmon in 1925 and has developed several reports which appear in the Proceedings. Miss Pyrtle was one of the pioneers in the Department of Elementary School Principals which has grown within a dec- ade into one of the leading departments of the Association. She has been both sec- retary and president of this most active department. She has helped to magnify the elementary school principalship until it is now recognized for what it really is—a position of primary leadership and responsibility whose possibilities are lim- ited only by the vision, energy, and devo- tion of the person who occupies the office. [ 213 ] In describing the type of person de- sired for principals, in an address before the Department, Miss Pyrtle pointed out: Men and women should be chosen for prin- cipals because of their broad vision of life’s values, their thorough preparation for leader- ship, not only leadership among teachers but in community life, their sympathy and tact, and in addition to these necessary general qualifications, a clear knowledge of the tech- nic of instruction, and the ability to give aid and direction to the individual teacher. From the beginning of the movement Miss Pyrtle has been devoted to the work of the World Federation of Education Associations. She was active in the con- ferences in San Francisco in 1923 when the World Federation was organized and took an important part in the bien- nial conferences at Edinburgh in 1925, at Toronto in 1927, and at the confer- ence at Geneva in 1929. Miss Pyrtle be- lieves that through the children and the schools there will be laid the foundation of international goodwill and cooperation. During the Atlanta convention Miss Pyrtle delivered an address before one of the general sessions on The teacher's responsibility and opportunity in prepar- ing children for the New Day. The fol- lowing selections from this speech sug- gest the point of view and the spirit of the able woman who will lead the forces of the Association during 1929-30: The challenge to the whole teaching pro- fession was never stronger. A sense of values in life, putting first things first, getting the emphasis on that which is of most value, most worthwhile in building the life of our pupils, is needed by every member of our profession. Fortunate is that child who has the teacher who helps him to know, to appreciate his im- mediate environment. Is it too much to ex- pect children to appreciate the beauty of the great out-of-doors? Shall we wait until we are adults to appreciate the beauty of coming spring, the charm of birds, the glorious sun- set? Should not this teaching come in every day’s program, every day of the year, and every year of his schooling? The many responsibilities which have come to Miss Pyrtle have not diminished the human qualities which have been a vital factor in her life and work from the beginning. At the Atlanta convention a teacher who had come to know Miss Pyrtle for the first time remarked “She is the kind of person one likes to have for a friend.” . OWADAYS, when we are hearing so N much about the latent creative ability of children, many teachers are curious to know and frequently spend no little effort in trying to ascertain, just what the things are that stimulate or en- courace creative expression. There are at least two quite different theories as to how children may be stimu- lated to do creative work. The first and the most prevalent theory is that chil- dren are stimulated to create when their environment is richly supplied with things that are beautiful, with things that invite manipulation and experimentation. The second theory, rather startling to some teachers, is that children should be placed in an environment utterly devoid of beau- tiful things. It is claimed by those who adhere to this theory, that if no beauty is provided for the children, they will be forced in selfdefense, as it were, to pro- duce beautiful things in order to satisfy their innate craving for beauty. It is a fact that cannot be gainsaid that support- ers of each theory have produced evidence to prove that their theory actually does work. In a school where this venture into the writing of poetry took place, the first theory is adhered to. The children are surrounded by a wealth of material: pic- tures, stories, poems, and manipulative materials calculated to stimulate the de- sire for creative expression. The third grade was learning about ships and their ways. As the study went on week after week a great love for ships developed, partly as a result of better understanding of ships, partly as a result of the children building minrature ships and boats, and partly as a result of their listening to and enjoying many fine sea stories and poems. One day, after listening to the reading of some particular rhythmic poems, a child suggested, “Let’s try to make up a ship poem!” Earlier in the year they had composed several fairy poems after read- ing Rose Fyleman’s Fairy book, so most of the class received the suggestion with enthusiastic approval. The children had a hard time deciding what their first ship poem was to be about but they finally de- cided to make it about a ship in a storm. That was apparently about as far as they could go for no one seemed able to give a beginning line—one which would get the poem going. Yet there were no me- chanical difficulties for the children were A Venture in Writing Poetry under no necessity either to write or spell. Whatever they dictated was written on the blackboard for them. At this point, the children were asked to consider for a moment how they wanted their ship to look and act in the storm. Suggestions came thick and fast: brave, strong, gallant, proud, courageous, and many others. These were listed on the board and left there for the young poets to refer to as they wished. They were then asked what they thought the sea would be like in the storm. They sug- gested big waves, cruel waves, dashing waves, crashing waves, stormy waves, a stormy sea, and other similar expressions. With these words and phrases listed before them, the children seemed quite ready to attack their problem. The first line came, closely followed by the second, and third. The children frequently sug- gested changes in the choice of descriptive words until everybody seemed fairly well pleased. When finally accepted by the class, they decided to name it A BRAVE SHIP A stormy, stormy, Stormy sea. A strong ship Sailing gallantly On the way To London town. The waves came dashing Upon her deck. Dashing and crashing Upon her smooth deck, But she sails on and on. The children read and reread their poem. Many of them memorized it just because they liked it. They were so well pleased with this first effort that someone suggested making a poem for each kind of ship that they studied about, a rather ambitious suggestion. However, they did compose a number of other poems over a period of several weeks, some of which are here given. In no case did the teacher suggest that they write a poem. The sug- gestion always came from the children after some story, or poem, or picture had been enjoyed by the group. They insisted that there be some rhym- ing words in their poems, although they understood that this was by no means essential. Frequently they were reminded that a poem was a beautiful thought ex- pressed in beautiful words. They en- joyed going over each poem to see if it “seemed to sing.”’ They had quite a feel- ing for rhythm. If the poem were not [214] sufficiently rhythmic, words were often substituted, or eliminated. Often the com- ment was made, “that isn’t a very beauti- ful thought,” or ‘I think we can say that in nicer words.”’ Frequent opportunities were provided for practice in discriminat- ing between words, in detecting shades of meaning. Often the children remem- bered words or phrases that occurred in poems read to them. In some cases, words and phrases which were especially pleas- ing to them were incorporated in their original work. THE LINER Oh, I hope that I’ll be captain Of a mammoth ocean liner That goes a-steaming, Steaming o’er the waves. Steaming on to England To England and to France, Then turns about and steams Back home again. THE SPEEDY CLIPPER Oh, I am the captain Of a speedy clipper ship That’s a sailing, sailing, Sailing on the sea. To travel on a liner Would certainly be finer But I’d rather sail my clipper On the sea. THE TUG Puffing, puffing, puffing Goes the busy little tug, Chugging, chugging, chugging Goes the jolly little tug. Tugging, tugging, tugging Is what it loves to do. Shoving, shoving, shoving Tramps and liners, too. A partial list of the poems, which stim- ulated the children to want to write, is given below. From 4 child’s garden of verse by Robert Louis Stevenson were chosen “My bed is a boat,” “Where go the boats?,” “Travel,” “Pirate story,” and “My ship and |”; from This singing world by Louis Untermeyer: “Boats sail on the rivers,” “Old ships,” and ‘Sea call”; from Home book of verse by Eg- bert Stevenson: “‘A wet sheet and flowing sea,” “The sea,” “Homeward bound,” “Sea gypsy”; and from Silver Pennies by Blanche Jennings Thompson: “Sea fever.” Adapted from tie article by Jean H. Dukelow, Alexander Avenue Demon- stration School, Los Angeles, California, in Creative Teaching and Professional Progress, The fourth yearbook of the Department of Classroom ‘Teachers, National Education Association. ten uti- hat ties lat- des em- | in rds eas- 1eir stim- te, is on of were ‘e go ory,” ging s sail “Sea _ Eg- wing ind,” nnies “Sea n H. mon- yrnia, sional f the chers, Education for Worthy Home Membership The Changing Family Ernest R. Groves Professor of Sociology, University of North Carolina HIS IS the first of a series of articles to appear in the JOURNAL during 1929-30 on Education for Worthy Home Membership, the second cardi- nal objective of education. These ar- ticles will deal with every phase of home life. The school is so closely allied to the home through its dependence upon it that it is keenly sensitive to the period of change through which life in the home is passing. AMILY LIFE in recent years has changed much and it is still chang- ing. Thoughtful people every- where are aware of this and conversatien seldom travels far without some refer- ence to the family. Indeed, marriage and problems of parenthood almost rival the weather as a favorite topic for discussion. It is not merely in the United States that the family has changed for at the present time perhaps the most spectacular happen- ings in this family transition are occur- ring in Japan and in Germany. No part of our life is unaffected by what has hap- pened and is beginning to happen in the family experience but these changes con- cern nothing more than they do education. As one listens to the discussions that spring up so spontaneously with reference to marriage and family life, it is clear that behind the interest there are several con- trasting attitudes. On the part of some people we detect a great fear. They recoil from the idea that the family as an insti- tution has already departed from what they regard as the standard. They look with misgivings upon any effort that is made to help the family adjust itself bet- ter to present social conditions, since they desire to see the family return to its old anchorage. In other cases, the emotional reaction that is made to any thought of family adaptation reveals that the family interest is for some merely a reminiscence of their earlier childhood experiences. Their attention is not upon the present difficulties of the family but they like to talk and think about their earlier home life, because it brings them enormous sat- isfaction. Some of these are married and have children but their emotions flow not from their present experiences but from those they once had when they were as children members of another family. Courtesy of Congressional Library HE Wuirte House is in every sense the first home of our land. Here the highest ideals of American family life prevail. Thus these individuals often give evi- dence that they themselves are so un- adapted to present circumstances that they have to turn backwards to obtain any degree of satisfaction in dealing with the family. In others we see an interest in family problems that is the result of restlessness. These people also are unable to cope with the responsibilities that come with the modern family. It is not surprising to find in these discussions of family matters an expression of bitterness and often a protest against present unhappiness. At times this comes from those who are dis- satisfied in matrimony, or overburdened by their obligations as parents; while even more frequently it issues from the discon- tent of those who have not married or have not had children. Whatever the motives that lead people to take an interest in the present predica- ment of the family, there is sufficient rea- son for educators to give thought to the modern family as it discloses its present instability. For a long time the family has had the chief influence in shaping character and perhaps for the majority of children this is still true, since the family has ordinarily the control of the child in his earliest and most impressionable years. Thus the home is either the greatest ob- stacle or the largest assistance to the school. But it is obvious also, at least in our country, that with the changes that have occurred in recent years in family life, there has come a new obligation to the schools. Lo some extent, they have been forced to do more for children, while the function of the home has correspond- ingly decreased. It is only fair to say that this has come about largely without con- scious effort on the part of either teachers or parents but it has been in accord with the ambition of the former and the eager- ness of many parents, either for selfish or conscientious reasons, to put part of their burden on the schools. The inability also of parents to do justly by their children, either from lack of resources or intelli- gence, has forced the schools to undertake to do some things that seem an intrusion upon what previously was thought of as the domain of the home. Education also has to concern itself with the present family situation, because it is becoming clearer and clearer to those responsible for educational policy that ed- ucation must definitely contribute to fam- ily welfare, if the home is to continue its functions with success. Marriage is con- stantly becoming more difficult because Lips MY MOTHER who taught her children the deep things of life; duty, honor, truth; courage, faith, hope; love of home and of coun- | try; reverence for God, for each other and for all His lowly creatures; obedience and devotion; sincerity and simplicity; patience | and perseverance; selfdenial and selfreliance; kindness and helpfulness; contentment while striving to attain; joy in service; and satisfaction in work well done. With a culture not learned in school—for her island home afforded but little in the way of schools— but with that richer culture that comes from companionship with a few great books; from communion with God and nature; and from a life well lived, its difficulties faced and its problems solved with an unconquered and unconquerable spirit, she taught us by what she did, to do; and inspired us by what she was, to become.—Randall J. Condon. pa 216 life in general grows more complicated. ‘The same is true of parenthood, for moth- ers and fathers are required to understand children and to express good judgment in dealing with them to a degree that was unnecessary when family life was more conventional and child care more of a routine. When we speak of the changes in fam- ily life we do not always have the same aspects in mind. There are three distinct expressions of family variation that de- serve recognition. The first has to do with the practises of the family. It is here that thus far the greatest variation has oc- curred. To be a mother or a husband or a child does not mean what once it did. The behavior of the family is different the changed. This has come about from no because role of each member has definite choice but merely as the neces- sary result of the different way we live as people in a modern world. The change is most in the cities and to some extent what has happened in the village and country home is the backward flowing of urban It would be unfair, however, to charge entirely to the cities the new complexion of family experience, for modern civilization does not permit such a rigid separation of rural and ur- ban environment. Family life, even in its most intimate aspects, has to reflect the conditions prevailing in the social life of the period. This is why the family as a practise has so distinctly changed. influences. A change in function is almost certain to be followed by a difference in ideal. Recently the family has been moving away from the ideal of obligation to a conscious emphasis upon motives of hap- piness. Although the ideals of the past have often been merely theoretical and verbal, rather than genuine guides for conduct, it is-no small matter to switch from a philosophy that stresses obligations to a program that is frankly- pleasure- seeking in its goal. The change certainly lessens the tolerance of persons who are unhappy in marriage or in parenthood and increases the obligation of education to do whatever can be done through train- ing to increase domestic happiness and to make parenthood more efficient and sat- isfying. Unless marriage can be made for more people a satisfying relationship, mat- rimonial discontent must continue to in- crease and register itself in divorces and this encourages the appearance of rivals to orthodox marriage. Already substitutes for marriage are being advocated and experimented with in practise. One of these is the comrade- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1929 Vo ship of a husband and wife committed to a childless marriage. To this we formerly gave the term “companionate marriage” until this lost its precision by being mixed in the popular mind with some form of trial marriage. We now have in our cit- ies to some extent a more radical depar- WHAT MAKES A HOME? ’Tis the gentle pitter patter Of wee feet upon the stair, The sound of children’s laughter Gaily ringing through the air, The shining eyes that smile at us, Wee lips that hold a kiss Far sweeter than the nectar That the bee from flower sips; ’Tis the fire’s soft warm welcome And the daylight’s mellow glow, Friendly books and easy chairs, And the folks we like to know; The love, and light, and laughter That go singing through the gloam, All telling us of peace within, That makes a Home a Home. EvizaBETH MacMaster Brockway. ture, a monogamous but illegal sex alli- ance. This relationship suggests the trial marriage as it has been advocated in the past but the alliance is entirely different since usually there is no idea, at least at the beginning of the comradeship, of le- galizing the union. Experience shows, at least in some cases, that one of the two, more frequently the woman, comes to de- sire security and the complete commit- ment provided by law. Even when both the man and the woman grow into a de- sire for a permanent marriage, this is sel- dom the maturing of what they at first expected. The relationship, therefore, is not a preliminary trial antecedent to legal marriage but a substitute for those who prefer not to marry. Such an alliance is clearly founded on a_pleasure-seeking basis, which wishes to escape all the en- tanglements that in the thinking of the partners accompany orthodox marriage and would detract from their satisfaction. The degree of competition that marriage will face from this rival will be deter- mined eventually by education and the in- fluence it has upon the practical motives of young men and young women. Although educators grow weary of the constant statement that the schools must take over larger and even new tasks, there can be no doubt, however reluctant the school and university may be, that mar- riage and family experience must have more attention from education than the meager place they have had in the past. If marriage is to attract and satisfy young people, they must be prepared to enter upon it with resources and understanding that were not required in the past when social conditions encouraged both the forming and the maintaining of a fam- ily. Already we have a large amount of information regarding the failures of marriage and parenthood and this dis- closes where family practise needs the strengthening of education. As I have said elsewhere, our social routine no longer supports the family to the degree that it did under simpler and rural con- ditions. As a consequence, education must deliberately take over the task of helping the well-intentioned to prosper when they undertake marriage. This effort to conserve the family by specific training opens up entirely new territory to the educator. Whether the instruction is given by the priest, the min- ister, or the teacher, it will need to be definite instruction rather than moraliza- tion or vague generalization. There is need of factual knowledge that can be applied to specific needs that are disclosing themselves as the family. the scientist studies Some of these needs are along the line of sex and no reasonable person should protest against the endeavor of responsi- ble, qualified educators, who are eager to find what and how to teach men and women so as to make their sex-life bio- logically and socially a normal experience and a wholesome influence upon character, Although the physical aspects of mar- riage rightly appear most important to individuals who have just entered matri- mony, education for marriage can never be exclusively sex-instruction. Modern marriage is extremely complex in its in- terests and failure at any point is disturb- ing to the entire relationship. For ex- ample, economic struggle, or grave dif- ferences between the husband and wife arising out of income and expenses, easily passes over into another realm and makes the sex adjustment, formerly satisfying, no longer tolerable, because love and con- fidence have been replaced by hatred or suspicion. Already education has come to realize its responsibility for the training for parenthood. It is along this line that we have advanced farther in our educational effort to conserve family life. It is for- tunate that this has happened, because the success already realized gives us assur- ance that science can bring to the educa- tor un pre lin tea We the th P nr N fi 929 the ast. ung iter ling hen the am- t of of dis- the lave no gree con- nust ping they y by new the min- o be liza- re is n be osing the - line ould onsi- er to and bio- ience icter. mar- nt to natri- never »dern ts in- turb- r ex- > dif- wife easily nakes fying, | con- ed or ealize x for at we tional s for- se the assur- -duca- Vol. 18, No. 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 21 tor the factual knowledge he needs if he undertakes also a program of marriage preparation. Education has not gone far even along lines of parenthood training and both the teacher and the administrator must be- ware of the dogmatist and the faddist; the first undertakes to speak with an au- thority that the facts do not justify, while ey a AT TONAL ee, ~~ the other rushes into the new educational opening because it offers another chance for unrestrained selfexpression. Educa- tion must first come to realize what it needs to do, then patiently work out through experience, which of course in the end must be tested by actual marriage and parenthood, the content of premar- riage instruction and the time, place, and ee ag EDUCATION / | —— poor Ti esttesetenreonaaseacl = f sis Me ss Petit — =" ' ad es } ce , “J method of providing the new type of education. Meanwhile, the teacher has the best of reasons for becoming inter- ested in the changing family, since sooner or later what is happening will bring an- other opportunity for America to dis- cover whether or not its confidence in the social value of education can be justified by practical results. NSSOCIATION _ ADMTNIST RATION—~ BUILDING -WASHINGTON-D_C G CooPER GRPN Arce iTecTs be architect’s drawing shows the Association’s Headquarters Building in Washington as it will look when the building program now underway is completed. The attractive colonial building on 16th Street is re- tained at the left. The new building on M Street is designed to match. This building which has been made possible by life membership fees will house the many growing activities of the Association and its depart- ments. There will be in addition space to accommodate the headquarters of various allied groups such as the National Congress of Parents and Teachers and the International Kindergarten Union. The building is financed from the permanent fund which is in charge of the Board of Trustees, Walter R. Siders, chairman. servant of the King of the Polish people, that I will faithfully and unto the death, if there be need, sound upon the trumpet the Heynal in honor of Our Lady each hour in the tower of the church which bears Her name. if SWEAR on my honor as a Pole, as a This ancient oath taken by the trum- peters of Krakow, Poland, for centuries past, is the theme around which Eric P. Kelly has written the book, The Trum- peter of Krakow, awarded the Newbery medal for the most distinguished contri- bution to children’s literature of 1928. The John Newbery medal, named for a London bookseller who first thought of publishing books for children, is awarded at the annual convention of the American Library Association and the winner is al- ways invited to receive the medal in per- son. This year the librarians met in Washington, D. C. After Mr. Kelly made his acceptance speech, a member of the United States Marine Band came to the stage and from a copy of the prize book played the ancient hymn which every hour is sounded from the high tower of a church in Krakow. The first scene in this story of mystery and adventure occurs in 1241 when fierce Tartars who “knew not mercy, nor pity, nor tenderness, nor God” sacked and burned Krakow. After a long night of fire and hideous sounds, the young trum- peter from a little balcony high up on the front of the church of Our Lady knew that he was alone in the midst of a ter- rible enemy. He had kept his oath when escape was possible. When the morning sun showed that it was too late to retreat, it came to him, young as he was, that he was part of the glorious company of Polish men fighting for all Christendom against brutal apd savage invaders. He seemed to see in a vision that though he might die for naught save what some scoffing ones might call a foolish honor, still that bravery was to de- scend as a heritage to the people to whom he belonged and was to become a part of their spirit, their courage, their power everlasting. An arrow pierced the breast of the young trumpeter when he was near the end of his song and the melody ceased—broken like the young life that gave it birth. The story passes on to a time more than two centuries later when Joseph, a lad of fifteen years, is entering Krakow with his parents. As he gazes at the un- usual sights of the city, there suddenly floated down from above the sweet notes of a trumpet. Joseph noticed that at a The John Newbery Prize Book certain place the trumpeter broke the tune off abruptly, as if someone had taken the trumpet from his lips. Later, his father tells him the story of the broken note and how the tower trumpeters pay honor to the lad of long ago by ending the Heynal always at the broken note. Courtesy of the Macmillan Co. , | ‘HE YOUNG trumpeter in the high tower of St. Mary’s church has received a mortal wound; below him the Cossacks are burning Krakow. This is one of several beautiful illustrations in color in the prize book done by Princess Angela Pruszynska of Krakow. How Joseph acts for a time as trum- peter; his adventures in the city with Elzbietka, a little girl friend; with Jan Kanty, the scholar-priest; with Grentz, a magician; with Button-face Peter, a savage Cossack all connected in one way or another with a magic crystal of great value and beauty make this prize story one of absorbing interest. Children and adults who love mystery stories will see in this book some of the danger and romance of life in the 15th century. Mr. Kelly thinks that The Trumpeter of Krakow appeals to children “because” having been trained on the staff of the news- paper, I have been taught to write just as simply as I could—to use Anglo-Saxon words when possible. I didn’t write this book for children at all. But as I wrote it, uncon- sciously it took the simple form of a news- paper story. Mr. Kelly was born in Massachusetts and went to school in Denver, New York [218] City, and Dartmouth College. He has done newspaper work in Boston and sey- eral other cities. He is now an instructor in American and Slavic literature at Dartmouth. In 1918 he was in relief work with the Polish legions in France and went with them to Poland, serving in various Capacities and traveling through many cities and camps for three years. The Kosciusko Foundation in 1925 invited him to teach at the Univer- sity of Krakow. “Here,” he said, in those dark nights in the city when I was studying or writing up against one of those old-fashioned tile stoves, the little patriotic song from the tower of St. Mary’s Church impressed me, set my brain on fire, and the whole thing seemed to come alive. It seemed to me the people of the story were passing to and fro in the streets. What impresses me most about Poland is the native love of coun- try which lives in the hearts of all the people. In a country such as Poland, which had existed without a government for 150 years, the interests of the people and the recollec- tions of the government were centered in some such little symbol as this song from the tower of St. Mary’s Church. Training in the simple style of news- paper writing and a first-hand acquain- tance with Poland do not entirely explain Mr. Kelly’s appeal to childhood. Here is a reason revealed in his own words: If I were to turn my back on the land of Peter Pan and Treasure Island, if I were to find myself outside of the paradise where they live, I would find the way to return barred by some person carrying a sword, forged not out of my best thoughts but out of my foolish thoughts and my sophistication. The idea that having read books as children, you must forget them as you grow older is nonsense. People refer to the golden child- hood hours as soniething left entirely in the past. Once the power of imagination with a realistic background is created in children, it will last all through their lives and will add an enormous amount of happiness to life. In the Newbery medal books, chil- dren are making international friend- ships. Only one of the eight, Will James’ Smoky, has an American back- ground. Stories of Africa, England, South America, China, India, and Po- land are in the inviting circle: The story of mankind by Henrick Van Loon, The voyages of Dr. Doolittle by Hugh Lofting, The dark frigate by Charles Board- man Hawes, Tales from silver lands by Charles J. Finger, Shen of the sea by Arthur B. Chrisman, Smoky by Will James, Gay- Neck by Dhan Gopal Mukerji, and The trumpeter of Krakow by Eric P. Kelly.—E. B. was hose iotic urch | the ‘med sing s me oun- ople. had ears, ollec- d in n the ews- iain- plain Here is: nd of were where return word, ut out sation. Idren, der is child- in the with a ren, it ll add ife, chil- riend- Will back- gland, d Po- k Van , Hugh Board- nds by Arthur by Gay- id The —E. B. Character Growth Through Clubs Character Education in Scouting Chief Scout Executive, Boy Scouts of America HARACTER is formed through prac- ( tise. Perhaps the best character education of our time is found in the boys’ and girls’ clubs which now en- rol literally millions of our youth. This is the first of a series of articles showing how these various clubs contribute to character growth. an AIMS of the Boy Scout program are character-building and citizen- ship-training. Its organization and prac- tises distinguish it from other boy-pro- grams—the uniform; the patrol consist- ing usually of the small neighborhood “gang” of five to eight boys; the troop made up of two to four patrols; a leader- ship that is entirely volunteer and trained; and a rather varied list of ac- tivities in which achievement and recogni- tion play an important part. The Boy Scout movement is a program that is offered to religious, school, and civic institutions supplementing their other functions. The Scout program is so varied that its chief danger is the confusion of the means with the ends it seeks to effect. The many activities of Scouting however excellent in themselves and often of great value, are used by the Scout program as the experimental and proving grounds on which the Scout works out for him- self the obligations of the Scout Oath and Law. To effect this the Scout pro- gram has utilized certain well defined educational principles. A decade ago they were revolutionary. Hearing from a friend that he had been helped by a Scout who refused a tip for his good turn, James E. Russell, then dean of Teachers College, Columbia University, felt as a teacher of teachers, that here was some; thing he should look into. His conclusion was “from the standpoint of the edu- cator, it has marvelous potency for con- verting the restless, irresponsible, self- centered boy into the straightforward, dependable, helpful young citizen.” The fundamentals in all character education may be expressed as the crea- James E. West tion of an attitude, a desire on the part of a boy or a girl to acquire certain qualities or traits and the sufficient prac- tise of it to make it a habit of conduct. Without the attitude or desire, the prac- tise might result in the exact opposite of what is intended. Whether or not a boy who goes to church every Sunday for S yery-> kindness and appreciation of ani- mal life, the Scout develops that feeling for other living things which is an important part of character training. eight years will continue to do so will depend entirely on the attitude towards the practise we have been able to cu’ tivate in him. The initial advantage in the Scout program is that it is a voluntary process. It has an age requirement so that the youngster looks forward to the time when he will be twelve and can become a Scout. Many years ago I laid out as the ‘first principle for every undertaking of the Scout movement, to make and keep conditions so that boys intensely desire (tote Scouts. It is of prime importance that the boy feels that it is a privilege to be a Scout. In the second place when, in the course of a short ceremony inducting him into the troop, he takes the Scout Oath and repeats the Scout Law, he is made to feel that he is not merely on the threshold of an adventure of things to do but of things to be. I have talked of this often as “an adventure in honor.” In the third place he finds himself in an atmosphere in which he shares with a group a code that is not so much his duty as his privilege to guard and keep. A program that appeals directly to a boy to be “noble” too often has the re- sult of an unbearable priggishnesy. The problem in character education ‘is not only that it must create an attitude and develop it into a habit of conduct but that it must guard against this disaster. The Boy Scout movement has been ex- ceptionally free of this disability. To the boy the Scout program is a game. Scout- ing is a form of dramatization. It is here that the real genius of the Scout program lies. Your candidate ceases to be John Smith and becomes a Scout and in Amer- ica particularly the word has a tremend- ous force. Men are living today who knew old Jim Bridger. Thousands saw Buffalo Bill, and Burnham’s exploits be- long in our generation. This dramatiza- tion is not alone in the patrol and troop idea, valuable as they are. It is not the uniform alone though Henry Drummond many years ago claimed, in founding the Boys Brigade, that he could turn a bad boy into a good one by putting tuppence worth of braid on his arm. Baden-Powell’s genius lies in the art with which he related every item in the organ- ization features of Scouting and every- thing which a Scout is called upon to do with this central idea of the boy drama- tizing himself as a Scout; in choosing every element so that they would drive the boy back on his Scout Law. The Scout is not a Scout only around the camp fire or in Scout meetings or when he is in uniform—many thousands never have one—but he is a Scout at home, at school, or even when he is asleep, for a Scout must learn to breathe evenly and gently lest he betray his presence and HE Scout OaTtH—On my honor I will do my best (1) To do my duty to God and my country, and to obey the Scout Law; (2) To help other people at all times; (3) To keep myself physically strong, mentally awake, and morally straight. [219] 6 ee me ed nw er a Oct ER UH Orr 220 to spring up alertly at the slightest sound! It is a principle that can be applied and is applied to the minutest and the most im- portant thing a Scout does. A boy who had to undergo a serious operation had borne himself splendidly. At the end of the operation a nurse 10ticed that one of his fists was tightly clenched. Opening his fingers one by one she found a scrap of paper. On it was written, ““A Scout is Brave.” Notice, it was not, “I am a Scout, I must be brave.” It was not John Smith, but a Scout— equal with Boone and Bridger and Car- son—who was facing his greatest crisis. The essence of character education is attitude and the Scout, program creates and reinforces the desire on the part of a boy to live up to a certain code. Certain of the qualities that Scouting seeks to de- velop, such as are implied in the Thrift Law, have a definite relation in the things a Scout must do to advance in rank and many indefinite relations in the things with which a Scout is faced while hiking, or camping, or taking part in a dozen other activifies. An unimagina- tive formalist tackling the problem of building such a program as Scouting might have inserted in connection with every Law certain trick tests. Baden- Powell’s work was largely intuitive. I often marvel at the way in which he wove the means of Scouting to make its ends. The boy who wishes to be trustworthy, loyal, and helpful does not require daily calisthenic exercises in them and if he did take them, they would not be of much use to him. The average boy, mix- ing with his fellows, finds life full of such tests—all he needs to do is to bear them in mind. It is their reminder, their constant presence as a measuring rod that is of importance. The subtlety of the Scout program is that not only does it do this but that it makes a boy think in terms of himself as a Scout who is set out on a constant adventure in which he is required to prove himself in his code. A trip to the grocery store becomes a quest. His motto is “Be Prepared” and he is ready for anything. He begins to learn this attitude even while he is pre- paring to be a Scout, for in addition to his Scout Oath and Law he learns the THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1929 customary forms of respect to the flag, which as a Scout he is to put into practise, and to tie eight knots. ““Why knots?” he asks of the Scout who is preparing him and the answer is: “A Scout must know how to tie a knot if he is going to rescue anybody, or to mend a fish line, or to tie up a horse that has strayed.” The Scoutmaster Edgar A. Guest ' There isn’t any pay for you, you serve without reward. The boys who tramp the field with you but little could af- ford, And yet your pay is richer far than men who toil for gold, For in a dozen different ways your service shall be told. You'll read it in the faces of a Troop of growing boys, You'll read it in the pleasure of a dozen manly joys, And down the distant future— you will surely read it then, Embla- zoned through the service of a band of loyal men. Five years of willing labor and of brothering a Troop, Five years of trudging highways, with the Indian cry and whoop, Five years of camp fires burning, not alone for pleasure’s sake, But the future generation which these boys are soon to make. They have no gold to give you, but when age comes on to you, They'll give you back the splendid things you taught them how to do. They’ll give you rich contentment and a thrill of honest pride, And you'll see your nation pros- per, and you'll all be satisfied. (Copy- right 1922) He not only learns to do something that every Scout should know but to think of it in terms of adventurous helpfulness and being ready to meet any emergency. Scouting is a program that boys teach each other. The Scoutmaster is in no sense a teacher; the Scout program is operated only under his guidance. A candidate for enrolment in a troop is taught his tenderfoot tests by another Scout. The unit of the Scout program is the patrol. Not only does the responsi- bility placed on the patrol leader and his assistant help the development of leader- ship qualities in these boys but the fact that the set-up of Scouting calls upon a boy who is competent in one thing to ——— help a fellow who isn’t, assures the dis- tribution of this opportunity of learning to lead widely through the troop. It is this that makes the patrol system of Scouting a contribution in character edu- capion. A boy is not in competition against his fellows; he is in competition against himself. It is remarkable the extent to which this principle is carried in Scout- ing practise. Such a gathering as the In- ternational Boy Scout Jamboree which took place at Birkenhead, England, July 31 to August 14, when 50,000 boys came together, is without competition in any form. The program of demonstrations was planned to show the boys of the world how things are done in all coun- tries. Not only is the bitterness of dis- putes that often arise in athletic com- petition eliminated but a far greater value is received in knowledge and in- spiration from the application of this principle. We have been successful in keeping the desire on the part of boys to be Scouts because the things Scouts do have a sure appeal to boys in the sense of romantic adventure to which it calls them. Scout- ing gives the boy things he wants to do, and uses those activities to carry out its ideal. The standards on which they turn, however, are eminently practical and in themselves constitute a somewhat revolu- tionary idea. The physical ideal of Scout- ing is not the big-muscled athlete ; rather it is general physical fitness, the flexible muscle, and the alert response. Scout pace, for instance, requires a boy to strike a pace of running and walking that will enable him to cover a mile in twelve minutes, no more and no less. It is con- | trol and endurance and not speed that is sought. In the matter of resourcefulness and social consciousness a similar effort is made towards allround development, fitting a boy for life rather than for a passing phase. In their participation in public functions, patriotic demonstra- tions, and other community affairs the Scout dislikes to appear and seldom does appear as a parader. He is always to be found in a service capacity—helping to control traffic, running a first-aid station, and doing other things in keeping with Boy's world of adventure, of fun, and of doing things well has always seemed to belong to the fortunate boy in Scout Uniform. It has been a great game to see a boy go into the Uniform, and, by and by, under my very eyes, to watch that sand-hued suit blossom like a rose-strewn desert, with buttons and badges and insignia of all the colors of the rainbow, and showing where the Scout has already struck his gold. While the Uniform has always stood for something fine to me, I confess I never dreamed it meant so much to the boy who wore it, to the home in which he lived, and to America itself. As I have studied this Uniform, its cloth has disclosed its character. I can find no higher praise than to say I have found in it a telling contribution to good citizenship, for the Boy Scout Uni- form is the Character Uniform for countless clear-eyed, wide-awake, and alert coming Americans.—Edward F. Reimer. 929 dis- ing t is of -du- inst linst t to out- - In- hich July | ‘ame any tions the oun- dis- com- ater 1 in- this eping couts - sure antic ‘cout: o do, ut its turn, nd in -volu- cout: | -ather exible Scout strike t will welve s con- that is ulness fort is ment, for a ion in ynstra- rs the n does ; to be ing to tation, g with | Vol. 18, No. 7 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 221 the Scout ideal of training for citizen- ship. Scout training aids in the development of the mental faculties. The Scout idea is closely related to the detective idea and this is one of the big appeals in the Scout program. The essential of Scouting in this sense is the ability to observe ac- curately and to deduce from the facts observed. All education in the school sense comes down to training a boy in these two basic things—ability to observe ac- curately, whether in reading, hearing, or seeing and to make judgments and to draw conclusions accurately from such facts. The Scout program places a pre- mium on the development of both these qualities. Tracking and trailing, map making, mature observation, all are within the minimum requirements before firstclass rank. In addition, in such an undertaking as the fourteen-mile hike, which a boy is required to take before he can attain firstclass rank, the emphasis is placed not on the hike but on his ability to observe and record what he has seen. This practise of the mental faculties in observation and deduction has had an important bearing on the scholarship ability which our investigations have proved that boys who have been through the ranks of Scouting evidently possess. Although only four million boys have been Scouts during the nineteen years that the movement has existed, or a pro- portion of 1 boy in every 7 qualified by age, inquiries disclose that the under- graduate men in universities throughout the country are somewhat near 50 per- cent former Scouts and that some of the better known colleges and universities, including the naval and military acad emies, have a higher percent and such select groups as the Rhode scholars’ have S gae HE Scout Camp gives expression to the creative impulses and natural curiosity shown as high as 65 percent former Scouts. The Boy Scouts of America believes that its most efficient work is done through its patrol and troop organization. Realizing, however, that in a vast coun- try such as the United States, it is impos- sible to give every boy an opportunity for Scouting if we insist on a troop organiza- tion, there have been developed supple- The Scout Law A Scout is Trustworthy. A Scout is Loyal. A Scout is Helpful. A Scout is Friendly. A Scout is Courteous. A Scout is Kind. A Scout is Obedient. A Scout is Cheerful. A Scout is Thrifty. A Scout is Brave. A Scout is Clean. A Scout is Reverent. mentary programs to take care of the small group and of the lone boy who is unable to identify himself with any other. The farm or home patrol is operated very much on the same lines as the troop patrol except that a minimum of only three boys is required to form such a union. The father of one of the boys should act as advisor and Scoutmaster, the boys carrying on the program but not necessarily getting together in a a formal way each week as is done in troop meeting. This is ideally suited to farm communities, as is the Lone Scout idea in which the boy who finds it impossible, either by reason of his location or any other condition, to join a troop or patrol is able to “carry on” on his own. The latter plan, which has been in operation a number of years, has been extremely effective. Here is what a young man, now a naval officer, has to say of the training he received through following the Lone Scout program: When Troop 1, Donnellson, Iowa, was organized early in 1914, I lost no time in joining. The troop was given up after two years because of lack of a Scoutmaster. | thought that my Scouting days were over and that I would never have an opportunity to advance beyond the first class rank I then held. But the organization of Lone Scouts came to my rescue and for three years I think I worked harder earning merit badges than any troop-bred Scout ever did. I not only had to study the subjects, I had to en- list and hold together an examining com- mittee of men who were fine and capable but very busy to be bothered continually by an ambitious boy. It was wonderful training for me. Troops are mighty fine but for some things Lone Scouting is better training. There are immense possibilities in the farm or home patrol and in the Lone Scout idea. They are being developed rapidly and everything points to their adding to the effectiveness with which the Scout program has served the boys of this country in bringing them the op- portunity of character-development and training for citizenship. Many practical plans for the most effective cooperation between schools and the Boy Scout move- ment have been worked out and tried and can be secured from local Scout executives or through the national office in New York. at the right, learning to recognize trees by their leaves. wen” of youth. At the left, instruction in leatherwork; IN COMMON THINGS By MINOT JUDSON SAVAGE EEK not afar for beauty. Lo! it glows In dew-wet grasses all about thy feet; In birds, in sunshine, childish faces sweet, In stars, and mountain summits topped with snows. Go not abroad for happiness. For see! It is a flower that blossoms by thy door. Bring love and justice home; and then, no more, Thou’lt wonder in what dwelling joy may be. Dream not of noble service elsewhere wrought; The simple duty that awaits thy hand Is God’s voice uttering a divine command; Life’s common deeds build all that saints have thought. In wonder-workings, or some bush aflame, Men look for God, and fancy him concealed; But in earth’s common things he stands revealed; While grass and flowers and stars spell out his name. The paradise men seek, the city bright That gleams beyond the stars for longing eyes, Is only human goodness in the skies, , Earth’s deeds, well done, glow into heavenly light. [From the author’s poems, G. H. Ellis, Boston, 1882] [ This poster for your classroom is from the Journal of the National Education Association | Schools That Are Prophecies The University of Akron GeEorGE F, Zoox President of the University of Akron, Akron, Ohio HERE ARE two great trends in stu- | een enrolment and educational de- velopment today in higher educa- tion. The first is the amazing rapidity with which the publicly supported insti- tutions have overtaken and in many re- spects have already surpassed those under private control and support. The time may soon be at hand when publicly sup- ported higher education will perform the same large proportion of the total service in this field as is now undertaken by the public schools in elementary and secon- dary education. The other trend in higher education is toward the urban institution. With the increasing concentration of larger pro- portions of our population in urban cen- ters, there is an accompanying concentra- tion, with certain exceptions, of students and college facilities in these same centers of population. Higher education is in- creasingly being satisfied where the people are rather than where they are not. Insti- tutions such as the University of Akron are therefore in the current of the two main trends in higher education today. They supply at home and with the least expense what the people want in the field of higher education. The University of Akron is a munic- ipal institution controled and supported by the city of Akron which in 1913 took over a privately endowed college founded in 1870. The board of directors by state law consists of nine members who are appointed by the mayor for terms of six years each. The total income including taxation and student fees is now about $450,000 per year. At the present time there are nine other municipal universities and colleges in the United States not including 2 number of municipal teacher-training institutions and many municipal junior colleges some of which will doubtless develop into four- year colleges and universities. Municipal higher education in one form or another is gradually becoming as usual as public elementary and secondary education. The keynote of an institution of this type is the direct correlation of the educa- tional program of the institution with the needs of the city. Inasmuch as these needs, both cultural and technical, are at our very doors they are easily identified and we can make our plans accordingly. We train our teachers for the Akron schools, our engineers for the Akron in- dustries, our chemists for the rubber in- dustries, our commerce students for the Akron business firms, and our home eco- nomics students for local employment. UCHTEL HALL on the University of Akron B campus. The democratic principle now common in American elementary and second- ary education is here being applied in a municipal institution of higher learning. Much of this training as in engineering, commerce, and teacher-training is being done on the cooperative plan by which the student spends a substantial amount of time in actual contact on the one hand with local industries and on the other with the public schools of Akron under normal conditions of employment. It should follow that students can choose their employment more wisely and after graduation meet the practical problems of employment more successfully. I have never had an Akron employer complain that our graduates were merely ac- quainted with books and theories and were therefore not capable of meeting practical requirements in business and in- dustry. We do not confine these outside con- [223] tacts to students. We believe that it is our duty to cooperate with local civic and social agencies and with other municipal agencies for mutual benefit. For example, we maintain the Bureau of City Tests which makes chemical analyses of all kinds of building materials, coal and water, etc., for the various departments of the city government and the public schools. We employ a well qualified man jointly with the City Health Department to teach bacteriology at the University and to direct the laboratories of the City Health Department. Our professor of sociology is employed jointly with the Better Akron Federation of Social Agencies. The head of the Home Eco- nomics Department is also supervisor of home economics in the public schools. The effect of these reciprocal arrange- ments is remarkable. Not only do the students have unusual opportunities for contacts with outside agencies but per- haps equally important, the faculty is kept in intimate contact with the actual problems which confront their students at graduation. Finally, we secure through this process an unusual amount of good- will from the leaders in industry, busi- ness, civic organizations, and others mu- nicipal agencies. We believe that the education of so- called regular college students is only a part of our task. There are many more adults beyond normal college age who should be reached with partime evening education than there are fulltime stu- dents between the ages of seventeen and twenty-two. A large proportion of these adults should improve themselves through further education, Experience shows that many of them are consciously or uncon- sciously yearning to do so. We feel that the University of Akron should offer them every possible opportunity. We have scarcely made a good begin- ning, but our enrolment in the evening session reached 1857 during the year 1928-29, exceeding by 605 the enrolment in the day session. Anyone interested in higher education cannot help but be thrilled by buildings aglow with light at night and throngs of serious minded stu- dents passing from one classroom to another. In Akron we say that the “second shift’ of students is at work. What work do they take? Regular col- lege courses for the most part but there are also noncredit courses. Particularly have we been successful with short insti- tutes of six to twelve lectures for special groups such as credit men, retail grocers, cement testers, furnace men, and home- makers. I believe that our method of dealing with individual students is significant. A large percent of them live in the city and are therefore graduates of the local high schools. We believe in student selection and guidance. Hence we request from the high schools not only a transcript of credits but a statement showing in what quartile group the student graduated, his intelligence test rating, and a tabular analysis of his characteristics. At the present time we are arranging with the public schools to obtain at entrance to the University a complete personnel record relative to each student covering both his high-school and elementary school per- iods. Finally, in nearly all instances, we have a personal interview with each pro- spective student. The result is a distinct improvement in student performance and length of enrolment at the University. There are certain other advantages relative to student life at the University of Akron which are important. For the most part, students are not living an un- natural life under abnormal conditions away from home. There may be certain disadvantages in this situation but the tra- ditional value of a college education de- tached from actual life has been sung for so many centuries that it may be well to point out that at the Akron type of insti- tution, socalled outside student activities i oes t fo * >, THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION do not figure so prominently and hence do not detract from college work so greatly as at other institutions. Fraterni- ties and sororities are present but they do not absorb the student's attention through rooming and boarding with two or three dozen other young and vigorous asso- ciates. We have intercollegiate athletics but not stadiumitis. As a result of cooper- ation with the home we scarcely know what a discipline problem is. Our stu- dents attend their own churches just as other people do. In short, they develop normally as members of their family and as citizens of the community. Some years ago Francis Lieber declared that “City life will strain our civilization as slavery never did.” How true this statement has become in recent years. Only those who are watching the tre- mendous difficulties of the prohibition experiment, corrupt ward politics, the concentration of immigrants, the indiffer- ence to public duty of socalled good citizens, the mad rush for pleasure, and a host of other disturbing tendencies in modern city life, can testify. To offset these difficulties we establish in our cities prohibitive laws and negative regula- tions on human conduct with policemen a plenty on the one hand and on the other we spend millions of dollars on material conveniences such as water systems, trans- portation facilities, wider streets, electric light and power plants, central heat, fire-fighting apparatus, sewage disposal plants, and a dozen other similar devices to minister to our physical comforts. What the present generation needs to realize is that our city civilization will not, through law and devices for material comfort, save its soul. A positive, domi- Be ar At the University of Akron learning is surrounded with natural beauty in the midst of the October, 1929 nating cultural program must also be developed in our cities. We have made an excellent beginning through the pub- lic school system but it is not enough. Usually the schools do not touch the adult citizens of the community with comprehensive programs for the develop- ment of civic opera and drama, munici- pal art museums and conservatories of music, historical museums, public libra- ries, and all the other positive cultural agencies which lift men and women above purely physical pleasures and liberate them from the dogging steps of the law and the policeman. A positive community program of cultural education will, in the long run, draw more people away from crime and from low and ephemeral pleasures than all the law and police combined. Many cities have made great progress toward these cultural objectives through privately endowed agencies. Such splen- did gifts have been helpful but the citi- zens, through municipal channels, should also develop these cultural enterprises. They will have greater influence where they are the cooperative endeavor of all the people. Here is a unique opportunity for the municipal university to take leadership in the civic, social, and cultural development of our cities which, if we are to save our civilization, is imperative. Therefore, I would have the University of Akron reach out and develop munici- pal enterprises in music, art, drama, sculpture, museums, and libraries. When city life becomes cultural and _ inspira- tional rather than merely material and physical, it will not strain—rather it will adorn and perfect, as in former centu- ries—our civilization. = _ - res. yr “* ‘ J S ¢ * 4 - wae eS fn Fy =sS - — a 6 Resolutions Adopted at Atlanta HE RESOLUTIONS of the National Education Association are the result of a year of careful study by the Committee on Resolutions. This commit- tee is elected annually at the convention, each state selecting one member. Miss Elizabeth McCormick, Principal, ‘Tim- othy O. Howe School, Superior, Wis- consin, was chairman for 1928-29 and Miss Edith Grosvenor of Business High School, Washington, D. C. was secretary. Ideals and Purposes — The Na- tional Education Association reaffirms its abiding faith in the schools and pledges its continued efforts on behalf of a fair start in life for every boy and girl. It adopts the following platform of ideals and pur- poses which have been established by re- peated action of the Association: 1. A competent, well-trained teacher in every classroom. 2. Improved facilities for the educa- tion of teachers and such inducements to enter the teaching profession as will at- tract men and women of the highest char- acter and ability. 3. Such an interpretation of education as will awaken the people to a realization of the importance of the schools, elevate the profession of teaching to a higher plane in public esteem, and insure just compensation, secure tenure, and provi- sion for retirement on the basis of efficient service. 4. Continued and thorough research on educational problems as the basis for re- vised standards and procedures. 5. The establishment of a Department of Education with a Secretary in the President’s cabinet and the efficient inte- gration of the educational activities of the federal government in this department. 6. The unification of the educational forces of the country in one all-inclu- sive organization devoted to thexadvance of the teaching profession, with every During the Atlanta Convention the Commissioners of teacher an informed and participating member of local, state, and national as- sociations. 7. Active assistance to state and local affiliated associations in promoting the in- terests of such associations. For Faculty Meetings Baw POINTS developed in this annual statement of principles and policies concern every educational worker in the nation. These statements influence legislation; they influence the decisions of city and state departments of edu- cation; they may well be made the basis for discussion in faculty meetings throughout the country. Following are suggested topics for discussion: 1. Which points in the platform of ideals | and purposes appeal to you as most impor- tantP 2. What does your school contribute to ed- ucational interpretation ? 3. What workers in the school should aid in curriculum revision? 4. What is recommended in the resolution on rural education? 5. What does the Association believe should be the minimum training for all teachers? 6. Why is the removal of illiteracy espe- | cially important at this time? } 7. What plan is proposed for the Horace Mann Centennial? What can your school do? 8. What other resolutions appeal to you as especially important P system 8. Equal salaries for all teachers, both men and women, of equivalent training and experience. 9. Such participation by teachers in the determination of policy as will utilize the best fruits of classroom experience. 10. Cooperation with other organiza- tions and with men and women of vision who recognize that only through educa- tion can be solved the major problems of our changing civilization. 11. The National Education Associa- tion is committed to a program of serv- ice—service to the teacher, service to the [ 225 ] Fulton County served 8000 guests at an old-fashioned barbecue. profession, and service to the nation. Its supreme purpose is the welfare of the childhood of America. The 1929 resolutions—lIn conform- ity with its platform of ideals and pur- poses and in addition thereto, the repre- sentative assembly of the National Edu- cation Association assembled in its 67th annual convention at Atlanta, Ga., in July, 1929, adopts the following state- ments of policy: We have come together to pledge again our service in carrying out the high ideals set by the founders of our organization. We recognize and accept our responsibil- ity for the adaptation of education to the challenge of the rapidly changing eco- nomic and social order. We commend President Uel Lamkin for developing a program of ‘Education for a new world.” Appreciation of public support—We record with pleasure our appreciation of the fine attitude of the public generally toward the schools, particularly as shown in the confidence placed in the educational leadership of the teaching profession, and in the readiness of the people to provide funds for the continued improvement of educational opportunities for the nation’s children. Educational interpretation—The Na- tional Education Association appreciates the cooperation of newspapers, maga- zines, press associations, radio, and other agencies in the interpretation of educa- tion; and urges that further provision be nade for the extension of cooperation with these agencies to the end that the public may fully understand the achievements, ideals, work, and needs of the schools. State responsibility for universal edu- cation—The American conception of ed- ucation is founded on this fundamental principle: Equal opportunity for every child regardless of residence, ability, hand- icap, or disability; a high-school educa- tion within the reach of every boy and 226 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION girl; well trained and adequately paid teachers for all schools; larger units of school administration ; equalization of ed- ucational opportunity. The cost of education in the future will necessarily increase as a result of the greater demands of the public upon our schools. The resources for education, from direct taxes, in many sections cf the country, seem to be decreasing from year to year, due to increased demands from other tax-supported institutions and from the inefficiency of our tax systems. ‘This condition suggests that research should be made to find the best sources of addi- tional financial support for our schools before the condition becomes more acute. To this end we recommend that this sub- ject be systematically studied by our na- tional and state education associations, ind that recommendations be made for suitable legislation. Centennial of Horace Mann's secre- taryship — Resolved that the National Education Association approves the plan to hold a centennial Horace Mann cele- bration in 1937; that it call the atten- tion of all state and national educational and welfare associations to the importance and value of such a celebration and that it join with these organizations in peti- tioning the President and the Congress of the United States to appoint a com- mission which would begin at once the arrangements for a fitting celebration. Resolved that the Association recom- mends that state and national associations look ahead and arrange to build their pro- grams in 1937 around the theme “The Educational Achievements of a Century.” Rebuilding the public school curricu- lum—Because of the new conception as to the proper function of the public school, we recommend continuous study of the curriculum which determines what boys and girls are taught in school. We recommend further that the curriculum can best be rebuilt by pooling the contri- butions of superintendents of schools, di- rectors of research, curriculum special- classroom teachers, and interested laymen. Studies of preschool children—The As- sociation commends the studies of early childhood for their contribution to our understanding of child growth and devel- opment. ists, supervisors, principals, It urges that the widest use be made of these findings in the improvement of home training and the establishment of child study classes. Child guidance and student counsel- ing—That each pupil may have a well- rounded recommend that in junior and senior high schools there be trained counselors responsible for the study of the abilities, needs, and interests of individual pupils, and for the handling of student personnel problems to the end that all agencies in school may fo- cus on the best development of each pupil. Problems of articulation—Recognizing that the increasing complexity of the ed- ucational process and organization inten- sifies the problems of articulation among development, we cai Masa te Aim Tete | | October, 1929 the units and subject divisions of the schools, we approve heartily of the work of the Commission on the Articulation of the Units of American Education as it appears in the Seventh Yearbook of the Department of Superintendence. We wish to stress the importance of the prob- lem involved in improving articulation in the educational system, and to urge its general consideration. Rural education—In view of the se- rious inequalities which exist in the edu- cational opportunities offered the children in rural areas and in view of the pressing need for the revision of the rural school curriculum to meet the needs of rural life as it exists today, the Association urges that the Congress of the United States provide a suitable appropriation for a thorough study of rural education throughout the nation, as it has already provided for a study of secondary education. Character education and law observ- ance—The Association reaffirms its be- lief in the public school as a constructive It re- emphasizes that conduct arises from what the child really loves and desires to be. Since training in right conduct is one of the chief objectives of the public school, it is recommended that extended investi- gations be made in the field of character development. The Association believes that the great- est force for law observance is character education within the home and the school and urges all teachers and parents to re- agency in character development. ~~ Th — 2 —_ - ew We ce _ ‘Fv er S$? a otel. Vol. 18, No. 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 227 new their efforts to inculcate a regard for law as the foundation of democratic liberty. Recruiting the best talent for teach- ing—We recommend that essential facts about teaching personnel be obtained; that facts be gathered as to the supply and demand for teachers in each of the several states; and that these facts be made the basis of a broadly conceived, coordinated plan for recruiting the best talent for teaching. To this end the As- sociation requests Congress to appropri- ate sufficient funds for the Bureau of Ed- ucation to use in making a survey of all phases of teacher training in the United States. Careful predictionsshould be made five and ten years ahead as to the number of new teachers that may be needed. The Association recommends that re- quirements for beginning teachers be im- mediately increased in all states. Trained teachers are now available in sufficient numbers to offer an unusual opportunity for raising the standards so as more nearly to approach the minimum goal of four years training beyond the four year high school which the Association has repeat- edly set as the ideal standard for all teachers. Teacher participation—The Associa- tion appreciates the growing practise of school authorities in making provision for organizations, officially recognized, through which the special knowledge of the classroom teacher may be utilized for the improvement of the schools. The Association believes that the best fruits of teacher participation are obtained and the sense of responsibility among teachers is best developed when this par- ticipation is provided for in groups small enough for deliberative discussion and composed entirely of classroom teachers. Summer school and extension courses for teachers—The Association appreci- ates the efforts of teachers to increase their training through extension and sum- mer study. It urges the responsible au- thorities to make special provision for the needs of experienced teachers in order that they may have courses which will lead to degrees and which will directly enrich their lives and contribute to their effectiveness in the classroom. Retirement—The National Education Association again endorses legislation providing for a fair and just retirement of teachers and believes that a sound plan for this purpose will contribute greatly to the growth and the stability of the teaching profession. Adult education—The National Edu- cation Association commends the agen- cies which are working in behalf of adult education and urges the generous support of these movements, especially the work of free public libraries. American education week—The Na- tional Education Association urges the continued observance of American Edu- cation Week in the belief that every citi- zen should be kept informed upon the work and needs of the schools. The As- sociation appreciates the cooperation of the American Legion and other organi- zations in the development of this per- manent worldwide movement. International understanding—The Na- tional Education Association rejoices that, by solemn agreement among the na- tions of the world, war has been re- nounced as an instrument of policy in the settlement of international disputes, and that the more amicable methods of solv- ing problems have been indorsed. Know- ing that only through education can the requisite international understanding be brought about, we commend the activi- ties of the World Federation of Educa- tion Associations in bringing together for an exchange of views the teachers and other educational workers of the various countries of the world. We urge that teachers be encouraged to travel in for- eign lands and that International Good- will Day, May 18, the anniversary of the opening of The Hague Tribunal, be ap- propriately observed in all schools. Illiteracy—The removal of adult il- literacy is an educational effort that has gone beyond the experimental stage and has become a reality in many communi- ties. The momentous year of 1930 is almost upon us and if the work of the new cen- sus is to show a rapid advance in the re- duction of illiteracy with the correspond- ing improvement of the language of the United States, it can only be done as a result of the combined efforts and enthu- siastic interest of all educational and pa- A view of the north side of Stone Mountain showing the partly completed memorial to the leaders of the Confederacy. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION triotic organizations. While the time is short the issue is too clearcut and the importance of its solution too significant for us to do anything but concentrate our best efforts in the time remaining so that a marked advance in the reduction of il- literacy shall be made. We urge upon the Census authorities the adoption of a schedule in the 1930 census that will reveal the number of per- sons 10 years of age and over, that can- not read English understandingly, mean- ing the number that have not completed four years in an English speaking school or are unable to read the newspapers. We pledge our support to the request of the Director of the Census to enlist the teaching force throughout the country to act as enumerators for said purpose. We furthermore urge upon Congress and the President the adoption of a pro- gram involving adequate financial aid in carrying out a minimum five year cam- paign, in reducing illiteracy as revealed by the 1930 census. National Congress of Parents and Teachers—The National Education As- sociation extends greetings to the mem- bers of the National Congress of Parents and ‘Teachers. We wish them to know that we appreciate the great assistance they are rendering in the solution of the educational problems of the country. We pledge to them our whole hearted cooper- ation in their efforts to improve home, school, and community life. Education and the federal govern- ment—At this first convention since one great educational leader has completed his service as United States Commissioner of Education and a new leader has taken up the challenge, we record our appre- ciation of these two men. Dr. John J. Tigert occupied the office of United States Commissioner of Edu- cation for a period of seven years. He en- larged the scope and strengthened the effectiveness of the Bureau of Education. In all his official relations to the educa- tional interests of the nation he demon- strated a capacity for professional serv- ice. The nation and its teachers profited by his educational leadership. We wish to accord him our appreciation and esteem and to express our gratitude for his ac- complishments. * Dr. William John Cooper, a practical and experienced administrator in public school service, has been called to the office of United States Commissioner of Edu- cation. His training and experience em- inently qualify him for the responsibili- ties which are entrusted to his hands. We welcome him to this service and pledge our hearty support and full cooperation. We extend our appreciation to Presi- dent Hoover for having placed at the head of the Federal Department of the Interior, in which the Bureau of Educa- tion is administered, one of America’s distinguished university presidents, Dr. Ray Lyman Wilbur. We commend Sec- retary Wilbur’s action in endeavoring to give the Bureau of Education more pres- tige by raising the classification of the office of the Commissioner of Education and in making additional provision for extending and improving the service of the Bureau. We likewise approve his ac- tion in seeking to obtain full knowledge in order to coordinate properly the ex- isting educational activities of the Fed- eral Government in one department and to improve and clarify the relationship of the Federal Government to the field of public education. We pledge him full cooperation in these undertakings. We reaffirm the declaration, repeat- edly expressed in the platform adopted by the National Education Association at its annual sessions, that education is primarily a function of the several states of the Union with delegated powers to every locality in the state in furtherance of the idea of local selfgovernment. To this fundamental principle of state con- trol and direction of education we accord a strict adherence. We further reaffirm our conviction of the imperative need of the assistance in education which the Federal Government alone is able to provide, without the slightest invasion of the rights and duties October, 1929 of the states or of local school adminis- trative units and without in any way con- travening the wise and well settled policy of state control in education. We believe that since education is recognized as a subject of paramount interest to every social and economic activity and problem of the nation, and that since, through state and local initiative and taxation, the American people are annually expending $2,500,000,000 for the support and main- tenance of public education, provisions for scientific research should be made ad- equate to the needs of systems of educa- tion for the training of 30,000,000 chil- dren with all the problems involved in our modern, complex civilization. We further believe the needs of education are so vital and so pressing that they cannot effectively be met if education is subordi- nated to any other interests. We record emphatically our conviction that a De- partment of Education is necessary in order that the Federal Government may conduct the research needed as a basis for developing an effective system of educa- tion. We therefore urge upon the Congress and the President the necessity of estab- lishing a Federal Department of Educa- tion, with a Secretary in the Cabinet. The functions of this department shall be the administration of existing educa- tional activities of the Federal Govern- ment that might properly be transferred to such a department; the development of such research agencies as educational interests of the nation require; and per- formance of such other duties as the Con- gress may from time to time determine. To Atlanta—Atlanta, you have taught us the real meaning of southern hospi- tality. As we leave you to return to our homes in many widely separated places we wish to assure you of our deep appre- ciation of your many courtesies. From the land of cotton we are carrying pleas- ant memories that will remain with us always. In Dixie Land we have gath- ered ideas that will broaden our compre- hension of the educational problems of our country. Atlanta, we are grateful to your citi- zens, to your civic organizations, to your school officials, to your teachers, to your children, and to the press of your city for the services they have so generously rendered in making successful the sixty- seventh annual convention of the Na- tional Education Association.—Adopted by the Representative Assembly in session in the Auditorium in Atlanta, Ga., Wednesday, July 3, 1929. FT er pr- in- 1e. ht pi- ur eS iti- yur yur ity sly ty- \ a- ted ion ja., The Changing Secondary School A Determining Factor in American Life Wa ter S. Monroe Professor of Education, University of Illinois ALTER S. Monroe, because of \\) his long study and experience, is peculiarly qualified to write this first article in a series on the Changing Secondary School which will be featured in THE JOURNAL during 1929-30. Some of the material in this article is taken from a recent book, The High School, by Walter 8. Monroe and Oscar S. Weber. URING the colonial period there were be types of secondary schools, the Latin grammar school and the grammar school. Preparation for college was the dominant purpose of the Latin grammar school and as the name implies Latin was emphasized as a subject of instruction. The grammar school, frequently called English grammar school or English school, was usually a private institution and since the livelihood of the masters de- pended upon the degree to which their schools met the educational desires of the times, the curriculum was different. In many of these schools Latin was not taught. Instead they offered bookkeeping, surveying, navigation, and a number of other subjects not usually taught in the Latin grammar school. In many respects “academy,” which is generally used to designate the charac- teristic type of secondary school from the close of the Revolutionary War until about 1860, is only another name for the institutions earlier called grammar schools. The curriculum of the acade- mies included a wide range of subjects but frequently a classical course was offered in which Latin was the core sub- ject. The public high school, which dates from 1821, did not become the dominant type of secondary school until about 1860. Originally its purpose was even more practical than that of the typical academy. For example, the first annual report of the High School Society of WaLter S. MonrROoE New York City, which had opened a high school in New York in 1825, stated: The grand object of the institution is to prepare the boys for such advancement and such pursuits in life as they are destined to after leaving it. Many who leave it expect to enter immediately upon the active business of life—The Making of Our Middle Schools by E. E. Brown, p306-7. Later the college preparatory function was emphasized and the entrance require- ments prescribed by the colleges tended The Most Inspiring Achievement of Modern Times N ALL history has there been a single achievement so inspiring as the enrolment of a mighty army of five million young people in the high schools of the United States? The whole life of America throughout the centuries to come—indeed the whole life of the world—will be colored by the great fact that five million sturdy youth are getting the best education ever offered to the common people. | What an achievement! what a challenge! what a faith! How quickly this new vision has come into American life! The enrolment in high schools has doubled or nearly doubled every decade since 1880, so that the figures in round numbers run: 1880, 100,000; 1890, 200,000; 1900, 500,000; 1910, 1,000,000; 1920, 2,000,000; 1930, 5,000,000. The high school is a giant in its influence. It is destined to be more powerful still. Buildings are improving; teachers are more highly trained; courses touch more closely the life of today.—J.E.M. to determine the curriculum. The Com- mittee of Ten, reporting in 1893, con- fined their recommendations to the fol- lowing subject groups: Latin; Greek; English; other modern languages ; math- ematics; physics, astronomy, and chemis- try; natural history; biology including botany, zoology, and physiology ; history, civil government, and political economy ; geography (physical geography, geology, and meteorology ). Examination of educational writings prior to 1900 reveals that relatively little attention was given the objectives of the high school. This was due largely to the general acceptance of the “doctrine of formal discipline” according to which the outcomes of education were “trained faculties” which possessed the quality of being generally applicable in the various situations arising in adult life. If this theory of the outcomes of learning activi- ties is accepted, there is not much need for clearly defined objectives. If the child acquires trained faculties, he will be equipped to perform whatever duties he may encounter. The emphasis upon the college pre- paratory function implies that the high schools were planned primarily for those boys and girls who expected to attend col- lege. The Committee of Ten, however, definitely declared against this attitude but they asserted that the high school should be planned for: that small proportion of all the children in the country—a proportion small in num- ber but very important to the welfare of the nation—who show themselves able to profit by an education prolonged to the eighteenth year and whose parents are able to support them while they remain so long at school.— [229] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1929 OLUMBUS, OHI0, where the 1930 summer convention will be held is noted for the excellence of its schools. ‘This library is in the North High School. Report of the N. E. A. Committee of Ten on Secondary School Studies—New York. Ameri- can Book Co., 1894, p51. It is obvious that in 1893 the public high school did not occupy the position in American life that it does today. Records show that in 1890 the total high-school enrolment was approximately 200,000 which amounted to one-third of one per- cent of the total population. During the school year of 1929-30 the enrolment probably will reach five million which will be in the neighborhood of four per- cent of the total population. If this esti- mate is correct, the ratio of the high- school enrolment to total population is today twelve times what it was forty years ago and it is significant that nearly two-thirds of this increase has occurred during the past decade. The increase in enrolment is only one aspect of the change in the high school. In many communities, especially cities, it has been extended downward to include the seventh and eighth grades» In some places it is also being extended upward to include the first two years of college work. The curriculum has been greatly expanded. It is not unusual for a large comprehensive high school to offer in grades nine to twelve more than one hun- dred year units. In addition many high schools sponsor an elaborate program of extracurriculum activities. In view of the present status of the high school it is not inappropriate to speak of it as a determining factor in American life. It is probable that the character of our high schools during the next twenty years will exert a potent influence upon our national life. If this hypothesis is justified, it follows that the planning of our high schools is an important responsi- bility and the basis of this planning is the determination of our objectives. During recent years we have had sev- eral formulations of objectives by com- mittees and by individual writers. In ad- dition there have been numerous investi- gations that have yielded valuable infor- mation relative to educational objectives on the secondary level. It is not my pur- pose to review the various formulations of objectives or the results of investiga- tions. Instead I desire to direct the read- er’s attention to certain fundamental principles or points of view that have not received the attention they appear to de- serve. Some writers appear to question the desirability of formulating objectives. The writers, whose statements suggest this conclusion, think of education as growth rather than as preparation for life. Education is not primarily to prepare for life at some future time. Quite the reverse; it purposes to hold high the current living, making it wholesome, intense, abundant, fruitful, and fitting it firmly into the grooves of habit. . The momentum gained from holding the present high is preparation for the future—The Orientation. of the curricu- lum maker by Franklin Bobbitt in The Twenty-Sixth Yearbook of the National So- ciety for the Study of Education, part 2, p43. Dewey appears to take the same posi- tion when he says that “the educational process has no end beyond itself; it is its own end.” “As long as any topic makes an immediate appeal, it is not necessary to ask what it is good for.” The same tendency to minimize objectives is appar- ent in other educational writings, espe- cially those relating to the project method. A careful reading of the state- ments, however, usually reveals a “joker.” Bobbitt would have the current living of children held high but it is ob- viously impossible to determine what is high without some criterion. Merriam advances the thesis that the purpose of HOSE who will shape the future public opinion of America are here receiving training in publishing the daily news of the Omaha Technical High School. Vo the bet wh qu cri ect ns ra d- ral lot he es, est for for ng, nt, ves om for Cu- "he So- 43, )si- nal its kes ATy me pe- ect ite- ent ob- - Is am of Vol. 18, No. 7 ——_ the school is “to help boys and girls do better in all those wholesome activities in which they normally engage.” But the qualifying word ‘‘“‘wholesome” implies a criterion. Collings, in advocating a proj- ect curriculum, insists that the school “allow the child freedom under her (the teacher's) guidance to select wisely.” Again the requirement of guidance so that the child will “select wisely” im- plies a criterion for determining what is wise. Even Dewey, who is perhaps the most extreme advocate of freedom, would have the school realize “that it is respon- sible not to transmit and conserve the whole of its (society’s) existing achieve- ments but only such as make for a better future society.” On the other hand, there are many writers, apparently a much larger num- ber, who consider the determination of educational objectives fundamentally im- portant. The Curriculum Committee of the National Society for the Study of Education declared that the school should be “‘a conscious agency of social improve- ment.”’ Since the report of this Commit- tee was signed by twelve outstanding authorities, we may accept this principle as representing the prevailing belief. It seems to me that the influence of the high school upon American life is likely to be very different if we accept this principle from what it would be if the high school is planned according to the belief that it should be primarily a service institution designed to provide four to six years of “wholesome living” without thoughtful HE textile laboratory of the Omaha Technical High School is equipped to give the best practical experience in textile work. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 231 Photo by Atlantic ‘‘Foto’’ Service TLANTIC City, New Jersey, host to this year’s winter meeting of the Department of Superintendence, is proud of this beautiful high school. consideration of the future. Of course, the interests of children and their current living should receive consideration but there is a vast difference between making these things the dominant criteria and consciously planning the high school as a means of social improvement. If we accept the thesis that the high school should be “a conscious agency of social improvement,” we are obligated to give thoughtful consideration to the formulation of objectives. This is no small task. Even when we recognize the contributions to this problem which have been made during recent years, it is ap- parent that much remains to be done in order to arrive at formulations of objec- tives sufficiently precise and detailed to serve as satisfactory criteria for those who have the responsibility for planning the high schools of our country. Our un- solved problems constitute a worthy chal- lenge to all who are interested in the future welfare of our social group. EACHERS in high schools and stu- dents of secondary education in teachers colleges will be interested in the following references on the general sub- ject of secondary education which have been prepared by the Research Division of the NEA. Ballou, Frank W. High school organ- ization. World Book Co., 1914. Belting, Paul E. its high school. 1923. Collings, Ellsworth. 4n experiment with a project curriculum. Macmillan, 1923. Dewey, John. Democracy and educa- tion. Macmillan, 1916. Douglass, Aubrey. Secondary education. Houghton Mifflin Co., 1927. Foster, C. R. Extra-curricular activi- ties in the high school. Johnson Pub- lishing Co., 1925. Foster, H. H. High school administra- tion. Century, 1928. Johnston, C. H., Newlon, J. H’, and Pickell, F. G. Junior-senior high school administration. Scribner, 1922. Judd, C. H. Psychology of secondary education. Ginn and Co., 1927. The community and D. es Heath & Co. Growth of National Congress of Parents and Teachers 1920 - 1929 Prepared by the Research Division of the National Education Association BTAIN the figures for your state by reading table as follows: 1920 Alabama had a membership In of 556 in the National Congress of Parents and Teachers; in 1922, 3675 and so on. The membership for 1929 had increased to 12,530 (column 8). At present 49 hundredths of one percent of the total population of Alabama or 1 person in every 205, isa member. This gives Alabama a rela- tive ranking of 44. Alabama is 39th in rank for banner (column 14). Sim- ilarly read figures for other states. Sources of data: Figures as to pop- ulation for 1928 from U. S. Bureau of Census Estimates. Those for mem- bership in the National Congress are from Statement of Treasurer's See oe . > 3,824 4,855 8,481 7,380 | — 1,101 Virginia a 2,575,000 25 1,311 3,493 4,532 8,039 9,614 | + 1,575 Washington. . 1,587,000 8,742 | 22,910 | 32,158 | 33,852 34,709 35,822 | + 1,113 West Virginia ..-| 1,724,000 231 169 2,041 3,819 5,435 9,345 | + 3,910 Wisconsin..........| 2,953,000 2,712 5,384 5,920 | 19,472 23,690 23,580 | — 110 WOMENS. ....<.. 247 ,000 50 44 1,226 1,830 3,760 1,001 — 2,759 Receipts of the National Congress of Parents and Teachers for the various years concerned. The percents in columns 10 and 11 are obtained by dividing the figures of columns 7 and 8 respectively by those of column 2. Column 13 is the difference between columns 10 and 11. Members of the Association will wish to give the figures covering their respective states to the local news- papers. Teachers may well make arithmetic problems from this page for solution in school. Such problems are also good lessons in civics. For example what is the percent increase in membership in your state from 1920 to 1929? How much would the membership of your state have to be |Percent of |Percent of | Rank (Increase or | Estimated | Number of members by years Growth or |population|population in decrease in| Rank States | population a en a — loss in members |members | column | percent of for |} 1928 l membership| in 1928 | in 1929 11 population | banner | 1920 | 1922 1924 1926 1928 1929 members 1 2 - ie 5 ok. o 7 e 9 10 a } 88 13 14 United States 120,013 000/189, 282 (401,308 |651,133 967,766 |1,275,401 |1,382,741 +107 , 341 1.06 1.15 | . + .09 | | | eS Eee ee ae NSS toe oan aa et ee a a ae ran Alabama 2,573,000 556 3,675 § ,293 9,799 14,119 12,530 — 1,589 8S 49 | 44 — .06 39 Alaska 60,000 |.. | vhisa dn sdew Oe eRe 2 Se ie 999 + 999 , 1.67 12 1 S. Arizona 474,000 1,200 | 2,142 3,798 4,424 4,739 4,772 + 33 | 1.00 1.01 28 + .01 35 Arkansas 1,944,000 | 267 | 70 4,632 16,681 21,221 + 4,540 . 86 1.09 27 + .23 9 California 4,556,000 | 23,880 | 53,047 79,808 (132,229 150,884 156,908 + 6,024 3.98 3.44 2 + .13 19 | | | j | Colorado 1,090,000 | 12,385 | 15,405 | 25,888 | 31,934 47 ,437 52,359 | + 4,922 4.35 4.80 1 + .45 | 3 Connecticut 1,667,000 | 3,280 | 5,015 | 7,624] 9,099 10,181 11,431 | + 1,250 61 .69 35 | + .08 23 Delaware } 244 ,000 anion 5,414 9,698 11,011 9,155 5,844 =— $,311 3.75 2.40 4 | =-1.35 | 50 District of Columbia 552,000 725 1,785 2,960 5,432 9,626 11,101 + 1,475 1.74 2.01 | 10 + .27 7 Florida - 1,411,000 | 265 | 359 1,626 7,914 16,512 19,437 + 2,925 ey 1.38 18 + .21 12 Georgia 3,203 ,000 8,000 | 8,340 | 14,184 | 23,882 35 ,635 40,115,; + 4,480 1.11 4.25 | 21 + .14 18 Hawaii 307 , 100 | 202 254 1,229 3,339 6,755 + 3,416 1.09 .20 6 +1.11 | 1 Idaho 546,000 | 821 2,159 3,846 5,174 5,633. 4,612 — 1.021 1.03 .85 30 — .18 45 Illinois | 7,396,000 | 11,765 | 27,023 | 54,007 74,154 96,592 120,753 + 24,161 1.31 1.63 13 + .32 | 5 Indiana | 3,176,000 3,556 11,238 | 16,427 | 24,8322 29,089 28 , 843 _ 246 js .91 29 — .O1 | 37 Iowa | 2,428,000 2,808 | 16,640 | 25,126 35,059 40 ,997 44 639 + 3,642 1.69 1.84 11 + .15 15 Kansas ; | 1,835,000 4,290 8 608 7,383 | 21,156 29 ,684 27 ,938 — 1,746 1.62 1.52 17 — .10 41 Kentucky. . | 2,553,000 | 16,424 | 12,255 16,000 | 15,817 19,724 20,129 + 405 my | .79 34 + .02 33 Louisiana. . ; 1,950,000 404 155 967 3,550 4,812 6,104 + 1,292 .25 31 49 + .06 26 Maine } 795 ,000 ‘ 1,083 1,126 1,945 8,427 4,139 — 4,288 1.06 on 43 — .54 48 Maryland 1,616,000 758 2,172 6,009 5,636 8,310 8,684 + 374 .51 .54 41 + .03 30 Massachusetts 4,290,000 7,270 9,733 10,397 11,844 18,882 17,751 — 1,131 44 .41 45 — .03 | 38 Michigan 4,591,000 4,640 | 18,485 | 40,567 | 57,885 63 ,842 73,038 + 9,196 1.39 1.59 14 + .20 13 Minnesota 2,722,000 , 1,558 | 12,551 19,282 27,174 31,111 + 3,937 1.00 1.14 24 + .14 17 Mississippi. . . 1,790,618 1,518 3,195 10,504 | 11,388 13,018 14,374 + 1,356 ote .80 32 + .07 24 Missouri 3,523,000 | 16,788 | 39,157 | 34,239 | 46,939 62,192 54,685 — 7,507 1.77 1.55 16 «4+ 32>. 1 46 Montana 548 , 889 607 505 ae , 2,946 4,214 6,358 + 2,154 ei 1.16 23 + .39 4 Nebraska 1,408 ,000 28 913 4,874 14,142 19,786 28 ,656 + 8,870 1.41 2.04 9 + .63 2 Nevada pf Ta ee eee 444 40 50 ; —_ 50 . % eer " — .06 40 New Hampshire | 456 ,000 | 600 2,197 106 2,857 3,614 3,751 + 137 .79 .82 31 + .03 28 New Jersey | 3,821,000 | 9,674 | 21,865 29,114 | 41,464 54,316 59,975 + 5,659 1.42 we 15 + .15 16 New Mexico } 396 ,000 232 754 776 2,082 1,837 2,569 + 732 .46 .65 37 + .19 14 New York Serie FO 6,681 13,704 | 24,648 | 43,781 55,153 69,051 + 13,898 .48 .60 38 + .12 20 North Carolina. . 2,938,000 1,308 7,631 10,180 | 13,711 17,065 20,027 + 2,962 .58 .68 36 + .10 21 North Dakota... 2. oe Sa 1,472 | 2,751 8,552 23,960 21,151 — 2,809 3.74 3.30 3 — .44 47 Ohio.... 6,826,000 2,310 | 22,343 | 40,027 | 67,099 70,124 86,423 + 16,299 1.03 1.27 19 + .24 8 Oklahoma 2,426,000 9 580 7,617 12,752 16,450 13,356 — 3,094 .68 os 39 — .13 42 Oregon : 902 ,000 498 4,052 11,164 17,703 16,592 18,526 + 1,934 1.84 2.05 8 + .21 11 Pennsylvania... . 9,854,000 7,041 | 12,890 | 20,150 | 29,107 §2,198 52,915 + 717 oe .54 42 + .01 34 Rhode Island... 716,000 2,687 4,013 4,787 9,099 8,440 8,573 + 133 1.18 1.20 22 + .02 32 South Carolina. ... 1,864,000 227 318 1,796 3,844 4,958 5,468 + 510 ae .29 50 + .02 31 South Dakota 704 ,000 790 996 5,039 6,350 10,032 8,908 — 1,123 1.43 1.27 20 — .16 43 pee ee 2,502,000 5,190 5,897 7,792 5.123 26,721 27,510 + 789 1.07 1.10 26 + .03 29 Texas 5,487,000 | 17,128 | 21,154 | 30,608 | 43,737 56,235 60,499 + 4,264 1.02 1.10 25 + .08 22 SS ae ee | OE eee ae ne | Se 2,858 2,001 _ 857 .54 .38 47 — .16 44 2.41 2.10 7 + .31 6 31 .37 48 + .06 27 2.19 2.26 5 + .07 25 .32 .54 40 + .22 10 .80 .80 33 0 36 1.32 | 41 46 —1.11 49 increased in order to rank first among the states in the percent of population members? What percent increase would this be? The five associations having the largest absolute membership in 1929 are: First, California; second, Illinois; third, Ohio; fourth, Michigan; fifth, New York. Educational workers wish- ing to organize parent-teacher asso- ciations for their schools may obtain full information: National Congress of Parents and Teachers, 1201 Six- teenth Street Northwest, Washing- ton, D. C. 1 For years prior to 1929 the membership for Alaska was included in the figure reported for the state of Washington. ‘ore, A ie not included in the ranking for given in column 14. Mental Hygiene in the Classroom The Mentally Healthy Child J. Mace AnpbreEss Editor of the Department, Health and the School, in Hygeia, Published by the American Medical Association, and Lecturer at the Boston School of Physical Education who is healthy mentally impresses one with two dominant character- istics. He is successful and he is happy. BE A CASUAL glance at the child To understand their significance let us get a briet historical background. The study of mental health began as soon as one person noticed another person who acted queerly and began to speculate concerning the causes. At the dawn of history we find insanity and feeble- mindedness and various forms of mental disorder. Living in a world in which science was unknown primitive man often explained these phenomena as being due to evil spirits. When they took up their abode in an individual it was necessary to drive them out. Insane patients were often whipped. Although such punish- ment was intended for the devil it was hard on the patient. Even torture was often resorted to. Down to the time of Pinel (1745-1826), who at great risk both to life and liberty struck the shackles from the insane in asylums, horrible con- ditions prevailed in those institutions. To be mentally unbalanced was looked upon with so much suspicion that even today most people cannot consider a mental dif- ficulty as a form of sickness. The ma- jority of us would not hesitate to speak about the need of going to an oculist or a dentist but we would conceal a mental trouble as if we were ashamed. The difficulties we had in understand- ing adults were duplicated in our dealing with children. Misconduct on their part was invariably attributed to “‘pure cussed- ness” or “meanness.” The picture of the teacher that comes down to us through the centuries is that of a stern faced per- son sitting at a desk on which whips were always in evidence. With the develop- ment of psychology and the natural sciences it finally became clear that people who were so queer that they could not get along with others in society were: usually mentally sick. Mental hygiene as a science began with the study of those who failed to adjust themselves to so-- ciety—criminals, insane, feebleminded, drug addicts, ete. The first job in mental health as in physical health was to cure the person who was sick. The idea of prevention came later. We would never have had any conception of a mentally healthy personality if individuals had not broken down in trying to adjust them- selves to society. It is only in the last few years that we have even attempted scien- tifically to get a picture of a healthy per- son either mentally or physically. Even now all authorities do not agree as to what constitutes good health. Hm: physical and mental, is the right- ful heritage of every child It is the aim of education so to train the present generation that health will radiate from every child as it does from this small lifeguard. Since in a sense good mental health can only be imperfectly understood except as it is projected against a background of abnormal psychology and also since every teacher is called upon to deal with prob- lem children let us consider some of the symptoms of maladjustment. . _The outstanding symptom of mental disturbance is unhappiness. Every child has desires which he tries to satisfy. It is natural for a child to be happy and to de- sire pleasurable association with his com- panions. Signs of unhappiness and in- ability to get along with others, if of long duration, should be regarded with sus- picion, The normal child is happy. { 233 ] The maladjusted child is one who meets with failure. Some of the signs of - this maladjustment are excessive day- dreaming, getting into mischief persis- tently so as to be destructive, marked fears of all kinds, lack of self-control, grudges, spites, jealousy, quarrelsomeness, lying, stealing, shrinking from responsi- bility, cruelty to others, the “I can’t’ atti- tude toward all difficulties. It would be possible to enumerate a long list of symp- toms having to do with failure and un- happiness. The mentally healthy child, on the. other hand, is one who is fairly successful in meeting the problems that arise. He takes a keen interest in living. He enjoys his play and accepts ordinary responsibili- ties. Difficulties are met fairly and squarely. He has an attitude of goodwill toward others and gets along with them. His mind can be focused with a fair de- gree of ease on the present situation and he has good habits of mental and physical activity. The child who is mentally healthy has wholesome attitudes and fits in with the group around him. He is successful. It will be helpful to the teacher in solv- ing problems of mental hygiene to appre- ciate the fact that life is a battle. As par- ents and teachers we are likely to keenly appreciate this fact as it concerns us di- rectly. We have been through a number of conflicts and stand on the firing line ourselves but we are likely to forget that others, especially children, have as serious if not more serious battles than ourselves. Our memories are so short that it is hard to understand and believe that even a little child is in the struggle of life and he may be equipped with much poorer tools. Life means adjustment and struggle from the cradle to the grave. The baby as soon as he opens his eyes begins to ad- just himself. It experiences pleasure and pain. At birth all children are without habits but speedily they begin to be formed. The child finds that he may exert power on those about him in various ways. Possibly it is through whining, crying, and teasing. He is to a large ex- tent the victim of his environment. He 23+ responds in a hit or miss fashion and if a form of behavior works to his satisfac- tion the habit is stamped into his nervous system. By the time he is ready for school he may be seriously handicapped but if he is properly directed he may gain self- mastery and selfreliance to a high degree. No matter how favorable the conditions of the home may be, he finds that he has desires that cannot always be satisfied. He must learn to compromise. He must learn to get along with his playmates and the members of his family. When he goes to school he finds himself launched into a new world where he is limited in freedom and selfexpression. The habits learned at home may be crude. They must be adapted to a new environment. Often he finds himself in an emotional difficulty deciding whether he should obey conscience or instinctive desire. He must learn to get along with himself. Older people are often inclined to be- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION little the silliness and crudity of adol- escence. It is foolish to make fun of adolescence. It is a time when the indi- vidual becomes conscious of new interests and new desires. He does not know how to meet the world round about him. If we could appreciate the really trying ex- perience that these young people have in trying to adjust themselves we would realize that they need sympathy and help. And as life goes on, the road changes somewhat but problems always remain. Those that marry find new and trying problems and others find that it is not easy to accommodate themselves to a future bereft of the satisfactions of home. Middle life and old age also have their problems. Everybody must adjust ideals, interests, and activities in relation to ad- vancing age. The problem of mental health is that of living life, all of life, triumphantly and happily. Struggle is a part of all life and is nec- October, 1924 — essary for the building of character but it is the business of the parent and teache, to see that boys and girls as they ente; upon the great fighting highway of life learn to think well of themselves, tha they learn how to play and work, ty suffer pain and defeat with courage, to maintain noble moral and spiritual ideals to believe in success and finally to win victory. They will find the struggle stim. ulating and keenly zestful. Such happy warriors, whether in the kindergarten o; the university will be healthy mentally. To gain such mental health the pupil needs as a leader a teacher who is in good mental health. Her problem is to furnis) a good example of courageous living, to reeducate those who are failing, to pre. vent failure in others, and to train boys and girls so that they may develop pos: tive mental health. In the November number we shall con- sider the mental health of the teacher. HE Pact of Paris and the Schools—Teachers have followed with profound interest the Kellogg-Briand pact from its incep- (See photo below.) tion. They see the need of mutual cooperation between the different countries of the world and realize that war destroys their work. Armistice Day this year comes on the opening day of American Education Week. In gathering material for school pro- grams for Armistice Day, teachers may include the text of the Peace Treaty, which was signed in Paris on August 27, 1928. After the reading of the treaty, there might follow a short description of the White House ceremony in Washington, D. C., on July 24, 1929, when the pact was officially inaugurated. At the long table in the historic East Room of the White House were seated representatives from many lands. Besides the Japanese ambassador, Katsuji Debuchi, sat the British ambassador, Sir Esme Howard; next came Prince Albert de Ligne of Belgium; Ex-president Coolidge, in whose administration the treaty was negotiated and signed by fifteen world powers; Henry L. Stimson, secretary of state; President Hoover; William E. Borah; Frank B. Kellogg, who conducted the negotiations for the ratification of the treaty; the French ambassador, Paul Claudel; and the Italian ambassador, Nobile Giacomo de Martini. This meeting of world leaders meant more for peace than anything that has happened since the signing of the armistice in 1918. The solemnity of the occasion was voiced by President Hoover when he said, “The magnificent opportunity and the compelling duty now open to us shall spur us on to the fulfillment of every opportunity that is calculated to implement this treaty and to extend the policy which it so nobly sets forth.” Sooner or later, due to the pact, it is felt there will come about a substantial reduction of armaments by international agree- ment. Once war is renounced, nations will realize that they are heavily overarmed for the necessary requirements of selfdefense and will set about reducing their armies and navies. As Bishop Oldham said on October 21, in addressing the Episcopal con- vention: “I cannot share the opinion of some in high positions that the Kellogg Pact has nothing to do with disarmament. If it does not, it is a futile thing indeed, mere words, words signifying nothing.” In the recent controversy between Russia and China, the binding force of the Kellogg Pact was recognized by the nations that had ratified it. The United States through its Secretary of State called the attention of the Soviet and Chinese governments to the fact that they are signatories of the treaty. ‘Further material on the Peace Pact, including the text of the treaty, was published in the Journal for November 1928, pages 231 and 253. A facsimile of the treaty as a large colored poster may be had from the World Peace Foundation, 40 Mt. Vernon Street, Boston, Massachusetts. American Education Week 1929 HE GLORY OF A GREAT IDEAL— ane is dedicated to the ideal that every boy and girl shall have , fair start in life. To accomplish this deal it has created an educational system which provides free schooling from the kindergarten through the university. The iree public school is America’s greatest sift to mankind. Its highest success re- quires the understanding and cooperation of all. American Education Week is a time for rededication and deeper under- standing of the significance of the school in the life of the child, the community, the state, the nation, and the world. That nation is greatest which puts the child first in its thinking, in its statecraft, in its business, in its ideals of conduct. The nation that has the highest regard ior childhood will lead all othersin health, intelligence, morality, efficiency, and hap- piness. It will reach the greatest heights of national prosperity, both material and spiritual. The race moves forward through its children. The aim—The primary purpose of American Education Week is to acquaint the public with the work of the schools, with their ideals, achievements, and needs. During this week the public comes to the school and the school goes to the public. This week means to the child apprecia- tion of his obligation to meet the privilege of free schooling with hearty endeavor. It brings to the teacher a new call to work on the problems of the profession. It brings to the parent a fuller under- standing of the privileges and oppor- tunities of parenthood. It brings to the citizen intelligent faith in the school as dur greatest collective enterprise. The trength of the school is in being true to the needs of the life around it. It exists toinform, to lift, to guide, to inspire. How to make a program—The pro- stam for American Education Week is built around the seven cardinal objectives vt education, These seven objectives em- phasize the varied character of modern tducation. The suggestions here given we designed to help each community work out its own program. The follow- ing points are important: Let the chief school officers take the lead. Select a responsible committee. Make plans well ahead. Keep the emphasis on the fundamental aim. Let every teacher, parent, and child have some part. What the Common Schools Have Helped America to Achieve 1. Rapid rise to national greatness. 2. Realization of democratic ideals. 3. Quick conquest of a vast frontier. 4. Widened opportunity for new citi- zens from overseas. 5. The highest place ever accorded women. 6. The ability to create, manage, and staff efficiently, large scale production. 7. The noblest standard of living ever realized over a large area. 8. The highest level of intellectual life ever attained by the common people. 9. Steady improvement in the art of selfgovernment. 10. Appreciation of the significance of childhood and the home life. Plans that have proved success- ful—Chief school officers in state, city, and country will take the lead in initiat- ing plans. The following have proved successful : 1. Proclamations by mayors and governors. 2. Attractive booklets describing the schools and their work. 3. Mimeographed letters to parents. 4, Posters designed in school print shops. 5. A letter from each child to his parent telling about the school. 6. Citywide school exhibits. 7. Daily editorials and special articles in newspapers. 8. Slides 1n motion picture theaters. 9. Special radio features. 10. Talks before civic organizations. 11. Window displays by skilled artists. 12. Parent's nite. 13. Book displays in public libraries. 14. Special talks by school children. 15. Sermons in all churches on the schools. Additional Material—See earlier numbers of THE JOURNAL OF THE Na- TIONAL EDUCATION ASSOCIATION for useful articles for this week. General—American Education Week. Oct., 1928; 17:223-30; June, 1929; 18:193. The school of tomorrow. Jan., 1929; 18:1. School costs and the public. May, 1929; 137135. The seven cardinal objectives of education. Dec., 1928; 17:285. Health and safety—Series: Personal growth through mental hygiene. March, 1928 to June, 1929; 273 77, 105, 211, 255, 274, and 16: 13, 51, 86, 119, 140, 187. Physical education advances. May, 1928; 17 :143. Chronic fatigue. May, 1928; 17:148. Disease—an added school burden. March, 1929; 18:93. The tired child. Dec., 1928; 17:271. What about posture? Feb., 1929; 18:37. Everyday resolutions on health and safety. Jan., 1929; 18-26. Progress of safety education. Dec., 1928; Ly 3275. Worthy Home Membership—Fifteeu books for parents. Dec., 1928; 17 :304. More case studies. May, 1928; 17:161. Growth in understanding children. Feb., 1928; 17:43 Tools, technics, and spirit of learning— Series: Schools that are prophecies. Apr., 1928 to June, 1929; 17: 131, 175, 205, 239 2/7, 2bis and 18:5, 75, 77, 105, 153, 173. The changing school. June 1928; 18:185. Vocational and economic effectiveness— Aiding adolescents to intrepret life. Feb., 1928; 17:59. Breadwinning and soulsaving. June, 1929; 1$:179. What is vocational guidance. May, 1929; 18 3167, Faithful citizenship—The Peace Pact. Nov., 1928; 17:231, 253. Young citizens in a great city. Feb., 1929; 18 :45. An elementary school citizenship club. Dec., 1928; 17:302. Wise use of leisure—Growth travel. Jan. 1928; 17:1. Growth through 17 769. Adult education in 1928. Feb., 1929; 18:58. Ethical Character—An experiment in char- acter training. Nov., 1928; 17:261. Educating the whole child. Nov., 1928; 17 :250. Education for moral growth. May, 1928; 173151. through reading. March, 1928; I See HE National Education Association urges the continued observance of American Education Week in the belief that every citizen should be kept informed upon the work and needs of the Schools. The Association appreciates the cooperation of the American Legion and other organiza- tions in the development of this permanent worldwide movement.—Adopted at Atlanta July 3, 1929. The Program Day by Day ACH DAY of American Education Week provides a vital theme. ‘These themes may be adapted to the needs of the community. Some schools prefer to emphasize one theme each year. Local posts of the American Legion and parent-teacher associations may be called upon for special assistance. Monday, November 11, Armistice Day— American Education Week for 1929 begins with a celebration of Armistice Day. This is a good time to emphasize the advance in world progress since the war and to show the part that education has had in that advance. Spe- cial programs may call attention to the Pact of Paris and the responsibility of the school for promoting world goodwill and under- standing. Call attention to the leadership of World War veterans in the movement to avoid future wars through education. Em- phasize the ideal to live for loved ones, for public duty, and the rights of men, as well as to die for them. On Armistice Day magnify faithful citizenship. Show how schools empha- size fair play, justice, cooperation, integrity, patriotism, and citizenship. Good citizenship comes from within. It is an expression of fine ideals and worthy ambitions. Tuesday, November 12, Home and School Day—Show what schools do to improve homes and what homes do to improve schools. Note that the home lays the foundation upon which the school builds and that the school tends to lift all homes to higher levels. Show how the school encourages community planning. On this day let there be exhibits of work in home- making education, parent education, home de- sign, garden design. Schools wishing to em- phasize a special theme each year may well choose Education for Worthy Home Member- ship as the 1929 theme. Wednesday, November 13, Know Your School Day—Let everyone plan to visit the school in the neighborhood in which he lives or works. Announce well in advance that spe- cial programs and exhibits will be open so that all who wish may spend an hour or two at the school. Such visits create understand- ing and goodwill. Point out ways in which schools are improved. Call attention to better buildings and larger playfields. Show how the curriculum is vitalized to meet the new de- mands of today’s life. Call attention to the in- creased training required of teachers; to the large enrolments in high school and college; to the growing stability and efficiency of school administration and supervision. Let every cit- izen appreciate the school as an institution which belongs to him. Thursday, November 14, School Opportu- nity Day—On this day show what the schools do to help young people discover and train their talents. Schools inculcate the following concepts essential to the highest vocational and economic success: That happiness depends Foes EpucaTION WEEK is ob- served each year during the week that includes Armistice Day. It is spon- sored jointly by the American Legion and the National Education Association. It begins on Monday and ends on Sun- day. The program for 1929 is built around the seven cardinal objectives of education as follows: Monday, Nov. 11—Armistice Day: Ed- ucation for Faithful Citizenship Tuesday, Nov. 12—-Home and School Day: Education for Worthy Home Membership. Wednesday, Nov. 13 — Know Your School Day: Education for Mastery of the Tools, Technics, and Spirit of Learning Thursday, Nov. 14—School Opportunity Day: Education for Vocational and Economic Effectiveness Friday, Nov. 15—Health Day: Educa- tion for Health and Safety Saturday, Nov. 16—Community Day: Education for the Wise Use of Leisure Sunday, Nov. 17—For God and Coun- try Day: Education for Ethical Char- acter in large part upon one’s choice of a suitable vocation; that advancement in one’s vocation requires hard work, keen interest, ability to carry on, the proper amount of initiative, and the right attitude towards one’s employer and fellow workers; that the ability to judge the quality of one’s work and find ways to im- prove it is essential for success; that the worker should possess tact and courtesy in dealing with employer and fellow workmen. Special training for vocation is now an im- perative necessity for all children. Specific training that looks forward to improved meth- ods is given in technical, continuation, and night schools. Vocational efficiency is promoted through courses in agriculture, trades and in- dustries, commerce, and home economics. Friday, November 15, Health Day—On this day show what the school does to promote physical vitality, good health, and habits of safety. Show the relation of good health to excellence and happiness of life. Note the need for safety in an age when machinery and high speed are everywhere. Note that mod. ern life demands a high degree of physical and mental fitness. Show the importance of fundamental health habits—eating, exercise rest, sleeping, elimination, and posture. Shoy how the school helps to establish these habits, Schools provide clean comfortable buildings, abundant light, and fresh air. They encour. age wholesome physical activities, regular health examinations, the correction of defects knowledge of personal hygiene, and public sanitation, and an appreciation of pure water and pure food. Saturday, November 16, Community Day— Show how the school contributes to the im. provement of the community. To improve standards schools cultivate tastes in art, mv- sic, literature, architecture, and sports, which help to make leisure time an asset rather than a liability. Wise communities provide facili- ties for wholesome leisure activities—libra- ries, museums, parks, playfields, auditoriums, and art galleries. They make the schoolhouse a community center. Good roads help to unify a community. Show what the schools are do- ing to train young people for the wise use of leisure. Emphasize the importance of out-of- door activities in an age which keeps people indoors in office, shop, and factory. Sunday, November 17, For God and Coun. try Day—Ministers of all denominations at this time are glad to emphasize the higher values of education and of living. If invited to school early in the school year, they will be able to gather first-hand material for their sermons. Ethical character is the highest ob- jective of education and of life. In school, ideals of right conduct are emphasized, and the virtues that underlie excellence and hap- piness are practised. Speakers on this day may show that the schools build character by helping each child to develop high standards of physical, mental, and spiritual fitness; by training him to gather and use data correctly and to weigh evidence; by surrounding him with the true, the good, and the beautiful; and by giving him teach- ers who are cultured, earnest, and happy— in short by building into the lives of children the best ideals of health, home, learning, citi- zenship, vocation, and leisure. Let us set the child in our midst as our greatest wealth and our most challenging re- sponsibility. Let us exalt him above indus- try, above business, above politics, above all the petty and selfish things that weaken and destroy a people. Let us know that the race moves forward through its children, and, by the grace of Almighty God, setting our faces toward the morning, dedicate ourselves anew to the service and the welfare of childhood. UR GREAT ADVANCE in material prosperity can be ascribed in part to the higher educational levels and | thinking to which the work of the public schools has raised the masses——Roger W. Babson. and nod- sical e of Cise, how its, ings, Our- ular fects, ublic Vater lay— > im- rove , mu- vhich than ‘acili- libra- ‘iums, house unify re do- use of ut-of- people Coun- ons at higher nvited y will r their est ob- school, d, and d hap- vat the h child mental, gather idence; e good, teach- appy— hildren ng, citi- as our ying re- . indus- ove all cen and he race and, by ur faces es anew iIdhood. What Schools Do to Improve Homes TIMELY THEME — Many schools prefer to emphasize a special theme in connection with Ameri- can Education Week each year. This plan has the advantage of giving variety. Material is here given for emphasis on education for worthy home membership. This topic is especially appropriate for American Education Week 1929 because the National Congress of Parents and Teachers is emphasizing this theme in its work during the year. The school works on the constructive side of home improvement. It asks: What is right with the home? By its ef- fort to make the best home practise uni- versal it raises the level of home life. Every constructive activity of the school helps the home. Whatever builds better human beings makes better fathers, moth- ers, wives, and husbands. By its empha- sis on intelligence, goodwill, the use of facts rather than authority as the basis of decision, the school contributes much to home life. It inculcates responsibility, honesty, selfreliance, courtesy, broader interests, appreciation of beauty, ethical standards, careful choice of vocation. Ideals of worthy home member- ship—In its permanent platform the National Congress of Parents and Teach- ers visualizes the factors which contrib- ute to a worthy home as follows: The Congress believes that the ideal home should be economically sound, mechanically convenient, mentally stimulating, artistically satisfying, socially responsible, spiritually in- spiring, founded on mutual affection and respect, a place of unselfish love and service. How the school helps the home to be eco- nomically sound—Earning power and wise spending are the major factors in home fi- hance. Schools increase both earning and spending power. After a few decades of uni- versal education the earning power of the American workman is the highest in the world. The manufactured output per man is highest in those cities where the schools are best, Individual earning power increases with high school and college education. Young people depend on the school for wise guid- ance in selecting and training for their life Work. Show how the earning power of grad- lates of your school compares with that of hongraduates. Have the facts made into charts for exhibition. How the school helps to make homes me- chanically convenient—Through the teaching of physics, manual training, wood working, home planning, home design, the school di- fiw HoME AND THE VirTUES—The home is the oldest unit of civili- zation. In it the mothers of ancient China taught their children politeness and obedience. In the home during the golden age of Greece, Athenians prac- tised wisdom, courage, temperance, and justice. Christian parents have taught faith, hope, and love. Modern life mag- nifies industry, service, and cooperation. In these twelve virtues are the dreams of countless generations of the finest men and women the race has produced. These ideals represent a cumulated wealth far beyond our material herit- age. That they shall be kept bright in the lives of each new generation is the concern of all good people. The one in- stitution that may most naturally build these virtues into attitudes and habits is the home. Let us cherish and strengthen it. rectly contributes to a more effective arrange- ment of the home plant. The standards of home equipment and furnishing which have been developed in the schools of homemaking are being adopted in thousands of homes. Show the connection between laboratory work in the schools and the ability of our people to manage mechanical devices. How the school helps the home to be men- tally stimulating—The school establishes hab- its of learning and magnifies the spirit of learning. It encourages investigation and study. It fosters discussion of common prob- lems. It arouses a wide variety of interests. It creates ambitions and encourages effort. It builds sound habits of mental hygiene. It gives attention to current events, beautiful music, architecture, painting. It studies our vast heritage of philosophy, literature, his- tory, and science. It teaches the use of books and libraries. It emphasizes the ideal of life- long learning. Show how the enrolment of a million students in college and five million in high schools is lifting the level of intellectual life in America. Call attention to new inter- ests which the schools have developed in your community. How the school helps the home to be artis- tically satisfying—All teaching of art, every element of beauty in the school setting, specific courses in home decoration, knowledge of color and form, and a love of refinement as they are fostered in the school carry over directly into more artistic homes. The teach- ing of community planning shows how the home can be given a more satisfactory set- ting, which will provide quiet, privacy, play space, closeness to nature. Show how your school has helped to make more beautiful homes. How the school helps the home to be so- cially responsible — Schools emphasize the highest ideals. They create an atmosphere of personal improvement. They emphasize in- dividual responsibility. They give children from poorer homes the advantages of asso- ciation with children from the best homes. They emphasize worthy phases of community life. They provide wholesome recreations. They foster the leadership of young people with the highest ideals. They raise the stand- ards of community life. Show how the Ameri- can school concerns itself with all children, thus raising the level of life throughout the community. Note that this is a relatively new ideal. How the school helps the home to be spir- itually inspiring—The school, like the home, is a spiritual enterprise. It emphasizes right, the force of law, the duty of goodwill, the value of spirit. In the school constant em- phasis on right relationships and noble atti- tudes creates habits which carry over into home life. The school reenforces the home in the formation of ethical character. It gives young people interests and arouses the am- bition to know, to dream, to do, and to be. How the school helps the home to ap- preciate mutual affection and respect—The school builds individuality and personality. It helps the child to discover and perfect his talents. It teaches selfrespect and respect for others. It is founded on a high regard for individual worth. It gives practise in sacrifice and loyalty. It encourages worthy friend- ships. American civilization with its free schools places a high value on the individual. Show how the work of your school gives practise in the golden rule. How the school helps the home to be a place of unselfish love and service — The school teaches children to regard the rights of others. It emphasizes cooperative enter- prise. It gives youth experience in making its unique contribution to the common good. It shows how the welfare of each is bound up in the welfare of all. It emphasizes ideals of good workmanship. It gives training in doing for others. It helps young people to have faith in each other and in mankind. What sunshine is to the growing plant, love is to the growing personality of the child. Love releases energy which no other motive would supply. | T HE Significance of the Home—The unit of American life is the family and the home. It vibrates through every hope of the future. It is the economic unit as well as the moral and spiritual unit. But it is more than this. It is the beginning of selfgovernment. It is the throne of our highest ideals. It is the source of the spiritual energy of our people.—Herbert Hoover. —— [ 237 ] Facts for Writers and Speechmakers O HAVE in one place the most l recent figures, which reveal the larger achievements and trends of education in relation to the life around it, is the aim of this page. The significance of the school is best appreciated when it is under- stood in its relation to the larger movements of the age. How does human wealth compare with ma- terial wealth?—The human capital of our population represents great assets. Our male population, it has been calculated, has an aggregate economic value of $1,144,000,000,- 000, and our women perhaps half as much. This makes the total of “vital assets” more than $1,500,000,000,000. Our national wealth in ordinary material assets in 1922 was $321,- 000,000,000. The vital assets thus exceed our ordinary material wealth about fivefold. U. S. Surgeon General Hugh S. Cumming. Washington Star, Dec. 1929, p3. Has length of life been influenced by educa- tion?—In his A Century of Stupendous Prog- ress Joseph McCabe (p40) gives the follow- ing estimates for expected length of life at various periods. In the middle ages 21 yrs.; 18th century, 26 yrs.; 1825, 30 yrs.; 1850, 40 yrs.; 1900, 46 yrs. In the United States in 1921 it was 58 yrs. That health is largely a matter of education is suggested by the fol- lowing statement from a leading life insurance company: A majority of cases of physical let-down and dis- tress are caused by careless or wilful violation of health rules. Bad eating habits, too little sleep and rest, lack of fresh air and exercise, worry, self-pity are responsible for many cases of bad digestion, head- aches, poor circulation, constipation, jumpy nerves, depression, and rundown conditions. How health education saves waste—Im- proved health work in schools would con- siderably reduce the prevalence of children’s diseases. We are, as a nation, paying high for our efforts to get well rather than to keep well. It has been estimated that the annual cost of sickness, medicine, doctors, and loss of wages in the United States amounts to no less than $32,000,000,000. U. S. Surgeon Gen- eral Hugh S. Cumming, Washington Star, Dec. 1929, p3. What is the cash value of an education?— Education pays in excellence and happiness of life; it also has a dollar value. The aver- age life earnings of an elementary school graduate are $64,000; of a high school grad- uate, $88,000; of a college graduate, $144,000. Review of Reviews, Nov. 1928, p554. How much of our income do we spend for education?—This question can be answered by comparing the nation’s yearly income with its expenditures for schools. The incomes of all the people of the United States added together amounted to $84,150,000,000 in 1926. In the same year, we expended $2,255,251,327 for public schools of elementary, secondary, and collegiate grade. 2.68 percent of our in- come goes for their support. Research Bulle- tin NEA 6:269. Why America needs education—Four bil- lion dollars’ worth of substance is stolen yearly. $600,000 is spent to guard the maiis. There are 15,000 homicides and 19,000 auto deaths. In 1920 there were one and a half million foreignborn people over ten years of age in this country who were unable to speak English and an even larger number of illiterate foreign-born. The estimated value of tangible wealth in 1926 in the United States amounted to the vast sum of $367,900,000,000. This figure is four times that for 1900. The sudden accession of wealth places as great a strain on the char- acter of a nation as on an individual’s. Be- tween 1906 and 1926, more than 230,000 laws were passed—these in addition to those already in existence. Andrew H. Harnly in The Problem of the Home (p141) says that out of 53,197,850 children and youths in the United States under 25 years of age, 36,878,950 receive no religious instruction whatever from any source. How do savings deposits compare with the value of school property?—In every year since 1920 the increase of the amount in savings accounts in the United States has been more than a billion dollars, and in some years more than two billion dollars. The total in these accounts in 1927 was $26,090, 907,000. This is nearly five times as much as the value of all public school property. For every dollar of capital invested in pub- lic school plants, we have $4.84 in savings accounts. Research Bulletin NEA 6:271. How do taxes in the United States com- pare with other countries?—The percent of national income paid in taxes in the various countries for 1924 shows the United States with the lowest tax rate of any of the larger nations. The figures as given in THE JourR- NAL OF THE NATIONAL EDUCATION ASSOCIATION for June 1928, pl195, are: United States, 12.7%; Great Britain, 22%; Norway, 20%; Italy, 19.2%; Canada, 19.2%; France, 18.5%; Australia, 18.4%; Hungary, 18%; Austria, 17.3%; Japan, 14.4%. How many people go to school?—The vast service of the school will reach thirty million in the United States during 1929-30, according to the estimates of the Research Division of the National Education Associa- tion. In round numbers 24,000,000 of these will be in elementary schools; five million in the high schools; and more than a million in the colleges. The latest available figures issued by the Bureau of Education (Annual Report of Commissioner of Education, June 30, 1928) are for 1926. They show for 1926, 20,984,002 pupils enroled in public, and 2,143,. 100 in private elementary schools including kindergartens; 3,786,071 in public, and 346,. 054 in private secondary schools; 252,907 in public, and 17,209 in private teacher-train. ing institutions; 280,437 in public, and 486, 704 in private colleges and universities ex. cluding preparatory students. This made 4 total of 28,296,484 pupils in such schools in the United States. (See JLNEA 18:35.) How many workers are studying?—The alertness of the American workman is sus. gested by the fact that three million of the sixty million workers in the United States are improving themselves through systematic study. Private correspondence schools collect fees between 60 and 70 million dollars year.—Albert Fertsch, director of adult edu. cation, Gary, Ind. in Adult Education Inter. state Bulletin, Sept.-Oct. 1928, p4. How do the states compare in the number of pupils in public high schools to each 1000 in total population?—The average for the United States is 32 for each 1000 in total population. Among the states with the high. est enrolments are: Kansas, 57; California, 53; Iowa and Utah, 49. Among the states with the lowest enrolments are: Georgia, 13; Mis- sissippi, 14; and South Carolina, 15.—Bureau of Education Bulletin 1927, No. 39, p8, Sta- tistics for 1925-26. How many homes are equipped with radio? —The United States Department of Com- merce estimates that on July 1, 1929 more than ten million homes had radio equipment. To what extent are schools and homes co- operating?—The National Congress of Par- ents and Teachers has a membership of 1,382,741 members in 1929. NCPT Proceed- ings 1929, p390. How many school buildings are there in the United States?—The dominant landmark of the American community is the public school with its surrounding playfields. There were in use in the United States in 1926, 256,104 school buildings. Bur. Ed. Bul. 1927, No. 39, p22. How many teachers are there in the United States?—There are now approximately a mil- lion teachers in the schools of the United States. Bureau of Education figures (Bul. 1928, No. 12, p11) tell the story of the in- crease by decades: in 1890, 417,081; in 1900 503,598; in 1910, 630,207; in 1920, 815,173; in 1926, 976,319. — increased use of verified facts in reaching decisions and in shaping policy is a dominant feature of the new age. Along _ | the ideal of democracy the scientific method offers to the people an ever widening outlook and opportunity. The most powerfu defence against autocracy and misrule in all its forms in government, in industry, or in business lies in an educated citizenry. the ites atic lect Sa du. ber 000 the otal igh- nia, with Mis- reau Sta- dio? ‘ ‘om: more nent. $ C0 Par- p of ceed. n the rk of chool were 16,104 No. ‘nited 1 mil- Inited (Bul. e ine 5,173; How It Is Done Effective Professional Enrolment Plans ITHIN THE past few years pro- gressive teachers associations have been experimenting with various procedures for collecting and re- porting the annual dues of their members. To date no single procedure has been de- vised which works best in every locality. Local conditions vary so widely that a plan which works well in one community may not fit the needs of another. How- ever, the following general principles seem to have universal applicability : 1. Some definite plan of procedure is essen- tial. 2.No plan, no matter how definite or clever, will work itself. 3. Enthusiastic leaders in each school, city, and state are necessary. 4, A “budget” system by which a teacher may enrol in local, state, and national asso- ciations at the same time avoids the incon- venience sometimes caused by numerous inde- pendent solicitations. 5. A well-devised enrolment blank facili- tates the work and increases the response. 6. The beginning of the school year is the best enrolment season. 7. New teachers follow the example of those longer in the service. 8. The 100 percent record is the most effec- tive goal. 9. An organization unit larger than a school but smaller than a state is most effec tive. 10. Membership reports are barometers of professional ‘spirit. Coinclusive enrolment card—The co- inclusive enrolment card used in Penn- sylvania, Minnesota, Washington, and a few other progressive states and described in detail on page 266 of the THE Jour- NAL for November 1928 continues to grow in popularity. It gives a simple yet complete record for each organization and for the member; it can be used by a small school system or a large city system and it can be used with equal facility by a system where the dues are collected through the office of the superintendent as well as by a system where they are collected through the treasurer of the local association. The Hawaiian plan—The Educational Association of Hawaii has for several years sponsored a 100 percent enrolment record in local, territorial, and national associations. The result is a membership larger than the total number of public school teachers employed in the territory. The membership reports, prepared in quadruplicate on special blanks of differ- ent colors by the building representatives, are forwarded to the treasurers of the various local associations and by them are transmitted with checks covering the dues to the treasurers of the territorial and the national associations. A similar plan is employed in Los Angeles where the enrolments prepared by the building representative are “cleared” through the office of the Southern Section of the Cali- fornia Teachers Association. Leadership—At a recent institute drive for professional enrolment fourteen sup- erintendents in as many seconds volun- teered to underwrite 100 percent mem- bership of their teachers. Someone raised the question as to whether such “‘coer- cion”’ is really desirable. Promptly came the reply “That isn’t coercion; that’s leadership.”” Outstanding leaders have come to recognize that professional spirit is one essential of a good teacher. Of course, membership in professional organizations does not prove that a teacher possesses professional vision and spirit but neither does the possession of “credits” secured by taking courses in an institution of higher learning prove that the teacher has assimilated the course. Membership cards and credits are but symbols, the tangible evidence of quali- ties which it is hoped that the individual possesses. Contract clauses—In order to preclude criticism of their enthusiasm for 100 per- cent membership some superintendents have found it wise to insert a frank state- ment of their expectations in the contract. The clause in the contract used at Bar- berton, Ohio, reads as follows: “When you apply for a position in Barberton, you agree to become a member of the national, state, district, and local teach- ers associations.” Rating scales—In some other cities such as Boston and Washington, D. C. membership in professional organizations is included as an item in the rating scales used for promotion purposes. On the “claim sheet” used in Washington, D. C. appear the following items: 1. College or normal school courses over and above those mentioned in C and D, 40 points 2. Publications or manuscripts on educa- tional subjects, 20 points 3. Affiliations with educational associations, 6 points [ 239] Local associations—In some communi- ties the local associations assume full responsibility for the enlistment of the teachers in local, state, and national asso- ciations. This is the case in Kansas City, Kansas, the largest city in the country to have maintained a 100 percent enrolment record for five consecutive years. In for- warding the enlistments of his teachers two years ago Superintendent Pearson wrote: This entire report comes to my desk this morning from the teachers. No urging, no work, or no collecting has been done by my office, or through my office. Our teachers bud- get all professional requirements and from the budget amount they pay their member- ship in the local organization, the state or- ganization, and the national organization. They are 100 percent throughout. Salary deductions—In order to save their officers unnecessary work some local organizations arrange to have the super- intendent’s office deduct the amount of professional dues from the salary check and forward it direct to the treasurers of the various organizations. While the very suggestion of this procedure is repellant to some since it resembles so closely the “check off” system, the fact remains that if the teachers of a school system are unanimous in their desire to have a 100 percent membership record the salary de- duction plan saves much unnecessary labor on the part of building representa- tives and the local treasurer. Many of the 100 percent counties listed on page 205 of the June 1929 JouRNAL report satisfactory employment of the salary de- duction plan. The Time Bank Check—Frequently the summer vacation period leaves teach- ers short of funds. For many it is diffi- cult to pay membership dues before re- ceiving the first or second salary check. The Time Bank Check solves this prob- lem and makes possible complete enrol- ments during the first days of the school year. The 100 percent habit—The 100 per- cent habit simplifies the enlistment pro- cedure and eliminates enrolment prob- lems. Few schools which have once achieved the 100 percent goal fail to keep their high standing. Most of them take pride in this symbol of their professional spirit and maintain the 100 percent record year after year with increasing ease and joy.—T. D. Martin. Vitalized Group Study and Faculty Meetings HE JouRNAL has the challenging task of serving the entire range of educational workers from partly trained beginners to mature and expe- rienced administrators. It aims to give an overview of education—to point out the important trends in the great educational revival of today, to encourage among educators a broader interest in life, to make every reader more conscious of his objectives and procedures. One sure way of moving ahead on this program is the regular discussion in faculty meetings of material contained in the journals of state and national education associations. All teachers in a 100 percent school— and there are now thousands of these schools—have these journals and with no additional expense could make steady ad- vancement in their professional growth. Education tends more and more to be specialized. If teachers are to get a broad outlook and have some understanding of other fields in education, they need to give at least one hour a month to the con- sideration of the larger aspects of their work. It means much to a school, to the children, and to a community to have teachers who are alert and interested in the larger problems of the profession. During last school year one entire page of JOURNAL space was given in every issue to suggestions for group study and faculty meetings. In order to get an idea of the interest in such meetings, a letter was sent to a few hundred principals of 100 percent schools last April inviting them to have one faculty meeting each month based on material in the journals of state and national associations. Here are a few of many replies: The policy of using THE JourNAL for pro- fessional meetings during 1929-30 has been discussed with the Oakland principals and the following elementary, junior high, and senior high schools (a list of 37) are going to use THE JOURNAL for professional meet- ings during the coming school year.—WIL- LARD E. GivENS, Oakland, Calif. We shall be very glad to carry out your suggestion of having the Journal of the Colo- rado Education Association and of the NEA used as a basis for discussion in faculty meetings. We shall schedule meetings of this sort as frequently as possible—H. M. Corn- ING, Colorado Springs, Colo. I shall be glad to try your suggestion for professional study and growth at each build- ing next year. I notice that other cities are doing this with much success.—C. A. Hup- sON, Fremont, O. One of the first principals whose school enroled for faculty discussions of mate- rial in the journals of state and national associations is our new president, E. Ruth Pyrtle. T he plan for vitalized group study and faculty meetings is simple: that one meeting each month be devoted to a dis- cussion of current problems as set forth in the journals of state and national as- sociations. The material is new and varied; every teacher in a 100 percent school has a copy. The method of holding the meetings varies according to the wishes and con- venience of teachers and administrators. Usually the superintendent, if the school is small, or the building principal in a larger system presides and asks various teachers to lead the discussion of dif- ferent articles. Sometimes a committee of teachers is responsible for the meet- ings, selecting leaders for presiding and discussion at least a month in advance. Other suggestions—Have a regular day scheduled for the meetings, pref- erably early in the week and the second week of the month. Let each meeting be short—one hour is a good length, begin- ning and ending promptly. Aim for con. structive results, the development and strengthening of a spirit of loyalty, ambj- tion, and joy in growth. One hundred percent schools—The names of these schools cannot be received in time to be printed in the October JOURNAL which is released to the printers early in September. But in the November and later issues, every 10( percent school which enrols in the move- ment to study the problems of the pro- fession as set forth in state and national journals will be starred. Watch the list grow! What this JouRNAL contains—The following questions are suggestive in dis- cussing the articles: COMMISSIONER COOPER’S ATLANTA ADDRESSES, What are 5 characteristics of this generation? What constructive suggestions does Dr. Cooper make? EDUCATION FOR A NEW WORLD. Secretary Crab- tree’s report is rich in ideas. In which of the 1» fields he presents is progress most needed in your community ? : THE ASSOCIATION’S NEW PRESIDENT. In what ways are Miss Pyrtle’s life and background typical of America? What qualities of leadership does she have? A VENTURE IN WRITING POETRY. What sug gestion from this “venture” for your classes? THE CHANGING FAMILY. What 3 changes in family life are emphasized? How important is it for you to know the home life of your pupils? THE JOHN NEWBERY PRIZE BOOK. How many of ‘the 8 prize books have you read? Are they in your school library? CHARACTER EDUCATION IN SCOUTING. Does your school and community encourage scouting? How does scouting contribute to character growth? THE UNIVERSITY OF AKRON. What 2 great trends in higher education today? What advantages to students in a municipal university ? RESOLUTIONS ADOPTED AT ATLANTA. An entire faculty meeting might well be given to these resolu- tions. Note the “box”? on p225. THE MENTALLY HEALTHY CHILD. characteristics ? AMERICAN EDUCATION WEEK. is full of practical help. especially significant. many occasions, How 17 1s DonE. Could you help a fellow worke! to see how professional organizations benefit ever) teacher? What evidence throughout this issue? What are his This 4-page featur: The “box” on p235 is Page 238 will be helpful on | The A sieuadl iol the National Education Pennine Published monthly, except July, August, and September, by the National Education Association of the United States President, E. RUTH PYRTLE The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates Secretary, J. W. CRABTREE to the Representative Assembly, to hold office, and to reecive THE JOURNAL. The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, to receive the Proceedings, committee reports, and other regular publications of the Association. The payment of $100 gives the privileges of the $5 active membership for life. Subscription to nonmembers is $2 per year; single copies, 25 cents. at once any change of address, giving old as well as new address. is a member of the Educational THE organization. JOURNAL Eentered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. mailing at special rate of postage provided for in section 1103. Act of October 3, 1917, authorized January 26, 1921. Press Association of America and Joy Etmer Morcan, Editor Offices: 1201 Sixteenth Street N. W., Washington, D. C. Harotp A. ALLAN, Business Manager Advertising rates on application. is published One dollar of each membership fee is for a year’s subscription to THE JOURNAL. Members are kindly requested to report in accordance with the standards of that sient Acceptance for — y of your your How rends ss to ntire esolu- healthful living to your pupils THE SUNSHINE SCHOOL The realistic story of the health activities of a modern primary school. (Andress and Bragg) $0.72 A JOURNEY TO HEALTH LAND Imaginative stories, charmingly illustrated and providing many activities. (Andress and An- dress) $0.72 BOYS AND GIRLS OF WAKE-UP . TOWN The story of a health campaign staged by real boys and girls. (Andress) $0.76 HEALTH AND SUCCESS Skillfully motivated lessons, giving the funda- mentals of physiology, personal hygiene, and community health. (Andress and Evans) $0.76 HEALTH AND GOOD CITIZENSHIP Emphasizing personal and community health in their relation to good citizenship. (Andress and Evans) $0.96 SCIENCE AND THE WAY TO HEALTH Cultivating a scientific attitude toward health problems, (Andress and Brown) $1.00 HEALTH ESSENTIALS For high-school classes. (Andress, Aldinger, and Goldberger) $1.60 Chicago . let noted health educators teach GINN AND COMPANY Atlanta . Vol. 18, No. 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION secsstpes THE ANDRESS-EVANS HEALTH SERIES_ A. authority on health education and child psychology, a physician known to thousands, and several specialists in ele- mentary education collaborated to write this series. All the elements needed for a successful health series went into these books—expert knowledge of the subject matter, of the psy- chology of the pupil, and of classroom conditions. J. Mace Andress, Lecturer of Health Education at the Boston School of Physical Education and formerly Head of the Department of Psychology and Child Study, is one of the foremost authorities in his field. His articles, which appear in leading educational journals, are notable contribu- tions to health education. The principles which he has de- veloped are used in progressive schools all over the country. Dr. W. A. Evans is the Health Editor of the Chicago Tribune and author of the widely syndicated column, “How to Keep Well.” His broad knowledge of health conditions is an in- valuable contribution to the Andress-Evans Health Series. Mabel C. Bragg, Assistant Superintendent of Schools in Newton, Massachusetts, the famous health-teaching center, and Maude A. Brown, Director of the Bureau of Codperative Health Service in the Extension Division of the University of Kansas, are both specialists in elementary health education. So distinguished an authorship is a guarantee of the excel- lence of the Andress-Evans Health Series. Boston Dallas Columbus Mention Tue Journat when writing our advertisers, New York San Francisco A-193 THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION October. 1929 Ee fe en —}> a, NOTES and ANNOUNCEMENTS HOTEL OPPORTUNITIES IN COLUMBUS, OHIO Rates for Meeting of National Education Association, June 28-July 4, 1930 Rate per Per- son per Day for Additional 3 é : ; Occupants Without Bath With Bath Without Bath With Bath (Suite with Bath Number | Rates per Day for Room Accom- Rates per Day for Room Accom- Add of modating One Person modating Two Persons ae Rooms 610 So. High St .50 to $2. .50 to $3.00 |$2 Charminel State St. at Grant Ave....... .50 to 4.00 4.00 to 5.00 |$5.00 to $6.50* Chittenden. .....| Spring & High Sts ; . .00 to 3.50 3.50to 5.50 Columbus Long & Fifth Sts. ; ‘i .00 to 2.50 3.00 to 3.50 Deshler-Wallick..| Broad & High Sts .00 to 8.00 Ss: Fort Hayes 33 W. Spring St .50 = y 5 $1.50 to $2.00 ee 17 E. Spring St. 25 Goodale & strong....... So. High St. opposite State House. Fourth & State Sts. High St. nr. Spring St Broad St. at Grant Ave Southern Main & High Sts. New Virginia... .| Third & Gay Sts Waldo High St. at Naghten 4. 4 NWwWWNHN WI NwONW * Kitchenette Apartment. ie is the great Columbus Auditorium where the 1930 convention of the National Education Association will be held June 28 to July 4. This convenient building will house the general sessions, the representative assembly, exhibits and other official activi- ties. It is three blocks from the largest hotels and from the historic state capitol. There are sufficient halls nearby to accommodate all | department and group meetings in the immediate downtown section. Columbus is a noted convention city with ample accommods: | tions. President E. Ruth Pyrtle stopped in Washington on her return from the meeting of the World Federation at Geneva and | plans are already underway for a program worthy of the great heart of America. AE RE AST Addresses before General Sess They were well attended by audiences the twelve hundred page volume of ar sions at Atlanta—The general pro- who listened attentively and stayed to the nual Proceedings which goes to all Five grams at Atlanta were unusually strong. end. These addresses are being printed in (Continued on page A-196) Mention THE Journat when writing our advertisers, THE JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION FOR details on the ori gin, theory and scope of this new and important teaching device, write for the free booklet, ‘‘The Story of Eastman Classroom Films.”’ EASTMAN Classroom Films a planned, easily used, these motion pic- tures for the classroom have unmistakably demonstrated their value as teaching aids wherever they have been made available to schools. Because of their content, their construction, and their manner of use, EaAstMAN CraAssroom FILMs arouse a healthy, questioning attitude in the pupil...an appetite for project work...a stimulation to further independent study. They vITALIZE SCHOOL WORK. EASTMAN TEACHING FILMS, INC. Subsidiary of EastMAN KopAK COMPANY toe Ei RocHester, New York Mention THE JourNnaL when writing our advertisers. THE JoURNAL OF THE NATIONAL EpucaTION AssocIATION she) i Eo MOTION PICTURE » PROJECTOR NO PIG TAIL TWIST THREADS STRAIGHT. THROUGH: for the ASSEMBLY HALL SHAFT DRIVE LOW IN PRICE NO BELTS CHAINS i No. 616 Pedestal yet projects a 10 ft. x 14 ft. picture up to 100 ft., equal in quality and definition to pictures shown in moving picture houses. 15 DAYS’ FREE TRIAL Compare it with others; exclusive mechanical features in ease of operation, long-life safety, adjustable take-up, focus, etc. IT HAS NO EQUAL. Professionals in Hollywood using 51. Weight 44 pounds. Operated on any light system, farm light- ing included. Also made with special base. Representatives wanted, One_ professor makes $150 a week. Others make big money work- ing part time. (Continued from page A-194) Dollar and Life Members. Among nota- ble statements from these addresses are the following: THE BEST TEACHER receives more than she gives in her contacts with the children. The children are in a sense her fountain of youth, each morning brings its new enthusiasms, its new life.—Francis G. Blair. THE SCHOOLS must go back to their primary purpose—the development of character, good citizenship.— William J. Bogan, Superintend- ent of Schools, Chicago, IIl. ALL EDUCATION IN ITALY is not purely in- struction but has a national trend which is proving a great step towards the unification of Italy—Maria Castellani, National Presi- dent, Federation of Business and Professional Women’s Clubs, Rome, Italy. WHATEVER has been done for peace has mainly been done by schoolmasters, led by the most illustrious schoolmaster that ever stood in a schoolroom—Woodrow Wilson !—Jose- phus Daniels, Former Secretary of the Navy, Raleigh, N. C. IF ouR salute to the flag is to be not merely of the hand but from the heart, we must make our history a living reality in the hearts of young America.—Howard R. Driggs, School of Education, New York University. EDUCATION OF ALL the children of all the people is no longer a mooted question. The in- crease in public sentiment has outstripped the increase and support of our schools, but pub- lic sentiment and conditions with us are ripe Write for interesting details HOLMES PROJECTOR COMPANY 1811 Orchard Street Chicago, IIl. now for forward movement in education.— M. L. Duggan, State Superintendent of Schools of Georgia. No LONGER is the kindergarten thought of as a refuge of the underprivileged child nor the special-privileged child. It has attained dig- nity educationally, and it has come to be re- spected as an integral part of the public school system.—Lucy Gage, Assistant Profes- sor of Elementary Education, George Pea- body College for Teachers, Nashville, Tenn. WE BELIEVE in the inherent dependableness of young people and we are willing to trust the future to them after they have been given ideas and ideals. We are in a new day and changes are necessary, but the real forces which bring changes are ideas.—Eula F. Hun- ter, Stribling High ‘School, Fort Worth, Texas. OUR VIEWPOINT upon the study of agricul- tural problems is that of the time honored doc- trine that every man is entitled to an equal opportunity to enjoy an American standard of living—Arthur M. Hyde, Secretary of Ag- riculture. THE MUTUAL UNDERSTANDINGS which we may form will, I am sure, bind the Americas together more firmly than they could be bound together by bands of steel—Uel W. Lamkin, President, State Teachers College, Maryville, Mo. WHEN WE ONCE CATCH the vision that teach- er-organizations are ours, that their outcomes are the results of our endeavor, we throw our- selves into them with the spirit of the crusa- der.—Effie MacGregor, Principal, John Bur- roughs School, Minneapolis, Minn. Mention THE JournaL when writing our advertisers. CA favorite HALSEY TAYLOR Drinking Fountains. October, 1929 Automatic Stream Control A distinctive Halsey Taylor feature—water never too high, never too low — practical efficient and SANI- TARY! A complete line for all school ourposes. Write for catalog. School authorities and architects re Halsey Taylor Drinking Fountains .— reasons. Even if the distinctive Halsey Taylor features were not standard in every one of these modern fountains, one factor would still appeal—variety of design. There are beautiful models to suit any need— wall, battery, pedestal and recess types! And yet ALL their superior advantages come to you without extra cost! The Halsey W. Taylor Co., Warren, Ohio IT MAY BE VERY INTERESTING to watch little children do what they like—and nothing ex- cept what they like—in a room that is wholly protected from danger. But to call that “edu- cation,” and then send them forth without a dominating sense of duty into a world full of danger and where countless others will compete with them, would seem to be one of the strangest abberrations of the human mind. —Anna P. MacVey, Dean of Wadleigh High School, Brookline, N. Y. THE scHoot like the church can develop a sort of selective listening for the calls to which she alone can adequately respond. Happy indeed is the lot of all who can train themselves to discriminating precision of se- lective hearing, which knows the genuinely human calls, the sincere human questions 10 the midst of the uproar and show themselves willing to try to answer—the very willingness to try may be answer enough.—Bishop Fran- cis J. McConnell, President of Federal Coun- cil of Churches of Christ in America, New York City. In 1872 there were only forty-one institu- tions for the purpose of training teachers. In 1926 there were over 200 public normal schools and teachers colleges, for which there was appropriated in excess of $25,000,000. These schools were operated with a faculty of over 10,000 with more than 235,000 students enroled.—W. P. Morgan, President, Westem Illinois State Teachers College, Macomb, Ill. THERE 18 CHRISTIANITY enough and demot- racy enough, and wisdom and patience enoug in this country to enable all of us, whether (Continued on page A-198) THE JourNAL OF THE NATIONAL EpucaATION ASSOCIATION “WHAT IS THE SECRET? Miss Elinor G. Price, a grade-school teacher in one of the Montclair, N. J. Public Schools, has had remarkable success with her classes during the past two years. The children work hard to reach her grade, for those already in enthusias- tically relate how interesting her lessons are. There is no yawning and clock-watching in Miss Price’s classes, no lagging behind and disliking school, and, at the close of the year, all her pupils pass on with flying colors. There are no repeaters in Miss Price’s group. Motion Pietures Add Vividness to Instruction Others marvel and ask, “WHAT IS THE SECRET OF HER SUCCESS?” The answer is given in the illustration— she uses Visual Edu- cation with the as- sistance of a Spencer Combination Class- room Lantern, Model DC, which was in- troduced about two years ago. This en- ables her to illustrate the lessons with either glass slides or film- slides and insures the best possible results on the screen. It also gives her many special convenient operating features not found on any other lantern. “Within the next few years the Motion Picture will be an indispensable adjunct for every teacher and educational lecturer.” This, from a recent report of the United States Bureau of Education, immediately makes a suggestion which school boards of even the smallest schools will do well to consider. The widespread use of films in schools is an assured development which is destined to materialize in the next few years. Educators every- where recognize the vast potential value which films hold as a means of instruction. Try this out in your class for a short time and note the vast improvement in the work of your own pupils. Detailed data upon request. SPENCER LENS COMPANY BUFFALO, NEW YORK | New York Chicago San Francisco’ Boston — Washington De Vry Motion Pictures create a lasting im- om —— : pression—they attract and hold the attention of wee Rea Si eae the pupils—make school work more pleasant. wo Sie eg ee ioe They present details upon the screen so that all holly i ie oe may see—make minute objects, ordinarily seen by Nahe only one at a time with difficulty through a micro- we STILL PROJ E CTION scope, magnified to a size easily visible to a whole class at once. | will ne of Stop-on-film feature enables teacher to hold the picture on the screen at any time for detailed study. . o” @ Shas its advantages Hig The teacher, for example, may proceed at a speed which best suits the subject which he is discussing. He may lop a dwell on any particular illustration as long as he sees fit. Mail the coupon below and Ils to And subject material is easy to obtain for the Bausch & full details will be sent promptly. spond. Lomb LRM Combined Balopticon. Slides may be ob- train tained at a small cost; photographs, pages of a book, post- vv¥eeéey_ss of se- cards, or the specimen itself will do. uinely If a film attachment is used, even film, which is available The famous DeVry Type E, 35 ons in on many subjects, can be used. mm. Projector—light in weight selves —self contained —easy to carry : | SEND FOR OUR BALOPTICON en ae Fran- Coun- \ BOOKLET { , New ‘ **See Yourself as Others See You” ssi : ORS-DeVRY CORPORATION oe in Established 1900 Saal 333 N. Michigan Avenue, Chicago, Ill. norma New York San Francisco h there 00,000. at ANU R Oren ROLL tudents “ey QRS-DeVry Corporation, Dept. S-10 333 N. Michigan Ave., Chicago, Ill. J m a 8 p T 1 C A L C @) M P A N ¥ Gentlemen: Please send me descriptive literature and information on the nb, Il. DeVry Projector and school films. democ- enough A ae Rae penn Fe sy SnD sae eee Sa 1c i == =| = ) = = quills Yi | aiaiarsttttttaistiittiiitaiasisssaaamssaadmmmsmmsmmmmsmsssasammmasiiaiaimiaiaimimiaiaicimiaia, 630 St. Paul Street Rochester,N. Y. Mention THe JournaL when writing our advertisers. A-198 Tue JourNAL OF THE NaTIONAL EpUCATION ASSOCIATION October, 1929 i (Continued from page A-196) black or white, rich or poor, to live together here in America and make it what God meant it should be, a great laboratory through which all the world could learn that two races of men, of two extreme types, could live, could work, could prosper, could serve if properly educated, together and do their finest, to the finest and best traditions of either race.-—Rob- ert R. Moton, Principal, Normal and Indus- trial Institute, Tuskegee, Ala. THE OLD TIME theory of teaching made the student always wrong if question arose; the newer view approaches college teaching not as something wholly bad, nor yet as wholly good, but as something that can be very much improved in terms of the scientific study of education——Shelton Phelps, Director of In- struction, George Peabody College for Teach- ers, Nashville, Tenn. WE Have far too much false information and prejudice in our thinking about certain foreign peoples. It takes decades, even cen- turies to eliminate the bad effects of such teaching.—E. Ruth Pyrtle, President of the National Education Association. I CANNOT UNDERSTAND why anyone should object to the federal government having a De- partment of Education to do for education what we have done and are doing for com- merce, agriculture, and labor.—Hon. John M. Robsion, Member of Congress from Eleventh Congressional District of Kentucky. Lip READING is probably as old as speech itself. It may well be part of the hearing equipment of every human being—Hugh Grant Rowell, Assistant Professor of Health Education, Teachers College, Columbia Uni- versity, New York City. THERE IS INSPIRATION in the thought that in learning to enjoy good art we are actually making ourselves better citizens and contri- buting to the welfare and advancement of the land that we love—Lorado Taft, Sculptor, Chicago, Ill. A CASUAL GLANCE at the world of progress will convince any reasonable person that the world has all the brains it needs. What it now needs more than anything else is character.— Augustus O. Thomas, President, World Fed- eration of Education, Augusta, Maine. WE HAVE a right to ask that the training college recognize its responsibility for the quality of instruction given by its graduates, and that it vitalize its professional instruction by offering a considerable part of it in the regular public school classrooms of its student- teachers.—M. R. Trabue, Professor of Edu- cation, University of North Carolina, Chapel Hill, N. C. THE SCHOOL must become a refined and im- proved reproduction in miniature of commu- nity life outside and its policy and program must be changed to provide not only for im- proved formal instruction but also for the full and effective use inside the school of the methods of learning by participation and manipulation—John W. Withers, Dean, School of Education, New York University. THE SCHOOL OF HARD WORK is often unrecog- nized as a means of getting an education. Too many people think that an education can only THE GRADE TEACHER Helpful - Inspiring - Practical YOUR THE PROFESSIONAL MAGAZINE FOR CLASSROOM TEACHERS OF ALL GRADES, is published monthly during the school year, from September to June If you are a teacher of one or more elementary grades, in either a graded or ungraded school, this magazine is published for YOU inclusive. The editorial program of THE GRADE TEACHER includes an abundance of helpful material on the following subjects: is your representative. and character. es be secured through a study of books. and neglect to value the experiences which jn the long run count more in the life of an jinqj- vidual than a mere study about things.—], ¢ Wright, Director, Federal Board for * ib tional Education, Washington, D. C. President Lamkin for a Depart. ment of Education—My parents were Southerners, and I am from Missouri but I cannot see how a Department. om more than a Bureau, could take away state or local control. Certainly the De- partment of Commerce does not run American business. The Federal Govern- ment now spends $60,000,000 annually on education, but must do it inefficiently because it must carry on the work through forty bureaus. We teachers would rather deal with one organization in Washing- ton than forty. California holds breakfast at At- lanta—The California breakfast at At- lanta was a brilliant affair with a large attendance of officers and national lead- ers. California is justly proud of its con- tribution to the national work. Hawaii sends fine group to At- lanta—The Hawaiian delegation was much in evidence at the Atlanta Conven- tion. Their loyal spirit and fine music are a challenge to all the other delegations. (Continued on page A-200) PRINTING It reflects your judgment Naturally, therefore, you should select your printer as carefully as you would a ———XX— Posters Picture Study Programs Tests Stories Visual Instruction Creative Drawing Physical Training Auditorium Work Citizenship Projects Plays Methods Seatwork Health & Safety Education Radio Drama and Music Nature Study Seatwork an individual to represent you. OUR PLANT fully appreciates the confidence our clients im- pose in us when they ask us to produce their printing. Each and every job—from a calling card to a million copies of a large magazine—is given the same attention. It will be to your ad- vantage to get information from us regarding your next order for printing. Among the publications from our presses are The Journal of the National Education Association, The National Geographic Maga- zine, The American (Federationist, The American Motorist, American Forests and Forest Life, The Bengalese, and the Daugh- ters of the American Revolution Magazine. The Editor, Florence Hale, is expert in elementary education for the state of Maine. Having taught all the grades and served 11 years as director of teacher training in a State Normal School, she has intimate first-hand knowledge of your problems and how to meet them. She has travelled in three-fourths of the United States and in Canada to address teachers’ meetings. Thus she keeps in touch with classroom needs and is enabled to select material conforming to current educational requirements and pedagogically sound. _ Miss Hale writes 3 to 5 pages each month, based upon personal acquaintance with teachers and their problems. Through her own pages, ‘‘The Editor’s Note- book (a bit of poetry and a beautiful picture or other inspirational greeting), Talking Together’’ (a page of informal, friendly chats), and ‘‘Ask Florence Hale’’ (a question and answer column which is immensely popular), she places her wide, varied and practical experience at her readers’ disposal. Subscription Price $2.00. Send in your subscription TODAY EDUCATIONAL PUBLISHING CORPORATION 54-W Clayton Street, Dorchester Station, Boston, Mass. JUDD & DETWEILER, INC. Master Printers WASHINGTON, D. C. Mention THE JournaL when writing our advertisers. DESKS that INSURE Last Hour Comfort When pupils must turn in their seats to write comfortably, the body is thrown in a tiring position—the light strikes and tires the eyes; the posture, being wrong, brings weariness. Children let up on “last hour” studies; they get into trouble and worry the teacher. Avoid last hour strain on the part of pupils and nervous strain on the part of teachers by equipping with National Seats of Comfort—with the famous Moeser Extended Arm “Adds to Pupil’s Comfort” In National Desks, equipped with the Moeser Extended Arm, pupils sit squarely in their seats. The back is sup- ported when writing—working space is more than doubled— no turning to rest arm while writing—eliminates facing light and uncomfortable positions that bring on “last hour uneasiness.” When writing, the arm is sup- ported, resulting in better pen- manship. National Desks are shaped to conform hygienically to the human figure—they en- courage correct posture—insure greatest comfort—less fatigue— less eye strain—better grades in last-period classes and less worry and nerve strain on the instructor. No. 101 Combination Desk with Moeser Arm Top. Standards finished in durable, baked enamel; woods, in National process finish, both in a soft brown color. Write for National Catalog If you are a buyer of School Equipment you will want our latest catalog on School Desks. All types of school chairs and teachers’ and office desks. We will send our catalog free and prepaid on request. The National School Equipment Co. Manufacturers of Complete School Equipment Port Washington, Wisconsin THE JOURNAL OF THE NaTIONAL EpucaTION ASSOCIATION A-199 10,000 pupils taking PIANO Instruction” says rose Supt. of Chicago Public ea R. BOGAN also makes this statement—“Music ought to be a fundamental in every system of education .... We ought to be a cultured nation. I think the Piano will lead us in that way.” THE CABLE COMPANY, makers of fine Pianos for half a century, years ago sensed the coming demand for a fine school Piano, and She CABLE Midget Upright was created. Now it is used in thousands of schools throughout the country. Their experience has proven that the sturdy construc- tion, beauty, and rich tone quality of the Cable Midget Piano are distinct aids to the rapid development of piano work. So popular has this delightful instrument become that even greater numbers have been purchased for use in small homes, apart- ments, and studios. ' THE CABLE COMPANY Makers of the Famous Line of Cable-made Pianos and Inner-Player Pianos 903 Cable Building Chicago, Illinois THE CABLE COMPANY, 903 Cable Building, Chicago Please send me details of your special offer to teachers and schools and full par- ticulars of the Cable Midget Upright. 0 for my School 0 for my Home Available to your school, to Ee you for your home, and to EE Pee ET eT eT all members of the school profession under our extraor- ee nn ee dinary special offer. Mail coupon for full particulars. PO sotessteedecuecccnas States..cae 1 ! | ! | | | | | | | | | | ) ) } } } } ' i | 1 | Mention Tur Journat when writing our advertisers. 6<é We now have Wm. J. Bogan Schools A-200 (Continued from page A-198) Horace Mann in 1937—The At- lanta meeting took the initiative in ar- rangements for adequate appreciation of the service rendered the public schools by Horace Mann in promoting the creation of the Massachusetts State Board of Ed- ucation in 1837, and in his service as secretary of that board for twelve years. This recognition should be national, should be fathered by the United States Government, because every state and the outlying territories are profiting by Hor- ace Mann’s leadership which began one hundred years before 1937.—A. E. Win- ship in The Journal of Education. The meaning of life membership —The following appeared on the cover of the list of life members which was used at the Life Members dinner at Atlanta: Life membership is a prophecy. It means lifelong dedication. It appeals to the finest spirits. It furnishes leadership for new move- ments. It inspires the younger members of the profession. It emphasizes the permanent character of the teacher’s work. It stabilizes leadership of professional organizations. It draws attention to the men and women who can be relied upon to perform important serv- ices. It emphasizes the pioneer spirit. It is a press the public. by Christmas” ? and in other ways. the year. We have been enlisting and reenlisting annually. Let us now enlist for life. let us take the second. The gains made as a result of the first step indicate the larger things to be accomplished by the second. _ Are you not willing to deposit One Hundred Dollars in the Bank of Life Membership? Like other sound investments, you are not required to deposit the entire amount at one time unless you so desire. booklet explaining the plan of payment and giving other information. interest on your investment. Their devotion wins law-making bodies. Some states are making an effort to double life membership by forming life membership clubs A portion of the fees from life membership will be used to Let every state make this effort. defray the expense of erecting the fine headquarters building which the Association has decided to build during THE JouRNAL OF THE NATIONAL EpucaTION ASSOCIATION challenge to renewed zeal on behalf of edu- cation for a new world. Life memberships presented— The practise of presenting life member- ships in honor of distinguished service is now well established. Among leaders who have received this honor recently are: Dr. Charles H. Judd, presented a life mem- bership by his associates in honor of twenty years of service to the school of education of the University of Chicago; W. J. Hamilton, presented a life mem- bership by the Oak Park Elementary Teacher’s Council in honor of his twelfth successful year as superintendent of schools; R. J. Kiefer, superintendent of schools, Niles, Ohio, and for three years NEA Director for Ohio, given a life membership by the people of Niles; John H. Adams, principal of the Perry High School, Pittsburgh, Pa., was recipi- ent of a certificate of life membership from the members of his faculty as a mark of the esteem in which he is held by them. Teachers interested in new Asso- ciation headquarters—Teachers are showing great interest in the new en- larged headquarters for the Association. Many are taking life memberships at this time because they wish to have a part in Life Membership Life enlistments show permanency of interest and effort. NATIONAL EpucATION ASSOCIATION, 1201 Sixteenth Street N. W., Washington, D. C. To the Secretary: They give assurance to new recruits. There are now 2600 life members. 1 n ¢ . You will receive more than compound t it. Every life member receives, without additional cost, a beautiful gold pin or button. Only life members are privileged to purchase and wear the life membership key. October , 1929 es this attractive building in the heart of Washington. Superintendent Edgar G Weller of Springfield, Ohio, writes, “My interest in the enlargement of the NEA and NCPT quarters prompts me to ep- close life membership card at this time.” Life membership key approved— At the Atlanta meeting the board of di- rectors approved the plan to have the same design of life membership key as that of the pin. The key will be available in two sizes, the first the same size as that of the life membership pin, the sec- ond a little larger. Any life member may purchase the key. The smaller will be sold at $3.50, and the larger at $4.00, The pin may be initialed without extra cost. Off to a running start—One hun- dred percent enrolments for the new year are beginning to be reported as this issue of THE JOURNAL goes to press. On August 29 the enrolment of the first one hundred percent district arrived from M. A. Dively, superintendent, Lo- gan Township Schools, Altoona, Pa. On September 3 the first one hundred percent county enrolment arrived from T. S. Davis, superintendent, Blair County Schools, Altoona, Pa. (Continued on page A-201) They im- Why not “3000 The first step has been taken; Write for the I wish to become a life member on the ten-payment plan and to make my first payment January 1, 1930. Address Position (Fill out and return at once to Secretary J. W. Crabtree and receive the life membership certificate, card and pin or button.) Mention THe Journat when writing our advertisers. as dle ec- ay be 0. tra ear sue the ved Lo- red om lair Vol. 18 No. 7 (Continued from page A-200) On September 4 the following tele- sram arrived from F. N. Henry, supt. a schools, Bellefontaine, Ohio: “Belle- fontaine, Ohio, enrols one hundred per- cent in NEA, State and Central Ohio Teachers Association.” A service to members—Many thousands of people contribute directly or indirectly to THE JOURNAL each year. The 1929-30 issues will contain: 2 reports of great conventions 100 reports of educational progress in more than fifty states and territories 1000 names of new life members 4 pages of plans for American Education Week 9 pages of suggestions for vitalized group study 9 editorials on current themes 8000 names of 100 percent schools 10 descriptions of schools that are proph- ecies 9 posters for schoolrooms 8 articles on practical character education 9 articles on interpreting the schools to the public 9 articles on mental hygiene 5 articles on the changing secondary schools 10 thought-provoking articles on education for worthy home membership Other articles on significant current themes 5000 statistical facts showing educational progress in the states 150 important books described by appropri- ate notes Information about 200 schools which offer op- portunities in summer sessions Several hundred notes and announcements on matters of immediate importance The equivalent of 4 professional books which would cost $2 each. Teacher interest needed in work of the Association—Every teacher in the United States is needed in the work of local, state, and national associations. Teachers are invited to write the editor of THE JouRNAL telling what services of these associations are proving most helpful and to suggest ways in which pro- fessional organization can be still further improved. Teacher retires after 50 years service—Miss Amelia R. Lutz, one of the pioneer teachers of Ohio, has retired atter fifty years of service, forty-two of which Were spent in the Fremont High School. A testimonial dinner was held in her honor at the Women’s Club of Fre- mont near the end of the last school term when teachers, former pupils and friends gathered to pay tribute to the well liked teacher Death ends service of James C. Boykin—The field of education lost a Breat leader in the death of James C. Boykin on July 29. Mr. Boykin had been (Continued on page A-202) THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION The Check That \ Cheers / f —When You are Under the T.C.U. Umbrella One teacher out of every five loses pay some time during each school year on account of sickness, accident or quarantine. Not only do they lose pay but they have staggering expenses to meet, such as heavy doctor bills, hospital bills and nurse bills, that often wipe out years’ savings or run them deeply into debt. It also means worry, perhaps the loss of a vacation trip and the giving up of new clothes. To those who have been thoughtful enough to provide themselves with adequate T. C. U. Protection, sickness, accident or quarantine mean the coming of the T. C. U. Check and the freedom from worry. using up savings and without sacrificing a vacation trip or new clothes. Check helps to make pay day certain. What It Means to Be Under the T. C. U. Umbrella $50 a Month (and up) when you are totally disabled by accident or confining illness. $11.67 a Week (and up) when you are quarantined and your salary has stopped. $25 a Month (and up) for illness that does not confine you to the house but keeps you from work. 20 Per Cent increase in sick benefits for two months when you are confined to an established hospital. $50 a Month (and up) when you are totally disabled by injuries received in an automobile accident and $1,000 for acci- dental death in an automobile disaster. $333 to $1,000 (and up) for major acci- dents, or for accidental loss of life. These indemnities are increased 10 per cent for each consecutive annual renewal of the policy for not to exceed five years. Double these benefits for travel accidents sustained in railroad, street car or steamboat wreck. Operation benefits in addition to other benefits after your policy has been’ main- tained in force for one year. Policies paying larger benefits are also issued. Claims Settled Promptly “T wish to thank you for your prompt and generous settlement of my recent claim. It was cer- tainly satisfactory, as have been all my dealings with your office during the sixteen years that I have held a policy in the com- pany.”’ Bess I. DuMont, Omaha, Nebraska. Mention THe JournaL when writing our advertisers. It means that extra expenses can be met without The T. C. U. T. C. U. Check Stops Worry Mrs. Beulah Steinberg, Lapeer, Mich., recently wrote: “While lying in bed, ill with the ‘flu’, I began to wonder how I would meet my doctor bills and pay for my substitute. Then I thought of the T. C. U. and knew I need not worry any longer. The check I received covered all of the doctor’s bills.” Get Under the T. C. U. Umbrella You, too, can be sure of receiving “the check that cheers” by getting under the T. C. U. Umbrella (joining the T. C. U.). Then when sickness, accident or quarantine rob you of your salary, the T. C. U. check will come to help pay your bills. Fill out the coupon today and mail for complete information. Your inquiry places you under no obligation. TEACHERS CASUALTY UNDERWRITERS 601 T. C. U. Bldg. Lincoln, Nebr. FREE INFORMATION COUPON To the T. C. U., 601 T. C. U. Bldg., Lincoln, Nebr. I am interested in knowing about your Protective Benefits. Send me the whole story and booklet of testimonials. PN ie So sD as bg (This coupon places the sender under no obligation) THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION October, 1929 LABORATORY VOCATIONAL AND LIBRARY FURNITURE Unparalleled Performance Assured by WELCH Built-In Excellence Measured by any conceivable laboratory test, Welch equipment is first outstanding in performance. Rigid classroom requirements serve only to accentuate the perfection that is typical of Welch equipment. Built into every product is a quality that reflects the skill of its craftsmen, the specialized experience of its entire organization. Standard or Built-to-Order Educational and Technical No. 2100 Chemistry Desk, accommodating 16 students, 8 at one time, 12 ft. long, 4 ft. wide, 3 ft. high. Body is of selected White Oak, golden finish. Birch top made acid resisting Household Economics, Furniture for Physics, Manual Training and Library. catalogs, illustrating our complete line of Furniture and Scientific Apparatus. Agriculture, Biology, Write for our complete set of cocks, by the Ebonacid chemical treatment. seven water faucets, Alberene stone sink, completely piped to the floor Has four double gas lead lined trough and one W. M. WELCH MANUFACTURING COMPANY Manufacturers of School and Laboratory Furniture, Apparatus and Supplies Laboratory Furniture Factory MANITOWOC, WISCONSIN, U. S. A. (Continued from page A-201) editor of the Bureau of Education pub- lications since 1911 and in that capacity made many fine contributions to educa- tion. He is also known to many as the editor of School Life. Frank D. Boynton commends Journal articles—The articles on the Winnetka Schools and on Articulation and the Junior High School in the June, 1929 JoURNAL are exceptionally fine. If the teachers of the country read just these two articles and didn’t take the wrapper off the JouRNAL for the rest of the year, it would amply repay them for their $2 membership in the National Education Association.” Journal author finds success as writer—Jean Thomas, whose series of articles on the Kentucky mountain people is now running in the American Maga- zine, published her first writing in THE JouRNAL of the National Education As- sociation according to a grateful letter which she has written THE JoURNAL staff. Norton-Alltucker married—The many friends of Dr. John K. Norton, who has been Director of Research since 1922, and Dr. Margaret M. Alltucker, who has been Assistant Director of Re- search since 1923, will be pleased to know of their marriage in the chapel of Stan- ford University on Friday, August 23. Committee on Education in the Federal Government—Secretary Ray Lyman Wilbur has appointed a commit- tee to study the situation of education in the Federal Government and to report plans for future development. This com- mittee is under the chairmanship of Charles R. Mann, with J. W. Crabtree, Sales Representatives in Principal Cities General Office, Warehouse and Scientific <= Factory 1516 ORLEANS ST., CHICAGO, U. S. A. secretary. The Steering Committee is composed of the following in addition to the chairman and secretary: William M. Davidson, Charles H. Judd, James E. Russell, Lotus D. Coffman, Uel W. Lam- kin, Frank Cody, William F. Russell, Samuel P. Capen, George F. Zook. West Virginia State Association buys headquarters—The West Vir- ginia State Education Association has purchased permanent headquarters front- ing on the capitol of the state. This is the second state to have its offices so located. The attractive headquarters of the Penn- sylvania Association face the beautiful capitol at Harrisburg. The profession at work on its problems—President J. O. Engleman of Kent State Normal College, Ohio, formerly field secretary of the NEA writes: “Early last fall, at the first meet- ing of the whole faculty, I spent nearly an hour in discussing the work and the influence of the NEA and our profes- sional obligation to it. I shall do a similar thing soon after the new year begins late in September.” Superintendent Condon retires— At the meeting of the Cincinnati Board of Education on May 13, Dr. Randall J. Condon, superintendent of the Cincin- nati schools since January 1, 1913, an- nounced his retirement at the close of his present contract on August 31. At the same meeting, Edward D. Roberts, who has been associated with Dr. Condon throughout his service in Cincinnati, dur- ing the last two years as associate super- intendent, was elected superintendent. Dr. Condon is a life member of the As- sociation and a past president of the De- partment of Superintendence. He is often Mention THe JourNAL when writing our advertisers. referred to as the finest and most loved man in American education. Ask yourself this—Do you know that Colorado has 4.35 percent of her total population affiliated with the Na- tional Congress of Parents and Teachers as compared to Wyoming with .41 per- cent? You can find similar facts for your state in the tables on p232 in this Jour- NAL. Form the habit of reading these tables regularly, selecting the information from your state. Theme announced for convention of Department of Superintendence —President Frank Cody has announced that the general theme of the Atlantic City convention of that department will be Education in the Spirit of Life. Atlantic City hotel suggestions— Mr. A. H. Skean, 16 Central Pier, secre- tary of the Atlantic City hotel com- mittee, sends the following suggestions: I have made a check of the hotel situation and I find that there are still plenty of rooms available excepting in the cases of single rooms with bath. We have had an extremely heavy demand for this type of accommoda- tion and the supply is about exhausted. There are however quite a few singles without bath available. I think that we’ve got to sell your people the idea of doubling up. If they will do this, we can take care of everybody. May I also suggest that the word be passed along that, excepting in those cases where it is absolutely necessary that delegates come early, they should plan to arrive in Atlantic City Sunday afternoon, February 23rd. Our big Washington’s Birthday crowd will have checked out by that time. Pacific Coast International House —Funds have been given by John D. Rockefeller, Jr., for the construction of an International House at the University (Continued on page A-203) on ce ed tic ‘ill use n of rsity Jol. 18, No. 7 ———— (Continued from page A-202) of California similar to International House in New York. New appointments in Federal Board for Vocational Education— Each year the activities of the Federal Board for Vocational Education are ex- tended more widely and increased in thoroughness. Among those who have recently come to Washington to work with the Board are: Agents for Home Economics: Edna P. Amidon, assistant professor of home eco- nomics, University of Missouri; Marie White, state supervisor of home econom- ics education in Tennessee; Jane S. Hinkley, associate professor of vocational education, University of Nebraska. Specialists in Agricultural Education: William A. Ross, state supervisor of agricultural education in Wyoming; James H. Pearson, state supervisor of agricultural education in Nebraska; Frank W. Lathrop, teacher trainer in agricultural education, University of Minnesota; Herbert B. Swanson, in charge of special methods of vocational agricultural education, lowa State Col- lege of Agriculture. Agent for Trade and Industrial Edu- cation: James R. Coxen, director of vo- cational education in Hawaii, to be ap- pointed October 15, 1929. Radio concerts to be continued by Damrosch—Walter Damrosch’s second season of radio concerts for schools and colleges will open October 11 and will follow the general plan of last year’s con- certs which were described on page 212 of the October, 1928 JourNaAL. Dr. Damrosch has worked out an entirely new program for these concerts which will be broadcast every Friday morning at 11 oclock est for one hour. He has prepared ateacher’s manual similar to the one used last year to supplement the programs. One of the results of the concerts that has already become apparent is the or- ganization of school orchestras. Dr. Damrosch has received many letters both from teachers and pupils asking for ideas about organizing such musical groups. He believes the eagerness displayed is just the beginning of the increased interest in instrumental music among school children and throughout the country. lhe enthusiasm with which the coun- tty received Dr. Damrosch’s concerts last year is shown in the nearly 50,000 letters trom children, parents, and_ teachers Which he received. These letters show that the concerts were being heard in thousands of country schools as well as In the larger cities. I'he response has both touched and (Continued on page A-204) THE JOURNAL OF THE NATIONAL EpucaTION AssocIATION The line of defense ... + Let cleanliness protect the home against enemies to health When you come to think of it, the clothes- lineis much more than a piece of rope stretch- ed between two poles. It is areal /ine of de- fense! Cleanliness ... both personal and eviron- mental ... is one of health’s greatest allies, in that it presents a barrier against the en- trance of disease germs into the human body. Andclothes that are kept clean by frequent thorough washing are w an important part of the cleanliness prac- tices of the family. Cleanliness Insti- tute’s Department of Health Service studies cleanliness in relation to human welfare. It offers Health Depart- ments and organiza- tions valuable cleanli- ness material: for ex- ample, lectures, slides, ideas for literature, advice for popularedu- cation. Communicate with the Department of Health Service. CLEANLINESS INSTITUTE Established to promote public welfare by teaching the value of cleanliness Ge> 45 EAST 17TH STREET, NEW YORK, N. Y. Mention THE Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EpuUcATION ASSOCIATION THE CHILDREN’S HOUR | A COLOR FACSIMILE After the Original Painting BY JESSIE WILCOX SMITH Size 25x 21 Price $5.00 Published by THE BEARD ART GALLERIES 66-68 South Tenth Street MINNEAPOLIS, MINNESOTA A TEACHER May obtain this beautiful colored picture FOR ONLY TWO DOLLARS if remittance is accompanied by names and addresses of ten persons in her community who are interested in pictures for home and school in which we are specializing and, therefore, desire lists of interested people. her and the duylight Comes «pause ie the hem #93 te iol ss hepa te fewer, Bred ba nssesvorn, co the Cie FOLK || wattace REGIONAL POLITICAL W WALL Maps were de- J 'ATWOOD’S DANCES Games—Festivals Pageants—Athletics Thousands of teachers use the materia! in our books. 72-page illustrated descriptive catalog, with Table of Contents of books, sent on request A. S. BARNES & COMPANY Publishers of Educational Books Since 1838 67 West 44th Street, New York TIFFIN, OHIO CATALOGUE UPON REQUEST A.J. Nystrom & Co. 3333 Elston Avenue Source Material For cArt Classes AUTHENTIC—ACCESSIBLE Prospectus and Specimen Prints FREE TO TEACHERS Brown-Robertson Co., Inc. Educational cArt Publishers Home Office: Midwestern Branch: 424 Madison Ave. 302 Palmer House Shops ew York Chicago WE EQUIP #§¢ VELOUR ASBESTOS Scenery -+ Cycloramas Picture Screens -s signed to correlate with modern methods of teaching geography. Supplemental mapsat the bottom of each continental mapshow relief, rainfall, popu- lation and land utili- zation — a wealth of information for visu- al instruction. Before purchasing maps for your school, investigate these help- | ful teaching aids. Send for our beautifully i lustrated Atwood) Booklet, No. V-7, Chicago [BRST AAXSTREY \cioes Guns NEWS = LETTER For Junior and Senior Highs and Colleges HIS weekly is of great benefit in sup- ¥ plementing science class work. It cov- ers every branch of science, bringing to you ALL CURRENT NEWS WITHIN 14 DAYS. This is weeks and in many cases , months earlier than you get the same news from other sources. Each piece of original editorial copy can be clipped without dis- turbing other original editorial copy. ASK FOR SAMPLE AND SPECIAL SCHOOL RATES. SCIENCE SERVICE MEDICINE : ENGINEERING HEALTH 2193 B St. Washington, D.C. RADIO AVIATION ST A GES>s-exbenience CURTAINS SCENIC FABRIC Hardware -- Electrical Equipment -: TWIN CITY SCENIC COMPANY Minneapolis, Minn., 2819 Nicollet Ave. Detroit. Mich., 502-4 Film Exchange Bldg. Mention THe Journal, when writing our advertisers. October, 1929 —_ (Continued from page A-203) reassured me,” says Dr. Damrosch. “It looks like a gigantic awakening oi: the part of the entire country.” Education by radio—Radio and its place in education is to be carefully studied by an advisory committee on edu- cation by radio appointed by the Secre- tary of the Interior, Ray Lyman Wilbur, The committee is the result of a confer- ence held in the spring and attended by representatives of the United States Bu- reau of Education, the United States Radio Commission, the National Educa- tion Association, and several radio broad- casting companies. At the conference it was suggested that the four phases of radio which needed immediate close study were engineering technic, organization and control, finance, and educational material for programs, The matter has been considered by Secretary Wilbur during the summer and the new committee of fourteen has made preliminary plans for its work. The chairman of the committee js William John Cooper, United States Commissioner of Education; Ira E. Robinson, chairman of the Federal Radio Commission; John L. Clifton, director of education for Ohio; W. W. Charters, director of the bureau of educational re- search, Ohio State University ; H. Robin- son Shipherd, Business Training Cor- poration ; Frank Cody, superintendent of schools, Detroit, and president of the De- partment of Superintendence ; Merlin H. Aylesworth, National Broadcasting Com- pany; John H. Finley, The New York Times; Will G. Chambers, School of Education, Pennsylvania State College; William S. Paley, Columbia Broadcast- ing System; Harold J. Stonier, Amer- ican Institute of Banking; James A. Moyer, division of university extension, Massachusetts Department of Educa- tion; George B. Zehmer, University of Virginia; Mrs. Howell Moorhead, For- eign Policy Association ; and Alice Keith, Radio Corporation of America. Important educational meetings scheduled—The fall and early winter includes in its calendar important meet- ings of educational organizations. The American Association of Junior Colleges will hold its meetings at Atlantic City, November 19 and 20. The meet- ings will be held in the Chelsea Hotel and will be open to any who are In terested in the problems of the Junior college. The first international congress 0 mental hygiene, sponsored by mental hy- giene and related organizations through- (Continued on page A-205) School Health rol. 18, No. 7 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION Publications Prepared by the Joint Committee on Health Problems in Education HEALTH EDUCATION A program for public schools and teacher training institutions, 164 Pages .. .$1.00 per copy Cloth bound ..$1.50 per copy THE DEAFENED SCHOOL CHILD 2 ren ears e $.25 VENTILATION OF SCHOOL BUILDINGS ee ee ee ee ee HEALTH ESSENTIALS FOR RURAL SCHOOL’ CHIL- DREN Each $.15, per hundred $8.00 HEALTH SERVICE IN CITY SCHOOLS Each $.25,per hundred $15.00 CONSERVING THE SIGHT OF SCHOOL CHILDREN eee eee MINIMUM HEALTH RE- QUIREMENTS FOR RURAL SCHOOLS Each $.10, per hundred $5.00 HEALTH IMPROVEMENT IN RURAL SCHOOLS Each $.25, per hundred $15.00 CHART SET—SIXTY CHARTS Each 22 x 28 inches, per set $14.25 Discounts for quantities NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street N. W. Washington, D. C. AMERICAN MEDICAL ASSOCIATION 555 North Dearborn Street Chicago, Illinois (Continued from page A-204) out the world, is to be held May 5-10, 1930, at Washington, D. C. As this Congress is the first world gathering of leaders and workers in so diversified and significant a movement as the modern mental hygiene movement, its organizers regard it as of unusual significance. They invite the attendance and participation of all who are interested in any phase of mental hygiene. The American Psychiatric Association and the American Association for the Study of Feebleminded are planning to hold their annual meetings in conjunc- tion with the International Congress. A conference on character education to be held at Northwestern University next November 15 and 16 will deal with the problem: “Religion as a factor in the shaping of conduct and _ character.” George H. Betts of Northwestern Uni- versity and author of Direct and Indirect Character Education in the May 1929 issue of THE JOURNAL is chairman of the committee on program. Schools use Vitalized Commence- ments—The schools of Chanute, Kan- sas, are following out a seven year pro- gram for vitalized commencements, built around the cardinal objectives of educa- tion. Each commencement season a beau- tiful booklet printed in the school shops summarizes the year’s work for parents and citizens. Mr. L. H. Petit is superin- tendent. Children’s Book Week—Novem- ber 17-23 are the dates for Children’s Book Week. Pamphlets of suggestions and posters may be secured from Chil- dren’s Book Week Headquarters, 347 Fifth Ave., New York City. The pamph- lets include grade school and high-school projects for making this week of most value. Library Association asks _ for larger service—REsOLveED, That the American Library Association urge the Federal Government to develop and or- ganize the educational library which now exists in the Bureau of Education to a point where it will be able to render an enlarged service to the libraries and schools of the nation. The American Library Association also urges that provision be made for research and surveys in the field of library serv- ice—including libraries in elementary schools, high schools, colleges, and teach- ers colleges—and that skilled advice and trained leadership be made available to guide the rapid development which is now taking place in the school and public li- brary fields. (Continued on page A-206) Mention Tue Journat when writing our advertisers. A-205 100 Helps for HEALTH TEACHING AND 6 Months of HEALTH MATERIAL Heat rey Tr xc HIN, EALTH scrap books, poster making, de- bates on health topics, writing health rhymes, health letters, health news- papers, first-aid demonstrations, feeding ex- periments, cleanliness parades, building health houses, making health land maps—these are but a few of the many ways teachers are using the health material found in HYGEIA to vitalize their health teaching. With HYGEIA the teaching of health becomes a pleasure instead of a drudgery and to the chil- dren the health period assumes all the fascina- tion of a story hour. in HYGEIA for October “Food Fallacies,” by Laura McLaughlin, ex- plodes many current ideas about diet; in “A Health Formula” H. E. Kleinschmidt, M. D., prescribes ways to promote individual and public health progress; “Scoring Your Home Health Service,” “Health Work in the Cleve- land Schools,” “Simple Lessons in Human Anatomy,” “Deafness,” “How Undesirable Immigrants Are Discovered,” “The Little Old Wish Man;” “Health and the School,” a regular department conducted by J. Mace Andress, noted educator—all these features and many others of interest and value in health teaching are contained in one big issue, the October HYGEIA! Send in the Coupon Today !! The regular price of HYGEIA is $3.00 per year. To introduce the magazine as widely as possible to schools, a special offer of 6 months for $1.00 is made at this time. With it will be sent you FREE a copy of the brochure giving 100 HELPS FOR HEALTH TEACH- ING. Use the coupon below. | American Medical Association, | 535 N. Dearborn St., Chicago. | Enclosed find $1.00, for which send me HYGEIA for 6 months beginning with the _____~_ issue, and i a copy of HELPS FOR HEALTH TEACHING at no | extra cost. | | Name ----------------_______--____-_-------- | A- ss : : : 206 aati nw aid NEW SERIES of WORK BOOKS in Arithmetic, Algebra, and Plane Geometry Containing an abundance of Drill and Test Material ready for the pupil’s use @ D An outstanding series of workbooks at a price every boy and gir! can afford to pay . — d vi this series of drill books, an abun- dance of drill and test material has been carefully prepared and carefully graded ready for the pupil’s use. There is drill material for every school day in the year and on every subject taught in arithmetic, algebra, and plane geometry. Each book has an index to enable teachers to turn immee diately to the drill material wanted. Score cards, answer books, and man- uals have been prepared. These books have been prepared for the convenience of both teacher and pupil. The grading and arrangement of material follow closely that of standard textbooks. National stande ards have been used in the arithmetic series. Space has been provided in each exercise for the computations and answers. Hence the pupil’s entire time is used in learning mathematical facts. Wasteful practices of copying problems and error attending such practices have been eliminated. Each sheet is perforated so that it may be removed for grading. The books are substantially bound. The books are priced so low that it is less expense to the pupil to use them than to purchase paper necessary to do the drill work that must be done if The Series—Tablet Form STANDARD ARITHMETIC DRILLS AND TESTS. For grades two, three, four, five, six, seven, and eight. 128 pages; size 7 by 10. Mailing price 2 5¢ each. PRACTICE EXERCISES IN ALGEBRA, 96 pages; size 7 by 10. Mailing price 3 Qc each. PRACTICE EXERCISES IN PLANE GEOMETRY. 72 pages; size 814 by 11. Mailing price 3 5c each: @ dD Send mailing price for copies, or write for information concerning the series. WEBSTER PUBLISHING CO. 1808 Washington Avenue St. Louis, Mo. the subject is taught thoroughly. | THE JouRNAL OF THE NaTionaL EpucaTion AssocIATION (Continued from page A-205) Parent education—In an article in School Life Ellen C. Lombard of the U. S. Bureau of Education suggests the following books as a helpful library for the use of the average parent reader. Teachers and school principals may wish to make this library available to parents of the children in their schools: Infancy and human growth, by Arnold Gesell; The child and society, by Phyllis Blan- chard; The child’s religion, by Pierre Bovet; The problem child in the home, by Mary Buell Sayles; Psychological care of infant and child, by John B. Watson; Living with our children, by Lillian M. Gilbreth; Parent education, edited by Richard Olding Beard ; The young child and his parents, by Josephine C. Foster and John E. Anderson; Social problems of the family, by Ernest R. Groves; The inner world of childhood, by Frances G. Wickes ; The tired child, by Max Seham and Grete Seham; Parents and children, by Ernest R. Groves and Gladys Hoag- land Groves. A challenge from a classroom teacher—Esther Helbig, classroom teacher president, lowa State Teacher’s Association, writes as follows in Midland Schools for September: The community or the child has a right to ask, “Are you, yourself, an example of the kind of citizenship you demand of us as your pupil? Are you ready to cooperate, not only in the local and state but also national and international citizenship ?” To these pupils and communities the teacher should be able to answer, “Yes, I consider the great business of cooperation or living to- gether well the greatest business in life and I can prove that I believe in it.” “IT belong to the local, the state, the na- tional teachers’ associations for the purpose of exchange of problems, the service which these organizations can help me to give di- rectly to you.” Geographic News Bulletins for teachers—The National Geographic Society maintains the Geographic News Bulletins service for teachers to supply the need for authoritative, illustrated re- ports on the world’s rapidly changing geography. Next year will see some other American product carrying citadels of world trade by storm; next month may see some _ important boundary change; next week perhaps a new crisis in Asia. To teachers who request the Geo- graphic News Bulletins, the reports are sent each week for 30 weeks of the school year. Five bulletins accompanied by illus- trations and maps go out with each issue. A request for the Bulletins should be ac- companied with twenty-five cents to cover mailing costs and sent to The National (Continued on page A-207) Mention THe Journal when writing our advertisers. Octob, Pe ss. EUROPE VACATION TRIPS Art and Music English Literature Interior Decoration Language Study Send for Booklet TEMPLECI@ TOURS Park Square Building BOSTON, MASS. Earn a Trip to Europe By booking your friends on the foremost student tours. Over 200 all-expense tours to select from inclu ling 37 day tour $295, special 1930 Passion Play tour, Holy Land cruises, 57 day tour $495, Bermuda 13 $106. Exclusive territory. in travel or cash. COLLEGE TRAVEL CLUB. | 154 Boylston St., _ Boston, Mass, | days Most liberal commissions IMPORTANT EVENTS of the Past Seven Years in European and American History, brought down to Septem- ber, 1929. By F. E. Moyer. 80 pages. 30 cents in stamps (five for $1.25). Circular free. Self-Test Pub. Co., 109 City Hall Sta- tion, New York, N. Y. Catalog School Slides Contains listing of 44,000 Edu- cational slides including Science, Geography, Literature, Travel, Kindergarten, etc. Write for Free Copy Victor Animatograph Co. 292 Victor Bidg., Davenport, le-va Foster World Friendship by Developing an International Point of View Current Events from Pathé News First issue, 1929-30 Series, ready for release September 23. Will be sent you on approval from Pathé Exchange nearest you if requested. Use it in your classroom for dem- onstration. Remaining 17 issues to be releas ed on alternate weeks between October and June. * * & * Large library of films for clase § room and auditorium available. Pathe MOTION PICTURES | Thane mae PATHE EXCHANGE, Inc. (Dept. NEA 0 35 West 45th St., New York City D. Please send me full information on I Pictures for Classroom Use. athe Address Name of Projector 1929 § 'S ready Will 1 from you if yr dem- releas- etween | r class ailable. | > C RES m=) NEA 10 on Pathé Vol. 18, No.7 meals (Continued from page A-906) Geographic Society, 16th and M Sts., \. W., Washington, _ Seattle has scheme for sabbatical leave—Sabbatical leave is being enjoyed by the teachers of Seattle under the sys- tem adopted by that city. Under this plan ateacher who has been teaching in Seattle for seven years may have a full year’s leave. During the leave his pay is the dif- ference between his salary and that of a Class 1 substitute. Teachers find that this plan gives them an opportunity for travel which they might otherwise never have. It also enables them to escape from fatal ruts and routines. 4 Cat-alogued !—-A school boy, on be- ing asked to write an essay on cats, wrote the following: “Cats that’s meant for little boys to maul and tease is called Maultease cats. Some cats is rekernized by how quiet their purs is and these is named Pursian cats. The cats what has very bad tempers iscalled Angorie cats. And cats with deep feelins is called Feline cats. I don’t like cats.” Hallowe’en should be _ hilarious but not harmful—Hallowe’en is a great occasion for the youngsters. I should be the last one to suggest any curtailment of the hilariousness inciden- tal to the proper observance of the eve- ning. The young people, however, should be taught to discriminate very clearly be- tween legitimate pranks and destruction of property. Please call attention to the following veral times during the last week in October : 1 School property is the child’s possession. No one would play a joke on himself. 2. Discuss sacrifices made by people to be able to own property. 3. Show how each person is entitled to the protection of his property. 4. No trick should be played on anyone which involves the destruction of any article belonging to that individual. 5. Under no circumstances should the mechanism of a car be the object of a prank. This cannot be classified in any manner ex- cept as criminal. 6. Do not criticise the police department, nor let your father or mother or friends do ‘0 if you are locked up for the night. Take a loke as well as play one. 7. See the viewpoint of the owner of prop- erty, 8. Remember the Golden Rule. 9. Have a good time but exercise good ‘ise in what you undertake to do in your Celebrating. Superintendent Bull, Rochester, Minnes: ita. THE JouRNAL OF THE NaTionaL EpucaTion AssoclaTION TEAGHERS’ AGENCY 25 E. Jackson Boulevard, Chicago 535 Fifth Avenue, New York 721 Riverside Drive, Spokane, Wash. 217 E. Williams, Wichita, Kansas ALBERT 44th YEAR f- WEBSTERS * To get accurate, encyclo- pedic, up-to-date informa- tion of all kinds that is of vital use and interest in the schoolroom. A wise school superintendent has said:“I have never yet seen a person, whether pupil or teacher, who was accustomed to the fre- quent use of the dictionary who was not at the same time a good or superior all-round scholar.” A better test than this of the value of dictionary work could not be found. The New International is constant- ly revised and improved to keep abreast of modern needs and in- formation. 452,000 Entries, in- cluding thousands of new words. 6000 Illustrations. 2,700 Pages. Write for Helps in Teaching the Dictionary, FREE G. & C. MERRIAM CO. Springfield, Mass. Announcing a new educational project for intermediate grades “The Origin of Soap Materials” is the title of a new project prepared under the super- vision of Dr. Bonser of Columbia University. It consists of two handsomely engraved maps—each reproducing one of the world’s hemispheres. The maps are in full color, printed upon an unusually fine grade of heavy paper with metal-bound edges. They are large enough to be read from a consider- able distance when hung on the schoolroom walls and are decorative enough for perma- nent display. The many sources of raw materials used in soap manufacture are indi- cated in their proper positions on the two maps. A booklet of instructions and index and identification numbers are provided with the project. Teachers of geography and history will find this project an interesting variation in class routine. The entire project will be mailed upon receipt of 48 cents in stamps to cover cost of mailing and handling. Have you tried Soap Sculpture in recreational periods? If not, we shall be glad to send you free patterns and bulletins on this interesting subject. PROCTER & GAMBLE Educational Dept., NE-1029 Cincinnati, Ohio Mention THE JourNAL when writing our advertisers. A-207 Superintendents, Principals, Teachers for Grades, High Schools, and State Teachers’ Colleges secure promotions through this live-wire Place- ment Bureau. Operates every- where. Best service. Booklet ADJUSTABLE Window Shades Ww nearly a quar- ter century of school shade manufacturing ex- prmece behind it—The uther O. Draper Shade Company has specialized in giving school boards shades particularly adapt- able for schoolroom use. Hygienic features insure Positive control of ven- tilation and the preven- tion of all glare and re- sulting eye strain. Excel- lence of workmanship makes certain longer life. A profitable investment— in thousands of America’s finest schools. For illus- trated catalog address Dept. J LUTHER O. DRAPER SHADE COMPANY Style V. Double Roller Shade spam No. 8. Adjustable Roller Shade SCIENCE FOR THE JUNIOR HIGH SCHOOL completes the new NATURE STUDY-HEALTH EDUCATION SERIES By ALICE JEAN PATTERSON It provides fundamental facts of science clearly and forcefully presented. This book is richly illustrated. Write us for further information regarding this series. McKNIGHT and McKNIGHT, Publishers Normal, Illinois 4 = DIUM FOR YOUR ART CLASSES CRAYONEX' "THE S“WAY WAX CRAYON - CRAYOGRAPEHY sTHE CRAYON THAT BLENDS AND ERASES- WRITE FOR OUR NEW "GRAYOGRAPH % CRAYONEX ART HELPS THE AMERIC HOME OFFL fF HAVES AVE SANDUSKY OFT10 THE Jou | TEMPLE UNIVERSITY Broad St. and Montgomery Ave. PHILADELPHIA, PA. o:— College of Liberal Arts and Sciences Teachers College School of Commerce Professional Schools: Theology, Law, Medicine, Dentistry, Pharmacy, Chiropody School of Music Training School for Nurses University High School co: FALL SEMESTER Opens September 25, 1929 SEND FOR BULLETIN Phone, Stevenson 7600 KEEP ABREAST YOUR SUBJECT by using the HOME-STUDY COURSES iven by The University of Chicago Courses for Teachers in Rural, Primary, Grade and High Schools—also for Supervisors and Principals. 450 courses in.45 subjects yield credit toward a Bachelor’s degree ora Teach- ing Certificate. For booklet giving full information, write The University of Chicago 401 Ellis Hall Chicago NATIONAL —Kindergarten%% Elementary OLLEGE SPRING TERM, February 3, 1930. Elementary courses to meet the special needs of teachers from nursery school through sixth grade. New college and dormitory buildings. Campus of 3% acres near Lake Michigan. Address: Edna Dean Baker, Pres., Box D-109, Evanston. Ill, PERRY KINDERGARTEN NORMAL SCHOOL Training for kindergarten, primary and playground positions. 3-year course. Limited enrolment insures personal attention. Supervised practice teaching. Uni- versity credits. Founded 1898 by Annie Moseley Perry. Send for booklet, ‘‘Training Children.”’ Harriot Hamblen Jones, Prin., 25 Huntington Ave., Room 316, Boston, Mass. THE SARGENT SCHOOL FOR FHYSICAL EDUCATION 48th year Internationally known school for properly qualified young women. Faculty of specialists. Out- standing camp work and equipment. Dormitories. Three-year course with diploma; four-year course with degree. Write for catalog. 14 Everett St., Cambridge, Mass. TO FIND YOUR PLACE IN A BOOK The quickest, easiest, best and most logical way The Line-dex bookmarker The Line-dex marks the exact line as well as the exact page. It will neither fall out, slide in, shift nor catch in other objects. It stays where you put it until you intentionally move it. It will not mar, mark nor injure the book. Trial dozen Ten cents. Money back for any or all if you wish to return them. Send stamp for samples. THE LINE-DEX 5725 Maryland Avenue Chicago, Illinois RNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1929 $$$ sg es THE YATES-FISHER TEACHERS’ AGENCY PAUL YATES, Manager 620 South Michigan Avenue, Chicago Telephones: Harrison 2642, Harrison 2643 ’ ’ ' 402 Dillaye Bldg., Syracuse 317 Schofield Bldg.,Cleveland,O The Everett 0. Fisk Teachers Agencies 1420 {Chestnut St..Philadelphia 1020 McGee St., Kansas City P : e . _ s 808 Title Bldg., Birmingham 409 Journal Bldg., Portland y § 5 St., Porth am. - - ~ g., rtland, Or. 120 Boylston ry ery ieee ee eek ortland, Me 549 Umion Trust Bldg., Pittsburgh 548 Spring St., Los Angeles Send for Circular and Registration Form to any address above TEACHERS WANTED NATIONAL TEACHERS AGENCY, Inc. D. H. Cook, Gen. Mgr., Philadelphia, Penna. Other Offices: Syracuse, N. Y.; Cincinnati, O.; Northampton, Mass.; Memphis. Tenn.; Pittsburgh, Penna.; New Haven, Conn. SCHOOLHOUSE PLANNING The result of a five-year study by a committee of architects and school administrators under the chairmanship of Frank Irving Cooper. Outlines complete processes of planning and construction for the elimination of waste and increase in efficiency. Invaluable for Those Who Have School Construction Problems 164 pages with numerous illustrative charts, $1.00 per copy NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street, N. W. Washington, D. C. An Old and Trustworthy Friend of All Teachers The Teachers Protective Union “THE LARGEST ORGANIZATION OF ITS KIND IN THE WORLD” Provides Health and Accident Protection for Teachers AT COST Over a million dollars in benefits paid to members. Over $400,000 Assets for the protection of members. Benefits Paid to Members During 1928—$150,080.40. Benefits Paid to Members during first six months of 1929—$124,186.65. At cost of only $30 per year—Benefits claimable: Sickness—$25 per week; Quarantine—$25 per week; Accident—$45 per week. The Non-Cancelable Health and Accident Protection for Teachers EE ETE TEESE IMPORTANT FACTS Benefits paid during the entire year. Approved by State Insurance Departments. All Diseases and Accidents covered. Endorsed by Boards of Education. : Cost does not increase with age. Member of Pennsylvania Insurance Federation. Fake two minutes to fill out this form; or see our Local Deputy. TEACHERS PROTECTIVE UNION Breneman Bldg. Lancaster, Pa. Please send me descriptive printed matter and application forms for your exceptional health and accident protection for Teachers. It is under- stood that this carries no obligation on my part. U.N. E. A) Mention THe JournaL when writing our advertisers.