my lt IPE \ < i ay) (HERS9 [ om = I IDG Wii eo! tia i WS I ( = 5 NOVEMBER, 1929 Ww tHe JOURNAL ¢& the The United States Office of Education—Editorial The Educator as Statesman—Ross L. Finney Guidance for Home Membership—John M. Brewer a me NATIONAL EDUCATION ASSOCIATION E t am TD ol ‘aa U { »< ” iD, | 1 eae) ihat o The Seven Objectives in a Rural District—Granite District, ‘U tah Promise—R. B. Marston The Beaver Country Day School—E, ugene Ep. Smith Ten Commandments for School Children—Poster Mental Hygiene and the Home—Douglas A. Thom The High-School Teacher—E. Clarke Fontaine Girl Scouts in the Larger Life—Elizabeth K. Adams ; : . : An Important Committee Report—Ward G. Reeder 260 Full-Time Secretaries of State Education Associations—Page of Piscean - 262 The World Federation at Geneva—W. Carson Ryan, Jr. ; j ; 263 Growth of Summer School Attendance—Statistics ; ; : : ; 266 Aims in Reading—Helen M: Johnson ; : : ; : : ; 267 Sightsaving in the Schoolsk—Gladys L. Dunlop. , , t 269 The Mental Health of the Teacher—/. Mace ‘Audie ‘ ‘ : : 271 The Challenge of the Rural School—J. W. Crabtree : ; ; 273 The Power Trust in the Public Schools—Senator Norris . ; : 277 Builders of Our Profession : : : ; : ‘ ; 279 Vitalized Group Study and Faculty Dléctines ; , ‘ ‘ . ; 280 Notes and Announcements , : . ' , ‘ ‘ ‘ . A-226 | —— 4d - \ "Dy e: cad gnntty tua t (a= It (lin “as = HE Contents of previous issues of The Journal of the National Education Association can be found by consulting the Readers’ Guide in your library. jeu — = ~ 5 oo<—o—-|] —— -_—-_>. -_- -— <>< o<=> —— Pustisnep MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 1201 SLX- 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 \gg9 SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF }|zx2 OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. | i THE NEW}. Strayer-Upton WIDE AWAKE Junior Mathematics Authors: GEorGE DrayTOn Strayer, Ph. D., Professor of Education, and CLirFORD BREWSTER READE RS Upton, A. M., Professor of Mathematics, both of Teachers College, Columbia University. o> Book One, $0.88 Book Two, $0.92 Book Three (in preparation) No pains have been spared to make this new ‘THS modern course for junior high schools issue of standard favorites modern and attrac- presents a balanced treatment of arith- tive. The charming illustrations are new | | oo eal he f ia throughout. | metic, intuitive geometry, t e formula aty In the text, four essentials have been carefully | the equation. Every phase of the work is insured: planned to have the greatest practical value CHILD INTEREST | for the pupil whose school days will probably CAREFUL AND EVEN GRADING end with the last year of the Junior High ABUNDANCE OF READING MATTER | School. Th bl rere NON-DUPLICATION OF MATERIAL | a a Se ae a orn | individual differences in pupils. The New Wide Awake Junior (an Easy Primer), 65c; The The books are in harmony with the recommen- New Wide Awake Primer, 65c; The New Wide Awake First dations of the National Committee on Mathe- Reader, 70c; The New Wide Awake Second Reader, 70c; The nasical Requirements, the Fifth Year Book of ; 7 = ae gg » hie ee oe >» — hg a Third Reader, 75c; The New Wide Awake the Department of Superintendence, etc., etc. ourth Reader, 85c. LITTLE, BROWN & COMPANY AMERICAN BOOK COMPANY 34 Beacon St., Boston 221 East 20th St., Chicago NEW YORK CINCINNATI CHICAGO BOSTON ATLANTA WINSTON Diagnostic Tests and Practice [ | Exercises in © Arithmetic Not just another series of work books in arithmetic — not simply a miscellaneous collection of drill exercises ~ not keyed to any particular arithmetic series. ~ But... these are exact instruments of pupil diagnosis and they provide preventive treatment against arithmetic disorders. They can be used with any basal arithmetic text. 6 books for Grades Three to Eight $0.32 each (Less usual school Discount) Send for further information and specimen pages of Tests and Practice Exercises ahs This 16mm. film which PHILADELPHIA ’ home the making a a et a SAN FRANCISCO loaned to schools, without charge. Address the Educational Department. FOR TEXTBOOKS Editorial for November, 1929 United States Office of Education HE BUREAU OF EDUCATION IS NO "T wore On October 3 Secretary Ray Lyman Wilbur of the Department of the Interior, issued an order which provided that this agency shall be known as the United States Office of Education. Along with this change in name has come an internal reorganization. William John Cooper took office as commissioner of edu- cation on February 11. Since then he has been making a careful study of the or- ganization and administration of the. Bu- reau. It is a task for which he is peculiarly fitted by a rich and varied experience. The fruits of this study are now evident in the plan of organization which has been put into effect. The new plan calls for six administrative divisions to take the place of the ten divisions shown in the educational directory for 1929. The new grouping is as follows: Division A, Administration in charge of the chief clerk, including (1) the housing and routine administration of the offices at Washington; (2) the Alaskan schools—all administrative duties. Division B, Educational Research and In- vestigations in charge of the assistant com- missioner, including (1) collegiate and pro- fessional schools; (2) American schools sys- tems; (3) special problems (including indig- enous peoples); (4) foreign schools sys- tems; (5) statistical service. Division C, Publications in charge of the editor-in-chief, including (1) biennial sur- vey; (2) School Life; (3) bulletin service. Division D, Library Service in charge of librarian, including (1) the library of edu- cation; (2) service to librarians; (3) service to office staff; (4) service to schools of educa- tion (survey data, etc.). Division E, Educational Service in charge of service chief, including (1) correspond- ence lessons; (2) education by radio; (3) cooperation with other officials of the federal government; (4) cooperation with nonoffcial agencies; (5) organization and direction of local surveys; (6) approved promotional work. Division F, Major Educational Surveys in charge of the commissioner. The fact that the commissioner will himself take charge of major educational surveys insures for these important proj- ects able and vigorous direction. The land-grant college survey is now nearing completion. The nationwide survey of high schools is well underway. There is immediate need for a survey of teacher . oe MEN AND WOMEN on the staff of the United States Office of Education are doing a work of the utmost importance. Nowhere in the public service is there a finer example of faithful devotion to duty than in this loyal staff of pioneer workers. They have a mighty re- sponsibility. It is theirs to serve the thirty million youth in American schools. It is theirs to exert an in- spiring jnfluence on behalf of lifelong learning for the entire population. In the brief period since it was estab- lished in 1867 this office has assem- bled the greatest body of data on education ever brought together. It has had a profound influence on American life. What it has done is a prophecy of much greater things re- maining to be accomplished. personnel and training. The resolutions adopted by the National Education Asso- ciation at Atlanta call for a survey in the field of rural education. The Division of Educational Research and Investigations is in charge of Miss Bess Goodykoontz, recently appointed to the newly created assistant commissioner- ship. Miss Goodykoontz was born in Iowa and holds her master’s degree from the State University of lowa. Her teach- ing experience includes work in Iowa, in Wisconsin, in Johns Hopkins, and in the University of Pittsburgh where she has been assistant professor of education for the last five years. The Division of Administration is in charge of Mr. Lewis A. Kalbach, chief [ 241 ] clerk, who has been in the service of the Bureau of Education since 1887. He is thoroughly familiar with its organiza- tion and development. The Division of Educational Service is in charge of Mr. L. R. Alderman, who is also principal specialist in adult educa- tion. Mr. Alderman has had a wide range of experience as teacher, county, city, and state superintendent of instruction in Ore- gon, as well as notable-service in the army educational activities. The Division of Publications is in charge of Dr. Henry R. Evans, acting chief since the death of Mr. James C. Boykin, the veteran editor-in-chief of the Bureau, during the summer. The Division of Library Service is in charge of Miss Martha R. McCabe, act- ing chief. It is planned to develop and enlarge this division—a much needed im- provement. The library has long been understaffed and underfinanced. It is in a position of commanding importance and may easily be made the outstanding li- brary in the field of education, just as the library of the Surgeon-General is the out- standing collection in medicine. The publications of the United States Bureau of Education are in themselves a comprehensive and notable library. The annual reports of the commissioner, the biennial surveys of educational progress, the many bulletins and leaflets are a price- less service to the cause of education. It is gratifying to see new evidences of the federal government’s interest in edu- cation. We have been niggardly as a na- tion in providing for research in educa- tion. It is safe to predict that our citi- zens will come to appreciate more fully the importance of nationwide research on the problems that are truly national in character. They will demand from the Federal Government a program of research which will do for education what other departments are doing for agriculture, commerce, and labor. INCE the Buffalo meeting in 1860 the National Education Association has urged over and over again that the federal government give education a larger and worthier place among its activities at Washington. Resolutions have urged a national system of statistics, a bureau of education, a department of education, increased support for the bureau year after year, funds for specific projects of large national importance. Gradually the office has been built up to its present state of efficiency but it cannot yet begin to provide the data needed to guide educational policy in America. If the future of thirty million youth means anything it ought to stand as a challenge to the entire nation to provide for education the light and leadership that it has given generously to agriculture and commerce. The National Education Association stands for a Department of Education which will bring together in one unified and efficient agency the varied educational activities of the federal government. This policy is the verdict of seventy years of study. Every day makes the need clearer. Every day brings the goal nearer. Every improvement in the office of education is a step toward the ultimate objective. ee eee = 4 ‘ ; 3: ' Professional Staff of U. William John Cooper Commissioner of Ed. Bess Goodykoontz Lewis A. Kalbach Martha R. McCabe Henry R. Evans L. R. Alderman Asst. Commissioner Chief Clerk * Act. Chief Lib. Div. Act. Chief Edit. Div. Chief Service Div. Katherine M. Cook W. S. Deffenbaugh Arthur J. Klein Frank M. Phillips Specialist Rural Ed. Spec. City Sch. Sys. Mary Dabney Davis Specialist Higher Ed. Chief Statistics Div. Benjamin W. Frazier Sp. Nurs. Kdgn. Prm. Ed. Spec. Teacher Training a | See | Carl A. Jessen Spec. Secondary Ed. a ‘ ry sie S Mina M. Langviok J. O. Malott M. M. Proffitt James F. Rogers Emeline S. Whitcomb Sp. RI. Curriculum Ed. Spec. Commercial Ed. Spec. Industrial Ed. Sp. Sch. Hyg. Phys. Ed. Spec. Home Economics | James F. Abel Alice P. Barrows Walter J. Greenleaf Walton C. John Spec. Foreign Ed. Sp. School Buildings Specialist Higher Ed. Specialist Higher Ed. W. H. Gaumnitz Ward W. Keesecker Specialist Rural Ed, Spec. Sch. Legislation Florence C. Fox Rowna Hansen Edith A. Lathrop Annie Reynolds Timon Covert Marie M. Ready Spec. Elementary Ed. Spec. Kdgn. Ed. Specialist Rural Ed. Specialist Rural Ed. Spec. Rural Ed. Spec. Physical Ed. THese men and women are pio- neers in an impor- tant branch of pub- lic service. This professional staff is serving the thirty million youth of the nation. Their cumulated experi- ence is a unique Ellen C. Lombard Frances M. Fernald Severin K. Turosienski Edith A. Wright Agnes I. Lee national asset. Specialist Home Ed. Specialist Foreign Ed. Specialist Foreign Ed. Junior Librarian Junior Librarian / The Educator as Statesman Ross L. Finney Assistant Professor of Educational Sociology, University of Minnesota ELIC comes from the Greek noun telos, meaning an end, in the sense of purpose. Except for its connotation, telic is equivalent, there- fore, to purposive. By a telic society, sociologists mean a selfdirective society ; one that definitely blue prints the goals of its own evolution and deliberately en- gineers itself into preconceived forms. The term connotes a new social ideal, namely, that society can take its own problems deliberately in hand and solve them rationally ; instead of merely “mud- dling through” from one bad situation to another, as heretofore. An ideal is clearer when it is named; which is sufficient ex- cuse for coining such a word. The ideal is ambitious! Ridiculous, if taken with absolute literalness; sublime, if conceived with a modicum of common- sense as to its limitations. For no sociol- ogist would for a moment expect that social change could be reduced to com- plete control, any more than a physician would expect that death could be abol- ished. The most that medical science can expect is to lengthen the average span of life and mitigate the sum total of human suffering. Similiarly, all that social sci- ence can expect is to regulate the fringe and border of social change, mitigate some of the maladjustments of the social life, and so augment the sum total of hu- man welfare. Limited as the expectations are in both fields, the aspiration is as worthy and as reasonable in the one case as in the other. And the core of both as- pirations is our modern faith in the efh- cacy of science. The relevancy to educational theory of this concept and ideal lies in the fact that if society is to become telic, the responsibility for making it so devolves largely upon the school. The school is the Steering gear of a democratic society. Whatever is put into the school program of any generation will come out in the social program of the next generation. With the phenomenal expansion of the public school, the center of responsibility for social leadership has shifted to that institution, since it is so strategically con- ditioned for the making of public opinion. The soldiers, the statesmen, the diplo- mats, and the ecclesiastics have all had their day. The day of the educators has now arrived, if they but have the vision to discern their opportunity and the en- ergy to seize upon it. The members of the teaching profession should realize that it is not merely the schools that they are running but the world as well—the world of tomorrow. The responsibility Horace Mann Centennial ESOLVED that the National Educa- tion Association approves the plan to hold a centennial Horace Mann celebration in 1937; that it call the at- tention of all state and national edu- cational and welfare associations to the importance and value of such a cele- bration and that it join with these or- ganizations in petitioning the President and the Congress of the United States to appoint a commission which would begin at once the arrangements for a fitting celebration. Resolved that the Association recom- mends that state and national associa- tions look ahead and arrange to build their programs in 1937 around the theme “The Educational Achieve- ments of a Century.” No historic challenged with a should inspire their souls. group was ever greater ! This telic responsibility of education may be verified by several lines of evi- dence. First, the historical. ‘The history of education reveals the parallelism be- tween any given educational system and the civilization in which it functions ; in- cluding the fact that when a civilization changes the educational system changes with it. Discernment of this parallelism always raises the question as to which change is cause and which effect ; and to keen young minds it is sure to suggest the startling realization that education might be made the causal predeterminant of social change. Sociological analysis furnishes the most convincing evidence. It is the ABC of sociology—overlooked, unfortunately, by too many would-be theorists of educa- tion—that the culture mass is the essen- tial substance of the social life. In other words, that vast accumulation of cogni- tive capital, sometimes called the social heritage, determines the form of collec- tive programs and social institutions. If [ 243 ] societies differ it is due to differences in the culture mass. Now this intellectual wherewithal of the social process has to be transmitted from generation to gen- eration by education. Education is, there- fore, the reproductive process of the so- cial organism; and the curriculum is the social germplasm. From which it follows that into the social organism mutations may be introduced almost at will by those in control of the formal education of the young. Indeed, handling, as they do, the plastic germplasm of society and pre- suming, as they also do, to modify the curriculum from year to year, they can- not escape or evade this appalling re- sponsibility, however unaware of it their social blindness causes them to be. * Whether they will it or not, it is the world of tomorrow that they are making. The telic function of education and the corresponding responsibility of edu- cators, is obtrusive in the writings of so- cial scientists. Professor Ely, for example, in his monumental work, Monopolies and trusts which, by the way, contains other material of prime relevance to the prob- lems of educational administration, speci- fies education as first and foremost among the checks to monopoly. Also Professor Todd in his Theories of social progress which is one of the most significant con- tributions to educational theory thus far in the century makes education the last word of almost every chapter, by point- ing out that every factor and agency of social progress is itself amenable to edu- cational predetermination. A list was made of the books of some one hundred American scholars in the four fields of the social sciences. Students searched through all these books for chal- lenges to education. It was discovered that, with respect to almost every prob- lem of the social life, whether economic, political, sociological, or ethical, the ex- perts in whose special fields these various problems fall almost invariably put the practical solution up to the public schools. Certainly educators ought to know enough about the social sciences to know what is expected of them by authorities in these fields. Four great social causes have been cumulatively operative for several cen- turies to completely revolutionize the so- cial order. They are: the enormous in- 244 crease of arable land available to civilized peoples ; the new scientific discoveries and their applications to health, industry, and communication; the democratic ideals; and the substitution of power driven machinery for hand and muscle power. Who can fail to realize that these causes, particularly the last, are destined to produce fundamental changes in all the ideals, institutions, and relationships of human life! Washing- ton’s world—with Cromwell's, Caesar’s, and Hammurabi’s which were all strik- ingly similar—did not much resemble the teepee, bow-and-arrow world of the American Indians and the Stone Age Eu- ropeans. Washington’s world as little re- sembles the world of sky-scrapers, elec- tric dynamos, and radios into which our children are rapidly coming. Never has the human race experienced so sudden and extensive a revolution. Never was there so momentous a challenge to the intellectual and practical leadership of the race. And who can fail to realize that, as a consequence, mankind is at the cross- roads! For example, new health measures mean a lowered death rate ; which means unprecedented growth of population; which an overcrowded world within a century according to the best authorities, with all the grim Malthusian consequences—unless something unprec- edented intervenes to prevent. It also means an artificial abrogation of the bio- new tools means logical law of struggle for existence and consequent survival of the fittest ; which means in turn that the least intelligent one-fourth of each generation will pro- duce one-half of each succeeding genera- tion; which means eventually a near- moron population to operate a supercom- plex civilization. Again, the new productive capacity of industry means an unprecedented amass- ing of wealth and therefore of power in the hands of a few. Anybody with eyes can see it happening! Such a trend can portend nothing else than a growing re- sentment upon the part of the masses who remain thwarted of proportionate partici- pation in the new wealth. It also means an unprecedented growth of commercial imperialisms throughout the world with the accompanying menace to international peace. Centralized great wealth also means the control of the very instruments and agencies of popular enlightenment ; which, in turn, portends eventually the failure of democratic government and the final abolition of the very forms thereof —unless we succeed in inventing as great improvements in the distribution of wealth as we have in its production. The nineteenth century was, in Mar- vin’s happy phrase, the century of hope; but we are now beginning to perceive that progress in science and technology carries no promise of increased human welfare unless accompanied with corre- sponding readjustments in social organi- zation. The twentieth century may yet go down in history as the century of con- sternation and despair. If helpful readjustments in social or- ganization are to be achieved it must be through putting new knowledge and be- liefs into popular circulation. For ex- ample, so long as it was generally be- lieved that women were inferior to men, the family remained monarchical ; but a recognition of the equality of men and women is accompanied with a democrati- zation of the family. Again, so long as the belief remains popularly current that income taxes are shifted to the ultimate consumer, the public will remain reluc- THE JouRNAL OF THE NATIONAL EpucaTiIon ASSOCIATION November, 1929 tant to extend their use; but as fast as that superstition is eradicated from the public mind, the corporate sources of sur- plus wealth can be tapped for the general good, including the support of schools, Still again, so long as patronizing boot- leggers continues to be regarded as a joke, the underworld of racketeers, criminals, and gunmen will continue to thrive on the income of bootlegging; but let all selfrespecting, patriotic men become con- vinced that that underworld is kept alive by nothing else than their own patronage and that underworld will dwindle and all but disappear. Thus, social arrange- ments and organizations are nothing more nor less than prevailing systems of popular beliefs. The formula for reforming society is, therefore, to secure the prevalence of new beliefs. The more democratically society is organized the prompter will be the re- sults. And it goes almost without saying that the school is the most available agency for putting new social knowledge into popular circulation. Hence the re- sponsibility of educators for the social re- adjustments so urgently needed. From all of which it follows that the curriculum makers must themselves be familiar with whatever new knowledge is available through which we may hope to solve our social problems. If it is the social world itself that they are running, they must know about that social world. If education is to perform its telic function the professional training of edu- cators must consist largely of those sci- ences which deal with human nature and human relationships. There is perhaps no more strategic need in presentday civiliza- tion than for a shift of emphasis in teach- ers’ colleges from “education” to the so- cial sciences. Mt. Shasta, California ype the ng, elic du- sci- and ; no 1Za- ich- S50- Education for Worthy Home Membership Guidance for Home Membership Joun M. Brewer Director, Bureau of Vocational Guidance, Harvard University HE NEED for better activities in T home membership is everywhere apparent. It is difficult enough for the younger generation and the older to understand each other, and in an age of machinery and rapid change in methods of living this need is so great that with- out guidance tragic misunderstandings are bound to occur. Good homes are not numerous enough for us to rest on our laurels and hope for the best. Much ac- tual interference in school progress is caused by broken homes; and the rela- tionship among adults in the homes, par- ticularly the husband and wife, is not yet ideal. In the face of this evident need why is it that we have not grappled with the problem in an efficient manner? What excuse is there for our continuance of less important educational effort without areal attempt to guide children for suc- cessful home membership: (1) success as a child in the home and (2) success as a life partner? We have all seen examples of good guidance, particularly by intelli- gent parents, and by wise counselors and friends of boys and girls in their acquaint- anceship activities. But we carry on our pitifully inadequate work in cooking and sewing for girls and use the alibi that guidance should be the task of parents. What are parents anyway except chil- dren whom we have recently “educated,” and who have somehow been thrown to- gether, perhaps in a dance hall acquaint- ance, and have agreed to marry? How are they prepared for their work and why should we imagine that they can possibly succeed without the help of us who are professionally prepared for educational work? The situation is complicated by all sorts of false guidance and propaganda. There is, for example, a hidden and in- sidious propaganda frequently directed at girls, that they should above all marry, that they can be neither happy nor normal without marriage and that almost any marriage is better than none. In spite of the large number of happy, useful people who are single, this notion takes hold of the mind of young people, particularly girls, and its bad effect is not abated by the character of novels, short stories, and motion pictures. Another propaganda in regard to marriage is that it is chiefly concerned with sex. On the contrary, it is a partnership of work, planning, com- promise, recreation, financing, and living together, very complicated and concerned with almost all of the common day by day activities of life. It is certain that we cannot get very far without analyzing the actual skills for successful home membership. Until we know something of the road ahead we can hardly be effective in our plans for guidance. The accompanying analysis is proposed as a brief and inadequate but nevertheless suggestive list of important skills required first of the child in the home, and second, of a prospective and actual life partner. It includes some of the skills needed for satisfactory home membership, the topics being arranged chronologically. Home membership as a child in the home: 1. Eating, sleeping, and otherwise behav- ing as a baby should. 2. Aiding in dressing himself and other- wise caring for his wants, under constant supervision. 3. Caring for himself with less frequent supervision. 4. Aiding in household duties through in- dividual and cooperative action. 5. Contributing to the material wellbeing of the family by means of productive work, both by attending to some of his own needs and by carrying some of the work of the family maintenance. 6. Contributing to the welfare of the family through individual and cooperative thinking and planning. 7. Contributing to the welfare of the family through expressions and acts of kindness and consideration. Cooperating for building up family morale. 8. Articulating home membership with ac- tivities in school, citizenship, vocation, and recreation. Home membership as a prospective and ac- tual life partner: 1. Developing a normal, healthful, and long-continued acquaintance with many mem- bers of the other sex, as a basis for friend- ships. 2. Winning the vocational efficiency neces- sary for the economic basis of the home. 3. Choosing a life-partner. 4. Establishing a home and learning the cooperation necessary to maintain it success- fully; either in the partnership called mar- riage or as a single person who maintains a place giving the other good values which the home can furnish. [ 245 ] 5. Developing and building up the home, as husband and father, or as wife and mother, both through the cooperative relationship called marriage; and through the intelligent and effective supervision of the children. If these be the skills required of the home member, there is also a body of knowledge and wisdom required. Each item of our analysis carries with it a cor- relative study of the how and another correlative study of the why. These two items we are calling, for the purpose of the present study, technical knowledge and wisdom. The present tendency to begin our educational processes with knowledge instead of with skilled activ- ity is, in the thought of the present writer, an error. Technical knowledge and wis- dom should be formulated and taught only when they impinge upon and serve to improve, organize, or extend the skilled activity. If we will reorganize our pres- ent method of teaching, placing skilled activity at the center of the picture and from this point of departure seeking out only those items of information and morale or ideals which will help in the guidance of activity, we shall have no dead wood in the curriculum and we shall be fairly on our way toward better forms of guidance. The obvious requirements for effec- tive home-membership guidance are: (1) a committee of teachers to study the problem, (2) a teacher to exercise a friendly sponsorship and supervision over the activities relating to the homes of the pupils (in cooperation with parents) and to their preparation for their own future life-partnerships, (3) a class for the study of the technical knowledge and wisdom of home membership, and (4) an oppor- tunity for individual counseling grow- ing out of the activities and the class. It is fair to ask whether, in view of the obvious need for guidance in home membership, present and prospective, the separate education of the sexes is in any way defensible? I have in mind four schools and colleges prominent in the public eye, coeducational in name but with a rigid separation of boys and girls and men and women within the school premises. All such attempts at simplifica- tion, like the attempts to run institutions for one sex, seem to the writer to dodge the problem of home membership and to NN ES BE ITED ee eee ne PEASE IS LE SERTET nn 246 attempt a simplification which life itself does not justify. In any case, it seems clear that boys need guidance for home membership as well as do girls. The dis- cussion of matters connected with dress, budgeting, home ownership, standards of conduct, friendship, and other related THE JOURNAL OF THE problems, taught preferably by a case method, is appropriate for both sexes and for coeducational classes. The simplifiers are perhaps too fearful to face the real task of education. If education be awak- ening of course it has dangers. But life itself involves hazards and_ these NaTIONAL EDUCATION ASSOCIATION November, 1929 should vigorously and honestly be faced. The hazard to society of not giving guidance is serious enough to tempt us to begin to do something effective in this field. If education is to deal with life it cannot ignore the vital and pressing prob- lems of the home in this age of change. The Seven Objectives in a Rural District CCORDING to Editor A. E. Winship and other educational workers who have seen at first hand the work of the schools in Granite District, Utah, that district has gone farther than any other in giving to all youth an edu- cation in the spirit of the seven cardinal objectives of education. During the aftermath of the world war, the state of Utah enacted important school laws which aimed to equalize edu- cational opportunities for all youth to eighteen years of age. Prior to the legislative session of 1919 the state department of education, through its vocational division, conferred with school people of the state, agreed upon the text of the laws, and prepared public opinion for the proposed renais- sance in education. With only four op- posing votes the laws were passed which doubled _ state (1) Nearly schools. (2) Created a division of health education in the state Department of Education. (3) Provided for compulsory school at- tendance of aliens. Extended compulsory attendance at school for all youth to not less than 30 weeks each year, except that those over 16 years of age and those under 16 years who had completed the eighth grade might be excused to enter em- ployment, provided they still attended school at least 144 hours of the year. However, -all youth were required to be in school full time when they were not employed. ; Permitted boards of education to use money for training in health, gainful work, and moral character for twelve months each year. Appropriated $100,000 special aid to school districts for the administration of the year around and partime attend- ance features of the law. support for The enactment of these laws was fol- lowed by a statewide campaign fostered by the citizens to acquaint the people of Utah with the program which the laws made possible. 1200 meetings were held in churches, schoolhouses, and _ public buildings; every city and hamlet heard the message. 300,000 pieces of literature were distributed to homes through chil- dren of the public schools. Great hope was held out that Utah would now “make a distinct contribution to citizenship.” The law is a plan to put education into action; to eliminate idleness; to promote thrift; to train in habits of health, work, and citizenship; and to provide recrea- tional leadership. It aims to vitalize class- room work by requiring teachers through project work and outofschool act’ vities to carry instruction over into life habits and achievement. It definitely recognizes the home and community organizations as important factors in citizenship train- ing, requires that the school make direct contact with parents and employers, and recognizes that work-and-leisure-time activities should be supervised for educa- tional purposes. The Plan—First is yearly registration of all boys and girls to 18 years of age. They are at work or at school and the school knows where they are all the time. Second, all pupils between 12 and 18 are enroled in project work in health, vocations, citizenship, arts, and recreation. This project work becomes, as nearly as possible, a logical outgrowth of classroom instruction. It is edu- cation in action, character forming through habits and conduct. Third, advisory and regular teachers are responsible for the progress made by their pupils in this achievement work during the winter. Fourth, a select group of principals and teachers is employed during the summer who visit pupils at their homes, meet them in groups, direct and help provide for their work and leisure-time activities, and in other ways continue to train them over twelve months. Fifth, direct contact is made by the school with the home and community. Pupils are urged as a part of their citizenship training to participate in the community organizations such as Boy Scouts, Camp Fire Girls, Sunday schools, bands, choirs, orchestras, glee clubs, baseball teams, dramatic associations, etc. The parents’ assistance and judgment is sought in all matters affecting the training of their children. Sixth, the twelve-month worker as far as time will permit may do the following work during the summer: care for school property, take the school census, provide recreational leadership for the community, help retarded students, consult with parents concerning the school work of their children and otherwise help solve the problems of vocational guidance of pupils, aid in finding employment for pupils, and see that they get a square deal and a chance for advancement in employment. Granite is the largest consolidated dis- trict in Utah and includes the suburban area of Salt Lake City and industrial and farming communities. In this district Francis W. Kirkham as superintendent had the opportunity to put the Utah school laws to a test from 1925 to 1929, During the world war, Mr. Kirkham was director of vocational education in Utah. Of this work he says: It was my good fortune early in my work to come under the influence of C. A. Prosser, at that time Federal Director of Vocational Education. Then, too, I was greatly impressed by studying the twelve months’ program of the Ricks Academy at Rexburg, Idaho, which provided for training in health, gainful work, and character during the entire year. About this time the report of the Commission on the Reorganization of Secondary Education, ap- pointed by the National Education Associa- tion, was published. The seven cardinal ob- jectives of education set forth so clearly in this report helped to direct my thinking to the fundamentals in education. When he became superintendent of the Granite District, Mr. Kirkham’s first question to the board of education was: “What is my job? Is it to keep the schools of the district running smoothly or is it to give each boy and girl in the district, according to ability and circumstance, as nearly as possible an equal chance and a fair start in life?’ The board agreed: “We stand for a fair chance for all chil- dren.” “I explained that such a program meant important changes in school ad- ministration. In answer to the question as to how I wanted to begin, I replied that the first need would be a child accounting system, for I said, ‘I am confident that we do not have all the boys and girls of this district of school age in school, or legally excused to enter employment. As a be- ginning we also need a trained leader to visit the homes of boys and girls who do not successfully meet the requirements of the regular schools.’ These requests were granted.” Vol. 18, No. 8 The special officer had been a pioneer in club work for farm boys. He knew agriculture and how to work with boys; also how to talk to parents about their children. He was given the names of all boys and girls in the district who were reported not in school according to the census of the year before. Also, those who had not attended school twenty weeks and those who had failed in two or more sub- jects. The homes of these children were visited, conferences held with them and their parents, and a school-and-work pro- gram decided upon. All children were re- quired to either be in school, or to be ex- cused from school to enter employment, provided they attended school partime. ‘““My next step”, continued Mr. Kirk- ham, “was to ask, at the first meeting of the principals, that they define their job.” We discussed first, the objectives of the public school. I gave to each principal a copy of the Report of the NEA Commission on THe JouRNAL OF THE NATIONAL Epucation AssoctATION 247 Reorganization of Secondary Education. Some of the principals were familiar with the seven principles of education embodied in this re- port and they all agreed that the findings of the National Education Association were an excellent statement of school objectives. | suggested to them that they formulate their own plans to make these objectives a reality in the lives of children under their care. We reached some important conclusions: we owed all children in the district equal educational opportunities; we accepted the objectives as defined by the National Education Associa- tion; we agreed that inasmuch as the child was all the time being changed by the total influence of this environment, these objectives could not be reached by the school alone. We agreed that the sthool shéufd®take the initiative in finding a way for all agencies affecting the lives of children to unite in a comprehensive program for the conservation of youth. This meant a plan of cooperation of the school with the home, the church, and community. It meant a tie-up with industry and employment. It soon became apparent that as soon as a child was found and accounted for, he should be studied to learn his ability, his home in- fluences, the condition of his health, how he spends his leisure, and other facts. Thus, through the years, we have developed a pro- gram to account for the child, to guide the child, to place the child, to train him in health, vocations, citizenship, wise use of leisure time, worthy home membership, ethical character, and a knowledge of the tools of an education. Educational progress in Granite Dis- trict shows that the seven cardinal objec- tives of education can be made a reality in the lives of boys and girls. The result is an enrichment in the life of the entire community. C. A. Prosser, director of the Dunwoody Institute of Minneapolis, says that the Utah school laws of 1919 have been made into a comprehensive pro- gram for the conservation of children not equaled on this continent. How Granite District has carried out its plan will be described in later THE JOURNAL. issues of That the best education is gained through actual experience is the fundamental principle of the rural project clubs of which these boys form one group. This picture is from McKnown’s School Clubs, Macmillan publication. HE CONDITIONS of the frontier are not those of the established settle- ments. A spiritual interpretation of education contains within it the idea that a large number of our schools, as well as systems of schools, are frontier com- munities. Say what we may to the contrary, the emphasis in educational practise has been and continues to be on the “fact.” Whether it be a date in history, a rule in algebra, or the ablative absolute, a sen- sible appraisal of the typical classroom will reveal the “fact” as the crowned head of an archaic feudalism. It is in the text- book. The child buys the “fact” in the textbook. He strikes up an acquaintance- ship with it. The teacher asks him for it. He repeats the “fact” and a grade is entered in the proper place. Then the “fact” is dethronefl because the pupil forgets it. But he passes on to a repetition of the process with a new “fact,” or with a sparsely settled colony of “facts.”’ Is it impertinent to remind one at this point that perhaps eighty per- cent of the facts learned in school are for- gotten by the learner before he has earned the golden spurs of economic independ- ence? Granted that the appraisal of the typi- cal classroom reveals other things, the peak of the matter is the emphasis upon the “fact.” This is not to gainsay those other things, the concomitant outcomes of edu- cation, such as right attitudes, the acquisi- tion of useful and necessary skills, the abilities to correlate, to interpret, to eval- uate, the power to discriminate wisely in the employment, of leisure time. But these things, the basic essentials of a life which reaches beyond the levels of a minimum existence, it must be admitted are the precipitants of educational adventuring, too largely accidental so far as the appli- cation of teacher consciousness to the pro- cess is concerned. It is like the hunter who shot at a blackbird and brought down an eagle. The issue is, “What are we gunning for anyway, and what is the sort of equip- ment we carry, and what are the methods we employ ?” Once upon a time there was a teacher who had a pupil. They set out together on a long journey. Soon they came to the top of a little hill overlooking a narrow valley. A small stream sparkled in the sunlight, like a Promise silver thread thrown carelessly on a green carpet. By the stream was a little house, strange, new, curiously unlike anything the child had ever seen. “Oh, see, teacher! What is that ? Who lives there? What a pretty place! Tell me about it, hurry, quick!” From The City Builder, Atlanta, Georgia. “Come,” said the teacher. “Let us go there together. Perhaps we can learn all that you want to know.” When they came to the little house, the boy found another boy playing in the yard. And as they played together the traveler asked questions and received an- swers and he brought his shining new dis- coveries to the feet of the teacher and laid them there. Then the teacher mar- velled to see all the gifts that were brought before her. But after a little while the boy became weary. “Let us go on,” he said, “over there where the road loses itself in the deep wood.” So they came to the deep wood and the child found the haunts of fairies, the tiny earth hills where the pigmy men dig for gold, the wild honeysuckle and the blue- bells of Scotland and the trailing arbutus. They sat down together, under a great oak tree, and listened to the birds singing, followed the butterfly until it lost itself in the flower foliage, heard the myriad small voices of invisible living things. Hushed were his questions, motionless as the hills was his body; listening, seeing, [ 248 J feeling; with all things joined in a pat- tern of profound harmony, an everlasting experience for which no language exists. Now this boy became a man and lived happily and taught others that God is good, nature beautiful, life love, and served his fellowmen unselfishly through all his days. There was another teacher who had a pupil. They set out on a long journey, long, long ago. Soon they came to the top of a little hill overlooking a narrow valley. A small stream sparkled in the sunlight, like a silver thread thrown carelessly on a green carpet. By the stream was a little house, strange, new, curiously unlike anything the child had ever seen. “Oh, see, teacher! What is that ? Who lives there? What a pretty place? Tell me about it, hurry, quick!” “That ?” asked the teacher, pointing to the house. “Why that is a house. Say after me, “That is a house.’ Back of the house is a stream. Say after me, “That is a stream.’ ”’ And the little boy did as he was told, whereupon the teacher said, “Good!” When they came to the little house, 3 the boy discovered another boy playing in the yard. He would have stopped to join in the play but the teacher held his hand and led him by. After a while they came to a deep wood. “What a beautiful place!” said the little boy. And he sighed contentedly. “Ugh-h-h,” the teacher answered. “The forest is good for fuel supply. Say after me, “The forest is good for fuel sup- ply.” Once we had many forests but they are fast disappearing. Here is an oak tree. Say after me, “This is an oak tree.’ See how it is twisted and bent like a wretched old man. And here is a maple tree. Say after me, “This is a maple tree.’” The child did as he was told whereupon the teacher again said, “Good!” Then they resumed their journey. Now this boy became a man and all his days he wondered why he was unhappy and what he ought to do in the world. Meanwhile he grew old, trying to find the answers to his questions. Finally, he died, without memory of the journey he had taken except that it lingered uncon- sciously as a melancholy echo of a melody he had dreamed but never heard.—R. B. Marston, superintendent of schools, Sis- tersville, West Virginia. nae na ase -: ~~ = ‘? oin ind eep the nil Say sup- they ree. See ched Schools That Are Prophecies The Beaver Country Day School EucENE R. SmirH Headmaster, The Beaver Country Day School, Chestnut Hill, Mass. HE BEAveER Country Day School was incorporated in 1921 by a group of people living in Boston and its suburbs. The members of this group had become interested in a more liberal kind of education and some of them had already been instrumental in starting a primary school of progressive type. To determine more definitely the kind of school they wished they sent committees to a number of cities to study some well known schools and from the reports of these committees they decided upon what was best suited to the needs of this community. The announced intent of this school is not only to give its best service to its own pupils but also in every way possible to serve the cause of better education. The new school now directs the pri- mary school already spoken of and an- other small primary unit, while the Country Day School itself takes pupils from the fourth grade through the sec- ondary school and is beginning to offer some opportunities to secondary school graduates. It is organized on a basis of two groups of twenty pupils each in each grade. The school is a country day school caring for its pupils from nine until four-thirty oclock and is meant to be definitely progressive in type. It conceives “progressive” to mean that state of mind that can be satisfied with nothing less than the best and so continu- ally keeps in touch with the development of educational experiment, investigation and philosophy adopting for its own use such changes as seem sound and contribut- ing by its own initiative where it can. Among the principles believed to be established are: 1. That school should be life as well as preparation for life and that it should pro- vide as complete, rich, and natural oppor- tunities as it is feasible to give. 2. That schools should study their pupils intensively and scientifically, in order to pro- vide the opportunities best fitted to each. High-school creative art 3. That since cooperation rather than com- petition offers most promise for the future, selfish competition should be minimized and pupils should be judged in relation to their individual improvement and their contribu- tions to the group rather than in comparison with each other. 4. That interest is the foundation of con- structive selfactivity; that such activity is fundamental to learning; and that joy in ef- fort and achievement is important for success- ful living. 5. That a successful teacher must master not only his subjectmatter, but also the tech- nic of teaching his subject both efficiently and vitally, and must through study and experi- ment keep in touch with the best thought con- cerning that field as well as education in gen- eral. In particular, that a teacher should not be an “assigner of lessons and hearer of rec- itations” but should rather be a combination of guide and fellow explorer stimulating the pupils to use their abilities and their time for investigation and discussion rather than for rote repetition. 6. That preparation for moral living and for citizenship requires experience and prac- tise that can best be gotten by using the school as a “practise community” where pupils are 1elped to appraise motives, actions, and needs, and to form ideals to guide their after lives. In carrying out these principles, the Country Day School combines subjects where they can be combined to advantage, correlates them where they cannot well be combined and connects them as proves feasible with outofschool information and activities. It intends to use the curiosity and particular interests of its pupils as driving forces much as the interests of adults serve to motivate and inspire their efforts. Selfactivity instead of passive learning, thinking rather than memoriz- ing details, investigating and discussing in class instead of reciting assigned lessons are inherent in such a program. The program does not, however, pre- suppose any “method” or “system.” It does expect that all worthwhile meth- ods will be used where they best serve the purpose, so “projects,” “socialized” work, even in certain cases “individual progress” plans may be in use. In general, however, the class organization is preserved and in- dividual needs are cared for without seri- ous interference with class solidarity. This is done by letting a class work on a common task or a cooperative undertak- ing, while variations in contributions care for much of the necessary adaptation to The craftsmanship of the youthful guildsmen rivals that of their medieval fellows. This medieval fair is the work of a history guild. [ 249 J 250 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION — individuals. In special cases, individual or small group remedial work is carried on outside of class. The Country Day School is organized into an intermediate department covering the fourth, fifth, and sixth grades, a junior high school, and a senior high school. ‘The with the primary schools, in particular charge of a head of department. The upper school also has its head. Subject department heads, however, cross the lines of the lower school is, lower and upper school and take respon- sibility for their subjects wherever they are taught. This sounds highly organized, as if subjects were sharply defined but the results are quite the opposite. In the intermediate department, for ex- ample, the home room teacher, who has the chief responsibility for a group, teaches all but the special subjects. The major part of the day can, therefore, be assigned to the home room teacher, with- out limitations on how it shall be used. No bells are rung, except at such fixed times as the end of a recess and no class times are definitely fixed except such as concern the use of a special teacher, or of special equipment in French, music or art, and manual activities. As a conse- quence, pupils and teacher can devote themselves to an undertaking that is com- manding their interest, carrying it through to completion in a comparatively short time. The subjects not primarily respon- sible for it will both contribute to the undertaking and draw from and will later be given the opportunity to fill in the gaps left by unbalancing the time allotments. For example, one class in studying Africa recently constituted itself a travel bureau and prepared to plan trips through Africa in any way called for. They col- lected their material and invited those in- iar The bench in the foreground has been made for the “Guild Hall.” November, 1929 terested to come in and inquire about trips. In response to a request they would tell the inquirer about the route, the ob- jects of interest particularly worth see- ing, the distances between places, the time consumed, and even approximate costs. As a natural part of the study, the history of African explorations, her pres- ent position in industry, and other such matters were investigated. The pupils of this class finally focused their work in two ways. They presented in assembly a dramatized travel bureau, where inquirers came to ask about trips and clerks gave them the information and discussed the trip with them. They also produced a mimeographed travel bureau book, giving much of the general informa- tion about Africa that they had found and also giving many pages of definite facts about possibilities of travel in the coun- try, accompanied by a keyed map. Probably no one will question the value of the work as regards African geography and history. In addition, the presentation of individual reports, the conducting of the bureau, the giving of the assembly, and the production of the book gave in- valuable practise in oral and written English. Even mathematics was not neglected, though the use might not fall under ex- act syllabus headings for the time con- cerned—which does not seem important. Much working out of distances, times, and costs was involved and best of all, the production of the booklet was founded on a mathematical premise. It must be financed by the pupils! Every cost involved in producing an edition large enough to finance itself was investigated and provided for. Paper, stencils for mimeographing, cover paper, etc., were included, and a secretary was engaged to cut the stencils—this seeming beyond ten-year-old children for a book of eighteen pages, though they did do the illustrating. Fifty copies were sold at twenty cents each, which with a three cent extra discount from the school bal- anced the books! I have quoted this particular activity in full not because of anything unusual about it but because it is typical of the undertakings that combine an interesting motive, particular information in one field, supplementary values in other fields, and class cooperation combined with op- portunity for differentiation according to individual tastes and abilities. Something of the same possibility for more complete investigation in a subject is carried into the upper school by an un- usual arrangement of the weekly and daily schedules. Major subjects are as- signed only two class periods a week but those periods are an hour and one half long. As lessons are prepared on days other than those which a subject has classes, a pupil has four long contacts with a subject each week, instead of numerous ones too short to allow for real concen- tration. The daily arrangement is such that any class can be away from school, visiting an industrial plant, some phase of transportation, an art museum, or a place of historical interest for at least two hours and twenty minutes without inter- ference with the schedule. It is intended also that a pupil shall not have more than two major subjects in one day, with ob- vious advantages in preparation and in concentration on those subjects without loss of time or distraction of attention. The art and crafts and music of the school are among its most interesting fea- tures. It is believed that all children can work to advantage in these fields, with resultant benefit even to their academic work, so each pupil takes elements of The scenery is being made by Junior High School girls. fi wot ss QR —=— —— —— /— Vv l Vol. 18, No. 8 music, chorus, and appreciation, and one art or craft subject each year. These subjects are wherever possible associated with the academic subjects both in a general way and by direct application. The teachers of the art and crafts de- partment keep in touch with the work of the other departments and with the vari- ous activities of the school and try to make their work real by its connection with, and service to; the interests of the pupils and the school. Pupils are shown how to put their academic work in beauti- ful form, to illustrate it, and even to bind it. They may use the equipment of studio or shop for any undertaking from block- printing or making Christmas cards to reproducing the Roman Forum. There is no subject in the curriculum that does not in some way obtain help from this work. Music is of similar importance in the lives of the pupils. Every pupil in the school takes chorus, appreciation, and the elements of music and over one third of the pupils have instrumental lessons at the school. There are two orchestras of sym- phony instruments and a rhythm orches- tra, a glee club, and a choir. The music correlates with other subjects such as history or English when it is natural and helpful for it to do this but such corre- lation is not unduly forced. Major courses in both art and music are avail- able for pupils who show ability justify- ing such specialization. It might be thought that such em- phasis on the arts might take time neces- sary for academic subjects. The school would not concede that these subjects had less value than others though it assigns them less time and it believes that with thorough correlation the help given aca- demic subjects compensates for any loss caused by the division of time. Standard- ized tests and college results do not, at THE JOURNAL OF THE NATIONAL EpucaTion AssociATION any rate, show subjectmatter weaknesses. An interesting development in the in- termediate department is that of the or- ganization of the pupils into guilds. The idea came from their medieval history and has proved an important incentive to the whole department. There are thirteen guilds in operation: Coppersmiths, puppeters, woodcarvers, weavers, dyers, bakers, potters, pewterers, theater, sculptors, woodworkers, book- makers, and printers. Each pupil chooses his or her guild in the fall and pupils are allowed to change at the midyear. In- terestingly enough those who remain in the same guild demand that new mem- bers shall serve an apprenticeship before becoming full members and some of the old members have done excellent work in training the new ones. Much of the intermediate art, craft, and homemaking work grows out of the guilds which also connect their activi- ties with other parts of the school work. This year they were responsible for the lower school Christmas play and they are planning a medieval fair for the end of the year. One of the most significant develop- ments in the school is that of its study of pupils, their scholastic aptitudes, their abilities and disabilities, and their char- acteristics of various kinds. All pupils are given individual Binet tests, annual scholastic aptitude tests, and the school is completely surveyed by the Educational Records Bureau each year. In the lower school achievement tests are given three times a year and the results are entered on each pupil’s “tree of growth,” so that each one can trace his or her own de- velopment and can tell what weaknesses should be overcome. Reports are in dual form; a compre- hensive study of a pupil’s response to all fields of school activity and of the habits and characteristics that have been ob- served—this being kept at the school— and a condensed summary of this full report for the home. Parents come to the school to go over the full report with the supervisor. For not over one hundred and twenty pupils in the intermediate department the school uses approximately the time of two teachers in diagnostic and remedial work. It follows all developments in this field closely and attempts to give its pupils the benefit of what seem constructive ad- vances, even to the extent of bringing in leading experts to assist in difficult diag- noses. The upper school also emphasizes the study of the individual. It uses a five point defined classification as a help in studying characteristics, and gives all its reports for pupils and parents in diagnos- tic paragraphs instead of numbers or let- ters. Industry is made an important cri- terion of success and the honor roll is made up of those judged by all teachers to be conscientious, attentive, and of gen- erally cooperative attitude. This success is therefore open to any pupil regardless of degree of scholastic ability, the achieve- ment possible to any individual naturally following the development of such de- sirable fundamental qualities. The real value of any educational ex- periment consists not only in its prin- ciples but also in the success with which it interprets those principles in practical form. It can fairly be said that those who have been responsible for the found- ing and the development of this school are increasingly convinced that the theo- ries on which it depends are fundamen- tally sound and that to some degree they can be applied in any school or by any teacher. Memaers of the Guilds dyeing and modeling. Some are carrying on investigation, and a few older pupils are working on etchings. Ten Commandments for School Children A Gift From Czechoslovakia HESE beautiful ideals for children originated in Czechoslovakia. They have been taken up in other countries and are on the bulletin Som of countless schools. 1. Love your schoolmates; they will be your companions for life and work. 2. Love instruction, the food of the spirit. Be thankful to your teachers as to your own parents. 3. Consecrate every day by one good useful deed and kindness. 4. Honor all honest people; esteem men but humble yourself before no man. 5. Suppress all hatred and beware of insulting your neighbor; be not revengeful but protect your own rights and those of others. Love justice and bear pain and misfortune courageously. 6. Observe carefully and reflect well in order to get at truth. Deceive not yourself or others and beware of lying, for lies destroy the heart, the soul, and the character. Suppress passions and radiate love and peace. 7. Consider that animals also have a right to your sympathy and do not harm them or tease. — 8. Think that all good is the result of work; he who enjoys without working is stealing bread - from the mouth of the worker. 9. Call no man a patriot who hates or has con- tempt for other nations, or who wishes and approves wars. War is the remains of barbarism. 10. Love your country and your nation but be co-workers in the high task that shall make all men live together like brothers in peace and happiness. [ This poster for your classroom is from the Journal of the National Education Association | Copies of this poster, printed on attractive art paper, may be had from the Association: 20 copies, $!; $4 a hundred; $30 a thousand [ 252] tt th eet fs 42ers ee oe aslC | hUC