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FEBRUARY, 1930 






——— ono S 5 SS = S SS S S S = = 


eGo JOURNAL ¥ the 
~ NATIONAL EDUCATION 
ASSOCIATION 


Coa] ot Sooo 


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SS —— —--_ — — oo o< ——-_ . 


The Need for Educational Interpretation—Editorial . : ;: R ' 37 
The Home that Laughs in the Gale—Ivah E. Deering ‘ ; , > 39 
Why Build Schools Now?—Otto T. Mallery , ; ; , ’ ; 42 


Remedial Measures—Mary F. Sultzer ‘ , ‘ ; : , 43 LE | 
Teaching High-School Pupils—£. Clarke Peateioe ‘ ‘ . ‘ . 45 
Literature and Life—Abbott C. Martin ; ‘ : ; , : ‘ 47 y =K= 
Child Placement—Francis W. Kirkham , : ‘ ; 48 LE] 
The Privilege of Being One with Youth—C. —— Siem ‘ : 49 ? | == 
State Superintendents and Commissioners of Education—Photo Fedtuis . 52 
A Prayer for Teachers—Glenn Frank , ; ; ; , ; 54 
The Teachers College at Kalamazoo—Belmont M. Feaies ; : ; : 55 
Combining Methods in Teaching History—Sara E. Chase i ‘ . mY i Rey. 
Mental Health and the Home—J. Mace Andress : ‘ ; : 59 «= ss 
Educational Opportunities in Radio during February, 1930 ‘ ; ‘ 60 Lh 
The 1929 Legislatures and the Teacher—William G. Carr ; F ‘ 61 cA 
Hamilton County’s Answer to I[lliteraey—J. E. Walker ; ‘ . . 62 2 
Department of Superintendence—A tlantic City Program : ‘ . ; 63 | 


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The Enrichment of Human Life—d Few Good References : ; : 6+ 
Vitalized Group Study and Faculty Meetings é ; ‘ : : : 65 
Builders of Our Profession . ; , . ; ‘ , , , 66 


Notes and Announcements . : - . 4 . ‘ ‘ F . As 


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UBLISHED 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. 


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Editorial for February, 1930 


The Need for Educational Interpretation 


NYONE by looking about him can 
realize that America is civilized 
only in patches. Here and there 

we have reached standards that satisfy 
our ideal as to what this phase or that 
phase of life might reasonably be, but in 
the large there is still a wide gap between 
the best practise and the poorest practise. 
This is true in law, it is true in religion, 
in medicine, in homemaking, in commu- 
nity planning, and in education. It is the 
task of the educator to make the best 
practise the universal practise. 

America is now approaching a period 
of intellectual flowering. New ideas are 
sweeping in. Stimulating changes are 
everywhere. Thinking is playing a larger 
part in daily life. The outlook and oppor- 
tunity of the average man and woman 
is greater than ever before. The school 
stands at the center of this awakening. 
The devotion of our people to the free 
school and to a fair start in life for all is 
the great epic of this century. It will 
literally lift the world to a new level of 
achievement, excellence, and happiness. 

Throughout the centuries civilization 
has been pushed forward by three men: 
The administrator who organizes and 
executes; the investigator who discovers 
and invents; and the interpreter who 
makes the purposes of the administrator 
and the results of the investigator’s work 
the common property of mankind. Some- 
times these three gifts have been found in 
one and the same person and in some 
measure this must always be true. But 
in our day the demands for excellence 
and efficiency in these activities are so 
great that on the higher levels at least 
they must become specialized in charac- 
ter. Literally the jack of all trades is 
master of none and the one who is to 
administer, to do research, or to inter- 
pret must be a specialist if he is to meet 
the needs of the new world for experts 
who are masters. 

Administration as a specialized ac- 
tivity seems to have come first upon the 
scene. It is relatively highly developed. 
There are schools for business and for 
educational administration. In the school 
systems of our various states and cities 
are examples of administration of a high 
order. Where else in the life of today 
could be found better examples of ad- 
Ministration than in the school systems 
of such cities as Cincinnati, Cleveland, 
Denver, Detroit, or Los Angeles? To 


the men and women who have perfected 
educational administration, with its em- 
phasis on the human values, society owes 
a debt of gratitude and appreciation. 

The second group of workers which 
has contributed to the advance of civili- 
zation has come upon the scene more re- 
cently. Organized research is relatively 
new. For centuries discovery moved at 
snail’s pace, pushed forward occasionally 
by the coming of a Galileo or a Franklin. 
So vital have been the contributions of 
the scientific method as applied in re- 
search that it has quickly established it- 
self, especially in medicine and the older 
sciences. Research in education is now 
well underway and is making a contribu- 
tion of the utmost significance. To the 
research workers in our school systems 
we shall turn more and more for the im- 
provement of curriculums, for the de- 
velopment of scientific procedures in 
learning and teaching, and for the ef- 
fective organization of the school sys- 
tem itself. 

The third worker who has contrib- 
uted to the advance of civilization is 
the interpreter. The social significance 
of interpretation is only beginning to be 
appreciated. It had little place in a civili- 
zation based on force. It has a supreme 
place in a civilization whose ideal is de- 
mocracy, Where we wish people to govern 
themselves and to be governed from 
within by an intelligent appreciation of 
the values of life. In proportion as the 
areas of administration become larger 
and in proportion as research accom- 
plishes its perfect work the need for re- 
sponsible interpretation increases. 

Within the field of education the ad- 
vance in administration and research 
has already far outstripped the advance 
in interpretation, so that a vast gap sepa- 
rates the frontier thinkers from the mass 
of their fellows. Foreign visitors to 
America are impressed with the guff that 
separates our poorest schools from our 
best schools. If education is to take its 
place as a determining factor in our 
democratic life it will be obliged to put 
more time and money into educational 
interpretation, which is not yet recog- 
nized to a point where adequate pro- 
vision is made for it either in our think- 
ing or in the budgets for institutions and 
school systems. The term educational 
interpretation is broader than the term 
publicity. It includes our efforts to vis- 


[37] 


ualize and dramatize the purposes of ad- 
ministration and the findings of research 
in terms that fit into the habit of thought 
of the average man and woman. The 
advance of education literally waits on 
interpretation. How often our school 
people have been heard to remark that 
they are not able to do this ur that be- 
cause the parents of the children would 
not understand it. ‘The effort to pro- 
mote understanding requires as fine an 
insight, as great a preparation, and as 
difficult a technic as the effort to admin- 
ister or the effort to do research. 

The qualifications of the specialist in 
educational interpretation are four. First 
and foremost he must understand human 
nature in all its various phases. He must 
know people of every condition and class 
and kind, their habits of thought and 
manner of speech, the sources of their 
ideas, and experiences in their lives to 
which appeals can be made, the devices 
which change their ways of thinking and 
acting. This understanding of human 
nature requires an ease of address and 
those elements of sociability which en- 
able the worker to approach people on 
every social and economic level. He must 
even understand the critics of education 
in order to appreciate the reasons for 
their criticism whether it spring from 
sound thinking or is motivated by preju- 
dice and selfishness. 

Second, the educational interpreter 
must know the schools. He must appre- 
ciate their purposes, problems, and 
achievements. He must be familiar with 
the control of the schools and the rela- 
tionship of the legislative and executive 
functions. He must be familiar with 
school organization and the qualifica- 
tions and duties of all who fill places in 
it, from the janitor-engineer, to the ad- 
ministrator himself. He must be able 
to interpret the devices and technics of 
teaching, the equipment of the schools, 
the established courses of study, and 
especially the vitalizing pioneer move- 
ments by which schools are seeking to 
adapt themselves to the new world. 

Third, the educational interpreter 
must understand the channels through 
which interpretation is carried on and 
the arts which are used therein. If he 
is to interpret through the spoken word 
he must understand how to make speech 
most effective for the hearer. If he is to 
deal in charts he must understand the 


















38 





arts of display and illustration. If he is 
to deal in motion pictures he must under- 
stand factors that enter into the produc- 
tion, distribution, and showing of films. 
If he is to deal in radio he must know 
the character of the radio audience and 
the habits and practises of radio as it is 


organized at the moment. If he is to 
deal in print he must understand the re- 
sources of the printing art. If he is to 


use press associations, newspapers, and 
magazines he must understand the point 
of view of the workers who edit and dis- 
tribute the day’s news. He must have 
a sense of news and feature values and 
be able to present the ideals and activities 
of the schools in a form that editors will 
value and appreciate. If school people 
wish more space in the newspapers and 
the magazines they make more 
easily available to the press the news 
resources of our far flung educational 
system, 


must 


Fourth, and most important of all, the 
educational interpreter must know civili- 
zation itself. He must have a vision of 
the part which education has played and 
might play in the creation of a better 
world. Only by wide and constant read- 
ing can this vision be achieved. This 
reading will be of two kinds. First it 
must be broad even at the expense of 
being superficial. Second it must be in- 
tensive. There will be a few great books 
which will constitute for the interpreter 
a veritable bible to which he will turn 
again and again until the ideas which 
they contain will be built into the very 
fabric of his thinking. As a contribution 
toward such a list of books I wish to 
suggest the following: 


1. H. G. Wells’ Outline of History 
2. Charles A. Beard’s Whither Mankind 
3. Dewey’s Democracy and Education 
4. L. P. Jack’s Constructive Citizenship 
5. J. B. Bury’s A History of the Freedom 
of Thought 
6. Josiah Royce’s Philosophy of Loyalty 
7. Cubberley’s History of Education 
8. Herbert Spencer’s Education 
9. The Life and Works of Horace Mann 
10. Ross L. Finney’s A Sociological Phi- 
losophy of Education 
11. William Hawley Smith’s All the Chil- 
dren of All the People. 
12. Everett Dean Martin’s The Meaning 
of a Liberal Education 
13. Charles Horton Cooley’s Social Or- 
ganization: A Study of the Larger 
Mind 
14. Charles El!wood’s Man’s Social Destiny 


The constructive ideas which may be 
found within the pages of these great 
books if applied in the education and lives 








of all the people would advance civiliza- 
tion more during a single decade than 
in all the centuries up to this time. 
This brief list of books suggests the 
abiding influence of the printed word. 
Printing is one of the oldest and the 
finest of the arts. During the brief cen- 
turies since the development of movable 
type civilization has advanced more than 
during all the ages that went before. 
The printed word is a triumphant and 
vital force in the rise of civilization. 
Throughout the ages it has preserved the 
record of human progress. It has survived 
kingdoms and empires. It has been the 
chief medium for preserving and pass- 
ing to future generations the values that 
man has discovered in his long struggle 
for the higher and finer things. With 
the development of the printing art came 
a new appreciation of the intellectual 
life. Without printing the public school 
as we know it today would have been an 
impossibility. Without printing it would 
have been difficult indeed for the present 
world phase of civilization to have got- 
ten a start. 

The printed word has been and is 
likely to remain the most powerful single 
instrument of interpretation regardless 
of the development of photography and 
radio. The printed page is deeply im- 
bedded in our habit and thought. We 
may come back to it again and again, 
thus deepening impression until it be- 
comes conviction and action. The ex- 
tent of the use of print in our civiliza- 
tion is suggested by the fact that some 
twenty billion newspapers and maga- 
zines are distributed annually in the 
United States. Reading has some part 
in the daily program of most of our peo- 
ple. The total background of knowledge 
and interest which is thus acquired has 
an influence on daily life beyond calcula- 
tion. To this must be added the influ- 
ence of books, circulars, and of the labels 
on packages of foods and drugs. 

The printed word reinforced by the 
many inventions of modern industry is 
now available at a cost so slight that it 
is possible to reach hundreds of thou- 
sands and even millions where in a 
former generation it was possible to 
reach only a few. 

The highest development of printing 
as a tool of interpretation is found not 
in education but in the fields of business 
and industry. That field will pay almost 
any price for skilled directors of adver- 
tising and employ the highest and most 
costly forms of the printing art. More 
than a billion dollars is now spent each 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


February, 193) 





year by American business for adver. 
tising in periodicals. The force of such 
huge advertising budgets is so great that 
they have largely determined the char. 
acter of newspapers and magazines and 
bid fair to dominate our latest inter. 
pretive tool, the radio. One corporation 
is sometimes able and willing to spend 
during a single year literally millions of 


dollars to build up habits and attitudes | 
among our people which eventually the 


schools may have to correct at great cost 
of time and money. 

On the positive side advertising has 
been a mighty force in the advance of 
civilization. It has helped people to wear 
better clothes, build better homes, eat « 
more wholesome variety of food, drive 
better automobiles, engage in wholesome 
travel, and to take an interest in public 
affairs on a scale hitherto unknown, 


Advertising has also developed a truly | 


marvelous coordination of the arts which 


play upon the human mind. All the re | 


sources which commercial advertising 
has developed in the perfection of the 
graphic arts, all the knowledge of ad- 
vertising psychology, awaits the hand of 
the educational interpreter who may 
turn it to the broader uses of the social 
advance. Who could estimate the influ- 
ence toward the upbuilding of American 
life that would result from the careful 
expenditure of ten million dollars a year 
toward the interpretation of education? 

If the new world is to be anything 
more than a crazy quilt of blocks and 
patches it will be because we bring into 
our thinking as educators the deeper 
values and the larger problems of social 
planning and coordination. I believe 
we shall increasingly do this. There are 
evidences of this larger integration in 
our great voluntary organizations. These 


. organizations have developed a most in- 


spiring loyalty. The growing life mem- 
bership list of the National Education 
Association is an example of permanent 
dedication of the utmost significance. 
The loyalty which men bear one another 
derives its vitality from the quality of 
the enterprises which they hold in com- 
mon. In the National Education Asso 
ciation and in the program of American 
education as it seeks to give to every boy 
and girl a fair start, we have one of the 
major challenges of all time. If we are 
to meet that challenge with any reason- 
able hope for the largest success, we 
shall be obliged to give more thought, 
time, and money to the interpretation 
of our program of universal educa- 


tion. —J. E..M. 
































































































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Cost 


HIS ARTICLE was prepared by a 

mother who, after several years of 

teaching and social work, has con- 
tinued to experiment in the home labora- 
tory. Some unexplored possibilities of 
home leisure for both parent and child 
are here suggested. 


IX THOUSAND FEET above the sea, 
S towering serene in the midst of wild- 
flowers and. underbrush, stands a ma- 
iestic cedar. The air is clear and free of 
human sounds. Only the bird calls and 
the hum of insects interrupt the dreams of 
the little girl who lies on her back and 
gazes into the evenly spaced branches. 
The mother watches an idea grow, sees 
the child leap for the lowest limb, swing 
up and sit glowing on the first step of her 
ladder: watches her move swiftly up a 
few feet higher and hears her exclamation 
of proud accomplishment but says no 
word of caution. 

A moment later the achievement calls 
for commendation and encouragement. A 
glad “Oh! mother, see where I am!” 
brings a ready response and understand- 
ing. Perhaps the mother-heart stands still 
but she has learned her great task of 
waiting and watching while the child she 
has borne ventures out the door which 
she has opened. So now as the climber 
moves upward ever more and more 
slowly, stopping more often, a call from 
one branch, a smile from the next, the 
mother lies still and watches that no sud- 
den sound startle the explorer. Soon the 
little one ceases to call and goes beyond 
the touch of the mother hand: has reached 
the thinner foliage, smaller limbs and is 
near the top. There in a little clear space 
she stops, utterly alone, quiet, seeing far 
visions, drinking in new sounds, looking 
at a new world, reverent, worshipful— 
living for perhaps the first time in a 
sphere uncolored and unshared by adult 
mind. Then slowly down, while the 
mother sits motionless and with a prayer 
for safety of the tiny body, grateful for 
the courage to allow the little one to 
struggle upward to a new world which 
she cannot share, glad that she has 
bravely taken the time to open this door 
to untold riches before the child mind. 

For leisure to see new visions and to 
dream in this swift moving world needs 
to be set aside as carefully as is any other 
commodity in the business of life. A bud- 


Education for Worthy Home Membership 


The Home that Laughs in the Gale 


IvauH E. DEERING 


get of the hours might be as important a 
requirement for college graduation as a 
family income budget, for some leisure 
is essential for child and adult if there is 
to remain any rhythm, any balance in 





9 the ideal home, father and mother find 
time each day for a quiet hour of con- 
fidence and companionship with their children 


life which means sanity to the individual. 
The speed of our modern existence de- 
mands constant renewal of tissues of 
both body and soul. This renewal can- 
not be gained wholly in groups for it 
requires time, space, aloneness, definite 
program. If work has lost its thrill, it 
remains for leisure to bring it back. 
Leisure time is a positive factor in the 
growth of our children and in the life 
and happiness of adults. The manner of 
our use of leisure time determines what 
manner of person we are. He who lives 
richly, beautifully, to the full, is a happy, 
noble, tolerant individual and a good citi- 
zen. The nation which learns to give its 
people leisure and then teaches them to 
use it in such a way as to gain health, 
character, and enduring satisfaction— 
that nation will live and progress. 
Through what agency, then, is this 
lesson to be taught? This is perhaps the 
great question before us today. We know 
it must come through the education of 


[ 39 ] 


the child. The whole purpose of educa- 
tion has been defined as the building up in 
the individual the power to make a living 
and a life. That is a big task. Is the school 
alone able to undertake it? 

Joseph Lee points out that “School is 
invaluable in forming the child to meet 
actual social opportunities and conditions. 
Without the school he cannot grow up 
to fit our institutions. Without play he 
will not grow up at all.” 

If the school can create out of the 
child’s play a playful attitude toward all 
activity then it will make a big step for- 
ward. It will be compelled to recognize, 
however, that no physical education is 
play unless it comes as an answer to a 
direct demand of the child himself. The 
circle game to which the class of fifty 
is marched on schedule because the course 
of study calls for it may, be the hardest 
kind of work. Watch the faces of the 
children as they go. Do they glow with 
anticipation? Do they leave the play pe- 
riod with reluctance? If so you have at- 
tained to one activity from which the 
child will gain more than from all the 
spelling classes in the year. For where 
his whole self is enlisted, where his play 
is natural and in keeping with the de- 
mands of his mind, body, and soul— 
there he becomes a part of his group, 
there he grows in character, there he 
feels his racial inheritance and gains the 
knowledge of power which is develop- 
ment and growth. 

All play-growth should carry over 
into the work-life of an individual. When 
we make conditions right for the play- 
life of us all this will be the natural re- 
sult. But it will be long, I fear, before the 
training of the school in work or play, 
fitted as it is to the education of large 
numbers, will become flexible enough to 
be carried over by the individual into 
his ‘eisure hours to be used in the making 
of a life. Will not this training need to 
be supplemented by a positive program 
for leisure somewhere which will serve 
to round out and balance that life? 

There was a time when the prevailing 
conception of a child was as raw mate- 
rial given the school to be turned into 
the finished product. Now we realize that 
the material is not raw when it reaches 
the school. The biggest moulding has 
been done before he ever enters the 
kindergarten at five. And even then he 





































40 


— —$— $$ 


does not stay wholly in school but 1s 
thrown back and forth, touched by the 
school, the home, the community, day in 
and day out, for from eight to twenty 
years. He is subject to all sorts of in- 
Nor the parent the 
teacher sit smugly by and lay the blame 
of failures to the other. All teachers and 
some parents realize that Johnny is not 
the same boy at school and at home. But 
which is the true Johnny or whether 
either is himself can be determined only 
by a thorough knowledge of the boy in 
both both 
parent. 


fluences. can or 


situations by teacher and 

We must keep close and work always 
with sympathy and understanding if we 
are to assist the child at all in his learn- 
It will be increas- 
ingly necessary for every parent to be 
educated for the job of parenthood and 
continue to study with the teacher the 
principles of child guidance if there is to 
be any lasting success. 

What the future division of effort will 
be we cannot say. Our immediate work is 
to understand that the welfare and 
growth of the child is one common task 
and to realize fully that just as the home 
today is inadequate to meet the child’s 
educational need without the school, so 
the school will increase its service in pro- 
portion as it senses its inability to wholly 
correct the education of the child which 
has come not from teaching but from atti- 
tude in the home which created him and 
nurtured him during his most formative 
years and still educates him, whether it 
will or no, in his leisure hours. 

What then can this leisure time give 
the child which will further add to his 
mental and physical stature? 

How can the mother and the father 
assist positively in his home hours in the 
development of mental habits which will 
carry over into his school and work life 
and help him become a whole, sane, 
happy, and effective human being? 

Perhaps the greatest service to be ren- 
dered is the learning by the parent of the 
road to his own enduring satisfaction— 
the knowledge, unlearned in his youth, of 
how to find completion. 

One wonders often if there is in the 
world a really happy person, such stories 
as pour out on every side of fear, timidity, 


ing, growing process. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


and frustration. He who would have 
been an artist has been compelled by cir- 
cumstance to stand behind a bank teller’s 
window. The business woman finds her- 
self by chance a teacher and the struggle 
to make an impossible adjustment rends 
her soul and mind and finally her body 
till hope and courage leave. She has 
missed the big chance 





not to be a pro- 
fessional business woman so much as to 
use her spare moments in constructive 
putting into deeds that dream which has 
been hidden and has festered all these 
years. We line up for blocks about the 
movie house to forget, when what we 
need is to remember and find a positive 
way out. To dream alone is to be a mis- 
fit—unhappy, thwarted, and rebellious. 
To lear the courage to translate our 
dreams into constructive action for the 
joy of it, in our spare moments, may be a 
greater satisfaction and a greater builder 
of mental and physical health than the 
full realization of our dreams that a pro- 
fession would have been. We can earn- 
estly seek the thing we wanted to be and 
so keep our soul alive through the day or 
hour or minute which we all may set 
aside, if we will, for the purpose. There 
are infinite stories to be told of its ac- 
complishment—the sailor of sixty who 
lost his ship and whose long hidden love 
of music found vent in his spare hours 
in a battered old mouth organ; the ex- 
plorer who kept his strength and courage 
by whittling beauty from an elephant 
tusk; the doctor who created lovely chil- 
dren’s songs for the childrenshenever had 
and sent them forth to mothers and chil- 
dren the world over. 

But the adult has reached his full men- 
tal growth. The little child in the home 
presents the real challenge. To make it 
possible for him to find the niche which 
is his and fit happily into a world where 
he has a real task of his own choosing— 
most particularly to help him find 
through his play-life an appreciation of 
beauty; a love of the outofdoors;.an un- 
derstanding of the rights of others, 
whether animal or human; to discover 
his right relation to the world in which 
he lives; to find his physical and moral 
growth—what a task, what an enor- 
mous, joyous task for the parent of a 
little child! 


‘ creation. In ancient days the term crea 





February, 193) 





The home was the first center of the 
play-life of the child. It can remain th 
center now with understanding and fore. 
sight. 

I have seen a group of delinquent gir 
find personal pride, selfcontrol, and some. 
thing of idealistic purpose through 4 
league of squash baseball on a city street, 
I have seen toughs whose familiars were 
gangsters, work through expression in 
clay modeling to a straightness of mental 
stature most surprising; but the com. 
munity or institutional activity, neces. 
sary though it is, has not the power of 
the play activity in the home, participated 
in by every member of the family. The 
backyard devoted to children will bear 
much finer fruit than that planted to 
shrubs or apricots. The game of dominoes 
in front of the fire will bring finer re. 
sults than the big hotel party downtown, 
The baseball game on the beach when 
dad, grandad, and the boys and girls 
learn the sportsmanship so necessary toa 
happy family unit, is a real study in 
values. 

A child or an adult may be re-created 
by games at home. All play entered into 
for the joy of it makes for physical and 
mental health and brings both individ 
ually and collectively a broadened out- 
look which is one of the great possibilities 
of leisure. 

There is, however, another possibility 
more often overlooked—the growth of a 
spiritual reserve which will do much for 
national stability. This quality can be 
gained, I believe, only in the home—that 
first great educational unit to leave its 
impress upon the child. It comes through 
the realization of personal power in some 
activity which holds the interest. 

Now personal power has ever been felt 
most strongly in the creative effort. The 
home has been built upon the idea of 



































































































tive was applied only to the process of 
reproduction. Only now we are awak- 
ening to a realization of the interrelation 
and similarity of creative effort. This 
creative instinct may manifest itself not 
only in reproduction but in religion, that 
supreme giving of one’s self, or in the 
arts. 

We are accustomed to think of the 
artist as a special sort of being, set apart, 





parent education. 


HE National Congress of Parents and Teachers urges—(1) that colleges give special attention to problems of parenthood and 
homemaking; (2) that directors of summer schools make special provision for classes in parent education as rapidly as suitable 
instructors are available; (3) that teachers colleges include special training to prepare their graduates to lead parent education 
groups in local communities; (4) that graduate teachers colleges provide for the training of teachers to present parent education in 
undergraduate schools; (5) that extension and correspondence study departments of colleges and universities develop courses in 





—_— —| 





Vol. 


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Vol. 19, No. 2 


— —— 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 4] 





temperamental. Now we are told by 
many that a new art is waiting to be 
born—an art which is not the end but 
the means of life. This art can be born 
only in the leisure time of our people. It 
is not born fullgrown. We will need first 
to build up in our children that creative 
courage which will make the expression 
of this individuality a natural play ac- 
tivity from which they will gain supreme 
satisfaction. 

All children are creative by nature— 
in their early years | believe the instinct 
will manifest itself through many ways. 
Exposure to the best in them all, repeated 
exposure, together with simple materials 
ever at hand, with encouragement, and 
sympathy, with comradeship in his ac- 
tivities sometimes but not always, with 
time set aside for his own filling, un- 
touched by adult plan or supervision— 
with these ingredients the child will find 
something of the great art of living in 
which he will create with joy and in- 
creasing efficiency. He will ask for the 
knowledge of technic as he feels the need. 

The tools he will require are simple: 
an “emergency” shelf or cabinet in his 
own room, filled with a carefully chosen 
assortment ready to his hand. It may be 
large or small but it must be always 
simple, for complexity is a great deter- 
rent to the courage we are leading to the 
front—simple tools and a place to use 
them. A mother’s emergency kit is an 
essential. 1 do not mean bandage and a 
bottle of iodine but a notebook, a pencil, 
a music score sheet, perhaps a few nails 
and string. For the child there should be 
pencils, crayons, large sheets of wrapping 
paper, paints, a little plasticine or French 
clay, a hammer, saw, nails, and a good 
knife, a box of scraps of colored cloth, a 
roll of cheesecloth, a costume, an old hat. 
Individual interests will vary the list but 
they should never be elaborate. 

No, they will not always be in order 
and it is not necessary that they should 
be. The child’s order is not always that 
of the adult. The freedom to express at 
the time of need, is the important thing. 

I was told once by a musician of great 
note that there wasn’t such a thing as a 
natural monotone. “Of course,” he said, 
“if a child hears little or no good music 
till he is twelve, he has no music lan- 





guage. You would not expect a child who 
never heard English to speak the English 
language, would you? It is exactly the 
same thing. I have never seen a child who 
had been reared in a musical atmosphere, 
regardless of his parents’ inability to carry 
a tune, who could not sing at least a 
simple melody.” 

Music has been called “the dancing of 
the mind.” Music is a wellnigh universal 
language. The child of five who has been 
exposed consistently to musical expres- 
sion, thinks as easily in musical rhythms 
as in a spoken language. His great re- 
quirement is the use of the faculty. It 
is a strange thing to expect a child of ten 
who has not used the music that has al- 
ways been his to go to the piano and make 
a song by rule of thumb, as it were. It 
can’t be done, not a real song of the 
heart. That song grows in confidence and 
strength and beauty and as it is recog- 
nized and used from birth. The first ex- 
pression may sound foreign to trained 
ears but as it seeks and finds form instruc- 
tion, it becomes understandable by others 
and is accepted as music by the world. 

The same principles apply to drama, 
pantomime, charades, or puppets. If we 
eliminate the aim, the finished produc- 
tion, from our mind and let him play for 
the joy of playing, using words of his 
own choosing, from a background of fine 
drama with which we have made him fa- 
miliar, he will attain an art far above 
that of our adult world and he will find 
courage to create that which will express 
his secret thought and aims and keep his 
growth straight and true. 

From infancy the child likes to draw. 
This is evidenced first by unsightly marks 
on floor or furniture. Then is the time 
for large blackboards or sheets of paper 
and much appreciation of effort in chan- 
nels which are constructive. The child 
who dreams his dream on the autoride 
and whose life is filled with understand- 
ing of beauty and color, who is not afraid, 
nor criticised, will paint, draw, model 
from clay for hours at a stretch. Then he 
will forget it until some new idea caught 
from the top of a hill—or cedar tree, 
begs for release. If, then, he is compelled 
to waste his energy searching or begging 
for materials and breaking down uncon- 
scious orderly resistance, he probably loses 


heart. If, however, his materials are at 
hand, his table ready in a corner of his 
own, he takes his next step in line and 
color expression which may in time be 
his balancewheel of life. 

Carpentry has been considered a trade 
so many years that we fail to see in the 
broken box and scattered nails a future 
cathedral or a bridge. ‘The queerly turned 
phrase which we laugh at, may be the 
first rung of a ladder of literary expres- 
sion on which the small girl will later 
climb out of a slough of discouragement 
to peace and courage. There are so 
many lines of interest in a child’s life 
which are so fragile. A laugh, a frown, 
a lack of time to hear, is so likely to make 
him lose the trail. i can touch only these 
few small suggestions. The experimenta- 
tion of many years with my own children 
and others has been thrilling and illumi- 
nating. 

Only one conclusion have I reached: 
that the greatest need today, if we are to 
create a mental health which will throw 
off social disease germs, is for a home 
which can weather the gale. There must 
be eternal vigilance on the part of both 
the teacher and the parent, vigilance not 
directed toward keeping the child out of 
mischief but vigilance to catch the dream 
of the child at the moment of its pushing 
against some door and see to it that the 
door is open and the path cleared that he 
may express the faith that is in him. 

He will grow in creative courage as he 
gains control of his means of expression. 
He may move from one to the other paths 
till it will seem he should be held to one 
line of endeavor and exclude the other. 
Take care! he will go through many ro- 
tations before he attains maturity but if 
he has his tools safe at hand and if his 
path is never blocked, you will discover 
his circles to be spiral and ever upward, 
each stronger because of the interlacing 
of his interests. If we can learn to set the 
stage and study what someone calls “the 
sacred art of let-alone,” we will see 
progress undreamed and be sure that the 
modern home which is today the center 
of the critical gales, can, if it will, de- 
velop the power and the solidarity that 
laughs in the teeth of the gale, because its 
confidence is developed, its heart is sound, 
and its foundation sure. 








Pe National Congress of Parents and Teachers urges—(6) that every elementary school principal take courses in parent educa- 
tion or encourage some other member of the school faculty to do so; (7) that visiting teachers be properly equipped to do indi-, 


vidual and group work in parent education; (8) that public libraries feature special collections of books, pamphlets, and periodicals 
on homemaking and parenthood; (9) that state and city school officials look forward to bureaus of parent education as a permanent 
part of their regular staffs; (10) that the U. S. Office of Education extend its commendable service to the cause of parent education. 





























































































































































































































HE NEWEST ocean liners have queer 
= looking bulges at the water line. 

They are stabilizing tanks. When 
a storm would roll the ship the stabiliz- 
ing tanks keep the ship on a comparatively 
even keel. Strange! Ships had been roll- 
ing for hundreds of years before anyone 
thought of this simple device to steady 
them. Strange also that no steadying de- 
vice has been employed to prevent the 
heavy rolling of industry, which every 
now and then spills millions of workers 
into the rough Sea of Unemployment. 
For the first time in history a President 
of the United States is offering leadership 
in forging a steadying device, speeding up 
public and private construction as gen- 
eral business slows down. 

Why build that school now ? Why not 
wait until business conditions are easier ? 
Because the building of your school, and 
other schools, willbringthisabout. Onthe 
other hand if you and others responsible 
for such decisions do nothing and wait 
for the business sky to clear, the clouds 
may gather more heavily. That is why 
the recent conferences in the White 
House laid such emphasis on speeding up 
public and private construction during 
the present business uncertainty. For con- 
struction is a potential balance wheel for 
all industry. When general business is 
low, as at present, public construction can 
make it up. Private construction fell off 
about 15 percent in 1929. Public con- 
struction can act as a balance wheel for 
all construction and for industry in gen- 
eral. School construction is an important 
spoke in this balance wheel. 

School people are supposed to like 
arithmetic. Here is a problem for you. 
Public works of all kinds—federal, state, 
municipal—have been running at the 
rate of 2% billion dollars per year. Sup- 
pose in a year of business recession the 
volume, including your school, should be 
increased by ™% billion, or 20 percent. 
Economists tell us that 80 percent of the 
cost will be spent for wages, including 
the wages of the workers who make and 
transport materials. Experience shows 
that one half of all the wages will be 
spent within a few months in retail stores. 
The retailer deposits in the bank. Bank 
deposits turn over on the average of 
twenty-five times per year. Twenty-five 
times one half billion is twelve and one 


Ortro T. MALLERY 


half billions. Divide this 12% billions by 
5 to obtain the amount of new wages 
paid, because the dollar runs around five 
bases from home to home. The wage 





gree the war school building was 
stopped to allow for other ac- 
tivities. This fact combined with the 
rapid expansion of school enrolment 
created a serious building shortage. 
Much building has been undertaken 
during the past decade but much re- 
mains to be done. Millions of children 
are still housed in buildings that are 
temporary, crowded, unsanitary, and 
poorly adapted to the needs of the mod- 
ern school. This condition obtains both 
in the large cities and the smaller coun- 
try communities. The time has now 
come to act. Let every community con- 
sider its building needs and take the 
necessary steps to proceed with needed 
new construction. It will help the chil- 
dren. It will help the workman. It will 
help the merchant and all the rest. It 
will give the community a part in a 
great nationwide movement. 

Every child is entitled to a school 
building which will conserve his health 
by providing an abundance of fresh 
air; properly arranged light; modern 
sanitary facilities; and generous space 
for physical training and play. Every 
child is entitled to a building that is 
beautiful—however small or large it 
may be—a constant challenge to his 
sense of orderliness and _ fineness. 
Every child is entitled to a building 
that is convenient, for a child’s time 
is infinitely precious and the notions 
of efficiency which he gains during his 
school days are likely to remain with 
him throughout life—J. E. M. 




















earner starts from home and leaves the 
dollar at first base with the retailer, who 
runs with it to the wholesaler at second 
base. The wholesaler carries it to the 
manufacturer at third base. The manu- 
facturer advances it to the raw materials 
man in mine or field or forest, and he 
carries it back to the consumer at home, 
on fifth base. A circuit of five bases is fol- 
lowed from the first group of workers 
after they hit the dollar until they come 
to bat again. Therefore $100 put into 
public work within a year results in $200 
of purchasing power. 

This gives a picture of how far 4 
billion of new credit will go in one year. 
It takes only a few hits to break up a 
baseball game and it takes comparatively 


[ 42 ] 





Why Build Schools Now? 


few dollars of new credit to break up a 
depression. The difference between pros- 
perity and depression is comparatively 
small. A fall of 15 percent in general 
production, as in 1920-21, is a severe 
enough shock to throw millions out of 
work. A rise of 15 percent to 20 percent 
in public construction, including schools, 
in the first six months of 1930 will in- 
sure the country against loss and suffer- 
ing. 

Towns and school districts can sell 
bonds now at a lower rate of interest 
than prevailed during 1929. The demand 
for bonds of unquestioned security is 
better when speculation is unpopular. 
The only factor that may cause hesita- 
tion is perhaps an increase in delinquent 
taxes. If taxes are not coming in as well 
as usual it may seem conservative to post- 
pone school building and the sale of 
school bonds, whose interest and sinking 
fund are to be paid out of taxes. Upon 
examination this policy is not conserva- 
tive, but destructive. Not building be- 
cause of slow tax collections will make 
tax collections still slower. Also if all 
public authorities postponed building and 
public construction came to a standstill 
there would be a terrific repercussion in 


the production of raw materials, in in- | 


dustry, and in transportation. 

In many states claims for delinquent 
taxes can be sold for cash and are a prime 
investment, so that a school board is in a 
far better position to build than a private 
company whose customers are _behind- 
hand. Where tax claims can not legally 
be sold a far-seeing-board will find other 
ways to join in the national campaign for 
stabilization and employment. Building 
now is not only for the sake of the chil- 
dren but for the sake of the workers of 
the nation. Construction wages released 
in purchasing power will buy hats in 
New York, cotton fabrics in Georgia, 
and in Maine the paper to wrap them. 
Building in a town three states away will 
create purchasing power for the products 
of your town and region. If the reasons 
for building that school were good six 
months ago, the reasons are better now. 
The interest.cost will be less. The build- 
ing cost may be less. The school board 
now has a definite part to play in a na 
tional program for the stabilization. of 
industry and employment. 











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Better Teaching of Reading 


Remedial Measures 


Mary F. SuLrzer 


Principal, Jackson Place School No. 97, Baltimore, Maryland 


ODERN WRITERS on the subject of 
M reading have stressed the fact 
which has been scientifically 
proved by psychologists and educators, 
that reading ability is not confined to the 
acquisition of one skill or technic but in- 
cludes a number of abilities more or less 
specific. 

Training in one kind of reading does 
not produce results in all typés, although 
in most instances it influences some of 
the other types. To be reasonably sure 
that children will reach a definite stand- 
ard or improve in any one type, con- 
crete practise in that particular type is 
necessary. 

The first condition, then, for improve- 
ment in reading is to discover the types 
that are in need of development. There 
are so many standardized tests available 
at this time, that no progressive system 
or teacher would consider carrying on 
an extensive reading program without 
ascertaining the immediate needs of the 
pupils in specific abilities. 

Among the outstanding factors in- 
volved in reading are word, sentence, 
and paragraph comprehension, the latter 
depending on the two others but re- 
quiring considerable additional skill. 

Nonrecognition of words may be the 
result of a number of deficiencies. A 
meager speaking vocabulary, mainly the 
concomitant of foreign or illiterate home 
environment, causing a lack of knowl- 
edge of the meaning of words with no 
experimental background to aid in in- 
terpreting them, is no doubt the great- 
est handicap to young children and takes 
considerable skill to overcome when 
dealing with older pupils retarded in 
reading. 

Extensive reading will build up the 
experiential background necessary if the 
material is interesting and suited to the 
ability of the pupils. Phonic drills will 
help in attacking new and unfamiliar 
words. Word and phrase drills to aid 
in instant recognition are essential. All 
drills should be rapid, short, and varied. 
In the higher grades an analysis of cer- 
tain words into prefix, suffix, and stem, 
with drills to form new words by com- 
binations using the same stem, is valu- 
able if not used too often or carried to 
the extent of uninteresting details. Syn- 


onyms, antonyms, and idiomatic phrases 
can be helpful as drill devices in the 
hands of an alert, skilful teacher. Some 
types of vocabulary lessons conducted 
during English periods are aids in de- 
veloping the power of rapid assimilation 
needed in reading. 

Exercises to eliminate irregular eye 
movements, to increase the perceptual 
span, and to decrease vocalization are 
numerous. Flash cards, having a grad- 
ual increase in length and difficulty of 
phrases, are perhaps the greatest aid in 
reducing the first two of these defects 
and a conscious attempt on the part of 
the pupil to refrain from lip movement, 
combined with emphasis upon speed, will 
soon eliminate this undesirable habit. 

As stated before, in the comprehension 
of paragraphs many different abilities are 
necessary. Aside from the necessity for 
word knowledge in every kind of reading 
materials, a careful perusal of an article 
is oftentimes essential. This requires a 
slower rate than when reading material 
where it is often possible to skip irrele- 
vant details. In the Sangren-Woody tests 
the authors have made it possible to test 
five distinct types of reading ability: fact 
material, a careful perusal of an article 
following directions, and organization, 
besides word meaning and rate. 

Physical defects—mental incapacity or 
defective vision—are natural handicaps: 
the first being so serious the child’s power 
to proceed is limited by the degree of the 
defect ; the second should be discovered 
by a capable and observant teacher al- 
most immediately. 

The writer conducted an experiment 
during the spring of 1929 to determine 
the value of specific remedial measures 
in reading. Three classes—a 5A, 6B, 
and 6A were used in the experiment. The 
children in each class were divided into 
two groups equated on chronological age, 
mental age, reading ability, and sex. 
Reading ability was based on the com- 
posite score of the three reading parts 
of the Stanford achievement test; the 


“Sangren-Woody reading test ; and Gray’s 


oral reading check tests, sets 3 and 4, 
were also given. (Sultzer, Mary F.: 
What gains will children make in read- 
ing when specific remedial measures are 
applied over a limited period; master’s 


[43] 


essay, Johns Hopkins University, June 
1929.) 

Children in the experimental sections 
were grouped according to errors which 
were determined by a careful analysis 
of the tests, especially the different parts 
of the Sangren-Woody test. The chil- 
dren in the control sections were grouped 
according to the teacher’s usual proce- 
dure in handling reading classes and 
groups. As good teachers in Baltimore 
are following the best approved methods 
in teaching reading, the experimenter did 
not feel justified in placing any limita- 
tions on the procedures employed, except 
that the control group did not use the 
tests or receive the specific remedial meas- 
ures given to the teachers daily for use 
with the experimental group. 

The experimental group used Hans 
Brinker or The Silver Skates as their 
basal text, because the interest span was 
continuous and for various administra- 
tive reasons. There was a decided at- 
tempt at individualization of instruction 
in the experiment. Informal tests were 
planned on each chapter throughout the 
book. 

As soon as a pupil finished reading a 
chapter, he immediately took an assign- 
ment sheet and proceeded to do the exer- 
cises based upon that chapter. When he 
completed this sheet, he took an answer 
card and checked the three tests included 
in each assignment. He marked his score 
on individual cards provided each pupil 
for keeping these records. 

By this method, children proceeded at 
their own rate as the end of the experi- 
ment showed: one child having accom- 
plished as few as twenty-one tests while 
several children completed all forty-seven 
assignments at least a week before the 
experiment closed. These children were 
permitted to read library books or given 


other definitely assigned tasks. 


In addition to this individualized fea- 
ture, a daily remedial procedure was con- 
ducted. This work took approximately 
ten minutes daily and was planned to 
meet the need of these children who re- 
quired specific help. It consisted in 


1. Answers to questions given after reading 
an assigned amount 

2. Answers to questions given before reading 
and stopping as soon as answer was found 








Answers to 


7”) 


questions by skimming (time 


control 
4. Answers to question requiring the organi- 
material from several 
pages 
exercises for 


zation of para- 


graphs or even 


§. Dictionary word meaning 
and ability to locate words rapidly 
6. Flash Horn Shields 


increasing eye-span and for 


card exercises for 

rapid recog- 
nition 

7. Outlining material 

8. Phonics 

9. Word development. 

Weekly speed tests on easy reading ma- 
terial were given every Monday to the 
experimental group. The child checked 
at the end of each of three minutes and 
the three scores were recorded later dur- 
ing an individual conference with the 
teacher by referring to her marked copy. 
Questions checking comprehension were 
always prepared and used at the end of 
the three minutes of silent reading. Chil- 
dren were made conscious of difficulties 
to be overcome and suggestions for im- 


Trevelyan, who is president of the English board of education, is sending his children to-this school. 


+4 ‘THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


provement given. Lip movement and vo- 
calization were discouraged. Requests for 
constant help during the silent reading 
periods evidenced a need for phonic de- 
velopment to establish independence in 
attack on new and unfamiliar words. 
Mispronunciations during oral reading 
period showed the need for training for 
accurate recognition and discrimination. 

With all the foregoing specialized re- 
medial work it was natural that the ex- 
perimental group in each of the three 
classes would make decided gains over 
the control group. The lowest gain was 
in the 5A. This class had been used as an 
after school demonstration class for one 
and a half school years. The children 
were alert and anxious to improve in all 
lines, having the advantage of a specially 
selected teacher. The control section in 
this class received much more specific 
training in the various reading abilities 
than the control sections of the other two 





February, 1930 





classes. As stated before, the experimenter 
did not limit the procedures; the practise 
tests and the text only were different. 

No teacher or system is accomplishing 
its highest purpose in reading unless the 
needs of individuals are determined by 
careful analysis of test results and there 
is appropriate remedial material supplied 
by the central office or the teacher to 
meet these specific needs. 

While we are prone to place the blame 
for bad habits, or the lack of desirable 
attitudes and satisfactory progress on the 
teachers of previous grades, it certainly 
seems possible to determine the various 
deficiencies in reading early in a child’s 
school life and apply the remedial meas- 
ures needed to improve his reading, so that 
by the end of the fourth grade we can be 
reasonably sure his ability in this subject 
will warrant his dependence in the vari- 
ous other school subjects 
comprehension in reading. 


dependent on 


Copyright, Newcastle Press, Limited. 
, | ‘1s school is a prophecy of the new attitude which English people are coming to have toward their tax-supported schools. Lord 


The English appreciate 


this democratic gesture as Americans did Roosevelt sending his children to the Force School in Washington, D. C. 





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ited. 


HE TITLE of this article is mis- 

leading. Glenn Frank is probably 

right in his statement that “in the 
deepest sense, we cannot teach anybody 
anything; the best we can do is to help 
pupils to learn for themselves.’’ From 
a somewhat different viewpoint, the 
phraseology of our title may serve a use- 
ful purpose in that it throws the em- 
phasis of the teacher’s effort on the child 
rather than on the subject of instruction. 
I recall that Glenn Frank also some- 
where expresses the opinion that one big 
trouble with many teachers is that they 
think so much more about their subject 
than about their object. From my expe- 
rience in observing classroom teaching 
extending over a period of years, | would 
judge that Mr. Frank means by this that 
teachers are prone to believe that the 
child is necessarily being educated when 
he absorbs a certain amount of subject- 
matter or information, that the teacher 
feels she is realizing her true function 
when she “pours” or injects a certain 
amount of subjectmatter into the pupil. 
What this type of teacher fails to realize, 
of course, is that growth, training, or 
any education whatever in any true sense 
by no means necessarily follows through 
any such process. What she ought to 
know is that subjectmatter, materials of 
instruction, knowledge, information, or 
whatnot, serve the true teacher only as 
media by which pupils may be trained or 
taught; that the allimportant considera- 
tion for her at all times is, How may I 
judiciously and to the best advantage se- 
lect, organize, and present this material 
to the end that valuable and permanent 
educational results may follow? 

In giving teachers a broad, compre- 
hensive, and at the same time a correct 
and accurate view of the teaching prob- 
lem in its many phases, Professor Henry 
C. Morrison, of the University of Chi- 
cago, has made, perhaps, the most dis- 
tinctive and valuable contribution with- 
in recent years. In his illuminating and 
exhaustive treatise on classroom teaching 
in the secondary field is comprised not 
only a detailed scheme of classroom tech- 
nic but an entire philosophy of educa- 
tion. (The Practise of Teaching in the 
Secondary School by H. C. Morrison, 
University of Chicago Press.) As has 


The Changing Secondary School 


Teaching High-School Pupils 


E. CLarKE FontTALNE 


been hinted in an earlier article in this 
series, teachers who have become inter- 
ested in the Morrison plan will act 
wisely if they study first the underlying 
philosophy of the scheme before attempt- 
ing to apply the Morrison plan of class- 
room technic. dny plan of classroom pro- 
cedure is, after all, only a device, a way 
of going to work to get certain definite 
results deemed to be educationally valu- 
able. If these desirable educational out- 
comes are not clearly conceived in the 
first place, the teacher will have about 
the same chance of realizing anything 
valuable through her attempt to apply, 
for example, any such classroom device 
as the Morrison five-step teaching cycle 
as a marksman would have in hitting a 
target if he loaded his gun and, with eyes 
shut, pulled the trigger and fired blindly 
in the air. 

Let us examine a few distinguishing 
characteristics of Mr. Morrison’s con- 
tribution to the teaching problem. 

(1) A study of his book cannot help 
but impress one with the significance of 
the author’s conception of what mastery 
really means. When has learning actu- 
ally taken place? What is the vital dis- 
tinction between lesson-performance and 
mastery? Is it possible for a pupil to re- 
cite satisfactorily on a topic or problem 
from day to day and at the close of the 
topic attain no functional degree of mas- 
tery whatever? Is it possible for a pupil 
to recite facts easily and glibly from a 
history text through a number of days, 
and be wholly unable at the close of the 
topic to draw any accurate or useful con- 
clusions, or to gain any clear understand- 
ings of issues, movements, or institutions 
through an interpretation of these facts 
or through a perception of the essential 
relationships between these facts? 

Morrison is very forceful and convinc- 
ing in his argument that a superficially 
satisfactory day-by-day lesson-perform- 
ance is by no means essentially indicative 
that any actual learning has taken place. 
Mastery of a particular process or princi- 
ple has been attained only when a change 
has been effected in the learner that will 
enable him to apply successfully that 
process or principle when a practical 
situation to which the process or princi- 
ple is applicable presents itself. In other 


[45] 


words, mastery means a new, a better, a 
more successful adaptation to the en- 
vironment. 

(2) Professor Morrison renders the 
teaching professon another distinct serv- 
ice in sharply calling to the attention of 
teachers the advisability of first diagnos- 
ing the status of previous preparation of 
the pupil and his experimental back- 
ground before proceeding to the real 
business of teaching him anything. This 
seems nothing more than the application 
of commonsense to the teaching problem, 
yet many teachers continually neglect 
this important task. At the very begin- 
ning of the year they are beset with the 
“‘ground-to-be-covered” idea and proceed 
forthwith to launch their pupils pell-mell 
into the course in geometry, algebra, 
Latin, or whatnot, with no preliminary 
efforts to discover anything about their 
previous knowledge, attainments, or de- 
ficiencies. A physician who started in 
straightway to prescribe before diagnos- 
ing the patient’s condition would be no 
more than a quack, yet teaching is also, 
presumably, a profession! Dr. Morrison 
insists strongly not only on a general 
diagnosis of the situation at the begin- 
ning of a course in any subject but also 
on the necessity of a pretest or explora- 
tion of the pupil’s previous knowledge or 
lack of knowledge as the first step in 
teaching any new topic, unit, or problem 
in any branch of study. Teachers will do 
well to remember that the teaching prob- 
lem presents three distinct aspects: first, 
Where are we? second, Where do we 
want to go? third, What is the best 
method of gettingthere ? and that the third 
part of the problem which deals with 
method can be attacked intelligently only 
after diagnosis has been completed and 
objectives have been determined. 

(3) In the Morrison scheme of class- 
room instruction, the traditional, formal, 
question-and-answer recitation has no 
place. In the first place, Mr. Morrison 
senses keenly the absurdity of the princi- 
ple that identifies learning with “text- 
book cramming” and strikes a truly 
herculean blow at the time-honored pro- 
cedure of daily apportioning out sections 
of the text and consuming the following 
class period in hearing the pupils recite 
upon the assignment. As a matter of fact, 





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46 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





February, 1930 





this kind of thing, still, sad to relate, 
considerably in vogue in_ high-school 
classrooms, illustrates a wholly perverted 
notion of what genuine teaching consists. 
The belief that one is actually teaching 
when the entire effort is being expended 
on merely finding out by a process of 
quizzing or “pumping” what the pupil 
has either taught himself or has learned 
from his parents or more capable class- 
mates is, to say the least, somewhat naive. 
The most that can be said of the teacher 
who consumes the class hour in this fash- 
ion is that she is testing, or as Hamilton 
Holt points out in a recent number of 
The Forum, she is exercising the func- 
tions of a detective, endeavoring by an 
inquisitorial method to discover the de- 
gree of the student’s unfaithfulness or 
deficiency. The paradox of the recita- 
tion system, to use Dr. Holt’s language, 
is strikingly shown by the fact that under 
it, in spite of the fact that the student 
does not know what it’s all about while 
the teacher presumably does, the teacher 
spends all the time in quizzing the stu- 
dent while the student rarely, if ever, 
quizzes the teacher. 

In marked contrast to this type of 
thing, in the Morrison scheme the 
teacher actually teaches. She is a guide, 
a director, an inspirer of learning, in- 
stead of being merely an inquisitor or a 
hearer of lessons. Much of the class hour 
is spent in such worthwhile and neces- 
sary activities as developing new princi- 
ples and processes with the pupils, in 
orientating them to the intelligent and 
purposeful study of a new topic in science 
or history, in building adequate back- 
grounds for the study of a new classic, in 
directing their attack on an advance pas- 
sage of Latin translation, in discovering 
what they know and don’t know of a 
topic, problem, or project about to be 
considered, in stimulating interest and 
curiosity in the new work which consti- 
tutes the next point of attack. And, after 
the stage has been set and the carefully 
planned and skilfully motivated assign- 
ment has been given, or, to use Dr. Mor- 
rison’s phraseology, after the learning 
situation has been established, the stu- 
dents go to work on the contract or as- 
signment in class, guided and directed in 
their study by the teacher who gave the 
assignment. 

It will be noted that in the type of 
classroom procedure described in the fore- 
going paragraph, studying or learning is 
actually going on and that it is proceed- 
ing under the supervision and guidance 


of the person who made the assignment, 
who presumably knows the group before 
her, and who, at the same time, is pre- 
sumably qualified to direct the learning 
of adolescent pupils. No such conditions 
exist in the socalled “study-period”’ or in 
the typical large assembly study hall, in 
which it frequently that the 
teacher in charge does not have a teach- 
ing period with the group during the 
entire school day, and in which the teach- 
er’s job is considered efficiently per- 
formed when she has kept the pupils 
quiet—in short, when she fulfills effec- 
tively the functions of a police officer. It 
will be noted, too, that in the Morrison 
plan the pupils are engaged in attacking 
work which has been previously assigned 
by the teacher in charge instead of trying 
to prepare themselves as best they can to 
recite successfully on some lesson that is 
scheduled later in the day, from which 
preparation their parents probably ex- 
cused them on the previous evening when 
they entered the plea that “a good 
movie is on tonight and I have two study- 
periods tomorrow to learn my lessons.”’ 
Or, more than likely, study conditions at 
home were such that they couldn’t have 
studied anyway, or, just as likely, the 
assignment was so inadequate or indefi- 
nite, or both, that they were unable to 
attack it with intelligence without the 
direction which their parents were un- 
qualified to give. So much for the pseudo 
study-hall and the pseudo study-period! 
In the modern secondary school the class- 
room is at all times in truth a studyroom, 
or as Dr. Rugg states it, “it is a labora- 
tory, an open forum, a studio for self- 
expression.” 

(4) If the classroom in the changing 
secondary school is to be no longer a 
place for the hearing of lessons, where 
the pupils “‘sit passively with arms folded, 
eyes front, memorizing textbooks,’ and re- 
citing to the teacher, but in a genuine 
sense a laboratory where the pupils are 
actively assimilating experiences under 
the direction of the teacher, it is essen- 
tial that adequate laboratory materials be 
available and conveniently at hand for 
use. Theexclusive use of a single basal text 
is wholly incongruous with modern trends 
and tendencies in teaching and supple- 
mentary materials in the fields of English 
and the social sciences are as fundamen- 
tally necessary for the successful presen- 
tation and mastery of courses in these 
fields as test tubes, mechanical appa- 
ratus, and supplies are necessary in the 
natural science laboratory. Dr. Morrison 
categorically states: ‘No library, no 
school!” and while this statement may 


occurs 





seem dogmatic to some, it cannot be de- 
nied that the entire Morrison scheme, 
with all the fundamental concepts under- 
lying modern teaching practise, falls to 
the ground unless there are ready and 
conveniently at hand the necessary 
laboratory materials: books, maps, charts, 
diagrams, pictorial illustrations that will 
utilize every avenue by and _ through 
which learning normally takes place. 

(5) One of the most significant and 
useful ideas which Dr. Morrison has con- 
tributed to the advancement of teaching 
is that he is implicit in his concept of the 
essentials of a “true learning unit.”’ His 
view is that a learning unit must be or- 
ganized for purposes of instruction in 
such a way that understanding will re- 
sult, not the mere retention by memory 
of a miscellaneous collection of facts. 
To memorize merely a collection of iso- 
lated facts is one thing: to weigh criti- 
cally, digest, and organize relevant facts 
with a view to their bearing on and rela- 
tionship to a clearly conceived problem 
and to draw useful and accurate con- 
clusions from these facts, is something 
entirely different and infinitely more 
valuable educationally. 

A clear understanding of a historical 
movement, institution, or epoch, acquired 
through a study of significant facts, situa- 
ations, personalities, and events perceived 
in their essential relationships, should re- 
sult for the student in a new and more 
intelligent point of view, a deeper insight 
and an improved attitude that will be 
likely to show itself in a more desirable 
and satisfactory reaction to future life 
situations wherein the specific learnifig is 
applicable. This, as has been said before, 
is mastery. Anything less, that is anything 
that does not materially affect, and for 
the better, the conduct of the individual, 
is only half-learning or no learning at all. 

These several understandings or atti- 
tudes together with those special abilities 
and skills needed in practical life situa- 
tions constitute the objectives of teach- 
ing. It should always be kept in mind 
that these, the learning objectives, must 
be the first consideration of the teacher 
in her task of organizing the course of 
study in her field. The Selection of the 
assimilative materials and her method 
of organizing them is determined by the 
aims in view and each separate item in the 
materials of instruction, whether it be 
a fact, a situation, a personality, or what- 
not, is focused upon the understanding, 
attitude, ability, or skill which is, in the 
final analysis, the learning unit itself. 

Again, it must finally be said, that if 
the teacher does not see clearly just where 














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Vol. 19, No. 2 


THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION 47 





she wants to go, her teaching inevitably 
becomes a lifeless, formalistic routine 
and she herself becomes a helpless slave 
to a mere teaching device, whether the 
Morrison scheme, the Dalton scheme, 
the Winnetka scheme matters not. 

So we are led naturally to the point 
from which we started in the first article 
of this series to the teacher herself! If 
the teacher is to become able to visualize 
clearly and determine accurately valid 
educational objectives as the goals of 
her teaching efforts, objectives that are 
related to the practical needs of a dy- 


namic democratic society, objectives that 
utilize to the fullest degree the educa- 
tional possibilities of our learning mate- 
rials ; if she at the same time is to become 
able to see these objectives in terms of 
all the various elements of pupil growth 
and development toward effective, use- 
ful, and happy citizenship, it is essential 
that she possess not only an accumu- 
lated and ever increasing wealth of 
knowledge of the subjects that she 
teaches, not only a rich cultural back- 
ground and a fair knowledge of related 
subjects but with these an appreciation 


and understanding of and a genuine in- 
terest in contemporary life, its issues and 
problems, that will alone enable her to 
see the vital relationships implicit in the 
subjectmatter and to adapt these rela- 
tionships to classroom purposes. The de- 
mands of the times on our schools are 
increasingly great and insistent. If the 
school is to cope with any degree of suc- 
cess with these demands, our teachers 
must be, at one and the same time, not 
only technicians but students of the past, 
wise and critical observers of the present, 
and discerning prophets of the future. 


Literature and Life 


HE effectiveness of the teaching of 
"iterate in America has often 

been somewhat minimized, owing 
to the students’ inability to comprehend 
the intimate relation existing between 
literature and life. It is true that the 
problem implied is an old one but it is 
still unsolved and the effort to solve it 
seems to me worthy of our best energies. 
Students will readily admit that a cul- 
tured man should possess a wide knowl- 
edge of literature but we find that they 
unconsciously think of this knowledge as 
something artificial and acquired. The 
reality of the experience behind it is be- 
yond their ken. 

I once knew in a great city a Boeotian 
woman who confessed that her greatest 
desire was to learn French, so that she 
could speak it in the presence of her ad- 
miring friends. She revealed there a 
curious survival of the ancient prestige 
of French among the Saxon peasants but, 
what is more interesting, she seemed to 
feel that there was a virtue merely in 
uttering the meaningless words, forget- 
ting that they were the products of a vital 
activity. She loved them, yet was careless 
of the ideas and sentiments behind them. 
This, it seems to me, is not unlike the un- 
thinking man’s conception of culture. 

It is too much, perhaps, to expect 
youth to have a real undérstanding of 
the intimate relation between literature 
and life. This understanding is par- 
ticularly difficult in America. Our feel- 
ing about literature has sometimes re- 
minded me of Plato’s attitude toward 
Imitation. Readers of his Republic will 
remember his objections as he outlined 
them in the Tenth Book, based on his 
belief that poetry stands at two removes 
from Reality. Life itself merely mani- 
fests the Idea, and is already at one re- 


move. Literature, which attempts to 
imitate life, is therefore at two removes 
from the Idea. In much the same way the 
literature of Europe is at two removes 
from us. In the nature of things we were 
acquainted first with the literature of 
England, and seeing it ever somewhat re- 
moved from the interests of our American 
life, we came to think of all literature as 
having no relation to our daily life. 

But this is not as it should be; this 
would not be true in a more fortunate 
society whose culture was indigenous and 
not derivative. In spite of the general 
attitudes of Americans toward literature, 
perhaps because of it, it was an American 
who most happily stated the relation be- 
tween literature and life: 

Comrade, this is no book; 

Who touches this, touches a man. 
A live man, we fancy. Leigh Hunt, on 
the other hand, thought of a book as a 
kind of mummy. But it would be hard 
to find two men less alike than Walt 
Whitman and Leigh Hunt! Here in 
America one can cite other telling ex- 
amples which show the intimacy and the 
reality of the relation between life and 
letters. No Abolitionist thought of Uncle 
Tom’s Cabin as unrelated to the life of 
the times. No Babbitt is unmindful of 
the vitality of a certain book! 

The culture of modern Europe is, like 
our own, derivative but in the sense that 
the fruit derives from the seed. In Amer- 
ica, European culture is as a grafted 
bough. And here, as has been said, lies 
the reason for the feeling of many of 
our people that all literature is a grafted 
bough upon life. The function of liter- 
ature is too important, the value too 
great, for us to allow it to be thus de- 
based. To save it we might do well to 
admit that the literature of Europe, of 


England even, is for us alien and ar- 
tificial. 

Of course we lose by this admission. 
It is a poor practise to put down a book 
(I mean a good book) merely because on 
a casual examination it has no appeal for 
us. If we expect the book to act upon 
us we become as the French say des 
feminins ; if we would grow intellectually 
and spiritually we must act upon the 
book. To read only what interests us is 
to narrow literature to our own experi- 
ence. And this is to defeat the whole 
aim of reading, to forget one of the chief 
functions of literature. 

Literature is to life what the score is 
to music. Not to conduct, not to man- 
ners, but to life. Literature is what gives 
us a sense of the reality of life, of the 
permanence of our kind. Think of the 
countless generations that existed before 
what we glibly call the dawn of history. 
They do not exist for us. We know noth- 
ing of what they thought or felt. We 
have no innate sense of their ever having 
been. Literature more than any other art 
gives us this sense. Architecture may 
give it, sculpture may give it; but these 
are at best ephemeral. The physical ob- 
jects satisfy the eyes for evidence but 
even they must ultimately go and liter- 
ature alone is left to give man a sense of 
the purposefulness of life, of the con- 
tinuity of culture. 

This understanding of literature is to 
my mind what distinguishes the cultured 
man from other men. An education, to 
be successful, must give a man this under- 
standing. The history of a man’s educa- 
tion, when all is told, is simply the story 
of his awakening to a love of letters for 
that is the story of his awakening to 
reality—Abbott C. Martin, University 
of the South, Sewanee, Tennessee. 





HAT THE PUBLIC SCHOOLS need a 

placement program based upon 

guidance is evidenced by the fact 
that pupils are usually placed in classes 
and grades according to the results of 
examinations in regular school subjects 
without reference to other conditions. 
Pupils who do not pass these examina- 
tions often become misfits and seek the 
earliest opportunity to leave school. 
Studies in school elimination indicate 
that when boys and girls become fifteen to 
seventeen years of age, one fourth to three 
fourths of them leave the schools. School 
officials seldom pay any attention to their 
training after they leave. Thus we have 
the paradox: we care for all the children 
until they reach these critical ages and 
then center our attention upon the few 
who will fit into the higher institutions. 

Granite school district aims to account 
for every child from six to eighteen years 
of age and to hold someone responsible 
for his guidance and placement in activ- 
ities that make for citizenship. If the 
child does not fit into the regular school 
program he is directed from one work- 
school-and-leisure-time situation to an- 
other as circumstances require. Place- 
ment is emphasized in the junior and 
senior high schools where the principal is 
held responsible for its success. He may 
consult with the advisory teacher, the 
school nurse, the attendance officer, and 
the work-and-school coordinator. 

The placement program provides that 
pupils may be transferred from one class 
to another, excused from some classes to 
enter others, removed from the regular 
school and placed in work situations, or 
taken from work and returned to school. 
In cooperation with the juvenile court 
some boys and girls are placed in correc- 
tional institutions but all are accounted 
for and placed somewhere. 

This program necessitates the employ- 
ment of work-and-school coordinators 
who cooperate with the parents, the em- 
ployers, the associates, and others inter- 
ested in the pupil. By this cooperation and 
a constant followup, the abilities, inclina- 
tions, and habits of these young people 
are ascertained. Tendencies toward ju- 
venile delinquency are discovered and are 
thwarted by providing boys and girls with 
cpportunities for economic independence. 
Supervised work situations and leisure- 
time activities become educational oppor- 





The Seven Objectives in a Rural District 


Child Placement 


Francis W. KirKHAM 


tunities for the promotion of vocational 
training, health, thrift, and moral con- 
duct. 

Pupils are retained in the regular 
school as long as possible for cultural 
training. When it becomes necessary for 
young people under eighteen years of age 
to work, the school concerns itself with 
finding and supervising employment for 
them. These pupils receive a formal per- 
mit to enter employment with the re- 
quirement that they attend school at least 
144 hours during the school year or do 
equivalent work at home under the su- 
pervision of the partime teacher. All em- 
ployers are required to notify the school 
when the employment of school pupils is 
ended. If these young people lose their 
jobs because of inefficiency, bad habits, 
temper, or other reasons they are required 
to attend school full time and are given 
special training to help them hold their 
jobs. The school is constantly concerned 
with finding work for them. The correc- 
tional institutions also notify the district 
when young people are paroled or dis- 
missed. 

A special teacher is provided for all 
employed pupils. He places them when 
possible, in classes of the regular high 
school that give instruction on an indi- 
vidual basis, such as, sewing, cooking, 
mechanic arts, typewriting, accounting, 
physical education. Much of their time is 
spent under the immediate direction of 
the special teacher. He provides for their 
fulltime instruction during periods of 
nonemployment and for their partime in- 
struction while employed. He also cares 
for pupils who are not succeeding in the 
regular school but who can attend full 
time for instruction in special subjects. 
He is a member of the high-school fac- 
ulty and works under the principal. The 
work-and-school coordinator is  em- 
ployed during the summer months for 
the continuous placement and supervi- 
sion of these young people in employ- 
ment, thrift, and leisure time activities. 

Thus each child is accounted for all 
the time. He is in school or at work. 
Someone knows where he is and is con- 
cerned with his vocational, intellectual, 
and moral welfare until he is eighteen 
years of age. Granite district program 
is illustrated by the following: 


A boy placed at work—Donald was a 


[ 48 ] 


pampered boy whose mother gave him 
spending money and the use of the family 
automobile. He was a problem in the ele- 
mentary schools and when he became six- 
teen was “passed on” to the high school. 
Here he spent money on the girls, loitered in 
the halls, was irregular in attendance, and 
would not study. No one is expelled in 
Granite district. Misfit boys and girls are 
placed. The principal decided with the 
father’s cooperation, that the boy needed to 
be trained to work. He was placed in a ga- 
rage where he had to work eight hours a 
day, with the understanding that he could 
return to school when he was ready and will- 
ing to meet school requirements. In a few 
months he had learned his lesson. He re- 
turned to school and succeeded. 


A boy who could not attend school—The 
oldest son of a widow was excused to work 
in order to help support the family. His first 
job brought small pay and little opportunity. 
The work-and-school coordinator promised 
him a better job with chances for advance- 
ment if he could show ability to prepare for 
something better. The boy demonstrated his 
worthiness for promotion. The opening came 
for an apprentice in an optical manufactur- 
ing company. With careful supervision, home 
study, and application the boy rose rapidly 
and in due time was given charge of the 
grinding department. One day the mother 
came to the superintendent’s office and with 
deep emotion thanked the school and espe- 
cially the work-and-school coordinator for the 
success and happiness which had come in the 
promotion of her son. 


A boy committed to the industrial school— 
A widower and a widow united by marriage 
two large families. The home _ conditions 
were depressing. The mother’s parents 
wanted to give one of their grandchildren a 
home and work opportunities but a moth- 
er’s love interfered and the _ stepfather 
wanted the boy’s earnings. The work-and- 
school coordinator recommended that the 
boy live with his grandparents but he was 
unable to persuade the parents to consent. 
He saw the boy drifting toward delinquency 
because he was under constant temptation 
to steal in order to obtain the things he 
wanted that other boys had. In time the boy 
was sent to the industrial school. The work- 
and-school coordinator interceded, had him 
paroled, and agreed to be responsible for 
him to the court. This school official, with the 
law supporting him, placed the boy with his 
grandparents, and told his stepfather not to 
interfere. The grandparents were farmers 
and gave the boy an opportunity to raise poul- 
try. In this undertaking he was assisted. by 
the work-and-school coordinator who pro- 
vided him with bulletins and helpful super- 
vision. The boy is now a successful poultry 
producer, has an adequate income, and has 
done much to relieve the economic condi- 
tions of his brothers and sisters. 





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Character Growth Through Clubs 


The Privilege of Being One with Youth 


C. Frances Loomis 


Editor-in-Chief, Camp Fire Girls Publications 


THIN LITTLE BOOK in a gay orange 
jacket came to my desk recently 
for review. The title, Teachers 

are People, suggested that it might be a 
treatise on education, written from the 
teacher’s point of view. But no. It is 
verse with a foreword by Rupert Hughes. 
| read a few sentences: “A school teacher 
is usually a mother or a step-mother to 
the children who make up her day-time 
family. . . She has terrible power 
to guide or misguide the future citizens 
and citizenesses of the world before their 
skulls have quite hardened. She 
can all too easily make virtue so odious 
and knowledge so distasteful that she will 
send out criminals and ignoramuses—”’ a 
refreshing new lilt to an old song! 

I turn to the verses and the first one I 
read is: 

The Teacher’s Pay 

The thrill of seeing the procession go by, 

The privilege of being one with youth; 

Sensing their problems, 

Sharing their joys,— 

Could any labor 

Be more richly requited? 
“Um-m-m, a fine thought—if she is sin- 
cere,” I say to myself and turn the page. 
I read another verse and then another 
and another. While two printers wait for 
copy I read them all and when I close 
the thin little book 1 know that Virginia 
Church, if not a great poet, is perhaps a 
really great person. I know that she is 
utterly sincere, human, understanding, 
that she is in very truth a companion to 
her pupils, “sensing their problems, shar- 
ing their joys.” I am reminded of a 
few lines written some time ago by a 
Camp Fire guardian, which she called— 


Compensation 


To see the light in a girl’s deep eyes 

To feel her warm hand in a quick, shy clasp, 

To work shoulder to shoulder in some hard 
task 

To chuckle together at some well-remembered 
prank 

To wander arm in arm through autumn’s 
golden haze 

To gaze in silence on the mystery of the sea, 

To know the calm ‘security of friendship 

To watch a girl’s soul wake and stretch and 


grow 
Ah, how well repaid is a Camp Fire 
guardian! 


I have gleaned from a hint here and a 
line there that it is through her extracur- 
riculum activities as well as her classroom 





contacts that Virginia Church has found 
the bond of mutual understanding which 
seems to exist between herself and her 
pupils. 


As good a fisherman as her brother 





Faculty meeting came at four, 

While the Book Club I was to chaperon 

Waited impatiently to toast wienies in the 
park, 


she writes in her whimsical plaint about 
her “Eight-hour day.” She should have 
Camp Fire Girls show her how to make 
a kabob or breadtwist on a stick—or per- 
haps she could show them! 

To teachers who are people and who 
regard their pupils as people too, the pro- 
gram of the Camp- Fire Girls offers a 
meeting ground of mutual interest in 
work and fun. Their indoor program in- 
cludes all sorts of social activities such as 
giving parties for themselves and for their 
friends, teas for their mothers, “ban- 
quets” for their dads—good times that 
carry with them the richness of lessons 
learned from experience, for they mean 
planning and budgeting and sometimes 
being both hostess and cook! They enjoy 
various forms of handicrafts—wood- 
blocking, dyeing, weaving, leather work, 
basketry. They have their health charts 
and thrift charts, their money raising and 
“give service” projects. Outofdoors they 
are very much at home, hiking, camping, 


[49] 


cooking their meals over open fires, swim- 
ming, skating. They are ever on the 
watch for the treasure trove of nature 
lore which each season offers: the ap- 
pearance and disappearance of their bird 
friends; the variations on a single theme 
that may be found in trees; what a flower 
is up to as it seems to dream away the 
hours; the changing positions of the con- 
stellations that are now overhead and 
now far down on the horizon. 

Many of these activities the girls 
might naturally carry on as a part of 
their regular school program. Engaging 
in them as a Camp Fire group gives them 
an extra motivation. Often school fa- 
cilities are used for Camp Fire group ac- 
tivities. From Kansas City, 
comes the report: 


Missouri 


The different groups formed in connection 
with the public schools hold their meetings in 
rooms in the schools and the school board 
allows them the use of buildings, auditoriums, 
gymnasiums, and school equipment for their 
entertainments and special activities. 


This may be fairly said to be generally 
the case where Camp Fire groups are 
sponsored by the schools. 

In small towns and rural communities 
—Important as it is to have this correla- 
tion between school lessons and leisure 
hours of girls in larger towns and cities, 
it is almost essential to provide some such 
recreational program for girls in smaller 
towns and rural schools. In some cases the 
schools are less wellequipped to offer 
wholesome recreation, the moving pic- 
ture palace and the pool hall are the 
town’s contribution to the problem, the 
girls have fewer home advantages, and 
often more time to spend. To such com- 
munities a program of activities such as 
that of the Camp Fire Girls is a godsend. 
Perhaps because it is so flexible and be- 
cause it is based on a sound psychological 
appeal to the imagination of all girlhood 
the Camp Fire Girls’ program seems to 
fit in everywhere and to be adaptable to 
conditions in widely different sorts of 
communities no matter how limited their 
resources. 

A human document is far more inter- 
esting than a general assertion. Here is a 
guardian of a group of Camp Fire Girls 
in a rural community who has found that 
the program supplies a real need in the 
lives of her girls. 








No doubt the things we do are very similar 
to what other groups do. We hike, ride horse- 
back, picnic, go on treasure hunts, sing, learn 
new folk games and dances, and play the fol- 
lowing games: tennis, croquet, indoor ball, 
baseball, and basket ball. 

My reason for stressing amusement is 
simply that it is needed here. My girls all 
work a great deal at home, both in the house 
and in the fields. The only form of amuse- 
ment here was dancing. They couldn’t play. 
They didn’t know how, especially in groups. 
We also work at our meetings but it is work 
that affords entertainment as well as educa- 
tion. 

It has been found almost impossible for the 
girls to meet every week for an hour during 
home work so we 


the summer because of 


meet every other week from two until six 
oclock. During the school year we meet from 
four till six on Thursdays. When on a hike or 
picnic, we take a whole day or weekend. In 
this way both parents and girls are satisfied 
and we get in more time than we would 
otherwise. 

At every meeting we sing Camp Fire songs, 
famous old songs, and a few popular ones. 
We work out one or two honors or work on 
one or two points for rank. At each meeting a 
topic is prepared and discussed by two or 
three girls. Different girls are selected each 
meeting. At first it was difficult to get the 
girls to talk and tell what they had found 
but after much indirect questioning and per- 
suasion the girls do fine work. 

At all meetings except days when we go 
on hikes and picnics we have some special 
work to do, work that the girls ask for. Last 
year it was making clothing for the three 
children that the girls cared for until a home 
was found for them, or cleaning the two 
houses that we looked after while their own- 
ers were away. This year the work consists 
mainly in the making of things the girls want 
yet cannot afford to buy, such as collars and 


cuffs, ties, scarfs, and drapes for their rooms. 


) THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


This fall we are taking up basketry under 
the supervision of one of our local teachers. 

In our weekend hikes and our camping 
trips, I try to get the girls to places they 
have never been before or over territory of 
historic interest; for example, following the 
old “Sully” trail with some old settler or 
some of the girls’ fathers. The Indian reser- 
vation is but 22 miles from our camp shack 
but as it is across the Missouri River, only two 
girls had ever been there. So with our “camp 
mothers and dads,” as the community calls 
the girls’ parents, we drove to the river, 
crossed on the ferry and made camp close to 
the Cannonball River. We then drove over 
the reservation during the day, seeing all we 
could before going back to our camp for the 
night. 

Before going on this trip, we had discussed 
the topic “North Dakota Indians of today 
and yesterday.” Consequently the girls were 
prepared to_look for many things. We have 
several arrowheads of flint, three Indian 
hammers, rattles from snakes, and a 
badger skull in our collections. 

Another time we camped on the Heart 
River near Mandan and Bismarck. Going to 
town was as much of an experience for my 
girls as going to the country would be for 
city girls. The following topics had all been 
discussed at various meetings and the girls 
were prepared with a general knowledge of 
the places they Wisited in the two cities: 
Topics: “Sacajawea or “The Bird Wo- 
man,” Our state capitol,.Roosevelt’s life, How 
laws are made, Coélrt»trials, Experimental 
stations, Care of mental defectives in our 
state, Greenhouses, Parks, Our wild animals, 
Birds, Flowers and trees, Flour mills, Cream- 
eries and their use. 

The places visited were: The Statue of 
Sacajawea, the state capitol, the state his- 
torical building, Roosevelt’s cabin, the hos- 
pitals, the Indian school, and creamery, light 
plant, laundry, court house, library, peni- 
tentiary, the school of correction at Mandan, 


two 


Preparation of a savory meal outdoors, including construction of the fireplace, is a part of campcraft. 





February, 1930 


ee 


the parks, the greenhouses, the government 
experiment station at Mandan, and a flour 
mill. At the same time we attended one moy- 
ing picture show. All took daily swimming 
lessons at the pool in Bismarck. One dinner 
was eaten at a cafe, each girl doing her own 
ordering. On Sunday each one attended some 
church. As a whole this was as much of apn 
education to my girls as it was a pleasure 
trip. I know they will never forget the places 
they visited or things they saw. 

Every girl in the group has set out at least 
twenty trees, ten last year and ten this. If 
the trees do not survive the winter, new ones 
replace the old ones. These trees were placed 
in their own yards as, on a whole, they were 
treeless. 

Camp funds have been secured in the fol- 
lowing ways: at candy sales, programs, servy- 
ing lodge suppers, serving suppers for local 
barn dances, sewing, making jelly, and by 
donations. Camp No. 17,362, of Modern 
Woodmen of America, first helped the girls 
get started and it is at their lodge the girls 
serve suppers. 

Our picnics and good times are not con- 
fined to our camp group alone. We include 
the younger brothers and sisters, mothers and 
fathers every time we can. This has made 
the group quite popular in the community, 
The girls have found out that their parents 
will try their games and meals 
every chance they get. 


outdoor 


This report is given in detail because 
we feel it will be suggestive to other 
leaders of girls in rural communities. 

Recognition—It does not necessarily 
follow that because a girl is a Camp Fire 
Girl she is a good student and ranks high 
in school activities but we are constantly 
hearing reports of Camp Fire Girls such 
as this, sent us by a justly proud leader: 


It will be interesting to note that of the staf 
of the Central High School annual for this 





Vol. 19, No. 2 





year the following are, or have been, Camp 
Fire Girls—the editor-in-chief, the art editor, 
the assistant art editor, the feature editor, 
the business manager, and the two assistant 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 51 





taking care of a baby or giving a party. 
“Healthcraft” includes sports, first aid, 
and the forming of health habits. By em- 
phasizing “handcraft” the program at- 


riod of time, the fulfiling of the require- 
ments covering the entire period. This 
again does away with any opportunity to 


ig business managers. The vic-president of the ; . , “cram” in order to pass the requirements 
‘r senior class, the president of the glee club, tempts to revive an interest in handwork for rank. Progression from one rank to 
n and the accompanist are also Camp Fire and in the beauty of line, form, and color. the next is indicative of the fact the girl 
re Girls. These “crafts” are all closely coordinated is acquiring more skill and experience 
in Reports like this may be responsible for with home life. and can be trusted with more difficult 
* the fact that the forming of Camp Fire “Campcraft” and “nature lore’ give tasks and greater responsibilities, until, 
. groups is being encouraged in so many expression to the desire of Camp Fire when she has won the final rank, she has 
. schools, even to the extent of school credit Girls to be at home in the outofdoors and _ proved her qualities of leadership as well 
If being offered for membership in Camp to appreciate intelligently the beauties of _ as trustworthiness. 
€s Fire. The University of Texas has re- nature. Camp Fire Girls symbolism has its 
ed cently arranged to give scholarships to “Business craft” includes punctuality appeal to the imagination of the ado- 
" selected Camp Fire Girls who have at- and thrift for all girls and improvement lescent girl, and its educational value. 
iL tained the highest rank, that of Torch in her chosen field for the girl in business. Each Camp Fire Girl chooses for herself 
ri Bearer. For a girltohavebecomea Torch Under the heading “patriotism and a name and designs a personal symbol ex- 
cal Bearer means that she has been a Camp citizenship” are grouped those particular _ pressive of her ideals and ambitions. The 
by Fire Girl for over two years, and that activities such as community service and inspiration for many of these symbols 
rm besides fulfiling certain general require- participation in civic undertakings which comes from the designs of the American 
tte ments she has special skills and achieve- will give the girl awareness of her posi- Indians. 
7 ments to her credit, in leadership, home- tion and responsibility in the community. At a gathering of Camp Fire Girls 
_ making, music, sports, in campcraft, Distributed among the crafts are the and their leaders in Des Moines, Lowa, 
ide handcraft, or nature lore. It is in recog- seven hundred and more “honors” which Miss Agnes Samuelson, state superin- 
ind nition of this character building and edu- the girls may earn, certain specified tasks tendent of public instruction, said: 
ade * cational experience that the scholarships which they may accomplish as steps to- as ' ; 
Wy. are given. ward the winning of three progressive mm Ge aagodicion Gf Bie cach ate le @ 
nts > : participant, each one has firsthand experi- 
‘als The framework—Practically every ranks. ; ence in the quest of the abundant life. May I 
wholesome activity which would natu- A girl may win her honors as she congratulate you upon the dynamic and 
use rally engage the interest of the young chooses. Because they are not put into concrete way in which your program con- 
her girl is included in the Camp Fire Girls groups, there is no tendency to “cram” tributes to the progress of this expedition? 
program. These activities are classified in order to win certain honors and then You do this by helping the girls learn the 
rily under the “‘seven crafts”: Home, health, as soon as the honor bead has been re- Values of beauty, service, knowledge, trust- 
‘the hand, nature, camping, business and citi- ceived to forget it. oe neath, Raassin — oe 
igh zenship, which form the basis for the sys- Besides the system of honors, the Camp nar oo lretmme pro" i. r 
itly tem of “honors.” Fire Girls program has three ranks each your leadership our girlhood should be¢ 
uch ‘“Homecraft” includes everything a with requirements which increase in difh- constantly better equipped to conquer 
ler: girl might accomplish in connection with culty and comprehensiveness. The win- worlds through the workaday adventure 
staff her home, from doing the marketing to ning of each rank requires a certain pe- each day. 
this 


Se, TD, eT, 


oa 


oe 


| 
| 
4 
i| 
| 





nO 


Off for a two-day trip into the mountains, true Indian fashion, there to learn the real spirit of Camp Fire. 











—_—_——_~__— 


State Superintendents and(Co 





Alabama Arizona Arkansas California Colorado Connecticut 
A. F. Harman Cc. O. Case C. M. Hirst Vierling Kersey Katherine L. Craig A. B. Meredith H. 





Illinois Indiana Towa Kansas Kentucky Louisiana j 
Francis G. Blair Roy P. Wisehart Agnes Samuelson George A. Allen, Jr. W. C. Bell T. H. Harris Bert: 










ca 


Missouri Montana Nebraska Nevada New Hampshire New Jersey I 
Charles A. Lee Elizabeth Ireland Charles W. Taylor Walter W. Anderson Ernest W. Butterfield Charles H. Elliott Ata 


ERE ARE THE chief engineers of the Amenin edi 
H the states are responsible for educationwithin 
grows heavier. The state superintendency is the@ost it 
is well organized, ably staffed, inspiringly led,tflicie 
, ~ ha 13 move forward in orderly achievement. The site de 
«ofan iPpeyivpin, -—=«iionige nde education of all the people regardless of race, , or 
sible for the education of those who woull ¢rwi 
tional opportunity is an inescapable challen ay 
the state has an inspiring foundation in the le hip : 
secretary of the Massachusetts State Board offduca 
since then, but in that brief time there has beenore | 
— — _— zen than in all the ages that went before. Ed om is 
E. C. Giffen P. L. Harned S. M. N. Marrs contribution to individual happiness, to home lil to c 
lation. What has been done so far is-a mere suffstion 
neers has never been so clear and strong. {Letshor 
of our great state school systems. Let us mazfiilf the 
appreciation. Let us provide each state schod flice 
integrate all the educational forces of the states#to o 




















Virgin Islands Catinnin West Virginia . every boy and girl a fair start and to every adult con 
Arthur E. Lindborg N. D. Showalter W. C. Cook 





{ 52] 





Commissioners of Education | 











npn thar - 
antares a z 


Sees Lo EPESES 





Delaware District of Columbia Florida Georgia Hawaii Idaho 
H. V. Holloway Frank W. Ballou W. S. Cawthon M. L. Duggan Will C. Crawford W. D. Vincent 





















Maine Maryland Massachusetts Michigan Minnesota Mississippi 
: Bertram E. Packard Albert S. Cook Payson Smith Webster H. Pearce James M. McConnell W. F. Bond 





j New Mexico New York North Carolina North Dakota Ohio Oklahoma 
liott Atanasio Montoya Frank P. Graves A. T. Allen Bertha R. Palmer J. L. Clitton John Vaughan 


neri@n educational forces. Under the American system 
tio Within their borders. Each year that responsibility 
 thedost important office in the state. In proportion as it 
led,eficiently operated, the school forces of the state me A 
he site department of education is responsible for the la >» ; 
ace, fe, or personal endowment. It is peculiarly respon- py | Walter E. Ranger heap i Blogs 
ii erwise be neglected. The equalization of educa- 

ng oy leadership. {/The chief educational office of 
| ip and writings of Horace Mann who became 
d offducation in 1837. Less than a century has passed 
peen fore widening of opportunity for the average citi- 
Aducifon is at the heart of this enlarged opportunity. Its | 
me lilg to citizenship, and to industry, are beyond calcu- C. N. Jensen Clarence H. Dempsey Harris Hart | 
e suffstion of the greater tasks ahead. The call for pio- 
{Lets honor these men and women who are at the head 
nagnill the office in terms of tenure, salary, and public 
choo tliice with a professional staff which will be able to on . 
tatestto one unified program which will guarantee to —«-" 


adult? continuing educational opportunity. Wisconsin —_,_ Wroming —y 
John Callahan atherine A. Morton 2verychi 

















{ 53 ] 





= 











acne 


A Prayer for Teachers by Glenn Frank 


LORD of Learning and of Learners, we are at best but blunderers in this 
Godlike business of teaching. Our shortcomings shame us, for we are not 
alone in paying the penalty for them; they have a sorry immortality in 
the maimed minds of those whom we, in our blundering, mislead. We have 
been content to be merchants of dead yesterdays, when we should have 

been guides into unborn tomorrows. We have put conformity to old customs above 

curiosity about new ideas. We have thought more about our subject than about 
our object. We have been peddlers of petty accuracies, when we should have been 
priests and prophets of abundant living. We have schooled our students to be clever 
competitors in the world as it is, when we should have been helping them to become 
creative cooperators in the making of the world as it is to be. We have regarded our 
schools as training camps for existing society tc the exclusion of making them work- 
ing models of an evolving society. We have counted knowledge more precious than 
wisdom. We have tried to teach our students what to think instead of how to think. 

We have thought it our business to furnish the minds of our students, when we should 
have been laboring to free their minds. And we confess that we have fallen into these 
sins of the schoolroom because it has been the easiest way. It has been easier to tell 
our students about the motionless past that we can learn once for all than to join with 
them in trying to understand the moving present that must be studied afresh each 
morning. From these sins of sloth may we be freed. May we realize that it is im- 
portant to know the past only that we may live wisely in the present. Help us to be 
more interested in stimulating the builders of modern cathedrals than in retailing to 
students the glories of ancient temples. Give us to see that a student’s memory should 
be a tool as well as a treasure chest. Help us to say “do” oftener than we say “don’t.” 
May we so awaken interest that discipline will be less and less necessary. Help us to 
realize that, in the deepest sense, we cannot teach anybody anything; that the best we 
can do is to help them to learn for themselves. Save us from the blight of specialism; 
give us a reverence for our materials, that we may master the facts of our particular 
fields, but help us to see that all facts are dead until they are related to the rest of knowl- 
edge and to the rest of life. May we know how to “relate the coal scuttle to the universe.” 
Help us to see that education is, after all, but the adventure of trying to make ourselves 
at home in the modern world. May we be shepherds of the spirit as well as masters 
of the mind. Give us, O Lord of Learners, a sense of the divinity of our undertaking. 


(Copyright by McClure Newspaper Syndicate and used by special arrangement.) 





=. for your classroom is from the JoURNAL of the National Education + 


Copies, printed on attractive art paper, may be had from the Association: 20 copies, $1; $4 a hundred; $30 a thousand. 


[54] 








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mem 
writ 
cond 
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alar 











Schools that are Prophecies 


The Teachers College at Kalamazoo 


HE AUTHOR of this article is now 

assistant director of the Division 

of Publications of the National 
Education Association in charge of edu- 
cational interpretation. Having been a 
member of the faculty at Kalamazoo, he 
writes out of a firsthand knowledge of 
conditions as well as from broad experi- 
ence elsewhere. The JOURNAL is espe- 
cially glad to present this article because 
of a growing belief among American 
school workers that teachers colleges have 
a large responsibility for the improvement 
of the profession at its source. 


VX JESTERN STATE TEACHERS COL- 
LEGE at Kalamazoo, Michigan, is 
a Hilltop school. Its triple fagade of 
eighteen Ionic columns looks far up 
the historic Kalamazoo Valley, in early 
days famous for its-“‘oak-openings,” now 
dotted with the smoking flues of paper 
mills, foundries, and factories. 

Western’s lofty hill, like that of Ken- 
tucky’s Western State at Bowling Green, 
is symbolic of its lofty idealism, tempered 
always by the need for adaptation to the 
practical world it overlooks. Twenty-five 
years ago, Western State campus was a 
Hilltop pear orchard. Today it is the 
home of one of the largest and most 
widely known teacher-training colleges 
in the United States. 

The material evolution of the Hilltop, 
as well as the modern energetic spirit that 
dominates its 200 faculty members, is due 
chiefly to the genius of Dwight B. Waldo, 
the only president the college has had 
during the quarter century of its life. As 
at Cedar Falls, Iowa, where President 
Homer H. Seerley guided the destiny of 
his college for forty-two years; and at 
Ypsilanti, Michigan, where President 
Charles McKenny has been at the helm 
for seventeen years ; at Kalamazoo, West- 
ern State Teachers College exemplifies 


| the observation that “an institution is but 


the lengthened shadow of a man.” Con- 


_ tinuous administration sees the fruition of 


Many visions. 

President Waldo founded this institu- 
tion upon the principle that personal 
equipment is a more vital factor in the 
service of a college than its buildings. 
The Western State buildings are not 
Magnificent. An almost stern economy is 
the dominant note of the architecture on 
this campus but it is the home of a far- 


BeLmont M. FARLEY 


seeing, alert faculty, of established lead- 
ership in teacher-training progress. 

The selection of these educators has 
been made possible largely through two 
policies observed by its president: gen- 
erous salaries and teaching freedom. 
Generous salaries have attracted highly 
trained instructors and enabled them to 
further their education in study and 
travel. At all times there are faculty 
members on leave in Europe and other 
foreign countries, preparing for greater 
service at their institution. This improve- 
ment in service is facilitated by the sab- 
batical leave, in effect at Western State 
early among state teachers colleges. For 
years faculty members have been granted 
the entire seventh year on leave with half 
pay. Every third summer, instructors 
have leave with full pay. 

The policy of teaching freedom for in- 
structors attracts and keeps strong per- 
sonalities. The various college depart- 
ments at Western have chairmen, elected 
annually by the members of the depart- 
ment. Instructors cooperate in determin- 
ing curriculums and teaching practise. 

All administration is democratic in an 
almost unique sense. A year ago, upon the 
instance of the President, an administra- 
tive faculty council was organized. Nine 
members of this council are elected by 
the direct vote of all faculty members. 
Two members, the president and the 
registrar, are ex-officio, and three mem- 
bers of the council are named by the presi- 
dent. Each of the elected members serves 
three years and cannot immediately suc- 
ceed himself, though he may be reelected 
after he has been retired one year. The 
three-year periods of service of council 
members are not coterminous. The coun- 
cil is a continuous body, one third of the 
members being elected annually. Faculty 
members may at any time offer proposals 
for the consideration of the council. In 
this way all instructors participate in the 
administration of the college. 

Thus far there are no professors, asso- 
ciate professors, or assistant professors in 
this democratic institution, only instruc- 
tors. There are no faculty deans or other 
administrative officers subordinate to the 
president. 

A wellplanned system of student gov- 
ernment under the advisership of a dean 
of men and a dean of women operates in 
as consistently a democratic fashion as 


[55] 


the administration of the faculty. There 
are no social fraternities. The tendency 
of upper classmen to consider the fresh- 
men as inferior mortals is frowned upon 
by faculty and student council alike. 
Hundreds of students are earning their 
way through school. 

Among the contributions of this col- 
lege to teacher-training in America are 
its emphasis upon rural education and its 
unique system of training schools. Two 
members of the present faculty were in- 
structors when the Hilltop was christened 
June 27, 1904. One of these is Ernest 
Burnham who organized the first rural 
education department in any state teach- 
ers college. His first class enroled fifteen 
students. In 1928, there were 239 stu- 
dents of rural education at Western 
State. There are now 154 departments 
of rural education in the United States. 

Rural education is not a textbook 
course at Western State. Students trained 
for rural school service here have dem- 
onstration work in the modern Hurd 
one-teacher district school, four miles 
from the city of Kalamazoo. Here, under 
rural conditions, students are guided by 
instructors who are specialists in rural 
school work and who have a sympathetic 
attitude toward farm life. Here students 
acquire the vision of a specialized and con- 
tinued service. They do not look upon 
the rural school as a stepping-stone to the 
city classroom. There are also two con- 
solidated rural training schools, where 
practise teaching is done by students who 
anticipate teaching in the larger rural 
communities. 

In order to create the basis for more 
effective rural service, these young men 
and women, most of whom were reared 
on Michigan farms, study rural sociology 
and economics, as well as agriculture it- 
self. A 160-acre farm is owned and oper- 
ated by the college, under the supervision 
of a faculty member. Problems of field 
cultivation and animal husbandry are 
studied here by methods of experimenta- 
tion and demonstration. 

In order to bring the practical prob- 
lems of the farm community to the stu- 
dent in this course, the college annually 
observes Rural Progress Day. A thou- 
sand farmers attend the programs of this 
celebration. Here a valuable exchange of 
ideas takes place. Students gain a broader 
view of rural thought and farmers see 


a 


Jew, 


te ee 


i: Sapenmets. 


REE 
ned 


H 





how earnestly the college is attempting to 
serve their needs. 

Through Rural Progress Day, the Col- 
legiate Country Life Club, and the activi- 
ties of the members of the rural educa- 
tion department, which has furnished 
three of the eleven presidents of the De- 
partment of Rural Education of the Na- 
tional Western 
State has had great influence upon rural 
life in Michigan and the United States. 

Another contribution of Western State 
to teacher-training practise is its system 


Education Association, 


of training schools located in the various 
types of communities in which teachers 
will serve after graduation. In addition 
to the on-campus elementary and high- 
school training schools which are oper- 
ated under urban conditions, there are 
five off-campus training schools. The 
training school located at Paw Paw, a 
village of two thousand population, offers 
students an opportunity to gain experi- 
ence in a large village school. Other 
schools operated upon the same principle 
are the Hurd district school and the Rich- 
land and Portage consolidated schools for 
experience and demonstration in rural 
education, and certain grades of the Kala- 
mazoo public schools. 

All of these institutions with the ex- 
ception of the campus training schools 
are under the joint management of the 
college and the local communities in 
which they are situated. The local com- 
munity provides the buildings and the 
fixed equipment and a board of education 
represents the local community in the 
management of the school. The college 
itself provides the teaching and super- 
vision for these schools. These training 
schools are not so much extensions of the 
college as they are actual local schools in 
communities of their type presenting the 
usual problems of such schools. 

Under such situations, student teachers 
are given a guided experience in actual 
school conditions. They are thus prepared 
to meet with assurance the conditions 
they will face after graduation. 

The these different 
types of schools are adapted to the needs 


curriculums of 





‘THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


and interests of the children. A teaching 
method emphasized provides that students 
shall learn of the progress of the race by 
dramatically reproducing its history. 

In various grades of these schools, chil- 
dren may be found reconstructing the 
primitive, industrial machinery of past 
ages; social and economic conditions are 
portrayed in play and pageantry. Sturdy, 
buckskin-clad pioneers trundle their cov- 
ered wagons with squeaking wheels over 
improvised ‘Trails of the Middle Bor- 
der.”’ Indians dance again around camp- 
fires, long burned out. Columbus wrings 
the crown jewels from Queen Isabella to 
begin his epochal voyage. In a progression 
that begins with the sunrise song of Mem- 
non and continues throughout the ages 
to the presentday machine world, West- 
ern State Training School students live 
over again the long climb of the race. 
While they are learning how the modern 
world evolved from the old, they are re- 
ceiving practical lessons in the life of the 
world today. 

One of these schools owns a herd of 
eighteen pure-bred Holsteins. Here ani- 
mal husbandry and dairying are real 
problems. A revolving electric incubator 
in the basement hatches 7500 eggs. High- 
school students built a modern henhouse 
to house a flock of hens that has already 
won distinction in national egg produc- 
tion contests. Industrial art shops furnish 
occupation in many practical lines, from 
the kindergarten to the high school. ‘The 
aims of understanding the development 
of man’s culture and of preparing for suc- 
cessful life today are paramount. 

A fleet of buses whisks the students in 
training back and forth from their aca- 
demic classes to these actual situation 
schools, as far from the College as eight- 
een miles. 

No one system of education is fol- 
lowed. The critic teachers and super- 
visors have been trained in many institu- 
tions of varying philosophies. Here is 
demonstrated for the student teacher a 
“Winnetka room,” presided over by a 
former member of Carleton Washburne’s 
own faculty. Contract methods, individ- 





February, 1930 





ual instruction, ability classification of 
pupils, and other devices are exemplified 
in Western State Training Schools. 

Equipment for instructing teachers at 
the Hilltop School includes a model 
library constructed after a: study of the 
best college libraries in the United States, 
An important feature of this library is an 
art museum of original paintings, sculp- 
ture, and rare pottery and china. A his- 
torical museum is being created through 
the combined efforts of students and fac- 
ulty, who are collecting from all parts of 
the state and nation articles of historical 
interest including home furnishings, 
schoolroom furniture, manuscripts, legal 
documents, implements of industry and 
warfare, relics of Indian life, old pic- 
tures and books. 

Important features of Hilltop training 
are the physical education departments 
for men and women. The college has an 
enviable record in competitive athletics 
and intramural sports offer an oppor- 
tunity for physical development to all men 
and women of the college. More than 
one hundred graduates of the men’s phys- 
ical education department are coaching 
Michigan high-school athletics and teach- 
ing physical education. This department 
has developed some of the best known 
coaches in the United States. 

Western State offers a four-year col- 
lege course leading to the degrees of A.B. 
and B.S. The name was changed from the 
Western State Normal to Western State 
Teachers College in 1927. 

Western is an outstanding example of 
the many fine institutions of its kind that 
are raising the intellectual level of man 
by improving the most important factor 
in education—skilful teaching. No in- 
stitutions are more prophetic of higher 
culture for America than those which 
teach its teachers. 

A city that is set on a hill cannot be 
hid. An institution founded upon a lofty 
idealism tempered to a recognition of life 
problems radiates an influence through 
the state and nation that is a direct con- 
tribution to the ideal of this college—“A 
trained teacher for every child.” 


The Hilitop, Western State Teachers College 











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Combining Methods in Teaching History 


Sara E. CHASE 


Principal, Kensington Avenue School, Springfield, Massachusetts 


the Laboratory School of the Uni- 

versity of Chicago purposes to have 
the children achieve a series of under- 
standings of the larger significant move- 
ments in human history. Having taken 
understandings as an aim, it proposes go- 
ing directly after that aim; it tests its suc- 
cess by the same measure; it reorganizes 
certain steps of its procedure, if necessary 
for success; and it considers nothing less 
than mastery the starting point for new 
work. 

For a systematic technic, the direct 
teaching plan outlines for each unit of the 
science-type subjects to which history be- 
longs the following five steps: 


Tie Direct Teaching procedure of 


1. Exploration. Purpose: to determine what 
foundation the children have for the learning 
unit under consideration. Nature: a test of 
some sort. 

2. Presentation. Purpose: to bring before 
the children the new unit as a whole and to 
arouse their interest in it. Nature: a talk by 
the teacher. 

3. Assimilation. Purpose: to help the chil- 
dren to help themselves in an_ intelligent 
study of the unit and in developing habits 
of independence in the matter of studying his- 
tory. Nature: a supervised study period. 

4. Organization. Purpose: to lead the chil- 
dren to see facts in their relations to other 
facts and to the unit as a whole. Nature: the 
building of an outline that presents an or- 
ganization of the unit as a whole. 

5. Recitation. Purpose: to give the children 
an opportunity to express their understand- 
ing of the unit as a part of the learning proc- 
ess and as a test of achievement. Nature: 
short floor talks by the children. 


I observed the history periods of a fifth 
grade under the Direct Teaching proce- 
dure for a period of five weeks. As I 
watched the work, it seemed to me that 
Direct Teaching, the Dalton Plan, and 
the Project Method each has something 


| to give the other two methods. 


I should like to select a certain unit 
and outline the teaching procedure that 
I think would be followed under each of 
these three methods. The unit selected 
is perhaps quite as much in the field of 
geography as in the field of history, the 
industrial growth of the United States. 

The teacher of the Direct Teaching 
procedure would make sure that she had 
an adequate understanding of the vari- 
ous factors conditioning and resulting 


from this growth. She would do much 
reading and thinking. She would do some 
careful organizing of subjectmatter to 
prepare an overview that would set be- 
fore the children certain outstanding 
points of the unit. Through her knowl- 
edge of children she would so touch upon 
these points as to arouse their interest 
and desire to know more about the mat- 
ter. Before the teacher made this pre- 
sentation, she would make sure by pre- 
tests that the children had a proper ap- 
perceptive mass for a consideration of the 
unit. 

Immediately after her presentation of 
the overview, the teacher would test the 
children’s grasp of the unit as presented. 
She would continue presentations until 
the children’s test sheets showed an 
understanding of the major points pre- 
sented. Then she would give the chil- 
dren guide sheets to direct them in a 
search for further knowledge. 

Now for several days the classroom 
would become a history reading room. 
The children would spend the history 
period in reading references bearing on 
phases of our industrial growth. During 
these periods of assimilation through 
reading, the teacher would become a su- 
pervisor of study, giving such aid to in- 
dividuals as seemed wise for a proper 
study of this unit and for the building of 
study habits in history. Children who fin- 
ished the work quickly would be given 
an opportunity to work on individual 
projects along the line of the unit. 

When the teacher felt that the chil- 
dren had assimilated enough material for 
understanding, an assimilation test would 
be given them. If the test sheets indicated 
a real understanding of our industrial 
growth, the children would build an out- 
line for presenting in floor talks to their 
classmates and the teacher the important 
points of the unit. Some of the children 
would give these talks ; all of them would 
prepare talks. 

A teacher under the Dalton Plan would 
study the whole unit carefully. She 
would give much consideration to the 
subjectmatter in order to divide it in 
such a way that each month’s assignment 
of work would give sufficient perspective 
and allow for division into weekly allot- 


[ 57] 


ments. In making out the assignment 
sheets she would use her knowledge of 
child psychology and she would try to 
catch the child’s attention through ‘“‘in- 
terest pockets.’”’ She would take care to 
stimulate research but she would avoid 
telling too much. 

Under the Dalton Plan a child would 
receive at one time monthly assignments 
for all subjects. He would be free to 
spend a morning in the history laboratory 
if he wished to do so. He might com- 
plete his history work for the month be- 
fore he touched another subject. He 
could not, however, get another history 
assignment until all of his month’s as- 
signments in other subjects were fin- 
ished. 

His history assignment would direct 
him to books, maps, or documents. It 
would contain definite questions to be 
answered. It would probably ask for 
written papers and oral conferences with 
the teacher. The teacher would probably 
call him for other conferences. He would 
be given a record card on which to note 
his progress. The teacher would indicate 
his progress on a group record sheet. 

As he worked in the history laboratory, 
the teacher would supervise his study and 
and study habits. She would test his 
understanding through his answers to the 
questions on the assignment sheets and to 
her less formal questions in conferences, 
and through the written papers and pro}- 
ects suggested on the assignment sheets. 

The Project Method teacher might 
introduce the subject of our country’s 
rapid growth by writing on the board 
this question: 

“Has the United States a right to be 
called ‘a young industrial giant’’’? She 
would not present such a question unless 
she had given the matter much thought 
and tested her own ability to answer the 
question adequately. She would plan her 
presentation of the question with great 
care, using every opportunity offered by 
current events, past discussions, current 
magazines on the reading tables, or near- 
by manufacturing plants to put meaning 
into the question. In framing her ques- 
tion she would use her knowledge of chil- 
dren and she would expect to find them 
interested in the giant idea. 









58 


When the question was before the 
class, she would make sure that it was 
understood by all of the children. The 
words young, industrial, and giant might 
need interpretation for some of them. A 
class discussion would give the children 
a chance to ask questions and make sug- 
gestions. It would give her an oppor- 
tunity to do some pretesting and to stimu- 
late a desire to make an immediate attack 
upon the problem. 

Leading the children to plan a pro- 
cedure for this attack would be the next 
step for the teacher. Under her guidance 
they would consider lines to be followed 
in a search for facts to answer the ques- 
tion and from their present knowledge, 
they would probably suggest others as: 

1. Conditions in 1776 

2. Rank in 1930 

3. Inventions 

4. Leaders 

5. Coal and iron 

6. Waterways 

7. Harbors facing Europe 

8. Raw materials. 

When some such outline for procedure 
was completed, the teacher would lead 
the children to suggest and plan the next 
The discussion that would take 
place in building the outline might raise 
questions that would be chosen for im- 
If the children 
had no suggestions to make or if their 
suggestions seemed unwise to the teacher, 
she would not hesitate to set the problem, 
but she would not ignore the value of 
purpose and would do all she could to cre- 
ate a desire to solve the problem. 

Perhaps one of these questions would 
be chosen as the next point for considera- 
tion: 

1. What were the important indus- 
tries in 1776? 

2. Which has been of greater value, 

our gold or our coal? 
The children would search for facts to 
answer the question. The teacher would 
supervise this search. She would supply 
some materials and she would suggest 
other material. The children would find 
material. 

In the next class discussion each child 
would have contributions to help answer 
the question. The teacher would lead 
the children to measure their facts by the 
question. When they were accepted by 
the class she would have them stated in a 
concise manner for a summary kept on 
the blackboard. Through suggestions, 
questions, and comments she would help 
the children keep sub-questions related to 
the big question. She would encourage 


step. 


mediate consideration. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








the making of graphs, charts, collections 
of pictures and clippings, or excursions if 
she saw educational growth as an out- 
come of such procedure. 

The Project Method teacher would 
test the understanding of facts through 
the use of facts. She would test the gain 
in the power to study through the attack 
made on the next problem. She would 
secure organization through relation to 
purpose. 

The exploration and presentation of 
the Direct Teaching would, I think, have 
improved some of the work that I have 
seen done when the other two methods 
were followed. 

As the teacher in the history laboratory 
of the Dalton Plan sees individual diff- 
culties, sie makes every effort to discover 
and remedy the causes. She may decide 
that a certain amount of presentation of 
the topic would be the best aid for a par- 
ticular child’s independent study. It does 
not seem to me, however, that a subdued 
talk at her desk can give a desirable vital- 
ity to a significant movement in history. 
Such a talk would, I think, lack the care- 
ful preparation and the broad view of the 
entire unit that the Direct Teaching 
teacher seems to have. So far as there 
are common difficulties and more or less 
general needs, it seems to me that there is 
a waste of time and energy here. 

There is nothing in the Dalton Plan 
that would make the exploration and 
presentation impossible because when the 
teacher feels that there is a need to do 
so, she calls a conference of an entire 
group. The fact that the assignments are 
for a month and are in four divisions 
makes, I think, some such provision nec- 
essary for a unity of thought. 

The Project Method aims at growth 
through activities whose ends are clear to 


the children and of interest to them. It. 


deals with subjectmatter that concerns 
the needs and interests of everyday life. 
This means exploration and reexplora- 
tion. A piece of project work could 
hardly be started without exploration. 
Too often, however, teachers fail to ex- 
plore every child’s apperceptive mass for 
the problem under consideration. Such 
teachers should gain much by observing 
the care with which the exploration of 
Direct Teaching determines past experi- 
ences and readiness for new ones. 

Some history problems that I have seen 
solved by the Project Method would 
have brought greater insight to the chil- 
dren if the teacher had presented certain 
aspects of the subjectmatter after the 





February, 193) 


a 





manner of the presentation of Direg 
Teaching. 
All of the Dalton Plan assignmen 


sheets that I have seen contain excellen = 


suggestions for Project Method teacher 
The appeal to interest, the variety jp 


work, and the collaboration of subjects 


are worthy of note. 


In the matter of organization and jp 


its class discussions the Project Method 


has something that might be of value tp 


the other two methods. 

The Project Method uses the clas 
discussions for exploration, presentation, 
assimilation, organization, recitation, in 
terest pockets, job assignments, and test. 
ing. The other methods care for theg 
things in a more systematic way and so, 
perhaps, do not need the class discussions 
for them. These ways are more formal 
and more stereotyped, however, and it 


seems to me that these methods do nee § 


class discussions in order to catch wrong 


notions, to help make some things real, § 


to make other things clear, to stimulate 
interest and keep it vital, and to let th 
children live together. 

The Project Method aims at accom. 
plishing purposes through planning, exe 
cuting, and judging. A boy who made: 
chart comparing the Pinta and Maure 
tania used the Project Method. He pur 
posed to make this chart. He planned 
ways and means for the execution of this 
purpose. He read for facts that would 
help him in this execution. Each step o 


his planning was directed by his purpos | 


which determined the relation of one step 
to another and to the outcome. In prob 


lem solving the question guides the selec: F 


tion and organization of data. 

Under Direct Teaching the child col 
lects a mass of data and then organizes 
it. The Dalton Plan child is more or 
less left to himself in the matter of or 
ganization. The first procedure is apt to 
lead to reproduction, a process that may 
or may not include organization. The 


second procedure might bring organize F 


tion, but it would not bring it as soon of 
as consciously as it would do if ther 
were class discussions. 

Whatever name we give our method, 
we would do well to weigh pretesting # 
a means of learning the nature of the 
children’s apperceptive mass, presentation 
as a chance to outline a unit as a whole, 
careful assignments as important steps if 
wise guidance, and class discussions as 0? 
portunities for arousing interest, correct 
ing errors, and providing a social situ* 
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OOPERATION between the home 
» and the school is essential for the 

success and happiness of the boys 
and girls in our public schools. In my 
article of last month we noticed that the 
child on the threshold of the school was 
not like a blank piece of paper entirely 
susceptible to the influences of the school. 
He brings with him a_ considerable 
amount of knowledge, some of it useless 
or misleading, and also what is of even 
greater significance, attitudes and habits. 
This general mental, emotional, and 
habit background predetermines in large 
measure the future of the individual. His 
attitude toward food, sleep, play, au- 
thority, companions, and also toward 
himself are directly correlated with his 
mental and physical welfare. It is only 
as the school understands its pupils that 
it may expect to succeed. As has been 
suggested one of the first steps in getting 
this understanding is through the pre- 
school clinic where the child may secure 
a mental and physical examination and 
where the school doctor, nurse, nutrition- 
ist, mental hygienist, teacher, and parent 
may compare notes and begin to cooper- 
ate with each other. Unfortunately only 
a small proportion of the children of the 
country pass through a school clinic and 
many of the clinics established are not 
wellequipped for their work. If a basis 
for cooperation between the home and 
school is not found previous to school en- 
trance through the preschool clinic, plans 
should be made to secure it immediately 
at school entrance and during the time 
that the pupil is in school. 

The consideration of a few facts makes 
this mutual understanding between the 
home and school seem necessary. First of 
all education is not merely a matter of 
book learning. In fact, it is doubtful 
whether the most significant things are 
learned from books. One learns by the 
responses which he makes to the world 
around him. We do not learn selfcontrol 
Primarily by reading about it and com- 
mitting to memory many facts about the 
nature of selfcontrol and its value but by 
practising selfcontrol. Similarly we learn 
honesty by being honest and courage by 
being courageous. More and more we* 
tend to realize that education is a matter 
of behavior. This is the chief value of the 

y and girl scout movement. It em- 
Phasizes acting out the fundamental vir- 


Mental Hygiene in the Classroom 


Mental Health and the Home 


J. Mace AnpREss 


tues. Our best schools are accepting this 
educational psychology but even those 
that do must realize that the school is in 
control of children not more than five or 
six hours a day. Less than 15 percent of 
the child’s entire year is in the school- 
room. During 85 percent of the school 
year he is responding to influences out- 
side of the school which may or may 
not further the development which the 
school thinks important. If two work- 
men are to do one job in turning out a 
single product it is obvious that they are 
likely to make a botch of it unless they 
understand each other’s purposes, plans, 
and technic. The school can make no 
great progress in furthering the mental 
health of its pupils without the hearty 
support of the home. 

It is becoming increasingly necessary 
for the school to concern itself with the 
home because of its pronounced educa- 
tional policy to promote worthy home 
membership. The present instability of 
thé home and the marked social changes 
now taking place in America have thrown 
upon the school responsibilities once as- 
sumed cheerfully by the home. In the 
realm of both physical and mental health 
the school is realizing keenly the need of 
knowing the home better if the health 
education of children is to be successful. 

The failure of teachers today to know 
the homes of their pupils is wellnigh 
universal. Yet what miracles the teacher 
might work if she could penetrate into 
the home life of the child. Miss R. found 
that true in the case of Charles L. in the 
fifth grade. Charles was a wellmeaning 
boy but his school work was rather er- 
ratic. At times he seemed to be above the 
average in his classwork but ordinarily 
he appeared stupid and listless. In the 
afternoon especially he was exceedingly 
dull. Often he would start a sentence 
and then forget what he was about to 
say. Miss R. tried to be kind and helpful 
but her efforts proved fruitless. Some- 
times he would blush, stutter, and sit 
down. Miss R. kept him after school and 
tried to find out what the trouble was 
but Charles refused to talk. On one occa- 
sion she scolded him severely, threatened 
him with failure to pass the grade, and 
called him the poorest pupil in the class. 
As time went on his stuttering grew 
worse and his lessons were poorer. 
Charles was given an individual Binet 


[ 59] 


test and his 1. Q. was 110. It was evi- 
dent that his intelligence was entirely 
adequate for what was expected of him. 
Miss R. was at her wit’s ends when one 
day another pupil in the class said in the 
course of the conversation: “Poor 
Charles, you know his mother is a widow 
who takes in washing to support her five 
children. Charles gets up a little after 
five every morning to sell papers.”” Miss 
R. resolved to visit the home and found 
the facts were stated correctly. Charles 
started on his paper route a little after 
five and had just time enough to eat a 
hurried breakfast and rush off to school. 
Frequently the breakfast consisted ot 
crackers and tea. It was not strange that 
with lack of sleep, poor nutrition, and 
other conditions due to unfavorable home 
environment coupled with overwork that 
Charles appeared stupid. The mother 
was ignorant but willing to do anything 
she could for Charles. With the advice 
of teacher, nurse, and physician and the 
cooperation of a social agency Charles’ 
living conditions were improved and his 
hours for selling papers lessened. As a 
result the antipathy and suspicion which 
Charles and Miss R. entertained for each 
other gave way to mutual understanding 
and goodwill. Charles improved rapidly 
in his school work. Stuttering disappeared 
and he was no longer a problem. 

The kindergarten was the first division 
of the school to realize the value of home 
cooperation. That was true from the be- 
ginning of the kindergarten and is true 
today. One reason is that the kinder- 
garten, a pioneer in so many things, took 
its cue from its founder, Froebel, and 
Rousseau and Pestalozzi, his prede- 
cessors, in advancing the theory that 
there could be and ought to be a school 
without books. The kindergarten is such 
an institution. There the children con- 
tinue their play life under the guidance 
of trained teachers who seek to make it 
educative. Under conditions similar to 
the home but ordinarily better, the chil- 
dren build with blocks, dance, sing, play 
games, go on walks, tell and listen to 
stories, and learn to live with each other. 
In this intriguing field of mental hygiene 
where the teacher tends to focus her at- 
tention on the way the child behaves 
rather than upon formal textbook work 
the cooperation of the parents is earnestly 
enlisted. Parents are invited to visit the 







































6U 


kindergarten and also to have tea with 
the teacher who tactfully draws each 
mother out and finds out all she can 
about her child and incidentally gives 
The kinder- 
gartner is not content with this contact 


her many suggestions. 
with the mothers but visits the homes of 


all the children. In Boston the kinder- 


gartners are expected to visit the 
homes as a_ regular part of their 
work. Would that the other teach- 


ers throughout the grades appreciated 
more keenly the need of understand- 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


the school and _ home. 

However, there are other tendencies 
which make for this cooperation. Visiting 
days in which the school invites the par- 
ents of a community to enter the class- 
rooms and see the children at work en- 
able parents and teachers to greet one 
another. Parents have an opportunity to 
see a modern school at work. Parent- 
teacher associations have done much to 
bring parents and teachers together. One 
of the latest and most promising innova- 
tions in parent-teacher cooperation is the 


ing between 





February, 1930 





visiting teacher. This special teacher, who 
has had special training in teaching, psy- 
chology, and sociology and who is in 
touch with the different social agencies 
of the community, investigates children 
who for any reason may be problems, 
visits both teachers and parents, and tries 
to solve the problem by mutual under- 
standing of the situation. 

The time is here when teachers should 
realize the importance of the home, blame 
it less for its failures, and magnify its 
values. 





ADIO is steadily finding its place in 
the schools. It is most important 
that standards be kept high. Radio 

equipment for schools is now considered 
a legitimate expenditure by the best boards 
of education. Experiments and studies are 
increasing. This list is designed to aid 
teachers wishing to help young people in 
their use of this important instrument of 
learning. In accordance with the attitude 
of the state superintendents as expressed 
in their Washington meeting in December 
no feature is listed here which contains 
advertising. The resolutions as adopted fol- 
low: 

1. The National Council of State Super- 
intendents and Commissioners of Education 
wishes to commend the radio broadcasters 
for their efforts to keep the air clean and 
free of objectionable material. 

2. The Council also wishes to express its 
gratitude for the courtesies extended by the 
radio broadcasters to the various educational 
agencies. 

3. In so far as the cooperation of commer- 
cial organizations is utilized, it is the posi- 
tion of the Council that there should be no 
advertising admitted to school broadcasting. 

4. The Council recommends that each State 
set up a committee for the study and evalua- 
tion of radio education procedure. 

5. The Council recommends that the federal 
government reserve channels for the use of 
the government and the individual states for 
governmental and educational purposes. 






For the past few years the Department of Super- 
intendence has sponsored educational programs 
over the air during its conventions. The items 
pertaining to the 
starred. 

The following list of features 








is suggestive 


sonal calendar. 
Saturday, February 1 


12:30pmCST Univ. of Ga.—Athens WSB 
3:30pmEST For Your Information CBS 
7-7:30pmEST New Business World NBC 


Sunday, February 2 


10amEST Children’s Hour CBS 
7-7 :30pmEST Our Romantic Ancestors CBS 

















Monday, February 3 


12:30pmCST Univ. of Ga.—Athens WSB 
2:30pmPST California School of the Air KFBK 
3-SpmPST Univ. of Southern Calif. KEJK 
5:45pmEST Dr. Clark’s French Lesson CBS 
6:30pmEST Current Events CBS 

7:45pmEST Back of the News in Wash. NBC 


Tuesday, February 4 







French Lesson WBZ 
3:30pmEST For Your Information CBS 








Atlantic City program are 


rather than complete. Write these in your per- 


9pmEST Our Government—David Lawrence NBC 


9:10-9:30amCST Chicago Public Schools WMAQ 


9:10-9:30amCST Chicago Public Schools WMAQ 
11:30amEST Timely Topics—Senator Capper CBS 
2:45-3:15pmEST Mass. Div. of Univ. Exten.— 


Educational Opportunities in Radio During February, 1930 


Wednesday, February 5 
9:10-9:30amCST Chicago Public Schools WMAQ 
2-3pmCST Ohio School of the Air WLW WEAO 
3-SpmPST Univ. of Southern California KEJK 


Thursday, February 6 
9:10-9:30amCST Chicago Public Schools WMAQ 
12:30pmCST Univ. of Ga.—Athens WSB 
8:15pmEST Frederic William Wile CBS 
7pmPST San Diego City Schools KGB 

Friday, February 7 
9:10-9:30amCST Chicago Public Schools WMAQ 
1l-l2amEST Music Appreciation Hour—Dam- 

rosch NBC 
2-3pmCST Ohio School of the Air WLW WEAO 
3:30pmEST For Your Information CBS 
3:45pmEST Elizabeth Fellows—Psychology CBS 
6:45-7pmEST The World in Music—Key NBC 


Saturday, February 8 


3:30pmEST For Your Information CBS 
7-7:30pmEST New Business World NBC 


Sunday, February 9 


7:45pmEST World’s Business—Dr. Klein CBS 
9pmEST Our Government—David Lawrence NBC 


Monday, February 10 


9:10-9:30amCST Chicago Public Schools WMAQ 

2:30pmPST California School of the Air KFBK 

3-SpmPST Univ. of Southern California KEJK 

7:15-7:30pmEST The World Today—MacDonald 
NBC 

9-10pmPST Univ. of Southern California KEJK 


Tuesday, February 11 


9:10-9:30amCST Chicago Public Schools WMAQ 
11:30amEST Timely Topics—Senator Capper CBS 
2-3pmCST Ohio School of the Air WLW WEAO 
3:30pmEST For Your Information CBS 
7-7:30pmEST Voters Service NBC 


W ednesday, February 12 


12:30pmCST Univ. of Ga.—Athens WSB 
2-3pmCST Ohio School of the Air WLW WEAO 
9-9:30pmPST Univ. of Southern California KEJK 


Thursday, February 13 
9:10-9:30amCST Chicago Public Schools WMAQ 
12:30pmCST Univ. of Ga.—-Athens WSB 


2-3pmCST Ohio School of the Air WLW WEAO 
10:30pmEST Nat’! Forum—Wash. D. C. CBS 


Friday, February 14 


9:10-9:30amCST Chieago Public Schools WMAQ 

1l-12amEST Music Appreciation Hour—Dam- 
rosch NBC 

3:30pmEST For Your Information CBS 

SpmEST Browsing among Books—Seaman CBS 


Saturday, February 15 


12-12:30pmEST Drama for Children CBS 
3:30pmEST For Your Information CBS 


Sunday, February 16 


10amEST Children’s Hour CBS 
7-7:30pmEST Our Romantic Ancestors CBS 
7:45pmEST World’s Business—Dr. Klein CBS 


Monday, February 17 


9:10-9:30amCST Chicago Public Schools WMAQ 
12:30pmCST Univ. of Ga.—Athens WSB 
2-3pmCST Ohio School of the Air WLW WEAO 
3-5pmPST Univ. of Southern California KEJK 
3:30pmEST For Your Information CBS 
7:45pmEST Back of the News in Washington NBC 







Tuesday, February 18 


9:10-9:30amCST Chicago Public Schools WMAQ 
11:30amEST Timely Topics—Senator Capper CBS 
12:30pmCST Univ. of Ga.—Athens WSB 
2-3pmCST Ohio School of the Air WLW WEAO 
3:30pmEST For Your Information CBS 


Wednesday, February 19 


12:30pmCST Univ. of Ga.—Athens WSB 

2-3pmCST Ohio School of the Air WLW WEAO | 
3-SpmPST Univ. of Southern California KEJK } 
6:15-6:28pmEST Going to Press CBS 


Thursday, February 20 


9:10-9:30amCST Chicago Public Schools WMAQ 
11-11:15pmEST Your Child—Grace Abbott NBC 
12:30pmCST Univ. of Ga.—Athens WSB 

2-3pmCST Ohio School of the Air WLW WEAO 


Friday, February 21 


12:30pmCST Univ. of Ga.—Athens WSB 
2-3pmCST Ohio School of the Air WLW WEAO 
3:30pmEST For Your Information CBS 


Saturday, February 22 


12-12:30pmEST Drama for Children CBS 

12:30pmCST Univ. of Ga:—Athens WSB 

7-730pm EST New Business World—Merle 
Thorpe NBC } 


Sunday, February 23 


7-7:30pmEST Our Romantic Ancestors CBS 
9pmEST Our Government—David Lawrence NBC 


Monday, February 24 


12:30pmCST Univ. of Ga.—Athens WSB 
2:30pmPST California School of the Air KFBK 
3-SpmPST Univ of Southern California KEJK 
5:45pmEST Dr. Clark’s French Lesson CBS 
6:30pmEST Current Events CBS 


Tuesday, February 25 


9:10-9:30amCST Chicago Public Schools WMAQ 

11:30amEST Timely Topics—Senator Capper CBS 

2-3pmCST Ohio School of the Air WLW WEAO 

3:30pmEST For Your Information CBS 

*10:30pmEST Dept. of Superintendence—Atlantic 
City NBC 


Wednesday, February 26 


3-SpmPST Univ of Southern California KEJK } 
*9pmEST Dept. of Superintendence—Atlantic 
City CBS 


Thursday, February 27 


9:10-9:30amCST Chicago Public Schools WMAQ | 

*2pmEST Dept. of Superintendence—Atlantic 
City—Natl. High School Orchestra—Walter 
Damrosch, Guest Conductor; J. E. Maddy, 
Conductor and Manager. NBC 

6:30pmEST Civic Repertory Plays—Eva La Gal- 
lienne CBS 

7pmPST San Diego City Schools KGB 

10:30pmEST Nat’l Forum—Wash. D. C. CBS 


Friday, February 28 


11-12amEST Music Appreciation Hour—Dam- 
rosch NBC 

12:30pmCST Univ. of Ga.—Athens WSB 

2-3pmCST Ohio School of the Air WLW WEAO 

3:30pmEST For Your Information CBS 

SpmEST Browsing among Books—Seaman CBS 














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Se ORD 


The 1929 Legislatures and the Teacher 


WILLiAM G. CARR 


Assistant Director, Research Division, National Education Association 


HE forty-eight state legislatures 

bear a large share of the responsi- 

bility for making real the Amer- 
ican program of free public education. 
Every time a state legislature convenes, 
events are likely to occur which will pro- 
foundly affect education in the state for 
many years to come. T'o encourage the 
passage of wise school legislation must 
be a primary objective of every teacher 
and of every teachers’ organization. For, 
in the long run, the school laws of each 
state play a highly significant part in de- 
termining the welfare of its children and 
the economic and social status of its 
teachers. If the school laws of any state 
are reactionary, antiquated, or illadapted 
to its special needs, that state is likely to 
be handicapped with a poorlytrained and 
poorlypaid teaching force, working un- 
| der forbidding conditions of environment 
and supervision, with unstable tenure of 
| position, with no encouragement for pro- 
fessional improvement, and with the 
specter of old age daily haunting their 
classrooms. On the other hand, where- 
ever an intelligent program of con- 
tinuous improvement through sound 
school legislation exists, the state will 
enjoy a good school system manned by 
wellpaid professionallytrained teachers, 
rendering steady service under good 
working conditions, and with a retire- 
' ment allowance assured when advanced 
age or other disability decreases their 
usefulness. 

In 1929 forty-six states and territories 
enacted laws affecting the schools. Of 
these, at least forty considered legislation 
of primary importance to the teaching 
profession. The two dominant issues were 
Preparation for teaching and the retire- 
ment of aged or disabled teachers. 


There are today these four trends in 

teacher preparation: 

(1) Extension and improvement of teacher- 
training facilities. 

(2) Elevation of minimum 
certification, 


standards for 


(3) Admission to the profession based on 
completion of training courses 
than on examination. 

(4) Substitution of state responsibility for 
local anarchy in the certification of 
teachers. 


rather 





HE NaTIONAL EpucaTION ASSOCIA- 
"Wane has accepted as one of its 
major responsibilities the encourage- 
ment of progressive school legislation. 
It helps to awaken legislatures to their 
duty in providing the legal basis for 
good schools. It collects, interprets, 
and distributes the basic educational 


facts and principles necessary for in- 


telligent legislative decisions. This 
article, by a member of the Research 
Division, represents an important 
phase of legislative service rendered 
by the Association to its members and 
to educational progress in the several 
states. 











Each of these four tendencies may be 
variously illustrated by items of 1929 
legislation from the farthest corners of 
the nation. For instance, extension and 
improvement of teacher-training facilities 
were initiated in Hawaii by the appro- 
priation of $150,000 for a new territorial 
normal school, while in two New Eng- 
land states, Connecticut and Vermont, 
additional scholarships were provided for 
students preparing to teach. Minimum 
standards for teacher certification were 
raised by new laws in a dozen states. 
Examinations for certification were dis- 
continued in Alaska, Minnesota, and 
Utah. Progress towards exclusive state 
certification was assured by legislative 
action in at least four states: Oklahoma, 
Utah, Michigan, and Minnesota. 

Safeguarding the rights of children 
and the welfare of teachers through the 
retirement of superannuated and disabled 
teachers is a living issue in nearly every 
state. Unsound or inadequate retirement 
systems are being subjected to an ever in- 
creasing fire of criticism, and in nearly 
every state which is without a teacher 
retirement system a vigorous campaign 








of education is underway. New retire- 
ment legislation includes the establish- 
ment of a territorial pension system in 
Alaska, reenactment of a statewide law 
in Michigan, and increases in maximum 
or minimum retirement allowances in 
Massachusetts and Vermont. Commis- 
sions to study teacher retirement were 
authorized in North Dakota, Michigan, 
and Delaware. In California and Mon- 
tana attempts to secure extensive revi- 
sions in the present retirement laws were 
unsuccessful. In eight other states bills 
to provide statewide teacher retirement 
systems were postponed or defeated. 
However, the biennial sessions of 1931 
will probably witness the enactment of 
several new state retirement laws. 

Laws relating to teacher tenure and 
leaves of absence were considered by sev- 
eral 1929 legislatures. The tenure laws 
in California and Indiana were subjected 
to criticism but efforts to repeal these 
laws were unsuccessful. The question of 
tenure legislation will be intensively 
studied during the next biennium. In 
Pennsylvania a form of indefinite tenure 
based on a continuing contract was cre- 
ated by the 1929 legislature. One of the 
most encouraging aspects of the 1929 
legislative sessions the interest 
shown in the improvement of teachers 
through leaves of absence. Laws en- 
couraging leaves of absence under cer- 
tain conditions were passed in Maine, 
Nevada, Wisconsin, and Florida. 

Much important legislation was se- 
cured in 1929. Certification, training, re- 
tirement, tenure, and leaves of absence 
were the leading issues. The leadership 
of state departments of education rein- 
forced by the cooperative activity of 
state and national education associations 
indicates that the years 1930 and 1931 
are likely to inaugurate a new stage of 
progress in legislation affecting the wel- 
fare of the nation’s million teachers.— 
[Full account in State School Legisla- 
tion, 1929, Address NEA Research Div. ] 


was 





ey without straw are easier made than good schools withqut good school laws. Public schools must have a legal basis. It is 
the law which very largely dictates what shall be taught, who shall go to school, who may teach school, when school shall be open 
and when closed. The law affects the daily life of every teacher. It admits him to the profession, defines the security of his position, 


helps to fix his salary, and limits or extends his hopes for the future. Let no teacher be indifferent to school legislation. 








[61] 





ao PS TE. 





_ 





Hamilton County’s Answer to Illiteracy 


J. E. Wacker 


Superintendent of Schools, Hamilton County, Tennessee 


OR THE PAST four years, the board 
F: education of Hamilton County, 
Tennessee, has carried forward a pro- 
gram to eliminate illiteracy or to reduce 
it to a minimum by the 1930 census. 
Adult night schools were established 
in various parts of the county where as 
many as ten pupils could be enroled. The 


‘supervisor of instruction of the county, 


who had had experience in the instruc- 
tion of adult illiterates, was made re- 
sponsible for the organization and super- 
vision of the night schools. 

Prospective teachers in the local com- 
munities were selected and given as much 
specific training for the job as was pos- 
sible, then they canvassed their com- 
munities for pupils who had been located 
through the principal and teachers and 
through a campaign sponsored by the 
parent-teacher association. 

For three years our efforts were not 
crowned with great success. It seemed al- 
most impossible to hold inthe night schools 
those who needed it most. An enrolment 
of fifty in four or five schools seemed to 
be our limit and we were not able to hold 
these in attendance for the term of three 
months for two hours three nights a 
week. 

Finally, when the schools were organ- 
ized in July of last year, the suggestion 
that a reward of educational value be 
offered to those who met certain con- 
ditions was adopted, and a free trip to 
the national capital was offered to those 
above the age of eighteen who should 
attend every meeting of the class and 
should make a record clear of tardiness 
and satisfactory in effort, attitude, and 
achievement. 

This offer met an enthusiastic response. 
Soon twenty-three night schools were or- 
ganized in as many parts of the county 
with an enrolment of 350 pupils from 
sixteen to eighty-one years. Conferences 
of the night-school teachers were held 
each week by the supervisor where in- 
struction and suggestions were given, re- 
ports made, and problems discussed. 
Through this effort and through frequent 
visits of the supervisor, a genuine educa- 
tional sentiment and enthusiasm was de- 
veloped and it became a real joy to: give 
instruction to those hungry minds and to 
observe their gradual but steady growth. 

In every community where a night 


school was held there arose a real school 
spirit. Attending the night school became 
the fashion. Each pupil constituted him- 
self a committee to secure the attendance 
of others of his acquaintance who could 
profit by attending. Night-school songs 
were composed and sung with all the 
spirit and enthusiasm that attend the 
high-school youth at a football game. 
Men snatched minutes at their lunch 
hours and.on their way to and from work 
to study their lessons. Women studied 
their lessons as they went about their 
housework. The night schools were the 
topic of conversation where any group 
assembled in the community. Great pride 
was felt by the entire neighborhood in the 
achievement of each individual who had 
actually learned to read and write. 

Out of the entire enrolment, 75 quali- 
fied for the free trip to Washington and 
64 of these found it possible to go. The 
expense of the project was met by popu- 
lar subscription sponsored by the Chatta- 
nooga Times and the Chattanooga Ro- 
tary Club. The American Red Cross 
acted as host to the group in Washington, 
bearing the expense of the sightseeing. 

The success of the night schools last 
year is having far-reaching effect upon 
the schools of Hamilton County. The 
focusing of attention upon the value of 
education in the night schools in every 
part of the county is bearing fruit in 
securing a greater enrolment in the day 
schools with less pressure from attend- 
ance officers. There are few children of 
school age who have not been enroled in 
school since the opening in September. 
Except for the interference of contagious 
diseases in a few neighborhoods, the daily 
attendance is better than usual. 

A strong stimulation has been given 
to adult education on every level. It has 
been shown that normal adults can learn 
regardless of their age, if they have the 
desire and are willing to make an effort. 
Those who won the free trip to Wash- 
ington had a great awakening regarding 
the meaning of citizenship. Never before 
had they realized what the Federal gov- 
ernment does for the citizen; and the 
amount of work it requires to carry on 
the government so as to yield satisfac- 
tion which the ordinary citizen enjoys 
and accepts as a matter of course. These 
pupils are missionaries, as it were, to their 


[ 62] 


neighbors. They have a greater knowl.) 
edge, a better view-point, a stronger jp. 
fluence and are better citizens of Hamil. 
ton County. Through knowledge gainei 
in the course in nutrition, they shoul 
have stronger bodies, better health, ther. 
by increasing their economic efficiency, 
Each has signified the intention of study- 
ing a definite period of time each day in 
the future and to see that every illiterat 
of his acquaintance is enroled in the nigh} 
school when it opens for the next term 
Another value of the night schools tof 
the school system of Hamilton County 
is that public attention has been directed | 
to the real educational service the system 
is rendering its citizenship regardless of 
age. Our school system has a stronger 
hold upon the confidence and support of 
the taxpayer now than ever before. Whil 
proud citizens may shrink at the publicity 
given to the illiteracy within theif 
county, yet this attention to the problen} 
served good purposes. It quickened th} 


conscience of the people to the need of 


improving our educational facilities sf 
that the number of illiterates would k 
constantly and speedily reduced. It 
aroused them to the necessity of action in 
supporting every means that offered hop 
of overcoming the illiteracy of many hun 
dreds of our adult population and showei 
to the world that we recognized one o 
our weak places and are attacking th 
problem vigorously instead of folding our 
arms in complacency. The Rotary Clu) 
of Chattanooga has appointed a special 


_ permanent committee to sponsor the night 


schools and to cooperate with the educr 
tional department of Hamilton County 
to eliminate illiteracy from our county. 

The stimulation of interest in educe 
tion will doubtless lead to a broadening 
of the educational service offered by the 
county school system. Many of our ati 
zens passed their youth in the old day 
when there was a mere semblance of pub 
lic schools in this section and cons 
quently they are slightly above the lev¢! 
of illiteracy. It is not improbable that ou! 
school system will in the near futur 
establish night schools in which all the 
subjects of the elementary schools wil 
be taught as well as vocational subjects 
in which the pupil may learn to do better 
the thing he is now doing and achieve 4 
greater success and a greater joy in life 





Sa 


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n life. 


Department of Superintendence 


Tentative Program for Sixtieth Anniversary Meeting 
Atlantic City, N. J., February 22-27, 1930 


Saturday, February 22, 1:30 P. M. 
Opening of the Exhibits 
Presiding—Frank Bruce, editor, American 
School Board Journal, Milwaukee, Wis. 

Music—Atlantic City High School Band. 

Official Opening—Frank Cody, superintend- 
ent of schools, Detroit, Michigan, and presi- 
dent of the Department of Superintendence. 


Sunday, February 23, 4:00 P. M. 
Vesper Service 


Place—Ballroom, Atlantic City Auditorium. 

The Spirit of Life—Dr. Reinhold Niebuhr, 
Union Theological Seminary, New York. 
Sunday, February 23, 8:00 P. M. 

Presiding—Norman R. Crozier, superintend- 
ent of schools, Dallas, Texas. 

Greetings from New Jersey—Charles H. 
Elliott, state commissioner of education, 
Trenton, N. J. 

Recital—New Jersey All State Orchestra. 


Monday, February 24, 9:00 A. M. 

President’s address—Education for friendli- 
ness—Frank Cody, president, Department 
of Superintendence. 

Friendliness in pupil-teacher relationships— 
Mrs. Edith B. Joynes, president, Depart- 
ment of Classroom Teachers of the Na- 
tional Education Association, 1928-29, Nor- 
folk, Virginia. 

Friendliness in teacher-superintendent rela- 
tionships—Mrs. Susan M. Dorsey, super- 
intendent emeritus, Los Angeles, California. 

Friendliness in relationships between public 
and parochial schools—Father J. Elliot 
Ross, chaplain to Catholic students, Univer- 
sity of lowa, Iowa City, lowa. 

Friendliness in school-community relation- 
ships—Paul C. Stetson, superintendent of 
schools, Dayton, Ohio. 


Monday, February 24, 2:30 P. M. 


Administrative groups arranged according to 
size of city. Allied departments and or- 
ganizations. 


Monday, February 24, 8:00 P. M. 
Education for Dynamic Life 


Modern politics—Honorable Ruth Bryan 
Owen, member of Congress from Fourth 
Congressional District of Florida. 

Modern business—speaker to be announced. 

Modern education must move forward ag- 
gressively—William John Cooper, United 
States Commissioner of Education, Wash- 
ington, D. C. 


Tuesday, February 25, 9:00 A. M. 
Achievements of American Education 
Instruction—Charles H. Judd, director, 
School of Education, University of Chi- 

cago, Chicago, Illinois. 
Organization—John H. Logan, superintend- 
ent of schools, Newark, N. J. 


Administration—J. B. Edmonson, dean, 


School of Education, University of Michi- 
gan, Ann Arbor, Michigan. 

The school plant—N. L. Engelhardt, Teach- 
ers College, Columbia University, New 
York City. 






































Important 


PECIAL railroad rates, one and one 
half fare for the round trip. Iden- 
tification certificates furnished to mem- 
bers of the NEA on request. Write 
Secretary J. W. Crabtree, NEA head- 
quarters, 1201 Sixteenth Street North- 
west, Washington, D. C., or your state 
director, or your state secretary. If 
you neglect to get in advance your 
| identification certificate and purchase 
a round trip ticket, no adjustment of 
fare can be made after arrival at At- 
lantic City. Sale begins in eastern ter- | 
ritory February 18, final return limit | 
March 5. 
Sleeping-room reservations are | 
handled through the hotel committee, 
A. H. Skean, secretary, 16 Central 
Pier, Atlantic City, N. J. 

Convention headquarters, registra- 
tion, postoffice, exhibits, and general 
sessions are located in the Atlantic 
| City Auditorium. 

Convention radio programs will be 
broadcast as follows: Tuesday, Febru- 
ary 25, 10:30-llpmEST—The Na- 
tional Broadcasting Company; Wednes- 
day, February 26, 9-9:30emMEST— 
The Columbia Broadcasting System; 
Thursday, February 27, 2:00emMEST, 
the National High School Orchestra— 
The National Broadcasting Company. 











a a ee 


Personnel—C. B. Glenn, superintendent of 
schools, Birmingham, Ala. 

Finance—Frank W. Ballou, superintendent of 
schools, Washington, D. C. 

Public relations—Francis G. Blair, state su- 
perintendent of public instruction, Spring- 
field, Illinois. 

Sixty years of progress—Introduction of past 
presidents and honorary members. 

Business meeting—Nomination of officers 
from the floor. 


Tuesday, February 25, 2:30 P. M. 
Discussion groups, arranged according to 
subjects, themes selected to supplement 
Tuesday morning general session. Allied 
departments and organizations. 
Tuesday, February 25, 8:00 P. M. 
Presiding—Frank D. Boynton, superintendent 
of schools, Ithaca, New York. 
The use of leisure time—Henry Suzzallo, 
Carnegie Foundation for the Advancement 
of Teaching, New York City. 


[ 63] 


The pageant of time—An adventure of edu- 
cation in the realm of leisure—To be pre- 
sented by the teachers and students of the 
Atlantic City and other New Jersey schools. 
Directed by Percy Jewett Burrell. 


Prolog: Time lost 
First cycle: The commission 
Second cycle: The conflict 
Action I—The machine 
Action II—The herd 
Action II1I—The clash 
Third cycle: The conquest 
Action I—The physical Olympiad 
Action II—The cultural Olympiad 
Action I1I—The academy of avocation 
Fourth cycle: The coronation 
Action I—The march of time 
Action II—The Olympiad of the spirit 
Epilog: Time redeemed 


Wednesday, February 26, 9:00 A. M. 
Joint meeting with the American Educational 
Research Association 
Presiding—J. Cayce Morrison, assistant com- 
missioner for elementary education, Al- 

bany, New York. 

Industrial advance through research—Charles 
F. Kettering, president, General Motors 
Research Corporation, Dayton, Ohio. 

Educational advance through research—A. J. 
Stoddard, superintendent of schools, Provi- 
dence, R. I. 

The anticipation of future needs—Ray Lyman 
Wilbur, secretary of the Interior, Washing- 
ton, D. C. 

Supervision and research—The 1930 Year- 
book—Albert S. Cook, state superintendent 
of schools, Baltimore, Maryland. 
Wednesday, February 26, 2:30 P. M. 

Administrative groups will consider prob- 
lems of supervision. Allied departments 
and organizations. 

Wednesday evening, February 26 

6:00 P. M.—College dinners. 

8:00 P. M.—Rehearsal of National High 
School Orchestra, open to the public. 

9:00 P. M.—Reception by president and ofh- 


cers of the Department of Superintendence 
for members and visitors. 
Thursday, February 27, 9:00 A. M. 

Presiding—E. C. Hartwell, superintendent of 
schools, Buffalo, New York. 

The home aids the school—Mrs. Louis T. 
DeValliere, Trenton, N. J., vicepresident, 
National Congress of Parents and Teach- 
ers. 

The newspaper aids the school—John H. 
Finley, editor, New York Times. 

Social agencies aid the school—James E. 
West, chief scout executive, Boy Scouts of 
America, New York City. 

The school’s debt to its friends—Walter A. 
Jessup, president, University of Iowa. 
Thursday, February 27, 2:00 P. M. 

Grand concert—National High School Or- 
chestra; Joseph E. Maddy, School of Mu- 
sic, University of Michigan, Ann Arbor, 
Michigan, conductor; Walter Damrosch, 
guest conductor. 





BS Caled aa Sioa 


PSG het. Sd Ne Rail vont os J 





The Enrichment of Human Life 


NDER THE LEADERSHIP of its Depart- 

i | ment of Adult Education, the Na- 

tional Education Association is foster- 
ing a nationwide movement for the wise use 
of leisure. The subject is of special interest 
to educational workers in both its educa- 
tional and civic aspects. Each state has been 
asked to appoint a committee to work with 
the national committee on this great problem. 
Let each school appoint a special committee 
to study the problem and suggest how the 
school may best take hold of it. This field 
offers an excellent opportunity for faculty 
committee work in schools of all types. 

The following are a few references from 
a mass of material on the subject. They 
were selected by the Cleveland Public Li- 
brary. 


A Few Good Books 


Becker, M. L. Books as windows. N. Y., Stokes, 
1929. 

Cutten, G. B. The threat of leisure. New Haven, 
Yale University Press, 1926. 

Dickinson, S. C. What to do with the other eight 
hours. Tucson, Ariz., University of Arizona, Bu- 
reau of mines, 1917. 

ErSKINE, JOHN. The moral obligation to be intelli- 
gent. N. Y., Duffield, 1915. 

FELSENTHAL, EMMA. Readable books in many sub- 
jects. Chicago, American Library Association, 1929. 

Guppy, Henry. The art of reading. 23 Lime Grove, 
Oxford Rd., Manchester, the Manchester Univer- 
sity Press, 1929. 

Joap, C. E. M. Diogenes; or the future of leisure. 
N. Y., Dutton, 1928. 

Lowes, J. L. Of reading books. N. Y., Houghton, 
Mifflin, 1929. 

May, H. L. Leisure and its use. N. Y., A. S. Barnes 
& Co., 1928. 

Scott, Tempie. The use of leisure. N. Y., B. W. 
Huebsch, 1913. 


Excerpts from Books 


BosaNouet, BERNARD. Science and philosophy. Lon- 
don, Allen & Unwin, 1927. p352-363—The place 
of leisure in life. 

Cambridge essays on education. Cambridge, Univer- 
sity Press, 1918. p168-187—The use of leisure, by 
J. H. Bradley. 

Cuase, STUART. Tragedy of waste. N. Y., Macmillan 
Co., 1925. p265-280—The challenge. 


Jacks, L. P. Constructive citizenship. N. Y., 
Doubleday Doran, 1928. pl41-155—Vitalized lei- 
sure, 


Jacks, L. P. Responsibility and culture. New Haven, 
Yale Univ. Pr., 1924. p25-42—Labor and leisure. 

Lynp, R. S. Middletown. N. Y., Harcourt Brace & 
Co., 1929. p223-312—Using leisure. 

Ricw, M. E. Family life today. N. Y., Houghton 
Mifflin Co., 1928. p133-158—New tools of leisure. 


Training in Appreciation and Enjoyment 


Ho.iey, C. E. Teachers technique. Chap. 9—Devel- 
oping emotion. Mentions Hayward, F. H., Lessons 
in appreciation. Excellent in appreciation of liter- 
ature. 

Morrison, H. C. Practice of teaching in secondary 
schools. Chap. 18-20. 

Mue.ier, A. D. Teaching in 
Chap. 15 

Parker, S. C. Methods of teaching in high school. 
Chap. 10—Habits of harmless enjoyment. 

StorMzanp, M. J. Progressive methods of teaching. 
Chap. 6. 

Witson, H. B. Modern methods in teaching. Chap. 
9—Appreciation lesson. 


secondary schools. 


Magazine Articles 


American city 35:863-9, D’26 Leisure as a cause or 
cure of crime, by C. Platt. 

American magazine 107:21, Ja’29. You can’t afford 
to spare your spare time, by A. P. Terhune. 

American physical education review 34:430 Sept. ’29 
Conference on the utilization of the leisure hours 
of the workers. 

Atlantic 142:355-60, S’28 Curse of leisure, by W. H. 
Grimes. 


Atlantic 135:483-92, Ap’25 Leisure for what? by G. 


W. Alger. 


Bookman 62:45, S’25 Our vanishing leisure. 

Bookman 64:468-472, D’'26 Ever learning, by J. H. 
Robinson. 

Catholic world 127:562-8, Ag’28 Plea for light har- 
ness, by L. L. Ward. 


What You Can Do 


59 each group responsible for edu- 
cation consider what it can do to 
further the wise use of leisure, look- 
ing toward the permanent enrichment 
of human life: 


What can the elementary teacher do? 

What can the high-school teacher do? 
What can the college professor do? 

What car the schoo! librarian do? 

What can the public librarian do? 

What can the elementary school principal do? 
What can the secondary school principal do? 
What can the college president do? 

What can the board of education do? 





Century 114:67-76, My'’27 Menace of leisure; what 
to do with the sixteen-hour day, by H. McAfee. 
Chicago schools journal 11:223, F’'29 Education for 
leisure, by Griffin. 

Child welfare magazine 23:31-2, S’28 Wise use of 
leisure, by J. W. Faust. 

Child welfare magazine 23:83, O'28 Leisure a menace 
or an opportunity, by Lee. 

Child welfare magazine 23 :84-85, O’28 The wise use 
of leisure, by J. W. Faust 


Child welfare magazine 23:137-40 N’28 Leisure and 


music, by A. D. Zanzig. 


Child welfare magazine 23:143-6 N’28 Leisure for 


adolescents, by Dorothy LaSalle. 


Child welfare magazine 23:202-4 D’28 Motion pic- 
tures in recreation at home and abroad, by E. K. 


Kerns. 


Child welfare magazine 23:257-60 J’29 Drama and 


the wise use of leisure, by Mabel F. Hobbs. 


Child welfare magazine 23:316-8 F’29 Play and the 


wise use of leisure, by Mabel T. Wood. 


Child welfare magazine 23 :369-71, Mr’29 Reading for 


leisure, by Sarah B. Askew. 


Child welfare magazine 23:423-6 A’29 Joyous use of 


leisure, by Ivah E. Deering. 


Child welfare magazine 23:545-7, Je’29 Leisure for 


reading in the home, by Sarah B. Askew. 


Child welfare magazine 24:6-8, Spt’29 The boy and 


his leisure, by Joseph Lee. 


Education 45 :220-5, D’24.How shall a teacher invest 


her leisure time, by G. R. Harris. 


Educational review 69:240-2, My’25 Learn while loaf- 


ing, by M. Moravsky. 
Forum 78:120-3 Je’27 Pastime and recreation. 


Good housekeeping 89:67 JI’29 Leisure is a trust, 


by Mrs. J. T. Sippel. 


Harper 150:659-62 My’25 Our need for wasting more 


time, by F. C. Kelly. 


Hibbert journal 27:270-81 Ja’29 Ethics of leisure, by 


L. P. Jacks. 


Independent education 2:25-6 F’29 Activity period, by 


MacCreary. 


Industrial education magazine 30:336 Mr’29 Shop- 
work as leisure time education, by E. E. Ericson. 
Industrial education magazine 26:255-6 Mr’25 Neither 


vacationist nor leisureite, by A. Dean. 


Journal of adult education 1:5-10 F’29 Breadwinning 
Also in Journal 

of the National Education Association, 18:179 Je’29. 
Journal of education 108:437 N 12’28 Education for 


and soul saving, by L. P. Jacks. 


leisure, by Downs. 


Journal of education 110:155-6, 183-4, Sept.9-16,’29 
Are graduates equipped for the right use of leisure. 
Journal of educational method 7:369 My’28 Training 
for leisure through the summer activities, by Reed. 
Literary digest 99:12 D8’28 Taking the curse out of 


idleness. 


Magazine of business 56:136-7 Ag’29 Leisure for 


labor, by W. Green. 


Modern world 1:233-237 My’27 The General Federa- 


tion and Adult Education, by L A. Miller. 


Monthly labor review 24:637-47 Mr’27 Workers’ 
leisure; a selected list of references, comp. by 


L. A. Thompson. 
Nation 123:469 N1026 Restlessness or recreation. 


[ 64] 


National conference of social work 1928 :313-16 In. 
portant elements in a comprehensive leisure time 
program, by E. Street. 

National conference of social work 1928 :310-13 Con. 
munity’s responsibility toward the leisure tim: 
problem. i 

National education association Proceedings 1926 :49), 
11 How the teacher is preparing the child for , 
worthy use of leisure time, by A. C. Scollard, 

National education association Proceedings 192 
390-4 Program for the desirable use of leisyn 
time as a cardinal objective of the public elemep. 
tary schools, by J. J. Loftus. 

National education association, dept. of secondary 
school principals. Bulletin 24:44-6 J'29 Leisup 
time activities of normal and bright children }; 
grades seven to twelve, by Hanna. 

National education association journal 
Je’25 Recreation for the teacher. 

New republic 54:26-52 Adult education. 


14 3189.9 


Nineteenth century 105:215-22 F’29 Lessons of South 


Wales, by A. O. Barfield. 
North American review October 1929. p481-485 
Other games for golfers, by Raymond Walters. 


North American review 223:498-506, S’26. New le. 


sure, by C. J. Cannon. 

North American review 224 :304-14 Je’27 High cost oi 
leisure, by E. V. Wilcox. 

Open court 43:311-15 My’29 Ethics and technique o 
retiring, by V. S. Tarros. 

Outlook 152:324-8 Je26’29 Our growing leisure: 
what shall we do with it? by A. J. Lotka. 

Peabody journal of education 6:1313-44 N’28 Leisur 
and art, by O. H. Kahn. 

Playground 18:486 N’24 How to be free and happy, 
by B. Russell. 

Playground 18:691-2 Mr’25 Wants, tastes and leisure, 
by N. M. Butler. 
Playground 20:412-13 
time, by W. Pearson. 
Playground 22:555-60 Ja’29 How things may con 

tribute to life values, by R. W. Sockman. 


O'26 Possibilities of leisur 


Playground 18:461-3, N’24 Recreation for re-creation, 


by C. Wannamaker. 

Playground 23:184 Je’29 Balanced life. 

Playground 23:240 JI’29 What’s a human being for, 
by L. P. Jacks. 

Playground 21 :611-13 F’28 New tools of leisure. 

Religious education 23:748-52 O’28 Challenge of le- 
sure, by W. Pangburn. 

Review of reviews 80:87-8 O'29 Can you loaf? by 
Bruce Barton. 

Saturday review of literature 4:33 Ag 13'27 Leisur 
and culture. 

School executives magazine 49:92-3 O'29 Use of lei- 
sure time. 

School review 37 :489-90 S’29 Commencement project 
of the high school in Doylestown, Pa.; use pupils 
make of their leisure time. 

School review v.37, nos. 1,2,3,4, '29 Methods em 
ployed to stimulate interests in reading, by W. F. 
Rasche. 

Scribner’s magazine 78:273-80 S’25 Live while yu 
live, by L. Russell. 

Welfare magazine 19:224 F’28 Education for leisure, 
by Chapman. 


Adult Education Periodicals 


_ Adult education and the library. American Librr 


Association. 
Journal of adult education. (American.) 
World association for adult education. Bulletins. 


Reading Courses and Lists 


Adult education; a short list of references. Prepared 
and published by the Seattle Public Library in & 
operation with the Board on the Library and Adult 
Education of the American Library Association. 

American Library Association.. Reading with a pur 
pose; a series of reading courses. 

Creative reading; a course in current literature. It 
stitute of Current Literature, College House, Har 
vard Square, Cambridge, Mass. ‘ 

Michigan State College of Agriculture and Appliel 
Science, East Lansing. Office of continuing 
tion. Home reading courses. 

Milwaukee Public Library. Reading courses. (Com 
piled for Wisconsin Telephone Company ** 
ployees.) 

= reading courses. Oxford University Press 


Study outlines. 1928 List of tools for group discussias 
1 by The Inquiry, 129 East 52nd Street 


University of Pittsburgh. Alumnae reading lists. 

U. S. Bureau of education. Reading courses. 

U. S. Bureau of labor statistics. Workers’ leisutti 
a selected list of references, 1927. 

Wellesley College. Wellesley College reading lists. 





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Vitalized Group Study and Faculty Meetings 


iNNESOTA TEACHERS have found 

especially helpful the excellent 

article reprinted on this page, 
which first appeared in the Minnesota 
Journal of Education. The author is J. 
O. Johnson, Stillwater, Minnesota. It 
follows: 


It is common knowledge that faculty meet- 
ings are oftentimes considered a bore, a 
waste of time, a necessary evil by the teachers 
forced to attend. 

School principals may, therefore, take the 
line of least resistance and do away with 
such meetings entirely or hold as few as pos- 
sible. Others will continue to hold them in 
spite of the attitude of teachers. This is an 
unfortunate situation because a building fac- 
ulty meeting can be made a vital force in 
welding teachers together, in stimulating 
teachers’ professional attitude, in inspiring 
teachers to greater achievement, and in in- 
creasing professional reading. This article, 
however, will not attempt to prove that teach- 
ers’ meetings are of value. The professional 
educator realizes that they are. 

It may be that the attitude of the teacher 
is partly due to the type of teachers’ meet- 
ing which they are forced to attend. A brief 
description of the types of average meetings 
would read somewhat as follows: 

The Calendar meeting, held without any 
plan because it happens to be the first or the 
fifteenth of a month, or the Monday of a 
week. The Lecture meeting, where the prin- 
cipal monopolizes the entire hour lecturing 
to his corps of teachers. The Recital meeting, 
at which the teachers relate their many 
grievances and ask help from fellow mem- 
bers. The Critic meeting, where the meeting 
is devoted to criticism by the principal or su- 
pervisor of classroom procedure. The Bulle- 
tin Board meeting, where the entire meeting 
is spent giving teachers notices and instruc- 
tions, which could be given by mail or on the 
bulletin board. The Gossip meeting, where 
the meeting is devoted to discussion of in- 
dividual pupils and their many faults. The 
Assistance meeting, where the time is spent 
in making rules for the schools. The Read- 
ing Circle meeting, where the time is spent 
in reading a chapter from a certain book or 
professional magazine which could be taken 
care of by the individual teachers at their 
own time. 

These various types of meetings may have 
their value but any one type used constantly 
will dampen or fail to interest the average 
teacher. Of course, there are successful teach- 
ers’ meetings of the type mentioned above 
where the personality of the principal or su- 
pervisor is such that the meetings are success- 
ful in spite of the other handicaps. But many 
of our principals and supervisors imagine 
they have such personality when they have 
not. 

The trouble with the meetings, however, is 
that the teachers do not have an opportunity 
to display initiative. It is generally necessary 


for a teacher to be invited to speak at a sec- 
tional meeting of our state education associa- 
tion in order to give others the benefits of her 
own thinking and her own plans. Why not 
make our teachers’ meetings a miniature di- 
vision meeting? 

The plan that follows does not attempt to 
outline something which would be universally 
successful or which is better than other suc- 
cessful plans in operation. It is a plan, how- 
ever, which has been successfully used the 
past few years in a high school of twenty-five 
teachers. It is based on the following assump- 
tions: first, that faculty members of any 
school are interested in that school and have 
plans for the betterment of conditions in that 
school; second, that every teacher has some 
initiative which may be developed and made 
use of; third, that teachers’ meeting, to be 
highly successful, should be in the hands of 
the teacher and not necessarily in the hands of 
the principal. The plan follows: 

At the beginning of the year, the principal 
selects and outlines a number of projects or 
questions which may be used as suitable dis- 
cussion material for faculty meetings. These 
questions in turn have been suggested to the 
principal by faculty meetings held during the 
preceding school year. 

Each project or discussion is given to a 
committee. The chairman of the committee 
serves as the presiding officer. The teaching 
corps is divided as equally as possible into 
committees, the number in each committee 
depending upon the number of faculty meet- 
ings held during the year. 

Each committee is placed in charge of a 
faculty meeting. It is the duty of a commit- 
tee to make as detailed a study of the problem 
assigned as possible and to present it in as 
attractive a form as possible. 

The sense of responsibility which this plan 
develops is almost sure to guarantee a suc- 
cessful meeting. Professional reading, in 
which teachers should be encouraged, is 
readily taken care of, since most of the teach- 
ers need considerable outside reading in order 
to get material for presentation of the topic. 

We find, therefore, that one result of this 
plan is the much increased amount of pro- 
fessional reading. This is, of course, natural 
when the teacher is motivated to read for a 
definite purpose. 

The committees spend a great deal of time 
studying their problems. No one cares to put 
on a poor meeting. Some gather statistics, 
through questionnaires or other methods of 
other school systems. Some committees make 
statistical studies of our own high-school sys- 
tem. Others present their cases through re- 
ports on professional articles appearing in 
texts or magazines. Some present their prob- 
lems through demonstration work. Each com- 
mittee turns in to the principal a complete re- 
port of its work. Copies of such reports are 
sometimes used in recommending teachers. 

Every faculty member is also given at the 
beginning of the year a schedule of faculty 
meetings together with, (1) the discussion or 
question assigned for each meeting, (2) the 


165] 


committee in charge of that meeting. As a 
rule, faculty members not on a certain com- 
mittee have been very liberal in cooperating 
with those in charge of any meeting. 

During the past years, faculty members 
have listened to excellent reports on such 
problems as the following: supervised study 
plans used in high schools, methods of teach- 
ing used in high schools, motivation of pupils, 
professional code of ethics, organization of a 
school fair, comparative study of school fail- 
ures, professional use of magazines and texts, 
professional advancement of teachers in serv- 
ice, suitable projects for citizenship training, 
individual differences, comparative study of 
various types of test, suggested methods use- 
ful in reducing failures, methods useful in 
developing scholarship, definition of a pass- 
ing mark, such as fair, good, 75 percent. 

There are dozens of local problems which 
may be used for faculty meetings. The 
N. E. A. JourNAL also has topics which are 
suitable. If the faculty members can agree 
in the discussion on some definite solution to 
the problem presented, which is adaptable to 
the school system, such solution is incorpor- 
ated in the school plan. Teachers have thus 
had some voice in establishing rules, stand- 
ards, etc. The code of ethics, teachers rating 
card, failure system used, are partly the re- 
sults of such faculty discussions and hence 
the work of the building teachers. 

Such meetings tend to motivate teachers to 
take a more active professional interest in 
their school and their work, develop initiative, 
professional attitude, spirit of cooperation, 
and interest in the profession. Why not give 
our teachers the same opportunity to display 
initiative that we are giving to our pupils 
through our student participation plans? 


The above school looks upon vital- 
ized group study and faculty meetings as 
a challenge for growth. 


The JourNAL checkup—The votes 
of many readers on the five articles they 
like best in the December JouRNAL: 


First, “My Pedagogic Creed” by John 
Dewey; second, “Democracy in Education” 
by John Dewey; third, “Development of 
Wholesome Attitudes” by J. Mace Andress. 


Suggestive questions for discussion of 
articles in this issue: 


The Need for Educational Interpretation. In 
what ways can teachers be interpreters of educa- 
tion? What qualifications are essential ? 


Our Failing Pupils. This school 
plan for child accounting. 
for your own school ? 


Teaching High-School Pupils. How can the Mor- 
rison five-step teaching cycle become a reality in 
your work? 


The Privilege of Being One with Youth. What 
values in the Camp Fire Girl movement? 
The Teachers College at Kalamazoo. How has 


this college aided rural schools? Point out its demo- 
cratic features. 


The 1929 Legislatures and the Teacher. What are 
the leading issues in school legislation in United 
States? In your own state? 


worked out ea 
What suggestions here 








Builders of Our Profession 


REATER LOVE HATH NO MAN—The black 
(; funnel of a tornado whipped across an 

Illinois plain toward a little redbrick 
country schoolhouse. The terrified faces of 
sixteen boys and girls turned toward their 
teacher as the walls trembled under the lash 
of the wind. 

“Crawl under your desks and stay there,” 
she calmly commanded. The roar of the storm 
drowned further speech as every child obeyed. 
She herself stood against the door—and 
waited. 

, Rescuing parties found the school- 
building demolished, the bricks piled upon 
the desks, heavy timbers scattered about. In 
desperate haste they cleared away the debris. 
They found only one crushed and mangled 
body. It was that of the teacher. Every pupil 
was alive and unhurt. The teacher had been 
buried beneath a falling wall; desks had pro- 
tected the children. 

This is the brief story of a heroic act. 
Annie Louise Keller gave her life in saving 
the children entrusted to her care. 

And the people of the great state of Illinois 
were not unmindful. The next day the state 
senate paused in its tasks while the senators 
stood with bowed heads in honor of the coun- 
try school teacher who was faithful to her 
trust. Memorial services were held through- 
out the state. Newspapers of the nation paid 
tribute to the storm heroine. Parents, chil- 
dren, hundreds of friends wept at her grave. 
The new schoolbuilding erected for the pupils 
of the Centerville School District was dedi- 
cated to her memory. A tablet on the wall re- 
cords for future generations the story of that 
fatal spring day in 1927. 

A marble shaft stands in a public park in 
White Hall, a nearby town, inscribed with 
the legend: 


In Memory of Annie Louise Keller Who Saved 

Sixteen Children But Sacrificed Her Own Life, When 

a Tornado Demolished Centerville School Building 
April 19, 1927. 

On the reverse side appear the names of 
the pupils enroled in the school. 

The monument is a symbolic conception by 
the great sculptor Lorado Taft. It embodies 
the artist’s idea of the devotion of a teacher, 
clutching in protecting arms a boy and a girl, 
while she looks with calm fearlessness into 
the storm. 

This memorial of pink Tennessee marble 
was recently unveiled before the children of 
the Centerville school, their parents, and 
more than 3000 friends who listened to 
tributes paid Miss Keller by distinguished 
citizens. 

Francis G. Blair, state superintendent of 
schools, presided. The sculptor who made the 
monument, a state senator, a prominent edi- 
tor, a representative of the legal profession, 
and a school teacher were among the speakers. 

Mrs. Fannie Spaits Merwin, president of 
the Illinois State Teachers Association at the 
time of Miss Keller’s tragic death, urged de- 
votion everywhere to the splendid ideals 
written into the selfsacrifice of Miss Keller. 

Lorado Taft said, “There is no more beau- 


tiful story than that told in the life and death 
of Miss Annie Louise Keller, and I rejoice in 
my profession that makes possible this me- 
morial to her.” 

Senator A. S. Cuthbertson said, “When all 





Annie Louise Keller Memorial 








who are here assembled will have joined her 
in the world beyond, and a new generation 
will have taken our place, the passerby will 
pause in this presence, read this inscription, 
and depart, knowing that once there lived in 
Greene County a woman who in her life and 
death exemplified the words of our Savior 
when he said, Greater love hath no man than 
this, that a man lay down his life for his 
friends.” 

The sacrifice of Miss Keller is symbolic of 
the highest ideals of the profession to which 
she belonged. The sixteen children of Center- 
ville school and their children’s children will 
pay her tribute. Her devotion will be an in- 
spiration down the years to every American 
schoolteacher. She is numbered with those 
who, though dead, yet gloriously live. She is 
one of the builders of the profession. 


New Life Enlistments 


ye FOLLOWING life members have been 
reported since the list was published in 
the January JouRNAL. Let each life mem- 
ber secure one additional life member each 
year. 

AvaBAMA—Lula Bradford, C. A. Brown, Lenore 
Jones, Cora Pearson. 

Arizona—E. W. Montgomery. 

CauirorniaA—George A. Courtney, Beulah B. 
Coward, Mrs. Castenia V. Cripe, Norman W. Kemp- 
ton, Forrest V. Routt, George F. Staat, Howard N 
Tanner, Guy A. Weakley. i 

District or CotumMpia—Mrs. P. D. Smallwood, 
Lester T. Walter. 

FLorma—Frederic H. Spaulding. 


. 


[ 66] 


Gesorcia—R. B. Daniel, Mrs. James Fowler. 

Hawau—B. L. Kamakau, Mrs. Velma S. Powell 
Anna Soares. ; 

ILtinois—Paul H. Beck, C. A. Hoffman, D. B 
Hoffman, J. J. Hagan, Raymond W. Osborne, J. R 
Skiles. 

INDIANA—James W. Conlin, Loren V. Karns, 

lowa—June Connor, Mrs. Winifred E. Sloan. 

KaNnsas—Stella Traster. 

Kentucky—C. D. Compton. 

Maine—Thomas P. Packard. 

MarYLAND—L. R. Alderman. 

MassacHusetts—F. P. Hawkes, Everett W. Ire. 
land. 

MIcHIGAN—Frank Cody, Lloyd F. Rumbaugh. 

Mississipri—Albert L. May. 

Missourr—C. H. McClure. 

NEBRASKA—Thomas P. Beall, Mrs. Sadie P. Me. 
Crystal. 

New Jersey—Henry C. Dixon, Ira M. Gast, Wil 
liam Patz. 

New York—Ralph P. Agnew, Frederick C. Bode, 
George H. Covey, Godfrey Dewey, Mrs. Elizabeth 
G. Durfee, Lee K. Frankel, F. Dean McClusky, 
Warren H. Pierce. 

NortH Carotina—R. O. Ansley, Barron P. Cald. 
well, H. M. Chester. 

North Daxkota—Leslie A. White. 

Oun1o—Frank A. Appel, S. H. Babcock, Heles 
Bradley, Harold A. Conklin, J. L. Fortney, Oscar 
T. Hawke, W. H. Kirk, W. A. Walls, C. W. White. 

OxLaHoMA—Henry G. Bennett, Guy B. Blakey. 

Orecon—Gene Lytle, Ada C. McLaughlin, Charles 
A. Rice, Mrs. Fern S. Rodahl, Julia A. Spooner. 

PENNSYLVANIA—Fred E. Foertsch, Sarah Jones, 
Mrs. Alice F. Kiernan, Gertrude E. Moore, Mrs. A. 
H. Reeve, Lou N. Sharlip, Edmund A. Thompson, 
Ruth Wyatt, Margaret T. Yeager. 

PHILIPPINE IsLANDS—Juan V. Orencia. 

TENNESSEE—William G. Deen, Homer P. Shepherd, 

Texas—W. P. Clement, Alva E. Davis. 

Vircinta—Mrss. Louise Biggerstaff. 

Wisconsin—Darwin J. Ferry, Edith McEachron, 
H. W. Morton, Harry B. Nash, A. W. Peck. 


HE FOLLOWING schools have completed 

their 100 percent enrolment in the Ne 
tional Education Association since the list 
was published in the January JOURNAL. 


Twelve years 
Co._orapo—Denver, Perry. 


Eleven years 
PENNSYLVANIA—Erie, Columbus. 


Ten years 


Ca.irornia—Berkeley, Le Conte. 
Iowa—Sioux City, Irving, Webster. 
Massacuusetts—Brookline, Pierce. 
Wyominc—Cheyenne, Converse. 


Nine years 


ARIZONA—Tucson, Drachman, Dunbar, Miles, Ochos, 
Roosevelt. 

Ca.irornia—Berkeley, Cragmont, Hawthorne, Hill- 
side, Jefferson, Longfellow, McKinley, Oxford; 
Los Angeles, Staunton Avenue; South Pasadens, 
Marengo Avenue. 

Connecticut—East Hartford, Burnside. 

ILLiINo1is—Chicago, Pullman. 

MaAssaCHuseTts—Brookline, Edward Devotion. 

MIcHIGAN—Detroit, Greenfield Park. 

NEBRASKA—Omaha, Central Park. 

Oxn10—Massillon, Harvey. 

Wyrominc—Cheyenne, Central, 
Clark. 


Churchill, Gibsoo 


Eight years 


ArRIZONA—Tucson, High, Mansfield, Mission View, 
Pascua, University Heights. 
Ca.irorNiA—Berkeley, Executive and Supervisors 
Department, Garfield Junior High, John Muir, Part 
Time High, Washington, Willard Junior High. 
Connecticut—East Hartford, Second North, Union. 
ILLiINois—Sandwich, Sandwich Public Schools, Tow 
ship High, A. E. Woodward, W. W. Woodbury: 
Ilowa—Sioux City, Hawthorne, McKinley. 
New Jersey—Long Branch, North Long Branch. 
Wyominc—Casper, Lincoln. 


Seven years 


Catirornia—Berkeley, Lincoln; Los Angeles, Cahv- 
enga; Santa Monica, Garfield, Grant, Jefferso®, 
John Muir, Roosevelt; South Pasadena, El Centro 
Street. 

MICHIGAN—Grand Rapids, Sheldon. 

NeEBRASKA—Omaha, Jungmann, Saratoga. 


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Vol. 19, No. 2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 67 


_—_—_—_—_——_—————————— 


Six years 


ArizoNa—Tempe, Arizona State Teachers College. 

CaLirorNiA—Berkeley, Columbus, Emerson, Frank- 
lin, Whittier; Los Angeles, Ann Street, Division 
of Home Economics, Third Street; Oakland, Elm- 
hurst Junior High, Garfield Junior High, Grant, 
Maxwell Park, Rockridge; Pasadena, Longfellow. 

Cotoranvo—Denver, Barnum, Ebert, Hyde Park, 
Steele, Washington Park; Teller County, Cripple 
Creek, District Number One Public Schools, Vic- 
tor High, Washington; Trinidad, East Street, Park 
Street. 

Connecticut—Darien, Darien Public Schools; Strat- 
ford, Sedgwick. 

DeLAwWARE—Delmar, Delmar High and Elementary; 
Wilmington, Number 30. 

FioriwaA—Pinellas County, North Ward. 

ILLINois—Elmhurst, Lincoln, Roosevelt; Maywood, 
Emerson. 

INDIANA—El wood, Edgewood. 

lowa—Council Bluffs, Thomas Jefferson High, Wash- 
ington; Keokuk, Junior High. 

Kansas—Hutchinson, Fourth Avenue; Kansas City, 
Kansas City Public Schools, Abbott, Argentine 
Junior-Senior High, Attucks, Bancroft, Booker T. 
Washington, Bryant, Carlisle, Central, Central 
Junior High, Chelsea, Clara Barton, Columbian, 
Cooper, Douglass, Dunbar, Edison, Emerson, Eu- 
gene Ware, Frances Willard, Franklin, Garrison, 
Grant, Hawthorne, Horace Mann, Irving, John 
Fiske, John J. Ingalls, Kansas Junior College, Keal- 
ing, Library Building, Lincoln, Longfellow, Louisa 
M. Alcott, Lowell, McKinley, Maccochaque, Major 
Hudson, Mark Twain, Morse, Noble Prentis, 
Northeast Junior High, Northwest Junior High, 
Park, Parker, Phillips, Prescott, Quindaro, River- 
view, Roosevelt, Rosedale Junior-Senior High, 
Snow, Stanley, Stowe, Sumner High, Whitmore, 
Whittier, Wyandotte High. 

MICHIGAN—Grand Rapids, Coldbrook, Turner. 

Minnesota—Minneapolis, Hiawatha, Northrop, Wil- 
liam Penn. 

NeBRASKA—Omaha, Belvedere, Florence, Howard 
Kennedy, Madison, Park, Saunders. 

New JerseY—Englewood, Lincoln; Long Branch, 
Gregory; Neptune, Number 4. 

Ou1o—Findlay, Findlay Public Schools, Adams, 
Bigelow, Detwiler, Firmin, Glenwood Junior High, 
Howard, Huber, J. C. Donnell Junior High, Lin- 
coln, McKee, Senior High, Strother, Washington; 
Niles, Harrison, Jackson, Jefferson, Lincoln, Mon- 
roe, Roosevelt. 

OrecoN—Lakeview, Lakeview Public Schools; Port- 
land, Beach, Couch, Rose City Park. 

PENNSYLVANIA—East Mauch “Chunk, East Mauch 
Chunk Public Schools; Greenville, Columbia, 
Junior High, Washington, West Side; Pittsburgh, 
Bane, Business High. 

SoutH CaroLina—Laurens County, Laurens County 
Public Schools, Barksdale-Narnie, Bethany, Bethel 
Grove, Brewerton, Centerpoint, Central, Clinton, 
Clinton High, Copeland, Cross Hill, Eden, Flem- 
ing, Garlington, Goldville, Gray Court-Owings, 
Grays, Greenpond, Hickory Tavern Number 1, 
Hickory Tavern Number 2, Lanford, Laurens, 
Laurens Senior High, Long Branch, Mt. Bethel, 
Mt. Gallagher, Mt. Olive, Mt. Pleasant, New 
Prospect, Oak Grove, Poplar Springs, Princeton, 
Renno, Shady Grove, Trinity Ridge, Wadsworth, 
Warrior Creek, Waterloo, Watts Mill, Youngs. 


STATEMENT OF 





TENNESSEE—Shelby County, Shelby County Public 
Schools, Arlington High and Elementary, Bartlett 
High and Elementary, Bethel Grove Elementary, 
Bolton High and Elementary, Brunswick Elemen- 
tary, Capleville High and Elementary, Coleman 
Elementary, Collierville High and Elementary, 
Cordova High and Elementary, E. E. Jeter High 
and Elementary, Ellendale Elementary, Ernest 
Adams High and Elementary, Ford N. Taylor Ele- 
mentary, Frayser Elementary, Forest Hill Elemen- 
tary, George R. James High and Elementary, Gragg 
Elementary, Hollywood High and Elementary, In- 
dustrial Elementary, Kerrville Elementary, Levi 
Elementary, Lucy Elementary, Macedonia Elemen- 
tary, M. C. Williams High and Elementary, Mes- 
sick High and Elementary, Millington High and 
Elementary, Oakville Elementary, Rosemark High 
and Elementary, Whitehaven Elementary, White- 
haven High, White Station Elementary. 

Trexas—Waco, Brook Avenue. 

Vircinia—Lynchburg, John W. Wyatt. 

WaASHINGTON—Bellingham, Roosevelt. 

West Vircinia—Grafton, Grafton Public Schools, 
Central, East Grafton, First Ward, Senior High, 
South Grafton, West Grafton; Morgantown, Jerome 
Park, Sabraton, Westover, Wiles Hill. 

WyYominc—Cheyenne, Corlett. 


Five years 


ALABAMA—Birmingham, Henley, Wylam. 

ARIZONA—Winslow, Winslow Public Schools, Cooper- 
town, Junior-Senior High, Southside, Washington. 

Ca.irornia—Berkeley, Thousand Oaks; Eagle Rock, 
Public; Hermosa Beach, Hermosa Beach Public 
Schools, North Grade, Ocean View, Pier Avenue, 
Prospect Avenue, South Grade; La Jolla, High; 
Linden, Linden Union High; Los Angeles, Car- 
penter, Commonwealth Avenue, Division of Amer- 
icanization, Lafayette Junior High, Lockwood 
Street, Loreto Street, Miramonte, Reseda, Rowan 
Avenue, Sixty-eighth Street, Speech Correction Di- 
vision, Union Avenue, Van Ness Avenue; Oakland, 
Lockwood Junior High; Santa Monica, Franklin; 
Santa Ynez, Santa Ynez Valley Union High; 
Venice, Theodore Roosevelt. 

Co._orapo—Colorado Springs, North Junior High; 
Trinidad, Centennial, Rice. 

CoNNECTICUT—Bridgeport, Lincoln. 

Georcia—Atlanta, Whitefoord. 

Hawan—Kihei, Waihee, Wailuku, Wailuku Junior 
High. 

Ittinois—East St. Louis, Junior High. 

INDIANA—Alexandria, Tomlinson. 

Iowa—Keokuk, Keokuk Public Schools, Garfield, 
George Washington, High, Jefferson, Junior High, 
Lincoln, Torrence, Wells Carey. 

Kansas—Topeka, Quincy. 

Kentucky—Louisville, California, William R. Belk- 
nap; Owensboro, Owensboro Public Schools, 
Emerson, Franklin, Junior High, Lincoln, Long- 
fellow, Robert E. Lee, Senior High, Washington, 
Woodrow Wilson. 

Maine—Augusta, Williams; Portland, Summit Street. 

MASSACHUSETTS—Melrose Highlands, Franklin, 
Roosevelt, Whittier; Norwell, Public. 

MicHiGAN—Grand Rapids, Straight Street; Muske- 
gon, Hackley; Sault Ste. Marie, Garfield, High 
McKinley, Park. 

MINNESOTA—Minneapolis, Logan, Madison. 

Missouri—Kansas City, Benjamin Harrison, Leeds. 

NeprRasKA—Omaha, Adams, Miller Park. 

Nevapa—Reno, Junior High. 

New JerseY—Asbury Park, Bond Street, Bradley, 


High; Atlantic City, Art Department; Long 
Branch, Long Branch Public Schools, Broadway 
Number 1, Garfield, Grammar, Gregory, Junior 
High, Liberty Street, North Long Branch, Senior 
High, West End; Lyndhurst, Columbus, High, River 
Road, Roosevelt; Maywood, Public; Montclair, 
Grove Street. 

On10—Kenton, East, Espy, Grammar, North, West; 
McDonald, McDonald Public Schools, Grade, 
High; Martins Ferry, South. 

OreEGoN—Washington County, Public School District 
Number 7, Public School District Number 29. 

PENNSYLVANIA—Bradford County, Bradford County 
Public Schools, Athens Boro, Campton High, 
Canton Boro, Center, East Smithfield High, Le- 
Raysville Pike Joint, Luthers Mills, Monroe Boro, 
New Albany Joint Consolidated, Orwell Township, 
Overton Independent, Powell, Rome Consolidated, 
South Waverly High, Towanda Boro High, Troy 
Boro High, Ulster Independent, Warren Center 
High, Wyalusing Boro High; Chester, Harvey, 
Jones, Larkin, Larkin Primary, Martin, Thurlow, 
Wetherill; Greenville, Greenville Public Sthools, 
Columbia, Junior High, Senior High, Washington, 
West Side; New Kensington, New Kensington Pub- 
lic Schools, First Ward, High, Junior High, Second 
Ward, Third Ward. 

SoutH Dakota—Sioux Falls, Hawthorne. 

Texas—Dallas, Alamo, Ascher Silberstein, Ben 
Milam, Cumberland, James Bowie, James Stephen 
Hogg, Obadiah Knight, Roger Q. Mills, Rosemont, 
Sam Houston, San Jacinto, Vickery Place, William 
Lipscomb. 

West Vircinia—Big Creek District, Berwind Grade, 
Berwind High, Caretta, Coalwood Grade, Coal- 
wood High, Newhall Grade, War High, Yukon 
Grade, Yukon Junior High; Clarksburg, Alta 
Vista. 

WyYominc—Cheyenne, Junior High. 


Four years 


ARIZONA—Tucson, Tucson Public Schools, Davidson, 
Davis, Drachman, Dunbar, Elizabeth Borton, High, 
Mansfield, Menlo Park, Miles, Mission View, 
Ochoa, Pascua, Roosevelt, Safford, Sam Hughes, 
University Heights. 

CALIFORNIA—Dinuba, Dinuba Grammar; Long Beach, 
Harding Park; Los Angeles, Annandale Boulevard, 
Bridge Street, Brooklyn Avenue, Canyon, Cienega, 
Classical Center Department, Horace Mann Junior 
High, Le Conte Junior High, Primary Manual Arts 
Department, Soto Street, Visual Education Divi- 
sion, Wonderland Avenue; North Hollywood, 
Lankershim Elementary; Oakland, Chabot, Golden 
Gate Junior High, Parker; Ontario, Lincoln, San 
Antonio; Owensmouth, Winnetka Avenue; Pasa- 
dena, Webster; Santa Ana, Spurgeon; Santa Mon- 
ica, Madison; Sawtelle, Sawtelle Boulevard. 

CoL_orapo—Boulder, Lincoln; Denver, Cole Junior 
High, South High; Trinidad, Santa Fe. 

ConNECTICUT—Stamford, Springdale. 

FLorma—Tampa, Seminole. 

Hawatr—Halawa, Honokowai, Kaauhuhu, Kapuna- 
puna, Kohala High and Grammar, Koloa, Makapala, 
Makawao, Mana, Waimea. 

ILLiINois—Chicago, Scott; Decatur, Dennis, E. A. 
Gastman, Garfield, Johns Hill Junior High, Mary 
W. French, Oakland, Oglesby, Riverside, Warren 
Street; East St. Louis, Jefferson; Elmhurst, Field, 
Hawthorne Junior High; La Grange, Ogden Ave- 
nue. 

INDIANA—I/ ndianapolis, McKinley. 

Kansas—Hutchinson, Central, Lincoln. 


<hliicentinenasiaiitieaetemiaeiiaiehiciaiaiadiiademnaccenetinssliliiitananiiniiienineatitittenininaediitteneaintaiinhliheetthrceamciseiitaaesiathlna tal et i 
OFFICIAL 


OBJECTIVES OF THE MICHIGAN EDUCATION ASSOCIATION 


sss 


The Objectives of the Michigan Edu- I. Public Service The Association provides these services by: 
cation Association (as stated in its A. To supplement and assist other ae : : ae 
constitution) are: educatiodal and social agencies 1. Initiating and supporting movements for better educational legislation. 
that are seeking directly or in- 2 De . . . 
: ; ‘ , veloping ways and means for cooperating with the State Department of Public 
A. The promotion of educational directly to promote the general Instruction and with the educational institutions of the state in promoting public 
interests. and ciucationst wqiteos. education in Michigan 
P B. To furnisti leadership in those ail 
B. The elevation of the profession situations where, because of spe- 3. Maintaining a service which will keep the public informed of the purposes, con- 
of tense cial training and experience, the ditions, needs, and progress of the schools. 
& teaching profession is charged : . 
“p : F c with responsibility. 4. Encouraging the public to employ those persons as teachers who have the expert- 
Fomotion of educational inter- Il. Professional Service ness required to conserve and develop the best in the boys and girls. 
ests" is interpreted as promoting or s oa , ' , 
aiding activity having as its purpose A To promote among the members 5. Assisting in making available for use in the schools of the state the best literature. 
’ sae Nagy i f th fession the hi i 
the assisting of the individual child pr ak on eran are ee 6. Promoting professional ethics. 
or adult to function on the highest B. T ary 
} . To develop in the teachers of the : : : : 
level of efficiency as a member of 2 cnne'é Ged’ 08 Werle ene 7. Conducting and fostering educational meetings. 
democratic society reo be: my oo eaenee 8 Stimulating professional training and growth. 
standards of the teaching profes- 7 : : . . — 
‘The Michigan Education Associa- sion. 9. -Co-operating with state, national, and international educational organizations. 
tion recognizes as its major function Ul. Personal Service 10. Studying and disseminating facts pertaining to problems that affect the welfare 
the promotion of educational interests A. To study the personal and profes- and hest interests of teachers as a professional group. 
through the elevation of the profes- sional problems of the individual 11. Assisting in placing teachers to the best interests of the schools and of them- 
sion of teaching. In advancing the meh ~~ ae Guan ieee selves. 
= 4 a ing toward improved es- 
Sieger se the or NA sional, social, and economic status 12. Keeping the members of the Association informed as to the aims and activities 
rincipal types of service 


AD 


: consistent with the best public 
that it should render as: policy. 


of the Association and the progress achieved in the promotion of its objectives 
through the medium of a professional publication. 


OPTED BY THE EOARD OF DIRECTORS, SEPTEMBER TWENTY-FIRST. NINETEEN HUNDRED TWENTY-NINE 


"renee crys nn sg SS Ss SSS SSS SD 





68 


Maine—Bath, Mitchell. 

MassacuusetTts—Belmont, Payson Park; Lynn, Eu- 
clid Avenue; Revere, Henry Waitt, Julia Ward 
Howe, Louis Pasteur, Theodore Roosevelt; West 
Springfield, John Ashley, Riverdale. 

MicHiGAN—Dearborn, Garrison, Southwestern; 
lonia, Emerson, Jefferson; Pontiac, Baldwin. 

MINNESOTA—Minneapolis, Willard. 


NesprasKA—Omaha, Brown Park, Lincoln. 
New Jersey—Asbury Park, Asbury Park Public 
Schools, North Bangs, Prospect Avenue, South 


Bangs; Camden, Senior High; Carney’s Point, John 
Pershing; Lyndhurst, Franklin; Newport, High; 
Passaic, Lafayette. 

New YorK—Congers, High; 
flower. 

NortH Carotina—Durham, Lakewood, South Side. 

Owo—Akron, Harris; Newark, Lincoln; Sycamore, 
Sycamore Public Schools; Youngstown, East High, 
Sheridan. p 

OKLAHOMA—Oklahoma City, Roosevelt Junior High. 

OrecoN—Pendleton, Washington; Portland, Ports- 
mouth, Williams. ey 

PENNSYLVANIA—Chester, Booker T. Washington 
Junior High, Hoskins, Huber, McCay, Powell; 
Delaware County, Delaware County Public Schools, 
Aldan, Aston, Bethel, Clifton Heights, Colling- 
dale, Colwyn, Concord, Eastern Thornbury, East 
Lansdowne, Eddystone, Edgmont, Folcroft, Fol- 
som, Franklin, Glen-Nor Joint High, Glenolden, 


New Rochelle, May- 


Kedron, Lansdowne, Leiperville, Lima, Lincoln, 
Lower Chichester, McKinley, Marcus Hook, 
Marple, Marple-Newtown Joint High, Media, 
Nether Providence, Newtown, Norwood, Park- 
mount, Parkside, Prospect Park, Ridley Park, 


Roosevelt, Rutledge, Sharon Hill, Smedley, Spring- 
field, Swarthmore, Tinicum, Trainer, Upland, Upper 
Chichester, Upper Providence, Washington, West- 
ern Thornbury, Wheatley, Woodlyn, Wright, 
Yeadon; Nazareth, Intermediate; New Salem, New 
Salem Public Schools; Phoenixville, Gay Street; 
Pottstown, Pottstown Public Schools, High, Junior 
High, New Grade. 

TeNNessee—Knoxvilie, Bell House; Memphis, West 
Tennessee State Teachers College and Training 
School. 

Texas—Dallas, Lamar, Richard Lagow, Robert E. 
Lee. 

Uran—Salt Lake City, Columbus, Garfield; Sevier 
District, Joseph. 

Virncinia—Lynchburg, E. C. Glass High; Richmond, 
Oak Grove. 

WASHINGTON—Centralia, Edison, High, Jefferson, 
Lincoln, Logan, Oakview, Roosevelt, Washington; 
Seattle, Crown Hill; Walla Walla, Jefferson. 

West Vircinta—Elkins, Third Ward; Morgantown, 
Second Ward. 

Wyominc—Cheyenne, Johnson, Park Addition. 


Three years 


ARIZONA—Benson, Grammar; Clemanceau, Cleman- 
ceau Public Schools; Prescott, Miller Valley. 
[ALIPORNIA—-Fort Bragg, Fort Bragg Public Schools; 
Inglewood, Center Avenue; Los Angeles, Alessan- 
dro, Cheremoya Avenue, Commercial Education 

Division, Eastman Street, Fletcher Drive, Forty- 
ninth Street, Ivanhoe, Kindergarten-Primary Di- 
vision, Los Feliz, Malabar Street, Modern Lan- 
guage Division, Mount Washington, Norfolk Street, 
Orchestra Division, Pacific Palisades, Palos Verdes, 
Penmanship Division; Oakland, Lazear; Pasadena, 
Junipero Serra; San Luis Obispo, Junior High; 
Venice, Machado. 

CoLorapo—Colorado Springs, Curtis; Denver, Baker 
Junior High, Lake Junior High, Reynolds, Sted- 
man, Teller. 

FLoriwaA—Palm Beach County, Palm Beach County 
Public Schools, Belle Glade, Boca Raton, Boynton, 
Canal Point, Central Grammar, Central High, Cen- 
tral Primary, Delray, Green Acres, Hypoluxo-Lan- 
tana, Jupiter, Kelsey City, Lake Worth Junior- 
Senior High, Northboro, North Grade, Pahokee, 
Palm Beach, Palmetto, Riviera, South Bay, South 
Grade, South Palm Beach, South Palm Beach Junior 


a 





President, E. RUTH PYRTLE 








organization. 























Joy Ermer Morcan, Editor 





committee reports, and other regular publications of the Association. d 
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. 


Tue JourNaL is a member of the Educational Press Association of America and is published in accordance with the standards of that 


‘THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





High, West Gate, West Grade; Tampa, Thomas A. 
Edison. 

Hawau—Halehaku, Hamakuapoko, Honokohua, Ka- 
hului, Kaupakalua, Keokea, Lanai City, Puukolii, 
Spreckelsville, Waikii. 

Ipano—Boise, Lincoln, Washigton, Whitney; Decatur, 
Centennial Junior High, Grant, H. B. Durfee, 
Lincoln, Pugh, Washington. 

INDIANA—Hammond, Lafayette; Union City, Union 
City Public Schools. 

lowa—Council Bluffs, Eighth Street. 

Kansas—Hutchinson, Allen. 

Maine—Bath, North Grammar; Camden, Elm Street. 

MassacHusetrs—North Adams, Mark Hopkins. 

MICHIGAN—Dearborn, High, Whitmore-Bolles; De- 
troit, Burt; Pontiac, Elmer R. Webster; Saginaw, 
Crary-Lincoln. 

MINNESOTA—Minneapolis, Trudeau, Van Cleve; 
Rochester, Rochester Public Schools, Central, 
Edison, Hawthorne, High, Holmes, Lincoln, North- 
rop. 

NeBRASKA—Omaha, Druid Hill, Long, Mason, Mon- 
roe. 

Nevapa—Lovelock, Lovelock Consolidated Schools. 

New Jersey—Absecon, Absecon Public Schools; 
Lyndhurst, Lyndhurst Public Schools, Columbus, 
Franklin, High, Jefferson, Lincoln, River Road, 
Roosevelt, Washington. 

New York—Kenmore, Junior High, Senior High. 

Oun10—Cincinnati, Chase; Cleveland, Miles; Han- 
cock County, Vanlue; Kenton, Kenton Public 
Schools, East, Espy, Grammar, High, North, West; 
Marion, State Street; Martins Ferry, Mackey, 
North. 

Orecon—Portland, Eliot, Joseph Lane. 

PENNSYLVANIA—Bradford, Bradford Public Schools; 
Chester, Smedley Junior High; Erie, Davidson; 
Pittsburgh, Daniel Webster; Tyrone, Tyrone Pub- 
lic Schools, Adams, High, Logan, Washington; 
Waverly, Waverly Public Schools. 

Texas—Dallas, Leila P. Cowart, Sidney Lanier; 
Fort Worth, Washington Heights; Houston, Coo- 
ley; Palestine, Lamar. 

UtaH—Coalville, North Summit Public Schools; 
Grand County, Grand County Public Schools, Ele- 
mentary, High. 

VeERMONT—Brattleboro, Oak Grove. 

VirciniaA—Newport News, High. 

West Vircinia—Elkins, Elkins Public Schools, Cen- 
tral, First Ward, Junior High, Third Ward. 


WISCONSIN—Whitefish Bay, Whitefish Bay Public 
Schools, Henry Clay, Humboldt, Richards. 
WrYoMiING—Greybull, High. 
Two years 
ALABAMA—Birmingham, Cunningham, Kennedy, 
Minnie Holman. 
ARIZONA—Bisbee, Horace Mann Junior High; 


Phoenix, Creighton. 

CaLirorNiA—Anaheim, Katella; Calipatria, Bonita; 
Cypress, Public; Huntington Beach, Elementary; 
Los Angeles, Aldama, Andrew Jackson, California 
History Division, California Street, Division of 
Course of Study, Division of Salesmanship, Eton 
Avenue, Fifty-ninth Street, Granada, Hazeltine 
Avenue, Industrial Arts Division, Ninety-ninth 
Street, Ninety-seventh Street, One Hundred and 
Eighteenth Street, Paducah Street, San Pascual 
Avenue, Santa Barbara Avenue, Student Body 
Finance Division, Twenty-eighth Street, Victory 
Boulevard, Vinedale; Oakland, Camden, Fremont 
High, Hamilton Junior High; Ontario, Central; 
Pasadena, Grover Cleveland, J. C. Fremont, James 
A. Garfield, Linda Vista, San Rafael, Thomas A. 
Edison, Washington; San Fernando, Hagar Street; 
San Francisco, Farragut; Santa Monica, Lincoln 
Junior High, McKinley; Solano Beach, San Die- 
guito; Van Nuys, Hayvenhurst Avenue; Walnut, 
Public; Westmoreland, Grammar, Harding. 

CoL_orapo—Denver, Cheltenham School and Annex, 
Colfax, East High, Smiley Junior High; Trinidad, 
Columbian. 

DeLAWARE—Wilmington, John Palmer Junior High, 
Thomas F. Bayard. 





February, 1930 





FLoripA—Fort Lauderdaie, Central Elementary; 
Holly Hill, Elementary and Junior High. : 

Hawau—Huelo, Paia. 

IpAHo—Boise, Boise Public Schools, High, Lincola, 
Washington, Whitney. 

ILLINoIs—Chicago, O'Toole; Decatur, Decatur Public 
Schools, Centennial Junior High, Dennis, E. A, 
Gastman, Garfield, Grant, H. B. Durfee, Johns 
Hill Junior High, Lincoln, Mary W. French, Oak 
Grove, Oakland, Oakland Junior High, Oglesby, 
Pugh, Riverside, Senior High, Supervisors Depart. 
ment, Tarr, Warren Street, Washington; Des 
Plaines, North Division; Franklin Park, Leyden 
Community High; Streator, Sherman. 

INDIANA—Fort Wayne, Oxford; Indianapolis, John 
McCromick, Number 59, Number 78. 

lowaA—Council Bluffs, Roosevelt; Sioux City, North 

_ Junior High, Woodrow Wilson Junior High. 

KANnsas—Hutchinson, Senior High. 

MaiNE—Solon, High; Freeport, Pownal and Yer 
mouth, Freeport, Pownal and Yarmouth Public 
Schools, Freeport Grammar, Freeport High, Free. 
port Rural, Yarmouth Grammar, Yarmouth High, 
Yarmouth Junior High, Yarmouth Primary. 

MASSACHUSETTS—Stoneham, Center. 

MICHIGAN—Dearborn, Dearborn Public Schools, Gar 
rison, High, Lindbergh, Oxford, Southwestern, 
Whitmore-Bolles; Detroit, Angell, Noble, Wayne; 
Ferndale, Wilson; Grand Rapids, Franklin Street; 
Ionia, Ionia Public Schools, Emerson, Jefferson, 
Junior High, Senior High; Sault Ste. Marie, Jeffer. 
son, Washington. 

MINNESOTA—M inneapolis, Keewaydin. 

Missour!—Kansas City, Webster; Maryville, Mary. 
ville Public Schools, Franklyn, Garfield, High, 
Jefferson, Washington; Webster Groves, Lockwood, 

NeBRASKA—Omaha, Corrigan, Rosehill, Walnut Hill, 
Windsor. 

NEvADA—Lincoln County, 
Schools, Caliente. 

New Jersey—Atlantic City, Brighton Avenue, New 
Jersey Avenue. 

NortH CaroLina—Durham, East Durham. 

Oun10—Canton, Stark; Cincinnati, 
High, Whittier; Cleveland, Fairmount Junior 
Training, Puritas, Thomas Jefferson Junior High; 
Galion, Galion Public Schools; Marion County, 
Marion County Public Schools, Caledonia, Claridon, 
Grand Prairie, Green Camp, La Rue, Marion 
Township, Montgomery, Morral, New Blooming- 
ton, Pleasant, Prospect, Richland Township, Scott 
Township, Tully Township, Waldo; Mentor, 
Mentor Junior-Senior High; Steubenville, Jeffer- 
son; Toledo, Auburndale. 

Orecon—Ashland, Lincoln; Portland, Arleta, Chap- 
man, Hudson Mills Open Air; Washington County, 
Public School District Number 2, Public School 
District Number U-3, Public School District Num- 
ber 38. 

PENNSYLVANIA—Bloomsburg, High; Easton, Easton 
Public Schools, Asa Packer, Centennial, Cotting- 
ham, Easton Junior-Senior High, Franklin, Lehigh, 
March Junior High, McCartney, Porter, S. E. 
Shull Junior High, Stevens, Taylor, Trail Green, 
Vanderveer, Washington, Webster, Wolf Junior 
High; Jersey Shore, Jersey Shore Public Schools; 
Lancaster, Ann Street; Reading, Continuation, Elm 
and Moss Street, Perkimen, West Elm Street; 
South Williamsport, High, Southern Avenue; 
Uniontown, Benjamin Franklin Junior High, 
Senior High. 

TENNESSEE—Hamilton County, Mission Ridge, Salem; 
Tyner, High. \ 

Texas—Dallas, Cedar Valley, Cockrell Hill, Fair 
Park, Lisbon, Love Field, Maple Lawn, William 
B. Travis; Texarkana, High. 

Utan—Box Elder County, Public; Nebo District, 
_ Payson High; Salt Luke City, Franklin; Sevier 
District, Monroe Grade. 

Vircinia—Newport News, Bankhead Magruder; Nor- 
folk, Lafayette. . 

West Vircinia—Big Creek District, Big Creek Dis 
trict Public Schools, Bartley Grade, Bartley Junior 
High, Berwind Grade, Berwind High, Canebrake, 


Lincoln County Public 





The J acrid of die Mational B haraticsn Dinette 


Published monthly, except July, August, and September, by the National Education Association of the United States 





The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates 
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Entered 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. 





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Members are kindly requested to report 





Acceptance for 








Harotp A. ALLAN, Business Manager 











Western Hills 


Vol 





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Vol. 19, No. 2 





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8 * 8: 


Kodascope, Model A, the 


standard 16-millimeter 


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projector for schools 


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RIVING an airplane is like drilling a 

hole... The man who moves a mas- 
sive beam with a crowbar, thus illustrat- 
ing the principle of lever-fulcrum-resist- 
ance, has that same mechanical triplet 
in his own arm, in the form of bone and 
muscle... The tongue of a steam shovel, 
the cutter of a milling machine and the 
prow of a swift coast guard chaser are all 
examples of the same device—the 
wedge...The old well and the modern 
crane hold an astonishing kinship in 
their common employment of the wheel- 
and-axle. 


Formerly there was no adequate way to 
explain these principles 


The principles employed in simple 
machines are extremely important. They 
are extremely simple, too, when under- 
stood. But until very recently the 
teacher had no means of explaining 
them adequately, vividly. They are only 
a small part of a single subject that can, 
at best, be given only a small part of the 
school day. And, they involve motion— 
an element difficult to convey with the 
spoken or printed word. 


Now a special motion picture does it in 
fifteen minutes 


Now, when the science hour begins, 
the teacher can simply step up to a de- 
vice and snap a switch. Immediately the 
subject leaps to life on a silvered screen, 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





= eas i at 


A-45 





The rollable School Screen, constructed like a window shade 


in motion pictures. In fifteen minutes the 
children see more than they could read in 
fifteen hours. A lesson that would other- 
wise be simply words becomes reality— 
an instructive, personal experience 
linked to everyday life. 


Any teacher can use these special 
classroom films 
Simple Machines is only one of the 
many Eastman Classroom Films cover- 
ing important topics in General Science, 
Geography, Health and Civics. Any teacher 
can show them with the aid of a simple, 
efficient Eastman projector and screen. 


Kastman 
Classroom 
Films 


Mention Tur Journal, when writing our advertisers. 


At the Snap of a Switch 
Words become Reality 








Any class can derive from them the im- 
portant advantages demonstrated by the 
Eastman educational experiment of 


1928. 
Send for this list 


If you are not familiar with the scope 
of these films, clip and mail the attached 
coupon for *‘A Descriptive List of East- 
man Classroom Films.'’ Eastman Teach- 
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Kodak Company, Rochester, N. Y. 


EASTMAN TEACHING Fits, INc., 


Rochester, N. Y. 


GENTLEMEN: 


Without any obligation on 
my part, please send me “‘A 
Descriptive List of Eastman 
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A-46 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 193 Vol. 


Builders of Our Profession 
(Continued from page 68) 


Caretta, Coalwood Grade, Coalwood High, New- 
hall Grade, War Consolidated, War High, Yukon 
Grade, Yukon Junior High. 
WYomMINc—Cheyenne, Cheyenne Public Schools, Cen- 
tral, Churchill, Converse, Corlett, Gibson Clark, 
Johnson, Junior High, Park Addition, Senior High. 


Current year 


ALABAMA—Bessemer, Junior High; Birmingham, 
Curry. 

A.aska—Kodiak, Kodiak Territorial. 

ArizoNA—Patagonia, Union High, Phoenix, Junior 
College, Union High. 

ARKANSAS—Grannis, High. 

CaLirornu—Bell, Woodlawn Avenue; Berkeley, Sun- 
shine; Burbank, Luther Burbank, Theodore Roose- 
velt; Calipatria, Fremont, Union High; Cambria, 
Coast Union High; Campo, Campo Elementary; 
Cardiff, Cardiff; Culver City, The Palms; Jacumba, 
Grammar; Kerman, Elementary; Lindsay, Wash- 
ington; Los Angeles, Agriculture Division, Aragon 
Avenue, Bancroft Junior High, Bandini Street, 
Buchanan Street, Division of Administrative Re- 
search, Gates Street, Hadden Street, Humphreys 
Avenue, Nightingale, Olive View, Serrania Ave- 
nue, Tenth Street, Woodrow Wilson; Oakland, 
Bella Vista Annex, Claremont Junior High, Oak- 
land High; Ontario, South Euclid; Pasadena, Co- 
lumbia, Emerson; Roscoe, Elementary; San Fran- 
cisco, Roosevelt; Sanger, Sanger Public Schools, 
Harding, Taft, Wilson; Santa Ana, Lowell; Santa 
Barbara, Administration Department; Santa Monica 
Administrative Office, Washington; South Pasa- 
dena, Las Flores; Torrance, Fern Street; Whittier, 
Mill. 

CoLorapo—Arapahoe, Arapahoe Branch, Cheyenne 
County High; Denver, Opportunity, Skinner Junior 
High, Smedley; Lindon, High; Trinidad, Trinidad 
Public Schools, Centennial, Columbian, East Street, 
High, Park Street, Rice, Santa Fe. 

Connecticut—East Hartford, Silver Lane, South 
Grammar. 

De_taware—Eastern New Castle County, Commodore 
MacDonough School District No. 53, Edge Moor 
School District No. 93, Marshallton School Dis- 
trict No. 77, Richardson Park School District No. 
20, Rockland School District No. 8, Rose Hill 
School District No. 47, Sharpley School District 
No. 7; Western New Castle County, Western New 
Castle County Public Schools, Glasgow, Hockessin, 

Middletown, Oak Grove, Odessa, Yorklyn. 


eS 


District oF CoLtumMBia—Washington, Blake, John F. © Nevapa—Humboldt County, Humboldt County High; 


_ Cook. Panaca, Lincoln County High; Reno, Mary § 
FLoRiDA—Clearwater, South Ward. Doten, Mount Rose; Virginia City, High. 
Grorcia—Atlanta, Opportunity. New Hampsuire—Whitefield, Junior and Senior 
Hawau—Anahola, Eleele, Haiku, Halawa, Hanalei, High; Winchester, Thayer High. 


Kaha Kuloa, Kaluaaha, Kamehameha, Kauai High, 
Kaunakakai, Keahua, Kekaha, Kilauea, Lihue Gram- 
mar, Mahelena, Makaweli, Olohena, Puunene. 
Ipano—Blackfoot, Thomas High. 
ILLiInois—Bellwood, Roosevelt; Chicago, Knicker- 
bocker, Newberry, Thomas Kelly Junior High; 
DeKalb, DeKalb Township High; Harvey, Harvey 
Public Schools, Bryant, Cary, Holmes, Longfellow, 
Lowell, Whittier; Elmhurst, Elmhurst Public 
Schools, Field, Hawthorne Junior High, Lincoln, 
Roosevelt, Washington; La Grange, Oak Avenue; 


New Jersey—Absecon Highlands, Public; Atlantic 
City, Girls Vocational, High, Music Department— 
Public Schools, West Side; Bridgeton, Bank Street; 
Camden, Broadway; Cumberland County, Brown, 
Cedarville, Delmont, Dividing Creek, Fairfield, 
Heislerville, Hopewell, Landis Township, Lees. 
burg, Lower Hopewell, Port Elizabeth, Port Nor. 
ris, Seabrook, Shiloh, Union; Elizabeth, Jeffer. 
son High; Highstown, Consolidated; Moorestown, e 
Number 9; Mullica Hill, Union Academy; Nep- 





t , Bradley P. > O i ’ ic; q 
Lake Bluff, Public; | Maywood, Melrose Park, mi Public. orks Id Bridge, Public; Wood 
Stevenson; Western Springs, Wolf Road. q 7 New Mexico—Albuquerque, North Fourth Street: 
INDIANA—Alexandria, Central Grade; Indianapolis, . : ‘ ‘ : ; 
J ! : - Colfax County, Colfax County Public Schools 
Number 48; Mitchell, Riley; Terre Haute, Davis Adem, hadeene, Gilmer, Ponth Garten 
I Park. | il Bi R Kiowa, Miami, Moreno, Newton, Sugarite, Swas. 
owa—Council Biuffs, Rue. . . tika, Tafoya, Van Houten, Wheatland. 
Kansas—DeSoto, Rural High; Hutchinson, Liberty New YorKk—Gloversville, Oakland Avenue; Ne 
Junior High; Wichita, Gardiner, Lincoln, Wood- burgh, Broadway Grammar; New Rochelle, Reus 
eeiienitinnita Public. le — hem, Fell w 
LoutsianA—New Orleans, P. A. Capdan. : Holl cco go urham, Fuller, George W. Watts, 
MaryLanp—Frederick County, Frederick County 0 be i a —n J 
Public Schools, Academy, Adamstown, Brunswick HI0—Amsden, Jackson; Cincinnati, Westwood; 
High, Burkittsville Grade, Church Street, East — Central High, John Hay High, Me 
Brunswick, Emmitsburg High and Grade, Frederick a a ; wes 7. as Central, De 
High, Jefferson, Knoxville, Lewistown, Libertytown ro digh, Scuth; Martins Ferry, Mar. 
—_— —_ — ee -" ee — Seen Rocth, aes, Beaune a 
yersvilie, ew arket, ort Market treet, ,- ~~ ’ ’ - ’ . 
Pout of Rocks Sqhilawile: Thurmont High and Fable Schone Troy, troy Pubic Seeley Une 
jrade, rbana, Jalkersville igh an jrade, . , A u 4 
Hide oea'< Street, — Brunswick, Wolfsville Feaeektpe Keontens 'W dlecubbo Messee 
igh and Grade, Woodsboro. , 3 Willoughby, a 
Messacuumarse—ipemieh, Burley, Winthrop and ee et ee oe Uae a 
inebrook. 2GON—Multnoma ounty, Gresham Union High, 
gy ee Arthur, Burton; Flint, Civic ay fmol — — or? 
ark; Ironwood, Ironwood Public Schools, Aurora inson, olladay, olman, James John, 
Portable, High, West Junior High; Pontiac, Cen- Maplewood, Multnomah, Sitton, Terwilliger, Weed. 
tral, Wisner; Sault Ste. Marie, Sault Ste. Marie mere; Washington County, Public School District 
Public Schools, County Normal, Garfield, High, Number 72. 
Jefferson, Junior High, Lincoln, McKinley, Oppor- PENNSYLVANIA—Bloomsburg, Bloomsburg _ Public 
tunity, Park, Supervisors Department, Washington. Schools, Fifth Street, High, Third Street; Chester, 
MINNESOTA—Minneapolis, McKinley, Nathan Hale. Watts; Ellwood City, Ellwoed City Public Schools, 
Mussamrrt— Faves Cup, Yazoo City Public Schools, — —? oe, Sa Hew 
rammar, Hig unior High. nen, a unior-Senior High, North Side, West 
Missouri—Maplewood, Lincoln; St. Louis, George a Lee ge reels 
7 . ; s ; > , D. A. Harman 
tin aa Grade, D. A. Harman Junior High, Diamond Ave- 
NEBRASKA—Omaha, Columbian, Jefferson, Speech nue, Green Vine Junior High, Hazle Street, Holly 
Correction Department. (Continued on page A-48) 









picture form all the facts of 
geographical importance that 
they should know. Facts that 


leap to life before their eyes. Society for Visual Education, Inc. 


Knowledge in vivid, fascinat- Manufacturers, Producers and Distributors of eee agg = - 
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Geography need no longer be teaching manual. Write now 
a difficult subject to teach. for complete data on the new, 
When taught with the aid of comprehensive United States 
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Picturol brings to pupils in and more productive. Send 
the coupon at once, please. 


Chicago, Ill. 


Society for Visual Education, Ince. 
Dept. C-2, 327 S. La Salle St., Chicago. 


Please send me free full details on 


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Vol. 19, No. 2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 











‘[here is Aut One Choice 


of PICTURE Projectors for 


Educational Use 


THERE IS but one 16 m/m moving picture Projector that will sat- 
isfactorily meet every requirement that should be demanded of a Pro- 
jector for educational use . . . The VICTOR MASTER PROJECTOR. 


A Projector, to fully qualify as an instrument of higher education, 
must do a great deal more than project a fair action reproduction upon 
the screen. . . . It must give absolute assurance of Rock Steady pictures 
at every showing—regardless of how long it has been in use. _ It 
must have superior illumination, that the subject matter will be not only 
clear, but sharply defined, with proper depth and snap. There must 
be no flicker to irritate and detract from the lesson or lecture. The 
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or loan reels. 






None but Victor has successfully provided for each and every one 
of these requirements. Exclusive optical and mechanical principles and 
refinements enable the Victor alone to qualify as entirely satisfactory 
fer, and fully adapted to, educational use. The use of Victor motion 
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the local building or insurance codes. 


Definite proof of these claims and descriptive literature on the 
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Mention THe JourNnat. when writing our advertisers. 


SRA CE EERIE L OL OIG LE 











THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 








S~ PERMITTING 
THE LECTURER 
q TO FACE 


THE LANTERN 


ec * 
~ 





DELINEASCOPES 


Booths F-33 and F-35 


SPENCER LENS COMPANY 


Avenue F 


N. E. A. CONVENTION 


Atlantic City Auditorium 
Atlantic City, N. J. 
FEBRUARY 22-27, 1930 








(Continued from page A-46) 


Street, Locust Street, Pine Street, Poplar Street; 
Lancaster, Walnut Street; Perryopolis, Perry Town- 
ship High; Pittsburgh, Bayard, Sunnyside; Summit 
Hill, Summit Hill Public Schools. 

SoutH Dakota—Sioux Falls, Bryant. 

Texas—Dallas, Arcadia Park, Bonnie View, O. M. 
Roberts; Houston, Franklin. 

Utan—Salt Lake City, Ensign. 

VeRMONT—Bellows Falls, Wells Street. 

Vircinia—Newport News, Thomas Jefferson, Walter 
Reed. 

WASHINGTON—Vancouver, Shumway Junior High. 

West Vircinita—Hiawatha, Public; McDowell County, 
Adkin District Public Schools; Olcott, Washington 
District Public Schools; Springton, Junior High. 





| 


Notes and Announcements 








Atlantic City exhibits unequaled 
—Two hundred thirty-four firms and 
organizations will occupy the 344 ex- 
hibition booths which will cover the 
floor of the world’s largest auditorium 
in Atlantic City when the superintend- 
ents of schools meet to consider the prob- 
lems of American education. 

The exhibits at these conventions con- 
stitute an educational fair of great mag- 
nitude. Here superintendents will find 
on display the most recent educational 
contributions of inventive minds from 
both within and without the profession. 
The efficiency and cost of these educa- 
tive tools and accessory devices may be 
compared, to the end that the school 


IS CLASS AND 
HIS C ie 
Noe 
| 











SPENCER 





superintendent may bring to his com- 
munity the best at the least expense. 

Once a new idea in education meant 
a new textbook—today it means that and 
much more. Thousands of devices and 
supplies designed to supplement books 
in education will be on exhibit at this 
great educational fair. Building ma- 
terials, school seats, sanitary supplies, 
laboratory apparatus, tools, plumbing, 
lead pencils, electric clocks, school buses, 
stickers, liquid soap, and calculating ma- 
chines are a few of the hundreds of 
classes of articles listed for exhibit. 

The movietone as an educational de- 
vice will appear for the first time at the 
1930 convention; the radio, the loud 
speaker, and improved office equipment 
are significant exhibits. A large number 
of units of space have been reserved by 
seating companies, motor manufacturers, 
makers of laboratory and other furni- 
ture, publishing concerns, map makers, 
and manufacturers of musical 
ments. 

Checks at the Cleveland meeting in 
1929 show that 11,491 convention mem- 
bers inspected the exhibits on the first 
day of the meeting, and that 37,161 
were visitors during the convention 
period. 


instru- 


Mention THE Journal when writing our advertisers. 





1930 


——, 


Februar 


Von Buprin 


Latches will be exhibited at 
Booth No. H-12 at the N.E.A. 
Convention, Atlantic City, 
February 22 to 27, inclusive. 


You are most heartily invited 
to visit us there. 


VONNEGUT HARDWARE CO. 


INDIANAPOLIS, IND. 





Atlantic City pageant to interpret 
leisure program—One of the most 
elaborate spectacles ever appearing on 
the program of a national convention 
will be staged at the meeting of the De- 
partment of Superintendence at Atlantic 
City, February 25, as a feature of the 
Tuesday night general session, when 
2000 youths and adults present The 
Pageant of Time under the direction of 
Percy Jewett Burrell, pageant director 
extraordinary. , 

The members of the cast will be chosen 
from the students and teachers of the 
Atlantic City and other New Jersey city 
schools. The scenario portrays the history 
and current practise of recreation as a 
phase of President Frank Cody’s general 
program theme, Education in the Spirit 
of Life. ; 

The importance of leisure time is 
demonstrated through many allied arts. 
It is also designed to show the need of 
giving such training in the schools that 
the youth of today and the adult of to- 
morrow may know better how to choose 
wisely the occupations for their extra 
hours. 

The pageant, built in four cycles, de- 
picts the great waste of Time in the his- 

(Continued on page A-50) 





Vol. 


—_— 


—__ 








Airmitencing a new medium 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-49 








for curriculum enrichment 










Electrical Research Products Inc. 
Presents 
Initial showing of 


EDUCATIONAL 
TALKING PICTURES 


for use in the classroom 


RECORDED BY 


Epucators attending the theatre in which these pictures may 
Atlantic City Convention, February be seen is located near the entrance 
22-27 are invited to witness the pres- of the exhibit hall. 


entation of the first Talking Pictures 
produced expressly for the educa- 





tional field. The demonstration 


Electrical Research Products Inc. 


DEPARTMENT OF EDUCATIONAL TALKING PICTURES 


250 West 57th Street, New York, N. Y. 

















bow 


Be atetiney 


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HEYER -~Rotaru— 


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You may send details of the Heyer Rotary 
Lettergraph and your 10-day Trial Offer. 
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THE FIVE SENSES 


ny By Jessie Willcox Smith 
ee | oy 


et Dodge Color Prints, 

~~ 50c each. 

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Artext Juniors 
Sample Set, 15c. 


New Illustrated Catalog “BS” 
showing 250 subjects, 10c. 


beds t 


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¢ > 


Art Extension Press, Inc. 
Westport, Conn. 





MASTERS IN ART 


The Finest Collection of Authentic Source 
Material, Color Prints, ete., for Picture 
Study and Art Appreciation 


A special display will be exhibited at 
Booth L-21 at the N. E. A. Convention in 
~ Atlantic City 


Free to Educators: Prospectus and 
Specimen Color Prints 


BROWN-ROBERTSON CO., Inc. 


Educational Art Publishers 


424 Madison Ave. 302 Palmer House Shops 
New York Chicago 





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, lowa 








GEOGRAPHY 
in film 
is remembered 


long after textbook geography 
has been forgotten . . . Pathé ed- 
ucational motion pictures cover 
classroom subjects faithfully 
and authoritatively. Teachers’ 
aid pamphlets give complete in- 
structions for making this visual 
material most effective. Send 
for list of titles, prices, ete. Use 
coupon below. 


Pathe 
MOTION PICTURES 





PATHE EXCHANGE, Inc. (Dept. NEA 230) 
35 West 45th St., New York City 


Please send me full information on Pathé 
Pictures for Classroom Use. 


Name of Projector 


Mention Tue Journat, when writing our advertisers. 





A-50 ‘THE Jou RNAL OF THE NATIONAL EDUCATION ASSOCIATION 











February, 1930 


icici aeeas 
(Continued from page A-48) 


tory of man’s slow climb toward his 
ideal. Symbolic characters issue a chal- 
lenge to wiser use of the hours as they 
pass one by one from the future into 
the present and out again into the past, 
Education accepts the commission to ap- 
propriate the treasures of Time to a 


| more noble use. 


Then follows the conflict of Independ- 
ence, Initiative, and Imagination with 
the lures of Sloth and Lust and Vice for 
what time is left to man after the hard 
grind of earning a living in a machine 
age. 

After the clash between these two 
forces of darkness and light, comes the 
wise use of leisure in the pursuit of 
physical aims followed by a cultural 
olympiad leading to the establishment of 
an academy of Avocation where man 
learns the true art of life in the realiza- 
tion of its most worthy objectives. 

The presentation will be made on 
the new auditorium stage, admirably 
adapted because of its size to spectacles 
of this sort. The stage is 165 feet wide 
and 85 feet deep. The proscenium arch 
is 52 feet high. Elaborate lighting de- 
vices and suitable music will contribute 
to the beauty and dramatic effect of the 
pageant. 


Allied organization meetings— 
The following organizations in alliance 
with the Department of Superintendence 
will hold their separate meetings at the 
time of the Department meeting in At- 
lantic City: 


American Educational Research Associa- 
tion 

Elementary School Principals 

Rural Education . 

Secondary School Principals 

Supervisors and Directors of Instruction 

Municipal Normal School and Teachers 
College Section 

Deans of Women 

High-School Inspectors and Supervisors 

National Council of Childhood Education 

National Society for the Study of Edvu- 
cation 

College Teachers of Education 


Dates for these meetings appeared on 
p19 of the January JoURNAL. 
The National Council of Education 


| will meet in Philadelphia on February 22 


The National Council of State Super- 
intendents will meet at Atlantic City, 
February 24. 

The Department of Vocational Edu- 
cation has just announced its meeting: 
Atlantic City—Feb. 25, 26 at 2 p. m. 

(Continued on page A-52) 


Vol 








Oo ee Ft — Ff 


ion 
ers 


Ors 
Hon 
du- 


Vol. 19, No. 





Electric Equipment 


2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-51 








Standard Results 


can only be secured with 


Standard 


Electric Time Systems 


Fire-Alarm Equipment 


Telephone Equipment 


Science Laboratory Current Supply Panels 


Perfected through the experience of nearly half 


a century 


Have “Standard” installed and secure the de- 


sirable “Standard” results 


The Standard Electric Time 


The Standard Electric Time Co. of Canada., 


Atlanta, 204 Glenn Bldg. 
Baltimore, 2 E. Redwood St. 


Birmingham, 2920 Seventh Ave. 
So. 


Boston, 10 High St. 


Charlotte, 217 Latta Arcade 

Chicago, 1510 Monadnock Bldg. 

Cleveland, 1333 Union Trust 
Bldg. 


Columbus, 83 So. High St. 


Denver, 562 Penn St. 


Company 
Springfield, Mass. 


Ltd., 726 St. Felix St., 
Montreal, P. Q., Can. 


Detroit, 806 Donovan Bldg. 

Kansas City, Mo., Mutual Bldg. 

Los Angeles, Rm. 670, 124 W. 
4th St. 


Minneapolis, 745 McKnight Bldg. 
Buffalo, 901 Mutual Life Bldg. New York City, 50 Church St. 
Philadelphia, 1612 Market St. 
Pittsburgh, Bessemer Bldg. 
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Dallas, 716 Mercantile Bank Bldg. Seattle, 918 Western Ave. 
Spokane, 110 S. Cedar St. 


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See our exhibit at the N. E. A. Convention, Atlantic City, 
February 22-27, Booths G-8-10-12. We shall have there a 
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Education is life. And life is idealistic, friendly, dynamic, prac- 
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For, as thousands of leading educators can testify, Filmo School 
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Sensibly designed and finely manufactured for this very pur- 
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the world’s feature photoplays, Filmo 
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Filmo 57-E School Projector. See Filmo 57-E Demonstration at Booth No. K-29, 
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How the School 
Can Prevent 
Colds 





(. are responsible for more absences 
in the schoolroom than anything else,” 
writes J. Mace Andress in “What Is 
School Doing to Prevent Colds” for 
HYGEIA. Since this is the season 


Your 
February 


ior colds, Dr. Andress’ article is especially 
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He believes that the schools can play an important 
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Dr. Andress, noted health educator and author of 


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For February HYGEIA 


Besides the regular editorials and departmental fea- 
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Name stenoses er 


DI cin cacteneiminiion 





THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 





February, 1939 





HOLDEN 


Book Covers 


Springfield, Massachusetts 


















SCIENCE 
NEWS-LETTER 


extends to you a cordial invita- 
tion to visit their exhibit 


Booth L-11 


Separenent of Superintendence 
N. E. A. Convention 


Atlantic City 
February 22-27, inclusive 


The Science News-Letter is a weekly 
magazine effectively supplementing 
science textbooks in Junior and 
Senior High Schools and Colleges. 

You will find it beneficial to see a 
sample copy and inquire about 

»eclal quantity rates. 
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(Continued from page A-50) 

Atlantic City radio program—]{ 
circumstances beyond your control pre. 
vent your attending the Atlantic City 
meeting, three of its splendid programs 
can be brought to you in part if you will 
write down these dates and remember 
to tune in: 


Tuesday, February 25, 10:30-11 p. m. NBC 


Master of ceremonies—Frank Cody, presi- 
dent, NEA Department of Superintend- 
ence, superintendent of schools, Detroit 
Michigan. 


What dad wants to know about schools— 
R. G. Reynolds, principal of Horace 
Mann School, Teachers College, Colum. 
bia University. 

How to get a job and keep it'\—C. R. Dooley, 
Standard Oil Company of New York. 

Giving rural children a fair start in life— 
Florence Hale, state director for rural 
education, Augusta, Maine. 

Wednesday, February 26, 9-9:30 p. m. CBS 


Master of ceremonies—Joseph M. Gwina, 
superintendent of schools, San Franciseo, 
California. 


The United States studies its high schools— 
Leonard F. Koos, professor of education, 
University of Chicago. 

The press and the school in education— 


John H. Finley, New York Times, New 
York City. 

Using the radio in education—R. G. Jones, 
superintendent of schools, Cleveland, 
Ohio. 

Thursday, February 27, 2 p. m. NBC 


National high-school orchestra—Walter 
Damrosch, guest conductor. J. E. Maddy, 
school of music, University of Michigan, 
conductor and manager. 


Note these on your calendar— 
The annual conference of the National 
Vocational Guidance Association will be 
held in Atlantic City, February 20, 21, 

The headquarters of the conference 
will be the Hotel Chalfonte. Dr. Morris 
S. Viteles of the University of Pennsyl- 
vania, chairman of the program commit- 
tee, has arranged a program of unusual 
interest. Each topic to be touched on is 
an essential phase of guidance and each 
will be discussed by leaders who will pre- 
sent the latest findings in their particulat 
field. 

The Department of Adult Education 
will hold a dinner meeting in the Ozone 
room of the Dennis Hotel, Monday eve- 
ning, February 24, and a conference on 
Wednesday morning, February 26, at 9 
a. m. in the Atlantic City auditorium. 


Schoolmasters Rotary luncheon— 
According to Frank D. Boynton, pres 
dent of the Schoolmasters Rotary Club 
of the National Education Association, 

(Continued on page A-54) 














Vol. 19, No. 2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-53 














y, 





As a Tumbling Waterfall 


A produét of nature with that solid, fine, even grain 

that makes writing a pleasure. This natural rock 

that has been the choice for centuries has an out- 

Standing quality of cleanliness. Your school, your 

Student and your teachers deserve this genuine 

“Pyramid” blackboard. Quality and service at no 
Cina ni | cost by the largest producers of every 
the Atlantic City type of slate product on the market. 
Convention. It gives 


us an opportunity to Natural Slate Blackboard Co. 
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THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





February, 1930 








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(Continued from page A-52) 

a Rotary luncheon will be held at the 
Chelsea Hotel, Atlantic City, Thursday, 
February 27—12 noon sharp. Those who 
will appear for five minutes each on the 
program are: President Frank Cody, 
A. E. Winship, William John Cooper, 
Frank P. Graves, E. W. Butterfield, 
Francis G. Blair. 

All members of the Department of 


| Superintendence who are Rotarians at 


home are invited to attend this luncheon, 


Summer convention plans near 
completion—President E. Ruth Pyrtle 
spent a part of January in Washington 
perfecting arrangements for the Colum- 
bus meeting, June 28 to July 4. The 
program promises to be one of the 
strongest in many years. 


Secretary Crabtree cites NEA 
progress—lIn his holiday letter to super- 
intendents and _ principals, Secretary 
Crabtree gave this encouragement: 

What wonderful progress has been made! 
Membership has gone from 7500 to 200,000 
in a decade. Salaries have improved fifty 
percent. Tenure is much better. Retirement 
regulations have been improved one hun- 
dred percent. Twenty lines of service are 
operating. Keep the good work going. 

Of interest to classroom teachers 
—Miss Eula F. Hunter of Fort Worth, 
Texas, president of the Department of 
Classroom ‘Teachers, was granted a 
month’s leave of absence with salary by 
her school board during October and 
November to carry on field work for the 
Department. She was a speaker on the 
programs of the Iowa, Louisiana, and 
Texas State Teachers Associations and 
held conferences at Kansas City, Chi- 
cago, Columbus, Cincinnati, Atlanta, 
and several cities in Texas. Miss Hunter 
spent several days at NEA headquarters 
in Washington conferring with mem- 
bers of the staff on Department activi 
ties, including the publication of the 
News Bulletin, the Yearbook, and the 
Columbus program. She _ has _ been 
granted several more weeks’ leave for 
work in the field during February and 
March. 


Additional responses to roll call 
—These answers to the. Journals 
eighth annual roll call were received to 
late for publication in the January issue 
Illness and distance were the cause of 
their tardiness. They report the follow- 
ing outstanding educational achieve 
ments during 1929: 

Arizona—New certification _regulatio# 
of the state -board of education which, among 

(Continued on page A-56) 


Vol 


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TOURIST THIRD 






















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nurse. 
What it Means to 


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$50 a Month (and up) when you 
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$25 a Month (and up) for illness 
that does not confine you to the 
house, but keeps you from work. 


door. 


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 
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$333 to $1,000 (and up) for major 
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Double these benefits for travel 
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Operation benefits in addition to 
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Policies paying larger benefits are 
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Pay no money to strangers without 
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@ BAD LUCK 


out of 
Teachers 


Records prove that during the year one 


out of every five school teachers will have 
either sickness, an accident or be quaran- 
tined, causing loss of pay. 
luck” causes not only loss of pay, but usually the 
heavy extra expenses of a doctor, hospital, and 


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A-56 





Better School 
Positions 


IGHER and better salaried posi- 
tions in America’s rapidly ex- 
panding school system go to those 
who are prepared for them. Training 
for this advancement will be offered in 
the 1930 University of Denver Summer 
Session. Thirty courses in education 
will be given 
guest professors 
own faculty. 
Investigate the new course for super- 
intendents, principals, and supervisors, 
including work under Dr. S. A. Courtis, 
University of Michigan; Dr. Paul Den- 
gler, University of Vienna; Dr. Jesse 
Newlon, Columbia University ; Dr. H. L. 
Hollingsworth, Columbia University; 
Mrs. Florence Watkins, National P.-T.A.; 
Melvin E. Haggerty, University of Minne- 
sota, and others. Wide range of courses 
in Liberal Arts, Fine Arts and Commerce. 
Unusual recreation opportunities in 
Colorado’s famous mountain playgrounds. 
Write for Bulletin No. 2 with complete 
list of courses. 


under nationally-known 
and the University’s 


University of Denver 


SUMMER SESSION 
On the Crest of the Continent 
JUNE 16 TO JULY 23 


and 
JULY 23 TO AUGUST 29 





KEEP ABREAST 
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Courses for Teachers in Rural, Primary, Grade 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





February, 1930 





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(Continued from page A-54) 


other requirements, provide for a minimum 
of three years teachers-college training for 


elementary teachers.—E. W. Montgomery, 
NEA state director, Phoenix. 


Philippine Islands—Greatly increased ex. 
tension of educational opportunity through 
expansion of the public-school system in the 
elementary grades without lowering stand- 
ards of efficiency or sacrificing quality of in- 
struction.—Luther B. Bewley, director of edy- 
cation for the Islands, Manila. 


Samoa—Appointment of district  super- 
visors to take care of the minor difficulties 
that are bound to come up and would other. 
wise take the valuable time of the director 
or the superintendent of education.—Paul T, 
Diefenderfer, director of education for 
Samoa, Pago Pago. 


Educational Research Service— 
The NEA Department of Superintend- 
ence in collaboration with the Research 
Division conducts the Educational Re. 
search Service for the information of 
school systems. The service is supplied 
at a charge of $25 a year. 

Circular No. 9, December 1929, 
stresses the survey given of material to 
be found in magazines recently on the 
subject of the ‘‘football disease” in 
American colleges, inspired by the Car- 
negie Foundation report _ entitled, 
“American College Athletics.” 

Other outstanding educational articles 
are listed under the following subject- 
headings: 


Education and Main Street 
What price professors? 
The undergraduate 
Colleges for women 
Nature and nurture. 


Association officer writes his 
torical novel—L. W. Rogers, chait- 
man of the budget committee of the 
National Education Association and first 
assistant state superintendent of Texas, 
is the author of His Own People, the 
story of a pioneer minister's family in 
Texas. This book published recently by 
Laidlow Bros., shows the indomitable 
spirit of the frontier when courage, deve 
tion, and a heroic faith were helping t 
build America. 


Educator expresses approval of 
leisure program—I have been greatly 
impressed with the editorial, “The 
Leisure of Tomorrow” in the Januaty 
JouRNAL. It seems to me that a colt 
plete study of the use of leisure by tht 
American school child would be one 
the most vital and intelligent “surveys. 

(Continued on page A-58) 





Vol. 













nis- 
\ait- 
the 
first 
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y in 
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A-58 


(Continued from page A-56) 

that could be fostered by the NEA. My 
work here at Rollins has been almost 
wholly an attempt to develop interests 
and habits that will enable people to use 
their leisure time to yield them the larg- 
est happiness in living—Edwin O. 
Grover, Rollins College, Winter Park, 
Florida. 


Chalienge to teachers colleges— 
The following extract from a letter to 
the Editor is a challenge to the teachers 
colleges to provide welltaught courses in 
children’s literature. How can we pass 
our heritage on to the children if teach- 
ers themselves are unfamiliar with it. 
Here is the quotation: 


The past summer I taught children’s litera- 
ature in the Normal School. Out of a 
large class of experienced teachers, as well 
as younger ones, none of them knew any- 
thing at all about either the uptodate best 
books for children or the old standards. The 
situation is very tragic and also very general. 





In the Editor’s mail—Once again 
the JoURNAL of the National Education 
and | 


thusiastic in my appreciation of it. When 


Association has arrived am en- 


one begins to look forward to the ar- 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





February, 193) 





rival of a professional magazine with 
the same zest that one looks forward to 
the arrival of Harpers or the Forum 
that professional magazine is meeting a 
“life need.” You have succeeded in mak- 


ing a vital educational contribution 
through the JourRNAL.—Efhe Mac- 
Gregor, principal, Burroughs School, 


Minneapolis, Minnesota. 


Boy Scouts anniversary—The Boy 
Scouts of America, committed to a pro- 
gram of character building and citizen- 
ship training for boys, will celebrate its 
twentieth anniversary, February 7-13, 
1930. Principal events of the week will 
occur on February 8, the twentieth an- 
niversary of the incorporation of the 
Boy America. During the 
week Boy Scouts will participate in many 
civic and community activities. 


Scouts of 


Are you planning for commence- 
ment?—The Association has brought 
together the best material available per- 
taining to  vitalized commencements. 
Schools interested in making their com- 
mencement exercises a vital part of the 
year’s program may receive aid by writ- 
ing to headquarters. 





Build that school building now~ 
More municipal bonds were sold dur 
ing December 1929, than during any 
December since 1921. This is a good 
time to build school buildings. 

The NEA is cooperating with the 
U.S. Department of Commerce in an ef- 
fort to encourage school building thereby 
promoting the welfare of the nation’s 
children together with stabilizing indus. 
try and employment 


“This is your country—beautify 
it’—This is the prize-winning slogan 
won by a Detroit school girl in competi- 
tion with more than 6000 slogans sub- 
mitted for the prize offered by Mrs. 
John D. Rockefeller, Jr., for the phrase 
which would “most stimulate interest in 
the beauty of the countryside and enlist 
popular support in preserving and 
beautifying it.”—Journal of Education, 


Benefits of radio—‘‘Radio arouses 
and stimulates curiosity, breaking down 
error, prejudices, and other evils through 
the broadening and illumination of men’s 
horizons. It is this, rather than direct 
instruction, that is the big thing.” —W, 
H. Lighty. 








Continental Divide—Seen on Student Tours 


The University of Colorado, in the foothills of the Rockies, offers you 
summer 
Organized hikes and week-end outings; mountain-climbing; visits to glaciers; 
automobile excursions to Rocky Mountain National 


unsurpassed opportunities for combining 


maintained for summer students. 


istration, Journalism, Art, and Music. 
Maison Frangaise, Casa Espafiola. 
in Dramatic Production. Many 
and administrators. 
Excellent library, laboratories. 
railroad rates. 


special 


Dean of the Summer Quarter (Dept. S), 
Boulder, Colorado: 


Summer Quarter Catalogue_ om 


: Altitude of one mile, within sight of per- 
petual snow, gives unexcelled climate and stimulating atmosphere. 


First Term, June 23 to July 26 
Second Term, July 28 to August 29 


Courses in Arts and Sciences, Law, Medicine, Education, Business Admin- 
Field courses in Geology and Biology. 
University Theater, with special instruction 


courses for teachers, 


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Organ recitals and public lectures. 
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UNIVERSITY OF COLORADO 
Boulder, Colorado 
ar ine ae eal think 


University of Colorado, 
Please send me the Bulletins checked below: 


__..-~-Summer Recreation Bulletin___ 
Field Courses in Geology and Biology______ Graduate School Bulletin 


Write Name and Address in Margin and Mail 





study with recreation. 


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July 16 to August 27. 
Address Secretary, Box 720, 5026 Greenwood Ave., Chicago, IIl. 














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