MARCH, 1930 


tHe JOURNAL ¢ the 
NATIONAL EDUCATION 
ASSOCIATION 





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The Growth of Our Associatton—Editorial : F ‘ . : . 69 





STITT 
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School Finance Legislation in 1929—Wiilliam G. Carr . . “ ‘ 70 


Interpreting the Public’s Schools: 
The Problem; New Emphasis Necessary; News Versus Propaganda‘ 
What Is News?; The Newspaper’s Attitude; Writing the Story ; Schools 
An Economic Necessity; New Duties of the Schools; The “Frills and 
Furbelows” ; The Use of Comparative Statistics; The Language of Busi- prs, 
ness; Other Forms of Publicity; A Few Good References. : ; 71 






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wD Europe-Minded Reading—Margery C. Quigley . ; ; ; . . 83 
rT) Celebrating the Covered Wagon Centennial—I/lustrated Feature ‘ ‘ 84 
=n Vitalized Group Study and Faculty Meetings . ; ; , ‘ ; 86 











The Press and the School ‘ 
Education for a Better World—Ross L. Finney 






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The Mental Health of the Adolescent—J. Mace Andress . ' ‘ . 93 











Educational Opportunities in Radio during March . ‘ i ‘ ‘ 94 
4-H Club Work—C. B. Smith 


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Growth of Education Associations—Statistics 


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Builders of Our Profession 


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Notes and Announcements 





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Pustisnep 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 March, 1930 


The Growth of Our Association 


WENTY-FIVE TIMES what it was in 

1917! That is the story of our As- 

sociation’s growth. More than a 
thousand new life members during 1929; 
older departments steadily growing; 
younger departments gaining in vigor 
and vision; a fine new building soon to 
be built to house the activities of the As- 
sociation—thousands of fine men and 
women have helped to achieve these re- 
sults. They have built their lives into 
the Association and have for it an affec- 
tion that is deep and abiding. The suc- 
cess of the life membership movement is 
an eloquent tribute to the profession. It 
shows dedication and devotion. It fixes 
attention on leaders who have faith in the 
future of teaching. 

The annual membership count on 
January 1 as given elsewhere in this is- 
sue is well worth reading. This growth 
in numbers is merely an index of that 
larger growth of professional activity 
which is as wide as teaching itself. 
Among the projects around which this 
growth has centered are the following: 

The enlistment of the profession in 
local, state, national, and world associa- 
tions—It is no small matter to arouse 
great numbers of teachers who have 
worked merely as individuals to an ac- 
tive and collective sense of the impor- 
tance of their responsibility. “he prog- 
ress thus far points the way to a time 
when no teacher would wish to be with- 
out his share in the common enterprise. 

The extension of professional study— 
Many of us now active, began our school- 
ing under teachers who were eighth 
grade graduates or less. No one of pro- 
fessional standing today believes that a 
teacher can be properly trained with less 
than fourteen years of schooling and the 
best thought demands sixteen. The evo- 
lution of the normal schools into teach- 
ets colleges has come within a few years, 
summer school enrolment runs into hun- 
dreds of thousands, extension classes, 
regular faculty meetings, better reading, 
improved conventions, increased travel— 
all these contribute to a new intellectual 
life among teachers. 

The growth of departments—As edu- 
cational science develops it is more and 
More apparent that each group within 
the profession has peculiar problems 
Which require common action for their 
solution. Every advance which a depart- 


ment makes adds to the strength of the 
mother association. Among _ notable 
achievements of departments are: 




























200,000 
coo0e [NATION | 
voce | {EDUCATION |" | 
rocee ASSOCIATION CA 
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140,000 <= ca j 4 5 i : 
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1918 1920 1922 1924 1926 1928 


1919 1921 1923 1925 1927 1929 


The annual conventions and the yearbooks 
produced by the commissions of the Depart- 
ment of Superintendence 

The bulletins and yearbooks of the Depart- 
ment of Elementary School Principals 

The standards for teacher training estab- 
lished by the Department of Teachers Col- 
leges 

The yearbooks of the Department of Class- 
room Teachers and its service in arousing 
interest among this group 

The program of the Department of Adult 
Education for the enrichment of human life 

The unification of the secondary school 
principals into a department of the Asso- 
ciation. 


The development of the state and local 
associations—State, local, and national 
associations have been parts of the allin- 
clusive body since the reorganization in 
1920. The work of all groups has been 
vitalized, the development of leadership 
within the states has gone forward, and 
a fine group of fulltime secretaries has 
given new impetus to the professional 
advance. 

The building up of the headquarters 
staff—A man who came to the Associa- 
tion offices after having made the rounds 
of several offices in Washington com- 
mented on its superior efficiency and 
spirit. This is a frequent experience. It 
means much to the teaching profession to 


{ 69 J 


have in the capital city—where so many 
events of vast consequence are now tak- 
ing place—a body of trained men and 
women familiar with educational policy 
and needs throughout America. It is a 
satisfaction to know that the Associa- 
tion’s affairs are in the hands of experts 
ready to make effective policies devel- 
oped by the various official boards of the 
Association. 

The interpretation of education—The 
content of this issue of THE JoURNAL 
suggests the emphasis which the Asso- 
ciation places upon the interpretation of 
education. No enterprise so vast as our 
system of schools can go forward eftec- 
tively without a full understanding of its 
purposes, achievements, activities, and 
needs. Through its program of research ; 
through THE JOURNAL, through maga- 
zines, newspapers, and radio; and 
through contacts with other organiza- 
tions the Association has helped to build 
up a farreaching appreciation of the 
schools. Every teacher has a stake in this 
work which must go steadily forward. 

Improved relations with other or- 
ganizations and with the government— 
Through its officers, its departments, its 
committees, and the varied activities of 
the staff, the Association comes into co- 
operation with many other associations 
and with the different branches of the 
government. At no time have these rela- 
tions been more extensive or mutually 
helpful than now. 

Other problems needing immediate 
attention—All its achievements thus far 
are merely a preparation for the great 
work which lies ahead for the Associa- 
tion and the profession. Among outstand- 
ing needs are these: 


A thorough nationwide survey of teacher 
status and training 

The further enlistment of the profession in 
its associational work with a still closer 
cooperation between local, state, and na- 
tional groups 

A remedy for the starvation of rural educa- 
tion, which exists to an extent that seri- 
ously threatens the integrity of rural life 

The adaptation of the high school to the life 
around it 

The integration of vocational and general 
education so as to produce efficiency in 
work along with richness in living 

The unification of the educational activities 
of the federal government 

The encouragement of adult education with 
special reference to the wise use of leisure, 
homemaking, and community planning. 


= A nes ET 











School Finance Legislation in 1929 


Witii1am G. Carr 


Assistant Director, Research Division, National Education Association 


HE EFFICIENCY of a state school 
| eros depends largely upon the 

legislation enacted regulating school 
finance. The state legislatures determine, 
within limits, the amount to be spent for 
educational purposes ; how, when, where, 
and by whom this money shall be col- 
lected; for what types and levels of edu- 
cation the money may be spent; how, 
when, and where money may be bor- 
rowed for schools; what types of taxes 
shall be levied for schools, and at what 
rate; how money shall be apportioned to 
the local school units; how it shall be 
budgeted ; how spent ; how accounted for. 
The power thus wielded by the legisla- 
tures may bring either good or bad re- 
sults to the schools. If meager funds are 
provided teachers are illpaid and there- 
fore largely untrained for their important 
work; school buildings are unhygienic, 
in poor repair, and obsolescent; equip- 
ment is meager; cheap textbooks or no 
textbooks at all are supplied ; the general 
educational and cultural level of the 
state falls. If, in addition, unjust and 
antiquated methods of distributing state 
school funds are in use, wealthy districts 
can support elaborate educational pro- 
grams with ease, while the poorest dis- 
tricts (usually rural) can maintain the 
threadbare minimum requirements with 
difficulty. Or, schools at one level may 
have abundant resources to conduct a 
vigorous program while other educa- 
tional levels perform their functions in 
poverty. On the other hand, we find good 
schools in those states where legislators 
have provided adequate school funds and 
have apportioned the money in accord- 
ance with correct principles. 

Of the forty-six legislatures meeting 
in 1929, at least forty considered school 
finance measures. The dominant issues 
were taxation for educational purposes 
and the apportionment of state school 
funds. Recent legislation pertaining to 
school finance reveals these trends: 


(1) Changing of the method of apportion- 
ment of state school aid to recognize more 
fully the equalization principle. 

(2) Increasing state funds available for 
school purposes. 


(3) Levying various types of indirect taxes 
for educational purposes. 


The equalization principle in educa- 
tion declares that no child should be de- 
nied a fair chance because he happens to 
reside in a poor community. According 
to this principle education is a state re- 
sponsibility and the state should appor- 
tion a sufficiently large state school fund 
in such a manner that no child will be 
deprived of a reasonable minimum of edu- 
cational opportunity. 

Attempts to apply this principle in the 
various states have resulted in the ut- 
most diversity of apportionment meth- 
ods. In Connecticut the amount from 
an equalizing fund paid to certain local 
school units is expressed as a graduated 
percent of the teachers’ salaries paid in 
the local district. The percent now varies 
inversely with the average tax income 
over a period of three years instead of 
varying with the assessed valuation, as 
formerly. In Michigan an equalization 
fund of two million dollars was ordered 
distributed to certain local units accord- 
ing to the way in which the ratio of chil- 
dren to taxable wealth in the district 
compares with the same ratio for the 
state. Indiana now requires that forty- 
five percent of a seven-cent education tax 
shall be used to aid the poorer school dis- 
tricts. The method of apportionment is 
essentially unchanged but more money is 
now available as an equalization fund. 
In Utah joint legislative resolutions sub- 
mit to the people in 1930 the question of 
providing a state schocl equalization 
fund which will yield approximately 
$750,000 a year. 

That the theory of state responsibility 
for education is gaining ground is indi- 
cated by the increases in amounts of state 
school aid in several states. For example, 
Illinois increased the state aid to 
$10,000,000 a year—an increase of 
twenty-five percent. Delaware increased 
the state appropriation for current and 
building expenses by thirty and twenty- 
five percent respectively. Alaska appro- 
priated $20,000 for the education of iso- 
lated children. Ohio set aside $4,000,000 
for the equalization fund. Texas appro- 
priated $2,100,000 for a similar purpose. 

While expenditure and apportionment 
thus received much attention from 1929 
legislatures, the matter of school revenue 


[70] 


was not overlooked. One marked tend. 
ency was the decrease of restrictions op 
local school units in voting school taxes, 
Methods were provided for raising or 
removing maximum school tax limita. 
tions in California, Colorado, Delaware, 
and Michigan. The outstanding move. 
ment in school finance, however, is the 
gradual supplementing of the general 
property tax by other methods of taxa 
tion. The income tax, the tobacco tax, 
and the gasoline sales tax received wide- 
spread consideration. For instance, a 
straight net income tax in Arkansas will 
contribute $750,000 for schools. In Ar 
kansas also the tobacco tax was improved 
in its administration so that it will now 
yield approximately $1,400,000 annually, 
In Montana, a measure for levying 
a cigaret tax from which one half the 
revenue was allocated to the equaliza- 
tion fund was lost in the senate. A gaso- 
line sales tax for educational purposes 
was passed in Georgia, Florida, and 
Texas. In Georgia a one-cent per gallon 
tax for schools will yield about 
$1,250,000. In Florida an additional tax 
of one cent per gallon was levied for edu- 
cational purposes. Onefourth of a four- 
cent gasoline tax in Texas is allocated to 
the state available school fund. 

School legislation of 1929 shows en- 
couraging trends in the field of school 
finance. States early recognized the value 
of educational opportunities for all their 
children. Some soon felt the unfairness 
of permitting the childs’ opportunities to 
depend upon his place of residence. Mini- 
mum educational requirements to be ful- 
filed by the local units were established. 
It was then found that some local units 
met these requirements with comparative 
ease; others, with difficulty or not at all. 
But more recently the states have be 
gun to assume responsibility for equaliz 
ing both the burden of school support 
and the opportunities for education. To 
this end, state legislatures are changing 
bases of apportionment, increasing state 
equalization funds, and levying newer 
types of taxes which will yield sufficient 
revenue to provide all the children a more 
equal educational opportunity. [Full a 
count in State School Legislation, 1929, 
Address NEA Research Division. ] 


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URING the past decade publicity 
LD) has become the fetish of every 

type of organization making an 
appeal for public support. All kinds of 
causes, public and private, benevolent 
and selfish, commercial and _ altruistic, 
have organized publicity departments for 
the purpose of keeping the public in- 
formed about their activities. In many 
instances they have employed trained 
newspaper men to write copy for them, 
not because these men knew more about 
the cause or the business for which they 
were to work, but rather because they 
knew how to prepare copy that stood a 
chance of being accepted by the manag- 
ing or city editors of the newspapers to 
which it was sent. 

The public school system is one of the 
few exceptions to the general rule that 
an institution depending on the public has 
developed an organized publicity depart- 
ment. This is due, in the main, to two 
causes : 

(1) The expense of such a department 

(2) The schools are so close to the public 
that the newspaper men in every city include 
the office of the superintendent on their regu- 
lar “beats,” so the school officials have not felt 
the need of an organized department to 
handle school news. 

The rapid expansion of the public 
school system in every section of America 
during the past decade has brought about 
a new situation, however, which should 
be met by the school people themselves. 
The employment of a paid publicity man 
is still of doubtful wisdom in the vast 
majority of cases but with the widespread 
attack on the public school .system in 
every part of the nation it behooves the 
school people to furnish the public more 
facts about the schools which well not only 
counteract these attacks but will help the 
public to understand the vast changes that 
have come about and are yet to come in 
the public schools. 

The schools, of course, belong to the 
public which pays the bills; and school 
boards, school officials, and teachers are 
Just as much servants of the public as is 
the governor of a state or the president 
of the United States. The public, as the 
owner of this vast enterprise, is entitled 
‘o complete information about the 
schools, America believes in education— 
believes in it as have no other people in 
the world at any time in the history of 

the world. Continued and increased sup- 





The Problem 


port of the schools from a financial stand- 
point will come only when the public 
understands thoroughly what the schools 
are doing with and for the children of the 





HE SCHOOLS belong to the people. 

They touch daily the lives of citi- 
zens in ways that are intimate and 
vital. They can do their best work 
only in an atmosphere of appreciation, 
cooperation, and generous support. 
Without these their educational func- 
tions become dwarfed and petty. 


Only by the closest cooperation be- 
tween homes and schools can the 
cardinal objectives of education be 
achieved in the growth of children. 
Every educational worker therefore 
faces the challenge to interpret the 
schools in many ways. Every child is 


an interpreter. Every teacher is an in- 
terpreter. Every principal, supervisor, 
or superintendent must meet a legiti- 
mate demand for significant and inter- 
esting facts about the work of the 
schools. When this demand is met in 
the right spirit the public will do its 
share. THE JOURNAL takes pleasure in 
reproducing here a most excellent 
handbook developed for the North 
Carolina Education Association by the 
committee on public information. This 
book is full of specific suggestions and 
will be helpful to all teachers.—J.E.M. 








nation. The reason there has been a na- 
tionwide attack on the schools is because 
the professional people charged with 
the responsibility for administering the 
schools, have not lived up to their oppor- 
tunity to keep the public informed. The 
teachers have been so much engaged in 
working with the children—for which 
they are paid—that they have not worked 
with the older people as much as would 
have been good for the cause. The schools, 
therefore, in thousands of American com- 
munities are doing a work today which 
the supporting public sits understand 
and will not understand until the teach- 
ers take the time and trouble to get this 
information out in such form that the 
patrons not only understand but. sym- 
pathize. 

There are literally millions of people 
in America today who do not understand 
why their children in the first grade are 
not taught the A, B, C’s, just as they were 
taught them, who think that music, art, 
vocational training, and the other new 
features of the enriched curriculum are 
fads and fancies, who firmly believe that 


{71 ] 


ee 


Interpreting the Public’s Schools 


one reader a year is enough foranychildin 
the primary grades and that the addition 
of other books is the result of good sales- 
manship on the part of book company 
representatives, who are positive that the 
vast increase in expenditures for public 
schools is the result of inefficient man- 
agement on the part of school officials and 
teachers, who still believe that the Blue 
Back speller is the best textbook ever pub- 
lished, who have no conception of the ad- 
ditional duties and responsibilities which 
society has loaded on the schools, and who 
are not yet convinced that the youth who 
went to the little red schoolhouse was 
not better prepared for life and had more 
useful information than does the modern 
youth who graduates from one of the in- 
stitutional high schools. Such people think 
an activity program is play. They under- 
stand nothing of the spirit of freedom in 
the schools today. They are positive that 
the child in the modern school gets a 
smattering of many things but learns 
nothing thoroughly. 

The natural result is a lack of sym- 
pathy because there is a lack of under- 
standing. Professionally, we have traveled 
far and fast during the past quarter of a 
century, and we have left the public far 
behind, groping in the dark in an effort to 
understand what the schools are doing 
with the children, why it is costing so 
much more money than it did when the 
parents went to school. This is not ar- 
raignment of the teaching profession, for 
teachers, like other professional people, 
are so much interested in their work that 
it has not occurred to the majority of 
them that the public did not understand 
and was not wholly sympathetic with the 
main objectives of the modern school sys- 
tem. 

Before we can make further material 
advances or even hold the ground the 
schools have already gained it is going to 
be necessary that there be a more com- 
plete understanding between the public 
and the teachers. If it is unwise or im- 
practicable for a system, be it state or lo- 
cal, to develop a department whose duty 
it is to give the public the facts about the 
schools, it therefore becomes necessary for 
the school administrator, be he large or 
small, and in some measure for every 
teacher, to take on these additional duties. 
It is with the idea of helping make this 
new task easier that this is written. 








New 


HE MOUNTING COST of operating 
"| te public schools makes it neces- 
sary to place the emphasis on a 
new phase of public information about the 
schools. In the past, news items about 
schools in general have been based largely 
on the growth of this typical American 
institution. This has been favorable pub- 
licity because it has been an evidence of 
the fact that the public is using the 
schools more and more. The growth has 
been faster than the population increase. 
The schools have grown so fast during 
the past ten or fifteen years, however, 
that the mounting cost of operation has 
apparently slipped up on some of the 
large taxpayers who are thinking in 
terms of cost rather than results. It is 
necessary, therefore, that school publicity 
in the future emphasize the results, or 
rather the dividends on the investment 
that the public is making in education. 
We have reached the point where it is 
necessary to explain why the costs have 
increased so rapidly. The normal growth 
of the schools will not explain the in- 
creased cost in any community. The pub- 
licity about increased costs should in- 
volve these six features: 


Increased enrolment 

Greater average daily attendance 
Lengthened term 

Better trained teachers 
Depreciating dollar 

Richer course of study. 


(1) 
(2) 
{3) 
(4) 
(5) 
(6) 


When legislatures, boards of aldermen, 
or county commissioners begin to study 
school costs today they invariably hark 
back to the cost of schools when they 
were in school. If they see, for instance, 
that whereas the state, county, or district 
was spending $1 for schools twenty-five 
years ago it is now spending $25, the only 
thing that seems to impress them is an 
increase of school expenditures of 2500 
percent. They never take into considera- 
tion the great increase in enrolment, the 
better average attendance, or the longer 
term. All three of these things make for 
a normal increase even if everything else 
were on the same basis as it was twenty- 
five years ago. In addition to these ele- 
ments which enter into increased costs, 
emphasis must be placed on the fact that 
as teachers become better trained they 
have to be paid somewhat in proportion 
to the amount of money they have in- 








Interpreting the Public’s Schools 


Emphasis Necessary 


vested in their training. The public also 
needs to understand that in order to take 
care of the vastly increased enrolment 
over a period of years it is necessary to 
provide a more varied course of study. 





ib MOST small towns and rural neigh- 
borhoods the teacher is the most 
important person in the community. 
He may not feel important, he may 
not wish to be important, he may not 
be recognized as important, but by the 
very nature of his occupation he does 
more to determine the happiness and 
the future of that community than any 
one else in it. To dwarf his life by low 
salary, insecurity of position, lack of 
understanding and appreciation, is to 
rob the children for whom he is re- 
sponsible. This is inescapable. If we 
desire to improve the children, to build 
up the schools, let us do better by the 
teachers. Why not begin by paying them 
salaries and subsistence during the pe- 
riod of training as we do such other 
public servants as soldiers and sailors? 
—J. E. M. 





The public often thinks that additions 
to the course of study, which make up 
the enriched curriculum in the modern 
school, are the result of the.desire of school 
people to add frills and furbelows to the 
curriculum. Very rarely does it take into 
consideration the fact that in broadening 
the enrolment the schools are today at- 
tempting to teach a great many different 
types of children as compared with a 
quarter of a century ago. In order to meet 
the needs of all these children it is neces- 
sary to put in additional courses of study 
which were not needed when practically 
all of the children enroled in public 
schools were there for the purpose of pre- 
paring for college. The public school has 
just as much an obligation to the child 
who is mechanically minded as it has to 
the child who is interested in securing 
an academic education. Our compulsory 
laws force every type of child into the 
school for a limited number of years. If 
the law compels children to go to schools 
it also lays on the schools an obligation 
to give every child the type of training 
which his mental ability and aptitudes 
demand. 

The depreciating value of the dollar 
is also something the public does not con- 
sider when it thinks of increased school 
costs. Ihe manufacturer readily under- 


172) 


stands and appreciates the fact that he 
cannot buy raw material or labor for 
the same price paid for these commodities 
a quarter of a century ago. The business 
public generally understands this when 
it relates to every line of private business 
but it is rare that consideration is given 
to the fact that a part of the greatly in. 
creased cost of schools is the result of the 
dollar not being worth as much as it was 
twenty-five years ago, and, therefore, 
will not purchase as much as it did then, 

It is going to be necessary more and 
more for school people to emphasize the 
fact that although the costs are very 
much larger than they were twenty-five 
years ago, a part of this increased cost is 
absorbed in the increased school load, 
which is represented by increased enrol- 
ment, increased attendance, and length- 
ened term. This, of course, will not ab- 
sorb all of the increased costs. The addi- 
tional increase must be taken care of in 
showing the public that the schools today 
are being called on by society to do a 
great many things they have not had to 
do in the past. Any school publicity which 
fails to emphasize the dividends on our 
investment in education falls short of the 
opportunity to get to the public the kind 
of information tending to insure con- 
tinued and increased financial support 
for the schools. The lack of this informa 
tion in the minds of the public means 
that when the fight is made on school 
budgets the school people are helpless 
against the attacks of those who think 
only in terms of cutting the tax rate. 

The emphasis, therefore, in future 
school publicity should be on these phases 
of school work: 


(1) Dividends on investments in educa- 
tion as evidenced by: 

(a) Increased property valuation 

(b) Increased earning capacity or incomes 

(c) Increased library and magazine cit 
culation 

(d) Earnings of graduates 

(e) Better management of public affairs 

(f) Cultural dividends—music, art, ete. 

(g) Larger college enrolment. 


(2) Comparing costs with increased job 
being done by schools. 

(3) Depreciation of purchasing power of 
dollar. j 

(4) Correlati 
penditure and 
school. 

(5) Increased high-school enrolment: why 
high-school instruction costs more. 


between per capita & 
e percentage promotion 


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— 


Interpreting the Public’s Schools 


News Versus Propaganda 


HE NEWSPAPERS of the country are 
T tt mediums through which much 

information about the schools gets to 
the public. The newspaper is by no means 
the only form of publicity but it is of 
suficient importance to justify a study, 
during the next few chapters, of ways 
and means of getting this form ot pub- 
licity for the schools. Because the news- 
papers generally are public servants and 
the schools belong to the public the news- 
papers are interested in school news. 
They are, therefore, willing and fruitful 
mediums of information, not only be- 
cause of this interest, but because they 
reach more people in a community than 
any other single agency. 

The newspapers are interested in 
school news not school propaganda. There 
is a difference—a difference that is repre- 
sented by the possibility of first page ap- 
pearance for mews and waste-basket ob- 
livion for propaganda. The utter futility 
of much of the publicity work done in the 
country by men and women untrained 
for this particular effort is due to the 
fact that news is one thing and propa- 
ganda another. 

News is an activity, a happening, or a 
project in which the general public is in- 
terested. This interest is motivated by 
one or more of the following: 


(1) Natural curiosity 
(2) Personal 


(3) Desire for information about public 
and quasi-public affairs. 


If the wife of the superintendent of 
schools sued him for divorce that would 
be news because of curiosity. If the 
schools gave a play or put on a program 
of any kind, and the newspapers men- 
tioned the names of the children in the 
play or on the program, that would be 
news because of the personal interest of 
that portion of the public knowing the 


the third 


children. If the school board decides to 
float a bond issue for the erection of new 
buildings that action would fall under 





| t Yes SOCIAL INHERITANCE—The so- 
cial inheritance of ideas and emo- 
tions to which the individual is sub- 
mitted from infancy is more impor- 
tant than the tendencies physically 
transmitted from parent to child. 
The power of education and govern- 
ment in moulding the members of a 
society has recently been illustrated 
on a large scale in the psychological 
transformation of the German people 
in the life of a generation. Some 
(thinkers) are coming to the opinion 
that enormous differences in capacity 
which seem fundamental are a result 
of the differences in social inheritance 
and that these are again due to a long 
sequence of historical circumstances; 
and consequently that there is no 
people in the world doomed by nature 
to perpetual inferiority or irrevocably 
disqualified by race from playing a use- 
ful part in the future of civilization— 
Bury. The Idea of Progress. 








classification. The 
classification of news usually is not 
as hard and fixed as the above illustra- 
tions. Generally, a happening is news 
because of two or all of these interests. 

Propaganda is something in which you 
are interested, either from personal, self- 
ish, or other reasons, in which you would 
arouse the public’s interest. All advertis- 
ing is propaganda but not all propaganda 
is advertising. Much news is propaganda 
but it is news first. Thé news element 
must be present—propaganda may fol- 
low—but there must b@ a news basis if 
the newspaper editgf is to give it serious 
consideration for his columns. Propa- 
ganda, as such, has no real place in the 
news columns, although the average 
editor is perfectly willing and anxious to 


interest 


help along a good cause which has the 
public or community welfare as the ulti- 
mate goal. If the news element is taken 
care of, the work of the newspaper editor 
who wants to help a cause along is made 
much easier. Reverting to the illustra- 
tion of the school bond issue, the fact 
that a school board decides to call for 
such an issue is news. The reasons for the 
decision carries an element of propa- 
ganda, especially if the question has to be 
submitted to popular vote, because the 
school officials are trying to get the pub- 
lic around to their way of thinking. The 
whole campaign for the success of the 
election, as well as the campaign against 
it, should such develop, is propaganda 
of a public nature. Sometimes the news- 
paper takes sides and sometimes it merely 
acts as a medium through which the op- 
posing sides present their claims, in the 
form of propaganda, to the public. The 
side which can weave into its publicity 
the element of news is the side that is 
most likely to get the lion’s share of 
the news space in such a campaign. 

Increase in enrolment in a school sys- 
tem is usually a news item of passing in- 
terest but used in connection with a cam- 
paign for additional school buildings it 
becomes vitally important. The same 
statement is applicable to increased at- 
tendance, to the growth in school popu- 
lation over a period of years, to the 
crowded condition of classes in certain 
sections of a city or county, to double 
sessions, and to a dozen and one other 
facts about the schools which the superin- 
tendent or school official has at his finger- 
tips. All of these may be used as the news 
basis for a story presenting the need tor 
additional building facilities. 

Keeping the schools or any other com- 
munity enterprise before the public re- 
quires that “news” happen in connection 
with the schools or the enterprise. 




















i 





» ipo educational value of the daily newspaper is beyond calculation. The newspaper is built into the daily lives of millions of | 
people. It supplies the raw materials of thought and action with clocklike regularity and with a speed of manufacture that is one 
of the marvels of modern times. It makes the whole world one and helps to raise the standard of living by encouraging people to 
| dress well, to live in better homes, to drive finer automobiles, to eat a more wholesome variety of food, to let their interests go out 

to a wider range of affairs. Newspapers have been made possible by universal education and as the schools improve, the press will 
likewise grow better. Newspapers have made a most significant gain by refusing to play up scandals as extensively as formerly. Press 
associations and newspaper syndicates are giving more attention to education, health, science, politics, and geography. What eyes are 
to the individual, the newspaper is to society. They also teach who follow the reporters’ beat, who write against time in editorial 
offices, who know not sleep, nor distance, nor fear, nor fatigue in their heroic search for news. To this fafthful army of newswriting | 
men and women the great English author Bury might well have dedicated his History of the Freedom of Thought, for the American | 
newspaper with its annual distribution of twenty billion copies makes thought more nearly free than ever before.—J. E. M. 























\ 
; 
: 
u 
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‘w 





What Is News? 


from the newspaper man’s 
standpoint, in terms that the teacher 
or the average educated layman will 
understand. In this chapter we will be 
more specific in illustrations of what 
constitutes news. A trained and experi- 
enced newspaper man made up the fol- 
lowing list of seventeen classifications of 
news. Another man might make up a 
different list, but for the purpose of this 
discussion, these cover the field. News, 
of course, is all embracing. Anything 
from a personal item to a presidential 
election is grist for the newspaper re- 
porters’ mill. Anything that happens is 
news when it happens. 
The seventeen classifications suggested 
in the paragraph above are: 


n the previous chapter we defined 
news, 


(1) Personal and society items 

(2) The novel or unusual 

(3) Novel and unusual features about the 
commonplace 

(4) Meetings of all kinds where some- 
thing happens that is of interest to a part or 
all of the reading public 

(5) Speeches—to a limited degree, de- 
pending on the subject and the speaker 

(6) Building activities 

(7) Periodic reports—summary of month’s 
or year’s work of public and quasi-public or- 
ganizations, institutions, or people, showing 
comparison with previous period 

(8) Official action of any kind—the value 
depending on the importance of the action 

(9) Crop conditions 

(10) Storms or unusual weather—value 
depending on damage dene 

(11) Death—news value 
prominence of the person 

(12) Industrial, agricultural, or market 
development of any kind 

(13) Discoveries, scientific or otherwise 

(14) Human interest stories 

(15) Interviews, news value depending 
on authority of person interviewed and im- 
portance and timeliness of the subject dis- 
cussed 

(16) Sporting events 

(17) Crime. 


depending on 


Even a casual consideration of these 
seventeen classifications of news will in- 
dicate that news about the schools can 
and does fall under over half this list. It 
will also be evident that a news item may 
fall under several of the classifications. 














A newspaper reporter does not classify 
and pigeonhole the items of news that he 
writes from day to day. His training 
and experience enable him to know in- 
stinctively whether or not the things he 
hears and sees have news value. The rea- 
son the list is put down here is in the 
hope that it-may suggest to school men 
fields in which the schools may secure 
legitimate publicity that they do not have 
at the present time. More detailed dis- 
cussion of these classifications need be 
given only to those under which school 
news will fall. 

Personal items about teachers or others 
connected with the schools probably in- 
terest a larger percent of the readers 
than does a personal item about some 
other person in the community. This is 
due to the fact that the teacher is known, 
directly or indirectly, to a larger num- 
ber of people. Novel or unusual hap- 
penings or records in a school system 
that tend to help interpret the school to 
the public are valuable. Meetings of all 
kinds from the local parent-teacher meet- 
ing to the commencement exercises will” 
furnish news and the probabilities are 
that the parent-teacher meeting will be 
more important from the standpoint of 
interpreting the schools to the public 
than are the commencement exercises at 
the close of school. The school official 
who fails to use such meetings as a means 
of keeping the schools before the public 
is missing a real opportunity. 

Perhaps the most fruitful source of 
publicity which will interpret the schools 
to the public is the periodic reports, be- 
cause through these the school official is 
enabled to show the reason for the in- 
creasing cost in his particular school or 
state. Such reports are interesting only 
in comparison with previous records or 
with other schools or school systems of 
about the same class. It is of some public 
interest and therefore has some news 
value to know that the attendance in a 
school system was 5274 during a year but 
it is of much more interest to compare 
this attendance with that of the previous 





Interpreting the Public’s Schools 


year or that of ten years ago. If there js 
an increase this enables the school official 
to explain the difference in the cost. It 
likewise enables him to show the public 
why there has been a necessity for add- 
ing new courses of study to take care of 
the greater variety of children who are 
in school in a given year as compared 
with previous years. 

Community pride also makes it of ad- 
ditional news value if it is possible to 
compare the record of one school with 
that of another school, of one city with 
another city in the same state, or of one 
county with that of another county. Na- 
tional statistics, compiled either by the 
National Education Association or the 
U. S. Office of Education make it easy 
for such comparisons to be made. 

The interpretation of statistics should 
always be suggested by the school official, 
This is true, not because the newspaper 
reporter is likely to be less alert than the 
school official, but because the school man 
knows more about the statistics than the 
newspaper reporter. Newspaper men, as 
a class, are the most open-minded people 
on earth, because they have to listen to 
all sides of all questions. They are, there- 
fore, interested in the school viewpoint 
of any statistics that form the basis of a 
story. 

One other question about news should 
be considered here. ‘That is: When isa 
happening news? The answer, of course, 
is now—the day, the hour it happens. 
This is more important from the view- 
point of the newspapers than the average 


layman thinks. A newspaper reporter is. 


supposed to comb his beat clean every 
day. Something that happened last week, 
therefore, loses its news value, despite 
the fact that it may not have been pub 
lished. Happenings that occur in. the 
“time field” of the afternoon papers 
should be given to the reporter for the 
afternoon papers. If it happens in the 
“time field” of the morning papers it 
properly belongs to the morning paper 
reporter. Favoritism cannot be played 
without inviting trouble. 














| pee ANOTHER STATE—This coming session, 1931, the fight is on. The governor and the taxpayers’ league have appointed a com- 
mission and devoted a large sum of money for the purposes of investigating the schools with the object of curtailing expenses 
and to see if teachers are earning the large (?) salaries they receive and if it is not possible to reduce expenses.—J. E. M. 








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y 


Interpreting the Public’s Schools 


The Newspaper’s Attitude 


ing for news. The newspaper re- 

porter, necessarily, has to be the 
judge of the value of a news item and his 
judgment as to its value may not always 
be the same as that of the school man. It 
isn’t always a question of relative public 
importance which decides the prominence 
of a news item, though this enters into 
it. It is a question of the relative interest 
which a news item may hold for the pub- 
lic. An item, therefore, that may seem 
very important to the school man may 
not seem so important to the newspaper 
reporter. 

The possibility of getting publicity 
about the schools through the news- 
papers is greatly enhanced if the news- 
paper reporter who makes your “beat” 
thinks he has a reasonable chance for get- 


Eine newspaper is constantly look- 


~ ting some item for his paper at least every 


few days and if he knows that the school 
man has an idea of news values. It is not 
necessary, of course, to write the story 
but this will help because it means that 
the reporter will have that much less 
work to do when he gets back to the 
ofice. The chances are better for getting 
the less important item into the paper if 
it is written. Typewrite copy, double- 
spaced, on one side of the paper only. 
Ample margin should be left for writing 
guide lines and heads. It should be writ- 
ten, of course, in regular news form with 
the most important part of the story 
put in the first paragraph. Such details 
as are necessary for the amplification of 
the story should follow—the more im- 
portant details being placed first and the 
less important last. This will enable the 
managing editor or the city editor who 
handles the copy to cut the story to fit 
the needs of the paper on the particular 
day. 

The fact that a news story written 
by the school man may be cut is no reflec- 
tion on the writer, because it is often 
necessary to shorten news stories pre- 
pared by paid men on the staff. A news 
item that may get a column on one day 


. May be cut to a half column the next day 


because other items come into the news- 
Paper office which have to be printed. 
The stories, therefore, have to be sub- 
Jected to the blue penciling of the manag- 


ing editor who decides what items 
shall] go. 


Another thing that all people who de- 
sire publicity for a cause have to avoid 
is the appearance of getting their own 
name in print too often. In the first place 


VALUES IN THE UNITED States 


wealth 





Copies of this chart in classroom poster form, printed 
on art paper, may be had from the NEA—20 copies, 
$1; 34 a hundred; $30 a thousand. 

the newspaper reporter has a well mer- 
ited antipathy toward the publicity 
hound. If he thinks, therefore, that a man 
who represents the schools, or any other 
cause, is using the schools merely for the 
purpose of selfglorification, ultimately 
that man will have hard sledding in get- 
ting legitimate publicity. It is always 
better for the schools or for the cause to 
avoid the personal element as much as 
possible. Constant reappearance of a 
man’s name in the columns of a news- 
paper at any time does not tend to help 
the cause with the public. This is true 
for the very simple reason that the pub- 
lic may get the idea that the man direct- 
ing the schools is seeking personal pub- 
licity. 

The newspaper, of course, must feel 
that the facts given in connection with 
the story can be relied on. That is a 
simple matter of honesty being the best 
policy. As simple as this may appear 
every newspaper reporter has _ been 
through scores of experiences in which 
the informer has not been absolutely 
square in giving him all the facts. Noth- 
ing can undermine chances for favorable 
publicity more than this. It is very im- 
portant that facts about even unfavor- 


175] 


able happenings be given the newspaper 
man. If there is an attempt to hide such 
facts the newspaper reporter is put on 
his mettle and usually he unearths them. 
It is much better to give the reporter all 
the facts and let him use his judgment 
in connection with the presentation of 
such facts. If you represent a public in- 
stitution such as the schools, the public 
has a right to know everything about 
this institution. 

It is true that often publicity may not 
be desired at certain times although such 
publicity is real news from a newspaper 
man’s standpoint. The best way to keep 
such items out of the paper is to be frank 
with the reporter, give him all the facts, 
and give him your reasons for desiring 
that such facts be withheld from the pub- 
lic until they may be published without 
doing too great damage to the cause. 
This is the exception, however, rather 
than the rule, but even one attempt to 
withhold information that constitutes 
news hurts the.cause and.makes the news- 
paper reporter feel that he cannot rely 
on you as a faithful chronicler of hap- 
penings in your field. 

The schools are such a vital part of the 
public life today that all newspapers 
want to carry school news. School pub- 
licity, therefore, is legitimate news, hav- 
ing a real news value, and it is not diffi- 
cult to get information about the schools 
to the people who read newspapers. It is 
important that the school people be alert 
in helping the reporters see the news 
value of official*reports, school statistics, 
new courses of study, new school activi- 
ties, and the score of other items which 
will help interpret the schools to the pub- 
lic. The newspaper has a right to expect 
complete information about official meet- 
ings of school boards, since such boards 
are dealing with the public business. It is 
always possible that some phase of the 
business translated by school boards has 
to be transacted without publicity while 
consideration is pending. An example 
would be the attempt to purchase a 
school site, publicity about which might 
tend to boost prices and force condemna- 
tion proceedings. The thing to do in such 
cases is to give the reporter full informa- 
tion and request that he consider it con- 
fidential. The reporter who will violate 
such confidence is rare. 





| 
i 
+ 
4 
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Interpreting the Public’s Schools 


Writing the Story 


S$ WAS STATED "the prev.eusothap- 
ter the man who has #®?* (4) "?#e 
out makes no mistake’.!").’ 

the story provided it is written in news 
form. Every news story must answer 
three questions and, if possible, two 
other questions must be answered. The 
three questions which every story must 
answer are: What happened? When did 
it happen? Where did it happen? The 
other two possible questions that need to 
be answered in every news story are: 
W hy did it happen? How did it happen? 
It is always possible, of course, that the 
last two of these questions cannot be an- 
swered but the first three constitute a 
necessary part of every news story. 


God 


The climax of your story should be put in 
the first paragraph. This is what newspaper 
men call the “lead.” This is necessary be- 
cause should the space available on any given 
day be limited, it will be possible to cut the 
story down to the “lead” and this will give 
the public all the important information in 
connection with the happening. It may take 
some practise, coupled with the study of 
newspaper stories, to enable the inexperi- 
enced writer to determine what should go 
into the “lead.” If, however, inexperienced 
writers remember that the what or who, the 
when and the where of a happening must be 
answered in the lead sentence or paragraph 
of the story, this will help in the preparation 
of copy. After getting the important features 
of a happening into the “lead” the details 
may be added. The only structural difference 
between the long news story and a short one 
is the matter of detail. It is always possible 
that news items dealing with a public in- 
stitution like the schools may not involve the 
personal elements that are involved in an- 
swering the questions suggested above. An 
illustration of this would be a news item 
about the increased enrolment in any given 
year. That would be merely a story involving 
statistics but the cause of the increase in en- 
rolment and the effect on the schools would 
be more important than the other features of 
a news story which involve personalities. The 
same thing would be true of almost any story 
built on statistics, which probably will con- 
stitute the majority of items about schools, 
with the exception, of course, of those meet- 
ings and happenings which naturally make 
news. The value of statistics as news items 
depends altogether on comparisons of other 
years, other months, or other periods of time. 
It is no particular news to know that in a 
certain city the average daily attendance for 
the past year was 87 percent unless informa- 
tion is also given as to how this average 
daily attendance compared with that of other 
years or other schools. Information about 
school budgets, the number of teachers, and 
school expenditures are never worth much 
as news unless there is coupled with this in- 





formation a comparison with other years. 
This gives the school man an opportunity to 
#s wut information as to why there has been 
an increase or a decrease and to give the 





| igetee agus are the print most 
read; are, therefore, the most 
important of all agencies which teach 
through print, and by them, therefore, 
more people are led into the habit of 
learning by reading than are led thereto 
by any other factor. Thousands must 
every month be graduating from the 
school of newspapers, to the schools of 
journals 4nd to the schools of books. 
There is today not a trade of any kind 
which is not so touched by newspapers 
as to make them seem attractive to a 
few at least of the millions who every 
day read those newspapers. Thus they 
do much to arouse the wish to learn, 
and especially in the many young peo- 
ple who, not quite content with tasks 
which bring them only a living and 
give no special delight, are moved to 
try to better themselves by adding to 
their knowledge.——John Cotton Dana. 











public valuable information about the schools 
which otherwise might be considered poor 
propaganda. As has been stated previously, 
propaganda has an important place in the 
news column provided it deals with a public 
question in which the public will be in- 
terested. 


Perhaps an illustration of the kind of 
“lead” that should be used in reporting a 
parent-teacher meeting will help the inexperi- 
enced writer more than several pages of talk 
about it. An illustration of how the “lead” 
sentence about a _ parent-teacher meeting 
should not be written is as follows: 


_ The Smith School Parent-Teacher Association held 
its regular monthly meeting last night. Twenty-seven 
members were present. The meeting was presided 
over by the president who introduced the speaker, 
Mr. John Doe. Mr. Doe talked about the crowded 
condition of the school, declaring that the children 
were so crowded in the rooms it was impossible 
for either the teachers or the pupils to do their 
best work. At the close of Mr. Doe’s talk the Smith 
Parent-Teacher Association adopted a resolution ask- 
ing the school board to remedy this condition. 


It is apparent that the important feature 
about this meeting is the resolution calling 
on the school board to provide additional 
rooms for the children. That information, 
therefore, should be in the opening para- 
graph of the story. If the story is written as 
given above it will have to be rewritten by 
the reporter in some such form as this: 


Resolutions calling on the school board to provide 
additional rooms for the Smith school were adopted 
at a meeting held in the school building last night 
at 8 oclock. This resolution followed a speech by 
Mr. John Doe who pointed out that the crowded 
conditions in the school building made it impossible 
for either the teachers or the children to do the 
best work. 


This “lead” sentence will tell the important 
news about the meeting. It answers the first 


[76] 


three questions which should be answered 
about any meeting of this kind. It tells what 
happened, where it happened, and when it 
happened. Details might be added which 
would lengthen the story. Such details would 
involve more of the speech of John Doe and 
possibly more concrete information about the 
crowded conditions in tha* particular school, 

Newspaper paragraphs are shorter than 
those used in books or pamphlets. The narrow 
column necessitates the shorter paragraph, 
That perhaps is the most important style 
feature of newspaper writing, which, of 
course, should be characterized by its clear- 
ness. Use of simple words is necessary be- 
cause the newspaper is written for the masses, 
Avoid the use of technical terms, unless the 
public in your community understands their 
educational terms—and the chances are that 
the readers will not understand them. It is 
confusing to write about I. Q.’s, media, reme- 
dial tests, activity programs, or extra-curric- 
ulum when the public does not understand 
what these terms stand for or mean. 

Much information can be legitimately given 
in the form of interviews. This is especially 
true of explanations about school policies, the 
interpretation of statistics, and new courses 
of study, This necessarily meansthatthename 
of the superintendent or some other school 
official will appear in print and this is never 
in bad taste. Many statements about the 
schools and much information which the pub- 
lic should have can be best presented in the 
form of an interview. Possibly the most effec- 
tive method of preparing interviews is the 
use of the direct quotation in the “lead” 
sentence. This form is much better than a 
prepared statement, as a rule. For example: 


“Increasing demand on the part of patrons that the 
schools provide commercial training for the large 
number of children who are enroling, has caused 
the school board to decide to offer a full commercial 
course in the high school next year,’’ declared 
Superintendent ——— today. “Teachers will be em- 
ployed at once for this new course and the neces- 
sary equipment purchased in time for the opening 
of the schools next fall.” 


Coupled with this statement should go 
complete information about the cost and also 
an exposition of the need for such a course, 
due to the fact that with the increased high- 
school enrolment there are many children if 
school now who do not expect to go to col 
lege and, therefore, have no need for the 
usual academic course. A comparison of the 
cost of giving such a course in the public 
schools, with what it would cost these chil- 
dren to get the same training in a private 
school, will also help convince the public of 
the wisdom of this additional expenditure. 

With this brief description of the technic 
of writing news stories and a discussion of 
newspaper publicity especially from the 


school viewpoint, let us now consider some 
features about schools which need emphasiz 
ing in all publicity. The times in which we 
are living demand a new emphasis. They 
demand the interpretation of the schools i 
terms the public understands. 


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Schools 


N NEARLY every community in Amer- 
ica expenditures for the operation of 
the schools and the money invested in 

capital outlay have reached proportions 
that make the schools the biggest single 
business and professional enterprise in 
that community. 


Since this is true it is going to be more 
and more necessary for the schools to justify 
their need for additional revenue on the 
basis of the economic necessity for larger 
educational expenditures. Another factor also 
makes it increasingly important that the 
school people begin thinking of the schools 
as an economic necessity. Not only some of 
the bigger business interests of the country 
but some of the school men, holding impor- 
tant and influential positions in the educa- 
tional world, are questioning America’s 
ability to educate all of the children. 

These men, most of them of the older 
school of thought about public education, be- 
lieve that should America attempt to fur- 
nish an educational opportunity to all of the 
children the expenditure would bankrupt the 
nation. For the most part these men have not 
caught the vision of the public school man 
who has learned to think of education as 
democracy’s surest means of survival. The 
educators who hold these disquieting views 
about public education are not selfish men. 
They are honest in their convictions. Their 
position lends a certain authority to their 
utterances and a public which wants schools, 
but is inclined to think they are costing too 
much, listens with bated interest and awed 
respect to the fulminations of the college pro- 
fessor or president, or the head of a great 
foundation, whose ideas and ideals about 
public education were born in a day when 
only the leaders were supposed to get more 
than an elementary education. 

Since the expenditures for schools have 
reached the proportions of big business and 
since big business interests are looking on 
these expenditures as they look on other in- 
vestments from which business expects a 
dividend; since some of the important men 
in the education world are raising the ques- 
tion as to the ability of the states to support 
an educational program commensurate with 
a democracy’s ideal of an educational oppor- 
tunity for every child, it has become even 
more important than ever before that the 
public school men think of education as an 
economic necessity. 


Can we justify these expenditures on this 
basis ? 

Do the facts justify an attempt to predicate 
the need for increased appropriations on this 
basis that business understands and appre- 
Clates ? 
_ An attempt to justify the education of an 
individual as a means of increasing his earn- 
Ng Cdpacity is a hazardous business, because 

fre are too many individuals without 
formal education who have achieved finan- 
tial success and too many individuals, whom 


Interpreting the Public’s Schools 


an Economic Necessity 


these business men know, who are highly 
educated who are business failures. Ed: 7- 
tion is not intended to produce milliona 

A study of the list of the business men in a 
community who have accumulated a great 
deal of money will doubtless show that the 
majority of these men were not highly edu- 
cated so far as formal education goes. 

Since this is the case we will have to con- 
sider the question from the standpoint of the 
community as a whole—we will have to con- 
sider the prosperity of the mass of people 
in the community, the state, or the nation— 
to see if there has been any appreciable in- 
crease in the earning power or in the ac- 
cumulated wealth of a people which may in 
some measure be considered dividends on 
the investment that community or that state 
has made in the education of the children 
during the past twenty-five years. 


While it is always dangerous to pick out 
individuals as evidence of the effect of the 
schools on earning capacity, there are avail- 
able statistics indicating that there is a di- 
rect relation between earning power and 
mental development, represented by educa- 
tion. Studies made show conclusively that the 
earning power during a lifetime of a group 
of people who graduated from high school 
is considerably higher than of a similar 
group who quit school at the completion of 
the elementary grades. That might be con- 
clusive evidence if we had any way of 
demonstrating that the physical, mental, and 
moral characteristics of the group of high- 
school graduates, which made them go 
through high school would not have en- 
abled them to have gone just as far towards 
financial success had they also left school 
upon completing the elementary grades. 
These qualities are difficult to measure. The 
probabilities are that those characteristics 
which put a child through high school would 
also have served him just as well as income 
producers had he left school earlier. 

This point may be argued with stubborn 
effectiveness. Is there an even broader view- 
point which will be more effective? What is 
it, after all, that makes one community, one 
state, or one nation wealthy, prosperous, and 
independent? What is conducive to the ac- 
cumulation of wealth—that is, moderate 
wealth and prosperity for the mass of 
people—not the production of a few wealthy 
people? Three elements enter into the wealth 
of any community. They are: natural re- 
sources; racial heritages of a people; mental 
training or development—the thing we call 
education. 

One expects a state that has immense 
mineral deposits or other forms of natural 
resources to show a higher per capita wealth 
than some other state that does not have 
these natural resources. One also understands 
that it is very probable that a state that is 
populated by descendants of the white races 
of northern Europe will have a higher per 
capita average wealth than a state, half of 
whose population is Indian or Negro. These 
first two elements are largely static. Little 


[77] 


chan-- «# be brovttt about in either the 
n- rces or the racial heritages of 

generation. The only variable 
€rcines the three is the amount of train- 
ing that may be given a people. 

During the past twenty-five years Amer- 
ica’s total investment in education is large. 
That is about the only contribution we have 
made to increased prosperity, because our 
natural resources are the same and there has 
been little change in the kind of people who 
live here as compared with the beginning of 
the century. 

Yet it is during the period when we have 
invested so much in education that some of 
our leaders have feared the states would 
drift on financial rocks, that we have so 
enormously increased the earning power and 
the total wealth of the country as compared 
with other nations of the world. Every form 
of saving and investment has increased, even 
after we have spent this large sum for the 
mental development of our children. We 
own more homes, more automobiles, more 
bank stock, more factories and buy more of the 
socalled luxuries than ever before. The only 
class in the nation that has not enjoyed un- 
precedented and even unexpected prosperity 
is the farmer and we have spent less on the 
education of this class than on any other 
group in America. 

The war, of course, drew many millions 
of European gold to America and that is a 
partial explanation of the increase in wealth. 
It does not, however, explain the fact that 
Massachusetts, with its comparative paucity 
of natural resources, has the highest average 
per capita wealth in the nation. It does not 
explain the fact that while North Carolina 
was increasing its expenditures for education 
over three hundred percent since the war, 
its wealth increased over five hundred per- 
cent. The war does not explain the difference 
between the per capita wealth of the United 
States, which spent millions in that conflict, 
and Mexico which did not invest in the con- 
flagration. One nation has a welldeveloped 
system of public schools, through which it is 
investing millions in training its people, and 
the other does not have these schools. The 
nation which is investing in education has 
wealth. The other does not. The key to Mr. 
Hoover’s plan to perpetuate prosperity may 
be found in universal education. 

Such progress as Mexico has made in the 
development of its vast natural resources and 
the increase of its per capita wealth has 
been made by people other than Mexicans 
coming in and developing its natural re- 
sources. An examination of the various states 
in the United States will indicate that this 
is true to a certain extent of those states 
which have not invested in the training of 
its people. The continuation of such a pro- 
gram will ultimately mean that the state 
and the section which is making the invest- 
ment in education will produce the people 
who will own the wealth of the nation. 

America’s pace is fast in this twentieth 
century and only the mentallytrained can 
keep step. 











Interpreting the Public’s Schools 


New Duties of the Schools 


HE GENERAL PUBLIC does not real- 

ize it but much of the increased 

cost of the modern school is the re- 
sult of the demands of the public that 
the schools perform many functions and 
carry on many activities which the schcol 
of twenty-five years ago did not consider 
it a part of its business or duty. These 
new duties are not the result of conscious 
effort on the part of the public to turn 
over to the schools duties that have 
hitherto been the functions of the home 
and the church—at least the home and 
the church have not been altogether re- 
sponsible for crowding these new duties 
on the schools. The organization of so- 
ciety in the twentieth century is responsi- 
ble for the fact that the home and the 
church have found it impossible to carry 
on the kind of training that these institu- 
tions gave youth before the beginning of 
the century. 


Back in the old days when the schools were 
charged only with the responsibility for teach- 
ing children the tool subjects, with such 
moral precepts as could be instilled along 
with these subjects, the operation of the 
schools was a comparatively inexpensive 
and simple matter. 

Since the turning of the century, however, 
life has changed and these changes have put 
new duties on the schools. The effects of 
these social changes on the schools have not 
been called to the attention of the public 
sufficiently often for the taxpayers to under- 
stand that they have increased the duties of 
the school. The new duties are apparent to 
every man who stops a moment to think. 
They are so simple that they have been over- 
looked. School men recognize the causes for 
the imposition of these new duties but teach- 
ers have not called them to the attention of 
the public often enough for the public to 
know that the new duties are responsible, 
partially at least, for the increased cost of 
schools. The social changes which have 
come in during the present quarter of the 
new century may be classified as follows: 


(1) Slackening of home training 

(2) Slackening of church influence 

(3) Countless distractions 

(4) Mechanical chore boys 

(5) Quickening of means of transportation 

(6) Changing conceptions of youth 

(7) Urbanization . 

(8) A broadened conception of educators of their 
duties and responsibilities to children. 


There is doubtless overlapping in this list. 
Another person might and doubtless would 
make the number greater and others would 
make it shorter. This list of eight, however, 
will serve for the purpose of this discussion 
of the reason for the imposition of additional 
and expensive duties on the schools. There is 
no intimation that there is a moral breakdown 
of either the home or the church. Both are as 





strong in the minds of the average American 
today as they ever were. Their task, however, 
is much more difficult. 

One cause for a slackening of home train- 
ing is the many outside attractions and dis- 





UILD THAT SCHOOL BUILDING NOW— 

More than four thousand letters 
have been’ received at Association 
Headquarters in reply to the inquiry 
sent out by Secretary Crabtree on the 
suggestion of Secretary of Commerce 
Lamont, asking for information on 
school building conditions. These let- 
ters show widespread need for better 
school housing facilities. In many cases 
construction is being held up for rea- 
sons that can be overcome by reason- 
able effort on the part of school officers 
and interested citizens. Let committees 
be appointed to work out a program of 
immediate action wherever possible. 
Throughout the nation there is a move- 
ment to improve economic conditions 


in the interest of all the people.— 
s. =. ™ 








tractions. Children are home less than they 
ever were and so are parents. They simply 
do not come in contact with one another as 
much as they did prior to the present time. 
Too many outside influences are bidding for 
the time and attention of both. The same may 
be said of the churches. Sunday-school build- 
ings have been erected but little has been 
spent on trained leadership to use these fine 
buildings. They have not kept pace with 
what people have learned about the psychol- 
ogy of childhood. They have not invested 
enough money in the ethical and religious 
education of children to do a good job. In the 
vast majority of churches the Sabbath school 
and other attempts at religious and ethical 
education is still left in the hands of volun- 
teers, whose conscience forces them to per- 
form a duty which they are untrained to han- 
dle and often temperamentally unfitted to 
undertake. Church authorities apparently 
have not been sufficiently impressed with this 
to cause them to change it. They know that 
something is needed, so they turn to the 
schools. The result is that there is hardly 
a state in the nation in which there have not 
been demands on the part of church people 
that the schools give some form of religious 
training. And the schools have responded. 
The mechanical chore boy leaves modern 
youth with much leisure on his hand. The 
average father remembers when it was his 
evening duty to cut and bring in the wood, 
to milk the cow, to feed the pig, to mow the 
lawn, and work the garden. Today these 
jobs are done by machines and youth is left 
with more time on his hands than ever be- 
fore. Rapid urbanization and the quickening 
of means of transportation and communica- 
tion have played a part in the elimination of 
the old time chores. The schools have been 


[78] 


called on to help the child use wisely this new 
leisure. And the schools have responded. 

The public’s imposition of these new duties 
on the schools has resulted in a quickening 
of the thinking of teachers. Professionally- 
minded men and women have attempted to 
formulate and put down on paper the im- 
portant things they are trying to do for chil- 
dren in the modern school. The formulation 
of these objectives was not made by the 
school men in an effort to increase their work 
or to add theoretic duties to their job. It 
came after the demands of the public had 
made it necessary for the schools to take on 
these new duties. Every school man and 
woman who has done any reading during the 
past ten years knows the seven objectives of 
education, the seven things that every high 
school tries to teach children. School men 
know these but the public does not. 

The seven objectives, formulated as a re- 
sult of the new demands of.society, need em- 
phasizing in publicity. The modern secondary 
school and to a certain extent the elementary 
school, is supposed to teach children: 

. How to keep well 

. Their responsibilities to the home 

To master the tools, technics, and the spirit 
of learning 

Their responsibilities as a citizen 
Effectiveness in vocations 


. How to use their leisure 
. The fundamental principles of ethical character, 


Moyes Ne 


Not one intelligent citizen in a hundred 
you meet on the street, on school boards, or 
anywhere else knows the modern secondary 
school is attempting to meet public demands 
by teaching in these seven fields instead of 
in the old field represented by mastery of 
the tool subjects. The reason the public does 
not know this is because the rank and file of 
the teachers have not taken the treuble to 
give the public this information. There is 
even greater ignorance of the objectives of 
the elementary school, because these objec- 
tives were formulated later, and the teachers 
themselves are not so familiar with them. 
The objectives of the elementary school were 
also formulated as the profession’s response 
to the new duties which society was impos- 
ing on the elementary school. Elementary 
teachers are still studying their job. The ob- 
jectives they submit, therefore, are tentative. 
As thought through to date they are: 


1. To advance the child in ability to read, write, 
and speak English and in elementary arithmetic. 

2. To advance the child in knowledge and observ 
ance of laws of mental and physical health and ap 
preciation of life and nature. . 

3. To advance the child’s knowledge and appreci# 
tion of history and geography of his community, state 
and nation and world at large; and to help him 
realize his share in the civic, social, and indus 
order of our democracy. 

4. To advance the child’s ability to share and 4p 
preciate the fine and useful arts, such as musi¢, 
drawing, literature; and the manual and how 
arts as they relate to the three universal n 
food, shelter, and clothing. 


The continued support of schools depends 
on public understanding of both these lists of 
objectives, which have increased the cost of 
schools. Publicity, therefore, should be aimed 
at giving such information to the people who 
use the schools and pay the school bill. 


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erv’ 


Interpreting the Public’s Schools 


The “Frills and Furbelows” 


NE of the anomalous features 

about the attack made on the 

schools during the past few years, 
is the criticism of some of the courses 
more recently put in the schools in re- 
sponse to the demand of the public for 
more practical studies. These are the ones 
that are attacked as costly “frills and 
furbelows.” Justifying the expenditure 
of money for these courses is much more 
easily made than is a defense, for in- 
stance, for teaching Latin and higher 
mathematics in the high school. 


Let’s examine some of the “frills and fur- 
belows” that have run the cost of the schools 
up during the past decade and see if it is 
possible to defend these so the public will 
understand. It is difficult to get the person 
making the assault on these “frills and fur- 
belows” to specify what he means—to put his 
finger on the course of study that he thinks 
an impractical frill, costing much money but 
worth little or nothing to the child or to the 
community. If it is possible to pin down one 
of the critics as to what he means by the 
“frills and furbelows,” it will generally be 
discovered that he is thinking about one or 
some of the following: Music, art, physical 
education, industrial art, domestic art, voca- 
tional courses, activity programs, the science 
courses, dramatics, athletics—sometimes. 

The inconsistency of the critics of these 
courses is that the criticisms are made often 
by those who think they are speaking for 
the hard-headed business men of the commu- 
nity or the state. And often the hard-headed 
business man makes the criticism himself, 
demonstrating that before he is a business 
man he is hard-headed, so much that he is 
unable to see that these are among the most 
practical courses: that the school of today 
offers. The reason he does not sanction these 
additions to the course of study usually is 
that he is too hard-headed to think of the 
reasons. They have been added since he went 
to school and he continues to think of schools 
in the image of those he attended. 

When the present generation was in school, 
especially in the secondary school, only those 
who had some idea of going to college took 
the trouble, time, or expense to go to the 
high school. The course of study, therefore, 
was designed to prepare this comparatively 
small group for college. The curriculum met 
the college entrance requirements. That was 
usually as far as it did go, because there was 
ne public demand for the expenditures of tax 
Money to prepare students to make a living at 
the close of their high-school career. 








Servants are.—Walter Hines Page. 








One of the significant developments of the 
public-school system during the past two dec- 
ades has been the increase in the high-school 
enrolment. Today thousands of students in 
every state in the union are going through 
high school who have no ambition, desire, 
or necessity for going to college. There could 
be no possible justification for giving all of 
them the same college entry course of study, 
even if all of them were mentally, physically, 
financially, and by aptitude prepared for it. 

The increased enrolment in the high 
schools has brought in, not only a larger 
number of children who want to go to col- 
lege, but a much larger number who want to 
go to work when they have completed the 
high school. The secondary school, therefore, 
must offer the courses which will prepare 
the child for college and the other courses 
which will help the child who will earn his 
own support when he leaves school. Even 
among the prospective college students there 
are those who expect to go to the old time 
colleges of liberal arts and those who expect 
to go to the technical institutions. This creates 
the demand for additional courses of study 
even for the college-bound group. 

The others—that is those not going to col- 
lege—constitute a majority of the high-school 
students. As prospective citizens they have 
just as much right to expect the schools to 
give them the course they desire and their 
aptitudes call for as does the minority which 
goes to college. The school has an obligation 
in connection with the training of the girl 
who wants to go into business offices and earn 
a living just as much as it has to the girl 
who wants to go to college. From the prac- 
tical, dollars and cents standpoint, it is much 
easier to justify the course in commercial 
studies than it is to prove that the school 
should give four years of Latin or higher 
mathematics. The same statement is true of 
music or of the vocational courses. It is along 
these and similar lines that school publicity 
must be developed. School people themselves 
are so familiar with the facts here suggested 
that it rarely occurs to them that the public 
is not also fully aware of them. Such is not 
the case. Very few people have any concep- 
tion of the effect on the cost of the increase in 
high-school enrolment. Practically none under- 
stand the philosophy underlying the enriched 
curriculum. 

Music has been in many schools long 
enough for the school authorities to get a 
definite idea of its value to the children who 
have become professional musicians, or who 
make some money as a result of the musical 
training received when they were in the high 
school. The same, of course, is true of com- 
mercial subjects. There. has been less criti- 
cism, perhaps, of the courses in home eco- 


 Speampcee STATESMEN—I believe that by the right training of men, both as to the hands and the mind, we add to the wealth of 
the world. The far-reaching quality of the work that energetic educators are doing lifts them out of the ranks of mere school 
masters and puts them on the level of constructive statesmen. They are the servants of democracy in a sense that no other public 


nomics for the girls and industrial arts for 
the boys than on some of the other courses 
added during the past decade or so. Some- 
times more difficulty is experienced in de- 
fending the course in fine arts to the practical 
business man who declares that he does not 
think his boy will ever be an artist. 

Superintendent Willis A. Sutton, of the At- 
lanta schools, has a story which he uses to 
defend art in his schools. Dr. Sutton says 
that on one occasion he visited an exhibit of 
fine pottery. He asked the price of a vase, 
weighing about five ounces, as he wanted it 
as a gift for his wife. The salesman told him 
the price was $25. 

“Would you mind telling me what this is 
made of?” the Atlanta school man asked. 
“It is made of pottery clay, which is shipped 
to our plant from Georgia,” the man replied. 
“Would you mind telling me what you pay 
for the clay?” was the next inquiry. 

He found that it cost a few dollars a ton, 
plus the freight from Georgia to the middle 
western city where the plant was located. 
Even with the freight the amount was not 
large. Yet this same product was offered for 
sale at five dollars an ounce. The difference 
between the Georgia clay and the finished 
vase was that some one trained along artistic 
lines had turned the mud into a work of art. 
One of the important reasons Georgia was 
selling this clay at a few dollars a ton in- 
stead of five dollars an ounce was because 
Georgia had not given its children of the 
past generation training in the fine arts. 

The next time some hard-headed, practical 
business man complained to the Atlanta su- 
perintendent that art was one of the frills 
which was costing money and was practically 
valueless, the school man told that story of 
the five-dollar-an-ounce Georgia clay. Af- 
ter that he had no more trouble about it. 

It is easier to get public sentiment for 
athletics which trains fifteen or twenty boys 
or girls than it is to get an appropriation for 
physical education which trains all the chil- 
dren. Physical education can be sold to the 
public as an investment in health. It has a 
monetary value, just as have practically all 
of the other courses that have helped to in- 
crease the cost of education. The school man 
usually has in mind more than the monetary 
value of a course when it is put in the school. 
He usually has sound educational reasons for 
installing the course. But if it is both good 
business and good education, as it usually is, 
and the public easily understands one and 
has difficulty in understanding the other, it is 
much better to approach the public from the 
standpoint of “good business.” 

If the business man wants to talk in the 
language of monetary values, let’s talk to him 
in the language he understands. 








Interpreting the Public’s Schools 


The Use of Comparative Statistics 


HE DEVELOPMENT of the depart- 

ments of research in the state 

school systems, state teachers’ as- 
sociations, and in individual school sys- 
tems during the past few years is mak- 
ing available a vast storehouse of infor- 
mation for publicity purposes that has 
not hitherto been open to either the 
school men or to the public. The collec- 
tion of statistics about school systems can 
be made very much worth while as a 
source of information and publicity ma- 
terial if the school man sees to it that the 
interpretation is made with all the facts 
in view. Too often an interpretation of 
statistics is made with important elements 
eliminated and the result is a story based 
on incomplete statistics which results in 
the wrong interpretation. 


The development of the NEA Department 
of Research and the statistics available from 
the Office of Education and other federal 
sources, make it possible for a state or a 
school system to get comparisons of its ex- 
penditures, attendance, scholarship of teach- 
ers, and practically every other item, with 
other states and with the nation at large. 
Thisis important as publicity material, because 
it helps the school man get across to the 
public the fact that this is not the only system 
which has increased its expenditures during 
the past decade. State and national figures 
can be compared, community and state fig- 
ures can be compared, and city and rural 
figures can be compared. The same correla- 
tion can be made all the way through so that 
a district can see how its expenditures, at- 
tendance, scholarship of teachers, and other 
important factors in a school rank with other 
districts in the state and entire nation. 

If the state figures are under the na- 
tional figures in expenditures, the public will 
consider this some evidence that the school 
system is not being run extravagantly. Too 
often, however, the point is made that a com- 
parison between a state and the nation does 
not afford an analogous situation because the 
conditions in the state are peculiar to that 
state. Usually this criticism of comparative 
statistics is not sound but the critic can get 
away with it when the public is ready to 
believe that too much money is being spent 
anyway. The only thing that can be done to 
meet this kind of criticism is to make the 
comparison between a state and the neigh- 
boring states in which conditions are like. 

Where the state is spending more per 
capita than the nation as a whole, or even 
more than nearby states, the obligation rests 


on the school man to show a critical public 
that the schools are worth the difference or 
that the cost of living in a state whose teach- 
ers are largely employed by urban commu- 
nities is higher than in the entire nation. 

These comparative figures are available 
and if the school people themselves do not 
make use of them the newspapers and public 
officials who are thinking about tax reduction 
will use them to the hurt of the school. It is 
important, therefore, that school men make 
use of these statistics, not because they 
can twist the figures in such a way that they 
do not tell the true story, but rather because 
the school man is the only person in the com- 
munity, or in the state, who thoroughly under- 
stands what the figures mean. It is up to the 
school men, therefore, to interpret so far as 
possible, the figures which are available. 

One illustration will serve to show the im- 
portance of school people interpreting school 
statistics for the public. 

Following a session of the legislature in 
one of the states this year in which a fight 
had been made on the expenditures for pub- 
lic education, one of the newspapers of a 
capital city got hold of the NEA Bulletin on 
the “Ability of the States to Support Educa- 
tion.” One of the defenses of the school people 
to the charges of extravagance which were 
made by members of the legislature was to 
show that the state was well under the aver- 
age per capita spent on education. 

When this newspaper in the capital city 
studied the NEA Bulletin it found that this 
particular state was spending well above the 
average of its available income for educa- 
tion. In other words, the percentage of its 
total income spent on education was consider- 
ably higher than the national average, 
thereby putting that state near the top of 
the list so far as educational effort was con- 
cerned. The newspaper at once misinter- 
preted this in connection with the statement 
made by the educational forces of the state. 
It was not a deliberate misinterpretation but 
a perfectly natural one because the news- 
paper reporter had no way of knowing that 
the reason the state had to spend a larger 
percentage of its income on education was 
because a larger percentage of its popula- 
tion was children of school age as compared 
with the nation at large. The newspaper re- 
porter who wrote the story had no possible 
way of knowing from the bulletin on which 
the story was based that the state’s educa- 
tional load was considerably heavier than 
the nation at large. What he did find out was 
in spite of the fact that the school people had 
said that the state was spending less than 
half the national average per school child 
enroled, the facts printed in the bulletin of 
the national association indicated that it was 
spending a much larger percentage of its 
total income than the nation as a whole. 





The point here is that this misinterpreta. 
tion could have been avoided if the school 
people had explained to the reporter why the 
percentage spent was higher than the na. 
tional average. 

School people must develop another meas- 
ure of school efficiency which does not de- 
pend so largely on the financial factors. Both 
the Phillips and Ayres scales for ranking 
state school systems and individual school 
systems give half of the total credits to the 
financial factors involved. This leaves the 
school people open to the charge that they 
believe the best school system is the one 
which spends the most money. The Ayres and 
the Phillips scales both tend to substantiate 
this charge. In this connection recently in one 
of the states, members of the legislature com- 
pared two school systems—one of which was 
spending twice as much money per Capita 
as the other. The legislators came to the per- 
fectly natural conclusion that the school 
which was spending one-half as much as the 
other school and on this expenditure was pre- 
paring children for college, was a _ better 
school than the one which was spending twice 
as much money and doing the same job. 

They were considering the financial factors 
only and when school men pointed out the 
fact that the school system which was spend- 
ing more money per child was doing a much 
better job, the critics immediately said that 
the reason school people said this was be- 
cause they measured the efficiency of schools 
by the amount of money spent. The trouble 
with the comparisons made by the legisla- 
ture in this particular case was that they 
took no consideration of the facts: 


(1) The retardation in the school which spent the 
smaller amount of money 

(2) The acceleration of pupils in the school which 
spent the larger amount of money 

(3) The results of achievement tests in the two 
schools showing the difference in information o 
the children of the same chronological age in the 
two schools 


(4) The difference in the curriculum of the larger 
school and the smaller school 
(5) The necessity for the increased number of 


courses offered in the larger school which resulted 
in an increased per capita 


(6) The difference in the cost of living on the 


part of teachers in one school as compared with the 
other. 


These factors were not considered largely 
because school men have not made them 
available to the public in such convenient 
form that they can be used. The standards 
that have been made available for ranking 
the efficiency of school systems involve the 
financial factor so heavily that any critie 
of a school has a right to feel that this is the 
important factor. He also has a right to be 
lieve that if one school can prepare childret 
for college for one half the cost of the other 
school, that from a business standpoint, the 
school which spends the least is the best. 





_— ECONOMIC EFFECTS of public education are scarcely capable of exaggeration. As producers and claimants of their respective 


shares of the product and as consumers of wealth, the whole character of a people is governed by the degree and the nature 
of the education which it enjoys.—F. R. Fairchild. 













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Interpreting the Public’s Schools 


The Language of Business 


HE RAPID INCREASE in the expendi- 
Ts for public schools since the 

close of the World War has put 
education in the class with big business 
and for the first time in the history of 
the schools big business is considering the 
economic and social value of education 
as an investment in which it is called on 
to make substantial contributions. This 
is perfectly natural. So long as the edu- 
cation of the children of a state was 
largely a local matter and so long as the 
amount spent on schools was compara- 
tively small, the bigger business interests 
of the state paid little attention to it. 
When, however, the amount that these 
business interests were asked to con- 
tribute in the form of taxes ran into the 
millions, the representatives of big busi- 
ness in the legislatures, in the alder- 
manic chambers, and in the chambers of 
commerce began to look at education 
from the coldly analytical standpoint 
they would consider any other proposi- 
tion in which their companies were asked 
to invest large sums of money. 

Here are some of the questions that 
business interests in every section of the 
country have asked and are asking about 
the increasing amount being spent on edu- 
cation : 


(1) Are we getting value received? 

(2) Is this a good investment? 

(3) Are the dividends commensurate with 
the increased cost as compared with the divi- 
dends on the smaller amount we invested a 
decade or more ago? 

(+) Is there not tremendous waste in the 
operation of the schools? 

(5) Could we apply “business principles” 
to the schools and get better results with less 
money ? 

(6) Could economy be effected by cen- 
tralizing .authority for administration, the 
purchase of supplies, and the supervision of 
budgets in the hands of a state official or a 
state board, composed of business men? 

(7) Are not the schools scattering their 
shot so much that modern children are get- 
ting a smattering of many things and not 
really mastering a few fundamental subjects? 

(8) Are not these additions to the course 
of study costing more than they are worth 
to the community or the child? 

(9) Is not the demand for this enriched 
curriculum the result of teacher propaganda, 

rather than the result of a public need? 

(10) Are not nearly all school men poor 
business executives? 

(11) Should not the state levy all school 
taxes, collect them, and disburse them, or is 
the theory of dual support backed by sound 








principles of business, or does it encourage 
extravagance? 

(12) Are not the teachers so wellorganized 
that the public has to be constantly on guard 
against their propaganda and their or- 
ganization? 


Some of these questions, perhaps all of 
them, have been asked in every state in 
the nation during the past ten years. It is 
perfectly natural that they should be 
asked—and they will continue. School 
people, therefore, may just as well make 
up their minds that they are going to 
have to answer these questions in the lan- 
guage of business, in terms that the aver- 
age business man and taxpayer can 
understand. 

It may just as well be admitted that, 
on the whole, we have not been able to 
answer these questions in the language of 
business. As the old negro hauled up in 
court on some charge denied the allega- 
tions and defied the “‘allegator,” we have 
denied and defied but we have not been 
able to answer the questions in terms that 
were convincing to the average business 
man. Yet there is perhaps less than a 
handful of school men in the whole coun- 
try who are not absolutely convinced that 
every penny being spent on the schools 
today is a wise investment and will yield 
reasonably high returns. On the whole, 
the school men are the best executives 
connected with the governmental affairs 
of a community. That is generally be- 
lieved by school people and by others who 
have made a study of the different de- 
partments of government. The admission 
isn’t a matter of the school people pat- 
ting themselves on the back but the re- 
sult of their knowledge of the way other 

public affairs are conducted. It is like- 
wise based on their knowledge of the way 
the average private business is run. 

There are, of course, exceptions to the 
general rule that school people generally 
are good business managers. There are 
some poorlyequipped business executives 
in the schools, just as there are in busi- 
ness, in medicine, in manufacturing, or 
in law. Despite this the public is still 
inclined to believe that a master’s degree 
in education usually makes a poor busi- 
ness man out of a school official. 

This misunderstanding and lack of 
understanding—both of which are bar- 
riers to school progress—is the result of 
school men failing to talk to the public 


[81] 


in the language that the public under- 
stands. We generally divide the school 
expenditures into seven classifications, 
only a few of which are expressed in 
terms that the average business employs. 

More and more it is going to be neces- 
sary for the school official to balance re- 
sults against expenditures. Instead of 
talking about the per capita cost, would 
it not be better to talk about the cost of 
promotion, just as the manufacturer 
talks about the cost of production? There 
is usually a correlation between the 
amount of money spent in a school sys- 
tem and the promotion record of the 
school. If it can be shown that by spend- 
ing $5 more per child the efficiency of the 
school, measured in terms of the per- 
centage promoted, is increased, this is a 
line which business understands because 
it is familiar. 

Three elements entering into the cost 
of schools have been given little consider- 
ation by the average school man in his 
plea for increased appropriations. They 
are the relation between the amount of 
money spent per child and the greater 
efficiency of the school as measured by 
these three results: 


(1) Smaller percentage retardation, and 
therefore fewer children retaught at the aver- 
age annual per capita cost. 

(2) Greater acceleration, larger percentage 
of children to make more than a grade a 
year. Every grade gained means the com- 
munity or other spending agency has to put 


up that much less to get the child through 
school. 


(3) The effect of the combination of 
smaller retardation and the greater accelera- 
tion on the building needs of the future. 


When the per capita expenditures are 
not unreasonably high—and most of 
them in the nation are not—translation 
of these three measures of efficiency into 
dollars and cents will reveal that a rea- 
sonable increase in the per capita expendi- 
tures will result in an actual saving of 
money. 

The value of supervision, of better 
trained teachers, and of teaching supplies 
can all be justified on the ground of 
economy when these three items sug- 
gested above are taken into consideration. 
It can be shown that there is a monetary 
value in supervision, in better trained 
teachers, and in the other items which 
enter the usual school budget. 


if 
4 
4 
i 








Interpreting the Public’s Schools 


Other Forms of Publicity 


HE NEWSPAPER is by no means the 

only form of publicity which the 

school should use; it is merely the 
most convenient medium, the one which 
the public sees the most often and the 
one which is generally the most inter- 
ested in getting information about schools 
to its public. In some respects the news- 
paper may not be as valuable as the per- 
sonal contact with people but it is physi- 
cally difficult for the superintendent or 
the school official to make this personal 
contact with a great many people. Too 
often the school official does not hear the 
complaints made about the schools. 
What friends say are said face to face 
but the complaining and the criticism is 
often done behind the back. 

Successful school publicity is the re- 
sult of constant vigilance, constant con- 
tact with key people in a community. 
The teachers hear much the superintend- 
ent never has a chance to hear. The teach- 
ers, for this reason, should know more 
about the financial affairs of the school 
than they do know in the average system 


‘at the present time. They should know 


how to answer criticism, how to present 
the dividend paying side of the school to 
those who do not understand and who, 
therefore, criticise. 


Meetings of all kinds from commence- 
ment occasions for the whole system to 
the smallest parent-teacher group meet- 
ing are valuable forms of publicity. 
These have never been used as a means 
of getting important and vital informa- 
tion to the parents. Commencement oc- 
casions are too often merely meetings 
in which some imported speaker, who 
knows nothing about the school system 
and conditions, is given an opportunity 
to talk about matters that have little 
bearing on the school life of a commu- 
nity. 

Visitors in the schools, who see what 
the teacher and the schools are doing 
with and for children will often do more 
to transform a critic into an active sup- 
porter than any other one thing. This is 
publicity. Talks before civic clubs, most 
of which are always interested in at least 
one school program a year, furnish a 
medium for getting the schools before 
one of the most influential groups in a 
community. School papers, school ex- 
hibits, school clubs, school programs of 
any kind to which the public is invited, 
are all valuable forms of publicity. 

No matter what the medium used, the 
important thing for school people every- 
where to remember is that the continued 


support of the schools depends to a large 
extent on the ability of the school man 
to show his public that school tax is an 
investment which will yield good diyj- 
dends, not only in the lives and char. 
acter of the children of the community, 
but in dollars and cents—that the most 
costly kind of economy that can be prac- 
tised is cutting the budget to a point 
where the efficiency of the school as a 
working institution is so impaired that 
it cannot turn out a good product. 

Too little attention to the publication 
of vital school facts is given by school 
publications. The majority of these 
school papers are published weekly and 
are sent to parents. Some space in each 
issue could be devoted to the presenta- 
tion of vital facts about the schools of 
the community. School news and personal 
items about the students are good but 
interpretative information about the 
schools should occupy a place in every 
issue. In this way accurate information 
about the school reaches the home. 

Finally, the effort to interpret the 
schools to the public should be persistent 
and consistent. Don’t let your public feel 
that the only time it ever hears about 
the schools is when a bond issue is in the 


offing. 


A Few Good References 


HE excellent material in these pages 
"TL  soesese the possibilities for interpret- 
ing the schools, which are before every 
teacher every day. Teachers who wish to 
pursue the subject further will find in the 


following books a rich wealth of practical 
suggestion: 


ALEXANDER, C. Publicity work for better support of 
rural schools. Journal of educational research, 
7:1-13, Jan. 1923. 

ALEXANDER, C. Relative importance of current ob- 
jections to secondary education. Unpublished; 
mimeographed, 1926. Obtainable from author, 
Teachers College, Columbia University. 

ALEXANDER, C. School statistics and publicity. Silver, 
Burdett & Co., 1919. 321p. 

ALEXANDER, C., AND THEISEN, W. W. Publicity cam- 
paigns for better school support. World Book Co., 
1921. 158p. 

Bruce, W. C. School publicity and publicity cam- 
paigns. American school board journal 63:8, p64, 
Aug. 1921. 

Crosswuite, C. C. The city school house organ. 
Typewritten master’s thesis. University of Mis- 
souri library, 1926. 


DEFPENBAUGH, W. S. Methods of advertising school 
bond issues. Pamphlet, U. S. Bureau of Educa- 
tien, 1926. 

Fartey, B. M. What to tell the people about the 
public schools. Bureau of publications, Teachers 
College, Columbia University, New York City. 


Garun, R. E. Giving publicity to city school sur- 
veys. School and society. 26:277-280, Aug. 27, 
1927. 


Garun, R. E. anp Pittencer, B. F. Educational 
publicity in a daily newspaper. American school 
board journal, 63:6, p47, Dec. 1921. 

Hines, C. H., ann Jones, R. G. Public school pub- 
licity. Macmillan Co., 1923. 72p. 

Mitier, Crype R. ano Cuarves, Frep. Publicity for 
public schools. Houghton Mifflin Co. 


Miter, Wituiam J. Advertising the schools. A meri- 
can school board journal, April, 1921, p46. 

MoexLMAN, ArTHUR B. Public school relations. 
Rand McNally & Co., 1927. 


NationaL Epucation AssociaTION JOURNAL. Ameri- 
can education week. 17:223-230, Oct. 1928; 18: 
235-238, Oct. 1929. The need for educational in- 
terpretation. 19:37-38, Feb. 1930. 


Neate, M. G. School reports as a means of secur- 
ing additional support for education in American 
cities. Missouri Book Co., Columbia, Mo., 1921. 
137p. 


Peck, R. R., AND STEVENSON, P. R. Rural publicity. 
Ohio State University Educational Research Bul- 
letin, 2:315-320, Nov. 28, 1923. Ohio State Uni- 
versity, Columbus, Ohio. 


Reynotps, R. G. Newspaper publicity for the public 
schools. A. G. Seiler, 1922. 


RoutzauHn, E. G. The ABC of exhibit planning. 
Russell Sage Foundation, New York, 1918. 234p. 


RoutzauHn, M. S. Traveling publicity campaigns. 
Russell Sage Foundation, New York, 1920. 151p. 


[82] 


Ryan, W. C., Jr. Recent developments in educa 
tional journalism. U. S. bureau of education bul- 
letin, 25:1-14, 1923. 


STEVENSON, P. R. A co-operative study of school 
publicity. Ohio State University Educational Re 
search Bulletin, 3:167-178, Aug. 16, 1924. Ohio 
State University, Columbus, Ohio. 


STEVENSON, P. R. Campaign publicity for schools, 
a manual. Ohio State University Bureau of Educ 
tional Research Monographs, No. 5, 1926. 59. 
Ohio State University, Columbus, Ohio. 


Examples of Bulletin Publicity 


Wounoprt, Cart. What have you in your tool kit? 
Board of Education, Bryant, S. Dak. 
. . . An illustrated course of study for the 
Cleveland public schools, Board of Education, 
Cleveland, Ohio. 


Those interested in newspaper stories may obtais ; 
from the-Board of Education, Denver, Colorado, * 
good collection of reprints of school news stories 
from the Denver papers; also from the Board @ 
Education, Rochester, N. Y., a collection of schoo! 
stories from the Rochester Democrat-Chronicle. 
teresting school pages may be found in The Ne 
York World, The New York Sun, The Elizabel 
Daily Journal, and The Denver Rocky Mounties 


News. 





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tigers 


Europe-Minded Reading 


Marcery C,. QUIGLEY 


Librarian, Montclair Free Public Library, Montclair, New Jersey 


OT SO LONG AGO it was the fashion 
N to collect seed catalogs and by 

studying the planting directions 
to live in a dream world in which all the 
seed packets came into bloom. Nowadays 
armchair traveling has taken the place of 
this armchair gardening and the pam- 
phlets one sees in the early winter on al- 
most any living room table are those 
issued by tourist bureaus and steamship 
companies. The charts studied are not 
planting tables but instead are locations 
of cabins and price lists of trans-Atlantic 
tickets. Books such as The Frantic At- 
lantic, Ladies Third, French France, A 
Thread of English Road, and Paris 
Salons, Cafés, Studios supersede, tempo- 
rarily, at least, those of Liberty Hyde 
Bailey and Mrs. Francis King, on 
gardening. 

1 am convinced from actual experi- 
ence that the way to make oneself thor- 
oughly unhappy over going abroad is to 
decide to read quantities of “background 
books” in the winter and spring before 
setting sail, then never quite to attain 
one’s aim. To read a chapter each night 
before going to bed in books of the You- 
Simply-M ust-See-Hplland or the Just- 
Pop-Over-to-A ustria type is heavy surtax 
on one’s ticket. Most of the information 
such sugarcoated pseudo-guide books im- 
part beforehand simply will not stay in 
one’s mind. What they can tell one on the 
spot is usually so inadequately indexed 
that a Baedeker or a Blue Guide is a 
much better investment. The bookstalls 
along the Seine are full of those chatty 
bon voyage travel books, from which their 
owners have gladly parted for a franc or 
two. We must admit however, that there 
are two books one will not forgive one- 
self for having left unread before going 
to Europe. One is a good, simple volume 
on the history of architecture and the 
other, a history of Europe. Buell’s Eu- 
rope: a History of Ten Years, is recom- 
mended for the latter. 

Long lists of biographies, unless biog- 
raphies have always been one’s favorite 
reading, will prove discouraging. A much 
better way to study up on Europe, I 
think, is to read anything one wants and 
to be Europe-minded while reading. 
Newspapers, magazines of current events, 


even detective stories yield, in passing, 
rich stores of information about Europe. 
“When I left off thinking quite so much 
about the victims of the murders in 
Fletcher’s books,” said a tourist in De- 
von, “and paid some slight attention to 
his descriptions of English villages and 
barbicans and ruins and heaths, I found 
I had a fine equipment to understand 
this part of the country in its many 
moods, historical, architectural, rural.” 

The novel with local color, no matter 
how thoroughly our instructors taught 
us to scorn the local-color device, makes 
almost perfect groundwork for a Euro- 
pean trip. 

But beware; don’t read a semi-modern 
novel. Pick post-war ones instead. For 
instance, if you are going to Russia, skip 
Turgenief and read The Embezzlers 
(Moscow 1929) or The Diary of a So- 
viet School Boy instead. 

A little poetry, too, comes in handy 
in preparation for a trip to Europe. The 
Spires of Oxford and In Flanders Fields, 
of course, are reread many times in that 
period between engaging passage and the 
actual date of sailing. If you are going to 
England, reach for your old copy of 
Mother Goose instead of a sweet sugar- 
coated travel chat, for Mother Goose 
links up with every stretch of the Thames 
from London to Richmond. “When good 
King Arthur rules the land”—and Win- 
chester comes into view. “It was a jolly 
miller lived on the river Dee’’—and you 
find from observation that the river Dee 
really existed. Parnassus en Route, a new 
collection of poems connected with al- 
most every European country except Rus- 
sia, will be a delight to readers who like 
poetry and who hope to set sail overseas. 

An ably written play, whether seen or 
read, will also give a sense of familiarity 
and understanding when one’s feet are 
finally on the ground where the drama 
has been set. It is almost unbelievable to 
see for oneself how perfect the Dartmoor 
of Galsworthy’s Escape was; to come 
upon replicas of Drinkwater’s Bird-in- 
Hand Inn; to see the characters of Ca- 
price in the parks of Buda-Pest. Venice 
is more romantic (if that is possible) for 
one’s having met Marco Millions be- 
tween the covers of O’Neill’s book. 


[83 ] 


Pictorial maps are eye-openers also. 

As soon as you set foot once again on 
American soil, you will make dozens of 
pilgrimages to the public library for 
books on new special interests acquired 
on the trip—books on Napoleon, Marie 
Antoinette, the Borgias, Capri, for ex- 
ample. No one can make out a reading 
list on Europe for you; once you are 
home you know too exactly what you 
want to read next. 

“T can hardly wait to get home to my 
Encyclopaedia Britannica,” I heard anold 
gentleman say when we were being 
whisked through the ruins of Melrose 
Abbey. “Then I will know who these 
Cistercians were and what they were do- 
ing in England and when they were do- 
ing it.”’ This seasoned old traveller knew 
his reference books. There is nothing like 
the Britannica on winter evenings after a 
holiday trip to set one straight on what 
one saw in the summer. It is better than 
all the picture postals one can collect at 
the exits of museums or at railroad-plat- 
form bookstalls. 

About two thousand years ago a man 
about town in Rome who evidently knew 
almost all there is to know about tourists, 
one Horatius Flaccus, heaved a sigh and 
said, ““They only change their skies and 
not their attitude of mind who sail across 
the seas.”” He would probably say it again 
if he could see many who have bought 
tickets in Tourist Third. He could not, 
however, set this charge of provincialism 
down against teachers who have followed 
with any sympathy and understanding the 
important children’s publications and es- 
pecially the picture books of the last two 
or three years. The teacher who has 
worked with and enjoyed such recent 
children’s books as Miki (Hungary) by 
Petersham; The Runaway Sardine, by 
Brock or Nanette of the Wooden Shoes 
by Brann (both about Brittany) ; Coco 
the Goat (Spain) by Wells; The Trump- 
eter of Krakow (Poland) by Kelly; 
the new edition of Greyfriars Bobby 
(Edinburgh) by Atkinson; and Malou 
(Switzerland) by Criss really knows in 
advance what can be found during va- 
cation in the homes of families in Euro- 
pean countries and will be ready to fit 
in there. 








HAs ae —— 
De ee erm ee ee 














Celebrating The Coveres 





The Trails of Tomorrow 


rYNHE trails of tomorrow are in the air. The Lindberghs of today 

. os the modern equivalent of the trail blazers of a century 
ago. May we not expect during the century ahead a system 
of airways that will unite the earth as our highways and railroads 
now unite America. The future of America is in the children 
and the children are in the schools. Let every child understand the 
heroic history of his community, his state, and his country. 

What the schools can do—(1) Commemoration Day program— 
Covered Wagon Centennial: preferably April 10th or some other 
significant date. This program should be given in the auditorium, 
out-of-doors, or in classes. Its purpose is to honor our pioneers. 

It should involve the following: 

(a) The Oregon Trail, its geography and history. 

(b) Stories of the pathfinders and pioneers—Indians, explorers, 
fur-traders, missionaries, home-building settlers, and ranch- 
men. To be presented through narration or dramatization. 

(c) Songs and other music of the Covered Wagon days. 

(d) Introduction of living Oregon Trail pioneers resident in your 
community. 

(e) Address: A tribute to the pioneer builders of the west. 


— 


(2) Follow-up studies— 


In connection with the history, geography, English, art, and music 
departments carry on the following activities: 

(a) Gather from living pioneers their stories, preserve relics, 
documents of pioneer days. 

(b) Make collections for libraries of reliable books, pamphlets, 
and articles that tell the story of the Oregon Trail and our 
westward march. 

(c) Express in art, music, drama, and creative language work 
the choice stories and the spirit of the western pioneer. 

(d) Essay contest. 

Prepare to participate in the state essay contest for the 
Oregon Trail Memorial Association medals, which will be 
awarded, in each state, one to a boy and one to a girl and 
one to their school for the best essays on the theme: The 
part my state has played in the opening and building of the 
West. After the study of the history of the great west, as a 
part of our national expansion and achievement, students 
of junior and senior high schools will be ready to deal in 
a concrete and truthful way with this inviting theme. The 
details of the essay contest can be secured from the Oregon 
Trail Memorial Association, 95 Madison Avenue, New York. 
References for study of the Oregon Trail— 

Boy Life on the Prairie—Hamlin Garland 

Bozeman Trail—Hebard and Brininstool 

Covered Wagon—Hough 

Frontier, the Genius of American Nationality—Huibert 

Hidden Heroes of the Rockies—Russell 

Oxteam Days on the Oregon Trail—Meeker 

The Astorians—Washington Irving 

The Oregon Trail—Parkman 

The Overland Trail—Laut 

The Pioneer Photographer—Jackson 

The Road to Oregon—Ghent 














along the old Oregon Trail. This significant event mar] 

traders swapped their “mackinaw boats” for the “prairie 
ing settlers to win and hold our west. Our plains and mountains < 
covered wagon and the patient oxteams. {This year is the Cove 
Association issues the invitation to the people of the nation an 
participate in this nationwide historical commemoration. Upo: 
passed by Congress, rests responsibility for this movemen 
of the starting of the first wagon train, is the opening date of tl 
anniversary of the birth of Ezra Meeker, the dauntless pioneer 
day. {The Covered Wagon Centennial is of vital interest to o1 
transplanted east, the blended north and south. It was won by 
Mississippi. Not only the sons and daughters of those who fou 
later day played valiant parts in this great oxteam migrhtion | 
{Precious few of these pioneers yet live to tell us their stories. 
old trails shown in the above sketch made for us by a chvered 
every part of our land. One tender tribute planned is ihe mal 
search out those who yet live and pay them the honor due. Thi: 
give definite help in preserving our national traditions and pr 


a 10, 1830 a covered wagon train left frontier §t. Lou 





= A 


N“™: 18, 1847—My husband is sick. It rains and snows. We start this mor: 
carry my babe and lead, or rather carry, another through the snow, mu 
team could possibly travel. I went ahead with my children and I was afrai 
the mud and water with everything in them. My children gave out with col 
the oxen and bring them and carry the children on to camp. I was so told an 
at all. We started this morning at sunrise and did not get to camp util aft. 
my babe. I had carried my babe and I was so fatigued that I could scarcely 

Welch’s wagon, very sick. He had brought Mrs. Polk down the day before | 
our wagons are left half way back. I have not told half we suffered. Iam no 
for the boats to come and take them down the Columbia to Vancouveror Po 





[This poster for your classroom is from the JourNaL of the National Education Association. Copies, priated o 




















OREGON TR 


From the Missouri River to the Pacific Northwest 
with the princ:pal connections, the forts 
the line, and the Territorial Divisions of 
















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Le 
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er St. Louis, for the Rockies, the first ever to thread its way 
event marks a turning point in our history. {When the fur- 
e “prairie schooner,” they opened the way for the home-build- 
nountains and deserts were conquered by means of the humble 
s the Covered Wagon Centennial. The Oregon Trail Memorial 
nation and particularly to the boys and girls of our schools to 
tion. Upon this Association, by reason of an act unanimously 
movement. April 10, 1930, the hundredth anniversary 
g date of the Centennial, and December 29, 1930, the hundredth 
ss pioneer who founded the Association, is the official closing 
terest to our entire nation. The west, we must remember, is the 
as won by heroes and heroines from every state east of the 
e who fought for freedom but thousands of Americans of a 
nigthtion that has added nearly a score of stars to our flag. 
sir me Hundreds of them lie in unmarked graves along the 
a cbvered wagon pioneer. Others are at rest in cemeteries in 
is the making of a roster of these honored dead; another is to 
due. This cause offers a challenging opportunity for all to 
ms and promoting our national unity. 





art this morning around the falls with our wagon. We have 5 miles to go. I 
ne snow, mud, and water almost to my knees. It is the worst road that a 
I was afraid to look behind me for fear of seeing the wagons turn over into 
yut With cold and fatigue and could not travel and the boys had to unhitch 
s so told and numb that I could not tell by the feeling that I had any feet 
mp watil after dark, and there was not one dry thread on one of us—not even 
Id scarcely speak or step. When I got here I found my husband lying in 
day before and was taken sick here. We had to stay up all night tonight for 
ed. Iam not adequate to the task. Here was some hundreds camped, waiting | 
souveror Portland or Oregon City—From the diary of Mrs. Elizabeth Cer. 

















eed Wagon Cente 


nnial 


ae a 





The Oregon Trail 


wo hundred wagons, rolling out to Oregon 

Breaking through the gopher holes, lurching wide and free, 
Crawling up the mountain pass, jolting, grumbling, rumbling on, 
Two hundred wagons rolling to the sea. 


From east and south and north they flock, to muster, row on row 

A fleet of ten-score prairie ships beside Missouri’s flow. 

The bull-whips crack, the oxen strain, the canvass-hooded files 

Are off upon the long, long trail of 1600 miles. 

The women hold the guiding-lines; beside the rocking steers 

With goad and ready rifle walk the bearded pioneers 

Through clouds of dust beneath the sun, through floods of sweeping 
rain 

Across the Kansas prairie land, across Nebraska’s plair. 

Two hundred wagons, rolling out to Oregon 

Curved around the campfire flame at halt when day is done, 

Rest awhile beneath the stars, yoke again and lumber on, 

Two hundred wagons, rolling with the sun. 


Between the barren buttes they wind beneath the jealous view 

Of Blackfoot, Pawnee, Omaha, Arapahoe, and Sioux. 

No savage threat may check their course, no river deep and wide; 

They swim the Platte, they ford the Snake, they cross the Great 
Divide. 

They march as once from India’s vales through Asia’s mountain door 

With spear and shield on Europe’s plain their fathers marched be- 
fore. 

They march where leap the antelope and storm the buffalo 

Still westward as their fathers marched ten thousand years ago. 


Two hundred wagons, rolling out to Oregon 

Creeping down the dark defile below the mountain crest, 

Surging through the brawling stream, lunging, plunging, forging on 
Two hundred wagons, rolling toward the west. 


Now toils the dusty caravan with swinging wagon-poles 

Where Walla Walla pours along, where broad Columbia rolls. 

The long-haired trapper’s face grows dark and scowls the painted 
brave; 

Where now the beaver builds his dam the wheat and rye shall wave. 


The British trader shakes his head and weighs his nation’s loss, 

For where those hardy settlers come the Stars and Stripes will toss. 

Then block the wheels, unyoke the steers; the prize is his who 
dares; 

The cabins rise, the fields are sown, and Oregon is theirs! 


They will take, they will hold, 
By the spade in the mold, 
By the seed in the soil, 
By the sweat and the toil, 
By the plow in the loam, 
By the school, and the home! 
Two hundred wagons, rolling out to Oregon, 
Two hundred wagons, ranging free and far, 
Two hundred wagons, rumbling, grumbling, rolling on, 
Two hundred wagons, following a star! 


[Taken by permission from Guiterman: /, Sing the Pioneer, pub- 


lished and copyrighted by E. P. Dutton & Co., Inc, N. Y-] 








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






































































Vitalized Group Study and Faculty Meetings 


ite Principal as Supervisor is the 


title of the November 1929 Re- 
Bulletin of the National 
Education Association, Pages 326 to 331 
are a discussion of teachers’ meetings. 


search 


The practise and opinion regarding teach- 
ers’ meetings are indicated in this bul- 
letin: 


When several hundred principals were 
asked to list their “time consuming” duties, 
teachers’ meetings was seventeenth in 30 


items. As a supervisory technic these same 
principals listed teachers’ meetings as fourth 
in importance. Among a selected group of 


supervising principals group meetings were 
third in rank. 


Among other suggestions in this help- 
ful bulletin are these points that teachers’ 
meetings 


(1) Be carefully planned, definite, and 
purposeful—Without planning the discussion 
may wander aimlessly among trifling teach- 
ing problems. Every meeting should con- 
tribute something definite to the teacher’s 
thinking. 

(2) Be organized around the needs of 
teachers—Meetings based upon _ teaching 
difficulties easily enlist the interest of teach- 
ers. Sometimes it is mecessary to present a 
teaching principle in several different ways 
before it carries over into practise. 

(3) Provide for the maximum of teacher 
participation under guidance of the prin- 
cipal—Teachers profit most from meetings 
when there is an opportunity to discuss prob- 
lems, ask questions, make reports, and give 
demonstrations. Without guidance from the 
principal some participation may contribute 
little or nothing to the discussion. 

(4) Be related to what has preceded and 
lead on to new advances—The worthwhile 
meeting not only inspires the teacher to new 
efforts but offers some concrete suggestions 
as to what these advances should be. 


H. J. Hoke, dean of education, Col- 
lege of William and Mary, is not in 


doubt regarding the professional growth 
of teachers. 


In my judgment there is no phase of an 
education for a new world more important 
than the professional growth of teachers. By 
professional growth I do not mean a narrow 
growth that results only in skill in teaching; 
I mean a growth that is broad enough to in- 
clude the teacher’s moral and _ spiritual 
growth, her happiness as well as her efh- 
ciency. 


Faculty meetings based on new mate- 


rial in the journals of state and national 


associations are enjoyed by an increasing 
number of teachers. Some JOURNAL read- 
ers have written the following: 


We found the state and national journals 
very helpful last year in planning our meet- 
ings. We shall have one faculty meeting each 
month this year devoted to a study and dis- 
cussion of the problems of the profession.— 
Florence M. Newton, Warren, Ohio. 

The teachers of the Howell school have 
decided to have one faculty meeting each 
month based on material in the journals of 
state and national journals. We have 100 
percent membership in city, state, and na- 
tional associations for 1929-30.—Mary W. 
Hollingshead, Chester, Pa. 

We have made a practise for 5 years of 
holding professional group study meetings 
once each month and frequently base our dis- 
cussions on topics suggested by the JOURNAL. 
By enroling in this movement we shall not 
be adopting any new policy but rather con- 
tinuing one of long standing.—A. J. Heath, 
Stowe, Vt. 

We had this plan worked out last year. 
Each teacher will take her turn in present- 
ing a subject. We shall use 3 subjects each 
time and devote half the time to discussion, 
each reaction to be 10 minutes long. We are 
using the JourNAL “Vitalized Group Study” 
pages in our teachers’ meetings. One of our 
supervisors said recently: “The NEA Jour- 
NAL is growing to be one of the outstanding 
professional magazines.”—Jessie A. Fink, 
Greeley, Colo. 

We pledge our interest and support by en- 
roling for the vitalized group study work.— 
M. M. Green, Jupiter, Fla. 

Our program this year will include a more 
thorough study of the JournaL.—J. W. Ram- 
sey, Fort Smith, Ark. 

It seems to me that the NEA JourNat im- 
proves with each issue and is not now ex- 
celled by any educational journal.—John O. 
Chewning, Evansville, Ind. 

I believe the professional spirit is unusual 
among our teachers. They not only have com- 
plete enrolment but are very active in keep- 
ing in touch with the JournaLt.—J. J. Hogan, 
Rock Island, IIl. 


Interpreting the Public's Schools— 
This special feature in this issue will be 
studied in many schools. It contains ma- 
terial for several meetings. It will be 
used for 


Individual help and growth 

Group study and faculty meetings 
Classes in writing and journalism 
Werkers in parent-teacher associations 
American Education Week 

Classes in teachers’ colleges 

Filing in teachers’ personal libraries. 


The principals of Warren County, 
North Carolina, are making a systematic 
study of interpreting the schools to the 


public, using the above material in hand- 
book form. 


[86] 


The JourRNAL check-up—The votes 
of many readers on the 5 articles they 
like best in the January JOURNAL: 


First, “The Leisure of Tomorrow,” edi- 
torial; second, “On the Threshold of the 
School” by J. Mace Andress; third, “Indi- 
vidual Needs in Reading” by Annette Mann. 


All faculty members vote on JOURNAL 
articles—Many principals of 100 percent 
schools use the JOURNAL checkup idea in 
group study. Every month checkup 
blanks are returned to this office on which 
entire faculties have recorded their choice 
of the 5 articles they like best. The largest 
number of teachers reporting their choice 
of JOURNAL articles was 51, Bellefon- 
taine, Ohio; S. H. Frampton, supt. 

A teachers college faculty expresses 
its appreciation: . 


My whole faculty regards the JourNAL 
very highly indeed. Without exception they 
have spoken to me commending it. I have 
used the JOURNAL on two chapel occasions 
calling attention to the excellence of individ- 
ual articles as being greatly worthwhile and 
have secured greater attention to it than 
usual. Several students have come to me 
wanting to get my copy for reading. As sug- 
gested by the January issue we are planning 
two projects here: to make our leisure con- 
structive and to know our county and state. 
I assure you we are interested in this splen- 
did magazine and are glad to cooperate with 
you in every way we can.—George W. 
Camp, president, Bowdon State Normal and 
Industrial College, Bowdon, Ga. 


Your own library—Are you keeping 
a file of your JouRNALS? A complete file 
of the JouRNAL and other educational 
magazines in your school library is a 
source of invaluable material for pro- 
fessional study. References to articles 
might be posted on your bullétin board. 


Suggestive questions for discussion of 
articles in this issue: 


The Growth of Our Association. Someone whose 
teaching experience began about 12 years ago, might 
describe conditions which prevailed in the profession 
at that time. This would help new teachers to ap- 
preciate the contribution of their predecessors. 

School Finance Legislation in 1929. What is your 
state doing to aid the poorer school districts? What 
sources for school taxes are supplementing the gen- 
eral property tax? 

Interpreting the Public’s Schools. Re-read the 
JoURNAL editorial of last month in studying this topic. 

Oregon Trail Centennial. Are the young people in 
your classes familiar with the history of their state 
and locality? 

The Press and the Schools. This is a description 
of one of the many activities of the Association. 

The Mental Health of the Adolescent. What are 
some of the fundamental needs of adolescent chil- 
dren? Why are superior teachers needed for them? 


rr 





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The Press and the School 


The Associated Press 


HE PRESS has done more than any 

other institution to ‘“‘make the 

whole world kin.” Because of its 
rapid and efficient channels of commu- 
nication the Australian and the Turk, 
the American and the Abyssinian, the 
Britisher and the Filipino are neighbors. 
Distance is no longer read from a geog- 
raphy; it is measured by the clock. The 
press has only a minute hand. Prejudices 
as well as distances have been wiped out 
by the network of cables and wires that 
daily sweep the events of the world into 
type. Even the jagged edge of hate stings 
less cruelly as the newsgatherers reduce 
the size of the world in which men live. 

Leadership in a world rapidly turning 
to democratic ideals depends more and 
more upon voluntary cooperation, and 
less and less upon arbitrary power. Vol- 
untary cooperation is based upon sympa- 
thetic understanding and common pur- 
pose. The education of the press and the 
school go hand in hand in the attempt 
to reduce the aims of men to unity and 
mutual helpfulness. 

A notable service of the press in help- 
ing to create active support for the aims, 
ideals, and achievements of education is 
the publication of editorials, news, and 
feature articles setting forth the results, 
the methods, and the curriculums of 
the schools. 

One of the most powerful organiza- 
tions rendering this service to education 
today is the Associated Press., Two years 
ago the Associated Press Feature Serv- 
ice requested the National Education 
Association to secure for twice weekly 
publication articles written by prominent 
educators, qualified to interpret the work 
of the schools. 

The Associated Press is unique in that 
it is a successful effort to apply the co- 
operative principle of newsgathering and 
distributing. , 

Its efforts are confined solely to its 
membership, but inasmuch as this com- 
prises nearly 1300 newspapers through- 
out North and South America, its scope 


is wide and its daily news service is read 
by many millions. 


Because its member newspapers em- 
brace every shade of political affiliation, 





| yer Cooper, general manager of the As- 
sociated Press, which during the past 
two years has been releasing a series of fea- 
ture articles on education to its 


papers. 


member 





religious belief, and economic theory, its 
news reports must be kept free from bias 
or partisanship, and must give a true pic- 
ture of the daily lives of people of the 
world, upon which newspaper readers 
may form their own opinions and draw 
their own conclusions. 

There are approximately sixty news 
bureaus throughout the United States 
and its insular possessions functioning 
under the supervision of the general 
manager of the organization. In all of 
the principal capitals of Europe, Asia, 
and South America similar bureaus are 
maintained, staffed with one man at 
Warsaw and Constantinople and with as 
many as ten men in such bureaus as 
London and Paris. 





These bureaus are connected with 
each other and with the member papers 
of the Associated Press by 150,000 miles 
of wires leased for exclusive use. Much 
of the copy is automatically written at 
the rate of 60 words per minute by elec- 
trically controlled typewriting 
chines as it comes in. 


ma- 
In some of the 
larger cities of the country as many as 
100,000 words of news and market re- 
ports come daily to the member paper. 

Presenting the day’s news, however, 
is only one of the major functions of 
American newspapers. Equally impor- 
tant has become’that wide variety of ma- 
terial known as features—human inter- 
est stories, daily columns, departments 
for housewives, mothers, children, puzzle 
fans, business men, and others. 

Operating in this field are the Associ- 
ated Press Feature Services, one exclu- 
sively for morning and the other for 
evening newspapers. The feature articles 
written by educators for the Associated 
Press are distributed in this service to 
members. 

Approximately 75 educators have pre- 
pared articles for this service. The arti- 
cles have covered a wide range of educa- 
tional subjects. The author’s photograph 
usually accompanies his article. 

During 1929-30 two series of arti- 
cles on education are being distributed 
through the feature service of the Asso- 
ciated Press. One series consists of arti- 
cles written by educators. Articles in the 
other series are written about education 
by prominent Americans who are not 
engaged in school work of any kind. This 
list of authors includes labor leaders, 
capitalists, editors of magazines and 
newspapers, actors, fiction writers, social 
welfare workers, club women, and min- 
isters. This series is entitled “Education 
from Everybody’s Angle.” Its purpose is 
to secure from leaders in many walks of 
life sane and constructive comments on 
education that will provoke discussion 


leading to the improvement of American 
education. 


NE of the vital services of the National Education Association is its interpretation of education through 
newspapers and magazines. Beginning as a convention activity this service has developed into an all- 
| year program, invaluable alike to both newspapers and schools. One phase of this interpretive service is 


_ described in this article on the Associated Press, prepared for THE JoURNAI. by Belmont Farley, assistant 
director of the Division of Publications of the Association. 











oeriariowne: 





ER > Or 


The Press and the School 


Education from the Educator’s Angle 


<3HROUGH DISCIPLINE TO FREEDOM—Public 
7 education today is between two fires. On 
the one side, it is tempted by the soft 
sentimentalism of the extreme freedom theory ; 
on the one side, it is assailed by the hard ma- 
terialism which stigmatizes the budgets for 
public education as “sanctified squander.” 

Public education will solve these problems. 
It will resist these temptations and these pres- 
sures. But it will take hard thinking and some 
heroic action to do it. In the meantime, it is 
facing a task the magnitude of which we are 
only dimly sensing. This vast expansion of 
education which has so greatly complicated 
our problem is something more than a mere 
concomitant of our material prosperity. It is 
in part a cause of our prosperity; in part, it 
is an answer to very definite needs which 
other contributing causes of prosperity have 
brought about. 

it is, indeed, a clearcut expression of the 
needs of our industrialized civilization. With 
increasing acceleration, the routine work, the 
work that can be done without judgment, is 
being done by automatic machinery. 

Fewer and fewer are the opportunities to 
earn a living in the routine trades; greate1 
and greater are the needs on the stepped-up 
levels that require intelligent adaptation. 

There are nearly two million fewer rou- 
tine workers in agriculture and industry to- 
day than in 1920. There are many more 
workers on the levels represented by the pro- 
fessional and semiprofessional callings. The 
crowding of high schools and colleges is no 
accident. It is the product of some of the 
most fundamental forces in social evolution. 

Even if it is a vague, it is none the less 
a recognizable demand for a type of instruc- 
tion, inspiration, and discipline that will 
mean for the great masses a real intellectual 
growth, Even though they may be somewhat 
inarticulate, they are asking for bread—and 
we cannot, we must not, give them a stone. 

From between these opposing forces of soft 
sentimentalism and hard materialism we can 
climb to a new plane—the plane of a virile, 
practical, and dynamic idealism. The only 
kind of freedom that is thinkable today is a 
disciplined freedom. We cannot build our 
democratic structure on the shifting sands of 
soft pedagogy. There must be iron in the 
blood of education and lime in the bone. In 
the individual, as in the race, true freedom 
is always a conquest, never a gift. 

For the motto of an educational theory meet 
for the needs of democracy in an increasing 
industrialized civilization, I propose the 
phrase, “Through discipline to freedom.”— 
William C. Bagley, Teachers College, Colum- 
bia University, New York City. 


RACTISE IN CITIZENSHIP—We learn by do- 

ing—and the only way one can become a 
good citizen is to practise being a good citi- 
zen. If youth is to learn citizenship and de- 
velop ethical character, then it must be by 
practise of the qualities of honesty, fair deal- 
ing, consideration for rights of others, unsel- 
fishness, cooperation, and industry. These 





qualities are made possible by regular studies 
and by what we are pleased to call extracur- 
riculum activities. The development of char- 
acter is a matter of growth day by day in 
all the situations of life. 





OR TWO YEARS the Associated Press 

has distributed to its member pa- 
pers—of which there are nearly 1300 
—features on education written by 
prominent men and women of the pro- 
fession. These articles were obtained 
through the Division of Publications of 
the National Education Association. 
The articles and excerpts on this page, 
written by educators intimately fa- 
miliar with the problems of the pro- 
fession, are typical of the statements 
that have appeared during the past 
two years. On the following page are 
articles which will be published during 
1930. Statements of this type have 
been much appreciated. 











The making of the citizen commences 
when this untrained bit of humanity enters 
the kindergarten, or the lowest elementary 
grade. Little by little there must be im- 
planted in this child’s mind new ideas. He 
must understand at once that above his fan- 
cies there exist certain fixed standards that 
must mold his life; that the Golden Rule and 
due regard for others are still dominating 
this world; that authority is to be respected 
primarily as a principle, not because of the 
personality of those presenting it. 

Through all the grades the teacher is mold- 
ing the thoughts and habits of those under 
his care. The teacher who guides the youth 
must be able to devise methods so that each 
pupil may participate in the life of the school. 
He must inspire the pupil to want to practise 
being a good citizen until lofty ideals, habits, 
and right attitudes toward citizenship re- 
sponsibilities become the real aim of the life 
of the next generation of adult citizens. The 
customs, traditions, ideals, and habits of a 
people are the results of having lived them.— 
Mrs. Edith B. Joynes, principal of George 
Washington and Gatewood School, Norfolk, 
Virginia. 


"ehapgae e WITH THE SCHOOLS—The peo- 
ple of a community can help their super- 
intendent of schools first by proposing what 
purposes should be served through the edu- 
cational system, and then by leaving to the 
superintendent and his staff the question of 
how to secure these desired ends. 

The public determines, in the last analysis, 
what changes are to be made in the boys and 
girls who attend the schools. But there are 
many publics, or at least many groups of 
citizens with different interests and needs. 
Every community has its bankers, its plum- 
bers, its housewives, its salesmen, its ma- 
chinists, its farmers. Each group has par- 


[ 88 ] 


ticular needs which should be met by ‘the 
schools. If these needs are not now met, the 
group is responsible for expressing them to 
the superintendent. 

After the goals of the school have been 
set, on the basis of the needs of the public, 
the superintendent expects to be free to 
choose or devise the best ways of attaining 
these goals. Teaching is both an art and a 
science. The superintendent of schools expects 
the public to state its wants but then to per- 
mit the superintendent to decide on the de- 
tails of the organization and method which 
will satisfy these wants.—Frank Cody, super- 
intendent of schools, Detroit, Michigan. 


ye SCHOOL AND THE HOME—The success in 
life of the boys and the girls of today de- 
pends on the cooperation of the elementary 
school and the home. The mode of living has 
so changed that the responsibility of making 
our future citizens has to be shared. The 
child who is so fortunate as to have this 
condition exist may well be expected to take 
the leadership in all crises which may arise. 

The school and the home which teach. the 
laws of selfcontrol, reliability, good work- 
manship, teamwork, loyalty, duty, and self- 
reliance will find that the many problems of 
misdemeanor, mischief, and maliciousness 
will not exist. A child who is taught good 
citizenship, kindness, patriotism, and obedi- 
ence will not go far wrong and whatever the 
past may have offered to stimulate character 
education, it pales before the promise of the 
ideals being worked out by school and home 
for the future. Both the school and the home 
have turned the scrutinizing eye of education 
inward, with a resulting revelation of de- 
fects, it is true, but also of possibilities of cre- 
ative achievement heretofore undreamed 
of. To the eager army of youth, with its 
aspirations, its zeal, its new understanding of 
the reason for things, the world looks for its 
new undertakings and on no two groups 
does the responsibility for the future fall as 
it does on the school and the home; therefore, 
it behooves these groups to form a closer re- 
lationship in order better to heed the call 
that cannot be denied—Eva G. Pinkston, 
principal, Sam Houston School, Dallas, Texas. 


| een OF THE RURAL scHooL—One of the 
greatest needs of the rural school today 
is a modern curriculum based upon the com- 
bined results of research and clear thinking 
and adapted to the educational needs of rural 
children growing up in a modern world. It 
needs a curriculum in which the rural child’s 
background of experience gained through his 
intimate contacts with home, community, and 
nature will be an asset to learning rather 
than a liability. It needs a curriculum glow- 
ing with the freshness and richness of life, 
not to be confined within the covers of a 
textbook or the four walls of “the little red 
schoolhouse.”—Emery N. Ferris, professor of 


rural education, Cornell University, Ithaca, 
New York. 





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— a. Gap oe 








The Press and the School 


Education from the Educator’s Angle 


HAT EDUCATIONAL RESEARCH DOE3 FOR 

\X/ A PUBLIC SCHOOL sYSTEM—Research 

does for public education exactly 
what sight, hearing, and the other senses do 
for man. Man can live deaf, dumb, and blind; 
but how much more gloriously he lives when 
in full possession of his senses. So it is pos- 
sible for a school system to limp along, stumb- 
ling, groping—blindly feeling its way to 
progress; but with competent wellorganized 
research, progress is certain and rapid, ac- 
tion intelligent and efficient, life vigorous and 
successful. 

Teaching at its best is a joyous, creative 
art. Its goal is the awakening of vision 
within a child through the interpretation of 
life, and the equipping of the child with the 
means of making his visions real. Of all the 
activities of man, teaching is probably the 
highest, the most complex, the most difficult. 
Nothing can replace the kindling contact of 
the mind of the teacher with the mind of the 
child. In the last analysis, true education 
comes only from the play of personality on 
personality. But research supplies the infor- 
mation out of which a teacher can create new 
visions; research furnishes the means by 
which hopes and plans are best translated 
into achievement; research, like conscience 
in man, helps both teacher and child to label 
action good or bad, success or failure. 

Research helps to define aims. For many 
years all agreed a child should learn to write 
rapidly and legibly but it was only after 
measuring instruments.had been invented 
and used that “rapidly” for an eighth grade 
child could be interpreted definitely as “85 
letters per minute,” and “legibly” as “quality 
60 on the Ayres handwriting scale.” 

Research helps determine the efficiency of 
a given method. Should a child learn to write 
rapidly first, then improve in quality; or 
should he pay attention to quality first and 
then develop speed? It took many careful 
studies to convince teachers that the “best” 
method for a given child depends upon the 
peculiarities of his nature and temperament; 
that no one method is best for all children. 

There has always been research in educa- 
tion and there always will be. In the past, 
however, it has been of the feeble type best 
characterized as “by guess and by gosh.” 
During the last fifteen years developments 
as marvelous as those of research in industry 
have taken place. Today there are measur- 
ing instruments, trained workers, organized 
bureaus, and intelligent activity in all phases 
of educational work from the superintend- 
ent’s office to the classroom. Today research 
is speeding up progress and rapidly increas- 
ing efficiency. Never has the future in edu- 
cation been so full of promise.—S. A. Courtis, 
educational consultant, Detroit Public Schools. 


EACHING READING YESTERDAY AND TODAY— 
The most outstanding difference between 
methods in reading of yesterday and today 
lies in the distinction between oral and silent 
reading and emphasis upon the greater im- 
portance of the latter. Reading stories aloud 


with exact pronunciation, enunciation, and in- 
flection formerly had a prominent part in the 
daily program of the elementary school pupil. 
Today the teacher realizes that fully 95 per- 





| fam ARTICLES on this page will ap- 
pear during 1930 in newspapers 
which are members of the Associated 
Press. They have been written by edu- 
cators in varied fields of work. Limited 
by newspaper requirements to 350 
words the articles featured in this 


series present simply and quickly 


fundamental principles and points of 


view. An article is offered each 
week. Educators who read Associated 
Press newspapers in which these fea- 
tures are not appearing, may wish to 
inquire of their local editors concern- 
ing them. Newspapers are always glad 
to publish material when assured of 
an eager local interest. 











cent of the adult reading is silent and for 
purposes of thought-getting. 

More appropriate content is found in the 
reading materials of today than in those of 
yesterday. Much of the material found in the 
old textbooks and used by the teachers of the 
past has been found to be too difficult, too 
uninteresting, too involved, and too repeti- 
tious for children. Reading materials of to- 
day are much more carefully graded to suit 
the ages of pupils, and the content appeals to 
children’s interests as determined by a knowl- 
edge of the psychology of childhood and the 
judgments of the children themselves. Fur- 
thermore the materials in reading today have 
greater social worth both for later school 
work and for adult activities. 

In teaching beginning children to read, 
modern methods proceed from a larger, more 
natural unit than was common a few years 
ago. Only a few years ago it was customary 
for children to learn the alphabet, or at least, 
certain meaningless combinations of letters 
with the hope that they would further com- 
bine these letters to make words. Today most 
children never learn the alphabet in school 
and many children read well without being 
able to identify many of the letters individ- 
ually. The teacher today proceeds from the 
beginning with the word, phrase, or short 
sentence as a unit and pupils learn to recog- 
nize with a single fixation of the eye this com- 
plete reading and thought unit. 

The teacher of today makes a much more 
adequate diagnosis of the pupil’s difficulties 
and deficiencies in reading than she could 
have made several years ago. The more ade- 
quate diagnosis is made possible by the ex- 
istence today of scientific, standardized tests 
and measures enabling the teacher to de- 
termine how well a pupil recognizes words, 
what his vocabulary is, how rapidly he reads, 
how effectively he reads for various pur- 
poses, whether he has language handicaps, 
what his intelligence is, and in general, what 


[389] 


his reading habits are. All these make it pos- 
sible to detect the pupils’ strengths and weak- 
nesses and to apply some specific training and 
remedial procedures which will usually en- 
able them to overcome their deficiences.—- 
Paul V. Sangren, director of research, West- 
ern State Teachers College, 
Michigan. 


Kalamazoo, 


§ i ENRICHMENT OF ADULT LIFE—Ameri- 
can life presupposes an educated public. 
Government, business, the prevention of 
pauperism, individual happiness, and self- 
respect all require that Americans have at 
least the elements of education. Until this is 
achieved neither our government nor our 
economic system can reach its intended effec- 
tiveness. The economic loss through the ina- 
bility of millions to take their full part in the 
production of wealth is tremendous while the 
less tangible civic and personal costs of igno- 
rance are even more serious. 

American education has not yet risen to its 
need. The problem of education holds forth 
a challenge to every community, a challenge 
that will remain until the whole public has 
learned that education pays dividends in 
prosperity, that only literate voters can co- 
operate effectively in the common problems, 
that pauperism can best be reduced by equip- 
ping all to support themselves, that education 
can effect a complete transformation in many 
lives now bound by ignorance to dejection 
and defeat. 

The giving of educational opportunity to 
those adults who have little or no education 
is only the beginning of adult education. 
The mental stimulation of continued study 
is needed to revitalize and give added mean- 
ing to the lives of millions not so handi- 
capped. Almost everyone would be included 
in a comprehensive scheme of adult educa- 
tion from the illiterate to the college post- 
graduate student. There is no group whose 
educational average could not profitably be 
improved. 

A few communities already have com- 
menced comprehensive programs of adult 
education. Others have pointed the way to a 
solution of the most critical phase of the 
problem, the elimination of illiteracy. 

While the work of these forward-minded 
communities has been in the nature of pio- 
neering, their experience is now made avail- 
able to all. Technics of leadership, instruc- 
tion, and organization already are wellde- 
veloped. 

But the good thus far accomplished serves 
to emphasize by contrast the challenge re- 
maining for the country as a whole. There 
are over 250,000 public school buildings 
empty at night and during the summer, much 
teaching talent unemployed, textbooks in 
abundance, and many millions of adults func- 
tionally illiterate. This, then, is the ques- 
tion: For the economic and political welfare 
of the country and for their own selfrespect 
and happiness, shall these millions be given 
educational opportunity?—L. R. Alderman, 
specialist in adult education, U. S. Office of 
Education. 



































































































































The Press and the School 


Education from Everybody’s Angle 


AITHFUL CITIZENSHIP—Since you are ask- 

ing me, I’d say that the best thing the 

schools of America can do or should con- 
tinue to do in case they already are doing 
it, is to try to teach the oncoming generation 
that one honest citizen who thinks for himself 
is worth, for national, or local, or individual 
purposes, a dozen equally honest citizens who 
are willing to let somebody else do their 
thinking for them. 

And the next best thing the schools of 
America can do is to teach our young people 
the difference between patriotism and jingo- 
ism, the difference between a proper ambi- 
tion to serve one’s country to the top of one’s 
power and a craving for the bogus glory of 
war. World peace—or at least the prospect 
for world peace—can grow only out of a 
common state of mind on the part of the 
strongest nations in the world. 

And the third best thing the schools of 
America can do is to teach our children the 
value of discipline, moral, civic, social, and 
economic. And mass-discipline grows out of 
selfdisciplining. 

And the fourth best thing the schools of 
America can do is to entrust the educational 
upbringing of our youth to men and women 
who have devoted their lives to that task, 
rather than to take the wellmeant advice of 
amateur diagnosticians, myself included, who 
propose to solve the problems of the entire 
system off hand.—Irwin S. Cobb, writer. 


Pipes EDUCATION—I am _ increasingly 
amazed at the rare and manifold op- 
portunities our colleges and universities offer 
the young men and women of the rising 
generation. I may confess I am a little 
alarmed—alarmed at their almost too per- 
fect equipment, the million dollar labora- 
tories, the elaborate gymnasiums, the little 
theaters with lighting systems worthy of Max 
Reinhardt. One wonders if things are not 
made too modern, too easy. 

The students I meet impress me as being 
keenly intelligent, splendidly straightfor- 
ward, friendly, and polite. What they lack 
(and this perhaps is characteristic of the 
young people of today) is a certain inner 
warmth of the quality of graciousness. Nor 
have they the sense of courtesy—not organ- 
izez courtesy, but the gentle expression of 
the art of living. There seems nothing they 
cannot learn at the modern university. They 
may pursue journalism, mechanical engineer- 
ing, diatetics, social hygiene, dressmaking, 
aud expert accounting; they may listen to the 
finest musicians and the greatest lecturers of 
today imported to their vast auditoriums; 
they may develop their bodies in stadiums, 
swimming-pools, and gymnasiums that would 
have dismayed the Athenian athlete. 

And yet there seems to be omitted from 
these elaborate curriculums the one quality 
that should be trained at a pliant and im- 








pressionable age, an art (even call it a 
science) that makes life bearable for us all, 
rich or poor, artist or business man, dreamer 
or politician—imagination. 

The sense of beauty suffers bitter reverses 
in modern life and is all too quickly stifled. 





PON the invitation of the National 

Education Association a number 
of prominent men and women not en- 
gaged in school work have contributed 
articles on education to be distributed 
by the Associated Press to its member 
papers. These articles will appear 
during 1930. American education, as 
the most important means of advanc- 
ing material and spiritual progress, is 
the concern of all citizens. These state- 
ments reflect the opinions of pioneer 
thinkers. They will stimulate discus- 
sion on the part of laymen and edu- 
cators alike. Forceful leaders in Amer- 
ican life have always shown great in- 
terest in the schools. Their construc- 
tive efforts have done much to in- 
crease the effectiveness of education. | 











Yet without it, and its next of kin, the sense 
of humor, how are we to endure a world of 
hot-dog stands, fundamentalists, “talkies,” 
and the “happiness boys’? Imagination can- 
not be instructed (though there are no end 
of English readers ready todestroy it). Itmust 
develop through leisure and limitation and 
these the modern university fails to afford. 
Despite the marvelous equipment, the end- 
less resources, the brilliant efficiency offered 
the American student, I wonder if the Ox- 
ford undergraduate, lolling back in his punt, 
gazing now at the towers of Magdalen, now 
at the long grasses in the Cherwell, now at a 
dog-eared copy of Horace, is not better pre- 
paring for life in all its richness, serenity, 
and beauty.—Cornelia Otis Skinner, actress. 


THICAL CHARACTER—Our education has not 

failed. But there is a question whether 
it has fully achieved the end in view. I have 
been driven to the conclusion that, as a train- 
ing of character, our education is incomplete. 
What we offer is called secular education. 

What has been the result of secularising 
education? It has meant that the Bible, as a 
vehicle of education, has been excluded, gen- 
erally speaking, from our schools and col- 
leges; and the Bible is by far the finest of all 
our literary masterpieces. 

The loss to the purity of our language is 
manifest in the popular literature of the day. 
What has been sacrificed of taste is not less 
manifest at a glance over our bookstalls. If 
then the schools and colleges are compelled 
by circumstances to omit the noblest from 
their curriculum, it is for the churches to 
made good the deficiency. 











T 





HE PRESS is powerful to an extent often beyond conception. We can hardly estimate what may be done in this way in harmonizing 
the views of the community, and exciting to efficient action, with regard to our common schools.—Henry Barnard. 


A secular education, as it is called, may de- 
velop many valuable qualities of mind and 
body. But our prisons are full of men and 
women who received this education, yet were 
unable or unwilling to live as law-abiding 
citizens, 

What was lacking? As it seems to me, 
their education emphasized unduly what may 
be called the active virtues—energy, initia- 
tive, speed, getting-ahead. They were given 
the idea that all life is youth, that all life 
is health, that all life ought to be success. 

But the greatest virtues are not active: they 
are passive; they include reverence, sym- 
pathy, patience, and the ability to be a 
failure. 

Education should lead us not only to effort 
but to worship; not merely to develop within 
ourselves the best, but to absorb the best 
in others; not merely to pursue a career but 
to consecrate it. I should not be candid if I 
did not add that, to me, the supreme purpose 
of education, as of all life, is to find and to 
express the mind of God in man.—Com- 
mander Evangeline C. Booth, Salvation 
Army. 


Ppa THE TEACHER—The greatest strength 
of American education lies in its aspira- 
tions. Except in one section of the country, 
and in respect to one race in that section, the 
American people have consistently aspired to 
provide every child with full and equal ac- 
cess to knowledge. Nothing on a scale like 
this has ever been attempted before in the 
history of mankind. It is the first time that 
the ideal of equal opportunity has provided 
an effective controling purpose in _ public 
policy. This purpose has been pursued not by 
edict from the top, and has not been adminis- 
tered by a centralized control, but has repre- 
sented the accepted opinion of a multitude 
of local communities. 

The weakness of American education is 
that, measured by our resources in wealth, we 
have not succeeded sufficiently in realizing 
the American ideal. We have aimed very 
high, but we have the power and capacity 
to come very much closer to our objective. 

Though we spend great sums of money on 
public education, we do not spend nearly 
enough. The teachers of the United States 
are by and large grossly underpaid. Because 
they are underpaid, the schools lose many 
teachers whom they ought to retain and fail 
to attract many whom they very much need. 
To carry out into practise the ideal which 
the American people set themselves will re- 
quire an expenditure of time, money, effort, 
and brains comparable to those which are 
now available only to great business enter- 
prises. 

We may justly take pride in what we have 
hoped to do. But the wealth which is at hand 
is so great that we cannot honestly say we 
are doing even a part of what we might do.— 
W alter Lippmann, author. 








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Education for A Better World 


Ross L. FINNEY 


Associate Professor of Sociology, University of Minnesota 


NCE UPON A TIME a young school- 
() master lost himself on a strange 

road in an unfamiliar region. 
Following a track across a frozen lake, 
he had trusted to the instincts of his bor- 
rowed team; but they had turned off at 
the wrong fork and eventually clam- 
bered up the bank at what was obviously 
the wrong place. The youth was wholly 
confused, both as to location and direc- 
tions, except that he knew his destina- 
tion must be somewhere to the south- 
east. But fortunately it was a clear night 
and he knew how to locate the North 
Star. Of familiar constellations there 
were plenty in sight; but they were use- 
less as guides, since their positions, east 
or west, were relative to the signs of the 
zodiac. Only the one Polar Star would 
do. So the lost pedagog turned his back 
squarely to that star, thrust his left arm 
out toward the southeast; and within 
two hours was at home and in bed. 

What does the fable teach: What edu- 
cation needs in the present bewilder- 
ing transition is to locate the ultimate 
values of human life. Education objec- 
tives aplenty are in sight; but they are 
all relative to the signs of the times; 
and it is the times that we are lost in. 
If we are to find our way we must get 
down to fundamental principles. 

In quest of fundamentals the first 
question that has to be answered is: 
What is human nature. That question 
once answered, we shall be able to locate 
the ends, or values, of human life; after 
which we shall at least know what it is 
for which we are trying to find the cur- 
riculum means. 

Psychology has gone bankrupt in the 
attempt to define human nature. The 
behaviorists have reduced “the original 
nature of man”’ to half a dozen “prepo- 
tent reflexes,” such as sucking, kicking, 
and the like; but these do not account 
for the adult suckers and kickers in 
civilized society. Pavlov’s slobbering dogs 
have established the principle of the con- 
ditioned reflex, all right enough; but 
that principle fails utterly to explain why 
the reflexes of adult, civilized human be- 
ings have become conditioned to this in- 
stead of to that. What still remains to 
be explained is why the same grass makes 


wool on the sheep, hair on the cows, and 
bristles on the pigs. 

It turns out to be the doorstep of the 
sociologists upon which the psychologists 





Ross L. Finney 


have abandoned their problem, for the 
problem can be solved only by approach- 
ing it from the standpoint of social evolu- 
tion. To educators who are interested in 
the reasons for that approach is recom- 
mended a rather diligent perusal of some- 
thing rather fundamental in sociological 
analysis, as, for example, the Park and 
Burgess text. 

Beginning with the second chapter of 
that book he will encounter the startling 
assertion that man is not born human; 
from which he will go forward to the 
explanation that human nature is ac- 
quired through learning the social heri- 
tage. And from this it follows that the 
contents of human nature are to be cata- 
loged through an analysis of the social 
heritage. From digging at the roots of 
the instincts we must, therefore, lift our 
eyes to the foliage of culture, if we are 
to discover “the original nature of man” 
and the fundamental needs of human 
nature. 

The psychologists began that quest 
with an assumption, namely, that the un- 
learned in human behavior is what re- 
veals the secret. They have pushed that 


[91] 


assumption to its ultimate issue and have 
demonstrated it fruitless and futile: the 
few prepotent drives of babies do not ex- 
plain the elaborate complexities of human 
culture. We must therefore try a new 
assumption, namely, that what is univer-., 
sally learned is due to the innate needs 
and drives of human nature. And this 
new assumption proves immediately fruit- 
ful as we shall see. 

Without going into the details of the 
procedure (See the present writer’s So- 
ciological Philosophy of Education, Mac- 
millan, Chapter IV, to which chapters I] 
and III are prerequisite) let us point out 
at once that there are certain social in- 
stitutions, such as the family, industry, 
the state, religion, and the like, that, in 
one form or another, are universal among 
all peoples. Some of them are embryonic 
and undifferentiated in primitive society 
but they are always found, even if only in 
the germ. The following is offered as a 
tentative list: the family, the local com- 
munity, the state, the industries, the 
church, the school, the press, the stand- 
ard of living, the customary recreations, 
and the health-preserving activities. 

The existence of these institutions in 
some form or other, is predetermined by 
the racial plasm. Human nature is the 
kind of nature that lives by these kinds 
of activities. They have been objectively 
evolved in the age-long struggle for self- 
realization. Moreover, they furnish the 
social matrices in which and in which 
alone, the candidate can grow into hu- 
man form. For, be it observed, two re- 
productive processes are required to pro- 
duce a human being, the second of which 
is the learning process by which the men- 
tal content of the social institutions is 
reproduced into the candidate; for it is 
only through such institutional participa- 
tion that the individual acquires his hu- 
man nature. The institutions of society, 
far from being bonds of thwarting and 
restriction to the individual, are the pat- 
terns of his selfrealization and the moulds 
of his freedom. Apart from them the can- 
didate for humanity would remain a 
naked savage, a dumb brute, a functional 
idiot, a mere inhuman lump of flesh as 
in the cases of the wolf children and 
other feral men cited by Park and 
Burgess. 








Hence it follows that a list of social 
institutions is equivalent to a list of man’s 
innate biological needs. There is no 
sounder philosophy of life, so far as it 
goes, than to regard a balanced participa- 
tion in the fundamental institutions of 
society as the aim of human existence ; 
since it is through such participation that 
the essential values of life are achieved. 
Similarly, it is for participation in the 
institutions of society—in each and every 
one of them—that the schools are prepar- 
ing the children. The institutions of so- 
ciety are the objectives of education. 
This proposition is the very bed rock of 
educational theory. 

And this principle the reader, if he is 
observant, will find vaguely half dis- 
cerned in much of the writing on educa- 
tional subjects. Moreover, it is what our 
currently prevalent list of objectives falls 
only just a little short of saying. Said, 
however, it throws light on such other- 
wise vague objectives of that list as socio- 
civic and moral character. 

But institutions change their forms. 
Indeed, they evolve. They are not what 
they were yesterday, in ancient times, in 
the Old Stone Age. And never were they 
evolving more rapidly than under our 
very eyes at the present moment. What, 
now, is the explanation of institutional 
evolution? The answer is: knowledge, 
accumulating knowledge. Social evolu- 
tion is the result of discoveries and in- 
ventions; it is essentially a matter of the 
growing cognitive capital of the race. 
The causal difference between savagery 
and civilization is in the quantity of 
knowledge utilized in the social process. 

That is why savages need no formal 
education: they utilize so little knowl- 
edge in their social processes that it can 
all be picked up incidentally. That is why 
schools appear with civilization: the 
knowledge involved in the social proc- 
esses has become too complex and too re- 
mote from childish interests to be left to 
informal education. That is why schools 
have evolved so phenomenally during 
the recent past: the science and technol- 
ogy used in the social processes have be- 





)2 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


come so elaborate since the scientific and 
industrial revolutions! 

The next step is, accordingly, to ana- 
lyze the intellectual resources of society. 
As a result of such analysis we have the 
following classes of knowledge: The 
means of communication, the technics of 
industry, the technics of amusement, the 
sciences, the fine arts, the creeds (po- 
litical, economic, religious), the codes 
(of custom as well as of morals). 

Corresponding, serially, to this classi- 
fication of human knowledge are the fol- 
lowing fields of curriculum subjectmat- 
ter: Language, vocational training, 
games and sports, the sciences, the fine 
arts, the new humanities. 

The sixth iacludes those subjects that 
deal with human nature and human re- 
lationships, such as geography, biology, 
psychology, anthropology, sociology, eco- 
nomics, political science, ethics, and his- 
tory. They correspond to the creeds and 
codes of the previous list, since they 
furnish the information by which the 
creeds and codes can be understood and 
intelligently revised. In a_ period of 
change they are of consummate impor- 
tance. 

Observe, finally, the procedure of ap- 
plying these principles. Take any institu- 
tion in the list as a type study; say, the 
family. What is the function of the 
family ? Obviously the answer boils down 
to moral, cultural, and spiritual nurture. 
What is the scope and pitch of such nur- 
ture, when it is ideal, in civilized society ? 
What knowledge do prospective parents 
need to prepare them for carrying on 
such ideal family life? What languages 
and formal “language”? (Our custom- 
ary curriculum requirements here will 
have to be mostly explained by the needs 
of some other institution. Which one, by 
the way?) What vocational training? 
What games and sports? What sciences ? 
What fine arts? (Here we are lament- 
ably blind of insight.) What new hu- 
manities? (This last is of consummate 
importance if we are going to equip pros- 
pective parents with the information 
requisite to teaching their children the 





March, 1930 





what and why of life’s changing values 
and relationships—to really succeed, in 
other words, in moral and _ spiritual 
nurture). 

As soon as we proceed from such 
premises as these it becomes apparent 
that whatever instruction is requisite or 
desirable to fine, civilized family life 
ought to be furnished to as large a per- 
cent of our young people as possible. 
Those who are likely to follow the hum- 
bler vocations are the ones who will need 
it most. And it would be as desirable, 
if only possible, for the dull as for the 
bright. By similar procedure we come 
out to similar conclusions in the case of 
each of the other institutions—except in- 
dustry. 

Such a sociological philosophy of cur- 
riculum construction challenges the cur- 
riculum makers to improve the institu- 
tions of society by preparing the young 
people for better institutions than we 
have today. And to do just this is the 
most important responsibility of edu- 
cators. Which means that they must 
know, as well as the world’s extant 
knowledge permits anybody to know 
what “‘better’’ is in the case of the social 
institutions. And preparation for this re- 
sponsibility boils down to broad scholar- 
ship upon the part of educators, particu- 
larly in the fields of the new humanities. 
A study of the functions of institutions 
reveals their present defects. A study of 
the history of institutions reveals, in part 
at least, what trends of change are de- 
sirable or otherwise. Familiarity with 
such intellectual resources as science, art, 
and the new humanities, and the applica- 
tions thereof, reveals the popular igno- 
rances by the removal of which social life 
might be improved. Since the school is 
the steering gear of ‘democratic society, 
it follows that broad, scholarly knowl- 
edge of society is the fundamental requi- 
site of that educational statesmanship by 
which popular education can give us a 
better world. The broader the general 
scholarship of educators, the more hope 
there is of a better world through the 
agency of the school. 











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Th 
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HE OUTSTANDING PROBLEM in the 

mental health of adolescence is how 

to grow up. To the boy or girl en- 
tering this period it means the perplexity 
of adjusting one’s self to a social environ- 
ment which is becoming increasingly 
complex. This process of adjustment 
may be more or less unconscious to the 
boy or girl but it is -nevertheless real. 
This period of adjustment implies a win- 
ning on the part of the individual of a 
certain amount of independence and a 
release from family ties. To parents and 
teachers the problem is one of the grad- 
ual relinquishment of authority so that 
adolescent boys and girls may grow into 
adulthood selfreliant and wellequipped 
to face the responsibilities of life suc- 
cessfully. . 

Adolescence refers in a general way to 
that period of growth between twelve or 
thirteen and twenty. It covers approxi- 
mately the period of the teens. One of the 
dificulties of this age is that it lies be- 
tween childhood and adulthood. Boys 
and girls are not yet mature human be- 
ings. They can be treated neither as 
children nor yet as if grown up. Then 
the transition from childhood to adoles- 
cence and from adolescence to adulthood 
is so gradual that teachers and parents 
scarcely realize the changes that are tak- 
ing place. Psychology has probably made 
the least contribution to this perplexing 
field. Because of its complexity it does 
not lend itself so readily to experiment 
and investigation as the earlier and later 
stages. Since the question of individual 
differences assumes as great a significance 
during this period as in any other, the 
dificulty of developing a_ scientific 
method of procedure in dealing with 
adolescence is food for serious thought. 


~ There is a widespread and popular be- 


lief that the adolescent suddenly 
emerges into a new world, that a new 
self is born. In all ages literature has re- 
flected this consciousness of a distinct pe- 
riod of development. Among primitive 
peoples there is a notion that after the 
formal ceremonies in which the youth 
becomes officially a member of the tribe 
there is a change in personality. This is 
often dramatized by the youth feigning 
death and then coming back to life. 
This naive view of the magical rebirth 





Mental Hygiene in the Classroom 


The Mental Health of the 


J. Mace AnpreEss 


of personality is not confined to primi- 
tive peoples. Many parents today cherish 
the belief that their sick, feebleminded, 
or unfortunate children will experience 
a change at puberty. Even physicians to- 
day are heard to remark that he or she 
wilf be all right after he or she changes. 
“his belief in the rebirth of personal- 
ity does not harmonize with the results 
of scientific investigation and measure- 
ment. The youth does not break with his 
past. The dullard in childhood is still a 
dullard in adolescence; the bright child 
remains bright in his teens. There is a 
striking correlation between physical 
traits before and after adolescence. - If 
we measure the height, weight, and 
strength of children just before they en- 
ter their teens and again several years 
later we find that the rank of every in- 
dividual is practically identical. The in- 
dividual who was below the average in 
the first test is still below the average in 
the second test. It is possible to make 
such a sweeping statement as this that 
no new traits make their appearance dur- 
ing adolescence. Even sex which is char- 
acterized by strong impulses during this 
time may be observed before this period 
begins. It is not true, as some assert, that 
the problems of adolescence are so new 
and so different that previous training 
does not count. The behavior patterns 
formed during the earlier years still exist 
and operate. Maturation alone does not 
change a child’s language habits so that 
he suddenly begins to speak and write 
correctly. Neither does mere maturation 
break up such habits as disrespect for au- 
thority, carelessness, and deceitfulness. 
The habits and attitudes of earlier days 
still influence adolescence. The way to 
begin to solve the problems of adoles- 
cence is to start with the preschool child. 
To use a gambler’s phrase we might 
speak of the desirability of loading the 
dice during the preadolescent period. 
The Jesuits were apparently consider- 
ably justified in their famous saying that 
if they could have a boy during the first 
seven years of life it did not matter who 
had him afterwards. It is evident that 
the adolescent self has its roots deeply 
buried in the past. 

The great goal of adolescent education, 
and the remote goal of all education even 


[ 93 ] 


Adolescent 


in the kindergarten, is growing up. Dur- 
ing the crucial years of adolescence the 
individual must learn how to earn a 
living, find a suitable mate, formulate a 
practical philosophy of life that will en- 
able him to meet the world, and become 
emotionally free from parents. If he is 
able to pass these four major tests he 
will be initiated into manhood. He will 
be able to go alone. If not he will be a 
child all his days. 

To get away from the family and win 
independence is called ‘psychological 
weaning” by Dr. Hollingworth. This is 
the dominant characteristic of growing 
up and demands the development of 
traits of personality such as initiative, 
selfreliance, selfconfidence, courage, and 
persistence in gaining one’s ends. Getting 
away from the family does not neces- 
sarily mean that the individual must 
leave the parental roof. Some adolescents 
win emotional independence although re- 
siding at home and others remain de- 
pendent although at some distance. L., 
for example, is married and has a family 
of two children. She finds it impossible 
to change the baby’s food or buy a new 
dress without consulting her “mamma.” 
She is in constant communication with 
her mother over the telephone. She and 
her husband have frequent quarrels, at 
which times she calls her husband a brute 
and goes home to mother with the chil- 
dren and stays several days. M., on the 
other hand, has learned how to be emo- 
tionally independent. Although she lives 
in the same house with her parents she 
leads a normal life, managing her affairs 
with skill. Lack of psychological wean- 
ing is responsible for many failures in the 
business and industrial world. Employees 
who have never been weaned expect their 
employers to deal with them indulgently 
as their own parents have done. When 
they are not coddled and sympathized 
with they may express themselves in a 
violent temper and complain that they 
have been dealt with unjustly. 

The lives of many adolescents carry 
along with them a sense of insecurity 
and uncertainty, difficult for parents and 
teachers to comprehend. They are en- 
gaged in the adventure of finding them- 
selves. This may be exhilarating but is 
not without frequent strain and mental 











Q4 


confusion. They must chart their lives, 
decide upon a trade or profession, formu- 
late a religious 
philosophy, fall in love and fall out 
again, endure mental conflicts between 
desire and duty, choose friends, and learn 
to get along with others. Contrary to the 
picture often presented of the adoles- 
cent, he does not always experience emo- 
tional turmoil. Some find this period one 
of calm sailing. Yet the provocations for 
mental upset are obvious. Day dreaming, 
laziness, petty theft, 
experiences, boasting, 


practical moral and 


deceit, unlawful 


sexual egotism, 
extreme sensitiveness, and mental break- 


down are all a part of the unsuccessful 







































































0 ONE can escape radio. Even if he 
does not himself listen, he asso- 
ciates with others whose informa- 

tion, taste, and morals are in a measure 
shaped by radio. To know the minds of 
pupils in one’s school, one must know 
their radio habits. Teachers and parents 
cannot ignore the possibilities of radio 
for good or ill in the lives of children. 
The next generation of children will be 
radio-minded as this generation is movie- 
minded. The worldwide broadcasting of 
the London Naval Conference suggests 
the possibilities of radio in the civic edu- 
cation of both children and adults. Radio 
standards cannot be too high. What the 
public wants it will get. Let every citizen 
express his appreciation for radio features 
that are wholesome and his disapproval of 
features that encourage bad habits or 
wrong moral attitudes. 

Keep a radio calendar in your home and 
at school. Write on it the best radio 
events—able discussions of affairs, fine 
music, wholesome entertainment. Let radio 
be a servant and not a master. All of the 
items listed here are repeated each week 
during March. 

The National Advisory Committee on 
Education by Radio has recommended a 
radio research unit in the United States 
Office of Education. 

No school has a right to bring into the 
schoolroom via radio advertising in any 
form even though the product itself be 
unobjectionable. 

Radio in Education is the title of an 
attractive 166-page report which will be 
sent free on request to persons engaged in 
educational work. Address the Payne 
Fund, 1 Madison Avenue, New York City. 
Inclose fifteen cents in stamps to cover 
maiiing. 

Chicago Public Schools radio programs 
list slide numbers which correlate with 
geography topics. Music reviews are sup- 
plemented with footnotes containing titles 
and composers. . . 

The Course in French, WBZ, given by 
Miss Emily Chamberlain, instructor, Di- 





THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





March, 1930 





story of adjustment. What the adoles- 
cent needs above all is to be understood. 

One of the fundamental needs of ado- 
lescence is freedom, since learning to 
emancipate one’s self from one’s family 
and “go alone” is a major need of educa- 
tion. Parents and teachers must learn 
how to “let go” and youth must learn 
how “to take hold.” The baby is born 
absolutely helpless. It is dependent upon 
its parents for the satisfaction of all its 
needs. As time goes on this dependence 
should gradually decrease. On the other 
hand independence, which is nil at birth, 
should steadily increase until the indi- 
vidual is gradually emancipated from the 


Educational Opportunities in Radio During March, 1930 


vision of University Extension, Boston, 
Mass., is illustrated with French songs. 
Syllabi of the 8 lectures are available. 

California has a statewide radio com- 
mittee, of which Willard E. Givens, super- 
intendent of schools, Oakland, Calif., is 
chairman. The committee recently recom- 
mended that the State Department en- 
courage those schools equipped with 
radios to experiment with the educational 
programs which are approved and now 
being broadcast. 


The University of Pittsburgh lists the 
following radio publications: No. 53: Two 
Thousand Years of Virgil (8 talks) 60¢; 
No. 54: Psychology and Human Prob- 
lems (10 talks) 60¢; No. 55: Debating 
(6 talks) 50¢. Address radio manager, 
University of Pittsburgh, Pittsburgh, Pa. 

The National High-School Orchestra, 
which was a feature of the Atlantic City 
convention of the Department of Superin- 
tendence, is planning a tour of Europe in 
the summer of 1931. Students attending 
this year’s camp will be given preference 
in selecting the 1931 orchestra. 


Saturday, March 1 
12mET N. Y. Col. Agr. Cornell Univ. WEAI 
12:30pmCT Univ. of Georgia—Athens WSB 
3:30pmET For Your Information CBS 
8pmET New Business World—Merle Thorpe NBC 


Sunday, March 2 
7-7:30pmET Our Romantic Ancestors CBS 
7:45pmET The World’s Business—Klein CBS 
9pmET Our Government—David Lawrence NBC 


Monday, March 3 


9:10-10:15amCT Chicago Pub. Schools WMAQ 
11-l2amCT Classroom Hour—Univ. Iowa WSUI 
12mET N. Y. Col. Agr. Cornell Univ. WEAI 
12:30pmCT Ga. State Col. Agr.—Athens WSB 
12:45pmET Nat’l Forum & Home Hour NBC 
2-3pmET Ohio School of the Air WLW-WEAO 
2:15pmET Keeping Your Child Well NBC 
2:30pmPT California School of Air KFBK 
3-S5pmPT Univ. of Southern Calif. KEJK 
3-3:30pmET Univ. of Pennsylvania WCAU 
3:30-4pmCT Music Apprec. Course WSUI 
3:30pmET For Your Information CBS 

4pmET Current Events—Reese & Russell NBC 
5:45pmET My Bookhouse Story Time CBS 
6:30pmET Current Events—Kaltenborn CBS 
7:15-7:30pmET World Today—McDonald NBC 
7:30pmET Bk. Reviews—Univ. Va. WRVA 
7:35-7 :55pmET History—Col. City N. Y. WNYC 
7:45pmET Back of News in Wash. NBC 
7:55-8pmET In World of Books WNYC 


Tuesday, March 4 
9:10-10:15amCT Chicago Pub. Schools WMAQ 


11:15amET Sen. Capper Political Talk CBS 
11-l2amCT Classrm Hour—Univ. lowa WSUI 
12mET N. Y. Col. Agr. Cornell Univ. WEAI 
12:45pmET Nat’l Home & Farm Hour NBC } 
2:15pmET Home Music Lessons NBC 
2:30-3pmPT Voc’l Guidance Calif. School of the 


2:45-3:15pmET Mass. Univ. Extension—French 


2-3pmET Ohio School of the Air WLW-WEAO 
3-3:30pmET Univ. of Pennsylvania WCAU 
3:30-4:30pmCT Music Apprec. Course WSUI 
3:30pmET For Your Information CBS 
5:30-6pmCT Spanish Course Univ. lowa WSUI 
6pmET This Week in History CBS 
6:45pmET Baldwin-Wallace Col. 


7pmET Voters Service NBC ’ ; 
7:30-8pmCT Gen’l Interest Topics—Univ. Minn. 
WLB 


7:35pmET Survey of the Sciences WNYC 
7:55pmET The Master Composers WNYC 
8-8:30pmCT Spanish—Univ. Minnesota WLB 


9:10-10:15amCT Chicago Pub. Schools WMAQ 
11-12amCT Classrm Hour—Univ. lowa WSUI 
12mET N. Y. Col. Agr. Cornell Univ. WEAI 
12:45pmCT Agricultural Talks Univ. Ky. WHAS 
12:45pmCT Ga. Col. Agr. Atlanta WSB 
12:45pmET Nat’! Farm & Home Hour NBC | 
2-3pmET Ohio School of the Air WLW-WEAO | 
3-3:30pmET Univ. of Pennsylvania WCAU 

3-S5pmPT Univ. of Southern Calif. KEJK 

3:30pmET For Your Information CBS 
3:30-4:30pmCT Music Apprec. Course WSUI 
SpmET National Woman’s Party NBC 
6:15pmET Going to Press CBS 

7:30pmCT German, Univ. of Minn. WLB 
7:55pmET Fundamentals of Law WNYC 
8pmCT French Lesson—Univ. Minn. WLB 


9:10-10:15amCT Chicago Pub. Schools WMAQ 
llamET Your Child—Grace Abbott NBC 
11-12amCT Classrm Hour—Univ. Iowa WSUI 
12mET Radio Poultry School—Cornell WEAI 
12:45pmET Nat’! Farm & Home Hour NBC 
12:45pmCT Georgia Col. Agr. Atlanta WSB 
2-3pmET Ohio School of the Air WLW-WEAO 
3-3:30pmET Univ. of Pennsylvania WCAU 
3:30-4:30pmCT Music Apprec. Course WSUI 
3:30pmET For Your Information CBS 
5:30-6pmCT Spanish—Univ. of Iowa WSUI 
6:30pmET Civic Repertory Plays CBS 
6:45pmET Baldwin-Wallace Col. 


7pmPT San Diego City Schools KGB 7 
7:15pmET Talks by Outstanding Speakers NBC 

7:35pmET Progress in Invention WNYC 
8:15pmET Frederick William Wile CBS | 
10:30pmET Nat’! Forum, Wash. D. C. CBS 


11:45-IlpmCT What Farm Folks are Asking— 


11-12amET Music Apprec. Hour-—Damrosch NBC 
12mET N. Y. Col. Agr. Cornell Univ. WEAI 
2-3pmET Ohio School of the Air WLW 
3pmET Archaeology—Univ. of Pa. WCAU } 
3:15pmPT Los Angeles Pub. Schools KHJ 
3:30-4:30pmCT Music Apprec. Course WSUI 
3:45pmET Elizabeth Fellows Psychology CBS 
5:15pmET The March of Events NBC 





authority of his parents. The key to the 
solution of the whole problem is this: 
The adolescent should be given as much 
freedom as he can use wisely. There 
should be as little restraint as possible but 
a wise guidance of interest and activities, 

Homes and schools need to remember 
that growing up mentally is as impor- 
tant, if not more important, than grow- 
ing up physically. The exercise of harsh 
authority or the careless supervision of 
young people may prevent development 
into wholesome manhood and woman- 
hood. The fine art of dealing with young 
people is to guide them wisely and let 
them alone at the proper time. 





Air KFBK 
WBZ 


Berea, Ohio 


WTAM 


Wednesday, March 5 





Thursday, March 6 


Berea, Ohio 


WTAM 


Friday, March 7 


Univ. of Kentucky WHAS 





at 
de 
cl 
at 


0 














4-H Club Work 


Character Growth Through Clubs 


C. B. SmitrH 


Chief, Cooperative Extension Work, U. 8. Department of Agriculture 


ors’ AND GIRLS’ 4-H Club work is 
B a relatively new rural educational 

movement. Through it, boys and 
girls ten to twenty years of age are 
taught farming and homemaking and 
oriented as to the place of agriculture in 
life. They are taught in such a way that 
their skill is increased, their powers of 
observation developed, their vision 
broadened ; and they learn how to work 
and play and associate together. More- 
over, the work they do in agriculture and 
homemaking is so guided and directed 
that much of it serves as a demonstration 
to neighbors and the community of the 
better way of doing things. In a sense, 
4-H Club boys and girls are teachers. 

The 4-H Club movement is a part of 
the cooperative extension system of the 
U. S. Department of Agriculture and 
state agricultural colleges. It had its 
origin in certain of the farmers’ institutes 
and the public schools of Illinois, Ohio, 
and lowa, from 1899 to 1905. Impetus 
was given the movement when Dr. S. A. 
Knapp of the Federal Department of 
Agriculture stressed the demonstration 
work of boys and girls in the south as a 
means of improving rural home condi- 
tions and teaching diversified agriculture 
to meet the problem brought about by 
the coming of the boll-weevil. 

The movement, stimulated by greatly 
increased funds from federal govern- 
ment, state, and county sources, begin- 
ning in 1914, spread rapidly into all the 
states until at the present time the an- 
nual enrolment approximates 700,000 
members, increasing about 8 percent an- 
nually. 

All of the approximately 2600 county 
agricultural agents, the 1300 home 
demonstration agents, the 250 county 
club agents, and the 1100 agricultural 
and home economics extension specialists 
of the federal and state cooperative 














agricultural extension system promote 


the organization and conduct of boys’ 
and girls’ club work. The extension force 
is largely made up of college graduates 
and, as a whole, they give about 32 per- 
cent of their time to 4-H Club work. 








Pa e C . : 


TH! care of living things by farm chil- 
dren is a profound influence in fixing 
regular habits, joy in work, and a sense of 
responsibility for lives other than their own, 





In addition to these paid public exten- 
sion teachers, there are about 60,000 
leaders of the clubs who serve without 
pay. These are public-spirited farmers, 
farmers’ wives, school teachers, lawyers, 
ministers, and older club boys and girls. 
Over 54 percent of these local leaders 
are college and high-school graduates. 
The price of membership in 4-H Clubs 
is that the boy or girl joining the club 
shall conduct a piece of work or put on 
a demonstration under guidance, show- 
ing the better way of growing an acre 
of corn or cotton, raising a flock of poul- 


HE Cominc AMERICAN—Bring me men to match my mountains; Bring me men to match my plains,— 

Men with empires in their purpose, And new eras in their brains. Bring me men to match my 
prairies, Men to match my inland seas, Men whose thoughts shall pave a highway Up to ampler destinies; | 
Pioneers to clear thought’s marshland, And to cleanse old Error’s fen; Bring me men to match my moun- | 
tains—Bring me men!—Sam Walter Foss, in Whiffs from Wild Meadows, Lothrop, Lee, and Shepard Co. 





try or litter of pigs, growing a garden 
and canning the surplus, making a dress 
or refurnishing a room, or doing other 
things of like character on the farm or 
in the farm home—work which has a 
meaning for the farm family and rural 
community, as well as for the boy or 
girl doing it. 

The symbol of the 4-H Clubs is the 
four-leaf clover, with the letter H on 
each leaf. The H’s stand for the head, 
heart, hand, and health. Explanation of 
their meaning is found in the club pledge, 
which runs as follows: 


I pledge: my head to clearer thinking; my 
heart to greater loyalty; my hands to larger 
service; and my health to better living for 
my club, my community, and my country. 


In 4-H Club work, the boys and girls 
are usually organized into groups of ten 
to fifteen members, who meet together 
in their respective homes or in the school- 
house or other community center once a 
month and have a program. This pro- 
gram largely deals with reports by each 
one on his or her demonstration work, 
the progress that has been made during 
the month, difficulties encountered, and 
how they have been met. They sing 
songs, play games, and have a socially 
good time. The club has a president and 
other officers, besides the adult leader or 
sponsor of the club, and the meetings 
are conducted in accordance with parlia- 
mentary practise. The club may be made 
up of all boys or all girls, or of both 
boys and girls, depending somewhat 
upon the nature of the club. In such sub- 
jects as gardening, poultry, and dairying, 
both boys and girls are members of the 
club. 

It is a common practise for the club to 
visit each member’s demonstration some- 
time during the year with the club leader. 
On such occasions, the club member ex- 











96 ‘THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 





! i ISTORY comes inte youthful lives with real vividness as they visit Mt. Vernon and look 
down the historic Potomac which was so dear to Washington. 


plains to the group what he or she is do- 
ing and the purpose of the demonstra- 
tion. The club leaders make these in- 
structional trips—in fact, much of the 
teaching is done in this way. Books are 
little used, though the club members are 
quite generally provided with instruc- 
tional leaflets. 

The large objective is to bring the 
boys and girls in contact with the pro- 
gressive things in agriculture and rural 
life, make them feel that agriculture and 
homemaking are a real part of science 
and art and worthy of our best efforts 
and support—let them see the interesting 
side of agriculture as interpreted by those 
who love it. 

The club usually holds an achievement 
day at the close of the year. At this time 
each boy and girl makes an exhibit of his 
or her work. This is made quite an event. 
Parents are invited in, club members 
are judged on their work, prizes are 
awarded, speeches are made, and there 
is general entertainment, games, and so- 
cial visits. Every club member is required 
to keep a record of his work and costs 
on his project and write up a final report, 
showing yield and profits and the story 
of the year. About 67 percent of all the 
club members in the United States com- 
pleted their work in this manner in 1928. 

The 4-H Clubs are sometimes organ- 
ized and conducted in cooperation with 
the public schools and sometimes not. 
There is a trend away from the schools. 
This appears to be largely because the 


teachers in rural schools have a full-time 
job teaching the three R’s. Frequently 
they are inexperienced tn agriculture and 
unsympathetic with rural life. Often 
their term of school closes in early sum- 
mer and they are absent from the county 
during three or four months when the 
club members most need help. 

This situation has led to the seeking 
and finding of progressive farmers and 
farm women and older club boys and 
girls as club leaders, with gratifying re- 
sults. These leaders are given technical 





A lare h ‘ 1930 


instruction by the county extension agents 
and agricultural college extension spe- 
cialists, so that they know the latest and 
best in the particular field in which they 
are to lead. They are also coached by the 
county or state club leader on how to or- 
ganize and handle boys and girls. This 
helps the leaders in their own farming 
and homemaking, besides keeping them 
growing with youth. 

Bankers, business men, and fair ofh- 
cials all take a keen interest in 4H Club 
members. Bankers frequently lend club 
members, on their note, money for pure- 
bred calves, pigs, or poultry, to be re- 
paid when the animals reach maturity or 
are sold. Business men offer prizes to club 
members in various corn-growing, can- 
ning, judging, or other contests and fair 
officials offer many inducements for club 
members to exhibit at county, state, na- 
tional, and even international fairs. At 
the annual 4-H Club Congress in Chi- 
cago, there are 1000 to 1200 club boys 
and girls in attendance from over 40 
states. 

Club camps and farmers’ weeks at the 
state agricultural college are prominent 
events in the life of 4-H Club members. 
In 1928 there were over 2200 of these 
camps in the United States with 155,000 
in attendance. 

At the county and district camps, club 
members who desire to come are given 
five to six days of recreation—instruction 
in swimming, nature hikes, bird lore, 
stunts by many members and groups, 





TOCK judging is an essential part of the training of the young farmer. Nothing but the 
best is good enough for the farms of tomorrow. 


Vol 


cam 
3 
to 2 
once 
colle 
ence 
to s 
its ¢ 
ers, 
som 
som 
to t 
row 
helr 
and 
T 
the 
and 
to \ 
gues 
cult 
und 
ton 
the 
tory 
den 
Cor 
Cou 
exp) 
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and 


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Vol. 19, No. 3 


campfires, inspiring vespers, and singing. 

Outstanding 4-H boys and girls, 200 
to 2500 strong, from all over the state, 
once a year go to the state agricultural 
college for an annual 4-H Club confer- 
ence for the better part of a week, there 
to sleep in the college dormitories, sit in 
its classrooms and listen to its best teach- 
ers, walk its campus and catch a vision of 
something bigger than they have known, 
something they can take back with them 
to think about as they cultivate the long 
rows of cotton or corn in the hot sun or 
help mother with her daily tasks of home 
and garden. 

Then, to add a little more interest to 
the matter, two outstanding club boys 
and two girls from each state are invited 
to Washington in June each year as the 
guests of the U. S. Department of Agri- 
culture; there, camped in army tents 
under the shadow of the great Washing- 
ton Monument, to come in contact with 
the nation’s best in art, architecture, his- 
tory, legislation—there to meet the presi- 
dent of the nation, representatives of 
Congress, members of the Supreme 
Court, ambassadors of foreign nations, 
explorers, and others of the nation’s 
great, all of which helps build citizenship 
and give vision. Now, what does all this 
mean for the boy or girl? 


First, they learn to do some worthwhile 
thing in the best way. Their interest is 
aroused in the work because it is of impor- 
tance to the family or the community. Their 
minds are interested. Here is something not 
out of books but a part of life. There is com- 


Paes 


IE a ines 


ie 


me calle ee 
HE 4-H camp in Washington each spring is on the Department 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 97 





of Agriculture grounds. 


In the center of the picture are the Washington Monument and Lincoln Memorial. 


petition and contest in it. It is a game—not 
work. 

Second, young folks at an impressionable 
age are brought into contact with outstanding 
farm men and women, with county agents, 
club agents, extension specialists, men and 
women with college training, with bankers, 
business men, fair officials, people who have 
achieved and whose success warrants emula- 
tion. 

Third, through the club meetings, they 
early learn something of parliamentary law, 
how to preside at a meeting, how to appoint 
committees, how to make a report, how to 
work together to carry out a program. Here 
they get the beginnings of cooperation, one of 
the greatest needs of rural people. 





ps indeed is the boy who has raised a blue ribbon winner as he receives his badge of 
distinction. The experience gained in his achievement is invaluable. 


Fourth, their outlook is broadened through: 
their attendance at county and regional club 
camps; the visit of many to the state college 
of agriculture, where they spend a week in 
instruction, sightseeing, listening to inspira- 
tional talks; their attendance at county, state, 
and national fairs, where many make ex- 
hibits; and the attendance of a select group 
at the National 4-H Club camp in Washing- 
ton. This all stimulates ambition and inter- 
est and helps lift the vision. 

Finally, the work reaches both boys and 
girls in school and boys and girls out of 
school. It teaches them that it is the trained 
men and women who succeed these days. It 
encourages them to go back to school if they 
have left it and complete the high-school 
work or go on to college or take a vocational 
course. Four-H Club work is a strong supple- 
ment to school work and makes wide use of 
the native leadership found in every commu 
nity if looked for and given a job. 





€>* acquainted with 4-H Club work. It 
is in your county. 

4-H Club work teaches by doing. 

4-H Club boys and girls are demonstra- 
tors—they learn and teach better ways on 
the farm, in the home, and in the community. 

4-H Club boys and girls work, earn money 
and acquire property. 

4-H Club boys and girls do the needful, 
the wholesome, the helpful thing. 

4-H Club boys and girls play the game 
fairly. 

4-H Club boys and girls meet together, 
work together, play together, cooperate, 
achieve. 

4-H Club boys and girls build up their 
bodies and their health through right living; 
they train their hands to be useful, their 
minds to think clearly; their hearts are kind. 

4-H Club boys and girls have high ideals 
and standards. 

4-H Club boys and girls are doers. 























States and Estimated 















Growth of Education Associations 





Membership in National Education Association 


































~ 
Membership in State Associations 







































































































HIS TABLE shows the growth 

i of professional organizations 
and indicates the relative stand- 

ing of each of the states with respect 
to membership in both national and 
state associations. The total mem- 


| bership in the National Education 
| 
| 
| 









Association was 193,145 on January 1, 
1929, and 205,678 on January 1, 1930. 
This latter figure is 21.76 percent of 
the 942,530 teachers in the United 
States and territories. The life mem- 
bership in the National Education 
Association on January 1, 1930, was 
3123. 

The figures for state associations 
| for January 1, 1929, show a member- 
ship in these associations of 664,779. 
This figure for January 1, 1930, is 
697,883, which is 74.03 percent of the 
| 942,530 teachers in the United States 
and territories. 

In the United States in 1928, 20.12 
percent of the teachers of the country 
were enroled in the National Educa- 









































other units number of Percent of Relative Rank Life mem- | Percent of| Relative 
teachers Jan. 1, Jan. 1, teachers ranks in size bership | Jan. 1, Jan.1, | teachers rank 
in 1930 1929 1930 members Jan. 1, groups’ Jan. 1, | 1929 1930 | members Jan. 1, 
1930 1930 1930 | 1930 1930 
1 2 3 4 5 6 7 8 9 10 | 11 12 
United States 942,530 | 193,145 205 ,678 21.76 3.123 | 664,779 | 697,775 | 74.03 
Alabama 17,000 1,331 1,635 9.62 43 C 10 57 9,610? | 13,7908 | 81.12 | 23.5 
Alaska 250 | 161 171 68.40 4 E 2 1 231 Js seees 7 i, Per YY 
Arizona 3,300 2,262 2,524 76.48 3 D 2 32 2,985 2,950e | 89. 39 12 
Arkansas | 13,000 857 876 6.74 50 C 13 68 8,329 8 , 2602 63.54 40 
California |} 40,000 | 19,486 20,887 | Sa.ae | 6 A 1 255 | 32,487 | 34,590 86.48 15 
rr eee 150 65 | 65 | 43.33 9 E 4 3 ae oe ; pb .cchide.s RwLOEal oad ees 
Cn a ee he 11,000 4,663 | 4,620 42.00 | 11 . « 53 8,178 | 8 , 400+ | 76.36 | 30 
COEUR | ow ccecasecne 11,700 2,051 1,893 16.18 | 27 | 34 |} 10,280 | 10,595 | 90.56 10 
Delaware , 1,600 721 759 47.44 8 m 3 11 1,057 984 | 61.50 | 42 
District of Columbia 3,000 1,370 1,276 42.53 | 10 D4 38 1 ,.000e3 | 1 ,000e3 | 33.33 | 49 
Florida 12,000 2,651 2,490 20.75 | 22 } = 3 47 | 7, 3813 7, 4528 62.10 41 
SS eee re eee er 223 Pe Rec ee | Ye ne 1 , ape ee  eiatetas ; oat 
Georgia 19,500 1,909 2.713 | 13.91 35 | 2 55 } 13,200e | 15,0008 | 76.92 28 
Hawaii 2,400 2,624 2,573 107. 21° 1 » i 128 ‘ Ae) en ae eee ‘ ; 
Idaho 5,000 1,050 988 19.76 | 25 D 8 20 | 3,959 4,307 | 86.14 | 17 
Ties ein axes 48 ,000 11,197 12,045 25.09 21 a 3 146 | 35,098 | 36,886 76.85 | 29 
Indiana 25 ,000 5,902 6,457 25.83 19 S 2 87 16,448 16,857 67.43 36 
lowa 27 ,000 3,342 3,218 11.92 38 B 8 70 17 ,647 17,966 66.54 38 
Kansas 22,000 3,020 3,256 14.80 32 | B 6 | $2 16,996 | 17,847 81.12 73.5 
Kentucky 18,900 1,362 1,428 7.93 46 oe: 29 12,500? | 14,3388 79.66 26 
rrr er 12,200 636 807 6.61 51 C 14 26 10, 3823 10,4003 | 85.25 | 19 
DN Stas tak eeks 6,500 | 1,769 1,696 26.09 18 Dp 9 24 6,371 | 7,144 109.918 | 1 
Maryland 8,700 | 882 1,592 18.30 26 D 9 22 3,418? | 4,253 48.89 46 
Massachusetts 25,600 6,340 | 5,191 20.28 | 24 » § 61 17,819 18,870 73.71 33 
Michigan 33,000 12,230 | 13,652 41.37 12 | A 3 62 30,638 31,921 96.73 5 
Minnesota 23,000 | 7,518 | 5,805 23.26 | 20 Ss 55 | 14,675 15,000 65.22 39 
Mississippi 20,500 361 560 i: 54 | B 11 14 10,2778 11,1878 54.57 44 
Missouri aA 25,500 3,219 3,287 12.89 | 36 B 7 70 | 23,6208 24,1208 94.59 6 
Montana 6.100 | 886 985 | 16.15 | 2 | D1 ie eS , 4,780 78.36 | 27 
Nebraska |} 15,500 2,313 2,331 15.04 31 a 67 |} 13,53le 12,700 81.94 21 
Nevada : 925 753 783 84.65 2 E 1 3 430e 618 66.81 37 
New Hampshire 3,200 454 337 10.53 41 D 14 10 2 630° 2,620 81.88 22 
New Jersey 27 ,000 7,678 9,080 33.63 14 B 1 90 26 ,000e 27 ,000e 100.00 3 
New Mexico 3,500 430 536 15.31 30 D10 | 29 2,610 2,613 74.66 32 
New York 75,000 10,315 10,522 14.03 34 A 6 155 39 , 500e4 42,110 $6.15 | 43 
North Carolina 25 ,000 854 1,066 4.26 53 B 10 67 15,6723 17,0917 68 . 36 35 
North Dakota 10,000 588 556 5.56 $2 D 17 36 4,350 4,404 44.04 47 
| ae 46,500 19,490 23,850 51.29 7 A 2 269 39 ,099 40,112 86.26 16 
Oklahoma 20,500 1,781 1,880 9.17 44 B 9 50 19,1078 18 , 8027 91.72 9 
Oregon 9,000 2,794 2,770 30.78 16 D § 38 6 ,600e 6,750 75.00 31 
Pennsylvania : 64 ,000 19,316 21,206 33.13 15 A 4 230 58,324 59,072 92.30 | 8 
Philippine Islands 27,000 110 117 43 55 B 12 a eRe Creep ee Be ae 
Porto Rico 5,000 86 338 6.76 49 D 16 13 Map AE. Livi oF | ia 
Rhode Island 4,500 371 336 7.47 48 D 15 9 3,950 4,045e 89.89 11 
South Carolina 14,500 635 1,165 8.03 45 22 17 8, 1353 10, 1063 69.70 34 
South Dakota 9,000 1,288 1,269 14.10 33 D 12 39 9,045 9,212 102. 368 2 
Tennessee 18,200 1,457 2,285 12.17 37 cS 3 23 7, 9005 8 ,000e 43.96 | 48 
Texas 44,000 3,469 3,440 | 7.82 47 A 7 176 24,0598 23,8718 54.25 45 
Utah 5,000 2,842 2,994 | 59.88 5 m2 |} 24 4.911 4,984 99.68 4 
Vermont 3,200 450 370 11.56 40 D 13 11 2,400 2,591 80.97 25 
Virgin Islands . shins | 105 56 | il 10.48 42 | B Ss Se eee Pe a Re ete ern 
Virginia eee eee 17 ,000 2,015 2,010 | 11.82 | 39 | . 42 12,7062 15,805 92.97 | 7 
SEE EE 12,500 5,625 4,778 38.22 13 } : 2 36 11,107 11,088 88.70 14 
Ce ere re 16, 300 2,513 2,602 15.96 29 3 36 | 13,500e% 13,9358 85.49 18 
Wisconsin 21,500 | 4,228 | 4.368 | 20.32 23 B 4 64 17 ,000e 18.149 84.41 20 
EE rr eee 3,600 1,146 1,100 | 30.56 17 D 6 26 3,250e | 3,200 88.89 13 





tion Association; in 1929, 20.82 per- 
cent were enroled; the corresponding 
percent for 1930 given at the head of 
column 5 is 21.76. The percent of 
teachers enroled in state associations 
in 1928 was 72.16; in 1929, 71.66 and in 
1930, 74.03, the percent given at the 
head of column 11. The preceding 
percents are based upon estimates 
as to the number of teachers in each 
state in 1928, 1929, and 1930. These 
estimates are as accurate as available 
data permit. The figures of column 
2 include teachers, principals, super- 
visors, and administrative officers. 
The figures for state associations are 
based on signed reports from the 
officers of those associations. 

e The letter ‘‘e’’ indicates that the 
figure is an estimate. 

1Column 7 enables each state to 
compare its membership achieve- 
ment with that of other states in its 
size group. The states marked ‘‘A”’ 
have 30,001 or more teachers; those 
marked ‘B’’ have 20,001 to 30,000; 

















“C”’ 10,001 to 20,000; ‘“‘D’’ 2001 to 
10,000; ‘“‘E’’ 2000 or under. 

2 Figure does not include members 
enroled in statewide organizations 
for colored teachers. 

3 Includes enrolment in both white 
and colored associations (separate 
organizations). 

*The rank of the New York State 
Association is lowered by the fact 
that New York City teachers at pres- 
ent work largely through local organ- 
izations. There are approximately 
30,000 teachers in New York City. 

5 Figure for 1928. 


° The percents in excess of one hun- 
dred percent are accounted for by the | 
fact that members are enroled among 
teachers in private schools, institu- 
tions of higher learning, and laymen. 

7™Membership in colored state 
teachers association is an estimate. 
Figure includes enrolment in both 
white and colored associations (sep- 
arate organizations). 











[98] 

























Builders of Our Profession 


S TO TEACHER ORGANIZATIONS—Teachers 
must perfect their worldwide organi- 
zation that the ultimate goal of truth 

in the schoolroom may be reached more 
quickly. Educational organization is rapidly 
drawing the four corners of the nation into a 
community of common professional under- 
standing and common professional endeavor. 
Is it any wonder that we look forward to the 
day when every teacher in the land shall di- 
rectly benefit by membership in this great 
professional activityP—Effie MacGregor, 
principal, Burroughs School, Minneapolis, 


in Bulletin, Portland Grade Teachers Asso- 
ciation. 


New Life Enlistments 


HE vicepresident of the First National 

Bank of Camas, Washington has an- 
nounced that his bank has made a standing 
offer of life membership in the NEA to 
every teacher who completes twenty years’ 
service in the city of Camas. 

The following life members have been re- 
ported since the list was published in the 
February JOURNAL. 

ALABAMA—W. Y. Fleming. 

ALASKA—Charles W. Hawkesworth. 

ArKANSAS—H. D. Alford, A. G. Thompson. 

CALIFORNIA—Willard M. Brown, James F. Bursch, 
H. Wayne Gillispie, John L. Compton, Theta Harri- 
son, Mrs. Leta S. Hiles, R. B. Huxtable, Mrs. Lois 


E. Johnson, Roy D. McCarthy, Margaret Rankins, 
M. Alex Rogers. 


Co_orapo—Frederick E. Stemme, M. Eugenia 
Walker. 
ConNectTicut—Grace R. Sterling, Ralph S. 


Stevens, Blanche Wilkins. 

De_awareE—C, Kenneth Roper, Virgil B. Wiley. 

FLoripAa—Mrss. Lola M. Culver, Mrs. Frankie A. 
Howze. 

Grorcia—Thomas T. Benton, 
Mark Smith. 

Hawan—Erling C. Benson, Harry M. Hale, Sanae 
Kanda, Dallas C. McLaren, A. N. Wikoli. 

IpAHO—William W. Gartin, Mae Gittins, C. Elmer 
Roberts. 

ILLINOIs—Vernon Bowyer, 
Sarah McLean, William J. 
Ernest W. Sundell. 

INDIANA—Larry E. Dyer, W. Edward Fisher. 

Kansas—Louis Christiansen. 

KeNntucKy—G. W. Campbell. 

LouisiaNA—Mrs. Maude W. Parsons. 

Matne—Howard L. Bowen. 

MASSACHUSETTS—William G. Currier, Vincent A. 
Keenan, N. Elliot Willis. 

MICHIGAN—William G. Burton, E. E. Gallup, Vir- 
ginia Lawniczak, Charlotte B. Rusk. 
ee nneuns—aeanete H. Burrell, Mathilde C. 

ecks. 


NeprasKA—M. E. Boren, C. H. Velte. 


H. J. W. Kizer, 


George Dudley 


Full, 
Page, D. 


Walter Potts, 


New Jersey—J. Edgar 
Hammond, Jane D. Seward. 

New Mexico—J. W. Diefendorf, Floyd Santisteven. 

New York—Reese E. Bert, Mrs. Matilda W. 
Hausauer, William C. Smith. 


WNortH CaroLtina—A. C. Holland, Clifton P. King, 
Jr. 


Dransfield, D. Stanton 


——— 





Pennsylvania Increases 
100% Counties 


E Ypse TEACHERS of the following 
counties in Pennsylvania have 
voted to join the NEA 100 percent 


and to pay their state and national dues 
with the institute fee: 


No. of 
Superintendent Teachers 
Alvin F. Kemp 783 
J. Andrew Morrow 377 
Carl G. Leech 716 
Clyde T. Saylor 600 
T. S. Davis 249 
Ralph Jacoby 394 
Chester B. Dissinger all 
I. D. App all 
F. Glenn Rogers all 


Year County 


1926 Berks 
Bradford 
Delaware 


1927 Chester 


1928 Blair 
Cumberland 


1929 Pike 
Dauphin 
Center 

The resolution passed by the teach- 
ers of Center county—We believe that 
the teachers of this county should be 
affliated with the greatest professional 
organization in this country, the Na- 
tional Education Association, and do 
hereby request the county superinten- 
dent to increase the enrolment fee for 
the next institute two dollars in order 
that every teacher in Center county 
may be a member of this organization. 














Nortn Dakota—Arthur E. Thompson. 

On1o—C. A. Arganbright, Maude Brown, John L. 
Clifton, James J. Hall, Mrs. Ethel C. Hill, Janet 
Morrison, Mrs. Ella Peabody, Howard G. Riggs, 
Lester E. Seitz, B. F. Stanton, Herbert N. West, 
Leon C. Wilkerson. 


PENNSYLVANIA—Charles E. Dickey, Charles W. 
Hall, Nellie G. Hudson, J. A. Lubold, Raymond W. 
Robinson, Harold W. Traister. 

PuiipPine IsLaNpDs—Leonardo V. Nachor, Albert 
H. Searle. 

Porto Rico—Felicita Casiano. 

South Daxota—Freda Rasmussen, 
Sanders. 

TeNNesseE—Mrs. W. J. Gilfillan, 
Ingram, Mrs. Maude M. Ward. 

Texas—Eunice Banks, Mrs. Pearle Van Zandt 
Beckner, Mrs. W. R. Jones, O. E. Kennedy, Annie 
L. McDonald. 


George E. 


Katherine P. 





Utan—Clarence E. Smith. 

VerMOoNT—Carolyn H. Peck, Winn L. Taplin. 

Vircinia—Charlotte D. Wray. 

WASHINGTON—Elizabeth Forbes, Mrs. Lillian M. 
Rogers. 

Wisconsin—John A. Walecka. 


Completed Enrolments 


HE schools in Oberlin, Ohio have had a 

100 percent enrolment for eight succes- 
sive years. There are only 39 members in the 
school system including the superintendent. 
Out of this number twelve are life members. 
The superintendent is Mr. Howard L. Raw- 
don. Much credit for the number of life mem- 
berships is due the principal of the high 
school, Mr. C. E. Wigton. 

The following schools have completed their 
100 percent enrolment in the National Edu- 
cation Association since the list was pub- 
lished in the February JourNat. 


Eleven years 
Texas—El Paso, Aoy. 


Ten years 


Ca.irornia—Long Beach, John C. Fremont. 
MICHIGAN—Detroit, Barstow. 


Nine years 
Hawau, Ewa, Oahu, Ewa. 
ILutinois—East St. Louis, Hawthorne. 


Eight years 
New Jersey—Kearny, Franklin, Nathan Hale. 


Seven years 
ArRIZONA—Glendale, Glendale Public Schools. 
CatirorNia—Long Beach, Washington Elementary, 
Washington Junior High. 
Hawau—Hakalau, Kalanianaole, Territorial School 
for Deaf and Blind. 
MicHIGAN—Ann Arbor, Bach, Eberbach, Perry; 


St. Joseph, St. Joseph Public Schools, Garfield, High, 
Lincoln, Washington. 


Ou10—Cleveland, Mt. Auburn Training. 
West Vircinita—Clarksburg, Morgan. 


Six years 
ALABAMA—Birmingham, Glen 
Powell. 
DeLawarRE—Wilmington, Number 3, Number 22. 


Iris, Hemphill, 


FLoripaA—Pinellas County, Norwood, Sixteenth 
Street. 

ILtinois—Champaign, Lincoln; Rockford, P. A. 
Peterson. 


MicHiGAN—Ann Arbor, Angell; Grand Rapids. 
Coit. 

MINNESOTA— Minneapolis, Irving, John A. Johnson. 

NesraskKA—Omaha, Beals. 

New Mexico—Albuquerque, Fourth Ward. 

PENNSYLVANIA—Shenandoah, Shenandoah Public 
Schools, High, Jardin Street, Jefferson, Lincoln, Old 
White Street, Penn Street, Turkey Run, Union Street. 
Washington Junior High, Woodrow Wilson. 

SoutH Dakota—Sioux Falls, Meredith. 





NTERESTING and significant facts about the 1929 membership—The total membership for the year was 
205,681. {This was forty times that of 1907 and nearly twenty-five times that of 1917. {The gain for the 
year was 12,536. {Ohio won first place for largest total (23,850) having made for three consecutive years 
the largest net gain, (2,198 in 1927; 2,705 in 1928; and 4,360 in 1929). {Pennsylvania stood second (21,206) ; 
California third (20,887); Michigan fourth (13,652); [llinois fifth (12,045); New York sixth (10,522). 


Thirty states made increases ranging from 18 to 4,360. [Five states made increases of more than a thou- 
sand éach—Ohio 4,360; Pennsylvania 1,890; Michigan 1,422; New Jersey 1,402; California 1,401. South 
Carolina made the largest percent of increase over 1928 (83%). {Hawaii again had more N. E. A. mem- 
bers than public school teachers (2,573). The five states having the highest percentage of membership 
were: Nevada (85%); Arizona (76%); Utah (60%); California (52%); Ohio (51%). {This inspiring 


growth in membership is an evidence of the valuable service rendered by the Association. 











J 





[99 } 








100 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 





Five years 
CaLirporNia—Long Beach, Atlantic Avenue, Bixby, 
Bryant Elementary, Burbank, Horace Mann, John G. 
Whittier, John Muir, Los Cerritos, Naples, Temple, 
Theodore Roosevelt, William McKinley. 
FLoriwa—Fort Lauderdale, High. 


Hawat—August Ahrens, Kailua, Kuhio, Lanakila. 
lLLinois—Peoria, Whittier; Robinson, Township 

High. 
INDIANA—Fort Wayne, Harrison Hill. 
Nevapa—Verdi, Public. 


New Hampsnire—Pittsfield, Memorial. 

Ounio—Mansfield, Mansfield Public Schools. 

PENNSYLVANIA— York, York Public Schools, Bur- 
rowes, Central, Cherry Street, Continuation, East 
King Street, Franklin, Garfield, Hannah Penn Junior 
High, Hartley, Jackson, Jefferson, Lincoln Junior 
High, Madison, McKinley, Noell, Old High, Pine 
Street, Plank Road, Princess Street, Ridge Avenue, 
Smallwood, Stevens, William Penn Senior High, 
Wilson. 

SoutH Daxota—Sioux Fails, Riverside. 

TENNESSEE—Memphis, L. C. Humes High. 

Texas—Houston, Woodrow Wilson. 

Uran—Salt Lake City, Uintah. 

West Vircinia—Clarksburg, Linden. 

WisconsiN—Kenosha, Deming. 


Four years 


ALtaBAMA—Birmingham, Elyton. 

CaLirornia—Hawthorne, Hawthorne Public Schools, 
Ballona Avenue, Eucalyptus Avenue, Williams Street, 
York Street; Long Beach, Edison Junior High, James 
Russell Lowell, John Dewey Junior High, Signal Hill; 
Richmond, Fairmont, Harding, Washington. 

Hawau—Honolulu, Washington Junior High. 

ILuinois—Harrisburg, Dorrisville. 

KAaNSAs—Atchison, Martin, Roosevelt; Rolla, Rural 
High. 

MAssACHUSETTS—Beverly, Pleasant View. 

MICcHIGAN—Monroe, Monroe Public Schools, Boyd, 
Christiancy, Junior and Senior High, Lincoln. 

MINNeESOTA—Minneapolis, Miles Standish. 

New Jersey—Kearny, Roosevelt, Washington. 

PENNSYLVANIA—Braddock, Copeland, Hamilton, 
High; Delaware County, Johnson Avenue; Kresge- 
ville, Polk Township High. 

VirGcinia—Lynchburg, Robert E. Lee Junior High; 
Richmond, John B. Cary. 

WISCONSIN—Madison, Emerson. 


Three years 


CabIFORNIA—Long Beach, Chestnut, Jane Addams; 
Los Angeles, Music Division; Mission Beach, Pub- 
lic; San Diego, Cabrillo, Central, Chollas, Encanto, 
Florence, Ocean View. 

Georcia—Cedar Grove, High. 

Hawau—Benjamin Parker, Hauula, Helemano, 
Kahuku, Kalihiwaena, Kawailoa, Lincoln, Manoa, 
Moanalua, Pohukaina, Royal, Waiahole, Waikiki. 





President, E. RUTH PYRTLE 











March, 1930 





ILLINoIs—Champaign, Champaign Public Schools. 

MINNESOTA—Duluth, Ensign; Minneapolis, Pierce. 

Missouri—Aansas City, McCoy, Teachers College 
of Kansas City. 

Nevapa—Battle Mountain, Grammar. 

New Jersty—Mountain Lakes, Mountain Lakes 
Public Schools. 

On10—Cleveland, Addison Junior High; Hancock 
County, Liberty Township Centralized. 


PENNSYLVANIA—Brad dock, Braddock Public 
Schools, Carnegie, Copeland, Hamilton, Henning, 
High; Wilkinsburg, Wilkinsburg Public Schoois, 
Allison, Johnston, Junior High, Kelly, McNair, 


Semple, Senior High, Turner. 

Utan—Wasatch County, Wasatch County Public 
Schools, Central, Charleston, Daniel, Junior High, 
Keetley, Midway, North, Soldier Summit, Wallsburg, 
Wasatch High. 

VirGinia—Richmond, Grace 
Stuart, Madison. 

Wisconsin—Kenosha, McKinley Elementary. 

Wrominc—Greybull, Greybull Public Schools, 
Grade, Junior High. 


Arents, J. E. B. 


Two years 


ALABAMA—Bessemer, Clarendon, Roberts-Vance; 
Birmingham, Gate City, North Birmingham. 


ARIZONA—Yavapai County, Seligman Public 
Schools. 
CaALiFoRNIA—Long Beach, Edison Elementary, 


Franklin Junior High, James A. Garfield, Longfellow, 
Orthopedic; Los Angeles, Art Division, School Sav- 
ings Division; National City, Monument; San Diego, 
Emerson, Washington; Santa Maria, Union High. 

Connecticut—Stamford, Glenbrook. 

4 a or CoLUMBIA—W ashington, James A. Gar- 

e . 

Georcia— Veazey, Veazey Public. 

Hawaiu—Aiea, Cummins, Kaaawa, Kalihi-Uka, 
Kawananakoa, Lunalilo, Mount Happy, Pauoa, Pearl 
City, Robello, Shrine Ward, Supervisors Depart- 
ment, Waialae, Waipahu. 

IpaHo—Pocatello, Bonneville. 

ILLINOIS—Aurora, Freeman; Des Plains, West Di- 
vision. 

KaNnsas—Vinland, Vinland Rural High; Wichita, 
Skinner, Washington. 

Loutstana—New Orleans, McDonough Number 10. 

MASSACHUSETTS—Somerville, Burns. 

MicHIGAN—Ann Arbor, Donovan. 

Nevapa—Battle Mountain, Lander County High. 

New Jersey—Atlantic City, Indiana Avenue; 
Camden, Fetters. 

Oxn10o—Cleveland, Larchmont, Nottingham, Quincy, 
West Technical High; Petersburg, Springfield Town- 
ship High. 

TENNESSEE—Hamilton County, Bakewell Grammar, 
Birchwood High and Elementary, East Brainerd, 
Fairmount, Fairview, Gold Point, Miller’s Grove, 
Pineville, Red Bank, Sawyer, Signal Mountain, Silver- 
dale, Snow Hill; Knoxville, Belle Morris, Flenniken; 
Memphis, Lawler, Madison Heights. 


aaa 


Utan—Box Elder County, Box Elder County Pub. 
lic Schools, Howell. 


Current year 
ALABAMA—Birmingham, Baker, Lakeview. 


ARIZONA— Yavapai County, Mayer Public Schoois, 
Miller Valley Public Schools. 


CALIFORNIA—Chico, Central, Chapman, Chico 
Vecino, Nord Avenue, Salem Street; Coronado, 
Coronado Public Schools; Julian, Banner, Union 


Grammar; Long Beach, Frances E. Willard, Starr 
King; Los Angeles, Rockdale; Richmond, Grant, 
Kensington, Pullman, Stege; San Bernardino, Ad. 
ministrative Officers, Arrowhead, Burbank, Cajon, 
Lincoln, Meadowbrook, Metcalf, Rialto Junior High, 
Terrace, Urbita; San Diego, Andrew Jackson, Bal- 
boa, Benjamin Franklin, Euclid, Fremont, Garfield, 
Grant, La Mesa Heights; San Diego County, Hipass, 
Rancho Santa Fe, Richland, Soledad. 

CoLorapo—Canon City, Senior High. 

Connecticut—Colchester, Dublin. 

Georcia—Atlenta, William F. Slaton. 

Hawau—Ahualoa, Haaheo, Hanamaulu, Hilo High, 
Hilo Standard, Hilo Union, Honokaa Junior High, 
Honolulu Vocational, Honomu, Kaapahu, Kaiwiki, 
Kalakaua Junior High, Kapoho, Kapulena, Kauluwela, 
Kaumana, Koolau, Kukuihaele, Kurtistown, Laupa- 
hoehoe Elementary and Junior High, Ninole, Paauilo, 
Pauhau, Pepeekeo, Piihonua, Wahiawa, Waiakeakai, 
Waiakeauka, Waiakeawaena. 

Ittinois—Rockford, Henry Freeman. 

INDIANA—I/ ndianapolis, Warren High; 
laer, Primary. 

Kansas—Wichita, Gardiner. 

Kentucky—Louisville, Grayson Street. 

MASSACHUSETTS—Saugus, Oaklandvale. 

MICHIGAN—Grand Rapids, Aberdeen, Widdicomb. 

MINNESOTA—Minneapolis, Audubon, Blaine, Walter 
Page. 

NesrRASKA—Omaha, Benson West. 

Nevapa—Austin, Grammar; Goldfield, Grammar; 
Ormsby County, Ormsby Public Schools. 

New Jersey—Atlantic City, Madison Avenue; 
Newark, Fourteenth Avenue. 

Oun10—Butler County, Jacksonburg; Champaign 
County, Christiansburg Village, Mingo Rural; Cleve- 
land, Nathan Hale Junior High, Union; Hepburn, 
Public; Lakewood, Puritas, Settlement, Valley View; 
Marysville, Marysville Public Schools; New Water- 
ford, Fairfield Centralized; Youngstown, Woodrow 
Wilson Junior High. ’ 

OKLAHOMA—Oklahoma City, Capitol Hill High. 

PENNSYLVANIA—Arnold, Arnold Public Schools, 
Elementary, High; Catasauqua, Catasauqua Public 
Schools, Grade, High. 

SoutH Daxota—Draper, Draper Public Schools. 

TENNESSEE—Davidson County, Oglesby Rural. 

Texas—El Paso, Dudley; Houston, Southmore, 
Theodore Roosevelt. A 

Utan—Salt Lake City, Riley, Riverside. 

Vircinia—Richmond, Fox. 

West VirciIniaA—Widemouth, Piedmont. 


Rennsse- 





The Journal of the National Education Association 


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


to the Representative Assembly, to hold office, and to receive THE JOURNAL. . 


_The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, to receive the Proceedings, 
committee reports, and other regular publications of the Association. 


The payment of $100 gives the privileges of the $5 active membership for life. 


| The payment o1 $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates 


| or ganization. 








Subscription to nonmembers is $2 per year; single copies, 25 cents. 
at once any change of address, giving old as well as new address. 


__, Entered as secondclass matter October 28. 1920. at the postoffice at 
mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. 


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








Joy E_mer Morcan, Editor 











Offices: 1201 Sixteenth Street N. W., Washington, D. C. 





HE PLATFORM of the National Education Association—(1) A competent, welltrained teacher in every classroom. (2) Improved 
facilities for the education of teachers and such inducements to enter the teaching profession as will attract men and women 
of the highest character and ability. (3) Such an interpretation of education as will awaken the people to a realization of the 
| importance of the schools, elevate the profession of teaching to a higher plane in public esteem, and insure just compensation, secure 
| tenure, and provision for retirement on the basis of efficient service. (4) Continued and thorough research on educational problems as 
| the basis for revised standards and procedures. (5) The establishment of a department of education with a secretary in the Presi- 
dent’s cabinet, and the efficient integration of the educational activities of the Federal Government in this department. (6) The unifi- 
cation of the educational forces of the country in one all-inclusive organization devoted to the advance of the teaching profession, with 
every teacher an informed and participating member of local, state, and national associations. (7) Active assistance to state and local 
| affiliated associations in promoting the interests of such associations. (8) Equal salaries for all teachers, both men and women, of 
equivalent training and experience. (9) Such participation by teachers in the determination of policy as will utilize the best fruits of 
classroom experience. (10) Cooperation with other organizations and with men and women of vision who recognize that only through 
education can be solved the major problems of our changing civilization. (11) The National Education Association is committed to 
a program of service—service to the teacher, service to the profession, and service to the nation. Its supreme purpose is the welfare 


of the childhood of America.—A dopted at Atlanta, Georgia, July 3, 1929. 


Secretary, J. W. CRABTREE 





One dollar of each membership fee is for a year’s subscription to THE JOURNAL. 


Advertising rates on application. 


Washington, D. C., under the act of August 24, 1912. 





Members are kindly requested to report 


. 


Acceptance for 





Haro_p A. ALLAN, Business Manager 











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NATIONS BEYOND THE SEAS, continuing the 
regional method. Here teaching is made far 
more logical by organizing the material so 
that the possessions of the European coun- 
tries are treated with the countries them- 
selves. By this plan vital and intimate 


relationships stand out more clearly. 











Outstanding among Ginn and Company’s new professional books is E. Clarke Fontaine’s 
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Commissioner Cooper honored— 
On February 11, which marked the 
completion of one year of service as 
Commissioner of Education by John W. 
Cooper, the staff of the United States 
Office of Education and other educa- 
tional workers in Washington joined in 
giving a dinner in his honor. At this 
dinner addresses were made by educa- 
tional leaders of the national capital in- 
cluding Secretary Crabtree. It is increas- 
ingly evident that the nation has in Com- 
missioner Cooper a man who in a re- 
‘markable sense combines the best quali- 
ties of all his predecessors. 


Schoolroom poster service—The 
demand for posters which appear from 
month to month in THE JouRNAL has 
become so great that copies are now fur- 
nished on attractive art paper. Write 
NEA headquarters, 1201 Sixteenth St., 
N.W., Washington, D. C. Prices: 20, 
$1; 100, $4; 1000, $30. 


Many schools are now using these pos- 








ters on bulletin boards. T'wo expressions 
of their worth follow: 


I like the direct appeal in “To the Youth 
of America” in the January JouRNAL. It is 
fine—Emma M. Firth, Oakland, California. 

I have seen a number of the posters, “To 
the Youth of America,’ on our bulletin 
boards the past week. Hurrah!—E. M. 
Thompson, Rock Springs, Wyo. 


Brazilian educators visit Head- 
quarters—Eleven Brazilian educators 
representing various types of educational 
institutions from the elementary school 
to the university were the guests of the 
Pan-American Union in February. With 
Miss Heloise Brainerd, educational di- 
rector of the Pan-American Union, as 
hostess, the delegation visited various de- 
partments of the government and were 
entertained in a number of Washington 
homes. Among the institutions which 
were visited was the National Education 
Association. At the headquarters build- 
ing they were received at a staff meeting 
before which both Brazilian educators 


Mention Tue Journat when writing our advertisers. 


5 


and members of the NEA staff spoke. 
Miss Maria dos Reis Campos, district 
supervisor of elementary schools in Rio, 
addressed the staff on the reorganization 
of education in Brazil to meet the mod- 
ern needs of the rapidly developing Re- 
public. The visiting educators expressed 
great interest in the professional organi- 
zation of teachers in the United States. 
The teachers in Brazil have manifested 
growing professional spirit in the organi- 
zation of a national teachers association 
which already enrols a large percent of 
the teaching profession. 


Five-day week brings benefits of 
vitalized leisure—A study made by 
the National Industrial Conference 
Board of the results of the five-day week 
in 270 manufacturing establishments 
shows the following: 


Not only is there testimony to greater 
punctuality and better attendance but labor 
turnover has been reduced, the longer inter- 


(Continued on page A-80) 


Vol 





Vol. 19, No. 3 





ee ‘ 


book-cover problem. That dents to save the consider- 
covers are necessary both to able sums of money they 
protect public property and were spending for covers. 
to keep books in a clean Peabody covers are provid- 
and sanitary condition is ed free to schools through 
generally recognized. the co-operation of national 
+ But it is difficult to get advertisers who pay the 
. good quality book covers, Alumni Association of 
” uniform for all schools, on George Peabody College 
= the small allowance given Hi eager to publish on these covers 
a f ome Economics Building e te 
most Boards of Education. Ganegy Velindy Gilliay tor Teachers their advertising messages 
on Some school officials, in an 8 dine about thrift, mouth clean- 
yd- effort to solve the problem, liness, hot cereal breakfasts, 
Le- accepted covers from local merchants which wholesome beverages, athletic equipment, etc. 
ed carried the merchant's advertisement. This There is a Board of Censorship at the College 
ni- brought the disapproval of merchants less hich is just as careful about the contents of 
es. a = caused local friction because of _ these advertisementsas it is about educational in- 
ed ee formation disseminated by the college. They will 
*{ The Alumni Association of George Peabody accept only national advertising of good repute. 
‘on College for Teachers at Nashville, Tennessee, Under the Peabody Plan the schools get a 
of ever sensitive to the needs of the nation’s durable, uniform cover at no cost and the 
schools, recognized their responsibility to profits from the plan are turned over to the 
contribute in any way they could to relieve Endowment Fund of George Peabody College 
of this grievous situation. This led them to for Teachers for the extension of its teacher 
~ sponsor the Peabody Cover. training facilities. 
nce The Peabody School Book Cover is a sanitary, Write us today for a brochure describing more 
eek attractive, durable and “‘easy-to-put on” cover _— fully the Peabody School Book Cover Plan, 
wes that has been acclaimed by school officials —_ including samples of covers for all size books. 
BooK COVER DIVISION 
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bor ALUMNI ASSOCIATION of GEORGE PEABODY COLLEGE for TEACHERS 


ter- 


THE JOURNAL OF THE NATIONAL EpucaATION AssoctATION 


Classroom in the Lincoln School, Springfield, Ohio, 
showing use of Peabody School Book Covers. 


A School Book Cover Plan 


sponsored by the Alumni Association of 
George Peabody College for Teachers 


OR years school 
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From Practice to 


Performance 
By the aid of “Y and E” 


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The “Y and E” individual Practice 
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(Continued from page A-78) 


val of rest gives the employees greater 
energy when they do work, Saturday fur- 
nishes a reserve of possible working hours 
in case of emergencies, working hours can 
frequently be shifted so as to provide a longer 
period of consecutive time in connection with 
holidays, and employees can find time to 
enjoy the comforts and higher standard of 
living for which they are striving.—From the 
Information Service of the Federal Council 
of the Churches of Christ in America. 


Philippine Islands record their 
outstanding educational achieve- 
ment for 1929—Much has been done 
in reenforcing the teaching personnel 
and raising the academic and _ profes- 
sional qualifications of teachers. The in- 
creased emphasis on the instruction of 
English coupled with the scholastic and 
professional qualifications of teachers 
have contributed to the notable progress 
made in improving the 
spoken English of the 
dren.—Abdon Javier, 


written and 
Filipino  chil- 
acting division 


| superintendent, Calapan, Mindoro. 











Vitalized commencement move- 
ment spreads—The rapidly widening 
interest in vitalized commencements is 
shown by the increasing demand for ma- 
terial to use with senior classes. If your 


| JOURNAL file is complete the following 


references will prove helpful: 


After School, What?—June 1926 

What Is Education?—May 1927 
Vitalized Commencements—Dec. 1927 
Commencements in Doylestown—Jan. 1928 
The Social Graduation—March 1928 


Health Emphasis for Commencement— 
April 1928 
A Movement to Vitalize Commence- 


ments—Dec. 1928 


Health in Vitalized Commencements— 
Jan. 1929 


(Continued on page A-82) 


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AMERICAN FORESTS 
announces a contest designed to aid teachers to 
| enrich their pupils’ knowledge of trees, forests, 
and related outdoor flelds through supplementary 
reading and the use of visual material in the 
schools. 


The instructive articles and illustrations which 
appear in every issue are used in many schools, 
and with the aid of the ‘“‘Science Education Page.” 
conducted by Ellis C. Persing, School of Educa- 
tion, Western Reserve University, have proved of 
great value in connection with regular textbook 
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The Contest 


For the best suggestion embodying a 


detailed 
lesson plan and outlining how AMERICAN FORESTS 
. AND FOREST LIFE can best be used in the schools, 


the following cash prizes will be awarded: 


First prize...... $50 
Second prize , $25 
Third prize..... $10 
For the next five best suggestions, yearly sub- 


scriptions to AMERICAN FORESTS AND FOREST 
LIFE will be awarded. 

You do not have to be a subscriber to par- 
ticipate in the contest. If your school is not re- 
ceiving the Magazine, procure a.copy from your 
local city or town library, or send to us, for a 
sample copy. j 


Rules of the Contest 


The contest is open to all teachers from grades 
one to twelve. 


Manuscripts should be limited to one thousand 
words or less, but there is no limit on the number 
of plans which a teacher may submit. 


Write on one side of the paper only, and in 
the upper left-hand corner of the first page give 
your mame, grade you teach, name of department, 
name and location of your school. 


Manuscripts will not be returned unless accom- 
panied by the necessary return postage. 


The contest closes on June 1, and manuscripts 
| mailed after that date will not be considered. All 
manuscripts should be addressed to 


School Contest Editor 

AMERICAN FORESTS AND FOREST LIFE 
1523 L Street N. W. 
Washington, D. C. 

ae 































Vol. 

















Vol. 19, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-81 





Talking Pictures 
for 


Classroom Use 


SOEs The talking picture proved its effective- 
WHERE YOU CAN 


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ness at the annual meeting of the Depart- 


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Wasuincton, D. C. ; 1 
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San FRaNcisco, CaLir. main office, and the twelve branch offices 
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Dodge Color Prints, —By a New Method 


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Mention Tue Journat when writing our advertisers. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1930 


(Continued from page A-80) 


Vitalized Commencements and the Home— 
Dec. 1929 


In response to the great number of in- 
quiries arrangements have been made to 
send reprints of this material together 
with an assortment of JOURNAL posters 
to any one mailing their request and $1 
to the NEA Division of Publications, 
1201 Sixteenth St., N. W., Washing- 
ton, D.C. 


Departments budget funds—Eight 
of the departments of the Association 
have separate fees for defraying the ex- 
penses of publications and for carrying 
on special activities. They are: Adult 
Education, $2; Secondary School 
Principals, $3; Lip Reading, $1; Rural 
Education, $2; Secondary School 
Principals, $2; Social Studies, $2.25; 
Superintendence, $5; Supervisors and 
Directors of Instruction, $4; and Teach- 
ers Colleges, $10. 


Broome reelected—Dr. Edwin C. 
Broome, superintendent of schools, 
Philadelphia, has been reelected for a 
term of six years. Dr. Broome’s service 
as chairman of the curriculum commis- 
sion of the Department of Superintend- 
ence is wellknown throughout the 
country. 


A challenge—Every friend of child- 
hood may well be the alert and active 
foe of alcoholic drink, tobacco, and other 
harmful narcotics. Intelligent, sane, 
substantial influence counts. No school 
should use in its current events or library, . 
magazines that carry tobacco advertis- 
ing. 


Detroit, Michigan holds member- 
ship record—Detroit has the largest 
membership (5632) in the National 
Education Association of any city in the 
Union. This fine record reflects the pro- 
fessional leadership of Supt. Cody 
and his associates. Los Angeles, Cali- 
.fornia ranks second with a membership 


of 5044. 


Calvin Coolidge expresses appre- 
ciation for his teachers—lIn a notable 
article in the September Cosmopolitan, 
Calvin Coolidge devotes several pages to 
an intimate and appreciative description 
of the great teachers under whom he sat 
as a student at Amherst and as a final 
summary says: 


As I look back upon the college I am more 


(Continued on page A-84) 








Vol ol. 


F 
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Vol. 19, No. 3 





Teachers with the 


BALOPTICON 


HAT better means of conveying the 

history of a people, for instance, to 
the students’ mind is available than actual 
pictures of that people, their homes, their 
country and their mode of living? 


Not only history, but science, geometry, 
art and many cther subjects can vividly be 
presented in all the beauty of natural col- 
oring by means of the LRM Balopticon. 


Let uy tell you more about this instrument. 


Bausch & Lomb Optical Co. 
640 St. Paul St., Rochester, N. Y. 





The Questionnaire 


Is this method of assembling 
educational data falling into dis- 
favor? 


Is the questionnaire of value as 
a trail blazer? 


Is there a practical substitute for 
the questionnaire? 


Before answering these questions 
examine the evidence both for and 
against this method as set forth 
ino— 


Research Bulletin 


Vol. Vill, No.1 
52 pages 


JANUARY, 1930 
Price 25c¢ per copy 


Discount on quantities 


NATIONAL EDUCATION ASSOCIATION 
1201 Sixteenth St. N. W. 
Washington, D. C. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


A-83 











FILMO 
SCHOOL PROJECTOR 


conquers time and space 





Filmo projecting a biology lesson from 
Filmo Library, Ditmar’s Natural 
History Series. Mrs. Mary E. Bing 
teacher, at Corlears Junior High 
School, New York City. 


Thirty students in a line, one by one taking a peck into a sin- 
gle microscope. Each gets a moment's glimpse at the tur- 
bulent world of living things contained in a drop of water. 
The class hour is gone before it is well started. 

But flash a moving picture of this microscopic life on a 
class-room screen and you give each student a 15 minute 
study of the phenomena in just 15 minutes elapsed time. 

Briefly, this is the essence of the experience of Mrs. Mary 
E. Bing, teacher of biology, Corlears Junior High School, 
New York City. It is likewise the experience of thousands of 
other educators the country over who are supporting their 
work with Filmo School Projector, overcoming the limits 
of space and time to bring the world into the school room. 

Any pupil can operate Filmo. Its powerful lighting sys- 
tem produces clear, brilliant images on the screen. There is 
absolutely no flicker. The film may be run forward or back- 
ward, or it may be stopped on a single frame for protracted 
discussion without damage. Its precision and all round de- 
pendability insure long life under all conditions of use. 

Write for folder ‘‘Filmo in Schools and Colleges’ and for 
the name of the nearest Filmo 
dealer. He will give a free dem- 
onstration in your school at 
your request. 


i 7 7 


Filmo 57-E Special School Projector,250 watt, 
Samp. lamp, fixed resistance, 45-50 condenser, 
geared rewind, large type sprockets and safety 
shutter. With special new style school base case, 
$205. Other models from $198 up. 


& HOWELL 
Filmo 


BELL & HOWELL CO., Dept. O, 1816 Larchmont Avenue, Chicago 
New York - Hollywood - London (B. & H. Co., Ltd.) Established 1907 





BELL 








Mention Tur Journar, when writing our advertisers. 








MAPS FOR EVERY CLASS 
IN GEOGRAPHY 


Prepared under the direction of 
Dr. Douc.tas C. RIDGLEY 


The Ridgley series contains outline maps for use 
in the elementary school, high school, college, 
and university. 


We have recently added many maps to our out- 
line series, also fifveen new Climatic Charts. 


Write for our new map order list and prices. 
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V. C. 
FINCH’S 


ECONOMIC GEOGRA- 
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Clear, simple and 
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these Maps are ad- 
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both individual and 
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Dept. V-3 





A.J. Nystrom & Co. 
3333 Elston Avenue 
Chicago 


Wanted! 


COUNTY MANAGER 


This is a genuine opportunity for 
some man or woman with school 
experience, acquaintance with 
local school officials, good stand- 
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to earn good money. Use of car is 
necessary. 

The position is with a large na- 
tionally known organization dis- 
tributing a product unqualifiedly 
endorsed by state and local school 
officials everywhere—a recognized 
necessity in every schoolroom. 


The work consists of the sale of 
this product to the rural and small 
town schools. Those appointed will 
be expected to work either full time 
immediately or part time now and 
full time next summer. 

This organization is of the 
highest standing and rating, and 
its advertisements appear regu- 
larly in this Journal. The best qual- 
ified applicant will be appointed 
as representative in each county. 

Applications will be considered 
in the order in which they are 
received. Give full details as to 
experience, age, time you can 
devote to the work, etc., in first 
letter. Address C. Seymour Jones, 
46 West Oak Street, Chicago, 
Illinois. 

















Now a Monthly Magazine 
PROGRESSIVE EDUCATION 


For educators and parents who live in a modern world 
and who believe that education should 
keep pace with all progress 
CONTENTS FOR FEBRUARY 

George Boas (Johns Hopkins)——An Ideal College Cur- 
riculum 

Brown and Josephs (Avon Old Farms)—An_ Experi- 
ment in Teaching Mathematics as a Phase of 
Science 

Howard Smith (Milton Academy)—The Work of the 
Secondary School Board 

John A. Lester (Hill School)——Progressive Elements in 

the Middle States Meetings 

Katharine Taylor (Shady Hill School)——-Recent Develop- 
ments in Primary Education 

Wilford Aikin (John Burroughs School)—Trends in the 
Secondary School 

Stephen P. Duggan-—The 
International Education 

Book Reviews Editorials 















Work of the Institute of 


News and Notes 
Work of the P. 
Write Department Q 
PROGRESSIVE EDUCATION ASSOCIATION 
10 Jackson Place Washington, D. CG. 


E. A. 









MASTERS IN ART 


THE FINEST COLLECTION OF 
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THe JouRNAL OF THE NATIONAL EpucATION ASSOCIATION 





March, 1930 





(Continued from page A-82) 

and more impressed with the strength of its 
faculty, with their power for good. Perhaps 
it has men now with a broader preliminary 
training, though they then were profound 
scholars; perhaps it has men of keener ip- 
tellects though they then were very exact in 
their reasoning; but the great distinguishing 
mark of all of them was that they were men 
of character. Their words carried convic- 
tion because we were compelled to believe in 
the men who uttered them. They had the 
power not merely to advise but literally to 
instruct their students. 


The American Education Week 
in Brazil—Members of the commission 
of Brazilian educators which recently 
studied conditions in the United States 
gave enthusiastic reports of their experi- 
ence with American Education Week. 
They have translated and used through- 
out Brazil the material which appeared 
in THE JouRNAL of the National Edu- 
cation Association. The highest civic and 
educational leaders take 
terprise. 


art in this en- 


At least they rate better than this 
today—The following advertisement 
from the Maryland Gazette of almost 
300 years ago indicates the lowly status 
of the teacher in colonial days: 


To be sold—a schoolmaster, an indentured 
servant who has got two years to serve. He 
is sold for no fault any more than we are 
done with him. He can learn bookkeeping 
and is an excellent good scholar.—Indiana 
Teacher. 


New York University dedicates 
new education building—A _ two-day 
National Educational Conference 
marked the opening of the beautiful new 
education building at New York Uni- 
versity February 28, March 1. Each ac- 
tivity housed in the new building held a 
separate formal opening before its actual 
dedication. 


Education recognized—The _na- 
tional budget for the Office of Educa- 
tion, William John Cooper, director, 
calls for the greatest increase ever sug- 
gested and it was the first appropriation 
bill passed by the House of Representa- 
tives. It was passed practically unani- 
mously as it was recommended by the 
appropriation committee. It has been ap- 
parent for some time that the Office of 
Education and Dr. Cooper will be given 
every opportunity to demonstrate ability 
to dissociate education from every other 
responsibility of the Department of the 
Interior and to magnify definite educa- 
tion service to America.—Journal of 
Education. 


(Continued on page A-86) 


Vol. 1 


am wemmnanaiitii mmo - = 


i, on ee. 
























































































































































































































































ae we we to = 


Vol. 19, No. 3 





THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 









HOLDEN 


Book Covers 


Springfield, Massachusetts 








OR nearly a quarter 
of a century school 
boards have protected 
their window shade in- 
vestments by specifying 
Draper Window Shades, 
Easy operation—long life 
— correct ventilation 
—the modifying and 
diffusing of light to 
eliminate glare—these 


















Window Shades spe- [i 
cially adaptable for AAI MIG 
schoolroom use. Riveipansdemiea 

Skilled workers and Draper Sanitary Style Shade 
high standards of workmanship, backed by 
experiment and experience, combine to pro- 
duce a better shade, preferred by school buy- 
ers everywhere. Tested and proved daily in 
thousands of schools. For illustrated catalog 
describing the complete Draper line of 
School Shades, address Dept. J 


Luther O. Draper Shade Co, 
ELD} 


HE CLEANLINESS CRUSAD 


a complete class project for school- 
room use 

Here is a project that both the 
teacher of elementary grades and her 
pupils will find interesting. It makes 
the study of Health and Hygiene both 
educational and recreational. Best of 
all, it develops in the child mind a 
love of cleanliness, rather than the 
duty of cleanliness. 

The material included in the Clean- 
liness Crusade is as follows: 

The Cleanliness Crusade Booklet, de- 

scribing the entire project. 


—8 posters in full colors, for the school- 
room walls. 


-A delightful, fantastic story by John 
Martin, “The Cruise of the Ivory 
Ship,” to be read by the children them- 
selves. 
















I III NI TEE TI ISTE TEI STE ESE EE IS EIS EIEIO TOS 


INDIANA 


2 























—A booklet of lessons in soap sculpture. 
—‘‘How to Make an Ivory Yacht.” 







Cut-out reading project, in rhyme, 
illustrated. 
—‘‘Adventures for the Cleanliness 





Crusaders,” a 36-page booklet contain- 
ing 6 schoolroom playlets. 







—Health rules and Cleanliness Castle 
poster. 

—Sheet of instructions for block print- 
ing. 





—*The Muddies of Mussyland,” a school- 
room play. 


—‘Songs of Cleanliness,’”’ by John Martin. 
Cleanliness Crusade Merit Posters and 
miniature cakes of Ivory Soap for every 
child, to be requisitioned at end of 
Crusade at no extra cost. 

Complete material for the Cleanli- 
ness Crusade will be mailed to any 
teacher upon receipt of 46 cents in 
stamps to cover cost of postage and 
handling. 

As the Crusade is appropriate for 
elementary grades only, we have a 
special educational chart, prepared 
by Dr. Bonser of Columbia Univer- 
sity, for teachers of the higher grades. 
This chart will be sent free to school 
Superintendents upon request. 

PROCTER & GAMBLE 
Educational Dept.—J N-330—Cincinnati, Ohio 

































Hospital and Nurse bills. 
when all others want their pay. 





When All Others Take / 


HE T. C. U. Check comes just when you need money to pay your Doctor, 
It is the one giving hand that brings you funds 


One out of every five teachers each year loses pay and must meet the extra ex- 


penses that come with sickness, accident or quarantine. 
meet their bills, or have the added worry of debt. 


Some rob their savings to 
Thousands of others pass the 


risk along to the T. C. U., as does Miss Helen Hannahs of East Liverpool, Ohio, 
who recently wrote as follows: 


































What It Means to be a T. C. U. 


$50 a Month (and up) when you are totally 
disabled by accident or confining illness. 


$11.67 a Week (and up) when you are 
quarantined and your salary has stopped. 


$25 a Month (and up) for illness that does 
not confine you to the house but keeps you 
from work. 

20 Per Cent increase in sick benefits for 
two months when you are confined to an 
established hospital. 


$50 a Month (and up) when you are totally 
disabled by injuries received in an auto- 
mobile accident and $1,000 for accidental 
death in an automobile disaster. 


$333 to $1,000 (and up) for major acci- 
dents, or for accidental loss of life. These 
indemnities are increased 10 per cent for 
each consecutive annual renewal of the 
policy for not to exceed five years. 


Double these benefits for travel accidents 
sustained in railroad, street car or steam- 
boat wreck. 


Operation benefits in addition to other 
benefits after your policy has been main- 
tained in force for 
one year. 

Policies paying 
larger benefits are 
also issued. This 
is what is meant 
by “(and up)” 
when used above. 








Caution—Regarding 
Payments 


Pay no money to strangers 
without asking to see the “‘Writ- 
ten Authority’? which we issue 
to each person entitled to re- 
ceive money on behalf of the 
T. C. U. Make all checks pay- 
able to the Teachers Casualty 
Underwriters. 


Mention Ture Journal when writing our advertisers. 


T. C. U. Check Banishes 
Worry 


“Ordinarily the expense connected with 
an operation is something to worry about, 
but that worry is banished when one is 
protected by the T. C. U. I wouldn’t be 
without it.” 

You never know when sickness or an 
accident is going to stop your pay and 
cause extra expenses. Accidents come with- 
out warning—sickness overtakes you before 
you realize it. You are in constant danger 
of experiencing the same kind of an acci- 
dent as did Mrs. Eliza Jessen of Santa 
Paula, Cal., who was struck by a “hit-and- 
run” motorist and had to spend weeks 
under the doctor’s care. She was under the 
T. C. U. Umbrella. When she received her 
T. C. U. check she wrote us as follows: 

“T surely thank you for your fairness and 
promptness in paying my claim for the 
accident I had March 5, being knocked 
down by a hit-and-run motorist. It was 
a great relief to know that much of my 
expenses would be covered.” 


Get Under the T. C. U. 
Umbrella 


Why not arrange for adequate protection 
now—before you have an accident or con- 
tract sickness? Why not prepare for rainy 
days? Find out all about T. C. U. Protec- 
tion (the T. C. U. Umbrella). Fill out the 
coupon today and mail it. Then we will 
send you the T. C. U. booklet that explains 
everything. It does not obligate you in 
any way. Mail the coupon today. 


Teachers Casualty 


Underwriters 
606 T. C. U. Bldg., Lincoln, Nebr. 


ee ND Sn I es a awe 

| FREE INFORMATION COUPON 

| To the T. C. U., 606 T. C. U. Bldg., Lincoln 
Nebr. 

| I am interested in knowing about your Pro- 

| tective Benefits. Send me the whole story and 

| booklet of testimonials. 

| Name 

| Address - 

I (This coupon places the sender under no obligation) 








A DISTINCTIVE GIFT FOR YOUR SCHOOL 


Life like busts of 
Colonel Lindbergh end Admiral _Byrd 
26” Line ibergh bust $25.00 
22” 15.50 
28" S a yrd bus eee eae 30.00 
2 ali 20.00 
We gu arantee uitiaien and safe delivery 
strated Catalog on Request to Schools 


Cc HIG AGO STATUARY MFG. CO. 
401-3 N. Desplaines St. CHICAGO, ILLINOIS 





To 
Members of the N. E. A. 


We extend our thanks for the gen- 
erous attention given our exhibit of 
Nature Books and Loose-Leaf Nature 
Study material in Booth A-43. 


Now that you are back in your 
offices, with time to review the many 
valuable ideas you secured, give some 
thought to your Nature Study or Nat- 
ural Science course and do not forget 
that from our 600 different forms we 
can build a Nature notebook that will 
fit your particular needs. 


We supply these special-built note- 
books for public and private schools, 
Teachers Colleges, Clubs and Camps 
in nearly every state, all the official 
Girl Scout Nature work, and for Boy 
Rangers, Boy Scouts, Camp Fire Girls, 
Girl Reserves, and Girl Guides of 
Canada. 


Send us the name or names of your 
teachers interested and we will for- 
ward catalogs and sample sheets. 


The Slingerland-Comstock Co. 


Builders of Special Loose-Leaf Notebooks 
Ithaca, N. Y. 





Size sense inches 
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THE Jou RNAL OF THE NATIONAL EDUCATION ASsociATION 





(Continued from page A-8+) 


The professional calendar—The 
coming weeks include many interesting 
conferences covering a wide range of pro- 
fessional appeal. 


The North Central Association of Col- 
leges and Secondary Schools will meet at the 
Hotel Stevens, Chicago, Ill., March 18-21. 
Further information may be secured from 
the secretary, Dean J. B. Edmonson, Uni- 
versity of Michigan. 

The tenth annual Ohio State Educational 
Conference will be held in Columbus, April 
3, 4, 5. Robert M. Hutchins, president of 
Chicago University will speak at the Thurs- 
day night general session. E. H. Sothern, 
actor, will give a series of Shakespeare read- 
ings Friday night. 

The National Association of Penmanship 
Teachers and Supervisors will meet in De- 
troit, April 9, 10, 11. The theme will be 
“Fitting penmanship to the new curriculum.” 


The Michigan Society for Manual Arts 
and Industrial Education will hold its second 
annual convention at Grand Rapids, 
24, 25, 26. For further 
Earl L. Bedell, 
Michigan. 


The International Kindergarten Union 
meets in Memphis, Tenn., April 21-25 in 
conjunction with the convention to be held 
by the International Congress of Nursery 
Schools and the National Congress of Pri- 
mary Education. 

Schools, 
tween 


April 
information write 
1354 Broadway, Detroit, 


education, and the relation be- 
teacher and child hold prominent 
places on the program of the First Interna- 
tional Congress on Mental Hygiene, just 
announced from administrative headquarters, 
370 Seventh Avenue, New York City. This 
Congress is to be held at Washington, D. C., 
May 5-10, 1930. It is expected that educators, 
psychiatrists, general medical practitioners, 
psychologists, social workers, and others will 
be present from many countries. Mr. Hoover 
has accepted the honorary presidency of the 
Congress and twenty-eight countries are al- 
ready represented on the committee on or- 
ganization. 


Among agencies participating in the or- 
ganization of the Congress are the National 
Education Association, the U. S. Office of 
Education, the American Child Health As- 
sociation, the National Congress of Parents 
and Teachers, and many other health and 
educational bodies. 


Foreign summer school oppor- 
tunities—If you are trying to decide 
between your equally strong desires to 
travel this summer and to take advan- 
tage of summer school, these announce- 
ments may help you to combine the two 


The annual “Seminar in Mexico” holds its 
fifth session in Mexico City July 5-25. The 
seminar affords an opportunity to study the 
life and culture of the Mexican people. The 
program includes lectures by the leaders of 
Mexican life, educational, artistic, govern- 
mental. The seminar is planned as an ob- 
jective study of the moving forces in Mexico. 
Members of the seminar are given an oppor- 


(Continued on page A-88) 


Mention Tue Journat when writing our advertisers. 









| Box Jl 





March, 1930 


i 


EUROPE: 


Why not get the maximum perma- 












nent satisfaction from your tour to Eu- | 
rope? Enjoy the guidance of eminent 
scholars—the equivalent of a summer 
school. 
Write for Booklets and 
Reading Lists 
The Bureau of University 
Travel 
NEWTON, MASS. 















° 


LEADING STUDENT TOURS TO 
All expenses Sea 
We serve the intellectual elite. Become 
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and Land including 
acquainted with our amazing travel values 
STUDENTS TRAVEL CLUB 


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—the result of years of specialization. 
551 Fifth Ave., N. ¥.—Write for Booklet W 


0 6.o6UCUlotftlCC Ol CUD8lLhLUD8Wl CU8DUl CUCNTlCUD 











UNIVERSITY and 
STUDENT TOURS 


The Ideal Tours for cultured travelers. 
Competent Leadership — splendid travel 
arrangements. College credit available. 
A Mediterranean Cruise—Tour and 
** Vergilian Pilgrimage.”’ 

“The American University Way of Travel” 
AMERICAN INSTITUTE of 
EDUCATIONAL TRAVEL 
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Interest Absorbing Vacations 
$545 Yo Cash Blane in '8 equal monthly 


instaliments after you return 


NOW you can make. your dreams come true. 
Visit England, 


Ireland, Scotland, Belgium, 
Holland, Germany, Switzerland, Italy, France, 
and to see the wonderful Passion Play at Ober- 

A marvelous, inspiring vacation 


Via Scenic St. Lawrence Route 


From Montreal, 1000 miles of river. Only 4% 
days at sea. Tourist Third Cabin provides every comfort 
and convenience. Cost, including all necessary expenses, 
depends upon itinerary selected. For complete details, 
itineraries, terms, write to 

European Treasure Tours 


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Jol. 19, No. 3 








Recommended Cruises 


to Alaska 


Time and all-expense round trip cost from Chicago 


Inside Passage— 


16 to 18 days. 
Skagway, Sitka, Wrangell, Juneau, 
SEES Soe sees oe $285 


Southwestern Cruise— 


20 to 25 days. 
Seward, Cordova, Prince William $3 89 


. Sound, Gulf of Alaska - - - - - - 
iis 7,000 Island Cruise— 
d 16 to 22 days. 
Islands, Villages, and scenic water- 
% ways of Inside Passage- - - - - - $242 
8. 
vel Golden Belt Tour— 
ile. 29 to 31 days. 
d Interior Alaska, Mt. McKinley, Fair- 
banks, Anchorage - - - - - - = - $ 5 5 1 
wl Yukon Circle Tour— 
of 40 to 45 days. 
EL 


Klondike, Dawson, Yukon River, 
Arctic Circle- - - - - - + + - - e $62 5 


Write us, please, for complete information about 
the cruise most interesting to you 
E. E. NELSON 


217 Northern Pacific Building 
St. Paul, Minn. 


Northern Pacific Railway 


A NEW North Coast Limited for 
Summer Travel West 





610 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION A-87 


———— ee a 









to describe 
the wonders 


of this 8,500- 
mile Circle 
Tour! 












ASCINATING .. glorious... 
thrilling .. really, we’re about 
out of adjectives. Perhaps you 
will be able to supply a few new 
ones— after you have taken the 
trip. Why not take it this summer? 


Some take the sea voyage first, 
others the 3,000-mile trip across 
the continent. You sail on a huge, 
new electric liner from one side 
of America to the other, stop at 
Havana and pass through the 
Panama Canal. Home by rail 
—with stopovers along the 
way. Cross country trip by 
Transcontinental Air Trans- 
port arranged, if desired. Choice 
of luxurious 33,000 ton steamers— 
California, Virginia and Pennsyl- 
vania — for the trip by water. 


Low summer rates, as follows: 
Round Trip, $375 up, 1st Cabin 
—$235 up Tourist; One Way, 
water, $275 up, 1st Cabin —$135 
up, Tourist. 


No. 1 Broadway, New York ; 460 Market St., San Fran- 
cisco; or any authorized steamship or railroad agent. 


= fanoma facifie fine 


INTERNATIONAL MERCANTILE MARINE COMPANY 





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vacation 
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OCK up your desk, pack up 
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And it’s not going to deplete your 
travel budget, either, if you go 
via TOURIST Third Cabin on a 
White Star, Red Star or Atlantic 
Transport liner. 

You're going to be delighted 
with the comfort of your accom- 
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food, the courtesy of the stewards, 
the intriguing music, the deck 
space at your disposal, and the 
congeniality of your traveling 
companions—cultivated American 
vacationists. 

You're going to be delighted 
with the ship you sail on, for we 
have reserved for your use such 
liners as the great Majestic, the 
world’s largest ship; the palatial 
Belgenland, noted world cruise 
ship; Adriatic, Doric, Minnekahda, 


$105 


(up) the “exclusively Tourist Third” 
one liner, the Lapland, and the Penn- 
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$190 ‘vo formerly de luxe Cabin ships 
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International Mercantile Marine Company 


30 Principal Offices in the United Statesand 
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York City. Authorized agents everywhere, 








THE JOURNAL OF THE NATIONAL 





(Continued from page A-86) 


tunity to visit typical schools, villages, and 
archeological monuments. Trips to outlying 
sections are arranged for those who can re- 
main for an additional week or two. For 
particulars address: The Committee on Cul- 
tural Relations with Latin America, 112 
East 19th Street, New York City. 


American teachers interested in summer 
study in Germany may obtain from Zentral- 
institut fir Erziehung und Unterricht, Berlin 
W35, Potsdamer Strasse i?” a comprehen- 
sive announcement under ine title—Pada- 
gogische Studienwochen fiir Auslander 1930. 


Last summer the Brazil Summer School 
was an experiment. The success of the first 
session has assured its continuance. The pro- 
fessors and students who attended last year 
are emphatic in their praise. The second ses- 
sion will be held this summer in Rio de 
Janiero. Information may be had from the 
Institute of International Education, 2 West 
45th St., New York City. 

The Geneva School of International 
Studies organized seven years ago at the re- 
quest of several European national student 
groups, holds annual summer sessions in 
Geneva, Switzerland. The students may use 
the League of Nations library, one of the 
most uptodate and complete collections of in- 
formation on international affairs in ex- 
istence. It is primarily a “school of interna- 
tional contacts where students from many 
countries may meet during summer vacations 
to study together, to hear diverse viewpoints, 
to discuss them and to grow to understand 
them. It provides a vivid opportunity for the 
close and comparative study of national cul- 
tures and of all the psychological differences 
which have acted as barriers to international 
cooperation.” In the summer of 1929 over 
400 students from some 35 countries attended 
the school during July and August. The plans 
for the 1930 program promise as brilliant 
and interesting a session as those in the past. 
People traveling in Europe who are unable 
to spend more than a few days in Geneva 
will be allowed to attend the same series of 
lectures as are given the students enroling 
for a month or longer. This will include a 
daily lecture on the League of Nations and 
daily lectures in English and French on spe- 
cial problems bearing on the study of inter- 
national relations. Obtain further informa- 
tion from the New York office of the Geneva 
School of International Studies, 218 Madison 
Avenue, New York City. 


In the country that leads the 
world !—Do you know that more than 
a million children in the United States 
under 16 years are gainfully employed 
and a third of these are 13 years or 
under ?—National Child Labor Com- 


mittee. 


Enrich your nature lessons—The 
National Association of Audubon Socie- 
ties announces that through the gener- 
osity of its friends it is again enabled to 
furnish large numbers of colored bird- 
pictures and leaflets to school teachers 
and pupils of the United States and 

(Continued on page A-90) 


Mention Tur Journat when writing our advertisers. 


EpuCcATION ASSOCIATION 








March, 1930 














ENJOY THE ROCKIES 





WHILE YOU STUDY 


Summer SCHOOL at the University of 
Denver means more than class routine. Here 
hours of study are balanced with hours of 
healthful recreation in the cool atmosphere 
of mile-high Denver. America’s most famous 
mountain piaygrounds are in plain view of the 
campus, calling you to afternoon and week- 
end outings. You also enjoy the amusements 
and the cultural advantages of a city of 325,000. 
Distinguished guest professors from America 
and Europe will give courses in 1930. If 
interested in advancement in education ask 
especially about the course for superinten- 
dents, principals and supervisors. Summer 
Sessions run from June 16th to July 23rd and 
July 23rd to August 29th. . Full information 
is contained in Bulletin No. 6, obtainable 
from Wilber D. Engle, Director. 


UNIVERSITY OF 


DENVER 























Teachers of Biology, Physical 
Geography, Nature Study, or 
General Science 
may observe, collect, and study plants, ani- 
mals, rocks, under experienced leadership | 
and with the best facilities for field, labora- | 
tory, and library work while living com- | 
fortably in an invigorating climate with | 
congenial associates— | 
JULY 5 TO AUGUST 23, 1930 


The Allegany School 
of Natural History | 


The Summer School in the Forest 


Quaker Bridge, New York 


Fourth season of a new type of school, based 
on the best educational principles and offer- 
ing college credit. 

For booklet write 
Dr. R. E. COKER, Chapel Hill, N. C. 






















WITTENBERG COLLEGE 


SPRINGFIELD, OHIO 
Rees Edgar Tulloss, Ph.D., D.D., L.L.D., President 
SUMMER SESSION-1930 

First Term June 16-July 19 
Second Term July 21-Aug. 22 

Courses leading to A. B., B. 8S. in Education, and 
M. A. degrees. Demonstration School, Special offer- 
ings in Religious Education, Music, Coaching and 
Adult Education. 

For Bullctin or other information, 

Address: H. J. ARNOLD, Director of Summer Session. 













Schoolhouse Planning 


Invaluable for those who have school-building 
problems. 


164 pages ...... #1.00 per copy 


National Education Association 
1201 Sixteenth Street, N. W. Washington, D, C. 








= 
Fi 
~—~ 











Vol. 19, No. 3 THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION 








SEE EUROPE IN 1930 BY MOTOR 


All Expense” 
“House Party Tours” 
At Sensationally 
Low Prices! 


UXURIOUS motoring 
throughout Europe is 
the outstanding feature of 
Guild Tours. One sees the 
quaint little towns and ro- 


Come to 


E-TO-MA-CHEK 








manticcountryside,aswellas a half months. Itinerary includes 1o ; a 
the great glittering capitals!  Ensland, Holland, Belg, Ger A Delightful Vacation Playground 
* All necessary expenses are in- Spam eS ea sec ine, rp earneneig LOCATED at beautiful Powers Lake, Wis. Just the 


cluded in the tour price: round 
trip ocean passage; accommoda- 
tions and meals at good hotels; 
motor trips and sightseeing; all tips 
abroad; admissions to galleries, 
etc.; and services of guides. 


land, Italy and France, with special spot where teachers will find wonderful facilities for 
ernmeete Ob che “tang pare the enjoyment of all land and water sports. Free in- 

yo , ’ ine Region, z : my oa ia al ta ng 
Berlin, Tyrolian Alps, Grande AL truction for those who wish it in the following: hockey 
pine Tour, Italian Lakes and Hill with an English coach, canoeing, boating, swimming, 
Towns, Rome, Florence, Venice, 





tennis, ¢ -creationz Yanish gymnastics. Stable o 
: : Navies, lelldntand Freach Rivi. ennis, and recreational Dani h gy - 1astic table of 
Passion Play & 5 Countries eras, Route des Alpes, the Chateau good saddle horses on the grounds. Adjacent golf courses. 
Country and Paris. Play just rest in the sunshine, in the shade of the beauti- 
By Motor, All Expenses . ful Sg aad ecobites anddaiedie ite sia dati yn ‘ bap 
See Normandy, Paris u ” ; P tet ee ee ee eee 
Burgundy, Switzer- $395 Ask for Booklet E30 cellent food. No routine unless you wish it. Your time is your 
land, Austria, Ober- describing these and own. Simply enjoy yourself. Register for one week or more. 
ammergau and the Passion Play, hundreds of otherfas- ‘ 77 
Munich, Nuremberg, Heidelberg, cinating tours priced July 16 pag August 27. ac . : at 
Cologne, Brussels, Antwerp. from $335 to $1007, Address Secretary, Box 730, 5026 Greenwood Ave., Chicago, IIl. 


R and ranging in length 
‘All-of-Europe” By Motor — from 25 days to 74 


: . days. F 3 
«Including Passion Plays “*Y* "econ request 
Here is an ideal tour CRUISE-TOURS 
for the wala who $995 ORIENT 


to Hawaii, Japan, 
wants to see all of Eu- China, Philippines, all expenses, 


rope quite thoroughly in two and $520 to $1060. Ask for Booklet ‘O’ 


THE TRAVEL GUILD, Inc. 


Affiliated with the _ DEPT. 431, 180 N. or 521 Fifth Avenue, 
Art Crafts Guild, Inc. MICHIGAN, CHICAGO New York City 











tiend Summer School 
‘Olorado Rockies & 
| i 

















at 
MINNESOTA 


Heart of the Nations Playground 


Minnesota is the third largest State University. The facilities 
it offers teachers, graduate and undergraduate students in work 
' leading to all Academic and Professional Degrees, are unsur- 

passed. 














iy’ 


College of Education 


offers excellent opportunities to those desir- e. 
ing to advance to higher teaching or ad- /g7*3 
ministrative positions. 

—All Departments in Session— 
Courses in Standard and Special Subjects: 


ADMINISTRATION SCHOOL Music ART oe Te . 
SUPERVISION PsyYCHOLOGY )} 
~ (| 


Continental Divide—Seen on Student Tours 


The University of Colorado, in the foothills of the Rockies, offers you 
unsurpassed opportunities for combining summer study with recreation 
a Organized hikes and week-end outings; mountain-climbing; visits to glaciers; 
“In the Heart of the Nation’s hile automobile excursions to Rocky Mountain National Park; mountain camp 

Playground corte maintained for summer students. Altitude of one mile, within sight of per- 
Enjoy Your Recreation Time = Pais petual snow, gives unexcelled climate and stimulating atmosphere. 


CuiLp WELFARE 


Supplementing the vast Natural Playground /. We, +4) First Term, June 23 to July 26 

of Hills and Valleys, Lakes and Rivers that hh at 

Minnesota offers, a special recreational pro- Eire oa Second Term, July 28 to August 29 
gram has been organized, Highly inter- a 


Courses in Arts and Sciences, Law, Medicine, Education, Business Admin- 
istration, Journalism, Art, and Music. Field courses in Geology and Biology 
Maison Francaise, Casa Espafiola. University Theater, with special instruction 
in Dramatic Production. Many special courses for teachers, supervisors 
and administrators. Opportunities for graduate work in all departments 
Excellent library, laboratories. Organ recitals and public lectures. Vacation 
railroad rates. Boulder common point from Eastern States. 


UNIVERSITY OF COLORADO 


Boulder, Colorado 


esting Lectures, Convocations, Concerts 
and Dramatics, Excursions to Points 
of Historical, Artistic, and Industrial 
[nterest. Tournaments in Golf, Ten- 
nis, Hand Ball, open to men and 
women. 


First TERM 
June 17th-July 28th 


Seconp TERM 
July 28th-August 30th 


Send Today for Complete Information 


Dean of the Summer Quarter (Dept. S), University of Colorado, 
Boulder, Colorado: Please send me the Bulletins checked below: 


For complete informa- 
tion, address 


Director of Summer A * Summer Quarter Catalogue ---Summer Recreation Bulletin 
’ Session, Box B. f2:* Field Courses in Geology and Biology __.Graduate School Bulletin aden 
=> University of Minnesota Write Name and Address in Margin and Mail 





Minneapolis, Minn. 


Mention Tue Journat, when writing our advertisers. 





A-90 


CANADIAN NATIONAL=-TO EVERYWHERE 


IN CANADA 





Land of Romance— 
Charm and Mystery dl 


. Mellow summer days, long hours of bright fy 6 

















sunshine, rosy twilight, where the sun sets in 
a blaze of glory to rise slowly again, blending 
evening into morning with no thought of night. 
Range after range of giant snow-capped moun- 
tains. Gleaming glaciers. All these — and the 
comfort and luxury of steamers of the aug- 


mented Canadian National Railways Alaska 
Fleet. 


Canadian National’s Jasper Park-Pacific Route 
across Canada prefaces this glorious voyage 
through the sheltered ‘‘Inside Passage,’’ with 
stops at Ketchikan, past wondrous Taku Gla- 
cier, Wrangell, Juneau and Skagway—one of 
the world’s famous rail-and-water cruises. 


A tri-weekly service from Vancouver or Prince 
Rupert affords excellent connections at Skag- 
way for Lake Atlin and Dawson by the White 
Pass and Yukon Railway, following the famous 
Klondike Trail of ’98—a suc- 
cession of thrills anda 
constant panorama of mag- 
nificent scenery. 





For information 
and descriptive 
literature com- 
municate with 


Tue JourNAL oF THE NATIONAL EpucATION ASSOCIATION 








DETROIT 
1528 Washington Bivd. 





ao 
BOSTON NEW YORE (2 
186 Tremont St. 606 Fifth Ave. . 
BUFFALO PHILADELPHIA 
420 Main St. 1422 Chestnut St. > 
CHICAGO PITTSBURGH 
» 


4 8. Michigan Ave. 
Pg yt 
9 E. Fourth St. 


“or EVELAND 
926 Euclid Ave. 


‘ * 
PORTLAND, ORE. FaeJ 
802 Yambill St. A 
¥ 


8T. LOUIS 
814 No. Broadway 
8T. PAUL 
88 East Fifth Street 
SAN FRANCISCO 
689 Market St. 


DULUTH 
480 W. Superior St. 
KANSAS CITY 
705 Walnut St. 


LOS ANGELES SEATTLE 
607 So.Grand Ave. 1829 Fourth Avenue 
MINNEAPOLIS wasueeyo™ D. 9. 
518 Second Ave. So. 901—16th St., N.W 


eens Next Summer? 
Sailing Early in July 
Tour A—England, Holland, Belgium, 


Germany, Switzerland and France 


Tour B—England, Scotland, Holland, 


Belgium and France 


Cabin $625, Tourist Third Cabin $525 
44 days Parties limited to 25 
APPLY TO 


Mrs. R. S. Ridgway 
24 So. Grove St. East Orange, N. J. 









AND r JANN way System ATIONAL 


EUROPE 
VACATION TRIPS 


Art and Music 
English Literature 
Interior Decoration 

Language Study 


Send for Booklet 


TEMPLEGIOTOURS 


443-Y Park Square Building 
BOSTON, MASS. 





Mention Tur Journat when writing our advertisers. 





March, 1930 





(Continued from page A-88) 
Canada. A leaflet explaining the plan 
will be sent to any teacher making re- 
quest from the National Association of 
Audubon Societies, 1974 Broadway, New 
York City. 

Remember Child Health Day— 
The keynote for May Day this year is 
parent cooperation in the community pro- 
gram on child health and protection and 
the slogan, “Every Parent and Every 
Community United for Health for Every 
Child.”—American Child Health Asso- 
ciation, 370 Seventh Avenue, New York 
City. 

David Felmley to retire—David 
Felmley, president of the oldest state 
normal school of the west at Normal, 
Ill., which was established by a group 
of the most eminent professional edu- 
cators of New England, and the pro- 
genitor of remarkable state normal 
schools west to the Pacific Coast, will 


retire on July 1, at the age of seventy- 
two. 


Dr. Felmley has been the principal 
of this famous school for almost thirty 
years and is the most distinguished pro- 
fessional educator of the state in length 
of high professional service in the state. 

Dr. Felmley has been in poor health 
of late, and in proposing retirement he 
says characteristically that it would be 
an injustice to his duties as well as to 


himself to continue.—Journal of Educa- 
tion. 


Make plans now—World Good- 
will Day is May 18. Prepare for it now. 
A most useful book for this purpose is 
Education for World Citizenship by 
William G. Carr of the NEA Research 
Division. This book is published by Stan- 
ford University Press, Stanford Univer- 
sity, California. 

To personally aid the cause of World 
Goodwill send $5 to the World Federa- 
tion of Education Associations, 1201 16th 
St., N. W., Washington, D. C. and be- 
come an individual associate member of 
this great organization, which is helping 
to advance education throughout the 
world. Each member will receive free a 


beautiful 8 inch desk size bust of Horace 
Mann. 


a ST Ye) -) ME TO 
33 days 


Foremost Student Tours 
Nearly 4000 satisfied members in 
OTC ART TE 1229. Small parties, Ist class hotels, 

Boke rata" SO 

oO! urs. 
PASSION PLAY COLLEGE TRAVEL CLUB - 
ae 154 BoyisTon St. Boston, Mass. 

EXPENSES 








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