"oe he 
ae ’ APRIL, 1930 sAPR 2 1999 No. 










‘ 
tL _fhh; 





tHe JOURNAL ¢ the 
NATIONAL EDUCATION 
ASSOCIATION 


Fixe 


ny 
UU 


i_f 








» 


(ea 


Vite 


LW “az 





| 
| 


——= 
= 
Ls 


ale | t — 


0" fac) 


= 


( 













— 
a 


See ee me ee 


>= 

























eon FOND On CONC UNC TNO CONE re 
SS ho 
iu Site aa | NLU 
The Atlantic City Convention—Editorial . ; ‘ : , ; ’ 101 
=x3\\ Some Atlantic City Resolutions . ‘ : , 102 y =x: 
iT | Education in the Spirit of Life—From President Cody’ s ‘Addre ww. ; rf 103 a 
Significant Ideas from Atlantic City . : : ; 104 f 
Achievements of American Education—Sixtieth Anniversary Nile, : ; 105 
~~ Mental Health and Learning—J. Mace Andress =. sw ws 109 | 
The Teacher’s Own Health—From The Teacher's World . ‘ ‘ " 110 } | Sa 
: Re-creative Vacations for Teachers—Jessie M. Robbins , ‘ ; ; 111 : 
Child Welfare and the 1929 Legislatures—William G. Carr ; ; , 112 
\ American Education Week 1930—Announcement of Program ‘ . , 113 \ 
The Child’s Bill of Rights—Classroom Poster. ; ; : ‘ : 114 | 
Horace Mann As Curriculum Content—Ross L. Finney ‘ ; : : 115 
j A Call to Action—Messages from Two Presidents R 117 
' Members and Professional Staff of the Federal Board for V ecentenel on ar 
, tion—Photo Feature . : ; ; ‘ : 118 \ . 
\ Health, the First Objective—Francis W. Kirkham : , : ‘ : 120 } 
! Vitalized Commencements in Chanute—L. H. Petit . ; ; : : 121 
\ (HThe Use of Leisure—Henry Suzzallo , : R : ; . 123 ‘ 
\ Vitalized Group Study and Faculty Meetings ‘ . ; 126 \ 
The Protective Amendment and the Public TENT ae Poster : 127 y 
1 Y Teachers’ Salary Trends and Buying Power—Statistics ‘ i . : 128 ‘ 
1 Sixty Educational Books of 1929 ‘ ‘ . , ; , . ‘ 129 
\ Builders of Our Profession P , . ‘ : , i ; ‘ 133 y 





Notes and Announcements A-108 






Contents of previous issues of The Journal of the National Education 
Association can be found by consulting the Readers’ Guide in your library. 









U 
Pusuisuep 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 

"all SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF ) |e 
! OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. i\ey 


<—_—>°o<—>om oo o< 














WIDE AWAKE Pearson and Lawrence’s 
| LATIN Il 


| THE New | JUST PUBLISHED 

| 

| 

| 654 Pages Richly Illustrated $1.72 

am EXTRAORDINARILY good book 

for second-year Latin. It fol- 

lows closely the authors’ LATIN I 

and conforms to the recommenda- 

tions of the Classical Investigation, 

in regard to content and method. 
Teachers will find that it presents 


Four essentials have been carefully observed: all the required second-year work 





ey in both an interesting and effective 
Careful and Even Grading . | manner. Here are combined the 


Abundance of Reading Matter study of the postponed grammatical 


Non-duplication of Material principles, the required Czsar read- 
Whether or not you knew the old Wide Awake Readers 


ings, and exercises in Latin prose 
you ought to become acquainted with the s43 
New Wide Awake Readers composition. 


The New Wide Awake Junior, 65 cents; Primer, 65 cents; First 
Reader, 70 cents; Second Reader, 70 cents; Third Reader, 


The typography, pictures, maps, 





Seunsins Mechs Manes thnieen and binding make it a beautiful book. 
LITTLE, BROWN AND COMPANY AMERICAN BOOK COMPANY 
34 Beacon St., Boston 221 East 20th St., Chicago NEW YORK CINCINNATI CHICAGO BOSTON ATLANTA 





WINSTON 


THE NEW 
spLISHED SILENT READERS 


By LEWIS and ROWLAND 


Book IV. FACTS and FANCIES—For Grade Four 
Book V. WHYS and WHEREFORES—For Grade Five 
Book VI. SCOUTING THROUGH—For Grade Six 


@ a0 the material is new and original. There is not a selection that appears in any 
other school reader except in the original Silent Readers. 


¢ Every type of silent reading material is offered—types for study, information, reports 
to class, for the development of vocabulary, for stimulating further reading, for the 
appreciation of story, of exposition, of drama, of poetry, etc., etc. 


i A training in essential reading skills, unmatched by that in any other series of readers, 
is presented. 















gust P 


" eteages books teach pupils how to study by much attention to outlining and by 
the frequent use of the summary. 


May we send you detailed information? 





WINSTON BUILDING, PHILADELPHIA A) 


UY 


CHICAGO ATLANTA DALLAS SAN FRANCISCO 






FOR TEXTBOOKS 


A 


ment 
Finle 
addr 
lanti 
the « 
been 
war] 
Pres 
tion 
ing 
whe 
to t 
the 
play 
audi 
ther 
The 
bies 
gral 
spir 
‘] 
spri 
hou 
in 


Cor 


we 
col 








Editorial for April, 1930 


The Atlantic City Convention 


MERICA is an orchestra—the voice 
of many instruments playing to- 
gether in harmony. This state- 

ment made by the editor-poet John H. 
Finley of the New York Times in his 
address to the superintendents at At- 
lantic City might well have described 
the convention itself. Rarely has a theme 
been so perfectly embodied in the very 
warp and woof of a convention as was 
President Cody’s inspiring ideal, Educa- 
tion in the Spirit of Life. From the open- 
ing Vesper Service on Sunday afternoon 
when a great preacher spoke on Leisure, 
to the closing hour on Thursday when 
the National High-School Orchestra 
played to a charmed and appreciative 
audience, the convention held to _ its 
theme, Education in the Spirit of Life. 
The good fellowship of the hotel lob- 
bies, the discussions in department pro- 
grams, the pageant—everywhere the 
spirit of life. 

The boardwalk during the balmy 
springlike days was a great clearing- 
house where everyone met everyone else 
in the comings and goings. President 
Cody believes in practising what he 
preaches. Having done a masterful piece 
of program planning he found time to 
enjoy the occasion and to watch the 
great theme unfold. 

In an auditorium that knows no equal 
the convention was at home. A wonder- 
ful exhibit, the largest ever, on the main 
floor still left room for eight thousand 
seats in addition to the galleries. The 
immense ballroom was ideal for the gen- 
eral sessions. 

Hundreds of important adddresses 
were delivered during the Atlantic City 
convention. In the quality of their 
thought and expression they showed care 
in preparation. With all America listen- 
ing by radio to its ablest speakers, no 
one can hold the floor today without 
something to say combined with the 
ability to say it well. 

The Pageant of Time, An Adventure 
of Education in the Realm of Leisure by 
Percy Jewett Burrell, was a vivid inter- 
pretation of the truth, ‘““Time wasted is 
existence ; used is life.’”” The contribution 


which the schools of Atlantic City and 
of New Jersey made in presenting this 
pageant will linger long in the memories 





uUTGOING President Cody (left) congratu- 

lates the newly elected president of the 
Department of Superintendence, Norman R. 
Crozier of Dallas. 





of the eighteen thousand spectators who 
crowded the great auditorium. 

The National High-School Orchestra 
made a profound impression at Atlantic 
City as it did at Dallas. The presence of 
Walter Damrosch as guest conductor 
and his able address helped to emphasize 
the contribution of the orchestra. Under 
the leadership of Joseph E. Maddy as 
conductor and organizer, this orchestra 
has become a permanent American in- 
stitution. It is giving to music in high 
schools the powerful motive of partici- 
pation’ in the brilliant national and 
world achievements of one of the ablest 
groups of young people ever assembled. 
Chivalry had its tournaments, colleges 
have their football, high schools have 
their National Orchestra. 

A notable feature of the convention 
was the presentation of medals in recog- 
nition of distinguished achievement— 





E BELIEVE that the public schools of the nation are the most potent, the most powerful, and most promising single agency making 
for the unification, stability, progress, and protection of our American institutions——Resolution adopted by the Department of 


Superintendence, February 27, 1930. 


to each former president of the Depart- 
ment a past-president’s medal; to the 
veteran Dr. A. E. Winship a life mem- 
bership in the Department; to Cora Wil- 
son Stewart, founder of the movement to 
remove illiteracy, the Ella Flagg Young 
medal, sponsored by the Administrative 
Women in Education. 

Final action was taken at Atlantic 
City on the plans for the new headquar- 
ters building for the Association. It will 
be a beautiful structure including in the 
total design the present fine building on 
Sixteenth Street. This professional home 
of the Association is a center to which 
educational workers from all parts of the 
world come to see the Association at 
work. It is six blocks north of the White 
House. It is made possible by the life- 
membership movement. 

President E. Ruth Pyrtle was busy at 
Atlantic City developing the program 
for the Sixty-eighth annual meeting of 
the Association which will be held at 
Columbus, Ohio, June 28 to July 4. It is 
to be an all-star program built around 
the theme Vital Values in Education. 
This convention, centrally located, 
promises to attract a record attendance. 

Several notable tendencies are appa- 
rent in these conventions. They are ex- 
tending from a one week to a two weeks 
program. The meetings of at least a 
dozen groups held during the week pre- 
ceding the main gathering were of real 
significance. 

These conventions suggest the pro- 
found change which is coming into Amer- 
ican life. The nation is one vast neighbor- 
hood. Teachers, principals, superintend- 
ents, presidents, professors move across 
state lines as easily as in former times 
they crossed county lines. These conven- 
tions are periods of planning, of search 
for personnel, of new friendships, and 
broad outlooks. Assume that ten thou- 
sand people were present at Atlantic 
City and that each of them talked with 
a hundred others about some problem, 
some appointment, some idea, and you 
have a million exchanges—the greatest 
clearinghouse on earth because it deals 
with the roots of human life. 





| 
| 
| 
| 














Some Atlantic City Resolutions 


ESOLUTIONS express the official and 
authoritative policy of the groups 
adopting them. They represent 

the careful study of able, experienced, 
representative leaders. No service per- 
formed within our professional associa- 
tions is more arduous, more earnest, 
more significant than that of the able 
men and women who year after ‘year 
give generously of their time to the per- 
fection of these policies and no feature of 
professional organization is more neces- 
sary to its life and achievement than 
loyalty to the purposes which have been 
established through sustained study and 
representative discussion and action. 

The full statement of the Resolutions 
Committee will appear in the Associa- 
tion’s Proceedings. The planks which are 
of widest general interest follow: 


Our American heritage—We believe that 
it is the duty of the educational profession to 
see to it that the national ideals, aspirations, 
and principles embodied in our physical, 
moral, social, spiritual, and intellectual in- 
heritance are implanted in the minds and 
hearts of the youth of America from genera- 
tion to generation; and we pledge our con- 
secration to this great task. 


The cost of education—We reaffirm our be- 
lief that the increased demands on the public 
schools for a more extensive and a more in- 
tensive educational program make the in- 
creased cost of public education inevitable; 
that through the vision, scientific knowledge, 
technical skill, and business ability produced 
by such an education the resources of the 
country are developed; that no people ever 
became poorer by thus preparing themselves 
for the effective use of their capital, time, 
energy, resources, and money; and that it 
is largely because of adequate expenditures 
for education that our unprecedented wealth- 
producing power has been gained. 


Education by radio—We recognize in the 
radio a new and powerful instrument of edu- 
cation of farreaching importance. We view 
with deep interest the experiments now being 
made to develop programs which shall en- 
rich and supplement the work of the schools 
in many directions. If these programs are to 
be accepted by teachers and school officials 
they must, however, be free from all adver- 
tising, commercial, and propaganda features. 
They must successfully meet the same im- 
partial tests as textbooks, being wholly in the 
interest of public welfare and with the ap- 
proval of responsible school authorities. 
Moreover they must be closely related to the 
regular programs of classroom instruction. 
In order that these ends may be met, radio 





gem that the Department of 
Elementary School Principals re- 
affirms its stand in behalf of a Depart- 
ment of Education with a secretary in 


the President’s Cabinet in accordance 
with the historic policy of the National 
Education Association —Unanimously 
adopted February 26, 1930. 





instruction must be developed and directed 
by school officials working in cooperation 
with local and national broadcasting com- 
panies and with state and government agen- 
cies providing such service for the schools. 
We accordingly recommend that the execu- 
tive committee be authorized and directed to 
appoint a radio commission who shall be em- 
powered to present to the radio corporations 
the points of view which should prevail in 
the development of educational programs. 


Contributing forces of education—We ob- 
serve a disposition to leave to the schools in- 
creasing responsibility for education, both 
formal and informal. Careful inspection will 
reveal the fact that the school has lessened 
neither its interest nor its efficiency in ad- 
ministering the systematic program of in- 
struction. As the nonschool interests have 
multiplied and intensified they have become 
powerful influences in youthful character de- 
velopment and they should therefore be fully 
conscious of the larger responsibility that 
has come with this larger influence. The De- 
partment of Superintendence appeals to these 
nonschool agencies such as the home, the in- 
dustrial organization, the radio, and the 
movietone to recognize their opportunities 
and their obligations and to join hands co- 
operatively with the schools in developing 
the type of manhood and womanhood that 
may prove equal to the increasing moral, 
social, and industrial strain thrust upon the 
youth of today by a suddenly developed age 
of power, speed, wealth, and newborn 
liberties. 


Public education and the nation—We ob- 
serve with genuine professional interest the 
increasing attention which public education 
is receiving from the national government. 
President Hoover emphasized its importance 
in his Inaugural Address and also in his 
message to the Seventy-first Congress assem- 
bling in its second session. The White House 
Conference on Child Health and Protection 
has been established. A committee on the 
abolition of illiteracy has been organized. 
Still more significant to the educational pro- 
fession is the appointment of a committee 
representative of the important educational 
associations and others to investigate and 
present recommendations as to the policies 


[ 102 ] 


which should be pursued by the Federal Goy- 
ernment with respect to education. This js 
the first time in our educational history that 
an adequate attempt has been made to de- 
termine the results of national efforts to aid 
education. Believing as we do in determining 
educational policies on a factual basis and 
without altering our past position regarding 
the relationship and service of the federal 
government to public education, we await the 
publication of the results of the studies to be 
carried on by these several committees with 
the confident hope that from such studies 
sound conclusions may be reached, not only 
as to the nature and extent of federal en- 
couragement to education but also as to the 
character of the administrative agency to be 
put in charge of such federal encouragement. 


The Massachusetts Bay Tercentenary and 
the Covered Wagon Centennial—Three hun- 
dred years ago there was brought to this 
country the charter of Massachusetts Bay 
Colony. This charter made an important con- 
tribution to the establishment in the western 
world of the principle of free democratic 
government. Two hundred years later, under 
the leadership of courageous pioneers, the 
movement of population to the west spread 
that principle across the continent and estab- 
lished the unity of a nation. We commend 
to superintendents and teachers the wide- 
spread observance in schools of the Tercen- 
tenary of the Massachusetts Bay Colony and 
of the Covered Wagon Centennial. 


HE journals of functional groups are 
oe increasingly to be the opinion 
forming factors in American life. The ac- 
tion of the Educational Press Association 
of America, two million readers strong, 
is therefore significant. This Association 
unanimously adopted the following reso- 
lution at its annual meeting on February 


25, 1930: 1 


The Educational Press Association of 
America recognizing the importance of the 
constructive work already accomplished and 
now in prospect by the President of the 
United States, the Secretary of the Interior, 
and the Commissioner of Education toward 
the expansion of and making more effective 
the Office of Education at Washington and 
in raising the status of the Commissioner of 
Education, hereby pledges its support to the 
administration and to the recently appointed 
factfinding commission which will make its 
report at a later date. 

It is the sense of the Educational Press 
Association that we, at this session, renew 
our stand taken in previous years, favoring 
the creation of a Federal Department of Edu- 
cation with a Secretary of Education in the 
President’s Cabinet. 





Life 


yvanc 


grov 
age 
orde 
the 
tific 
ord 
flex: 
situ: 
I 
usal 
a l 
com 
sche 
giv 
tive 
tha 
this 
17% 
gor 
ful 
to 
the 


en 


vit 
wi 
of 
lif 
al! 
ch 
in 
ti 
ac 
te 
R 
sh 
ac 
Pp 
Cé 
le 
fi 

t 

e 

it 





oe oe oe 


°° 





Education in the Spirit of Life 


recognize and use the great mo- 
that control living. 
Life is progressive. It is continually ad- 
vancing. Education must discard the out- 
grown categories of thought of a bygone 
age and acquire a scientific attitude in 
order to understand and carry forward 
the amazing discoveries of our age. Scien- 
tific achievement has upset the old social 
order. Education must be open-minded, 
flexible, and ready to cope with new 
situations, mental, social, and physical. 

Life is practical. Education must be 
usable. We are no longer training for 
a leisure class. The laws of our land 
compel the young people to remain in 
school long beyond childhood. We must 
give.them skill in some line of remunera- 
tive work. We must turn out a product 
that is not only good but good for some- 
thing. 

We might amend the Ordinance of 
1787 to read, ‘Religion, morality, good 
government, and the ability to fill a use- 
ful place in the world, being necessary 
to the happiness of mankind, schools and 
the means of education shall forever be 
encouraged.” 

Life is dynamic. Education must be 
vital, alive, active. It is deeply concerned 
with the social and industrial problems 
of the age. Since the war, our American 
life has become intensely restless. We are 
all caught in a veritable whirlpool of 
change and discovery. Our educational 
institutions cannot resist the tide. Educa- 
tion can no longer be conservative and 
academic. It cannot sit back and be con- 
tent to observe and reflect. It must act. 
Research and investigations of all sorts 
should terminate in a definite course of 
action for the betterment of society. The 
progressive, scientific attitude should 
carry on into accomplishment. It is use- 
less to send out questionnaires only to 
file away the results. They must be used 
to direct instruction along the main tend- 
encies of our time. Let “Skill is wisdom 
in action” be the slogan of our dynamic 
education. 

Life is recreative. We must train for 
leisure. Here again the changes in our 
physical environment have upset the old 
order. Machinery has given the work- 
man more leisure and hence more tempta- 
tions. Increased leisure brings with it a 
possibility of social disintegration. Edu- 


Pe soenia in the spirit of life must 


tive forces 


cation needs a constructive program in 
true recreation—both in a spiritual and 
physical sense. A comprehensive health 
education teaching the joy of physical ex- 
ercise and clean athletics should form a 
large part of every child’s training. 
Games of physical prowess, the sheer joy 
of exercise, “The cool silver shock of the 
plunge in the pool’s living water,” have 
recognized educational value. 

True education is based not on a prag- 
matic philosophy alone but it must widen 
the scope and deepen the meaning of our 
esthetic experience as well: Education 
for leisure will stress a training for the 
appreciation of all that is fine in music, 
art, and literature. Art in every form, 
industrial, domestic, commercial, interior 
decorating, painting, sculpture, commu- 
nity planning, or any art that teaches ap- 
preciation of beauty should be welcome. 

Life is friendly. Education is not a 
cold, austere duty but a journey down a 
friendly road. Such education has no 
trafic with race prejudices or dogmatic 
differences in creed. It strives always to 
maintain a proper balance between in- 
dividual freedom and the welfare of the 
group. The teacher is not a severe task- 
master in a dreary round of discipline 
but a kind, companionable leader in a 
congenial and inspiring place. 

Life is cooperative. Education has a 
twofold duty to the community. It must 
reflect the will of the people and at the 
same time strive to raise the standards of 
life of the community. Our schools are 
what the people want them to be. If they 
are good, it is because we have had the 
trust and loyal support of the public. It 
is the earnest wish of every parent’s 
heart to give his child the best opportu- 
nity that life affords. The public school 
stands for that opportunity. It is the 
most American institution in our land. 
It has grown up in our soil, the very es- 
sence of American ideals of democracy 
and equal opportunity for all. Schools 
have demanded the largest portion of our 
taxes and the people have gladly given it. 
It rests with us to be sure that “For 
value received we promise to pay.”’ Our 
schools cannot be aloof from the commu- 
nity. They must be a part of it. Their 
doors should always be open to the peo- 
ple who own them. Teachers and par- 
ents must strive together for the better- 
ment of our children. 


[103] 


The bringing together of all the peo- 
ples of the earth so that the daily news 
circles the globe will undoubtedly bring 
about unprecedented cooperation. This 
is already evident in the present move- 
ment for world peace. The very exist- 
ence of this organization, the Depart- 
ment of Superintendence, indicates a de- 
sire on the part of the various states for 
cooperation in education. Cooperation on 
a large scale is characteristic of modern 
enterprises. Business and science have 
learned to appreciate the advantages 
which come from united effort. There is 
evidence on every hand that American 
schools are increasingly seeking oppor- 
tunities to exchange experiences and to 
gain from contacts with one another. 

Life is idealistic. Education must aim 
high. The ultimate ideal of true educa- 
tion is to develop character, to lure 
young people on to the highest and 
strongest spiritual grounds, to keep ever 
before them the loftiest, most challeng- 
ing conceptions of human worth, and 
above all to elevate their own estimate 
of their individual worth and _possibili- 
ties. Education that has failed to do this 
has lost its own soul. As we would have 
life, so must our education be. 

Our government is the greatest ex- 
periment in democracy in all history. 
Whether it shall stand or fall depends 
upon the education of its future citizens. 
President Hoover, who continually 
stresses the responsibility of education for 
future growth, says, “With the growth 
of ideals through education, with the 
higher realization of freedom, of justice, 
of humanity, of service, the selfish im- 
pulses become less and less dominant.” 

Surely the teacher of today stands in a 
very responsible position, and in the last 
analysis, our education rests on the class- 
room teacher. Buildings, equipment, or- 
ganizations are but bulwarks to strength- 
en him. The seven outlooks of life that 
I have mentioned are the outlooks of the 
real teacher. If he is progressive, prac- 
tical, dynamic, recreative, friendly, co- 
operative, and idealistic, our schools will 
be likewise and we may more nearly 
reach the ideal of the Great Teacher 
who came that “we might have life and 
have it more abundantly.”—From the 
presidential address of Superintendent 
Frank Cody before the Department of 
Superintendence, February 24, 1930. 











Significant Ideas from Atlantic City 


E RECOGNIZE we have a genera- 

\X/ tion upon our hands that will 

not be saved to a certain degree 
until it is saved in its leisure, until it 
knows how to make creative use of its 
leisure, until it can by the use of leisure 
hours develop profound insights and pro- 
found emotions and give satisfaction to 
and articulate high aspirations—Dr. 
Reinhold Niebuhr, Union Theologi- 
cal Seminary, New York, N. Y. 

Approximately one third of our cities 
between fifty thousand and one hundred 
thousand in population maintain re- 
search departments in their public school 
organizations. During the present school 
vear, they will spend nearly a million 
dollars for all phases of public school 
research, or about one sixth of one per- 
cent of their total budgets. During the 
same period a single one of our great 
industries will spend more than twenty 
times as much for research as will the 
133 largest city school systems.—A. J. 
Stoddard, superintendent of 
Providence, R. I. 

Today in hundreds of communities all 
over our country we find the home and 
school banded together in a great demo- 
cratic organization known as the Na- 
tional Congress of Parents and Teachers. 
Organized thirty-three years ago, it now 
has a membership of one and a half mil- 
lions. It has held steadfastly to its origi- 
nal purpose, child welfare in relation to 
home, school, and community and has 
developed into a great school for parents 
who are earnestly seeking to improve 
conditions and solve problems in con- 
nection with raising their children.— 
Mrs. Isabel L. deValliere, vicepresident, 
National Congress of Parents and 
Teachers, Trenton, N. J. 

I dream now of 2 newspaper not espe- 
cially for youth but one which is fit for 
youth as well as age, fit to be carried 
into any schoolhouse and there used as a 
textbook, a history in the present tense, 
a history which will bring the past into 
the present and help the present to see 
where the next day’s march should 


schools, 





lead.—John H. Finley, The New York 
Times, New York, N. Y. 

The schools are dealing with human 
problems—more vital than subjectmat- 





‘i public school system 
itself manifests an activity 
which presages rapid changes 
within the near future. In ad- 
ministration there is a marked 
trend toward formulating poli- 
cies in council which involves 
all groups including classroom 
teachers. Principals generally 
have shown a _ professional 
activity not witnessed in any 
other period of educational 
history and American elemen- 
tary school principals have 








formed a strong, compact or- 


ganization for research into 
their own problems which has 
accomplished one of the most 
significant educational trans- 
formations of the decade. Su- 
pervision is now recognized 
as a proper field for expert 
study as witnessed by this as- 
sociation giving over its eighth 
yearbook to a survey of this 
aspect of education.—William 
John Cooper, United States 
Commissioner of Education, 


Washington, D. C. 





ter. Visiting teachers are going after the 
maladjusted child, even to his home en- 
vironment. Society no longer permits the 
schools to cover their failures by dis- 
missing the problem child from school. 
The successful adjustment of the child 
to society is the supreme and joint re- 
sponsibility of the school, home, church, 
and social agencies of the community.— 
James E. West, chief Scout executive, 
Boy Souts of America, New York, N. Y. 

My opinion is that in the years 
just ahead, business, which in the past 
has paid great attention to the getting of 


college trained men, is going to pay much 
greater attention to the selection and 
further training of boys and girls who 
have been deprived for one reason or an- 
other of the opportunity to go to col- 
lege—Frank B. Jewett, vicepresident, 
American Telephone and ‘Telegraph 
Company, New York, N. Y. 

Music is a language just as the Eng- 
lish or the German or the French is, but 
it is a language which above all others 
expresses our feelings—feelings which 
the child has just as much as the grown- 
up—feelings of happiness, of sorrow, of 
joy, of misery, of reverence, of search for 
God, of patriotism, of all those things 
that make up the sum total of our inner 
life—Walter Damrosch, New York, 
| ee 

If in teacher personnel, as in shoes and 
clothing, one as a rule “gets what he 
pays for,’ the increase in salaries now 


‘paid teachers is further evidence of the 


improvement in the personnel of the 
teaching force. The average teacher’s 
salary has more than doubled during the 
past decade.—C. B. Glenn, superintend- 
ent of Schools, Birmingham, Ala. 

As to distinctive achievements in 
American school organization, it would 
be difficult to say that our great city 
school systems are superior or wholly 
different from those of other countries 
but certainly they are more highly de- 
veloped on the cooperative principle than 
foreign systems. Ours may be more costly 
and operate with less precision but they 
are more democratic in spirit, encourage 
initiative on the part of the officers and 
teachers, are more responsive to chang- 
ing conditions, and are closer to commu- 
nity needs.—John H. Logan, superin- 
tendent of Schools, Newark, N. J. 

Not for themselves alone are youth in 
this our day equipped with the tools of 
learning and enriched with the choice 
offerings of curriculum that are weighted 
with the knowledge of the ages but each 
for the betterment of all is made the re- 
cipient of the best yet evolved.—Mrs. 
Susan M. Dorsey, Los Angeles, Calif. 


T= educational machine isn’t a machine. It is a flow of forces constantly changing, new people, new 
children, new ideas, always on the move. The one thing that it must not do is crystallize, for if it crys- 


tallizes, then democracy with its education gets out of tune with science——Ray Lyman Wilbur, Secretary 
| of the Interior, Washington, D. C. 


1 
1 





[ 104 ] 














I 


Feb: 
of A 
set | 
poin 


A 
asse. 
read 
in a 
duri 
lum 
a mi 
mea 
in a 
cou! 
less. 

I 
age 
mak 
covi 
beir 
cov 
den 
reat 
day 


gre. 


Eve 
out 
ric 
ject 
fer 
the 
dec 
of 

ex] 
nec 
par 
an 





Achievements of American Education 


HE THEME of the Sixtieth Anni- 
[ves meeting of the Department 

of Superintendence on “Tuesday, 
February, 25, 1930 was achievements 
of American education. Brilliant leaders 
set forth an inspiring story. The main 
points follow: 


CHIEVEMENTS IN INSTRUCTION— 
In the year 1890 President Eliot 
asserted in a public address that all the 
reading materials covered by the pupils 
in a typical American elementary school 
during the last six years of the curricu- 
lum of that school could be read aloud at 
a moderate rate in forty-six hours. This 
means that the reading materials covered 
in a year by elementary pupils in 1890 
could be read aloud in eight hours or 
less. 

I have asked several teachers in aver- 
age elementary schools of our day to 
make estimates of the reading materials 
covered by pupils in the fifth grade, this 
being the middle grade of the period 
covered by the estimate made by Presi- 
dent Eliot. I find that the amount of 
reading mastered in the average present- 
day fifth grade is eight or more times as 
great as that reported by President Eliot. 

The meaning of these facts is clear. 
Even if we make our comparison with- 
out regard to such additions to the cur- 
riculum as the arts and the special sub- 
jects such as physical education, the dif- 
ference in quantity of reading shows that 
there has taken place within the last four 
decades a great expansion in the content 
of instruction in American schools. This 
expansion of the curriculum has been 
necessary to keep education abreast of ex- 
panding civilization. American social life 
and American industry have undergone 
within a half century a complete revolu- 
tion. The demands made upon the indi- 
vidual in our times for a broad view of 
the world are so far in advance of those 
which were imposed on the common man 
in 1890 that the elementary school has 
been compelled to enlarge its offerings 


much beyond what was provided a gen- 
eration ago. 

Not only has the content been changed 
but methods of teaching have been re- 
fined. Teachers of our generation have 
been trained to recognize stages of ma- 
turity and individual differences among 
pupils and to adapt instruction to the 
specific needs of each. No longer do the 





What the Common 
Schools Have Helped 
America to Achieve 


1. Rapid rise to national greatness. 

2. Realization of democratic ideals. 

3. Quick conquest of a vast frontier. 

4. Widened opportunity for new citi- 
zens from overseas. 

5. The highest place ever accorded 
women. 

6. The ability to create, manage, and 
staff efficiently, large scale production. 

7. The noblest standard of living 
ever realized over a large area. 

8. The highest level of intellectual 
life ever attained by 
people. 


the common 


9. Steady improvement in the art of 
selfgovernment. 


10. Appreciation of the significance 
of childhood and the home life—From 
the Journal of the National Education 
Association, October 1929. 











schools teach beginning reading and read- 
ing in the upper grades by the uniform 
oral method which was universal in 
1890. No longer are the individual cases 
of pupils who are in need of remedial 
treatment neglected. Teaching has be- 
come a professional art; competent to 
deal specifically with particular needs. 

There is also much greater emphasis 
than there ever was in earlier times on 
the higher mental processes. The effort 
is made to train pupils in independent 
reasoning. Mere memorizing is no 
longer encouraged. Rationalization is 
aimed at in all the subjects taught. 








Teaching is now not only broader and 
more specific than it was formerly but 
it is also guided by definite, scientifically 
established principles.—Charles H. Judd, 
director of the School of Education, Uni- 
versity of Chicago. 

CHIEVEMENTS IN ORGANIZATION— 
School organization in the United 
States has come about through a series of 
circumstances. It has been influenced at 
various points and times by European 
thought and practise but in the main it 
has worked its own way to its present 
position. 

As distinct from instruction and ad- 
ministration, organization may be con- 
sidered in its relation to: systems of 
grading and grouping; types of school 
and special agencies; means of adjust- 
ment and coordination. 

The eight-four system of grading is 
peculiarly American. It was created to 
meet conditions and it served a good pur- 
pose until something better was found 
to meet changing conditions. There is 
nothing sacred in the plan. ‘The dis- 
covery of the great differences in the 
abilities of school children made modi- 
fication necessary. All children have to 
go to school but they are not all alike. 

An American philosophy ef education 
and an educational psychology, the rapid 
changing of society, the general ambition 
for improved social status are responsible 
for the organization of special schools 
and special agencies, such as the alternat- 
ing plan, the platoon school, the all-year 
school, the vocational school, the con- 
tinuation school, the technical school, the 
art school, the junior high school, the 
junior college. All these schools and 
agencies imply departmental and_spe- 
cialized work requiring distinctive or- 
ganization. 

Organization must extend beyond the 
classes, departments, and schools which 
make up a city school system. ‘There 
must be controling organization in order 
to insure coordination of parts, unity of 


T SIXTY years of age the Department stands as a lusty youth ready for the great tasks that lie ahead. 
School administration now ranks with engineering and the other major professions. It has a remark- 
able record of efficiency, integrity, and public devotion. It has set standards which business, industry, and 


other phases of public life will come more and more to adopt. Where could one find a more glorious ex- 
ample of the power of professional loyalty and cooperationP—J. E. M. 








[105 ] 





106 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








effort, and economy of operation. ‘There 
must be unity of control. We must have 
a means of focusing departments, bu- 
reaus, and agencies upon the teaching 
process. All supervision must have the 
specific effect of improving instruction.— 
John H. Logan, superintendent of 
schools, Newark, N. J. 


CHIEVEMENTS IN ADMINISTRATION— 

A view of the development in 
school administration over a twenty-five 
year period discloses a gradual evolution 
from a status of uncertain leadership to 
the present achievement of rather highly 
professionalized direction. In discussing 
the topic, Achievements in Administra- 
tion, mention will be made of twelve 
ways in which notable progress has been 
achieved in administration. 


(1) The position of the school executive 
has been gaining steadily in social favor and 
has been continually acquiring enlarged re- 
sponsibilities. 

(2) Efforts are being made to insure bet- 
ter professional preparation on the part of 
persons appointed to administrative posi- 
tions. 

(3) State legislatures are exhibiting a 
tendency to assign certain specific duties di- 
rectly to the superintendent of schools. 

(4) There has developed a clearer under- 
standing of the difference between legisla- 
tive and executive functions, and to an in- 
creasing extent, boards of education are re- 
stricting their activities to participation in 
the formulation and appraisal of policies. 

(5) There is growing evidence that the 
public recogmizes the validity of the conten- 





April, 1930 





tion of educators that school systems should 
be independent of the municipal government. 

(6) There is a commendable tendency 
toward the unit system of administration 
with the superintendent of schools, the chief 
ofhcer and with an assistant superintendent 
in charge of business affairs. 

(7) The number of experts found in school 
systems has increased during the last few 
years because of a desire to bring expert 
service to bear on certain problems in educa- 
tion. 

(8) It is no longer considered good prac- 
tise for a school administrator to make snap 
judgments on important matters of policy 
and an increasing number of schools are 
maintaining research agencies. 

(9) There is an increasing tendency to 
define school programs in terms that will be 
clear and understandable to the public. 

(10) Administrators have met with marked 
success the demands placed upon the schools 
by the important economic and social changes 
since 1920. 

(11) Communities are to an increasing 
extent looking to the superintendent of 
schools and to other administrative officers 
for leadership in community affairs, espe- 
cially in matters involving moral, social, and 
recreational problems. 

(12) In recent years, school administrators 
have built strong and aggressive educational 
organizations. It must be conceded that 
school administrators have departed from the 
marked individualism of the earlier day and 
have developed splendid cooperative or- 
ganizations.—J. B. Edmonson, dean, School 
of Education, University of Michigan. 


Yo gage as IN THE SCHOOL 
PLANT—Just at this time there are 


probably at least five hundred buildings 


in the course of construction in the 
United States. This is an estimate based 
on the assumption that at least ten build- 
ings are constantly in progress in every 
state in the Union. The character of 
many of these school buildings is vastly 
different from the character of buildings 
planned during the last decade of the 
nineteenth century. The reason for this 
difference is to be found in the fact that 
the profession of educational administra- 
tion has grown most significantly during 
the period of the past twenty-five years 
and has left its very definite impress upon 
the character of school-housing. 

In surveys of school systems which are 
being made during current years, it is not 
unusual to find recommendations made 
for the abandonment of buildings erected 
late in the “nineties” or in the early part 
of this present century. Such recom- 
mendations are made because these build- 
ings had not been constructed with the 
safety and health of children in mind, 
nor with due reference to the complete 
utilization of the school building for 
educational purposes. The auditoriums 
in these buildings are frequently to be 
found on the third and fourth floors, 
with nonfireproof, rapid-burning stair- 
ways leading from attic to playground 
and with seating arrangement so pro- 
vided that practically no attention has 
been given to the proper exits of the audi- 
ence. Overwide corridors expensive to 
maintain and to operate, classrooms with 


The Teachers Colleges at Atlantic City 


O GROUP in American education today is working on its problems more earnestly and effectively 
than the American Association of Teachers Colleges, a department of the National Education 
Association. The Atlantic City meetings of this department were held on Friday and Saturday 

before the convention. Its discussions went to the very roots of the problems of these great institutions. 
Its committees were doing things—developing ideals, discussing concrete situations with officers of col- 
leges which are seeking to reach higher standards. Everywhere one found the spirit of goodwill, of 
achievement, of determination to make the state teachers colleges the best colleges on earth. It is truly 
remarkable that within less than a decade the normal schools with two years of work have developed into 
colleges with four years of work. They will undoubtedly continue their upward march until they are ex- 
cellent graduate schools. The contribution of the normal schools to the excellence of presentday education 
is beyond calculation. Call the roll of the leaders in your state and note the number of them who-had their 
beginnings in a normal school, whose ideals were formed and whose inspiration had its roots there. The 
early normal schools grew up out of the soil of educational need. Like the elementary schools they are 
democratic in concept. They have always emphasized character, realizing that no one can teach more than 
he is. Through this character contribution the normal schools have had a profound effect upon American 
ideals. We believe it to be of the utmost importance that the emphasis continue to be on character. The 
state teachers colleges are the West Points of our educational army. As they are democratic our life will 
be democratic. We believe it important to train elementary-school teachers, secondary-school teachers, 
and school librarians together in these institutions in order that they may know one another and lay in 
mutual friendship the foundation for professional cooperation in the development of the educational pro- 


gram of the state—J. E. M. 








Vol. 


—_— 


natu 
whic 
catio 
facil 
in d 
rool 
hold 
these 
tribi 
tion 

D 
five 
been 
ards 
of t 
stan 
and 
evel 
may 
turt 
buil 
is n 
rest 
gral 
of | 
wit 
play 
as | 








Vol. 19, No. 4 


—_— 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 7 





natural and artificial lighting conditions 
which seriously interfere with the edu- 
cational program of the children, toilet 
facilities of poor equipment and located 
in dark, unsanitary basements, special 
rooms such as the industrial arts, house- 
hold arts, and playrooms also found in 
these cellar spaces are some of the con- 
tributing causes for the recommenda- 
tion of abandonment in such surveys. 
During the period of the past twenty- 
five years, the school administrator has 
been discussing and emphasizing stand- 
ards for the planning and development 
of the school plant. He has been con- 
stantly aware of the limitations of budget 
and the necessity for such planning that 
every dollar spent in school buildings 
may bring an adequate educational re- 
turn. Standards for sites, as well as for 
buildings, have been developed. The site 
is no longer selected in isolation from the 
rest of the school plant but the site pro- 
gram is determined in terms of the needs 
of ten and fifteen years hence and also 
with due reference to its adequacy for 
play and recreational purposes, as well 
as for building purposes. The communi- 





ties in the United States have made most 
significant progress in accepting five acres 
as the minimum site for elementary 
schools, ten to twelve acres for junior 
high schools, and twenty acres or more 
for senior high schools—N. L. Engel- 
hardt, professor of education, Teachers 
College, Columbia University. 
CHIEVEMENTS IN  PERSONNEL— 
There is more scientific selection of 
teachers today than formerly. Evidence 
of the rapid strides that have been made 
toward a more scientific selection of 
teachers is seen in the following: First, 
the certificate power is now quite gen- 
erally vested in the state; scholastic re- 
quirements have been steadily raised ; the 
minimum age increased, and specializa- 
tion made more extensive. Second, in an 
increasing number of schools the responsi- 
bility of selecting the teaching force has 
been placed upon the superintendent, pre- 
sumably the one best fitted to perform 
this task. Standards are being raised by 
requiring each year a greater degree of 
professional training and by giving con- 
sideration to experience as well as to the 


ary 


health, personality, and general culture 
of the applicant. 

Greater care is being taken in the 
proper placing of teachers. There is evi- 
dence that much progress has been made 
in properly placing the teacher in the 
position best suited to her capabilities and 
which will stimulate her interest and 
give greater opportunity for growth in 
service. 

Increased opportunities for growth in 
service have been provided. Many for- 
ward steps have been taken in conserv- 
ing and promoting the teacher, thus en- 
couraging a growth in professional spirit 
and a feeling of security and happiness. 
A large proportion of teachers are con- 
stantly adding to their knowledge 
through extension courses, by attendance 
at summer schools and conferences, and 
by membership in educational’ associa- 
tions. Increased provision for leaves of 
absence for travel and study also offer 
unmistakable evidence of definite prog- 
ress. 

Increased salaries. lf in teacher per- 
sonnel, as in shoes and clothing, one as a 
rule “gets what he pays for,” there is fur- 


Ee rete a | 
* pA ae © sf 


ex 


kt Be: 


2 . 








HIS PHOTO shows the exhibits on the main floor of the Atlantic City Auditorium during the recent convention of the Department 
Tet Superintendence, There was still enough room for eight thousand seats between these exhibits and the stage. The capacity of 
the auditorium arena is 41 thousand persons. In 1921 the Association took over the management of its own exhibits. They have 
grown steadily in excellence and in the skill with which they have been organized and managed. They furnish a meeting place for 
the men and women who direct the schools and the business and industrial leaders who equip the schools and provide the tools of 
learning. Members of the Association are proud of the efficient management of this great exhibit. It is a part of the service of the 


Business Division of the Association. 














108 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


ther evidence of the improvement in the 
personnel of the teaching force in the in- 
crease in salaries paid. 

Evidence of the approval of the public. 
The effort on the part of school authori- 
ties to improve the teaching personnel 
has met with the approval of the public 
as evidenced by the increased revenue pro- 
vided for operating the schools. 

Widespread appreciation of the teacher 
as the thing of first importance. The best 
means of improving a school system is to 
improve the teachers. The acceptance of 
this truth, not only by an increasing 
number of school officials but by the pub- 
lic as well, has done much to improve the 
teacher personnel in the schools of 
America.—C. B. Glenn, superintendent 
of schools, Birmingham, Ala. 


_— ENTS IN FINANCE— Lhe in- 
creased cost of public education 
was largely inevitable and hence beyond 
the power of school officials or boards of 
education to prevent. To prevent it, 
boards of education would have had to 
possess the authority to maintain the 
purchasing power of the dollar at its pre- 
war value; to persuade children to re- 
main away from, rather than to enter, 
the public schools; to get along without 
any new school buildings; and to con- 
vince the patrons of the public schools 
that the 1910 model of our educational 
product was satisfactory to meet the de- 
mands of the year 1930. 

The increased cost of public education 
has resulted from an extraordinary in- 
crease in school attendance and an un- 
usual increase in the amount of school- 
house construction, due to the cessation 
of construction during the period of the 
war, and a necessary and long deferred 
increase in teachers’ salaries, and to some 
extent an expansion of the educational 
program in the public schools. Underly- 
ing all of these is the fundamental eco- 
nomic fact of the reduced purchasing 
power of the dollar. 

Between 1913 and 1927 the number 
of pupils in average daily attendance in 
elementary and secondary schools in- 
creased from 13,613,656 in 1913 to 20,- 
200,000 (estimated) in 1927, an increase 
of 6,586,344 pupils, or 48.4 percent in 
fourteen years. 

The significance of this increase is fur- 
ther emphasized by consideration of the 
fact that the total population in the 
United States increased during that pe- 
riod only 19,811,531 people, or an in- 
crease of 20.5 percent. In other words, 





A pril, 1930 





the increase in school attendance is more 
than twice as rapid as the increase in total 
population. 

The figures show that a large part of 
this increase in school attendance is to be 
found in the high schools. School attend- 































The Superintendent 
— SUPERINTENDENT holds a 

mighty responsibility. American | 
| life needs unity. The school system | 
supplies that unity. The school system 
itself needs unity. The superintendent 
takes the lead in seeing that unity is 
| achieved. Someone must be respon- 
sible for all children—the rich and the 
poor, the weak and the strong, the | 
crippled and the gifted. The superin- 
tendent holds that responsibility. Some- 
| one must inspire teachers with a keen 
appreciation of the social significance 
of their work. The superintendent sees | 
the school in relation to the whole life | 
of the community. Someone must know 
the public with its ambitions, enthusi- 
asms, prejudices, and whims. Here the 
superintendent is a specialist. Someone 
must be an apostle of fineness and in- 
telligence in daily life. The superin- 
tendent must meet this challenge. 
Someone must be a philosopher with | 
insight and faith and the courage to try 
new things. The superintendent can- 
not escape this responsibility. Someone 
must be a doer, a general, an organizer, 
with the energy to carry it through. 
The superintendent stands at the head 
of the phalanx.—J. E. M. 














ance laws require pupils to attend the 
elementary schools, which group of pu- 
pils is increasing gradually, as is the 
population. 


This situation is significant for two 


reasons. First, it indicates public ap- 
proval of the diversified educational pro- 
gram offered in the high schools of the 
nation, which in recent years is being 
substantially reorganized to meet the 
varying needs, capacities, and interests of 
boys and girls of secondary-school age. 
This is a fine tribute to the wisdom of 
boards of education, school officials, and 
the parents of secondary-school pupils. 
The second significant fact is that high- 
school education is more expensive than 
elementary school education and hence 
there is a correspondingly higher increase 
in the cost of public education than there 
would be if these pupils were enroled in 
our elementary schools—Frank W. 


Ballou, superintendent of schools, Wash- 
ington, D. C. 


wre EDUCATION HAS DONE TO 
HATCH AND KEEP ALIVE ANDGROW- 
ING THE GOOSE THAT LAYS THE GOLDEN 
EGG OF TAXATION—Within recent years 
we have had several statewide and na- 
tionwide surveys and investigations into 
the mounting costs of the expanding pro- 
gram of public education. Insofar as 
these surveys and investigations have 
given evidence that they were inspired 
and moved by the truly scientific spirit 
to search out the facts and to publish 
them, they have been very generally and 
very cordially received by the friends of 
public education throughout the state 
and nation. School officers and teachers 
will continue to welcome such investiga- 
tions so long as they do not bear evi- 
dence of springing from the desire of the 
investigator to collect and publish only 
such facts as support his preconceived 
ideas or the preconceived ideas of the 
man or men who employ him. 

While we have had a number of these 
investigations tending to show the in- 
creasing load which education is laying 
upon taxable property, we have had no 
investigations or surveys to show how 
much education does to create the values 
in the property which pays the taxes. If 
such an investigation were set going, I 
believe that it would show— 


(1) That while our expanding program of 
public education does lay a heavier and 
heavier toll on the time and energies of the 
pupils, keeping them a longer time out of 
what some are pleased to call productive in- 
dustries and while this expanding, lengthen- 
ing program does entail greater expense upon 
parents and guardians in carrying their chil- 
dren through to the end, it could be easily 
proved that every lengthening, every enrich- 
ing of the program increases the productive 
skill of these pupils sufficiently to compensate 
for these attendant costs. 

(2) That while education does create 
within the minds of its pupils an eager, in- 
quiring disposition, sometimes a_ restless, 
questioning attitude towards existing institu- 
tions and conventions, no honest inquiry 
would fail to show that this wideflung system 
of free tax maintained public education is 
the only safe foundation on which our form 
of government can rest and the surest safe- 
guard of the institution of property. 

(3) That while education contributes to 
the home and the community in training 
more skilful, more effective workmen, that it 
also creates a market and a demand for a 
better quality and a greater quantity of cul- 
tivated and manufactured products in order 
to satisfy the increasing needs and demands 
of educated, civilized man.—Francis G. 
Blair, state superintendent of public instruc- 
tion, Springfield, Ill. 


prov 
tion 
the 
real 
that 
tha 
has 
nul 
is V 
tall 
Lat 


is ( 
acl 








OOD TEACHING means good learn- 
(5 ing. Skilful teaching involves an 
understanding of the learning 
process. ‘he teacher arranges the situa- 
tion with her purposes in mind so that 
the child learns and thereby her aims are 
realized. It is only as the child learns 
that the teacher teaches. It is obvious then 
that good teaching means that the teacher 
has worthwhile aims and possesses inge- 
nuity in arranging learning situations. As 
is well known children learn to be men- 
tally healthy just as much as they learn 
Latin or geography. 

Unfortunately most teachers have 
rather narrow aims that do not include 
mental health. Too frequently the teacher 
is concerned largely with the intellectual 
achievements of her pupils. The teacher 
of algebra counts her work as well done 
if the pupils gain skill in dealing with 
algebraic equations; the teacher of his- 
tory, if the students acquire historical 
facts; while the instructor in English 
composition centers her efforts on train- 
ing in the proper use of the mother 
tongue. Each teacher naturally tends to 
evaluate results in terms of her narrow 
specialty. The school principal and su- 
perintendent and the board of education 
hold her responsible for these achieve- 
ments. That the school thinks of these 
things as being of great importance is re- 
flected in marks and report cards. The 
teacher rates Mary as A, B, C, or D in 
history. Except in grave cases of dis- 
cipline it is seldom that any other report 
reaches the home. Naturally the home 
also tends to regard scholastic achieve- 
ment as the chief aim of the school. 

If mental health is to be taught, it is 
not only desirable that every teacher, no 
matter what particular subject she 
teaches, should have clearly in mind the 
aims of mental health but also that she 
should study the mental health of her 
pupils and seek to conserve and improve 
it. She is not likely to be sensitive to her 


Mental Hygiene in the Classroom 


Mental Health and Learning 


J. Mace AnbREss 


opportunities until she has developed a 
mental health consciousness. 

Every teacher needs to realize the 
scope and complexity of even the simplest 
process of learning. For example, in 
teaching history the instructor attempts 


| QUALITIES OF GOOD CITIZENSHIP 
TE 


First. | Second | Third | Fourth 
Quarter [Quarter | Quarter | Quarter 






















Obedience 
Respect for Authority 






Industry .... 


Reliability 
Self Control .......5 
Self Reliance .......... 
EeMMGO.  6nccrccccsses 
Sense of Responsibility } 





















Cooperation 
School Spirit .... 
Helpfulness 
Cheerfulness 
Fair Play ... owe 
DO Aa dsdacnwscne | 






















ao ee 
Care of building, furni.| | 
ture, books, property 


Courtesy | 





To Associates 





Explanation of Character Marks 
The mark “—” indicates that the pupil is unsatisfactory wm 
the babit so marked 
The mark “Av.” indicates that the habit is formed to a 
fair degree of reliability but that improvement is expected 
The mark “+" indicates that the habit seems entircly sais 
factory. 
The parents should make a careful study of this report and 
diseuss it with the child. 











to guide the learning process along the 
lines of the acquisition of historical 
knowledge but the general situation of 
teacher, books, and class arouses a num- 
ber of responses not ordinarily thought 
of as being associated with the teaching 
of history. In addition to the learning of 
historical facts there are other learnings 
taking place simultaneously. The situa- 
tion may stimulate the pupil to say to 
himself: ““The teacher is dull. What's 
the use of all this stuff anyway? Will 
he give a hard examination? I think I 
shall volunteer each time that I can, then 
he will not call on me when I am un- 
prepared. I hate history. I can’t do it. I 
know I am going to fail.” In the same 
class the student may not only react men- 





HAT the stress of modern living is widely felt is suggested by the sustained popularity of JouRNaL articles dealing with Mental 
Hygiene in the Classroom. This is the seventh article by J. Mace Andress which has appeared in THe JourNAL. Dr. Andress is 
the gifted editor of the department, “Health and the School,” in Hygeia, published by the American Medical Association. Every teach- 


ers college in the land should have a department of mental hygiene and psychiatry as soon as professionally trained personnel are 
available to carry on the work. Teachers can encourage this step on the part of teachers colleges by demanding courses in this field 


as a part of their training. 





tally but learn to just “get by,” to cheat, 
to excuse himself for his failures, to de- 
pend upon the teacher rather than upon 
himself, and to develop a sense of failure 
and inferiority. It is also conceivable that 
pupils under the direction of an inspiring 
teacher might be led to say to them- 
selves: “It’s great fun. I like Miss Blank. 
I like history. I will do my part in mak- 
ing America a better place to live in. I 
will be a good citizen.”’ In this class boys 
and girls may also learn to be more hon- 
est and selfreliant. The individual teach- 
ers and the school as a whole are having 
an influence. If it is a school guided by 
mental health aims, it will encourage 
selfreliance, selfcontrol, initiative, cour- 
age in facing the disagreeable, attention 
to the present situation, orderly thinking, 
and wholesome interests. 

There are at least two suggestions for 
mental health and education that arise 
from this general discussion. First, that 
the teacher and the school indirectly and 
to a large extent unconsciously are teach- 
ing many things besides those that they 
have primarily in mind to teach; also, 
that those things are as important if not 
more important than what the teacher 
makes it her business to teach. The sec- 
ond suggestion is that mental health is 
not a subject to be learned but traits of 
character to be established. Life is made 
up of responses such as motor activity, 
thinking, feeling, imagining, and attend- 
ing. Mental health concerns itself with 
all those responses that help the individ- 
ual to meet life with success. To learn is 
to acquire responses ; tobeeducated means 
acquiring responses. How are we to train 
children so that they will make correct 
reactions? One of the first suggestions is 
to let teachers, parents, and children 
know something of the nature of ‘the 
problem so that there may be cooperation 
from all concerned. As a step in that di- 
rection some cities have adopted a report 
card which attempts to grade pupils on 








[109] 





110 








forms of behavior that are more or less 
conducive to mental health. In the center 
of page 109 is reproduced one page of the 
form of report for pupils and parents in 
the schools of Newton, Massachusetts. 
Such a report is subject to the limitations 
and errors of any kind of report but it 
seems to be a good way to make an attack 
upon mental health problems. It has a 
tendency to magnify in the minds of the 
pupils, teachers, and parents habits and 
achievements that are significant for men- 
tal health and citizenship. 

The peculiar thing about mental health 
is that the teacher cannot assign a lesson 
in responses in selfreliance. It is true that 
there are courses of study in which stories, 
songs, history, and literature are carefully 
selected to stimulate such traits of char- 
acter. Such courses of study probably 
sertain amount of value unless 
they overemphasize the trait to be estab- 
lished until pupils get tired of hearing 
about selfreliance or loyalty. Recently 


have a 


psychological investigation has thrown a 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


flood of light on the inadequacy of ex- 
pecting much from the didactic method 
of teaching any trait of character. It has 
always been assumed that biblical knowl- 
edge was closely correlated with honesty 
but Professor Hightower in a test of 
3313 children found that there was no 
apparent connection between the two. 
Pupils with high scores and those with 
low scores reacted similarly on the con- 
duct tests. Hartshorne and May found 
that children who attend Sunday school 
regularly cheat in day school about the 
same as those who rarely or never attend. 
This does not mean that the Bible is not 
valuable in religious education nor that 
Sunday schools should be eliminated. It 
does indicate pretty clearly that our de- 
pendence upon verbal instruction even 
when coupled with a high degree of 
emotionalism does not usually translate 
itself into enduring qualities of character. 
“Ube dich”—exercise thyself—said Jo- 
hann Gottfried Herder, the celebrated 
German scholar and educator. To get 





April, 1930 





selfreliance one must practise it under 
conditions that are satisfying. Perhaps 
day schcols and Sunday schools need to 
recognize the situations in which traits 
of character may be encouraged and also 
to create new situations. The scouting 
movement is essentially sound in en- 
couraging boys and girls to do things 
that are helpful, honest, and upright. 

The cumulative evidence bearing up- 
on the building of traits shows that while 
devices may help to inculcate traits, the 
character and personality of the teacher 
are contagious. The teacher who is not 
afraid of facing facts, even when they 
are disagreeable, who takes his pupils 
into his confidence and is liked by them, 
cannot help teaching mental health. If all 
teachers had a mental health conscious- 
ness devices would probably be unneces- 
sary. [For teachers who wish to study 
mental health in more detail: Burnham: 
The Normal Mind; Burnham: Great 
Teachers and Mental Health; Averill: 
The Hygiene of Instruction.] 


The Teacher's Own Health 


HE TEACHER is often so busy look- 
ing after the health and wellbe- 
ing of his charges that he is apt to 
forget his own. Since all professional men 
and women are dependent for their liveli- 
hood upon their physical and mental ca- 
pacity, good health is to us the most 
precious possession on earth. From the 
nature of his employment, spending the 
best part of the day among crowds of 
children, the teacher is exposed to hourly 
danger of infection. He must bend his 
head down to the child’s to point out an 
error in arithmetic, he must handle 
dozens of exercise books, and he must 
stand for long hours talking aloud in an 
atmosphere that is often less fresh than 
he would like it to be. He must on all oc- 
casions be just, even-tempered, interested, 
alert, and energetic. He can be none of 
these things if he is not comfortable and 
perfectly healthy. 
The teacher practises cleanliness as 
a matter of course, but he should re- 
member that even in health the throat 
and mouth contain some germs of colds, 
tonsillitis, catarrh, even rheumatism, 
tuberculosis, and pneumonia and that 
these are only waiting for opportunity to 
seize upon the individual who allows his 
vitality to become lowered. It is therefore 
especially necessary to pay attention to 
the hygiene of the mouth. Gargles of anti- 
septic solution are useful for throats that 


feel dry and strained and when the teeth 
are brushed it is as well to rub the gums 
vigorously also as circulation in the gum 
capilliaries is sometimes rather sluggish. 
The hands might profitably be washed in 
carbolic or other germicidal soap after the 
children’s books have been handled. The 
eyes should be bathed occasionally in 
warm boracic lotion, especially if there 
has been any epidemic of “sore eyes” in 
school. If the teacher knows his eyesizht 
is failing, by the way, he should not delay 
having his vision tested. and glasses pre- 
scribed. Most people over 40 need. spec- 
tacles for reading and those who must 
do continual close work often need them 
long before that. It is a mistake to en- 
danger one’s precious eyesight. 

The clothing worn in school should be 
warm, light, comfortable, and as far as 
possible washable. Teachers of young 
children look very attractive and business- 
like nowadays in those bright cotton 
overalls they all wear ; but women teach- 
ers are sometimes not quite so careful 
about their choice of footwear for school. 
Low, square heels are more comfortable 
for standing than those slender 3 inch 
props that fashion decrees. Patent leather, 
most people agree, is not so comfortable 
for school wear as ordinary soft calf 
leather, and rubber slippers, especially 
those with flat soles, are, in my opinion 
at least, definitely harmful. Tendency to 


varicose veins or flat foot should be re- 
ported at once to the family doctor. In 
early stages treatment is easy, but later 
almost hopeless. It is a mistake, too, to 
leave wet shoes on the feet. 

Out of school hours the teacher should 
take regular exercise of some sort. Walk- 
ing is one of the best, as well as the 
simplest form of physical culture for pro- 
fessional people, and has the merit of be- 
ing possible even to city folk. 

Adequate rest is also important. Book- 
ish people sometimes linger over-long at 
their studies or evening classes, and very 
young teachers (dare I say it) sometimes 
use up over-much energy at parties and 
dances. The older person knows it is a 
mistake to burn the candle at both ends! 
Proper meals are vitally necessary. All 
of us know how easy it is to slip into the 
habit of eating very scrappily and hastily 
during the day, or choosing dishes for the 
convenience of their preparation rather 
than the value of their food-content. 

Lastly, one cannot remember too often 
the immense value of a hobby which takes 
our minds right away from school and 
introduces us to a circle of friends whose 
professions are different from our own, 
but whose interests are similar and 
with whom we can sharpen and refresh 
our minds in vigorous conversation.— 
From The Teachers World, February 5, 
1930. 


sch 


see! 
arc 
tea 
hig 
tw 
gre 


tea 
ha’ 


cul 


fi 
st 





eT eRDPe ew | FS WF 


| 


= we 


~ —_— < 





Re-creative Vacations for Teachers 


ORE than a quarter million Amer- 
M ican teachers invest time, money, 
and energy in attending summer 
schools, their goal being better service. 
New standards—The past year has 
seen notable progress in raising the stand- 
ards of summer schools. Many state 
teachers colleges have put into effect 
higher requirements for graduation. The 
two year course in many schools has 
grown to a three or four year one. Sum- 
mer sessions are held in nearly all the 
teachers colleges. Many new subjects 
have been added to the summer school 
curriculum to keep pace with the en- 
riched course of studies offered American 
youth in the public school. The new de- 
gree, doctor of education, is now offered 
by several universities and teachers are 
given college credit for work done at 
summer sessions. 

Start early to plan—The wise teacher 
tempers the longing for-a profitable sum- 
mer vacation by long distance planning. 
Weeks ahead he takes stock of physical, 
mental, and professional needs. He knows 
how imperative it is to check his health 
before deciding what to do the coming 
summer. Perhaps for him vacation days 
spent in recuperating lost vigor will prove 
more beneficial than in mastering new 
methods of education or in getting a 
firmer hold on the ideals, history, and in- 
stitutions of modern civilization. 

In the spring the young, ambitious 
teacher looks forward with eagerness to 
the long vacation when he can add a few 
points to the total credits required for a 
degree. The mature teacher, lacking this 
spur to professional attainment, will seek 
courses to round out his present knowl- 
edge and experience. He may well spend 
part or all the vacation in getting ac- 
quainted with the educational trend of 
the times. Well does he know that the 
better and broader his preparation the 
better his chances for sustained success. 
The business teacher with a degree may 
find work in some business establishment 
to complement his textbook knowledge, 
while the language teacher gains inspira- 
tion from prominent instructors. 

The problem presents itself with great 
force to the teacher who must meet re- 
quirements for additional training or cer- 
tification. How shall he earn this credit 
to the best advantage? What opportu- 
nities are his to combine travel, rest, and 
recreation with study? 


Travel opportunities—The teacher 
who seeks additional training and yet 
wishes to travel, will find many schools 





What Does Summer 
School Mean? 


0 the pupil—A guarantee that his 

teacher is alive to his needs and 

aspirations. It means for the 
child confidence and trust in one 
who has given time and money to 
perfect his teaching. 


To the teacher—A mental stimulus, 
for atrophied brain cells are not 
found in the progressive teacher. 


Attendance at summer school brings 


physical relaxation that follows 
change of scene, new companions, 
new pleasures and produces a spirit- 
ual uplift that comes when ideals 
are reenforced by contact with great 
minds. 


To the School Board and Community 
—Satisfaction in knowing that the 
school retains the services of the 
best in the profession and reassur- 
ance that the good work of the past 
will be continued with hopes for 
better teaching and supervision. 





in the mountains, on lakes or rivers, in 
settings so beautiful they are in truth 
ideal resorts. Last year, the State 
Teachers College at Fresno, California, 
held its summer session at Huntington 
Lake in the Sierra Nevada Mountains, 
at an elevation of seven thousand feet. 
The Rocky Mountain Summer School 
of McPherson College (Kansas) is held 
at Palmer Lake, Colorado, a beautiful 
mountain retreat with superb climate. 
Cornell University is ideally situated near 
Cayuga Lake in New York state. These 
suggest the many summer schools where 
weekends may be happily spent in ex- 
ploring nearby places of interest. 

Field work is a specialty of many col- 
leges. Harvard University holds a geol- 
ogy course in the Canadian Rockies. At 
the University of New Mexico, Albu- 
querque, is given a field school of ar- 
chaeology where the students assist in 
excavation, recovering and _ recording 
specimens, and installing material in mu- 
seums. The Northern Arizona Teachers 
College at Flagstaff conducts field 
courses in botany, zoology, and geology. 
Zoology, embryology, and _limnology 


[111] 


were given last summer at the biological 
station at Winona Lake, Indiana, in con: 
nection with the three weeks’ session of 
Indiana University. The University of 
Denver offers botany courses in Estes 
Park and the University of Colorado at 
Boulder conducts its field geology and 
geography at Science Lodge, University 
Camp. 

Special subjects—At summer school 
the teacher of special subjects finds help 
along his line of interest. Last year the 
University of Alabama offered a ten days’ 
intensive course for football coaches ; the 
University of Chicago, special work in 
sight conservation. Indiana University 
took its summer school of music abroad 
for three months and conducted a re- 
search tour to six European countries, 
while Clark University conducted a 
transcontinental trip by motor coach for 
field work in geography and history. 

Home, a good summer school—But a 
re-creative vacation is not denied the 
teacher who must spend her summer at 
home. Odd moments spent in reading 
deeper. one’s insight, and time found for 
meditation will quicken professional abil- 
ity and zeal and reveal the solution of 
many a classroom problem. Your school 
or town librarian will help you choose a 
course of reading. Select a few books and 
read and re-read them. If you can, own 
them. Keep them within easy reach. It 
is a well known fact that the satisfaction 
you get from your reading bears little re- 
lation to the “mileage covered.” The 
question is: Have you digested it? Sup- 
plement preliminary reading by reflection 
and re-reading after an interval and 
wisdom and understanding will be yours. 
Then when the opportunity does present 
itself to attend summer school, you will 
find your summer at home has given you 
just the background you require. 

To one who has exhausted the wealth 
of professional training in the United 
States, foreign countries offer attractions. 
The universities of the European capitals 
—London, Vienna, Berlin, Geneva, and 
Paris—attract American teachers. The 
famous British universities in their quaint 
English environment offer an unusual op- 
portunity to study English at its source. 
The summer schools of our territorial 
possessions—Porto Rico and the Philip- 
pines—and the South American schools 
afford a wide opportunity for choice.— 


Jessie M. Robbins. 





Child Welfare and the 1929 Legislatures 


Witiiam G. Carr 


Assistant Director, Research Division, National Education Association 


ECOGNIZING childhood as the na- 
R tion’s basic natural resource, state 
legislatures have enacted a large 
body of laws intended to safeguard child 
health, to provide effective schooling, and 
to protect children from exploitation 
through unregulated child labor. The 
1929 legislatures were no exception to 
this general rule. Significant advances 
may now be recorded toward the goal 
set by Herbert Hoover: “There should 
be no child in America that is not born 
and does not live under sound conditions 
of health; that doe. not have full oppor- 
tunity of education from the beginnning 
to the end of our institutions; that is not 
free from injurious labor; that does not 
have every stimulation to accomplish the 
fullest of its capacities.” 

Child welfare legislation in 1929 was 
concerned chiefly with: 

(1)Preventing the employment of children 
at too early an age, or for too long hours, or 
in unusually hazardous occupations. 

(2)Protecting the health of children in 
school and in industry. 

(3) Extending financial aid and public pro- 
tection to the handicapped child. This in- 
cludes not merely the physically handicapped, 
but also the child who is mentally backward, 
morally unstable, or socially deprived. 

(4)Providing a complete educational op- 
portunity for every child, with special refer- 
ence to regular attendance, to educational 
and vocational guidance, and to adjustment 
of schools to the needs of pupils of all types. 


With respect to child labor, Illinois 
and Maryland made important advances 
through 1929 legislation. In Illinois the 
educational requirement for work per- 
mits was raised from completion of the 
sixth to completion of the eighth grade 
although certain exceptions are made for 
out-of-school and vacation work. The 
new Maryland law also requires that 
the elementary school course be completed 
before work permits may be issued. This 
means, in the city of Baltimore, comple- 
tion of grade six; in the rest of the state 
completion of grade seven. Child labor 
laws were also strengthened in Missouri, 
California, Michigan, Minnesota, Texas, 
and other states. 


New laws concerning the health of 
school children touch on a wide range of 
topics. The employment of school den- 
tists or oral hygienists was specifically au- 


oo NATION has been blessed with 
a teeming abundance of natural 
wealth. The rich ore of our mines, the 
lumber in our forests, the unlimited 
power in our rivers, have placed us in 
our present position of world leader- 
ship. It is altogether fitting that we 
should safeguard these precious nat- 
ural resources. But there is one re- 
source which in value far outranks the 
wealthiest mine; which in power 
dwarfs the greatest dynamo. That nat- 
ural resource is the latent intellectual 
power in the nation’s children. To con- 
serve and capitalize this primary nat- 
ural resource and to protect it from all 
forms of exploitation is the greatest 
duty facing the legislative represen- 


tatives of the American people.— 
wW.G6. Cc 














thorized in California, Illinois, Ohio, and 
North Carolina. Texas enacted a law 
which requires courses in physical educa- 
tion in all public schools. Laws concern- 
ing medical examination and treatment 
of school children were passed in Alaska, 
New York, Pennsylvania, and other 
states. In Alaska physical examinations 
were authorized in all schools and re- 
quired in incorporated cities. The laws 
regarding vaccination of school children 
were revised in New York. Pennsylvania 
now requires that physical examination 
of applicants for work permits shall be 
made at public expense and by a physician 
employed by the Commonwealth. Wis- 
consin required all schools to be equipped 
with a standard first-aid kit, Michigan 
allocated certain fees and taxes for the 
promotion of athletics in schools and 
parks, New Jersey and Colorado author- 
ized local boards of education to estab- 
lish, equip, and operate cafeterias and 
lunchrooms. 

The tendency in legislation concern- 
ing physically, mentally, and _ socially 
handicapped children is to provide means 








whereby they may become happy and 
selfrespecting members of society. The 
schools, in common with other social re- 
sources, are being called upon to help in 
making this adjustment. Surveys of the 
care and education of crippled children 
were authorized by legislative enactment 
in lowa, Arkansas, Illinois, Florida, and 
Kansas. The establishment of classes in 
children’s hospitals was authorized by 
Wisconsin, and other important provi- 
sions for enumerating and educating 
crippled children were enacted in Mary- 
land, Oregon, Tennessee, Minnesota, 
and other states. While there was much 
legislative activity in connection with 
physically-handicapped children in 1929, 
those mentally defective were less gen- 
erally considered. Utah, Wyoming, and 
Nevada provided: for training schools for 
the feeble-minded, the first two on a 
statewide and the latter on a county 
basis. The welfare of delinquent chil- 
dren, the socially-handicapped, was fur- 
thered in several states by juvenile court 
and probation legislation. New juvenile 
courts were established and their juris- 
diction extended. The preventive prin- 
ciple in juvenile delinquency is illustrated 
by a new California law which author- 
izes local districts to establish twenty- 
four-hour schools for predelinquent chil- 
dren 8 to 16 years of age. 

The need of high-school boys and girls 
for educational and vocational guidance 
is recognized in several new laws. In 
New York provision was made for the 
establishment of guidance bureaus as part 
of the public school system. A California 
enactment to the same purpose provided 
for a program of vocational guidance and 
placement for all continuation school 
children. The state board of education 
was directed and empowered to enforce 
regulations for the organization and ad- 
ministration of this program. [For fur- 
ther details see the Seventeenth Annual 
Report, U. S. Children’s Bureau, and 
State School Legislation, 1929, NEA 
Division of Research. ] 








SN= the achievement of American independence, the universal and ever repeated argument in favor of free schools has been 
that the general intelligence which they are capable of diffusing and which can be imparted by no other human instru- 
mentality, is indispensable to the continuance of a republican government.—Horace Mann. 












American Education Week 1930 


HE TENTH annual American Edu- 

cation Week will be observed No- 

vember 10-16. The program is 
sponsored by the American Legion, the 
United States Office of Education, and 
the National Education Association. 
Committees in the various states and 
localities are now beginning to plan pro- 
grams for its celebration. The purpose of 
this week is to acquaint the public with 
the activities, ideals, achievements, and 
needs of the schools. 

Many organizations, national, state, 
and local, will cooperate in this event. 
The press, the radio, the pulpit, and plat- 
form will aid in carrying information to 
the public about the schools. Interest in 
observing this occasion is increasing each 
year. More extensive plans have been 
made for 1930 than ever before. The best 
results are obtained by making plans well 
in advance. The program will emphasize 
as in former years the seven cardinal ob- 
jectives of education and will have for 
each day a suitable theme for special em- 
phasis. This program, which is also used 
in other countries, will be adapted by each 
nation, state, or community to its par- 
ticular needs. 


Monday, November 10— Theme: The 
schools and the enrichment of human life. 
Show how the schools have enriched the life 
in your community. Have both pupils and 
citizens think of specific things which the 
school has done to encourage the higher and 
finer values. Note increased appreciation of 
beauty, of good order, the development of 
libraries, city planning, better habits of living, 
the growth of parent-teacher organizations, 
training for the wiser use of leisure through 
reading, clubs, and the like. Emphasize adult 
education, noting the many grownups who are 
now pursuing some special line of study. 
Describe the specific things which schools are 
doing to train for the wiser use of leisure. 

Tuesday, November 11— Theme: How 
schools promote patriotism and world under- 
standing. This eleventh anniversary of the 
Armistice is a fitting time to emphasize patri- 
otism and world understanding because of 
the special efforts which are now being made 
to improve world relationships and to insist 
on a higher type of citizenship and public 
service. Let the schools of each community 
show what they are doing to bring about a 
better understanding of civic duty and of 
world relationships. The plans of the national 
commander of the American Legion for 1930 
include one meeting in 11,000 American Le- 
gion posts, devoted to the subject of world 
goodwill. 

Wednesday, November 12—Theme: The 
schools of yesterday. Every citizen should 
know the inspiring story of education in 


America—its crude beginnings, its hard 
struggle to get established, the difficulties of 
the pioneer period, the revival under Horace 
Mann and Henry Barnard, the rapid expan- 





oo is the first and last duty 
of the state. It is the surest hope 
of individual health, excellence, and 
happiness. It is the foundation of a 
noble home life. It is the starting point 
of lifelong learning. It is the mainstay 


of an alert and far-seeing citizenship. 
It is the basis upon which industry 
thrives and improves. It lifts leisure to 
the realm of creative art and establishes 
character on the sound foundation of 
truth, goodness, and beauty. 











sion of the elementary school during the last 
quarter of the nineteenth century and of the 
high school during the first three decades of 
the twentieth century. Let the authorities in 
each state and locality recall important events 
in local educational history and pay tribute to 
the pioneers who laid the foundations for 
the schools of today. The school of yesterday 
may be worked out by having some of the 
older people reproduce in costume the meth- 
ods, spelling contests, ciphering matches, and 
other activities of the early school. 
Thursday, November 13—Theme: The 
schools of today. The school has become the 
dominant institution in American life. It is 
the most significant activity of both the state 
and locality. It-is improving rapidly in scope 
and effectiveness. Visualize for your state and 
your community the extent of its educational 
efforts, the number of children served, the 
ideal of a fair start for every boy and girl 


regardless of race and gifts. Visualize also 


the major problems and needs. Let every citi- 
zen feel proud of his share in the great com- 
mon enterprise. 

Friday, November 14—Theme: What the 
schools have helped the individual to achieve. 
Every community has citizens of prominence 
whose debt to the schools is incalculable. On 
this day encourage these citizens to write and 
speak of what the school has meant to them. 
Let them pay tribute to their teachers, to the 
influence of fine associates, to the widened 
outlook gained from their studies, to the ideal 
of personal growth, to the habits of regularity 
and industry for which schools stand. Show 
how schools emphasize the survival of the 
best. 

Saturday, November 15—Theme: What the 
schools have helped America to achieve. The 
greatest wealth of the nation is its human 
wealth. Peoples have survived on poor soils 
in the midst of unfavorable climate. They 
have perished in the presence of plenty. The 
ideals, habits, attitudes, skills, and_ intelli- 
gence which are perpetuated through the 
schools and the homes, build civilization to 
constantly higher levels. America’s high 
standard of living, her ability to produce and 
consume, have been made possible largely by 
the schools. Let each state and each com- 


{113] 


munity note what the schools have helped it 
to achieve. 

Sunday, November 16—Theme: The schools 
of tomorrow and the future of America. The 
results of our universal and enriched program 
of education are only beginning to make them- 
selves felt. The future is limited only by the 
ability of our people to plan and create higher 
standards of health, better homes, increased 
facilities for learning, alert citizens, eco- 
nomic effectiveness, wise use of leisure, and 
the highest standards of ethical character. 
Show how the ideal of a fair start for every 
boy and girl, the ideal of free choice of school- 
ing and occupation for all youth, and the 
ideal of lifelong learning, must lead to a finer 
and richer life for the masses than has ever 
been attained in the history of civilization. 
Picture the school of tomorrow with its vastly 
increased service to the welfare of the human 
race. 


An early start—Begin now to make 
plans and appoint committees. Here are 
some practises that have proved helpful: 


The superintendent may serve as director 
of activities. 

The mayor on request will issue a proc- 
lamation setting aside November 10-16 as 
American Education Week. 

Local officials of patriotic orders may serve 
on committees and help promote the observ- 
ance of the week. 

Parent-teacher associations welcome this 
opportunity to promote child welfare in home, 
school, and community. 

Churches, fraternal and labor organiza- 
tions, chambers of commerce, women’s clubs, 
and other agencies will feature the week in 
short talks. Plan radio programs of your 
best speakers for each day. Supply material 
for projection to the largest motion picture 
theaters. Make pilgrimages to the best schools 
in your city and to the graves of wellknown 
educators and benefactors of education. 

Newspapers by printing the news about 
education, running the local program for the 
week in full, or featuring some education 
achievement will contribute largely to the 
success of the week. 

Radio broadcasting stations may feature 
educational addresses and school programs. 


A few good references—The fol- 
lowing references to earlier issues of THE 
JouRNAL will aid in making plans: 


American Education Week ; October 1927 
American Education Week ; October 1928 
American Education Week; October 1929 
The School of Tomorrow; January 1929 
The Leisure of Tomorrow; January 1930 
The Need for Educational Interpretation ; 
February 1930 
Interpreting the Public’s Schools; March 
1930 


Additional material will appear in the 
October Journal and in other publications of 
the Association and of the United States 
Office of Education. 











The Child’s Bill of Rights 


Tre IDEAL to which we should strive is that there shall 
be no child in America: 


That has not been born under proper conditions 
That does not live in hygienic surroundings 
That ever suffers from undernourishment 


That does not have prompt and efficient medical atten- 
tion and inspection 


That does not receive primary instruction in the elements 
of hygiene and good health 


That has not the complete birthright of a sound mind in 
a sound body 


That has not the encouragement to express in fullest 
measure the spirit within which is the final endow- 
ment of every human being.—Herbert Hoover. 


The first day of May each year has been set aside by Con- 

gress as Child Health Day. Its purpose is to make practical 

in our American communities the ideal set forth in the Child’s 

Bill of Rights. On this day let every school and every teacher 

emphasize the importance of health in the individual and 
national life. Health is the first wealth. 








This poster for your classroom is from the JouRNAL of the National Education Association 
Copies, printed on attractive art paper, may be had from the Association: 20 copies, $1; $4 a hundred; $30 a thousand 


{ 114] 








N 
|: 
I 


tutio 


educ 
as fe 
mun 
chur 
of li 
the I 


ness 


read 


one 
risin 
nece 
a hi 
tion 
catic 

S 
eral 
use. 
mer 
tion 
cial 
gral 
duc 
real 
is c 
tive 
bet 
wh 
ind 
the 








Horace Mann As Curriculum Content 


Ross L. FInNEy 


Associate Professor of Sociology, University of Minnesota 


educational objectives was proposed. 

It was there asserted that the insti- 
tutions of society are the objectives of 
education; and a list of ten was suggested, 
as follows: the family, the local com- 
munity, the state, the industries, the 
church, the school, the press, the standard 
of living, the customary recreations, and 
the health preserving activities. The busi- 
ness of the school is to get young people 
ready to take their parts in each and every 
one of these institutions—to equip the 
rising generation with the knowledge 
necessary to operate these institutions on 
a high, civilized level. Thus the institu- 
tions of society are the objectives of edu- 
cation. 

Such a theory of objectives has sev- 
eral advantages over the list in common 
use. First of all, it roots down into funda- 
mental principles, being based on recogni- 
tion of the fact that life is normally so- 
cial and that the established social pro- 
grams which racial evolution has pro- 
duced are the necessary media of self- 
realization. Second, this list of objectives 
is consistently sociological, that is objec- 
tive. The usual list wavers back and forth 
between subjectivity and objectivity ; and 
wherever it is subjective it is vague and 
indefinite. Third, it analyzes areas where 
the usual list falls short of the requisite 
analysis; as, for example, moral charac- 
ter. And finally it challenges education at 
spots where the other list is an absolute 
blank. 

Of this last advantage, an important 
example is number six in the list above 
—the school. Children, as pupils, are not 
the only people who participate in this 
institution. Adults also participate in it: 
not as pupils, to be sure, but as patrons, 
taxpayers, and contributors to public 
opinion about school policies. But does it 
ever occur to us, as curriculum makers, 
to prepare the children under our instruc- 
tion for their future responsibilities as 
adult participants in the school as a so- 
cial institution ? 

Is it not an anomaly that the school 
teaches its pupils, formally, almost noth- 
ing about itself? We teach the history 
of the Roman Senate, the French-Indian 
war, and the Republican tariff; but al- 
most nothing about the history of the 


[ a previous article a new theory of 


American public school. We acquaint 
our children with the heroes of Greek 
mythology, of English literature, and of 
modern inventions; but not with the 





| — MANN is the Homer 
| 


of today’s civilization. 


His addresses were crystal- 
lized from close contact with 
the people and wherever races 
aspire to higher things through 
the processes of education they 
find inspiration in his noble 
writings. 





Born: Franklin, 
4, 1796. 

Graduate of Brown University. 

Member in turn of Massachusetts 
House and Senate. 

Secretary of Massachusetts State Board 
of Education—1837-48. 

Member of Congress—1848-53. 

President of Antioch College, Yellow 
Springs, Ohio—1853 until his death 
on August 2, 1859. 


The ideal of Horace Mann’s 
life is summarized in his last 
address to the graduating class 
at Antioch—“Be ashamed to 
die until you have won some vic: 
tory for humanity.”—J. E. M. 


Massachusetts—May 











heroes of American education. We tell 
them how the Revolutionary war debt 
was funded and explain the incidence of 
tariff and revenue taxes but we tell them 
nothing about the problems of financing 
their own schools. We explain the mo- 
tives that led to the expansion of slavery 
and expound the reasons for the bi- 
cameral system of legislation but we 
leave young citizens in the dark as to the 
objectives of education in a democracy. 
No wonder that later, as adults, they con- 
found us with strange, ignorant, and ob- 
structive attitudes toward current prob- 
lems of educational policy. We have not 
made the school as an institution an ob- 
jective of education. 

It is somewhat safer than a mere guess 
to assert that not ten percent of high- 
school graduates know who Horace 
Mann was. More than any other one 
person in history does he typify the 
American public school and what it 
stands for and yet the American public 


[115] 


school leaves its product in ignorance of 
him. It is as if the Lutheran church kept 
its young people ignorant of Martin 
Luther; or as if the Democratic party 
maintained a conspiracy of silence rela- 
tive to Andrew Jackson and Thomas 
Jefferson. And this neglect of Horace 
Mann is only typical of the school’s al- 
most complete failure to teach its pupils 
about itself. 

Conversely, there is no better nucleus 
around which to center instruction rela- 
tive to the school as objective than the 
life, work, ideals, and personality of 
Horace Mann. For example, most chil- 
dren take the school for granted, like the 
small boy who was surprised on being 
told that there were no automobiles in 
Bible times. Children do not realize that 
free public schools, such as they are at- 
tending, were undreamed of in Washing- 
ton’s day. They have no notion whatever 
of the struggle and effort it took to es- 
tablish our system of public education. 
They would be amazed to learn of the 
legislator of Horace Mann’s time who 
orated in the General Assembly of his 
state that when he died he wanted it en- 
graved upon his tombstone: “Here lies 
an enemy of the free public school.” A 
study of the life and times of Horace 
Mann could readily be made a vehicle 
for imparting this kind of information. 
And young people brought up on such a 
diet should be much stronger supporters, 
later on, of progressive school policies. 

Again, many of the reforms that Hor- 
ace Mann promoted are still unfinished 
business to this very day and the reasons 
for them are much the same now as 
then—and will be tomorrow. One ex- 
ample is the struggle to overcome the 
localism of the district system, and sub- 
stitute statewide organization, 
vision, and support. 

And still again, Horace Mann set 
forth the principle that the whole wealth 
of the community should be at the dis- 
posal of the community as a whole for 
the like education of the whole people 
of the community. The principle holds if 
the words “state” or “nation” be sub- 
stituted for “community.” If a state gov- 
ernor vetoes state aid on the excuse that 
it is an injustice to tax wealth in the 
cities for the support of rural education, 


super- 








the school has itself to blame: it should 
have taught him about Horace Mann 
when he was a school boy. If organized 
great wealth can succeed for ten years 
in withholding adequate federal aid, the 
may They 
neglected twenty years ago to acquaint 
the public, then in high schools and col- 
leges, with the principle of school support 
set forth by Horace Mann, together with 
the reasons for the same, not to mention 
the fiscal means whereby that principle 
can be made effective in an age of quasi- 
monopolistic, nation-sized corporations. 

This transition from a system of local 
support based upon the old visible prop- 
erty tax to a system by which the great 
modern corporations will finance edu- 
cation out of their book profits, through 
the fiscal agency of the federal govern- 
ment, is the indispensable next step in 
American educational development. To 
make it will require the support of a 
public opinion too enlightened to be hum- 
bugged by such specious shibboleths as 
“centralization”, “standardization”, “pa- 
ternalism”, and the like. But if such a 
public opinion is to emerge it will have 
to be created in advance by overt instruc- 
tion of the pupils now in school. And of 
such instruction Horace Mann can well 
be made the national hero. 

Fortunately Horace Mann’s biography 
is replete with the food on which an 
idealistic hero worship can be nourished. 
His very times were heroic. The decade 
in which he did his major work was the 
heyday of democratic idealism in nine- 
teenth century America. It was the pe- 
riod of “Jacksonian democracy,” of 
which Schlesinger so inspiringly sets 
forth the breadth and scope of its domi- 
nating ideals. New England literature 
was at the flower; a revival of evangelical 
piety was at high tide; the Greek democ- 
racy ideal was fullblown throughout the 
south; a great temperance crusade was 


schools blame themselves! 


116 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





April, 1930 








in progress; socialistic utopias like Brook 
Farm and New Harmony were the order 
of the day; the abolition movement was 
gathering ominous momentum ; idealistic 
labor movements were much in evidence 
and contributing largely to the cause of 
popular’ education, too; and the great 
west was quickening the imaginations of 
all, including Horace Greeley. It was an 
outstanding epoch of idealism and hope, 
of which the memory may well be re- 
kindled in the hearts of young Ameri- 
cans of all succeeding generations. In 
such an epoch as that Horace Mann and 
his followers laid the foundations of the 
American public school. Why neglect it 
so in our curriculum? 

The early life of this hero of Amer- 
ican education was a typical case of an 
ambitious young American struggling up 
from poverty. His father died when he 
was thirteen, leaving him to a youth of 
work and hardship too severe for him. 
Only a few weeks’ schooling was his each 
winter; but he read with avidity every 
book available in his neighborhood and 
developed an_ insatiable craving for 
knowledge. At twenty years of age he 
entered Brown University and worked 
his way through college by the savings 
from his winters’ teaching. Eventually he 
finished the law course and was admitted 
to the bar. He practised law with eminent 
success till he was past forty. 

As a lawyer he was several times 
elected to the state legislature and rose 
to the presidency of the state senate. 
There he was responsible for four im- 
portant educational reform bills, among 
them the one creating the state board 
of education and the state commissioner. 
No sooner was that office created than 
promoters of the measure insisted upon 
his accepting the responsibility. Where- 
upon he abandoned a most promising 
legal career and wrote as follows to a 
friend: “My law books are for sale. My 





office is to let. The bar is no longer my 
forum. I have abandoned jurisprudence 
and betaken myself to the larger sphere 
of mind and morals.” For twelve years 
he carried forward his work of educa- 
tional leadership with incomparable 
energy and devotion. At one time he even 
mortgaged his own property to help se- 
cure the establishment of normal schools, 
How can such a character fail to inspire 
American youth! 

One historian writes of him: 

He went from one end of the state to the 
other, into large towns and obscure villages, 
seeking to call together the people and waken 
in them an interest in their schools. He ap- 
pealed to them with the power of his high- 
strained, impassioned eloquence. Sometimes, 
after sweeping a room and building a fire in 
severe winter weather he could get but a 
handful of people to listen to him. For years 
he suffered in health and was threatened 
with consumption; yet fifteen hours a day 
was the usual measure of the Secretary’s 
work. But nothing daunted him. How he en- 
dured the labor nobody can tell. There seems 
to be the power of vitality in a lofty purpose. 


To present such material to the rising 
generation should smooth the way for 
educational progress in the future and 
that is an objective which curriculum 
makers have no right to overlook. But if 
the blind spot of educational leadership 
is not to fall on this responsibility, the 
history of education must be restored to 
a larger function in teacher-training in- 
stitutions, especially in their graduate 
departments. For such institutions to 
neglect the history of education is likely 
to create a myopic educational leadership. 

Let every school begin to keep a scrap- 
book on Horace Mann; to encourage 
students to study his life and writings; 
to celebrate his birthday annually on 
May 4. Let every community name one 
school after him. Let America honor 
him as it honors Franklin, Washington, 
Lincoln, and other pioneers who have 
laid the foundations of its greatness. 





FF” GENERATIONS high schools have been reading Burke’s speech on Conciliation. Their efforts have been 





aa 


supported by publishers who have issued the address in many forms and reenforced by the required 
or suggested reading lists in English. During the same period the famous addresses of Horace Mann—a 
thousand times more important to the future of America—have almost gone out of print and are unknown 
even by the masses of teachers. To read these great writings is like opening a door in one of the cabins of 


Yellowstone Park in the beauty of the morning to look out across the lake and the mountains. These 
earnest addresses are the real epic of today’s civilization.In preparation for the centennial celebration of 
Horace Mann’s Secretaryship, which will take place in 1937, THe JouRNAL will reprint generously from 
the writings of this great interpreter. Plans are also underway for the publishing by the Association in 
1932 of an attractive one volume edition of his famous reports. The idealism of these great statements is 


the foundation of the common school in America and the free public school is admittedly the greatest con- 
tribution of this nation to the civilization of the world. 











A Call to Action 


will feel the challenge of these 

two messages by the Presidents of 
the National Congress of Parents and 
Teachers and of the National Education 
Association. 


a recent months the President 
of the National Congress of Par- 
ents and Teachers and other members of 
the National Board have had numerous 
requests for information regarding the 
attitude of the Congress toward the use 
of tobacco, drugs, and narcotics by the 
youth of our country. Appeals have been 
made for the Congress to protest against 
advertising these products in magazines 
and other publications which cater to our 
young people. It, therefore, seems timely 
to present to our readers certain actions 
the Congress has taken in recent years re- 
garding this serious problem. 

In 1925 the convention at Austin, 
Texas, voted to work actively to reduce 
the sale of drugs and narcotics. The min- 
utes of the 1926 convention held in At- 
lanta tell that the delegates endorsed nar- 
cotic education as the means for combat- 
ing the menace of drug addiction. The 
same convention passed the following 
resolution regarding the use of tobacco 
and cigarets by minors: 


ee thoughtful parent and teacher 


Minors and Tobacco and Cigarets—Where- 
as, We believe that the use of tobacco is detri- 
mental to the physical, mental, and moral 
welfare of our youth, as a hindrance to charac- 
ter building; Therefore, Be It Resolucd: That 
the National Congress of Parents and Teach- 
ers dedicates itself to the cause of eliminat- 
ing throughout the United States the use of 
cigarets by minors: 

(1) By disseminating information among 
parents concerning the harm to their children 
in permitting them to acquire this habit; and 

(2) By securing in our public schools the 


observance of the state laws requiring in- 
struction regarding the evil effects of the use 
of narcotics; and 

(3) By securing and enforcing necessary 
legislation prohibiting the sale to and the use 
of cigarets by minors; and 


apie AND NARCOTICS tend to 
standardize, weaken, and defeat 
people. Education fosters individuality, 
distinction, and achievement. Has there 
been in all history so colossal a stand- 
ardizing process—such a vast demon- 
stration of the sheeplike qualities of 
the human race as in the spread of the 
tobacco habit. Has not this increase in 
the use of cigarets been brought about 
through the expenditure of millions of 
dollars for advertising; through the 
hired misuse of psychology, art, writ- 
ing, printing, and radio; through the 
degredation of newspapers and maga- 
zines? Have not the tobacco interests 
admitted the falsity of the statements 
which were published in newspapers 
and magazines that had the confidence 
of our homes and of our schools? 
Should any school or home subscribe 
to magazines which support such a 
policy? Can we afford to spread, even 
among the children, a habit whose cost 
is greater than the total cost of free 
public education; a habit surely un- 
worthy of an age that has produced a 
Lindbergh and has brought into the 
high schools of America a wonderful 
army of more than five million fine 
young men and women!—E. Ruth 
Pyrtle, President of the National Edu- 
cation Association. 





(4) By making an appeal to national ad- 
vertisers to bar the use of cigarets from their 
advertisements of articles other than cigarets. 


At the Oakland convention in 1927 
the delegate body through its resolutions 
reafirmed “its willingness to cooperate 
with other organizations in narcotic edu- 


cation.” It also urged its members to pro- 
test against such advertisements in maga- 
zines for home use as seek to make the 
use of tobacco attractive to youth. 

Again in Cleveland in 1928 and Wash- 
ington in 1929 the convention restated 
its stand on narcotic education concerned 
with the use of tobacco, alcohol, and 
other habit forming drugs. 

Thus we see that the National Con- 
gress of Parents and Teachers has taken 
a very definite stand in regard to the pro- 
tection of youth against the tobacco and 
drug menace which, as President Hoover 
declares, seriously affects the health, the 
efficiency, the education, and the charac- 
ter of our boys and girls. 

Resolutions, however, are not worth 
the paper upon which they are written 
unless they are followed by action, and 
individual effort is necessary to produce 
action. Is it not the duty, therefore, of 
every parent with young children to ex- 
clude from his own home periodicals 
which advertise tobacco, drugs, or nar- 
cotics? 

Is it not the duty of every school or 
children’s library to exclude such period- 
icals which are out of harmony with state 
laws requiring that children be taught 
the harmful effects of tobacco? Is it not 
the obligation of every friend of child- 
hood to protest against all narcotic ad- 
vertisement through radio broadcasts? 
Shall not every parent and teacher give 
serious study to this problem and come 
together in a determined effort to solve 
it? The National Congress of Parents 
and Teachers is committed to such a pro- 
gram.— Mrs. S. M. N. Marrs, Presi- 
dent of the National Congress of Parents 
and Teachers, through courtesy of the 
Child Welfare Magazine. 





What the Tobacco Interests Admitted 


UT NOW COMES a cold-blooded, fact-finding government agency, the Federal Trade Commission. The 
commission brings the tohaecd men to the mourners’ bench, and gets from them an abjectly humili- 
ating confession of falsehood, deceit, and cheeky imposture. [The newspapers put the story far back in 
the second section, if they printed it at all. Editorially they have little to say. Didn’t they print the fake 


advertising? [The cigaret corporation that was on the carpet admitted that it lied when it said smoking 
its cigarets would keep a woman from getting overweight. It admitted that it printed testimonials from 
people who did not use its cigarets at all. {It admitted that it printed testimonials from people who not 
only did not write them, but never saw them. {It admitted that it paid for testimonials from a group of 
actresses to the effect that the use of these cigarets kept them slender and fit for their work, though the 
actresses were not cigaret smokers at all.—Christian Advocate, Northwestern Edition, February 13, 1930. 


on 








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


(117] 


~~ 


' 
} 











Members and Professional Staff of thidet 





James J. Davis Robert P. Lamont Arthur M. Hyde William John Cooper 






Edward T. F Perry 
Secretary of Labor Secretary of Commerce Secretary of Agriculture Commissioner of Education Member for Man, & ( Member 
Chairman of the Board Member of the Board Member of the Board Member of the Board Vicechairman Represe: 









G. A. McGarvey C. E. Rakestraw R. V. Billington James R. Coxen C. F. Klinefelter 






: Mrs. A 
Agent, Trade and Ind. Ed. Agent, Trade and Ind. Ed. Agent, Trade and Ind. Ed. Agent, Trade and Ind. Ed. Special Agent pec. Aft. 
North Atlantic Region Southern Region Central Region Pacific Region Trade and Industrial Béfirade and 





















Edith M. Thomas Jane S. Hinkley Marie White Edna P. Amidon 


C. H. Lane A. | 
Agent, Home Econ. EJ. Agent, Home Econ. Ed. Agent, Home Econ. Ed. Agent, Home Econ. Ed. Chief, Agr. Ed. ServigAgent, / 
No. Atlantic & So. Regions Pacific Region Special Groups Studies and Investigations Vocational Education [§ North . 





Ye 
















Fi A 
_ James H. Pearson W. A. Ross H. B. Swanson H. O. Sargent Earl W. Barnhart | John 
Spec., Partime & Ev. Sch. Specialist in Subjectmatter Spec. in Teacher Training Spec. Agt. for Negro Sch. Chief, Com. Ed. ServidBiel, V 
Agricultural Education Agricultural Education Agricultural Education Agricultural Education Vocational Ed. Div. Voc. Re 
’ 


Gf ie merand women of the Bederal Board for Vocational Education feer: 
to arouse the nation to an uppreciation of the importance of traingkm: 
industry and that truth, goodness, and beauty shall glorify its producifthe: 
distribution of federal funds. It has not been easy to introduce into the cpona! 
been done. It has not been easy to establish vocational education for a¢ pul 
remarkable. Much remains to be done. Perhaps the most important negclos 
individual life, in the community, in the state, and in the national govt. F 
sof 











Terry C. Foster . e ° e . . . 
Resserch Adont nation needs unity; and education is our most effective unifying force. 


Vocational Rehabilitation 





[118 ] 
























Claude M. Henry J. C. Wright Charles R. Allen Frank Cushman, 


ranks | Perry W. Reeves 
. & Col Member of the Board Member of the Board Director and Member Editor and Ed. Consultant Chief, Trade and Ind. Ed. 
an Representing Labor Representing Agriculture Executive Staff Executive Staff Goce. Gen, Ee. fie. 









flelter | Mrs. A. L. Burdick R. Ww. Hambrook N. B. Giles Adelaide S. Baylor Florence Fallgatter 
ent nec. Agt., Girls & Wom. Special Agent Special Agent Chief, Home Ec. Ed. Serv. Agent, Home Econ. Ed. 
trial Béyirade and Industrial Ed. Trade and Industrial Ed. Trade and Industrial Ed. Voc. Ed. Div. Central Region 


TY, 
st 


SF 


~ 





R. D. Maltby J. A. Linke W. T. Spanton Frank W. Lathrop 








ne A. P. Williams 
ServigAgent, Agricultural Ed. Agent, Agricultural Ed. Agent, Agricultural Ed. Agent, Agricultural Ed. Research Specialist 
tion D§ North Atlantic Region Southern Region Central Region Pacific Region Agricultural Education 





John Aubel Kratz I. M. Ristine H. B. Cummings Tracy Copp F. J. Clayton 


nhart 
ServidBtiel, Voc. Rehab. Serv. Agent, Voc. Rehabilitation Agent, Voc. Rehabilitation Agent, Voc. Rehabilitation Agent, Voc. Rehabilitation 
. Div. [Voc. Rehabilitation Div. North Atlantic Region Southern Region Central Region Pacific Region 





ion #eers and builders. They have a vast and unique respunsibility. It is theirs 
raimkmanship. It is theirs to help see“that the human values shall dominate 
duct§theirs to lead the way through research, publication, guidance, and the 
he tonal school system a network of vocational training, but that task has 
wr af public expense, but that step has also been taken. The progress is truly 
| nedcloser integration of vocational education with general education in the 





govt. For after all, each life needs unity; each community needs unity; the yam 
. . ° Su visor, Voc. Rehab. 
>. TiBof life are in excellence and happiness.—J. E. M. gee sage Be Bane 


[119] 








EALTH as a school objective is 
H probably more firmly established 
than any other except academic 
subjects. However, the effectiveness of 
health programs is still measured largely 
by the verbal knowledge of the child 
rather than by his health habits and his 
physical and mental fitness. 
The Granite (Utah) district health 
program is in part a cooperative under- 
taking with Salt Lake county. Its effec- 
tiveness is due to the support of doctors, 
dentists, parent-teacher workers and to 
the interest and devotion of teachers. In 
its beginning, some parents questioned 
the right of the school to require vaccina- 
tion and other forms of immunization. 
Some resented the entrance of school 
nurses in the home. These prejudices are 
past. Health clinics, yearly physical ex- 
aminations, dental clinics, and home visits 
from school nurses are now familiar to the 
residents of the district. The children ac- 
cept the requirements of the health pro- 
gram as they do the requirements for 
academic subjects. More and more, suc- 
cess in the health program is measured in 
terms of behavior, in keeping laws of 
health and safety, in overcoming physical 
defects, and in attaining positive, radiant 
health. The program has been developed 
without extra cost to the district except 
for paying one half the expenses of three 
nurses and a dental clinic. Under the 
superintendent, the county physician is in 
charge of all health examinations which 
are given by local physicians without 
charge. By action of the board of educa- 
tion no teacher is employed who uses 
tobacco. Its possession and use by minors 
is ptohibited by state law and its use by a 
teacher is a bad example in a health pro- 
gram. The health program follows: 


(1) A yearly pixysical examination of all 
pupils. The preschool child is examined dur- 
ing the summer months. The results of all 
these examifations are kept on a permanent 
record card which also contains the child’s 
attendance and school record. It is designed 
for nine years and follows the child from 
grade to grade and from school to school. 
The card gives the names of contagious dis- 
eases he has had, states whether or not the 
child has had the various required vaccina- 
tions, and gives his actual condition in regard 
to thirteen items listed elsewhere in this ar- 
ticle. 

(2) Daily inspection of children by the 
classroom teacher for cleanliness and indica- 
tions of disease. 





The Seven Objectives in a Rural District 


Health, the First Objective 


Francis W. KirKHam 


(3) The classroom teacher is held respon- 
sible for the sanitary condition of her class- 
room: heat, humidity, cleanliness, and the 
like. 

(4) Children from the first to ninth grades, 
inclusive, are trained in health habits by 
various methods. Those developed by the 
American Child Health Association and the 
National Child Welfare Association have 
been used. All elementary teachers are re- 
quired to have Dansdill’s book, Methods in 
Health Education, published by the American 
Child Health Association. 

(5) Elementary and junior high-school 
boys and girls engage in a program for the 
development and coordination of the vari- 
ous parts of the body. This program is an 
adaptation of the Decathlon program used in 
California and is similar to that sponsored 
by the Playground and Recreation Associa- 
tion of America. 


(6) Instruction in personal hygiene and 
health is given in the various grades. 


The program is motivated by the use 
of health songs, plays, pageants, and by 
recognition for accomplishments in health 
and physical development. Each junior 
and senior high school is equipped with a 
gymnasium. Playground activities are 
prévided and supervised. The teaching of 
health is correlated with other subjects 
and especially with home economics. Su- 
pervision of health projects during the 
summertime is provided by the employ- 
ment of special teachers who assist in su- 
pervising the 4-H Clubs which have a 
definite health program. The school 
nurses and the work-and-school coordina- 
tors visit the homes throughout the year 
to help improve health conditions and to 
obtain information for the advisory teach- 
ers and principals for guidance purposes. 

After three years’ use of the permanent 
health record card and a close supervision 
by the county physician of the health ex- 
amination made by volunteer physicians, 
a health score was developed for the dis- 
trict in 1929. We were not able to find a 
health score in the United States to assist 








us. Knowing that life insurance com- 
panies score thousands of applicants every 
year, the county physician worked out the 
following plan which includes thirteen 
items, the perfect score being 100 points: 


points 
Physical development, nutrition, posture 10 
TOI asst smiattti sak h So oe ec ell 5 
CORON INCU GG ISS 6 0 occ oo ccc ckees 5 
EO 5 
GRU cigaabebas Pemba... csecnabke 5 
, et ee, 10 
EE ack e6Nes BeRRh. & os cieeasns ci 10 
Fee eam nacda aaenae « . . ek sawicie 10 
VR Acai hones 00h cancers... eaencee 10 
We atita cacand ceeds... Soe 10 
BNE, SEUasecchensehonc+...- dumeaucaee 5 
BE. cehbeeeeaccasdss'cc.... cckhgneul 5 
SS ey Pe eae ce 10 


The health card of each pupil requires 
that the important facts pertaining to 
each of these thirteen items be designated, 
as for example, teeth may show few small 
cavities, 1-2 points deducted ; many cavi- 
ties and unclean, 3-5 points; inflamed 
gums, 2-3 points and with cavities 6-7 
points; infection and abscess 6-8 points. 
The score thus indicates to teachers the 
relative physical condition of pupils for 
guidance purposes. It also becomes an in- 
centive to children to better their physical 
and health conditions and encourages 
teachers and parents to help the child at- 
tain as nearly as possible a perfect score. 

The relationship of the health of the 
child, as determined by this score, to re- 
tardation or acceleration was found for 
1500 junior high-school and partime 
pupils. Retardation and acceleration were 
determined by the difference between the 
chronological ages as shown by school 
records and the educational ages as shown 
by the Terman group achievement test. 
The highest score for all children occur- 
red among boys accelerated two to three 
years. On an average, retarded pupils had 
lower health scores than accelerated 
pupils but the difference was small being 
.6, 2.1, and Y percent less respectively for 
the upper, medium, and lower qiartile 
scores. 

The health program has had a marked 
beneficial effect upon children, teachers, 
and patrons. Teachers have become more 
interested in their own healthsand it is 
the opinion of patrons and school nurses 
that the sanitary condition of the com- 
munity and the health condition of chil- 
dren have been greatly improved. 





no! 
of 

pul 
kee 
ide 
ing 
det 
fitt 
en’ 


of 

the 
sta 
les 
cit 
scl 
pr 
th 
be 
tic 
air 





. 





Vitalized Commencements In Chanute 


MONG all the various and sundry 
tasks that pile up on the shoulders 
of the administrator of schools, 

none is of more importance than that 
of maintaining a proper contact with the 
public he serves. It is the problem of 
keeping a constituency informed of the 
ideals and aims of education, of its chang- 
ing content and technic, of the needs and 
demands placed upon the schools in fully 
fitting youth for usefulness in his social 
environment. 

It is a problem of an informed body 
of supporters. People will respond when 
they understand. The task is one of con- 
stant education of the public by every 
legitimate means at command. Every 
citizen who pays taxes helps support the 
schools. Everyone who enjoys peace and 
prosperity under good government enjoys 
the fruits of education. The public will 
become more anxious to support educa- 
tion as they learn more about its work, its 
aims, and its ideals. 

Once each year the schools of the en- 
tire nation engage in-a most significant 
public program. The commencement sea- 
son represents the climax of the year’s 
activities. The school-consciousness of a 
community is at its peak as it is at no 
other time of the year. When so large a 
number of boys and girls come to the 
completion of their grade and high-school 
work, the natural interests of parents 
and friends center around these gradu- 
ates and the work the schools have done 
for them. In the commencement pro- 
grams there is a splendid opportunity to 
capitalize on this interest of parents. 

It is a time to drive home the ultimate 
values of schools—the inspiration of 
youth. For this is the great gift of one 
generation to the next; the torch of in- 
spiration, the ambition to dream, to do, 
and to be, according to ability and talent. 
This is the gift eternal. The worth of the 
school and the strength of the teacher is 
measured by the passing on of this torch. 
Inspiration is the source of all real 
teaching. The commencement season 
affords an unusual opportunity to bring 
inspiration to a point of high effective- 
ness. 

, Fo the school administrator anxious to 
use every significant agency in his ap- 


L. H. Perir 


Superintendent of Schools, Chanute, Kansas 


proach to the public, the commencement 
program affords an unexcelled opportu- 
nity of presenting a sustained study of 
vital educational problems. If we really 





What Is Education? 


EDUCATE is to guide growth. 
Schools exist to help young peo- 
ple until they are able to continue their 
own development. One’s connection 
with the school should not cease until 


(1) He habitually maintains himself in sound 
health. 

(2) He is a constant learner in all the prob- 
lems of life. 

(3) He maintains his home relationships 
with an appreciation of their meaning to him 
and to society. 

(4) He assumes his responsibility for faith- 
ful citizenship, including the duty of helping 
to form righteous public sentiment. 

(5) He is able to maintain himself happily 
in a useful vocation with a fair prospect of 
growth and advancement. 

(6) He knows how to use leisure time in 
ways that build up, enrich, and beautify his 
own life and the lives of others. 

(7) He appreciates ethical character as a 
means of harmonizing his own life with the 
wellbeing of his fellows.—From an editorial 
in THE JOURNAL of the National Education 
Association, May, 1927. 

















believe that the destiny of the human race 
is in education we ought to strive to in- 
terpret that belief to children and par- 
ents and citizens in terms so concrete and 
convincing as to be inescapable. With all 
the interests and inspiration that center 
about the close of the school year, the re- 
vival of enthusiasm and spirit that goes 
with commencement is fertile soil. 

Hence the value of the vitalized com- 
mencement. It is a shift of emphasis from 
the formal, rather stilted program to one 
that tends to capture the interest and 
imagination of the hearers. In a program 
prepared and presented by students them- 
selves there is a parental and community 
interest that can never be aroused through 
the medium of a formal address by an 
invited speaker. The vitalized commence- 
ment makes possible a continuity of basic 
truth that brings each year some one of 
the ideals of life into sharp focus. 

How this type of program has been 
worked out in Chanute is the theme of 
this article. We are now at work on our 
third vitalized commencement. The in- 
terest and appreciation in this sort of 
undertaking seems to be increasing in the 
school and the community from year to 
year and this spring we expect to have 


[121] 


: 


the best series of commencement exer- 
cises yet presented. 

We have three main public programs 
in connection with our commencement 
exercises. On Sunday night all the 
churches of the community unite in a 
baccalaureate service held in the memo- 
rial auditorium of our municipal build- 
ing. Provision is made at this service not 
only for the graduation class of the senior 
high school but also for the class that is 
completing the work of the junior high 
school. Both of these classes attend in a 
body. On Monday night the graduating 
exercises for the senior high-school class 
are held, and on Tuesday night the junior 
high-school class presents its program. 

In these three programs we plan for 
a continuity of the theme of the com- 
mencement season. Two years ago we 
took as this theme the Seven Cardinal 
Objectives of Education. Last year it 
was the first objective, that of health. 
This year the programs will center 
around the second objective, worthy 
home making. It is our plan to use each 
of the other objectives in the succeeding 
years ahead. Throughout the eight year 
cycle, therefore, we will bring to pub- 
lic attention an analysis of each of these 
seven generally accepted objectives of 
modern education. 

The minister who has been invited 
to deliver the baccalaureate sermon is 
advised as to the theme of the commence- 
ment exercises for the year. He is re- 
quested to use it as a central background 
in the preparation of his sermon. This 
gives him the opportunity not only to 
bring a spiritual message but also to bring 
to his hearers some of the religious im- 
plications back of the presentday aims of 
education. It is an opportunity to bring 
about a better understanding of the inter- 
ests of the church and the aims of the 
school in the production of human worth 
in the lives of boys and girls. 

At a meeting of the senior class held 
early in the school year the subject for 
the commencement season is announced 
and the plan of developing the program 
is outlined. The general theme is first 
broken up into a number of pertinent 
topics. For instance, the first of this series 
of programs dealt with the seven cardinal 





122 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





objectives and each objective was dis- 
cussed by one of the speakers. Last year 
when the theme was health the following 
relevant. topics were discussed: “The 
Prevention of Disease,” “Health and In- 
tellect,” “Health and Industry,” “Char- 
acter, a Matter of Health,” “Health and 
Longevity,” and ‘Health in the Chanute 
Schools.” This year under the general 
theme of worthy home membership the 
following topics will be developed: ““The 
Economic Aspect of Worthy Home 
Membership,” “Worthy Home Making 
and Character,” “Development of Health 
Through Worthy Home Making,” “Me- 
chanical Conveniences in Home Mak- 
ing,” “Home Making in the Chanute 
City Schools.” 

Members of the senior class who are 
interested in contributing to this pro- 
gram are invited to select one of these 
topics and write a paper on it. Reference 
material is arranged by the high-school 
librarian. The librarian at the public 
library is also very helpful in assembling 
bibliographies and other source material 
is obtained from the libraries of the state 
university and the teachers colleges. Par- 
ticular emphasis is placed on research 
into what the schools of Chanute are do- 
ing in applying in a practical way the 
objectives of education. Students are en- 
couraged to investigate just what is be- 
ing accomplished in their own school. 
After all, this is the thing in which the 
public is interested and it is this that gives 
meaning and life to the whole enterprise. 

Departmental teachers assist the stu- 
dents in obtaining necessary facts and 
data. In the program on health, for in- 
stance, the teachers in the physical edu- 
cation department took an active part in 
supplying references. This year the teach- 
ers in the home-making department are 
interested in supplying data relative to 
their work. After the students have col- 
lected their material they have the as- 
sistance of the teachers in the English de- 
partment in the mechanics of preparing 
their papers. 

When the papers are completed a com- 
mittee of judges, chosen from the high- 
school faculty, reads them and selects 
the best for use on the program. This is 
usually done about the first of March. 
By the first of April the papers that have 
been chosen are worked into final shape. 
The copy is turned over to the printing 
department of our trade school where a 
beautiful souvenir commencement book- 
let is produced as a printing project. In 
this booklet are printed the salutatory, 





the valedictory, and the five or six ad- 
dresses based upon the commencement 
theme, copies of the baccalaureate and 
commencement programs, the class roll, 
officers, and other information pertinent 
to the commencement season. ‘These 
books are published primarily for distri- 
bution to the members of the class and to 
interested persons in the community. An 
additional number is printed to fill re- 
quests from school administrators and 
teachers in other cities and states. 

Commencement night is a time of in- 
terest and enthusiasm on the part of the 
senior class itself and the parents and 
friends of the class. The significant 
trends and objectives of education are 
presented at this time to the patrons of 
the school through the voices of their 
own children. The program carries an 
interest and an appeal that cannot pos- 
sibly be obtained through the medium of 
a formal address. During the many years 
the writer has gone through commence- 
ment exercises they have come to mean 
to him pretty largely a routine to be 
planned and got over with. The excite- 
ment of the occasion has long since been 
lost for him. In these last two programs, 
however, there has been a genuine thrill 
as he has watched and heard these young 
high-school students stand on their feet 
before an immense crowd that filled the 
auditorium and there deliver their own 
productions, their own analyses of one 
phase of modern educational activity. 
This thrill has been shared by the people 
in the audience*who have carried home 
with them a fine inspiration and a more 
kindly and sympathetic feeling toward 
the work of the schools. 

The program for the junior high- 
school class is different in plan but the 
same subject is carried out in this pro- 
gram as in the others. The first part con- 
sists of a pageant or demonstration 
worked out by members of the class to 
portray the applications of the objective 
in question as a part of school life. It is 
particularly interesting to parents in re- 
vealing the significant work their chil- 
dren are doing in the public schools. This 
is followed by a short address by the 
superintendent, which gives him an op- 
portunity to conclude, as it were, the 
year’s work, to present to his hearers a 
short analysis of the work of the educa- 
tional institutions of the community, and 
to emphasize again the objectives the 
schools are seeking to attain. 

Along with these three particular pro- 
grams there is another agency in the com- 





A pril, 1930 





munity that is used generously in making 
this season an outstanding part of the 
year’s activities. Our newspapers are 
eager not only for news stories regarding 
the commencement exercises, but for all 
the other feature stories that carry 
human interest. Our papers are very 
generous in their space devoted to these 
programs and their reporters cooperate 
in a most wholesome fashion in the prepa- 
ration of all this material for the press, 
By means of this agency which thor- 
oughly covers all the homes of the com- 
munity, every person, whether he at- 
tends the commencement exercises or not, 
will get an opportunity to inform him- 
self of some things the public schools are 
doing. 

Two years ago this plan was under- 
taken as an experiment. It was the first 
time we had discontinued the use of a 
formal commencement address by an out- 
side speaker. The questions that faced us 
as we prepared this program were: “Will 
it work?” and “Will the public take 
kindly to the change?” It did work and 
the public did take kindly to the new ar- 
rangement. This attitude of the public 
has been reflected in the personal expres- 
sions following the programs, in the in- 
creased interest of the members of the 
graduating class, in the demands for the 
commencement souvenir booklet which 
exhausted each edition, and by the re- 
actions as indicated in the press com- 
ments. 

As we have said before it is our plan 
each year to bring into sharp focus in the 
minds of the people of the community 
some one distinctive phase of the pro- 
gram of modern education. We believe 
this is serving a twofold purpose. In the 
first place, it is bringing to the attention 
of the public, as no other agency can, an 
interpretation of educational policy and 
problems. In the second place, it is giving 
the members of the graduating classes an 
opportunity to demonstrate rather than 
to listen. We believe that every student 
graduating from high school should 
leave the institution with a working 
philosophy of life. A commencement such 
as we are conducting in Chanute will 
give our young people a chance to ac- 
tually live the things we are talking 
about. [ Additional material on vitalized 
commencements may be found in earlier 
issues of THE JOURNAL as follows: After 
School, What?—June 1926; What Is 
Education ?— May 1927 ; Vitalized Com- 
mencements—Dec. 1927; also January, 


March, April, December 1928. ] 





are b 
We 
glori 
talk 
und 
day’ 
rule: 
V 
vent 
whic 
but 
knot 
and 
spec 
logi 
som 
resp 
mot 
our 
I 
rebe 
sou. 
ass¢ 
par 
I 
this 
do 
giv 
our 
the 
] 
use 
bec 
son 
Wo 
ow 
ert 
val 


of 
to 
tu 
th 
fai 





‘fe 


— Ww 


Ss SS =a 


a a VS ee FPF 6S 


orn" = UW 





The Use of Leisure 


E AMERICANS live in a work- 

driven world. The rest of the 

world has noticed it; and we 
are beginning to take note of it ourselves. 
We do not know just why we have 
gloried in this lopsided life. Our common 
talk seems to show that we have. We talk 
unduly about the day’s work when the 
day’s work is supposed to be over. Shop 
rules our minds. 

We business men and others go to con- 
ventions, ostensibly on a serious errand 
which justifies us among our neighbors ; 
but down in our own rebellious souls we 
know that we are really seeking change 
and recreation. We take a socially re- 
spectable half-vacation when our psycho- 
logical need is for a whole and whole- 
some vacation that has no pretense of 
responsibility in it. Thus, we veil our real 
motives to keep our social standing and 
our personal selfrespect. 

Every American who is not yet a social 
rebel is afraid to be a man of leisure. It 
sounds too much like being an idler. It is 
associated with laziness and economic 
parasitism, 

I wonder how we came to feel and act 
this way? Few of us know! And many 
do not care. Yet I think it will help to 
give us a new openness of mind toward 
our problem if we recognize how much 
the values of another day are ruling us. 

Let me repeat that we often make no 
use of leisure, or a very poor use of it, 
because we are living up to the code of 
some dead ancestor, near or remote, who 
worked out a philosophy of life of his 
own, while we do not take the same lib- 
erty of fitting our working and living 
values to our own particular needs. 

We need a code of our own for a lite 
of our own. Hence it is necessary for us 
to look sharply at some traditional atti- 
tudes which have trickled down to us 
through many generations, handed on by 
father to son. 

First, there is still among us that lin- 
gering touch of asceticism which filtered 
down from the Middle Ages. It makes us 
look a bit disdainfully on our bodies as 
though they were not worth serious at- 
tention as are our minds and souls. There 
is the thought, too, that a thrill of physi- 
cal wellbeing is not altogether consistent 
with the good of our souls, and that to be 
happy in common human ways may not 
be completely conducive to goodness. 


HENRY SuZZALLO 


More of us are caught in these tenacious 
attitudes than would dare to defend them 
by any rational argument. 

Then, there are some conventions 
among highly respectable people, cul- 





| 6 ene: article by a master 
hand is a part of THE | 
| JoURNAL’S service in bringing 
| together a new literature of 
leisure. Dr. Suzzallo is a gifted 
thinker, writer, schoolman, 
and citizen. He is a graduate 
of Stanford University, A.B., 
1899, Columbia University, 


Ph.D., 1905. He is wellknown 
for his work as professor of 
the philosophy of education 


(educational sociology), Co- 
lumbia University; as presi- 
dent of the University of 
Washington where he served 
from 1915 to 1926; as a mem- 
ber of many committees and 
commissions; and as editor of 
the Riverside Educational 
Monographs. He is now direc- 
tor of President Hoover’s Na- 
tional Advisory Commission 
on Education. 








turally and socially speaking, which are 
said to be mid-Victorian. Disregardful 
of the instincts and impulses of human 
kind, they are both repressive and nar- 
rowly selective in determining how peo- 
ple shall be permitted to enjoy them- 
selves. The pleasures of the parlor are to 
them more respectable than those closer 
to earth and human nature. Worthy leis- 
ure is, by this pale highbrowism, to be 
confined to the upper stories of man’s 
very human inheritance, to the polite 
and more or less subdued activities of 
mind and feeling. 

But more influential with us are the 
attitudes of our own American social 
ancestors which pour over from the last 
generation or two into this one. The 
Puritan undervalued the recreational side 
of life and disdained it. Many merely 
playful activities were thought to be 
harmful. Later, we conceded they were 
harmless. Now, we know they could be 
positively helpful to mental wholesome- 
ness. In addition, the Pioneer, by the un- 


[ 123 ] 


conscious pressure of frontier necessity, 
overvalued work and responsibility, and 
gave too exclusive attention to them. 
One disdained and the other forsook play- 
ful leisure as an important part of life. 
Both alike damaged the free spirit and 
omitted from the American living tradi- 
tion a sanction for recreative playful- 
ness. Both alike suffered somewhat from 
selfdeprivation. Their conditions of life, 
however, did not make the deprivation 
tragic. Our own life and time is so dif- 
ferent that a taboo on leisure and the 
playful life is a definitely tragic thing, 
alike for the common man and the pillar 
of society. Of this we shall say more later. 

It might be well to ask ourselves how 
life has changed for us from the day of 
our grandparents—not in its mere exter- 
nals but in its impacts, repressions, and 
releases of the human instincts. 

We were once largely an agricultural 
people. It was a life of hard, physical 
work—that is admitted. But it had its 
compensations. The work varied from 
season to season, if not from day to day. 
There was winter slackening if there was 
summer overworking. Many skills, judg- 
ments, and emotional reactions were 
called for in infinite variety. But man-at- 
work was still the master of his tools. 
And time had flexibility. Often it was a 
lonesome life. Man, the gregarious, suf- 
fered some. Woman, more. The country 
man and woman were deprived of the 
best cultural institutions, which flowered 
most richly in great cities, but he had 
Nature which his city cousin had lost— 
skies, the blue hills, the countryside. Try- 
ing to command her in all her moods and 
fancies, his work was changeful and ver- 
satile. Life was not standardized or 
mechanical. 

Since then, his children, in countless 
numbers, have gone to the cities to be- 
come urban dwellers, workers in shops 
and factories in an industrial, mechan- 
ized, and standardized age. Flexibility 
has gone from working time. The tasks 
are painfully alike from month to month, 
day to day, and hour to hour. Life lacks 
variety; monotony and boredom fill its 
place. More than half the nation’s popu- 
lation, more or less, is thus engaged. 

Most of what invention and industrial 
organization has done for the farmer is, 
in human terms, clear gain. He and his 
family gain good roads, the automobile, 





124 


the advantages of a nearer town. They 
have the telephone, the phonograph, and 
the radio. Some but not too many ma- 
chines relieve him of sheer animal toil. 

Much that has happened to increase 
the efficiency of urban industry is a clear 
psychological loss so far as human work 
is concerned. The machine governs the 
worker. He has become a machine-tender ; 
he has ceased to be its master. The reg- 
ular turning of a wheel times his re- 
action. Time for him has no flexibility, 
no variety. He does the same thing over 
and over again with a part of his wits. 
The rest of his powers are uncalled for 
and unemployed! 

From this approximate description, 
you will realize that something has hap- 
pened to man industrialized. It will ex- 
plain why he was the first toget theshort 
working day. The farmer’s day has 
scarcely been shortened at all. The con- 
trast has a_ psychological significance. 
The work of the factory which is easier 
on his body is less endurable to his mind, 
while the hard, physical toil of the pioneer 
farmer’s life is more genial to mentality. 
Thus, to the city dweller and worker, 
garden and gentleman farming are leis- 
ure occupations. 

All that man has and is by human na- 
ture is meant to be used. If a single capac- 
ity of man is overused, it is abused. If it 
is not used, underused, or underexpressed, 
it is also abused. The first leads to fatigue 
or monotony, the second to boredom or 
restlessness. Work under such conditions 
does not satisfy; man craves to stop and 
seek compensatory satisfaction. His wish 
to stop has given him a short working 
day—and incidentally the longest known 
daily leisure or freedom from work. 

What then do we behold in great in- 
dustrial cities? Bored, underexpressed, 
monotonized, restless men and women 
pour out of factories, office buildings, and 
shops at the end of the shortest working 
day, moving into the longest daily free- 
time the worker has ever known. He 
craves activity, engrossment of mind, en- 
joyment! He wants to play, which is the 
desire to let himself act directly or vi- 
cariously in genial, interesting, non- 
irritating ways. 

Here is the problem of modern leisure! 

A bored man will play! With normal, 
harmless, and even helpful expression 
repressed ; without interest, capacity or 
training in the finer, stabler, joyous ac- 
tivities of life, he plays with the only 
feelingful things he has to play with— 
with instincts, appetites, passions. Com- 
mercialized sensuality, sensuousness, or 


Tue JOURNAL OF THE NATIONAL EpucaTiIon ASSOCIATION 





sensationalism beckon him. Thus emerges 
the problem of the use of leisure. 

At the other end from the workers are 
the pillars of society—the managers of 
the world’s affairs or large units of it. 
They carry larger loads than before. 
They carry them on soft, sensitive nerves, 
not on hard muscles. Their decisions 
touch thousands of men. Theirs is a life 
of anxiety or apprehension. They break 
down with the load. Or they grow cal- 
loused of heart and imagination, a merci- 
ful defense-mechanism for the man him- 
self ; but for mankind whose destiny such 
leaders affect, it is an unpromising trait 
to have in high places. The work of these 
does not lack either variety or interest; 
but it carries an overload of strain. Such 
men need recreation and leisure to rest 
and refreshen them. But the werld hurries 
and pursues them with more work and 
gives them no free time. This, also, is the 
problem of leisure! 

Common folk in between these two 
extremes also carry more loads upon their 
feeling life now. The king’s responsibility 
and strain now fall upon the common 
man. In democracy we are all kings, re- 
sponsible for the government and the 
commonwealth, for order, stability, and 
progress. This wears on the conscientious 
citizen. He has an increased sense of 
failure and defeat, less of a sense of effec- 
tiveness. Political interest wearies many 
and they drop their burdens. A new 
political indifference is the calloused de- 
fense-mechanism of less able men, in 
small but still responsible places. The 
loads fall more heavily on a few, who 
continue to bear them. Duty now frowns 
doubly on the morally able, but with it 
comes a heavier anxiety to the sensitive 
and the responsive. Both types need rest, 
recreation, leisure, mental reconstruction. 
Without it, they cannot arise in the 
morning with a new thrill to slay the 
political dragons. Knightliness does not 
arise in fagged, discouraged men. Rec- 
reation is exactly what it means—re- 
creation! Restored power! New power! 

Our world beats on the humble citizen 
as never before. He lives in the whole 
big world, not in his little neighborhood 
alone. The telegraph, the telephone, the 
cable, the radio, the newspaper, the maga- 
zine, the wide distribution of books, fill 
his mind with everybody’s troubles. All 
these are added to his own. Such a mind 
certainly needs free time away from a 
responsible vocation, a responsible citi- 
zenship, a responsible humanness. He is 
entitled to a leisure, full of happy activi- 
ties which spontaneously interest him and 





April, 1930 


ll 


leave him refreshed. It does not matter 
so much how much we wear down in 
eight hours of responsible wage-earning 
work and two more of responsible, active 
citizenship if only we can rebuild in five 
of leisure and eight of sleep. But what 
if we are not given time to rebuild, to 
re-create? What then? What kind of 
world shall we have if only tired, bored, 
discouraged men are in it? For society to 
grant a man leisure is not to confer a per- 
sonal favor on the individual; it is to 
give safety, hopefulness, and progressive 
power to society. 

Could we solve the problem of leisure, 
we should surely have the beginnings of 
a new kind of world, a more effective 
and happy one! 

Some guiding principles may be sug- 
gested to bring it about. 

First, let us give leisure, recreation, or 
free time for the individual as respectable 
a place in our scheme of life valuations as 
we give to work. They are supplements. 
As sleep and rest are to physical restora- 
tion, so recreation is to mental, emotional, 
and spiritual restoration. 

Second, let the time conventions of 
life be arranged to protect the privacy of 
free time. The gogetters of American 
life should be warned off late afternoons, 
our evening hours, our Saturdays, our 
halfholidays, and our Holy days. Let us 
have the courage to snub these relentless 
men. Let us get over the shame of being 
caught idling or working in our gardens, 
listening to music, going fishing, or read- 
ing a good book. These matters are press- 
ing human needs and while we are at 
them, we should put up a “busy sign”! 
Privacy needs to be restored as a human 
institution for many reasons, of which 
one is the need to restore our minds to 
wholesomeness through a leisurely pur- 
suit of the things of heart’s desire. 

- Third, let us not permit supplementary 
and coordinate aspects of wholesome 
human living to become rivals or com- 
petitors, each seeking to crowd the other 
out. 

Wellused leisure is not a competitor of 
productive work. Its presence in life will 
outlaw the pathological slogans that 
“Work is a curse” and “the less the bet- 
ter.” Leisure is the humane life-partner 
of work. In the last analysis, it heightens 
the pleasure of doing something that 
needs to be done. It is the good recess 
that breaks into labor too long pursued, 
as work itself is another recess to play too 
long indulged. If is only our false tradi- 
tions and our psychological ignorance 
which make us act as though these state- 


Vol. 


ment 
cholc 


an u 


that 
adu 
logic 
with 
Also 
are 
Jack 


and 


the | 
perc 
heig 
Rig 
tive 
mot! 
gro: 
ing 


tral 
we 

hoo 
eve 


wh 


--WO! 


wh. 
is | 


hav 
tor 
gui 
fat 
be. 
are 


ho 








er 


te- 


Vol. 19, No. 4 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 125 





ments were not true. An unbalanced psy- 
chological ration is as bad for the mind as 
an unbalanced diet is for the body. 

That bit of old wisdom which says 
that “all work and no play makes Jack 
a dull boy” is in terms of our new psycho- 
logical wisdom, absolutely true. To begin 
with, it makes him a duller workman! 
Also, if he steals his pleasures, and they 
are likely to be the most forbidden ones, 
Jack becomes a poorer man and citizen, 
and somewhat of a social liability. 

A true use of leisure never destroys 
the other important values of life ; sanely 
perceived play or recreation should 
heighten all other values and processes. 
Right use of leisure makes us construc- 
tive, not destructive. It makes us more 
moral, not less so, more refined, not more 
gross ; more eager workers, not less will- 
ing workmen. 

Fourth, let us provide opportunity to 
train for a good use of leisure everywhere 
we can in life—at home, in the neighbor- 
hood, on the playground, in the school, in 
every institution that has an interest in 
wholesomeness. A boy or girl, a man or 


-woman needs a broad exposure to know 


what fits his nature and his circumstance. 
Then he makes a wiser choice, one that 
is likely to endure for him. 

We have only to observe those who 
have rebelled against the unnatural dis- 
tortions of life and have let mere feeling 
guide them to pleasure to know how 
fatally narrow an accidental choice may 
be. Our observations teach us that they 
are more likely to be wrecked than saved. 
What actually happens depends upon 
how natively intuitive or refined people 
are. Too often they shortchange them- 
selves with sensuality, sensuousness, or 
mere sensationalism, the thrills of which 
do not endure, and which, like drugs, 
require larger dosages to bring renewed 
satisfaction. Such unfortunates have no 
sense of the higher types of play which 
delight without sad cost to the very last 
day of life. They had no chance to know. 
Society did not provide them opportunity 
to play with the more softspoken but 
more enduring satisfactions of life. 

Fifth, let play opportunities be of 
every good kind. We need only to recog- 
nize that we are all that we are—body, 
mind, and soul. We. cannot wisely leave 
any of them out of our work. Neither 
can we leave any of them out of our play. 

Body, mind, and soul are inseparable 
partners for life. This is merely a way of 
saying that in our plan for the use of 
leisure and in the educational program 
which trains for leisure, we must be all- 


inclusive and quite tolerant of every 
wholesome, natural demand, whatever its 
emphasis. Each way of change, rest, play, 
or recreation has its place—walking, 
dancing, games of skill, the sports of the 
countryside, workmanship in the shop, 
lectures, sociability, drama, music, the 
movies and the talkies, the radio, reading 
good books, drawing, painting, singing, 
conversation, comradeship. Yes, even 
what other men call work may be my 
play. The great organ of life has many 
keys and many stops. 

The things that may occupy our leis- 
ure spread from the one extreme of full, 
lusty, attention-engrossed, and active par- 
ticipation or expression, to the opposite 
one of a vicarious, imaginative apprecia- 
tion which is almost passive and receptive. 
The great organ of life may be played 
from pianissimo to fortissimo. 

Sixth, in whatever program we set up, 
let us educators profit by our rather long 
and somewhat sad experience in the in- 
tellectual field. Let us not repeat in the 
new field of recreation that tragic error 
of assuming that men and women, boys 
and girls, are all alike in their emotional 
and expressive needs. They were not in 
the field ofculturaland practical training. 

I fancy people are far more unlike 
emotionally than they are intellectually. 
Intellectuality has one long dimension, 
from idiocy to genius. Emotionality has 
fifty or a hundred dimensions running 
from almost-not-having-it to having- 
more-than-any-one-else. And it is largely 
with man’s exciting, inciting, wearing 
emotions that the biggest jobs of our off- 
time life are to be found. Let the individ- 
ual begin to solve the problem of his own 
use of leisure by fitting free-time to him- 
self and to the conditions of life as he is 
largely compelled to bear them. Leisure 
must be individualized. 

Two almost inescapable factors make 
our needs different: the kind of a human 
nature we carry around with us, and the 
particular kind of life we are compelled 
to lead. 

Other questions will suggest more spe- 
cific and suggestive clues. How do we 
have to live and work? Where do we get 
joys in these operations? Where are we 
bored? Overexcited? Worn? When do 
we feel the thrill of achievement or suc- 
cess? When the sense of bafflement or 
failure? Is there some enchanting ac- 
tivity outside our life which beckons us? 
Or two, or three of them? These are 
some of the questions that must be asked 
and answered in individualizing the pro- 
gram of leisure. Let the-individual find 


his own enjoyment, remembering that 
the kind or kinds are best which satisfy 
the individual most and hurt his fellow- 
man least. And no fellowman need have 
his feelings hurt by a difference of choice. 

Then let me sympathetically warn 
teachers against their favorite habit of 
grading things. There is a kind of digni- 
fied disease we have; a kind of dignified 
highbrowism which suggests that a 
worthy leisure must be confined to the 
upper and the rarer stories of human en- 
deavor. The errors of this pale highbrow- 
ism may be as pathetic in their unwhole- 
someness as the opposite primitivism of a 
lowbrowism engaged exclusively with the 
appetites and the senses. Both fail. 

The gross error of the lowbrow is 
easier to correct for it is perceived with 
shock. The traditions of all civilization 
are against it. The less suspected error of 
the highbrow is encased in respectability. 
It afflicts the sensitive and the discrimi- 
nating who are always trying to live up to 
what prestige-people declare to be the 
best. The sedentary mind worker may 
most require plain, primitive, physical 
romping. It will probably do him more 
good than some of the more anaemic 
entertainments, which merely again over- 
exercise, in a new way, what is alteady 
overworked, instead of exercising or ex- 
pressing those natural impulses of the hu- 
man organism which too long neglected 
foster a mysterious restlessness that is like 
a mental toxin loose in the soul. 

There is another kind of tyranny in 
recreation which is caught rather than 
imposed. Too often we take our pleasures 
in the way that “everyone is doing it.” 
This prescription is good for a trial or 
experimental taste but it seldom rests on 
a good personal diagnosis. Our leisure ac- 
tivities are already too faddistic and fash- 
iona 2. Just when we grow to like some- 
thing mmensely and begin to get a great 
deal of fun out of it, the stylechangesand 
leaves us bereft of our joy. Our leisure, 
unlike our clothes, cannot be subjected to 
the constant changes of fashion and the 
crowd’s whims. Once more we must be 
reminded that the most buoyant and use- 
ful recreations are highly individualized. 
The fact of a mob-companionship or a 
wide current prestige will not compen- 
sate for the secondrate appeal to us of a 
transiently dominant game or activity. 
We have to have our fun for ourselves. 
The joy that others are getting in our 
presence is not as contagious as we would 
like to think. Let us find our own joys 
and keep them regardless of what other 
folk are doing. There is no wiser way. 





4 
{ 





126 THe JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


I have said that facilities should abound 
everywhere. Recreation should be in the 
program of adult education as in that of 
schools for youth. The chance to learn to 
play or to change one’s kind of play at 
different levels of life is important. Most 
children play. Most men in middle life 
do not. The man retired in old age is the 
most pathetically playless object I know. 





A pril, 1930 





Being old is not being old in years, 
but it truly is leaving behind or losing 
the spirit of youth. The spirit of youth is 
eventually one of venturesomeness and 
success, curiosity and playfulness, whole- 
heartedness in doing things and freedom 
from too much responsibility, anxiety, and 
strain. A good recreative life provides the 
opportunity through which each of these 


eee 


qualities may be invoked and heightened. 
Middle age, the most active and respon- 
sible period of life, needs the repairs these 
leisure states of mind bring and the energy 
releases they provide. Even old age, with 
its weakened body, may take on new hap- 
piness and usefulness if empty time can 
be filled interestingly so as to restore color 
and quality to the life of the mind. 


Vitalized Group Study and Faculty Meetings 


AVE YOU BEEN asking yourself 

these questions: “Would faculty 

discussions based on material in 
the NEA JourNat and in the journal 
of my own state association be enjoyable? 
Would they really witalize our think- 
ing?” Principal Fred G. Troxell an- 
swers these questions for the Hanover, 
Pennsylvania, High School: 


Your articles on “Vitalized Group Study 
and Faculty Meetings” have interested the 
members of the facuity of our high school 
and we have decided to cooperate by using 
the JourRNAL for discussion in our faculty 
meetings. 

Our senior high-school faculty has been 
divided into six committees of three each, one 
committee to be responsible for one of six 
faculty meetings. These meetings are held the 
last period every other Thursday and articles 
from the national and state journals of the 
current months are discussed. Assignment of 
committees and journal numbers has been 
made for the remainder of the school year. 

Last evening we had the first meeting of 
this naturt and all express their appreciation 
of this kind of a faculty meeting. Two articles 
from the NEA Journat, “Leisure of Tomor- 
row” and “Child Guidance” and one from 
our state journal “Guiding the Acquiring of 
Language Abilities” were discussed by mem- 
bers of the committee, followed by an open 
discussion from other members of the faculty. 
Special mention was made as to how we as 
teachers could help in our own high school 
in these three matters. 


J. W. Ramsay, former president of 
the Arkansas Education Association, and 
other readers give their opinions of edu- 
cational journals for discussion groups: 


Approximately two hundred and _ thirty 
copies of the JoURNAL come to Fort Smith, 
Arkansas, teachers every month and we feel 
that it is one of the most effective agencies 
we have to stimulate progressive educational 
effort—J. W. Ramsay, Forth Smith, Ark. 

The -chool magazines make wonderful 
teachers’ meetings—Guy W. Brace, Weston, 
Ore. 

We find the NEA Journat very helpful. 
It gives us a fine basis for the discussion of 
educational problems and presentday trends 
in educational thought and professional 
growth.—Alyda Zimmerman, Pekin, III. 

The Journat shows a fine professional 
spirit and aids us in broadening our view- 
point.—Ella Wagoner, Flint, Mich. 


“Vitalized Group Study and Faculty Meet- 
ings” in the February 1930 JoURNAL was a 
wonderful article. I reviewed it before two 
different groups of elementary teachers and 
with some modifications I shall use the method 
therein described in the next faculty meetings 
we hold.—J. S. Singleton, Middletown, O. 

The suggestions given to us from time to 
time in the JouRNAL have aided me much in 
getting some teachers to “shake themselves 
loose” from old ideas, old books, old methods 
and to become interested in the new at our 
door. 


All teachers in the many thousands of 
100 percent schools have a copy of the 
JOURNAL every month; 697,779 teachers 
are enroled in the state education associa- 
tions and receive their state journal regu- 
larly. What possibilities for growth and 
progress in this great company! Educa- 
tional magazines contain new material 
on vital subjects which no teacher can 
afford to miss; this will be increasingly 
true in the years ahead. April is a good 
time to begin the use of the educational 
journals for faculty discussions. The ex- 
perience and enjoyment you have in these 
professional meetings now will be a prep- 
aration for greater growth next school 
year. Faculties can be divided into small 
committees to plan and conduct the meet- 
ings in turn. 


Margaret Alltucker Norton in the 
Utah Educational Review makes a clear 
statement of why growth in service is 
essential for all teachers. The statement 
follows: 


In some schools, even today, eighth- 
grade graduates are trying to teach. They 
have neither the background, training, 
nor experience to interpret life correctly 
for their pupils. For these teachers, as 
well as for normal school and college 
graduates, training in service is essential. 
Growth in service is necessary for these 
reasons: 


(1)Many enter the profession every year 
who are relatively untrained. 

(2)Complete training is impossible before 
teaching begins, because the necessary basis 
in experience is lacking. 

(3) Teaching is a progressive occupation 


and unless members of the profession advance’ 


with it, they will in time tend to become com- 
paratively inefficient. Consider the rapid ad- 
vances and far-reaching changes in the aims 
of elementary and secondary education in the 
past ten or twenty years. Consider the new 
points of view in the older subjects such as 
reading, spelling, arithmetic, and geography 
and the introduction of new subjects such as 
thrift, community health, and vocations. Dis- 
tinctively new and better forms of educa- 
tional technic, such as mental and achieve- 
ment tests, problem-project teaching, the so- 
cialized recitation, and supervised study are 
also recent developments. 

(4) Teachers come in daily contact with 
minds that are inferior, from the standpoint 
of maturity and experience. They need con- 
tact with their equals in class, committee, or 
council to prevent them from becoming crit- 
ical, selfconscious or superior. 

(5) The satisfactions of educational work, 
together with its genuine successes, come only 
to those teachers who maintain the student 
attitude. 


Are Educational Journals Worth 
Reading?—The _ student-teachers who 
answered this question seemed to thor- 
oughly enjoy their “requirement.” This 
story (to be published in May) of an ex- 
periment in professional reading will 
interest faculties of teacher training in- 
stitutions, superintendents and principals 
who are encouraging group study and 
faculty meetings as outlined in the Jour- 
NAL for the past two years, and all 
teachers who wish to grow in their think- 
ing. ’ 

The JOURNAL checkup—The votes of 
many readers on the 5 articles they like 
best in the February JoURNAL: 


First, The Need for Educational Interpre- 
tation, editorial; second, The Home that 
Laughs in the Gale by Ivah E. Deering; 
third, Teaching High-School Pupils by E. 
Clarke Fontaine; fourth, A -Prayer for 
Teachers by Glenn Frank; fifth, Mental 
Health and the Home by J. Mace Andress. 


Articles in this issue interesting for 
group discussion : 


Some Atlantic City Resolutions, Education 
in the Spirit of Life, Achievements of Amer- 
ican Education, Mental Health and Learn- 
ing, Child Welfare and the 1929 Legislatures, 
The Use of Leisure, Horace Mann as Cur- 
riculum Content, A Call to Action. 








oS 8s. we 


~ Se = & 


bl 
r=) 


ho ee ee — en | 
cart os 































The Protective Amendment and the 
Public Schools 


N response to the many requests for information about 
its activities on behalf of law observance, Secretary J. W. 
Crabtree of the National Education Association issued 

the following statement on February 17: At the request of 

President Hoover’s Commission on Law Observance and 

Enforcement the National Education Association arranged 

to cooperate with its plan to get facts which would show 

behavior conditions in the high schools of the country 
comparing 1930 with 1920. It will be some time before 
this work will be completed but enough reports have come 
in to show that conditions in the high schools are much 
better than in 1920 with respect both to drinking and to 
general behavior. This is doubly significant in view of the 
fact that high-school enrolment has grown since 1920 from 
two million to more than five million students—an achieve- | 
ment unparalleled in any other country or in all history. | 
Many of the three million additional students who have 
sought a high-school education within the decade have 
come from poorer homes where in former times drinking 
was a heavy burden on the family income. Unquestion- 
ably the Eighteenth Amendment has benefited the schools 
beyond measure. The President’s Commission on Law 

Observance and Enforcement is composed of citizens of 

outstanding ability and of the highest ideals. It has the 

confidence of the people of this country and is to be con- 
gratulated upon its efforts to get the facts. 











This poster for your classroom is from the JoURNAL of the National Education Association 
Copies, printed on attractive paper, may be had from the Association; 20 copies, $1; $4 a hundred; $30 a thousand 


{ 127] 
















States and 





United States 






Alabama..... 
Arizona ae 
Arkansas..... 
California ‘ 
Colorado 

















Connecticut. . 
Delaware. 
Florida... 
Georgia 
Idaho 











Illinois 
Indiana 
lowa 

Kansas 
Kentucky , 
















Louisiana. . 
Maine 
Maryland 
Massachusetts 
Michigan. . 










Minnesota 
Mississippi . 
Missouri. .. 
Montana 

Nebraska... 













Nevada 





New Jersey... 
New Mexico 
New York. 











New Hampshire... 











Average salary in: 


other units 
1913 
1 | 2 


$512 


320 
677 | 
330 
,153 
599 





578 
381 
292 | 
323 | 
584 


662 
547 
460 
534 
359 


373 
| 393 
533 
667 | 
520 | 








460 

234 | 
490 
657 
§20 





635 | 
418 
| 816 
} 398 
936 


1920 
3 


911 
882 
797 
958 
1,163 
759 


"803 











1928 
4 
$1,364 


747 
1,587 
680 
2,186 
1,450 


,715 
1,451 
906 
647 
, 160 






1,634 
1,430 
1,076 
1,166 

851 


980 
927 
1,418 
1,823 
1,543 





1,259 
545! 
1,164 
1,137 
,092 





1,504 
1,185 
2,002 
1,037 
2,337 








North Dakota 
Ohio 
Oklahoma 
Oregon. . 







Pennsylvania 
Rhode Island 





Tennessee 








TOMS. 2 Ju. i 62 
ene hid ae 
Vermont. 
Virginia...... 
Washington 





West Virginia. 
Wisconsin. ... 
| Wyoming..... 





| 
Alaska . 










| Canal Zone 
Guam... 
Hawaii 







Porto Rico 
| Virgin Islands 
| 









in 1928. 
























States. 














North Carolinz 


South Carolina. . 
South Dakota. 





| American Samoa 


Philippine Islands 


17th in 1928. 


Re ccse . | 243 | 

‘ 516 
729 
393 | 
$29 


451 | 
681 
252 
426 
328 


422 
633 
329 
309 
708 


337 
623 
Sth hw stem 410 


**s 22 * 





| + 
+ 





a | 


OU can obtain the figures for your 
state as follows: In Colorado the 
average annual salary of teachers was 
$599 in 1913; $929 in 1920; and $1,450 
Due to the rapid loss in pur- 
| chasing power of the dollar between 
| 1913 and 1920, 


464 
728 
1,088 
768 
870 


920 


| 1,070 


464 
696 


612 
992 
667 
546 
1,229 


915 
869 












837 
837 
1,529 
963 
1,348 


1,538 
1,382 

769 
1,105 
835 


842 
1,299 
988 
822 
1,538 


,122 
1,290 
1,151 


,551 

293 
1,588 
303 
552 










Teachers’ Salary Trends and Buying Power 
Prepared by the Research Division of the National Education Association 











Purchasing power of Index of purchasing power R Index of average 
average salary in 1913 of average salary on . yang Ny nga salary in 1928; 
dollars in: 1913 base in: . average salary of 
= - oe . aa United States 
equals 100 
1913 1920 1928 1913 1920 1928 1913 1920 1928 
eo: 2 7 » 9 10 11 12 13 “ 
$512 | $418 | $800 100 82 156 100” 
320 232 438 100 73 137 43 42 45 55 
677 613 930 100 91 137 7 2 7 116 
330 229 399 100 69 121 39 43 46 50 
1,153 610 1,281 100 53 111 1 3 2 160 
599 446 850 100 74 142 14 16 14 106 


578 539 
381 407 
292 248 
323 204 


584 447 





662 | 518 
$47 | 462 
460 | 397 
534 365 
339 | 198 





373 347 


393 289 
533 433 
667 605 
520 437 


460 | 
234 | 


140 
490 382 
657 459 


520 


635 558 
418 364 
816 615 
398 385 


936 


243 223 
516 349 
729 522 
393 368 
529 417 


451 441 
681 $13 
252 223 
426 334 


328 










422 294 
633 476 
329 320 
309 262 
708 589 





623 
410 


439 
417 






566 











1,005 100 93 
851 100 107 
531 100 85 

| 379 100 63 





| 958 100 78 
838 100 84 
631 100 86 
683 100 68 
499 100 55 





574 100 | 93 
543 100 | 74 
831 100 81 

1,069 100 91 
904 100 84 


319 100 60 
682 100 78 
666 100 70 





882 100 88 
695 100 | = 87 
1,174 100 | 75 
608 100 97 


491 100 92 
491 100 68 
896 100 72 
564 100 94 
790 100 79 


902 100 | 98 | 
810 100 75 
451 100 88 
648 100 





489 








494 100 70 
761 100 75 
579 100 97 
482 100 85 
902 100 83 


658 
756 
675 


909 
172 
931 
178 
910 


100 























16 8 5 126 
223 35 24 13 106 
182 45 40 37 66 | 
117 42 47 47 | 


25 





145 9 10 6 120 
153 17 13 15 105 
137 25.5 25 31 79 
128 18 30 23 85 } 
139 37 47 38 62 








154 33 34 72 
138 33.5 38 36 68 
156 19 20 16 104 
160 8 4 4 134 
174 21.5 19 8 113 










48 48 48 | 40 
139 24 27 24 85 
101 10 14 27 83 





139 11 7 12 110 

166 30 =| 31 22 87 

144 a «] 1 3 147 

153 32 26 32 76 I 
1 


5 


44 40.5 61 
95 23 32 40.5 61 
123 4 9 11 112 
144 Ce Gi, a 71 
149 20 22 18 99 





200 27 17 9.5 113 | 
119 6 11 17 101 } 
179 46 44.5 44 56 
152 28 34 29 81 














117 29 37 39 62 
120 12 12 19 95 
176 40 35 33 72 
156 44 39 43 60 
127 5 6 9.5 113 









386 
857 
760 





305 








the 1920 average 
salary ($929) purchased the same as 
$446 bought in 1913. This amount 
($446) is 74 percent of, or 26 percent 
less than $599, the average salary in 
1913. The 1928 average ($1,450) pur- 
chased the same as $850 bought in 
1913. This amount ($850) is 142 per- 
| cent of $599, the average salary in 
1913. Colorado ranked 14th among 
the states as to average salary of 
teachers in 1913; i6th in 1920; and 
In 1928 the average 
salary of Colorado teachers was 106 
percent of the average for the United 


In studying the table note that: 
| First, in all states the average salary 


salary. 





226 
502 
445 


















increased between 1913 and 1920 
(compare columns 2 and 3). 
the buying power of 1920 salaries was 
less than that of 1913 in all states 
except Delaware and Wyoming (com- 
pare columns 5 and 6; also column 9). 
Third, between 1920 and 1928 salaries 
increased in every state in the union 
(compare columns 3 and 4). 
the average salary in every state 
except North Dakota was greater both 
in amount and in buying power in 
1928 than in 1913 (compare columns 
5 and 7; also note column 10). Fifth, 
some states lost in rank even though 
their average salaries increased both 
in dollars and in purchasing power 
between 1913 and 1928, due to the 
fact that the gain in these states was 
less than that in most states. 
the states differ greatly in average 
Mississippi’s average in 1928 
($545) was 40 percent of that of the 
United States ($1,364), 


Second, 


Fourth, 


Sixth, 


while New 





{ 128] 





York’s average ($2,337) was 171 per- 
cent of the nation’s average. 

Sources of data: Figures as to aver- 
age salaries in columns 2, 3, and 4 are 
from official reports of the United 
States Department of Interior, Office 
of Education. The index numbers 
used in calculating the figures of 
columns 5, 6, and 7, to adjust those of 
columns 2, 3, and 4, for changes in 
purchasing power of the dollar, are 
from the U. S. Bureau of Labor 
Statistics. In the calculations to 
correct for changes in purchasing 
power of the dollar, it is assumed 
that the changes in all states were 
the same, namely, that for the United 
States as a whole. 


*Figures for territories not available 
for 1913, consequently the data given 
for territories are not complete. 


1 Partly estimated. 








‘T 


Assoc 
the E 
under 
librar 
A. Kr 
Baltir 
of the 

Ov 
issuec 
plete 
Dece! 
result 
titles 
views 
ment: 
catior 


sixty. 
the s 
editi 
in th 
Cubt 
Holl 
chars 
tals | 
The 
It 
phas 
The 
ness 
inte 
the 
on ¢ 
stan 
fielc 
mar 
port 
be i 
imp 
mos 
bra 
min 
for 
side 








Sixty Educational Books of 1929 


HIs LIST is prepared annually for the 

American Library Association and THE 

JOURNAL OF THE NATIONAL EpUCATION 
AssociIATION in the Teachers’ Department of 
the Enoch Pratt Free Library at Baltimore, 
under the direction of Joseph L. Wheeler, 
librarian, and with the assistance of Grace 
A. Kramer of the Bureau of Research of the 
Baltimore public schools and associate editor 
of the Baltimore Bulletin of Education. 

Over 575 publications on education were 
issued in 1929, of which a practically com- 
plete list was published in School and Society, 
December 28, 1929. The following list is the 
result of careful examination of all available 
titles and the study of several hundred re- 
views, together with the scorings and com- 
ments of over 200 specialists in various edu- 
cational fields throughout the United States. 

Many excellent books and pamphlets have 
had to be omitted from this short list of 
sixty. Especially do we regret not having 
the space to mention five important revised 
editions: Chubb’s The teaching of English 
in the elementary and the secondary school, 
Cubberley’s Public school administration, 
Hollingsworth’s Wocational psychology and 
character analysis, Kirkpatrick’s Fundamen- 
tals of child study, and Terman and Almack’s 
The hygiene of the school child. 

It is interesting to note the changing em- 
phasis on the various phases of education. 
The larger proportion of books on the busi- 
ness and costs of education reflects public 
interest. Supervision of teaching is much to 
the fore, deservedly. There are fewer books 
on curriculum than in recent years. No out- 
standing titles have been published in the 
field of rural schools. There has been a de- 
mand that a smaller rather than a larger pro- 
portion of the technical reports and studies 
be included, because though they often break 
important new ground, those who use them 
most have access to the large research li- 
braries. Books for everyday teachers and ad- 
ministrators and the general public are there- 
fore more fully represented. Those con- 
sidered especially useful have been starred. 


History, Principles, and Philosophy of 
Education 


*DEWEY, JOHN. The sources of a science of 
education. 77p. Liveright. $1.50. The man who has 
given the new school movement its working philoso- 
phy, presents in this Kappa Delta Pi lecture a care- 
fully built-up discussion as to what a science of edu- 
cation is and is not, and the relationship of the art 
of education to it. Analyzes those phases of educa- 
tional experience that contribute to development of 
such a science and draws illustrations from physical 
sciences, school reports, measurements, psychology, 
and psychiatry. An illuminating guide to educational 
action, claiming that education is by its nature an 
endless spiral, including science within itself. Of 
value to all teachers and educators. 


GIDDINGS, F. H. The mighty medicine; super- 
stition and its antidote; a new, liberal education. 
147p. Macmillan. $2. Popular treatise in support of 
a new, liberal education. Of interest to the layman 
and the educator. The author, a world authority and 
writer on sociology, has a definite viewpoint on the 
place of education in society and he attacks many 





How a Professional Li- 
brarian Selects a Book 


oo among the annual services 
of THE JouRNAL is this booklist 
prepared by professionally trained li- 
brarians aided by experts in the various 
fields of education. The librarian is 
trained to select the best. He would no 
more violate his client’s confidence 





than a fine physician would abuse a 
patient. He is trained to high standards 
of judgment. He knows books from 
constantly working with them. He 
knows publishers, authors, and review- 
ers. He has the tools of his profession 
which list books and reviews. He ex- 
amines the book itself before passing 
judgment. He is an invaluable guide 
and the indispensable friend of all who 
wish to nourish their minds as well as 


their bodies.—J. E. M. 











traditional “‘medicines,”’ fetishes, and current beliefs 
as children of fear, ‘‘born in the jungle and reared in 
the bush,” showing their unsoundness and inade- 
quacy to present needs. Upholds the idea of constant 
experimenting, and offers a plan of trying and test- 
ing, with suggestions for carrying it out. Urges spe- 
cial attention for students showing signs of leader- 
ship. Distinctively fresh and provocative. 


KANDEL, I. L., ed. (Fifth) Educational yearbook 
of the International Institute of Teachers College, 
Columbia University. 464p. Teachers College, Co- 
lumbia. $3.50. A concise, convenient summary of the 
developments in education in England, France, Ger- 
many, Palestine, and the United States for the year 
1928. Discusses administration of education and pre- 
sents the status of trade and vocational education. In- 
cludes material concerning medical and social wel- 
fare, university education, and current problems of 
education. Part II gives the first systematic account 
in English of Vocational Education abroad since the 
war. These yearbooks present a picture of the edu- 
cational systems of over fifty countries throughout 
the world and are of great value. Bibliographies. 


KLAPPER, PAUL. Contemporary education: its 
Principles and practices. 660p. Appleton. $2.40. A 
lengthy, wellplanned, comprehensive view of the 
whole school situation. Suitable for introductory or 
orientation courses in education. Expounds theory, 
but with adequate application to current practises, 
thus serving as a transition from doctrine to prac- 
tise. Contents organized in five divisions: Meaning 
and Function of Education; Education as Physical 
Adjustment, as Social Adjustment, as Economic Ad- 
justment, and as Mental Adjustment. Simple and 
lucid style with practical examples from schoolroom 
situations. Lays groundwork of education methods 
in series of chapters devoted to various types of 
recitation. Selected readings and bibliographies. 


* KNIGHT, E. W. Education in the United States. 
588p. Ginn. $2.60. Traces the development of schools 
in the United States; points out factors which have 
retarded their growth; directs attention to encourag- 
ing tendencies; and indicates persistent problems, in- 
cluding the much discussed one of costs and benefits. 
Gives wide range of facts and presents the author's 
interpretation of their significance. Critical discussion 
of the status of education in the South. Especially 
valuable lists of references and readings. An impos- 
ing and challenging assemblage of facts on the history 
and present status of education in this country. Easy, 
narrative style. 


[129] 


PROSSER, C. A., and ALLEN, C. R. Have we 
kept the faith? America at the cross-roads in educa- 
tion. 429p. Century. $2.75. A criticism of present- 
day education from the viewpoint of industrial and 
vocational education. Shows that the school has 
tended to serve the well-to-do class at the expense 
of those who must labor. Insists that education should 
be modernized by the introduction of practical sub- 
jectmatter to replace traditional content. Admits that 
some schools are doing excellent work but demands 
that all schools reach this standard. A book to be 
reckoned with by the layman as well as by the 
makers of school programs and curriculum. 


* THORNDIKE, E. L., and GATES, A. I. Ele- 
mentary principles of education. 335p. Macmillan. 
$1.60. Simple and useful presentation of basic theories 
of modern education. Presents illuminating discussions 
designed to correct misunderstanding and false ap- 
plications of certain educational principles. Excellent 
chapter on the main characteristics of learning with 
one of the simplest and most practical interpretations 
of the laws of learning available. Puts the reader in 
touch with principles and theories developed through 
scientific study and experimentation without present- 
ing the scientific data itself. Valuable to elementary 
and high-school teachers. In simple English, stripped 
of pedagogical terminology. Dr. Thorndike presents 
his thought on practical educational problems. 


Administration and Supervision 


* BURTON, W. H., ed. The supervision of ele- 
mentary subjects. 710p. Appleton. $2.40. A book ex- 
pertly edited and of great importance to all those 
concerned with school progress promised by the 
newer type of supervision. A symposium of chapters 
by specialists in various subjects in elementary edu- 
cation, with valuable general introductory chapter 
by the editor. Partial contents: The supervision of 
the teaching of history is discussed by Kelty; of 
arithmetic by Brueckner; of geography by Leppard; 
of physical education by Williams; of industrial edu- 
cation by Bonser, and so on through the various sub- 
jects. Has great value for the teacher as well as the 
general elementary supervisor. Contains practical 
illustrations of classroom procedure. Excellent chap- 
ter bibliographies. The editor has achieved distinc- 
tion in the field of supervision. 


HECK, A. O. Administration of pupil personnel: 
a book on pupil-accounting written from the point of 
view of the classroom teacher. 479p. Ginn. $2.40. A 
timely, practical book planned to give principals and 
teachers a right conception of their relation to their 
routine and responsibility for the keeping of school 
records. Proposes a uniform system for the use of 
administrators. Shows what records should be kept; 
why and how; their value in the school program. 
First half of book devoted to school attendance and 
the second to types of records suggested fqy various 
purposes. Valuable summaries, research studies, and 
references. 


JOHNSON, M. H. The dean in the high school: a 
record of experience and experiment in secondary 
schools. 366p. Professional and Technical Press. 
$3.25. Crowded with helpful material concerning the 
opportunities of this strategic position. Discusses the 
development of progressive education, the application 
of the new psychology to problems of social adjust- 
ment, and the service of the schools to the per- 
sonal welfare of boys and girls. Includes sufficient 
theory and principles but the highest recommendation 
of the book lies in the fact that it gives an account 
of plans that have worked. For school administrators, 
teachers interested in the social results of their rela- 
tionships with pupils, and for social workers in con- 
tact with the schools. * 


MOEHLMAN, A. B. Public school plant program. 
405p. Rand McNally & Co. $3. Authoritative and 
experienced presentation of the principles under- 
lying the scientific organization and administration 
of school plant programs for public schools, together 
with a practical technic. Provides a technic, basic to 
all school planning, for analyzing and appraising the 
present plant and determining the ultimate plant. 
Chapters also on educational policies, means of pro- 
cedure, and finance. Will greatly aid in the actual 
problems that face superintendents and school boards. 
Selected bibliography. 


NATIONAL CONFERENCE OF SUPERVISORS 
AND DIRECTORS OF EDUCATION. Second year- 





130 


THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 





A pril, 1930 





book: Scientific method in supervision. 307p. Teach- 
ers College, Columbia. $2. Represents with few ex- 
ceptions material collected and presented for pub- 
lication solely through this yearbook. Highly sugges- 
tive as to the possibility of a scientific method in 


supervision. Will make supervision more acceptable 
and effective. Will help the supervisor analyze edu- 
cational situations. Classifies supervisory technic 


under various aspects: the pupil, the teacher, the 
recitation, objective studies for evaluating method. 
Discusses also the means of securing teacher partici- 
pation in the study of school problems. 


*NATIONAL EDUCATION ASSOCIATION. 
Eighth yearbook of the Department of Elementary 
School Principals: Activities of the principal. 132- 
528p. National Education Association. $2. Valuable 
to elementary school teachers and principals. Timely 
contribution towards development of the professional 
leadership of the principal. Part I, Activities of the 
principal, concerns itself with general problems, such 
as adjustment of new teachers in city schools, estab- 
lishing standards in composition and speech improve- 
ment, use of standard tests, formation of guidance 
programs, character education, and so on. Part II is 
a reprint of the very important first yearbook of this 
department, 1922, devoted to ‘‘The technic of super- 
vision.” Part II] contains official information such 
as lists of local principals’ organizations and state 
principals’ associations. 


RAINEY, H. P. Public school finance. 385p. 
Century. $3. A thorough, scientific study of the in- 
creasingly discussed subject of school costs. Presented 
simply and with many typical cases and details from 
various towns and cities. Gives a workable method 
for accurately determining the comparative costs in 
education, capital costs and future operating costs of 
districts. Reduces the complex political, social, finan- 
cial, educational problem to simple terms. Although 
designed primarily for use as a textbook for courses 
in school administration, book will be helpful to 
superintendents and other school executives. 


* REEDER, W. G. The business administration 
of a school system. 454p. Ginn. $2.40. An important 
work representing vast research and personal interest 
in many actual problems. Holds that the largest and 
most important business of a state should be properly 
organized and administered. Describes types of ad- 
ministrative relationships in school organization. In- 
stead of dealing with problems of general financial 
implication, discusses those devolving upon the local 
school officials, such as financing accounting, new 
building programs, janitors and upkeep, supplies, per- 
sonnel, etc. Provides data by means of tables and 
figures and gives profuse selected references. Based 
on practical experience of school officials in hundreds 
of communities. Will help supply that economic back- 
ground and business viewpoint needed by school ex- 
ecutives, both superintendents and board members. 


SMITH, H. P. Business administration of public 
schools. 432p. World Book Co. $2.20. A very effective 
treatment of the four great phases of administration 
as it is faced by boards and superintendents—board 
organization and conduct; budgets, finance and ac- 
counts; building upkeep and purchasing; new building 
programs and procedures. Written by one who has 
seen in daily work as a superintendent the need for 
a systematic study of this field from a practical view- 
point, has gathered widely of actual data and cases, 
and arranged all in a most logical and appealing man- 
ner with plentiful references. Successfully covers more 


in one volume than.do several other titles in this 
field. 


STONE, C. R. Supervision of the elementary 
school. 573p. Houghton Mifflin. $2.50. Gives practical, 
specific help to teacher, supervisor, and principal. 
This book is aimed especially at the principal, who 
in the newer conception of his “job” is looked to for 
the -improvement of the quality of teaching in his 
classrooms, quite as much as for the more obvious 
routine and order of the school in the community. 
Analyzes the objectives, and deals at length with 
methods, technic, and devices. These are applied in 
general but the book’s chief value is its full discus- 
sion of the teaching of each school subject and how 
to improve it, not by inspection, but by sound tests 


and standards of many sorts and by helpful sugges- 
tions. 


* UHL, W. L., ed. The supervision of secondary 
subjects. 673p. Appleton. $2.40. For principals, super- 
visors, and classroom teachers as well as classes in 
special methods. Studies of supervision in the various 
subjects written by experts in their fields; for in- 
stance, Pieper in science, Clark in mathematics, 
Gray in Latin, Leonard in English, and Edgerton in 
industrial subjects. The book recognizes the widen- 
ing scope of the high-school program by the inclusion 
of chapters on health education and library service, 
treated by Ethel Perrin and Hannah Logasa, with a 
chapter on commercial education by Blackstone. Each 
subject forms a distinct, wellrounded unit in the 


volume. Includes discussion of the experimental 
phases of supervisory and teaching procedures. Chap- 
ter bibliographies. 


WRIGHT, J. C., and ALLEN, C. R. Efficiency in 
education. 405p. John Wiley & Sons. $3. A book which 
approaches education from the vocational viewpoint. 
Analyzes efficiency in education administration, super- 





The Printer 


em countless centuries of old 
time, from pyramid building to 
cathedral building, civilization limped 
along, dragging one foot wearily after 


the other, unmindful of passing years, 


ignorant of the thought world, and not 
suspecting the possibilities of the com- 
mon man. Then came the printer, 
heaven-appointed prophet of the new 
ages to be, opening the doors to worlds 
unknown. Civilization leaped forward, 
alive and eager, romping through the 
years, scattering new ideas with a prod- 
igal hand as seeds into the fertile soil 
of human possibility. Today, thanks to 
the printed word, the common man, 





conscious of his powers, may look upon 
a broader horizon than did the wisest 
men of old. Tomorrow, perchance, the 
sky will brighten into an unclouded day 
in human progress—a day more worthy 
of the cumulative efforts of the ages— 
Waldo Pondray Warren, through the 
courtesy of the Reading Paper Mills. 











vision, and methods of teaching. Discusses objectives, 
standards, tests, curriculum, programs, improvement 
of personnel, records, reports, buildings, equipment, 
devices, guidance, leadership. Its critical but con- 
structive outlook makes it stimulating as collateral 
reading in advanced courses in administration and 
supervision. Applies to the public school many prin- 
ciples of efficiency from business fields. Main purpose 
of the authors is to bring the administrator, super- 
visor, and probably the classroom teacher to measure 
their own performances in comparison with standards 
of efficiency. 


Curriculum 


*HOPKINS, L. T. Curriculum principles and 
practices. 617p. Sanborn. $2.75. Discusses the place 
of aims, content, method, and research in modern 
curriculum making. Suggests definite plan for curric- 
ulum construction within a given school system. Out- 
growth of six years of investigation and study. Rep- 
resents combined experiences and opinions of many 
workers in this field. Part I is devoted to full discus- 
sion of curriculum principles, and Part II to cur- 
riculum practises. The specific steps in curriculum 
construction are definitely presented together with 
plans for installing a new course of study. The book 
is interestingly written and direct in style. 


Conduct and Character Formation 


CLEVELAND, ELIZABETH. If parents only 
knew: a message from teachers to parents, telling 
what the modern school is doing for the child and 
how the home can help. 153p. Norton. $1.75. A much 
needed volume, reprinting chapters from a popular 
magazine for parents. Author has a gift for simple, 
clear discussion of what the modern school is doing. 
Devotes a chapter to each of the “seven cardinal 
Principles” of education. At each chapter-end appear 
live questions: “The Cooperative Parents’ Catechism” 
and “Suggested Parent-Teacher Association Activi- 
ties.”” Urges parents to cooperate with the school in 


its efforts to develop future citizens. Could be read 


with profit by all parents and teachers and should be 
easily accessible to them. 


*GERMANE, C. E., and GERMANE, BE, g 
Character education: a program for the school and 
the home. 253p. Silver, Burdett. $2.80. (Cheaper ej. 
tion at $1.40 for study groups.) A tested program for 
the school and the home, based on a series of experi. 
ments, of investigations, and school, home, and com- 
munity projects in sixteen cities and thirty-one rural 
communities, with 715 teachers and 5463 parents ¢o. 
operating. Purpose of study is to present a theory 
and practise of character building designed to enable 
the home and the school to cooperate intelligently 
and zealously. Contributes to the study of character 
training in two ways: by ascertaining certain crucial 
and universal problems and by determining a success. 
ful technic by which to approach these vital prob. 
lems. A carefully prepared and clearly arranged pro. 
gram for the use of teachers and parents in teacher. 
training schools and parent-teacher organizations, 


Educational Psychology 


BODE, B. H. Conflicting psychologies of learning, 
305p. Heath. $2. Discussion of new developments in 
field of psychology with interpretations for education, 
Semi-historical order of presentation. The nature of 
mind is the central theme of the volume. Chapters 
on reaction against formal discipline, the rise of 
physiological psychology, behaviorism, education from 
a pragmatic viewpoint. For the graduate student 
rather than the beginner. 


* BROOKS, F. D. The psychology of adolescence. 
652p. Houghton Mifflin. $3. Especially valuable con- 
tribution to educational psychology. The first com- 
prehensive summary of the facts on adolescence, 
including a wealth of precise research and case ma- 
terial upon which the author bases his interpretations 
and conclusions. Adopts the modern viewpoint that 
development is a continuous function through child- 
hood and adolescence, and that personality develop- 
ment is the most important factor in education. The 
mental and physical growth of adolescence are traced 
side by side from childhood. Significant chapters on 
growth of intelligence, social tendencies, emotional 
life, adolescent interests, the problems and disturb- 
ances of personality, and the hygiene and guidance of 
adolescence. A clear and logical presentation. Rec- 
ommended to the cultured parent and indispensable 
to libraries of grade and high schools. 


PINTNER, RUDOLF, Educational psychology: An 
introductory text. 387p. Holt. $2.50. A wellorganized 
textbook reflecting Dr. Thorndike’s influence. Part I 
discusses original tendencies, the inheritance of men- 
tal traits, the measuremet of intellectual and non- 
intellectual traits, and the value of intelligence 
testing. Part II discusses the nature of learning and 
the conditions affecting it. Offers an excellent chapter 
on the learning curve. The outstanding characteristic 
of the volume is the author’s treatment of measure- 
ment as a fundamental part of educational psychology. 
Includes the modern subjectmatter evolving in this 
subject rather than outworn general discussion. 


Tests and Measurements 


* RUCH, G. M. The objective or new-type exam- 
ination: an introduction to educational measurement. 
478p. Scott, Foresman. $2.20. A serious study of the 
theory and practise of the objective examination. 
Technical topics discussed in closing chapters. Full 
discussion devoted to the criteria of a good examina- 
tion, to objections to the old type of examination, and 
to the advantages and limitations of objective exam- 
inations. Part II tells how to construct an objective 
examination; Part III is devoted to experimental and 
theoretical considerations; Part IV to statistical 
treatment and interpretation of test results. A volume 
for the student seriously interested in measurement 
of achievement from the pen of one who has keen 
influence in developing the new type of examination. 
Excllent classified bibliography. ; 


Exceptional Children 


* ZACHRY, C. B. Personality adjustments of school 
children. 306p. Scribner’s. $1.80. The author main- 
tains that the teacher must do more than teach. Offers 
five types of case studies to show how téachers may 
study the nature and disabilities of individual chil- 
dren. Describes in detail, discusses, and interprets 
symptoms of maladjustment. Analyzes their implica- 
tions in the classroom and outlines practical treat- 
ments. Offers a scientific, sympathetic basis for a new 
and enlightened type of school disciplime. Of interest 


to those working with elementary school children in 
school and at home. 


Vol. 


—_—_ 


* BL 
learnir 
ories | 
phasiz! 
of De 
pupil 
of stat 
princi 
herent 
involv 
to sti 
either 
a valu 
develk 
assign 
minut 
Biblic 


CH 
The 
Univ. 
the 1 
ers’ 
teach 
catio! 
vesti; 
ers’ | 
ties, 
cours 
Find 
ganiz 
ated 
pract 
mine 
durit 


P: 
leart 
give 
the 
appl 
and 
amo 
men 
in t 
dire 
of | 
fere 
gest 
tot 


P: 


(Se 


the 
her 
ies 
fur 
the 
to 

ust 


Rmeanete een aes eaee wwe f° 








io 
t. 
le 


ye 
id 
al 
ne 
nt 
on 


ol 


ay 
il- 


Vol. 19, No. 4 


THE JOURNAL OF THE NATIONAL EDUCATION AsSsOcIATION 131 





Teachers and Teaching Methods 


*BURTON, W. H. The nature and direction of 
learning. 595p. Appleton. $2.25. Advances three the- 
ories in the theory of learning—Herbartianism, em- 
phasizing teacher purpose and direction; the principles 
of Dewey, Kilpatrick, and McMurry, emphasizing 
pupil purpose; and the third theory stressing the use 
of statistics and all available data in support of these 
principles. The learning process is presented in co- 
herent fashion and from this all the pupil activities 
involved in learning and the teacher activities needed 
to stimulate learning are handled. The teachers in 
either normal schools or college classes should find 
a valuable organization of material giving methods for 
developing a good technic in questioning, recitation, 
assignment, grading. All matter has gone through 
minute process of refinement and organization.— 
Bibliographies. 


CHARTERS, W. W., and WAPLES, DOUGLAS. 
The commonwealth teacher-training study. 666p. 
Univ. of Chicago press. $4. Provides a technic for 
the reorganization of professional courses in teach- 
ers’ colleges. Result of collaboration of hundreds of 
teachers, school administrators, and teachers of edu- 
cation in a three-year investigation. Part I, The In- 
vestigation, concerns itself with master-lists of teach- 
ers’ traits and activities, evaluating teachers’ activi- 
ties, and using evaluated activities to revise existing 
courses and to construct new courses. Part II, The 
Findings, gives data developed by this study and or- 
ganizes it for use by others. Methods of using evalu- 
ated activities included, thus rendering the findings of 
practical value for curriculum improvement. Deter- 
mines what prospective teachers should be taught 
during their training period. 


PALMER, A. R. Progressive practices in directing 
learning. 300p. Macmillan. $2. A text prepared to 
give definite help to the classroom teacher, bridging 
the gap between general principles and their practical 
application. Will help her direct learning activities 
and individualize them for each pupil. Includes large 
amount of illustrative material in form of experi- 
ments, scientific studies, and progressive practises 
in teaching Analyzes the nature of learning and the 
direction of activities appropriate to different types 
of learning. Discusses provision for individual dif- 
ferences and diagnoses of particular difficulties. Sug- 
gests remedial measures and the use of specific aids 
to teaching. Suitable as a text in teachers’ colleges. 


Preschool, Kindergarten, and Elementary 
Schools 


(See also Administration and Supervision, Social 
Studies, and Health and Physical Education.) 


BLATZ, W. E., and BOTT, HELEN. Parents and 
the preschool child. 340p. Morrow. $3. A compre- 
hensive, concrete discussion based on first-hand stud- 
ies of normal children. Is concerned with topics of 
fundamental interest to parents; sketches history of 
the mental-hygiene movement and shows its relation 
to child study. Contains charts, forms, and records 
used in clinical consulvation service. Parents will not 
agree with all chapters in the book but will find it 
of service in dealing with young children. Suitable 
for use by organized study groups or by individual 
parents or teachers. 


FOSTER, J. C., and MATTSON, M. L. Nursery 
school procedure. 220p. Appleton. $2.25. Fills long 
felt want as general book of principles and instruc- 


tion. Organization and equipment and general operat-_ 


ing of school receive full attention. More attention 
given to habit training, diet, sleep, growth, social 
habits. Distinctly a book for teachers and represents 
considerable experience of several specialists. Helpful 
also to parents. 


MOSSMAN, L. C. Principles of teaching and learn- 
ing in the elementary school: an interpretation of 
modern school procedure in the light of our present 
knowledge of the laws of learning. 292p. Houghton 
Mifflin. $1.90. Indicates the principles of the new 
conception of learning and the procedure by which 
they may be made operative in teaching. Immediately 
helpful stimulation and guidance for experienced and 
beginning teachers or for students preparing to enter 
the teaching field. Written with the spirit of inter- 
Preting school procedure in the light of present find- 
ings and evaluations. Gives practical treatment of both 
general and special methods. Discusses the curriculum 
and teaching procedures. Author conceives it to be 
the school’s business to be genuinely alive to modern 
civic, social, and economic conditions. Helpful to 
teachers who wish to adjust their programs in the 
light of newer theories. 


* NATIONAL SOCIETY FOR THE STUDY OF 
EDI'CATION. The twenty-eighth yearbook: pre- 


school and parental education. 875p. Public school 
publishing company. $3.75. Work of committee of 
experts in childhood and parental education; such as, 
Bird Baldwin, Arnold Gesell, Patty Smith Hill, Lois 
H. Meek, Douglas Thom, Edna N. White, and Helen 
T. Woolley. Surveys the field of preschool and paren- 
tal education with information concerning the move- 


Ways This List is Used 


NDIVIDUAL teachers use it to dis- 
cover the professional books of the 
year which they should examine, read, 


or buy. 





2. Instructors in teachers colleges 
refer their students to these annual 


lists to encourage free reading. 


3. Persons in charge of professional 
libraries for teachers use it as a check- 
list in making up purchase orders. 


4. Librarians in public libraries use 
it as a buying list for their teachers’ 
room. 


5. Librarians in teachers 


colleges 
check their year’s purchases with it. 


6. Librarians in foreign countries 
and instructors of foreign students in 


America use it to keep contact with 


educational writings in this country. 


7. Directors of extension courses for 
teachers study these lists to discover 
new material for reading courses. 


8. Editors use it to seek new ideas 





for their magazines. 











ment and its phenomenal growth. Shows trends and 
present need of carefully trained personnel. Empha- 
sizes influence of home, school, and community; and 
focuses attention on every important aspect of child 
development. Part I is concerned with general history 
and basic considerations; Part II discusses methods 
of educating young children and research reports in 
child development. The yearbook is unified in plan 
and presents the product of the committee as a whole, 
rather than the work of isolated contributors. 


Junior High School 
(See also Health and Physical Education) 


* COX, P. W. L. The junior high school and its 
curriculum. 474p. Scribner’s. $2. The author holds 
that the junior high school, like the democracy of 
which it is a part, must be in a process of constant 
readjustmem. Offers keen discussion of the emerging 
curriculum and contributes definitely to the solution 
of specific junior-high problems—civic attitudes and 
knowledges, the core curriculum and electives, articu- 
lation, administration, and so on. The purpose of the 
volume is to express for junior-high teachers and 
administrators an adequate philosophy and a pro- 
gram which harmonizes with it. It is a buoyant phi- 
losophy and the program expresses the thinking and 
experience of an expert in the field. Bibliography. 

McGREGOR, A. L. The junior high-school teacher. 
284p. Doubleday, Doran. $2. Presents in detail pupil 
and teacher relations of junior-high years and sug- 
gests the atmosphere and outlook which make for 
wholesome environment. Discusses the teacher as a 
director of learning in the classroom, a counselor in 
the homeroom, a coworker in the community, and a 
student in the educational world. A general discussion 
based upon the working experience of the author. 


Secondary Education 


See the following titles in other sections: Johnson, 
M. H. The dean in the high school; Uhl, W. L., ed. 


The supervision of secondary subjects; Brooks, F. D. 
The psychology of adolescence; Mearns, Hughes. 
Creative power; Kitson, H. D., ed. Commercial edu- 
cation in secondary schools; and Stack, H. J. Safety 
education in secondary schools. 


Reading, Writing, and Languages 


COLEMAN, ALGERNON. The teaching of modern 
foreign languages in the United States: a report pre- 
pared for the modern foreign language study. 299p. 
Macmillan, $1.50. An elaborate report of a four-year 
cooperative study by the American and Canadian 
Committees on Modern Languages. Gives the objec- 
tives of modern language instruction, the content of 
the course, organization of classes, and a forty-page 
discussion of methods. Emphasizes importance of de- 
veloping reading ability in the foreign languages, thus 
endorsing the school’s plea for a greater and more 
attractive supply of material towards that end. Style 
is lucid and brief, in spite of much tabular material, 
and progressive teachers will study it with profit. 


GRAY, M. D. The teaching of Latin. 235p. Apple- 
ton. $2. Author an outstanding authority in the field 
of teaching and curriculum construction in Latin. The 
book is written to meet the needs of the beginning 
teacher as well as the experiencd supervisor. Fur- 
nishes discussions and procedures which equip one to 
criticize and improve his own technic. Discusses the 
status of Latin in secondary schools, the place and 
purpose of motivation, and the immediate and ulti- 
mate objectives of teaching Latin. Includes practical 
suggestions; lists places where slides, pictures, and 
maps may be secured. A book which serves a practical 
purpose. Probably the best in the field. Excellent 
bibliography. 


* LYMAN, R. L. Summary of investigations relating 
to grammar, language, and composition. 302p. Univ. 
of Chicago Press. $2. Assembles, classifies, sum- 
marizes, and interprets the most important studies in 
this field with the expectation that educators may 
have in compact form for curriculum revision and 
methods work the major facts and principles as they 
have been revealed by such researches. Shows how 
the scientific movement in educat?on has been applied 
in this field. Work of a competent English research 
scholar. Reliable compendium of information concern- 
ing the presentations of this subject with indication 
of the most needed, most promising lines of future 
development. A major contribution to education. 


* MEARNS, HUGHES. Creative power. 396p. 
Doubleday, Doran. $3.50. Mr. Mearns, formerly 
of the Lincoln School, for whom New York Univer- 
sity founded a special chair of Creative Education, 
gives his interesting experiments in breaking through 
the conventions of teaching and developing the crea- 
tive instinct which, he holds, is found to a greater 
or less degree in every normal individual. Illustrat- 
ing with examples in verse and prose, which he has 
drawn out of the hidden powers of ordinary children, 
he explains how he obtained these amazing results. 
An important, unusual book, a companion volume to 
his ‘“‘Creative youth.” 


Mathematics 


CLARK, J. R., OTIS, A. S., and HATTON, C. 
First steps in teaching number, 225p. World Book 
Co. $1.48. The sort of book from which primary teach- 
ers get real help. Skilfully designed by competent 
authors, working on sound ideas, and after pains- 
taking testing and proving under actual classroom 
conditions. Provides for a complete and uptodate 
course in arithmetic, with suggestions for individual 
pupil practise, oral and written testing, and recording 
of pupil progress. Takes up such topics as pupil's 
needs, attainment of objectives, first steps in learning, 
work in addition, subtraction, measurement, and 
problem solving. Review questions at end of each 
lesson. 


Social Studies, Arts, and Music 


CRAWFORD, C. C., and McDONALD, L. P. 
Modern methods in teaching geography. 306p. Hough- 
ton Mifflin. $1.90. Traces historical trends in teaching 
geography and shows that the changing objectives to 
which the World War has given emphasis require new 
skill on the part of the instructor. Suggests effective 
relation of geography to current events. Chapters on 
the social viewpoint, laboratory activities, supple- 
mentary reading, projects, problems, and the measur- 
ing of results. Includes lesson plans, assignments, and 
class activities. Discusses visual aids, games, and 
selected references. Full of workable ideas for be- 
ginning and experienced teachers. 





132 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





KIMBALL, R. S. Current-events instruction: a 
textbook of principles and plans. 310p. Houghton 
Mifflin. $2. Introduction of new social studies in cur- 
riculum demands knowledge of effective teaching 
methods in current-events. Present volume, largely a 
compilation of materials appearing previously in many 
periodicals, is a text giving a large variety of sugges- 
tions on how successful text instruction should be 
given, goals to be reached, and where to find and how 
to use current-event material. Chapters on Type of 
lessons, Geographic background, Use of visual aids, 
Games and contests are followed by model lesson 
plans in detail. Such authorities as Knowlton, Klap- 
per, Hatch, and Packard cooperated. Good bibliog- 
raphy. 


MATHIAS, M. E. Art in the elementary school. 
180p. Scribner’s. $2.50. Devoted to encouraging child's 
creative impulses through the teaching of drawing and 
design. Does for grades three to six what the author's 
earlier book, “The Beginnings of Art in the Public 
Schools,” did for the initial stages of the child’s art 
experience. Explains art and educational principles 
and gives them practical applications, in definite proj- 
ects and instructions for classroom use. Discusses and 
illustrates teaching procedures in art and evaluates 
classroom results. A good supplement to Whitford’s 
book. 


THORNE, A. G. Music for young children. 158p. 
Scribner's. $1.25. Definite, wellorganized material 
with many suggestions in line with present thinking 
in the various phases of music teaching in early 
grades. Excellent chapters on rhythmic development 
through pupil activities and use of available materials 
to make crude musical instruments in class. Useful 
to parents and teachers, especially those unable to 
make actual contacts with experts in music education. 
Valuable introduction by Patty S. Hill. 


WHITFORD, W. G. An introduction to art educa- 
tion. 337p. Appleton. $2.25. Deals with the organiza- 
tion and administration of art in both elementary and 
secondary schools. Covers every phase of the subject 
in relation to the modern education program. Con- 
siders the needs of small, rural high schools as well 
as of large, city schools. Shows both wide research 
and broad knowledge of subject, but does not de- 
scribe so many actual pupil projects as Mathias. 
Valuable for all those working in art education. Pro- 
gressive outlook, detailed courses of study, classified 
bibliographies. A comprehensive, authoritative treat- 
ment of a subject fast developing wide connections 
with other curriculum subjects. 


V ocational 


BREWER, J. M. Cases in the administration of 
guidance. 304p. McGraw-Hill. $2.50. Purpose of book 
is to present comprehensive view of problems arising 
in the field of guidance, furnishing useful subject- 
matter for all workers in and students of guidance. 
Practical in that it gives teachers specific instances of 
how to attack cases confronting them and the details 
of conversation, difficulties, and results are very il- 
luminating. Tables up to 149 problems under head- 
ings of Educational guidance, Vocational guidance, 
Personnel and equipment, and Plans for guidance. 
Each problem is followed by questions designed to 
aid the student. Of great help to the ‘“‘overhead” peo- 
ple and as a textbook, also to the individual voca- 
tional counselor. 


COHEN, I. D. Principles and practices of voca- 
tional guidance. 471p. Century. $3. General discussion 
of the problems of vocational guidance. Incorporates 
interesting and effectively described summaries of 
the best theories and practises. Strengthens previous 
arguments set forth by educators and industrial sys- 
tems for the institution of guidance in the school. 
Gives the principles upon which to build a guidance 
program and surveys current practises. Evaluates 
wage-earning qualities; gives suggestions for dis- 
covery of aptitudes; discusses the work of the school 
counselor, including placement and follow-up work. 
Clear presentation of guidance based upon the au- 
thor’s experience as a school man. 


KITSON, H. D., ed. Commercial education in sec- 
ondary schools. 374p. Ginn. $2.20. This volume is 
the outcome of definite cooperation between workers 
in two technical fields, education and commerce. Edi- 
tor is a professor of education and the contributors 
are specialists in education, business, and commerce. 
Records the steps that progressive secondary schools 
are taking to free themselves from the shackles of the 
traditional curriculum and to fit the work of the com- 
mercial department to the demands of modern busi- 
ness practise. The high type of content and material 
renders the book a contribution to those working in 
commercial education, to general high-school princi- 





pals, and to business men who pay attention to the 
subject. 


TRUMBULL, F. M. Guidance and education of 
prospective junior wage earners. 298p. John Wiley & 
Sons, Inc. $3. A wellconsidered study of all the school 
facilities now available for the 85 per cent of our 
school children who never graduate from high school, 


D° you read books that you cannot 

understand easily? Books that 
require to be read slowly and de- 
liberately? Books that you know are 
beyond your capacity to understand 
fully? If you do not, you are not edu- 
cated: you have not the temper and 


habit of an educated mind; you are not 


a student. Do people who fail to meet 
that test think they are educated? No. 
Such people do not think.—Cassius J. 
Keyser, Mole Philosophy and Other 


Essays. 








especially those going to work. Author has based 
viewpoints from considerable background and feels 
that much better attention must be given this prob- 
lem. He reviews and suggests the utility of present 
types of organization, and draws on progressive ex- 
amples to point out further advances that would help 
junior wage earners. Gives brief history of educa- 
tional objectives, with advice to counselors and cur- 
riculum revisers. Apprenticeship, continuation schools, 
junior placement discussed. 


WRIGHT, J. C., and ALLEN, C. R. Efficiency in 
vocational education. 443p. John Wiley & Sons, Inc. 
$3. Holds that vocational education has become sub- 
ject to a national program only within the past decade, 
and that it now needs to develop efficiency as the next 
logical step for advancement. Discusses purposes and 
methods for evaluating and surveying the efficiency 
of vocational organization courses, teaching, supervis- 
ing, and guidance. Furnishes very thorough and effec- 
tive details. An important contribution from a new 
viewpoint, and will doubtless exert considerable 
influence. 


Health and Physical Education 


COBB, W. F. Values and methods in health educa- 
tion: a handbook for teachers and a textbook for 
normal schools. 362p. Row, Peterson. $2. Emphasizes 
importance of health education; and presents practical 
methods, suggestions, and devices for instruction and 
training in formation of habits ‘affecting the individual, 
the home, the school, and the community. Points out 
ways of correlation with history, geography, and so 
on. Each chapter divided into two parts—the first 
part considering some important health problem, the 
second part giving methods and devices for teaching 
definite health principles. Presents illustrative ma- 
terial, devices, and methods which have been tried 
with success in actual classrooms. Questions and ref- 
erences for further discussion. An excellent simple 
book for the teacher’s own guidance. 


* KEENE, C. H. The physical welfare of the school 
child. 505p. Houghton Mifflin. $2.40. A comprehen- 
sive, wellarranged survey of the whole field, present- 
ing a unified program for preventing some of the 
enormous loss from ill health. Discusses standards 
and costs for such a service, the direction of the pro- 
gram, the school physician, nurse, dentist and clinics, 
physical education, playgrounds and athletics, the 
teachers and health work, mental hygiene, and health 
in the rural school. Marked by a sensible viewpoint 
and cites hundreds of interesting cases of effective 
work, 


STACK, H. J. Safety education in the secondary 
schools: objectives and materials of instruction. 157p. 
National Bureau of Casualty & Surety Underwriters. 
$1.75. A clear, concrete discussion in a comparatively 
new field, presenting successful methods that have 
been used in organizing curriculum material. Con- 
siders the courses and prevention of fires and acci- 
dents and the nature and treatment of common in- 





A pril, 1930 


SS 


juries. Discusses safety activities in secondary schools 
and suggests textbook material. Encourages the con- 
struction and use of the safety-education test and 
offers simple tests and bibliography. The illustrative 
material will challenge the interest of those concerned 
not only with the education of youth but with the 
saving of life. 


TANNER, J. R. A game program in physical edy. 
cation; for the elementary school and the junior high 
school. 257p. Ginn. $1.48. Handbook for the regular 
teacher not a specialist in physical education but in- 
cludes game materials suitable in teacher-training 
classes. Discusses posture problems of growing chil. 
dren and gives game program for improvement. In- 
cludes folk dances, singing and group games, together 
with individual athletics and stunts. Good book for 
teachers who must work without aid of supervision, 


Extracurriculum Activities 


McKOWN, H. C. School clubs. 498p. Macmillan, 
$2.50. An interestingly written work on the objects, 
organization, administration, and supervision of school 
clubs. Presents sufficient material and enough pro- 
grams to enable a club sponsor to make the school 
club truly succeed as a citizenship activity. Sys. 
tematic arrangement facilitates reference work and 
extensive reading lists pertaining to all classes of 
clubs and all types of club programs make the book 


of great help to club officers, club sponsors, and 
administrators. 


ROEMER, JOSEPH, and ALLEN, C. F. Readings 
in extracurriculum activities. 844p. Johnson Pub. Co, 
$3. A volume of carefully chosen readings in extra- 
curriculum activities, largely from recent educational 
magazines, assembling a wealth of scattered material 
on practically every extracurriculum activity. Most 
interesting material is that which describes actual 
practise in many schools. Chapters on controversial 
matters deal with both sides of the question. Full of 


excellent ideas and useful as a handbook for princi- 
pals and teachers. 


Higher Education 


GOOD, C. V. Teaching in college and university: 
a survey of the problems and literature in higher edu- 
cation. 557p. Warwick & York. $3. A unique and 
encyclopaedic guide to nearly two thousand books, 
theses, and magazine articles that have appeared, 
during a decade, to improve the teaching work of 
college professors and instructors. Notes progress in 
reorganization and methods, and gives many topical 
summaries of important discussions by writers at 
large. A striking example of applying to college 
teachers the same method now so effectively used in 
lower schools—outlining the topic and problem and 
listing the material that is to be read for a real 
“reaction” on the subject. A refreshing departure 
from the wordy generalization of principles and an 
encouragement to professors to do some real study on 
the technic of their day’s work. Will not satisfy those 
who wish a summary of what the author concludes 
from all this; it is “an incitement’’ to further reading. 


Adult Education 


FRIESE, J. F. The cosmopolitan evening school; 
organization and administration. 388p. Century. $3. 
.A practical, timely contribution in a growing field in 
which there is a dearth of authoritative literature. 
Discusses the night school from the angles of wider 
opportunity for development of efficiency among citi- 
zens and wider opportunity for the school to serve 
the whole community. Submits practical planning of 
the evening school and discusses specific problems, 
courses of study, methods, and so on. Advises short- 
unit courses at all levels. Offers much detailed guid- 
ance in selection and especially in the training of 
teachers for this type of work. Incorporates the ex- 


perience of the author, with data from other school 
systems. 


* GRAY, W. S., and MUNROE, RUTH. The read- 
ing interests and habits of adults: a preliminary re- 
port. 305p. Macmillan. $3.50. A scientific examination 
of adult reading of newspapers, magazines, and books 
based on numerous elaborate questionnaires, library 
records, publishers’ sales, circulation figures, and in- 
dividual interviews with readers of many types. Also 
summarizes other scattered studies in this field. 
What it is, in the experience of some people, which 
causes them to read what they do, the nature and 
significance and possible effect of this reading, make 
a very interesting social and psychological study of 
greatest import to all educators, whether teachers, 
librarians, or school administrators. 


tearm 


selfc 
the 
ages 
act 
be « 
the 


littl 
pate 
sole 
buil 
own 


his 


wor 
pal: 
wo! 
chit 
mat 
eve 
pla 
pla 
pla 
tric 
and 
scy 
the 


the 











5S ae ee av ee a CUP 


Peanpsaeas an 


ti 


Builders of Our Profession 


little likely to succeed under modern 
conditions. Civilization is 
teamwork—is teamwork. 

Savages do not practise teamwork. Each is 
selfcontained, selfsufficient, so to speak, and 
the life is comfortless. But the moment sav- 
ages realize the advantages of teamwork and 
act on their new intelligence, they cease to 
be out-and-out savages and begin to travel 
the path that leads to civilization. 

Even civilized peoples formerly practised 
little teamwork. Each tilled his own little 
patch, wove his own rude clothing, traveled 
solely in his own oxcart or on horseback, 
built his own primitive dwelling, found his 
own fuel, made his own crude candles, baked 
his own bread, made his own soap. 

Today, all these things are done by team- 
work. Teamwork has given us fine homes, 
palatial apartment-houses, giant hotels. Team- 
work has given us machinemade clothing, ma- 
chinemade shoes, machinemade foodstuffs, 
machinemade necessities, and comforts of 
every description. It is teamwork that has dis- 
placed candles by gas and electric light, dis- 
placed logs and peat by coal from mines, dis- 
placed the prairie-schooner by steam and elec- 
tric railways and Pullmans and automobiles 
and airplanes, displaced the hook and the 
scythe by the reaper and the binder, displaced 


the spade by the plough and tractor.—From 
a school in Hawaii. 


New Life Enlistments 


Se following life members have been 
reported since the list was published in 
the March JOURNAL. 


U view you are a teamworker you are 


built on 


ALABAMA—E. B. Erwin. 

CaLirorNiA—Gail Calmerton, Frances E. Harden, 
Louis E. Hoffman, Milton J. Katzky, Pauline M. 
Merchant, Ehregott Stan K. Rosenkranz, Cedric Stan- 
nard. 

District or CotumBia—Abbie M. Sisson, Emeline 
S. Whitcomb. 

Hawau—Arthur L. Harris, Thomas K. Nahiwa. 

I_tinots—Daniel J. Beeby, Ethel Ray. 

INDIANA—Robert O’Connell, Glendon Rightsell. 

Iowa—Wiley G. Brooks. 

Kansas—Robert G. Tebow. 

Kentucky—Henry H. Cherry. 

MicuiGAN—Arthur G. Erickson, Jonas Sawdon. 

Missouri—Emma O. Mumm, Isabel Tucker. 

NepraskaA—Clare McPhee. 

New Jersey—Zach G. Masten, Jr., R. L. Pred- 


more. 





in American life and achievement. 





SS ee ee 


New York—Richard R. Dry, Leland C. Genor, 
Ernest C. Hartwell, Elizabeth I. Leary, Paul Mon- 
roe, Benjamin H. Root. 

On1o—J. C. Marriott, Lewis H. Mills. 

PENNSYLVANIA—Donald P. Davis, Henry Klonower, 
Laura E. McGann, Nelda Miller, Harling E. Spon- 
seller. 


His beautiful building which houses the 

School of Education of New York Uni- 
versity was dedicated February 28. In con- 
nection with the occasion notable educa- 
tional conferences were held around the gen- 
eral theme, “Controversial Issues in Char- 
acter Education.” 


PuitipPINeE IsLaANps—Eladio G. Castro, Arthur T. 
Heidenreich, Solomon A. Magana, David E. Ordonez, 
Damian Rayala, Luis Raymundo. 

South Daxota—Helen F. Baker. 

Texas—H. C. Braly, A. E. Dauley, H. H. Good- 
man, J. C. Scarborough, E. M. Sory. 

Vircinia—Katherine Pendleton, Samuel 
derslice, Jr. 

West Vircinia—Fred Phillips. 

Wisconsin—G. O. Banting, H. S. Hemenway, A. 
L. Prodoehl, Henry E.:' Smith. 

Wyominc—Fred B. Logan. 


Completed Enrolments 


HE following schools have completed 

their 100 percent enrolment in the Na- 
tional Education Association since the list 
was published in the March JouRNAL. 


P. Van- 





Ten years 
Texas—Beaumont, Junker. 


Nine years 


CALIFORNIA—Fresno, L. A. Winchell. 

ILLINoOIs—Elgin, Columbia. 

MicHiGAN—Battle Creek, Number 2, Number 10, 
Number 13. 


Eight years 


ILLiNois—Elgin, Franklin, Garfield, Lowrie. 

OKLAHOMA—Muskogee, Muskogee Public Schools, 
Central High, Edison, Franklin, Houston, Irving, 
Jefferson, Longfellow, Pershing, Sequoyah, Wash- 
ington, West High, Whittier. 


Seven years 


CALirorNia—Oakland, Melrose. 
ILLINOIsS—Elgin, Grant. 
TEXxAS—Beaumont, Averill. 
WASHINGTON—Seattle, F. A. 


McDonald, 
Mann. 


Horace 


Six years 


ARKANSAS—Wilson, Wilson Public Schools. 

CaLirorNiA—Buena Park, Elementary; Oakland, 
Cleveland, Crocker Highlands, Durant, Emerson, 
Frick Junior High, Hawthorne, Lafayette, Lake- 
view Elementary, McChesney, Peralta, Piedmont 
Avenue, Stonehurst, Tompkins. 

ILLiINois—Elgin, Elgin Public Schools, Columbia, 
Franklin, Garfield, Grant, High. Lincoln, Lord, 
Lowrie, McKinley, Sheridan, Washington, Wing. 

INDIANA—E vansville, Benjamin Bosse High, Chest- 
nut-Walnut, Delaware, Henry Reis. 

MassacHusetts—Medford, Osgood. 


MINNESOTA—Minneapolis, Clara Barton, Harrison, 
Thomas Lowry. 

Missouri—Kansas City, Scarritt. 

On10o—Ambherst, Highland. 

RHODE IsLAND—Jamestown, Jamestown Public 
Schools, Carr, Thomas H. Clarke. 

West Vircinita—Clarksburg, Monticello. 

Five years 
Ca.irorNia—Oakland, Burckhalter, Dewey, Roose- 


velt High, Washington, Webster, Westlake Junior 
High. 

Maine—Dover-Foxcroft, Grammar. 

MASSACHUSETTS—Plymouth, Cornish-Burton. 

MINNESOTA—Minneapolis, Eli Whitney, Louis Agas- 
siz. 

Orecon—Marshfield, Harding. 

SoutH Dakota—Belle Fourche, Belle Fourche Public 
Schools, Departmental, Gray, High, Lincoln. 

Texas—Dallas, Austin, T. G. Terry. 

WASHINGTON—Seattle, John B. Allen, John Hay. 

Wisconsin—Eau Claire, Eau Claire Public Schools, 
Development, Eighth Ward, Fourth Ward, High, 
Junior High, Ninth Ward, School for the Deaf, 
Second Ward, Seventh Ward, Tenth Ward, Third 
Ward, Vocational. 


Four years 


ArizZONA—Chandler, High. 

Ca.irornia—Oakland, Campbell, Clawson, Fruit- 
vale, Horace Mann, John Swett, Liacoln, Mont- 
clair, Prescott Junior High, Sequoia. 

Cotorapo—Fort Morgan, Abner Baker, 
Grant; Meeker, Rio Blanco County High. 

ILLinois—Cicero, Burnham; Springfield, Palmer. 

INDIANA—Evansville, Fulton. 


Central, 





HE INSPIRATION to devote my life to education came when I attended my first meeting of the Department of Superintendence in 

1887,” recently remarked a noted educator. “I had been working as superintendent in a small town without any real appreciation 
of the importance of the school. At that meeting I met men bigger than any I had known before. Their fineness of spirit and the 
nobility of their minds were a challenge to my young life and from that day to this the meetings of the Department have been my 
college of education.” He then went on to speak of lives that had meant much to him—of the great lover of young men, William T. 
Harris; of the artist schoolmaster, Randall J. Condon; of the eloquent humanist, William M. Davidson; of the educational engineer 
administrator, George D. Strayer; and of a host of others. And so it has been with literally tens of thousands of men and women. 
The speaker went on to remark that he had just paid the first installment of $50 toward his contribution of $250 for the research 
fund which the Department has created. “I want to do my bit,” said he, “for the other boys who are coming on.” Here is the living 
gospel of inspiration. To its cumulative force American schools owe the idealism and the devotion which has lifted them to a high place 


The Depariment began its existence during those significant years following the Civil War when the Nation was binding up its 
wounds and laying the foundations for rapid expansion and rise to national greatness. From that day to this the Department has 
met year after year, now in this city, now in that, under the guidance of able presidents, with programs that have drawn upon the 
finest talent in the nation, with opportunity for fellowship, and the cultivation of that harmony and singleness of outlook which are 
helping to make American schools the finest and best schools on earth.—J. E. M. 











{ 133] 





Massacu usetts—Somerville, Morse. 
MicH1GAN—Battle Creek, Fremont, Number 3. 
MINNESOTA—Minneapolis, Hawthorne, Lafayette. 
Missourt—Kansas City, Hyde Park. 


New Jersey-—Hightstown, Primary. 
Uran—Duchesne County, Boneta, Cedar View, Du- 
chesne Junior High, Ioka, Mt. Home, Myton, 
Neola, Roosevelt, Tabiona, Talmadge. 
WaASHINGTON—Kent, Kent Public Schools, Junior 


High, Senior High, Valley; Seattle, E. C. Hughes. 


Three years 


Cauirornia—Needles, Needles Public Schools; Oak- 
land, Cole, Franklin, Glenview. 
Grorcia—Atlanta, Tenth Street. 
INDIANA—Evansville, Baker, Bosse Eelementary 
Campbell, Carpenter, Centennial, Columbia, Daniel 
Wertz, Emma Roach, Francis Joseph Reitz High, 
Howard Roosa, Stanley Hall, Wheeler. 
Maine—Mesxico, Kimball. 
MasSACHUSETIYS—Stoughton, Stoughton Public 
Schools, Adams, Atherton, Capen, Clapp, Dennis, 
Drake, High, Kimball Junior High, Smith, Super- 
visors Department, Tolman. 
MicnicAN—Battle Creek, Number 11, 
Detroit, Webster. 
MINNESOTA—Minneapolis, Morris Park. 
Missourt—Kansas City, McCoy, William A. Knotts. 
New Jersey—Atlantic City, Special Class Depart- 
ment, Texas Avenue; Ridgefield Park, Ridgefield 
Park Public Schools, Grant, Lincoln, Roosevelt, 
Special Teachers Department, Washington High, 
Washington Irving; Titusville, Public. 
Onu1o—Ashtabula, West Junior High. 
OKLAHOMA—Hominy, Horace Mann, Mullins. 
Orecon—Valsetz, Training Center, Oregon Normal 
School. 
VirGiniA—Richmond, Springfield. 
WASHINGTON—AKeyport, Public. 
West VirGiniAa—Clarksburg, 
Schools. 


Urbandale; 


Clarksburg Public 


Two years 


ALABAMA—Kennedy, Kennedy Public Schools. 

ArizONA—Phoenix, Alhambra. 

Ca.irornia—Oakland, McClymonds High; Pasadena, 
Andrew Jackson; Stockton, Prevocational. 


Hawai—Kawananakoa Experimental. 

Ipano—Sand point, Jefferson. 

ILttnois—Cicero, Morton Park Elementary, Roose- 
velt. 


INDIANA—Evansville, Evansville Public Schools, 
Baker, Benjamin Bosse High, Bosse Elementary, 
Campbell, Carpenter, Centennial, Central High, 
Chestnut-Walnut, Columbia, Daniel Wertz, Dela- 
ware, Emma Roach, Francis Joseph Reitz High, 
Fulton, Henry Reis, Howard Roosa, Stanley Hall, 
Wheeler; Indianapolis, Number 49, Number 74; 
New Castle, New Castle Public Schools, Benjamin 
S. Parker, Charles S. Hernly, Holland, James C. 
Weir, Junior High, Omar Bundy, Senior High. 








President, E. RUTH PYRTLE 


134 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





M*s: abiding happiness is not in 
getting anything but in giving 
himself up to what is greater than 
himself, to ideas which are larger than 
his individual life, the idea of his 
country, of humanity, of God. They 
make it easier for him to part with all 


that he has, not excepting his life. His 
existence is miserable and sordid till 
he finds some great idea which can 
truly claim his all, which can release 
him from all attachment to his be- 


longings.—From Sadhana by Rabin- 


dranath Tagore. 





Kansas—Atchison, Ingalls Junior-Senior High. 

Maine—Fort Fairfield, Grammar; Monson, Grade, 
Monson Academy; Waterville, Grove Street. 

MicHiGAN—Battle Creek, Jefferson, Southwestern 
Elementary. 

Missouri—Kansas- City, Irving, Lykins. 

NeBRASKA—Gordon, High. 

New Jersey—Camden, Kaighn; Summit, Washing- 
ton; Trenton, McKinley. 

Oun1o—Bucyrus, Crawford, Lincoln, Norton; Cam- 
bridge, Ninth Street; Cleveland, Charles Dickens, 
Woodland Hills. 

PENNSYLVANIA—Hummelstown, Hummelstown Pub- 
lic Schools; Williamsport, Daniel Webster. 

TENNESSEE—Hamilton County, Central High, Friend- 
ship, Gann’s Grammar, Lupton City, Ooltewah 
High and Elementary; Memphis, A. B. Hill, 
Cummings. 

Texas—Beaumont, Fletcher; El Paso, Bailey. 

Uran—Duchesne County, Altonah, Basin, Fruitland, 
Mt. Emmons Junior High, Upalso. 

WASHINGTON—W enatchee, Lincoln. 


Current year 


ALABAMA—Birmingham, Moore. 

CALiFoRNIA—Los Angeles, Citizenship Division; 
Oakland, Allendale, East Oakland High, Edison, 
E. Morris Cox, Longfellow, Lowell Junior High, 
Manzanita, Markham, Santa Fe, Woodrow Wilson 
Junior High. 

CoLorapo—-Fort Morgan, Junior-Senior High, Lin- 
coln. 

CoNNECTICUT—W estport, Staples High. 





The Journal of the National BArstici Association 


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















organization. 


Joy Evtmer Morcan, Editor 


| ee 








__. 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. 


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





The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates 
to the Representative Assembly, to hold office, and to receive THE JOURNAL. . 
he 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. One dollar of each membership fee is for a year’s subscription to THE JOURNAL. 
The payment of $100 gives the privileges of the $5 active membership for life. 
Subscription to nonmembers is $2 per year; single copies, 25 cents. 

at once any change of address, giving old as well as new address. 
Tus JOURNAL is a member of the Educational Press Association of America and 




















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. 


Advertising rates on application. 


is published in accordance with the standards of that 


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





A pril, 1930 


ES 


DeLAWARE—Western New Castle County, 
wine Springs, Newport, Stanton; 
Number 29, William P. Bancroft. 

Georcia—Atlanta, Luckie Street. 

IpaHo—Boise, Hawthorne. 

ILLINois—Frankfort, Public; Griggsville, Griggsville 
Public Schools, Grade, High; Litchfield, Lincoln; 
Silvis, McKinley; Springfield, Dubois; Western 
Springs, Grand Avenue; Wilmette, Wilmette Pub. 
lie Schools, A. H. Howard, Byron C. Stolp. 

INDIANA—Mitchell, Senior High. 

Kentucky—Louisville, Jacob Addition. 

LouisiaNA—New Orleans, J. G. Parham. 

MaryYLtaNnpo—Delmar, Maryland High. 

MASSACHUSETIS—Newton, John Ward. 

MicuicaAN—Battle Creek, Central Junior High, Num- 
ber 7, Number 9, Number 12; East Detroit, Kern 
Road Public Schools; Grand Rapids, East Leon. 
ard; Highland Park, Leslie; Saginaw, Continua- 
tion. 

MINNESOTA—Minneapolis, Douglas, Dowling, Pills. 
bury. 

MississipPi—Rosedale, Rosedale Consolidated. 

NesraskKA—Gordon, Gordon Public Schools, Grade, 
High. 

New Jersey—Atlantic City, Chelsea Heights, Illi. 
nois Avenue, Venice Park; Bloomfield, Fairview; 
Cassville, Public; Newark, Webster Street; Union, 
Washington. 

New Mexico—Raton, Columbian. 

Oxn10o—Bucyrus, Central; Canton, Henry S. Martin; 
Green Springs, Green Springs Public Schools; 
Harpster, High; White House, Public. 

PENNSYLVANIA— Lewistown, Lewistown Public 
Schools, Fifth Ward, High, Junior High, Logan 
Street, Sixth Ward, Wayne Street; Washington 
County, Independence Township Public Schools; 
Williamsport, Abraham Lincoln, Andrew G. Cur- 
tin Junior High, Andrew Jackson, Benjamin Frank- 
lin, Charles Lose, George Washington, J. Henry 
Cochran, Samuel Transeau, Special Teachers De- 
partment, Thaddeus Stevens Junior High, Theo- 
dore Roosevelt Junior High, Thomas Jefferson, 
William Penn. 

Texas—Beaumont, Pennsylvania; Houston, Betsy, 
Ross, Charles Eliot Elementary, Fullerton Ele- 
mentary, William G. Love; Waco, President 
Heights. 

Utan—Duchesne County, Duchesne County Public 
Schools, Altonah, Basin, Boneta, Blue Bell, Cedar 
View, Duchesne Junior High, Farm Creek, Fruit- 
land, Ioka, Mt. Emmons Junior High, Mt. Home, 
Myton, Neola, Roosevelt, Roosevelt Senior High, 
Tabiona, Talmadge, Upalso. 

VeRMONT—Hartford, West Hartford Grammar; New- 
bury, Central. 

WASHINGTON—Seattle, Ross. 

WEst ViRGINIA—Springton, Grade. 


Brandy. 
Wilmington, 


Secretary, J. W. CRABTREE 


Members are kindly requested to report 









Acceptance for 


Haro_p A. ALLAN, Business Manager 


























Vol. 


Cal 
sic 
fa 
ga 


tic 
co 
le: 

















Vol. 19, No. 4 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Unless they live within that area, your pupils 


cannot visit America’s great automobile plants... 


... but you can give them something even 
better than a trip to Detroit... With this 


new teaching device you can bring Detroit 


TO THEM. 


+f mew! a small percentage of American children live 
within reach of the great automobile plants of Michi- 
gan, Indiana and Ohio. Yet many millions of pupils can see 
how cars are made. 

They can do more. Without leaving the classroom, they 
can not only visit an automobile plant, but also make rapid 
side trips to a Malaysian rubber plantation. ..an Akron tire 
factory...a plate glass plant. ..a refinery whence comes the 
gasoline that drives the car. 


Usual Means Do Not Suffice 


Words in books alone cannot bring this about. Recita- 
tions, maps, still pictures...all these help, but they do not 
cover ground rapidly enough for this rapid age, and they 
leave the topic in the abstract. 


Pictured in Motion 
Here is a new device that presents such topics as the auto- 
mobile in a concrete way. At the proper time the teacher 
Snaps a switch. The topic flashes to life on a silvered screen. 
It is pictured im motion, in such a way that no child can fail 
to grasp its significance. 


Other Advantages 


That, however, is only one advantage of Eastman Class- 
room Films. They cover their topics in fifteen minutes. In that 
time pupils see more than they could read in fifteen hours. 
Moreover, they remember what they see...for these films 
capitalize the liking all children have for movies, adapting 
it to the needs of classroom instruction. 


A Large Series 
About one hundred Eastman Classroom Films are now 
available on topics of Geography, General Science, Health, 
Biology and Civics. All are planned for use by the teacher, 
in her own classroom. 
If you have not received ‘‘A Descriptive List of Eastman 
Classroom Films,’’ clip and mail the coupon below for your 


copy. 


EASTMAN TEACHING FILMS, INC. 


Subsidiary of Eastman Kodak Company 
ROCHESTER, N. Y. 


Eastman Teaching Films, Inc. 
Rochester, New York 


Gentlemen: 


Without obligation on my part, please send me ‘‘A De- 
scriptive List of Eastman Classroom Films.” 





Mention THe Journat, when writing our advertisers. 








A-108 


Tue JourRNAL OF THE NATIONAL EpucaTION ASSOCIATION 





+ 





A pril, 1930 








+ 


NOTES and ANNOUNCEMENTS 





ec LL ee 


Texas legislature appreciates 
election of prominent citizen to 
presidency of the Department of 
Superintendence — In a resolution 
adopted unanimously, the house of rep- 
resentatives of the Texas legislature ex- 
presses its appreciation of the honor con- 
ferred upon Superintendent Norman R. 
Crozier by his election to the presidency 
of the Department of Superintendence. 


Dr. Dorsey heads committee— 
Dr. Susan M. Dorsey, former superin- 
tendent of schools of Los Angeles and 
noted administrator, has accepted the 
chairmanship of the California Commis- 
sion for the Study of Problems of Edu- 
cation. This committee was created by 
the governor and operates on a $50,000 
appropriation by the legislature. 


Is this teacher in your commu- 
nity P—That we do not yet protect the 
teacher as the most precious asset of our 
civilization is shown in the following ex- 





Throwing the 






SwitcH oN PicruroL — 
throw light on every sub- 
ject—make learning easier 


—every lesson more en- part. 
joyable! Use Picturol as 
hundreds of successful 


teachers do. Let it supple- 
ment text—clarify perplex- 
ing subjects—add fascina- 
tion to the daily round of 
classroom recitations and 
assignments. 

PicruroL is a simple, in- 
expensive stillfilm projector. 
Easily operated, light in 
weight, you just plug it in 
any electric-light socket or 
connect up with an ordi- 


Dept. C4 


nary storage battery. Films 

are available in wide variety | 

on almost any subject, prac- | yam. 
tically every course of in- ; ‘tities 
struction. . 7 
Picruro, puts punch in i" 


of Understanding on 
Every Subject! 


A Way to Put Punch in Teaching 
MAIL THE COUPON 


teaching. It solves the prob- 
lem of arousing 
with less effort on your 
It makes for 
nitely more pupil progress. 
And now, for the sake of 
your own 
you get the facts? 
is no obligation. 


SOCIETY FOR 
VISUAL EDUCATION, 


CHICAGO, ILL. 


Manufacturers, Producers and 
Distributors of Visual Aids 


oe ere Sean ae aba aenaae} 
| SOCIETY FOR VISUAL EDUCATION, INC. | 
| Dept. C4, 327 S. La Salle St., Chicago, | 
Please send me without obligation | 
full details about Picturol 


lists of Filmslides available for 
classroom use. 


ee 
ee ey 


ee 


cerpt from a letter to Secretary Crab- 
tree: 

Would it be possible I’m wondering, if it 
could be urged on the school systems to con- 
sider more carefully the conditions that the 
teachers have to work under as well as those 
of the children. In my case, the basement 
room where I taught was on the north, a very 
large room with but one small radiator along 
the ceiling. One asks how could the children 
stand it? Perhaps they had some ill effects 
too but they were in the room only 30 min- 
utes, then another class would come in, as it 
was an art room. The teacher had to remain 
in the room the entire day. There were many 
other similar conditions that I knew of during 
my two years experience there. I am sorry 
that I will not be able to join the National 
Education Association this year as I am un- 
able to work now. 


Copies of early Proceedings 
needed—The Proceedings of the Na- 
tional Education Association for the fol- 
lowing years are desired by the Associa- 
tion to complete sets: 1877, 1882, 1883, 
1885. Persons having copies of these Pro- 
ceedings for sale are asked to communi- 


cate with the Division of Publications, 
National Education Association, 120] 
Sixteenth Street N. W., Wash., D. C, 


The Association aids the state— 
The Research Division is now issuing, 
under the general title of Studies in State 
Educational Administration, a series of 
occasional studies bearing on various 
problems of state school control. The fol- 
lowing have already been completed: 

1. State School Legislation, 1929. 


2. School Revenues and New Methods of 
Taxation. 


3. Group Insurance for Teachers. 
4. Studies Completed and Under Way by 
State Educational Research Agencies. 


Copies of these Studies may be ob- 
tained from the Research Div., price 25c. 


A challenge—The statement by Sec- 
retary Crabtree on The Eighteenth 


Amendment and the Public Schools (see 
page 127) suggests a line of effort which 
(Continued on page A-110) 





Light 





interest 
Over 


infi- pela 


won't 


There 


progress, 





INC. 
327 S. La Salle St. 


and | 
covered. Cost 













Mention THe JourNAL, when writi: 


our advertisers. 


A Tried and Trustworthy Friend of All Teachers 
The Teachers Protective Union 


“The Largest Organization of Its Kind in the World” 


Provides Health and Accident Protection for Teachers at 


Assets for the protection of members. 


Benefits Paid to Members During 1928, $150,080.40. 


At cost of only $30 per 
week; Quarantine—$25 per week; Accident—$45 per week; Acci- 
dental Death—$1,500.00. Or, at cost of only $24- per year— 
Benefits claimable: $25 per week for Sickness, Quarantine or Acci- 


dent; Accidental Death—$500.00. Less Protection at Less Cost, 
if found necessary. 


An application for this protection received and accepted now, either 
with payment for full year or half year, will protect against sickness 
and accident during the summer months, while at home or abroad. 


The Non-Cancellable Health and Accident Protection for Teachers 


Benefits paid during the entire year. 


does not increase with age. 
Insurance Departments. 


ber of Pennsylvania Insurance Federation. 


Write for information. 












Lancaster, Penna. 





Cost 












a million dollars in benefits 
to members. Over $400,000 





During 1929, $204,425.67. 





year—Benefits claimable: Sickness—$25 per 


IMPORTANT FACTS 


All Diseases and Accidents 


Approved by State 
Endorsed by Boards of Education. Mem- 


No obligation. Mention this Journal. 


(J. N. E. A.) 






Vol. 











Vol. 19, No. 4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-109 





j Talking Pictures 
, for 


: 
: Classroom Use 
f 
The talking picture proved i ive- 
WHERE YOU CAN g picture proved its effective 
a ee ee ness at the annual meeting of the Depart- 
New York, N. Y. 
250 W. 57th Street . . ° 
veaiisieiais Hi ment of Superintendence at Atlantic City. 
. 123 S. Broad Street 


, Prrrspurcu, Pa. Educators everywhere can judge from 
2103-24 Koppers Building 


bien Re. first hand knowledge the merits of this 

| Cuicaco, ILL. ‘ , . 

910 S. Michigan Avenue medium now available for the enrichment 
Detroit, Micu. 

2111 Woodward Avenue 


St. Louis, Mo. 
Missouri Pacific Building 


1218 Olive Boulevard tunity for all to see and hear audible 
CincinnaTI, OHIO 
Enquirer Building . > 
617 Vine Street films, Electrical Research Products, Inc., 
AT Lanta, Ga. 

440 Hurt Building 
Los ANGELES, CALIF. 
7046 Hollywood Boulevard , 

San FRANCISCO, CALIF. main office, and the twelve branch offices 
Crocker First Nat’] Bank Building 
1 Montgomery Street 


of the curriculum. To provide an oppor- 


offers the projection room facilities of its 


listed at the left. 





PoRTLAND, ORE. 
Terminal Sales Building 
446 Morrison Street 


SEATTLE, WasH. 
458-9 Skinner Building 


a Western Electric 


PORTABLE TALKING PICTURE EQUIPMENT 
Distributed by 


Electrical Research Products Inc. 


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














Mention Tue JourNnAL, when writing our advertisers. 








A-110 


Wanted! 


COUNTY MANAGER 


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

The position is with a large na- 
tionally known organization dis- 
tributing a product unqualifiedly 
endo 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. 





the EYE 
remembers what 
the EAR 
forgets! 


Pathé Exchange, in collabo- 
ration with the world’s pre- 
mier educators, puts at your 
command a wide range of edu- 
eational motion pictures. 
Classroom subjects are graphi- 
cally covered in a way that 
fixes facts and nourishes ideas 
in the young mind. 

Accompanying Teachers’ 
Aid pamphlets explain, step 
for step, the most effective 
use of this material. Complete 
list of titles, prices, etc., on 
request. 


Pathe 


MOTION PICTURES 





PATHE EXCHANGE, Inc. (Dept. NEA 430) 
35 West 45th St., New York City. 


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


BOOB. nnoe gpa aren eranesasesepenaresenahanapanahan 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Oa @uiiiiaie elite 
of Old Faithful 
me Oi) lite Bike p 


Products 


%* New Color Circle C 
* WRITE TODAY * 


THE AMERICAN (?) CRAYON COMPANY 





A Self Survey Plan 
for State School Systems 


Part 1 - Check List 
Part 11 - Handbook 


Destined to exercise a significant 
influence on state educational 
advance during the next decade! 


An opportunity to make a self- 
evaluation of your state school 
system. 


Deserving of discriminating study 
and use by both lay and profes- 
sional groups in every state. 


Research Bulletins 


Vol. Vill, No. 2 4 Vol. Vill, No. 3 
March, 1930 °%° May, 1930 


PRICE, 25¢ PER COPY 
Discount on Quantities 
NATIONAL EDUCATION 
ASSOCIATION 


1201 Sixteenth St. N. W. 
Washington, D. C. 





AN OPEN DOOR 
Will You Help 





SPEECH READING? 

Training Course for Public and Private School 
Teachers, Burlington, Vt. 

JULY Write to 





















the Hard-of-Hearing Children to enter by means of 


AUGUST 
NEW ENGLAND SCHOOL OF SPEECH READING 





April, 1930 





(Continued from page A-108) 


every teacher can pursue for himself by 
comparing conditions now with condi- 
tions in saloon days. Many teachers wil] 
wish to give this statement to the editors 
of local and county papers. The new 
standards are here. They are here to stay 
and teachers can help the situation by 
creating a fuller understanding of the 
great gains that have been made in Amer- 
ica under the new policy, an achievement 
which may eventually be recognized as 
one of the leading contributions of this 
country to the advance of civilization. 


President Hoover calls for ob- 
servance of Covered-Wagon Cen- 
tennial—The following is a copy of the 
President’s Proclamation: 


The Congress by unanimous vote has au- 
thorized commemoration of the heroism of 
the fathers and mothers who traversed the 
Oregon Trail to the Far West. On April 10, 
1830 the first wagon train left St. Louis for 
Oregon, pioneering the way for the thousands 
of men and women who settled the Pacific 
states. On December 29, 1830 Ezra Meeker 
was born, who carried over into our day the 
personal memory of this historic epoch. The 
Oregon Trail Memorial Association, which 
he founded and which includes men and 
women in all walks of life in all parts of the 
country, has sponsored the movement to ob- 
serve the period from April 10 to December 
29 of this year as the Covered-Wagon Cen- 
tennial, to recall the national significance of 
this centenary of the great westward tide 
which established American civilization 
across a continent. Therefore, I, Herbert 
Hoover, President of the United States, do 
call upon our people to employ this fitting 
occasion to commemorate the lives and deeds 
of the heroic pioneers who won and held the 
West. In witness whereof, I have hereunto 
set my hand and caused the seal of the 
United States to be affixed. Done at the city 
of Washington this twenty-first day of Feb- 
ruary, in the year of our Lord nineteen hun- 
dred and thirty, and of the Independence of 
the United States of America, the one hun- 
dred and fifty-fourth—HERBERT HOOVER, 
By the President: J. P. COTTON, Acting 
Secretary of State. 


Progressive Education Associa- 
tion to hold conference—The tenth 
annual conference of the Progressive 
Education Association will be held in 
the Willard Hotel, Washington, D. C., 
April 3, 4, and 5. Railroad rates of “fare 
and one half” are available. For infor- 
mation as to the attractive program ar- 
ranged address the Association at 10 


Jackson Place N. W., Wash., D. C. 


Would we care to return to this? 
—The human wreckage caused by the 
use of alcohol, observed in one hour’s 





Oem 





4 Jefferson Hall, 175 Dartmouth St., Boston time in the tenement sections of London, 


Mention Tue Journat, when writing our advertisers. 


Vol. 


prove 
who 
dry. 
in L 
and | 
the 1 
past 
last | 
ley’s 
three 
each 
wor 
at th 
wor: 
day 
But 
to | 
busi 
peo 
of t 
opti 
The 
Chi 


Ch 


ord 
ma 
eve 
im] 
un 
spo 
the 
un 
eac 
ter 
wi 
WI 








| ee. ee | 


Ss owvnvdeweeoeoewwn» © mstFeet +: Oe ee we eT lee Oe 


—- & m— 8 


Oo ~- 


Vol. 19, No. 4 





proves the wisdom and the sanity of those 
who worked to make the United States 
dry. The writer has seen in ten minutes 
in London more drunken, demoralized, 
and destroyed human beings, victims of 
the liquor traffic, than he has seen in the 
past ten years in America. At noontime 
last Sunday, when returning from Wes- 
ley’s Chapel, we saw four bars within 
three blocks of this historic old church, 
each crowded with drinking men and 
women and with little children huddling 
at the door. American saloon days at their 
worst were not as bad as are the present- 
day grog shops of England at their best. 
But Great Britain is feeling her inability 
to keep pace with the sober American 
business and laboring classes. Already the 
people of Scotland have voted over half 
of their territory dry by means of local 
option.—Harry E. Woolever, editor of 
The National Methodist Press, in The 
Christian Advocate, March 6, 1930. 


Observe these two special days— 
Child Health Day, May 1 and World 
Goodwill Day, May 18 are set aside in 
order that some definite advance shall be 
made each year in the character life of 
every child with reference to these two 
important subjects—health and world 
understanding. The associations which 
sponsor and devote their entire time to 
the furtherance of these special days spend 
unlimited skill and money in shaping 
each year’s program from the best ma- 
terial which can be gathered. Unless you 
will deprive your class of a real service 
write the addresses listed below for ma- 
terial : 


Child Health Day—American Child Health 
Association, 370 Seventh Ave., New York, 
-~ ¥. 


World Goodwill Day—Florence B. Boeckel, 
director, National Council for Prevention of 
War, 532 Seventeenth St. Washington, D. C.; 
W. G. Carr, Research Div. NEA; Committee 
on Militarism in Education, 387 Bible House, 
Astor Place, New York, N. Y.; World Peace 
Foundation, 40 Mt. Vernon St. Boston, Mass. ; 
Anna D. White, chairman, Library and 
Literature Committee, Women’s International 
League for Peace and Freedom, 1924 Chest- 
nut St. Philadelphia, Pa, 


From the Editor’s mail — I am 
glad to see space given in the JouRNAL 
for 4-H Club work. We find that this 
organization is doing more to lift up the 
homes of the country than any other fac- 
tor. The saying that a child shall lead 
them is true. The parents can not be 
changed much but the coming generation 
engaged in 4-H Club work is going to 
make American homes of higher standard 
and better citizens; leaders will be pro- 

(Continued on page A-112) 


AUTHENTIC SOURCE MATERIAL, 


Free to Educators: Prospectus and Specimen Color Prints 


Brown-Robertson Co., Inc. 


424 Madison Avenue 





MASTERS IN ART 


THE FINEST COLLECTION OF 


COLOR PRINTS, ETC., WITH 

INSTRUCTORS’ DESCRIPTIVE 

TEXTS FOR PICTURE STUDY 
AND ART APPRECIATION 


EDUCATIONAL ART PUBLISHERS 


302 Palmer House Shops 
New Yor Chicago 


Unique Pictures 
Published in color 
exclusively in Artext 
Prints and Juniors. 
Free color reproduc- 
tion with latest list 
sent to art teachers. 
Illustrated Catalog 
“B-5,” 10e. 

ART EXTENSION 

PRESS, Inc. 


West . 
In the Country port, Conn 





A DISTINCTIVE GIFT FOR YOUR SCHOOL 
_ Life like busts of 
Colonel Lindbergh and Admiral Byrd 
ae. Lindbergh bust ieansemen $25.00 


Illustrated Catalog on Request to Schools 


CHICAGO STATUARY MFG. CO. 
401-3 N. Desplaines St. 


CHICAGO, ILLINOIS 


TEACHERS! Here's a Chance 
to Make Money While 
Traveling This 


Summer! 


The Way 
Toa 
NEW 
and 
Greater 


Oppor- 
tunity... 


CLIP THIS COUPON AND MAIL 


( p Jouxp you like fo travel this Summer? You can plan fo earn 


added income that will take care of your living expenses 
and allow you a snug sum to place in the bank this Fall if you 
join one of our Summer educational groups. 


You can do it easily! During the coming Summer we need anumber 
of ambitious teachers in attractive, educational work of the highest 
type—work that is directly in line with your teaching experience. 


Our opportunities provide many special advantages, among them: 


1. Greater Income 
2. Travel Opporiunities 
3. Permanent Business Connection 


We help our people in every way — Careful Training: Guaranteed 
Income at start; Constant Personal Help; Railroad Fare Paid. 
Agreeable associates, of course. 


Hundreds of teachers not a whit different from you have “made 
good” with us in past years. Many of these men and women are 
earning $300 per month—some as high as $500. Your pleasant, 
lucrative Summer's work may easily influence you to stay with us 
permanenily and go forward to a permanent business connection 
that will mean far more in advancement and greater earning 
power than is ever possible in your present work. 


It only takes a minute to fill in and mail the coupon below. It may mean 
oblaining just the opportunity you've been craving for years. Send it 
loustoday. Address: S.L. Weedon Co., Weedon Bldg.,Cleveland,O. 


IT NOW! 


THE S. L. WEEDON COMPANY 
2036 E. 89th St., Dept. 4-J, Cleveland, Ohio 


I'd like to travel this Summer and make $1000, too. Without obligation tell me how to do ft. 


Name 
Address 





Mention Tur Journat, when writing our advertisers, 








A-112 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





HOLDEN 


Book Covers 


Springfiled, Massachusetts 





TFIINIb» 
1 Ccenic Studios 


TIPPIN, OHIO 
CATALOGUE UPON REQUEST 








| Murdock Outdoor Drinking Fountain | 
is BEST 

for pupil, school, 

health and 


cleanliness 




















Every drink 
fresh water. 
Self-draining. 

Foot-operated. 


is 


Does Not Give 
Trouble. 
Anti-freezing. 





We are Specialists 
Write for this Since 1853. 
important book. | 


The MURDOCK MFG. & SUPPLY CO. | 


426-430 Plum St. CINCINNATI, OHIO | 


















WALLACE 
REGIONAL POLITICAL 
W. Watt Maps were de- 
signed te correlate 


ATWOOD’S 


with modern methods 
of teaching geography. 
Supplemental maps at 
the bottom of each 
continental map show 
relief, rainfall, popu- 
lation and land utili- 
zation—a wealth of 
information for visu- 
al instruction. 


Before purchasing 
maps for your school, 
investigate these help- 
ful teaching aids. Send 
for our beautifully 
illustrated Atwood 

Booklet, No. V-4. 





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





EVERYTHING 





A pril, 1930 








Announcing a new educational project 
for intermediate grades 


“The Origin of Soap Materials” is the title 
of a new project prepared under the su- 
pervision of Dr. Bonser of Columbia Uni- 
versity. It consists of two handsomely 
engraved maps—each reproducing one of 
the world’s hemispheres. The maps are 
in full color, printed upon an unusually 
fine grade of heavy paper with metal- 
bound edges. They are large enough to 
be read from a considerable distance when 
hung on the schoolroom walls and are dec- 
orative enough for permanent display. 
The many sources of raw materials used 
in soap manufacture are indicated in their 
proper positions on the two maps. A 
booklet of instructions and index and 
identification numbers are provided with 
the project. 

Teachers of geography and history will 
find this project an interesting variation 
in class routine. The entire project will 
be mailed upon receipt of 90 cents in 
stamps to cover cost of mailing and 
handling. 

Have you tried Soap Sculpture in recrea- 
tional periods? If not, we shall be glad 
to send you free patterns and bulletins on 
this interesting subject. 





PROCTER & GAMBLE 
Educational Dept., JN-430 
Cincinnati, Ohio 

















ADJUSTABLE 


Window Shades 


Wi nearly a quar- 
ter century of school 
shade manufacturing ex- 
rience behind it—The 
uther O. Draper Shade 
Company has specialized 
in giving school boards 
shades particularly adapt- 
able for schoolroom use. 
Hygienic features insure 
positive control of ven- 
tilation and the preven- 
tion of all glare and re- 
sulting eye strain. Excel- 
lence of workmanship 
makes certain longer life. 
A profitable investment— 
in thousands of America’s 
finest schools. For illus- 
trated catalog address 
Dept. J 


LUTHER O. DRAPER 
SHADE COMPANY 











ST te ee 
















a 


FOR 


YOUR STAGE 


A thirty-year-old organization to serve you 


RELIABLE . 


EFFICIENT 


Write 
TWIN CITY SCENIC COMPANY 


2819 Nicollet Ave., 
Minneapolis, Minn. 


2310 Cass Ave., 
Detroit, Mich. 


605 Century Bldg., 
Milwaukee, Wis. 


911 Widener Bldg., 
Philadelphia, Pa. 





(Continued from page A-111) 
duced through this organization. I hope 
to see and read more in your JouRNaL 
of this work.—Gertrude R. Coleman, 


principal, Bowerstown School, Coopers- 
town, New York. 


Is a captain worth more than a 
principal? — The Interdepartmental 
Pay Board has recommended a forty-four 
percent increase in the pay of commis- 
sioned officers of the army, navy, and 
marine corps. The recommendations as 


given in the Washington Star, March 5, 
1930, are: 


Major general—Base pay, $14,000; in- 
crease, none. 


Brigadier general—Base pay, $12,000; in- 
crement, none. 


Colonel—Base pay, $10,200 with $300 more 
after three years’ service in the grade. 

Lieutenant colonel—Base pay, $8700 with 
$300 more for each three years’ service in the 
grade, not to exceed nine years, to a maxi- 
mum total of $9600. 


Major—Base pay, $6000 with $300 more 
for each three years of commissioned service, 


not to exceed 24 years, to a maximum total 
of $8400. 


Captain—Base pay, $5100 with $300 more 
for each three years of commissioned service, 


not to exceed 21 years, to a maximum total 
of $7200. 


First lieutenant—Base pay, $4000 with $400 
more for each three years of commissioned 
service, not to exceed 15 years, to a maximum 
total of $6000. 


Second lieutenant—Base pay, $3000 with 
$400 more for each three years of commis- 
sioned service, not to exceed 12 years, to a 
maximum total of $4600. 


Build that school building now— 
The Department of Commerce reports 
that school building construction is 
most variable. Taking the average 1924 
to 1928 inclusive we find that 1924 con- 
struction was 76% of the average; 1925, 
159% ; 1926, 78% ; 1927, 110% ; 1928, 
75%. This shows that it is an accidental 
variation. Why not make it purposeful? 
Why not have our cities and towns con- 
struct their public buildings at times of 
economic need and low interest rates on 


bonds as the United States Government 
is now doing? 


Unemployment—and yet, child 
labor !—Unemployment and ‘child labor 
cannot exist side by side among a civilized 
people. Such a condition is barbarism. 
Has your state ratified the proposed 
amendment to the federal constitution 
permitting the federal government to reg- 
ulate this insidious evil? The following 
verses entitled “A Tribute” by Joy 


O’Hara appeared in Westward (San 
Francisco) : 


Never was a fat child in all my ragged child- 
hood, 


(Continued on page A-114) 


Mention THE JouRNAL, when writing our advertisers. 





Vol. 











) 


|TO 








Vol. 19, No. 4 


THE JOURNAL OF THE NATIONAL EpucaTION AssociATION 


A-113 








FOR CULTURE 
GOOD TIMES 


TOURIST 


CABIN 


THIRD 





[E you want to make your summer 
vacation truly enjoyable...and 
yet make it count educationally... 
travel to Europe TOURIST Third 
Cabin on a great steamer of the 
White Star, Red Star or Atlantic 
Transport Line. Thousandsare mak- 
ing the trip every year, because 
i they need a change of environment 

aad a the same time they want to 
improve or perfect their teaching 
equipment—in a truly delightful 
way. 

One of the features of TOURIST 
Third Cabin that will appeal to you 
is the sense of true cameraderie on 
board. Your companions on the 
voyage will be representatives from 
oahar educational institutions, 
clergymen, members of the liberal 
professions, American business 
men and women. They have all 
found in the color, gaiety, move- 
ment and vitality of TOURIST 
Third Cabin travel a wholly new 
and glorious adventure—plus 
amazing low cost. 


$105 (up) one way 
$185 (up) round trip 


From New York, Boston and Mon- 
treal to principal European ports. 
Choice of such steamers as Majestic, 
world’s largest ship; Belgenland, 
famous world cruiser; the superb 
new Britannic, world’s largest 
Cabin ship; Doric, and many others 
including— 
Tourist Ships de luxe 

S.S. Pennland and S.S. Westernland 
carrying TOURIST Third Cabin as 
the highest class on board in former 
Cabin accommodations. S. S. Min- 
nekabda, carrying TOURIST Third 
Cabin exclusively. The ships of 
democracy. 


30 Principal Offices in the United States and 
Canada. Main Office, No. 1 Broadway, New 
York City. Authori. 


rized agents everywhere. 
WHITE STAR LINE 
RED STAR LINE 
ATLANTIC TRANSPORT LINE 


INTERNATIONAL MERCANTILE MARINE COMPANY 
























° o.h6Uu68WwC<C WC !OelCU8WlCUCOlC 
FIVE COUNTRIES 
and Land including *395 
PASSION PLAY | 
acquainted with our amazing travel values 
e result of years of specialization. 
STUDENTS TRAVEL CLUB 
551 Fifth Ave., N. ¥.— Write for Booklet W 


LEADING STUDENT TOURS TO 
All expenses Sea 
We serve the intellectual elite. Become 
Cunard Leadership! 10,000 satisfied guests. 
> ae ee 





Leisurely, delightful summer 
tour through Europe, with con- 
genial travelers, good hotels, 
‘ limited membership. Motoring 
to Fontainebleau, Barbizon and 
Versailles—motorboat on Lake 
Geneva—tallyho up the Lauter- 
brunnen Valley—motoring 
through the Bavarian High- 
lands to Castle Neuschwanstein—the Passion Play 
at Oberammergau—the Rhine and the Zuyder Zee— 
Reservations made by experts. 





Longer tours sail in Spring and Summer to 
Italy, Egypt, Palestine and Norway. 


Established 1901 
Send for booklets 


EMPLEGiOIOURS 
443-Y Park Square Bldg. 


Boston, Mass. 


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 
587 Fifth Avenue, New York 








COME WITH US 
A Tour Thru the Historic East 


You are invited to join our party on its tour 
of the cities on the Atlantic Coast after the 
N. E. A. Convention. 

Write for particulars. 
W. A. Porter--613 Metropolitan Life Bldg. 
Minneapolis, Minnesota 















UNIVERSITY 


*COLLECE COURSES &@ CALDITS) 


“s» STUDENT TOURS 


*» EUROPE 


Selected Groups ~, Experienced 
Management — Expert Leadership 
SCHOOL OF FOREIGN TRAVEL inc. 
S10 EAST 429” STREET N. Y¥. C. 





a TT Ye) -) ER Lh 


Foremost Student Tours 
Nearly 4000 satisfied members in 
1929. Small parties, 1st class hotels, 
plenty of motor travel. Send for 


6 countries 


booklet of 250 to 
pmo pad a fp 


154 BorisTon St. Boston, Mass. 


ALL 
EXPENSES 





Mention Tue Journat, when writing our advertisers. 








%) ; . y, we 

4 : ‘ aid M4 
Mental Pictures! 
That is what European’ Travel means to 
you... To actually see, face to face all 
those wonderful things... that you have 
dreamt of all your life. To know London 
eS eS ee Naples... 
Vienna ... as you know your own hame 
town. 

You have heard of Westminster Abbey. 
Go See It! You have visioned the won- 
derful life, the gay boulevards of Paris, 
the jolly sidewalk tables, the museums, the 
art galleries, the opera. Go...bea part 
of it all. 

And remember . . . how you go is just 
as important as where. Your days at sea 
must be as enjoyable as those ashore. 
Cunard Cabin and Tourist Third Cabin 
ensure just that: . . splendid large liners 
» +» roominess .. . comfort . . . moderate 
cost. . . congenial fellow passengers . . . 
food that makes dining an exquisite 
pleasure .. . and back of it all the world- 
famous Cunard management and service 


» » + @ 90 year old tradition of super- 


excellence. 


RATES 
CABIN. . niet. me 6. es 
TOURIST THIRD CABIN . 


Join the Cunard Travel Club! 
Write for folder outlining important advantages. 


See Your Local Agent or apply 


CUNARD CABIN SERVICE 


$135 up 
105 up 


1840 - NINETY « YEARS « OF « Service - 1930 








A-114 








(Continued from page A-112) 
Never was a fat child at spinner or at loom, 
But scrawny littie youngsters, fleet as chip- 
munks in the wildwood, 
Bending over bobbins in a noisy, whirring 
room. 


How we fought the stretcher-kids, a sort of 
world-war always, 

It was all the world we knew—and not so 
bad at that... 

Doublers, reelers, matchers, spinners—such a 
whirling universe 

And every little twelve-year-old a “Casey at 
the Bat.” 


I recall a window that opened near the en- 
gine room, 

Windows could be raised by stealth (a crack 
across the sill), 

Through this space on sunny days we used to 
watch the cattle 

Following a tiny path to climb a distant hill. 


Then for just a moment our young hearts 
ached for silences, 

Longed for wind-blown hill tops where on the 
velvet grass 

We might rest like millionaires and for a 
golden hour 

Lie there free from time clocks and watch the 
white clouds pass. - 


Years that richer children spent unwillingly 
in study 

We spent doing piece work in a noisy, driv- 
ing mill; 

Studying by lamp light, and reading—read- 
ing everything... 


Tue JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Following a vague, dim path to climb a dis- 
tant hill. 


Gay, efficient laborers with half grown little 
bodies, 

Strained to breaking point sometimes but al- 
ways swift and sure, 

Ignorant of everything but sleep and work 
and hunger... 

Groping upward—fighting, laughing, children 
of the poor. 


For a toast, today, I give, these happy little 
rascals, 

Grown long since—dead, some of them— 
books closed, their gay songs sung; 

Anything that’s good, or fine, or true in me I 
owe to them, 

For they were all I knew and loved, when I 
was very young. 


Educational books of 1929 pub- 
lished in England—Clare Soper, in- 
ternational secretary of The New Educa- 
tion Fellowship, 11 Tavistock Square, 
London, W. C. 1, England, sends the 
following list of books of outstanding 
value: 

A modern philosophy of education by God- 
frey W. Thomson. Allen & Unwin 8/6d. 

Psychology of the preschool child by Drever 
& Drummond. Partridge. 6/-. 

The English tradition of education by Cyril 
Norwood, M. A., headmaster of Harrow. 
Murray. 10/é6d. 


A pril, 1930 





The practical infants’ teacher by P. B. Bal- 
lard. Sir Isaac Pitman & Sons. 

Matter and method in education by M, 
Sturt and E. C. Oakden. Kegan Paul. 

Memorandum on teaching of modern lan- 
guages. A. M. A. University of London Press, 
(Not in itself necessarily outstanding, but im- 
portant as the carefully considered opinion 
of a large group of experts.) 

Health of school child. Report of C. Medi- 
cal Officer. Board of Education. 

Translations. 

The activity school by Adolphe Ferriére, 
Published by Allen & Unwin. 12/6d. 

The child’s conception of the world by J. 
Piaget. Published by Kegan Paul. 12/é6d. 


The stitch in time—To reach tuber- 
culosis at its source, the National Tuber- 
culosis Association and its many affiliated 
associations will conduct a national cam- 
paign during April for the detection of 
tuberculosis among children. This newer 
aspect is important, not because the child- 
hood type of tuberculosis is in itself a 
dangerous disease, but because it may de- 
velop into lung tuberculosis or oldfash- 
ioned consumption. The campaign, one 
of the many projects made possible by the 
sale of Christmas seals during December 
1929, will be entirely an educational ef- 
fort, seeking to impress upon the public 
the fact that tuberculosis usually begins 

(Continued on page A-116) 


Life Membership 


WORK on the new head- 
quarters building has already 
started. It will be one of the 
finest and most beautiful head- 
quarters buildings in Wash- 
ington and the location only 
five blocks from the White 
House adds greatly to its value. 


THE SOURCE of income 
to finance this structure comes 
from life membership fees. 


An Immediate Effort 


LIFE MEMBERSHIP KEY 
Every life member receives the pin or 
button without cost, but the key may 
be purchased if preferred. 

Smaller size, $3.50 
Larger size, $4.00 


Use this blank and ENLIST NOW 


MR. J. W. CRABTREE, SECRETARY, National Education Association, 
1201 16th Street N. W., Washington, D. C. 


Dear Mr. Crabtree: 


THE CORNER STONE 
will be laid perhaps in July. 
The box in the corner stone 
will include the names of all 
life members. Will your name 
be there? 


‘WHY NOT 500 new mem- 
bers by May 1? This would 
add $50,000 to the fund and 
would certainly add greatly 
to the joy of our 205,000 mem- 
bers and make the Board of 
Trustees exceedingly happy. 


I wish to have a part in the special drive and to become a life member on the ten-payment plan, making my 
first payment June 1, 1930. I understand that the balance can be paid in nine equal annual installments. 


Position 





Address_________ 





(Fill out, return at once and receive by return mail the life membership certificate, card and gold emblem.) 








Vol. 19, 


ie 





Vol. 19, No. 4 


THE JOURNAL OF THE NaTIONAL EpucaTION ASSOCIATION A-115 








SEE EUROPE IN 1930 BY MOTOR 


All Expense 
“House Party Tours” 
| At Sensationally 


UXURIOUS motoring 
throughout Europe is > 
the outstanding feature of 
Guild Tours. One sees the’ 
quaint little towns and ro- 
manticcountryside,aswellas a half months. Itinerary includes 
the great glittering capitals! England, Holland, Belgium, Ger- 


many, Austria, Hungary, Czecho- 

All necessary expenses are in- Slovakia, the Passion Play, Switzer- 
cluded in the tour price: round —_jand, Italy and France, with special 
trip ocean passage; accommoda- emphasis onthe Shakespeare 








tions and meals at good hotels; Country, London, Rhine Region, 


motor trips and sightseeing; all tips 
abroad; admissions to galleries, 
etc.; and services of guides, 
Passion Play & 5 Countries 
By Motor, All Expenses 
See Normandy, Paris, 
Burgundy, Switzer- $395 
land, Austria, Ober- 

ammergau and the Passion Play, 


Munich, Nuremberg, Heidelberg, 
Cologne, Brussels, Antwerp. 


“All-of-Europe” By Motor 
¢ Including Passion Play + 


Here is an ideal tour 
for the traveler who $995 
wants to see all of Eu- 

rope quite thoroughly in two and 


Affiliated with the 





Berlin, Tyrolian Alps, Grande Al- 
ine Tour, Italian Lakes and Hill 
‘owns, Rome, Florence, Venice, 

Naples, Italian and French Rivi- 

eras, Route des Alpes, the Chateau 

Country and Paris. 


Ask for Booklet “E30” 


describing these and 
hundreds of otherfas- 
cinating tours priced 
from $335 to $1007, 
and ranging in len: 

from 25 days to 74 
days. Free on request. 


ORIENT CRUISE-TOURS 


to Hawaii, Japan, 
China, Philippines, all expenses, 
$520 to $1060. Ask for Booklet ‘O’ 


THE TRAVEL GUILD, Inc. 


_ DEPT. 432, 180 N. 
__ Art Crafts Guild, Inc. MICHIGAN, CHICAGO 


or 521 Fifth Avenue, 
New York City 








SPECIAL RATES TO EDUCATIONAL 
PARTIES JUNE, JULY, AUGUST 


Magnificent Wardman Park Hotel places its 


accommodations at the disposal of educational 
and other parties at special rates, either European 
or American plan. 1,800 outside rooms. All the 


¢/ 





GLORIOUS 
MEMORY 


of this vacation trip 
will never fade... 


Think of traveling 5,500 miles around Amer- 
ica and 3,000 miles across America.. of sailing 
between New York and California via gay 
Havana through the wonderful Panama Canal, - 
on a great, new electric liner of the Panama 
Pacific fleet—S. S. California, S. S. Virginia or 
S. S. Pennsylvania (all 33,000 tons in size) .. of 
traveling the Continent from end to end by rail, 
with stopovers en route for sightseeing, 


That’s the vacation program we offer this sum- 
mer—a chance to know America at firsthand 
. - to travel by water and rail from Coast to 
Coast . . crossing the country by Transcon- 
tinental Air Transport, if you desire ..achance 
to visit San Diego (Coronado Beach), Los 
Angeles, San Francisco, Havana, Panama 
Canal, New York and other colorful and inter- 
esting places. 


The trip starts at your own home town and 
ends there. You can take the ocean voyage 
first or save it for the grand climax of your 
journey—just whichever you prefer. 


Reduced Summer Rates, as follows: Water 

and Rail Round Trip, $375 (up) First 

Cabin — $235 (up) Tourist—One Way, 

Water, $275 (up) First Cabin— $135 
(up) Tourist. 


Panama facific fine 


Sn * on Nerney ALL NEW STEAMERS * 
: INTERNATIONAL MERCANTILE MARINE COMPANY 
Management ie Realties, Inc. | No. 1 Broadway, New York; 460 Market St., San Francisco; or any authorized 


eases steamship or railroad agent. 


GEORGE E, ALLEN 
General Manager 





write for further details, Address Special Edu- 
cational Department, 





fo ee 
‘ 





KHOTE! 
Oo D. 


Low Prices! 





facilities of the finest country club within ten 
minutes of the center of Washington, overlooking 
lovely Rock Creek Park. A special department 
serves the needs of travelling educators. If you 
contemplate visiting Washington this summer, 





Mention Tue JournaL, when writing our advertisers. 








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 









21 Boyd Street 





NEWTON, MASS. 


THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION 











CANADIAN NATIONAL=—TO EVERYWHERE IN CANADA 





JANPTR 


NATIONAL 


PARK 


Why cross the seas for 
Alpine wonders? 


ASPER National Park and 5300 square 

miles of untamed grandeur in the 

highest Canadian Rockies offer all that 
any vacationist can demand. 


Tall peaks to climb, on your own or with 
Swiss guides, glaciers and canyons to 
explore; trail rides; motoring over ex- 
cellent roads; golf on a scenic cham- 
pionship course; tennis; swimming in a 
warmed outdoor pool—assure a vacation 
programme full of enjoyment and ro- 
mance. 


Jasper Park Lodge enhances your pleas- 
ure with the unostentatious luxury of 
fully serviced log cabins and the charm- 
ing Central Lodge for bridge, music, 
dancing and congenial social contacts. 


Jasper Golf Week 
Sept. 13 to Sept. 20 


Full information from any 
Canadian National Office 


BOSTON KANSAS CITY PORTLAND, ME. 
186 Tremont St. 706 Walnut St. Grand Trunk Ry. Sta. 
BUFFALO PORTLAND, ORE. 
420 Main St. LOS ANGELES 


607 So. Grand Ave. 802 Yamhill St. 


CHICAGO 


: ST. LOUIS 
4 So. Michigan Ave. MINNEAPOLIS $14 No. Broadway 
CINCINNATI 8 Second Ave. ST. PAUL 
49 E. Fourth St. - NEW YORK 83 East Fifth Street 
CLEVELAND 605 Fifth Ave. 


SAN FRANCISCO 
689 


925 Euclid Ave. Market St. 


parnoer ‘ PHILADELPHIA 
1528 Washington Blvd, 1422 Chestnut St. 1329 ay 
DULUTH PITTSBURGH 


WASHINGTON, D. 0. 
430 W. Superior St. 855 Fifth Avenue  901—165th St., Kw 


CANADIAN NATIONAL 


She Largest Railway System in America 


Mention THE JournaL, when writing our advertisers. 


A pril, 1939 





Europe Next Summer? 
Sailing July 5th 


Visit A—England, Holland, Belgium, Germany, 
Switzerland, France 


(Passion Play—Extra Charge) 


Visit B—England, Wales, Scotland, Holland, 
Belgium and France 


Ist Class $725, Tourist Third Cabin $525 
46 Days—Parties limited to 25 


Early reservation imperative this year 
APPLY TO 


MRS. R. S. RIDGWAY 


24SO. GROVE ST. EAST ORANGE, N. J. 















id 
4 ~~ 


(Continued from page A-114) 
in childhood. All literature issued in cop. 
nection with the campaign—leaflets 
pamphlets, posters—will bear a child's 
picture and blaze forth the message to 
parents: Protect them from tuberculosis, 
together with the specific advice: “Keep 
them away from sick people,” “Insist on 
plenty of rest,” “Train them in health 
habits,” “Consult the doctor regularly,” 
For further details, address any local or 
state tuberculosis association or the Na- 
tional Tuberculosis Association, 37) 


Seventh Ave. New York, N. Y. 


Natural resources yield school 


funds—For the last fiscal year, the fed.]’ 


eral government allotted $1,600,000 to 
thirty states as their share of the receipts 
of national forests lying within their 
borders. This represents a payment in 
lieu of taxes which the states would have 
received if the national forests had been 
privately owned. The money, which 
goes largely to western states, must, ac- 
cording to the law, be used for schools 
and roads.—Normal Instructor and Pri- 
mary Plans. 


Peace and the seven objectives— 
The realization of the seven cardinal aims 
of education will be possible when there 
is a genuine peace. The highest standards| 
of personal and social health cannot be 
attained in time of war. The life of the 
family in the home can be neither certain 
nor happy when there are conflicts be- 
tween nations. The worthy use of leisure 
is possible only when international con- 
cord is a fact. The stability of economic 
enterprise, the effectiveness of social re- 
form, and the security of political insti- 
tutions are dependent upon peace. The 
character of the individual citizens be- 
comes the character of the nation, and 
war brings to the spirit of the citizens 
and the nation degradation rather than 
exaltation. The “fundamental tools” are 
of the greatest service when used to pro- 
mote amicable relations between indi- 
viduals and between groups of individ- 
uals.—Lawrence R. Campbell in the 
Detroit Educational Bulletin. 


An effective type of training in 
service—A recent bulletin from the 
state department of education of Illinos, 
compiled in the interest of the one- 
teacher schools, advises county superin- 
tendents to establish at least one demon- 
stration school for the purpose of pro 
moting professional growth among their 
teachers in service. According to the bul 
letin a few such schools have been estab 
lished and are in operation. It is reconr 

(Continued on page A-118) 





Nita |: 








Vol. 19, No. 4 THE JOURNAL OF THE NaTIONAL EpucaTION AssocIATION A-117 











con- 
lets, 
ld’s 
> to 
OSis, 
veep 
t on 
alth 
ly.” 
1 or 
Na- 
370 









« 


100] 
fed. 
) to 
pipts 
heir 
t in 
have 
been 
hich 
, ace 
00ls 


Pri- 


LPL OPE RE EN DAL 
SALA Sale ENDO A aes WRB tymetT | oad ory oe 


irk Rae Ae AB OOOO 


fe gg 
16a ohm rer 


ep isdlge ty ld Sat 
ae eee 


ee) ae 


>S— 


ni 


| 
LJ 
here 


“~ Summer Schools 


nes pepe 


Ae es = Eee FP RN RAMEN RTE 


en 8 AN eee Ot EE AEE AG A PO Oe NO 


rtain i 
» be- fae: 
tt In the Pacific Northwest % ¢ 
STONE PAR 
con- H\Y | 
omic WHY not enjoy rare educational advantages and a Yellowstone Park | 
Y delightful vacation at the same time by attending a A\Pi 
l re : nee ; Rainier Park, Mt. Baker 3 
ag Summer School in the inspiring Pacific Northwest? Near- Forest, Alaska and Cali- [ss 
T by are mountains, forests, lakes, clear rivers, Pacific fornia may be included ES, 
he beaches, National Parks. Courses to fit every need. p Rg Rew eer 
a 4 em : : ion ti i 
be Distinguished faculties. addedempernse. May we 
and T | ‘ submit itinerary and 
wee hese schools offer Summer Sessions: costs from your city? 
than State University of Montana, Missoula—Six-weeks’ terms June 16-July The coupon will bring 
s 25 and July 7-Aug. 15. Nine-weeks’ term—June 16-Aug. 15. Prompt response. 
are University of Oregon, Eugene and Portland—June 23-Aug. |. Post- 
pro- session Aug. 4-29. Athletic Coaching School, June 23-July 4. = Mail to E. E. Nelson, 228 N. P. Ry., St. Paul, Minn. # 
adi Also Summer Schools to Alaska and Hawaii. DT ia Ree Sietans s 
incr University of Washington, Seattle-June 18-July 25 and July 28- 7 _—— : ; 4 
ivid- Aug. 28. = Please send me more information about § 
the University of Idaho, Moscow—June 10-July 18. s summer school sessions at * 
Washington State College, Pullman—June | 1l-Aug. 8. ,- . 
Oregon Normal School, Monmouth—June 16-Aug. 29. © GhmtinMwtna: Coo . 
‘ So. Oregon Normal, Ashland—June 16-July 25 and July 28-Sept.5. & ; bad 
g in Eastern Oregon Normal, La Grande—June 1|6-Aug. 29. . I would like to include... --nn--oensnneee : 
the Oregon State College, Corvallis, June l6-dyly 25. @ in my itinerary. . 
oe Washington Normal College, Cheney-June 2-Aug. 14. . — 
nots, Eastern Montana Normal, Billings—June 16-Aug. 15. 4 Namen nnn neennennee cnnneeeesneeeecnneeennnnnnnnnnnesece a 
one- Montana State Normal College, Dillon—June 16-Aug. 15. . eT re Ee 7 
erin- j For illustrated booklets and more complete = Phone No ae | 4 
mon- information, please mail the coupon. TTTIII ITI III) 


632 
pro- 


nr The NEW North Coast Limited for Summer Travel West 


stab- 


nm sree” 





Mention Tut Journat, when writing our advertisers. 





A-118 





THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


April, 1930 





(Continued from page A-116) 
mended that each be under the direction 
of a selected superior teacher employed 
in the county; that the school in which 
the demonstrations are held be one “well- 
adapted (to school purposes) and 
equipped.” Other teachers should be in- 
vited from surrounding communities for 
an all-day session. The state department 
recommends that approximately three 
fourths of the school day be spent in 
regular school work on the part of the 
children and the demonstrating teacher 
while the visiting teachers observe. The 
children are then dismissed and the re- 
mainder of the afternoon devoted to con- 
ference and discussion. The meeting may 
be held on a regular school day, visiting 
teachers being allowed the time by their 
respective boards of directors, or on Sat- 
urday. In the latter case the following 
Monday should be a holiday for the 
demonstration school. 

An interesting recommendation of 
the state department is that the school 
selected for the demonstration session be 
equipped with a library including “books 
suited to the ability of every grade and 
such as the pupils will choose to take 
home and read at their leisure,” supple- 
mentary informational books other than 


— 


a 









_~without a care! 


With all the accidents that spoil vacation time for so many 
Teachers every summer, you can understand with what a feel- 
ing of relief the Teacher with T. C. U. Protection leaves for 
vacation. Why not play safe? 
T. C. U. follow you this year, everywhere—on the road, in 


the adopted texts, a children’s encyclo- 
pedia, work books, and a reasonable va- 
riety and quantity of teaching mate- 
rials—Rural Schools News-Letter No. 
80, U. S. Bureau of Education. 


Strong arguments for the county 
unit plan—George Willard Frasier, 
president of Colorado State ‘Teachers 
College at Greeley in sp: aking before the 
Oregon State Teachers Association 
said: 


If the schools of Oregon were organized on 
the county unit plan or in large consolida- 
tions, and if the state would provide funds 
with which to make possible a uniform sys- 
tem of schools, and if the state department 
of education could be built up to an efficient 
level, education would go forward with 
leaps and bounds in Oregon. 

The state constitution of Oregon contains 
this: “The legislative assembly shall provide 
for the establishment of a uniform and gen- 
eral system of public schools.” 

There is no uniformity in education when 
one pupil is taught by a wellprepared, ade- 
quatelypaid teacher, while another child 
must get his education in a one-room shack 
with a poorlypaid, untrained teacher and 
with no books, supplies, or equipment. 

A study of the education and financial 
maps of Oregon fails to reveal any uniform- 
ity in education, or in the burden of tax borne 
by the average taxpayer. . . . Thousands of 
children in Oregon are not getting the educa- 
tion they should have, and the kind they 


Let the long arm of the 





would get if larger units of organization 
were adopted for your state.—Bulletin, Port- 
land Grade Teachers Assn. 


An eminent educator who made a close 
study of Idaho education says that under 
county unit control the 754 one-room schools 
could easily be merged into 100 and that the 
267 two-room schools could, with efficiency, 
be reduced fifty percent—and this would be 
of value to the children. The bonded per 
capita debt of the schools in Idaho is $109, 
or approximately $10,900,000. This is almost 
one third above Utah where the county unit 
control is in use. The most popular thing in 
the public mind today—and I am pleased 
that the State Education Association is look- 
ing into it—is the idea of centralized control 
of schools in counties.—C. E. Arney in Idaho 
Journal of Education. 


New type report card—Ann Arbor 
public schools are using a new type of 
elementary school report card. The re- 
port blank is an eight-page pamphlet giv- 
ing reports in five fields; progress in 
school citizenship and work habits, prog- 
ress in school subjects, goals of attain- 
ment in school subjects, health, and in- 
dividual adjustment factors. 

In announcing to the parents this new 
type of report card, Superintendent Otto 
W. Haisley states: 

We have sought a more personal basis for 
giving school marks. We have tried to di- 


rect the attention of the child himself in re- 
(Continued on page A-120) 


Come to 





WE-TO-MA-CHEK 


A Delightful Vacation Playground 


the wilderness, in camps, hotels, or on trains, even abroad, and 


Protect against Accident, also Sickness 
Careful as one may be, there can be no assurance of safety. 
The very best one can do is to exercise the greatest caution— 

and be prepared for accident or illness away from home. 
_ That’s what the T. C. U. will do for you. This Organiza- 
tion of Teachers for Teachers stands ready to share the risk of 
financial loss of time due to Sickness, Accident, or Quarantine. 


Learn the T. C. U. Plan by Sending the Coupon 
















LOCATED at beautiful Powers Lake, Wis. Just the 
spot where teachers will find wonderful facilities for 
the enjoyment of all land and water sports. Free in- 
struction for those who wish it in the following: hockey 
with an English coach, canoeing, boating, swimming, 
tennis, and recreational Danish gymnastics. Stable of 


good saddle horses on the grounds. Adjacent golf courses. 








607 T. Cc. U. Bidg. 


_ Just send your name and address for complete 
information as to how we protect you. Your in- 
quiry will place you under no obligation. 


TEACHERS CASUALTY UNDERWRITERS 


Lincoin, Nebr. 


Play or just rest in the sunshine, or in the shade of the beauti- 
ful trees. Ideal environment, comfortable accommodations, and ex- 
cellent food. No routine unless you wish it. Your time is your 


own. Simply enjoy yourself. Come for one week or more. July 
16 to August 27. 


Address Secretary, Box 740, 5026 Greenwood Ave., Chicago, til. 


FREE Information Coupon 


i 
FREE To the T. C. U., 607 T. C. U. Bldg., 
| 
I 


Lincoln, Nebraska 


t zl lr School. 
I am interested in knowing about your Pro- 
| tective Benefits. Send me the whole story and 
Booklet of testimonials. 
l SE DURONS Wb i cchesiidiniadiitniiestiipahitimamtapeaaiihin 


l Re Ren a 
| (This coupon places the sender under no 
obligation) 


An Identification Tag 
for Your Traveling Bag 


Has space for name and address, 
with transparent cover. We have 
only a limited number, but they - 
are free to teachers as long as they 
last. SEND THE COUPON. 





Mention Tue Journat when writing our advertisers. 











Vol. 19, No. 4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-119 





University of Vermont 


SUMMER SCHOOL 
July 7 to August 15 


Burlington-on-Lake Champlain 


Excellent courses for graduates, 
undergraduates, teachers. Advan- 
tages of country with conveniences 
of city. Recreational facilities un- 
surpassed. Trips to Montreal, Que- 
bec. Mountain and lake excursions 
under summer school direction. At- 

‘ tendance limited to 1000. Write now 
for further information and illus- 
trated catalogue. 


BENNETT C. DOUGLASS, Director 


WANTED 
TEACHERS 
for Vacation Work 


Teachers with Normal School or College 
training especially desired. This posi- 
tion offers the opportunity of travel or 
working at home. 


This work utilizes your teaching ex- 
perience, broadens your outlook, offers 
greater earning power, and affords the 
privilege of learning a new business. 
Those showing adaptability will be given 
permanent positions. 


Please give full information as to age, 


education, teaching experience, and date 
your school closes. 


Address : 


The Continental Publishing 
Company 


1810 WILSON AVENUE CHICAGO, ILL, 


PERRY KINDERGARTEN NORMAL SCHOOL 
Training for kindergarten, primary and playground 
positions. 3-year course. Limited enrolment insures 
Personal attention. Supervised practice teaching. Uni- 
versity credits. Founded 1898 by Annie Moseley Perry. 
Send for booklet, ‘““‘Training Children.”’ 


Harriot Hamblen Jones, Prin., 25 Huntington 
Ave., Room 316, Boston, Mass. 


CARNEGIE LIBRARY SCHOOL 
PITTSBURGH 


Summer Session 
June 30—August 9 
Courses for Elementary School Librarians and 
Children’s Librarians 
Cataloguing—Reference—Administration—Bibliography 
Book Selection—Storytelling 
Bulletin upon request. 














Principals 
Supervisors 


Superintendents 


T te constantly increasing demand 
for trained persons in these posi- 
tions has caused the University of 
Denver to prepare a special summer 
course. 


PROBLEMS of school administration— 
for those in executive positions now 
and for those who hope to be—will be 
considered in a special course at the Uni- 
versity of Denver Summer Session. Na- 
tionally known authorities will lecture in 
the course and their material will be corre- 
lated and applied by Dr. Oscar S. Wood, 
professor of school administration. Guest 
professors will include Dr. S. A. Courtis, 
University of Michigan; Dr. Paul Dengler, 
University of Vienna; Dr. H. L. Hollings- 
worth, Columbia University; Mrs. Florence 
Watkins, National P.-T. A, and Melvin E. 
Haggerty, University of Minnesota. The 
course may be taken for either one or both 
terms of the summer session, June 13 to 
July 23 and July 23 to August 29. At the 
same time you may enjoy Colorado’s world- 
famous mountain playgrounds and take 
other courses in education, liberal arts, fine 
arts and commerce. Write for Bulletin No. 
Twelve, with complete information. 


UNIVERSITY OF DENVER 


DENVER, COLORADO 


Summer 
Session 


June 13th to July 25th, 1930 


College and Graduate Courses and 
Special Courses for Teachers 


cAlso Courses in 
Music, Social Work, Engineering, Art 


For o Bulletin of Summer Session, address 


Dean Isidor Loeb, Director of Summer Session, 
Room 204, Duncker Hall, Washington University, 
St. Louis. M1093R179 





NATIONAL ACADEMY OF 


Accredited— 

hence teachers recommend for: 
Painting, Sculpture, Illustration, In- 
terior oration, Commercial Art and 


Design. Individual instruction under successful artists 
aids rapid progress. Demand for Graduates. 


European Tours. Supervised Dormitories. Cultural 
advantages of the City used. Winter, Spring, and 
Summer Terms. 


CATALOG—BOX J, 230 E. OHIO ST., CHICAGO 


Mention Tue Journat, when writing our advertisers. 


VACATION 
with. 
PROFIT 


Vacation Pleasures Minus Expense 
Plus Income by “THE CLASS- 
ROOM TEACHER” way. ' 

Utilize this summer. Spend it 
profitably and enjoyably. Plan to 


make it a stepping stone to greater 
things. 


TRAVEL THIS SUMMER! 


Travel—meet new people and genial fel- 
low teachers—see new places—earn big 
income—develop your abilities in a busi- 
ness and financial way. 


Cash in on Your 
Teaching Experience 


_Get out of your financial rut with the 
aid of “THE CLASSROOM TEACHER” 
Plan. Many teachers have added thou- 
sands of dollars to their yearly incomes by 
this attractive vacation effort. Many have 
been so successful they have remained with 
us and now occupy permanent and profit- 
able positions. You are already trained 
for this work. It is right in your line. 
Your teaching experience is the best pos- 
sible training for success with The Class- 
room Teacher. Cash in on that experience 
now. 


The Classroom Teacher 
offers YOU this unlimited opportunity to 
earn a handsome income along dignified 
educational lines, either as a permanent 


occupation or as a delightful, profitable 
summer vacation. 


Easy to Sell 


THE CLASSROOM TEACHER is not an 
encyclopedia or a “reference work.” It 
has no competition. It is made for teachers 
only; sells itself. You merely introduce 
it, give the teachers and supervisors an 
opportunity to examine its treasure mines 
ot professionalized material and methods of 
procedure in practical, compact, usable 
form. 

Every teacher wants it. Don’t let this 
opportunity — slip. It means pleasure— 
profit—and a large income for this sum- 
mer. Mail coupon for detailed informa- 


tion today. 
The 


Classroom Teacher, Inc. 


104 S. Michigan Ave. Dept. R-1 
Chicago, Tl. 


MA1L THIS covPeON TOnay ! 


Dept. R-1 
THE CLASSROOM TEACHER, INC., 
104 S. Michigan Ave., Chicago, Ill. 
Gentlemen: 
Please give me full particulars on oppor- 
tunities you offer for a vacation with profit in 
your sales organization. 


Position 
Please send Descriptive Literature 





Tha. 








(Continued from page A-118) 


lation to his attainment of worthwhile objec- 
tives, rather than in relation to the achieve- 
ments and accomplishments of other mem- 
bers of his group. Hence we have abandoned 
letter markings. 

To most people grades are valuable in that 
they are measures of information and skill 
and appraisals of thinking ability. Recogniz- 
ing the value of these objectives, we have at- 
tempted to analyze them and present them to 
you in a much more detailed, more simplified, 
more understandable, and, we hope, 
more helpful form. 

But there are other worthy school goals. 
Good study habits, good health habits, de- 
sirable character traits, and social-minded- 
ness are examples of objectives that are of 
value in the life of an individual. Many of 
these contribute definitely, not only to the 
success of the individual, but to the well- 
being of society. We have, therefore, deemed 
it wise to place emphasis upon these values 
in our elementary school report card.— 
Michigan Education Journal. 


in a 


Are we cheating the rural 
schools P—Fifty-three percent of the 
pupils in the United States are in rural 
schools. Fifty-eight percent of the teach- 
ers in the United States are in rural 
schools. The average length of the school 
term in rural schools is 156 days. The 
average length of the school term in 
urban schools is 183 days. 
salary 


The average 
for rural school teachers in the 


T HE Jou RNAL OF THE NATIONAL LE DUCATION ASsociaTION 





United States is $855. The average 
salary for urban school teachers is 
$1,878.—W yoming Educational Bulletin. 


Physical education on a higher 
plane—The statewide program of physi- 
cal education in the public schools of 
California has several characteristics 
which have been noted by physical educa- 
tion leaders throughout the United 
States. Some of the problems which have 
received special attention during the last 
three years are: 

Play days for girls have been substituted 
for interscholastic athletics in _ practically 
every high school in the state. 

State athletic championships for boys have 
been eliminated except in track events and 
the tendency is to restrict championship games 
to local leagues. This will eventually give to 
every boy the opportunities he should have, 
rather than shower the major attention on the 
few expert athletes who are already superior 
to the general group. 

Progress has been made in changing the 
viewpoint of coaches. Coaches are returning 
the game to the players, the original owners, 
substituting psychology and democracy for 
fear and dictation. 

Interscholastic football for junior high- 
school boys is slowly being eliminated.—From 


the Southern California Educational Ass’n 
Bulletin. 
Student-promoted attendance — 


Canton, North Carolina has developed a 








Study and Attend the N. E. A. Convention 


at the Same Time. 


THE OHIO STATE UNIVERSITY 


offers the most pretentious Summer Quarter program in its 


history for the summer of 1930. 


Instruction will be given in the Graduate School and in five 
with special emphasis on graduate work. | 
Courses will be offered in the Colleges of Agriculture, includ- 
Arts and Sciences; 
including the schools of social administra- 
tion and of journalism; Education; and Engineering. 


of the colleges, 


ing the school of home economics; 
and Administration, 


The program offers these advantages: 


1. Regular faculty augmented by more than 50 edu- 
cators from other leading American and European 


colleges and universities. 


2. Special opportunities for advanced study in 40 de- 


partments of instruction. 


3. Special offerings for teachers and school administra- 
tors, normal and college teachers, and other ad- 


vanced students. 
4. Demonstration school. 


5. Unsurpassed lake laboratory for biological study. 
6. Quarter conveniently divided into two terms. 
dents may enroll for either or both terms. 
term, June 17 to July 23; second term, July 24 to 


August 29. 

Fees moderate. 
Centrally located. 
. Fourth largest state university. 


~ 


oO & 









Summer Bulletin on Request 


Address B. L. STRADLEY, University Examiner | 
















































Commerce 



































Stu- 
First 













Mention Tur Journat when writing our advertisers, 


LM Heart nN 


Minnesota is the third largest State University. 
} it offers teachers, graduate and undergraduate students in work fk 
» leading to all Academic and Professional Degrees, P 

}i 


Supplementing the vast Natural Playground 
of Hills and Valleys, Lakes and Rivers that 
Minnesota offers, a special recreational pro- 
gram has been organized, Highly inter- 
esting Lectures, Convocations, Concerts 
and Dramatics, Excursions to Points 
of Historical, Artistic, and Industrial 
[nterest. 
nis, Hand Ball, open to men and 
women. 


University of Minnesota 





April, 1930 


a 


plan for improving the attendance by ap- 
pointing a committee in each grade com. 
posed of ten students, supervised by the 
grade teacher. This committee looks after 
the attendance in each grade and when a 
child is absent two members of the com- 
mittee visit the child. The work of the 
committee has resulted in considerable in- 
crease in the interest in attendance.— 
North Carolina Teacher. 


New York advances adult educa- 
tion—New York City is making a 
heroic effort through its evening elemen- 
tary schools to eliminate illiteracy. A 
report has been prepared on the subject 
by the Teachers Union Auxiliary, 70 
Fifth Avenue, New York City. 


Two of a kind—Three very dirty 
little boys walked into the library re- 
cently. They were asked to go home and 
wash their hands before they looked at 
books. As they were reluctantly leaving, 
one little boy called back, “I didn’t come 
in here to look at bookth. I came here to 
thleep.” 


He was much disgusted when the li- 
brarian told him, “Thith ithn’t the 
plathe to thleep.”—The Library Log, 
Cleveland, Ohio. 


at 
NESOTA 


e Nalions Playground 


The facilities / 
are unsur- 


College of Education 
offers excellent opportunities to those desir- 
ing to advance to higher teaching or ad- 
ministrative positions. 

—All Departments in Session— 
Courses in Standard and Special Subjects: 
ADMINISTRATION SCHOOL Music ART 

SUPERVISION PsyYCHOLOGY 

Critp WELFARE 


Heart of the Nation’s 
Playground” 

















“In the 


Enjoy Your Recreation Time 


Tournaments in Golf, Ten- 


First TERM 
June 17th-July 28th 


SEconpD TERM 
July 28th-August 30th 


For complete informa- 
tion. address 


Director of Summer 
Session, Box B. 


Minneapolis, Minn.