VOL. 19 . MAY, 1930 wis > \a No. 5 woe JOURNAL ¥ the NATIONAL EDUCATION ASSOCIATION i oo —S< ‘im ih ! =—— Education and the Improvability of Man—Editorial at wait Our Great Enemy—Horace D. Taft . f ; ; i 137 LJ @ The Wise Use of Leisure—Francis WV. Krihen ; , 138 _ The Young Citizens League—S. B. Nissen ‘ : ‘ ; 139 =x3|) ‘ $aving the Child from Tuberculosis—J. 4. Myers ; j ‘ , 141 Recent Verse for Children , Ten Questions for High-School Teachers—Henry H. Hill . : ! , 143 i) - Vitalized Leisure—L. P. Jacks . : ‘ ; ; : 145 Fo | ~ —s>The Enrichment of Human Life.-Tietiiag | for Leisure ‘ , , 148 a € Columbus: A Place'to Discover America . : : ; ‘ 149 ) T) A Peace Program for Educators—4rthur E. po ; , ; , ' 151 | | The Dream of a Farseeing Educator—Glenn K. Kelly . ; ; : ; 152 { The Massachusetts Bay Tercentenary—Albert R. Rogers. ‘ ;, 53 \ ' 3 ; , 154 | | WR “The Physical Basis of Mental Health—J. Mace hindivess 155 \ New Headquarters Building—Architect’s Drawing 156 \ RAF) | How the School Can Help—Elvin H. Fishback 157 ' Sh Children’s Books of 1929... 158 UL | ; Are Edueational Journals Worth Reoding? WV ‘alter Bosale ‘Eells 159 ; — Vitalized Group Study and Faculty Meetings . ; ; . 161 oe State School Costs and Other Governmental Costs—Statistic $ ; : ‘ 162 : ah Honor Home and Home Folks—J. W. Crabtree . , ‘ ‘ ; : 163 ‘= ua \ > The Ideal of a Liberal Education—Classroom Poster . ‘ ‘ 164 ~% ’ Builders of Our Profession . , , . ‘ : ‘ A ‘ : 165 ‘ ) The Menace of Private Referendums . : , ° A f ; ; 167 y TY \ What Journat Readers Like . : , . ; ‘ ; ; ; 168 \ Notes and Announcements . . : : ; . : . , . A-140 (6 \ Contents of previous issues of The Journal of the National Education s Association can be found by consulting the Readers’ Guide in your library. Ty r 7 eS iin -_- <= - : ———_— - -— - Soo C 4 n | ' eS PustisHep MONTHLY, EXCEPT JULY, AUGUST, AND SEPTEMBER, BY THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES, 1201 SIX- TEENTH STREET NORTHWEST, WASHINGTON, D. C. ENTERED AS SECOND- CLASS MATTER OCTOBER 28, 1920, AT THE POSTOFFICE AT WASHINGTON, D. C.,. UNDER THE ACT OF AUGUST 24, 1912. ACCEPTANCE FOR MAILING AT SPECIAL RATE OF POSTAGE PROVIDED FOR IN SECTION 1103, ACT OF OCTOBER 3, 1917, AUTHORIZED JANUARY 26, 1921. Just What Is the Objective IN Junior Business Training? Where Does the Emphasis Belong? In GENERAL BUSINESS SCIENCE by Jones and Bert- schi, the authors build their philosophy on the premise that All boys and girls are CONSUMERS and CITIZENS and that some of them will be paid WORKERS. GENERAL BUSINESS SCIENCE gives all the necessary training for jobs on the junior level of employment, and in addition, opens up the whole field of business for exploration and develops the subject in ac- cordance with Junior High School objectives. Write our nearest office for examination copy or descriptive literature THE GREGG PUBLISHING COMPANY New York Chicago San Francisco Boston Toronto London In 1917 Dr. Smith was sent for by the editors of The Country Gentle- man to present Mr. Hoover's food campaign through their columns. 1918 Special Trade Ex- pert of the War Trade is written in delightful story form Board at Washington. because stories provide the best vehicles for presenting the elements of geography to boys and girls. However, the pages are full of essential facts, ideas, and concepts. It is areal and fascinating introduc- tion to the more formal study of geography. A BOOK OF VISUAL EDUCATION J. RUSSELL S Professor of Economic Geography Columbia University Each picture forms an integral part of the text. WORLD FOLK — WINSTON Again J. Russell Smith performs a service HIS NEW TEXT—READY THIS MONTH WORLD FOLKS 1927 Sent for by Na- tional Reclamation As- sociation to prepare an article onthe Mississippi t was awarded the Harmon Prize. 1928 American Library Association called on Flood. | This text definitely meets the modern demand for visual mate- rial. There are 409 large, clear illustrations in its 322 pages. LIST PRICE $1.32 SStoca Just Out GARNER and CAPEN’S OUR GOVERNMENT Its Nature, Structure, and Functions By JAMES WILFORD GARNER Professor of Political Science, University of Illinois, and LOUISE IRVING CAPEN Instructor in Government and History, Barringer High School, Newark, N. J. 672 pages. $1.80 An up-to-date, unbiased textbook for high schools which treats government as a living, developing institution. It covers an unusually wide range. Special emphasis is placed on the things the government is daily doing and the increasing role which must be played by the individual. Without “preaching” it consistently aims to cultivate in boys and girls those fundamental qualities which will make them conscientious, loyal citizens. The book covers in turn local, state, and national goy- ernment. AMERICAN BOOK COMPANY New York Cincinnati Chicago Boston Atlanta A Geography for the Fourth Grade This, the latest book by Dr. Smith, introduces to pupils, by imaginary journeys, the various pupils meet the native of the Amazon Dutch. Dr. Smith shows, too, Dr. Smith to prepare a Statement on Geogra- phy in their “Reading with a Purpose”’ series. 1929 Received degree of Doctor of Science— the only economic geog- rapher ever to receive this degree. “=A PUBLICATION OF — type places in which people live. Here the valley and the Belgian Congo, the Eskimo and the Bedouin Arab, the hard-working Swiss and the how these people exist and work under diverse THE JOHN C. WINSTON CO. so Available = oe PHILADELPHIA =— PAM co — FOR TEXTBOOKS S f and who men lutic sessi tran men shal for one han evel the be « 7 con fere divi soul forc bot] pote rela Mo touc all gre soul evel } fact be a re and mas at ¢ civi bod and of 1 imp I in and inte abo in | stra It 1 the tun ] lon tur It | si Editorial for May, 1930 Education and the Improvability of Man N EARLIER EDITORIAL on the Leis- ure of Tomorrow noted the rapid development of machinefacture and the increasing stream of workers who are being released by the develop- ment of automatic processes. This revo- lutionary change is steadily gaining pos- session of industry and is beginning to transform farming.: Unless unemploy- ment is to be chronic and increasing we shall have to develop new occupations for large numbers of people. Instead of one creative worker to every twenty hand workers, we shall have one for every fifteen or ten or eight. Teaching as the greatest of our creative activities will be enriched by substantial expansion. The inspiration of the teacher is the conviction that his service makes a dif- ference in the lives of men. Of course, in- dividuals vary in their inherited re- sources and races vary in the cumulative force of their natural gifts. But among both individuals and races the fraction of potential talent so far developed is a relatively insignificant part of the whole. Most of our human resources remain un- touched—a wealth infinitely richer than all the stores of hidden gold; a power greater than all the waterfalls; a re- source so gigantic as to quite outweigh even the limitations of soils and climates. How education comes in as the master factor in the improvement of man may be understood by anyone who has done a reasonable amount of observing, travel, and historical reading. Education is a master factor in the sense that it operates at all points in the upward struggle of civilization. Like the life-blood of our bodies it penetrates the whole structure and bathes it constantly. A few examples of the way education enters into man’s improvement will make the point clear. Food is one of the profound influences in civilization. The variety, excellence, and certainty of food combined with its intelligent use may lift one group of men above another. Probably food accounts in considerable measure for the demon- strated superiority of California athletes. It may account also in large measure for the seeming superiority of the more for- tunately situated races. How education improves food is a long story. Education improves agricul- ture and adds to the abundance of food. It leads to research and the development of new foods. It breaks down traditions which limit the use of food. It has vastly improved cooking. No one can estimate So Fast We May Go and No Faster Copyright, 1980, New York Tribune, Inc., used by courteous permission IGNORANCE the importance of what high schools and colleges have accomplished through their courses in cooking. Education is spread- ing an understanding of diet and the re- lation of food to individual differences. Education is helping to correct the tend- ency among certain people to eat to ex- cess; to eat as a gross pleasure far *be- yond the limits of reasonable hygiene. Benjamin Franklin in his plan for self- improvement as given in his autobiog- raphy has the maxim: “Eat not to dull- ness”—and few of our great men have loved eating more than the genial Frank- lin! He clearly recognized its relation to the higher faculties. Clothing is another fundamental in- fluence in the life of man. When the skin draws heavily on the blood to keep it warm or cool there is less to supply the brain. The sense of restraint and weight that goes with heavy, crude garments influences the mentality. The lightness, adaptability, and beauty of the clothes of women today affects their mental and emotional states. Education is a mighty factor in the improvement of clothing. Among races whose education is static, dress remains unchanged from century to century. By freeing the mind in some measure in such matters our modern education has been { 135] truly liberating. Education has affected our ability to produce clothes—to culti- vate fibers, to develop synthetic fibers, to weave them, to design them into gar- ments, to make the garments at low cost, to sell them in immense quantities. At a thousand points education comes in to speed up and fortify the process. The influence of housing on life is so vital that when its full significance is realized our homes will be designed by humanists rather than realtors with a large appetite for profits and a small ap- preciation of the specific qualities which a home must have as an ideal place for human beings to live and grow in. The house—in the sense of the actual struc- ture and its total environs—determines such matters as fresh air, quiet, warmth, sun, order, beauty, convenience, whole- some and safe play opportunities, the de- gree of neighborhood life—all factors which may contribute to the develop- ment of man. Education is a mighty power in home improvement. All the skills which are in- volved in building have been improved through education. Schools of architec- ture and engineering have helped in the development of home design—but not so much as they should; they have been more interested in monumental buildings and fine machines, forgetting that the abiding foundation is the home. Courses in home decoration, now common in high schools and colleges, are a vital contri- bution. The spread of inventive activity, for which school courses in physics, en- gineering, and mechanics are in large measure responsible, has led to better ‘ equipment of homes. Community plan- ning—still too little touched by the schools—has large possibilities for mak- ing the homes of the masses beautiful centers of rich and abundant life. Government shapes life by its very might and authority. It allows chaos or maintains peace. It restrains or fosters the combative impulses. It directs the energy of the people into destructive activities such as war or conserves them for the higher arts of peace. It allows powerful forces to exploit the people or insists on economic decency. The importance of education to good government has been the theme of states- men particularly since the dawn of the improving 136 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION democratic era. There is a clearly ob- servable relationship between govern- ment that is honest, efficient, and pro- yressive and the level of education in our various states and localities. It becomes increasingly plain that men like Horace Mann who inspired our people with faith in education and the improvability of man, have made as large a contribution to the advance of the race as have such leaders as Franklin, Washington, and Lincoln. As government becomes more intri- cate, the need for education is empha- sized. The effect of the citizenship train- ing which is going on in the schools to- day is incalculable. No one can estimate the mighty possibilities of the six million young people who are now in the high schools and colleges seeking the best edu- cation ever given the masses of youth. Other nations are now beginning to fol- low America in the extension of uni- versal education to higher levels. One of the wonders of today is giant industry—its amazing effectiveness, its colossal organization, its alertness in re- search. The fact that free universal edu- cation has made giant industry possible is too little appreciated. The relation of in- dustry to man’s improvement is_ basic not only in the production of the goods and tools which it places at his disposal but even more in the incessant hour-after- day-after-day, week-after-week, year-after-year way in which occupation shapes one’s habit, thinking, and outlook. Industry is not only solving problems to- day, but it is creating problems—prob- lems which touch life at its roots, which may force an almost total reorganization of such basic factors as government and education. Education may be obliged to provide in a machine age the creative factors which give significance to life. It may also be obliged to assume responsibility for developing skill, specific skill not only in the children but in every adult who finds himself thrown into unemploy- ment by the sweeping changes in the or- ganization of industrial machinery, which may come to displace within the span of a few months hundreds of thousands of workers. Never has the need for careful, hour, May, 1930 thorough, individualized, extended edu- cation been so pressing as at this very moment. Little wonder that those who are less fortunately situated economically ae | pre economist today knows that the real wealth of nations is the health, skill, intelligence, and purpose of the people and that the schools con- serve and multiply the human re- sources. The free common schools are supreme contribution to civilization. They have made giant in- dustry and business possible. They are the safeguard of our future—our ultimate guarantee that the human values shall survive. or racially hold to a faith in education as their hope for better times. It is their hope. The industrialist or merchant who seeks to hinder right education by limit- ing taxes or influencing legislation is simply stupid. He is cutting off the sources of his wealth. He is limiting the skill of his employees and the consuming power of his potential customers. If the economic value of education were fully understood, would be embar- rassed by the riches at their command and every program of industrial expan- sion would be preceded by a program for developing efficient free public schools. Learning is man’s mightiest lever. The number of men in a generation who have learned in any large way has always been relatively small but it is increasing to- da® by leaps and bounds. The amount of thinking that man has so far achieved is but a minor part of what he might achieve. But today—thanks to schools, libraries, printing, photography, radio, and travel—people are learning, learn- ing, LEARNING; young people, old people, white races, brown races, black races. The tide of learning has set in with such mighty force that veritable continents of superstition, ignorance, and prejudice are being swept off the face of the in- tellectual earth. Literally a new age is here. For the first time in history it is possible to foresee a situation in which the masses of men will enjoy all the food they need; homes that surround them with warmth, order, beauty, and clean- America’s schools wi 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 citizens from overseas; (5) The highest place ever accorded women; (6)The ability to create, manage, and staff efficiently, large scale production; (7) The noblest standard of living ever realized over a large area; (8)The highest level of intellectual life ever attained by the common people; (9)Steady improvement in the art of selfgovernment; (10)Appreciation of the significance of childhood and the home life. ness; transportation that is quick, com- fortable, and even in itself beautiful; communication that is instant and world- wide; protection from many of the mis- fortunes and disasters of life. In other words through the gradual extension of education it is possible to produce an age in which everyone can have, to the full measure of his ability to use them, the good things of life which only a few wealthy people have heretofore enjoyed. It is impossible to overemphasize the lifting force of rightly conceived, rightly managed education. It is the process by which civilization grows. The teacher stands on the unlimited frontier of child- hood—a frontier that transcends time and space, and that leads on and on and on. We shall double the number of teachers; we shall free them; and pay them; and honor them beyond our most generous dreams of today. We shall do it gladly, eagerly because of the richness they add to our lives. Teachers are over- worked. There are too many children to each teacher. Many teachers are tired— chronically tired—unable to give their best to the individual child; unable from sheer overload to know his parents, his home, his needs, his hopes, his possibili- ties. Military leaders throughout the centuries have held to a squad of eight men. Long experience has taught them that a group of eight is all that one man can manage effectively. Education needs to learn that lesson. It is one thing to herd children. It is another thing to under- stand them, to appreciate them, to be familiar with the forces that play upon them in home and community; to guide them in health, human relations, learn- ing, citizenship, vocation, leisure, and character. Every dollar spent to provide in the schools the friendly guidance of able teachers will save ten times itself by preventing inefficiency, disease, and crime. America faces chronic unemployment as a result of machine efficiency. Why not give teachers aids as we give secretaries to office men? Why not draw into our schools another million teachers, nurses, psychiatrists, sociologists, librarians, re- searchers, directors of clubs, gardeners, mechanics, artists, scholars, home visitors ? Let us invest in the abundant life. —J.E.M. abl. dist chic abli citi of | Ta pap [’ noi: cou iten hea doit fail Ha edg spec bill usir defe I in t “Ty all 1 fail dep! sece clan that B the mor thos N emy Ma Stat Fin] wor Teaching the Protective Amendment Our Great Enemy EADMASTER Horace D. Tart of H the Taft School for Boys, Watertown, Connecticut, is an able and farsighted citizen. He is the distinguished brother of the beloved late chief justice. Like many other sane and able people he is working at his task of citizenship. The following story is one of a series of articles which Headmaster Taft is writing for Connecticut daily papers. N THIS BATTLE, who is our great en- I emy? Whence comes this prodigious noise, this propaganda over the whole country which results in twisted news items everywhere, in false statistics, in heaping scorn on officers of the law for doing their duty, in jubilation when they fail, in the sacrilegious use of Faneuil Hall over the death of three acknowl- edged lawbreakers, in the maudlin speeches in Congress, in such an idiotic bill as the one to prevent officers from using arms against a criminal in self- defense? It all reminds you of the Copperheads in the Civil War. They kept screaming, “The war is a failure,” and thereby did all that was in their power to make it a failure. Every victory for the Union they deplored and belittled. Every victory for secession brought them joy and they kept clamoring for an impossible compromise that should end the fight. But who is behind it all? Is it because the good citizens on the wet side are more selfsacrificing and enthusiastic than those on the dry? No, we must recognize our real en- emy, an enemy that is fighting not in Massachusetts alone, not in the United States, but in Canada, in Scandinavia, in Finland, in England, throughout the world. It is what the English call The HALL we teach Prohibition? The answer is: Shall we teach law enforcement and respect for the Constitution of the United States. To the teacher with backbone and character there can be but one answer. We must teach Prohibition because it is a part of the Horace D. Tarr Trade. They usually confine that name to England but now the whole liquor, wine, and beer interest of the world is organized and is fighting with its back to i IS WELL that teachers are again tak- | ing up the problem of outlawing bev- | erage alcohol in the individual life as | well as in the Constitution. Teachers will bring to this task a high sense of fairness, sanity, moderation, combined with an appreciation of the need for at- titudes which are clear and firm. These attitudes must be strongly enough established to guide the individual in his own life and to fortify him against the onslaughts of the wet forces dur- ing the present period when America is the world battleground in this issue. The Protective Amendment in another ten years will prove its worth to a point where other civilized nations The world liquor forces know this and they are fighting with vast resources. will recognize its advantages. the wall, with enormous financial re- sources, against the rising tide of tem- perance, or prohibition, or local option, or whatever form the upward movement takes. And, of course, they have concen- trated on America, for they know well that if the success of prohibition is acknowledged here, their doom is sealed. According to the Associated Press, Mr. De Mun, president of the Interna- tional League of the Adversaries of Pro- hibition, a Frenchman, said seven years ago, “We have a hundred million people behind us and untold millions of dollars which we will spend in the merciless fight to destroy prohibition in the United States.” The same gentleman, as chair- man of the French Wine Export Com- mission, said in the French Wine Trade Journal, “The approaching electoral struggles in the United States will prob- ably be the occasion for redoubling the efforts of the commission, and it is now awaiting the return of its representative to decide its action in the matter.” A French Commission in accounting for the expenditure of great sums of money, claimed a share in the wet vic- tories in Canada and stated that wher- ever the fight was on in any country there they would be with their money. The German beer meninconventionan- nounced their intention to free America. Canadian whisky and beer men paid tremendous into the campaign chest in Canadian campaigns and they and their English brethren are awake to the dire consequences of a dry victory in America. sums Here is a gigantic corrupting power proposing in the very words of the French president of the Wine Associa- tion to break down the Constitution and laws of the United States and to do it with money. If these gentlemen who are making such a noise are anxious to use Fanueil Hall for something akin to its old purposes, there is their opportunity. Remember that what the good citizens on either side contribute in this fight are mere contributions; what these whisky, beer, and wine men contribute are invest- ments and contributions are a mere bag- atelle compared with investments. I wish we could bring home to every voter a realization of this situation and of the motive power behind this prodigious propaganda. [Every school should re- ceive regularly The American Issue, Westerville, Ohio, a weekly periodical which gives important facts. ] — — Constitution and the law of the land. Moreover, all vociferous wet propaganda to the contrary notwithstanding, it is the earnest desire of a vast majority of the citizens of this country that this law be enforced. We must teach Prohibition because Prohibition is desirable; it has brought immense benefit to us in wealth, in health, and in happiness. A much smaller percentage of our people indulge in the use of liquor than ever before. We can make the law much more effective by teaching the values of Prohibition. The gangster, the beer runner, and the beer runner’s friend will object, of course, but the manufacturer of alcoholic drinks and the saloon keeper objected to the enforcement of liquor laws and the teaching of abstinence before Prohibition went into effect and the objections of the later gentry should have no more effect than did theirs. In conjunction with what we may all hope will be an honest attempt at law enforcement, teachers should do their duty.—Editorial paragraph from the March number of the Jdaho Journal of Education. ta The Seven Objectives in a Rural District ‘ The Wise Use of Leisure school to extend its control for edu- cational purposes over out-of-school time. In the Granite (Utah) district program of guidance, each pupil of the junior high school gives a confidential report to his advisory teacher as to: (1) Whether he has kept the rules of the health game. (2) Minutes spent per day in recreational activities, movies, dances, theaters, concerts, indoor games, riding for pleasure, loafing. (3) Minutes spent per day in vocational ac- tivitics such as farm, household, or clerical work, shop, factory, or other work. (4) Minutes spent per day in extracurricu- lum activities such as music lessons or prac- tise, dancing lessons or practise, outside read- ing not required for school work, and the like. (5) Minutes spent per day in community activities, such as Boy Scouts, 4-H Clubs, Sunday school, athletic clubs, glee clubs, bands, choirs, and the like. The report is arranged to permit each pupil to check himself daily ; it stimulates the pupil to account to himself for the use of his time and is important to the advisory teacher for guidance and place- ment. All pupils in the junior high schools, as part of the civics course, com- plete a project in citizenship or take part in some community organization such as those listed above among activities. This resulted in plans for co- operation with national youth movements—for the grammar grades, The Knighthood of Youth; and for the secondary grades, the Boy Scouts and the 4-H Clubs. The Junior Red Cross was already approved. The Knighthood of Youth is the only national club organiza- tion the district was able to find which is adapted to children of the elementary grades and which aims to interest chil- dren in out-of-school activities. [ is a new and difficult task for the community three During summer vacation—In 1927 the Board of Education authorized the employment of several teachers and the principals of the two high schools to out- line, supervise, and direct the summer program for pupils of the seventh to tenth grades. The work consisted of health, citizenship, project work, or regu- lar employment. Cooperation with Boy Scouts of A mer- ica—During the year 1926-27 a plan of cooperation between the Granite school: district and the Salt Lake Council Boy Scouts of America was recommended to Francis W. KIRKHAM the Board of Education and to the Salt Lake Council. The plan adopted is: (1) A survey of the district to find: names of boys in Scouting with troop, rank, and length of service; boys not in Scouting and if they desire to join; and boys once in Scout- ing, with rank, when they joined, when dis- continued, and reason for discontinuing. (2) Making available without cost, rooms and equipment of schools for Scout work un- der regulations to be approved by the Board of Education. (3) Asking teachers of science, civics, and other subjects to help boys prepare for merit badge examinations. (4) Providing opportunities for “daily good turns” in school activities. (5) Encouraging teachers to volunteer service as Scoutmasters and local merit badge examiners and to assist Scouts in various ways. (6) Permitting enrolment and consistent advancement in Scouting to meet the require- ments of the out-of-school activities required in character education programs of the dis- trict for which the advisory teachers are held responsible. The responsibility for the administra- tion of the Scouting program was given to the physical education director of one of the junior high schools. The advisory teachers of boys 12 years or older were held responsible by their principals to make the above survey. The lists of names and addresses secured in the survey, were furnished to Scoutmasters to enable them to check on the Scout enrolment and to learn the names of boys who should be- long to their troops. Duplicate lists were furnished the school principals. The Salt Lake Council Boy Scouts of America sent a personal letter to each boy 12, 13, and 14 years of age who was not a Scout, in- viting him to join the troop in his neigh- borhood. The principals reported to the superintendent any rank or certificate in Scouting held by the men teachers or any of their activities in Scouting. Scouts’ The only cost of the plan is for light, heat, and janitor service of the school gymnasium and a small cost of supervision. The success- ful administration of the plan depends upon the enthusiasm of the superintendent, the person to whom he gives the responsibility for its administration, and the principals and teachers of junior high-school grades. Boys of these grades can easily be encouraged to become Scouts and to advance in the Scout- ing program. They will appreciate this in- terest in their welfare and will readily ac- cept Scouting as a logical part of their train- ing for citizenship. The teacher who becomes a Scoutmaster will be delighted to find in this service the solution of his problems of [138] discipline and an exceptional opportunity to help create ideals and ambitions in the lives of his pupils. The plan aims to magnify and dignify Scouting, to build up its local units, and to support the national organization. It does not submerge Scouting or its distinctive methods in a school curriculum. It helps give to youth the trained leadership of men vitally inter- ested in their welfare. It discovers those teachers who are willing to volunteer a part of their time and energy for the moral train- ing of youth. The national 4-H Clubs promoted by the Federal Department of Agriculture provide excellent leisure-time activities for boys and girls of junior and senior high-school grades. It is an excellent plan for putting instruction into action. At first, home economics teachers employed by the district directed the 4-H activities. The plan was changed a second year by the district employing a teacher of home economics to supervise clubs consisting of 8 to 10 girls, directed by volunteer lead- ers. There is no conflict between the work of the school and the 4+-H work for girls. A duplication of effort, however, appears in the promotion of vocational agricul- ture in the high school and the 4-H work for boys. The 4-H work was recom- mended for boys of less than high-school grade and for those boys of high-school standing who did not select agriculture as their major subject. Cooperation with the Junior Red Cross was recommended to all teachers. Mem- bership in the national organization en- courages attitudes and ideals of helpful- ness, tolerance, and international good- will by providing interesting activities for the child in school and during out-of- school time. The national headquarters at Washington, D. C., furnished helpful material and supervision. Granite district in the above program for leisure time recognizes that the school alone will fail; therefore it takes the initiative in cooperating with the entire community for the wellbeing of its boys and girls; it uses worthwhile organiza- tions already in existence; it concerns it- self with an allyear program; it sees that “all work and no play makes Jack a dull boy”; also that all playand no work makes Jack a foolish boy—that better success in school helps to a wiser use of leisure and that a better use of leisure helps to a finer school success. tried bring of di vere best in ot dren of th and Help and ¢ takes Ih count stant state thing my s deavc The great teach Your tribu Tl foun then coun’ at J Aber Guhi 1925 der ] pervi lic it secre super Leag Ac the : Leag orgar of its tive of its this i Leag belief impo: the re ing it “of it. Character Growth Through Clubs The Young Citizens League S. B. Nissen Editor, South Dakota Education Association Journal, Sioux Falls, South Dakota OT AT ALL unlike the Athenian N youth of long ago who daily re- peated and who believed in and tried to live up to the pledge to “never bring disgrace to this our city by any act of dishonesty or cowardice” and “‘to re- vere and obey the city laws and do our best to incite a like respect and reverence in others,” are the elementary school chil- dren of South Dakota who as members of the Young Citizens League believe in and endeavor to live up to the motto— Help Uncle Sam, one another, our school, and our community—when each of them takes the following pledge: I hereby pledge my active devotiorr to my country by a study of its ideals and by a con- stant interest in the general welfare of my state and nation. I shall strive to do some- thing each day to improve the standards of my school and community and thereby en- deavor to promote better citizenship. The Athenian youth’ made their city great in every respect and South Dakota teachers and school officers are sure that Young Citizens will in like manner con- tribute to their state’s further greatness. The Young Citizens League was founded in 1912 by M. M. Guhin, then superintendent of schools in Brown county and now rural school supervisor at Northern State Teachers College, Aberdeen, South Dakota. Upon Mr. Guhin’s recommendation the League in 1925 was made a state organization. Un- der E. C. Giffen, then rural school su- pervisor of the state department of pub- lic instruction, later fulltime executive secretary of the League, and now state superintendent, the Young Citizens League made its greatest growth. Adult attention, within and without the state, has been focused upon the League because of its uniqueness as an organization of young children, because of its surprising growth in numbers of ac- tive chapters and members, and because of its unexpected achievements. Though this interest is somewhat popular in vein, League sponsors earnestly adhere to the belief that these achievements are the least important elements of its worth and that the real worth lies in the character build- ing influences which are set loose because “of it. They check all efforts at commercial exploitation of the League programs and projects and insist upon these being of such nature as to contribute definitely to children the America. Is the nation doing its part to make sure that they have a fair start in life?—That the school of the open country shall be as good as the school of the city? © THESE flag symbolizes making boys and girls into better citizens. Yet these accomplishments indicate the tremendous worth of the League to the schools, to the communities, to the state, and to the boys and girls themselves. This brief resumé of recent League de- velopments and achievements is given with the further statement that the true League worth lies back of them. At present, membership totals more than 75,000 elementary-school pupils, mostly in rural schools in every county of the state. State officers roughly estimate that the chapters this year number 5000, which would mean that few of the 4500 rural schools of South Dakota are with- out a League, for many village and town schools have more than one League. The sister state of North Dakota has Leagues in twenty-five counties and many have been formed in other states. Rural-school children are given through the League an opportunity for cooperative, worthwhile activity which does not come to them from other character-training organiza- [139] tions that confine their efforts to larger cities and communities. The Young Citizens League organiza- tion is simple so far as adult supervision is concerned. Each teacher whose group comprises a League is an adviser ; county superintendents are county chairmen and the state superintendent of public in- struction is exofficio state chairman. The League has had a fulltime paid adult executive secretary since the state legis- lature in special session in June 1927 (called for the purpose of paring down appropriations and which did cut down certain school appropriations) unani- mously, upon the recommendation of Governor W. J. Bulow, appropriated $10,000 for the League for the biennium. This was done again in 1929 for the pres- ent biennium. When E. C. Giffen became state superintendent in 1929, D. C. Mills, a former county superintendent who had done outstanding League work in his own county, was appointed state secretary. Each year, the League has a two-day state convention held at Pierre, the state capitol. This is preceded by county con- ventions at which delegates are elected and contestants chosen to enter the state- wide essay and speaking contest that for the past three years has been its most in- teresting feature. The fourth annual con- vention will be held May 27-28, 1930. Different civic organizations or de- partments of government have sponsored these contests, appropriating funds for literature, publicity, or prizes. In 1928 the contest was upon the subject of “Black Stem Rust and the Common Bar- berry” and was a followup of the League’s campaign to eradicate the barberry bush —which plays a part in the life cycle of the black rust—so destructive to the small grain crops of the northwestern states. This first contest was staged under the auspices of the Rust Prevention As- sociation in cooperation with the Bureau of Plant Industry of the U. S. Depart- ment of Agriculture. In 1929 the South Dakota Association of Manufacturers and Employers sponsored the contest upon the subject, “Agriculture and In- dustry must Prosper Together.” For the present year, the essay subject is ‘“Con- 140 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION servation of Natural Resources, includ- ing Woods, Waters, and Wild Life.” The state department of game and fish has appropriated $1000 for prizes and expenses and the state division of the Izaak Walton League is cooperating in every way possible. Over six thousand members of the League entered the con- tests this spring. Last year the annual convention ban- quet program was broadcast over station WNAX at Yankton, South Dakota, about two hundred air miles distant from Pierre. The do- nated the use of their facilities and other interested individuals and business firms paid for the cost of providing the neces- sary remote control hookup. This will be done again this year. radio station owners Another feature of each annual con- vention is the governor’s reception at which League delegates meet the state’s chief executive in his chambers and also the other state officers in their offices at which time they explain their respective duties to the Young Citizens. Convention sessions of the League are held in the legislative halls of the capitol building. Many adult observers have re- marked upon the decorum and parliamen- tary skill of the youthful delegates, such skill having been acquired through prac- tise in local chapter meetings and county conventions. One prominent state ofh- cial, a gallery onlooker, has been widely quoted as saying, “There was never a more intelligent, more earnest, and bet- ter-looking group of growing American citizens assembled at a meeting of this kind.” Each year at the state convention the major project for the next school year is adopted. These projects during the past four years have been as follows: 1926-27, recataloging, reconditioning, and build- ing up of school libraries: 1927-28, beautifying school grounds; 1928-29, music appreciation and the purchase of | | the year’s program: musical instruments ; and 1929-30, art ap- preciation and the adding of good pictures to classrooms. Annual reports from the counties, compiled by the executive secre- tary, give ample evidence of local chapter activity and the success of the projects. Major projects, as soon as a new one is adopted, become and remain minor proj- ects and interest in them is thus continu- ous. Funds for necessary expenditures for project work is realized from small self- imposed chapter dues, school programs, socials, carnivals, and the like. The League has an official Y. C. L. march song, words and music for which were written as the result of a statewide contest several years ago. The words for the song were written by Major Joseph M. Hanson, Yankton, South Dakota, na- tional historian for the American Legion and the music by Richard Broughton, Sioux Falls, South Dakota. The music as sung and played by an orchestra has been recorded. Distribution of the phono- graphic record is through a state dealer with the League sharing in the revenue. Aside from the major and minor state- wide projects, local chapters are active in many ways. They sponsor local projects which may be that of the erection of a flagpole, the purchase of a flag, or even the study of a local water-supply system. Local chapters, too, have charge of school observance of special holidays and special week programs, such as those for Amer- ican Education Week and Thrift Week. Members sell Christmas seals in county campaigns. The American Legion, Izaak Walton League, South Dakota Educa- tion Association, and similar organizations are interested in the Young Citizens as shown by resolutions passed commending their patriotic and other activities. Each October, during Fire Prevention Week, Young Citizens cooperate with the state fire marshal in making surveys of home premises and in presenting public fire- prevention programs. Each year Gov- HE FINE SPIRIT which characterizes the work of the Young Citizens League is readily seen in the January editorial in the League’s monthly paper, The Young Citizen, which sounds the keynote of We already will have begun a new year by the time this issue of The Young Citizen reaches you. We will gain new experiences in both work and play in 1930. Let us resolve to profit by our past year’s experiences and accomplish more worthy tasks this year. ‘Let us look ahead and note the things we have planned to do this year. Our county and state Y. C. L. conventions are just a little more than three months away. We must make our plans for these and then carry them out. There is our major project for the year—art and art appreciation. Are we making any progress with our major project? There is the continuation of our last year’s | major project—music and music appreciation. We must not forget this. {Work on the speaking contest has been organized and more | than two-thirds of the counties have enroled. Is your league going to be represented in the contest this year? {Then there is our | new venture, The Young Citizen. This is the fifth issue of the paper. Will leagues continue to send contributions and will each | subscriber try to obtain one more subscription? {Our Y. C. L. march song has been recorded, and the first five hundred records already sold. Less than one thousand copies of the first edition of the Y. C. L. march song remain. Each league will want to have a | copy of its official song. {As we look forward to the new year of 1930, let us resolve to make it a year of wiser, happier experiences. May, 1930 ernor Bulow’s Arbor Day proclamation is addressed to the Young Citizens and not to the public at large. The latest statewide enterprise of the League is the publication of its monthly official organ, The Young Citizen, which now, in its first year, has a circulation of over 4000. The editor is Eileen Erick- son, a member of the state department staff, who has had special journalistic training and experience. Contributions come from members and from prominent citizens and state officers upon solicita- tion. A feature of the paper is its state current-event items which would not otherwise come to pupils from nationally distributed current-event papers. Most county superintendents and many local chapters issue monthly Y. C. L. news- letters; a few of these are printed, many are mimeographed, and some even hecto- graphed. At each annual state conven- tion there is a newsletter contest. These newspapers are exceptionally fine agen- cies through which schools and their pro- grams are interpreted to pupils and par- ents. When former President and Mrs. Cal- vin Coolidge spent their summer vaca- tion in 1927 in South Dakota’s Black Hills, Young Citizens daily placed native wild flowers in the Game Lodge, the executive residence. The state League also presented to the Coolidges a splen- did painting entitled “Looking Toward Washington,” done by a native artist. Though it would be easiest to point to these rather unusual activities of the League which may have elements of the spectacular as exemplifying the Y. C. L., adult officers of the organization always urge consideration of the character train- ing outcomes of this do program. They state that the League is not a panacea for ills of all teaching situations though they do believe that many such are indirectly solved by the resultant morale of League work. I the losis grou are chil conf ents ular resis will sufh free teac fore ther 7 mac the tion thre ple Th gro I the apr Sta any bec nit) ] Yo am in tul cet Saving the Child from Tuberculosis J. A. Myers Consultant in Childhood Tuberculosis, Lymanhurst School, Minneapolis, Minnesota HE SCHOOLS can do much to help Jom tuberculosis. Teachers have opportunities that almost arouse the envy of others who are in tubercu- losis work. They have the children grouped together at a time when they are easy to teach, at a time when the child’s mind is retentive. They have the confidence of the children and their par- ents. During the school years, partic- ularly the early years, the child’s body resists tuberculosis better than it ever will again. Therefore, teachers have them suficiently long when they are fairly free from serious forms of the disease to teach them what they should know be- fore the destructive period overtakes them. The subject of tuberculosis has been made popular in recent years through the educational campaigns of the Na- tional Tuberculosis Association financed through the sale of Christmas seals. Peo- ple have become interested in the subject. Therefore, the teacher has an interested group to teach. If we will apply what we know about the control of tuberculosis, we can save approximately 50,000 lives in the United States each year from this disease. Can any teacher, knowing this fact, fail to become enthusiastic over her opportu- nities in this field? Rathbun, in Chautauqua County, New York, in 1923 began to make careful ex- aminations of the 23,000 school children in that county. Of the first one thousand examined, he found 1.3 percent to have healed or active tuberculosis of the lungs. A relatively large percent of the active cases, he says, were athletes engaged in major sports. After conducting this study, Mr. Rathbun says, the public school is one of the most important fields in the control of tuberculosis. Chadwick of Massachusetts, Opie and McPhedran of Pennsylvania, Dickey and Faber of California, and others working in different parts of the country have re- ported results of excellent studies on tuberculosis in children. The mortality from tuberculosis is ex- ceedingly high among boys and girls of high-school age and immediately there- after. This is particularly true among girls. To prevent destruction at this age, we know it is not a matter of teaching tuberculosis only but of teaching boys and girls the fundamentals of health to help them prevent the development of the fatal forms of tuberculosis. This teaching should be begun early in the grades and continued through high school. When one learns of the amount of money that is expended each year to educate girls . and boys who die of tuberculosis before reaching the age of twenty years, one is appalled, but dollars and cents are insig- ficant when compared with lives at these early ages. We have a serious problem and the question that confronts us is how can the schools help most in the solution of that problem? From the age of about three or four years to ten or twelve years, tuberculosis is found in the lymph nodes more often than in any other part of the body. That group of nodes located at the root of the lungs is most frequently attacked. Tuber- culosis of these lymph nodes does not al- ways cause marked symptoms. The child with them may be normal in weight, may have approximately the same play spirit as other children, and may look well. The enlargement of these lymph nodes can be detected with a fairly high degree of ac- curacy only by an xray examination. If children manifesting such enlargement of the lymph nodes later found to be due to tuberculosis are placed on a schedule which conserves their energies and builds up their bodies, they will often heal their disease. When such a schedule is not foi- lowed, many of them will later spread their disease to other parts of the body and become ill from tuberculosis. In 1921, Dr. F. E. Harrington, com- missioner of health and director of hy- giene of Minneapolis, initiated what has proved to be a worthwhile movement in this country. He established a special pub- lic school for tuberculous children. This institution has cared for approximately one thousand boys and girls. These chil- dren have, for the most part, continued to live at their homes and the extra care by way of food, rest, medical, and nursing supervision has enabled them to improve their health at the same time as they have continued their education. In many places [141] the tuberculous child is excluded from school by law. Think of the terrible loss to these one thousand little boys and girls if this special school, Lymanhurst, had not been in existence and they had been refused educational advantages. Many of them, a little later, would have been thrown into the world unprepared to meet competition. Not only would they have been miserable but they would have made life miserable for many others. Moreover, in not a few of these cases, their disease would have spread to the point where they were menacing the lives of others with whom they came in contact. In addition to the work in the school, an outpatient department is in operation where any teacher, school nurse, school physician, private physician, parent, or guardian who questions the health of a child can bring that child for a complete tuberculosis examination. In this de- partment more than six thousand girls and boys have been examined since 1922. The first pupil admitted to the Lyman- hurst School on May 31, 1921, was a boy of approximately eleven years. Two of his uncles had died of tuberculosis. The tuberculin test showed that he had been infected with tubercle bacilli. The phys- ical and xray examination revealed evi- dence of tuberculosis. He remained in the school until September 1923 when he was transferred to an open-air school. Because of change of address the medical staff had been unable to follow him but in 1928, when there was some question about funds being available for the con- tinuation of this school, the following letter from him appeared in one of the daily papers: Editor, The Star: In a recent issue of your paper, you had an article of reference to Lymanhurst School that it was to be closed for lack of funds. This will be a great blow to the city as well as to the state. This is a wonderful in- stitution and the work they do cannot be equalled elsewhere; I know for I had the privilege of being the first pupil to enrol in this school. I am sure there must be some way to get funds to carry on the work they do there. Won’t you suggest in your paper something that could be done to keep this school open ?— H. H. After reading this letter, everyone who had helped in the work of the institution 142 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION was greatly encouraged, for certainly there is no greater recommendation for the work than that which comes from one who has benefited by it and has later made a success in life. Tuberculosis often causes serious de- formities, such as shortening of the ex- tremities and hunchbacks. On March 6, 1922, a girl of ten years was brought to the Lymanhurst School. Her mother died of tuberculous meningitis while this child was a patient in the school. Careful ex- amination revealed the fact that tuber- culosis had already involved the spine. The destruction was not great. The phy- sicians of the school had detected it before any deformity occurred. This girl was placed on rigid treatment over a long pe- riod of time. Her disease began to heal and healed so completely that she is now health. In marked deformity, perhaps severe hunch- in excellent other words, back deformity, was prevented through the early detection of the tuberculous spine. A father was found to have a rather extensive tuberculosis on his first examin- ation. There were two boys, one seven and the other thirteen years of age, in the family. They were both in school. When the father’s case was detected, the par- ents were advised to bring the two boys Habit formation is especially important with very young children. to the Lymanhurst School for examina- tion. They both appeared to be in excel- lent health. Examination showed that not only had both of them already been in- fected but had become diseased. In one case the disease was fairly wellconfined to the lymph nodes but in the boy of thir- teen years one lung was definitely in- volved. However, the disease had not yet broken down the lung tissue so that symp- toms had appeared nor was he yet a menace to others with whom he associ- ated. This is tuberculosis work of the finest quality. Nothing could be better except to prevent the development of tuberculous infection but with our pres- ent knowledge, the prevention of infec- tion in every case is not possible. In the cases of these two boys, one can hope for excellent results, as far as treatment is concerned, through the arrest of their disease before it has broken down the tissues. In reality this is preventive work, for without the detection of their disease, it is quite possible that they would have continued in school until they had become a menace to other school children, They are now being kept under treatment and close observation through the school. From the records of the Lymanhurst School, it would be possible to cite many similar cases of boys and girls who have May > 1930 been benefited. Florence M. Jameson, principal of the school, makes this state- ment: All grades from the kindergarten through the 8A are represented at Lymanhurst and the distribution of pupils in these grades ‘is about as even as that in all the schools throughout the city. The child transferred to this school comes with a certain classification from his home school. This is accepted with- out question. Is he able to make substantially the same progress here as a normal child would in the ordinary school? Figures ob- tained from the Research Department cover- ing the last eight periods of promotions show that the average percentage for the city is 87.7; for Lymanhurst 88.4. This would seem to prove that the child does hold his own while here. The next question is, what is his measure of achievement when he returns to his home school? A study made recently of the prog- ress of children checked out answers this question. One hundred names were chosen at random from the list of 550 children ad- mitted during the years that the school has been in existence. Nineteen of these have been withdrawn from the Minneapolis schools for various reasons. Eighty-one are still at- tending the city schools. Of this number 92 percent have received the regular promo- tions. While this high percent of promotions —+.3 percent higher than that of the city— may be partly accounted for by the fact that the less desirables have been withdrawn, nevertheless, it proves in a fairly accurate way that our children while making great gains physically lose nothing in scholastic attainment. Particular attention is given to habits of health and cleanliness. sc be or esi Vi Wi id tr scl be th wi te: the ha’ fre Tl Ten Questions for High-School Teachers Henry H. HI Professor of Education, University of Kentucky N VISITING high schools in several states within the past two years, and particularly in visiting the high schools of Arkansas during 1929, I have been impressed with the fact that seldom do high-school teachers have a clear con- ception of what the inspector or super- visor is looking for or what his purposes are when he visits classrooms. Too fre- quently teachers feel that a visit of fifteen minutes or more cannot possibly reveal much to a visitor. This is largely true so far as individual supervision is concerned or so far as getting an entirely accurate estimate of the teacher is involved but the visitor may get a fair idea of many things within a few minutes and in general his idea will be about right. Especially is this true if, as was done in surveying the high schools of one state, certain questions may be asked the teacher herself. The ten questions briefly presented in this discussion have been listed primarily with the idea of informing the high-school teachers of some of the points by which the best high-school teachers may be judged. Since each question forms the basis for a faculty discussion, they may prove helpful to principals and super- visors as well. (1) Does the teacher pay attention to the physical conditions of the room? Are there adjustable shades but a teacher who does not adjust them? Is there a wave of stuffy and foul-smelling air upon en- trance to the room? Are the lights on when properly adjusted shades would give natural light? Or is the room attrac- tive with shades adjusted properly, with a fresh, clean-smelling atmosphere, a vase of flowers on the table? The visitor finds both extremes. During the past winter I have visited rooms varying in temperature from fifty to eighty degrees Fahrenheit. Three minutes will tell an experienced supervisor the answer to question one. As a welldressed man is frequently one whose clothes have been so wellselected that the total effect isthe only impression on the observer, so the room with right physical conditions is frequently one with which the supervisor is satisfied at once, without checking details. (2) Is good discipline evident without apparent compulsion? We may define good discipline as, being the evidence of the industrious, workmanlike atmosphere in which all are profitably and agreeably engaged in classroom work with no un- due disturbance to each other. The visitor is able to decide this within a few minutes. Does the teacher have to call for order or rebuke pupils for their behavior ? Or is good discipline evident with little appar- ent effort on the part of the teacher ? This latter fact usually means that plenty of effort on the part of the teacher has been directed towards the learning processes going on in the classroom. (3) Is any method other than the “textbook recitation’ in evidence? | am not one of those who urges the abandon- ment of the textbook recitation in its best sense. In the face of modern theory which urges getting away from the textbook, [ still see advantages to be gained from its proper use and believe that in some form or other it will survive when more highly rated newer modes have had their day. Yet if the textbook recitation is all that is evident, the teacher is missing her op- portunities. Directed study, the contract plan, the socialized recitation, to name only a few of the newer methods, may all be used at some time or other by the best teacher. One does not have to formally adopt any one of these in order to teach well but the teacher who does not make some effort to adapt the newer methods to her particular situation is not one of the best teachers. Even in a visit of a few minutes the experienced supervisor will frequently find evidence to justify a ver- dict on this question. (4) Is there a plan for adaptation to individual differences within the class? The visitor may not always be able to answer this question from a visit of fifteen minutes but it is a question he would like to ask the teacher. Particularly in our smaller high schools, about the only worthwhile and practical adaptations to individual differences must come within the class through differentiated assign- ments, grouping, enrichmentthrough par- ticular tasks assigned brighter pupils, and so on. The teacher who says by her ac- tions that every member of her class— whether it number forty or twelve—is to receive the same assignment, the same treatment, and the same instruction, de- liberately violates the philosophy of in- dividual differences, one of the big ad- vances of the past twenty-five years and to that extent fails to be a best teacher. (5) Does the teacher use new-type tests, and if so, for what purpose? This is in general a question that the super- visor may not find out in a brief visit, though in many cases he will. The writer was recently presented an examination by a colored teacher of Latin and asked to criticize it. lt was made entirely of true- false, multiple choice, completion, and other similar objective new-type tests. The only criticism might be that she should have included some translation to test organizing and composition ability. This teacher had recently taken an ex- tension course in new-type tests and had used what she had learned in this course. The second part of the question is al- most more important than the first. Un- less testing, which is a sampling process to determine what has been learned, is ITH their charter, the emigrating Puritans also broughtover the germ of the American public school sys- tem. In their opinion, it was essential for every faithful Christian to read the Bible daily; consequently all children had to be taught to read. As soon as the leaders found that they could not depend on parents to teach the children their letters, every town in Massachusetts Bay was ordered to establish a free public school. The Boston Latin school, for secondary education, was founded as early as 1635; and Harvard College in 1636, “for the advancement of all good literature, arts, and sciences.” No colony in the world’s history has been so careful to educate its children as Massachusetts Bay; and from there the idea of free public education for all, without any taint of charity about it, has spread over the United States and back again to Europe.—S. E. Morison in the Historical Background for the Massachusetts Bay Tercentenary. [143] 144 used for diagnostic purposes, or as a teach- makes little difference whether tests are essay or new-type. Too many teachers stop when they are just ready to begin; they test and the testing becomes the end, both literally and figura- tively, instead of the means of helping the class towards more effective learning. (6) Ls there evidence of a lesson plan? The visitor can usually tell, even during a brief visit. It is not germane to discuss the variant views of lesson plans, whether they should be written or not, made for every day, and so on; but unless the teacher has some plan of procedure, whether written on the back of an en- velope, or clearly outlined in her mind, the lesson becomes a comparatively mean- ingless and random affair. (7) Is the teacher interesting or dull? There was once a Texas superintendent who would recommend only good-look- ing teachers for his elementary schools on the theory that young children migit have their wsthetic appreciation dulled by continuously looking at ugly teachers. Whether we agree with this practise or not, most of us would agree that when we are bored by dull persons we lose in- terest and escape when we can. The chil- dren cannot; all the more reason for se- curing interesting teachers. And when is a teacher interesting? When she has some verve, spontaneity, humor, and com- raderie, or whatever it is that makes us listen and learn. It is easier to decide than to describe. The best teachers are interesting. (8) Has any attempt been made to ing device, it THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION create ‘‘classroom atmosphere’? Mem- bers of the Newburgh, New York, sur- vey staff visited all the high-school class- rooms to find out the answer to this ques- tion for that school. It takes not more than five minutes in a classroom to find out. Should not the best teachers make it easy for a visitor to tell what is taught in their classrooms without his having to listen to the class or to ask? Or are four bare rectangular walls, bulletin boards which are perfect—because they have not been used—desks, and persons all that we have a right to expect ? I know of a Span- ish classroom which almost resembles a Spanish museum: Spanish posters about bull fights, Spanish menus, Spanish ad- vertising, Spanish pictures, Spanish post- cards, Spanish magazines and newspapers, Spanish dolls, Spanish costumes. Is there any wonder that pupils like to study un- der this Spanish teacher and learn Span- ish? How could they do otherwise? Admittedly the task of the teachers of mathematics and shorthand is not so easy, yet I have found these rooms full of “classroom atmosphere.” The best teach- ers are neglecting an opportunity if they fail to challenge their classes with the group responsibility of working towards having a classroom on whose door the name of the class taught there does not necessarily have to be written. A (9) Is the teacher carrying on what for her is a classroom experiment? As Buckingham in his Research for Teach- ers says, the average classroom teacher shrinks from research because of the usual connotation of the word. The May, 1930 teacher who experiments in a simple way with some methods which she has read about or heard about, or the teacher who tries what for her is an experiment, grouping within the class, surely means more to the schools than the teacher who does this year exactly what she did last year. Even when I have found innova- tions which seemed doubtful, | have been glad to see the teacher alert enough to try something different. (10) Does the teacher teach with a real purpose? Here the average state in- spector or supervisor may usually only wonder; he doesn’t often: have time enough to find out. He would like, how- ever, to ask the teacher why she is teach- ing algebra, for example ; to have her tell him just what she hopes to do this week and this month; to find out why she thinks this is of value to this particular class, and so on. In other words, he would like to know whether she is merely going through exercises which lead nowhere, unless by accident, or whether the teacher has a well thought out philosophy of work. It may be too much to ask our best teachers to be able to answer correctly all ten questions for teachers are human and most of them have both strong and weak points. The best teachers are those who have a stalwart majority of good points. Undoubtedly the best teachers should an- swer satisfactorily most of these ques- tions. Undoubtedly, too, and this is the reason for the list of questions, teachers will work towards a more definite goal with these objectives placed before them. The Horace Mann Junior High School HE new junior high school to be erected at West Forty-first Avenue and Navajo Street will be known as the Horace Mann Junior High School. {“Why Horace Mann, and what has he to do with Denver?” asks a wondering citizen, recalling names of public-spirited men whose work deserves commendation on building tablet or corner stone. {Whereupon someone else discovers that one of the avowed purposes of the Horace Mann League, a national organization of prominent educators, is to name one school in each city of the United States for Horace Mann. A second question follows: “Why name a school building just to please an organiza- tion?” {In answer, Horace Mann and progress in public education are synonymous terms—hence Horace Mann has much to do with | Denver. {And the naming of Denver’s new junior high school for Horace Mann is in no sense of the word a mere capitulation to the aims of a national organization. {It is, rather, a tribute embodying something of that spirit of gratitude to the unnamed and unsung heroes of war which inspired nations to build monuments to their unknown dead. {For education, too, has its unknown soldier—the man who believes that every child should have greater opportunities than did he—the man who knows that the nation can be no greater than its educational system—the man who contributes time and effort to realize his belief—the man. who willingly pays the price of his faith. For him, every city and hamlet should name a school. {But how? The man is not alone. He lives on every street. You may see him riveting girders in a rising framework of steel or hear his decisions at the directors’ meeting of a great | financial institution. {To name him, then, we must find a name that symbolizes the layman’s power in the cause of education. Hence, Horace Mann. {Encyclopedias describe Horace Mann as lawyer, publicist, statesman—never as a schoolman. So far as education was concerned, he was a layman, driven by his faith in public education to devote his life to its cause. Only in the last years of his life, which he spent as first president of the famous Antioch College, can he be rightly called a schoolman. {As a lawyer and member of the Massachusetts legislature in the early days of the nineteenth century, he caught his first glimpse of the schools of the morrow. As layman and legislator, he followed that vision until he had done for education what all the schoolmen in Massachusetts together could not do; until he saw in reality the reorganization of the common schools of his state. The rest is history that needs no retelling. {Denver’s new junior high school will stand, not only as a monument to the work of Horace Mann, but as a tribute to that innumer- able company of Denver’s citizens whose faith in education makes our progress possible—From The School Review, official publica- tion of the Denver public schools of which A. L. Threlkeld is superintendent. N of ism me: of | anc lior ets tior or t of | hou sho tral gio rea: ting foll leis liza pas per cati of 1 I enc gen inte Lal lab tras ing rad labs bles the bot me! rect nan Ar pro whi his offe exc bet not: vali for lab Jack Con sion UCH of the social degradation we see around us is the result, some- times direct, sometimes indirect, of uneducated leisure. ‘“‘Consumption- ism’ (the creation of new desires as a means of stimulating trade), with its host of attendant evils, physical, intellectual, .and moral, flourishes on the fact that mil- lions of people with money in their pock- ets and time at their disposal have no ra- tional notion of what to do with the one or the other. “Untrammeled,” in the sense of having room for creativeness, leisure hours should certainly be, and so, too, should be the hours of work; but if “‘un- trammeled” means that leisure is a re- gion without law, where restraints of reason become inoperative and no dis- tinction exists between wisdom and folly, who would hesitate to say that to leisure so ““untrammelled’”’ many a civi- lization has owed its downfall in the past, and that our own may ultimately perish from the same cause? I name edu- cation for leisure as an outstanding need of the present age. I submit, therefore, with due defer- ence to the Book of Genesis, to the genius of Mr. Russell, and to the well- intentioned violence of his ally in the Labor Leader, that any philosophy of labor which sets labor and leisure in con- trast and opposition to one another, curs- ing the first and blessing the second, is radically false. As against the view that labor is cursed employment and leisure blessed unemployment, I would advance the doctrine that employment covers both of them, that the two are funda- mentally one, to be governed and di- rected by the same ideal—the ideal, namely, of excellent performance, which Aristotle long ago laid down as the proper function of man. The only .reason which a wise man can give for preferring his leisure to his labor is that the former offers him an opportunity for the more excellent performance, for the doing of better work; but if, as often happens, notably to artists and to creators of real value in general, the hours of labor call for the greater skill, then it will be in labor rather than in leisure that such ‘From Constructive Citizenship by L. P. Jacks; Copyright by Doubleday, Doran & Company, New York, 1928. Used by permis- sion. Vitalized Leisure’ men find their greatest joy and happiness. Whether labor be a curse or a blessing depends on the kind of labor you engage in and the aims and spirit you bring to 6 Ber ESSAY by the great English philosopher, L. P. Jacks, is printed | in THE JOURNAL as a part of the na- | tionwide movement for the enrich- ment of human life through adult edu- cation and the wise use of leisure. Let every elementary school, high school, college, and more especially teachers colleges appoint a committee from the faculty to work on the following prob- lem: What can this school do to edu- cate for a richer, more vital, more con- structive, more satisfying use of leis- ure among the entire population of the community which it serves. the performance. But observe that pre- cisely the same holds true of leisure. De- vitalized labor—the labor, that is, from which personal skill has been banished— is unquestionably a curse, blighting the body and soul of him who performs it, let the “wages” for it be what they may. But so, too, is devitalized leisure, the leisure in which skill has no function. Of the two evils, devitalized labor and devitalized leisure, both sufficiently con- spicuous in these days, I count the latter as far the wider spread and the more formidable. Nay, even as the root evil, for there cannot be a doubt that the most degrading forms of mass production now extant in the industrial world are those which minister to the imbecilities of peo- ple in their leisure time; those which furnish leisured fools, both rich and poor, with the means of making them- selves a nuisance to their fellow-men and a danger to themselves. The labor of the tired barmaid who stands all day be- hind the counter pumping beer into glasses and the leisure of the soaker who stands in front of the counter drinking it are related to one another as effect and cause. For my part I see no great differ- ence between the general worthwhileness of the two operations. I suggest the pic- ture as furnishing a kind of formula for explaining the way in which devitalized leisure and devitalized labor reciprocally imply and promote one another through- out the whole fabric of industrial so- ciety. Of all the games men play in their [145] leisure time none is so costly from the social point of view as the game of play- ing the fool; the fool at the leisure-end means a slave at the labor-end. A thoroughgoing study of devitalized leisure, as the twin curse to devitalized labor, and of the relation that obtains between the stupidity of the one and the “boredom” of the other, is urgently needed at the present time. It would probably form one of the gloomiest chap- ters of our social history, for there is nothing in which the modern man is so “unhappy” as in his pleasures. But it would prove no less instructive than gloomy and would help us to understand many features of the labor “problem” which are quite unintelligible without it ; nay, perhaps, might even give us the long-sought key to the “problem”’ itself. Here, of course, it is not possible to at- tempt even a partial survey of so vast a field. But there is one of our leisure occupations, now become so popular among all classes and so deeply char- acteristic of modern society that I can- not forbear the mention of it. I refer to the occupation, if occupation it may be called, which goes by the name of “sightseeing.” Ours is preeminently a sightseeing age, an age much given to looking at things or “to going to see what things look like,” all men with money in their pockets putting them- selves into locomotion for that purpose and incessantly travelling by rail, road, or air to such distance from their place of abode (now rapidly becoming a mere point of departure) as the length of the aforesaid pockets and the amount of their disposable leisure render possible. The space-thinking which dominates our hab- its of work has its counterpart, appro- priate enough, in the “sightseeing” which fills our holidays and our leisure hours. It dominates even our habits of play, which the many “go to look at,” and the few to engage in. To the lust for “sightseeing” in gen- eral and in particular, never absent, indeed, but comparatively feeble in simpler societies, an enormous impetus has been given by modern facili- ties of locomotion and transport. From the urchin at a picture show, the crowd at a football match, the streams of im- petuous Americans in an Italian art gal- view-hunting 146 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION lery, the multitudes on the racecourse, the million tourists converging on the “totality belt” for the solar eclipse, to the philosopher in quest of a “view” of the universe, we have become, to an ex- tent unparalleled in earlier ages, a race of sightseeing nomads. Of old the travel- ler set forth on his toilsome journey from other motives; to learn a craft or practise one, to hear a teacher or to teach, to pay his devotion at a shrine; did something significant in the place he arrived at; gathered wisdom as he passed on his way and left it behind him; then came back a wiser man. By travellers such as these were the arts disseminated, the learning spread, the religions taught which have civilized the world. Alas, for one such traveller today there are ten thousand whose business is done when they have paid their fare and hotel bills and seen the “‘sights’’; carried about, lodged and fed, at great expense in fuel, road-wear, and human labor; contributing nothing save cash and astonishment to the life of the places they visit and receiving in return—sights, victuals, change of air, and locomotion. An example, this, chosen out of thou- sands, but deeply characteristic, I think, of what leisure has come to mean for a space-thinking, eye-serving, nomadic age, a process, namely, of &i/ling time more or less agreeably by looking at things, to the ruin of that other form of leisure which vitalizes time by creating things and doing them, and which I am about to recommend as by far the more enjoyable and worthwhile of the two. “Beware,” said a voice which some of us may have forgotten, “beware lest your leisure be- come a nuisance to your neighbors and a boredom to yourself. Travel as widely as your means allow to Epping Forest or to Blackpool; to Venice or to New Zea- land; but never for the sole purpose of seeing the world or men; for the world considered as a mere spectacle is hardly worth looking at, no, not even when Mount Everest stands before you, while men, as you see them in the field of vision, are the most uninteresting ob- jects imaginable. Travel to look into these things, but never merely, to look at them. There is no joy in scenery when it is scenery and nothing more, and a change which is only a change of scene | _ CHARACTRR, the leisure of tomor- row may mean a new center of gravity—even as Copernicus, the Po- lish astronomer, in 1543 gave the hu- man mind a new challenge by announc- ing that the sun and not the earth is the center of the universe. All through the ages man has struggled for power. Now that power is his in abundance it becomes plain that light is a higher value. Will not the center of gravity shift from the “the struggle for power, with its mean passions, its monstrous illusions, and its contemptible ideals to the struggle for light, with its wide fellowships and its high enthusiasms?” Perhaps the leisure of tomorrow will bring men and women everywhere to ask, What is true? What is good? What is beautiful? What is right ?— From an editorial in THE JoURNAL, January, 1930. can never be other than insignificant. When you plan to visit a place—Hamp- stead Heath or the Alps—ask yourself first: ‘What am I going to do when I get there?’ If it is the moun- tains, learn to climb them and to find your own way amid their solitudes; if it is the sea, learn to swim in it or to sail your boat on the perilous waters ; believe me, you will know the mountains better by climbing a small one than by looking at ten thousand big ones, and the sea better by swimming twenty yards than by circumnavigating the world, first- class, on an ocean liner. Claim not to know a foreign country unless there are at least six individuals in it whom you can call your personal friends. Seek most the places that furnish you with interest- ing occupations and vital contacts with mankind ; shun those, let the ‘scenery’ be what it will, where you have nothing to do . . . As to rest, I counsel you to take it in plenty; but unless ‘home’ be the place where you can rest most peacefully when you are tired and re- May, 1930 cover most rapidly when you are sick, then, let me tell you, that ‘home’ of yours is not all that it should be. I end in sadness. When my doctor says to me, ‘You want rest; go away from home,’ he seems to be passing sentence not on my ‘home’ alone, but on the whole civilization which has produced it; and my heart aches anew for the people in the slums.” And here I will introduce another quotation in the same vein, but more fantastically conceived, from a long let- ter recently written by a young and am- bitious friend of mine whose mind, in re- gard to these matters, I can claim to have had some part in forming. “When I become a candidate for Parliament,” writes my young friend, “which you assure me will turn out ‘a disastrous enterprise,’ I shall stand as a member of the Leisure Party. This Party I intend to found, to begin with, in flat opposition to the Labor Party now in existence, but with the view of ulti- mately absorbing it, together with the Conservative Party, now noted for its misunderstanding of Leisure as the other is for its misunderstanding of Labor. They are natural allies, though they don’t know it. I shall point out to my opponents, repeating what you quoted in your last letter from the Labor Leader, that by putting a curse on Labor and declaring their hatred of it, they have, both explicitly and by implication, put a blessing on Leisure and declared them- selves lovers of that ; which done, I shall next invite them to call themselves hence- forth by the name of the thing they love, bless, and want more of, which is Leis- ure, and to cease calling themselves by the name of the thing they hate, curse, and want less of, which is Labor. This, I imagine, will be the easy part of my propaganda; the Conservatives will be with me to a man, while Labor, though conceding the main point, will only be held back by a suspicion that I am pull- ing its leg. “The next stage, however, in which I shall have to reveal what I am after, will come as a shock to both Parties. For I | aa FIRST mechar.ical revolution came about a century ago with the development of the factory system. During that period the sixteen-hour day was not uncommon. The working day has been gradually reduced to as low as seven and eight hours. We are now in the midst of a second mechanical revolution more profound and farreaching in its effects than the first and the working day must be gradually reduced from eight hours to perhaps as low as four hours if unemployment is not to be chronic and widespread. This brings us face to face with the gigantic task of education for the wise use of leisure and for the enrichment of human fife. To meet this problem the Association, under President Pyrtle, has created a National Commission on the Enrichment of Human Life. This Commission brings together many leaders from the country at large and is supported in each of the states by state commissions. Vol. shall ure ] inter nothi in th and | than that large ‘the say | mac} whic leart wag but some man dust ess \ nal, susp leg shal you: peo] of n eage ity, and of t insi nat lost our for to anc “im the ‘ La pri for Pa be ‘A Pe Ti THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 147 shall now have to explain that this Leis- ure Party of mine is not founded in the interests of people who desire to have nothing to do or to go on the dole, but in the interests of people who love work and desire to have something better to do than they have been doing heretofore— that is, in the interests of mankind at large, and especially that part of it called ‘the workers of Great Britain.’ I shall say that the deep cry of these workers, machine-minders for the most part, which the extant Labor Party has never learned to interpret, is not ‘give us more wages and more time to play the fool in,’ but rather this: ‘In God’s name give us something better to do’—the cry of hu- manity through the ages, the cry of in- dustrial civilization, the cry of the proc- ess worker, of the hooligan, of the crimi- nal, of the prostitute, of the rich fool. “In soberness and seriousness (all suspicion of pulling the Labor Party’s leg having by this time evaporated) I shall go on to point out—lI got it from you—that the increasing leisure of the people, achieved by shortening the hours of mechanical labor, which my Party will eagerly promote, is the coming opportun- ity, long waited for by wise statesmen and educators, for developing the skill of the people, which is, as you so often insist, the greatest of our undeveloped national assets. That, I shall say, is the lost road to human ‘happiness,’ which our civilization must recover or perish for not recovering; the one sure means to the life that is personally enjoyable and socially valuable ; the salvation of the ‘industrial individual’; the dawning of the age of noble work. “The Conservative Party and the Labor Party solidly converted to these principles, all cursing of labor hushed forever in both of them and the Leisure Party fairly launched, the next step will be ‘to introduce the Bill.’ It will be called ‘A Bill for the better Education of the People in a sensible Use of their leisure Time,’ or more briefly as ‘A Bill for pro- moting the Skill of the People,’ and I imagine that posterity will know it as ‘the second Magna Charta of British Liberty.’ For the object of it will be to liberate the mass of the people, rich and poor, from the intolerable exploitations of their ‘consumptionist’ oppressors, so ITHIN a generation the average working day has been reduced from ten hours to eight hours and the forces which have brought that change are only beginning to make themselves felt. A work period of six hours a day, five days a week, forty-eight weeks a year for the masses is a possibility by 1940. The factors which point in that direction interact upon each other so that each gain at one point means gains at several other points. Among these fac- tors are the lifting influence of univer- sal education; the development of au- tomatic machinery; scientific factory management; the reduction of ill health and disease; changes in home occupations which send women into office, shop, and factory; the elimina- tion of parasitic industries such as the liquor business; and the reduction of warmaking activities—From an edi- torial in THE JOURNAL, January, 1930. that no man hereafter, save through fault and weakness of his own, shall be led by the nose into spending his money on poods that he does not need and his leisure in boring himself to death or in plaguing other people till they pray the devil to fly away with him. This my ‘Bill’ will do by enacting, as the law of the land, that henceforth no boy, nor girl, shall be suffered to leave school un- til, to quote your last letter, ‘the book knowledge there imparted has _ been brought to the point of completing itself in some kind of recognizable skill,’ at once enjoyable to the possessor and serv- iceable to mankind, though it be only that of speaking his mother tongue with intelligible audibility and correctness of articulation, the ‘final examination’ al- ways consisting in a proof given that the pupil is able to do something of human significance with the knowledge he has acquired; that all schools, colleges, and universities in receipt of public money, or enjoying the privilege of Royal Char- ter, shall gradually transform them- selves into Academies of Skill, in default of which the said public money to be withdrawn and the said charters can- celled. “This for the children and the young. For the tragic multitude of unskilled workers my Bill will provide appropriate systems of Adult Education; wherein the adult pupil will no longer be trained for speechmaking and demagogy by a smattering of ‘political and economic science’ (though this subject will be in- cluded in proper measure), but restored to the craftsmanship he has lost, and to the joys thereof, by due instruction in the manifold arts and crafts of body and spirit, so that, if it comes to the pinch of unemployment, he and his wife be- tween them can raise their own food, weave their own clothes, make their own furniture, and find no hour of the weary day hangs heavy on their hands.” With the ardor of youth in reckon- ing on the chickens before they are hatched, my young friend then goes on with the tale of his future political oper- ations, some of them visionary enough. But on the whole he seems to be in earnest with this queer Leisure Party of his, and to have in him, if I may say it of a pupil of mine, the true spirit of con- structive citizenship. One principle of great significance he has unquestionably laid hold of. He has seen, with a clear- ness of vision that argues the coming statesman, that reform in the Labor de- partment of industrial civilization pre- supposes a parallel reform in the Leisure department, that ‘better conditions’ in the one are impossible without ‘better conditions’ in the other; the slavery that obtains in this reflecting the foolery that obtains in that. He shows foresight as well as insight. He has foreseen a time when the increase of leisure, achieved through shortening the hours of labor and raising the wages of it, will cause the fate of civilization to be less de- termined by what people do with them- selves in the few hours when they are officially at work and more determined g HE PURPOSE of these commissions is to promote interest in all that will enrich each individual life and make the home a center of culture. The home is not merely a place to indulge appetites, rear children, and to establish economic security. It is a community of enterprise, understanding, fellowship, and happiness—a garden of growth. It cannot be these things in the highest sense without periods of common life, of talking together, reading together, meditating together. Upon the perfection of this little community the wellbeing of the larger communities depends. We need always to remember that the purpose of education is life, that the purpose of industry is life, that the purpose of religion is life, that the purpose of government is life, and that in the home, life reaches its finest growth. Let us teach the children, let us ourselves learn to use the extra hours of tomorrow for the improvement of the home. by what they do with themselves in the many hours when they are officially not at work—a piece of time-thinking that does him credit. His attempt to persuade them to go on working in their leisure time, but to work skilfully and creatively then, wears on the face of it, | must con- a look of austerity not likely to commend itself to a sightseeing age, but tess, will be found, on closer examination, to point the way to a life worth living and to be kindly, sensible, and humane. “In the Kingdom of Heaven,” he says in the course of a moralizing paragraph too long and too paradoxical to quote, ‘in the Kingdom of Heaven they neither work nor play; they do both at the same time’—a remark which shows that he has sound notions about the nature of Art and of its place in the industrial civilization of the future. I approve also, for reasons with which the reader is now familiar, his proposal “to attack the labor problem” (his own phrase) from the leisure end of it, and to “solve” it by developing the skill of the people, though I utterly condemn his use of “solve.” By spreading the practise of useful crafts among all classes of the citi- zens something will be done, though not much at first, to diminish the demand THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION HE PECULIAR NATURE of the pack in which we live—the speeding up of life, the con- centration of industry and liv- ing quarters, the struggle for new values and new ethical standards have placed an in- tense strain upon this genera- tion. Huge problems of mental and emotional adjustment have been created. Success and happiness depend on mak- ing these adjustments to the satisfaction of one’s self and his fellows. Almost overnight the mental hygiene movement has become nationwide. The reason is plain. It meets a challenging need. for mechanized labor and to ease a little the strain on mass production, which has unquestionably come to stay and which there is no reason to wish entirely abol- ished. This easing of the strain would increase as time went on. Meanwhile a generation would be growing up whose acquisition of skill would greatly alter their standards of living; on the one hand, promoting the demand for goods May, 1930 and services of a higher quality, and thereby reacting beneficently on mass production itself, in accordance with the much neglected economic law that he who works skilfully demands that he shall be skilfully worked-for (being a good judge of such things) ; on the other, building up, in all classes of the commu- nity, the silent pressure of a demand for skilled occupation as the one sure path- way to the true “end of man,” now more clearly discerned under the illumi- nation which the possession of skill brings to the possessor thereof. With these forces sufficiently operative we may be well content to leave the ultimate fate of mass production on the knees of the gods. Among the occupations mentioned by Mr. Bertrand Russell as appropriate to the “untrammelled” leisure which the worker will enjoy when the hours of in- dustrial labor have been reduced to four per diem by his particular brand of so- cialism, I observe that Art has a place. From which we may infer that he with his Labor Party and my young friend with his Leisure Party are not so far apart as superficial indications might suggest. A promising augury for the fusion of the two Parties into one. The Enrichment of Human Life RAINING For THe Use or THE "| exes Hours—The Purpose is for the teaching profession to pro- mote plans for a wiser use of the extra or leisure hours just as it has in previous years promoted the movement for voca- tional efficiency. To promote the avo- cational is naturally the next step. It is also next in importance. The Plan of Organization is for the National Education Association to take the initiative and to assign the chief re- sponsibility for carrying the work for- ward to the Department of Adult Edu- cation; to seek the cooperation of ‘the American Federation of Labor, the United States Chamber of Commerce, the American Legion, the American Bar Association, the American Medical As- sociation, the National Congress of Par- ents and Teachers, and other national agencies; to appoint a committee in each state; and to provide for contacts with all industrial, civic, fraternal, and re- ligious organizations. The Executive Committee of the Department together with additional members, will constitute the National Commission on Adult Edu- cation, and the committee of fifteen to fifty in the state will constitute the State Commission on Adult Education. All committees are assured that there is no work of greater importance than this. The Work of the Department, with the help of cooperative agencies, is to arrange for investigations; to determine the best plans for recreation and for work during extra hours for the enrichment of life; to outline problems of investigation for state committees; to call on colleges to conduct lines of research ; to call on the best thinkers in the nation for sugges- tions ; to send out to the state committees conclusions and recommendations; to se- cure funds from individuals and organiza- tions for the work of the commission; and to aid the states in finding funds for conducting their investigations. The work of the state commission is to follow out the plans of the national commission, both as to investigations and as to the dis- tribution of information; and to initiate plans for securing the cooperation of teachers and citizens in every community in the state. The Old Theory that people do not learn after twenty-five has been exploded by years of research and experience. Peo- ple can now see richer lives ahead of them. In proportion as we spread the knowledge of actual facts, will we add new hope in the lives of men and women and in proportion as we provide oppor- tunities for growth, will we witness im- provement and enrichment of home and community life. This is a movement to meet a great national need. The people in industry and in the professions are ready for it. Let the profession meet its opportunity and responsibility. ty pice of tl Unite disco" dleto ican | as a In f: bus muni the | in V pal roes state calle ise ( dep1 mau fror ring isa citi Son ber silk Gr: in | oth hier atl an mt cit (si see les ra su bu Columbus: A Place to Discover America’ OLUMBUS discovered America. > America can be discovered in Columbus. Columbus, Ohio, describes itself as a typical American city. It is the largest of the nineteen Columbuses of the United States named in honor of the discoverer of the New World. As “Mid- dletown” served as an example of Amer- ican towns so Columbus faces the world as a sample city of the United States. In fact sociologists agreeing to Colum- bus’ selfestimate have chosen the com- munity for case studies in American life. From the 45-story skyscraper tower to the long established German community in Ward 2; from the ranchlike munici- pal flying field to the monument to he- roes of the Civil War; from the populous state university to the negro community called Flytown; from the bright prom- ise of the developing civic center to the depressing ring of obsolete, grimy, mauve, decayed, gingerbread houses; from High Street’s stores to the outer ring of broad-lawned suburbs, Columbus is all American. There are forty-three United States cities in Columbus’ population range. Some of them specialize: Akron in rub- ber; Youngstown in steel; Paterson in silk; New Bedford in cotton weaving; Grand Rapids in furniture; and Dallas in cotton. Some are port towns or have other special features. But Columbus be- lieves the race for prosperity is a dec- athlon at the very least requiring bal- anced effort of all the geographic muscles and sinews that make a modern city. Sugar and spice may be what New Orleans is made of; students and steel (some kind of steel and iron fabrication seems to be the staff of life for cities in the 200,000 to 300,000 class), state legislators and wholesalers, railroads and railroad shops, shoes and furniture, in- surance and conventions, is what Colum- bus is made of. Like Washington, D. C., and Can- berra, Australia, Columbus is a made-to- order capital. On the eve of the War of 1812, the Ohio legislature accepted the recommendation of an investigating com- mittee to establish the capital near the geographical center of the state. The site *Prepared especially for THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION by The National Geographic Society, Washington, D.C selected was a forested district where the Olentangy meets the Scioto and opposite the pioneer village of Franklinton. Two squares were reserved on the city plat for RESIDENT E. RUTH Pyrt.e and her associates are making substantial progress in completing the arrange- ments for the sixty-eighth annual meeting of the Association in Co- lumbus, June 28-July 4. The conven- tion theme is Vital Values in Educa- tion. The program will open on Satur- day evening, June 28, with the general session and will close with a patriotic general session on Friday forenoon, July 4. There will be a vesper service Sunday afternoon, June 29 and a con- ference in the evening. There will also be general sessions morning and even- ing throughout the week. The repre- sentative assembly will meet July 1-3. Departments and allied organizations will meet on the afternoons of Mon- day, Tuesday, and Thursday, leaving Wednesday afternoon open for sight- seeing. There will be a governor’s re- ception on Monday afternoon and a pageant Monday night. The second life membership dinner will bring together more than five hundred men and wo- men who have thus dedicated their lives to the profession. Ohio is pre- paring a royal welcome. The teachers of the nation will respond generously. the state—one for a capital building, the other for a penitentiary. The Cumberland or National Road built by the Government reached Colum- bus in 1833 but by this time the stream of pioneers and trade was flowing strong down the Ohio and through the Great Lakes. Neither the National Road nor the plank roads in other directions or the canal which connected with the Ohio built up Columbus as the railroads soon did. Seven trunk railroad lines project a complete circle of transportation spokes today. The wilderness in which the cap- ital was put down has become a wealthy agricultural and industrial countryside. Thirty-five miles north is Marion, the home of the late President Warren G. Harding. Typical as a business center for a wide area of the productive Middle West farms, Columbus is also typical of the new age of manufacturing. The center of manufacture in the United States is within eight miles of the Ohio capital. Columbus has been compared in shape to a Greek cross formed on the axis of [149] High Street and Broad Street. High Street, the main business street, runs north and south. It is Columbus’ seesaw, on the north end of which sits Ohio State University and on the south end an important steel district where many factories smoke. Education balances in- dustry until the sunny days of Indian summer when all Columbus, south, east, and west joins north Columbus in the stadium on football days. Broad Street, which as part of the old National Road, has succeeded to the title of Old National Trail or U. S. Route 30, enters the town from the east near the new municipal aviation field, crosses High Street under the shadow of the skyscraper, divides the new civic cen- ter, crosses the Scioto, and climbs the rise to Hilltop, a new suburb that has succeeded pioneer Franklinton. Announcement at the first of the year that the cost of combination air-rail travel from New York to Los Angeles had been cut below the cost of all rail travel was welcomed with great enthusi- asm in Columbus. Lower fares for air- rail transportation mean more passen- gers; more passengers mean more air traffic; and more air traffic means heavier use of Port Columbus, the $850,000 municipal aviation field. Probably the best time to visit Port Columbus is either early in the morning or at sundown. Early in the morning the New York special train pulls in beside the municipal flying field’s combination waiting-room, restaurant, headquarters, and lighthouse. Passengers leave the train, enter the building, and walk out under a society wedding sort of awning to a big passenger plane fitted with every comfort. All aboard! They’re off. By sundown the plane and passengers will land at Waynoka, Oklahoma, where another train awaits them. A good night’s sleep and they awake in Clovis, New Mexico; another day’s flight, Los Angeles by sun- down—forty-eight hours from coast to coast. Columbus is proud of its part in this service which, within a year’s time has become so popular that the company has had to order a fleet of new airplanes with double the passenger-carrying ca- pacity. Although organized later than many of its neighboring state universities, Ohio 150 State University has grown like the tra- ditional corn of Kansas. ‘The Ohio Agri- cultural and Mechanical College, as it was first named, opened on September 13, 1873. Seventeen students registered. There was no difficulty entering the doors of this institution because the doors to the single large building, University Hall, had not been hung. Scraps of lum- ber, piles of plaster, pieces of pipe orna- mented the muddy path leading from the turnpike. Students who did not walk, drove buggies or rode horseback daily over the two-mile toll road to Colum- some lived in the basement of the Hall. Rooms were set aside for them, rooms separated by partitions of muslin. There was no electricity, no gas and very little equipment for the laboratories. When the chemistry class needed gas for experiments one of the students went to town and returned carrying over his ‘shoulder a huge black bag filled with six or eight cubic feet of gas. In 1871 the Ohio legislature appropri- ated $4500 for the university. Fifty years later the institution had so grown and was performing such an important service to the state of Ohio that the leg- islature voted it nearly $2,000,000. Now bus; the annual appropriation multiplies the $4500 of 1871 one hundred times. The few buildings of early days have increased like fruit flies, springing up in everdeepening circles around the central campus. Idealistic and visionary as the first seventeen students and seven faculty members must have been it is scarcely credible that they envisioned among the future buildings of their institution a stock-judging pavilion, a journalism building, a maternity hospital, and a sta- dium which would seat twice the entire population of the Columbus of their day. Ohio State University which admitted seventeen students September 13, 1873, admitted last fall, more than 10,000 stu- dents. The total attending regular ses- sions, summer sessions, and partime in 1929 was 13,179 students. A former president of Ohio State Uni- versity, William Henry Scott, is the author of a dedication of a school build- ing which has become a classic of educa- tion literature. In fact it is used widely through the United States for dedicating new school buildings and rededicating schools annually during American Edu- cation Week. “Let us now with earnest hearts,” THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION May, 1930 said Dr. Scott, “and with exalted faith and hope solemnly consecrate this build- ing to its high and holy purpose. May the youth of this community for genera- tions to come gather in this place to re- ceive instruction in knowledge and train- ing in virtue. May they find here every condition necessary to a true and en- lightened education. Especially, may their teachers be examples of excellence in scholarship and character, seekers after goodness and truth, lovers of children, enthusiasts and adepts in the finest of all arts, the development and inspiration of human souls. May these rooms always be pervaded with an invigorating atmos- phere of mental and moral life and may no child pass from these schools to higher grades or to the outer world without having been made more intelligent, more thoughtful, more courageous, more vir- tuous, and in every way more capable of wise and just, of useful and noble living. To this end, may the blessing of God be upon child and parent, upon pupil and teacher, upon principal and superintend- ent, and upon every one whose influ- ence will in any degree affect the work of education as it shall be conducted within these walls.” Central Campus of Ohio State University sidera disarn scrapf This ¢ the re resent for cc stand. and r Bu great the re To c optin ice to alty | sures and ° A Peace Program for Educators ARTHUR E. Morcan President, Antioch College, Yellow Springs, Ohio HOEVER controls the mind of youth determines war or peace. The causes of war lie to a con- siderable degree in education and mental disarmament is more important than the scrapping of battleships or submarines. This disarmament must take two forms— the removal of misinformation, misrep- resentation, fears, hatreds, and ambition for conquest; and the building of under- standing, goodwill, and mutual respect and regard. But in dealing with youth we have a greater responsibility than war or peace— the responsibility to teach only the truth. To cover up the truth with an uncritical optimism for the sake of peace is no serv- ice to youth or to our times. Rigorous loy- alty to truth, regardless of results, is the surest way to peace; because it will see and remove basic obstacles and will not leave youth in a fool’s paradise. To count most surely for world peace, goodwill and understanding must be re- ciprocal. While we are disarming young minds in America, the same _ process should be taking place in other countries. This is a development whith need not wait upon the action of corporate govern- ments. It would be entirely possible and feasible for the National Education As- sociation, by official action, to give sup- port to a movement which in the long run might go farther than the London dis- armament conference toward laying the foundations for world peace. In many countries the teaching of his- tory is distorted by untruths, misrepre- sentations, and hatred. There should be a recognized international tribunal to ex- amine and pass upon all important ele- mentary and secondary school textbooks in history and other social studies. Wher- ever such a tribunal should find false statements or misrepresentations, or propaganda contrary to the treaty for the renunciation of war or other interna- tional agreements, or should find that very important and significant facts are omitted, it should first bring these de- fects to the attention of the publishers, the users of the textbooks, and the ap- propriate public officials. If the correc- tions are not made within a reasonable time, the tribunal should then draw the attention of all the world to such cases. Public opinion in time would bring about the elimination of offensive and owen Goopwitt Day — sponsored by the World Federation of Education Asso- ciations—is observed each year in many schools on May 18. It is the anniversary of the first Hague Conference. Each school and each teacher will find ways to celebrate World Goodwill Day. The following quotations may prove helpful: When the people of one country, through the education of its youth, come to understand the ideals, aspira- tions, and the hopes of other countries, then they no longer will submit to war, any more than a civilized community will tolerate a street brawl.—Uel W. Lamkin, pastpresident, National Edu- cation Association. Wars come out of stored-up hidden beliefs and sentiments—emotions and attitudes people are unaware of—or they would uproot them and denounce them. That they are unforeseen and nondeliberate makes them even worse. —Committee on Militarism in Educa- tion. In these days rulers cannot make war without the consent of the ruled. The trouble is that too many of the people themselves are still too willing. Centuries of propaganda for war have borne their fruit. The romantic side of war looms large to those who have not experienced its horrors or witnessed its bestialities.— Lieutenant Com- seeder J. M. Kenworthy. harmful elements. Any nation which would presumably seek peace, while de- liberately planting the seeds of war in the hearts and minds of its children by teach- ing falsehood, misrepresentations, and hatred would suffer loss in the respect and confidence of the world. Even Rus- sia and Italy would be compelled to take notice of the decisions of such a tribunal, for in the long run world public opinion is a mighty force. A natural development might be that in time publishers would submit to the commission proofs of forthcoming text- (151] books, knowing that the approval of the commission would be a condition precedent to the general adoption of such books. Knowing that their writings would have to survive such scrutiny, au- thors would be more careful of their statements. Thus the work of the com- mission would tend to become preventive, rather than corrective. Here is a possibility for reducing one of the chief causes of war, which is en- tirely within the range of practical action of educators themselves, without waiting for governmental action. In the long run, this work of the educators might have more to do with the elimination of war than all the disarmament conferences of half a century. The causes of war are many and to remove them requires many kinds of effort. The action here sug- gested is peculiarly appropriate to educators. Already a considerable start has been made in this direction. The Carnegie Endowment for International Peace has made a study of history texts in European countries. The World Federation of Education Associations is making a study of history textbooks of many nations. The International Committee on In- tellectual Cooperation of the League of Nations in 1925 passed a resolution pro- viding a method for correcting misrepre- sentations and misstatements in textbooks by national committees in various coun- tries. The recommendations of this com- mittee are very conservative and might be strengthened today. There is need for organizing and co- ordinating all these efforts and for giving them vitality and drive. Cannot the Na- tional Education Association request sim- ilar organizations in other countries to cooperate with it in setting up an im- partial commission to bring about the elimination of inaccuracy, misrepresenta- tions, significant omissions, and hostility in elementary and secondary teaching throughout the world? Can it not ap- point a small committee to work out, with the Committee on Intellectual Coopera- tion, and with educational associations of other nations, a single international program for the creation, administration, and maintenance of such a commission ? Schools That Are Prophecies The Dream of a Farseeing Educator GLENN K. KELLY Superintendent of Schools, Houghton, Michigan HE Houghton, Michigan experi- [men in helping equalize educa- tional opportunities, initiated by Superintendent John A. Doelle in 1912, has resulted in the enactment of a law giving special state aid to a certain type of consolidated rural school. ‘The John A. Doelle Rural Agricultural School, the first of its kind in the state of Michigan, is named in honor of the man whose initiative, vision, and courage are respon- sible for the rural agricultural school act of the Michigan legislature. This school, referred to by the oppo- nents of the movement as “a college in the wilderness,’ has become the chief agent in turning that wilderness of north- ern Michigan into a prosperous farming countryside. The location of the school was formerly known as Otter Lake. The people who have settled and developed the community, all of Finnish extraction, have perhaps both affectionately and hu- morously renamed the little training cen- ter that has grown up around the school ‘“Tapiola.” Tapiola is the Finnish equiv- alent of the American expression “‘back- woods.” Where school once was held the first half of the school year in a log cabin in one little community and the second half in another, there now stands on a new county highway—or rather did stand until a few months ago—a wellequipped school building with home-economics and manual-training rooms, an auditorium, and a forty-acre farm in connection. Eight school buses transport the children to and from school within a radius of five miles. In 1913, when the school was first opened, 85 children were enroled. Today the enrolment amounts to approxi- mately 250. Boys and girls clubs—In addition to the regular work of the schools of the district carried on under the direction of teachers, supervisors, principals, and su- perintendent a large variety of activities is offered in club work for boys and girls. The work is carried on under the direc- tion of the principal, who is a graduate of the state agricultural college. Within the past few years a large number of Upper Peninsula championships have been won, including dairying, sheep judging, can- ning demonstrations, manual-training demonstrations, and clothing judging. The winning of Upper Peninsula cham- pionships in various activities secures for the winners free trips to the state fair at Detroit. This contact with other parts of the state furnishes a great incentive to the pupils. Two boys have already won scholarships to the Michigan State Col- lege of Agriculture. Work in manual training is made prac- tical and inclades repair and maintenance of farm machinery, forge work, concrete work, and a large variety of woodwork- ing from rough repair work to finely fin- ished pieces of furniture for the home. The school farm furnishes opportunities for practise and observation in the proper treatment of seeds, selection of seeds, preparation of soil, and the cultivation and harvesting of crops. Groups of boys visit various farms in the community where there are good types of live stock which can be used for judging practise, or where good types of crops or crop dis- eases may be studied in a firsthand prac- tical way. A health and community center—The school is a center for both health service and recreation. Through the initiative of the principal and teachers, parents have been influenced to permit their children to attend clinics in the school where they receive various types of physical examina- tions and treatment. The help of com- petent physicians has been secured. They have given much attention to bad teeth and tonsils. The teachers carry on a large amount of visiting in the homes of the community and in cases of emergencies help administer home remedies and first aid. In times of distress there is a mu- tual cooperation among the people of the community. Not long ago a farmer lost his farm buildings by fire. His neighbors met at the school, organized, and helped THE PUBLIC SCHOOL AND THE LIBRARY RENDER POSSIBLE A PERPETUAL EDU- CATION IN THE COMMUNITY. WILLIAM T. HARRIS him reestablish himself in a new home, Community entertainments and social activities are not neglected. The school is the community center. Once each week the best movingpictures are shown in- cluding dramas, comedies, and general educational and agricultural films. The young people of the community have a varietv of other social gatherings such as dancing and home talent shows of various kinds. Early last June the school building was destroyed by fire with a total loss. The board of education has plans under way for the construction of a modern brick building. The building is planned with enlarged facilities, including man- ual-training and domestic-science rooms, combined biology and agriculture labora- tory, and a combined auditorium and gymnasium. The manual-training room will not only provide space for general shop and farm-mechanics courses but will be so arranged that large pieces of farm machinery can be run into the shop for practical repair work. Teachers’ living quarters, which were formerly in the school building, will -be provided in a separate building. A resi- dence is also furnished the principal. The electric current formerly generated in the school plant is now furnished by a power company which has recently extended its lines into the community. The John A. Doelle School is not only an outstanding school in the type of serv- ice rendered but also in its administrative organization. The school is one of eleven in a large school district which includes the city of Houghton, two small villages, and a large farming area. The total area of the school district is 112 square miles. The school district is administered by a board of education of five members elected at large. The professional staff consists of a superintendent, two super- visors, and sixty-nine teachers and prin- cipals. A public library is also maintained by the school district which offers library service to the remotest rural communities in the school district through the local rural schools. A complete description of the library service will be found in the Elementary School Journal, May, 1929. T whic toric man pher cour UN E Puri jous into afte fron brig tlers sper ing plea littl and gov brot the flag one inci age sme¢ ag ( twe —I son col cos ves The Massachusetts Bay Tercentenary HE heroism and _ sacrifice | iehien has won America from the wilderness is a heritage which belongs to every child. His- toric celebrations recreate and maintain the pioneering atmos- phere and are therefore to be en- couraged. UNE 12, 1630, a shipload of English men and women called Puritans, seeking civil and relig- ious liberty in New England, sailed into Massachusetts Bay at Salem after a voyage of eighty-three days from Plymouth, England. On this bright sunny day these early set- tlers saw the land of promise and spent their first day on shore pick- ing wild strawberries. This was the pleasant greeting they found in this littleknown new world of forests and savages. John Winthrop, first governor of Massachusetts, who brought his “goodly company” on the ship Arbella, which was the flagship of the fleet though the only one to arrive that day, records this incident in his journal of the voy- age and adds, “‘and there came a smell off the shore like the smell of a garden.” On board the Arbella were fifty- two seamen and thirty passengers —among them Lady Arbella John- son, daughter of the Earl of Lin- coln, who had largely defrayed the cost of the vessel and for whom the vessel had been named. The pas- sengers were gentle folk from the professional and middle classes. Some were clergymen, lawyers, and scholarly men from Oxford and Cambridge. Among them, besides the daughter of the Earl of Lincoln and Governor Winthrop, were Thomas Dudley, lieutenant-gov- ernor, Simon Bradstreet and wife, Anne Dudley Bradstreet, Sir Rich- ard Saltonstall, and Major William Hawthorne. These were the types of our new citizens who were re- sponsible for the first public school and Harvard University. But in ad- dition, more precious than any jewel and most carefully cared for during the voyage, was their Co- lonial Royal Charter, granted by Charles I to the New England Com- pany, which provided for their civil and religious liberty—one of the | spergeteengem is celebrat- ing this year—with the main events taking place from June first to November—the | three hundredth anniversary | of the establishment of the | Massachusetts Bay Colony by the Puritans, the coming of the Royal Charter with its grant of religious and civil liberty, the setting up of independent civil government in America, _ the germ of later independ- ence, which is the keynote of the celebration and a national and international event of | greatest importance, for many | nations have written into their | | laws phrases taken from this | _ charter of freedom. The cele- bration is statewide; not a world’s fair in one city but a whole state on exhibition, each city and town putting on its own events in its own way and at its own expense. Pageants, parades, festivals, musicals, garden parties in the beautiful estates of their residents and summer visitors will be many | and most interesting. foundation stones in the history of our country and now called “the birth of American liberty.” This was one of the most impor- tant political and social events in all history and farreaching in its beneficial effect upon the entire world. From this single act the germ of independence has de- veloped into the great democracy under which we live and which has furnished inspiration and hope to untold millions of people the world over and has proved to be one of the greatest blessings ever be- stowed upon mankind. The three outstanding events in America’s history are: first, its dis- covery; second, the coming of the Charter; third, the Declaration of Independence, when we declared [153] we would fight, even at the cost of our lives, to protect the liberty granted in the Charter by Eng- land’s king to the Puritans. The New England Town Meeting originated in Massachusetts. The American public school system can trace its origin to the Massachu- setts Bay Colony, for it was here as early as 1635 that free public edu- cation began. Harvard College, our first university, was established in 1636. How little the early settlers knew of the vastness of America is shown in the Charter, for it gave full rights to the land called Mas- sachusetts, named after the Indians who lived in this section, and in de- scribing its boundaries, gave them north and south nearly as they are today but the western boundary was the Pacific ocean, for it was supposed that the Pacific was but a little way further on beyond the land that had been hunted over by the earlier Colonists and explorers. Most of the thirteen colonies at the time of the Revolution adopted state constitutions after the model of the Massachusetts Charter. The Massachusetts chapters of the Daughters of the American Revo- lution are having a full size repro- duction of the Arbella built. Three hundred years after that memor- able day in our country’s history, on June 12 of this year, the Ar- bella will sail into Massachusetts Bay and land at Salem and on board will be Massachusetts men and women representing those early comers. They will land close to a Colonial village that Salem is erect- ing to give visitors an opportunity to see how the early settlers lived in 1630, for even at that early date there were about three hundred white men and women living in that section of New England. The Arbella will be on exhibi- tion all summer at various cities and towns along the coast and part of the time at Boston on the Charles River which will be the Mecca for all visitors.—Albert R. Rogers, Tercentenagy executive di- rector. {Century type is used here. | Recent Verse for Children made for THe JouRNAL by Miriam Blanton Huber who selected the pages Recent Verse for Children in THe JOURNALS for March, 1928 and June, 1929. Dr. Huber is author of Children’s Interests in Poetry and editor of The Poetry Book—“a series of reading books in nine volumes, one for each year of the elementary and junior high schools.” The books from which these poems are taken are covered by copyright and special acknowledgment and thanks are due the authors and publishers as shown by note in connection with each poem. Dr. Huber says that the thread of unity which runs through this year’s selection is ‘“‘the way the poets can make us see new beauty in the everyday things about us.’’ The love of beauty is one of the great gifts which every genuine teacher cherishes for every child. T= selections of new poetry have been My Policeman He is always standing there At the corner of the Square; He is very big and fine And his silver buttons shine. All the carts and taxis do Everything he tells them to, And the little errand-boys When they pass him make no noise. Though I seem so very small I am not afraid at all; He and I are friends, you see, And he always smiles at me. [Rose Fyleman in her book, The Fairy Green. Copyright, 1923, Doubleday Doran. ] The Rabbit When they said the time to hide was mine, I hid back under a thick grapevine. And while I was still for the time to pass, A little gray thing came out of the grass. He hopped his way through the melon bed And sat down close by a cabbage head. He sat down close where I could see, And his big still eyes looked hard at me. His big eyes bursting out of the rim, And I looked back very hard at him. (Elizabeth Madox Roberts in her book Under the Tree. Copyright, 1922, B. W. Huebsch, Inc.] Taxis Ho, for taxis green or blue, Hi, for taxis red, They roll along the avenue Like spools of colored thread! Jack-o’Lantern yellow, Orange as the moon, Greener than the greenest grass Ever grew in June. Gayly striped or checked in squares, Wheels that twinkle bright, Don’t you think that taxis make A very pleasant sight? Taxis shiny in the rain, Scudding through the snow, Taxis flashing back the sun Waiting in a row. Ho, for taxis red and green, Hi, for taxis blue, I wouldn't be a private car In sober black, would you? {Rachel Field in her book Taxis and Toadstools. Copyright, 1926, Doubleday Doran. ] Little Anne Softly, drowsily, Out of sleep; Into the world again Anne’s eyes peep; Over the pictures Across the walls One little quivering Sunbeam falls. A thrush in the garden Seems to say, Wake, little Anne, ’Tis day, ‘tis day! Faint sweet breezes The casement stir, Breathing of pinks And lavender. At last from her pillow, With cheeks bright red, Up comes her round little Tousled head; And out she tumbles From her warm bed. [Walter de la Mare in his book A Child’s Day. Copyright, 1923, Henry Holt and Company.] Watching Clouds I've watched the clouds by day and night, Great fleecy ones all filled with light, Gray beasts that steal across the sky, And little fellows slipping by. Sometimes they seem like sheep at play, Sometimes when they are dull and gray The pale sun seems a ship to me, Sailing through a rolling sea; And I’ve seen faces in them, too, Funny white men on the blue; But on across the heavens they blow— I often wonder where they go. {John Farrar in his book Songs for Parents. Copyright, 1921, Yale University Press.] Busy Carpenters The song of the saw Is true As we cut the boards In two. The song of the plane Is sweet As the shavings curl At our feet. And the song of the hammer Is good As we drive the nails In the wood. [James S. Tippett in Busy Carpenters. Copy- right, 1926, World Book Company. ] Letters and Parcels A stamp’s a tiny, flimsy thing, No thicker than a beetle’s wing, And yet ’twill roam the world for you Exactly where you tell it to. This very moment that I write, And every moment day and night, A sturdy stamp-battalion scours The earth in search of friends of ours. It’s hard to think how people used To live ere stamps were introduced. Without the postman where should we On Christmas Day, for instance, be? On Christmas Day beneath his load Our postman staggers on his road; Instead of reaching us at eight, He’s very often three hours late. We never give him time to rap, We're on him like a thunder-clap, With hands outstretched for card or letter, Or parcel, which, of course, is better. [E. U. Lucas in Playtime and Company. Copy- right, 1925, Doubleday Doran. ] I'd Love to Be a Fairy’s Child Children born of fairy stock Never need for shirt or frock, Never want for food or fire, Always get their heart’s desire: Jingle pockets full of gold, Marry when they’re seven years old. Every fairy child may keep Two strong ponies and ten sheep; All have houses, each his own, Built of brick or granite stone; They live on cherries, they run wild— I'd love to be a fairy’s child. [Robert Graves in his book Fairies and Fusi- liers. Copyright, 1918, Alfred A. Knopf, Inc.] Velvet Shoes Let us walk in the white snow In a soundless space; With footsteps quiet and slow, At a tranquil pace, Under veils of white lace. I shall go shod in silk, And you in wool, White as a white cow’s milk, More beautiful Than the breast of a gull. We shall walk through the still town In a windless peace; We shall step upon the white down, Upon silver fleece, Upon softer than these. We shall walk in velvet shoes; Wherever we go Silence will fall like dews On white silence below. We shall walk in the snow. [Elinor Wylie in her book Nets to Catch the Wind. Copyright, 1921, Harcourt, Brace and Company. ] ba inspiri ophy. literat wellde mittec cellen: The : velop! in int were of all physi spons maste lessor tiona ruins baths mile time: The mort time the 1 that disr: gain fielc reac 7 par goo of mo ’ ideal of ‘‘a sound mind in a sound body” became the cornerstone of an inspiring and practical educational philos- ophy. It expressed itself in plays, games, literature, and religion. Art glorified the welldeveloped physical body and trans- mitted to posterity models of physical ex- cellence that are even today unsurpassed. The attention given to the physical de- velopment of the Greek youth bore fruit in intellectual achievement. The Greeks were perhaps the most profound thinkers of all time. It is fair to assume that good physical hygiene was in some measure re- sponsible. The Greeks were the school- masters of the Romans, who learned their lessons well. Physical fitness became a na- tional ideal. Witness, for example, the ruins of some of the ancient Roman baths. The baths of Caracalla were a mile in circumference and open at certain times for the free use of every citizen. They were capable of accommodating more than sixteen hundred persons at one time. It is rather significant that during the middle ages when the belief prevailed that the health of the body should be disregarded if mental power was to be gained there was general sterility in the field of letters and arts and civilization reached a low point. The rather tacit assumption on the part of both Greeks and Romans that a good physical body was the foundation of an efficient mind has the support of modern science. The nervous system is the basis of learning and the seat of all intellectual processes. Anything which affects the in- tegrity of the nervous system and the sense organs and muscles with which it is associated influences the mind and hu- man behavior. A blow upon the head produces unconsciousness. A clot upon the brain may result in loss of memory and speech. If the thyroid gland secretes f THE DAYS of ancient Greece the Mental Hygiene in the Classroom The Physical Basis of Mental Health J. Mace ANnprREss inadequately in infancy and childhood the individual will have a form of idiocy called cretinism; oversecretion of this gland produces an extremely nervous con- dition. Diseases of the sense organs and brain lesions may cause hallucinations. Thus a disease of the middle ear may give rise to a condition which may be inter- preted by the patient as the sound of bells, horns, whistles, and voices. Hallu- cinations of hearing may also accompany a disease of the occipital lobe of the brain. Chronic affections of the upper mucous membrane of the nose may cause the pa- tient to have disconcerting smells. Hallu- cinations of taste may also arise in a simi- lar way. In habit clinics for children and in psychopathic hospitals it is a part of the regular routine to first give the patient a thorough physical examination. This is a suggestion of the desirability of a thorough physical examination. Unfor- tunately most of the physical examina- tions of school children are perfunctory. School physicians as a rule, are on part- time, inadequately paid, and supervised. Scientists tell us that the body gen- erates about 3400 foot pounds of energy from the digestion of food and from the oxygen extracted from the air. About 2840 pounds are used each day simply to maintain the heat of the body. This means that only 560 foot pounds or approxi- mately one sixth remains for carrying on muscular, vital, and mental processes of daily living. The available energy at our disposal is therefore limited. To be men- tally healthy one must have a reserve of energy to prosecute his tasks successfully and with a feeling of physical wellbeing and enthusiasm. It is easy to understand how a sufficient amount of energy might not be created or if created how it might be dissipated so that one would be se- tiously handicapped in carrying on his work. The malnourished child, for ex- ample, may not be eating food enough to provide much more heat than is neces- sary to keep the body warm and the vital organs at work. Consequently, there is not enough energy left for reading, writ- ing, arithmetic, and play. This means a feeling of fatigue, lack of interest, and failure. Then there is the child who gets enough to eat but is suffering from eye strain and spends so much energy in see- ing that he lacks enough for satisfactory and happy thinking. Many children do not get enough sleep and rest and are al- lowed to engage in active play and go to the movies until they have no reserve power left for school. The body in many respects is like an engine. The steam en- gine has been greatly handicapped be- cause it has difficulty in extracting en- ergy from coal and also because so much of the energy is wasted and cannot be ap- plied to give the engine more power. The first great objective in education should be to see that children get enough energy and that it is not wasted but expended ef- ficiently. This means a program of health education in the schools. Schools have been so interested in marks, promotions, college entrance, and the teaching of school subjects that some- times they have been regarded as an end in themselves and the child has been for- gotten. But there is every reason to feel optimistic. Every day witnesses progress in health education in our schools. That improvement is possible in the child’s health without any great expenditure of money, is wellillustrated in the five-year health demonstration at Fargo, North Dakota. The interest of the whole city, its leaders, health associations, and clubs was enlisted. The plan of education be- gan with expectant mothers. A nursing service was organized that gave the child attention through the preschool period. There was a thorough physical examina- tion at school entrance and annually of a humanized social order—J. E. M. | NE of the most appreciated services of THE JouRNAL has been the many excellent articles which it has published in the field of | mental hygiene. These articles will be continued during 1930-31. American life is passing through a transition so rapid that many of our people find themselves under strange and baffling pressures. The struggle for survival has never been so exacting as now. Standards are high. Conditions of employment are often severe. People in home, factory, and office are less willing to put up with stupidity and inefficiency and many individuals simply fail to make the grade. Society must choose between forcing people on the lower efficiency levels into disaster and crime or of preparing them through education to take their place as happy and useful citizens [155] 156 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION thereafter. Everybody in the school sys- tem who came in contact with the child— special teachers, doctors, nurses, and even Jani- principals, classroom teachers, tors had their interest so stimulated in health that they developed a health con- sciousness. They all got a positive health point of view and could not help teach- ing health consciously and unconsciously. In this program it is interesting to note the importance of the classroom teacher. Any teacher may find valuable sugges- tions in this report. The health work cen- tered about the study of the individual child. The teacher kept an informal case record of each child. The teacher was in- timately associated with both school phy- sician and She knew about the physical condition of each child and so was able to influence parents to get physi- cal defects removed. She also knew bet- nurse. wien =~ f & GENEROUS cooperation of the men and women who have become life members in the National Education Association has made possible this beautiful new headquarters building. The part to the left on Sixteenth Street is the original headquarters into which the Association moved in 1920, The new portion to the right is now under construction. ter how to deal with each pupil. A talk with the nurse who knew the home was often enough to give light on the prob- lem of a difficult child. This help was mutual. The teacher could also add to the nurse’s knowledge so she was better equipped to meet parents. Each teacher became vitally concerned with practical health teaching especially the teaching that each child needed. [See Maud A. Brown: Teaching Health in Fargo. The Commonwealth Fund, N. Y.] The max- imum score for child health in Fargo ac- cording to the appraisal form was 24 be- fore the demonstration but 141 at the close. These points were almost entirely on the physical health of the child but few would doubt the contribution to mental health. * Indirectly being physically healthy is very important for mental health. The truth of this is best shown f Te a nila t ——_ —___ > _ADMINISTRATION BUILDING FOR THE NATIONAL EDUCATION ASSOCIATION May, 1930 $$ by first turning to the opposite condition, A wellknown psychologist tells the story of a boy who became a difficult problem at home and one day began to throw his mother’s dishes on the floor and destroy them. Investj- gation showed that he was cross-eyed. The children teased him by calling him “cock- eye.” This he bitterly resented. He became antagonistic towards everything, even toward his mother’s dishes. After his eye defect had been corrected by surgery and the teacher had an understanding of his maladjustment his behavior became normal. The child who is hard of hearing may become sensitive and suspicious. In the schools of Newton, Massachusetts, when defective children are discovered they are taught how to live and be happy despite their defects. This is a splendid type of mental hygiene. Robust physical health promotes mental health indirectly as well as directly. WASHINGT ON yD. Cc. FRANK IRVING COOPER CORPORATION BosTon ARCHITECTS MASSACHUSETTS. ferer socia not | have boys are thei! as t upol scho you idea mee face mo! } tior upc tha arr lea the aq ma prc go ch: or be th Character Education How the School Can Help E.tvin H. FisHpack Principal, Junior High School, Anderson, Indiana HOUGHTFUL PEOPLE are gradually [coming to the conclusion that the world of the year 1929 is quite dif- ferent from that of 1900. Fundamental social changes have occurred that have not only affected the lives of adults but have changed very materially the lives of boys and girls. So many new experiences are brought to the lives of children that their ideals may become as heterogeneous as the different social forces that play upon them. Society is turning to the school as an institution that can help young people to acquire the attitudes, ideals, and habits that will help them to meet successfully the situations they must face in a society that is rapidly becoming more complex. New inventions—Certain new inven- tions are having a profound influence upon the boys and girls—perhaps more than most adults realize. When evening arrives, the boy and girl of today have at least three forms of activity open to them that were not available to the children of a quarter of a century ago. They may re- main at home and listen to the various programs given over the radio; they may go to the motionpicture house to take a chance at seeing something worthwhile; or they may get into an automobile and be quickly transported to scenes beyond their immediate neighborhood. The radio has not been with us very long but already it has become one of the most important factors in the lives of children. The average child has the op- portunity of a radio receiving set. He has heard the President of the United States talk from Washington. He has listened to the sessions of the Congress of the United States. He has heard metropolitan preachers. He has heard grand operas from the large cities. He has listened to jazz music by the hour coming from the hotels, dancehalls, and cabarets of the large centers of population. Naturally, these experiences will make a difference in the thinking of the child as his atten- tion is called so definitely to the great world beyond the boundaries of his home surroundings. Such experiences will cre- ate an interest and a curiosity unknown in the boy and girl of twenty-five years ago and more difficult to cope with. The motionpicture probably has a still greater influence upon boys and girls and now with talking-movies the influ- ence has been greatly extended. Parents have realized that motionpictures make a difference in the lives of their children, but they have thought little about it ex- cept in the cases where boys have tried to imitate the villain in the picture. We can arrive at the truth of the situation if we realize that the motionpicture is much like the radio in its consequences. It takes young people into realms un- known before it was invented. Scenes of life far removed from the child’s actual experience are forced upon his attention. Great moral issues are presented in a vivid setting. Matters of sex are shown in situations that are overwhelming. Great lessons are taught and ideals and attitudes established that could not, ex- cept through a long period of time, be built into a human life. The motionpic- ture has stimulated curiosity in the minds of young people and many times leaves them in a chaotic state regarding their ideas of right and wrong. The invention of the automobile made possible for boys and girls another ex- perience that is similar to that of the radio and the motionpicture. It will quickly transport them to distant places where thought and imagination are stim- ulated. During the summer months the main highways of travel give evidence of the fact that practically everybody travels. Sometimes the automobile may take children away from parental con- trol, which fact many times results in disaster. Life moves much more rapidly than it did before the invention of the automobile. The stately minuets of our forefathers’ days have given way to mu- sic that represents an age that thinks and acts more rapidly. The inventions of the radio, the mo- tionpicture, and the automobile have tended to make the boys and girls cit- izens of the whole world. The danger lies in the fact that their ideals may be- come as dissimilar as their experiences, unless some definite means is found of guiding them toward the attitudes, ideals, and habits that are necessary to enable them to respond successfully to the various moral situations that arise. The change in home life—It is not [157] true to say that the home has failed but it is true that home life has changed very materially in the last twenty-five years. Large numbers of women have en- tered the work of the world outside of their own homes. This has taken many mothers away from their homes during the day. Mother is not at home when the children arrive from school. Many pupils are forced to go to school in the morning after mother has gone to work. The evenings are not spent at home as they used to be in other years. In one junior high school aa investi- gation was made among the 1000 stu- dents enroled to find out how many came from broken homes, in which the father or mother, or both, were missing. The startling fact was revealed that 250 of the students, or one out of every four, came from such homes. In many cases both father and mother were missing from the home. Children were staying with grandparents or guardians. How much may we expect the home to do for boys and girls under such handicaps as those just mentioned? In the year 1840, 88 percent of the population in the United States were church members, while in the year 1913 church membership was but 33.3 per- cent. (Golightly, Thomas J., The pres- ent status of the teaching of morals in the public high schools. George Peabody College for Teachers, 1926.) The church is deep and farreaching in its in- fluence upon young people but the facts just stated indicate that the church needs more assistance than it now has. There seems to be positive evidence that some moral standards are changing and adults, as well as young people, have become confused, believing, as some of them indicate, that there are no stand- ards of conduct. Economic conditions have changed so that there is more ready cash for each family than there was formerly. This has meant more of the conveniences and comforts of life. There has been an enormous increase in the number of tel- ephones in use during this period. Bath- rooms, furnaces, electric washing ma- chines, radios, automobiles, and daily newspapers have become necessities in the typical American home. 158 Other changes in living, such as the drift to centers of population and apart- ment houses, are profound in their influ- ence upon boys and girls. The changing attitude toward child life and our no- tions of what constitutes authority are other changes that must be taken into consideration. The public is demanding a better moral product from the schools. The school has always taken into its curricu- lum those things that could best be done by it as an institution. Sewing, cooking, health work, and many other subjects are evidence of this fact. It is apparent now that the must assume its share of the responsibility for improved training for boys and girls in attitudes, ideals, and habits. What are the aims of this training as far as the school is concerned?—These may be stated briefly as follows: (See Fishback, Elvin H., Character education in the junior high school. Heath & Co. 1928.) school Tue JourNAL OF THE NATIONAL EDUCATION ASSOCIATION (1) The school itself must offer the maxi- mum of opportunities for children to make use of all the qualities that enter into a fullydeveloped character. Pupil participation is absolutely necessary. (2) Moral judgment may awakened and quickened. and must be (3) Abundant opportunities should be given for the correction of false notions and ideals. Any teacher who investigates will agree that these false notions and ideals are innumer- able. (4) The appreciation of the importance of right thinking and acting may be stimulated in the boys and girls by the school. (5) Conduct situations may be emotional- ized so that satisfaction results from noble thinking and acting. Conduct is not a cold intellectual process. (6) The school may cultivate an apprecia- tion of character in others, past and present. (7) It must always be the purpose of the school to lead pupils to a voluntary accept- ance of the right attitudes, ideals, and habits. (8) With all children, but more especially, with those of the adolescent age, habits must be rationalized so they do not fail in social situations. Mere habit is not enough for pupils in the junior and senior high schools. May, 1930 —.. The purposes of character training, as just stated, will enable the school to give much more help than it has given before. The emphasis will be shifted from the intellectual school of the past to a school in which significance will be given to those activities which have to do with interests, attitudes, and ideals. Fundamental and industrial changes in the last twenty-five years have caused a social lag to develop s0 that the social and moral adaptations that children and adults make must un- dergo definite changes. These adaptations have become so complex that the school is called upon to supplement the efforts of the other institutions of society that have been doing much of this work in social the past. The school is recognizing these changed conditions and is making an earnest effort to define the objectives of the training that is needed. Material and methods of procedure are being devel- oped to facilitate this work. Children’s Books of 1929 ee List of children’s books has been selected by Wilhelmina Harper in collaboration with Constance Mitchell of the Sather Gate Book Shop. Miss Harper has had many years of library work with children in New York and California and is herself author of several children’s books. From 1921 to 1928 she was supervisor of children’s work in Kern County, California, Free Public Library. Through this list Miss Harper’s wide experience with schools and her fine appreciation of children’s literature is made available to teachers throughout the country. The present time is rich in new printed materials for children as well as grownups and if the school is not to be left behind it must add considerable fresh mate- rial each year. This list will be helpful to schools in planning their school library pur- chases for 1930-31. For Younger Children Apams, Peter. Clipper ships done in cork. Dutton. $1.25. How to make clipper ships out of ordinary bottle corks as well as the history of many of these famous boats. Dacuisu, Eric P_ Larger birds. Smaller birds. Mor- row. $1.25. This artist-naturalist has made a real contribution to art for children with his lovely ac- curate woodcuts and the informative text which accompanies them, EisGRUBER, Esa. Spin top spin. Macmillan. $3. Deli- cate pictures that are reminiscent of Japanese art with accompanying simple verses for boys and girls at the picture book age. Fre_p, Racuer L. Hitty. Macmillan. $2.50. The quaint New England doll, Hitty, gives a most fascinating account of her life’s strange adventures both on land and sea. A masterpiece in story interest, style of writing, and illustration. Gartuwaite, Jimmy. The Zoo Book. Harper. $1.50. Delightful picture book for smallest children telling the story with colored illustrations and brief text, of many of the more familiar animals. KeELor, KATHARINE L. Working with electricity. Mac- millan. $1.75. A very interesting history of elec- tricity as well as simple appliances which younger boys and girls can make themselves. KoziseK, Joser. A forest story. Macmillan. $3.50. Stories of the forest animals in gay picture story hook straight from Czechoslovakia. PETERSHAM, Maup AND MisKA. Miki. Doubleday. $2. Gorgeous in color and design is this story of Miki, a real little boy, who wanted to go to far-off Hun- gary and did. By two of our leading artists. ScuraM, Constance W. Olaf, Lofoten fisherman. Longmans. $2. Very interesting picture of child life in Norway and of a little boy’s winter spent among the Lofoten fishermen. Translated by Siri Andrews. Illustrations by Marjorie Flack. Skipper, Mervyn. The jungle meeting pool. Stokes. $1.50. Delightful stories told by the jungle animals as they gather together to decide how to keep the white man from destroying their homes. Swirt, Hr_pecarpe H. Little blacknose. Harcourt. $2. ‘The life story of a little pioneer engine beginning with the excitement of his first trial trip and his feeling of pride when he finds he can make a safe run. Historic background and cleverly illustrated. Wiese, Kurt. Karoo, the Kangaroo. Coward. $1.50. An appealing story of a little lost kangaroo in search of his mother. Skilful pictures by the author who was once a war prisoner in Australia where he came to know Karoo. WILLIAMSON, HAmiLton. A monkey tale. Doubleday. $.75. An amusing picture and story book of a little monkey of the jungles who was almost devoured by the crocodile. Pictures by the Haders. Wintow, Ciara V. The kitten that grew too fat. Macrae. $1.50. Pleasing story with effective sil- houettes of a little pampered kitten belonging to the king who finally ran away to live with a little girl and was happy ever after. For Older Boys and Girls Bianco, Marcery. All about pets. Macmillan. $2. Tells in most understanding way how to take the right care of pets with brief information about their lives and habits. BuFraNo, Remo. Pinoochio for the stage. Knopf. $2. Divided into four separate parts, this favorite child’s story is ably presented for the stage by a prominent Italian. Crew, Heven C. Alanna. Harper. $2. How a lovable little Irish girl prefers to live humbly in the tiny village that is home rather than to have greater comforts with relatives in America. Unusual story interest and reflects author’s familiarity with the country. EAToNn, JEANNETTE. A daughter of the seine. Harper $2.50. Exceptionally wellwritten story of the color- ful, picturesque, and tragic life of Madame Roland. For high-school age. Eyton, JouHn. Kullu and the elephant. Bobbs. $2.50. Captivating tale of an English school boy and his chum Kullu, a native lad of India, who make a hasty trip into the jungle, capture an elephant, and have various escapades. The story admirably catches the atmosphere of India. FinceR, CHartes J. Courageous companions. Long- mans. $3. A stirring tale of the sea which relates the adventures and dangers encountered by a brave English lad and his companions on a romantic voy- age around the world with Magellan. Foa, Eucentr. The strange search. Lippincott. $1.50. A far journey and shipwreck overtake two children before they finally come to an end of a long search for their lost mother. Very charmingly told. Gipson, KATHARINE. The goldsmith of Florence. Mac- millan. $5. Stories of famous craftsmen from the earliest days in Florence down to the present time. Very beautifully illustrated. Hittyer, Vircit M. A child’s geography of the world. Century. $3.50. The author makes geography an enticing story in the same able fashion as with his “A Child’s History of the World.” Hopeins, Eric. Sky high. Little. $2.50. This accurate record of aviation takes. us from the earliest Euro- . pean experiments one hundred and fifty years ago to the overseas flights of today. Mitter, EvizansetH C. Pran of Albania. Doubleday. $2. Very ablywritten narrative of the daily life of the mountain tribes of Albania, their wars and struggles. The brave girl, Pran, plays a leading role in winning freedom for her people. Mirza, Youst B. Myself when young. Doubleday. $2.50. Story of boy life in Persia giving customs and descriptions of the country in very interesting manner. MukerJ1, DHAN G. The chief of the herd. Dutton. $2.50. Beautifully written story of noble Sirdar, chief of the wild elephants of an Indian jungle who leads his herd to safety from the snares of man. OvERTON, JacQuELIN. Long island’s story. Double- day. $3.50. A book of unusual historic value giv- ing the complete story of the island from the days of the first settlers, and closing with such chapters as “Birds and wild flowers,” ‘‘New roads back to old towns,” and the like. SmitH, Susan. Made in America. Knopf. $2. Inter- esting accounts of the handicraft periods in Amer- ican history with stories of early Americans in- cluding Paul Revere, Thomas Jefferson, and others and showing that types of furniture in early days grew out of conditions of living. Tuomas, Lowe... The hero of Vincennes. Houghton. $2.50. The story of George Rogers Clark, his event- ful march against Vincennes, and his success in one of the most daring campaigns of the Revolution. A OR gi tr Stanfo1 all oth withou The si: to 120 and se’ tensive give a introd the m ern ec tive b ing; b In| the ce textbe ports, pleme of gel catior One in th as th readi was Re from educ from least sent title, and one port ( of rec chz me lib 30 ial irs Ns in- ns Are Educational Journals Worth Reading? OR THREE YEARS the writer has given the one-term course in In- troduction to Education which at Stanford University is a prerequisite to all other education courses for students without previous teaching experience. The size of the class has varied from 50 to 120 students, predominantly juniors and seniors. Such a course should be ex- tensive, rather than intensive. It should give a broad view of the entire field—an introduction to the philosophy, the facts, the methods, and the literature of mod- ern education. It should not be exhaus- tive but comprehensive, sampling, entic- ing; both informational and inspirational. In the effort to accomplish these ideals the course has been planned to include textbook work, tests, lectures, class re- ports, solution of assigned problems, sup- plementary reading of books in the fields of general education, school surveys, edu- cational fiction, and periodical reading. One of the most valuable requirements, in the opinion of the instructor as well as the students, was the one for regular reading of educational journals, which was phrased as follows: Read each week two articles of your choice from current educational periodicals in the education library. ‘The two should not be from the same journal in any one week. At least ten different periodicals must be repre- sented during the course. Report the author, title, and source of each of the two articles and a comment or characterization of each in one or two sentences each week. These re- ports are due each Monday morning. One day was spent in presenting a list of the sixty principal journals regularly received by the education library and in characterizing them briefly. Occasionally a special article was particularly recom- mended but usually the choice was de- liberately left entirely to the student. It was definitely planned to stimulate edu- cational browsing—the development of acquaintance, habit, attitude. Value of the requirement—Was this requirement worthwhile? In the opinion of the instructor it was eminently so and this conviction has been strengthened each time he has offered the course. It will be retained, in its essential features, next year. However, the convincing an- swer should be found, not in the opinion WaLter Crossy EELLS School of Education, Stanford University of the instructor but in that of the stu- dents. At the close of the term, in con- nection with their final examination, the members of the class were asked to write answers to the following questions: What value have you derived from the re- quirement for weekly reading from educa- tional periodicals? Do you think this re- quirement should be altered in any way an- other year? What three journals would you choose for regular reading? With but two exceptions the class were unanimous in their statements that there was great value in the assignment. Many stated it was the most valuable feature of the entire course. A few excerpts will show the wide variety of values which were realized. The requirement for weekly reading from educational periodicals has proved to be one of great pleasure for me—so much so that it is even difficult to consider it in the light of a valuable requirement. In fulfiling the requirement for weekly reading from educational periodicals I find myself with at least a “bowing acquaintance” with thirty educational periodicals, having learned to recognize their faces and names and being able to place them in their right- ful positions. There are about ten of these journals with which I have come to have a “speaking acquaintance’—learning their faces, names, and a good deal about their characters. Then there are three or four that have become “fast friends” of mine, about whom I have accumulated considerable in- formation. I know not only their faces and names but their characters, their interests, and their aims in life. And from them all I have enriched my own thought-life by adding new opinions—valuable and interesting informa- tion about the newest in educational move- ments and growth. I sincerely believe that the requirement for weekly reading from educational periodicals has been of greater value to me than any other single requirement. It tends to develop friendships with worthy magazines on the subject; a reason that will be multiplied ten-fold in importance when we enter the educational profession. Keep the same system; that is fine. By the end of the quarter the student knows pretty well all of the periodicals and he has a fair idea of the best ones, or rather those that seem best to him; then, in his future work he can avoid all the rest. I think that this requirement is the most practical part of the entire course. It starts [159] us doing a thing that is done in professional life which, to say the least, is quite a de- parture in educational courses. After all, it is the living problems of edu- cation which count and nowhere are they better presented or more vividly discussed than in these journals. When I was reading the textbook there was always the feeling of, “Yes, that is all very well but those conditions are probably changed a great deal since 1920.” The pe- riodical articles, on the other hand, were about problems that are coming up in this year, 1929. My impression is that these numerous magazines are the flexible textbook—the best text for the study of the progressive, ever- growing, new education. The periodicals contain fascinating mate- rial because it is “growing” material—it is about experiments that are being carried on now. I think that reading good magazines in a chosen field is at once a habit and a good one, which can best be started by require- ment from authority. Then if the student has a normal interest in the subject, the habit grows until he goes to these sources in the spirit of learning. For this reason, I think that I have acquired a very good habit and a knowledge of the best magazines in the educational field. This is the first course in which I have ever been required to read at least two selected magazines a week. It took a little time to get into the habit but I soon dis- covered a growing habit of thinking ahead of what I would be interested in and of at- tempting to find the magazine which could suit the purpose. I had always imagined these magazines to be of a purely technical character, largely statistical, and having little or no meaning to the average student who is only beginning his study in this field. On the contrary, many of the articles, I should say in fact, a ma- jority, are extremely interesting and are quite human and lively in content. I had no idea previously that the reading in the magazines would ever become actually interesting and appear anything but dry and useless. It enlarged my view of the subject, and made my grasp of it more definite, clear, and concrete. This reading has given me a taste of many topics while not exhausting any of them. I have found education journals far less dry than I had anticipated. The requirement that we read in at least ten different journals made possible the appraisal of the best ones and introduced us to each type. 160 his sort of thing makes one less pro- vincial, more nationally and internationally minded. 1 think that the reading from educational periodicals has been one of the greatest fac- tors in helping me to realize the importance, vastness, 2nd absolute necessity of educa- tion. I state this strongly because the period- icals introduce the reader more adequately to the various fields of education than any readings 1 have found yet. Alteration of the requirement—About two thirds of the class felt the require- ment should be unchanged another year. Only a few suggested that it be reduced or eliminated. Many suggested an in- crease to three or four articles per week, or to a total of 25 journals. Others felt that definite lists of articles should be posted each week—that the reading was too desultory. But this would largely de- feat the primary object in view. Others suggested that reports be made monthly, or only at the end of the course. This was tried the first year but resulted all too frequently in postponement of the work and “periodical” indigestion at the close of the term. The method used this vear simulates most closely the 3 — , Ses is” es ms ceili, Frazier Banks, W. V. Luckie, J. B. arde. ARKANSAS—Victor C. Kays, M. E. Woolsey. IpAHO—John Dyer. ILtinois—Lotta J. Sigsworth, Grace C. Tyler, Corem Waller. Iowa—Janie Shanley. Kansas—W. N. Van Slyck. MaAIneE—Roy Lynde Fernald. MaryLanp—Arthur J. Klein. NEBRASKA—Katherine Follmer, George Walter Rosenlof. New Jersey—Clinton S. Bassett, Dorothy Rogers. New York—A. K. Aldinger, Frederick Mellnitz. On10o—J. Harold Brooks, J. G..Collicott, W. B. Hayes, Clara M. Kemler, H. C. Leonard, David Alden Watson. PENNSYLVANIA—Elizabeth Becker, Louise Blessing, | Large Enrolments in the Larger Cities Vircinia, *Lynchburg, E. C. Glass West Vircinia, *Charleston, F. L. Teal Wisconsin, Kenosha, G. F. Loomis Population 10,000 to 30,000 ALABAMA, *Bessemer, J. E. Bryan ArIzonA, *Phoenix, John D. Loper; *Tucson, C. E. Rose ARKANSAS, *Fort Smith, J. W. Ramsay CauirorniA, Alhambra, F. V. Routt; Bakersfield, L. E. Chenoweth; *Glendale, R. D. White; Santa Barbara, Paul E. Stewart Cororapo, Greeley, G. E. Brown; *Trin- idad, G. S. Willey Connecticut, East Hartford, P. S. Barnes Fioriwa, *Miami, Charles M. Fisher Ipano, “Boise, C. F. Dienst; Pocatello, J. M. McDonald Inurnois, *Blue Island, J. E. Lemon; “Champaign, L. N. Neulen; *Chicago Heights, F. T. Goodier; *Elgin, R. W. Fairchild; *Jacksonville, Ralph Yakel; *Maywood, Eugene LaRowe; “Pekin, C. B. Smith and R. V. Lindsey; *Waukegan, John S. Clark INDIANA, *Anderson, W. A. Denny; EI- wood, Wm. F. Smith; *Huntington, J. M. Scudder; *Laporte, E. B. Wetherow; “Michigan City, M. C. Murray; *New- castle, E. J. Llewelyn Iowa, “Burlington, W. G. Brooks; Keokuk, R. L. Reid Kansas, Atchison, T. B. Portwood; *Chanute, L. H. Pettit; Hutchinson, J. W. Gowans; Lawrence, W. W. Curfman; “Salina, W. S. Heusner Kentucky, *Ashland, J. D. Falls; *Owensboro, J. L. Foust MarYLAND, *Frederick,G.Lloyd Palmer MicuiGAaNn, *A drian, C. H. Griffey; Ann Arbor, O. W. Haisley; *Holland, E. E. Fell; *Jronwood, D. R. Rice; *Monroe, C. W. Crandell; *Sault Ste. Marie, G. G. Malcolm; *Traverse City, Charles L. Poor Minnesota, Mankato, H. D. Kies; *Rochester, G. H. Sanberg; St. Cloud, R. H. Brown; *Virginia, W. G. Bolcom Missourt, *Sedalia, Heber U. Hunt Montana, *Great Falls, 1. W. Smith [165] Charles Coxe, Louise B. Wright. TENNESSEE—Quinnie Armour, Thomas H. Grinter. Texas—K. E. Oberholtzer. Vircinia—Neal A. Bedinger. WEsT VirGINiIA—Clarence G. Peregoy. WISCONSIN—William C. Koepke. Wyominc—Mabel F. Thompson. Completed Enrolments HE following schools have completed their 100 percent enrolment in the Na- tional Education Association since the list was published in the April Journal: New Jersey, “Asbury Park, A. E. Kray- bill; “Bridgeton, Chester Robbins; Engie- wood, W. J. White; “Hackensack, Wm. A. Smith; *Long Branch, Chas. T. Stone; *Morristown, J. Burton Wiley; Plainfield, F. W. Cook; Summit, J. B. Dougall New York, Ithaca, F. D. Boynton; *Lockport, R. B. Kelley NortH Dakota, *Misot, L. A. White Ono, *Alliance, B. F. Stanton; *Ash- tabula, M. S. Mitchell; *Barberton, U. L. Light; Bucyrus, E. N. Dietrich; East Cleveland, W. H. Kirk; *Elyria, R. C. Maston; “Findlay, I. F. Matteson; *Fre- mont, C. A. Hudson; *Lancaster, J. J. Phillips; “Mansfield, H. H. Helter; * Marietta, H. L. Sullivan; “Martins Ferry, W. L. Kocher; *Middletown, R. W. Solo- mon; *New Philadelphia, F. P. Geiger; Niles, R. J. Kiefer; “Norwood, C. W. Johnson; *Pigua, G. C. Dietrich; *Tiffin, | C. A. Krout; *Warren, H. B. Turner; *Zanesville, C. T. Prose OKLAHOMA, McAlester, M. J. Hale; “Okmulgee, J. R. Holmes; *Sapulpa, W. W. Chambers | PENNSYLVANIA, *Braddock, T. G. Me- Cleary; *Bradford, J. F. Butterworth; *Clairton, F. N. Frits; *Greensburg, Thos. S. March; *Mahanoy City, H. A. Oday; *New Kensington, E. T. Chapman; *Plymouth, H. S. Jones; *Pottstown, F. H. Fritz; Pottsville, C. E. Toole; "Shenandoah, A. T. Ratchford; *Steelton, Chas. S. Davis; West Chester, W. L. Phillips; *Wilkinsburg, W. C. Graham Soutu Dakota, *A berdeen, M. P. Gaff- ney; Sioux Falls, A. A. McDonald Texas, *Texarkana, H. W. Stilwell Utan, *Provo, Chas. A. Smith WASHINGTON, Bellingham, D. E. Wied- man; Everett, R. E. Cook; Hoquiam, H. C. Crumpacker; Vancouver, C. W. Shum- way; Walla Walla, W. M. Kern West VirciniaA, *Clarksburg, J. A. Jackson; Morgantown, C. E. McCorkle Wisconsin, “Eau Claire, P. G. W. Keller; *Fond du Lac, L. P. Goodrich; Manitowoc, Hugh S. Bonar; *Wausau, S. B. Tobey WyomiIne, *Cheyenne, A. S. Jessup THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION Seven years On10o—Youngstown, Harding. WaASHINGTON—H oquiam, Central. Six years CauirorNiA—Oakland, Highland, Jefferson. CoNNEcTICUT—Stratford, Garden. MINNESOTA—Minneapolis, Calhoun, Simmons. PENNSYLVANIA—-Steelton, Steelton Public Schools, East End, Felton, Fothergill, High, Hygienic, Major Bent, West Side. Texas—Beaumont, Magnolia. Five years Cotorapo—Kremmling, Grade, Union High. Maine —Augusta, Smith. Ou1o—Wood County, Wood County Public Schools, Bloomdale, Bradner, Custar, Cygnet, Dowling, Dun- bridge Rural, Freedom Township, Glenwood Rural, Grand Rapids Township, Henry Township, Jack- son Township, Lake Township, Liberty Township, Lime City, Middleton Township, Millbury, Mil- ton Township, Montgomery Township, North Balti- more, North Troy Township, Pemberville, Perrys- burg, Perry Township, Portage Township, Portage Village, Risingsun, Rossford, Ross Township, Troy Township, Walbridge, Washington Township, Webster Township, West Millgrove, Weston Town- ship, Weston Village. Four years INDIANA—Greencastle, Mary Emma Jones. MicuicAN—Battle Creek, Number 8. MINNEsotTa—St. Paul, Riverside. Ou10—Cincinnati, Garfield. WISCONSIN—Manitowoc, Madison Junior High. Three years F.LoriwA—Daytona Beach, North Seabreeze. Grorcia—A tlanta, Joel Chandler Harris; Dublin Public Schools, Calhoun Street, Johnson Street, Saxon Heights. MAssSACHUSETTS—A mesbury, Junior High. MicHiGAN—River Rouge, Dunn, Furgason. New JerseEy—Livingston, Roosevelt. PENNSYLVANIA—Sidman, Adams Township High. SoutH Caro.ina-—Blaney, Blaney Public Schools, Grade, High. WIscCONSIN—Manitowoc, Manitowoc Public Schools. Dublin, High, Two years Ca.iForNiA—V hittier, South Whittier. ConNECTICUT—Westport, Bedford Junior High. GeorciA—A tlanta, Calhoun. ILLINois—Chicago, Pulaski; Springfield, Open Air. INDIANA—Indianapolis, Number 29. MatNe—Machias, Washington State Normal. MicHiGAN—Alpha, Mastodon Township Public Schools. MINNESOTA—Pipestone, Pipestone Indian. New YorK—lIthaca, Belle Sherman, Central, East Hill, Fall Creek, Henry St. John, Open Air, Re- construction Home, South Hill, West Hill, Wyckoff. Ou10—Mentor, Mentor Village. TENNESSEE—Hamilton County, Chickamauga, East Dale Grammar. ‘ Texas—El Paso, Lamar. Uran—Nebo District, Nebo District Public Schools. WASHINGTON — Vancouver, Central, Columbian, Franklin, Harney, Lincoln, Washington. Current year CaLiFoRNIA—Oakland, Central Trade, Herbert Hoover — High; Santa Barbara, Santa Barbara Junior igh. CoNNECTICUT—Stamford, Cloonan. ILLinois—East St. Louis, Froebel. LouisiaNA—New Orleans, Benjamin Franklin. MicnicaN—Battle Creek, Southwestern Junior High; Detroit, Roberts Special Center; Garden City, Garden City Public Schools; Michigamme, Imperial Heights. MINNESOTA—Minneapolis, Garfield, Jackson. MississipPI—Camden, Center Consolidated. Missouri—Kansas City, Border Star. Nevapa—Mavhattan, Public. New JersEyY—Hammonton, Highland Park, Hamilton. New YorK—Staten Island, Number 20; Tupper Lake, Tupper Lake Public Schools, High, Uptown Ele- mentary, Uptown Grammar. On1o—Nelsonville, Senior-Junior High; Westerville, Westerville Public Schools, Grade, High. OrEGON—Blodget, Public. PENNSYLVANIA—Hazleton, Walnut Street; ville, High; South Greensburg, Grade. SoutH CaroLina—Lyman, Public. Texas—Houston, James S. Deady Junior High. First Road; Husghes- I AN address before the teachers of Lin- coln, Nebraska, March 12, Secretary Crabtree brought out many interesting points about the Association, including the follow- ing: "The National Education Association has helped to achieve an enlightened apprecia- tion of education by the American people. The schools have fared better in America than in any other country of the world. When the Association began its present period of growth they were suffering from teacher shortage, lack of professional train- ing and professional spirit, inadequate finance, and insufficient public appreciation. May, 193) en Within twelve years, which would carry g student from the first grade through the twelfth, the Association has knit the ea ing force of America together into q fine professional body which is working on the problems of the profession—working in the national association, in the state associations, in the local associations, in faculty meetings, in deparments, with a spirit that is whole. some and vigorous. The Association has led the way in the development of a finer type of educational journal. The Journal of the National Edy. cation Association has set a high standard of excellence which has influenced all other journals. It has brought together the very best thought and has poured into the educa. tional advance a steady stream of ideals, in. formation, programs, achievements. It has supported the various projects of the Asso- ciation and the work of its departments, It is often referred to as the most quoted periodical in the world. It has developed ma. terial for educational interpretation, for American Education Week, for the wise use of leisure, for vitalized commencements, and many other important projects. No one can estimate the force of these ideas as they work themselves out in the daily activities of 205,000 key men and women who receive THE JOURNAL each month. The Association, through the develop. ment of its Research Division, has given a new meaning to educational research. It has gathered data to guide the educational advance. It has helped to coordinate the work of other research agencies throughout the country. Its bulletins and yearbooks are used as texts in the leading colleges of the country. The Journal of the National Education Association Published monthly, except July, August, and September, by the National Education Association of the United States President, E. RUTH PYRTLE The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates Secretary, J. W. CRABTREE to the Representative Assembly, to hold office, and to receive THE JOURNAL. The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, to receive the Proceedings, committee reports, and other regular publications of the Association. The payment of $100 gives the privileges of the $5 active membership for life. Subscription to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. Tue JouRNAL is a member of the Educational Press Association of America and is published in accordance with the standards of that organization. _. Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. Joy EtmMer Morcan, Editor One dollar of each membership fee is for a year’s subscription to THE JOURNAL. Acceptance for Offices: 1201 Sixteenth Street N. W., Washington, D. C. Harotp A. ALLAN, Business Manager | 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 4s 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 affliated 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. The Menace of Private Referendums THE TAKING of nationwide polls under private auspices may be a menace to democratic government for the following reasons: First, Such referenda being costly will be taken not simply | when a considerable portion of the voters call for them but when some private interest with abundant finan- cial resources deems the time favorable to take them | | : Second, The referendum is taken without the safeguards : which should make it fair and authoritative | | Third, Once taken the interests which it favors will argue _ : from it as if it were an authentic and official disclo- 4a sure of voter opinion ee Fourth, When the result of such a referendum is adverse to a law it will be used to paralyze the law-enforcing agencies, to justify law breaking, and as an excuse for local nullification. Statement by Dr. Edward A. Ross, noted professor of Soci- ology at the University of Wisconsin, in a letter addressed to the editor of The Journal of the National Education Association, dated April 7, 1930, and quoted by permission. What Journal Readers Like The American Melting Pot—Francis G. Blair [October 1927, pages 197-201] Cincinnati Sets the Pace—editorial [November 1927, pages 229-230] The Sources of Ethical Character—editorial [December 1927, pages 267-268] The Human Side of Teaching—Nathan G. Goodman [January 1928, pages 25-26] Growth in Understanding Children—Ira S. Wile [February 1928, pages 43-44] Growth through Reading—Jesse Lee Bennett [March 1928, pages 69-72] Democracy in Education—W. H. P. Faunce [April 1928, pages 103-104] Growth through Professional Reading—Lewis M. Terman [May 1928, pages 137-138] The Teacher’s Philosophy of Education—George W. Frasier [June 1928, pages 165-166] Real Teaching—Frank Crane [October 1928, pages 203-204] An Experiment in Character Training—Agness Boysen [November 1928, pages 261-262] The Tired Child—Max Seham [December 1928, pages 271-273] The School of Tomorrow—editorial [January 1929, pages 1-2] A Prophetic Experiment—Edwin Osgood Grover [February 1929, pages 41-42] Education: What Program? What PriceP—Frank D. Boynton [March 1929, pages 69-72] The Crucial Problem of the Next Decade—W. C. Bagley [April 1929, pages 107-108] Direct or Indirect Character Education—George H. Betts [May 1929, pages 141-142] Breadwinning and Soulsaving—L. P. Jacks [June 1929, pages 179-182] Education for a New World—J. W. Crabtree [October 1929, page 212] The Changing Family—Ernest R. Groves [October 1929, pages 215-216] The Mental Health of the Teacher—J. Mace Andress [November 1929, pages 271-272] My Pedagogic Creed—John Dewey [December 1929, pages 291-295] The Leisure of Tomorrow—editorial [January 1930, pages 1-2] The Need for Educational Interpretation—editorial [February 1930, pages 37-38] Mental Health of the Adolescent—J. Mace Andress [March 1930, pages 93-94] tion are choosing the articles they like best. Every article in the JOURNAL is a selected article-- chosen from an increasing stream of worthy material. But the articles listed here are thrice selected. Authors, editors, and readers have found them good. They are a part of the library of every | member of the Association. They are worth re-reading. They are excellent for vitalized group study in service and for classes in teacher training institutions. Each article listed here was the first choice of | many readers for the month in which it appeared. M ‘ws after month, year after year, readers of the JOURNAL of the National Education Associa- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION THE PROBLEM AND PRACTICE ARITHMETICS combine science with sim- plicity. They are unusually easy to teach, with a gradual, well-motivated development, a simple vocabulary, a clear type page, and familiar methods. They were built by the scientific methods of modern textbook construction. No page in these books, no problem or exercise, was put there without a purpose. Drill is distributed on the basis of an analysis of the difficulties. Training in problem solving is systematic. The Third Book—recently published—meets the modern demand for arithmetic that helps to train pupils for citizenship. But the work is kept very easy and informal. The principles are reduced to their simplest terms and tied up with the pupil’s interests. First Book, for grades three and four, $0.80; Second Book, for grades five and six, $0.84; THE IE PROBLEM AND PRACTICE :ARITHMETICS: THE PROBLEM AND PRACTICE fae Se ITHE PROBLEM] AND PRACTICE Third Book, for grades seven and eight, $0.88. A six-book series is now in preparation Walks and Talks in Numberland, $0.72. GINN AND COMPANY: PUBLISHERS Boston New York Chicago Mention Tue Jo Atlanta Dallas Columbus San Francisco URNAL, when writing our advertisers, THE JOURNAL OF THE NaTIONAL EpucaA NOTES and ANNOUNCEMENTS . 4 ss The new building, a monument to life members—Our new headquarters building financed exclusively by life mem- bers is no longer a mere dream. The con- tractors began work March 12 and plan to complete the fine seven story structure by February 1, 1931. How fitting to have a permanent record of life members in the cornerstone! There are 3200 life members now. There are more than 2000 who plan to enrol within a year or two. It would be great to secure these enrol- ments immediately and to have a list of 5000 names for the cornerstone instead of 3200. Will your name be in the list ? Will you not also secure others’ names? Let members accept on the ten payment plan. Send name and address now and make your first payment May 1, 1930. The White House Conferences— Through the development of the White House Conferences, President Hoover is seeking to bring a new coordination into American life; a coordination which de- rives its vitality from volunteer coopera- tion. Here we have for the first time in human history—outside of war—an all- inclusive movement representing the di- verse interests of life, working together on behalf of a common objective—the conservation and enrichment of our hu- man resources. This colossal coordination of forces to manage not war but life Has deep significance. History throughout all the centuries to come will be colored by the fact that a great humanitarian presi- dent had the insight to mobilize the na- tion to work on our common human prob- lems. The future of American civilization depends in large measure upon the ability of the people to respond to such enter- prises and upon the ability of education, government, science, and industry to rec- ognize that the human factors are the supremely important factors in the ad- vance of the race. TION ASSOCIATION ee e——CS ay, 199 tira, ~] ——— Some excellent commencement gifts —The right gift at the right time can make a profound impression. It is doubly significant if given by the Principal ~ president of a school with his personal greetings and autograph. Many schools are using in this way the notable posters which have appeared in THE Journat, These posters are now available on attrac. tive art paper. Here is a good selection: For graduates of elementary schools— Your Afterself. Order No. 18188; In Com- mon Things. Order No. 18222; Ten Com. mandments for School Children. Order No. 18252. For graduates of junior high school—Th, Seven Cardinal Objectives of Education, Order No. 17285; Everyday Resolutions on Health and Safety. Order No. 1826. For graduates of senior high school and college—The Students Ten Commandments. Order No. 1860; The Ideal of a Liberal Edu- cation. Order No. 19164. For graduates of teacher-training institu. tions—Ethics of the Teaching Profession. (Continued on page A-142) combine SCHOOL and VACATION UNIVERSITY of NEW HAMPSHIRE SUMMER SCHOOL offers 27 attractive courses .... PLUS excursions to famous beaches, lakes, White Mountains and Isles of Shoals JUNE 30-Auc. 8 Here is a wonderful opportunity — and at most reasonable rates—for the Summer School student to study and play under the most ideal conditions in the ¢* Playground ofthe Nation’’. Teaching staff consists of the University fac- ulty and nationally known specialists such as William John Cooper, U. S. Commissioner of Education; Henry W. Holmes, Dean, Graduate School of Education, Harvard Uni- versity; Augustus O. Thomas, President, Worlds Federation of Education Associations; Clifford H. Woody, Director of Research, School of Education, University of Michi- gan; Harry F, Latshaw, Psycho-Educational Secretary, National Society for Study of Ed- ucation. Campus in delighttul Durham, lo- cated half way between Boston and The White Mountains is situated at the head of Tide- water, Automobile trips through White Mountains, and to ocean beaches; sail around Lake Winnipesaukee, and ocean voyage to the Isles of Shoals to visit the Marine Laboratory. Courses are designed to meet the needs of teachers, superintendents, supervisors of sec- ondary schools, college students and graduate students. Registration, tuition, board and room most reasonable. Combine study and play in New Hampshire this summer. Write now for UNIVERSITY OF NEW HAMPSHIRE 50 COLLEGE ST., DURHAM, N. H. . ‘choo! Please send me your free bulletin on the Summer Schoo Name " Clinic, Harvard University;Guy M. Whipple, free du/letin. Address Mention THe Journat, when writing our advertisers, THE JOURNAL OF THE NATIONAL Epucation AssociATION Scenically Supreme- ———S mes lS! < te h) q 4 too = {yes = . goad gh “ : thd casas CHICAGG MILWAUKEE Pd PAUL f) | an ACIFIC y; —— yn, e ¢ ey = } ‘t Olympian Vac eta its. in the Bes, ‘ f Lu- (4 VEZ 4 tu- on, - il Pre-eminent in physical comforts and travel lux- uries, the new Olympian is famous the world over for its wondrous trail through the Pacific North- west .. . across the spectacular Belts, Rockies, Bitter Roots and Cascades—by daylight. CAll-Expense Tours Escorted parties or in- dependent travel. Two weeks in the Pacific Northwest, all expenses from Chicago, as iow as $250. Other tours, 10days or longer, $145 and up. Top your vacation with an Olympian ride. Noth- ing can compare with the steady array of scenic grandeur... with the Olympian’s marvelous roller- bearing riding ease... with its 656 electrified, Sootless, cinderless, mountain miles—open obser- vation cars in summertime. We will be happy to suggest vacation tours along this Low Summer Fares resplendent Olympian trail. You canincludeY ellowstone Park through new Gallatin Gateway, Inland Empire lakelands (Spokane), Mt. Rainier National Park, Seattle and Tacoma, ; : ; ; n Olympic Peninsula, Mt. Baker, Puget Sound, cruises to Zo, ce f,*98en -=— Roig “8d, Jan, F ig ~ old-English Victoria and Alaska— endless thrills or restful a Un ay Mang Pa. . recreation at all of these spots. ng Bo 8bo “Atlog Wer ' Bina, "Pire (rg a ; Oy” Nat; ‘SPoke 801.4, Mail coupon for information. ke Dic f° al kane 2 ¥etioy “ ©0rteg ening, 8k; Opn ake a ’ a: Vacat; 2 *Deng. Alaseet f IL AUKEE — a he W , = cx) E ayy RECTRIFIED OVER THE ROCKIES TO THE SEA RO AD f Mention THe Journat, when writing our advertisers. tees Sagat Vou need gang- way freatment... Are you off your golf? Are you truculent at the Bridge Table? Not to say over the breakfast? Are you sunk at the thought of listening to Harry's best story for the sixteenth tedious time? Don't worry. It's all symptomatic. . . You need Gangway Treatment... So drag yourself off that downy divan and take the first brave step ae Walk, run, write or ‘phone the nearest Cunard Agentor officeand getthe “dope” on the largest cabin fleet afloat or if you wish to be still more economical look up Cunard Tourist Third Cabin. Before you know it you'll be having your morning bouillon or practising your pet swing on the broad clear decks of a Cunarder. CMMs « «2» + + » s Sie TOURIST THIRD CABIN - . . . 108 up Join the Cunard Travel Club! Write for folder outlining important advantages. RATES See Your Local Agent or apply CUNARD CABIN SERVICE 3 1840 + NINETY - YEARS « OF: SERVICE - 1930 THE JoURNAL OF THE NATIONAL EpucATION ASSOCIATION (Continued from page A-140) Order No. 18261; A Prayer for Teachers by Glenn Frank. Order No. 1954; The Unknown Teacher. Order No. X-1. Teachers wishing to see these posters may refer to them in THE JOURNAL by using the Order No. The first two figures are the volume number and the others, the page number. Thus 17285 means Vol. 17p285. Order by title and number from the Division of Publications of the National Education Association, 1201 Sixteenth Street Northwest, Washing- ton, D. C. Your graduates would ap- preciate and treasure a gift which keeps alive the memories of their school. Cooperation produces _ splendid Yearbook—One of the points of strength in the National Education As- sociation is the remarkable cooperation which exists throughout the whole. The Ninth Yearbook of the Department of Elementary School Principals is a typical example. It is prepared by an editorial committee of able principals. The sort of aid and cooperation which is given by the Association through its headquarters is suggested by the following paragraph from the editorial committee’s pages: The committee appreciates particularly the work of the headquarters staff of the Na- tional Education Association at Washington, D. C. Mr. S. D. Shankland has made the nec- essary business arrangements for furthering the committee’s work. The Division of Pub- lications, through Lyle W. Ashby, has handled the details of printing. Much of the planning, organization, and preparation of chapter con- tents has been executed by the Research Di- vision under the direction of Frank W. Hub- bard, assistant director of research. An interesting experiment—Most of THE JouRNAL is printed in Caslon type. As an experiment, page 153 has been printed this month in Century type. Which do you like better? The editors will appreciate hearing from readers who are interested in this point. THE JOURNAL poster service is for your school—Thousands of schools are now using JOURNAL posters on their school bulletinboards. They either take the page from the current JouRNAL or order the reprints on attractive art paper. Whenever you see something you would like to have for your schoolroom wall or bulletinboard send it to THE JouRNAL. The aim is to use for posters only mate- rial of the highest merit. The glory of teaching—In the tenth anniversary number of THE JouRNAL, which will appear in January 1931, it is hoped to present the finest collection of statements on the significance of teachers and teaching that has ever been brought Mention THE JournaL, when writing our advertisers. May, 1939 a together. JOURNAL readers having state. ments, paragraphs, poems, articles or “? parts of books that appeal to them as un. usually fine in this connection to bring them to the attent editor. are invited 10n of the Endow your profession—Teachers who have no dependents may wish to pro. vide in their wills a bequest to the Na- tional Education Association which will carry on their ideals throughout the years, The following clause is a suitable form of bequest: I believe heartily in the vital work of the National Education Association and want to do my part in helping to assure its continu. ance. To this end I am happy to contribute the sum of $ , payable Mail to 1201 Sixteenth Street, N. W. Washington, D. C. The price of the past—TueE Journat of the National Education Association js often referred to as one of the most quoted periodicals in the world. This springs from the fact that education is one of our most universal interests. It is one of the privileges of teachers to make sure that children appreciate the great heritage of devotion and pioneering that has made America. The following editor- ial from the Fall River Massachusetts Herald News of March 12 expresses a vital point of view. It is characteristic of Americans to look ahead. Sometimes the past seems too un- eventful and dull to look back on, and some- times it seems too harsh and brutal; either way, what lies ahead is generally more at- tractive. But the past can hardly be ignored. It hangs over us, with its phantoms and its shadows. To turn back and look at it is to understand ourselves better. It is our herit- age. It deserves, not monuments, but much study. The March JourNnat of the National Edu- cation Association quotes an extract from the diary of a woman who made the fabulous old trip to Oregon by covered wagon, away back in 1847. It is worth looking at. Read the fol lowing paragraphs, taken from the woman's entry of Nov. 18, 1847, and see what you think: “My husband is sick. It rains and snows We start this morning around the falls with our wagon. We have five miles to g0. I carry my babe and lead, or rather carry, another through the snow, mud and water almost to my knees. “Tt is the worst road that a team could pos sibly travel. I went ahead with my children and I was afraid to look behind me for fear of seeing the wagons turn over into the “ and water with everything in them. My ¢ e dren gave out with cold and fatigue i could not travel and the boys had to unhite (Continued on page A-144) Jol. 19, No. 5 | VACATION === |. VOYAGES HAVANA 10, 13 or 17 Days $140 up All Expenses Are modern American Liner to a gay foreign capital. Rate includes maintenance aboard ship, hotel ashore and automobile sight- seeing. Sailings every Saturday. MEXICO 24, 25 or 26 Days to Mexico City All Expenses $275 up Sightseeing in Havana, side trip, Progreso to Merida, rail climb Vera Cruz to Mexico City. Rate includes main- tenance aboard ship, hotels ashore and sightseeing. For University of Mexico students, regular round-trip rate $185 up, limited to 6 months. Weekly Sailings. WARD LINE Ticket Office 545 5th Ave., at 45th St. Gen. Pass. Office Pier 13 E. R., Ft. of Wall St., New York Also AU Authorized Tourist ; gencies. AN INNOVATION FOR PARTIES VISITING WASHINGTON Think of having special rates— either European or American plan —at Wardman Park Hotel during June, July and August. Famous Wardman Park—the center of .™ ~n aS Management UNITED REALTIES, Inc. D. R. LANE, President. GEORGE E. ALLEN, General Manager Washington’s brilliant so- cial and diplomatic life ... in Rock Creek Park oppo- site the Zoological Gardens . « « ten minutes from the center of the city. 1,800 10WS. with carry other pst to dual outside rooms—every bedroom with bath. Swimming, a tennis, a wide diversity of outdoor sports on the Hotel = grounds; golf nearby. Special rates to educational th and other parties. Write for details to Special Edu- » and cational Department. nhitch THE JOURNAL OF THE NATIONAL Epucation AssoctaTION 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 facifie fine ALL NEW STEAMERS INTERNATIONAL MERCANTILE MARINE COMPANY No. 1 Broadway, New York; 460 Market St., San Francisco; or any authorized steamship or railroad agent. v v Mention Tue JournaL, when writing our advertisers. A-144 Low cost Comfort Good times TOURIST THIRD CABIN EUROPE And, in addition, every teacher appreciates the cul- tural background which Europe provides. Now you can actually journey to the land of your dreams for as little as 3 cents per mile, in- cluding berth and meals. Comfortable accommoda- tions, excellent food, courte- ous steward service, ample deck spaces and public rooms, music, deck sports in endless variety, companion- ship of congenial people— educators, clergymen, pro- fessional and business men and women. From New York, Boston and Montreal to principal $105 (up) European ports. Choice of ONE WAY such steamers as Majestic, world’s largest ship; Belgen- $ land, famous world cruiser; 185 (up) the superb new Britannic, ROUNDTRIP world’s largest Cabin ship; Doric, and many others including— Tourist Ships de luxe S.S. Pennland and S&S. S. Westernland, carrying Tourist Third Cabin as the highest class on board in former Cabin accommoda- | tions. S. S. Minnekahda, carrying Tourist Third | Cabin exclusively. The ships of democracy. 30 Principal Offices in the United States and Canada. Main Office, No. 1 Broad- way, New York City. Author- ized agents everywhere. WHITE STAR LINE RED STAR LINE ATLANTIC TRANSPORT LINE International Mercantile Marine Company THe JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION May, 193) In Washington— The DODGE HOTEL (Formerly Grace Dodge Hotel) Near the Capitol C7AEED We offer you every facility for enjoying a holiday in the Na- tional Capital, and for trips to Mt. Vernon, Arlington, Annapolis, and Gettysburg. An established “No Tipping” policy throughout the hotel. Special Summer Rates for Teachers Write for Information 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 EMPLECit>IOURS 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 adie and ** Vergilian Pilgrimage.”’ “The American University Way of Travel” AMERICAN INSTITUTE of EDUCATIONAL TRAVEL 587 Fifth Avenue, New York UNIVERSITY (COLLEGE COURSES @ CREDITS) “«» STUDENT TOURS *e EUROPE Selected Groups \ Experienced Management ~, Expert Leadership SCHOOL OF FOREIGN TRAVEL inc. 110 EAST 42” STREET N. Y. C. Foremost Student Tours Nearly 4000 satisfied membersin1929 250 All Expense Tours Small groups, 1st class hotels, more a travel. Visit the Passion Play f 1930. Send for booklet. COLLEGE TRAVEL CLUB 154 BoryLsTon St. Boston, Mass. Mention THE JournaL, when writing our advertisers. _ eres, (Continued from page A-142) the oxen and bring them and carr dren on to camp. “I was so cold and numb that I tell by the feeling that I had any feet at all, We started this morning at sunrise and did not get to camp until after dark, and there was not one dry thread on one of us—p even my babe. . “I had carried my babe and I was 80 fa- tigued I could hardly speak or step. When | got here I found my husband lying in Welch's wagon, very sick. He had brought Mrs. Polk down the day before and was taken sick here. We had to stay up all night tonight for our wagons are left half way back. I have not told half we suffered. I am not adequate to the task. “Here are some hundreds camped, Waiting for the boats to come and take them down the Columbia to Vancouver or Portland or Oregon City.” There, if you please, is the past—the Amer- ican past. The hardship, the soul-sickness, the utter weariness, discouragement and misery that shine through the paragraphs of that pioneer woman’s diary; what were they but part of the price that was paid for all that we have today? We are not our own— not entirely. We are bought by the past; bought by the unsung heroes and _ heroines who suffered and endured more than we shall ever be called on to suffer and endure in order that we might have what we have. You cannot understand your nation unless you comprehend that fact. Back of every- thing that is thought and done today there stand those shadowy figures of the pioneers, straining forward through incredible hard- ships in the dim hope that somehow the fu- ture could be made better than the past. They have gone, now, and the responsibility is ours. Who can read that Oregon woman's diary without vowing to do what he can, be it little or great, to bring that old dream a bit nearer to realization? y the chil. could not A true builder of the profession— Builders of Our Profession is what | look for first ; as I see names from South Caro- lina, North Carolina, New York, Penn- sylvania, Alabama, Georgia, Virginia it makes me glad. Teaching is a joyous vo- cation to me, even though I began teach- ing after my fiftieth birthday anniver- sary. The NEA Journat has been my helper since 1925. It is the best aid for keeping an open mind. Candid opinions from various sources help all who are willing to learn.—Louise Biggerstatt, Stony Man School, Luray, Virginia. Some comments on the March Jour: NAL—Comments like these signify that JOURNAL readers are interested in its development: Your newspaper symposium in the March JournaL is excellent, timely, and much needed. It will prove itself of great worth to schoal administrators.—Edith A. Lathrop, U. S. Office of Education. Dr. Finney will deserve more and more at- tention. His Sociological Philosophy of Edu be | cation is much to the point and should Ok rch uch | to op, du- be . £ THE JOURNAL OF TI Jol. 19, No. = -_ J —- y every teacher. The March JouRNAL ig a great number, most helpful for those ~~ need materials of an interpretative c = acter.—susan = Dorsey, former superintend- s Angeles. 7 pase the March JOURNAL the best ‘sue of any professional magazine I have ever read. It would make an excellent text for school administrators to read daily.— g. E. Wilson, principal, West Palm Beach, Fla. : ‘ My 22 teachers all say the March issue is the best ever—Arthur E. Peterson, principal, Sandy, Utah. I think devoting so much attention to the problems of schoo! publicity will be help- ful—Carl G. Miller, Lewis and Clark High School, Spokane, Wash. The articles, [nterpreting the Schools, were more valuable, to my notion, than any recent material printed. A careful perusal of the in- formation contained therein is as valuable as a college course in writing.—A. R. Beardsley, principal, Jefferson School, Centralia, Wash. The articles, Interpreting the Schools, inthe March JOURNAL, are about the best material for school use that I have seen in any maga- zine. | am using them as a basis for a number of articles to a local paper on the general de- velopment of education as related to our owr: county—Arthur L. Rankin, principal, Brad- ley High School, Cleveland, Tenn. The entire group on Interpreting the Pub- li’s Schools was so closely related that it was hard to rate any one of them. I believe that an entire series like that in one maga- zine is much more valuable, especially for group study, than one article on the subject in each issue.—Edith Levin, Bellevue High School, Bellevue, Mich. read b A Columbus headliner—H ow old are the important Indian ruins of our South- west? How this most baffling question was answered by means of the calendar of tree rings will be told to a National Education Association audience when Dr. Neil M. Judd, through the courtesy of the National Geographic Society, delivers an illustrated address before the conven- tion in the Columbus, Ohio Auditorium, July 2. Vitalized commencements — Com- mencement season is at hand again. Dur- ing the past year the JourNAL has re- ceived many requests for commencement helps. Much material has been furnished in the way of reprints and bibliographies. This service will be continued next year. In planning for this it is essential that the best possible material from the field of the 1930 commencements be procured. The Journar will be pleased to receive ‘uggestions and material from all schools Wishing to aid in furthering the cause of better commencements. The following tems of information will be helpful : : hig hag the commencement program Program was planned and developed (Continued on page A-147) -KUROPE | Why not get the maximum perma- nent satisfaction from your tour to Eu- rope? Enjoy the guidance of eminent scholars—the equivalent of a summer school. Write for Booklets and Reading Lists The Bureau of University Travel NEWTON, MASS. 21 Boyd Street CANADIAN NATIONAL —TO OUNTAINS or seaside; forest soli- tude or gay resorts; old-world romance; new adventure or perfect rest? Your choice awaits you in Canada! Jasper National Park . . . scenic gem of the Canadian Rockies. . . offers the hospitality of Jasper Park Lodge, mountain climbing, golf, motoring, swimming, trail rides, ex- ploration. Minaki—in Western Ontario on the Win- nipeg River, in a wonderland of lake and woods country, offers canoeing, bathing, golf. Ontario’s lake-strewn Highlands abound in happy resorts for lovers of the great outdoors. Canada’s Atlantic Provinces give the health and joy of the rolling sea. . . bathing, boat- ing, golf, fishing, adventure. Quebec, with its traces of the old French régime and continental tradition and atmos- phere . . . charms with the freedom of country havens or the ultra-smart Lower St. Lawrence resorts. Full information on Canada’s vacation lands may be obtained from any Canadian National Office. BOSTON NEW YORK 186 Tremont St. £05 Fifth Ave. BUFFALO PHILADELPHIA 420 Main St. 1422 Chestnut St. CHICAGO PITTSBURGH 4 S. Michigan Ave 855 Fifth Ave. CINCINNATI PORTLAND, ME. 49 E. Fourth St. Grand Trunk Ry. Sta. CLEVELAND PORTLAND, ORE. 925 Euclid Ave. 302 Yambill St. DETROIT 1523 Washington Blvd. ST. LOUIS 314 No. Broadway ST. PAUL 33 East Fifth Street SAN FRANCISCO i "3 689 Market St. E > get e q DULUTH 430 W. Superior St. KANSAS CITY 705 Walnut St. LOS ANGELES 607 So. Grand Ave. MINNEAPOLIS 518 Second Ave. So. CANA SEATTLE 1829 Fourth Avenue WASHINGTON, D.C, 901—15th St., ‘N. W. AN iE NATIONAL EpucaTion AssoctaTioNn A-145 | 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 [st 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. EVERYWHERE IN NATIONAL She Largest Railway System in America Mention THe JourNnaL, when writing our advertisers. THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION May, 193) eee The Columbus Convention JUNE 28-JULY 4, 1930 The Sixty-eighth Annual Convention of the National Education Association will be held in Columbus, Ohio, June 28-July 4, 1930. Few cities are easier of access to great numbers of members of the National Education Association. The Columbus Convention promises to set record figures of attendance and interest. General sessions, meetings of the Representative Assembly, registration and exhibits will be located in the new Columbus Auditorium. This building is conveniently located in the heart of the downtown section and within short distances of hotels. Meetings of departments of the Association and allied organizations will be held in places entirely convenient to the Auditorium and the hotels. Columbus offers conveniences of convention arrangement which are not excelled by any city in which the Association has met in recent years. Columbus and Ohio members of the N. E. A. are preparing plans for entertainment. No efforts will be spared to demonstrate Ohio’s known interest in the Association. Railroad Rates and Travel Special convention railroad rates will be available. The reduced convention rates will be obtainable as usual by the use of the railroad certificate which will be supplied to members on request by Secretary J. W. Crabtree, 1201 Sixteenth Street, N. W., Washington, D. C. These convention rates, and also summer excursion rates, will provide economical railroad transportation costs. Columbus is well served by bus lines and is the center of a net- work of through highways which invite travel by automobile. Hotel Arrangements The Housing Committee for the Columbus meeting of the N. E. A. is prepared to give thorough service to members of the Association. Those who arrive in Columbus without hotel reservations will be well cared for, but it is very desirable that advance reservations be made. Requests for hotel accommodations should be forwarded to Mr. George M. Trautman, Chamber of Commerce, 30 East Broad Street, Columbus. State your requirements exactly; give the number of rooms required, names of persons for whom required, price per day that you wish to pay and the dates of arrival and leaving. You will be advised promptly of the name and location of the hotel in which the reservation is made and the hour at which the reservation begins. Rooms not occupied at the designated hour of reservation may be reassigned by the hotel. Please remember that a reservation constitutes a contract with the hotel to provide you with the accom- modations you desire. If you find it impossible to carry out your part of the contract, namely, to occupy the room at the time agreed upon, please write or wire the hotel, releasing it, in order that your room may be made available for other members. COMPLETE YOUR PLANS NOW FOR ATTENDING THE CONVENTION HOTEL RATES FOR MEETING OF NATIONAL EDUCATION ASSOCIATION Rates per Day for Room Accom- Rates per Day for Room Accom- Rate per Per- ie oor oe modating One Person modating Two) Persons son per Day ress ° _ eet es ne for Additional Rooms Occupants Without Bath With Bath Without Bath With Bath Suite with Bath 610 So. High St : : .50 to $3.00 State St. at Grant Ave .50 to ne ser Spring & High Sts : : .00 to Colu Long & Fifth Sts.. eqns : ; .00 to Deshier Wallick. Broad & High Sts.. 00 to Fort Hayes c .50 to efferson ° ‘ P .00 to Goodale & y .50 So. — St. oti State .00 to Hou Deurth & State Sts : ° y .00 to High St. nr. Spring St Z a .00 to Broad St. at Grant Ave .00 to ain & High S New Virginia. ...| Third & Gay Sts............ 1d High St. at Naghten .25 to $3.00 |$3. we nied 4.00 to 5:00 $5.00 to $6.50* eee .50to 5.50 .00 to 3.50 sacle 5.00 to 12.00 |15.00 to 25.00 2.50 up .00 to 6.00 .50 to 2.50 :00 to .00 to .00 to 5.00 ‘Oo = : p Special: rates 3 : large rooms RWWWNN UW NWONwht * Kitchenette Apartment. Vol. 19, No. 9 apatite (Continued from page A-145) Why this type of program was given in preference to some other Improvements planned for next year (3) « sorrection—Reference was made in Francis W. Kirkham’s article in the April JOURNAL to Dansdill’s book, Methods in Health Education, published by the Child Health Association. The correct title is, Health Training in Schools and the publisher, The National Tuberculosis Association. Keep the school clean—Teachers who value the wholesome atmosphere of the «hool are including in their subscription orders for the next school year no maga- zines which carry tobacco advertising. Here is a list of periodicals suitable for school use which are free from all tobacco advertising. Others will be added to the list as assurance is received from them that they plan to discontinue the objec- tionable advertising. For the lower grades—Everygirl’s Maga- zine (Campfire), John Martin’s Book, Amer- ican Boy and Youth’s Companion, and St. Nicholas, and The School Arts Magazine. For junior and senior high school—Atlantic Monthly, The Bookman, Good Housekeeping, Hygeia, Industrial-Arts Magazine, National Geographic Magazine, Ladies Home Jour- nal, Nature Magazine, Woman’s Home Com- panion, and The Scholastic. A message for World Goodwill Day —The Pan-American Union has asked THE JouRNAL to bring to the school children of America the following mes- sage of goodwill from the children of Venezuela. This message was chosen from among those written by schools all over Venezuela in response to a letter re- ceived from English school children the vear before. Caracas, Venezuela December 25, 1929. We, the school children of Venezuela, joy- fully greet the children of all the countries of the world, whom we consider as members of the same family, and as such we now invite them, following the leadership of the school children of England, to work with us to bring about the greatest good there is for mankind, that is, the triumph of Universal Friendship. More than once we have in thought traveled through your countries, dear little friends, when we had before our eves the map of the world, and then we have wished we could go ‘om Nation to nation to bring you a token of our affection. We have never seen war, but we do realize its horrors. We must think of : misfortunes that war brings to us children: a without fathers, without brothers, aig _ It robs us of our happiness. t help — have the League of Nations aie. et us pray that it may be strong successful, and so let us learn to love it ite Rica childhood and let us all join in cen _o with all the enthusiasm of our tn hope that our fellow pupils all (Continued on page A-148) THE JOURNAL OF THE NATIONAL EpucaTion ASsocIATION Life Membership New Headquarters Building— a Monument to the. Builders Names of Life Members to be placed in Corner Stone THE NEW HEADQUARTERS building, financed exclusively by life members, is no longer a mere dream. Construction is already under way. It will be one of the finest and most beautiful Association buildings in Washington. It is located on Six- teenth Street across from the National Geographic Society and five blocks from the White House. Five years ago the officers of the Association decided that a much larger building was needed. THE PLAN of raising funds through life member- ship was evolved, but not until last year were funds actually in sight for the new building. The archi- tect’s plans were adopted at the Atlanta meeting and the contractor began work March 12, 1930. WHAT A JOY to realize that the structure will be completed next fall! Since coming to Washing- ton the membership has increased from 8,000 to 205,000 and the staff from four to one hundred and thirty. There are now more than 3,300 life members. 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 Best of all, there is now an organized teaching profession on a par with the profession of law and medicine. A MONUMENT TO LIFE MEMBERS. How fitting to have a permanent record of life members in the corner stone of the building erected as a monument for life members. It will be an honor to have your name in the corner stone of this monu- ment. Let all of the two or more thousand who plan to enlist later do it now. Will _ your name be in the list? THE NAMES of all life members will be printed in the ‘‘Who’s Who in the Pro- fession’”’ for the Life Membership dinner at Columbus. A copy will be sent to every life member. Kindly 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: 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 PTR Sot he ee a ee a as ae it eee a a eas Shecaies a (Fill out, return at once and receive by mail the life membership certificate, card and gold emblem.) Mention Tur Journat, when writing our advertisers. ‘Tue JourNAL oF THE NATIONAL EDUCATION ASSOCIATION University of Vermont SUMMER SCHOOL July 7 to August 15 Burlington-on-Lake Champlain Excellent courses for graduates, undergraduates, teachers. Advan- tuges 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 SUMMER SCHOOL July 7th to August 16th For Teachers and School Librarians Home Economics Library Science DREXEL INSTITUTE Philadelphia Teachers of Biology and Nature Study: An opportunity exists for a limited number of teachers of nature study or of biology to study at the Dorr Sta- tion of the Mount Desert Island Biological Laboratory at Bar Harbor, Maine, from June 23-August 30, in- clusive, rich natural flora and fauna, mountain, forest, ake and ocean types. For further information write art Frances Snow, Secretary, Department of Biology, College, Mass., or Dr. C. C. Little, Bar Harbor, Maine. 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. WITTENBERG SUMMER SESSION First Term...June 16-July 19 Second Term...July 21-Aug. 22 Offering Regular and special courses leading to the A. B., B. S. in Ed., and M. A. degrees. Special Courses for School Administrators, High- School and Elementary Teachers. The Blair Demonstration School offers courses in Student Teaching and Observation under expert critic teachers. Laboratory Pre-School—A demonstration school of scientific child training. Special Bulletin available. Summer Coaching School June 16-28. Featur- ing mentors Robert Zuppke of Illinois and F. C. Allen of Kansas. Send for detailed Bulletin. For Bulletin Address H. J. ARNOLD Director of Summer Session WITTENBERG COLLEGE, SPRINGFIELD, OHIO Mention THE JouRNAL, when writing our advertisers. HOLDEN Book Covers Springfield, Massachusetts MASTERS IN ART THE FINEST COLLECTION OF AUTHENTIC SOURCE MATERIAL, COLOR PRINTS, ETC., WITH INSTRUCTORS’ DESCRIPTIVE TEXTS FOR PICTURE STUDY AND ART APPRECIATION Free to Educators: Prospectus and Specimen Color Prints Brown-Robertson Co., Inc. EDUCATIONAL ART PUBLISHERS 424 Madison Avenue 302 Palmer House Shops New York hicago Summer Schools Recent Research Bulletins of the National Education Association School Records and Reports. Vol. V, No. 5, November, 1927. 132 p. Price per copy, 50 cents. Practices Affecting Teacher Personnel. Vol. VI, No. 4, September, 1928. 52 p. Price per copy, 25 cents. Can the Nation Afford to Educate Its Chil- dren? Vol. VI, No. 5, November, 1928. 48 p. Price per copy, 25 cents. The Principal and Progressive Movements in Education. Vol. VII, No. 2, March, 1929. 60 p. Price per copy, 25 cents. Vitalizing the High School Curriculum. Vol. VII, No. 4, September, 1929. 104 p. Price per copy, 25 cents. The Principal as a Supervisor. Vol. VII, No. 5, November, 1929. 84 p. Price per copy, 25 cents. The Questionnaire. Vol. VIII, No. 1, January, 1930. 52 p. Price per copy, 25 cents. A Self-survey Plan for State School Systems. Part I: Checklists. Vol. VIII, No. 2, March, 1930. 36 p. Price per copy, 25 cents. A Self-survey Plan for State School Systems. Part II: Handbook. Vol. VIII, No. 3, May, 1930. 76 p. Price per copy 25 cents. Discount on Quantities of the Same Book. Every year more summer school instructors use these Research Bulletins for textbook and supplementary reading assignments. Order now for delivery for summer school classes. NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth St. N. W. WASHINGTON, D. C. May, 1930 i (Continued from page A-147) over the world, each one in his ow will cultivate the feelings of Tolerance, G erosity, Kindness, and Love toward mi other and toward other children al] over the world, so that when we all grow up we na, become a new and better kind of men ang women, cheerful, happy, and splendid. "We want to tell our little friends everywhere what great delight we have in seeing and learning every day about all the Marvelous and wonderful things that are being achieved in art and industry; the facilities Provided us for learning and for getting better ac. quainted by means of healthful, interesting and instructive sports; how quickly we sae get in touch with each other and come to know one another since we can now hear words spoken at any time and from any part of the world over the radio, and within a short time could visit and meet one another, thanks to the progress of aviation. {Let us agree to set aside one day of the year, in which all the children of the world shall unite in asking our fathers at home, as the best proof of their love, to forget war forever, and with sincere goodwill work for Peace and Friendship. ‘Hoping that this message may be received with sympathy by all the children of the world, we send them a brotherly embrace and with it all our love. N Couniry, Military men cling to old toys— Although this Congress must leave to military men the general task of building the military machine, it seems to me that we should recognize the limitations and weaknesses of Army men in such matters. In the first place, soldiering is a very old profession and has some very rigid tradi- tions and attitudes. Army officers are not always awake to changed conditions and often stick to old methods until forced to give them up. Even Theodore Roosevelt once said on this point: “It was melan- choly for me to see how fossilized, lack- ing in ambition, and generally useless were most of the men of my age and over, who had served their lives in the Army.” While this judgment is severe we must recognize the fundamental conservatism of the military men and prevent their blocking progress.—From a speech by U. S. Representative Ross A. Collins in the House, January 10, 1930. Equalization for Kentucky teachers —The Kentucky legislature has passed a bill for the equalization of teachers’ sal aries which includes an appropriation of $1,250,000. Such measures will increase as people come to understand the impor- tance of giving a fair start to young pe ple in the smaller towns and rural com munities as well as in the manufacturing and banking centers. If you plan to study in Europe this summer—The League of Nations In stitute of Intellectual Cooperation has (Continued on page A-150) THE JOURNAL OF THE NATIONAL EpucaTion AssociATION CLEVELAND SUMMER SCHOOL WESTERN RESERVE UNIVERSITY Six Weeks: June 23—August 1, 1930 For Teachers, Supervisors, Administrators and Academic Students Standard University Courses, Graduate and Undergraduate Some special features: Observation and demonstration in a public A Nature Guide School and Camp for elementary school in regular session. teachers of elementary science. A reading clinic. p , A School of Library Science. Special offering for kindergarten-primary sonchews. A Music School, University Chorus, A Beenck Plewes and «2 German Howe Northeastern Ohio High School Orches- with observation classes where French tra and Band, Demonstration Classes. and German only are spoken. Recreation in a delightful city. Write for detailed information to THE REGISTRAR, School of Education 2060 Stearns Road, Cleveland, Ohio “Cleveland: The Vacation City—Cool, Clean and Comfortable”’ Plarvsed Elena SUMMER SCHOOL July 7 - August 16, 1930 SUMMER QUARTER of the First Term: June [6-July 23 Second Term: July 24-Aug. 29 College Courses in Liberal Arts, Sciences, ‘ : ‘. School and in fi f th lleges as foll : Education, and Physical Education. adhe onniglan te neers of journalism; Education; and Engineering. sain The program has these advantages: Special Features for the Massachusetts , i Greatly augmented faculty. Bay Tercentenary Celebration. 1 2. Courses in 40 departments. 3 educators. Demonstration school. Unsurpassed lake laboratory. Students may attend either or both terms. Moderate fees. University centrally located. CONAN Study and attend the N.E.A. Convention at the same time! Detailed information on application to the Director of the Summer School, University Hall, Cambridge, Massachusetts. For summer bulletin, address: B. L. STRADLEY, University Examiner Ohio State University-Columbus, Ohio Mention THe Journat, when writing our advertisers. Ohio State University With emphasis on graduate work, instruction will be given during the summer of 1930 in the Graduate Agriculture, including the school of home eco- nomics; Arts and Sciences; Commerce and Administra- tion, including the schools of social administration and Unusual opportunities for teachers and other A-150 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION (Continued from page A-148) compiled a handbook of summer instruc- tion in European universities, institutes, and academies throughout Europe open to American students. The tabulated in- formation answers briefly all important questions and gives addresses in each case from which more complete information may be obtained. To procure this hand- book write the American agents, The World Peace Foundation, 40 Mt. Ver- non Street, Boston, Mass. and ask for Holiday Courses in Europe. London invites you to study there— The announcement of the City of Lon- don Vacation Course in Education for 1930 should make wide appeal to Amer- ican teachers. Founded in 1922 by Sir Robert Evans, the course is today an es- tablished feature in the educational life of Great Britain. Its popularity is such that teachers attend in increasing num- bers, not only from all parts of Great Britain, but also from the Dominions, America, Germany, Holland, Sweden, Denmark, Turkey, Egypt, and other countries. Last year no fewer than eight- een nations other than Great Britain were represented. The program of studies is remarkable’ for its range and still more remarkable for its recognition of the teacher’s needs. It is designed to deal in practical fashion with today’s doubts and tomorrow’s dif- ficulties. As no education is complete that leaves out of account the influence of great men and women, the members of the course are daily brought into personal touch with notables and outstanding figures, great statesmen, divines, soldiers, artists, writers, and commercial princes. The privilege of meeting those who to- day are making history is granted to few and the City of London Vacation Course can point with pride to the fact that it has given thousands of teachers opportunities of gaining inspiration from many of the world’s most famous men and women. To help in this aim, many notable forces in the civic and social worlds lend their aid, and accord to the members privileges that are invariably reserved for the city’s most honored guests. Delightful tours through literary London and official visits to his- toric and literary shrines outside of the city are also a recognized feature of the course. Educational tour of Germany— The Prussian government has invited a group of American educators to visit SUMMER SESSION of the In the Alps of America, a prehistoric land of immortal beauty, where climate, scenery, and atmosphere conspire to Continental Divide—Seen on Student Tours The University of Colorado, unsurpassed opportunities for combining summer in the foothills of the Rockies, offers you study with recreation. Organized hikes and week-end outings; mountain-climbing; visits to glaciers: automobile excursions to Rocky Mountain National maintained for summer students. ! Park; mountain camp Altitude of one mile, within sight of per- petual snow, gives unexcelled climate and stimulating atmosphere. First Term, June 23 to July 26 Second Term, July 28 to August 29 Courses in Arts and Sciences, Law, Medicine, Education, Business Admin- : Field courses in Geology and Biology. University Theater, with special instruction istration, Journalism, Art, and Music. Maison Frangaise, Casa Espafiola. in Dramatic Production. Many and administrators. Opportunities Excellent library, laboratories. railroad rates. special for courses graduate work Organ recitals and public lectures. fled Forests, Ice Caves, teachers, Country, supervisors in all departments. Vacation A Scenic Wonderland—Excursions to the Meteor Crater, Extinct Volcanos, Hopi Snake Dance, Rodeos, etc. An Outdoor College—The center of accessible scenic wonders which in number, variety, beauty, and interest are unequalled in any other like area. May, 193) schools in Germany next summer a cording to an announcement "ty Ds Thomas Alexander of Teachers Colle The tour will start from Hamburg rt 22 and will conclude August 3. The "i ternational Institute of Teachers Col- lege, Columbia University js cooperatin with the Prussian government in arr : ing the trip. Fifteen of the outstanding school systems of Germany will be studied, including all types of schools elementary, secondary, special schools and universities, A representative of the ministry of education will accompany the group who will serve as interpreter, An opportunity will be given either during or immediately following the tour for members to see the Passion Play at Ober. ammergau. Inquiries should be addressed to Dr. Alexander, International Insti- tute, Teachers College, Columbia Uni- versity. ang- Asleep!—One who knows, laughs up his sleeve when a young person tells him that he never gets more than six or seven hours sleep in the twenty-four. The truth is that such a one is half asleep much of the time he thinks he is awake.—From a booklet issued by the Health Officer of Purdue University. GREAT SOUTHWEST make education a pleasure. Grand Canyon, Painted Desert, Petri- Cliff Dwellings, San Francisco Peaks, Lava Beds, Rainbow Natural Bridge, Lakes, Forests, Indian Sports, boat- Boulder common point from Eastern States. UNIVERSITY OF COLORADO Boulder, Colorado Send Today for Complete Information Dean of the Summer Quarter (Dept. S), University of Colorado, Boulder, Colorado: Please send me the Bulletins checkea below: Summer Quarter Catalogue -..._-.--Summer Recreation Bulletin Field Courses in Geology and Biology _-Graduate School Bulletin Write Name and Address in Margin and Mail Mention THE JourNnaAt, when ing, fishing, hiking, picnicking, mountain climbing are features. Program—A full, rich, and inspiring program has been arranged. Varied and complete courses in many fields—Education, Arts, and Sciences. Taculty and lec- turers drawn from leading institutions of country. Ideal Climate—Altitude 6900 feet. Average summer temperature 65 degrees. JUNE 9 to AUGUST 16 FIRST HALF JUNE 9 to JULY 12 SECOND HALF JULY 14 to AUGUST 16 ARIZONA STATE TEACHERS COLLEGE FLAGSTAFF, ARIZONA Write for summer bulletin Grady Gammage, President writing our advertisers. ren ith THE JOURNAL OF THE NATIONAL EpucaTion ASsocIATION \ at | ~MINNESOTA e Heart of ne Nations Playground Minnesota is the third largest State University. The facilities it offers teachers, graduate and undergraduate students in work } leading to all Academic and Professional Degrees, are unsur- ) Passed. Come to WE-TO0-MA-CHEK A Delightful Vacation Playground 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. ; 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 750, 5026 Greenwood Ave., Chicago, Ill. 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 PSYCHOLOGY Cuitp WELFARE “In the Heart of the Nation's Playground” Enjoy Your Recreation Time eect 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 (Interest. Tournaments in Golf, Ten- nis, Hand Ball, open to men and women. First TERM June 17th-July 28th SECOND TERM Fr x3 ‘i July 28th-August 30th re, For complete informa- ey “¥ tion. address oy Director of Summer f° Session, Box B. Of ‘i° University of Minnesota Minneapolis, Minn. The Albert Teachers’ Agency 25 East Jackson Blvd., Chicago. 535 Fifth Avenue, New York City. 207 E. Williams St., Wichita, Kans. 721 Riverside, Spokane, Wash. ~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? Let the long arm of the T. C. U. follow you this year, everywhere—on the road, in 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 Coupo.t _ Just send your name and address for complete information as to how we protect you. Your in- quiry will place you under no obligation. 2 _ TEACHERS CASUALTY UNDERWRITERS os ™ _ 608 T. Cc. U. Bidg. Lincoln, Nebr. The Albert Teachers’ Agency is a general agency offering a placement service corresponding to the highly developed and complex system of modern education in all its manifold details. An Administrative Department. This department is for the placement of Superintendents, High School Principals, Ward Principals, and Super- visors, Pe High School Department with lists of available teachers for every emand. Mathematics, Science, Language, English, History, Home Economics, Athleti + e ale . ° — Music, Art, Commerce, Agriculture, Manual Training, Librarians, -NUISeS, etc, A Grade De a. — under a special manager. Here may be found the and the best grade teachers f mgutet qulivations t Se fend seyetene *t opportunities for teachers due to an unusual type of employers. A Teachers’ Colle that field—Doctors. A College De ge Department resourceful for the distinctive needs of Masters, Critics, Supervisors, Specialists. FREE Information Coupon d Partment with lists of available Doctors, Masters, Engineers and other specialists i in every subject of the curriculum. Our patrons are FREE 4 Wide circle af Tr.: e . ° ° ° . ies & of University and College Presidents, State Teachers’ College | ng Fo 23. % GC. Big, “dents, Deans, Heads of D ' , , dentificati T ih we "ay s epartments. College work forms a large part An Identification Tag | fas Sake he for Your Traveling Bag I am interested in knowing about your Pro- | tective Benefits. Send me the whole story and A Juni , untor College Department to meet the special needs of that field. A Privat Has space for name and address, Booklet of testimonials. ate School Department covering the entire country. = —ooy — ae _ My Name is__-----------------~---~ only a limited number, Du ey Sis wieteie Se. no are free to teachers as long as they | (This coupon places the sender under no last. SEND THE COUPON. obligation) Mention Tue JourNnAL, when writing our advertisers. THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION May TEMPLE UNIVERSITY Broad St. and Montgomery Ave. PHILADELPHIA, PA. o— College of Liberal Arts and Sciences Teachers College School of Commerce Professional Schools: Theology, Law, Medicine, Dentistry, Pharmacy, Chiropody School of Music Training School for Nurses University High School ee SUMMER SESSION JUNE 30—AUGUST 8 SEND FOR BULLETIN Phone, Stevenson 7600 Perry Kindergarten Normal School Founded 1898 by Annie Moseley Perry 3-year course for high school graduates desiring to become nursery school, kindergarten, primary and play- ground teachers. Limited enrollment insures personal attention. Supervised practice teaching. University credits. Send for booklet ‘‘Training Children.’’ HARRIOT HAMBLEN JONES, Principal, 25 Huntington Ave., Room 316, Boston, Mass. BBOT T cenrrat, soutuern, TEACHERS AGENCY WESTERN STATES 25 Years Teachers needed for Home Economics, Agriculture, Science, Mathematics, Latin. Principals, superintend- ents, private schools, colleges and high schools. Affiliated with Arkansas Teachers Agency. 201 Moore and Turner Building LITTLE ROCK, ARKANSAS Prepares young women to teach children from nursery school through 6th grade. Diploma and degree courses. Summer session opens June 20, 1930. Catalog. Box D 50, Evanston, Ill. NATIONAL Kindergarten and Elementary COLLEGE KEEP ABREAST IN YOUR SUBJECT > EARN CREDIT TOWARD A DEGREE While teaching, use the HOME STUDY courses for Teachers in Rural. Primary, Grade and High Schools—or for Super- visors and Principals, which the University gives by correspondence. 450 courses in 45 subjects yield credit toward either a Bachelor’s degree or Teaching Certificate. Write for booklet giving full information. The Anibversity of Chicago 401 Ellis Hall Chicago » 1930 THE YATES-FISHER TEACHERS’ AGENCY PAUL YATES, Manager 620 South Michigan Avenue, Chicago Telephones: Harrison 2642, Harrison 2643 TEACHERS 28 ZAST JACKSON BLVD. AGENCY Address sx, CHICAGO Selective Service ranging from Primary Teachers to College Presidents. School officials as well as teach find the personal, sympathetic understanding of their needs a valuable enlargement of the recognize; of this Agency. ‘Write for details. ers will 1 proficiency The Educators’ ALLIED PROFESSIONAL BUREAUS 7% Fsucato We recommend superior teachers for the better positions in Universities, Colleges, Teachers’ Colle ges, and accredited Schools. Register Now—MARSHALL FIELD ANNEX BUILDING, CHICAGO, ILLINOIS 402 Dillaye Bldg., Syracuse 317 Schofield Bldg.,Cleveland.0 . oy Chestnut St..Philadelphia 1020 McGee St., Kansas C ity 8 Title Bldg., Birmingham 409 Journal B D = s n nal Bidg., Portland, 120 Boylston >. oe Prccitegyy gg ae Portland. Me. po Union Trust Bldg., Pittsburgh 548 Spring St., oe poms Send for Circular and Registration Form to any address above The Everett 0, Fisk Teachers’ Agencies SOUTHERN TEACHERS’ AGENCY Columbia, S. C. Chattanooga, Tenn. Richmond, Va. Louisville, Ky. Memphis, Tenn Continuous registration in four offices. Covers the Middle Atlantic,. South and Middle West. THE J. M. HAHN TEACHERS AGENCY A WESTERN PLACEMENT BUREAU ELEMENTARY, SECONDARY, COLLEGE Always in quest of outstanding educators for important positions. Teachers with higher degrees in demand. Doctors of Philosophy urgently needed for college and university positions. J. M. HAHN and Blanche Tucker, Managers, 2161 Shattuck Ave., Berkeley, California TEACHERS WANT nae a onal NATIONAL TEACHERS AGENCY, Inc. D. H. Cook, Gen. M¢gr., Philadelphia, Penna. Syracuse, N. Y. Cincinnati, O.; Northampton, Mass.; Memphis, Tenn.; Pittsburgh, Penna.; New Haven, Conn. Other Offices: AMERICAN TEACHERS AGENCY 00 Seat Poasth Ancone VERNA IRENE SHUPE, Manager Superior service to school officials and teachers. Pocatello, Idaho THE CARY TEACHERS’ AGENCY 00 Sb cays 36 Pearl Street 14 Beacon Street HARTFORD, CONN. BOSTON, MASS. SPECIALISTS’ EDUCATIONAL BUREAU NATIONAL ACADEMY OF Accredited— AMERICAN ACADEMY OF hence teachers recommend for: Summer session begins oe" Painting, Sculpture, Illustration, In- G a8. Practical ins proven terior Decoration, Commercial Art and a Se le of Design. Individual instruction under successful artists > aceacoagel a tee pron tor aids rapid progress. Demand for Graduates. your individual needs. Fac- Romoue Tours. Supervised Dormitories. Cultural ulty of international reputa- advantages of the City used. Winter, Spring, and tion Summer Terms. Proctor M. Fiske, Pres. Directors, FRANK H. Younc, H. L. Timmins, I CATALOG—BOX J, 230 E. OHIO ST., CHICAGO Dept. 850, 25 E. Jackson Blvd., Chicago, Il Members National Assn. of Teachers’ Agencies TEACHERS WANTED — College Gradu- ates only, except in special fields. All subjects except elementary. Best places. All States. Get details. 320 N.GRAND AT OLIVE, ST.LOUIS. Me AN OPEN DOOR Will You Help the Hard-of-Hearing Children to enter by means of SPEECH READING? Training Course for Publie and Private School Teachers, Burlington, Vt. JULY Write to AUGUST NEW ENGLAND SCHOOL OF SPEECH READING 4 Jefferson Hall, 175 Dartmouth St., Boston GhicacoNoRMAL§ctoo! tee of Physical Fducation ,_...., diploma and 3-year B. P. E. courses. Modern equipment, fine dormi- tories. Fall term opens Septenber 170M. Write for catalog. t tI! Box 950, 5026 Greenwood Ave., Chicago, 2-year Mention THre JourkNnaL, when writing our advertisers. Now 12 VOLUMES aR ESP a Prepared by 251 authorities under the Editorship of Prof. M. V. O'Shea (Dept. of Education, University of Wisconsin). Every topic in the NEW WORLD BOOK isin proper alpha- betical place—as easy to use as a dictionary! And instead of an antiquated index in the back, we have built the 13th vol- ume—which some call a ‘‘Glorified Index.”’ But it is more than that—it organizes all the material of the preceding 12 volumesunder40 Departmental Headssuchas History, Art, Ci- vics, etc. Under Civicsalone there areover 2,000 pagereferences! W hat LEWIS M. TERMAN says (Executive Head, Department of Psychology, Stanford University) “T consider 1 HE NEW WORLD BOOK ENCYCLOPEDIA by far the best school encyclopedia that has appeared to date (1929). Unlike most encyclo- pedias, its articles are interesting as well as authoritative. It is an important educational .ccomplishment to produce an encyciopedia so interesting and in- telligible to school children and at the same time so valuable a work of reference for adults. It is clear without being childish. I wish every teacher and every child had access to it. | am greatly pleased with the new twelve-volume edition.” Th NEW WORLD BOOK ncyclopedia Published by W. F. QUARRIE & CO. 154 E. Erie St. Dept. 101-D Chicago, Ill. | oa \ 1M FLAMING COLORS In the NEW WORLD BOOK (and in no other encyclopedia) you will find these new-type maps that tell at a glance mountains, valleys, contours, railroads, every city of 100 population and over, National Parks, Reservations, etc. Putting 12 flaming colors into maps so that they would show physical relief as well as serving every other map purpose—is just one example of the improvements in THE NEW WORLD BOOK. Twelve volumes, now, instead of ten—thousands of new pages, many thousands of wonder- ful new illustrations—finer paper—better printing—larger size—these are just a few of the new features! The publishers spent over a million dollars preparing this NEW and GREATER Edition when previous edi- tions enjoyed the highest rating of educators and librarians, and sales reached millions annually. Learn WHY this was done—see for yourself the project material which has won the teachers of America! Mail the coupon. FREE TO TEACHERS! This fascinating 56-page booklet—filled with color plates— gives you a full-sized 12-color map of California, one of 49 in the NEW WORLD BOOK. It also tells you about THE NEW WORLD BOOK—how you can own it on terms as low as 20c a day. Coupon bringsit FREE if you mail at once. THE NEW WORLD BCOK Encyclopedia Published by W. F. Quarrie & Co., Dept. 101-D 154 East Erie St., Chicago, IIl. Please send me without cost or obligation your 56-page book in colors about THE NEW WORLD BOOKk. | School AddreSS... 2c ccccecccccccccccccccccccsccsesscssececccesceeesece In the New Edition of THE BOOK OF KNOWLEDGE there are thousands of interesting lessons, ready for use including methods, outlines, questions and pictures OR a fully prepared lesson F on Iron and Steel, or Cour- tesy, or Useful Plants, or Milk, or the Song of Hiawatha, or whatever it may be, turn to the new Book of Knowledge CLASS- ROOM GUIDE. This volume has been prepared by Professor Pers- ing of Western Reserve Univer- sity, Professor Tuttle of Oregon University, Professor Skinner of New York University, Professor Ritter of Iowa State Teachers Col- lege and other educators. UNITS OF STUDY By applying this Classroom Guide to the clear, simple and absorbingly interesting articles, these become units of study, com- plete and ready for assignment to the class by the teacher. Over 500,000 copies of these units were tested by teachers in schools be- fore this new volume was pre- pared. For reference use, the In- dex of 31,000 subjects (the work of a trained librarian, Miss Zaidee Brown) gives quick access to needed facts. For graded ref- erences, there is a standard Course of Study in Volume 20. For topical references including self- corrective games for kindergart- ners, paper handwork, first aid, etc., see the School-Subject Guide in Volume 20, in which volume Guide. Name_____ Address ee eee ee ee ee ee THE GROLIER SOCIETY, Dept. 308, 2 West 45th Street, New York, N. Y. Send to me free and without obligation: 1) Information about the Book of Knowledge Classroom [] Color plate of birds, for nature study. Journal of the National Education Assoc, 5-30 The Classroom Guide to The Book of Knowledge, Edited by Ellis C. Persing, Western Reserve Univer- sity. The Grolier Society, New York. 591 pages. will also be found the new index to illustrations of painting, sculpture and architecture, the latter pre- pared under the supervision of Ralph Adams Cram. CORRELATED FACTs For “correlated” facts, as con- trasted with the “isolated” facts of the usual encyclopedia article, see any informational unit of The Book of Knowledge. For instance, a child looking for information about beavers finds it immediately, and finds also that the article does not limit itself to this one variety of “gnawing and burrowing” ani- mals. The child cannot escape discovering that the rabbit, the squirrel, the mouse, the rat and others are included in the same animal group as the beaver, and thus arrives for himself at an im- portant conclusion in nature study. The titles of such articles as “The Great Cattle Family,” “Birds That Cannot Fly,” “Insect Friends and Foes,” “Conquerors of Disease,” “The Great Cereals,” etc., suf- ficiently suggest the educational importance of this unique plan. READY FOR USE The teacher who has available the New Edition of The Book of Knowledge, may now turn without tedious compilation of separated encyclopedia articles to illustrated units of study in the various sub- jects, including Geography, His- tory, Character Education, Sci- ence, Biology, Health, Fine Arts, Stories, Poetry, Factual Reading. FREE TO SCHOOLS Beautiful Full-page Color Plate of American Birds There are, in the new edition of The Book of Knowledge, gravure. woodpecker and others. more than 15,000 striking educational and descriptiv: 2,200. of these are in color, 1,200 in beautiful soft A full-page plate of birds in their natu is offered free to schools. ing, chickadees, evening grosbeak, California ja Write for your copy tod pictures. rones of | colors li bunt- Lewis’ Birds shown include la