OCTOBER, 1930 No. 7 = — So a — => S S eS the JOURNAL ¢ the q NATIONAL EDUCATION | € tl lit - tf | ASSOCIATION | i lin ! ! = Se SOOO OOOO OOOO OO OOOO eS ne A a ee eee <—S—0 . (eli SI SSeS ie + 3 — SS Soo oso—SCoO a S ——— a Oo SD OOOm ——— co —— c> So o> —e — —— = Ie The Future of America—Editorial for American Education IT eek American Education Week: The Program Day by Day; How Schools Easich Leisure; A Calendar of Interpretation; Your Child and Its School; Facts for Writers and Speakers “To Grow an’ Grow Forever ’n’ Ever’’—Our New Pre side nt Prebook Reading in the First Grade—J/. E. Frush and M.D. Delaney . A Survey of Character Education in Denver—drthur K. Loomis . Science Outlaws Beverage Alcohol—Poster by David Starr Jordan The Survey of Secondary Education— Nationwide Project The John Newbery Medal Book—Hitty: Her First Hundred Years Vitalized Group Study and Faculty Meetings Putting First Things First—Grace VanDyke More Columbus Cartoons The School’s Relation to ee Hesith—Clare as The New Teacher and the Principal—Effie E. Smith The Redwood Trail to Los Angeles in 1931 Vital Values in Education—E. Ruth Pyrile . Pioneering Again—Wiilliam John Cooper The Cornerstone of the New Building Important Points from Columbus Addresses The New Emergency in Education—Secretary Ceabine s iad: Report New Goals for Enlistment . Resolutions Adopted at Columbus Notes and Announcements q i EI | a) Eile t yer tins as] bo dO HW NW NW LY WwWwWhNH ND WH LH mp OVO On Ui tlh Ly hi ercr ty ih Contents of previous issues of The Journal of the National Education Association can be found by consulting the Readers’ Guide and the Education Index in your library. Ie 5 ' Nae HHitstescyl i ol oo SoS Ooo | = Pcie 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. 1 uh oll i tt 4 cc \ ia i yee ith (=) | q : = G ‘ é e g : a 3 THE NEw WIDE AWAKE READERS | The Program for Elementary School Library S ervice By Lucile F. Fargo Author of “The Library in the School” | ee the school administrator seek- ing to link elementary school li- braries more closely to the curriculum. Defines the present status of elementary school libraries. discusses aims and practices, indicates points at issue, and suggests policies for future develop- ment. Four essentials have been carefully observed: Child Interest Careful and Even Grading Abundance of Reading Matter Non-duplication of Material Whether or not you knew the old Wide Awake Readers you ought to become acquainted with the New Wide Awake Readers The New Wide Awake Junior, 65 cents; Primer, 65 cents; First Reader, 70 cents; Second Reader, 70 cents; Third Reader, 75 cents; Fourth Reader, 85 cents. LITTLE, BROWN AND COMPANY 34 Beacon St., Boston 221 East 20th St., Chicago A penetrating analysis, the outgrowth of a summer conference of educators and librarians supplemented by a re- cent intensive survey of school libraries throughout the country. Index. 208 p. Cloth, $2.25. Prepaid. American Library Association 520 N. Michigan Ave. Chicago, Illinois WINSTON PROGRESSIVE SCHOOLS Are a These Dictionaries LL MODERN PLANS of instruction stress the importance of the proper use of reference books. Outstanding teachers’ colleges and demonstration schools now teach the use of the dictionary from the third grade on, and most of them use THE WIN- STON SIMPLIFIED DICTIONARY. Pupils ac- tually enjoy the regular use of this dictionary, with its clear type, simplified definitions, and plentiful illustrations. There isan edition for every school need. @ THE WINSTON SIMPLIFIED DICTIONARY, Primary Edition. Designed to meet the needs of very young pupils. 28,000 words, fully illustrated....................... $0.80 se @ THE WINSTON SIMPLIFIED DICTIONARY, dummtnadions Edition. The Peabody Journal of Education called this ‘‘the first dictionary to pay attention to modern pedagogical prin- ciples.”” 40,000 words, 800 illustrations................ $1. @® THE WINSTON SIMPLIFIED DICTIONARY, Advanced Edition. For high schools and colleges and teachers’ desk use. With or without patent thumb index. 100,000 words, 3,000 I ne Plain, $2.64; with index, $2.88 Prices subject to regular school discount cee s WINSTON BUILDING CHICAGO ATLANTA DALLAS eta eee FOR TEXTBOOKS ao THE JOURNAL OF THE NATIONAL EpucaTION ASsoclATION A-181 Explain carefully to your children the correct technique of gum massage Teach your children to massage their gums MERICAN teachers have in- variably adopted the latest findings of science in promoting their children’s welfare. In the field of oral hygiene they have played a particularly important part. Be- cause of their patient efforts, most American children have formed the habit of carefully brushing their teeth twice daily. And the good work is being car- ried still further. Realizing that healthy gums are as essential as sound, white teeth, the teachers are impressing on their children the value of gum massage. Teachers from all over the coun- try are striving to insure their children’s oral health. From Vir- ginia, for instance, a teacher writes: ” I have read the story to them on the importance of caring for the gums and taught lessons in hygiene on it. I also had them make health posters, using Ipana pictures cut from the magazines.” e particularly deficient in Children's diets ar he roughage that keeps the gums in health. Help them to form this healthy habit advocated by every modern dentist The work of this teacher, when multiplied by that of thousands more throughout the land, will im- measurably improve the teeth and gums of our children. As one dental authority has said: “If a man or woman reaches adult life with clean, healthy gums, he will probably keep them so for the remainder of his or her life.”’ Soft and tender foods cause the modern plague of gum disorders Nature never intended us to eat the creamy sauces, the tender meats, the over-cooked vegetables that com- prise our daily fare. But we do and our gums too often pay the penalty. Deprived, by our diet, of exercise and stimulation, the gums become tender, weak and flabby. They bleed—they may succumb to gin- givitis, Vincent’s disease or even pyorrhea. A regular massage of the gums will compensate for the deficiencies of our diet. A twice daily rubbing of the gums, with the brush or with the finger, tones the tiny cells, firms the gum walls and speeds the slug- gish circulation. But it is much better to adopt this sound preventive measure when the gums are still hard and healthy. So pass on to your children this Mention THE JournaL when writing our advertisers. recent discovery of the dental pro- fession. Have them brush their gums, from the base toward the teeth, after each regular cleaning of the teeth. This work, on your part, will be of lasting benefit to our children’s teeth and gums; and it will be one more example of the unselfish ser- vice for which the teaching pro- fession has long been noted. Ipana Tooth Paste is an excellent dentifrice to assist you in teaching children this new technique of oral hygiene. Not only is it often recom- mended by dentists to tone up the gums as well as to clean the teeth, but its refreshing flavor delights even children, and that, of course, makes things easier. Ipana’s content of ziratol makes it a specific for tender or bleeding gums. Try it yourself, if your tooth brush occasionally ‘‘shows pink.” But Ipana or no, every educator now has an opportunity to spread the doctrine of better teeth and gums by teaching children the twice- a-day habit of gum massage. Published in the interest of better health, by BRISTOL-MYERS CO., NEW YORK A-182 A plan for schools with limited budgets to acquire fine map equipment. It is needless to spend money for inferior maps and map equipment, merely because funds at hand are insufficient to buy the best. We offer a plan whereby schools can, in the course of two or three years, equip themselves completely with the finest maps made, mounted on spring rollers in a choice of several types of map cases—all within the annual budget. All the popular Rand MCNally maps are available by this plan,including: Goode Political and Physical Maps New Columbia Political and Physical Maps Universal Political Maps Westermann Classical and Historical Maps. Write today for complete details and free illus- trated catalogs of Rand M¢Nally maps and globes. RAND MSNALLY & COMPANY DEPT. 95K 536 S. Clark St. CHICAGO 270 Madison Ave. 559 Mission St. NEW YORK SAN FRANCISCO The End of Your Worries over Educational Statistics PRACTICAL STATISTICS for TEACHERS By Marion E. Macdonald For teachers, active or prospective, desiring an elementary knowledge of statistics, here is a textbook and workbook—consisting of problems, for which solutions are worked out by the user. Included are an interesting and non-technical view of the measurement field as a whole; a discussion of ages and quotients; a glossary; lists of statis- tical abbreviations; formulas and tables; answers to the problems; tests on the subject in general, and lists of reading references. Ideal for the non-specialist No mathematical background is pre-supposed Price $1.60 THE MACMILLAN COMPANY THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION DIFFERENT! A BIG SUCCESS! MY WEEKLY READER MY WEEKLY READER is a four-page paper, issued weekly during the school year, in three editions. Number One is designed for advanced first grade and second grade; Number Two, for third and fourth grades; Number Three, for fifth and sixth grades, ‘os ore bore, OF of the lower grades. For years, teachers of the lower primary grades particularly have been asking for a supplementary read- ing text which would capitalize the ever-expanding interest of growing children in the affairs of life. Children tire of using “the same old readers.” They need fresh, new material to catch their interest and fire their enthusiasm. Now they have it in MY WEEKLY READER, a weekly publication issued in three editions—No. 1 for advanced first and second grades; No. 2 for third and fourth grades; and No. 3 for fifth and sixth grades. FRESH READING MATERIAL EVERY WEEK teresting folks in other lands, community life, health, nature study, and elementary science. In preparing these papers, due care is given to the need of the different issues are designed. READER follows approved vocabulary lists for the different grades. is both alive and up-to-date. In addition, each issue contains a reading abilities. Send for FREE Trial Copies Send for sample copies for your entire class so that you may make a classroom trial at our risk and expense. There will be no charge nor obligation for these copies. Later, if you decide you want to keep copies coming, you may so inform us. You will never regret making this test. Remember, it’s at our risk and expense. earliest convenience. AMERICAN EDUCATION PRESS INCORPORATED 40 S. Third Street, Columbus, Ohio. American Education Press, Inc. 40 S. Third St., Columbus, Ohio With the understanding that there is to be no charge nor obligation for this material, please send. copies MY WEEKLY READER No. 1 (2nd Grade) copies MY WEEKLY READER No. 2 (3rd & 4th Grades) copies MY WEEKLY READER No. 3 (5th & 6th Grades) for FREE CLASS TRIAL! NEA Address Mention THE JouRNaL when writing our advertisers. October, 193) MY WEEKLY READER fills a definite want in the curriculum Each week MY WEEKLY READER arrives in the classroom | with its little stories based on people and places in the news, in- | presenting material of particular interest to the grades for which In all three editions in which it is issued, MY WEEKLY | It is edited to meet the need for factual material which | complete page of self-directing seatwork, which tests and improves | Mark and mail the coupon below at your | Jol. 19, No. / THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION A-183 QUESTIONS that confront every teacher: How Many can you Answer? At the right is a series of 10 questions which every teacher is called upon to answer almost every day in the year. What is your answer to these vital questions? How do you deal with them when they arise in your daily work? These are but a few of the numberless problems which you as a teacher are called upon to solve. Success in your chosen field depends upon your ability to meet these situations promptly and effectively when they arise. And still, it issearcely possible for any one individual to have the knowledge and experience to deal efficiently with this wide variety of problems. It is small wonder, then, that thousands of teachers in all parts of the country are using THE CLASSROOM TEACHER as their constant guide and counsel in their daily work. The Classroom Teacher Solves Every Problem The Classroom Teacher contains a practical solution for every problem which confronts the.teacher throughout the entire school year, from the first day until the last. It is the only complete professional help ever prepared for the exclusive use of teachers—a practical, essential piece of teaching equipment. From classroom control to reading, arithmetic, nature study, and music, it covers every subject in your course of study—every phase of teaching and man- agement. It gives concrete examples, and tried and tested methods which you can instantly apply. The Classroom Teacher is the work of 64 contributors of 10 PRACTICAL QUESTIONS which, at some time, every teacher is called upon to solve. The an- swers are to be found in The Class- room Teacher. How can I prevent and overcome lip-move- ment and finger-pointing in reading? 2 What ought I to do about the pupil that steals? 3 How can I develop in my pupils habits and ideals of promptness? fl How can I prevent a bright child monopo- lizing the class period without destroying his enthusiasm? - Cy What shall I do about left-handed pupils? 6 What is the best way of making lesson assignments? rf How can I teach my pupils to study inde- pendently? 8 How can I provide for the individual differ- ences among my pupils? 9 How can I get my pupils to express them- selves freely and spontaneously? 10 How should I arrange my program at the beginning of the year? national reputation:—such men and women as Dr. Milo B. Hillegas, Dr. Wil- liam C. Bagley, Dr. Laura Zirbes, Dr. Lewis M. Terman, Dr. David Eugene Smith, Dr. Frank N. Freeman, Dr. Wil- liam S. Gray, and others of equal stand- ing. Each is an expert in his or her field and each subject in The Classroom Teacher is presented by the expert best qualified to handle it. Save Your Energy and Do Better Work You owe a debt to yourself as well as to your pupils. Teaching, at best, is a strain upon one’s nerves and a drain upon one’s energy. Let The Classroom Teacher help you get maximum results with a minimum demand upon your time and nervous energy. With The Classroom Teacher as your aid, no situation will puzzle you, no problem of procedure will vex you, no emergency will baffle your ingenuity. You will have that feeling of ease and security which comes with the knowledge that you are pre- pared to meet every problem which might confront you. And with that greater efficiency, you may progress steadily to a better position and a better salary. Mail Coupon For Free Booklet Investigate The Classroom Teacher. Thousands of teachers find it invaluable in their work. Hundreds of superintend- ents recommend it. 90% of the state universities and teachers colleges use and praise it. Let us tell you, without obli- gation, how it will help you in your work. Mail the coupon below for our very helpful and interesting brochure entitled, ‘Recognition for Your Work”? which contains sample pages and full information in detail. The brochure is free—send for it today. The Classroom Teacher, Inc., | ; Dept. 107, 104 S. Michigan Ave., Chicago, Ili. | Please send without obligation a free copy of | your booklet, ‘“‘Recognition for Your Work,” | as ppm _— sample pages from THE CLASSROOM | | ° Ey OP ee tee ae ee ee ea ae ee See eee PORUNIRNNNID S ho5 ond chate d s erence aie he ‘The CLASSROOM TEACHERT Dept. 107, 104 So. Michigan Ave., Chicago, Hl. L Mention THE JourNnaL when writing our advertisers. ee © Home Address............. a i t } 4 the Press Your FREE copy will be sent as soon as we get your request ... Send it NOW! Modern, up-to-the-minute, all the newest items you will want and need—read all about them, select them at your leisure in this great new handy 1931 Harter’s Teachers Catalog. This is the book that thousands of teachers through- out the land rely on—znothing can take its place. To assure yourself getting your copy promptly and at no charge, mail the coupon today. Fall Issue of “MODERN EDUCATION?” is one no teacher can afford to miss Helpful articles, ideas galore, are packed into ° this issue. Three other big issues before an- other summer rolls around. Be sure you get every one. See coupon. Superintendents are invited to order anything from Harter on approval, if desired. THE HARTER SCHOOL SUPPLY CO., 2054 E. 71st Street, Cleveland, Ohio. | | | () 1931 Harter’s Teacher’s Catalog (Free) | () Year’s Subseription “Modern Education” $1.00 (2 year’s—$1.50) | | TES ae eee ee ee Re a Position THE JOURNAL OF THE NATIONAL EpucaTIoN ASSOCIATION Just Off October, 1930 Who Selects Your Textbooks? Regardless of the answer, you will be interested in examining General Business Science by Lloyd L. Jones and Lloyd Bertschi Said by hundreds of teachers and business men to be the outstanding con- tribution to the field of junior business training literature. General Business Science is a new and scientific text that gives pupils of Junior High School age an understanding of the principles of business, its customs and practices. An exploratory course corresponding to the required. courses in General Science and General Mathematics. The text is accompanied by a series of most interesting projects for each unit of the text. These projects bring the pupil into actual contact with those business activities that enter into the daily life of every citizen, re- gardless of his calling. . Instead of training the pupil for various clerical jobs, which he may or may not fill, ‘‘General Business Science” gives him a knowledge of modern business functions and services so that he may know how to conduct his affairs in a businesslike manner. 576 pages; full vellum, de luxe binding; profusely illustrated; complete in- dex and glossary of business terms. Write our nearest office for descriptive literature The Gregg Publishing Company New York Chicago San Francisco Boston Toronto London New McGraw-Hill Books Williams and Oberteuffer’s Industrial Hygiene for Schools By Jesse F. Wititams, Professor of Physical Education, Teachers College, Columbia University, and DELBERT OBERTEUFFER, Supervisor of Health and Physical Education, Department of Education, State of Ohio. McGraw-Hill Vocational Texts. 280 pages, 5% x 8, 154 illustrations. $2.00 The purpose of this book is to present the important problems of hygiene in modern industrial life. Morgan and Flick’s Civics and Industry By DeWirt S. Morcan, Head of the Department of Social Studies, Arsenal Technical Schools, Indianapolis, and Oxa S. Fuicx, In- structor in Economic and Industrial History, Arsenal Technical Schools, Indianapolis, McGraw-Hill Vocational Texts. 288 pages, 5% x 8, 25 illustrations. $2.00 This book aims to promote understanding of the service of government to ar and of the relation between industrial stability and civic welfare. Myers, Little and Robinson’s Planning Your Future By Georce E. Myers, Professor of Vocational Guidance, University of Michigan, Grapys M. Littte, Assistant Principal, Cleveland Intermediate School, Detroit, and Saran A. Rosrnson, Girls’ Coun- selor, Hutchins Intermediate School, Detroit. 417 pages, 5% x 8, illustrated. $1.50 An occupational civics text for junior high school students. Send for on-approval copies McGRAW-HILL BOOK CA).. Ine. Penn Terminal Building 370 Seventh Avenue New York Mention Tre JournaL when writing our advertisers. Vol. 19, No. 7 “BEYOND COMPARISON. wisn Zecsc THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-185 »|t is COMPREH ENSIVE and AUTHORITATIVE-—Chief Justice Hughes »Will long REMAIN UNCHALLENGED —President Angell of Yale »Sovivid and easy...so alive...it HOLDS A CHILD'S INTEREST —Mrs. Franklin D. Roosevelt ITS EQUAL DOES NOT EXIST—New York Times AMAZING NEW ENCYCLOPAEDIA BRITANNICA N ALL the history of publishing no work has received such striking endorsement as this new Encyclopaedia Britannica. Leading critics, scholars, scientists—and 50,000 purchasers—pronounce this be- world-famous statesmen, yond question the finest encyclopaedia in English. The chief critical journals of the world—the New York Times, the Sat- urday Review of Literature, the Quar- telly Review and scores of others agree that its equal does not exist. A good encyclopaedia is a necessity to everyone. 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Y ‘ ouget 35,000,000 words 500 new maps value, (etme i Vivid—up-to-date HOME-UNIVERSITY,” one critic calls this book. It’s almost incredible—the men and women who? write for you. Albert Einstein, Henry Ford, Rear Admiral Byrd, Andrew W. Mellon, George Bernard Shaw, Ram- say MacDonald, Grantland Rice—these and hundreds of others are here. Everyday information for your every- day needs—that’s what the new Bri- tannica gives you, in a new and fasci- nating form. An everyday “help book” You will find the new Britannica the most useful book you ever read, what- ever your special interest or hobby. For children especially it is a book of real opportunity. It teaches them to think for themselves, keeps their minds active, constantly guides them toward success. It’s amazing how chil- dren have taken to this new Britannica. 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Send for our free illus- trated booklet. It contains numer- ous specimen maps, color plates, etc., and gives full information. Before you spend a dollar you can see exactly what you get for your js money. No obligation. Just fill out the cou- pon and esis 4 A. 342 Madison Avenue, New York City Please send me, by return mail, your 56-page SEND FOR FREE BOOKLET TODAY Mention Tur Journat when writing our advertisers. Sel A-186 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION GA October, 1930 Brilliance The pure, strong tones that children love to use—the brilliance that gives character and life, arouses inspiration and interest— the blending qualities so necessary for artistic effect—these are the qualities inherent in Bradley’s Water Colors and Crayons—qualities which are necessary for the best results in school art work, which furnish an incentive for careful, constructive effort. Bradley’s W ater Colors and Crayons Bradley’s Water Colors and Crayons are constructed with the conscientious care which has made Bradley Art Materials standard equipment in most schools. Careful selection of choicest pigments, combined with skillful manufacture insures freedom from grit, uniformity of texture, and perfect blending qualities. MILTON BRADLEY COMPANY SPRINGFIELD, MASSACHUSETTS HANKS to this new miracle of mod- ern science, “aural” education, neglected for years except in music, is today coming into its own. Every modern teacher knows...the final result of education over the air must rest upon the keenness of the hearing faculties of the children who are taught; einen pon y= i cassia IA New Victor Radio Electrola rae f ith th ATLANT: } ANCIS RE-57— New Micro-Syn- education Is now face to tace wi e Kansas City: Hoover Bros., Agents chronous Screen-Grid Vic- actual necessity of continual... specific tor Radio, Electrola, and ... EAR TRAINING. 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National Education Association 1201 Sixteenth Street Washington, D. C. Mention THE JourNAL when writing our advertisers. Vol. 19, No. 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION As the School Year Opens ... SINGER SERVICE BEGINS JZ Ss == “4; | EN HUNDREDS of schools and colleges where machine sew- ing is taught, the opening of the school year is the signal for a familiar and welcome event. Skilled representatives of the Singer Sewing Machine Company pay their annual visit to in- spect machines and equipment and make cer- tain that every facility is provided for carrying on the year’s program of sewing instruction. There is no charge forthis work. It is part of the comprehensive service which the Singer organization renders to all schools using Singer Sewing Machines. If yours is one of those institutions participating in the Singer plan, your equipment may already have been put in shape. If not, call the nearest Singer Shop, let them know you are ready and you will get an immediate response. Or, possibly you are not as yet sharing at all in the program by which we are assisting so many schools and colleges where sewing is taught. If you are not, we should like to send you with our compliments a copy of “Machine Sewing,” a teachers’ sewing textbook, and a sample manual for pupils. Then upon your further request, we will send sufficient manuals for the gitls in your classes and wall charts for group work. If there are several sewing teachers in your institution we will arrange to give them a special teachers’ course in machine sewing, with the free loan of machines and free textbooks and materials. In fact, whatever your special needs may be, we hope you will feel that a service is available in which you can freely participate without any cost or obligation whatever. An expression of interest from you will bring promptly a copy of the textbook, “Machine Sewing,” and the manual. Where the larger service is appropriate a representative of our Educational Department will call and discuss its application to your needs. pager Sewing Machines Are Used Almost . Exclusively in Schools Throughout the World SINGER EDUCATIONAL SERVICE FREE To Schools and Colleges The Singer Educational Service is pro- vided solely to facilitate the teaching of machine sewing and to make possible in the home, through the medium of our schools and colleges, more extensive and profitable use of the modern sewing machine. The service is furnished with- out cost or obligation of any kind to the school using it. The service consists of the following: An intensive course, for sewing teachers, of practical machine operation and ad- justment, varying|from one to ten periods of one hour to one day each, according to local needs and conditions. Free textbooks for teachers taking the course. Free loan of machines to teachers for prac- tice work if machines are not available. Free materials, to be used by teachers in practice work. Free manuals on machine sewing for pupils of sewing classes. Free wall charts, illustrating threading of machine and bobbin. A demonstration lesson for sewing classes when the intensive teachers’ course has been completed. A-187 SINGER SEWING MACHINE Co., INC. Educational Department Singer Building, New York, N. Y. Copyright U.S. A., 1926, 1927,1928, 1929 and 1930 by the Singer Manufacturing Co. All rights reserved for all countries. Mention Tue JournaL when writing our advertisers. A-188 MODERN EDUCATION in Extra Curricular Activities THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A BOOK Educators have felt that general books fail to satisfy the demand for extra curricular ma- The terial. The breadth of the subject demanded more than could be encompassed in single unrelated volumes. Extra Curricular The Extra Curricular Library consists of a series of individual volumes treating a specific sub- ject in the field of extra curricular activities. Each volume written by an author best qualified and equipped to cover the subject. The series of volumes are pub- lished under the able editorial supervision of Harold D. Meyer, author of the “Hand Book of Extra Curricular Activities,” which has been generally accepted as the best single volume yet pub- lished. Ten volumes are ready for de- livery and others in preparation are: Participation in School Gov- ernment, School Clubs, Intra- mural Athletics, Safety Educa- tion, Class Organization Pro- grams, Appreciation Centers, Vocational Guidance, and Girl’s Activities. Each volume contains about one hundred and fifty pages uniformly bound in limp leather, size 7%, by 4%, inches. $1.00 per volume. SPECIAL: If the complete library is ordered, to be delivered as pub- lished, a special rate is made. Cir- cular giving Table of Contents, sent on request. A. 8. BARNES & CO. G7 West 44th Street Library NOW READY Financing Extra Curricular Activi- ties—Meyer & Ed- dleman. Thrift Through Edu- cation—Murphey Commencement— Jones Student Publica- tions—W ells and McCalister Organization and Administration of Extra Curricular Activities — Mil- lard Home Rooms— Evans and Hallman Assembly Pro- grams—Wagner Point Systems and Awards—Johnston Intramural Athletics and Play Days— Draper and Smith Student Participa- tion in School Government — Vineyard and Poole —__ NEW YORK October, 1930 ee TEACHING AS A CREATIVE ART Fifth Yearbook of the Department of Classroom Teachers This valuable book for teachers and supervisors includes: Kindergarten-Primary Projects Creative Projects in the Interme- diate Grades Special Activities in High School English and Literature Citizenship and Character Building 307 pages Price, $1.50 Discount on orders of two or more copies National Education Association 1201 Sixteenth Street N. W. WASHINGTON, D. C. When your classes study Govt AMERICA you'll want this COFFEE SCHOOL EXHIBIT... IT’S FREE! A croup of well-known educators has prepared this Exhibit to make class work simpler and more interesting. From a dull study of products and boundaries, geography is trans- formed into a tour through romantic coffee-land. Fine pictures tell the complete story of coffee cultivation in Brazil. Charts and maps show clearly where the world’s supply of coffee is grown and where it is consumed. There is a history of coffee, an explanation of correct coffee brew- ing and a study of its dietetic values. The Exhibit is most appropriate for the fifth, sixth and seventh grades, but teachers of the higher grades will also find it practicable. There are fifteen heavy white cards (11 x $1), litho- graphed in black and in full color. They are packed in a sturdy manila envelope, with suggestions for their use. You will find them constantly helpful in your work. Just mail the coupon below. We will be glad to send you the free Exhibit. COF * AMERICAS avorite DRINK xe ke & & *® Address BRAZILIAN-AMERICAN COFFEE PROMOTION ComMITTEE, E 11 Water Street, New York City. Gentlemen: Please send me your free Coffee School Exhibit. Mention THE JournaL when writing our advertisers. Vol. 19, No. 7 sions ila THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION GRADE LT EACHER brin gs you ke help you solve your teaching problems ...to have at your finger tips the newest ideas in teaching practice... to make you a bet- ter teacher—and your class a model of teaching efficiency, subscribe now for Grade Teacher. $2.00 NEVER BETTER SPENT The only professional magazine for Classroom Teachers of all grades, Grade Teacher brings you from September through June a vast storehouse of inspirational teacher helps and guides. Packed with everyday material for all the grade groupings—Primary, Interme- diate and Grammar. Time-saving and energy preserving. A stimulant to your teaching pro- gram. Specialist contributors on up-to-the- minute school subjects—Health, Safety Educa- tion, Visual Instruction, Radio, Music, Physi- cal Training, Citizenship, Auditorium Work, Seatwork, and scores of others. UNDER EXPERT EDITORSHIP The editor, Florence Hale, has intimate first- hand knowledge of your problems and how to meet them. An expert in elementary educa- tion for the state of Maine, and a vice-president of the N.E.A., she has taught all the grades and served 11 years as a director of teacher train- ing in a State Normal School. Always in touch with classroom needs, her selection of material always conforms to current educational re- quirements. She writes three to five pages each month, based upon personal acquaintance with teachers and their problems. Through her own pages, “The Editor’s Notebook”, “Talking Together” and “Ask Florence Hale” Helpful... . interesting... modern teacher. Mail the coupon subscription blank! teaching aids for All the Grades! YEAR’S SUBSCRIPTION *2.00 : indispensable to the tive Designing. Blackboard and window dec- orations—table designs—greeting and place cards—valentines. Famous paintings with min- iature reproductions for pupils’ use—story of the picture—life of the artist. Projects—Successful projects all worked out for you. Costume plays and pageants. Puppetshows. Rhythmic and folk dances. Games. History, geography and travel projects. Nature study. Programs and Auditorium Work—Every month, pages and pages of plays, poems, recitations, music and exercises. Seasonable programs. An abundance of stories—the kind children love to hear. Articles on how to tell stories, for either oral or written reproduction. ORDER NOW —PAY LATER! Where for $2.00 .. . only 20c a month, can you get the wealth of classroom material this professional magazine makes available to you? Mailed to you every month at your home or school, it will bring to your teaching renewed interest—enthusiastic a response. The Grade Teacher is vital to your teaching suc- cess. Subscribe to it now. Use the convenient coupon subscription blank. You have until November 5th to pay! USE THIS ORDER BLANK!— PAY NOVEMBER 5th Re A EE RE ae Date § THE GRADE TEACHER, Dept. E 441 Lexington Avenue, New York, N. Y. A-189 (a question and answer column which is im- mensely popular) she places her wide, varied and practical experience at your disposal. AN IDEA LIBRARY—PRACTICAL —USABLE Pictures and Poster Work—Abundant pictures and posters for Picture Study Work and Crea- Please enter my year’s subscription to Grade Teacher 4 beginning with the September issue. I inclose $2.00 to pay for this subscription* or I agree i to pay $2.00 on Nov. 5, 1930. i *Our new Teachers’ Manual, “How to use the Contents of an Educational Magazine’’, 2 book of 40 pages, size 534 x 834, £ will be sent you free of charge if cash accompanies this order. peenagepeetng ¢ > » Mention THE JourNAtL when writing our advertisers. A-190 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1930 4000 Cities now use SHARP'S English Exercises or Language Drills and Tests Ten booksintheseries—a book for each grade from the third to the twelfth, inclusive. Two new books added this year. High School series revised and enlarged, and reduced in price. In each book there is an abun- dance of practice and test ma- terial ready for the pupil’s use. They are time-savers for both teachers and pupils. THE SERIES LANGUAGE PRACTICE FOR THE THIRD GRADE, 64 pages. Single copy, 15¢ postpaid. LANGUAGE PRACTICE FOR THE FOURTH GRADE. 64 pages. Single copy, 15¢ postpaid. LANGUAGE DRILLS AND TESTS. Fifth Grade. 64 pages. Single copy, 15¢ postpaid. LANGUAGE DRILLS AND TESTS. Sixth Grade. 64 pages. Single copy, 15¢ postpaid. ENGLISH EXERCISES. Seventh Grade. 96 pages. Single copy, 30¢ postpaid. ENGLISH EXERCISES. Eighth Grade. 96 pages. Single copy, 30¢ postpaid. ENGLISH EXERCISES. Book | for the High School. 96 pages. Single copy, 35¢ postpaid. ENGLISH EXERCISES. Book II for the High School. 96 pages. Single copy, 35¢ postpaid. ENGLISH EXERCISES. Book Ill for the High School. 96 pages. Single copy, 35¢postpaid. ENGLISH EXERCISES. Book IV for the High School. 96 pages. Single copy, 35¢postpaid. Facts Worth Consideration 1. The books are so widely used as to command consideration from every schoolman seeking to im- prove results in English. 2. The unqualified endorsement by teachers assures satisfactory use in the classroom. 3. Information concerning their use can be secured from a neighboring city. 4. The cost is so small that the sav- ing in paper alone from the use of the books will pay for them. A more satisfactory exercise book; better chosen content; lower cost; excellent service to the teacher— these are some of the factors which have helped to make Sharp’s English Exercises and Sharp’s Language Drills and Tests the leading English exercise book published. Send postpaid price for copies, or write for literature and catalog. Webster Publishing Co. 1808 Washington Ave. St. Louis, Mo. EVERYTHING FOR YOUR STAGE A thirty-year-old organization to serve you RELIABLE .. EFFICIENT Write TWIN CITY SCENIC COMPANY 2310 Cass Ave., 605 Century Bldg., Detroit, Mich. Milwaukee, Wis. 2819 Nicollet Ave., 911 Widener Bldg., Minneapolis, Minn. Philadelphia, Pa. The Promi Microscopic Drawing and | Projection Apparatus | Projects microscopic slides and living organ- isms and insects on table or wall for draw- ing and demonstration. Also used as a micro- scope and a _ micro- photographic apparatus. The Promi, recently perfected by a prom- inent German micro- scope works, is an in- genious yet simple ap- paratus which fills a long felt want in scien- tific instruction and re- search in Bacteriology, Botany, Zoology, Pa- thology, Anatomy, Em- bryology, Histology, Chemistry, etc. It has been endorsed by many leading scientists and instructors. In the Industrial Field, its uses are limitless for research as well as for Microscopic examination, comparison and recording of raw and partly processed materials. The simple operation of this apparatus permits its use by the layman as well as the scientist. AS A PROJECTION APPARATUS: It is used for projecting in actual colors on wall or screen, microscopic preparations, living organisms and insects for lecture room demonstration and in- struction. Makes it possible for a group of students to examine a single specimen simultaneously. Invaluable for instructors in focusing students attention on important features, which cannot be dem- onstrated with equal facility and time saving under a microscope. Eliminates the eye strain of microscope examination. AS A DRAWING LAMP: The illustration shows how a miroscopic specimen slide is projected in actual colors on drawing paper enabling student or teacher to draw the image in precise detail in black or colors. Living insects or microscopic living organisms can also be projected. Adjustment of the size of the image is simply a matter of varying the distance to which the image is projected. Higher magnification may be obtained by using tube and ocular and or high power objectives. Charts can readily be made for class room instruction. AS A MICROSCOPE: By removing the bulb and attaching the reflecting mirror and inverting the apparatus a compound microscope is achieved. Higher magnification is possible by the use of standard microscopic high power objectives and oculars. AS A.MICROPHOTOGRAPHIC APPARATUS: Microscopic preparations of slides, living organisms and insects can be photographed without the use of a camera. PRICE: F. O. B. New York $100.00 complete apparatus in polished wood carrying case. Includes extra bulb, rheostat for 110 and 220 volts with cords, plugs and switch for both DC and AC current, 11x objective, tube with 5x ocular, reflecting mirror and micro-cuvette. Extra equipment prices on request. Prospectus gladly sent. Address Exclusive Wholesale Distributors 117-119 East 24th Street NEW YORK, N. Y. Mention Tue Journar when writing our advertisers. How To GET THE CHILD’S INTEREST The First and - Important Span The wunes OF EDUCATION ee i ane Vol. 19, No. 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Ol. ; "N Z ’ " os 4 4 —— y 4 .- ~ OSSD TENE NOLES: 6 NELESIES CSTE EER EIGER EOL ONO Ne EE _—__________ _ _—+—_________________ _ yy | ~- “— s See De A 5 ~ Ss \ ( —— I —. Na « hy fy WALL. oe ay : ey cHULpHOS, . Fe VER'o z el Jah “/) ae —_— ! (THE ONLY SET OF BOOKS DESIGNED ESPECIALLY FOR THE LOWER GRADES) Captures and holds Children’s Interest by Picture and Story Method Teachers and Mothers are constantly won- Helps Build Character —by form- dering why some children are not as inter- ing right attitudes, ideals and appreciations ested in school work as they are in other during the formative years. things. Pictured Knowledge will solve this problem, giving new life to dry-as-dust sub- jects and inspiring a love for good reading. Thousands of Parents and Teachers testify that it is the best foundational library for. MARSHALL HUGHES COMPANY the small child. Los Angeles Kansas City Boston SPECIAL OFFER TO SCHOOLS The Children Like It New Revised lO Vot.Edition Send Today —for Free 76 page book- let describing the New Revised Edition of Pictured Knowledge. No obligation! _ FREE—76 Page Book Because — Children like pictures and MARSHALL HUGHES pi because they like the stories written in ee SRO, SERINE SS See ° Kindly send me your free book. simple language, easily understood. Name . ; —_— icessicsiiadion Teacher. Ss Say —‘Pictured Knowledge ee a is the only work that children below the ee State__ sixth grade use, enjoy and remember.” ee Mention THE Journat when writing our advertisers. A-192 ‘The Perry Pictures Plan to use them in October and all through the school year as aids in teaching Language, Literature, History, Geography and Picture Study. Order your Columbus and Pilgrim Pictures now. Send 50 cents for 25 Pilgrim Pictures, etc. Size 5% x 8. ONE CENT SIZE. 3 x 34%. For 50 or more. TWO CENT SIZE. 5% x 8. For 25 or more. Send 50 cents for 25 Art Subjects, or 25 Children, or 25 Famous Men. Size 5% x 8. Bird Pictures in Natural Colors THREE CENTS EACH for 20 or more. Size 7 x 9. Send 75 cents for 25 of these pictures with a very brief descrip- tion of each. Catalogues Send 15 cents in coin or stamps for 64-page Catalogue of 1600 miniature illustrations. The Perry Pictures Co., Box 4, Malden, Mass. “Really usable,” Teachers tell us| Coupon brings this BANANA GAME free to Teachers LL who have seen and used it are enthusiastic. It shows just when a banana is ripe and ready to be eaten. Through playing the game, the children learn this one important health point in a most amusing way. Pupils love its bright, showy colors. When not being played, it makes a good health poster for the schoolroom. Printed on good strong muslin, it is made to last a long, long time. Send the coupon for your free copy — and have a happy surprise for the children. Pupils up to 6th grade, and even older, find POON sie sic. wishislobalarstn a Sisk: Si0,0 whines Good King Banana’s Game worlds of fun. SUE ics2ctcsaasoaamcaccaes State... United Fruit Co., 1 Federal St., Boston, Mass. Please send free one copy of Good King Banana’s Game. J.N.E.A. 10-30 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION October, 1930 atlases A New Edition— HEALTH | 51 pes LDUCATION A Program for Public Schools and Teacher Training Institutions The first edition prepared by the Joint Committee on Health Problems in Education and published by the National Educa- tion Association had a distribution of over 35,000 copies. Now it has been revised and enlarged making it one of the out- ‘| standing, up-to-the-minute textbooks. Since coming off the press June 10, 1930, thousands of copies have been ordered for school use. Its value to the profession is shown by the increasingly popu’ lar demand. Paper bound $1.25 per copy Cloth bound $1.75 per copy Discounts on quantities Order Now for Prompt Delivery National Education Association 1201 Sixteenth Street WASHINGTON, D. C. YOUR PRINTING is your representative. It reflects your judgment and character. Naturally, therefore, you should select your printer as carefully as you would an individual to represent you. OUR PLANT fully appreciates the confidence our clients im- pose in us when they ask us to produce their printing. Each and every job—from a calling card to a million copies of a large magazine—is given the same attention. It will be to your ad- vantage to get information from us regarding your next order for printing. Among the publications from our presses are The Journal of the National Education Association, The National Geographic Maga- sine, The American Federationist, Holiday, American Forests and Forest Life, The Bengalese, and the Daughters of the Ameri- can Revolution Magazine. JupD & DETWEILER, INC. Master Printers WASHINGTON, D. C. Mention THE JournaL when writing our advertisers. 7) Adrift... THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION on an Uncharted Sea No More Tragic than Color- less Geography Teaching Without Adequate Maps 7 7 7 7 UST as ships on the high seas must have accurate charts to guide their course, so the geography teacher must utilize graphic aids to stimulate pupil interest and insure definite progress in the geography class. Tests have indicated six features as in- dispensable if maps are to meet modern teaching demands. Férst—attractive color presentation to stimulate pupil interest. Second—accuracy in preparation to in- sure correct data. Third—versatility in design for diversified teaching demands. Fourth—simplicity of text to avoid con- fusion. Fifth—durability for longer life. And sixth—economical cost resulting in liberal installation. The Weber Costello line of Bacon Semi-Contour Political Physical Maps and Bacon Standard Political Maps meet the above requirements exactly. Send for complete descriptions so you may check them yourself. Address Dept. M 1015 WEBER COSTELLO COMPANY Chicago Heights, Illinois MAKERS OF Sterling Lifelon Blackboard—Globes 55 Distributor Warehouses Assure You Immediate Service Mention THe JourNnat when writing our advertisers. Old Reliable Hylo- plate— Erasers Maps—Crayon A-194 THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION October, 1930 Have you received your copy .. . of “Hitch Hikers? “ta avs | : So A_\ a a nn S So) a new kind of book about cleanliness and health Here’s a book that every health worker and every teacher should read _ . . should keep for reference . . . can use in preparing hard- hitting, popular talks and lessons on health. Many leaders in their fields already have received copies of “Hitch Hikers” and given it high praise .. . as a long-needed bringing together of information that 1s fundamental in the cutting down of com- municable disease. If by chance you have not yet received your copy of this 56-page, profusely illus- Mention THe Journat when writing our advertisers. trated source book, or it has been “bor- towed,” or another copy or two are wished for fellow workers, just use the coupon on the adjoining page. Cost for quantities on request. We always are glad, too, of any new oppor- tunity to tell of our other publications and services for teachers and for health officers, nurses, etc. .. . to hear of your problems. Correspondence is invited. CLEANLINESS Established to promote public welfare fal. 19, No. 7 THE JOURNAL OF THE NATIONAL EpucaTIoNn AssociATION A-195 Ee I eid Se Have you received your copy ..of “The Book About Baths?” A few days after this informative and interestingly written booklet was offered the general public through advertising (August publications) nearly ten thousand requests were received in a single day’s mail. Everyone, it seems, is interested in the thought that “‘there’s more to baths than keeping clean’”’ . . . that baths are ‘part of the fine art of up-to-date living.” _.. of “A Cleaner House by 12 0’clock?” In response to our July advertisement, which offered free this book about cleaning, women wrote from all over the country, saying, ‘‘I believe your advertisement was meant just for me,’ “‘I had to sit right down and write for your booklet,”’ “‘It seemed like a beacon ina storm.” .. . of “The 30 Day Loveliness Test?” In June the Cleanliness Institute advertising dealt with the close relationship between cleanliness and loveliness, and it was suggested that what many women had long wanted was a definite program to follow. A total to date of over 60,000 requests for ‘“The Thirty Day Loveliness Test,’ suggests that quite a few women indeed have been waiting for a beauty booklet just like this one. Your interest in these three books may be entirely a professional one. They may fit nicely into your fall or winter programs. But, in any event, we would EL like very much to send you at least one copy of each; more by special request or at cost. Please use the coupon. by teaching the value of cleanliness. | pLEANLINESS INSTITUTE, DEPT. JN10 45 EAST 17th STREET, NEW YORK, N. Y. | | ‘lease send me free, the following: | | O copies of “‘Hitch Hikers’’ O copies of ‘‘A Cleaner House by 12 o’clock”’ | O copies of ‘The Book About Baths”’ O copies of ‘The Thirty Day Loveliness Test” i ig Cache abearnsta vn ether heme Be Renae iste estan tesa sera var sels Uo hak arte Bc eats oO at we eee Street | Mention Tur JourNAL when writing our advertisers. A-196 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1930 ‘When you buy a School Encyclopedia Consider these Important Facts! For 9 years, educators have recognized Compton’s as the pre-eminent classroom encyclo- pedia. 50,000 sets are in use in schools. 400,000 sets are in homes. Compton’s, in the acid Consider this: Compton’s cov- ers every subject taught in schools today. Edited by a staff of America’s foremost educators, its text is up-to-the- minute, accurate, thorough and replete with vital facts. Yet, readable and interest compelling. The pictures are carefully chosen, eloquent, useful and of themselves form an invalu- able teaching help. There is an average of two pictures to every page. Each picture and the exact page on which it will be found is indexed for your convenience—so with maps, charts, and diagrams. Page by page, article by ar- ticle, Compton’s gives to the teacher a teaching tool that makes classroom work easier, more interesting, more effective. And the Quick-Reference Fact-Index gives you a positive guide to every bit of specific

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Page for page, article for article Compton’s offers more— though it costs less. Comp- ton’s has become the standard of comparison for classroom reference works. A set of Compton’s belongs in every classroom library... its outstanding qualities, not its lower price, make it the outstanding encyclopedia value! F. E. COMPTON & COMPANY, Publishers Compton Bldg. SEND COUPON FOR FREE NEW BOOK OF SAMPLE PAGES | | | Our new 48-page Book of Sample Pages—just off the press— | richly illustrated in color will be sent free to teachers and edu- | cators. Interesting pages on many subjects—Study Outlines— | Picture Aids—and Quick-Reference Fact-Index pages. An | excellent portrayal of the diversity of school subject matter and | superiority of treatment. Send the coupon today please—for | your free copy. 1000 No. Dearborn St. Corer orereesesesece COCO e eee esereseeseeeeeeeet® Chicago, Illinois Send this Coupon | | F. E. COMPTON & COMPANY | Compton Building, 1000 N. Dearborn St., Chicago | Send me free, your New 48-page Book of Sample Pages. | | CD. 0406 OS B6:.4:4-O 2465 OS 6:06 668.0000 400'0:4:0:0'008 LE EE EE EE EL ES Mention THE JouRNAL when writing our advertisers. ais, Editorial for October 1930 The Future of America A Statement for American Education Week Week for Sunday, November 16 is The Schools of Tomorrow and the Future of America. This significant theme will serve to focus attention on the prophetic element in the school. In the static civilization of earlier times, the task of the school was relatively simple— to pass on the traditions and to preserve the accepted order. In the dynamic civi- lization of today, the task of the school is much more intricate and difficult. Its activities are becoming rich and varied— as broad as life and as rich as individual needs require. The ideal of a fair start in life for every boy and girl is yet to be realized. The prevalence of crime sug- gests that there are still large numbers of people who have failed to adjust them- selves to the demands of life. The fact that crime is growing less on the lower age levels may indicate that the schools are making themselves felt through their program of character education. During the World War, people said: “Wouldn’t it be wonderful if the enthu- siasm, unity, and loyalty of this period could be carried over into the enterprises of peace?’ They can. When once the people of America are brought to realize the possibilities of peaceful achievement in terms of happiness and excellence of life for all the people; in terms of a civi- lization far nobler and finer than any so far achieved, they will have an enthusi- asm for their part in the common enter- prise deeper and more significant than any period of war hysteria has seen. There is a suggestion of this new chal- lenge in the satisfaction and pride with which visitors to the national capital view the growing beauty of the city and the plan for its further development. It is seen in the intelligence and devotion of such cities as Denver in the unified de- velopment of beautiful parks and schools. lt is found in the farreaching activities of our great national associations. On Tw THEME of American Education the material side the following achieve- ments are even probable before 1950: (1) A system of health and safety that will practically wipe out preventable accidents and contagious diseases. MERICA is great because of the ideals which the pioneers established for its homes, for its schools, and for its democratic community life. It has chosen to take the higher path—to reach up and out and forward. The future of Amer- ica depends simply on our being ourselves, on our stand- ing by the ideals that have made us great, on magnifying the home, on building up our schools, and on keeping alive among our citizens the spirit of reform and social advance. (2) A system of housing that will provide for the masses, homes surrounded by beauty, privacy, quiet, sun, fresh air, and play space. (3) A flat telephone rate for the entire country at moderate cost. (4) Universal air transportation at low cost. (5) A system of paved, beautiful highways will connect every part of the nation. (6) The further development of school buildings and playfields until they will exceed in nobility the architectural achievements of any other age. (7) The organization of industry, business, and agriculture to minimize uncertainty and depression. (8) The perfection of the insurance system to give universal protection from disaster, unemployment, and old age. (9) The extension of national, state, and local parks to provide convenient recreation areas for all the people. (10) The perfection of community, city, and regional planning to give to all, surroundings increasingly beautiful and favorable to the good life. (11) The shorter working week and day so extended that there will be work for all. On the social side the oppertunities which now belong to the more favored communities and individuals will be ex- tended to all: (1) Hospitalization and medical care will be available for all who need them. (2) There will be a quickened appreciation of the home as a center of personal growth and happiness. (3) Educational service, free or at small cost, will be available from the earliest years of childhood throughout life. (4) The free public library will grow in importance leading the way toward higher standards of maintained intelligence. (5) The nation will achieve an American standard of citizenship which means whole- some community life and clean government. (6) Crime will be virtually abolished by transferring to the preventive processes of the school and education the problems of con- duct which police, courts, and prisons now seek to remedy when it is too late. (7) Avocational activities will become richer, leading to nobler companionships and to large development of the creative arts. (8) Ethical standards will rise to keep pace with new needs in business, industry, and international relations. (9) The religious awakening will grow in strength until most of our citizens will appre- ciate the importance of religion in the well- ordered daily life. If these possibilities seem fanciful and overstated, one needs merely to recall the path of the past twenty years and to pic- ture the vast gains that have been made in spite of the most costly and demoraliz- ing war of our history—a war which left an aftermath of debt, crime, and political confusion from which the nation is slowly freeing itself. No one can pre- dict the future, but he may be certain that from the standpoint of both the in- dividual and society the best preparation for its opportunities and the safest insur- ance against its changes and disasters lies in education that is sound, universal, gen- erous, and sustained. Right education is the master factor in the advance of civi- lization. Let us magnify the schools, the home, the church, and library.—J. E. M. . ‘HE IDEALS which Lincoln inspired have served to mold our national life and have brought in time great spiritual unity. His words have poured their blessings of restraint and inspiration upon each new generation. In the weaving of our destiny the pattern may change, yet the woof and warp of our weaving must be those inspired ideals of unity, of ordered liberty, of equality of opportunity, of popular govern- ment, and of peace to which this nation was dedicated—Herbert Hoover, Memorial Day address, 1930. —— ae [Prices for reprints of a 4-page feature on American Education Week are: 1 copy, 10¢; 20 copies, $1; 100 copies, $4; 1000 copies, $30.] [ 205] The Program Day by Day N INSPIRATIONAL THEME is pro- vided for each day of American Education Week. These themes will be adapted to the needs of each com- munity. Some schools prefer to empha- size one theme each year. Local posts of the American Legion and parent-teacher associations will assist with the program. Monday, November 10—Theme: The scnools and the enrichment of human life. Show how the schools have enriched the life in your community. Have both pupils and citizens think of specific things which the school has done to encourage the higher and finer values. Note increased appreciation of beauty, of good order, the development of libraries, city planning, better habits of living, the growth of parent-teacher organizations, training for the wiser use of leisure through reading clubs, and the like. Emphasize adult education, noting the many grownups who are now pursuing some special line of study. Describe the specific things which schools are doing to train for the wiser use of leisure. Tuesday, November 11—Theme: How schools promote patriotism and world under- standing. This eleventh anniversary of the Armistice is a fitting time to emphasize patri- otism and world understanding because of the special efforts which are now being made to improve world relationships and to insist on a higher type of citizenship and public service. Let the schools of each community show what they are doing to bring about a better understanding of civic duty and of world relationships. The plans of the national commander of the American Legion for 1930 include one meeting in 11,000 American Le- gion posts, devoted to the subject of world goodwill. Wednesday, November 12—Theme: The schools of yesterday. Every citizen should know the inspiring story of education in America—its crude beginnings, its hard struggle to get established, the difficulties of the pioneer period, the revival under Horace Mann and Henry Barnard, the rapid expan- sion of the elementary school during the last quarter of the nineteenth century and of the high school during the first three decades of the twentieth century. Let the authorities in each state and locality recall important events in local educational history and pay tribute to the pioneers who laid the foundations for the schools of today. The school of yesterday may be worked out by having some of the older people reproduce in costume the meth- ods, spelling contests, ciphering matches, and other activities of the early school. I Love education because in the country from which I came onlythe rich could afford it, and the poorer class had to go through the | school of hard knocks, and I have graduated from that school. I began life as a peddler but poor as I have been, my two daughters | and my son have gone through the state university and my son is also a graduate of Harvard Law School. He is now an assistant state | attorney general. I believe the only solution for making this world a better place to live in is education—This statement from 8 | leading citizen and state officer of one of our American commonwealths suggests the kind of tribute which citizens in every community American Education Week, 1930 Thursday, November 13—Theme: The schools of today. The school has become the dominant institution in American life. It is the most significant activity of both the state i EpucaTIOoN WEEK is ob- served each year during the week that includes Armistice Day. It is sponsored by the American Legion, the United States Office of Education, and the National Education Association. It begins on Monday and ends on Sun- day. The program aims to emphasize the enriched outlook on education which is found in the seven cardinal objectives. The 1930 daily themes are: Monday, Nov. 10—The schools and the enrichment of human life. Tuesday, Nov. 11—How schools pro- mote patriotism and world under- standing. Wednesday, Nov. 12—The schools of yesterday. Thursday, Nov. 13—The schools of today. Friday, Nov. 14—What the schools have helped the individual to achieve. Saturday, Nov. 15—What the schools have helped America to achieve. Sunday, Nov. 16—The schools of to- morrow and the future of America. and locality. It is improving rapidly in scope and effectiveness. Visualize for your state and your community the extent of its educational efforts, the number of children served, the ideal of a fair start for every boy and girl regardless of race and gifts. Interpret through exhibits and addresses, the aims and technics of the present system. Visualize also the major problems and needs. Let every citizen feel proud of his share in the great common enter- prise. Friday, November 14—Theme: What the schools have helped the individual to achieve. Every community has citizens of prominence whose debt to the schools is incalculable. On this day encourage these citizens to write and speak of what the schools have meant to them. Let them pay tribute to their teachers, to the influence of fine associates, to the widened outlook gained from their studies, to the ideal of personal growth, to the habits of regularity and industry for which schools stand. Show how schools emphasize the survival of the best. Saturday, November 15—Theme: What the schools have helped America to achieve. The are ready to bring as their contribution to American Education Week. greatest wealth of the nation is its human wealth. Peoples have survived on Poor soils in the midst of unfavorable climate. They have perished in the presence of plenty. The ideals, habits, attitudes, skills, and intelli- gence which are perpetuated through the schools and the homes, build civilization to constantly higher levels. America’s high standard of living, her ability to produce and consume, have been made possible largely by the schools. Let each state and each com- munity note what the schools have helped it to achieve. Sunday, November 16—Theme: The schools of tomorrow and the future of America. The results of our universal and enriched program of education are only beginning to make them- selves felt. The future is limited only by the ability of our people to plan and create higher standards of health, better homes, increased facilities for learning, alert citizens, eco- nomic effectiveness, wise use of leisure, and the highest standards of ethical character. Show how the ideal of a fair start for every boy and girl, the ideal of free choice of school- ing and occupation for all youth, and the ideal of lifelong learning, must lead to a finer and richer life for the masses than has ever been attained in the history of civilization. Picture the school of tomorrow with its vastly increased service to the welfare of the human race. Make plans now—An early start is a vital factor in the success of your program. Let the superintendent direct activities. Request a proclamation from the mayor. Local off- cials of patriotic orders, parent-teacher or- ganizations, churches, civic and fraternal or- ganizations will cooperate by serving on com- mittees and contributing their talent to the program. Newspapers and local radio sta- tions will give the program proper publicity. A few good references—The following refer- ences to THE JOURNAL will aid in making plans: American Education Week; October 1927 American Education Week; October 1928 American Education Week; October 1929 Home Reading for Country Schools; March 1923 Come Into the Garden; June 1927 The School of Tomorrow; January 1929 Teaching the Beauty of Landscape; May 1929 The Leisure of Tomorrow; January 1930 The Need for Educational Interpretation; February 1930 The Enrichment of Human Life; February 1930 Interpreting the Public’s Schools; March 1930 The Use of Leisure; April 1930 Education in the Spirit of Life; April 1930 Education and the Improvability of Man; May 1930 Vitalized Leisure; May 1930 Education for the Wise Use of Leisure; June 1930 ———— 2 r | 1 2 y a American Education Week 1930 How Schools Enrich Leisure can Education Week aim to em- phasize the broader outlook on education which is embodied in the seven cardinal objectives. Many schools prefer 10 emphasize one of these objectives as , special theme during American Educa- tion Week each year. Last year, special emphasis was given to: What Schools Do To Improve Homes. This year in line with the work of the special committee which has been appointed in this field, many schools will wish to emphasize: The Wise Use of Leisure, the Enrichment of Human Life, and Adult Education. Automatic machinery is now rapidly re- placing human hands. Within a century, the working day has been shortened from sixteen hours to eight. Perfected proc- esses, machinefacture, and mass produc- T= INSPIRING THEMES of Ameri- tion are now making such rapid advances ° that unless the working period is im- mediately shortened unemployment will become chronic and severe. The five day week is an immediate necessity. The seven hour day lies around the corner and the six hour day but a short distance up the road. This increase of leisure is of great importance to the school. It pre- sents dificult educational problems and a major opportunity. Schools enrich leisure : (1)By introducing young people to a wide range of life interests. (2)By teaching the use of books and li- braries and developing wholesome reading appetites closely related to each of the great objectives of education and life. (3)By developing appreciation of fine music and skill in singing, playing, and dancing. (+)By having children participate in games and sports which may be easily continued in after years. (5)By providing experience in pleasant so- cial life through school activities and clubs. (6)By cultivating in children a love of the outofdoors—appreciation of flowers, animals, landscape, sky, and stars. (7)By giving children an opportunity to develop hobbies in various creative fields— ; CHARACTER, the leisure of tomorrow may mean a new center of gravity—even as Copernicus, the Polish astronomer, in 1543 gave the human mind a new challenge, by announcing 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 y shift from “the struggle for power, with its mean passions, its monstrous illusions, and its contemptible ideals, to the struggle | of gravit lf gardening, mechanics, applied arts, fine arts, architecture, city planning. (8) By making the school and its playfields the center and servant of a wholesome and satisfying neighborhood life. HE PROGRAM for American Educa- tion Week is built around the seven cardinal objectives of education. These objectives suggest a school pro- gram as broad and as rich as life itself. They have been made the permanent platform of the National Congress of Parents and Teachers. As used on the 1930-31 membership card of that organ- ization they are stated as follows: Health and Safety Worthy Home Membership Mastery of the Tools, Technics, and Spirit of Learning Citizenship and World Goodwill Vocational and Economic Effective- ness Wise Use of Leisure Ethical Character. (9)By calling attention to various recrea- tional agencies and the values which they serve—theaters, concerts, libraries, radio, pe- riodicals and newspapers, museums, parks, playgrounds, travel. Some tests of the schools: Con- tribution to leisure—No school can afford to be satisfied with merely a tradi- tional program of training for leisure. If it is true to its civic responsibility, the school accepts the task of training all youth for leisure now in the community where they live. This means a variety of activities. Here are a few tests: (1)Does your school have a director of leisure education? (2)Are the pupils’ habits of using leisure among the requirements for graduation? (3)Does the leisure of the school have points of contact with the leisure of the com- munity ? f (4)What has the school contributed to community social and civic life? (5)What has the school contributed to community intellectual life? (6)Has the school encouraged aloud in the home? reading (7) Has the school helped to establish in the community a professional library service? (8)Has the school encouraged intelligent travel, preceded by careful study of the litera- ture on the main points to be visited? (9)Has the school encouraged better homes, garden design, and a longtime pro- gram of community planning and beautifica- tion? (10) What is the school doing to foster crea- tive arts among adults in the community? Some special themes—It is in the realm of the spirit that America will make its great gains during the years ahead. The soft life, the gaudy, the triv- ial, the superficial, and the selfish cannot command for any length of time the en- thusiasm of our fine young men and women. This point of view can be brought out in the following themes: (1) The leisure of yesterday (2) The leisure of today (3) The leisure of tomorrow (4) What should leisure do for the individ- ual? (5) What should leisure do for the home? (6) What should leisure do for the com- munity ? (7)What are the dangers in allowing leisure to be commercialized ? (8)Leisure and the creative arts (9)Leisure and the development of skill (10)The importance of leisure outofdoors (11) Leisure and physical vigor. A leaflet for parents and teach- ers—Educating for Leisure. Order from The National Congress of Parents and Teachers, 1201 Sixteenth Street North- west, Washington, D. C. Prices: 1 copy 10¢; 20 copies, $1; 100 copies, $4; 1000 copies, $30. JOURNAL references on leisure— Month after month, THE JOURNAL of the National Education Association has been gathering the choicest material on leisure. A list of references to this mate- rial may be found in THE JouRNAL for May 1930, p194. Three valuable Research Bulle- tins—A Selfsurvey Plan for State School Systems. Parts one and two, March and May 1930. Investing in Public Educa- tion, September 1930. Twenty-five cents each. or 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 of the National Educa- tion Association, January, 1930. cen [ 207] A Calendar of Interpretation HE MOST EFFECTIVE program of i interpretation is a con- tinuous day by day reporting of the aims, needs, and achievements of the schools. The person responsible for carry- ing out this interpretation program will wish to plan it far in advance, in order that all activities of the schools may be reported in full and at appropriate times. The following calendar of interpretation has been prepared by selecting from the news and feature topics that have been used at the times indicated, those which seem worthy of a permanent place in the yearly schedule. In beginning plans for the 1930-1931 program, schools will find this list of topics useful. It should be ex- panded to cover the events of the year and adapted to the needs of the school system. Information may be carried to the public through the newspapers, the radio, school publications, exhibits, public meetings, and other community agencies. September Newspapers The opening of school; new schools Enrolment New teachers: new courses A kindergartner’s first day at school Exhibits and demonstrations School work at state and county fairs School floats in Labor Day parade Exhibits of school gardens Meetings PTA reception to new pupils’ parents Faculty reception to new teachers Radio Address by superintendent Publications Bulletin of greetings to home October — Newspapers School needs at November election Student council and club organization Provision for adult education Report of health examinations Adaptation of courses to student needs. Meetings State and local teachers associations PTA meetings Assembly programs Addresses by prominent citizens Addresses by faculty members November Newspapers Plans for Thanksgiving observance Educational articles from NEA _head- quarters American Education Week Parents visit schools Teachers visit homes Meetings PTA addresses on what the schools help the individual and the nation to achieve Sermons: The School of Tomorrow American Education Week 1930 Radio—Radio parties to listen in on American Education Week national broadcasts Publications Bulletin to the home on Schools of Today MAJOR PURPOSE of the National Education Association is the prep- aration and dissemination of informa- tion on the aims, needs, and achieve- ments of the schools. The Division of Publications maintains a newspaper and magazine service at NEA head- quarters, operates a press bureau at national conventions, promotes the ob- servance of American Education Week, arranges radio programs, and makes contacts for the NEA with other na- tional organizations. This unit of the headquarters staff offers its assistance in carrying out local educational inter- pretation programs. Local school offi- cials are urged to send to this division good illustrations of school interpreta- tion—bulletins to the home, newspaper stories, and reports of successful pub- licity campaigns of all kinds. December Newspapers The fresh air school School parties and entertainments Names of midyear graduates Honors and achievements of pupils Election of staff and plans for school annual Awards for honors in fall sports The school and the Community Chest One hundred percent attendance rooms Entertainments Christmas plays, cantatas Exhibits Industrial and fine arts work completed Physical education demonstration Radio . Superintendent reviews calendar year January Newspapers Reopening of schools Midyear graduation exercises Work of medical and dental clinics Plans for second semester Pupil promotions Extracurriculum activities Midyear graduates who will enter college Radio Address by high-school principal to mid- year graduates of elementary schools February Newspapers Winter convention of the NEA Changes in teaching personnel Classroom projects Provisions for safety in the schools Results with undernourished children Reports of the school research division The school cafeteria Program to honor Lincoln and Washington Radio—Address by president of PTA on home and school cooperation [ 208 } Newspapers Publications Special midyear issues of school Papers March Newspapers Thrift in the sehoels Evening classes Care of crippled ehildren Report of the school health department The school library Meetings Activities ef the PTA Radio Address: What Education has . Helped America to Achieve, by a citizen April Newspapers Vocational guidance in the schools Provisions for behavior problem children Degree to which pupils tend to “drop out” of school before the close of the year What pupils learn in arithmetic Meetings PTA school night Spelling match between parents and pupils Radio Address: Education and the Enrichment of Adult Life, by a high-school teacher May INNewspapers Feature article on the Development of the American Public School Presentday methods in teaching reading Percent of time the school gives to funda- mental subjects Plans for observing Memorial Day Assembly Horace Mann birthday program, May 4 June Newspapers Commencement program Graduates Where graduates will continue education Summer meeting of the NEA Teacher appointments for next year Student honors for the year Exhibits Manual, industrial, and fine arts Home economics Classroom projects Demonstrations Commencement exercises Field Day Meetings Alumni dinner Senior farewell party July Newspapers Where teachers will vacation School costs for the year Building plans for coming year School garden projects August How the school buys and distributes sup- plies and equipment Summer schools School repairs and replacements Playground and recreation activities Library books and school supplies YOUR CHILD AND ITS SCHOOL Some Hints to Parents Arrange the breakfast and lunch hours so that there is no rushing at home or to school. Encourage punctuality and regular attendance, not permit- ting trifles to interfere. See that the children are dressed simply, neatly, modestly, and suitably in accordance with the weather. Insist upon children under fourteen having at least ten hours’ sleep. Find out how much time should be devoted to home work, and see that it is done. Provide a quiet place for home study, with good light and ventilation. Prevent interruptions as far as possible. Show an interest in the children’s school work, athletics, and other activities. Visit the classroom during American Education Week, and at other times, for a better understanding of conditions. Do not criticize the teachers or school at all within the children’s hearing. Always hear both sides of every question and ask the teacher about it. Instil in the children habits of obedience and respect for authority. Picture the school as a happy, desirable place, rather than as one children should dread. a in mind that the schools offer unlimited opportunities to those who take advantage of them, parents as well as pupils. Plan to meet other parents in the school. It will help you understand your children better. Mothers should arouse the interest of fathers in the school activities and get their cooperation. If there is a parent-teacher association in your children’s school, join it. If there is none, why not form one? Intelligent cooperation brings splendid results to all. —Courtesy United Parents Associations of Greater New York Schools, Inc. [This Poster for your classroom is from THE JOURNAL of the National Education Association. Copies on art paper :20 for $1;$4 per 100;$30 per 1000. No. 14259. | [209] Facts for Writers and Speakers 0 HAVE in one place the most recent figures which reveal the larger achievements and trends of education in relation to the life around it is the aim of this page. The lay mind best under- stands the school as it is interpreted in relation to the larger movements of the age. How many teachers are there in the United States?—There were 1,010,232 teach- ers in the United States in 1928 according to Bulletin 1930, No. 3 of the U. S. Office of Education. Of these 209,398 were men and 799,816 were women. How many are enroled in normal schools and teachers colleges?—There were 274,348 enroled in normal schools and teachers col- leges in 1928 according to Bulletin 1930, No. 3 of the U. S. Office of Education. This is an increase of more than 100,000 in five years. Fifty years of public schools—There were 10,000,000 pupils enroled in 1880. There are 25,000,000 in 1930. There were 6,000,000 in daily attendance in 1880. There are 20,000,- 000 in 1930. There were 4% of youth from 15 to 18 in high schools in 1880; 55% in 1930. There were 3% of persons from 19 to 22 doing college work in 1880; 20% in 1930. —From Fifty Years of Publishing by the Houghton Mifflin Co. Education’s challenge—It has been stated that twenty-five percent of the workers of this country are engaged in occupations that were wholly unknown thirty years ago. Edu- cation must be alert to prepare youth for new tasks. Concerning the schools of tomorrow—Too often in the past America has made its teach- ers tramps—forcing them to move as the only means of obtaining better salaries; sub- jecting them to the uncertainty of annual elections; preferring adolescent girls to es- tablished men and women; and thinking of its teachers as outsiders. The teacher of to- morrow will be a part of the neighborhood life—a home owner and lover, known by all, appreciated and honored. A new educational problem—There were more than 31,500 people killed by automo- biles during 1929. This was 23 deaths for each hundred-thousand people in the country —an increase of nearly 13% over 1928. Safety education is one of the new demands upon the schools. Our industrial advance depends on educa- tion—No machine or product is complete in itself but must be complemented by knowl- edge in the minds of its users. For this civil- ization fundamentally is not of mechanics American Education Week 1930 but of education. American industrial ad- vancement is founded not upon the laboratory or the shop but upon our nationwide system of free schools—From an advertisement by N. W. Ayer and Son, Inc. Maxims for Public Speakers Always have something to say and there are lots of things to say if one will but seek for them. Always say what you want to say. Have a care to arrange the speech well. Let it have a beginning, a middle, and an end. Be clear. Make yourself understood. Be careful not to overornament the speech. Do not tell a joke if it is not to the point and will detract from the main thought. In delivery speak slow enough and well enough to make all hear. Do not allow yourself to become dull. Write out full notes but use as few as possible. Do not speak long enough to tire the audience. Always have your peroration so that you will have something other than your hat to sit down on.—James Bryce, Esquire. Values in the United States—The human capital of the United States is valued at more than 1500 billion dollars. Our national wealth is calculated at 360 billion dollars. How has our wealth increased?—From 1909 to 1926 the income of the people of the United States in current dollars increased from approximately 27,000,000,000 to almost 90,000,000,000. In terms of 1913 dollars the change was from 28,000,000,000 to 53,000,- 000,000. During the five-year period from 1921 to 1926 our income increased almost 50%. We seem even today to be in the midst of a new economic revolution which may prove as significant as the invention of power- driven machinery in the eighteenth century. —From Secondary Education and Industrial- ism by George S. Counts. Number of millionaires increases—The in- come tax returns for 1928 show that in seven years the number of persons having an an- nual income of more than a million has in- creased from twenty-one to almost five hun- dred, twenty-four of whom had incomes of over $5,000,000 each. Are Americans heavily taxed?—The n _— total tax bill requires a smaller pile, of its income than is requi i ; portant countries. a ae i te Percent of income spent for education— The total annual income of the United Stat is 90 billion dollars. Two and one-half bil lion dollars is spent annually for public ode cation. Education multiplies human capital A good quotation—It is the schools that produce prosperity and not Prosperity that produces the schools.—French Strother retary to President Hoover. The problem of undeveloped trade areas— Under the very nose of American industry lie undeveloped trade areas. They are com. munities whose schools are too poor to create a high standard of living. Untrained teachers, shabby buildings, fourth-rate equip- ment, no supervision, starvation finance— these do not make for good schools. They do not produce a high civilization with citizens who can work effectively and buy generously, A small fraction of the money now spent to develop foreign trade fields would create in the backward areas of America an un- dreamed of buying power. Let American industry get back of the schools. Federal aid for our neglected rural schools is one answer. From a purely business standpoint, we cannot afford not to take that step. The development of railroads—In 1842 there are but 4000 miles of railroad in the U. S.; by 1860 there were 31,000; by 1880, 93,000; by 1900, 199,000; and by 1920, 264, 000. The development of our system of paved highways has been even more rapid. Telephones increase—In 1880 there were 31,000 telephones; in 1900, 1,300,000; in 1920, 12,500,000; in 1926, 16,900,000; and in 1927 18,500,000. Automobiles show great increases in thirty years—In 1899 there were fewer than 4000 motor vehicles in the U. S. There are now more than 25,000,000. Increase in NEA membership—In 1908 there were in round numbers 5000 active members in the National Education Asso- ciation. In 1918 there were nearly 10,000; in 1930 over 205,000 with more than 3000 life members. National Congress of Parents and Teachers shows gain—The National Congress of Pa- rents and Teachers has a membership of 1,481,105 according to its proceedings for 1930. This represents a growth of more than 100,000 during the past year. Libraries needed—For every inhabitant in the United States there is available about two-thirds of a public library book. America’s leisure—There are said to be 2,000,000 golf players on the courses of the United States—a fine contribution to the wise use of leisure. sec. |r radio speakers—The following suggestions have been developed for those who wish to succeed in the successful transmission : of ype peta radio—Write out your exact wording. Begin with one or two short striking statements. Present your subject on the level of thirteen-year-old listeners. Use a few pertinent historical illusions. Anecdotes, short and clearly to the point, are good. Avoid too much generalization. Minimize preachment and advice. Revise your manuscript for clearness and delivery. Reread aloud | several times under the watch. Speak distinctly directly into the microphone. Do not change position while speaking. it it ral 42 hers » of for than t in bout » be the the “To Grow an’ Grow Forever ’n’ Ever!” HAT’s the most important thing in the world ?” asked the teacher. “To grow an’ grow forever ’n’ ever!” answered a starry-eyed little girl, and she was right! This is the story of a great man who has never ceased to grow and who shows children how to keep on “‘forever ’n’ ever.” The position of superintendent of a public school system of sixty thousand pupils may not strike you as dramatic, but to Willis A. Sutton, of Atlanta, the job is all drama. He feels gravely responsible for the form, tragic or happy, which these young lives in his charge eventually as- sume. And of all that multitude of grow- ing boys and girls there is not one to whom he is not personally known. A little girl pointed him out to me re- cently on the streets of Atlanta as “the man whut luves childrun.” He talks to them over the radio, she informed me, writes a piece in the paper for them every Sunday, and thinks about them all the time! Out of the modest salary of a teacher he has contrived to aid more than eleven hundred young people “hungering for knowledge” to satisfy that hunger. But he refuses to speak of this or to have it appear in the light of philanthropy. “It was a business investment,” he insists, “and a corking good one, too.” During the seven years that he has oc- cupied his present post, Willis Sutton has revolutionized the system of education in Atlanta. For one thing, he has accom- plished the feat of having the teeth of every single child examined and put in good condition. And now he is spurring his young folks on toward establishing a new high standard of perfect health. While this campaign is in progress, he is working to bring to pass another splendid dream—a great free university in which no boy or girl shall be denied a college education because of lack of funds. His greatest achievement, however, is to be found in his remarkable influence over the young, particularly the boys of his schools. “There has not been so large ‘percentage of clean, upright young men in Atlanta in the whole of its history as there are today,” I was informed by dozens of the foremost citizens. “This,” they assured me, ‘is largely due to the in- fluence of the man at the head of the pub- lic schools.” Mr. Sutton’s reputation as a leader of youth is not confined to his own city; it has spread over the country. Within the t Co_umsus, Superintendent Willis A. Sutton of the Atlanta schools was elected President of the National Education Association for 1930-31. This article tells the story of his life. past few years he has responded to invita- tions from thirty-eight states to tell what he knows about children, how he appeals to them and brings out the fineness in them. Willis Sutton insists upon spending among his children every hour that he can filch from his desk. I put in a busy morning, trailing him from high school to kindergarten. I found him finally in a room full of children of the ele- mentary grades. He was drawing them out, rousing them to the very nth degree of mental alertness. He doesn’t believe in telling young people—or older ones either, for that matter— anything that they can think out for them- selves. Minds, like everything else, grow through exercise, he reminds us. And what- ever fires the interest of a child sufficiently to make him rack his brain enthusiastically whether it be a picture puzzle, a game, or an original proposition in geometry—supplies this exercise. “Children, what’s the most important thing in the world?” He tossed this query, like a ball in their midst, as I entered the room. Before you could say “Jack Robinson” half dozen youngsters were on their feet fairly bursting with answers. These included most of the things whose value Mr. Sutton had stressed in the schools: “Religion;” “The family ;” “Always to tell the truth;” “Not to be ’fraid of anything except to be a coward ;” [ 211] “Good health; “Clean teeth;” “Courtesy.” A shrill-voiced little boy piped out excitingly, “A clean collar!’ and in the laughter which this provoked hastily changed it to “Cleanli- ness.” And a delightful girl hazarded, “To be a real man.” But none of these things seemed to be just what the superintendent had in mind. In a way, he said, the answer to his question in- cluded all the suggestions the children had of- fered. Without it no man would amount to shucks; the very world would come to an end. Everyone was on tiptoe mentally. I could al- most hear the thoughts crackling and sizzling beneath those dark and tow-colored bobs and shingles. Then a starry-eyed, red-cheeked lit- tle scrap of a girl caught his idea and an- nounced triumphantly: “I know, I know! It’s to keep on—not to stop—to grow an’ grow forever ’n’ ever!” Yes, that was it! He nodded agreement, as elated as she. “To grow in wisdom and stature—gloriously, beautifully—as that little boy of two thousand years ago had grown.” This thing of growth is at the very heart of all his teachings, growth in character and spirit, mind and body. The story of how Mr. Sutton came to devote himself to work dealing with young people strikingly illustrates the effect of early training upon character. “I was brought up to be a missionary,” he told me. “My mother had believed that she was called to follow this vocation, and when I was born, the seventh of her children, she had the singular conviction that I was to carry out the mission she had failed to fulfil. As a small boy, living on my father’s planta- tion near the little town of Danburg, Georgia, the only name by which I was known for miles around was ‘Preacher.’ ” When he was old enough to go to school, the children built him a tabernacle of logs and pine boughs. And every day at recess, he held services there, gave out familiar hymns, called up burdened young sinners awaiting only the invitation to repent of their wicked- ness. And as they came, sometimes moved to tears by the thought of their misdeeds, he would pray earnestly for them—and for him- self as well. “For I knew I needed it,” he re- marked. So, at this early age, he acquired an intimate knowledge of the bewilderments and griefs that cloud the bright days of childhood. On Sundays, the old minister, in his long black coat, looking over his spectacles to the high pew where Willis sat, straight and still, beside his mother, would say, “Will our young brother lead us in prayer?’”’ And, responding, the boy would rise and stand barefoot in the aisle, and pray. His elder brothers helped with the work of the farm but his mother kept him about the house as her assistant. “Anxious to spare her in every way I could,” he said, “I learned to run the sewing machine. As she basted, I stitched up the older children’s clothes and we turned out the finished garments at a grand rate. While we worked, mother would talk of the future she foresaw for me. It was a future extraordinarily barren of wealth or fame, and rich only in unremitting toil for 212 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION others. Yet, as she painted it, she made all other careers seem poor and unworthy beside it, and I would listen, stirred to the soul.” Hard times struck the farmers of his section when he was twelve and for several years conditions grew steadily worse. As the time drew near when Willis was to go to Emory University to prepare for his work as a mis- sionary, cotton fell to four cents, ruin stared the farmers in the face, and the young people cherishing dreams of college and idealistic careers had to put aside those dreams and knuckle down to work. His mother, however, refused to give in to circumstances. Willis was going to college, she insisted, if cotton dropped to nothing. It was right that he should have this training, and when a thing was right there was always a way by which it could be done. But the weeks slipped by, and no way appeared. “Two days before college was to open,” re- lated Mr. Sutton, “learning that there was a school without a teacher in another part of the county, I saddled a horse and rode over to see if I could get it. On my return home, I was astonished to find my trunk packed and strapped beside the front door. ‘What does this mean?’ I exclaimed. It meant, mother in- formed me triumphantly, that I was going to Emory the next day and she put into my hand a ten-dollar bill which she had borrowed from a neighbor. ‘I can’t go on ten dollars,’ I told her gently. ‘Why, my tuition alone would be around seventy.’ But she was not to be dis- mayed or turned from her purpose. This would get me there, she explained; the rest would come. She possessed the strength of many very gentle people. There was no re- sisting her. And the next morning at dawn, feeling like a person in a dream, I was jog- ging along the red clay road in the old family chaise, bound for college, with ten dollars in my pocket, and back of that as my only assur- ance that my bills would be met—my mother’s unfaltering faith.” In the months that followed the money reached him, even as she had promised. “It was through no miracle, however,” he added, “other than her own tireless energies and un- conquerable will. During that year, she sewed for her neighbors, grew farm products for the town market, raised bees and disposed of the honey and wax, secured another and larger loan from the same generous friend, and left untried no means of earning an _ honest dollar.” After being graduated from Emory Univer- sity, Willis joined the Methodist Conference of Northern Alabama, and at his request was sent.to the Talladega Mountains of that state. “My charge,” he stated, “consisted of five churches scattered among the hills of Clay County. The salary for all five was two hun- dred and sixty-three dollars a year; which was ample, for my parishioners were so gen- erous that my grocery bills rarely exceeded eight dollars a month.” For four years he preached there, and in those years the number of his churches grew to seventeen. In addi- tion, he offered his services for three morn- ings a week to the Clay County High School at Ashland, and was made professor of Eng- lish without pay. It was a life as crowded with useful activi- ties and good deeds as ever his mother had pictured it to the rapt little boy beside her, and in it he found complete happiness. Then, with the suddenness of a bolt from the blue, his ministerial work was brought to an end by the development of throat trouble, which proved so serious that he was compelled to give up the ministry. “But though I could no longer preach, I could still work for the things in which I be- lieved,” he said. “During the term of my pas- torate, I had necessarily learned to know every man, woman, and child living among the hills of Clay County. I loved these people greatly, and had looked forward to spending my life among them; but I was especially drawn to the children and young people. Of these I found that an appalling number had no education whatever, others had attended only a few sessions of the short-term elemen- tary schools. “To these children, education seemed a doorway beyond which lay all opportunity. It represented to them their one means of con- quering the poverty and hardships of their lives, and their yearning for it was like physi- cal pain. ‘If I jes’ had schoolin’ I wouldn’t ask nothin’ of nobody!’ a wistful little boy, typical of many, burst forth, one day, as we touched upon this agitating topic. I knew something of the ache of that longing and often I had thought that the greatest work which anybody, minister or layman, could ac- complish there in those mountains would be to make it possible for these children to get an education. I now resolved that this work should be mine.” Applying for a position in the Clay County High School at Ashland he was made princi- pal. He at once set about putting his school within reach of every child who could pos- sibly come to it. As a first step in this direc- tion, he rearranged his sessions so that the vacation time coincided with the busy farm- ing months of early spring and summer. “For agriculture was the sole industry of this sec- tion,” he explained, “and practically every child of high-school age worked in the fields.” Next he went through the mountains of the county on a recruiting expedition for pupils, seeking out every little isolated shack where lived a boy or girl who, having attended a few sessions of the short-term elementary schools, was eligible for the next upward step. Sitting about the doorways of these mountain cabins, he would discuss with the parents ways and means by which they could manage to send their sons and daughters to Ashland. “And as we talked,” he said, “the young peo- ple whose fates were in the balance, barefoot and clad in garments of homespun—which sometimes they had woven themselves on hand looms in their cabins—would draw near and listen, their eyes starry with visions.” Returning to Ashland, he canvassed the town for boarding places where bright young pupils, poor in worldly goods, but richer than Croesus in ambition, could afford to live while they acquired knowledge. “Stirred by the stories of these boys and girls,’ he resumed, “well-to-do families of that warm-hearted lit- tle town opened their doors and took in num- bers of them as guests. Others charged only enough to cover the actual cost of the food. And still others agreed to accept, in lieu of money, farm products in sufficient quantities October, 1930 eS eee eg to counterbalance the appetite of a growing young student. In short, the whole village be- came a boarding-house and down from the hills swarmed between three hundred and fifty and four hundred boys and girls, im- patient to begin their thrilling progress the high road that led to learning. “y knew nothing, at this time, of methods of education,” Mr. Sutton stated, “nor was I even particularly interested in these. My one purpose was to try to fit my school to the needs of these mountain children. “Therefore, when a boy expressed a desire to learn bookkeeping or stenography or type- writing, giving as his reason, ‘It would come in mighty handy if I ever get to college,’ or a girl thought it would be a good thing if she knew how to make her own clothes or to cook properly, we held a faculty meeting to decide which of us was most competent to teach this branch of knowledge. And the one who was, added it to his schedule. If a student didn't seem able to get the hang of a subject, his in- structor took him in hand and wrestled with him, never giving up until light dawned. When that moment arrived, it would have been difficult to say which was the more jubi- lant, teacher or pupil. “*P’fessor, I believe I’ll bust if I don’t let out a shout or two,’ said a boy on one of these occasions. “ ‘Same here,’ chuckled the teacher, and to- gether they made the welken ring. “Our school was poor in equipment, naving no laboratory or tools or maps and no money with which to buy these things,” Mr. Sutton went on. “But the mountains were full of minerals and we went out and dug these up and studied them. We had all the land and rocks that we could see and of these we made gigantic maps. We made one map of the United States that covered six acres. Upon it we outlined the great railway systems, and some of the enterprising students built minia- ture trains and set them upon the tracks and placed tiny ships along the coast in the white paths of steamers. ‘I sure know this country, one of the boys remarked, when his model was completed. ‘I bet you couldn't lose me in it.’ “The subject which seemed to me of most vital importance to these young people was farming. Every plan affecting their existence hinged upon the success or failure of the crops. ‘All of you boys and girls have got to make the money for your education,’ | said to them one day, ‘and you’ve got to make it out of the soil. Therefore, don’t you think it would be the sensible thing for us to learn everything we can about this subject—become such ex- pert farmers that we can take a few acres and by careful cultivation make them yield the harvest of many?’ They thought so unani- mously. ‘You'll sure have your hands full, teacher,’ commented one of the boys, dryly, “if you start out teaching us farmin’.’” Well, that was what Willis Sutton wanted. So he made a school project of each pupil's farm work and the entire student body launched out into scientific agriculture. “Even those parents—and they were the rare exceptions—who would never hear to their children’s going to school, feeling that it was a ‘bardacious waste of time and money, raised no objections to my teaching them along let $e to- ing ton of up and ade the n it and lia- and hite ry,” del me nost was ence the it to d to out ould hing ex- cres yield \ani- full, ryly, nted. ipil’s body » the ir to iat it yney,” them Vol. 19, No. 7 ae farming,” continued Mr. Sutton. “Some sense in that,” they granted. A close-fisted old farmer, Who was of this number, had pre- viously informed me that his sons belonged to him till they were twenty-one, ‘An’ hain’t no- body goin’ tek ’em away fur me a day sooner,’ he declared, with fire in his eyes. Now, however, he not only consented to my teaching the oldest boy, Sam, ‘anything I mout know ‘bout farming,’ but he even agreed that the boy should have all he made over and above what he considered an extra good har- vest. This agreement, though, he considered a great joke. ‘If he kin beat that,’ he chuckled, ‘he’s welcome.’ “But the boy saw in this contract the oppor- tunity of a lifetime. ‘I’m aimin’ to buy my freedom from the ole man,’ he confided to me cheerfully. And after several years he did just that. He learned to farm so well that he was able to hire a man to work in his place during the spring and autumn, while he went through school and college, paying all of his own expenses. During the week-ends the principal of the Clay County high schools got in his buggy and drove through the mountains to see about those children who were not in school. Often parents would send for him to discuss this im- portant matter. A little boy trudged twenty miles over the hills to talk with him. “Me an’ Ma can’t stand fer me to grow up in igrnce,” he said. “Is there anything she can do to make a little money ?” he was asked. “She could make a sight of money if she je’ had a sewing machine,” the boy replied eagerly. The professor went to see the mother and found her equally confident and two weeks later a highly varnished golden-oak machine was borne up the mountains in an oxcart and in its place a brand-new little scholar traveled down to Ashland. As Mr. Sutton’s throat grew stronger, he began to speak in the churches where once he had preached, only now his text was always education. “As a safe and sound business proposition,” Mr. Sutton exclaimed, “I heartily recommend to the hard-boiled capitalist that of making loans to boys and girls eating their hearts out for an education—most any boy or girl with this burning ambition. The payments may be low in coming in at first, but they are sure in the end—surer by far than any other financial venture of which I have any knowledge.” But Mr. Sutton’s interest in children was not to be limited by the boundaries of Clay County. Soon he was making pilgrimages into the mountains beyond and, after a time, he was devoting his summers to exploring the Talladegas. His objective was at least to es- tablish in each little cove and valley one of the short-term elementary schools. Wherever he went, a new and wonderful hope stirred in the hearts of young folks, shut away from the world of opportunity. Here at their doors, miraculously, was one who cared what be- ‘ame of them, who was not concerned merely that they should go to heaven when they died, but that they should make the most of their lives on earth. egies became known among educa- roughout the south and in 1912 he was put at the head of the agricultural schools in the mountainous region of northeastern Ala- bama. With six other men eager to blot out illit- eracy in the Talladegas, he organized a whirl- wind campaign and during one summer he established sixty-seven elementary schools in those parts. To educate the children of the mountains had become a passion with him and he was resolved to devote his life to it. But in his zeal, he refused to give in to fa- tigue, or to admit the need of rest, and the re- sult was a physical breakdown which put an end to his work in the mountains and left his dreams for the young people of those hills to be worked out by others. It was thought, at this time, that he would never be able to engage in active work again and the doctors sentenced him to an indefinite period of idleness and quiet. When at the end of six months he was offered a position as head of the English department of Tech High, the largest public school for boys in Atlanta, he threw discretion to the winds and promptly accepted it. “I feel that this will allow me as much rest as I can endure,” he observed. It was impossible, however, for him to be with young folks without becoming absorbed in them and soon he was as deeply engrossed in plans for the youths of Tech High as ever he had been for the children of the Talladegas. After two years, during which his health was entirely restored, he was made principal of this school and when three years later he resigned to become head of the public school system of the city, the attendance of Tech High had grown, under his guidance, from 160 to 1892. Women living in other sections of the town begged to have their sons trans- ferred to this academy. The principal, they explained, had an extraordinary knowledge of what went on in the heart of a boy and unfailing sympathy with what he found there. “Most of us older people,’ he went on, “make the mistake of imagining that in deal- ing with youth we are dealing with inferiors, whereas the very reverse is probably true. Practically all parents, in discussing their children with me, speak of them as if they were lovable, irresponsible young creatures, who, they hope, will become something some day, but are not as yet real people. It does not seem to occur to them that the character and personalities of these boys and girls might be as positive and pronounced as their own. In our schools, we say over and over to our pupils: ‘You are intelligent, responsible human beings and we expect of you exactly what we would expect of all such persons, whatever their age.’ And we all add this: ‘Whatever is important in the world for grown people to know, is important for you, for you are a part of it all. There is no gulf between school and life. Your education continues until the end of your days. That’s what makes it so splen- did—as long as you live you can grow. Your seat is your present office and the work you do is important, as rich in returns, as that of the biggest business man in the city. You are now learning to familiarize yourselves with the tools of knowledge, tools which, a little later, you will put to practical use.’ ” In the past seven years, Mr. Sutton has linked up every part of Atlanta with the pub- lic schools. There is no industry or business THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 213 corporation, no department of city or state that has not been made to contribute its share to the education of the child. Great manufac- turing plants, commercial houses, law courts, municipal and state offices, all throw wide their doors on occasions, so that multitudes of children—the men and women of tomorrow and the day after—may come in, begin to measure these things with their clear young eyes, and consider whether, when they are grown, they would care to be a part of these undertakings. The best lawyers, doctors, min- isters, business men, put aside from their crowded lives sufficient time to go to the schools and talk to the children and tell them about their professions and what each means to the man who follows it. “During the years that I was with Tech High, I specialized in boyology,’ Mr. Sutton told me, “And by this I mean the science of the all-round human boy. As a teacher, I didn’t see how I was to do anything very much for my pupils unless I knew them, learned what kinds of human beings they were, and how to appeal to them individually. Therefore I set myself the task of acquiring this information. As the best and quickest means to this end, I formed the habit of tak- ing groups of them off with me on hikes and picnics during the week-end and in vacation time I accompanied them to their summer camps in the mountains. On these outings, we would tramp the country ’round for miles, swim the cold, invigorating lakes and rivers of north Georgia, cook our meals over beds of glowing coals, play, joke, get rid of all our pent-up energy, forget that I was a teacher and they my pupils. And in the course of the fine, informal comradeship engendered by this healthy outdoor life even the most reticent youngster was bound to forget himself so far as to open his heart and speak of the things that meant most to him. Nothing is so fascinat- ing as to study a normal, intelligent boy, from all sides, in this fashion—find out what he thinks about, what he knows, what he is. And then, having got his consent, to set about en- riching it, broadening his horizon, elevating his ideals, helping him to get his values straight, to distinguish between the things of importance and those that are not worth- while; aiding him to understand himself, to find his place in life, and to begin fitting him for it. With wise and sympathetic guidance there is almost nothing that cannot be made of such a boy. And to watch him develop, in character and soul, brain and body, is like witnessing the working of a miracle. “With the high-school youth, all topics lead inevitably to the absorbing one of ‘what am I going to be when I am grown?’ And some- times, as we lay sprawled upon the grass about a blazing fire, matching stories of our earliest recollections, or of those incidents which stood out like mile posts down the long years of childhood and youth, these research expeditions, within ourselves, would clear the air surprisingly for a boy. Through them, he would be made aware of some talent or interest, the importance of which to himself he had not guessed. “ ‘Have a purpose in life,’ I preached con- tinually to these young people. ‘It will give meaning and beauty to existence. Work tena- ciously at whatever you undertake; but the 214 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION moment you find that you are not growing in that work, give it up and get into something that will allow you to develop. The largest salary in the world is not sufficient compensa- tion for work in which you cannot grow. In school, when you master one subject you go on to something higher. It should be the same with work, for life was not meant to be stag- nation but a glorious progression.’ “Whatever you will to do,’ I assured my students, ‘you can do.’ And they saw the truth of this too frequently demonstrated in the lives about them to doubt it. For in every school, there is to be found some boy or girl who triumphs over all obstacles—ill health, physical disabilities, poverty, unhappy home conditions—as if these were merely handicaps placed upon them to keep them from winning too easily. Courage, Pluck, Grit, these are the middle names of youth. “When my school grew beyond the pos- sibility of my establishing these close contacts with all my pupils,” he continued, “I made lists of the questions I had found most helpful in giving me a line on a boy and submitted to all the students, asking them to fill them out as fully as possible, and let me have them again. “In these very personal questionnaires, I - not only sought to learn all that I could about the boy’s home and interests, the subjects that most occupied his thoughts, the books he liked best, the amusements and occupations he en- joyed, but Lalso wanted to know what his re- ligious beliefs were, and if he still said his prayers. I inquired particularly about the sorts of boys he selected for his friends, and even went so far as to ask the name of his best girl—though this information, I promised, should be held strictly confidential. I wished his private opinion about himself; was he alert and ambitious, or procrastinating and lazy, generous or stingy, even-tempered or fractious? ‘What quality of greatness appeals most to you?’ I asked, and, ‘What is your idea of success?’ ” “What was their idea of success?” I in- terrupted. He went to his files, took out a number of the questionnaires and read me the definitions. “To win out above hardships and in every- thing to acquit yourself proudly. This is what success means to me,” a sixteen-year-old lad had written. “If at the end of my life I could feel that I had won the love and respect of men, women, and children and that I de- served to win them, I’d feel I had made a pretty good job of it,” another had summed it up. “I don’t think any man is a success,” wrote a third, “unless he lives in such a way that his life is a help and inspiration to others.” “These answers don’t tally very well with the general opinion of modern youth,” I ejaculated. “Neither do my experiences with young people,” Mr. Sutton returned. “But of the many questions I asked them,” he resumed, “the one which proved most far- reaching in its results was: ‘Of all the people you know, whom do you consider the finest man in the world?’ ” “The answer to this gave me a most illumi- nating picture of that boy’s ambitions and dreams. Here in flesh and blood was his ideal, the sort of man he longed to be when he was grown. “There is no influence on earth so powerful in the life of a young person as the example of one whom he deeply admires and respects. I determined to try to use this great power in my pupils’ behalf. Therefore, I wrote to the men these boys named and told them of the honor paid them. “The human being doesn’t live,” observed Mr. Sutton, “who wouldn’t be touched by so sincere and disinterested a tribute. And in re- plying, practically every man asked me to let him know if he could ever do anything for that boy. I took this request literally and later, when.one of my pupils got into any diffh- culty, seemed to be losing interest in his stud- ies, or began going with hurtful companions, I wrote to the man who occupied this unique place in his life, told him of it, and asked if he could manage to see his young friend and have a talk with him. Invariably, the men were glad to do this. And the effect upon the boy was nothing short of magical. “The finest man in the world thinks I am worth taking an interest in. Gee! I’ll show him he is not far wrong!’ “But the friendships between these two did not end here. The man kept his young protegé in mind, had many talks with him about the work he wanted to do after he finished school. And when that time arrived, in numberless instances he had a place ready and waiting for him, either in his own office or in the firm or company of a friend. “We now submit these questionnaires, in more extensive form, to all our pupils from the fifth grade up and we place more grad- uate students in positions through the friendly assistance of these men than in all other ways put together. “Not long ago.I was speaking to one of the most brilliant lawyers of this city of what his interest and influence had meant to several of our boys, when he exclaimed, ‘But have you never thought of what these contacts mean to us men? When I was in the war,’ he con- tinued, ‘the one thing that kept my feet in the vicinity of that straight and narrow path was the knowledge that there were five youngsters back home who were looking to me to set them a decent example. I wasn’t a free agent. I had to keep faith with those boys.’ “The best safeguard for youth of which I know,” Mr. Sutton said, “‘is so to fill the lives of young people with interests which are fine and upbuilding that the trivial and the hurt- ful can have no appeal for them. “T have never known a child whom I be- lieve to be inherently bad,” he asserted. “When one appears incorrigible, the reason is usually to be found in ill health, or unhappy home surroundings, or a warped attitude of mind. To expel a child seems to me the worst thing in the world, and I don’t believe in doing it for any cause whatsoever. It is like branding him as a pariah at the beginning of life, closing against him the doors of respect- October, 1930 ability and opportunity. Once, how eral years ago, I found myself fac: necessity of imposing this sentence. “The child in the case was a boy who had made life so unendurable for his teachers that at last they struck and informed me that if | didn’t expel him they would resign. I knew what they’d had to contend with, how patient and forbearing they had been, and I had to uphold them. So I sent for the child and told him. To him, it was as dreadful a punishment as it was to me and he knelt at my feet and begged me to be merciful. ““Can’t you beat me instead?’ he pleaded, ““T don’t beat boys,’ I told him. “If you turn me out, where’ll I go?’ he de- manded, ‘I haven’t a friend on this earth. “You have your mother,’ I reproved him. “«She’s dead,’ he answered. “¢Your father, then.’ “You wouldn’t think he was my friend, he sobbed, ‘if you saw me.’ And, excitedly strip- ping off his shirt, he showed me his back, scarred and bruised by beatings. He was cry- ing horribly, and as he did his lips drew back from his gums and I saw his teeth black and worn down to the stumps. I began to wonder if this condition was not in some measure re- sponsible for his outrageous behavior. Acting on the supposition, I said, ‘I’m going to make a bargain with you, Robert. If you will go to the dentist and have your teeth fixed, and bring me a note from him saying that you are doing this, you can continue to come to school for six weeks longer. At the end of that time, if your conduct has shown marked improve- ment—well, you can stay.’ “I was a little afraid to meet my teachers after that,” he admitted smilingly, “and I rather avoided them for the next few weeks. Finally, at the end of three months, I screwed up courage and broached the subject at a faculty meeting. “ “What's become of Robert?’ I enquired. “ ‘Never saw such a change in a boy in our lives,’ they declared. ‘What did you do to him ?’ “ ‘Nothing. Had his teeth fixed?’ I replied. “ «Then for mercy’s sake, let’s have a dentist in the faculty,’ they laughed. This was the beginning of Mr. Sutton’s in- terest in good teeth for the children of At- lanta, which resulted in the campaign that ended some months ago, when the last lag- gard child of all the sixty thousand went over the top with one hundred percent in oral hy- giene, and the entire city was jubilant. “As a young teacher in Alabama,” Mr. Sut- ton went on, “the one object I had in view was to expand my school to meet the needs of my pupils. My aim is still the same, only, in the years that have passed, I have learned that there is no limit to the needs of young people, because their needs include all that can contribute to the enrichment of life. “It is my firm belief,” he finished, “that every child has within him some quality, which, if brought to light, would bless the world. And I can think of no higher mission than that of seeking to discover these divine attributes and bringing them to fulfilment. It’s the greatest job in the world.”—Marion T. Colley. [Reprinted through courtesy of The American Magazine; copyrighted by The Crowell Publishing Co., 1927.] c ver, sey- { with the aS OO lia ers ci ks. ved t a Sut- rieW is of y, in rned yung that ‘that ality, ; the ssion ivine nent. arion y of ; The The Better Teaching of Reading Prebook Reading in the First Grade MARGUERITE E. FrusH anp Marie D. DELANEY Primary Supervisor; Teacher, Druid School, Baltimore, Maryland dren here described passed from the kindergarten to the first grade with an interest and enthusiasm which chal- lenged the teacher to exercise to the ut- most all the understanding of little chil- dren which she had at her command in order to satisfy the high hopes and ambi- tions of these small boys and girls. In a very spirited manner the children told about the kindergarten and about some of the enjoyable things which they had done while there. Among other things they had had a good time with books and pictures. Original stories had been made by the children from pictures shown by the kindergarten teacher. The children had searched to find the particu- lar pictures which fitted the kinds of books they were making. They talked enthusi- astically about these vital experiences and also about their work with wood, clay, cloth, crayons, and the like. All these activities which the children then discussed were carried on through- out the first grade. This year of their school life included the further develop- ment of lines of work begun in their kin- dergarten program and the additional first-grade requirements. Many of the grade requirements fitted in naturally be- cause the children felt the need of them in order to carry out their own purpose- ful activities. Co carry out these activities often meant much pointed thinking and hard work on their part. After these eager children had told in adelightful way of their kindergarten ex- periences, they talked over some of their desires for the first grade. Needless to say, they wanted to read. No artificial stimulus was needed to get the first read- ing unit. The teacher said, “Perhaps mother and father would like to know what you are going to do in the first grade. Would you like to write a story about it to take home?” This suggestion [’ SEPTEMBER 1929 the class of chil- fully met their desires and the first read- ing unit began. The following procedure was used for this unit and several subse- quent ones. (1) Sentences were printed on the board by a TRAINING in the use of the library may begin with his first training in read- ing. Thus the joy of reading which comes with the opportunities of the library make the technics of learning a pleasure. This library table is in a first-grade room in an Atlanta (Georgia) school. the teacher exactly as they were given by ’ the children, if grammatical. (2) Sentences were read by the teacher. (3) Sentences were read by volunteers. The same story, composed by the chil- dren, was printed by the teacher on a chart and used the next day. We are in the first grade. We came from the kindergarten. We are six years old. We are going to read. We are going to write. We are going to have a work period. We are going to have a happy time. The sentences printed on the chart were also printed on strips. The chart was read as a whole. The strips were shown to the children and the teacher asked if they would like to play a game with them. She then introduced the Lucky Game thus: “I’m going to put my marker under this sentence on the chart and whoever finds the strip with this lucky sentence cn it will be the lucky person who may choose the next lucky sentence.” The strips were turned so that the children could not see the sentences and the match- ing game began. Before leaving the chart the story was read as a whole by a child. The following day, a card-holder was used so that the children could build a story just like the story on the chart. The sentences on strips were put along the blackboard ledge and selected by the chil- dren to put into the card-holder. The terms—first sentence, second sentence, and the like—were used by the teacher. Every lesson ended by reading the unit as a whole. ° A survey of the first-grade room was made by the children who found things lacking there that they had enjoyed in the kindergarten. There were no goldfish. One little girl promised to bring some the next day and true to her promise, she ar- rived bright and early the next morning with the desired goldfish. The children were much pleased and voluntarily made a story about the goldfish and the donor. Wilma brought us three goldfish. We put some water in a bowl. We put the goldfish in the water. We watched them swim about. We said, “Thank you, Wilma.” A discussion as to the needs of the fish ensued, which resulted in a trip to a neighborhood store to buy the necessities for the fish. The children bought fish food, some pebbles, a snail, and some grass to put into the fish bowl. On this trip they handled and counted money, counted | Agnescngee and reading preparation—The kindergarten room should be liberally supplied with attractive picture books and early readers of the better type. These books should be placed on a low table or in some other conspicuous place where they will invite the children’s inspection. If possible the books should be changed frequently, new ones obtained from the library being added for short Periods, or the children may bring in some from home. They should be encouraged to look at these books freely and frequently. If the _ teacher occasionally reads an interesting story to the children it will help them more fully to realize that books contain pleasurable experiences which they might enjoy more copiously if they were able to get these stories for themselves by reading.—From Reading Activities in the Primary Grades by Storm and Smith. 216 the number of blocks from the school to the store, stopped to read the names of streets, traffic signs, and the like. The teacher hung the reading charts contain- ing the children’s compositions in a con- spicuous place on the level of the chil- dren’s eyes. Before nine oclock in the morning, it was not an unusual sight to see a number of children congregated around the charts, while one child moved his pointer from left to right, and read or heard others read. Many children chose to engage in this activity during the fifteen minutes before nine oclock in pref- erence to playing with dolls, bouncing balls, looking at books, drawing or writ- ing on the boards, caring for the room, and the like. During the first week of school, several bottles of milk were spilled due to the lack of a convenient place for them. There was a group discussion as to what to do about it. Four of the boys decided to make a table during the work period. After the table was made and painted, the class again wanting to show its apprecia- tion and approval said, ‘“We ought to make a chart about it.” OUR MILK TABLE The boys made a milk table. They made it out of a box. They painted it green. Théy worked very hard. We will put our milk bottles on the table. Thank you, boys. The unit linked up directly with some of the stories in one of the primers which the children would use later in the term. The children had access to the city’s loveliest park, as it was just a few minutes walk from the school. Many units were made up about the animals in the zoo. At first, all the units which the chil- dren composed were recorded. Later on, only certain units were recorded and kept. These the teacher selected sometimes for one reason, sometimes for another. The following were some reasons for the selec- tion: Those of interest and universal ap- peal ; those with composition value ; those of varied content ; those containing many common words. THE JoURNAL OF THE NATIONAL EpucATION ASSOCIATION Toward the close of the prebook stage, a different procedure was used in reading the units. [This procedure was also used when the children were reading from books. | The children read the unit as a whole; the teacher asked the children to find certain sentences ; the number of sen- tences was counted and the corresponding figure was placed beside each sentence ; the sentences were read by the children according to number; sentences were found in answer to thought questions. Games varying in difficulty were used in connection with the chart reading. “The Lucky Game,” already referred to, was used during the first few weeks of school. Later such games as “Going to Jerusalem” were used also. This particu- lar one was played by having the same number of chairs as players. The strips containing the sentences of the unit were placed on the chairs and the children marched around them in time to music. When the music stopped, each child took, from the chair nearest to him, a sen- tence which he studied silently and then read. From the very beginning of the term and continuing through the prebook stage, the teacher told the first few stories which the children would later encounter in their first primer. They were: The Gin- gerbread Boy, The Boy and the Goat, The Funny Little Pig, The Little Rab- bit, and Little Black Sambo. These stories were retold and dramatized by the children. About the fourth week, pictures of the gingerbread boy, a boy, a goat, a little pig, a little rabbit, and a little black boy were hung about the room. The children looked at them, discussed them, and gave each a name. The teacher told them. to look at the pictures tomorrow to see if they would find something printed be- neath each one. On the following morn- ing, the children spied the printed names and readily learned them. These pictures, full of action, stimulated the children to create interesting original stories. Later on, with what joy and facility the chil- dren recognized and greeted these same October, 193) characters in their first book-read their primer! During the preprimer stage the chil- dren made many booklets which were taken home with the greatest pride to be read to mother. They also had ample op- portunity to make contacts with many beautiful books in their classroom library. Toward the close of the prebook stage, the children gave a party to another class which had previously entertained them, As these first graders planned and exe- cuted the party, they engaged in much purposeful reading. The names and num. ber of things they had made in their work periods for the party were printed on the board by the teacher. Many times these were read and checked by the children to see what they had on hand and what more they needed to do. In this way they learned that they must read to get certain desired information and they learned also to recognize the names of things they were making. Besides, they composed and read their invitations, read the ac- ceptance, made and read their menu, and composed and read many community stories about the party. While the children were in the prebook stage, no effort was made to direct their attention toward the appearance of words but they were encouraged from the very beginning to see the thought through words in context. In short, their first con- cern was content, not word mastery. In addition to this, the children also acquired the following fundamental reading me- chanics: first, rapid left to right and down the page eye movements, sentence forms, the location of the beginning and the end of the sentence, the period at the end, logical sequence, composition sense, and sentence sense. When emphasis is placed on experience as a basis for reading, the result is a great readiness for reading in the first grade and a growing interest in all read- ing activities. The pupils are given a vivid background of interpretation which makes possible a richer enjoyment and a more encouraging progress when they read from books. ing in HEN BOOKS should be introduced—No child should begin reading in the text until he has a sense of the significance of reading— \ V until he has some idea of how reading functions. Through his contacts with numerous school activities accompanied by reading, his contacts with books on the book table, and his work with charts, the child has made pleasant associations with reading. He sees that it is a natural part of the school life and social situations; he has grasped the fact that the children in the room and people in general read to find out something and that they refer to books and printed material for information. He has found that even in his schoolroom there are many kinds of books and that one kind of interesting stories can be found in one book and a different kind in another book. He has acquired the beginning of correct habits in reading chart material. He has gained some ability to concentrate | and to think clearly and in helping to contribute to the chart material he has learned to listen attentively and to compare and judge. | He has seen how reading is used in ways most significant to him. If he gives evidence of these abilities he is able to begin reading | books.—From Reading Activities in the Primary Grades by Storm and Smith. ich hey Character Education A Survey of Character Education in Denver ArTHUR K. Loomis Director of Curriculum, Public Schools, Denver, Colorado gram in the Denver schools, though not a recent development, is still in an experimental stage. During the year 1929 a monograph, Character Education in the Denver Public Schools, was pre- pared by a special committee of teachers and principals. This monograph proposed no new procedures and set up no new ob- jectives. It merely brought together in one publication a summary of the impor- tant phases of the Denver plan. This article is the first of a series which will report the findings of a survey of character education in the Denver schools. The methods used in the study will be described in this article and the findings reported in the articles to follow. No attempt to evaluate the program by means of scientific measurement of re- sults has been made. Such evaluation has been deferred for two reasons: first, satis- factory technics for measuring the results of character education are not available; second, any attempt to evaluate the pro- gram at the present time would be prema- ture. Consequently this study makes no use of statistical procedures and depends entirely on technics appropriate to a de- scriptive report. It has been found impossible to finish every detail of the survey in time to in- clude complete findings in this series of atticles. However, it is expected that the complete report will be published as one of the Denver schools research mono- graphs as soon as all the material becomes available. Te CHARACTER EDUCATION pro- The survey was made under the gen- eral direction of a committee of six mem- bers, three principals and three teachers; each of the three divisions of the school ystem—elementary school, junior high school, and senior high school—being rep- resented by one principal and one teacher. To this committee of six were added three ex-officio members, the director of cur- N ITS EFFORTS to represent the best I practise in important phases of edu- cation, THE JOURNAL seeks the help of school systems whose work is recog- nized as outstanding. Beginning last year, the series of helpful articles on reading have come from the schools of Baltimore. This year, Denver is making its contribution in a series of articles on Character Education of which this is the first. Superintendent A. L. Threl- keld of the Denver schools is a mem- ber of the Department of Superintend- ence Commission now at work on the 1932 Yearbook on character education. Teachers will find much in these ar- ticles which they can apply daily in their work with children. Many schools will wish to conduct studies of their own along lines suggested by this series. riculum, the director of research, and the supervisor of publications. An interested graduate student of Columbia University who is submitting a dissertation on char- acter education for the Ph. D. degree at Teachers College was invited to partici- pate in the survey and the discussions of the committee. His services have proved to be of great value. As a first step the committee defined three types of character education with the expectation that all three types would be found in the Denver schools. These definitions have since been accepted by the Commission charged with the preparation of the 1932 Yearbook of the Department of Superintendence of the National Edu- cation Association and incorporated in their Inquiry on Character Education. Direct character education is distin- guished by the fact that conscious atten- tion is given to character or to character traits or to moral conduct as a subject for discussion, study, or instruction. Direct character education may be of two types: Formal direct, in which both the time and content of character education are definitely planned and scheduled in ad- vance. Informal direct, in which the occa- sions for character education are situa- tions which arise in immediate experience or problems which grow out of reading and discussion of other school subjects. Such occasions may be multiplied through planning and alertness on the part of the teacher but they cannot be definitely fore- cast or scheduled. In indirect character education, desir- able habits, attitudes, and conduct may never become subjects of conscious atten- tion for the child but are learned as ac- companiments of his activities and experi- ences. Such learning may accompany a course in social science or literature, play- ground experiences, or participation in student government. Indeed, some learn- ing of this type, good or bad, accompanies most of the experiences of life. From this point of view, the task of character edu- cation is the guidance of the whole of the child’s experiences so that desirable char- acter will result. The survey, as set up by this commit- tee, was organized in two major parts. The first part called for a complete report of the experiences of a selected group of teachers and other school officers over a lim- ited period of time insofar as these experi- ences were related to the character education of pupils. This part of the study was selective of individuals. Only those teachers who were reported to be doing exceptionally effective work in character education were chosen. The second part called for a complete re- port of the total programs of three selected schools, one elementary school, one junior high \ , 7 "aT Is character education?—Character education is a process through which the child learns to make wholesome social adjusi- and annoy because there is a conflict between what one impulsively wishes to do and what one is obliged to do. Wholesome social adjustments are those happy and successful ways and habits of responding which are beneficial both to one’s self and to others. The challenging job of the parents and the teachers is to help the child meet his life situations manfully and successfully. Left unaided and unguided, the child would, in many instances, no doubt, respond in ways that are wholesome. But in far too many instances the clash between impulsive desires and duty is disastrous, developing such traits as loss of selfcontrol, dishonesty, laziness, indifference, and Poor judgment. These maladjustments make the child a misfit in group living. He is said to be abnormal. He is doomed to failure and unhappiness. Guidance, then, at all those points in his experiences where wrong choices are likely to be made is the child’s birthright. He was not born for failure and misery.—From Character Education by Germaine and Germaine. nee [ 217 ] ments to his many perplexing life situations. Perplexing life situations are all those occasions in daily life which vex, disturb, | | | 218 school, and one senior high school, insofar as these programs were related to the character education of pupils. This report was based on observation in the schools, interviews with pupils and teachers, and reports from princi- pals, teachers, and other school officers. Some- thing of a cross-section study was thus made for each school included in the investigation. This part of the study was selective since those schools which seemed to be doing the most effective work in character education were chosen. Their entire programs were then studied and reported as far as possible. In carrying out the plans for the first part of this program, principals of all the Denver schools were asked to report the names of teachers doing outstanding work in character education. Two hundred thirty-seven teachers were selected and were invited to cooperate in this study by keeping diaries, for one week, of all school experiences—whether on the playground or in the classroom, lunchroom, home- room, auditorium, or library—which had or were intended to have some influence on the character growth of pupils. As a feature of the second part of the survey, all teachers in the three schools selected for intensive study were invited to keep such diaries. Before the work of keeping these rec- ords was begun, twenty teachers, as a preliminary step, were requested to keep trial diaries for one week. Ten of these teachers were supplied with definite forms for their records, while the remaining ten were instructed to use whatever form they preferred. As a result of this pre- liminary test, it seemed advisable to adopt a free diary form rather than a definite outline for the entire survey, since the ex- periment seemed to indicate that the use of the forms created undesirable limita- tions for the reports. As the next step, a letter was sent to all teachers whose names had been suggested inviting them to attend a preliminary con- ference. The letter emphasized that at- tendance or participation in the survey was in no way compulsory. The remark- , : ‘HE school’s opportunity—The school has had in itself at all times the possibilities for the training of young people and it has made | use of them to a limited extent; but it is only in the last few years that the tremendous educative power of extracurriculum | activities has been realized and used to advantage. When the first outcroppings of coal were recognized, coal was not used for the purpose of heating but for many incidental and unworthy purposes. It has been known from time immemorial that young people liked parties, clubs, and various other social activities; but people generally, and school teachers in particular, looked upon these yearnings as a necessary evil that needed control and this control had in it the idea of repression. How many public high schools tried in the early days to stop athletics! The best procedure has been found to be to encourage and control athletics because it provides one of the valuable character-building activities of the school. Likewise with other similar activities of the school, a mine of wealth has | been discovered that is most precious in the development of youth—From Character Education in the Junior High School by Elvin | H. Fishback. THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION able response to this request seems to in- dicate that Denver teachers attach much importance to character education. At this meeting, instructions were given, the week for keeping the diaries was named, and questions were answered. At the end of the week set aside for the work, complete diaries were received from two hundred three teachers. An analysis of these reports revealed a total of nearly two thousand incidents described in de- tail. These incidents were carefully clas- sified and card indexed in order to facili- tate the preparation of the articles which follow. It was originally thought that the in- tensive study of the three selected schools would furnish additional material to be used in preparing this series. It has been impossible, however, to complete this part of the survey in time to use the results to any appreciable extent. Consequently these articles give in the main the picture of character education as carried on by a highly selected group of individual teach- ers. The report of the intensive study will be given in the research monograph mentioned earlier in this article.. A brief statement of the procedures used so far in the intensive study of the three selected schools may be of inter- est. These three schools, one elementary school, one junior high school, and one senior high school, were selected to secure different social and economic community backgrounds. The cooperation of princi- pals and teachers in these schools was easily secured. The graduate student who assisted the committee spent a great deal of time in these schools observing class- room teaching, homeroom activities, as- semblies, student council meetings, group meetings, and athletic and playground activities. In addition to this he held standardized interviews with individual teachers in each of the three schools. Such questions as the following were asked: What opportunities have you found for character education with your pupils during October, 1930 the present school year? What objectives do you set up for character education? What procedures have you used for character edy. cation? Do you find it possible to teach for character growth through the regular subjects which you teach? If so, will you tell me how you do this? (Be specific for each subject.) What re- sults are you able to observe from this? How do you handle disciplinary problems which arise in the classroom or homeroom? In the halls or on the playground? In clubs and activities? Give examples in each case, Do you have any special time set apart for moral instruction, such as telling stories with a moral purpose, or reading about the lives of men who illustrate desirable character? How do you plan the instruction which you give at this period? How wellsatisfied are you with the results of this method? What results are you about to observe? How do you measure or observe the results in character growth of these various educa- tion methods? Conferences with individual students and with groups of students were held. Through questions, an attempt to ascer- tain children’s attitudes toward the vari- ous activities carried on by the schools for the purpose of character education was made. Among the questions used were the following: How are the rules made at this school? How much do the pupils have to say about rules? Is there danger of having too many laws? What do you think of the use of prizes and awards? How important do most pupils think the grade in citizenship? How do the pupils here feel about their home rooms? In presenting the report of the program of character education in the Denver schools in the articles which follow, an attempt has been made to describe accu- rately what is actually happening at the present time, rather than to set up ideal procedures. 7; = oO — L Science Outlaws Beverage Alcohol HE CASE against alcohol centers in its relation to the accuracy of the nervous system. Whatever harms the brain and nerves impairs the integrity of life. The sole purpose of its use as a beverage is to force the nervous sys- tem to lie, thus vitiating its power of recording and acting upon the truth. Men drink to feel warm when they are really cold, to “feel good” when conditions are not good, to feel emancipated from those reserves and restraints which are the essence of character building. Alcohol is a depressant, appearing as a stimulant mainly because it checks the highest nerve operations first. Its influence impinges on the chief mental functions: sensation, reason, motion. It leaves its subject uncertain as to what he sees or feels, hazy as to cause and effect, and unsteady as to re- sultant action. No man of high purpose can afford to endanger in any degree the validity of those mental pro- cesses which register his contact with reality. Alcohol is always a habit-forming drug; the greater the injury to the nervous system, the more insistent the demand for it, and the weaker the will power in resistance. The chief argu- ment used in favor of moderate use of alcohol is its value in conviviality. But, as President Eliot has observed, “Abstinence from alcohol kills no joys of any account while it impairs the chances of continuous working power.”’— David Starr Jordan, noted scientist, president National Edu- cation Association, 1914-15. —————— {This poster for your classroom is from THE JOURNAL of the National Education Association Copies on art paper: 20 for $1; $4 per 100; $30 per 1000. No. 19219.] [ 219 ] | ‘ | i : se Se ct The Survey of Secondary Education f SHE NATIONAL SuRVEY of Second- ary Education, which completed its first year on June 30, 1930 is from the standpoints of money available and number of schools involved the most extensive survey project yet undertaken by the United States Office of Education. The Survey was authorized by the Seventieth Congress as a three-year pro- gram to be begun in July 1929 and to be completed in June 1932. The total amount of authorization was $225,000. A three-fold advisory system consisting of a group of consultants, an advisory committee of educators, and an advisory committee of laymen has been organized by Commissioner William John Cooper. The function of the group of consult- ants is to consider and recommend major policies to be followed in the Survey. The following nine eminent educators perform this service for the National Survey on Secondary Education: H. V. Church, principal, J. Sterling Morton High School, Cicero, IIl. Ellwood P. Cubberley, Leland Stanford Uni- versity, California. James B. Edmonson, dean, School of Educa- tion, University of Michigan, Ann Arbor. Charles H. Judd, director, School of Educa- tion, University of Chicago, Chicago, II. Charles R. Mann, director, American Coun- cil on Education, Washington, D. C. A. B. Meredith, School of Education, New York University. John K. Norton, director of research, Na- tional Education Association, Wash., D. C. Joseph Roemer, professor of secondary edu- cation, University of Florida, Gainesville. William F. Russell, dean, Teachers College, Columbia University, New York, N. Y. The advisory committee of educators consists of thirty members who counsel regarding undertakings and act as inter- preters of the Survey to those engaged in secondary education: E. J. Ashbaugh, dean, School of Education, Miami University, Oxford, Ohio John L. Clifton, director of education, Colum- bus, Ohio R. L. Cooley, director, Milwaukee Vocational School, Milwaukee, Wis. Philip W. L. Cox, professor of secondary education, New York University, N. Y. Jesse B. Davis, professor of secondary edu- cation, Boston University, Boston, Mass. J. D. Elliff, high school visitor, University of Missouri, Columbia, Mo. Lucile Fargo, A. L. A. curriculum study, The Library in the School, East Cleveland. E. N. Ferriss, professor of secondary educa- tion, Cornell University, Ithaca, N. Y. Will French, associate supt. of schools, Tulsa, Okla. John M. Gandy, president, Virginia Normal and Industrial Institute, Petersburg, Va. T. W. Gosling, supt. of schools, Akron, Ohio Arthur Gould, assistant supt. of schools, Los Angeles, Calif. E. D. Grizzell, professor of secondary educa- tion, University of Pennsylvania, Phila. W. W. Haggard, supt., Joliet Township High School and Junior College, Joliet, Ill. W. A. Jessup, president, University of Iowa Franklin W. Johnson, president, Colby Col- lege, Waterville, Me. J. Stevens Kadesch, supt. of schools, Medford, Mass. Frank M. Leavitt, associate supt. of schools, Pittsburgh, Pa. Michael H. Lucey, principal, Julia Richman High School, New York, N. Y. A. Laura McGregor, viceprincipal, Wash- ington Junior High School, Rochester, N. Y. C. R. Maxwell, dean, School of Education, University of Wyoming, Laramie, Wyo. Bruce Millikin, principal, East High School, Salt Lake City, Utah Shelton Phelps, director of instruction, George Peabody College for Teachers, Nashville E. Ruth Pyrtle, principal, Bancroft School, Lincoln, Nebr. Lewis W. Smith, city supt. of schools, Berkeley, Calif. W. R. Smithey, professor of secondary edu- cation, University of Virginia, University. Sarah M. Sturtevant, associate professor of education, Teachers College, Columbia University, New York, N. Y. Milo H. Stuart, principal, Arsenal Technical High School, Indianapolis, Ind. W. L. Uhl, dean, College of Education, Uni- versity of Washington, Seattle, Wash. William A. Wetzel, principal, Senior High School, Trenton, N. J. An advisory committee of laymen is in process of being named. This committee will assist in giving direction to the vari- ous investigations, will scrutinize the findings of the Survey, and will be pre- pared to interpret the results intelligently to the public. Direction of the Survey is placed in the hands of Commissioner Cooper as director of all major educational surveys initiated by special action of Congress, Dr. Leonard V. Koos of the University of Chicago as associate director of the National Survey of Secondary Education, and Carl A. Jessen, senior specialist in secondary education of the Office of Education. The investigations which it seemed should certainly be initiated were in four fields, namely, the organization of schools and districts, the secondary school popu- lation, administrative and supervisory problems, and the.curriculum and related problems. In each of these fields status [ 220 ] is to be ascertained if it is not already known. The principal emphasis and effort will, however, be placed upon discover- ing and describing constructive innoya. tions in practise. For the conduct of these special studies a highly trained staff of research workers is supplied. A number of these, employed for full time during the period of the Survey, are young men whose experience and publications show them to be capable research workers in the secondary-school field. At the time this is written seven appointments of this nature have been made: Roy Brammell, University of Washington Ellwood Drake, Montclair (N. J.) Schools O. I. Frederick, University of Michigan E. S. Lide, University of Chicago Scovel S. Mayo, Stanford University Victor H. Noll, University of Minnesota William H. Zeigel, University of Missouri The principal special studies under- taken are directed by persons whose repu- tations have been established, not only in the general field of educational research but usually in the specific field of study to which they are assigned. The names of these persons and the studies which they are conducting follow: Roy O. Billett, Ohio State University—Pro- visions for individual differences; marks and marking systems; plans for promotion of pupils Fred Engelhardt, University of Minne- sota—School district organization; admin- istrative and supervisory staffs W. S. Deffenbaugh, United States Office of Education—Practises in the selection and appointment of teachers Belmont Farley, NEA Division of Publica- tions—School publicity Emery N. Ferriss, Cornell University—Study of selected secondary schools in smaller communities and rural areas W. H. Gaumnitz, United States Office of Education—Characteristics of small high schools Ward Keesecker, United States Office of Education—Legal and other regulatory provisions of secondary education Grayson N. Kefauver, Teachers College, Columbia University—Horizontal organi- zation of secondary education; secondary school population A. K. Loomis, Denver Public Schools—The curriculum William M. Proctor, Leland Stanford Junior University—Special problems in reorgan- ization William C. Reavis, University of Chicago— Guidance P Francis T. Spaulding, Harvard University— Junior high-school reorganization a — —_— oe la-} —. “oF cz [ expect to enjoy it as much the second time as I did the first!” Isn’t that an excellent recommendation for a book? The young woman who made this remark found in Hitty: Her First Hundred Years two of her special inter- ests in reading—biography and Ameri- can history, written with such delicious humor and charm that she frequently re- peats to her family the spicy sayings of Hitty and her friends. Hitty is a little doll made of mountain- ash wood and her autobiography written by Rachel Field and illustrated by Doro- thy P. Lathrop was awarded the John Newbery medal for the most distin- guished contribution to American litera- ture for children published in the past year. On the last page of her book, Hitty looks out the window of an antique shop in New York City and sees an airplane. “Perhaps,” she thought, “I, too, shall take to the air. Why not, since the world is always arranging new experiences for us, and I have never felt more hale and hearty in my life? After all, what is a mere hundred years to wellseasoned mountain-ash wood ?” Hitty’s dream of flying came true when Rachel Field, joint owner of the doll with Dorothy P. Lathrop, carried her by airplane into Los Angeles where the Newbery award was made at the an- nual convention of the American Library Association. She was greeted by circling planes containing many celebrities who radioed to her the news that her auto- biography was to be awarded the John Newbery medal. How Hitty came to be written is best told by Rachel Field, herself. It is curious how books happen—those who write them often know least about this. Some- times an idea comes all in a flash for a whole book, or again one gathers material piece by piece and fits it painstakingly together like a patchwork quilt, or as in the case of Hitty, some concrete object will set a whole train of ideas in motion. Nothing was farther from my mind than writing the autobiography of an early American doll until Dorothy P. Lathrop and I discovered Hitty in an antique shop in New York and found we each wanted her. But she turned out to be over a hundred years old and a real museum piece as we Were told. So we went our separate ways and tried to think no more about her and ‘tr very brown and wise old face. Then one day Hitty was gone from the window and I Wrote the news regretfully to Miss Lathrop. She replied by return mail, saying that we should have had sense enough to buy her [' coInG to read Hitty again; and The John Newbery Medal Book together. “You could have written her story and I could have illustrated it.” I knew she was right—in fact all sorts of ideas about Hitty’s past life and adventures began to come to me, so it was a great relief to find she had only been taken out of the window to show a customer. That very night she was ours, with our only clue to her identity a yel- lowed slip pinned to her dress with Hitty written on it in faded Spencerian handwrit- ing. By such queer coincidences are books sometimes evolved! My problems in writing the story were chiefly connected with the element of time. I soon found out that covering a hundred years of American life was more of a piece of work than I had expected. This accounts for the fact that the book is almost as long as a novel and required nearly as much care and research. But this also gave accumula- tive effect and I was able to choose certain periods and things I alrealy knew something about. I had for some years past been in- terested in reading old logbooks of whaling vessels, so it was natural for me to have Hitty go on a whaling voyage. Then after her New England, Philadelphia, and New York days, I wanted to give a feeling of an entirely different life in another part of the country. This accounts for me sending her down the Mississippi River and into the South. Then there was the matter of style. I felt from the first that Hitty would have had a very prim but spicy way of talking and so I tried to select every word and phrase care- fully, for I think people don’t give words half enough credit. Yet they are what really affect readers—children most of all because they are most impressionable. So many juve- niles today are too evidently written down to children with the words so simplified that all the spirit is lost in commonplaceness. Rachel Field was born in Stockbridge, one of Massachusetts’ loveliest villages. Nine months of the year, she lives in New York; three months she lives on Sutton Island off the Maine coast. Miss Field knows her state of Maine folk and pays a beautiful tribute to them and their state by dedicating Hitty “to the state of Maine.” Hitty’s first little mistress, Phoebe Preble of the state of Maine, loved her, © Macmillan Co. I begin my memoirs { 221] it seems to me, more than anyone else: And why shouldn’t she? She saw the old peddler whittle Hitty from a piece of wood, made her first clothes, and be- lieved, childlike, that Hitty would always be her doll. Her brother Andy once risked his life to restore Hitty to his lit- tle sister. Andy is not the only reason why boys will like this book. Children delight in the surprising ad- ventures of Hitty. They feel a personal acquaintance with this doll of character and eagerly follow her fortunes on land and sea, in foreign countries and various sections of America. Hitty: Her First Hundred Years is truly a joint creation for the illustrations by Dorothy P. Lathop have the same fine qualities as the story—beauty, humor, and an understanding of this doll of parts. In not one picture is Hitty shown with a person. Her six and one-half inches of wood made it impossible to show her in proper propor- tion with even a human forefinger. This re- quired much planning and ingenuity by the artist to keep the pictures varied and inter- esting. Expression was another difficulty— dolls keep the same one all their days and so Hitty smiles serenely through the most trying circumstances. The artist shows emo- tion by means of attitude—and as Hitty’s pegging is extremely simple and limited to two motions—here were more difficulties. Miss Lathrop’s appreciation of Hitty is shown in her own words: But if her hands and feet were easy to draw, her face was not. On that space no bigger than a silver quarter had been carved wisdom, humor, and poise—and no features to speak of or to draw. To translate ade- quately into pen and ink all the character and personality in that blurred and subtle little brown face was almost more than could be expected of a pen. John Newbery was a London book- seller who lived in the days of Doctor Johnson and Oliver Goldsmith and was the first person to publish books for chil- dren. The Newbery medal books are: The Story of Mankind by Hendrick Van Loon, The Voyages of Dr. Doolittle by Hugh Lofting, The Dark Frigate by Charles Board- man Hawes, Tales from Silver Lands by Charles J. Finger, Shen of the Sea by Arthur B. Chrisman, Smoky by Will James, Gay- Neck by Dhan Gopal Mukerji, The Trum- peter of Krakow by Eric P. Kelly, and Hitty: Her First Hundred Years by Rachel Field, the first woman to receive the medal.—E. B. | < ae ; * M ; | } ; Vitalized Group Study and Faculty Meetings HE SUCCESSFUL TEACHER in these days must swim to keep his head above water. It is not enough for him to graduate from college or normal school and be commissioned by the state to teach. He must keep himself mentally alive—Harlan H. Horner, secretary, New York State Teachers Association. To keep mentally alive means joy in life and work. The story of President Sutton in this issue is an instance. Many administrators made plans before vaca- tion for professional growth through vitalized group study and faculty meet- ings, using THE JOURNAL and their own state association journal as the basis for discussion. This plan is recommended be- cause it works. In the thousands of 100 percent schools every teacher has a copy of these journals. The material is varied, uptodate, and cannot be found elsewhere. Teachers appreciate the practical help contained in THE JouRNAL. At least one meeting a month might be given to a study of articles in THE JoURNAL and your own state association journal. Your faculty can be divided into committees, each to be responsible for a meeting. It is well to select the names of leaders for at least a semester in advance. The fol- lowing suggestions may help: (1) Early in the school year give each teacher a mimeographed form whereon he can list the names of fellow-teachers as lead- ers, and topics for meetings; also preference for time of meetings. (2) The teachers whose names are most frequently listed can be responsible for plan- ning the meetings for the year—the time, length of meeting, the division of the faculty into committees, each to have charge of a meeting. (3) Each committee may like to select its own leader and will choose the articles which it wishes to discuss. Many JourNat articles suggest a wide reading on the subject. Bib- liographies can be prepared, statistics gath- ered, a stimulating list of questions prepared to guide teachers in their reading. No commit- tee will care to put on a poor meeting. Every issue of THE JoURNAL will contain a page of timely suggestions on vitalized group study. (4) Begin and end meetings on time; aim for teacher participation in planning, in pre- siding, and in discussion; apply the articles to your own school conditions—doing this will make a difference in your school for children, teachers, and administrators. (5) Some schools, especially in the begin- ning of the year, use the first 15 minutes of their meeting for a social period. Routine matters which can be cared for by mail or the bulletin board are not allowed to monopo- lize the time of the professional study group. President Willis A. Sutton was asked to select from a list of 28 topics, a few themes he considers of most importance for emphasis in THE JOURNAL this year. HE BEST POSITIONS and the richest lives go to the teachers who study hardest and think most. The thinking teacher saves enough in im- proved methods to give time for the broadening things—the farther vistas that make teaching significant. In this JoURNAL is material on vital themes that teachers believe are worth- while. They are suitable for teachers’ meetings. They are useful for individ- ual study. They are problems common to the whole profession. To be familiar with them gives one a sense of belong- ing, of having a part in the effort to elevate education and lift teaching to a higher plane of effectiveness and pub- lic esteem. He selected teacher participation as first. In vitalized group study and faculty meetings, teacher participation as brought out in the suggestions above, is essential for the greatest success. Of course THE JouRNAL staff is enthusiastic about THE JourNAL. But note the voluntary com- ments of others: Your articles and plans for vitalized group study and faculty meetings have been an inspiration for my entire faculty. Each month the teachers read your articles with much interest with the result that our entire school system has taken on a new life. Each month THE JOURNAL contains helpful material and suggestions. We find it a source of excel- lent reference and an aid that we certainly need.—Benton M. Philley, principal, Mineola, New York. I am still following your articles on vital- ized group study and faculty meetings. The most valuable series of faculty meetings with which I have been connected had the follow- ing characteristics during all the year: The series was so planned that real pro- fessional study resulted. Each meeting had a definite purpose in view and made better teaching possible in the building. Meetings were held every two weeks, per- haps the best interval for sustaining interest. Tuesday (early in the week) was set aside for these meetings. In order that they should not become tire- some, meetings were never more than one hour in length. Teacher participation made them a suc- cess—M. F. Hyde, principal, Junior High School, Lawrence, Kansas. To read THE JouRNAL means personal growth and professional advance. The ar- ticles last year have been of such practical help, they have made us all more alert to the [ 222 ] problems of the profession. We think each issue an improvement on the last. Tyler, Albion, Michigan. In every JOURNAL I find some article which is inspiring and meets a real need at —Maude O. Beers, Hilo, Hawaii. As principal, I find “Vitalized Group Study” pages a great help.—Charles F. Otto Camden, New Jersey. ; Our teachers club composed of 18 active members is using THE JouRNAL as a basis for discussions, debates, and vitalized group studies. We find it a great help.— Gertrude R. Coleman, Cooperstown, New York. I am keeping a file of my JOURNALS; find them excellent reference and study material, We use JourNAL articles for group study and faculty meetings, choosing the articles that best fit our particular school.—Ethel B. Mat- son, Lake Worth, Florida. Our faculty devotes one faculty meeting each month to the study of Tue JournaL— S. W. Grive, Fort Smith, Arkansas. The teachers of Hancock High School hold bi-monthly faculty meetings which have been of great value in improving the professional spirit of the group. We use the NEA Journa. directly or indirectly in all our meetings.— Mildred E. Bretch, Hancock, N. Y. The great contribution of THE Jour- NAL is that it keeps teachers broadly in- formed on the larger problems of educa- tion. THE JOURNAL brings together the best thought of the profession. It pours into the educational advance a stream of ideals, information, programs, achieve- ments. It supports the program of the Association and the work of its depart- ments. It is one of the most quoted peri- odicals in the world. It is rich in material which educates teachers in the develop- ment of their own lives, in the improve- ment of educational policy, and the bet- terment of teaching. Note some of the articles in this issue, especially useful for faculty discussion: —Inez §. the time. Tue Future or America. Check the 20 achieve- ments mentioned in this editorial with your school and community. AMERICAN EpuUCATION WEEK. The practical help and inspiration in this 6 page feature are an excellent source for a year-round interpretive program. Presook READING IN THE First Grape. This article is full of definite help. In the last paragraph, note the statement about experience. Tue Joun Newsery Prize Boox. How many of the 9 Newbery prize books have you read? Are they in your school library? THe ScHoot’s RELATION TO MENTAL HEALTH. What are some of the causes for difficult behavior among children? Tue New TEACHER AND THE Principat. What suggestions in this article apply to all teachers? New Goats For ENLISTMENT. What persons do you know who have grown by working on the prob- lems of the profession? Resoutions ApopTep at Cotumsus. This pro- gram of the Association is well worth an entire fee ulty meeting. Applied to your school and community, what are your strong and weak points P Better Teaching of Music Putting First Things First Grace VAN DykE More School of Music, North Carolina College for Women, Greensboro, N. C. special music teachers who take en- tire care of the musical work of all the grades but in the large majority of schools the grade teachers are expected to do all, or very nearly all, of the music teaching in their classrooms, sometimes with the help of a supervisor but all too often with no help at all. This situation is especially difficult for teachers in rural and village schools where music is often a new subject and where little or no supervision is provided. Per- haps I realize this with special clearness because I have had an opportunity, dur- ing the past five years, to watch some of the beginnings of school music work in a southern state. The problem in the other southern states is much the same as ours and I surmise that many states in other gctions of the nation are meeting similar situations. Some young teachers are going out of the teachers colleges prepared to do this music work; others are striving valiantly to get some preparation in summer schools or through extension classes. However, there are still many who must work out their own salvation wit: no help other than their state course of study. Now a state course of study is far from being a treatise on methods and if a teacher has no knowledge of music, her relationship with the state course of study is a case of “the blind being led by the blind!” It is of this group of teachers—who are prone to have that “gone” feeling when the music period approaches—that I am thinking especially but I invite all teach- ers who feel any sense of uneasiness about their teaching of music to “listen in” while we talk very informally about this important subject. You read of and are told of many things to be done in the music lesson; your time for music in your school pro- gram is limited and your materials scanty ; and you wonder what you can do for the children musically that will count. This is the time when, in your thinking, you need to put first things first. The most impor- tant things musically—the first things— for the child are these: first, that he learn to use his singing voice; and second, that he enjoy music—enjoy both participating in music and listening to good music. [' soME fortunate schools there are If you succeed this year in leading your pupils to these two goals you may consider that you have done a good year’s HE JOURNAL is always pleased to receive suggestions from its read- ers as to the kinds of material they would like to see it contain. A letter came to the Editor’s desk this spring requesting that something helpful in the field of music education be included in this year’s numbers. Acting upon this suggestion this series of articles is begun and will be continued in later issues. The writer prepared a similar series for the North Carolina Teacher last year and is wellprepared to give practical help in this field. Is music education receiving the proper atten- tion in your school ? work. Fluent sight-singing, a knowledge of musical theory, creative work in origi- nal melodies, and beautiful performance of difficult part-songs may follow ; but the two things I have mentioned must come first. They form the foundation for all the later achievements and without the attainment of these two goals first, the other objectives are entirely out of reach. When I say this I am thinking not only of the lower grades, but of the grammar and upper grades as well, in case these grades have had little or no music in school up to this time. It is futile to insist that children of the sixth and seventh grades conquer the problems of sight-singing or memorize the facts of musical theory if they have not first a rich background of enjoyable singing of beautiful songs. Direct, per- sonal experience with music must precede the detailed and technical study of music; or, in other words, the child must know and love music as a means of selfexpres- sion before he is psychologically ready to study music as a science. After all, music is not a matter of black marks on a white page; music is a matter of a sense experi- ence—something heard—something that reaches the consciousness and the emo- tions through the sense of hearing. And hence, the printed page—the representa- tion of something to be heard—must fol- low a long and friendly relationship with music as something experienced in an en- { 223 ] joyable manner, the singing of many lovely songs and the hearing of much good music through the means of repro- ducing agencies when artist singers and players are not at hand. Sometimes we speak of music as a lan- guage. Let us think of the teaching of music as the teaching of a language. You would think it absurd if you were asked to teach a child to read German when he could speak no German and had never heard German spoken by others. When a child comes to school he already has a vocabulary of English words and phrases and can use these units in countless com- binations. But few children come to school with a musical vocabulary. Then we must supply this lack before we can hope to succeed in teaching them to read intelligently the printed page of music. And no matter what grade the child is in, he still must acquire something of a musi- cal vocabulary through experience in sing- ing and listening before he can success- fully be taught sight-singing. Many children come to school already using their singing voices well but in every primary grade, and in every other grade where music is a new subject, we find a considerable number of children who are non-singers or inaccurate singers. We owe every one of these musically handicapped children a chance to discover his singing voice and sometimes they sur- prise us by becoming our best singers later. The real monotone is rare. There are very few children who cannot be taught to sing, at least simple melodies. Teaching the inaccurate singer is not an especially difficult task. In another article I will try to tell you the fundamentals of this type of teaching. As to the enjoyment of participating in music and of listening to good music, there is innate in every one of us a desire for selfexpression—a desire to express in some way our deepest and most personal feelings. Different folks find various means of selfexpression: dancing, paint- ing, sculpture, writing (especially of poetry), dramatic expression, or the sev- eral types of musical expression. Of all the arts, doubtless music is the one through which the most folks can find the satisfaction of selfexpression. This does not imply or require solo perform- > ance, for group performance proves an entirely satisfactory means of selfexpres- sion. In group activities there is also the added pleasure of the social contact, the joining with one’s fellows in doing some- thing we like to do. Naturally, because of his limited skill and experience with music, the child’s participation is largely through singing; and of all the various types of musical ex- pression doubtless singing is the form of participation that the largest number of folks can continue and enjoy through all their lives. This makes it especially im- portant that group singing be made an enjoyable experience in selfexpression for the child so that he will grow up with the singing habit. I know of no way for children to learn to sing and to learn to enjoy singing other than by singing—singing many songs, songs suited to the child’s needs and de- velopment, songs that furnish the child a means of artistic expression in connec- tion with his many interests and activities, and, always, songs that are worthy of study, both in words and music, and songs that are truly beautiful and artistic. The smallest songs for the smallest children can be true art expressions—merely smaller in size than the art song that the prima donna sings. Not all beauty comes in large sizes. The exquisite miniature is just as valuable and lovely an expres- sion of beauty as the largest mural or the massive statue! As with participation, so with listen- | | | 224 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION ing—the only way to learn to enjoy listening to music is by listening to much music, and again, music suited to the child’s development and his ability to understand its message, worthwhile music, and music that leads him on and on toward bigger and finer things mu- sically. We are fortunate in being able to find on the market nowadays a wide va- riety of recorded music suitable for the child’s listening, in fact, especially in- tended for that purpose. There are also books and pamphlets available that give specific suggestions about the selection of music for various purposes and about the methods of presenting this music to the children in such a way that they will be led to enjoy it and to want to hear more. Again, the teacher who lacks musical background and experience may feel afraid to undertake this type of music work, but I assure you that if you will just use the same methods that you use in interesting children in reading good books, and if you will use the same thought and judgment in preparing your lessons, with the help of the books and pamphlets I have mentioned, you will find that you can accomplish much in leading the children toward a real enjoyment of good music. And while you are leading them, I shall not be at all surprised if you find that you are stimulating your own musical growth and appreciation! Per- haps you have little more musical back- ground or experience than the children. Then why not get your experience while milan wp eye October, 1930 the children are getting theirs? If you undertake this with an open mind, in P sort of experimental fashion, nate will have a “grand” time! So many children come to us from homes that are totally devoid of any form of beauty. They never hear music of worth, they have no books to stimulate their curiosity and their thinking, they have no beautiful pictures to satisfy their sense of line and color. Their littie souls are starved for beauty and loveliness! What an enticing opportunity for the beauty-loving teacher ! There is one other first thing that | must mention—the matter of the teach- er’s attitude toward the music in her classroom. The love and enjoyment of good music is not taught so much as it is caught and the attitude of the children toward their music work will be an al- most exact reflection of their teacher’s at- titude toward it. I long for the time when every child in our broad land shall have wellplanned music instruction throughout his school years. Until that happy time comes, we must all use every means at our disposal to accomplish the first things—the big things—in the child’s musical develop- ment. We shall make a big step in this direction if our grade teachers will realize that they can give the children in their care a good start toward becoming the lovers of good music that we want them to become. And may the joy of victory be your reward! Mental Health in the Classroom The School’s Relation to Mental Health CLaRA BassEtTrT Consultant in Psychiatric Social Work, The National Committee for Mental Hygiene, of any community realize immedi- ately that the glowing descriptions jisseminated by the local chamber of com- merce or Rotary club as to its peace, health, prosperity, and harmony are too optimistic an evaluation of conditions. Every community is faced with serious cial problems which may or may not be receiving adequate attention. One of the frst problems which confronts the in- quirer is that of delinquency. Each state and local community spends a great part of its income for the maintenance of courts, detention homes, jails, industrial schools, reformatories, and prisons. Large numbers of individuals are being handled in each of these institutions. ‘The num- ber of people in these institutions does not, however, indicate the real size of the problem of delinquency, as there are many persons in every community whose lives are spent in preying upon others and who successfully evade the law. Another problem which will immedi- ately stand out is that of insanity or men- tal disease. Each state has its great hos- pitals for handling the mentally sick and large amounts of money are annually spent for the care of individuals whose mental breakdown is so serious as to re- quire hospital treatment. The statistics regarding the number of patients in these hospitals likewise give no adeqrate picture of the problems of mental hygiene in any community. Many persons suffering from a frank mental disease are at large and their con- dition either goes unrecognized or they are regarded as merely eccentric or pe- culiar. Examples of such people may be more or less easily recognized as display- ing personality traits and mental symp- toms which indicate the possibility of a definite mental breakdown later on in life, Examples are: the young man who 8 always by himself, never mixing with Tors who are familiar with the life green apples probably will its parents will almost certainly the pupils but rarely or “nervousness” ne ee New York City others, absorbed in his own thoughts and phantasies ; or the woman, who in child- hood was petted, shielded, taken care of, OR SEVERAL YEARS THE JOURNAL has been presenting the best material in the pioneer movement on behalf of mental hygiene. Letters from readers show sustained appreciation of this ma- terial and the need for continued em- phasis in this field. Accordingly THE JOURNAL will present during the year a notable series by Clara Bassett on men- tal hygiene in the classroom. The rapid readjustment through which the human world is now passing subjects both children and adults to unusual mental strain. It is the business of the school to meet this situation just as it meets the need for physical hygiene, for cul- tural growth, and for vocational effec- tiveness. and always made the center of an admir- ing audience and who now evades all adult responsibilities and difficulties by getting hysterical attacks or developing physical symptoms which terrify those surrounding her into letting her have her own way. In any community there is also great social wastage and friction due to large numbers of people who are rendered per- sonally and socially ineffectual and un- happy because of warped personalities, unhealthy emotional attitudes, and wrong ways of handling the experiences of life. Such cases are: the mother who is a per- petual nag and scold; the man who has always been his ‘‘mother’s sweetheart” and never leaves home ; the woman whose life is filled with feelings of inferiority, fears, and worries and who never feels at ease or happy; the town drunkards and drug addicts; the chronic invalids who flit from one doctor to another in a vain effort to gain relief from their baffling afflictions ; the miser who heartlessly ex- N= of the laws of mental health are as wellknown to people generally as are the laws of physical health. All ot us know that give us indigestion—and we don’t eat green apples. Fewer know that excessive petting of a child by lead to mental ill health in the child. In the schools physicians examine the teeth and the tonsils of is any effort made to discover the health or ill health of their minds. Yet anybody who has experienced depression Karl ; or unfounded fear knows that anyone of these is much more unpleasant and exhausting than tonsilitis or toothache.— arl Menninger in The Healthy-Minded Child. ploits his employees in his pathological drive to pile up gold; the father who ter- rorizes, bullies, and tyrannizes over his wife and children. Problems of relief and dependency will likewise attract attention and many in- stitutions and agencies are engaged in aid- ing individuals and families who are in-— capable of maintaining themselves either financially or morally as independent and selfsustaining units. When attention is turned to the school system, serious problems again present themselves. The wastage in time, effort, and money due to the repetition of classes by large numbers of children is distress- ing. Even more disastrous is the emo- tional injury to the children which such repetition means, through the develop- ment of feelings of inferiority, inade- quacy, discouragement, habits of failure, loss of interest and zeal. Correlated with this problem is a group of children of superior ability who are usually forced to plod along in an uninspired fashion in classes attempting to pull with them the group of laggards just mentioned. An- other large group of children are clas- sified as truants and a considerable staff of attendance officers is busy corraling these youngsters and leading them back to school. Other school problems which trouble teachers include those of lying, stealing, sex activities, running away, and incorrigibility. Society has leng been confronted by these human problems but in the past has been satisfied to organize institutions and agencies for handling, in a more or less summary fashion, the serious end results. When, however, the problems assumed serious proportions and the great diffi- culty of changing human beings after their habit patterns are well set was real- ized, attention turned to an investigation of causes, to detection and treatment of earliest symptoms, and to prevention. : | F 4 . 226 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Attempts to handle the problems pre- sented by the serious delinquents in re- formatories and prisons resulted in care- ful studies being made of the life careers of the prisoners and it was found that the beginning symptoms of their difficulties were first evidenced in early childhood. Efforts to understand and to help the mentally sick in hospitals for the insane likewise resulted in careful, detailed stud- ies of the individual life histories of these patients and it was again found in most cases that the beginnings of the patients’ mental symptoms could be traced far back into early life, to unfortunate environ- ment, to unhealthy mental and physical habits, to warped emotional attitudes, to wrong ways of handling life experiences. Studies of the clients of agencies han- dling dependents also indicated that faulty physical, mental, and emotional habits extending back into early childhood really lie at the basis of most of their difficulties. Many detailed studies of problem school children indicate that the difficult behavior on the part of the child can usually be traced directly to wrong ways of handling on the part of parents, to un- happy emotional relationships within the home, to physical handicaps, to vicious community environment which offers no constructive and satisfying outlets for the energies of the child, to irritable or severe handling by an overburdened teacher, to a rigid school curriculum unsuited to the needs of the individual child, or to any combination of similar causes. These facts greatly impressed the work- ers in these fields with the immense impor- tance of reaching these threatened in- dividuals at a much earlier age when their problems are simpler and easier to under- stand and far more hopeful from the standpoint of treatment. Dr. William Healy was one of the pioneers in this effort to reach these prob- lems in their earlier stages and his five- year study of 1000 children passing through the juvenile courts of Chicago resulted in a much clearer understanding of the different aspects of these problems, in the development and clarification of the technic essential to an understanding of the whole life of the child, and in the publication of his classic book, The In- dividual Delinquent. His experience and that of others indicated, however, that it would be necessary to reach these children at an even earlier stage than that of the juvenile court, if the most constructive results were to be obtained. Study and experiments in attempting to modify human behavior patterns in chil- dren at various age levels have convinced workers that the earlier these problems are detected, the more hopeful are the re- sults; that the period of vital importance in the life of the child is the first weeks and years of life and that wrong methods of handling on the part of parents and teachers during these earlier months have the most farreaching effect on the whole future life of the child. Habit patterns, emotional attitudes, and fundamental ways of reacting to life are established during this period which largely influence the personality development of the child. The study of children in nursery schools, admitting children from the ages of three to five years, and in kindergar- tens, handling children from the ages of five to seven, show that already the per- sonalities of these children are fairly well- developed. ° Some of the problems resulting from unwise handling which stand out when individual observation is possible are the children who show neglected physical conditions in need of attention and those who have special physical handicaps with resulting emotional difficulties in adjust- ing themselves in a healthy manner. The personal habits of many are still in a cha- otic, unregulated condition. Some show wrong habits of eating, eating anything, at any time and in any amount. Others still drink their milk from a bottle or re- sort to a pacifier, while others show fussy habits of likes and dislikes in the matter of food, or appetites requiring continual coaxing. Wrong habits of sleeping are evidenced by sleeping at any time, or only after a long-drawn-out battle before going to bed, by demands for the con- stant attendance and ministrations of the mother, by enuresis, nightmares, or ter- rifying dreams. Other children show faulty habits of elimination, with emotional problems re- sulting from parental use of disapproval, ridicule, punishment, and fear as methods for developing control. Inability to dress themselves or to care for their simplest needs characterize other children in this group. The child who flies into temper tantrums whenever thwarted in any de- sire; the child who is abnormally timid, October, 1930 ae shrinking and fearful ; the one who js too dependent on its protecting mother and clings to the teacher; and the jealous child who resents attention to or achieve. ment by other children—all stand out as in need of special understanding. Other children who present difficulties requiring careful handling are: children who do not distinguish between phantasy and fact; those who bully or annoy other chil- dren ; the ones who habitually take things which do not belong to them; or those who tend always to blame others for their own difficulties and mistakes, Sul- len, resentful children who feel them- selves picked on or discriminated against and shut out ; the aggressive child clamor- ing for constant attention by showing off; the dreamy, solitary child absorbed in its inner phantasy life; the child who takes refuge in physical symptoms or complaints when confronted with difficult or unpleas- ant situations; and the child who shows unusual interest or curiosity in sex mat- ters or participates in sex activities—all claim our attention. These problems, which have in the past been considered so amusing, trivial, or ir- ritating to the comfort of adults or which children were hopefully expected to out- grow in due course of time, are now shown up in their true seriousness and challenge our best efforts in their solution. Because to parents in continual inti- mate contact with their children, these difficulties do not stand out in their true perspective and because of their lack of ap- preciation of the possibly serious implica- tion of these symptoms, the school is in a strategic position to recognize and treat these deviations in their incipient stage, during the first years of school life. It is because of this unique responsibility that it is so essential that teachers acquire an understanding and keen appreciation of mental hygiene as related to the lives of their pupils. There is nothing more tragic than to see cases constantly being referred to men- tal clinics at adolescence or later when the conditions are sometimes welladvanced and to find, upon tracing back the history of the difficulty, that the beginning symp- toms of maladjustment were easily recog- nizable sometimes even in kindergarten days and to realize that a little under- standing treatment at that stage might have prevented years of suffering and social wastage. SN ie once accepted the existence of mental health and ill health, we must, if we are going to keep our children’s minds healthy, learn to recognize the symptoms of mental ill health—Karl Menninger in The Healthy-Minded Child. a. <«- - ff RH =r = Cm twee e80c et es Oe ~ The New Teacher and the Principal Errie E. Smiru Principal, Frank McCoppin School, San Francisco, California supervisor and his type of super- vision determines the spirit of the school. Dr. Cubberley says: Ts PRINCIPAL of a school is the real The broader, professional knowledge and insight of the principal must find expression in the daily work of the teachers and the pupils if his largest usefulness as a principal is to be rendered. However, in helping the new teacher, to give her inspiration and to establish a happy attitude toward her teaching, the principal cannot be wholly successful by classroom supervision. The human factor must count for much—sympathy and understanding, courtesy, a sense of humor, ability to lead without driving, and a de- sire for growth. The new teacher does better work because of inspiration and courage that come from leadership in which she trusts. She welcomes the super- vision of a principal who can give scien- tific reasons why certain things should be done in a certain way. In the principal’s relationship with the new teacher, four of the large aspects of helping her set up ideals and establish a standard of measuring her own efficiency are: personality, professional qualifica- tions and growth, health and physical vigor, and ways of handling details of daily tasks. Helping the new teacher—Find out beforehand her personal qualities, her reommendations, her training, and her hobby, in order to establish a common interest. Establish a confidence through planning, assist in routine matters, and show her that her ultimate aim is to teach children, not subjectmatter. Explain to her regulations and plan of management to be followed in the con- duct of the school, such as the plan of selfgovernment practised, handling of books and supplies, outdoor play periods, use of auditorium, course of study, report cards, handling of tardiness and truancy, faculty meetings, and other requirements of the law which new teachers should know. Typewrite and tabulate this infor- mation for her, Appoint a sponsor for the new teach- “—turn her over to one of the teachers of the same grade for guidance. Let the teachers get acquainted with her. Make her feel at home. Suggest and criticise only on a basis for constructive help. This is essential in the development of better methods of instruc- tion. Patience, kindliness, fairness, and consideration are necessary to win the confidence of the new teacher. Like other human beings, she develops faith in her- self in about the same degree that the principal shows faith in her. Establish sympathetic and helpful re- lations with her. Make her feel that the principal is interested in her success and really wants to be a guide, a leader, and a helper. Give the new teacher encouragement, appreciation of what is well done, helpful suggestions, and an appeal to her self- reliance. Keep her from worry for she needs her energy for her teaching. Do not allow a beginning teacher to struggle alone as she may lose professional enthusiasm and proceed incorrectly. The principal should see where her trouble lies. It may be poor assignments, too much talking, or an unpleasant voice. Always let the pupils see that the prin- cipal has faith in the new teacher and de- fers to her as in control. When the weak points in her control are located, give her a good book or magazine article to read which will help her. If she is an elemen- tary teacher, she will find The Beginning Teacher by Almack and Lang, and Sears’ Classroom Organization and Control good books in classroom technic. If she is a high-school teacher, Problems in Class- room Method by Waples will be helpful. Try not to let the new teacher live below her best. A principal’s leadership should be such that she will have a con- stant urge to live up to expectations—a leadership that says “work with me, not for me.” Impress upon the new teacher it is im- portant to save time for recreation and personal growth. Conserve her nervous energy by limiting routine work and rec- ords as much as the progress of the school will permit. In my supervision as principal, I have used the following plan with the new teacher: , Classroom visitation—The principal’s first visits to the classroom are of short duration and are concerned with the order and general appearance of the room. Not [ 227 ] later than the third week the principal vis- its the classroom to help the new teacher in classroom procedure, when a record of observations and facts is made on score cards. After visiting, a short typed report is handed to the teacher and discussed with her, a copy of this report being in the hands of both principal and teacher. In this interview notes are taken. In the dis- cussion of these visits, impress upon the new teacher that skilful teaching is the result of careful, regular planning of her work. Daily planning of work—Call to the attention of the new teacher the follow- ing questions concerning the daily plan- ning of her work and give her real con- structive help in the study of them: Have the children definite ideas as to what they are working for? Have the children and teachers definitely de- cided what is to be done before the next les- son? What is the children’s definite preparation for the next lesson? What is the teacher’s definite preparation in collecting supplementary material for the next lesson? Is the assignment carefully planned so that it enables the pupil to know what to do and how to go about it? Are the children making the most profitable use of the class period? What provision has been made for individual differences so that each pupil, bright and slow, is given the best opportunity to advance? What provision has been made for checking results that the work may be tested? Make the new teacher understand the importance of a planbook. Planning is an essential part of her preparation. A weekly planbook placed with the principal on Monday mornings, should state aims, topics and problems, motivation, time al- lotment, and references. Opportunities given for improvement— Occasionally allow the new teacher to visit one or two efficient teachers of her own staff and teachers in other schools, keeping in mind definite objectives and giving her an outline of the main points to be observed and reported upon when she returns. Let her witness demonstrations of her own class by the principal. This is valu- able to the new teacher, especially when, after the lesson, she is encouraged to d ee ee 228 THE JoURNAL OF THE NATIONAL EpucaTION ASSOCIATION question about it or criticise it. Organize group conferences for new teachers in need of the same type of help, pointing out better ways to master difficulties, or stimulating earnest thought regarding teaching procedure. Importance of disciplinary habits— With the new teacher form disciplinary habits. Help her in need and apply pre- ventive measures before the situation gets beyond control. Diagnose her difficulties, tell her where and why her methods fail, point out what better methods she ought to employ, keep up her courage by show- ing confidence in her ability to succeed and protect her from annoyances that may tend to impair her working efficiency. Impress upon her the two purposes of discipline—educational efficiency and de- velopment of citizenship. Make her feel that the principal will stand behind her in all just treatments of pupils for pur- poses of control, except when she violates the rules. Importance of the teacher’s personal- ity—The new teacher’s equipment con- sists of her training and personality, the latter being the most important factor in successful teaching. It is just as important for her to possess the necessary personal qualities, such as sincerity, sympathy, fairness, courtesy, tact, and optimism, as to perform the necessary duties, since one depends on the other. To overcome the difficulties arising from the new teacher’s personality, it is necessary to find out in HOUSANDS OF TEACHERS will follow the various trails of the Great Divide to the land of the giant redwoods next summer when the | National Education Association holds its sixty-ninth annual meeting in Los Angeles June 28 to July 4. Seldom does a convention October, 1930 what traits she is deficient. A capable and willing teacher can be helped to overcome almost any personality defect by a skilful and sympathetic principal. Frequently the beginner is endeavoring to reach unreasonably high standards or is Overconscientious to produce results in too short a time, which results in a lack of selfconfidence. She usually undergoes a period of despair in attempting to fina a cause for her dissatisfaction. In her confused state of mind, she can best be helped by the understanding principal. A program of supervision as here dis- cussed takes a constructive attitude to- ward the new teacher, who is to be helped to success and not eliminated as a result of a program of inspection. EDT) Pe Pe Te TN city offer such an opportunity for combining an unusual summer vacation with attendance at the great annual gathering of the nation’s educators. Most teachers will go to Los Angeles by one route and return home by another. There are the coast line steamers through the Panama Canal for eastern seaboard delegates who prefer the novelty of an allwater route. Some will choose the southern way through New Orleans, the great plains of Texas, and the mesas of New Mexico and Arizona, with the opportunity this route will offer for | a side trip into Old Mexico. {| The grandeur of snow-capped peaks; the matchless vistas of the Grand Canyon; the Royal Gorge; nature’s wonders in Yellowstone Park, the Canadian Rockies, Great Salt Lake, Pike’s Peak, Glacier National Park; the Indian ruins of | the southwest; and a score of other wellknown points of interest will be determining factors in outlining the summer trip when conven- tion visitors consult the railway folders. California will beckon many to an entire summer of recreation in its gorgeous climate, equally restful among the mountains or on endless stretches of ocean beach. {Los Angeles itself will interest many. Here are 1,233,561 inhabi- tants where ten years ago lived only 576,673, an increase of 113.9 percent. A decade ago Los Angeles was the tenth city in the United States; now it holds fifth place. A city unique in landscape and architecture; renowned for its educational institutions, its great motion picture industry, its health-giving climate, Los Angeles not only entertains the visitors of two or three great national conventions every month but attracts thousands of those who come as tourists to remain as citizens. It-is now the fastest growing of the big cities of the United States. | Round trip fares to Los Angeles, by way of any of the routes the convention visitors may choose, are so low thatthecon- vention management will not ask the railroads for the usual special rates. Liberal stopovers are permitted. {| Many teachers will drive to the 1930 convention. The highways are excellent. They take the autoist through many points not accessible by rail. It is a great advantage to the tourist to be able to provide his own transportation at such time as he pleases wherever he wishes to go. {| There are 40,000 teachers in the state of California. They have been planning this convention for several years. They came to Columbus with an urgent invitation and a touch of the hospitality California will show to its guests at what is certain to be one of the largest-attended meetings the Association has ever held. President Willis A. Sutton is planning a program which will make this a long-remembered convention. {| Hotels at Los Angeles have learned to care for large conventions. The city government warmly welcomes visitors. The Shrine Civic Auditorium, where the Association will hold its general sessions, is new and wellappointed. It is equipped to handle both large and small meetings. It has ample facilities for the convention exhibits. The Auditorium adjoins the campus of the University of Southern California. Campus assembly halls will provide meeting places for departmental and allied associations. {| The 1931 conven- tion promises to excel all others in attendance. It has for its background a great vacation land. It offers notable opportunities for professional growth. Teachers who attend will enjoy a memorable summer. — Vital Values in Education of teaching has never been stronger than it is today. The problems for solution have never been more impor- tant nor more numerous. The zeal of the profession to meet the challenge has never been greater. Teachers—individually and in organized groups—are devoting them- glves vigorously and intelligently to the lution of the intricate problems in edu- cation. The theme chosen for this great sixty-eighth convention of the National Education Association is Vital Values in Education. T! CHALLENGE to the profession First, let us emphasize the need for freeing intelligence. Our much loved educational philosopher, John Dewey, warns us against that type of school, that “has literally been dressed out, with hand-me-down garments—with intellec- tual suits which other people have worn.” Dr. Dewey describes in this sentence the teacher who follows mechanically the “course of study” waiting for a super- visor or a superintendent to tell her what to do next. This traditional type of teacher is reducing the activity of the child’s mind to a docile and passive tak- ing in of the material presented—in short to memorizing with simply inci- dental use of judgment and of active sarch. It is encouraging that more and more teachers are—in practise—revers- ing this and leading pupils to thinking, weighing, measuring, reasoning, making judgments, and letting memory become the byproduct, rather than the main ob- jective of the day’s program. Henry Turner Bailey emphasizes that nature is the inexhaustible reservoir of suggestion for all science—the trees, the birds, the butterflies, the moths, the clouds, and the stars never cease to enter- tain and to bless all who have learned to love them. He says when we are wiser, we will run the buses of the board of education not to bring rural children into city schools but to take city children into the country that they may learn to know and love God’s first revelation to man and feel at home in the natural World because they are wellacquainted with it, Which is the greater tragedy, for a child to live in a crowded city in a home and school environment that almost pre- vents his chance for appreciation of the real values of life, or the child living in the rural school environment—perhaps surrounded by the beauty of God’s great The Columbus Convention "Pe a rich program of educational ideas and ideals. Was entertained with a hospitality in which city and state joined to set new standards. Presented a notable pageant showing Ohio’s contribution to education. Was wellattended in both general ses- sions and department groups. Enroled the largest number of official delegates ever brought together in the assembly—1234. Was reported by newspapers and press associations with unusual thoroness. Included a nationwide radio program. Was a period of good feeling and fine fellowship. Enjoyed remarkably weather. Emphasized vital values in education. favorable outofdoors—and yet not appreciating it because of having “eyes that see not and ears that hear not’? Bishop William A. Quayle once said he would like to add a beatitude to the list, to read “Blessed are those who have eyes to see and use them.” The beatitude I would add is—‘“Blessed are those who help others to see.” These blessed surely include the class- room teachers of America who have the vision of putting the emphasis on “‘first things first” and put that into practise in everyday classroom instruction. Fortu- nate, indeed, is the child who is associated with that type of teacher! Second, the entire teaching profession needs to be enlisted in training for the wise use of leisure. Our national commit- tee of the National Education Associa- tion and our forty-eight state committees will greatly stimulate and lead the move- ment but the real work will be effectively done only when each teacher catches the vision. A third vital value in education will be discussed under the theme ““The Interna- tional Point of View.” It is wellknown that much of the discord, unhappiness, and lack of harmony in the world is due to ignorance and _ misunderstanding. [ 229] Through false teaching, prejudices and hatred have been built and fostered. It often takes decades, even centuries, to eliminate the bad effects of such teaching. We had far too much of that in the late world war, as we all know. One of our widely read newspaper writers admitted after the war that he wrote untruths about the atrocities over- seas to inflame the feelings of hatred in America—people are better fighters when they hate. After the death of this writer, only a few years ago, the excuse was made that he wrote thus to help America—he wrote lies for the sake of patriotism. Is genuine patriotism dependent on truth or falsehood ? ‘““My country right or wrong?” No. “My country, may she always be right.” Most of us as teachers believe that the hope of the world is in the youth of the world. International goodwill and world understanding will come when a genera- tion is taught and acts upon the principles of justice taught by the greatest teacher of all time. These vital values of freed intelligence, wisely used leisure, and world goodwill open many doors to service. You will think of others. As you follow these pro- grams through the week you will have a new appreciation of the glory of teach- ing. Your satisfaction in service will be deepened. You will understand better the causes that underlie the rapid growth of the National Education Association. You will feel a new dedication to its program of service to childhood. You will appre- ciate more fully the vast work which re- mains to be done before the perfection of teaching, the improvement of salary schedules, the building up of retirement systems and tenure regulations can be fully accomplished. Generations of the finest men and women of America have poured their lives into the National Edu- cation Association. They have laid foun- dations. Much remains to be done. Prog- ress literally waits on able leaders and loyal followers. There is a part for all. Our educational progress and the ad- vance of our civilization will depend upon you and me—will be measured by our energy, our vision, and our loyalty.— From the presidential address of E. Ruth Pyrtle at the Columbus convention. mae Pioneering Again “HIS TENDENCY to place more power in the hands of the Federal Govern- ment, evident since the close of the Civil War, has doubtless been due in part to improved transportation and commu- nication and in part to the growth of great business combinations. There are now powerful influences which recognize no state lines and for which state and lo- cal governments are no match. But curi- ous results have followed from the at- tempted concentration of power in Wash- ington. Among these I name only a few. First, our federal government was one of limited authority and planned in a way to prevent the abuse of powers given it. Students of the Constitution have pointed with pride to the “checks and balances” provided. This government of checks and balances still re- mains in a day of increased powers, fre- quently bringing confusion and helplessness rather than business efficiency in the dis- charge of these powers. The machinery of government has not been revised to keep pace with the changed functions of govern- ment. Second, this increase in power has kept the citizen’s eye on the government at Wash- ington. Whereas he formerly did things for himself through personal effort or political activity in his local government he now looks to the federal government to solve his prob- lem. In administration this tendency has brought into being the Departments of Agri- culture, Commerce, and Labor. It urges new departments for such interests as education and public health and welfare, heretofore re- garded as strictly local interests. Third, effort to exercise power always fol- lows the vesting of power. As great corporate interests have been accused of trying to con- trol officers, so the popular will attempts to direct the actions of these officers. This move- ment has been commonly known as the growth of democracy. The Constitution was changed in regard to the election of the president in response to popular demand and practise has further modified the procedure until today the machinery is merely a matter of form. It is obvious that the original plan for the Sen- ate was to allow the people of the states to elect legislatures, each in its own way to send the two ablest men in that state to the United States Senate. But the Constitution was amended and each state elects its senators by direct vote of the people. Of course, no one foresaw that this might carry with it the temptation to expend tens and even hundreds of thousands of dollars in the larger states on the part of wealthy persons who were am- bitious to sit in the United States Senate; or that it would tempt powerful interests to spend money to elect their agents to that body. Our people do not realize the implica- tion for education in this basic change in our government and our relations to it. If the people select the senators who ratify treaties with foreign nations it is incumbent that the voters themselves know more about our foreign relations. Unless a person is reasonably intelligent on how much the globe has shrunk and on the fact that the next war will be one primarily of chemistry rather than phys- ics, he is in no position to say whether or not we should depend upon the old policy of settling disputes by war or whether we should enter some sort of a tribunal for the settlement of disputes by peaceful means. Education for the proper discharge of civic duties is one of the problems facing the pioneers of the 1930 decade. Some of the qualities of the older pioneer are still assets but new tools are also needed to perform new tasks. The citizen must pos- sess an increased store of factual knowl- edge to vote intelligently today. The new nationalism of civil war days gave us the publicly controlled college of agri- culture and mechanic arts and the gener- osity of farsighted business men placed the natural sciences on a parity with the older classical studies in our conservative endowed colleges. Recent trends in legal, medical, dental, engineering, nursing, and teacher education indicate a growing rec- ognition of the need of applying extant knowledge to the problems faced by pro- fessional workers in these fields. But in- stitutes of human relations, euthenics courses, and institutes of politics or inter- national relations are still rare and re- garded in many quarters with suspicion. We seem to grasp at once the advan- tages of those things which relieve our muscles of toil and which bring comforts and luxuries into our everyday existence. We appreciate, even if we do not under- stand, the basic sciences which make these goods possible. Consequently, we find lit- tle hesitation on the part of state legisla- tures and of men of wealth to provide funds for buildings and equipment for physics and chemistry. Great engineering and electrical laboratories appear upon the campuses of our institutions of higher learning. The coming of many of these comforts was predicted some seven hundred years ago by Roger Bacon, who pointed the way to securing them. Stop looking back, give up studying books, and study the [ 230 ] world around you—this in brief was his message. Why should not the pioneers of 1930 try this plan in the social sciences ? We are not making such remark- able progress in solving our interna- tional relations, in achieving human brotherhood, in eliminating vice, crime, and immorality, in understanding man’s appetites and habits, and in improving his methods of thinking that we can feel satisfied with the old methods. By follow- ing the paths blazed by the Clarks. Boone, and other pathfinders, we have won a continent ; by accepting the painful path pointed out by Bacon, we have achieved a comfortable existence not en- joyed by kings. Perhaps by following the path indicated by our leading economists, psychologists, and sociologists, the pio- neers of 1930 may bring to pass the king- dom of God on this continent. First we must get the facts. Our colleges need wellequipped laboratories and wellpaid staffs in economics, political science, psy- chology, education, and sociology. We need college trustees and presidents who will encourage real research and courage- ous teaching in these fields. We need newspaper editors and other leaders of public opinion who will rejoice as heart: ily in the discovery of new facts in these fields as they do when a new machine has been perfected or another human disease conquered. But more than mere knowledge is re- quired to insure progress. There is a vast difference between knowing the right thing to do and doing it. Until we are ready not only to receive new truth but to apply it in our thinking and acting, we cannot achieve the miracles that come from discoveries in the natural sciences. Just as the men of 1830 were opening up the wilderness, were clearing away the undergrowth of centuries, and making new crops grow where only wild animals had gone, so the century which lies ahead of us should be marked by the opening up of men’s minds, the sweeping away of ideas which have grown up more or less hit and miss through the centuries, and of planting wellestablished fact where only unfounded prejudice has existed, and the careful nurture of the new crop until a new civilization blossoms.—From an address by William John Cooper, U.S. Commissioner of Education, before the NEA July 3, 1930. IE NEW HEADQUARTERS building has been under construction during the summer. The cornerstone was id on the afternoon of July 25 by the Grand Lodge of Free and Accepted Masons of the District of Columbia. Thg trowel used by George Washington in laying the cornerstone of the central building of the Capitol was used in the ceremony. There was a program consist- ing of brief addresses by officers of the Association and the United States Com- missioner of Education. The laying of this cornerstone for a fine building at 1201 Sixteenth Street—which is five blocks north of the White House—marks an epoch in the growth of the Association, in the development of the teaching pro- fession, and in the promotion of the demo- cratic principle of equal educational op- portunity for all boys and girls of Amer- ica. The newly elected President of the Association, Superintendent Willis A. Sutton, being unable to be present, Joseph Rosier of Fairmont, West Virginia, mem- ber of the Executive Committee, pre- sided. The following are abstracts from the principal addresses which will ap- pear in full in the Proceedings: America is not so much a place as an Ideal, the Ideal being equal rights and equal oppor- tunities to every individual according to his abilities. While our rich natural resources have helped make us great, I believe our Ideal would have made us a great nation in any other place where the climate is not in- hospitable. This American Ideal cannot be realized without an educated citizenry, with- out such an education as will enable every citizen to make himself the best possible. “The success of the schools is the success of America,” is a pronouncement of Harvard University. Our belief in education, and our intreasing provision for education is wit- At the left, the cornerstone laying; ee The Cornerstone of the New Headquarters nessed by the fact that we have more young people in our secondary schools than there are in the secondary schools of Europe. We have more young people in our colleges and univer- sities than there are in the higher institutions of the other five leading powers of the world. But we have not attained our Ideal until the children of remote places have opportunities equal to those of the wealthy centers, until equal provision is made for all regardless of race or color, until we have every citizen so selfdirected and dynamically useful that he will not become a burden to society. When the time comes this building will be dedicated to the youth of America. The ac- tivities here centered should stream forth as a beacon light, lighting up the dark places and enabling the people to find their way to the fruition of the American Ideal. I wish it were possible to emblazon on this building in light what was written by Dante, “Give the people light and they will find the way.”—Walter R. Siders, chairman of the NEA Board of Trus- tees and field representative of the World Federation of Education Associations. The teacher’s employer is the public and the people collectively usually take action under emotional stress. When a President is assassi- nated by a disappointed office seeker, the pub- lic will act to eliminate political spoils. Should a loved teacher actually starve to death, doubtless salaries of colleagues would be promptly raised. Public sentiment must be expressed through lay agents, called school boards, trustees, or committees, consisting of individuals who serve without pay and are necessarily en- grossed in their own personal affairs. These agents are ready to respond to public opinion when it has been formed. The public, there- fore, needs to be made aware not only of the service which the teacher renders but must be assisted to distinguish good service from me- diocre or poor service. None can do this as well as an organization which maintains a headquarters and issues an organ to advocate with vigor the things which should be done. Organization of a body of more than three fourths of a million persons scattered over a vast continent is difficult to accomplish. But the National Education Association represents in corporate form just such an achievement. Its meetings furnish the occasion for profes- sional inspiration and instruction and for action designed to advance, not the personal interests of individuals but the profession as a whole.—William John Cooper, U. S. Commis- sioner of Education. The date of laying this cornerstone marks an important achievement. For years the Na- tional Education Association has urged that education have the same recognition that has been given to commerce and to agriculture through federal departments with secretaries in the President’s cabinet. The Association has also urged that our system of state and fed- eral aid should be readjusted to meet the re- quirements of the new economic and social conditions of today. These are ideals for which you too have stood. The pressing need on the part of the nation’s children has found a sympathetic response in your hearts. After the most thorough study the best minds in the nation are coming to agree upon this view. Conditions in education are no less grave and difficult than conditions in industry and busi- ness. The gravity of the situation should lead the Congress and the President of the United States to hasten the creation of a Department of Education and thus to place the govern- ment squarely behind a movement fundamen- tal to the general welfare and to the highest type of citizenship—E. Ruth Pyrtle, NEA first vicepresident, and principal, Bancroft School, Lincoln, Nebraska. This building is being constructed with the fees paid by the life members. Each life mem- ber pays into the permanent fund of the As- sociation the sum of one hundred dollars. In many cases this represents a great sacrifice on the part of the teacher securing the life mem- bership. It is constructed primarily for the purpose oi enlightening public opinion in order that we may, in the words of Webster, “preserve and perpetuate our free institu- tions.’—Joseph H. Saunders, member, Na- tional Board of Trustees, and superintendent of schools, Newport News, Virginia. — at the right, the building as it will appear when completed, a monument to teaching. ; 7 * oe ere ve poms eS > _ADMINISTRATION BUILDING FOR THE NATIONAL EDUCATION ASSOCIATION WASHINGTON D. &. Frank _Irvinc Cooper CORPORATION ARCHITECTS -_———_——— _ Boston MASSACHUSETTS | 4 | es _ aa ew Important Points from Columbus Addresses DUCATION of our adults is needed now as E never before, for in this machine, mass- production age, the life of the worker must be enriched or, in many cases, his spirit will die. We probably can hold the place we now have by schooling children only but to make real progress we must educate adults.— L. R. Alderman, U. S. Office of Education. An outstanding opportunity is presented to the teachers of America in international rela- tionships today. The multilateral treaty for the renunciation of war enacts new law for each of the signatory powers. It cuts away the right which nations have hitherto had under international law to resort to war in any cause.—Florence E. Allen, judge of Su- preme Court of Ohio. We need to check-up on ourselves—find out to what extent we are forgetting the indi- vidual and thinking only of classes and sec- tions and schools and systems. We need to find to what extent we are thinking in per- centages, medians, graphs, and forgetting that these are but mass pictures—M. G. Clark, superintendent, Sioux City, Iowa. In your country the spirit of cooperation is not a mere reflection as with some of us Eu- ropeans but a living property of the masses. Nowhere better than in America—thanks to the vast extent of the country, united in lan- guage, mind, and economics, and of highly developed technical application—can the great and new ideal of an education for world-community be realized—Paul Dengler, director, Austria-American Institute of Edu- cation, Vienna, Austria. The classroom teacher should be given classes small enough to enable her to know her pupils as individuals. The superintendent of the Chicago schools has recommended a gradual yearly reduction of the teaching load.—Isabella Dolton, assistant superintend- ent, Chicago, III. The real teacher knows that the strongest element in character development in her class- room is her own personal character, that her ideals and conduct have more influence in the lives of her children than anything she says or teaches. We are paid for what we are as well as for what we do.—Wiillard E. Givens, superintendent, Oakland, Cal. Teach your pupils to know and admire George Washington, to carry his example and companionship in their hearts, and our country’s destinies will be safe in the hands of the next generation.—Lieut. Col. U. S. Grant, 3d, associate director, George Washington Bi- centennial Commission. One of the best ways in which to develop the habit of work and to impress the fact that every person must make some definite and necessary contribution to the world’s work, is through the school garden and the little gar- den plot at home which should belong actually to the child himself.—Florence Hale, state supervisor of rural schools, Augusta, Maine. Are not superintendents aware that, in the building of large cities, we are depriving children of nearly every nature contact? This denuding the city child of the major part of his nature heritage has led to a woeful igno- rance on his part of the simplest common- places of the natural world—Van Evrie Kil- patrick, director of school gardens, New York City. The most vital purpose of the National Congress of Parents and Teachers is the edu- cation of parents—Mrs. B. F. Langworthy, first vicepresident, National Congress of Par- ents and Teachers, Winnetka, IIl. The school library enriches the child’s life because in learning to use it he is put into possession of the tools whereby he may con- tinue his education.—Edith A. Lathrop, U. S. Office of Education. The Filipino people are tremendously anx- ious and exceedingly earnest to achieve com- plete selfsovereignty at an early date, not alone for their political wellbeing and eco- nomic stability, but for their intellectual ori- entation and cultural progress.—Camilo Osias, resident commissioner, Wash., D. C. Equality of opportunity will not be fully realized until we equalize the support of edu- cation for all areas whether urban or rural. We must, as well, provide for the organiza- tion of larger units of administration. It is not possible in a one-teacher school, or in a township with a half dozen such schools, to provide an educational program equivalent to that offered in the most progressive urban centers—George D. Strayer, Columbia Uni- versity. A world civilization is being built up with startling rapidity. The world is face to face with either cooperation or catastrophe. In- tellectual disarmament must precede the physical—Augustus O. Thomas, president, World Federation of Education Associations. The sensitive state of mind and conscience developed through education and the increas- ingly ethical interpretation of Christianity have made it impossible for the American people to neglect the issues arising out of poverty and unemployment—W. O. Thomp- son, president emeritus, Ohio State University. If future homes are to be places of happi- ness and content, youth must somehow learn that the secret of happiness lies not in the properties but in the quality of life—Frank P. Whitney, principal, Collinwood High School, Cleveland, Ohio. Considering the tendency of the times to tap the public treasury, serve the business in- terests, and enjoy the generous luxuries of the benevolent-minded, the record of the National Education Association to mind its own busi- ness, and serve God and humanity with every penny of its two dollar membership is the wonder of the twentieth century.—4A. E. Winship, editor, Journal of Education, Boston. Some place across the horizon of the years we are going to find a way to apply the same rules which have made for decency and order in our communities to that larger world com- munity in which we live because the most precious material that is wasted in war is not the battleship or cannon but human life, and because that is the product of the home, I be- lieve that women should have a place on every council of government which is to de- cide war and peace for the nations.—-Ruth [ 232 ] Bryan Owen, member of Congress from Florida. The commercial ownership and operation of radio stations presents the major Problem in the use of radio for real educational pur- poses. Shall education by radio be left to the direction of commercial interests ? Concededly educational programs over the radio sheuld be devised and directed by professional edu- cators. How is this to be done in view of the existing commercial ownership and opera- tion? Will the legislatures provide appropria- tions of money with which to buy time on the commercially owned and operated sta- tions? Will those stations fairly allocate time for education uses even when pay is ten- dered?—Ira E. Robinson, Federal Radio Commission, Washington, D. C. A community that tolerates roadhouses and slums must cease to criticize the school child found there. The only school education that is effective is that which is tied into the life of the community—Mrs. Hugh D. Bradford, president, National Congress of Parents and Teachers. In the more than 13,000 ways in which men may more or less honestly earn a living, the opportunity for leadership is as multiple as these vocations or as the kinds of excellence that men may find effective within these fields—E. H. Lindley, chancellor, University of Kansas. Unless the teacher has some degree of world consciousness, nothing of permanent value can be conveyed to the school concern- ing internationalism.—Clare Soper, interna- tional secretary, New Education Fellowship, London, England. The thing which a child sits down and plans and executes with his classmates and friends around the work table, the achieve- ments which he accomplishes with his own hands, the decisions which he makes with his own mind, the interests that this work arouses in his mental operations, the actual doing of the thing which he has thought is the greatest factor in the building of character. —Willis 4. Sutton, superintendent, Atlanta, Ga. So challenging are the responsibilities of the hour that the conservatism of human value is paramount to every other consideration— Myers Y. Cooper, governor of Ohio. As they teach children to do by what they do and inspire them to become by what they are, the parents and teachers of America shall develop character.—Randall J. Condon, Friendship, Maine. The first quality that I would require in 4 teacher would be this: I would first of all ascertain whether the teacher has an accurate sense of the value of a child and of every child and especially of the young child— Bishop William F. McDowell, Wash., D. C. The primary factor in the making of a good school is the teacher and his equipment of knowledge and skill and ideal, his insight into the needs and capacities of those who come to him for instruction, his ability t stimulate them to wholesome activity and to guide them aright—William C. Bagley, Co- lumbia University. ey ica on, 1a all ate ery ood of ight who r to 1 to ECRETARY CRABTREE'S annual re- ports emphasize outstanding prob- lems of the teaching profession. The report presented at Columbus is the 13th chapter in this notable series. This year the Secretary outlines the emergency in education which exists at this time: The mew emergency—We are now con- fronted with readjustment problems more grious and more formidable than those that followed the world war. These problems have grown out of the recent rapid changes in in- dustry, in finance, in labor, and in social con- ditions. No war could disrupt conditions more ruthlessly than is being done by invention and machinery. No war could put factories into disuse or into partime use more rapidly than is being done by changes in social demands and by consolidation. Machinery has shifted and displaced labor at an appalling rate dur- ing the last two or three years. These changes may be for the better in the long run. It all depends on the intelligence and speed with which real adjustments can be made. Peace time developments in the past have been gradual and have been made with- out conscious effort. As machinery took the place of labor, other lines of human enterprise opened up new opportunities. A balance was easily maintained. But conditions have re- cently been thrown out of balance. Industry and finance have run ahead of everything else in organization and power. Things are no longer moving along in orderly fashion. It means more to social progress and to the hap- piness of people to maintain a reasonable bal- ance than to have wide extremes and sudden fluctuations. The present lack of balance may be due to speeding up industry and finance while permitting other lines of progress to lag behind. Our work is laid out for us. It is to speed up educational adjustments. As a remedy for the situation the Sec- retary cites better and greater organiza- tion in education as in business : Each field to do its own thinking—You can readily see the need of group thinking in tvery activity. Is our own organization ready to do its part? The farmers are too badly crushed to hold their own in competition with giant industry. Their organization lacks in force. The rural school suffers as the farming interests suffer. Unless our profession is strong enough to see that the needs of the tural child get the attention of the public and lawmaking bodies, who is going to do it? The controlling powers in industry and finance do not want labor to suffer. They do lot want farmers to go out of business. They do Hot want education to be neglected. But their duties to their own interests come first. They do not take time to do reliable thinking for labor, for the farm, or for education. Who “pects them to? They may at times think they know best, but on deeper thought they The New Emergency in Education realize that labor, agriculture, and education must each be responsible for setting forth its own needs and for formulating plans for pro- moting its own welfare. The recent improvement in school condi- ew passinc of Dr. William M. Davidson, superintendent of schools, Pittsburgh, Pa., takes from our midst a man beloved for his personal fineness and cultivation, for his able leadership, and for his high ideals. Dr. Davidson’s many services to professional or- ganization reached a climax in his chairman- ship of the Legislative Commission of the National Education Association in which he was active up to the time of his death on July 27, 1930. tions did not just happen. It came as a direct result of interest, effort, and organization. The National Education Association, in co- operation with other agencies, met the emer- gency of a decade ago in a remarkably effec- tive manner. The organized profession pre- vented a breakdown in education. It merited and secured the confidence and goodwill of the people. It has the fullest respect of the public at the present time. That is what makes it strong. That together with its wise purposes and policies is what gives it standing with other professions. That is why its voice is heard in legislative bodies. That is why, with an enlarged membership, it can confidently plan to meet the present emergency. Teachers receive better salaries, have better tenure regulations, retirement allowances, and gen- eral teaching conditions, and the public has better schools because of the strength of state and national education associations. The fact that the Association gave the classroom teacher the same recognition that it gave to teachers on other levels of the pro- fession, gave her added prestige in the com- munity and resulted in much better work in the school. [ 233 ] Double the membership in 1931—Due to economic conditions there is all at once an oversupply of teachers, an oversupply of lawyers, bank cashiers, plumbers, carpenters, and of all other labor. Under this situation it is only possible to keep salaries on higher levels by the stabilizing force of organization. Of course, there will be a readjustment to meet the new situation. Im this readjustment organization is what counts. Salaries in your state are much better because of your efficient state association and because of the strength which comes to it from a powerful national association. We must not sound an alarm, yet we cannot deny that it will require all the strength that can be mustered to prevent setbacks in the schools. We had an enrolment of 205,000 members in the NEA last year which rep- resents about 20 percent of the teachers of the nation. We are proud of the professional spirit which gives this remarkably large en- rolment. But if we needed 205,000 last year and the year before, we need the power of double that enrolment now that we are in the stream of new conditions and movements. The Secretary urges that sufficient re- tirement be provided for all teachers; that the professon take a firm stand for the eighteenth amendment for the protec- tion of children against the selfish appe- tites of adults; that the program for the enrichment of adult life be continued ; that the Association support the policy of government subsidies for rural education ; and that the question of better under- standing between the Association and faculties of private schools and of colleges and universities be studied. He writes of the greatest achievement of the year: The Advisory Committee—There is no de- partment of education but there are numerous divisions and bureaus in the various depart- ments that administer the educational projects of the Government. The activities and au- thority of divisions overlap and create con- fusion in the states. In order to find a remedy for the situation and to determine a wise plan of procedure for the Government in the ad- ministration of education, an Advisory Com- mittee has been appointed by Secretary Wil- bur of the Department of the Interior on the advice of President Hoover. The committee of fifty-two includes some of the best thinkers and experts in the nation. It is now making a very careful study of all questions involved. When its report is made it will be backed up by a body of facts which will give the nation confidence in its recommendations. This is one of the studies being made under the author- ization of President Hoover to aid Congress and the President in deciding on policies of . procedure in handling the larger issues before the people and the Government. The appoint- ment of the Advisory Committee is the most important step in education since the time of Horace Mann. : New Goals for Enlistment poe HE National pe Pm = xcs Education As- a ay merit! sociation does Sones AA oEH| §=6not call its members a to a life of ease and =H indifference. It is a =| a working — organiza- - =. ad oe ne fee Gee Fe. Fol. 19, No. 7 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION A-201 jposeisdatchenRn = ‘ ; eralleaneane tek ae Teaching Films brimful of action! Eastman Classroom Films contain a maximum of the element that gives living actuality to the topic. Some of the action scenes from ‘‘Mackerel.”’ A 1 trim schooner moves out to sea. The lookout ' signals the presence of a school of mackerel. A seine boat takes off, and lets out its net. dory tows the net around the school of fish. Net and mackerel are hauled to the schooner. The fish are hoisted to the deck and pushed through an opening into the hold. Atthe pier the crew unloads the catch. Thefisharecleaned by machine,thrown on racks, sliced by revoly- ing blades. In another room they are swiftly packed, food for the tables of the world. 1 P the actionscenes from “Wheat.” Pioneer S ance plowa difficult piece of ground with a horse-drawn plow. Seed is sown by hand. . Men cut wheat with a cradle, while women re bind it. Grain is threshed with flails, sepa- nted from the straw, laboriously winnowed. Insharp contrast, tractor-drawn drills sow a crop, and a harvesting “combine” cuts and threshes in one operation. A local elevator re- ceives grain, ships it to great storage eleva- tors. One of these giants pours wheat into a bargeand the grain is on its way to the mill. Some of the action scenes from “‘The Water Cycle,” Vapor rises from water surfaces, forming clouds. They dissolve intovarious forms of precipitation—rain, icy sleet, heavy snow. Ground water drips from stalactites, forms bubbling springs, seeps into wells. Surface water flows from mountain-side and melting glacier to streamsand waterfalls—to ponds, great rivers and smooth seas. Vapor rises again from these various bodies of water, as this cycle of nature begins to repeat itself. THE value of a classroom film a is governed largely by the proportion of signzficant action a- Mm Which it contains. Chiefly ot @ ‘trough this factor does it attain m WM the life.. sequence. ..actuality et GM ...that make it an important d HRM teaching aid. Eastman Classroom Films are invatiably founded on such ac- ts Ma 00. They are full of it. To pro- ,- gg uce the films, the Eastman or- ge Wm ization established a com- tlete staff of specialists in a new e- Wm id. They are teachers of estab- ot WM ‘shed reputation and long ex- he WM tience, and they are also stu- rs om of classroom methods. , : ‘ e a this dual qualification they entirely practical. These Films are glad to answer the questions ‘vote all of their time and effort films are neither an ex- of principals, supervisors, superintend- 0 the production of films that periment nor a novelty. ents and board members relative tocost, od (y TPly action to the teaching of a wide They represent a proved classroom aid, orn subject-matter and other na hnge of subjects. which supplements other teaching phases of Eastman Classroom Films. a ; ith such an editorial staff at work, means through the power of action to Address inquiries to Eastman Teaching - wa can feel assured that every illustrate and explain. Films, Inc. (Subsidiary of Eastman ’stman Classroom Film purchased is The makers of Eastman Classroom KodakCompany),Rochester, NewYork. EASTMAN (CLassroom PiLms Mention Tur Journat when writing our advertisers. A-202 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION O For Opaque Material and Glass Slides Model QA—the latest Spencer projector accommodates books, post cards, charts, drawings—any opaque material and stand- ard glass slides. One 500-watt lamp is so placed as to give more illumination than any similar instrument. Not necessary to work in dark room with Model QA. It is portable and easily operated. Remainsecool after hours of use. The price is but $110.00. A filmslide attachment may be added at slight additional cost. ( tober, 1930) nas Model BDT Balopticon é PICTURES Hold Attention » » A good slide presents a large, clear picture in which details can be clearly seen. It focuses the attention of the pupil automatically and HOLDs IT! “Still Projection’”’ is ideal for visual instruction as it allows ample time for observation and discussion. Subject matter is abundant and inexpensive. There is a B & L Balopticon especially adapted to your needs. Write for complete details. % Write for K-68 giving details. 684 St. Paul St. SPENCER? SPENCER LENS COMPANY (SPENCER Burra.o, N. Y. BRANCHES New York SAN FRANCISCO WASHINGTON Los ANGELES CHICAGO BosTon MINNEAPOLIS Makers of Orthogon Eyeglass Lenses for Better Vision © —_—O— eee —- ——_—__ Ore BAUSCH & LOMB OPTICAL CO. « Rochester, N. Y. BAUSCH % LOMB (Continued from page A-200) the summer vacation comes to an end. Everyone who has visited a modernschool or who has had any contact with the chil- dren knows that the children look for- ward eagerly to the time when school opens.—I nvesting in Public Education, NEA Research Bulletin, Sept. 1930. Military training need not be com- pulsory—Attorney General William D. Mitchell at the request of Secretary Ray Lyman Wilbur made a thorough study of the Morrill Act, and on June 20 issued an opinion supporting the position of the University of Wisconsin that an elective course in military drill was sufficient to meet the requirements for federal aid under this Act. Persons interested in ex- tra copies of this opinion may obtain them from the Committee on Militarism in Education, 387 Bible House, Astor Place, New York City. The schools’ responsibility—The ratification of the London Naval Treaty marks a great advance. This treaty like the Pact of Paris is teaching material for all schools. By it for the first time the big naval powers of the world agree to limit naval strength in all categories. Add this to your curriculum—Let every school—both town and country— in rural areas keep a file of material re- lating to the activities of the Federal Farm Board which is trying to save farm life from economic destruction. Young people have a right to understand the great transition thru which America is passing. Such knowledge is more impor- tant than any ancient or modern lan- guage. From the Editor’s mail—Perhaps you are too busy to even read this but I cannot refrain from expressing (on pa- per) my gratitude for the very worth- while NEA JournaL. The articles on Leisure by Dr. Suzzallo and Dr. Jacks (in the June issue) have formed the basis of talks I have given before women’s clubs. The editorials have helped me greatly in my club work. My plan is to use the JOURNAL as a “sort of’ textbook next year in my club work. And so the JouRNAL makes it easier to hold to our ideals of “excellent performance.”— Georgia B. Parsons, president, Los An- geles City Teachers Club. An admirable appointment—The American Indian has been much abused and neglected. He is now to have a better Mention THe Journat when writing our advertisers. deal. In this connection, Dr. W. Carson” Ryan, Jr., professor of education at) Swarthmore College, who has made a_ thorough study of this question firsthand, has been made director of education in’ the Indian Service. Dr. Ryan was for-] merly associated with the New York Post! and School and Society. He has also helped with the press service at conven-) tions of the NEA. Dr. Klein receives new appoint-) ment—Arthur J. Klein, for five years chief of the Division of College and Pro-| fessional Education in the United States] Office of Education, has resigned to ac- cept a position as professor of higher edu-F cation in the department of school ad-) ministration, College of Education, Ohio} State University, Columbus, Ohio. § Dr. Klein will continue the work be-| gun in the Office of Education on the sut-§ vey of land grant colleges until that study is completed. He will also assist in finish-| ing the surveys of higher education nowy under way in Arkansas and Oregon. National Advisory Committee 1s- sues report—The National Advisory Committee on Education, of which Charles R. Mann is chairman, and J. (Continued on page A-204) ‘ol. 19, No. 7 “Mental Attendance guaranteed by FILMO School Projector Filmo 57 Projector in operation in Wyomissing (Pa.) School, under ©|| direction of J. Appenzellar, Principal. On the screen is a Ditmars natural history subject, No. D-45, from the Filmo Library. | poe. DEWEY has said: “The law and parents may guarantee physical attendance of the child at school, but it is left to the teacher to insure his mental attendance by a sound appeal to his active interest.” Visual instruction with Filmo School Projector splendidly supplies this “active interest,” making school life “an interest- ing and absorbing experience to the child.” To the last detail of its design and manufacture, Filmo accomplishes the perfect projection which so absorbs the child’s interest, leaving his experience un-marred by eyestrain or other by-products of poor projection. Flickerless, steady, and brilliant motion pictures are assured with Filmo because of its scientifically designed shutter and shuttle movement, and its powerful direct lighting system. Its unique safety screen means still projection without damage to a the film. Side-tension film move- ment means complete freedom from scratched and worn film surfaces. Any Filmo dealer will gladly demonstrate Filmo in your school- room. Or write today for folder “Filmo in Schools and Colleges.” © Filmo 57-E School Projector—250 Watt, 5 amp. lamp; geared rewind; fixed resist- ance; 45-50 condenser; and — school case —$205. Other models $198 up. BELL & HOWELL FILMO Professional Results with Amateur Ease Bell & Howell Co., Dept. V, 1816 Larchmont Avenue, Chicago New York, Hollywood, London (B & H Co., Ltd.) Established 1907 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-203 Ask he Maal | Motion Picture Films in 10 mm. Motion pictures can teach natural history with tremendous effectiveness. Think of the “movie” possibilities of geography, history, physics! Scores of films on these and other subjects can now be rented or purchased in 16 mm. width as well as the 35 mm. width. Write for catalog of S.V.E. ScHOOoLFILMs. Consult it frequentiy. Cost of renting films only $1.50 and $2.00 per reel per day. Give pupils in your school the advantage of latest methods of instruction. SOCIETY FOR VISUAL EDUCATION, INC. Dept. 5100, 327 S. LaSalle St., Chicago, Illinois Please send catalog of S.V.E. SCHOOLFILMS. Name. — School ar Address City. SOciETY FOR VISUAL EDUCATION, INC. \(anufacturers, Producers and Distributors of Visual ids \\ 327 SOUTH LASALLE STREET. CHICAGO, ILLINOIS. MA Mention THEr JournaL when writing our advertisers. i ' ' , ’ A-204 The Aci Test What more exacting test can there be of dictionary leadership than the judgment of the educational world? Every State that has adopted an unabridged dictionary for use in its schools has chosen exclusively WEBSTER’S NEW INTERNATIONAL DICTIONARY The Colleges voted overwhelm- ingly in favor of Webster as the standard of pronunciation, in answer to questions submitted by the Chicago Woman’s Club. Nearly 100% of all schoolbooks are based on the New International for pronuncia- tion, spelling, compounding, and division of words. The New International has been univer- sally accepted by those best fitted to judge. a is in accord with the best modern practice. Use it in your own schools. Write for our free booklets of interesting ways to teach the use of the dictionary. GET THE BEST G. & C. MERRIAM COMPANY SPRINGFIELD, MASS. 650 Municipalities Prefer Murdock Outdoor Bubble Font A: markable e ing Fountain for pupil, school, health and cleanliness Every drink fresh from water main. Self-draining. Foot-operated. Does Not Give Trouble. Anti-freezing. Write for this impor- tant book. The MURDOCK MFG. & SUPPLY CO. 426-430 Plum St. Since 1853 CINCINNATI, OHIO PHOTOS ENLARGED Size 16x20 inches Same price for full length or bust form, andscapes, get animals, ete. OF enlargements of ‘any hoto or any size)and within awee youwill receive your beautifa life-like a ementsizel6x20in.guar- got es fadel a vey — wi cndic and wopay De Special FreeOffer ntwe wilt send = your UNITED PORTRAIT COMPANY 900 W. Lake St., Dept. M-1140, Chicago, Ill. (Continued from page A-202) W. Crabtree, secretary, issued a memo- randum of progress during the summer under title of Federal Relations of Edu- cation: A Memorandum of Progress, set- ting forth problems, procedures, and statements of issues, principles, and pro- posals for action. (Copies of the memo- randum may be had free by addressing the National Advisory Committee on Ed- ucation, 26 Jackson Place, Washington, D. C.) The report suggests the need for federal aid and for ‘“‘an adequate federal headquarters for educational research and information.” The committee wel- comes all suggestions. Many are writing to express their conviction in agreement with the resolution which the Associa- tion has adopted annually for more than a dozen years urging that the federal headquarters be a Department of Educa- tion with a secretary in the president’s cabinet. A unique and inspiring occasion— The headquarters staffs of the National Education Association and the United States Office of Education had a joint meeting at Washington on September 11 to listen to an address on Horace Mann, the great advocate of the common school, by A. E. Winship, editor of the Journal of Education, Boston. In introducing Dr. Winship Commissioner Cooper re- ferred to him as America’s foremost liv- ing educator and referred to the appro- priateness of making a new relationship between the National Education Asso- ciation and the Office of Education with an address on Horace Mann by A. E. Winship. A feature of the day was a tele- gram from Superintendent Frank Cody of Detroit indicating the Detroit board of education voted unanimously to name a school for Dr. Winship. JOURNAL reader urges teaching of school history—T ouching upon a glar- ing weakness in our curriculum, A. J. R. Schumaker of the American Baptist Pub- lication Society, writes the following: I want to offer all the encouragement I can that THE JouRNAL should feature the high points of educational history as much as pos- sible. There is no subject that is more neg- lected than this, even in the normal schools, while it is completely untouched in the public schools and the boys and girls as yet have not had the slightest opportunity to learn even the names of their best friends. It may interest you to know that a short time ago I had luncheon with one of the lead- ing and best known educators in this country and asked his opinion of “All the Children of All the People” by William Hawley Smith. He freely admitted that he had never heard of either the book or its author. I am sure that you would agree with me that this is one (Continued on page A-206) Mention THE JourNaL when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Vy, History) s af Biology TON ’ ven yy linois: ADJUSTABLE Window ag Wun nearly a quar- ter century of school shade manufacturing ex- erience behind it—The uther O. Draper Shade Company has specialized in giving school boards shades particularly adapt- able for schoolroom use. Hygienic features insure positive control of ven- aoe tilation and the preven- Style V. Double tion of all glare and re- , emma sulting eye strain. Excel- 3 lence of workmanship makes certain longer life. A profitable investment— i in thousands of America’s | finest schools. For illus- é trated catalog address > Dept. J LUTHER O. DRAPER SHADE SS v Rt No. 2. Adju Roi Sie er tinea For thos Mendes ‘ARI LESSONS there are wo we ihat make work a pleasure: "Cc RAYO! NEX" ‘THE 3-WAY CRAYON: , “CRAYOGRAPH “THE PRESSED CRAYON: *SEND FOR OUR FREE BOOKLETS THE AMERICAN (jf) CRAYON COMPANY DUSKY OHO HOME OFFICE AND FACTORIES W. ‘Wises HAYES AVE. SAN LEADERSHIP SINCE 1835 95 Years f Fait i DCTULCE a~noag THE JOURNAL OF THE NATIONAL EDUCATION AssocIATION A-205 ie aca 3 ccna dee The Check =a That Cheers / —When You Are Under the T. C. U. Umbrella One teacher out of every five loses pay some time during each school year on account of sickness, accident or quaran- tine. Not only do they lose pay, but they have staggering expenses to meet, such as heavy doctor bills, hospital bills and nurse bills, that often wipe out their savings or run them deeply into debt. It also means worry, which is likely to prolong disability. To those who have been thoughtful enough to provide themselves with adequate T. C. U. protection, sickness, accident ot quarantine means the coming of the T. C. U. Check and the freedom from worry. It means that extra expenses can be met without using up savings and without sacrificing a vacation trip or other What It Means to be Under plans. The T. C. U. Check helps to make pay day certain. the T. C. U. Umbrella T. C. U. Check Stops Worry $50 a Month (and up) when you are . : . Charlotte Z. Church of Brookline, Mass., recently wrote: “When I fell on a faulty side- tot d , ; a by accident or confining walk and broke my ankle just before school opened in September (when pocketbooks are - likely to be rather empty) the knowledge that I was sheltered under the T. C. U. Umbrella Bete Pp bg - aphace a was so comforting that I am sure it helped materially in a rapid recovery that allowed me $25 a Month ten d a iow Meaen that to return to school a week earlier than I expected to.” does not confine you to the house, but _ Mrs. Myrtle L. Threlkeld of Shelbyville, Mo., wrote: “By their prompt settlement of keeps you from work. claims, the T. C. U. has proved to be a friend in need and a friend indeed. The anxiety over 20 Per Cent increase in sick benefits for sickness and expenses, which retards recovery, is all overcome by carrying a policy with the two months when you are confined to an T. C. U. Thanks so much for the sympathy and fairness shown me in my recent illness.” established hospital. Get Under the T. C. U. Umbrella $50 a Month (and up) when you are totally disabled by injuries received in an automobile accident and $1,000 for acci- You, too, can be sure of receiving “the check that cheers” by getting under the T. C. U. Umbrella (joining the T. C. U.). Then, when sickness, accident or quarantine dental death in an automobile disaster. $333 to $1,000 (and up) for major acci- dents, or for accidental loss of life. These m indemnities are increased 10 per cent for each consecutive annual renewal of the Policy for not to exceed five years. Double these benefits for travel acci- dents sustained in railroad, street car or steamboat wreck. Operation benefits in addition to other benefits after your policy has been main- tained in force for one year. _ Policies paying larger benefits are also Issued. Claims Settled Promptly x ~~ to thank you for your fair and prompt settle- , .My friends have been impressed with the fact that Greensboro, N. C. robs you of your salary, the T. C. U. Check will come to help pay your bills. Fill out the coupon today and mail for complete information. Your inquiry places you under no obligation. TEACHERS CASUALTY UNDERWRITERS 610 T. C. U. BUILDING LINCOLN, NEBR. — Free Information Coupon — To the T. C. U., 610 T. C. U. Bldg., Lincoln, Nebr. I am interested in knowing about your Protective Benefits. Send me the whole story and booklet of testimonials. Th Was adjusted with so much ease and promptness. NG 5 io sere. 5 ave SE Os ML a a ee Umbreliao™ will have some new recruits under the T. C. U. ANNETTE PATTON. NES, oS 22 oi ies OREO ee A EO a LE OO Ret ook (This coupon places the sender under no obligation) Mention Tue Journat when writing our advertisers. A-206 VA KD THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION EUROPEAN COUNTRIES NEXT SUMMER $535 FRANCE @¢ SWITZERLAND e ITALY AUSTRIA e GERMANY e BELGIUM HOLLAND and ENGLAND A tour in keeping with Temple Tours’ 30-year reputation for reliably planned itineraries, good hotels and splendid, liberal sightseeing. Other tours from $295 to $1500. Write today for complete information to Department D SES ee aE eH RS a RS SI RECORD CARDS We Offer a Distinctive Service to Schools and Colleges Pictures for Office Records and Yearbooks Seating Plans with Pictures for Elementary Schools October, 1930 PICTURE YOUR PERMANENT Let Us Send You Full Information ¥ at any Temple Tours office. Park Square Bidg. 350 Madison Ave. Integrity Trust Bldg. 230 N. Michigan Ave. . 1676 N. High St. 620 Market St. | a (Continued ey page A-204) of the most valuable books for the average teacher which has ever been written and it is regrettable that it seems to be passing out of notice. An aid to health education—The book Health Education has been com- pletely revised and is now available in a new edition. This publication which gives a program for public schools and teacher training institutions is the work of the Joint Committee on Health Prob- lems in Education of the National Educa- tion Association and the American Medi- cal Association. The new edition was prepared under the direction of Thomas D. Wood, M.D. with the cooperation of a technical committee of fifty specialists. Nearly 40,000 copies of the first edition were placed in schools and it is antici- pated that the demand for the new edi- tion will be even greater. This volume may be purchased from the National Education Association; paper bound, $1.25; cloth bound, $1.75, with discount on a quantity purchase. Geographic News Bulletin for schools—To secure this valuable weekly service teachers may request the same from the National Geographic Society, Sixteenth and M Streets, N. W., Wash- TEMPLE TOURS . San Francisco ms CRM ES SR 6 MSA - Boston New York Philadelphia Chicago Columbus oO a VS PR ee Me Oe ington, D. C., inclosing twenty-five cents to cover the cost of mailing. The Bulletin is issued each week for thirty weeks of the school year. New ALA booklists—The Amer- ican Library Association announces the following new booklists which may be had by writing to the Association head- quarters, 520 N. Michigan Ave., Chi- cago, Illinois: 500 Books for the Senior High School WMMNON scciuecaniosusnrnacnauae aad $.75 Children’s Books from Twelve Coun- BN Fiore aes ahr aa icone as tista esi te $.50 The Parent’s Bookshelf...(100)...... $1.60 Graded List of Books for Children.... $2.00 NCPT statistics—The table of sta- tistics showing growth of the National Congress of Parents and Teachers which was published in the JouURNAL of the NEA in former years appears this year in Child Welfare for September. The new figures for the Parent Teacher As- sociation show a growth of 98,364, making a total membership of 1,481,105. Children’s Book Week—Each year in November, Children’s Book Week calls attention to the importance of chil- dren’s reading, through programs and ex- hibits in schools, libraries, churches, book- Mention THE Journat when writing our advertisers. WILSON-WAY SCHOOL PHOTOGRAPHY 1955 Massachusetts Avenue CAMBRIDGE, MASS. HALL’S SCHOOL PHOTOGRAPHY 255 No. 18th Street EAST ORANGE, N. J. stores, and clubs. The dates this year are Nov. 16-22. For free colorful posters and leaflets of suggestions, write to the National Association of Book Publishers, 347 Fifth Avenue, New York City. Omaha Municipal University— Omaha is to have a Municipal Univer- sity, absorbing the University of Omaha. The city has voted a mill tax annually | which will produce upward of a third of | a million dollars as a starter, increasing ( as the taxables increase. Each year aus | g 1300 high school graduates prepare for : the university. High honor to a congenial host— ~ a Members of the Association who have c attended meetings of the Department of © Superintendence in Atlantic City will re- joice with the many friends of Superin- tendent Charles B. Boyer of that city in | the honor which was accorded him this © spring at the completion of his forty years of service in the office of superintendent. A dinner was tendered him by six hun- dred of his friends at which time he was . given a twenty-ddllar gold piece for each year of service. A fitting reward for service—The 7 younger citizens of Hampton, Virginia (Continued on page A-208) — \ \IEn fol. 19, No- 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-207 Greater Unity Greater Concern for the Future Life Membership in the Profession crop failures produce a serious situation which THIS NEW building will cost monument to life members. What a LIFE MEMBERS AND 100 per- about $350,000 when completed. The fine monument it is! But these life cent schools give an enduring soli- a funds have been provided by the 3,800 members together with 100 percent darity to the profession and prepare i life members. Best of all it will be schools are building a higher and_ the Association for protecting educa- d one of the finest headquarters build- finer monument than this—the teach- tion in a crisis. The present eco- ql ings in the National Capital. It is a ing profession. nomic disturbances together with a must be met. The enemies of the schools are al- ready leading campaigns in more than a thousand N. EK. A. Headquarters places to reduce school support. Let life mem- bers and all other leaders aid in averting the edu- cational breakdown which would undoubtedly take place were it not for active, efficient state and national associations. WHO’S WHO in the profession is the book- let published each year containing the names of life members by states. ‘The names of those who become members during this year will appear in the WHO’S WHO for the next annual conven- "NATIONAL EDUCATION ASSOCIATION tion of the Association. WASHINGTON D ==. Frank Irvine Cooper CORPORATION ARCHITECTS <6 —_. °° Boston Mas ts. WHY NOT 500 new members by November This is how the new building will look when 1? This would add a substantial amount to the completed. Permanent Fund for furnishing and operating the new building. _ Use this blank and ENLIST NOW f a es as es es es ce es ss en a a a a a a : q Mr. J. W. Crabtree, Secretary, National Education Association 7 1201 Sixteenth Street N. W., Washington, D. C. ing Dear Mr. Crabtree: - | wish to have a part in this movement and to become a life member on the ten-payment plan, making “ my first payment November 1, 1930. | understand that the balance can be paid in nine equal annual it. installments. n- - © Name re ee ere eaten Position nba ch § Address =e . . . = ; lal he (Fill out, return at once and receive by return mail the life membership certificate, card and gold emblem) ria RE eee eee Mention THe JourNaL when writing our advertisers. A-208 THE JOURNAL OF THE NATIONAL EpucaTIon ASSOCIATION O 9 In the past decade this T HERS AGENCY Agency has secured promo- tions for thousands of nes §—« teachers in the best Pubtic nna ne arama ctober, 1930 : (Continued from page A-206) paid a unique and fitting tribute to Nel. | lie Carr who retired this spring 25 E. Jackson Blvd., Chicago and Normal Schools. Also . ' after § poor 535 Filth Ave., New York City a Seemann. forty seven years of service during which — 721 Riverside, Spokane, Wash. let with valuable informa- she missed only one day. Retirement : 217 E. Williams, Wichita, Kans. tion free. found her in poor health with a malady | requiring special care and treatment. This j her former students provided for her. Upon her complete recovery she was started on a trip to Europe, her itinerary to include Oberammergau and the Pas- K EEP A BREAST NATIONAL COLLEGE sion Play. At a farewell banquet held in 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 N her honor a book was given to Miss Carr IN YOUR SUBJECT a OF EDUCATION ee about a hundred notes from io a Sie ormer pupils. Money was giy a | PTR Ta Teed |< _SoTeMabeReecgnres | member of the touring party with which iii: eronre A _ a term opens anened 2. 2. - she was to travel to provide surprises for her along the way and travelers checks While teaching, use the and cash were provided her for her own | HOME STUDY ee In short everything was done by 4 courses for Teachers in Rural. Primary, these former stude s by ” Grade and High Schools— or for emer de me to empress by a per fectly planned trip their love and devo- Founded 1898 by Annie Moseley Perry visors aut rae which Re University gives by correspondence. courses in i ‘ 7 tion to this one who had so faithfully 3-year course for high school graduates desiring to - become nursery school, kindergarten, primary and play- served them all for nearly a half century. Perry Kindergarten Normal School 45 subjects yield credit toward either a Bachelor’s degree or Teaching Certificate. ground teachers. Limited enrollment insures personal attention. Supervised practice teaching. University Write for booklet giving full information. credits. Send for booklet ‘‘Training Children.’’ The Gniversity of Chicago HARRIOT HAMBLEN JONES, Principal, Punctuality and regularity count 501 Ellis Hall , Chicago 25 Huntington Ave., Room 316, Boston, Mass. —Mary Porcher of Scranton, Pennsyl- vania holds the unique classroom record of a half a century of service without a single absence or tardiness. Since 1919 she has earned fifty-five college credits through extension courses. Research Bulletins of the nae A significant celebration—The NATIONAL EDUCATION ASSOCIATION schools of Doylestown, Pennsylvania celebrated at the June commencement Fill a need in the work of everyone in the teaching profession. the completion of twenty-five years of Your opportunity to get the facts about public education. service to the Doylestown schools by Car- mon Ross, supervising principal. The commencement project, ‘“I'wenty-five Vitalizing the High School Curriculum. A _ Self-survey Plan for State School ” italized Vol. VII, No. 4, September, 1929. 104 p. Systems. Part I: Checklists. Vol. VIII, en wee ae the rege Price per copy, 25 cents. No. 2, March, 1930. 36 p. Price per type. Students gave an able analysis o copy, 25 cents. the schools remarkable service for twenty- The Principal as a Supervisor. Vol. VII, A Self-survey Plan for State School five years, accounting for every graduate. No. 5, November, 1929. 84 p. Price Systems. Part II: Handbook. Vol. VIII, per copy, 25 cents. No. 3, May, 1930. 76p. Price per copy, 25 cents. A few of the recent issues are listed below: Oregon Trail essay contest—The historical essay contest of the Oregon The Questionnaire. Vol. VIII, No. 1, Investing in Public Education. Vol. VIII. i / i iati has been January, 1930. 52p. Price per copy,25 No. 4, September, 1930. 54 p. Price Trail Memorial Association Sch | cents. per copy, 25 cents. made a part of the National High-Schoo Awards for 1930-31. Every high-school undergraduate in the United States is in- NATIONAL EDUCATION ASSOCIATION vited to participate for the sake of gather- 1201 Sixteenth Street ing and recording true stories of the open- WASHINGTON, D. C. ing of the West. Contestants may take either of the following as their topics: The True Story of the Opening of the West; What My State Has Contributed to the Opening and Building of the Catalog School W est. . . To; LTPrI a eoee Slides Essays on either of these topics should ~~ Contains listing of 44,000 Edu- ] Discounts on quantities of the same book. Information on subscription to these bulletins sent on request. cational slides including Science, be not less than 500 words in length, nor e . ’ . | Geography, Literature, 4 4 Cenic Studios = & Kin ergarten, etc. ee more than 1500 words. Contestants TIPFIN, OHIO : . Fy Write for Free Copy Victor Animatograph Co. must be undergraduates in schools ot CATALOGUE UPON REQUEST ey) 292 Victor Bidg., Davenport, lowa : =. (Continucd on page A-210) Mention THE JournaL when writing our advertisers. Vol. 19, No- 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ———————— eee nnn nn = = eS THE BETTER GAME Modern football has become a glorious game of skill, through refinements and improvements. Yet it is es- sentially the good old game of the Nineties. This new model Mimeograph is a sharp advancement over all Mimeographs that have gone before. Yet it represents just a natural advancement of the basic Mimeograph idea. It still delivers neat duplicates of all kinds of typewritten forms, bulletins, graphs, charts, outline drawings, handwrit- ing, etc., in hourly thousands and at small cost. But it does these important jobs better than they have ever been done before. Stand and machine are now a single unit. Controls are Mimeograph! Substantial betterments of especial interest to present Mimeograph users! Write A. B. Dick Company, Chicago, today for further details, or consult direct branch in any principal city. Mention THE JourNnaL when writing our advertisers. ae A-210 THE JOURNAL OF THE NATIONAL EpucaTIoN ASSOCIATION October, 1930 (Continued from page A-208) high-school grade at the time they write their essays. All essays must be in the office of the National High-School Awards, 40 South Third St., Columbus, Ohio, by November 15, 1930. Decisions will be announced December 29, 1930, the closing of the Covered Wagon Cen- tennial. The Oregon Trail Memorial Associa- tion medal, in bronze, will be awarded to one girl and one boy in each state, who in the opinion of the judges have sub- mitted the best essays. The school from which each winner comes will also receive an Oregon Trail Memorial Association Medal, mounted on a handsome plaque, suitable for permanent preservation by the school. SIXTH GRADE BOYS CAN HANDLE THE HEYER —-Rotart— “Very much pleased with the Lettergraph . so simple to s \e? wuts our sixth grade COL 9 mie ge PO a Beton orDrawmn teacher.”? — Mrs. M. N. Mason, Prin., Cleveland School, Tampa, Florida. ‘2 ‘ole COMPLETELY EQUIPPED A worthy contest—Any student in a high or junior high school enroled in the Junior Red Cross may submit a manu- script to the Junior Red Cross Journal on the subjects pertaining to world citi- zenship which are announced each month in that Journal. The topics emphasize in- terdependence and cooperation among nations rather than peace or pacifism. Extension courses by airplane— An airplane extension course was an- nounced on June 7 by Dean John W. Withers, of the School of Education of New York University, who has made arrangements whereby professors of the university will fly to towns in New York, Massachusetts, Delaware, and Maryland to give educational instruction to teach- ers in grade schools, high schools, and other institutions of learning. National recreation agency changes name—The Playground and Recreation Association of America has changed its name to National Recreation Association, it is announced by Joseph Lee of Boston, president of the organiza- tion. YouLt marvel at the Lettergraph’s sim- plicity and performance. Copies anything, in one or more colors, from postcard size to a 9 x 15 sheet (maximum printing surface 74% x 11 in.). Clean, legible, inviting reproductions at average operating cost of 25c per 1,000 copies. Higher priced duplicators can offer you no finer work. Schools, churches, business houses, factories, professions, clubs—all need the Lettergraph. Mail Coupon for our 10-day Trial Offer The Heyer Duplicator Co., Inc. Established 1903 928 West Jackson Boulevard Chicago, IIl. SUPPLIES FOR ALL DUPLICATORS THE HEYER DUPLICATOR CO., Inc., Imported 928 West Jackson Boulevard, Chicago, Ill. Send details of your 10-day Trial Offer SS ame aeecene nena FOR SCHOOLROOM DECORATION Address ~~~ ----------------------------- Weite for illustrated brochure OR ee eo re aaa State_____-------~-- Mention Tur JournaL when writing our advertisers, French Prints li than Lrints i The trend of the working day— Soviet Russia expects to have the seven- hour day for all workers by the end of 1932 according to an article in the New York Times Current History for July. Play space for toddlers—Thi; is the title of a circular released by the Committee on Recreation and Physical Education for the Preschool Child of the White House Conference on Child Health and Protection. The following is a quotation: Last year more than a hundred thousand children were hurt while playing in the street but the heaviest mortality occurred among the children under five years of age, a group which is not reached ‘by safety campaigns or cared for by school playgrounds, so it would seem that safety education must begin in the nursery. If we are to keep children from play- ing in the street we must plan other outdoor play space. Make your schoolground a park— Much can be done to beautify school grounds in the autumn and early plan- ning for Arbor Day will help to bring results like the following: As a result of this spring’s plantings, 8,500,- 000 trees have been added to Pennsylvania’s collection. These included ornamental, shade, and useful trees largely. The birds were not forgotten, for many trees which supply food to the feathered tribe were also planted. School beautification projects included not only trees but shrubbery, climbing roses, and flowers of various kinds. While the placing of trees along the highways has been a major project for the past few years, the planting of rose bushes has been a noticeable new feature this year—From the Pennsylvania School Journal, June 1930. Fundamental principle of teach- ing recognized—Pierre Bovet, direc- tor of the Jean Jacques Rousseau Instit- tute, says of its guiding principle: One essential point is never forgotten in all this varied teaching and preparation for a diversity of careers—only those who under- stand the child can educate him. The motto of the Institute is “Begin by studying your pupils better, for as- suredly you do not know them at all.” Parion Beaufait 20 West 43rd St. New York AFA SR Nails ea bite RAE ae, € 6) EAE EE OA Multistamp is the best answer to the big-class problem. It is the original hand-operated duplicator. With Multi- stamp the teacher can supply personal copies of quizzes, tests, examinations, “busy-work”—without moving from her desk. Multistamp prints handwriting, drawings, typewriting, music symbols. Prints on any grade of paper, on cardboard, cloth—any smooth surface. $8 (Shown above) Includes Nos. 1, 3, and 7 Multi- stamps with full supplies. It is “‘The Complete School Printing Plant.” Price $60.00. ¢7 Full Page Classroom Size with complete supplies, $35.00. t5 Notebook size with complete supplies, $25.00. t1 “A Complete Rubber Stamp Factory.’? With com- plete supplies, $7.50. Prices F. O. B. Factory and include full instructions, ready to operate. Every outfit guaranteed for five years. ULTISTAME REG. U.S. PAT. OFFICE Write For Catalog And Samples Of Work. The Multistamp Company, Incorporated NORFOLK, VIRGINIA Beginning the School Year Properly A PART OF EVERY teacher’s equipment is “safe and sane” Health and Accident protection with a reliable organization. It is generally accepted that teachers should be paid if kept from class- room duties because of Sickness, Accident, etc. FOR MANY YEARS teachers have been interested in devising some means of protecting their income and meeting Medical Expenses, if they become disabled from any Sickness or Accident; or are kept from their work due to some contagious disease existing at their homes, occasioning Quarantine. VARIOUS COMMITTEES of Teachers in different parts of the country who have been studying this matter have conceded that the Protection offered by the Teachers Protective Union of Lan- caster, Pennsylvania (THE LARGEST ORGANIZATION OF ITS KIND IN THE WORLD) is the ideal Protection for them because BENEFITS ARE PAID FOR THE FIRST WEEK; and because it pays for EVERY DISEASE OR ACCIDENT known to Medical Science. This protection may also be continued after retirement; and is not subject to cancellation, except by the will or action of the member. Rate does not increase with age. Benefits do not decrease with age. THE ABOVE ORGANIZATION was chartered in 1912, and today has over 20,000 Certificates in force, and has paid to its members over One and One-Half Million Dollars in benefits. If you are interested in relieving financial worriment, do not hesitate to fill in the appended form. TEACHERS PROTECTIVE UNION, Breneman Bldg., Lancaster, Pa. Without obligation please send me descriptive printed matter and application forms for your exceptional health and accident protec- tion for Teachers. THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION Mention THe JournaL when writing our advertisers. FAST - CLEAN - CONVENIENT Standard Rotary Duplicator Radically Different Gelatin Duplicator IROVIDES a speedier, more efficient and more convenient method of making copies —with no stencil-cutting, typesetting or carbon manifolding. Effects a substantial saving for any school in supply bills because one Standard duplicating film can be used over and over again. Originals are made on regular bond paper and can be typewritten, hand-written, drawn or printed. Any teacher or pupil can easily make originals and produce excellent copies for examination papers, drawings, maps, charts, lecture notes, music and bulletins. SPECIAL FEATURES Over 200 copies from one original. 50 to 60 copies a minute. Eliminates constant sponging or washing of gelatin. Uses Bond paper—coated paper not re- quired. Delivers copies flat—not curled. Gives perfect registration. Simple automatic operation. Produces clear, sharp copies. Small, light, easy to carry. Standard Rotary Duplicator is so flexible and economical in operation that no limit can be placed on its wide variety of practical uses, both in class rooms for instruction to pupils and in school offices for administrative work. It is particularly adapted to the copy-making requirements of every grade school, high school, college and business school, both public and private. Write for complete information Handard MAILING MACHINES COMPANY Second Street Everett, Massachusetts A-212 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION October. 1930 & the Practice that makes Perfect .... buy a Remin3gton Paragon - Seg a a fa sa 4 bs 3 at oe ry a a tes ye i a i r You need a writing, machine of your itself in the practice it affords. Rem- own to thoroughly master typing... ington Paragon Typewriters are com- right in your home... to practice pletely rebuilt in the Remington fac- on. And why not, now that you can tory at Ilion, N.Y. You can buy a buy a Remington Paragon on the Remington Paragon... almost with- easy payment plan? Hundreds of out knowing, that you're paying, for students are buying these spic and it. Or, rent either for a negligible span perfect working, machinesevery fee. Would you like to know all day. They find, as you will, that a the details? Then mail the coupon personal machine really pays for today! Remington Rand BUSINESS SERVICE BUFFALO, NEW YORK Remington Typewriter Division, Remington Rand Business Service, Remington Rand Building, Buffalo, New York Please send me your booklet on the rebuilt Remington. Name Address © oe ole ns Mention THE Journal when writing our advertisers. VN smc = -) KNOWLEDE€EE Send for the full-page color plate of birds, with key: bunting, goldfinch, woodpeckers, warbler, chickadees, tit, grosbeak, wren, California jay. This brilliant color plate from The Book of Knowledge is offered free to schools. 18 Great Departments There are eighteen departments: The Earth, Familiar Things, Animal Life, Wonder, Plant Life, Our Own Life, United States, All Countries, Canada, Stories, Poetry, Fine Arts, Literature, Famous Books, Men and Women, Golden Deeds, Helps to Learning, Things to Make and to Do. This structure makes possible the grouping of related topics. In The Book of Knowledge, for example, “Big Cats and Little Cats” describes lions, tigers, pumas, all the members of this family of the animal world, shows their likenesses and differences, in one interesting, comprehensive, well-illustrated article. Under the usual arrange- meut, the child would have to look up each animal separately, on many different pages and even many different volumes. The Book of Knowledge gives the young reader a complete, well-rounded knowledge of a subject, its relationships and its place in the world’s life.