DECEMBER, 1930 


oe Io — S = — S S —_ — S S S 


tHe JOURNAL ¢ the 
NATIONAL EDUCATION 
cae 


Se —— CSO OO OOO OS ooo ooO<5 


The Rural Life of Tomorrow—Editorial ; 

Some Crucial Problems in Rural Education—William G. i 

The Public’s Rights in Radio 

Who Owns Radio?—Ira E. Robinson 

Notable Reforms in Teaching Redine-~I¥ Wien S. — 

Understanding the Problem Child—Clara Bassett ‘ 

A National Survey of Teacher Training—Charles H. Judd 

The George Washington Bicentennial 

The City of Los Angeles : ‘ 

Creative Listening—Grace Van Dyke Mies 

The Common Cold—Hugh S. Cumming : 

Presidents of the National and State Congresses of Peon ond’ T on 
Photograph Feature 

Keeping Christmas—Classroom Pose by Miawe van ‘De he 

Student Development through Responsibility—Lillian K. Wyman 

The Twofold Purpose of the Teachers College—H. L. Donovan 


The Report Card in Character Education—A4. Helen Anderson 
The Teacher Training Survey ; 

Vitalized Commencements 

Vitalized Commencements and Leisure 

The Greatest Social Advance of Modern a — 

Vitalized Group Study and Faculty Meetings 

Department Officers for 1930-31 

Builders of Our Profession : . ; P ; y ‘ ; 

Notes and Announcements . . ' ; : ' : ; ; A-242 


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. 


Ccowe 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. 














Broad horizons 
Better school work 


THE WEEKLY NEWS 
REVIEW 


The original paper of this name. It should not be con- 
fused with any publication of similar designation. 





The Weekly News Review is not a 
newspaper. It is not a magazine. 
It is a body of organized material 
for a unified lesson in current 
events. Each issue consists of four 
pages interpreting the most impor- 
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velopments of the week—prepared 
as a single assignment by specialists 
in civic education. 





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Standard Monthly Tests each fourth week 

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Jol. 19, No. g 


THE JOURNAL OF THE NATIONAL Epucation AssoclATION 








Demonstrate to your children the correct way to massage their gums 


Help your children to have hard 
and healthy gums 


MERICA’S teachers may well take 

pride in the splendid work they 

have done in teaching our children to 

clean their teeth. And now, fortunately 

for these children, they are carrying their 

work one step farther. They are spread- 
ing the gospel of gum massage. 

Many teachers have taken the time 
to write us how they have incorporated 
the teaching of gum massage into their 
daily schoolroom routine. For example, 
an Illinois teacher says: 

“The children in my room took a rest 
every day and one of the everyday 
things to be done after they were on 
their cots was a massage of the gums 
by the forefinger.” 

It is almost impossible to exaggerate 
the benefits to our children’s oral health 
if this program is adopted in schools 
throughout the country. For, in the 
words of a prominent dental specialist: 





Children’s foods lack the roughage which 
strengthens their gums 


Keep telling them to massage 
their gums each time they 
brush their teeth 


“If a man or woman reaches adult life 
with clean, healthy gums, he will prob- 
ably keep them so for the remainder of 
his or her life.”’ 


Soft, over-refined foods are the 


chief cause of gum disorders 


The soft, tender foods that we eat every 
day of our'lives do not give the gums 
sufficient exercise and stimulation. Hence 
the circulation in the gums becomes slug- 
gish, the gum walls weak, and the tissues 
tender. Then the gums are most sus- 
ceptible to such diseases as gingivitis, 
Vincent’s disease, or even pyorrhea. 


The regular use of gum massage 
will keep the gums in health 


The ill effects of our diet of soft food 
can be easily and quickly corrected by 
gum massage. A gentle but thorough 
rubbing of the gums, with the brush or 
with the finger, will soon revive the 
flagging circulation. It will tone and 
firm the gum walls, it will harden the 
sensitive tissues. 

It is most important that children, 
who are so fond of soft, spongy foods, 


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should practice gum massage. And you, 
as a teacher, are in the best position to 
help them form this healthy habit. So 
tell them to massage their gums—from 
the base toward the teeth—after each 
regular brushing of the teeth. 

This educational work, though appar- 
ently unrewarded, will be one more un- 
selfish service so characteristic of the 
teaching profession of this country. 





Ipana Tooth Paste is an excellent denti- 
frice to assist you in teaching children 
this new technique of oral hygiene. Not 
only is it often recommended by dentists 
to tone up the gums as well as to clean 
the teeth, but its refreshing flavor de- 
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makes things easier. 

Ipana’s content of ziratol makes it a 
specific for tender or bleeding gums. Try 
it yourself, if your tooth brush occa- 
sionally ‘‘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-233 











A-234 





Authors Know Pupils’ Needs and 
Seek to Satisfy Them 


LITERATURE 


For Junior High Schools 


By Thomas H. Briggs of Columbia University, Charles Madison Curry, 
formerly of Indiana State Teachers College, and Leonides Warren Payne of 
the University of Texas. 


The content is broad in scope, 
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In fact, the authors know what is 
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Published in a Three-Book and in a Six-Book 
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Send for descriptive circular 


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| HESE readings have been carefully chosen from 
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Send to-day for free descriptive folder. 


THE BEACON PRESS, Inc., Publishers. 
EDUCATIONAL DEPARTMENT 


25 BEACON STREET Boston, Mass. 







THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 
















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December, 1930 | 








Vol. 19, No. 9 


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THE JOURNAL OF THE NATIONAL EpucaTion ASsociATION A-235 





The Mark of a Modern School 


The modern SINGER ELECTRIC 





room ofthe Blodgett Vocational High School, Syracuse, N.Y. 
Tuts is the Student Model Singer Electric—especially designed 
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The Student Model is identical in its sewing mechanism 
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THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


December, 19309 


——___ 








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Vol. 19, No. 9 THE JOURNAL OF THE NATIONAL Epucation AssociaTION 


Its easier 
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A-238 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION December, 193) 
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THE JoURNAL OF THE NATIONAL EpucaTION ASSOCIATION December, 1930 


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— 


Editorial for December 1930 


The Rural Life of Tomorrow 


new AMERICA is in the making. 
A Forces are in operation which are 
destined to produce a nation as 
jiferent from our country today as to- 
jay’s life is different from that of the 
colonial period. At no point are these 
forces working with greater swiftness 
than in rural life. By taking a part of 
the facts it would be possible to paint 
either a very dark picture or a very bright 
picture of the situation. The truth lies in 
between and the most important point 
lies in the fact that if we will use intelli- 
sence and courage we can make rural 
life almost what we will. A national pur- 
pose can accomplish almost anything. 
Among the new conditions which are 
producing changes in farm life may be 
mentioned these : 


(1) Universal schooling creating a demand 
for higher standards of living, but not yet 
highly enough developed to train people to 
create a finer life in the country than would 
be possible in the city. 

(2) The automobile and good roads which 
lessen the need for small towns and lead to a 
tendency to desert the less attractive areas in 
behalf of the more favorable ones. 

(3) The replacing of men by machines in 
industry; the inevitable shorter day—prob- 
ably a 35-hour week within a few years— 
which tends to make farm people feel that 
tity folks and industrial workers have a bet- 
ter life. 

(4) The development of commercial farm- 
ing which in some cases, as in the wheat belt, 
virtually does away with homes and schools, 
wubstituting therefor an army of daylaborers 
brought in for the harvest and planting sea- 
sons, 

(5) The rapid spread of electric power 
into farm areas. 

(6) The tendency of city interests to domi- 
tate radio and motion-picture programs in 


wh a way as to produce a city-minded na- 
tion. 


Anyone who watches these forces at 
work knows that the transition through 
vhich the nation is now passing is pro- 
lucing stresses and strains in human life 
8 serious as those which ordinarily ac- 
‘“mpany war—sudden shifts in money 
values, uprootings and changes of plans, 
incertainty. There is no simple solution. 

First there must be in each rural com- 
nunity a sufficient intelligence to enable 
that community to adapt itself to the 
a conditions. It is literally learn or 
trish. Obviously this will require a 
‘tly improved rural education service. 

ural schools today are largely in charge 


of beginning teachers or of older teachers 
who have been left over after the cities 
have drawn off the more promising at 


ust As the National Education As- 

sociation has mobilized its forces 
to help with one educational crisis 
after another, it is now taking up the 
problem of the rural school. President 
Willis A. Sutton plans that the chief 
emphasis for the year 1930-31 shall be 
upon rural education. Born on a farm 
and reared in the country, President 
Sutton is keenly appreciative of rural 
school conditions and needs. The 
JOURNAL will emphasize rural life and 
education this year. The Los Angeles 
convention in July will feature rural 
education in an entire general pro- 
gram. The Department of Rural Edu- 
cation will have an unusually strong 
program. County and district boards of 
education and leading citizens are be- 
ing asked to see that every county in 
the United States sends to the Los 
Angeles convention at least the county 
superintendent and one rural teacher 
with expenses paid. The future of 
America requires the enrichment of 
country life. The rural school is the 
first step in such a program. 











__| 


higher salaries. The rural teacher is un- 
derpaid. His tenure [using the common 
gender “his” to describe a staff that is 
made up mostly of girls] is so short 
and uncertain as to make substantial civic 
leadership of the community on the part 
of the teacher almost impossible. 

The rural high-school curriculum is 
largely mediaeval. It has been more in- 
terested in meeting the entrance require- 
ments of colleges than in building an en- 
riched life out of the resources that lie 
all about it. It has been more interested 
in Latin than in scientific agriculture. 

The housing of rural schools, with 
notable exceptions, has been uninspiring. 
The supervision of rural schools, again 
with exceptions, has been practically nil. 
County superintendents have not been 
employed on a nonpolitical, professional 
basis as have superintendents in the cities. 

State and federal aid have come 
tardily and in too small amounts to meet 
the situation. The educational forces in 
Washington which might come to the 
rescue have been so divided between 
various branches of the government as 
to be relatively ineffective—emphasizing 
the need of a federal department of edu- 


[ 281 ] 


cation with a secretary in the President's 
cabinet, which could give more effective 
national leadership and_ coordination 
than has been possible to date. 

At the foundation of a more intelligent 
rural community must be schools which 
are something more than drill shops in 
charge of temporary instructors. The 
rural school of tomorrow will be a serv- 
ice institution which will contribute new 
vitality to practically every phase of 
rural life. It will be a health center 
equipped to make the rural community 
the healthiest community there is. It will 
help to build up home life by teaching 
the planning, design, and management of 
the farm home. It will help to maintain 
an intellectual life by giving attention to 
the education of adults. The rural school 
of tomorrow will concern itself with 
citizenship to the end that farm commu- 
nities may be better governed and that 
farm leaders shall be better able to pro- 
tect the interests of rural life in legisla- 
tive halls. 

The rural school of tomorrow will be 
shot through with scientific agriculture— 
including distribution and marketing— 
and an appreciation of the advantages of 
living in the free surroundings of the 
open country. Scientific agriculture will 
surround the school in the form of a 
school farm. Every day, from the first 
year of school until graduation and even 
after graduation, there will be emphasis 
on the possibilities of farm life with spe- 
cific instruction showing how those pos- 
sibilities can be realized. 

The rural school of tomorrow will 
concern itself with leisure and beauty. 
Here the National Recreation Associa- 
tion has a great contribution to make. 
Farm homes have a wonderful setting 
for recreation, built around human needs 
rather than around the desire to exploit 
leisure for selfish gain. Here is an op- 
portunity to develop creative arts and 
community interests of the finest type. 

The rural community, in spite of its 
limitations, has always been noted for its 
development of men and women of char- 
acter. It is a striking fact that in almost 
any group of leaders in state or national 
affairs a substantial majority will have 
been country born and bred. Lest this be 
charged to the newness of our country, 
one needs merely recall the statement 
made by the great Irish farmer and poet, 











282 THE JOURNAL OF THE NATIONAL EpuCcATION ASSOCIATION 





George Russell, before the recent meet- 
ing of the American Country Life Asso- 
ciation at Madison. He pointed out that 
under city conditions life loses its vital- 
ity ; that in London the first city genera- 
tion is less numerous and less vigorous 


Some Crucial 


HIS ARTICLE on “Some crucial prob- 
lems in Rural Education” is pre- 
pared for THE JOURNAL by Wil- 


liam G. Carr of the Research Division 
of the National Education Association. 


ET US TAKE STOCK in rural education. 
Over half of America’s public school 
children come from rural homes. [The 
term “rural” is used as by the U. S. 
Census to apply to residents of the open 
country and of places under 2500 in- 
habitants.] Half a million public school 
teachers are at work in rural schools. 
About two thirds of all the nation’s 
schoolhouses are of the familiar one- 
room type. Rural education is a continu- 
ing challenge to the entire nation, wide- 
spread in effects and profound in social 
significance. 

The parents of rural children are sin- 
cerely interested in their wellbeing and 
success. They want their children to have 
as good an education as can be obtained 
anywhere. That rural boys and girls are 
not given an educational opportunity 
equivalent to that provided urban chil- 
dren is a matter of common knowledge. 
While identical educational offerings for 
these two groups may not be practical or 
desirable, the inferior educational pro- 
gram offered rural children can neither 
be denied nor justified. 

America must begin to take rural edu- 
cation seriously. A democracy which con- 
sistently provides inferior schools for a 
large share of its coming citizens is in 
danger. Citizens and teachers, farmers 
and city-dwellers, state officials and local 
officials must cooperate to meet this situa- 
tion. Each of the succeeding eight sec- 
tions of this article will point out a needed 
change in rural education. They will 
deal with these topics: 


(1)Better teachers for rural schools. 

(2)Longer terms and better attendance. 

(3)Greater opportunities for secondary edu- 
cation. 

(4)A vitalized rural-school curriculum. 

(5)Modern buildings, effectively equipped. 

(6) Better understanding between rural citi- 
zens and their schools. 


than the stock which came in from the 
country; the second generation is fur- 
ther reduced in vigor; in the third gen- 
eration actual deformities appear ; and in 
the fourth generation the stock prac- 
tically dies out. These facts are given to 


Problems in Rural Education 


(7) Adequate units of administration and su- 
pervision. 
(8)More equitable financing. 


For each of these topics this article will 
give: (1) a summary statement of exist- 
ing conditions illustrated by national and 
local statistics and by the findings of rural 
school surveys, (2) plans which are be- 
ing used to improve conditions, (3) a few 
selected references. For more complete 
bibliographies and other help on these 
topics write to the Research Division, Na- 
tional Education Association, 1201 Six- 
teenth Street, N. W., Washington, D. C. 

(1)Trained teachers—The quality 
of education a child receives is condi- 
tioned chiefly by the training and ability 
of his teacher. Children in rural schools 
do not have the trained and skilled teach- 
ers which are found in the larger schools. 
One out of every four teachers in our 
one-teacher schools has no more than six 
weeks of training beyond high school. 
The average salary in one-room schools 
is less than $800 a year. At least half a 
million rural children are under the in- 
struction of persons receiving less than 
$500 a year. Rural children are being 
taught by relatively young, transient, im- 
mature, inexperienced, untrained, and 
underpaid teachers. It is unreasonable to 
expect highly effective teaching from such 
a group. 


The Missouri School Survey concluded that 
“the higher salaries in the cities attract the 
better teachers who are in the rural schools, 
thus leaving the poorer prepared and less ex- 
perienced teachers in the rural schools.” The 
Texas Educational Survey noted “a woeful 
lack of educative value” in the teaching in 
rural schools. Reports from many other school 
surveys substantially duplicate these findings. 


How may better teaching be secured 
in the rural schools? These a-e some of 
the steps which progressive states are tak- 
ing to get better teachers intscthe rural 
schools and keep them there: 


(1)Certification requirements have been 
raised and their enforcement strengthened. 

(2)Teachers colleges and normal schools 
have been given adequate support. 


December, 1930 
suggest that the success of rural life is 
essential to the success of America and 
that when we are considering the prob- 
lem of the rural child we are pl 
with elements of national destiny 


survival.—J.E.M. 


aying 
’ and 


(3)Courses for prospective rural teachers 
have been devised so as to include the actiy- 
ities and responsibilities peculiar to teach- 
ers in rural areas, as well as general aca- 
demic and professional preparation, 

(4) Salaries of rural teachers have been lifted 
to a professional level. 

(5) Better living conditions for rural teachers 
have been provided. 

(6) Opportunities for the social life of teach- 


ers in rural schools have been extended 
and improved. 


What steps have your state and local 
communities taken to insure trained and 
effective teachers for all your boys and 
girls? 


References—Gaumnitz, W. H. Salaries and 
Salary Trends of Teachers in Rural Schools. 
U. S. Department of the Interior, Bureau of 
Education, Bulletin, 1929, No. 6, Washington, 
D. C.: Government Printing Office, 1929. 54p. 
10 cents. McGuffey, Verne. Differences in 
the Activities of Teachers in Rural One- 
teacher Schools and of Grade Teachers in 
Cities. Contributions to Education, No. 346. 
New York: Bureau of Publications, Teachers 
College, Columbia University, 1929. 65p. 


(2)Longer terms and better at- 
tendance—Rural schools are open only 
for brief terms. One-teacher schools have 
an average term of 150 days while city 
schools have an average term of 183 days. 
The children in the small schools there- 
fore get about as much schooling in eight 
years as city children get in six years. 
This two-year handicap is rendered even 
more serious by irregular school attend- 
ance in rural areas. 


The Missouri State Survey Commission 
found 53 rural districts with a term of less 
than 4 months. Only 1 rural school in 25 
had a term as long as 9 months. The Survey = 
of Education in Utah showed that one fifth of © 
the pupils enroled in one-teacher schools at- 4 
tended school less than 100 days a year where- ; 
as only onetwentieth of the city school chil- a 
dren were thus handicapped. Further evi- 
dence of this handicap can be found in prac: © 
tically all state school reports and surveys.” 











Basic remedies for these conditions” 
must consider the causes of absence and 
short terms. Here are five such plans: 

(1)Compulsory attendance laws are being | 


: . $7 
enacted and their enforcement in rural a 
is being strengthened. Such steps reduce ab-§ 


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Vol. 12, No. 9 


— 


sences due to parental indifference and illegal 
employment. ; 

(2) Better teaching, better school and com- 
munity relationships, and effective interpreta- 
tion of the school to the public furnish the 
essential basis for compulsory attendance. 

(3) Transportation to school at public ex- 
pense cuts down absences due to long dis- 
tance and bad weather. 

(+)Health training and public health serv- 
ices decrease the high incidence of prevent- 
able illness among rural children and lead to 
more regular attendance. 

(5) State funds are being provided so that 
even the poorest school districts may main- 
tain a school term of reasonable length. 


If rural children in your state are be- 
ing handicapped by poor attendance in 
short-term schools the people need to 
study the problem and act upon such sug- 
gestions as have just been given. 


References—Cooper, Hermann. An Ac- 
counting of Progress and Attendance of Rural 
School Children in Delaware. Contributions 
to Education, No. 422. New York: Bureau of 
Publications, Teachers College, Columbia 
University, 1930. 150p. Keesecker, Ward W. 
Laws Relating to Compulsory Education. U.S. 
Dept. of the Interior, Bureau of Education, 
Bulletin, 1928, No. 20. Washington, D. C.: 
Government Printing Office. 70p. 15 cents. 
Reavis, George H. Factors Controlling At- 
tendance in Rural Schools. Contributions to 
Education, No. 108. New York: Bureau of 
Publications, Teachers College, Columbia 
University, 1920. 69p. Van Wagenen, Mar- 
vin James. Comparative Pupil Achievement 
in Rural, Town, and City Schools. Minne- 
apolis, Minn.: University of Minnesota Press, 
1929. 144p. 


(3)Opportunities for secondary 
education—Although over one half of 
the nation’s elementary school children 
are in rural schools, less than one fourth 
of our secondary school enrolment is 
tural. High-school training is everywhere 
recognized as highly desirable for effec- 
tive citizenship and successful living and 
yet thousands of rural children have in- 
adequate secondary schools or none at all. 
In city schools one school child in five is 
enroled in high school; in rural schools 


les than one in ten is enroled in high 
school. 


Studies of the typical small rural high 
school and junior high school show that they 
are failing to meet current demands. For ex- 
ample, the New Jersey Commission to Study 
Public Education reports that in the small 
schools of that state, “the curriculum offerings 
are meager and narrow, the equipment of 
shops and laboratories is of low grade, the 
teachers have a heavy load, the teaching is 
inferior, and the per capita cost is not pro- 
portional to the quality of the service.” A 
Fecent study of the rural high schools by the 
U.S. Office of Education concludes that the 
secondary education of the rural child “is in 
Most Cases circumscribed by an untrained and 
overburdened teaching staff; limited to a nar- 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


row and maladjusted program and handi- 
capped by the meagerness or entire absence 
of educational equipment.” 


How may good secondary schools be 
made most fully available to rural chil- 
dren? These are the answers of some 
states and communities to this problem. 


(1)Larger units for the administration of 
rural secondary schools are being established. 

(2) Boarding facilities and dormitories are 
provided. 

(3)Itinerant teachers serving a group of 
high schools have been employed. 

(4) Provisions are made for tuition and 
transportation at public expense for high- 
school pupils. 

(5) State funds for the equalization of sec- 
ondary educational opportunities are being 
developed. 


What is being done in your state and 
locality to open up the high school to 
rural children? 


References—Gaumnitz, Walter H. The 
Smallness of America’s Rural High Schools. 
U. S. Department of Interior, Office of Edu- 
tion, Bulletin, 1930, No. 13. Washington, 
D. C.: Government Printing Office, 1930, 78p. 
15 cents. Ferriss, E. N. The Rural Junior High 
School. U. S. Department of Interior, Office 
of Education, Bulletin, 1928, No. 28. 79p..15 
cents. Spaulding, Francis T. The Small Junior 
High School. Cambridge, Mass.: Harvard 
University Press. 1927. 226p. 


(4)A vitalized rural-school cur- 
riculum—While city schools have been 
developing the science of curriculum 
building and have been enriching the con- 
tent and expanding the variety of their 
offerings, the rural schools, except in a 
few states, have continued to offer much 
the same program as they did a genera- 
tion ago. 


Concerning the rural-school curriculum 
the Mississippi Educational Survey Commis- 
sion declared that the rural schools in that 
state had “their faces turned to the past,” that 
“entirely too much time was devoted to the 
mere tools in education,” and that, in general, 
blind tradition had a firm grip on the curric- 
ulum. Similar conclusions have been reached 
by most state surveys. These reports show the 
rural schools clinging to a traditional single 
curriculum the usefulness of which in mod- 
ern life is limited. 


What is being done to improve the cur- 
riculum of rural schools? 


(1)The enlargement of the unit of school 
administration and the provision of funds 
for currigulum research make it possible for 
some rural and semi-rural areas to revise 
their curriculum to meet modern needs. 

(2)St t+ departments of education are 
better organized to prepare suggestive courses 
of study for rural schools. Statewide commit- 
tees on curriculum revision are at work in 
several states. 

(3)Teachers colleges and normal schools 
are cooperating in rural-school curriculum 


283 








revision and are preparing teachers to par- 
ticipate intelligently in curriculum work. 

(4) The overemphasis of the rural high- 
school curriculum on college preparation of 
a traditional type is being changed. 


Is it not time that the curriculum of 
rural schools be thoroughly investigated 
in each state and that a curriculum better 
fitted to the needs of rural children in 
the twentieth century be devised ? 


References—Brim, Orville G. Rural Edu- 
cation. New York: Macmillan Co. 1923. 302p. 
Dunn, F. W. and Everett, M. Four Years in 
a Country School. Bureau of Publications, 
Teachers College, Columbia University. 1926. 
173p. Reynolds, Annie. Characteristic Fea- 
tures of Recent Superior State Courses of 
Study. U. S. Office of Education, Rural School 
Leaflet No. 41. Washington, D. C.: Govern- 
ment Printing Office, April, 1926. 13p. 5 cents. 


(5)Modern buildings, effectively 
equipped—tThe sites, buildings, and 
equipment of rural schools are worth $99 
per pupil enroled; city school property is 
worth three times as much. Cities are 
spending $29 per pupil each year for per- 
manent improvements in buildings and 
equipment; the corresponding expendi- 
ture in rural schools is only $12. In safety, 
comfort, health, sanitation, attractive- 
ness, and equipment the rural schoolhouse 


lags behind. 


Findings of the New York Rural School 
Survey Committee showed an inadequacy in 
one-room rural school buildings which still 
obtains generally throughout the country. 
From its data the Committee concluded that 
the state “did not provide satisfactory build- 
ings for its school children.” The West Vir- 
ginia School Survey collected data on school 
buildings and equipment which showed “al- 
most innumerable deficiencies in the rural 
schools.” Other surveys and reports reach 
similar conclusions. 


Poor housing is no necessary accom- 
paniment of rural-school conditions. Here 
are a few plans which states and school 
districts are using to improve the physical 
conditions under which rural boys and 
girls attend schools. 


(1)State departments of education are giv- 
ing advisory service to rural districts which 
are planning to remodel their building or 
erect a new one. 

(2)Minimum standards of safety, health, 
sanitation, lighting, ventilating, and heating 
are being established and enforced. 

(3)Score cards are being used to estimate 
the efficiency and adequacy of rural-school 
sites, buildings, and equipment. 

(4) Books, perhaps the most important single 
item of equipment, are being made more 
available through free textbooks and through 
adequate state and county auxiliary library 
service, 

(5)Paying for rural schoolhouse construc- 
tion is being made easier through state and 




















284 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


December, 1930 


ee  —————————————— 


county funds for this purpose and through 
farsighted financial planning. 

(6)Many utterly inadequate buildings are 
abandoned each year and the children are be- 
ing taken to modern consolidated schools. 


Is your state and community proud of 
its rural school buildings? What steps 
are being taken to provide appropriate 
school-homes for your rural children? 


References—Dressler, Fletcher B. Rural 
School Houses, School Grounds and Their 
Equipment. U. S. Department of Interior, 
Office of Education, Bulletin, 1930, No. 21. 
Kansas. Better Schools for Kansas. Topeka, 
Kansas: Kansas Department of Education, 
1928. Vermont. The Rural Schools of Ver- 
mont: A Guide for Their Improvement. 
Montpelier, Vermont: Vermont Board of Edu- 
cation, 1929. 


(6) Interpreting the school to rural 
America—Little objective information 
is available concerning the relationship 
and understanding between rural com- 
munities and their schools. Such facts as 
are available indicate that while rural 
people are intensely interested in the wel- 
fare of their children, they have not been 
shown how a modern type of education 
may contribute to their development and 
happiness. 


The New York Rural Survey found that 
less than two percent of the rural schools had 
a definite aduit organization giving special 
attention to school affairs. In half of the dis- 
tricts even occasional community meetings 
held for discussion of school problems were 
unknown and the most rudimentary equip- 
ment for evening meetings was lacking. The 
report concluded that “the community rela- 
tions of New York rural schools are far 
from satisfactory.” The Florida Educational 
Survey Commission likewise declares that in 
rural areas “the possibilities of making the 
school the community center have not been 
realized.” 


What is being done to interpret the 
rural school to its patrons? 


(1)Community centers are being estab- 
lished in connection with the schools. Laws 


are being passed to legalize and encourage 
such activities. 


(2)Parent-teacher associations are being 
formed in rural areas. 


(3)Prospective rural teachers are being 
trained in rural sociology. 
(4) Programs of rural-school interpretation 


are being evolved on nationwide, statewide, 
and local bases. 


(5) The rural press is being enlisted. 


When rural people fully understand 
the functions and possibilities of the 
school in their lives and in the lives of 
their children, the solution of most rural- 
school problems will be greatly facil- 
itated. What activities in your state and 
community are contributing to this end? 


References— Baldridge, Chloe C. Program 
Discussion Material for Nebraska Rural Par- 
ent-Teacher Associations. Lincoln, Nebraska: 
Department of Public Instruction, 1927. 109p. 
North Carolina Education Association. Pub- 
lic Education in 1900 and Now. Raleigh, 
North Carolina: Bynum Printing Company, 
1930. 62p. 


(7) Adequate units of administra- 
tion—Nothing is more unanimously 
agreed upon by educational leaders than 
that a larger administrative unit for rural 
schools is badly needed in most states. 
Repeated studies show that too small units 
are excessively expensive and educa- 
tionally ineffective. 


Nearly all authoritative studies of state 
school organization emphasize the need for 
thinking of education in terms larger than 
the small rural district. The South Dakota 
Survey termed the small school district “an 
almost insurmountable obstacle to the type of 
school organization required by a modern 
rural population.” The New Jersey Survey 
reports that “a study of existing conditions in 
rural schools leads inevitably to the conclu- 
sion that a satisfactory schooling for the 
children of these schools cannot be provided 
under the present district system.” In Florida, 
the Educational Survey Commission declared 
that “the district system is largely respon- 
sible for the glaring inequalities in educa- 
tion.” Such quotations, based on expert judg- 
ment and carefully collected evidence, could 
be duplicated many times over. 


How are the states attacking this 
problem ? 


(1)Larger political units, such as the 


county or community unit are being organ- 
ized. 


(2)The office of the county superintendent 
is being enhanced and dignified through 
higher qualifications, better salaries, profes- 
sional bases of selection, adequate staffs, and 
added powers and duties. 

(3)School districts are being consolidated 
and reorganized so as to include a wider 
area and a more unitary community life. 


How does your state compare with 
others in this field? What is being done 
to fit rural-school administration to the 
twentieth century? 


References—Covert, Timon. Educational 
Achievements of One-Teacher and of Larger 








URAL EDUCATION—The Na- 
tional Education Association, 
in view of the serious educational 
emergency that exists in rural areas, 
urges that the Congress of the | 
United States provide financial aid 
to the states with which to meet 
| this situation.—Resolution adopted 
by the Representative Assembly at 
Columbus, Ohio, July 3, 1930. 





















Rural Schools. U. §. Dept. of the 
Bureau of Education, Bulletin, 1928, 
Washington, D. C.: Government Printing 
Office, 1928. 23p. Cubberley, Ellwood p 
State School Administration, Boston, Hough- 
ton Mifflen Co., 1927. p139-269, Judd, ¢ H 
Administration and Supervision, Vol. > 
Ithaca, New York: New York State Racal 
School Survey, G. A. Works, director, 1922. 


Interior, 


No. 15, 


(8) Adequate financing — America 
is a wealthy nation, yet we have in many 
states, rural schools which under present 
laws cannot possibly be given adequate 
financial support. This seeming paradox 
is due to four basic causes: (1) methods 
of raising public revenues are antiquated 
and inefficient; (2) the nation’s wealth 
is unevenly distributed among the states, 
counties, and school districts; (3) meth- 
ods used to apportion central school funds 
fail to recognize existing differences in 
ability to pay for schools; and (4) units 
of administration are too small for effec- 
tive financial management. 


That the financial handicap faced by rural 
schools is practically nationwide is shown by 
a series of state investigations. These indicate 
that the ratios of wealth per child in rich 
and in poor local communities are so large 
that with merely local financing equality of 
educational opportunity becomes impossible. 
In Colorado the extreme ratio is nearly 100 
to 1; in Indiana 60 to 1; in Illinois 43 to 1; 
in Wyoming 65 to 1; in West Virginia 17 to 
1; in California 50 to 1. The states also vary 
among themselves in this respect. Using cur- 
rent income as a measure of economic abil- 
ity, the richest state is about six times as 
able to meet its educational obligation as the 
poorest state. 


Proposals to finance rural schools more 
adequately and equitably include: 


(1)Revision of state laws to include in- 
come, business, severance, or sales taxes. 

(2)More extensive use of the state and 
county as bases for collecting school revenue. 

(3)Revision of methods of apportioning 
state school funds so as to equalize local dif- 
ferences in ability to support education. 

(4) Federal appropriations for schools. The 
states might use. these appropriations as they 
pleased but many would doubtless use them 
to improve their rural schools. 


Has your state faced the problems in- 
volved in financing a good school system 
for rural boys and girls? 


References—Baldwin, Robert Dodge. Fi- 
nancing Rural Education. Stevens Point, Wis- 
consin: Rural Service Press, 1927. 210p. Mort, 
Paul R. State Support for Public Schools. 1926. 
New York: Teachers College, Columbia Un!- 
versity, 1926. 134p. National Education Asso- 
ciation, Research Division. School Revenues 
and New Methods of Taxation. Studies 10 
State Educational Administration, No. 2. 
Washington, D. C.: the Association, 1930. 
12p. Norton, John K. The Ability of the States 
to Support Education. Washington, D.C. Na 
tional Education Association. 88p. 












up a new world. There was no 

precedent in law or experience. 
This development has been rapid. There 
has been little time for consideration of 
the farreaching problems involved. The 
Congress has taken the general view that 
broadcasting rights are the property of 
the general public and that the channels 
which might be assigned to stations by 
the Federal Radio Commission should be 
alloted for fixed periods so that there 
might be opportunity for new arrange- 
ments in the light of experience and de- 
velopments. 

Within a remarkably short time radio 
broadcasting has moved forward until it 
is now on a highly profitable basis. It be- 
comes apparent that rights to the air 
have enormous commercial value which 
is certain to increase with the further 
development of the nation. Realizing this 
fact, the large financial and industrial 
groups, which are interested in dividends 
and in the control of public opinion, are 
seeking to obtain permanent rights jn 
this new field. In an address at Colum- 
bus, Ohio, in July, Ira E. Robinson of the 
Radio Commission stated : 


T= DEVELOPMENT of radio opened 


It cannot be denied that a monopoly of 
tadio is now insistently claimed by a group, 
and that its power and influence are so 
subtle and effective as to portend the great- 
est danger to the fundamentals of our govern- 
ment. No greater issue presents itself to the 
citizenry. A monopoly of mere property may 
not be so bad, but a monopoly of the voice 
and expression of the people is quite a differ- 
ent thing. The doctrine of free speech must 
be preserved. The use of the air for all, not 
for a few, must be protected. Shall the big 
business interests have the air, and the aver- 
age man be denied it? It does not in reason 
sufice that he may hear what others say to 
him, he also has the natural right to speak. 

That radio has great educational worth 
goes without saying; for it is but the human 
voice at long range and may be the voice 
of an instructor, whether school teacher, 
Preacher, or statesman. One good lesson from 
a single instructor may reach millions of 
listeners. 

Under our broadcasting system which was 
set up before we could discern the real and 
higher uses to which radio should be de- 
voted, the radio stations are largely commer- 








——— 


The Public’s Rights in Radio 


cially owned and operated. The small number 
owned and operated by educational institu- 
tions has not been able, because of the tardi- 





HE CONFERENCE on Radio 

and Education meeting in 
Chicago Monday, October 13, 
1930, recommends that the 
Congress of the United States 
enact legislation which will 
permanently and exclusively 
assign to educational institu- 
tions and to government edu- 
cational agencies a minimum 
of fifteen percent of all radio 
broadcasting channels which 
are, or may become, available 
to the United States. The 
Conference believes that these 
channels should be so chosen 
as to provide satisfactory edu- 
cational service to the general 
public. — Resolution adopted 
by the Conference on Radio 
and Education held under 
the Chairmanship of William 
Jo:n Cooper, United States 
Cc -missioner of Education. 











ness of public appropriations compared with 
the prompt use of private funds, to compete 
for high position in the radio set-up. The 
commercial ownership and operation of radio 
stations presents the major problem in the 
use of radio for real educational purposes. 


The time has come for the educational 
and civic forces of the nation to face this 
situation with vision and courage. 

In the first place it is important that 
the permanent rights of the public in the 
radio broadcasting channels shall not be 
alienated into private hands. Whatever 
plan of licensing may be followed the ulti- 
mate ownership and control should rest 
permanently with the general public and 
should be in charge of authorities who 
will be able to safeguard the rights of 
the public against the powerful and per- 
sistent efforts of any private interest 
which may arise. 


Second, provision must be made to 
safeguard the educational and civic uses 
of radio from encroachment by commer- 
cial interests. Under existing conditions 
stations in the colleges have been under 
steady pressure from commercial stations 
who have sought to take away their as- 
signments. Many schools have already 
had their assignments of broadcasting 
channels discontinued or have given up 
because of the difficulty of the struggle. 
This crushing out of the educational sta- 
tions has led to widespread discontent 
and to a determination on the part of 
certain members of Congress and of 
persons interested in the higher uses of 
radio to demand that a reasonable frac- 
tion of broadcasting channels be set aside 
permanently for the purpose of education, 
even as a part of the public domain was 
set aside to encourage common schools. 

Before radio can be used most effec- 
tively for education, time will be required 
for research and experiment. If broad- 
casting channels are not reserved now 
they will be lost before the educational 
program can be developed under public 
auspices. Realizing this situation, repre- 
sentatives of educational stations and 
educational associations met in Chicago 
on October 13, at the call of United 
States Commissioner of Education Wil- 
liam John Cooper, to discuss this prob- 
lem. This conference stated its convic- 
tion in the form of the resolution which 
appears on this page and provided for 
the appointment of a committee to work 
for the program embodied in the reso- 
lution. 

This is a problem which should be 
studied in every school and discussed by 
every faculty. The policy of reserving air 
channels for the purposes of education 
should be encouraged by _ resolutions 
adopted by local, state, and national edu- 
cation associations and civic groups of all 
kinds. Let teachers and school officers 
write to their representatives in Congress 
urging them to protect the rights of the 
public in this matter which is of such 
large concern to future generations.— 


j. E. M. 








| ror CHANNELS—The National Education Association believes that legislation should be en- 
acted which would safeguard for the uses of education and government a reasonable share of 
the radio broadcasting channels of the United States—Resolution adopted by the representative as- 
sembly of the National Education Association, Columbus, Ohio, July 3, 1930. 



















; 

I 
} 
; 
, 


Who Owns Radio? 


ApIO is the greatest implement of 
R’ democracy yet given to mankind. 
It is the voice of the people, in- 
deed the expression of the soul of the 
people unto themselves and unto the 
other nations of the earth. It fits the doc- 
trine of Lincoln that this shall be a gov- 
ernment of the people, by the people, and 
for the people. 

What a power for good has radio, and 
yet what a power for ill. Let us not think 
lightly of this great new talent. All ex- 
pression over the radio should be of in- 
spiring and enlightening order. It should 
assuredly conform to the highest Ameri- 
can ideal. The sanctity of the home and 
the school, the very foundations of our 
government, should be preserved and 
nurtured by the use of radio. 

Congress, by salutary law, has stamped 
radio as the people’s own, to be regulated 
and used wholly in the public interest. 
No licensee can have a property right in 
the air; he is merely a trustee for the pub- 
lic and holds his license with the promise 
that he will serve the people in return 
for the privilege of broadcasting. No one 
has the right to devote a radio license ex- 
clusively to his private use. Rightly, this 
is the doctrine of the present radio law. 
Every citizen, particularly the educator, 
must be alert to maintain that doctrine, 
for it is in direct accord with true democ- 
racy. No particular group must ever 
dominate radio; it must be open to all. 

Shall education by radio be left to the 
direction of commercial interests? It is 
conceded that educational programs over 
the radio should be devised and directed 
by professional educators, but this can- 
not be done under the existing owner- 
ship and operation. Will the legislatures 
provide appropriations of money with 
which to buy time on the commercially 
owned and operated stations and will 
those stations fairly allocate time for edu- 
cational uses when others offer to pay for 
the same period? These and many other 
questions arise which cannot be answered 
now. But an evolutionary process will 
naturally aid in their solution. Radio is 

intended for a higher use than that now 
made of it and the enlightened mind of 
the public will eventually prevail. Al- 
ready the listeners are becoming sick of 
the overdose of commercial advertising 
given them every hour. 


One prominently connected with 


broadcasting has recently indicted our 
American public by saying that when 
education joins hands with radio it enters 
the show business. He also said: “We 
have to cover our pills of education with 
chocolate or licorice or peppermint if we 
are going to reach the people to whom 
the information is going to be most wel- 
come.” This plainly implies that pure 
educational or cultural matter is hard 
for the American people to swallow. 
Personally, I have not so far lost faith 
in the good taste of our public. At least 
90 percent of them do not need any 
showmanship or sugar-coating to induce 
them to appreciate that which is educa- 
tional and that 90 percent have always 
believed in direct methods of education. 
As children, they accepted lessons in use- 
ful living without persuasion and their 
children in turn have received a birth 
and heritage which make them also eager 
for knowledge. What is this sugar-coat- 
ing to be, in the mind of the gentleman 
quoted? Doubtless a phase of insidious 
advertising, clothed with jazz music, so 
that even with educational broadcasts 
a revenue may be exacted. What more 
would be needed to kill education by 
radio than to mix with it commercial ad- 
vertising or jazz entertainment? Here 
the educators must take a firm stand. It 
does not comport with the history and 
growth of our American schools to allow 
commercialism or useless entertainment 
to enter them. 

Radio ought to be devoted largely, 
halfway anyhow, to the purely educa- 
tional uplift of the people. It is devoted 
today by certain large interests to educa- 
tional purposes of questionable value—an 
educational view, subtly in behalf of the 
great public utilities of this country, a 
fixing of the minds of the boys and girls 
who are to be future citizens so that when 
there is an application for increase of 
rates for electricity and gas, they may not 
oppose too much, That is plain talk but 
I shall not retract it. General Electric, 
Westinghouse, and others are in a situa- 
tion to do great service by radio but they 
are in it for private gain, the enhance- 
ment of their own big interests. 

Some radio broadcasters claim they 
have a right to censor—to take on this 
man and refuse that one, to put on that 
doctrine and to deny the opposite side of 
the question. Shall one group or any in- 


[ 286 ] 


dividual say what shall be said at such 
long range to millions of listeners? |/ so, 
there is a clear violation of the guaranty 
of free speech. , 

I know you will fulfil the duty of cre- 
ating interest in others around you in this 
great subject of radio. This new method 
of speech is the greatest thing that has 
been given to us—greater than the auto- 
mobile—but why all this difference be- 
tween the ideas of the automobile indus- 
try and those of the radio industry? 
There is no monopoly in the automobile 
industry; there is competition galore. 
But there is a claim for monopoly in 
radio. One group claims it owns every- 
thing, patents and all; no one can use 
even a receiving set or build a station 
without paying tribute to it. The A meri- 
can people ought to wake up and protect 
themselves. 

Of course the patent situation enters 
largely into it. The automobile competi- 
tors, however, saw to that in a practical 
and friendly way, and their spirit of fair- 
ness benefited the whole public of the 
United States in the use of the automo- 
bile. Why cannot the same be done in 
radio? Why should a few men want to 
selfishly claim it all? Everybody given 
a patent by the American government 
should use it in the public interest. All 
patents claimed should be devoted for use 
of the public upon payment of propercom- 
pensation to the patentee. Patents cannot 
be used to create a general monopoly. 

There is only one way to meet this 
radio situation. We must stand up if our 
American government is to be perpetu- 
ated as the founders thought. Let us 
think of the sacrifice of the day of the 
founding of this great government of 
ours. Are we going to relinquish our 
birthright? I have faith in the common 
people of America today. I know them. 
They are of the same sturdiness of heart 
and soul that their fathers were, but they 
are minding their own business and are 
not cognizant of the selfish theft going 
on against their greatest interests. ‘They 
need awakening before it is too late. We 
are too rapid in our habits today, and too 
careless of that inheritance, bought for 
us at great cost by our forefathers.— 
Abridged from two addresses by Ira E. 
Robinson, member of the Federal Radio 
Commission, Columbus, Ohio, July 3; 


1930. 





STS ROWE IT 


Better Teaching of Reading 


Notable Reforms in Teaching Reading 


WILLiaM S. Gray 


Dean, School of Education, University of Chicago 


OTABLE REFORMS in teaching read- 
ing have occurred at frequent in- 
tervals throughout the last cen- 

tury. Many of the early reforms related 
specifically to methods of teaching be- 
sinning reading. For example, the use 
of the A-B-C method which was more 
or less universal until about 1840 was 
followed by two series of developments. 
On the one hand, vigorous efforts were 
made to direct the reader’s attention to 
increasingly large units of thought as il- 
lustrated by the introduction of the word, 
sentence, and story methods. On the other 
hand, equally persistent effort was made 
to develop increased accuracy and inde- 
pendence in word recognition as illus- 
trated by the various phonetic methods 
which were used from time to time. As 
a result of such changes, methods of 
teaching pupils to read thoughtfully, flu- 
ently, accurately, and independently im- 
proved gradually during the period from 
1850 to 1910. 

Other early reforms were concerned 
chiefly with the content of what was 
read. For example, McGuffey’s New Ec- 
lectic Readers which were published in 
1850 substituted to a large extent mean- 
ingful content for lists of words which 
had been used to a very large extent in 
teaching pupils to read. Following Mc- 
Guffey’s innovation, readers were pub- 
lished which included a wide variety of 
types of material, such as made-up sen- 
tences or stories relating to children’s in- 
terests; moralizing selections; stories of 
child life; information about many com- 
mon things; accounts of the lives of great 
people; and anecdotes, Bible stories, fa- 
bles, myths, and fairy and folk tales. 
From 1885 to 1900, there was striking 
decrease in the number of moralizing 
and informational selections included in 
readers and a corresponding increase in 
literary content. For a decade or more 
following 1900, the content of school 
readers was dominated largely by the 
literary ideal. 

A third group of early reforms re- 
lated to the amount of reading material 


provided. Prior to 1880, very little was 
read during the reading period other than 
the selections contained in the reader that 


Is is the first of a series 

of articles by the most 
eminent authority in the field 
of reading. These articles will 
be helpful to teachers in every 
branch of education inasmuch 
as reading and the thought pro- 
cesses for which it stands are 
fundamental to success in any 
phase of education or in the 
teaching of any subject. Mas- 
tery of the mother-tongue and 
the habit of using it to express 
thought with simplicity, clear- 
ness, and vigor lie at the 


foundation of all intellectual 
life. 





was used. Following that date supple- 
mentary readers were published with in- 
creasing frequency. The chief purpose of 
these books at first was to provide addi- 
tional practise in reading during the read- 
ing period. Later, many of them aimed 
to stimulate independent reading outside 
of the reading class. As will be pointed 
out later, a third step in this series of de- 
velopments was the introduction and wide 
use of library books. 

The examples which have been pre- 
sented show clearly that radical changes 
were made in the past in methods of 
teaching beginning reading, in the con- 
tent of school readers, and ‘in the amount 
of reading material provided. By 1910 
instruction in reading was far superior 
to that which had been given in previous 
decades. On the other hand, it was still 
quite formal and subject to serious criti- 
cisms. In order to understand clearly the 
significance of many changes that have 
occurred more recently, it will be desir- 
able to review briefly the general nature 
of reading instruction that prevailed 


about 1910 and that still persists in many 
classrooms that have not adopted pro- 
gressive methods. 

An analysis of courses of study pub- 
lished between 1900 and 1910 shows that 
the content and methods of teaching 
reading were determined largely by three 
aims, namely, “to master the mechanics 
of reading,” “‘to develop habits of effec- 
tive oral reading,” and “to cultivate ap- 
preciation of good literature.’’ Valuable 
as these aims are they reflect the limited 
view of a period when society was less 
complex than it is today and when schoo! 
activities centered largely in the ‘three 
R’s.” The materials read during the read- 
ing period were confined largely to that 
found in a basal reader and a small num- 
ber of supplementary books. In harmony 
with the aims that prevailed, much atten- 
tion was given to oral reading, to the de- 
velopment of accuracy and independence 
in word recognition, and to the apprecia- 
tion of literary selections chosen largely 
in conformity with adult standards. 
Furthermore the methods used varied lit- 
tle, if at all, from day to day and there 
was very little differentiation in methods 
or content to provide for individual needs 
and interests. The additional fact should 
be pointed out that guidance in reading 
was limited largely to the activities of 
the reading period. Reading was thus set 
off sharply from other school subjects 
which provide excellent opportunities for 
teaching pupils to interpret and to use 
the content of the printed page. 

The wide use of the methods that have 
been described was followed by a period 
of reform and constructive change. In 
fact, since 1910 reading has taken on 
radically different aims and has developed 
new content and methods. These changes 
are due largely to changing social needs, 
to the development of broader curricu- 
lums, and to the results of hundreds of 
scientific studies of reading made during 
recent years. In the paragraphs that fol- 
low five notable reforms will be de- 
scribed briefly. They are presented in the 
order of increasing breadth and excel- 











p | ‘HE PRINCIPLE which has never failed to confer superiority on a man’s thinking activity is the well- 
worn precept: Do not read good books—iife is too short for that—Only read the best. This simple 


recipe is as infallible as good air and good food are in physical hygiene-—From The Art of Thinking by 
Ernest Dimnet. 


— 








[ 287 ] 





%, 
| 





288 THE JoURNAL OF THE NATIONAL EpuCATION ASSOCIATION 


lence. They suggest, in a sense, a series 
of steps which teachers may take in im- 
proving instruction in reading. 

The first of these reforms sought to en- 
rich greatly the activities of the reading 
period. The chief aims of teaching that 
were adopted are in striking contrast to 
those that prevailed before 1910. They 
may be stated briefly as follows: to extend 
and enrich the experiences of children; 
to stimulate habits of good thinking and 
clear interpretation while reading; and 
to provide for the orderly development 
of attitudes and habits essential in vari- 
ous types of silent and oral reading. These 
aims are based on a clear recognition of 
the needs and interests of children and of 
the significance of intelligent reading in 
contemporary life. 

The use of basal readers was gradually 
supplemented by various types of reading 
material, such as “story readers” and 
books to entertain, “silent readers” and 
books to promote habits of continuous, 
intelligent reading, ‘study readers” and 
related materials to lay the foundation 
of good study habits, ‘dramatic readers” 
and other books for use in cultivating 
habits of good oral interpretation, and 
numerous attractive library books adapted 
to a wide range of individual needs and 
tastes. The provision of such materials 
not only insures an enriched program of 
activities but cultivates early various read- 
ing attitudes and habits essential in mod- 
ern life. Instead of a uniform program 
throughout a week or month the reading 
activities provided varied from day to 
day to serve different purposes. Further- 
more, the content and methods used were 
adapted regularly to serve individual 
needs. It is apparent that such changes 
include types of teaching that are vastly 
superior to the formal training that pre- 
vailed earlier. They mark the beginning 
of a series of reforms of wide significance. 
As will be shown later, they represent an 
incomplete type of teaching. Many other 
changes are necessary before instruction in 
reading attains a high level of efficiency. 

A second and much broader type of 
teaching is found in many schools which 
supplement an enriched program of ac- 
tivities during the reading period with 
provision for wide reading in other school 











a 


subjects and activities. The need for such 
reading is due to the fact that many of 
the experiences which children should 
acquire cannot be gained directly. A ma- 
jority of them must be secured indirectly 
as boys and girls enter into the experi- 
ences of others by reading spirited and 
wellwritten accounts of them. To this 
end pupils in the lower grades read fac- 
tual material from the blackboard, from 
mimeographed material, and from sim- 
ple, interesting books during periods de- 
voted to the social studies, health, science, 
and art. In the middle and upper grades 
and in the high school, a regular text is 
supplemented by much reference material 
of various levels of difficulty and by nu- 
merous library books. An obvious value 
of wide reading in various school sub- 
jects is that it greatly enriches instruc- 
tion. In addition, it is an important means 
of stimulating permanent interest in vari- 
ous types of reading. 

The third reform that will be described 
is a natural outgrowth of the second. 
As soon as pupils begin to read widely in 
various school activities, the types and 
purposes of reading required increase rap- 
idly. As a result the need arises for spe- 
cific guidance that will insure the devel- 
opment of appropriate reading attitudes 
and habits. Accordingly the teachers of 
content subjects in both elementary and 
secondary schools have given increased 
attention during recent years to guidance 
in the various forms and applications of 
reading required in their respective fields. 
For example, teachers of arithmetic have 
trained pupils to read and interpret arith- 
metic problems intelligently, teachers of 
history have trained pupils to think criti- 
cally as they read widely in that field, and 
teachers of geography have trained pupils 
to see the relationships between human 
items and natural environmental items. 
The need for and validity of such train- 
ing is fully supported by the results of 
scientific studies. It is obvious, therefore, 
that content teachers in both elementary 
and secondary schools are teachers of 
reading in the sense that they introduce 
pupils to a wide range of reading ma- 
terial, provide specific guidance in vari- 
ous types and applications of reading, and 
stimulate avocational reading interests. 


December, 193)) 





A fourth Significant reform js illus- 
trated in the better schools of our count, 
which organize the materials read around 
interesting units or problems. The gen- 
eral nature of such units is illustrated by 
the following titles: “Mother Goose and 
Her Family,” in a first-grade reading 
class; “The History of Chicago,” in g 
third-grade community life class; “Why 
Japan is the Britain of the Orient,” in a 
fifth-grade geography class; and “The 
Characteristics of a Real Patriot,” in a 
seventh-grade literature class. The organ- 
ization of reading matter in coherent 
units, as suggested in the examples given, 
is intended to induce pupils to carry on 
while reading a train of thought that will 
aid in the interpretation of the printed 
page and in the organization of experi- 
ence. All the advantages of the various 
types of teaching described earlier are at- 
tained today in many schools. To an in- 
creasing extent teachers are adding the 
new advantage of organized experience 
by planning teaching in terms of inter- 
esting units or problems. 

A fifth reform includes provision in 
all school subjects and activities for pu- 
pils to engage in serious independent read- 
ing relating to problems that are of vital 
interest to them. The chief aim is to de- 
velop independence, initiative, and excel- 
lence in activities involving reading. It 
is obvious that we are now concerned 
with teaching of a distinctly superior 
order. Its advantages are numerous. It 
frees capable students at times from the 
restraints imposed on them by slower pu- 
pils when all are working on the same 
problem; it provides for rapid growth in 
ability to find and make use of valuable 
reading material ; it promotes interest in 
discovery and in the thorough solution of 
problems; it promotes initiative and in- 
dependence in reading activities similar 
to those that are required with increasing 
frequency as young people approach ma- 
turity ; and it insures the development of 
reading attitudes and habits that will 
function all through life. 

No school should be satisfied with its 
efforts to improve reading instruction 
until it has achieved all the advantages 
that may be contributed by the reforms 
that have been described. 





genres anxious to give their children the best of everything should as resolutely pack away trash of 
all kinds as if it were poison. It is surprising that intelligent people anxious to do their best should 
not realize that no book ought to be left in the nursery that is inferior to Robinson Crusoe, The Arabian 
Nights, or Perrault’s Fairy Tales. . . . Joseph de Maistre tells us that his mother used to recite 
Racine’s verses to him when he was a little child and “his ears, having thus early drunk in such a nectar, 
ever after rejected sour stuff.”.—From The Art of Thinking by Ernest Dimmet. 

















g 
H 
: 


Se NB BIE RE On eee TERT 


OA LL E OT IN LOY, 8 


APL PRONON ERA TEO 





oo a 


(Pere 


Mental Health in the Classroom 


Understanding the Problem Child 


CLaRA BASSETT 


Consultant in Psychiatric Social ork, The National Commitiee for Mental Hygiene 


FTER THE TEACHER has made cer- 

A tain that her attitudesin approach- 

ing the study of the problem child 

are such as to insure an auspicious be- 

ginning, the next difficulty which faces 
her is what to do next. 

The tendency in the past has been to 
think of personality as something more 
or less static, a make-up which was per- 
haps inherited or which was expected 
to remain about the same from the be- 
ginning to the end of life. Thus, we 
constantly hear parents say of their chil- 
dren’s unpleasant traits, ‘He is just like 
his father and I suppose he will never be 
any different,” or “She has always been 
like that since she was a baby and al- 
ways will be,” or “He gets that from 
me—all our family had bad tempers.” 
Traits of personality, whether good or 
bad, were accepted with a mixture of 
complaisance and resignation as inevita- 
ble, something decreed by fate and to be 
accepted with as good grace as possible. 
As a result of this static way of conceiv- 
ing of personality traits, people were 
classified in rigid categories as honest or 
dishonest, truthful or untruthful, con- 
sientious or slovenly, with a finality 
which took into account only an evalua- 
tion of that person’s objective behavior. 

Evidence of this way of cataloging per- 
sonalities is best shown by our court and 
penal systems where certain types of mis- 
behavior are rigidly classified and dealt 
with in an objective fashion, so that any 
person whose observed behavior may be 
classified as “breaking and entering” or 
as “grand larceny”’ receives almost auto- 
matically a prison sentence of a certain 
length, utterly regardless of all the vast 
differences in intelligence, in physical and 
mental health, in past history and social 
background, in attitudes and motives of 


| the individual prisoners. 


In the past, our handling of the prob- 
lems of children was also based on 
this static, surface way of thinking of per- 
sonality. The child who lied or stole was 
simply a “bad” child and was usually 
punished for lying or stealing. No one 
thought of looking more deeply into the 
matter. The unfortunate behavior was 
considered selfevident and was regarded 
& inexplicable perverseness on the part 
of the child which required appropriate 
punishment. Our understanding of per- 


sonality has been revolutionized by our 
new knowledge of the dynamics of hu- 
man psychology. 

Detailed studies of the life histories of 



















| Php can be stopped. To do 
so would save enough in 

waste and costs to pay every 
teacher in the United States 
$10,000 a year. The method is 
relatively simple in principle. 
Have a teacher who under- 
stands sympathetically and 
thoroughly the growth prob- 
lems in the life of the child and 
who is in a position to make | 
| those factors favorable. This 
| means more teachers, perhaps 
| one for every ten pupils. Why 
| notP Machines and consolida- | 
tion are replacing men so rap- | 
} 





| 

| idly that there is unemploy- 
ment on almost every side. 
More teachers would reduce 
unemployment, reduce crime, 


| and help the child.—J. E. M. 





hundreds of adults and children have 
clearly shown that the personality traits 
and behavior peculiar to any individual 
are not entirely due to some mysterious 
shuffling of the cards of fate; they are 
usually not “born that way” but are the 
logical result of their life experiences. 
Studies of children at various age levels 
have indicated that the kind of personal- 
ity which any individual has and the kind 
of behavior which characterizes his ad- 
justments in life are largely determined 
during the first weeks and years of life 
by the way in which the child has been 
handled by his parents, by the emotional 
relationships between the different mem- 
bers of the family, by the environmental 
conditions in the home and_ neighbor- 
hood, and by his school experiences and 
handling. Thus the child’s future may be 
permanently warped by such things as 
constant quarreling and antagonism be- 
tween the parents, by too much or too 
little affection and attention, by nagging 
and criticism in the home, by over-indul- 
gence and over-protection on the part of 
parents and relatives, by jealousy of a 
successful brother or sister, by the fa- 


[ 289 } 


voritisms of the parents toward indi- 
vidual children in the family, by bad 
neighborhood conditions which initiate 
the child into wrong habits, attitudes, and 
destructive experiences, by severe disci- 
pline or lack of understanding at school, 
by repeated experiences of failure, by 
wrong school placement, or by a hundred 
other subtle and complex causes. 

Thus in considering any problem 
child, we think of him as an evolving, 
moving stream of energy, exquisitely 
sensitive to every influence which has 
played upon him, changing and adapting 
himself to the wishes and handling of 
those about him, imitating and absorbing 
or rebelling against their emotional atti- 
tudes and behavior, and often reacting 
blindly to inner needs and desires and 
irritations which neither he nor his par- 
ents clearly understand. 

We no longer look upon unfortunate 
behavior as something for which punish- 
ment must be meted out. The wrong be- 
havior, whether it is stealing, lying, stub- 
borness, timidity, immorality, or laziness 
is regarded merely as an external symp- 
tom, the hidden causes of which must 
be patiently investigated. These causes 
are often difficult to unravel, as a child 
is a very complex little creature and the 
successful search for these causes requires 
on the part of the searcher an under- 
standing of the child’s whole make-up 
and of his needs. 

To gain any clear understanding of 
the underlying causes of the undesirabic 
behavior, the child must be studied from 
several different angles. 

The teacher, bent on understanding 
causes, must first learn something regard- 
ing the problem child’s physical condi- 
tion, since he is primarily a_ physical 
mechanism. When large numbers of 
school children have been given careful 
physical examinations, it has been found 
that the majority show one or more 
physical defects, so that it is seldom that 
a problem child is found to be entirely 
free from any physical burden. Nothing 
short of a very thorough physical ex- 
amination is satisfactory, since the most 
diverse behavior symptoms may have a 
physical basis in defective sight, impaired 
hearing, malnutrition, blood disease, 
glandular imbalance, diseased tonsils and 
adenoids, and many other less obvious 








290 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


conditions. If such a painstaking exami- 
nation cannot be obtained through the 
school physician, the child should be 
taken to his family physician by his par- 
ents for this purpose. Investigation of 
children referred to child guidance clin- 
ics as special problems often reveals that 
physical defects have been regularly 
noted on the child’s record for years prior 
to his appearance at the clinic. For in- 
stance, a child was referred for serious 
truancy and it was soon found that one 
of the major causitive factors was defec- 
tive eyesight, which had been noted year 
after year on his school card without hav- 
ing been taken seriously. 

The first step, therefore, is considera- 
tion not only of the child’s physical status 
but whether he has developed healthy 
habits of sleeping, eating, and elimina- 
tion, for these are often directly related 
to the child’s school behavior. One child 
referred for nervousness was found to 
sleep in the small apartment living-room 
in which his family regularly made merry 
with dancing and the radio until eleven 
oclock at night or later. If the child has 
any physical handicaps, deformities, or 
other physical peculiarities, his emotional 
adjustment toward these should be a 
matter for concern, so he may achieve a 
healthy acceptance of these drawbacks, 
neither giving way to feelings of in- 
feriority, selfdepreciation, and lack of 
selfrespect and selfconfidence nor utiliz- 
ing the handicaps as an excuse for de- 
manding special considerations, waiting 
upon, and sympathy, or as an escape from 
effort. 

After the physical aspects of the child’s 
life have been given due consideration, 
the teacher should turn her attention to 
the child’s intellectual status. Various 
tests have been perfected which deter- 
mine with fair accuracy the ratio of the 
child’s mental age to his chronological 
age, his attention span, his memory and 
learning ability, his commonsense judg- 
ment, his motor control, his persistence 
and accuracy in given tasks, his progress 
in school achievement, his special talents, 
and special disabilities. If the teacher can 
call upon the public school system or 
some other local organization for such a 
psychological study, this should be done. 
However, if this is impossible, much help- 
ful information which will aid him in 
forming a judgment relative to the 
child’s intellectual equipment may be 
gained by study of the child’s accumula- 
tive record card, conferences with previ- 
ous teachers, careful observation and 


analysis of his classroom work, reports 
from his home as to special interests and 
abilities, and perhaps careful information 
as to his age at walking, talking, teeth- 
ing, and habit formation to ascertain the 
possibility of general backwardness in 
these achievements. If the child is per- 
haps of dull or defective mentality, how 





HE VISITING TEACHER move- 

ment is one of the great- 
est constructive forces in 
American education. It is 
throwing new light on the 
forces and conditions that 
lie back of misbehavior. It 
is magnifying the worth of the 
individual child, however un- 
fortunate his surroundings may 
be. It is pointing to a day when 
every school system, city or 
county, will have a staff of 
workers free from class rou- 
tine who will give their talents 
to character development; to 
a time when every teacher will 
be in a position to know some- 
thing of the home life of the 
child in his charge. 














may his program be organized to suit his 
needs so that he will be able to gain a 
feeling of successful achievement and so 
that demands are not made upon him 
which habitually exceed his ability to 
perform? If the indications are that he 
is brighter than the average, how may his 
school placement be changed and pro- 
gram enriched so that they will challenge 
his interests and stimulate his achieve- 
ment ? 

But the child is, in addition to his 
physical and intellectual equipment, a 
social and evolutionary product. His per- 
sonality is the product of the emotional 
relationships within the home, of his 
work and play life, and of all the things 
which have happened to him in his devel- 
opment. A scant cross-section of hisschool 
life is not enough for understanding his 
difficulties but these must be carefully 
traced back to their beginnings. For this 
reason, it is essential that the teacher visit 
the home and, if possible, talk individu- 
ally with each parent to find out what 
influences and methods of handling have 
produced the child’s behavior symptoms. 
This study should include the under- 
standing of each parent, what kind of 
people they are, what life experiences 
have moulded them and their attitudes, 
their special problems, worries, and dis- 


December, i)5)) 


satisfactions, how they handle their chj]- 
dren, the emotional relationships bety-cen 
the various members of the family, and 
something about the child’s brothers and 
sisters. Information should be gotten, 
also, relative to the history of the child’s 
health and habits, his past school life, his 
friends, recreation and special interests, 
any neighborhood and home living prob- 
lems and the like. 

But the child also has an emotional 
nature. He is a creature of loves and 
hates, jealousies, aspirations, resentments, 
fears, and disappointments. Only through 
friendly talks with the child alone, can 
this inner life of feeling be explored, 
These talks may reveal something of his 
fears and worries, his preoccupations, his 
secret experiences, his emotional atti- 
tudes toward himself and toward various 
aspects and events of his life, his feelings 
about his parents, his brothers and sisters, 
his school life, and toward his personal 
activities and behavior. An attempt 
should also be made to discover what 
aspirations, ambitions, and hopes for the 
future the child has and what he believes 
would help overcome his difficulties. 

With as much information about the 
child as possible in hand, the teacher 
should next analyze the material in an 
attempt to pick out factors in the child’s 
life and experiences which have contrib- 
uted to producing the problem as these 
factors appear in the physical, psycho- 
logical, emotional, and social aspects of 
his development. When these factors and 
their meaning are relatively clear, the 
next step is to evolve a plan of treatment 
which will as nearly as possible meet the 
outstanding needs in the situation. 

Such treatment would arrange for the 
removal of physical handicaps, for better 
habit training, a better mutual under- 
standing on the part of the child, the 
parents, the teachers, and others involved, 
and their continued cooperation in mak- 
ing any necessary changes in their atti- 
tudes and methods of handling. Treat- 
ment also involves removal or modifica- 
tion of the more serious irritations and 
special stresses and strains which have 
accentuated the difficulties. A better ad- 
justment in school and in the demands 
made upon the child, so that these de- 
mands correlate in a healthy way with 
the abilities and capacities of the child, 
opportunities for more satisfactory and 
constructive recreational outlets for the 
child’s energies, aid in making friends 
and in the development of new interests, 
all help in overcoming his difficulties. 





4 


PAAR ST CE 


The Education of Teachers 


A National Survey of Teacher Training 


CuHartes H. Jupp 


Director, School of Education, The University of Chicago 


of Education included in the budget 

which he presented to the appro- 
priations committee of Congress this 
year an item of $50,000 with which to 
begin a national survey of teacher train- 
ing. An appropriation of $200,000 was 
made for three years work which will 
make it possible to carry on a study of 
teacher training on the same scale as the 
survey of land-grant colleges which is 
just being completed and the national 
survey of secondary education which was 
begun this year. 

There has never been an adequate 
study of the supply of teachers and the 
demands for their services in the United 
States. Some individual states have at- 
tempted to determine how many teach- 
ers are needed to fill the vacancies which 
occur in that state each year and have 
attempted to control, in the light of the 
ascertained needs, the number of ad- 
missions to normal schools. Connecticut 
has perhaps been more successful than 
any other state in achieving in this way 
a balance between supply and demand. 
On the other hand, there are several 
states and many cities in which no such 
balance is maintained. In recent months 
large numbers of certificated teachers 
have been unable to find employment in 
such centers as New York City and parts 
of Massachusetts. Indeed, an oversupply 
of candidates for teaching positions has 


been reported in many parts of the coun- 
try. 


Te UnItTeED STATES Commissioner 


Some of the reports about oversupply 
give a wrong impression because there 
often exists side by side with an over- 
supply of candidates a highly unsatisfac- 
tory policy of employing untrained per- 
sons. School districts in many states are 
employing unqualified persons because 
these can be secured at low salaries. “This 
is happening even where there are in 
these same states normal school gradu- 
ates who are unemployed. 

. The whole program of teacher train- 
ingin this country has developed without 
any serious effort to guide practise by 
scentific studies. Normal schools have 
not infrequently been established as po- 
litical concessions to localities which 
never ought to have had them. Some- 
times a dominant normal school in a 
state has prevented the establishment of 
new schools which are much needed. In- 


dependent colleges have often under- 
taken the training of teachers when they 
had no proper equipment for the work. 

All these facts should be brought to 
light in a forceful impartial survey such 
as the federal Office of Education can 
make. A national survey ought to fur- 
nish states with the information and 
principles which will prevent a continua- 
tion of the reckless and irrational type 
of legislation which has been all too com- 
mon in the past. 

A second line of inquiry which a na- 
tional survey of teacher training may 
properly undertake will deal with the 
curriculum of normal schools and teach- 
ers colleges. At the present time there 
is the greatest confusion with regard to 
the professional courses which should be 
given and with regard to the relative 
amount and placement of liberal educa- 
tion and professional training. Normal 
schools and teachers colleges often ex- 
hibit a tendency to perpetuate certain 
traditions derived from the period when 
they were schools of secondary grade as 
when they overemphasize methods; or 
on the other hand, they exhibit in many 
cases an ambition to be like liberal arts 
colleges and tend to offer courses which 
have little, if any, direct value for teach- 
ers-in-training. 

A national study of teacher-training 
curriculums will be of great value be- 
cause it will compel faculties of normal 
schools and teachers colleges to make a 
critical study of their practises. At the 
present time normal school faculties are 
isolated—more isolated than any group 
of educators in this country. There are 
few avenues of communication between 
normal schools. The faculties of normal 
schools do very little writing for publi- 
cation. There are very few textbooks 
prepared specifically for normal schools. 
The curriculums of normal schools and 
teachers colleges are determined in con- 
tent largely from without. Anything 
which will throw on the faculties of 
these institutions the responsibility for 
a careful study of their teaching mate- 
rials and compel a comparative examina- 
tion of the organization of these mate- 
rials will be highly advantageous. 

A national survey will show how 
utterly inadequate the provisions are in 
this country for apprenticeship training 
of teachers. There are a great many 


[291] 


teacher-training institutions in which 
the number of pupils in the practise 
schools is less than the number of stu- 
dents who should receive apprenticeship 
training. There is no possibility of pro- 
viding proper facilities for practise 
teaching in the great majority of small 
towns in which teachers colleges are 
situated. There will have to be de- 
veloped in this country an entirely new 
system of apprenticeship training, one 
which will add to the facilities of the 
teachers colleges access to the public 
schools of the surrounding communities. 
This implies that the supervision in 
public schools will have to be improved 
so as to give proper oversight to be- 
ginners in the teaching profession. Fur- 
thermore, it will doubtless become evi- 
dent in the course of a national survey 
that the development of this new policy 
cannot be left to be worked out through 
negotiations between the authorities of 
local school systems and the presidents 
of teacher-training institutions. The 
petty quarrels which have marked the 
history of such negotiations in the past 
make it perfectly clear that there is here 
a problem of public policy which cannot 
be left to the caprice of local school of- 
ficers. The schools which need teachers 
must take some share in training teach- 
ers. States will have to persuade locali- 
ties of their duty in this respect and a 
national survey will undoubtedly help 
to clarify the thinking of state legisla- 
tures and of state boards of education. 
There are two important respects in 
which teacher-training institutions are 
deficient at the present time. The train- 
ing of faculties is low and the teaching 
load which is imposed on members of the 
teaching staffs is excessive. Teachers 
colleges have been told repeatedly by 
standardizing associations that they will 
have to reform in these respects if they 
are to be recognized as institutions on a 
par with colleges and universities. The 
fact is that most heads of teacher-train- 
ing institutions are themselves without 
complete academic training and they ob- 
ject, often vociferously, to the demand 
that they require the higher types of 
academic training of those whom they 
appoint to their faculties. One has only 
to attend the annual conference of the 
administrative heads of teacher-training 
institutions to learn how little respect 





| 
j 
é 





292 Tue JoURNAL OF THE NATIONAL EpuCATION ASSOCIATION 


smite AE A EE DLL Ce 


these leaders in the field of teacher 
training have for research and for the 
higher forms of scholarship. A president 
of anormal school is a peculiarly influen- 
tial figure in the particular area in 
which he operates. He is often an ab- 
solute monarch. If his academic ideals 
are low, there will have to be some 
powerful force to push him along the 
road of progress. The Association of 
American Universities, the North Cen- 
tral Association of Colleges and Second- 
ary Schools, and the other regional as- 
sociations are applying some force to 
the reluctant administrators of teacher- 
training institutions. A number of re- 
ports have been prepared, showing how 
meager is the training of many members 
of the faculties of normal schools and 
teachers colleges. The difficulty is that 
the people of the various states do not 
see these reports and are, therefore, not 
aroused to demand reform. The people 
are told by presidents of their normal 
schools that the faculties of their state 
teacher-training institutions are the best 
that can be appointed. The public is thus 
misled into an attitude of complacence 
and in some cases, of actual pride. A na- 
tional survey is likely to get more atten- 
tion from the public than any of the re- 





ports hitherto published. If that much-to- 
be-desired result is achieved, there is cer- 
tain to be rapid movement in the direction 
of improvement. 

The second item on which the public 
needs information is the excessive teach- 
ing load carried by members of the facul- 
ties of normal schools. It is very difficult 
to persuade some lay boards of the fact 
that an instructor’s load is not to be de- 
fined by counting the number of hours he 
is functioning in the classroom. Many 
normal school boards think that 20 or 25 
periods of class teaching a week consti- 
tute a trivial load. Perhaps a national sur- 
vey can perform the useful function of 
educating the public in this matter. At all 
events, it can supply timid and effective 
administrators with the backing which 
they need in order to correct an intoler- 
able situation. 

A national survey will help to tone up 
the internal administration of normal 
schools and teachers colleges. The great 
majority of these institutions do not have 
adequate records of their students. It has 
been the experience of the writer on state 
and institutional surveys to find again 
and again carelessly kept records. This 
situation is symptomatic of loose think- 
ing and loose administration. Often nor- 


December, 193) 
mal schools and teachers colleges alloy 
themselves to report statistics which are 
mere estimates. There are very few of 
these institutions which prepare annual 
reports. 

The public has a right to know more 
about its teacher-training institutions. It 
is a very common result of a survey that 
new systems of records and new systems 
of reporting result from the experience 
which the survey brings. The survey 
trains institutions in methods of selfex- 
amination and makes clear the value of 
such selfexamination. A national survey 
will undoubtedly accomplish much along 
this line. | 

Finally, a national survey will furnish 
the Office of Education with the basis for 
a continuing system of national reporting 
which will make it possible in the future 
to collect more useful information about 
normal schools and teachers colleges than 
is now collected and published in the re- 
ports of the Office of Education. One of 
the greatest aids to efficient public admin- 
istration is regularly gathered and regu- 
larly published information on essential 
characteristics of institutions. A national 
survey is the first step in the establish- 
ment of a continuous system of valid na- 
tional reporting. 





The George Washington Bicentennial 


“4 ; SHE CELEBRATION in 1932 of the two hundredth anniversary 
of the birth of George Washington is an opportunity to 











fix in the minds of both children and adults the higher and 
finer values of citizenship. It is a time to arouse admiration 
for the traits of courage, foresight, endurance, and public serv- 
ice which are exemplified in the lives of the pioneer founders. 
It is a time to magnify personal character and fitness through 
biographical study of the lives of Washington and other makers 
of American history. It is a time to look ahead toward the 
greater nation of tomorrow even as Washington and his asso- 
ciates saw far into the future. It is to the eternal glory of 
George Washington that in the very beginning he arranged 
to have the city which bears his name laid out along generous 
and beautiful lines. No one who sees the development of this 
city in these later years can fail to. appreciate the vision of the 
original plan. Is this two hundredth anniversary not a time 
when planning should be magnified? Is it not a time to appoint 
a national planning commission to cooperate with state, re- | 
gional, and local planning commissions to see that the resources | 
of America shall be so developed as to make the whole nation 
homelike and worthy of a great people? In an able address 
before the American Country Life Association at Madison, 
Wisconsin in October, Secretary Ray Lyman Wilbur of the 
Department of the Interior called attention to the need for 
; ; continental conservation. Why not begin in 1932 a program 
of continental planning looking ahead a century or two to when the finer values of life shall be elevated 
above every other consideration? Would not such a plan by its very magnitude inspire and unite our 
people as the struggle for liberty and freedom united the people of Washington’s youthP—J. E. M. 


























































4 





The City of Los Angeles 


7 WAS a very tiny hamlet that was be- 
ing established most formally on a 
September day in 1781 in Southern 

California, while the flag of Spain flut- 
tered and polished helmets gleamed in 
the sunshine—a village of just 44 per- 
sons all told. So they gave it the longest 
name an American community has ever 
borne: El Pueblo de Nuestra Senora la 
Reina de los Angeles [The Town of Our 
Lady Queen of the Angels]. 

The village slumbered for nearly a 
century, while all but the last two words 
of its name disappeared. Apparently the 
missing terms were not lost but trans- 
muted into the conviction that has surged 
in the breast of every Angelino for the 
past fifty years: that a town christened 
so magnificently must live up to its name. 
Rooted firmly by a hundred years of 
growth on its plain between the moun- 
tains and the sea, Los Angeles began to 
demand what it considered to be its in- 
heritance. It reached for transcontinental 
railways. It reached out for more and 
more territory. It now embraces 442 
gquare miles and thus, in area, is the 
world’s largest municipality. 

It reached 258 miles across mountains 
and deserts for the water that it needed 
if it were to grow to be a great city. And 
it is preparing to reach out 300 miles in 
another direction across other deserts and 
other mountains to the proposed Colo- 
rado River dam that it may treble and 
quadruple its water supply. 

It reached eighteen miles to the sea and 
with steam shovels and dredges carved 





‘Prepared especially for the JouRNAL of 
the National Education Association by the 
National Geographic Society. 


for itself a huge harbor from a worthless 
salt marsh. And it reached into. every 
state, probably into every county in the 





Courtesy, Atchison, Topeka, and Santa Fe R. R. 
The Pacific along California’s coast 


United States, for the diverse population 
it has acquired. 

Los Angeles seems to have drawn rail- 
ways and highways to her breast as 
Arnold von Winkelried drew Austrian 
spears. And because the city lies almost 
across the continent from the great popu- 
lation centers, where a few extra miles 
make little difference, a traveler bound 
for Los Angeles can journey by rail over 
any one of a half dozen or more routes 
at approximately the same expense. 

If one lives in the north or northeast 
he can travel west by the Canadian Pa- 
cific Railway, over the Canadian Rockies 
by way of Banff and Lake Louise or by 
the Canadian National Railways by way 


[ 293 ] 


of Jasper National Park and Mt. Rob- 
son Park to Vancouver and Victoria, 
thence to Seattle, and south through 
Washington and Oregon, through tim- 
bered and mountainous Northern Cali- 
fornia, pausing in San Francisco, and 
perhaps at Yosemite, and finally reach- 
ing Los Angeles after an incomparably 
beautiful ride along the precipitous shores 
of the Pacific. 

If the traveler wishes to remain ‘in 
the United States and still travel by a 
northern route he can go westward from 
Chicago over the Great Northern route 
which roughly parallels the border and 
taps Glacier National Park. From Se- 
attle south his trip may be the same as 
by the Canadian route or he can take a 
sea trip down the coast to San Francisco 
and Los Angeles. 

A bit farther to the south are the 
Chicago, Milwaukee, St. Paul and Port- 
land, and the Northern Pacific lines 
which make possible a visit to Yellow- 
stone National Park. These two routes 
also reach Seattle. 

Still farther south is the “Overland 
Route” of the Union Pacific line by way 
of Cheyenne, Ogden, Reno, Sacramento, 
and San Francisco, which is over much 
of the route covered by the romantic 
Pony Express in the days before tele- 
graph wires and steel rails tied California 
to the East. This system reaches Yellow- 
stone National Park through the west- 
ern entrance by way of Ogden and Salt 
Lake City to Los Angeles, making pos- 
sible a visit to Grand Canyon National 
Park, Zion National Park, Bryce Na- 
tional Park, and Cedar Breaks. 





The Overland Limited crossing Great Salt Lake on its way to the City of the Angels [Courtesy of the Union Pacific System] 





‘ 
, 
é 

& 





294 Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





The next possibuity of crossing the 
Rockies by rail is up the Royal Gorge 
of the Arkansas River through Colorado. 
For this trip one may journey to Denver 
by the Union Pacific, Burlington, or 
Rock Island railways or to Pueblo by the 
Missouri Pacific and thence by the Den- 
ver and Rio Grande Western Railroad 
through the river canyon to Salt Lake 
City. From there one may take either 
the central route over the Western Pa- 
cific through Reno, down the scenic 
Feather River to Sacramento, and on by 
way of San Francisco; or he may jour- 
ney over the direct route—the Los An- 
geles and Salt Lake line—that strikes 
straight from Great Salt Lake south- 
westward across the deserts of Utah, 
Nevada, and California to Los Angeles. 

Even these do not exhaust the possi- 
bilities for a choice of roads to the City 
of the Angels. The Santa Fe Railway 
provides a south-central route by way of 
Kansas City, northern New Mexico and 
Arizona, and makes possible a visit in 
passing to the Grand Canyon of the 
Colorado. 

If one wishes an all-southern route he 
may journey to New Orleans, either by 
water or rail and may there take the 
Southern Pacific Railway for a trip 
across I’exas, New Mexico, and Arizona. 
From the east-central states this route 
may be varied by a trip to El Paso over 
the Texas Pacific lines, and over the 
Southern Pacific from there west. Both 
these latter routes make possible a stop 


“reggae: Re: 





* ON sas DD 


Viewing the colorful glories of the Gra 


x 





Courtesy, Atchison, Topeka, and Santa Fe R. R. 
The old Santa Barbara Mission, California 


in El Paso for a visit to Old Mexico. 

Travelers by automobile and bus will 
find highways paralleling practically 
every one of the rail routes mentioned 
and others besides. 

One of the most delightful ways of 
reaching Los Angeles from the eastern 
seaboard is by the all-water route. In two 
weeks one can steam from New York to 
Panama, through the Canal and up the 
west coast to San Diego and Los Angeles. 
This trip affords visits to Havana and 
the Canal Zone. 

Finally, one may fly to the City of the 
Angels by any one of a number of air 
lanes. The trip may be made wholly by 
air or by a combination use of airplanes 
and railway coaches. 





- “ 5 . FA, 
* fe nag fe. ae 


nd Canyon from Bright Angel Point [Copyright, Gifford Scenic Studio] 


December, 1920 

Los Angeles is situated in the main o» 
an alluvial plain, but to the unoriented 
newcomer, who, by means of automob/« 
and electric cars, is whisked over the nas 
municipal area in a few days, it sets 
that ridges of mountains and hills rad;- 
ate like the fingers of a Titanic hand 
spread down on Los Angeles County and 
that the city is built between and around 
and over them. 

From the north and west a prominent 
ridge is thrust into the edge of Los An- 
geles. This is the eastern end of the Santa 
Monica Mountains which, sweeping off 
in a semicircle, meet the Pacific at Santa 
Monica twelve miles west of the center 
of Los Angeles. In the mountain-rimmed 
crescent is enfolded Hollywood, motion- 
picture capital of the world, and in the 
foothills farther toward the ocean are 
Beverly Hills and its companion resi- 
dence districts. 

North of the Santa Monica Moun- 
tains, reached by a pass along the Los 
Angeles River, or by scenic highways 
that wind over the wooded heights, lies 
the San Fernando Valley, a veritable rus 
in urbe. The broad valley is completely 
inclosed by the city limits of Los Angeles 
and with its 225 square miles contributes 
more than half of the territory that gives 
the city its rank of Number One Mu- 
nicipality. In the valley are 110,000 in- 
habitants in a score or more of popula- 
tion centers. Between the latter are 
farms, citrus and other orchards, walnut 
and olive groves, poultry ranches, stock- 
breeding stations, and seemingly innu- 












re aad 


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Vol. 19, No. 9 


—— 


merable country clubs and motion pic- 
ture “lots,” all part of the city of Los 
Angeles. 

Less than ten miles north and north- 
east of the center of Los Angeles lie the 
loftiest of the mountains that hem in the 
city—the San Gabriels. Pasadena lies 
against their foothills and they rise 
rapidly to the summits of Mt. Lowe and 
Mt. Wilson, both more than a mile high. 
Up Mt. Lowe a cog railway lifts passen- 
gers from Pasadena. An automobile road 
winds up Mt. Wilson to the Solar Ob- 
servatory maintained by the Carnegie In- 
stitution of Washington, where the fa- 
mous 100-inch reflecting telescope is 
mounted. 

Directly east of Los Angeles is a rough, 
hilly region. To the southwest are island 
hills between Culver City and Ingle- 
wood. Even straight southward to the 
sea the alluvial plain is broken and the 
highway to the Port of Los Angeles must 
thread its way among the Dominguez 
Hills, Los Cerritos, and Signal Hill near 
Long Beach where hundreds of derricks 
mark the location of one of the most fam- 
ous of California oil fields. 

Perhaps the most striking of the many 
hills of the Los Angeles area are the 
Palos Verdes that spring up at the shore 
of the Pacific directly south of the city. 
Although officially labeled “‘hills,”’ these 
highlands rise steeply to an elevation of 
more than a quarter of a mile and to 
visitors from plains regions seem respec- 
table mountains looking down on the sea. 


THE JOURNAL OF THE NATIONAL EpucaTIon AssociATION 





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Toutes, ‘aiden. Topeka, and Santa Fe R. R. 

A busy street in modern Los Angeles 
The business heart of Los Angeles dif- 
fers little from that of half a dozen large 
cities of the United States. There is the 
same checkerboard of paved streets; the 
same heavy street-cars adding their rum- 
ble to the purr of motors, the screech 
of brakes, and the rasping warning of 
automobiles; the same towering blocks 
of masonry; the same hurrying throngs 
of workers, shoppers, and seekers for 
amusement. 

But in many ways Los Angeles is not 
like other cities. While most great 
American cities have grown reasonably 
slowly, taking advantage of inherent geo- 
graphic and economic opportunities, Los 
Angeles seems to have grown first and to 








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Mt. Hood, typical of snow-capped Western peaks, viewed from Eden Park, Oregon [Courtesy of the Union Pacific System] 





295 





have created its place values and indus- 
tries out of the whole cloth. The out- 
standing fact in the development of the 
city has been the tremendous rate at 
which population has poured into it. Al- 
though a century old, it was little more 
than a village in 1880. By 1900 it was a 
city of a hundred thousand. In the next 
ten years it more than trebled its popu- 
lation. By 1920 its inhabitants numbered 
nearly six hundred thousand. And now 
it has a population of over one and a 
quarter million. It has become the fifth 
city of the United States, surpassed only 
by New York, Chicago, Phikadelphia, 
and Detroit. 

Examine a series of maps of Los An- 
geles, drawn a few years apart, showing 
the spread into new territory. You can 
fancy that you see the city forever flow- 
ing into more and more of its gridiron 
moulds like molten metal forming 
“pigs” on the casting floor of an iron 
foundry. 

One of the most practical first steps 
that can be taken by a visitor to Los 
Angeles who wishes to orient himself be- 
fore the varied and complex interests of 
the region begin to bombard his con- 
sciousness is to visit the great head- 
quarters building of the Los Angeles 
Chamber of Commerce. There he will 
find spacious exhibits, huge maps, and 
motion pictures that will give him 
graphic suggestions for his expeditions. 

Inside the city proper the visitor will 
not find a great deal to consume his time ; 






j 








296 


THe JoURNAL OF THE NATIONAL EpucATION ASSOCIATION 





rather, Los Angeles is an incomparable 
headquarters from which may be reached 
fascinating industries, astounding horti- 
cultural developments, the incomparable 
scenery of the high mountains, and the 
beauties of rolling hills, quiet sun-bathed 
sea beaches, and wave-threshed cliffs. 
Hundreds of miles of excellent highways 
lead along the Pacific in the vicinity of 
the city, thread their way through tor- 
tuous canyons, and run dizzily along high 
ridges that command views from the 
mountains to the sea. 

In the city one of the most fascinating 
spots is that covered by the La Brea as- 
phalt pits from which have been taken 
extremely valuable fossils including those 
of the Saber-tooth Tiger. The pits are 
in the edge of South Hollywood and are 
now inclosed in a city park. Fossils re- 
covered from this clever trap that Nature 
set are displayed in the Southwestern 
Museum and in the State Exposition 
Museum, both in Los Angeles. 

Also in the city are two large colleges 
and numerous smaller though important 
educational institutions. The University 
of Southern California is on a 25-acre 
campus in the heart of Los Angeles. It 
has grown with the city and now has 
approximately 16,000 students. It has 
become so crowded that a comprehensive 







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enlargement program is under way. 

Newer is ‘the University of Califor- 
nia at Los Angeles,” a branch of the 
State University at Berkeley. Its build- 
ings began rising only a few years ago on 
a magnificent campus of 38+4 acres in the 
edge of the foothills west of Hollywood. 
Its ten million dollar building project 
is not yet complete but already it has an 
enrolment of about 7000 students. 

The public school system of Los An- 
geles has grown as amazingly as the city 
itself. The First American school which 
was opened in 1851 has multiplied into 
more than 1200 in Los Angeles County 
today, manned by about 17,000 teachers. 

So numerous are the places worth vis- 
iting and the trips worth taking in the 
Los Angeles area, that merely to list all 
of them would be impracticable. The 
best that can be done perhaps is to sug- 
gest a few things that the visitor can 
hardly afford to leave undone if he would 
carry away with him something of the 
flavor of this unique region. 

He should visit San Gabriel Mission, 
birthplace of Spanish Los Angeles; the 
orange orchards and nut groves of the 
nearby valleys and the scattered oil fields 
that help support the Los Angeles of to- 
day ; the motion picture “lots” and villages 


“ MOTOR ROUTES TO LOS ANGELES =i, 


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December, 193 


and ranches that have brought the city 
worldwide fame; the beaches and head. 
lands of the Pacific. If possible he should 
invest forty-eight hours in a bus or moto; 
drive to San Diego along the edge of the 
ocean through gleaming little Riviera. 
like towns. He should steam some day 
out to the enchanting, craggy little island 
of Santa Catalina, in whose waters, 
through glass-bottomed boats he can see 
an astounding, colorful world beneath 
the waves. 

But even though these adventures are 
missed, there is one pilgrimage that 
should be made at all costs. Journey by 
cog-road or motor to Mt. Lowe when 
the day is drawing to a close. 

After the sun has set over the Pacific. 
you see, from your vantage point a mile 
high, straggling lights beginning to out- 
line the great city and its fellow munici- 
palities. As you watch, a veritable lagoon 
of light takes form before you, its twink- 
ling waves lapping the mountains on one 
side and merging into the sea on the 
other. It is a recapitulation of the rise of 
the City of the Angels. There in the 
region outlined in a few moments for you 
in fire has been poured in a brief space 
of years one-fiftieth of the people of the 
United States! 










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2 DIORA TIEN 


Better Teaching of Music 


Creative Listening 


Grace Van Dyke More 


School of Music, North Carolina College for Women, Greensboro, N. C. 


HE FIRST OBJECTIVE of all teachers 

and supervisors of public school 

music is the enrichment of the lives 
of the children and youth who come into 
our classrooms, through a close associa- 
tion with much good music. We often 
state this in other words—that it is our 
chief aim to lead every child to become 
4 real music lover. This is, indeed, the 
finest thing that we can do for the child, 
musically, and it is a thing that results 
from the more subtle and intangible 
phases of teaching—that demands real 
artistry from the teacher but, at the same 
time, that may bring the greatest amount 
of joy and satisfaction to the child. 

You are doubtless suspecting that I am 
going to talk about music appreciation. 
You are right but I am hoping that I 
may be able to give you a little different 
idea concerning music appreciation from 
the one you have probably been cherish- 
ing. By “music appreciation,’ I mean 
enjoyment and understanding of music. 
The meaning of music appreciation is 
similar to the meaning of appreciation of 
any other form of art: of painting or 
sculpture, of dancing or dramatics, or of 
any form of good literature. 

From the child’s first day in school you 
are using every means at your disposal to 
interest the child in reading and in hear- 
ing others read beautifully written Eng- 
lish, And you know how to achieve your 
goal! I am thinking of an_ especially 
clever second-grade teacher whom I know 
quite well, who sends the children out of 
her grade so “soaked full” of beautiful 
poetry within the range of their under- 
standing, that they are eager for more 
and more poetry as they progress from 
grade to grade. You teachers know the 
technic of this sort of teaching—now let 
us apply this to the subject of music. 

When I say that by music appreciation 
I mean enjoyment and understanding, I 
do not wish to imply a mere listening to 
good music—exposing the child to music 


CC FULLERTON, who is doing such outstanding work with the ch 


and hoping that it will “‘take.’’ I have a 
much higher conception of music appre- 
ciation than that. I mean a pleasurable 
and intelligent response to music heard 
or to music in which the child is partici- 
pating. How does this idea tie up to my 
title “Creative Listening’? In this way: 
if the listening is active, creative listening 
[and the music is properly chosen], it 
will bring a pleasurable response ; and in 
order to be creative listening it must be 
concentrated and thoughtful enough to 
bring an intelligent response. 

W hat is creative listening?—Creative 
listening might be called active or dy- 
namic listening as distinguished from 
passive or inactive listening. It is as dif- 
ferent from passive or inactive listening 
as the child’s dramatization of a story 
is different from his silent reading of the 
same story; as different as the adult’s 
participation in a game of golf is differ- 
ent from that adult reading an account 
of a game of golf while he sits before a 
cozy fire. Creative listening is the result 
of an attitude the opposite of that im- 
plied when a person sits down at a musi- 
cal performance and says mentally, “Well, 
I’m here and waiting for you to thrill me 
or to sweep me off my feet,” for this at- 
titude requires activity only on the part 
of the music. Creative listening implies 
activity on the part of the listener— 
going out to meet and appropriate the 
music. It implies that the listener so 
makes the music his very own that, as he 
listens, he recreates it in his conscious- 
ness: he lives its story, he experiences its 
feeling, and its spirit breathes through 
him. 

Why do we want this creative listen- 
ing?—Why do we choose this creative 
listening as one of our chief objectives 
of the music work? Because we know 
that after the school years are over, the 
major musical activity of most of the 
children may be listening rather than 
participation, and if that listening is to 


truly enrich the lives of the listeners it 
must be creative listening; hence, it is 
our duty as well as our privilege to train 
the children in this sort of listening dur- 
ing their school years. 

Another reason of even greater impor- 
tance is this: the training and develop- 
ment of the emotions is probably the su- 
preme task of all education and music is 
one of the most potent means of reach- 
ing the emotions. However, it is en- 
tirely possible for the music simply to 
flow over the emotions and never really 
touch them at all. It is only through 
listening of this living, dynamic sort that 
the child’s emotional development is ef- 
fectively touched. And if music does 
not give aid in the proper emotional de- 
velopment of the child and the youth, it 
has failed in its greatest opportunity. 

How can we get this creative listen- 
ing?—This is the biggest question I am 
asking and the hardest to answer. In 
thinking about it, let us first recall the 
fact that is so often reiterated—that ap- 
preciation of music or of any other art 
is a taste, an interest, an attitude, and 
that we cannot teach tastes and interests 
and attitudes; that these very subtle but 
very important things are, perforce, by- 
products of our teaching. If this is true, 
and I suspect it is, I wonder if it isn’t 
a case of ‘the byproducts being more 
valuable than the main product. 

We say, too, that appreciation cannot 
be taught but that it must be caught. 
This is true, also, at least to a certain de- 
gree. It is merely another way of saying 
that the successful teaching of apprecia- 
tion depends to a large degree upon the 
teacher’s personality and upon her own 
appreciation of the art that she is teach- 
ing. 

It is certain that we cannot teach in- 
terests and attitudes as we teach the facts 
of history or the fundamental processes 
of arithmetic. In another sense we can 
teach them but in a way that makes the 





ildren of the rural districts of Iowa, 


says that the foundation work of teaching all children to sing from patterns, in the records which they 
imitate, the appreciation of beautiful music which they are hearing through the records, may be classed as 


the stalagmites, reaching up from the bottom, while the marvelous concerts of the radio may be the beautiful 
stalactites, coming down from above to merge and grow into a column of joy eternal.—Francis E. Clark. 








[ 297 ] 





298 





teacher’s task immensely more difficult, 
more varied, and more meaningful than 
we have usually conceived it to be. If we 
think of the problem in this way it means 
that every music lesson we teach should 
be and can be a lesson in music apprecia- 
tion. It means that each music lesson 
should stimulate the child’s interest in 
and love for music, or it should quicken 
his powers of discrimination ; or it should 
stimulate his musical imagination, or 
deepen his emotional response. 4 music 
lesson in which a child merely learns 
some facts about music is a lost opportu- 
nity. Every lesson should provide a per- 
sonal contact with music itself—a con- 
tact so planned and directed that it will 
eventuate in a growth in skill or in emo- 
tional response to music. I will mention 
a few of the more important phases of 
music work that illustrate my point. 

From the simplest rhythmic response 
of the child to songs he sings or to music 
he hears, on through the fascinating work 
with the toy band, with singing games, 
and with folk-dances, the child is en- 
couraged and guided in every lesson to 
feel the music rhythmically, to think 
what the music tells him to do, and then 
to do it, with a considerable part of this 
work calling for free activity. This surely 
is promoting habits of creative listening, 
calling for such an intelligent listening 
that the child can really interpret the 
music through action. 

Another illustration: music, like all 





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THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


other arts, is a form of beauty—of beauty 
in tones. The child will never learn to 
love beautiful pictures unless he sees 
beautiful pictures and many of them. 
Neither will he learn to love beautiful 
tones unless he hears beautiful tones and 
is taught to sing beautiful tones. And so, 
from the first lesson in tone matching to 
the most difficult song that the children 
sing or hear sung, every lesson should be 
and can be a real lesson in creative listen- 
ing—the teacher setting the pattern of 
beautiful tone and artistic interpretation 
and constantly, diligently encouraging 
the same sort of beauty of tone and artis- 
try of interpretation from the children. 
To my mind, this is the most effective 
and the most necessary foundation for 
real creative listening that the teacher 
can help the children to form. 

One more illustration: creative listen- 
ing implies thoughtful, discriminative 
listening ; indeed, we want this sort of 
listening to become a habit. Learning 
a rote song requires discriminative listen- 
ing, else the child will not sing the song 
correctly ; learning to recognize and sing 
accurately the various rhythmic and 
tonal problems that form such an im- 
portant part of our work in sight-singing 
demands discrimination in listening; 
phrase sensing, meter sensing, discover- 
ing similar phrases and analyzing simple 
forms—all these activities of the regular 
music lesson encourage and_ require 
thoughtful, discriminative listening. We 


December, 193) 
TEN: Bid 


— 


could go on through all phases o; 
work, even the intelligent recognit 
and reaction to the major and the minor 
mode when heard or sung and to the 
pleasure in singing and recognizing the 
various harmonic effects encountered 
the part-songs the children sing. 

I have been speaking of the child's 
part in all these activities. But what a 
the teacher’s part? That is where the 
skill and the artistry of teaching are 
needed—to stimulate the child’s activity, 
then to guide it in the desired direction: 
to encourage where encouragement js 
needed; to promote initiative and self- 
expression even to the point of original 
composition by the group or by individ- 
uals; to set the stage, to see that the at- 
mosphere is conducive to an appreciation 
of beauty, to give theinformationneeded, 
but no more; and then to take one- 
self out of the picture and let the music 
speak to each child its own message 
of beauty and truth. 

Are we skilful enough—nay, more, are 
we brave enough to undertake the task 
and the privilege of teaching creative 
listening in this way? Let us have our 
lessons devoted to listening to inspired 
music which is far beyond the child’s 
ability to produce—this is needed; but 
let us conduct those lessons with the 
ideals of creative listening before us and 
then let us carry those ideals into every 
music lesson, whatever its immediate ob- 
jectives may be. 


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The Common Cold 


The Common Cold 


HucuH S. CumMMING 


Surgeon General, U. 8. Public Health Office, I ashington, D. C. 


ITH THE COMING of November 
the face of the school statistician 
takes on an anxious expression. 

The curve of absences from colds has 

risen steadily from the opening of school 

and that report will have a disquieting 
effect on the school authorities. 

The classroom teacher@is even more 
perturbed ; for it may be a serious matter 
for a teacher’s attendance record to go 
very low. She does not need a plotted 
curve to tell her that her attendance rec- 
ord is not what it should be and the mul- 
tiplicity of coughs and sneezes points to 
the cause of the increase in absences. Colds 
cause more absence from school than any 
other disease and a lowered attendance 
sometimes affects both the teacher’s work 
and the child’s progress. 

In view of these facts, it behooves the 
teacher to see that every child’s habits in- 
clude the measures that tend to prevent 
colds. The teaching of health habits and 
their practical application should be 
begun early in the school year. 

On first thought it would seem that 
there are few of the child’s health habits 
which the teacher can control. It is true 
she cannot regulate his time of going to 
bed, or of getting up, or his habits of 
bathing, eating, resting, or playing; but 
there is a great deal that school people 
and particularly the teacher can do. 

The school child’s environment, dur- 
ing a large part of five days in the week, 
is absolutely under the control of the 
school authorities. If he spends those 
hours in an overheated or underheated, 
poorly ventilated room, some of the school 
people are to blame and these persons 
may be anybody from the board of edu- 
cation, which authorizes the erection of 
unsuitable buildings, to the janitor, who 
exercises poor judgment in the handling 
of the heating plant. Whoever is to 
blame, the teacher and the pupils suffer. 

If a condition of excessive temperature 
exists, the children will easily and quickly 
acquire the habit of living in overheated 
rooms, a habit which is usually considered 
provocative of colds. It is the teacher’s 
duty so to regulate the temperature, if 
she can, that the pupils will not acquire 
a habit which is only too likely to result 
in repeated absences from school. 

Where a correct room temperature 


obtains, the teacher should endeavor to 
have every child remove his outer wraps. 
To go outofdoors with the skin moist 
from overwarm clothing and without the 
protection of extra wraps is to invite the 
chilling which may result in a cold. 

The teacher should also see that every 
child is provided with an_ individual 
drinking cup when no “bubble fountain” 
is provided ; and strict requirements that 
each child have his own pencils, erasers, 
rulers, and other school equipment and 
use only his own, should be enforced as 
far as possible. No child should be per- 
mitted to acquire the habit of borrowing 
these things from other children. 

Many of the personal health habits of 
the child, while they cannot be actually 
controled by the teacher, can be greatly 
influenced by her teaching and example. 
It is of course understood that all modern 
schools teach the principles of health and 
that every child is taught the proper 
habits of diet, rest, sleep, exercise, ex- 
posure to fresh air and sunshine, bathing, 
clothing, and others which tend to pro- 
mote health. All the aids of modern peda- 
gogical methods have been brought to 
bear on the teaching of health. Every 
welltrained teacher will know the meth- 
od best adapted to the age of her pupils. 

Whatever may be her method of ob- 
taining the result, no teacher can be con- 
sidered successful unless she actually gets 
results in the field of health as well as in 
the fields of mathematics, history, or Eng- 
lish. Each child is expected to know the 
“rules of the game” of health and to 
practise them in so far as the cooperation 
of the child and his parents can be 
secured. 

The treatment of a cold does not come 
within the purview of the teacher’s 
duties. In fact, the best treatment of a 
child with a cold is to send him home at 
the appearance of the first symptoms. 
Quiet, rest, and proper care cannot be 
obtained at school. And apart from the 
benefit to the child himself, his exclusion 
from school is one of the best methods of 
protecting the other pupils. Every teacher 
has probably noticed that when one or 
two children develop colds, a crop of 
coughs and sneezes will break out in 
every corner of the room. 

‘This may be due to one or both of two 


[ 299 ] 


factors: Owing to healthful surroundings 
and careful hygienic practises, the pupils 
may be in a state of normal or even high 
resistance but succumb to the close and 
repeated exposure to infection which fol- 
lows the appearance of the first few cases. 
On the other hand, unhealthful surround- 
ings and unhygienic practises may be 
working in favor of colds in the case of 
all the pupils. 

It is selfevident that every cough and 
sneeze should be covered and not allowed 
to spray and infect everything and every- 
body in its immediate vicinity. But if a 
child uses his hand to cover his nose and 
mouth, he will immediately thereafter 
infect everything he touches. It should be 
the duty of somebody to see that no child 
comes to school without a handkerchief. 
This may be a hard thing to bring about 
in some schools. The proud and trium- 
phant air is recalled of a teacher in a mid- 
western school who one day finally suc- 
ceeded in having every child in her class 
—and they were little children, too— 
produce a handkerchief at the morning 
inspection. That was a real achievement. 
Of course, a handkerchief does not neces- 
sarily mean a bit of embroidered linen. 
A clean rag will do just as well. If any 
child is not able to bring even a rag, the 
school will probably be able to provide a 
bit of gauze or cheesecloth. Few measures 
of equal simplicity will add more to the 
esthetic, to say nothing of the hygienic, 
side of life in a class of little children in 
that season of the year when colds are 
rampant and nasal secretions abundant. 

While the teacher is bending every 
effort toward the prevention of colds 
among her pupils, she must not fail to 
take thought for her own health. She 
must remember that practically every- 
body seems to have some susceptibility to 
colds and that she must fortify herself in 
the same way that she is endeavoring to 
fortify her pupils. Overwork, lack of rest 
and sleep, too little fresh air and sun- 
shine, and too many overheated rooms 
may also be her undoing. A teacher with 
a cold will be less likely to spread infec- 
tion than the pupil, because she will prob- 
ably be more careful to protect those 
about her; but the cold will make her a 
less efficient teacher and a poor example 
of positive health. 

















NATIONAL PRESIDENT ALABAMA ARIZONA 
Mrs. Hugh Bradford Mrs. F. I. Spaulding Mrs. Ross C. Finley 





i IDAHO ILLINOIS INDIANA 
Mrs. Thomas Ogden Mrs. Harry R. Detweiler Mrs. W. J. Hockett 





MISSISSIPPI MISSOURI MONTANA 
Mrs. W. D. Cook Mrs. James F. Cook Mrs. John H. Gilbert 











| PENNSYLVANIA RHODE ISLAND SOUTH CAROLINA 
| Mrs. Walter E. Greenwood Mrs. Albert N. Murdock Mrs. P. O. Arrowsmith 





VERMONT VIRGINIA WASHINGTON 
Mrs. Julius A. Willcox Mrs. Arthur Rowbotham Mrs. M. D. Wilkinson 


[ 300 ] 








9 : 
ARKANSAS CALIFORNIA COLORADO 
Mrs. L. D. Reagan Mrs. W. A. Price Mrs. A. B. Shuttlewortiy 





IOWA KANSAS KENTUCKY 
Mrs. M. P. Summers Mrs. Reece Bowen Mrs. T. B. Pearson | 





NEBRASKA NEW HAMPSHIRE NEW JERSEY ~— 
Mrs. Paul Bradley Mrs. Fred A. Lundberg Mrs. William F. Little 


ERE ARE THE LEADERS of a new force in 
the schools can rise no higher than t 
spirit of homelife will be reflected in t 
education of parents is therefore of supreme 
phase of adult education. The closer cooperatiogf 
the success of either under the conditions of mode 
Parents and Teachers had its beginnings Febri 
the education of mothers. It has gradually wid@ 
membership to nearly a million and a half. T 
than any other agency to spread among citizens : 
we may achieve worthier homes, better school 
do all they can to encourage the parent-teacher i 
nation. The headquarters of the National Cong 
cation Association headquarters building at 120) 


[In one or two cases new presidents may take office before this Jot 











DELAWARE 
Howard T. Ennis 


, | CONNECTICUT 
Mrs. L. E. Watson 













MAINE 
Mrs. Seth S. Mullin 


MARYLAND 
Kingman A. Handy 


y § LOUISIANA 
\rs, George P. Meade 


rson § 


€ 
t 


DISTRICT OF COLUMBIA 
Mrs. Joseph N. Saunders 


uw 


FLORIDA 


Mrs. H. B. Hutchinson 





MASSACHUSETTS 
Mrs. George Hoague 


GEORGIA 
Mrs. R. H. Hankinson 


HAWAII 
Mrs. Marshall Webb 





MICHIGAN 
Mrs. J. K. Pettengill 


MINNESOTA 


Mrs. A. A. Mendenhall 





NORTH CAROLINA 
Mrs. Raymond Binford 


7 © NEW MEXICO 
Littlé Mrs. George Wilcox 


NEW YORK 
Mrs. L. B. Stevenson 


in African education. By and large 
n théimes. The intelligence and the 
n thimild's attitudes and success. The 
me Mevrtance—the most significant 
atio#®@home and school is essential to 
modeflife. The National Congress of 
‘ebrdia 17, 1897. Its first motive was 
- wid ‘i its scope as it has grown in 
. ThEnbers of this great organization can do more 
zens@rally an understanding of the steps by which 
hool $d nobler communities. Wise educational leaders 
her #ment in the locality, in the state, and in the 
congf@«! Parents and Teachers is in the National Edu- 
t 120Bteenth Street Northwest, Washington, D. C. 


SOUTH DAKOTA 
Mrs. Alvin Waggoner 


this JoOMPraches its readers. No picture was received from North Dakota. ] 











OHIO 


Mrs. Hamilton Shaffer 


TENNESSEE 
Mrs. John T. Fisher 


WEST VIRGINIA 
Mrs. Donald Clark 


OKLAHOMA 
Mrs. Charles D. Johnson 





TEXAS 
Mrs. Noyes Darling Smith 


WISCONSIN 
Mrs. W. J. Hubbard 


OREGON 


Mrs. William T. Brice 





UTAH 
Mrs. William Reid 





WYOMING 
Mrs. J. H. Jacobucci 

































ee 





















| 





















































































Keeping Christmas 
T IS A GOOD THING to observe Christmas day. The mere marking of 
i times and seasons, when men agree to stop work and make merry 
together, is a wise and wholesome custom. It helps one to feel the 
supremacy of the common life over the individual life. It reminds a | 
man to set his own little watch, now and then, by the great clock of | 
humanity whichruns on sun time. @But there is a better thing than 
the observance of Christmas day and that is keeping Christmas. 4 Are 
you willing to forget what you have done for other people and to 
remember what other people have done for you; to ignore what the 
world owes you and to think what you owe the world; to put your 
rights in the background and your duties in the middle distance and 
your chances to do a little more than your duty in the foreground; 
to see that your fellowmen are just as real as you are and try to look 
behind their faces to their hearts, hungry for joy; to own that prob- 
ably the only good reason for your existence is not what you are 
soing to get out of life but what you are going to give to life; to 
close your book of complaints against the management of the uni- 
verse and look around you for a place where you can sow a few seeds 
of happiness—are you willing to do these things even for a day? Then 
you can keep Christmas. Are you willing to stoop down and consider 
the needs and the desires of little children; to remember the weak- 
ness and loneliness of people who are growing old; to stop asking 
how much your friends love you and ask yourself whether you love 
them enough; to bear in mind the things that other people have to 
bear on their hearts; to try to understand what those who live in the 
same house with you really want, without waiting for them to tell 
you; to trim your lamp so that it will give more light and less smoke 
and to carry it in front so that your shadow will fall behind you; to 
make a grave for your ugly thoughts and a garden for your kindly 
feelings, with the gate open—are you willing to do these things even 
fora day? Then you can Keep Christmas. 4 Are you willing to believe 
that love is the strongest thing in the world—stronger than hate, | 
stronger than evil, stronger than death—and that the blessed life | 
which began in Bethlehem nineteen hundred years ago is the image | 
and brightness of the Eternal Love? Then you can keep Christmas. | 
¢ And if you keep it for a day, why not always? @But you can never 
keep it alone.—Henry van Dyke in his book The Spirit of Christmas, 
copyrighted by Charles Scribner’s Sons, 1905. Used by permission. 














[ 302 ] 

















Student Development Through Responsibility 


Littian K. Wyman 


William Penn High School, Philadelphia, Pa. 


sponsibility is the primary aim of a 
wellorganized high-school student 
government association. 

A students association as a whole fos- 
ters the best kind of public spirit. It 
moulds public opinion along the right 
lines. It encourages high standards, estab- 
lishes a definite purpose. It promotes the 
interests of student government and other 
worthwhile activities which represent the 
school. It emphasizes training in good citi- 
zenship and in sterling character. For a 
students association to function ade- 
quately, there are four absolutely funda- 
mental essentials : 


Gens DEVELOPMENT through re- 


(1)The principal must be thoroughly in 
sympathy with the idea and ready always to 
give it his hearty support. 

(2) The faculty must give constant cordial 
cooperation and constructive criticism. 

(3) The faculty adviser or sponsor, chosen 
by the principal, should give all of his time 
to the work in any school of over a thousand 
students. 

(4)The request for student government 
hould come from the pupils themselves and 


be carried out by them, properly guided and 
supervised. 


The failure successfully to establish 
student government, we have observed, 
as generally come from one or more of 
he following causes: 


(1) Having the system imposed from above. 
t should come from below, enthusiastically 
backed by the students. 

(2) Trying to impose on a school, not ready 

or it, a highly developed system, successful 
lsewhere but unsuited to local conditions. 
(3)Uninterested or unsympathetic attitude 
f principal or faculty. 
(4)Lack of any one person, a dean, ad- 
ser, sponsor, or whatever he may be called, 
ho has at least some administrative and 
xecutive ability and sympathetic understand- 
ng of young folks, who is responsible for its 
uccess and who believes in it. 


This last point is a vital factor. Fail- 
ite of student government in some 
chools, especially in boys’ schools, is due 
0 the fact that often there is no one per- 
on appointed for this work, to carry on 
‘om term to term, from year to year. No 





sooner does a teacher-leader get interested 
in the work, than he is snatched away and 
another person is put in with little or no 









































DREAM that may come true. 
A —Suppose the 25,000,000 
boys and girls in our public 
schools today were learning 
under some form of selfgov- 
ernment—learning to govern 
themselves, to adjust them- 
selves to their social environ- 
ment, to acquire some technic 
in the art of human relations, 
to recognize the social, eco- 
nomic, industrial, and _ politi- 
cal problems of their own 
times, to be interested in these 
problems; and to be inspired 
to have a part in solving them. 
Then, indeed, our democracy 
would never again become 
stagnant, our political institu- 
tions would never again be 
controled by demagogs and 
bosses, and we should never 
again be under the leadership 
of men selected by accident 
or political expedience — for 
we should have available in 
every community people who 
had the capacity and the train- 
ing for leadership. Thus the 
dangers that beset democracy 
would be averted or mini- 
mized and its ideals approach 
realization. — From Tomor- 
rows Americans by A. O. 
Bowden and Ida Clyde 
Clarke. 











provision on his roster for what is really 
a full-time job. I know of oneschool where 
the faculty adviser for the students asso- 
ciation was a man who had no use for the 
idea. He spoke openly and sneeringly of 
its failures and inadequacies. He himself 
was the failure. He was inadequate and 









» 


asl 


loy: 












\NNAH PENN Junior High School of Yor 









| k, Pennsylvania in teaching loyalty to the school, uses a school 
pledge written by Principal Edward A. Glatfelter. It may be suggestive to other schools: “I pledge my 


_ toy ilty to the Hannah Penn Junior High School and to the ideals for which it stands, an institution impartial 
| with opportunity and justice for all.” 


inefficient in the face of a golden oppor- 
tunity. Is it any wonder that, with such a 
leader, the boys alternately took the bit in 
their teeth and galloped roughshod over 
sensitive feelings and worthwhile tradi- 
tions, or lay down on the job and said, 
“Aw, chuck it! What’s the use ?” 

It is to be hoped that before very long 
all boards of education will see the need 
of establishing in each high school a defi- 
nite full-time position to be filled by a 
trained, efficient, enthusiastic person to 
act in the capacity of adviser of girls or 
adviser of boys, or both—‘‘two in one.” 

‘The student council or senate is a thor- 
oughly vital factor in school life. From 
the central organization radiate lines of 
control by elected members, each over his 
own grade. And the young people show 
remarkable astuteness in their choice of 
leaders. Time and again, I have been in 
despair over the result of a certain elec- 
tion, feeling that the successful candidate 
had not the ability to fill the office. And 
time and again, I have seen the responsi- 
bilities of leadership so mould and de- 
velop that student, that it seemed as if a 
miracle had been wrought. It was no mir- 
acle. His constituents had seen the latent 
possibilities and the responsibilities of of- 
fice did the rest. As one of the students 
said: 

The holding of an office in the students 
association has materially affected my char- 
acter. Having been entrusted with a certain 
responsibility, I feel the need of living up to 
the girls’ estimation of my worth. That duty 
which I owe to the girl: leads me, not only to 
do the right thing, but to do it well, for only 


by my best endeavors can I fulfil the prom- 
ise I made upon entering office. 


Another said: 


I have noticed that girls who hold any 
office in the students association are better 
girls because of that fact. Their sense of re- 
sponsibility and honor is quickened to the 
highest degree and they generally assume 
their positions with dignity and composure. 
There is an inspiration to do better work and 
to keep their records clean. 


Their council members, or senators, 
carry out with amazing thoroughness 


| 


| 








[ 303 J 











304 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 





their executive and administrative duties ; 
and in their specialization of grade proj- 
ects in school welfare, there is an in- 
fluence that is felt. 

Responsibility is further assumed by 
the student court, which is actively en- 
gaged in carrying out measures for the 
betterment of the school. It concerns it- 
self not only with the punishment but 
with the cure of offenders. A student 
court, wellmanaged, can attend to much 
of the discipline of the school. There 
should always be conferences with the 
sponsor or adviser over serious cases. At 
a formal trial, the sponsor should invari- 
ably be present; if possible, the principal 
as well, but both in the background—the 
court’s the thing! Decisions of the court 
should of course be subject to the veto of 
the principal. Many cases formerly han- 
dled by teachers or sent to the principal 
can well be turned over to the court. A 
sense of justice combined with fellow 
feeling often effects a cure. Here is a 
paragraph from the last issue of our 
school newspaper: 

The court is especially “on the job” this 
term. Many trials have taken place already 
and the results are most satisfactory. Several 
times in the cases of girls who are repeatedly 
absent and late, who have troubles with 
teachers, who have departed from the truth, 
or who even have been known to steal, sus- 
pension and expulsion have been recom- 
mended by the court. The principal, after 
looking carefully into these cases, has con- 
firmed the opinion of the court and acted 
upon its recommendation. Other violations of 
regulations have been carefully followed up 
and the offenders dealt with. Later, Court 
Week is going to be observed, as it was last 
term. 

The point that the court tries to im- 
press on each offender is this [1 am quot- 
ing verbatim a student officer]: 

Student government invests its student citi- 
zens with certain responsibilities. It makes 
them realize that they, though individuals, 
are a vital part of the entire system and that 
they cannot shirk their jobs or commit some 
wrong without the whole system suffering. 
This is a big lesson, for if every citizen real- 





ized his own importance as a member of the 
community, the government would run more 
smoothly. 


There is still further specialization in 
responsibility by the house of representa- 
tives, composed of an elected delegate 
from each homeroom group. Delibera- 
tions and decisions of the house are re- 
ported in detail by each representative to 
her homeroom. It is a point of honor and 
pride with each representative to cultivate 
improvement in her group as to assembly- 
room manners, individual responsibility, 
unselfish behavior, getting down to the 
ultimate control expressed in the commit- 
tee of one. One student said: 


To me, the fundamental purpose of student 
government is to make us good American citi- 
zens. There are several ways to gain this end. 
Chief among them is the responsibility of the 
committee of one, each student keeping tabs, 
as it were, on his behavior and manners. Not 
to think, “I’m as good as you,” but “you are 
as good as I am.” Student government means 
to instil in us a respect and interest in our 
neighbor’s welfare. 


Responsibility may be’ still further 
vested in a large body of study-hall moni- 
tors. Study hall is a laboratory of de- 
mocracy, a training camp for officers. 
There the need for individual selfcontrol 
is stressed in consideration of others. 
They learn to respect the rights of others. 

The control of the mass when let loose 
from classroom discipline can be well- 
undertaken by recess officers or volun- 
teers. They have the opportunity of en- 
couraging democracy in the check line, 
the common or garden variety of man- 
ners. If they do their jobs well and man- 
age to create an atmosphere even more 
permeating than the steam and odors 
from the hot-dish counter, there is a gen- 
eral absorption of the doctrine of the 
rights of the other fellow. 

The staff of the school paper, especially 
the newspaper, exercises an influence that 
is felt. It actually does mould opinion. 
The paper generally has a large circula- 





December, 193) 





tion among the students and their friends 
and is widely quoted. The power of +} 
press is no joke. 

There can be an increasing sense of re. 
sponsibility developed through student 
assemblies, wellconducted, wellmanaved 
inspirational, each one planned wi-) 
definite purpose in view. Through t! 
at times individual clubs have their op- 
portunity to demonstrate the influence 
they play in teaching the right use of 
leisure as well as many other things. 
Indeed, each of their various phases a 
training in responsibility is a whole yol- 
ume in itself. 

Probably the one single occasion each 
term when the control of the students 
association can be most marked is at the 
ceremony of the installation of student 
officers, when nearly five hundred officers 
march in, take their pledges, and receive 
the insignia of office. 

What development of a sense of re- 
sponsibility do you think a students asso- 
ciation has whose leading officers take the 
following pledge [an adaptation of the 
ancient Ephetic oath]: 


1e 


lese 


I will strive for better student government 
ideals and for the uplift of the association 
and school, both alone and with others; I will 
obey and respect the laws and do my best to 
incite a like obedience and respect in others. 
I will strive to quicken the sense of responsi- 
bility among the students at large, so that we 
may transmit our student government inherit- 
ance, not less and worse, but greater and more 
beautiful than it was transmitted to us. And 
this I promise. 


Finally, the students association is an 
agency for developing student responsi- 
bility through the ever increasing recog- 
nition in the individual of its benefits and 
a growing desire to contribute toward it 
and be a part of it. 

To the individual, the gift of the stu- 
dent association in awakening through 
student government, community con- 
sciousness and a sense of responsibility, is 
that most priceless of all possessions— 
selfgovernment. 





HAT the civilized world has always needed, after it became civilized, was a new moral discipline, a 

new system of emotional attractions and aversions that would equip it for a life of prosperity. This 
is something that has never existed in the world and does not now exist so far as we can discover. It is 
particularly needed at the present time in this country; otherwise our civilization will go the way of all 
others and will last a shorter time than others because there will be no mass of poverty from which to 
recruit the prosperous classes. Therefore I do not hesitate to say that the most acute need of the world 
today, particularly in the United States, is a new set of values, a new moral discipline—or if you please, a 
new religion which will preserve us from extinction through prosperity, as some of the old sets of values, 
the old systems of emotional attractions and aversions, the old moral disciplines, and the old religions 


preserved certain branches of the human race from extinction through poverty.—ProFEssor T. N. CARVER, 
Harvard Economist, in the New York Times. 




















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The Education of Teachers 


The Twofold Purpose of the Teachers College 


H. L. Donovan 


President, Eastern Kentucky State Teachers College 


HE TEACHERS COLWwEGE is a new 

institution. This may sound para- 

doxical since it is common knowl- 
edge that the first state normal school 
opened its doors at Lexington, Massachu- 
setts, in 1839—nearly a century ago. But 
the teachers college is not a normal school 
with an extended curriculum possessing 
degree granting powers. It differs from 
the normal school as the full grown but- 
terfly differs from the chrysalis. A meta- 
morphosis has taken place—it is more 
than a change of name. 

The normal school made its contribu- 
tion to American education. In the days 
when only a limited amount of training 
was expected of teachers it supplied this 
training with remarkable success. These 
institutions possessed an evangelical devo- 
tion that almost amounted to a passion 
for teaching. But the liberal arts colleges 
constantly taunted them for their lack of 
emphasis on scholarship and their neglect 
of culture. It was charged by the acade- 
micians that “they teach teachers how to 
teach without teaching them anything 
to teach.” There was just enough of 
truth in the assertion to possess a sting. 
The normal school’s emphasis on an 
understanding of methods of teaching 
was not a substitute for scholarship and 
their earnestness and enthusiasm were no 
alternative for culture. Smarting under 
the sting of this criticism and in response 
tothe demand for better trained teachers 
they were born again. This rebirth oc- 
curred shortly after the opening of the 
present century. The first state teachers 
college was established at Ypsilanti, 
Michigan in 1903. The great majority 
of these institutions, however, are in their 
first decade of existence. This renais- 
sance brought into being a new institu- 
tion unlike any college this country or 
Europe has ever known. It is of the pur- 
pose of this college I wish to write. 
_ The teachers college is not only new— 
it is a unique institution. It occupies a 
peculiar position midway between the 
Vocational school and the liberal arts 
college, partaking of the nature of each. 

he teachers college possesses a duality 
that other vocational schools do not have. 

he vocational school is interested large- 
ly in developing skill while the object of 
the liberal arts college is general training 


or culture. The teachers college must 
have as its aim the development of both 
culture and skill in the technic of teach- 
ing. To emphasize one at the expense of 
the other is to fail to appreciate the two- 
fold purpose of the teachers college. The 
proper balance is essential if the purpose 
of the college is to be realized. A few 
teachers colleges have followed the lead 
of the liberal arts colleges until they 
possess all the characteristics of that in- 
stitution. Others have continued to over- 
emphasize the professional aspects and 
are consequently glorified normal schools. 
This new college must present a valuable 
content and, at the same time, cultivate 
the art of teaching. An appreciation of 
values is essential if its twofold objective 
is to be realized. Each of these objectives 
is of supreme importance. 

Let us examine each of the purposes 
separately. In a teachers college, content 
—subjectmatter—is vocational. In no 
other college is this true. The student of 
the teachers college must acquire a mas- 
tery of such subjectmatter as the race 
should preserve, for the teacher is the 
chief agent for transmitting our racial 
heritage. Organized knowledge is the 
stuff with which he must deal in his effort 
to educate the child. It is the raw prod- 
uct which is used in the process of educa- 
tion. To be ignorant of that heritage 
which the scholars call good and the race 
deems worthy of preserving marks one 
as undesirable for teaching. It is easy to 
see that the very content of the curricu- 
lum of a teachers college is vocational 
even when the student is acquiring a 
mastery of the cultural and scientific 
information in that curriculum. It does 
not require great imagination to see that 
the product of the teachers college must 
possess a higher degree of scholarship and 
culture than that required of the gradu- 
ates of other colleges. The teacher’s posi- 
tion in the social fabric demands this 
superior training. No college should put 
greater emphasis on culture and general 
training than the teachers college. The 
student should find superior opportunities 
to acquire culture in this type of institu- 
tion. 

What does the mastery of subject- 
matter in a teachers college imply? Cer- 
tainly a degree of scholarship which may 


[ 305 ] 


be appraised as intellectual wealth. ‘Vhis 
scholarship, which the teachers college 
must insist that its graduates possess, 
implies a breadth of vision and an under- 
standing of the history of mankind. A 
superficial knowledge of history will not 
suffice. It must be an ability to interpret 
man’s efforts in his struggle to achieve 
civilization. ‘This requires scholarly at- 
tainments in the field of history and 
government. 

The teacher must transmit the culture 
of the world as expressed through litera- 
ture, art, and music. He should know 
something of the ancient literature of the 
world and much of that which is current. 
He can not pass by the Bible, Homer, 
Virgil, Dante, Shakespeare, Milton, and 
other works monumental in character. 
A knowledge of the literature of contem- 
poraneous civilization is essential if he 
would understand how people feel and 
think. He may not necessarily be a musi- 
cian but he should be a connoisseur of 
good music. He need not be an artist but 
the columns of our buildings, the arches 
of our temples, and the spires of our 
churches should tell to him a story of 
the passions of the Greeks for beauty, the 
longings of the Romans for strength, and 
the strivings after God of the people of 
Western Europe during the middle ages. 

Knowledge of the rudiments of mathe- 
matics is essential for all teachers. 
Mathematics has been made the hand- 
maiden of science. Everything has been 
reduced to measurements and all meas- 
urements are the applications of mathe- 
matical formulas. A knowledge of both 
science and mathematics is a prerequisite 
requirement for teachers. The secrets of 
life lie hidden back of these fundamental 
subjects. He who has courage to venture 
into these unknown parts will be richly 
rewarded. By the application of the 
scientific method to the problems of life 
the unknown becomes knowable. 

Likewise, the teacher must be acquaint- 
ed with many other fields of learning— 
language, industrial and practical arts are 
all a part of the curriculum which he 
should pursue. All knowledge is our prov- 
ince. Teachers must know more than 
people engaged in other vocations. They 
are the guardians of the culture of the 
race. This has not always been true in 








306 


THE JoURNAL OF THE NATIONAL EpucATION ASSOCIATION 





the past nor is it wholly true today. It 
will be true of the future. The teachers 
college graduate must be the finest prod- 
uct any college can produce. Scholarship, 
culture, character, a dynamic citizenship, 
vision, ideals, as well as professional skill, 
are required of him in the discharge of 
his duties. 

Let us turn to the other phase of the 
duality to which we have previously re- 
ferred. 

One may have academic learning with- 
out the ability to teach. There never was 
a more absurd thesis than that frequently 
championed by the academician, namely, 
‘if you know a thing, you can teach it.” 
There is just as good basis for the prop- 
osition that though one may never have 
had a surgical instrument in his hand, 
if he knows thoroughly each step neces- 
sary for the removal of the appendix, 
has the organ definitely located, possesses 
an academic knowledge of the literature 
on operations of this character, he is 
capable of performing the operation of 
removing it. Even the poorest informed 
layman recognizes that such an operation 
would prove fatal. Yet, it is our custom 
constantly to place in charge of little chil- 
dren, people who have secured only a 
scant academic training and to call them 
teachers. If we knew how to visualize 
the scars which they leave on the minds 
of those intrusted to their keeping as we 
can observe the scars of the bungling sur- 
geon, the public would probably become 
deeply concerned. 

It is much more difficult to observe 
the mistakes of the crude teacher than 
it is the error of the ignorant physician. 
The teacher does not have the under- 
taker checking up on him but the mis- 
takes in the realm of the mind are no less 
disastrous. Who knows how fatal a 
wrong attitude may prove; what baneful 
results may follow the wrong habit; how 
expensive an imperfect skill may be; and 
how damnable the wrong ideal? Yet 
these are the injuries constantly being in- 
flicted upon plastic minds by those who 
may know the subjectmatter and not 
know how to teach. A high quality of 
teaching skill is probably one of the most 








- STOTT EI I MEE sano oo 






__  — — _ OrrOOOmma_ 


difficult arts to attain in the whole gamut 
of human achievements. How then can 
the public expect teaching skill to be 
acquired in any but a college whose 
business it is to perfect this skill in its 
students? To the teachers colleges of 
America is gradually being assigned the 
task of the preparation of the practi- 
tioners of that profession which has the 
greatest possibility of affecting human 
welfare. The public, as attested by the 
acts of legislatures in establishing and 
maintaining teachers colleges, is com- 
mitted to the idea that teachers hence- 
forth shall be educated in professional 
schools of college level. And very shortly, 
even within our lifetime, you are going 
to demand that every teacher of children 
be a college graduate. Presently, we are 
going to abandon the old notion which 
has so long been current that anyone 
who has a limited education can teach 
little children. The public will find out, 
as the profession has already discovered, 
that it really takes more teaching ability 
to teach young children than older ones. 
The question has probably already 
arisen in your mind as to the manner in 
which this teaching skill is acquired. In 
the law school, skill in the practise of law 
is acquired to a degree in moot-courts 
and by the observation of actual court 
procedure. In the medical school, skill in 
the practise of medicine is acquired in the 
hospital which is always an integral part 
of the medical college. Likewise, the 
training school, which is the very heart 
of the teachers college, is the place where 
much of the technic of teaching will be 
learned. The student will acquire much 
skill through the observation of demon- 
stration lessons artistically taught. We 
learn to do by seeing as well as by doing. 
Gradually, the student may be permitted 
to participate in the teaching but not 
until every detail of the performance has 
been demonstrated by experts. The train- 
ing school then is one of the chief agencies 
of the teachers college for producing 
teaching skill but not the only one. 
Psychology, principles of teaching, and 
method courses are usually referred to 
as the professional subjects of the teach- 





HE TEACHERS COLLEGE is placing emphasis upon the individual. The importance of personality as an asset 
for teaching success has long been recognized. Since the teachers college is training definitely for serv- 
ice as a teacher, a fundamental part of its preparation is to discover or develop personality. To do this each | 
student must be studied individually. Personnel work is rapidly becoming a major function within the col- | 
lege. A greater and more intelligent supervision of extraclass activities; more emphasis upon the physical 
environment in which the student lives, which in turn necessitates an institutional life above the average, 


are some of the points from which the teachers college is deriving its uniqueness——From Some Significant 
Trends in Teacher Training by M’Ledge Moffett. 


1930 


December 


ers college. The term professional ecu ree 
is, as Dr. Bagley has pointed out, » mjc. 
nomer. Psychology, principles of teach. 
ing, and methods may be taught in an 
academic fashion and contribute nothing 
to the art of teaching. How often ‘we 
we seen individuals wellacquainted with 
the rules of grammar butcher the Eng- 
lish language! Unless the psychology ig 
applied, the principles of teaching ob- 
served, and the methods practised, they 
are about as worthless as Hamlet’s read- 
ing of words, words. When these sub- 
jects are taught in relation to the work 
of the laboratory, which is the training 
school, they have a very vital part to con- 
tribute to teaching skill. 

A very potential source for developing 
teaching skill is in connection with the 
teaching of the traditional subjects. The 
point of view in presenting a subject in 
the teachers college will differ materially 
from that of an academic institution. 
The application to be made of the content 
which the student is learning must be 
constantly before both the teacher and 
the learner. The instructor will find it 
necessary frequently to pause and say, 
“Now in the teaching of this material to 
children, I would proceed in this man- 
ner.” At other times, he will point out 
the fundamental principles of teaching 
or the method to be pursued with chil- 
dren. 

The art of teaching is acquired through 
long and persistent effort on the part of 
the student as he passes through all the 
courses he pursues in the teachers college. 
Each effort of his will makes its ever so 
little contribution to professional skill. 
The content courses, the observations and 
practise in the training school, and the 
theory courses gradually build up within 
him a possession that will not pass away 
—and we call this gift the art of teaching. 

These two phases—the attainment of 
scholarship and the art of teaching— 
constitute the duality of the teachers col- 
lege. This duality is not a Dr. Jekyll and 
Mr. Hyde type of dualism. It is a two- 
foldness that implies no antagonism. 
These are the companionate purposes of 
the teachers college. 














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Character Education 


The Report Card in Character Education 


A. HELEN ANDERSON 


Supervisor of Publications, Denver Public Schools 


HAT QUALITIES of character 

shall education seek to develop? 

How shall a choice be made? 
Who shall decide? What methods shall 
be used ? These are questions basic to any 
program of character education. 


It would require a brave if not a rash 
spirit to climb the steeps of Sinai and 
from that exalted summit, issue to the 
school children of America such edicts as 
“This is right; that is wrong.” “This is 
true; that is not true.” “This you shall 
do; and that you shall not do.” No edu- 
cator would care to trust his foothold to 
that perilous pinnacle. He knows too 
much of those battlefields upon which 
schools of philosophy have brought their 
controversies to a weary truce; he knows 
too well to what extent morals have been 
made from customs, what forces other 
than spiritual have contributed to the 
making of the folkways of a people. 

Again, he will hesitate to defer his 
problem to the deliberations of philosophy 
and to await its statement of ways and 
objectives before he launches a program 
of character education. For long before 
philosophy had defined the educator’s 
problem, the kindergarten child would 
have become the octogenarian, his path 
in life the story either of a fortuitous 
meandering through a_ brushwood of 
moral vicissitudes or of a series of bruis- 
ing encounters with the taboos of society. 

Nor can departments of research bring 
immediate aid since time must always be 
the essence of their investigations. Their 
assistance and that of philosophy, while 
factors in any program of character edu- 
cation for those generations yet to come, 
cannot determine the methods which are 
to mold the character of the children of 
today. Obviously, then, the educator who 
seeks to make a desirable social product 
from the seemingly riotous and some- 
times lawless material sent today from 
home to school to be “educated, if you 
please” must assume an immediate and 
an independent position. Unwilling to 
ascend to a high seat among the prophets, 
he may at least remain on the ground 
with those humble seers whu attempt to 
interpret the future in the light of the 
Present and the past and on such common 
earth build his program. Hesitating to 
define cither character or a path of con- 


duct, he may, without sacrifice of caution 


or accusation of assuming an arbitrary 


authority, make some reasonable predic- 


CITIZENSHIP, HEALTH, AND CHARACTER EDUCATION 

The following traits, such as habits and attitudes, are desir- 
able for good citizenship. The teacher has marked only those 
which are particularly noticeable. 

Well-developed traits are marked 

Traits showing improvement are marked 

Home and school should cooperate to secure 

greater improvement in traits marked 








Marking Period | 1_ 





1. HEALTH 


a. Is cleanly in person and dress 





h. Observes health rules 





c. Sits, stands, and walks correctly 


‘Vi. THRIFT 


a. Uses time to good advantage 








b. Keeps booke and property in good condition 





c. Is careful in the use of materials 


UL. RELIABILITY 
s 


. Is trustworthy 





b. Completes tasks at the appointed time 





. Isatthe right place at the right time equipped for work 








d. Secures consent before using the property of others 





e. Perseveres in spite of difficulties 





f. Exercises leadership in things worth while 


IV. SOCIAL ATTITUDES 
a. Takes pride in his group and io the school, and 
tries to foster the right spirit 


b. Works well in a group | 





c. Gives and takes criticism in a courteous manner 


4. Is respectful and courteous to his associates 





e. Is tolerant of opinions and actions of others 
. CLEAR THINKING 


a. Discriminates between essentials and nonessentials 














bh. Keeps to the point 


¢. Concentrates upon the task in hand 





@. Is open-minded, revising opinions in thelight of facts 





e. Takes the initiative in presenting new ideas 








tion of the nature and demands of society 
a generation hence. On this basis, he may 
teach the child to assume and to maintain 
that moral posture which, to the best of 
his ability to predict, society will demand 
of him. 

However, the educator’s ability to 
make reasonable prediction will depend 
on his comprehension of society and its 
changing nature. While the educational 
theory of the day asserts that individual 
differences must be considered if success- 
ful learning is to be hoped for, the edu- 
cator must remember that similarities of 
individuals have made our social struc- 
ture, that the gradual amalgamation of 
these human similarities into an inte- 
grated social masonry not only tells the 
story of the evolution of society but indi- 
cates the nature of it. 

The rate of change in society will, 
therefore, depend on the rate and manner 
in which these similarities of individuals 
change; hence the educator, in building 
his program of character education, 
knows that he will be called upon to 
gauge the rate at which these similarities 
are changing and to predict with reason- 
able accuracy the nature of those changes. 


[307 ] 


With something of this philosophy, a 
committee of principals and directors of 
the Denver schools evolved the report 
card now in use in the elementary schools, 
classifying under five main heads those 
qualities of character which, to the best 
of their ability to analyze and to predict, 
the society of which the child is now a 
member will continue to demand of him. 
[ Dr. E. J. Ashbaugh, in a report card de- 
veloped by him at Ohio State University, 
contributed materially to the work of this 
committee. | 

For instance, it may be predicted, with- 
out danger of challenge, that society may 
be reasonably expected to continue to de- 
mand from the individual such qualities 
as thrift, reliability, approved attitudes 
toward society, clear thinking, observance 
of personal and public health rules. 

Under these five major divisions, the 
members of the committee have accord- 
ingly framed twenty-two specific state- 
ments with regard to those qualities of 
character which they believe will con- 
tinue to be demanded of the child in his 
modern world—despite radio advertis- 
ing, cinema thrillers, airmindedness, 
straw votes, and apartment hotels. The 
illustration in the center of the page 
shows that part of the report card which 
is devoted to these twenty-two state- 
ments. 

Having framed these statements, the 
committee was next faced with the ques- 
tions: How shall these qualities of char- 
acter be taught ? Can they be taught? In 
the end, the problem was left to the 
teacher with the instruction that the 
child be marked on the qualities named 
in only such instances as definite proof 
was available. 

Despite the absence of more definite 
methods and guidance, the survey of 
character education in the Denver schools 
reveals significant results from the use of 
this report card. 


However, any discussion of these re- 
sults must include the enumeration of 
some very definite teacher criticisms of 
the card. These criticisms came in answer 
to a standardized question used in that 
part of the survey which called for inten- 
sive study of certain schools. The question 
was: Do you make any use of the report 
card for character education? These criti- 











' 


308 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





cisms were also prevalent in the diaries 
of character education experiences kept 
by a selected group of teachers during the 
week in which the survey was made. 
Couched in their own phraseology, these 
criticisms need no explanation. 

No, I have little use for the card. The 
language is too pedagogical. The wording is 
in adult language. The child cannot under- 
stand it. Imagine a six-year-old ‘discriminat- 
ing between essentials and _nonessentials.’ 
Parents in poorer districts cannot understand 
the report card. No time or organization is 
provided for teaching the qualities named. 


Such opinions carry vigorous indict- 
ments against the efficiency of the report 
card in achieving results hoped for; yet, 
judging from the results of the survey, 
these opinions are not likely to pass be- 
yond the stage of mere accusations. If 
changes in the card are to be made, they 
will apply to phraseology and interpreta- 
tion only; for, paradoxically enough, the 
teachers themselves in their work for 
character education have, as revealed in 
the survey, unconsciously given the card 
something of a permanent tenure. It will 
be recalled that the diaries referred to 
were kept for one week and contained 
the records of all school experiences, in 
and out of the classroom, which in the 
opinion of the teacher had a definite bear- 
ing on character education. No form or 
outline was used, the teacher using her 
own judgment with regard to content, in- 
terpretation, and manner of presentation. 
The 129 of the selected elementary school 
teachers invited to participate reported 
in these diaries no less than 1051 distinct 
incidents contributing to character educa- 
tion. Only nine of these incidents referred 
by word to the card. But a closer analy- 
sis of the 1051 incidents revealed that 
871, or approximately 83 percent, per- 
tained to those habits and attitudes enum- 


erated on the card. Evidently the card 
has set up very definite objectives in the 
minds of the teachers and has centered 
the character education program on these 
objectives. 

The following classification of the 
1051 incidents indicates the influence of 
the card: 





Goeral ACHUGES <6 .ds sess Secs ans 348 
EE oo ecccvwasasvimeweve nares 242 
RMN Sic 6 5 Sak Caos ASE IR OS 117 
Clear Shiki. ..2666k cde cws coeises 91 
Loe i Re eer rd tM os eee ere eer ee 73 
NEP OOUS e560 x SS 0k Rice camiaiease 180 

MN sch Adsaiie cnn eee caaiaeanes 1051 


Classified according to the twenty-two 
subdivisions and rearranged according 
to number of times mentioned, the table 
reads: 





Respectful and courteous.............. 165 
MT AINRMEN Cho car ents ts cia ais lounine Nacminlioke 146 
WVOPES. Well TO GEOUDS. 6s. 6.5.0 Saves eareniace 109 
Keeps books and property in good con- 
RAN Foc faseidanlanccoets aie. atc (bie ew Rectan 63 
Observes héalth rules... .... 0660s 43 
Uses time to good advantage.......... 41 
Discriminates between essentials and 
WUMCRINNT ONG - 5555036 5 sos :0-4 spline sine slain 36 
Right place at Tight time... 656 660 650% 34 
WME ls Nicaite hasnt cla can Ree alone was 28 
PVEGO WMD ORENOON s 6 5:0:6s a0 clewlasecansanverna 27 
FQUROVERONGE® 6.5.5 65 siosls Saisiaie sien owiowcie 26 
Cleanly in person and dress........... 25 
MR EAREME SB oi66 52 255105. 5 arscrcie' via oie Walaa 24 
Gives and takes criticism courteously. . 19 
IRISHMEN 5) bon. Ole ve ccieisban sve soaseusiorciass 14 
Consent for use of property of others.. 14 
ea BN occ yor. cas Naya esciaiate epekeonis esos 13 
Completes task at appointed time...... 12 
ONMINRNRE ose Saat aic aa mes eas 12 
[Oe ET ee ae eee 10 
Sits, stands, and walks correctly....... 5 
ISeens tO: CHE POINE. 5 s..0s6 oie cele asibis ov 5 
PON INONNN ose cscs Ai Bates cnarersrciiers 180 
CUNT co cece es ig te ce Sneed eae 1051 


Though home, teacher, and pupil may 
fail to agree as to the meaning of the 





December, 193) 





terms involved, definite teaching for the 
character qualities named on the card 
seems to be going on. 

Obviously the question of interpreta- 
tion is more serious than the question oj 
the effectiveness of the card. That prob- 
lem, too, according to one elementary 
school in Denver located in a poor district 
where interpretation must always be a 
problem, can be solved. The principal of 
the school hit upon the plan of a pupil 
dramatization of the meaning of the card 
at an evening program. A veritable 
pageant of events moved briskly before a 
huge replica of the report card. Johnnie 
showed the correct way to brush teeth, 
Jean was leading lady in a thrift playlet, 
a demonstration lesson in arithmetic illus- 
trated traits of accuracy and reliability. 


The world today is not the world of 
yesterday; that of tomorrow will not be 
that of today. From every side prophetic 
voices send the word “change’’ to strike 
against tradition till the echoes and rever- 
berations have awakened almost a fear of 
the future. What will a changing society 
do to the ideals and habits taught? Will 
society really continue to demand the atti- 
tudes for which a certain permanence is 
predicted? 


In answer, the educator need not be 
disquieted. By teaching for known de- 
mands, he is actually determining the 
direction of change and thereby facilitat- 
ing the work of predicting the nature of 
a future society. And he knows that if 
every school system were to agree upon 
the qualities of character to be taught, 
they would place themselves in the posi- 
tion of controling, to some extent, the 
rate of change in civilization—and the 
fate of its ideals. 





Copyrighted by the National Geographic Society, 192¢ 





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The Teacher Training Survey 


HE THIRD NATIONWIDE SURVEY to 

be conducted by the United States 

Office of Education began July 1, 
1930, after a Congressional appropriation 
of $200,000 had been made for the pur- 
pose of studying the qualifications of 
teachers in the public schools, the relation 
between teacher supply and demand, and 
the facilities available and needed for 
teacher training in the United States. 

The results of this survey will offer 
the most comprehensive picture of the 
American teacher that has ever been 
drawn. The inquiry forms sent out by Dr. 
Edward §S. Evenden, associate of U. S. 
Commissioner of Education William 
John Cooper in the direction of the sur- 
vey, will go to 1,000,000 teachers in ad- 
dition to thousands of state, county, and 
city school officials. 

The 71st Congress authorized this ex- 
tensive analysis of some of the critical 
problems of the profession at the instance 
of the American Association of Teachers 
Colleges, a department of the NEA, and 
the Deans of Schools and Colleges of 
Education, and other educational agen- 
cies. Among the officials of the NEA 
invited to participate as members on the 
advisory committee of the survey are: 


Helen Heffernan, chief, Division of Rural 
Education, California State Department of 
Education [president, Dept. Rural Education, 
NEA] 

Louis E. Plummer, principal, Union High 
School and Fullerton District Junior College, 
Fullerton, Calif. [president, Dept. Secondary 
School Principals, NEA] 

Willis A. Sutton, superintendent of schools, 
Atlanta, Ga. [president, NEA] 

Norman R. Crozier, superintendent of 
schools, Dallas, Texas [president, Department 
of Superintendence, NEA] 

Cassie F. Roys, principal, Walnut Hill 
School, Omaha, Nebr. [president, Dept. Ele- 
mentary School Principals, NEA] 

Caroline I. Townsend, instructor in educa- 
tion, University of California, Los Angeles 
[president, Dept. Kindergarten-Primary Edu- 
cation, NEA] 

Miriam D. Eisner, Sanchez School, San 
Francisco, Calif. [president, Dept. of Class- 
toom Teachers, NEA] 

Emma S. Jacobs, director of domestic sci- 
ence, public schools, Washington, D. C. [presi- 
dent, Dept. of Supervisors and Teachers of 
Home Economics, NEA] 

William Daniel Ellis, principal, Richmond 
Normal School, Richmond, Va. [chairman, 
Municipal Normal School and Teachers Col- 
lege Section, NEA] 


. lhe advisory committee will include, 
in addition to these, representatives of 


various other organizations and agencies 
interested in the education of teachers. 

The inquiry, which it is expected will 
take three years to complete, will throw 
additional light upon the pressing ques- 
tion of how many teachers educated to 
the extent of present standards are un- 
able to secure teaching positions for which 
they are prepared or teaching positions 
in other lines. 

From it, administrators of teacher- 
training institutions may more nearly an- 
ticipate how many new teachers are 
needed each year for the different kinds 
of teaching positions such as rural, pri- 
mary, intermediate, and for each of the 
many subject positions in secondary 
schools. The survey will show insofar as 
possible to what extent the annual in- 
crease in the number of teachers is due 
to growth in population, addition of new 
subjects, increase in compulsory school 
age, or size of class. It will provide an 
explanation of our large annual teacher 
turnover. Practises growing out of the 
facts gathered will contribute to the per- 
manence of tenure and the stability of the 
profession. 

The most important questions which 
the inquiry will answer, however, are: 
How well are American teachers trained 
for their work? How much and what 
kind of academic education have they 
had ? What training in methods of teach- 
ing, child psychology, and purely pro- 
fessional subjects have they been given? 
What opportunities have they had for 
practise teaching and observation of skil- 
ful teachers at work before they became 
certificated teachers themselves? How is 
the preparation of teachers related to 
their teaching after they secure positions ? 

Thus the survey will make a searching 
analysis of teaching as a profession. It 
will indicate strong and weak points, 
making possible a reconstruction of train- 
ing procedures leading to a greatly im- 
proved service of education. 

A recent investigation of the placement 
of graduates of liberal arts colleges indi- 
cates that approximately 45 percent of 
them become teachers. The Office of Edu- 
cation study will show what percent of 
teachers is trained in each of the follow- 
ing types of schools: secondary schools, 
normal schools, teachers colleges, univer- 
sities, and liberal arts colleges. It will 
show the difference in the preparation 
offered by these several kinds of training 
institutions, with regard to such items as 


[ 309 ] 


courses of study, relative time spent on 
academic and professional subjects, and 
provisions for demonstration and prac- 
tise teaching. It will also compare the 
qualifications of faculty members. 

A significant part of the inquiry will 
deal with the relative effectiveness of the 
different kinds of schools now educating 
teachers. The inquiry will discover facts 
which can be used in the comparison of 
the several states with respect to the kind 
and amount of control exercised by state 
authorities over the various institutions 
which qualify teachers for certificates. 

From the report of this study the pub- 
lic will get an appraisal of the American 
teacher. Patrons of all types of public 
schools, located in every geographical dis- 
trict from New England to the western 
plains, will see how their teachers com- 
pare with others in qualifications. It is 
planned to discover the variation in pre- 
paration for rural, village, and city teach- 
ers; for elementary and secondary teach- 
ers; and for teachers in different subjects 
such as English, history, art, and the like. 

Benjamin Frazier, senior specialist in 
teacher training in the U. S. Office of 
Education, will officiate as assistant in 
this study. The following board of con- 
sultants will act as advisers: 

William C. Bagley, Teachers College, Co- 
lumbia University 
W. W. Charters, Ohio State University 


President George W. Frasier, Colorado State 
Teachers College 


Dean William S. Gray, University of Chicago 


Dean M. E. Haggerty, University of Minne- 
sota 


Dean Henry W. Holmes, Harvard University 

State Superintendent John A. H. Keith, Penn- 
sylvania 

Dean William S. Kemp, University of Cali- 
fornia 


President W. P. Morgan, Western Illinois 
State Teachers College 


Shelton Phelps, George Peabody College for 
Teachers 


President D. B. Waldo, Western State Teach- 
ers College 


These men will advise with a large 
group of specialists who are now being 
chosen by Commissioner Cooper to work 
out the details of the survey. One of these 
is Frank W. Hubbard, assistant director 
of the Research Division, NEA head- 
quarters staff. 

Inquiry forms will go out to teachers 
principally through the state departments 
of education who are cooperating with 
the U. S. Office. Teachers are urged to 


respond promptly to these inquiries. 





a 





Vitalized Commencements 


OMMENCEMENT—Caps and gowns, 
diplomas and scholarship prizes, 
proud parents and _ admiring 

friends, high hopes and long looks—how 
well do presentday superintendents and 
principals, supervisors and teachers, par- 
ents and citizens remember the glad occa- 
sion when they graduated. What recol- 
lections of happy school and youthhood 
days flood the memory of the men and 
women, who, now enroled as veterans in 
life, look wistfully back upon those gay 
and blithesome days. 

Can one imagine scenes more impres- 
sive, delightful, and significantly symboli- 
cal than those of the commencement 
week? When in all the year is there a 
season in which pupil, teacher, parent, 
and community are so irresistibly drawn 
together in the interest and the joy of 
their one common institution—the free 
public school ? 

Regardless of how badly the com- 
mencement season is treated it retains its 
everpresent charm. The power of such 
an event should be capitalized. An eighty 
horsepower engine should carry an eighty 
horsepower load. Is the commencement 
achieving all it can? 

What is the commencement do- 
ing P—Is it merely the end of the school 
year ? Observation in many schools would 
lead one to this conclusion. Does it give 
the graduating class training for leader- 
ship? Usually not to any appreciable ex- 
tent. Does it achieve any positive result ? 
In many schools, except for the mechani- 
cal process of ejecting the graduates, this 
appears not to be the case. Does it inter- 
pret the work of the schools? Generally 
very slightly, if at all. 

What, then, is it doing? If one hon- 
estly confronts the facts, it will be found 
that in the majority of cases it is merely 
a glorified, routinely traditional process 
whereby the graduates are formally ac- 
knowledged and presented to the com- 
munity. 

This latter is a good and an essential 
thing to do; so was the teaching of the 
three R’s, but they are no longer con- 
sidered sufficient. Educators still be- 
lieve in and continue to teach them but 
the technics of teaching are vastly im- 
proved. The curriculum has been en- 


riched—body has been placed upon skele- 
ton. All agree that the new is better, 
more fruitful in its crop of welldeveloped 
children, and withal more beautiful than 
the old. 

Is it not time that commencement pro- 
cedures were also renovated by new 
methods and enlarged in scope, effective- 
ness, dignity, and strength with the ad- 
dition of new tasks which, by the inher- 
ent nature of the occasion, the commence- 
ment can perform better, perhaps, than 
any other agency? 

How can the commencement be 
improved P—(1) It can be planned by 
the graduates. (2) It can consist of a 
program by the graduates. (3) It can 
center about a program of interest to 
pupils, parents, and community. (4) It 
can be original and attractive. (5) It 
can be an opportunity for the graduates 
to train themselves in initiative and re- 
sponsibility. (6) It can thus secure the 
active interest of the graduates and com- 
munity. (7) It can interpret vital school 
activities to citizens. (8) Preparation 
can be started early in the year and car- 
ried out by many people. (9) It can util- 
ize the resources of school, home, and 
community. (10) It can make a large 
contribution to the graduates, the school, 
and the community. (11) It can empha- 
size the importance of community plan- 
ning for every phase of its life. 

Here is an occasion when all the forces 
within and about the school are bound 
together by one common impulse. What 
an opportunity and challenge! Every par- 
ent and citizen is interested and even 
the usually disgruntled taxpayer is com- 
pletely unarmed. It is too good an oppor- 
tunity to be lost. 

Leisure and the 1931 commence- 
ment—‘“The one eventual and adequate 
solution of the leisure problem is educa- 
tion,” writes one author. A university 
professor contends that “if leisure is to 
be a blessing rather than a curse, educa- 
tion must come to the rescue.” Leisure 
is a product of man’s ingenuity. In Amer- 
ica, at least, the problems of production 
and wealth are being solved. The need 
now is to turn attention more and more 
to the solution of the leisure problem. 

Two methods for solving the problem 


are necessary: (1) Organize comm») 
ties to plan and provide means for oc- 
cupying leisure time; (2) train the in- 
dividual to spend his leisure so as to en 
rich, beautify, and strengthen his life 

The school can, if it sets itself to the 
task, play a decisive role in the first of 
the above methods. No other agency has 
an opportunity surpassing that of the 
school in the attack by the second. 

Along with this opportunity there ob- 
viously comes the duty to discharge it 
effectively. Schools have ever worked at 
the leisure problem more or less uncon- 
sciously. The inherent nature of their 
task implies attention to it. The things 
they teach have carried over into leisure 
time—but the schools have not taught 
them with that objective in mind. On 
the contrary, they have taught them 
from the vocational and purely utilita- 
rian standpoint. 

Cornelia Cannon in the North A meri- 
can Review for September 1926, illus- 
trates the point: “In our national recog- 
nition of the worth and dignity of labor, 
and in our devotion to its pursuit, we 
have neglected the uses and significance 
of leisure. Our educational system . 
has for years stressed vocational train- 
ing. . . . Our commercial courses and 
our trade schools have been designed to 
feed, directly into industry, young people 
trained to the last detail. Those school- 
men who have protested against such 
rank utilitarianism have been denounced 
as old fogies, or have been mere voices 
crying in the wilderness.” 

Schools need now to educate for lei- 
sure just as much as they need to educate 
for vocations. And they need to make 
the effort just as definite! 

Why not have the senior class of 1930- 
31 make a study of this question as it af- 
fects the community? Let their efforts 
culminate in the graduating exercises, 
when the results of the study can be pre- 
sented to parents and patrons. It is con- 
ceivable that such a program may set in 
motion forces that will improve the 
whole community life. 

Programs wanted—Send a copy of 
your program and a letter about it to 
the NEA Division of Publications. Your 
ideas will help others. 


HE COMMENCEMENT—What a chance to inform the people about their schools! What a soil in which | 


to plant seeds of understanding and confidence!—From Pennsylvania’s Children. | 








[ 310 ] 


oy DNRC 








Ao ARR RC a 





lei- 








: 
' 
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Pee ap slele 


Vitalized Commencements 


HEN MAN PLAYS he becomes an 
artist. This suggests the great 
educational significance of rec- 
reation. . - . What man does in his 
leisure hours shapes his personality and 
moulds his character.” Leisure has come 
to the masses. People now need to be 
educated for leisure as much as for voca- 
tion. Every community can profit by a 
study of this question in its local setting. 
Getting underway—Much can be 
done early which will yield large results 
with little effort. No amount of effort 
toward the end of the year can accom- 
plish as much. The following steps should 
be taken early in the school year: 


(1)Plans should be laid, the general plan 
being definitely outlined. 

(2) The patrons and general public should 
be made acquainted with the plans and the 
theme selected. 

(3) All community agencies such as churches, 
civic clubs, and chambers of commerce should 
be invited to participate in preparing the 
public for, and interesting people in the pro- 
gram. These agencies will be interested if 
the program is to be built around a topic of 
community significance. 


Practical hints—The following sug- 
gestions are primarily suited to high 
schools but may also be adapted to the 
junior high-school advancement. 

(1)Survey of leisure facilities—Let 
the graduating class make a survey of 
community facilities for leisure, the re- 
sults to be woven into the commencement 
program. This survey could be carried 
on in a scientific manner and correlated 
with classwork especially in the field of 
the social sciences. Community clubs will 
be glad to listen to the reports of such 
surveys. Local newspapers will wish to 
give space to such a study. 

(2) Leisure and life—Make a survey 
showing how wise use of leisure insures 
success in business or profession as well 
as in life. (1)Recall how wise use of 
extra time helped Lincoln, Roosevelt, 
and many others to succeed ;(2) point out 
how the most successful men of the com- 
munity and former graduates of the 
school spend their leisure;(3)does the 
outofschool time of the pupil affect his 
inschool record ? 

(3)Helps for surveys and essays— 
Useful points to take into consideration 
in making the above surveys and as topics 
for essays and addresses are the follow- 
ing:(a)what is leisure;(b)growth and 
spread of leisure ;(c) economic aspects of 


leisure ;(d)cultural aspects of leisure; 
(e)what leisure means for the individ- 
ual ;(f) what leisure means for the com- 





































a ee JOURNAL of the Na- 
tional Education Associa- 
tion took the lead in calling 
attention to the civic and 
spiritual importance of the 
commencement season. The 
following references to earlier 


| JOURNALS contain’ valuable 
help: 


A Commencement Message for Teach- 
ers—editorial [June 1930, p169] 

Education for the Wise Use of Leisure 
[June 1930, p194] 

Vitalized Commencements in Chanute 
—L. H. Petit [April 1930, p121-2] 
Vitalized Commencements and the 

Home [December 1929, p298] | 

Health in Vitalized Commencements 
[January 1929, p34] 

A Movement to Vitalize Commence- 
ments—editorial [December 1928, 
p280] 

The Hope of the Future—Calvin Cool- | 
idge [February 1928, p48] 

Commencements in Doylestown [Janu- 
ary 1928, p9-11] 

Vitalized Commencements—editorial 

[December 1927, p286] 

Commencement Time—editorial [June 
1927, p180] 

Spiritualizing the Facts—M. G. Clark 
[June 1928, p165-9] ! 

Gifts for Graduation—Jesse Lee Ben- | 
nett [June 1925, p193-4] | 


Commencement—editorial [June 1925, 
p173-4] 








munity; (g)leisure and society; (h)lei- 
sure facilities lacking in our community ; 
(i) the school’s part in solving the leisure 
problem ;(j) the home and leisure ;(k) the 
church and leisure. 


How schools train for wise use of leisure— 
Here is how (i) above may be subdivided: 
(1)By teaching reading, writing, and other 
basic skills;(2) by teaching appreciation of 
art, music, and other cultural fields ; (3) by in- 
teresting pupils in civic and social welfare; 
(4)by helping the pupil in school to use spare 
hours profitably at the crucial age of his life; 
(5)by holding community functions such as 
lecture courses and musicals, which provide 
wholesome entertainment for all;(6)by pro- 
viding playgrounds and play apparatus, and 
teaching games which may be continued in 
later life;(7)by teaching good manners and 
by giving a general cultural trend to the en- 


[311] 


and Leisure 


tire life of the student;(8)by providing ex- 
tracurriculum activities such as athletics, 
forensics, music, and generous use of the 
library. 

Leisure and the community—Here are sug- 
gestions as to how (f) may be subdivided: 
(1)Do the people in this community have 
leisure?(2)What do they do with it?(3) 
What could they do with it?(4)Are there 
sufficient leisure facilities — playgrounds, 
swimming pools, theaters, libraries, parks? 
(5)Is the community engaged in a concerted 
effort to make facilities available ?(6) Who is 
working on the problem in this community? 


(7)Who should be? 


(4) Correlation—This topic, and sur- 
veys and studies in connection with it, 
may be correlated with such subjects as 
the social sciences, English, physiology, 
debating, and the like. This will give the 
graduates a background which can be 
used to advantage in preparing the pro- 
gram. 

(5)Graduation week exhibit—This 
could consist of posters, booklets of essays 
prepared by students and perhaps printed 
by the school’s printing department, pho- 
tographs of leisure facilities of the com- 
munity such as parks, playfields, theaters ; 
artists’ conception of what the commun- 
ity might be made to look like if con- 
certed action were taken; books on the 
subject which would be useful to parents 
and patrons; cartoons made by students. 

(6)The printed program—(1)The 
best essays on the subject might be print- 
ed as a part of the program ;(2) the paper 
stock and type should harmonize and 
contain dignity without dullness, sim- 
plicity being the goal;(3)the program 
might contain some bits of educational 
interpretation appropriate to the com- 
munity ;(4)it might state that the school 
is interested in community welfare and 
that it hopes by this commencement pro- 
gram, and the studies made in prepara- 
tion therefor, to make a definite contri- 
bution. 

(7)The audience—All parents and 
patrons are welcome, of course. In addi- 
tion, it will pay to extend special invita- 
tions to city officials and civic leaders 
such as park commissioners, librarians, 
art patrons, and others who are in strate- 
gic positions to assist in improving the 
leisure life of the community. 

(8)Many schools will wish to use 
other themes than “Wise Use of Lei- 
sure.” This page is merely suggestive of 
how any topic decided upon may be util- 


ized.—Lyle W. Ashby. 


4 4 
ee 
i 

i 







The Greatest Social Advance of 
Modern ‘Times 



















te IS safe to say that, other things equal, the nation that makes the 
greatest economy of its human resources—that is, that wastes the 
smallest proportion of its manpower or that economises and directs its 
manpower most economically—will outgrow in numbers, prosperity, 
and general strength the nation that does the opposite. So long as all 
the rival nations are wasting resources and manpower in drink, there 
may be no differential advantage in favor of any one of them or against 
any of the others; but when one nation such as the United States makes 
a definite advance in this form of economy, unless it indulges in some 
folly that will neutralize the advantage thus gained, there is no reason 
to doubt that it will gain on all others year by year, decade by decade, 
and century by century, and eventually dominate the civilization of the 


world. They who refuse to take this great step forward in the economy 





of human resources, whether they understand it or not, are definitely 
choosing to occupy a secondary position in the civilized world.—By 
Thomas Nixon Carver, noted economist, professor of political economy, 
Harvard University; former president of the American Economic Asso- 


ciation. From These Eventful Years: The Twentieth Century in the 






Making. The Encyclopedia Britannica Co., London and New York. 


{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. 19312] 
[ 312 ] 








~~ & © S&S 


~~. Fp SS 


Vitalized Group Study and Faculty Meetings 


HE VITALIZED teachers’ meeting, 
fe on sound principles and care- 
fully administered in details, be- 
comes a group of professional students of 
education. It yields results in the im- 
proved quantity and quality of pupil 
learning which make of it an important 
agency in the progress of the school.— 
Superintendent Henry H. Hill, Lex- 
ington, Ky. 
The guiding principles Superintendent 
Hill would emphasize are: 


Professional faculty meetings should be 
planned about some definite activity or pur- 
pose of the school. 

The topics selected should appeal to all 
members of the group as helpful and inter- 
esting. 

The programs should provide for a con- 
tribution by each teacher. 

The major topics should be planned a year, 
or a semester, in advance. 

Each program should contribute to the next 
meeting. 

The results of the meetings should be an 
improvement of teaching. 


The careful administration of details 
is important. Superintendent Hill says: 


The judicious use of sound principles will 
go far towards providing wellplanned and 
theoretically effective programs for teachers’ 
meetings. But, like the successful operation 
which results in the patient’s death, the suc- 
cessfully planned program may result in 
boredom to the teachers unless minor admin- 
istrative factors are equally wellplanned. 
They are: 

Time—The faculty meeting should be held 
at the most propitious time possible under 
existing limitations. If held after school, both 
principal and teachers should plan to be en- 
tirely free from other responsibilities. The 
meeting should come the early part of the 
week or, if the teachers are willing, in the 
evening or Saturday morning. All of these 
times may be tried, after which teachers may 
select the time which best suits the majority. 

Length—No professional faculty meeting 
should last much over an hour. A lengthy 
meeting conflicts with the laws of psychology, 
physiology, and commonsense. There are no 
brilliant ideas conceived in a faculty meet- 
ing after the first hour. 

Place—The place selected for the meeting 
should be comfortable and free from all out- 
side disturbing influences. It is foolish to try 
to hold a professional meeting where there 
are frequent interruptions. To gather around 
a common table generally encourages discus- 
sion. 

Preparation—Each teacher should make at 
least as much preparation for the faculty 
meeting as she makes for her daily teaching 
duties. Therefore the time, place, and pro- 
gtam should be known to all at least two 
weeks in advance. 

Frequency—Professional teachers’ meetings 
are usually held monthly, bi-monthly, or at 
irregular intervals. The nature of the major 


topic for the semester or year and the extra- 
teaching duties of the faculty should de- 
termine the frequency. Ordinarily, one or two 
meetings a month seem best. 
Refreshments—When meetings are held in 
the afternoon or evening, simple refresh- 
ments, served before the meeting, provide 
relaxation and are an aid to success. 


Other suggestions as to planning and 
helpful materials are given in the Oc- 
tober JOURNAL, page 222 and the No- 
vember JOURNAL, page 273. President 
Sutton of the Atlanta schools, had the 
October “Vitalized Group Study” page 
copied so that “‘it could be called to the 
attention of every one of my teachers.” 


As education becomes more specialized, 
it is increasingly important that teachers 
hold a few ideas and ideals in common. 
This highly selected central background 
is the mission of THE JouRNAL. U. S. 
Commissioner of Education William J. 
Cooper says: “Through THE JouRNAL 
the ideals of teachers are crystalized, 
professional service is interpreted to the 
public, and programs of action are ex- 
plained.” 


The 39 journals of the state education 
associations reach more than 600,000 
teachers. Every alert teacher wishes to 
keep informed about educational prog- 
ress in his own state. The use of THE 
JOURNAL and your own state association 
journal as a basis for group discussion 
helps to vitalize your meetings. William 
McAndrew, former superintendent of 
Chicago schools, learned of this plan of 
using the journals of state and national 
associations when he read the October 
1930 JouRNAL, after an absence of 2 
years abroad. After saying that the spe- 
cial articles in THE JOURNAL are dis- 
tinctly high grade and timely, and the 
news handled in a most interesting 


fashion, he added: 


A very forward step is the plan to have 
THE JOURNAL used as a text in schools. That’s 
getting somewhere. We have been aiming at 
teachers long. A lot of the good things roll 
off us. But to get the propositions discussed 
by the young folks, that’s the thing. It means, 
too, an obligation on THE JOURNAL to supply 
good stiff reminders to the youth that the 
most expensive outlay the country lays on 
them requires in common honesty a return. 
What are you doing, boy and girl, for your 
country? Not what maybe you are going to 
do sometime if there should happen to be a 
war. But, now, while you are getting, what 
are you giving? 

The extracts from Secretary Crabtree’s an- 
nual report are wellcalculated to give the 
teachers of America the large view that is es- 


[ 313 ] 


sential for everyone drawing pay from the 
people. You have gotten away from a too 
common narrowness of professional people 
and grasped the effect of public conditions 
on us. 


Greenburgh No. 8 schools of White- 
plains, New York, have the idea of this 
larger view. The topics for their meetings 
as reported by Superintendent I. M. 
Kline are: 


American Education Week Plans 
Linking School and Community Effectively 
Goals and Guidance 
Training for Increasing Leisure Time 
Satisfactory Bases for Salary Adoption 
What are the Ideals in Modern Education? 
The School’s Responsibility for Law Ob- 
servance 


The School’s Relation to Mental Hygiene 


Another source of vital material for 
group study is the publications of the 
National Congress of Parents and Teach- 
ers, 1201 Sixteenth Street, N. W., Wash- 
ington, D. C. including the ““New Age 
Leaflets.” The leaflets now available 
are: 


Seven Point Lives 

Worthy Home Membership 
The School of Tomorrow 
Educating for Leisure 


Readers of The Journal are finding 
practical help in its use for group study: 


I take several educational magazines and 
can’t read all the articles but I do find some 
of the best material in THE JouRNAL.—Elmer 
Cook, Fort Smith, Arkansas. 

We have had this plan of using THe Jour- 
NAL for some time as supplementary to our 
regular study groups.—J. Barrows, Berkeley, 
California. 

The Atkinson school has already taken up 
group conference work. We meet regularly 
the second Tuesday of each month to discuss 
school problems.—J. O. Hull, Portland, Ore. 

We have decided to follow your sugges- 
tion regarding the study of educational prob- 
lems as presented in the NEA JourNAL.— 
J. W. Pace, Hanover, Pennsylvania. 


Reports from readers as to the 5 ar- 
ticles they like best in the October Jour- 
NAL: 


First, “To Grow an’ Grow Forever ’n’ 
Ever”; tied for second, “American Educa- 
tion Week” and “The New Teacher and the 
Principal” by Effie E. Smith; third, “The 
Future of America”, editorial. 


In this issue, the 4 page feature on 
rural education and the articles on radio 
are on subjects of supreme importance to 
national welfare. The variety of the other 
articles will appeal to the individual 
reader or to teachers for group study. 





Department Officers for 1930-31 


HE National Education Associa- 
te has nineteen departments be- 
sides the National Council of Edu- 
cation. These groups hold meetings either 
at the time of the annual meeting of the 


Association or of the meeting of the De- 
partment of Superintendence. 


National Council of Education 


President, Henry Lester Smith, dean, School 
of Education, Indiana University, Bloom- 
ington, Ind. 

Vicepresident, Mrs. Susan M. Dorsey, 1506 
Arapahoe St., Los Angeles, Calif. 

Secretary, Adelaide Steele Baylor, chief, 
Home Economics Education Service, Fed- 
eral Board for Vocational Education, 
Washington, D. C. 


Adult Education 


President, L. R. Alderman, chief, Service Di- 
vision, U. S. Office of Education, Wash- 
ington, D. C. 

Secretary, Alonzo G. Grace, University of 
Rochester, Rochester, N. Y. 


American Association o! Teachers Colleges 


President, George W. Frasier, president, 
Colorado State Teachers College, Greeley, 
Colo. 

First Vicepresident, E. L. Hendricks, presi- 
dent, Central Missouri State Teachers Col- 
liege, Warrensburg, Mo. 

Secretary-Treasurer, Charles W. Hunt, dean, 
School of Education, Western Reserve Uni- 
versity, Cleveland, Ohio 


Business Education 


President, Helen Reynolds, School of Com- 
merce, Ohio University, Athens, Ohio 

Vicepresident, B. Frank Kyker, Department 
of Business, Berea College, Berea, Ky. 

Secretary, Katherine Munkhoff, Grant High 
School, Cedar Rapids, Iowa 


Classroom Teachers 


President, Miriam D. Eisner, 3098 California 
St., San Francisco, Calif. 

Vicepresident, Esther Helbig, 1033 Melrose 
Terrace, Dubuque, lowa 

Secretary, Florence M. Dickinson, 249 Wind- 
sor Ave., Haddonfield, N. J. 


Deans of Women 


President, Thyrsa W. Amos, dean of women, 
University of Pittsburgh, Pittsburgh, Pa. 
First Vicepresident, Jessie Gibson, dean of 

women, Pomona College, Claremont, Calif. 
Secretary, Floy Elliot, dean of girls, Ceritral 
High School, Tulsa, Okla. 


Educational Research 


President, W. W. Charters, director, Bureau 
of Educational Research, Ohio State Uni- 
versity, Columbus, Ohio 

Vicepresident, P. T. Rankin, supervising di- 
rector, research adjustment, Board of Edu- 
cation, Detroit, Mich. 

Secretary-Treasurer, William S. Gray, dean, 
College of Education, University of Chi- 
cago, Chicago, IIl. 


Elementary School Principals 
President, Cassie F. Roys, 2609 Bristol St., 
Omaha, Nebr. 
First Vicepresident, Herbert C. Hansen, 315 
Plymouth Court, Chicago, IIl. 
Secretary, F. H. Duffy, 1616 Ridge Ave., 
Steubenville, Ohio 





HE DEPARTMENTS of the 

National Education Asso- 
ciation are of supreme impor- 
tance. They deal with special 
problems. They develop lead- 
ership and cooperation. They 
afford opportunity for inten- 
sive work. They extend the 
activities of the Association to 
new fields. They afford special 
opportunities for discussion 
and the publication of signifi- 
cant materials. They are a 
training ground for the larger 
work of the Association as a 
whole. The officers listed on 
this page are pathfinders and 
pioneers. 





Kindergarten-Primary Education 

President, Caroline I. Townsend, instructor 
in education, University of California, Los 
Angeles, Calif. 

Vicepresident, Lavinia McMurdo, president, 
California State Kindergarten-Primary As- 
sociation, San Francisco, Calif. 

Secretary, Mrs. Florence K. Hampton, kin- 
dergarten teacher, Public Schools, Los 
Angeles, Calif. 

Lip Reading 

President, Marion Spring Clark, 205 
Auburn St., Somerville, Mass. 

Vicepresident, Coralie N. Kenfield, 617 
Shreve Building, San Francisco, Calif. 

Secretary-Treasurer, Alice I. Putnam, 3610 
Milam Ave., Houston, Texas 


Mt. 


Rural Education 
President, Helen Heffernan, chief, Division 
of Rural Education, State Department of 
Education, Sacramento, Calif. 
Vicepresident, George Howard, University of 
North Carolina, Chapel Hill, N. C. 
Secretary, Mrs. Katherine M. Cook, U. S. 
Office of Education, Washington, D. C. 


School Health and Physical Education 
President, Jay B. Nash, School of Education, 
New York University, New York, N. Y. 
Vicepresident, Mary E. Murphy, director, 
Elizabeth McCormick Memorial Fund, 848 

N. Dearborn St., Chicago, III. 

Secretary, James Edward Rogers, director, 
National Physical Education Service, 315 
Fourth Ave., New York, N. Y. 

Science Instruction 

President, Ralph K. Watkins, University of 

Missouri, Columbia, Mo. 


[ 314] 


Secretary, Charles L. Edwards, supervisor of 
nature study, Public Schools, Los Angeles, 
Calif. 


Secondary School Principals 


President, Louis E. Plummer, principal, Union 
High School and District Junior College, 
Fullerton, Calif. 

First Vicepresident, C. H. Threlkeld, Colum- 
bia High School, South Orange, N. J. 
Secretary-Treasurer, H. V. Church, super- 
intendent of Morton Secondary Schools, 

Cicero, IIl. 


Social Studies 


President, Edgar Dawson, professor of polit- 
ical science and history, Hunter College, 
New York, N. Y. 

First Vicepresident, R. M. Tryon, University 
of Chicago, Chicago, IIl. 

Secretary-Treasurer, Bessie L. Pierce, Uni- 
versity of Chicago, Chicago, III. 


Superintendence 


President, Norman R. Crozier, superintend- 
ent of schools, Dallas, Texas 
First Vicepresident, Frank Cody, 
tendent of schools, Detroit, Mich. 
Executive Secretary, Sherwood D. Shauk- 
land, 1201 Sixteenth St., Washington, D. C. 


superin- 


Supervisors and Directors of Instruction 


President, Elizabeth Hall, assistant superin- 
tendent of schools, Minneapolis, Minn. 
First Vicepresident, J. Cayce Morrison, assist- 
ant state commissioner for elementary edu- 

cation, Albany, N. Y. 

Secretary-Treasurer, James F. Hosic, profes- 
sor of education, Teachers College, Colum- 
bia University, New York, N. Y. 


Supervisors and Teachers of Home Economics 


President, Emma §S. Jacobs, director of domes- 
tic science, Public Schools, Washington, 
B...¢. 

Vicepresident, Helen C. Goodspeed, special 
assistant to director of home economics, 
Public Schools, Philadelphia, Pa. 

Secretary-Treasurer, Mary Buckley, super- 
visor of domestic science, Eastside High 
School, Paterson, N. J. 


Visual Instruction 


President, W. W. Whittinghill, director, Vis- 
ual Education Department, 9345 Lawton 
Ave., Detroit, Mich. 

Vicepresident, Charles Roach, director, Vis- 
ual Education Department, 615 Braun 
Building, Los Angeles, Calif. 

Secretary-Treasurer, Grace Fisher Ramsey, 
associate curator, American Museum of 
Natural History, New York, N. Y. 


Vocational Education 


President, Z: M. Smith, state director of voca- 
tional education, Indianapolis, Ind. 

Vicepresident, Ruth Freegard, state super- 
visor of vocational home economics, Lan- 
sing, Mich. 

Secretary, O. D. Adams, state director of 
vocational education, Salem, Ore. 





Builders of Our Profession 


HE SERVICES of the National Education 

Association have never been more vital 
and necessary than at the present moment. 
Conditions in the schools demand the widest 
cooperation and the most powerful leadership 
if education is to hold its own in competition 
with other phases of American life. The in- 
dividual teacher can do little. The organized 
teaching profession can do much. America is 
about to enter another period of increasing 
wealth and rapidly rising standards of living. 
These possibilities rest upon the foundations 
which the schools have laid and it is only 
justice and commonsense to pour back into 
better schools a fraction of the gains which 
spring from our high level of education. 


New Life Enlistments 


_ FOLLOWING life members have been 
reported since the list was published in 
the November JouURNAL. 


ArIzona—Charles A. Carson. 

CALIFORNIA—Vincent I. Correll, Louis E. Plum- 
mer, Herndon Carroll Ray. 

CoONNECTICUT—Roy S. Haggard. 

Grorcia—T. A. Stanton. 

ILLINOIsS—Bernice C. Eddy, Elizabeth S. McCauley, 
Sara C. Mann, Harlan Porter, Mrs. Caroline L. 
Reilly, Charles P. Rizer, Elizabeth Wells Robert- 
son, George A. Schwebel. 

INDIANA—Mattie B. Fry, Clarence M. Morgan, 
Flora H. Smith. 

KANsAsS—William R. Frazer, L. H. Petit, William 
D. Wolfe, Charles O. Wright. 

Louisiana—J. M. Johnson. 

MARYLAND—Charles F. Willis, S. Price Young. 

MassacHuusetrs—John J. Mahoney, Hugh Nixon, 
S. Ernest Ober. 

MicuicAN—H,. T. Bailey, H. Nelson Boillotat, 
Floyd G. Slentz. 

Missourt—Roscoe V. Cramer. 

NeEBRASKA—Alice M. Brown, Barton L. Kline, 
Dwight L. Williams. 

New JerseEYy—R. B. Cunliffe, C. R. Foster, Jr., 
Cornelius R. Jaarsma, Edith L. Jackson, Gordon E. 
Matthews, Claudia O’Keeffe, William F. Richards, C. 
S. Wightman. 

New Mexico—Stella Kiker, Donald W. MacKay. 

New Yorx—Thomas C. Burton, A. B. Doig, Nick- 
olaus L. Engelhardt, Elizabeth R. Pendry. 

NortH Caro.tina—Mrs. B. N. Mann. 

On1o—C. Francis Alter, Dorothy W. Bauer, 
Thomas L. Dotson, Herbert J. Finsterwald, Theodore 
F. Hotz, Sophia N. Kelly, F. H. Kendall, Laurence 
S. Weaver, William A. Wickline. 

OKLAHOMA—N. L. George. 

PENNSYLVANIA—Charles J. Henne, Norman Mil- 
ler, Charles M. Moore, A. Angella Unverzagt. 
oa Rico—Carolina J. Gonzalez, Antonio Nieto 

ilva. 

Texas—Marguerite Brennan, Margaret E. Burke, 
Lois Clark, Alexander S. Corgill, Roy Glasgow, 
Blanche B. Grover. 

VERMONT—Natt B. Burbank. 

West VirciniA—Lloyd E. Sayres. 

Wisconstn—Dora M. Rude. 


Completed Enrolments 


7 FOLLOWING schools have completed 
their 100 percent enrolment in the 
National Education Association since the list 
was published in the November JOURNAL. 


Twelve Years 
Gerorcia—A mericus, High. 


-On10—Columbus, Fulton. 


Eleven Years 
Ar1zONA—Mesa, Mesa Public Schools, Franklin, Irv- 
ing, Lincoln, Union High, Washington, Webster. 
CALirorNiA—Piedmont, Piedmont Public Schools, Eg- 
bert W. Beach, Frank C. Havens, High, Wildwood. 





a T. O’New, Topeka, Kansas, newly 
elected commander of the American 
Legion, which cooperates with the National 
Education Association in the observance of 
American Education Week. 





I..1Nois—Fairbury, Edison, Isaac Walton. 

Maine—Castle Hill, Castle Hill Public Schools; 
Chapman, Chapman Public Schools; Mapleton, 
Mapleton Public Schools, High. 

New JerseY—Bridgeton, Vine Street. 

VERMONT—Burlington, Adams. 


Ten Years 
CaLirorNiA—San Francisco, Madison; South Pasa- 
dena, Marengo Avenue. 
ILLINOIS—Maywood, Lincoln, Washington. 
INDIANA—Hammond, Columbia, Edison, Kenwood, 
Morton, Riverside, Wallace, Woodrow Wilson. 
LouIsiaNa—Grand Cane, High. 
Nevapa—Las Vegas, Elementary. 
On10—Cincinnati, Vine; East Cleveland, Mayfair; 
Massillon, Whittier; Toledo, Lincoln. 
OKLAHOMA—Okmulgee, Emerson, Franklin, Lee High, 
McKinley, Roosevelt, Webster, Wilson. 
VirGiniA-—Lynchburg, White Rock. 


Nine Years 

ARIZONA—Tucson, Roskruge Elementary, Roskruge 
Junior High. 

CALIFORNIA—San Francisco, Golden Gate, Kate Ken- 
nedy. 

CoL_orapo—Longmont, Columbine. 

Connecticut—East Hartford, Meadow. 

ILLINOIS—W aukegan, Glen Flora, Jackson. 

INDIANA—Terre Haute, McLean Junior High. 

lowa—Burlington, Burlington Public Schools, Corse, 
Grimes, High, Lauman, Lincoln, North Hill, Per- 
kins, Prospect Hill, Salter, Saunderson, Sunnyside, 
Washington. 


MInnNEsota—Duluth, Nettleton. 

New Jersey—Long Branch, North Long Branch. 

On10—Cincinnati, Pleasant Ridge; Mansfield, Hed- 
ges; Wooster, Bowman Street. 

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

WIsconsin—K enosha, Durkee School and Annex, Lin- 
coln Elementary, Lincoln Junior High, Whittier. 

Wrominc—Casper, Lincoln. 


Eight Years 


ARIZONA—Glendale, Glendale Public Schools; Je- 
rome, Jerome Public Schools, Administration Build- 
ing, Clark Street, High, Main Street, Walnut 
Gulch; Phoenix, Wilson. 

CALIFORNIA—San Jose, Hawthorne; Santa Ana, Mc- 
Kinley; Stockton, Lincoln, Monroe. 

Co.Lorapo—Boulder, Whittier. 

ConNECTICUT—Darien, High, Holmes. 

DELAWARE—W ilmington, Public Number 21. 

GEorGIA—A mericus, Furlow Grammar. 

ILLinois—DeLand, DeLand Township High; Spring- 
field, Converse Grade; Waukegan, North, West. 

MIcHIGAN—Grand Rapids, Finney; Hazel Park, Hazel 
Park Public Schools, Campbell Park, Martin Road, 
High, Hoover, United Oaks, Wanda; St. Joseph, 
St. Joseph Public Schools, Garfield, High, Lincoln, 
Washington. 

New Jersey—East Paterson, East Paterson Public 
Schools, Fifty-fourth Street, Gantner Avenue, Gil- 
bert Avenue. 

New Mexico—Roswell, Washington Avenue. 

NortH DaAkota—Minot, Roosevelt. 

On10o—Columbus, Eighth Avenue. 

PENNSYLVANIA—Be-lin, Berlin Public Schools; Erie, 
Burns; Delaware County, Cardington-Stonehurst. 

SoutH Daxora—Sioux Falls, Benjamin Franklin, 
Irving, Lincoln. 

VirciniA—L ynchburg, Garland-Rodes. 

West Vircinta—Clarksburg, Towers. 

WyromiInc—W orland, Grade. 


Seven Years 

ALABAMA—Birmingham, Hemphill. 

Ar1zONA—Bisbee, Central; Tempe, Grammar. 

ARKANSAS—Wilson, High. 

CotoraDo—EFrie, Erie Consolidated; Teller County, 
Cripple Creek Elementary, Cripple Creek High, 
District Number One Public, Victor Elementary, 
Victor High; Trinidad, East Street, Park Street. 

Connecticut—Darien, Baker, Royle. 

DELAWARE—T ownsend, Grammar; Wilmington, Pub- 
lic Number 9. 

IpAHoO—Boise, Garfield, Roosevelt; Jdaho Falls, 
Eagle Rock, Eastside, Riverside; Pocatello, Jefter- 
son. 

ILLINOIsS—Maywood, Emerson; Naperville, Naperville 
Public Schools, Ellsworth, High; Napier; Rockford, 
Kent; Waukegan, Central, Andrew Cooke. 

INDIANA—Fort Wayne, Forest Park, Lakeside, Miner, 
Riverside; Hammond, Franklin Junior High, Tech- 
nical-Vocational; Michigan City, Benjamin Harri- 
son; South Bend, Elder, Linden, Henry Stude- 
baker. 

lowa—Waterloo, East Side, John Fiske. 

Kansas—Cherryvale, Lincoln; Humboldt, High; 
Hutchinson, North Side; Leavenworth, Lincoln. 

MASsSACHUSETTS—Melrose, Whittier. 

MICHIGAN—Detroit, Myra Jones, Pattengill; Grand 
Haven, Grand Haven Public Schools, Central, 
Ferry, High, Junior High; Hamtramck, Hamtramck 
Public Schools, Carpenter, Dickinson, Holbrook, 
Kosciuszko, Playfair, Pulaski, Senior High. 

MINNESOTA—Minneapolis, Harrison, Longfellow, 
Lowry. 

NEBRASKA——Fairbury, East Ward. 

New Hampsuire—East Rochester, Public. 

New Jersey—Bernardsville, Bernards High; Cam- 
den, Charles Sumner; Englewood, Franklin, Inter- 
mediate; Fair Haven, Fisk Street, Willow Street; 
Long Branch, Gregory; Middlesex County, Stelton; 
Newark, School for the Deaf; Rutherford, Lincoln, 
Pierrepont, Sylvan; Summit, Brayton, Junior High, 
Lincoln. 

New YorK—Oneida, Washington Avenue. 

On10—Barberton, Barberton Public Schools, Central, 
Hazelwood, Highland, High, High Street, Lincoln, 
Oakdale, Rose, Washington; Columbus, Fairwood, 


IMON Bo ivar, the George Washington of South America, who liberated Venezuela, Colombia, Equa- 
dor, Peru, and Bolivia from Spanish rule, died on September 17, 1830. Like the bicentennial of 
_ Washington this centennial will be observed throughout both Americas. Bolivar’s fruitful and heroic 


life as a liberator is a fine tribute to his noble teacher, upon whose instruction his career was founded. 
He, too, was a builder. Biographical and bibliographical material on Bolivar will be supplied free to any 
school requesting it from the Pan American Union, Washington, D. C. 








[ 315] 








rea 


ede hee OE” 


316 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


December, 1930 





Fifth Avenue, Fourth Street, Medary Avenue, Reeb 
Avenue; Cuyahoga County, Berea Public Schools, 
Brook Park, Central Elementary, Fair Street, High; 
East Cleveland, Superior; Lakewood, Grant; Mans- 
field, Prospect, West Fifth Street; Tiffin, College 
Hill, Tifin Junior High, Monroe; Warren, Mce- 
Kinley, South Park Avenue. 

OxKLAHOMA—Pawhuska, Pawhuska Public Schools, 
Century, Franklin, High, Lynn, Prudom, Separate, 
Union. 

PENNSYLVANIA—Erie, Harding; Lehighton, Lehighton 
Public Schools, First Ward, High, Third Ward; 
Delaware County, Garrettford, Keystone. 

Ruope IsLaNnp—Jamestown, Carr, Thomas H. Clarke. 

Sourn Daxora—Chester, Chester Consolidated; 
Sioux Falls, Meredith. 

Uran-—Salt Lake City, Washington. 

Vincinia—L ynchburg, Miller Park; Richmond, Arm- 
strong Elementery Normal, Armstrong Normal. 

West Vincinia—Sistersville, High, Main Street. 


Wisconsin—Madison, Randall; Wauwatosa, Aetna 
Park. 

Wyominc—Casper, Grant, Jefferson, Washington; 
Midwest, Grade; Riverton, Riverton Public 


Schools, Grade, High; Sheridan, Central, Custer 
Street, John S. Taylor. 
Six Years 

AtaBaAMA—Birmingham, Avondale. 

Arizona—Gilbert, Gilbert Public Schools. 

CaLwoanta—Hayward, Muir; San Francisco, Hill- 
crest. 

Cotorano—Trinidad, Centennial, Rice. 

Connecticut—Bridgeport, McKinley. 

Georciu—A tlanta, Grant Park, Whiteford. 

Ipano—Boise, Central; Gooding, Gooding Public 
Schools, Lincoln, Junior-Senior High; Idaho Falls, 
Idaho Falls Public Schools, Central, Eagle Rock, 
Eastside, Emerson Elementary, Emerson Primary, 
High, Junior High, Riverside. 

ILuinors—E vanston, Lincolnwood; Jerseyville, Jersey 
Township High; Rockford, Montague; Sherrard, 
Community Pigh. 

InpDIANA—Fort Wayne, Harmar Intermediate, Me- 
Culloch; Indianapolis, Public Number 81; South 
Bend, Boys Vocational, Central Senior High, Col- 
fax. 

Kentucky—Louisville, I. N. Bloom. 

Maine—Sanford, Lincoln; Waterville, South Gram- 
mar. 

Massacu USETTS—Franklin, Thayer; Gloucester, 
Forbes; Plymouth, Cornish-Burton, Hedge. 

MicuiGAN—Freeland Park, Freeland Park Public 
Schools. 

Minnesota—Duluth, Fairmount; Minneapolis, Ban- 
croft, Webster. 

Nevapa—Reno, Junior High. 

New Hampsnire—Pittsfield, Memorial. 

New Jersey—Bernardsville,. Grammar; Camden, 
Beideman, McKinley, Parkside, H. C. Sharp; Fair 
Haven, Knollwood; Long Branch, Long Branch 
Public Schools, Broadway, Garfield, Grammar, 
Gregory, Junior High, Liberty Street, North Long 
Beanch, Senior High, West End; Maywood, Public; 
Middlesex County, Sand Hills; Morris Township, 
Morris Township Public Schools, Collinsville, 
Hanover Avenue, Hillside, South Street; North 
Plainfield, Somerset; Paterson, Public Number 
22; Trenton, B. C. Gregory. 

New Yorx—Ardsley, High; Kenmore, Washington; 
Oneida, North Broad Street, Schenectady, S. B. 
Howe. 

NortH Daxota—Minot, Central, Lincoln, McKinley, 
Primary, Sunnyside. 

Onto—Ashtabula, Park Junior High; Cleveland, 
Landon; Columbus, Beck Street, Dana Avenue, 
Lane Avenue, Milo, Mt. Vernon Avenue, South- 
wood; Lakewood, Harrison, Roosevelt; Lancaster, 
High; Lorain County, Clearview High; Mansfield, 
Brinkerhoff, Bushnell; St. Paris, Johnson-St.Paris 
District Schools; Tiffin, Columbian High; Warren, 
Market Street, West Junior High; Wood County, 
Rossford Public Schools, Eagle Pwuint, Rossford 
High, Walnut Street; Youngstown, Elm. 

PENNSYLVANIA—A bington, Park; Downington, In- 
dustrial; Erie, Home; Packerton, Junior High; 
Berks County, Muhlenberg ‘Township Public 
Schools, Hyde Park, Junior-Senior High, Rose- 
dale, Temple; Delaware County, Upper Darby 
District Public Schools, Bywood, Cardington- 
Stonehurst, Drexel Hill, Fernwood, Garrettford, 


Highland Park, Junior High, Keystone, Primos 
Senior High, Stonehurst Hills; Warren, Jefferson. 
Soutn Daxota—Belle Fourche, Belle Fourche Public 
Schools, Departmental, Gray, High, Lincoln; Mo- 
bridge, Mobridge Public Schools, Beadle, Junior 
High, Lincoln, Senior High; Nisland, Nisland 


eng organized the Na- 
tional Education Associa- 
tion in Philadelphia in 1857. 
Pioneers have guided its 
growth during the decades that 
have seen America rise from 
the weakness and division of 
the fifties to its supreme place 
as a power in world affairs. 
Cne generation after another 
of our best school people have 
put their minds, their hearts, 
and their energies into the 
building up of the Association 
until today it occupies a unique 
place in the life of the nation. 
This growth of professional 
influence and vision is of the 
utmost importance to every 
teacher. During the past dec- 
ade the growth has been rap- 
id. It will be rapid during 
the decade ahead because no 
teacher who considers himself 
professional can fail to appre- 
ciate the opportunity of shar- 
ing in the common tasks of his 
chosen vocation. Today the 
Association touches life at so 
many points and is engaged in 
so many projects that it would 
take volumes merely to de- 
scribe them. 














Public Schools; Wilmot, Wilmot Public Schools. 
TENNESSEE—S pringfield, High. 
Utan—Murray City, Murray City Public Schools, 
Arlington, Bonnyview, Junior-Senior High, Liberty. 
VERMONT—Brattleboro, Green Street. 
West VircintaA—Martinsburg, High. 
WisconsIn—Madison, Doty, Draper, Harvey, Lowell; 
Wauwatosa, Junior High. 


Five Years 


CaLirorNiA—Anaheim, Central; Atascadero, Gram- 
mar; San Francisco, Lafayette, Sanchez. 

Cororapo—Boulder, North Side Intermediate; Engle- 
wood, Lowell; Frederick, Frederick Public Schools; 
Julesburg, Sedgwick County High; Longmont, 
Bryant; Trinidad, Sante Fe. 

Georcia—Macon, Bellevue. 

ILLinois—Burlington, Burlington Township High; 
Downers Grove, Lincoln; East St. Louis, Signal 
Hill; La Grange, Ogden; Maywood, Garfield; 
Rockford, Colonel Ellis, P. R. Walker; Waukegan, 
Washington; Wheaton, Wheaton Public Schools, 
Community High, Holmes, Junior High, Long- 
fellow, Lowell, Whittier. 





INDIANA—Fort Wayne, Nebraska, Rudisill; Rush. 
ville, Belle Gregg. 
Towa—Council Bluffs, Madison; Sidney, Sidney 


Public Schools. 

KAaNnsAs—Atchison, Martin; Bonner Springs, Bonner 
Springs Public Schools, Grade, Junior High, Lin- 
coln, Senior High; Hiawatha, C. H. Janes; Rolla, 
Rolla Rural High. 

Maine—Augusta, Cony High; 
Grammar. 

MASSACHUSETTS—S pringfield, Thomas 
Winchester, George Washington. 
MICHIGAN—Albion, Albion Public Schools, Austin, 
Central, Dalrymple, High, Junior High, West 
Ward; Dearborn, Garrison; Detroit, Breitmeyer, 
Marcy, Philip, Peter Vetal; Highland Park, 

Highland Park Junior College. 

MINNESOoTA—Duluth, Irving; Minneapolis, Edith 
Cavell, Field, Margaret Fuller, Howe, Washing- 
ton; St. Paul, Riverside. 

Missouri—St. Louis, Edward Wyman, Roe. 

NevapA—Carson City, Carson City Public Schools, 

New Jersey—Bridgeton, Irving Avenue, Monroe 
Street; Carney’s Point, duPont Number 1; Dunel- 
len, Whittier; West Deptford Township, West 
Deptford Township Public Schools, Colonial 
Manor, Mantua Grove, Mantua Terrace, Red Bank, 
Thorofare, Thorofare (colored), Verga. 

New Mexico—Roswell, East Side. 

New York—Rome, Gansevoort. 

NortH Carotina—Durham, South Side. 

NortH Daxota—Minot, Junior High. 

Oun10—Akron, Allen, East High; Hotchkiss, Miller; 
Alexandria, St. Albans Township Public Schools; 
Arlington, Arlington Public Schools; Ashtabula, 
Columbus Grade, Division Street, High, Pacific 
Street; Bowling Green, Church Street, Ridge Street, 
South; Cambridge, Park; Canton, Dueber; Cin- 
cinnati, School for Crippled Children; Columbus, 
Felton; Lakewood, Garfield, McKinley; Lancaster, 
Lancaster Public Schools, Cedar Heights, East, 
High, North, South, Utica, West; Mansfield, New- 
man; Maumee, Maumee Public Schools, Fort Miami, 
High, Riverside; Miamisburg, Miamisburg Public 
Schools, Auditorium, Grade, High; Powhatan 
Point, Powhatan Village Schools; Warren, Laird 
Avenue, Frances E. Willard; Youngstown, Jo- 
seph G. Butler, Jr. 

PENNSYLVANIA—Delaware County, Clifton Heights; 
Gettysburg, Gettysburg Public Schools, Franklin 
Street, High, High Street, Lincoln, Meade; Erie, 
Longfellow. 

Texas—Houston, David Crockett, Park Place. 

Utan—Salt Lake City, Lafayette, Oquirrh. 

VirGIniA—L ynchburg, Fairview. 

WASHINGTON—College Place, Public. 

West Vircintia—Elkins, High; Oak Park, Triadel- 
phia District High. 

WISCONSIN—A shland, Ashland County Normal; 
Delavan, Delavan Public Schools; Kenosha, Co- 
lumbus, Jefferson, Washingten Elementary, Wash- 
ington Junior High; Madison, Longfellow; Mani- 
towac, Cleveland, County Rural Normal, Gar- 
field, Jefferson, Madison Junior High, McKinley, 
Roosevelt, Washington Junior High; Wauwatosa, 
Lincoln, Senior High. 


Four Years 


ALasKka—Fairbanks, Fairbanks Public Schools. 

ARIZONA—Bisbee, Franklin; Litchfield, Litchfield 
Public Schools. 

ARKANSAS—Little Rock, Woodruff. 

CALIroRNIA—Anaheim, Broadway, Lincoln; Bakers- 
field, Beardsley; Bonsall, Union; Los Angeles, 
Eastman Street; Santa Paula, Briggs. 

CoLorapo—Canon City, Harrison; Laird, Laird Com- 
bined. 

Gerorcia—A tlanta, Faith, Formwalt, James L. Key, 


Waterville, North 


M. Balliet; 


Lee Street, Charles J. McLendon, Frank L. 
Stanton, Tenth Street, Anne E. West. 
IpaAHo—Boise, Washington. 
ILtinois—Downers Grove, Washington; Evanston, 


Larimer; Ramsey, Ramsey Public Schools; Rock- 
ford, Blake, Church, Franklin, John Nelson. 
INDIANA—Fort Wayne, Franklin, Justin N. Study; 
Hammond, Harding, Irving, Lincoln, Supervisors 
and Special Teachers Department, Washington; 
Sullivan, Junior High. 
Iowa—Dubuque, Bryant. 


| fy 1s of the highest importance that those entrusted with the education of youth and the increase of knowl- 
edge should not be held to abandon their calling by reason of financial pressure or to cling to it amid 
discouragements due to financial limitations. It is of equal importance to our future welfare and progress 
that able and inspiring young men and women should not for similar reasons be deterred from devoting 
their lives to teaching —John D.* Rockefeller. 








OREGC 








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Vol. 19, No. 9 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





317 
Kansas—Girard, Girard Public Schools, Emerson, Washington, Whittier; La Grange, Cossitt; Ma- On1o—Cambridge, Marquand, Oakland; Cleveland, 
High, Junior High, Lowell, Whittier; McLough, scoutah, Community High, Grade; Streator, Empire Junior High, Fowler Junior High, St. 
Rural High. Sherman, Waukegan, Whittier. Clair; Columbus, Siebert; Dayton, Gorman School 
MASSACHUSETTS—Afthol, Highland, Main Street; INDIANA—Indianapolis, Public Number 47, Public 


Brookline, Driscoll; Stoneham, South. 
MicHIGAN—Bellevue, Bellevue Public Schools; De- 
troit, Harris, McKinley; Fremont, Fremont Public 
Schools; Highland Park, Liberty; Lincoln Park, 
Lincoln Park Public Schools, Goodell, Horger, La- 
fayette High, Raupp; Royal Oak, Longfellow, 
Northwood, Washington. 


MINNESOTA—Duluth, Ensign, Morley Heights, 
Oneota, Washburn; Minneapolis, Audubon, 
Cooper, Trudeau; Rochester, Rochester Public 
Schools, Central, Edison, Hawthorne, High, 


Holmes, Lincoln, Northrop. 

NevaDA—Reno, McKinley Park. 

New Jersey—Bernardsville, Olcott; Boonton, Boon- 
ton Township Public Schools; Brigantine, Brigan- 
tine; Camden, H. B. Wilson; Hopewell, Grammar; 
North Plainfield, Harrison Avenue; Pennington, 
Primary; Vineland, Vineland and Landis Town- 
ship Public Schools, Butler Avenue, Central, 
Chestnut and East Street, Chestnut and West 
Street, Cooper’s Mill, East Avenue, High, King- 
man, Magnolia Road, New Italy, North Vineland, 
Oak and Main Street, Orchard Road, Park and 
East Street, Park and Second Street, Pleasantville, 
H. L. Reber, Seventh Street, South Vineland, Spe- 
cial, Spring Road, Trento Avenue, West Side. 

New Mexico—Roswell, Senior High. 

New YorK—Brookhaven, Brookhaven School District 
Number 29; Kenmore, Harding, Lincoln. 

Oun10—A shktabula, Columbus Junior High; Bremen, 
Bremen Public Schools, Grade, Rushcreek Mem- 
orial High; Canton, Liberty; Cleveland, Mt. 
Pleasant, Columbus, Bellows Avenue; Lockland, 
Springdale; Massillon, Brookfield; Smithfield, 
Smithfield Public Schools; Tiffin, Miami; Van 
Buren, Allen Township Centralized Schools; War- 
ren, East Junior High, Garfield; Youngstown, 

> South Avenue. 

OrEGON—Valsetz, Valsetz. 

9 PENNSYLVANIA—Erie, Emerson; Hollidaysburg, Hol- 
lidaysburg Public Schools, Central, Gaysport, Hill- 
crest, Junior-Senior High; Plymouth, Plymouth 
Public Schools, Central, Franklin Street, High, 
Junior High, Nottingham Street, Temperance 
Hill, Vine Street, Willow Street. 

§uuTH CAROLINA—Elloree, Midway High. 

¥Sourh Dakota—Brandt, Brandt Independent School 

| District Number 50; Selby, Selby Public Schools. 

4 UranH—Juab District, Juab District Public Schools, 
Levan Grade, Levan Junior High, Mona, Juab 
High, Nephi Central, Nephi Junior High. 
VERMONT—R utland, Park Street. 

4 WasHINGTON—Everett, Longellow. 

4 West Vircinta—Salem, Junior High, Senior High. 

) Wisconsin—Madison, Dudgeon; Manitowac, Mani- 
| towac Public Schools, Cleveland, County Rural 
| Normal, Garfield, Jefferson, Lincoln High, Madi- 

son Junior High, McKinley, Roosevelt, Washing- 

ton Junior High; Shorewood, Shorewood Public 

Schools, Atwater, High, Lake Bluff; Wauwatosa, 

Wauwatosa Public Schools, Aetna Park, Junior 

High, Lincoln, McKinley, Roosevelt, Senior High; 

Whitefish Bay, Whitefish Bay Public Schools, 

> Henry Clay, Cumberland, Richards. 

») Wrominc—Casper, Roosevelt; Laramie, Fremont; 

Rock Springs, Junior-Senior High; Sheridan, Cof- 

feen Avenue. 





5 


‘ Three Years 
; ARIZONA—Tolleson, Union High. 
> CattrorNia—Vallejo, McKinley. 
CoLoraDo—T rixidad, Columbian. 
ConNEcCTICUT—Darien, Hindley; 
South Windsor Public Schools. 
Rye Street, Union, Wapping. 
> DELAWARE—-Wilmington, Palmer. 
FLornwa—Mount Dora, Grade and High; Pensacola, 
P. K. Yonge, Sarasota, High. 

) Georc1a—A tlanta, Peeples Street; Columbus, City 
View, Waverly Terrace. 

> atio—Boise, Lowell. 

a LUNoIsS—A srora, Greenman; Batavia, High; Charles- 
ton,-High, Jefferson, Washington; Cicero, McKin- 
lev; Downers Greve, Downers Grove Public 
Schools, Community High, Lincoln, Longfellow, 


South Windsor, 
Pleasant Valley, 


— 


Number 67. 





HE National Education 

Association has given spe- 
cial attention to improving the 
status of teachers. It has in- 
sisted that the teacher must 
have a standard of living 
worthy of his calling in order 
that the child may have a fair 
chance. The Association has 
taken the lead in gathering 
facts about teachers’ salaries 
and these facts have been used 
throughout the country to se- 
cure public appreciation of the 
need for paying teachers ade- 
quately. This public apprecia- 
tion of the worth of teachers is 
the safeguard against confu- 
sion and false economy in 
times of uncertainty. Wise 
communities know that they 
prosper most when the stand- 
ard of living is high and that 
the last thing they can afford 
to do is to reduce the living 
standard of teachers. There is 
increasing appreciation of the 
need for secure tenure and 
of the losses that grow out of 
the practise of making teach- 
ers tramps. The Association 
is working on that problem. 














Kansas—Burdick, Diamond Valley High; Garnett, 
High, Irving, Longfellow; Merriam, Shawnee Mis- 
sion Rural High; Wichita, Park. 

Kentucky—Louisville, Robert Fulton. 

Maine—Presque Isle, Gouldville; Skowhegan, Park; 
Waterville, Myrtle, Walnut Street. 

MASSACHUSETTS—Leominster, Pierce. 

MICHIGAN—Detroit, Amos, Cerveny, Doty, Field, 
Thomas Houghton; Flint, W. C. Durant, Home- 


dale; Greenville, Greenville Public Schools, 
Grade, Junior High, Senior High; Hamtramck, 
Junior High; Jromwood, North Side; Jackson, 


Trumbull; Muskegon Heights, Muskegon Heights 
Public Schools, Central, Edgewood, Glendale, High, 
Oak Grove, Porter, South Park, West Park; Sagi- 
naw, Emerson, Hoyt. 

MINNESOTA—Duluth, Adams, Kenwood, Lincoln Ele- 
mentary, Longfellow, Monroe, Salter. 

Missouri—Maplewood, Valley, West Richmond; St. 
Louis, St. Louis Training School Number 14. 

NEBRASKA—Fairbury, Fairbury Public Schools, Cen- 
tral Ward, East Ward, Junior High, Senior High, 
West Ward. 

New Jersty—Bradley Beach, Grammar; 
Dudley; Ridgewood, Union Street. 

New Mexico—Reswell, Junior High. 

New YorKk—Kenmore, Roosevelt; Oneida, Elizabeth 
Street; White Plains, Greenburgh High. 


Camden, 














for Crippled Children; East Cleveland, Rozelle; 
Lorain County, Brookside; Massillon, York; Mt. 
Cory, Union Township Centralized; Preble 
County, Camden Public Schools; Tiffin, Junior 
Order Home Schools; Youngstown, Roosevelt. 

OKLAHOMA—Okmulgee, Checotah, Horace Mann. 

PENNSYLVANIA—Renfrew, Penn Township High. 

SoutuH Daxota—Pierre, Pierre Public Schools. 

TENNESSEE—Cleveland, Central High; Hamilton 
County, Lookout Mountain; Springfield, Spring- 
field Public Schools, High, Junior High, Main 
Street, Woodland Street. 

VERMONT—Enosburg Falls, Enosburg Falls Public 
Schools. 

WASHINGTON—Everett, Garfield, Jackson, Monroe, 
Parkland Lutheran Home; Spokane, Havermale 
Junior High, Libby Junior High; Haugen, Haugen 
State Graded. 

WyYomMiInc—Casper, Willard. 


Two Years 

CaLirorNiA—Alhambra, Ynez Elementary; Cambria, 
Coast Union High; Chico, Chico Vecino; For- 
tuna, Union High; Inglewood, Kelso; Los An- 
geles, Aragon Avenue; Nestor, Southwest Junior 
High; Santa Ana, John Muir. 

CoL_orapo—Greeley, Cameron, East Ward Platoon, 
South Ward; Joes, High; Kim, Kim Public Schools; 
Las Animas, Frey; Olney Springs, Olney Springs 
Public Schools; Trinidad, Trinidad Public Schools, 
High. 

ConnEcTICUT—Bridgeport, Hall. 

Districr or CoLUMBIA—W ashington, Janney, Wesley 
Heights. 

FLorma—Pensacola, Eliza Jane Wilson. 

GEorGiA—A tlanta, S. M. Inman, Luckie Street, I. N. 
Ragsdale, William F. Slaton. 

IpAHO—Boise, Hawthorne. 

ILL1nois—Chicago, Bradwell, Ebinger; Evanston, 
Willard; Geneva, Sixth Street; La Grange, Oak; 
Maywood, Irving, Roosevelt; Rockford, Kish- 
waukee; Woodstock, Dean Street. 

INDIANA—Conmnersville, Maplewood; Dunkirk, High; 
Elwood, Junior High; Indianapolis, Public Num- 


ber 48; Pendleton, Pendleton Public Schools; 
Rensselaer, Primary; South Bend, Benjamin 
Franklin, Girls Pre-Vocational. 

Ilowa—Waterloo, East Side, Roosevelt; Waterloo, 


West Side, West Side Waterloo Public Schools, 
Central, Edison, Emerson, Irving, Kingsley, Lowell, 
Sloan Wallace Junior High, Waterloo Junior High, 
West High, Whittier. 

KaNsAs—Atchison, Washington; Eureka, Eureka 
Public Schools, High, Mulberry Street, North Side, 
Random; Manhattan, Eugene Field, Roosevelt; 
Wichita, College Hill, Waco, Willard. 

MAINE—Dexter, Cedar Street; Skowhegan, Garfield; 
Winslow, High. 

MassacHuseTts—Gloucester, Haskell; Norfolk, Cen- 
ter; Reading, Lowell Street. 

MICHIGAN—Alma, Hillcrest, Lincoln, Republic, 
Wright Avenue, Washington; Detroit, Alger, Camp- 
bell, Carleton, Fairbanks, Goldberg; Flint, Steven- 
son; Grand Rapids, Eastern Avenue; Highland 
Park, Barber; Iromwood, High, A. L. Norrie, 
Oliver; Lansing, West Junior High; Manistee, 
Woodrow Wilson; Vassar, Vassar Public Schools. 

MInNESoTA—Dulath, Bay View Heights, Chester 
Park, Cobb, Endion, Lakeside, Munger; Minnea- 
polis, Blaine, Garfield. 

MississipPi—Starkville, High. 

Missourt—Maplewood, Maplewood Public Schools, 
Junior High, High, Lincoln, Lyndover, Richmond 
Heights, Sutton, Valley, West Richmond. 

MoNTANA—Glendive, Lincoln; Great Falls, Frank- 
lin. 

Nevapa—Gardnerville, Consolidated School District 
A. 

New Hampsuire—Whitefield, High; 
Thayer High. 

New Jersery—Basking Ridge, Public; Cumberland 
County, Dividing Creek, Seabrook; Lawrenceville, 
Public; Liberty Corner, Public; Middletown, Pub- 
lic; Moorestown, Junior High, Lenola; Old 
Bridge, Public; Paramus, Farview; Ridgewood, 


Winchester, 





AIRYING is one of our major industries. Its foundation lies in the Babcock test. More important than 
the cotton gin or the reaper, every teacher may draw inspiration from the fact that the Babcock test 
was developed by a teacher and given to the world without thought of gain. At the meeting of the American 


Country Life Association Professor Stephen M. Babcock of the University of Wisconsin was presented 
'| with the Capper award for distinguished service in agriculture. 











ts 


y 


318 





Benjamin Franklin Junior High; Trenton, Jef- 
ferson; Wyckoff, Public. 


New Yorx—Poughkeepsie, S. F. B. Morse. 


NortH Daxota—Fargo, McKinley, 


Smith. 


Oxntwo—Barberton, Johnsons, Portage; Brunswick, 
Brunswick Township; Cambridge, Lofland; Can- 
ton, Elizabeth Harter, Maple, Roosevelt; Cleve- 
land, Memphis: Columbus, Eleventh Avenue, 
McGufey, Olentangy, Open Air; East Palestine, 
East Palestine Public Schools, East North Avenue, 
Captain Taggart, West North Avenue, Wood 
Street; Kent, Kent Public Schools, Central, De- 
Peyster, High, Junior High, South; Lorain County, 
East Carlisle Rural, Eaton Township, Grafton 
Township, Henrietta Township, Huntington Town- 
ship, Markley, Penfield Township, South Am- 
herst Village, Vincent, Wellington Village; Mantua, 
Mantua Public Schools; Maple Heights, Maple 
Heights Public Schools, Clement Drive, Maple 
Grove: Mechanicsburg, Mechanicsburg Public 
Schocls; Monclova, Monclova Township Cen- 
tralized; New Concord, New Concord Public 
Schools, Grade, High; Ottawa Hills, Ottawa Hills 
Public Schools; Preble County, Verona Public 
Schools; South Euclid, Green Road, Victory Park; 
Stryker, Stryker Public Schools; Troy, Forest, 
High, Kyle. 


Ox.aHoMa—McAlester, Junior High; Tulsa, Osage. 


Emerson H. 


Oxecon—Sweet Home, Sweet Home Union High 
School Number 2. 


PENNSYLVANIA-—Hughesville, High; Northampton, 
Northampton Public Schools, Central, Franklin, 
Junior High, Senior High, Washington, George 
Wolf; Susquehanna, Susquehanna Public Schools. 

Ruope Istanp—-Longmeadow, Old Warwick. 

Texas—Houston, Berry. 

VerMONT—Rochester, High. 

WASHINGTON—Everett, Lincoln, Roosevelt. 

West Vircinta—Hiawatha, Public. 

WISCONSIN—Brandon, 


Cudahy, South Side. 


Brandon Public 


Schools; 


Current Year 
ARIZONA—Duncan, Grammar. 
Ca.irorNiu—Livermore, Elementary; San Francisco, 


Burnett, Grant; Santa Ana, Jefferson, Woodrow 
Wilson; Santa Cruz, Grant. 


Co_orapo—Cheyenne Wells, Cheyenne County High; 
Englewood, Washington; Greeley, Junior High; 
Palisade, Palisade Public Schools; Sopris, Sopris 
Public Schools. 






President, WILLIS A. SUTTON 
















Joy Eumer Morcan, Editor 





committee reports, and other regular publications of the Association. 
The payment of $100 gives the privileges of the $5 active membership for life. 


Subscription to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Members are kindly requested to report 
at once any change of address, giving old as well as new address. 


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


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





December, 193) 





DeE_aware—W ilmingtonm, Alfred I. duPont, Public 
Number 25. 


GeEorcia—A mericus, East Americus; Atlanta, Crew 
Street, Davis Street, English Avenue, Forrest 
Avenue, Goldsmith, Highland, Home Park, Inman 
Park, Jerome Jones, Kirkwood, Moreland, Morn- 
ingside, Ella W. Smillie; Macon, Cross Keys, Fort 
Hewkins. 


Ituinois—Congress Park, Public; Glen Ellyn, Ben- 
jamin Franklin, Hawthorne, Main Street; Hills- 
boro, Edison; Lake Forest, Lake Forest Public 
Schools, Everett, Gorton, Halsey; Shelbyville, 
Shelbyville Public Schools; Springfield, Converse 
High. 

InDIANA—Dunkirk, Dunkirk Public Schools, High, 
Sutton; Garrett, High, North Ward; Indianapolis, 
Public Number 71; Lanesville, Franklin Town- 


ship High; Rensselaer, Rensselaer Public Schools, 
Grammar, High, Primary; Vincennes, La Salle. 


Iowa—Des Moines, Brooks; Dubuque, Lincoln; Fort 
Dodge, Duncombe, Pleasant Valley; Sumner, Sum- 
ner Public Schools; Waterloo, East Side, Alcott, 
Grant. 


Kansas—Holton, Holton Public Schools, Central, 
Colorado, High; Paola, Junior High, South. 


KeENTUCKY—Lexington, Maxwell. 


Loutistana—New Orleans, McDonogh Number 23, 
McDonogh Number 31. 


MASSCHUSETTS—I pswich, Shatswell; Medford, Her- 
vey; Newton Centre, Ward; North Andover, 
Union. 


MICHIGAN—A/ma, Junior High; Detroit, Clinton, 
Hancock; Flint, Coolidge, Hazelton, Parkland, 
Roosevelt; Inkster, Daly; Jackson,* Bloomfield; 
Lansing, Walter French Junior High; Lincoln 
Park, Herbert Hoover; Ludington, Foster; Mid- 
land, High; Saginaw, Houghton, John Moore, Otto 


Roeser; St. Clair, St. Clair Public Schools, Grade. 
Senior High. 


MINNESOTA—Duluth, Congdon Park, Grant, Madi- 
son, Merritt, Morgan Park Elementary, Norton 
Park, Riverside; Minneapolis, Harriet Beecher 
Stowe, Lowell, Motley, Prescott. 

MississipP1—Lorman, Consolidated. 

Missour!t—Kansas City, Linwood. 

MoNnTANA—Great Falls, S. D. Largent. 


NeEBRASKA—Grand Island, Lincoln; Northport, North- 
port Public Schools. 


NevapA—Carlin, Grade, High, Las Vegas, High. 
New Hampsuire—Rochester, Allen, School Street. 





The Jetiiaal i. the N aticund Ealiawtion Association 


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








The payment of $2 active membership dués entitles a member to attend all meetings of the Association and its departments, to vote for delegates 
to the Representative Assembly, to hold office, and to receive THE JOURNAL. 


e payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, to receive the Proceedings, 
One dollar of each membership fee is for a year’s subscription to THE JOURNAL. 





_. Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. } 
mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. | 





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























888 sss a DS 


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


a program of service—service to the teacher, service to the profession, and service to the nation. Its supreme purpose is the welfare 
of the childhood of America.—Adopted at Atlanta, Georgia, July 3, 1929. 











NE 


New Jersey—Bloomfield, Liberty; Camden County, 
Delaware Township, Delaware Township Public 
Schools, Coles, Erlton, Hinchman, Sharp, Stafford, 
Still; Lawrence Township, Lawrence Tow 
Public Schools; Dorchester, Leesburg; Fairton, 
Public; Morris Township, Alfred Vail; Northfield, 


Northfield Public Schools; Verona, Laning Ave. 
nue. 


New YorK—Almond, High; Clinton, High; Johnsoy 
City, Roberts Street; Middleport, Union; 
Monsey, Elementary. 


NortH Carotina—Halifax County, Halifax County 
Public Schools; Spencer, Spencer Public Schools, 

Nortn Daxota—Bismarck, Bismarck Public 
High, Richholt, Roosevelt, Wachter, William 
Moore, Will-Junior High; Fargo, Agassiz, Lincoln, 
Roosevelt Platoon, Woodrow Wilson; Haynes, 
Haynes Public Schools; Mayville, State Teachers 
College. 


On1o—Akron, Henry; Avon Lake, Public; Canton, 
Clarendon Avenue; Cleveland, West Junior High, 
West Senior High; Cleveland Heights, Canterbury; 
Columbus, School for Crippled Children; Lake. 
wood, High; Perrysburg, Perrysburg Public 
Schools, Elementary, High; Seville, Public; Spen. 


cer, Chatham; Tiffin, Noble; West Chester, Union 
Township Centrelized. 


OxLtaHoMa—Oklahoma City, University Heights; 
Okmulgee, Okmulgee Public Schools, Checotah, 
Emerson, Franklin, High, Lee High, Horace Mann, 
McKinley, Roosevelt, Webster, Wilson; Tulsa, 
Emerson. 


Or2&GoN—Boardman, Boardman Public Schools, 


PENNSYLVANIA—Emporium, West Ward; Red Lion, 
Red Lion Public Schools, Grammar, Junior. 
Senior High. 


SoutH Caro_ina—Bennettsville, Neuffer; Kemper, 
Public. 


SvdutH Daxota—Sioux Falls, Lowell. 
TENNESSEE—Cleveland, Arnold Memorial. 
Texas—T exarkana, Junior High. 
VERMONT—Burlington, Champlain, Ira Allen. 
Vimcinia—Portsmouth, Sixth Avenue. 
WASHINGTON—Seattle, Orillia; Wenatchee, Stevens. 


West Vircini—Clarksburg, Hepzibah; Fairmont, — 


Jayenne Grade and Junior High; Salem, Salem 
Public Schools, East End, Junior High, Senior 
High, West End; Sistersville, Junior High. 

WIsconsIn—Edgerton, Edgerton Public Schools; 
Kenosha, Edward Bain. 


Wyrominc—Casper, McKinley. 





Secretary, J. W. CRABTREE 










Acceptance for 


Harotp A. ALLAN, Business Manager 












Et Vol. 19, No.9 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION A-241 By 








The ruffed grouse goes on dress parade. (From the 
Eastman Classroom Film, “The Ruffed Grouse.” 


“Stir 


Borne on human shoulders, tin comes up from the 
mine. (From the Eastman Classroom Film, “Tin.” 





the Imagination 


... and the words will come... 





4 





N EAsTMAN CLAssROOM FILM was shown toa 
A group of pupils for the first time. Questions 
and discussion followed. The teacher was as- 
tounded at the unusual number of volunteers, 
and at the enthusiasm and comparative ease 
with which they expressed themselves. 


Such is the power of visual experience to fire 
the imagination of children. Eastman Class- 
room Films, bringing the 
world’s experience to the class- 
room in pictures brimful of life 
and action, inspire original ideas 
in the minds of pupils. 

With ideas to express, the 
children eagerly seek out the 
words to express them. They 
progress from visual experience to 
vocabulary. They do not run the 
chance of going from meaning- 
less words to visionary, inac- 
curate conclusions. 





grow, the words are vivid and full of meaning 
... the first and most important requisite for 
easy self-expression. 

ee @ 

Eastman Classroom Films are not a substi- 
tute either for the teacher or for long estab- 
lished classroom methods and devices. School 
authorities are beginning to realize more and 
more the significant value of 
these films in supplementing other 
teaching devices. As a result 
they are being widely used, not 
only in the United States but 
also in thirty foreign countries. 

The makers of Eastman Class- 
room Films are glad to answer 
questions relative to the cost, 
application, subject matter and 
other phases of this modern 
teaching aid. On occasion prac- 


Classroom Films arouses enthusiasm and tical demonstrations can be ar- 
stirs the imagination, supplying both the 


Thus, as their vocabularies  Gesire and the material for self-expression. tanged. Write for full details. 


EASTMAN TEACHING FILMS, INC. 


Subsidiary op EASTMAN KODAK COMPANY . . . ROCHESTER, NEW YORK 


Mention Tue Journat when writing our advertisers. 


— 





Srv 5 


A-242 


THE Jou RNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Sn ae 











A message from President Sut- 
ton—On November 11, President Wil- 
lis A. Sutton sent the following message 
to state superintendents and commission- 
ers of education: 

Let every member of the National Educa- 
tion Association lend active help to local 
commissions assisting the unemployed as you 
assisted Mr. Hoover in food conservation in 
1918 and let every member use his influence 
to speed up public building projects. There is 
no better and more efficient body of workers 


in the nation than teachers whose lives are 
consecrated to a great cause. 


Stand firm for your profession— 
Do you know that the present level of 
salaries, the gain in tenure and retire- 
ment allowances, were secured through 
the activity of the organized profession ? 
Are you not also aware of the fact that 
it requires a larger and stronger organi- 
zation to carry over the present critical 
period ? Don’t forget that each of us has 


ee ew ee 0 re 


December, 1930 





NOTES and ANNOUNCEMENTS 








a very definite duty to perform along this 
line. Let all principals in your state back 
President Sutton in his great national 
campaign for the schools. Let their re- 
sponse be a supreme demonstration of the 
vision and loyalty of the teaching pro- 
fession.—J. W. Crabtree. 


The Journal’s tenth anniversary 
—A special number in January, 1931, 
will celebrate the tenth anniversary of 
the first issue of THe JouRNAL of the 
National Education Association. The re- 
markable growth of the profession is sug- 
gested by the fact that within the dec- 
ade this periodical has grown a thousand 
percent in circulation. It reaches into 
every county in this country and into 
every nation in the world. 


A splendid achievement—The 
Booker T. Washington school of New- 
port News, Va., is the first colored 











* 


school in that city to reach a 100% enrol- 
ment in the National Education Associa- 
tion. To endorse this movement on the 
part of his teachers, the principal, N. B. 
Clark, took out a life membership. This 
makes a total of seven life members for 
Newport News—five white and two col- 
ored—a record for the state. 


Proceedings available—The Asso- 
ciation volume of Proceedings is now off 
the press. It contains the addresses de- 
livered at both the Atlantic City and 
Columbus conventions together with the 
minutes of the Representative Assembly 
and the Association’s governing boards 
and committees. It is sent to all life and 
$5 members. It may be purchased by 
others for $3. The Proceedings furnish 
from year to year a continuing history of 
American education. 


(Continued on page A-2+4) 












Project 
Printed Matter 


Can Natel 


in 


Your Classroom 


Model Q will enable you to use post 
cards, pictures in books, compositions 
and all opaque material. It 
lists at $75.00. It is easily 











Courtesy of the National Colluge of Education, Evanston, IU. 


Hetp your pupils to see scenes which supplement your in- 
struction in geography, history, and nature-study. The S. V. E. 
Picrurot Projector is education’s modern aid. Throws still 
film pictures on screen or wall. Many films available. 
Machine is easily operated. 


Society ror Visuat Epucation, Inc. 
Dept. 5120, 327 S. LaSalle Street, Chicago, Illinois 


Please send details about S.V. E. PICTUROL Projector. 











| Name. eee EEE Ldeeadis 
Address : ‘ a 3 Pee bee 
City 4 + ie State rare acid 

- , _ 


Society For VISUAL EDUCATION, INC. 
~\Vanufa lurers, Producers and Distribut 1S Of Visual Aids 


327 SOUTH LASALLE STREET CHICAGO, ILLINOIS. 

































ES - DELINEASCOPES - VISUAL AIDS - OPTICAL ME | 
ar NCD. VN ENS rn Ve. 
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operated and has handles 
for moving about. 
Where both 
opaque material | 
and lantern slides | 
are to be used, Model QA 
(illustrated) will give ex- 
ceptionally good illumina- 
tion. 
Send for the new catalog K69 describing these outfits and | 
all other Spencer lanterns. 




















































Mention THe JournaL when writing our advertisers. 





Vol 








Vol. 19, No. 9 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-243 


































Typewriting cA wards 








The discontinuance of awards by four leading typewriter com- 
panies forces the schools to look elsewhere to secure material 
recognition of typing ability as an incentive for increased effort. 


The L. G. Balfour Company is pre-eminently fitted to continue 
where the typewriter companies left off, as all of the award 
emblems for Underwood and L. C. Smith have been made for 
eight years by Balfour. Also, some of the Remington and Royal 
awards have been Balfour made. 





Full information may be secured by addressing the L. G. 


king school bi b Wi 
Balfour Company, P. O. Box 718, Attleboro, Mass. Making schoel Bis oe aan Vie 


Elementary School, Philadelphia, with a 
Filmo movie camera filming the Flag 
Salute Drill. 


FILMO 


is no 
“hickory limb” projector 


@ Filmo School Projectors are for use—hard, con- 
stant, and often none too careful. Of the many 
thousands of Filmo Projectors in daily use, not one 
has worn out in more than seven years, and each is 
as accurate and dependable as the day it was made. 
When a school buys Filmo Projectors, it doesn’t 
put them away in the vault for safekeeping. It 
puts them to work, day after day, fulfilling their 
function of visual instruction efficiently and eco- 
nomically. 





Representatives cover every state in the country to serve the 
schools in the purchase of class jewelry, commencement an- 
nouncements and club insignia. Branch offices are conveniently 
located. Wire or write either for service on class jewelry or 
typing awards. 


The Life Membership pins, buttons and keys of the National 
Education Association are made by Balfour. 








Filmo costs more, certainly—just as steel and 
stone cost more than wood. Your school building 
might have been built for less, but it wasn’t. Why? 
Because real economy is based on endurance and 
dependable service. You should demand the same 
of your motion picture projectors—a demand Filmo 
is designed and manufactured to meet. 


Whatever your position, let us send you the 
folder **Filmo in Schools and 
Colleges,” or ask a Filmo 
dealer to give you a free dem- 
onstration of the Filmo 
School Projector in your 
school rooms. 


Second Edition 251 Pages 






A Program for Public Schools and 
Teacher-Training Institutions 









First published in 1924, reprinted several times since, 
and now revised and enlarged by the Joint Committee 
on Health Problems in Education of the National 
Education Association and the American Medical 
Association. 








4 
4 
a 






This report has been expanded from 164 pages to 251 
pages. The subjects covered, as shown by the chap- 
ter heads, are the same as the original report but 
added space has been given to new developments. 
The references for teachers printed at the end of each 
chapter, together with the general bibliography at the 
end of the volume, have been thoroughly revised and 
will prove useful to teachers seeking up-to-date and 
authoritative information about the topics presented. | 


Paper Bound, $1.25 each; Cloth Bound, $1.75 each | 


Discounts as follows : 
2 to 9 copies, 10 percent; 10 to 99 copies, 25 percent ; 
100 or more copies, 33 1-3 percent. 









@ Filmo 57-E, School Projector, 250 

wait, 5 amp. lamp; geared rewind; fixed 

resistance; 45-50 condenser; special case. 
Price, $205. Other models $198 up. 


sat 


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Ska 
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nh ES 


BELL & HOWELL 
FILMO 


Professional Results with Amateur Ease 











seth 





Orders not accompanied by funds are subiect to transportation charges 





Bell & Howell Co., Dept. X, 1816 Larchmont Av Chi IIL 
NATIONAL EDUCATION AMERICAN MEDICAL | New Y P eae, Sea 
ork, Holl , Lond B & H Co., Ltd. i 
ASSOCIATION ASSOCIATION ’ emeamnens 0», Led.) Established 1907 
; 1201 Sixteenth Street 535 No. Dearborn Street | 


Washington, D. C. Chicago, Illinois 


















Mention THe Journat when writing our advertisers. 





2 RE or ma 


—_ 


A-244 


(Continued from page A-242) 

Nationwide school printing proj- 
ect—This project, sponsored by THE 
JouRNAL, will be especially attractive to 
schools where printing is taught. The 
copy to be used for the 1930-31 project 
is the Pact of Paris. This is a poster 
which should be on the wall of every 
schoolroom in the country. The materials 
were mailed a few weeks ago and should 
now be in the hands of all schools where 
printing is taught. Any teacher of print- 
ing who did not receive this material may 
obtain a copy without cost by writing to 
THE JouRNAL at 1201 Sixteenth Street 
N. W., Washington, D. C. 


Nationwide school cartoon proj- 
ect—The Division of Publications of 
the NEA announces the second nation- 
wide project in cartoon drawing by high- 
school students. In 1930, seventy-nine 
cartoons were submitted. Many of them 
exhibited great skill in drawing. Many 
uses may be found for cartoons in con- 
nection with the general program of 
keeping the public as well as the student 
alive to the significance of education. Any 
senior high-school art teacher may re- 
ceive material by writing to the Division 


Greater Unity 


Life Membership 


THE NEW BUILDING will cost 
about $350,000, the funds having been 
provided by the 3,800 life members. It 
will be one of the finest headquarters 
buildings in the National Capital. What a 
fine monument it is! But these life mem- 
bers together with 100 percent schools 
are building a higher and finer monu- 
ment than this—the teaching profession. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


of Publications at 1201 Sixteenth St. 
N. W., Washington, D. C. 


The rural problem—The readjust- 
ment of rural life to the new conditions 
is one of the major problems of today. 
This field deserves special study by all 
teachers, more especially by teachers and 
school officers who are responsible for the 
leadership of rural life. THE JouRNAL 
hopes to bring together during the com- 
ing months the richest body of literature 
on rural life to be found anywhere. 


For rural teachers—Schools wish- 
ing material on agriculture prepared 
especially for one-room schools may ob- 
tain a useful bulletin free on request by 
writing to Successful Farming, Des 
Moines, lowa, asking for the Rural 
Schools Bulletin. This bulletin carries no 
advertising. 


To classroom teachers—In a mes- 
sage to members of the Department of 
Classroom Teachers the president, Mi- 
riam D. Eisner of San Francisco, Calif., 
says: 


The National Education Association is the 
greatest unifying force in American edu- 
cation. It would be difficult to estimate the 





An Opportunity for Service 


LIFE MEMBERS and 100 percent 
schools give an enduring solidarity to the 
profession and prepare the Association 
for protecting education in a crisis. The 
present economic disturbances together 
with crop failures produce a serious situa- 
tion which must be met. Let life mem- 
bers and all other leaders aid in averting 
the educational breakdown which would 


Use this blank and ENLIST NOW 


MR. J. W. CRABTREE, Secretary, National Education Association, 


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


Dear Mr. CRABTREE: 


December, 1930 


part it plays in improving the social and 
economic status of the teaching profession, 
The Classroom Teachers Department should 
be the most vital unit in the National Edv- 
cation Association. It will continue to grow 
in strength and influence exactly in propor- 
tion to the interest of the classroom teachers 
themselves. 


The national speech tournament 
—The National Forensic League, a high- 
school honor society operated and con- 
troled entirely by its component schools, 
will sponsor a national speech tourna- 
ment for 1931. It is to include debate, 
oratory, declamation, and extempore 
speech. The entries will be limited to 
winners of state contests. For further in- 
formation consult Bruno E. Jacob, secre- 
tary, National Forensic League, Ripon 
College, Ripon, Wisconsin. 


Of interest to teachers of geog- 
raphy—The National Society for the 
Study of Education has invited the Na- 
tional Council of Geography Teachers 
to cooperate with them in the preparation 
of their 1933 yearbook. This volume of 
400 to 500 pages will be devoted entirely 
to the subject of geography. 


A JoURNAL series satisfies a need 
—I want to commend you for including 


Greater Concern for the Future 


in the Profession 


undoubtedly take place were it not for 
active, efficient state and national asso- 
ciations. 

Why not take this opportunity of be- 
coming a life member before Christmas? 
500 new members before January 1 would 
add a substantial amount to the Per- 
manent Fund for furnishing and operat- 
ing the new building. 


I wish to take this opportunity to become a life member on the ten-payment plan, making my first payment February 1, 1931. I understand that the balance can be 


paid in nine equal annual installments. 


Name 


Address 


(Fill out, return at once and receive by return mail the life membership certificate, card and gold emblem.) 


Mention Tur Journat when writing our advertisers. 








Vol. 19, No. 9 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





in THE JOURNAL the series of articles on 
mental hygiene by Clara Bassett, con- 
sultant in psychiatric social work for the 
National Committee for Mental Hy- 
giene, New York City. I feel that most 
serious attention must be paid to the field 
of mental hygiene by our school people. 
—Herbert L. Spencer, principal, Henry 
Clay Frick Training School for Teach- 
ers, Pittsburgh, Pa. 


An opportunity for winter study— 
The Committee on Cultural Relations 
with Latin America, after a year’s study 
on how the United States may become 
better informed on questions relating to 
her southern neighbors, has announced a 
Seminar in the Caribbean. The dates are 
Feb. 14-Mar. 4, 1931. For information 
address the above mentioned committee 
at 112 East 19th Street, New York, 
N. Y. 


Help stamp out tuberculosis— 
Funds for the year-round campaign 
against tuberculosis must be raised in the 
short period between Thanksgiving and 
Christmas by the sale of Christmas seals 
at one penny each. Make your Christmas 
packages doubly attractive by sealing 
them in this way. 


George Washington University 
adopts five-day working week for 
administrative staff—The five-day 
week for members of the administrative 
staff of The George Washington Univer- 

} sity has been declared by the Board of 
Trustees of the University, “in light of 
the tendencies in the presentday social 
and economic system of America, in order 
that The George Washington Univer- 
4 sity may sponsor leadership therein, and 
} because of the splendid attitude on the 
part of our administrative staff.” In an- 
nouncing the adoption of this policy, Dr. 
Cloyd Heck Marvin, president of the 
University, said: 

The time has come in modern society when, 
with the present creative power of the people, 
» there must be more time for the pursuit of the 
avocational life; more time for the develop- 
ment of family life; more time for recreation 
jin order better to fit the people for the in- 
} ‘nse activity in which they must engage dur- 


ing-the time they spend to further the work 
of the world. 








An encouraging report—Stock mar- 


) ket crashes and unemployment have failed | 
| to disturb the downward trend of infant | 
mortality in the cities of the United States 


during 1929, according to a report just 

. issued by the American Child Health As- 

} “ciation, in which the figure of 66.2 

} deaths among each thousand births is an- 
(Continued on page A-246) 


eople who read this amusing 


little book should... 






THE STRANGE CASE 





OF MR SMITH" 


tee 
Have Fewer Colds 
This Winter 


When we refer to Mr. Smith's 

| adventure as a ‘‘case,’” we mean 

that Mr. Smith had a bad cold in 
the head. 


In fact, as the author says, 
‘“Besides having a bad cold in 
the head, Mr. Smith also had a 
wife, Mrs. Smith, who also had 
a cold in the head, and a daugh- 
ter, Elithabeth Thmiff, who 
thome-how alwayth had a code 
in the heb . 


Yet, ‘‘the Smiths always wore 
their rubbers they were 
always rubbing their chests with 
something they never sat 
in a draught and in cold 
weather all three wore their 
prickly underwear. 


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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


December, 1930 





HOLDEN 


Book Covers 


Springfield, Massachusetts 





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A comprehensive study by a committee of 
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ALF the fun of Christmas is 
“doing up” the packages. 
The other half is opening them. 
The 1930 Christmas Seals will 
add beauty to any Christmas mail. 
Better still, the funds from the sale 
of Christmas Seals will help pro- 
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Use Christmas Seals freely and so 
extend the Christmas spirit of 
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year. Get your supply of Christmas 
Seals today. 


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Mention THe Journat when writing our advertisers. 


(Continued from page A-245) 
nounced. Next to the rate of 64.9 at- 


tained in 1927, the rate for 1929 is the 
lowest ever recorded for the cities of the 
country. The decline has been almost 
continuous since 1915 when the Birth 
Registration Area, formed for the collec- 
tion of dependable information, was or- 
ganized. In 1928 the rate rose slightly 
to 68.3 over the low point of 64.9 in 
1927. Fifteen years ago the rate was near 
100. Today the rate is but two thirds 
what it was just after the World War 
started. 


Your school may visit Porto Rico 
—A letter from Theodore Roosevelt, 
governor of Porto Rico, announces the 
filming of a two-reel production entitled 
‘Porto Rico” which gives a picture of the 
island, past, present, and future. The 
picture may be had from the Motion 
Picture Bureau of the Y. M. C. A., 120 
West 41st Street, New York, N. Y., and 
1111 Center Street, Chicago, Illinois, 
without cost other than express charges. 
Why not make it a part of your geogra- 
phy project or your World Goodwill 
plans this year ? 


A new college plan—During the 
coming terms we plan to inaugurate in 
California Christian College a new pro- 
gram. Our purpose will be to make col- 
lege education more cultural, more prac- 
tical, more Christian. Our method will 
be that of building and constantly re- 
building a curriculum that is truly life- 
centered, based on the interests and needs 
of presentday life rather than on the de- 
mands of an antiquated civilization. 

Like many other educators, we have 
been willing to drift along in the lines 
of least resistance. Although we have 
known that the present type of formal 
book-centered curriculum has not been 
producing the results in personal develop- 
ment that should be obtained, still we 
have hesitated to make the change, pos- 
sibly because we were afraid of the new 
adventure or perhaps because we did not 
know exactly on which road to turn. 
But at last we have determined at any 
cost, to be true to our convictions and 
consequently to play fair with our stu- 
dents. We have decided to accept the 
challenge of the president of one of our 
leading universities, who has asked: 
“Why say that the old, formal methods 
of education are wrong and then con- 
tinue to practise them in our work?” 

We are ready now to do everything 
within our power to help every student 
in our college to gain a real education: 

(Continued on page A-249) 














Vol. 19, No. 8 


EVERYTHING 


\ 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


A-247 





FOR 


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\May we send you free copies 
of the new Procter & Gamble 
_ Educational Bulletins? 


Bulletins for 1930-31 appear in 2 editions 





The first describes The Cleanliness Crusade 
material and other related educational and 
recreational projects, re-edited by Dr. Bonser 
of Columbia University, and classified for all 
grades from the first primary up through high 
school. For high school grades there is in- 
cluded special project work in history, geog- 
raphy, industrial geography, industrial arts, 
and home economics. 


>The other describes material of particular in- 
) terest to Home Economics teachers. It also 
lists material for special uses which would be 
difficult to classify under specific headings. 


Please use the coupon below in requesting 
© bulletins. 





3 ee eT ern Pee Gre. 
) PRocTER & GAMBLE, Educational Dept. M-1230 
Cincinnati, Ohio. 
Please send me— 


Bulletin No. 1 (Cleanliness Crusade, etc.) 
Bulletin No. 2 (Home Economics) 





The National Small Sculpture Committee, 80 


~|East 11th St.. New York, announces the 

>| Seventh Annual Competition for small sculp- 

» | tures in white soap. Complete information 

+} 0n the competition and interesting material 

| for the use of soap sculpture as recreational 
Projects in schools of all grades will be sent 
Upon application to the Committee. 





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A-248 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION December, 1930 “mses 
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NORWAY, SWEDEN, DENMARK in ar 

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and 6 other countries in help 


EUROPE New Luxury Liners 
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holm (the Venice of the North), Oslo LEAVE DEC. 24 
(Christiana), Copenhagen . . . the Hans for 9-13-16 DAY TRIPS 
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sight-seeing excursions. Excellent accom- Brilliant holiday life aboard 


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Spring tours and other tours, $295-$1500. -_ertiving in Flevene et 


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} mercialized child labor. The only way | 


December, 1930 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


A-249 





(Continued from page A-246) 


which means, as we see it, a thorough 
preparation (in so far as that is possible 
in an undergraduate institution) for the 
highest and most abundant living. To 
help in the accomplishment of this aim 
two very significant changes are being 
made: 

(1) A reorganization of the entire 
curriculum, grouping all courses around 
the great issues of life, such as physical 
health, social behavior, good citizenship, 
a Christian philosophy of life, forceful 
expression, appreciation of fine arts and 
literature, and vocational guidance. 

(2) Allowing students the privilege of 
majoring either in a subject, such as his- 
tory, Bible, etc., or in a chosen vocation, 
such as teaching, ministry, and the like.— 
From the California Christian Collegian. 


Shall we guard our children as we 
do our automobiles?—New automo- 
biles are driven carefully for the first five 
hundred miles in order that the mechan- 


ical parts may become seasoned and ad- | 


justed. It is equally important to safe- 
guard youth during the period of adjust- 
ment from the excessive strain of com- 


this can be effectively done throughout 
America is for the states to ratify the 


: proposed Child Labor Amendment to the 


spe’ 


| Constitution. Every teacher should work 


toward this end. 


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OW discouraging is 

the period of con- 
valescence, when the un- 
paid bills keep piling up 
and there is nothing com- 
ing in with which to pay 
them. A single illness or 
accident often dissipates 
the savings of many 
years—all because the / 
teacher “hadn’t figured 
on” being disabled. 


How different everything is when the Post- 
man brings a monthly check from the T. C. U.! 


“Your letter, with the enclosed check,” writes 


Anna B. Kennedy, Brookfield, Mass., “came as a 
| delightful Christmas present, just as I was feel- 


ing in the depths because of hospital, nurse and 
surgeon bills, to say nothing of a substitute earn- 
ing my school money. Words are wholly insuffi- 
cient to express my appreciation.” 


No Place in the Budget 
for Doctors’ Bills 


Many a teacher, like Anna Irene Jenkins, Los 
Angeles, Cal., enjoys such good health as to make 
it seem unnecessary to provide for doctor bills. 
Fortunately, however, she did make T. C. U. pro- 
vision. We quote from her letter: 


“TI deeply appreciate your courtesy in caring for 
my claim. I am so used to being well "I had left 
no place in my budget for doctors’ bills, and your 
check was certainly a Godsend.” 





You Aren’t Half as Sick 
When You’re Sick 
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gured 


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Get on the T. C. U. 
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Our records for many years prove that 
one teacher in five suffers enforced idleness 
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turn may come—it often does—when you 
least expect it. How fortunate it was that 
Miss Amanda E. Sharpe, San Francisco, 
Cal., had her T. C. U. umbrella when she 
so suddenly needed it! In the twinkling of 
an eye it happened. She writes: 

“The morning I met with my accident, I 
never felt better in my life. I even thought 
about it as I walked to school. The next 
moment I was injured severely. How little 
one knows what can happen!” 

While you are still in good health, and 
free from injury—before it is too late—get 
your name on the “T. C. U. Payroll.” En 
joy that comfortable feeling of knowing 
that the Teachers Casualty Underwriters 
stands ready to guarantee you an income 
when your regular income is cut off by 
reason of Accident, Sickness or Quarantine. 

Don’t put it off—don’t wait until it is 
too late to protect yourself under the T. 
C. U. umbrella. 

Just fill out and mail the coupon. We 
will then mail you full particulars of how 
we protect teachers. Please do it today. 


Teachers Casualty Underwriters 
612 T. C. U. Bidg. Lincoln, Nebr. 


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A-250 


NATIONAL COLLEGE 


Spring term opens February 2. 





THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 











Telephones: Harrison 2642, Harrison 2643 
Catalog 


2 THE YATES-FISHER TEACHERS’ AGENCY 
: OF EDUCATION PAUL YATES, Manager 

: NATION th ARTEN 620 South Michigan Avenue, Chicago 

Py and ELEMENTARY COLLEGE 

i 


Box D-120, Sheridan Road, 


Perry Kindergarten Normal School 


Founded 1898 by Annie Moseley Perry 
3-year course for high school graduates desiring to 
become nursery school, kindergarten, primary and play- 
ground teachers. Limited enrollment insures personal 
attention. Supervised practice teaching. University 
eredits. Send for booklet ‘‘Training Children.”’ 

HARRIOT HAMBLEN JONES, Principal, 

25 Huntington Ave., Room 316, Boston, Mass. 


KEEP ABREAST 
IN YOUR SUBJECT 


> 


1EARN CREDIT 
TOWARD A DEGREE 


While teaching, use the 


HOME STUDY 
courses for Teachers in Rural. Primary, 
Grade and High Schools—or for Super- 
visors and Principals, which the University 
gives by correspondence. 450 courses in 
45 subjects yield credit toward either a 
Bachelor’s degree or Teaching Certificate. 


Write for booklet giving full information. 


The Aniversity of Chicago 


Chicago 


S01 Ellis Hall 





oO 


One gross (144) of 
Extra Fine Pencils 
with schoo] name 
or any inscription 
you may desire, not 
exceeding 32 char- 
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EES A A AL A SA A A A A a ee ( 


TEACHERS --This Christmas Give Your Students 
Personal Name Pencils 


The recipient’s name on every pencil in gold color 


EXTRA FINE PENCILS 


are packed in beautiful 
holly boxes, three pencils 
in a single box, one name 
to a box, 15¢e; six pencils 
to a single box, 25c; one 
dezen pencils to a box, 45c. 





Evanston, III. 


SOUTHERN TEACHERS’ AGENCY 


Columbia, S. C. Richmond, Va. Chattanooga, Tenn. Louisville, Ky. 
COLLEGE AND SPECIALIST BUREAU 
Memphis, Tenn. 
Will be represented at the 
N. E. A.MEETING 
DETROIT, FEBRUARY, 1931 


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 


uanieonn conn. Members National Assn. of Teachers’ Agencies 


Current Issues 


Teacher Retirement 
VOL. Vill, NO. 5 64 PAGES NOVEMBER, 1930 


This Research Bulletin is of vital interest to every member of the profession. It contains up- 
to-date information about the progress made in this field. 


25¢ each 
NATIONAL EDUCATION ASSOCIATION 


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Last year teachers from every State the delight of each of your pupils at 
gave pupils and friends Individual receiving such a PERSONAL gift from 
Name Pencils, with the recipient’s name you this Christmas. Packed in fine 
engraved in gold color on each pencil. Holly Christmas Boxes of extra heavy 
This year thousands of others will select material, with holly leaves and berries 
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December, 1930 


THE CARY TEACHERS’ AGENCY Our methods conform to the high- 


est standards of placement work 


14 Beacon Street 
BOSTON, MASS. 

















THE BIG TRAIL | 


ITS IMPORTANCE 






















READ AND FOLLOW THESE RULES 
OF THE CONTEST 


THE BIG TRAIL was produced just 100 years 
after the departure of the first wagon train from the 
Missouri River tothe West. In honor of the anniver- 
sary, Fox Film Corporation will pay for the best 
essays by Public High School students on the impor- 
tance of the big trail in American history $200 in 
prizes. $100 for First Prize, $50 Second Prize, $35 
Third Prize and $15 Fourth Prize. 


The contest is not upon THE BIG TRAIL the picture, 
but upon that trail followed by the emigrants, known also as 
Oregon Trail, Emigrant Trail, etc. In the contest the term 
is to be considered as covering the economic, political and 
social aspects of the great migration. No entry fee necessary. 
Essays to be not more than 750 words long, legibly written 
on one side of the sheet only. Neatness, accuracy, depth of 
thought and ability in expression will all count. No manu- 
scripts can be returned. Contest closes midnight of March 1, 
1931, all entries to be in the Fox main offices by that time. 


Each contestant must mail in entry blank properly filled 
out before sending in manuscript. These blanks may be had 
without charge at your local motion picture theatre or at any 
one of the 35 branch Fox offices located in leading cities of 
the United States. No entry blank will be mailed by either 
theatres or Fox offices. Personal application necessary. Ask 
for Entry Blank Fox Big Trail Prize Contest. 


W. Burton Patrick, Superintendent of Schools, Orange, 
N. J., a prominent educator, will be chairman of the Prize 
Committee. Contestants by entry will agree to abide by the 
judges’ decision. 


FOX FILM CORPORATION 
444 West 56th St., New York 





IN AMERICAN HISTORY 


IN PRIZES 


Long lines of prairie schooners. Tall pio- 
neers gray with dust, rifles ready, plodding 
day after day toward a new home in the 
West. Sturdy frontier women, apt with axe 
or rifle, enduring fatigue, hunger, thirst, 
heat and cold. Girls, boys, babies. 350,000 of 
them went over the Big Trail. 25,000 were 
buried by the way but the West was won. 

That mighty migration was perhaps the 
most romantic, picturesque and thrilling 
episode in our history. It meant much to 
the United States. Therefore it was made 
the theme of THE BIG TRAIL, consid- 
ered by competent judges to be the most 
important picture ever produced. 

93 principals, 20,000 extras, 5 tribes of 
Indians, 18 prairie schooners, thousands of 
horses and cattle, 500 buffalo, 4,300 miles 
of travel over 7 different states and great 
cast including John Wayne, Marguerite 
Churchill, El Brendel, Tully Marshall, 
Tyrone Power and David Rollins, master- 
ful direction by the distinguished Raoul 
Walsh, make THE BIG TRAIL a monu- 
mental achievement. 


FOR BEST ESSAYS BY 
HIGH SCHOOL STUDENTS 











For Every Classroom 


The Book of Knowledge—The Children’s Encyclopedia 


Animal Life Plant Life 
Astronomy Science 


Health Art 


Character Education and Manual Activities 


The articles in The Book of 
Knowledge are grouped in pro- 
gressive order under eighteen 
departments. This arrange- 
ment makes it easy for the 
teacher to turn instantly to a 
wealth of lavishly illustrated 
material for her particular 
classroom use. 

As a reference tool, The Book of Knowledge 
is ideal, since related facts are found together in 
comprehensive articles. For instance, a child 
looking for information about beavers finds it 
immediately, and finds also that the article does 
not limit itself to this one variety of the “gnaw- 
ing and burrowing” animals. The child can- 
not escape discovering that the rabbit, the 
squirrel, the mouse, and others belong to the 
same animal group as the beaver and thus 
arrives for himself at an important conclusion 
in nature study. 


The Classroom Guide 


By following the lesson plans in The Class- 
room Guide, the articles in The Book of Knowl- 
edge may be used as text and enrichment aids 
to carry out the objectives of the course of study 
in Geography, History, Character Education, 
Science, Biology, Health, Art Stories, Poetry 
and Factual Reading. The 500 lesson plans 
in The Classroom Guide (each one based 
upon a unit in The Book of Knowl- 
edge) contain statement of objective, 
procedures, projects, activities, study 
outline, questions, assignments and 


1200 Poems, Rhymes 
and Songs with Music 


THE GROLIER SOCIETY, 
2 West 45th Street, New York, N. Y. 





You may send me, free of charge, a copy of the color leaflet of Christmas songs 
and poems, reprinted from The Book of Knowledge, The Children’s Encyclopedia. 


School 


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Address 


Journal of the National Education Association 12-30 


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Geography History 
Biography Literature 
Poeury Stories 


summaries of facts for drill, visual aids and sup. 
plementary references. 

The editor-in-chief of The Classroom Guide 
is Ellis C. Persing, Department of Science, 
School of Education, Western Reserve Univer. 
sity. The associate editors are Elmer L. Ritter, 
lowa State Teachers College; Charles Edward 
Skinner, New York University; Ann V. Horton, 
Museum Instructor of Public Schools, Cleve. 
land Museum of Art; Harold S. Tuttle, Univer. 
sity of Oregon; Elizabeth Syle Madison, Director 
of School Libraries, Oakland, California; Mary 
Melrose, General Supervisor of Public Schools, 


Cleveland, Ohio; Julia Detraz, Western Reserve 
University. 












Schools 


Reprint of Christmas Songs 


The Book of Knowledge poetry coiiection 
includes more than 1200 poems, verses an 
songs with music, chosen from the best of 
many lands. An interesting color leaflet of 
Christmas songs reprinted from The Book 
Knowledge is now offered free to schools. 
Write for your copy today. 





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